{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What was the business state of Marvel by 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "When did Marvel withdraw from the Comics Code Authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What in-house standards system did Marvel replace the Comics Code with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What was the first book published under this new ratings system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c253116c3d406c817e12ea16ed2071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new millennium, Marvel Comics emerged from bankruptcy and again began diversifying its offerings. In 2001, Marvel withdrew from the Comics Code Authority and established its own Marvel Rating System for comics. The first title from this era to not have the code was X-Force #119 (October 2001). Marvel also created new imprints, such as MAX (an explicit-content line) and Marvel Adventures (developed for child audiences). In addition, the company created an alternate universe imprint, Ultimate Marvel, that allowed the company to reboot its major titles by revising and updating its characters to introduce to a new generation.", "targets": "What was the name of the adult themed comics imprint for Marvel with more explicit content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-221951ab287b4f09bef51f1306d6fd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UK national curriculum is adapted for local use. A range of qualifications are offered \u2013 from GCSE, A/S and A2, to Level 3 Diplomas and VRQ qualifications:", "targets": "What curriculum does the island adapt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-221951ab287b4f09bef51f1306d6fd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UK national curriculum is adapted for local use. A range of qualifications are offered \u2013 from GCSE, A/S and A2, to Level 3 Diplomas and VRQ qualifications:", "targets": "What are the qualifications offered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "Which foods do Greek Cypriots and Turkish Cypriots have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "Which art forms are integral parts of everyday life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "What is something that Greek Cypriots and Turkish Cypriots do not have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "What religion do Greek Cypriots usually practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bae0db934264d70b06c2b840206912c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek Cypriots and Turkish Cypriots share a lot in common in their culture but also have differences. Several traditional food (such as souvla and halloumi) and beverages are similar, as well as expressions and ways of life. Hospitality and buying or offering food and drinks for guests or others are common among both. In both communities, music, dance and art are integral parts of social life and many artistic, verbal and nonverbal expressions, traditional dances such as tsifteteli, similarities in dance costumes and importance placed on social activities are shared between the communities. However, the two communities have distinct religions and religious cultures, with the Greek Cypriots traditionally being Greek Orthodox and Turkish Cypriots traditionally being Sunni Muslims, which has partly hindered cultural exchange. Greek Cypriots have influences from Greece and Christianity, while Turkish Cypriots have influences from Turkey and Islam.", "targets": "What religion do Greek Cypriots usually practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b9641e55b934c47a31e5fd23217e0b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is a thin material produced by pressing together moist fibres of cellulose pulp derived from wood, rags or grasses, and drying them into flexible sheets. It is a versatile material with many uses, including writing, printing, packaging, cleaning, and a number of industrial and construction processes.", "targets": "What is a source for the particles in paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b9641e55b934c47a31e5fd23217e0b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is a thin material produced by pressing together moist fibres of cellulose pulp derived from wood, rags or grasses, and drying them into flexible sheets. It is a versatile material with many uses, including writing, printing, packaging, cleaning, and a number of industrial and construction processes.", "targets": "What is a common use for paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b9641e55b934c47a31e5fd23217e0b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is a thin material produced by pressing together moist fibres of cellulose pulp derived from wood, rags or grasses, and drying them into flexible sheets. It is a versatile material with many uses, including writing, printing, packaging, cleaning, and a number of industrial and construction processes.", "targets": "What is the last step in paper production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "What company mines salt in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "How many acres is the Windsor Salt Mine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "How many routes to Canada does Detroit have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "What is the railway tunnel to Canada called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbf86a05f78c4c269bfe6e430fae4f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has four border crossings: the Ambassador Bridge and the Detroit\u2013Windsor Tunnel provide motor vehicle thoroughfares, with the Michigan Central Railway Tunnel providing railroad access to and from Canada. The fourth border crossing is the Detroit\u2013Windsor Truck Ferry, located near the Windsor Salt Mine and Zug Island. Near Zug Island, the southwest part of the city was developed over a 1,500-acre (610 ha) salt mine that is 1,100 feet (340 m) below the surface. The Detroit Salt Company mine has over 100 miles (160 km) of roads within.", "targets": "What it the Ferry to Canada called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "What two types of forests can be found in Geres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "To what period does the laurissilva forest date back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "What type of oak tree is colonizing many abandoned areas in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "What wild animal was recently found roaming urban areas in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506b93b77e1f4d239c5a1de935dcb0a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that humans have occupied the territory of Portugal for thousands of years, something still remains of the original vegetation. In Ger\u00eas both deciduous and coniferous forests can be found, an extremely rare worldwide mature mediterranean forest remain in some parts of the Arr\u00e1bida mountain and a subtropical laurissilva forest, dating back to the Tertiary period, covers its largest continuous area in the world in the Madeira main island. Due to the human population decrease and rural exodus, Pyrenean oak and other local native trees are colonizing many abandoned areas. Boar, Iberian red deer, roe deer, Iberian wild goat, for example, are reported to be expanding greatly, during the last decades. Boars were found recently roaming at night inside large urban areas, like in Setubal. Protected areas of Portugal include one national park (Portuguese: Parque Nacional), 12 natural parks (Portuguese: Parque Natural), nine natural reserves (Portuguese: Reserva Natural), five natural monuments (Portuguese: Monumento Natural), and seven protected landscapes (Portuguese: Paisagem Protegida), which include the Parque Nacional da Peneda-Ger\u00eas, the Parque Natural da Serra da Estrela and the Paul d'Arzila.", "targets": "How many national parks does Portugal have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "The Achaemind Empire along with what other group became the foundation for the art in later Iranian history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "A blend of Iranian and what other type of artwork were the Parthians' art comprised of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "What Iranian art played a major role in the formation of medieval art from Europe and Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b84ffa28a744ff4adf3755165dfce4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian art encompasses many disciplines, including architecture, painting, weaving, pottery, calligraphy, metalworking, and stonemasonry. The Median and Achaemenid empires left a significant classical art scene which remained as basic influences for the art of the later eras. Art of the Parthians was a mixture of Iranian and Hellenistic artworks, with their main motifs being scenes of royal hunting expeditions and investitures. The Sassanid art played a prominent role in the formation of both European and Asian medieval art, which carried forward to the Islamic world, and much of what later became known as Islamic learning, such as philology, literature, jurisprudence, philosophy, medicine, architecture, and science, were of Sassanid basis.", "targets": "The Sassanid became a cornerstone of what type of learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "What school provides maritime education on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "What is the yearly number of cadets at the Maritime Training Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "What is the only trade union on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "On what does the Seaman'd Union represent workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1aacde5c8c48c4a249ed9e568d3220", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvaluans are well known for their seafaring skills, with the Tuvalu Maritime Training Institute on Amatuku motu (island), Funafuti, providing training to approximately 120 marine cadets each year so that they have the skills necessary for employment as seafarers on merchant shipping. The Tuvalu Overseas Seamen's Union (TOSU) is the only registered trade union in Tuvalu. It represents workers on foreign ships. The Asian Development Bank (ADB) estimates that 800 Tuvaluan men are trained, certified and active as seafarers. The ADB estimates that, at any one time, about 15% of the adult male population works abroad as seafarers. Job opportunities also exist as observers on tuna boats where the role is to monitor compliance with the boat's tuna fishing licence.", "targets": "How many Tuvaluan men are active seafarers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "In which areas were the earliest human inhabitants discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "What range of years are the oldest ruins from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "Which vegetable were they found to have been farming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470286cf6edd4e90b3df13b9362fd977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest evidence of human inhabitants of modern day Chihuahua was discovered in the area of Samalayuca and Rancho Colorado. Clovis points have been found in northeastern Chihuahua that have been dated from 12,000 BC to 7000 BC. It is thought that these inhabitants were hunter gatherers. Inhabitants of the state later developed farming with the domestication of corn. An archeological site in northern Chihuahua known as Cerro Juanaque\u00f1a revealed squash cultivation, irrigation techniques, and ceramic artifacts dating to around 2000 BC.", "targets": "Around what year were the ceramic artifacts found to have been from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "Which hurricane brought damaging rains to Tennessee in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "On average, how many days each year are there thunderstorms in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "Which parts of Tennessee are most threatened by tornadoes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "How many tornadoes strike in Tennessee in an average year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c15c8c8010d49139ec254f4e0f76c6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the state is far enough from the coast to avoid any direct impact from a hurricane, the location of the state makes it likely to be impacted from the remnants of tropical cyclones which weaken over land and can cause significant rainfall, such as Tropical Storm Chris in 1982 and Hurricane Opal in 1995. The state averages around 50 days of thunderstorms per year, some of which can be severe with large hail and damaging winds. Tornadoes are possible throughout the state, with West and Middle Tennessee the most vulnerable. Occasionally, strong or violent tornadoes occur, such as the devastating April 2011 tornadoes that killed 20 people in North Georgia and Southeast Tennessee. On average, the state has 15 tornadoes per year. Tornadoes in Tennessee can be severe, and Tennessee leads the nation in the percentage of total tornadoes which have fatalities. Winter storms are an occasional problem, such as the infamous Blizzard of 1993, although ice storms are a more likely occurrence. Fog is a persistent problem in parts of the state, especially in East Tennessee.", "targets": "What year in the 1990s did an unusual blizzard visit Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What policies did a State Department official accuse UNFPA of helping China carry out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What was this official's position at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "Who was the official that accused UNFPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What was UNFPA accused of contributing to the Chinese program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afd09355919c4efbb61dd7fb43c8e7e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, according to then-Secretary of State Colin Powell, the UNFPA contributed vehicles and computers to the Chinese to carry out their population control policies. However, both the Washington Post and the Washington Times reported that Powell simply fell in line, signing a brief written by someone else. ", "targets": "What papers reported on this incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "How long has the concept of legal certainty been recognized as one of the general principles by the EU law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "Which laws mentioned predate EU law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "What must the adoption of laws which will have legal effect in the EU have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd0c6b95cd74589a7ec3f3f1952a53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of legal certainty is recognised one of the general principles of European Union law by the European Court of Justice since the 1960s. It is an important general principle of international law and public law, which predates European Union law. As a general principle in European Union law it means that the law must be certain, in that it is clear and precise, and its legal implications foreseeable, specially when applied to financial obligations. The adoption of laws which will have legal effect in the European Union must have a proper legal basis. Legislation in member states which implements European Union law must be worded so that it is clearly understandable by those who are subject to the law. In European Union law the general principle of legal certainty prohibits Ex post facto laws, i.e. laws should not take effect before they are published. The doctrine of legitimate expectation, which has its roots in the principles of legal certainty and good faith, is also a central element of the general principle of legal certainty in European Union law. The legitimate expectation doctrine holds that and that \"those who act in good faith on the basis of law as it is or seems to be should not be frustrated in their expectations\".", "targets": "In what does the doctrine of legitimate expectations have roots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "How many comics did Marvel sell during 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "What company was distributing Marvel's titles at that point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "To whom was Marvel sold in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "What wholly-owned affiliate of this company did Marvel operate within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f2bb86e80c4b218b9a717758d8783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, while selling 50 million comic books a year, company founder Goodman revised the constraining distribution arrangement with Independent News he had reached under duress during the Atlas years, allowing him now to release as many titles as demand warranted. Late that year he sold Marvel Comics and his other publishing businesses to the Perfect Film and Chemical Corporation, which continued to group them as the subsidiary Magazine Management Company, with Goodman remaining as publisher. In 1969, Goodman finally ended his distribution deal with Independent by signing with Curtis Circulation Company.", "targets": "What distributor took over Marvel's titles in 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "Who was the star of The Sarah Jane Adventures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "When did the Sarah Jane series begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "In what year did the Tenth Doctor appear in the Sarah Jane series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "When did the Eleventh Doctor appear in the Sarah Jane series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37430d34a5d6455ab842a817fb51e5a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sarah Jane Adventures, starring Elisabeth Sladen who reprised her role as investigative journalist Sarah Jane Smith, was developed by CBBC; a special aired on New Year's Day 2007 and a full series began on 24 September 2007. A second series followed in 2008, notable for (as noted above) featuring the return of Brigadier Lethbridge-Stewart. A third in 2009 featured a crossover appearance from the main show by David Tennant as the Tenth Doctor. In 2010, a further such appearance featured Matt Smith as the Eleventh Doctor alongside former companion actress Katy Manning reprising her role as Jo Grant. A final, three-story fifth series was transmitted in autumn 2011 \u2013 uncompleted due to the death of Elisabeth Sladen in early 2011.", "targets": "Why did the series end in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What was the budget of the city in 2013"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "How much of the budget was allocated for city administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What percent of the budget goes towards public housing and urbanism projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What is the main source of income for Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f52cbd98d2e74205a7886336e8a93b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The budget of the city for 2013 was \u20ac7.6 billion, of which 5.4 billion went for city administration, while \u20ac2.2 billion went for investment. The largest part of the budget (38 percent) went for public housing and urbanism projects; 15 percent for roads and transport; 8 percent for schools (which are mostly financed by the state budget); 5 percent for parks and gardens; and 4 percent for culture. The main source of income for the city is direct taxes (35 percent), supplemented by a 13-percent real estate tax; 19 percent of the budget comes in a transfer from the national government.", "targets": "What percentage of the budget is allocated for schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "In which Alaskan areas are military bases prevalent as an important part of the local economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "What program allows Alaska to keep low taxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "What are some of Alaska's industrial products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229c626e8544eb4ad79ab3fd9204b93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Employment is primarily in government and industries such as natural resource extraction, shipping, and transportation. Military bases are a significant component of the economy in the Fairbanks North Star, Anchorage and Kodiak Island boroughs, as well as Kodiak. Federal subsidies are also an important part of the economy, allowing the state to keep taxes low. Its industrial outputs are crude petroleum, natural gas, coal, gold, precious metals, zinc and other mining, seafood processing, timber and wood products. There is also a growing service and tourism sector. Tourists have contributed to the economy by supporting local lodging.", "targets": "How, specifically, have tourists helped the local economy in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "What is another name for a freight elevator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "What type of notice is required to be visible in most freight elevators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "Some freight elevators allow transport of both freight and passengers by using what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "How do freight elevators differ from passenger elevators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a3c5c88e024a1081a49dd2e8f5fc0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A freight elevator, or goods lift, is an elevator designed to carry goods, rather than passengers. Freight elevators are generally required to display a written notice in the car that the use by passengers is prohibited (though not necessarily illegal), though certain freight elevators allow dual use through the use of an inconspicuous riser. In order for an elevator to be legal to carry passengers in some jurisdictions it must have a solid inner door. Freight elevators are typically larger and capable of carrying heavier loads than a passenger elevator, generally from 2,300 to 4,500 kg. Freight elevators may have manually operated doors, and often have rugged interior finishes to prevent damage while loading and unloading. Although hydraulic freight elevators exist, electric elevators are more energy efficient for the work of freight lifting.[citation needed]", "targets": "What type of elevator is better suited for carrying freight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "What type of recording did Brandenburg use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "What did Brandenburg use the recording to refine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "What word describes the nature of the song used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "As a result of her song being used, Suzanne Vega is sometimes referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3282e0c31f4b29851a5b5af50a55d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Karlheinz Brandenburg used a CD recording of Suzanne Vega's song \"Tom's Diner\" to assess and refine the MP3 compression algorithm. This song was chosen because of its nearly monophonic nature and wide spectral content, making it easier to hear imperfections in the compression format during playbacks. Some refer to Suzanne Vega as \"The mother of MP3\". This particular track has an interesting property in that the two channels are almost, but not completely, the same, leading to a case where Binaural Masking Level Depression causes spatial unmasking of noise artifacts unless the encoder properly recognizes the situation and applies corrections similar to those detailed in the MPEG-2 AAC psychoacoustic model. Some more critical audio excerpts (glockenspiel, triangle, accordion, etc.) were taken from the EBU V3/SQAM reference compact disc and have been used by professional sound engineers to assess the subjective quality of the MPEG Audio formats.", "targets": "Excerpts were taken from which reference compact disc to assess the subjective quality of the MPEG audio formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What part of the original model PS3s starting causing problems in March of 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What essential network were some users unable to connect to because of the error?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What erroneous date did some users start seeing on their consoles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "What humorous nickname was given to the situation with the console system clock errors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75437d728d9f41679c1820bc52bae100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 1, 2010 (UTC), many of the original \"fat\" PlayStation 3 models worldwide were experiencing errors related to their internal system clock. The error had many symptoms. Initially, the main problem seemed to be the inability to connect to the PlayStation Network. However, the root cause of the problem was unrelated to the PlayStation Network, since even users who had never been online also had problems playing installed offline games (which queried the system timer as part of startup) and using system themes. At the same time many users noted that the console's clock had gone back to December 31, 1999. The event was nicknamed the ApocalyPS3, a play on the word apocalypse and PS3, the abbreviation for the PlayStation 3 console.", "targets": "The name \"ApocalyPS3\" combines \"PS3\" with what other word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "What were said to have been caused by government policy failures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "How many people were said to have died in the Great Famine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "When did the Great Famine happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "How many people died in the Indian Famine of 1899-1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8096c5031a8d4f0bae8705f06542fe44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the British Raj, famines in India, often attributed to failed government policies, were some of the worst ever recorded, including the Great Famine of 1876\u201378 in which 6.1 million to 10.3 million people died and the Indian famine of 1899\u20131900 in which 1.25 to 10 million people died. The Third Plague Pandemic in the mid-19th century killed 10 million people in India. Despite persistent diseases and famines, the population of the Indian subcontinent, which stood at about 125 million in 1750, had reached 389 million by 1941.", "targets": "What killed 10 million people in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "In what year did the Cold War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "How many nuclear weapons were tested in the Marshall Islands between 1946 and 1958?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "What was the name of the United States' largest atmospheric nuclear test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "What was the yield of the Castle Bravo bombs in kilotons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4942aeab95c48d39da0ee4722085d27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years of the Cold War from 1946 to 1958, the United States tested 67 nuclear weapons at its Pacific Proving Grounds located in the Marshall Islands, including the largest atmospheric nuclear test ever conducted by the U.S., code named Castle Bravo. \"The bombs had a total yield of 108,496 kilotons, over 7,200 times more powerful than the atomic weapons used during World War II.\" With the 1952 test of the first U.S. hydrogen bomb, code named \"Ivy Mike,\" the island of Elugelab in the Enewetak atoll was destroyed. In 1956, the United States Atomic Energy Commission regarded the Marshall Islands as \"by far the most contaminated place in the world.\"", "targets": "Which of the Marshall Islands was destroyed in a United States hydrogen bomb test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "On what date was the state named the Soviet Russian Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "What body renamed the state the Soviet Russian Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "When was the Treaty of Brest-Litovsk signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "The Treaty of Brest-Litovsk ceded land to what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39863ade0ff14b6fa3b921afd5d2359c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 25, 1918 the third meeting of the All-Russian Congress of Soviets renamed the unrecognized state the Soviet Russian Republic. The Treaty of Brest-Litovsk was signed on March 3, 1918, giving away much of the land of the former Russian Empire to Germany in exchange for peace during the rest of World War I. On July 10, 1918, the Russian Constitution of 1918 renamed the country the Russian Socialist Federative Soviet Republic. By 1918, during the Russian Civil War, several states within the former Russian Empire seceded, reducing the size of the country even more.", "targets": "What document renamed the state the Russian Socialist Federative Soviet Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "When were the diaries of Napoleon's valet published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "What was the name of Napoleon's valet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": " What was the possible cause for Napoleon's death suggested in a 1961 Nature paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "In 1961, who suggested the possibility that Napoleon died from ingestion of arsenic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7b15b0d8f7e48619b136fa8ac7fcef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, the diaries of Napoleon's valet, Louis Marchand, were published. His description of Napoleon in the months before his death led Sten Forshufvud in a 1961 paper in Nature to put forward other causes for his death, including deliberate arsenic poisoning. Arsenic was used as a poison during the era because it was undetectable when administered over a long period. Forshufvud, in a 1978 book with Ben Weider, noted that Napoleon's body was found to be remarkably well preserved when moved in 1840. Arsenic is a strong preservative, and therefore this supported the poisoning hypothesis. Forshufvud and Weider observed that Napoleon had attempted to quench abnormal thirst by drinking large amounts of orgeat syrup that contained cyanide compounds in the almonds used for flavouring.", "targets": "What condition was Napoleon's body in when it was moved in 1840?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d6b513913594e2db536cbba80cfb10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The global dog population is estimated at 525 million:225 based on a transparent methodology, as opposed to other estimates where the methodology has not been made available \u2013 all dog population estimates are based on regional human population densities and land uses.", "targets": "What is the larger count for numbers of dogs considered to populate the planet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d6b513913594e2db536cbba80cfb10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The global dog population is estimated at 525 million:225 based on a transparent methodology, as opposed to other estimates where the methodology has not been made available \u2013 all dog population estimates are based on regional human population densities and land uses.", "targets": "How many dogs are estimated to be in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d6b513913594e2db536cbba80cfb10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The global dog population is estimated at 525 million:225 based on a transparent methodology, as opposed to other estimates where the methodology has not been made available \u2013 all dog population estimates are based on regional human population densities and land uses.", "targets": "What are dog population estimates based on other than land uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "Which animal that lives in the Amazon river may produce a deadly shock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "Large predators of the Amazon rainforest include the jaguar, cougar, and anaconda, what is one other example?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "What fish living in the Amazon river is known to bit humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "What are dart frogs are known to secrete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6556f61585b47048364a82a6940ce49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rainforest contains several species that can pose a hazard. Among the largest predatory creatures are the black caiman, jaguar, cougar, and anaconda. In the river, electric eels can produce an electric shock that can stun or kill, while piranha are known to bite and injure humans. Various species of poison dart frogs secrete lipophilic alkaloid toxins through their flesh. There are also numerous parasites and disease vectors. Vampire bats dwell in the rainforest and can spread the rabies virus. Malaria, yellow fever and Dengue fever can also be contracted in the Amazon region.", "targets": "What type of bat that lives in the Amazon rainforest can spread rabies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "What two bodies of water influene the climate in Western Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "Is precipitation varied or uniform in Western Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "Which area of Western Alaska is techincally a desert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1614e730a51a445693f2d8914b1aad1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Western Alaska is determined in large part by the Bering Sea and the Gulf of Alaska. It is a subarctic oceanic climate in the southwest and a continental subarctic climate farther north. The temperature is somewhat moderate considering how far north the area is. This region has a tremendous amount of variety in precipitation. An area stretching from the northern side of the Seward Peninsula to the Kobuk River valley (i. e., the region around Kotzebue Sound) is technically a desert, with portions receiving less than 10 in (25 cm) of precipitation annually. On the other extreme, some locations between Dillingham and Bethel average around 100 in (250 cm) of precipitation.", "targets": "How much precipitation does the desert area of Western Alaska receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "What is the official language of Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "How much of Nigeria uses English as a first language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "What is the most popular language in Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce214a41aae34c96a2f0cd82a4c035d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though most ethnic groups prefer to communicate in their own languages, English as the official language is widely used for education, business transactions and for official purposes. English as a first language is used only by a small minority of the country's urban elite, and it is not spoken at all in some rural areas. Hausa is the most widely spoken of the 3 main languages spoken in Nigeria itself (Igbo, Hausa and Yoruba) but unlike the Yorubas and Igbos, the Hausas tend not to travel far outside Nigeria itself.[citation needed]", "targets": "What are the top 3 languages in Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "Why couldn't Asa Gray use a Boston publisher for an American version of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "How much of a royalty was Gray able to negotiate with a New York publisher for On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "When was the first American edition of On the Origin of Species published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "What did Darwin decide to do with the profits of the American version of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65ec7f6fc5e4a76bb0532c30b454ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, botanist Asa Gray an American colleague of Darwin negotiated with a Boston publisher for publication of an authorised American version, but learnt that two New York publishing firms were already planning to exploit the absence of international copyright to print Origin. Darwin was delighted by the popularity of the book, and asked Gray to keep any profits. Gray managed to negotiate a 5% royalty with Appleton's of New York, who got their edition out in mid January 1860, and the other two withdrew. In a May letter, Darwin mentioned a print run of 2,500 copies, but it is not clear if this referred to the first printing only as there were four that year.", "targets": "What was the print run that Darwin mentioned for On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "What is more likely than the Solutrean hypothesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "What supports a scenario of dual origin for Paleo-Indians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "What is C4c deeply rooted in the Asian portion of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "When did Kashani and others make their statement regarding the similarities for C4c distributions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5157ef0aade84db886fb70217b9f737b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A route through Beringia is seen as more likely than the Solutrean hypothesis. Kashani et al. 2012 state that \"The similarities in ages and geographical distributions for C4c and the previously analyzed X2a lineage provide support to the scenario of a dual origin for Paleo-Indians. Taking into account that C4c is deeply rooted in the Asian portion of the mtDNA phylogeny and is indubitably of Asian origin, the finding that C4c and X2a are characterized by parallel genetic histories definitively dismisses the controversial hypothesis of an Atlantic glacial entry route into North America.\"", "targets": "Because C4c and X2a are characterized by parallel genetic histories means what controversial hypothesis may be dismissed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "What was the name of Kanye's third record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "What musical direction did Kanye take with his third album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "Kanye drew inspiration from The Rolling Stones, U2, and Led Zeppelin in what ways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-751a12b2525b43f1b98557b26f11ef2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With his third album, Graduation (2007), West moved away from the sound of his previous releases and towards a more atmospheric, rock-tinged, electronic-influenced soundscape. The musical evolution arose from him listening to music genres encompassing European Britpop and Euro-disco, American alternative and indie-rock, and his native Chicago house. Towards this end, West retracted much of the live instrumentation that characterized his previous album and replaced it with heavy, gothic synthesizers, distorted synth-chords, rave stabs, house beats, electro-disco rhythms, and a wide array of modulated electronic noises and digital audio-effects. In addition, West drew musical inspiration from arena rock bands such as The Rolling Stones, U2, and Led Zeppelin in terms of melody and chord progression.", "targets": "What year was Kanye West's third album released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "What researchers conducted a study in the early part of May 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "How many people were part of the study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "What was the age range of people studied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8a4be200f04c429c3ab7da90d05a81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a study published in the Journal of Behavioural and Experimental Economics, and reported on in early May 2014, researchers from the University of Portsmouth in the UK discussed findings from examining the illegal downloading behavior of 6,000 Finnish people, aged seven to 84. The list of reasons for downloading given by the study respondents included money saving; the ability to access material not on general release, or before it was released; and assisting artists to avoid involvement with record companies and movie studios.", "targets": "Who did downloaders want to help by avoiding studios and record companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "Where did Muawiyah fight Ali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "Who was appointed arbitrator by Ali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "In what battle did Ali fight the Kharjites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05412af2fcf140f1bd4c9fcf446ae05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following this battle, Ali fought a battle against Muawiyah, known as the Battle of Siffin. The battle was stopped before either side had achieved victory, and the two parties agreed to arbitrate their dispute. After the battle Amr ibn al-As was appointed by Muawiyah as an arbitrator, and Ali appointed Abu Musa Ashaari. Seven months later, in February 658, the two arbitrators met at Adhruh, about 10 miles north west of Maan in Jordon. Amr ibn al-As convinced Abu Musa Ashaari that both Ali and Muawiyah should step down and a new Caliph be elected. Ali and his supporters were stunned by the decision which had lowered the Caliph to the status of the rebellious Muawiyah I. Ali was therefore outwitted by Muawiyah and Amr. Ali refused to accept the verdict and found himself technically in breach of his pledge to abide by the arbitration. This put Ali in a weak position even amongst his own supporters. The most vociferous opponents in Ali's camp were the very same people who had forced Ali into the ceasefire. They broke away from Ali's force, rallying under the slogan, \"arbitration belongs to God alone.\" This group came to be known as the Kharijites (\"those who leave\"). In 659 Ali's forces and the Kharijites met in the Battle of Nahrawan. Although Ali won the battle, the constant conflict had begun to affect his standing, and in the following years some Syrians seem to have acclaimed Muawiyah as a rival caliph.", "targets": "What did the term Kharjites mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "What kind of University is Imperial College London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "Who founded the Imperial College London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "Who opened the Imperial Institute in 1907?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "Which document allowed the Imperial College London to be formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a1e11c1c0742d28f0dbe1f2215b79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College London is a public research university located in London, United Kingdom. It was founded by Prince Albert who envisioned an area composed of the Natural History Museum, Science Museum, Victoria and Albert Museum, Royal Albert Hall and the Imperial Institute. The Imperial Institute was opened by his wife, Queen Victoria, who laid the first stone. In 1907, Imperial College London was formed by Royal Charter, and soon joined the University of London, with a focus on science and technology. The college has expanded its coursework to medicine through mergers with St Mary's Hospital. In 2004, Queen Elizabeth II opened the Imperial College Business School. Imperial became an independent university from the University of London during its one hundred year anniversary.", "targets": "What was the focus of the Imperial College London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "What year did season seven of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which season seven contestant had worked as a stripper before his time on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which contestant was talked about most for having a record deal before being a contestant on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "When did season seven premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which contestant drew attention because he was a former stripper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Why did many of the contestants draw the attention of the media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b0fd15ff1c0450ab95dee36a708a64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season seven premiered on January 15, 2008, for a two-day, four-hour premiere. The media focused on the professional status of the season seven contestants, the so-called 'ringers', many of whom, including Kristy Lee Cook, Brooke White, Michael Johns, and in particular Carly Smithson, had prior recording contracts. Contestant David Hernandez also attracted some attention due to his past employment as a stripper.", "targets": "Which contestant garnered the most attention because of a prior recording contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "What needs to be avoided with civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "Why should disobedience by the general public be avoided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "What is one main reason that civil disobedience is not recognized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "Why should someone not commit a crime when they are protesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce765cdf75a4359a8f8dfc1d69088c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One theory is that, while disobedience may be helpful, any great amount of it would undermine the law by encouraging general disobedience which is neither conscientious nor of social benefit. Therefore, conscientious lawbreakers must be punished. Michael Bayles argues that if a person violates a law in order to create a test case as to the constitutionality of a law, and then wins his case, then that act did not constitute civil disobedience. It has also been argued that breaking the law for self-gratification, as in the case of a homosexual or cannabis user who does not direct his act at securing the repeal of amendment of the law, is not civil disobedience. Likewise, a protestor who attempts to escape punishment by committing the crime covertly and avoiding attribution, or by denying having committed the crime, or by fleeing the jurisdiction, is generally viewed as not being a civil disobedient.", "targets": "For what reason would someone avoid crimes while protesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468aedcfc4a04c00bf31e0a1bab9a784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, out of 45,693 households, 23.0% had children under the age of 18 living with them, 37.8% were married couples living together, 7.5% had a female householder with no husband present, and 52.5% were nonfamilies. 35.5% of households were made up of individuals and 6.6% had someone living alone who was 65 years of age or older. The average household size was 2.22 and the average family size was 2.90. The age distribution was 16.8% under 18, 26.8% from 18 to 24, 31.2% from 25 to 44, 17.3% from 45 to 64, and 7.9% were 65 or older. The median age was 28 years. For every 100 females there were 97.7 males; while for every 100 females age 18 and over, there were 96.4 males.", "targets": "What is the average household size in the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468aedcfc4a04c00bf31e0a1bab9a784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, out of 45,693 households, 23.0% had children under the age of 18 living with them, 37.8% were married couples living together, 7.5% had a female householder with no husband present, and 52.5% were nonfamilies. 35.5% of households were made up of individuals and 6.6% had someone living alone who was 65 years of age or older. The average household size was 2.22 and the average family size was 2.90. The age distribution was 16.8% under 18, 26.8% from 18 to 24, 31.2% from 25 to 44, 17.3% from 45 to 64, and 7.9% were 65 or older. The median age was 28 years. For every 100 females there were 97.7 males; while for every 100 females age 18 and over, there were 96.4 males.", "targets": "What is the average family size in the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468aedcfc4a04c00bf31e0a1bab9a784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, out of 45,693 households, 23.0% had children under the age of 18 living with them, 37.8% were married couples living together, 7.5% had a female householder with no husband present, and 52.5% were nonfamilies. 35.5% of households were made up of individuals and 6.6% had someone living alone who was 65 years of age or older. The average household size was 2.22 and the average family size was 2.90. The age distribution was 16.8% under 18, 26.8% from 18 to 24, 31.2% from 25 to 44, 17.3% from 45 to 64, and 7.9% were 65 or older. The median age was 28 years. For every 100 females there were 97.7 males; while for every 100 females age 18 and over, there were 96.4 males.", "targets": "What is the median age for the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "Whose Carnival is known local as Cwarm\u00ea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "Despite being located in East Belgium, Malmedy's Carnival harks purely to what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "How many days does Malmedy's festival take place before Shrove Tuesday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "Where can all the traditional costumes be seen parading on the Sunday of the festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7877e4d4b4a74b03b8189a5f737d5dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Malmedy is locally called Cwarm\u00ea. Even if Malmedy is located in the east Belgium, near the German-speaking area, the Cwarm\u00ea is a pure walloon and Latin carnival. The celebration takes place during 4 days before the Shrove Tuesday. The Cwarm\u00ea Sunday is the most important and insteresting to see. All the old traditional costumes parade in the street. The Cwarm\u00ea is a \"street carnival\" and is not only a parade. People who are disguised pass through the crowd and perform a part of the traditional costume they wear. The famous traditional costumes at the Cwarm\u00ea of Malmedy are the Hagu\u00e8te, the Longu\u00e8s-Br\u00e8sses and the Long-N\u00e9.", "targets": "What do disguised people pass through during the festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "How many evangelical churches are there in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "How many parishes of the LDS church are in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "When was the American Church in Paris founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-237c2c0c0eff4031952278e6b0622526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all Protestant denominations are represented in Paris, with 74 evangelical churches from various denominations, including 21 parishes of the United Protestant Church of France and two parishes of the Church of Jesus Christ of the Latter-Day Saints. There are several important churches for the English-speaking community: the American Church in Paris, founded in 1814, was the first American church outside the United States; the current church was finished in 1931. The Saint George's Anglican Church in the 16th arrondissement is the principal Anglican church in the city.", "targets": "What is the principal Anglican church in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "How many times did Israelites have political independence in ancient history? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "From where did the term Jews originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "When was land divided into Israel and Judah?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "Inhabitants of Judah are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c69c92994b64ea3b153c37479dd9f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israelites enjoyed political independence twice in ancient history, first during the periods of the Biblical judges followed by the United Monarchy.[disputed \u2013 discuss] After the fall of the United Monarchy the land was divided into Israel and Judah. The term Jew originated from the Roman \"Judean\" and denoted someone from the southern kingdom of Judah. The shift of ethnonym from \"Israelites\" to \"Jews\" (inhabitant of Judah), although not contained in the Torah, is made explicit in the Book of Esther (4th century BCE), a book in the Ketuvim, the third section of the Jewish Tanakh. In 587 BC Nebuchadnezzar II, King of the Neo-Babylonian Empire, besieged Jerusalem, destroyed the First Temple, and deported the most prominent citizens of Judah. In 586 BC, Judah itself ceased to be an independent kingdom, and its remaining Jews were left stateless. The Babylonian exile ended in 539 BCE when the Achaemenid Empire conquered Babylon and Cyrus the Great allowed the exiled Jews to return to Yehud and rebuild their Temple. The Second Temple was completed in 515 BCE. Yehud province was a peaceful part of the Achaemenid Empire until the fall of the Empire in c. 333 BCE to Alexander the Great. Jews were also politically independent during the Hasmonean dynasty spanning from 140 to 37 BCE and to some degree under the Herodian dynasty from 37 BCE to 6 CE. Since the destruction of the Second Temple in 70 CE, most Jews have lived in diaspora. As an ethnic minority in every country in which they live (except Israel), they have frequently experienced persecution throughout history, resulting in a population that has fluctuated both in numbers and distribution over the centuries.[citation needed]", "targets": "When did the Babylonian exile end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "What was Mexico home to prior to the arrival of the Spaniards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "When did the Olmecs flourish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "Who held sway in the mountains of Oaxaca?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "Who lived in the Yucatan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-205a5303adf742ca89982f709bf8715a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The territory of modern-day Mexico was home to numerous indigenous civilizations prior to the arrival of the Spanish conquistadores: The Olmecs, who flourished from between 1200 BCE to about 400 BCE in the coastal regions of the Gulf of Mexico; the Zapotecs and the Mixtecs, who held sway in the mountains of Oaxaca and the Isthmus of Tehuantepec; the Maya in the Yucatan (and into neighbouring areas of contemporary Central America); the Pur\u00e9pecha in present-day Michoac\u00e1n and surrounding areas, and the Aztecs/Mexica, who, from their central capital at Tenochtitlan, dominated much of the centre and south of the country (and the non-Aztec inhabitants of those areas) when Hern\u00e1n Cort\u00e9s first landed at Veracruz.", "targets": "Where was the Aztec's central capital located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "Saint Helena was an important port of which company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "What did ships replenish at Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "What vessel was owned by Captain James?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "What vessel resupplied at the Island in May 1771?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a22e22595c34309ad250a29500db7de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout this period, Saint Helena was an important port of call of the East India Company. East Indiamen would stop there on the return leg of their voyages to British India and China. At Saint Helena ships could replenish supplies of water and provisions, and during war time, form convoys that would sail under the protection of vessels of the Royal Navy. Captain James Cook's vessel HMS Endeavour anchored and resupplied off the coast of St Helena in May 1771, on her return from the European discovery of the east coast of Australia and rediscovery of New Zealand.", "targets": "Vessels of what navy protected convoys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "What did Hayek conclude regarding his brothers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "With whom did Hayek more frequently converse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "Prior to his schooling, what was the state of Hayek's reading skills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "Who told Hayek he should begin reading Hugo de Vries works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c05e422de874536b7b085a9afa6cfb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek displayed an intellectual and academic bent from a very young age. He read fluently and frequently before going to school. At his father's suggestion, Hayek, as a teenager, read the genetic and evolutionary works of Hugo de Vries and the philosophical works of Ludwig Feuerbach. In school Hayek was much taken by one instructor's lectures on Aristotle's ethics. In his unpublished autobiographical notes, Hayek recalled a division between him and his younger brothers who were only few years younger than him, but he believed that they were somehow of a different generation. He preferred to associate with adults.", "targets": "Which philosopher did Hayek learn about in a school lecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "Heart disease and obesity are examples of what kind of disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "In which country was a study about the presence of cancer and heart disease in different regions done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "How much of an increase in presence of \"Western\" diseases was there in communities that primarily had animal - based diets as opposed to vegetable diets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "Other than meat, what else is lacking from the people in China's diet compared to diets from the Western world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6927aa61a2d5407881aa91000af50fd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heart disease, cancer, obesity, and diabetes are commonly called \"Western\" diseases because these maladies were once rarely seen in developing countries. An international study in China found some regions had virtually no cancer or heart disease, while in other areas they reflected \"up to a 100-fold increase\" coincident with shifts from diets that were found to be entirely plant-based to heavily animal-based, respectively. In contrast, diseases of affluence like cancer and heart disease are common throughout the developed world, including the United States. Adjusted for age and exercise, large regional clusters of people in China rarely suffered from these \"Western\" diseases possibly because their diets are rich in vegetables, fruits, and whole grains, and have little dairy and meat products. Some studies show these to be, in high quantities, possible causes of some cancers. There are arguments for and against this controversial issue.", "targets": "What disease was said to possibly be the result of diets that are high in meat and dairy products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "Who was the designer of the Oriental Courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "What art historical style was used in the decoration for the northern part of the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "Who designed the bronze doors used as the main entrance to the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "What famous English physicist and mathematician was depicted in the main bronze door entrance of the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9de9a541964c688f5c02f9ee013e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An ambitious scheme of decoration was developed for these new areas: a series of mosaic figures depicting famous European artists of the Medieval and Renaissance period. These have now been removed to other areas of the museum. Also started were a series of frescoes by Lord Leighton: Industrial Arts as Applied to War 1878\u20131880 and Industrial Arts Applied to Peace, which was started but never finished. To the east of this were additional galleries, the decoration of which was the work of another designer Owen Jones, these were the Oriental Courts (covering India, China and Japan) completed in 1863, none of this decoration survives, part of these galleries became the new galleries covering the 19th century, opened in December 2006. The last work by Fowke was the design for the range of buildings on the north and west sides of the garden, this includes the refreshment rooms, reinstated as the Museum Caf\u00e9 in 2006, with the silver gallery above, (at the time the ceramics gallery), the top floor has a splendid lecture theatre although this is seldom open to the general public. The ceramic staircase in the northwest corner of this range of buildings was designed by F. W. Moody and has architectural details of moulded and coloured pottery. All the work on the north range was designed and built in 1864\u201369. The style adopted for this part of the museum was Italian Renaissance, much use was made of terracotta, brick and mosaic, this north fa\u00e7ade was intended as the main entrance to the museum with its bronze doors designed by James Gamble & Reuben Townroe having six panels depicting: Humphry Davy (chemistry); Isaac Newton (astronomy); James Watt (mechanics); Bramante (architecture); Michelangelo (sculpture); Titian (painting); thus representing the range of the museums collections, Godfrey Sykes also designed the terracotta embellishments and the mosaic in the pediment of the North Fa\u00e7ade commemorating the Great Exhibition the profits from which helped to fund the museum, this is flanked by terracotta statue groups by Percival Ball. This building replaced Brompton Park House, which could then be demolished to make way for the south range.", "targets": "What Italian painter was depicted in the main bronze door entrance of the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What brand struck a deal with Kanye and sparked a new clothing line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "How many \"seasons\" of clothing did Kanye release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What were the shoes designed by Kanye and released by Adidas called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "How many pairs of shoes were sold in the initial release in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What shoe was announced on Twitter by Kanye West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "In what year did Kanye premier his Season line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b90ef16592424bc7b10860c2dcec99dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 3, 2013, Adidas officially confirmed a new shoe collaboration deal with West. After months of anticipation and rumors, West confirmed the release of the Adidas Yeezy Boosts with a Twitter announcement directing fans to the domain yeezy.supply. In 2015, West unveiled his Yeezy Season clothing line, premiering Season 1 in collaboration with Adidas early in the year. The release of the Yeezy Boosts and the full Adidas collaboration was showcased in New York City on February 12, 2015, with free streaming to 50 cinemas in 13 countries around the world. An initial release of the Adidas Yeezy Boosts was limited to 9000 pairs to be available only in New York City via the Adidas smartphone app; the Adidas Yeezy Boosts were sold out within 10 minutes. The shoes released worldwide on February 28, 2015, were limited to select boutique stores and the Adidas UK stores. He followed with Season 2 later that year at New York Fashion Week. On February 11, West premiered his Yeezy Season 3 clothing line at Madison Square Garden in conjunction with the previewing of his album The Life of Pablo.", "targets": "What album release coincided with Kanye's Yeezy Season 3 clothing line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "What science led to botany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "What kind of plants did monasteries cultivate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "When did universities start growing gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "Why did universities have these gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478dafd4e90e4fbba6c209a56dbddfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany originated in prehistory as herbalism with the efforts of early humans to identify \u2013 and later cultivate \u2013 edible, medicinal and poisonous plants, making it one of the oldest branches of science. Medieval physic gardens, often attached to monasteries, contained plants of medical importance. They were forerunners of the first botanical gardens attached to universities, founded from the 1540s onwards. One of the earliest was the Padua botanical garden. These gardens facilitated the academic study of plants. Efforts to catalogue and describe their collections were the beginnings of plant taxonomy, and led in 1753 to the binomial system of Carl Linnaeus that remains in use to this day.", "targets": "Why was plant taxonomy developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "How many minutes does it take the average New Yorker to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of New Yorkers use public transportation to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of people living in Manhattan own a car?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "In 2005, what percentage of New York residents used mass transit to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of Americans drive cars to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "In minutes, how long does it take for the average New Yorker to get to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of New York households don't own an automobile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d079195b3a5c4d12a52b62b574f8ea3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public transport is essential in New York City. 54.6% of New Yorkers commuted to work in 2005 using mass transit. This is in contrast to the rest of the United States, where about 90% of commuters drive automobiles to their workplace. According to the US Census Bureau, New York City residents spend an average of 38.4 minutes a day getting to work, the longest commute time in the nation among large cities. New York is the only US city in which a majority (52%) of households do not have a car; only 22% of Manhattanites own a car. Due to their high usage of mass transit, New Yorkers spend less of their household income on transportation than the national average, saving $19 billion annually on transportation compared to other urban Americans.", "targets": "What percentage of Manhattan residents own an automobile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What is the grandest label that historians have used to describe the  Seven Years' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What does the term \"Second Hundred Years' War\" describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What is the precedent for the \"Second Hundred Year's War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edaf54cb10d4f2384da956b6ab0342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war has been described as the first \"world war\", although this label was also given to various earlier conflicts like the Eighty Years' War, the Thirty Years' War, the War of the Spanish Succession and the War of the Austrian Succession, and to later conflicts like the Napoleonic Wars. The term \"Second Hundred Years' War\" has been used in order to describe the almost continuous level of world-wide conflict during the entire 18th century, reminiscent of the more famous and compact struggle of the 14th century.", "targets": "What was a later conflict that some considered the first World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "Who was Chief of Staff of the Army before Eisenhower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "About how many soldiers demobilized after the war ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "What president ignored Eisenhower's recommendations in regard to atomic weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "What was Eisenhower's position on the use of nuclear weapons against Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2303cd644064adcd57b0399ff9c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1945, Eisenhower returned to Washington to replace Marshall as Chief of Staff of the Army. His main role was rapid demobilization of millions of soldiers, a slow job that was delayed by lack of shipping. Eisenhower was convinced in 1946 that the Soviet Union did not want war and that friendly relations could be maintained; he strongly supported the new United Nations and favored its involvement in the control of atomic bombs. However, in formulating policies regarding the atomic bomb and relations with the Soviets, Truman was guided by the U.S. State Department and ignored Eisenhower and the Pentagon. Indeed, Eisenhower had opposed the use of the atomic bomb against the Japanese, writing, \"First, the Japanese were ready to surrender and it wasn't necessary to hit them with that awful thing. Second, I hated to see our country be the first to use such a weapon.\" Initially, Eisenhower was characterized by hopes for cooperation with the Soviets. He even visited Warsaw in 1945. Invited by Boles\u0142aw Bierut and decorated with the highest military decoration, he was shocked by the scale of destruction in the city. However, by mid-1947, as East\u2013West tensions over economic recovery in Germany and the Greek Civil War escalated, Eisenhower gave up and agreed with a containment policy to stop Soviet expansion.", "targets": "What city did Eisenhower notably visit in 1945?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "What is the primary cue for migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "How do birds act in the period before migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "What does Zugunruhe mean in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "What do caged birds display that corresponds with migratory direction in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c8c592c9764558b62fe4cf09c5f68c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary physiological cue for migration are the changes in the day length. These changes are also related to hormonal changes in the birds. In the period before migration, many birds display higher activity or Zugunruhe (German: migratory restlessness), first described by Johann Friedrich Naumann in 1795, as well as physiological changes such as increased fat deposition. The occurrence of Zugunruhe even in cage-raised birds with no environmental cues (e.g. shortening of day and falling temperature) has pointed to the role of circannual endogenous programs in controlling bird migrations. Caged birds display a preferential flight direction that corresponds with the migratory direction they would take in nature, changing their preferential direction at roughly the same time their wild conspecifics change course.", "targets": "When do caged birds change their preferential direction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9cc849a7086455ca7088326b09fd7ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell died of complications arising from diabetes on August 2, 1922, at his private estate, Beinn Bhreagh, Nova Scotia, at age 75. Bell had also been afflicted with pernicious anemia. His last view of the land he had inhabited was by moonlight on his mountain estate at 2:00 a.m.[N 29][N 30] While tending to him after his long illness, Mabel, his wife, whispered, \"Don't leave me.\" By way of reply, Bell traced the sign for \"no\" in the air \u2014and then he died.", "targets": "What disease contributed greatly to Bell's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9cc849a7086455ca7088326b09fd7ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell died of complications arising from diabetes on August 2, 1922, at his private estate, Beinn Bhreagh, Nova Scotia, at age 75. Bell had also been afflicted with pernicious anemia. His last view of the land he had inhabited was by moonlight on his mountain estate at 2:00 a.m.[N 29][N 30] While tending to him after his long illness, Mabel, his wife, whispered, \"Don't leave me.\" By way of reply, Bell traced the sign for \"no\" in the air \u2014and then he died.", "targets": "On what day and month did Bell die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9cc849a7086455ca7088326b09fd7ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell died of complications arising from diabetes on August 2, 1922, at his private estate, Beinn Bhreagh, Nova Scotia, at age 75. Bell had also been afflicted with pernicious anemia. His last view of the land he had inhabited was by moonlight on his mountain estate at 2:00 a.m.[N 29][N 30] While tending to him after his long illness, Mabel, his wife, whispered, \"Don't leave me.\" By way of reply, Bell traced the sign for \"no\" in the air \u2014and then he died.", "targets": "Who was the last person to see Bell alive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9cc849a7086455ca7088326b09fd7ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell died of complications arising from diabetes on August 2, 1922, at his private estate, Beinn Bhreagh, Nova Scotia, at age 75. Bell had also been afflicted with pernicious anemia. His last view of the land he had inhabited was by moonlight on his mountain estate at 2:00 a.m.[N 29][N 30] While tending to him after his long illness, Mabel, his wife, whispered, \"Don't leave me.\" By way of reply, Bell traced the sign for \"no\" in the air \u2014and then he died.", "targets": "In what Province did Bell die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9991cc640d254b3eaf02f9fd12123fb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many early 19th-century neoclassical architects were influenced by the drawings and projects of \u00c9tienne-Louis Boull\u00e9e and Claude Nicolas Ledoux. The many graphite drawings of Boull\u00e9e and his students depict spare geometrical architecture that emulates the eternality of the universe. There are links between Boull\u00e9e's ideas and Edmund Burke's conception of the sublime. Ledoux addressed the concept of architectural character, maintaining that a building should immediately communicate its function to the viewer: taken literally such ideas give rise to \"architecture parlante\".", "targets": "Who influenced many 19th century neoclassical architects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9991cc640d254b3eaf02f9fd12123fb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many early 19th-century neoclassical architects were influenced by the drawings and projects of \u00c9tienne-Louis Boull\u00e9e and Claude Nicolas Ledoux. The many graphite drawings of Boull\u00e9e and his students depict spare geometrical architecture that emulates the eternality of the universe. There are links between Boull\u00e9e's ideas and Edmund Burke's conception of the sublime. Ledoux addressed the concept of architectural character, maintaining that a building should immediately communicate its function to the viewer: taken literally such ideas give rise to \"architecture parlante\".", "targets": "What do geometric architecture emulate of the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9991cc640d254b3eaf02f9fd12123fb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many early 19th-century neoclassical architects were influenced by the drawings and projects of \u00c9tienne-Louis Boull\u00e9e and Claude Nicolas Ledoux. The many graphite drawings of Boull\u00e9e and his students depict spare geometrical architecture that emulates the eternality of the universe. There are links between Boull\u00e9e's ideas and Edmund Burke's conception of the sublime. Ledoux addressed the concept of architectural character, maintaining that a building should immediately communicate its function to the viewer: taken literally such ideas give rise to \"architecture parlante\".", "targets": "What Edmund Burke concept is linked to Boullee's ideas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9991cc640d254b3eaf02f9fd12123fb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many early 19th-century neoclassical architects were influenced by the drawings and projects of \u00c9tienne-Louis Boull\u00e9e and Claude Nicolas Ledoux. The many graphite drawings of Boull\u00e9e and his students depict spare geometrical architecture that emulates the eternality of the universe. There are links between Boull\u00e9e's ideas and Edmund Burke's conception of the sublime. Ledoux addressed the concept of architectural character, maintaining that a building should immediately communicate its function to the viewer: taken literally such ideas give rise to \"architecture parlante\".", "targets": "What concept did Ledoux address?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9991cc640d254b3eaf02f9fd12123fb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many early 19th-century neoclassical architects were influenced by the drawings and projects of \u00c9tienne-Louis Boull\u00e9e and Claude Nicolas Ledoux. The many graphite drawings of Boull\u00e9e and his students depict spare geometrical architecture that emulates the eternality of the universe. There are links between Boull\u00e9e's ideas and Edmund Burke's conception of the sublime. Ledoux addressed the concept of architectural character, maintaining that a building should immediately communicate its function to the viewer: taken literally such ideas give rise to \"architecture parlante\".", "targets": "As a concept of neoclassical architecture, what should be immediately communicated to viewer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed1eb5c97ea4d6b8f4d3c7b97393a61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flying Fathers, a Canadian group of Catholic priests, regularly toured North America playing exhibition hockey games for charity. One of the organization's founders, Les Costello, was a onetime NHL player who was ordained as a priest after retiring from professional hockey. Another prominent exhibition hockey team is the Buffalo Sabres Alumni Hockey Team, which is composed almost entirely of retired NHL players, the majority of whom (as the name suggests) played at least a portion of their career for the Buffalo Sabres.", "targets": "What nationality is the Flying Fathers team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed1eb5c97ea4d6b8f4d3c7b97393a61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flying Fathers, a Canadian group of Catholic priests, regularly toured North America playing exhibition hockey games for charity. One of the organization's founders, Les Costello, was a onetime NHL player who was ordained as a priest after retiring from professional hockey. Another prominent exhibition hockey team is the Buffalo Sabres Alumni Hockey Team, which is composed almost entirely of retired NHL players, the majority of whom (as the name suggests) played at least a portion of their career for the Buffalo Sabres.", "targets": "What religion is the Flying Fathers team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed1eb5c97ea4d6b8f4d3c7b97393a61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flying Fathers, a Canadian group of Catholic priests, regularly toured North America playing exhibition hockey games for charity. One of the organization's founders, Les Costello, was a onetime NHL player who was ordained as a priest after retiring from professional hockey. Another prominent exhibition hockey team is the Buffalo Sabres Alumni Hockey Team, which is composed almost entirely of retired NHL players, the majority of whom (as the name suggests) played at least a portion of their career for the Buffalo Sabres.", "targets": "Who founded the Flying Fathers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed1eb5c97ea4d6b8f4d3c7b97393a61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flying Fathers, a Canadian group of Catholic priests, regularly toured North America playing exhibition hockey games for charity. One of the organization's founders, Les Costello, was a onetime NHL player who was ordained as a priest after retiring from professional hockey. Another prominent exhibition hockey team is the Buffalo Sabres Alumni Hockey Team, which is composed almost entirely of retired NHL players, the majority of whom (as the name suggests) played at least a portion of their career for the Buffalo Sabres.", "targets": "What league were most members of the Buffalo Sabres Alumni Hockey Team from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed1eb5c97ea4d6b8f4d3c7b97393a61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flying Fathers, a Canadian group of Catholic priests, regularly toured North America playing exhibition hockey games for charity. One of the organization's founders, Les Costello, was a onetime NHL player who was ordained as a priest after retiring from professional hockey. Another prominent exhibition hockey team is the Buffalo Sabres Alumni Hockey Team, which is composed almost entirely of retired NHL players, the majority of whom (as the name suggests) played at least a portion of their career for the Buffalo Sabres.", "targets": "Where are the Saores based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015b9594c332441897d13562647b9566", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars note that Tibetan leaders during the Ming frequently engaged in civil war and conducted their own foreign diplomacy with neighboring states such as Nepal. Some scholars underscore the commercial aspect of the Ming-Tibetan relationship, noting the Ming dynasty's shortage of horses for warfare and thus the importance of the horse trade with Tibet. Others argue that the significant religious nature of the relationship of the Ming court with Tibetan lamas is underrepresented in modern scholarship. In hopes of reviving the unique relationship of the earlier Mongol leader Kublai Khan (r. 1260\u20131294) and his spiritual superior Drog\u00f6n Ch\u00f6gyal Phagpa (1235\u20131280) of the Sakya school of Tibetan Buddhism, the Yongle Emperor (r. 1402\u20131424) made a concerted effort to build a secular and religious alliance with Deshin Shekpa (1384\u20131415), the Karmapa of the Karma Kagyu school. However, the Yongle Emperor's attempts were unsuccessful.", "targets": "What important trade did the Ming Dynasty have with Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015b9594c332441897d13562647b9566", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars note that Tibetan leaders during the Ming frequently engaged in civil war and conducted their own foreign diplomacy with neighboring states such as Nepal. Some scholars underscore the commercial aspect of the Ming-Tibetan relationship, noting the Ming dynasty's shortage of horses for warfare and thus the importance of the horse trade with Tibet. Others argue that the significant religious nature of the relationship of the Ming court with Tibetan lamas is underrepresented in modern scholarship. In hopes of reviving the unique relationship of the earlier Mongol leader Kublai Khan (r. 1260\u20131294) and his spiritual superior Drog\u00f6n Ch\u00f6gyal Phagpa (1235\u20131280) of the Sakya school of Tibetan Buddhism, the Yongle Emperor (r. 1402\u20131424) made a concerted effort to build a secular and religious alliance with Deshin Shekpa (1384\u20131415), the Karmapa of the Karma Kagyu school. However, the Yongle Emperor's attempts were unsuccessful.", "targets": "During what years did the Mongol leader Kublai Khan rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015b9594c332441897d13562647b9566", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars note that Tibetan leaders during the Ming frequently engaged in civil war and conducted their own foreign diplomacy with neighboring states such as Nepal. Some scholars underscore the commercial aspect of the Ming-Tibetan relationship, noting the Ming dynasty's shortage of horses for warfare and thus the importance of the horse trade with Tibet. Others argue that the significant religious nature of the relationship of the Ming court with Tibetan lamas is underrepresented in modern scholarship. In hopes of reviving the unique relationship of the earlier Mongol leader Kublai Khan (r. 1260\u20131294) and his spiritual superior Drog\u00f6n Ch\u00f6gyal Phagpa (1235\u20131280) of the Sakya school of Tibetan Buddhism, the Yongle Emperor (r. 1402\u20131424) made a concerted effort to build a secular and religious alliance with Deshin Shekpa (1384\u20131415), the Karmapa of the Karma Kagyu school. However, the Yongle Emperor's attempts were unsuccessful.", "targets": "Who did the Yongle Emperor try to build a religious alliance with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015b9594c332441897d13562647b9566", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars note that Tibetan leaders during the Ming frequently engaged in civil war and conducted their own foreign diplomacy with neighboring states such as Nepal. Some scholars underscore the commercial aspect of the Ming-Tibetan relationship, noting the Ming dynasty's shortage of horses for warfare and thus the importance of the horse trade with Tibet. Others argue that the significant religious nature of the relationship of the Ming court with Tibetan lamas is underrepresented in modern scholarship. In hopes of reviving the unique relationship of the earlier Mongol leader Kublai Khan (r. 1260\u20131294) and his spiritual superior Drog\u00f6n Ch\u00f6gyal Phagpa (1235\u20131280) of the Sakya school of Tibetan Buddhism, the Yongle Emperor (r. 1402\u20131424) made a concerted effort to build a secular and religious alliance with Deshin Shekpa (1384\u20131415), the Karmapa of the Karma Kagyu school. However, the Yongle Emperor's attempts were unsuccessful.", "targets": "Deshin Shekpa was the head of what school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015b9594c332441897d13562647b9566", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars note that Tibetan leaders during the Ming frequently engaged in civil war and conducted their own foreign diplomacy with neighboring states such as Nepal. Some scholars underscore the commercial aspect of the Ming-Tibetan relationship, noting the Ming dynasty's shortage of horses for warfare and thus the importance of the horse trade with Tibet. Others argue that the significant religious nature of the relationship of the Ming court with Tibetan lamas is underrepresented in modern scholarship. In hopes of reviving the unique relationship of the earlier Mongol leader Kublai Khan (r. 1260\u20131294) and his spiritual superior Drog\u00f6n Ch\u00f6gyal Phagpa (1235\u20131280) of the Sakya school of Tibetan Buddhism, the Yongle Emperor (r. 1402\u20131424) made a concerted effort to build a secular and religious alliance with Deshin Shekpa (1384\u20131415), the Karmapa of the Karma Kagyu school. However, the Yongle Emperor's attempts were unsuccessful.", "targets": "The Tibetan leaders had a diplomacy with what neighboring state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8024564ed7ad49238487d46b69cedae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Natural History Society suggest that London is \"one of the World's Greenest Cities\" with more than 40 percent green space or open water. They indicate that 2000 species of flowering plant have been found growing there and that the tidal Thames supports 120 species of fish. They also state that over 60 species of bird nest in central London and that their members have recorded 47 species of butterfly, 1173 moths and more than 270 kinds of spider around London. London's wetland areas support nationally important populations of many water birds. London has 38 Sites of Special Scientific Interest (SSSIs), two National Nature Reserves and 76 Local Nature Reserves.", "targets": "How many different species of plant life are known to grow in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8024564ed7ad49238487d46b69cedae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Natural History Society suggest that London is \"one of the World's Greenest Cities\" with more than 40 percent green space or open water. They indicate that 2000 species of flowering plant have been found growing there and that the tidal Thames supports 120 species of fish. They also state that over 60 species of bird nest in central London and that their members have recorded 47 species of butterfly, 1173 moths and more than 270 kinds of spider around London. London's wetland areas support nationally important populations of many water birds. London has 38 Sites of Special Scientific Interest (SSSIs), two National Nature Reserves and 76 Local Nature Reserves.", "targets": "How many National Nature Reserves exist in the London area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8024564ed7ad49238487d46b69cedae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Natural History Society suggest that London is \"one of the World's Greenest Cities\" with more than 40 percent green space or open water. They indicate that 2000 species of flowering plant have been found growing there and that the tidal Thames supports 120 species of fish. They also state that over 60 species of bird nest in central London and that their members have recorded 47 species of butterfly, 1173 moths and more than 270 kinds of spider around London. London's wetland areas support nationally important populations of many water birds. London has 38 Sites of Special Scientific Interest (SSSIs), two National Nature Reserves and 76 Local Nature Reserves.", "targets": "Green space and open water comprises what percent of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8024564ed7ad49238487d46b69cedae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Natural History Society suggest that London is \"one of the World's Greenest Cities\" with more than 40 percent green space or open water. They indicate that 2000 species of flowering plant have been found growing there and that the tidal Thames supports 120 species of fish. They also state that over 60 species of bird nest in central London and that their members have recorded 47 species of butterfly, 1173 moths and more than 270 kinds of spider around London. London's wetland areas support nationally important populations of many water birds. London has 38 Sites of Special Scientific Interest (SSSIs), two National Nature Reserves and 76 Local Nature Reserves.", "targets": "How many species of fish live in the River Thames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8024564ed7ad49238487d46b69cedae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Natural History Society suggest that London is \"one of the World's Greenest Cities\" with more than 40 percent green space or open water. They indicate that 2000 species of flowering plant have been found growing there and that the tidal Thames supports 120 species of fish. They also state that over 60 species of bird nest in central London and that their members have recorded 47 species of butterfly, 1173 moths and more than 270 kinds of spider around London. London's wetland areas support nationally important populations of many water birds. London has 38 Sites of Special Scientific Interest (SSSIs), two National Nature Reserves and 76 Local Nature Reserves.", "targets": "The London Natural History Society has document how many species of butterfly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17a57b359424a27aebcc4a2a130599b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Ottoman Empire, these ideological reforms did not take place and these views did not integrate into common thought until much later. As well, there was no spread of this doctrine within the New World and the advanced civilizations of the Aztec, Maya, Inca, Mohican, Delaware, Huron and especially the Iroquois. The Iroquois philosophy in particular gave much to Christian thought of the time and in many cases actually inspired some of the institutions adopted in the United States: for example, Benjamin Franklin was a great admirer of some of the methods of the Iroquois Confederacy, and much of early American literature emphasized the political philosophy of the natives.", "targets": "In what area did these ideological reforms not take place until much later?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17a57b359424a27aebcc4a2a130599b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Ottoman Empire, these ideological reforms did not take place and these views did not integrate into common thought until much later. As well, there was no spread of this doctrine within the New World and the advanced civilizations of the Aztec, Maya, Inca, Mohican, Delaware, Huron and especially the Iroquois. The Iroquois philosophy in particular gave much to Christian thought of the time and in many cases actually inspired some of the institutions adopted in the United States: for example, Benjamin Franklin was a great admirer of some of the methods of the Iroquois Confederacy, and much of early American literature emphasized the political philosophy of the natives.", "targets": "Whose philosophy gave much to Christian thought of the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17a57b359424a27aebcc4a2a130599b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Ottoman Empire, these ideological reforms did not take place and these views did not integrate into common thought until much later. As well, there was no spread of this doctrine within the New World and the advanced civilizations of the Aztec, Maya, Inca, Mohican, Delaware, Huron and especially the Iroquois. The Iroquois philosophy in particular gave much to Christian thought of the time and in many cases actually inspired some of the institutions adopted in the United States: for example, Benjamin Franklin was a great admirer of some of the methods of the Iroquois Confederacy, and much of early American literature emphasized the political philosophy of the natives.", "targets": "Who was a great admirer of some of the methods of the Iroquois Confederacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6594e6383fc4aff860e0fb896fad292", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further claims were made that the Roman Catholic Church derives its doctrine from the Islamic teaching. In volume 5 of his Decline and Fall of the Roman Empire, published in 1788, Edward Gibbon wrote: \"The Latin Church has not disdained to borrow from the Koran the immaculate conception of his virgin mother.\" That he was speaking of her immaculate conception by her mother, not of her own virginal conception of Jesus, is shown by his footnote: \"In the xiith century the immaculate conception was condemned by St. Bernard as a presumptuous novelty.\" In the aftermath of the definition of the dogma in 1854, this charge was repeated: \"Strange as it may appear, that the doctrine which the church of Rome has promulgated, with so much pomp and ceremony, 'for the destruction of all heresies, and the confirmation of the faith of her adherents', should have its origin in the Mohametan Bible; yet the testimony of such authorities as Gibbon, and Sale, and Forster, and Gagnier, and Maracci, leave no doubt as to the marvellous fact.\"", "targets": "What did the writer of a 1788 multi-volumed text say concerning plagiarism and the Roman Catholic Church ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6594e6383fc4aff860e0fb896fad292", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further claims were made that the Roman Catholic Church derives its doctrine from the Islamic teaching. In volume 5 of his Decline and Fall of the Roman Empire, published in 1788, Edward Gibbon wrote: \"The Latin Church has not disdained to borrow from the Koran the immaculate conception of his virgin mother.\" That he was speaking of her immaculate conception by her mother, not of her own virginal conception of Jesus, is shown by his footnote: \"In the xiith century the immaculate conception was condemned by St. Bernard as a presumptuous novelty.\" In the aftermath of the definition of the dogma in 1854, this charge was repeated: \"Strange as it may appear, that the doctrine which the church of Rome has promulgated, with so much pomp and ceremony, 'for the destruction of all heresies, and the confirmation of the faith of her adherents', should have its origin in the Mohametan Bible; yet the testimony of such authorities as Gibbon, and Sale, and Forster, and Gagnier, and Maracci, leave no doubt as to the marvellous fact.\"", "targets": "Who is the author of the texts entailed in the fifth part of the the collection about the Roman Catholic Church ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6594e6383fc4aff860e0fb896fad292", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further claims were made that the Roman Catholic Church derives its doctrine from the Islamic teaching. In volume 5 of his Decline and Fall of the Roman Empire, published in 1788, Edward Gibbon wrote: \"The Latin Church has not disdained to borrow from the Koran the immaculate conception of his virgin mother.\" That he was speaking of her immaculate conception by her mother, not of her own virginal conception of Jesus, is shown by his footnote: \"In the xiith century the immaculate conception was condemned by St. Bernard as a presumptuous novelty.\" In the aftermath of the definition of the dogma in 1854, this charge was repeated: \"Strange as it may appear, that the doctrine which the church of Rome has promulgated, with so much pomp and ceremony, 'for the destruction of all heresies, and the confirmation of the faith of her adherents', should have its origin in the Mohametan Bible; yet the testimony of such authorities as Gibbon, and Sale, and Forster, and Gagnier, and Maracci, leave no doubt as to the marvellous fact.\"", "targets": "What was the group of volumes titled ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6594e6383fc4aff860e0fb896fad292", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further claims were made that the Roman Catholic Church derives its doctrine from the Islamic teaching. In volume 5 of his Decline and Fall of the Roman Empire, published in 1788, Edward Gibbon wrote: \"The Latin Church has not disdained to borrow from the Koran the immaculate conception of his virgin mother.\" That he was speaking of her immaculate conception by her mother, not of her own virginal conception of Jesus, is shown by his footnote: \"In the xiith century the immaculate conception was condemned by St. Bernard as a presumptuous novelty.\" In the aftermath of the definition of the dogma in 1854, this charge was repeated: \"Strange as it may appear, that the doctrine which the church of Rome has promulgated, with so much pomp and ceremony, 'for the destruction of all heresies, and the confirmation of the faith of her adherents', should have its origin in the Mohametan Bible; yet the testimony of such authorities as Gibbon, and Sale, and Forster, and Gagnier, and Maracci, leave no doubt as to the marvellous fact.\"", "targets": "Where does the author state that the Roman Catholic Church received her facts and confirmations ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee226cd6b2ce4ce09ab1220cdcb83021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brief peace in Europe allowed Napoleon to focus on the French colonies abroad. Saint-Domingue had managed to acquire a high level of political autonomy during the Revolutionary Wars, with Toussaint Louverture installing himself as de facto dictator by 1801. Napoleon saw his chance to recuperate the formerly wealthy colony when he signed the Treaty of Amiens. During the Revolution, the National Convention voted to abolish slavery in February 1794. Under the terms of Amiens, however, Napoleon agreed to appease British demands by not abolishing slavery in any colonies where the 1794 decree had never been implemented. The resulting Law of 20 May never applied to colonies like Guadeloupe or Guyane, even though rogue generals and other officials used the pretext of peace as an opportunity to reinstate slavery in some of these places. The Law of 20 May officially restored the slave trade to the Caribbean colonies, not slavery itself. Napoleon sent an expedition under General Leclerc designed to reassert control over Sainte-Domingue. Although the French managed to capture Toussaint Louverture, the expedition failed when high rates of disease crippled the French army. In May 1803, the last 8000 French troops left the island and the slaves proclaimed an independent republic that they called Ha\u00efti in 1804. Seeing the failure of his colonial efforts, Napoleon decided in 1803 to sell the Louisiana Territory to the United States, instantly doubling the size of the U.S. The selling price in the Louisiana Purchase was less than three cents per acre, a total of $15 million.", "targets": "During the short peace in Europe, where did Napoleon turn his focus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee226cd6b2ce4ce09ab1220cdcb83021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brief peace in Europe allowed Napoleon to focus on the French colonies abroad. Saint-Domingue had managed to acquire a high level of political autonomy during the Revolutionary Wars, with Toussaint Louverture installing himself as de facto dictator by 1801. Napoleon saw his chance to recuperate the formerly wealthy colony when he signed the Treaty of Amiens. During the Revolution, the National Convention voted to abolish slavery in February 1794. Under the terms of Amiens, however, Napoleon agreed to appease British demands by not abolishing slavery in any colonies where the 1794 decree had never been implemented. The resulting Law of 20 May never applied to colonies like Guadeloupe or Guyane, even though rogue generals and other officials used the pretext of peace as an opportunity to reinstate slavery in some of these places. The Law of 20 May officially restored the slave trade to the Caribbean colonies, not slavery itself. Napoleon sent an expedition under General Leclerc designed to reassert control over Sainte-Domingue. Although the French managed to capture Toussaint Louverture, the expedition failed when high rates of disease crippled the French army. In May 1803, the last 8000 French troops left the island and the slaves proclaimed an independent republic that they called Ha\u00efti in 1804. Seeing the failure of his colonial efforts, Napoleon decided in 1803 to sell the Louisiana Territory to the United States, instantly doubling the size of the U.S. The selling price in the Louisiana Purchase was less than three cents per acre, a total of $15 million.", "targets": "During the Revolutionary War, which French colony had moved towards political independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee226cd6b2ce4ce09ab1220cdcb83021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brief peace in Europe allowed Napoleon to focus on the French colonies abroad. Saint-Domingue had managed to acquire a high level of political autonomy during the Revolutionary Wars, with Toussaint Louverture installing himself as de facto dictator by 1801. Napoleon saw his chance to recuperate the formerly wealthy colony when he signed the Treaty of Amiens. During the Revolution, the National Convention voted to abolish slavery in February 1794. Under the terms of Amiens, however, Napoleon agreed to appease British demands by not abolishing slavery in any colonies where the 1794 decree had never been implemented. The resulting Law of 20 May never applied to colonies like Guadeloupe or Guyane, even though rogue generals and other officials used the pretext of peace as an opportunity to reinstate slavery in some of these places. The Law of 20 May officially restored the slave trade to the Caribbean colonies, not slavery itself. Napoleon sent an expedition under General Leclerc designed to reassert control over Sainte-Domingue. Although the French managed to capture Toussaint Louverture, the expedition failed when high rates of disease crippled the French army. In May 1803, the last 8000 French troops left the island and the slaves proclaimed an independent republic that they called Ha\u00efti in 1804. Seeing the failure of his colonial efforts, Napoleon decided in 1803 to sell the Louisiana Territory to the United States, instantly doubling the size of the U.S. The selling price in the Louisiana Purchase was less than three cents per acre, a total of $15 million.", "targets": " Who was the de facto ruler of Saint-Domingue in 1801?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee226cd6b2ce4ce09ab1220cdcb83021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brief peace in Europe allowed Napoleon to focus on the French colonies abroad. Saint-Domingue had managed to acquire a high level of political autonomy during the Revolutionary Wars, with Toussaint Louverture installing himself as de facto dictator by 1801. Napoleon saw his chance to recuperate the formerly wealthy colony when he signed the Treaty of Amiens. During the Revolution, the National Convention voted to abolish slavery in February 1794. Under the terms of Amiens, however, Napoleon agreed to appease British demands by not abolishing slavery in any colonies where the 1794 decree had never been implemented. The resulting Law of 20 May never applied to colonies like Guadeloupe or Guyane, even though rogue generals and other officials used the pretext of peace as an opportunity to reinstate slavery in some of these places. The Law of 20 May officially restored the slave trade to the Caribbean colonies, not slavery itself. Napoleon sent an expedition under General Leclerc designed to reassert control over Sainte-Domingue. Although the French managed to capture Toussaint Louverture, the expedition failed when high rates of disease crippled the French army. In May 1803, the last 8000 French troops left the island and the slaves proclaimed an independent republic that they called Ha\u00efti in 1804. Seeing the failure of his colonial efforts, Napoleon decided in 1803 to sell the Louisiana Territory to the United States, instantly doubling the size of the U.S. The selling price in the Louisiana Purchase was less than three cents per acre, a total of $15 million.", "targets": "In February of what year did the national Convention vote to get rid of slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee226cd6b2ce4ce09ab1220cdcb83021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brief peace in Europe allowed Napoleon to focus on the French colonies abroad. Saint-Domingue had managed to acquire a high level of political autonomy during the Revolutionary Wars, with Toussaint Louverture installing himself as de facto dictator by 1801. Napoleon saw his chance to recuperate the formerly wealthy colony when he signed the Treaty of Amiens. During the Revolution, the National Convention voted to abolish slavery in February 1794. Under the terms of Amiens, however, Napoleon agreed to appease British demands by not abolishing slavery in any colonies where the 1794 decree had never been implemented. The resulting Law of 20 May never applied to colonies like Guadeloupe or Guyane, even though rogue generals and other officials used the pretext of peace as an opportunity to reinstate slavery in some of these places. The Law of 20 May officially restored the slave trade to the Caribbean colonies, not slavery itself. Napoleon sent an expedition under General Leclerc designed to reassert control over Sainte-Domingue. Although the French managed to capture Toussaint Louverture, the expedition failed when high rates of disease crippled the French army. In May 1803, the last 8000 French troops left the island and the slaves proclaimed an independent republic that they called Ha\u00efti in 1804. Seeing the failure of his colonial efforts, Napoleon decided in 1803 to sell the Louisiana Territory to the United States, instantly doubling the size of the U.S. The selling price in the Louisiana Purchase was less than three cents per acre, a total of $15 million.", "targets": "What was the name of the French general who led the forces that attempted to regain control of Sainte-Domingue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defe83b7940d418884a5a8a1ab49ff7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of diversionary techniques such as fires had to be made carefully. The fake fires could only begin when the bombing started over an adjacent target and its effects were brought under control. Too early and the chances of success receded; too late and the real conflagration at the target would exceed the diversionary fires. Another innovation was the boiler fire. These units were fed from two adjacent tanks containing oil and water. The oil-fed fires were then injected with water from time to time; the flashes produced were similar to those of the German C-250 and C-500 Flammbomben. The hope was that, if it could deceive German bombardiers, it would draw more bombers away from the real target.", "targets": "Fake fires were used as what kind of technique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defe83b7940d418884a5a8a1ab49ff7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of diversionary techniques such as fires had to be made carefully. The fake fires could only begin when the bombing started over an adjacent target and its effects were brought under control. Too early and the chances of success receded; too late and the real conflagration at the target would exceed the diversionary fires. Another innovation was the boiler fire. These units were fed from two adjacent tanks containing oil and water. The oil-fed fires were then injected with water from time to time; the flashes produced were similar to those of the German C-250 and C-500 Flammbomben. The hope was that, if it could deceive German bombardiers, it would draw more bombers away from the real target.", "targets": "What was injected into the fires from time to time to produce a flash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defe83b7940d418884a5a8a1ab49ff7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of diversionary techniques such as fires had to be made carefully. The fake fires could only begin when the bombing started over an adjacent target and its effects were brought under control. Too early and the chances of success receded; too late and the real conflagration at the target would exceed the diversionary fires. Another innovation was the boiler fire. These units were fed from two adjacent tanks containing oil and water. The oil-fed fires were then injected with water from time to time; the flashes produced were similar to those of the German C-250 and C-500 Flammbomben. The hope was that, if it could deceive German bombardiers, it would draw more bombers away from the real target.", "targets": "Two tanks one of oil, one of water fed what kind of fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defe83b7940d418884a5a8a1ab49ff7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of diversionary techniques such as fires had to be made carefully. The fake fires could only begin when the bombing started over an adjacent target and its effects were brought under control. Too early and the chances of success receded; too late and the real conflagration at the target would exceed the diversionary fires. Another innovation was the boiler fire. These units were fed from two adjacent tanks containing oil and water. The oil-fed fires were then injected with water from time to time; the flashes produced were similar to those of the German C-250 and C-500 Flammbomben. The hope was that, if it could deceive German bombardiers, it would draw more bombers away from the real target.", "targets": "What did these flashes simulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defe83b7940d418884a5a8a1ab49ff7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of diversionary techniques such as fires had to be made carefully. The fake fires could only begin when the bombing started over an adjacent target and its effects were brought under control. Too early and the chances of success receded; too late and the real conflagration at the target would exceed the diversionary fires. Another innovation was the boiler fire. These units were fed from two adjacent tanks containing oil and water. The oil-fed fires were then injected with water from time to time; the flashes produced were similar to those of the German C-250 and C-500 Flammbomben. The hope was that, if it could deceive German bombardiers, it would draw more bombers away from the real target.", "targets": "What was the purpose of these fires?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e4c6b3f2d24553914fe5d7c585fdd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 12, 2014, the Los Angeles Times reported that Comcast sought to acquire Time Warner Cable in a deal valued at $45.2 billion. On February 13, it was reported that Time Warner Cable agreed to the acquisition. This was to add several metropolitan areas to the Comcast portfolio, such as New York City, Los Angeles, Dallas-Fort Worth, Cleveland, Columbus, Cincinnati, Charlotte, San Diego, and San Antonio. Time Warner Cable and Comcast aimed to merge into one company by the end of 2014 and both have praised the deal, emphasizing the increased capabilities of a combined telecommunications network, and to \"create operating efficiencies and economies of scale\".", "targets": "What publication originally reported a potential deal between Comcast and Time Warner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e4c6b3f2d24553914fe5d7c585fdd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 12, 2014, the Los Angeles Times reported that Comcast sought to acquire Time Warner Cable in a deal valued at $45.2 billion. On February 13, it was reported that Time Warner Cable agreed to the acquisition. This was to add several metropolitan areas to the Comcast portfolio, such as New York City, Los Angeles, Dallas-Fort Worth, Cleveland, Columbus, Cincinnati, Charlotte, San Diego, and San Antonio. Time Warner Cable and Comcast aimed to merge into one company by the end of 2014 and both have praised the deal, emphasizing the increased capabilities of a combined telecommunications network, and to \"create operating efficiencies and economies of scale\".", "targets": "What was the value of the deal reported to be at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e4c6b3f2d24553914fe5d7c585fdd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 12, 2014, the Los Angeles Times reported that Comcast sought to acquire Time Warner Cable in a deal valued at $45.2 billion. On February 13, it was reported that Time Warner Cable agreed to the acquisition. This was to add several metropolitan areas to the Comcast portfolio, such as New York City, Los Angeles, Dallas-Fort Worth, Cleveland, Columbus, Cincinnati, Charlotte, San Diego, and San Antonio. Time Warner Cable and Comcast aimed to merge into one company by the end of 2014 and both have praised the deal, emphasizing the increased capabilities of a combined telecommunications network, and to \"create operating efficiencies and economies of scale\".", "targets": "When did Comcast hope to complete its deal for Time Warner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b799e1a8e204ace93c33dc23d8f5fcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous escapee was the Boer prisoner of war Captain Fritz Joubert Duquesne who was serving a life sentence for \"conspiracy against the British government and on (the charge of) espionage.\". On the night of 25 June 1902, Duquesne slipped out of his tent, worked his way over a barbed-wire fence, swam 1.5 miles (2.4 km) past patrol boats and bright spot lights, through storm-wracked, shark infested waters, using a distant lighthouse for navigation until he arrived ashore on the main island. From there he escaped to the port of St. George's and a week later, he stowed away on a boat heading to Baltimore, Maryland. He settled in the US and later became a spy for Germany in both World Wars. In 1942, Col. Duquesne was arrested by the FBI for leading the Duquesne Spy Ring, which still to this day the largest espionage case in the history of the United States.", "targets": "Why is Captain Fritz Joubert Duquesne famous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b799e1a8e204ace93c33dc23d8f5fcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous escapee was the Boer prisoner of war Captain Fritz Joubert Duquesne who was serving a life sentence for \"conspiracy against the British government and on (the charge of) espionage.\". On the night of 25 June 1902, Duquesne slipped out of his tent, worked his way over a barbed-wire fence, swam 1.5 miles (2.4 km) past patrol boats and bright spot lights, through storm-wracked, shark infested waters, using a distant lighthouse for navigation until he arrived ashore on the main island. From there he escaped to the port of St. George's and a week later, he stowed away on a boat heading to Baltimore, Maryland. He settled in the US and later became a spy for Germany in both World Wars. In 1942, Col. Duquesne was arrested by the FBI for leading the Duquesne Spy Ring, which still to this day the largest espionage case in the history of the United States.", "targets": "After Duquesne made his way to St. George, what did he do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b799e1a8e204ace93c33dc23d8f5fcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous escapee was the Boer prisoner of war Captain Fritz Joubert Duquesne who was serving a life sentence for \"conspiracy against the British government and on (the charge of) espionage.\". On the night of 25 June 1902, Duquesne slipped out of his tent, worked his way over a barbed-wire fence, swam 1.5 miles (2.4 km) past patrol boats and bright spot lights, through storm-wracked, shark infested waters, using a distant lighthouse for navigation until he arrived ashore on the main island. From there he escaped to the port of St. George's and a week later, he stowed away on a boat heading to Baltimore, Maryland. He settled in the US and later became a spy for Germany in both World Wars. In 1942, Col. Duquesne was arrested by the FBI for leading the Duquesne Spy Ring, which still to this day the largest espionage case in the history of the United States.", "targets": "After settling in the US, what did Duquesne do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fe142fb4f24c8984d712907e32a5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi remained a controversial and divisive figure on the world stage throughout his life and after death. Supporters praised Gaddafi's administration for the creation of an almost classless society through domestic reform. They stress the regime's achievements in combating homelessness and ensuring access to food and safe drinking water. Highlighting that under Gaddafi, all Libyans enjoyed free education to a university level, they point to the dramatic rise in literacy rates after the 1969 revolution. Supporters have also applauded achievements in medical care, praising the universal free healthcare provided under the Gaddafist administration, with diseases like cholera and typhoid being contained and life expectancy raised. Biographers Blundy and Lycett believed that under the first decade of Gaddafi's leadership, life for most Libyans \"undoubtedly changed for the better\" as material conditions and wealth drastically improved, while Libyan studies specialist Lillian Craig Harris remarked that in the early years of his administration, Libya's \"national wealth and international influence soared, and its national standard of living has risen dramatically.\" Such high standards declined during the 1980s, as a result of economic stagnation. Gaddafi claimed that his Jamahiriya was a \"concrete utopia\", and that he had been appointed by \"popular assent\", with some Islamic supporters believing that he exhibited barakah. His opposition to Western governments earned him the respect of many in the Euro-American far right.", "targets": "What diseases were minimized by Gaddafi's health care policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fe142fb4f24c8984d712907e32a5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi remained a controversial and divisive figure on the world stage throughout his life and after death. Supporters praised Gaddafi's administration for the creation of an almost classless society through domestic reform. They stress the regime's achievements in combating homelessness and ensuring access to food and safe drinking water. Highlighting that under Gaddafi, all Libyans enjoyed free education to a university level, they point to the dramatic rise in literacy rates after the 1969 revolution. Supporters have also applauded achievements in medical care, praising the universal free healthcare provided under the Gaddafist administration, with diseases like cholera and typhoid being contained and life expectancy raised. Biographers Blundy and Lycett believed that under the first decade of Gaddafi's leadership, life for most Libyans \"undoubtedly changed for the better\" as material conditions and wealth drastically improved, while Libyan studies specialist Lillian Craig Harris remarked that in the early years of his administration, Libya's \"national wealth and international influence soared, and its national standard of living has risen dramatically.\" Such high standards declined during the 1980s, as a result of economic stagnation. Gaddafi claimed that his Jamahiriya was a \"concrete utopia\", and that he had been appointed by \"popular assent\", with some Islamic supporters believing that he exhibited barakah. His opposition to Western governments earned him the respect of many in the Euro-American far right.", "targets": "What was the cost of primary and secondary education under Gaddafi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fe142fb4f24c8984d712907e32a5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi remained a controversial and divisive figure on the world stage throughout his life and after death. Supporters praised Gaddafi's administration for the creation of an almost classless society through domestic reform. They stress the regime's achievements in combating homelessness and ensuring access to food and safe drinking water. Highlighting that under Gaddafi, all Libyans enjoyed free education to a university level, they point to the dramatic rise in literacy rates after the 1969 revolution. Supporters have also applauded achievements in medical care, praising the universal free healthcare provided under the Gaddafist administration, with diseases like cholera and typhoid being contained and life expectancy raised. Biographers Blundy and Lycett believed that under the first decade of Gaddafi's leadership, life for most Libyans \"undoubtedly changed for the better\" as material conditions and wealth drastically improved, while Libyan studies specialist Lillian Craig Harris remarked that in the early years of his administration, Libya's \"national wealth and international influence soared, and its national standard of living has risen dramatically.\" Such high standards declined during the 1980s, as a result of economic stagnation. Gaddafi claimed that his Jamahiriya was a \"concrete utopia\", and that he had been appointed by \"popular assent\", with some Islamic supporters believing that he exhibited barakah. His opposition to Western governments earned him the respect of many in the Euro-American far right.", "targets": "Why did living standards decline in 1980s Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fe142fb4f24c8984d712907e32a5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi remained a controversial and divisive figure on the world stage throughout his life and after death. Supporters praised Gaddafi's administration for the creation of an almost classless society through domestic reform. They stress the regime's achievements in combating homelessness and ensuring access to food and safe drinking water. Highlighting that under Gaddafi, all Libyans enjoyed free education to a university level, they point to the dramatic rise in literacy rates after the 1969 revolution. Supporters have also applauded achievements in medical care, praising the universal free healthcare provided under the Gaddafist administration, with diseases like cholera and typhoid being contained and life expectancy raised. Biographers Blundy and Lycett believed that under the first decade of Gaddafi's leadership, life for most Libyans \"undoubtedly changed for the better\" as material conditions and wealth drastically improved, while Libyan studies specialist Lillian Craig Harris remarked that in the early years of his administration, Libya's \"national wealth and international influence soared, and its national standard of living has risen dramatically.\" Such high standards declined during the 1980s, as a result of economic stagnation. Gaddafi claimed that his Jamahiriya was a \"concrete utopia\", and that he had been appointed by \"popular assent\", with some Islamic supporters believing that he exhibited barakah. His opposition to Western governments earned him the respect of many in the Euro-American far right.", "targets": "Due to his opposition to West governments, who notably respected Gaddafi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fe142fb4f24c8984d712907e32a5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi remained a controversial and divisive figure on the world stage throughout his life and after death. Supporters praised Gaddafi's administration for the creation of an almost classless society through domestic reform. They stress the regime's achievements in combating homelessness and ensuring access to food and safe drinking water. Highlighting that under Gaddafi, all Libyans enjoyed free education to a university level, they point to the dramatic rise in literacy rates after the 1969 revolution. Supporters have also applauded achievements in medical care, praising the universal free healthcare provided under the Gaddafist administration, with diseases like cholera and typhoid being contained and life expectancy raised. Biographers Blundy and Lycett believed that under the first decade of Gaddafi's leadership, life for most Libyans \"undoubtedly changed for the better\" as material conditions and wealth drastically improved, while Libyan studies specialist Lillian Craig Harris remarked that in the early years of his administration, Libya's \"national wealth and international influence soared, and its national standard of living has risen dramatically.\" Such high standards declined during the 1980s, as a result of economic stagnation. Gaddafi claimed that his Jamahiriya was a \"concrete utopia\", and that he had been appointed by \"popular assent\", with some Islamic supporters believing that he exhibited barakah. His opposition to Western governments earned him the respect of many in the Euro-American far right.", "targets": "What is the occupation of Lillian Craig Harris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7562aa536757424fa49ffbcdce985a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At dawn on Sunday, 25 June 1950, the Korean People's Army crossed the 38th parallel behind artillery fire. The KPA justified its assault with the claim that ROK troops had attacked first, and that they were aiming to arrest and execute the \"bandit traitor Syngman Rhee\". Fighting began on the strategic Ongjin peninsula in the west. There were initial South Korean claims that they had captured the city of Haeju, and this sequence of events has led some scholars to argue that the South Koreans actually fired first.", "targets": "Who provoked a conflict by crossing the 38th parallel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7562aa536757424fa49ffbcdce985a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At dawn on Sunday, 25 June 1950, the Korean People's Army crossed the 38th parallel behind artillery fire. The KPA justified its assault with the claim that ROK troops had attacked first, and that they were aiming to arrest and execute the \"bandit traitor Syngman Rhee\". Fighting began on the strategic Ongjin peninsula in the west. There were initial South Korean claims that they had captured the city of Haeju, and this sequence of events has led some scholars to argue that the South Koreans actually fired first.", "targets": "Where did the fighting begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7562aa536757424fa49ffbcdce985a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At dawn on Sunday, 25 June 1950, the Korean People's Army crossed the 38th parallel behind artillery fire. The KPA justified its assault with the claim that ROK troops had attacked first, and that they were aiming to arrest and execute the \"bandit traitor Syngman Rhee\". Fighting began on the strategic Ongjin peninsula in the west. There were initial South Korean claims that they had captured the city of Haeju, and this sequence of events has led some scholars to argue that the South Koreans actually fired first.", "targets": "Who claimed to have taken control of Haeju?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7562aa536757424fa49ffbcdce985a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At dawn on Sunday, 25 June 1950, the Korean People's Army crossed the 38th parallel behind artillery fire. The KPA justified its assault with the claim that ROK troops had attacked first, and that they were aiming to arrest and execute the \"bandit traitor Syngman Rhee\". Fighting began on the strategic Ongjin peninsula in the west. There were initial South Korean claims that they had captured the city of Haeju, and this sequence of events has led some scholars to argue that the South Koreans actually fired first.", "targets": "Who questioned the claim that South Korean did not provoke the KPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7562aa536757424fa49ffbcdce985a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At dawn on Sunday, 25 June 1950, the Korean People's Army crossed the 38th parallel behind artillery fire. The KPA justified its assault with the claim that ROK troops had attacked first, and that they were aiming to arrest and execute the \"bandit traitor Syngman Rhee\". Fighting began on the strategic Ongjin peninsula in the west. There were initial South Korean claims that they had captured the city of Haeju, and this sequence of events has led some scholars to argue that the South Koreans actually fired first.", "targets": "Who was the Korean People's Army trying to execute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b3c52d8f604d1097230cb9e7d5526d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paraplegia, the loss of sensation and voluntary motor control after serious spinal cord damage, may be accompanied by girdle pain at the level of the spinal cord damage, visceral pain evoked by a filling bladder or bowel, or, in five to ten per cent of paraplegics, phantom body pain in areas of complete sensory loss. This phantom body pain is initially described as burning or tingling but may evolve into severe crushing or pinching pain, or the sensation of fire running down the legs or of a knife twisting in the flesh. Onset may be immediate or may not occur until years after the disabling injury. Surgical treatment rarely provides lasting relief.", "targets": "What is paraplegia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b3c52d8f604d1097230cb9e7d5526d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paraplegia, the loss of sensation and voluntary motor control after serious spinal cord damage, may be accompanied by girdle pain at the level of the spinal cord damage, visceral pain evoked by a filling bladder or bowel, or, in five to ten per cent of paraplegics, phantom body pain in areas of complete sensory loss. This phantom body pain is initially described as burning or tingling but may evolve into severe crushing or pinching pain, or the sensation of fire running down the legs or of a knife twisting in the flesh. Onset may be immediate or may not occur until years after the disabling injury. Surgical treatment rarely provides lasting relief.", "targets": "What is the initial phantom body pain sensation experienced by people with spinal cord damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b3c52d8f604d1097230cb9e7d5526d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paraplegia, the loss of sensation and voluntary motor control after serious spinal cord damage, may be accompanied by girdle pain at the level of the spinal cord damage, visceral pain evoked by a filling bladder or bowel, or, in five to ten per cent of paraplegics, phantom body pain in areas of complete sensory loss. This phantom body pain is initially described as burning or tingling but may evolve into severe crushing or pinching pain, or the sensation of fire running down the legs or of a knife twisting in the flesh. Onset may be immediate or may not occur until years after the disabling injury. Surgical treatment rarely provides lasting relief.", "targets": "What can cause paraplegia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b3c52d8f604d1097230cb9e7d5526d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paraplegia, the loss of sensation and voluntary motor control after serious spinal cord damage, may be accompanied by girdle pain at the level of the spinal cord damage, visceral pain evoked by a filling bladder or bowel, or, in five to ten per cent of paraplegics, phantom body pain in areas of complete sensory loss. This phantom body pain is initially described as burning or tingling but may evolve into severe crushing or pinching pain, or the sensation of fire running down the legs or of a knife twisting in the flesh. Onset may be immediate or may not occur until years after the disabling injury. Surgical treatment rarely provides lasting relief.", "targets": "What is an inefficient treatment for chronic pain which rarely provides any sort of true relief?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b3c52d8f604d1097230cb9e7d5526d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paraplegia, the loss of sensation and voluntary motor control after serious spinal cord damage, may be accompanied by girdle pain at the level of the spinal cord damage, visceral pain evoked by a filling bladder or bowel, or, in five to ten per cent of paraplegics, phantom body pain in areas of complete sensory loss. This phantom body pain is initially described as burning or tingling but may evolve into severe crushing or pinching pain, or the sensation of fire running down the legs or of a knife twisting in the flesh. Onset may be immediate or may not occur until years after the disabling injury. Surgical treatment rarely provides lasting relief.", "targets": "The sensation of a knife twisting in the flesh is an example of what type of pain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330a4e0189c14d2a9d39f950a2f1f2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the transportation hub in eastern China and the downstream Yangtze River area. Different means of transportation constitute a three-dimensional transport system that includes land, water and air. As in most other Chinese cities, public transportation is the dominant mode of travel of the majority of the citizens. As of October 2014, Nanjing had five bridges and two tunnels over the Yangtze River, which are tying districts north of the river with the city centre on the south bank.", "targets": "What are the three types of transport in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330a4e0189c14d2a9d39f950a2f1f2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the transportation hub in eastern China and the downstream Yangtze River area. Different means of transportation constitute a three-dimensional transport system that includes land, water and air. As in most other Chinese cities, public transportation is the dominant mode of travel of the majority of the citizens. As of October 2014, Nanjing had five bridges and two tunnels over the Yangtze River, which are tying districts north of the river with the city centre on the south bank.", "targets": "What is the most popular method of travel for citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330a4e0189c14d2a9d39f950a2f1f2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the transportation hub in eastern China and the downstream Yangtze River area. Different means of transportation constitute a three-dimensional transport system that includes land, water and air. As in most other Chinese cities, public transportation is the dominant mode of travel of the majority of the citizens. As of October 2014, Nanjing had five bridges and two tunnels over the Yangtze River, which are tying districts north of the river with the city centre on the south bank.", "targets": "How many bridges does Nanjing have over the Yangtze River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330a4e0189c14d2a9d39f950a2f1f2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the transportation hub in eastern China and the downstream Yangtze River area. Different means of transportation constitute a three-dimensional transport system that includes land, water and air. As in most other Chinese cities, public transportation is the dominant mode of travel of the majority of the citizens. As of October 2014, Nanjing had five bridges and two tunnels over the Yangtze River, which are tying districts north of the river with the city centre on the south bank.", "targets": "How many tunnels does Nanjing have over the Yangtze River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330a4e0189c14d2a9d39f950a2f1f2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the transportation hub in eastern China and the downstream Yangtze River area. Different means of transportation constitute a three-dimensional transport system that includes land, water and air. As in most other Chinese cities, public transportation is the dominant mode of travel of the majority of the citizens. As of October 2014, Nanjing had five bridges and two tunnels over the Yangtze River, which are tying districts north of the river with the city centre on the south bank.", "targets": "Where is the city centre located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a4f6f446994bd8933691da52fbd490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Saint Evroul, a tradition of singing had developed and the choir achieved fame in Normandy. Under the Norman abbot Robert de Grantmesnil, several monks of Saint-Evroul fled to southern Italy, where they were patronised by Robert Guiscard and established a Latin monastery at Sant'Eufemia. There they continued the tradition of singing.", "targets": "Where did the monks flee to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a4f6f446994bd8933691da52fbd490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Saint Evroul, a tradition of singing had developed and the choir achieved fame in Normandy. Under the Norman abbot Robert de Grantmesnil, several monks of Saint-Evroul fled to southern Italy, where they were patronised by Robert Guiscard and established a Latin monastery at Sant'Eufemia. There they continued the tradition of singing.", "targets": "What monastery did the Saint-Evroul monks establish in Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a4f6f446994bd8933691da52fbd490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Saint Evroul, a tradition of singing had developed and the choir achieved fame in Normandy. Under the Norman abbot Robert de Grantmesnil, several monks of Saint-Evroul fled to southern Italy, where they were patronised by Robert Guiscard and established a Latin monastery at Sant'Eufemia. There they continued the tradition of singing.", "targets": "Who patronized the monks in Italy? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a4f6f446994bd8933691da52fbd490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Saint Evroul, a tradition of singing had developed and the choir achieved fame in Normandy. Under the Norman abbot Robert de Grantmesnil, several monks of Saint-Evroul fled to southern Italy, where they were patronised by Robert Guiscard and established a Latin monastery at Sant'Eufemia. There they continued the tradition of singing.", "targets": "What tradition were the Saint-Evroul monks known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54edbbb75d6e44c6b9b37578643117bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The church also holds that they \"are equally bound to respect the sacredness of the life and well-being of the mother, for whom devastating damage may result from an unacceptable pregnancy. In continuity with past Christian teaching, we recognize tragic conflicts of life with life that may justify abortion, and in such cases we support the legal option of abortion under proper medical procedures.\" As such, two official bodies of the United Methodist Church are part of the Religious Coalition for Reproductive Choice's governing coalition, The General Board of Church and Society, and the United Methodist Women. The church cautions that \"Governmental laws and regulations do not provide all the guidance required by the informed Christian conscience.\" The Church emphasizes the need to be in supportive ministry with all women, regardless of their choice.", "targets": "What are two official bodies of the UMC governing coalition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54edbbb75d6e44c6b9b37578643117bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The church also holds that they \"are equally bound to respect the sacredness of the life and well-being of the mother, for whom devastating damage may result from an unacceptable pregnancy. In continuity with past Christian teaching, we recognize tragic conflicts of life with life that may justify abortion, and in such cases we support the legal option of abortion under proper medical procedures.\" As such, two official bodies of the United Methodist Church are part of the Religious Coalition for Reproductive Choice's governing coalition, The General Board of Church and Society, and the United Methodist Women. The church cautions that \"Governmental laws and regulations do not provide all the guidance required by the informed Christian conscience.\" The Church emphasizes the need to be in supportive ministry with all women, regardless of their choice.", "targets": "The church emphasizes the need to be in supportive ministry of what group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54edbbb75d6e44c6b9b37578643117bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The church also holds that they \"are equally bound to respect the sacredness of the life and well-being of the mother, for whom devastating damage may result from an unacceptable pregnancy. In continuity with past Christian teaching, we recognize tragic conflicts of life with life that may justify abortion, and in such cases we support the legal option of abortion under proper medical procedures.\" As such, two official bodies of the United Methodist Church are part of the Religious Coalition for Reproductive Choice's governing coalition, The General Board of Church and Society, and the United Methodist Women. The church cautions that \"Governmental laws and regulations do not provide all the guidance required by the informed Christian conscience.\" The Church emphasizes the need to be in supportive ministry with all women, regardless of their choice.", "targets": "The church holds that they are equally bound to respect the sacredness of the life and well-being of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a23fa3cc05584315ba6789f55a89ec94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, OMB issued a Federal Register notice regarding revisions to the standards for the classification of federal data on race and ethnicity. OMB developed race and ethnic standards in order to provide \"consistent data on race and ethnicity throughout the Federal Government. The development of the data standards stem in large measure from new responsibilities to enforce civil rights laws.\" Among the changes, OMB issued the instruction to \"mark one or more races\" after noting evidence of increasing numbers of interracial children and wanting to capture the diversity in a measurable way and having received requests by people who wanted to be able to acknowledge their or their children's full ancestry rather than identifying with only one group. Prior to this decision, the Census and other government data collections asked people to report only one race.", "targets": "Who decided on the standards for the classification of race and ethnicity and federal data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a23fa3cc05584315ba6789f55a89ec94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, OMB issued a Federal Register notice regarding revisions to the standards for the classification of federal data on race and ethnicity. OMB developed race and ethnic standards in order to provide \"consistent data on race and ethnicity throughout the Federal Government. The development of the data standards stem in large measure from new responsibilities to enforce civil rights laws.\" Among the changes, OMB issued the instruction to \"mark one or more races\" after noting evidence of increasing numbers of interracial children and wanting to capture the diversity in a measurable way and having received requests by people who wanted to be able to acknowledge their or their children's full ancestry rather than identifying with only one group. Prior to this decision, the Census and other government data collections asked people to report only one race.", "targets": "In what year did OMB revise the standards for race and ethnicity classifications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a23fa3cc05584315ba6789f55a89ec94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, OMB issued a Federal Register notice regarding revisions to the standards for the classification of federal data on race and ethnicity. OMB developed race and ethnic standards in order to provide \"consistent data on race and ethnicity throughout the Federal Government. The development of the data standards stem in large measure from new responsibilities to enforce civil rights laws.\" Among the changes, OMB issued the instruction to \"mark one or more races\" after noting evidence of increasing numbers of interracial children and wanting to capture the diversity in a measurable way and having received requests by people who wanted to be able to acknowledge their or their children's full ancestry rather than identifying with only one group. Prior to this decision, the Census and other government data collections asked people to report only one race.", "targets": "What did OMB hope to provide with their revision on race and ethnicity in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a23fa3cc05584315ba6789f55a89ec94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, OMB issued a Federal Register notice regarding revisions to the standards for the classification of federal data on race and ethnicity. OMB developed race and ethnic standards in order to provide \"consistent data on race and ethnicity throughout the Federal Government. The development of the data standards stem in large measure from new responsibilities to enforce civil rights laws.\" Among the changes, OMB issued the instruction to \"mark one or more races\" after noting evidence of increasing numbers of interracial children and wanting to capture the diversity in a measurable way and having received requests by people who wanted to be able to acknowledge their or their children's full ancestry rather than identifying with only one group. Prior to this decision, the Census and other government data collections asked people to report only one race.", "targets": "How many races were people asked to mark on the US Census after OMB revised their standards in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a23fa3cc05584315ba6789f55a89ec94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, OMB issued a Federal Register notice regarding revisions to the standards for the classification of federal data on race and ethnicity. OMB developed race and ethnic standards in order to provide \"consistent data on race and ethnicity throughout the Federal Government. The development of the data standards stem in large measure from new responsibilities to enforce civil rights laws.\" Among the changes, OMB issued the instruction to \"mark one or more races\" after noting evidence of increasing numbers of interracial children and wanting to capture the diversity in a measurable way and having received requests by people who wanted to be able to acknowledge their or their children's full ancestry rather than identifying with only one group. Prior to this decision, the Census and other government data collections asked people to report only one race.", "targets": "How many races were people asked to report in the US census prior to 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2365987530e439f9dd0e9292239b170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A period of division for the Liberals followed, with former Treasurer John Howard competing with former Foreign Minister Andrew Peacock for supremacy. The Australian economy was facing the early 1990s recession. Unemployment reached 11.4% in 1992. Under Dr John Hewson, in November 1991, the opposition launched the 650-page Fightback! policy document \u2212 a radical collection of \"dry\", economic liberal measures including the introduction of a Goods and Services Tax (GST), various changes to Medicare including the abolition of bulk billing for non-concession holders, the introduction of a nine-month limit on unemployment benefits, various changes to industrial relations including the abolition of awards, a $13 billion personal income tax cut directed at middle and upper income earners, $10 billion in government spending cuts, the abolition of state payroll taxes and the privatisation of a large number of government owned enterprises \u2212 representing the start of a very different future direction to the keynesian economic conservatism practiced by previous Liberal/National Coalition governments. The 15 percent GST was the centerpiece of the policy document. Through 1992, Labor Prime Minister Paul Keating mounted a campaign against the Fightback package, and particularly against the GST, which he described as an attack on the working class in that it shifted the tax burden from direct taxation of the wealthy to indirect taxation as a broad-based consumption tax. Pressure group activity and public opinion was relentless, which led Hewson to exempt food from the proposed GST \u2212 leading to questions surrounding the complexity of what food was and wasn't to be exempt from the GST. Hewson's difficulty in explaining this to the electorate was exemplified in the infamous birthday cake interview, considered by some as a turning point in the election campaign. Keating won a record fifth consecutive Labor term at the 1993 election. A number of the proposals were later adopted in to law in some form, to a small extent during the Keating Labor government, and to a larger extent during the Howard Liberal government (most famously the GST), while unemployment benefits and bulk billing were re-targeted for a time by the Abbott Liberal government.", "targets": "Which two title holders fought for political power in the early 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2365987530e439f9dd0e9292239b170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A period of division for the Liberals followed, with former Treasurer John Howard competing with former Foreign Minister Andrew Peacock for supremacy. The Australian economy was facing the early 1990s recession. Unemployment reached 11.4% in 1992. Under Dr John Hewson, in November 1991, the opposition launched the 650-page Fightback! policy document \u2212 a radical collection of \"dry\", economic liberal measures including the introduction of a Goods and Services Tax (GST), various changes to Medicare including the abolition of bulk billing for non-concession holders, the introduction of a nine-month limit on unemployment benefits, various changes to industrial relations including the abolition of awards, a $13 billion personal income tax cut directed at middle and upper income earners, $10 billion in government spending cuts, the abolition of state payroll taxes and the privatisation of a large number of government owned enterprises \u2212 representing the start of a very different future direction to the keynesian economic conservatism practiced by previous Liberal/National Coalition governments. The 15 percent GST was the centerpiece of the policy document. Through 1992, Labor Prime Minister Paul Keating mounted a campaign against the Fightback package, and particularly against the GST, which he described as an attack on the working class in that it shifted the tax burden from direct taxation of the wealthy to indirect taxation as a broad-based consumption tax. Pressure group activity and public opinion was relentless, which led Hewson to exempt food from the proposed GST \u2212 leading to questions surrounding the complexity of what food was and wasn't to be exempt from the GST. Hewson's difficulty in explaining this to the electorate was exemplified in the infamous birthday cake interview, considered by some as a turning point in the election campaign. Keating won a record fifth consecutive Labor term at the 1993 election. A number of the proposals were later adopted in to law in some form, to a small extent during the Keating Labor government, and to a larger extent during the Howard Liberal government (most famously the GST), while unemployment benefits and bulk billing were re-targeted for a time by the Abbott Liberal government.", "targets": "What was the Australian unemployment rate in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2365987530e439f9dd0e9292239b170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A period of division for the Liberals followed, with former Treasurer John Howard competing with former Foreign Minister Andrew Peacock for supremacy. The Australian economy was facing the early 1990s recession. Unemployment reached 11.4% in 1992. Under Dr John Hewson, in November 1991, the opposition launched the 650-page Fightback! policy document \u2212 a radical collection of \"dry\", economic liberal measures including the introduction of a Goods and Services Tax (GST), various changes to Medicare including the abolition of bulk billing for non-concession holders, the introduction of a nine-month limit on unemployment benefits, various changes to industrial relations including the abolition of awards, a $13 billion personal income tax cut directed at middle and upper income earners, $10 billion in government spending cuts, the abolition of state payroll taxes and the privatisation of a large number of government owned enterprises \u2212 representing the start of a very different future direction to the keynesian economic conservatism practiced by previous Liberal/National Coalition governments. The 15 percent GST was the centerpiece of the policy document. Through 1992, Labor Prime Minister Paul Keating mounted a campaign against the Fightback package, and particularly against the GST, which he described as an attack on the working class in that it shifted the tax burden from direct taxation of the wealthy to indirect taxation as a broad-based consumption tax. Pressure group activity and public opinion was relentless, which led Hewson to exempt food from the proposed GST \u2212 leading to questions surrounding the complexity of what food was and wasn't to be exempt from the GST. Hewson's difficulty in explaining this to the electorate was exemplified in the infamous birthday cake interview, considered by some as a turning point in the election campaign. Keating won a record fifth consecutive Labor term at the 1993 election. A number of the proposals were later adopted in to law in some form, to a small extent during the Keating Labor government, and to a larger extent during the Howard Liberal government (most famously the GST), while unemployment benefits and bulk billing were re-targeted for a time by the Abbott Liberal government.", "targets": "What discussion proved an example of the difficulty of explaining what foods were and were not included in the Goods and Services Tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "How much treasure was taken by pirates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "waht was the name of largest ship operating in the Indian ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "how often did the Indian fleet voyage to Mocha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "What type of Captain was Henry Every?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "What was the name of the Pirate on board the Fancy who later teamed up with five other pirate captiains to attack the Indian Fleet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "When did  Captain Henry Every attack the Indian Fleet"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "Where was the indian Fleet headed when they were attacked by Captain Every"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21a5cb1e61f34484b9390dc596d294e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1695, Captain Henry Every, an English pirate on board the Fancy, reached the Straits of Bab-el-Mandeb, where he teamed up with five other pirate captains to make an attack on the Indian fleet making the annual voyage to Mocha. The Mughal convoy included the treasure-laden Ganj-i-Sawai, reported to be the greatest in the Mughal fleet and the largest ship operational in the Indian Ocean, and its escort, the Fateh Muhammed. They were spotted passing the straits en route to Surat. The pirates gave chase and caught up with Fateh Muhammed some days later, and meeting little resistance, took some \u00a350,000 to \u00a360,000 worth of treasure.", "targets": "What was reportly the largest ship in the Mughal Convoy in the Indian Fleet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28261984c2084866b73f8adc52dc7cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railway Himachal is famous for its narrow gauge tracks railways, one is UNESCO World Heritage Kalka-Shimla Railway and another one is Pathankot\u2013Jogindernagar. Total length of these two tracks is 259 kilometres (161 mi). Kalka-Shimla Railway track passes through many tunnels, while Pathankot\u2013Jogindernagar gently meanders through a maze of hills and valleys. It also has standard gauge railway track which connect Amb (Una district) to Delhi. A survey is being conducted to extend this railway line to Kangra (via Nadaun). Other proposed railways in the state are Baddi-Bilaspur, Dharamsala-Palampur and Bilaspur-Manali-Leh.", "targets": "What is Railway Himachal famous for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28261984c2084866b73f8adc52dc7cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railway Himachal is famous for its narrow gauge tracks railways, one is UNESCO World Heritage Kalka-Shimla Railway and another one is Pathankot\u2013Jogindernagar. Total length of these two tracks is 259 kilometres (161 mi). Kalka-Shimla Railway track passes through many tunnels, while Pathankot\u2013Jogindernagar gently meanders through a maze of hills and valleys. It also has standard gauge railway track which connect Amb (Una district) to Delhi. A survey is being conducted to extend this railway line to Kangra (via Nadaun). Other proposed railways in the state are Baddi-Bilaspur, Dharamsala-Palampur and Bilaspur-Manali-Leh.", "targets": "What are the 2 narrow gauge railways in the Railway Himachal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28261984c2084866b73f8adc52dc7cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railway Himachal is famous for its narrow gauge tracks railways, one is UNESCO World Heritage Kalka-Shimla Railway and another one is Pathankot\u2013Jogindernagar. Total length of these two tracks is 259 kilometres (161 mi). Kalka-Shimla Railway track passes through many tunnels, while Pathankot\u2013Jogindernagar gently meanders through a maze of hills and valleys. It also has standard gauge railway track which connect Amb (Una district) to Delhi. A survey is being conducted to extend this railway line to Kangra (via Nadaun). Other proposed railways in the state are Baddi-Bilaspur, Dharamsala-Palampur and Bilaspur-Manali-Leh.", "targets": "What are the other railways being proposed in the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28261984c2084866b73f8adc52dc7cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railway Himachal is famous for its narrow gauge tracks railways, one is UNESCO World Heritage Kalka-Shimla Railway and another one is Pathankot\u2013Jogindernagar. Total length of these two tracks is 259 kilometres (161 mi). Kalka-Shimla Railway track passes through many tunnels, while Pathankot\u2013Jogindernagar gently meanders through a maze of hills and valleys. It also has standard gauge railway track which connect Amb (Una district) to Delhi. A survey is being conducted to extend this railway line to Kangra (via Nadaun). Other proposed railways in the state are Baddi-Bilaspur, Dharamsala-Palampur and Bilaspur-Manali-Leh.", "targets": "What is being conducted to extend the railway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28261984c2084866b73f8adc52dc7cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railway Himachal is famous for its narrow gauge tracks railways, one is UNESCO World Heritage Kalka-Shimla Railway and another one is Pathankot\u2013Jogindernagar. Total length of these two tracks is 259 kilometres (161 mi). Kalka-Shimla Railway track passes through many tunnels, while Pathankot\u2013Jogindernagar gently meanders through a maze of hills and valleys. It also has standard gauge railway track which connect Amb (Una district) to Delhi. A survey is being conducted to extend this railway line to Kangra (via Nadaun). Other proposed railways in the state are Baddi-Bilaspur, Dharamsala-Palampur and Bilaspur-Manali-Leh.", "targets": "What is the total length of the railways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3c6c342bf34d40a9911c6aea098979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though most computers since mid-2004 can boot from USB mass storage devices, USB is not intended as a primary bus for a computer's internal storage. Buses such as Parallel ATA (PATA or IDE), Serial ATA (SATA), or SCSI fulfill that role in PC class computers. However, USB has one important advantage, in that it is possible to install and remove devices without rebooting the computer (hot-swapping), making it useful for mobile peripherals, including drives of various kinds (given SATA or SCSI devices may or may not support hot-swapping).", "targets": "Since when can most computers boot from USB mass storage devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3c6c342bf34d40a9911c6aea098979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though most computers since mid-2004 can boot from USB mass storage devices, USB is not intended as a primary bus for a computer's internal storage. Buses such as Parallel ATA (PATA or IDE), Serial ATA (SATA), or SCSI fulfill that role in PC class computers. However, USB has one important advantage, in that it is possible to install and remove devices without rebooting the computer (hot-swapping), making it useful for mobile peripherals, including drives of various kinds (given SATA or SCSI devices may or may not support hot-swapping).", "targets": "What is USB not intended for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3c6c342bf34d40a9911c6aea098979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though most computers since mid-2004 can boot from USB mass storage devices, USB is not intended as a primary bus for a computer's internal storage. Buses such as Parallel ATA (PATA or IDE), Serial ATA (SATA), or SCSI fulfill that role in PC class computers. However, USB has one important advantage, in that it is possible to install and remove devices without rebooting the computer (hot-swapping), making it useful for mobile peripherals, including drives of various kinds (given SATA or SCSI devices may or may not support hot-swapping).", "targets": "What is an important advantage of USB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3c6c342bf34d40a9911c6aea098979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though most computers since mid-2004 can boot from USB mass storage devices, USB is not intended as a primary bus for a computer's internal storage. Buses such as Parallel ATA (PATA or IDE), Serial ATA (SATA), or SCSI fulfill that role in PC class computers. However, USB has one important advantage, in that it is possible to install and remove devices without rebooting the computer (hot-swapping), making it useful for mobile peripherals, including drives of various kinds (given SATA or SCSI devices may or may not support hot-swapping).", "targets": "Buses such as Parallel ATA fulfill what role in PC computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a286ca5e1534581a8612932c6398ee0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City is an integral point on the United States Interstate Network, with three major interstate highways \u2013 Interstate 35, Interstate 40, and Interstate 44 \u2013 bisecting the city. Interstate 240 connects Interstate 40 and Interstate 44 in south Oklahoma City, while Interstate 235 spurs from Interstate 44 in north-central Oklahoma City into downtown.", "targets": "How many major highways cross through Oklahoma City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c1c46b358c4a6a96356fceed30ec54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red, blue, and white are also the Pan-Slavic colors adopted by the Slavic solidarity movement of the late nineteenth century. Initially these were the colors of the Russian flag; as the Slavic movement grew, they were adopted by other Slavic peoples including Slovaks, Slovenes, and Serbs. The flags of the Czech Republic and Poland use red for historic heraldic reasons (see Coat of arms of Poland and Coat of arms of the Czech Republic) & not due to Pan-Slavic connotations. In 2004 Georgia adopted a new white flag, which consists of four small and one big red cross in the middle touching all four sides.", "targets": "When did the Slavic solidarity movement choose red blue and white as their colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c1c46b358c4a6a96356fceed30ec54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red, blue, and white are also the Pan-Slavic colors adopted by the Slavic solidarity movement of the late nineteenth century. Initially these were the colors of the Russian flag; as the Slavic movement grew, they were adopted by other Slavic peoples including Slovaks, Slovenes, and Serbs. The flags of the Czech Republic and Poland use red for historic heraldic reasons (see Coat of arms of Poland and Coat of arms of the Czech Republic) & not due to Pan-Slavic connotations. In 2004 Georgia adopted a new white flag, which consists of four small and one big red cross in the middle touching all four sides.", "targets": "In what year did the nation of George get a new national flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c1c46b358c4a6a96356fceed30ec54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red, blue, and white are also the Pan-Slavic colors adopted by the Slavic solidarity movement of the late nineteenth century. Initially these were the colors of the Russian flag; as the Slavic movement grew, they were adopted by other Slavic peoples including Slovaks, Slovenes, and Serbs. The flags of the Czech Republic and Poland use red for historic heraldic reasons (see Coat of arms of Poland and Coat of arms of the Czech Republic) & not due to Pan-Slavic connotations. In 2004 Georgia adopted a new white flag, which consists of four small and one big red cross in the middle touching all four sides.", "targets": "What is in the middle of the Georgian flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c1c46b358c4a6a96356fceed30ec54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red, blue, and white are also the Pan-Slavic colors adopted by the Slavic solidarity movement of the late nineteenth century. Initially these were the colors of the Russian flag; as the Slavic movement grew, they were adopted by other Slavic peoples including Slovaks, Slovenes, and Serbs. The flags of the Czech Republic and Poland use red for historic heraldic reasons (see Coat of arms of Poland and Coat of arms of the Czech Republic) & not due to Pan-Slavic connotations. In 2004 Georgia adopted a new white flag, which consists of four small and one big red cross in the middle touching all four sides.", "targets": "How many small crosses are on the Georgian flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c1c46b358c4a6a96356fceed30ec54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red, blue, and white are also the Pan-Slavic colors adopted by the Slavic solidarity movement of the late nineteenth century. Initially these were the colors of the Russian flag; as the Slavic movement grew, they were adopted by other Slavic peoples including Slovaks, Slovenes, and Serbs. The flags of the Czech Republic and Poland use red for historic heraldic reasons (see Coat of arms of Poland and Coat of arms of the Czech Republic) & not due to Pan-Slavic connotations. In 2004 Georgia adopted a new white flag, which consists of four small and one big red cross in the middle touching all four sides.", "targets": "What were the Pan-Slavic colors originally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360f0878098a44728d9ed5bdc88a605c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Partisan Prohibitions were repealed during the Yellow Turban Rebellion and Five Pecks of Rice Rebellion in 184 AD, largely because the court did not want to continue to alienate a significant portion of the gentry class who might otherwise join the rebellions. The Yellow Turbans and Five-Pecks-of-Rice adherents belonged to two different hierarchical Daoist religious societies led by faith healers Zhang Jue (d. 184 AD) and Zhang Lu (d. 216 AD), respectively. Zhang Lu's rebellion, in modern northern Sichuan and southern Shaanxi, was not quelled until 215 AD. Zhang Jue's massive rebellion across eight provinces was annihilated by Han forces within a year, however the following decades saw much smaller recurrent uprisings. Although the Yellow Turbans were defeated, many generals appointed during the crisis never disbanded their assembled militia forces and used these troops to amass power outside of the collapsing imperial authority.", "targets": "In what year did the Partisan Prohibitions end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360f0878098a44728d9ed5bdc88a605c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Partisan Prohibitions were repealed during the Yellow Turban Rebellion and Five Pecks of Rice Rebellion in 184 AD, largely because the court did not want to continue to alienate a significant portion of the gentry class who might otherwise join the rebellions. The Yellow Turbans and Five-Pecks-of-Rice adherents belonged to two different hierarchical Daoist religious societies led by faith healers Zhang Jue (d. 184 AD) and Zhang Lu (d. 216 AD), respectively. Zhang Lu's rebellion, in modern northern Sichuan and southern Shaanxi, was not quelled until 215 AD. Zhang Jue's massive rebellion across eight provinces was annihilated by Han forces within a year, however the following decades saw much smaller recurrent uprisings. Although the Yellow Turbans were defeated, many generals appointed during the crisis never disbanded their assembled militia forces and used these troops to amass power outside of the collapsing imperial authority.", "targets": "In what year did Zhang Lu's rebellion end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360f0878098a44728d9ed5bdc88a605c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Partisan Prohibitions were repealed during the Yellow Turban Rebellion and Five Pecks of Rice Rebellion in 184 AD, largely because the court did not want to continue to alienate a significant portion of the gentry class who might otherwise join the rebellions. The Yellow Turbans and Five-Pecks-of-Rice adherents belonged to two different hierarchical Daoist religious societies led by faith healers Zhang Jue (d. 184 AD) and Zhang Lu (d. 216 AD), respectively. Zhang Lu's rebellion, in modern northern Sichuan and southern Shaanxi, was not quelled until 215 AD. Zhang Jue's massive rebellion across eight provinces was annihilated by Han forces within a year, however the following decades saw much smaller recurrent uprisings. Although the Yellow Turbans were defeated, many generals appointed during the crisis never disbanded their assembled militia forces and used these troops to amass power outside of the collapsing imperial authority.", "targets": "How many provinces did Zhang Jue's rebellion take place in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360f0878098a44728d9ed5bdc88a605c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Partisan Prohibitions were repealed during the Yellow Turban Rebellion and Five Pecks of Rice Rebellion in 184 AD, largely because the court did not want to continue to alienate a significant portion of the gentry class who might otherwise join the rebellions. The Yellow Turbans and Five-Pecks-of-Rice adherents belonged to two different hierarchical Daoist religious societies led by faith healers Zhang Jue (d. 184 AD) and Zhang Lu (d. 216 AD), respectively. Zhang Lu's rebellion, in modern northern Sichuan and southern Shaanxi, was not quelled until 215 AD. Zhang Jue's massive rebellion across eight provinces was annihilated by Han forces within a year, however the following decades saw much smaller recurrent uprisings. Although the Yellow Turbans were defeated, many generals appointed during the crisis never disbanded their assembled militia forces and used these troops to amass power outside of the collapsing imperial authority.", "targets": "What type of healer was Zhang Jue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360f0878098a44728d9ed5bdc88a605c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Partisan Prohibitions were repealed during the Yellow Turban Rebellion and Five Pecks of Rice Rebellion in 184 AD, largely because the court did not want to continue to alienate a significant portion of the gentry class who might otherwise join the rebellions. The Yellow Turbans and Five-Pecks-of-Rice adherents belonged to two different hierarchical Daoist religious societies led by faith healers Zhang Jue (d. 184 AD) and Zhang Lu (d. 216 AD), respectively. Zhang Lu's rebellion, in modern northern Sichuan and southern Shaanxi, was not quelled until 215 AD. Zhang Jue's massive rebellion across eight provinces was annihilated by Han forces within a year, however the following decades saw much smaller recurrent uprisings. Although the Yellow Turbans were defeated, many generals appointed during the crisis never disbanded their assembled militia forces and used these troops to amass power outside of the collapsing imperial authority.", "targets": "What religion did Zhang Jue practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749ba2c4c9334343a616263e7c842452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Families and households were still largely independent economically, and the household was probably the center of life. However, excavations in Central Europe have revealed that early Neolithic Linear Ceramic cultures (\"Linearbandkeramik\") were building large arrangements of circular ditches between 4800 BC and 4600 BC. These structures (and their later counterparts such as causewayed enclosures, burial mounds, and henge) required considerable time and labour to construct, which suggests that some influential individuals were able to organise and direct human labour \u2014 though non-hierarchical and voluntary work remain possibilities.", "targets": "What was the cultural aspect was the major center of life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749ba2c4c9334343a616263e7c842452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Families and households were still largely independent economically, and the household was probably the center of life. However, excavations in Central Europe have revealed that early Neolithic Linear Ceramic cultures (\"Linearbandkeramik\") were building large arrangements of circular ditches between 4800 BC and 4600 BC. These structures (and their later counterparts such as causewayed enclosures, burial mounds, and henge) required considerable time and labour to construct, which suggests that some influential individuals were able to organise and direct human labour \u2014 though non-hierarchical and voluntary work remain possibilities.", "targets": "What time period were the huge circular ditches found in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749ba2c4c9334343a616263e7c842452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Families and households were still largely independent economically, and the household was probably the center of life. However, excavations in Central Europe have revealed that early Neolithic Linear Ceramic cultures (\"Linearbandkeramik\") were building large arrangements of circular ditches between 4800 BC and 4600 BC. These structures (and their later counterparts such as causewayed enclosures, burial mounds, and henge) required considerable time and labour to construct, which suggests that some influential individuals were able to organise and direct human labour \u2014 though non-hierarchical and voluntary work remain possibilities.", "targets": "What did the ditches later evolve into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749ba2c4c9334343a616263e7c842452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Families and households were still largely independent economically, and the household was probably the center of life. However, excavations in Central Europe have revealed that early Neolithic Linear Ceramic cultures (\"Linearbandkeramik\") were building large arrangements of circular ditches between 4800 BC and 4600 BC. These structures (and their later counterparts such as causewayed enclosures, burial mounds, and henge) required considerable time and labour to construct, which suggests that some influential individuals were able to organise and direct human labour \u2014 though non-hierarchical and voluntary work remain possibilities.", "targets": "What features about the ditches suggests that it was built by people under a leader's command?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d452133d99942638ff02aea4d45bb41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, there are a number of dialect characters (\u65b9\u8a00\u5b57) that are not used in formal written Chinese but represent colloquial terms in non-Mandarin varieties of Chinese. One such variety is Written Cantonese, in widespread use in Hong Kong even for certain formal documents, due to the former British colonial administration's recognition of Cantonese for use for official purposes. In Taiwan, there is also an informal body of characters used to represent Hokkien Chinese. Many varieties have specific characters for words exclusive to them. For example, the vernacular character \u34fe, pronounced cii11 in Hakka, means \"to kill\". Furthermore, Shanghainese and Sichuanese also have their own series of written text, but these are not widely used in actual texts, Mandarin being the preference for all mainland regions.", "targets": "What are not used in formal written Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d452133d99942638ff02aea4d45bb41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, there are a number of dialect characters (\u65b9\u8a00\u5b57) that are not used in formal written Chinese but represent colloquial terms in non-Mandarin varieties of Chinese. One such variety is Written Cantonese, in widespread use in Hong Kong even for certain formal documents, due to the former British colonial administration's recognition of Cantonese for use for official purposes. In Taiwan, there is also an informal body of characters used to represent Hokkien Chinese. Many varieties have specific characters for words exclusive to them. For example, the vernacular character \u34fe, pronounced cii11 in Hakka, means \"to kill\". Furthermore, Shanghainese and Sichuanese also have their own series of written text, but these are not widely used in actual texts, Mandarin being the preference for all mainland regions.", "targets": "What contains a block of characters used to showcase Hokkien Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d452133d99942638ff02aea4d45bb41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, there are a number of dialect characters (\u65b9\u8a00\u5b57) that are not used in formal written Chinese but represent colloquial terms in non-Mandarin varieties of Chinese. One such variety is Written Cantonese, in widespread use in Hong Kong even for certain formal documents, due to the former British colonial administration's recognition of Cantonese for use for official purposes. In Taiwan, there is also an informal body of characters used to represent Hokkien Chinese. Many varieties have specific characters for words exclusive to them. For example, the vernacular character \u34fe, pronounced cii11 in Hakka, means \"to kill\". Furthermore, Shanghainese and Sichuanese also have their own series of written text, but these are not widely used in actual texts, Mandarin being the preference for all mainland regions.", "targets": "What was the preference for all mainland regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee29aad07fc4ec78e555e537e4f2988", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kingdom of Pontus was a Hellenistic kingdom on the southern coast of the Black Sea. It was founded by Mithridates I in 291 BC and lasted until its conquest by the Roman Republic in 63 BC. Despite being ruled by a dynasty which was a descendant of the Persian Achaemenid Empire it became hellenized due to the influence of the Greek cities on the Black Sea and its neighboring kingdoms. Pontic culture was a mix of Greek and Iranian elements, the most hellenized parts of the kingdom were on the coast, populated by Greek colonies such as Trapezus and Sinope, which became the capital of the kingdom. Epigraphic evidence also shows extensive Hellenistic influence in the interior. During the reign of Mithridates II, Pontus was allied with the Seleucids through dynastic marriages. By the time of Mithridates VI Eupator, Greek was the official language of the kingdom though Anatolian languages continued to be spoken.", "targets": "What kingdom was Hellenistic and on the southern coast of the Black Sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee29aad07fc4ec78e555e537e4f2988", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kingdom of Pontus was a Hellenistic kingdom on the southern coast of the Black Sea. It was founded by Mithridates I in 291 BC and lasted until its conquest by the Roman Republic in 63 BC. Despite being ruled by a dynasty which was a descendant of the Persian Achaemenid Empire it became hellenized due to the influence of the Greek cities on the Black Sea and its neighboring kingdoms. Pontic culture was a mix of Greek and Iranian elements, the most hellenized parts of the kingdom were on the coast, populated by Greek colonies such as Trapezus and Sinope, which became the capital of the kingdom. Epigraphic evidence also shows extensive Hellenistic influence in the interior. During the reign of Mithridates II, Pontus was allied with the Seleucids through dynastic marriages. By the time of Mithridates VI Eupator, Greek was the official language of the kingdom though Anatolian languages continued to be spoken.", "targets": "Who founded the Kingdom of Pontus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee29aad07fc4ec78e555e537e4f2988", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kingdom of Pontus was a Hellenistic kingdom on the southern coast of the Black Sea. It was founded by Mithridates I in 291 BC and lasted until its conquest by the Roman Republic in 63 BC. Despite being ruled by a dynasty which was a descendant of the Persian Achaemenid Empire it became hellenized due to the influence of the Greek cities on the Black Sea and its neighboring kingdoms. Pontic culture was a mix of Greek and Iranian elements, the most hellenized parts of the kingdom were on the coast, populated by Greek colonies such as Trapezus and Sinope, which became the capital of the kingdom. Epigraphic evidence also shows extensive Hellenistic influence in the interior. During the reign of Mithridates II, Pontus was allied with the Seleucids through dynastic marriages. By the time of Mithridates VI Eupator, Greek was the official language of the kingdom though Anatolian languages continued to be spoken.", "targets": "When was the Kingdom of Pontus founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee29aad07fc4ec78e555e537e4f2988", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kingdom of Pontus was a Hellenistic kingdom on the southern coast of the Black Sea. It was founded by Mithridates I in 291 BC and lasted until its conquest by the Roman Republic in 63 BC. Despite being ruled by a dynasty which was a descendant of the Persian Achaemenid Empire it became hellenized due to the influence of the Greek cities on the Black Sea and its neighboring kingdoms. Pontic culture was a mix of Greek and Iranian elements, the most hellenized parts of the kingdom were on the coast, populated by Greek colonies such as Trapezus and Sinope, which became the capital of the kingdom. Epigraphic evidence also shows extensive Hellenistic influence in the interior. During the reign of Mithridates II, Pontus was allied with the Seleucids through dynastic marriages. By the time of Mithridates VI Eupator, Greek was the official language of the kingdom though Anatolian languages continued to be spoken.", "targets": "When was the Kingdom of Pontus taken over by the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee29aad07fc4ec78e555e537e4f2988", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kingdom of Pontus was a Hellenistic kingdom on the southern coast of the Black Sea. It was founded by Mithridates I in 291 BC and lasted until its conquest by the Roman Republic in 63 BC. Despite being ruled by a dynasty which was a descendant of the Persian Achaemenid Empire it became hellenized due to the influence of the Greek cities on the Black Sea and its neighboring kingdoms. Pontic culture was a mix of Greek and Iranian elements, the most hellenized parts of the kingdom were on the coast, populated by Greek colonies such as Trapezus and Sinope, which became the capital of the kingdom. Epigraphic evidence also shows extensive Hellenistic influence in the interior. During the reign of Mithridates II, Pontus was allied with the Seleucids through dynastic marriages. By the time of Mithridates VI Eupator, Greek was the official language of the kingdom though Anatolian languages continued to be spoken.", "targets": "What was the official language of the Kingdom of Pontus during the reign of Mithridates VI Eupator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb850bc139d4c03924031feb569a995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM announced it will launch its new software, called \"Open Client Offering\" which is to run on Linux, Microsoft Windows and Apple's Mac OS X. The company states that its new product allows businesses to offer employees a choice of using the same software on Windows and its alternatives. This means that \"Open Client Offering\" is to cut costs of managing whether to use Linux or Apple relative to Windows. There will be no necessity for companies to pay Microsoft for its licenses for operating systems since the operating systems will no longer rely on software which is Windows-based. One alternative to Microsoft's office document formats is the Open Document Format software, whose development IBM supports. It is going to be used for several tasks like: word processing, presentations, along with collaboration with Lotus Notes, instant messaging and blog tools as well as an Internet Explorer competitor \u2013 the Mozilla Firefox web browser. IBM plans to install Open Client on 5% of its desktop PCs. The Linux offering has been made available as the IBM Client for Smart Work product on the Ubuntu and Red Hat Enterprise Linux platforms.", "targets": "What will Open Client Offering run on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb850bc139d4c03924031feb569a995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM announced it will launch its new software, called \"Open Client Offering\" which is to run on Linux, Microsoft Windows and Apple's Mac OS X. The company states that its new product allows businesses to offer employees a choice of using the same software on Windows and its alternatives. This means that \"Open Client Offering\" is to cut costs of managing whether to use Linux or Apple relative to Windows. There will be no necessity for companies to pay Microsoft for its licenses for operating systems since the operating systems will no longer rely on software which is Windows-based. One alternative to Microsoft's office document formats is the Open Document Format software, whose development IBM supports. It is going to be used for several tasks like: word processing, presentations, along with collaboration with Lotus Notes, instant messaging and blog tools as well as an Internet Explorer competitor \u2013 the Mozilla Firefox web browser. IBM plans to install Open Client on 5% of its desktop PCs. The Linux offering has been made available as the IBM Client for Smart Work product on the Ubuntu and Red Hat Enterprise Linux platforms.", "targets": "What is an alternative to the Office document format from Microsoft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb850bc139d4c03924031feb569a995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM announced it will launch its new software, called \"Open Client Offering\" which is to run on Linux, Microsoft Windows and Apple's Mac OS X. The company states that its new product allows businesses to offer employees a choice of using the same software on Windows and its alternatives. This means that \"Open Client Offering\" is to cut costs of managing whether to use Linux or Apple relative to Windows. There will be no necessity for companies to pay Microsoft for its licenses for operating systems since the operating systems will no longer rely on software which is Windows-based. One alternative to Microsoft's office document formats is the Open Document Format software, whose development IBM supports. It is going to be used for several tasks like: word processing, presentations, along with collaboration with Lotus Notes, instant messaging and blog tools as well as an Internet Explorer competitor \u2013 the Mozilla Firefox web browser. IBM plans to install Open Client on 5% of its desktop PCs. The Linux offering has been made available as the IBM Client for Smart Work product on the Ubuntu and Red Hat Enterprise Linux platforms.", "targets": "What percentage of its desktop PCs does IBM plan to install Open Client on to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb850bc139d4c03924031feb569a995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM announced it will launch its new software, called \"Open Client Offering\" which is to run on Linux, Microsoft Windows and Apple's Mac OS X. The company states that its new product allows businesses to offer employees a choice of using the same software on Windows and its alternatives. This means that \"Open Client Offering\" is to cut costs of managing whether to use Linux or Apple relative to Windows. There will be no necessity for companies to pay Microsoft for its licenses for operating systems since the operating systems will no longer rely on software which is Windows-based. One alternative to Microsoft's office document formats is the Open Document Format software, whose development IBM supports. It is going to be used for several tasks like: word processing, presentations, along with collaboration with Lotus Notes, instant messaging and blog tools as well as an Internet Explorer competitor \u2013 the Mozilla Firefox web browser. IBM plans to install Open Client on 5% of its desktop PCs. The Linux offering has been made available as the IBM Client for Smart Work product on the Ubuntu and Red Hat Enterprise Linux platforms.", "targets": "Which platforms did IBM begin offering the IBM Client for Smart Work on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb850bc139d4c03924031feb569a995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM announced it will launch its new software, called \"Open Client Offering\" which is to run on Linux, Microsoft Windows and Apple's Mac OS X. The company states that its new product allows businesses to offer employees a choice of using the same software on Windows and its alternatives. This means that \"Open Client Offering\" is to cut costs of managing whether to use Linux or Apple relative to Windows. There will be no necessity for companies to pay Microsoft for its licenses for operating systems since the operating systems will no longer rely on software which is Windows-based. One alternative to Microsoft's office document formats is the Open Document Format software, whose development IBM supports. It is going to be used for several tasks like: word processing, presentations, along with collaboration with Lotus Notes, instant messaging and blog tools as well as an Internet Explorer competitor \u2013 the Mozilla Firefox web browser. IBM plans to install Open Client on 5% of its desktop PCs. The Linux offering has been made available as the IBM Client for Smart Work product on the Ubuntu and Red Hat Enterprise Linux platforms.", "targets": "What web browser does the Open Document Format have compatibility with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c39f182efba84ce4aa1dbea968a40288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the Battle of Pulo Aura, which was probably the company's most notable naval victory, Nathaniel Dance, Commodore of a convoy of Indiamen and sailing aboard the Warley, led several Indiamen in a skirmish with a French squadron, driving them off. Some six years earlier, on 28 January 1797, five Indiamen, the Woodford, under Captain Charles Lennox, the Taunton-Castle, Captain Edward Studd, Canton, Captain Abel Vyvyan, and Boddam, Captain George Palmer, and Ocean, Captain John Christian Lochner, had encountered Admiral de Sercey and his squadron of frigates. On this occasion the Indiamen also succeeded in bluffing their way to safety, and without any shots even being fired. Lastly, on 15 June 1795, the General Goddard played a large role in the capture of seven Dutch East Indiamen off St Helena.", "targets": "What was the most notable naval victory EIC  had?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c39f182efba84ce4aa1dbea968a40288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the Battle of Pulo Aura, which was probably the company's most notable naval victory, Nathaniel Dance, Commodore of a convoy of Indiamen and sailing aboard the Warley, led several Indiamen in a skirmish with a French squadron, driving them off. Some six years earlier, on 28 January 1797, five Indiamen, the Woodford, under Captain Charles Lennox, the Taunton-Castle, Captain Edward Studd, Canton, Captain Abel Vyvyan, and Boddam, Captain George Palmer, and Ocean, Captain John Christian Lochner, had encountered Admiral de Sercey and his squadron of frigates. On this occasion the Indiamen also succeeded in bluffing their way to safety, and without any shots even being fired. Lastly, on 15 June 1795, the General Goddard played a large role in the capture of seven Dutch East Indiamen off St Helena.", "targets": "what general played the biggest role in the capture of the seven Dutch East Indiamen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c39f182efba84ce4aa1dbea968a40288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the Battle of Pulo Aura, which was probably the company's most notable naval victory, Nathaniel Dance, Commodore of a convoy of Indiamen and sailing aboard the Warley, led several Indiamen in a skirmish with a French squadron, driving them off. Some six years earlier, on 28 January 1797, five Indiamen, the Woodford, under Captain Charles Lennox, the Taunton-Castle, Captain Edward Studd, Canton, Captain Abel Vyvyan, and Boddam, Captain George Palmer, and Ocean, Captain John Christian Lochner, had encountered Admiral de Sercey and his squadron of frigates. On this occasion the Indiamen also succeeded in bluffing their way to safety, and without any shots even being fired. Lastly, on 15 June 1795, the General Goddard played a large role in the capture of seven Dutch East Indiamen off St Helena.", "targets": "Where were the 7 Dutch Easteast indiamen capture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c39f182efba84ce4aa1dbea968a40288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the Battle of Pulo Aura, which was probably the company's most notable naval victory, Nathaniel Dance, Commodore of a convoy of Indiamen and sailing aboard the Warley, led several Indiamen in a skirmish with a French squadron, driving them off. Some six years earlier, on 28 January 1797, five Indiamen, the Woodford, under Captain Charles Lennox, the Taunton-Castle, Captain Edward Studd, Canton, Captain Abel Vyvyan, and Boddam, Captain George Palmer, and Ocean, Captain John Christian Lochner, had encountered Admiral de Sercey and his squadron of frigates. On this occasion the Indiamen also succeeded in bluffing their way to safety, and without any shots even being fired. Lastly, on 15 June 1795, the General Goddard played a large role in the capture of seven Dutch East Indiamen off St Helena.", "targets": "In 1797 how did the  Woodford  get to safety without firing one bullet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c39f182efba84ce4aa1dbea968a40288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the Battle of Pulo Aura, which was probably the company's most notable naval victory, Nathaniel Dance, Commodore of a convoy of Indiamen and sailing aboard the Warley, led several Indiamen in a skirmish with a French squadron, driving them off. Some six years earlier, on 28 January 1797, five Indiamen, the Woodford, under Captain Charles Lennox, the Taunton-Castle, Captain Edward Studd, Canton, Captain Abel Vyvyan, and Boddam, Captain George Palmer, and Ocean, Captain John Christian Lochner, had encountered Admiral de Sercey and his squadron of frigates. On this occasion the Indiamen also succeeded in bluffing their way to safety, and without any shots even being fired. Lastly, on 15 June 1795, the General Goddard played a large role in the capture of seven Dutch East Indiamen off St Helena.", "targets": "in 1797 who was the captian of the Woodford that is first listed of the 5 captians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b8f77c09614811a061d984e3f1a696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Argentina's indigenous population (known as pueblos originarios) numbered about 600,329 (1.6% of total population); this figure includes 457,363 people who self-identified as belonging to an indigenous ethnic group and 142,966 who identified themselves as first-generation descendants of an indigenous people. The ten most populous indigenous peoples are the Mapuche (113,680 people), the Kolla (70,505), the Toba (69,452), the Guaran\u00ed (68,454), the Wichi (40,036), the Diaguita-Calchaqu\u00ed (31,753), the Mocov\u00ed (15,837), the Huarpe (14,633), the Comeching\u00f3n (10,863) and the Tehuelche (10,590). Minor but important peoples are the Quechua (6,739), the Charr\u00faa (4,511), the Pilag\u00e1 (4,465), the Chan\u00e9 (4,376), and the Chorote (2,613). The Selknam (Ona) people are now virtually extinct in its pure form. The languages of the Diaguita, Tehuelche, and Selknam nations have become extinct or virtually extinct: the Cac\u00e1n language (spoken by Diaguitas) in the 18th century and the Selknam language in the 20th century; one Tehuelche language (Southern Tehuelche) is still spoken by a handful of elderly people.", "targets": "What was the number of indigenous people in Argentina as of 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b8f77c09614811a061d984e3f1a696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Argentina's indigenous population (known as pueblos originarios) numbered about 600,329 (1.6% of total population); this figure includes 457,363 people who self-identified as belonging to an indigenous ethnic group and 142,966 who identified themselves as first-generation descendants of an indigenous people. The ten most populous indigenous peoples are the Mapuche (113,680 people), the Kolla (70,505), the Toba (69,452), the Guaran\u00ed (68,454), the Wichi (40,036), the Diaguita-Calchaqu\u00ed (31,753), the Mocov\u00ed (15,837), the Huarpe (14,633), the Comeching\u00f3n (10,863) and the Tehuelche (10,590). Minor but important peoples are the Quechua (6,739), the Charr\u00faa (4,511), the Pilag\u00e1 (4,465), the Chan\u00e9 (4,376), and the Chorote (2,613). The Selknam (Ona) people are now virtually extinct in its pure form. The languages of the Diaguita, Tehuelche, and Selknam nations have become extinct or virtually extinct: the Cac\u00e1n language (spoken by Diaguitas) in the 18th century and the Selknam language in the 20th century; one Tehuelche language (Southern Tehuelche) is still spoken by a handful of elderly people.", "targets": "How many Mapuche were there in Argentina in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b8f77c09614811a061d984e3f1a696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Argentina's indigenous population (known as pueblos originarios) numbered about 600,329 (1.6% of total population); this figure includes 457,363 people who self-identified as belonging to an indigenous ethnic group and 142,966 who identified themselves as first-generation descendants of an indigenous people. The ten most populous indigenous peoples are the Mapuche (113,680 people), the Kolla (70,505), the Toba (69,452), the Guaran\u00ed (68,454), the Wichi (40,036), the Diaguita-Calchaqu\u00ed (31,753), the Mocov\u00ed (15,837), the Huarpe (14,633), the Comeching\u00f3n (10,863) and the Tehuelche (10,590). Minor but important peoples are the Quechua (6,739), the Charr\u00faa (4,511), the Pilag\u00e1 (4,465), the Chan\u00e9 (4,376), and the Chorote (2,613). The Selknam (Ona) people are now virtually extinct in its pure form. The languages of the Diaguita, Tehuelche, and Selknam nations have become extinct or virtually extinct: the Cac\u00e1n language (spoken by Diaguitas) in the 18th century and the Selknam language in the 20th century; one Tehuelche language (Southern Tehuelche) is still spoken by a handful of elderly people.", "targets": "Who are the Quechua and Chorote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b8f77c09614811a061d984e3f1a696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Argentina's indigenous population (known as pueblos originarios) numbered about 600,329 (1.6% of total population); this figure includes 457,363 people who self-identified as belonging to an indigenous ethnic group and 142,966 who identified themselves as first-generation descendants of an indigenous people. The ten most populous indigenous peoples are the Mapuche (113,680 people), the Kolla (70,505), the Toba (69,452), the Guaran\u00ed (68,454), the Wichi (40,036), the Diaguita-Calchaqu\u00ed (31,753), the Mocov\u00ed (15,837), the Huarpe (14,633), the Comeching\u00f3n (10,863) and the Tehuelche (10,590). Minor but important peoples are the Quechua (6,739), the Charr\u00faa (4,511), the Pilag\u00e1 (4,465), the Chan\u00e9 (4,376), and the Chorote (2,613). The Selknam (Ona) people are now virtually extinct in its pure form. The languages of the Diaguita, Tehuelche, and Selknam nations have become extinct or virtually extinct: the Cac\u00e1n language (spoken by Diaguitas) in the 18th century and the Selknam language in the 20th century; one Tehuelche language (Southern Tehuelche) is still spoken by a handful of elderly people.", "targets": "What indigenous population is now virtually extinct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b8f77c09614811a061d984e3f1a696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Argentina's indigenous population (known as pueblos originarios) numbered about 600,329 (1.6% of total population); this figure includes 457,363 people who self-identified as belonging to an indigenous ethnic group and 142,966 who identified themselves as first-generation descendants of an indigenous people. The ten most populous indigenous peoples are the Mapuche (113,680 people), the Kolla (70,505), the Toba (69,452), the Guaran\u00ed (68,454), the Wichi (40,036), the Diaguita-Calchaqu\u00ed (31,753), the Mocov\u00ed (15,837), the Huarpe (14,633), the Comeching\u00f3n (10,863) and the Tehuelche (10,590). Minor but important peoples are the Quechua (6,739), the Charr\u00faa (4,511), the Pilag\u00e1 (4,465), the Chan\u00e9 (4,376), and the Chorote (2,613). The Selknam (Ona) people are now virtually extinct in its pure form. The languages of the Diaguita, Tehuelche, and Selknam nations have become extinct or virtually extinct: the Cac\u00e1n language (spoken by Diaguitas) in the 18th century and the Selknam language in the 20th century; one Tehuelche language (Southern Tehuelche) is still spoken by a handful of elderly people.", "targets": "Who still speaks Southern Tehuelche? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "How many words a day did Victoria write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "What year did Victoria begin keeping a journal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "How many volumes was Queen Victorias journal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "Who was Victorias youngest daughter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "What did Beatrice do to her mothers diaries after her death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "How many journals did Queen Victoria write in her lifetime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "What did Beatrice do with the journals after she transcribed and edited them? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "Who was appointed as Queen Victoria's literary executor upon her death? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "Who transcribed Queen Victoria's journals from 1832 to 1861? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "What biographer said Queen Victoria wrote an average of 2500 words a day in her journals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "How avid of a writer was the Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "How many volumes did her journal span?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "What did Beatrice do with her mother's journals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "Who was Victoria's literary executer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d41a9e2f84a2463d8ccbe398143f966b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to one of her biographers, Giles St Aubyn, Victoria wrote an average of 2,500 words a day during her adult life. From July 1832 until just before her death, she kept a detailed journal, which eventually encompassed 122 volumes. After Victoria's death, her youngest daughter, Princess Beatrice, was appointed her literary executor. Beatrice transcribed and edited the diaries covering Victoria's accession onwards, and burned the originals in the process. Despite this destruction, much of the diaries still exist. In addition to Beatrice's edited copy, Lord Esher transcribed the volumes from 1832 to 1861 before Beatrice destroyed them. Part of Victoria's extensive correspondence has been published in volumes edited by A. C. Benson, Hector Bolitho, George Earle Buckle, Lord Esher, Roger Fulford, and Richard Hough among others.", "targets": "What did Beatrice do with the origional volumes of her mother's diaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb3be35fbcc94bb9b630a16f943d29b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monastic reform became an important issue during the 11th century, as elites began to worry that monks were not adhering to the rules binding them to a strictly religious life. Cluny Abbey, founded in the M\u00e2con region of France in 909, was established as part of the Cluniac Reforms, a larger movement of monastic reform in response to this fear. Cluny quickly established a reputation for austerity and rigour. It sought to maintain a high quality of spiritual life by placing itself under the protection of the papacy and by electing its own abbot without interference from laymen, thus maintaining economic and political independence from local lords.", "targets": "In what century was thought given to monastic reform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb3be35fbcc94bb9b630a16f943d29b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monastic reform became an important issue during the 11th century, as elites began to worry that monks were not adhering to the rules binding them to a strictly religious life. Cluny Abbey, founded in the M\u00e2con region of France in 909, was established as part of the Cluniac Reforms, a larger movement of monastic reform in response to this fear. Cluny quickly established a reputation for austerity and rigour. It sought to maintain a high quality of spiritual life by placing itself under the protection of the papacy and by electing its own abbot without interference from laymen, thus maintaining economic and political independence from local lords.", "targets": "In what year was Cluny Abbey founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb3be35fbcc94bb9b630a16f943d29b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monastic reform became an important issue during the 11th century, as elites began to worry that monks were not adhering to the rules binding them to a strictly religious life. Cluny Abbey, founded in the M\u00e2con region of France in 909, was established as part of the Cluniac Reforms, a larger movement of monastic reform in response to this fear. Cluny quickly established a reputation for austerity and rigour. It sought to maintain a high quality of spiritual life by placing itself under the protection of the papacy and by electing its own abbot without interference from laymen, thus maintaining economic and political independence from local lords.", "targets": "In what part of France was Cluny Abbey founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb3be35fbcc94bb9b630a16f943d29b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monastic reform became an important issue during the 11th century, as elites began to worry that monks were not adhering to the rules binding them to a strictly religious life. Cluny Abbey, founded in the M\u00e2con region of France in 909, was established as part of the Cluniac Reforms, a larger movement of monastic reform in response to this fear. Cluny quickly established a reputation for austerity and rigour. It sought to maintain a high quality of spiritual life by placing itself under the protection of the papacy and by electing its own abbot without interference from laymen, thus maintaining economic and political independence from local lords.", "targets": "Along with rigor, what did Cluny have a reputation for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb3be35fbcc94bb9b630a16f943d29b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monastic reform became an important issue during the 11th century, as elites began to worry that monks were not adhering to the rules binding them to a strictly religious life. Cluny Abbey, founded in the M\u00e2con region of France in 909, was established as part of the Cluniac Reforms, a larger movement of monastic reform in response to this fear. Cluny quickly established a reputation for austerity and rigour. It sought to maintain a high quality of spiritual life by placing itself under the protection of the papacy and by electing its own abbot without interference from laymen, thus maintaining economic and political independence from local lords.", "targets": "What reforms were named for the abbey at Cluny?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58bd72738b6840138cc4144a8e697de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Charleston, the African American population increased as freedmen moved from rural areas to the major city: from 17,000 in 1860 to over 27,000 in 1880. Historian Eric Foner noted that blacks were glad to be relieved of the many regulations of slavery and to operate outside of white surveillance. Among other changes, most blacks quickly left the Southern Baptist Church, setting up their own black Baptist congregations or joining new African Methodist Episcopal Church and AME Zion churches, both independent black denominations first established in the North. Freedmen \"acquired dogs, guns, and liquor (all barred to them under slavery), and refused to yield the sidewalks to whites\".", "targets": "Black left which religious denomination is great numbers after slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58bd72738b6840138cc4144a8e697de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Charleston, the African American population increased as freedmen moved from rural areas to the major city: from 17,000 in 1860 to over 27,000 in 1880. Historian Eric Foner noted that blacks were glad to be relieved of the many regulations of slavery and to operate outside of white surveillance. Among other changes, most blacks quickly left the Southern Baptist Church, setting up their own black Baptist congregations or joining new African Methodist Episcopal Church and AME Zion churches, both independent black denominations first established in the North. Freedmen \"acquired dogs, guns, and liquor (all barred to them under slavery), and refused to yield the sidewalks to whites\".", "targets": "How many African Americans lived in Charleston in 1860?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58bd72738b6840138cc4144a8e697de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Charleston, the African American population increased as freedmen moved from rural areas to the major city: from 17,000 in 1860 to over 27,000 in 1880. Historian Eric Foner noted that blacks were glad to be relieved of the many regulations of slavery and to operate outside of white surveillance. Among other changes, most blacks quickly left the Southern Baptist Church, setting up their own black Baptist congregations or joining new African Methodist Episcopal Church and AME Zion churches, both independent black denominations first established in the North. Freedmen \"acquired dogs, guns, and liquor (all barred to them under slavery), and refused to yield the sidewalks to whites\".", "targets": "What  barred product ,along with dogs and guns ,  did the Freemen want after slavery ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58bd72738b6840138cc4144a8e697de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Charleston, the African American population increased as freedmen moved from rural areas to the major city: from 17,000 in 1860 to over 27,000 in 1880. Historian Eric Foner noted that blacks were glad to be relieved of the many regulations of slavery and to operate outside of white surveillance. Among other changes, most blacks quickly left the Southern Baptist Church, setting up their own black Baptist congregations or joining new African Methodist Episcopal Church and AME Zion churches, both independent black denominations first established in the North. Freedmen \"acquired dogs, guns, and liquor (all barred to them under slavery), and refused to yield the sidewalks to whites\".", "targets": "How many African American lived in Charleston in 1880?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58bd72738b6840138cc4144a8e697de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Charleston, the African American population increased as freedmen moved from rural areas to the major city: from 17,000 in 1860 to over 27,000 in 1880. Historian Eric Foner noted that blacks were glad to be relieved of the many regulations of slavery and to operate outside of white surveillance. Among other changes, most blacks quickly left the Southern Baptist Church, setting up their own black Baptist congregations or joining new African Methodist Episcopal Church and AME Zion churches, both independent black denominations first established in the North. Freedmen \"acquired dogs, guns, and liquor (all barred to them under slavery), and refused to yield the sidewalks to whites\".", "targets": "AME Zion Churches were first established in what part of America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f051a9b86a4ff4840eee570d2fd839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mantoux tuberculin skin test is often used to screen people at high risk for TB. Those who have been previously immunized may have a false-positive test result. The test may be falsely negative in those with sarcoidosis, Hodgkin's lymphoma, malnutrition, and most notably, active tuberculosis. Interferon gamma release assays (IGRAs), on a blood sample, are recommended in those who are positive to the Mantoux test. These are not affected by immunization or most environmental mycobacteria, so they generate fewer false-positive results. However, they are affected by M. szulgai, M. marinum, and M. kansasii. IGRAs may increase sensitivity when used in addition to the skin test, but may be less sensitive than the skin test when used alone.", "targets": "What result might someone who has received a TB vaccination get from the Mantoux test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f051a9b86a4ff4840eee570d2fd839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mantoux tuberculin skin test is often used to screen people at high risk for TB. Those who have been previously immunized may have a false-positive test result. The test may be falsely negative in those with sarcoidosis, Hodgkin's lymphoma, malnutrition, and most notably, active tuberculosis. Interferon gamma release assays (IGRAs), on a blood sample, are recommended in those who are positive to the Mantoux test. These are not affected by immunization or most environmental mycobacteria, so they generate fewer false-positive results. However, they are affected by M. szulgai, M. marinum, and M. kansasii. IGRAs may increase sensitivity when used in addition to the skin test, but may be less sensitive than the skin test when used alone.", "targets": "What liquid would you need from a patient to perform IGRAs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f051a9b86a4ff4840eee570d2fd839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mantoux tuberculin skin test is often used to screen people at high risk for TB. Those who have been previously immunized may have a false-positive test result. The test may be falsely negative in those with sarcoidosis, Hodgkin's lymphoma, malnutrition, and most notably, active tuberculosis. Interferon gamma release assays (IGRAs), on a blood sample, are recommended in those who are positive to the Mantoux test. These are not affected by immunization or most environmental mycobacteria, so they generate fewer false-positive results. However, they are affected by M. szulgai, M. marinum, and M. kansasii. IGRAs may increase sensitivity when used in addition to the skin test, but may be less sensitive than the skin test when used alone.", "targets": "In combination with skin tests, are IGRAs associated with an increase or decrease in sensitivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f051a9b86a4ff4840eee570d2fd839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mantoux tuberculin skin test is often used to screen people at high risk for TB. Those who have been previously immunized may have a false-positive test result. The test may be falsely negative in those with sarcoidosis, Hodgkin's lymphoma, malnutrition, and most notably, active tuberculosis. Interferon gamma release assays (IGRAs), on a blood sample, are recommended in those who are positive to the Mantoux test. These are not affected by immunization or most environmental mycobacteria, so they generate fewer false-positive results. However, they are affected by M. szulgai, M. marinum, and M. kansasii. IGRAs may increase sensitivity when used in addition to the skin test, but may be less sensitive than the skin test when used alone.", "targets": "Which test has fewer false positives: IGRAs or the Mantoux skin test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f051a9b86a4ff4840eee570d2fd839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mantoux tuberculin skin test is often used to screen people at high risk for TB. Those who have been previously immunized may have a false-positive test result. The test may be falsely negative in those with sarcoidosis, Hodgkin's lymphoma, malnutrition, and most notably, active tuberculosis. Interferon gamma release assays (IGRAs), on a blood sample, are recommended in those who are positive to the Mantoux test. These are not affected by immunization or most environmental mycobacteria, so they generate fewer false-positive results. However, they are affected by M. szulgai, M. marinum, and M. kansasii. IGRAs may increase sensitivity when used in addition to the skin test, but may be less sensitive than the skin test when used alone.", "targets": "What does \"IGRAs\" stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d794198c67f471a8d8156a56a999830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "William Henry Perkin studied and worked at the college under von Hofmann, but resigned his position after discovering the first synthetic dye, mauveine, in 1856. Perkin's discovery was prompted by his work with von Hofmann on the substance aniline, derived from coal tar, and it was this breakthrough which sparked the synthetic dye industry, a boom which some historians have labelled the second chemical revolution. His contribution led to the creation of the Perkin Medal, an award given annually by the Society of Chemical Industry to a scientist residing in the United States for an \"innovation in applied chemistry resulting in outstanding commercial development\". It is considered the highest honour given in the industrial chemical industry.", "targets": "Who discovered the first synthetic dye?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d794198c67f471a8d8156a56a999830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "William Henry Perkin studied and worked at the college under von Hofmann, but resigned his position after discovering the first synthetic dye, mauveine, in 1856. Perkin's discovery was prompted by his work with von Hofmann on the substance aniline, derived from coal tar, and it was this breakthrough which sparked the synthetic dye industry, a boom which some historians have labelled the second chemical revolution. His contribution led to the creation of the Perkin Medal, an award given annually by the Society of Chemical Industry to a scientist residing in the United States for an \"innovation in applied chemistry resulting in outstanding commercial development\". It is considered the highest honour given in the industrial chemical industry.", "targets": "What did the scientist who discovered the dye do after discovering it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d794198c67f471a8d8156a56a999830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "William Henry Perkin studied and worked at the college under von Hofmann, but resigned his position after discovering the first synthetic dye, mauveine, in 1856. Perkin's discovery was prompted by his work with von Hofmann on the substance aniline, derived from coal tar, and it was this breakthrough which sparked the synthetic dye industry, a boom which some historians have labelled the second chemical revolution. His contribution led to the creation of the Perkin Medal, an award given annually by the Society of Chemical Industry to a scientist residing in the United States for an \"innovation in applied chemistry resulting in outstanding commercial development\". It is considered the highest honour given in the industrial chemical industry.", "targets": "What is the name of the first synthetic dye discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d794198c67f471a8d8156a56a999830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "William Henry Perkin studied and worked at the college under von Hofmann, but resigned his position after discovering the first synthetic dye, mauveine, in 1856. Perkin's discovery was prompted by his work with von Hofmann on the substance aniline, derived from coal tar, and it was this breakthrough which sparked the synthetic dye industry, a boom which some historians have labelled the second chemical revolution. His contribution led to the creation of the Perkin Medal, an award given annually by the Society of Chemical Industry to a scientist residing in the United States for an \"innovation in applied chemistry resulting in outstanding commercial development\". It is considered the highest honour given in the industrial chemical industry.", "targets": "The discovery of the synthetic dye is claimed by some histories to have sparked what event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d794198c67f471a8d8156a56a999830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "William Henry Perkin studied and worked at the college under von Hofmann, but resigned his position after discovering the first synthetic dye, mauveine, in 1856. Perkin's discovery was prompted by his work with von Hofmann on the substance aniline, derived from coal tar, and it was this breakthrough which sparked the synthetic dye industry, a boom which some historians have labelled the second chemical revolution. His contribution led to the creation of the Perkin Medal, an award given annually by the Society of Chemical Industry to a scientist residing in the United States for an \"innovation in applied chemistry resulting in outstanding commercial development\". It is considered the highest honour given in the industrial chemical industry.", "targets": "Which award is named after the discoverer of the dye?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35db44697e64ed8a22c12fe59515ec5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cooler climates can be found in certain parts of Southern European countries, for example within the mountain ranges of Spain and Italy. Additionally, the north coast of Spain experiences a wetter Atlantic climate.", "targets": "Where do colder areas occur within southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35db44697e64ed8a22c12fe59515ec5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cooler climates can be found in certain parts of Southern European countries, for example within the mountain ranges of Spain and Italy. Additionally, the north coast of Spain experiences a wetter Atlantic climate.", "targets": "Where are more moist areas found in southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35db44697e64ed8a22c12fe59515ec5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cooler climates can be found in certain parts of Southern European countries, for example within the mountain ranges of Spain and Italy. Additionally, the north coast of Spain experiences a wetter Atlantic climate.", "targets": "What term can be used to describe the wet area of North Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05584ba0f6304086ba20c8dbb317cbbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible to use the impedance matching concepts to construct vertical antennas substantially shorter than the 1\u20444 wavelength at which the antenna is resonant. By adding an inductance in series with the antenna, a so-called loading coil, the capacitive reactance of this antenna can be cancelled leaving a pure resistance which can then be matched to the transmission line. Sometimes the resulting resonant frequency of such a system (antenna plus matching network) is described using the construct of electrical length and the use of a shorter antenna at a lower frequency than its resonant frequency is termed electrical lengthening.", "targets": "For use with more than one channel changes are made to increase what property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05584ba0f6304086ba20c8dbb317cbbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible to use the impedance matching concepts to construct vertical antennas substantially shorter than the 1\u20444 wavelength at which the antenna is resonant. By adding an inductance in series with the antenna, a so-called loading coil, the capacitive reactance of this antenna can be cancelled leaving a pure resistance which can then be matched to the transmission line. Sometimes the resulting resonant frequency of such a system (antenna plus matching network) is described using the construct of electrical length and the use of a shorter antenna at a lower frequency than its resonant frequency is termed electrical lengthening.", "targets": "What could be coupled with an antenna to form pure resistance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05584ba0f6304086ba20c8dbb317cbbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible to use the impedance matching concepts to construct vertical antennas substantially shorter than the 1\u20444 wavelength at which the antenna is resonant. By adding an inductance in series with the antenna, a so-called loading coil, the capacitive reactance of this antenna can be cancelled leaving a pure resistance which can then be matched to the transmission line. Sometimes the resulting resonant frequency of such a system (antenna plus matching network) is described using the construct of electrical length and the use of a shorter antenna at a lower frequency than its resonant frequency is termed electrical lengthening.", "targets": "What element would this pure resistance be coupled with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05584ba0f6304086ba20c8dbb317cbbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible to use the impedance matching concepts to construct vertical antennas substantially shorter than the 1\u20444 wavelength at which the antenna is resonant. By adding an inductance in series with the antenna, a so-called loading coil, the capacitive reactance of this antenna can be cancelled leaving a pure resistance which can then be matched to the transmission line. Sometimes the resulting resonant frequency of such a system (antenna plus matching network) is described using the construct of electrical length and the use of a shorter antenna at a lower frequency than its resonant frequency is termed electrical lengthening.", "targets": "What phrase describes the process of purposely using a lower standing antenna at a less than peak frequency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a80838c58a4a9d8db84e2e1e93a949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the intersection of Yangtze River, an east-west water transport artery, and Nanjing\u2013Beijing railway, a south-north land transport artery, hence the name \u201cdoor of the east and west, throat of the south and north\u201d. Furthermore, the west part of the Ningzhen range is in Nanjing; the Loong-like Zhong Mountain is curling in the east of the city; the tiger-like Stone Mountain is crouching in the west of the city, hence the name \u201cthe Zhong Mountain, a dragon curling, and the Stone Mountain, a tiger crouching\u201d. Mr. Sun Yet-sen spoke highly of Nanjing in the \u201cConstructive Scheme for Our Country\u201d, \u201cThe position of Nanjing is wonderful since mountains, lakes and plains all integrated in it. It is hard to find another city like this.\u201d", "targets": "What is the east-west waterway near Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a80838c58a4a9d8db84e2e1e93a949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the intersection of Yangtze River, an east-west water transport artery, and Nanjing\u2013Beijing railway, a south-north land transport artery, hence the name \u201cdoor of the east and west, throat of the south and north\u201d. Furthermore, the west part of the Ningzhen range is in Nanjing; the Loong-like Zhong Mountain is curling in the east of the city; the tiger-like Stone Mountain is crouching in the west of the city, hence the name \u201cthe Zhong Mountain, a dragon curling, and the Stone Mountain, a tiger crouching\u201d. Mr. Sun Yet-sen spoke highly of Nanjing in the \u201cConstructive Scheme for Our Country\u201d, \u201cThe position of Nanjing is wonderful since mountains, lakes and plains all integrated in it. It is hard to find another city like this.\u201d", "targets": "What is the railway that runs South to North called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a80838c58a4a9d8db84e2e1e93a949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the intersection of Yangtze River, an east-west water transport artery, and Nanjing\u2013Beijing railway, a south-north land transport artery, hence the name \u201cdoor of the east and west, throat of the south and north\u201d. Furthermore, the west part of the Ningzhen range is in Nanjing; the Loong-like Zhong Mountain is curling in the east of the city; the tiger-like Stone Mountain is crouching in the west of the city, hence the name \u201cthe Zhong Mountain, a dragon curling, and the Stone Mountain, a tiger crouching\u201d. Mr. Sun Yet-sen spoke highly of Nanjing in the \u201cConstructive Scheme for Our Country\u201d, \u201cThe position of Nanjing is wonderful since mountains, lakes and plains all integrated in it. It is hard to find another city like this.\u201d", "targets": "What mountain is in the East are of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a80838c58a4a9d8db84e2e1e93a949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the intersection of Yangtze River, an east-west water transport artery, and Nanjing\u2013Beijing railway, a south-north land transport artery, hence the name \u201cdoor of the east and west, throat of the south and north\u201d. Furthermore, the west part of the Ningzhen range is in Nanjing; the Loong-like Zhong Mountain is curling in the east of the city; the tiger-like Stone Mountain is crouching in the west of the city, hence the name \u201cthe Zhong Mountain, a dragon curling, and the Stone Mountain, a tiger crouching\u201d. Mr. Sun Yet-sen spoke highly of Nanjing in the \u201cConstructive Scheme for Our Country\u201d, \u201cThe position of Nanjing is wonderful since mountains, lakes and plains all integrated in it. It is hard to find another city like this.\u201d", "targets": "What mountain lies in the west of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a80838c58a4a9d8db84e2e1e93a949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is the intersection of Yangtze River, an east-west water transport artery, and Nanjing\u2013Beijing railway, a south-north land transport artery, hence the name \u201cdoor of the east and west, throat of the south and north\u201d. Furthermore, the west part of the Ningzhen range is in Nanjing; the Loong-like Zhong Mountain is curling in the east of the city; the tiger-like Stone Mountain is crouching in the west of the city, hence the name \u201cthe Zhong Mountain, a dragon curling, and the Stone Mountain, a tiger crouching\u201d. Mr. Sun Yet-sen spoke highly of Nanjing in the \u201cConstructive Scheme for Our Country\u201d, \u201cThe position of Nanjing is wonderful since mountains, lakes and plains all integrated in it. It is hard to find another city like this.\u201d", "targets": "Stone Mountain is compared to what animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c4bb581e9ed4040afa9f54eb88a9891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Islam in Somalia is as old as the religion itself. The early persecuted Muslims fled to various places in the region, including the city of Zeila in modern-day northern Somalia, so as to seek protection from the Quraysh. Somalis were among the first populations on the continent to embrace Islam. With very few exceptions, Somalis are entirely Muslims, the majority belonging to the Sunni branch of Islam and the Shafi`i school of Islamic jurisprudence, although a few are also adherents of the Shia Muslim denomination.", "targets": "In what geographic part of Somalia is Zeila located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c4bb581e9ed4040afa9f54eb88a9891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Islam in Somalia is as old as the religion itself. The early persecuted Muslims fled to various places in the region, including the city of Zeila in modern-day northern Somalia, so as to seek protection from the Quraysh. Somalis were among the first populations on the continent to embrace Islam. With very few exceptions, Somalis are entirely Muslims, the majority belonging to the Sunni branch of Islam and the Shafi`i school of Islamic jurisprudence, although a few are also adherents of the Shia Muslim denomination.", "targets": "From whom were the early Muslims fleeing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c4bb581e9ed4040afa9f54eb88a9891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Islam in Somalia is as old as the religion itself. The early persecuted Muslims fled to various places in the region, including the city of Zeila in modern-day northern Somalia, so as to seek protection from the Quraysh. Somalis were among the first populations on the continent to embrace Islam. With very few exceptions, Somalis are entirely Muslims, the majority belonging to the Sunni branch of Islam and the Shafi`i school of Islamic jurisprudence, although a few are also adherents of the Shia Muslim denomination.", "targets": "Along with the Shafi'i, to what sect of Islam do most Somalis belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c4bb581e9ed4040afa9f54eb88a9891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Islam in Somalia is as old as the religion itself. The early persecuted Muslims fled to various places in the region, including the city of Zeila in modern-day northern Somalia, so as to seek protection from the Quraysh. Somalis were among the first populations on the continent to embrace Islam. With very few exceptions, Somalis are entirely Muslims, the majority belonging to the Sunni branch of Islam and the Shafi`i school of Islamic jurisprudence, although a few are also adherents of the Shia Muslim denomination.", "targets": "What is the majority religion in Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c4bb581e9ed4040afa9f54eb88a9891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Islam in Somalia is as old as the religion itself. The early persecuted Muslims fled to various places in the region, including the city of Zeila in modern-day northern Somalia, so as to seek protection from the Quraysh. Somalis were among the first populations on the continent to embrace Islam. With very few exceptions, Somalis are entirely Muslims, the majority belonging to the Sunni branch of Islam and the Shafi`i school of Islamic jurisprudence, although a few are also adherents of the Shia Muslim denomination.", "targets": "A small minority of Somalis belong to what branch of Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fea112a613484118ad48562acb7c64dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origins of the szlachta, while ancient, have always been considered obscure.:207 As a result, its members often referred to it as odwieczna (perennial).:207 Two popular historic theories of origin forwarded by its members and earlier historians and chroniclers involved descent from the ancient Iranian tribes known as Sarmatians or from Japheth, one of Noah's sons (by contrast, the peasantry were said to be the offspring of another son of Noah, Ham\u2014and hence subject to bondage under the Curse of Ham\u2014and the Jews as the offspring of Shem). Other fanciful theories included its foundation by Julius Caesar, Alexander the Great:207 or regional leaders who had not mixed their bloodlines with those of 'slaves, prisoners, and aliens'.:208", "targets": "Have the origins of the szlachta been clear or obscure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fea112a613484118ad48562acb7c64dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origins of the szlachta, while ancient, have always been considered obscure.:207 As a result, its members often referred to it as odwieczna (perennial).:207 Two popular historic theories of origin forwarded by its members and earlier historians and chroniclers involved descent from the ancient Iranian tribes known as Sarmatians or from Japheth, one of Noah's sons (by contrast, the peasantry were said to be the offspring of another son of Noah, Ham\u2014and hence subject to bondage under the Curse of Ham\u2014and the Jews as the offspring of Shem). Other fanciful theories included its foundation by Julius Caesar, Alexander the Great:207 or regional leaders who had not mixed their bloodlines with those of 'slaves, prisoners, and aliens'.:208", "targets": "What did they use to refer to the origin of szlactha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fea112a613484118ad48562acb7c64dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origins of the szlachta, while ancient, have always been considered obscure.:207 As a result, its members often referred to it as odwieczna (perennial).:207 Two popular historic theories of origin forwarded by its members and earlier historians and chroniclers involved descent from the ancient Iranian tribes known as Sarmatians or from Japheth, one of Noah's sons (by contrast, the peasantry were said to be the offspring of another son of Noah, Ham\u2014and hence subject to bondage under the Curse of Ham\u2014and the Jews as the offspring of Shem). Other fanciful theories included its foundation by Julius Caesar, Alexander the Great:207 or regional leaders who had not mixed their bloodlines with those of 'slaves, prisoners, and aliens'.:208", "targets": "What was one historic theory of the szlachta origins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fea112a613484118ad48562acb7c64dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origins of the szlachta, while ancient, have always been considered obscure.:207 As a result, its members often referred to it as odwieczna (perennial).:207 Two popular historic theories of origin forwarded by its members and earlier historians and chroniclers involved descent from the ancient Iranian tribes known as Sarmatians or from Japheth, one of Noah's sons (by contrast, the peasantry were said to be the offspring of another son of Noah, Ham\u2014and hence subject to bondage under the Curse of Ham\u2014and the Jews as the offspring of Shem). Other fanciful theories included its foundation by Julius Caesar, Alexander the Great:207 or regional leaders who had not mixed their bloodlines with those of 'slaves, prisoners, and aliens'.:208", "targets": "What was another regional leader involved in the origins of szlachta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fea112a613484118ad48562acb7c64dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origins of the szlachta, while ancient, have always been considered obscure.:207 As a result, its members often referred to it as odwieczna (perennial).:207 Two popular historic theories of origin forwarded by its members and earlier historians and chroniclers involved descent from the ancient Iranian tribes known as Sarmatians or from Japheth, one of Noah's sons (by contrast, the peasantry were said to be the offspring of another son of Noah, Ham\u2014and hence subject to bondage under the Curse of Ham\u2014and the Jews as the offspring of Shem). Other fanciful theories included its foundation by Julius Caesar, Alexander the Great:207 or regional leaders who had not mixed their bloodlines with those of 'slaves, prisoners, and aliens'.:208", "targets": "What was important and unique about regional leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf1d99197304b18aadbf193f201555e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calvary as an English name for the place is derived from the Latin word for skull (calvaria), which is used in the Vulgate translation of \"place of a skull\", the explanation given in all four Gospels of the Aramaic word G\u00fblgalt\u00e2 which was the name of the place where Jesus was crucified. The text does not indicate why it was so designated, but several theories have been put forward. One is that as a place of public execution, Calvary may have been strewn with the skulls of abandoned victims (which would be contrary to Jewish burial traditions, but not Roman). Another is that Calvary is named after a nearby cemetery (which is consistent with both of the proposed modern sites). A third is that the name was derived from the physical contour, which would be more consistent with the singular use of the word, i.e., the place of \"a skull\". While often referred to as \"Mount Calvary\", it was more likely a small hill or rocky knoll.", "targets": "Where was Jesus Crucified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf1d99197304b18aadbf193f201555e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calvary as an English name for the place is derived from the Latin word for skull (calvaria), which is used in the Vulgate translation of \"place of a skull\", the explanation given in all four Gospels of the Aramaic word G\u00fblgalt\u00e2 which was the name of the place where Jesus was crucified. The text does not indicate why it was so designated, but several theories have been put forward. One is that as a place of public execution, Calvary may have been strewn with the skulls of abandoned victims (which would be contrary to Jewish burial traditions, but not Roman). Another is that Calvary is named after a nearby cemetery (which is consistent with both of the proposed modern sites). A third is that the name was derived from the physical contour, which would be more consistent with the singular use of the word, i.e., the place of \"a skull\". While often referred to as \"Mount Calvary\", it was more likely a small hill or rocky knoll.", "targets": "Where was the location of the Crucifixion detailed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf1d99197304b18aadbf193f201555e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calvary as an English name for the place is derived from the Latin word for skull (calvaria), which is used in the Vulgate translation of \"place of a skull\", the explanation given in all four Gospels of the Aramaic word G\u00fblgalt\u00e2 which was the name of the place where Jesus was crucified. The text does not indicate why it was so designated, but several theories have been put forward. One is that as a place of public execution, Calvary may have been strewn with the skulls of abandoned victims (which would be contrary to Jewish burial traditions, but not Roman). Another is that Calvary is named after a nearby cemetery (which is consistent with both of the proposed modern sites). A third is that the name was derived from the physical contour, which would be more consistent with the singular use of the word, i.e., the place of \"a skull\". While often referred to as \"Mount Calvary\", it was more likely a small hill or rocky knoll.", "targets": "What was one reason Calvary was chosen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf1d99197304b18aadbf193f201555e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calvary as an English name for the place is derived from the Latin word for skull (calvaria), which is used in the Vulgate translation of \"place of a skull\", the explanation given in all four Gospels of the Aramaic word G\u00fblgalt\u00e2 which was the name of the place where Jesus was crucified. The text does not indicate why it was so designated, but several theories have been put forward. One is that as a place of public execution, Calvary may have been strewn with the skulls of abandoned victims (which would be contrary to Jewish burial traditions, but not Roman). Another is that Calvary is named after a nearby cemetery (which is consistent with both of the proposed modern sites). A third is that the name was derived from the physical contour, which would be more consistent with the singular use of the word, i.e., the place of \"a skull\". While often referred to as \"Mount Calvary\", it was more likely a small hill or rocky knoll.", "targets": "What is rumored to be found in Calvary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf1d99197304b18aadbf193f201555e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calvary as an English name for the place is derived from the Latin word for skull (calvaria), which is used in the Vulgate translation of \"place of a skull\", the explanation given in all four Gospels of the Aramaic word G\u00fblgalt\u00e2 which was the name of the place where Jesus was crucified. The text does not indicate why it was so designated, but several theories have been put forward. One is that as a place of public execution, Calvary may have been strewn with the skulls of abandoned victims (which would be contrary to Jewish burial traditions, but not Roman). Another is that Calvary is named after a nearby cemetery (which is consistent with both of the proposed modern sites). A third is that the name was derived from the physical contour, which would be more consistent with the singular use of the word, i.e., the place of \"a skull\". While often referred to as \"Mount Calvary\", it was more likely a small hill or rocky knoll.", "targets": "What is a reason the place was called Calvary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efed569496ee4a53ba987e19a91622d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Pakistan: The Olympic torch reached Islamabad for the first time ever on April 16. President Pervez Musharraf and Prime Minister Yousaf Raza Gillani spoke at the opening ceremony of the relay. Security was high, for what one newspaper called the \"most sensitive leg\" of the torch's Olympic journey. The relay was initially supposed to carry the torch around Islamabad, but the entire relay was cancelled due to security concerns regarding \"militant threats or anti-China protests\", and replaced by an indoors ceremony with the torch carried around the track of Jinnah Stadium. In fear of violent protests and bomb attacks, the torch relay in Pakistan took place in a stadium behind closed doors. Although the relay was behind closed doors, thousands of policemen and soldiers guarded the flame. As a consequence, no incidents arose.", "targets": "When did the torch arrive in Islamabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efed569496ee4a53ba987e19a91622d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Pakistan: The Olympic torch reached Islamabad for the first time ever on April 16. President Pervez Musharraf and Prime Minister Yousaf Raza Gillani spoke at the opening ceremony of the relay. Security was high, for what one newspaper called the \"most sensitive leg\" of the torch's Olympic journey. The relay was initially supposed to carry the torch around Islamabad, but the entire relay was cancelled due to security concerns regarding \"militant threats or anti-China protests\", and replaced by an indoors ceremony with the torch carried around the track of Jinnah Stadium. In fear of violent protests and bomb attacks, the torch relay in Pakistan took place in a stadium behind closed doors. Although the relay was behind closed doors, thousands of policemen and soldiers guarded the flame. As a consequence, no incidents arose.", "targets": "Where was an indoor ceremony held since the outdoor relay was cancelled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efed569496ee4a53ba987e19a91622d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Pakistan: The Olympic torch reached Islamabad for the first time ever on April 16. President Pervez Musharraf and Prime Minister Yousaf Raza Gillani spoke at the opening ceremony of the relay. Security was high, for what one newspaper called the \"most sensitive leg\" of the torch's Olympic journey. The relay was initially supposed to carry the torch around Islamabad, but the entire relay was cancelled due to security concerns regarding \"militant threats or anti-China protests\", and replaced by an indoors ceremony with the torch carried around the track of Jinnah Stadium. In fear of violent protests and bomb attacks, the torch relay in Pakistan took place in a stadium behind closed doors. Although the relay was behind closed doors, thousands of policemen and soldiers guarded the flame. As a consequence, no incidents arose.", "targets": "Who spoke at the opening ceremony in Islamabad in addition to President Musharraf?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efed569496ee4a53ba987e19a91622d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Pakistan: The Olympic torch reached Islamabad for the first time ever on April 16. President Pervez Musharraf and Prime Minister Yousaf Raza Gillani spoke at the opening ceremony of the relay. Security was high, for what one newspaper called the \"most sensitive leg\" of the torch's Olympic journey. The relay was initially supposed to carry the torch around Islamabad, but the entire relay was cancelled due to security concerns regarding \"militant threats or anti-China protests\", and replaced by an indoors ceremony with the torch carried around the track of Jinnah Stadium. In fear of violent protests and bomb attacks, the torch relay in Pakistan took place in a stadium behind closed doors. Although the relay was behind closed doors, thousands of policemen and soldiers guarded the flame. As a consequence, no incidents arose.", "targets": "Where did the Olympic torch relay start in Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efed569496ee4a53ba987e19a91622d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Pakistan: The Olympic torch reached Islamabad for the first time ever on April 16. President Pervez Musharraf and Prime Minister Yousaf Raza Gillani spoke at the opening ceremony of the relay. Security was high, for what one newspaper called the \"most sensitive leg\" of the torch's Olympic journey. The relay was initially supposed to carry the torch around Islamabad, but the entire relay was cancelled due to security concerns regarding \"militant threats or anti-China protests\", and replaced by an indoors ceremony with the torch carried around the track of Jinnah Stadium. In fear of violent protests and bomb attacks, the torch relay in Pakistan took place in a stadium behind closed doors. Although the relay was behind closed doors, thousands of policemen and soldiers guarded the flame. As a consequence, no incidents arose.", "targets": "Instead of a traditinal relay, where was the track the torch was carried in Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "What is the capital of Massachusetts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "What is the approximate population for 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "How many square miles does Boston cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "What was the population of Boston in 2014"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "How many square miles is Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "What place is Boston in for largest city in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "Which of the United States is Boston located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "How many square miles is the city proper of Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "The large metropolitan area of Boston is also called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "What is the estimated population of Greater Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c0259b23354e9bbafd2d6e91091242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston (pronounced i/\u02c8b\u0252st\u0259n/) is the capital and largest city of the Commonwealth of Massachusetts in the United States. Boston also served as the historic county seat of Suffolk County until Massachusetts disbanded county government in 1999. The city proper covers 48 square miles (124 km2) with an estimated population of 655,884 in 2014, making it the largest city in New England and the 24th largest city in the United States. The city is the economic and cultural anchor of a substantially larger metropolitan area called Greater Boston, home to 4.7 million people and the tenth-largest metropolitan statistical area in the country. Greater Boston as a commuting region is home to 8.1 million people, making it the sixth-largest combined statistical area in the United States.", "targets": "What is the capital and largest city in Massachusetts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07476354d494409abaf8e3eb4e52530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 development started before Windows 7 had shipped in 2009. At the Consumer Electronics Show in January 2011, it was announced that the next version of Windows would add support for ARM system-on-chips alongside the existing x86 processors produced by vendors, especially AMD and Intel. Windows division president Steven Sinofsky demonstrated an early build of the port on prototype devices, while Microsoft CEO Steve Ballmer announced the company's goal for Windows to be \"everywhere on every kind of device without compromise.\" Details also began to surface about a new application framework for Windows 8 codenamed \"Jupiter\", which would be used to make \"immersive\" applications using XAML (similarly to Windows Phone and Silverlight) that could be distributed via a new packaging system and a rumored application store.", "targets": "Who is Windows division president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07476354d494409abaf8e3eb4e52530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 development started before Windows 7 had shipped in 2009. At the Consumer Electronics Show in January 2011, it was announced that the next version of Windows would add support for ARM system-on-chips alongside the existing x86 processors produced by vendors, especially AMD and Intel. Windows division president Steven Sinofsky demonstrated an early build of the port on prototype devices, while Microsoft CEO Steve Ballmer announced the company's goal for Windows to be \"everywhere on every kind of device without compromise.\" Details also began to surface about a new application framework for Windows 8 codenamed \"Jupiter\", which would be used to make \"immersive\" applications using XAML (similarly to Windows Phone and Silverlight) that could be distributed via a new packaging system and a rumored application store.", "targets": "When did Microsoft start creating Windows 8?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07476354d494409abaf8e3eb4e52530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 development started before Windows 7 had shipped in 2009. At the Consumer Electronics Show in January 2011, it was announced that the next version of Windows would add support for ARM system-on-chips alongside the existing x86 processors produced by vendors, especially AMD and Intel. Windows division president Steven Sinofsky demonstrated an early build of the port on prototype devices, while Microsoft CEO Steve Ballmer announced the company's goal for Windows to be \"everywhere on every kind of device without compromise.\" Details also began to surface about a new application framework for Windows 8 codenamed \"Jupiter\", which would be used to make \"immersive\" applications using XAML (similarly to Windows Phone and Silverlight) that could be distributed via a new packaging system and a rumored application store.", "targets": "What is jupiter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07476354d494409abaf8e3eb4e52530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 development started before Windows 7 had shipped in 2009. At the Consumer Electronics Show in January 2011, it was announced that the next version of Windows would add support for ARM system-on-chips alongside the existing x86 processors produced by vendors, especially AMD and Intel. Windows division president Steven Sinofsky demonstrated an early build of the port on prototype devices, while Microsoft CEO Steve Ballmer announced the company's goal for Windows to be \"everywhere on every kind of device without compromise.\" Details also began to surface about a new application framework for Windows 8 codenamed \"Jupiter\", which would be used to make \"immersive\" applications using XAML (similarly to Windows Phone and Silverlight) that could be distributed via a new packaging system and a rumored application store.", "targets": "Where were the Windows 8 plans initially announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07476354d494409abaf8e3eb4e52530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 development started before Windows 7 had shipped in 2009. At the Consumer Electronics Show in January 2011, it was announced that the next version of Windows would add support for ARM system-on-chips alongside the existing x86 processors produced by vendors, especially AMD and Intel. Windows division president Steven Sinofsky demonstrated an early build of the port on prototype devices, while Microsoft CEO Steve Ballmer announced the company's goal for Windows to be \"everywhere on every kind of device without compromise.\" Details also began to surface about a new application framework for Windows 8 codenamed \"Jupiter\", which would be used to make \"immersive\" applications using XAML (similarly to Windows Phone and Silverlight) that could be distributed via a new packaging system and a rumored application store.", "targets": "Who is Microsofts CEO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73d8116014264a0db3816c21f29d34a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1998, the Fraunhofer Institute sent a letter to several developers of MP3 software stating that a license was required to \"distribute and/or sell decoders and/or encoders\". The letter claimed that unlicensed products \"infringe the patent rights of Fraunhofer and Thomson. To make, sell and/or distribute products using the [MPEG Layer-3] standard and thus our patents, you need to obtain a license under these patents from us.\"", "targets": "When did the Fraunhofer institute send out a letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73d8116014264a0db3816c21f29d34a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1998, the Fraunhofer Institute sent a letter to several developers of MP3 software stating that a license was required to \"distribute and/or sell decoders and/or encoders\". The letter claimed that unlicensed products \"infringe the patent rights of Fraunhofer and Thomson. To make, sell and/or distribute products using the [MPEG Layer-3] standard and thus our patents, you need to obtain a license under these patents from us.\"", "targets": "What did the letter claim would be required to distribute and/or sell decoders and/or encoders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73d8116014264a0db3816c21f29d34a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1998, the Fraunhofer Institute sent a letter to several developers of MP3 software stating that a license was required to \"distribute and/or sell decoders and/or encoders\". The letter claimed that unlicensed products \"infringe the patent rights of Fraunhofer and Thomson. To make, sell and/or distribute products using the [MPEG Layer-3] standard and thus our patents, you need to obtain a license under these patents from us.\"", "targets": "What does selling unlicensed products mean that the seller is doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73d8116014264a0db3816c21f29d34a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1998, the Fraunhofer Institute sent a letter to several developers of MP3 software stating that a license was required to \"distribute and/or sell decoders and/or encoders\". The letter claimed that unlicensed products \"infringe the patent rights of Fraunhofer and Thomson. To make, sell and/or distribute products using the [MPEG Layer-3] standard and thus our patents, you need to obtain a license under these patents from us.\"", "targets": "What can products not use if they want to avoid infringing on patent rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d551fb296ba4570ba5b252f1f2504cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A covers 12.5 acres (51,000 m2) and 145 galleries. Its collection spans 5,000 years of art, from ancient times to the present day, from the cultures of Europe, North America, Asia and North Africa. The holdings of ceramics, glass, textiles, costumes, silver, ironwork, jewellery, furniture, medieval objects, sculpture, prints and printmaking, drawings and photographs are among the largest and most comprehensive in the world. The museum owns the world's largest collection of post-classical sculpture, with the holdings of Italian Renaissance items being the largest outside Italy. The departments of Asia include art from South Asia, China, Japan, Korea and the Islamic world. The East Asian collections are among the best in Europe, with particular strengths in ceramics and metalwork, while the Islamic collection is amongst the largest in the Western world. Overall, it is one of the largest museums in the world.", "targets": "How many acres does the V&A cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d551fb296ba4570ba5b252f1f2504cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A covers 12.5 acres (51,000 m2) and 145 galleries. Its collection spans 5,000 years of art, from ancient times to the present day, from the cultures of Europe, North America, Asia and North Africa. The holdings of ceramics, glass, textiles, costumes, silver, ironwork, jewellery, furniture, medieval objects, sculpture, prints and printmaking, drawings and photographs are among the largest and most comprehensive in the world. The museum owns the world's largest collection of post-classical sculpture, with the holdings of Italian Renaissance items being the largest outside Italy. The departments of Asia include art from South Asia, China, Japan, Korea and the Islamic world. The East Asian collections are among the best in Europe, with particular strengths in ceramics and metalwork, while the Islamic collection is amongst the largest in the Western world. Overall, it is one of the largest museums in the world.", "targets": "How many galleries does the V&A have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d551fb296ba4570ba5b252f1f2504cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A covers 12.5 acres (51,000 m2) and 145 galleries. Its collection spans 5,000 years of art, from ancient times to the present day, from the cultures of Europe, North America, Asia and North Africa. The holdings of ceramics, glass, textiles, costumes, silver, ironwork, jewellery, furniture, medieval objects, sculpture, prints and printmaking, drawings and photographs are among the largest and most comprehensive in the world. The museum owns the world's largest collection of post-classical sculpture, with the holdings of Italian Renaissance items being the largest outside Italy. The departments of Asia include art from South Asia, China, Japan, Korea and the Islamic world. The East Asian collections are among the best in Europe, with particular strengths in ceramics and metalwork, while the Islamic collection is amongst the largest in the Western world. Overall, it is one of the largest museums in the world.", "targets": "How many years does the V&A's collections span?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d551fb296ba4570ba5b252f1f2504cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A covers 12.5 acres (51,000 m2) and 145 galleries. Its collection spans 5,000 years of art, from ancient times to the present day, from the cultures of Europe, North America, Asia and North Africa. The holdings of ceramics, glass, textiles, costumes, silver, ironwork, jewellery, furniture, medieval objects, sculpture, prints and printmaking, drawings and photographs are among the largest and most comprehensive in the world. The museum owns the world's largest collection of post-classical sculpture, with the holdings of Italian Renaissance items being the largest outside Italy. The departments of Asia include art from South Asia, China, Japan, Korea and the Islamic world. The East Asian collections are among the best in Europe, with particular strengths in ceramics and metalwork, while the Islamic collection is amongst the largest in the Western world. Overall, it is one of the largest museums in the world.", "targets": "Which cultures are represented in the V&A's collections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d551fb296ba4570ba5b252f1f2504cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A covers 12.5 acres (51,000 m2) and 145 galleries. Its collection spans 5,000 years of art, from ancient times to the present day, from the cultures of Europe, North America, Asia and North Africa. The holdings of ceramics, glass, textiles, costumes, silver, ironwork, jewellery, furniture, medieval objects, sculpture, prints and printmaking, drawings and photographs are among the largest and most comprehensive in the world. The museum owns the world's largest collection of post-classical sculpture, with the holdings of Italian Renaissance items being the largest outside Italy. The departments of Asia include art from South Asia, China, Japan, Korea and the Islamic world. The East Asian collections are among the best in Europe, with particular strengths in ceramics and metalwork, while the Islamic collection is amongst the largest in the Western world. Overall, it is one of the largest museums in the world.", "targets": "The V&A owns the largest collection of which period in sculptural art history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bc1d67c764f4cc2b4f2703d260cf68b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mill's empiricism thus held that knowledge of any kind is not from direct experience but an inductive inference from direct experience. The problems other philosophers have had with Mill's position center around the following issues: Firstly, Mill's formulation encounters difficulty when it describes what direct experience is by differentiating only between actual and possible sensations. This misses some key discussion concerning conditions under which such \"groups of permanent possibilities of sensation\" might exist in the first place. Berkeley put God in that gap; the phenomenalists, including Mill, essentially left the question unanswered. In the end, lacking an acknowledgement of an aspect of \"reality\" that goes beyond mere \"possibilities of sensation\", such a position leads to a version of subjective idealism. Questions of how floor beams continue to support a floor while unobserved, how trees continue to grow while unobserved and untouched by human hands, etc., remain unanswered, and perhaps unanswerable in these terms. Secondly, Mill's formulation leaves open the unsettling possibility that the \"gap-filling entities are purely possibilities and not actualities at all\". Thirdly, Mill's position, by calling mathematics merely another species of inductive inference, misapprehends mathematics. It fails to fully consider the structure and method of mathematical science, the products of which are arrived at through an internally consistent deductive set of procedures which do not, either today or at the time Mill wrote, fall under the agreed meaning of induction.", "targets": "What did Mill say knowledge comes from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bc1d67c764f4cc2b4f2703d260cf68b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mill's empiricism thus held that knowledge of any kind is not from direct experience but an inductive inference from direct experience. The problems other philosophers have had with Mill's position center around the following issues: Firstly, Mill's formulation encounters difficulty when it describes what direct experience is by differentiating only between actual and possible sensations. This misses some key discussion concerning conditions under which such \"groups of permanent possibilities of sensation\" might exist in the first place. Berkeley put God in that gap; the phenomenalists, including Mill, essentially left the question unanswered. In the end, lacking an acknowledgement of an aspect of \"reality\" that goes beyond mere \"possibilities of sensation\", such a position leads to a version of subjective idealism. Questions of how floor beams continue to support a floor while unobserved, how trees continue to grow while unobserved and untouched by human hands, etc., remain unanswered, and perhaps unanswerable in these terms. Secondly, Mill's formulation leaves open the unsettling possibility that the \"gap-filling entities are purely possibilities and not actualities at all\". Thirdly, Mill's position, by calling mathematics merely another species of inductive inference, misapprehends mathematics. It fails to fully consider the structure and method of mathematical science, the products of which are arrived at through an internally consistent deductive set of procedures which do not, either today or at the time Mill wrote, fall under the agreed meaning of induction.", "targets": "What sensations did Mill differentiate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bc1d67c764f4cc2b4f2703d260cf68b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mill's empiricism thus held that knowledge of any kind is not from direct experience but an inductive inference from direct experience. The problems other philosophers have had with Mill's position center around the following issues: Firstly, Mill's formulation encounters difficulty when it describes what direct experience is by differentiating only between actual and possible sensations. This misses some key discussion concerning conditions under which such \"groups of permanent possibilities of sensation\" might exist in the first place. Berkeley put God in that gap; the phenomenalists, including Mill, essentially left the question unanswered. In the end, lacking an acknowledgement of an aspect of \"reality\" that goes beyond mere \"possibilities of sensation\", such a position leads to a version of subjective idealism. Questions of how floor beams continue to support a floor while unobserved, how trees continue to grow while unobserved and untouched by human hands, etc., remain unanswered, and perhaps unanswerable in these terms. Secondly, Mill's formulation leaves open the unsettling possibility that the \"gap-filling entities are purely possibilities and not actualities at all\". Thirdly, Mill's position, by calling mathematics merely another species of inductive inference, misapprehends mathematics. It fails to fully consider the structure and method of mathematical science, the products of which are arrived at through an internally consistent deductive set of procedures which do not, either today or at the time Mill wrote, fall under the agreed meaning of induction.", "targets": "When Mill left a question of sensations unanswered, how did Berkeley answer it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bc1d67c764f4cc2b4f2703d260cf68b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mill's empiricism thus held that knowledge of any kind is not from direct experience but an inductive inference from direct experience. The problems other philosophers have had with Mill's position center around the following issues: Firstly, Mill's formulation encounters difficulty when it describes what direct experience is by differentiating only between actual and possible sensations. This misses some key discussion concerning conditions under which such \"groups of permanent possibilities of sensation\" might exist in the first place. Berkeley put God in that gap; the phenomenalists, including Mill, essentially left the question unanswered. In the end, lacking an acknowledgement of an aspect of \"reality\" that goes beyond mere \"possibilities of sensation\", such a position leads to a version of subjective idealism. Questions of how floor beams continue to support a floor while unobserved, how trees continue to grow while unobserved and untouched by human hands, etc., remain unanswered, and perhaps unanswerable in these terms. Secondly, Mill's formulation leaves open the unsettling possibility that the \"gap-filling entities are purely possibilities and not actualities at all\". Thirdly, Mill's position, by calling mathematics merely another species of inductive inference, misapprehends mathematics. It fails to fully consider the structure and method of mathematical science, the products of which are arrived at through an internally consistent deductive set of procedures which do not, either today or at the time Mill wrote, fall under the agreed meaning of induction.", "targets": "What did Mill say might not actually exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bc1d67c764f4cc2b4f2703d260cf68b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mill's empiricism thus held that knowledge of any kind is not from direct experience but an inductive inference from direct experience. The problems other philosophers have had with Mill's position center around the following issues: Firstly, Mill's formulation encounters difficulty when it describes what direct experience is by differentiating only between actual and possible sensations. This misses some key discussion concerning conditions under which such \"groups of permanent possibilities of sensation\" might exist in the first place. Berkeley put God in that gap; the phenomenalists, including Mill, essentially left the question unanswered. In the end, lacking an acknowledgement of an aspect of \"reality\" that goes beyond mere \"possibilities of sensation\", such a position leads to a version of subjective idealism. Questions of how floor beams continue to support a floor while unobserved, how trees continue to grow while unobserved and untouched by human hands, etc., remain unanswered, and perhaps unanswerable in these terms. Secondly, Mill's formulation leaves open the unsettling possibility that the \"gap-filling entities are purely possibilities and not actualities at all\". Thirdly, Mill's position, by calling mathematics merely another species of inductive inference, misapprehends mathematics. It fails to fully consider the structure and method of mathematical science, the products of which are arrived at through an internally consistent deductive set of procedures which do not, either today or at the time Mill wrote, fall under the agreed meaning of induction.", "targets": "What did Mill misrepresent about math?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-301ad8f4d9a344e2958c74924e73ce74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican friars quickly spread, including to England, where they appeared in Oxford in 1221. In the 13th century the order reached all classes of Christian society, fought heresy, schism, and paganism by word and book, and by its missions to the north of Europe, to Africa, and Asia passed beyond the frontiers of Christendom. Its schools spread throughout the entire Church; its doctors wrote monumental works in all branches of knowledge, including the extremely important Albertus Magnus and Thomas Aquinas. Its members included popes, cardinals, bishops, legates, inquisitors, confessors of princes, ambassadors, and paciarii (enforcers of the peace decreed by popes or councils). The order was appointed by Pope Gregory IX the duty to carry out the Inquisition. In his Papal Bull Ad extirpanda of 1252, Pope Innocent IV authorised the Dominicans' use of torture under prescribed circumstances.", "targets": "What European country did the Dominican Friars quickly expand to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-301ad8f4d9a344e2958c74924e73ce74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican friars quickly spread, including to England, where they appeared in Oxford in 1221. In the 13th century the order reached all classes of Christian society, fought heresy, schism, and paganism by word and book, and by its missions to the north of Europe, to Africa, and Asia passed beyond the frontiers of Christendom. Its schools spread throughout the entire Church; its doctors wrote monumental works in all branches of knowledge, including the extremely important Albertus Magnus and Thomas Aquinas. Its members included popes, cardinals, bishops, legates, inquisitors, confessors of princes, ambassadors, and paciarii (enforcers of the peace decreed by popes or councils). The order was appointed by Pope Gregory IX the duty to carry out the Inquisition. In his Papal Bull Ad extirpanda of 1252, Pope Innocent IV authorised the Dominicans' use of torture under prescribed circumstances.", "targets": "What British university did the Dominican Friars appear in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-301ad8f4d9a344e2958c74924e73ce74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican friars quickly spread, including to England, where they appeared in Oxford in 1221. In the 13th century the order reached all classes of Christian society, fought heresy, schism, and paganism by word and book, and by its missions to the north of Europe, to Africa, and Asia passed beyond the frontiers of Christendom. Its schools spread throughout the entire Church; its doctors wrote monumental works in all branches of knowledge, including the extremely important Albertus Magnus and Thomas Aquinas. Its members included popes, cardinals, bishops, legates, inquisitors, confessors of princes, ambassadors, and paciarii (enforcers of the peace decreed by popes or councils). The order was appointed by Pope Gregory IX the duty to carry out the Inquisition. In his Papal Bull Ad extirpanda of 1252, Pope Innocent IV authorised the Dominicans' use of torture under prescribed circumstances.", "targets": "What did the Dominican Order fight against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-301ad8f4d9a344e2958c74924e73ce74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican friars quickly spread, including to England, where they appeared in Oxford in 1221. In the 13th century the order reached all classes of Christian society, fought heresy, schism, and paganism by word and book, and by its missions to the north of Europe, to Africa, and Asia passed beyond the frontiers of Christendom. Its schools spread throughout the entire Church; its doctors wrote monumental works in all branches of knowledge, including the extremely important Albertus Magnus and Thomas Aquinas. Its members included popes, cardinals, bishops, legates, inquisitors, confessors of princes, ambassadors, and paciarii (enforcers of the peace decreed by popes or councils). The order was appointed by Pope Gregory IX the duty to carry out the Inquisition. In his Papal Bull Ad extirpanda of 1252, Pope Innocent IV authorised the Dominicans' use of torture under prescribed circumstances.", "targets": "What is one branch of knowledge that the Dominican Order created works in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-301ad8f4d9a344e2958c74924e73ce74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican friars quickly spread, including to England, where they appeared in Oxford in 1221. In the 13th century the order reached all classes of Christian society, fought heresy, schism, and paganism by word and book, and by its missions to the north of Europe, to Africa, and Asia passed beyond the frontiers of Christendom. Its schools spread throughout the entire Church; its doctors wrote monumental works in all branches of knowledge, including the extremely important Albertus Magnus and Thomas Aquinas. Its members included popes, cardinals, bishops, legates, inquisitors, confessors of princes, ambassadors, and paciarii (enforcers of the peace decreed by popes or councils). The order was appointed by Pope Gregory IX the duty to carry out the Inquisition. In his Papal Bull Ad extirpanda of 1252, Pope Innocent IV authorised the Dominicans' use of torture under prescribed circumstances.", "targets": "Who appointed the Dominican Order to begin the inquisition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfd7c4c1c9d94cd0affa966da3ea74e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When interviewed for Mojo magazine the band said the most amazing sight at Live Aid was to see the audience clapping to \"Radio Ga Ga\". Brian May stated: \"I'd never seen anything like that in my life and it wasn't calculated either. We understood our audience and played to them but that was one of those weird accidents because of the (music) video. I remember thinking 'oh great, they've picked it up' and then I thought 'this is not a Queen audience'. This is a general audience who've bought tickets before they even knew we were on the bill. And they all did it. How did they know? Nobody told them to do it.\"", "targets": "The audience at Live Aid clapped to what Queen Song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfd7c4c1c9d94cd0affa966da3ea74e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When interviewed for Mojo magazine the band said the most amazing sight at Live Aid was to see the audience clapping to \"Radio Ga Ga\". Brian May stated: \"I'd never seen anything like that in my life and it wasn't calculated either. We understood our audience and played to them but that was one of those weird accidents because of the (music) video. I remember thinking 'oh great, they've picked it up' and then I thought 'this is not a Queen audience'. This is a general audience who've bought tickets before they even knew we were on the bill. And they all did it. How did they know? Nobody told them to do it.\"", "targets": "Which magazine interviewed Brian May about Live Aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfd7c4c1c9d94cd0affa966da3ea74e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When interviewed for Mojo magazine the band said the most amazing sight at Live Aid was to see the audience clapping to \"Radio Ga Ga\". Brian May stated: \"I'd never seen anything like that in my life and it wasn't calculated either. We understood our audience and played to them but that was one of those weird accidents because of the (music) video. I remember thinking 'oh great, they've picked it up' and then I thought 'this is not a Queen audience'. This is a general audience who've bought tickets before they even knew we were on the bill. And they all did it. How did they know? Nobody told them to do it.\"", "targets": "What medium helped Queen fans get used to their songs before Live Aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ed292ae6be45948d0da77510eb8f2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cursive script (\u8349\u66f8(\u4e66), c\u01ceosh\u016b, literally \"grass script\") is used informally. The basic character shapes are suggested, rather than explicitly realized, and the abbreviations are sometimes extreme. Despite being cursive to the point where individual strokes are no longer differentiable and the characters often illegible to the untrained eye, this script (also known as draft) is highly revered for the beauty and freedom that it embodies. Some of the simplified Chinese characters adopted by the People's Republic of China, and some simplified characters used in Japan, are derived from the cursive script. The Japanese hiragana script is also derived from this script.", "targets": "What script is used informally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ed292ae6be45948d0da77510eb8f2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cursive script (\u8349\u66f8(\u4e66), c\u01ceosh\u016b, literally \"grass script\") is used informally. The basic character shapes are suggested, rather than explicitly realized, and the abbreviations are sometimes extreme. Despite being cursive to the point where individual strokes are no longer differentiable and the characters often illegible to the untrained eye, this script (also known as draft) is highly revered for the beauty and freedom that it embodies. Some of the simplified Chinese characters adopted by the People's Republic of China, and some simplified characters used in Japan, are derived from the cursive script. The Japanese hiragana script is also derived from this script.", "targets": "What are suggested, rather than explicitly realized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ed292ae6be45948d0da77510eb8f2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cursive script (\u8349\u66f8(\u4e66), c\u01ceosh\u016b, literally \"grass script\") is used informally. The basic character shapes are suggested, rather than explicitly realized, and the abbreviations are sometimes extreme. Despite being cursive to the point where individual strokes are no longer differentiable and the characters often illegible to the untrained eye, this script (also known as draft) is highly revered for the beauty and freedom that it embodies. Some of the simplified Chinese characters adopted by the People's Republic of China, and some simplified characters used in Japan, are derived from the cursive script. The Japanese hiragana script is also derived from this script.", "targets": "What script is derived from the cursive script?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b469274ffa304cc3b6a0f2f8c15ca1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the case of http, https, file, and others, once the resource has been retrieved the web browser will display it. HTML and associated content (image files, formatting information such as CSS, etc.) is passed to the browser's layout engine to be transformed from markup to an interactive document, a process known as \"rendering\". Aside from HTML, web browsers can generally display any kind of content that can be part of a web page. Most browsers can display images, audio, video, and XML files, and often have plug-ins to support Flash applications and Java applets. Upon encountering a file of an unsupported type or a file that is set up to be downloaded rather than displayed, the browser prompts the user to save the file to disk.", "targets": "What is it called when content is changed from markup to an interactive document?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b469274ffa304cc3b6a0f2f8c15ca1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the case of http, https, file, and others, once the resource has been retrieved the web browser will display it. HTML and associated content (image files, formatting information such as CSS, etc.) is passed to the browser's layout engine to be transformed from markup to an interactive document, a process known as \"rendering\". Aside from HTML, web browsers can generally display any kind of content that can be part of a web page. Most browsers can display images, audio, video, and XML files, and often have plug-ins to support Flash applications and Java applets. Upon encountering a file of an unsupported type or a file that is set up to be downloaded rather than displayed, the browser prompts the user to save the file to disk.", "targets": "Browsers typically have plug-ins to support what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2097c10b4a7945ea9ab48bff1b60dc23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each borough is coextensive with a judicial district of the state Unified Court System, of which the Criminal Court and the Civil Court are the local courts, while the New York Supreme Court conducts major trials and appeals. Manhattan hosts the First Department of the Supreme Court, Appellate Division while Brooklyn hosts the Second Department. There are also several extrajudicial administrative courts, which are executive agencies and not part of the state Unified Court System.", "targets": "What numbered department of the Supreme Court is located in Brooklyn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2097c10b4a7945ea9ab48bff1b60dc23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each borough is coextensive with a judicial district of the state Unified Court System, of which the Criminal Court and the Civil Court are the local courts, while the New York Supreme Court conducts major trials and appeals. Manhattan hosts the First Department of the Supreme Court, Appellate Division while Brooklyn hosts the Second Department. There are also several extrajudicial administrative courts, which are executive agencies and not part of the state Unified Court System.", "targets": "In what borough is the Appellate Division of the Supreme Court located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2097c10b4a7945ea9ab48bff1b60dc23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each borough is coextensive with a judicial district of the state Unified Court System, of which the Criminal Court and the Civil Court are the local courts, while the New York Supreme Court conducts major trials and appeals. Manhattan hosts the First Department of the Supreme Court, Appellate Division while Brooklyn hosts the Second Department. There are also several extrajudicial administrative courts, which are executive agencies and not part of the state Unified Court System.", "targets": "What branch of government are the administrative courts a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec19f9566ece4374a4148ee40a61854b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Puerto Rico, various department stores have operated, such as Sears, JC Penney, Macy's, Kmart, Wal-Mart, Marshalls, Burlington Coat Factory, T.J. Maxx, Costco, Sam's Club and others. La New York was a Puerto Rican department store. Topeka, Capri and Pitusa are competitors on the Puerto Rican market that also have hypermarkets operating under their names. Retailers Nordstrom and Saks Fifth Avenue also have plans to come to the Mall of San Juan, a new high-end retail project with over 100 tenants. The mall is set to open in March 2015.", "targets": "What department store in Puerto Rico is named after an American city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec19f9566ece4374a4148ee40a61854b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Puerto Rico, various department stores have operated, such as Sears, JC Penney, Macy's, Kmart, Wal-Mart, Marshalls, Burlington Coat Factory, T.J. Maxx, Costco, Sam's Club and others. La New York was a Puerto Rican department store. Topeka, Capri and Pitusa are competitors on the Puerto Rican market that also have hypermarkets operating under their names. Retailers Nordstrom and Saks Fifth Avenue also have plans to come to the Mall of San Juan, a new high-end retail project with over 100 tenants. The mall is set to open in March 2015.", "targets": "When is the Mall of San Juan expected to open? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec19f9566ece4374a4148ee40a61854b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Puerto Rico, various department stores have operated, such as Sears, JC Penney, Macy's, Kmart, Wal-Mart, Marshalls, Burlington Coat Factory, T.J. Maxx, Costco, Sam's Club and others. La New York was a Puerto Rican department store. Topeka, Capri and Pitusa are competitors on the Puerto Rican market that also have hypermarkets operating under their names. Retailers Nordstrom and Saks Fifth Avenue also have plans to come to the Mall of San Juan, a new high-end retail project with over 100 tenants. The mall is set to open in March 2015.", "targets": "How many tenants are expected to set up shop in the Mall of San Juan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec19f9566ece4374a4148ee40a61854b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Puerto Rico, various department stores have operated, such as Sears, JC Penney, Macy's, Kmart, Wal-Mart, Marshalls, Burlington Coat Factory, T.J. Maxx, Costco, Sam's Club and others. La New York was a Puerto Rican department store. Topeka, Capri and Pitusa are competitors on the Puerto Rican market that also have hypermarkets operating under their names. Retailers Nordstrom and Saks Fifth Avenue also have plans to come to the Mall of San Juan, a new high-end retail project with over 100 tenants. The mall is set to open in March 2015.", "targets": "What two major retailers have plans to do business in the mall once it opens? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40b81a9345894dd9a8daf589b237fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The return of former player George Graham as manager in 1986 brought a third period of glory. Arsenal won the League Cup in 1987, Graham's first season in charge. This was followed by a League title win in 1988\u201389, won with a last-minute goal in the final game of the season against fellow title challengers Liverpool. Graham's Arsenal won another title in 1990\u201391, losing only one match, won the FA Cup and League Cup double in 1993, and a second European trophy, the European Cup Winners' Cup, in 1994. Graham's reputation was tarnished when he was found to have taken kickbacks from agent Rune Hauge for signing certain players, and he was dismissed in 1995. His replacement, Bruce Rioch, lasted for only one season, leaving the club after a dispute with the board of directors.", "targets": "What former Arsenal player became manager in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40b81a9345894dd9a8daf589b237fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The return of former player George Graham as manager in 1986 brought a third period of glory. Arsenal won the League Cup in 1987, Graham's first season in charge. This was followed by a League title win in 1988\u201389, won with a last-minute goal in the final game of the season against fellow title challengers Liverpool. Graham's Arsenal won another title in 1990\u201391, losing only one match, won the FA Cup and League Cup double in 1993, and a second European trophy, the European Cup Winners' Cup, in 1994. Graham's reputation was tarnished when he was found to have taken kickbacks from agent Rune Hauge for signing certain players, and he was dismissed in 1995. His replacement, Bruce Rioch, lasted for only one season, leaving the club after a dispute with the board of directors.", "targets": "Under the direction of Graham, what trophy did Arsenal win in 1987?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40b81a9345894dd9a8daf589b237fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The return of former player George Graham as manager in 1986 brought a third period of glory. Arsenal won the League Cup in 1987, Graham's first season in charge. This was followed by a League title win in 1988\u201389, won with a last-minute goal in the final game of the season against fellow title challengers Liverpool. Graham's Arsenal won another title in 1990\u201391, losing only one match, won the FA Cup and League Cup double in 1993, and a second European trophy, the European Cup Winners' Cup, in 1994. Graham's reputation was tarnished when he was found to have taken kickbacks from agent Rune Hauge for signing certain players, and he was dismissed in 1995. His replacement, Bruce Rioch, lasted for only one season, leaving the club after a dispute with the board of directors.", "targets": "What competitor did Arsenal defeat to win a league title in the 1988-89 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40b81a9345894dd9a8daf589b237fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The return of former player George Graham as manager in 1986 brought a third period of glory. Arsenal won the League Cup in 1987, Graham's first season in charge. This was followed by a League title win in 1988\u201389, won with a last-minute goal in the final game of the season against fellow title challengers Liverpool. Graham's Arsenal won another title in 1990\u201391, losing only one match, won the FA Cup and League Cup double in 1993, and a second European trophy, the European Cup Winners' Cup, in 1994. Graham's reputation was tarnished when he was found to have taken kickbacks from agent Rune Hauge for signing certain players, and he was dismissed in 1995. His replacement, Bruce Rioch, lasted for only one season, leaving the club after a dispute with the board of directors.", "targets": "In what year did Arsenal win their second European cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40b81a9345894dd9a8daf589b237fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The return of former player George Graham as manager in 1986 brought a third period of glory. Arsenal won the League Cup in 1987, Graham's first season in charge. This was followed by a League title win in 1988\u201389, won with a last-minute goal in the final game of the season against fellow title challengers Liverpool. Graham's Arsenal won another title in 1990\u201391, losing only one match, won the FA Cup and League Cup double in 1993, and a second European trophy, the European Cup Winners' Cup, in 1994. Graham's reputation was tarnished when he was found to have taken kickbacks from agent Rune Hauge for signing certain players, and he was dismissed in 1995. His replacement, Bruce Rioch, lasted for only one season, leaving the club after a dispute with the board of directors.", "targets": "What action did Graham get caught doing to get fired by Arsenal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccbd9eb8fdc042aca6c653bea814c215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Morning (2008) looked at high school biology textbooks during the 1952-2002 period and initially found a similar pattern with only 35% directly discussing race in the 1983\u201392 period from initially 92% doing so. However, this has increased somewhat after this to 43%. More indirect and brief discussions of race in the context of medical disorders have increased from none to 93% of textbooks. In general, the material on race has moved from surface traits to genetics and evolutionary history. The study argues that the textbooks' fundamental message about the existence of races has changed little.", "targets": "What did Morning find when he looked at biology textbooks during the 1952-2002 period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccbd9eb8fdc042aca6c653bea814c215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Morning (2008) looked at high school biology textbooks during the 1952-2002 period and initially found a similar pattern with only 35% directly discussing race in the 1983\u201392 period from initially 92% doing so. However, this has increased somewhat after this to 43%. More indirect and brief discussions of race in the context of medical disorders have increased from none to 93% of textbooks. In general, the material on race has moved from surface traits to genetics and evolutionary history. The study argues that the textbooks' fundamental message about the existence of races has changed little.", "targets": "How many of the textbooks between 1983 and 1992 discussed race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccbd9eb8fdc042aca6c653bea814c215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Morning (2008) looked at high school biology textbooks during the 1952-2002 period and initially found a similar pattern with only 35% directly discussing race in the 1983\u201392 period from initially 92% doing so. However, this has increased somewhat after this to 43%. More indirect and brief discussions of race in the context of medical disorders have increased from none to 93% of textbooks. In general, the material on race has moved from surface traits to genetics and evolutionary history. The study argues that the textbooks' fundamental message about the existence of races has changed little.", "targets": "After 1992, what did the percentage of textbooks discussing race increase to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccbd9eb8fdc042aca6c653bea814c215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Morning (2008) looked at high school biology textbooks during the 1952-2002 period and initially found a similar pattern with only 35% directly discussing race in the 1983\u201392 period from initially 92% doing so. However, this has increased somewhat after this to 43%. More indirect and brief discussions of race in the context of medical disorders have increased from none to 93% of textbooks. In general, the material on race has moved from surface traits to genetics and evolutionary history. The study argues that the textbooks' fundamental message about the existence of races has changed little.", "targets": "What percentage have discussions of race in the context of medical disorders increased from zero to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccbd9eb8fdc042aca6c653bea814c215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Morning (2008) looked at high school biology textbooks during the 1952-2002 period and initially found a similar pattern with only 35% directly discussing race in the 1983\u201392 period from initially 92% doing so. However, this has increased somewhat after this to 43%. More indirect and brief discussions of race in the context of medical disorders have increased from none to 93% of textbooks. In general, the material on race has moved from surface traits to genetics and evolutionary history. The study argues that the textbooks' fundamental message about the existence of races has changed little.", "targets": "What does the study argue about the fundamental message regarding the existence of races?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "In what Fitzgerald classic does the fictional protagonist make repeated references to New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "Who is the fictional Yale University alumnus, and ostensible former resident of New Haven, featured on The Simpsons? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "What fictional New Haven resident is featured in the novella, The Odd Saga of the American and a Curious Iceland Flock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "At what New Haven university is The Gilmore Girls hypothetically set, at least in part? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "The city of New Haven was often referenced several time by a character in a very popular novel which name was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "The Simpson has a character that was set to graduated from Yale University, can you guess his name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a646a668f49e4bd388f2035695272808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is repeatedly referenced by Nick Carraway in F. Scott Fitzgerald's literary classic The Great Gatsby, as well as by fellow fictional Yale alumnus C. Montgomery Burns, a character from The Simpsons television show. A fictional native of New Haven is Alex Welch from the novella, The Odd Saga of the American and a Curious Icelandic Flock. The TV show Gilmore Girls is set (but not filmed) in New Haven and at Yale University, as are scenes in the film The Sisterhood of the Traveling Pants 2 (2008).", "targets": "What relations does the television show Gilmore Girls have to New Haven city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7237e3093c47edafafd1d17b6cf7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hundred Years' War a French attack (1340) burned a manor house and took some prisoners, but failed to get into the town. In 1403 the town was burned by Breton raiders. In the late fifteenth century a 'castle quadrate' was constructed close to the area now known as The Barbican; it included four round towers, one at each corner, as featured on the city coat of arms. The castle served to protect Sutton Pool, which is where the fleet was based in Plymouth prior to the establishment of Plymouth Dockyard. In 1512 an Act of Parliament was passed for further fortifying Plymouth, and a series of fortifications were then built, including defensive walls at the entrance to Sutton Pool (across which a chain would be extended in time of danger). Defences on St Nicholas Island also date from this time, and a string of six artillery blockhouses were built, including one on Fishers Nose at the south-eastern corner of the Hoe. This location was further strengthened by the building of a fort (later known as Drake's Fort) in 1596, which itself went on to provide the site for the Citadel, established in the 1660s (see below).", "targets": "In what year during the Hundred Years' War did the French assault Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7237e3093c47edafafd1d17b6cf7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hundred Years' War a French attack (1340) burned a manor house and took some prisoners, but failed to get into the town. In 1403 the town was burned by Breton raiders. In the late fifteenth century a 'castle quadrate' was constructed close to the area now known as The Barbican; it included four round towers, one at each corner, as featured on the city coat of arms. The castle served to protect Sutton Pool, which is where the fleet was based in Plymouth prior to the establishment of Plymouth Dockyard. In 1512 an Act of Parliament was passed for further fortifying Plymouth, and a series of fortifications were then built, including defensive walls at the entrance to Sutton Pool (across which a chain would be extended in time of danger). Defences on St Nicholas Island also date from this time, and a string of six artillery blockhouses were built, including one on Fishers Nose at the south-eastern corner of the Hoe. This location was further strengthened by the building of a fort (later known as Drake's Fort) in 1596, which itself went on to provide the site for the Citadel, established in the 1660s (see below).", "targets": "Who set fire to Plymouth in 1403?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7237e3093c47edafafd1d17b6cf7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hundred Years' War a French attack (1340) burned a manor house and took some prisoners, but failed to get into the town. In 1403 the town was burned by Breton raiders. In the late fifteenth century a 'castle quadrate' was constructed close to the area now known as The Barbican; it included four round towers, one at each corner, as featured on the city coat of arms. The castle served to protect Sutton Pool, which is where the fleet was based in Plymouth prior to the establishment of Plymouth Dockyard. In 1512 an Act of Parliament was passed for further fortifying Plymouth, and a series of fortifications were then built, including defensive walls at the entrance to Sutton Pool (across which a chain would be extended in time of danger). Defences on St Nicholas Island also date from this time, and a string of six artillery blockhouses were built, including one on Fishers Nose at the south-eastern corner of the Hoe. This location was further strengthened by the building of a fort (later known as Drake's Fort) in 1596, which itself went on to provide the site for the Citadel, established in the 1660s (see below).", "targets": "In what year was the fortification later known as Drake's Fort constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7237e3093c47edafafd1d17b6cf7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hundred Years' War a French attack (1340) burned a manor house and took some prisoners, but failed to get into the town. In 1403 the town was burned by Breton raiders. In the late fifteenth century a 'castle quadrate' was constructed close to the area now known as The Barbican; it included four round towers, one at each corner, as featured on the city coat of arms. The castle served to protect Sutton Pool, which is where the fleet was based in Plymouth prior to the establishment of Plymouth Dockyard. In 1512 an Act of Parliament was passed for further fortifying Plymouth, and a series of fortifications were then built, including defensive walls at the entrance to Sutton Pool (across which a chain would be extended in time of danger). Defences on St Nicholas Island also date from this time, and a string of six artillery blockhouses were built, including one on Fishers Nose at the south-eastern corner of the Hoe. This location was further strengthened by the building of a fort (later known as Drake's Fort) in 1596, which itself went on to provide the site for the Citadel, established in the 1660s (see below).", "targets": "Before Plymouth dockyard was built, where was the fleet located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7237e3093c47edafafd1d17b6cf7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hundred Years' War a French attack (1340) burned a manor house and took some prisoners, but failed to get into the town. In 1403 the town was burned by Breton raiders. In the late fifteenth century a 'castle quadrate' was constructed close to the area now known as The Barbican; it included four round towers, one at each corner, as featured on the city coat of arms. The castle served to protect Sutton Pool, which is where the fleet was based in Plymouth prior to the establishment of Plymouth Dockyard. In 1512 an Act of Parliament was passed for further fortifying Plymouth, and a series of fortifications were then built, including defensive walls at the entrance to Sutton Pool (across which a chain would be extended in time of danger). Defences on St Nicholas Island also date from this time, and a string of six artillery blockhouses were built, including one on Fishers Nose at the south-eastern corner of the Hoe. This location was further strengthened by the building of a fort (later known as Drake's Fort) in 1596, which itself went on to provide the site for the Citadel, established in the 1660s (see below).", "targets": "In what year did Parliament pass a notable law that led to the building of fortifications in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2570eb2d2e44566990a0ee88d3f91ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Semantic-phonetic compounds or pictophonetic compounds are by far the most numerous characters. These characters are composed of two parts: one of a limited set of characters (the semantic indicator, often graphically simplified) which suggests the general meaning of the compound character, and another character (the phonetic indicator) whose pronunciation suggests the pronunciation of the compound character. In most cases the semantic indicator is also the radical under which the character is listed in dictionaries.", "targets": "What are the most numerous characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2570eb2d2e44566990a0ee88d3f91ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Semantic-phonetic compounds or pictophonetic compounds are by far the most numerous characters. These characters are composed of two parts: one of a limited set of characters (the semantic indicator, often graphically simplified) which suggests the general meaning of the compound character, and another character (the phonetic indicator) whose pronunciation suggests the pronunciation of the compound character. In most cases the semantic indicator is also the radical under which the character is listed in dictionaries.", "targets": "What is the radical under which the character is listed in dictionaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2570eb2d2e44566990a0ee88d3f91ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Semantic-phonetic compounds or pictophonetic compounds are by far the most numerous characters. These characters are composed of two parts: one of a limited set of characters (the semantic indicator, often graphically simplified) which suggests the general meaning of the compound character, and another character (the phonetic indicator) whose pronunciation suggests the pronunciation of the compound character. In most cases the semantic indicator is also the radical under which the character is listed in dictionaries.", "targets": "What suggests the general meaning of a compound character? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-371d89ffdf8d4f118cff49f8129fe1b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multiracial Americans are also a sizable minority in the Bronx. People of multiracial heritage number over 41,800 individuals and represent 3.0% of the population. People of mixed Caucasian and African American heritage number over 6,850 members and form 0.5% of the population. People of mixed Caucasian and Native American heritage number over 2,450 members and form 0.2% of the population. People of mixed Caucasian and Asian heritage number over 880 members and form 0.1% of the population. People of mixed African American and Native American heritage number over 1,220 members and form 0.1% of the population.", "targets": "How many multiracial people live in the Bronx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-371d89ffdf8d4f118cff49f8129fe1b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multiracial Americans are also a sizable minority in the Bronx. People of multiracial heritage number over 41,800 individuals and represent 3.0% of the population. People of mixed Caucasian and African American heritage number over 6,850 members and form 0.5% of the population. People of mixed Caucasian and Native American heritage number over 2,450 members and form 0.2% of the population. People of mixed Caucasian and Asian heritage number over 880 members and form 0.1% of the population. People of mixed African American and Native American heritage number over 1,220 members and form 0.1% of the population.", "targets": "What percent of the Bronx has mixed Caucasian and African American heritage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-371d89ffdf8d4f118cff49f8129fe1b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multiracial Americans are also a sizable minority in the Bronx. People of multiracial heritage number over 41,800 individuals and represent 3.0% of the population. People of mixed Caucasian and African American heritage number over 6,850 members and form 0.5% of the population. People of mixed Caucasian and Native American heritage number over 2,450 members and form 0.2% of the population. People of mixed Caucasian and Asian heritage number over 880 members and form 0.1% of the population. People of mixed African American and Native American heritage number over 1,220 members and form 0.1% of the population.", "targets": "What percent of the Bronx is multiracial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-371d89ffdf8d4f118cff49f8129fe1b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multiracial Americans are also a sizable minority in the Bronx. People of multiracial heritage number over 41,800 individuals and represent 3.0% of the population. People of mixed Caucasian and African American heritage number over 6,850 members and form 0.5% of the population. People of mixed Caucasian and Native American heritage number over 2,450 members and form 0.2% of the population. People of mixed Caucasian and Asian heritage number over 880 members and form 0.1% of the population. People of mixed African American and Native American heritage number over 1,220 members and form 0.1% of the population.", "targets": "What percent of the Bronx has mixed Caucasian and Asian heritage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-371d89ffdf8d4f118cff49f8129fe1b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multiracial Americans are also a sizable minority in the Bronx. People of multiracial heritage number over 41,800 individuals and represent 3.0% of the population. People of mixed Caucasian and African American heritage number over 6,850 members and form 0.5% of the population. People of mixed Caucasian and Native American heritage number over 2,450 members and form 0.2% of the population. People of mixed Caucasian and Asian heritage number over 880 members and form 0.1% of the population. People of mixed African American and Native American heritage number over 1,220 members and form 0.1% of the population.", "targets": "What percent of the Bronx has mixed Caucasian and Native American heritage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1be4f14397dd4db293fe550f04a8f8af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All police officers in the United Kingdom, whatever their actual rank, are 'constables' in terms of their legal position. This means that a newly appointed constable has the same arrest powers as a Chief Constable or Commissioner. However, certain higher ranks have additional powers to authorize certain aspects of police operations, such as a power to authorize a search of a suspect's house (section 18 PACE in England and Wales) by an officer of the rank of Inspector, or the power to authorize a suspect's detention beyond 24 hours by a Superintendent.", "targets": "What is the legal status of UK police officers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1be4f14397dd4db293fe550f04a8f8af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All police officers in the United Kingdom, whatever their actual rank, are 'constables' in terms of their legal position. This means that a newly appointed constable has the same arrest powers as a Chief Constable or Commissioner. However, certain higher ranks have additional powers to authorize certain aspects of police operations, such as a power to authorize a search of a suspect's house (section 18 PACE in England and Wales) by an officer of the rank of Inspector, or the power to authorize a suspect's detention beyond 24 hours by a Superintendent.", "targets": "What can only Inspector-ranked UK officers do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1be4f14397dd4db293fe550f04a8f8af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All police officers in the United Kingdom, whatever their actual rank, are 'constables' in terms of their legal position. This means that a newly appointed constable has the same arrest powers as a Chief Constable or Commissioner. However, certain higher ranks have additional powers to authorize certain aspects of police operations, such as a power to authorize a search of a suspect's house (section 18 PACE in England and Wales) by an officer of the rank of Inspector, or the power to authorize a suspect's detention beyond 24 hours by a Superintendent.", "targets": "What can only Superintendent-ranked UK officers do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1be4f14397dd4db293fe550f04a8f8af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All police officers in the United Kingdom, whatever their actual rank, are 'constables' in terms of their legal position. This means that a newly appointed constable has the same arrest powers as a Chief Constable or Commissioner. However, certain higher ranks have additional powers to authorize certain aspects of police operations, such as a power to authorize a search of a suspect's house (section 18 PACE in England and Wales) by an officer of the rank of Inspector, or the power to authorize a suspect's detention beyond 24 hours by a Superintendent.", "targets": "What powers of a new UK police officer are the same as a Commissioner's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0f897cd3aa64ccb9a7c6c3f6b49e242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620, the fishermen of England's West Country controlled most of Newfoundland's east coast. In 1627, William Payne, called St. John's \"the principal prime and chief lot in all the whole country\". The population grew slowly in the 17th century and St. John's was the largest settlement in Newfoundland when English naval officers began to take censuses around 1675. The population would grow in the summers with the arrival of migratory fishermen. In 1680, fishing ships (mostly from South Devon) set up fishing rooms at St. John's, bringing hundreds of Irish men into the port to operate inshore fishing boats.", "targets": "Who referred St. John's as St. \"the principal prime and chief lot in all the whole country\" ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0f897cd3aa64ccb9a7c6c3f6b49e242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620, the fishermen of England's West Country controlled most of Newfoundland's east coast. In 1627, William Payne, called St. John's \"the principal prime and chief lot in all the whole country\". The population grew slowly in the 17th century and St. John's was the largest settlement in Newfoundland when English naval officers began to take censuses around 1675. The population would grow in the summers with the arrival of migratory fishermen. In 1680, fishing ships (mostly from South Devon) set up fishing rooms at St. John's, bringing hundreds of Irish men into the port to operate inshore fishing boats.", "targets": "When did censuses start being conducted in St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0f897cd3aa64ccb9a7c6c3f6b49e242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620, the fishermen of England's West Country controlled most of Newfoundland's east coast. In 1627, William Payne, called St. John's \"the principal prime and chief lot in all the whole country\". The population grew slowly in the 17th century and St. John's was the largest settlement in Newfoundland when English naval officers began to take censuses around 1675. The population would grow in the summers with the arrival of migratory fishermen. In 1680, fishing ships (mostly from South Devon) set up fishing rooms at St. John's, bringing hundreds of Irish men into the port to operate inshore fishing boats.", "targets": "When did Irish men begin to operate inshore fishing boats in St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0f897cd3aa64ccb9a7c6c3f6b49e242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620, the fishermen of England's West Country controlled most of Newfoundland's east coast. In 1627, William Payne, called St. John's \"the principal prime and chief lot in all the whole country\". The population grew slowly in the 17th century and St. John's was the largest settlement in Newfoundland when English naval officers began to take censuses around 1675. The population would grow in the summers with the arrival of migratory fishermen. In 1680, fishing ships (mostly from South Devon) set up fishing rooms at St. John's, bringing hundreds of Irish men into the port to operate inshore fishing boats.", "targets": "What grew during the summers in St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0f897cd3aa64ccb9a7c6c3f6b49e242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620, the fishermen of England's West Country controlled most of Newfoundland's east coast. In 1627, William Payne, called St. John's \"the principal prime and chief lot in all the whole country\". The population grew slowly in the 17th century and St. John's was the largest settlement in Newfoundland when English naval officers began to take censuses around 1675. The population would grow in the summers with the arrival of migratory fishermen. In 1680, fishing ships (mostly from South Devon) set up fishing rooms at St. John's, bringing hundreds of Irish men into the port to operate inshore fishing boats.", "targets": "Who controlled most of Newfoundland's east coast by 1620?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45a292ffd04942c0a3fcc2d450854fb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sun Jiadong, the chief designer of the navigation system, \"Many organizations have been using our system for a while, and they like it very much.\"", "targets": "Who is the chief designer of the BeiDou navigation system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45a292ffd04942c0a3fcc2d450854fb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sun Jiadong, the chief designer of the navigation system, \"Many organizations have been using our system for a while, and they like it very much.\"", "targets": "What did Sun Jiadong have to say about the BeiDou navigation system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45a292ffd04942c0a3fcc2d450854fb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sun Jiadong, the chief designer of the navigation system, \"Many organizations have been using our system for a while, and they like it very much.\"", "targets": "Who is Sun Jiadong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f7dc5d0213405bb6c4d07387daa94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commutator DC electric motor capable of turning machinery was invented by the British scientist William Sturgeon in 1832. Following Sturgeon's work, a commutator-type direct-current electric motor made with the intention of commercial use was built by the American inventor Thomas Davenport, which he patented in 1837. The motors ran at up to 600 revolutions per minute, and powered machine tools and a printing press. Due to the high cost of primary battery power, the motors were commercially unsuccessful and Davenport went bankrupt. Several inventors followed Sturgeon in the development of DC motors but all encountered the same battery power cost issues. No electricity distribution had been developed at the time. Like Sturgeon's motor, there was no practical commercial market for these motors.", "targets": "Who developed the first mnotor capable of being used for machinery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f7dc5d0213405bb6c4d07387daa94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commutator DC electric motor capable of turning machinery was invented by the British scientist William Sturgeon in 1832. Following Sturgeon's work, a commutator-type direct-current electric motor made with the intention of commercial use was built by the American inventor Thomas Davenport, which he patented in 1837. The motors ran at up to 600 revolutions per minute, and powered machine tools and a printing press. Due to the high cost of primary battery power, the motors were commercially unsuccessful and Davenport went bankrupt. Several inventors followed Sturgeon in the development of DC motors but all encountered the same battery power cost issues. No electricity distribution had been developed at the time. Like Sturgeon's motor, there was no practical commercial market for these motors.", "targets": "Which inventor went bankrupt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f7dc5d0213405bb6c4d07387daa94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commutator DC electric motor capable of turning machinery was invented by the British scientist William Sturgeon in 1832. Following Sturgeon's work, a commutator-type direct-current electric motor made with the intention of commercial use was built by the American inventor Thomas Davenport, which he patented in 1837. The motors ran at up to 600 revolutions per minute, and powered machine tools and a printing press. Due to the high cost of primary battery power, the motors were commercially unsuccessful and Davenport went bankrupt. Several inventors followed Sturgeon in the development of DC motors but all encountered the same battery power cost issues. No electricity distribution had been developed at the time. Like Sturgeon's motor, there was no practical commercial market for these motors.", "targets": "What was the main problem with applying early electric motors to industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f7dc5d0213405bb6c4d07387daa94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commutator DC electric motor capable of turning machinery was invented by the British scientist William Sturgeon in 1832. Following Sturgeon's work, a commutator-type direct-current electric motor made with the intention of commercial use was built by the American inventor Thomas Davenport, which he patented in 1837. The motors ran at up to 600 revolutions per minute, and powered machine tools and a printing press. Due to the high cost of primary battery power, the motors were commercially unsuccessful and Davenport went bankrupt. Several inventors followed Sturgeon in the development of DC motors but all encountered the same battery power cost issues. No electricity distribution had been developed at the time. Like Sturgeon's motor, there was no practical commercial market for these motors.", "targets": "What necessary technical development had yet to occur to make electric motors useful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f7dc5d0213405bb6c4d07387daa94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commutator DC electric motor capable of turning machinery was invented by the British scientist William Sturgeon in 1832. Following Sturgeon's work, a commutator-type direct-current electric motor made with the intention of commercial use was built by the American inventor Thomas Davenport, which he patented in 1837. The motors ran at up to 600 revolutions per minute, and powered machine tools and a printing press. Due to the high cost of primary battery power, the motors were commercially unsuccessful and Davenport went bankrupt. Several inventors followed Sturgeon in the development of DC motors but all encountered the same battery power cost issues. No electricity distribution had been developed at the time. Like Sturgeon's motor, there was no practical commercial market for these motors.", "targets": "How fast did Sturgeon and Davenport's motors run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08d075fbd45942b88361d2d99b33f605", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rejecting offers to direct Jaws 2, King Kong and Superman, Spielberg and actor Richard Dreyfuss re-convened to work on a film about UFOs, which became Close Encounters of the Third Kind (1977). One of the rare films both written and directed by Spielberg, Close Encounters was a critical and box office hit, giving Spielberg his first Best Director nomination from the Academy as well as earning six other Academy Awards nominations. It won Oscars in two categories (Cinematography, Vilmos Zsigmond, and a Special Achievement Award for Sound Effects Editing, Frank E. Warner). This second blockbuster helped to secure Spielberg's rise. His next film, 1941, a big-budgeted World War II farce, was not nearly as successful and though it grossed over $92.4 million worldwide (and did make a small profit for co-producing studios Columbia and Universal) it was seen as a disappointment, mainly with the critics.", "targets": "What films did Spielberg turn down in the 70s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08d075fbd45942b88361d2d99b33f605", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rejecting offers to direct Jaws 2, King Kong and Superman, Spielberg and actor Richard Dreyfuss re-convened to work on a film about UFOs, which became Close Encounters of the Third Kind (1977). One of the rare films both written and directed by Spielberg, Close Encounters was a critical and box office hit, giving Spielberg his first Best Director nomination from the Academy as well as earning six other Academy Awards nominations. It won Oscars in two categories (Cinematography, Vilmos Zsigmond, and a Special Achievement Award for Sound Effects Editing, Frank E. Warner). This second blockbuster helped to secure Spielberg's rise. His next film, 1941, a big-budgeted World War II farce, was not nearly as successful and though it grossed over $92.4 million worldwide (and did make a small profit for co-producing studios Columbia and Universal) it was seen as a disappointment, mainly with the critics.", "targets": "How many Oscars did Close Encounters win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08d075fbd45942b88361d2d99b33f605", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rejecting offers to direct Jaws 2, King Kong and Superman, Spielberg and actor Richard Dreyfuss re-convened to work on a film about UFOs, which became Close Encounters of the Third Kind (1977). One of the rare films both written and directed by Spielberg, Close Encounters was a critical and box office hit, giving Spielberg his first Best Director nomination from the Academy as well as earning six other Academy Awards nominations. It won Oscars in two categories (Cinematography, Vilmos Zsigmond, and a Special Achievement Award for Sound Effects Editing, Frank E. Warner). This second blockbuster helped to secure Spielberg's rise. His next film, 1941, a big-budgeted World War II farce, was not nearly as successful and though it grossed over $92.4 million worldwide (and did make a small profit for co-producing studios Columbia and Universal) it was seen as a disappointment, mainly with the critics.", "targets": "How many Oscars did Close Encounters get nominated for, besides Best Director?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08d075fbd45942b88361d2d99b33f605", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rejecting offers to direct Jaws 2, King Kong and Superman, Spielberg and actor Richard Dreyfuss re-convened to work on a film about UFOs, which became Close Encounters of the Third Kind (1977). One of the rare films both written and directed by Spielberg, Close Encounters was a critical and box office hit, giving Spielberg his first Best Director nomination from the Academy as well as earning six other Academy Awards nominations. It won Oscars in two categories (Cinematography, Vilmos Zsigmond, and a Special Achievement Award for Sound Effects Editing, Frank E. Warner). This second blockbuster helped to secure Spielberg's rise. His next film, 1941, a big-budgeted World War II farce, was not nearly as successful and though it grossed over $92.4 million worldwide (and did make a small profit for co-producing studios Columbia and Universal) it was seen as a disappointment, mainly with the critics.", "targets": "What was the genre of '1941'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08d075fbd45942b88361d2d99b33f605", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rejecting offers to direct Jaws 2, King Kong and Superman, Spielberg and actor Richard Dreyfuss re-convened to work on a film about UFOs, which became Close Encounters of the Third Kind (1977). One of the rare films both written and directed by Spielberg, Close Encounters was a critical and box office hit, giving Spielberg his first Best Director nomination from the Academy as well as earning six other Academy Awards nominations. It won Oscars in two categories (Cinematography, Vilmos Zsigmond, and a Special Achievement Award for Sound Effects Editing, Frank E. Warner). This second blockbuster helped to secure Spielberg's rise. His next film, 1941, a big-budgeted World War II farce, was not nearly as successful and though it grossed over $92.4 million worldwide (and did make a small profit for co-producing studios Columbia and Universal) it was seen as a disappointment, mainly with the critics.", "targets": "How much did '1941' earn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5a14007d414585a2de6df145b0ad57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton's biggest rivalry is with neighbours Liverpool, against whom they contest the Merseyside derby. The Merseyside derby is usually a sellout fixture, and has been known as the \"friendly derby\" because both sets of fans can often be seen side by side red and blue inside the stadium both at Anfield and Goodison Park. Recently on the field, matches tend to be extremely stormy affairs; the derby has had more red cards than any other fixture in Premiership history. The rivalry stems from an internal dispute between Everton officials and the owners of Anfield, which was then Everton's home ground, resulting in Everton moving to Goodison Park, and the subsequent formation of Liverpool F.C., in 1892.", "targets": "Who is the Everton Football Club's biggest rivals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5a14007d414585a2de6df145b0ad57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton's biggest rivalry is with neighbours Liverpool, against whom they contest the Merseyside derby. The Merseyside derby is usually a sellout fixture, and has been known as the \"friendly derby\" because both sets of fans can often be seen side by side red and blue inside the stadium both at Anfield and Goodison Park. Recently on the field, matches tend to be extremely stormy affairs; the derby has had more red cards than any other fixture in Premiership history. The rivalry stems from an internal dispute between Everton officials and the owners of Anfield, which was then Everton's home ground, resulting in Everton moving to Goodison Park, and the subsequent formation of Liverpool F.C., in 1892.", "targets": "What derby does Everton FC contest against Liverpool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5a14007d414585a2de6df145b0ad57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton's biggest rivalry is with neighbours Liverpool, against whom they contest the Merseyside derby. The Merseyside derby is usually a sellout fixture, and has been known as the \"friendly derby\" because both sets of fans can often be seen side by side red and blue inside the stadium both at Anfield and Goodison Park. Recently on the field, matches tend to be extremely stormy affairs; the derby has had more red cards than any other fixture in Premiership history. The rivalry stems from an internal dispute between Everton officials and the owners of Anfield, which was then Everton's home ground, resulting in Everton moving to Goodison Park, and the subsequent formation of Liverpool F.C., in 1892.", "targets": "In what year was the Liverpool Football Club established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5a14007d414585a2de6df145b0ad57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton's biggest rivalry is with neighbours Liverpool, against whom they contest the Merseyside derby. The Merseyside derby is usually a sellout fixture, and has been known as the \"friendly derby\" because both sets of fans can often be seen side by side red and blue inside the stadium both at Anfield and Goodison Park. Recently on the field, matches tend to be extremely stormy affairs; the derby has had more red cards than any other fixture in Premiership history. The rivalry stems from an internal dispute between Everton officials and the owners of Anfield, which was then Everton's home ground, resulting in Everton moving to Goodison Park, and the subsequent formation of Liverpool F.C., in 1892.", "targets": "Where did Everton FC move to that began their rivalry with Liverpool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5a14007d414585a2de6df145b0ad57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton's biggest rivalry is with neighbours Liverpool, against whom they contest the Merseyside derby. The Merseyside derby is usually a sellout fixture, and has been known as the \"friendly derby\" because both sets of fans can often be seen side by side red and blue inside the stadium both at Anfield and Goodison Park. Recently on the field, matches tend to be extremely stormy affairs; the derby has had more red cards than any other fixture in Premiership history. The rivalry stems from an internal dispute between Everton officials and the owners of Anfield, which was then Everton's home ground, resulting in Everton moving to Goodison Park, and the subsequent formation of Liverpool F.C., in 1892.", "targets": "The Merseyside derby is also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfa25b082e84a4f93d815661557efc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Isles lie at the juncture of several regions with past episodes of tectonic mountain building. These orogenic belts form a complex geology that records a huge and varied span of Earth's history. Of particular note was the Caledonian Orogeny during the Ordovician Period, c. 488\u2013444 Ma and early Silurian period, when the craton Baltica collided with the terrane Avalonia to form the mountains and hills in northern Britain and Ireland. Baltica formed roughly the northwestern half of Ireland and Scotland. Further collisions caused the Variscan orogeny in the Devonian and Carboniferous periods, forming the hills of Munster, southwest England, and southern Wales. Over the last 500 million years the land that forms the islands has drifted northwest from around 30\u00b0S, crossing the equator around 370 million years ago to reach its present northern latitude.", "targets": "When did the Caledonian Orogeny occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfa25b082e84a4f93d815661557efc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Isles lie at the juncture of several regions with past episodes of tectonic mountain building. These orogenic belts form a complex geology that records a huge and varied span of Earth's history. Of particular note was the Caledonian Orogeny during the Ordovician Period, c. 488\u2013444 Ma and early Silurian period, when the craton Baltica collided with the terrane Avalonia to form the mountains and hills in northern Britain and Ireland. Baltica formed roughly the northwestern half of Ireland and Scotland. Further collisions caused the Variscan orogeny in the Devonian and Carboniferous periods, forming the hills of Munster, southwest England, and southern Wales. Over the last 500 million years the land that forms the islands has drifted northwest from around 30\u00b0S, crossing the equator around 370 million years ago to reach its present northern latitude.", "targets": "What formed after the craton Baltica and the terrane Avalonia collision?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfa25b082e84a4f93d815661557efc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Isles lie at the juncture of several regions with past episodes of tectonic mountain building. These orogenic belts form a complex geology that records a huge and varied span of Earth's history. Of particular note was the Caledonian Orogeny during the Ordovician Period, c. 488\u2013444 Ma and early Silurian period, when the craton Baltica collided with the terrane Avalonia to form the mountains and hills in northern Britain and Ireland. Baltica formed roughly the northwestern half of Ireland and Scotland. Further collisions caused the Variscan orogeny in the Devonian and Carboniferous periods, forming the hills of Munster, southwest England, and southern Wales. Over the last 500 million years the land that forms the islands has drifted northwest from around 30\u00b0S, crossing the equator around 370 million years ago to reach its present northern latitude.", "targets": "What happened during the c. 488\u2013444 Ma and early Silurian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfa25b082e84a4f93d815661557efc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Isles lie at the juncture of several regions with past episodes of tectonic mountain building. These orogenic belts form a complex geology that records a huge and varied span of Earth's history. Of particular note was the Caledonian Orogeny during the Ordovician Period, c. 488\u2013444 Ma and early Silurian period, when the craton Baltica collided with the terrane Avalonia to form the mountains and hills in northern Britain and Ireland. Baltica formed roughly the northwestern half of Ireland and Scotland. Further collisions caused the Variscan orogeny in the Devonian and Carboniferous periods, forming the hills of Munster, southwest England, and southern Wales. Over the last 500 million years the land that forms the islands has drifted northwest from around 30\u00b0S, crossing the equator around 370 million years ago to reach its present northern latitude.", "targets": "What formed the hills of Munster and the southern part of Wales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfa25b082e84a4f93d815661557efc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Isles lie at the juncture of several regions with past episodes of tectonic mountain building. These orogenic belts form a complex geology that records a huge and varied span of Earth's history. Of particular note was the Caledonian Orogeny during the Ordovician Period, c. 488\u2013444 Ma and early Silurian period, when the craton Baltica collided with the terrane Avalonia to form the mountains and hills in northern Britain and Ireland. Baltica formed roughly the northwestern half of Ireland and Scotland. Further collisions caused the Variscan orogeny in the Devonian and Carboniferous periods, forming the hills of Munster, southwest England, and southern Wales. Over the last 500 million years the land that forms the islands has drifted northwest from around 30\u00b0S, crossing the equator around 370 million years ago to reach its present northern latitude.", "targets": "In which direction have the British Isles been drifting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7eeacb404646079b4bcf2c4f79ef96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell was the first company to publicly state a timeline for the elimination of toxic polyvinyl chloride (PVC) and brominated flame retardants (BFRs), which it planned to phase out by the end of 2009. It revised this commitment and now aims to remove these toxics by the end of 2011 but only in its computing products. In March 2010, Greenpeace activists protested at Dell offices in Bangalore, Amsterdam and Copenhagen calling for Dell\u2019s founder and CEO Michael Dell to \u2018drop the toxics\u2019 and claiming that Dell\u2019s aspiration to be \u2018the greenest technology company on the planet\u2019 was \u2018hypocritical\u2019. Dell has launched its first products completely free of PVC and BFRs with the G-Series monitors (G2210 and G2410) in 2009.", "targets": "What toxic chemical did Dell set to eliminate from its products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7eeacb404646079b4bcf2c4f79ef96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell was the first company to publicly state a timeline for the elimination of toxic polyvinyl chloride (PVC) and brominated flame retardants (BFRs), which it planned to phase out by the end of 2009. It revised this commitment and now aims to remove these toxics by the end of 2011 but only in its computing products. In March 2010, Greenpeace activists protested at Dell offices in Bangalore, Amsterdam and Copenhagen calling for Dell\u2019s founder and CEO Michael Dell to \u2018drop the toxics\u2019 and claiming that Dell\u2019s aspiration to be \u2018the greenest technology company on the planet\u2019 was \u2018hypocritical\u2019. Dell has launched its first products completely free of PVC and BFRs with the G-Series monitors (G2210 and G2410) in 2009.", "targets": "By what year does Dell plan to remove chemicals from its computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7eeacb404646079b4bcf2c4f79ef96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell was the first company to publicly state a timeline for the elimination of toxic polyvinyl chloride (PVC) and brominated flame retardants (BFRs), which it planned to phase out by the end of 2009. It revised this commitment and now aims to remove these toxics by the end of 2011 but only in its computing products. In March 2010, Greenpeace activists protested at Dell offices in Bangalore, Amsterdam and Copenhagen calling for Dell\u2019s founder and CEO Michael Dell to \u2018drop the toxics\u2019 and claiming that Dell\u2019s aspiration to be \u2018the greenest technology company on the planet\u2019 was \u2018hypocritical\u2019. Dell has launched its first products completely free of PVC and BFRs with the G-Series monitors (G2210 and G2410) in 2009.", "targets": "What activists protested at Dell's offices in response to the usage of toxic chemicals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7eeacb404646079b4bcf2c4f79ef96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell was the first company to publicly state a timeline for the elimination of toxic polyvinyl chloride (PVC) and brominated flame retardants (BFRs), which it planned to phase out by the end of 2009. It revised this commitment and now aims to remove these toxics by the end of 2011 but only in its computing products. In March 2010, Greenpeace activists protested at Dell offices in Bangalore, Amsterdam and Copenhagen calling for Dell\u2019s founder and CEO Michael Dell to \u2018drop the toxics\u2019 and claiming that Dell\u2019s aspiration to be \u2018the greenest technology company on the planet\u2019 was \u2018hypocritical\u2019. Dell has launched its first products completely free of PVC and BFRs with the G-Series monitors (G2210 and G2410) in 2009.", "targets": "What year did Dell launch its first products that were free of toxic chemicals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56ff426bb84404c8bef8ac750079c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second neoclassic wave, more severe, more studied and more consciously archaeological, is associated with the height of the Napoleonic Empire. In France, the first phase of neoclassicism was expressed in the \"Louis XVI style\", and the second in the styles called \"Directoire\" or Empire. The Rococo style remained popular in Italy until the Napoleonic regimes brought the new archaeological classicism, which was embraced as a political statement by young, progressive, urban Italians with republican leanings.[according to whom?]", "targets": "When was the second wave of neoclassical architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56ff426bb84404c8bef8ac750079c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second neoclassic wave, more severe, more studied and more consciously archaeological, is associated with the height of the Napoleonic Empire. In France, the first phase of neoclassicism was expressed in the \"Louis XVI style\", and the second in the styles called \"Directoire\" or Empire. The Rococo style remained popular in Italy until the Napoleonic regimes brought the new archaeological classicism, which was embraced as a political statement by young, progressive, urban Italians with republican leanings.[according to whom?]", "targets": "What term is used to express the first wave of neoclassicism in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56ff426bb84404c8bef8ac750079c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second neoclassic wave, more severe, more studied and more consciously archaeological, is associated with the height of the Napoleonic Empire. In France, the first phase of neoclassicism was expressed in the \"Louis XVI style\", and the second in the styles called \"Directoire\" or Empire. The Rococo style remained popular in Italy until the Napoleonic regimes brought the new archaeological classicism, which was embraced as a political statement by young, progressive, urban Italians with republican leanings.[according to whom?]", "targets": "What is the second wave of neoclassicism in France called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56ff426bb84404c8bef8ac750079c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second neoclassic wave, more severe, more studied and more consciously archaeological, is associated with the height of the Napoleonic Empire. In France, the first phase of neoclassicism was expressed in the \"Louis XVI style\", and the second in the styles called \"Directoire\" or Empire. The Rococo style remained popular in Italy until the Napoleonic regimes brought the new archaeological classicism, which was embraced as a political statement by young, progressive, urban Italians with republican leanings.[according to whom?]", "targets": "Up until Napoleaoic regimes, what style remained popular in Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8495b0bbc1944aba1244a19efbfe950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal's 1936 Show Boat (released a little over a month later) became a critical and financial success, it was not enough to save the Laemmles' involvement with the studio. They were unceremoniously removed from the company they had founded. Because the Laemmles personally oversaw production, Show Boat was released (despite the takeover) with Carl Laemmle and Carl Laemmle Jr.'s names on the credits and in the advertising campaign of the film. Standard Capital's J. Cheever Cowdin had taken over as president and chairman of the board of directors, and instituted severe cuts in production budgets. Gone were the big ambitions, and though Universal had a few big names under contract, those it had been cultivating, like William Wyler and Margaret Sullavan, left.", "targets": "Who became president of Universal after the Standard Capital takeover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8495b0bbc1944aba1244a19efbfe950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal's 1936 Show Boat (released a little over a month later) became a critical and financial success, it was not enough to save the Laemmles' involvement with the studio. They were unceremoniously removed from the company they had founded. Because the Laemmles personally oversaw production, Show Boat was released (despite the takeover) with Carl Laemmle and Carl Laemmle Jr.'s names on the credits and in the advertising campaign of the film. Standard Capital's J. Cheever Cowdin had taken over as president and chairman of the board of directors, and instituted severe cuts in production budgets. Gone were the big ambitions, and though Universal had a few big names under contract, those it had been cultivating, like William Wyler and Margaret Sullavan, left.", "targets": "What notable female star left Universal after the Standard Capital takeover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8495b0bbc1944aba1244a19efbfe950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal's 1936 Show Boat (released a little over a month later) became a critical and financial success, it was not enough to save the Laemmles' involvement with the studio. They were unceremoniously removed from the company they had founded. Because the Laemmles personally oversaw production, Show Boat was released (despite the takeover) with Carl Laemmle and Carl Laemmle Jr.'s names on the credits and in the advertising campaign of the film. Standard Capital's J. Cheever Cowdin had taken over as president and chairman of the board of directors, and instituted severe cuts in production budgets. Gone were the big ambitions, and though Universal had a few big names under contract, those it had been cultivating, like William Wyler and Margaret Sullavan, left.", "targets": "Who was Universal's chairman of the board of directors after the Standard Captial takeover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8495b0bbc1944aba1244a19efbfe950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal's 1936 Show Boat (released a little over a month later) became a critical and financial success, it was not enough to save the Laemmles' involvement with the studio. They were unceremoniously removed from the company they had founded. Because the Laemmles personally oversaw production, Show Boat was released (despite the takeover) with Carl Laemmle and Carl Laemmle Jr.'s names on the credits and in the advertising campaign of the film. Standard Capital's J. Cheever Cowdin had taken over as president and chairman of the board of directors, and instituted severe cuts in production budgets. Gone were the big ambitions, and though Universal had a few big names under contract, those it had been cultivating, like William Wyler and Margaret Sullavan, left.", "targets": "Along with Margaret Sullavan, what notable film talent left Universal after the Standard Capital takeover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8495b0bbc1944aba1244a19efbfe950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal's 1936 Show Boat (released a little over a month later) became a critical and financial success, it was not enough to save the Laemmles' involvement with the studio. They were unceremoniously removed from the company they had founded. Because the Laemmles personally oversaw production, Show Boat was released (despite the takeover) with Carl Laemmle and Carl Laemmle Jr.'s names on the credits and in the advertising campaign of the film. Standard Capital's J. Cheever Cowdin had taken over as president and chairman of the board of directors, and instituted severe cuts in production budgets. Gone were the big ambitions, and though Universal had a few big names under contract, those it had been cultivating, like William Wyler and Margaret Sullavan, left.", "targets": "In what year was Show Boat released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b500a9c1e95e4cf3a04bcc18d4563675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The birthplace of IBM, Endicott, suffered pollution for decades, however. IBM used liquid cleaning agents in circuit board assembly operation for more than two decades, and six spills and leaks were recorded, including one leak in 1979 of 4,100 gallons from an underground tank. These left behind volatile organic compounds in the town's soil and aquifer. Traces of volatile organic compounds have been identified in Endicott\u2019s drinking water, but the levels are within regulatory limits. Also, from 1980, IBM has pumped out 78,000 gallons of chemicals, including trichloroethane, freon, benzene and perchloroethene to the air and allegedly caused several cancer cases among the townspeople. IBM Endicott has been identified by the Department of Environmental Conservation as the major source of pollution, though traces of contaminants from a local dry cleaner and other polluters were also found. Remediation and testing are ongoing, however according to city officials, tests show that the water is safe to drink.", "targets": "What location is the birthplace of IBM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b500a9c1e95e4cf3a04bcc18d4563675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The birthplace of IBM, Endicott, suffered pollution for decades, however. IBM used liquid cleaning agents in circuit board assembly operation for more than two decades, and six spills and leaks were recorded, including one leak in 1979 of 4,100 gallons from an underground tank. These left behind volatile organic compounds in the town's soil and aquifer. Traces of volatile organic compounds have been identified in Endicott\u2019s drinking water, but the levels are within regulatory limits. Also, from 1980, IBM has pumped out 78,000 gallons of chemicals, including trichloroethane, freon, benzene and perchloroethene to the air and allegedly caused several cancer cases among the townspeople. IBM Endicott has been identified by the Department of Environmental Conservation as the major source of pollution, though traces of contaminants from a local dry cleaner and other polluters were also found. Remediation and testing are ongoing, however according to city officials, tests show that the water is safe to drink.", "targets": "How many gallons of liquid cleaning agent leaked from an IBM facility in 1979?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b500a9c1e95e4cf3a04bcc18d4563675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The birthplace of IBM, Endicott, suffered pollution for decades, however. IBM used liquid cleaning agents in circuit board assembly operation for more than two decades, and six spills and leaks were recorded, including one leak in 1979 of 4,100 gallons from an underground tank. These left behind volatile organic compounds in the town's soil and aquifer. Traces of volatile organic compounds have been identified in Endicott\u2019s drinking water, but the levels are within regulatory limits. Also, from 1980, IBM has pumped out 78,000 gallons of chemicals, including trichloroethane, freon, benzene and perchloroethene to the air and allegedly caused several cancer cases among the townspeople. IBM Endicott has been identified by the Department of Environmental Conservation as the major source of pollution, though traces of contaminants from a local dry cleaner and other polluters were also found. Remediation and testing are ongoing, however according to city officials, tests show that the water is safe to drink.", "targets": "How long did IBM use liquid cleaning agents for circuit board manufacturing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b500a9c1e95e4cf3a04bcc18d4563675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The birthplace of IBM, Endicott, suffered pollution for decades, however. IBM used liquid cleaning agents in circuit board assembly operation for more than two decades, and six spills and leaks were recorded, including one leak in 1979 of 4,100 gallons from an underground tank. These left behind volatile organic compounds in the town's soil and aquifer. Traces of volatile organic compounds have been identified in Endicott\u2019s drinking water, but the levels are within regulatory limits. Also, from 1980, IBM has pumped out 78,000 gallons of chemicals, including trichloroethane, freon, benzene and perchloroethene to the air and allegedly caused several cancer cases among the townspeople. IBM Endicott has been identified by the Department of Environmental Conservation as the major source of pollution, though traces of contaminants from a local dry cleaner and other polluters were also found. Remediation and testing are ongoing, however according to city officials, tests show that the water is safe to drink.", "targets": "Starting in 1980 how many gallons of chemicals did IBM pump into the air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b500a9c1e95e4cf3a04bcc18d4563675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The birthplace of IBM, Endicott, suffered pollution for decades, however. IBM used liquid cleaning agents in circuit board assembly operation for more than two decades, and six spills and leaks were recorded, including one leak in 1979 of 4,100 gallons from an underground tank. These left behind volatile organic compounds in the town's soil and aquifer. Traces of volatile organic compounds have been identified in Endicott\u2019s drinking water, but the levels are within regulatory limits. Also, from 1980, IBM has pumped out 78,000 gallons of chemicals, including trichloroethane, freon, benzene and perchloroethene to the air and allegedly caused several cancer cases among the townspeople. IBM Endicott has been identified by the Department of Environmental Conservation as the major source of pollution, though traces of contaminants from a local dry cleaner and other polluters were also found. Remediation and testing are ongoing, however according to city officials, tests show that the water is safe to drink.", "targets": "IBM was identified by what department as a major source of pollution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae70b61540f54912a5da739acb046bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1991 a mummy of a neolithic body, known as \u00d6tzi the Iceman, was discovered by hikers on the Similaun glacier. His clothing and gear indicate that he lived in an alpine farming community, while the location and manner of his death - an arrowhead was discovered in his shoulder - suggests he was travelling from one place to another. Analysis of the mitochondrial DNA of \u00d6tzi, has shown that he belongs to the K1 subclade which cannot be categorized into any of the three modern branches of that subclade. The new subclade has provisionally been named K1\u00f6 for \u00d6tzi.", "targets": "Who was Otzi the Iceman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae70b61540f54912a5da739acb046bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1991 a mummy of a neolithic body, known as \u00d6tzi the Iceman, was discovered by hikers on the Similaun glacier. His clothing and gear indicate that he lived in an alpine farming community, while the location and manner of his death - an arrowhead was discovered in his shoulder - suggests he was travelling from one place to another. Analysis of the mitochondrial DNA of \u00d6tzi, has shown that he belongs to the K1 subclade which cannot be categorized into any of the three modern branches of that subclade. The new subclade has provisionally been named K1\u00f6 for \u00d6tzi.", "targets": "When was Otzi the Iceman found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae70b61540f54912a5da739acb046bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1991 a mummy of a neolithic body, known as \u00d6tzi the Iceman, was discovered by hikers on the Similaun glacier. His clothing and gear indicate that he lived in an alpine farming community, while the location and manner of his death - an arrowhead was discovered in his shoulder - suggests he was travelling from one place to another. Analysis of the mitochondrial DNA of \u00d6tzi, has shown that he belongs to the K1 subclade which cannot be categorized into any of the three modern branches of that subclade. The new subclade has provisionally been named K1\u00f6 for \u00d6tzi.", "targets": "Where was Otzi the Iceman discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b01df55aae41ca9b446fcbbd574a2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After editing a book on John Stuart Mill's letters he planned to publish two books on the liberal order, The Constitution of Liberty and \"The Creative Powers of a Free Civilization\" (eventually the title for the second chapter of The Constitution of Liberty). He completed The Constitution of Liberty in May 1959, with publication in February 1960. Hayek was concerned \"with that condition of men in which coercion of some by others is reduced as much as is possible in society\". Hayek was disappointed that the book did not receive the same enthusiastic general reception as The Road to Serfdom had sixteen years before.", "targets": "What topic were Hayek's next two books going to cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b01df55aae41ca9b446fcbbd574a2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After editing a book on John Stuart Mill's letters he planned to publish two books on the liberal order, The Constitution of Liberty and \"The Creative Powers of a Free Civilization\" (eventually the title for the second chapter of The Constitution of Liberty). He completed The Constitution of Liberty in May 1959, with publication in February 1960. Hayek was concerned \"with that condition of men in which coercion of some by others is reduced as much as is possible in society\". Hayek was disappointed that the book did not receive the same enthusiastic general reception as The Road to Serfdom had sixteen years before.", "targets": "Which of Hayek's books was not as well received as The Road to Serfdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b01df55aae41ca9b446fcbbd574a2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After editing a book on John Stuart Mill's letters he planned to publish two books on the liberal order, The Constitution of Liberty and \"The Creative Powers of a Free Civilization\" (eventually the title for the second chapter of The Constitution of Liberty). He completed The Constitution of Liberty in May 1959, with publication in February 1960. Hayek was concerned \"with that condition of men in which coercion of some by others is reduced as much as is possible in society\". Hayek was disappointed that the book did not receive the same enthusiastic general reception as The Road to Serfdom had sixteen years before.", "targets": "As of the release of his 1960 book, how long had it been since The Road to Serfdom was released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b01df55aae41ca9b446fcbbd574a2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After editing a book on John Stuart Mill's letters he planned to publish two books on the liberal order, The Constitution of Liberty and \"The Creative Powers of a Free Civilization\" (eventually the title for the second chapter of The Constitution of Liberty). He completed The Constitution of Liberty in May 1959, with publication in February 1960. Hayek was concerned \"with that condition of men in which coercion of some by others is reduced as much as is possible in society\". Hayek was disappointed that the book did not receive the same enthusiastic general reception as The Road to Serfdom had sixteen years before.", "targets": "What was the title of the his 1960 book's second chapter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b01df55aae41ca9b446fcbbd574a2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After editing a book on John Stuart Mill's letters he planned to publish two books on the liberal order, The Constitution of Liberty and \"The Creative Powers of a Free Civilization\" (eventually the title for the second chapter of The Constitution of Liberty). He completed The Constitution of Liberty in May 1959, with publication in February 1960. Hayek was concerned \"with that condition of men in which coercion of some by others is reduced as much as is possible in society\". Hayek was disappointed that the book did not receive the same enthusiastic general reception as The Road to Serfdom had sixteen years before.", "targets": "How did Hayek feel about the success of the book he released in 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9848fef7c6ea4bb99cf5e537f9540d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for Nursery, Primary and Secondary School teachers ranged from \u00a320,133 to \u00a341,004 in September 2007, although some salaries can go much higher depending on experience and extra responsibilities. Preschool teachers may earn \u00a320,980 annually.[citation needed] Teachers in state schools must have at least a bachelor's degree, complete an approved teacher education program, and be licensed.", "targets": "In 2007, what was the high end of the salary range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9848fef7c6ea4bb99cf5e537f9540d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for Nursery, Primary and Secondary School teachers ranged from \u00a320,133 to \u00a341,004 in September 2007, although some salaries can go much higher depending on experience and extra responsibilities. Preschool teachers may earn \u00a320,980 annually.[citation needed] Teachers in state schools must have at least a bachelor's degree, complete an approved teacher education program, and be licensed.", "targets": "What can cause salaries to go higher than the range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9848fef7c6ea4bb99cf5e537f9540d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for Nursery, Primary and Secondary School teachers ranged from \u00a320,133 to \u00a341,004 in September 2007, although some salaries can go much higher depending on experience and extra responsibilities. Preschool teachers may earn \u00a320,980 annually.[citation needed] Teachers in state schools must have at least a bachelor's degree, complete an approved teacher education program, and be licensed.", "targets": "What would a Preschool teacher make, salary-wise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9848fef7c6ea4bb99cf5e537f9540d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for Nursery, Primary and Secondary School teachers ranged from \u00a320,133 to \u00a341,004 in September 2007, although some salaries can go much higher depending on experience and extra responsibilities. Preschool teachers may earn \u00a320,980 annually.[citation needed] Teachers in state schools must have at least a bachelor's degree, complete an approved teacher education program, and be licensed.", "targets": "What type of degree must a teacher have, at a minimum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9848fef7c6ea4bb99cf5e537f9540d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for Nursery, Primary and Secondary School teachers ranged from \u00a320,133 to \u00a341,004 in September 2007, although some salaries can go much higher depending on experience and extra responsibilities. Preschool teachers may earn \u00a320,980 annually.[citation needed] Teachers in state schools must have at least a bachelor's degree, complete an approved teacher education program, and be licensed.", "targets": "When was the salary range listed valid for (month and year)?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e09e11feef6e4303ae82b2a98c9f26ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1910 election saw 42 Labour MPs elected to the House of Commons, a significant victory since, a year before the election, the House of Lords had passed the Osborne judgment ruling that Trades Unions in the United Kingdom could no longer donate money to fund the election campaigns and wages of Labour MPs. The governing Liberals were unwilling to repeal this judicial decision with primary legislation. The height of Liberal compromise was to introduce a wage for Members of Parliament to remove the need to involve the Trade Unions. By 1913, faced with the opposition of the largest Trades Unions, the Liberal government passed the Trade Disputes Act to allow Trade Unions to fund Labour MPs once more.", "targets": "How many MP were elected in the 1910 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e09e11feef6e4303ae82b2a98c9f26ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1910 election saw 42 Labour MPs elected to the House of Commons, a significant victory since, a year before the election, the House of Lords had passed the Osborne judgment ruling that Trades Unions in the United Kingdom could no longer donate money to fund the election campaigns and wages of Labour MPs. The governing Liberals were unwilling to repeal this judicial decision with primary legislation. The height of Liberal compromise was to introduce a wage for Members of Parliament to remove the need to involve the Trade Unions. By 1913, faced with the opposition of the largest Trades Unions, the Liberal government passed the Trade Disputes Act to allow Trade Unions to fund Labour MPs once more.", "targets": "Who passed the Osborne judgment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e09e11feef6e4303ae82b2a98c9f26ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1910 election saw 42 Labour MPs elected to the House of Commons, a significant victory since, a year before the election, the House of Lords had passed the Osborne judgment ruling that Trades Unions in the United Kingdom could no longer donate money to fund the election campaigns and wages of Labour MPs. The governing Liberals were unwilling to repeal this judicial decision with primary legislation. The height of Liberal compromise was to introduce a wage for Members of Parliament to remove the need to involve the Trade Unions. By 1913, faced with the opposition of the largest Trades Unions, the Liberal government passed the Trade Disputes Act to allow Trade Unions to fund Labour MPs once more.", "targets": "When was the Trade Disputes Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e6417ca7b46cc881cb3fcb6ccbcfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This nationwide acceptance and recognition of Aboriginal people led to a significant increase in the number of people self-identifying as Aboriginal or Torres Strait Islander. The reappropriation of the term \"black\" with a positive and more inclusive meaning has resulted in its widespread use in mainstream Australian culture, including public media outlets, government agencies, and private companies. In 2012, a number of high-profile cases highlighted the legal and community attitude that identifying as Aboriginal or Torres Strait Islander is not dependent on skin colour, with a well-known boxer Anthony Mundine being widely criticised for questioning the \"blackness\" of another boxer and journalist Andrew Bolt being successfully sued for publishing discriminatory comments about Aboriginals with light skin.", "targets": "What did the improvements in quality of life increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e6417ca7b46cc881cb3fcb6ccbcfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This nationwide acceptance and recognition of Aboriginal people led to a significant increase in the number of people self-identifying as Aboriginal or Torres Strait Islander. The reappropriation of the term \"black\" with a positive and more inclusive meaning has resulted in its widespread use in mainstream Australian culture, including public media outlets, government agencies, and private companies. In 2012, a number of high-profile cases highlighted the legal and community attitude that identifying as Aboriginal or Torres Strait Islander is not dependent on skin colour, with a well-known boxer Anthony Mundine being widely criticised for questioning the \"blackness\" of another boxer and journalist Andrew Bolt being successfully sued for publishing discriminatory comments about Aboriginals with light skin.", "targets": "What has the reappropriation of the word \"black\" done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e6417ca7b46cc881cb3fcb6ccbcfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This nationwide acceptance and recognition of Aboriginal people led to a significant increase in the number of people self-identifying as Aboriginal or Torres Strait Islander. The reappropriation of the term \"black\" with a positive and more inclusive meaning has resulted in its widespread use in mainstream Australian culture, including public media outlets, government agencies, and private companies. In 2012, a number of high-profile cases highlighted the legal and community attitude that identifying as Aboriginal or Torres Strait Islander is not dependent on skin colour, with a well-known boxer Anthony Mundine being widely criticised for questioning the \"blackness\" of another boxer and journalist Andrew Bolt being successfully sued for publishing discriminatory comments about Aboriginals with light skin.", "targets": "In what year were there several cases that helped to redefine Aboriginal or Torres Strait Islander?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e6417ca7b46cc881cb3fcb6ccbcfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This nationwide acceptance and recognition of Aboriginal people led to a significant increase in the number of people self-identifying as Aboriginal or Torres Strait Islander. The reappropriation of the term \"black\" with a positive and more inclusive meaning has resulted in its widespread use in mainstream Australian culture, including public media outlets, government agencies, and private companies. In 2012, a number of high-profile cases highlighted the legal and community attitude that identifying as Aboriginal or Torres Strait Islander is not dependent on skin colour, with a well-known boxer Anthony Mundine being widely criticised for questioning the \"blackness\" of another boxer and journalist Andrew Bolt being successfully sued for publishing discriminatory comments about Aboriginals with light skin.", "targets": "What well known boxer was criticized for question someone's blackness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e6417ca7b46cc881cb3fcb6ccbcfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This nationwide acceptance and recognition of Aboriginal people led to a significant increase in the number of people self-identifying as Aboriginal or Torres Strait Islander. The reappropriation of the term \"black\" with a positive and more inclusive meaning has resulted in its widespread use in mainstream Australian culture, including public media outlets, government agencies, and private companies. In 2012, a number of high-profile cases highlighted the legal and community attitude that identifying as Aboriginal or Torres Strait Islander is not dependent on skin colour, with a well-known boxer Anthony Mundine being widely criticised for questioning the \"blackness\" of another boxer and journalist Andrew Bolt being successfully sued for publishing discriminatory comments about Aboriginals with light skin.", "targets": "Which Journalist was sued for publishing discriminatory comments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a0fdd31734240f881563aee0320324d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first settlers primarily came from England, its Caribbean colony of Barbados, and its Atlantic colony of Bermuda. Among these were free people of color, born in the West Indies of alliances and marriages between Africans and Englanders, when color lines were looser among the working class in the early colonial years, and some wealthy whites took black consorts or concubines. Charles Town attracted a mixture of ethnic and religious groups. French, Scottish, Irish, and Germans migrated to the developing seacoast town, representing numerous Protestant denominations. Because of the battles between English \"royalty\" and the Roman Catholic Church, practicing Catholics were not allowed to settle in South Carolina until after the American Revolution. Jews were allowed, and Sephardic Jews migrated to the city in such numbers that by the beginning of the 19th century, the city was home to the largest and wealthiest Jewish community in North America\u2014a status it held until about 1830.", "targets": "What religious group was not allowed to settle in South Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a0fdd31734240f881563aee0320324d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first settlers primarily came from England, its Caribbean colony of Barbados, and its Atlantic colony of Bermuda. Among these were free people of color, born in the West Indies of alliances and marriages between Africans and Englanders, when color lines were looser among the working class in the early colonial years, and some wealthy whites took black consorts or concubines. Charles Town attracted a mixture of ethnic and religious groups. French, Scottish, Irish, and Germans migrated to the developing seacoast town, representing numerous Protestant denominations. Because of the battles between English \"royalty\" and the Roman Catholic Church, practicing Catholics were not allowed to settle in South Carolina until after the American Revolution. Jews were allowed, and Sephardic Jews migrated to the city in such numbers that by the beginning of the 19th century, the city was home to the largest and wealthiest Jewish community in North America\u2014a status it held until about 1830.", "targets": "About what year did Charleston cease to have the wealthiest Jewish community in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a0fdd31734240f881563aee0320324d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first settlers primarily came from England, its Caribbean colony of Barbados, and its Atlantic colony of Bermuda. Among these were free people of color, born in the West Indies of alliances and marriages between Africans and Englanders, when color lines were looser among the working class in the early colonial years, and some wealthy whites took black consorts or concubines. Charles Town attracted a mixture of ethnic and religious groups. French, Scottish, Irish, and Germans migrated to the developing seacoast town, representing numerous Protestant denominations. Because of the battles between English \"royalty\" and the Roman Catholic Church, practicing Catholics were not allowed to settle in South Carolina until after the American Revolution. Jews were allowed, and Sephardic Jews migrated to the city in such numbers that by the beginning of the 19th century, the city was home to the largest and wealthiest Jewish community in North America\u2014a status it held until about 1830.", "targets": "What European country did many of the first Charleston settlers come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a0fdd31734240f881563aee0320324d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first settlers primarily came from England, its Caribbean colony of Barbados, and its Atlantic colony of Bermuda. Among these were free people of color, born in the West Indies of alliances and marriages between Africans and Englanders, when color lines were looser among the working class in the early colonial years, and some wealthy whites took black consorts or concubines. Charles Town attracted a mixture of ethnic and religious groups. French, Scottish, Irish, and Germans migrated to the developing seacoast town, representing numerous Protestant denominations. Because of the battles between English \"royalty\" and the Roman Catholic Church, practicing Catholics were not allowed to settle in South Carolina until after the American Revolution. Jews were allowed, and Sephardic Jews migrated to the city in such numbers that by the beginning of the 19th century, the city was home to the largest and wealthiest Jewish community in North America\u2014a status it held until about 1830.", "targets": "After what war did the state ban on Catholics end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a0fdd31734240f881563aee0320324d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first settlers primarily came from England, its Caribbean colony of Barbados, and its Atlantic colony of Bermuda. Among these were free people of color, born in the West Indies of alliances and marriages between Africans and Englanders, when color lines were looser among the working class in the early colonial years, and some wealthy whites took black consorts or concubines. Charles Town attracted a mixture of ethnic and religious groups. French, Scottish, Irish, and Germans migrated to the developing seacoast town, representing numerous Protestant denominations. Because of the battles between English \"royalty\" and the Roman Catholic Church, practicing Catholics were not allowed to settle in South Carolina until after the American Revolution. Jews were allowed, and Sephardic Jews migrated to the city in such numbers that by the beginning of the 19th century, the city was home to the largest and wealthiest Jewish community in North America\u2014a status it held until about 1830.", "targets": "Along with Bermuda, what other English colony did many settlers come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72c99bd4f02c4f07857e3ba9ea751160", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The celebrated John Duns Scotus (d. 1308), a Friar Minor like Saint Bonaventure, argued, on the contrary, that from a rational point of view it was certainly as little derogatory to the merits of Christ to assert that Mary was by him preserved from all taint of sin, as to say that she first contracted it and then was delivered. Proposing a solution to the theological problem of reconciling the doctrine with that of universal redemption in Christ, he argued that Mary's immaculate conception did not remove her from redemption by Christ; rather it was the result of a more perfect redemption granted her because of her special role in salvation history.", "targets": "What did the the monk of minor believe to be true of Mary ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72c99bd4f02c4f07857e3ba9ea751160", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The celebrated John Duns Scotus (d. 1308), a Friar Minor like Saint Bonaventure, argued, on the contrary, that from a rational point of view it was certainly as little derogatory to the merits of Christ to assert that Mary was by him preserved from all taint of sin, as to say that she first contracted it and then was delivered. Proposing a solution to the theological problem of reconciling the doctrine with that of universal redemption in Christ, he argued that Mary's immaculate conception did not remove her from redemption by Christ; rather it was the result of a more perfect redemption granted her because of her special role in salvation history.", "targets": "What point did his argument attempt to bring to the masses ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72c99bd4f02c4f07857e3ba9ea751160", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The celebrated John Duns Scotus (d. 1308), a Friar Minor like Saint Bonaventure, argued, on the contrary, that from a rational point of view it was certainly as little derogatory to the merits of Christ to assert that Mary was by him preserved from all taint of sin, as to say that she first contracted it and then was delivered. Proposing a solution to the theological problem of reconciling the doctrine with that of universal redemption in Christ, he argued that Mary's immaculate conception did not remove her from redemption by Christ; rather it was the result of a more perfect redemption granted her because of her special role in salvation history.", "targets": "What did the monk of minor believe could alleviate the tension in the matter of the "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72c99bd4f02c4f07857e3ba9ea751160", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The celebrated John Duns Scotus (d. 1308), a Friar Minor like Saint Bonaventure, argued, on the contrary, that from a rational point of view it was certainly as little derogatory to the merits of Christ to assert that Mary was by him preserved from all taint of sin, as to say that she first contracted it and then was delivered. Proposing a solution to the theological problem of reconciling the doctrine with that of universal redemption in Christ, he argued that Mary's immaculate conception did not remove her from redemption by Christ; rather it was the result of a more perfect redemption granted her because of her special role in salvation history.", "targets": "What consequences did he believe that this would have on Mary's reputation ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72c99bd4f02c4f07857e3ba9ea751160", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The celebrated John Duns Scotus (d. 1308), a Friar Minor like Saint Bonaventure, argued, on the contrary, that from a rational point of view it was certainly as little derogatory to the merits of Christ to assert that Mary was by him preserved from all taint of sin, as to say that she first contracted it and then was delivered. Proposing a solution to the theological problem of reconciling the doctrine with that of universal redemption in Christ, he argued that Mary's immaculate conception did not remove her from redemption by Christ; rather it was the result of a more perfect redemption granted her because of her special role in salvation history.", "targets": "How did monk of minor explain how the change in reputation could be of benefit to Mary ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ad2fb1c45e472da619bf3ac67f3e80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political system of the Islamic Republic is based on the 1979 Constitution, and comprises several intricately connected governing bodies. The Leader of the Revolution (\"Supreme Leader\") is responsible for delineation and supervision of the general policies of the Islamic Republic of Iran. The Supreme Leader is Commander-in-Chief of the armed forces, controls the military intelligence and security operations, and has sole power to declare war or peace. The heads of the judiciary, state radio and television networks, the commanders of the police and military forces and six of the twelve members of the Guardian Council are appointed by the Supreme Leader. The Assembly of Experts elects and dismisses the Supreme Leader on the basis of qualifications and popular esteem.", "targets": "The Iranina Islamic Republic is based on what document?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ad2fb1c45e472da619bf3ac67f3e80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political system of the Islamic Republic is based on the 1979 Constitution, and comprises several intricately connected governing bodies. The Leader of the Revolution (\"Supreme Leader\") is responsible for delineation and supervision of the general policies of the Islamic Republic of Iran. The Supreme Leader is Commander-in-Chief of the armed forces, controls the military intelligence and security operations, and has sole power to declare war or peace. The heads of the judiciary, state radio and television networks, the commanders of the police and military forces and six of the twelve members of the Guardian Council are appointed by the Supreme Leader. The Assembly of Experts elects and dismisses the Supreme Leader on the basis of qualifications and popular esteem.", "targets": "What is the Leader of the Revolution also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ad2fb1c45e472da619bf3ac67f3e80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political system of the Islamic Republic is based on the 1979 Constitution, and comprises several intricately connected governing bodies. The Leader of the Revolution (\"Supreme Leader\") is responsible for delineation and supervision of the general policies of the Islamic Republic of Iran. The Supreme Leader is Commander-in-Chief of the armed forces, controls the military intelligence and security operations, and has sole power to declare war or peace. The heads of the judiciary, state radio and television networks, the commanders of the police and military forces and six of the twelve members of the Guardian Council are appointed by the Supreme Leader. The Assembly of Experts elects and dismisses the Supreme Leader on the basis of qualifications and popular esteem.", "targets": "Who is the Commander in Chief of the Iranian Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ad2fb1c45e472da619bf3ac67f3e80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political system of the Islamic Republic is based on the 1979 Constitution, and comprises several intricately connected governing bodies. The Leader of the Revolution (\"Supreme Leader\") is responsible for delineation and supervision of the general policies of the Islamic Republic of Iran. The Supreme Leader is Commander-in-Chief of the armed forces, controls the military intelligence and security operations, and has sole power to declare war or peace. The heads of the judiciary, state radio and television networks, the commanders of the police and military forces and six of the twelve members of the Guardian Council are appointed by the Supreme Leader. The Assembly of Experts elects and dismisses the Supreme Leader on the basis of qualifications and popular esteem.", "targets": "The Supreme Leader appoints how many members of the Guardian Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ad2fb1c45e472da619bf3ac67f3e80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political system of the Islamic Republic is based on the 1979 Constitution, and comprises several intricately connected governing bodies. The Leader of the Revolution (\"Supreme Leader\") is responsible for delineation and supervision of the general policies of the Islamic Republic of Iran. The Supreme Leader is Commander-in-Chief of the armed forces, controls the military intelligence and security operations, and has sole power to declare war or peace. The heads of the judiciary, state radio and television networks, the commanders of the police and military forces and six of the twelve members of the Guardian Council are appointed by the Supreme Leader. The Assembly of Experts elects and dismisses the Supreme Leader on the basis of qualifications and popular esteem.", "targets": "Who is responsible for electing and dismissing the Supreme Leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02cc1bb9a9ba4e21a8e1904a1e1dfd80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger tripped over his ski pole and broke his right femur while skiing in Sun Valley, Idaho, with his family on December 23, 2006. On December 26, 2006, he underwent a 90-minute operation in which cables and screws were used to wire the broken bone back together. He was released from the St. John's Health Center on December 30, 2006.", "targets": "What bone did Schwarzenegger break while on a ski trip in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02cc1bb9a9ba4e21a8e1904a1e1dfd80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger tripped over his ski pole and broke his right femur while skiing in Sun Valley, Idaho, with his family on December 23, 2006. On December 26, 2006, he underwent a 90-minute operation in which cables and screws were used to wire the broken bone back together. He was released from the St. John's Health Center on December 30, 2006.", "targets": "Where was Schwarzenegger vacationing when he broke his leg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7c2186877e042bc82a59ae3e584dca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is additionally a center for the advertising, music, newspaper, digital media, and publishing industries and is also the largest media market in North America. Some of the city's media conglomerates and institutions include Time Warner, the Thomson Reuters Corporation, the Associated Press, Bloomberg L.P., the News Corporation, The New York Times Company, NBCUniversal, the Hearst Corporation, AOL, and Viacom. Seven of the world's top eight global advertising agency networks have their headquarters in New York. Two of the top three record labels' headquarters are in New York: Sony Music Entertainment and Warner Music Group. Universal Music Group also has offices in New York. New media enterprises are contributing an increasingly important component to the city's central role in the media sphere.", "targets": "Along with Warner Music Group, what top three record label is based in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7c2186877e042bc82a59ae3e584dca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is additionally a center for the advertising, music, newspaper, digital media, and publishing industries and is also the largest media market in North America. Some of the city's media conglomerates and institutions include Time Warner, the Thomson Reuters Corporation, the Associated Press, Bloomberg L.P., the News Corporation, The New York Times Company, NBCUniversal, the Hearst Corporation, AOL, and Viacom. Seven of the world's top eight global advertising agency networks have their headquarters in New York. Two of the top three record labels' headquarters are in New York: Sony Music Entertainment and Warner Music Group. Universal Music Group also has offices in New York. New media enterprises are contributing an increasingly important component to the city's central role in the media sphere.", "targets": "What city is North America's biggest media market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7c2186877e042bc82a59ae3e584dca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is additionally a center for the advertising, music, newspaper, digital media, and publishing industries and is also the largest media market in North America. Some of the city's media conglomerates and institutions include Time Warner, the Thomson Reuters Corporation, the Associated Press, Bloomberg L.P., the News Corporation, The New York Times Company, NBCUniversal, the Hearst Corporation, AOL, and Viacom. Seven of the world's top eight global advertising agency networks have their headquarters in New York. Two of the top three record labels' headquarters are in New York: Sony Music Entertainment and Warner Music Group. Universal Music Group also has offices in New York. New media enterprises are contributing an increasingly important component to the city's central role in the media sphere.", "targets": "Out of the top eight advertising agency networks in the world, how many are based in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22961bb5f25d4eb28abbd606d163f01f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, Wever was killed in an air crash. The failure to implement his vision for the new Luftwaffe was largely attributable to his immediate successors. Ex-Army personnel Albert Kesselring and Hans-J\u00fcrgen Stumpff are usually blamed for the turning away from strategic planning and focusing on close air support. However, it would seem the two most prominent enthusiasts for the focus on ground-support operations (direct or indirect) were actually Hugo Sperrle and Hans Jeschonnek. These men were long-time professional airmen involved in German air services since early in their careers. The Luftwaffe was not pressured into ground support operations because of pressure from the army, or because it was led by ex-army personnel. It was instead a mission that suited the Luftwaffe's existing approach to warfare; a culture of joint inter-service operations, rather than independent strategic air campaigns.", "targets": "How did Wever die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22961bb5f25d4eb28abbd606d163f01f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, Wever was killed in an air crash. The failure to implement his vision for the new Luftwaffe was largely attributable to his immediate successors. Ex-Army personnel Albert Kesselring and Hans-J\u00fcrgen Stumpff are usually blamed for the turning away from strategic planning and focusing on close air support. However, it would seem the two most prominent enthusiasts for the focus on ground-support operations (direct or indirect) were actually Hugo Sperrle and Hans Jeschonnek. These men were long-time professional airmen involved in German air services since early in their careers. The Luftwaffe was not pressured into ground support operations because of pressure from the army, or because it was led by ex-army personnel. It was instead a mission that suited the Luftwaffe's existing approach to warfare; a culture of joint inter-service operations, rather than independent strategic air campaigns.", "targets": "What year did Wever die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22961bb5f25d4eb28abbd606d163f01f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, Wever was killed in an air crash. The failure to implement his vision for the new Luftwaffe was largely attributable to his immediate successors. Ex-Army personnel Albert Kesselring and Hans-J\u00fcrgen Stumpff are usually blamed for the turning away from strategic planning and focusing on close air support. However, it would seem the two most prominent enthusiasts for the focus on ground-support operations (direct or indirect) were actually Hugo Sperrle and Hans Jeschonnek. These men were long-time professional airmen involved in German air services since early in their careers. The Luftwaffe was not pressured into ground support operations because of pressure from the army, or because it was led by ex-army personnel. It was instead a mission that suited the Luftwaffe's existing approach to warfare; a culture of joint inter-service operations, rather than independent strategic air campaigns.", "targets": "Who took over for Wever after his death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22961bb5f25d4eb28abbd606d163f01f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, Wever was killed in an air crash. The failure to implement his vision for the new Luftwaffe was largely attributable to his immediate successors. Ex-Army personnel Albert Kesselring and Hans-J\u00fcrgen Stumpff are usually blamed for the turning away from strategic planning and focusing on close air support. However, it would seem the two most prominent enthusiasts for the focus on ground-support operations (direct or indirect) were actually Hugo Sperrle and Hans Jeschonnek. These men were long-time professional airmen involved in German air services since early in their careers. The Luftwaffe was not pressured into ground support operations because of pressure from the army, or because it was led by ex-army personnel. It was instead a mission that suited the Luftwaffe's existing approach to warfare; a culture of joint inter-service operations, rather than independent strategic air campaigns.", "targets": "What two men were the most important in ground support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22961bb5f25d4eb28abbd606d163f01f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, Wever was killed in an air crash. The failure to implement his vision for the new Luftwaffe was largely attributable to his immediate successors. Ex-Army personnel Albert Kesselring and Hans-J\u00fcrgen Stumpff are usually blamed for the turning away from strategic planning and focusing on close air support. However, it would seem the two most prominent enthusiasts for the focus on ground-support operations (direct or indirect) were actually Hugo Sperrle and Hans Jeschonnek. These men were long-time professional airmen involved in German air services since early in their careers. The Luftwaffe was not pressured into ground support operations because of pressure from the army, or because it was led by ex-army personnel. It was instead a mission that suited the Luftwaffe's existing approach to warfare; a culture of joint inter-service operations, rather than independent strategic air campaigns.", "targets": "What long time careers were Sperrle and Jeschonnek involved in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbbc6a5180594cc69e428f8029ca4251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion \"force\" keeps its meaning in quantum mechanics, though one is now dealing with operators instead of classical variables and though the physics is now described by the Schr\u00f6dinger equation instead of Newtonian equations. This has the consequence that the results of a measurement are now sometimes \"quantized\", i.e. they appear in discrete portions. This is, of course, difficult to imagine in the context of \"forces\". However, the potentials V(x,y,z) or fields, from which the forces generally can be derived, are treated similar to classical position variables, i.e., .", "targets": "What equation currently decribes the physics of force."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbbc6a5180594cc69e428f8029ca4251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion \"force\" keeps its meaning in quantum mechanics, though one is now dealing with operators instead of classical variables and though the physics is now described by the Schr\u00f6dinger equation instead of Newtonian equations. This has the consequence that the results of a measurement are now sometimes \"quantized\", i.e. they appear in discrete portions. This is, of course, difficult to imagine in the context of \"forces\". However, the potentials V(x,y,z) or fields, from which the forces generally can be derived, are treated similar to classical position variables, i.e., .", "targets": "What equation desribed the physics of force before the current Schrodinger equation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbbc6a5180594cc69e428f8029ca4251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion \"force\" keeps its meaning in quantum mechanics, though one is now dealing with operators instead of classical variables and though the physics is now described by the Schr\u00f6dinger equation instead of Newtonian equations. This has the consequence that the results of a measurement are now sometimes \"quantized\", i.e. they appear in discrete portions. This is, of course, difficult to imagine in the context of \"forces\". However, the potentials V(x,y,z) or fields, from which the forces generally can be derived, are treated similar to classical position variables, i.e., .", "targets": "How are the forces derived from fields treated similarly to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbbc6a5180594cc69e428f8029ca4251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion \"force\" keeps its meaning in quantum mechanics, though one is now dealing with operators instead of classical variables and though the physics is now described by the Schr\u00f6dinger equation instead of Newtonian equations. This has the consequence that the results of a measurement are now sometimes \"quantized\", i.e. they appear in discrete portions. This is, of course, difficult to imagine in the context of \"forces\". However, the potentials V(x,y,z) or fields, from which the forces generally can be derived, are treated similar to classical position variables, i.e., .", "targets": "What type of measurements result under Schrodinger equations when using operators instead of Newtonian variables?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbbc6a5180594cc69e428f8029ca4251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion \"force\" keeps its meaning in quantum mechanics, though one is now dealing with operators instead of classical variables and though the physics is now described by the Schr\u00f6dinger equation instead of Newtonian equations. This has the consequence that the results of a measurement are now sometimes \"quantized\", i.e. they appear in discrete portions. This is, of course, difficult to imagine in the context of \"forces\". However, the potentials V(x,y,z) or fields, from which the forces generally can be derived, are treated similar to classical position variables, i.e., .", "targets": "What notion keeps it's meaning through both Netonian and Schrodinger physics equations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e99044bdb4a45b19382cb9025155fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian border troops were stationed along the Tajik\u2013Afghan border until summer 2005. Since the September 11, 2001 attacks, French troops have been stationed at the Dushanbe Airport in support of air operations of NATO's International Security Assistance Force in Afghanistan. United States Army and Marine Corps personnel periodically visit Tajikistan to conduct joint training missions of up to several weeks duration. The Government of India rebuilt the Ayni Air Base, a military airport located 15 km southwest of Dushanbe, at a cost of $70 million, completing the repairs in September 2010. It is now the main base of the Tajikistan air force. There have been talks with Russia concerning use of the Ayni facility, and Russia continues to maintain a large base on the outskirts of Dushanbe.", "targets": "Who was stationed along the boarder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e99044bdb4a45b19382cb9025155fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian border troops were stationed along the Tajik\u2013Afghan border until summer 2005. Since the September 11, 2001 attacks, French troops have been stationed at the Dushanbe Airport in support of air operations of NATO's International Security Assistance Force in Afghanistan. United States Army and Marine Corps personnel periodically visit Tajikistan to conduct joint training missions of up to several weeks duration. The Government of India rebuilt the Ayni Air Base, a military airport located 15 km southwest of Dushanbe, at a cost of $70 million, completing the repairs in September 2010. It is now the main base of the Tajikistan air force. There have been talks with Russia concerning use of the Ayni facility, and Russia continues to maintain a large base on the outskirts of Dushanbe.", "targets": "Where have French Troops been stationed since September 11, 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e99044bdb4a45b19382cb9025155fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian border troops were stationed along the Tajik\u2013Afghan border until summer 2005. Since the September 11, 2001 attacks, French troops have been stationed at the Dushanbe Airport in support of air operations of NATO's International Security Assistance Force in Afghanistan. United States Army and Marine Corps personnel periodically visit Tajikistan to conduct joint training missions of up to several weeks duration. The Government of India rebuilt the Ayni Air Base, a military airport located 15 km southwest of Dushanbe, at a cost of $70 million, completing the repairs in September 2010. It is now the main base of the Tajikistan air force. There have been talks with Russia concerning use of the Ayni facility, and Russia continues to maintain a large base on the outskirts of Dushanbe.", "targets": "Where is the main base for the Tajikistan air force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e99044bdb4a45b19382cb9025155fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian border troops were stationed along the Tajik\u2013Afghan border until summer 2005. Since the September 11, 2001 attacks, French troops have been stationed at the Dushanbe Airport in support of air operations of NATO's International Security Assistance Force in Afghanistan. United States Army and Marine Corps personnel periodically visit Tajikistan to conduct joint training missions of up to several weeks duration. The Government of India rebuilt the Ayni Air Base, a military airport located 15 km southwest of Dushanbe, at a cost of $70 million, completing the repairs in September 2010. It is now the main base of the Tajikistan air force. There have been talks with Russia concerning use of the Ayni facility, and Russia continues to maintain a large base on the outskirts of Dushanbe.", "targets": "Why do US troops visit Tajikistan every so often?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "Bribery and embezzelment are forms of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "Drug trafficking and money laundering are considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "Repression of political opponants and police brutality are forms of political what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "One form of corruption involves the hiring of family members, which is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "Another form of corruption, the practice of usury, is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "Three forms of corruption that can promote criminal activities include drugs, money laundering, and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-904e83cae1484b54aac4d93b603cc2ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of corruption vary, but include bribery, extortion, cronyism, nepotism, gombeenism, parochialism patronage, influence peddling, graft, and embezzlement. Corruption may facilitate criminal enterprise such as drug trafficking, money laundering, and human trafficking, though is not restricted to these activities. Misuse of government power for other purposes, such as repression of political opponents and general police brutality, is also considered political corruption.", "targets": "The repression of what is also considered political corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-496e25de94104422b28dd7d0ad921c1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1795, there was a debate in Parliament on the high price of corn and Burke wrote a memorandum to Pitt on the subject. In December Samuel Whitbread MP introduced a bill giving magistrates the power to fix minimum wages and Fox said he would vote for it. This debate probably led Burke to editing his memorandum, as there appeared a notice that Burke would soon publish a letter on the subject to the Secretary of the Board of Agriculture, Arthur Young; but he failed to complete it. These fragments were inserted into the memorandum after his death and published posthumously in 1800 as, Thoughts and Details on Scarcity. In it, Burke expounded \"some of the doctrines of political economists bearing upon agriculture as a trade\". Burke criticised policies such as maximum prices and state regulation of wages, and set out what the limits of government should be:", "targets": "Who did Burke write to about the price of corn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-496e25de94104422b28dd7d0ad921c1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1795, there was a debate in Parliament on the high price of corn and Burke wrote a memorandum to Pitt on the subject. In December Samuel Whitbread MP introduced a bill giving magistrates the power to fix minimum wages and Fox said he would vote for it. This debate probably led Burke to editing his memorandum, as there appeared a notice that Burke would soon publish a letter on the subject to the Secretary of the Board of Agriculture, Arthur Young; but he failed to complete it. These fragments were inserted into the memorandum after his death and published posthumously in 1800 as, Thoughts and Details on Scarcity. In it, Burke expounded \"some of the doctrines of political economists bearing upon agriculture as a trade\". Burke criticised policies such as maximum prices and state regulation of wages, and set out what the limits of government should be:", "targets": "Who introduced a bill in 1795 about minimum wage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-496e25de94104422b28dd7d0ad921c1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1795, there was a debate in Parliament on the high price of corn and Burke wrote a memorandum to Pitt on the subject. In December Samuel Whitbread MP introduced a bill giving magistrates the power to fix minimum wages and Fox said he would vote for it. This debate probably led Burke to editing his memorandum, as there appeared a notice that Burke would soon publish a letter on the subject to the Secretary of the Board of Agriculture, Arthur Young; but he failed to complete it. These fragments were inserted into the memorandum after his death and published posthumously in 1800 as, Thoughts and Details on Scarcity. In it, Burke expounded \"some of the doctrines of political economists bearing upon agriculture as a trade\". Burke criticised policies such as maximum prices and state regulation of wages, and set out what the limits of government should be:", "targets": "Who was the Secretary of the Board of Agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-496e25de94104422b28dd7d0ad921c1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1795, there was a debate in Parliament on the high price of corn and Burke wrote a memorandum to Pitt on the subject. In December Samuel Whitbread MP introduced a bill giving magistrates the power to fix minimum wages and Fox said he would vote for it. This debate probably led Burke to editing his memorandum, as there appeared a notice that Burke would soon publish a letter on the subject to the Secretary of the Board of Agriculture, Arthur Young; but he failed to complete it. These fragments were inserted into the memorandum after his death and published posthumously in 1800 as, Thoughts and Details on Scarcity. In it, Burke expounded \"some of the doctrines of political economists bearing upon agriculture as a trade\". Burke criticised policies such as maximum prices and state regulation of wages, and set out what the limits of government should be:", "targets": "Burke's unfinished letter to Arthur Young became part of what publication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-496e25de94104422b28dd7d0ad921c1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1795, there was a debate in Parliament on the high price of corn and Burke wrote a memorandum to Pitt on the subject. In December Samuel Whitbread MP introduced a bill giving magistrates the power to fix minimum wages and Fox said he would vote for it. This debate probably led Burke to editing his memorandum, as there appeared a notice that Burke would soon publish a letter on the subject to the Secretary of the Board of Agriculture, Arthur Young; but he failed to complete it. These fragments were inserted into the memorandum after his death and published posthumously in 1800 as, Thoughts and Details on Scarcity. In it, Burke expounded \"some of the doctrines of political economists bearing upon agriculture as a trade\". Burke criticised policies such as maximum prices and state regulation of wages, and set out what the limits of government should be:", "targets": "When was 'Thoughts and Details on Scarcity' published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248825c370ab4f8fafa3837cd602e18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the actual research explicitly devoted to the complexity of algorithmic problems started off, numerous foundations were laid out by various researchers. Most influential among these was the definition of Turing machines by Alan Turing in 1936, which turned out to be a very robust and flexible simplification of a computer.", "targets": "What tactic did researchers employ to offset the former deficit of work surrounding the complexity of algorithmic problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248825c370ab4f8fafa3837cd602e18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the actual research explicitly devoted to the complexity of algorithmic problems started off, numerous foundations were laid out by various researchers. Most influential among these was the definition of Turing machines by Alan Turing in 1936, which turned out to be a very robust and flexible simplification of a computer.", "targets": "Who was the most influential researcher among those grappling with the deficit of work surrounding the complexity posed by algorithmic problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248825c370ab4f8fafa3837cd602e18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the actual research explicitly devoted to the complexity of algorithmic problems started off, numerous foundations were laid out by various researchers. Most influential among these was the definition of Turing machines by Alan Turing in 1936, which turned out to be a very robust and flexible simplification of a computer.", "targets": "What theoretical device is attributed to Alan Turing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248825c370ab4f8fafa3837cd602e18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the actual research explicitly devoted to the complexity of algorithmic problems started off, numerous foundations were laid out by various researchers. Most influential among these was the definition of Turing machines by Alan Turing in 1936, which turned out to be a very robust and flexible simplification of a computer.", "targets": "In what year was the Alan Turing's definitional model of a computing device received?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248825c370ab4f8fafa3837cd602e18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the actual research explicitly devoted to the complexity of algorithmic problems started off, numerous foundations were laid out by various researchers. Most influential among these was the definition of Turing machines by Alan Turing in 1936, which turned out to be a very robust and flexible simplification of a computer.", "targets": "In the most basic sense what did a Turing machine emulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d865a299f2141c28b0cea0131af790c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motors have very little room for electrical insulation so they generally have low voltage ratings. Because transformers (prior to the development of power electronics) cannot step down DC voltages, trains were supplied with a relatively low DC voltage that the motors can use directly. The most common DC voltages are listed in the previous section. Third (and fourth) rail systems almost always use voltages below 1 kV for safety reasons while overhead wires usually use higher voltages for efficiency. (\"Low\" voltage is relative; even 600 V can be instantly lethal when touched.)", "targets": "Why do motors have little space for insulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d865a299f2141c28b0cea0131af790c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motors have very little room for electrical insulation so they generally have low voltage ratings. Because transformers (prior to the development of power electronics) cannot step down DC voltages, trains were supplied with a relatively low DC voltage that the motors can use directly. The most common DC voltages are listed in the previous section. Third (and fourth) rail systems almost always use voltages below 1 kV for safety reasons while overhead wires usually use higher voltages for efficiency. (\"Low\" voltage is relative; even 600 V can be instantly lethal when touched.)", "targets": "Why 1kV voltage is almost always used by rail systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d865a299f2141c28b0cea0131af790c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motors have very little room for electrical insulation so they generally have low voltage ratings. Because transformers (prior to the development of power electronics) cannot step down DC voltages, trains were supplied with a relatively low DC voltage that the motors can use directly. The most common DC voltages are listed in the previous section. Third (and fourth) rail systems almost always use voltages below 1 kV for safety reasons while overhead wires usually use higher voltages for efficiency. (\"Low\" voltage is relative; even 600 V can be instantly lethal when touched.)", "targets": "What is most common volatage range used by railway system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d865a299f2141c28b0cea0131af790c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motors have very little room for electrical insulation so they generally have low voltage ratings. Because transformers (prior to the development of power electronics) cannot step down DC voltages, trains were supplied with a relatively low DC voltage that the motors can use directly. The most common DC voltages are listed in the previous section. Third (and fourth) rail systems almost always use voltages below 1 kV for safety reasons while overhead wires usually use higher voltages for efficiency. (\"Low\" voltage is relative; even 600 V can be instantly lethal when touched.)", "targets": "Which system uses higher voltages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d865a299f2141c28b0cea0131af790c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motors have very little room for electrical insulation so they generally have low voltage ratings. Because transformers (prior to the development of power electronics) cannot step down DC voltages, trains were supplied with a relatively low DC voltage that the motors can use directly. The most common DC voltages are listed in the previous section. Third (and fourth) rail systems almost always use voltages below 1 kV for safety reasons while overhead wires usually use higher voltages for efficiency. (\"Low\" voltage is relative; even 600 V can be instantly lethal when touched.)", "targets": "Is \"low\" voltage used by trains safe for people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee37230d24dc4553848d19528a3c627a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan is known for its traditional, colorful art. The block prints, tie and dye prints, Bagaru prints, Sanganer prints, and Zari embroidery are major export products from Rajasthan. Handicraft items like wooden furniture and crafts, carpets, and blue pottery are commonly found here. Shopping reflects the colorful culture, Rajasthani clothes have a lot of mirror work and embroidery. A Rajasthani traditional dress for females comprises an ankle-length skirt and a short top, also known as a lehenga or a chaniya choli. A piece of cloth is used to cover the head, both for protection from heat and maintenance of modesty. Rajasthani dresses are usually designed in bright colors like blue, yellow and orange.", "targets": "Bagaru and Sanganer represent what type of art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee37230d24dc4553848d19528a3c627a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan is known for its traditional, colorful art. The block prints, tie and dye prints, Bagaru prints, Sanganer prints, and Zari embroidery are major export products from Rajasthan. Handicraft items like wooden furniture and crafts, carpets, and blue pottery are commonly found here. Shopping reflects the colorful culture, Rajasthani clothes have a lot of mirror work and embroidery. A Rajasthani traditional dress for females comprises an ankle-length skirt and a short top, also known as a lehenga or a chaniya choli. A piece of cloth is used to cover the head, both for protection from heat and maintenance of modesty. Rajasthani dresses are usually designed in bright colors like blue, yellow and orange.", "targets": "Zari is a type of what art that is a major Rajasthani export?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee37230d24dc4553848d19528a3c627a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan is known for its traditional, colorful art. The block prints, tie and dye prints, Bagaru prints, Sanganer prints, and Zari embroidery are major export products from Rajasthan. Handicraft items like wooden furniture and crafts, carpets, and blue pottery are commonly found here. Shopping reflects the colorful culture, Rajasthani clothes have a lot of mirror work and embroidery. A Rajasthani traditional dress for females comprises an ankle-length skirt and a short top, also known as a lehenga or a chaniya choli. A piece of cloth is used to cover the head, both for protection from heat and maintenance of modesty. Rajasthani dresses are usually designed in bright colors like blue, yellow and orange.", "targets": "Females in Rajasthan wear what type of traditional clothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee37230d24dc4553848d19528a3c627a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan is known for its traditional, colorful art. The block prints, tie and dye prints, Bagaru prints, Sanganer prints, and Zari embroidery are major export products from Rajasthan. Handicraft items like wooden furniture and crafts, carpets, and blue pottery are commonly found here. Shopping reflects the colorful culture, Rajasthani clothes have a lot of mirror work and embroidery. A Rajasthani traditional dress for females comprises an ankle-length skirt and a short top, also known as a lehenga or a chaniya choli. A piece of cloth is used to cover the head, both for protection from heat and maintenance of modesty. Rajasthani dresses are usually designed in bright colors like blue, yellow and orange.", "targets": "What are the names for a traditional female short-top piece of clothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee37230d24dc4553848d19528a3c627a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan is known for its traditional, colorful art. The block prints, tie and dye prints, Bagaru prints, Sanganer prints, and Zari embroidery are major export products from Rajasthan. Handicraft items like wooden furniture and crafts, carpets, and blue pottery are commonly found here. Shopping reflects the colorful culture, Rajasthani clothes have a lot of mirror work and embroidery. A Rajasthani traditional dress for females comprises an ankle-length skirt and a short top, also known as a lehenga or a chaniya choli. A piece of cloth is used to cover the head, both for protection from heat and maintenance of modesty. Rajasthani dresses are usually designed in bright colors like blue, yellow and orange.", "targets": "What colors are dresses in Rajasthan typically made using?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-199e29172f834ceab07dd98932f25493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Europe's most emblematic climate is that of the Mediterranean climate, which has become a typically known characteristic of the area. The Mediterranean climate covers much of Portugal, Spain, Southeast France, Italy, Croatia, Albania, Montenegro, Greece, the Western and Southern coastal regions of Turkey as well as the Mediterranean islands. Those areas of Mediterranean climate present similar vegetations and landscapes throughout, including dry hills, small plains, pine forests and olive trees.", "targets": "What kind of climate is exemplary of southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-199e29172f834ceab07dd98932f25493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Europe's most emblematic climate is that of the Mediterranean climate, which has become a typically known characteristic of the area. The Mediterranean climate covers much of Portugal, Spain, Southeast France, Italy, Croatia, Albania, Montenegro, Greece, the Western and Southern coastal regions of Turkey as well as the Mediterranean islands. Those areas of Mediterranean climate present similar vegetations and landscapes throughout, including dry hills, small plains, pine forests and olive trees.", "targets": "Which parts of Turkey are characterized by a Mediterranean climate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-199e29172f834ceab07dd98932f25493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Europe's most emblematic climate is that of the Mediterranean climate, which has become a typically known characteristic of the area. The Mediterranean climate covers much of Portugal, Spain, Southeast France, Italy, Croatia, Albania, Montenegro, Greece, the Western and Southern coastal regions of Turkey as well as the Mediterranean islands. Those areas of Mediterranean climate present similar vegetations and landscapes throughout, including dry hills, small plains, pine forests and olive trees.", "targets": "What are two broad categories of similarity among countries which have a Mediterranean climate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f2ba50b56664a2a8c9c69769cd6f143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric.", "targets": "What type of movement is the Muslim Brotherhood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f2ba50b56664a2a8c9c69769cd6f143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric.", "targets": "The Muslim Brotherhood's competence compares well against what type of local governments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f2ba50b56664a2a8c9c69769cd6f143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric.", "targets": "What type of assistance to out of town students is the Muslim Brotherhood known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f2ba50b56664a2a8c9c69769cd6f143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric.", "targets": "What are incompetent government's commitment to social justice limited to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f2ba50b56664a2a8c9c69769cd6f143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamist movements such as the Muslim Brotherhood, \"are well known for providing shelters, educational assistance, free or low cost medical clinics, housing assistance to students from out of town, student advisory groups, facilitation of inexpensive mass marriage ceremonies to avoid prohibitively costly dowry demands, legal assistance, sports facilities, and women's groups.\" All this compares very favourably against incompetent, inefficient, or neglectful governments whose commitment to social justice is limited to rhetoric.", "targets": "Why has the Muslim Brotherhood facilitated inexpensive mass marriage ceremonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a396e7e18abd47f4814db3c792ccc0ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political separation of the Church of England from Rome under Henry VIII brought England alongside this broad Reformation movement. Reformers in the Church of England alternated between sympathies for ancient Catholic tradition and more Reformed principles, gradually developing into a tradition considered a middle way (via media) between the Roman Catholic and Protestant traditions. The English Reformation followed a particular course. The different character of the English Reformation came primarily from the fact that it was driven initially by the political necessities of Henry VIII. King Henry decided to remove the Church of England from the authority of Rome. In 1534, the Act of Supremacy recognized Henry as the only Supreme Head on earth of the Church of England. Between 1535 and 1540, under Thomas Cromwell, the policy known as the Dissolution of the Monasteries was put into effect. Following a brief Roman Catholic restoration during the reign of Mary I, a loose consensus developed during the reign of Elizabeth I. The Elizabethan Religious Settlement largely formed Anglicanism into a distinctive church tradition. The compromise was uneasy and was capable of veering between extreme Calvinism on the one hand and Roman Catholicism on the other. It was relatively successful until the Puritan Revolution or English Civil War in the 17th century.", "targets": "Under whose reign did the Church of England part from Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a396e7e18abd47f4814db3c792ccc0ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political separation of the Church of England from Rome under Henry VIII brought England alongside this broad Reformation movement. Reformers in the Church of England alternated between sympathies for ancient Catholic tradition and more Reformed principles, gradually developing into a tradition considered a middle way (via media) between the Roman Catholic and Protestant traditions. The English Reformation followed a particular course. The different character of the English Reformation came primarily from the fact that it was driven initially by the political necessities of Henry VIII. King Henry decided to remove the Church of England from the authority of Rome. In 1534, the Act of Supremacy recognized Henry as the only Supreme Head on earth of the Church of England. Between 1535 and 1540, under Thomas Cromwell, the policy known as the Dissolution of the Monasteries was put into effect. Following a brief Roman Catholic restoration during the reign of Mary I, a loose consensus developed during the reign of Elizabeth I. The Elizabethan Religious Settlement largely formed Anglicanism into a distinctive church tradition. The compromise was uneasy and was capable of veering between extreme Calvinism on the one hand and Roman Catholicism on the other. It was relatively successful until the Puritan Revolution or English Civil War in the 17th century.", "targets": "When was the Act of Supremacy passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a396e7e18abd47f4814db3c792ccc0ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political separation of the Church of England from Rome under Henry VIII brought England alongside this broad Reformation movement. Reformers in the Church of England alternated between sympathies for ancient Catholic tradition and more Reformed principles, gradually developing into a tradition considered a middle way (via media) between the Roman Catholic and Protestant traditions. The English Reformation followed a particular course. The different character of the English Reformation came primarily from the fact that it was driven initially by the political necessities of Henry VIII. King Henry decided to remove the Church of England from the authority of Rome. In 1534, the Act of Supremacy recognized Henry as the only Supreme Head on earth of the Church of England. Between 1535 and 1540, under Thomas Cromwell, the policy known as the Dissolution of the Monasteries was put into effect. Following a brief Roman Catholic restoration during the reign of Mary I, a loose consensus developed during the reign of Elizabeth I. The Elizabethan Religious Settlement largely formed Anglicanism into a distinctive church tradition. The compromise was uneasy and was capable of veering between extreme Calvinism on the one hand and Roman Catholicism on the other. It was relatively successful until the Puritan Revolution or English Civil War in the 17th century.", "targets": "What made Anglicanism into a more distinct tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a396e7e18abd47f4814db3c792ccc0ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political separation of the Church of England from Rome under Henry VIII brought England alongside this broad Reformation movement. Reformers in the Church of England alternated between sympathies for ancient Catholic tradition and more Reformed principles, gradually developing into a tradition considered a middle way (via media) between the Roman Catholic and Protestant traditions. The English Reformation followed a particular course. The different character of the English Reformation came primarily from the fact that it was driven initially by the political necessities of Henry VIII. King Henry decided to remove the Church of England from the authority of Rome. In 1534, the Act of Supremacy recognized Henry as the only Supreme Head on earth of the Church of England. Between 1535 and 1540, under Thomas Cromwell, the policy known as the Dissolution of the Monasteries was put into effect. Following a brief Roman Catholic restoration during the reign of Mary I, a loose consensus developed during the reign of Elizabeth I. The Elizabethan Religious Settlement largely formed Anglicanism into a distinctive church tradition. The compromise was uneasy and was capable of veering between extreme Calvinism on the one hand and Roman Catholicism on the other. It was relatively successful until the Puritan Revolution or English Civil War in the 17th century.", "targets": "In what years were the Dissolution of the Monasteries carried out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a396e7e18abd47f4814db3c792ccc0ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political separation of the Church of England from Rome under Henry VIII brought England alongside this broad Reformation movement. Reformers in the Church of England alternated between sympathies for ancient Catholic tradition and more Reformed principles, gradually developing into a tradition considered a middle way (via media) between the Roman Catholic and Protestant traditions. The English Reformation followed a particular course. The different character of the English Reformation came primarily from the fact that it was driven initially by the political necessities of Henry VIII. King Henry decided to remove the Church of England from the authority of Rome. In 1534, the Act of Supremacy recognized Henry as the only Supreme Head on earth of the Church of England. Between 1535 and 1540, under Thomas Cromwell, the policy known as the Dissolution of the Monasteries was put into effect. Following a brief Roman Catholic restoration during the reign of Mary I, a loose consensus developed during the reign of Elizabeth I. The Elizabethan Religious Settlement largely formed Anglicanism into a distinctive church tradition. The compromise was uneasy and was capable of veering between extreme Calvinism on the one hand and Roman Catholicism on the other. It was relatively successful until the Puritan Revolution or English Civil War in the 17th century.", "targets": "Who was made the Supreme Head of the Church of England in 1534?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b9b2782974744a1f6c2cb2d6aec63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CJON-DT, known on air as \"NTV\", is an independent station. The station sublicenses entertainment programming from Global and news programming from CTV and Global, rather than purchasing primary broadcast rights. Rogers Cable has its provincial headquarters in St. John's, and their community channel Rogers TV airs local shows such as Out of the Fog and One Chef One Critic. CBC has its Newfoundland and Labrador headquarters in the city and their television station CBNT-DT broadcasts from University Avenue.", "targets": "Where does Rogers Cable has its provincial headquarters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b9b2782974744a1f6c2cb2d6aec63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CJON-DT, known on air as \"NTV\", is an independent station. The station sublicenses entertainment programming from Global and news programming from CTV and Global, rather than purchasing primary broadcast rights. Rogers Cable has its provincial headquarters in St. John's, and their community channel Rogers TV airs local shows such as Out of the Fog and One Chef One Critic. CBC has its Newfoundland and Labrador headquarters in the city and their television station CBNT-DT broadcasts from University Avenue.", "targets": "What is the name of CBC's television station in St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b9b2782974744a1f6c2cb2d6aec63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CJON-DT, known on air as \"NTV\", is an independent station. The station sublicenses entertainment programming from Global and news programming from CTV and Global, rather than purchasing primary broadcast rights. Rogers Cable has its provincial headquarters in St. John's, and their community channel Rogers TV airs local shows such as Out of the Fog and One Chef One Critic. CBC has its Newfoundland and Labrador headquarters in the city and their television station CBNT-DT broadcasts from University Avenue.", "targets": "What channel in St. John's airs Out of the Fog?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b9b2782974744a1f6c2cb2d6aec63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CJON-DT, known on air as \"NTV\", is an independent station. The station sublicenses entertainment programming from Global and news programming from CTV and Global, rather than purchasing primary broadcast rights. Rogers Cable has its provincial headquarters in St. John's, and their community channel Rogers TV airs local shows such as Out of the Fog and One Chef One Critic. CBC has its Newfoundland and Labrador headquarters in the city and their television station CBNT-DT broadcasts from University Avenue.", "targets": "Where does CBNT-DT broadcast from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many wildcards were chosen by the judges in season eight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many wildcard contestants were advanced in the competition in season ten?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many women were in the top ten in season twelve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many finalists were there in season eight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "What season saw the return of the Wild Card round?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many contestants moved forward from each round?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many wildcard contestants were chosen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9e5be0d70644af9b2be6df06af1105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The wildcard round returned in season eight, wherein there were three groups of twelve, with three contestants moving forward \u2013 the highest male, the highest female, and the next highest-placed singer - for each night, and four wildcards were chosen by the judges to produce a final 13. Starting season ten, the girls and boys perform on separate nights. In seasons ten and eleven, five of each gender were chosen, and three wildcards were chosen by the judges to form a final 13. In season twelve, the top twenty semifinalists were split into gender groups, with five of each gender advancing to form the final 10. In season thirteen, there were thirty semifinalists, but only twenty semifinalists (ten for each gender) were chosen by the judges to perform on the live shows, with five in each gender and three wildcards chosen by the judges composing the final 13.", "targets": "How many contestants were finalists for season 12?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483f4cbc770c42f899367dabd48a8083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bangladesh's constitution clearly outlines the functions and powers of the Prime Minister, and also details the process of his/her appointment and dismissal.", "targets": "Which constitution details the role and abilities of the prime minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483f4cbc770c42f899367dabd48a8083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bangladesh's constitution clearly outlines the functions and powers of the Prime Minister, and also details the process of his/her appointment and dismissal.", "targets": "What other considerations are included in the constitution of Bangladesh as regards the prime minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b578fdac4124d7bb0ca4ec8ca256458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Summers in the state are generally hot and humid, with most of the state averaging a high of around 90 \u00b0F (32 \u00b0C) during the summer months. Winters tend to be mild to cool, increasing in coolness at higher elevations. Generally, for areas outside the highest mountains, the average overnight lows are near freezing for most of the state. The highest recorded temperature is 113 \u00b0F (45 \u00b0C) at Perryville on August 9, 1930 while the lowest recorded temperature is \u221232 \u00b0F (\u221236 \u00b0C) at Mountain City on December 30, 1917.", "targets": "What is Tennessee's average high temperature in degree Celsius during the summer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b578fdac4124d7bb0ca4ec8ca256458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Summers in the state are generally hot and humid, with most of the state averaging a high of around 90 \u00b0F (32 \u00b0C) during the summer months. Winters tend to be mild to cool, increasing in coolness at higher elevations. Generally, for areas outside the highest mountains, the average overnight lows are near freezing for most of the state. The highest recorded temperature is 113 \u00b0F (45 \u00b0C) at Perryville on August 9, 1930 while the lowest recorded temperature is \u221232 \u00b0F (\u221236 \u00b0C) at Mountain City on December 30, 1917.", "targets": "What is the highest temperature ever recorded in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b578fdac4124d7bb0ca4ec8ca256458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Summers in the state are generally hot and humid, with most of the state averaging a high of around 90 \u00b0F (32 \u00b0C) during the summer months. Winters tend to be mild to cool, increasing in coolness at higher elevations. Generally, for areas outside the highest mountains, the average overnight lows are near freezing for most of the state. The highest recorded temperature is 113 \u00b0F (45 \u00b0C) at Perryville on August 9, 1930 while the lowest recorded temperature is \u221232 \u00b0F (\u221236 \u00b0C) at Mountain City on December 30, 1917.", "targets": "Where was the highest known temperature in Tennessee recorded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b578fdac4124d7bb0ca4ec8ca256458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Summers in the state are generally hot and humid, with most of the state averaging a high of around 90 \u00b0F (32 \u00b0C) during the summer months. Winters tend to be mild to cool, increasing in coolness at higher elevations. Generally, for areas outside the highest mountains, the average overnight lows are near freezing for most of the state. The highest recorded temperature is 113 \u00b0F (45 \u00b0C) at Perryville on August 9, 1930 while the lowest recorded temperature is \u221232 \u00b0F (\u221236 \u00b0C) at Mountain City on December 30, 1917.", "targets": "What Fahrenheit temperature is the lowest ever recorded in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b578fdac4124d7bb0ca4ec8ca256458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Summers in the state are generally hot and humid, with most of the state averaging a high of around 90 \u00b0F (32 \u00b0C) during the summer months. Winters tend to be mild to cool, increasing in coolness at higher elevations. Generally, for areas outside the highest mountains, the average overnight lows are near freezing for most of the state. The highest recorded temperature is 113 \u00b0F (45 \u00b0C) at Perryville on August 9, 1930 while the lowest recorded temperature is \u221232 \u00b0F (\u221236 \u00b0C) at Mountain City on December 30, 1917.", "targets": "Where in Tennessee did the temperature reach -36 degrees Celsius in December of 1917?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24366d99bc2f4c81899dd50aa48e4259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1938 until 1995, the U.S. Supreme Court did not invalidate any federal statute as exceeding Congress' power under the Commerce Clause. Most actions by the federal government can find some legal support among the express powers, such as the Commerce Clause, whose applicability has been narrowed by the Supreme Court in recent years. In 1995 the Supreme Court rejected the Gun-Free School Zones Act in the Lopez decision, and also rejected the civil remedy portion of the Violence Against Women Act of 1994 in the United States v. Morrison decision. Recently, the Commerce Clause was interpreted to include marijuana laws in the Gonzales v. Raich decision.", "targets": "What happened between 1938 to 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24366d99bc2f4c81899dd50aa48e4259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1938 until 1995, the U.S. Supreme Court did not invalidate any federal statute as exceeding Congress' power under the Commerce Clause. Most actions by the federal government can find some legal support among the express powers, such as the Commerce Clause, whose applicability has been narrowed by the Supreme Court in recent years. In 1995 the Supreme Court rejected the Gun-Free School Zones Act in the Lopez decision, and also rejected the civil remedy portion of the Violence Against Women Act of 1994 in the United States v. Morrison decision. Recently, the Commerce Clause was interpreted to include marijuana laws in the Gonzales v. Raich decision.", "targets": "What are most actions in the federal government known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24366d99bc2f4c81899dd50aa48e4259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1938 until 1995, the U.S. Supreme Court did not invalidate any federal statute as exceeding Congress' power under the Commerce Clause. Most actions by the federal government can find some legal support among the express powers, such as the Commerce Clause, whose applicability has been narrowed by the Supreme Court in recent years. In 1995 the Supreme Court rejected the Gun-Free School Zones Act in the Lopez decision, and also rejected the civil remedy portion of the Violence Against Women Act of 1994 in the United States v. Morrison decision. Recently, the Commerce Clause was interpreted to include marijuana laws in the Gonzales v. Raich decision.", "targets": "What did the court reject in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24366d99bc2f4c81899dd50aa48e4259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1938 until 1995, the U.S. Supreme Court did not invalidate any federal statute as exceeding Congress' power under the Commerce Clause. Most actions by the federal government can find some legal support among the express powers, such as the Commerce Clause, whose applicability has been narrowed by the Supreme Court in recent years. In 1995 the Supreme Court rejected the Gun-Free School Zones Act in the Lopez decision, and also rejected the civil remedy portion of the Violence Against Women Act of 1994 in the United States v. Morrison decision. Recently, the Commerce Clause was interpreted to include marijuana laws in the Gonzales v. Raich decision.", "targets": "What did the court reject in 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24366d99bc2f4c81899dd50aa48e4259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1938 until 1995, the U.S. Supreme Court did not invalidate any federal statute as exceeding Congress' power under the Commerce Clause. Most actions by the federal government can find some legal support among the express powers, such as the Commerce Clause, whose applicability has been narrowed by the Supreme Court in recent years. In 1995 the Supreme Court rejected the Gun-Free School Zones Act in the Lopez decision, and also rejected the civil remedy portion of the Violence Against Women Act of 1994 in the United States v. Morrison decision. Recently, the Commerce Clause was interpreted to include marijuana laws in the Gonzales v. Raich decision.", "targets": "What does the commerce clause include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e08860e52aed4111ba5978749140c0c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were discontinued in those Commonwealth realms that established a national system of honours and awards such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit. In many of these systems, the different levels of award and honour reflect the Imperial system they replaced. Canada, Australia, and New Zealand all have (in increasing level of precedence) Members of, Officers of, and Companions to (rather than Commanders of) their respective orders, with both Australia and New Zealand having Knights and Dames as their highest classes.", "targets": "Who was discontinued in the Commonwealth realms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e08860e52aed4111ba5978749140c0c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were discontinued in those Commonwealth realms that established a national system of honours and awards such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit. In many of these systems, the different levels of award and honour reflect the Imperial system they replaced. Canada, Australia, and New Zealand all have (in increasing level of precedence) Members of, Officers of, and Companions to (rather than Commanders of) their respective orders, with both Australia and New Zealand having Knights and Dames as their highest classes.", "targets": "Who established a national system of honours and awards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e08860e52aed4111ba5978749140c0c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were discontinued in those Commonwealth realms that established a national system of honours and awards such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit. In many of these systems, the different levels of award and honour reflect the Imperial system they replaced. Canada, Australia, and New Zealand all have (in increasing level of precedence) Members of, Officers of, and Companions to (rather than Commanders of) their respective orders, with both Australia and New Zealand having Knights and Dames as their highest classes.", "targets": "How were the different levels of award and honour reflected the imperial system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e08860e52aed4111ba5978749140c0c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were discontinued in those Commonwealth realms that established a national system of honours and awards such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit. In many of these systems, the different levels of award and honour reflect the Imperial system they replaced. Canada, Australia, and New Zealand all have (in increasing level of precedence) Members of, Officers of, and Companions to (rather than Commanders of) their respective orders, with both Australia and New Zealand having Knights and Dames as their highest classes.", "targets": "What were the highest class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718da69e61ba47aaafcced63bd83afba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 22, 2008, in the aftermath of the Southwest Airlines inspection scandal, a bill was unanimously approved in the House to tighten regulations concerning airplane maintenance procedures, including the establishment of a whistleblower office and a two-year \"cooling off\" period that FAA inspectors or supervisors of inspectors must wait before they can work for those they regulated. The bill also required rotation of principal maintenance inspectors and stipulated that the word \"customer\" properly applies to the flying public, not those entities regulated by the FAA. The bill died in a Senate committee that year.", "targets": "When did the aftermath of the Southwest Airlines inspection scandal happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718da69e61ba47aaafcced63bd83afba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 22, 2008, in the aftermath of the Southwest Airlines inspection scandal, a bill was unanimously approved in the House to tighten regulations concerning airplane maintenance procedures, including the establishment of a whistleblower office and a two-year \"cooling off\" period that FAA inspectors or supervisors of inspectors must wait before they can work for those they regulated. The bill also required rotation of principal maintenance inspectors and stipulated that the word \"customer\" properly applies to the flying public, not those entities regulated by the FAA. The bill died in a Senate committee that year.", "targets": "who approved a mesaure to tigheten regulations concerning airplane maintenance prodecures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718da69e61ba47aaafcced63bd83afba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 22, 2008, in the aftermath of the Southwest Airlines inspection scandal, a bill was unanimously approved in the House to tighten regulations concerning airplane maintenance procedures, including the establishment of a whistleblower office and a two-year \"cooling off\" period that FAA inspectors or supervisors of inspectors must wait before they can work for those they regulated. The bill also required rotation of principal maintenance inspectors and stipulated that the word \"customer\" properly applies to the flying public, not those entities regulated by the FAA. The bill died in a Senate committee that year.", "targets": "What does the word 'customer' properly apply to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718da69e61ba47aaafcced63bd83afba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 22, 2008, in the aftermath of the Southwest Airlines inspection scandal, a bill was unanimously approved in the House to tighten regulations concerning airplane maintenance procedures, including the establishment of a whistleblower office and a two-year \"cooling off\" period that FAA inspectors or supervisors of inspectors must wait before they can work for those they regulated. The bill also required rotation of principal maintenance inspectors and stipulated that the word \"customer\" properly applies to the flying public, not those entities regulated by the FAA. The bill died in a Senate committee that year.", "targets": "how long was the \"cooling off\" period that the FAA inspectors or supervisers of inspectors must wait before they can work for those they regulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ced95422c8a4c17b930060fcbdd870c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taliban were spawned by the thousands of madrasahs the Deobandi movement established for impoverished Afghan refugees and supported by governmental and religious groups in neighboring Pakistan. The Taliban differed from other Islamist movements to the point where they might be more properly described as Islamic fundamentalist or neofundamentalist, interested in spreading \"an idealized and systematized version of conservative tribal village customs\" under the label of Sharia to an entire country. Their ideology was also described as being influenced by Wahhabism, and the extremist jihadism of their guest Osama bin Laden.", "targets": "Thousands of madrasahs spawned what organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ced95422c8a4c17b930060fcbdd870c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taliban were spawned by the thousands of madrasahs the Deobandi movement established for impoverished Afghan refugees and supported by governmental and religious groups in neighboring Pakistan. The Taliban differed from other Islamist movements to the point where they might be more properly described as Islamic fundamentalist or neofundamentalist, interested in spreading \"an idealized and systematized version of conservative tribal village customs\" under the label of Sharia to an entire country. Their ideology was also described as being influenced by Wahhabism, and the extremist jihadism of their guest Osama bin Laden.", "targets": "Where did support from governmental and religious groups come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ced95422c8a4c17b930060fcbdd870c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taliban were spawned by the thousands of madrasahs the Deobandi movement established for impoverished Afghan refugees and supported by governmental and religious groups in neighboring Pakistan. The Taliban differed from other Islamist movements to the point where they might be more properly described as Islamic fundamentalist or neofundamentalist, interested in spreading \"an idealized and systematized version of conservative tribal village customs\" under the label of Sharia to an entire country. Their ideology was also described as being influenced by Wahhabism, and the extremist jihadism of their guest Osama bin Laden.", "targets": "The Taliban was so different from other moments that they could be more accurately described as being what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ced95422c8a4c17b930060fcbdd870c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taliban were spawned by the thousands of madrasahs the Deobandi movement established for impoverished Afghan refugees and supported by governmental and religious groups in neighboring Pakistan. The Taliban differed from other Islamist movements to the point where they might be more properly described as Islamic fundamentalist or neofundamentalist, interested in spreading \"an idealized and systematized version of conservative tribal village customs\" under the label of Sharia to an entire country. Their ideology was also described as being influenced by Wahhabism, and the extremist jihadism of their guest Osama bin Laden.", "targets": "What did the Taliban want to subject the entire country to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ced95422c8a4c17b930060fcbdd870c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taliban were spawned by the thousands of madrasahs the Deobandi movement established for impoverished Afghan refugees and supported by governmental and religious groups in neighboring Pakistan. The Taliban differed from other Islamist movements to the point where they might be more properly described as Islamic fundamentalist or neofundamentalist, interested in spreading \"an idealized and systematized version of conservative tribal village customs\" under the label of Sharia to an entire country. Their ideology was also described as being influenced by Wahhabism, and the extremist jihadism of their guest Osama bin Laden.", "targets": "Who influenced the Taliban's ideology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa4ca65b1e4403e98145b070f1de501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a June 2008 speech, President and CEO of the New York Federal Reserve Bank Timothy Geithner\u2014who in 2009 became Secretary of the United States Treasury\u2014placed significant blame for the freezing of credit markets on a \"run\" on the entities in the \"parallel\" banking system, also called the shadow banking system. These entities became critical to the credit markets underpinning the financial system, but were not subject to the same regulatory controls. Further, these entities were vulnerable because of maturity mismatch, meaning that they borrowed short-term in liquid markets to purchase long-term, illiquid and risky assets. This meant that disruptions in credit markets would make them subject to rapid deleveraging, selling their long-term assets at depressed prices. He described the significance of these entities:", "targets": "Who was President and CEO of the New York Federal Reserve Bank in June 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa4ca65b1e4403e98145b070f1de501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a June 2008 speech, President and CEO of the New York Federal Reserve Bank Timothy Geithner\u2014who in 2009 became Secretary of the United States Treasury\u2014placed significant blame for the freezing of credit markets on a \"run\" on the entities in the \"parallel\" banking system, also called the shadow banking system. These entities became critical to the credit markets underpinning the financial system, but were not subject to the same regulatory controls. Further, these entities were vulnerable because of maturity mismatch, meaning that they borrowed short-term in liquid markets to purchase long-term, illiquid and risky assets. This meant that disruptions in credit markets would make them subject to rapid deleveraging, selling their long-term assets at depressed prices. He described the significance of these entities:", "targets": "What year did Timothy Geithner become U.S. Treasury Secretary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa4ca65b1e4403e98145b070f1de501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a June 2008 speech, President and CEO of the New York Federal Reserve Bank Timothy Geithner\u2014who in 2009 became Secretary of the United States Treasury\u2014placed significant blame for the freezing of credit markets on a \"run\" on the entities in the \"parallel\" banking system, also called the shadow banking system. These entities became critical to the credit markets underpinning the financial system, but were not subject to the same regulatory controls. Further, these entities were vulnerable because of maturity mismatch, meaning that they borrowed short-term in liquid markets to purchase long-term, illiquid and risky assets. This meant that disruptions in credit markets would make them subject to rapid deleveraging, selling their long-term assets at depressed prices. He described the significance of these entities:", "targets": "In a June 2008 speech, Timoty Geithner placed blame for credit market freezing on which system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa4ca65b1e4403e98145b070f1de501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a June 2008 speech, President and CEO of the New York Federal Reserve Bank Timothy Geithner\u2014who in 2009 became Secretary of the United States Treasury\u2014placed significant blame for the freezing of credit markets on a \"run\" on the entities in the \"parallel\" banking system, also called the shadow banking system. These entities became critical to the credit markets underpinning the financial system, but were not subject to the same regulatory controls. Further, these entities were vulnerable because of maturity mismatch, meaning that they borrowed short-term in liquid markets to purchase long-term, illiquid and risky assets. This meant that disruptions in credit markets would make them subject to rapid deleveraging, selling their long-term assets at depressed prices. He described the significance of these entities:", "targets": "What is the \"parallel\" banking system also called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa4ca65b1e4403e98145b070f1de501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a June 2008 speech, President and CEO of the New York Federal Reserve Bank Timothy Geithner\u2014who in 2009 became Secretary of the United States Treasury\u2014placed significant blame for the freezing of credit markets on a \"run\" on the entities in the \"parallel\" banking system, also called the shadow banking system. These entities became critical to the credit markets underpinning the financial system, but were not subject to the same regulatory controls. Further, these entities were vulnerable because of maturity mismatch, meaning that they borrowed short-term in liquid markets to purchase long-term, illiquid and risky assets. This meant that disruptions in credit markets would make them subject to rapid deleveraging, selling their long-term assets at depressed prices. He described the significance of these entities:", "targets": "What is the term defined as being vulnerable by borrowing short-term in liquid markets to purchase long-term illiquid and risky assets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3dbd8d1d7fa4499b4a860e9c2ec89b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most light bulbs have either clear or coated glass. The coated glass bulbs have a white powdery substance on the inside called kaolin. Kaolin, or kaolinite, is a white, chalky clay in a very fine powder form, that is blown in and electrostatically deposited on the interior of the bulb. It diffuses the light emitted from the filament, producing a more gentle and evenly distributed light. Manufacturers may add pigments to the kaolin to adjust the characteristics of the final light emitted from the bulb. Kaolin diffused bulbs are used extensively in interior lighting because of their comparatively gentle light. Other kinds of colored bulbs are also made, including the various colors used for \"party bulbs\", Christmas tree lights and other decorative lighting. These are created by coloring the glass with a dopant; which is often a metal like cobalt (blue) or chromium (green). Neodymium-containing glass is sometimes used to provide a more natural-appearing light.", "targets": "What is the powdery substance in coated glass light bulbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3dbd8d1d7fa4499b4a860e9c2ec89b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most light bulbs have either clear or coated glass. The coated glass bulbs have a white powdery substance on the inside called kaolin. Kaolin, or kaolinite, is a white, chalky clay in a very fine powder form, that is blown in and electrostatically deposited on the interior of the bulb. It diffuses the light emitted from the filament, producing a more gentle and evenly distributed light. Manufacturers may add pigments to the kaolin to adjust the characteristics of the final light emitted from the bulb. Kaolin diffused bulbs are used extensively in interior lighting because of their comparatively gentle light. Other kinds of colored bulbs are also made, including the various colors used for \"party bulbs\", Christmas tree lights and other decorative lighting. These are created by coloring the glass with a dopant; which is often a metal like cobalt (blue) or chromium (green). Neodymium-containing glass is sometimes used to provide a more natural-appearing light.", "targets": "How is kaolin placed inside a light bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3dbd8d1d7fa4499b4a860e9c2ec89b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most light bulbs have either clear or coated glass. The coated glass bulbs have a white powdery substance on the inside called kaolin. Kaolin, or kaolinite, is a white, chalky clay in a very fine powder form, that is blown in and electrostatically deposited on the interior of the bulb. It diffuses the light emitted from the filament, producing a more gentle and evenly distributed light. Manufacturers may add pigments to the kaolin to adjust the characteristics of the final light emitted from the bulb. Kaolin diffused bulbs are used extensively in interior lighting because of their comparatively gentle light. Other kinds of colored bulbs are also made, including the various colors used for \"party bulbs\", Christmas tree lights and other decorative lighting. These are created by coloring the glass with a dopant; which is often a metal like cobalt (blue) or chromium (green). Neodymium-containing glass is sometimes used to provide a more natural-appearing light.", "targets": "What is the effect of a kaolin coating on the light cast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3dbd8d1d7fa4499b4a860e9c2ec89b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most light bulbs have either clear or coated glass. The coated glass bulbs have a white powdery substance on the inside called kaolin. Kaolin, or kaolinite, is a white, chalky clay in a very fine powder form, that is blown in and electrostatically deposited on the interior of the bulb. It diffuses the light emitted from the filament, producing a more gentle and evenly distributed light. Manufacturers may add pigments to the kaolin to adjust the characteristics of the final light emitted from the bulb. Kaolin diffused bulbs are used extensively in interior lighting because of their comparatively gentle light. Other kinds of colored bulbs are also made, including the various colors used for \"party bulbs\", Christmas tree lights and other decorative lighting. These are created by coloring the glass with a dopant; which is often a metal like cobalt (blue) or chromium (green). Neodymium-containing glass is sometimes used to provide a more natural-appearing light.", "targets": "How are Christmas colored light bulbs created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3dbd8d1d7fa4499b4a860e9c2ec89b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most light bulbs have either clear or coated glass. The coated glass bulbs have a white powdery substance on the inside called kaolin. Kaolin, or kaolinite, is a white, chalky clay in a very fine powder form, that is blown in and electrostatically deposited on the interior of the bulb. It diffuses the light emitted from the filament, producing a more gentle and evenly distributed light. Manufacturers may add pigments to the kaolin to adjust the characteristics of the final light emitted from the bulb. Kaolin diffused bulbs are used extensively in interior lighting because of their comparatively gentle light. Other kinds of colored bulbs are also made, including the various colors used for \"party bulbs\", Christmas tree lights and other decorative lighting. These are created by coloring the glass with a dopant; which is often a metal like cobalt (blue) or chromium (green). Neodymium-containing glass is sometimes used to provide a more natural-appearing light.", "targets": "How does kaolin create a more gentle light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bab70a4c0724571904df2be860c2fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, due to ongoing violence, over 50,000 people in the country's northwest were at risk of starvation but this was averted due to assistance from the United Nations.[citation needed] On 8 January 2008, the UN Secretary-General Ban Ki-Moon declared that the Central African Republic was eligible to receive assistance from the Peacebuilding Fund. Three priority areas were identified: first, the reform of the security sector; second, the promotion of good governance and the rule of law; and third, the revitalization of communities affected by conflicts. On 12 June 2008, the Central African Republic requested assistance from the UN Peacebuilding Commission, which was set up in 2005 to help countries emerging from conflict avoid devolving back into war or chaos.", "targets": "Due to fighting, what threatened people in the NorthWest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bab70a4c0724571904df2be860c2fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, due to ongoing violence, over 50,000 people in the country's northwest were at risk of starvation but this was averted due to assistance from the United Nations.[citation needed] On 8 January 2008, the UN Secretary-General Ban Ki-Moon declared that the Central African Republic was eligible to receive assistance from the Peacebuilding Fund. Three priority areas were identified: first, the reform of the security sector; second, the promotion of good governance and the rule of law; and third, the revitalization of communities affected by conflicts. On 12 June 2008, the Central African Republic requested assistance from the UN Peacebuilding Commission, which was set up in 2005 to help countries emerging from conflict avoid devolving back into war or chaos.", "targets": "Who assisted in saving the people from starvation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bab70a4c0724571904df2be860c2fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, due to ongoing violence, over 50,000 people in the country's northwest were at risk of starvation but this was averted due to assistance from the United Nations.[citation needed] On 8 January 2008, the UN Secretary-General Ban Ki-Moon declared that the Central African Republic was eligible to receive assistance from the Peacebuilding Fund. Three priority areas were identified: first, the reform of the security sector; second, the promotion of good governance and the rule of law; and third, the revitalization of communities affected by conflicts. On 12 June 2008, the Central African Republic requested assistance from the UN Peacebuilding Commission, which was set up in 2005 to help countries emerging from conflict avoid devolving back into war or chaos.", "targets": "Who headed the UN effort to rebuild CAR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bab70a4c0724571904df2be860c2fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, due to ongoing violence, over 50,000 people in the country's northwest were at risk of starvation but this was averted due to assistance from the United Nations.[citation needed] On 8 January 2008, the UN Secretary-General Ban Ki-Moon declared that the Central African Republic was eligible to receive assistance from the Peacebuilding Fund. Three priority areas were identified: first, the reform of the security sector; second, the promotion of good governance and the rule of law; and third, the revitalization of communities affected by conflicts. On 12 June 2008, the Central African Republic requested assistance from the UN Peacebuilding Commission, which was set up in 2005 to help countries emerging from conflict avoid devolving back into war or chaos.", "targets": "When did CAR request assistance directly to prevent war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bab70a4c0724571904df2be860c2fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, due to ongoing violence, over 50,000 people in the country's northwest were at risk of starvation but this was averted due to assistance from the United Nations.[citation needed] On 8 January 2008, the UN Secretary-General Ban Ki-Moon declared that the Central African Republic was eligible to receive assistance from the Peacebuilding Fund. Three priority areas were identified: first, the reform of the security sector; second, the promotion of good governance and the rule of law; and third, the revitalization of communities affected by conflicts. On 12 June 2008, the Central African Republic requested assistance from the UN Peacebuilding Commission, which was set up in 2005 to help countries emerging from conflict avoid devolving back into war or chaos.", "targets": "Who assisted CAR in avoiding war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a268c0bcc6442c9ca5fe5ab9af9fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theoretical analyses show that detours that increase flight distance by up to 20% will often be adaptive on aerodynamic grounds - a bird that loads itself with food to cross a long barrier flies less efficiently. However some species show circuitous migratory routes that reflect historical range expansions and are far from optimal in ecological terms. An example is the migration of continental populations of Swainson's thrush Catharus ustulatus, which fly far east across North America before turning south via Florida to reach northern South America; this route is believed to be the consequence of a range expansion that occurred about 10,000 years ago. Detours may also be caused by differential wind conditions, predation risk, or other factors.", "targets": "What percentage increase in flight distance will often be adaptive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a268c0bcc6442c9ca5fe5ab9af9fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theoretical analyses show that detours that increase flight distance by up to 20% will often be adaptive on aerodynamic grounds - a bird that loads itself with food to cross a long barrier flies less efficiently. However some species show circuitous migratory routes that reflect historical range expansions and are far from optimal in ecological terms. An example is the migration of continental populations of Swainson's thrush Catharus ustulatus, which fly far east across North America before turning south via Florida to reach northern South America; this route is believed to be the consequence of a range expansion that occurred about 10,000 years ago. Detours may also be caused by differential wind conditions, predation risk, or other factors.", "targets": "What kind of bird flies less efficiently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a268c0bcc6442c9ca5fe5ab9af9fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theoretical analyses show that detours that increase flight distance by up to 20% will often be adaptive on aerodynamic grounds - a bird that loads itself with food to cross a long barrier flies less efficiently. However some species show circuitous migratory routes that reflect historical range expansions and are far from optimal in ecological terms. An example is the migration of continental populations of Swainson's thrush Catharus ustulatus, which fly far east across North America before turning south via Florida to reach northern South America; this route is believed to be the consequence of a range expansion that occurred about 10,000 years ago. Detours may also be caused by differential wind conditions, predation risk, or other factors.", "targets": "What type of bird show circuitous migratory routes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a268c0bcc6442c9ca5fe5ab9af9fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theoretical analyses show that detours that increase flight distance by up to 20% will often be adaptive on aerodynamic grounds - a bird that loads itself with food to cross a long barrier flies less efficiently. However some species show circuitous migratory routes that reflect historical range expansions and are far from optimal in ecological terms. An example is the migration of continental populations of Swainson's thrush Catharus ustulatus, which fly far east across North America before turning south via Florida to reach northern South America; this route is believed to be the consequence of a range expansion that occurred about 10,000 years ago. Detours may also be caused by differential wind conditions, predation risk, or other factors.", "targets": "Where do Swainson's thrush fly from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8b352512004ce29fba925341c40fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Muslim countries like Turkey and Iran exhibit high scientific publication. Some countries have tried to encourage scientific research. In Pakistan, establishment of the Higher Education Commission in 2002, resulted in a 5-fold increase in the number of PhDs and a 10-fold increase in the number of scientific research papers in 10 years with the total number of universities increasing from 115 in 2001 to over 400 in 2012.[citation needed] Saudi Arabia has established the King Abdullah University of Science and Technology. United Arab Emirates has invested in Zayed University, United Arab Emirates University, and Masdar Institute of Science and Technology[clarification needed]", "targets": "Which organization for scientific publications was established in Pakistan in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8b352512004ce29fba925341c40fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Muslim countries like Turkey and Iran exhibit high scientific publication. Some countries have tried to encourage scientific research. In Pakistan, establishment of the Higher Education Commission in 2002, resulted in a 5-fold increase in the number of PhDs and a 10-fold increase in the number of scientific research papers in 10 years with the total number of universities increasing from 115 in 2001 to over 400 in 2012.[citation needed] Saudi Arabia has established the King Abdullah University of Science and Technology. United Arab Emirates has invested in Zayed University, United Arab Emirates University, and Masdar Institute of Science and Technology[clarification needed]", "targets": "How much did the Higher Education Commission impact the number of PhDs in Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8b352512004ce29fba925341c40fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Muslim countries like Turkey and Iran exhibit high scientific publication. Some countries have tried to encourage scientific research. In Pakistan, establishment of the Higher Education Commission in 2002, resulted in a 5-fold increase in the number of PhDs and a 10-fold increase in the number of scientific research papers in 10 years with the total number of universities increasing from 115 in 2001 to over 400 in 2012.[citation needed] Saudi Arabia has established the King Abdullah University of Science and Technology. United Arab Emirates has invested in Zayed University, United Arab Emirates University, and Masdar Institute of Science and Technology[clarification needed]", "targets": "What science university did Saudi Arabia establish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8b352512004ce29fba925341c40fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Muslim countries like Turkey and Iran exhibit high scientific publication. Some countries have tried to encourage scientific research. In Pakistan, establishment of the Higher Education Commission in 2002, resulted in a 5-fold increase in the number of PhDs and a 10-fold increase in the number of scientific research papers in 10 years with the total number of universities increasing from 115 in 2001 to over 400 in 2012.[citation needed] Saudi Arabia has established the King Abdullah University of Science and Technology. United Arab Emirates has invested in Zayed University, United Arab Emirates University, and Masdar Institute of Science and Technology[clarification needed]", "targets": "Where is Zayed University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8b352512004ce29fba925341c40fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Muslim countries like Turkey and Iran exhibit high scientific publication. Some countries have tried to encourage scientific research. In Pakistan, establishment of the Higher Education Commission in 2002, resulted in a 5-fold increase in the number of PhDs and a 10-fold increase in the number of scientific research papers in 10 years with the total number of universities increasing from 115 in 2001 to over 400 in 2012.[citation needed] Saudi Arabia has established the King Abdullah University of Science and Technology. United Arab Emirates has invested in Zayed University, United Arab Emirates University, and Masdar Institute of Science and Technology[clarification needed]", "targets": "How many universities were in Pakistan in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0949680214bc4c40aa7fc92d91e77b7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although chartered as a university, for many years Washington University functioned primarily as a night school located on 17th Street and Washington Avenue in the heart of downtown St. Louis. Owing to limited financial resources, Washington University initially used public buildings. Classes began on October 22, 1854, at the Benton School building. At first the university paid for the evening classes, but as their popularity grew, their funding was transferred to the St. Louis Public Schools. Eventually the board secured funds for the construction of Academic Hall and a half dozen other buildings. Later the university divided into three departments: the Manual Training School, Smith Academy, and the Mary Institute.", "targets": "Where was Washington University located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0949680214bc4c40aa7fc92d91e77b7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although chartered as a university, for many years Washington University functioned primarily as a night school located on 17th Street and Washington Avenue in the heart of downtown St. Louis. Owing to limited financial resources, Washington University initially used public buildings. Classes began on October 22, 1854, at the Benton School building. At first the university paid for the evening classes, but as their popularity grew, their funding was transferred to the St. Louis Public Schools. Eventually the board secured funds for the construction of Academic Hall and a half dozen other buildings. Later the university divided into three departments: the Manual Training School, Smith Academy, and the Mary Institute.", "targets": "When did classes first begin at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0949680214bc4c40aa7fc92d91e77b7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although chartered as a university, for many years Washington University functioned primarily as a night school located on 17th Street and Washington Avenue in the heart of downtown St. Louis. Owing to limited financial resources, Washington University initially used public buildings. Classes began on October 22, 1854, at the Benton School building. At first the university paid for the evening classes, but as their popularity grew, their funding was transferred to the St. Louis Public Schools. Eventually the board secured funds for the construction of Academic Hall and a half dozen other buildings. Later the university divided into three departments: the Manual Training School, Smith Academy, and the Mary Institute.", "targets": "What building was first used for classes at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0949680214bc4c40aa7fc92d91e77b7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although chartered as a university, for many years Washington University functioned primarily as a night school located on 17th Street and Washington Avenue in the heart of downtown St. Louis. Owing to limited financial resources, Washington University initially used public buildings. Classes began on October 22, 1854, at the Benton School building. At first the university paid for the evening classes, but as their popularity grew, their funding was transferred to the St. Louis Public Schools. Eventually the board secured funds for the construction of Academic Hall and a half dozen other buildings. Later the university divided into three departments: the Manual Training School, Smith Academy, and the Mary Institute.", "targets": "What three departments were Washington University divided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0949680214bc4c40aa7fc92d91e77b7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although chartered as a university, for many years Washington University functioned primarily as a night school located on 17th Street and Washington Avenue in the heart of downtown St. Louis. Owing to limited financial resources, Washington University initially used public buildings. Classes began on October 22, 1854, at the Benton School building. At first the university paid for the evening classes, but as their popularity grew, their funding was transferred to the St. Louis Public Schools. Eventually the board secured funds for the construction of Academic Hall and a half dozen other buildings. Later the university divided into three departments: the Manual Training School, Smith Academy, and the Mary Institute.", "targets": "What type of school did Washington University first function?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653d3b914224e11be616a5e717f177d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In winter, the Piedmont is colder than the coast, with temperatures usually averaging in the upper 40s\u2013lower 50s \u00b0F (8\u201312 \u00b0C) during the day and often dropping below the freezing point at night. The region averages around 3\u20135 in (8\u201313 cm) of snowfall annually in the Charlotte area, and slightly more north toward the Virginia border. The Piedmont is especially notorious for sleet and freezing rain. Freezing rain can be heavy enough to snarl traffic and break down trees and power lines. Annual precipitation and humidity are lower in the Piedmont than in the mountains or the coast, but even at its lowest, the average is 40 in (1,020 mm) per year.", "targets": "The Piedmont is colder than the coast in what season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653d3b914224e11be616a5e717f177d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In winter, the Piedmont is colder than the coast, with temperatures usually averaging in the upper 40s\u2013lower 50s \u00b0F (8\u201312 \u00b0C) during the day and often dropping below the freezing point at night. The region averages around 3\u20135 in (8\u201313 cm) of snowfall annually in the Charlotte area, and slightly more north toward the Virginia border. The Piedmont is especially notorious for sleet and freezing rain. Freezing rain can be heavy enough to snarl traffic and break down trees and power lines. Annual precipitation and humidity are lower in the Piedmont than in the mountains or the coast, but even at its lowest, the average is 40 in (1,020 mm) per year.", "targets": "What is the average winter daytime temperature in the Piedmont?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653d3b914224e11be616a5e717f177d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In winter, the Piedmont is colder than the coast, with temperatures usually averaging in the upper 40s\u2013lower 50s \u00b0F (8\u201312 \u00b0C) during the day and often dropping below the freezing point at night. The region averages around 3\u20135 in (8\u201313 cm) of snowfall annually in the Charlotte area, and slightly more north toward the Virginia border. The Piedmont is especially notorious for sleet and freezing rain. Freezing rain can be heavy enough to snarl traffic and break down trees and power lines. Annual precipitation and humidity are lower in the Piedmont than in the mountains or the coast, but even at its lowest, the average is 40 in (1,020 mm) per year.", "targets": "What do the temperatures often drop to at night in the piedmont region in the winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653d3b914224e11be616a5e717f177d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In winter, the Piedmont is colder than the coast, with temperatures usually averaging in the upper 40s\u2013lower 50s \u00b0F (8\u201312 \u00b0C) during the day and often dropping below the freezing point at night. The region averages around 3\u20135 in (8\u201313 cm) of snowfall annually in the Charlotte area, and slightly more north toward the Virginia border. The Piedmont is especially notorious for sleet and freezing rain. Freezing rain can be heavy enough to snarl traffic and break down trees and power lines. Annual precipitation and humidity are lower in the Piedmont than in the mountains or the coast, but even at its lowest, the average is 40 in (1,020 mm) per year.", "targets": "What is the average snowfall per year in Charlotte?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653d3b914224e11be616a5e717f177d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In winter, the Piedmont is colder than the coast, with temperatures usually averaging in the upper 40s\u2013lower 50s \u00b0F (8\u201312 \u00b0C) during the day and often dropping below the freezing point at night. The region averages around 3\u20135 in (8\u201313 cm) of snowfall annually in the Charlotte area, and slightly more north toward the Virginia border. The Piedmont is especially notorious for sleet and freezing rain. Freezing rain can be heavy enough to snarl traffic and break down trees and power lines. Annual precipitation and humidity are lower in the Piedmont than in the mountains or the coast, but even at its lowest, the average is 40 in (1,020 mm) per year.", "targets": "What type of precipitation is the Piedmont known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18471d17a443481d89111265c0a6fcfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Eritrea still faces many challenges. Despite number of physicians increasing from only 0.2 in 1993 to 0.5 in 2004 per 1000 population, this is still very low. Malaria and tuberculosis are common in Eritrea. HIV prevalence among the 15\u201349 group exceeds 2%. The fertility rate is at about 5 births per woman. Maternal mortality dropped by more than half from 1995 to 2002, although the figure is still high. Similarly, between 1995 and 2002, the number of births attended by skilled health personnel has doubled but still is only 28.3%. A major cause of death in neonates is by severe infection. Per capita expenditure on health is low in Eritrea.", "targets": "In 2004, how many physicians did Eritrea have per 1000 people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18471d17a443481d89111265c0a6fcfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Eritrea still faces many challenges. Despite number of physicians increasing from only 0.2 in 1993 to 0.5 in 2004 per 1000 population, this is still very low. Malaria and tuberculosis are common in Eritrea. HIV prevalence among the 15\u201349 group exceeds 2%. The fertility rate is at about 5 births per woman. Maternal mortality dropped by more than half from 1995 to 2002, although the figure is still high. Similarly, between 1995 and 2002, the number of births attended by skilled health personnel has doubled but still is only 28.3%. A major cause of death in neonates is by severe infection. Per capita expenditure on health is low in Eritrea.", "targets": "How prevalent is HIV among the 15-49 age group in Eritrea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18471d17a443481d89111265c0a6fcfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Eritrea still faces many challenges. Despite number of physicians increasing from only 0.2 in 1993 to 0.5 in 2004 per 1000 population, this is still very low. Malaria and tuberculosis are common in Eritrea. HIV prevalence among the 15\u201349 group exceeds 2%. The fertility rate is at about 5 births per woman. Maternal mortality dropped by more than half from 1995 to 2002, although the figure is still high. Similarly, between 1995 and 2002, the number of births attended by skilled health personnel has doubled but still is only 28.3%. A major cause of death in neonates is by severe infection. Per capita expenditure on health is low in Eritrea.", "targets": "What is the fertility rate in Eriterea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18471d17a443481d89111265c0a6fcfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Eritrea still faces many challenges. Despite number of physicians increasing from only 0.2 in 1993 to 0.5 in 2004 per 1000 population, this is still very low. Malaria and tuberculosis are common in Eritrea. HIV prevalence among the 15\u201349 group exceeds 2%. The fertility rate is at about 5 births per woman. Maternal mortality dropped by more than half from 1995 to 2002, although the figure is still high. Similarly, between 1995 and 2002, the number of births attended by skilled health personnel has doubled but still is only 28.3%. A major cause of death in neonates is by severe infection. Per capita expenditure on health is low in Eritrea.", "targets": "As of 2002, how many births were attended by skilled health personnel in Eriterea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18471d17a443481d89111265c0a6fcfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Eritrea still faces many challenges. Despite number of physicians increasing from only 0.2 in 1993 to 0.5 in 2004 per 1000 population, this is still very low. Malaria and tuberculosis are common in Eritrea. HIV prevalence among the 15\u201349 group exceeds 2%. The fertility rate is at about 5 births per woman. Maternal mortality dropped by more than half from 1995 to 2002, although the figure is still high. Similarly, between 1995 and 2002, the number of births attended by skilled health personnel has doubled but still is only 28.3%. A major cause of death in neonates is by severe infection. Per capita expenditure on health is low in Eritrea.", "targets": "What is a major cause of death in neonates in Eriterea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-421c027237914c49a458809680785fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland lies between latitudes 45\u00b0 and 48\u00b0 N, and longitudes 5\u00b0 and 11\u00b0 E. It contains three basic topographical areas: the Swiss Alps to the south, the Swiss Plateau or Central Plateau, and the Jura mountains on the west. The Alps are a high mountain range running across the central-south of the country, comprising about 60% of the country's total area. The majority of the Swiss population live in the Swiss Plateau. Among the high valleys of the Swiss Alps many glaciers are found, totalling an area of 1,063 square kilometres (410 sq mi). From these originate the headwaters of several major rivers, such as the Rhine, Inn, Ticino and Rh\u00f4ne, which flow in the four cardinal directions into the whole of Europe. The hydrographic network includes several of the largest bodies of freshwater in Central and Western Europe, among which are included Lake Geneva (also called le Lac L\u00e9man in French), Lake Constance (known as Bodensee in German) and Lake Maggiore. Switzerland has more than 1500 lakes, and contains 6% of Europe's stock of fresh water. Lakes and glaciers cover about 6% of the national territory. The largest lake is Lake Geneva, in western Switzerland shared with France. The Rh\u00f4ne is both the main source and outflow of Lake Geneva. Lake Constance is the second largest Swiss lake and, like the Lake Geneva, an intermediate step by the Rhine at the border to Austria and Germany. While the Rh\u00f4ne flows into the Mediterranean Sea at the French Camarque region and the Rhine flows into the North Sea at Rotterdam in the Netherlands, about 1000 km apart, both springs are only about 22 km apart from each other in the Swiss Alps.", "targets": "Which basic topographical area is in the south of Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-421c027237914c49a458809680785fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland lies between latitudes 45\u00b0 and 48\u00b0 N, and longitudes 5\u00b0 and 11\u00b0 E. It contains three basic topographical areas: the Swiss Alps to the south, the Swiss Plateau or Central Plateau, and the Jura mountains on the west. The Alps are a high mountain range running across the central-south of the country, comprising about 60% of the country's total area. The majority of the Swiss population live in the Swiss Plateau. Among the high valleys of the Swiss Alps many glaciers are found, totalling an area of 1,063 square kilometres (410 sq mi). From these originate the headwaters of several major rivers, such as the Rhine, Inn, Ticino and Rh\u00f4ne, which flow in the four cardinal directions into the whole of Europe. The hydrographic network includes several of the largest bodies of freshwater in Central and Western Europe, among which are included Lake Geneva (also called le Lac L\u00e9man in French), Lake Constance (known as Bodensee in German) and Lake Maggiore. Switzerland has more than 1500 lakes, and contains 6% of Europe's stock of fresh water. Lakes and glaciers cover about 6% of the national territory. The largest lake is Lake Geneva, in western Switzerland shared with France. The Rh\u00f4ne is both the main source and outflow of Lake Geneva. Lake Constance is the second largest Swiss lake and, like the Lake Geneva, an intermediate step by the Rhine at the border to Austria and Germany. While the Rh\u00f4ne flows into the Mediterranean Sea at the French Camarque region and the Rhine flows into the North Sea at Rotterdam in the Netherlands, about 1000 km apart, both springs are only about 22 km apart from each other in the Swiss Alps.", "targets": "Which basic topographical area is in central Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-421c027237914c49a458809680785fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland lies between latitudes 45\u00b0 and 48\u00b0 N, and longitudes 5\u00b0 and 11\u00b0 E. It contains three basic topographical areas: the Swiss Alps to the south, the Swiss Plateau or Central Plateau, and the Jura mountains on the west. The Alps are a high mountain range running across the central-south of the country, comprising about 60% of the country's total area. The majority of the Swiss population live in the Swiss Plateau. Among the high valleys of the Swiss Alps many glaciers are found, totalling an area of 1,063 square kilometres (410 sq mi). From these originate the headwaters of several major rivers, such as the Rhine, Inn, Ticino and Rh\u00f4ne, which flow in the four cardinal directions into the whole of Europe. The hydrographic network includes several of the largest bodies of freshwater in Central and Western Europe, among which are included Lake Geneva (also called le Lac L\u00e9man in French), Lake Constance (known as Bodensee in German) and Lake Maggiore. Switzerland has more than 1500 lakes, and contains 6% of Europe's stock of fresh water. Lakes and glaciers cover about 6% of the national territory. The largest lake is Lake Geneva, in western Switzerland shared with France. The Rh\u00f4ne is both the main source and outflow of Lake Geneva. Lake Constance is the second largest Swiss lake and, like the Lake Geneva, an intermediate step by the Rhine at the border to Austria and Germany. While the Rh\u00f4ne flows into the Mediterranean Sea at the French Camarque region and the Rhine flows into the North Sea at Rotterdam in the Netherlands, about 1000 km apart, both springs are only about 22 km apart from each other in the Swiss Alps.", "targets": "Which basic topographical area is in western Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-421c027237914c49a458809680785fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland lies between latitudes 45\u00b0 and 48\u00b0 N, and longitudes 5\u00b0 and 11\u00b0 E. It contains three basic topographical areas: the Swiss Alps to the south, the Swiss Plateau or Central Plateau, and the Jura mountains on the west. The Alps are a high mountain range running across the central-south of the country, comprising about 60% of the country's total area. The majority of the Swiss population live in the Swiss Plateau. Among the high valleys of the Swiss Alps many glaciers are found, totalling an area of 1,063 square kilometres (410 sq mi). From these originate the headwaters of several major rivers, such as the Rhine, Inn, Ticino and Rh\u00f4ne, which flow in the four cardinal directions into the whole of Europe. The hydrographic network includes several of the largest bodies of freshwater in Central and Western Europe, among which are included Lake Geneva (also called le Lac L\u00e9man in French), Lake Constance (known as Bodensee in German) and Lake Maggiore. Switzerland has more than 1500 lakes, and contains 6% of Europe's stock of fresh water. Lakes and glaciers cover about 6% of the national territory. The largest lake is Lake Geneva, in western Switzerland shared with France. The Rh\u00f4ne is both the main source and outflow of Lake Geneva. Lake Constance is the second largest Swiss lake and, like the Lake Geneva, an intermediate step by the Rhine at the border to Austria and Germany. While the Rh\u00f4ne flows into the Mediterranean Sea at the French Camarque region and the Rhine flows into the North Sea at Rotterdam in the Netherlands, about 1000 km apart, both springs are only about 22 km apart from each other in the Swiss Alps.", "targets": "How much of Switzerland's total area do the Alps comprise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-421c027237914c49a458809680785fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland lies between latitudes 45\u00b0 and 48\u00b0 N, and longitudes 5\u00b0 and 11\u00b0 E. It contains three basic topographical areas: the Swiss Alps to the south, the Swiss Plateau or Central Plateau, and the Jura mountains on the west. The Alps are a high mountain range running across the central-south of the country, comprising about 60% of the country's total area. The majority of the Swiss population live in the Swiss Plateau. Among the high valleys of the Swiss Alps many glaciers are found, totalling an area of 1,063 square kilometres (410 sq mi). From these originate the headwaters of several major rivers, such as the Rhine, Inn, Ticino and Rh\u00f4ne, which flow in the four cardinal directions into the whole of Europe. The hydrographic network includes several of the largest bodies of freshwater in Central and Western Europe, among which are included Lake Geneva (also called le Lac L\u00e9man in French), Lake Constance (known as Bodensee in German) and Lake Maggiore. Switzerland has more than 1500 lakes, and contains 6% of Europe's stock of fresh water. Lakes and glaciers cover about 6% of the national territory. The largest lake is Lake Geneva, in western Switzerland shared with France. The Rh\u00f4ne is both the main source and outflow of Lake Geneva. Lake Constance is the second largest Swiss lake and, like the Lake Geneva, an intermediate step by the Rhine at the border to Austria and Germany. While the Rh\u00f4ne flows into the Mediterranean Sea at the French Camarque region and the Rhine flows into the North Sea at Rotterdam in the Netherlands, about 1000 km apart, both springs are only about 22 km apart from each other in the Swiss Alps.", "targets": "What is the largest lake in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who was on the receiving end of a 45-yard pass from Cam Newton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who missed a field goal for the Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "How many yards was the missed field goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "What kicker was successful on a 33-yard field goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who picked off Cam Newton and subsequently fumbled the ball?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who did Newton complete a 45 yard pass to on the opening drive of the second half?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "What did Gano hit on his 44-yard field goal attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Which Broncos player intercepted Newton on the Panthers' next set of downs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who recovered Ward's fumble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who did Newton get a pass to in the Panther starting plays of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "What yard line did the Broncos stop the Panthers on in their first offensive drive of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who hit the goal post on a field goal attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7b3211f15d4c28bd17ca743d4cb9e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers seemed primed to score on their opening drive of the second half when Newton completed a 45-yard pass to Ted Ginn Jr. on the Denver 35-yard line on their second offensive play. But the Broncos defense halted the drive on the 26-yard line, and it ended with no points when Graham Gano hit the uprights on a 44-yard field goal attempt. After the miss, Manning completed a pair of passes to Emmanuel Sanders for gains of 25 and 22 yards, setting up McManus' 33-yard field goal that gave the Broncos a 16\u20137 lead. Carolina got off to another strong start after the kickoff, with Newton completing a 42-yard pass to Corey Brown. But once again they came up empty, this time as a result of a Newton pass that bounced off the hands of Ginn and was intercepted by safety T. J. Ward. Ward fumbled the ball during the return, but Trevathan recovered it to enable Denver to keep possession.", "targets": "Who caught two passes from Manning after the failed Carolina field goal attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e77df81416c45a89299a7819de8a4d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 July 1934, the New York Herald Tribune published an article on Tesla, in which he recalled an event that would occasionally take place while experimenting with his single-electrode vacuum tubes; a minute particle would break off the cathode, pass out of the tube, and physically strike him. \"Tesla said he could feel a sharp stinging pain where it entered his body, and again at the place where it passed out.\" In comparing these particles with the bits of metal projected by his \"electric gun,\" Tesla said, \"The particles in the beam of force ... will travel much faster than such particles ... and they will travel in concentrations.\"", "targets": "When did the Herald Tribune publish its Tesla article?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e77df81416c45a89299a7819de8a4d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 July 1934, the New York Herald Tribune published an article on Tesla, in which he recalled an event that would occasionally take place while experimenting with his single-electrode vacuum tubes; a minute particle would break off the cathode, pass out of the tube, and physically strike him. \"Tesla said he could feel a sharp stinging pain where it entered his body, and again at the place where it passed out.\" In comparing these particles with the bits of metal projected by his \"electric gun,\" Tesla said, \"The particles in the beam of force ... will travel much faster than such particles ... and they will travel in concentrations.\"", "targets": "What did the particle do to Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e77df81416c45a89299a7819de8a4d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 July 1934, the New York Herald Tribune published an article on Tesla, in which he recalled an event that would occasionally take place while experimenting with his single-electrode vacuum tubes; a minute particle would break off the cathode, pass out of the tube, and physically strike him. \"Tesla said he could feel a sharp stinging pain where it entered his body, and again at the place where it passed out.\" In comparing these particles with the bits of metal projected by his \"electric gun,\" Tesla said, \"The particles in the beam of force ... will travel much faster than such particles ... and they will travel in concentrations.\"", "targets": "How did Tesla know he was being struck by the particle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e77df81416c45a89299a7819de8a4d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 July 1934, the New York Herald Tribune published an article on Tesla, in which he recalled an event that would occasionally take place while experimenting with his single-electrode vacuum tubes; a minute particle would break off the cathode, pass out of the tube, and physically strike him. \"Tesla said he could feel a sharp stinging pain where it entered his body, and again at the place where it passed out.\" In comparing these particles with the bits of metal projected by his \"electric gun,\" Tesla said, \"The particles in the beam of force ... will travel much faster than such particles ... and they will travel in concentrations.\"", "targets": "What other projectiles did Tesla compare the electric particles to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "When was Royal Shell Group Created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "When was the Royal Dutch Petroleum Company founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "When WAS the \"Shell\" Transport and Trading Company founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "The Royal Dutch Shell Group was created through the merger of which two rival companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "What was the main reason for the creation of the Royal Dutch Shell Group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "In what year was the Royal Dutch Shell Group created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "In what year was the Royal Dutch Petroleum Company founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d56d605b8c4263b2e8ed2cdd5257ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1907, the Royal Dutch Shell Group was created through the amalgamation of two rival companies: the Royal Dutch Petroleum Company of the Netherlands and the \"Shell\" Transport and Trading Company Ltd of the United Kingdom. It was a move largely driven by the need to compete globally with Standard Oil. The Royal Dutch Petroleum Company was a Dutch company founded in 1890 to develop an oilfield in Sumatra, and initially led by August Kessler, Hugo Loudon, and Henri Deterding. The \"Shell\" Transport and Trading Company (the quotation marks were part of the legal name) was a British company, founded in 1897 by Marcus Samuel, 1st Viscount Bearsted, and his brother Samuel Samuel. Their father had owned an antique company in Houndsditch, London, which expanded in 1833 to import and sell sea-shells, after which the company \"Shell\" took its name.", "targets": "Why was the Royal Dutch Petroleum Company created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885fb2ba323a4fc59c42ddff884db4f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original Cubist architecture is very rare. There is only one country in the world where Cubism was really applied to architecture \u2013 namely Bohemia (today Czech Republic) and especially its capital, Prague. Czech architects were the first and only ones in the world to ever design original Cubist buildings. Cubist architecture flourished for the most part between 1910\u20131914, but the Cubist or Cubism-influenced buildings were also built after the World War I. After the war, the architectural style called Rondo-Cubism was developed in Prague fusing the Cubist architecture with round shapes.", "targets": "Is original Cubist architecture rare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885fb2ba323a4fc59c42ddff884db4f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original Cubist architecture is very rare. There is only one country in the world where Cubism was really applied to architecture \u2013 namely Bohemia (today Czech Republic) and especially its capital, Prague. Czech architects were the first and only ones in the world to ever design original Cubist buildings. Cubist architecture flourished for the most part between 1910\u20131914, but the Cubist or Cubism-influenced buildings were also built after the World War I. After the war, the architectural style called Rondo-Cubism was developed in Prague fusing the Cubist architecture with round shapes.", "targets": "Which country applied Cubism to architecture the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885fb2ba323a4fc59c42ddff884db4f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original Cubist architecture is very rare. There is only one country in the world where Cubism was really applied to architecture \u2013 namely Bohemia (today Czech Republic) and especially its capital, Prague. Czech architects were the first and only ones in the world to ever design original Cubist buildings. Cubist architecture flourished for the most part between 1910\u20131914, but the Cubist or Cubism-influenced buildings were also built after the World War I. After the war, the architectural style called Rondo-Cubism was developed in Prague fusing the Cubist architecture with round shapes.", "targets": "What was for the form of architectural Cubism in Prague called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "When was the gold rush over in Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "How did Melbourne grow as major port for exporting the agricultural products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "What was protected by high tarriffs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "In 1863, why was Aboriginal population declining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "By what year was the gold rush largely over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "What was one of the major agricultural products of Victoria around 1860?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "What were some of the reasons the Aboriginal population continued to recline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "Which disease in particular caused the Aboriginal population to continue a decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0895f6ff86f6438f8bd123c436dcb862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gold rush largely over by 1860, Melbourne continued to grow on the back of continuing gold mining, as the major port for exporting the agricultural products of Victoria, especially wool, and a developing manufacturing sector protected by high tariffs. An extensive radial railway network centred on Melbourne and spreading out across the suburbs and into the countryside was established from the late 1850s. Further major public buildings were begun in the 1860s and 1870s such as the Supreme Court, Government House, and the Queen Victoria Market. The central city filled up with shops and offices, workshops, and warehouses. Large banks and hotels faced the main streets, with fine townhouses in the east end of Collins Street, contrasting with tiny cottages down laneways within the blocks. The Aboriginal population continued to decline with an estimated 80% total decrease by 1863, due primarily to introduced diseases, particularly smallpox, frontier violence and dispossession from their lands.", "targets": "The Aboriginal population declined by what estimated percentage by 1863?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67613d19a6b2420883d99177077b1834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2015, the 193 member states of the United Nations unanimously adopted the Sustainable Development Goals, a set of 17 goals aiming to transform the world over the next 15 years. These goals are designed to eliminate poverty, discrimination, abuse and preventable deaths, address environmental destruction, and usher in an era of development for all people, everywhere.", "targets": "When did the U.N. vote to adopt the Sustainable Development Goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67613d19a6b2420883d99177077b1834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2015, the 193 member states of the United Nations unanimously adopted the Sustainable Development Goals, a set of 17 goals aiming to transform the world over the next 15 years. These goals are designed to eliminate poverty, discrimination, abuse and preventable deaths, address environmental destruction, and usher in an era of development for all people, everywhere.", "targets": "How many countries adopted the Sustainable Development Goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67613d19a6b2420883d99177077b1834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2015, the 193 member states of the United Nations unanimously adopted the Sustainable Development Goals, a set of 17 goals aiming to transform the world over the next 15 years. These goals are designed to eliminate poverty, discrimination, abuse and preventable deaths, address environmental destruction, and usher in an era of development for all people, everywhere.", "targets": "How many Sustainable Development Goals are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67613d19a6b2420883d99177077b1834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2015, the 193 member states of the United Nations unanimously adopted the Sustainable Development Goals, a set of 17 goals aiming to transform the world over the next 15 years. These goals are designed to eliminate poverty, discrimination, abuse and preventable deaths, address environmental destruction, and usher in an era of development for all people, everywhere.", "targets": "The Sustainable Development Goals are intended to change the world over what time period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-250189fa8fda40ecbdc88880475f080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salts of many oxidation states of uranium are water-soluble and may be studied in aqueous solutions. The most common ionic forms are U3+ (brown-red), U4+ (green), UO+\n2 (unstable), and UO2+\n2 (yellow), for U(III), U(IV), U(V), and U(VI), respectively. A few solid and semi-metallic compounds such as UO and US exist for the formal oxidation state uranium(II), but no simple ions are known to exist in solution for that state. Ions of U3+ liberate hydrogen from water and are therefore considered to be highly unstable. The UO2+\n2 ion represents the uranium(VI) state and is known to form compounds such as uranyl carbonate, uranyl chloride and uranyl sulfate. UO2+\n2 also forms complexes with various organic chelating agents, the most commonly encountered of which is uranyl acetate.", "targets": "What is the color of U4+?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-250189fa8fda40ecbdc88880475f080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salts of many oxidation states of uranium are water-soluble and may be studied in aqueous solutions. The most common ionic forms are U3+ (brown-red), U4+ (green), UO+\n2 (unstable), and UO2+\n2 (yellow), for U(III), U(IV), U(V), and U(VI), respectively. A few solid and semi-metallic compounds such as UO and US exist for the formal oxidation state uranium(II), but no simple ions are known to exist in solution for that state. Ions of U3+ liberate hydrogen from water and are therefore considered to be highly unstable. The UO2+\n2 ion represents the uranium(VI) state and is known to form compounds such as uranyl carbonate, uranyl chloride and uranyl sulfate. UO2+\n2 also forms complexes with various organic chelating agents, the most commonly encountered of which is uranyl acetate.", "targets": "What state is represented by the UO2+ 2 ion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-250189fa8fda40ecbdc88880475f080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salts of many oxidation states of uranium are water-soluble and may be studied in aqueous solutions. The most common ionic forms are U3+ (brown-red), U4+ (green), UO+\n2 (unstable), and UO2+\n2 (yellow), for U(III), U(IV), U(V), and U(VI), respectively. A few solid and semi-metallic compounds such as UO and US exist for the formal oxidation state uranium(II), but no simple ions are known to exist in solution for that state. Ions of U3+ liberate hydrogen from water and are therefore considered to be highly unstable. The UO2+\n2 ion represents the uranium(VI) state and is known to form compounds such as uranyl carbonate, uranyl chloride and uranyl sulfate. UO2+\n2 also forms complexes with various organic chelating agents, the most commonly encountered of which is uranyl acetate.", "targets": "Along with uranyl sulfate and uranyl chloride, what compound is formed by the UO2+ 2 ion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-250189fa8fda40ecbdc88880475f080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salts of many oxidation states of uranium are water-soluble and may be studied in aqueous solutions. The most common ionic forms are U3+ (brown-red), U4+ (green), UO+\n2 (unstable), and UO2+\n2 (yellow), for U(III), U(IV), U(V), and U(VI), respectively. A few solid and semi-metallic compounds such as UO and US exist for the formal oxidation state uranium(II), but no simple ions are known to exist in solution for that state. Ions of U3+ liberate hydrogen from water and are therefore considered to be highly unstable. The UO2+\n2 ion represents the uranium(VI) state and is known to form compounds such as uranyl carbonate, uranyl chloride and uranyl sulfate. UO2+\n2 also forms complexes with various organic chelating agents, the most commonly encountered of which is uranyl acetate.", "targets": "What common complex is formed by the UO2+ 2 ion with organic chelating agents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7cf4616773745698d93346ee032afc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most countries, the dispensary is subject to pharmacy legislation; with requirements for storage conditions, compulsory texts, equipment, etc., specified in legislation. Where it was once the case that pharmacists stayed within the dispensary compounding/dispensing medications, there has been an increasing trend towards the use of trained pharmacy technicians while the pharmacist spends more time communicating with patients. Pharmacy technicians are now more dependent upon automation to assist them in their new role dealing with patients' prescriptions and patient safety issues.", "targets": "What is the dispensary subject to in a majority of countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7cf4616773745698d93346ee032afc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most countries, the dispensary is subject to pharmacy legislation; with requirements for storage conditions, compulsory texts, equipment, etc., specified in legislation. Where it was once the case that pharmacists stayed within the dispensary compounding/dispensing medications, there has been an increasing trend towards the use of trained pharmacy technicians while the pharmacist spends more time communicating with patients. Pharmacy technicians are now more dependent upon automation to assist them in their new role dealing with patients' prescriptions and patient safety issues.", "targets": "What responsibilities were pharmacy technicians formerly limited to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7cf4616773745698d93346ee032afc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most countries, the dispensary is subject to pharmacy legislation; with requirements for storage conditions, compulsory texts, equipment, etc., specified in legislation. Where it was once the case that pharmacists stayed within the dispensary compounding/dispensing medications, there has been an increasing trend towards the use of trained pharmacy technicians while the pharmacist spends more time communicating with patients. Pharmacy technicians are now more dependent upon automation to assist them in their new role dealing with patients' prescriptions and patient safety issues.", "targets": "What do pharmacy technicians depend on more and more?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7cf4616773745698d93346ee032afc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most countries, the dispensary is subject to pharmacy legislation; with requirements for storage conditions, compulsory texts, equipment, etc., specified in legislation. Where it was once the case that pharmacists stayed within the dispensary compounding/dispensing medications, there has been an increasing trend towards the use of trained pharmacy technicians while the pharmacist spends more time communicating with patients. Pharmacy technicians are now more dependent upon automation to assist them in their new role dealing with patients' prescriptions and patient safety issues.", "targets": "What are new responsibilities pharmacy technicians now deal with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7cf4616773745698d93346ee032afc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most countries, the dispensary is subject to pharmacy legislation; with requirements for storage conditions, compulsory texts, equipment, etc., specified in legislation. Where it was once the case that pharmacists stayed within the dispensary compounding/dispensing medications, there has been an increasing trend towards the use of trained pharmacy technicians while the pharmacist spends more time communicating with patients. Pharmacy technicians are now more dependent upon automation to assist them in their new role dealing with patients' prescriptions and patient safety issues.", "targets": "What does pharmacy legislation mandate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef2cd4daae148ff86531e00c5ce981a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The India Gate built in 1931 was inspired by the Arc de Triomphe in Paris. It is the national monument of India commemorating the 90,000 soldiers of the Indian Army who lost their lives while fighting for the British Raj in World War I and the Third Anglo-Afghan War.", "targets": "What year was the India Gate built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef2cd4daae148ff86531e00c5ce981a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The India Gate built in 1931 was inspired by the Arc de Triomphe in Paris. It is the national monument of India commemorating the 90,000 soldiers of the Indian Army who lost their lives while fighting for the British Raj in World War I and the Third Anglo-Afghan War.", "targets": "The Indian Gate was inspired by what Parisian monument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef2cd4daae148ff86531e00c5ce981a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The India Gate built in 1931 was inspired by the Arc de Triomphe in Paris. It is the national monument of India commemorating the 90,000 soldiers of the Indian Army who lost their lives while fighting for the British Raj in World War I and the Third Anglo-Afghan War.", "targets": "The India Gate commemorates how many soldiers of past wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef2cd4daae148ff86531e00c5ce981a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The India Gate built in 1931 was inspired by the Arc de Triomphe in Paris. It is the national monument of India commemorating the 90,000 soldiers of the Indian Army who lost their lives while fighting for the British Raj in World War I and the Third Anglo-Afghan War.", "targets": "Which Indian monument, inspired by the Arc de Triomphe, was built in 1931?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef2cd4daae148ff86531e00c5ce981a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The India Gate built in 1931 was inspired by the Arc de Triomphe in Paris. It is the national monument of India commemorating the 90,000 soldiers of the Indian Army who lost their lives while fighting for the British Raj in World War I and the Third Anglo-Afghan War.", "targets": "The India Gate commemorates the lost soldiers of what army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85402df2cede4bd89c963e1330977adb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all cells in a multicellular plant contain chloroplasts. All green parts of a plant contain chloroplasts\u2014the chloroplasts, or more specifically, the chlorophyll in them are what make the photosynthetic parts of a plant green. The plant cells which contain chloroplasts are usually parenchyma cells, though chloroplasts can also be found in collenchyma tissue. A plant cell which contains chloroplasts is known as a chlorenchyma cell. A typical chlorenchyma cell of a land plant contains about 10 to 100 chloroplasts.", "targets": "What parts of plants have chloroplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85402df2cede4bd89c963e1330977adb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all cells in a multicellular plant contain chloroplasts. All green parts of a plant contain chloroplasts\u2014the chloroplasts, or more specifically, the chlorophyll in them are what make the photosynthetic parts of a plant green. The plant cells which contain chloroplasts are usually parenchyma cells, though chloroplasts can also be found in collenchyma tissue. A plant cell which contains chloroplasts is known as a chlorenchyma cell. A typical chlorenchyma cell of a land plant contains about 10 to 100 chloroplasts.", "targets": "What makes plants green?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85402df2cede4bd89c963e1330977adb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all cells in a multicellular plant contain chloroplasts. All green parts of a plant contain chloroplasts\u2014the chloroplasts, or more specifically, the chlorophyll in them are what make the photosynthetic parts of a plant green. The plant cells which contain chloroplasts are usually parenchyma cells, though chloroplasts can also be found in collenchyma tissue. A plant cell which contains chloroplasts is known as a chlorenchyma cell. A typical chlorenchyma cell of a land plant contains about 10 to 100 chloroplasts.", "targets": "What plant cells have chloroplasts in them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85402df2cede4bd89c963e1330977adb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all cells in a multicellular plant contain chloroplasts. All green parts of a plant contain chloroplasts\u2014the chloroplasts, or more specifically, the chlorophyll in them are what make the photosynthetic parts of a plant green. The plant cells which contain chloroplasts are usually parenchyma cells, though chloroplasts can also be found in collenchyma tissue. A plant cell which contains chloroplasts is known as a chlorenchyma cell. A typical chlorenchyma cell of a land plant contains about 10 to 100 chloroplasts.", "targets": "Where can chloroplasts sometimes be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85402df2cede4bd89c963e1330977adb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all cells in a multicellular plant contain chloroplasts. All green parts of a plant contain chloroplasts\u2014the chloroplasts, or more specifically, the chlorophyll in them are what make the photosynthetic parts of a plant green. The plant cells which contain chloroplasts are usually parenchyma cells, though chloroplasts can also be found in collenchyma tissue. A plant cell which contains chloroplasts is known as a chlorenchyma cell. A typical chlorenchyma cell of a land plant contains about 10 to 100 chloroplasts.", "targets": "What is a chlorenchyma cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee5825eaf7b742ef9b13df3a2d35a202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terms upper case and lower case can be written as two consecutive words, connected with a hyphen (upper-case and lower-case), or as a single word (uppercase and lowercase). These terms originated from the common layouts of the shallow drawers called type cases used to hold the movable type for letterpress printing. Traditionally, the capital letters were stored in a separate case that was located above the case that held the small letters, and the name proved easy to remember since capital letters are taller.", "targets": "The terms uppercase and lowercase originated from the common layout which type of drawers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee5825eaf7b742ef9b13df3a2d35a202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terms upper case and lower case can be written as two consecutive words, connected with a hyphen (upper-case and lower-case), or as a single word (uppercase and lowercase). These terms originated from the common layouts of the shallow drawers called type cases used to hold the movable type for letterpress printing. Traditionally, the capital letters were stored in a separate case that was located above the case that held the small letters, and the name proved easy to remember since capital letters are taller.", "targets": "Besides being a single word or two separate words, how can the words uppercase and lowercase be expressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee5825eaf7b742ef9b13df3a2d35a202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terms upper case and lower case can be written as two consecutive words, connected with a hyphen (upper-case and lower-case), or as a single word (uppercase and lowercase). These terms originated from the common layouts of the shallow drawers called type cases used to hold the movable type for letterpress printing. Traditionally, the capital letters were stored in a separate case that was located above the case that held the small letters, and the name proved easy to remember since capital letters are taller.", "targets": "In relation to the shelf the small letters were located, where were the capital letters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee5825eaf7b742ef9b13df3a2d35a202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terms upper case and lower case can be written as two consecutive words, connected with a hyphen (upper-case and lower-case), or as a single word (uppercase and lowercase). These terms originated from the common layouts of the shallow drawers called type cases used to hold the movable type for letterpress printing. Traditionally, the capital letters were stored in a separate case that was located above the case that held the small letters, and the name proved easy to remember since capital letters are taller.", "targets": "Which characteristic of capital letters made it easy to remember."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c101745ec5345d88b25da33121a8e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1990s after NAFTA was signed, industrial development grew rapidly with foreign investment. Large factories known as maquiladoras were built to export manufactured goods to the United States and Canada. Today, most of the maquiladoras produce electronics, automobile, and aerospace components. There are more than 406 companies operating under the federal IMMEX or Prosec program in Chihuahua. The large portion of the manufacturing sector of the state is 425 factories divided into 25 industrial parks accounting for 12.47% of the maquiladoras in Mexico, which employ 294,026 people in the state. While export-driven manufacturing is one of the most important components of the state's economy, the industrial sector is quite diverse and can be broken down into several sectors, which are: electronics, agro-industrial, wood base manufacturing, mineral, and biotech. Similar to the rest of the country, small businesses continue to be the foundation of the state\u2019s economy. Small business employs the largest portion of the population.[citation needed]", "targets": "What agreement sparked industrial development during the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c101745ec5345d88b25da33121a8e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1990s after NAFTA was signed, industrial development grew rapidly with foreign investment. Large factories known as maquiladoras were built to export manufactured goods to the United States and Canada. Today, most of the maquiladoras produce electronics, automobile, and aerospace components. There are more than 406 companies operating under the federal IMMEX or Prosec program in Chihuahua. The large portion of the manufacturing sector of the state is 425 factories divided into 25 industrial parks accounting for 12.47% of the maquiladoras in Mexico, which employ 294,026 people in the state. While export-driven manufacturing is one of the most important components of the state's economy, the industrial sector is quite diverse and can be broken down into several sectors, which are: electronics, agro-industrial, wood base manufacturing, mineral, and biotech. Similar to the rest of the country, small businesses continue to be the foundation of the state\u2019s economy. Small business employs the largest portion of the population.[citation needed]", "targets": "Large factories called what were built to export manufactured goods to the US and Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c101745ec5345d88b25da33121a8e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1990s after NAFTA was signed, industrial development grew rapidly with foreign investment. Large factories known as maquiladoras were built to export manufactured goods to the United States and Canada. Today, most of the maquiladoras produce electronics, automobile, and aerospace components. There are more than 406 companies operating under the federal IMMEX or Prosec program in Chihuahua. The large portion of the manufacturing sector of the state is 425 factories divided into 25 industrial parks accounting for 12.47% of the maquiladoras in Mexico, which employ 294,026 people in the state. While export-driven manufacturing is one of the most important components of the state's economy, the industrial sector is quite diverse and can be broken down into several sectors, which are: electronics, agro-industrial, wood base manufacturing, mineral, and biotech. Similar to the rest of the country, small businesses continue to be the foundation of the state\u2019s economy. Small business employs the largest portion of the population.[citation needed]", "targets": "How many in the state are employed by maquiladoras?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c101745ec5345d88b25da33121a8e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1990s after NAFTA was signed, industrial development grew rapidly with foreign investment. Large factories known as maquiladoras were built to export manufactured goods to the United States and Canada. Today, most of the maquiladoras produce electronics, automobile, and aerospace components. There are more than 406 companies operating under the federal IMMEX or Prosec program in Chihuahua. The large portion of the manufacturing sector of the state is 425 factories divided into 25 industrial parks accounting for 12.47% of the maquiladoras in Mexico, which employ 294,026 people in the state. While export-driven manufacturing is one of the most important components of the state's economy, the industrial sector is quite diverse and can be broken down into several sectors, which are: electronics, agro-industrial, wood base manufacturing, mineral, and biotech. Similar to the rest of the country, small businesses continue to be the foundation of the state\u2019s economy. Small business employs the largest portion of the population.[citation needed]", "targets": "What type of business employs the largest portion of the population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c101745ec5345d88b25da33121a8e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1990s after NAFTA was signed, industrial development grew rapidly with foreign investment. Large factories known as maquiladoras were built to export manufactured goods to the United States and Canada. Today, most of the maquiladoras produce electronics, automobile, and aerospace components. There are more than 406 companies operating under the federal IMMEX or Prosec program in Chihuahua. The large portion of the manufacturing sector of the state is 425 factories divided into 25 industrial parks accounting for 12.47% of the maquiladoras in Mexico, which employ 294,026 people in the state. While export-driven manufacturing is one of the most important components of the state's economy, the industrial sector is quite diverse and can be broken down into several sectors, which are: electronics, agro-industrial, wood base manufacturing, mineral, and biotech. Similar to the rest of the country, small businesses continue to be the foundation of the state\u2019s economy. Small business employs the largest portion of the population.[citation needed]", "targets": "Most maquiladoras today produce what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6accb3ee524cbda4286a8bea09e949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnaval de Solsona takes place in Solsona, Lleida. It is one of the longest; free events in the streets, and nightly concerts run for more than a week. The Carnival is known for a legend that explains how a donkey was hung at the tower bell \u2212 because the animal wanted to eat grass that grew on the top of the tower. To celebrate this legend, locals hang a stuffed donkey at the tower that \"pisses\" above the excited crowd using a water pump. This event is the most important and takes place on Saturday night. For this reason, the inhabitants are called \"matarrucs\" (\"donkey killers\").", "targets": "What is one of the longest free events in the streets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6accb3ee524cbda4286a8bea09e949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnaval de Solsona takes place in Solsona, Lleida. It is one of the longest; free events in the streets, and nightly concerts run for more than a week. The Carnival is known for a legend that explains how a donkey was hung at the tower bell \u2212 because the animal wanted to eat grass that grew on the top of the tower. To celebrate this legend, locals hang a stuffed donkey at the tower that \"pisses\" above the excited crowd using a water pump. This event is the most important and takes place on Saturday night. For this reason, the inhabitants are called \"matarrucs\" (\"donkey killers\").", "targets": "How long can the nightly concerts run for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6accb3ee524cbda4286a8bea09e949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnaval de Solsona takes place in Solsona, Lleida. It is one of the longest; free events in the streets, and nightly concerts run for more than a week. The Carnival is known for a legend that explains how a donkey was hung at the tower bell \u2212 because the animal wanted to eat grass that grew on the top of the tower. To celebrate this legend, locals hang a stuffed donkey at the tower that \"pisses\" above the excited crowd using a water pump. This event is the most important and takes place on Saturday night. For this reason, the inhabitants are called \"matarrucs\" (\"donkey killers\").", "targets": "What was a donkey hung from according to local legend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6accb3ee524cbda4286a8bea09e949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnaval de Solsona takes place in Solsona, Lleida. It is one of the longest; free events in the streets, and nightly concerts run for more than a week. The Carnival is known for a legend that explains how a donkey was hung at the tower bell \u2212 because the animal wanted to eat grass that grew on the top of the tower. To celebrate this legend, locals hang a stuffed donkey at the tower that \"pisses\" above the excited crowd using a water pump. This event is the most important and takes place on Saturday night. For this reason, the inhabitants are called \"matarrucs\" (\"donkey killers\").", "targets": "How does the donkey piss on the crowd below?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6accb3ee524cbda4286a8bea09e949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnaval de Solsona takes place in Solsona, Lleida. It is one of the longest; free events in the streets, and nightly concerts run for more than a week. The Carnival is known for a legend that explains how a donkey was hung at the tower bell \u2212 because the animal wanted to eat grass that grew on the top of the tower. To celebrate this legend, locals hang a stuffed donkey at the tower that \"pisses\" above the excited crowd using a water pump. This event is the most important and takes place on Saturday night. For this reason, the inhabitants are called \"matarrucs\" (\"donkey killers\").", "targets": "What does \"matarrucs\" mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5800e7bc50f446eae5b4051b09877c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Bible, grapes are first mentioned when Noah grows them on his farm (Genesis 9:20\u201321). Instructions concerning wine are given in the book of Proverbs and in the book of Isaiah, such as in Proverbs 20:1 and Isaiah 5:20\u201325. Deuteronomy 18:3\u20135,14:22\u201327,16:13\u201315 tell of the use of wine during Jewish feasts. Grapes were also significant to both the Greeks and Romans, and their god of agriculture, Dionysus, was linked to grapes and wine, being frequently portrayed with grape leaves on his head. Grapes are especially significant for Christians, who since the Early Church have used wine in their celebration of the Eucharist. Views on the significance of the wine vary between denominations. In Christian art, grapes often represent the blood of Christ, such as the grape leaves in Caravaggio\u2019s John the Baptist.", "targets": "When are grapes first mentioned in the Bible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5800e7bc50f446eae5b4051b09877c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Bible, grapes are first mentioned when Noah grows them on his farm (Genesis 9:20\u201321). Instructions concerning wine are given in the book of Proverbs and in the book of Isaiah, such as in Proverbs 20:1 and Isaiah 5:20\u201325. Deuteronomy 18:3\u20135,14:22\u201327,16:13\u201315 tell of the use of wine during Jewish feasts. Grapes were also significant to both the Greeks and Romans, and their god of agriculture, Dionysus, was linked to grapes and wine, being frequently portrayed with grape leaves on his head. Grapes are especially significant for Christians, who since the Early Church have used wine in their celebration of the Eucharist. Views on the significance of the wine vary between denominations. In Christian art, grapes often represent the blood of Christ, such as the grape leaves in Caravaggio\u2019s John the Baptist.", "targets": "Who was the Greek and Roman god of agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5800e7bc50f446eae5b4051b09877c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Bible, grapes are first mentioned when Noah grows them on his farm (Genesis 9:20\u201321). Instructions concerning wine are given in the book of Proverbs and in the book of Isaiah, such as in Proverbs 20:1 and Isaiah 5:20\u201325. Deuteronomy 18:3\u20135,14:22\u201327,16:13\u201315 tell of the use of wine during Jewish feasts. Grapes were also significant to both the Greeks and Romans, and their god of agriculture, Dionysus, was linked to grapes and wine, being frequently portrayed with grape leaves on his head. Grapes are especially significant for Christians, who since the Early Church have used wine in their celebration of the Eucharist. Views on the significance of the wine vary between denominations. In Christian art, grapes often represent the blood of Christ, such as the grape leaves in Caravaggio\u2019s John the Baptist.", "targets": "Whose blood do grapes usually represent in Christian art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5800e7bc50f446eae5b4051b09877c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Bible, grapes are first mentioned when Noah grows them on his farm (Genesis 9:20\u201321). Instructions concerning wine are given in the book of Proverbs and in the book of Isaiah, such as in Proverbs 20:1 and Isaiah 5:20\u201325. Deuteronomy 18:3\u20135,14:22\u201327,16:13\u201315 tell of the use of wine during Jewish feasts. Grapes were also significant to both the Greeks and Romans, and their god of agriculture, Dionysus, was linked to grapes and wine, being frequently portrayed with grape leaves on his head. Grapes are especially significant for Christians, who since the Early Church have used wine in their celebration of the Eucharist. Views on the significance of the wine vary between denominations. In Christian art, grapes often represent the blood of Christ, such as the grape leaves in Caravaggio\u2019s John the Baptist.", "targets": "Which book of the Bible talks about the use of wine during Jewish feasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5800e7bc50f446eae5b4051b09877c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Bible, grapes are first mentioned when Noah grows them on his farm (Genesis 9:20\u201321). Instructions concerning wine are given in the book of Proverbs and in the book of Isaiah, such as in Proverbs 20:1 and Isaiah 5:20\u201325. Deuteronomy 18:3\u20135,14:22\u201327,16:13\u201315 tell of the use of wine during Jewish feasts. Grapes were also significant to both the Greeks and Romans, and their god of agriculture, Dionysus, was linked to grapes and wine, being frequently portrayed with grape leaves on his head. Grapes are especially significant for Christians, who since the Early Church have used wine in their celebration of the Eucharist. Views on the significance of the wine vary between denominations. In Christian art, grapes often represent the blood of Christ, such as the grape leaves in Caravaggio\u2019s John the Baptist.", "targets": "Who in the Bible first grew grapes on their farm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6300c4396ff479493b2639f980ba93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War I, Tesla sought overseas investors. After the war started, Tesla lost the funding he was receiving from his patents in European countries. Eventually, he sold Wardenclyffe for $20,000 ($472,500 in today's dollars). In 1917, around the time that the Wardenclyffe Tower was demolished by Boldt to make the land a more viable real estate asset, Tesla received AIEE's highest honor, the Edison Medal.", "targets": "Where did Tesla look for investors prior to WWI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6300c4396ff479493b2639f980ba93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War I, Tesla sought overseas investors. After the war started, Tesla lost the funding he was receiving from his patents in European countries. Eventually, he sold Wardenclyffe for $20,000 ($472,500 in today's dollars). In 1917, around the time that the Wardenclyffe Tower was demolished by Boldt to make the land a more viable real estate asset, Tesla received AIEE's highest honor, the Edison Medal.", "targets": "What happened to Tesla's funding once the war begun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6300c4396ff479493b2639f980ba93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War I, Tesla sought overseas investors. After the war started, Tesla lost the funding he was receiving from his patents in European countries. Eventually, he sold Wardenclyffe for $20,000 ($472,500 in today's dollars). In 1917, around the time that the Wardenclyffe Tower was demolished by Boldt to make the land a more viable real estate asset, Tesla received AIEE's highest honor, the Edison Medal.", "targets": "What did he do with Wardenclyffe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6300c4396ff479493b2639f980ba93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War I, Tesla sought overseas investors. After the war started, Tesla lost the funding he was receiving from his patents in European countries. Eventually, he sold Wardenclyffe for $20,000 ($472,500 in today's dollars). In 1917, around the time that the Wardenclyffe Tower was demolished by Boldt to make the land a more viable real estate asset, Tesla received AIEE's highest honor, the Edison Medal.", "targets": "How much did Tesla receive from the sale of Wardenclyffe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6300c4396ff479493b2639f980ba93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War I, Tesla sought overseas investors. After the war started, Tesla lost the funding he was receiving from his patents in European countries. Eventually, he sold Wardenclyffe for $20,000 ($472,500 in today's dollars). In 1917, around the time that the Wardenclyffe Tower was demolished by Boldt to make the land a more viable real estate asset, Tesla received AIEE's highest honor, the Edison Medal.", "targets": "What award was given to Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd571797252440199dbafe20e5c5ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The different dialects show many sound shifts in different vowels (even shifting between diphthongs and monophthongs), and in some cases consonants also shift pronunciation. For example, an oddity of West Flemings (and to a lesser extent, East Flemings) is that, the voiced velar fricative (written as \"g\" in Dutch) shifts to a voiced glottal fricative (written as \"h\" in Dutch), while the letter \"h\" in West Flemish becomes mute (just like in French). As a result, when West Flemish try to talk Standard Dutch, they're often unable to pronounce the g-sound, and pronounce it similar to the h-sound. This leaves f.e. no difference between \"held\" (hero) and \"geld\" (money). Or in some cases, they are aware of the problem, and hyper-correct the \"h\" into a voiced velar fricative or g-sound, again leaving no difference.", "targets": "What's the Dutch word for \"money\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd571797252440199dbafe20e5c5ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The different dialects show many sound shifts in different vowels (even shifting between diphthongs and monophthongs), and in some cases consonants also shift pronunciation. For example, an oddity of West Flemings (and to a lesser extent, East Flemings) is that, the voiced velar fricative (written as \"g\" in Dutch) shifts to a voiced glottal fricative (written as \"h\" in Dutch), while the letter \"h\" in West Flemish becomes mute (just like in French). As a result, when West Flemish try to talk Standard Dutch, they're often unable to pronounce the g-sound, and pronounce it similar to the h-sound. This leaves f.e. no difference between \"held\" (hero) and \"geld\" (money). Or in some cases, they are aware of the problem, and hyper-correct the \"h\" into a voiced velar fricative or g-sound, again leaving no difference.", "targets": "West Flemings pronounce the Dutch \"g\" as a voiced glottal frivative, which would be represented by what letter in standard Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd571797252440199dbafe20e5c5ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The different dialects show many sound shifts in different vowels (even shifting between diphthongs and monophthongs), and in some cases consonants also shift pronunciation. For example, an oddity of West Flemings (and to a lesser extent, East Flemings) is that, the voiced velar fricative (written as \"g\" in Dutch) shifts to a voiced glottal fricative (written as \"h\" in Dutch), while the letter \"h\" in West Flemish becomes mute (just like in French). As a result, when West Flemish try to talk Standard Dutch, they're often unable to pronounce the g-sound, and pronounce it similar to the h-sound. This leaves f.e. no difference between \"held\" (hero) and \"geld\" (money). Or in some cases, they are aware of the problem, and hyper-correct the \"h\" into a voiced velar fricative or g-sound, again leaving no difference.", "targets": "What other European language has a mute \"h\" like the West Flemings do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd571797252440199dbafe20e5c5ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The different dialects show many sound shifts in different vowels (even shifting between diphthongs and monophthongs), and in some cases consonants also shift pronunciation. For example, an oddity of West Flemings (and to a lesser extent, East Flemings) is that, the voiced velar fricative (written as \"g\" in Dutch) shifts to a voiced glottal fricative (written as \"h\" in Dutch), while the letter \"h\" in West Flemish becomes mute (just like in French). As a result, when West Flemish try to talk Standard Dutch, they're often unable to pronounce the g-sound, and pronounce it similar to the h-sound. This leaves f.e. no difference between \"held\" (hero) and \"geld\" (money). Or in some cases, they are aware of the problem, and hyper-correct the \"h\" into a voiced velar fricative or g-sound, again leaving no difference.", "targets": "What word that means \"hero\" would a West Fleming speaker probably pronounce the same as \"geld\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd571797252440199dbafe20e5c5ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The different dialects show many sound shifts in different vowels (even shifting between diphthongs and monophthongs), and in some cases consonants also shift pronunciation. For example, an oddity of West Flemings (and to a lesser extent, East Flemings) is that, the voiced velar fricative (written as \"g\" in Dutch) shifts to a voiced glottal fricative (written as \"h\" in Dutch), while the letter \"h\" in West Flemish becomes mute (just like in French). As a result, when West Flemish try to talk Standard Dutch, they're often unable to pronounce the g-sound, and pronounce it similar to the h-sound. This leaves f.e. no difference between \"held\" (hero) and \"geld\" (money). Or in some cases, they are aware of the problem, and hyper-correct the \"h\" into a voiced velar fricative or g-sound, again leaving no difference.", "targets": "If a West Fleming speaker were being extra careful to avoid the silent \"h,\" they might over-correct into what sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e74945778b2f428c8c01bc82ff544273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz presented evidence in 2009 that both global inequality and inequality within countries prevent growth by limiting aggregate demand. Economist Branko Milanovic, wrote in 2001 that, \"The view that income inequality harms growth \u2013 or that improved equality can help sustain growth \u2013 has become more widely held in recent years. ... The main reason for this shift is the increasing importance of human capital in development. When physical capital mattered most, savings and investments were key. Then it was important to have a large contingent of rich people who could save a greater proportion of their income than the poor and invest it in physical capital. But now that human capital is scarcer than machines, widespread education has become the secret to growth.\"", "targets": "What did Stiglitz present in 2009 regarding global inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e74945778b2f428c8c01bc82ff544273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz presented evidence in 2009 that both global inequality and inequality within countries prevent growth by limiting aggregate demand. Economist Branko Milanovic, wrote in 2001 that, \"The view that income inequality harms growth \u2013 or that improved equality can help sustain growth \u2013 has become more widely held in recent years. ... The main reason for this shift is the increasing importance of human capital in development. When physical capital mattered most, savings and investments were key. Then it was important to have a large contingent of rich people who could save a greater proportion of their income than the poor and invest it in physical capital. But now that human capital is scarcer than machines, widespread education has become the secret to growth.\"", "targets": "How does inequality prevent growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e74945778b2f428c8c01bc82ff544273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz presented evidence in 2009 that both global inequality and inequality within countries prevent growth by limiting aggregate demand. Economist Branko Milanovic, wrote in 2001 that, \"The view that income inequality harms growth \u2013 or that improved equality can help sustain growth \u2013 has become more widely held in recent years. ... The main reason for this shift is the increasing importance of human capital in development. When physical capital mattered most, savings and investments were key. Then it was important to have a large contingent of rich people who could save a greater proportion of their income than the poor and invest it in physical capital. But now that human capital is scarcer than machines, widespread education has become the secret to growth.\"", "targets": "What are both Branko Milanovic and Joseph Stiglitz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e74945778b2f428c8c01bc82ff544273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz presented evidence in 2009 that both global inequality and inequality within countries prevent growth by limiting aggregate demand. Economist Branko Milanovic, wrote in 2001 that, \"The view that income inequality harms growth \u2013 or that improved equality can help sustain growth \u2013 has become more widely held in recent years. ... The main reason for this shift is the increasing importance of human capital in development. When physical capital mattered most, savings and investments were key. Then it was important to have a large contingent of rich people who could save a greater proportion of their income than the poor and invest it in physical capital. But now that human capital is scarcer than machines, widespread education has become the secret to growth.\"", "targets": "What has been the main reason for the shift to the view that income inequality harms growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e74945778b2f428c8c01bc82ff544273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz presented evidence in 2009 that both global inequality and inequality within countries prevent growth by limiting aggregate demand. Economist Branko Milanovic, wrote in 2001 that, \"The view that income inequality harms growth \u2013 or that improved equality can help sustain growth \u2013 has become more widely held in recent years. ... The main reason for this shift is the increasing importance of human capital in development. When physical capital mattered most, savings and investments were key. Then it was important to have a large contingent of rich people who could save a greater proportion of their income than the poor and invest it in physical capital. But now that human capital is scarcer than machines, widespread education has become the secret to growth.\"", "targets": "What has become the secret to economic growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "What did Tesla begin to research in March 1896?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "when did tesla begin researching x-ray imaging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "What is another term for x-ray imaging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "What did Tesla design several experimental setups to produce? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "What did Tesla's device work from the output of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "When did Tesla start deliberately experimenting with X-ray imaging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "What powered Tesla's high energy terminal vacuum tube?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e80dbde40d344dbab14e5b94e15bc059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1896, after hearing of Wilhelm R\u00f6ntgen's discovery of X-ray and X-ray imaging (radiography), Tesla proceeded to do his own experiments in X-ray imaging, developing a high energy single terminal vacuum tube of his own design that had no target electrode and that worked from the output of the Tesla Coil (the modern term for the phenomenon produced by this device is bremsstrahlung or braking radiation). In his research, Tesla devised several experimental setups to produce X-rays. Tesla held that, with his circuits, the \"instrument will ... enable one to generate Roentgen rays of much greater power than obtainable with ordinary apparatus.\"", "targets": "What were X-rays known as at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447550c17b944adaab1678ed693cdb8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, two new competing formats came onto the market and gradually replaced the standard \"78\": the 33 1\u20443 rpm (often just referred to as the 33 rpm), and the 45 rpm (see above). The 33 1\u20443 rpm LP (for \"long-play\") format was developed by Columbia Records and marketed in June 1948. RCA Victor developed the 45 rpm format and marketed it in March 1949, each pursuing their own r&d in secret. Both types of new disc used narrower grooves, intended to be played with smaller stylus\u2014typically 0.001 inches (25 \u00b5m) wide, compared to 0.003 inches (76 \u00b5m) for a 78\u2014so the new records were sometimes called Microgroove. In the mid-1950s all record companies agreed to a common recording standard called RIAA equalization. Prior to the establishment of the standard each company used its own preferred standard, requiring discriminating listeners to use pre-amplifiers with multiple selectable equalization curves.", "targets": "What two formats replaced the 78?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447550c17b944adaab1678ed693cdb8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, two new competing formats came onto the market and gradually replaced the standard \"78\": the 33 1\u20443 rpm (often just referred to as the 33 rpm), and the 45 rpm (see above). The 33 1\u20443 rpm LP (for \"long-play\") format was developed by Columbia Records and marketed in June 1948. RCA Victor developed the 45 rpm format and marketed it in March 1949, each pursuing their own r&d in secret. Both types of new disc used narrower grooves, intended to be played with smaller stylus\u2014typically 0.001 inches (25 \u00b5m) wide, compared to 0.003 inches (76 \u00b5m) for a 78\u2014so the new records were sometimes called Microgroove. In the mid-1950s all record companies agreed to a common recording standard called RIAA equalization. Prior to the establishment of the standard each company used its own preferred standard, requiring discriminating listeners to use pre-amplifiers with multiple selectable equalization curves.", "targets": "Who developed the 33 1/3 rpm LP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447550c17b944adaab1678ed693cdb8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, two new competing formats came onto the market and gradually replaced the standard \"78\": the 33 1\u20443 rpm (often just referred to as the 33 rpm), and the 45 rpm (see above). The 33 1\u20443 rpm LP (for \"long-play\") format was developed by Columbia Records and marketed in June 1948. RCA Victor developed the 45 rpm format and marketed it in March 1949, each pursuing their own r&d in secret. Both types of new disc used narrower grooves, intended to be played with smaller stylus\u2014typically 0.001 inches (25 \u00b5m) wide, compared to 0.003 inches (76 \u00b5m) for a 78\u2014so the new records were sometimes called Microgroove. In the mid-1950s all record companies agreed to a common recording standard called RIAA equalization. Prior to the establishment of the standard each company used its own preferred standard, requiring discriminating listeners to use pre-amplifiers with multiple selectable equalization curves.", "targets": "When did the 33 1/3 rpm hit the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447550c17b944adaab1678ed693cdb8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, two new competing formats came onto the market and gradually replaced the standard \"78\": the 33 1\u20443 rpm (often just referred to as the 33 rpm), and the 45 rpm (see above). The 33 1\u20443 rpm LP (for \"long-play\") format was developed by Columbia Records and marketed in June 1948. RCA Victor developed the 45 rpm format and marketed it in March 1949, each pursuing their own r&d in secret. Both types of new disc used narrower grooves, intended to be played with smaller stylus\u2014typically 0.001 inches (25 \u00b5m) wide, compared to 0.003 inches (76 \u00b5m) for a 78\u2014so the new records were sometimes called Microgroove. In the mid-1950s all record companies agreed to a common recording standard called RIAA equalization. Prior to the establishment of the standard each company used its own preferred standard, requiring discriminating listeners to use pre-amplifiers with multiple selectable equalization curves.", "targets": "When did RCA release their 45 rpm format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447550c17b944adaab1678ed693cdb8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, two new competing formats came onto the market and gradually replaced the standard \"78\": the 33 1\u20443 rpm (often just referred to as the 33 rpm), and the 45 rpm (see above). The 33 1\u20443 rpm LP (for \"long-play\") format was developed by Columbia Records and marketed in June 1948. RCA Victor developed the 45 rpm format and marketed it in March 1949, each pursuing their own r&d in secret. Both types of new disc used narrower grooves, intended to be played with smaller stylus\u2014typically 0.001 inches (25 \u00b5m) wide, compared to 0.003 inches (76 \u00b5m) for a 78\u2014so the new records were sometimes called Microgroove. In the mid-1950s all record companies agreed to a common recording standard called RIAA equalization. Prior to the establishment of the standard each company used its own preferred standard, requiring discriminating listeners to use pre-amplifiers with multiple selectable equalization curves.", "targets": "When were RIAA standards established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-361a909476ee4255b7af76a9a960f530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bombing failed to demoralise the British into surrender or significantly damage the war economy. The eight months of bombing never seriously hampered British production and the war industries continued to operate and expand. The Blitz was only authorised when the Luftwaffe had failed to meet preconditions for a 1940 launch of Operation Sea Lion, the provisionally planned German invasion of Britain. By May 1941 the threat of an invasion of Britain had passed, and Hitler's attention had turned to Operation Barbarossa in the East. In comparison to the later Allied bombing campaign against Germany, the Blitz resulted in relatively few casualties; the British bombing of Hamburg in July 1943 inflicted some 42,000 civilian deaths, about the same as the entire Blitz.", "targets": "What was the name of the Luftwaffe plan to invade Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-361a909476ee4255b7af76a9a960f530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bombing failed to demoralise the British into surrender or significantly damage the war economy. The eight months of bombing never seriously hampered British production and the war industries continued to operate and expand. The Blitz was only authorised when the Luftwaffe had failed to meet preconditions for a 1940 launch of Operation Sea Lion, the provisionally planned German invasion of Britain. By May 1941 the threat of an invasion of Britain had passed, and Hitler's attention had turned to Operation Barbarossa in the East. In comparison to the later Allied bombing campaign against Germany, the Blitz resulted in relatively few casualties; the British bombing of Hamburg in July 1943 inflicted some 42,000 civilian deaths, about the same as the entire Blitz.", "targets": "How many people died in the bombing of Hamburg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-361a909476ee4255b7af76a9a960f530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bombing failed to demoralise the British into surrender or significantly damage the war economy. The eight months of bombing never seriously hampered British production and the war industries continued to operate and expand. The Blitz was only authorised when the Luftwaffe had failed to meet preconditions for a 1940 launch of Operation Sea Lion, the provisionally planned German invasion of Britain. By May 1941 the threat of an invasion of Britain had passed, and Hitler's attention had turned to Operation Barbarossa in the East. In comparison to the later Allied bombing campaign against Germany, the Blitz resulted in relatively few casualties; the British bombing of Hamburg in July 1943 inflicted some 42,000 civilian deaths, about the same as the entire Blitz.", "targets": "What was the date of the bombing of Hamburg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-361a909476ee4255b7af76a9a960f530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bombing failed to demoralise the British into surrender or significantly damage the war economy. The eight months of bombing never seriously hampered British production and the war industries continued to operate and expand. The Blitz was only authorised when the Luftwaffe had failed to meet preconditions for a 1940 launch of Operation Sea Lion, the provisionally planned German invasion of Britain. By May 1941 the threat of an invasion of Britain had passed, and Hitler's attention had turned to Operation Barbarossa in the East. In comparison to the later Allied bombing campaign against Germany, the Blitz resulted in relatively few casualties; the British bombing of Hamburg in July 1943 inflicted some 42,000 civilian deaths, about the same as the entire Blitz.", "targets": "Who was the leader of the Luftwaffe? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b36b4e6d7f4fcbb2f349ddd026e8f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU is home to the Robert J. Dole Institute of Politics, the Beach Center on Disability, Lied Center of Kansas and radio stations KJHK, 90.7 FM, and KANU, 91.5 FM. The university is host to several museums including the University of Kansas Natural History Museum and the Spencer Museum of Art. The libraries of the University include the Watson Library, Spencer Research Library, and Anschutz Library, which commemorates the businessman Philip Anschutz, an alumnus of the University.", "targets": "What part of KU serves students learning about government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b36b4e6d7f4fcbb2f349ddd026e8f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU is home to the Robert J. Dole Institute of Politics, the Beach Center on Disability, Lied Center of Kansas and radio stations KJHK, 90.7 FM, and KANU, 91.5 FM. The university is host to several museums including the University of Kansas Natural History Museum and the Spencer Museum of Art. The libraries of the University include the Watson Library, Spencer Research Library, and Anschutz Library, which commemorates the businessman Philip Anschutz, an alumnus of the University.", "targets": "What are two radio stations that broadcast from KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b36b4e6d7f4fcbb2f349ddd026e8f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU is home to the Robert J. Dole Institute of Politics, the Beach Center on Disability, Lied Center of Kansas and radio stations KJHK, 90.7 FM, and KANU, 91.5 FM. The university is host to several museums including the University of Kansas Natural History Museum and the Spencer Museum of Art. The libraries of the University include the Watson Library, Spencer Research Library, and Anschutz Library, which commemorates the businessman Philip Anschutz, an alumnus of the University.", "targets": "What is the name of a fine art institution on the campus of KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b36b4e6d7f4fcbb2f349ddd026e8f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU is home to the Robert J. Dole Institute of Politics, the Beach Center on Disability, Lied Center of Kansas and radio stations KJHK, 90.7 FM, and KANU, 91.5 FM. The university is host to several museums including the University of Kansas Natural History Museum and the Spencer Museum of Art. The libraries of the University include the Watson Library, Spencer Research Library, and Anschutz Library, which commemorates the businessman Philip Anschutz, an alumnus of the University.", "targets": "Which library is dedicated to a former student of the University of Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b36b4e6d7f4fcbb2f349ddd026e8f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU is home to the Robert J. Dole Institute of Politics, the Beach Center on Disability, Lied Center of Kansas and radio stations KJHK, 90.7 FM, and KANU, 91.5 FM. The university is host to several museums including the University of Kansas Natural History Museum and the Spencer Museum of Art. The libraries of the University include the Watson Library, Spencer Research Library, and Anschutz Library, which commemorates the businessman Philip Anschutz, an alumnus of the University.", "targets": "Whom is the Anschutz Library named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7edad09963244b7b00b501a477c452b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In infrared photography, infrared filters are used to capture the near-infrared spectrum. Digital cameras often use infrared blockers. Cheaper digital cameras and camera phones have less effective filters and can \"see\" intense near-infrared, appearing as a bright purple-white color. This is especially pronounced when taking pictures of subjects near IR-bright areas (such as near a lamp), where the resulting infrared interference can wash out the image. There is also a technique called 'T-ray' imaging, which is imaging using far-infrared or terahertz radiation. Lack of bright sources can make terahertz photography more challenging than most other infrared imaging techniques. Recently T-ray imaging has been of considerable interest due to a number of new developments such as terahertz time-domain spectroscopy.", "targets": "What is used in infrared photography to capture the near-infrared spectrum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7edad09963244b7b00b501a477c452b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In infrared photography, infrared filters are used to capture the near-infrared spectrum. Digital cameras often use infrared blockers. Cheaper digital cameras and camera phones have less effective filters and can \"see\" intense near-infrared, appearing as a bright purple-white color. This is especially pronounced when taking pictures of subjects near IR-bright areas (such as near a lamp), where the resulting infrared interference can wash out the image. There is also a technique called 'T-ray' imaging, which is imaging using far-infrared or terahertz radiation. Lack of bright sources can make terahertz photography more challenging than most other infrared imaging techniques. Recently T-ray imaging has been of considerable interest due to a number of new developments such as terahertz time-domain spectroscopy.", "targets": "What devices are often equipped with infrared blockers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7edad09963244b7b00b501a477c452b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In infrared photography, infrared filters are used to capture the near-infrared spectrum. Digital cameras often use infrared blockers. Cheaper digital cameras and camera phones have less effective filters and can \"see\" intense near-infrared, appearing as a bright purple-white color. This is especially pronounced when taking pictures of subjects near IR-bright areas (such as near a lamp), where the resulting infrared interference can wash out the image. There is also a technique called 'T-ray' imaging, which is imaging using far-infrared or terahertz radiation. Lack of bright sources can make terahertz photography more challenging than most other infrared imaging techniques. Recently T-ray imaging has been of considerable interest due to a number of new developments such as terahertz time-domain spectroscopy.", "targets": "What is the technique that involves imaging with terahertz radiation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7edad09963244b7b00b501a477c452b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In infrared photography, infrared filters are used to capture the near-infrared spectrum. Digital cameras often use infrared blockers. Cheaper digital cameras and camera phones have less effective filters and can \"see\" intense near-infrared, appearing as a bright purple-white color. This is especially pronounced when taking pictures of subjects near IR-bright areas (such as near a lamp), where the resulting infrared interference can wash out the image. There is also a technique called 'T-ray' imaging, which is imaging using far-infrared or terahertz radiation. Lack of bright sources can make terahertz photography more challenging than most other infrared imaging techniques. Recently T-ray imaging has been of considerable interest due to a number of new developments such as terahertz time-domain spectroscopy.", "targets": "What is another name for terahertz radiation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7edad09963244b7b00b501a477c452b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In infrared photography, infrared filters are used to capture the near-infrared spectrum. Digital cameras often use infrared blockers. Cheaper digital cameras and camera phones have less effective filters and can \"see\" intense near-infrared, appearing as a bright purple-white color. This is especially pronounced when taking pictures of subjects near IR-bright areas (such as near a lamp), where the resulting infrared interference can wash out the image. There is also a technique called 'T-ray' imaging, which is imaging using far-infrared or terahertz radiation. Lack of bright sources can make terahertz photography more challenging than most other infrared imaging techniques. Recently T-ray imaging has been of considerable interest due to a number of new developments such as terahertz time-domain spectroscopy.", "targets": "What is a notable recent development in T-ray imaging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a426d6d83e094c7083fadcf00c256d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of seed plants and later angiosperms appears to be the result of two distinct rounds of whole genome duplication events. These occurred at 319 million years ago and 192 million years ago. Another possible whole genome duplication event at 160 million years ago perhaps created the ancestral line that led to all modern flowering plants. That event was studied by sequencing the genome of an ancient flowering plant, Amborella trichopoda, and directly addresses Darwin's \"abominable mystery.\"", "targets": "How many distinct rounds of genome duplication events are suspected in the evolution of seed plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a426d6d83e094c7083fadcf00c256d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of seed plants and later angiosperms appears to be the result of two distinct rounds of whole genome duplication events. These occurred at 319 million years ago and 192 million years ago. Another possible whole genome duplication event at 160 million years ago perhaps created the ancestral line that led to all modern flowering plants. That event was studied by sequencing the genome of an ancient flowering plant, Amborella trichopoda, and directly addresses Darwin's \"abominable mystery.\"", "targets": "When did the first whole genome duplication event occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a426d6d83e094c7083fadcf00c256d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of seed plants and later angiosperms appears to be the result of two distinct rounds of whole genome duplication events. These occurred at 319 million years ago and 192 million years ago. Another possible whole genome duplication event at 160 million years ago perhaps created the ancestral line that led to all modern flowering plants. That event was studied by sequencing the genome of an ancient flowering plant, Amborella trichopoda, and directly addresses Darwin's \"abominable mystery.\"", "targets": "What type of event perhaps created the line which led to modern flowering plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a426d6d83e094c7083fadcf00c256d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of seed plants and later angiosperms appears to be the result of two distinct rounds of whole genome duplication events. These occurred at 319 million years ago and 192 million years ago. Another possible whole genome duplication event at 160 million years ago perhaps created the ancestral line that led to all modern flowering plants. That event was studied by sequencing the genome of an ancient flowering plant, Amborella trichopoda, and directly addresses Darwin's \"abominable mystery.\"", "targets": "How are duplication events studied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a426d6d83e094c7083fadcf00c256d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of seed plants and later angiosperms appears to be the result of two distinct rounds of whole genome duplication events. These occurred at 319 million years ago and 192 million years ago. Another possible whole genome duplication event at 160 million years ago perhaps created the ancestral line that led to all modern flowering plants. That event was studied by sequencing the genome of an ancient flowering plant, Amborella trichopoda, and directly addresses Darwin's \"abominable mystery.\"", "targets": "Who coined the term \"abominable mystery\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64681d25f5484287a6f1f461fb070883", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is a presidential representative democratic republic. The President is both the head of state and head of government, and of a multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly and the Senate. The Judiciary is independent of the executive and the legislature. There was growing concern especially during former president Daniel arap Moi's tenure that the executive was increasingly meddling with the affairs of the judiciary.[citation needed]", "targets": "What kind of government does Kenya have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64681d25f5484287a6f1f461fb070883", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is a presidential representative democratic republic. The President is both the head of state and head of government, and of a multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly and the Senate. The Judiciary is independent of the executive and the legislature. There was growing concern especially during former president Daniel arap Moi's tenure that the executive was increasingly meddling with the affairs of the judiciary.[citation needed]", "targets": "What titles are the President given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64681d25f5484287a6f1f461fb070883", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is a presidential representative democratic republic. The President is both the head of state and head of government, and of a multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly and the Senate. The Judiciary is independent of the executive and the legislature. There was growing concern especially during former president Daniel arap Moi's tenure that the executive was increasingly meddling with the affairs of the judiciary.[citation needed]", "targets": "Who is the executive power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64681d25f5484287a6f1f461fb070883", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is a presidential representative democratic republic. The President is both the head of state and head of government, and of a multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly and the Senate. The Judiciary is independent of the executive and the legislature. There was growing concern especially during former president Daniel arap Moi's tenure that the executive was increasingly meddling with the affairs of the judiciary.[citation needed]", "targets": "Who is in control of legislative power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64681d25f5484287a6f1f461fb070883", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is a presidential representative democratic republic. The President is both the head of state and head of government, and of a multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly and the Senate. The Judiciary is independent of the executive and the legislature. There was growing concern especially during former president Daniel arap Moi's tenure that the executive was increasingly meddling with the affairs of the judiciary.[citation needed]", "targets": "What branch is independant of the other branches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c0e519a924fe7b9dc7466dbac1f6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Societies tend to come and go, of course, depending on the special enthusiasms of the masters and boys in the school at the time, but some have been in existence many years. Those in existence at present include: Aeronautical, African, Alexander Cozens (Art), Amnesty, Archeological, Architectural, Astronomy, Banks (conservation), Caledonian, Cheese, Classical, Comedy, Cosmopolitan, Debating, Design, Entrepreneurship, Geographical, Henry Fielding, Hispanic, History, Keynes (economics), Law, Literary, Mathematical, Medical, Middle Eastern, Model United Nations, Modern Languages, Oriental, Orwell (left-wing), Simeon (Christian), Parry (music), Photographic, Political, Praed (poetry), Rock (music), Rous (equestrian), Salisbury (diplomatic), Savile (Rare Books and Manuscripts), Shelley, Scientific, Sports, Tech Club, Theatre, Wellington (military), Wine and Wotton\u2019s (philosophy).", "targets": "Which Eton society is dedicated to philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c0e519a924fe7b9dc7466dbac1f6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Societies tend to come and go, of course, depending on the special enthusiasms of the masters and boys in the school at the time, but some have been in existence many years. Those in existence at present include: Aeronautical, African, Alexander Cozens (Art), Amnesty, Archeological, Architectural, Astronomy, Banks (conservation), Caledonian, Cheese, Classical, Comedy, Cosmopolitan, Debating, Design, Entrepreneurship, Geographical, Henry Fielding, Hispanic, History, Keynes (economics), Law, Literary, Mathematical, Medical, Middle Eastern, Model United Nations, Modern Languages, Oriental, Orwell (left-wing), Simeon (Christian), Parry (music), Photographic, Political, Praed (poetry), Rock (music), Rous (equestrian), Salisbury (diplomatic), Savile (Rare Books and Manuscripts), Shelley, Scientific, Sports, Tech Club, Theatre, Wellington (military), Wine and Wotton\u2019s (philosophy).", "targets": "Which Eton society is centered around horses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c0e519a924fe7b9dc7466dbac1f6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Societies tend to come and go, of course, depending on the special enthusiasms of the masters and boys in the school at the time, but some have been in existence many years. Those in existence at present include: Aeronautical, African, Alexander Cozens (Art), Amnesty, Archeological, Architectural, Astronomy, Banks (conservation), Caledonian, Cheese, Classical, Comedy, Cosmopolitan, Debating, Design, Entrepreneurship, Geographical, Henry Fielding, Hispanic, History, Keynes (economics), Law, Literary, Mathematical, Medical, Middle Eastern, Model United Nations, Modern Languages, Oriental, Orwell (left-wing), Simeon (Christian), Parry (music), Photographic, Political, Praed (poetry), Rock (music), Rous (equestrian), Salisbury (diplomatic), Savile (Rare Books and Manuscripts), Shelley, Scientific, Sports, Tech Club, Theatre, Wellington (military), Wine and Wotton\u2019s (philosophy).", "targets": "What is the name of the Eton club for musical interests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c0e519a924fe7b9dc7466dbac1f6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Societies tend to come and go, of course, depending on the special enthusiasms of the masters and boys in the school at the time, but some have been in existence many years. Those in existence at present include: Aeronautical, African, Alexander Cozens (Art), Amnesty, Archeological, Architectural, Astronomy, Banks (conservation), Caledonian, Cheese, Classical, Comedy, Cosmopolitan, Debating, Design, Entrepreneurship, Geographical, Henry Fielding, Hispanic, History, Keynes (economics), Law, Literary, Mathematical, Medical, Middle Eastern, Model United Nations, Modern Languages, Oriental, Orwell (left-wing), Simeon (Christian), Parry (music), Photographic, Political, Praed (poetry), Rock (music), Rous (equestrian), Salisbury (diplomatic), Savile (Rare Books and Manuscripts), Shelley, Scientific, Sports, Tech Club, Theatre, Wellington (military), Wine and Wotton\u2019s (philosophy).", "targets": "What is the interest of the Savile club at Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947f7f0757f84c7daf03a230be009cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mammals are viviparous, giving birth to live young. However, the five species of monotreme, the platypuses and the echidnas, lay eggs. The monotremes have a sex determination system different from that of most other mammals. In particular, the sex chromosomes of a platypus are more like those of a chicken than those of a therian mammal. Like marsupials and most other mammals, monotreme young are larval and fetus-like, as the presence of epipubic bones prevents the expansion of the torso, forcing them to produce small young.", "targets": "What is the common mammal group that gives birth to live young?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947f7f0757f84c7daf03a230be009cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mammals are viviparous, giving birth to live young. However, the five species of monotreme, the platypuses and the echidnas, lay eggs. The monotremes have a sex determination system different from that of most other mammals. In particular, the sex chromosomes of a platypus are more like those of a chicken than those of a therian mammal. Like marsupials and most other mammals, monotreme young are larval and fetus-like, as the presence of epipubic bones prevents the expansion of the torso, forcing them to produce small young.", "targets": "How many species of mammals lay eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947f7f0757f84c7daf03a230be009cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mammals are viviparous, giving birth to live young. However, the five species of monotreme, the platypuses and the echidnas, lay eggs. The monotremes have a sex determination system different from that of most other mammals. In particular, the sex chromosomes of a platypus are more like those of a chicken than those of a therian mammal. Like marsupials and most other mammals, monotreme young are larval and fetus-like, as the presence of epipubic bones prevents the expansion of the torso, forcing them to produce small young.", "targets": "Which mammal that has the bill of a duck lays eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947f7f0757f84c7daf03a230be009cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mammals are viviparous, giving birth to live young. However, the five species of monotreme, the platypuses and the echidnas, lay eggs. The monotremes have a sex determination system different from that of most other mammals. In particular, the sex chromosomes of a platypus are more like those of a chicken than those of a therian mammal. Like marsupials and most other mammals, monotreme young are larval and fetus-like, as the presence of epipubic bones prevents the expansion of the torso, forcing them to produce small young.", "targets": "The platypus has sex chromosomes more related to which other non-mammal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c97f8605d6f48b1b5aeee1d14a47cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dramatic example of the effect of food processing on a population's health is the history of epidemics of beri-beri in people subsisting on polished rice. Removing the outer layer of rice by polishing it removes with it the essential vitamin thiamine, causing beri-beri. Another example is the development of scurvy among infants in the late 19th century in the United States. It turned out that the vast majority of sufferers were being fed milk that had been heat-treated (as suggested by Pasteur) to control bacterial disease. Pasteurisation was effective against bacteria, but it destroyed the vitamin C.", "targets": "What did people who became ill with beri-beri have as their main food source?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c97f8605d6f48b1b5aeee1d14a47cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dramatic example of the effect of food processing on a population's health is the history of epidemics of beri-beri in people subsisting on polished rice. Removing the outer layer of rice by polishing it removes with it the essential vitamin thiamine, causing beri-beri. Another example is the development of scurvy among infants in the late 19th century in the United States. It turned out that the vast majority of sufferers were being fed milk that had been heat-treated (as suggested by Pasteur) to control bacterial disease. Pasteurisation was effective against bacteria, but it destroyed the vitamin C.", "targets": "What vitamin is removed during the polishing of rice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c97f8605d6f48b1b5aeee1d14a47cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dramatic example of the effect of food processing on a population's health is the history of epidemics of beri-beri in people subsisting on polished rice. Removing the outer layer of rice by polishing it removes with it the essential vitamin thiamine, causing beri-beri. Another example is the development of scurvy among infants in the late 19th century in the United States. It turned out that the vast majority of sufferers were being fed milk that had been heat-treated (as suggested by Pasteur) to control bacterial disease. Pasteurisation was effective against bacteria, but it destroyed the vitamin C.", "targets": "Which disease became prevalent among infants in the United States as an effect of processed foods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c97f8605d6f48b1b5aeee1d14a47cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dramatic example of the effect of food processing on a population's health is the history of epidemics of beri-beri in people subsisting on polished rice. Removing the outer layer of rice by polishing it removes with it the essential vitamin thiamine, causing beri-beri. Another example is the development of scurvy among infants in the late 19th century in the United States. It turned out that the vast majority of sufferers were being fed milk that had been heat-treated (as suggested by Pasteur) to control bacterial disease. Pasteurisation was effective against bacteria, but it destroyed the vitamin C.", "targets": "What treatment did the milk that was fed to infants undergo to control bacterial disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c97f8605d6f48b1b5aeee1d14a47cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dramatic example of the effect of food processing on a population's health is the history of epidemics of beri-beri in people subsisting on polished rice. Removing the outer layer of rice by polishing it removes with it the essential vitamin thiamine, causing beri-beri. Another example is the development of scurvy among infants in the late 19th century in the United States. It turned out that the vast majority of sufferers were being fed milk that had been heat-treated (as suggested by Pasteur) to control bacterial disease. Pasteurisation was effective against bacteria, but it destroyed the vitamin C.", "targets": "What was destroyed during the pasteurisation of the milk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76b96902e41641738b43320b8c23ab28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jacques Legardeur de Saint-Pierre, who succeeded Marin as commander of the French forces after the latter died on October 29, invited Washington to dine with him. Over dinner, Washington presented Saint-Pierre with the letter from Dinwiddie demanding an immediate French withdrawal from the Ohio Country. Saint-Pierre said, \"As to the Summons you send me to retire, I do not think myself obliged to obey it.\" He told Washington that France's claim to the region was superior to that of the British, since Ren\u00e9-Robert Cavelier, Sieur de La Salle had explored the Ohio Country nearly a century earlier.", "targets": "Who invited Washington to dine with him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76b96902e41641738b43320b8c23ab28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jacques Legardeur de Saint-Pierre, who succeeded Marin as commander of the French forces after the latter died on October 29, invited Washington to dine with him. Over dinner, Washington presented Saint-Pierre with the letter from Dinwiddie demanding an immediate French withdrawal from the Ohio Country. Saint-Pierre said, \"As to the Summons you send me to retire, I do not think myself obliged to obey it.\" He told Washington that France's claim to the region was superior to that of the British, since Ren\u00e9-Robert Cavelier, Sieur de La Salle had explored the Ohio Country nearly a century earlier.", "targets": "What letter did Washington present to  Saint-Pierre ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76b96902e41641738b43320b8c23ab28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jacques Legardeur de Saint-Pierre, who succeeded Marin as commander of the French forces after the latter died on October 29, invited Washington to dine with him. Over dinner, Washington presented Saint-Pierre with the letter from Dinwiddie demanding an immediate French withdrawal from the Ohio Country. Saint-Pierre said, \"As to the Summons you send me to retire, I do not think myself obliged to obey it.\" He told Washington that France's claim to the region was superior to that of the British, since Ren\u00e9-Robert Cavelier, Sieur de La Salle had explored the Ohio Country nearly a century earlier.", "targets": "How did Saint-Pierre respond to Washington?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76b96902e41641738b43320b8c23ab28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jacques Legardeur de Saint-Pierre, who succeeded Marin as commander of the French forces after the latter died on October 29, invited Washington to dine with him. Over dinner, Washington presented Saint-Pierre with the letter from Dinwiddie demanding an immediate French withdrawal from the Ohio Country. Saint-Pierre said, \"As to the Summons you send me to retire, I do not think myself obliged to obey it.\" He told Washington that France's claim to the region was superior to that of the British, since Ren\u00e9-Robert Cavelier, Sieur de La Salle had explored the Ohio Country nearly a century earlier.", "targets": "Why did French feel they had right to Ohio claim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "Who did Beyonce star with in the movie, \"Austin Powers in Goldmember\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "Which three countries did Beyonce's song \"Work It Out\" achieve top ten status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "Beyonce starred with Cuba Gooding Jr. in which film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "Who did Beyonce record the lead single with in the movie \"The Fighting Temptations\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "Which other song from the soundtrack did better in the charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What film did Beyonce appear in with Mike Myers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What large amount did the movie \"Goldmember\" gross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What genre of movie did Beyonce star in with Cuba Gooding, Jr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What song was the lead single from the film's sound track?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "How did the critics view the movie, ''The Fighting Temptations''?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What film did Beyonc\u00e9 star in with Mike Myers in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What was Beyonc\u00e9's character called in Austin Powers in Goldmember?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "Which song did Beyonc\u00e9 release as the lead single for Austin Powers in Goldmember's soundtrack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What musical comedy did Beyonc\u00e9 star in along with Cuba Gooding, Jr. in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074828e51a744fb29a3ee5c8fa103afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2002, Beyonc\u00e9 continued her acting career playing Foxxy Cleopatra alongside Mike Myers in the comedy film, Austin Powers in Goldmember, which spent its first weekend atop the US box office and grossed $73 million. Beyonc\u00e9 released \"Work It Out\" as the lead single from its soundtrack album which entered the top ten in the UK, Norway, and Belgium. In 2003, Beyonc\u00e9 starred opposite Cuba Gooding, Jr., in the musical comedy The Fighting Temptations as Lilly, a single mother whom Gooding's character falls in love with. The film received mixed reviews from critics but grossed $30 million in the U.S. Beyonc\u00e9 released \"Fighting Temptation\" as the lead single from the film's soundtrack album, with Missy Elliott, MC Lyte, and Free which was also used to promote the film. Another of Beyonc\u00e9's contributions to the soundtrack, \"Summertime\", fared better on the US charts.", "targets": "What song did Beyonc\u00e9 release as the lead single from The Fighting Tempations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c0fee3ec7f41b5a90e18d357853d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's population historically has been predominantly white. The 2010 census showed that Seattle was one of the whitest big cities in the country, although its proportion of white residents has been gradually declining. In 1960, whites comprised 91.6% of the city's population, while in 2010 they comprised 69.5%. According to the 2006\u20132008 American Community Survey, approximately 78.9% of residents over the age of five spoke only English at home. Those who spoke Asian languages other than Indo-European languages made up 10.2% of the population, Spanish was spoken by 4.5% of the population, speakers of other Indo-European languages made up 3.9%, and speakers of other languages made up 2.5%.", "targets": "In 1960, what was the percentage of whites in the Seattle area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c0fee3ec7f41b5a90e18d357853d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's population historically has been predominantly white. The 2010 census showed that Seattle was one of the whitest big cities in the country, although its proportion of white residents has been gradually declining. In 1960, whites comprised 91.6% of the city's population, while in 2010 they comprised 69.5%. According to the 2006\u20132008 American Community Survey, approximately 78.9% of residents over the age of five spoke only English at home. Those who spoke Asian languages other than Indo-European languages made up 10.2% of the population, Spanish was spoken by 4.5% of the population, speakers of other Indo-European languages made up 3.9%, and speakers of other languages made up 2.5%.", "targets": "What is the basic race of most people in Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c0fee3ec7f41b5a90e18d357853d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's population historically has been predominantly white. The 2010 census showed that Seattle was one of the whitest big cities in the country, although its proportion of white residents has been gradually declining. In 1960, whites comprised 91.6% of the city's population, while in 2010 they comprised 69.5%. According to the 2006\u20132008 American Community Survey, approximately 78.9% of residents over the age of five spoke only English at home. Those who spoke Asian languages other than Indo-European languages made up 10.2% of the population, Spanish was spoken by 4.5% of the population, speakers of other Indo-European languages made up 3.9%, and speakers of other languages made up 2.5%.", "targets": "According to the 2010 census, what was the white population in Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c0fee3ec7f41b5a90e18d357853d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's population historically has been predominantly white. The 2010 census showed that Seattle was one of the whitest big cities in the country, although its proportion of white residents has been gradually declining. In 1960, whites comprised 91.6% of the city's population, while in 2010 they comprised 69.5%. According to the 2006\u20132008 American Community Survey, approximately 78.9% of residents over the age of five spoke only English at home. Those who spoke Asian languages other than Indo-European languages made up 10.2% of the population, Spanish was spoken by 4.5% of the population, speakers of other Indo-European languages made up 3.9%, and speakers of other languages made up 2.5%.", "targets": "In 2006-2008, how many people in Seattle spoke English at home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c0fee3ec7f41b5a90e18d357853d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's population historically has been predominantly white. The 2010 census showed that Seattle was one of the whitest big cities in the country, although its proportion of white residents has been gradually declining. In 1960, whites comprised 91.6% of the city's population, while in 2010 they comprised 69.5%. According to the 2006\u20132008 American Community Survey, approximately 78.9% of residents over the age of five spoke only English at home. Those who spoke Asian languages other than Indo-European languages made up 10.2% of the population, Spanish was spoken by 4.5% of the population, speakers of other Indo-European languages made up 3.9%, and speakers of other languages made up 2.5%.", "targets": "What is the percentage of Asian speakers in Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f097f86420847229ddb85d01a274efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unique to the development of Dutch is the collaps of older ol/ul/al + dental into ol + dental, followed by vocalisation of pre-consonantal /l/ and after a short vowel, creating the diphthong /\u0251u/ e.g., Dutch goud, zout and bout corresponds with Low German Gold, Solt, Bolt; German Gold, Salz, Balt and English gold, salt, bold. This is the most common diphthong along with /\u025bi \u0153y/. All three are commonly the only ones considered unique phonemes in Dutch. The tendency for native English speakers is to pronounce Dutch names with /\u025bi/ (written as ij or ei) as /a\u026a/, (like the English vowel y) which does not normally lead to confusion among native listeners, since in a number of dialects (e.g. in Amsterdam) the same pronunciation is heard.", "targets": "What letter represents the sound native English speakers often use for Dutch names with \"ij\" or \"ei\" in them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f097f86420847229ddb85d01a274efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unique to the development of Dutch is the collaps of older ol/ul/al + dental into ol + dental, followed by vocalisation of pre-consonantal /l/ and after a short vowel, creating the diphthong /\u0251u/ e.g., Dutch goud, zout and bout corresponds with Low German Gold, Solt, Bolt; German Gold, Salz, Balt and English gold, salt, bold. This is the most common diphthong along with /\u025bi \u0153y/. All three are commonly the only ones considered unique phonemes in Dutch. The tendency for native English speakers is to pronounce Dutch names with /\u025bi/ (written as ij or ei) as /a\u026a/, (like the English vowel y) which does not normally lead to confusion among native listeners, since in a number of dialects (e.g. in Amsterdam) the same pronunciation is heard.", "targets": "How many unique phenomes are usually attributed to Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f097f86420847229ddb85d01a274efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unique to the development of Dutch is the collaps of older ol/ul/al + dental into ol + dental, followed by vocalisation of pre-consonantal /l/ and after a short vowel, creating the diphthong /\u0251u/ e.g., Dutch goud, zout and bout corresponds with Low German Gold, Solt, Bolt; German Gold, Salz, Balt and English gold, salt, bold. This is the most common diphthong along with /\u025bi \u0153y/. All three are commonly the only ones considered unique phonemes in Dutch. The tendency for native English speakers is to pronounce Dutch names with /\u025bi/ (written as ij or ei) as /a\u026a/, (like the English vowel y) which does not normally lead to confusion among native listeners, since in a number of dialects (e.g. in Amsterdam) the same pronunciation is heard.", "targets": "What's the term we use for the type of sound made for two vowels in words like the Dutch \"goud\" or \"zout\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f097f86420847229ddb85d01a274efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unique to the development of Dutch is the collaps of older ol/ul/al + dental into ol + dental, followed by vocalisation of pre-consonantal /l/ and after a short vowel, creating the diphthong /\u0251u/ e.g., Dutch goud, zout and bout corresponds with Low German Gold, Solt, Bolt; German Gold, Salz, Balt and English gold, salt, bold. This is the most common diphthong along with /\u025bi \u0153y/. All three are commonly the only ones considered unique phonemes in Dutch. The tendency for native English speakers is to pronounce Dutch names with /\u025bi/ (written as ij or ei) as /a\u026a/, (like the English vowel y) which does not normally lead to confusion among native listeners, since in a number of dialects (e.g. in Amsterdam) the same pronunciation is heard.", "targets": "What pronunciation did the older Dutch ol/ul/al + dental evolve into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c90eb0010204cd788e8cd26687df343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.", "targets": "Which ancient texts began to see more study after universities were formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c90eb0010204cd788e8cd26687df343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.", "targets": "What outlook developed the creation of the university system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c90eb0010204cd788e8cd26687df343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.", "targets": "Why did rulers and governments in Europe form universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c90eb0010204cd788e8cd26687df343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.", "targets": "What type of governments were involved in creating universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6473b6dc82fd4a4d826a6af1c67bdcf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 2011 the Swiss government announced that it plans to end its use of nuclear energy in the next 2 or 3 decades. \"The government has voted for a phaseout because we want to ensure a secure and autonomous supply of energy\", Energy Minister Doris Leuthard said that day at a press conference in Bern. \"Fukushima showed that the risk of nuclear power is too high, which in turn has also increased the costs of this energy form.\" The first reactor would reportedly be taken offline in 2019 and the last one in 2034. Parliament will discuss the plan in June 2011, and there could be a referendum as well.", "targets": "In 2011, what time frame did the Swiss government give for ending its use of nuclear energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6473b6dc82fd4a4d826a6af1c67bdcf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 2011 the Swiss government announced that it plans to end its use of nuclear energy in the next 2 or 3 decades. \"The government has voted for a phaseout because we want to ensure a secure and autonomous supply of energy\", Energy Minister Doris Leuthard said that day at a press conference in Bern. \"Fukushima showed that the risk of nuclear power is too high, which in turn has also increased the costs of this energy form.\" The first reactor would reportedly be taken offline in 2019 and the last one in 2034. Parliament will discuss the plan in June 2011, and there could be a referendum as well.", "targets": "What reason did the Swiss government give for ending its use of nuclear energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6473b6dc82fd4a4d826a6af1c67bdcf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 2011 the Swiss government announced that it plans to end its use of nuclear energy in the next 2 or 3 decades. \"The government has voted for a phaseout because we want to ensure a secure and autonomous supply of energy\", Energy Minister Doris Leuthard said that day at a press conference in Bern. \"Fukushima showed that the risk of nuclear power is too high, which in turn has also increased the costs of this energy form.\" The first reactor would reportedly be taken offline in 2019 and the last one in 2034. Parliament will discuss the plan in June 2011, and there could be a referendum as well.", "targets": "When is Switzerland's first nuclear reactor scheduled to be taken offline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6473b6dc82fd4a4d826a6af1c67bdcf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 2011 the Swiss government announced that it plans to end its use of nuclear energy in the next 2 or 3 decades. \"The government has voted for a phaseout because we want to ensure a secure and autonomous supply of energy\", Energy Minister Doris Leuthard said that day at a press conference in Bern. \"Fukushima showed that the risk of nuclear power is too high, which in turn has also increased the costs of this energy form.\" The first reactor would reportedly be taken offline in 2019 and the last one in 2034. Parliament will discuss the plan in June 2011, and there could be a referendum as well.", "targets": "When is Switzerland's last nuclear reactor scheduled to be taken offline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6473b6dc82fd4a4d826a6af1c67bdcf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 2011 the Swiss government announced that it plans to end its use of nuclear energy in the next 2 or 3 decades. \"The government has voted for a phaseout because we want to ensure a secure and autonomous supply of energy\", Energy Minister Doris Leuthard said that day at a press conference in Bern. \"Fukushima showed that the risk of nuclear power is too high, which in turn has also increased the costs of this energy form.\" The first reactor would reportedly be taken offline in 2019 and the last one in 2034. Parliament will discuss the plan in June 2011, and there could be a referendum as well.", "targets": "Who is the Doris Leuthard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d7d5789bd014a5e937b1cddf13afbe2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The doctrine of the last day and eschatology (the final fate of the universe) may be reckoned as the second great doctrine of the Quran. It is estimated that approximately one-third of the Quran is eschatological, dealing with the afterlife in the next world and with the day of judgment at the end of time. There is a reference to the afterlife on most pages of the Quran and belief in the afterlife is often referred to in conjunction with belief in God as in the common expression: \"Believe in God and the last day\". A number of suras such as 44, 56, 75, 78, 81 and 101 are directly related to the afterlife and its preparations. Some suras indicate the closeness of the event and warn people to be prepared for the imminent day. For instance, the first verses of Sura 22, which deal with the mighty earthquake and the situations of people on that day, represent this style of divine address: \"O People! Be respectful to your Lord. The earthquake of the Hour is a mighty thing.\"", "targets": "What fraction of the Quran deals with eschatology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d7d5789bd014a5e937b1cddf13afbe2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The doctrine of the last day and eschatology (the final fate of the universe) may be reckoned as the second great doctrine of the Quran. It is estimated that approximately one-third of the Quran is eschatological, dealing with the afterlife in the next world and with the day of judgment at the end of time. There is a reference to the afterlife on most pages of the Quran and belief in the afterlife is often referred to in conjunction with belief in God as in the common expression: \"Believe in God and the last day\". A number of suras such as 44, 56, 75, 78, 81 and 101 are directly related to the afterlife and its preparations. Some suras indicate the closeness of the event and warn people to be prepared for the imminent day. For instance, the first verses of Sura 22, which deal with the mighty earthquake and the situations of people on that day, represent this style of divine address: \"O People! Be respectful to your Lord. The earthquake of the Hour is a mighty thing.\"", "targets": "What general topic is eschatology about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d7d5789bd014a5e937b1cddf13afbe2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The doctrine of the last day and eschatology (the final fate of the universe) may be reckoned as the second great doctrine of the Quran. It is estimated that approximately one-third of the Quran is eschatological, dealing with the afterlife in the next world and with the day of judgment at the end of time. There is a reference to the afterlife on most pages of the Quran and belief in the afterlife is often referred to in conjunction with belief in God as in the common expression: \"Believe in God and the last day\". A number of suras such as 44, 56, 75, 78, 81 and 101 are directly related to the afterlife and its preparations. Some suras indicate the closeness of the event and warn people to be prepared for the imminent day. For instance, the first verses of Sura 22, which deal with the mighty earthquake and the situations of people on that day, represent this style of divine address: \"O People! Be respectful to your Lord. The earthquake of the Hour is a mighty thing.\"", "targets": "Which natural disaster features in Sura 22?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d7d5789bd014a5e937b1cddf13afbe2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The doctrine of the last day and eschatology (the final fate of the universe) may be reckoned as the second great doctrine of the Quran. It is estimated that approximately one-third of the Quran is eschatological, dealing with the afterlife in the next world and with the day of judgment at the end of time. There is a reference to the afterlife on most pages of the Quran and belief in the afterlife is often referred to in conjunction with belief in God as in the common expression: \"Believe in God and the last day\". A number of suras such as 44, 56, 75, 78, 81 and 101 are directly related to the afterlife and its preparations. Some suras indicate the closeness of the event and warn people to be prepared for the imminent day. For instance, the first verses of Sura 22, which deal with the mighty earthquake and the situations of people on that day, represent this style of divine address: \"O People! Be respectful to your Lord. The earthquake of the Hour is a mighty thing.\"", "targets": "What topic do suras 44, 56, 75, and 101 have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52011109e9d3435db1d16669b531c92d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 2015, at the 57th Annual Grammy Awards, West walked on stage as Beck was accepting his award for Album of the Year and then walked off stage, making everyone think he was joking around. After the awards show, West stated in an interview that he was not joking and that \"Beck needs to respect artistry, he should have given his award to Beyonc\u00e9\". On February 26, 2015, he publicly apologized to Beck on Twitter.", "targets": "Which artist's award reception did Kanye interrupt at the 57th Grammy Awards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52011109e9d3435db1d16669b531c92d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 2015, at the 57th Annual Grammy Awards, West walked on stage as Beck was accepting his award for Album of the Year and then walked off stage, making everyone think he was joking around. After the awards show, West stated in an interview that he was not joking and that \"Beck needs to respect artistry, he should have given his award to Beyonc\u00e9\". On February 26, 2015, he publicly apologized to Beck on Twitter.", "targets": "To who did Kanye state that Beck should hand his award over to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52011109e9d3435db1d16669b531c92d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 2015, at the 57th Annual Grammy Awards, West walked on stage as Beck was accepting his award for Album of the Year and then walked off stage, making everyone think he was joking around. After the awards show, West stated in an interview that he was not joking and that \"Beck needs to respect artistry, he should have given his award to Beyonc\u00e9\". On February 26, 2015, he publicly apologized to Beck on Twitter.", "targets": "What artist's acceptance speech did Kanye interrupt by walking on stage at the 57th Grammys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52011109e9d3435db1d16669b531c92d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 2015, at the 57th Annual Grammy Awards, West walked on stage as Beck was accepting his award for Album of the Year and then walked off stage, making everyone think he was joking around. After the awards show, West stated in an interview that he was not joking and that \"Beck needs to respect artistry, he should have given his award to Beyonc\u00e9\". On February 26, 2015, he publicly apologized to Beck on Twitter.", "targets": "What day did Kanye apologize to Beck on Twitter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e37d98381a0148239cfa3cc683b30464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in \u00d7 1 in (25 mm \u00d7 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in \u00d7 2 in (51 mm \u00d7 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.", "targets": "What is the typical size of a ceramic mosaic tile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e37d98381a0148239cfa3cc683b30464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in \u00d7 1 in (25 mm \u00d7 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in \u00d7 2 in (51 mm \u00d7 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.", "targets": "What is usually the purpose of a tile mosaic in pools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e37d98381a0148239cfa3cc683b30464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in \u00d7 1 in (25 mm \u00d7 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in \u00d7 2 in (51 mm \u00d7 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.", "targets": "Where is the most common application of tile mosaics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e37d98381a0148239cfa3cc683b30464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A tile mosaic is a digital image made up of individual tiles, arranged in a non-overlapping fashion, e.g. to make a static image on a shower room or bathing pool floor, by breaking the image down into square pixels formed from ceramic tiles (a typical size is 1 in \u00d7 1 in (25 mm \u00d7 25 mm), as for example, on the floor of the University of Toronto pool, though sometimes larger tiles such as 2 in \u00d7 2 in (51 mm \u00d7 51 mm) are used). These digital images are coarse in resolution and often simply express text, such as the depth of the pool in various places, but some such digital images are used to show a sunset or other beach theme.", "targets": "How should the tiles be aligned next to each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb376c5decf74302930f78784bc8cf4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous indigenous peoples occupied Alaska for thousands of years before the arrival of European peoples to the area. Linguistic and DNA studies done here have provided evidence for the settlement of North America by way of the Bering land bridge.[citation needed] The Tlingit people developed a society with a matrilineal kinship system of property inheritance and descent in what is today Southeast Alaska, along with parts of British Columbia and the Yukon. Also in Southeast were the Haida, now well known for their unique arts. The Tsimshian people came to Alaska from British Columbia in 1887, when President Grover Cleveland, and later the U.S. Congress, granted them permission to settle on Annette Island and found the town of Metlakatla. All three of these peoples, as well as other indigenous peoples of the Pacific Northwest Coast, experienced smallpox outbreaks from the late 18th through the mid-19th century, with the most devastating epidemics occurring in the 1830s and 1860s, resulting in high fatalities and social disruption.", "targets": "Which President allowed Tsimshian settlers to inhabit Annette Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb376c5decf74302930f78784bc8cf4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous indigenous peoples occupied Alaska for thousands of years before the arrival of European peoples to the area. Linguistic and DNA studies done here have provided evidence for the settlement of North America by way of the Bering land bridge.[citation needed] The Tlingit people developed a society with a matrilineal kinship system of property inheritance and descent in what is today Southeast Alaska, along with parts of British Columbia and the Yukon. Also in Southeast were the Haida, now well known for their unique arts. The Tsimshian people came to Alaska from British Columbia in 1887, when President Grover Cleveland, and later the U.S. Congress, granted them permission to settle on Annette Island and found the town of Metlakatla. All three of these peoples, as well as other indigenous peoples of the Pacific Northwest Coast, experienced smallpox outbreaks from the late 18th through the mid-19th century, with the most devastating epidemics occurring in the 1830s and 1860s, resulting in high fatalities and social disruption.", "targets": "What epidemic resulted in numerous deaths between the 1830s and 1860s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb376c5decf74302930f78784bc8cf4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous indigenous peoples occupied Alaska for thousands of years before the arrival of European peoples to the area. Linguistic and DNA studies done here have provided evidence for the settlement of North America by way of the Bering land bridge.[citation needed] The Tlingit people developed a society with a matrilineal kinship system of property inheritance and descent in what is today Southeast Alaska, along with parts of British Columbia and the Yukon. Also in Southeast were the Haida, now well known for their unique arts. The Tsimshian people came to Alaska from British Columbia in 1887, when President Grover Cleveland, and later the U.S. Congress, granted them permission to settle on Annette Island and found the town of Metlakatla. All three of these peoples, as well as other indigenous peoples of the Pacific Northwest Coast, experienced smallpox outbreaks from the late 18th through the mid-19th century, with the most devastating epidemics occurring in the 1830s and 1860s, resulting in high fatalities and social disruption.", "targets": "In what year did the Tsimshian people arrive in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb376c5decf74302930f78784bc8cf4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous indigenous peoples occupied Alaska for thousands of years before the arrival of European peoples to the area. Linguistic and DNA studies done here have provided evidence for the settlement of North America by way of the Bering land bridge.[citation needed] The Tlingit people developed a society with a matrilineal kinship system of property inheritance and descent in what is today Southeast Alaska, along with parts of British Columbia and the Yukon. Also in Southeast were the Haida, now well known for their unique arts. The Tsimshian people came to Alaska from British Columbia in 1887, when President Grover Cleveland, and later the U.S. Congress, granted them permission to settle on Annette Island and found the town of Metlakatla. All three of these peoples, as well as other indigenous peoples of the Pacific Northwest Coast, experienced smallpox outbreaks from the late 18th through the mid-19th century, with the most devastating epidemics occurring in the 1830s and 1860s, resulting in high fatalities and social disruption.", "targets": "Which Alaskan indigenous group is now well-known for their art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a9fa7368dc4471ba8ca59832e92d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the divestment from South Africa movement in the late 1980s, student activists erected a symbolic \"shantytown\" on Harvard Yard and blockaded a speech given by South African Vice Consul Duke Kent-Brown. The Harvard Management Company repeatedly refused to divest, stating that \"operating expenses must not be subject to financially unrealistic strictures or carping by the unsophisticated or by special interest groups.\" However, the university did eventually reduce its South African holdings by $230 million (out of $400 million) in response to the pressure.", "targets": "When was the divestment from South Africa movement? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a9fa7368dc4471ba8ca59832e92d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the divestment from South Africa movement in the late 1980s, student activists erected a symbolic \"shantytown\" on Harvard Yard and blockaded a speech given by South African Vice Consul Duke Kent-Brown. The Harvard Management Company repeatedly refused to divest, stating that \"operating expenses must not be subject to financially unrealistic strictures or carping by the unsophisticated or by special interest groups.\" However, the university did eventually reduce its South African holdings by $230 million (out of $400 million) in response to the pressure.", "targets": "What South African Vice Consul did Harvard students blockade the speech of? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a9fa7368dc4471ba8ca59832e92d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the divestment from South Africa movement in the late 1980s, student activists erected a symbolic \"shantytown\" on Harvard Yard and blockaded a speech given by South African Vice Consul Duke Kent-Brown. The Harvard Management Company repeatedly refused to divest, stating that \"operating expenses must not be subject to financially unrealistic strictures or carping by the unsophisticated or by special interest groups.\" However, the university did eventually reduce its South African holdings by $230 million (out of $400 million) in response to the pressure.", "targets": "By how much did Harvard management reduce its South Africa holdings in response to pressure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4ab7172710b42669d67288f1d73cbf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermal mass systems can store solar energy in the form of heat at domestically useful temperatures for daily or interseasonal durations. Thermal storage systems generally use readily available materials with high specific heat capacities such as water, earth and stone. Well-designed systems can lower peak demand, shift time-of-use to off-peak hours and reduce overall heating and cooling requirements.", "targets": "In what form do thermal mass systems store solar energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4ab7172710b42669d67288f1d73cbf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermal mass systems can store solar energy in the form of heat at domestically useful temperatures for daily or interseasonal durations. Thermal storage systems generally use readily available materials with high specific heat capacities such as water, earth and stone. Well-designed systems can lower peak demand, shift time-of-use to off-peak hours and reduce overall heating and cooling requirements.", "targets": "What is the system called that can store solar energy in the form of heat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4ab7172710b42669d67288f1d73cbf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermal mass systems can store solar energy in the form of heat at domestically useful temperatures for daily or interseasonal durations. Thermal storage systems generally use readily available materials with high specific heat capacities such as water, earth and stone. Well-designed systems can lower peak demand, shift time-of-use to off-peak hours and reduce overall heating and cooling requirements.", "targets": "What are some of the materials used in thermal storage systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4ab7172710b42669d67288f1d73cbf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermal mass systems can store solar energy in the form of heat at domestically useful temperatures for daily or interseasonal durations. Thermal storage systems generally use readily available materials with high specific heat capacities such as water, earth and stone. Well-designed systems can lower peak demand, shift time-of-use to off-peak hours and reduce overall heating and cooling requirements.", "targets": "What is something that can be accomplished by a thermal mass system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1737d87f0d5f4da0bfbdc4c033300315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, about 45% of the government's budget came from oil and natural gas revenues, and 31% came from taxes and fees. As of 2007[update], Iran had earned $70 billion in foreign exchange reserves mostly (80%) from crude oil exports. Iranian budget deficits have been a chronic problem, mostly due to large-scale state subsidies, that include foodstuffs and especially gasoline, totaling more than $84 billion in 2008 for the energy sector alone. In 2010, the economic reform plan was approved by parliament to cut subsidies gradually and replace them with targeted social assistance. The objective is to move towards free market prices in a 5-year period and increase productivity and social justice.", "targets": "By 2007, Iran's crude oil exports resulted in how much of its foreign exchange currency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1737d87f0d5f4da0bfbdc4c033300315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, about 45% of the government's budget came from oil and natural gas revenues, and 31% came from taxes and fees. As of 2007[update], Iran had earned $70 billion in foreign exchange reserves mostly (80%) from crude oil exports. Iranian budget deficits have been a chronic problem, mostly due to large-scale state subsidies, that include foodstuffs and especially gasoline, totaling more than $84 billion in 2008 for the energy sector alone. In 2010, the economic reform plan was approved by parliament to cut subsidies gradually and replace them with targeted social assistance. The objective is to move towards free market prices in a 5-year period and increase productivity and social justice.", "targets": "What is a main cause of Iran's constant budget deficits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1737d87f0d5f4da0bfbdc4c033300315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, about 45% of the government's budget came from oil and natural gas revenues, and 31% came from taxes and fees. As of 2007[update], Iran had earned $70 billion in foreign exchange reserves mostly (80%) from crude oil exports. Iranian budget deficits have been a chronic problem, mostly due to large-scale state subsidies, that include foodstuffs and especially gasoline, totaling more than $84 billion in 2008 for the energy sector alone. In 2010, the economic reform plan was approved by parliament to cut subsidies gradually and replace them with targeted social assistance. The objective is to move towards free market prices in a 5-year period and increase productivity and social justice.", "targets": "What year did Iran pass an economic reform plan that would replace subsidies with targeted social assistance programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1737d87f0d5f4da0bfbdc4c033300315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, about 45% of the government's budget came from oil and natural gas revenues, and 31% came from taxes and fees. As of 2007[update], Iran had earned $70 billion in foreign exchange reserves mostly (80%) from crude oil exports. Iranian budget deficits have been a chronic problem, mostly due to large-scale state subsidies, that include foodstuffs and especially gasoline, totaling more than $84 billion in 2008 for the energy sector alone. In 2010, the economic reform plan was approved by parliament to cut subsidies gradually and replace them with targeted social assistance. The objective is to move towards free market prices in a 5-year period and increase productivity and social justice.", "targets": "In 2008, how much was Iran's state subsidy in its energy sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1737d87f0d5f4da0bfbdc4c033300315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, about 45% of the government's budget came from oil and natural gas revenues, and 31% came from taxes and fees. As of 2007[update], Iran had earned $70 billion in foreign exchange reserves mostly (80%) from crude oil exports. Iranian budget deficits have been a chronic problem, mostly due to large-scale state subsidies, that include foodstuffs and especially gasoline, totaling more than $84 billion in 2008 for the energy sector alone. In 2010, the economic reform plan was approved by parliament to cut subsidies gradually and replace them with targeted social assistance. The objective is to move towards free market prices in a 5-year period and increase productivity and social justice.", "targets": "How much of Iran's budget came from oil and natural gas reserves in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30f596349f074752bbf25043cc8bf141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By March 2011, the market share of OS X in North America had increased to slightly over 14%. Whether the size of the Mac's market share and installed base is relevant, and to whom, is a hotly debated issue. Industry pundits have often called attention to the Mac's relatively small market share to predict Apple's impending doom, particularly in the early and mid-1990s when the company's future seemed bleakest. Others argue that market share is the wrong way to judge the Mac's success. Apple has positioned the Mac as a higher-end personal computer, and so it may be misleading to compare it to a budget PC. Because the overall market for personal computers has grown rapidly, the Mac's increasing sales numbers are effectively swamped by the industry's expanding sales volume as a whole. Apple's small market share, then, gives the impression that fewer people are using Macs than did ten years ago, when exactly the opposite is true. Soaring sales of the iPhone and iPad mean that the portion of Apple's profits represented by the Macintosh has declined in 2010, dropping to 24% from 46% two years earlier. Others try to de-emphasize market share, citing that it is rarely brought up in other industries. Regardless of the Mac's market share, Apple has remained profitable since Steve Jobs' return and the company's subsequent reorganization. Notably, a report published in the first quarter of 2008 found that Apple had a 14% market share in the personal computer market in the US, including 66% of all computers over $1,000. Market research indicates that Apple draws its customer base from a higher-income demographic than the mainstream personal computer market.", "targets": "What was the market share of OS X in North America by March 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30f596349f074752bbf25043cc8bf141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By March 2011, the market share of OS X in North America had increased to slightly over 14%. Whether the size of the Mac's market share and installed base is relevant, and to whom, is a hotly debated issue. Industry pundits have often called attention to the Mac's relatively small market share to predict Apple's impending doom, particularly in the early and mid-1990s when the company's future seemed bleakest. Others argue that market share is the wrong way to judge the Mac's success. Apple has positioned the Mac as a higher-end personal computer, and so it may be misleading to compare it to a budget PC. Because the overall market for personal computers has grown rapidly, the Mac's increasing sales numbers are effectively swamped by the industry's expanding sales volume as a whole. Apple's small market share, then, gives the impression that fewer people are using Macs than did ten years ago, when exactly the opposite is true. Soaring sales of the iPhone and iPad mean that the portion of Apple's profits represented by the Macintosh has declined in 2010, dropping to 24% from 46% two years earlier. Others try to de-emphasize market share, citing that it is rarely brought up in other industries. Regardless of the Mac's market share, Apple has remained profitable since Steve Jobs' return and the company's subsequent reorganization. Notably, a report published in the first quarter of 2008 found that Apple had a 14% market share in the personal computer market in the US, including 66% of all computers over $1,000. Market research indicates that Apple draws its customer base from a higher-income demographic than the mainstream personal computer market.", "targets": "Being positioned as a higher end PC, what is it misleading to compare the Mac to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30f596349f074752bbf25043cc8bf141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By March 2011, the market share of OS X in North America had increased to slightly over 14%. Whether the size of the Mac's market share and installed base is relevant, and to whom, is a hotly debated issue. Industry pundits have often called attention to the Mac's relatively small market share to predict Apple's impending doom, particularly in the early and mid-1990s when the company's future seemed bleakest. Others argue that market share is the wrong way to judge the Mac's success. Apple has positioned the Mac as a higher-end personal computer, and so it may be misleading to compare it to a budget PC. Because the overall market for personal computers has grown rapidly, the Mac's increasing sales numbers are effectively swamped by the industry's expanding sales volume as a whole. Apple's small market share, then, gives the impression that fewer people are using Macs than did ten years ago, when exactly the opposite is true. Soaring sales of the iPhone and iPad mean that the portion of Apple's profits represented by the Macintosh has declined in 2010, dropping to 24% from 46% two years earlier. Others try to de-emphasize market share, citing that it is rarely brought up in other industries. Regardless of the Mac's market share, Apple has remained profitable since Steve Jobs' return and the company's subsequent reorganization. Notably, a report published in the first quarter of 2008 found that Apple had a 14% market share in the personal computer market in the US, including 66% of all computers over $1,000. Market research indicates that Apple draws its customer base from a higher-income demographic than the mainstream personal computer market.", "targets": "Apple has remained profitable since what time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30f596349f074752bbf25043cc8bf141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By March 2011, the market share of OS X in North America had increased to slightly over 14%. Whether the size of the Mac's market share and installed base is relevant, and to whom, is a hotly debated issue. Industry pundits have often called attention to the Mac's relatively small market share to predict Apple's impending doom, particularly in the early and mid-1990s when the company's future seemed bleakest. Others argue that market share is the wrong way to judge the Mac's success. Apple has positioned the Mac as a higher-end personal computer, and so it may be misleading to compare it to a budget PC. Because the overall market for personal computers has grown rapidly, the Mac's increasing sales numbers are effectively swamped by the industry's expanding sales volume as a whole. Apple's small market share, then, gives the impression that fewer people are using Macs than did ten years ago, when exactly the opposite is true. Soaring sales of the iPhone and iPad mean that the portion of Apple's profits represented by the Macintosh has declined in 2010, dropping to 24% from 46% two years earlier. Others try to de-emphasize market share, citing that it is rarely brought up in other industries. Regardless of the Mac's market share, Apple has remained profitable since Steve Jobs' return and the company's subsequent reorganization. Notably, a report published in the first quarter of 2008 found that Apple had a 14% market share in the personal computer market in the US, including 66% of all computers over $1,000. Market research indicates that Apple draws its customer base from a higher-income demographic than the mainstream personal computer market.", "targets": "According to market research, who does Apple draw it's customer base from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30f596349f074752bbf25043cc8bf141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By March 2011, the market share of OS X in North America had increased to slightly over 14%. Whether the size of the Mac's market share and installed base is relevant, and to whom, is a hotly debated issue. Industry pundits have often called attention to the Mac's relatively small market share to predict Apple's impending doom, particularly in the early and mid-1990s when the company's future seemed bleakest. Others argue that market share is the wrong way to judge the Mac's success. Apple has positioned the Mac as a higher-end personal computer, and so it may be misleading to compare it to a budget PC. Because the overall market for personal computers has grown rapidly, the Mac's increasing sales numbers are effectively swamped by the industry's expanding sales volume as a whole. Apple's small market share, then, gives the impression that fewer people are using Macs than did ten years ago, when exactly the opposite is true. Soaring sales of the iPhone and iPad mean that the portion of Apple's profits represented by the Macintosh has declined in 2010, dropping to 24% from 46% two years earlier. Others try to de-emphasize market share, citing that it is rarely brought up in other industries. Regardless of the Mac's market share, Apple has remained profitable since Steve Jobs' return and the company's subsequent reorganization. Notably, a report published in the first quarter of 2008 found that Apple had a 14% market share in the personal computer market in the US, including 66% of all computers over $1,000. Market research indicates that Apple draws its customer base from a higher-income demographic than the mainstream personal computer market.", "targets": "Whose return to Apple resulted in the company's reorganization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e0492d9af7b417bb464f95619d04c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1930s, the first two motorways were built across the Land, the A4 motorway as an important east-west connection in central Germany and the main link between Berlin and south-west Germany, and the A9 motorway as the main north-south route in eastern Germany, connecting Berlin with Munich. The A4 runs from Frankfurt in Hesse via Eisenach, Gotha, Erfurt, Weimar, Jena and Gera to Dresden in Saxony, connecting Thuringia's most important cities. At Hermsdorf junction it is connected with the A9. Both highways were widened from four to six lanes (three each way) after 1990, including some extensive re-routing in the Eisenach and Jena areas. Furthermore, three new motorways were built during the 1990s and 2000s. The A71 crosses the Land in southwest-northeast direction, connecting W\u00fcrzburg in Bavaria via Meiningen, Suhl, Ilmenau, Arnstadt, Erfurt and S\u00f6mmerda with Sangerhausen and Halle in Saxony-Anhalt. The crossing of the Thuringian Forest by the A71 has been one of Germany's most expensive motorway segments with various tunnels (including Germany's longest road tunnel, the Rennsteig Tunnel) and large bridges. The A73 starts at the A71 south of Erfurt in Suhl and runs south towards Nuremberg in Bavaria. The A38 is another west-east connection in the north of Thuringia running from G\u00f6ttingen in Lower Saxony via Heiligenstadt and Nordhausen to Leipzig in Saxony. Furthermore, there is a dense network of federal highways complementing the motorway network. The upgrading of federal highways is prioritised in the federal trunk road programme 2015 (Bundesverkehrswegeplan 2015). Envisaged projects include upgrades of the B247 from Gotha to Leinefelde to improve M\u00fchlhausen's connection to the national road network, the B19 from Eisenach to Meiningen to improve access to Bad Salzungen and Schmalkalden, and the B88 and B281 for strengthening the Saalfeld/Rudolstadt region.", "targets": "When were the first motorways built in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e0492d9af7b417bb464f95619d04c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1930s, the first two motorways were built across the Land, the A4 motorway as an important east-west connection in central Germany and the main link between Berlin and south-west Germany, and the A9 motorway as the main north-south route in eastern Germany, connecting Berlin with Munich. The A4 runs from Frankfurt in Hesse via Eisenach, Gotha, Erfurt, Weimar, Jena and Gera to Dresden in Saxony, connecting Thuringia's most important cities. At Hermsdorf junction it is connected with the A9. Both highways were widened from four to six lanes (three each way) after 1990, including some extensive re-routing in the Eisenach and Jena areas. Furthermore, three new motorways were built during the 1990s and 2000s. The A71 crosses the Land in southwest-northeast direction, connecting W\u00fcrzburg in Bavaria via Meiningen, Suhl, Ilmenau, Arnstadt, Erfurt and S\u00f6mmerda with Sangerhausen and Halle in Saxony-Anhalt. The crossing of the Thuringian Forest by the A71 has been one of Germany's most expensive motorway segments with various tunnels (including Germany's longest road tunnel, the Rennsteig Tunnel) and large bridges. The A73 starts at the A71 south of Erfurt in Suhl and runs south towards Nuremberg in Bavaria. The A38 is another west-east connection in the north of Thuringia running from G\u00f6ttingen in Lower Saxony via Heiligenstadt and Nordhausen to Leipzig in Saxony. Furthermore, there is a dense network of federal highways complementing the motorway network. The upgrading of federal highways is prioritised in the federal trunk road programme 2015 (Bundesverkehrswegeplan 2015). Envisaged projects include upgrades of the B247 from Gotha to Leinefelde to improve M\u00fchlhausen's connection to the national road network, the B19 from Eisenach to Meiningen to improve access to Bad Salzungen and Schmalkalden, and the B88 and B281 for strengthening the Saalfeld/Rudolstadt region.", "targets": "When were the two motorways expanded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e0492d9af7b417bb464f95619d04c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1930s, the first two motorways were built across the Land, the A4 motorway as an important east-west connection in central Germany and the main link between Berlin and south-west Germany, and the A9 motorway as the main north-south route in eastern Germany, connecting Berlin with Munich. The A4 runs from Frankfurt in Hesse via Eisenach, Gotha, Erfurt, Weimar, Jena and Gera to Dresden in Saxony, connecting Thuringia's most important cities. At Hermsdorf junction it is connected with the A9. Both highways were widened from four to six lanes (three each way) after 1990, including some extensive re-routing in the Eisenach and Jena areas. Furthermore, three new motorways were built during the 1990s and 2000s. The A71 crosses the Land in southwest-northeast direction, connecting W\u00fcrzburg in Bavaria via Meiningen, Suhl, Ilmenau, Arnstadt, Erfurt and S\u00f6mmerda with Sangerhausen and Halle in Saxony-Anhalt. The crossing of the Thuringian Forest by the A71 has been one of Germany's most expensive motorway segments with various tunnels (including Germany's longest road tunnel, the Rennsteig Tunnel) and large bridges. The A73 starts at the A71 south of Erfurt in Suhl and runs south towards Nuremberg in Bavaria. The A38 is another west-east connection in the north of Thuringia running from G\u00f6ttingen in Lower Saxony via Heiligenstadt and Nordhausen to Leipzig in Saxony. Furthermore, there is a dense network of federal highways complementing the motorway network. The upgrading of federal highways is prioritised in the federal trunk road programme 2015 (Bundesverkehrswegeplan 2015). Envisaged projects include upgrades of the B247 from Gotha to Leinefelde to improve M\u00fchlhausen's connection to the national road network, the B19 from Eisenach to Meiningen to improve access to Bad Salzungen and Schmalkalden, and the B88 and B281 for strengthening the Saalfeld/Rudolstadt region.", "targets": "When were three additional roads built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e0492d9af7b417bb464f95619d04c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1930s, the first two motorways were built across the Land, the A4 motorway as an important east-west connection in central Germany and the main link between Berlin and south-west Germany, and the A9 motorway as the main north-south route in eastern Germany, connecting Berlin with Munich. The A4 runs from Frankfurt in Hesse via Eisenach, Gotha, Erfurt, Weimar, Jena and Gera to Dresden in Saxony, connecting Thuringia's most important cities. At Hermsdorf junction it is connected with the A9. Both highways were widened from four to six lanes (three each way) after 1990, including some extensive re-routing in the Eisenach and Jena areas. Furthermore, three new motorways were built during the 1990s and 2000s. The A71 crosses the Land in southwest-northeast direction, connecting W\u00fcrzburg in Bavaria via Meiningen, Suhl, Ilmenau, Arnstadt, Erfurt and S\u00f6mmerda with Sangerhausen and Halle in Saxony-Anhalt. The crossing of the Thuringian Forest by the A71 has been one of Germany's most expensive motorway segments with various tunnels (including Germany's longest road tunnel, the Rennsteig Tunnel) and large bridges. The A73 starts at the A71 south of Erfurt in Suhl and runs south towards Nuremberg in Bavaria. The A38 is another west-east connection in the north of Thuringia running from G\u00f6ttingen in Lower Saxony via Heiligenstadt and Nordhausen to Leipzig in Saxony. Furthermore, there is a dense network of federal highways complementing the motorway network. The upgrading of federal highways is prioritised in the federal trunk road programme 2015 (Bundesverkehrswegeplan 2015). Envisaged projects include upgrades of the B247 from Gotha to Leinefelde to improve M\u00fchlhausen's connection to the national road network, the B19 from Eisenach to Meiningen to improve access to Bad Salzungen and Schmalkalden, and the B88 and B281 for strengthening the Saalfeld/Rudolstadt region.", "targets": "Which motorway is Thuringia's most expensive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e0492d9af7b417bb464f95619d04c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1930s, the first two motorways were built across the Land, the A4 motorway as an important east-west connection in central Germany and the main link between Berlin and south-west Germany, and the A9 motorway as the main north-south route in eastern Germany, connecting Berlin with Munich. The A4 runs from Frankfurt in Hesse via Eisenach, Gotha, Erfurt, Weimar, Jena and Gera to Dresden in Saxony, connecting Thuringia's most important cities. At Hermsdorf junction it is connected with the A9. Both highways were widened from four to six lanes (three each way) after 1990, including some extensive re-routing in the Eisenach and Jena areas. Furthermore, three new motorways were built during the 1990s and 2000s. The A71 crosses the Land in southwest-northeast direction, connecting W\u00fcrzburg in Bavaria via Meiningen, Suhl, Ilmenau, Arnstadt, Erfurt and S\u00f6mmerda with Sangerhausen and Halle in Saxony-Anhalt. The crossing of the Thuringian Forest by the A71 has been one of Germany's most expensive motorway segments with various tunnels (including Germany's longest road tunnel, the Rennsteig Tunnel) and large bridges. The A73 starts at the A71 south of Erfurt in Suhl and runs south towards Nuremberg in Bavaria. The A38 is another west-east connection in the north of Thuringia running from G\u00f6ttingen in Lower Saxony via Heiligenstadt and Nordhausen to Leipzig in Saxony. Furthermore, there is a dense network of federal highways complementing the motorway network. The upgrading of federal highways is prioritised in the federal trunk road programme 2015 (Bundesverkehrswegeplan 2015). Envisaged projects include upgrades of the B247 from Gotha to Leinefelde to improve M\u00fchlhausen's connection to the national road network, the B19 from Eisenach to Meiningen to improve access to Bad Salzungen and Schmalkalden, and the B88 and B281 for strengthening the Saalfeld/Rudolstadt region.", "targets": "  What is the top priority of the federal trunk road programme 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What is a drug discovery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "Who is usually responsible for early stages of drug discovery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What is used to manipulate pathways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What is involved in drug discovery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What focuses on metabolic pathways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What is the name of the process in which possible drugs are discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What groups carry out most early drug discoveries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "What kind of technology studies the understanding and manipulation of disease states and pathogens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31c3d5da57846f0bf011031c5f0d483", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drug discovery is the process by which potential drugs are discovered or designed. In the past most drugs have been discovered either by isolating the active ingredient from traditional remedies or by serendipitous discovery. Modern biotechnology often focuses on understanding the metabolic pathways related to a disease state or pathogen, and manipulating these pathways using molecular biology or biochemistry. A great deal of early-stage drug discovery has traditionally been carried out by universities and research institutions.", "targets": "Most drugs have been found by isolating what from traditional remedies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35b4127b0f64ce7a58b11b88c64c78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library is based at two public sites: the Reading Room at the RIBA's headquarters, 66 Portland Place, London; and the RIBA Architecture Study Rooms in the Henry Cole Wing of the V&A. The Reading Room, designed by the building's architect George Grey Wornum and his wife Miriam, retains its original 1934 Art Deco interior with open bookshelves, original furniture and double-height central space. The study rooms, opened in 2004, were designed by Wright & Wright. The library is funded entirely by the RIBA but it is open to the public without charge. It operates a free education programme aimed at students, education groups and families, and an information service for RIBA members and the public through the RIBA Information Centre.", "targets": "Where is the Royal Institute Library's Reading Room located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35b4127b0f64ce7a58b11b88c64c78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library is based at two public sites: the Reading Room at the RIBA's headquarters, 66 Portland Place, London; and the RIBA Architecture Study Rooms in the Henry Cole Wing of the V&A. The Reading Room, designed by the building's architect George Grey Wornum and his wife Miriam, retains its original 1934 Art Deco interior with open bookshelves, original furniture and double-height central space. The study rooms, opened in 2004, were designed by Wright & Wright. The library is funded entirely by the RIBA but it is open to the public without charge. It operates a free education programme aimed at students, education groups and families, and an information service for RIBA members and the public through the RIBA Information Centre.", "targets": "Where are RIBA's Study Rooms located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35b4127b0f64ce7a58b11b88c64c78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library is based at two public sites: the Reading Room at the RIBA's headquarters, 66 Portland Place, London; and the RIBA Architecture Study Rooms in the Henry Cole Wing of the V&A. The Reading Room, designed by the building's architect George Grey Wornum and his wife Miriam, retains its original 1934 Art Deco interior with open bookshelves, original furniture and double-height central space. The study rooms, opened in 2004, were designed by Wright & Wright. The library is funded entirely by the RIBA but it is open to the public without charge. It operates a free education programme aimed at students, education groups and families, and an information service for RIBA members and the public through the RIBA Information Centre.", "targets": "What art style was used inthe design of the Reading Room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35b4127b0f64ce7a58b11b88c64c78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library is based at two public sites: the Reading Room at the RIBA's headquarters, 66 Portland Place, London; and the RIBA Architecture Study Rooms in the Henry Cole Wing of the V&A. The Reading Room, designed by the building's architect George Grey Wornum and his wife Miriam, retains its original 1934 Art Deco interior with open bookshelves, original furniture and double-height central space. The study rooms, opened in 2004, were designed by Wright & Wright. The library is funded entirely by the RIBA but it is open to the public without charge. It operates a free education programme aimed at students, education groups and families, and an information service for RIBA members and the public through the RIBA Information Centre.", "targets": "In what year did the Royal Institute's Reading Rooms open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d35b4127b0f64ce7a58b11b88c64c78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library is based at two public sites: the Reading Room at the RIBA's headquarters, 66 Portland Place, London; and the RIBA Architecture Study Rooms in the Henry Cole Wing of the V&A. The Reading Room, designed by the building's architect George Grey Wornum and his wife Miriam, retains its original 1934 Art Deco interior with open bookshelves, original furniture and double-height central space. The study rooms, opened in 2004, were designed by Wright & Wright. The library is funded entirely by the RIBA but it is open to the public without charge. It operates a free education programme aimed at students, education groups and families, and an information service for RIBA members and the public through the RIBA Information Centre.", "targets": "Who is meant to benefit from teaching provided by the RIBA library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06af316a203a46469e3eda906eee21fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tram system that now criss-crosses the historic city centre complements walking and biking in it. The centre has been transformed into a pedestrian priority zone that enables and invites walking and biking by making these active modes of transport comfortable, safe and enjoyable. These attributes are accomplished by applying the principle of \"filtered permeability\" to the existing irregular network of streets. It means that the network adaptations favour active transportation and, selectively, \"filter out\" the car by reducing the number of streets that run through the centre. While certain streets are discontinuous for cars, they connect to a network of pedestrian and bike paths which permeate the entire centre. In addition, these paths go through public squares and open spaces increasing the enjoyment of the trip. This logic of filtering a mode of transport is fully expressed in a comprehensive model for laying out neighbourhoods and districts \u2013 the Fused Grid.", "targets": "What system also complements walking and biking? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06af316a203a46469e3eda906eee21fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tram system that now criss-crosses the historic city centre complements walking and biking in it. The centre has been transformed into a pedestrian priority zone that enables and invites walking and biking by making these active modes of transport comfortable, safe and enjoyable. These attributes are accomplished by applying the principle of \"filtered permeability\" to the existing irregular network of streets. It means that the network adaptations favour active transportation and, selectively, \"filter out\" the car by reducing the number of streets that run through the centre. While certain streets are discontinuous for cars, they connect to a network of pedestrian and bike paths which permeate the entire centre. In addition, these paths go through public squares and open spaces increasing the enjoyment of the trip. This logic of filtering a mode of transport is fully expressed in a comprehensive model for laying out neighbourhoods and districts \u2013 the Fused Grid.", "targets": "What kind of priority zone has the city centre been transformed into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06af316a203a46469e3eda906eee21fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tram system that now criss-crosses the historic city centre complements walking and biking in it. The centre has been transformed into a pedestrian priority zone that enables and invites walking and biking by making these active modes of transport comfortable, safe and enjoyable. These attributes are accomplished by applying the principle of \"filtered permeability\" to the existing irregular network of streets. It means that the network adaptations favour active transportation and, selectively, \"filter out\" the car by reducing the number of streets that run through the centre. While certain streets are discontinuous for cars, they connect to a network of pedestrian and bike paths which permeate the entire centre. In addition, these paths go through public squares and open spaces increasing the enjoyment of the trip. This logic of filtering a mode of transport is fully expressed in a comprehensive model for laying out neighbourhoods and districts \u2013 the Fused Grid.", "targets": "What do bike paths go through to add enjoyment to the trip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06af316a203a46469e3eda906eee21fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tram system that now criss-crosses the historic city centre complements walking and biking in it. The centre has been transformed into a pedestrian priority zone that enables and invites walking and biking by making these active modes of transport comfortable, safe and enjoyable. These attributes are accomplished by applying the principle of \"filtered permeability\" to the existing irregular network of streets. It means that the network adaptations favour active transportation and, selectively, \"filter out\" the car by reducing the number of streets that run through the centre. While certain streets are discontinuous for cars, they connect to a network of pedestrian and bike paths which permeate the entire centre. In addition, these paths go through public squares and open spaces increasing the enjoyment of the trip. This logic of filtering a mode of transport is fully expressed in a comprehensive model for laying out neighbourhoods and districts \u2013 the Fused Grid.", "targets": "What is the layout of the neighbourhoods called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3153fa46df1446e98930ad1fa014e7aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Jan Nattier, the term Mah\u0101y\u0101na \"Great Vehicle\" was originally even an honorary synonym for Bodhisattvay\u0101na \"Bodhisattva Vehicle.\" The A\u1e63\u1e6das\u0101hasrik\u0101 Praj\u00f1\u0101p\u0101ramit\u0101 S\u016btra, an early and important Mahayana text, contains a simple and brief definition for the term bodhisattva: \"Because he has enlightenment as his aim, a bodhisattva-mah\u0101sattva is so called.\"", "targets": "What term means \"great vehicle\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3153fa46df1446e98930ad1fa014e7aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Jan Nattier, the term Mah\u0101y\u0101na \"Great Vehicle\" was originally even an honorary synonym for Bodhisattvay\u0101na \"Bodhisattva Vehicle.\" The A\u1e63\u1e6das\u0101hasrik\u0101 Praj\u00f1\u0101p\u0101ramit\u0101 S\u016btra, an early and important Mahayana text, contains a simple and brief definition for the term bodhisattva: \"Because he has enlightenment as his aim, a bodhisattva-mah\u0101sattva is so called.\"", "targets": "What is an honorary synonym for Bodhisattvayana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3153fa46df1446e98930ad1fa014e7aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Jan Nattier, the term Mah\u0101y\u0101na \"Great Vehicle\" was originally even an honorary synonym for Bodhisattvay\u0101na \"Bodhisattva Vehicle.\" The A\u1e63\u1e6das\u0101hasrik\u0101 Praj\u00f1\u0101p\u0101ramit\u0101 S\u016btra, an early and important Mahayana text, contains a simple and brief definition for the term bodhisattva: \"Because he has enlightenment as his aim, a bodhisattva-mah\u0101sattva is so called.\"", "targets": "The Astasahasrika Prajnaparamita Sutra is an important text of what type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fe032fa584447c5a66ac71cf395f6f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inline hockey was first played in 1995 and has also become more and more popular in the last years. The Women's inline hockey National Team participated in the 2008 FIRS World Championships. Namibia is the home for one of the toughest footraces in the world, the Namibian ultra marathon. The most famous athlete from Namibia is Frankie Fredericks, sprinter (100 and 200 m). He won four Olympic silver medals (1992, 1996) and also has medals from several World Athletics Championships. He is also known for humanitarian activities in Namibia and beyond.", "targets": "What is the toughest footrace around the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fe032fa584447c5a66ac71cf395f6f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inline hockey was first played in 1995 and has also become more and more popular in the last years. The Women's inline hockey National Team participated in the 2008 FIRS World Championships. Namibia is the home for one of the toughest footraces in the world, the Namibian ultra marathon. The most famous athlete from Namibia is Frankie Fredericks, sprinter (100 and 200 m). He won four Olympic silver medals (1992, 1996) and also has medals from several World Athletics Championships. He is also known for humanitarian activities in Namibia and beyond.", "targets": "Which team participated in the 2008 FIRS World Championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fe032fa584447c5a66ac71cf395f6f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inline hockey was first played in 1995 and has also become more and more popular in the last years. The Women's inline hockey National Team participated in the 2008 FIRS World Championships. Namibia is the home for one of the toughest footraces in the world, the Namibian ultra marathon. The most famous athlete from Namibia is Frankie Fredericks, sprinter (100 and 200 m). He won four Olympic silver medals (1992, 1996) and also has medals from several World Athletics Championships. He is also known for humanitarian activities in Namibia and beyond.", "targets": "What popular sport was first played in Namibia in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fe032fa584447c5a66ac71cf395f6f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inline hockey was first played in 1995 and has also become more and more popular in the last years. The Women's inline hockey National Team participated in the 2008 FIRS World Championships. Namibia is the home for one of the toughest footraces in the world, the Namibian ultra marathon. The most famous athlete from Namibia is Frankie Fredericks, sprinter (100 and 200 m). He won four Olympic silver medals (1992, 1996) and also has medals from several World Athletics Championships. He is also known for humanitarian activities in Namibia and beyond.", "targets": "Who is the most famous athlete from Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fe032fa584447c5a66ac71cf395f6f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inline hockey was first played in 1995 and has also become more and more popular in the last years. The Women's inline hockey National Team participated in the 2008 FIRS World Championships. Namibia is the home for one of the toughest footraces in the world, the Namibian ultra marathon. The most famous athlete from Namibia is Frankie Fredericks, sprinter (100 and 200 m). He won four Olympic silver medals (1992, 1996) and also has medals from several World Athletics Championships. He is also known for humanitarian activities in Namibia and beyond.", "targets": "What sport does the most famous Namibian athlete participate in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c27ee050a264e4f9164fa936b19b6a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with the stripping of their powers, Wu Sangui, later joined by Geng Zhongming and by Shang Kexi's son Shang Zhixin, felt they had no choice but to revolt. The ensuing Revolt of the Three Feudatories lasted for eight years. Wu attempted, ultimately in vain, to fire the embers of south China Ming loyalty by restoring Ming customs, ordering that the resented queues be cut, and declaring himself emperor of a new dynasty. At the peak of the rebels' fortunes, they extended their control as far north as the Yangtze River, nearly establishing a divided China. Wu then hesitated to go further north, not being able to coordinate strategy with his allies, and Kangxi was able to unify his forces for a counterattack led by a new generation of Manchu generals. By 1681, the Qing government had established control over a ravaged southern China which took several decades to recover. Manchu Generals and Bannermen were initially put to shame by the better performance of the Han Chinese Green Standard Army, who fought better than them against the rebels and this was noted by Kangxi, leading him to task Generals Sun Sike, Wang Jinbao, and Zhao Liangdong to lead Green Standard Soldiers to crush the rebels. The Qing thought that Han Chinese were superior at battling other Han people and so used the Green Standard Army as the dominant and majority army in crushing the rebels instead of Bannermen. Similarly, in northwestern China against Wang Fuchen, the Qing used Han Chinese Green Standard Army soldiers and Han Chinese Generals such as Zhang Liangdong, Wang Jinbao, and Zhang Yong as the primary military forces. This choice was due to the rocky terrain, which favoured infantry troops over cavalry, to the desire to keep Bannermen in the reserves, and, again, to the belief that Han troops were better at fighting other Han people. These Han generals achieved victory over the rebels. Also due to the mountainous terrain, Sichuan and southern Shaanxi were also retaken by the Han Chinese Green Standard Army under Wang Jinbao and Zhao Liangdong in 1680, with Manchus only participating in dealing with logistics and provisions. 400,000 Green Standard Army soldiers and 150,000 Bannermen served on the Qing side during the war. 213 Han Chinese Banner companies, and 527 companies of Mongol and Manchu Banners were mobilized by the Qing during the revolt. 400,000 Green Standard Army soldiers were used against the Three Feudatories besides 200,000 Bannermen.", "targets": "How long did the Revolt of the Three Feudatories last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c27ee050a264e4f9164fa936b19b6a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with the stripping of their powers, Wu Sangui, later joined by Geng Zhongming and by Shang Kexi's son Shang Zhixin, felt they had no choice but to revolt. The ensuing Revolt of the Three Feudatories lasted for eight years. Wu attempted, ultimately in vain, to fire the embers of south China Ming loyalty by restoring Ming customs, ordering that the resented queues be cut, and declaring himself emperor of a new dynasty. At the peak of the rebels' fortunes, they extended their control as far north as the Yangtze River, nearly establishing a divided China. Wu then hesitated to go further north, not being able to coordinate strategy with his allies, and Kangxi was able to unify his forces for a counterattack led by a new generation of Manchu generals. By 1681, the Qing government had established control over a ravaged southern China which took several decades to recover. Manchu Generals and Bannermen were initially put to shame by the better performance of the Han Chinese Green Standard Army, who fought better than them against the rebels and this was noted by Kangxi, leading him to task Generals Sun Sike, Wang Jinbao, and Zhao Liangdong to lead Green Standard Soldiers to crush the rebels. The Qing thought that Han Chinese were superior at battling other Han people and so used the Green Standard Army as the dominant and majority army in crushing the rebels instead of Bannermen. Similarly, in northwestern China against Wang Fuchen, the Qing used Han Chinese Green Standard Army soldiers and Han Chinese Generals such as Zhang Liangdong, Wang Jinbao, and Zhang Yong as the primary military forces. This choice was due to the rocky terrain, which favoured infantry troops over cavalry, to the desire to keep Bannermen in the reserves, and, again, to the belief that Han troops were better at fighting other Han people. These Han generals achieved victory over the rebels. Also due to the mountainous terrain, Sichuan and southern Shaanxi were also retaken by the Han Chinese Green Standard Army under Wang Jinbao and Zhao Liangdong in 1680, with Manchus only participating in dealing with logistics and provisions. 400,000 Green Standard Army soldiers and 150,000 Bannermen served on the Qing side during the war. 213 Han Chinese Banner companies, and 527 companies of Mongol and Manchu Banners were mobilized by the Qing during the revolt. 400,000 Green Standard Army soldiers were used against the Three Feudatories besides 200,000 Bannermen.", "targets": "Who declared himself emperor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c27ee050a264e4f9164fa936b19b6a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with the stripping of their powers, Wu Sangui, later joined by Geng Zhongming and by Shang Kexi's son Shang Zhixin, felt they had no choice but to revolt. The ensuing Revolt of the Three Feudatories lasted for eight years. Wu attempted, ultimately in vain, to fire the embers of south China Ming loyalty by restoring Ming customs, ordering that the resented queues be cut, and declaring himself emperor of a new dynasty. At the peak of the rebels' fortunes, they extended their control as far north as the Yangtze River, nearly establishing a divided China. Wu then hesitated to go further north, not being able to coordinate strategy with his allies, and Kangxi was able to unify his forces for a counterattack led by a new generation of Manchu generals. By 1681, the Qing government had established control over a ravaged southern China which took several decades to recover. Manchu Generals and Bannermen were initially put to shame by the better performance of the Han Chinese Green Standard Army, who fought better than them against the rebels and this was noted by Kangxi, leading him to task Generals Sun Sike, Wang Jinbao, and Zhao Liangdong to lead Green Standard Soldiers to crush the rebels. The Qing thought that Han Chinese were superior at battling other Han people and so used the Green Standard Army as the dominant and majority army in crushing the rebels instead of Bannermen. Similarly, in northwestern China against Wang Fuchen, the Qing used Han Chinese Green Standard Army soldiers and Han Chinese Generals such as Zhang Liangdong, Wang Jinbao, and Zhang Yong as the primary military forces. This choice was due to the rocky terrain, which favoured infantry troops over cavalry, to the desire to keep Bannermen in the reserves, and, again, to the belief that Han troops were better at fighting other Han people. These Han generals achieved victory over the rebels. Also due to the mountainous terrain, Sichuan and southern Shaanxi were also retaken by the Han Chinese Green Standard Army under Wang Jinbao and Zhao Liangdong in 1680, with Manchus only participating in dealing with logistics and provisions. 400,000 Green Standard Army soldiers and 150,000 Bannermen served on the Qing side during the war. 213 Han Chinese Banner companies, and 527 companies of Mongol and Manchu Banners were mobilized by the Qing during the revolt. 400,000 Green Standard Army soldiers were used against the Three Feudatories besides 200,000 Bannermen.", "targets": "When did the Qing regain power over southern China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c27ee050a264e4f9164fa936b19b6a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with the stripping of their powers, Wu Sangui, later joined by Geng Zhongming and by Shang Kexi's son Shang Zhixin, felt they had no choice but to revolt. The ensuing Revolt of the Three Feudatories lasted for eight years. Wu attempted, ultimately in vain, to fire the embers of south China Ming loyalty by restoring Ming customs, ordering that the resented queues be cut, and declaring himself emperor of a new dynasty. At the peak of the rebels' fortunes, they extended their control as far north as the Yangtze River, nearly establishing a divided China. Wu then hesitated to go further north, not being able to coordinate strategy with his allies, and Kangxi was able to unify his forces for a counterattack led by a new generation of Manchu generals. By 1681, the Qing government had established control over a ravaged southern China which took several decades to recover. Manchu Generals and Bannermen were initially put to shame by the better performance of the Han Chinese Green Standard Army, who fought better than them against the rebels and this was noted by Kangxi, leading him to task Generals Sun Sike, Wang Jinbao, and Zhao Liangdong to lead Green Standard Soldiers to crush the rebels. The Qing thought that Han Chinese were superior at battling other Han people and so used the Green Standard Army as the dominant and majority army in crushing the rebels instead of Bannermen. Similarly, in northwestern China against Wang Fuchen, the Qing used Han Chinese Green Standard Army soldiers and Han Chinese Generals such as Zhang Liangdong, Wang Jinbao, and Zhang Yong as the primary military forces. This choice was due to the rocky terrain, which favoured infantry troops over cavalry, to the desire to keep Bannermen in the reserves, and, again, to the belief that Han troops were better at fighting other Han people. These Han generals achieved victory over the rebels. Also due to the mountainous terrain, Sichuan and southern Shaanxi were also retaken by the Han Chinese Green Standard Army under Wang Jinbao and Zhao Liangdong in 1680, with Manchus only participating in dealing with logistics and provisions. 400,000 Green Standard Army soldiers and 150,000 Bannermen served on the Qing side during the war. 213 Han Chinese Banner companies, and 527 companies of Mongol and Manchu Banners were mobilized by the Qing during the revolt. 400,000 Green Standard Army soldiers were used against the Three Feudatories besides 200,000 Bannermen.", "targets": "Who did the Qing think were the better soldiers to battle Han Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c27ee050a264e4f9164fa936b19b6a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with the stripping of their powers, Wu Sangui, later joined by Geng Zhongming and by Shang Kexi's son Shang Zhixin, felt they had no choice but to revolt. The ensuing Revolt of the Three Feudatories lasted for eight years. Wu attempted, ultimately in vain, to fire the embers of south China Ming loyalty by restoring Ming customs, ordering that the resented queues be cut, and declaring himself emperor of a new dynasty. At the peak of the rebels' fortunes, they extended their control as far north as the Yangtze River, nearly establishing a divided China. Wu then hesitated to go further north, not being able to coordinate strategy with his allies, and Kangxi was able to unify his forces for a counterattack led by a new generation of Manchu generals. By 1681, the Qing government had established control over a ravaged southern China which took several decades to recover. Manchu Generals and Bannermen were initially put to shame by the better performance of the Han Chinese Green Standard Army, who fought better than them against the rebels and this was noted by Kangxi, leading him to task Generals Sun Sike, Wang Jinbao, and Zhao Liangdong to lead Green Standard Soldiers to crush the rebels. The Qing thought that Han Chinese were superior at battling other Han people and so used the Green Standard Army as the dominant and majority army in crushing the rebels instead of Bannermen. Similarly, in northwestern China against Wang Fuchen, the Qing used Han Chinese Green Standard Army soldiers and Han Chinese Generals such as Zhang Liangdong, Wang Jinbao, and Zhang Yong as the primary military forces. This choice was due to the rocky terrain, which favoured infantry troops over cavalry, to the desire to keep Bannermen in the reserves, and, again, to the belief that Han troops were better at fighting other Han people. These Han generals achieved victory over the rebels. Also due to the mountainous terrain, Sichuan and southern Shaanxi were also retaken by the Han Chinese Green Standard Army under Wang Jinbao and Zhao Liangdong in 1680, with Manchus only participating in dealing with logistics and provisions. 400,000 Green Standard Army soldiers and 150,000 Bannermen served on the Qing side during the war. 213 Han Chinese Banner companies, and 527 companies of Mongol and Manchu Banners were mobilized by the Qing during the revolt. 400,000 Green Standard Army soldiers were used against the Three Feudatories besides 200,000 Bannermen.", "targets": "How many Green Standard Army soldiers  were on the Qing side?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ccb2fd15e247969a558f3ac2dd2f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "None of the original treaties establishing the European Union mention protection for fundamental rights. It was not envisaged for European Union measures, that is legislative and administrative actions by European Union institutions, to be subject to human rights. At the time the only concern was that member states should be prevented from violating human rights, hence the establishment of the European Convention on Human Rights in 1950 and the establishment of the European Court of Human Rights. The European Court of Justice recognised fundamental rights as general principle of European Union law as the need to ensure that European Union measures are compatible with the human rights enshrined in member states' constitution became ever more apparent. In 1999 the European Council set up a body tasked with drafting a European Charter of Human Rights, which could form the constitutional basis for the European Union and as such tailored specifically to apply to the European Union and its institutions. The Charter of Fundamental Rights of the European Union draws a list of fundamental rights from the European Convention on Human Rights and Fundamental Freedoms, the Declaration on Fundamental Rights produced by the European Parliament in 1989 and European Union Treaties.", "targets": "How many original treaties establishing the EU protected fundamental rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ccb2fd15e247969a558f3ac2dd2f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "None of the original treaties establishing the European Union mention protection for fundamental rights. It was not envisaged for European Union measures, that is legislative and administrative actions by European Union institutions, to be subject to human rights. At the time the only concern was that member states should be prevented from violating human rights, hence the establishment of the European Convention on Human Rights in 1950 and the establishment of the European Court of Human Rights. The European Court of Justice recognised fundamental rights as general principle of European Union law as the need to ensure that European Union measures are compatible with the human rights enshrined in member states' constitution became ever more apparent. In 1999 the European Council set up a body tasked with drafting a European Charter of Human Rights, which could form the constitutional basis for the European Union and as such tailored specifically to apply to the European Union and its institutions. The Charter of Fundamental Rights of the European Union draws a list of fundamental rights from the European Convention on Human Rights and Fundamental Freedoms, the Declaration on Fundamental Rights produced by the European Parliament in 1989 and European Union Treaties.", "targets": "Which entities were originally concerned with preventing violation of human rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ccb2fd15e247969a558f3ac2dd2f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "None of the original treaties establishing the European Union mention protection for fundamental rights. It was not envisaged for European Union measures, that is legislative and administrative actions by European Union institutions, to be subject to human rights. At the time the only concern was that member states should be prevented from violating human rights, hence the establishment of the European Convention on Human Rights in 1950 and the establishment of the European Court of Human Rights. The European Court of Justice recognised fundamental rights as general principle of European Union law as the need to ensure that European Union measures are compatible with the human rights enshrined in member states' constitution became ever more apparent. In 1999 the European Council set up a body tasked with drafting a European Charter of Human Rights, which could form the constitutional basis for the European Union and as such tailored specifically to apply to the European Union and its institutions. The Charter of Fundamental Rights of the European Union draws a list of fundamental rights from the European Convention on Human Rights and Fundamental Freedoms, the Declaration on Fundamental Rights produced by the European Parliament in 1989 and European Union Treaties.", "targets": "When was the European Convention on Human Rights established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ccb2fd15e247969a558f3ac2dd2f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "None of the original treaties establishing the European Union mention protection for fundamental rights. It was not envisaged for European Union measures, that is legislative and administrative actions by European Union institutions, to be subject to human rights. At the time the only concern was that member states should be prevented from violating human rights, hence the establishment of the European Convention on Human Rights in 1950 and the establishment of the European Court of Human Rights. The European Court of Justice recognised fundamental rights as general principle of European Union law as the need to ensure that European Union measures are compatible with the human rights enshrined in member states' constitution became ever more apparent. In 1999 the European Council set up a body tasked with drafting a European Charter of Human Rights, which could form the constitutional basis for the European Union and as such tailored specifically to apply to the European Union and its institutions. The Charter of Fundamental Rights of the European Union draws a list of fundamental rights from the European Convention on Human Rights and Fundamental Freedoms, the Declaration on Fundamental Rights produced by the European Parliament in 1989 and European Union Treaties.", "targets": "What other entity was established at the same time as the European Convention on Human Rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ccb2fd15e247969a558f3ac2dd2f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "None of the original treaties establishing the European Union mention protection for fundamental rights. It was not envisaged for European Union measures, that is legislative and administrative actions by European Union institutions, to be subject to human rights. At the time the only concern was that member states should be prevented from violating human rights, hence the establishment of the European Convention on Human Rights in 1950 and the establishment of the European Court of Human Rights. The European Court of Justice recognised fundamental rights as general principle of European Union law as the need to ensure that European Union measures are compatible with the human rights enshrined in member states' constitution became ever more apparent. In 1999 the European Council set up a body tasked with drafting a European Charter of Human Rights, which could form the constitutional basis for the European Union and as such tailored specifically to apply to the European Union and its institutions. The Charter of Fundamental Rights of the European Union draws a list of fundamental rights from the European Convention on Human Rights and Fundamental Freedoms, the Declaration on Fundamental Rights produced by the European Parliament in 1989 and European Union Treaties.", "targets": "When did the European Council task an entity with drafting a European Charter of Human Rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b252927611734cb59b7bfa8f8fe3fdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The subsequent Slave dynasty of Delhi managed to conquer large areas of northern India, while the Khilji dynasty conquered most of central India but were ultimately unsuccessful in conquering and uniting the subcontinent. The Sultanate ushered in a period of Indian cultural renaissance. The resulting \"Indo-Muslim\" fusion of cultures left lasting syncretic monuments in architecture, music, literature, religion, and clothing. It is surmised that the language of Urdu (literally meaning \"horde\" or \"camp\" in various Turkic dialects) was born during the Delhi Sultanate period as a result of the intermingling of the local speakers of Sanskritic Prakrits with immigrants speaking Persian, Turkic, and Arabic under the Muslim rulers. The Delhi Sultanate is the only Indo-Islamic empire to enthrone one of the few female rulers in India, Razia Sultana (1236\u20131240).", "targets": "What conquered large areas of northern India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b252927611734cb59b7bfa8f8fe3fdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The subsequent Slave dynasty of Delhi managed to conquer large areas of northern India, while the Khilji dynasty conquered most of central India but were ultimately unsuccessful in conquering and uniting the subcontinent. The Sultanate ushered in a period of Indian cultural renaissance. The resulting \"Indo-Muslim\" fusion of cultures left lasting syncretic monuments in architecture, music, literature, religion, and clothing. It is surmised that the language of Urdu (literally meaning \"horde\" or \"camp\" in various Turkic dialects) was born during the Delhi Sultanate period as a result of the intermingling of the local speakers of Sanskritic Prakrits with immigrants speaking Persian, Turkic, and Arabic under the Muslim rulers. The Delhi Sultanate is the only Indo-Islamic empire to enthrone one of the few female rulers in India, Razia Sultana (1236\u20131240).", "targets": "What dynasty captured most of central India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b252927611734cb59b7bfa8f8fe3fdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The subsequent Slave dynasty of Delhi managed to conquer large areas of northern India, while the Khilji dynasty conquered most of central India but were ultimately unsuccessful in conquering and uniting the subcontinent. The Sultanate ushered in a period of Indian cultural renaissance. The resulting \"Indo-Muslim\" fusion of cultures left lasting syncretic monuments in architecture, music, literature, religion, and clothing. It is surmised that the language of Urdu (literally meaning \"horde\" or \"camp\" in various Turkic dialects) was born during the Delhi Sultanate period as a result of the intermingling of the local speakers of Sanskritic Prakrits with immigrants speaking Persian, Turkic, and Arabic under the Muslim rulers. The Delhi Sultanate is the only Indo-Islamic empire to enthrone one of the few female rulers in India, Razia Sultana (1236\u20131240).", "targets": "What language was created during the Delhi Sultanate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b252927611734cb59b7bfa8f8fe3fdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The subsequent Slave dynasty of Delhi managed to conquer large areas of northern India, while the Khilji dynasty conquered most of central India but were ultimately unsuccessful in conquering and uniting the subcontinent. The Sultanate ushered in a period of Indian cultural renaissance. The resulting \"Indo-Muslim\" fusion of cultures left lasting syncretic monuments in architecture, music, literature, religion, and clothing. It is surmised that the language of Urdu (literally meaning \"horde\" or \"camp\" in various Turkic dialects) was born during the Delhi Sultanate period as a result of the intermingling of the local speakers of Sanskritic Prakrits with immigrants speaking Persian, Turkic, and Arabic under the Muslim rulers. The Delhi Sultanate is the only Indo-Islamic empire to enthrone one of the few female rulers in India, Razia Sultana (1236\u20131240).", "targets": "Who was the only female sultana to be enthroned in a Indo-Islamic empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b252927611734cb59b7bfa8f8fe3fdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The subsequent Slave dynasty of Delhi managed to conquer large areas of northern India, while the Khilji dynasty conquered most of central India but were ultimately unsuccessful in conquering and uniting the subcontinent. The Sultanate ushered in a period of Indian cultural renaissance. The resulting \"Indo-Muslim\" fusion of cultures left lasting syncretic monuments in architecture, music, literature, religion, and clothing. It is surmised that the language of Urdu (literally meaning \"horde\" or \"camp\" in various Turkic dialects) was born during the Delhi Sultanate period as a result of the intermingling of the local speakers of Sanskritic Prakrits with immigrants speaking Persian, Turkic, and Arabic under the Muslim rulers. The Delhi Sultanate is the only Indo-Islamic empire to enthrone one of the few female rulers in India, Razia Sultana (1236\u20131240).", "targets": "By what is the fusion of Islamic and Indian cultures called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When was Levi's Stadium awarded the right to host Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "Who voted on the venue for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When did Lev's Stadium open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "How much did it cost to build Levi's Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "What California city last hosted the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "Where did the spring meetings of the NFL owners take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "On what date was Super Bowl 50 given to Levi's Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "How much did it cost to build Levi's Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "Prior to Super Bowl 50, what was the last Super Bowl in California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "In what city did the last Super Bowl in California occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "What year did Levi's Stadium become fully approved to host Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When did Levi's stadium open to the public? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "How much did it cost to build the stadium where Super Bowl 50 was played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "What year did a Super Bowl play in the bay area around San Francisco, prior to Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "Which Super Bowl was hosted in San Diego in 2003? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When was San Francisco voted to be the location for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When did Levi's Stadium open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When was the last Super Bowl in California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "Where was the meeting held when the NFL owners voted on the location for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When was Levi's Stadium picked for Super bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When did Levi's Stadium open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "How much did Levi's Stadium cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6364e77f44460c9f002a56fcfd2847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2013, NFL owners at their spring meetings in Boston voted and awarded the game to Levi's Stadium. The $1.2 billion stadium opened in 2014. It is the first Super Bowl held in the San Francisco Bay Area since Super Bowl XIX in 1985, and the first in California since Super Bowl XXXVII took place in San Diego in 2003.", "targets": "When was the last time California hosted a Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a5d85931aa4cfb91138e2f2dfdb7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After dynastic quarrels however, there was a Christian reconquest in 1072. The family who returned the city to Christianity were called the Hautevilles, including Robert Guiscard and his army, who is regarded as a hero by the natives. It was under Roger II of Sicily that Norman holdings in Sicily and the southern part of the Italian Peninsula were promoted from the County of Sicily into the Kingdom of Sicily. The Kingdom's capital was Palermo, with the King's Court held at the Palazzo dei Normanni. Much construction was undertaken during this period, such as the building of Palermo Cathedral. The Kingdom of Sicily became one of the wealthiest states in Europe.", "targets": "Who is considered a hero by natives for ending Muslim control of Palermo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a5d85931aa4cfb91138e2f2dfdb7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After dynastic quarrels however, there was a Christian reconquest in 1072. The family who returned the city to Christianity were called the Hautevilles, including Robert Guiscard and his army, who is regarded as a hero by the natives. It was under Roger II of Sicily that Norman holdings in Sicily and the southern part of the Italian Peninsula were promoted from the County of Sicily into the Kingdom of Sicily. The Kingdom's capital was Palermo, with the King's Court held at the Palazzo dei Normanni. Much construction was undertaken during this period, such as the building of Palermo Cathedral. The Kingdom of Sicily became one of the wealthiest states in Europe.", "targets": "What was the family name who returned Palermo to Christianity after reconquest in 1072?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a5d85931aa4cfb91138e2f2dfdb7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After dynastic quarrels however, there was a Christian reconquest in 1072. The family who returned the city to Christianity were called the Hautevilles, including Robert Guiscard and his army, who is regarded as a hero by the natives. It was under Roger II of Sicily that Norman holdings in Sicily and the southern part of the Italian Peninsula were promoted from the County of Sicily into the Kingdom of Sicily. The Kingdom's capital was Palermo, with the King's Court held at the Palazzo dei Normanni. Much construction was undertaken during this period, such as the building of Palermo Cathedral. The Kingdom of Sicily became one of the wealthiest states in Europe.", "targets": "Where was the Kings Court held in the Kingdom of Sicily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a5d85931aa4cfb91138e2f2dfdb7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After dynastic quarrels however, there was a Christian reconquest in 1072. The family who returned the city to Christianity were called the Hautevilles, including Robert Guiscard and his army, who is regarded as a hero by the natives. It was under Roger II of Sicily that Norman holdings in Sicily and the southern part of the Italian Peninsula were promoted from the County of Sicily into the Kingdom of Sicily. The Kingdom's capital was Palermo, with the King's Court held at the Palazzo dei Normanni. Much construction was undertaken during this period, such as the building of Palermo Cathedral. The Kingdom of Sicily became one of the wealthiest states in Europe.", "targets": "How did the Kingdom of Sicily compare monetarily with the other European staes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-419c1038c8814f6f9d472f9f6e3a7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The scientific evidence is mixed as to whether companionship of a dog can enhance human physical health and psychological wellbeing. Studies suggesting that there are benefits to physical health and psychological wellbeing have been criticised for being poorly controlled, and finding that \"[t]he health of elderly people is related to their health habits and social supports but not to their ownership of, or attachment to, a companion animal.\" Earlier studies have shown that people who keep pet dogs or cats exhibit better mental and physical health than those who do not, making fewer visits to the doctor and being less likely to be on medication than non-guardians.", "targets": "Studies that people are better off with dogs have been criticized for being what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-419c1038c8814f6f9d472f9f6e3a7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The scientific evidence is mixed as to whether companionship of a dog can enhance human physical health and psychological wellbeing. Studies suggesting that there are benefits to physical health and psychological wellbeing have been criticised for being poorly controlled, and finding that \"[t]he health of elderly people is related to their health habits and social supports but not to their ownership of, or attachment to, a companion animal.\" Earlier studies have shown that people who keep pet dogs or cats exhibit better mental and physical health than those who do not, making fewer visits to the doctor and being less likely to be on medication than non-guardians.", "targets": "People who have cats or dogs make fewer visits where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f4e03ccfa849efa2d95fdcd186250c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metaphysics in M\u012bm\u0101\u1e43s\u0101 school consists of both atheistic and theistic doctrines and the school showed little interest in systematic examination of the existence of God. Rather, it held that the soul is eternal omnipresent, inherently active spiritual essence, then focussed on the epistemology and metaphysics of dharma. To them, dharma meant rituals and duties, not devas (gods), because devas existed only in name. The M\u012bm\u0101\u1e43s\u0101kas held that the Vedas are \"eternal authorless infallible\", that Vedic vidhi (injunctions) and mantras in rituals are prescriptive karya (actions), and the rituals are of primary importance and merit. They considered the Upanishads and other self-knowledge, spirituality-related texts to be of secondary importance, a philosophical view that the Vedanta school disagreed with.", "targets": "What type of doctrines are contained in the Mimamsa  school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f4e03ccfa849efa2d95fdcd186250c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metaphysics in M\u012bm\u0101\u1e43s\u0101 school consists of both atheistic and theistic doctrines and the school showed little interest in systematic examination of the existence of God. Rather, it held that the soul is eternal omnipresent, inherently active spiritual essence, then focussed on the epistemology and metaphysics of dharma. To them, dharma meant rituals and duties, not devas (gods), because devas existed only in name. The M\u012bm\u0101\u1e43s\u0101kas held that the Vedas are \"eternal authorless infallible\", that Vedic vidhi (injunctions) and mantras in rituals are prescriptive karya (actions), and the rituals are of primary importance and merit. They considered the Upanishads and other self-knowledge, spirituality-related texts to be of secondary importance, a philosophical view that the Vedanta school disagreed with.", "targets": "How did the Mimamsa school view the soul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f4e03ccfa849efa2d95fdcd186250c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metaphysics in M\u012bm\u0101\u1e43s\u0101 school consists of both atheistic and theistic doctrines and the school showed little interest in systematic examination of the existence of God. Rather, it held that the soul is eternal omnipresent, inherently active spiritual essence, then focussed on the epistemology and metaphysics of dharma. To them, dharma meant rituals and duties, not devas (gods), because devas existed only in name. The M\u012bm\u0101\u1e43s\u0101kas held that the Vedas are \"eternal authorless infallible\", that Vedic vidhi (injunctions) and mantras in rituals are prescriptive karya (actions), and the rituals are of primary importance and merit. They considered the Upanishads and other self-knowledge, spirituality-related texts to be of secondary importance, a philosophical view that the Vedanta school disagreed with.", "targets": "What was the focus of the Mimamsa school of philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f4e03ccfa849efa2d95fdcd186250c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metaphysics in M\u012bm\u0101\u1e43s\u0101 school consists of both atheistic and theistic doctrines and the school showed little interest in systematic examination of the existence of God. Rather, it held that the soul is eternal omnipresent, inherently active spiritual essence, then focussed on the epistemology and metaphysics of dharma. To them, dharma meant rituals and duties, not devas (gods), because devas existed only in name. The M\u012bm\u0101\u1e43s\u0101kas held that the Vedas are \"eternal authorless infallible\", that Vedic vidhi (injunctions) and mantras in rituals are prescriptive karya (actions), and the rituals are of primary importance and merit. They considered the Upanishads and other self-knowledge, spirituality-related texts to be of secondary importance, a philosophical view that the Vedanta school disagreed with.", "targets": "How did the Mimamsa school consider dharma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f4e03ccfa849efa2d95fdcd186250c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metaphysics in M\u012bm\u0101\u1e43s\u0101 school consists of both atheistic and theistic doctrines and the school showed little interest in systematic examination of the existence of God. Rather, it held that the soul is eternal omnipresent, inherently active spiritual essence, then focussed on the epistemology and metaphysics of dharma. To them, dharma meant rituals and duties, not devas (gods), because devas existed only in name. The M\u012bm\u0101\u1e43s\u0101kas held that the Vedas are \"eternal authorless infallible\", that Vedic vidhi (injunctions) and mantras in rituals are prescriptive karya (actions), and the rituals are of primary importance and merit. They considered the Upanishads and other self-knowledge, spirituality-related texts to be of secondary importance, a philosophical view that the Vedanta school disagreed with.", "targets": "What school disagreed with the principles of the Mimamsa school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8eed26235de4062be311913d160310e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city lost the status of state capital to Columbia in 1786, Charleston became even more prosperous in the plantation-dominated economy of the post-Revolutionary years. The invention of the cotton gin in 1793 revolutionized the processing of this crop, making short-staple cotton profitable. It was more easily grown in the upland areas, and cotton quickly became South Carolina's major export commodity. The Piedmont region was developed into cotton plantations, to which the sea islands and Lowcountry were already devoted. Slaves were also the primary labor force within the city, working as domestics, artisans, market workers, and laborers.", "targets": "What city became the state capital of South Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8eed26235de4062be311913d160310e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city lost the status of state capital to Columbia in 1786, Charleston became even more prosperous in the plantation-dominated economy of the post-Revolutionary years. The invention of the cotton gin in 1793 revolutionized the processing of this crop, making short-staple cotton profitable. It was more easily grown in the upland areas, and cotton quickly became South Carolina's major export commodity. The Piedmont region was developed into cotton plantations, to which the sea islands and Lowcountry were already devoted. Slaves were also the primary labor force within the city, working as domestics, artisans, market workers, and laborers.", "targets": "Charleston was the state capital of South Carolina until what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8eed26235de4062be311913d160310e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city lost the status of state capital to Columbia in 1786, Charleston became even more prosperous in the plantation-dominated economy of the post-Revolutionary years. The invention of the cotton gin in 1793 revolutionized the processing of this crop, making short-staple cotton profitable. It was more easily grown in the upland areas, and cotton quickly became South Carolina's major export commodity. The Piedmont region was developed into cotton plantations, to which the sea islands and Lowcountry were already devoted. Slaves were also the primary labor force within the city, working as domestics, artisans, market workers, and laborers.", "targets": "In what year was the cotton gin invented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8eed26235de4062be311913d160310e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city lost the status of state capital to Columbia in 1786, Charleston became even more prosperous in the plantation-dominated economy of the post-Revolutionary years. The invention of the cotton gin in 1793 revolutionized the processing of this crop, making short-staple cotton profitable. It was more easily grown in the upland areas, and cotton quickly became South Carolina's major export commodity. The Piedmont region was developed into cotton plantations, to which the sea islands and Lowcountry were already devoted. Slaves were also the primary labor force within the city, working as domestics, artisans, market workers, and laborers.", "targets": "What became South Carolina's major export commodity after 1793?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8eed26235de4062be311913d160310e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city lost the status of state capital to Columbia in 1786, Charleston became even more prosperous in the plantation-dominated economy of the post-Revolutionary years. The invention of the cotton gin in 1793 revolutionized the processing of this crop, making short-staple cotton profitable. It was more easily grown in the upland areas, and cotton quickly became South Carolina's major export commodity. The Piedmont region was developed into cotton plantations, to which the sea islands and Lowcountry were already devoted. Slaves were also the primary labor force within the city, working as domestics, artisans, market workers, and laborers.", "targets": "Who made up most of the primary labor force of cotton plantations? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc27a8af0ec4d76b8a412514e336321", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Violent incidents occurred throughout the Piedmont of the state as white insurgents struggled to maintain white supremacy in the face of social changes after the war and granting of citizenship to freedmen by federal constitutional amendments. After former Confederates were allowed to vote again, election campaigns from 1872 on were marked by violent intimidation of blacks and Republicans by white Democratic paramilitary groups, known as the Red Shirts. Violent incidents took place in Charleston on King Street in September 6 and in nearby Cainhoy on October 15, both in association with political meetings before the 1876 election. The Cainhoy incident was the only one statewide in which more whites were killed than blacks. The Red Shirts were instrumental in suppressing the black Republican vote in some areas in 1876 and narrowly electing Wade Hampton as governor, and taking back control of the state legislature. Another riot occurred in Charleston the day after the election, when a prominent Republican leader was mistakenly reported killed.", "targets": "What were white Democratic paramilitary groups in Charleston known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc27a8af0ec4d76b8a412514e336321", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Violent incidents occurred throughout the Piedmont of the state as white insurgents struggled to maintain white supremacy in the face of social changes after the war and granting of citizenship to freedmen by federal constitutional amendments. After former Confederates were allowed to vote again, election campaigns from 1872 on were marked by violent intimidation of blacks and Republicans by white Democratic paramilitary groups, known as the Red Shirts. Violent incidents took place in Charleston on King Street in September 6 and in nearby Cainhoy on October 15, both in association with political meetings before the 1876 election. The Cainhoy incident was the only one statewide in which more whites were killed than blacks. The Red Shirts were instrumental in suppressing the black Republican vote in some areas in 1876 and narrowly electing Wade Hampton as governor, and taking back control of the state legislature. Another riot occurred in Charleston the day after the election, when a prominent Republican leader was mistakenly reported killed.", "targets": "What granted Freeman were American citizenship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc27a8af0ec4d76b8a412514e336321", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Violent incidents occurred throughout the Piedmont of the state as white insurgents struggled to maintain white supremacy in the face of social changes after the war and granting of citizenship to freedmen by federal constitutional amendments. After former Confederates were allowed to vote again, election campaigns from 1872 on were marked by violent intimidation of blacks and Republicans by white Democratic paramilitary groups, known as the Red Shirts. Violent incidents took place in Charleston on King Street in September 6 and in nearby Cainhoy on October 15, both in association with political meetings before the 1876 election. The Cainhoy incident was the only one statewide in which more whites were killed than blacks. The Red Shirts were instrumental in suppressing the black Republican vote in some areas in 1876 and narrowly electing Wade Hampton as governor, and taking back control of the state legislature. Another riot occurred in Charleston the day after the election, when a prominent Republican leader was mistakenly reported killed.", "targets": "The Cainhoy Incident occurred on what day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc27a8af0ec4d76b8a412514e336321", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Violent incidents occurred throughout the Piedmont of the state as white insurgents struggled to maintain white supremacy in the face of social changes after the war and granting of citizenship to freedmen by federal constitutional amendments. After former Confederates were allowed to vote again, election campaigns from 1872 on were marked by violent intimidation of blacks and Republicans by white Democratic paramilitary groups, known as the Red Shirts. Violent incidents took place in Charleston on King Street in September 6 and in nearby Cainhoy on October 15, both in association with political meetings before the 1876 election. The Cainhoy incident was the only one statewide in which more whites were killed than blacks. The Red Shirts were instrumental in suppressing the black Republican vote in some areas in 1876 and narrowly electing Wade Hampton as governor, and taking back control of the state legislature. Another riot occurred in Charleston the day after the election, when a prominent Republican leader was mistakenly reported killed.", "targets": "The violent 1876 incident that took place on King's street happened on what day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc27a8af0ec4d76b8a412514e336321", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Violent incidents occurred throughout the Piedmont of the state as white insurgents struggled to maintain white supremacy in the face of social changes after the war and granting of citizenship to freedmen by federal constitutional amendments. After former Confederates were allowed to vote again, election campaigns from 1872 on were marked by violent intimidation of blacks and Republicans by white Democratic paramilitary groups, known as the Red Shirts. Violent incidents took place in Charleston on King Street in September 6 and in nearby Cainhoy on October 15, both in association with political meetings before the 1876 election. The Cainhoy incident was the only one statewide in which more whites were killed than blacks. The Red Shirts were instrumental in suppressing the black Republican vote in some areas in 1876 and narrowly electing Wade Hampton as governor, and taking back control of the state legislature. Another riot occurred in Charleston the day after the election, when a prominent Republican leader was mistakenly reported killed.", "targets": "Who won the 1876 election as a result of voter intimidation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b97cd25c5047869e71dd759d9c5e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.", "targets": "How does the financial backing of universities around the world differ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b97cd25c5047869e71dd759d9c5e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.", "targets": "Outside of state funded schools, and funds coming from donors, how might a university collect funds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b97cd25c5047869e71dd759d9c5e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.", "targets": "In nations that accept students from through the world what might the university offer to a student?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dce9830edfa42a1a6b2cf93544564ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known fossil among the Eutheria (\"true beasts\") is the small shrewlike Juramaia sinensis, or \"Jurassic mother from China\", dated to 160 million years ago in the Late Jurassic. A later eutherian, Eomaia, dated to 125 million years ago in the Early Cretaceous, possessed some features in common with the marsupials but not with the placentals, evidence that these features were present in the last common ancestor of the two groups but were later lost in the placental lineage. In particular:", "targets": "What is the oldest know fossil among the Eutheria group? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dce9830edfa42a1a6b2cf93544564ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known fossil among the Eutheria (\"true beasts\") is the small shrewlike Juramaia sinensis, or \"Jurassic mother from China\", dated to 160 million years ago in the Late Jurassic. A later eutherian, Eomaia, dated to 125 million years ago in the Early Cretaceous, possessed some features in common with the marsupials but not with the placentals, evidence that these features were present in the last common ancestor of the two groups but were later lost in the placental lineage. In particular:", "targets": "How long ago does oldest know fossil date back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dce9830edfa42a1a6b2cf93544564ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known fossil among the Eutheria (\"true beasts\") is the small shrewlike Juramaia sinensis, or \"Jurassic mother from China\", dated to 160 million years ago in the Late Jurassic. A later eutherian, Eomaia, dated to 125 million years ago in the Early Cretaceous, possessed some features in common with the marsupials but not with the placentals, evidence that these features were present in the last common ancestor of the two groups but were later lost in the placental lineage. In particular:", "targets": "In what time period did early animals share some features with marsupials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dce9830edfa42a1a6b2cf93544564ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known fossil among the Eutheria (\"true beasts\") is the small shrewlike Juramaia sinensis, or \"Jurassic mother from China\", dated to 160 million years ago in the Late Jurassic. A later eutherian, Eomaia, dated to 125 million years ago in the Early Cretaceous, possessed some features in common with the marsupials but not with the placentals, evidence that these features were present in the last common ancestor of the two groups but were later lost in the placental lineage. In particular:", "targets": "Which lineage were some of these early marsupial features were lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09392f49c7a7403e9512ce0da4786e8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period (\u5e73\u5b89\u6642\u4ee3, Heian jidai?) is the last division of classical Japanese history, running from 794 to 1185. The period is named after the capital city of Heian-ky\u014d, or modern Ky\u014dto. It is the period in Japanese history when Buddhism, Taoism and other Chinese influences were at their height. The Heian period is also considered the peak of the Japanese imperial court and noted for its art, especially poetry and literature. Although the Imperial House of Japan had power on the surface, the real power was in the hands of the Fujiwara clan, a powerful aristocratic family who had intermarried with the imperial family. Many emperors actually had mothers from the Fujiwara family. Heian (\u5e73\u5b89?) means \"peace\" in Japanese.", "targets": "What is the name of the last period of classical Japanese history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09392f49c7a7403e9512ce0da4786e8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period (\u5e73\u5b89\u6642\u4ee3, Heian jidai?) is the last division of classical Japanese history, running from 794 to 1185. The period is named after the capital city of Heian-ky\u014d, or modern Ky\u014dto. It is the period in Japanese history when Buddhism, Taoism and other Chinese influences were at their height. The Heian period is also considered the peak of the Japanese imperial court and noted for its art, especially poetry and literature. Although the Imperial House of Japan had power on the surface, the real power was in the hands of the Fujiwara clan, a powerful aristocratic family who had intermarried with the imperial family. Many emperors actually had mothers from the Fujiwara family. Heian (\u5e73\u5b89?) means \"peace\" in Japanese.", "targets": "The Heian period is named after what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09392f49c7a7403e9512ce0da4786e8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period (\u5e73\u5b89\u6642\u4ee3, Heian jidai?) is the last division of classical Japanese history, running from 794 to 1185. The period is named after the capital city of Heian-ky\u014d, or modern Ky\u014dto. It is the period in Japanese history when Buddhism, Taoism and other Chinese influences were at their height. The Heian period is also considered the peak of the Japanese imperial court and noted for its art, especially poetry and literature. Although the Imperial House of Japan had power on the surface, the real power was in the hands of the Fujiwara clan, a powerful aristocratic family who had intermarried with the imperial family. Many emperors actually had mothers from the Fujiwara family. Heian (\u5e73\u5b89?) means \"peace\" in Japanese.", "targets": "What does heian mean in Japanese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09392f49c7a7403e9512ce0da4786e8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period (\u5e73\u5b89\u6642\u4ee3, Heian jidai?) is the last division of classical Japanese history, running from 794 to 1185. The period is named after the capital city of Heian-ky\u014d, or modern Ky\u014dto. It is the period in Japanese history when Buddhism, Taoism and other Chinese influences were at their height. The Heian period is also considered the peak of the Japanese imperial court and noted for its art, especially poetry and literature. Although the Imperial House of Japan had power on the surface, the real power was in the hands of the Fujiwara clan, a powerful aristocratic family who had intermarried with the imperial family. Many emperors actually had mothers from the Fujiwara family. Heian (\u5e73\u5b89?) means \"peace\" in Japanese.", "targets": "What was the name of the prominent clan during the Heian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09392f49c7a7403e9512ce0da4786e8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period (\u5e73\u5b89\u6642\u4ee3, Heian jidai?) is the last division of classical Japanese history, running from 794 to 1185. The period is named after the capital city of Heian-ky\u014d, or modern Ky\u014dto. It is the period in Japanese history when Buddhism, Taoism and other Chinese influences were at their height. The Heian period is also considered the peak of the Japanese imperial court and noted for its art, especially poetry and literature. Although the Imperial House of Japan had power on the surface, the real power was in the hands of the Fujiwara clan, a powerful aristocratic family who had intermarried with the imperial family. Many emperors actually had mothers from the Fujiwara family. Heian (\u5e73\u5b89?) means \"peace\" in Japanese.", "targets": "The Heian period was known for what types of art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42a119074ffd478c8dc9ffb85eb669e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hong Taiji's bureaucracy was staffed with many Han Chinese, including many newly surrendered Ming officials. The Manchus' continued dominance was ensured by an ethnic quota for top bureaucratic appointments. Hong Taiji's reign also saw a fundamental change of policy towards his Han Chinese subjects. Nurhaci had treated Han in Liaodong differently according to how much grain they had, those with less than 5 to 7 sin were treated like chattel while those with more than that amount were rewarded with property. Due to a revolt by Han in Liaodong in 1623, Nurhachi, who previously gave concessions to conquered Han subjects in Liaodong, turned against them and ordered that they no longer be trusted; He enacted discriminatory policies and killings against them, while ordering that Han who assimilated to the Jurchen (in Jilin) before 1619 be treated equally as Jurchens were and not like the conquered Han in Liaodong. Hong Taiji instead incorporated them into the Jurchen \"nation\" as full (if not first-class) citizens, obligated to provide military service. By 1648, less than one-sixth of the bannermen were of Manchu ancestry. This change of policy not only increased Hong Taiji's manpower and reduced his military dependence on banners not under his personal control, it also greatly encouraged other Han Chinese subjects of the Ming dynasty to surrender and accept Jurchen rule when they were defeated militarily. Through these and other measures Hong Taiji was able to centralize power unto the office of the Khan, which in the long run prevented the Jurchen federation from fragmenting after his death.", "targets": "Who included newly conquered Ming officials in his government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42a119074ffd478c8dc9ffb85eb669e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hong Taiji's bureaucracy was staffed with many Han Chinese, including many newly surrendered Ming officials. The Manchus' continued dominance was ensured by an ethnic quota for top bureaucratic appointments. Hong Taiji's reign also saw a fundamental change of policy towards his Han Chinese subjects. Nurhaci had treated Han in Liaodong differently according to how much grain they had, those with less than 5 to 7 sin were treated like chattel while those with more than that amount were rewarded with property. Due to a revolt by Han in Liaodong in 1623, Nurhachi, who previously gave concessions to conquered Han subjects in Liaodong, turned against them and ordered that they no longer be trusted; He enacted discriminatory policies and killings against them, while ordering that Han who assimilated to the Jurchen (in Jilin) before 1619 be treated equally as Jurchens were and not like the conquered Han in Liaodong. Hong Taiji instead incorporated them into the Jurchen \"nation\" as full (if not first-class) citizens, obligated to provide military service. By 1648, less than one-sixth of the bannermen were of Manchu ancestry. This change of policy not only increased Hong Taiji's manpower and reduced his military dependence on banners not under his personal control, it also greatly encouraged other Han Chinese subjects of the Ming dynasty to surrender and accept Jurchen rule when they were defeated militarily. Through these and other measures Hong Taiji was able to centralize power unto the office of the Khan, which in the long run prevented the Jurchen federation from fragmenting after his death.", "targets": "When did a Han revolt occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42a119074ffd478c8dc9ffb85eb669e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hong Taiji's bureaucracy was staffed with many Han Chinese, including many newly surrendered Ming officials. The Manchus' continued dominance was ensured by an ethnic quota for top bureaucratic appointments. Hong Taiji's reign also saw a fundamental change of policy towards his Han Chinese subjects. Nurhaci had treated Han in Liaodong differently according to how much grain they had, those with less than 5 to 7 sin were treated like chattel while those with more than that amount were rewarded with property. Due to a revolt by Han in Liaodong in 1623, Nurhachi, who previously gave concessions to conquered Han subjects in Liaodong, turned against them and ordered that they no longer be trusted; He enacted discriminatory policies and killings against them, while ordering that Han who assimilated to the Jurchen (in Jilin) before 1619 be treated equally as Jurchens were and not like the conquered Han in Liaodong. Hong Taiji instead incorporated them into the Jurchen \"nation\" as full (if not first-class) citizens, obligated to provide military service. By 1648, less than one-sixth of the bannermen were of Manchu ancestry. This change of policy not only increased Hong Taiji's manpower and reduced his military dependence on banners not under his personal control, it also greatly encouraged other Han Chinese subjects of the Ming dynasty to surrender and accept Jurchen rule when they were defeated militarily. Through these and other measures Hong Taiji was able to centralize power unto the office of the Khan, which in the long run prevented the Jurchen federation from fragmenting after his death.", "targets": "Where did a Han revolt occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42a119074ffd478c8dc9ffb85eb669e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hong Taiji's bureaucracy was staffed with many Han Chinese, including many newly surrendered Ming officials. The Manchus' continued dominance was ensured by an ethnic quota for top bureaucratic appointments. Hong Taiji's reign also saw a fundamental change of policy towards his Han Chinese subjects. Nurhaci had treated Han in Liaodong differently according to how much grain they had, those with less than 5 to 7 sin were treated like chattel while those with more than that amount were rewarded with property. Due to a revolt by Han in Liaodong in 1623, Nurhachi, who previously gave concessions to conquered Han subjects in Liaodong, turned against them and ordered that they no longer be trusted; He enacted discriminatory policies and killings against them, while ordering that Han who assimilated to the Jurchen (in Jilin) before 1619 be treated equally as Jurchens were and not like the conquered Han in Liaodong. Hong Taiji instead incorporated them into the Jurchen \"nation\" as full (if not first-class) citizens, obligated to provide military service. By 1648, less than one-sixth of the bannermen were of Manchu ancestry. This change of policy not only increased Hong Taiji's manpower and reduced his military dependence on banners not under his personal control, it also greatly encouraged other Han Chinese subjects of the Ming dynasty to surrender and accept Jurchen rule when they were defeated militarily. Through these and other measures Hong Taiji was able to centralize power unto the office of the Khan, which in the long run prevented the Jurchen federation from fragmenting after his death.", "targets": "What proportion of bannerman were Manchu by 1648?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba073b36b9464fdc89264185efe5bdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British and French struggles in India became but one theatre of the global Seven Years' War (1756\u20131763) involving France, Britain and the other major European powers. The signing of the Treaty of Paris (1763) had important consequences for the future of the British Empire. In North America, France's future as a colonial power there was effectively ended with the recognition of British claims to Rupert's Land, and the ceding of New France to Britain (leaving a sizeable French-speaking population under British control) and Louisiana to Spain. Spain ceded Florida to Britain. Along with its victory over France in India, the Seven Years' War therefore left Britain as the world's most powerful maritime power.", "targets": "When was the Seven Years' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba073b36b9464fdc89264185efe5bdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British and French struggles in India became but one theatre of the global Seven Years' War (1756\u20131763) involving France, Britain and the other major European powers. The signing of the Treaty of Paris (1763) had important consequences for the future of the British Empire. In North America, France's future as a colonial power there was effectively ended with the recognition of British claims to Rupert's Land, and the ceding of New France to Britain (leaving a sizeable French-speaking population under British control) and Louisiana to Spain. Spain ceded Florida to Britain. Along with its victory over France in India, the Seven Years' War therefore left Britain as the world's most powerful maritime power.", "targets": "When was the Treaty of Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba073b36b9464fdc89264185efe5bdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British and French struggles in India became but one theatre of the global Seven Years' War (1756\u20131763) involving France, Britain and the other major European powers. The signing of the Treaty of Paris (1763) had important consequences for the future of the British Empire. In North America, France's future as a colonial power there was effectively ended with the recognition of British claims to Rupert's Land, and the ceding of New France to Britain (leaving a sizeable French-speaking population under British control) and Louisiana to Spain. Spain ceded Florida to Britain. Along with its victory over France in India, the Seven Years' War therefore left Britain as the world's most powerful maritime power.", "targets": "Which country acquired New France from France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba073b36b9464fdc89264185efe5bdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British and French struggles in India became but one theatre of the global Seven Years' War (1756\u20131763) involving France, Britain and the other major European powers. The signing of the Treaty of Paris (1763) had important consequences for the future of the British Empire. In North America, France's future as a colonial power there was effectively ended with the recognition of British claims to Rupert's Land, and the ceding of New France to Britain (leaving a sizeable French-speaking population under British control) and Louisiana to Spain. Spain ceded Florida to Britain. Along with its victory over France in India, the Seven Years' War therefore left Britain as the world's most powerful maritime power.", "targets": "Which country acquired Louisiana from France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba073b36b9464fdc89264185efe5bdaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British and French struggles in India became but one theatre of the global Seven Years' War (1756\u20131763) involving France, Britain and the other major European powers. The signing of the Treaty of Paris (1763) had important consequences for the future of the British Empire. In North America, France's future as a colonial power there was effectively ended with the recognition of British claims to Rupert's Land, and the ceding of New France to Britain (leaving a sizeable French-speaking population under British control) and Louisiana to Spain. Spain ceded Florida to Britain. Along with its victory over France in India, the Seven Years' War therefore left Britain as the world's most powerful maritime power.", "targets": "Which country acquired Florida from Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a291b0f89d234fa78bd74541bd11d387", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the campaign was criticized in Australia at the time, and in subsequent years, as pointless or a \"waste\" of the lives of soldiers, it did achieve a number of objectives, such as increasing the isolation of significant Japanese forces occupying the main part of the Dutch East Indies, capturing major oil supplies and freeing Allied prisoners of war, who were being held in deteriorating conditions. At one of the very worst sites, around Sandakan in Borneo, only six of some 2,500 British and Australian prisoners survived.", "targets": "How many British and Australian prisoners survived out of about 2500 around Sandakan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a291b0f89d234fa78bd74541bd11d387", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the campaign was criticized in Australia at the time, and in subsequent years, as pointless or a \"waste\" of the lives of soldiers, it did achieve a number of objectives, such as increasing the isolation of significant Japanese forces occupying the main part of the Dutch East Indies, capturing major oil supplies and freeing Allied prisoners of war, who were being held in deteriorating conditions. At one of the very worst sites, around Sandakan in Borneo, only six of some 2,500 British and Australian prisoners survived.", "targets": "Sandakan was located in what providence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "Where is the speaker located on the Wii console?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "What sound do users here when uncovering secrets in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "What part of the Wii is employed to use weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "Aside from the sword, what is another weapon that Link can use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "How many weapons can be equipped by Link if playing Twilight Princess on a GameCube?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "The Wii version makes use of what kind of sensors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9807ae3bc7ab40848d5b18c5086a5284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GameCube and Wii versions feature several minor differences in their controls. The Wii version of the game makes use of the motion sensors and built-in speaker of the Wii Remote. The speaker emits the sounds of a bowstring when shooting an arrow, Midna's laugh when she gives advice to Link, and the series' trademark \"chime\" when discovering secrets. The player controls Link's sword by swinging the Wii Remote. Other attacks are triggered using similar gestures with the Nunchuk. Unique to the GameCube version is the ability for the player to control the camera freely, without entering a special \"lookaround\" mode required by the Wii; however, in the GameCube version, only two of Link's secondary weapons can be equipped at a time, as opposed to four in the Wii version.[g]", "targets": "What device on the Wii allows for sounds of a bowstring to be heard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3938745f2d4447d1938580a019142735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida's nickname is the \"Sunshine State\", but severe weather is a common occurrence in the state. Central Florida is known as the lightning capital of the United States, as it experiences more lightning strikes than anywhere else in the country. Florida has one of the highest average precipitation levels of any state, in large part because afternoon thunderstorms are common in much of the state from late spring until early autumn. A narrow eastern part of the state including Orlando and Jacksonville receives between 2,400 and 2,800 hours of sunshine annually. The rest of the state, including Miami, receives between 2,800 and 3,200 hours annually.", "targets": "What is Florida's nickname "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3938745f2d4447d1938580a019142735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida's nickname is the \"Sunshine State\", but severe weather is a common occurrence in the state. Central Florida is known as the lightning capital of the United States, as it experiences more lightning strikes than anywhere else in the country. Florida has one of the highest average precipitation levels of any state, in large part because afternoon thunderstorms are common in much of the state from late spring until early autumn. A narrow eastern part of the state including Orlando and Jacksonville receives between 2,400 and 2,800 hours of sunshine annually. The rest of the state, including Miami, receives between 2,800 and 3,200 hours annually.", "targets": "What is central Florida known as "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3938745f2d4447d1938580a019142735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida's nickname is the \"Sunshine State\", but severe weather is a common occurrence in the state. Central Florida is known as the lightning capital of the United States, as it experiences more lightning strikes than anywhere else in the country. Florida has one of the highest average precipitation levels of any state, in large part because afternoon thunderstorms are common in much of the state from late spring until early autumn. A narrow eastern part of the state including Orlando and Jacksonville receives between 2,400 and 2,800 hours of sunshine annually. The rest of the state, including Miami, receives between 2,800 and 3,200 hours annually.", "targets": "Hours of annual sunshine in florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca6da5fc58b46bbb6a753e0a0f3ecfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each congregation has a body of appointed unpaid male elders and ministerial servants. Elders maintain general responsibility for congregational governance, setting meeting times, selecting speakers and conducting meetings, directing the public preaching work, and creating \"judicial committees\" to investigate and decide disciplinary action for cases involving sexual misconduct or doctrinal breaches. New elders are appointed by a traveling overseer after recommendation by the existing body of elders. Ministerial servants\u2014appointed in a similar manner to elders\u2014fulfill clerical and attendant duties, but may also teach and conduct meetings. Witnesses do not use elder as a title to signify a formal clergy-laity division, though elders may employ ecclesiastical privilege such as confession of sins.", "targets": "What does each congregation have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca6da5fc58b46bbb6a753e0a0f3ecfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each congregation has a body of appointed unpaid male elders and ministerial servants. Elders maintain general responsibility for congregational governance, setting meeting times, selecting speakers and conducting meetings, directing the public preaching work, and creating \"judicial committees\" to investigate and decide disciplinary action for cases involving sexual misconduct or doctrinal breaches. New elders are appointed by a traveling overseer after recommendation by the existing body of elders. Ministerial servants\u2014appointed in a similar manner to elders\u2014fulfill clerical and attendant duties, but may also teach and conduct meetings. Witnesses do not use elder as a title to signify a formal clergy-laity division, though elders may employ ecclesiastical privilege such as confession of sins.", "targets": "Whose responsibility is it to conduct meetings and decide action for cases involving sexual misconduct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca6da5fc58b46bbb6a753e0a0f3ecfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each congregation has a body of appointed unpaid male elders and ministerial servants. Elders maintain general responsibility for congregational governance, setting meeting times, selecting speakers and conducting meetings, directing the public preaching work, and creating \"judicial committees\" to investigate and decide disciplinary action for cases involving sexual misconduct or doctrinal breaches. New elders are appointed by a traveling overseer after recommendation by the existing body of elders. Ministerial servants\u2014appointed in a similar manner to elders\u2014fulfill clerical and attendant duties, but may also teach and conduct meetings. Witnesses do not use elder as a title to signify a formal clergy-laity division, though elders may employ ecclesiastical privilege such as confession of sins.", "targets": "Who appoints new elders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca6da5fc58b46bbb6a753e0a0f3ecfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each congregation has a body of appointed unpaid male elders and ministerial servants. Elders maintain general responsibility for congregational governance, setting meeting times, selecting speakers and conducting meetings, directing the public preaching work, and creating \"judicial committees\" to investigate and decide disciplinary action for cases involving sexual misconduct or doctrinal breaches. New elders are appointed by a traveling overseer after recommendation by the existing body of elders. Ministerial servants\u2014appointed in a similar manner to elders\u2014fulfill clerical and attendant duties, but may also teach and conduct meetings. Witnesses do not use elder as a title to signify a formal clergy-laity division, though elders may employ ecclesiastical privilege such as confession of sins.", "targets": "What does the title of elder not signify?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca6da5fc58b46bbb6a753e0a0f3ecfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each congregation has a body of appointed unpaid male elders and ministerial servants. Elders maintain general responsibility for congregational governance, setting meeting times, selecting speakers and conducting meetings, directing the public preaching work, and creating \"judicial committees\" to investigate and decide disciplinary action for cases involving sexual misconduct or doctrinal breaches. New elders are appointed by a traveling overseer after recommendation by the existing body of elders. Ministerial servants\u2014appointed in a similar manner to elders\u2014fulfill clerical and attendant duties, but may also teach and conduct meetings. Witnesses do not use elder as a title to signify a formal clergy-laity division, though elders may employ ecclesiastical privilege such as confession of sins.", "targets": "What ecclesiastical privilege may elders employ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69cec34861f40f881ba95408661e916", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New techniques of building construction are being researched, made possible by advances in 3D printing technology. In a form of additive building construction, similar to the additive manufacturing techniques for manufactured parts, building printing is making it possible to flexibly construct small commercial buildings and private habitations in around 20 hours, with built-in plumbing and electrical facilities, in one continuous build, using large 3D printers. Working versions of 3D-printing building technology are already printing 2 metres (6 ft 7 in) of building material per hour as of January 2013[update], with the next-generation printers capable of 3.5 metres (11 ft) per hour, sufficient to complete a building in a week. Dutch architect Janjaap Ruijssenaars's performative architecture 3D-printed building is scheduled to be built in 2014.", "targets": "New techniques of building construction are being researched, made possible by advances in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69cec34861f40f881ba95408661e916", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New techniques of building construction are being researched, made possible by advances in 3D printing technology. In a form of additive building construction, similar to the additive manufacturing techniques for manufactured parts, building printing is making it possible to flexibly construct small commercial buildings and private habitations in around 20 hours, with built-in plumbing and electrical facilities, in one continuous build, using large 3D printers. Working versions of 3D-printing building technology are already printing 2 metres (6 ft 7 in) of building material per hour as of January 2013[update], with the next-generation printers capable of 3.5 metres (11 ft) per hour, sufficient to complete a building in a week. Dutch architect Janjaap Ruijssenaars's performative architecture 3D-printed building is scheduled to be built in 2014.", "targets": "Building printing is making it possible to flexibly construct small commercial buildings and private habitations in what amount of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69cec34861f40f881ba95408661e916", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New techniques of building construction are being researched, made possible by advances in 3D printing technology. In a form of additive building construction, similar to the additive manufacturing techniques for manufactured parts, building printing is making it possible to flexibly construct small commercial buildings and private habitations in around 20 hours, with built-in plumbing and electrical facilities, in one continuous build, using large 3D printers. Working versions of 3D-printing building technology are already printing 2 metres (6 ft 7 in) of building material per hour as of January 2013[update], with the next-generation printers capable of 3.5 metres (11 ft) per hour, sufficient to complete a building in a week. Dutch architect Janjaap Ruijssenaars's performative architecture 3D-printed building is scheduled to be built in 2014.", "targets": "Dutch architect Janjaap Ruijssenaars's performative architecture 3D-printed building is scheduled to be built when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69cec34861f40f881ba95408661e916", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New techniques of building construction are being researched, made possible by advances in 3D printing technology. In a form of additive building construction, similar to the additive manufacturing techniques for manufactured parts, building printing is making it possible to flexibly construct small commercial buildings and private habitations in around 20 hours, with built-in plumbing and electrical facilities, in one continuous build, using large 3D printers. Working versions of 3D-printing building technology are already printing 2 metres (6 ft 7 in) of building material per hour as of January 2013[update], with the next-generation printers capable of 3.5 metres (11 ft) per hour, sufficient to complete a building in a week. Dutch architect Janjaap Ruijssenaars's performative architecture 3D-printed building is scheduled to be built in 2014.", "targets": "Working versions of 3D-printing building technology are already printing how much building material per hour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0362713e3cc34e18a17df5685bb14f21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, declassified documents revealed that the U.S. was so distraught by the rise in oil prices and being challenged by under-developed countries that they briefly considered military action to forcibly seize Middle Eastern oilfields in late 1973. Although no explicit plan was mentioned, a conversation between U.S. Secretary of Defense James Schlesinger and British Ambassador to the United States Lord Cromer revealed Schlesinger had told him that \"it was no longer obvious to him that the U.S. could not use force.\" British Prime Minister Edward Heath was so worried by this prospect that he ordered a British intelligence estimate of U.S. intentions, which concluded America \"might consider it could not tolerate a situation in which the U.S. and its allies were at the mercy of a small group of unreasonable countries,\" and that they would prefer a rapid operation to seize oilfields in Saudi Arabia and Kuwait, and possibly Abu Dhabi in military action was decided upon. Although the Soviet response to such an act would likely not involve force, intelligence warned \"the American occupation would need to last 10 years as the West developed alternative energy sources, and would result in the \u2018total alienation\u2019 of the Arabs and much of the rest of the Third World.\"", "targets": "Which country was thinking about going to war to forcibly take Middle Eastern oil fields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0362713e3cc34e18a17df5685bb14f21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, declassified documents revealed that the U.S. was so distraught by the rise in oil prices and being challenged by under-developed countries that they briefly considered military action to forcibly seize Middle Eastern oilfields in late 1973. Although no explicit plan was mentioned, a conversation between U.S. Secretary of Defense James Schlesinger and British Ambassador to the United States Lord Cromer revealed Schlesinger had told him that \"it was no longer obvious to him that the U.S. could not use force.\" British Prime Minister Edward Heath was so worried by this prospect that he ordered a British intelligence estimate of U.S. intentions, which concluded America \"might consider it could not tolerate a situation in which the U.S. and its allies were at the mercy of a small group of unreasonable countries,\" and that they would prefer a rapid operation to seize oilfields in Saudi Arabia and Kuwait, and possibly Abu Dhabi in military action was decided upon. Although the Soviet response to such an act would likely not involve force, intelligence warned \"the American occupation would need to last 10 years as the West developed alternative energy sources, and would result in the \u2018total alienation\u2019 of the Arabs and much of the rest of the Third World.\"", "targets": "Which country was worried that the US would invade the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0362713e3cc34e18a17df5685bb14f21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, declassified documents revealed that the U.S. was so distraught by the rise in oil prices and being challenged by under-developed countries that they briefly considered military action to forcibly seize Middle Eastern oilfields in late 1973. Although no explicit plan was mentioned, a conversation between U.S. Secretary of Defense James Schlesinger and British Ambassador to the United States Lord Cromer revealed Schlesinger had told him that \"it was no longer obvious to him that the U.S. could not use force.\" British Prime Minister Edward Heath was so worried by this prospect that he ordered a British intelligence estimate of U.S. intentions, which concluded America \"might consider it could not tolerate a situation in which the U.S. and its allies were at the mercy of a small group of unreasonable countries,\" and that they would prefer a rapid operation to seize oilfields in Saudi Arabia and Kuwait, and possibly Abu Dhabi in military action was decided upon. Although the Soviet response to such an act would likely not involve force, intelligence warned \"the American occupation would need to last 10 years as the West developed alternative energy sources, and would result in the \u2018total alienation\u2019 of the Arabs and much of the rest of the Third World.\"", "targets": "How long would the invasion of the Middle East have to last in order to develop renewable resources?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0362713e3cc34e18a17df5685bb14f21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, declassified documents revealed that the U.S. was so distraught by the rise in oil prices and being challenged by under-developed countries that they briefly considered military action to forcibly seize Middle Eastern oilfields in late 1973. Although no explicit plan was mentioned, a conversation between U.S. Secretary of Defense James Schlesinger and British Ambassador to the United States Lord Cromer revealed Schlesinger had told him that \"it was no longer obvious to him that the U.S. could not use force.\" British Prime Minister Edward Heath was so worried by this prospect that he ordered a British intelligence estimate of U.S. intentions, which concluded America \"might consider it could not tolerate a situation in which the U.S. and its allies were at the mercy of a small group of unreasonable countries,\" and that they would prefer a rapid operation to seize oilfields in Saudi Arabia and Kuwait, and possibly Abu Dhabi in military action was decided upon. Although the Soviet response to such an act would likely not involve force, intelligence warned \"the American occupation would need to last 10 years as the West developed alternative energy sources, and would result in the \u2018total alienation\u2019 of the Arabs and much of the rest of the Third World.\"", "targets": "Who would the occupation alienate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cdfd31164604acfa8102e9196edf682", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known archaeological fragments of the immediate precursor to modern paper, date to the 2nd century BC in China. The pulp papermaking process is ascribed to Cai Lun, a 2nd-century AD Han court eunuch. With paper as an effective substitute for silk in many applications, China could export silk in greater quantity, contributing to a Golden Age.", "targets": "Who is credited with the papermaking process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cdfd31164604acfa8102e9196edf682", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known archaeological fragments of the immediate precursor to modern paper, date to the 2nd century BC in China. The pulp papermaking process is ascribed to Cai Lun, a 2nd-century AD Han court eunuch. With paper as an effective substitute for silk in many applications, China could export silk in greater quantity, contributing to a Golden Age.", "targets": "What material did paper replace upon its invention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cdfd31164604acfa8102e9196edf682", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known archaeological fragments of the immediate precursor to modern paper, date to the 2nd century BC in China. The pulp papermaking process is ascribed to Cai Lun, a 2nd-century AD Han court eunuch. With paper as an effective substitute for silk in many applications, China could export silk in greater quantity, contributing to a Golden Age.", "targets": "Which Age did the invention of the papermaking process contribute towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cdfd31164604acfa8102e9196edf682", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest known archaeological fragments of the immediate precursor to modern paper, date to the 2nd century BC in China. The pulp papermaking process is ascribed to Cai Lun, a 2nd-century AD Han court eunuch. With paper as an effective substitute for silk in many applications, China could export silk in greater quantity, contributing to a Golden Age.", "targets": "What century is the first papermaking process attributed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4431488c3e94490b28d3f01d0c3a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mieszko I of Poland (c. 935 \u2013 25 May 992) established an elite knightly retinue from within his army, which he depended upon for success in uniting the Lekhitic tribes and preserving the unity of his state. Documented proof exists of Mieszko I's successors utilizing such a retinue, as well.", "targets": "WHo established an elite knightly retinue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4431488c3e94490b28d3f01d0c3a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mieszko I of Poland (c. 935 \u2013 25 May 992) established an elite knightly retinue from within his army, which he depended upon for success in uniting the Lekhitic tribes and preserving the unity of his state. Documented proof exists of Mieszko I's successors utilizing such a retinue, as well.", "targets": "How long was Miesko I of Poland reigning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4431488c3e94490b28d3f01d0c3a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mieszko I of Poland (c. 935 \u2013 25 May 992) established an elite knightly retinue from within his army, which he depended upon for success in uniting the Lekhitic tribes and preserving the unity of his state. Documented proof exists of Mieszko I's successors utilizing such a retinue, as well.", "targets": "Along with uniting the lekhitic tribes what did poland succeed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4431488c3e94490b28d3f01d0c3a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mieszko I of Poland (c. 935 \u2013 25 May 992) established an elite knightly retinue from within his army, which he depended upon for success in uniting the Lekhitic tribes and preserving the unity of his state. Documented proof exists of Mieszko I's successors utilizing such a retinue, as well.", "targets": "Who also established this retinue as well?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a170567354d4fc4ba43887a7636bba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British Somaliland became independent on 26 June 1960 as the State of Somaliland, and the Trust Territory of Somalia (the former Italian Somaliland) followed suit five days later. On 1 July 1960, the two territories united to form the Somali Republic, albeit within boundaries drawn up by Italy and Britain. A government was formed by Abdullahi Issa Mohamud and Muhammad Haji Ibrahim Egal other members of the trusteeship and protectorate governments, with Haji Bashir Ismail Yusuf as President of the Somali National Assembly, Aden Abdullah Osman Daar as the President of the Somali Republic and Abdirashid Ali Shermarke as Prime Minister (later to become President from 1967 to 1969). On 20 July 1961 and through a popular referendum, the people of Somalia ratified a new constitution, which was first drafted in 1960. In 1967, Muhammad Haji Ibrahim Egal became Prime Minister, a position to which he was appointed by Shermarke. Egal would later become the President of the autonomous Somaliland region in northwestern Somalia.", "targets": "On what date did British Somaliland gain independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a170567354d4fc4ba43887a7636bba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British Somaliland became independent on 26 June 1960 as the State of Somaliland, and the Trust Territory of Somalia (the former Italian Somaliland) followed suit five days later. On 1 July 1960, the two territories united to form the Somali Republic, albeit within boundaries drawn up by Italy and Britain. A government was formed by Abdullahi Issa Mohamud and Muhammad Haji Ibrahim Egal other members of the trusteeship and protectorate governments, with Haji Bashir Ismail Yusuf as President of the Somali National Assembly, Aden Abdullah Osman Daar as the President of the Somali Republic and Abdirashid Ali Shermarke as Prime Minister (later to become President from 1967 to 1969). On 20 July 1961 and through a popular referendum, the people of Somalia ratified a new constitution, which was first drafted in 1960. In 1967, Muhammad Haji Ibrahim Egal became Prime Minister, a position to which he was appointed by Shermarke. Egal would later become the President of the autonomous Somaliland region in northwestern Somalia.", "targets": "What was British Somaliland known as upon achieving independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a170567354d4fc4ba43887a7636bba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British Somaliland became independent on 26 June 1960 as the State of Somaliland, and the Trust Territory of Somalia (the former Italian Somaliland) followed suit five days later. On 1 July 1960, the two territories united to form the Somali Republic, albeit within boundaries drawn up by Italy and Britain. A government was formed by Abdullahi Issa Mohamud and Muhammad Haji Ibrahim Egal other members of the trusteeship and protectorate governments, with Haji Bashir Ismail Yusuf as President of the Somali National Assembly, Aden Abdullah Osman Daar as the President of the Somali Republic and Abdirashid Ali Shermarke as Prime Minister (later to become President from 1967 to 1969). On 20 July 1961 and through a popular referendum, the people of Somalia ratified a new constitution, which was first drafted in 1960. In 1967, Muhammad Haji Ibrahim Egal became Prime Minister, a position to which he was appointed by Shermarke. Egal would later become the President of the autonomous Somaliland region in northwestern Somalia.", "targets": "What state formed the Somali Republic with British Somaliland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a170567354d4fc4ba43887a7636bba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British Somaliland became independent on 26 June 1960 as the State of Somaliland, and the Trust Territory of Somalia (the former Italian Somaliland) followed suit five days later. On 1 July 1960, the two territories united to form the Somali Republic, albeit within boundaries drawn up by Italy and Britain. A government was formed by Abdullahi Issa Mohamud and Muhammad Haji Ibrahim Egal other members of the trusteeship and protectorate governments, with Haji Bashir Ismail Yusuf as President of the Somali National Assembly, Aden Abdullah Osman Daar as the President of the Somali Republic and Abdirashid Ali Shermarke as Prime Minister (later to become President from 1967 to 1969). On 20 July 1961 and through a popular referendum, the people of Somalia ratified a new constitution, which was first drafted in 1960. In 1967, Muhammad Haji Ibrahim Egal became Prime Minister, a position to which he was appointed by Shermarke. Egal would later become the President of the autonomous Somaliland region in northwestern Somalia.", "targets": "On what date did the former British Somaliland and Italian Somaliland unite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a170567354d4fc4ba43887a7636bba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British Somaliland became independent on 26 June 1960 as the State of Somaliland, and the Trust Territory of Somalia (the former Italian Somaliland) followed suit five days later. On 1 July 1960, the two territories united to form the Somali Republic, albeit within boundaries drawn up by Italy and Britain. A government was formed by Abdullahi Issa Mohamud and Muhammad Haji Ibrahim Egal other members of the trusteeship and protectorate governments, with Haji Bashir Ismail Yusuf as President of the Somali National Assembly, Aden Abdullah Osman Daar as the President of the Somali Republic and Abdirashid Ali Shermarke as Prime Minister (later to become President from 1967 to 1969). On 20 July 1961 and through a popular referendum, the people of Somalia ratified a new constitution, which was first drafted in 1960. In 1967, Muhammad Haji Ibrahim Egal became Prime Minister, a position to which he was appointed by Shermarke. Egal would later become the President of the autonomous Somaliland region in northwestern Somalia.", "targets": "Who was the first President of the Somali Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb463b36762429cacf0ea32d7a42c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commentaries dealing with the zahir (outward aspects) of the text are called tafsir, and hermeneutic and esoteric commentaries dealing with the batin are called ta'wil (\"interpretation\" or \"explanation\"), which involves taking the text back to its beginning. Commentators with an esoteric slant believe that the ultimate meaning of the Quran is known only to God. In contrast, Quranic literalism, followed by Salafis and Zahiris, is the belief that the Quran should only be taken at its apparent meaning.[citation needed]", "targets": "What is the Arabic term for the surface-level aspects of a text?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb463b36762429cacf0ea32d7a42c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commentaries dealing with the zahir (outward aspects) of the text are called tafsir, and hermeneutic and esoteric commentaries dealing with the batin are called ta'wil (\"interpretation\" or \"explanation\"), which involves taking the text back to its beginning. Commentators with an esoteric slant believe that the ultimate meaning of the Quran is known only to God. In contrast, Quranic literalism, followed by Salafis and Zahiris, is the belief that the Quran should only be taken at its apparent meaning.[citation needed]", "targets": "What Arabic term applies to interpretations aimed at the deeper, esoteric meanings of a text?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb463b36762429cacf0ea32d7a42c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commentaries dealing with the zahir (outward aspects) of the text are called tafsir, and hermeneutic and esoteric commentaries dealing with the batin are called ta'wil (\"interpretation\" or \"explanation\"), which involves taking the text back to its beginning. Commentators with an esoteric slant believe that the ultimate meaning of the Quran is known only to God. In contrast, Quranic literalism, followed by Salafis and Zahiris, is the belief that the Quran should only be taken at its apparent meaning.[citation needed]", "targets": "Who is the only one who ever knows the full meaning of Quranic verses in the esoteric view?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb463b36762429cacf0ea32d7a42c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commentaries dealing with the zahir (outward aspects) of the text are called tafsir, and hermeneutic and esoteric commentaries dealing with the batin are called ta'wil (\"interpretation\" or \"explanation\"), which involves taking the text back to its beginning. Commentators with an esoteric slant believe that the ultimate meaning of the Quran is known only to God. In contrast, Quranic literalism, followed by Salafis and Zahiris, is the belief that the Quran should only be taken at its apparent meaning.[citation needed]", "targets": "Which two groups are examples of Muslims who advocate a very literal reading of the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e69720b9b8647e38d77858d32ff4095", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran describes itself as \"the discernment\" (al-furq\u0101n), \"the mother book\" (umm al-kit\u0101b), \"the guide\" (huda), \"the wisdom\" (hikmah), \"the remembrance\" (dhikr) and \"the revelation\" (tanz\u012bl; something sent down, signifying the descent of an object from a higher place to lower place). Another term is al-kit\u0101b (The Book), though it is also used in the Arabic language for other scriptures, such as the Torah and the Gospels. The adjective of \"Quran\" has multiple transliterations including \"quranic\", \"koranic\", and \"qur'anic\", or capitalised as \"Qur'anic\", \"Koranic\", and \"Quranic\". The term mus'haf ('written work') is often used to refer to particular Quranic manuscripts but is also used in the Quran to identify earlier revealed books. Other transliterations of \"Quran\" include \"al-Coran\", \"Coran\", \"Kuran\", and \"al-Qur\u02bcan\".", "targets": "Which term meaning \"the mother book\" does the Quran apply to itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e69720b9b8647e38d77858d32ff4095", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran describes itself as \"the discernment\" (al-furq\u0101n), \"the mother book\" (umm al-kit\u0101b), \"the guide\" (huda), \"the wisdom\" (hikmah), \"the remembrance\" (dhikr) and \"the revelation\" (tanz\u012bl; something sent down, signifying the descent of an object from a higher place to lower place). Another term is al-kit\u0101b (The Book), though it is also used in the Arabic language for other scriptures, such as the Torah and the Gospels. The adjective of \"Quran\" has multiple transliterations including \"quranic\", \"koranic\", and \"qur'anic\", or capitalised as \"Qur'anic\", \"Koranic\", and \"Quranic\". The term mus'haf ('written work') is often used to refer to particular Quranic manuscripts but is also used in the Quran to identify earlier revealed books. Other transliterations of \"Quran\" include \"al-Coran\", \"Coran\", \"Kuran\", and \"al-Qur\u02bcan\".", "targets": "What term is used in the Quran to indicate previous revelations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e69720b9b8647e38d77858d32ff4095", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran describes itself as \"the discernment\" (al-furq\u0101n), \"the mother book\" (umm al-kit\u0101b), \"the guide\" (huda), \"the wisdom\" (hikmah), \"the remembrance\" (dhikr) and \"the revelation\" (tanz\u012bl; something sent down, signifying the descent of an object from a higher place to lower place). Another term is al-kit\u0101b (The Book), though it is also used in the Arabic language for other scriptures, such as the Torah and the Gospels. The adjective of \"Quran\" has multiple transliterations including \"quranic\", \"koranic\", and \"qur'anic\", or capitalised as \"Qur'anic\", \"Koranic\", and \"Quranic\". The term mus'haf ('written work') is often used to refer to particular Quranic manuscripts but is also used in the Quran to identify earlier revealed books. Other transliterations of \"Quran\" include \"al-Coran\", \"Coran\", \"Kuran\", and \"al-Qur\u02bcan\".", "targets": "What is the Arabic term commonly used to refer to works like the Torah or the Gospels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e69720b9b8647e38d77858d32ff4095", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran describes itself as \"the discernment\" (al-furq\u0101n), \"the mother book\" (umm al-kit\u0101b), \"the guide\" (huda), \"the wisdom\" (hikmah), \"the remembrance\" (dhikr) and \"the revelation\" (tanz\u012bl; something sent down, signifying the descent of an object from a higher place to lower place). Another term is al-kit\u0101b (The Book), though it is also used in the Arabic language for other scriptures, such as the Torah and the Gospels. The adjective of \"Quran\" has multiple transliterations including \"quranic\", \"koranic\", and \"qur'anic\", or capitalised as \"Qur'anic\", \"Koranic\", and \"Quranic\". The term mus'haf ('written work') is often used to refer to particular Quranic manuscripts but is also used in the Quran to identify earlier revealed books. Other transliterations of \"Quran\" include \"al-Coran\", \"Coran\", \"Kuran\", and \"al-Qur\u02bcan\".", "targets": "What is an English translation of huda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe9d2ec310d417ab81bebb42e90826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of any pathogen depends on its ability to elude host immune responses. Therefore, pathogens evolved several methods that allow them to successfully infect a host, while evading detection or destruction by the immune system. Bacteria often overcome physical barriers by secreting enzymes that digest the barrier, for example, by using a type II secretion system. Alternatively, using a type III secretion system, they may insert a hollow tube into the host cell, providing a direct route for proteins to move from the pathogen to the host. These proteins are often used to shut down host defenses.", "targets": "Bacteria often secrete what kind of proteins to ingest a physical barrier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe9d2ec310d417ab81bebb42e90826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of any pathogen depends on its ability to elude host immune responses. Therefore, pathogens evolved several methods that allow them to successfully infect a host, while evading detection or destruction by the immune system. Bacteria often overcome physical barriers by secreting enzymes that digest the barrier, for example, by using a type II secretion system. Alternatively, using a type III secretion system, they may insert a hollow tube into the host cell, providing a direct route for proteins to move from the pathogen to the host. These proteins are often used to shut down host defenses.", "targets": "What kind of system of infection involves inserting a hollow tube into a host cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe9d2ec310d417ab81bebb42e90826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of any pathogen depends on its ability to elude host immune responses. Therefore, pathogens evolved several methods that allow them to successfully infect a host, while evading detection or destruction by the immune system. Bacteria often overcome physical barriers by secreting enzymes that digest the barrier, for example, by using a type II secretion system. Alternatively, using a type III secretion system, they may insert a hollow tube into the host cell, providing a direct route for proteins to move from the pathogen to the host. These proteins are often used to shut down host defenses.", "targets": "In a type III secretion system, proteins are transported to the host cell in order to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe9d2ec310d417ab81bebb42e90826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of any pathogen depends on its ability to elude host immune responses. Therefore, pathogens evolved several methods that allow them to successfully infect a host, while evading detection or destruction by the immune system. Bacteria often overcome physical barriers by secreting enzymes that digest the barrier, for example, by using a type II secretion system. Alternatively, using a type III secretion system, they may insert a hollow tube into the host cell, providing a direct route for proteins to move from the pathogen to the host. These proteins are often used to shut down host defenses.", "targets": "The success of pathogens is predicated on their ability to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ecbe5c68964bdc8c35bea7cf4f8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of 1893 Westinghouse engineer Benjamin Lamme had made great progress developing an efficient version of Tesla's induction motor and Westinghouse Electric started branding their complete polyphase phase AC system as the \"Tesla Polyphase System\", noting how they believed Tesla's patents gave them patent priority over other AC systems.", "targets": "Which engineer made the induction motor more efficient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ecbe5c68964bdc8c35bea7cf4f8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of 1893 Westinghouse engineer Benjamin Lamme had made great progress developing an efficient version of Tesla's induction motor and Westinghouse Electric started branding their complete polyphase phase AC system as the \"Tesla Polyphase System\", noting how they believed Tesla's patents gave them patent priority over other AC systems.", "targets": "In which year did Benjamin Lamme achieve success making the motor more efficient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ecbe5c68964bdc8c35bea7cf4f8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of 1893 Westinghouse engineer Benjamin Lamme had made great progress developing an efficient version of Tesla's induction motor and Westinghouse Electric started branding their complete polyphase phase AC system as the \"Tesla Polyphase System\", noting how they believed Tesla's patents gave them patent priority over other AC systems.", "targets": "Who called their system the \"Tesla Polyphase System\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-753597ee2d5140f5b3e3b7a1a9965751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper at this point is uncoated. Coated paper has a thin layer of material such as calcium carbonate or china clay applied to one or both sides in order to create a surface more suitable for high-resolution halftone screens. (Uncoated papers are rarely suitable for screens above 150 lpi.) Coated or uncoated papers may have their surfaces polished by calendering. Coated papers are divided into matte, semi-matte or silk, and gloss. Gloss papers give the highest optical density in the printed image.", "targets": "Besides calcium, coated paper has a thin layer of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-753597ee2d5140f5b3e3b7a1a9965751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper at this point is uncoated. Coated paper has a thin layer of material such as calcium carbonate or china clay applied to one or both sides in order to create a surface more suitable for high-resolution halftone screens. (Uncoated papers are rarely suitable for screens above 150 lpi.) Coated or uncoated papers may have their surfaces polished by calendering. Coated papers are divided into matte, semi-matte or silk, and gloss. Gloss papers give the highest optical density in the printed image.", "targets": "What process is done to polish the surface of the paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-753597ee2d5140f5b3e3b7a1a9965751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper at this point is uncoated. Coated paper has a thin layer of material such as calcium carbonate or china clay applied to one or both sides in order to create a surface more suitable for high-resolution halftone screens. (Uncoated papers are rarely suitable for screens above 150 lpi.) Coated or uncoated papers may have their surfaces polished by calendering. Coated papers are divided into matte, semi-matte or silk, and gloss. Gloss papers give the highest optical density in the printed image.", "targets": "What is the shiniest type of coated paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-753597ee2d5140f5b3e3b7a1a9965751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper at this point is uncoated. Coated paper has a thin layer of material such as calcium carbonate or china clay applied to one or both sides in order to create a surface more suitable for high-resolution halftone screens. (Uncoated papers are rarely suitable for screens above 150 lpi.) Coated or uncoated papers may have their surfaces polished by calendering. Coated papers are divided into matte, semi-matte or silk, and gloss. Gloss papers give the highest optical density in the printed image.", "targets": "What papers give the best optical density?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What style of music was Gary Numan associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What did the synthpop style of music benefit from the gaining popularity of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "Synthpop heavily borrowed elements from what type of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What type of ideas did post-punk artists attempt to sneak into mainstream pop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What did some post-punk artists reject their previous avant-garde practices to pursue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What new music style focused on electronic and synthesized sounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What really helped to launch synthpop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "What else began to emerge as post-punk groups moved to a more commercial focus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2220240a0173441a8f73b0d2a9a657f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Artists such as Gary Numan, the Human League, Soft Cell, John Foxx and Visage helped pioneer a new synthpop style that drew more heavily from electronic and synthesizer music and benefited from the rise of MTV. Post-punk artists such as Scritti Politti's Green Gartside and Josef K's Paul Haig, previously engaged in avant-garde practices, turned away from these approaches and pursued mainstream styles and commercial success. These new developments, in which post-punk artists attempted to bring subversive ideas into the pop mainstream, began to be categorized under the marketing term new pop.", "targets": "How did pos-punk give rise to pop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5035d55464fb4940959a56a66918e8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bagmati River which flows through Kathmandu is considered a holy river both by Hindus and Buddhists, and many Hindu temples are located on the banks of this river. The importance of the Bagmati also lies in the fact that Hindus are cremated on its banks, and Kirants are buried in the hills by its side. According to the Nepali Hindu tradition, the dead body must be dipped three times into the Bagmati before cremation. The chief mourner (usually the first son) who lights the funeral pyre must take a holy riverwater bath immediately after cremation. Many relatives who join the funeral procession also take bath in the Bagmati River or sprinkle the holy water on their bodies at the end of cremation as the Bagmati is believed to purify people spiritually.", "targets": "In addition to Hindus, who regards the Bagmati River as sacred?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5035d55464fb4940959a56a66918e8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bagmati River which flows through Kathmandu is considered a holy river both by Hindus and Buddhists, and many Hindu temples are located on the banks of this river. The importance of the Bagmati also lies in the fact that Hindus are cremated on its banks, and Kirants are buried in the hills by its side. According to the Nepali Hindu tradition, the dead body must be dipped three times into the Bagmati before cremation. The chief mourner (usually the first son) who lights the funeral pyre must take a holy riverwater bath immediately after cremation. Many relatives who join the funeral procession also take bath in the Bagmati River or sprinkle the holy water on their bodies at the end of cremation as the Bagmati is believed to purify people spiritually.", "targets": "What is done with Hindus after they die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5035d55464fb4940959a56a66918e8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bagmati River which flows through Kathmandu is considered a holy river both by Hindus and Buddhists, and many Hindu temples are located on the banks of this river. The importance of the Bagmati also lies in the fact that Hindus are cremated on its banks, and Kirants are buried in the hills by its side. According to the Nepali Hindu tradition, the dead body must be dipped three times into the Bagmati before cremation. The chief mourner (usually the first son) who lights the funeral pyre must take a holy riverwater bath immediately after cremation. Many relatives who join the funeral procession also take bath in the Bagmati River or sprinkle the holy water on their bodies at the end of cremation as the Bagmati is believed to purify people spiritually.", "targets": "What are done with the bodies of Kirants after death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5035d55464fb4940959a56a66918e8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bagmati River which flows through Kathmandu is considered a holy river both by Hindus and Buddhists, and many Hindu temples are located on the banks of this river. The importance of the Bagmati also lies in the fact that Hindus are cremated on its banks, and Kirants are buried in the hills by its side. According to the Nepali Hindu tradition, the dead body must be dipped three times into the Bagmati before cremation. The chief mourner (usually the first son) who lights the funeral pyre must take a holy riverwater bath immediately after cremation. Many relatives who join the funeral procession also take bath in the Bagmati River or sprinkle the holy water on their bodies at the end of cremation as the Bagmati is believed to purify people spiritually.", "targets": "In a Hindu funeral, who is typically the main mourner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5035d55464fb4940959a56a66918e8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bagmati River which flows through Kathmandu is considered a holy river both by Hindus and Buddhists, and many Hindu temples are located on the banks of this river. The importance of the Bagmati also lies in the fact that Hindus are cremated on its banks, and Kirants are buried in the hills by its side. According to the Nepali Hindu tradition, the dead body must be dipped three times into the Bagmati before cremation. The chief mourner (usually the first son) who lights the funeral pyre must take a holy riverwater bath immediately after cremation. Many relatives who join the funeral procession also take bath in the Bagmati River or sprinkle the holy water on their bodies at the end of cremation as the Bagmati is believed to purify people spiritually.", "targets": "Before Hindus are cremated, how many times are their bodies placed in the Bagmati?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4650bbce431f43f7b7df75810610cebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is today the Central African Republic has been inhabited for millennia; however, the country's current borders were established by France, which ruled the country as a colony starting in the late 19th century. After gaining independence from France in 1960, the Central African Republic was ruled by a series of autocratic leaders; by the 1990s, calls for democracy led to the first multi-party democratic elections in 1993. Ange-F\u00e9lix Patass\u00e9 became president, but was later removed by General Fran\u00e7ois Boziz\u00e9 in the 2003 coup. The Central African Republic Bush War began in 2004 and, despite a peace treaty in 2007 and another in 2011, fighting broke out between various factions in December 2012, leading to ethnic and religious cleansing of the Muslim minority and massive population displacement in 2013 and 2014.", "targets": "Who established CAR's borders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4650bbce431f43f7b7df75810610cebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is today the Central African Republic has been inhabited for millennia; however, the country's current borders were established by France, which ruled the country as a colony starting in the late 19th century. After gaining independence from France in 1960, the Central African Republic was ruled by a series of autocratic leaders; by the 1990s, calls for democracy led to the first multi-party democratic elections in 1993. Ange-F\u00e9lix Patass\u00e9 became president, but was later removed by General Fran\u00e7ois Boziz\u00e9 in the 2003 coup. The Central African Republic Bush War began in 2004 and, despite a peace treaty in 2007 and another in 2011, fighting broke out between various factions in December 2012, leading to ethnic and religious cleansing of the Muslim minority and massive population displacement in 2013 and 2014.", "targets": "What country ruled CAR as a colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4650bbce431f43f7b7df75810610cebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is today the Central African Republic has been inhabited for millennia; however, the country's current borders were established by France, which ruled the country as a colony starting in the late 19th century. After gaining independence from France in 1960, the Central African Republic was ruled by a series of autocratic leaders; by the 1990s, calls for democracy led to the first multi-party democratic elections in 1993. Ange-F\u00e9lix Patass\u00e9 became president, but was later removed by General Fran\u00e7ois Boziz\u00e9 in the 2003 coup. The Central African Republic Bush War began in 2004 and, despite a peace treaty in 2007 and another in 2011, fighting broke out between various factions in December 2012, leading to ethnic and religious cleansing of the Muslim minority and massive population displacement in 2013 and 2014.", "targets": "When did CAR become independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4650bbce431f43f7b7df75810610cebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is today the Central African Republic has been inhabited for millennia; however, the country's current borders were established by France, which ruled the country as a colony starting in the late 19th century. After gaining independence from France in 1960, the Central African Republic was ruled by a series of autocratic leaders; by the 1990s, calls for democracy led to the first multi-party democratic elections in 1993. Ange-F\u00e9lix Patass\u00e9 became president, but was later removed by General Fran\u00e7ois Boziz\u00e9 in the 2003 coup. The Central African Republic Bush War began in 2004 and, despite a peace treaty in 2007 and another in 2011, fighting broke out between various factions in December 2012, leading to ethnic and religious cleansing of the Muslim minority and massive population displacement in 2013 and 2014.", "targets": "Who was the first democratically elected President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4650bbce431f43f7b7df75810610cebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is today the Central African Republic has been inhabited for millennia; however, the country's current borders were established by France, which ruled the country as a colony starting in the late 19th century. After gaining independence from France in 1960, the Central African Republic was ruled by a series of autocratic leaders; by the 1990s, calls for democracy led to the first multi-party democratic elections in 1993. Ange-F\u00e9lix Patass\u00e9 became president, but was later removed by General Fran\u00e7ois Boziz\u00e9 in the 2003 coup. The Central African Republic Bush War began in 2004 and, despite a peace treaty in 2007 and another in 2011, fighting broke out between various factions in December 2012, leading to ethnic and religious cleansing of the Muslim minority and massive population displacement in 2013 and 2014.", "targets": "What religion is a minority in CAR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-034fa54d1f304c40bdf65522ddc20603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the majority of 1980s mainstream singers, the 1990s mainstream pop/R&B singers such as All-4-One, Boyz II Men, Rob Thomas, Christina Aguilera, Backstreet Boys and Savage Garden generally crossed over to the AC charts. Latin pop artists such as Lynda Thomas, Ricky Martin, Marc Anthony, Selena, Enrique Iglesias and Luis Miguel also enjoyed success in the AC charts.", "targets": "Mainstream artists from what decade generally did not have success on the adult contemporary charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-034fa54d1f304c40bdf65522ddc20603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the majority of 1980s mainstream singers, the 1990s mainstream pop/R&B singers such as All-4-One, Boyz II Men, Rob Thomas, Christina Aguilera, Backstreet Boys and Savage Garden generally crossed over to the AC charts. Latin pop artists such as Lynda Thomas, Ricky Martin, Marc Anthony, Selena, Enrique Iglesias and Luis Miguel also enjoyed success in the AC charts.", "targets": "Along with All-4-One, Boyz II Men, Rob Thomas, Christina Aguilera and Backstreet Boys, what 90s artists were notable in the pop/R&B genre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-034fa54d1f304c40bdf65522ddc20603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the majority of 1980s mainstream singers, the 1990s mainstream pop/R&B singers such as All-4-One, Boyz II Men, Rob Thomas, Christina Aguilera, Backstreet Boys and Savage Garden generally crossed over to the AC charts. Latin pop artists such as Lynda Thomas, Ricky Martin, Marc Anthony, Selena, Enrique Iglesias and Luis Miguel also enjoyed success in the AC charts.", "targets": "What genre of music did Lynda Thomas, Ricky Martin, Selena, Marc Anthony, Enrique Iglesias and Luis Miguel make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc570eddac0478ab60a34a5df753c13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anita Baker, Sade, Regina Belle, and Luther Vandross are other examples of artists who appeal to mainstream AC, urban AC and smooth jazz listeners. Some soft AC and urban AC stations like to play smooth jazz on the weekends. In recent years, the Smooth Jazz format has been renamed to Smooth AC, as an attempt to lure younger listeners.", "targets": "Along with urban adult contemporary and smooth jazz, what station format might feature music from Sade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc570eddac0478ab60a34a5df753c13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anita Baker, Sade, Regina Belle, and Luther Vandross are other examples of artists who appeal to mainstream AC, urban AC and smooth jazz listeners. Some soft AC and urban AC stations like to play smooth jazz on the weekends. In recent years, the Smooth Jazz format has been renamed to Smooth AC, as an attempt to lure younger listeners.", "targets": "What other format is sometimes played on urban AC stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc570eddac0478ab60a34a5df753c13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anita Baker, Sade, Regina Belle, and Luther Vandross are other examples of artists who appeal to mainstream AC, urban AC and smooth jazz listeners. Some soft AC and urban AC stations like to play smooth jazz on the weekends. In recent years, the Smooth Jazz format has been renamed to Smooth AC, as an attempt to lure younger listeners.", "targets": "When might you hear smooth jazz on a soft AC station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc570eddac0478ab60a34a5df753c13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anita Baker, Sade, Regina Belle, and Luther Vandross are other examples of artists who appeal to mainstream AC, urban AC and smooth jazz listeners. Some soft AC and urban AC stations like to play smooth jazz on the weekends. In recent years, the Smooth Jazz format has been renamed to Smooth AC, as an attempt to lure younger listeners.", "targets": "What is a more recent name for the smooth jazz format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc570eddac0478ab60a34a5df753c13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anita Baker, Sade, Regina Belle, and Luther Vandross are other examples of artists who appeal to mainstream AC, urban AC and smooth jazz listeners. Some soft AC and urban AC stations like to play smooth jazz on the weekends. In recent years, the Smooth Jazz format has been renamed to Smooth AC, as an attempt to lure younger listeners.", "targets": "What was the smooth jazz format renamed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81c532967d8410992aa86f5864481f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A perceived turning point was when Blair controversially allied himself with US President George W. Bush in supporting the Iraq War, which caused him to lose much of his political support. The UN Secretary-General, among many, considered the war illegal. The Iraq War was deeply unpopular in most western countries, with Western governments divided in their support and under pressure from worldwide popular protests. The decisions that led up to the Iraq war and its subsequent conduct are currently the subject of Sir John Chilcot's Iraq Inquiry.", "targets": "Who did Tony Blair side with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81c532967d8410992aa86f5864481f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A perceived turning point was when Blair controversially allied himself with US President George W. Bush in supporting the Iraq War, which caused him to lose much of his political support. The UN Secretary-General, among many, considered the war illegal. The Iraq War was deeply unpopular in most western countries, with Western governments divided in their support and under pressure from worldwide popular protests. The decisions that led up to the Iraq war and its subsequent conduct are currently the subject of Sir John Chilcot's Iraq Inquiry.", "targets": "Why did Blair side with Bush?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81c532967d8410992aa86f5864481f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A perceived turning point was when Blair controversially allied himself with US President George W. Bush in supporting the Iraq War, which caused him to lose much of his political support. The UN Secretary-General, among many, considered the war illegal. The Iraq War was deeply unpopular in most western countries, with Western governments divided in their support and under pressure from worldwide popular protests. The decisions that led up to the Iraq war and its subsequent conduct are currently the subject of Sir John Chilcot's Iraq Inquiry.", "targets": "Who has an active Iraq War inquiry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81c532967d8410992aa86f5864481f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A perceived turning point was when Blair controversially allied himself with US President George W. Bush in supporting the Iraq War, which caused him to lose much of his political support. The UN Secretary-General, among many, considered the war illegal. The Iraq War was deeply unpopular in most western countries, with Western governments divided in their support and under pressure from worldwide popular protests. The decisions that led up to the Iraq war and its subsequent conduct are currently the subject of Sir John Chilcot's Iraq Inquiry.", "targets": "Was the idea of the Iraq War popular or unpopular in Western countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be63353d73db41e786c7ac2bb0354119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1\u20136, ala-aste, alakoulu) and upper comprehensive school (grades 7\u20139, yl\u00e4aste, yl\u00e4koulu) has been discontinued.", "targets": "In what decade did Finland begin employing comprehensive schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be63353d73db41e786c7ac2bb0354119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1\u20136, ala-aste, alakoulu) and upper comprehensive school (grades 7\u20139, yl\u00e4aste, yl\u00e4koulu) has been discontinued.", "targets": "What age ranges does Finnish comprehensive school cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "What was Tuscon known as 12,000 years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "What group lived in the area that were known for their red-on-brown pottery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "Near what river was a village site dating from 2100 BC found? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "Who were probably the first group of people in Tuscan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "How long ago did Tuscan have their first visitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "How long ago were Paleo-Indians known to be in the Tucson area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "How old was the village site found near the Santa Cruz River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "When was the Early Agricultural period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "What happened in the Early Ceramic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6429906f2d4e4400a5db748f5c00be88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson was probably first visited by Paleo-Indians, known to have been in southern Arizona about 12,000 years ago. Recent archaeological excavations near the Santa Cruz River have located a village site dating from 2100 BC.[citation needed] The floodplain of the Santa Cruz River was extensively farmed during the Early Agricultural period, circa 1200 BC to AD 150. These people constructed irrigation canals and grew corn, beans, and other crops while gathering wild plants and hunting. The Early Ceramic period occupation of Tucson saw the first extensive use of pottery vessels for cooking and storage. The groups designated as the Hohokam lived in the area from AD 600 to 1450 and are known for their vast irrigation canal systems and their red-on-brown pottery.[citation needed]", "targets": "When did the Hohokam live in the Tucson area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9924555dc341dc96d3a3e8d7f64577", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol prominent display of its sponsors' logo and products had been noted since the early seasons. By season six, Idol showed 4,349 product placements according to Nielsen Media Research. The branded entertainment integration proved beneficial to its advertisers \u2013 promotion of AT&T text-messaging as a means to vote successfully introduced the technology into the wider culture, and Coca-Cola has seen its equity increased during the show.", "targets": "What service did AT&T promote on American Idol as a way of voting? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9924555dc341dc96d3a3e8d7f64577", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol prominent display of its sponsors' logo and products had been noted since the early seasons. By season six, Idol showed 4,349 product placements according to Nielsen Media Research. The branded entertainment integration proved beneficial to its advertisers \u2013 promotion of AT&T text-messaging as a means to vote successfully introduced the technology into the wider culture, and Coca-Cola has seen its equity increased during the show.", "targets": "How many product placements had Idol shown by season six?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70ee4d385120412badc94e9abfc64438", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to China daily. Fifteen years after the satellite system was launched, it is now generating $31.5 billion for major companies such as China Aerospace Science and Industry Corp, AutoNavi Holdings Ltd, and China North Industries Group Corp.", "targets": "How long ago was the BeiDou Satellite System first launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70ee4d385120412badc94e9abfc64438", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to China daily. Fifteen years after the satellite system was launched, it is now generating $31.5 billion for major companies such as China Aerospace Science and Industry Corp, AutoNavi Holdings Ltd, and China North Industries Group Corp.", "targets": "How much revenue for companies is generated by the BDS system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70ee4d385120412badc94e9abfc64438", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to China daily. Fifteen years after the satellite system was launched, it is now generating $31.5 billion for major companies such as China Aerospace Science and Industry Corp, AutoNavi Holdings Ltd, and China North Industries Group Corp.", "targets": "What are some companies that profit from the BDS system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1121c9b81fa643f0aacbdc9ee04fa1f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each island has its own high-chief, or ulu-aliki, and several sub-chiefs (alikis). The community council is the Falekaupule (the traditional assembly of elders) or te sina o fenua (literally: \"grey-hairs of the land\"). In the past, another caste, the priests (tofuga), were also amongst the decision-makers. The ulu-aliki and aliki exercise informal authority at the local level. Ulu-aliki are always chosen based on ancestry. Under the Falekaupule Act (1997), the powers and functions of the Falekaupule are now shared with the pule o kaupule (elected village presidents; one on each atoll).", "targets": "What is the Tuvalu high chief on each island called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1121c9b81fa643f0aacbdc9ee04fa1f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each island has its own high-chief, or ulu-aliki, and several sub-chiefs (alikis). The community council is the Falekaupule (the traditional assembly of elders) or te sina o fenua (literally: \"grey-hairs of the land\"). In the past, another caste, the priests (tofuga), were also amongst the decision-makers. The ulu-aliki and aliki exercise informal authority at the local level. Ulu-aliki are always chosen based on ancestry. Under the Falekaupule Act (1997), the powers and functions of the Falekaupule are now shared with the pule o kaupule (elected village presidents; one on each atoll).", "targets": "What is the name of the sub-chiefs in Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1121c9b81fa643f0aacbdc9ee04fa1f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each island has its own high-chief, or ulu-aliki, and several sub-chiefs (alikis). The community council is the Falekaupule (the traditional assembly of elders) or te sina o fenua (literally: \"grey-hairs of the land\"). In the past, another caste, the priests (tofuga), were also amongst the decision-makers. The ulu-aliki and aliki exercise informal authority at the local level. Ulu-aliki are always chosen based on ancestry. Under the Falekaupule Act (1997), the powers and functions of the Falekaupule are now shared with the pule o kaupule (elected village presidents; one on each atoll).", "targets": "What is the Tuvaluan traditional assembly of elders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1121c9b81fa643f0aacbdc9ee04fa1f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each island has its own high-chief, or ulu-aliki, and several sub-chiefs (alikis). The community council is the Falekaupule (the traditional assembly of elders) or te sina o fenua (literally: \"grey-hairs of the land\"). In the past, another caste, the priests (tofuga), were also amongst the decision-makers. The ulu-aliki and aliki exercise informal authority at the local level. Ulu-aliki are always chosen based on ancestry. Under the Falekaupule Act (1997), the powers and functions of the Falekaupule are now shared with the pule o kaupule (elected village presidents; one on each atoll).", "targets": "What was the caste of priests in the past on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1121c9b81fa643f0aacbdc9ee04fa1f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each island has its own high-chief, or ulu-aliki, and several sub-chiefs (alikis). The community council is the Falekaupule (the traditional assembly of elders) or te sina o fenua (literally: \"grey-hairs of the land\"). In the past, another caste, the priests (tofuga), were also amongst the decision-makers. The ulu-aliki and aliki exercise informal authority at the local level. Ulu-aliki are always chosen based on ancestry. Under the Falekaupule Act (1997), the powers and functions of the Falekaupule are now shared with the pule o kaupule (elected village presidents; one on each atoll).", "targets": "With what group do the falekaupule share power on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2c36be7ed7f443cbd5610bd95828598", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major outputs for the state include textiles, cotton, cattle, and electrical power. Tennessee has over 82,000 farms, roughly 59 percent of which accommodate beef cattle. Although cotton was an early crop in Tennessee, large-scale cultivation of the fiber did not begin until the 1820s with the opening of the land between the Tennessee and Mississippi Rivers. The upper wedge of the Mississippi Delta extends into southwestern Tennessee, and it was in this fertile section that cotton took hold. Soybeans are also heavily planted in West Tennessee, focusing on the northwest corner of the state.", "targets": "Roughly how many farms are located in Tennesee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2c36be7ed7f443cbd5610bd95828598", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major outputs for the state include textiles, cotton, cattle, and electrical power. Tennessee has over 82,000 farms, roughly 59 percent of which accommodate beef cattle. Although cotton was an early crop in Tennessee, large-scale cultivation of the fiber did not begin until the 1820s with the opening of the land between the Tennessee and Mississippi Rivers. The upper wedge of the Mississippi Delta extends into southwestern Tennessee, and it was in this fertile section that cotton took hold. Soybeans are also heavily planted in West Tennessee, focusing on the northwest corner of the state.", "targets": "Which livestock is the major focus of Tennessee agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2c36be7ed7f443cbd5610bd95828598", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major outputs for the state include textiles, cotton, cattle, and electrical power. Tennessee has over 82,000 farms, roughly 59 percent of which accommodate beef cattle. Although cotton was an early crop in Tennessee, large-scale cultivation of the fiber did not begin until the 1820s with the opening of the land between the Tennessee and Mississippi Rivers. The upper wedge of the Mississippi Delta extends into southwestern Tennessee, and it was in this fertile section that cotton took hold. Soybeans are also heavily planted in West Tennessee, focusing on the northwest corner of the state.", "targets": "When did cotton first become a large-scale agricultural product in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2c36be7ed7f443cbd5610bd95828598", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major outputs for the state include textiles, cotton, cattle, and electrical power. Tennessee has over 82,000 farms, roughly 59 percent of which accommodate beef cattle. Although cotton was an early crop in Tennessee, large-scale cultivation of the fiber did not begin until the 1820s with the opening of the land between the Tennessee and Mississippi Rivers. The upper wedge of the Mississippi Delta extends into southwestern Tennessee, and it was in this fertile section that cotton took hold. Soybeans are also heavily planted in West Tennessee, focusing on the northwest corner of the state.", "targets": "Which river landform partly in Tennessee provided the most fertile land for cotton production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6a6dfce1044bb8a04cfabb890915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina made the smallest per-capita contribution to the war of any state, as only 7,800 men joined the Continental Army under General George Washington; an additional 10,000 served in local militia units under such leaders as General Nathanael Greene. There was some military action, especially in 1780\u201381. Many Carolinian frontiersmen had moved west over the mountains, into the Washington District (later known as Tennessee), but in 1789, following the Revolution, the state was persuaded to relinquish its claim to the western lands. It ceded them to the national government so that the Northwest Territory could be organized and managed nationally.", "targets": "What state made the smallest contribution to the revolutionary war of any state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6a6dfce1044bb8a04cfabb890915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina made the smallest per-capita contribution to the war of any state, as only 7,800 men joined the Continental Army under General George Washington; an additional 10,000 served in local militia units under such leaders as General Nathanael Greene. There was some military action, especially in 1780\u201381. Many Carolinian frontiersmen had moved west over the mountains, into the Washington District (later known as Tennessee), but in 1789, following the Revolution, the state was persuaded to relinquish its claim to the western lands. It ceded them to the national government so that the Northwest Territory could be organized and managed nationally.", "targets": "How many men from NC joined the continental army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6a6dfce1044bb8a04cfabb890915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina made the smallest per-capita contribution to the war of any state, as only 7,800 men joined the Continental Army under General George Washington; an additional 10,000 served in local militia units under such leaders as General Nathanael Greene. There was some military action, especially in 1780\u201381. Many Carolinian frontiersmen had moved west over the mountains, into the Washington District (later known as Tennessee), but in 1789, following the Revolution, the state was persuaded to relinquish its claim to the western lands. It ceded them to the national government so that the Northwest Territory could be organized and managed nationally.", "targets": "What years were the highest concentration of military action in NC during the revolutionary war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6a6dfce1044bb8a04cfabb890915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina made the smallest per-capita contribution to the war of any state, as only 7,800 men joined the Continental Army under General George Washington; an additional 10,000 served in local militia units under such leaders as General Nathanael Greene. There was some military action, especially in 1780\u201381. Many Carolinian frontiersmen had moved west over the mountains, into the Washington District (later known as Tennessee), but in 1789, following the Revolution, the state was persuaded to relinquish its claim to the western lands. It ceded them to the national government so that the Northwest Territory could be organized and managed nationally.", "targets": "Who led the continental army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6a6dfce1044bb8a04cfabb890915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina made the smallest per-capita contribution to the war of any state, as only 7,800 men joined the Continental Army under General George Washington; an additional 10,000 served in local militia units under such leaders as General Nathanael Greene. There was some military action, especially in 1780\u201381. Many Carolinian frontiersmen had moved west over the mountains, into the Washington District (later known as Tennessee), but in 1789, following the Revolution, the state was persuaded to relinquish its claim to the western lands. It ceded them to the national government so that the Northwest Territory could be organized and managed nationally.", "targets": "Frontiersmen from the Carolinas moved west into what area that is now known as Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b677a447ea2e462097f1e0dcec2d6006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church (UMC) is a mainline Protestant Methodist denomination. In the 19th century its main predecessor was a leader in Evangelicalism. Founded in 1968 by the union of the Methodist Church (USA) and the Evangelical United Brethren Church, the UMC traces its roots back to the revival movement of John and Charles Wesley in England as well as the Great Awakening in the United States. As such, the church's theological orientation is decidedly Wesleyan. It embraces both liturgical and evangelical elements.", "targets": "What does UMC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b677a447ea2e462097f1e0dcec2d6006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church (UMC) is a mainline Protestant Methodist denomination. In the 19th century its main predecessor was a leader in Evangelicalism. Founded in 1968 by the union of the Methodist Church (USA) and the Evangelical United Brethren Church, the UMC traces its roots back to the revival movement of John and Charles Wesley in England as well as the Great Awakening in the United States. As such, the church's theological orientation is decidedly Wesleyan. It embraces both liturgical and evangelical elements.", "targets": "What is the United Methodist Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b677a447ea2e462097f1e0dcec2d6006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church (UMC) is a mainline Protestant Methodist denomination. In the 19th century its main predecessor was a leader in Evangelicalism. Founded in 1968 by the union of the Methodist Church (USA) and the Evangelical United Brethren Church, the UMC traces its roots back to the revival movement of John and Charles Wesley in England as well as the Great Awakening in the United States. As such, the church's theological orientation is decidedly Wesleyan. It embraces both liturgical and evangelical elements.", "targets": "When was the UMC founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b677a447ea2e462097f1e0dcec2d6006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church (UMC) is a mainline Protestant Methodist denomination. In the 19th century its main predecessor was a leader in Evangelicalism. Founded in 1968 by the union of the Methodist Church (USA) and the Evangelical United Brethren Church, the UMC traces its roots back to the revival movement of John and Charles Wesley in England as well as the Great Awakening in the United States. As such, the church's theological orientation is decidedly Wesleyan. It embraces both liturgical and evangelical elements.", "targets": "Who founded the UMC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b677a447ea2e462097f1e0dcec2d6006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church (UMC) is a mainline Protestant Methodist denomination. In the 19th century its main predecessor was a leader in Evangelicalism. Founded in 1968 by the union of the Methodist Church (USA) and the Evangelical United Brethren Church, the UMC traces its roots back to the revival movement of John and Charles Wesley in England as well as the Great Awakening in the United States. As such, the church's theological orientation is decidedly Wesleyan. It embraces both liturgical and evangelical elements.", "targets": "What is the church's theological orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a816c4c410b243f38d375fb14dbfea17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century came another turn toward nationalist politics with Solidaridad Gallega (1907\u20131912) modeled on Solidaritat Catalana in Catalonia. Solidaridad Gallega failed, but in 1916 Irmandades da Fala (Brotherhood of the Language) developed first as a cultural association but soon as a full-blown nationalist movement. Vicente Risco and Ram\u00f3n Otero Pedrayo were outstanding cultural figures of this movement, and the magazine N\u00f3s ('Us'), founded 1920, its most notable cultural institution, Lois Pe\u00f1a Novo the outstanding political figure.", "targets": "Which nationalist movement arose in the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a816c4c410b243f38d375fb14dbfea17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century came another turn toward nationalist politics with Solidaridad Gallega (1907\u20131912) modeled on Solidaritat Catalana in Catalonia. Solidaridad Gallega failed, but in 1916 Irmandades da Fala (Brotherhood of the Language) developed first as a cultural association but soon as a full-blown nationalist movement. Vicente Risco and Ram\u00f3n Otero Pedrayo were outstanding cultural figures of this movement, and the magazine N\u00f3s ('Us'), founded 1920, its most notable cultural institution, Lois Pe\u00f1a Novo the outstanding political figure.", "targets": "Which other movement was it modeled after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a816c4c410b243f38d375fb14dbfea17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century came another turn toward nationalist politics with Solidaridad Gallega (1907\u20131912) modeled on Solidaritat Catalana in Catalonia. Solidaridad Gallega failed, but in 1916 Irmandades da Fala (Brotherhood of the Language) developed first as a cultural association but soon as a full-blown nationalist movement. Vicente Risco and Ram\u00f3n Otero Pedrayo were outstanding cultural figures of this movement, and the magazine N\u00f3s ('Us'), founded 1920, its most notable cultural institution, Lois Pe\u00f1a Novo the outstanding political figure.", "targets": "Which political group arose in 1916?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a816c4c410b243f38d375fb14dbfea17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century came another turn toward nationalist politics with Solidaridad Gallega (1907\u20131912) modeled on Solidaritat Catalana in Catalonia. Solidaridad Gallega failed, but in 1916 Irmandades da Fala (Brotherhood of the Language) developed first as a cultural association but soon as a full-blown nationalist movement. Vicente Risco and Ram\u00f3n Otero Pedrayo were outstanding cultural figures of this movement, and the magazine N\u00f3s ('Us'), founded 1920, its most notable cultural institution, Lois Pe\u00f1a Novo the outstanding political figure.", "targets": "Which magazine advocated for Galician nationalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c248d943824487b5f01bc6c5567482", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One major difference between Baroque music and the classical era that followed it is that the types of instruments used in ensembles were much less standardized. Whereas a classical era string quartet consists almost exclusively of two violins, a viola and a cello, a Baroque group accompanying a soloist or opera could include one of several different types of keyboard instruments (e.g., pipe organ, harpsichord, or clavichord), additional stringed chordal instruments (e.g., a lute) and an unspecified number of bass instruments performing the basso continuo bassline, including bowed strings, woodwinds and brass instruments (e.g., a cello, contrabass, viol, bassoon, serpent, etc.).", "targets": "What was less standardized during the Baroque era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c248d943824487b5f01bc6c5567482", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One major difference between Baroque music and the classical era that followed it is that the types of instruments used in ensembles were much less standardized. Whereas a classical era string quartet consists almost exclusively of two violins, a viola and a cello, a Baroque group accompanying a soloist or opera could include one of several different types of keyboard instruments (e.g., pipe organ, harpsichord, or clavichord), additional stringed chordal instruments (e.g., a lute) and an unspecified number of bass instruments performing the basso continuo bassline, including bowed strings, woodwinds and brass instruments (e.g., a cello, contrabass, viol, bassoon, serpent, etc.).", "targets": "Two violins, a viola, and a cello make up what type of group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c248d943824487b5f01bc6c5567482", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One major difference between Baroque music and the classical era that followed it is that the types of instruments used in ensembles were much less standardized. Whereas a classical era string quartet consists almost exclusively of two violins, a viola and a cello, a Baroque group accompanying a soloist or opera could include one of several different types of keyboard instruments (e.g., pipe organ, harpsichord, or clavichord), additional stringed chordal instruments (e.g., a lute) and an unspecified number of bass instruments performing the basso continuo bassline, including bowed strings, woodwinds and brass instruments (e.g., a cello, contrabass, viol, bassoon, serpent, etc.).", "targets": "Keyboard instruments included the pip organ, harpsichord and what other instrument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c248d943824487b5f01bc6c5567482", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One major difference between Baroque music and the classical era that followed it is that the types of instruments used in ensembles were much less standardized. Whereas a classical era string quartet consists almost exclusively of two violins, a viola and a cello, a Baroque group accompanying a soloist or opera could include one of several different types of keyboard instruments (e.g., pipe organ, harpsichord, or clavichord), additional stringed chordal instruments (e.g., a lute) and an unspecified number of bass instruments performing the basso continuo bassline, including bowed strings, woodwinds and brass instruments (e.g., a cello, contrabass, viol, bassoon, serpent, etc.).", "targets": "What is an example of a stringed chordal instrument during the Baroque period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3824f54973340028a2ec9e7539e285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He attained a perfect score on the graduate school entrance exams to Princeton University in mathematics and physics\u2014an unprecedented feat\u2014but did rather poorly on the history and English portions. Attendees at Feynman's first seminar included Albert Einstein, Wolfgang Pauli, and John von Neumann. He received a PhD from Princeton in 1942; his thesis advisor was John Archibald Wheeler. Feynman's thesis applied the principle of stationary action to problems of quantum mechanics, inspired by a desire to quantize the Wheeler\u2013Feynman absorber theory of electrodynamics, laying the groundwork for the \"path integral\" approach and Feynman diagrams, and was titled \"The Principle of Least Action in Quantum Mechanics\".", "targets": "Which two sections of the graduate exam did Feynman excel in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3824f54973340028a2ec9e7539e285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He attained a perfect score on the graduate school entrance exams to Princeton University in mathematics and physics\u2014an unprecedented feat\u2014but did rather poorly on the history and English portions. Attendees at Feynman's first seminar included Albert Einstein, Wolfgang Pauli, and John von Neumann. He received a PhD from Princeton in 1942; his thesis advisor was John Archibald Wheeler. Feynman's thesis applied the principle of stationary action to problems of quantum mechanics, inspired by a desire to quantize the Wheeler\u2013Feynman absorber theory of electrodynamics, laying the groundwork for the \"path integral\" approach and Feynman diagrams, and was titled \"The Principle of Least Action in Quantum Mechanics\".", "targets": "Which two sections of the graduate exam did Feynman do poorly in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3824f54973340028a2ec9e7539e285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He attained a perfect score on the graduate school entrance exams to Princeton University in mathematics and physics\u2014an unprecedented feat\u2014but did rather poorly on the history and English portions. Attendees at Feynman's first seminar included Albert Einstein, Wolfgang Pauli, and John von Neumann. He received a PhD from Princeton in 1942; his thesis advisor was John Archibald Wheeler. Feynman's thesis applied the principle of stationary action to problems of quantum mechanics, inspired by a desire to quantize the Wheeler\u2013Feynman absorber theory of electrodynamics, laying the groundwork for the \"path integral\" approach and Feynman diagrams, and was titled \"The Principle of Least Action in Quantum Mechanics\".", "targets": "What score did Feyman receive on his math and physics entrance exams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3824f54973340028a2ec9e7539e285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He attained a perfect score on the graduate school entrance exams to Princeton University in mathematics and physics\u2014an unprecedented feat\u2014but did rather poorly on the history and English portions. Attendees at Feynman's first seminar included Albert Einstein, Wolfgang Pauli, and John von Neumann. He received a PhD from Princeton in 1942; his thesis advisor was John Archibald Wheeler. Feynman's thesis applied the principle of stationary action to problems of quantum mechanics, inspired by a desire to quantize the Wheeler\u2013Feynman absorber theory of electrodynamics, laying the groundwork for the \"path integral\" approach and Feynman diagrams, and was titled \"The Principle of Least Action in Quantum Mechanics\".", "targets": "When did he receive his PhD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3824f54973340028a2ec9e7539e285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He attained a perfect score on the graduate school entrance exams to Princeton University in mathematics and physics\u2014an unprecedented feat\u2014but did rather poorly on the history and English portions. Attendees at Feynman's first seminar included Albert Einstein, Wolfgang Pauli, and John von Neumann. He received a PhD from Princeton in 1942; his thesis advisor was John Archibald Wheeler. Feynman's thesis applied the principle of stationary action to problems of quantum mechanics, inspired by a desire to quantize the Wheeler\u2013Feynman absorber theory of electrodynamics, laying the groundwork for the \"path integral\" approach and Feynman diagrams, and was titled \"The Principle of Least Action in Quantum Mechanics\".", "targets": "What was Feynman's PhD thesis titled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6a846dac7243bd971c317d54086284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ordinary circumstances, transduction, conjugation, and transformation involve transfer of DNA between individual bacteria of the same species, but occasionally transfer may occur between individuals of different bacterial species and this may have significant consequences, such as the transfer of antibiotic resistance. In such cases, gene acquisition from other bacteria or the environment is called horizontal gene transfer and may be common under natural conditions. Gene transfer is particularly important in antibiotic resistance as it allows the rapid transfer of resistance genes between different pathogens.", "targets": "Between what species do usually transduction, conjugation and transformation take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6a846dac7243bd971c317d54086284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ordinary circumstances, transduction, conjugation, and transformation involve transfer of DNA between individual bacteria of the same species, but occasionally transfer may occur between individuals of different bacterial species and this may have significant consequences, such as the transfer of antibiotic resistance. In such cases, gene acquisition from other bacteria or the environment is called horizontal gene transfer and may be common under natural conditions. Gene transfer is particularly important in antibiotic resistance as it allows the rapid transfer of resistance genes between different pathogens.", "targets": "What are the consequences of transfer between different species of bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea6a846dac7243bd971c317d54086284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ordinary circumstances, transduction, conjugation, and transformation involve transfer of DNA between individual bacteria of the same species, but occasionally transfer may occur between individuals of different bacterial species and this may have significant consequences, such as the transfer of antibiotic resistance. In such cases, gene acquisition from other bacteria or the environment is called horizontal gene transfer and may be common under natural conditions. Gene transfer is particularly important in antibiotic resistance as it allows the rapid transfer of resistance genes between different pathogens.", "targets": "What is horizontal gene transfer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3612f20775146d5a469afae6c007734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Polish term \"szlachta\" designated the formalized, hereditary noble class of Polish-Lithuanian Commonwealth. In official Latin documents of the old Commonwealth, hereditary szlachta are referred to as \"nobilitas\" and are indeed the equivalent in legal status of the English nobility.", "targets": "What term designated the noble class of polish Lithuania common wealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3612f20775146d5a469afae6c007734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Polish term \"szlachta\" designated the formalized, hereditary noble class of Polish-Lithuanian Commonwealth. In official Latin documents of the old Commonwealth, hereditary szlachta are referred to as \"nobilitas\" and are indeed the equivalent in legal status of the English nobility.", "targets": "What are two adjectives that best describe the szlachta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3612f20775146d5a469afae6c007734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Polish term \"szlachta\" designated the formalized, hereditary noble class of Polish-Lithuanian Commonwealth. In official Latin documents of the old Commonwealth, hereditary szlachta are referred to as \"nobilitas\" and are indeed the equivalent in legal status of the English nobility.", "targets": "Who is referred to as nobilitas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3612f20775146d5a469afae6c007734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Polish term \"szlachta\" designated the formalized, hereditary noble class of Polish-Lithuanian Commonwealth. In official Latin documents of the old Commonwealth, hereditary szlachta are referred to as \"nobilitas\" and are indeed the equivalent in legal status of the English nobility.", "targets": "What is the legal status of nobilitas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2175ebd4fcd43f483f0ed3637fb4410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American political scientist Mark Cooper asserted that Nasser's charisma and his direct relationship with the Egyptian people \"rendered intermediaries (organizations and individuals) unnecessary\". He opined that Nasser's legacy was a \"guarantee of instability\" due to Nasser's reliance on personal power and the absence of strong political institutions under his rule. Historian Abd al-Azim Ramadan wrote that Nasser was an irrational and irresponsible leader, blaming his inclination to solitary decision-making for Egypt's losses during the Suez War, among other events. Miles Copeland, Jr. , once described as Nasser's closest Western adviser, said that the barriers between Nasser and the outside world have grown so thick that all but the information that attest to his infallibility, indispensability, and immortality has been filtered out.", "targets": "What did Nasser's political style render unnecessary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2175ebd4fcd43f483f0ed3637fb4410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American political scientist Mark Cooper asserted that Nasser's charisma and his direct relationship with the Egyptian people \"rendered intermediaries (organizations and individuals) unnecessary\". He opined that Nasser's legacy was a \"guarantee of instability\" due to Nasser's reliance on personal power and the absence of strong political institutions under his rule. Historian Abd al-Azim Ramadan wrote that Nasser was an irrational and irresponsible leader, blaming his inclination to solitary decision-making for Egypt's losses during the Suez War, among other events. Miles Copeland, Jr. , once described as Nasser's closest Western adviser, said that the barriers between Nasser and the outside world have grown so thick that all but the information that attest to his infallibility, indispensability, and immortality has been filtered out.", "targets": "What was needed under Nasser, the absence of which guaranteed instability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2175ebd4fcd43f483f0ed3637fb4410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American political scientist Mark Cooper asserted that Nasser's charisma and his direct relationship with the Egyptian people \"rendered intermediaries (organizations and individuals) unnecessary\". He opined that Nasser's legacy was a \"guarantee of instability\" due to Nasser's reliance on personal power and the absence of strong political institutions under his rule. Historian Abd al-Azim Ramadan wrote that Nasser was an irrational and irresponsible leader, blaming his inclination to solitary decision-making for Egypt's losses during the Suez War, among other events. Miles Copeland, Jr. , once described as Nasser's closest Western adviser, said that the barriers between Nasser and the outside world have grown so thick that all but the information that attest to his infallibility, indispensability, and immortality has been filtered out.", "targets": "Who called Nasser an irrational and irresponsible leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2175ebd4fcd43f483f0ed3637fb4410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American political scientist Mark Cooper asserted that Nasser's charisma and his direct relationship with the Egyptian people \"rendered intermediaries (organizations and individuals) unnecessary\". He opined that Nasser's legacy was a \"guarantee of instability\" due to Nasser's reliance on personal power and the absence of strong political institutions under his rule. Historian Abd al-Azim Ramadan wrote that Nasser was an irrational and irresponsible leader, blaming his inclination to solitary decision-making for Egypt's losses during the Suez War, among other events. Miles Copeland, Jr. , once described as Nasser's closest Western adviser, said that the barriers between Nasser and the outside world have grown so thick that all but the information that attest to his infallibility, indispensability, and immortality has been filtered out.", "targets": "Who was Nasser's closest Western advisor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc845591eb4f4db3bc246fb44b0821ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time he made attempts to help grow ABC, Goldenson had been trying since mid-1953 to provide content for the network by contacting his old acquaintances in Hollywood, with whom he had worked when UPT was a subsidiary of Paramount Pictures. ABC's merger with UPT led to the creation of relationships with Hollywood's film production studios, breaking a quarantine that had existed at that time between film and television, the latter of which had previously been more connected to radio. ABC's flagship productions at the time were The Lone Ranger, based on the radio program of the same title, and The Adventures of Ozzie and Harriet, the latter of which (at 13 seasons, running from 1952 to 1965) held the record for the longest-running prime time comedy in U.S. television history, until it was surpassed by The Simpsons in 2002.", "targets": "Of what hollywood film company was UPT a subsidiary of when it merged with ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc845591eb4f4db3bc246fb44b0821ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time he made attempts to help grow ABC, Goldenson had been trying since mid-1953 to provide content for the network by contacting his old acquaintances in Hollywood, with whom he had worked when UPT was a subsidiary of Paramount Pictures. ABC's merger with UPT led to the creation of relationships with Hollywood's film production studios, breaking a quarantine that had existed at that time between film and television, the latter of which had previously been more connected to radio. ABC's flagship productions at the time were The Lone Ranger, based on the radio program of the same title, and The Adventures of Ozzie and Harriet, the latter of which (at 13 seasons, running from 1952 to 1965) held the record for the longest-running prime time comedy in U.S. television history, until it was surpassed by The Simpsons in 2002.", "targets": "What Western was a flagship program for ABC around 1954?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc845591eb4f4db3bc246fb44b0821ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time he made attempts to help grow ABC, Goldenson had been trying since mid-1953 to provide content for the network by contacting his old acquaintances in Hollywood, with whom he had worked when UPT was a subsidiary of Paramount Pictures. ABC's merger with UPT led to the creation of relationships with Hollywood's film production studios, breaking a quarantine that had existed at that time between film and television, the latter of which had previously been more connected to radio. ABC's flagship productions at the time were The Lone Ranger, based on the radio program of the same title, and The Adventures of Ozzie and Harriet, the latter of which (at 13 seasons, running from 1952 to 1965) held the record for the longest-running prime time comedy in U.S. television history, until it was surpassed by The Simpsons in 2002.", "targets": "What ABC comedy had the record for the longest running comedy until being passed by the Simpsons in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fcadfa8d0a9454bbb8b85338907e7e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sahih al-Bukhari, the Quran was recited among Levantines and Iraqis, and discussed by Christians and Jews, before it was standardized. Its language was similar to the Syriac language.[citation needed] The Quran recounts stories of many of the people and events recounted in Jewish and Christian sacred books (Tanakh, Bible) and devotional literature (Apocrypha, Midrash), although it differs in many details. Adam, Enoch, Noah, Eber, Shelah, Abraham, Lot, Ishmael, Isaac, Jacob, Joseph, Job, Jethro, David, Solomon, Elijah, Elisha, Jonah, Aaron, Moses, Zechariah, John the Baptist and Jesus are mentioned in the Quran as prophets of God (see Prophets of Islam). In fact, Moses is mentioned more in the Quran than any other individual. Jesus is mentioned more often in the Quran than Muhammad, while Mary is mentioned in the Quran more than the New Testament. Muslims believe the common elements or resemblances between the Bible and other Jewish and Christian writings and Islamic dispensations is due to their common divine source,[citation needed] and that the original Christian or Jewish texts were authentic divine revelations given to prophets.", "targets": "Which Biblical character is the most often mentioned person in the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fcadfa8d0a9454bbb8b85338907e7e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sahih al-Bukhari, the Quran was recited among Levantines and Iraqis, and discussed by Christians and Jews, before it was standardized. Its language was similar to the Syriac language.[citation needed] The Quran recounts stories of many of the people and events recounted in Jewish and Christian sacred books (Tanakh, Bible) and devotional literature (Apocrypha, Midrash), although it differs in many details. Adam, Enoch, Noah, Eber, Shelah, Abraham, Lot, Ishmael, Isaac, Jacob, Joseph, Job, Jethro, David, Solomon, Elijah, Elisha, Jonah, Aaron, Moses, Zechariah, John the Baptist and Jesus are mentioned in the Quran as prophets of God (see Prophets of Islam). In fact, Moses is mentioned more in the Quran than any other individual. Jesus is mentioned more often in the Quran than Muhammad, while Mary is mentioned in the Quran more than the New Testament. Muslims believe the common elements or resemblances between the Bible and other Jewish and Christian writings and Islamic dispensations is due to their common divine source,[citation needed] and that the original Christian or Jewish texts were authentic divine revelations given to prophets.", "targets": "Who has claimed that Christians and Jews had heard and discussed the Quran before it took on its standardized Arabic form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fcadfa8d0a9454bbb8b85338907e7e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sahih al-Bukhari, the Quran was recited among Levantines and Iraqis, and discussed by Christians and Jews, before it was standardized. Its language was similar to the Syriac language.[citation needed] The Quran recounts stories of many of the people and events recounted in Jewish and Christian sacred books (Tanakh, Bible) and devotional literature (Apocrypha, Midrash), although it differs in many details. Adam, Enoch, Noah, Eber, Shelah, Abraham, Lot, Ishmael, Isaac, Jacob, Joseph, Job, Jethro, David, Solomon, Elijah, Elisha, Jonah, Aaron, Moses, Zechariah, John the Baptist and Jesus are mentioned in the Quran as prophets of God (see Prophets of Islam). In fact, Moses is mentioned more in the Quran than any other individual. Jesus is mentioned more often in the Quran than Muhammad, while Mary is mentioned in the Quran more than the New Testament. Muslims believe the common elements or resemblances between the Bible and other Jewish and Christian writings and Islamic dispensations is due to their common divine source,[citation needed] and that the original Christian or Jewish texts were authentic divine revelations given to prophets.", "targets": "Which older language is thought to strongly resemble that of the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fcadfa8d0a9454bbb8b85338907e7e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sahih al-Bukhari, the Quran was recited among Levantines and Iraqis, and discussed by Christians and Jews, before it was standardized. Its language was similar to the Syriac language.[citation needed] The Quran recounts stories of many of the people and events recounted in Jewish and Christian sacred books (Tanakh, Bible) and devotional literature (Apocrypha, Midrash), although it differs in many details. Adam, Enoch, Noah, Eber, Shelah, Abraham, Lot, Ishmael, Isaac, Jacob, Joseph, Job, Jethro, David, Solomon, Elijah, Elisha, Jonah, Aaron, Moses, Zechariah, John the Baptist and Jesus are mentioned in the Quran as prophets of God (see Prophets of Islam). In fact, Moses is mentioned more in the Quran than any other individual. Jesus is mentioned more often in the Quran than Muhammad, while Mary is mentioned in the Quran more than the New Testament. Muslims believe the common elements or resemblances between the Bible and other Jewish and Christian writings and Islamic dispensations is due to their common divine source,[citation needed] and that the original Christian or Jewish texts were authentic divine revelations given to prophets.", "targets": "Which relative of Jesus appears more often in the Quran than the New Testament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fcadfa8d0a9454bbb8b85338907e7e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Sahih al-Bukhari, the Quran was recited among Levantines and Iraqis, and discussed by Christians and Jews, before it was standardized. Its language was similar to the Syriac language.[citation needed] The Quran recounts stories of many of the people and events recounted in Jewish and Christian sacred books (Tanakh, Bible) and devotional literature (Apocrypha, Midrash), although it differs in many details. Adam, Enoch, Noah, Eber, Shelah, Abraham, Lot, Ishmael, Isaac, Jacob, Joseph, Job, Jethro, David, Solomon, Elijah, Elisha, Jonah, Aaron, Moses, Zechariah, John the Baptist and Jesus are mentioned in the Quran as prophets of God (see Prophets of Islam). In fact, Moses is mentioned more in the Quran than any other individual. Jesus is mentioned more often in the Quran than Muhammad, while Mary is mentioned in the Quran more than the New Testament. Muslims believe the common elements or resemblances between the Bible and other Jewish and Christian writings and Islamic dispensations is due to their common divine source,[citation needed] and that the original Christian or Jewish texts were authentic divine revelations given to prophets.", "targets": "What do devout Muslims believe is the reason for the overlap of events and characters in the Bible and Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04355ac2f5fe41b394b20413c3d9a95e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currents induced into this winding provide the rotor magnetic field. The shape of the rotor bars determines the speed-torque characteristics. At low speeds, the current induced in the squirrel cage is nearly at line frequency and tends to be in the outer parts of the rotor cage. As the motor accelerates, the slip frequency becomes lower, and more current is in the interior of the winding. By shaping the bars to change the resistance of the winding portions in the interior and outer parts of the cage, effectively a variable resistance is inserted in the rotor circuit. However, the majority of such motors have uniform bars.", "targets": "What determines the properties of speed and torque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04355ac2f5fe41b394b20413c3d9a95e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currents induced into this winding provide the rotor magnetic field. The shape of the rotor bars determines the speed-torque characteristics. At low speeds, the current induced in the squirrel cage is nearly at line frequency and tends to be in the outer parts of the rotor cage. As the motor accelerates, the slip frequency becomes lower, and more current is in the interior of the winding. By shaping the bars to change the resistance of the winding portions in the interior and outer parts of the cage, effectively a variable resistance is inserted in the rotor circuit. However, the majority of such motors have uniform bars.", "targets": "At high speed, where is the most current?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04355ac2f5fe41b394b20413c3d9a95e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currents induced into this winding provide the rotor magnetic field. The shape of the rotor bars determines the speed-torque characteristics. At low speeds, the current induced in the squirrel cage is nearly at line frequency and tends to be in the outer parts of the rotor cage. As the motor accelerates, the slip frequency becomes lower, and more current is in the interior of the winding. By shaping the bars to change the resistance of the winding portions in the interior and outer parts of the cage, effectively a variable resistance is inserted in the rotor circuit. However, the majority of such motors have uniform bars.", "targets": "Is the current frequency higher or lower at high speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04355ac2f5fe41b394b20413c3d9a95e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currents induced into this winding provide the rotor magnetic field. The shape of the rotor bars determines the speed-torque characteristics. At low speeds, the current induced in the squirrel cage is nearly at line frequency and tends to be in the outer parts of the rotor cage. As the motor accelerates, the slip frequency becomes lower, and more current is in the interior of the winding. By shaping the bars to change the resistance of the winding portions in the interior and outer parts of the cage, effectively a variable resistance is inserted in the rotor circuit. However, the majority of such motors have uniform bars.", "targets": "Changing the shapes of the bars creates what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04355ac2f5fe41b394b20413c3d9a95e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currents induced into this winding provide the rotor magnetic field. The shape of the rotor bars determines the speed-torque characteristics. At low speeds, the current induced in the squirrel cage is nearly at line frequency and tends to be in the outer parts of the rotor cage. As the motor accelerates, the slip frequency becomes lower, and more current is in the interior of the winding. By shaping the bars to change the resistance of the winding portions in the interior and outer parts of the cage, effectively a variable resistance is inserted in the rotor circuit. However, the majority of such motors have uniform bars.", "targets": "Where can variable resistance be created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "Yale and New Haven are conjointly attempting to build the area into a research hub for what two industries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "What large site is run by Yale, in conjunction with New Haven and the state, situated three blocks away from Yale's Science hill campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "To what corporation did the multi-block site comprising Science Park formerly belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "In addition to Yale employees and financial services, companies in what industry can currently be found in the functioning areas Science Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "What is the name of the collaborated project between Yale University, Connecticut and New Haven city? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "The area of Science Park was originally filled with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80a659380a4efdbe680ec0da7d3e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale and New Haven are working to build a medical and biotechnology research hub in the city and Greater New Haven region, and are succeeding to some extent.[citation needed] The city, state and Yale together run Science Park, a large site three blocks northwest of Yale's Science Hill campus. This multi-block site, approximately bordered by Mansfield Street, Division Street, and Shelton Avenue, is the former home of Winchester's and Olin Corporation's 45 large-scale factory buildings. Currently, sections of the site are large-scale parking lots or abandoned structures, but there is also a large remodeled and functioning area of buildings (leased primarily by a private developer) with numerous Yale employees, financial service and biotech companies.", "targets": "Although some of the Science Park area is used by multiple institutions and groups, what remains left over Winchester's and Olin company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb9ba82fed84b59ad9d78f7a704507c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parkson enters by acquiring local brand Centro Department Store in 2011. Centro still operates for middle market while the 'Parkson' brand itself, positioned for middle-up segment, enters in 2014 by opening its first store in Medan, followed by its second store in Jakarta. Lotte, meanwhile, enters the market by inking partnership with Ciputra Group, creating what its called 'Lotte Shopping Avenue' inside the Ciputra World Jakarta complex, as well as acquiring Makro and rebranding it into Lotte Mart.", "targets": "What store did Parkson buy in 2011? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb9ba82fed84b59ad9d78f7a704507c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parkson enters by acquiring local brand Centro Department Store in 2011. Centro still operates for middle market while the 'Parkson' brand itself, positioned for middle-up segment, enters in 2014 by opening its first store in Medan, followed by its second store in Jakarta. Lotte, meanwhile, enters the market by inking partnership with Ciputra Group, creating what its called 'Lotte Shopping Avenue' inside the Ciputra World Jakarta complex, as well as acquiring Makro and rebranding it into Lotte Mart.", "targets": "Where did Centro open it's first store of 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb9ba82fed84b59ad9d78f7a704507c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parkson enters by acquiring local brand Centro Department Store in 2011. Centro still operates for middle market while the 'Parkson' brand itself, positioned for middle-up segment, enters in 2014 by opening its first store in Medan, followed by its second store in Jakarta. Lotte, meanwhile, enters the market by inking partnership with Ciputra Group, creating what its called 'Lotte Shopping Avenue' inside the Ciputra World Jakarta complex, as well as acquiring Makro and rebranding it into Lotte Mart.", "targets": "Who did Lotte partner with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb9ba82fed84b59ad9d78f7a704507c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parkson enters by acquiring local brand Centro Department Store in 2011. Centro still operates for middle market while the 'Parkson' brand itself, positioned for middle-up segment, enters in 2014 by opening its first store in Medan, followed by its second store in Jakarta. Lotte, meanwhile, enters the market by inking partnership with Ciputra Group, creating what its called 'Lotte Shopping Avenue' inside the Ciputra World Jakarta complex, as well as acquiring Makro and rebranding it into Lotte Mart.", "targets": "Where is the \"Lotte Shopping Avenue\" located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb9ba82fed84b59ad9d78f7a704507c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parkson enters by acquiring local brand Centro Department Store in 2011. Centro still operates for middle market while the 'Parkson' brand itself, positioned for middle-up segment, enters in 2014 by opening its first store in Medan, followed by its second store in Jakarta. Lotte, meanwhile, enters the market by inking partnership with Ciputra Group, creating what its called 'Lotte Shopping Avenue' inside the Ciputra World Jakarta complex, as well as acquiring Makro and rebranding it into Lotte Mart.", "targets": "What was Makro re-labeled as after it's purchase? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be9d381e2cf949ee83c10b6039964336", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, the frustrations caused by delays to Irish home rule led members of Sinn F\u00e9in, a pro-independence party that had won a majority of the Irish seats at Westminster in the 1918 British general election, to establish an Irish assembly in Dublin, at which Irish independence was declared. The Irish Republican Army simultaneously began a guerrilla war against the British administration. The Anglo-Irish War ended in 1921 with a stalemate and the signing of the Anglo-Irish Treaty, creating the Irish Free State, a Dominion within the British Empire, with effective internal independence but still constitutionally linked with the British Crown. Northern Ireland, consisting of six of the 32 Irish counties which had been established as a devolved region under the 1920 Government of Ireland Act, immediately exercised its option under the treaty to retain its existing status within the United Kingdom.", "targets": "When did Ireland establish their own assembly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be9d381e2cf949ee83c10b6039964336", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, the frustrations caused by delays to Irish home rule led members of Sinn F\u00e9in, a pro-independence party that had won a majority of the Irish seats at Westminster in the 1918 British general election, to establish an Irish assembly in Dublin, at which Irish independence was declared. The Irish Republican Army simultaneously began a guerrilla war against the British administration. The Anglo-Irish War ended in 1921 with a stalemate and the signing of the Anglo-Irish Treaty, creating the Irish Free State, a Dominion within the British Empire, with effective internal independence but still constitutionally linked with the British Crown. Northern Ireland, consisting of six of the 32 Irish counties which had been established as a devolved region under the 1920 Government of Ireland Act, immediately exercised its option under the treaty to retain its existing status within the United Kingdom.", "targets": "What political party established Ireland's assembly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be9d381e2cf949ee83c10b6039964336", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, the frustrations caused by delays to Irish home rule led members of Sinn F\u00e9in, a pro-independence party that had won a majority of the Irish seats at Westminster in the 1918 British general election, to establish an Irish assembly in Dublin, at which Irish independence was declared. The Irish Republican Army simultaneously began a guerrilla war against the British administration. The Anglo-Irish War ended in 1921 with a stalemate and the signing of the Anglo-Irish Treaty, creating the Irish Free State, a Dominion within the British Empire, with effective internal independence but still constitutionally linked with the British Crown. Northern Ireland, consisting of six of the 32 Irish counties which had been established as a devolved region under the 1920 Government of Ireland Act, immediately exercised its option under the treaty to retain its existing status within the United Kingdom.", "targets": "When did the Anglo-Irish War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be9d381e2cf949ee83c10b6039964336", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, the frustrations caused by delays to Irish home rule led members of Sinn F\u00e9in, a pro-independence party that had won a majority of the Irish seats at Westminster in the 1918 British general election, to establish an Irish assembly in Dublin, at which Irish independence was declared. The Irish Republican Army simultaneously began a guerrilla war against the British administration. The Anglo-Irish War ended in 1921 with a stalemate and the signing of the Anglo-Irish Treaty, creating the Irish Free State, a Dominion within the British Empire, with effective internal independence but still constitutionally linked with the British Crown. Northern Ireland, consisting of six of the 32 Irish counties which had been established as a devolved region under the 1920 Government of Ireland Act, immediately exercised its option under the treaty to retain its existing status within the United Kingdom.", "targets": "What treaty was signed after the Anglo-Irish War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be9d381e2cf949ee83c10b6039964336", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, the frustrations caused by delays to Irish home rule led members of Sinn F\u00e9in, a pro-independence party that had won a majority of the Irish seats at Westminster in the 1918 British general election, to establish an Irish assembly in Dublin, at which Irish independence was declared. The Irish Republican Army simultaneously began a guerrilla war against the British administration. The Anglo-Irish War ended in 1921 with a stalemate and the signing of the Anglo-Irish Treaty, creating the Irish Free State, a Dominion within the British Empire, with effective internal independence but still constitutionally linked with the British Crown. Northern Ireland, consisting of six of the 32 Irish counties which had been established as a devolved region under the 1920 Government of Ireland Act, immediately exercised its option under the treaty to retain its existing status within the United Kingdom.", "targets": "How many counties of Ireland are in Northern Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-675f910623bb44eaaa0fb1b74f68d8b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 October 2009, Armenia and Turkey signed protocols on normalisation of relationships, which set a timetable for restoring diplomatic ties and reopening their joint border. The ratification of those had to be made in the national parliaments. In Armenia it passed through the required by legislation approval of the Constitutional Court and was sent to the parliament for the final ratification. The President had made multiple public announcements, both in Armenia and abroad, that as the leader of the political majority of Armenia he assured the ratification of the protocols if Turkey also ratified them. Despite this, the process stopped, as Turkey continuously added more preconditions to its ratification and also \"delayed it beyond any reasonable time-period\".", "targets": "When did Armenia and Turkey initiate an attempt to reopen their border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-675f910623bb44eaaa0fb1b74f68d8b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 October 2009, Armenia and Turkey signed protocols on normalisation of relationships, which set a timetable for restoring diplomatic ties and reopening their joint border. The ratification of those had to be made in the national parliaments. In Armenia it passed through the required by legislation approval of the Constitutional Court and was sent to the parliament for the final ratification. The President had made multiple public announcements, both in Armenia and abroad, that as the leader of the political majority of Armenia he assured the ratification of the protocols if Turkey also ratified them. Despite this, the process stopped, as Turkey continuously added more preconditions to its ratification and also \"delayed it beyond any reasonable time-period\".", "targets": "Who made it difficult to ratify the protocols to reopen the Armenian/Turkey border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-675f910623bb44eaaa0fb1b74f68d8b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 October 2009, Armenia and Turkey signed protocols on normalisation of relationships, which set a timetable for restoring diplomatic ties and reopening their joint border. The ratification of those had to be made in the national parliaments. In Armenia it passed through the required by legislation approval of the Constitutional Court and was sent to the parliament for the final ratification. The President had made multiple public announcements, both in Armenia and abroad, that as the leader of the political majority of Armenia he assured the ratification of the protocols if Turkey also ratified them. Despite this, the process stopped, as Turkey continuously added more preconditions to its ratification and also \"delayed it beyond any reasonable time-period\".", "targets": "Who ratifies protocols in Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-675f910623bb44eaaa0fb1b74f68d8b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 October 2009, Armenia and Turkey signed protocols on normalisation of relationships, which set a timetable for restoring diplomatic ties and reopening their joint border. The ratification of those had to be made in the national parliaments. In Armenia it passed through the required by legislation approval of the Constitutional Court and was sent to the parliament for the final ratification. The President had made multiple public announcements, both in Armenia and abroad, that as the leader of the political majority of Armenia he assured the ratification of the protocols if Turkey also ratified them. Despite this, the process stopped, as Turkey continuously added more preconditions to its ratification and also \"delayed it beyond any reasonable time-period\".", "targets": "How did Turkey thwart the ratification of these protocols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a17031b2837c4284a1ad8c7251f07910", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intel had tried unsuccessfully to push Apple to migrate the Macintosh platform to Intel chips. Apple concluded that Intel's CISC (Complex Instruction Set Computer) architecture ultimately would not be able to compete against RISC (Reduced Instruction Set Computer) processors. While the Motorola 68040 offered the same features as the Intel 80486 and could on a clock-for-clock basis significantly outperform the Intel chip, the 486 had the ability to be clocked significantly faster without suffering from overheating problems, especially the clock-doubled i486DX2 which ran the CPU logic at twice the external bus speed, giving such equipped IBM compatible systems a significant performance lead over their Macintosh equivalents. Apple's product design and engineering didn't help matters as they restricted the use of the '040 to their expensive Quadras for a time while the 486 was readily available to OEMs as well as enthusiasts who put together their own machines. In late 1991, as the higher-end Macintosh desktop lineup transitioned to the '040, Apple was unable to offer the '040 in their top-of-the-line PowerBooks until early 1994 with the PowerBook 500 series, several years after the first 486-powered IBM compatible laptops hit the market which cost Apple considerable sales. In 1993 Intel rolled out the Pentium processors as the successor to the 486, while the Motorola 68050 was never released, leaving the Macintosh platform a generation behind IBM compatibles in the latest CPU technology. In 1994, Apple abandoned Motorola CPUs for the RISC PowerPC architecture developed by the AIM alliance of Apple Computer, IBM, and Motorola. The Power Macintosh line, the first to use the new chips, proved to be highly successful, with over a million PowerPC units sold in nine months. However, in the long run, spurning Intel for the PowerPC was a mistake as the commoditization of Intel-architecture chips meant Apple couldn't compete on price against \"the Dells of the world\".", "targets": "What did Intel unsuccessfully try to push Apple to migrate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a17031b2837c4284a1ad8c7251f07910", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intel had tried unsuccessfully to push Apple to migrate the Macintosh platform to Intel chips. Apple concluded that Intel's CISC (Complex Instruction Set Computer) architecture ultimately would not be able to compete against RISC (Reduced Instruction Set Computer) processors. While the Motorola 68040 offered the same features as the Intel 80486 and could on a clock-for-clock basis significantly outperform the Intel chip, the 486 had the ability to be clocked significantly faster without suffering from overheating problems, especially the clock-doubled i486DX2 which ran the CPU logic at twice the external bus speed, giving such equipped IBM compatible systems a significant performance lead over their Macintosh equivalents. Apple's product design and engineering didn't help matters as they restricted the use of the '040 to their expensive Quadras for a time while the 486 was readily available to OEMs as well as enthusiasts who put together their own machines. In late 1991, as the higher-end Macintosh desktop lineup transitioned to the '040, Apple was unable to offer the '040 in their top-of-the-line PowerBooks until early 1994 with the PowerBook 500 series, several years after the first 486-powered IBM compatible laptops hit the market which cost Apple considerable sales. In 1993 Intel rolled out the Pentium processors as the successor to the 486, while the Motorola 68050 was never released, leaving the Macintosh platform a generation behind IBM compatibles in the latest CPU technology. In 1994, Apple abandoned Motorola CPUs for the RISC PowerPC architecture developed by the AIM alliance of Apple Computer, IBM, and Motorola. The Power Macintosh line, the first to use the new chips, proved to be highly successful, with over a million PowerPC units sold in nine months. However, in the long run, spurning Intel for the PowerPC was a mistake as the commoditization of Intel-architecture chips meant Apple couldn't compete on price against \"the Dells of the world\".", "targets": "Which platform did Apple choose to use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a17031b2837c4284a1ad8c7251f07910", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intel had tried unsuccessfully to push Apple to migrate the Macintosh platform to Intel chips. Apple concluded that Intel's CISC (Complex Instruction Set Computer) architecture ultimately would not be able to compete against RISC (Reduced Instruction Set Computer) processors. While the Motorola 68040 offered the same features as the Intel 80486 and could on a clock-for-clock basis significantly outperform the Intel chip, the 486 had the ability to be clocked significantly faster without suffering from overheating problems, especially the clock-doubled i486DX2 which ran the CPU logic at twice the external bus speed, giving such equipped IBM compatible systems a significant performance lead over their Macintosh equivalents. Apple's product design and engineering didn't help matters as they restricted the use of the '040 to their expensive Quadras for a time while the 486 was readily available to OEMs as well as enthusiasts who put together their own machines. In late 1991, as the higher-end Macintosh desktop lineup transitioned to the '040, Apple was unable to offer the '040 in their top-of-the-line PowerBooks until early 1994 with the PowerBook 500 series, several years after the first 486-powered IBM compatible laptops hit the market which cost Apple considerable sales. In 1993 Intel rolled out the Pentium processors as the successor to the 486, while the Motorola 68050 was never released, leaving the Macintosh platform a generation behind IBM compatibles in the latest CPU technology. In 1994, Apple abandoned Motorola CPUs for the RISC PowerPC architecture developed by the AIM alliance of Apple Computer, IBM, and Motorola. The Power Macintosh line, the first to use the new chips, proved to be highly successful, with over a million PowerPC units sold in nine months. However, in the long run, spurning Intel for the PowerPC was a mistake as the commoditization of Intel-architecture chips meant Apple couldn't compete on price against \"the Dells of the world\".", "targets": "Who first rolled out Pentium processors in 1993?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a17031b2837c4284a1ad8c7251f07910", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intel had tried unsuccessfully to push Apple to migrate the Macintosh platform to Intel chips. Apple concluded that Intel's CISC (Complex Instruction Set Computer) architecture ultimately would not be able to compete against RISC (Reduced Instruction Set Computer) processors. While the Motorola 68040 offered the same features as the Intel 80486 and could on a clock-for-clock basis significantly outperform the Intel chip, the 486 had the ability to be clocked significantly faster without suffering from overheating problems, especially the clock-doubled i486DX2 which ran the CPU logic at twice the external bus speed, giving such equipped IBM compatible systems a significant performance lead over their Macintosh equivalents. Apple's product design and engineering didn't help matters as they restricted the use of the '040 to their expensive Quadras for a time while the 486 was readily available to OEMs as well as enthusiasts who put together their own machines. In late 1991, as the higher-end Macintosh desktop lineup transitioned to the '040, Apple was unable to offer the '040 in their top-of-the-line PowerBooks until early 1994 with the PowerBook 500 series, several years after the first 486-powered IBM compatible laptops hit the market which cost Apple considerable sales. In 1993 Intel rolled out the Pentium processors as the successor to the 486, while the Motorola 68050 was never released, leaving the Macintosh platform a generation behind IBM compatibles in the latest CPU technology. In 1994, Apple abandoned Motorola CPUs for the RISC PowerPC architecture developed by the AIM alliance of Apple Computer, IBM, and Motorola. The Power Macintosh line, the first to use the new chips, proved to be highly successful, with over a million PowerPC units sold in nine months. However, in the long run, spurning Intel for the PowerPC was a mistake as the commoditization of Intel-architecture chips meant Apple couldn't compete on price against \"the Dells of the world\".", "targets": "How far behind was Macintosh set back compared to the new IBM compatibles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a17031b2837c4284a1ad8c7251f07910", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intel had tried unsuccessfully to push Apple to migrate the Macintosh platform to Intel chips. Apple concluded that Intel's CISC (Complex Instruction Set Computer) architecture ultimately would not be able to compete against RISC (Reduced Instruction Set Computer) processors. While the Motorola 68040 offered the same features as the Intel 80486 and could on a clock-for-clock basis significantly outperform the Intel chip, the 486 had the ability to be clocked significantly faster without suffering from overheating problems, especially the clock-doubled i486DX2 which ran the CPU logic at twice the external bus speed, giving such equipped IBM compatible systems a significant performance lead over their Macintosh equivalents. Apple's product design and engineering didn't help matters as they restricted the use of the '040 to their expensive Quadras for a time while the 486 was readily available to OEMs as well as enthusiasts who put together their own machines. In late 1991, as the higher-end Macintosh desktop lineup transitioned to the '040, Apple was unable to offer the '040 in their top-of-the-line PowerBooks until early 1994 with the PowerBook 500 series, several years after the first 486-powered IBM compatible laptops hit the market which cost Apple considerable sales. In 1993 Intel rolled out the Pentium processors as the successor to the 486, while the Motorola 68050 was never released, leaving the Macintosh platform a generation behind IBM compatibles in the latest CPU technology. In 1994, Apple abandoned Motorola CPUs for the RISC PowerPC architecture developed by the AIM alliance of Apple Computer, IBM, and Motorola. The Power Macintosh line, the first to use the new chips, proved to be highly successful, with over a million PowerPC units sold in nine months. However, in the long run, spurning Intel for the PowerPC was a mistake as the commoditization of Intel-architecture chips meant Apple couldn't compete on price against \"the Dells of the world\".", "targets": "When did Apple abandon Motorola CPU's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d0149e2415340139d4f5465991f3a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal has a rich heritage of handicrafts. These include woolen and pashmina shawls, carpets, silver and metal ware, embroidered chappals, grass shoes, Kangra and Gompa style paintings, wood work, horse-hair bangles, wooden and metal utensils and various other house hold items. These aesthetic and tasteful handicrafts declined under competition from machine made goods and also because of lack of marketing facilities. But now the demand for handicrafts has increased within and outside the country.", "targets": "What does Himachal have a rich heritage of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d0149e2415340139d4f5465991f3a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal has a rich heritage of handicrafts. These include woolen and pashmina shawls, carpets, silver and metal ware, embroidered chappals, grass shoes, Kangra and Gompa style paintings, wood work, horse-hair bangles, wooden and metal utensils and various other house hold items. These aesthetic and tasteful handicrafts declined under competition from machine made goods and also because of lack of marketing facilities. But now the demand for handicrafts has increased within and outside the country.", "targets": "Has the demand increased or decreased for handcrafts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d0149e2415340139d4f5465991f3a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal has a rich heritage of handicrafts. These include woolen and pashmina shawls, carpets, silver and metal ware, embroidered chappals, grass shoes, Kangra and Gompa style paintings, wood work, horse-hair bangles, wooden and metal utensils and various other house hold items. These aesthetic and tasteful handicrafts declined under competition from machine made goods and also because of lack of marketing facilities. But now the demand for handicrafts has increased within and outside the country.", "targets": "What handcrafts do they include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d0149e2415340139d4f5465991f3a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal has a rich heritage of handicrafts. These include woolen and pashmina shawls, carpets, silver and metal ware, embroidered chappals, grass shoes, Kangra and Gompa style paintings, wood work, horse-hair bangles, wooden and metal utensils and various other house hold items. These aesthetic and tasteful handicrafts declined under competition from machine made goods and also because of lack of marketing facilities. But now the demand for handicrafts has increased within and outside the country.", "targets": "What declined under competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d0149e2415340139d4f5465991f3a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal has a rich heritage of handicrafts. These include woolen and pashmina shawls, carpets, silver and metal ware, embroidered chappals, grass shoes, Kangra and Gompa style paintings, wood work, horse-hair bangles, wooden and metal utensils and various other house hold items. These aesthetic and tasteful handicrafts declined under competition from machine made goods and also because of lack of marketing facilities. But now the demand for handicrafts has increased within and outside the country.", "targets": "Has the demand increased inside or outside the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c301b9c420de437b99921ff11a1f1776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many species of birds are economically important. Domesticated and undomesticated birds (poultry and game) are important sources of eggs, meat, and feathers. Songbirds, parrots, and other species are popular as pets. Guano (bird excrement) is harvested for use as a fertilizer. Birds prominently figure throughout human culture. About 120\u2013130 species have become extinct due to human activity since the 17th century, and hundreds more before then. Human activity threatens about 1,200 bird species with extinction, though efforts are underway to protect them. Recreational birdwatching is an important part of the ecotourism industry.", "targets": "Which birds are popular as pets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c301b9c420de437b99921ff11a1f1776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many species of birds are economically important. Domesticated and undomesticated birds (poultry and game) are important sources of eggs, meat, and feathers. Songbirds, parrots, and other species are popular as pets. Guano (bird excrement) is harvested for use as a fertilizer. Birds prominently figure throughout human culture. About 120\u2013130 species have become extinct due to human activity since the 17th century, and hundreds more before then. Human activity threatens about 1,200 bird species with extinction, though efforts are underway to protect them. Recreational birdwatching is an important part of the ecotourism industry.", "targets": "What is guano?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c301b9c420de437b99921ff11a1f1776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many species of birds are economically important. Domesticated and undomesticated birds (poultry and game) are important sources of eggs, meat, and feathers. Songbirds, parrots, and other species are popular as pets. Guano (bird excrement) is harvested for use as a fertilizer. Birds prominently figure throughout human culture. About 120\u2013130 species have become extinct due to human activity since the 17th century, and hundreds more before then. Human activity threatens about 1,200 bird species with extinction, though efforts are underway to protect them. Recreational birdwatching is an important part of the ecotourism industry.", "targets": "What is the name of bird excrement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c301b9c420de437b99921ff11a1f1776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many species of birds are economically important. Domesticated and undomesticated birds (poultry and game) are important sources of eggs, meat, and feathers. Songbirds, parrots, and other species are popular as pets. Guano (bird excrement) is harvested for use as a fertilizer. Birds prominently figure throughout human culture. About 120\u2013130 species have become extinct due to human activity since the 17th century, and hundreds more before then. Human activity threatens about 1,200 bird species with extinction, though efforts are underway to protect them. Recreational birdwatching is an important part of the ecotourism industry.", "targets": "What is harvested for use as fertilizer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c301b9c420de437b99921ff11a1f1776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many species of birds are economically important. Domesticated and undomesticated birds (poultry and game) are important sources of eggs, meat, and feathers. Songbirds, parrots, and other species are popular as pets. Guano (bird excrement) is harvested for use as a fertilizer. Birds prominently figure throughout human culture. About 120\u2013130 species have become extinct due to human activity since the 17th century, and hundreds more before then. Human activity threatens about 1,200 bird species with extinction, though efforts are underway to protect them. Recreational birdwatching is an important part of the ecotourism industry.", "targets": "How many species of birds have become extinct as a result of human activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61af7bd31308409bb2c1bfb7885c19a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Los Angeles (at 3.7 million people) and San Diego (at 1.3 million people), both in southern California, are the two largest cities in all of California (and two of the eight largest cities in the United States). In southern California there are also twelve cities with more than 200,000 residents and 34 cities over 100,000 in population. Many of southern California's most developed cities lie along or in close proximity to the coast, with the exception of San Bernardino and Riverside.", "targets": "What is the largest city in all of California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61af7bd31308409bb2c1bfb7885c19a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Los Angeles (at 3.7 million people) and San Diego (at 1.3 million people), both in southern California, are the two largest cities in all of California (and two of the eight largest cities in the United States). In southern California there are also twelve cities with more than 200,000 residents and 34 cities over 100,000 in population. Many of southern California's most developed cities lie along or in close proximity to the coast, with the exception of San Bernardino and Riverside.", "targets": "What is the population of the second largest city in California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61af7bd31308409bb2c1bfb7885c19a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Los Angeles (at 3.7 million people) and San Diego (at 1.3 million people), both in southern California, are the two largest cities in all of California (and two of the eight largest cities in the United States). In southern California there are also twelve cities with more than 200,000 residents and 34 cities over 100,000 in population. Many of southern California's most developed cities lie along or in close proximity to the coast, with the exception of San Bernardino and Riverside.", "targets": "How many cities in southern California have over 200,000 residents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61af7bd31308409bb2c1bfb7885c19a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Los Angeles (at 3.7 million people) and San Diego (at 1.3 million people), both in southern California, are the two largest cities in all of California (and two of the eight largest cities in the United States). In southern California there are also twelve cities with more than 200,000 residents and 34 cities over 100,000 in population. Many of southern California's most developed cities lie along or in close proximity to the coast, with the exception of San Bernardino and Riverside.", "targets": "There are 34 cities in southern California that have a population exceeding what number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61af7bd31308409bb2c1bfb7885c19a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Los Angeles (at 3.7 million people) and San Diego (at 1.3 million people), both in southern California, are the two largest cities in all of California (and two of the eight largest cities in the United States). In southern California there are also twelve cities with more than 200,000 residents and 34 cities over 100,000 in population. Many of southern California's most developed cities lie along or in close proximity to the coast, with the exception of San Bernardino and Riverside.", "targets": "Other than San Bernardino, which other developed southern Californian city is not in close proximity to the coast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60cd1fff2614c5594c364a016a58a3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterian history is part of the history of Christianity, but the beginning of Presbyterianism as a distinct movement occurred during the 16th-century Protestant Reformation. As the Catholic Church resisted the reformers, several different theological movements splintered from the Church and bore different denominations. Presbyterianism was especially influenced by the French theologian John Calvin, who is credited with the development of Reformed theology, and the work of John Knox, a Scotsman who studied with Calvin in Geneva, Switzerland and brought his teachings back to Scotland. The Presbyterian church traces its ancestry back primarily to England and Scotland. In August 1560 the Parliament of Scotland adopted the Scots Confession as the creed of the Scottish Kingdom. In December 1560, the First Book of Discipline was published, outlining important doctrinal issues but also establishing regulations for church government, including the creation of ten ecclesiastical districts with appointed superintendents which later became known as presbyteries.", "targets": "What other religion has history as being part of Presbyterian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60cd1fff2614c5594c364a016a58a3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterian history is part of the history of Christianity, but the beginning of Presbyterianism as a distinct movement occurred during the 16th-century Protestant Reformation. As the Catholic Church resisted the reformers, several different theological movements splintered from the Church and bore different denominations. Presbyterianism was especially influenced by the French theologian John Calvin, who is credited with the development of Reformed theology, and the work of John Knox, a Scotsman who studied with Calvin in Geneva, Switzerland and brought his teachings back to Scotland. The Presbyterian church traces its ancestry back primarily to England and Scotland. In August 1560 the Parliament of Scotland adopted the Scots Confession as the creed of the Scottish Kingdom. In December 1560, the First Book of Discipline was published, outlining important doctrinal issues but also establishing regulations for church government, including the creation of ten ecclesiastical districts with appointed superintendents which later became known as presbyteries.", "targets": "Which frenchman greatly influenced Presbyterianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60cd1fff2614c5594c364a016a58a3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterian history is part of the history of Christianity, but the beginning of Presbyterianism as a distinct movement occurred during the 16th-century Protestant Reformation. As the Catholic Church resisted the reformers, several different theological movements splintered from the Church and bore different denominations. Presbyterianism was especially influenced by the French theologian John Calvin, who is credited with the development of Reformed theology, and the work of John Knox, a Scotsman who studied with Calvin in Geneva, Switzerland and brought his teachings back to Scotland. The Presbyterian church traces its ancestry back primarily to England and Scotland. In August 1560 the Parliament of Scotland adopted the Scots Confession as the creed of the Scottish Kingdom. In December 1560, the First Book of Discipline was published, outlining important doctrinal issues but also establishing regulations for church government, including the creation of ten ecclesiastical districts with appointed superintendents which later became known as presbyteries.", "targets": "In what year did the parliament of Scotland adopt the Scots Confession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60cd1fff2614c5594c364a016a58a3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterian history is part of the history of Christianity, but the beginning of Presbyterianism as a distinct movement occurred during the 16th-century Protestant Reformation. As the Catholic Church resisted the reformers, several different theological movements splintered from the Church and bore different denominations. Presbyterianism was especially influenced by the French theologian John Calvin, who is credited with the development of Reformed theology, and the work of John Knox, a Scotsman who studied with Calvin in Geneva, Switzerland and brought his teachings back to Scotland. The Presbyterian church traces its ancestry back primarily to England and Scotland. In August 1560 the Parliament of Scotland adopted the Scots Confession as the creed of the Scottish Kingdom. In December 1560, the First Book of Discipline was published, outlining important doctrinal issues but also establishing regulations for church government, including the creation of ten ecclesiastical districts with appointed superintendents which later became known as presbyteries.", "targets": "Which book was touted for establishing regulations for church and government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd470d3d1114480b5d0a2385ffd4d2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' manufacturing is mostly focused in its suburbs, and the city itself has only around 75,000 manufacturing workers, most of which are in the textile, clothing, leather goods and shoe trades. Paris region manufacturing specialises in transportation, mainly automobiles, aircraft and trains, but this is in a sharp decline: Paris proper manufacturing jobs dropped by 64 percent between 1990 and 2010, and the Paris region lost 48 percent during the same period. Most of this is due to companies relocating outside the Paris region. The Paris region's 800 aerospace companies employed 100,000. Four hundred automobile industry companies employ another 100,000 workers: many of these are centred in the Yvelines department around the Renault and PSA-Citroen plants (this department alone employs 33,000), but the industry as a whole suffered a major loss with the 2014 closing of a major Aulnay-sous-Bois Citroen assembly plant.", "targets": "What does Paris region manufacturing specialize in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd470d3d1114480b5d0a2385ffd4d2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' manufacturing is mostly focused in its suburbs, and the city itself has only around 75,000 manufacturing workers, most of which are in the textile, clothing, leather goods and shoe trades. Paris region manufacturing specialises in transportation, mainly automobiles, aircraft and trains, but this is in a sharp decline: Paris proper manufacturing jobs dropped by 64 percent between 1990 and 2010, and the Paris region lost 48 percent during the same period. Most of this is due to companies relocating outside the Paris region. The Paris region's 800 aerospace companies employed 100,000. Four hundred automobile industry companies employ another 100,000 workers: many of these are centred in the Yvelines department around the Renault and PSA-Citroen plants (this department alone employs 33,000), but the industry as a whole suffered a major loss with the 2014 closing of a major Aulnay-sous-Bois Citroen assembly plant.", "targets": "How much of a drop was there in manufacturing jobs between 1990 and 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd470d3d1114480b5d0a2385ffd4d2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' manufacturing is mostly focused in its suburbs, and the city itself has only around 75,000 manufacturing workers, most of which are in the textile, clothing, leather goods and shoe trades. Paris region manufacturing specialises in transportation, mainly automobiles, aircraft and trains, but this is in a sharp decline: Paris proper manufacturing jobs dropped by 64 percent between 1990 and 2010, and the Paris region lost 48 percent during the same period. Most of this is due to companies relocating outside the Paris region. The Paris region's 800 aerospace companies employed 100,000. Four hundred automobile industry companies employ another 100,000 workers: many of these are centred in the Yvelines department around the Renault and PSA-Citroen plants (this department alone employs 33,000), but the industry as a whole suffered a major loss with the 2014 closing of a major Aulnay-sous-Bois Citroen assembly plant.", "targets": "How many people does the Paris regions aerospace companies employ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd470d3d1114480b5d0a2385ffd4d2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' manufacturing is mostly focused in its suburbs, and the city itself has only around 75,000 manufacturing workers, most of which are in the textile, clothing, leather goods and shoe trades. Paris region manufacturing specialises in transportation, mainly automobiles, aircraft and trains, but this is in a sharp decline: Paris proper manufacturing jobs dropped by 64 percent between 1990 and 2010, and the Paris region lost 48 percent during the same period. Most of this is due to companies relocating outside the Paris region. The Paris region's 800 aerospace companies employed 100,000. Four hundred automobile industry companies employ another 100,000 workers: many of these are centred in the Yvelines department around the Renault and PSA-Citroen plants (this department alone employs 33,000), but the industry as a whole suffered a major loss with the 2014 closing of a major Aulnay-sous-Bois Citroen assembly plant.", "targets": "The closing of what plant in 20147 caused a major loss to the automobile industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd470d3d1114480b5d0a2385ffd4d2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' manufacturing is mostly focused in its suburbs, and the city itself has only around 75,000 manufacturing workers, most of which are in the textile, clothing, leather goods and shoe trades. Paris region manufacturing specialises in transportation, mainly automobiles, aircraft and trains, but this is in a sharp decline: Paris proper manufacturing jobs dropped by 64 percent between 1990 and 2010, and the Paris region lost 48 percent during the same period. Most of this is due to companies relocating outside the Paris region. The Paris region's 800 aerospace companies employed 100,000. Four hundred automobile industry companies employ another 100,000 workers: many of these are centred in the Yvelines department around the Renault and PSA-Citroen plants (this department alone employs 33,000), but the industry as a whole suffered a major loss with the 2014 closing of a major Aulnay-sous-Bois Citroen assembly plant.", "targets": "How many manufacturing workers does Paris have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-909d3f5e43244a1ebd63501ed3a7a9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Schwarzenegger and fellow bodybuilder Franco Columbu started a bricklaying business. The business flourished thanks to the pair's marketing savvy and an increased demand following the 1971 San Fernando earthquake. Schwarzenegger and Columbu used profits from their bricklaying venture to start a mail order business, selling bodybuilding and fitness-related equipment and instructional tapes.", "targets": "With which of his friends did Schwarzenegger start a bricklaying company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-909d3f5e43244a1ebd63501ed3a7a9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Schwarzenegger and fellow bodybuilder Franco Columbu started a bricklaying business. The business flourished thanks to the pair's marketing savvy and an increased demand following the 1971 San Fernando earthquake. Schwarzenegger and Columbu used profits from their bricklaying venture to start a mail order business, selling bodybuilding and fitness-related equipment and instructional tapes.", "targets": "What natural disaster in 1971 contributed to the success of Schwarzenegger's business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5513297fe6d649429131636aa47021ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The professionals soon displaced the amateur ex-Public schoolboys. Bermuda's role as the primary Royal Navy base in the Western Hemisphere, with an army garrison to match, ensured that the naval and military officers quickly introduced the newly formalised sports to Bermuda, including cricket, football, Rugby football, and even tennis and rowing (rowing did not adapt well from British rivers to the stormy Atlantic. The officers soon switched to sail racing, founding the Royal Bermuda Yacht Club). Once these sports reached Bermuda, they were eagerly adopted by Bermudians.", "targets": "What happened to the Public schoolboys in these sports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5513297fe6d649429131636aa47021ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The professionals soon displaced the amateur ex-Public schoolboys. Bermuda's role as the primary Royal Navy base in the Western Hemisphere, with an army garrison to match, ensured that the naval and military officers quickly introduced the newly formalised sports to Bermuda, including cricket, football, Rugby football, and even tennis and rowing (rowing did not adapt well from British rivers to the stormy Atlantic. The officers soon switched to sail racing, founding the Royal Bermuda Yacht Club). Once these sports reached Bermuda, they were eagerly adopted by Bermudians.", "targets": "How were sports introduced in Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5513297fe6d649429131636aa47021ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The professionals soon displaced the amateur ex-Public schoolboys. Bermuda's role as the primary Royal Navy base in the Western Hemisphere, with an army garrison to match, ensured that the naval and military officers quickly introduced the newly formalised sports to Bermuda, including cricket, football, Rugby football, and even tennis and rowing (rowing did not adapt well from British rivers to the stormy Atlantic. The officers soon switched to sail racing, founding the Royal Bermuda Yacht Club). Once these sports reached Bermuda, they were eagerly adopted by Bermudians.", "targets": "Which sport did not transfer well to Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5513297fe6d649429131636aa47021ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The professionals soon displaced the amateur ex-Public schoolboys. Bermuda's role as the primary Royal Navy base in the Western Hemisphere, with an army garrison to match, ensured that the naval and military officers quickly introduced the newly formalised sports to Bermuda, including cricket, football, Rugby football, and even tennis and rowing (rowing did not adapt well from British rivers to the stormy Atlantic. The officers soon switched to sail racing, founding the Royal Bermuda Yacht Club). Once these sports reached Bermuda, they were eagerly adopted by Bermudians.", "targets": "Which sport was quickly adopted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f824489c58412d9b16be0a76850ab9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 12 January 2002, Musharraf gave a speech against Islamic extremism. He unequivocally condemned all acts of terrorism and pledged to combat Islamic extremism and lawlessness within Pakistan itself. He stated that his government was committed to rooting out extremism and made it clear that the banned militant organizations would not be allowed to resurface under any new name. He said, \"the recent decision to ban extremist groups promoting militancy was taken in the national interest after thorough consultations. It was not taken under any foreign influence\".", "targets": "When did Musharraf give an anti-Islamism speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f824489c58412d9b16be0a76850ab9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 12 January 2002, Musharraf gave a speech against Islamic extremism. He unequivocally condemned all acts of terrorism and pledged to combat Islamic extremism and lawlessness within Pakistan itself. He stated that his government was committed to rooting out extremism and made it clear that the banned militant organizations would not be allowed to resurface under any new name. He said, \"the recent decision to ban extremist groups promoting militancy was taken in the national interest after thorough consultations. It was not taken under any foreign influence\".", "targets": "What did Musharraf say he'd combat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f824489c58412d9b16be0a76850ab9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 12 January 2002, Musharraf gave a speech against Islamic extremism. He unequivocally condemned all acts of terrorism and pledged to combat Islamic extremism and lawlessness within Pakistan itself. He stated that his government was committed to rooting out extremism and made it clear that the banned militant organizations would not be allowed to resurface under any new name. He said, \"the recent decision to ban extremist groups promoting militancy was taken in the national interest after thorough consultations. It was not taken under any foreign influence\".", "targets": "What did Musharraf ban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f824489c58412d9b16be0a76850ab9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 12 January 2002, Musharraf gave a speech against Islamic extremism. He unequivocally condemned all acts of terrorism and pledged to combat Islamic extremism and lawlessness within Pakistan itself. He stated that his government was committed to rooting out extremism and made it clear that the banned militant organizations would not be allowed to resurface under any new name. He said, \"the recent decision to ban extremist groups promoting militancy was taken in the national interest after thorough consultations. It was not taken under any foreign influence\".", "targets": "What did Musharraf say his ban wasn't influenced by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1836b713ba6e40afbac2753e8b920121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent Huguenot refugees in the Netherlands was Pierre Bayle. He started teaching in Rotterdam, where he finished writing and publishing his multi-volume masterpiece, Historical and Critical Dictionary. It became one of the 100 foundational texts of the US Library of Congress. Some Huguenot descendants in the Netherlands may be noted by French family names, although they typically use Dutch given names. Due to the Huguenots' early ties with the leadership of the Dutch Revolt and their own participation, some of the Dutch patriciate are of part-Huguenot descent. Some Huguenot families have kept alive various traditions, such as the celebration and feast of their patron Saint Nicolas, similar to the Dutch Sint Nicolaas (Sinterklaas) feast.", "targets": "Who was a prominent Huguenot in Holland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1836b713ba6e40afbac2753e8b920121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent Huguenot refugees in the Netherlands was Pierre Bayle. He started teaching in Rotterdam, where he finished writing and publishing his multi-volume masterpiece, Historical and Critical Dictionary. It became one of the 100 foundational texts of the US Library of Congress. Some Huguenot descendants in the Netherlands may be noted by French family names, although they typically use Dutch given names. Due to the Huguenots' early ties with the leadership of the Dutch Revolt and their own participation, some of the Dutch patriciate are of part-Huguenot descent. Some Huguenot families have kept alive various traditions, such as the celebration and feast of their patron Saint Nicolas, similar to the Dutch Sint Nicolaas (Sinterklaas) feast.", "targets": "Where did he begin teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1836b713ba6e40afbac2753e8b920121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent Huguenot refugees in the Netherlands was Pierre Bayle. He started teaching in Rotterdam, where he finished writing and publishing his multi-volume masterpiece, Historical and Critical Dictionary. It became one of the 100 foundational texts of the US Library of Congress. Some Huguenot descendants in the Netherlands may be noted by French family names, although they typically use Dutch given names. Due to the Huguenots' early ties with the leadership of the Dutch Revolt and their own participation, some of the Dutch patriciate are of part-Huguenot descent. Some Huguenot families have kept alive various traditions, such as the celebration and feast of their patron Saint Nicolas, similar to the Dutch Sint Nicolaas (Sinterklaas) feast.", "targets": "What books did Bayle publish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1836b713ba6e40afbac2753e8b920121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent Huguenot refugees in the Netherlands was Pierre Bayle. He started teaching in Rotterdam, where he finished writing and publishing his multi-volume masterpiece, Historical and Critical Dictionary. It became one of the 100 foundational texts of the US Library of Congress. Some Huguenot descendants in the Netherlands may be noted by French family names, although they typically use Dutch given names. Due to the Huguenots' early ties with the leadership of the Dutch Revolt and their own participation, some of the Dutch patriciate are of part-Huguenot descent. Some Huguenot families have kept alive various traditions, such as the celebration and feast of their patron Saint Nicolas, similar to the Dutch Sint Nicolaas (Sinterklaas) feast.", "targets": "These books became a foundational text for what library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1836b713ba6e40afbac2753e8b920121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent Huguenot refugees in the Netherlands was Pierre Bayle. He started teaching in Rotterdam, where he finished writing and publishing his multi-volume masterpiece, Historical and Critical Dictionary. It became one of the 100 foundational texts of the US Library of Congress. Some Huguenot descendants in the Netherlands may be noted by French family names, although they typically use Dutch given names. Due to the Huguenots' early ties with the leadership of the Dutch Revolt and their own participation, some of the Dutch patriciate are of part-Huguenot descent. Some Huguenot families have kept alive various traditions, such as the celebration and feast of their patron Saint Nicolas, similar to the Dutch Sint Nicolaas (Sinterklaas) feast.", "targets": "Who is the patron saint of the Huguenots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99c01a6c4f0142b899713b40aa55b06e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While inert gas reduces filament evaporation, it also conducts heat from the filament, thereby cooling the filament and reducing efficiency. At constant pressure and temperature, the thermal conductivity of a gas depends upon the molecular weight of the gas and the cross sectional area of the gas molecules. Higher molecular weight gasses have lower thermal conductivity, because both the molecular weight is higher and also the cross sectional area is higher. Xenon gas improves efficiency because of its high molecular weight, but is also more expensive, so its use is limited to smaller lamps.", "targets": "Why does inert gas reduce efficiency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99c01a6c4f0142b899713b40aa55b06e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While inert gas reduces filament evaporation, it also conducts heat from the filament, thereby cooling the filament and reducing efficiency. At constant pressure and temperature, the thermal conductivity of a gas depends upon the molecular weight of the gas and the cross sectional area of the gas molecules. Higher molecular weight gasses have lower thermal conductivity, because both the molecular weight is higher and also the cross sectional area is higher. Xenon gas improves efficiency because of its high molecular weight, but is also more expensive, so its use is limited to smaller lamps.", "targets": "What affects the thermal conductivity of a gas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99c01a6c4f0142b899713b40aa55b06e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While inert gas reduces filament evaporation, it also conducts heat from the filament, thereby cooling the filament and reducing efficiency. At constant pressure and temperature, the thermal conductivity of a gas depends upon the molecular weight of the gas and the cross sectional area of the gas molecules. Higher molecular weight gasses have lower thermal conductivity, because both the molecular weight is higher and also the cross sectional area is higher. Xenon gas improves efficiency because of its high molecular weight, but is also more expensive, so its use is limited to smaller lamps.", "targets": "How does the molecular weight of a gas relate to thermal conductivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99c01a6c4f0142b899713b40aa55b06e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While inert gas reduces filament evaporation, it also conducts heat from the filament, thereby cooling the filament and reducing efficiency. At constant pressure and temperature, the thermal conductivity of a gas depends upon the molecular weight of the gas and the cross sectional area of the gas molecules. Higher molecular weight gasses have lower thermal conductivity, because both the molecular weight is higher and also the cross sectional area is higher. Xenon gas improves efficiency because of its high molecular weight, but is also more expensive, so its use is limited to smaller lamps.", "targets": "Why is xenon gas not more widely used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99c01a6c4f0142b899713b40aa55b06e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While inert gas reduces filament evaporation, it also conducts heat from the filament, thereby cooling the filament and reducing efficiency. At constant pressure and temperature, the thermal conductivity of a gas depends upon the molecular weight of the gas and the cross sectional area of the gas molecules. Higher molecular weight gasses have lower thermal conductivity, because both the molecular weight is higher and also the cross sectional area is higher. Xenon gas improves efficiency because of its high molecular weight, but is also more expensive, so its use is limited to smaller lamps.", "targets": "What is the advantage of using inert gas in a light bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02fba10f1564ca2a377cb9765061f59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early history of Portugal is shared with the rest of the Iberian Peninsula located in South Western Europe. The name of Portugal derives from the joined Romano-Celtic name Portus Cale. The region was settled by Pre-Celts and Celts, giving origin to peoples like the Gallaeci, Lusitanians, Celtici and Cynetes, visited by Phoenicians and Carthaginians, incorporated in the Roman Republic dominions as Lusitania and part of Gallaecia, after 45 BC until 298 AD, settled again by Suebi, Buri, and Visigoths, and conquered by Moors. Other influences include some 5th-century vestiges of Alan settlement, which were found in Alenquer (old Germanic Alankerk, from Alan+kerk; meaning church of the Alan (people), Coimbra and Lisbon.", "targets": "From what name is Portugal derived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02fba10f1564ca2a377cb9765061f59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early history of Portugal is shared with the rest of the Iberian Peninsula located in South Western Europe. The name of Portugal derives from the joined Romano-Celtic name Portus Cale. The region was settled by Pre-Celts and Celts, giving origin to peoples like the Gallaeci, Lusitanians, Celtici and Cynetes, visited by Phoenicians and Carthaginians, incorporated in the Roman Republic dominions as Lusitania and part of Gallaecia, after 45 BC until 298 AD, settled again by Suebi, Buri, and Visigoths, and conquered by Moors. Other influences include some 5th-century vestiges of Alan settlement, which were found in Alenquer (old Germanic Alankerk, from Alan+kerk; meaning church of the Alan (people), Coimbra and Lisbon.", "targets": "By what group was the Portugal region settled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02fba10f1564ca2a377cb9765061f59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early history of Portugal is shared with the rest of the Iberian Peninsula located in South Western Europe. The name of Portugal derives from the joined Romano-Celtic name Portus Cale. The region was settled by Pre-Celts and Celts, giving origin to peoples like the Gallaeci, Lusitanians, Celtici and Cynetes, visited by Phoenicians and Carthaginians, incorporated in the Roman Republic dominions as Lusitania and part of Gallaecia, after 45 BC until 298 AD, settled again by Suebi, Buri, and Visigoths, and conquered by Moors. Other influences include some 5th-century vestiges of Alan settlement, which were found in Alenquer (old Germanic Alankerk, from Alan+kerk; meaning church of the Alan (people), Coimbra and Lisbon.", "targets": "To what four peoples did the settlement of Portugal give rise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02fba10f1564ca2a377cb9765061f59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early history of Portugal is shared with the rest of the Iberian Peninsula located in South Western Europe. The name of Portugal derives from the joined Romano-Celtic name Portus Cale. The region was settled by Pre-Celts and Celts, giving origin to peoples like the Gallaeci, Lusitanians, Celtici and Cynetes, visited by Phoenicians and Carthaginians, incorporated in the Roman Republic dominions as Lusitania and part of Gallaecia, after 45 BC until 298 AD, settled again by Suebi, Buri, and Visigoths, and conquered by Moors. Other influences include some 5th-century vestiges of Alan settlement, which were found in Alenquer (old Germanic Alankerk, from Alan+kerk; meaning church of the Alan (people), Coimbra and Lisbon.", "targets": "During what years was the Portugal region incorporated in the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02fba10f1564ca2a377cb9765061f59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early history of Portugal is shared with the rest of the Iberian Peninsula located in South Western Europe. The name of Portugal derives from the joined Romano-Celtic name Portus Cale. The region was settled by Pre-Celts and Celts, giving origin to peoples like the Gallaeci, Lusitanians, Celtici and Cynetes, visited by Phoenicians and Carthaginians, incorporated in the Roman Republic dominions as Lusitania and part of Gallaecia, after 45 BC until 298 AD, settled again by Suebi, Buri, and Visigoths, and conquered by Moors. Other influences include some 5th-century vestiges of Alan settlement, which were found in Alenquer (old Germanic Alankerk, from Alan+kerk; meaning church of the Alan (people), Coimbra and Lisbon.", "targets": "From what old Germanic word is Alenquer originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d1c26ead88d4484b155431f4d5f41f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 26 begins in downtown Charleston, with exits to the Septima Clark Expressway, the Arthur Ravenel, Jr. Bridge and Meeting Street. Heading northwest, it connects the city to North Charleston, the Charleston International Airport, Interstate 95, and Columbia. The Arthur Ravenel, Jr. Bridge and Septima Clark Expressway are part of U.S. Highway 17, which travels east-west through the cities of Charleston and Mount Pleasant. The Mark Clark Expressway, or Interstate 526, is the bypass around the city and begins and ends at U.S. Highway 17. U.S. Highway 52 is Meeting Street and its spur is East Bay Street, which becomes Morrison Drive after leaving the east side. This highway merges with King Street in the city's Neck area (industrial district). U.S. Highway 78 is King Street in the downtown area, eventually merging with Meeting Street.", "targets": "What area in Charleston is considered the 'industrial area'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d1c26ead88d4484b155431f4d5f41f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 26 begins in downtown Charleston, with exits to the Septima Clark Expressway, the Arthur Ravenel, Jr. Bridge and Meeting Street. Heading northwest, it connects the city to North Charleston, the Charleston International Airport, Interstate 95, and Columbia. The Arthur Ravenel, Jr. Bridge and Septima Clark Expressway are part of U.S. Highway 17, which travels east-west through the cities of Charleston and Mount Pleasant. The Mark Clark Expressway, or Interstate 526, is the bypass around the city and begins and ends at U.S. Highway 17. U.S. Highway 52 is Meeting Street and its spur is East Bay Street, which becomes Morrison Drive after leaving the east side. This highway merges with King Street in the city's Neck area (industrial district). U.S. Highway 78 is King Street in the downtown area, eventually merging with Meeting Street.", "targets": "What highways is King Street in downtown Charleston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d1c26ead88d4484b155431f4d5f41f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 26 begins in downtown Charleston, with exits to the Septima Clark Expressway, the Arthur Ravenel, Jr. Bridge and Meeting Street. Heading northwest, it connects the city to North Charleston, the Charleston International Airport, Interstate 95, and Columbia. The Arthur Ravenel, Jr. Bridge and Septima Clark Expressway are part of U.S. Highway 17, which travels east-west through the cities of Charleston and Mount Pleasant. The Mark Clark Expressway, or Interstate 526, is the bypass around the city and begins and ends at U.S. Highway 17. U.S. Highway 52 is Meeting Street and its spur is East Bay Street, which becomes Morrison Drive after leaving the east side. This highway merges with King Street in the city's Neck area (industrial district). U.S. Highway 78 is King Street in the downtown area, eventually merging with Meeting Street.", "targets": "U.S. Highway 78 merges with what street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d1c26ead88d4484b155431f4d5f41f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 26 begins in downtown Charleston, with exits to the Septima Clark Expressway, the Arthur Ravenel, Jr. Bridge and Meeting Street. Heading northwest, it connects the city to North Charleston, the Charleston International Airport, Interstate 95, and Columbia. The Arthur Ravenel, Jr. Bridge and Septima Clark Expressway are part of U.S. Highway 17, which travels east-west through the cities of Charleston and Mount Pleasant. The Mark Clark Expressway, or Interstate 526, is the bypass around the city and begins and ends at U.S. Highway 17. U.S. Highway 52 is Meeting Street and its spur is East Bay Street, which becomes Morrison Drive after leaving the east side. This highway merges with King Street in the city's Neck area (industrial district). U.S. Highway 78 is King Street in the downtown area, eventually merging with Meeting Street.", "targets": "Interstate 526 begins and ends at what Highway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d1c26ead88d4484b155431f4d5f41f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 26 begins in downtown Charleston, with exits to the Septima Clark Expressway, the Arthur Ravenel, Jr. Bridge and Meeting Street. Heading northwest, it connects the city to North Charleston, the Charleston International Airport, Interstate 95, and Columbia. The Arthur Ravenel, Jr. Bridge and Septima Clark Expressway are part of U.S. Highway 17, which travels east-west through the cities of Charleston and Mount Pleasant. The Mark Clark Expressway, or Interstate 526, is the bypass around the city and begins and ends at U.S. Highway 17. U.S. Highway 52 is Meeting Street and its spur is East Bay Street, which becomes Morrison Drive after leaving the east side. This highway merges with King Street in the city's Neck area (industrial district). U.S. Highway 78 is King Street in the downtown area, eventually merging with Meeting Street.", "targets": "Interstate 26 begins on what part of Charleston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1112aabb90f64c8db7a2cb4f7186e278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sports and physical activities are practiced wearing special clothing, for practical, comfort or safety reasons. Common sportswear garments include shorts, T-shirts, tennis shirts, leotards, tracksuits, and trainers. Specialized garments include wet suits (for swimming, diving or surfing), salopettes (for skiing) and leotards (for gymnastics). Also, spandex materials are often used as base layers to soak up sweat. Spandex is also preferable for active sports that require form fitting garments, such as volleyball, wrestling, track & field, dance, gymnastics and swimming.", "targets": "Safety reasons may be why someone wears this type of clothing."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1112aabb90f64c8db7a2cb4f7186e278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sports and physical activities are practiced wearing special clothing, for practical, comfort or safety reasons. Common sportswear garments include shorts, T-shirts, tennis shirts, leotards, tracksuits, and trainers. Specialized garments include wet suits (for swimming, diving or surfing), salopettes (for skiing) and leotards (for gymnastics). Also, spandex materials are often used as base layers to soak up sweat. Spandex is also preferable for active sports that require form fitting garments, such as volleyball, wrestling, track & field, dance, gymnastics and swimming.", "targets": "Leotards are an example of what type of garment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1112aabb90f64c8db7a2cb4f7186e278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sports and physical activities are practiced wearing special clothing, for practical, comfort or safety reasons. Common sportswear garments include shorts, T-shirts, tennis shirts, leotards, tracksuits, and trainers. Specialized garments include wet suits (for swimming, diving or surfing), salopettes (for skiing) and leotards (for gymnastics). Also, spandex materials are often used as base layers to soak up sweat. Spandex is also preferable for active sports that require form fitting garments, such as volleyball, wrestling, track & field, dance, gymnastics and swimming.", "targets": "What does spandex soak up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1112aabb90f64c8db7a2cb4f7186e278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sports and physical activities are practiced wearing special clothing, for practical, comfort or safety reasons. Common sportswear garments include shorts, T-shirts, tennis shirts, leotards, tracksuits, and trainers. Specialized garments include wet suits (for swimming, diving or surfing), salopettes (for skiing) and leotards (for gymnastics). Also, spandex materials are often used as base layers to soak up sweat. Spandex is also preferable for active sports that require form fitting garments, such as volleyball, wrestling, track & field, dance, gymnastics and swimming.", "targets": "What's an example of a form fitting garment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1112aabb90f64c8db7a2cb4f7186e278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sports and physical activities are practiced wearing special clothing, for practical, comfort or safety reasons. Common sportswear garments include shorts, T-shirts, tennis shirts, leotards, tracksuits, and trainers. Specialized garments include wet suits (for swimming, diving or surfing), salopettes (for skiing) and leotards (for gymnastics). Also, spandex materials are often used as base layers to soak up sweat. Spandex is also preferable for active sports that require form fitting garments, such as volleyball, wrestling, track & field, dance, gymnastics and swimming.", "targets": "What type of sport is wrestling considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d84c747d6d34a999fd0b3f366a1b68e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic Way or Baltic Chain (also Chain of Freedom Estonian: Balti kett, Latvian: Baltijas ce\u013c\u0161, Lithuanian: Baltijos kelias, Russian: \u0411\u0430\u043b\u0442\u0438\u0439\u0441\u043a\u0438\u0439 \u043f\u0443\u0442\u044c) was a peaceful political demonstration on August 23, 1989. An estimated 2 million people joined hands to form a human chain extending 600 kilometres (370 mi) across Estonia, Latvia and Lithuania, which had been forcibly reincorporated into the Soviet Union in 1944. The colossal demonstration marked the 50th anniversary of the Molotov\u2013Ribbentrop Pact that divided Eastern Europe into spheres of influence and led to the occupation of the Baltic states in 1940.", "targets": "How many people were involved in the Baltic Chain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d84c747d6d34a999fd0b3f366a1b68e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic Way or Baltic Chain (also Chain of Freedom Estonian: Balti kett, Latvian: Baltijas ce\u013c\u0161, Lithuanian: Baltijos kelias, Russian: \u0411\u0430\u043b\u0442\u0438\u0439\u0441\u043a\u0438\u0439 \u043f\u0443\u0442\u044c) was a peaceful political demonstration on August 23, 1989. An estimated 2 million people joined hands to form a human chain extending 600 kilometres (370 mi) across Estonia, Latvia and Lithuania, which had been forcibly reincorporated into the Soviet Union in 1944. The colossal demonstration marked the 50th anniversary of the Molotov\u2013Ribbentrop Pact that divided Eastern Europe into spheres of influence and led to the occupation of the Baltic states in 1940.", "targets": "How long was the chain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d84c747d6d34a999fd0b3f366a1b68e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic Way or Baltic Chain (also Chain of Freedom Estonian: Balti kett, Latvian: Baltijas ce\u013c\u0161, Lithuanian: Baltijos kelias, Russian: \u0411\u0430\u043b\u0442\u0438\u0439\u0441\u043a\u0438\u0439 \u043f\u0443\u0442\u044c) was a peaceful political demonstration on August 23, 1989. An estimated 2 million people joined hands to form a human chain extending 600 kilometres (370 mi) across Estonia, Latvia and Lithuania, which had been forcibly reincorporated into the Soviet Union in 1944. The colossal demonstration marked the 50th anniversary of the Molotov\u2013Ribbentrop Pact that divided Eastern Europe into spheres of influence and led to the occupation of the Baltic states in 1940.", "targets": "What states did the chain extend over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d84c747d6d34a999fd0b3f366a1b68e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic Way or Baltic Chain (also Chain of Freedom Estonian: Balti kett, Latvian: Baltijas ce\u013c\u0161, Lithuanian: Baltijos kelias, Russian: \u0411\u0430\u043b\u0442\u0438\u0439\u0441\u043a\u0438\u0439 \u043f\u0443\u0442\u044c) was a peaceful political demonstration on August 23, 1989. An estimated 2 million people joined hands to form a human chain extending 600 kilometres (370 mi) across Estonia, Latvia and Lithuania, which had been forcibly reincorporated into the Soviet Union in 1944. The colossal demonstration marked the 50th anniversary of the Molotov\u2013Ribbentrop Pact that divided Eastern Europe into spheres of influence and led to the occupation of the Baltic states in 1940.", "targets": "What anniversary did the chain take place on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d84c747d6d34a999fd0b3f366a1b68e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic Way or Baltic Chain (also Chain of Freedom Estonian: Balti kett, Latvian: Baltijas ce\u013c\u0161, Lithuanian: Baltijos kelias, Russian: \u0411\u0430\u043b\u0442\u0438\u0439\u0441\u043a\u0438\u0439 \u043f\u0443\u0442\u044c) was a peaceful political demonstration on August 23, 1989. An estimated 2 million people joined hands to form a human chain extending 600 kilometres (370 mi) across Estonia, Latvia and Lithuania, which had been forcibly reincorporated into the Soviet Union in 1944. The colossal demonstration marked the 50th anniversary of the Molotov\u2013Ribbentrop Pact that divided Eastern Europe into spheres of influence and led to the occupation of the Baltic states in 1940.", "targets": "What part of Europe was split up by the pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2259ee5aa144599ee1c2218dad861f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview with newspaper editor Arthur Brisbane, Tesla said that he did not believe in telepathy, stating, \"Suppose I made up my mind to murder you,\" he said, \"In a second you would know it. Now, isn't that wonderful? By what process does the mind get at all this?\" In the same interview, Tesla said that he believed that all fundamental laws could be reduced to one.", "targets": "What did Tesla tell Brisbane he didn't believe in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2259ee5aa144599ee1c2218dad861f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview with newspaper editor Arthur Brisbane, Tesla said that he did not believe in telepathy, stating, \"Suppose I made up my mind to murder you,\" he said, \"In a second you would know it. Now, isn't that wonderful? By what process does the mind get at all this?\" In the same interview, Tesla said that he believed that all fundamental laws could be reduced to one.", "targets": "What was Brisbane's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2259ee5aa144599ee1c2218dad861f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview with newspaper editor Arthur Brisbane, Tesla said that he did not believe in telepathy, stating, \"Suppose I made up my mind to murder you,\" he said, \"In a second you would know it. Now, isn't that wonderful? By what process does the mind get at all this?\" In the same interview, Tesla said that he believed that all fundamental laws could be reduced to one.", "targets": "Down to how many laws did Tesla believe the fundamental laws could be reduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2ae576164542b8960abffb2bf3f578", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special procedures apply to legislation passed by Tynwald, the legislature of the Isle of Man. Before the lordship of the Island was purchased by the British Crown in 1765 (the Revestment), the assent of the Lord of Mann to a bill was signified by letter to the governor. After 1765, royal assent was at first signified by letter from the Secretary of State to the governor; but, during the British Regency, the practice began of granting royal assent by Order in Council, which continues to this day, though limited to exceptional cases since 1981.", "targets": "What term refers to the legislature of the Isle of man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2ae576164542b8960abffb2bf3f578", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special procedures apply to legislation passed by Tynwald, the legislature of the Isle of Man. Before the lordship of the Island was purchased by the British Crown in 1765 (the Revestment), the assent of the Lord of Mann to a bill was signified by letter to the governor. After 1765, royal assent was at first signified by letter from the Secretary of State to the governor; but, during the British Regency, the practice began of granting royal assent by Order in Council, which continues to this day, though limited to exceptional cases since 1981.", "targets": "In what year was lordship of the Isle of Man purchased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2ae576164542b8960abffb2bf3f578", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special procedures apply to legislation passed by Tynwald, the legislature of the Isle of Man. Before the lordship of the Island was purchased by the British Crown in 1765 (the Revestment), the assent of the Lord of Mann to a bill was signified by letter to the governor. After 1765, royal assent was at first signified by letter from the Secretary of State to the governor; but, during the British Regency, the practice began of granting royal assent by Order in Council, which continues to this day, though limited to exceptional cases since 1981.", "targets": "What does the term the Revestment refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2ae576164542b8960abffb2bf3f578", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special procedures apply to legislation passed by Tynwald, the legislature of the Isle of Man. Before the lordship of the Island was purchased by the British Crown in 1765 (the Revestment), the assent of the Lord of Mann to a bill was signified by letter to the governor. After 1765, royal assent was at first signified by letter from the Secretary of State to the governor; but, during the British Regency, the practice began of granting royal assent by Order in Council, which continues to this day, though limited to exceptional cases since 1981.", "targets": "Previous to the Order in Council method, how was royal assent passed previously within the Isle of Man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2ae576164542b8960abffb2bf3f578", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special procedures apply to legislation passed by Tynwald, the legislature of the Isle of Man. Before the lordship of the Island was purchased by the British Crown in 1765 (the Revestment), the assent of the Lord of Mann to a bill was signified by letter to the governor. After 1765, royal assent was at first signified by letter from the Secretary of State to the governor; but, during the British Regency, the practice began of granting royal assent by Order in Council, which continues to this day, though limited to exceptional cases since 1981.", "targets": "How is royal assent currently granted in the Isle of Man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de990af60f7437c9da4bb91ec512184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The allies' most advanced technologies were showcased by the anti-aircraft defence against the German V-1 cruise missiles (V stands for Vergeltungswaffe, \"retaliation weapon\"). The 419th and 601st Antiaircraft Gun Battalions of the US Army were first allocated to the Folkestone-Dover coast to defend London, and then moved to Belgium to become part of the \"Antwerp X\" project. With the liberation of Antwerp, the port city immediately became the highest priority target, and received the largest number of V-1 and V-2 missiles of any city. The smallest tactical unit of the operation was a gun battery consisting of four 90 mm guns firing shells equipped with a radio proximity fuse. Incoming targets were acquired and automatically tracked by SCR-584 radar, developed at the MIT Rad Lab. Output from the gun-laying radar was fed to the M-9 director, an electronic analog computer developed at Bell Laboratories to calculate the lead and elevation corrections for the guns. With the help of these three technologies, close to 90% of the V-1 missiles, on track to the defence zone around the port, were destroyed.", "targets": "What did advanced ally technology showcase it could defend against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de990af60f7437c9da4bb91ec512184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The allies' most advanced technologies were showcased by the anti-aircraft defence against the German V-1 cruise missiles (V stands for Vergeltungswaffe, \"retaliation weapon\"). The 419th and 601st Antiaircraft Gun Battalions of the US Army were first allocated to the Folkestone-Dover coast to defend London, and then moved to Belgium to become part of the \"Antwerp X\" project. With the liberation of Antwerp, the port city immediately became the highest priority target, and received the largest number of V-1 and V-2 missiles of any city. The smallest tactical unit of the operation was a gun battery consisting of four 90 mm guns firing shells equipped with a radio proximity fuse. Incoming targets were acquired and automatically tracked by SCR-584 radar, developed at the MIT Rad Lab. Output from the gun-laying radar was fed to the M-9 director, an electronic analog computer developed at Bell Laboratories to calculate the lead and elevation corrections for the guns. With the help of these three technologies, close to 90% of the V-1 missiles, on track to the defence zone around the port, were destroyed.", "targets": "Where did the US Army's 419th and 601st locate at to defend London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de990af60f7437c9da4bb91ec512184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The allies' most advanced technologies were showcased by the anti-aircraft defence against the German V-1 cruise missiles (V stands for Vergeltungswaffe, \"retaliation weapon\"). The 419th and 601st Antiaircraft Gun Battalions of the US Army were first allocated to the Folkestone-Dover coast to defend London, and then moved to Belgium to become part of the \"Antwerp X\" project. With the liberation of Antwerp, the port city immediately became the highest priority target, and received the largest number of V-1 and V-2 missiles of any city. The smallest tactical unit of the operation was a gun battery consisting of four 90 mm guns firing shells equipped with a radio proximity fuse. Incoming targets were acquired and automatically tracked by SCR-584 radar, developed at the MIT Rad Lab. Output from the gun-laying radar was fed to the M-9 director, an electronic analog computer developed at Bell Laboratories to calculate the lead and elevation corrections for the guns. With the help of these three technologies, close to 90% of the V-1 missiles, on track to the defence zone around the port, were destroyed.", "targets": "Where did the US Army 419th and 601st relocate to as part of the Antwerp X project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de990af60f7437c9da4bb91ec512184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The allies' most advanced technologies were showcased by the anti-aircraft defence against the German V-1 cruise missiles (V stands for Vergeltungswaffe, \"retaliation weapon\"). The 419th and 601st Antiaircraft Gun Battalions of the US Army were first allocated to the Folkestone-Dover coast to defend London, and then moved to Belgium to become part of the \"Antwerp X\" project. With the liberation of Antwerp, the port city immediately became the highest priority target, and received the largest number of V-1 and V-2 missiles of any city. The smallest tactical unit of the operation was a gun battery consisting of four 90 mm guns firing shells equipped with a radio proximity fuse. Incoming targets were acquired and automatically tracked by SCR-584 radar, developed at the MIT Rad Lab. Output from the gun-laying radar was fed to the M-9 director, an electronic analog computer developed at Bell Laboratories to calculate the lead and elevation corrections for the guns. With the help of these three technologies, close to 90% of the V-1 missiles, on track to the defence zone around the port, were destroyed.", "targets": "What city got attacked by more V-1 and V-2 missiles than any other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de990af60f7437c9da4bb91ec512184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The allies' most advanced technologies were showcased by the anti-aircraft defence against the German V-1 cruise missiles (V stands for Vergeltungswaffe, \"retaliation weapon\"). The 419th and 601st Antiaircraft Gun Battalions of the US Army were first allocated to the Folkestone-Dover coast to defend London, and then moved to Belgium to become part of the \"Antwerp X\" project. With the liberation of Antwerp, the port city immediately became the highest priority target, and received the largest number of V-1 and V-2 missiles of any city. The smallest tactical unit of the operation was a gun battery consisting of four 90 mm guns firing shells equipped with a radio proximity fuse. Incoming targets were acquired and automatically tracked by SCR-584 radar, developed at the MIT Rad Lab. Output from the gun-laying radar was fed to the M-9 director, an electronic analog computer developed at Bell Laboratories to calculate the lead and elevation corrections for the guns. With the help of these three technologies, close to 90% of the V-1 missiles, on track to the defence zone around the port, were destroyed.", "targets": "What acquired and automatically tracked incoming targets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a82a57979e0b4e3f805b4e2e9fadcfbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Triassic was generally dry, a trend that began in the late Carboniferous, and highly seasonal, especially in the interior of Pangaea. Low sea levels may have also exacerbated temperature extremes. With its high specific heat capacity, water acts as a temperature-stabilizing heat reservoir, and land areas near large bodies of water\u2014especially the oceans\u2014experience less variation in temperature. Because much of the land that constituted Pangaea was distant from the oceans, temperatures fluctuated greatly, and the interior of Pangaea probably included expansive areas of desert. Abundant red beds and evaporites such as halite support these conclusions, but evidence exists that the generally dry climate of the Triassic was punctuated by episodes of increased rainfall. Most important humid episodes were the Carnian Pluvial Event and one in the Rhaetian, few million years before the Triassic\u2013Jurassic extinction event.", "targets": "What was the general rainfall in the Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a82a57979e0b4e3f805b4e2e9fadcfbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Triassic was generally dry, a trend that began in the late Carboniferous, and highly seasonal, especially in the interior of Pangaea. Low sea levels may have also exacerbated temperature extremes. With its high specific heat capacity, water acts as a temperature-stabilizing heat reservoir, and land areas near large bodies of water\u2014especially the oceans\u2014experience less variation in temperature. Because much of the land that constituted Pangaea was distant from the oceans, temperatures fluctuated greatly, and the interior of Pangaea probably included expansive areas of desert. Abundant red beds and evaporites such as halite support these conclusions, but evidence exists that the generally dry climate of the Triassic was punctuated by episodes of increased rainfall. Most important humid episodes were the Carnian Pluvial Event and one in the Rhaetian, few million years before the Triassic\u2013Jurassic extinction event.", "targets": "What could have made temperatures more extreme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a82a57979e0b4e3f805b4e2e9fadcfbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Triassic was generally dry, a trend that began in the late Carboniferous, and highly seasonal, especially in the interior of Pangaea. Low sea levels may have also exacerbated temperature extremes. With its high specific heat capacity, water acts as a temperature-stabilizing heat reservoir, and land areas near large bodies of water\u2014especially the oceans\u2014experience less variation in temperature. Because much of the land that constituted Pangaea was distant from the oceans, temperatures fluctuated greatly, and the interior of Pangaea probably included expansive areas of desert. Abundant red beds and evaporites such as halite support these conclusions, but evidence exists that the generally dry climate of the Triassic was punctuated by episodes of increased rainfall. Most important humid episodes were the Carnian Pluvial Event and one in the Rhaetian, few million years before the Triassic\u2013Jurassic extinction event.", "targets": "Because of distance form the sea and wide variance in temperatures, what was the interior of Pangaea like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a82a57979e0b4e3f805b4e2e9fadcfbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Triassic was generally dry, a trend that began in the late Carboniferous, and highly seasonal, especially in the interior of Pangaea. Low sea levels may have also exacerbated temperature extremes. With its high specific heat capacity, water acts as a temperature-stabilizing heat reservoir, and land areas near large bodies of water\u2014especially the oceans\u2014experience less variation in temperature. Because much of the land that constituted Pangaea was distant from the oceans, temperatures fluctuated greatly, and the interior of Pangaea probably included expansive areas of desert. Abundant red beds and evaporites such as halite support these conclusions, but evidence exists that the generally dry climate of the Triassic was punctuated by episodes of increased rainfall. Most important humid episodes were the Carnian Pluvial Event and one in the Rhaetian, few million years before the Triassic\u2013Jurassic extinction event.", "targets": "What were there periods of during the Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a82a57979e0b4e3f805b4e2e9fadcfbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Triassic was generally dry, a trend that began in the late Carboniferous, and highly seasonal, especially in the interior of Pangaea. Low sea levels may have also exacerbated temperature extremes. With its high specific heat capacity, water acts as a temperature-stabilizing heat reservoir, and land areas near large bodies of water\u2014especially the oceans\u2014experience less variation in temperature. Because much of the land that constituted Pangaea was distant from the oceans, temperatures fluctuated greatly, and the interior of Pangaea probably included expansive areas of desert. Abundant red beds and evaporites such as halite support these conclusions, but evidence exists that the generally dry climate of the Triassic was punctuated by episodes of increased rainfall. Most important humid episodes were the Carnian Pluvial Event and one in the Rhaetian, few million years before the Triassic\u2013Jurassic extinction event.", "targets": "What was the Carnian Pluvial event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a727195b93b64855afa1421edca73805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Civil strife in the early 1990s greatly increased the size of the Somali diaspora, as many of the best educated Somalis left for the Middle East, Europe and North America. In Canada, the cities of Toronto, Ottawa, Calgary, Edmonton, Montreal, Vancouver, Winnipeg and Hamilton all harbor Somali populations. Statistics Canada's 2006 census ranks people of Somali descent as the 69th largest ethnic group in Canada.", "targets": "What led to an increase in the number of Somalis leaving the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a727195b93b64855afa1421edca73805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Civil strife in the early 1990s greatly increased the size of the Somali diaspora, as many of the best educated Somalis left for the Middle East, Europe and North America. In Canada, the cities of Toronto, Ottawa, Calgary, Edmonton, Montreal, Vancouver, Winnipeg and Hamilton all harbor Somali populations. Statistics Canada's 2006 census ranks people of Somali descent as the 69th largest ethnic group in Canada.", "targets": "Along with the Middle East and North America, to what continent did the Somali diaspora go in the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a727195b93b64855afa1421edca73805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Civil strife in the early 1990s greatly increased the size of the Somali diaspora, as many of the best educated Somalis left for the Middle East, Europe and North America. In Canada, the cities of Toronto, Ottawa, Calgary, Edmonton, Montreal, Vancouver, Winnipeg and Hamilton all harbor Somali populations. Statistics Canada's 2006 census ranks people of Somali descent as the 69th largest ethnic group in Canada.", "targets": "Along with Ottawa, Calgary, Edmonton, Montreal, Winnipeg, Hamilton and Vancouver, what Canadian city has a significant Somali population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a727195b93b64855afa1421edca73805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Civil strife in the early 1990s greatly increased the size of the Somali diaspora, as many of the best educated Somalis left for the Middle East, Europe and North America. In Canada, the cities of Toronto, Ottawa, Calgary, Edmonton, Montreal, Vancouver, Winnipeg and Hamilton all harbor Somali populations. Statistics Canada's 2006 census ranks people of Somali descent as the 69th largest ethnic group in Canada.", "targets": "As of 2006, where did Somalis rank in terms of population by ethnicity in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9140c21d07a4b06b01d6a90d954d64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Letter case is often prescribed by the grammar of a language or by the conventions of a particular discipline. In orthography, the uppercase is primarily reserved for special purposes, such as the first letter of a sentence or of a proper noun, which makes the lowercase the more common variant in text. In mathematics, letter case may indicate the relationship between objects with uppercase letters often representing \"superior\" objects (e.g. X could be a set containing the generic member x). Engineering design drawings are typically labelled entirely in upper-case letters, which are easier to distinguish than lowercase, especially when space restrictions require that the lettering be small.", "targets": "What is often prescribed by the grammar of a language or by conventions of a particular discipline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9140c21d07a4b06b01d6a90d954d64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Letter case is often prescribed by the grammar of a language or by the conventions of a particular discipline. In orthography, the uppercase is primarily reserved for special purposes, such as the first letter of a sentence or of a proper noun, which makes the lowercase the more common variant in text. In mathematics, letter case may indicate the relationship between objects with uppercase letters often representing \"superior\" objects (e.g. X could be a set containing the generic member x). Engineering design drawings are typically labelled entirely in upper-case letters, which are easier to distinguish than lowercase, especially when space restrictions require that the lettering be small.", "targets": "Which kind of purpose is uppercase reserved for in orthography?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9140c21d07a4b06b01d6a90d954d64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Letter case is often prescribed by the grammar of a language or by the conventions of a particular discipline. In orthography, the uppercase is primarily reserved for special purposes, such as the first letter of a sentence or of a proper noun, which makes the lowercase the more common variant in text. In mathematics, letter case may indicate the relationship between objects with uppercase letters often representing \"superior\" objects (e.g. X could be a set containing the generic member x). Engineering design drawings are typically labelled entirely in upper-case letters, which are easier to distinguish than lowercase, especially when space restrictions require that the lettering be small.", "targets": "Which is the most common variant of case in text?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9140c21d07a4b06b01d6a90d954d64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Letter case is often prescribed by the grammar of a language or by the conventions of a particular discipline. In orthography, the uppercase is primarily reserved for special purposes, such as the first letter of a sentence or of a proper noun, which makes the lowercase the more common variant in text. In mathematics, letter case may indicate the relationship between objects with uppercase letters often representing \"superior\" objects (e.g. X could be a set containing the generic member x). Engineering design drawings are typically labelled entirely in upper-case letters, which are easier to distinguish than lowercase, especially when space restrictions require that the lettering be small.", "targets": "Engineering design drawings typically utiilze which case of letter in labeling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9140c21d07a4b06b01d6a90d954d64b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Letter case is often prescribed by the grammar of a language or by the conventions of a particular discipline. In orthography, the uppercase is primarily reserved for special purposes, such as the first letter of a sentence or of a proper noun, which makes the lowercase the more common variant in text. In mathematics, letter case may indicate the relationship between objects with uppercase letters often representing \"superior\" objects (e.g. X could be a set containing the generic member x). Engineering design drawings are typically labelled entirely in upper-case letters, which are easier to distinguish than lowercase, especially when space restrictions require that the lettering be small.", "targets": "Why are uppercase letters preferred often times when space is restricted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985f79655cd4c93b4d46e0888ba947d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Alicante province Catalan is being replaced by Spanish, and in Alghero by Italian. There are also well ingrained diglossic attitudes against Catalan in the Valencian Community, Ibiza, and to a lesser extent, in the rest of the Balearic islands.", "targets": "What is Catalan being supplanted by in Alicante?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985f79655cd4c93b4d46e0888ba947d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Alicante province Catalan is being replaced by Spanish, and in Alghero by Italian. There are also well ingrained diglossic attitudes against Catalan in the Valencian Community, Ibiza, and to a lesser extent, in the rest of the Balearic islands.", "targets": "What is Catalan being replaced by in Alghero?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985f79655cd4c93b4d46e0888ba947d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Alicante province Catalan is being replaced by Spanish, and in Alghero by Italian. There are also well ingrained diglossic attitudes against Catalan in the Valencian Community, Ibiza, and to a lesser extent, in the rest of the Balearic islands.", "targets": "What are the anti-Catalan attitudes in Valencia and Ibiza?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985f79655cd4c93b4d46e0888ba947d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Alicante province Catalan is being replaced by Spanish, and in Alghero by Italian. There are also well ingrained diglossic attitudes against Catalan in the Valencian Community, Ibiza, and to a lesser extent, in the rest of the Balearic islands.", "targets": "What is another expression for bilingual attitudes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985f79655cd4c93b4d46e0888ba947d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Alicante province Catalan is being replaced by Spanish, and in Alghero by Italian. There are also well ingrained diglossic attitudes against Catalan in the Valencian Community, Ibiza, and to a lesser extent, in the rest of the Balearic islands.", "targets": "What is Spanish replacing in Alicante province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a4fb5fe4f514fffbaa8140c08bbd721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inverted repeat regions are highly conserved among land plants, and accumulate few mutations. Similar inverted repeats exist in the genomes of cyanobacteria and the other two chloroplast lineages (glaucophyta and rhodophyce\u00e6), suggesting that they predate the chloroplast, though some chloroplast DNAs have since lost or flipped the inverted repeats (making them direct repeats). It is possible that the inverted repeats help stabilize the rest of the chloroplast genome, as chloroplast DNAs which have lost some of the inverted repeat segments tend to get rearranged more.", "targets": "What seldom mutates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a4fb5fe4f514fffbaa8140c08bbd721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inverted repeat regions are highly conserved among land plants, and accumulate few mutations. Similar inverted repeats exist in the genomes of cyanobacteria and the other two chloroplast lineages (glaucophyta and rhodophyce\u00e6), suggesting that they predate the chloroplast, though some chloroplast DNAs have since lost or flipped the inverted repeats (making them direct repeats). It is possible that the inverted repeats help stabilize the rest of the chloroplast genome, as chloroplast DNAs which have lost some of the inverted repeat segments tend to get rearranged more.", "targets": "What have some inverted repeats become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a4fb5fe4f514fffbaa8140c08bbd721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inverted repeat regions are highly conserved among land plants, and accumulate few mutations. Similar inverted repeats exist in the genomes of cyanobacteria and the other two chloroplast lineages (glaucophyta and rhodophyce\u00e6), suggesting that they predate the chloroplast, though some chloroplast DNAs have since lost or flipped the inverted repeats (making them direct repeats). It is possible that the inverted repeats help stabilize the rest of the chloroplast genome, as chloroplast DNAs which have lost some of the inverted repeat segments tend to get rearranged more.", "targets": "What could inverted repeats help do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c47d83a7b09c4177a1be42db4251dc3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, most commercial web browsers are paid by search engine companies to make their engine default, or to include them as another option. For example, Google pays Mozilla, the maker of Firefox, to make Google Search the default search engine in Firefox. Mozilla makes enough money from this deal that it does not need to charge users for Firefox. In addition, Google Search is also (as one would expect) the default search engine in Google Chrome. Users searching for websites or items on the Internet would be led to Google's search results page, increasing ad revenue and which funds development at Google and of Google Chrome.", "targets": "Which company pays Firefox to make their search engine the default on their browser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c47d83a7b09c4177a1be42db4251dc3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, most commercial web browsers are paid by search engine companies to make their engine default, or to include them as another option. For example, Google pays Mozilla, the maker of Firefox, to make Google Search the default search engine in Firefox. Mozilla makes enough money from this deal that it does not need to charge users for Firefox. In addition, Google Search is also (as one would expect) the default search engine in Google Chrome. Users searching for websites or items on the Internet would be led to Google's search results page, increasing ad revenue and which funds development at Google and of Google Chrome.", "targets": "What other browser has Google as the default search engine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c47d83a7b09c4177a1be42db4251dc3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, most commercial web browsers are paid by search engine companies to make their engine default, or to include them as another option. For example, Google pays Mozilla, the maker of Firefox, to make Google Search the default search engine in Firefox. Mozilla makes enough money from this deal that it does not need to charge users for Firefox. In addition, Google Search is also (as one would expect) the default search engine in Google Chrome. Users searching for websites or items on the Internet would be led to Google's search results page, increasing ad revenue and which funds development at Google and of Google Chrome.", "targets": "The increased revenue funds what, in addition to Google?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71fbb62a16ec4f01b843009cdc599242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina was hard hit by the Great Depression, but the New Deal programs of Franklin D. Roosevelt for cotton and tobacco significantly helped the farmers. After World War II, the state's economy grew rapidly, highlighted by the growth of such cities as Charlotte, Raleigh, and Durham in the Piedmont. Raleigh, Durham, and Chapel Hill form the Research Triangle, a major area of universities and advanced scientific and technical research. In the 1990s, Charlotte became a major regional and national banking center. Tourism has also been a boon for the North Carolina economy as people flock to the Outer Banks coastal area and the Appalachian Mountains anchored by Asheville.", "targets": "What programs created by FDR helped North Carolina during the Great Depression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71fbb62a16ec4f01b843009cdc599242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina was hard hit by the Great Depression, but the New Deal programs of Franklin D. Roosevelt for cotton and tobacco significantly helped the farmers. After World War II, the state's economy grew rapidly, highlighted by the growth of such cities as Charlotte, Raleigh, and Durham in the Piedmont. Raleigh, Durham, and Chapel Hill form the Research Triangle, a major area of universities and advanced scientific and technical research. In the 1990s, Charlotte became a major regional and national banking center. Tourism has also been a boon for the North Carolina economy as people flock to the Outer Banks coastal area and the Appalachian Mountains anchored by Asheville.", "targets": "Who did the new deal programs benefit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71fbb62a16ec4f01b843009cdc599242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina was hard hit by the Great Depression, but the New Deal programs of Franklin D. Roosevelt for cotton and tobacco significantly helped the farmers. After World War II, the state's economy grew rapidly, highlighted by the growth of such cities as Charlotte, Raleigh, and Durham in the Piedmont. Raleigh, Durham, and Chapel Hill form the Research Triangle, a major area of universities and advanced scientific and technical research. In the 1990s, Charlotte became a major regional and national banking center. Tourism has also been a boon for the North Carolina economy as people flock to the Outer Banks coastal area and the Appalachian Mountains anchored by Asheville.", "targets": "What crops was the New Deal Program made for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71fbb62a16ec4f01b843009cdc599242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina was hard hit by the Great Depression, but the New Deal programs of Franklin D. Roosevelt for cotton and tobacco significantly helped the farmers. After World War II, the state's economy grew rapidly, highlighted by the growth of such cities as Charlotte, Raleigh, and Durham in the Piedmont. Raleigh, Durham, and Chapel Hill form the Research Triangle, a major area of universities and advanced scientific and technical research. In the 1990s, Charlotte became a major regional and national banking center. Tourism has also been a boon for the North Carolina economy as people flock to the Outer Banks coastal area and the Appalachian Mountains anchored by Asheville.", "targets": "After what war did the states economy improve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71fbb62a16ec4f01b843009cdc599242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina was hard hit by the Great Depression, but the New Deal programs of Franklin D. Roosevelt for cotton and tobacco significantly helped the farmers. After World War II, the state's economy grew rapidly, highlighted by the growth of such cities as Charlotte, Raleigh, and Durham in the Piedmont. Raleigh, Durham, and Chapel Hill form the Research Triangle, a major area of universities and advanced scientific and technical research. In the 1990s, Charlotte became a major regional and national banking center. Tourism has also been a boon for the North Carolina economy as people flock to the Outer Banks coastal area and the Appalachian Mountains anchored by Asheville.", "targets": "In the 1990's what NC city became a national banking center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23a2f700c494a01900559a10594de51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surface-mount technology emerged in the 1960s, gained momentum in the early 1980s and became widely used by the mid-1990s. Components were mechanically redesigned to have small metal tabs or end caps that could be soldered directly onto the PCB surface, instead of wire leads to pass through holes. Components became much smaller and component placement on both sides of the board became more common than with through-hole mounting, allowing much smaller PCB assemblies with much higher circuit densities. Surface mounting lends itself well to a high degree of automation, reducing labor costs and greatly increasing production rates. Components can be supplied mounted on carrier tapes. Surface mount components can be about one-quarter to one-tenth of the size and weight of through-hole components, and passive components much cheaper; prices of semiconductor surface mount devices (SMDs) are determined more by the chip itself than the package, with little price advantage over larger packages. Some wire-ended components, such as 1N4148 small-signal switch diodes, are actually significantly cheaper than SMD equivalents.", "targets": "When did surface-mount become a commonly used manufacturing process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23a2f700c494a01900559a10594de51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surface-mount technology emerged in the 1960s, gained momentum in the early 1980s and became widely used by the mid-1990s. Components were mechanically redesigned to have small metal tabs or end caps that could be soldered directly onto the PCB surface, instead of wire leads to pass through holes. Components became much smaller and component placement on both sides of the board became more common than with through-hole mounting, allowing much smaller PCB assemblies with much higher circuit densities. Surface mounting lends itself well to a high degree of automation, reducing labor costs and greatly increasing production rates. Components can be supplied mounted on carrier tapes. Surface mount components can be about one-quarter to one-tenth of the size and weight of through-hole components, and passive components much cheaper; prices of semiconductor surface mount devices (SMDs) are determined more by the chip itself than the package, with little price advantage over larger packages. Some wire-ended components, such as 1N4148 small-signal switch diodes, are actually significantly cheaper than SMD equivalents.", "targets": "What did the new components with end tabs replace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23a2f700c494a01900559a10594de51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surface-mount technology emerged in the 1960s, gained momentum in the early 1980s and became widely used by the mid-1990s. Components were mechanically redesigned to have small metal tabs or end caps that could be soldered directly onto the PCB surface, instead of wire leads to pass through holes. Components became much smaller and component placement on both sides of the board became more common than with through-hole mounting, allowing much smaller PCB assemblies with much higher circuit densities. Surface mounting lends itself well to a high degree of automation, reducing labor costs and greatly increasing production rates. Components can be supplied mounted on carrier tapes. Surface mount components can be about one-quarter to one-tenth of the size and weight of through-hole components, and passive components much cheaper; prices of semiconductor surface mount devices (SMDs) are determined more by the chip itself than the package, with little price advantage over larger packages. Some wire-ended components, such as 1N4148 small-signal switch diodes, are actually significantly cheaper than SMD equivalents.", "targets": "What improvement is possible with surface-mounting that enables higher production and lower labor costs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23a2f700c494a01900559a10594de51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surface-mount technology emerged in the 1960s, gained momentum in the early 1980s and became widely used by the mid-1990s. Components were mechanically redesigned to have small metal tabs or end caps that could be soldered directly onto the PCB surface, instead of wire leads to pass through holes. Components became much smaller and component placement on both sides of the board became more common than with through-hole mounting, allowing much smaller PCB assemblies with much higher circuit densities. Surface mounting lends itself well to a high degree of automation, reducing labor costs and greatly increasing production rates. Components can be supplied mounted on carrier tapes. Surface mount components can be about one-quarter to one-tenth of the size and weight of through-hole components, and passive components much cheaper; prices of semiconductor surface mount devices (SMDs) are determined more by the chip itself than the package, with little price advantage over larger packages. Some wire-ended components, such as 1N4148 small-signal switch diodes, are actually significantly cheaper than SMD equivalents.", "targets": "What are SMDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23a2f700c494a01900559a10594de51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surface-mount technology emerged in the 1960s, gained momentum in the early 1980s and became widely used by the mid-1990s. Components were mechanically redesigned to have small metal tabs or end caps that could be soldered directly onto the PCB surface, instead of wire leads to pass through holes. Components became much smaller and component placement on both sides of the board became more common than with through-hole mounting, allowing much smaller PCB assemblies with much higher circuit densities. Surface mounting lends itself well to a high degree of automation, reducing labor costs and greatly increasing production rates. Components can be supplied mounted on carrier tapes. Surface mount components can be about one-quarter to one-tenth of the size and weight of through-hole components, and passive components much cheaper; prices of semiconductor surface mount devices (SMDs) are determined more by the chip itself than the package, with little price advantage over larger packages. Some wire-ended components, such as 1N4148 small-signal switch diodes, are actually significantly cheaper than SMD equivalents.", "targets": "Is it the chip or the package that influences the price of an SMD more?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7111d8097a74ddba011684fc2415235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 3, 2008, the European Commission at Brussels predicted for 2009 an extremely weak growth of GDP, by 0.1%, for the countries of the Eurozone (France, Germany, Italy, Belgium etc.) and even negative number for the UK (\u22121.0%), Ireland and Spain. On November 6, the IMF at Washington, D.C., launched numbers predicting a worldwide recession by \u22120.3% for 2009, averaged over the developed economies. On the same day, the Bank of England and the European Central Bank, respectively, reduced their interest rates from 4.5% down to 3%, and from 3.75% down to 3.25%. As a consequence, starting from November 2008, several countries launched large \"help packages\" for their economies.", "targets": "On November 3, 2008, who predicted extremely weak GDP growth for the Eurozone in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7111d8097a74ddba011684fc2415235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 3, 2008, the European Commission at Brussels predicted for 2009 an extremely weak growth of GDP, by 0.1%, for the countries of the Eurozone (France, Germany, Italy, Belgium etc.) and even negative number for the UK (\u22121.0%), Ireland and Spain. On November 6, the IMF at Washington, D.C., launched numbers predicting a worldwide recession by \u22120.3% for 2009, averaged over the developed economies. On the same day, the Bank of England and the European Central Bank, respectively, reduced their interest rates from 4.5% down to 3%, and from 3.75% down to 3.25%. As a consequence, starting from November 2008, several countries launched large \"help packages\" for their economies.", "targets": "How much did the European Commission estimate the GDP growth for Eurozone countries would be in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7111d8097a74ddba011684fc2415235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 3, 2008, the European Commission at Brussels predicted for 2009 an extremely weak growth of GDP, by 0.1%, for the countries of the Eurozone (France, Germany, Italy, Belgium etc.) and even negative number for the UK (\u22121.0%), Ireland and Spain. On November 6, the IMF at Washington, D.C., launched numbers predicting a worldwide recession by \u22120.3% for 2009, averaged over the developed economies. On the same day, the Bank of England and the European Central Bank, respectively, reduced their interest rates from 4.5% down to 3%, and from 3.75% down to 3.25%. As a consequence, starting from November 2008, several countries launched large \"help packages\" for their economies.", "targets": "How much did the European Commission estimate the GDP growth for the UK would be in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7111d8097a74ddba011684fc2415235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 3, 2008, the European Commission at Brussels predicted for 2009 an extremely weak growth of GDP, by 0.1%, for the countries of the Eurozone (France, Germany, Italy, Belgium etc.) and even negative number for the UK (\u22121.0%), Ireland and Spain. On November 6, the IMF at Washington, D.C., launched numbers predicting a worldwide recession by \u22120.3% for 2009, averaged over the developed economies. On the same day, the Bank of England and the European Central Bank, respectively, reduced their interest rates from 4.5% down to 3%, and from 3.75% down to 3.25%. As a consequence, starting from November 2008, several countries launched large \"help packages\" for their economies.", "targets": "On November 6, in Washington, D.C., who predicted a worldwide recession for 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7111d8097a74ddba011684fc2415235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 3, 2008, the European Commission at Brussels predicted for 2009 an extremely weak growth of GDP, by 0.1%, for the countries of the Eurozone (France, Germany, Italy, Belgium etc.) and even negative number for the UK (\u22121.0%), Ireland and Spain. On November 6, the IMF at Washington, D.C., launched numbers predicting a worldwide recession by \u22120.3% for 2009, averaged over the developed economies. On the same day, the Bank of England and the European Central Bank, respectively, reduced their interest rates from 4.5% down to 3%, and from 3.75% down to 3.25%. As a consequence, starting from November 2008, several countries launched large \"help packages\" for their economies.", "targets": "On November 5, 2008, the Bank of England reduced their interest rate from 4.5% to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4279809670c54902a6f41a890ec89208", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In about 319, when Athanasius was a deacon, a presbyter named Arius came into a direct conflict with Alexander of Alexandria. It appears that Arius reproached Alexander for what he felt were misguided or heretical teachings being taught by the bishop. Arius's theological views appear to have been firmly rooted in Alexandrian Christianity, and his Christological views were certainly not radical at all. He embraced a subordinationist Christology which taught that Christ was the divine Son (Logos) of God, made, not begotten, heavily influenced by Alexandrian thinkers like Origen, and which was a common Christological view in Alexandria at the time. Support for Arius from powerful bishops like Eusebius of Caesarea and Eusebius of Nicomedia, further illustrate how Arius's subordinationist Christology was shared by other Christians in the Empire. Arius was subsequently excommunicated by Alexander, and he would begin to elicit the support of many bishops who agreed with his position.", "targets": "What made Arius's belief about Jesus different from Alexander's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4279809670c54902a6f41a890ec89208", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In about 319, when Athanasius was a deacon, a presbyter named Arius came into a direct conflict with Alexander of Alexandria. It appears that Arius reproached Alexander for what he felt were misguided or heretical teachings being taught by the bishop. Arius's theological views appear to have been firmly rooted in Alexandrian Christianity, and his Christological views were certainly not radical at all. He embraced a subordinationist Christology which taught that Christ was the divine Son (Logos) of God, made, not begotten, heavily influenced by Alexandrian thinkers like Origen, and which was a common Christological view in Alexandria at the time. Support for Arius from powerful bishops like Eusebius of Caesarea and Eusebius of Nicomedia, further illustrate how Arius's subordinationist Christology was shared by other Christians in the Empire. Arius was subsequently excommunicated by Alexander, and he would begin to elicit the support of many bishops who agreed with his position.", "targets": "Was this differing view common among Christians of the day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4279809670c54902a6f41a890ec89208", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In about 319, when Athanasius was a deacon, a presbyter named Arius came into a direct conflict with Alexander of Alexandria. It appears that Arius reproached Alexander for what he felt were misguided or heretical teachings being taught by the bishop. Arius's theological views appear to have been firmly rooted in Alexandrian Christianity, and his Christological views were certainly not radical at all. He embraced a subordinationist Christology which taught that Christ was the divine Son (Logos) of God, made, not begotten, heavily influenced by Alexandrian thinkers like Origen, and which was a common Christological view in Alexandria at the time. Support for Arius from powerful bishops like Eusebius of Caesarea and Eusebius of Nicomedia, further illustrate how Arius's subordinationist Christology was shared by other Christians in the Empire. Arius was subsequently excommunicated by Alexander, and he would begin to elicit the support of many bishops who agreed with his position.", "targets": "What other leaders believed this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4279809670c54902a6f41a890ec89208", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In about 319, when Athanasius was a deacon, a presbyter named Arius came into a direct conflict with Alexander of Alexandria. It appears that Arius reproached Alexander for what he felt were misguided or heretical teachings being taught by the bishop. Arius's theological views appear to have been firmly rooted in Alexandrian Christianity, and his Christological views were certainly not radical at all. He embraced a subordinationist Christology which taught that Christ was the divine Son (Logos) of God, made, not begotten, heavily influenced by Alexandrian thinkers like Origen, and which was a common Christological view in Alexandria at the time. Support for Arius from powerful bishops like Eusebius of Caesarea and Eusebius of Nicomedia, further illustrate how Arius's subordinationist Christology was shared by other Christians in the Empire. Arius was subsequently excommunicated by Alexander, and he would begin to elicit the support of many bishops who agreed with his position.", "targets": "What eventually happened to Arius?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2786aa6c43f543559cd84d8a43a8ea99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh (/\u02c8r\u0251\u02d0li/; RAH-lee) is the capital of the state of North Carolina as well as the seat of Wake County in the United States. It is the second most populous city in North Carolina, after Charlotte. Raleigh is known as the \"City of Oaks\" for its many oak trees, which line the streets in the heart of the city. The city covers a land area of 142.8 square miles (370 km2). The U.S. Census Bureau estimated the city's population to be 439,896 as of July 1, 2014. It is also one of the fastest-growing cities in the country. The city of Raleigh is named after Sir Walter Raleigh, who established the lost Roanoke Colony in present-day Dare County.", "targets": "What state is Raleigh the capital of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2786aa6c43f543559cd84d8a43a8ea99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh (/\u02c8r\u0251\u02d0li/; RAH-lee) is the capital of the state of North Carolina as well as the seat of Wake County in the United States. It is the second most populous city in North Carolina, after Charlotte. Raleigh is known as the \"City of Oaks\" for its many oak trees, which line the streets in the heart of the city. The city covers a land area of 142.8 square miles (370 km2). The U.S. Census Bureau estimated the city's population to be 439,896 as of July 1, 2014. It is also one of the fastest-growing cities in the country. The city of Raleigh is named after Sir Walter Raleigh, who established the lost Roanoke Colony in present-day Dare County.", "targets": "What is the biggest city in NC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2786aa6c43f543559cd84d8a43a8ea99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh (/\u02c8r\u0251\u02d0li/; RAH-lee) is the capital of the state of North Carolina as well as the seat of Wake County in the United States. It is the second most populous city in North Carolina, after Charlotte. Raleigh is known as the \"City of Oaks\" for its many oak trees, which line the streets in the heart of the city. The city covers a land area of 142.8 square miles (370 km2). The U.S. Census Bureau estimated the city's population to be 439,896 as of July 1, 2014. It is also one of the fastest-growing cities in the country. The city of Raleigh is named after Sir Walter Raleigh, who established the lost Roanoke Colony in present-day Dare County.", "targets": "Who is it named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2786aa6c43f543559cd84d8a43a8ea99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh (/\u02c8r\u0251\u02d0li/; RAH-lee) is the capital of the state of North Carolina as well as the seat of Wake County in the United States. It is the second most populous city in North Carolina, after Charlotte. Raleigh is known as the \"City of Oaks\" for its many oak trees, which line the streets in the heart of the city. The city covers a land area of 142.8 square miles (370 km2). The U.S. Census Bureau estimated the city's population to be 439,896 as of July 1, 2014. It is also one of the fastest-growing cities in the country. The city of Raleigh is named after Sir Walter Raleigh, who established the lost Roanoke Colony in present-day Dare County.", "targets": "What county is Raleigh in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2786aa6c43f543559cd84d8a43a8ea99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh (/\u02c8r\u0251\u02d0li/; RAH-lee) is the capital of the state of North Carolina as well as the seat of Wake County in the United States. It is the second most populous city in North Carolina, after Charlotte. Raleigh is known as the \"City of Oaks\" for its many oak trees, which line the streets in the heart of the city. The city covers a land area of 142.8 square miles (370 km2). The U.S. Census Bureau estimated the city's population to be 439,896 as of July 1, 2014. It is also one of the fastest-growing cities in the country. The city of Raleigh is named after Sir Walter Raleigh, who established the lost Roanoke Colony in present-day Dare County.", "targets": "What is the population of the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cd9a8a779c4b798c7cc8208ebe91dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 95 runs through the city along the Delaware River as a main north-south artery known as the Delaware Expressway. The city is also served by the Schuylkill Expressway, a portion of Interstate 76 that runs along the Schuylkill River. It meets the Pennsylvania Turnpike at King of Prussia, Pennsylvania, providing access to Harrisburg, Pennsylvania and points west. Interstate 676, the Vine Street Expressway, was completed in 1991 after years of planning. A link between I-95 and I-76, it runs below street level through Center City, connecting to the Ben Franklin Bridge at its eastern end.", "targets": "What is the main north-south freeway called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cd9a8a779c4b798c7cc8208ebe91dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 95 runs through the city along the Delaware River as a main north-south artery known as the Delaware Expressway. The city is also served by the Schuylkill Expressway, a portion of Interstate 76 that runs along the Schuylkill River. It meets the Pennsylvania Turnpike at King of Prussia, Pennsylvania, providing access to Harrisburg, Pennsylvania and points west. Interstate 676, the Vine Street Expressway, was completed in 1991 after years of planning. A link between I-95 and I-76, it runs below street level through Center City, connecting to the Ben Franklin Bridge at its eastern end.", "targets": "What is part of I-76 called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cd9a8a779c4b798c7cc8208ebe91dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 95 runs through the city along the Delaware River as a main north-south artery known as the Delaware Expressway. The city is also served by the Schuylkill Expressway, a portion of Interstate 76 that runs along the Schuylkill River. It meets the Pennsylvania Turnpike at King of Prussia, Pennsylvania, providing access to Harrisburg, Pennsylvania and points west. Interstate 676, the Vine Street Expressway, was completed in 1991 after years of planning. A link between I-95 and I-76, it runs below street level through Center City, connecting to the Ben Franklin Bridge at its eastern end.", "targets": "When was the Vine Street Expressway finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cd9a8a779c4b798c7cc8208ebe91dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interstate 95 runs through the city along the Delaware River as a main north-south artery known as the Delaware Expressway. The city is also served by the Schuylkill Expressway, a portion of Interstate 76 that runs along the Schuylkill River. It meets the Pennsylvania Turnpike at King of Prussia, Pennsylvania, providing access to Harrisburg, Pennsylvania and points west. Interstate 676, the Vine Street Expressway, was completed in 1991 after years of planning. A link between I-95 and I-76, it runs below street level through Center City, connecting to the Ben Franklin Bridge at its eastern end.", "targets": "Name a bridge in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6312b8ce244e8dbfe6e727ede9b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qur'an relates detailed narrative accounts of Maryam (Mary) in two places, Qur'an 3:35\u201347 and 19:16\u201334. These state beliefs in both the Immaculate Conception of Mary and the Virgin birth of Jesus. The account given in Sura 19 is nearly identical with that in the Gospel according to Luke, and both of these (Luke, Sura 19) begin with an account of the visitation of an angel upon Zakariya (Zecharias) and Good News of the birth of Yahya (John), followed by the account of the annunciation. It mentions how Mary was informed by an angel that she would become the mother of Jesus through the actions of God alone.", "targets": "By what name is Mary referred to in the Qur'an?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6312b8ce244e8dbfe6e727ede9b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qur'an relates detailed narrative accounts of Maryam (Mary) in two places, Qur'an 3:35\u201347 and 19:16\u201334. These state beliefs in both the Immaculate Conception of Mary and the Virgin birth of Jesus. The account given in Sura 19 is nearly identical with that in the Gospel according to Luke, and both of these (Luke, Sura 19) begin with an account of the visitation of an angel upon Zakariya (Zecharias) and Good News of the birth of Yahya (John), followed by the account of the annunciation. It mentions how Mary was informed by an angel that she would become the mother of Jesus through the actions of God alone.", "targets": "Which Sura in the Qur'an describes the visitation of an angel upon Zakariya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6312b8ce244e8dbfe6e727ede9b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qur'an relates detailed narrative accounts of Maryam (Mary) in two places, Qur'an 3:35\u201347 and 19:16\u201334. These state beliefs in both the Immaculate Conception of Mary and the Virgin birth of Jesus. The account given in Sura 19 is nearly identical with that in the Gospel according to Luke, and both of these (Luke, Sura 19) begin with an account of the visitation of an angel upon Zakariya (Zecharias) and Good News of the birth of Yahya (John), followed by the account of the annunciation. It mentions how Mary was informed by an angel that she would become the mother of Jesus through the actions of God alone.", "targets": "In how many places does the Qur'an give detailed accounts of Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6312b8ce244e8dbfe6e727ede9b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qur'an relates detailed narrative accounts of Maryam (Mary) in two places, Qur'an 3:35\u201347 and 19:16\u201334. These state beliefs in both the Immaculate Conception of Mary and the Virgin birth of Jesus. The account given in Sura 19 is nearly identical with that in the Gospel according to Luke, and both of these (Luke, Sura 19) begin with an account of the visitation of an angel upon Zakariya (Zecharias) and Good News of the birth of Yahya (John), followed by the account of the annunciation. It mentions how Mary was informed by an angel that she would become the mother of Jesus through the actions of God alone.", "targets": "Which Gospel provides an identical account of the Virgin Birth as Sura 19 in the Qur'an? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6312b8ce244e8dbfe6e727ede9b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qur'an relates detailed narrative accounts of Maryam (Mary) in two places, Qur'an 3:35\u201347 and 19:16\u201334. These state beliefs in both the Immaculate Conception of Mary and the Virgin birth of Jesus. The account given in Sura 19 is nearly identical with that in the Gospel according to Luke, and both of these (Luke, Sura 19) begin with an account of the visitation of an angel upon Zakariya (Zecharias) and Good News of the birth of Yahya (John), followed by the account of the annunciation. It mentions how Mary was informed by an angel that she would become the mother of Jesus through the actions of God alone.", "targets": "Who was visited by an angel in Sura 19 of the Qur'an?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e0ec2269d4a0a8a8bca6e23dd4c23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica College is a junior college originally founded in 1929. Many SMC graduates transfer to the University of California system. It occupies 35 acres (14 hectares) and enrolls 30,000 students annually. The Frederick S. Pardee RAND Graduate School, associated with the RAND Corporation, is the U.S.'s largest producer of public policy PhDs. The Art Institute of California \u2013 Los Angeles is also located in Santa Monica near the Santa Monica Airport. Universities and colleges within a 22-mile (35 km) radius from Santa Monica include Santa Monica College, Antioch University Los Angeles, Loyola Marymount University, Mount St. Mary's College, Pepperdine University, California State University, Northridge, California State University, Los Angeles, UCLA, USC, West Los Angeles College, California Institute of Technology (Caltech), Occidental College (Oxy), Los Angeles City College, Los Angeles Southwest College, Los Angeles Valley College, and Emperor's College of Traditional Oriental Medicine.", "targets": "What year was the Santa Monica junior college founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e0ec2269d4a0a8a8bca6e23dd4c23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica College is a junior college originally founded in 1929. Many SMC graduates transfer to the University of California system. It occupies 35 acres (14 hectares) and enrolls 30,000 students annually. The Frederick S. Pardee RAND Graduate School, associated with the RAND Corporation, is the U.S.'s largest producer of public policy PhDs. The Art Institute of California \u2013 Los Angeles is also located in Santa Monica near the Santa Monica Airport. Universities and colleges within a 22-mile (35 km) radius from Santa Monica include Santa Monica College, Antioch University Los Angeles, Loyola Marymount University, Mount St. Mary's College, Pepperdine University, California State University, Northridge, California State University, Los Angeles, UCLA, USC, West Los Angeles College, California Institute of Technology (Caltech), Occidental College (Oxy), Los Angeles City College, Los Angeles Southwest College, Los Angeles Valley College, and Emperor's College of Traditional Oriental Medicine.", "targets": "How many acres of land is the Santa Monica Junior College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e0ec2269d4a0a8a8bca6e23dd4c23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica College is a junior college originally founded in 1929. Many SMC graduates transfer to the University of California system. It occupies 35 acres (14 hectares) and enrolls 30,000 students annually. The Frederick S. Pardee RAND Graduate School, associated with the RAND Corporation, is the U.S.'s largest producer of public policy PhDs. The Art Institute of California \u2013 Los Angeles is also located in Santa Monica near the Santa Monica Airport. Universities and colleges within a 22-mile (35 km) radius from Santa Monica include Santa Monica College, Antioch University Los Angeles, Loyola Marymount University, Mount St. Mary's College, Pepperdine University, California State University, Northridge, California State University, Los Angeles, UCLA, USC, West Los Angeles College, California Institute of Technology (Caltech), Occidental College (Oxy), Los Angeles City College, Los Angeles Southwest College, Los Angeles Valley College, and Emperor's College of Traditional Oriental Medicine.", "targets": "By what area is the Art institute in Santa Monica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e0ec2269d4a0a8a8bca6e23dd4c23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica College is a junior college originally founded in 1929. Many SMC graduates transfer to the University of California system. It occupies 35 acres (14 hectares) and enrolls 30,000 students annually. The Frederick S. Pardee RAND Graduate School, associated with the RAND Corporation, is the U.S.'s largest producer of public policy PhDs. The Art Institute of California \u2013 Los Angeles is also located in Santa Monica near the Santa Monica Airport. Universities and colleges within a 22-mile (35 km) radius from Santa Monica include Santa Monica College, Antioch University Los Angeles, Loyola Marymount University, Mount St. Mary's College, Pepperdine University, California State University, Northridge, California State University, Los Angeles, UCLA, USC, West Los Angeles College, California Institute of Technology (Caltech), Occidental College (Oxy), Los Angeles City College, Los Angeles Southwest College, Los Angeles Valley College, and Emperor's College of Traditional Oriental Medicine.", "targets": "There are a plethora of colleges and universities within what radius of Santa Monica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e0ec2269d4a0a8a8bca6e23dd4c23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica College is a junior college originally founded in 1929. Many SMC graduates transfer to the University of California system. It occupies 35 acres (14 hectares) and enrolls 30,000 students annually. The Frederick S. Pardee RAND Graduate School, associated with the RAND Corporation, is the U.S.'s largest producer of public policy PhDs. The Art Institute of California \u2013 Los Angeles is also located in Santa Monica near the Santa Monica Airport. Universities and colleges within a 22-mile (35 km) radius from Santa Monica include Santa Monica College, Antioch University Los Angeles, Loyola Marymount University, Mount St. Mary's College, Pepperdine University, California State University, Northridge, California State University, Los Angeles, UCLA, USC, West Los Angeles College, California Institute of Technology (Caltech), Occidental College (Oxy), Los Angeles City College, Los Angeles Southwest College, Los Angeles Valley College, and Emperor's College of Traditional Oriental Medicine.", "targets": "How many students enroll to the SMC annually?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b5710d179e34610a39e1e83d7e26968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien, especially Taiwanese, is sometimes written in the Latin script using one of several alphabets. Of these the most popular is Pe\u030dh-\u014de-j\u012b (traditional Chinese: \u767d\u8a71\u5b57; simplified Chinese: \u767d\u8bdd\u5b57; pinyin: B\u00e1ihu\u00e0z\u00ec). POJ was developed first by Presbyterian missionaries in China and later by the indigenous Presbyterian Church in Taiwan; use of this alphabet has been actively promoted since the late 19th century. The use of a mixed script of Han characters and Latin letters is also seen, though remains uncommon. Other Latin-based alphabets also exist.", "targets": "Hokkien is sometimes written in what script?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b5710d179e34610a39e1e83d7e26968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien, especially Taiwanese, is sometimes written in the Latin script using one of several alphabets. Of these the most popular is Pe\u030dh-\u014de-j\u012b (traditional Chinese: \u767d\u8a71\u5b57; simplified Chinese: \u767d\u8bdd\u5b57; pinyin: B\u00e1ihu\u00e0z\u00ec). POJ was developed first by Presbyterian missionaries in China and later by the indigenous Presbyterian Church in Taiwan; use of this alphabet has been actively promoted since the late 19th century. The use of a mixed script of Han characters and Latin letters is also seen, though remains uncommon. Other Latin-based alphabets also exist.", "targets": "What is the name of the traditional Chinese alphabet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b5710d179e34610a39e1e83d7e26968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien, especially Taiwanese, is sometimes written in the Latin script using one of several alphabets. Of these the most popular is Pe\u030dh-\u014de-j\u012b (traditional Chinese: \u767d\u8a71\u5b57; simplified Chinese: \u767d\u8bdd\u5b57; pinyin: B\u00e1ihu\u00e0z\u00ec). POJ was developed first by Presbyterian missionaries in China and later by the indigenous Presbyterian Church in Taiwan; use of this alphabet has been actively promoted since the late 19th century. The use of a mixed script of Han characters and Latin letters is also seen, though remains uncommon. Other Latin-based alphabets also exist.", "targets": "What is another name for POJ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b5710d179e34610a39e1e83d7e26968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien, especially Taiwanese, is sometimes written in the Latin script using one of several alphabets. Of these the most popular is Pe\u030dh-\u014de-j\u012b (traditional Chinese: \u767d\u8a71\u5b57; simplified Chinese: \u767d\u8bdd\u5b57; pinyin: B\u00e1ihu\u00e0z\u00ec). POJ was developed first by Presbyterian missionaries in China and later by the indigenous Presbyterian Church in Taiwan; use of this alphabet has been actively promoted since the late 19th century. The use of a mixed script of Han characters and Latin letters is also seen, though remains uncommon. Other Latin-based alphabets also exist.", "targets": "Who developed POJ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b5710d179e34610a39e1e83d7e26968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien, especially Taiwanese, is sometimes written in the Latin script using one of several alphabets. Of these the most popular is Pe\u030dh-\u014de-j\u012b (traditional Chinese: \u767d\u8a71\u5b57; simplified Chinese: \u767d\u8bdd\u5b57; pinyin: B\u00e1ihu\u00e0z\u00ec). POJ was developed first by Presbyterian missionaries in China and later by the indigenous Presbyterian Church in Taiwan; use of this alphabet has been actively promoted since the late 19th century. The use of a mixed script of Han characters and Latin letters is also seen, though remains uncommon. Other Latin-based alphabets also exist.", "targets": "POJ alphabet has been used since late in what century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b2ff26d4784435afdc796317e09e30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.", "targets": "What's the biggest difference in the teaching relationship for primary and secondary school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b2ff26d4784435afdc796317e09e30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.", "targets": "What does a teacher teach in primary school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b2ff26d4784435afdc796317e09e30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.", "targets": "Who teaches in secondary schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b2ff26d4784435afdc796317e09e30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.", "targets": "Which type of school has a closer teacher-child relationship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b2ff26d4784435afdc796317e09e30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have ten or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.", "targets": "What type of parenting role does a teacher take on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed66b6e96e9460cbdcba0a6d1248fea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, student applications declined as a result of increasing crime and poverty in the Hyde Park neighborhood. In response, the university became a major sponsor of a controversial urban renewal project for Hyde Park, which profoundly affected both the neighborhood's architecture and street plan. During this period the university, like Shimer College and 10 others, adopted an early entrant program that allowed very young students to attend college; in addition, students enrolled at Shimer were enabled to transfer automatically to the University of Chicago after their second year, having taken comparable or identical examinations and courses.", "targets": "In what year did the university first see a drop in applications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed66b6e96e9460cbdcba0a6d1248fea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, student applications declined as a result of increasing crime and poverty in the Hyde Park neighborhood. In response, the university became a major sponsor of a controversial urban renewal project for Hyde Park, which profoundly affected both the neighborhood's architecture and street plan. During this period the university, like Shimer College and 10 others, adopted an early entrant program that allowed very young students to attend college; in addition, students enrolled at Shimer were enabled to transfer automatically to the University of Chicago after their second year, having taken comparable or identical examinations and courses.", "targets": "Why did the university see a drop in applicants? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed66b6e96e9460cbdcba0a6d1248fea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, student applications declined as a result of increasing crime and poverty in the Hyde Park neighborhood. In response, the university became a major sponsor of a controversial urban renewal project for Hyde Park, which profoundly affected both the neighborhood's architecture and street plan. During this period the university, like Shimer College and 10 others, adopted an early entrant program that allowed very young students to attend college; in addition, students enrolled at Shimer were enabled to transfer automatically to the University of Chicago after their second year, having taken comparable or identical examinations and courses.", "targets": "When were Shimer College students allowed to transfer to the University of Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed66b6e96e9460cbdcba0a6d1248fea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, student applications declined as a result of increasing crime and poverty in the Hyde Park neighborhood. In response, the university became a major sponsor of a controversial urban renewal project for Hyde Park, which profoundly affected both the neighborhood's architecture and street plan. During this period the university, like Shimer College and 10 others, adopted an early entrant program that allowed very young students to attend college; in addition, students enrolled at Shimer were enabled to transfer automatically to the University of Chicago after their second year, having taken comparable or identical examinations and courses.", "targets": "The urban renewal project was intended to help the residents of what neighborhood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed66b6e96e9460cbdcba0a6d1248fea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, student applications declined as a result of increasing crime and poverty in the Hyde Park neighborhood. In response, the university became a major sponsor of a controversial urban renewal project for Hyde Park, which profoundly affected both the neighborhood's architecture and street plan. During this period the university, like Shimer College and 10 others, adopted an early entrant program that allowed very young students to attend college; in addition, students enrolled at Shimer were enabled to transfer automatically to the University of Chicago after their second year, having taken comparable or identical examinations and courses.", "targets": "What did the early entrant program do for potential students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "What was done for the anniversary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "Where did the government open access to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "How long was it opened for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "What did China do to mark the first anniversary of the quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "What will the Beichuan county seat be used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "What kind of event were given to raise money for quake survivors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-892a1909378244e79276a16852ec7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 12, 2009, China marked the first anniversary of the quake with a moment of silence as people across the nation remembered the dead. The government also opened access to the sealed ruins of the Beichuan county seat for three days, after which it will be frozen in time as a state earthquake relic museum, to remind people of the terrible disaster. There were also several concerts across the country to raise money for the survivors of the quake.", "targets": "What is the Beichuan museum meant to remind people of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9f55130495342aeb4adb919507e9581", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XVI and the royal family were brought to Paris and made virtual prisoners within the Tuileries Palace. In 1793, as the revolution turned more and more radical, the king, queen, and the mayor were guillotined, along with more than 16,000 others (throughout France), during the Reign of Terror. The property of the aristocracy and the church was nationalised, and the city's churches were closed, sold or demolished. A succession of revolutionary factions ruled Paris until 9 November 1799 (coup d'\u00e9tat du 18 brumaire), when Napol\u00e9on Bonaparte seized power as First Consul.", "targets": "Where did Louis XVI and his family live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9f55130495342aeb4adb919507e9581", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XVI and the royal family were brought to Paris and made virtual prisoners within the Tuileries Palace. In 1793, as the revolution turned more and more radical, the king, queen, and the mayor were guillotined, along with more than 16,000 others (throughout France), during the Reign of Terror. The property of the aristocracy and the church was nationalised, and the city's churches were closed, sold or demolished. A succession of revolutionary factions ruled Paris until 9 November 1799 (coup d'\u00e9tat du 18 brumaire), when Napol\u00e9on Bonaparte seized power as First Consul.", "targets": "When did Napoleon Bonaparte gain power as the First Consul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9f55130495342aeb4adb919507e9581", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XVI and the royal family were brought to Paris and made virtual prisoners within the Tuileries Palace. In 1793, as the revolution turned more and more radical, the king, queen, and the mayor were guillotined, along with more than 16,000 others (throughout France), during the Reign of Terror. The property of the aristocracy and the church was nationalised, and the city's churches were closed, sold or demolished. A succession of revolutionary factions ruled Paris until 9 November 1799 (coup d'\u00e9tat du 18 brumaire), when Napol\u00e9on Bonaparte seized power as First Consul.", "targets": "Approximately how many people were executed during the Reign of Terror?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf05c739d5e46c9a201af10e064e901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its part, the television network produced a few new hits during 1977: January saw the premiere of Roots, a miniseries based on an Alex Haley novel that was published the previous year; in September, The Love Boat, a comedy-drama anthology series produced by Aaron Spelling which was based around the crew of a cruise ship and featured three stories centered partly on the ship's various passengers; although critically lambasted, the series turned out to be a ratings success and lasted nine seasons. Roots went on to become one of the highest-rated programs in American television history, with unprecedented ratings for its finale. The success of Roots, Happy Days and The Love Boat allowed the network to take first place in the ratings for the first time in the 1976\u201377 season. On September 13, 1977, the network debuted Soap, a controversial soap opera parody which became known for being the first television series to feature an openly gay main character (played by a then-unknown Billy Crystal); it last ran on the network on April 20, 1981.", "targets": "The Roots miniseries was based on a novel by what author?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf05c739d5e46c9a201af10e064e901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its part, the television network produced a few new hits during 1977: January saw the premiere of Roots, a miniseries based on an Alex Haley novel that was published the previous year; in September, The Love Boat, a comedy-drama anthology series produced by Aaron Spelling which was based around the crew of a cruise ship and featured three stories centered partly on the ship's various passengers; although critically lambasted, the series turned out to be a ratings success and lasted nine seasons. Roots went on to become one of the highest-rated programs in American television history, with unprecedented ratings for its finale. The success of Roots, Happy Days and The Love Boat allowed the network to take first place in the ratings for the first time in the 1976\u201377 season. On September 13, 1977, the network debuted Soap, a controversial soap opera parody which became known for being the first television series to feature an openly gay main character (played by a then-unknown Billy Crystal); it last ran on the network on April 20, 1981.", "targets": "Who produced the comedy-drama The Love Boat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf05c739d5e46c9a201af10e064e901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its part, the television network produced a few new hits during 1977: January saw the premiere of Roots, a miniseries based on an Alex Haley novel that was published the previous year; in September, The Love Boat, a comedy-drama anthology series produced by Aaron Spelling which was based around the crew of a cruise ship and featured three stories centered partly on the ship's various passengers; although critically lambasted, the series turned out to be a ratings success and lasted nine seasons. Roots went on to become one of the highest-rated programs in American television history, with unprecedented ratings for its finale. The success of Roots, Happy Days and The Love Boat allowed the network to take first place in the ratings for the first time in the 1976\u201377 season. On September 13, 1977, the network debuted Soap, a controversial soap opera parody which became known for being the first television series to feature an openly gay main character (played by a then-unknown Billy Crystal); it last ran on the network on April 20, 1981.", "targets": "How many seasons did The Love Boat run for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf05c739d5e46c9a201af10e064e901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its part, the television network produced a few new hits during 1977: January saw the premiere of Roots, a miniseries based on an Alex Haley novel that was published the previous year; in September, The Love Boat, a comedy-drama anthology series produced by Aaron Spelling which was based around the crew of a cruise ship and featured three stories centered partly on the ship's various passengers; although critically lambasted, the series turned out to be a ratings success and lasted nine seasons. Roots went on to become one of the highest-rated programs in American television history, with unprecedented ratings for its finale. The success of Roots, Happy Days and The Love Boat allowed the network to take first place in the ratings for the first time in the 1976\u201377 season. On September 13, 1977, the network debuted Soap, a controversial soap opera parody which became known for being the first television series to feature an openly gay main character (played by a then-unknown Billy Crystal); it last ran on the network on April 20, 1981.", "targets": "During which season did ABC first take the lead spot in television rating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf05c739d5e46c9a201af10e064e901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its part, the television network produced a few new hits during 1977: January saw the premiere of Roots, a miniseries based on an Alex Haley novel that was published the previous year; in September, The Love Boat, a comedy-drama anthology series produced by Aaron Spelling which was based around the crew of a cruise ship and featured three stories centered partly on the ship's various passengers; although critically lambasted, the series turned out to be a ratings success and lasted nine seasons. Roots went on to become one of the highest-rated programs in American television history, with unprecedented ratings for its finale. The success of Roots, Happy Days and The Love Boat allowed the network to take first place in the ratings for the first time in the 1976\u201377 season. On September 13, 1977, the network debuted Soap, a controversial soap opera parody which became known for being the first television series to feature an openly gay main character (played by a then-unknown Billy Crystal); it last ran on the network on April 20, 1981.", "targets": "What was the first television series to feature an openly gay character?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff487c7dc4db4b64be45ec06f2c92de4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michel Djotodia took over as president and in May 2013 Central African Republic's Prime Minister Nicolas Tiangaye requested a UN peacekeeping force from the UN Security Council and on 31 May former President Boziz\u00e9 was indicted for crimes against humanity and incitement of genocide. The security situation did not improve during June\u2013August 2013 and there were reports of over 200,000 internally displaced persons (IDPs) as well as human rights abuses and renewed fighting between S\u00e9l\u00e9ka and Boziz\u00e9 supporters.", "targets": "Who became president in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff487c7dc4db4b64be45ec06f2c92de4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michel Djotodia took over as president and in May 2013 Central African Republic's Prime Minister Nicolas Tiangaye requested a UN peacekeeping force from the UN Security Council and on 31 May former President Boziz\u00e9 was indicted for crimes against humanity and incitement of genocide. The security situation did not improve during June\u2013August 2013 and there were reports of over 200,000 internally displaced persons (IDPs) as well as human rights abuses and renewed fighting between S\u00e9l\u00e9ka and Boziz\u00e9 supporters.", "targets": "What was Bozize indicted for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff487c7dc4db4b64be45ec06f2c92de4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michel Djotodia took over as president and in May 2013 Central African Republic's Prime Minister Nicolas Tiangaye requested a UN peacekeeping force from the UN Security Council and on 31 May former President Boziz\u00e9 was indicted for crimes against humanity and incitement of genocide. The security situation did not improve during June\u2013August 2013 and there were reports of over 200,000 internally displaced persons (IDPs) as well as human rights abuses and renewed fighting between S\u00e9l\u00e9ka and Boziz\u00e9 supporters.", "targets": "What mass murder did Bozize commit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff487c7dc4db4b64be45ec06f2c92de4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michel Djotodia took over as president and in May 2013 Central African Republic's Prime Minister Nicolas Tiangaye requested a UN peacekeeping force from the UN Security Council and on 31 May former President Boziz\u00e9 was indicted for crimes against humanity and incitement of genocide. The security situation did not improve during June\u2013August 2013 and there were reports of over 200,000 internally displaced persons (IDPs) as well as human rights abuses and renewed fighting between S\u00e9l\u00e9ka and Boziz\u00e9 supporters.", "targets": "How many people were displaced in the unrests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff487c7dc4db4b64be45ec06f2c92de4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michel Djotodia took over as president and in May 2013 Central African Republic's Prime Minister Nicolas Tiangaye requested a UN peacekeeping force from the UN Security Council and on 31 May former President Boziz\u00e9 was indicted for crimes against humanity and incitement of genocide. The security situation did not improve during June\u2013August 2013 and there were reports of over 200,000 internally displaced persons (IDPs) as well as human rights abuses and renewed fighting between S\u00e9l\u00e9ka and Boziz\u00e9 supporters.", "targets": "What faction was fighting against the remaining Bozize loyalists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec161f062b49e9b5e82b02cc933b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including \"the fact that we still talk of professors holding the 'Chair' of their subject\" being based on the \"traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him\", the term 'academic circles' being derived from the way in which Islamic students \"sat in a circle around their professor\", and terms such as \"having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back\" to the Islamic concepts of a\u1e63\u1e25\u0101b ('companions, as of Muhammad'), qir\u0101\u02bcah ('reading aloud the Qur'an') and ij\u0101zah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include \"practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom.\" The Islamic scholarly system of fatw\u00e1 and ijm\u0101\u02bb, meaning opinion and consensus respectively, formed the basis of the \"scholarly system the West has practised in university scholarship from the Middle Ages down to the present day.\" According to Makdisi and Goddard, \"the idea of academic freedom\" in universities was also \"modelled on Islamic custom\" as practised in the medieval Madrasa system from the 9th century. Islamic influence was \"certainly discernible in the foundation of the first deliberately planned university\" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.", "targets": "What institutions have been considered to take some its ideas from madaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec161f062b49e9b5e82b02cc933b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including \"the fact that we still talk of professors holding the 'Chair' of their subject\" being based on the \"traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him\", the term 'academic circles' being derived from the way in which Islamic students \"sat in a circle around their professor\", and terms such as \"having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back\" to the Islamic concepts of a\u1e63\u1e25\u0101b ('companions, as of Muhammad'), qir\u0101\u02bcah ('reading aloud the Qur'an') and ij\u0101zah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include \"practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom.\" The Islamic scholarly system of fatw\u00e1 and ijm\u0101\u02bb, meaning opinion and consensus respectively, formed the basis of the \"scholarly system the West has practised in university scholarship from the Middle Ages down to the present day.\" According to Makdisi and Goddard, \"the idea of academic freedom\" in universities was also \"modelled on Islamic custom\" as practised in the medieval Madrasa system from the 9th century. Islamic influence was \"certainly discernible in the foundation of the first deliberately planned university\" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.", "targets": "How many corollaries dd Makdisi make between Islamic language and European educational practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec161f062b49e9b5e82b02cc933b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including \"the fact that we still talk of professors holding the 'Chair' of their subject\" being based on the \"traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him\", the term 'academic circles' being derived from the way in which Islamic students \"sat in a circle around their professor\", and terms such as \"having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back\" to the Islamic concepts of a\u1e63\u1e25\u0101b ('companions, as of Muhammad'), qir\u0101\u02bcah ('reading aloud the Qur'an') and ij\u0101zah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include \"practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom.\" The Islamic scholarly system of fatw\u00e1 and ijm\u0101\u02bb, meaning opinion and consensus respectively, formed the basis of the \"scholarly system the West has practised in university scholarship from the Middle Ages down to the present day.\" According to Makdisi and Goddard, \"the idea of academic freedom\" in universities was also \"modelled on Islamic custom\" as practised in the medieval Madrasa system from the 9th century. Islamic influence was \"certainly discernible in the foundation of the first deliberately planned university\" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.", "targets": "What Eurpoean university practices are considered to be adapted from madaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec161f062b49e9b5e82b02cc933b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including \"the fact that we still talk of professors holding the 'Chair' of their subject\" being based on the \"traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him\", the term 'academic circles' being derived from the way in which Islamic students \"sat in a circle around their professor\", and terms such as \"having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back\" to the Islamic concepts of a\u1e63\u1e25\u0101b ('companions, as of Muhammad'), qir\u0101\u02bcah ('reading aloud the Qur'an') and ij\u0101zah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include \"practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom.\" The Islamic scholarly system of fatw\u00e1 and ijm\u0101\u02bb, meaning opinion and consensus respectively, formed the basis of the \"scholarly system the West has practised in university scholarship from the Middle Ages down to the present day.\" According to Makdisi and Goddard, \"the idea of academic freedom\" in universities was also \"modelled on Islamic custom\" as practised in the medieval Madrasa system from the 9th century. Islamic influence was \"certainly discernible in the foundation of the first deliberately planned university\" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.", "targets": "What freedom specifically did Makdisi believe European schools learned from Islamic traditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec161f062b49e9b5e82b02cc933b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including \"the fact that we still talk of professors holding the 'Chair' of their subject\" being based on the \"traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him\", the term 'academic circles' being derived from the way in which Islamic students \"sat in a circle around their professor\", and terms such as \"having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back\" to the Islamic concepts of a\u1e63\u1e25\u0101b ('companions, as of Muhammad'), qir\u0101\u02bcah ('reading aloud the Qur'an') and ij\u0101zah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include \"practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom.\" The Islamic scholarly system of fatw\u00e1 and ijm\u0101\u02bb, meaning opinion and consensus respectively, formed the basis of the \"scholarly system the West has practised in university scholarship from the Middle Ages down to the present day.\" According to Makdisi and Goddard, \"the idea of academic freedom\" in universities was also \"modelled on Islamic custom\" as practised in the medieval Madrasa system from the 9th century. Islamic influence was \"certainly discernible in the foundation of the first deliberately planned university\" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.", "targets": "What clothing practice did Makdisi believe European schools learned from madaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f5c41b9a14a24b7396b10ea0ec02a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An unexpected adverse effect of daylight saving time may lie in the fact that an extra part of morning rush hour traffic occurs before dawn and traffic emissions then cause higher air pollution than during daylight hours.", "targets": "Do emissions from vehicle exhaust cause lower or higher pollution before dawn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f5c41b9a14a24b7396b10ea0ec02a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An unexpected adverse effect of daylight saving time may lie in the fact that an extra part of morning rush hour traffic occurs before dawn and traffic emissions then cause higher air pollution than during daylight hours.", "targets": "Does DST mean more rush hour traffic is on the road before dawn or after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f5c41b9a14a24b7396b10ea0ec02a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An unexpected adverse effect of daylight saving time may lie in the fact that an extra part of morning rush hour traffic occurs before dawn and traffic emissions then cause higher air pollution than during daylight hours.", "targets": "What kind of pollution is caused by emissions from cars while they're sitting in traffic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02a82adbe1d94d0c906d0786da2c0210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of York had required that every community in his new lands of New York and New Jersey support some church, but this was more often Dutch Reformed, Quaker or Presbyterian, than Anglican. Some chose to support more than one church. He also ordained that the tax-payers were free, having paid his local tax, to choose their own church. The terms for the surrender of New Amsterdam had provided that the Dutch would have liberty of conscience, and the Duke, as an openly divine-right Catholic, was no friend of Anglicanism. The first Anglican minister in New Jersey arrived in 1698, though Anglicanism was more popular in New York.", "targets": "What did the Duke of York require every community in his lands to support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02a82adbe1d94d0c906d0786da2c0210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of York had required that every community in his new lands of New York and New Jersey support some church, but this was more often Dutch Reformed, Quaker or Presbyterian, than Anglican. Some chose to support more than one church. He also ordained that the tax-payers were free, having paid his local tax, to choose their own church. The terms for the surrender of New Amsterdam had provided that the Dutch would have liberty of conscience, and the Duke, as an openly divine-right Catholic, was no friend of Anglicanism. The first Anglican minister in New Jersey arrived in 1698, though Anglicanism was more popular in New York.", "targets": "Instead of Anglican, what were the churches most often supported in New York and New Jersey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02a82adbe1d94d0c906d0786da2c0210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of York had required that every community in his new lands of New York and New Jersey support some church, but this was more often Dutch Reformed, Quaker or Presbyterian, than Anglican. Some chose to support more than one church. He also ordained that the tax-payers were free, having paid his local tax, to choose their own church. The terms for the surrender of New Amsterdam had provided that the Dutch would have liberty of conscience, and the Duke, as an openly divine-right Catholic, was no friend of Anglicanism. The first Anglican minister in New Jersey arrived in 1698, though Anglicanism was more popular in New York.", "targets": "What were taxpayers free to do after they paid the Duke of York his local tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02a82adbe1d94d0c906d0786da2c0210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of York had required that every community in his new lands of New York and New Jersey support some church, but this was more often Dutch Reformed, Quaker or Presbyterian, than Anglican. Some chose to support more than one church. He also ordained that the tax-payers were free, having paid his local tax, to choose their own church. The terms for the surrender of New Amsterdam had provided that the Dutch would have liberty of conscience, and the Duke, as an openly divine-right Catholic, was no friend of Anglicanism. The first Anglican minister in New Jersey arrived in 1698, though Anglicanism was more popular in New York.", "targets": "Why was the Duke not a friend of Anglicanism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02a82adbe1d94d0c906d0786da2c0210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of York had required that every community in his new lands of New York and New Jersey support some church, but this was more often Dutch Reformed, Quaker or Presbyterian, than Anglican. Some chose to support more than one church. He also ordained that the tax-payers were free, having paid his local tax, to choose their own church. The terms for the surrender of New Amsterdam had provided that the Dutch would have liberty of conscience, and the Duke, as an openly divine-right Catholic, was no friend of Anglicanism. The first Anglican minister in New Jersey arrived in 1698, though Anglicanism was more popular in New York.", "targets": "When did the first Anglican minister arrive in New Jersey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fd014df26094258b4a81d582a19e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is referred to, both legally and colloquially, with a definite article, as the Bronx. (The County of Bronx, unlike the coextensive Borough of the Bronx, does not place the immediately before Bronx in formal references, nor does the United States Postal Service in its database of Bronx addresses.) The name for this region, apparently after the Bronx River, first appeared in the Annexed District of the Bronx created in 1874 out of part of Westchester County and was continued in the Borough of the Bronx, which included a larger annexation from Westchester County in 1898. The use of the definite article is attributed to the style of referring to rivers. Another explanation for the use of the definite article in the borough's name is that the original form of the name was a possessive or collective one referring to the family, as in visiting The Broncks, The Bronck's or The Broncks'.", "targets": "What is the Bronx's county name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fd014df26094258b4a81d582a19e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is referred to, both legally and colloquially, with a definite article, as the Bronx. (The County of Bronx, unlike the coextensive Borough of the Bronx, does not place the immediately before Bronx in formal references, nor does the United States Postal Service in its database of Bronx addresses.) The name for this region, apparently after the Bronx River, first appeared in the Annexed District of the Bronx created in 1874 out of part of Westchester County and was continued in the Borough of the Bronx, which included a larger annexation from Westchester County in 1898. The use of the definite article is attributed to the style of referring to rivers. Another explanation for the use of the definite article in the borough's name is that the original form of the name was a possessive or collective one referring to the family, as in visiting The Broncks, The Bronck's or The Broncks'.", "targets": "What is the Bronx's borough name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fd014df26094258b4a81d582a19e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is referred to, both legally and colloquially, with a definite article, as the Bronx. (The County of Bronx, unlike the coextensive Borough of the Bronx, does not place the immediately before Bronx in formal references, nor does the United States Postal Service in its database of Bronx addresses.) The name for this region, apparently after the Bronx River, first appeared in the Annexed District of the Bronx created in 1874 out of part of Westchester County and was continued in the Borough of the Bronx, which included a larger annexation from Westchester County in 1898. The use of the definite article is attributed to the style of referring to rivers. Another explanation for the use of the definite article in the borough's name is that the original form of the name was a possessive or collective one referring to the family, as in visiting The Broncks, The Bronck's or The Broncks'.", "targets": "When was the Bronx created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fd014df26094258b4a81d582a19e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is referred to, both legally and colloquially, with a definite article, as the Bronx. (The County of Bronx, unlike the coextensive Borough of the Bronx, does not place the immediately before Bronx in formal references, nor does the United States Postal Service in its database of Bronx addresses.) The name for this region, apparently after the Bronx River, first appeared in the Annexed District of the Bronx created in 1874 out of part of Westchester County and was continued in the Borough of the Bronx, which included a larger annexation from Westchester County in 1898. The use of the definite article is attributed to the style of referring to rivers. Another explanation for the use of the definite article in the borough's name is that the original form of the name was a possessive or collective one referring to the family, as in visiting The Broncks, The Bronck's or The Broncks'.", "targets": "When was the Bronx added to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fd014df26094258b4a81d582a19e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is referred to, both legally and colloquially, with a definite article, as the Bronx. (The County of Bronx, unlike the coextensive Borough of the Bronx, does not place the immediately before Bronx in formal references, nor does the United States Postal Service in its database of Bronx addresses.) The name for this region, apparently after the Bronx River, first appeared in the Annexed District of the Bronx created in 1874 out of part of Westchester County and was continued in the Borough of the Bronx, which included a larger annexation from Westchester County in 1898. The use of the definite article is attributed to the style of referring to rivers. Another explanation for the use of the definite article in the borough's name is that the original form of the name was a possessive or collective one referring to the family, as in visiting The Broncks, The Bronck's or The Broncks'.", "targets": "What county was the Bronx split off from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d1ff693c5134c17add44e0b646da74a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tamara de Lempicka was a famous artist born in Warsaw. She was born Maria G\u00f3rska in Warsaw to wealthy parents and in 1916 married a Polish lawyer Tadeusz \u0141empicki. Better than anyone else she represented the Art Deco style in painting and art. Nathan Alterman, the Israeli poet, was born in Warsaw, as was Moshe Vilenski, the Israeli composer, lyricist, and pianist, who studied music at the Warsaw Conservatory. Warsaw was the beloved city of Isaac Bashevis Singer, which he described in many of his novels: Warsaw has just now been destroyed. No one will ever see the Warsaw I knew. Let me just write about it. Let this Warsaw not disappear forever, he commented.", "targets": "Where was the famous artist Tamara de Lempicka born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d1ff693c5134c17add44e0b646da74a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tamara de Lempicka was a famous artist born in Warsaw. She was born Maria G\u00f3rska in Warsaw to wealthy parents and in 1916 married a Polish lawyer Tadeusz \u0141empicki. Better than anyone else she represented the Art Deco style in painting and art. Nathan Alterman, the Israeli poet, was born in Warsaw, as was Moshe Vilenski, the Israeli composer, lyricist, and pianist, who studied music at the Warsaw Conservatory. Warsaw was the beloved city of Isaac Bashevis Singer, which he described in many of his novels: Warsaw has just now been destroyed. No one will ever see the Warsaw I knew. Let me just write about it. Let this Warsaw not disappear forever, he commented.", "targets": "When did Tamara marry a lawyer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d1ff693c5134c17add44e0b646da74a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tamara de Lempicka was a famous artist born in Warsaw. She was born Maria G\u00f3rska in Warsaw to wealthy parents and in 1916 married a Polish lawyer Tadeusz \u0141empicki. Better than anyone else she represented the Art Deco style in painting and art. Nathan Alterman, the Israeli poet, was born in Warsaw, as was Moshe Vilenski, the Israeli composer, lyricist, and pianist, who studied music at the Warsaw Conservatory. Warsaw was the beloved city of Isaac Bashevis Singer, which he described in many of his novels: Warsaw has just now been destroyed. No one will ever see the Warsaw I knew. Let me just write about it. Let this Warsaw not disappear forever, he commented.", "targets": "What did Lempicka represent better than anyone else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d1ff693c5134c17add44e0b646da74a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tamara de Lempicka was a famous artist born in Warsaw. She was born Maria G\u00f3rska in Warsaw to wealthy parents and in 1916 married a Polish lawyer Tadeusz \u0141empicki. Better than anyone else she represented the Art Deco style in painting and art. Nathan Alterman, the Israeli poet, was born in Warsaw, as was Moshe Vilenski, the Israeli composer, lyricist, and pianist, who studied music at the Warsaw Conservatory. Warsaw was the beloved city of Isaac Bashevis Singer, which he described in many of his novels: Warsaw has just now been destroyed. No one will ever see the Warsaw I knew. Let me just write about it. Let this Warsaw not disappear forever, he commented.", "targets": "What profession was Nathan Alterman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d1ff693c5134c17add44e0b646da74a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tamara de Lempicka was a famous artist born in Warsaw. She was born Maria G\u00f3rska in Warsaw to wealthy parents and in 1916 married a Polish lawyer Tadeusz \u0141empicki. Better than anyone else she represented the Art Deco style in painting and art. Nathan Alterman, the Israeli poet, was born in Warsaw, as was Moshe Vilenski, the Israeli composer, lyricist, and pianist, who studied music at the Warsaw Conservatory. Warsaw was the beloved city of Isaac Bashevis Singer, which he described in many of his novels: Warsaw has just now been destroyed. No one will ever see the Warsaw I knew. Let me just write about it. Let this Warsaw not disappear forever, he commented.", "targets": "Who loved Warsaw so much that he kept putting it in his novels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41b01ddce8274e7f8e18bb3454e65fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rep. Christopher H. Smith (R-NJ), criticized the State Department investigation, saying the investigators were shown \"Potemkin Villages\" where residents had been intimidated into lying about the family-planning program. Dr. Nafis Sadik, former director of UNFPA said her agency had been pivotal in reversing China's coercive population control methods, but a 2005 report by Amnesty International and a separate report by the United States State Department found that coercive techniques were still regularly employed by the Chinese, casting doubt upon Sadik's statements.", "targets": "Which representative criticized the the State Department investigation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41b01ddce8274e7f8e18bb3454e65fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rep. Christopher H. Smith (R-NJ), criticized the State Department investigation, saying the investigators were shown \"Potemkin Villages\" where residents had been intimidated into lying about the family-planning program. Dr. Nafis Sadik, former director of UNFPA said her agency had been pivotal in reversing China's coercive population control methods, but a 2005 report by Amnesty International and a separate report by the United States State Department found that coercive techniques were still regularly employed by the Chinese, casting doubt upon Sadik's statements.", "targets": "The representative said that inspectors had been show what sort of villages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41b01ddce8274e7f8e18bb3454e65fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rep. Christopher H. Smith (R-NJ), criticized the State Department investigation, saying the investigators were shown \"Potemkin Villages\" where residents had been intimidated into lying about the family-planning program. Dr. Nafis Sadik, former director of UNFPA said her agency had been pivotal in reversing China's coercive population control methods, but a 2005 report by Amnesty International and a separate report by the United States State Department found that coercive techniques were still regularly employed by the Chinese, casting doubt upon Sadik's statements.", "targets": "Which former director defended UNFPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41b01ddce8274e7f8e18bb3454e65fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rep. Christopher H. Smith (R-NJ), criticized the State Department investigation, saying the investigators were shown \"Potemkin Villages\" where residents had been intimidated into lying about the family-planning program. Dr. Nafis Sadik, former director of UNFPA said her agency had been pivotal in reversing China's coercive population control methods, but a 2005 report by Amnesty International and a separate report by the United States State Department found that coercive techniques were still regularly employed by the Chinese, casting doubt upon Sadik's statements.", "targets": "Which NGO investigated the Chinese program in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41b01ddce8274e7f8e18bb3454e65fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rep. Christopher H. Smith (R-NJ), criticized the State Department investigation, saying the investigators were shown \"Potemkin Villages\" where residents had been intimidated into lying about the family-planning program. Dr. Nafis Sadik, former director of UNFPA said her agency had been pivotal in reversing China's coercive population control methods, but a 2005 report by Amnesty International and a separate report by the United States State Department found that coercive techniques were still regularly employed by the Chinese, casting doubt upon Sadik's statements.", "targets": "What sort of techniques did the State Department conclude were still being employed by China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-961a0a3f198a4c36821d193d48213bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FAA has been cited as an example of regulatory capture, \"in which the airline industry openly dictates to its regulators its governing rules, arranging for not only beneficial regulation, but placing key people to head these regulators.\" Retired NASA Office of Inspector General Senior Special Agent Joseph Gutheinz, who used to be a Special Agent with the Office of Inspector General for the Department of Transportation and with FAA Security, is one of the most outspoken critics of FAA. Rather than commend the agency for proposing a $10.2 million fine against Southwest Airlines for its failure to conduct mandatory inspections in 2008, he was quoted as saying the following in an Associated Press story: \"Penalties against airlines that violate FAA directives should be stiffer. At $25,000 per violation, Gutheinz said, airlines can justify rolling the dice and taking the chance on getting caught. He also said the FAA is often too quick to bend to pressure from airlines and pilots.\" Other experts have been critical of the constraints and expectations under which the FAA is expected to operate. The dual role of encouraging aerospace travel and regulating aerospace travel are contradictory. For example, to levy a heavy penalty upon an airline for violating an FAA regulation which would impact their ability to continue operating would not be considered encouraging aerospace travel.", "targets": "What retired NASA Office of inspector general is outspoken about the FAA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-961a0a3f198a4c36821d193d48213bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FAA has been cited as an example of regulatory capture, \"in which the airline industry openly dictates to its regulators its governing rules, arranging for not only beneficial regulation, but placing key people to head these regulators.\" Retired NASA Office of Inspector General Senior Special Agent Joseph Gutheinz, who used to be a Special Agent with the Office of Inspector General for the Department of Transportation and with FAA Security, is one of the most outspoken critics of FAA. Rather than commend the agency for proposing a $10.2 million fine against Southwest Airlines for its failure to conduct mandatory inspections in 2008, he was quoted as saying the following in an Associated Press story: \"Penalties against airlines that violate FAA directives should be stiffer. At $25,000 per violation, Gutheinz said, airlines can justify rolling the dice and taking the chance on getting caught. He also said the FAA is often too quick to bend to pressure from airlines and pilots.\" Other experts have been critical of the constraints and expectations under which the FAA is expected to operate. The dual role of encouraging aerospace travel and regulating aerospace travel are contradictory. For example, to levy a heavy penalty upon an airline for violating an FAA regulation which would impact their ability to continue operating would not be considered encouraging aerospace travel.", "targets": "How much do penalties against airlines cost per violation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-961a0a3f198a4c36821d193d48213bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FAA has been cited as an example of regulatory capture, \"in which the airline industry openly dictates to its regulators its governing rules, arranging for not only beneficial regulation, but placing key people to head these regulators.\" Retired NASA Office of Inspector General Senior Special Agent Joseph Gutheinz, who used to be a Special Agent with the Office of Inspector General for the Department of Transportation and with FAA Security, is one of the most outspoken critics of FAA. Rather than commend the agency for proposing a $10.2 million fine against Southwest Airlines for its failure to conduct mandatory inspections in 2008, he was quoted as saying the following in an Associated Press story: \"Penalties against airlines that violate FAA directives should be stiffer. At $25,000 per violation, Gutheinz said, airlines can justify rolling the dice and taking the chance on getting caught. He also said the FAA is often too quick to bend to pressure from airlines and pilots.\" Other experts have been critical of the constraints and expectations under which the FAA is expected to operate. The dual role of encouraging aerospace travel and regulating aerospace travel are contradictory. For example, to levy a heavy penalty upon an airline for violating an FAA regulation which would impact their ability to continue operating would not be considered encouraging aerospace travel.", "targets": "A heavy penalty for violating FAA reulations could said to be do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-961a0a3f198a4c36821d193d48213bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FAA has been cited as an example of regulatory capture, \"in which the airline industry openly dictates to its regulators its governing rules, arranging for not only beneficial regulation, but placing key people to head these regulators.\" Retired NASA Office of Inspector General Senior Special Agent Joseph Gutheinz, who used to be a Special Agent with the Office of Inspector General for the Department of Transportation and with FAA Security, is one of the most outspoken critics of FAA. Rather than commend the agency for proposing a $10.2 million fine against Southwest Airlines for its failure to conduct mandatory inspections in 2008, he was quoted as saying the following in an Associated Press story: \"Penalties against airlines that violate FAA directives should be stiffer. At $25,000 per violation, Gutheinz said, airlines can justify rolling the dice and taking the chance on getting caught. He also said the FAA is often too quick to bend to pressure from airlines and pilots.\" Other experts have been critical of the constraints and expectations under which the FAA is expected to operate. The dual role of encouraging aerospace travel and regulating aerospace travel are contradictory. For example, to levy a heavy penalty upon an airline for violating an FAA regulation which would impact their ability to continue operating would not be considered encouraging aerospace travel.", "targets": "What did the agency propose to find Southwest Airlines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6b62792bec64256a83e90d665a97ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the three Carnatic Wars, the British East India Company gained exclusive control over the entire Carnatic region of India. The Company soon expanded its territories around its bases in Bombay and Madras; the Anglo-Mysore Wars (1766\u20131799) and later the Anglo-Maratha Wars (1772\u20131818) led to control of the vast regions of India. Ahom Kingdom of North-east India first fell to Burmese invasion and then to British after Treaty of Yandabo in 1826. Punjab, North-West Frontier Province, and Kashmir were annexed after the Second Anglo-Sikh War in 1849; however, Kashmir was immediately sold under the Treaty of Amritsar to the Dogra Dynasty of Jammu and thereby became a princely state. The border dispute between Nepal and British India, which sharpened after 1801, had caused the Anglo-Nepalese War of 1814\u201316 and brought the defeated Gurkhas under British influence. In 1854, Berar was annexed, and the state of Oudh was added two years later.", "targets": "What whole region did the East India company get control over after the Carnatic Wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6b62792bec64256a83e90d665a97ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the three Carnatic Wars, the British East India Company gained exclusive control over the entire Carnatic region of India. The Company soon expanded its territories around its bases in Bombay and Madras; the Anglo-Mysore Wars (1766\u20131799) and later the Anglo-Maratha Wars (1772\u20131818) led to control of the vast regions of India. Ahom Kingdom of North-east India first fell to Burmese invasion and then to British after Treaty of Yandabo in 1826. Punjab, North-West Frontier Province, and Kashmir were annexed after the Second Anglo-Sikh War in 1849; however, Kashmir was immediately sold under the Treaty of Amritsar to the Dogra Dynasty of Jammu and thereby became a princely state. The border dispute between Nepal and British India, which sharpened after 1801, had caused the Anglo-Nepalese War of 1814\u201316 and brought the defeated Gurkhas under British influence. In 1854, Berar was annexed, and the state of Oudh was added two years later.", "targets": "During what time were the Anglo-Mysore Wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6b62792bec64256a83e90d665a97ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the three Carnatic Wars, the British East India Company gained exclusive control over the entire Carnatic region of India. The Company soon expanded its territories around its bases in Bombay and Madras; the Anglo-Mysore Wars (1766\u20131799) and later the Anglo-Maratha Wars (1772\u20131818) led to control of the vast regions of India. Ahom Kingdom of North-east India first fell to Burmese invasion and then to British after Treaty of Yandabo in 1826. Punjab, North-West Frontier Province, and Kashmir were annexed after the Second Anglo-Sikh War in 1849; however, Kashmir was immediately sold under the Treaty of Amritsar to the Dogra Dynasty of Jammu and thereby became a princely state. The border dispute between Nepal and British India, which sharpened after 1801, had caused the Anglo-Nepalese War of 1814\u201316 and brought the defeated Gurkhas under British influence. In 1854, Berar was annexed, and the state of Oudh was added two years later.", "targets": "When were the Anglo-Maratha Wars fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6b62792bec64256a83e90d665a97ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the three Carnatic Wars, the British East India Company gained exclusive control over the entire Carnatic region of India. The Company soon expanded its territories around its bases in Bombay and Madras; the Anglo-Mysore Wars (1766\u20131799) and later the Anglo-Maratha Wars (1772\u20131818) led to control of the vast regions of India. Ahom Kingdom of North-east India first fell to Burmese invasion and then to British after Treaty of Yandabo in 1826. Punjab, North-West Frontier Province, and Kashmir were annexed after the Second Anglo-Sikh War in 1849; however, Kashmir was immediately sold under the Treaty of Amritsar to the Dogra Dynasty of Jammu and thereby became a princely state. The border dispute between Nepal and British India, which sharpened after 1801, had caused the Anglo-Nepalese War of 1814\u201316 and brought the defeated Gurkhas under British influence. In 1854, Berar was annexed, and the state of Oudh was added two years later.", "targets": "To what dynasty was Kashmir sold in 1849?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6b62792bec64256a83e90d665a97ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the three Carnatic Wars, the British East India Company gained exclusive control over the entire Carnatic region of India. The Company soon expanded its territories around its bases in Bombay and Madras; the Anglo-Mysore Wars (1766\u20131799) and later the Anglo-Maratha Wars (1772\u20131818) led to control of the vast regions of India. Ahom Kingdom of North-east India first fell to Burmese invasion and then to British after Treaty of Yandabo in 1826. Punjab, North-West Frontier Province, and Kashmir were annexed after the Second Anglo-Sikh War in 1849; however, Kashmir was immediately sold under the Treaty of Amritsar to the Dogra Dynasty of Jammu and thereby became a princely state. The border dispute between Nepal and British India, which sharpened after 1801, had caused the Anglo-Nepalese War of 1814\u201316 and brought the defeated Gurkhas under British influence. In 1854, Berar was annexed, and the state of Oudh was added two years later.", "targets": "After the sale of Kashmir, what did the area become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60129f6f508a4633b8ce2ef77b902ae6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Sino-Japanese War, which led into World War II, much of Zhejiang was occupied by Japan and placed under the control of the Japanese puppet state known as the Reorganized National Government of China. Following the Doolittle Raid, most of the B-25 American crews that came down in China eventually made it to safety with the help of Chinese civilians and soldiers. The Chinese people who helped them, however, paid dearly for sheltering the Americans. The Imperial Japanese Army began the Zhejiang-Jiangxi Campaign to intimidate the Chinese out of helping downed American airmen. The Japanese killed an estimated 250,000 civilians while searching for Doolittle\u2019s men.", "targets": "What war did the Second Sino-Japanese War lead into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60129f6f508a4633b8ce2ef77b902ae6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Sino-Japanese War, which led into World War II, much of Zhejiang was occupied by Japan and placed under the control of the Japanese puppet state known as the Reorganized National Government of China. Following the Doolittle Raid, most of the B-25 American crews that came down in China eventually made it to safety with the help of Chinese civilians and soldiers. The Chinese people who helped them, however, paid dearly for sheltering the Americans. The Imperial Japanese Army began the Zhejiang-Jiangxi Campaign to intimidate the Chinese out of helping downed American airmen. The Japanese killed an estimated 250,000 civilians while searching for Doolittle\u2019s men.", "targets": "Who occupied much of Zhejiang during the Second Sino-Japanese War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60129f6f508a4633b8ce2ef77b902ae6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Sino-Japanese War, which led into World War II, much of Zhejiang was occupied by Japan and placed under the control of the Japanese puppet state known as the Reorganized National Government of China. Following the Doolittle Raid, most of the B-25 American crews that came down in China eventually made it to safety with the help of Chinese civilians and soldiers. The Chinese people who helped them, however, paid dearly for sheltering the Americans. The Imperial Japanese Army began the Zhejiang-Jiangxi Campaign to intimidate the Chinese out of helping downed American airmen. The Japanese killed an estimated 250,000 civilians while searching for Doolittle\u2019s men.", "targets": "How many estimated civilians were killed by the Japanese searching for Doolittle's men?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60129f6f508a4633b8ce2ef77b902ae6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Sino-Japanese War, which led into World War II, much of Zhejiang was occupied by Japan and placed under the control of the Japanese puppet state known as the Reorganized National Government of China. Following the Doolittle Raid, most of the B-25 American crews that came down in China eventually made it to safety with the help of Chinese civilians and soldiers. The Chinese people who helped them, however, paid dearly for sheltering the Americans. The Imperial Japanese Army began the Zhejiang-Jiangxi Campaign to intimidate the Chinese out of helping downed American airmen. The Japanese killed an estimated 250,000 civilians while searching for Doolittle\u2019s men.", "targets": "What type of American crews came down in China following the Doolittle raid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60129f6f508a4633b8ce2ef77b902ae6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Sino-Japanese War, which led into World War II, much of Zhejiang was occupied by Japan and placed under the control of the Japanese puppet state known as the Reorganized National Government of China. Following the Doolittle Raid, most of the B-25 American crews that came down in China eventually made it to safety with the help of Chinese civilians and soldiers. The Chinese people who helped them, however, paid dearly for sheltering the Americans. The Imperial Japanese Army began the Zhejiang-Jiangxi Campaign to intimidate the Chinese out of helping downed American airmen. The Japanese killed an estimated 250,000 civilians while searching for Doolittle\u2019s men.", "targets": "The Japanese puppet state that occupied Zhejiang was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f13d563ac70419b9b028bc5cfa7ba80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hong Kong, the Supreme Court of Hong Kong (now known as the High Court of Hong Kong) was the final court of appeal during its colonial times which ended with transfer of sovereignty in 1997. The final adjudication power, as in any other British Colonies, rested with the Judicial Committee of the Privy Council (JCPC) in London, United Kingdom. Now the power of final adjudication is vested in the Court of Final Appeal created in 1997. Under the Basic Law, its constitution, the territory remains a common law jurisdiction. Consequently, judges from other common law jurisdictions (including England and Wales) can be recruited and continue to serve in the judiciary according to Article 92 of the Basic Law. On the other hand, the power of interpretation of the Basic Law itself is vested in the Standing Committee of the National People's Congress (NPCSC) in Beijing (without retroactive effect), and the courts are authorised to interpret the Basic Law when trying cases, in accordance with Article 158 of the Basic Law. This arrangement became controversial in light of the right of abode issue in 1999, raising concerns for judicial independence.", "targets": "When did Britain formally surrender sovreignty over Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f13d563ac70419b9b028bc5cfa7ba80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hong Kong, the Supreme Court of Hong Kong (now known as the High Court of Hong Kong) was the final court of appeal during its colonial times which ended with transfer of sovereignty in 1997. The final adjudication power, as in any other British Colonies, rested with the Judicial Committee of the Privy Council (JCPC) in London, United Kingdom. Now the power of final adjudication is vested in the Court of Final Appeal created in 1997. Under the Basic Law, its constitution, the territory remains a common law jurisdiction. Consequently, judges from other common law jurisdictions (including England and Wales) can be recruited and continue to serve in the judiciary according to Article 92 of the Basic Law. On the other hand, the power of interpretation of the Basic Law itself is vested in the Standing Committee of the National People's Congress (NPCSC) in Beijing (without retroactive effect), and the courts are authorised to interpret the Basic Law when trying cases, in accordance with Article 158 of the Basic Law. This arrangement became controversial in light of the right of abode issue in 1999, raising concerns for judicial independence.", "targets": "When Hong Kong was a colony of Great Britain, which body was the highest court of appeal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f13d563ac70419b9b028bc5cfa7ba80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hong Kong, the Supreme Court of Hong Kong (now known as the High Court of Hong Kong) was the final court of appeal during its colonial times which ended with transfer of sovereignty in 1997. The final adjudication power, as in any other British Colonies, rested with the Judicial Committee of the Privy Council (JCPC) in London, United Kingdom. Now the power of final adjudication is vested in the Court of Final Appeal created in 1997. Under the Basic Law, its constitution, the territory remains a common law jurisdiction. Consequently, judges from other common law jurisdictions (including England and Wales) can be recruited and continue to serve in the judiciary according to Article 92 of the Basic Law. On the other hand, the power of interpretation of the Basic Law itself is vested in the Standing Committee of the National People's Congress (NPCSC) in Beijing (without retroactive effect), and the courts are authorised to interpret the Basic Law when trying cases, in accordance with Article 158 of the Basic Law. This arrangement became controversial in light of the right of abode issue in 1999, raising concerns for judicial independence.", "targets": "Where is the JCPC located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f13d563ac70419b9b028bc5cfa7ba80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hong Kong, the Supreme Court of Hong Kong (now known as the High Court of Hong Kong) was the final court of appeal during its colonial times which ended with transfer of sovereignty in 1997. The final adjudication power, as in any other British Colonies, rested with the Judicial Committee of the Privy Council (JCPC) in London, United Kingdom. Now the power of final adjudication is vested in the Court of Final Appeal created in 1997. Under the Basic Law, its constitution, the territory remains a common law jurisdiction. Consequently, judges from other common law jurisdictions (including England and Wales) can be recruited and continue to serve in the judiciary according to Article 92 of the Basic Law. On the other hand, the power of interpretation of the Basic Law itself is vested in the Standing Committee of the National People's Congress (NPCSC) in Beijing (without retroactive effect), and the courts are authorised to interpret the Basic Law when trying cases, in accordance with Article 158 of the Basic Law. This arrangement became controversial in light of the right of abode issue in 1999, raising concerns for judicial independence.", "targets": "When was the Court of Final Appeal established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f13d563ac70419b9b028bc5cfa7ba80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hong Kong, the Supreme Court of Hong Kong (now known as the High Court of Hong Kong) was the final court of appeal during its colonial times which ended with transfer of sovereignty in 1997. The final adjudication power, as in any other British Colonies, rested with the Judicial Committee of the Privy Council (JCPC) in London, United Kingdom. Now the power of final adjudication is vested in the Court of Final Appeal created in 1997. Under the Basic Law, its constitution, the territory remains a common law jurisdiction. Consequently, judges from other common law jurisdictions (including England and Wales) can be recruited and continue to serve in the judiciary according to Article 92 of the Basic Law. On the other hand, the power of interpretation of the Basic Law itself is vested in the Standing Committee of the National People's Congress (NPCSC) in Beijing (without retroactive effect), and the courts are authorised to interpret the Basic Law when trying cases, in accordance with Article 158 of the Basic Law. This arrangement became controversial in light of the right of abode issue in 1999, raising concerns for judicial independence.", "targets": "The Standing Committee of the National People's Congress is seated in what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29f79cc71444f3ae31875b97bdcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But even after NASA reached internal agreement, it was far from smooth sailing. Kennedy's science advisor Jerome Wiesner, who had expressed his opposition to manned spaceflight to Kennedy before the President took office, and had opposed the decision to land men on the Moon, hired Golovin, who had left NASA, to chair his own \"Space Vehicle Panel\", ostensibly to monitor, but actually to second-guess NASA's decisions on the Saturn V launch vehicle and LOR by forcing Shea, Seamans, and even Webb to defend themselves, delaying its formal announcement to the press on July 11, 1962, and forcing Webb to still hedge the decision as \"tentative\".", "targets": "Who was Kennedy's science adviser that opposed manned spacecraft flights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29f79cc71444f3ae31875b97bdcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But even after NASA reached internal agreement, it was far from smooth sailing. Kennedy's science advisor Jerome Wiesner, who had expressed his opposition to manned spaceflight to Kennedy before the President took office, and had opposed the decision to land men on the Moon, hired Golovin, who had left NASA, to chair his own \"Space Vehicle Panel\", ostensibly to monitor, but actually to second-guess NASA's decisions on the Saturn V launch vehicle and LOR by forcing Shea, Seamans, and even Webb to defend themselves, delaying its formal announcement to the press on July 11, 1962, and forcing Webb to still hedge the decision as \"tentative\".", "targets": "Who did Wiesner hire to monitor and second guess NASA's decisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29f79cc71444f3ae31875b97bdcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But even after NASA reached internal agreement, it was far from smooth sailing. Kennedy's science advisor Jerome Wiesner, who had expressed his opposition to manned spaceflight to Kennedy before the President took office, and had opposed the decision to land men on the Moon, hired Golovin, who had left NASA, to chair his own \"Space Vehicle Panel\", ostensibly to monitor, but actually to second-guess NASA's decisions on the Saturn V launch vehicle and LOR by forcing Shea, Seamans, and even Webb to defend themselves, delaying its formal announcement to the press on July 11, 1962, and forcing Webb to still hedge the decision as \"tentative\".", "targets": "Where did Golovin work prior to joining the \"Space Vehicle Panel\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29f79cc71444f3ae31875b97bdcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But even after NASA reached internal agreement, it was far from smooth sailing. Kennedy's science advisor Jerome Wiesner, who had expressed his opposition to manned spaceflight to Kennedy before the President took office, and had opposed the decision to land men on the Moon, hired Golovin, who had left NASA, to chair his own \"Space Vehicle Panel\", ostensibly to monitor, but actually to second-guess NASA's decisions on the Saturn V launch vehicle and LOR by forcing Shea, Seamans, and even Webb to defend themselves, delaying its formal announcement to the press on July 11, 1962, and forcing Webb to still hedge the decision as \"tentative\".", "targets": "When was the announcement for the LOR made after being delayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1cecb73bc4464999e0287e44680904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The gyromagnetic ratio \u03b3 is the constant of proportionality between the frequency \u03bd of nuclear magnetic resonance (or electron paramagnetic resonance for electrons) and the applied magnetic field B: \u03bd = \u03b3B. It is difficult to measure gyromagnetic ratios precisely because of the difficulties in precisely measuring B, but the value for protons in water at 7002298150000000000\u266025 \u00b0C is known to better than one part per million. The protons are said to be \"shielded\" from the applied magnetic field by the electrons in the water molecule, the same effect that gives rise to chemical shift in NMR spectroscopy, and this is indicated by a prime on the symbol for the gyromagnetic ratio, \u03b3\u2032p. The gyromagnetic ratio is related to the shielded proton magnetic moment \u03bc\u2032p, the spin number I (I = 1\u20442 for protons) and the reduced Planck constant.", "targets": "The gyromagnetic ratio is the constant proportion between the magentic field and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1cecb73bc4464999e0287e44680904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The gyromagnetic ratio \u03b3 is the constant of proportionality between the frequency \u03bd of nuclear magnetic resonance (or electron paramagnetic resonance for electrons) and the applied magnetic field B: \u03bd = \u03b3B. It is difficult to measure gyromagnetic ratios precisely because of the difficulties in precisely measuring B, but the value for protons in water at 7002298150000000000\u266025 \u00b0C is known to better than one part per million. The protons are said to be \"shielded\" from the applied magnetic field by the electrons in the water molecule, the same effect that gives rise to chemical shift in NMR spectroscopy, and this is indicated by a prime on the symbol for the gyromagnetic ratio, \u03b3\u2032p. The gyromagnetic ratio is related to the shielded proton magnetic moment \u03bc\u2032p, the spin number I (I = 1\u20442 for protons) and the reduced Planck constant.", "targets": "How does the water molecule impact the effect of magnetic fields on protons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1cecb73bc4464999e0287e44680904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The gyromagnetic ratio \u03b3 is the constant of proportionality between the frequency \u03bd of nuclear magnetic resonance (or electron paramagnetic resonance for electrons) and the applied magnetic field B: \u03bd = \u03b3B. It is difficult to measure gyromagnetic ratios precisely because of the difficulties in precisely measuring B, but the value for protons in water at 7002298150000000000\u266025 \u00b0C is known to better than one part per million. The protons are said to be \"shielded\" from the applied magnetic field by the electrons in the water molecule, the same effect that gives rise to chemical shift in NMR spectroscopy, and this is indicated by a prime on the symbol for the gyromagnetic ratio, \u03b3\u2032p. The gyromagnetic ratio is related to the shielded proton magnetic moment \u03bc\u2032p, the spin number I (I = 1\u20442 for protons) and the reduced Planck constant.", "targets": "What three factors impact the gyromagnetic ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1cecb73bc4464999e0287e44680904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The gyromagnetic ratio \u03b3 is the constant of proportionality between the frequency \u03bd of nuclear magnetic resonance (or electron paramagnetic resonance for electrons) and the applied magnetic field B: \u03bd = \u03b3B. It is difficult to measure gyromagnetic ratios precisely because of the difficulties in precisely measuring B, but the value for protons in water at 7002298150000000000\u266025 \u00b0C is known to better than one part per million. The protons are said to be \"shielded\" from the applied magnetic field by the electrons in the water molecule, the same effect that gives rise to chemical shift in NMR spectroscopy, and this is indicated by a prime on the symbol for the gyromagnetic ratio, \u03b3\u2032p. The gyromagnetic ratio is related to the shielded proton magnetic moment \u03bc\u2032p, the spin number I (I = 1\u20442 for protons) and the reduced Planck constant.", "targets": "The gyromagnetic ratio is often difficult to determine due to difficulty accurately determining the value of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "What put English Freemasonry at risk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "What did the Unlawful Socities Act ban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "When was the Unlawful Socities Act implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "What was each private lodge required to provide to the Clerk of Peace every year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "Who did the Grand Masters call upon to explain that Freemasonry was not an unlawful society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "English Freemasonry almost came to a halt in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "Why did English Freemasonry almost come to a halt in 1799?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "What act was made in 1799 banning any meeting of groups that had to take an oath or obligation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "Who gave the Freemasons an exemption of the Act of 1799?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44ded9960d784aec8880414ef92d344b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1799, English Freemasonry almost came to a halt due to Parliamentary proclamation. In the wake of the French Revolution, the Unlawful Societies Act 1799 banned any meetings of groups that required their members to take an oath or obligation. The Grand Masters of both the Moderns and the Antients Grand Lodges called on Prime Minister William Pitt (who was not a Freemason) and explained to him that Freemasonry was a supporter of the law and lawfully constituted authority and was much involved in charitable work. As a result, Freemasonry was specifically exempted from the terms of the Act, provided that each private lodge's Secretary placed with the local \"Clerk of the Peace\" a list of the members of his lodge once a year. This continued until 1967 when the obligation of the provision was rescinded by Parliament.", "targets": "What year did parliament rescind the exemption of 1799 given to the Freemasons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fbbfaef3ca74f2a90f2816fb4661903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plan stated that the following numbers of species of different groups had been recorded from Egypt: algae (1483 species), animals (about 15,000 species of which more than 10,000 were insects), fungi (more than 627 species), monera (319 species), plants (2426 species), protozoans (371 species). For some major groups, for example lichen-forming fungi and nematode worms, the number was not known. Apart from small and well-studied groups like amphibians, birds, fish, mammals and reptiles, the many of those numbers are likely to increase as further species are recorded from Egypt. For the fungi, including lichen-forming species, for example, subsequent work has shown that over 2200 species have been recorded from Egypt, and the final figure of all fungi actually occurring in the country is expected to be much higher.", "targets": "How many species of plants were recorded in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fbbfaef3ca74f2a90f2816fb4661903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plan stated that the following numbers of species of different groups had been recorded from Egypt: algae (1483 species), animals (about 15,000 species of which more than 10,000 were insects), fungi (more than 627 species), monera (319 species), plants (2426 species), protozoans (371 species). For some major groups, for example lichen-forming fungi and nematode worms, the number was not known. Apart from small and well-studied groups like amphibians, birds, fish, mammals and reptiles, the many of those numbers are likely to increase as further species are recorded from Egypt. For the fungi, including lichen-forming species, for example, subsequent work has shown that over 2200 species have been recorded from Egypt, and the final figure of all fungi actually occurring in the country is expected to be much higher.", "targets": "How many species of fungi were recorded in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fbbfaef3ca74f2a90f2816fb4661903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plan stated that the following numbers of species of different groups had been recorded from Egypt: algae (1483 species), animals (about 15,000 species of which more than 10,000 were insects), fungi (more than 627 species), monera (319 species), plants (2426 species), protozoans (371 species). For some major groups, for example lichen-forming fungi and nematode worms, the number was not known. Apart from small and well-studied groups like amphibians, birds, fish, mammals and reptiles, the many of those numbers are likely to increase as further species are recorded from Egypt. For the fungi, including lichen-forming species, for example, subsequent work has shown that over 2200 species have been recorded from Egypt, and the final figure of all fungi actually occurring in the country is expected to be much higher.", "targets": "How many species of algae were recorded in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fbbfaef3ca74f2a90f2816fb4661903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plan stated that the following numbers of species of different groups had been recorded from Egypt: algae (1483 species), animals (about 15,000 species of which more than 10,000 were insects), fungi (more than 627 species), monera (319 species), plants (2426 species), protozoans (371 species). For some major groups, for example lichen-forming fungi and nematode worms, the number was not known. Apart from small and well-studied groups like amphibians, birds, fish, mammals and reptiles, the many of those numbers are likely to increase as further species are recorded from Egypt. For the fungi, including lichen-forming species, for example, subsequent work has shown that over 2200 species have been recorded from Egypt, and the final figure of all fungi actually occurring in the country is expected to be much higher.", "targets": "How many species of animals were recorded in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fbbfaef3ca74f2a90f2816fb4661903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plan stated that the following numbers of species of different groups had been recorded from Egypt: algae (1483 species), animals (about 15,000 species of which more than 10,000 were insects), fungi (more than 627 species), monera (319 species), plants (2426 species), protozoans (371 species). For some major groups, for example lichen-forming fungi and nematode worms, the number was not known. Apart from small and well-studied groups like amphibians, birds, fish, mammals and reptiles, the many of those numbers are likely to increase as further species are recorded from Egypt. For the fungi, including lichen-forming species, for example, subsequent work has shown that over 2200 species have been recorded from Egypt, and the final figure of all fungi actually occurring in the country is expected to be much higher.", "targets": "How many species of protazoa were recorded in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ee4f6b0fec14c21813eab526285d009", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many ways, the Paleocene continued processes that had begun during the late Cretaceous Period. During the Paleocene, the continents continued to drift toward their present positions. Supercontinent Laurasia had not yet separated into three continents. Europe and Greenland were still connected. North America and Asia were still intermittently joined by a land bridge, while Greenland and North America were beginning to separate. The Laramide orogeny of the late Cretaceous continued to uplift the Rocky Mountains in the American west, which ended in the succeeding epoch. South and North America remained separated by equatorial seas (they joined during the Neogene); the components of the former southern supercontinent Gondwana continued to split apart, with Africa, South America, Antarctica and Australia pulling away from each other. Africa was heading north toward Europe, slowly closing the Tethys Ocean, and India began its migration to Asia that would lead to a tectonic collision and the formation of the Himalayas.", "targets": "How many continents did Laurasia break into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ee4f6b0fec14c21813eab526285d009", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many ways, the Paleocene continued processes that had begun during the late Cretaceous Period. During the Paleocene, the continents continued to drift toward their present positions. Supercontinent Laurasia had not yet separated into three continents. Europe and Greenland were still connected. North America and Asia were still intermittently joined by a land bridge, while Greenland and North America were beginning to separate. The Laramide orogeny of the late Cretaceous continued to uplift the Rocky Mountains in the American west, which ended in the succeeding epoch. South and North America remained separated by equatorial seas (they joined during the Neogene); the components of the former southern supercontinent Gondwana continued to split apart, with Africa, South America, Antarctica and Australia pulling away from each other. Africa was heading north toward Europe, slowly closing the Tethys Ocean, and India began its migration to Asia that would lead to a tectonic collision and the formation of the Himalayas.", "targets": "In the Paleocene period Greenland was joined to which continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ee4f6b0fec14c21813eab526285d009", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many ways, the Paleocene continued processes that had begun during the late Cretaceous Period. During the Paleocene, the continents continued to drift toward their present positions. Supercontinent Laurasia had not yet separated into three continents. Europe and Greenland were still connected. North America and Asia were still intermittently joined by a land bridge, while Greenland and North America were beginning to separate. The Laramide orogeny of the late Cretaceous continued to uplift the Rocky Mountains in the American west, which ended in the succeeding epoch. South and North America remained separated by equatorial seas (they joined during the Neogene); the components of the former southern supercontinent Gondwana continued to split apart, with Africa, South America, Antarctica and Australia pulling away from each other. Africa was heading north toward Europe, slowly closing the Tethys Ocean, and India began its migration to Asia that would lead to a tectonic collision and the formation of the Himalayas.", "targets": "What mountain chain in the Cretaceous was lifted as a result of the Laramide oregeny?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ee4f6b0fec14c21813eab526285d009", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many ways, the Paleocene continued processes that had begun during the late Cretaceous Period. During the Paleocene, the continents continued to drift toward their present positions. Supercontinent Laurasia had not yet separated into three continents. Europe and Greenland were still connected. North America and Asia were still intermittently joined by a land bridge, while Greenland and North America were beginning to separate. The Laramide orogeny of the late Cretaceous continued to uplift the Rocky Mountains in the American west, which ended in the succeeding epoch. South and North America remained separated by equatorial seas (they joined during the Neogene); the components of the former southern supercontinent Gondwana continued to split apart, with Africa, South America, Antarctica and Australia pulling away from each other. Africa was heading north toward Europe, slowly closing the Tethys Ocean, and India began its migration to Asia that would lead to a tectonic collision and the formation of the Himalayas.", "targets": "In which period did North and South america join?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ee4f6b0fec14c21813eab526285d009", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many ways, the Paleocene continued processes that had begun during the late Cretaceous Period. During the Paleocene, the continents continued to drift toward their present positions. Supercontinent Laurasia had not yet separated into three continents. Europe and Greenland were still connected. North America and Asia were still intermittently joined by a land bridge, while Greenland and North America were beginning to separate. The Laramide orogeny of the late Cretaceous continued to uplift the Rocky Mountains in the American west, which ended in the succeeding epoch. South and North America remained separated by equatorial seas (they joined during the Neogene); the components of the former southern supercontinent Gondwana continued to split apart, with Africa, South America, Antarctica and Australia pulling away from each other. Africa was heading north toward Europe, slowly closing the Tethys Ocean, and India began its migration to Asia that would lead to a tectonic collision and the formation of the Himalayas.", "targets": "Which ocean was closed when Africa moved northward during the Paleocene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4f415ad072c47cbafb3bf7a6a195312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glacial moraines are formed by the deposition of material from a glacier and are exposed after the glacier has retreated. They usually appear as linear mounds of till, a non-sorted mixture of rock, gravel and boulders within a matrix of a fine powdery material. Terminal or end moraines are formed at the foot or terminal end of a glacier. Lateral moraines are formed on the sides of the glacier. Medial moraines are formed when two different glaciers merge and the lateral moraines of each coalesce to form a moraine in the middle of the combined glacier. Less apparent are ground moraines, also called glacial drift, which often blankets the surface underneath the glacier downslope from the equilibrium line.", "targets": "When are glacial moraines visible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4f415ad072c47cbafb3bf7a6a195312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glacial moraines are formed by the deposition of material from a glacier and are exposed after the glacier has retreated. They usually appear as linear mounds of till, a non-sorted mixture of rock, gravel and boulders within a matrix of a fine powdery material. Terminal or end moraines are formed at the foot or terminal end of a glacier. Lateral moraines are formed on the sides of the glacier. Medial moraines are formed when two different glaciers merge and the lateral moraines of each coalesce to form a moraine in the middle of the combined glacier. Less apparent are ground moraines, also called glacial drift, which often blankets the surface underneath the glacier downslope from the equilibrium line.", "targets": "How are glacial moraines formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4f415ad072c47cbafb3bf7a6a195312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glacial moraines are formed by the deposition of material from a glacier and are exposed after the glacier has retreated. They usually appear as linear mounds of till, a non-sorted mixture of rock, gravel and boulders within a matrix of a fine powdery material. Terminal or end moraines are formed at the foot or terminal end of a glacier. Lateral moraines are formed on the sides of the glacier. Medial moraines are formed when two different glaciers merge and the lateral moraines of each coalesce to form a moraine in the middle of the combined glacier. Less apparent are ground moraines, also called glacial drift, which often blankets the surface underneath the glacier downslope from the equilibrium line.", "targets": "Where are lateral moraines found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4f415ad072c47cbafb3bf7a6a195312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glacial moraines are formed by the deposition of material from a glacier and are exposed after the glacier has retreated. They usually appear as linear mounds of till, a non-sorted mixture of rock, gravel and boulders within a matrix of a fine powdery material. Terminal or end moraines are formed at the foot or terminal end of a glacier. Lateral moraines are formed on the sides of the glacier. Medial moraines are formed when two different glaciers merge and the lateral moraines of each coalesce to form a moraine in the middle of the combined glacier. Less apparent are ground moraines, also called glacial drift, which often blankets the surface underneath the glacier downslope from the equilibrium line.", "targets": "How are medial moraines formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4f415ad072c47cbafb3bf7a6a195312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glacial moraines are formed by the deposition of material from a glacier and are exposed after the glacier has retreated. They usually appear as linear mounds of till, a non-sorted mixture of rock, gravel and boulders within a matrix of a fine powdery material. Terminal or end moraines are formed at the foot or terminal end of a glacier. Lateral moraines are formed on the sides of the glacier. Medial moraines are formed when two different glaciers merge and the lateral moraines of each coalesce to form a moraine in the middle of the combined glacier. Less apparent are ground moraines, also called glacial drift, which often blankets the surface underneath the glacier downslope from the equilibrium line.", "targets": "What are ground moraines also called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc7c2c4ab2104cd3b2f5e1590c4af571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TCM regularly airs a \"Star of the Month\" throughout the year on Wednesdays starting at 8:00 p.m. Eastern Time, in which most, if not all, feature films from a classic film star are shown during that night's schedule. Hosted by Robert Osbourne, the network also marks the occurrence of a film actor's birthday (either antemortem or posthumously) or recent death with day- or evening-long festivals showcasting several of that artist's best, earliest or least-known pictures; by effect, marathons scheduled in honor of an actor's passing (which are scheduled within a month after their death) pre-empt films originally scheduled to air on that date. TCM also features a monthly program block called the \"TCM Guest Programmer\", in which Osborne is joined by celebrity guests responsible for choosing that evening's films (examples of such programmers during 2012 include Jules Feiffer, Anthony Bourdain, Debra Winger, Ellen Barkin, Spike Lee, Regis Philbin and Jim Lehrer); an offshoot of this block featuring Turner Classic Movies employees aired during February 2011.", "targets": "On what day of the week are Star of the Month films aired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc7c2c4ab2104cd3b2f5e1590c4af571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TCM regularly airs a \"Star of the Month\" throughout the year on Wednesdays starting at 8:00 p.m. Eastern Time, in which most, if not all, feature films from a classic film star are shown during that night's schedule. Hosted by Robert Osbourne, the network also marks the occurrence of a film actor's birthday (either antemortem or posthumously) or recent death with day- or evening-long festivals showcasting several of that artist's best, earliest or least-known pictures; by effect, marathons scheduled in honor of an actor's passing (which are scheduled within a month after their death) pre-empt films originally scheduled to air on that date. TCM also features a monthly program block called the \"TCM Guest Programmer\", in which Osborne is joined by celebrity guests responsible for choosing that evening's films (examples of such programmers during 2012 include Jules Feiffer, Anthony Bourdain, Debra Winger, Ellen Barkin, Spike Lee, Regis Philbin and Jim Lehrer); an offshoot of this block featuring Turner Classic Movies employees aired during February 2011.", "targets": "Who hosts the Star of the Month films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc7c2c4ab2104cd3b2f5e1590c4af571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TCM regularly airs a \"Star of the Month\" throughout the year on Wednesdays starting at 8:00 p.m. Eastern Time, in which most, if not all, feature films from a classic film star are shown during that night's schedule. Hosted by Robert Osbourne, the network also marks the occurrence of a film actor's birthday (either antemortem or posthumously) or recent death with day- or evening-long festivals showcasting several of that artist's best, earliest or least-known pictures; by effect, marathons scheduled in honor of an actor's passing (which are scheduled within a month after their death) pre-empt films originally scheduled to air on that date. TCM also features a monthly program block called the \"TCM Guest Programmer\", in which Osborne is joined by celebrity guests responsible for choosing that evening's films (examples of such programmers during 2012 include Jules Feiffer, Anthony Bourdain, Debra Winger, Ellen Barkin, Spike Lee, Regis Philbin and Jim Lehrer); an offshoot of this block featuring Turner Classic Movies employees aired during February 2011.", "targets": "During what month and year did TCM Guest Programmer feature TCM employees as guests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc7c2c4ab2104cd3b2f5e1590c4af571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TCM regularly airs a \"Star of the Month\" throughout the year on Wednesdays starting at 8:00 p.m. Eastern Time, in which most, if not all, feature films from a classic film star are shown during that night's schedule. Hosted by Robert Osbourne, the network also marks the occurrence of a film actor's birthday (either antemortem or posthumously) or recent death with day- or evening-long festivals showcasting several of that artist's best, earliest or least-known pictures; by effect, marathons scheduled in honor of an actor's passing (which are scheduled within a month after their death) pre-empt films originally scheduled to air on that date. TCM also features a monthly program block called the \"TCM Guest Programmer\", in which Osborne is joined by celebrity guests responsible for choosing that evening's films (examples of such programmers during 2012 include Jules Feiffer, Anthony Bourdain, Debra Winger, Ellen Barkin, Spike Lee, Regis Philbin and Jim Lehrer); an offshoot of this block featuring Turner Classic Movies employees aired during February 2011.", "targets": "In what year did Spike Lee appear as a TCM Guest Programmer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f348d312657545e79089d9fde99c5c7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Calvin and Huldrych Zwingli honored Mary as the Mother of God in the 16th century, they did so less than Martin Luther. Thus the idea of respect and high honor for Mary was not rejected by the first Protestants; but, they came to criticize the Roman Catholics for venerating Mary. Following the Council of Trent in the 16th century, as Marian veneration became associated with Catholics, Protestant interest in Mary decreased. During the Age of the Enlightenment any residual interest in Mary within Protestant churches almost disappeared, although Anglicans and Lutherans continued to honor her.", "targets": "For what practice did the first Protestants criticize the Roman Catholics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f348d312657545e79089d9fde99c5c7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Calvin and Huldrych Zwingli honored Mary as the Mother of God in the 16th century, they did so less than Martin Luther. Thus the idea of respect and high honor for Mary was not rejected by the first Protestants; but, they came to criticize the Roman Catholics for venerating Mary. Following the Council of Trent in the 16th century, as Marian veneration became associated with Catholics, Protestant interest in Mary decreased. During the Age of the Enlightenment any residual interest in Mary within Protestant churches almost disappeared, although Anglicans and Lutherans continued to honor her.", "targets": "In which century did the Council of Trent occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f348d312657545e79089d9fde99c5c7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Calvin and Huldrych Zwingli honored Mary as the Mother of God in the 16th century, they did so less than Martin Luther. Thus the idea of respect and high honor for Mary was not rejected by the first Protestants; but, they came to criticize the Roman Catholics for venerating Mary. Following the Council of Trent in the 16th century, as Marian veneration became associated with Catholics, Protestant interest in Mary decreased. During the Age of the Enlightenment any residual interest in Mary within Protestant churches almost disappeared, although Anglicans and Lutherans continued to honor her.", "targets": "Which Protestant churches still honor Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f348d312657545e79089d9fde99c5c7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Calvin and Huldrych Zwingli honored Mary as the Mother of God in the 16th century, they did so less than Martin Luther. Thus the idea of respect and high honor for Mary was not rejected by the first Protestants; but, they came to criticize the Roman Catholics for venerating Mary. Following the Council of Trent in the 16th century, as Marian veneration became associated with Catholics, Protestant interest in Mary decreased. During the Age of the Enlightenment any residual interest in Mary within Protestant churches almost disappeared, although Anglicans and Lutherans continued to honor her.", "targets": "During which historical era did Protestant interest in Mary almost disappear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f348d312657545e79089d9fde99c5c7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Calvin and Huldrych Zwingli honored Mary as the Mother of God in the 16th century, they did so less than Martin Luther. Thus the idea of respect and high honor for Mary was not rejected by the first Protestants; but, they came to criticize the Roman Catholics for venerating Mary. Following the Council of Trent in the 16th century, as Marian veneration became associated with Catholics, Protestant interest in Mary decreased. During the Age of the Enlightenment any residual interest in Mary within Protestant churches almost disappeared, although Anglicans and Lutherans continued to honor her.", "targets": "Marian veneration became associated with which Christians after the Council of Trent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5b8a1e883248ecae3bfc23169f5bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a T-cell encounters a foreign pathogen, it extends a vitamin D receptor. This is essentially a signaling device that allows the T-cell to bind to the active form of vitamin D, the steroid hormone calcitriol. T-cells have a symbiotic relationship with vitamin D. Not only does the T-cell extend a vitamin D receptor, in essence asking to bind to the steroid hormone version of vitamin D, calcitriol, but the T-cell expresses the gene CYP27B1, which is the gene responsible for converting the pre-hormone version of vitamin D, calcidiol into the steroid hormone version, calcitriol. Only after binding to calcitriol can T-cells perform their intended function. Other immune system cells that are known to express CYP27B1 and thus activate vitamin D calcidiol, are dendritic cells, keratinocytes and macrophages.", "targets": "What does a T cell extend when it encounters a foreign pathogen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5b8a1e883248ecae3bfc23169f5bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a T-cell encounters a foreign pathogen, it extends a vitamin D receptor. This is essentially a signaling device that allows the T-cell to bind to the active form of vitamin D, the steroid hormone calcitriol. T-cells have a symbiotic relationship with vitamin D. Not only does the T-cell extend a vitamin D receptor, in essence asking to bind to the steroid hormone version of vitamin D, calcitriol, but the T-cell expresses the gene CYP27B1, which is the gene responsible for converting the pre-hormone version of vitamin D, calcidiol into the steroid hormone version, calcitriol. Only after binding to calcitriol can T-cells perform their intended function. Other immune system cells that are known to express CYP27B1 and thus activate vitamin D calcidiol, are dendritic cells, keratinocytes and macrophages.", "targets": "What is the active form of vitamin D known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5b8a1e883248ecae3bfc23169f5bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a T-cell encounters a foreign pathogen, it extends a vitamin D receptor. This is essentially a signaling device that allows the T-cell to bind to the active form of vitamin D, the steroid hormone calcitriol. T-cells have a symbiotic relationship with vitamin D. Not only does the T-cell extend a vitamin D receptor, in essence asking to bind to the steroid hormone version of vitamin D, calcitriol, but the T-cell expresses the gene CYP27B1, which is the gene responsible for converting the pre-hormone version of vitamin D, calcidiol into the steroid hormone version, calcitriol. Only after binding to calcitriol can T-cells perform their intended function. Other immune system cells that are known to express CYP27B1 and thus activate vitamin D calcidiol, are dendritic cells, keratinocytes and macrophages.", "targets": "What is the nature of the relationship between T-cells and vitamin D?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5b8a1e883248ecae3bfc23169f5bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a T-cell encounters a foreign pathogen, it extends a vitamin D receptor. This is essentially a signaling device that allows the T-cell to bind to the active form of vitamin D, the steroid hormone calcitriol. T-cells have a symbiotic relationship with vitamin D. Not only does the T-cell extend a vitamin D receptor, in essence asking to bind to the steroid hormone version of vitamin D, calcitriol, but the T-cell expresses the gene CYP27B1, which is the gene responsible for converting the pre-hormone version of vitamin D, calcidiol into the steroid hormone version, calcitriol. Only after binding to calcitriol can T-cells perform their intended function. Other immune system cells that are known to express CYP27B1 and thus activate vitamin D calcidiol, are dendritic cells, keratinocytes and macrophages.", "targets": "What gene is responsible for converting calcidiol into calcitriol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5b8a1e883248ecae3bfc23169f5bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a T-cell encounters a foreign pathogen, it extends a vitamin D receptor. This is essentially a signaling device that allows the T-cell to bind to the active form of vitamin D, the steroid hormone calcitriol. T-cells have a symbiotic relationship with vitamin D. Not only does the T-cell extend a vitamin D receptor, in essence asking to bind to the steroid hormone version of vitamin D, calcitriol, but the T-cell expresses the gene CYP27B1, which is the gene responsible for converting the pre-hormone version of vitamin D, calcidiol into the steroid hormone version, calcitriol. Only after binding to calcitriol can T-cells perform their intended function. Other immune system cells that are known to express CYP27B1 and thus activate vitamin D calcidiol, are dendritic cells, keratinocytes and macrophages.", "targets": "Other than T cells, what other immune cells express CYP27B1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c8e89f6ce5548b59da9a659380a93b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The islands are located about halfway between Hawaii and Australia, north of Nauru and Kiribati, east of the Federated States of Micronesia, and south of the U.S. territory of Wake Island, to which it lays claim. The atolls and islands form two groups: the Ratak (sunrise) and the Ralik (sunset). The two island chains lie approximately parallel to one another, running northwest to southeast, comprising about 750,000 square miles (1,900,000 km2) of ocean but only about 70 square miles (180 km2) of land mass. Each includes 15 to 18 islands and atolls. The country consists of a total of 29 atolls and five isolated islands.", "targets": "What nation lies to the west of the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c8e89f6ce5548b59da9a659380a93b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The islands are located about halfway between Hawaii and Australia, north of Nauru and Kiribati, east of the Federated States of Micronesia, and south of the U.S. territory of Wake Island, to which it lays claim. The atolls and islands form two groups: the Ratak (sunrise) and the Ralik (sunset). The two island chains lie approximately parallel to one another, running northwest to southeast, comprising about 750,000 square miles (1,900,000 km2) of ocean but only about 70 square miles (180 km2) of land mass. Each includes 15 to 18 islands and atolls. The country consists of a total of 29 atolls and five isolated islands.", "targets": "What United States territory does the Marshall Islands claim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c8e89f6ce5548b59da9a659380a93b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The islands are located about halfway between Hawaii and Australia, north of Nauru and Kiribati, east of the Federated States of Micronesia, and south of the U.S. territory of Wake Island, to which it lays claim. The atolls and islands form two groups: the Ratak (sunrise) and the Ralik (sunset). The two island chains lie approximately parallel to one another, running northwest to southeast, comprising about 750,000 square miles (1,900,000 km2) of ocean but only about 70 square miles (180 km2) of land mass. Each includes 15 to 18 islands and atolls. The country consists of a total of 29 atolls and five isolated islands.", "targets": "How many square kilometers of ocean do the Marshall Islands cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c8e89f6ce5548b59da9a659380a93b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The islands are located about halfway between Hawaii and Australia, north of Nauru and Kiribati, east of the Federated States of Micronesia, and south of the U.S. territory of Wake Island, to which it lays claim. The atolls and islands form two groups: the Ratak (sunrise) and the Ralik (sunset). The two island chains lie approximately parallel to one another, running northwest to southeast, comprising about 750,000 square miles (1,900,000 km2) of ocean but only about 70 square miles (180 km2) of land mass. Each includes 15 to 18 islands and atolls. The country consists of a total of 29 atolls and five isolated islands.", "targets": "How many square kilometers of land do the Marshall Islands cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c8e89f6ce5548b59da9a659380a93b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The islands are located about halfway between Hawaii and Australia, north of Nauru and Kiribati, east of the Federated States of Micronesia, and south of the U.S. territory of Wake Island, to which it lays claim. The atolls and islands form two groups: the Ratak (sunrise) and the Ralik (sunset). The two island chains lie approximately parallel to one another, running northwest to southeast, comprising about 750,000 square miles (1,900,000 km2) of ocean but only about 70 square miles (180 km2) of land mass. Each includes 15 to 18 islands and atolls. The country consists of a total of 29 atolls and five isolated islands.", "targets": "How many atolls are part of the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebbaf40dbdc41c9bcaf099ec19bd51f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen addressed the United Nations for a second time in 2010, again in her capacity as Queen of all Commonwealth realms and Head of the Commonwealth. The UN Secretary General, Ban Ki-moon, introduced her as \"an anchor for our age\". During her visit to New York, which followed a tour of Canada, she officially opened a memorial garden for the British victims of the September 11 attacks. The Queen's visit to Australia in October 2011 \u2013 her sixteenth visit since 1954 \u2013 was called her \"farewell tour\" in the press because of her age.", "targets": "When was the second address to the UN by Elizabeth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebbaf40dbdc41c9bcaf099ec19bd51f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen addressed the United Nations for a second time in 2010, again in her capacity as Queen of all Commonwealth realms and Head of the Commonwealth. The UN Secretary General, Ban Ki-moon, introduced her as \"an anchor for our age\". During her visit to New York, which followed a tour of Canada, she officially opened a memorial garden for the British victims of the September 11 attacks. The Queen's visit to Australia in October 2011 \u2013 her sixteenth visit since 1954 \u2013 was called her \"farewell tour\" in the press because of her age.", "targets": "Who was UN Secretary General when Elizabeth addressed the UN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebbaf40dbdc41c9bcaf099ec19bd51f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen addressed the United Nations for a second time in 2010, again in her capacity as Queen of all Commonwealth realms and Head of the Commonwealth. The UN Secretary General, Ban Ki-moon, introduced her as \"an anchor for our age\". During her visit to New York, which followed a tour of Canada, she officially opened a memorial garden for the British victims of the September 11 attacks. The Queen's visit to Australia in October 2011 \u2013 her sixteenth visit since 1954 \u2013 was called her \"farewell tour\" in the press because of her age.", "targets": "As what did Ban Ki-Moon introduce Elizabeth to the UN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebbaf40dbdc41c9bcaf099ec19bd51f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen addressed the United Nations for a second time in 2010, again in her capacity as Queen of all Commonwealth realms and Head of the Commonwealth. The UN Secretary General, Ban Ki-moon, introduced her as \"an anchor for our age\". During her visit to New York, which followed a tour of Canada, she officially opened a memorial garden for the British victims of the September 11 attacks. The Queen's visit to Australia in October 2011 \u2013 her sixteenth visit since 1954 \u2013 was called her \"farewell tour\" in the press because of her age.", "targets": "For whom was the garden Elizabeth opened a memorial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebbaf40dbdc41c9bcaf099ec19bd51f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen addressed the United Nations for a second time in 2010, again in her capacity as Queen of all Commonwealth realms and Head of the Commonwealth. The UN Secretary General, Ban Ki-moon, introduced her as \"an anchor for our age\". During her visit to New York, which followed a tour of Canada, she officially opened a memorial garden for the British victims of the September 11 attacks. The Queen's visit to Australia in October 2011 \u2013 her sixteenth visit since 1954 \u2013 was called her \"farewell tour\" in the press because of her age.", "targets": "When was Elizabeth's farewell visit to Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e2d6c80e3954701a5f60696292b1328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a dependent country in the terms of energy and energy production. In recent years many local and foreign companies have been investing in renewable energy sources.[citation needed] The importance of wind power has been increasing steadily in Estonia and currently the total amount of energy production from wind is nearly 60 MW while at the same time roughly 399 MW worth of projects are currently being developed and more than 2800 MW worth of projects are being proposed in the Lake Peipus area and the coastal areas of Hiiumaa.", "targets": "What lacking resource does Estonia depend on other countries for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e2d6c80e3954701a5f60696292b1328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a dependent country in the terms of energy and energy production. In recent years many local and foreign companies have been investing in renewable energy sources.[citation needed] The importance of wind power has been increasing steadily in Estonia and currently the total amount of energy production from wind is nearly 60 MW while at the same time roughly 399 MW worth of projects are currently being developed and more than 2800 MW worth of projects are being proposed in the Lake Peipus area and the coastal areas of Hiiumaa.", "targets": "What type of energy production as many companies been investing in recent years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e2d6c80e3954701a5f60696292b1328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a dependent country in the terms of energy and energy production. In recent years many local and foreign companies have been investing in renewable energy sources.[citation needed] The importance of wind power has been increasing steadily in Estonia and currently the total amount of energy production from wind is nearly 60 MW while at the same time roughly 399 MW worth of projects are currently being developed and more than 2800 MW worth of projects are being proposed in the Lake Peipus area and the coastal areas of Hiiumaa.", "targets": "What energy source has been increasing in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e2d6c80e3954701a5f60696292b1328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a dependent country in the terms of energy and energy production. In recent years many local and foreign companies have been investing in renewable energy sources.[citation needed] The importance of wind power has been increasing steadily in Estonia and currently the total amount of energy production from wind is nearly 60 MW while at the same time roughly 399 MW worth of projects are currently being developed and more than 2800 MW worth of projects are being proposed in the Lake Peipus area and the coastal areas of Hiiumaa.", "targets": "What is total amount of energy production from wind power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eb6a9b539b244929482facecc974792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department store in Spain was Almacenes el Siglo opened in October 1881 in Barcelona. Following the 2002 closure by the Australian group Partridges of their SEPU (Sociedad Espa\u00f1ola de Precios Unicos) department store chain, which was one of Spain's oldest, the market is now dominated by El Corte Ingl\u00e9s, founded in 1934 as a drapery store. El Corte Ingl\u00e9s stores tend to be vast buildings, selling a very broad range of products and the group also controls a number of other retail formats including supermarket chain 'Supercor' and hypermarket chain 'Hipercor'. Other competitors such as 'Simago' and 'Galer\u00edas Preciados' closed in the 1990s, however El Corte Ingl\u00e9s, faces major competition from French discount operators such as Carrefour and Auchan.", "targets": "What was the name of the first Spanish department store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eb6a9b539b244929482facecc974792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department store in Spain was Almacenes el Siglo opened in October 1881 in Barcelona. Following the 2002 closure by the Australian group Partridges of their SEPU (Sociedad Espa\u00f1ola de Precios Unicos) department store chain, which was one of Spain's oldest, the market is now dominated by El Corte Ingl\u00e9s, founded in 1934 as a drapery store. El Corte Ingl\u00e9s stores tend to be vast buildings, selling a very broad range of products and the group also controls a number of other retail formats including supermarket chain 'Supercor' and hypermarket chain 'Hipercor'. Other competitors such as 'Simago' and 'Galer\u00edas Preciados' closed in the 1990s, however El Corte Ingl\u00e9s, faces major competition from French discount operators such as Carrefour and Auchan.", "targets": "When was the first Spanish department store opened? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eb6a9b539b244929482facecc974792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department store in Spain was Almacenes el Siglo opened in October 1881 in Barcelona. Following the 2002 closure by the Australian group Partridges of their SEPU (Sociedad Espa\u00f1ola de Precios Unicos) department store chain, which was one of Spain's oldest, the market is now dominated by El Corte Ingl\u00e9s, founded in 1934 as a drapery store. El Corte Ingl\u00e9s stores tend to be vast buildings, selling a very broad range of products and the group also controls a number of other retail formats including supermarket chain 'Supercor' and hypermarket chain 'Hipercor'. Other competitors such as 'Simago' and 'Galer\u00edas Preciados' closed in the 1990s, however El Corte Ingl\u00e9s, faces major competition from French discount operators such as Carrefour and Auchan.", "targets": "What department store brand now owns most of the market in Spain? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eb6a9b539b244929482facecc974792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department store in Spain was Almacenes el Siglo opened in October 1881 in Barcelona. Following the 2002 closure by the Australian group Partridges of their SEPU (Sociedad Espa\u00f1ola de Precios Unicos) department store chain, which was one of Spain's oldest, the market is now dominated by El Corte Ingl\u00e9s, founded in 1934 as a drapery store. El Corte Ingl\u00e9s stores tend to be vast buildings, selling a very broad range of products and the group also controls a number of other retail formats including supermarket chain 'Supercor' and hypermarket chain 'Hipercor'. Other competitors such as 'Simago' and 'Galer\u00edas Preciados' closed in the 1990s, however El Corte Ingl\u00e9s, faces major competition from French discount operators such as Carrefour and Auchan.", "targets": "When was El Corte Ingles established? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba87f7e44ee4775b981e4b6921b96ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of the Church Fathers still play an important role in the shaping of Orthodox Marian perspective. However, the Orthodox views on Mary are mostly doxological, rather than academic: they are expressed in hymns, praise, liturgical poetry and the veneration of icons. One of the most loved Orthodox Akathists (i.e. standing hymns) is devoted to Mary and it is often simply called the Akathist Hymn. Five of the twelve Great Feasts in Orthodoxy are dedicated to Mary. The Sunday of Orthodoxy directly links the Virgin Mary's identity as Mother of God with icon veneration. A number of Orthodox feasts are connected with the miraculous icons of the Theotokos.", "targets": "What are Akathists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba87f7e44ee4775b981e4b6921b96ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of the Church Fathers still play an important role in the shaping of Orthodox Marian perspective. However, the Orthodox views on Mary are mostly doxological, rather than academic: they are expressed in hymns, praise, liturgical poetry and the veneration of icons. One of the most loved Orthodox Akathists (i.e. standing hymns) is devoted to Mary and it is often simply called the Akathist Hymn. Five of the twelve Great Feasts in Orthodoxy are dedicated to Mary. The Sunday of Orthodoxy directly links the Virgin Mary's identity as Mother of God with icon veneration. A number of Orthodox feasts are connected with the miraculous icons of the Theotokos.", "targets": "How many of the Orthodox Great Feasts dedicated to Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba87f7e44ee4775b981e4b6921b96ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of the Church Fathers still play an important role in the shaping of Orthodox Marian perspective. However, the Orthodox views on Mary are mostly doxological, rather than academic: they are expressed in hymns, praise, liturgical poetry and the veneration of icons. One of the most loved Orthodox Akathists (i.e. standing hymns) is devoted to Mary and it is often simply called the Akathist Hymn. Five of the twelve Great Feasts in Orthodoxy are dedicated to Mary. The Sunday of Orthodoxy directly links the Virgin Mary's identity as Mother of God with icon veneration. A number of Orthodox feasts are connected with the miraculous icons of the Theotokos.", "targets": "What is name of the Orthodox hymn devoted to Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba87f7e44ee4775b981e4b6921b96ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of the Church Fathers still play an important role in the shaping of Orthodox Marian perspective. However, the Orthodox views on Mary are mostly doxological, rather than academic: they are expressed in hymns, praise, liturgical poetry and the veneration of icons. One of the most loved Orthodox Akathists (i.e. standing hymns) is devoted to Mary and it is often simply called the Akathist Hymn. Five of the twelve Great Feasts in Orthodoxy are dedicated to Mary. The Sunday of Orthodoxy directly links the Virgin Mary's identity as Mother of God with icon veneration. A number of Orthodox feasts are connected with the miraculous icons of the Theotokos.", "targets": "Which event on the Orthodox calendar is related to Mary and icon veneration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "How did Baden-W\u00fcrttemberg form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "When did the  the Saar Protectorate rejoin the republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "What was it called when East Germany joined the republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "What states formed Berlin in 1990?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "Who did Berlin fail to merge with in 1996?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "Which city did Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merge into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "In what year did Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": " In 1957, the Saar Protectorate rejoined the Federal Republic as which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "When did the German reunification take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a7761d6296140b88d8f80b962ac26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, following a referendum, Baden, W\u00fcrttemberg-Baden, and W\u00fcrttemberg-Hohenzollern merged into Baden-W\u00fcrttemberg. In 1957, the Saar Protectorate rejoined the Federal Republic as the Saarland. German reunification in 1990, in which the German Democratic Republic (East Germany) ascended into the Federal Republic, resulted in the addition of the re-established eastern states of Brandenburg, Mecklenburg-West Pomerania (in German Mecklenburg-Vorpommern), Saxony (Sachsen), Saxony-Anhalt (Sachsen-Anhalt), and Thuringia (Th\u00fcringen), as well as the reunification of West and East Berlin into Berlin and its establishment as a full and equal state. A regional referendum in 1996 to merge Berlin with surrounding Brandenburg as \"Berlin-Brandenburg\" failed to reach the necessary majority vote in Brandenburg, while a majority of Berliners voted in favour of the merger.", "targets": "Why did a regional referendum in 1996 to merge Berlin with surrounding Brandenburg fail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba5d5b6bfa074348a982724d04a92b23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Scientific Elite: Nobel Laureates in the United State by Harriet Zuckerman, a review of American Nobel prizes awarded between 1901 and 1972, 72% of American Nobel Prize laureates identified a Protestant background. Overall, Protestants have won a total of 84.2% of all the Nobel Prizes in Chemistry, 60% in Medicine, and 58.6% in Physics awarded to Americans between 1901 and 1972.", "targets": "What denomination of Christianity had the highest percentage of Nobel Prize winners between 1901 and 1972 in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b80859726b43d783d500130be1ddb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1979, Nigerians participated in a brief return to democracy when Olusegun Obasanjo transferred power to the civilian regime of Shehu Shagari. The Shagari government became viewed as corrupt and incompetent by virtually all sectors of Nigerian society. The military coup of Muhammadu Buhari shortly after the regime's fraudulent re-election in 1984 was generally viewed as a positive development. Buhari promised major reforms, but his government fared little better than its predecessor. His regime was overthrown by another military coup in 1985.", "targets": "Which Nigerian leader transferred power in 1979?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b80859726b43d783d500130be1ddb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1979, Nigerians participated in a brief return to democracy when Olusegun Obasanjo transferred power to the civilian regime of Shehu Shagari. The Shagari government became viewed as corrupt and incompetent by virtually all sectors of Nigerian society. The military coup of Muhammadu Buhari shortly after the regime's fraudulent re-election in 1984 was generally viewed as a positive development. Buhari promised major reforms, but his government fared little better than its predecessor. His regime was overthrown by another military coup in 1985.", "targets": "Which Nigerian leader received power in 1979?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b80859726b43d783d500130be1ddb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1979, Nigerians participated in a brief return to democracy when Olusegun Obasanjo transferred power to the civilian regime of Shehu Shagari. The Shagari government became viewed as corrupt and incompetent by virtually all sectors of Nigerian society. The military coup of Muhammadu Buhari shortly after the regime's fraudulent re-election in 1984 was generally viewed as a positive development. Buhari promised major reforms, but his government fared little better than its predecessor. His regime was overthrown by another military coup in 1985.", "targets": "How did Nigerians view the Shagari administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b80859726b43d783d500130be1ddb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1979, Nigerians participated in a brief return to democracy when Olusegun Obasanjo transferred power to the civilian regime of Shehu Shagari. The Shagari government became viewed as corrupt and incompetent by virtually all sectors of Nigerian society. The military coup of Muhammadu Buhari shortly after the regime's fraudulent re-election in 1984 was generally viewed as a positive development. Buhari promised major reforms, but his government fared little better than its predecessor. His regime was overthrown by another military coup in 1985.", "targets": "Who led a military coup against Shagari?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b80859726b43d783d500130be1ddb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1979, Nigerians participated in a brief return to democracy when Olusegun Obasanjo transferred power to the civilian regime of Shehu Shagari. The Shagari government became viewed as corrupt and incompetent by virtually all sectors of Nigerian society. The military coup of Muhammadu Buhari shortly after the regime's fraudulent re-election in 1984 was generally viewed as a positive development. Buhari promised major reforms, but his government fared little better than its predecessor. His regime was overthrown by another military coup in 1985.", "targets": "When did another military coup overthrow Buhari?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "How much money has the sale of Federal Duck Stamps generated since 1934?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "How many acres has the sale of Federal Duck Stamps helped to purchase or lease since 1934?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "What do the stamps give the purchaser a license to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "Who accounts for eighty-seven percent of the sale of duck stamps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "Who manages the distribution of the funds obtained by the sale of the stamps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "How much money has been generated due to the Duck Stamp act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "How much land has the Duck Stamp Act help purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "What do the Duck Stamps serve as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "What percent of sales are contributed by hunters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb03390152984ae3a8a26cfdd611565b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1934, the sale of Federal Duck Stamps has generated $670 million, and helped to purchase or lease 5,200,000 acres (8,100 sq mi; 21,000 km2) of habitat. The stamps serve as a license to hunt migratory birds, an entrance pass for all National Wildlife Refuge areas, and are also considered collectors items often purchased for aesthetic reasons outside of the hunting and birding communities. Although non-hunters buy a significant number of Duck Stamps, eighty-seven percent of their sales are contributed by hunters, which is logical, as hunters are required to purchase them. Distribution of funds is managed by the Migratory Bird Conservation Commission (MBCC).", "targets": "Who manages distribution of funds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e1ce3bafcd4251bbcebeddc3175bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australia had been shocked by the speedy collapse of British Malaya and Fall of Singapore in which around 15,000 Australian soldiers became prisoners of war. Curtin predicted that the \"battle for Australia\" would now follow. The Japanese established a major base in the Australian Territory of New Guinea in early 1942. On 19 February, Darwin suffered a devastating air raid, the first time the Australian mainland had been attacked. Over the following 19 months, Australia was attacked from the air almost 100 times.", "targets": "About how many Australians were taken prisoner after the fall of Singapore and British Malaya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e1ce3bafcd4251bbcebeddc3175bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australia had been shocked by the speedy collapse of British Malaya and Fall of Singapore in which around 15,000 Australian soldiers became prisoners of war. Curtin predicted that the \"battle for Australia\" would now follow. The Japanese established a major base in the Australian Territory of New Guinea in early 1942. On 19 February, Darwin suffered a devastating air raid, the first time the Australian mainland had been attacked. Over the following 19 months, Australia was attacked from the air almost 100 times.", "targets": "In what year did Japan establish a base in New Guinea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e1ce3bafcd4251bbcebeddc3175bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australia had been shocked by the speedy collapse of British Malaya and Fall of Singapore in which around 15,000 Australian soldiers became prisoners of war. Curtin predicted that the \"battle for Australia\" would now follow. The Japanese established a major base in the Australian Territory of New Guinea in early 1942. On 19 February, Darwin suffered a devastating air raid, the first time the Australian mainland had been attacked. Over the following 19 months, Australia was attacked from the air almost 100 times.", "targets": "What date was the Australian mainland first attacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e1ce3bafcd4251bbcebeddc3175bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australia had been shocked by the speedy collapse of British Malaya and Fall of Singapore in which around 15,000 Australian soldiers became prisoners of war. Curtin predicted that the \"battle for Australia\" would now follow. The Japanese established a major base in the Australian Territory of New Guinea in early 1942. On 19 February, Darwin suffered a devastating air raid, the first time the Australian mainland had been attacked. Over the following 19 months, Australia was attacked from the air almost 100 times.", "targets": "What mainland Australian city was attacked by the Japanese on February 19?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e1ce3bafcd4251bbcebeddc3175bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australia had been shocked by the speedy collapse of British Malaya and Fall of Singapore in which around 15,000 Australian soldiers became prisoners of war. Curtin predicted that the \"battle for Australia\" would now follow. The Japanese established a major base in the Australian Territory of New Guinea in early 1942. On 19 February, Darwin suffered a devastating air raid, the first time the Australian mainland had been attacked. Over the following 19 months, Australia was attacked from the air almost 100 times.", "targets": "For how many months was Australia attacked from the air by Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cca83308ba645c1970da641dba7e1ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Virgil \"Gus\" Grissom repeated Shepard's suborbital flight in Liberty Bell 7 on July 21, 1961. Almost a year after the Soviet Union put a human into orbit, astronaut John Glenn became the first American to orbit the Earth, on February 20, 1962. His Mercury-Atlas 6 mission completed three orbits in the Friendship 7 spacecraft, and splashed down safely in the Atlantic Ocean, after a tense reentry, due to what falsely appeared from the telemetry data to be a loose heat-shield. As the first American in orbit, Glenn became a national hero, and received a ticker-tape parade in New York City, reminiscent of that given for Charles Lindbergh. On February 23, 1962, President Kennedy escorted him in a parade at Cape Canaveral Air Force Station, where he awarded Glenn with the NASA service medal.", "targets": "The first American to orbit around the planet was whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cca83308ba645c1970da641dba7e1ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Virgil \"Gus\" Grissom repeated Shepard's suborbital flight in Liberty Bell 7 on July 21, 1961. Almost a year after the Soviet Union put a human into orbit, astronaut John Glenn became the first American to orbit the Earth, on February 20, 1962. His Mercury-Atlas 6 mission completed three orbits in the Friendship 7 spacecraft, and splashed down safely in the Atlantic Ocean, after a tense reentry, due to what falsely appeared from the telemetry data to be a loose heat-shield. As the first American in orbit, Glenn became a national hero, and received a ticker-tape parade in New York City, reminiscent of that given for Charles Lindbergh. On February 23, 1962, President Kennedy escorted him in a parade at Cape Canaveral Air Force Station, where he awarded Glenn with the NASA service medal.", "targets": "When did John Glenn orbit the Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cca83308ba645c1970da641dba7e1ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Virgil \"Gus\" Grissom repeated Shepard's suborbital flight in Liberty Bell 7 on July 21, 1961. Almost a year after the Soviet Union put a human into orbit, astronaut John Glenn became the first American to orbit the Earth, on February 20, 1962. His Mercury-Atlas 6 mission completed three orbits in the Friendship 7 spacecraft, and splashed down safely in the Atlantic Ocean, after a tense reentry, due to what falsely appeared from the telemetry data to be a loose heat-shield. As the first American in orbit, Glenn became a national hero, and received a ticker-tape parade in New York City, reminiscent of that given for Charles Lindbergh. On February 23, 1962, President Kennedy escorted him in a parade at Cape Canaveral Air Force Station, where he awarded Glenn with the NASA service medal.", "targets": "Where did John Glenn land on Earth after coming back from orbit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cca83308ba645c1970da641dba7e1ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Virgil \"Gus\" Grissom repeated Shepard's suborbital flight in Liberty Bell 7 on July 21, 1961. Almost a year after the Soviet Union put a human into orbit, astronaut John Glenn became the first American to orbit the Earth, on February 20, 1962. His Mercury-Atlas 6 mission completed three orbits in the Friendship 7 spacecraft, and splashed down safely in the Atlantic Ocean, after a tense reentry, due to what falsely appeared from the telemetry data to be a loose heat-shield. As the first American in orbit, Glenn became a national hero, and received a ticker-tape parade in New York City, reminiscent of that given for Charles Lindbergh. On February 23, 1962, President Kennedy escorted him in a parade at Cape Canaveral Air Force Station, where he awarded Glenn with the NASA service medal.", "targets": "John Glenn's spaceship was named what when he orbited the Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9862f60b3eb5477c929b6d11821cb9e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances were made in irrigation and farming, using new technology such as the windmill. Crops such as almonds and citrus fruit were brought to Europe through al-Andalus, and sugar cultivation was gradually adopted by the Europeans. Arab merchants dominated trade in the Indian Ocean until the arrival of the Portuguese in the 16th century. Hormuz was an important center for this trade. There was also a dense network of trade routes in the Mediterranean, along which Muslim countries traded with each other and with European powers such as Venice, Genoa and Catalonia. The Silk Road crossing Central Asia passed through Muslim states between China and Europe.", "targets": "which crops were brought to europe from the Muslim World?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9862f60b3eb5477c929b6d11821cb9e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances were made in irrigation and farming, using new technology such as the windmill. Crops such as almonds and citrus fruit were brought to Europe through al-Andalus, and sugar cultivation was gradually adopted by the Europeans. Arab merchants dominated trade in the Indian Ocean until the arrival of the Portuguese in the 16th century. Hormuz was an important center for this trade. There was also a dense network of trade routes in the Mediterranean, along which Muslim countries traded with each other and with European powers such as Venice, Genoa and Catalonia. The Silk Road crossing Central Asia passed through Muslim states between China and Europe.", "targets": "What was the windmill used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9862f60b3eb5477c929b6d11821cb9e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances were made in irrigation and farming, using new technology such as the windmill. Crops such as almonds and citrus fruit were brought to Europe through al-Andalus, and sugar cultivation was gradually adopted by the Europeans. Arab merchants dominated trade in the Indian Ocean until the arrival of the Portuguese in the 16th century. Hormuz was an important center for this trade. There was also a dense network of trade routes in the Mediterranean, along which Muslim countries traded with each other and with European powers such as Venice, Genoa and Catalonia. The Silk Road crossing Central Asia passed through Muslim states between China and Europe.", "targets": "Trading in the Indian ocean was mainly controlled by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9862f60b3eb5477c929b6d11821cb9e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances were made in irrigation and farming, using new technology such as the windmill. Crops such as almonds and citrus fruit were brought to Europe through al-Andalus, and sugar cultivation was gradually adopted by the Europeans. Arab merchants dominated trade in the Indian Ocean until the arrival of the Portuguese in the 16th century. Hormuz was an important center for this trade. There was also a dense network of trade routes in the Mediterranean, along which Muslim countries traded with each other and with European powers such as Venice, Genoa and Catalonia. The Silk Road crossing Central Asia passed through Muslim states between China and Europe.", "targets": "Where was an important center of Indian Ocean trading in the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9862f60b3eb5477c929b6d11821cb9e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances were made in irrigation and farming, using new technology such as the windmill. Crops such as almonds and citrus fruit were brought to Europe through al-Andalus, and sugar cultivation was gradually adopted by the Europeans. Arab merchants dominated trade in the Indian Ocean until the arrival of the Portuguese in the 16th century. Hormuz was an important center for this trade. There was also a dense network of trade routes in the Mediterranean, along which Muslim countries traded with each other and with European powers such as Venice, Genoa and Catalonia. The Silk Road crossing Central Asia passed through Muslim states between China and Europe.", "targets": "When did the Portuguese arrive in the Indian Ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67041aeb0a4e450bb890b66d6385d52a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing, with a total land area of 6,598 square kilometres (2,548 sq mi), is situated in the heartland of drainage area of lower reaches of Yangtze River, and in Yangtze River Delta, one of the largest economic zones of China. The Yangtze River flows past the west side and then north side of Nanjing City, while the Ningzheng Ridge surrounds the north, east and south side of the city. The city is 300 kilometres (190 mi) west-northwest of Shanghai, 1,200 kilometres (750 mi) south-southeast of Beijing, and 1,400 kilometres (870 mi) east-northeast of Chongqing. The downstream Yangtze River flows from Jiujiang, Jiangxi, through Anhui and Jiangsu to East Sea, north to drainage basin of downstream Yangtze is Huai River basin and south to it is Zhe River basin, and they are connected by the Grand Canal east to Nanjing. The area around Nanjing is called Hsiajiang (\u4e0b\u6c5f, Downstream River) region, with Jianghuai (\u6c5f\u6dee) stressing northern part and Jiangzhe (\u6c5f\u6d59) stressing southern part. The region is also known as Dongnan (\u6771\u5357, South East, the Southeast) and Jiangnan (\u6c5f\u5357, River South, south of Yangtze).", "targets": "How large is Nanjing, in miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67041aeb0a4e450bb890b66d6385d52a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing, with a total land area of 6,598 square kilometres (2,548 sq mi), is situated in the heartland of drainage area of lower reaches of Yangtze River, and in Yangtze River Delta, one of the largest economic zones of China. The Yangtze River flows past the west side and then north side of Nanjing City, while the Ningzheng Ridge surrounds the north, east and south side of the city. The city is 300 kilometres (190 mi) west-northwest of Shanghai, 1,200 kilometres (750 mi) south-southeast of Beijing, and 1,400 kilometres (870 mi) east-northeast of Chongqing. The downstream Yangtze River flows from Jiujiang, Jiangxi, through Anhui and Jiangsu to East Sea, north to drainage basin of downstream Yangtze is Huai River basin and south to it is Zhe River basin, and they are connected by the Grand Canal east to Nanjing. The area around Nanjing is called Hsiajiang (\u4e0b\u6c5f, Downstream River) region, with Jianghuai (\u6c5f\u6dee) stressing northern part and Jiangzhe (\u6c5f\u6d59) stressing southern part. The region is also known as Dongnan (\u6771\u5357, South East, the Southeast) and Jiangnan (\u6c5f\u5357, River South, south of Yangtze).", "targets": "Where does the Yangtze River flow in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67041aeb0a4e450bb890b66d6385d52a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing, with a total land area of 6,598 square kilometres (2,548 sq mi), is situated in the heartland of drainage area of lower reaches of Yangtze River, and in Yangtze River Delta, one of the largest economic zones of China. The Yangtze River flows past the west side and then north side of Nanjing City, while the Ningzheng Ridge surrounds the north, east and south side of the city. The city is 300 kilometres (190 mi) west-northwest of Shanghai, 1,200 kilometres (750 mi) south-southeast of Beijing, and 1,400 kilometres (870 mi) east-northeast of Chongqing. The downstream Yangtze River flows from Jiujiang, Jiangxi, through Anhui and Jiangsu to East Sea, north to drainage basin of downstream Yangtze is Huai River basin and south to it is Zhe River basin, and they are connected by the Grand Canal east to Nanjing. The area around Nanjing is called Hsiajiang (\u4e0b\u6c5f, Downstream River) region, with Jianghuai (\u6c5f\u6dee) stressing northern part and Jiangzhe (\u6c5f\u6d59) stressing southern part. The region is also known as Dongnan (\u6771\u5357, South East, the Southeast) and Jiangnan (\u6c5f\u5357, River South, south of Yangtze).", "targets": "How far is Nanjing from Shanghai, in miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67041aeb0a4e450bb890b66d6385d52a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing, with a total land area of 6,598 square kilometres (2,548 sq mi), is situated in the heartland of drainage area of lower reaches of Yangtze River, and in Yangtze River Delta, one of the largest economic zones of China. The Yangtze River flows past the west side and then north side of Nanjing City, while the Ningzheng Ridge surrounds the north, east and south side of the city. The city is 300 kilometres (190 mi) west-northwest of Shanghai, 1,200 kilometres (750 mi) south-southeast of Beijing, and 1,400 kilometres (870 mi) east-northeast of Chongqing. The downstream Yangtze River flows from Jiujiang, Jiangxi, through Anhui and Jiangsu to East Sea, north to drainage basin of downstream Yangtze is Huai River basin and south to it is Zhe River basin, and they are connected by the Grand Canal east to Nanjing. The area around Nanjing is called Hsiajiang (\u4e0b\u6c5f, Downstream River) region, with Jianghuai (\u6c5f\u6dee) stressing northern part and Jiangzhe (\u6c5f\u6d59) stressing southern part. The region is also known as Dongnan (\u6771\u5357, South East, the Southeast) and Jiangnan (\u6c5f\u5357, River South, south of Yangtze).", "targets": "How far is Nanjing from Beijing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67041aeb0a4e450bb890b66d6385d52a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing, with a total land area of 6,598 square kilometres (2,548 sq mi), is situated in the heartland of drainage area of lower reaches of Yangtze River, and in Yangtze River Delta, one of the largest economic zones of China. The Yangtze River flows past the west side and then north side of Nanjing City, while the Ningzheng Ridge surrounds the north, east and south side of the city. The city is 300 kilometres (190 mi) west-northwest of Shanghai, 1,200 kilometres (750 mi) south-southeast of Beijing, and 1,400 kilometres (870 mi) east-northeast of Chongqing. The downstream Yangtze River flows from Jiujiang, Jiangxi, through Anhui and Jiangsu to East Sea, north to drainage basin of downstream Yangtze is Huai River basin and south to it is Zhe River basin, and they are connected by the Grand Canal east to Nanjing. The area around Nanjing is called Hsiajiang (\u4e0b\u6c5f, Downstream River) region, with Jianghuai (\u6c5f\u6dee) stressing northern part and Jiangzhe (\u6c5f\u6d59) stressing southern part. The region is also known as Dongnan (\u6771\u5357, South East, the Southeast) and Jiangnan (\u6c5f\u5357, River South, south of Yangtze).", "targets": "What is the name of the area of land around Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cdd05106ae74731b5d6e707b339e519", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1994, TCM debuted \"TCM Remembers\", a tribute to recently deceased notable film personalities (including actors, producers, composers, directors, writers and cinematographers) that occasionally airs during promotional breaks between films. The segments appear in two forms: individual tributes and a longer end-of-year compilation. Following the recent death of an especially famous classic film personality (usually an actor, producer, filmmaker or director), the segment will feature a montage of select shots of the deceased's work. Every December, a longer, more inclusive \"TCM Remembers\" interstitial is produced that honors all of the noted film personalities who died during the past year, interspersed with scenes from settings such as an abandoned drive-in (2012) or a theatre which is closing down and is being dismantled (2013). Since 2001, the soundtracks for these clipreels have been introspective melodies by indie artists such as Badly Drawn Boy (2007) or Steve Earle (2009).", "targets": "In what month and year did TCM Remembers premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cdd05106ae74731b5d6e707b339e519", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1994, TCM debuted \"TCM Remembers\", a tribute to recently deceased notable film personalities (including actors, producers, composers, directors, writers and cinematographers) that occasionally airs during promotional breaks between films. The segments appear in two forms: individual tributes and a longer end-of-year compilation. Following the recent death of an especially famous classic film personality (usually an actor, producer, filmmaker or director), the segment will feature a montage of select shots of the deceased's work. Every December, a longer, more inclusive \"TCM Remembers\" interstitial is produced that honors all of the noted film personalities who died during the past year, interspersed with scenes from settings such as an abandoned drive-in (2012) or a theatre which is closing down and is being dismantled (2013). Since 2001, the soundtracks for these clipreels have been introspective melodies by indie artists such as Badly Drawn Boy (2007) or Steve Earle (2009).", "targets": "Along with individual tributes, what form did TCM Remembers occur in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cdd05106ae74731b5d6e707b339e519", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1994, TCM debuted \"TCM Remembers\", a tribute to recently deceased notable film personalities (including actors, producers, composers, directors, writers and cinematographers) that occasionally airs during promotional breaks between films. The segments appear in two forms: individual tributes and a longer end-of-year compilation. Following the recent death of an especially famous classic film personality (usually an actor, producer, filmmaker or director), the segment will feature a montage of select shots of the deceased's work. Every December, a longer, more inclusive \"TCM Remembers\" interstitial is produced that honors all of the noted film personalities who died during the past year, interspersed with scenes from settings such as an abandoned drive-in (2012) or a theatre which is closing down and is being dismantled (2013). Since 2001, the soundtracks for these clipreels have been introspective melodies by indie artists such as Badly Drawn Boy (2007) or Steve Earle (2009).", "targets": "In what month of the year does a longer version of TCM Remembers appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cdd05106ae74731b5d6e707b339e519", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1994, TCM debuted \"TCM Remembers\", a tribute to recently deceased notable film personalities (including actors, producers, composers, directors, writers and cinematographers) that occasionally airs during promotional breaks between films. The segments appear in two forms: individual tributes and a longer end-of-year compilation. Following the recent death of an especially famous classic film personality (usually an actor, producer, filmmaker or director), the segment will feature a montage of select shots of the deceased's work. Every December, a longer, more inclusive \"TCM Remembers\" interstitial is produced that honors all of the noted film personalities who died during the past year, interspersed with scenes from settings such as an abandoned drive-in (2012) or a theatre which is closing down and is being dismantled (2013). Since 2001, the soundtracks for these clipreels have been introspective melodies by indie artists such as Badly Drawn Boy (2007) or Steve Earle (2009).", "targets": "In what year did Badly Drawn Boy provide a soundtrack for TCM Remembers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cdd05106ae74731b5d6e707b339e519", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1994, TCM debuted \"TCM Remembers\", a tribute to recently deceased notable film personalities (including actors, producers, composers, directors, writers and cinematographers) that occasionally airs during promotional breaks between films. The segments appear in two forms: individual tributes and a longer end-of-year compilation. Following the recent death of an especially famous classic film personality (usually an actor, producer, filmmaker or director), the segment will feature a montage of select shots of the deceased's work. Every December, a longer, more inclusive \"TCM Remembers\" interstitial is produced that honors all of the noted film personalities who died during the past year, interspersed with scenes from settings such as an abandoned drive-in (2012) or a theatre which is closing down and is being dismantled (2013). Since 2001, the soundtracks for these clipreels have been introspective melodies by indie artists such as Badly Drawn Boy (2007) or Steve Earle (2009).", "targets": "Who provided the soundtrack for the longer TCM Remembers episode in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a181dc11cd8b4a98980d11beb6e5f186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Paris' salaried employees fill 370,000 businesses services jobs, concentrated in the north-western 8th, 16th and 17th arrondissements. Paris' financial service companies are concentrated in the central-western 8th and 9th arrondissement banking and insurance district. Paris' department store district in the 1st, 6th, 8th and 9th arrondissements employ 10 percent of mostly female Paris workers, with 100,000 of these registered in the retail trade. Fourteen percent of Parisians work in hotels and restaurants and other services to individuals. Nineteen percent of Paris employees work for the State in either in administration or education. The majority of Paris' healthcare and social workers work at the hospitals and social housing concentrated in the peripheral 13th, 14th, 18th, 19th and 20th arrondissements. Outside Paris, the western Hauts-de-Seine department La D\u00e9fense district specialising in finance, insurance and scientific research district, employs 144,600, and the north-eastern Seine-Saint-Denis audiovisual sector has 200 media firms and 10 major film studios.", "targets": "In what districts are the majority of businesses service jobs located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a181dc11cd8b4a98980d11beb6e5f186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Paris' salaried employees fill 370,000 businesses services jobs, concentrated in the north-western 8th, 16th and 17th arrondissements. Paris' financial service companies are concentrated in the central-western 8th and 9th arrondissement banking and insurance district. Paris' department store district in the 1st, 6th, 8th and 9th arrondissements employ 10 percent of mostly female Paris workers, with 100,000 of these registered in the retail trade. Fourteen percent of Parisians work in hotels and restaurants and other services to individuals. Nineteen percent of Paris employees work for the State in either in administration or education. The majority of Paris' healthcare and social workers work at the hospitals and social housing concentrated in the peripheral 13th, 14th, 18th, 19th and 20th arrondissements. Outside Paris, the western Hauts-de-Seine department La D\u00e9fense district specialising in finance, insurance and scientific research district, employs 144,600, and the north-eastern Seine-Saint-Denis audiovisual sector has 200 media firms and 10 major film studios.", "targets": "Where are Paris' financial service companies majorly located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a181dc11cd8b4a98980d11beb6e5f186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Paris' salaried employees fill 370,000 businesses services jobs, concentrated in the north-western 8th, 16th and 17th arrondissements. Paris' financial service companies are concentrated in the central-western 8th and 9th arrondissement banking and insurance district. Paris' department store district in the 1st, 6th, 8th and 9th arrondissements employ 10 percent of mostly female Paris workers, with 100,000 of these registered in the retail trade. Fourteen percent of Parisians work in hotels and restaurants and other services to individuals. Nineteen percent of Paris employees work for the State in either in administration or education. The majority of Paris' healthcare and social workers work at the hospitals and social housing concentrated in the peripheral 13th, 14th, 18th, 19th and 20th arrondissements. Outside Paris, the western Hauts-de-Seine department La D\u00e9fense district specialising in finance, insurance and scientific research district, employs 144,600, and the north-eastern Seine-Saint-Denis audiovisual sector has 200 media firms and 10 major film studios.", "targets": "What industry is located in the 1st, 6th, 8th and 9th arrondissements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a181dc11cd8b4a98980d11beb6e5f186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Paris' salaried employees fill 370,000 businesses services jobs, concentrated in the north-western 8th, 16th and 17th arrondissements. Paris' financial service companies are concentrated in the central-western 8th and 9th arrondissement banking and insurance district. Paris' department store district in the 1st, 6th, 8th and 9th arrondissements employ 10 percent of mostly female Paris workers, with 100,000 of these registered in the retail trade. Fourteen percent of Parisians work in hotels and restaurants and other services to individuals. Nineteen percent of Paris employees work for the State in either in administration or education. The majority of Paris' healthcare and social workers work at the hospitals and social housing concentrated in the peripheral 13th, 14th, 18th, 19th and 20th arrondissements. Outside Paris, the western Hauts-de-Seine department La D\u00e9fense district specialising in finance, insurance and scientific research district, employs 144,600, and the north-eastern Seine-Saint-Denis audiovisual sector has 200 media firms and 10 major film studios.", "targets": "What percent of Parisians work in hotels and restaurants? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a181dc11cd8b4a98980d11beb6e5f186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Paris' salaried employees fill 370,000 businesses services jobs, concentrated in the north-western 8th, 16th and 17th arrondissements. Paris' financial service companies are concentrated in the central-western 8th and 9th arrondissement banking and insurance district. Paris' department store district in the 1st, 6th, 8th and 9th arrondissements employ 10 percent of mostly female Paris workers, with 100,000 of these registered in the retail trade. Fourteen percent of Parisians work in hotels and restaurants and other services to individuals. Nineteen percent of Paris employees work for the State in either in administration or education. The majority of Paris' healthcare and social workers work at the hospitals and social housing concentrated in the peripheral 13th, 14th, 18th, 19th and 20th arrondissements. Outside Paris, the western Hauts-de-Seine department La D\u00e9fense district specialising in finance, insurance and scientific research district, employs 144,600, and the north-eastern Seine-Saint-Denis audiovisual sector has 200 media firms and 10 major film studios.", "targets": "How many peole work in the La Defense district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8d0a56382c4489925b26371068ba9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Programming languages provide various ways of specifying programs for computers to run. Unlike natural languages, programming languages are designed to permit no ambiguity and to be concise. They are purely written languages and are often difficult to read aloud. They are generally either translated into machine code by a compiler or an assembler before being run, or translated directly at run time by an interpreter. Sometimes programs are executed by a hybrid method of the two techniques.", "targets": "Programming languages are translated into machine code by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8d0a56382c4489925b26371068ba9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Programming languages provide various ways of specifying programs for computers to run. Unlike natural languages, programming languages are designed to permit no ambiguity and to be concise. They are purely written languages and are often difficult to read aloud. They are generally either translated into machine code by a compiler or an assembler before being run, or translated directly at run time by an interpreter. Sometimes programs are executed by a hybrid method of the two techniques.", "targets": "Programming languages are translated at run time by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8196d0b59a364fa2b783fa0bd1d16300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Rome itself claimed the favour of the gods, so did some individual Romans. In the mid-to-late Republican era, and probably much earlier, many of Rome's leading clans acknowledged a divine or semi-divine ancestor and laid personal claim to their favour and cult, along with a share of their divinity. Most notably in the very late Republic, the Julii claimed Venus Genetrix as ancestor; this would be one of many foundations for the Imperial cult. The claim was further elaborated and justified in Vergil's poetic, Imperial vision of the past.", "targets": "What did many Romans claim in the Republican era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8196d0b59a364fa2b783fa0bd1d16300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Rome itself claimed the favour of the gods, so did some individual Romans. In the mid-to-late Republican era, and probably much earlier, many of Rome's leading clans acknowledged a divine or semi-divine ancestor and laid personal claim to their favour and cult, along with a share of their divinity. Most notably in the very late Republic, the Julii claimed Venus Genetrix as ancestor; this would be one of many foundations for the Imperial cult. The claim was further elaborated and justified in Vergil's poetic, Imperial vision of the past.", "targets": "What style of claim did Romans favor as a link to the gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8196d0b59a364fa2b783fa0bd1d16300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Rome itself claimed the favour of the gods, so did some individual Romans. In the mid-to-late Republican era, and probably much earlier, many of Rome's leading clans acknowledged a divine or semi-divine ancestor and laid personal claim to their favour and cult, along with a share of their divinity. Most notably in the very late Republic, the Julii claimed Venus Genetrix as ancestor; this would be one of many foundations for the Imperial cult. The claim was further elaborated and justified in Vergil's poetic, Imperial vision of the past.", "targets": "Of what were such claims of deity relations the start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8196d0b59a364fa2b783fa0bd1d16300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Rome itself claimed the favour of the gods, so did some individual Romans. In the mid-to-late Republican era, and probably much earlier, many of Rome's leading clans acknowledged a divine or semi-divine ancestor and laid personal claim to their favour and cult, along with a share of their divinity. Most notably in the very late Republic, the Julii claimed Venus Genetrix as ancestor; this would be one of many foundations for the Imperial cult. The claim was further elaborated and justified in Vergil's poetic, Imperial vision of the past.", "targets": "What deity did the Julii claim as an ancestor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8196d0b59a364fa2b783fa0bd1d16300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Rome itself claimed the favour of the gods, so did some individual Romans. In the mid-to-late Republican era, and probably much earlier, many of Rome's leading clans acknowledged a divine or semi-divine ancestor and laid personal claim to their favour and cult, along with a share of their divinity. Most notably in the very late Republic, the Julii claimed Venus Genetrix as ancestor; this would be one of many foundations for the Imperial cult. The claim was further elaborated and justified in Vergil's poetic, Imperial vision of the past.", "targets": "What author further elaborated on the imperial claim of godhood? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5760d16a7d4450a0575566eb6973a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis did not leave a son as heir after his death in 1382. Instead, he named as his heir the young prince Sigismund of Luxemburg, who was 11 years old. The Hungarian nobility did not accept his claim, and the result was an internal war. Sigismund eventually achieved total control of Hungary and established his court in Buda and Visegr\u00e1d. Both palaces were rebuilt and improved, and were considered the richest of the time in Europe. Inheriting the throne of Bohemia and the Holy Roman Empire, Sigismund continued conducting his politics from Hungary, but he was kept busy fighting the Hussites and the Ottoman Empire, which was becoming a menace to Europe in the beginning of the 15th century.", "targets": "In what year did Louis die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5760d16a7d4450a0575566eb6973a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis did not leave a son as heir after his death in 1382. Instead, he named as his heir the young prince Sigismund of Luxemburg, who was 11 years old. The Hungarian nobility did not accept his claim, and the result was an internal war. Sigismund eventually achieved total control of Hungary and established his court in Buda and Visegr\u00e1d. Both palaces were rebuilt and improved, and were considered the richest of the time in Europe. Inheriting the throne of Bohemia and the Holy Roman Empire, Sigismund continued conducting his politics from Hungary, but he was kept busy fighting the Hussites and the Ottoman Empire, which was becoming a menace to Europe in the beginning of the 15th century.", "targets": "Who did Louis name as his heir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5760d16a7d4450a0575566eb6973a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis did not leave a son as heir after his death in 1382. Instead, he named as his heir the young prince Sigismund of Luxemburg, who was 11 years old. The Hungarian nobility did not accept his claim, and the result was an internal war. Sigismund eventually achieved total control of Hungary and established his court in Buda and Visegr\u00e1d. Both palaces were rebuilt and improved, and were considered the richest of the time in Europe. Inheriting the throne of Bohemia and the Holy Roman Empire, Sigismund continued conducting his politics from Hungary, but he was kept busy fighting the Hussites and the Ottoman Empire, which was becoming a menace to Europe in the beginning of the 15th century.", "targets": "How old was Sigismund of Luxemburg when he was named heir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5760d16a7d4450a0575566eb6973a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis did not leave a son as heir after his death in 1382. Instead, he named as his heir the young prince Sigismund of Luxemburg, who was 11 years old. The Hungarian nobility did not accept his claim, and the result was an internal war. Sigismund eventually achieved total control of Hungary and established his court in Buda and Visegr\u00e1d. Both palaces were rebuilt and improved, and were considered the richest of the time in Europe. Inheriting the throne of Bohemia and the Holy Roman Empire, Sigismund continued conducting his politics from Hungary, but he was kept busy fighting the Hussites and the Ottoman Empire, which was becoming a menace to Europe in the beginning of the 15th century.", "targets": "Upon taking the throne of Hungary where did Sigismund establish his court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5760d16a7d4450a0575566eb6973a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis did not leave a son as heir after his death in 1382. Instead, he named as his heir the young prince Sigismund of Luxemburg, who was 11 years old. The Hungarian nobility did not accept his claim, and the result was an internal war. Sigismund eventually achieved total control of Hungary and established his court in Buda and Visegr\u00e1d. Both palaces were rebuilt and improved, and were considered the richest of the time in Europe. Inheriting the throne of Bohemia and the Holy Roman Empire, Sigismund continued conducting his politics from Hungary, but he was kept busy fighting the Hussites and the Ottoman Empire, which was becoming a menace to Europe in the beginning of the 15th century.", "targets": "What was the result of the Hungarian nobility's refusal to accept Sigismund claim as Louis' heir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c404a0a67e64764aeeaacc3db48b2b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid confusing or upsetting the people, Luther avoided extreme change. He also did not wish to replace one controlling system with another. He concentrated on the church in the Electorate of Saxony, acting only as an adviser to churches in new territories, many of which followed his Saxon model. He worked closely with the new elector, John the Steadfast, to whom he turned for secular leadership and funds on behalf of a church largely shorn of its assets and income after the break with Rome. For Luther's biographer Martin Brecht, this partnership \"was the beginning of a questionable and originally unintended development towards a church government under the temporal sovereign\". The elector authorised a visitation of the church, a power formerly exercised by bishops. At times, Luther's practical reforms fell short of his earlier radical pronouncements. For example, the Instructions for the Visitors of Parish Pastors in Electoral Saxony (1528), drafted by Melanchthon with Luther's approval, stressed the role of repentance in the forgiveness of sins, despite Luther's position that faith alone ensures justification. The Eisleben reformer Johannes Agricola challenged this compromise, and Luther condemned him for teaching that faith is separate from works. The Instruction is a problematic document for those seeking a consistent evolution in Luther's thought and practice.", "targets": "What did Luther try to avoid in setting up his church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c404a0a67e64764aeeaacc3db48b2b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid confusing or upsetting the people, Luther avoided extreme change. He also did not wish to replace one controlling system with another. He concentrated on the church in the Electorate of Saxony, acting only as an adviser to churches in new territories, many of which followed his Saxon model. He worked closely with the new elector, John the Steadfast, to whom he turned for secular leadership and funds on behalf of a church largely shorn of its assets and income after the break with Rome. For Luther's biographer Martin Brecht, this partnership \"was the beginning of a questionable and originally unintended development towards a church government under the temporal sovereign\". The elector authorised a visitation of the church, a power formerly exercised by bishops. At times, Luther's practical reforms fell short of his earlier radical pronouncements. For example, the Instructions for the Visitors of Parish Pastors in Electoral Saxony (1528), drafted by Melanchthon with Luther's approval, stressed the role of repentance in the forgiveness of sins, despite Luther's position that faith alone ensures justification. The Eisleben reformer Johannes Agricola challenged this compromise, and Luther condemned him for teaching that faith is separate from works. The Instruction is a problematic document for those seeking a consistent evolution in Luther's thought and practice.", "targets": "Where was Luther mostly concentrating his efforts on reform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c404a0a67e64764aeeaacc3db48b2b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid confusing or upsetting the people, Luther avoided extreme change. He also did not wish to replace one controlling system with another. He concentrated on the church in the Electorate of Saxony, acting only as an adviser to churches in new territories, many of which followed his Saxon model. He worked closely with the new elector, John the Steadfast, to whom he turned for secular leadership and funds on behalf of a church largely shorn of its assets and income after the break with Rome. For Luther's biographer Martin Brecht, this partnership \"was the beginning of a questionable and originally unintended development towards a church government under the temporal sovereign\". The elector authorised a visitation of the church, a power formerly exercised by bishops. At times, Luther's practical reforms fell short of his earlier radical pronouncements. For example, the Instructions for the Visitors of Parish Pastors in Electoral Saxony (1528), drafted by Melanchthon with Luther's approval, stressed the role of repentance in the forgiveness of sins, despite Luther's position that faith alone ensures justification. The Eisleben reformer Johannes Agricola challenged this compromise, and Luther condemned him for teaching that faith is separate from works. The Instruction is a problematic document for those seeking a consistent evolution in Luther's thought and practice.", "targets": "What role did Luther play in other areas' churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c404a0a67e64764aeeaacc3db48b2b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid confusing or upsetting the people, Luther avoided extreme change. He also did not wish to replace one controlling system with another. He concentrated on the church in the Electorate of Saxony, acting only as an adviser to churches in new territories, many of which followed his Saxon model. He worked closely with the new elector, John the Steadfast, to whom he turned for secular leadership and funds on behalf of a church largely shorn of its assets and income after the break with Rome. For Luther's biographer Martin Brecht, this partnership \"was the beginning of a questionable and originally unintended development towards a church government under the temporal sovereign\". The elector authorised a visitation of the church, a power formerly exercised by bishops. At times, Luther's practical reforms fell short of his earlier radical pronouncements. For example, the Instructions for the Visitors of Parish Pastors in Electoral Saxony (1528), drafted by Melanchthon with Luther's approval, stressed the role of repentance in the forgiveness of sins, despite Luther's position that faith alone ensures justification. The Eisleben reformer Johannes Agricola challenged this compromise, and Luther condemned him for teaching that faith is separate from works. The Instruction is a problematic document for those seeking a consistent evolution in Luther's thought and practice.", "targets": "Who was the new elector of Saxony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c404a0a67e64764aeeaacc3db48b2b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid confusing or upsetting the people, Luther avoided extreme change. He also did not wish to replace one controlling system with another. He concentrated on the church in the Electorate of Saxony, acting only as an adviser to churches in new territories, many of which followed his Saxon model. He worked closely with the new elector, John the Steadfast, to whom he turned for secular leadership and funds on behalf of a church largely shorn of its assets and income after the break with Rome. For Luther's biographer Martin Brecht, this partnership \"was the beginning of a questionable and originally unintended development towards a church government under the temporal sovereign\". The elector authorised a visitation of the church, a power formerly exercised by bishops. At times, Luther's practical reforms fell short of his earlier radical pronouncements. For example, the Instructions for the Visitors of Parish Pastors in Electoral Saxony (1528), drafted by Melanchthon with Luther's approval, stressed the role of repentance in the forgiveness of sins, despite Luther's position that faith alone ensures justification. The Eisleben reformer Johannes Agricola challenged this compromise, and Luther condemned him for teaching that faith is separate from works. The Instruction is a problematic document for those seeking a consistent evolution in Luther's thought and practice.", "targets": "What unintended development did the relationship with the elector have on church government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213bd975de234bd19e87a57cbd589030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the dystopian future world of George Orwell's Nineteen Eighty-Four, The Times has been transformed into the organ of the totalitarian ruling party, its editorials\u2014of which several are quoted in the book\u2014reflecting Big Brother's pronouncements.", "targets": "In what novel was The Times featured as an organ of a totalitarian ruling party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213bd975de234bd19e87a57cbd589030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the dystopian future world of George Orwell's Nineteen Eighty-Four, The Times has been transformed into the organ of the totalitarian ruling party, its editorials\u2014of which several are quoted in the book\u2014reflecting Big Brother's pronouncements.", "targets": "What is the name of the author of Nineteen Eighty-Four?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213bd975de234bd19e87a57cbd589030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the dystopian future world of George Orwell's Nineteen Eighty-Four, The Times has been transformed into the organ of the totalitarian ruling party, its editorials\u2014of which several are quoted in the book\u2014reflecting Big Brother's pronouncements.", "targets": "What kind of future world did George Orwell create in his novel, Nineteen Eighty-Four?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8ea167e4714b0dbb4c25be39641da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A unit load is defined as 100 mA in USB 1.x and 2.0, and 150 mA in USB 3.0. A device may draw a maximum of five unit loads from a port in USB 1.x and 2.0 (500 mA), or six unit loads in USB 3.0 (900 mA). There are two types of devices: low-power and high-power. A low-power device (such as a USB HID) draws at most one-unit load, with minimum operating voltage of 4.4 V in USB 2.0, and 4 V in USB 3.0. A high-power device draws, at most, the maximum number of unit loads the standard permits. Every device functions initially as low-power (including high-power functions during their low-power enumeration phases), but may request high-power, and get it if available on the providing bus.", "targets": "What is a unit load defined as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8ea167e4714b0dbb4c25be39641da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A unit load is defined as 100 mA in USB 1.x and 2.0, and 150 mA in USB 3.0. A device may draw a maximum of five unit loads from a port in USB 1.x and 2.0 (500 mA), or six unit loads in USB 3.0 (900 mA). There are two types of devices: low-power and high-power. A low-power device (such as a USB HID) draws at most one-unit load, with minimum operating voltage of 4.4 V in USB 2.0, and 4 V in USB 3.0. A high-power device draws, at most, the maximum number of unit loads the standard permits. Every device functions initially as low-power (including high-power functions during their low-power enumeration phases), but may request high-power, and get it if available on the providing bus.", "targets": "How much is a unit load in USB 3.0?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8ea167e4714b0dbb4c25be39641da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A unit load is defined as 100 mA in USB 1.x and 2.0, and 150 mA in USB 3.0. A device may draw a maximum of five unit loads from a port in USB 1.x and 2.0 (500 mA), or six unit loads in USB 3.0 (900 mA). There are two types of devices: low-power and high-power. A low-power device (such as a USB HID) draws at most one-unit load, with minimum operating voltage of 4.4 V in USB 2.0, and 4 V in USB 3.0. A high-power device draws, at most, the maximum number of unit loads the standard permits. Every device functions initially as low-power (including high-power functions during their low-power enumeration phases), but may request high-power, and get it if available on the providing bus.", "targets": "What is the maximum amount of load a USB 1. and 2.0 device may draw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e8ea167e4714b0dbb4c25be39641da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A unit load is defined as 100 mA in USB 1.x and 2.0, and 150 mA in USB 3.0. A device may draw a maximum of five unit loads from a port in USB 1.x and 2.0 (500 mA), or six unit loads in USB 3.0 (900 mA). There are two types of devices: low-power and high-power. A low-power device (such as a USB HID) draws at most one-unit load, with minimum operating voltage of 4.4 V in USB 2.0, and 4 V in USB 3.0. A high-power device draws, at most, the maximum number of unit loads the standard permits. Every device functions initially as low-power (including high-power functions during their low-power enumeration phases), but may request high-power, and get it if available on the providing bus.", "targets": "What is the maximum amount of load a USB 3.0 device may draw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4438a4d3631d404ea981cf07104192a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theme of racial injustice appears symbolically in the novel as well. For example, Atticus must shoot a rabid dog, even though it is not his job to do so. Carolyn Jones argues that the dog represents prejudice within the town of Maycomb, and Atticus, who waits on a deserted street to shoot the dog, must fight against the town's racism without help from other white citizens. He is also alone when he faces a group intending to lynch Tom Robinson and once more in the courthouse during Tom's trial. Lee even uses dreamlike imagery from the mad dog incident to describe some of the courtroom scenes. Jones writes, \"[t]he real mad dog in Maycomb is the racism that denies the humanity of Tom Robinson .... When Atticus makes his summation to the jury, he literally bares himself to the jury's and the town's anger.\"", "targets": "Atticus is tasked with killing what animal in the novel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4438a4d3631d404ea981cf07104192a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theme of racial injustice appears symbolically in the novel as well. For example, Atticus must shoot a rabid dog, even though it is not his job to do so. Carolyn Jones argues that the dog represents prejudice within the town of Maycomb, and Atticus, who waits on a deserted street to shoot the dog, must fight against the town's racism without help from other white citizens. He is also alone when he faces a group intending to lynch Tom Robinson and once more in the courthouse during Tom's trial. Lee even uses dreamlike imagery from the mad dog incident to describe some of the courtroom scenes. Jones writes, \"[t]he real mad dog in Maycomb is the racism that denies the humanity of Tom Robinson .... When Atticus makes his summation to the jury, he literally bares himself to the jury's and the town's anger.\"", "targets": "What is Atticus shooting the rabid dog symbolic of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aa51ee0aea04192883bebf42678f007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the east end of the Lady Chapel is a memorial chapel to the airmen of the RAF who were killed in the Second World War. It incorporates a memorial window to the Battle of Britain, which replaces an earlier Tudor stained glass window destroyed in the war.", "targets": "Where is the memorial chapel of the airmen of the RAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aa51ee0aea04192883bebf42678f007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the east end of the Lady Chapel is a memorial chapel to the airmen of the RAF who were killed in the Second World War. It incorporates a memorial window to the Battle of Britain, which replaces an earlier Tudor stained glass window destroyed in the war.", "targets": "The memorial chapel of the airmen of the RAF has a window for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aa51ee0aea04192883bebf42678f007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the east end of the Lady Chapel is a memorial chapel to the airmen of the RAF who were killed in the Second World War. It incorporates a memorial window to the Battle of Britain, which replaces an earlier Tudor stained glass window destroyed in the war.", "targets": "The window for the Battle of Britain replaced what that was destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc07456b88f4e069d4d11cb7795e4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These representations rely on presenting scenes directly to the eye for their own visible sake. They care for the schematic arrangements of bodies in space, but only as parts in a larger whole. While each scene has its own character and completeness it must fit into the general sequence to which it belongs. In these archaic pediments the sculptors use empty intervals, to suggest a passage to and fro a busy battlefield. The artists seem to have been dominated by geometrical pattern and order, and this was improved when classical art brought a greater freedom and economy.", "targets": "Who seemed to have been dominated by geometrical pattern and order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc07456b88f4e069d4d11cb7795e4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These representations rely on presenting scenes directly to the eye for their own visible sake. They care for the schematic arrangements of bodies in space, but only as parts in a larger whole. While each scene has its own character and completeness it must fit into the general sequence to which it belongs. In these archaic pediments the sculptors use empty intervals, to suggest a passage to and fro a busy battlefield. The artists seem to have been dominated by geometrical pattern and order, and this was improved when classical art brought a greater freedom and economy.", "targets": "What rely on presenting scenes directly to the eye for their own visibe sake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc07456b88f4e069d4d11cb7795e4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These representations rely on presenting scenes directly to the eye for their own visible sake. They care for the schematic arrangements of bodies in space, but only as parts in a larger whole. While each scene has its own character and completeness it must fit into the general sequence to which it belongs. In these archaic pediments the sculptors use empty intervals, to suggest a passage to and fro a busy battlefield. The artists seem to have been dominated by geometrical pattern and order, and this was improved when classical art brought a greater freedom and economy.", "targets": "While each scene has its own character and completeness, it must fit into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Who received the Nobel Prize in Medicine in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Prontosil is in what drug class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Who is responsible for creating Prontosil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "What causes Streptococci?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Many deaths occurred before World War II due to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "What was the name of the first sulfonamine antibiotic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "What award did Domagk receive in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Anti-infective drugs became more prominent after what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Were sulfonamides more or less toxic than arsphenamine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea872cd4e1454b5bbd9105087d166a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ehrlich\u2019s approach of systematically varying the chemical structure of synthetic compounds and measuring the effects of these changes on biological activity was pursued broadly by industrial scientists, including Bayer scientists Josef Klarer, Fritz Mietzsch, and Gerhard Domagk. This work, also based in the testing of compounds available from the German dye industry, led to the development of Prontosil, the first representative of the sulfonamide class of antibiotics. Compared to arsphenamine, the sulfonamides had a broader spectrum of activity and were far less toxic, rendering them useful for infections caused by pathogens such as streptococci. In 1939, Domagk received the Nobel Prize in Medicine for this discovery. Nonetheless, the dramatic decrease in deaths from infectious diseases that occurred prior to World War II was primarily the result of improved public health measures such as clean water and less crowded housing, and the impact of anti-infective drugs and vaccines was significant mainly after World War II.", "targets": "Streptococci and other pathogens could be treated by what type of antibiotics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7d9bd0d36034ce6a548d43c23eb426d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Electric heavily contaminated the Hudson River with polychlorinated biphenyls (PCBs) between 1947-77. This pollution caused a range of harmful effects to wildlife and people who eat fish from the river or drink the water. In response to this contamination, activists protested in various ways. Musician Pete Seeger founded the Hudson River Sloop Clearwater and the Clearwater Festival to draw attention to the problem. The activism led to the site being designated by the EPA as one of the superfund sites requiring extensive cleanup. Other sources of pollution, including mercury contamination and sewage dumping, have also contributed to problems in the Hudson River watershed.", "targets": "In what time period did GE pollute the Hudson River with PCBs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7d9bd0d36034ce6a548d43c23eb426d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Electric heavily contaminated the Hudson River with polychlorinated biphenyls (PCBs) between 1947-77. This pollution caused a range of harmful effects to wildlife and people who eat fish from the river or drink the water. In response to this contamination, activists protested in various ways. Musician Pete Seeger founded the Hudson River Sloop Clearwater and the Clearwater Festival to draw attention to the problem. The activism led to the site being designated by the EPA as one of the superfund sites requiring extensive cleanup. Other sources of pollution, including mercury contamination and sewage dumping, have also contributed to problems in the Hudson River watershed.", "targets": "Who founded the Hudson River Sloop Clearwater and the Clearwater Festival to bring attention to the pollution caused by GE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7d9bd0d36034ce6a548d43c23eb426d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Electric heavily contaminated the Hudson River with polychlorinated biphenyls (PCBs) between 1947-77. This pollution caused a range of harmful effects to wildlife and people who eat fish from the river or drink the water. In response to this contamination, activists protested in various ways. Musician Pete Seeger founded the Hudson River Sloop Clearwater and the Clearwater Festival to draw attention to the problem. The activism led to the site being designated by the EPA as one of the superfund sites requiring extensive cleanup. Other sources of pollution, including mercury contamination and sewage dumping, have also contributed to problems in the Hudson River watershed.", "targets": "What does PCB stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7d9bd0d36034ce6a548d43c23eb426d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Electric heavily contaminated the Hudson River with polychlorinated biphenyls (PCBs) between 1947-77. This pollution caused a range of harmful effects to wildlife and people who eat fish from the river or drink the water. In response to this contamination, activists protested in various ways. Musician Pete Seeger founded the Hudson River Sloop Clearwater and the Clearwater Festival to draw attention to the problem. The activism led to the site being designated by the EPA as one of the superfund sites requiring extensive cleanup. Other sources of pollution, including mercury contamination and sewage dumping, have also contributed to problems in the Hudson River watershed.", "targets": "What designation did the EPA give to the site of GE's Hudson River pollution"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7d9bd0d36034ce6a548d43c23eb426d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Electric heavily contaminated the Hudson River with polychlorinated biphenyls (PCBs) between 1947-77. This pollution caused a range of harmful effects to wildlife and people who eat fish from the river or drink the water. In response to this contamination, activists protested in various ways. Musician Pete Seeger founded the Hudson River Sloop Clearwater and the Clearwater Festival to draw attention to the problem. The activism led to the site being designated by the EPA as one of the superfund sites requiring extensive cleanup. Other sources of pollution, including mercury contamination and sewage dumping, have also contributed to problems in the Hudson River watershed.", "targets": "What other types of pollution have contaminated the Hudson River watershed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b28b53b0a2b42a9bfa14f84eaa2ac27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the 2010 election, the government has embarked on a series of reforms to direct the country towards liberal democracy, a mixed economy, and reconciliation, although doubts persist about the motives that underpin such reforms. The series of reforms includes the release of pro-democracy leader Aung San Suu Kyi from house arrest, the establishment of the National Human Rights Commission, the granting of general amnesties for more than 200 political prisoners, new labour laws that permit labour unions and strikes, a relaxation of press censorship, and the regulation of currency practices.", "targets": "In what direction is the government of Burma ultimately attempting to go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b28b53b0a2b42a9bfa14f84eaa2ac27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the 2010 election, the government has embarked on a series of reforms to direct the country towards liberal democracy, a mixed economy, and reconciliation, although doubts persist about the motives that underpin such reforms. The series of reforms includes the release of pro-democracy leader Aung San Suu Kyi from house arrest, the establishment of the National Human Rights Commission, the granting of general amnesties for more than 200 political prisoners, new labour laws that permit labour unions and strikes, a relaxation of press censorship, and the regulation of currency practices.", "targets": "What type of economy is Burma attempting to reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b28b53b0a2b42a9bfa14f84eaa2ac27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the 2010 election, the government has embarked on a series of reforms to direct the country towards liberal democracy, a mixed economy, and reconciliation, although doubts persist about the motives that underpin such reforms. The series of reforms includes the release of pro-democracy leader Aung San Suu Kyi from house arrest, the establishment of the National Human Rights Commission, the granting of general amnesties for more than 200 political prisoners, new labour laws that permit labour unions and strikes, a relaxation of press censorship, and the regulation of currency practices.", "targets": "Where was  Aung San Suu Kyi confined during his imprisonment in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b28b53b0a2b42a9bfa14f84eaa2ac27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the 2010 election, the government has embarked on a series of reforms to direct the country towards liberal democracy, a mixed economy, and reconciliation, although doubts persist about the motives that underpin such reforms. The series of reforms includes the release of pro-democracy leader Aung San Suu Kyi from house arrest, the establishment of the National Human Rights Commission, the granting of general amnesties for more than 200 political prisoners, new labour laws that permit labour unions and strikes, a relaxation of press censorship, and the regulation of currency practices.", "targets": "What happened to the political prisoner being held in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b28b53b0a2b42a9bfa14f84eaa2ac27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the 2010 election, the government has embarked on a series of reforms to direct the country towards liberal democracy, a mixed economy, and reconciliation, although doubts persist about the motives that underpin such reforms. The series of reforms includes the release of pro-democracy leader Aung San Suu Kyi from house arrest, the establishment of the National Human Rights Commission, the granting of general amnesties for more than 200 political prisoners, new labour laws that permit labour unions and strikes, a relaxation of press censorship, and the regulation of currency practices.", "targets": "Are groups who represent workers allowed to express their opinions in protest in Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b2eb96fc5c04c7eb13e63bb5b0201a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many annelids move by peristalsis (waves of contraction and expansion that sweep along the body), or flex the body while using parapodia to crawl or swim. In these animals the septa enable the circular and longitudinal muscles to change the shape of individual segments, by making each segment a separate fluid-filled \"balloon\". However, the septa are often incomplete in annelids that are semi-sessile or that do not move by peristalsis or by movements of parapodia \u2013 for example some move by whipping movements of the body, some small marine species move by means of cilia (fine muscle-powered hairs) and some burrowers turn their pharynges (throats) inside out to penetrate the sea-floor and drag themselves into it.", "targets": "How does peristalsis work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b2eb96fc5c04c7eb13e63bb5b0201a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many annelids move by peristalsis (waves of contraction and expansion that sweep along the body), or flex the body while using parapodia to crawl or swim. In these animals the septa enable the circular and longitudinal muscles to change the shape of individual segments, by making each segment a separate fluid-filled \"balloon\". However, the septa are often incomplete in annelids that are semi-sessile or that do not move by peristalsis or by movements of parapodia \u2013 for example some move by whipping movements of the body, some small marine species move by means of cilia (fine muscle-powered hairs) and some burrowers turn their pharynges (throats) inside out to penetrate the sea-floor and drag themselves into it.", "targets": "Why are annelids' segments like water-balloons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b2eb96fc5c04c7eb13e63bb5b0201a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many annelids move by peristalsis (waves of contraction and expansion that sweep along the body), or flex the body while using parapodia to crawl or swim. In these animals the septa enable the circular and longitudinal muscles to change the shape of individual segments, by making each segment a separate fluid-filled \"balloon\". However, the septa are often incomplete in annelids that are semi-sessile or that do not move by peristalsis or by movements of parapodia \u2013 for example some move by whipping movements of the body, some small marine species move by means of cilia (fine muscle-powered hairs) and some burrowers turn their pharynges (throats) inside out to penetrate the sea-floor and drag themselves into it.", "targets": "What are phrynges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b2eb96fc5c04c7eb13e63bb5b0201a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many annelids move by peristalsis (waves of contraction and expansion that sweep along the body), or flex the body while using parapodia to crawl or swim. In these animals the septa enable the circular and longitudinal muscles to change the shape of individual segments, by making each segment a separate fluid-filled \"balloon\". However, the septa are often incomplete in annelids that are semi-sessile or that do not move by peristalsis or by movements of parapodia \u2013 for example some move by whipping movements of the body, some small marine species move by means of cilia (fine muscle-powered hairs) and some burrowers turn their pharynges (throats) inside out to penetrate the sea-floor and drag themselves into it.", "targets": "What are cilia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912ceb324e7344b3a9638a2adbd99b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease sometimes involves identifying an infectious agent either directly or indirectly. In practice most minor infectious diseases such as warts, cutaneous abscesses, respiratory system infections and diarrheal diseases are diagnosed by their clinical presentation and treated without knowledge of the specific causative agent. Conclusions about the cause of the disease are based upon the likelihood that a patient came in contact with a particular agent, the presence of a microbe in a community, and other epidemiological considerations. Given sufficient effort, all known infectious agents can be specifically identified. The benefits of identification, however, are often greatly outweighed by the cost, as often there is no specific treatment, the cause is obvious, or the outcome of an infection is benign.", "targets": "What does diagnosis of an infectious sometimes involve identifying? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912ceb324e7344b3a9638a2adbd99b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease sometimes involves identifying an infectious agent either directly or indirectly. In practice most minor infectious diseases such as warts, cutaneous abscesses, respiratory system infections and diarrheal diseases are diagnosed by their clinical presentation and treated without knowledge of the specific causative agent. Conclusions about the cause of the disease are based upon the likelihood that a patient came in contact with a particular agent, the presence of a microbe in a community, and other epidemiological considerations. Given sufficient effort, all known infectious agents can be specifically identified. The benefits of identification, however, are often greatly outweighed by the cost, as often there is no specific treatment, the cause is obvious, or the outcome of an infection is benign.", "targets": "Many minor infectious diseases are diagnosed by what type of presentation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912ceb324e7344b3a9638a2adbd99b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease sometimes involves identifying an infectious agent either directly or indirectly. In practice most minor infectious diseases such as warts, cutaneous abscesses, respiratory system infections and diarrheal diseases are diagnosed by their clinical presentation and treated without knowledge of the specific causative agent. Conclusions about the cause of the disease are based upon the likelihood that a patient came in contact with a particular agent, the presence of a microbe in a community, and other epidemiological considerations. Given sufficient effort, all known infectious agents can be specifically identified. The benefits of identification, however, are often greatly outweighed by the cost, as often there is no specific treatment, the cause is obvious, or the outcome of an infection is benign.", "targets": "How are minor infectious diseases treated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912ceb324e7344b3a9638a2adbd99b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease sometimes involves identifying an infectious agent either directly or indirectly. In practice most minor infectious diseases such as warts, cutaneous abscesses, respiratory system infections and diarrheal diseases are diagnosed by their clinical presentation and treated without knowledge of the specific causative agent. Conclusions about the cause of the disease are based upon the likelihood that a patient came in contact with a particular agent, the presence of a microbe in a community, and other epidemiological considerations. Given sufficient effort, all known infectious agents can be specifically identified. The benefits of identification, however, are often greatly outweighed by the cost, as often there is no specific treatment, the cause is obvious, or the outcome of an infection is benign.", "targets": "What can be identified given sufficient effort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912ceb324e7344b3a9638a2adbd99b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease sometimes involves identifying an infectious agent either directly or indirectly. In practice most minor infectious diseases such as warts, cutaneous abscesses, respiratory system infections and diarrheal diseases are diagnosed by their clinical presentation and treated without knowledge of the specific causative agent. Conclusions about the cause of the disease are based upon the likelihood that a patient came in contact with a particular agent, the presence of a microbe in a community, and other epidemiological considerations. Given sufficient effort, all known infectious agents can be specifically identified. The benefits of identification, however, are often greatly outweighed by the cost, as often there is no specific treatment, the cause is obvious, or the outcome of an infection is benign.", "targets": "Why is it often not worth bothering to identify an infectious agent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fdf18d9c26445b6aaaed1534e87b5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's faculty includes scholars such as biologist E. O. Wilson, cognitive scientist Steven Pinker, physicists Lisa Randall and Roy Glauber, chemists Elias Corey, Dudley R. Herschbach and George M. Whitesides, computer scientists Michael O. Rabin and Leslie Valiant, Shakespeare scholar Stephen Greenblatt, writer Louis Menand, critic Helen Vendler, historians Henry Louis Gates, Jr. and Niall Ferguson, economists Amartya Sen, N. Gregory Mankiw, Robert Barro, Stephen A. Marglin, Don M. Wilson III and Martin Feldstein, political philosophers Harvey Mansfield, Baroness Shirley Williams and Michael Sandel, Fields Medalist mathematician Shing-Tung Yau, political scientists Robert Putnam, Joseph Nye, and Stanley Hoffmann, scholar/composers Robert Levin and Bernard Rands, astrophysicist Alyssa A. Goodman, and legal scholars Alan Dershowitz and Lawrence Lessig.", "targets": "What Fields Medal winning Mathematician is a faculty member at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fdf18d9c26445b6aaaed1534e87b5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's faculty includes scholars such as biologist E. O. Wilson, cognitive scientist Steven Pinker, physicists Lisa Randall and Roy Glauber, chemists Elias Corey, Dudley R. Herschbach and George M. Whitesides, computer scientists Michael O. Rabin and Leslie Valiant, Shakespeare scholar Stephen Greenblatt, writer Louis Menand, critic Helen Vendler, historians Henry Louis Gates, Jr. and Niall Ferguson, economists Amartya Sen, N. Gregory Mankiw, Robert Barro, Stephen A. Marglin, Don M. Wilson III and Martin Feldstein, political philosophers Harvey Mansfield, Baroness Shirley Williams and Michael Sandel, Fields Medalist mathematician Shing-Tung Yau, political scientists Robert Putnam, Joseph Nye, and Stanley Hoffmann, scholar/composers Robert Levin and Bernard Rands, astrophysicist Alyssa A. Goodman, and legal scholars Alan Dershowitz and Lawrence Lessig.", "targets": "What prestigious legal scholars are faculty members at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fdf18d9c26445b6aaaed1534e87b5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's faculty includes scholars such as biologist E. O. Wilson, cognitive scientist Steven Pinker, physicists Lisa Randall and Roy Glauber, chemists Elias Corey, Dudley R. Herschbach and George M. Whitesides, computer scientists Michael O. Rabin and Leslie Valiant, Shakespeare scholar Stephen Greenblatt, writer Louis Menand, critic Helen Vendler, historians Henry Louis Gates, Jr. and Niall Ferguson, economists Amartya Sen, N. Gregory Mankiw, Robert Barro, Stephen A. Marglin, Don M. Wilson III and Martin Feldstein, political philosophers Harvey Mansfield, Baroness Shirley Williams and Michael Sandel, Fields Medalist mathematician Shing-Tung Yau, political scientists Robert Putnam, Joseph Nye, and Stanley Hoffmann, scholar/composers Robert Levin and Bernard Rands, astrophysicist Alyssa A. Goodman, and legal scholars Alan Dershowitz and Lawrence Lessig.", "targets": "What Shakespeare Scholar is a faculty member at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b4fb1b261134fb2bba81b2d5aed190f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church celebrates his feast day not on the date of his death, June 3, as is usual, nor even on the day of his papal inauguration (as is sometimes done with Popes who are Saints, such as with John Paul II) but on 11 October, the day of the first session of the Second Vatican Council. This is understandable, since he was the one who had had the idea for it and had convened it. On Thursday, 11 September 2014, Pope Francis added his optional memorial to the worldwide General Roman Calendar of saints' feast days, in response to global requests. He is commemorated on the date of his death, 3 June, by the Evangelical Lutheran Church in America and on the following day, 4 June, by the Anglican Church of Canada and the Episcopal Church (United States).", "targets": "When is his feast day celebrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b4fb1b261134fb2bba81b2d5aed190f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church celebrates his feast day not on the date of his death, June 3, as is usual, nor even on the day of his papal inauguration (as is sometimes done with Popes who are Saints, such as with John Paul II) but on 11 October, the day of the first session of the Second Vatican Council. This is understandable, since he was the one who had had the idea for it and had convened it. On Thursday, 11 September 2014, Pope Francis added his optional memorial to the worldwide General Roman Calendar of saints' feast days, in response to global requests. He is commemorated on the date of his death, 3 June, by the Evangelical Lutheran Church in America and on the following day, 4 June, by the Anglican Church of Canada and the Episcopal Church (United States).", "targets": "What is October 11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b4fb1b261134fb2bba81b2d5aed190f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church celebrates his feast day not on the date of his death, June 3, as is usual, nor even on the day of his papal inauguration (as is sometimes done with Popes who are Saints, such as with John Paul II) but on 11 October, the day of the first session of the Second Vatican Council. This is understandable, since he was the one who had had the idea for it and had convened it. On Thursday, 11 September 2014, Pope Francis added his optional memorial to the worldwide General Roman Calendar of saints' feast days, in response to global requests. He is commemorated on the date of his death, 3 June, by the Evangelical Lutheran Church in America and on the following day, 4 June, by the Anglican Church of Canada and the Episcopal Church (United States).", "targets": "When did Pope Francis added his optional memorial to the worldwide General Roman Calendar of saints' feast days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b4fb1b261134fb2bba81b2d5aed190f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church celebrates his feast day not on the date of his death, June 3, as is usual, nor even on the day of his papal inauguration (as is sometimes done with Popes who are Saints, such as with John Paul II) but on 11 October, the day of the first session of the Second Vatican Council. This is understandable, since he was the one who had had the idea for it and had convened it. On Thursday, 11 September 2014, Pope Francis added his optional memorial to the worldwide General Roman Calendar of saints' feast days, in response to global requests. He is commemorated on the date of his death, 3 June, by the Evangelical Lutheran Church in America and on the following day, 4 June, by the Anglican Church of Canada and the Episcopal Church (United States).", "targets": "Where did Pope Francis commemorate his death on 3 June?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b4fb1b261134fb2bba81b2d5aed190f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church celebrates his feast day not on the date of his death, June 3, as is usual, nor even on the day of his papal inauguration (as is sometimes done with Popes who are Saints, such as with John Paul II) but on 11 October, the day of the first session of the Second Vatican Council. This is understandable, since he was the one who had had the idea for it and had convened it. On Thursday, 11 September 2014, Pope Francis added his optional memorial to the worldwide General Roman Calendar of saints' feast days, in response to global requests. He is commemorated on the date of his death, 3 June, by the Evangelical Lutheran Church in America and on the following day, 4 June, by the Anglican Church of Canada and the Episcopal Church (United States).", "targets": "Where did Pope Francis commemorate his death on 4 June?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f897972f6ebb45d1b7d7389d39e04785", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome offers no native creation myth, and little mythography to explain the character of its deities, their mutual relationships or their interactions with the human world, but Roman theology acknowledged that di immortales (immortal gods) ruled all realms of the heavens and earth. There were gods of the upper heavens, gods of the underworld and a myriad of lesser deities between. Some evidently favoured Rome because Rome honoured them, but none were intrinsically, irredeemably foreign or alien. The political, cultural and religious coherence of an emergent Roman super-state required a broad, inclusive and flexible network of lawful cults. At different times and in different places, the sphere of influence, character and functions of a divine being could expand, overlap with those of others, and be redefined as Roman. Change was embedded within existing traditions.", "targets": "What type of myth did Rome not have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f897972f6ebb45d1b7d7389d39e04785", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome offers no native creation myth, and little mythography to explain the character of its deities, their mutual relationships or their interactions with the human world, but Roman theology acknowledged that di immortales (immortal gods) ruled all realms of the heavens and earth. There were gods of the upper heavens, gods of the underworld and a myriad of lesser deities between. Some evidently favoured Rome because Rome honoured them, but none were intrinsically, irredeemably foreign or alien. The political, cultural and religious coherence of an emergent Roman super-state required a broad, inclusive and flexible network of lawful cults. At different times and in different places, the sphere of influence, character and functions of a divine being could expand, overlap with those of others, and be redefined as Roman. Change was embedded within existing traditions.", "targets": "To the Romans who ruled all aspects of heaven and earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f897972f6ebb45d1b7d7389d39e04785", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome offers no native creation myth, and little mythography to explain the character of its deities, their mutual relationships or their interactions with the human world, but Roman theology acknowledged that di immortales (immortal gods) ruled all realms of the heavens and earth. There were gods of the upper heavens, gods of the underworld and a myriad of lesser deities between. Some evidently favoured Rome because Rome honoured them, but none were intrinsically, irredeemably foreign or alien. The political, cultural and religious coherence of an emergent Roman super-state required a broad, inclusive and flexible network of lawful cults. At different times and in different places, the sphere of influence, character and functions of a divine being could expand, overlap with those of others, and be redefined as Roman. Change was embedded within existing traditions.", "targets": "What did the Romans do for those deities that favored Rome? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f897972f6ebb45d1b7d7389d39e04785", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome offers no native creation myth, and little mythography to explain the character of its deities, their mutual relationships or their interactions with the human world, but Roman theology acknowledged that di immortales (immortal gods) ruled all realms of the heavens and earth. There were gods of the upper heavens, gods of the underworld and a myriad of lesser deities between. Some evidently favoured Rome because Rome honoured them, but none were intrinsically, irredeemably foreign or alien. The political, cultural and religious coherence of an emergent Roman super-state required a broad, inclusive and flexible network of lawful cults. At different times and in different places, the sphere of influence, character and functions of a divine being could expand, overlap with those of others, and be redefined as Roman. Change was embedded within existing traditions.", "targets": "What did Rome make the myriad various cults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f897972f6ebb45d1b7d7389d39e04785", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome offers no native creation myth, and little mythography to explain the character of its deities, their mutual relationships or their interactions with the human world, but Roman theology acknowledged that di immortales (immortal gods) ruled all realms of the heavens and earth. There were gods of the upper heavens, gods of the underworld and a myriad of lesser deities between. Some evidently favoured Rome because Rome honoured them, but none were intrinsically, irredeemably foreign or alien. The political, cultural and religious coherence of an emergent Roman super-state required a broad, inclusive and flexible network of lawful cults. At different times and in different places, the sphere of influence, character and functions of a divine being could expand, overlap with those of others, and be redefined as Roman. Change was embedded within existing traditions.", "targets": "What was basic facet of Roman religious experience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b370d38e0d94884bb0ff63d75f63d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arnold, Constable was the first American department store. It was founded in 1825 by Aaron Arnold (1794?-1876), an emigrant from Great Britain, as a small dry goods store on Pine Street in New York City. In 1857 the store moved into a five-story white marble dry goods palace known as the Marble House. During the Civil War Arnold, Constable was one of the first stores to issue charge bills of credit to its customers each month instead of on a bi-annual basis. Recognized as an emporium for high-quality fashions, the store soon outgrew the Marble House and erected a cast-iron building on Broadway and Nineteenth Street in 1869; this \u201cPalace of Trade\u201d expanded over the years until it was necessary to move into a larger space in 1914. In 1925, Arnold, Constable merged with Stewart & Company and expanded into the suburbs, first with a 1937 store in New Rochelle, New York and later in Hempstead and Manhasset on Long Island, and in New Jersey. Financial problems led to bankruptcy in 1975.", "targets": "What is recognized as the \"first\" department store in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b370d38e0d94884bb0ff63d75f63d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arnold, Constable was the first American department store. It was founded in 1825 by Aaron Arnold (1794?-1876), an emigrant from Great Britain, as a small dry goods store on Pine Street in New York City. In 1857 the store moved into a five-story white marble dry goods palace known as the Marble House. During the Civil War Arnold, Constable was one of the first stores to issue charge bills of credit to its customers each month instead of on a bi-annual basis. Recognized as an emporium for high-quality fashions, the store soon outgrew the Marble House and erected a cast-iron building on Broadway and Nineteenth Street in 1869; this \u201cPalace of Trade\u201d expanded over the years until it was necessary to move into a larger space in 1914. In 1925, Arnold, Constable merged with Stewart & Company and expanded into the suburbs, first with a 1937 store in New Rochelle, New York and later in Hempstead and Manhasset on Long Island, and in New Jersey. Financial problems led to bankruptcy in 1975.", "targets": "Who founded Arnold, Constable? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b370d38e0d94884bb0ff63d75f63d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arnold, Constable was the first American department store. It was founded in 1825 by Aaron Arnold (1794?-1876), an emigrant from Great Britain, as a small dry goods store on Pine Street in New York City. In 1857 the store moved into a five-story white marble dry goods palace known as the Marble House. During the Civil War Arnold, Constable was one of the first stores to issue charge bills of credit to its customers each month instead of on a bi-annual basis. Recognized as an emporium for high-quality fashions, the store soon outgrew the Marble House and erected a cast-iron building on Broadway and Nineteenth Street in 1869; this \u201cPalace of Trade\u201d expanded over the years until it was necessary to move into a larger space in 1914. In 1925, Arnold, Constable merged with Stewart & Company and expanded into the suburbs, first with a 1937 store in New Rochelle, New York and later in Hempstead and Manhasset on Long Island, and in New Jersey. Financial problems led to bankruptcy in 1975.", "targets": "Where was the store moved in 1857?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b370d38e0d94884bb0ff63d75f63d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arnold, Constable was the first American department store. It was founded in 1825 by Aaron Arnold (1794?-1876), an emigrant from Great Britain, as a small dry goods store on Pine Street in New York City. In 1857 the store moved into a five-story white marble dry goods palace known as the Marble House. During the Civil War Arnold, Constable was one of the first stores to issue charge bills of credit to its customers each month instead of on a bi-annual basis. Recognized as an emporium for high-quality fashions, the store soon outgrew the Marble House and erected a cast-iron building on Broadway and Nineteenth Street in 1869; this \u201cPalace of Trade\u201d expanded over the years until it was necessary to move into a larger space in 1914. In 1925, Arnold, Constable merged with Stewart & Company and expanded into the suburbs, first with a 1937 store in New Rochelle, New York and later in Hempstead and Manhasset on Long Island, and in New Jersey. Financial problems led to bankruptcy in 1975.", "targets": "What made Arnold, Constable stand out from other stores during the civil war? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b370d38e0d94884bb0ff63d75f63d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arnold, Constable was the first American department store. It was founded in 1825 by Aaron Arnold (1794?-1876), an emigrant from Great Britain, as a small dry goods store on Pine Street in New York City. In 1857 the store moved into a five-story white marble dry goods palace known as the Marble House. During the Civil War Arnold, Constable was one of the first stores to issue charge bills of credit to its customers each month instead of on a bi-annual basis. Recognized as an emporium for high-quality fashions, the store soon outgrew the Marble House and erected a cast-iron building on Broadway and Nineteenth Street in 1869; this \u201cPalace of Trade\u201d expanded over the years until it was necessary to move into a larger space in 1914. In 1925, Arnold, Constable merged with Stewart & Company and expanded into the suburbs, first with a 1937 store in New Rochelle, New York and later in Hempstead and Manhasset on Long Island, and in New Jersey. Financial problems led to bankruptcy in 1975.", "targets": "When was the \"Palace of Trade\" built? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b36c6d1104aa59928a0c1dea23b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was widely translated in Darwin's lifetime, but problems arose with translating concepts and metaphors, and some translations were biased by the translator's own agenda. Darwin distributed presentation copies in France and Germany, hoping that suitable applicants would come forward, as translators were expected to make their own arrangements with a local publisher. He welcomed the distinguished elderly naturalist and geologist Heinrich Georg Bronn, but the German translation published in 1860 imposed Bronn's own ideas, adding controversial themes that Darwin had deliberately omitted. Bronn translated \"favoured races\" as \"perfected races\", and added essays on issues including the origin of life, as well as a final chapter on religious implications partly inspired by Bronn's adherence to Naturphilosophie. In 1862, Bronn produced a second edition based on the third English edition and Darwin's suggested additions, but then died of a heart attack. Darwin corresponded closely with Julius Victor Carus, who published an improved translation in 1867. Darwin's attempts to find a translator in France fell through, and the translation by Cl\u00e9mence Royer published in 1862 added an introduction praising Darwin's ideas as an alternative to religious revelation and promoting ideas anticipating social Darwinism and eugenics, as well as numerous explanatory notes giving her own answers to doubts that Darwin expressed. Darwin corresponded with Royer about a second edition published in 1866 and a third in 1870, but he had difficulty getting her to remove her notes and was troubled by these editions. He remained unsatisfied until a translation by Edmond Barbier was published in 1876. A Dutch translation by Tiberius Cornelis Winkler was published in 1860. By 1864, additional translations had appeared in Italian and Russian. In Darwin's lifetime, Origin was published in Swedish in 1871, Danish in 1872, Polish in 1873, Hungarian in 1873\u20131874, Spanish in 1877 and Serbian in 1878. By 1977, it had appeared in an additional 18 languages.", "targets": "Who was the German translator that Darwin welcomed for On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b36c6d1104aa59928a0c1dea23b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was widely translated in Darwin's lifetime, but problems arose with translating concepts and metaphors, and some translations were biased by the translator's own agenda. Darwin distributed presentation copies in France and Germany, hoping that suitable applicants would come forward, as translators were expected to make their own arrangements with a local publisher. He welcomed the distinguished elderly naturalist and geologist Heinrich Georg Bronn, but the German translation published in 1860 imposed Bronn's own ideas, adding controversial themes that Darwin had deliberately omitted. Bronn translated \"favoured races\" as \"perfected races\", and added essays on issues including the origin of life, as well as a final chapter on religious implications partly inspired by Bronn's adherence to Naturphilosophie. In 1862, Bronn produced a second edition based on the third English edition and Darwin's suggested additions, but then died of a heart attack. Darwin corresponded closely with Julius Victor Carus, who published an improved translation in 1867. Darwin's attempts to find a translator in France fell through, and the translation by Cl\u00e9mence Royer published in 1862 added an introduction praising Darwin's ideas as an alternative to religious revelation and promoting ideas anticipating social Darwinism and eugenics, as well as numerous explanatory notes giving her own answers to doubts that Darwin expressed. Darwin corresponded with Royer about a second edition published in 1866 and a third in 1870, but he had difficulty getting her to remove her notes and was troubled by these editions. He remained unsatisfied until a translation by Edmond Barbier was published in 1876. A Dutch translation by Tiberius Cornelis Winkler was published in 1860. By 1864, additional translations had appeared in Italian and Russian. In Darwin's lifetime, Origin was published in Swedish in 1871, Danish in 1872, Polish in 1873, Hungarian in 1873\u20131874, Spanish in 1877 and Serbian in 1878. By 1977, it had appeared in an additional 18 languages.", "targets": "What did Bronn do in his translation that went completely against what Darwin wanted in On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b36c6d1104aa59928a0c1dea23b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was widely translated in Darwin's lifetime, but problems arose with translating concepts and metaphors, and some translations were biased by the translator's own agenda. Darwin distributed presentation copies in France and Germany, hoping that suitable applicants would come forward, as translators were expected to make their own arrangements with a local publisher. He welcomed the distinguished elderly naturalist and geologist Heinrich Georg Bronn, but the German translation published in 1860 imposed Bronn's own ideas, adding controversial themes that Darwin had deliberately omitted. Bronn translated \"favoured races\" as \"perfected races\", and added essays on issues including the origin of life, as well as a final chapter on religious implications partly inspired by Bronn's adherence to Naturphilosophie. In 1862, Bronn produced a second edition based on the third English edition and Darwin's suggested additions, but then died of a heart attack. Darwin corresponded closely with Julius Victor Carus, who published an improved translation in 1867. Darwin's attempts to find a translator in France fell through, and the translation by Cl\u00e9mence Royer published in 1862 added an introduction praising Darwin's ideas as an alternative to religious revelation and promoting ideas anticipating social Darwinism and eugenics, as well as numerous explanatory notes giving her own answers to doubts that Darwin expressed. Darwin corresponded with Royer about a second edition published in 1866 and a third in 1870, but he had difficulty getting her to remove her notes and was troubled by these editions. He remained unsatisfied until a translation by Edmond Barbier was published in 1876. A Dutch translation by Tiberius Cornelis Winkler was published in 1860. By 1864, additional translations had appeared in Italian and Russian. In Darwin's lifetime, Origin was published in Swedish in 1871, Danish in 1872, Polish in 1873, Hungarian in 1873\u20131874, Spanish in 1877 and Serbian in 1878. By 1977, it had appeared in an additional 18 languages.", "targets": "What did Bronn change \"Favoured Races\" to in his translated edition of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b36c6d1104aa59928a0c1dea23b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was widely translated in Darwin's lifetime, but problems arose with translating concepts and metaphors, and some translations were biased by the translator's own agenda. Darwin distributed presentation copies in France and Germany, hoping that suitable applicants would come forward, as translators were expected to make their own arrangements with a local publisher. He welcomed the distinguished elderly naturalist and geologist Heinrich Georg Bronn, but the German translation published in 1860 imposed Bronn's own ideas, adding controversial themes that Darwin had deliberately omitted. Bronn translated \"favoured races\" as \"perfected races\", and added essays on issues including the origin of life, as well as a final chapter on religious implications partly inspired by Bronn's adherence to Naturphilosophie. In 1862, Bronn produced a second edition based on the third English edition and Darwin's suggested additions, but then died of a heart attack. Darwin corresponded closely with Julius Victor Carus, who published an improved translation in 1867. Darwin's attempts to find a translator in France fell through, and the translation by Cl\u00e9mence Royer published in 1862 added an introduction praising Darwin's ideas as an alternative to religious revelation and promoting ideas anticipating social Darwinism and eugenics, as well as numerous explanatory notes giving her own answers to doubts that Darwin expressed. Darwin corresponded with Royer about a second edition published in 1866 and a third in 1870, but he had difficulty getting her to remove her notes and was troubled by these editions. He remained unsatisfied until a translation by Edmond Barbier was published in 1876. A Dutch translation by Tiberius Cornelis Winkler was published in 1860. By 1864, additional translations had appeared in Italian and Russian. In Darwin's lifetime, Origin was published in Swedish in 1871, Danish in 1872, Polish in 1873, Hungarian in 1873\u20131874, Spanish in 1877 and Serbian in 1878. By 1977, it had appeared in an additional 18 languages.", "targets": "Who published an improved translation of On the Origin of Species in 1867?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b36c6d1104aa59928a0c1dea23b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was widely translated in Darwin's lifetime, but problems arose with translating concepts and metaphors, and some translations were biased by the translator's own agenda. Darwin distributed presentation copies in France and Germany, hoping that suitable applicants would come forward, as translators were expected to make their own arrangements with a local publisher. He welcomed the distinguished elderly naturalist and geologist Heinrich Georg Bronn, but the German translation published in 1860 imposed Bronn's own ideas, adding controversial themes that Darwin had deliberately omitted. Bronn translated \"favoured races\" as \"perfected races\", and added essays on issues including the origin of life, as well as a final chapter on religious implications partly inspired by Bronn's adherence to Naturphilosophie. In 1862, Bronn produced a second edition based on the third English edition and Darwin's suggested additions, but then died of a heart attack. Darwin corresponded closely with Julius Victor Carus, who published an improved translation in 1867. Darwin's attempts to find a translator in France fell through, and the translation by Cl\u00e9mence Royer published in 1862 added an introduction praising Darwin's ideas as an alternative to religious revelation and promoting ideas anticipating social Darwinism and eugenics, as well as numerous explanatory notes giving her own answers to doubts that Darwin expressed. Darwin corresponded with Royer about a second edition published in 1866 and a third in 1870, but he had difficulty getting her to remove her notes and was troubled by these editions. He remained unsatisfied until a translation by Edmond Barbier was published in 1876. A Dutch translation by Tiberius Cornelis Winkler was published in 1860. By 1864, additional translations had appeared in Italian and Russian. In Darwin's lifetime, Origin was published in Swedish in 1871, Danish in 1872, Polish in 1873, Hungarian in 1873\u20131874, Spanish in 1877 and Serbian in 1878. By 1977, it had appeared in an additional 18 languages.", "targets": "Why was Darwin unhappy with the first French translation of On the Origins of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3c87a36bbc42b2bae91c2e320af4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than 26,000 square kilometres (10,000 sq mi) of Victorian farmland are sown for grain, mostly in the state's west. More than 50% of this area is sown for wheat, 33% for barley and 7% for oats. A further 6,000 square kilometres (2,300 sq mi) is sown for hay. In 2003\u201304, Victorian farmers produced more than 3 million tonnes of wheat and 2 million tonnes of barley. Victorian farms produce nearly 90% of Australian pears and third of apples. It is also a leader in stone fruit production. The main vegetable crops include asparagus, broccoli, carrots, potatoes and tomatoes. Last year, 121,200 tonnes of pears and 270,000 tonnes of tomatoes were produced.", "targets": "How much Victorian farmland is farmed in grains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3c87a36bbc42b2bae91c2e320af4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than 26,000 square kilometres (10,000 sq mi) of Victorian farmland are sown for grain, mostly in the state's west. More than 50% of this area is sown for wheat, 33% for barley and 7% for oats. A further 6,000 square kilometres (2,300 sq mi) is sown for hay. In 2003\u201304, Victorian farmers produced more than 3 million tonnes of wheat and 2 million tonnes of barley. Victorian farms produce nearly 90% of Australian pears and third of apples. It is also a leader in stone fruit production. The main vegetable crops include asparagus, broccoli, carrots, potatoes and tomatoes. Last year, 121,200 tonnes of pears and 270,000 tonnes of tomatoes were produced.", "targets": "What percentage of farmland grows wheat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3c87a36bbc42b2bae91c2e320af4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than 26,000 square kilometres (10,000 sq mi) of Victorian farmland are sown for grain, mostly in the state's west. More than 50% of this area is sown for wheat, 33% for barley and 7% for oats. A further 6,000 square kilometres (2,300 sq mi) is sown for hay. In 2003\u201304, Victorian farmers produced more than 3 million tonnes of wheat and 2 million tonnes of barley. Victorian farms produce nearly 90% of Australian pears and third of apples. It is also a leader in stone fruit production. The main vegetable crops include asparagus, broccoli, carrots, potatoes and tomatoes. Last year, 121,200 tonnes of pears and 270,000 tonnes of tomatoes were produced.", "targets": "How much of Victoria's farmland grows hay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3c87a36bbc42b2bae91c2e320af4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than 26,000 square kilometres (10,000 sq mi) of Victorian farmland are sown for grain, mostly in the state's west. More than 50% of this area is sown for wheat, 33% for barley and 7% for oats. A further 6,000 square kilometres (2,300 sq mi) is sown for hay. In 2003\u201304, Victorian farmers produced more than 3 million tonnes of wheat and 2 million tonnes of barley. Victorian farms produce nearly 90% of Australian pears and third of apples. It is also a leader in stone fruit production. The main vegetable crops include asparagus, broccoli, carrots, potatoes and tomatoes. Last year, 121,200 tonnes of pears and 270,000 tonnes of tomatoes were produced.", "targets": "How much does Victoria produce in Australian pears?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3c87a36bbc42b2bae91c2e320af4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than 26,000 square kilometres (10,000 sq mi) of Victorian farmland are sown for grain, mostly in the state's west. More than 50% of this area is sown for wheat, 33% for barley and 7% for oats. A further 6,000 square kilometres (2,300 sq mi) is sown for hay. In 2003\u201304, Victorian farmers produced more than 3 million tonnes of wheat and 2 million tonnes of barley. Victorian farms produce nearly 90% of Australian pears and third of apples. It is also a leader in stone fruit production. The main vegetable crops include asparagus, broccoli, carrots, potatoes and tomatoes. Last year, 121,200 tonnes of pears and 270,000 tonnes of tomatoes were produced.", "targets": "How many tonnes of tomatoes does Victoria produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eefaac36964fb4a2b1b045f49f72c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Game is included in the newspaper on Mondays, and details all the weekend's football activity (Premier League and Football League Championship, League One and League Two.) The Scottish edition of The Game also includes results and analysis from Scottish Premier League games.", "targets": "What sports activity is featured in The Times on Mondays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eefaac36964fb4a2b1b045f49f72c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Game is included in the newspaper on Mondays, and details all the weekend's football activity (Premier League and Football League Championship, League One and League Two.) The Scottish edition of The Game also includes results and analysis from Scottish Premier League games.", "targets": "What kind of football game is featured in the Scottish edition of The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eefaac36964fb4a2b1b045f49f72c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Game is included in the newspaper on Mondays, and details all the weekend's football activity (Premier League and Football League Championship, League One and League Two.) The Scottish edition of The Game also includes results and analysis from Scottish Premier League games.", "targets": "What is the name of the section that features football on Mondays in The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58d54d0d182b4e70bda87ff56ada0552", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I Love New York (stylized I \u2764 NY) is both a logo and a song that are the basis of an advertising campaign and have been used since 1977 to promote tourism in New York City, and later to promote New York State as well. The trademarked logo, owned by New York State Empire State Development, appears in souvenir shops and brochures throughout the city and state, some licensed, many not. The song is the state song of New York.", "targets": "What English phrase does I \u2764 NY represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58d54d0d182b4e70bda87ff56ada0552", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I Love New York (stylized I \u2764 NY) is both a logo and a song that are the basis of an advertising campaign and have been used since 1977 to promote tourism in New York City, and later to promote New York State as well. The trademarked logo, owned by New York State Empire State Development, appears in souvenir shops and brochures throughout the city and state, some licensed, many not. The song is the state song of New York.", "targets": "When was I \u2764 NY first used in advertisements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58d54d0d182b4e70bda87ff56ada0552", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I Love New York (stylized I \u2764 NY) is both a logo and a song that are the basis of an advertising campaign and have been used since 1977 to promote tourism in New York City, and later to promote New York State as well. The trademarked logo, owned by New York State Empire State Development, appears in souvenir shops and brochures throughout the city and state, some licensed, many not. The song is the state song of New York.", "targets": "Who owns the trademark to I \u2764 NY?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58d54d0d182b4e70bda87ff56ada0552", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I Love New York (stylized I \u2764 NY) is both a logo and a song that are the basis of an advertising campaign and have been used since 1977 to promote tourism in New York City, and later to promote New York State as well. The trademarked logo, owned by New York State Empire State Development, appears in souvenir shops and brochures throughout the city and state, some licensed, many not. The song is the state song of New York.", "targets": "What is the state song of New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58d54d0d182b4e70bda87ff56ada0552", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I Love New York (stylized I \u2764 NY) is both a logo and a song that are the basis of an advertising campaign and have been used since 1977 to promote tourism in New York City, and later to promote New York State as well. The trademarked logo, owned by New York State Empire State Development, appears in souvenir shops and brochures throughout the city and state, some licensed, many not. The song is the state song of New York.", "targets": "I Love New York was established as advertising in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58d54d0d182b4e70bda87ff56ada0552", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I Love New York (stylized I \u2764 NY) is both a logo and a song that are the basis of an advertising campaign and have been used since 1977 to promote tourism in New York City, and later to promote New York State as well. The trademarked logo, owned by New York State Empire State Development, appears in souvenir shops and brochures throughout the city and state, some licensed, many not. The song is the state song of New York.", "targets": "What is the state song of New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0983d98353b14ab39bbc5845d385fa59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official language of Bern is (the Swiss variety of Standard) German, but the main spoken language is the Alemannic Swiss German dialect called Bernese German.", "targets": "What is the official language of Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0983d98353b14ab39bbc5845d385fa59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official language of Bern is (the Swiss variety of Standard) German, but the main spoken language is the Alemannic Swiss German dialect called Bernese German.", "targets": "What is the main language spoken in Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0983d98353b14ab39bbc5845d385fa59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official language of Bern is (the Swiss variety of Standard) German, but the main spoken language is the Alemannic Swiss German dialect called Bernese German.", "targets": "What dialect is Bernese German?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0983d98353b14ab39bbc5845d385fa59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official language of Bern is (the Swiss variety of Standard) German, but the main spoken language is the Alemannic Swiss German dialect called Bernese German.", "targets": "What is the official language of Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e09b77613ed41299e9151fd0e126733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department stores Lane Crawford was opened in 1850 by Scots Thomas Ash Lane and Ninian Crawford on Des Voeux Road, Hong Kong Island. At the beginning, the store mainly catered visiting ships' crews as well as British Navy staff and their families. In 1900, the first ethnic-Chinese owned Sincere Department Store was opened by Ma Ying Piu, who returned from Australia and inspired by David Jones. In 1907, another former Hong Kong expatriate in Australia, the Kwok's family, returned to Hong Kong and founded Wing On.", "targets": "What year did Lane Crawford open? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e09b77613ed41299e9151fd0e126733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department stores Lane Crawford was opened in 1850 by Scots Thomas Ash Lane and Ninian Crawford on Des Voeux Road, Hong Kong Island. At the beginning, the store mainly catered visiting ships' crews as well as British Navy staff and their families. In 1900, the first ethnic-Chinese owned Sincere Department Store was opened by Ma Ying Piu, who returned from Australia and inspired by David Jones. In 1907, another former Hong Kong expatriate in Australia, the Kwok's family, returned to Hong Kong and founded Wing On.", "targets": "Who established Lane Crawford? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e09b77613ed41299e9151fd0e126733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department stores Lane Crawford was opened in 1850 by Scots Thomas Ash Lane and Ninian Crawford on Des Voeux Road, Hong Kong Island. At the beginning, the store mainly catered visiting ships' crews as well as British Navy staff and their families. In 1900, the first ethnic-Chinese owned Sincere Department Store was opened by Ma Ying Piu, who returned from Australia and inspired by David Jones. In 1907, another former Hong Kong expatriate in Australia, the Kwok's family, returned to Hong Kong and founded Wing On.", "targets": "What was the store's original target customer base?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e09b77613ed41299e9151fd0e126733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first department stores Lane Crawford was opened in 1850 by Scots Thomas Ash Lane and Ninian Crawford on Des Voeux Road, Hong Kong Island. At the beginning, the store mainly catered visiting ships' crews as well as British Navy staff and their families. In 1900, the first ethnic-Chinese owned Sincere Department Store was opened by Ma Ying Piu, who returned from Australia and inspired by David Jones. In 1907, another former Hong Kong expatriate in Australia, the Kwok's family, returned to Hong Kong and founded Wing On.", "targets": "Who opened the first Chinese-owned department store? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-243575cf19e34cb08143ec62b644d201", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most recognizable icon of Mexico City is the golden Angel of Independence on the wide, elegant avenue Paseo de la Reforma, modeled by the order of the Emperor Maximilian of Mexico after the Champs-\u00c9lys\u00e9es in Paris. This avenue was designed over the Americas' oldest known major roadway in the 19th century to connect the National Palace (seat of government) with the Castle of Chapultepec, the imperial residence. Today, this avenue is an important financial district in which the Mexican Stock Exchange and several corporate headquarters are located. Another important avenue is the Avenida de los Insurgentes, which extends 28.8 km (17.9 mi) and is one of the longest single avenues in the world.", "targets": "What is the most popular icon of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-243575cf19e34cb08143ec62b644d201", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most recognizable icon of Mexico City is the golden Angel of Independence on the wide, elegant avenue Paseo de la Reforma, modeled by the order of the Emperor Maximilian of Mexico after the Champs-\u00c9lys\u00e9es in Paris. This avenue was designed over the Americas' oldest known major roadway in the 19th century to connect the National Palace (seat of government) with the Castle of Chapultepec, the imperial residence. Today, this avenue is an important financial district in which the Mexican Stock Exchange and several corporate headquarters are located. Another important avenue is the Avenida de los Insurgentes, which extends 28.8 km (17.9 mi) and is one of the longest single avenues in the world.", "targets": "Who made the Angel of Independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-243575cf19e34cb08143ec62b644d201", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most recognizable icon of Mexico City is the golden Angel of Independence on the wide, elegant avenue Paseo de la Reforma, modeled by the order of the Emperor Maximilian of Mexico after the Champs-\u00c9lys\u00e9es in Paris. This avenue was designed over the Americas' oldest known major roadway in the 19th century to connect the National Palace (seat of government) with the Castle of Chapultepec, the imperial residence. Today, this avenue is an important financial district in which the Mexican Stock Exchange and several corporate headquarters are located. Another important avenue is the Avenida de los Insurgentes, which extends 28.8 km (17.9 mi) and is one of the longest single avenues in the world.", "targets": "The angel of independence is over the roadway that connects what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-243575cf19e34cb08143ec62b644d201", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most recognizable icon of Mexico City is the golden Angel of Independence on the wide, elegant avenue Paseo de la Reforma, modeled by the order of the Emperor Maximilian of Mexico after the Champs-\u00c9lys\u00e9es in Paris. This avenue was designed over the Americas' oldest known major roadway in the 19th century to connect the National Palace (seat of government) with the Castle of Chapultepec, the imperial residence. Today, this avenue is an important financial district in which the Mexican Stock Exchange and several corporate headquarters are located. Another important avenue is the Avenida de los Insurgentes, which extends 28.8 km (17.9 mi) and is one of the longest single avenues in the world.", "targets": "What is the name of the longest avenue in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-243575cf19e34cb08143ec62b644d201", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most recognizable icon of Mexico City is the golden Angel of Independence on the wide, elegant avenue Paseo de la Reforma, modeled by the order of the Emperor Maximilian of Mexico after the Champs-\u00c9lys\u00e9es in Paris. This avenue was designed over the Americas' oldest known major roadway in the 19th century to connect the National Palace (seat of government) with the Castle of Chapultepec, the imperial residence. Today, this avenue is an important financial district in which the Mexican Stock Exchange and several corporate headquarters are located. Another important avenue is the Avenida de los Insurgentes, which extends 28.8 km (17.9 mi) and is one of the longest single avenues in the world.", "targets": "How long is the longest avenue in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5761e7100be04d3893ec9bf6b1cb2626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the league's inception through ArenaBowl XVIII, the championship game was played at the home of the highest-seeded remaining team. The AFL then switched to a neutral-site championship, with ArenaBowls XIX and XX in Las Vegas. New Orleans Arena, home of the New Orleans VooDoo, served as the site of ArenaBowl XXI on July 29, 2007. This was the first professional sports championship to be staged in the city since Hurricane Katrina struck in August 2005. The San Jose SaberCats earned their third championship in six years by defeating the Columbus Destroyers 55\u201333. ArenaBowl XXI in New Orleans was deemed a success, and the city was chosen to host ArenaBowl XXII, in which the Philadelphia Soul defeated the defending champion San Jose Sabercats. In 2010, the location returned to being decided by which of the two participating teams was seeded higher. In ArenaBowl XXIII, the Spokane Shock defeated the Tampa Bay Storm at their home arena, Spokane Arena, in Spokane, Washington. In ArenaBowl XXIV, the Jacksonville Sharks, coming off of a victory in their conference final game four nights earlier, traveled to US Airways Center in Phoenix and defeated the Arizona Rattlers 73\u201370. ArenaBowl XXV returned to a neutral site and was once again played in New Orleans, where the Rattlers returned and defeated the Philadelphia Soul. Since 2014 the ArenaBowl has been played at the higher-seeded team.", "targets": "Where did ArenaBowl XX take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5761e7100be04d3893ec9bf6b1cb2626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the league's inception through ArenaBowl XVIII, the championship game was played at the home of the highest-seeded remaining team. The AFL then switched to a neutral-site championship, with ArenaBowls XIX and XX in Las Vegas. New Orleans Arena, home of the New Orleans VooDoo, served as the site of ArenaBowl XXI on July 29, 2007. This was the first professional sports championship to be staged in the city since Hurricane Katrina struck in August 2005. The San Jose SaberCats earned their third championship in six years by defeating the Columbus Destroyers 55\u201333. ArenaBowl XXI in New Orleans was deemed a success, and the city was chosen to host ArenaBowl XXII, in which the Philadelphia Soul defeated the defending champion San Jose Sabercats. In 2010, the location returned to being decided by which of the two participating teams was seeded higher. In ArenaBowl XXIII, the Spokane Shock defeated the Tampa Bay Storm at their home arena, Spokane Arena, in Spokane, Washington. In ArenaBowl XXIV, the Jacksonville Sharks, coming off of a victory in their conference final game four nights earlier, traveled to US Airways Center in Phoenix and defeated the Arizona Rattlers 73\u201370. ArenaBowl XXV returned to a neutral site and was once again played in New Orleans, where the Rattlers returned and defeated the Philadelphia Soul. Since 2014 the ArenaBowl has been played at the higher-seeded team.", "targets": "What arena was ArenaBowl XXI played in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5761e7100be04d3893ec9bf6b1cb2626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the league's inception through ArenaBowl XVIII, the championship game was played at the home of the highest-seeded remaining team. The AFL then switched to a neutral-site championship, with ArenaBowls XIX and XX in Las Vegas. New Orleans Arena, home of the New Orleans VooDoo, served as the site of ArenaBowl XXI on July 29, 2007. This was the first professional sports championship to be staged in the city since Hurricane Katrina struck in August 2005. The San Jose SaberCats earned their third championship in six years by defeating the Columbus Destroyers 55\u201333. ArenaBowl XXI in New Orleans was deemed a success, and the city was chosen to host ArenaBowl XXII, in which the Philadelphia Soul defeated the defending champion San Jose Sabercats. In 2010, the location returned to being decided by which of the two participating teams was seeded higher. In ArenaBowl XXIII, the Spokane Shock defeated the Tampa Bay Storm at their home arena, Spokane Arena, in Spokane, Washington. In ArenaBowl XXIV, the Jacksonville Sharks, coming off of a victory in their conference final game four nights earlier, traveled to US Airways Center in Phoenix and defeated the Arizona Rattlers 73\u201370. ArenaBowl XXV returned to a neutral site and was once again played in New Orleans, where the Rattlers returned and defeated the Philadelphia Soul. Since 2014 the ArenaBowl has been played at the higher-seeded team.", "targets": "On what date was ArenaBowl XXI played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5761e7100be04d3893ec9bf6b1cb2626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the league's inception through ArenaBowl XVIII, the championship game was played at the home of the highest-seeded remaining team. The AFL then switched to a neutral-site championship, with ArenaBowls XIX and XX in Las Vegas. New Orleans Arena, home of the New Orleans VooDoo, served as the site of ArenaBowl XXI on July 29, 2007. This was the first professional sports championship to be staged in the city since Hurricane Katrina struck in August 2005. The San Jose SaberCats earned their third championship in six years by defeating the Columbus Destroyers 55\u201333. ArenaBowl XXI in New Orleans was deemed a success, and the city was chosen to host ArenaBowl XXII, in which the Philadelphia Soul defeated the defending champion San Jose Sabercats. In 2010, the location returned to being decided by which of the two participating teams was seeded higher. In ArenaBowl XXIII, the Spokane Shock defeated the Tampa Bay Storm at their home arena, Spokane Arena, in Spokane, Washington. In ArenaBowl XXIV, the Jacksonville Sharks, coming off of a victory in their conference final game four nights earlier, traveled to US Airways Center in Phoenix and defeated the Arizona Rattlers 73\u201370. ArenaBowl XXV returned to a neutral site and was once again played in New Orleans, where the Rattlers returned and defeated the Philadelphia Soul. Since 2014 the ArenaBowl has been played at the higher-seeded team.", "targets": "In what month and year did Hurricane Katrina occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5761e7100be04d3893ec9bf6b1cb2626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the league's inception through ArenaBowl XVIII, the championship game was played at the home of the highest-seeded remaining team. The AFL then switched to a neutral-site championship, with ArenaBowls XIX and XX in Las Vegas. New Orleans Arena, home of the New Orleans VooDoo, served as the site of ArenaBowl XXI on July 29, 2007. This was the first professional sports championship to be staged in the city since Hurricane Katrina struck in August 2005. The San Jose SaberCats earned their third championship in six years by defeating the Columbus Destroyers 55\u201333. ArenaBowl XXI in New Orleans was deemed a success, and the city was chosen to host ArenaBowl XXII, in which the Philadelphia Soul defeated the defending champion San Jose Sabercats. In 2010, the location returned to being decided by which of the two participating teams was seeded higher. In ArenaBowl XXIII, the Spokane Shock defeated the Tampa Bay Storm at their home arena, Spokane Arena, in Spokane, Washington. In ArenaBowl XXIV, the Jacksonville Sharks, coming off of a victory in their conference final game four nights earlier, traveled to US Airways Center in Phoenix and defeated the Arizona Rattlers 73\u201370. ArenaBowl XXV returned to a neutral site and was once again played in New Orleans, where the Rattlers returned and defeated the Philadelphia Soul. Since 2014 the ArenaBowl has been played at the higher-seeded team.", "targets": "What team won ArenaBowl XXI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6548a4cb199d41cc8e55396470ee71ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The advent of the Industrial Revolution in Britain provided a great boost to cotton manufacture, as textiles emerged as Britain's leading export. In 1738, Lewis Paul and John Wyatt, of Birmingham, England, patented the roller spinning machine, as well as the flyer-and-bobbin system for drawing cotton to a more even thickness using two sets of rollers that traveled at different speeds. Later, the invention of the James Hargreaves' spinning jenny in 1764, Richard Arkwright's spinning frame in 1769 and Samuel Crompton's spinning mule in 1775 enabled British spinners to produce cotton yarn at much higher rates. From the late 18th century on, the British city of Manchester acquired the nickname \"Cottonopolis\" due to the cotton industry's omnipresence within the city, and Manchester's role as the heart of the global cotton trade.", "targets": "What event produced an expansion of the British cotton industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6548a4cb199d41cc8e55396470ee71ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The advent of the Industrial Revolution in Britain provided a great boost to cotton manufacture, as textiles emerged as Britain's leading export. In 1738, Lewis Paul and John Wyatt, of Birmingham, England, patented the roller spinning machine, as well as the flyer-and-bobbin system for drawing cotton to a more even thickness using two sets of rollers that traveled at different speeds. Later, the invention of the James Hargreaves' spinning jenny in 1764, Richard Arkwright's spinning frame in 1769 and Samuel Crompton's spinning mule in 1775 enabled British spinners to produce cotton yarn at much higher rates. From the late 18th century on, the British city of Manchester acquired the nickname \"Cottonopolis\" due to the cotton industry's omnipresence within the city, and Manchester's role as the heart of the global cotton trade.", "targets": "When was a new spinning machine patented that boosted cotton production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6548a4cb199d41cc8e55396470ee71ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The advent of the Industrial Revolution in Britain provided a great boost to cotton manufacture, as textiles emerged as Britain's leading export. In 1738, Lewis Paul and John Wyatt, of Birmingham, England, patented the roller spinning machine, as well as the flyer-and-bobbin system for drawing cotton to a more even thickness using two sets of rollers that traveled at different speeds. Later, the invention of the James Hargreaves' spinning jenny in 1764, Richard Arkwright's spinning frame in 1769 and Samuel Crompton's spinning mule in 1775 enabled British spinners to produce cotton yarn at much higher rates. From the late 18th century on, the British city of Manchester acquired the nickname \"Cottonopolis\" due to the cotton industry's omnipresence within the city, and Manchester's role as the heart of the global cotton trade.", "targets": "What device did James Hargreaves invent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6548a4cb199d41cc8e55396470ee71ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The advent of the Industrial Revolution in Britain provided a great boost to cotton manufacture, as textiles emerged as Britain's leading export. In 1738, Lewis Paul and John Wyatt, of Birmingham, England, patented the roller spinning machine, as well as the flyer-and-bobbin system for drawing cotton to a more even thickness using two sets of rollers that traveled at different speeds. Later, the invention of the James Hargreaves' spinning jenny in 1764, Richard Arkwright's spinning frame in 1769 and Samuel Crompton's spinning mule in 1775 enabled British spinners to produce cotton yarn at much higher rates. From the late 18th century on, the British city of Manchester acquired the nickname \"Cottonopolis\" due to the cotton industry's omnipresence within the city, and Manchester's role as the heart of the global cotton trade.", "targets": "What was Samuel Crompton's invention of 1775?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6548a4cb199d41cc8e55396470ee71ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The advent of the Industrial Revolution in Britain provided a great boost to cotton manufacture, as textiles emerged as Britain's leading export. In 1738, Lewis Paul and John Wyatt, of Birmingham, England, patented the roller spinning machine, as well as the flyer-and-bobbin system for drawing cotton to a more even thickness using two sets of rollers that traveled at different speeds. Later, the invention of the James Hargreaves' spinning jenny in 1764, Richard Arkwright's spinning frame in 1769 and Samuel Crompton's spinning mule in 1775 enabled British spinners to produce cotton yarn at much higher rates. From the late 18th century on, the British city of Manchester acquired the nickname \"Cottonopolis\" due to the cotton industry's omnipresence within the city, and Manchester's role as the heart of the global cotton trade.", "targets": "Whic British city was nicknamed \"Cottonopolis\" because of its cotton production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5347f12627c4dd2ba2aad4bb7a5d8b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBC's sports coverage has also attained high viewership in border markets, including its coverage of the NHL's Stanley Cup Playoffs, which was generally considered to be more complete and consistent than coverage by other networks such as NBC. Its coverage of the Olympic Games also found a significant audience in border regions, primarily due to the fact that CBC aired more events live than NBC's coverage, which had been criticized in recent years for tape delaying events to air in primetime, even if the event is being held in a market in the Pacific Time Zone during primetime hours on the East (where it would still be delayed for West coast primetime).", "targets": "Why is CBC's coverage preferable to other networks in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5347f12627c4dd2ba2aad4bb7a5d8b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBC's sports coverage has also attained high viewership in border markets, including its coverage of the NHL's Stanley Cup Playoffs, which was generally considered to be more complete and consistent than coverage by other networks such as NBC. Its coverage of the Olympic Games also found a significant audience in border regions, primarily due to the fact that CBC aired more events live than NBC's coverage, which had been criticized in recent years for tape delaying events to air in primetime, even if the event is being held in a market in the Pacific Time Zone during primetime hours on the East (where it would still be delayed for West coast primetime).", "targets": "Did CBC air more or less live Olympic events than NBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5347f12627c4dd2ba2aad4bb7a5d8b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBC's sports coverage has also attained high viewership in border markets, including its coverage of the NHL's Stanley Cup Playoffs, which was generally considered to be more complete and consistent than coverage by other networks such as NBC. Its coverage of the Olympic Games also found a significant audience in border regions, primarily due to the fact that CBC aired more events live than NBC's coverage, which had been criticized in recent years for tape delaying events to air in primetime, even if the event is being held in a market in the Pacific Time Zone during primetime hours on the East (where it would still be delayed for West coast primetime).", "targets": "Why was NBC criticized over its Olympic coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4839b44df60945f18d1838a0a35da4ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Lee was awarded an honorary doctorate from the University of Notre Dame. During the ceremony, the students and audience gave Lee a standing ovation, and the entire graduating class held up copies of To Kill a Mockingbird to honor her.[note 5] Lee was awarded the Presidential Medal of Freedom on November 5, 2007 by President George W. Bush. In his remarks, Bush stated, \"One reason To Kill a Mockingbird succeeded is the wise and kind heart of the author, which comes through on every page ... To Kill a Mockingbird has influenced the character of our country for the better. It's been a gift to the entire world. As a model of good writing and humane sensibility, this book will be read and studied forever.\"", "targets": "Which school granted Lee an honory doctorate in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4839b44df60945f18d1838a0a35da4ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Lee was awarded an honorary doctorate from the University of Notre Dame. During the ceremony, the students and audience gave Lee a standing ovation, and the entire graduating class held up copies of To Kill a Mockingbird to honor her.[note 5] Lee was awarded the Presidential Medal of Freedom on November 5, 2007 by President George W. Bush. In his remarks, Bush stated, \"One reason To Kill a Mockingbird succeeded is the wise and kind heart of the author, which comes through on every page ... To Kill a Mockingbird has influenced the character of our country for the better. It's been a gift to the entire world. As a model of good writing and humane sensibility, this book will be read and studied forever.\"", "targets": "Which president of the US awarded Lee the Presidential Medal of Freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4839b44df60945f18d1838a0a35da4ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Lee was awarded an honorary doctorate from the University of Notre Dame. During the ceremony, the students and audience gave Lee a standing ovation, and the entire graduating class held up copies of To Kill a Mockingbird to honor her.[note 5] Lee was awarded the Presidential Medal of Freedom on November 5, 2007 by President George W. Bush. In his remarks, Bush stated, \"One reason To Kill a Mockingbird succeeded is the wise and kind heart of the author, which comes through on every page ... To Kill a Mockingbird has influenced the character of our country for the better. It's been a gift to the entire world. As a model of good writing and humane sensibility, this book will be read and studied forever.\"", "targets": "When did Lee receive a  Presidential Medal of Freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4839b44df60945f18d1838a0a35da4ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Lee was awarded an honorary doctorate from the University of Notre Dame. During the ceremony, the students and audience gave Lee a standing ovation, and the entire graduating class held up copies of To Kill a Mockingbird to honor her.[note 5] Lee was awarded the Presidential Medal of Freedom on November 5, 2007 by President George W. Bush. In his remarks, Bush stated, \"One reason To Kill a Mockingbird succeeded is the wise and kind heart of the author, which comes through on every page ... To Kill a Mockingbird has influenced the character of our country for the better. It's been a gift to the entire world. As a model of good writing and humane sensibility, this book will be read and studied forever.\"", "targets": "What university awarded Lee an honorary doctorate in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4839b44df60945f18d1838a0a35da4ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Lee was awarded an honorary doctorate from the University of Notre Dame. During the ceremony, the students and audience gave Lee a standing ovation, and the entire graduating class held up copies of To Kill a Mockingbird to honor her.[note 5] Lee was awarded the Presidential Medal of Freedom on November 5, 2007 by President George W. Bush. In his remarks, Bush stated, \"One reason To Kill a Mockingbird succeeded is the wise and kind heart of the author, which comes through on every page ... To Kill a Mockingbird has influenced the character of our country for the better. It's been a gift to the entire world. As a model of good writing and humane sensibility, this book will be read and studied forever.\"", "targets": "In 2007, which president awarded Lee the Presidential Medal of Freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b4996ae48846f48617cbdaf1c4ac07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paragraph 13 the judges raise the issue of the perpetrators' access to the victims: \"The historical examples of genocide also suggest that the area of the perpetrators\u2019 activity and control, as well as the possible extent of their reach, should be considered. ... The intent to destroy formed by a perpetrator of genocide will always be limited by the opportunity presented to him. While this factor alone will not indicate whether the targeted group is substantial, it can\u2014in combination with other factors\u2014inform the analysis.\"", "targets": "The issue of what is raised by judges in Paragraph 13? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b4996ae48846f48617cbdaf1c4ac07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paragraph 13 the judges raise the issue of the perpetrators' access to the victims: \"The historical examples of genocide also suggest that the area of the perpetrators\u2019 activity and control, as well as the possible extent of their reach, should be considered. ... The intent to destroy formed by a perpetrator of genocide will always be limited by the opportunity presented to him. While this factor alone will not indicate whether the targeted group is substantial, it can\u2014in combination with other factors\u2014inform the analysis.\"", "targets": "What is the basis for suggesting that several factors regarding the activity of the perpetrators be considered? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b4996ae48846f48617cbdaf1c4ac07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paragraph 13 the judges raise the issue of the perpetrators' access to the victims: \"The historical examples of genocide also suggest that the area of the perpetrators\u2019 activity and control, as well as the possible extent of their reach, should be considered. ... The intent to destroy formed by a perpetrator of genocide will always be limited by the opportunity presented to him. While this factor alone will not indicate whether the targeted group is substantial, it can\u2014in combination with other factors\u2014inform the analysis.\"", "targets": "The extent of what by the perpetrators was considered in an examination of their activity and level of control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b4996ae48846f48617cbdaf1c4ac07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paragraph 13 the judges raise the issue of the perpetrators' access to the victims: \"The historical examples of genocide also suggest that the area of the perpetrators\u2019 activity and control, as well as the possible extent of their reach, should be considered. ... The intent to destroy formed by a perpetrator of genocide will always be limited by the opportunity presented to him. While this factor alone will not indicate whether the targeted group is substantial, it can\u2014in combination with other factors\u2014inform the analysis.\"", "targets": "What will always be restricted in terms of a perpetrator's intent to destroy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b4996ae48846f48617cbdaf1c4ac07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paragraph 13 the judges raise the issue of the perpetrators' access to the victims: \"The historical examples of genocide also suggest that the area of the perpetrators\u2019 activity and control, as well as the possible extent of their reach, should be considered. ... The intent to destroy formed by a perpetrator of genocide will always be limited by the opportunity presented to him. While this factor alone will not indicate whether the targeted group is substantial, it can\u2014in combination with other factors\u2014inform the analysis.\"", "targets": "While the factor cannot independently indicate if the targeted group is substantial, it can do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a6debd2e65541d3a32255d0abd9710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"alloy\" is sometimes used in everyday speech as a synonym for a particular alloy. For example, automobile wheels made of an aluminium alloy are commonly referred to as simply \"alloy wheels\", although in point of fact steels and most other metals in practical use are also alloys. Steel is such a common alloy that many items made from it, like wheels, barrels, or girders, are simply referred to by the name of the item, assuming it is made of steel. When made from other materials, they are typically specified as such, (i.e.: \"bronze wheel,\" \"plastic barrel,\" or \"wood girder\").", "targets": "What is the name of a common alloy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a6debd2e65541d3a32255d0abd9710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"alloy\" is sometimes used in everyday speech as a synonym for a particular alloy. For example, automobile wheels made of an aluminium alloy are commonly referred to as simply \"alloy wheels\", although in point of fact steels and most other metals in practical use are also alloys. Steel is such a common alloy that many items made from it, like wheels, barrels, or girders, are simply referred to by the name of the item, assuming it is made of steel. When made from other materials, they are typically specified as such, (i.e.: \"bronze wheel,\" \"plastic barrel,\" or \"wood girder\").", "targets": "What is something on a car that sometimes is made of alloy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a6debd2e65541d3a32255d0abd9710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"alloy\" is sometimes used in everyday speech as a synonym for a particular alloy. For example, automobile wheels made of an aluminium alloy are commonly referred to as simply \"alloy wheels\", although in point of fact steels and most other metals in practical use are also alloys. Steel is such a common alloy that many items made from it, like wheels, barrels, or girders, are simply referred to by the name of the item, assuming it is made of steel. When made from other materials, they are typically specified as such, (i.e.: \"bronze wheel,\" \"plastic barrel,\" or \"wood girder\").", "targets": "Steel and other very practical metals are also named what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f57a9b1b9dee447194fb0b8306f54712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006 and 2007, the world used approximately 2.4 megatonnes (5.3\u00d7109 lb) of pesticides, with herbicides constituting the biggest part of the world pesticide use at 40%, followed by insecticides (17%) and fungicides (10%). In 2006 and 2007 the U.S. used approximately 0.5 megatonnes (1.1\u00d7109 lb) of pesticides, accounting for 22% of the world total, including 857 million pounds (389 kt) of conventional pesticides, which are used in the agricultural sector (80% of conventional pesticide use) as well as the industrial, commercial, governmental and home & garden sectors.Pesticides are also found in majority of U.S. households with 78 million out of the 105.5 million households indicating that they use some form of pesticide. As of 2007, there were more than 1,055 active ingredients registered as pesticides, which yield over 20,000 pesticide products that are marketed in the United States.", "targets": "On estimate how many megatonnes of pesticides were used between 2006 and 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f57a9b1b9dee447194fb0b8306f54712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006 and 2007, the world used approximately 2.4 megatonnes (5.3\u00d7109 lb) of pesticides, with herbicides constituting the biggest part of the world pesticide use at 40%, followed by insecticides (17%) and fungicides (10%). In 2006 and 2007 the U.S. used approximately 0.5 megatonnes (1.1\u00d7109 lb) of pesticides, accounting for 22% of the world total, including 857 million pounds (389 kt) of conventional pesticides, which are used in the agricultural sector (80% of conventional pesticide use) as well as the industrial, commercial, governmental and home & garden sectors.Pesticides are also found in majority of U.S. households with 78 million out of the 105.5 million households indicating that they use some form of pesticide. As of 2007, there were more than 1,055 active ingredients registered as pesticides, which yield over 20,000 pesticide products that are marketed in the United States.", "targets": "What amount of conventional pesticide use does the agricultural sector account for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f57a9b1b9dee447194fb0b8306f54712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006 and 2007, the world used approximately 2.4 megatonnes (5.3\u00d7109 lb) of pesticides, with herbicides constituting the biggest part of the world pesticide use at 40%, followed by insecticides (17%) and fungicides (10%). In 2006 and 2007 the U.S. used approximately 0.5 megatonnes (1.1\u00d7109 lb) of pesticides, accounting for 22% of the world total, including 857 million pounds (389 kt) of conventional pesticides, which are used in the agricultural sector (80% of conventional pesticide use) as well as the industrial, commercial, governmental and home & garden sectors.Pesticides are also found in majority of U.S. households with 78 million out of the 105.5 million households indicating that they use some form of pesticide. As of 2007, there were more than 1,055 active ingredients registered as pesticides, which yield over 20,000 pesticide products that are marketed in the United States.", "targets": " Pesticides contain at least how many ingredients?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f57a9b1b9dee447194fb0b8306f54712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006 and 2007, the world used approximately 2.4 megatonnes (5.3\u00d7109 lb) of pesticides, with herbicides constituting the biggest part of the world pesticide use at 40%, followed by insecticides (17%) and fungicides (10%). In 2006 and 2007 the U.S. used approximately 0.5 megatonnes (1.1\u00d7109 lb) of pesticides, accounting for 22% of the world total, including 857 million pounds (389 kt) of conventional pesticides, which are used in the agricultural sector (80% of conventional pesticide use) as well as the industrial, commercial, governmental and home & garden sectors.Pesticides are also found in majority of U.S. households with 78 million out of the 105.5 million households indicating that they use some form of pesticide. As of 2007, there were more than 1,055 active ingredients registered as pesticides, which yield over 20,000 pesticide products that are marketed in the United States.", "targets": "How maney pesticides are offered for sale in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-995a1bdd71b64d84a20b9ebc1939b302", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regardless of the ability of the Luftwaffe to win air superiority, Adolf Hitler was frustrated that it was not happening quickly enough. With no sign of the RAF weakening, and Luftwaffe air fleets (Luftflotten) taking punishing losses, the OKL was keen for a change in strategy. To reduce losses further, a change in strategy was also favoured to take place at night, to give the bombers greater protection under cover of darkness.[b] On 4 September 1940, in a long address at the Sportspalast, Hitler declared: \"And should the Royal Air Force drop two thousand, or three thousand [kilograms ...] then we will now drop [...] 300,000, 400,000, yes one million kilograms in a single night. And should they declare they will greatly increase their attacks on our cities, then we will erase their cities.\"", "targets": "The Luftwaffe air fleets were taking what kind of losses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-995a1bdd71b64d84a20b9ebc1939b302", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regardless of the ability of the Luftwaffe to win air superiority, Adolf Hitler was frustrated that it was not happening quickly enough. With no sign of the RAF weakening, and Luftwaffe air fleets (Luftflotten) taking punishing losses, the OKL was keen for a change in strategy. To reduce losses further, a change in strategy was also favoured to take place at night, to give the bombers greater protection under cover of darkness.[b] On 4 September 1940, in a long address at the Sportspalast, Hitler declared: \"And should the Royal Air Force drop two thousand, or three thousand [kilograms ...] then we will now drop [...] 300,000, 400,000, yes one million kilograms in a single night. And should they declare they will greatly increase their attacks on our cities, then we will erase their cities.\"", "targets": "What did the punishing losses to the air fleet cause the Luftwaffe to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-995a1bdd71b64d84a20b9ebc1939b302", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regardless of the ability of the Luftwaffe to win air superiority, Adolf Hitler was frustrated that it was not happening quickly enough. With no sign of the RAF weakening, and Luftwaffe air fleets (Luftflotten) taking punishing losses, the OKL was keen for a change in strategy. To reduce losses further, a change in strategy was also favoured to take place at night, to give the bombers greater protection under cover of darkness.[b] On 4 September 1940, in a long address at the Sportspalast, Hitler declared: \"And should the Royal Air Force drop two thousand, or three thousand [kilograms ...] then we will now drop [...] 300,000, 400,000, yes one million kilograms in a single night. And should they declare they will greatly increase their attacks on our cities, then we will erase their cities.\"", "targets": "What kind of strategy did the Luftwaffe use to give their bombers better protection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-995a1bdd71b64d84a20b9ebc1939b302", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regardless of the ability of the Luftwaffe to win air superiority, Adolf Hitler was frustrated that it was not happening quickly enough. With no sign of the RAF weakening, and Luftwaffe air fleets (Luftflotten) taking punishing losses, the OKL was keen for a change in strategy. To reduce losses further, a change in strategy was also favoured to take place at night, to give the bombers greater protection under cover of darkness.[b] On 4 September 1940, in a long address at the Sportspalast, Hitler declared: \"And should the Royal Air Force drop two thousand, or three thousand [kilograms ...] then we will now drop [...] 300,000, 400,000, yes one million kilograms in a single night. And should they declare they will greatly increase their attacks on our cities, then we will erase their cities.\"", "targets": "What city did Hitler give a speech where he said he would erase British cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-995a1bdd71b64d84a20b9ebc1939b302", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regardless of the ability of the Luftwaffe to win air superiority, Adolf Hitler was frustrated that it was not happening quickly enough. With no sign of the RAF weakening, and Luftwaffe air fleets (Luftflotten) taking punishing losses, the OKL was keen for a change in strategy. To reduce losses further, a change in strategy was also favoured to take place at night, to give the bombers greater protection under cover of darkness.[b] On 4 September 1940, in a long address at the Sportspalast, Hitler declared: \"And should the Royal Air Force drop two thousand, or three thousand [kilograms ...] then we will now drop [...] 300,000, 400,000, yes one million kilograms in a single night. And should they declare they will greatly increase their attacks on our cities, then we will erase their cities.\"", "targets": "In what year did Hitler give the speech at Sportspalast? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8967d6c88014664a4c5634316d20b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value of the deposit was obvious from the start, but the means of extracting the bitumen were not. The nearest town, Fort McMurray, Alberta was a small fur trading post, other markets were far away, and transportation costs were too high to ship the raw bituminous sand for paving. In 1915, Sidney Ells of the Federal Mines Branch experimented with separation techniques and used the bitumen to pave 600 feet of road in Edmonton, Alberta. Other roads in Alberta were paved with oil sands, but it was generally not economic. During the 1920s Dr. Karl A. Clark of the Alberta Research Council patented a hot water oil separation process and entrepreneur Robert C. Fitzsimmons built the Bitumount oil separation plant, which between 1925 and 1958 produced up to 300 barrels (50 m3) per day of bitumen using Dr. Clark's method. Most of the bitumen was used for waterproofing roofs, but other uses included fuels, lubrication oils, printers ink, medicines, rust and acid-proof paints, fireproof roofing, street paving, patent leather, and fence post preservatives. Eventually Fitzsimmons ran out of money and the plant was taken over by the Alberta government. Today the Bitumount plant is a Provincial Historic Site.", "targets": "Who experimented with bitumen extraction techniques to make shipping easier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8967d6c88014664a4c5634316d20b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value of the deposit was obvious from the start, but the means of extracting the bitumen were not. The nearest town, Fort McMurray, Alberta was a small fur trading post, other markets were far away, and transportation costs were too high to ship the raw bituminous sand for paving. In 1915, Sidney Ells of the Federal Mines Branch experimented with separation techniques and used the bitumen to pave 600 feet of road in Edmonton, Alberta. Other roads in Alberta were paved with oil sands, but it was generally not economic. During the 1920s Dr. Karl A. Clark of the Alberta Research Council patented a hot water oil separation process and entrepreneur Robert C. Fitzsimmons built the Bitumount oil separation plant, which between 1925 and 1958 produced up to 300 barrels (50 m3) per day of bitumen using Dr. Clark's method. Most of the bitumen was used for waterproofing roofs, but other uses included fuels, lubrication oils, printers ink, medicines, rust and acid-proof paints, fireproof roofing, street paving, patent leather, and fence post preservatives. Eventually Fitzsimmons ran out of money and the plant was taken over by the Alberta government. Today the Bitumount plant is a Provincial Historic Site.", "targets": "What researcher patented a hot water oil process to separate bitumen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8967d6c88014664a4c5634316d20b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value of the deposit was obvious from the start, but the means of extracting the bitumen were not. The nearest town, Fort McMurray, Alberta was a small fur trading post, other markets were far away, and transportation costs were too high to ship the raw bituminous sand for paving. In 1915, Sidney Ells of the Federal Mines Branch experimented with separation techniques and used the bitumen to pave 600 feet of road in Edmonton, Alberta. Other roads in Alberta were paved with oil sands, but it was generally not economic. During the 1920s Dr. Karl A. Clark of the Alberta Research Council patented a hot water oil separation process and entrepreneur Robert C. Fitzsimmons built the Bitumount oil separation plant, which between 1925 and 1958 produced up to 300 barrels (50 m3) per day of bitumen using Dr. Clark's method. Most of the bitumen was used for waterproofing roofs, but other uses included fuels, lubrication oils, printers ink, medicines, rust and acid-proof paints, fireproof roofing, street paving, patent leather, and fence post preservatives. Eventually Fitzsimmons ran out of money and the plant was taken over by the Alberta government. Today the Bitumount plant is a Provincial Historic Site.", "targets": "When did Ells begin using bitumen as a paving in Alberta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8967d6c88014664a4c5634316d20b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value of the deposit was obvious from the start, but the means of extracting the bitumen were not. The nearest town, Fort McMurray, Alberta was a small fur trading post, other markets were far away, and transportation costs were too high to ship the raw bituminous sand for paving. In 1915, Sidney Ells of the Federal Mines Branch experimented with separation techniques and used the bitumen to pave 600 feet of road in Edmonton, Alberta. Other roads in Alberta were paved with oil sands, but it was generally not economic. During the 1920s Dr. Karl A. Clark of the Alberta Research Council patented a hot water oil separation process and entrepreneur Robert C. Fitzsimmons built the Bitumount oil separation plant, which between 1925 and 1958 produced up to 300 barrels (50 m3) per day of bitumen using Dr. Clark's method. Most of the bitumen was used for waterproofing roofs, but other uses included fuels, lubrication oils, printers ink, medicines, rust and acid-proof paints, fireproof roofing, street paving, patent leather, and fence post preservatives. Eventually Fitzsimmons ran out of money and the plant was taken over by the Alberta government. Today the Bitumount plant is a Provincial Historic Site.", "targets": "Who constructed the Bitumont oil separation plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8967d6c88014664a4c5634316d20b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value of the deposit was obvious from the start, but the means of extracting the bitumen were not. The nearest town, Fort McMurray, Alberta was a small fur trading post, other markets were far away, and transportation costs were too high to ship the raw bituminous sand for paving. In 1915, Sidney Ells of the Federal Mines Branch experimented with separation techniques and used the bitumen to pave 600 feet of road in Edmonton, Alberta. Other roads in Alberta were paved with oil sands, but it was generally not economic. During the 1920s Dr. Karl A. Clark of the Alberta Research Council patented a hot water oil separation process and entrepreneur Robert C. Fitzsimmons built the Bitumount oil separation plant, which between 1925 and 1958 produced up to 300 barrels (50 m3) per day of bitumen using Dr. Clark's method. Most of the bitumen was used for waterproofing roofs, but other uses included fuels, lubrication oils, printers ink, medicines, rust and acid-proof paints, fireproof roofing, street paving, patent leather, and fence post preservatives. Eventually Fitzsimmons ran out of money and the plant was taken over by the Alberta government. Today the Bitumount plant is a Provincial Historic Site.", "targets": "For what was most of the the Bitumont plant's output was used for waterproofing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b38ed86b3d4939a9da9d5877998985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent bulbs are much less efficient than most other types of electric lighting; incandescent bulbs convert less than 5% of the energy they use into visible light, with standard light bulbs averaging about 2.2%. The remaining energy is converted into heat. The luminous efficacy of a typical incandescent bulb is 16 lumens per watt, compared with 60 lm/W for a compact fluorescent bulb or 150 lm/W for some white LED lamps. Some applications of the incandescent bulb deliberately use the heat generated by the filament. Such applications include incubators, brooding boxes for poultry, heat lights for reptile tanks, infrared heating for industrial heating and drying processes, lava lamps, and the Easy-Bake Oven toy. Incandescent bulbs typically have short lifetimes compared with other types of lighting; around 1,000 hours for home light bulbs versus typically 10,000 hours for compact fluorescents and 30,000 hours for lighting LEDs.", "targets": "Are incandescent bulbs more or less efficient than most electric lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b38ed86b3d4939a9da9d5877998985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent bulbs are much less efficient than most other types of electric lighting; incandescent bulbs convert less than 5% of the energy they use into visible light, with standard light bulbs averaging about 2.2%. The remaining energy is converted into heat. The luminous efficacy of a typical incandescent bulb is 16 lumens per watt, compared with 60 lm/W for a compact fluorescent bulb or 150 lm/W for some white LED lamps. Some applications of the incandescent bulb deliberately use the heat generated by the filament. Such applications include incubators, brooding boxes for poultry, heat lights for reptile tanks, infrared heating for industrial heating and drying processes, lava lamps, and the Easy-Bake Oven toy. Incandescent bulbs typically have short lifetimes compared with other types of lighting; around 1,000 hours for home light bulbs versus typically 10,000 hours for compact fluorescents and 30,000 hours for lighting LEDs.", "targets": "What percentage of energy does a standard light bulb actually convert to visible light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b38ed86b3d4939a9da9d5877998985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent bulbs are much less efficient than most other types of electric lighting; incandescent bulbs convert less than 5% of the energy they use into visible light, with standard light bulbs averaging about 2.2%. The remaining energy is converted into heat. The luminous efficacy of a typical incandescent bulb is 16 lumens per watt, compared with 60 lm/W for a compact fluorescent bulb or 150 lm/W for some white LED lamps. Some applications of the incandescent bulb deliberately use the heat generated by the filament. Such applications include incubators, brooding boxes for poultry, heat lights for reptile tanks, infrared heating for industrial heating and drying processes, lava lamps, and the Easy-Bake Oven toy. Incandescent bulbs typically have short lifetimes compared with other types of lighting; around 1,000 hours for home light bulbs versus typically 10,000 hours for compact fluorescents and 30,000 hours for lighting LEDs.", "targets": "Which is more efficient: compact fluorescent or LED lights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b38ed86b3d4939a9da9d5877998985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent bulbs are much less efficient than most other types of electric lighting; incandescent bulbs convert less than 5% of the energy they use into visible light, with standard light bulbs averaging about 2.2%. The remaining energy is converted into heat. The luminous efficacy of a typical incandescent bulb is 16 lumens per watt, compared with 60 lm/W for a compact fluorescent bulb or 150 lm/W for some white LED lamps. Some applications of the incandescent bulb deliberately use the heat generated by the filament. Such applications include incubators, brooding boxes for poultry, heat lights for reptile tanks, infrared heating for industrial heating and drying processes, lava lamps, and the Easy-Bake Oven toy. Incandescent bulbs typically have short lifetimes compared with other types of lighting; around 1,000 hours for home light bulbs versus typically 10,000 hours for compact fluorescents and 30,000 hours for lighting LEDs.", "targets": "How long does a typical incandescent light bulb last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b38ed86b3d4939a9da9d5877998985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent bulbs are much less efficient than most other types of electric lighting; incandescent bulbs convert less than 5% of the energy they use into visible light, with standard light bulbs averaging about 2.2%. The remaining energy is converted into heat. The luminous efficacy of a typical incandescent bulb is 16 lumens per watt, compared with 60 lm/W for a compact fluorescent bulb or 150 lm/W for some white LED lamps. Some applications of the incandescent bulb deliberately use the heat generated by the filament. Such applications include incubators, brooding boxes for poultry, heat lights for reptile tanks, infrared heating for industrial heating and drying processes, lava lamps, and the Easy-Bake Oven toy. Incandescent bulbs typically have short lifetimes compared with other types of lighting; around 1,000 hours for home light bulbs versus typically 10,000 hours for compact fluorescents and 30,000 hours for lighting LEDs.", "targets": "What happens to the energy that an incandescent bulb does not convert into light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77d094c14c04eedb5f207e415b7495d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the paper was not overtly pro-Tory or Whig, but has been a long time bastion of the English Establishment and empire. The Times adopted a stance described as \"peculiarly detached\" at the 1945 general election; although it was increasingly critical of the Conservative Party's campaign, it did not advocate a vote for any one party. However, the newspaper reverted to the Tories for the next election five years later. It supported the Conservatives for the subsequent three elections, followed by support for both the Conservatives and the Liberal Party for the next five elections, expressly supporting a Con-Lib coalition in 1974. The paper then backed the Conservatives solidly until 1997, when it declined to make any party endorsement but supported individual (primarily Eurosceptic) candidates.", "targets": "At the 1945 general election, The Times adopted a stance that was referred to by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77d094c14c04eedb5f207e415b7495d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the paper was not overtly pro-Tory or Whig, but has been a long time bastion of the English Establishment and empire. The Times adopted a stance described as \"peculiarly detached\" at the 1945 general election; although it was increasingly critical of the Conservative Party's campaign, it did not advocate a vote for any one party. However, the newspaper reverted to the Tories for the next election five years later. It supported the Conservatives for the subsequent three elections, followed by support for both the Conservatives and the Liberal Party for the next five elections, expressly supporting a Con-Lib coalition in 1974. The paper then backed the Conservatives solidly until 1997, when it declined to make any party endorsement but supported individual (primarily Eurosceptic) candidates.", "targets": "What kind of political coalition did The Times support in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77d094c14c04eedb5f207e415b7495d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the paper was not overtly pro-Tory or Whig, but has been a long time bastion of the English Establishment and empire. The Times adopted a stance described as \"peculiarly detached\" at the 1945 general election; although it was increasingly critical of the Conservative Party's campaign, it did not advocate a vote for any one party. However, the newspaper reverted to the Tories for the next election five years later. It supported the Conservatives for the subsequent three elections, followed by support for both the Conservatives and the Liberal Party for the next five elections, expressly supporting a Con-Lib coalition in 1974. The paper then backed the Conservatives solidly until 1997, when it declined to make any party endorsement but supported individual (primarily Eurosceptic) candidates.", "targets": "After 1945, The Times supported what party for 5 years afterwards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77d094c14c04eedb5f207e415b7495d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the paper was not overtly pro-Tory or Whig, but has been a long time bastion of the English Establishment and empire. The Times adopted a stance described as \"peculiarly detached\" at the 1945 general election; although it was increasingly critical of the Conservative Party's campaign, it did not advocate a vote for any one party. However, the newspaper reverted to the Tories for the next election five years later. It supported the Conservatives for the subsequent three elections, followed by support for both the Conservatives and the Liberal Party for the next five elections, expressly supporting a Con-Lib coalition in 1974. The paper then backed the Conservatives solidly until 1997, when it declined to make any party endorsement but supported individual (primarily Eurosceptic) candidates.", "targets": "From the 1970s until 1997, The Times supported what political party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77d094c14c04eedb5f207e415b7495d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the paper was not overtly pro-Tory or Whig, but has been a long time bastion of the English Establishment and empire. The Times adopted a stance described as \"peculiarly detached\" at the 1945 general election; although it was increasingly critical of the Conservative Party's campaign, it did not advocate a vote for any one party. However, the newspaper reverted to the Tories for the next election five years later. It supported the Conservatives for the subsequent three elections, followed by support for both the Conservatives and the Liberal Party for the next five elections, expressly supporting a Con-Lib coalition in 1974. The paper then backed the Conservatives solidly until 1997, when it declined to make any party endorsement but supported individual (primarily Eurosceptic) candidates.", "targets": "After 1997, The Times declined from making any party endorsements however, they supported individual candidates known by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6214653629c44774b689b91dad714cc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg was scheduled to shoot a $200 million adaptation of Daniel H. Wilson's novel Robopocalypse, adapted for the screen by Drew Goddard. The film would follow a global human war against a robot uprising about 15\u201320 years in the future. Like Lincoln, it was to be released by Disney in the United States and Fox overseas. It was set for release on April 25, 2014, with Anne Hathaway and Chris Hemsworth set to star, but Spielberg postponed production indefinitely in January 2013, just before it had been set to begin.", "targets": "Who was going to star in 'Robopocalypse'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6214653629c44774b689b91dad714cc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg was scheduled to shoot a $200 million adaptation of Daniel H. Wilson's novel Robopocalypse, adapted for the screen by Drew Goddard. The film would follow a global human war against a robot uprising about 15\u201320 years in the future. Like Lincoln, it was to be released by Disney in the United States and Fox overseas. It was set for release on April 25, 2014, with Anne Hathaway and Chris Hemsworth set to star, but Spielberg postponed production indefinitely in January 2013, just before it had been set to begin.", "targets": "When was 'Robopocalypse' scheduled for release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6214653629c44774b689b91dad714cc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg was scheduled to shoot a $200 million adaptation of Daniel H. Wilson's novel Robopocalypse, adapted for the screen by Drew Goddard. The film would follow a global human war against a robot uprising about 15\u201320 years in the future. Like Lincoln, it was to be released by Disney in the United States and Fox overseas. It was set for release on April 25, 2014, with Anne Hathaway and Chris Hemsworth set to star, but Spielberg postponed production indefinitely in January 2013, just before it had been set to begin.", "targets": "How far in the future was 'Robopocalypse' set?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6214653629c44774b689b91dad714cc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg was scheduled to shoot a $200 million adaptation of Daniel H. Wilson's novel Robopocalypse, adapted for the screen by Drew Goddard. The film would follow a global human war against a robot uprising about 15\u201320 years in the future. Like Lincoln, it was to be released by Disney in the United States and Fox overseas. It was set for release on April 25, 2014, with Anne Hathaway and Chris Hemsworth set to star, but Spielberg postponed production indefinitely in January 2013, just before it had been set to begin.", "targets": "Who wrote the book 'Robopocalypse' is based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6214653629c44774b689b91dad714cc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg was scheduled to shoot a $200 million adaptation of Daniel H. Wilson's novel Robopocalypse, adapted for the screen by Drew Goddard. The film would follow a global human war against a robot uprising about 15\u201320 years in the future. Like Lincoln, it was to be released by Disney in the United States and Fox overseas. It was set for release on April 25, 2014, with Anne Hathaway and Chris Hemsworth set to star, but Spielberg postponed production indefinitely in January 2013, just before it had been set to begin.", "targets": "What was the budget for 'Robopocalypse'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d703a055c594449284c08769187af44b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The caricature of the period is also reflected in some more specific notions. One misconception, first propagated in the 19th century and still very common, is that all people in the Middle Ages believed that the Earth was flat. This is untrue, as lecturers in the medieval universities commonly argued that evidence showed the Earth was a sphere. Lindberg and Ronald Numbers, another scholar of the period, state that there \"was scarcely a Christian scholar of the Middle Ages who did not acknowledge [Earth's] sphericity and even know its approximate circumference\". Other misconceptions such as \"the Church prohibited autopsies and dissections during the Middle Ages\", \"the rise of Christianity killed off ancient science\", or \"the medieval Christian church suppressed the growth of natural philosophy\", are all cited by Numbers as examples of widely popular myths that still pass as historical truth, although they are not supported by current historical research.", "targets": "During what century was it first proposed that people in the Middle Ages thought the Earth was flat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d703a055c594449284c08769187af44b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The caricature of the period is also reflected in some more specific notions. One misconception, first propagated in the 19th century and still very common, is that all people in the Middle Ages believed that the Earth was flat. This is untrue, as lecturers in the medieval universities commonly argued that evidence showed the Earth was a sphere. Lindberg and Ronald Numbers, another scholar of the period, state that there \"was scarcely a Christian scholar of the Middle Ages who did not acknowledge [Earth's] sphericity and even know its approximate circumference\". Other misconceptions such as \"the Church prohibited autopsies and dissections during the Middle Ages\", \"the rise of Christianity killed off ancient science\", or \"the medieval Christian church suppressed the growth of natural philosophy\", are all cited by Numbers as examples of widely popular myths that still pass as historical truth, although they are not supported by current historical research.", "targets": "Along with autopsies, what is it erroneously believed that the medieval Church forbade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d703a055c594449284c08769187af44b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The caricature of the period is also reflected in some more specific notions. One misconception, first propagated in the 19th century and still very common, is that all people in the Middle Ages believed that the Earth was flat. This is untrue, as lecturers in the medieval universities commonly argued that evidence showed the Earth was a sphere. Lindberg and Ronald Numbers, another scholar of the period, state that there \"was scarcely a Christian scholar of the Middle Ages who did not acknowledge [Earth's] sphericity and even know its approximate circumference\". Other misconceptions such as \"the Church prohibited autopsies and dissections during the Middle Ages\", \"the rise of Christianity killed off ancient science\", or \"the medieval Christian church suppressed the growth of natural philosophy\", are all cited by Numbers as examples of widely popular myths that still pass as historical truth, although they are not supported by current historical research.", "targets": "According to a misconception, what did the rise of Christianity destroy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d703a055c594449284c08769187af44b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The caricature of the period is also reflected in some more specific notions. One misconception, first propagated in the 19th century and still very common, is that all people in the Middle Ages believed that the Earth was flat. This is untrue, as lecturers in the medieval universities commonly argued that evidence showed the Earth was a sphere. Lindberg and Ronald Numbers, another scholar of the period, state that there \"was scarcely a Christian scholar of the Middle Ages who did not acknowledge [Earth's] sphericity and even know its approximate circumference\". Other misconceptions such as \"the Church prohibited autopsies and dissections during the Middle Ages\", \"the rise of Christianity killed off ancient science\", or \"the medieval Christian church suppressed the growth of natural philosophy\", are all cited by Numbers as examples of widely popular myths that still pass as historical truth, although they are not supported by current historical research.", "targets": "According to another misconception, what field of study was the medieval Church opposed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d703a055c594449284c08769187af44b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The caricature of the period is also reflected in some more specific notions. One misconception, first propagated in the 19th century and still very common, is that all people in the Middle Ages believed that the Earth was flat. This is untrue, as lecturers in the medieval universities commonly argued that evidence showed the Earth was a sphere. Lindberg and Ronald Numbers, another scholar of the period, state that there \"was scarcely a Christian scholar of the Middle Ages who did not acknowledge [Earth's] sphericity and even know its approximate circumference\". Other misconceptions such as \"the Church prohibited autopsies and dissections during the Middle Ages\", \"the rise of Christianity killed off ancient science\", or \"the medieval Christian church suppressed the growth of natural philosophy\", are all cited by Numbers as examples of widely popular myths that still pass as historical truth, although they are not supported by current historical research.", "targets": "Along with Lindberg, who is a notable scholar of the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f33ec7d47cd94b2a8fdc8a7761689caa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Neo-Eriksonian\" identity status paradigm emerged in later years[when?], driven largely by the work of James Marcia. This paradigm focuses upon the twin concepts of exploration and commitment. The central idea is that any individual's sense of identity is determined in large part by the explorations and commitments that he or she makes regarding certain personal and social traits. It follows that the core of the research in this paradigm investigates the degrees to which a person has made certain explorations, and the degree to which he or she displays a commitment to those explorations.", "targets": "What identity status paradigm emerged due to the work of James Marcia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f33ec7d47cd94b2a8fdc8a7761689caa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Neo-Eriksonian\" identity status paradigm emerged in later years[when?], driven largely by the work of James Marcia. This paradigm focuses upon the twin concepts of exploration and commitment. The central idea is that any individual's sense of identity is determined in large part by the explorations and commitments that he or she makes regarding certain personal and social traits. It follows that the core of the research in this paradigm investigates the degrees to which a person has made certain explorations, and the degree to which he or she displays a commitment to those explorations.", "targets": "The Neo-Eriksonian identity status paradigm focuses on what twin concepts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f33ec7d47cd94b2a8fdc8a7761689caa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Neo-Eriksonian\" identity status paradigm emerged in later years[when?], driven largely by the work of James Marcia. This paradigm focuses upon the twin concepts of exploration and commitment. The central idea is that any individual's sense of identity is determined in large part by the explorations and commitments that he or she makes regarding certain personal and social traits. It follows that the core of the research in this paradigm investigates the degrees to which a person has made certain explorations, and the degree to which he or she displays a commitment to those explorations.", "targets": "In the Neo-Eriksonian identity status paradigm, exploration and commitments determine what in large part?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb736ca7fa45ebaf49547d7e7e3766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three daily newspapers serve Melbourne: the Herald Sun (tabloid), The Age (formerly broadsheet, now compact) and The Australian (national broadsheet). Six free-to-air television stations service Greater Melbourne and Geelong: ABC Victoria, (ABV), SBS Victoria (SBS), Seven Melbourne (HSV), Nine Melbourne (GTV), Ten Melbourne (ATV), C31 Melbourne (MGV) \u2013 community television. Each station (excluding C31) broadcasts a primary channel and several multichannels. C31 is only broadcast from the transmitters at Mount Dandenong and South Yarra. Hybrid digital/print media companies such as Broadsheet and ThreeThousand are based in and primarily serve Melbourne.", "targets": "How many daily newspapers serve Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb736ca7fa45ebaf49547d7e7e3766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three daily newspapers serve Melbourne: the Herald Sun (tabloid), The Age (formerly broadsheet, now compact) and The Australian (national broadsheet). Six free-to-air television stations service Greater Melbourne and Geelong: ABC Victoria, (ABV), SBS Victoria (SBS), Seven Melbourne (HSV), Nine Melbourne (GTV), Ten Melbourne (ATV), C31 Melbourne (MGV) \u2013 community television. Each station (excluding C31) broadcasts a primary channel and several multichannels. C31 is only broadcast from the transmitters at Mount Dandenong and South Yarra. Hybrid digital/print media companies such as Broadsheet and ThreeThousand are based in and primarily serve Melbourne.", "targets": "How many free-to-air television stations service Greater Melbourne and Geelong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb736ca7fa45ebaf49547d7e7e3766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three daily newspapers serve Melbourne: the Herald Sun (tabloid), The Age (formerly broadsheet, now compact) and The Australian (national broadsheet). Six free-to-air television stations service Greater Melbourne and Geelong: ABC Victoria, (ABV), SBS Victoria (SBS), Seven Melbourne (HSV), Nine Melbourne (GTV), Ten Melbourne (ATV), C31 Melbourne (MGV) \u2013 community television. Each station (excluding C31) broadcasts a primary channel and several multichannels. C31 is only broadcast from the transmitters at Mount Dandenong and South Yarra. Hybrid digital/print media companies such as Broadsheet and ThreeThousand are based in and primarily serve Melbourne.", "targets": "From where is C31 broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb736ca7fa45ebaf49547d7e7e3766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three daily newspapers serve Melbourne: the Herald Sun (tabloid), The Age (formerly broadsheet, now compact) and The Australian (national broadsheet). Six free-to-air television stations service Greater Melbourne and Geelong: ABC Victoria, (ABV), SBS Victoria (SBS), Seven Melbourne (HSV), Nine Melbourne (GTV), Ten Melbourne (ATV), C31 Melbourne (MGV) \u2013 community television. Each station (excluding C31) broadcasts a primary channel and several multichannels. C31 is only broadcast from the transmitters at Mount Dandenong and South Yarra. Hybrid digital/print media companies such as Broadsheet and ThreeThousand are based in and primarily serve Melbourne.", "targets": "What type of companies are Broadsheet and ThreeThousand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73c00d04704f4ed386ba97622cca0d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.", "targets": "What is the downfall of using immunization against the pathogens that cause disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73c00d04704f4ed386ba97622cca0d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.", "targets": "What is responsible for 6% of dearrheal disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73c00d04704f4ed386ba97622cca0d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.", "targets": "What percent is the rotavirus responsible for in diarrheal disease deaths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73c00d04704f4ed386ba97622cca0d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.", "targets": "What was the effect of the Rotavirus vaccine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73c00d04704f4ed386ba97622cca0d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.", "targets": "What year was the Rotovirus vaccine used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-752066bad8ff4beeb2ef6540271decb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc was first available on the market, in Atlanta, Georgia, on December 15, 1978, two years after the introduction of the VHS VCR, and four years before the introduction of the CD (which is based on laser disc technology). Initially licensed, sold, and marketed as MCA DiscoVision (also known as simply \"DiscoVision\") in North America in 1978, the technology was previously referred to internally as Optical Videodisc System, Reflective Optical Videodisc, Laser Optical Videodisc, and Disco-Vision (with a dash), with the first players referring to the format as \"Video Long Play\".", "targets": "Where was LaserDisc first available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-752066bad8ff4beeb2ef6540271decb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc was first available on the market, in Atlanta, Georgia, on December 15, 1978, two years after the introduction of the VHS VCR, and four years before the introduction of the CD (which is based on laser disc technology). Initially licensed, sold, and marketed as MCA DiscoVision (also known as simply \"DiscoVision\") in North America in 1978, the technology was previously referred to internally as Optical Videodisc System, Reflective Optical Videodisc, Laser Optical Videodisc, and Disco-Vision (with a dash), with the first players referring to the format as \"Video Long Play\".", "targets": "How many years after VHS was LaserDisk released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-752066bad8ff4beeb2ef6540271decb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc was first available on the market, in Atlanta, Georgia, on December 15, 1978, two years after the introduction of the VHS VCR, and four years before the introduction of the CD (which is based on laser disc technology). Initially licensed, sold, and marketed as MCA DiscoVision (also known as simply \"DiscoVision\") in North America in 1978, the technology was previously referred to internally as Optical Videodisc System, Reflective Optical Videodisc, Laser Optical Videodisc, and Disco-Vision (with a dash), with the first players referring to the format as \"Video Long Play\".", "targets": "Under what name was LaserDisc originally marketed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-752066bad8ff4beeb2ef6540271decb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc was first available on the market, in Atlanta, Georgia, on December 15, 1978, two years after the introduction of the VHS VCR, and four years before the introduction of the CD (which is based on laser disc technology). Initially licensed, sold, and marketed as MCA DiscoVision (also known as simply \"DiscoVision\") in North America in 1978, the technology was previously referred to internally as Optical Videodisc System, Reflective Optical Videodisc, Laser Optical Videodisc, and Disco-Vision (with a dash), with the first players referring to the format as \"Video Long Play\".", "targets": "How did the first viewers refer to the media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c72933f16940f1adb5c5b5e67f79ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The report \"Mary: Faith and Hope in Christ\", by the Anglican-Roman Catholic International Commission, concluded that the teaching about Mary in the two definitions of the Assumption and the Immaculate Conception can be said to be consonant with the teaching of the Scriptures and the ancient common traditions. But the report expressed concerns that the Roman Catholic dogmatic definitions of these concepts implies them to be \"revealed by God\", stating: \"The question arises for Anglicans, however, as to whether these doctrines concerning Mary are revealed by God in a way which must be held by believers as a matter of faith.\"", "targets": "What was written by the a all inclusive group convened by the holy church centered in Rome ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c72933f16940f1adb5c5b5e67f79ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The report \"Mary: Faith and Hope in Christ\", by the Anglican-Roman Catholic International Commission, concluded that the teaching about Mary in the two definitions of the Assumption and the Immaculate Conception can be said to be consonant with the teaching of the Scriptures and the ancient common traditions. But the report expressed concerns that the Roman Catholic dogmatic definitions of these concepts implies them to be \"revealed by God\", stating: \"The question arises for Anglicans, however, as to whether these doctrines concerning Mary are revealed by God in a way which must be held by believers as a matter of faith.\"", "targets": "What document did this group create once it was convened ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c72933f16940f1adb5c5b5e67f79ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The report \"Mary: Faith and Hope in Christ\", by the Anglican-Roman Catholic International Commission, concluded that the teaching about Mary in the two definitions of the Assumption and the Immaculate Conception can be said to be consonant with the teaching of the Scriptures and the ancient common traditions. But the report expressed concerns that the Roman Catholic dogmatic definitions of these concepts implies them to be \"revealed by God\", stating: \"The question arises for Anglicans, however, as to whether these doctrines concerning Mary are revealed by God in a way which must be held by believers as a matter of faith.\"", "targets": "What was the final conclusion reached in the report by the group ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c72933f16940f1adb5c5b5e67f79ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The report \"Mary: Faith and Hope in Christ\", by the Anglican-Roman Catholic International Commission, concluded that the teaching about Mary in the two definitions of the Assumption and the Immaculate Conception can be said to be consonant with the teaching of the Scriptures and the ancient common traditions. But the report expressed concerns that the Roman Catholic dogmatic definitions of these concepts implies them to be \"revealed by God\", stating: \"The question arises for Anglicans, however, as to whether these doctrines concerning Mary are revealed by God in a way which must be held by believers as a matter of faith.\"", "targets": "What type of interpretation did the group believe was of concern in regard to Mary ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c72933f16940f1adb5c5b5e67f79ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The report \"Mary: Faith and Hope in Christ\", by the Anglican-Roman Catholic International Commission, concluded that the teaching about Mary in the two definitions of the Assumption and the Immaculate Conception can be said to be consonant with the teaching of the Scriptures and the ancient common traditions. But the report expressed concerns that the Roman Catholic dogmatic definitions of these concepts implies them to be \"revealed by God\", stating: \"The question arises for Anglicans, however, as to whether these doctrines concerning Mary are revealed by God in a way which must be held by believers as a matter of faith.\"", "targets": "What did the document attempt to clarify ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-175425ce3dbc40b79f71adbfe2549a7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the Republic's collapse, state religion had adapted to support the new regime of the emperors. Augustus, the first Roman emperor, justified the novelty of one-man rule with a vast program of religious revivalism and reform. Public vows formerly made for the security of the republic now were directed at the wellbeing of the emperor. So-called \"emperor worship\" expanded on a grand scale the traditional Roman veneration of the ancestral dead and of the Genius, the divine tutelary of every individual. Imperial cult became one of the major ways in which Rome advertised its presence in the provinces and cultivated shared cultural identity and loyalty throughout the Empire. Rejection of the state religion was tantamount to treason. This was the context for Rome's conflict with Christianity, which Romans variously regarded as a form of atheism and novel superstitio.", "targets": "After the Republic collapsed,  what addition was made to the religions of Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-175425ce3dbc40b79f71adbfe2549a7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the Republic's collapse, state religion had adapted to support the new regime of the emperors. Augustus, the first Roman emperor, justified the novelty of one-man rule with a vast program of religious revivalism and reform. Public vows formerly made for the security of the republic now were directed at the wellbeing of the emperor. So-called \"emperor worship\" expanded on a grand scale the traditional Roman veneration of the ancestral dead and of the Genius, the divine tutelary of every individual. Imperial cult became one of the major ways in which Rome advertised its presence in the provinces and cultivated shared cultural identity and loyalty throughout the Empire. Rejection of the state religion was tantamount to treason. This was the context for Rome's conflict with Christianity, which Romans variously regarded as a form of atheism and novel superstitio.", "targets": "Who was the first Roman emperor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-175425ce3dbc40b79f71adbfe2549a7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the Republic's collapse, state religion had adapted to support the new regime of the emperors. Augustus, the first Roman emperor, justified the novelty of one-man rule with a vast program of religious revivalism and reform. Public vows formerly made for the security of the republic now were directed at the wellbeing of the emperor. So-called \"emperor worship\" expanded on a grand scale the traditional Roman veneration of the ancestral dead and of the Genius, the divine tutelary of every individual. Imperial cult became one of the major ways in which Rome advertised its presence in the provinces and cultivated shared cultural identity and loyalty throughout the Empire. Rejection of the state religion was tantamount to treason. This was the context for Rome's conflict with Christianity, which Romans variously regarded as a form of atheism and novel superstitio.", "targets": "For whose well being were public vows made in the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-175425ce3dbc40b79f71adbfe2549a7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the Republic's collapse, state religion had adapted to support the new regime of the emperors. Augustus, the first Roman emperor, justified the novelty of one-man rule with a vast program of religious revivalism and reform. Public vows formerly made for the security of the republic now were directed at the wellbeing of the emperor. So-called \"emperor worship\" expanded on a grand scale the traditional Roman veneration of the ancestral dead and of the Genius, the divine tutelary of every individual. Imperial cult became one of the major ways in which Rome advertised its presence in the provinces and cultivated shared cultural identity and loyalty throughout the Empire. Rejection of the state religion was tantamount to treason. This was the context for Rome's conflict with Christianity, which Romans variously regarded as a form of atheism and novel superstitio.", "targets": "What did the Romans use as a means of expanding their rule throughout the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-175425ce3dbc40b79f71adbfe2549a7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the Republic's collapse, state religion had adapted to support the new regime of the emperors. Augustus, the first Roman emperor, justified the novelty of one-man rule with a vast program of religious revivalism and reform. Public vows formerly made for the security of the republic now were directed at the wellbeing of the emperor. So-called \"emperor worship\" expanded on a grand scale the traditional Roman veneration of the ancestral dead and of the Genius, the divine tutelary of every individual. Imperial cult became one of the major ways in which Rome advertised its presence in the provinces and cultivated shared cultural identity and loyalty throughout the Empire. Rejection of the state religion was tantamount to treason. This was the context for Rome's conflict with Christianity, which Romans variously regarded as a form of atheism and novel superstitio.", "targets": "As what during the time of the Roman empire  was rejection of the state religion viewed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5ade0c4b0fa44268a6fe6d2ccb30323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of primary and secondary schools and further-education colleges in London are controlled by the London boroughs or otherwise state-funded; leading examples include City and Islington College, Ealing, Hammersmith and West London College, Leyton Sixth Form College, Tower Hamlets College and Bethnal Green Academy. There are also a number of private schools and colleges in London, some old and famous, such as City of London School, Harrow, St Paul's School, Haberdashers' Aske's Boys' School, University College School, The John Lyon School, Highgate School and Westminster School.", "targets": "Who overseas the public primary and secondary school systems in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5ade0c4b0fa44268a6fe6d2ccb30323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of primary and secondary schools and further-education colleges in London are controlled by the London boroughs or otherwise state-funded; leading examples include City and Islington College, Ealing, Hammersmith and West London College, Leyton Sixth Form College, Tower Hamlets College and Bethnal Green Academy. There are also a number of private schools and colleges in London, some old and famous, such as City of London School, Harrow, St Paul's School, Haberdashers' Aske's Boys' School, University College School, The John Lyon School, Highgate School and Westminster School.", "targets": "What private boys' school shares in London shares its name with a famous cathedral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb36fdbbcf4f457cb951ae7efbc6285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chanakya, 4th Century BC Indian political philosopher. The Arthashastra provides an account of the science of politics for a wise ruler, policies for foreign affairs and wars, the system of a spy state and surveillance and economic stability of the state. Chanakya quotes several authorities including Bruhaspati, Ushanas, Prachetasa Manu, Parasara, and Ambi, and described himself as a descendant of a lineage of political philosophers, with his father Chanaka being his immediate predecessor. Another influential extant Indian treatise on political philosophy is the Sukra Neeti. An example of a code of law in ancient India is the Manusm\u1e5bti or Laws of Manu.", "targets": "Who was the 4th Century BC Indian political philosopher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb36fdbbcf4f457cb951ae7efbc6285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chanakya, 4th Century BC Indian political philosopher. The Arthashastra provides an account of the science of politics for a wise ruler, policies for foreign affairs and wars, the system of a spy state and surveillance and economic stability of the state. Chanakya quotes several authorities including Bruhaspati, Ushanas, Prachetasa Manu, Parasara, and Ambi, and described himself as a descendant of a lineage of political philosophers, with his father Chanaka being his immediate predecessor. Another influential extant Indian treatise on political philosophy is the Sukra Neeti. An example of a code of law in ancient India is the Manusm\u1e5bti or Laws of Manu.", "targets": "What provides an account of the science of politics for a wise ruler?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb36fdbbcf4f457cb951ae7efbc6285d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chanakya, 4th Century BC Indian political philosopher. The Arthashastra provides an account of the science of politics for a wise ruler, policies for foreign affairs and wars, the system of a spy state and surveillance and economic stability of the state. Chanakya quotes several authorities including Bruhaspati, Ushanas, Prachetasa Manu, Parasara, and Ambi, and described himself as a descendant of a lineage of political philosophers, with his father Chanaka being his immediate predecessor. Another influential extant Indian treatise on political philosophy is the Sukra Neeti. An example of a code of law in ancient India is the Manusm\u1e5bti or Laws of Manu.", "targets": "What is an example of a code of law in ancient India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6543be05ce7e4a60a49438b26c60baca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One example of omnidirectional antennas is the very common vertical antenna or whip antenna consisting of a metal rod (often, but not always, a quarter of a wavelength long). A dipole antenna is similar but consists of two such conductors extending in opposite directions, with a total length that is often, but not always, a half of a wavelength long. Dipoles are typically oriented horizontally in which case they are weakly directional: signals are reasonably well radiated toward or received from all directions with the exception of the direction along the conductor itself; this region is called the antenna blind cone or null.", "targets": "What is the main element of an omnidirectional antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6543be05ce7e4a60a49438b26c60baca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One example of omnidirectional antennas is the very common vertical antenna or whip antenna consisting of a metal rod (often, but not always, a quarter of a wavelength long). A dipole antenna is similar but consists of two such conductors extending in opposite directions, with a total length that is often, but not always, a half of a wavelength long. Dipoles are typically oriented horizontally in which case they are weakly directional: signals are reasonably well radiated toward or received from all directions with the exception of the direction along the conductor itself; this region is called the antenna blind cone or null.", "targets": "What type of antenna would most likely be a half a wavelength long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6543be05ce7e4a60a49438b26c60baca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One example of omnidirectional antennas is the very common vertical antenna or whip antenna consisting of a metal rod (often, but not always, a quarter of a wavelength long). A dipole antenna is similar but consists of two such conductors extending in opposite directions, with a total length that is often, but not always, a half of a wavelength long. Dipoles are typically oriented horizontally in which case they are weakly directional: signals are reasonably well radiated toward or received from all directions with the exception of the direction along the conductor itself; this region is called the antenna blind cone or null.", "targets": "In which direction would you expect to find a dipole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6543be05ce7e4a60a49438b26c60baca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One example of omnidirectional antennas is the very common vertical antenna or whip antenna consisting of a metal rod (often, but not always, a quarter of a wavelength long). A dipole antenna is similar but consists of two such conductors extending in opposite directions, with a total length that is often, but not always, a half of a wavelength long. Dipoles are typically oriented horizontally in which case they are weakly directional: signals are reasonably well radiated toward or received from all directions with the exception of the direction along the conductor itself; this region is called the antenna blind cone or null.", "targets": "What is meant by the area where signals cannot be accepted well along the conductor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79f847d9d3554422afdaf3751711d579", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Seleucid defeat at the Battle of Magnesia in 190 BC, the kings of Sophene and Greater Armenia revolted and declared their independence, with Artaxias becoming the first king of the Artaxiad dynasty of Armenia in 188. During the reign of the Artaxiads, Armenia went through a period of hellenization. Numismatic evidence shows Greek artistic styles and the use of the Greek language. Some coins describe the Armenian kings as \"Philhellenes\". During the reign of Tigranes the Great (95\u201355 BC), the kingdom of Armenia reached its greatest extent, containing many Greek cities including the entire Syrian tetrapolis. Cleopatra, the wife of Tigranes the Great, invited Greeks such as the rhetor Amphicrates and the historian Metrodorus of Scepsis to the Armenian court, and - according to Plutarch - when the Roman general Lucullus seized the Armenian capital Tigranocerta, he found a troupe of Greek actors who had arrived to perform plays for Tigranes. Tigranes' successor Artavasdes II even composed Greek tragedies himself.", "targets": "When did the Seleucid defeat the Battle of Magnesia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79f847d9d3554422afdaf3751711d579", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Seleucid defeat at the Battle of Magnesia in 190 BC, the kings of Sophene and Greater Armenia revolted and declared their independence, with Artaxias becoming the first king of the Artaxiad dynasty of Armenia in 188. During the reign of the Artaxiads, Armenia went through a period of hellenization. Numismatic evidence shows Greek artistic styles and the use of the Greek language. Some coins describe the Armenian kings as \"Philhellenes\". During the reign of Tigranes the Great (95\u201355 BC), the kingdom of Armenia reached its greatest extent, containing many Greek cities including the entire Syrian tetrapolis. Cleopatra, the wife of Tigranes the Great, invited Greeks such as the rhetor Amphicrates and the historian Metrodorus of Scepsis to the Armenian court, and - according to Plutarch - when the Roman general Lucullus seized the Armenian capital Tigranocerta, he found a troupe of Greek actors who had arrived to perform plays for Tigranes. Tigranes' successor Artavasdes II even composed Greek tragedies himself.", "targets": "Who was the first king of Artaxiad dynasty of Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79f847d9d3554422afdaf3751711d579", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Seleucid defeat at the Battle of Magnesia in 190 BC, the kings of Sophene and Greater Armenia revolted and declared their independence, with Artaxias becoming the first king of the Artaxiad dynasty of Armenia in 188. During the reign of the Artaxiads, Armenia went through a period of hellenization. Numismatic evidence shows Greek artistic styles and the use of the Greek language. Some coins describe the Armenian kings as \"Philhellenes\". During the reign of Tigranes the Great (95\u201355 BC), the kingdom of Armenia reached its greatest extent, containing many Greek cities including the entire Syrian tetrapolis. Cleopatra, the wife of Tigranes the Great, invited Greeks such as the rhetor Amphicrates and the historian Metrodorus of Scepsis to the Armenian court, and - according to Plutarch - when the Roman general Lucullus seized the Armenian capital Tigranocerta, he found a troupe of Greek actors who had arrived to perform plays for Tigranes. Tigranes' successor Artavasdes II even composed Greek tragedies himself.", "targets": "Artaxian coins called some Armenian kings what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79f847d9d3554422afdaf3751711d579", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Seleucid defeat at the Battle of Magnesia in 190 BC, the kings of Sophene and Greater Armenia revolted and declared their independence, with Artaxias becoming the first king of the Artaxiad dynasty of Armenia in 188. During the reign of the Artaxiads, Armenia went through a period of hellenization. Numismatic evidence shows Greek artistic styles and the use of the Greek language. Some coins describe the Armenian kings as \"Philhellenes\". During the reign of Tigranes the Great (95\u201355 BC), the kingdom of Armenia reached its greatest extent, containing many Greek cities including the entire Syrian tetrapolis. Cleopatra, the wife of Tigranes the Great, invited Greeks such as the rhetor Amphicrates and the historian Metrodorus of Scepsis to the Armenian court, and - according to Plutarch - when the Roman general Lucullus seized the Armenian capital Tigranocerta, he found a troupe of Greek actors who had arrived to perform plays for Tigranes. Tigranes' successor Artavasdes II even composed Greek tragedies himself.", "targets": "What years did Tigranes the Great reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79f847d9d3554422afdaf3751711d579", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Seleucid defeat at the Battle of Magnesia in 190 BC, the kings of Sophene and Greater Armenia revolted and declared their independence, with Artaxias becoming the first king of the Artaxiad dynasty of Armenia in 188. During the reign of the Artaxiads, Armenia went through a period of hellenization. Numismatic evidence shows Greek artistic styles and the use of the Greek language. Some coins describe the Armenian kings as \"Philhellenes\". During the reign of Tigranes the Great (95\u201355 BC), the kingdom of Armenia reached its greatest extent, containing many Greek cities including the entire Syrian tetrapolis. Cleopatra, the wife of Tigranes the Great, invited Greeks such as the rhetor Amphicrates and the historian Metrodorus of Scepsis to the Armenian court, and - according to Plutarch - when the Roman general Lucullus seized the Armenian capital Tigranocerta, he found a troupe of Greek actors who had arrived to perform plays for Tigranes. Tigranes' successor Artavasdes II even composed Greek tragedies himself.", "targets": "Which Tigranes successor composed Greek tragedies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-009df1afdc1f454886a3c976cb24436a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original model Famicom featured two game controllers, both of which were hardwired to the back of the console. The second controller lacked the START and SELECT buttons, but featured a small microphone. Relatively few games made use of this feature. The earliest produced Famicom units initially had square A and B buttons. This was changed to the circular designs because of the square buttons being caught in the controller casing when pressed down and glitches within the hardware causing the system to freeze occasionally while playing a game.", "targets": "How were the Famicom controllers attached to the console?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-009df1afdc1f454886a3c976cb24436a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original model Famicom featured two game controllers, both of which were hardwired to the back of the console. The second controller lacked the START and SELECT buttons, but featured a small microphone. Relatively few games made use of this feature. The earliest produced Famicom units initially had square A and B buttons. This was changed to the circular designs because of the square buttons being caught in the controller casing when pressed down and glitches within the hardware causing the system to freeze occasionally while playing a game.", "targets": "The second Famicom controller lacked START and what other button?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-009df1afdc1f454886a3c976cb24436a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original model Famicom featured two game controllers, both of which were hardwired to the back of the console. The second controller lacked the START and SELECT buttons, but featured a small microphone. Relatively few games made use of this feature. The earliest produced Famicom units initially had square A and B buttons. This was changed to the circular designs because of the square buttons being caught in the controller casing when pressed down and glitches within the hardware causing the system to freeze occasionally while playing a game.", "targets": "What did the second Famicom controller have as a unique feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-009df1afdc1f454886a3c976cb24436a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original model Famicom featured two game controllers, both of which were hardwired to the back of the console. The second controller lacked the START and SELECT buttons, but featured a small microphone. Relatively few games made use of this feature. The earliest produced Famicom units initially had square A and B buttons. This was changed to the circular designs because of the square buttons being caught in the controller casing when pressed down and glitches within the hardware causing the system to freeze occasionally while playing a game.", "targets": "What shape were the A and B buttons on the earliest Famicom controllers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-009df1afdc1f454886a3c976cb24436a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original model Famicom featured two game controllers, both of which were hardwired to the back of the console. The second controller lacked the START and SELECT buttons, but featured a small microphone. Relatively few games made use of this feature. The earliest produced Famicom units initially had square A and B buttons. This was changed to the circular designs because of the square buttons being caught in the controller casing when pressed down and glitches within the hardware causing the system to freeze occasionally while playing a game.", "targets": "What shape did the A and B buttons eventually become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa52b55415a45d480237844f8a44bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Calvin favoured a mixture of aristocracy and democracy. He appreciated the advantages of democracy: \"It is an invaluable gift, if God allows a people to freely elect its own authorities and overlords.\" Calvin also thought that earthly rulers lose their divine right and must be put down when they rise up against God. To further protect the rights of ordinary people, Calvin suggested separating political powers in a system of checks and balances (separation of powers). Thus he and his followers resisted political absolutism and paved the way for the rise of modern democracy. Besides England, the Netherlands were, under Calvinist leadership, the freest country in Europe in the seventeenth and eighteenth centuries. It granted asylum to philosophers like Baruch Spinoza and Pierre Bayle. Hugo Grotius was able to teach his natural-law theory and a relatively liberal interpretation of the Bible.", "targets": "What political mixture did Calvin prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa52b55415a45d480237844f8a44bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Calvin favoured a mixture of aristocracy and democracy. He appreciated the advantages of democracy: \"It is an invaluable gift, if God allows a people to freely elect its own authorities and overlords.\" Calvin also thought that earthly rulers lose their divine right and must be put down when they rise up against God. To further protect the rights of ordinary people, Calvin suggested separating political powers in a system of checks and balances (separation of powers). Thus he and his followers resisted political absolutism and paved the way for the rise of modern democracy. Besides England, the Netherlands were, under Calvinist leadership, the freest country in Europe in the seventeenth and eighteenth centuries. It granted asylum to philosophers like Baruch Spinoza and Pierre Bayle. Hugo Grotius was able to teach his natural-law theory and a relatively liberal interpretation of the Bible.", "targets": "What is the term for checks and balances in a political system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa52b55415a45d480237844f8a44bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Calvin favoured a mixture of aristocracy and democracy. He appreciated the advantages of democracy: \"It is an invaluable gift, if God allows a people to freely elect its own authorities and overlords.\" Calvin also thought that earthly rulers lose their divine right and must be put down when they rise up against God. To further protect the rights of ordinary people, Calvin suggested separating political powers in a system of checks and balances (separation of powers). Thus he and his followers resisted political absolutism and paved the way for the rise of modern democracy. Besides England, the Netherlands were, under Calvinist leadership, the freest country in Europe in the seventeenth and eighteenth centuries. It granted asylum to philosophers like Baruch Spinoza and Pierre Bayle. Hugo Grotius was able to teach his natural-law theory and a relatively liberal interpretation of the Bible.", "targets": "Who paved the way for modern democracy to emerge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa52b55415a45d480237844f8a44bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Calvin favoured a mixture of aristocracy and democracy. He appreciated the advantages of democracy: \"It is an invaluable gift, if God allows a people to freely elect its own authorities and overlords.\" Calvin also thought that earthly rulers lose their divine right and must be put down when they rise up against God. To further protect the rights of ordinary people, Calvin suggested separating political powers in a system of checks and balances (separation of powers). Thus he and his followers resisted political absolutism and paved the way for the rise of modern democracy. Besides England, the Netherlands were, under Calvinist leadership, the freest country in Europe in the seventeenth and eighteenth centuries. It granted asylum to philosophers like Baruch Spinoza and Pierre Bayle. Hugo Grotius was able to teach his natural-law theory and a relatively liberal interpretation of the Bible.", "targets": "Who was allowed to teach a liberal Bible interpretation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fa52b55415a45d480237844f8a44bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Calvin favoured a mixture of aristocracy and democracy. He appreciated the advantages of democracy: \"It is an invaluable gift, if God allows a people to freely elect its own authorities and overlords.\" Calvin also thought that earthly rulers lose their divine right and must be put down when they rise up against God. To further protect the rights of ordinary people, Calvin suggested separating political powers in a system of checks and balances (separation of powers). Thus he and his followers resisted political absolutism and paved the way for the rise of modern democracy. Besides England, the Netherlands were, under Calvinist leadership, the freest country in Europe in the seventeenth and eighteenth centuries. It granted asylum to philosophers like Baruch Spinoza and Pierre Bayle. Hugo Grotius was able to teach his natural-law theory and a relatively liberal interpretation of the Bible.", "targets": "What philosophers were given asylum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea0662304b74c67a1a94ca72807bf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A converse popular image arose of British people in the Second World War: a collection of people locked in national solidarity. This image entered the historiography of the Second World War in the 1980s and 1990s, especially after the publication of Angus Calder's book The Myth of the Blitz (1991). It was evoked by both the right and left political factions in Britain during the Falklands War when it was embedded in a nostalgic narrative in which the Second World War represented aggressive British patriotism successfully defending democracy. This imagery of people in the Blitz was and is powerfully portrayed in film, radio, newspapers and magazines. At the time it was a useful propaganda tool for home and foreign consumption. Historians' critical response to this construction focused on what were seen as over-emphasised claims of righteous nationalism and national unity. In the Myth of the Blitz, Calder exposed some of the counter-evidence of anti-social and divisive behaviours. What he saw as the myth\u2014serene national unity\u2014became \"historical truth\". In particular, class division was most evident.", "targets": "What view became popular of the British people in WWII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea0662304b74c67a1a94ca72807bf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A converse popular image arose of British people in the Second World War: a collection of people locked in national solidarity. This image entered the historiography of the Second World War in the 1980s and 1990s, especially after the publication of Angus Calder's book The Myth of the Blitz (1991). It was evoked by both the right and left political factions in Britain during the Falklands War when it was embedded in a nostalgic narrative in which the Second World War represented aggressive British patriotism successfully defending democracy. This imagery of people in the Blitz was and is powerfully portrayed in film, radio, newspapers and magazines. At the time it was a useful propaganda tool for home and foreign consumption. Historians' critical response to this construction focused on what were seen as over-emphasised claims of righteous nationalism and national unity. In the Myth of the Blitz, Calder exposed some of the counter-evidence of anti-social and divisive behaviours. What he saw as the myth\u2014serene national unity\u2014became \"historical truth\". In particular, class division was most evident.", "targets": "When did this popular view come to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea0662304b74c67a1a94ca72807bf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A converse popular image arose of British people in the Second World War: a collection of people locked in national solidarity. This image entered the historiography of the Second World War in the 1980s and 1990s, especially after the publication of Angus Calder's book The Myth of the Blitz (1991). It was evoked by both the right and left political factions in Britain during the Falklands War when it was embedded in a nostalgic narrative in which the Second World War represented aggressive British patriotism successfully defending democracy. This imagery of people in the Blitz was and is powerfully portrayed in film, radio, newspapers and magazines. At the time it was a useful propaganda tool for home and foreign consumption. Historians' critical response to this construction focused on what were seen as over-emphasised claims of righteous nationalism and national unity. In the Myth of the Blitz, Calder exposed some of the counter-evidence of anti-social and divisive behaviours. What he saw as the myth\u2014serene national unity\u2014became \"historical truth\". In particular, class division was most evident.", "targets": "Political factions in Britain supported what view of Britains in WWII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea0662304b74c67a1a94ca72807bf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A converse popular image arose of British people in the Second World War: a collection of people locked in national solidarity. This image entered the historiography of the Second World War in the 1980s and 1990s, especially after the publication of Angus Calder's book The Myth of the Blitz (1991). It was evoked by both the right and left political factions in Britain during the Falklands War when it was embedded in a nostalgic narrative in which the Second World War represented aggressive British patriotism successfully defending democracy. This imagery of people in the Blitz was and is powerfully portrayed in film, radio, newspapers and magazines. At the time it was a useful propaganda tool for home and foreign consumption. Historians' critical response to this construction focused on what were seen as over-emphasised claims of righteous nationalism and national unity. In the Myth of the Blitz, Calder exposed some of the counter-evidence of anti-social and divisive behaviours. What he saw as the myth\u2014serene national unity\u2014became \"historical truth\". In particular, class division was most evident.", "targets": "What was the Historians' critical response to this view?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea0662304b74c67a1a94ca72807bf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A converse popular image arose of British people in the Second World War: a collection of people locked in national solidarity. This image entered the historiography of the Second World War in the 1980s and 1990s, especially after the publication of Angus Calder's book The Myth of the Blitz (1991). It was evoked by both the right and left political factions in Britain during the Falklands War when it was embedded in a nostalgic narrative in which the Second World War represented aggressive British patriotism successfully defending democracy. This imagery of people in the Blitz was and is powerfully portrayed in film, radio, newspapers and magazines. At the time it was a useful propaganda tool for home and foreign consumption. Historians' critical response to this construction focused on what were seen as over-emphasised claims of righteous nationalism and national unity. In the Myth of the Blitz, Calder exposed some of the counter-evidence of anti-social and divisive behaviours. What he saw as the myth\u2014serene national unity\u2014became \"historical truth\". In particular, class division was most evident.", "targets": "What did Calder try to expose in his book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f779b6699ff4128a415c5ef5077c61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunlight is also captured by plants as chemical potential energy in photosynthesis, when carbon dioxide and water (two low-energy compounds) are converted into the high-energy compounds carbohydrates, lipids, and proteins. Plants also release oxygen during photosynthesis, which is utilized by living organisms as an electron acceptor, to release the energy of carbohydrates, lipids, and proteins. Release of the energy stored during photosynthesis as heat or light may be triggered suddenly by a spark, in a forest fire, or it may be made available more slowly for animal or human metabolism, when these molecules are ingested, and catabolism is triggered by enzyme action.", "targets": "What is also captured by plants as chemical potential energy in photosynthesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f779b6699ff4128a415c5ef5077c61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunlight is also captured by plants as chemical potential energy in photosynthesis, when carbon dioxide and water (two low-energy compounds) are converted into the high-energy compounds carbohydrates, lipids, and proteins. Plants also release oxygen during photosynthesis, which is utilized by living organisms as an electron acceptor, to release the energy of carbohydrates, lipids, and proteins. Release of the energy stored during photosynthesis as heat or light may be triggered suddenly by a spark, in a forest fire, or it may be made available more slowly for animal or human metabolism, when these molecules are ingested, and catabolism is triggered by enzyme action.", "targets": "What do plants release during photosynthesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f779b6699ff4128a415c5ef5077c61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunlight is also captured by plants as chemical potential energy in photosynthesis, when carbon dioxide and water (two low-energy compounds) are converted into the high-energy compounds carbohydrates, lipids, and proteins. Plants also release oxygen during photosynthesis, which is utilized by living organisms as an electron acceptor, to release the energy of carbohydrates, lipids, and proteins. Release of the energy stored during photosynthesis as heat or light may be triggered suddenly by a spark, in a forest fire, or it may be made available more slowly for animal or human metabolism, when these molecules are ingested, and catabolism is triggered by enzyme action.", "targets": "What may be triggered suddenly by a spark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f779b6699ff4128a415c5ef5077c61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunlight is also captured by plants as chemical potential energy in photosynthesis, when carbon dioxide and water (two low-energy compounds) are converted into the high-energy compounds carbohydrates, lipids, and proteins. Plants also release oxygen during photosynthesis, which is utilized by living organisms as an electron acceptor, to release the energy of carbohydrates, lipids, and proteins. Release of the energy stored during photosynthesis as heat or light may be triggered suddenly by a spark, in a forest fire, or it may be made available more slowly for animal or human metabolism, when these molecules are ingested, and catabolism is triggered by enzyme action.", "targets": "What are two low-energy compounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c83f297c0e146c78c679483224958ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Diocese of Charleston Office of Education also operates out of the city and oversees several K-8 parochial schools, such as Blessed Sacrament School, Christ Our King School, Charleston Catholic School, Nativity School, and Divine Redeemer School, all of which are \"feeder\" schools into Bishop England High School, a diocesan high school within the city. Bishop England, Porter-Gaud School, and Ashley Hall are the city's oldest and most prominent private schools, and are a significant part of Charleston history, dating back some 150 years.", "targets": "Some of the oldest private schools in Charleston date back how long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c83f297c0e146c78c679483224958ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Diocese of Charleston Office of Education also operates out of the city and oversees several K-8 parochial schools, such as Blessed Sacrament School, Christ Our King School, Charleston Catholic School, Nativity School, and Divine Redeemer School, all of which are \"feeder\" schools into Bishop England High School, a diocesan high school within the city. Bishop England, Porter-Gaud School, and Ashley Hall are the city's oldest and most prominent private schools, and are a significant part of Charleston history, dating back some 150 years.", "targets": "The Roman Catholic Diocese of Charleston oversees what kind of schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c83f297c0e146c78c679483224958ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Diocese of Charleston Office of Education also operates out of the city and oversees several K-8 parochial schools, such as Blessed Sacrament School, Christ Our King School, Charleston Catholic School, Nativity School, and Divine Redeemer School, all of which are \"feeder\" schools into Bishop England High School, a diocesan high school within the city. Bishop England, Porter-Gaud School, and Ashley Hall are the city's oldest and most prominent private schools, and are a significant part of Charleston history, dating back some 150 years.", "targets": "How old are some of Charleston's private school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c83f297c0e146c78c679483224958ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Diocese of Charleston Office of Education also operates out of the city and oversees several K-8 parochial schools, such as Blessed Sacrament School, Christ Our King School, Charleston Catholic School, Nativity School, and Divine Redeemer School, all of which are \"feeder\" schools into Bishop England High School, a diocesan high school within the city. Bishop England, Porter-Gaud School, and Ashley Hall are the city's oldest and most prominent private schools, and are a significant part of Charleston history, dating back some 150 years.", "targets": "Which school is Charleston's diocesan high school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c83f297c0e146c78c679483224958ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Diocese of Charleston Office of Education also operates out of the city and oversees several K-8 parochial schools, such as Blessed Sacrament School, Christ Our King School, Charleston Catholic School, Nativity School, and Divine Redeemer School, all of which are \"feeder\" schools into Bishop England High School, a diocesan high school within the city. Bishop England, Porter-Gaud School, and Ashley Hall are the city's oldest and most prominent private schools, and are a significant part of Charleston history, dating back some 150 years.", "targets": "Which organization oversees several K-8 Parochial Schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c83f297c0e146c78c679483224958ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Diocese of Charleston Office of Education also operates out of the city and oversees several K-8 parochial schools, such as Blessed Sacrament School, Christ Our King School, Charleston Catholic School, Nativity School, and Divine Redeemer School, all of which are \"feeder\" schools into Bishop England High School, a diocesan high school within the city. Bishop England, Porter-Gaud School, and Ashley Hall are the city's oldest and most prominent private schools, and are a significant part of Charleston history, dating back some 150 years.", "targets": "Bishop England High school , Porter-Gaud School and a what other school is among Charleston's most prominent private schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0ddfd851024aaa9ac397e011f6c823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lack of political unity within Greece resulted in frequent conflict between Greek states. The most devastating intra-Greek war was the Peloponnesian War (431\u2013404 BC), won by Sparta and marking the demise of the Athenian Empire as the leading power in ancient Greece. Both Athens and Sparta were later overshadowed by Thebes and eventually Macedon, with the latter uniting the Greek world in the League of Corinth (also known as the Hellenic League or Greek League) under the guidance of Phillip II, who was elected leader of the first unified Greek state in history.", "targets": "The war from 431-404 BC is known as what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0ddfd851024aaa9ac397e011f6c823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lack of political unity within Greece resulted in frequent conflict between Greek states. The most devastating intra-Greek war was the Peloponnesian War (431\u2013404 BC), won by Sparta and marking the demise of the Athenian Empire as the leading power in ancient Greece. Both Athens and Sparta were later overshadowed by Thebes and eventually Macedon, with the latter uniting the Greek world in the League of Corinth (also known as the Hellenic League or Greek League) under the guidance of Phillip II, who was elected leader of the first unified Greek state in history.", "targets": "What often caused strife between Greek states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0ddfd851024aaa9ac397e011f6c823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lack of political unity within Greece resulted in frequent conflict between Greek states. The most devastating intra-Greek war was the Peloponnesian War (431\u2013404 BC), won by Sparta and marking the demise of the Athenian Empire as the leading power in ancient Greece. Both Athens and Sparta were later overshadowed by Thebes and eventually Macedon, with the latter uniting the Greek world in the League of Corinth (also known as the Hellenic League or Greek League) under the guidance of Phillip II, who was elected leader of the first unified Greek state in history.", "targets": "Who won the Peloponnesian war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0ddfd851024aaa9ac397e011f6c823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lack of political unity within Greece resulted in frequent conflict between Greek states. The most devastating intra-Greek war was the Peloponnesian War (431\u2013404 BC), won by Sparta and marking the demise of the Athenian Empire as the leading power in ancient Greece. Both Athens and Sparta were later overshadowed by Thebes and eventually Macedon, with the latter uniting the Greek world in the League of Corinth (also known as the Hellenic League or Greek League) under the guidance of Phillip II, who was elected leader of the first unified Greek state in history.", "targets": "Who eventually brought the Greeks together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0ddfd851024aaa9ac397e011f6c823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lack of political unity within Greece resulted in frequent conflict between Greek states. The most devastating intra-Greek war was the Peloponnesian War (431\u2013404 BC), won by Sparta and marking the demise of the Athenian Empire as the leading power in ancient Greece. Both Athens and Sparta were later overshadowed by Thebes and eventually Macedon, with the latter uniting the Greek world in the League of Corinth (also known as the Hellenic League or Greek League) under the guidance of Phillip II, who was elected leader of the first unified Greek state in history.", "targets": "Who was the first leader of a unified Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06c5a46f86e741b08e07494eaae80d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gearless traction machines are low-speed (low-RPM), high-torque electric motors powered either by AC or DC. In this case, the drive sheave is directly attached to the end of the motor. Gearless traction elevators can reach speeds of up to 20 m/s (4,000 ft/min), A brake is mounted between the motor and gearbox or between the motor and drive sheave or at the end of the drive sheave to hold the elevator stationary at a floor. This brake is usually an external drum type and is actuated by spring force and held open electrically; a power failure will cause the brake to engage and prevent the elevator from falling (see inherent safety and safety engineering). But it can also be some form of disc type like 1 or more calipers over a disc in one end of the motor shaft or drive sheave which is used in high speed, high rise and large capacity elevators with machine rooms(an exception is the Kone MonoSpace's EcoDisc which is not high speed, high rise and large capacity and is machine room less but it uses the same design as is a thinner version of a conventional gearless traction machine) for breaking power, compactness and redundancy(assuming there's at least 2 calipers on the disc), or 1 or more disc brakes with a single caliper at one end of the motor shaft or drive sheave which is used in machine room less elevators for compactness, breaking power, and redundancy(assuming there's 2 brakes or more).", "targets": "In a gearless traction engine, what is the drive sheave attached to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06c5a46f86e741b08e07494eaae80d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gearless traction machines are low-speed (low-RPM), high-torque electric motors powered either by AC or DC. In this case, the drive sheave is directly attached to the end of the motor. Gearless traction elevators can reach speeds of up to 20 m/s (4,000 ft/min), A brake is mounted between the motor and gearbox or between the motor and drive sheave or at the end of the drive sheave to hold the elevator stationary at a floor. This brake is usually an external drum type and is actuated by spring force and held open electrically; a power failure will cause the brake to engage and prevent the elevator from falling (see inherent safety and safety engineering). But it can also be some form of disc type like 1 or more calipers over a disc in one end of the motor shaft or drive sheave which is used in high speed, high rise and large capacity elevators with machine rooms(an exception is the Kone MonoSpace's EcoDisc which is not high speed, high rise and large capacity and is machine room less but it uses the same design as is a thinner version of a conventional gearless traction machine) for breaking power, compactness and redundancy(assuming there's at least 2 calipers on the disc), or 1 or more disc brakes with a single caliper at one end of the motor shaft or drive sheave which is used in machine room less elevators for compactness, breaking power, and redundancy(assuming there's 2 brakes or more).", "targets": "What speed is a gearless traction elevator capable of attaining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06c5a46f86e741b08e07494eaae80d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gearless traction machines are low-speed (low-RPM), high-torque electric motors powered either by AC or DC. In this case, the drive sheave is directly attached to the end of the motor. Gearless traction elevators can reach speeds of up to 20 m/s (4,000 ft/min), A brake is mounted between the motor and gearbox or between the motor and drive sheave or at the end of the drive sheave to hold the elevator stationary at a floor. This brake is usually an external drum type and is actuated by spring force and held open electrically; a power failure will cause the brake to engage and prevent the elevator from falling (see inherent safety and safety engineering). But it can also be some form of disc type like 1 or more calipers over a disc in one end of the motor shaft or drive sheave which is used in high speed, high rise and large capacity elevators with machine rooms(an exception is the Kone MonoSpace's EcoDisc which is not high speed, high rise and large capacity and is machine room less but it uses the same design as is a thinner version of a conventional gearless traction machine) for breaking power, compactness and redundancy(assuming there's at least 2 calipers on the disc), or 1 or more disc brakes with a single caliper at one end of the motor shaft or drive sheave which is used in machine room less elevators for compactness, breaking power, and redundancy(assuming there's 2 brakes or more).", "targets": "What motivates an external drum brake held open electrically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06c5a46f86e741b08e07494eaae80d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gearless traction machines are low-speed (low-RPM), high-torque electric motors powered either by AC or DC. In this case, the drive sheave is directly attached to the end of the motor. Gearless traction elevators can reach speeds of up to 20 m/s (4,000 ft/min), A brake is mounted between the motor and gearbox or between the motor and drive sheave or at the end of the drive sheave to hold the elevator stationary at a floor. This brake is usually an external drum type and is actuated by spring force and held open electrically; a power failure will cause the brake to engage and prevent the elevator from falling (see inherent safety and safety engineering). But it can also be some form of disc type like 1 or more calipers over a disc in one end of the motor shaft or drive sheave which is used in high speed, high rise and large capacity elevators with machine rooms(an exception is the Kone MonoSpace's EcoDisc which is not high speed, high rise and large capacity and is machine room less but it uses the same design as is a thinner version of a conventional gearless traction machine) for breaking power, compactness and redundancy(assuming there's at least 2 calipers on the disc), or 1 or more disc brakes with a single caliper at one end of the motor shaft or drive sheave which is used in machine room less elevators for compactness, breaking power, and redundancy(assuming there's 2 brakes or more).", "targets": "One exception that is not high speed high rise and large capacity is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87a8f0a7195644b6a1defcea617cc4e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1878, because of the growing popularity of the city, one railroad line could no longer keep up with demand. Soon, the Philadelphia and Atlantic City Railway was also constructed to transport tourists to Atlantic City. At this point massive hotels like The United States and Surf House, as well as smaller rooming houses, had sprung up all over town. The United States Hotel took up a full city block between Atlantic, Pacific, Delaware, and Maryland Avenues. These hotels were not only impressive in size, but featured the most updated amenities, and were considered quite luxurious for their time.", "targets": "By what year was demand so great that one railroad line could no longer keep up with the demand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87a8f0a7195644b6a1defcea617cc4e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1878, because of the growing popularity of the city, one railroad line could no longer keep up with demand. Soon, the Philadelphia and Atlantic City Railway was also constructed to transport tourists to Atlantic City. At this point massive hotels like The United States and Surf House, as well as smaller rooming houses, had sprung up all over town. The United States Hotel took up a full city block between Atlantic, Pacific, Delaware, and Maryland Avenues. These hotels were not only impressive in size, but featured the most updated amenities, and were considered quite luxurious for their time.", "targets": "What was the name of the new railway that was constructed to transport tourists to Atlantic City after 1878?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87a8f0a7195644b6a1defcea617cc4e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1878, because of the growing popularity of the city, one railroad line could no longer keep up with demand. Soon, the Philadelphia and Atlantic City Railway was also constructed to transport tourists to Atlantic City. At this point massive hotels like The United States and Surf House, as well as smaller rooming houses, had sprung up all over town. The United States Hotel took up a full city block between Atlantic, Pacific, Delaware, and Maryland Avenues. These hotels were not only impressive in size, but featured the most updated amenities, and were considered quite luxurious for their time.", "targets": "What was the name of the hotel that took up a full city block?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87a8f0a7195644b6a1defcea617cc4e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1878, because of the growing popularity of the city, one railroad line could no longer keep up with demand. Soon, the Philadelphia and Atlantic City Railway was also constructed to transport tourists to Atlantic City. At this point massive hotels like The United States and Surf House, as well as smaller rooming houses, had sprung up all over town. The United States Hotel took up a full city block between Atlantic, Pacific, Delaware, and Maryland Avenues. These hotels were not only impressive in size, but featured the most updated amenities, and were considered quite luxurious for their time.", "targets": "Besides massive hotels, what else was appearing all over Atlantic City during this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87a8f0a7195644b6a1defcea617cc4e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1878, because of the growing popularity of the city, one railroad line could no longer keep up with demand. Soon, the Philadelphia and Atlantic City Railway was also constructed to transport tourists to Atlantic City. At this point massive hotels like The United States and Surf House, as well as smaller rooming houses, had sprung up all over town. The United States Hotel took up a full city block between Atlantic, Pacific, Delaware, and Maryland Avenues. These hotels were not only impressive in size, but featured the most updated amenities, and were considered quite luxurious for their time.", "targets": "What were the names of the four avenues that surrounded The United States Hotel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843db0570bda4767a16f4e0eb265c792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religion is extremely important to the Tibetans and has a strong influence over all aspects of their lives. B\u00f6n is the ancient religion of Tibet, but has been almost eclipsed by Tibetan Buddhism, a distinctive form of Mahayana and Vajrayana, which was introduced into Tibet from the Sanskrit Buddhist tradition of northern India. Tibetan Buddhism is practiced not only in Tibet but also in Mongolia, parts of northern India, the Buryat Republic, the Tuva Republic, and in the Republic of Kalmykia and some other parts of China. During China's Cultural Revolution, nearly all Tibet's monasteries were ransacked and destroyed by the Red Guards. A few monasteries have begun to rebuild since the 1980s (with limited support from the Chinese government) and greater religious freedom has been granted \u2013 although it is still limited. Monks returned to monasteries across Tibet and monastic education resumed even though the number of monks imposed is strictly limited. Before the 1950s, between 10 and 20% of males in Tibet were monks.", "targets": "What has a strong influence over all aspect of Tibetans lives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843db0570bda4767a16f4e0eb265c792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religion is extremely important to the Tibetans and has a strong influence over all aspects of their lives. B\u00f6n is the ancient religion of Tibet, but has been almost eclipsed by Tibetan Buddhism, a distinctive form of Mahayana and Vajrayana, which was introduced into Tibet from the Sanskrit Buddhist tradition of northern India. Tibetan Buddhism is practiced not only in Tibet but also in Mongolia, parts of northern India, the Buryat Republic, the Tuva Republic, and in the Republic of Kalmykia and some other parts of China. During China's Cultural Revolution, nearly all Tibet's monasteries were ransacked and destroyed by the Red Guards. A few monasteries have begun to rebuild since the 1980s (with limited support from the Chinese government) and greater religious freedom has been granted \u2013 although it is still limited. Monks returned to monasteries across Tibet and monastic education resumed even though the number of monks imposed is strictly limited. Before the 1950s, between 10 and 20% of males in Tibet were monks.", "targets": "What is the ancient religion of Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843db0570bda4767a16f4e0eb265c792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religion is extremely important to the Tibetans and has a strong influence over all aspects of their lives. B\u00f6n is the ancient religion of Tibet, but has been almost eclipsed by Tibetan Buddhism, a distinctive form of Mahayana and Vajrayana, which was introduced into Tibet from the Sanskrit Buddhist tradition of northern India. Tibetan Buddhism is practiced not only in Tibet but also in Mongolia, parts of northern India, the Buryat Republic, the Tuva Republic, and in the Republic of Kalmykia and some other parts of China. During China's Cultural Revolution, nearly all Tibet's monasteries were ransacked and destroyed by the Red Guards. A few monasteries have begun to rebuild since the 1980s (with limited support from the Chinese government) and greater religious freedom has been granted \u2013 although it is still limited. Monks returned to monasteries across Tibet and monastic education resumed even though the number of monks imposed is strictly limited. Before the 1950s, between 10 and 20% of males in Tibet were monks.", "targets": "When were nearly all of Tibet's monasteries destroyed by the Red Guard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843db0570bda4767a16f4e0eb265c792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religion is extremely important to the Tibetans and has a strong influence over all aspects of their lives. B\u00f6n is the ancient religion of Tibet, but has been almost eclipsed by Tibetan Buddhism, a distinctive form of Mahayana and Vajrayana, which was introduced into Tibet from the Sanskrit Buddhist tradition of northern India. Tibetan Buddhism is practiced not only in Tibet but also in Mongolia, parts of northern India, the Buryat Republic, the Tuva Republic, and in the Republic of Kalmykia and some other parts of China. During China's Cultural Revolution, nearly all Tibet's monasteries were ransacked and destroyed by the Red Guards. A few monasteries have begun to rebuild since the 1980s (with limited support from the Chinese government) and greater religious freedom has been granted \u2013 although it is still limited. Monks returned to monasteries across Tibet and monastic education resumed even though the number of monks imposed is strictly limited. Before the 1950s, between 10 and 20% of males in Tibet were monks.", "targets": "When were 10 to 20% of Tibets males monks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64852481b0094eed87b1e270748cbb45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city council of the city of Bern decided against having twinned cities except for a temporary (during the UEFA Euro 2008) cooperation with the Austrian city Salzburg", "targets": "What did the city decide again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64852481b0094eed87b1e270748cbb45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city council of the city of Bern decided against having twinned cities except for a temporary (during the UEFA Euro 2008) cooperation with the Austrian city Salzburg", "targets": "When did they have a temporary twinned city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64852481b0094eed87b1e270748cbb45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city council of the city of Bern decided against having twinned cities except for a temporary (during the UEFA Euro 2008) cooperation with the Austrian city Salzburg", "targets": "What was the twinning city with Bern in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64852481b0094eed87b1e270748cbb45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city council of the city of Bern decided against having twinned cities except for a temporary (during the UEFA Euro 2008) cooperation with the Austrian city Salzburg", "targets": "What country is Salzburg in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2648752b7a52499ea13869f8ea3e2991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Possibly in part due to expedited federal habeas corpus procedures embodied in the Antiterrorism and Effective Death Penalty Act of 1996, the pace of executions picked up, reaching a peak of 98 in 1999 and then they declined gradually to 28 in 2015. Since the death penalty was reauthorized in 1976, 1,411 people have been executed, almost exclusively by the states, with most occurring after 1990. Texas has accounted for over one-third of modern executions (although only two death sentences were imposed in Texas during 2015, with the courts preferring to issue sentences of life without parole instead) and over four times as many as Oklahoma, the state with the second-highest number. California has the greatest number of prisoners on death row, has issued the highest number of death sentences but has held relatively few executions.", "targets": "How many executions occurred in 1999?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2648752b7a52499ea13869f8ea3e2991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Possibly in part due to expedited federal habeas corpus procedures embodied in the Antiterrorism and Effective Death Penalty Act of 1996, the pace of executions picked up, reaching a peak of 98 in 1999 and then they declined gradually to 28 in 2015. Since the death penalty was reauthorized in 1976, 1,411 people have been executed, almost exclusively by the states, with most occurring after 1990. Texas has accounted for over one-third of modern executions (although only two death sentences were imposed in Texas during 2015, with the courts preferring to issue sentences of life without parole instead) and over four times as many as Oklahoma, the state with the second-highest number. California has the greatest number of prisoners on death row, has issued the highest number of death sentences but has held relatively few executions.", "targets": "What was the number of people executed in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2648752b7a52499ea13869f8ea3e2991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Possibly in part due to expedited federal habeas corpus procedures embodied in the Antiterrorism and Effective Death Penalty Act of 1996, the pace of executions picked up, reaching a peak of 98 in 1999 and then they declined gradually to 28 in 2015. Since the death penalty was reauthorized in 1976, 1,411 people have been executed, almost exclusively by the states, with most occurring after 1990. Texas has accounted for over one-third of modern executions (although only two death sentences were imposed in Texas during 2015, with the courts preferring to issue sentences of life without parole instead) and over four times as many as Oklahoma, the state with the second-highest number. California has the greatest number of prisoners on death row, has issued the highest number of death sentences but has held relatively few executions.", "targets": "In what year did the reauthorization of capital punishment occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2648752b7a52499ea13869f8ea3e2991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Possibly in part due to expedited federal habeas corpus procedures embodied in the Antiterrorism and Effective Death Penalty Act of 1996, the pace of executions picked up, reaching a peak of 98 in 1999 and then they declined gradually to 28 in 2015. Since the death penalty was reauthorized in 1976, 1,411 people have been executed, almost exclusively by the states, with most occurring after 1990. Texas has accounted for over one-third of modern executions (although only two death sentences were imposed in Texas during 2015, with the courts preferring to issue sentences of life without parole instead) and over four times as many as Oklahoma, the state with the second-highest number. California has the greatest number of prisoners on death row, has issued the highest number of death sentences but has held relatively few executions.", "targets": "How many people have been executed in the United States since 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2648752b7a52499ea13869f8ea3e2991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Possibly in part due to expedited federal habeas corpus procedures embodied in the Antiterrorism and Effective Death Penalty Act of 1996, the pace of executions picked up, reaching a peak of 98 in 1999 and then they declined gradually to 28 in 2015. Since the death penalty was reauthorized in 1976, 1,411 people have been executed, almost exclusively by the states, with most occurring after 1990. Texas has accounted for over one-third of modern executions (although only two death sentences were imposed in Texas during 2015, with the courts preferring to issue sentences of life without parole instead) and over four times as many as Oklahoma, the state with the second-highest number. California has the greatest number of prisoners on death row, has issued the highest number of death sentences but has held relatively few executions.", "targets": "Which state has the largest number of people awaiting execution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2e3f8c4d6cc4571bb94bc46028b7a18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fiame Mata'afa Faumuina Mulinu\u2019u II, one of the four highest-ranking paramount chiefs in the country, became Samoa's first Prime Minister. Two other paramount chiefs at the time of independence were appointed joint heads of state for life. Tupua Tamasese Mea'ole died in 1963, leaving Malietoa Tanumafili II sole head of state until his death on 11 May 2007, upon which Samoa changed from a constitutional monarchy to a parliamentary republic de facto. The next Head of State, Tuiatua Tupua Tamasese Efi, was elected by the legislature on 17 June 2007 for a fixed five-year term, and was re-elected unopposed in July 2012.", "targets": "What office was held by Fiame Mata'afa Faumuina Mulinu'u II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2e3f8c4d6cc4571bb94bc46028b7a18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fiame Mata'afa Faumuina Mulinu\u2019u II, one of the four highest-ranking paramount chiefs in the country, became Samoa's first Prime Minister. Two other paramount chiefs at the time of independence were appointed joint heads of state for life. Tupua Tamasese Mea'ole died in 1963, leaving Malietoa Tanumafili II sole head of state until his death on 11 May 2007, upon which Samoa changed from a constitutional monarchy to a parliamentary republic de facto. The next Head of State, Tuiatua Tupua Tamasese Efi, was elected by the legislature on 17 June 2007 for a fixed five-year term, and was re-elected unopposed in July 2012.", "targets": "What was the term of office for Samoa's first joint heads of state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2e3f8c4d6cc4571bb94bc46028b7a18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fiame Mata'afa Faumuina Mulinu\u2019u II, one of the four highest-ranking paramount chiefs in the country, became Samoa's first Prime Minister. Two other paramount chiefs at the time of independence were appointed joint heads of state for life. Tupua Tamasese Mea'ole died in 1963, leaving Malietoa Tanumafili II sole head of state until his death on 11 May 2007, upon which Samoa changed from a constitutional monarchy to a parliamentary republic de facto. The next Head of State, Tuiatua Tupua Tamasese Efi, was elected by the legislature on 17 June 2007 for a fixed five-year term, and was re-elected unopposed in July 2012.", "targets": "What year did the first of the two heads of state die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2e3f8c4d6cc4571bb94bc46028b7a18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fiame Mata'afa Faumuina Mulinu\u2019u II, one of the four highest-ranking paramount chiefs in the country, became Samoa's first Prime Minister. Two other paramount chiefs at the time of independence were appointed joint heads of state for life. Tupua Tamasese Mea'ole died in 1963, leaving Malietoa Tanumafili II sole head of state until his death on 11 May 2007, upon which Samoa changed from a constitutional monarchy to a parliamentary republic de facto. The next Head of State, Tuiatua Tupua Tamasese Efi, was elected by the legislature on 17 June 2007 for a fixed five-year term, and was re-elected unopposed in July 2012.", "targets": "Who was the head of state in Samoa in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2e3f8c4d6cc4571bb94bc46028b7a18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fiame Mata'afa Faumuina Mulinu\u2019u II, one of the four highest-ranking paramount chiefs in the country, became Samoa's first Prime Minister. Two other paramount chiefs at the time of independence were appointed joint heads of state for life. Tupua Tamasese Mea'ole died in 1963, leaving Malietoa Tanumafili II sole head of state until his death on 11 May 2007, upon which Samoa changed from a constitutional monarchy to a parliamentary republic de facto. The next Head of State, Tuiatua Tupua Tamasese Efi, was elected by the legislature on 17 June 2007 for a fixed five-year term, and was re-elected unopposed in July 2012.", "targets": "Before becoming a de facto parliamentary republic, what form of government did Samoa have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ed90d205ce7483f9ca0a474e1590771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However questions still remain, as some of the corrupt government officials have still not been brought to justice, while the many families who lost their only child, are still seeking compensation and justice to what had happened. According to the Times, many parents were warned by the government not to stage a protest under the threat of arrest.", "targets": "Who has not been brought to justice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ed90d205ce7483f9ca0a474e1590771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However questions still remain, as some of the corrupt government officials have still not been brought to justice, while the many families who lost their only child, are still seeking compensation and justice to what had happened. According to the Times, many parents were warned by the government not to stage a protest under the threat of arrest.", "targets": "Who is still looking for compensation and justice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ed90d205ce7483f9ca0a474e1590771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However questions still remain, as some of the corrupt government officials have still not been brought to justice, while the many families who lost their only child, are still seeking compensation and justice to what had happened. According to the Times, many parents were warned by the government not to stage a protest under the threat of arrest.", "targets": "What has the government threatened people with to keep them from protesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ed90d205ce7483f9ca0a474e1590771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However questions still remain, as some of the corrupt government officials have still not been brought to justice, while the many families who lost their only child, are still seeking compensation and justice to what had happened. According to the Times, many parents were warned by the government not to stage a protest under the threat of arrest.", "targets": "What media reported the threat of arrest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ed90d205ce7483f9ca0a474e1590771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However questions still remain, as some of the corrupt government officials have still not been brought to justice, while the many families who lost their only child, are still seeking compensation and justice to what had happened. According to the Times, many parents were warned by the government not to stage a protest under the threat of arrest.", "targets": "What did many families lose in the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64421af991db4de5a8e8a2854870c1da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoors, neoclassicism made a discovery of the genuine classic interior, inspired by the rediscoveries at Pompeii and Herculaneum. These had begun in the late 1740s, but only achieved a wide audience in the 1760s, with the first luxurious volumes of tightly controlled distribution of Le Antichit\u00e0 di Ercolano (The Antiquities of Herculaneum). The antiquities of Herculaneum showed that even the most classicising interiors of the Baroque, or the most \"Roman\" rooms of William Kent were based on basilica and temple exterior architecture turned outside in, hence their often bombastic appearance to modern eyes: pedimented window frames turned into gilded mirrors, fireplaces topped with temple fronts.", "targets": "What rediscoveries inspired interior designs of neoclassicism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64421af991db4de5a8e8a2854870c1da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoors, neoclassicism made a discovery of the genuine classic interior, inspired by the rediscoveries at Pompeii and Herculaneum. These had begun in the late 1740s, but only achieved a wide audience in the 1760s, with the first luxurious volumes of tightly controlled distribution of Le Antichit\u00e0 di Ercolano (The Antiquities of Herculaneum). The antiquities of Herculaneum showed that even the most classicising interiors of the Baroque, or the most \"Roman\" rooms of William Kent were based on basilica and temple exterior architecture turned outside in, hence their often bombastic appearance to modern eyes: pedimented window frames turned into gilded mirrors, fireplaces topped with temple fronts.", "targets": "What tightly controlled book brought appeal for classic interior to masses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64421af991db4de5a8e8a2854870c1da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoors, neoclassicism made a discovery of the genuine classic interior, inspired by the rediscoveries at Pompeii and Herculaneum. These had begun in the late 1740s, but only achieved a wide audience in the 1760s, with the first luxurious volumes of tightly controlled distribution of Le Antichit\u00e0 di Ercolano (The Antiquities of Herculaneum). The antiquities of Herculaneum showed that even the most classicising interiors of the Baroque, or the most \"Roman\" rooms of William Kent were based on basilica and temple exterior architecture turned outside in, hence their often bombastic appearance to modern eyes: pedimented window frames turned into gilded mirrors, fireplaces topped with temple fronts.", "targets": "What are some examples of the changes of interior of neoclassicism from ancient rediscoveries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64421af991db4de5a8e8a2854870c1da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoors, neoclassicism made a discovery of the genuine classic interior, inspired by the rediscoveries at Pompeii and Herculaneum. These had begun in the late 1740s, but only achieved a wide audience in the 1760s, with the first luxurious volumes of tightly controlled distribution of Le Antichit\u00e0 di Ercolano (The Antiquities of Herculaneum). The antiquities of Herculaneum showed that even the most classicising interiors of the Baroque, or the most \"Roman\" rooms of William Kent were based on basilica and temple exterior architecture turned outside in, hence their often bombastic appearance to modern eyes: pedimented window frames turned into gilded mirrors, fireplaces topped with temple fronts.", "targets": "What were William Kent's interior designs based from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43689f4d341d4afabbcc0700904fd368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is employed to saturate broken (\"dangling\") bonds of amorphous silicon and amorphous carbon that helps stabilizing material properties. It is also a potential electron donor in various oxide materials, including ZnO, SnO2, CdO, MgO, ZrO2, HfO2, La2O3, Y2O3, TiO2, SrTiO3, LaAlO3, SiO2, Al2O3, ZrSiO4, HfSiO4, and SrZrO3.", "targets": "Why is hydrogen employed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43689f4d341d4afabbcc0700904fd368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is employed to saturate broken (\"dangling\") bonds of amorphous silicon and amorphous carbon that helps stabilizing material properties. It is also a potential electron donor in various oxide materials, including ZnO, SnO2, CdO, MgO, ZrO2, HfO2, La2O3, Y2O3, TiO2, SrTiO3, LaAlO3, SiO2, Al2O3, ZrSiO4, HfSiO4, and SrZrO3.", "targets": "How is hydrogen used in oxide materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43689f4d341d4afabbcc0700904fd368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is employed to saturate broken (\"dangling\") bonds of amorphous silicon and amorphous carbon that helps stabilizing material properties. It is also a potential electron donor in various oxide materials, including ZnO, SnO2, CdO, MgO, ZrO2, HfO2, La2O3, Y2O3, TiO2, SrTiO3, LaAlO3, SiO2, Al2O3, ZrSiO4, HfSiO4, and SrZrO3.", "targets": "What oxide materials use hydrogen as an electron donor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31cff63f68a1480488ac84f05d30b7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 CATOBAR carrier: Charles de Gaulle is a 42,000 tonne nuclear-powered aircraft carrier, commissioned in 2001 and is the flagship of the French Navy (Marine Nationale). The ship carries a complement of Dassault-Breguet Super \u00c9tendard, Dassault Rafale M and E\u20112C Hawkeye aircraft, EC725 Caracal and AS532 Cougar helicopters for combat search and rescue, as well as modern electronics and Aster missiles. It is a CATOBAR-type carrier that uses two 75 m C13\u20113 steam catapults of a shorter version of the catapult system installed on the U.S. Nimitz-class carriers, one catapult at the bow and one across the front of the landing area.", "targets": "What is the name of the 42,000 tonne nuclear-powered carrier commissioned in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31cff63f68a1480488ac84f05d30b7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 CATOBAR carrier: Charles de Gaulle is a 42,000 tonne nuclear-powered aircraft carrier, commissioned in 2001 and is the flagship of the French Navy (Marine Nationale). The ship carries a complement of Dassault-Breguet Super \u00c9tendard, Dassault Rafale M and E\u20112C Hawkeye aircraft, EC725 Caracal and AS532 Cougar helicopters for combat search and rescue, as well as modern electronics and Aster missiles. It is a CATOBAR-type carrier that uses two 75 m C13\u20113 steam catapults of a shorter version of the catapult system installed on the U.S. Nimitz-class carriers, one catapult at the bow and one across the front of the landing area.", "targets": "What is the Charles de Gaulle the flagship of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31cff63f68a1480488ac84f05d30b7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 CATOBAR carrier: Charles de Gaulle is a 42,000 tonne nuclear-powered aircraft carrier, commissioned in 2001 and is the flagship of the French Navy (Marine Nationale). The ship carries a complement of Dassault-Breguet Super \u00c9tendard, Dassault Rafale M and E\u20112C Hawkeye aircraft, EC725 Caracal and AS532 Cougar helicopters for combat search and rescue, as well as modern electronics and Aster missiles. It is a CATOBAR-type carrier that uses two 75 m C13\u20113 steam catapults of a shorter version of the catapult system installed on the U.S. Nimitz-class carriers, one catapult at the bow and one across the front of the landing area.", "targets": "What type of missiles does the Charles de Gaulle carry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31cff63f68a1480488ac84f05d30b7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 CATOBAR carrier: Charles de Gaulle is a 42,000 tonne nuclear-powered aircraft carrier, commissioned in 2001 and is the flagship of the French Navy (Marine Nationale). The ship carries a complement of Dassault-Breguet Super \u00c9tendard, Dassault Rafale M and E\u20112C Hawkeye aircraft, EC725 Caracal and AS532 Cougar helicopters for combat search and rescue, as well as modern electronics and Aster missiles. It is a CATOBAR-type carrier that uses two 75 m C13\u20113 steam catapults of a shorter version of the catapult system installed on the U.S. Nimitz-class carriers, one catapult at the bow and one across the front of the landing area.", "targets": "What is another name for the French Navy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31cff63f68a1480488ac84f05d30b7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 CATOBAR carrier: Charles de Gaulle is a 42,000 tonne nuclear-powered aircraft carrier, commissioned in 2001 and is the flagship of the French Navy (Marine Nationale). The ship carries a complement of Dassault-Breguet Super \u00c9tendard, Dassault Rafale M and E\u20112C Hawkeye aircraft, EC725 Caracal and AS532 Cougar helicopters for combat search and rescue, as well as modern electronics and Aster missiles. It is a CATOBAR-type carrier that uses two 75 m C13\u20113 steam catapults of a shorter version of the catapult system installed on the U.S. Nimitz-class carriers, one catapult at the bow and one across the front of the landing area.", "targets": "What type of carrier is the Charles de Gaulle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "According to the Constitution, what is superior to the rules of man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "What does the President and Supreme Court Justices vow to stand by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "What do the President and Supreme Court justices vow to uphold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "According to the Constitution, to what is the rule of law superior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "What branch of the government has prosecutorial discretion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "What branch of government can determine what acts it writes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec2a26de7474ba3becf1939b2533853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All government officers of the United States, including the President, the Justices of the Supreme Court, state judges and legislators, and all members of Congress, pledge first and foremost to uphold the Constitution. These oaths affirm that the rule of law is superior to the rule of any human leader. At the same time, the federal government has considerable discretion: the legislative branch is free to decide what statutes it will write, as long as it stays within its enumerated powers and respects the constitutionally protected rights of individuals. Likewise, the judicial branch has a degree of judicial discretion, and the executive branch also has various discretionary powers including prosecutorial discretion.", "targets": "Which branch of government has judicial discretion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a1c55f0fd434bd59355b0fde54b6a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adolescents' thinking is less bound to concrete events than that of children: they can contemplate possibilities outside the realm of what currently exists. One manifestation of the adolescent's increased facility with thinking about possibilities is the improvement of skill in deductive reasoning, which leads to the development of hypothetical thinking. This provides the ability to plan ahead, see the future consequences of an action and to provide alternative explanations of events. It also makes adolescents more skilled debaters, as they can reason against a friend's or parent's assumptions. Adolescents also develop a more sophisticated understanding of probability.", "targets": "Deductive reasoning leads to the development of what type of thinking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a1c55f0fd434bd59355b0fde54b6a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adolescents' thinking is less bound to concrete events than that of children: they can contemplate possibilities outside the realm of what currently exists. One manifestation of the adolescent's increased facility with thinking about possibilities is the improvement of skill in deductive reasoning, which leads to the development of hypothetical thinking. This provides the ability to plan ahead, see the future consequences of an action and to provide alternative explanations of events. It also makes adolescents more skilled debaters, as they can reason against a friend's or parent's assumptions. Adolescents also develop a more sophisticated understanding of probability.", "targets": "Are adolescents or children more bound to concrete events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a1c55f0fd434bd59355b0fde54b6a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adolescents' thinking is less bound to concrete events than that of children: they can contemplate possibilities outside the realm of what currently exists. One manifestation of the adolescent's increased facility with thinking about possibilities is the improvement of skill in deductive reasoning, which leads to the development of hypothetical thinking. This provides the ability to plan ahead, see the future consequences of an action and to provide alternative explanations of events. It also makes adolescents more skilled debaters, as they can reason against a friend's or parent's assumptions. Adolescents also develop a more sophisticated understanding of probability.", "targets": "What type of thinking provides the ability to plan ahead and makes adolescents more skilled debaters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a1c55f0fd434bd59355b0fde54b6a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adolescents' thinking is less bound to concrete events than that of children: they can contemplate possibilities outside the realm of what currently exists. One manifestation of the adolescent's increased facility with thinking about possibilities is the improvement of skill in deductive reasoning, which leads to the development of hypothetical thinking. This provides the ability to plan ahead, see the future consequences of an action and to provide alternative explanations of events. It also makes adolescents more skilled debaters, as they can reason against a friend's or parent's assumptions. Adolescents also develop a more sophisticated understanding of probability.", "targets": "Adolescents develop a more sophisticated understanding of what mathematical concept thanks to their increased hypothetical thinking abilties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce1e3893cd44c9a94f2225a1e6586ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1902, the Siemens company developed a tantalum lamp filament. These lamps were more efficient than even graphitized carbon filaments and could operate at higher temperatures. Since tantalum metal has a lower resistivity than carbon, the tantalum lamp filament was quite long and required multiple internal supports. The metal filament had the property of gradually shortening in use; the filaments were installed with large loops that tightened in use. This made lamps in use for several hundred hours quite fragile. Metal filaments had the property of breaking and re-welding, though this would usually decrease resistance and shorten the life of the filament. General Electric bought the rights to use tantalum filaments and produced them in the US until 1913.", "targets": "What company invented the tantalum light filament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce1e3893cd44c9a94f2225a1e6586ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1902, the Siemens company developed a tantalum lamp filament. These lamps were more efficient than even graphitized carbon filaments and could operate at higher temperatures. Since tantalum metal has a lower resistivity than carbon, the tantalum lamp filament was quite long and required multiple internal supports. The metal filament had the property of gradually shortening in use; the filaments were installed with large loops that tightened in use. This made lamps in use for several hundred hours quite fragile. Metal filaments had the property of breaking and re-welding, though this would usually decrease resistance and shorten the life of the filament. General Electric bought the rights to use tantalum filaments and produced them in the US until 1913.", "targets": "In what year was the tantalum light filament invented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce1e3893cd44c9a94f2225a1e6586ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1902, the Siemens company developed a tantalum lamp filament. These lamps were more efficient than even graphitized carbon filaments and could operate at higher temperatures. Since tantalum metal has a lower resistivity than carbon, the tantalum lamp filament was quite long and required multiple internal supports. The metal filament had the property of gradually shortening in use; the filaments were installed with large loops that tightened in use. This made lamps in use for several hundred hours quite fragile. Metal filaments had the property of breaking and re-welding, though this would usually decrease resistance and shorten the life of the filament. General Electric bought the rights to use tantalum filaments and produced them in the US until 1913.", "targets": "What were the major advantages of the tantalum light filament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce1e3893cd44c9a94f2225a1e6586ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1902, the Siemens company developed a tantalum lamp filament. These lamps were more efficient than even graphitized carbon filaments and could operate at higher temperatures. Since tantalum metal has a lower resistivity than carbon, the tantalum lamp filament was quite long and required multiple internal supports. The metal filament had the property of gradually shortening in use; the filaments were installed with large loops that tightened in use. This made lamps in use for several hundred hours quite fragile. Metal filaments had the property of breaking and re-welding, though this would usually decrease resistance and shorten the life of the filament. General Electric bought the rights to use tantalum filaments and produced them in the US until 1913.", "targets": "Who purchased the rights to the tantalum light filament from Siemens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ce1e3893cd44c9a94f2225a1e6586ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1902, the Siemens company developed a tantalum lamp filament. These lamps were more efficient than even graphitized carbon filaments and could operate at higher temperatures. Since tantalum metal has a lower resistivity than carbon, the tantalum lamp filament was quite long and required multiple internal supports. The metal filament had the property of gradually shortening in use; the filaments were installed with large loops that tightened in use. This made lamps in use for several hundred hours quite fragile. Metal filaments had the property of breaking and re-welding, though this would usually decrease resistance and shorten the life of the filament. General Electric bought the rights to use tantalum filaments and produced them in the US until 1913.", "targets": "When did GE cease production of the tantalum light filament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09debf0833184ba185f11e9375159c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Yitzhak Rabin became Prime Minister following an election in which his party called for compromise with Israel's neighbors. The following year, Shimon Peres on behalf of Israel, and Mahmoud Abbas for the PLO, signed the Oslo Accords, which gave the Palestinian National Authority the right to govern parts of the West Bank and the Gaza Strip. The PLO also recognized Israel's right to exist and pledged an end to terrorism. In 1994, the Israel\u2013Jordan Treaty of Peace was signed, making Jordan the second Arab country to normalize relations with Israel. Arab public support for the Accords was damaged by the continuation of Israeli settlements and checkpoints, and the deterioration of economic conditions. Israeli public support for the Accords waned as Israel was struck by Palestinian suicide attacks. Finally, while leaving a peace rally in November 1995, Yitzhak Rabin was assassinated by a far-right-wing Jew who opposed the Accords.", "targets": "Who became the Prime Minister in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09debf0833184ba185f11e9375159c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Yitzhak Rabin became Prime Minister following an election in which his party called for compromise with Israel's neighbors. The following year, Shimon Peres on behalf of Israel, and Mahmoud Abbas for the PLO, signed the Oslo Accords, which gave the Palestinian National Authority the right to govern parts of the West Bank and the Gaza Strip. The PLO also recognized Israel's right to exist and pledged an end to terrorism. In 1994, the Israel\u2013Jordan Treaty of Peace was signed, making Jordan the second Arab country to normalize relations with Israel. Arab public support for the Accords was damaged by the continuation of Israeli settlements and checkpoints, and the deterioration of economic conditions. Israeli public support for the Accords waned as Israel was struck by Palestinian suicide attacks. Finally, while leaving a peace rally in November 1995, Yitzhak Rabin was assassinated by a far-right-wing Jew who opposed the Accords.", "targets": "When was the Israel-Jordan Treaty of Peace signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09debf0833184ba185f11e9375159c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Yitzhak Rabin became Prime Minister following an election in which his party called for compromise with Israel's neighbors. The following year, Shimon Peres on behalf of Israel, and Mahmoud Abbas for the PLO, signed the Oslo Accords, which gave the Palestinian National Authority the right to govern parts of the West Bank and the Gaza Strip. The PLO also recognized Israel's right to exist and pledged an end to terrorism. In 1994, the Israel\u2013Jordan Treaty of Peace was signed, making Jordan the second Arab country to normalize relations with Israel. Arab public support for the Accords was damaged by the continuation of Israeli settlements and checkpoints, and the deterioration of economic conditions. Israeli public support for the Accords waned as Israel was struck by Palestinian suicide attacks. Finally, while leaving a peace rally in November 1995, Yitzhak Rabin was assassinated by a far-right-wing Jew who opposed the Accords.", "targets": "When was Yitzhak Rabin assassinated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa91acd1a454389818717d559852a46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City has numerous museums dedicated to art, including Mexican colonial, modern and contemporary art, and international art. The Museo Tamayo was opened in the mid-1980s to house the collection of international contemporary art donated by famed Mexican (born in the state of Oaxaca) painter Rufino Tamayo. The collection includes pieces by Picasso, Klee, Kandinsky, Warhol and many others, though most of the collection is stored while visiting exhibits are shown. The Museo de Arte Moderno (Museum of Modern Art) is a repository of Mexican artists from the 20th century, including Rivera, Orozco, Siqueiros, Kahlo, Gerzso, Carrington, Tamayo, among others, and also regularly hosts temporary exhibits of international modern art. In southern Mexico City, the Museo Carrillo Gil (Carrillo Gil Museum) showcases avant-garde artists, as does the University Museum/Contemporary Art (Museo Universitario Arte Contempor\u00e1neo \u2013 or MUAC), designed by famed Mexican architect Teodoro Gonz\u00e1lez de Le\u00f3n, inaugurated in late 2008.", "targets": "When was the Museo Tamayo opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa91acd1a454389818717d559852a46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City has numerous museums dedicated to art, including Mexican colonial, modern and contemporary art, and international art. The Museo Tamayo was opened in the mid-1980s to house the collection of international contemporary art donated by famed Mexican (born in the state of Oaxaca) painter Rufino Tamayo. The collection includes pieces by Picasso, Klee, Kandinsky, Warhol and many others, though most of the collection is stored while visiting exhibits are shown. The Museo de Arte Moderno (Museum of Modern Art) is a repository of Mexican artists from the 20th century, including Rivera, Orozco, Siqueiros, Kahlo, Gerzso, Carrington, Tamayo, among others, and also regularly hosts temporary exhibits of international modern art. In southern Mexico City, the Museo Carrillo Gil (Carrillo Gil Museum) showcases avant-garde artists, as does the University Museum/Contemporary Art (Museo Universitario Arte Contempor\u00e1neo \u2013 or MUAC), designed by famed Mexican architect Teodoro Gonz\u00e1lez de Le\u00f3n, inaugurated in late 2008.", "targets": "Who's art collection was the reason the Museo Tamayo opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa91acd1a454389818717d559852a46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City has numerous museums dedicated to art, including Mexican colonial, modern and contemporary art, and international art. The Museo Tamayo was opened in the mid-1980s to house the collection of international contemporary art donated by famed Mexican (born in the state of Oaxaca) painter Rufino Tamayo. The collection includes pieces by Picasso, Klee, Kandinsky, Warhol and many others, though most of the collection is stored while visiting exhibits are shown. The Museo de Arte Moderno (Museum of Modern Art) is a repository of Mexican artists from the 20th century, including Rivera, Orozco, Siqueiros, Kahlo, Gerzso, Carrington, Tamayo, among others, and also regularly hosts temporary exhibits of international modern art. In southern Mexico City, the Museo Carrillo Gil (Carrillo Gil Museum) showcases avant-garde artists, as does the University Museum/Contemporary Art (Museo Universitario Arte Contempor\u00e1neo \u2013 or MUAC), designed by famed Mexican architect Teodoro Gonz\u00e1lez de Le\u00f3n, inaugurated in late 2008.", "targets": "Where was Rufino Tamayo born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa91acd1a454389818717d559852a46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City has numerous museums dedicated to art, including Mexican colonial, modern and contemporary art, and international art. The Museo Tamayo was opened in the mid-1980s to house the collection of international contemporary art donated by famed Mexican (born in the state of Oaxaca) painter Rufino Tamayo. The collection includes pieces by Picasso, Klee, Kandinsky, Warhol and many others, though most of the collection is stored while visiting exhibits are shown. The Museo de Arte Moderno (Museum of Modern Art) is a repository of Mexican artists from the 20th century, including Rivera, Orozco, Siqueiros, Kahlo, Gerzso, Carrington, Tamayo, among others, and also regularly hosts temporary exhibits of international modern art. In southern Mexico City, the Museo Carrillo Gil (Carrillo Gil Museum) showcases avant-garde artists, as does the University Museum/Contemporary Art (Museo Universitario Arte Contempor\u00e1neo \u2013 or MUAC), designed by famed Mexican architect Teodoro Gonz\u00e1lez de Le\u00f3n, inaugurated in late 2008.", "targets": "What type of art is shown in The Museo Carrillo Gil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa91acd1a454389818717d559852a46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City has numerous museums dedicated to art, including Mexican colonial, modern and contemporary art, and international art. The Museo Tamayo was opened in the mid-1980s to house the collection of international contemporary art donated by famed Mexican (born in the state of Oaxaca) painter Rufino Tamayo. The collection includes pieces by Picasso, Klee, Kandinsky, Warhol and many others, though most of the collection is stored while visiting exhibits are shown. The Museo de Arte Moderno (Museum of Modern Art) is a repository of Mexican artists from the 20th century, including Rivera, Orozco, Siqueiros, Kahlo, Gerzso, Carrington, Tamayo, among others, and also regularly hosts temporary exhibits of international modern art. In southern Mexico City, the Museo Carrillo Gil (Carrillo Gil Museum) showcases avant-garde artists, as does the University Museum/Contemporary Art (Museo Universitario Arte Contempor\u00e1neo \u2013 or MUAC), designed by famed Mexican architect Teodoro Gonz\u00e1lez de Le\u00f3n, inaugurated in late 2008.", "targets": "What famous art building was opened in late 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff27c982996b41c79b269d55bc95049b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pursuing his PhD at Princeton, Feynman married his high school sweetheart, Arline Greenbaum (often misspelled \"Arlene\"), despite the knowledge that she was seriously ill with tuberculosis\u2014an incurable disease at the time. She died in 1945. In 1946, Feynman wrote a letter to her, expressing his deep love and heartbreak, that he kept for the rest of his life. (\"Please excuse my not mailing this,\" the letter concluded, \"but I don't know your new address.\") This portion of Feynman's life was portrayed in the 1996 film Infinity, which featured Feynman's daughter, Michelle, in a cameo role.", "targets": "Who was Feynman's wife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff27c982996b41c79b269d55bc95049b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pursuing his PhD at Princeton, Feynman married his high school sweetheart, Arline Greenbaum (often misspelled \"Arlene\"), despite the knowledge that she was seriously ill with tuberculosis\u2014an incurable disease at the time. She died in 1945. In 1946, Feynman wrote a letter to her, expressing his deep love and heartbreak, that he kept for the rest of his life. (\"Please excuse my not mailing this,\" the letter concluded, \"but I don't know your new address.\") This portion of Feynman's life was portrayed in the 1996 film Infinity, which featured Feynman's daughter, Michelle, in a cameo role.", "targets": "Which disease did Arline succumb to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff27c982996b41c79b269d55bc95049b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pursuing his PhD at Princeton, Feynman married his high school sweetheart, Arline Greenbaum (often misspelled \"Arlene\"), despite the knowledge that she was seriously ill with tuberculosis\u2014an incurable disease at the time. She died in 1945. In 1946, Feynman wrote a letter to her, expressing his deep love and heartbreak, that he kept for the rest of his life. (\"Please excuse my not mailing this,\" the letter concluded, \"but I don't know your new address.\") This portion of Feynman's life was portrayed in the 1996 film Infinity, which featured Feynman's daughter, Michelle, in a cameo role.", "targets": "In which year did his wife die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff27c982996b41c79b269d55bc95049b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pursuing his PhD at Princeton, Feynman married his high school sweetheart, Arline Greenbaum (often misspelled \"Arlene\"), despite the knowledge that she was seriously ill with tuberculosis\u2014an incurable disease at the time. She died in 1945. In 1946, Feynman wrote a letter to her, expressing his deep love and heartbreak, that he kept for the rest of his life. (\"Please excuse my not mailing this,\" the letter concluded, \"but I don't know your new address.\") This portion of Feynman's life was portrayed in the 1996 film Infinity, which featured Feynman's daughter, Michelle, in a cameo role.", "targets": "Who played a cameo in a film about Feynman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff27c982996b41c79b269d55bc95049b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pursuing his PhD at Princeton, Feynman married his high school sweetheart, Arline Greenbaum (often misspelled \"Arlene\"), despite the knowledge that she was seriously ill with tuberculosis\u2014an incurable disease at the time. She died in 1945. In 1946, Feynman wrote a letter to her, expressing his deep love and heartbreak, that he kept for the rest of his life. (\"Please excuse my not mailing this,\" the letter concluded, \"but I don't know your new address.\") This portion of Feynman's life was portrayed in the 1996 film Infinity, which featured Feynman's daughter, Michelle, in a cameo role.", "targets": "What was the name of the film that showed Feynman's life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccda957fea1481d81cbccb512766e90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1173 John's elder brothers, backed by Eleanor, rose in revolt against Henry in the short-lived rebellion of 1173 to 1174. Growing irritated with his subordinate position to Henry II and increasingly worried that John might be given additional lands and castles at his expense, Henry the Young King travelled to Paris and allied himself with Louis VII. Eleanor, irritated by her husband's persistent interference in Aquitaine, encouraged Richard and Geoffrey to join their brother Henry in Paris. Henry II triumphed over the coalition of his sons, but was generous to them in the peace settlement agreed at Montlouis. Henry the Young King was allowed to travel widely in Europe with his own household of knights, Richard was given Aquitaine back, and Geoffrey was allowed to return to Brittany; only Eleanor was imprisoned for her role in the revolt.", "targets": "Who backed John's elder brothers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccda957fea1481d81cbccb512766e90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1173 John's elder brothers, backed by Eleanor, rose in revolt against Henry in the short-lived rebellion of 1173 to 1174. Growing irritated with his subordinate position to Henry II and increasingly worried that John might be given additional lands and castles at his expense, Henry the Young King travelled to Paris and allied himself with Louis VII. Eleanor, irritated by her husband's persistent interference in Aquitaine, encouraged Richard and Geoffrey to join their brother Henry in Paris. Henry II triumphed over the coalition of his sons, but was generous to them in the peace settlement agreed at Montlouis. Henry the Young King was allowed to travel widely in Europe with his own household of knights, Richard was given Aquitaine back, and Geoffrey was allowed to return to Brittany; only Eleanor was imprisoned for her role in the revolt.", "targets": "Where did Henry travel to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccda957fea1481d81cbccb512766e90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1173 John's elder brothers, backed by Eleanor, rose in revolt against Henry in the short-lived rebellion of 1173 to 1174. Growing irritated with his subordinate position to Henry II and increasingly worried that John might be given additional lands and castles at his expense, Henry the Young King travelled to Paris and allied himself with Louis VII. Eleanor, irritated by her husband's persistent interference in Aquitaine, encouraged Richard and Geoffrey to join their brother Henry in Paris. Henry II triumphed over the coalition of his sons, but was generous to them in the peace settlement agreed at Montlouis. Henry the Young King was allowed to travel widely in Europe with his own household of knights, Richard was given Aquitaine back, and Geoffrey was allowed to return to Brittany; only Eleanor was imprisoned for her role in the revolt.", "targets": "Who returned to Brittany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccda957fea1481d81cbccb512766e90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1173 John's elder brothers, backed by Eleanor, rose in revolt against Henry in the short-lived rebellion of 1173 to 1174. Growing irritated with his subordinate position to Henry II and increasingly worried that John might be given additional lands and castles at his expense, Henry the Young King travelled to Paris and allied himself with Louis VII. Eleanor, irritated by her husband's persistent interference in Aquitaine, encouraged Richard and Geoffrey to join their brother Henry in Paris. Henry II triumphed over the coalition of his sons, but was generous to them in the peace settlement agreed at Montlouis. Henry the Young King was allowed to travel widely in Europe with his own household of knights, Richard was given Aquitaine back, and Geoffrey was allowed to return to Brittany; only Eleanor was imprisoned for her role in the revolt.", "targets": "Who was imprisoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f551e4d9e2451f8a6643a69d709858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Water splitting, in which water is decomposed into its component protons, electrons, and oxygen, occurs in the light reactions in all photosynthetic organisms. Some such organisms, including the alga Chlamydomonas reinhardtii and cyanobacteria, have evolved a second step in the dark reactions in which protons and electrons are reduced to form H2 gas by specialized hydrogenases in the chloroplast. Efforts have been undertaken to genetically modify cyanobacterial hydrogenases to efficiently synthesize H2 gas even in the presence of oxygen. Efforts have also been undertaken with genetically modified alga in a bioreactor.", "targets": "What is the decomposition of water into its components called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f551e4d9e2451f8a6643a69d709858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Water splitting, in which water is decomposed into its component protons, electrons, and oxygen, occurs in the light reactions in all photosynthetic organisms. Some such organisms, including the alga Chlamydomonas reinhardtii and cyanobacteria, have evolved a second step in the dark reactions in which protons and electrons are reduced to form H2 gas by specialized hydrogenases in the chloroplast. Efforts have been undertaken to genetically modify cyanobacterial hydrogenases to efficiently synthesize H2 gas even in the presence of oxygen. Efforts have also been undertaken with genetically modified alga in a bioreactor.", "targets": "Where does water splitting occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f551e4d9e2451f8a6643a69d709858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Water splitting, in which water is decomposed into its component protons, electrons, and oxygen, occurs in the light reactions in all photosynthetic organisms. Some such organisms, including the alga Chlamydomonas reinhardtii and cyanobacteria, have evolved a second step in the dark reactions in which protons and electrons are reduced to form H2 gas by specialized hydrogenases in the chloroplast. Efforts have been undertaken to genetically modify cyanobacterial hydrogenases to efficiently synthesize H2 gas even in the presence of oxygen. Efforts have also been undertaken with genetically modified alga in a bioreactor.", "targets": "What organisms can form H2 gas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f551e4d9e2451f8a6643a69d709858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Water splitting, in which water is decomposed into its component protons, electrons, and oxygen, occurs in the light reactions in all photosynthetic organisms. Some such organisms, including the alga Chlamydomonas reinhardtii and cyanobacteria, have evolved a second step in the dark reactions in which protons and electrons are reduced to form H2 gas by specialized hydrogenases in the chloroplast. Efforts have been undertaken to genetically modify cyanobacterial hydrogenases to efficiently synthesize H2 gas even in the presence of oxygen. Efforts have also been undertaken with genetically modified alga in a bioreactor.", "targets": "How are these gases formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1928054f690645faa0b32ff4102ffc8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyads have met with a largely negative reception from later Islamic historians, who have accused them of promoting a kingship (mulk, a term with connotations of tyranny) instead of a true caliphate (khilafa). In this respect it is notable that the Umayyad caliphs referred to themselves not as khalifat rasul Allah (\"successor of the messenger of God\", the title preferred by the tradition), but rather as khalifat Allah (\"deputy of God\"). The distinction seems to indicate that the Umayyads \"regarded themselves as God's representatives at the head of the community and saw no need to share their religious power with, or delegate it to, the emergent class of religious scholars.\" In fact, it was precisely this class of scholars, based largely in Iraq, that was responsible for collecting and recording the traditions that form the primary source material for the history of the Umayyad period. In reconstructing this history, therefore, it is necessary to rely mainly on sources, such as the histories of Tabari and Baladhuri, that were written in the Abbasid court at Baghdad.", "targets": "What Arabic term did the Umayyad caliphs use to refer to themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1928054f690645faa0b32ff4102ffc8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyads have met with a largely negative reception from later Islamic historians, who have accused them of promoting a kingship (mulk, a term with connotations of tyranny) instead of a true caliphate (khilafa). In this respect it is notable that the Umayyad caliphs referred to themselves not as khalifat rasul Allah (\"successor of the messenger of God\", the title preferred by the tradition), but rather as khalifat Allah (\"deputy of God\"). The distinction seems to indicate that the Umayyads \"regarded themselves as God's representatives at the head of the community and saw no need to share their religious power with, or delegate it to, the emergent class of religious scholars.\" In fact, it was precisely this class of scholars, based largely in Iraq, that was responsible for collecting and recording the traditions that form the primary source material for the history of the Umayyad period. In reconstructing this history, therefore, it is necessary to rely mainly on sources, such as the histories of Tabari and Baladhuri, that were written in the Abbasid court at Baghdad.", "targets": "Where was the Abbasid court based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1928054f690645faa0b32ff4102ffc8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyads have met with a largely negative reception from later Islamic historians, who have accused them of promoting a kingship (mulk, a term with connotations of tyranny) instead of a true caliphate (khilafa). In this respect it is notable that the Umayyad caliphs referred to themselves not as khalifat rasul Allah (\"successor of the messenger of God\", the title preferred by the tradition), but rather as khalifat Allah (\"deputy of God\"). The distinction seems to indicate that the Umayyads \"regarded themselves as God's representatives at the head of the community and saw no need to share their religious power with, or delegate it to, the emergent class of religious scholars.\" In fact, it was precisely this class of scholars, based largely in Iraq, that was responsible for collecting and recording the traditions that form the primary source material for the history of the Umayyad period. In reconstructing this history, therefore, it is necessary to rely mainly on sources, such as the histories of Tabari and Baladhuri, that were written in the Abbasid court at Baghdad.", "targets": "What is the Arabic term for kingship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1928054f690645faa0b32ff4102ffc8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyads have met with a largely negative reception from later Islamic historians, who have accused them of promoting a kingship (mulk, a term with connotations of tyranny) instead of a true caliphate (khilafa). In this respect it is notable that the Umayyad caliphs referred to themselves not as khalifat rasul Allah (\"successor of the messenger of God\", the title preferred by the tradition), but rather as khalifat Allah (\"deputy of God\"). The distinction seems to indicate that the Umayyads \"regarded themselves as God's representatives at the head of the community and saw no need to share their religious power with, or delegate it to, the emergent class of religious scholars.\" In fact, it was precisely this class of scholars, based largely in Iraq, that was responsible for collecting and recording the traditions that form the primary source material for the history of the Umayyad period. In reconstructing this history, therefore, it is necessary to rely mainly on sources, such as the histories of Tabari and Baladhuri, that were written in the Abbasid court at Baghdad.", "targets": "What was the tradition Arabic title used by caliphs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1928054f690645faa0b32ff4102ffc8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyads have met with a largely negative reception from later Islamic historians, who have accused them of promoting a kingship (mulk, a term with connotations of tyranny) instead of a true caliphate (khilafa). In this respect it is notable that the Umayyad caliphs referred to themselves not as khalifat rasul Allah (\"successor of the messenger of God\", the title preferred by the tradition), but rather as khalifat Allah (\"deputy of God\"). The distinction seems to indicate that the Umayyads \"regarded themselves as God's representatives at the head of the community and saw no need to share their religious power with, or delegate it to, the emergent class of religious scholars.\" In fact, it was precisely this class of scholars, based largely in Iraq, that was responsible for collecting and recording the traditions that form the primary source material for the history of the Umayyad period. In reconstructing this history, therefore, it is necessary to rely mainly on sources, such as the histories of Tabari and Baladhuri, that were written in the Abbasid court at Baghdad.", "targets": "What does khalifat Allah translate to in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fa7ada1e124db4bf33dcf03ca20c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Houston System's annual impact on the Houston area's economy equates to that of a major corporation: $1.1 billion in new funds attracted annually to the Houston area, $3.13 billion in total economic benefit and 24,000 local jobs generated. This is in addition to the 12,500 new graduates the U.H. System produces every year who enter the workforce in Houston and throughout the state of Texas. These degree-holders tend to stay in Houston. After five years, 80.5% of graduates are still living and working in the region.", "targets": "How much money does the University of Houston attract to Houston a year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fa7ada1e124db4bf33dcf03ca20c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Houston System's annual impact on the Houston area's economy equates to that of a major corporation: $1.1 billion in new funds attracted annually to the Houston area, $3.13 billion in total economic benefit and 24,000 local jobs generated. This is in addition to the 12,500 new graduates the U.H. System produces every year who enter the workforce in Houston and throughout the state of Texas. These degree-holders tend to stay in Houston. After five years, 80.5% of graduates are still living and working in the region.", "targets": "How many local jobs are produced by the University of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fa7ada1e124db4bf33dcf03ca20c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Houston System's annual impact on the Houston area's economy equates to that of a major corporation: $1.1 billion in new funds attracted annually to the Houston area, $3.13 billion in total economic benefit and 24,000 local jobs generated. This is in addition to the 12,500 new graduates the U.H. System produces every year who enter the workforce in Houston and throughout the state of Texas. These degree-holders tend to stay in Houston. After five years, 80.5% of graduates are still living and working in the region.", "targets": "How many student graduate from the University of Houston per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fa7ada1e124db4bf33dcf03ca20c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Houston System's annual impact on the Houston area's economy equates to that of a major corporation: $1.1 billion in new funds attracted annually to the Houston area, $3.13 billion in total economic benefit and 24,000 local jobs generated. This is in addition to the 12,500 new graduates the U.H. System produces every year who enter the workforce in Houston and throughout the state of Texas. These degree-holders tend to stay in Houston. After five years, 80.5% of graduates are still living and working in the region.", "targets": "Where do most university graduates stay after acquiring a degree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fa7ada1e124db4bf33dcf03ca20c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Houston System's annual impact on the Houston area's economy equates to that of a major corporation: $1.1 billion in new funds attracted annually to the Houston area, $3.13 billion in total economic benefit and 24,000 local jobs generated. This is in addition to the 12,500 new graduates the U.H. System produces every year who enter the workforce in Houston and throughout the state of Texas. These degree-holders tend to stay in Houston. After five years, 80.5% of graduates are still living and working in the region.", "targets": "Even after five years, how many graduates remain in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df18e4a19fdf41c091eb66de8b3c9589", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beta testing comes after alpha testing and can be considered a form of external user acceptance testing. Versions of the software, known as beta versions, are released to a limited audience outside of the programming team known as beta testers. The software is released to groups of people so that further testing can ensure the product has few faults or bugs. Beta versions can be made available to the open public to increase the feedback field to a maximal number of future users and to deliver value earlier, for an extended or even indefinite period of time (perpetual beta).[citation needed]", "targets": "What typically comes after the Alpha stage in the development and testing of software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df18e4a19fdf41c091eb66de8b3c9589", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beta testing comes after alpha testing and can be considered a form of external user acceptance testing. Versions of the software, known as beta versions, are released to a limited audience outside of the programming team known as beta testers. The software is released to groups of people so that further testing can ensure the product has few faults or bugs. Beta versions can be made available to the open public to increase the feedback field to a maximal number of future users and to deliver value earlier, for an extended or even indefinite period of time (perpetual beta).[citation needed]", "targets": "To whom is the beta testing released to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df18e4a19fdf41c091eb66de8b3c9589", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beta testing comes after alpha testing and can be considered a form of external user acceptance testing. Versions of the software, known as beta versions, are released to a limited audience outside of the programming team known as beta testers. The software is released to groups of people so that further testing can ensure the product has few faults or bugs. Beta versions can be made available to the open public to increase the feedback field to a maximal number of future users and to deliver value earlier, for an extended or even indefinite period of time (perpetual beta).[citation needed]", "targets": "What is it called when a public test continues indefinitely?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa49dbc208944e09123ed60c52b1927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.", "targets": "When is the double indirect method of mosaic useful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa49dbc208944e09123ed60c52b1927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.", "targets": "What is the most powerful aspect of the double indirect method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa49dbc208944e09123ed60c52b1927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.", "targets": "When was the double indirect method invented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa49dbc208944e09123ed60c52b1927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.", "targets": "Who invented the double indirect method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa49dbc208944e09123ed60c52b1927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The double indirect method can be used when it is important to see the work during the creation process as it will appear when completed. The tesserae are placed face-up on a medium (often adhesive-backed paper, sticky plastic or soft lime or putty) as it will appear when installed. When the mosaic is complete, a similar medium is placed atop it. The piece is then turned over, the original underlying material is carefully removed, and the piece is installed as in the indirect method described above. In comparison to the indirect method, this is a complex system to use and requires great skill on the part of the operator, to avoid damaging the work. Its greatest advantage lies in the possibility of the operator directly controlling the final result of the work, which is important e.g. when the human figure is involved. This method was created in 1989 by Maurizio Placuzzi and registered for industrial use (patent n. 0000222556) under the name of his company, Sicis International Srl, now Sicis The Art Mosaic Factory Srl.", "targets": "What is used as a backing adhesive for the double indirect method besides putty or paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e05b02f52c2468394c56efff0438231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of \"language\" is not solely determined by linguistic criteria, but it is also the result of a historical and political development. Romansh came to be a written language, and therefore it is recognized as a language, even though it is very close to the Lombardic alpine dialects. An opposite example is the case of Chinese, whose variations such as Mandarin and Cantonese are often called dialects and not languages, despite their mutual unintelligibility.", "targets": "What non-linguistic developments influence the status of a language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e05b02f52c2468394c56efff0438231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of \"language\" is not solely determined by linguistic criteria, but it is also the result of a historical and political development. Romansh came to be a written language, and therefore it is recognized as a language, even though it is very close to the Lombardic alpine dialects. An opposite example is the case of Chinese, whose variations such as Mandarin and Cantonese are often called dialects and not languages, despite their mutual unintelligibility.", "targets": "What dialect is the language Romansh similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e05b02f52c2468394c56efff0438231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of \"language\" is not solely determined by linguistic criteria, but it is also the result of a historical and political development. Romansh came to be a written language, and therefore it is recognized as a language, even though it is very close to the Lombardic alpine dialects. An opposite example is the case of Chinese, whose variations such as Mandarin and Cantonese are often called dialects and not languages, despite their mutual unintelligibility.", "targets": "What language are Mandarin and Cantonese sometimes considered dialects of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e05b02f52c2468394c56efff0438231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of \"language\" is not solely determined by linguistic criteria, but it is also the result of a historical and political development. Romansh came to be a written language, and therefore it is recognized as a language, even though it is very close to the Lombardic alpine dialects. An opposite example is the case of Chinese, whose variations such as Mandarin and Cantonese are often called dialects and not languages, despite their mutual unintelligibility.", "targets": "Why might Mandarin and Cantonese not be regarded as dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af4773b368ba4ee092fa61da8112089d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duchy administers bona vacantia within the County Palatine, receiving the property of persons who die intestate and where the legal ownership cannot be ascertained. There is no separate Duke of Lancaster, the title merged into the Crown many centuries ago \u2013 but the Duchy is administered by the Queen in Right of the Duchy of Lancaster. A separate court system for the county palatine was abolished by Courts Act 1971. A particular form of The Loyal Toast, 'The Queen, Duke of Lancaster' is in regular use in the county palatine. Lancaster serves as the county town of the county palatine.", "targets": "What does the Duchy administer within the County Palatine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af4773b368ba4ee092fa61da8112089d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duchy administers bona vacantia within the County Palatine, receiving the property of persons who die intestate and where the legal ownership cannot be ascertained. There is no separate Duke of Lancaster, the title merged into the Crown many centuries ago \u2013 but the Duchy is administered by the Queen in Right of the Duchy of Lancaster. A separate court system for the county palatine was abolished by Courts Act 1971. A particular form of The Loyal Toast, 'The Queen, Duke of Lancaster' is in regular use in the county palatine. Lancaster serves as the county town of the county palatine.", "targets": "What serves as the county town of the county palatine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af4773b368ba4ee092fa61da8112089d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duchy administers bona vacantia within the County Palatine, receiving the property of persons who die intestate and where the legal ownership cannot be ascertained. There is no separate Duke of Lancaster, the title merged into the Crown many centuries ago \u2013 but the Duchy is administered by the Queen in Right of the Duchy of Lancaster. A separate court system for the county palatine was abolished by Courts Act 1971. A particular form of The Loyal Toast, 'The Queen, Duke of Lancaster' is in regular use in the county palatine. Lancaster serves as the county town of the county palatine.", "targets": "When did the title of Duke of Lancaster merge into the Crown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af4773b368ba4ee092fa61da8112089d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duchy administers bona vacantia within the County Palatine, receiving the property of persons who die intestate and where the legal ownership cannot be ascertained. There is no separate Duke of Lancaster, the title merged into the Crown many centuries ago \u2013 but the Duchy is administered by the Queen in Right of the Duchy of Lancaster. A separate court system for the county palatine was abolished by Courts Act 1971. A particular form of The Loyal Toast, 'The Queen, Duke of Lancaster' is in regular use in the county palatine. Lancaster serves as the county town of the county palatine.", "targets": "Who is the Duchy administered by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c656b8c9d92433ca4fa6c006549da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Democracy, social-contract theory, separation of powers, religious freedom, separation of church and state \u2013 these achievements of the Reformation and early Protestantism were elaborated on and popularized by Enlightenment thinkers. Some of the philosophers of the English, Scottish, German, and Swiss Enlightenment - Thomas Hobbes, John Locke, John Toland, David Hume, Gottfried Wilhelm Leibniz, Christian Wolff, Immanuel Kant, and Jean-Jacques Rousseau - had Protestant backgrounds. For example, John Locke, whose political thought was based on \"a set of Protestant Christian assumptions\", derived the equality of all humans, including the equality of the genders (\"Adam and Eve\"), from Genesis 1, 26-28. As all persons were created equally free, all governments needed \"the consent of the governed.\" These Lockean ideas were fundamental to the United States Declaration of Independence, which also deduced human rights from the biblical belief in creation: \"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.\"", "targets": "What group popularized early Protestant teachings about separation of church and state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c656b8c9d92433ca4fa6c006549da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Democracy, social-contract theory, separation of powers, religious freedom, separation of church and state \u2013 these achievements of the Reformation and early Protestantism were elaborated on and popularized by Enlightenment thinkers. Some of the philosophers of the English, Scottish, German, and Swiss Enlightenment - Thomas Hobbes, John Locke, John Toland, David Hume, Gottfried Wilhelm Leibniz, Christian Wolff, Immanuel Kant, and Jean-Jacques Rousseau - had Protestant backgrounds. For example, John Locke, whose political thought was based on \"a set of Protestant Christian assumptions\", derived the equality of all humans, including the equality of the genders (\"Adam and Eve\"), from Genesis 1, 26-28. As all persons were created equally free, all governments needed \"the consent of the governed.\" These Lockean ideas were fundamental to the United States Declaration of Independence, which also deduced human rights from the biblical belief in creation: \"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.\"", "targets": "What did John Locke use as a basis for his political beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c656b8c9d92433ca4fa6c006549da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Democracy, social-contract theory, separation of powers, religious freedom, separation of church and state \u2013 these achievements of the Reformation and early Protestantism were elaborated on and popularized by Enlightenment thinkers. Some of the philosophers of the English, Scottish, German, and Swiss Enlightenment - Thomas Hobbes, John Locke, John Toland, David Hume, Gottfried Wilhelm Leibniz, Christian Wolff, Immanuel Kant, and Jean-Jacques Rousseau - had Protestant backgrounds. For example, John Locke, whose political thought was based on \"a set of Protestant Christian assumptions\", derived the equality of all humans, including the equality of the genders (\"Adam and Eve\"), from Genesis 1, 26-28. As all persons were created equally free, all governments needed \"the consent of the governed.\" These Lockean ideas were fundamental to the United States Declaration of Independence, which also deduced human rights from the biblical belief in creation: \"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.\"", "targets": "Whose ideas influenced the Declaration of Independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c656b8c9d92433ca4fa6c006549da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Democracy, social-contract theory, separation of powers, religious freedom, separation of church and state \u2013 these achievements of the Reformation and early Protestantism were elaborated on and popularized by Enlightenment thinkers. Some of the philosophers of the English, Scottish, German, and Swiss Enlightenment - Thomas Hobbes, John Locke, John Toland, David Hume, Gottfried Wilhelm Leibniz, Christian Wolff, Immanuel Kant, and Jean-Jacques Rousseau - had Protestant backgrounds. For example, John Locke, whose political thought was based on \"a set of Protestant Christian assumptions\", derived the equality of all humans, including the equality of the genders (\"Adam and Eve\"), from Genesis 1, 26-28. As all persons were created equally free, all governments needed \"the consent of the governed.\" These Lockean ideas were fundamental to the United States Declaration of Independence, which also deduced human rights from the biblical belief in creation: \"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.\"", "targets": "What Rights do the Declaration of Independence consider unalienable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c656b8c9d92433ca4fa6c006549da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Democracy, social-contract theory, separation of powers, religious freedom, separation of church and state \u2013 these achievements of the Reformation and early Protestantism were elaborated on and popularized by Enlightenment thinkers. Some of the philosophers of the English, Scottish, German, and Swiss Enlightenment - Thomas Hobbes, John Locke, John Toland, David Hume, Gottfried Wilhelm Leibniz, Christian Wolff, Immanuel Kant, and Jean-Jacques Rousseau - had Protestant backgrounds. For example, John Locke, whose political thought was based on \"a set of Protestant Christian assumptions\", derived the equality of all humans, including the equality of the genders (\"Adam and Eve\"), from Genesis 1, 26-28. As all persons were created equally free, all governments needed \"the consent of the governed.\" These Lockean ideas were fundamental to the United States Declaration of Independence, which also deduced human rights from the biblical belief in creation: \"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.\"", "targets": "What scripture did Locke use as a reference for equality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-def50d7cf5d24b359fba2bcae4923bee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 19, 1989, the Russian Orthodox Parish of Saints Peter and Paul announced it would be switching to the Ukrainian Autocephalous Orthodox Church. On September 2, 1989, tens of thousands across Ukraine protested a draft election law that reserved special seats for the Communist Party and for other official organizations: 50,000 in Lviv, 40,000 in Kiev, 10,000 in Zhytomyr, 5,000 each in Dniprodzerzhynsk and Chervonohrad, and 2,000 in Kharkiv. From September 8\u201310, 1989, writer Ivan Drach was elected to head Rukh, the People's Movement of Ukraine, at its founding congress in Kiev. On September 17, between 150,000 and 200,000 people marched in Lviv, demanding the legalization of the Ukrainian Greek Catholic Church. On September 21, 1989, exhumation of a mass grave begins in Demianiv Laz, a nature preserve south of Ivano-Frankivsk. On September 28, First Secretary of the Communist Party of the Ukraine Volodymyr Shcherbytsky, a holdover from the Brezhnev era, was replaced by Vladimir Ivashko.", "targets": "What were the protesters on September 2 demonstrating against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-def50d7cf5d24b359fba2bcae4923bee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 19, 1989, the Russian Orthodox Parish of Saints Peter and Paul announced it would be switching to the Ukrainian Autocephalous Orthodox Church. On September 2, 1989, tens of thousands across Ukraine protested a draft election law that reserved special seats for the Communist Party and for other official organizations: 50,000 in Lviv, 40,000 in Kiev, 10,000 in Zhytomyr, 5,000 each in Dniprodzerzhynsk and Chervonohrad, and 2,000 in Kharkiv. From September 8\u201310, 1989, writer Ivan Drach was elected to head Rukh, the People's Movement of Ukraine, at its founding congress in Kiev. On September 17, between 150,000 and 200,000 people marched in Lviv, demanding the legalization of the Ukrainian Greek Catholic Church. On September 21, 1989, exhumation of a mass grave begins in Demianiv Laz, a nature preserve south of Ivano-Frankivsk. On September 28, First Secretary of the Communist Party of the Ukraine Volodymyr Shcherbytsky, a holdover from the Brezhnev era, was replaced by Vladimir Ivashko.", "targets": "How many protesters were there in Lviv?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-def50d7cf5d24b359fba2bcae4923bee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 19, 1989, the Russian Orthodox Parish of Saints Peter and Paul announced it would be switching to the Ukrainian Autocephalous Orthodox Church. On September 2, 1989, tens of thousands across Ukraine protested a draft election law that reserved special seats for the Communist Party and for other official organizations: 50,000 in Lviv, 40,000 in Kiev, 10,000 in Zhytomyr, 5,000 each in Dniprodzerzhynsk and Chervonohrad, and 2,000 in Kharkiv. From September 8\u201310, 1989, writer Ivan Drach was elected to head Rukh, the People's Movement of Ukraine, at its founding congress in Kiev. On September 17, between 150,000 and 200,000 people marched in Lviv, demanding the legalization of the Ukrainian Greek Catholic Church. On September 21, 1989, exhumation of a mass grave begins in Demianiv Laz, a nature preserve south of Ivano-Frankivsk. On September 28, First Secretary of the Communist Party of the Ukraine Volodymyr Shcherbytsky, a holdover from the Brezhnev era, was replaced by Vladimir Ivashko.", "targets": "Who was put in charge of the People's Movement of Ukraine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-def50d7cf5d24b359fba2bcae4923bee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 19, 1989, the Russian Orthodox Parish of Saints Peter and Paul announced it would be switching to the Ukrainian Autocephalous Orthodox Church. On September 2, 1989, tens of thousands across Ukraine protested a draft election law that reserved special seats for the Communist Party and for other official organizations: 50,000 in Lviv, 40,000 in Kiev, 10,000 in Zhytomyr, 5,000 each in Dniprodzerzhynsk and Chervonohrad, and 2,000 in Kharkiv. From September 8\u201310, 1989, writer Ivan Drach was elected to head Rukh, the People's Movement of Ukraine, at its founding congress in Kiev. On September 17, between 150,000 and 200,000 people marched in Lviv, demanding the legalization of the Ukrainian Greek Catholic Church. On September 21, 1989, exhumation of a mass grave begins in Demianiv Laz, a nature preserve south of Ivano-Frankivsk. On September 28, First Secretary of the Communist Party of the Ukraine Volodymyr Shcherbytsky, a holdover from the Brezhnev era, was replaced by Vladimir Ivashko.", "targets": "Where did the People's Movement hold its founding congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd1676647c37433aacd5a7bda9f544ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After back-to-back pennants in 1880 and 1881, Hulbert died, and Spalding, who had retired to start Spalding sporting goods, assumed ownership of the club. The White Stockings, with Anson acting as player/manager, captured their third consecutive pennant in 1882, and Anson established himself as the game's first true superstar. In 1885 and '86, after winning N.L. pennants, the White Stockings met the short-lived American Association champion in that era's version of a World Series. Both seasons resulted in match ups with the St. Louis Brown Stockings, with the clubs tying in 1885 and with St. Louis winning in 1886. This was the genesis of what would eventually become one of the greatest rivalries in sports. In all, the Anson-led Chicago Base Ball Club won six National League pennants between 1876 and 1886. As a result, Chicago's club nickname transitioned, and by 1890 they had become known as the Chicago Colts, or sometimes \"Anson's Colts\", referring to Cap's influence within the club. Anson was the first player in history credited with collecting 3,000 career hits. After a disappointing record of 59-73 and a 9th-place finish in 1897, Anson was released by the Cubs as both a player and manager. Due to Anson's absence from the club after 22 years, local newspaper reporters started to refer to the Cubs as the \"Orphans\".", "targets": "Who assumed ownership of the Cubs after Hulbert died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd1676647c37433aacd5a7bda9f544ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After back-to-back pennants in 1880 and 1881, Hulbert died, and Spalding, who had retired to start Spalding sporting goods, assumed ownership of the club. The White Stockings, with Anson acting as player/manager, captured their third consecutive pennant in 1882, and Anson established himself as the game's first true superstar. In 1885 and '86, after winning N.L. pennants, the White Stockings met the short-lived American Association champion in that era's version of a World Series. Both seasons resulted in match ups with the St. Louis Brown Stockings, with the clubs tying in 1885 and with St. Louis winning in 1886. This was the genesis of what would eventually become one of the greatest rivalries in sports. In all, the Anson-led Chicago Base Ball Club won six National League pennants between 1876 and 1886. As a result, Chicago's club nickname transitioned, and by 1890 they had become known as the Chicago Colts, or sometimes \"Anson's Colts\", referring to Cap's influence within the club. Anson was the first player in history credited with collecting 3,000 career hits. After a disappointing record of 59-73 and a 9th-place finish in 1897, Anson was released by the Cubs as both a player and manager. Due to Anson's absence from the club after 22 years, local newspaper reporters started to refer to the Cubs as the \"Orphans\".", "targets": "What year did the White Stockings capture their third consecutive pennant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd1676647c37433aacd5a7bda9f544ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After back-to-back pennants in 1880 and 1881, Hulbert died, and Spalding, who had retired to start Spalding sporting goods, assumed ownership of the club. The White Stockings, with Anson acting as player/manager, captured their third consecutive pennant in 1882, and Anson established himself as the game's first true superstar. In 1885 and '86, after winning N.L. pennants, the White Stockings met the short-lived American Association champion in that era's version of a World Series. Both seasons resulted in match ups with the St. Louis Brown Stockings, with the clubs tying in 1885 and with St. Louis winning in 1886. This was the genesis of what would eventually become one of the greatest rivalries in sports. In all, the Anson-led Chicago Base Ball Club won six National League pennants between 1876 and 1886. As a result, Chicago's club nickname transitioned, and by 1890 they had become known as the Chicago Colts, or sometimes \"Anson's Colts\", referring to Cap's influence within the club. Anson was the first player in history credited with collecting 3,000 career hits. After a disappointing record of 59-73 and a 9th-place finish in 1897, Anson was released by the Cubs as both a player and manager. Due to Anson's absence from the club after 22 years, local newspaper reporters started to refer to the Cubs as the \"Orphans\".", "targets": "While Anson led the Chicago cubs how many National League pennants did they win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd1676647c37433aacd5a7bda9f544ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After back-to-back pennants in 1880 and 1881, Hulbert died, and Spalding, who had retired to start Spalding sporting goods, assumed ownership of the club. The White Stockings, with Anson acting as player/manager, captured their third consecutive pennant in 1882, and Anson established himself as the game's first true superstar. In 1885 and '86, after winning N.L. pennants, the White Stockings met the short-lived American Association champion in that era's version of a World Series. Both seasons resulted in match ups with the St. Louis Brown Stockings, with the clubs tying in 1885 and with St. Louis winning in 1886. This was the genesis of what would eventually become one of the greatest rivalries in sports. In all, the Anson-led Chicago Base Ball Club won six National League pennants between 1876 and 1886. As a result, Chicago's club nickname transitioned, and by 1890 they had become known as the Chicago Colts, or sometimes \"Anson's Colts\", referring to Cap's influence within the club. Anson was the first player in history credited with collecting 3,000 career hits. After a disappointing record of 59-73 and a 9th-place finish in 1897, Anson was released by the Cubs as both a player and manager. Due to Anson's absence from the club after 22 years, local newspaper reporters started to refer to the Cubs as the \"Orphans\".", "targets": "What did the Chicago Cubs become know as by 1890?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd1676647c37433aacd5a7bda9f544ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After back-to-back pennants in 1880 and 1881, Hulbert died, and Spalding, who had retired to start Spalding sporting goods, assumed ownership of the club. The White Stockings, with Anson acting as player/manager, captured their third consecutive pennant in 1882, and Anson established himself as the game's first true superstar. In 1885 and '86, after winning N.L. pennants, the White Stockings met the short-lived American Association champion in that era's version of a World Series. Both seasons resulted in match ups with the St. Louis Brown Stockings, with the clubs tying in 1885 and with St. Louis winning in 1886. This was the genesis of what would eventually become one of the greatest rivalries in sports. In all, the Anson-led Chicago Base Ball Club won six National League pennants between 1876 and 1886. As a result, Chicago's club nickname transitioned, and by 1890 they had become known as the Chicago Colts, or sometimes \"Anson's Colts\", referring to Cap's influence within the club. Anson was the first player in history credited with collecting 3,000 career hits. After a disappointing record of 59-73 and a 9th-place finish in 1897, Anson was released by the Cubs as both a player and manager. Due to Anson's absence from the club after 22 years, local newspaper reporters started to refer to the Cubs as the \"Orphans\".", "targets": "Who was the first player in history credited with collecting 3,000 career hits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "What radio network carried the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who did play-by-play on Westwood One?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who handled pre-game coverage on Westwood One?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Along with Dan Fouts, who served as a color analyst for the radio broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who shared sideline reporting duties with Mark Malone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "How many color analysts were involved with Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who announced the game play-by-play for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who will carry the game throughout all of North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who is the play-by-play announcer for the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who covered the halftime coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who was the announcer for Westwood One's Super Bowl 50 coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who were the Westwood one color analysts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "Who were the Westwood One sideline announcers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "What did Jim Gray cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1977efb06d9b47f397a830f72dc1152a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westwood One will carry the game throughout North America, with Kevin Harlan as play-by-play announcer, Boomer Esiason and Dan Fouts as color analysts, and James Lofton and Mark Malone as sideline reporters. Jim Gray will anchor the pre-game and halftime coverage.", "targets": "What area did the Westwood One broadcast cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ad330406a64bb5baf81a8523f65624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Radical Enlightenment\" promoted the concept of separating church and state, an idea that often credited to English philosopher John Locke (1632\u20131704). According to his principle of the social contract, Locke said that the government lacked authority in the realm of individual conscience, as this was something rational people could not cede to the government for it or others to control. For Locke, this created a natural right in the liberty of conscience, which he said must therefore remain protected from any government authority.", "targets": "Who is credited with the concept of separating church and state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ad330406a64bb5baf81a8523f65624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Radical Enlightenment\" promoted the concept of separating church and state, an idea that often credited to English philosopher John Locke (1632\u20131704). According to his principle of the social contract, Locke said that the government lacked authority in the realm of individual conscience, as this was something rational people could not cede to the government for it or others to control. For Locke, this created a natural right in the liberty of conscience, which he said must therefore remain protected from any government authority.", "targets": "Which term describes John Locke's movement to seperate church and state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ad330406a64bb5baf81a8523f65624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Radical Enlightenment\" promoted the concept of separating church and state, an idea that often credited to English philosopher John Locke (1632\u20131704). According to his principle of the social contract, Locke said that the government lacked authority in the realm of individual conscience, as this was something rational people could not cede to the government for it or others to control. For Locke, this created a natural right in the liberty of conscience, which he said must therefore remain protected from any government authority.", "targets": "In what year was John Locke born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ad330406a64bb5baf81a8523f65624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Radical Enlightenment\" promoted the concept of separating church and state, an idea that often credited to English philosopher John Locke (1632\u20131704). According to his principle of the social contract, Locke said that the government lacked authority in the realm of individual conscience, as this was something rational people could not cede to the government for it or others to control. For Locke, this created a natural right in the liberty of conscience, which he said must therefore remain protected from any government authority.", "targets": "In what realm did John Locke feel the government lacked authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f2697d9f1424a62ba556426d8ee3f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece was eventually occupied by the Nazis who proceeded to administer Athens and Thessaloniki, while other regions of the country were given to Nazi Germany's partners, Fascist Italy and Bulgaria. The occupation brought about terrible hardships for the Greek civilian population. Over 100,000 civilians died of starvation during the winter of 1941\u20131942, tens of thousands more died because of reprisals by Nazis and collaborators, the country's economy was ruined and the great majority of Greek Jews were deported and murdered in Nazi concentration camps. The Greek Resistance, one of the most effective resistance movements in Europe fought vehemently against the Nazis and their collaborators. The German occupiers committed numerous atrocities, mass executions, and wholesale slaughter of civilians and destruction of towns and villages in reprisals. In the course of the concerted anti-guerrilla campaign, hundreds of villages were systematically torched and almost 1,000,000 Greeks left homeless. In total, the Germans executed some 21,000 Greeks, the Bulgarians 40,000 and the Italians 9,000.", "targets": "How many Greeks starved due to Nazi occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f2697d9f1424a62ba556426d8ee3f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece was eventually occupied by the Nazis who proceeded to administer Athens and Thessaloniki, while other regions of the country were given to Nazi Germany's partners, Fascist Italy and Bulgaria. The occupation brought about terrible hardships for the Greek civilian population. Over 100,000 civilians died of starvation during the winter of 1941\u20131942, tens of thousands more died because of reprisals by Nazis and collaborators, the country's economy was ruined and the great majority of Greek Jews were deported and murdered in Nazi concentration camps. The Greek Resistance, one of the most effective resistance movements in Europe fought vehemently against the Nazis and their collaborators. The German occupiers committed numerous atrocities, mass executions, and wholesale slaughter of civilians and destruction of towns and villages in reprisals. In the course of the concerted anti-guerrilla campaign, hundreds of villages were systematically torched and almost 1,000,000 Greeks left homeless. In total, the Germans executed some 21,000 Greeks, the Bulgarians 40,000 and the Italians 9,000.", "targets": "In what years did thousands of Greeks starve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f2697d9f1424a62ba556426d8ee3f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece was eventually occupied by the Nazis who proceeded to administer Athens and Thessaloniki, while other regions of the country were given to Nazi Germany's partners, Fascist Italy and Bulgaria. The occupation brought about terrible hardships for the Greek civilian population. Over 100,000 civilians died of starvation during the winter of 1941\u20131942, tens of thousands more died because of reprisals by Nazis and collaborators, the country's economy was ruined and the great majority of Greek Jews were deported and murdered in Nazi concentration camps. The Greek Resistance, one of the most effective resistance movements in Europe fought vehemently against the Nazis and their collaborators. The German occupiers committed numerous atrocities, mass executions, and wholesale slaughter of civilians and destruction of towns and villages in reprisals. In the course of the concerted anti-guerrilla campaign, hundreds of villages were systematically torched and almost 1,000,000 Greeks left homeless. In total, the Germans executed some 21,000 Greeks, the Bulgarians 40,000 and the Italians 9,000.", "targets": "What civilian group in Greece fought against Nazi occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f2697d9f1424a62ba556426d8ee3f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece was eventually occupied by the Nazis who proceeded to administer Athens and Thessaloniki, while other regions of the country were given to Nazi Germany's partners, Fascist Italy and Bulgaria. The occupation brought about terrible hardships for the Greek civilian population. Over 100,000 civilians died of starvation during the winter of 1941\u20131942, tens of thousands more died because of reprisals by Nazis and collaborators, the country's economy was ruined and the great majority of Greek Jews were deported and murdered in Nazi concentration camps. The Greek Resistance, one of the most effective resistance movements in Europe fought vehemently against the Nazis and their collaborators. The German occupiers committed numerous atrocities, mass executions, and wholesale slaughter of civilians and destruction of towns and villages in reprisals. In the course of the concerted anti-guerrilla campaign, hundreds of villages were systematically torched and almost 1,000,000 Greeks left homeless. In total, the Germans executed some 21,000 Greeks, the Bulgarians 40,000 and the Italians 9,000.", "targets": "How many Greek citizens were displace due to Nazi retaliations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-553281e6a25344efb09b41d30c6fc456", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of a unified Tibet begins with the rule of Songts\u00e4n Gampo (604\u2013650 CE), who united parts of the Yarlung River Valley and founded the Tibetan Empire. He also brought in many reforms, and Tibetan power spread rapidly, creating a large and powerful empire. It is traditionally considered that his first wife was the Princess of Nepal, Bhrikuti, and that she played a great role in the establishment of Buddhism in Tibet. In 640 he married Princess Wencheng, the niece of the powerful Chinese emperor Taizong of Tang China.", "targets": "Who founded the Tibetan Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-553281e6a25344efb09b41d30c6fc456", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of a unified Tibet begins with the rule of Songts\u00e4n Gampo (604\u2013650 CE), who united parts of the Yarlung River Valley and founded the Tibetan Empire. He also brought in many reforms, and Tibetan power spread rapidly, creating a large and powerful empire. It is traditionally considered that his first wife was the Princess of Nepal, Bhrikuti, and that she played a great role in the establishment of Buddhism in Tibet. In 640 he married Princess Wencheng, the niece of the powerful Chinese emperor Taizong of Tang China.", "targets": "Who did Songtsan Gampo marry in 640?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-553281e6a25344efb09b41d30c6fc456", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of a unified Tibet begins with the rule of Songts\u00e4n Gampo (604\u2013650 CE), who united parts of the Yarlung River Valley and founded the Tibetan Empire. He also brought in many reforms, and Tibetan power spread rapidly, creating a large and powerful empire. It is traditionally considered that his first wife was the Princess of Nepal, Bhrikuti, and that she played a great role in the establishment of Buddhism in Tibet. In 640 he married Princess Wencheng, the niece of the powerful Chinese emperor Taizong of Tang China.", "targets": "Who was Songtsan Gampo's first wife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-553281e6a25344efb09b41d30c6fc456", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of a unified Tibet begins with the rule of Songts\u00e4n Gampo (604\u2013650 CE), who united parts of the Yarlung River Valley and founded the Tibetan Empire. He also brought in many reforms, and Tibetan power spread rapidly, creating a large and powerful empire. It is traditionally considered that his first wife was the Princess of Nepal, Bhrikuti, and that she played a great role in the establishment of Buddhism in Tibet. In 640 he married Princess Wencheng, the niece of the powerful Chinese emperor Taizong of Tang China.", "targets": "What did Songtsan Gampo unite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2753530b8d0d4a3a919b2ac0f09756ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a partial vacuum refers to how closely it approaches a perfect vacuum. Other things equal, lower gas pressure means higher-quality vacuum. For example, a typical vacuum cleaner produces enough suction to reduce air pressure by around 20%. Much higher-quality vacuums are possible. Ultra-high vacuum chambers, common in chemistry, physics, and engineering, operate below one trillionth (10\u221212) of atmospheric pressure (100 nPa), and can reach around 100 particles/cm3. Outer space is an even higher-quality vacuum, with the equivalent of just a few hydrogen atoms per cubic meter on average. According to modern understanding, even if all matter could be removed from a volume, it would still not be \"empty\" due to vacuum fluctuations, dark energy, transiting gamma rays, cosmic rays, neutrinos, and other phenomena in quantum physics. In the electromagnetism in the 19th century, vacuum was thought to be filled with a medium called aether. In modern particle physics, the vacuum state is considered the ground state of matter.", "targets": "The Vacuum state is considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2753530b8d0d4a3a919b2ac0f09756ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a partial vacuum refers to how closely it approaches a perfect vacuum. Other things equal, lower gas pressure means higher-quality vacuum. For example, a typical vacuum cleaner produces enough suction to reduce air pressure by around 20%. Much higher-quality vacuums are possible. Ultra-high vacuum chambers, common in chemistry, physics, and engineering, operate below one trillionth (10\u221212) of atmospheric pressure (100 nPa), and can reach around 100 particles/cm3. Outer space is an even higher-quality vacuum, with the equivalent of just a few hydrogen atoms per cubic meter on average. According to modern understanding, even if all matter could be removed from a volume, it would still not be \"empty\" due to vacuum fluctuations, dark energy, transiting gamma rays, cosmic rays, neutrinos, and other phenomena in quantum physics. In the electromagnetism in the 19th century, vacuum was thought to be filled with a medium called aether. In modern particle physics, the vacuum state is considered the ground state of matter.", "targets": "A typical vacuum cleaner produces enough suction to do what to air pressure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2753530b8d0d4a3a919b2ac0f09756ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a partial vacuum refers to how closely it approaches a perfect vacuum. Other things equal, lower gas pressure means higher-quality vacuum. For example, a typical vacuum cleaner produces enough suction to reduce air pressure by around 20%. Much higher-quality vacuums are possible. Ultra-high vacuum chambers, common in chemistry, physics, and engineering, operate below one trillionth (10\u221212) of atmospheric pressure (100 nPa), and can reach around 100 particles/cm3. Outer space is an even higher-quality vacuum, with the equivalent of just a few hydrogen atoms per cubic meter on average. According to modern understanding, even if all matter could be removed from a volume, it would still not be \"empty\" due to vacuum fluctuations, dark energy, transiting gamma rays, cosmic rays, neutrinos, and other phenomena in quantum physics. In the electromagnetism in the 19th century, vacuum was thought to be filled with a medium called aether. In modern particle physics, the vacuum state is considered the ground state of matter.", "targets": "The quality of a partial vacuum refers to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2753530b8d0d4a3a919b2ac0f09756ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a partial vacuum refers to how closely it approaches a perfect vacuum. Other things equal, lower gas pressure means higher-quality vacuum. For example, a typical vacuum cleaner produces enough suction to reduce air pressure by around 20%. Much higher-quality vacuums are possible. Ultra-high vacuum chambers, common in chemistry, physics, and engineering, operate below one trillionth (10\u221212) of atmospheric pressure (100 nPa), and can reach around 100 particles/cm3. Outer space is an even higher-quality vacuum, with the equivalent of just a few hydrogen atoms per cubic meter on average. According to modern understanding, even if all matter could be removed from a volume, it would still not be \"empty\" due to vacuum fluctuations, dark energy, transiting gamma rays, cosmic rays, neutrinos, and other phenomena in quantum physics. In the electromagnetism in the 19th century, vacuum was thought to be filled with a medium called aether. In modern particle physics, the vacuum state is considered the ground state of matter.", "targets": "Outer space has a high quality vacuum with what equivalent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2753530b8d0d4a3a919b2ac0f09756ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a partial vacuum refers to how closely it approaches a perfect vacuum. Other things equal, lower gas pressure means higher-quality vacuum. For example, a typical vacuum cleaner produces enough suction to reduce air pressure by around 20%. Much higher-quality vacuums are possible. Ultra-high vacuum chambers, common in chemistry, physics, and engineering, operate below one trillionth (10\u221212) of atmospheric pressure (100 nPa), and can reach around 100 particles/cm3. Outer space is an even higher-quality vacuum, with the equivalent of just a few hydrogen atoms per cubic meter on average. According to modern understanding, even if all matter could be removed from a volume, it would still not be \"empty\" due to vacuum fluctuations, dark energy, transiting gamma rays, cosmic rays, neutrinos, and other phenomena in quantum physics. In the electromagnetism in the 19th century, vacuum was thought to be filled with a medium called aether. In modern particle physics, the vacuum state is considered the ground state of matter.", "targets": "If all matter is removed from a vacuum, would it be empty space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d1f06616c454fcdbcc94c28929ae467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established originally by the Massachusetts legislature and soon thereafter named for John Harvard (its first benefactor), Harvard is the United States' oldest institution of higher learning, and the Harvard Corporation (formally, the President and Fellows of Harvard College) is its first chartered corporation. Although never formally affiliated with any denomination, the early College primarily trained Congregationalist and Unitarian clergy. Its curriculum and student body were gradually secularized during the 18th century, and by the 19th century Harvard had emerged as the central cultural establishment among Boston elites. Following the American Civil War, President Charles W. Eliot's long tenure (1869\u20131909) transformed the college and affiliated professional schools into a modern research university; Harvard was a founding member of the Association of American Universities in 1900. James Bryant Conant led the university through the Great Depression and World War II and began to reform the curriculum and liberalize admissions after the war. The undergraduate college became coeducational after its 1977 merger with Radcliffe College.", "targets": "What individual is the school named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d1f06616c454fcdbcc94c28929ae467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established originally by the Massachusetts legislature and soon thereafter named for John Harvard (its first benefactor), Harvard is the United States' oldest institution of higher learning, and the Harvard Corporation (formally, the President and Fellows of Harvard College) is its first chartered corporation. Although never formally affiliated with any denomination, the early College primarily trained Congregationalist and Unitarian clergy. Its curriculum and student body were gradually secularized during the 18th century, and by the 19th century Harvard had emerged as the central cultural establishment among Boston elites. Following the American Civil War, President Charles W. Eliot's long tenure (1869\u20131909) transformed the college and affiliated professional schools into a modern research university; Harvard was a founding member of the Association of American Universities in 1900. James Bryant Conant led the university through the Great Depression and World War II and began to reform the curriculum and liberalize admissions after the war. The undergraduate college became coeducational after its 1977 merger with Radcliffe College.", "targets": "When did the undergraduate program become coeducational?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d1f06616c454fcdbcc94c28929ae467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established originally by the Massachusetts legislature and soon thereafter named for John Harvard (its first benefactor), Harvard is the United States' oldest institution of higher learning, and the Harvard Corporation (formally, the President and Fellows of Harvard College) is its first chartered corporation. Although never formally affiliated with any denomination, the early College primarily trained Congregationalist and Unitarian clergy. Its curriculum and student body were gradually secularized during the 18th century, and by the 19th century Harvard had emerged as the central cultural establishment among Boston elites. Following the American Civil War, President Charles W. Eliot's long tenure (1869\u20131909) transformed the college and affiliated professional schools into a modern research university; Harvard was a founding member of the Association of American Universities in 1900. James Bryant Conant led the university through the Great Depression and World War II and began to reform the curriculum and liberalize admissions after the war. The undergraduate college became coeducational after its 1977 merger with Radcliffe College.", "targets": "What was the name of the leader through the Great Depression and World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d1f06616c454fcdbcc94c28929ae467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established originally by the Massachusetts legislature and soon thereafter named for John Harvard (its first benefactor), Harvard is the United States' oldest institution of higher learning, and the Harvard Corporation (formally, the President and Fellows of Harvard College) is its first chartered corporation. Although never formally affiliated with any denomination, the early College primarily trained Congregationalist and Unitarian clergy. Its curriculum and student body were gradually secularized during the 18th century, and by the 19th century Harvard had emerged as the central cultural establishment among Boston elites. Following the American Civil War, President Charles W. Eliot's long tenure (1869\u20131909) transformed the college and affiliated professional schools into a modern research university; Harvard was a founding member of the Association of American Universities in 1900. James Bryant Conant led the university through the Great Depression and World War II and began to reform the curriculum and liberalize admissions after the war. The undergraduate college became coeducational after its 1977 merger with Radcliffe College.", "targets": "What organization did Harvard found in 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d1f06616c454fcdbcc94c28929ae467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established originally by the Massachusetts legislature and soon thereafter named for John Harvard (its first benefactor), Harvard is the United States' oldest institution of higher learning, and the Harvard Corporation (formally, the President and Fellows of Harvard College) is its first chartered corporation. Although never formally affiliated with any denomination, the early College primarily trained Congregationalist and Unitarian clergy. Its curriculum and student body were gradually secularized during the 18th century, and by the 19th century Harvard had emerged as the central cultural establishment among Boston elites. Following the American Civil War, President Charles W. Eliot's long tenure (1869\u20131909) transformed the college and affiliated professional schools into a modern research university; Harvard was a founding member of the Association of American Universities in 1900. James Bryant Conant led the university through the Great Depression and World War II and began to reform the curriculum and liberalize admissions after the war. The undergraduate college became coeducational after its 1977 merger with Radcliffe College.", "targets": "What president of the university transformed it into a modern research university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8acf0fdf3e504dfdb534689c5abd6926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infants do not have the language ability to report on their memories and so verbal reports cannot be used to assess very young children\u2019s memory. Throughout the years, however, researchers have adapted and developed a number of measures for assessing both infants\u2019 recognition memory and their recall memory. Habituation and operant conditioning techniques have been used to assess infants\u2019 recognition memory and the deferred and elicited imitation techniques have been used to assess infants\u2019 recall memory.", "targets": "Why do infants and young childrens memories need to be assesed differently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8acf0fdf3e504dfdb534689c5abd6926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infants do not have the language ability to report on their memories and so verbal reports cannot be used to assess very young children\u2019s memory. Throughout the years, however, researchers have adapted and developed a number of measures for assessing both infants\u2019 recognition memory and their recall memory. Habituation and operant conditioning techniques have been used to assess infants\u2019 recognition memory and the deferred and elicited imitation techniques have been used to assess infants\u2019 recall memory.", "targets": "Can researchers study an infants or young childs memories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8acf0fdf3e504dfdb534689c5abd6926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infants do not have the language ability to report on their memories and so verbal reports cannot be used to assess very young children\u2019s memory. Throughout the years, however, researchers have adapted and developed a number of measures for assessing both infants\u2019 recognition memory and their recall memory. Habituation and operant conditioning techniques have been used to assess infants\u2019 recognition memory and the deferred and elicited imitation techniques have been used to assess infants\u2019 recall memory.", "targets": "How can a researcher study a childs memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3efcd2a14eb349fe9d5579978ebc1282", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek was one of the leading academic critics of collectivism in the 20th century. Hayek argued that all forms of collectivism (even those theoretically based on voluntary co-operation) could only be maintained by a central authority of some kind. In Hayek's view, the central role of the state should be to maintain the rule of law, with as little arbitrary intervention as possible. In his popular book, The Road to Serfdom (1944) and in subsequent academic works, Hayek argued that socialism required central economic planning and that such planning in turn leads towards totalitarianism.", "targets": "What was the name of the ideology Hayek criticized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3efcd2a14eb349fe9d5579978ebc1282", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek was one of the leading academic critics of collectivism in the 20th century. Hayek argued that all forms of collectivism (even those theoretically based on voluntary co-operation) could only be maintained by a central authority of some kind. In Hayek's view, the central role of the state should be to maintain the rule of law, with as little arbitrary intervention as possible. In his popular book, The Road to Serfdom (1944) and in subsequent academic works, Hayek argued that socialism required central economic planning and that such planning in turn leads towards totalitarianism.", "targets": "How did Hayek believe collectivism could be maintained?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3efcd2a14eb349fe9d5579978ebc1282", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek was one of the leading academic critics of collectivism in the 20th century. Hayek argued that all forms of collectivism (even those theoretically based on voluntary co-operation) could only be maintained by a central authority of some kind. In Hayek's view, the central role of the state should be to maintain the rule of law, with as little arbitrary intervention as possible. In his popular book, The Road to Serfdom (1944) and in subsequent academic works, Hayek argued that socialism required central economic planning and that such planning in turn leads towards totalitarianism.", "targets": "According to Hayek, what is necessary for the implementation of a socialist economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3efcd2a14eb349fe9d5579978ebc1282", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek was one of the leading academic critics of collectivism in the 20th century. Hayek argued that all forms of collectivism (even those theoretically based on voluntary co-operation) could only be maintained by a central authority of some kind. In Hayek's view, the central role of the state should be to maintain the rule of law, with as little arbitrary intervention as possible. In his popular book, The Road to Serfdom (1944) and in subsequent academic works, Hayek argued that socialism required central economic planning and that such planning in turn leads towards totalitarianism.", "targets": "Hayek believed the requirements for a socialist economy would lead to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3efcd2a14eb349fe9d5579978ebc1282", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek was one of the leading academic critics of collectivism in the 20th century. Hayek argued that all forms of collectivism (even those theoretically based on voluntary co-operation) could only be maintained by a central authority of some kind. In Hayek's view, the central role of the state should be to maintain the rule of law, with as little arbitrary intervention as possible. In his popular book, The Road to Serfdom (1944) and in subsequent academic works, Hayek argued that socialism required central economic planning and that such planning in turn leads towards totalitarianism.", "targets": "What did Hayek believe was the core responsibility of the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fde6175bd7574ec4bd1fc78ee22b9e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Black-box testing treats the software as a \"black box\", examining functionality without any knowledge of internal implementation, without seeing the source code. The testers are only aware of what the software is supposed to do, not how it does it. Black-box testing methods include: equivalence partitioning, boundary value analysis, all-pairs testing, state transition tables, decision table testing, fuzz testing, model-based testing, use case testing, exploratory testing and specification-based testing.", "targets": "What is the main difference between black-box testing and white-box testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fde6175bd7574ec4bd1fc78ee22b9e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Black-box testing treats the software as a \"black box\", examining functionality without any knowledge of internal implementation, without seeing the source code. The testers are only aware of what the software is supposed to do, not how it does it. Black-box testing methods include: equivalence partitioning, boundary value analysis, all-pairs testing, state transition tables, decision table testing, fuzz testing, model-based testing, use case testing, exploratory testing and specification-based testing.", "targets": "What are the software testers aware of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fde6175bd7574ec4bd1fc78ee22b9e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Black-box testing treats the software as a \"black box\", examining functionality without any knowledge of internal implementation, without seeing the source code. The testers are only aware of what the software is supposed to do, not how it does it. Black-box testing methods include: equivalence partitioning, boundary value analysis, all-pairs testing, state transition tables, decision table testing, fuzz testing, model-based testing, use case testing, exploratory testing and specification-based testing.", "targets": "What are the first three methods mentioned that make up black-box testing??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f56684c1e03f4e35ace6b435c0bb1a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When performing lossy audio encoding, such as creating an MP3 file, there is a trade-off between the amount of space used and the sound quality of the result. Typically, the creator is allowed to set a bit rate, which specifies how many kilobits the file may use per second of audio. The higher the bit rate, the larger the compressed file will be, and, generally, the closer it will sound to the original file.", "targets": "A typical trade off when creating an MP3 file is between the amount of space used and what other factor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f56684c1e03f4e35ace6b435c0bb1a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When performing lossy audio encoding, such as creating an MP3 file, there is a trade-off between the amount of space used and the sound quality of the result. Typically, the creator is allowed to set a bit rate, which specifies how many kilobits the file may use per second of audio. The higher the bit rate, the larger the compressed file will be, and, generally, the closer it will sound to the original file.", "targets": "What would an example of lossy audio encoding be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f56684c1e03f4e35ace6b435c0bb1a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When performing lossy audio encoding, such as creating an MP3 file, there is a trade-off between the amount of space used and the sound quality of the result. Typically, the creator is allowed to set a bit rate, which specifies how many kilobits the file may use per second of audio. The higher the bit rate, the larger the compressed file will be, and, generally, the closer it will sound to the original file.", "targets": "Who gets to set the bit rate for an MP3 file?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f56684c1e03f4e35ace6b435c0bb1a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When performing lossy audio encoding, such as creating an MP3 file, there is a trade-off between the amount of space used and the sound quality of the result. Typically, the creator is allowed to set a bit rate, which specifies how many kilobits the file may use per second of audio. The higher the bit rate, the larger the compressed file will be, and, generally, the closer it will sound to the original file.", "targets": "What does the bit rate of the file actually mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f56684c1e03f4e35ace6b435c0bb1a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When performing lossy audio encoding, such as creating an MP3 file, there is a trade-off between the amount of space used and the sound quality of the result. Typically, the creator is allowed to set a bit rate, which specifies how many kilobits the file may use per second of audio. The higher the bit rate, the larger the compressed file will be, and, generally, the closer it will sound to the original file.", "targets": "If the bit rate is higher, the size of the compressed file will be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b768303653146febe4ba5f800de3cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own home used a primitive form of air conditioning, in which fans blew currents of air across great blocks of ice. He also anticipated modern concerns with fuel shortages and industrial pollution. Methane gas, he reasoned, could be produced from the waste of farms and factories. At his Canadian estate in Nova Scotia, he experimented with composting toilets and devices to capture water from the atmosphere. In a magazine interview published shortly before his death, he reflected on the possibility of using solar panels to heat houses.", "targets": "What form of water played a part in Bell's home cooling system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b768303653146febe4ba5f800de3cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own home used a primitive form of air conditioning, in which fans blew currents of air across great blocks of ice. He also anticipated modern concerns with fuel shortages and industrial pollution. Methane gas, he reasoned, could be produced from the waste of farms and factories. At his Canadian estate in Nova Scotia, he experimented with composting toilets and devices to capture water from the atmosphere. In a magazine interview published shortly before his death, he reflected on the possibility of using solar panels to heat houses.", "targets": "What did Bell think could be collected from farm and factory byproduct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b768303653146febe4ba5f800de3cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own home used a primitive form of air conditioning, in which fans blew currents of air across great blocks of ice. He also anticipated modern concerns with fuel shortages and industrial pollution. Methane gas, he reasoned, could be produced from the waste of farms and factories. At his Canadian estate in Nova Scotia, he experimented with composting toilets and devices to capture water from the atmosphere. In a magazine interview published shortly before his death, he reflected on the possibility of using solar panels to heat houses.", "targets": "What kind of toilet did Bell work on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b768303653146febe4ba5f800de3cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own home used a primitive form of air conditioning, in which fans blew currents of air across great blocks of ice. He also anticipated modern concerns with fuel shortages and industrial pollution. Methane gas, he reasoned, could be produced from the waste of farms and factories. At his Canadian estate in Nova Scotia, he experimented with composting toilets and devices to capture water from the atmosphere. In a magazine interview published shortly before his death, he reflected on the possibility of using solar panels to heat houses.", "targets": "Right before his death, what kind of energy did he speculate about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fa7903b8ffd4fedbd909aaeee948aaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decision to change strategy is sometimes claimed as a major mistake by the Oberkommando der Luftwaffe (OKL). It is argued that persisting with attacks on RAF airfields might have won air superiority for the Luftwaffe. Others argue that the Luftwaffe made little impression on Fighter Command in the last week of August and first week of September and that the shift in strategy was not decisive. It has also been argued that it was doubtful the Luftwaffe could have won air superiority before the \"weather window\" began to deteriorate in October. It was also possible, if RAF losses became severe, that they could pull out to the north, wait for the German invasion, then redeploy southward again. Other historians argue that the outcome of the air battle was irrelevant; the massive numerical superiority of British naval forces and the inherent weakness of the Kriegsmarine would have made the projected German invasion, Unternehmen Seel\u00f6we (Operation Sea Lion), a disaster with or without German air superiority.", "targets": "What does OKL stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fa7903b8ffd4fedbd909aaeee948aaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decision to change strategy is sometimes claimed as a major mistake by the Oberkommando der Luftwaffe (OKL). It is argued that persisting with attacks on RAF airfields might have won air superiority for the Luftwaffe. Others argue that the Luftwaffe made little impression on Fighter Command in the last week of August and first week of September and that the shift in strategy was not decisive. It has also been argued that it was doubtful the Luftwaffe could have won air superiority before the \"weather window\" began to deteriorate in October. It was also possible, if RAF losses became severe, that they could pull out to the north, wait for the German invasion, then redeploy southward again. Other historians argue that the outcome of the air battle was irrelevant; the massive numerical superiority of British naval forces and the inherent weakness of the Kriegsmarine would have made the projected German invasion, Unternehmen Seel\u00f6we (Operation Sea Lion), a disaster with or without German air superiority.", "targets": "What month would the weather window begin to decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fa7903b8ffd4fedbd909aaeee948aaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decision to change strategy is sometimes claimed as a major mistake by the Oberkommando der Luftwaffe (OKL). It is argued that persisting with attacks on RAF airfields might have won air superiority for the Luftwaffe. Others argue that the Luftwaffe made little impression on Fighter Command in the last week of August and first week of September and that the shift in strategy was not decisive. It has also been argued that it was doubtful the Luftwaffe could have won air superiority before the \"weather window\" began to deteriorate in October. It was also possible, if RAF losses became severe, that they could pull out to the north, wait for the German invasion, then redeploy southward again. Other historians argue that the outcome of the air battle was irrelevant; the massive numerical superiority of British naval forces and the inherent weakness of the Kriegsmarine would have made the projected German invasion, Unternehmen Seel\u00f6we (Operation Sea Lion), a disaster with or without German air superiority.", "targets": "If serious loss had happened to the RAF where might they have pulled out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fa7903b8ffd4fedbd909aaeee948aaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decision to change strategy is sometimes claimed as a major mistake by the Oberkommando der Luftwaffe (OKL). It is argued that persisting with attacks on RAF airfields might have won air superiority for the Luftwaffe. Others argue that the Luftwaffe made little impression on Fighter Command in the last week of August and first week of September and that the shift in strategy was not decisive. It has also been argued that it was doubtful the Luftwaffe could have won air superiority before the \"weather window\" began to deteriorate in October. It was also possible, if RAF losses became severe, that they could pull out to the north, wait for the German invasion, then redeploy southward again. Other historians argue that the outcome of the air battle was irrelevant; the massive numerical superiority of British naval forces and the inherent weakness of the Kriegsmarine would have made the projected German invasion, Unternehmen Seel\u00f6we (Operation Sea Lion), a disaster with or without German air superiority.", "targets": "What is the German name of Operation Sea Lion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fa7903b8ffd4fedbd909aaeee948aaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decision to change strategy is sometimes claimed as a major mistake by the Oberkommando der Luftwaffe (OKL). It is argued that persisting with attacks on RAF airfields might have won air superiority for the Luftwaffe. Others argue that the Luftwaffe made little impression on Fighter Command in the last week of August and first week of September and that the shift in strategy was not decisive. It has also been argued that it was doubtful the Luftwaffe could have won air superiority before the \"weather window\" began to deteriorate in October. It was also possible, if RAF losses became severe, that they could pull out to the north, wait for the German invasion, then redeploy southward again. Other historians argue that the outcome of the air battle was irrelevant; the massive numerical superiority of British naval forces and the inherent weakness of the Kriegsmarine would have made the projected German invasion, Unternehmen Seel\u00f6we (Operation Sea Lion), a disaster with or without German air superiority.", "targets": "Who had exponential larger naval forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7785759443774a15af39580ac8248385", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chapter house has an original mid-13th-century tiled pavement. A door within the vestibule dates from around 1050 and is believed to be the oldest in England.[citation needed] The exterior includes flying buttresses added in the 14th century and a leaded tent-lantern roof on an iron frame designed by Scott. The Chapter house was originally used in the 13th century by Benedictine monks for daily meetings. It later became a meeting place of the King's Great Council and the Commons, predecessors of Parliament.", "targets": "What kind of tiled pavement is in the chapter house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7785759443774a15af39580ac8248385", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chapter house has an original mid-13th-century tiled pavement. A door within the vestibule dates from around 1050 and is believed to be the oldest in England.[citation needed] The exterior includes flying buttresses added in the 14th century and a leaded tent-lantern roof on an iron frame designed by Scott. The Chapter house was originally used in the 13th century by Benedictine monks for daily meetings. It later became a meeting place of the King's Great Council and the Commons, predecessors of Parliament.", "targets": "A door in the vestible dates back to when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7785759443774a15af39580ac8248385", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chapter house has an original mid-13th-century tiled pavement. A door within the vestibule dates from around 1050 and is believed to be the oldest in England.[citation needed] The exterior includes flying buttresses added in the 14th century and a leaded tent-lantern roof on an iron frame designed by Scott. The Chapter house was originally used in the 13th century by Benedictine monks for daily meetings. It later became a meeting place of the King's Great Council and the Commons, predecessors of Parliament.", "targets": "When were the exterior flying buttresses added?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7785759443774a15af39580ac8248385", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chapter house has an original mid-13th-century tiled pavement. A door within the vestibule dates from around 1050 and is believed to be the oldest in England.[citation needed] The exterior includes flying buttresses added in the 14th century and a leaded tent-lantern roof on an iron frame designed by Scott. The Chapter house was originally used in the 13th century by Benedictine monks for daily meetings. It later became a meeting place of the King's Great Council and the Commons, predecessors of Parliament.", "targets": "Who else met in the chapter house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "Who was Victoria's eighth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What anaesthetic helped her give birth to her eighth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What did Victoria suffer from after he pregnancies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "Why did medical professionals advise against using an anaesthetic during childbirth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What did Albert complain about Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of Victoria's eighth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "Hysteria and loss of control after the birts of many of her children were likely caused by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of the new anesthetic given to Victoria for the birth of Leopold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What year did Victoria give birth to her final child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of Victoria's final child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "When did Victoria give birth to her eigth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of Victorias eighth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of the new anesthetic used during leopolds birth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What year was victorias final child born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of Victorias final child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "Who was Victoria's eighth child? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "When was Victoria's final child, Beatrice, born? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the new anastethetic Victoria used in her last two childbirths? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "Why did members of the clergy oppose the use of chloroform? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What did Albert complain about in letters to Victoria after the birth of her children? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of Victoria's eigth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was a new anaesthetic being used for childbirth in Victoria's time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "What was the name of Victoria's ninth child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "Why did members of the clergy oppose the use of chloroform for childbirth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996e2f151bbd4bcf8cc13d8c90a38e23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853, Victoria gave birth to her eighth child, Leopold, with the aid of the new anaesthetic, chloroform. Victoria was so impressed by the relief it gave from the pain of childbirth that she used it again in 1857 at the birth of her ninth and final child, Beatrice, despite opposition from members of the clergy, who considered it against biblical teaching, and members of the medical profession, who thought it dangerous. Victoria may have suffered from post-natal depression after many of her pregnancies. Letters from Albert to Victoria intermittently complain of her loss of self-control. For example, about a month after Leopold's birth Albert complained in a letter to Victoria about her \"continuance of hysterics\" over a \"miserable trifle\".", "targets": "After nine pregnancies, what could Victoria have been suffering from that would make her sad and depressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a043aa922a84de9ad9d1407a1388284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's floor leader, in conjunction with other party leaders, plays an influential role in the formulation of party policy and programs. He is instrumental in guiding legislation favored by his party through the House, or in resisting those programs of the other party that are considered undesirable by his own party. He is instrumental in devising and implementing his party's strategy on the floor with respect to promoting or opposing legislation. He is kept constantly informed as to the status of legislative business and as to the sentiment of his party respecting particular legislation under consideration. Such information is derived in part from the floor leader's contacts with his party's members serving on House committees, and with the members of the party's whip organization.", "targets": "Who plays an influential role in the formation of party policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a043aa922a84de9ad9d1407a1388284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's floor leader, in conjunction with other party leaders, plays an influential role in the formulation of party policy and programs. He is instrumental in guiding legislation favored by his party through the House, or in resisting those programs of the other party that are considered undesirable by his own party. He is instrumental in devising and implementing his party's strategy on the floor with respect to promoting or opposing legislation. He is kept constantly informed as to the status of legislative business and as to the sentiment of his party respecting particular legislation under consideration. Such information is derived in part from the floor leader's contacts with his party's members serving on House committees, and with the members of the party's whip organization.", "targets": "How are floor leaders kept informed of legislative status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a043aa922a84de9ad9d1407a1388284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's floor leader, in conjunction with other party leaders, plays an influential role in the formulation of party policy and programs. He is instrumental in guiding legislation favored by his party through the House, or in resisting those programs of the other party that are considered undesirable by his own party. He is instrumental in devising and implementing his party's strategy on the floor with respect to promoting or opposing legislation. He is kept constantly informed as to the status of legislative business and as to the sentiment of his party respecting particular legislation under consideration. Such information is derived in part from the floor leader's contacts with his party's members serving on House committees, and with the members of the party's whip organization.", "targets": "In what role are the floor leader's instrumental for legislation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6352c52511649ac8c34a62e966a72fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Christian Brothers of Ireland Stella Maris College is a private, co-educational, not-for-profit Catholic school located in the wealthy residential southeastern neighbourhood of Carrasco. Established in 1955, it is regarded as one of the best high schools in the country, blending a rigorous curriculum with strong extracurricular activities. The school's headmaster, history professor Juan Pedro Toni, is a member of the Stella Maris Board of Governors and the school is a member of the International Baccalaureate Organization (IBO). Its long list of distinguished former pupils includes economists, engineers, architects, lawyers, politicians and even F1 champions. The school has also played an important part in the development of rugby union in Uruguay, with the creation of Old Christians Club, the school's alumni club.", "targets": "Where is the Christian Brothers of Ireland Stella Maris College located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6352c52511649ac8c34a62e966a72fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Christian Brothers of Ireland Stella Maris College is a private, co-educational, not-for-profit Catholic school located in the wealthy residential southeastern neighbourhood of Carrasco. Established in 1955, it is regarded as one of the best high schools in the country, blending a rigorous curriculum with strong extracurricular activities. The school's headmaster, history professor Juan Pedro Toni, is a member of the Stella Maris Board of Governors and the school is a member of the International Baccalaureate Organization (IBO). Its long list of distinguished former pupils includes economists, engineers, architects, lawyers, politicians and even F1 champions. The school has also played an important part in the development of rugby union in Uruguay, with the creation of Old Christians Club, the school's alumni club.", "targets": "When was the Christian Brothers of Ireland Stella Maris College established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6352c52511649ac8c34a62e966a72fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Christian Brothers of Ireland Stella Maris College is a private, co-educational, not-for-profit Catholic school located in the wealthy residential southeastern neighbourhood of Carrasco. Established in 1955, it is regarded as one of the best high schools in the country, blending a rigorous curriculum with strong extracurricular activities. The school's headmaster, history professor Juan Pedro Toni, is a member of the Stella Maris Board of Governors and the school is a member of the International Baccalaureate Organization (IBO). Its long list of distinguished former pupils includes economists, engineers, architects, lawyers, politicians and even F1 champions. The school has also played an important part in the development of rugby union in Uruguay, with the creation of Old Christians Club, the school's alumni club.", "targets": "What is regarded as one of the best high schools in the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6352c52511649ac8c34a62e966a72fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Christian Brothers of Ireland Stella Maris College is a private, co-educational, not-for-profit Catholic school located in the wealthy residential southeastern neighbourhood of Carrasco. Established in 1955, it is regarded as one of the best high schools in the country, blending a rigorous curriculum with strong extracurricular activities. The school's headmaster, history professor Juan Pedro Toni, is a member of the Stella Maris Board of Governors and the school is a member of the International Baccalaureate Organization (IBO). Its long list of distinguished former pupils includes economists, engineers, architects, lawyers, politicians and even F1 champions. The school has also played an important part in the development of rugby union in Uruguay, with the creation of Old Christians Club, the school's alumni club.", "targets": "Who is the headmaster of the Christian Brothers of Ireland Stella Maris College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed07a37812c4ec29499d352b4628fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rapid increases in a number of commodity prices followed the collapse in the housing bubble. The price of oil nearly tripled from $50 to $147 from early 2007 to 2008, before plunging as the financial crisis began to take hold in late 2008. Experts debate the causes, with some attributing it to speculative flow of money from housing and other investments into commodities, some to monetary policy, and some to the increasing feeling of raw materials scarcity in a fast-growing world, leading to long positions taken on those markets, such as Chinese increasing presence in Africa. An increase in oil prices tends to divert a larger share of consumer spending into gasoline, which creates downward pressure on economic growth in oil importing countries, as wealth flows to oil-producing states. A pattern of spiking instability in the price of oil over the decade leading up to the price high of 2008 has been recently identified. The destabilizing effects of this price variance has been proposed as a contributory factor in the financial crisis.", "targets": "Following the collapse in the housing bubble, what happened to a number of commodity prices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed07a37812c4ec29499d352b4628fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rapid increases in a number of commodity prices followed the collapse in the housing bubble. The price of oil nearly tripled from $50 to $147 from early 2007 to 2008, before plunging as the financial crisis began to take hold in late 2008. Experts debate the causes, with some attributing it to speculative flow of money from housing and other investments into commodities, some to monetary policy, and some to the increasing feeling of raw materials scarcity in a fast-growing world, leading to long positions taken on those markets, such as Chinese increasing presence in Africa. An increase in oil prices tends to divert a larger share of consumer spending into gasoline, which creates downward pressure on economic growth in oil importing countries, as wealth flows to oil-producing states. A pattern of spiking instability in the price of oil over the decade leading up to the price high of 2008 has been recently identified. The destabilizing effects of this price variance has been proposed as a contributory factor in the financial crisis.", "targets": "How much did the price of oil increase from early 2007 to 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed07a37812c4ec29499d352b4628fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rapid increases in a number of commodity prices followed the collapse in the housing bubble. The price of oil nearly tripled from $50 to $147 from early 2007 to 2008, before plunging as the financial crisis began to take hold in late 2008. Experts debate the causes, with some attributing it to speculative flow of money from housing and other investments into commodities, some to monetary policy, and some to the increasing feeling of raw materials scarcity in a fast-growing world, leading to long positions taken on those markets, such as Chinese increasing presence in Africa. An increase in oil prices tends to divert a larger share of consumer spending into gasoline, which creates downward pressure on economic growth in oil importing countries, as wealth flows to oil-producing states. A pattern of spiking instability in the price of oil over the decade leading up to the price high of 2008 has been recently identified. The destabilizing effects of this price variance has been proposed as a contributory factor in the financial crisis.", "targets": "What did the price of oil began doing when the financial crisis began to take hold in late 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed07a37812c4ec29499d352b4628fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rapid increases in a number of commodity prices followed the collapse in the housing bubble. The price of oil nearly tripled from $50 to $147 from early 2007 to 2008, before plunging as the financial crisis began to take hold in late 2008. Experts debate the causes, with some attributing it to speculative flow of money from housing and other investments into commodities, some to monetary policy, and some to the increasing feeling of raw materials scarcity in a fast-growing world, leading to long positions taken on those markets, such as Chinese increasing presence in Africa. An increase in oil prices tends to divert a larger share of consumer spending into gasoline, which creates downward pressure on economic growth in oil importing countries, as wealth flows to oil-producing states. A pattern of spiking instability in the price of oil over the decade leading up to the price high of 2008 has been recently identified. The destabilizing effects of this price variance has been proposed as a contributory factor in the financial crisis.", "targets": "What is one of the reasons experts believe contributed to the volatilaty in oil prices in 2008? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed07a37812c4ec29499d352b4628fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rapid increases in a number of commodity prices followed the collapse in the housing bubble. The price of oil nearly tripled from $50 to $147 from early 2007 to 2008, before plunging as the financial crisis began to take hold in late 2008. Experts debate the causes, with some attributing it to speculative flow of money from housing and other investments into commodities, some to monetary policy, and some to the increasing feeling of raw materials scarcity in a fast-growing world, leading to long positions taken on those markets, such as Chinese increasing presence in Africa. An increase in oil prices tends to divert a larger share of consumer spending into gasoline, which creates downward pressure on economic growth in oil importing countries, as wealth flows to oil-producing states. A pattern of spiking instability in the price of oil over the decade leading up to the price high of 2008 has been recently identified. The destabilizing effects of this price variance has been proposed as a contributory factor in the financial crisis.", "targets": "Consumers tend to have less money to spend on other goods, when the price of which commodity is higher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7710f8edecc145699acac6dce17dedb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Natives of North America began practicing farming approximately 4,000 years ago, late in the Archaic period of North American cultures. Technology had advanced to the point that pottery was becoming common and the small-scale felling of trees had become feasible. Concurrently, the Archaic Indians began using fire in a controlled manner. Intentional burning of vegetation was used to mimic the effects of natural fires that tended to clear forest understories. It made travel easier and facilitated the growth of herbs and berry-producing plants, which were important for both food and medicines.", "targets": "When did the North American natives begin farming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7710f8edecc145699acac6dce17dedb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Natives of North America began practicing farming approximately 4,000 years ago, late in the Archaic period of North American cultures. Technology had advanced to the point that pottery was becoming common and the small-scale felling of trees had become feasible. Concurrently, the Archaic Indians began using fire in a controlled manner. Intentional burning of vegetation was used to mimic the effects of natural fires that tended to clear forest understories. It made travel easier and facilitated the growth of herbs and berry-producing plants, which were important for both food and medicines.", "targets": "What had pottery become 4,000 years ago in the Americas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7710f8edecc145699acac6dce17dedb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Natives of North America began practicing farming approximately 4,000 years ago, late in the Archaic period of North American cultures. Technology had advanced to the point that pottery was becoming common and the small-scale felling of trees had become feasible. Concurrently, the Archaic Indians began using fire in a controlled manner. Intentional burning of vegetation was used to mimic the effects of natural fires that tended to clear forest understories. It made travel easier and facilitated the growth of herbs and berry-producing plants, which were important for both food and medicines.", "targets": "What did technology make feasible when it came to trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7710f8edecc145699acac6dce17dedb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Natives of North America began practicing farming approximately 4,000 years ago, late in the Archaic period of North American cultures. Technology had advanced to the point that pottery was becoming common and the small-scale felling of trees had become feasible. Concurrently, the Archaic Indians began using fire in a controlled manner. Intentional burning of vegetation was used to mimic the effects of natural fires that tended to clear forest understories. It made travel easier and facilitated the growth of herbs and berry-producing plants, which were important for both food and medicines.", "targets": "How did Archaic Indians use fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7710f8edecc145699acac6dce17dedb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Natives of North America began practicing farming approximately 4,000 years ago, late in the Archaic period of North American cultures. Technology had advanced to the point that pottery was becoming common and the small-scale felling of trees had become feasible. Concurrently, the Archaic Indians began using fire in a controlled manner. Intentional burning of vegetation was used to mimic the effects of natural fires that tended to clear forest understories. It made travel easier and facilitated the growth of herbs and berry-producing plants, which were important for both food and medicines.", "targets": "What was the intentional burning of vegetation intended to mimic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4417559405446cbfafa46512c4cf94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Swazi bicameral Parliament or Libandla consists of the Senate (30 seats; 10 members appointed by the House of Assembly and 20 appointed by the monarch; to serve five-year terms) and the House of Assembly (65 seats; 10 members appointed by the monarch and 55 elected by popular vote; to serve five-year terms). The elections are held every five years after dissolution of parliament by the king. The last elections were held on 20 September 2013. The balloting is done on a non-party basis in all categories. All election procedures are overseen by the elections and boundaries commission.", "targets": "How many seats are in the Senate of Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4417559405446cbfafa46512c4cf94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Swazi bicameral Parliament or Libandla consists of the Senate (30 seats; 10 members appointed by the House of Assembly and 20 appointed by the monarch; to serve five-year terms) and the House of Assembly (65 seats; 10 members appointed by the monarch and 55 elected by popular vote; to serve five-year terms). The elections are held every five years after dissolution of parliament by the king. The last elections were held on 20 September 2013. The balloting is done on a non-party basis in all categories. All election procedures are overseen by the elections and boundaries commission.", "targets": "How many members are there in the Swazi House of Assembly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4417559405446cbfafa46512c4cf94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Swazi bicameral Parliament or Libandla consists of the Senate (30 seats; 10 members appointed by the House of Assembly and 20 appointed by the monarch; to serve five-year terms) and the House of Assembly (65 seats; 10 members appointed by the monarch and 55 elected by popular vote; to serve five-year terms). The elections are held every five years after dissolution of parliament by the king. The last elections were held on 20 September 2013. The balloting is done on a non-party basis in all categories. All election procedures are overseen by the elections and boundaries commission.", "targets": "When were the most recent elections in Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4417559405446cbfafa46512c4cf94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Swazi bicameral Parliament or Libandla consists of the Senate (30 seats; 10 members appointed by the House of Assembly and 20 appointed by the monarch; to serve five-year terms) and the House of Assembly (65 seats; 10 members appointed by the monarch and 55 elected by popular vote; to serve five-year terms). The elections are held every five years after dissolution of parliament by the king. The last elections were held on 20 September 2013. The balloting is done on a non-party basis in all categories. All election procedures are overseen by the elections and boundaries commission.", "targets": "How many members of the Swazi House of Assembly are chosen by the king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4417559405446cbfafa46512c4cf94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Swazi bicameral Parliament or Libandla consists of the Senate (30 seats; 10 members appointed by the House of Assembly and 20 appointed by the monarch; to serve five-year terms) and the House of Assembly (65 seats; 10 members appointed by the monarch and 55 elected by popular vote; to serve five-year terms). The elections are held every five years after dissolution of parliament by the king. The last elections were held on 20 September 2013. The balloting is done on a non-party basis in all categories. All election procedures are overseen by the elections and boundaries commission.", "targets": "Which group looks over elections in Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fcf7fed1e2344f5af860f24a9b8c994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee and freelance artist and eventual co-plotter Jack Kirby's Fantastic Four originated in a Cold War culture that led their creators to revise the superhero conventions of previous eras to better reflect the psychological spirit of their age. Eschewing such comic-book tropes as secret identities and even costumes at first, having a monster as one of the heroes, and having its characters bicker and complain in what was later called a \"superheroes in the real world\" approach, the series represented a change that proved to be a great success.", "targets": "Who joined with Stan Lee in creating the Fantastic Four?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fcf7fed1e2344f5af860f24a9b8c994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee and freelance artist and eventual co-plotter Jack Kirby's Fantastic Four originated in a Cold War culture that led their creators to revise the superhero conventions of previous eras to better reflect the psychological spirit of their age. Eschewing such comic-book tropes as secret identities and even costumes at first, having a monster as one of the heroes, and having its characters bicker and complain in what was later called a \"superheroes in the real world\" approach, the series represented a change that proved to be a great success.", "targets": "What historic era did the Fantastic Four initially inhabit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fcf7fed1e2344f5af860f24a9b8c994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee and freelance artist and eventual co-plotter Jack Kirby's Fantastic Four originated in a Cold War culture that led their creators to revise the superhero conventions of previous eras to better reflect the psychological spirit of their age. Eschewing such comic-book tropes as secret identities and even costumes at first, having a monster as one of the heroes, and having its characters bicker and complain in what was later called a \"superheroes in the real world\" approach, the series represented a change that proved to be a great success.", "targets": "What traditional superhero element did the Fantastic Four initially do without?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fcf7fed1e2344f5af860f24a9b8c994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee and freelance artist and eventual co-plotter Jack Kirby's Fantastic Four originated in a Cold War culture that led their creators to revise the superhero conventions of previous eras to better reflect the psychological spirit of their age. Eschewing such comic-book tropes as secret identities and even costumes at first, having a monster as one of the heroes, and having its characters bicker and complain in what was later called a \"superheroes in the real world\" approach, the series represented a change that proved to be a great success.", "targets": "None of the Fantastic Four had what hidden element so common to other superheroes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fcf7fed1e2344f5af860f24a9b8c994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee and freelance artist and eventual co-plotter Jack Kirby's Fantastic Four originated in a Cold War culture that led their creators to revise the superhero conventions of previous eras to better reflect the psychological spirit of their age. Eschewing such comic-book tropes as secret identities and even costumes at first, having a monster as one of the heroes, and having its characters bicker and complain in what was later called a \"superheroes in the real world\" approach, the series represented a change that proved to be a great success.", "targets": "The emphasis on relatable settings and character motivations in Marvel's 1960s comics is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554880ea86dc4b5b98660bd72ac1bb78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magistrate Judge Howard Lloyd in the Northern District of California, San Jose Division, rejected Netbula's arguments and ordered them to disable the robots.txt blockage temporarily in order to allow Chordiant to retrieve the archived pages that they sought.", "targets": "Which judge presided over the Netbula v. Chordiant case?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554880ea86dc4b5b98660bd72ac1bb78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magistrate Judge Howard Lloyd in the Northern District of California, San Jose Division, rejected Netbula's arguments and ordered them to disable the robots.txt blockage temporarily in order to allow Chordiant to retrieve the archived pages that they sought.", "targets": "In what jurisdiction was the Netbula v. Chordiant case tried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554880ea86dc4b5b98660bd72ac1bb78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magistrate Judge Howard Lloyd in the Northern District of California, San Jose Division, rejected Netbula's arguments and ordered them to disable the robots.txt blockage temporarily in order to allow Chordiant to retrieve the archived pages that they sought.", "targets": "Which party won its argument regarding Netbula's robots.txt file?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa667194229a4b608c3bc067af205e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans would also have derived enormous benefit from the dogs associated with their camps. For instance, dogs would have improved sanitation by cleaning up food scraps. Dogs may have provided warmth, as referred to in the Australian Aboriginal expression \"three dog night\" (an exceptionally cold night), and they would have alerted the camp to the presence of predators or strangers, using their acute hearing to provide an early warning.", "targets": "What did dogs clean up to help with keeping habitations of people clean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa667194229a4b608c3bc067af205e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans would also have derived enormous benefit from the dogs associated with their camps. For instance, dogs would have improved sanitation by cleaning up food scraps. Dogs may have provided warmth, as referred to in the Australian Aboriginal expression \"three dog night\" (an exceptionally cold night), and they would have alerted the camp to the presence of predators or strangers, using their acute hearing to provide an early warning.", "targets": "What do Australian aborigines call a frigid night? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa667194229a4b608c3bc067af205e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans would also have derived enormous benefit from the dogs associated with their camps. For instance, dogs would have improved sanitation by cleaning up food scraps. Dogs may have provided warmth, as referred to in the Australian Aboriginal expression \"three dog night\" (an exceptionally cold night), and they would have alerted the camp to the presence of predators or strangers, using their acute hearing to provide an early warning.", "targets": "What did a dog's good hearing help humans with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa667194229a4b608c3bc067af205e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans would also have derived enormous benefit from the dogs associated with their camps. For instance, dogs would have improved sanitation by cleaning up food scraps. Dogs may have provided warmth, as referred to in the Australian Aboriginal expression \"three dog night\" (an exceptionally cold night), and they would have alerted the camp to the presence of predators or strangers, using their acute hearing to provide an early warning.", "targets": "How could dogs have helped with sanitation issues in camps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa667194229a4b608c3bc067af205e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans would also have derived enormous benefit from the dogs associated with their camps. For instance, dogs would have improved sanitation by cleaning up food scraps. Dogs may have provided warmth, as referred to in the Australian Aboriginal expression \"three dog night\" (an exceptionally cold night), and they would have alerted the camp to the presence of predators or strangers, using their acute hearing to provide an early warning.", "targets": "What is the Australian Aboriginal expression that indicates a very cold night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3fb04ced03144519feb51cc7600633c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These advantages offset the high stress, physical exertion costs, and other risks of the migration. Predation can be heightened during migration: Eleonora's falcon Falco eleonorae, which breeds on Mediterranean islands, has a very late breeding season, coordinated with the autumn passage of southbound passerine migrants, which it feeds to its young. A similar strategy is adopted by the greater noctule bat, which preys on nocturnal passerine migrants. The higher concentrations of migrating birds at stopover sites make them prone to parasites and pathogens, which require a heightened immune response.", "targets": "What is hightened during migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3fb04ced03144519feb51cc7600633c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These advantages offset the high stress, physical exertion costs, and other risks of the migration. Predation can be heightened during migration: Eleonora's falcon Falco eleonorae, which breeds on Mediterranean islands, has a very late breeding season, coordinated with the autumn passage of southbound passerine migrants, which it feeds to its young. A similar strategy is adopted by the greater noctule bat, which preys on nocturnal passerine migrants. The higher concentrations of migrating birds at stopover sites make them prone to parasites and pathogens, which require a heightened immune response.", "targets": "Where do Eleonora's falcon breed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3fb04ced03144519feb51cc7600633c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These advantages offset the high stress, physical exertion costs, and other risks of the migration. Predation can be heightened during migration: Eleonora's falcon Falco eleonorae, which breeds on Mediterranean islands, has a very late breeding season, coordinated with the autumn passage of southbound passerine migrants, which it feeds to its young. A similar strategy is adopted by the greater noctule bat, which preys on nocturnal passerine migrants. The higher concentrations of migrating birds at stopover sites make them prone to parasites and pathogens, which require a heightened immune response.", "targets": "What do Eleonora's falcon feed their young?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3fb04ced03144519feb51cc7600633c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These advantages offset the high stress, physical exertion costs, and other risks of the migration. Predation can be heightened during migration: Eleonora's falcon Falco eleonorae, which breeds on Mediterranean islands, has a very late breeding season, coordinated with the autumn passage of southbound passerine migrants, which it feeds to its young. A similar strategy is adopted by the greater noctule bat, which preys on nocturnal passerine migrants. The higher concentrations of migrating birds at stopover sites make them prone to parasites and pathogens, which require a heightened immune response.", "targets": "What preys on nocturnal passerine migrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3fb04ced03144519feb51cc7600633c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These advantages offset the high stress, physical exertion costs, and other risks of the migration. Predation can be heightened during migration: Eleonora's falcon Falco eleonorae, which breeds on Mediterranean islands, has a very late breeding season, coordinated with the autumn passage of southbound passerine migrants, which it feeds to its young. A similar strategy is adopted by the greater noctule bat, which preys on nocturnal passerine migrants. The higher concentrations of migrating birds at stopover sites make them prone to parasites and pathogens, which require a heightened immune response.", "targets": "What makes birds prone to parasites and pathogens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b517e5db9c2345b2bf470c0919e4c817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meetings for worship and study are held at Kingdom Halls, which are typically functional in character, and do not contain religious symbols. Witnesses are assigned to a congregation in whose \"territory\" they usually reside and attend weekly services they refer to as \"meetings\" as scheduled by congregation elders. The meetings are largely devoted to study of Watch Tower Society literature and the Bible. The format of the meetings is established by the religion's headquarters, and the subject matter for most meetings is the same worldwide. Congregations meet for two sessions each week comprising five distinct meetings that total about three-and-a-half hours, typically gathering mid-week (three meetings) and on the weekend (two meetings). Prior to 2009, congregations met three times each week; these meetings were condensed, with the intention that members dedicate an evening for \"family worship\". Gatherings are opened and closed with kingdom songs (hymns) and brief prayers. Twice each year, Witnesses from a number of congregations that form a \"circuit\" gather for a one-day assembly. Larger groups of congregations meet once a year for a three-day \"regional convention\", usually at rented stadiums or auditoriums. Their most important and solemn event is the commemoration of the \"Lord's Evening Meal\", or \"Memorial of Christ's Death\" on the date of the Jewish Passover.", "targets": "How often did Jehovah Witnesses congregations meet prior to 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b517e5db9c2345b2bf470c0919e4c817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meetings for worship and study are held at Kingdom Halls, which are typically functional in character, and do not contain religious symbols. Witnesses are assigned to a congregation in whose \"territory\" they usually reside and attend weekly services they refer to as \"meetings\" as scheduled by congregation elders. The meetings are largely devoted to study of Watch Tower Society literature and the Bible. The format of the meetings is established by the religion's headquarters, and the subject matter for most meetings is the same worldwide. Congregations meet for two sessions each week comprising five distinct meetings that total about three-and-a-half hours, typically gathering mid-week (three meetings) and on the weekend (two meetings). Prior to 2009, congregations met three times each week; these meetings were condensed, with the intention that members dedicate an evening for \"family worship\". Gatherings are opened and closed with kingdom songs (hymns) and brief prayers. Twice each year, Witnesses from a number of congregations that form a \"circuit\" gather for a one-day assembly. Larger groups of congregations meet once a year for a three-day \"regional convention\", usually at rented stadiums or auditoriums. Their most important and solemn event is the commemoration of the \"Lord's Evening Meal\", or \"Memorial of Christ's Death\" on the date of the Jewish Passover.", "targets": "What are Jehovah Witnesses' gatherings opened and closed with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b517e5db9c2345b2bf470c0919e4c817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meetings for worship and study are held at Kingdom Halls, which are typically functional in character, and do not contain religious symbols. Witnesses are assigned to a congregation in whose \"territory\" they usually reside and attend weekly services they refer to as \"meetings\" as scheduled by congregation elders. The meetings are largely devoted to study of Watch Tower Society literature and the Bible. The format of the meetings is established by the religion's headquarters, and the subject matter for most meetings is the same worldwide. Congregations meet for two sessions each week comprising five distinct meetings that total about three-and-a-half hours, typically gathering mid-week (three meetings) and on the weekend (two meetings). Prior to 2009, congregations met three times each week; these meetings were condensed, with the intention that members dedicate an evening for \"family worship\". Gatherings are opened and closed with kingdom songs (hymns) and brief prayers. Twice each year, Witnesses from a number of congregations that form a \"circuit\" gather for a one-day assembly. Larger groups of congregations meet once a year for a three-day \"regional convention\", usually at rented stadiums or auditoriums. Their most important and solemn event is the commemoration of the \"Lord's Evening Meal\", or \"Memorial of Christ's Death\" on the date of the Jewish Passover.", "targets": "How are Jehovah Witnesses assigned to congregations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b517e5db9c2345b2bf470c0919e4c817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meetings for worship and study are held at Kingdom Halls, which are typically functional in character, and do not contain religious symbols. Witnesses are assigned to a congregation in whose \"territory\" they usually reside and attend weekly services they refer to as \"meetings\" as scheduled by congregation elders. The meetings are largely devoted to study of Watch Tower Society literature and the Bible. The format of the meetings is established by the religion's headquarters, and the subject matter for most meetings is the same worldwide. Congregations meet for two sessions each week comprising five distinct meetings that total about three-and-a-half hours, typically gathering mid-week (three meetings) and on the weekend (two meetings). Prior to 2009, congregations met three times each week; these meetings were condensed, with the intention that members dedicate an evening for \"family worship\". Gatherings are opened and closed with kingdom songs (hymns) and brief prayers. Twice each year, Witnesses from a number of congregations that form a \"circuit\" gather for a one-day assembly. Larger groups of congregations meet once a year for a three-day \"regional convention\", usually at rented stadiums or auditoriums. Their most important and solemn event is the commemoration of the \"Lord's Evening Meal\", or \"Memorial of Christ's Death\" on the date of the Jewish Passover.", "targets": "What do Jehovah Witnesses refer to their weekly services as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b517e5db9c2345b2bf470c0919e4c817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meetings for worship and study are held at Kingdom Halls, which are typically functional in character, and do not contain religious symbols. Witnesses are assigned to a congregation in whose \"territory\" they usually reside and attend weekly services they refer to as \"meetings\" as scheduled by congregation elders. The meetings are largely devoted to study of Watch Tower Society literature and the Bible. The format of the meetings is established by the religion's headquarters, and the subject matter for most meetings is the same worldwide. Congregations meet for two sessions each week comprising five distinct meetings that total about three-and-a-half hours, typically gathering mid-week (three meetings) and on the weekend (two meetings). Prior to 2009, congregations met three times each week; these meetings were condensed, with the intention that members dedicate an evening for \"family worship\". Gatherings are opened and closed with kingdom songs (hymns) and brief prayers. Twice each year, Witnesses from a number of congregations that form a \"circuit\" gather for a one-day assembly. Larger groups of congregations meet once a year for a three-day \"regional convention\", usually at rented stadiums or auditoriums. Their most important and solemn event is the commemoration of the \"Lord's Evening Meal\", or \"Memorial of Christ's Death\" on the date of the Jewish Passover.", "targets": "Where do Jehovah Witnesses meet for worship and study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7f42906024c629554b8a9ca99a31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the campaign for the United Kingdom general election, 2010, The Independent ran ads declaring that \"Rupert Murdoch won't decide this election \u2013 you will.\" In response James Murdoch and Rebekah Wade \"appeared unannounced and uninvited on the editorial floor\" of the Independent, and had an energetic conversation with its editor Simon Kelner. Several days later the Independent reported The Sun's failure to report its own YouGov poll result which said that \"if people thought Mr Clegg's party had a significant chance of winning the election\" the Liberal Democrats would win 49% of the vote, and with it a landslide majority.", "targets": "Who showed up on the editorial floor of the Independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7f42906024c629554b8a9ca99a31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the campaign for the United Kingdom general election, 2010, The Independent ran ads declaring that \"Rupert Murdoch won't decide this election \u2013 you will.\" In response James Murdoch and Rebekah Wade \"appeared unannounced and uninvited on the editorial floor\" of the Independent, and had an energetic conversation with its editor Simon Kelner. Several days later the Independent reported The Sun's failure to report its own YouGov poll result which said that \"if people thought Mr Clegg's party had a significant chance of winning the election\" the Liberal Democrats would win 49% of the vote, and with it a landslide majority.", "targets": "Who was the editor of the Independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7f42906024c629554b8a9ca99a31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the campaign for the United Kingdom general election, 2010, The Independent ran ads declaring that \"Rupert Murdoch won't decide this election \u2013 you will.\" In response James Murdoch and Rebekah Wade \"appeared unannounced and uninvited on the editorial floor\" of the Independent, and had an energetic conversation with its editor Simon Kelner. Several days later the Independent reported The Sun's failure to report its own YouGov poll result which said that \"if people thought Mr Clegg's party had a significant chance of winning the election\" the Liberal Democrats would win 49% of the vote, and with it a landslide majority.", "targets": "What did The Sun neglect to report concerning the upcoming election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7f42906024c629554b8a9ca99a31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the campaign for the United Kingdom general election, 2010, The Independent ran ads declaring that \"Rupert Murdoch won't decide this election \u2013 you will.\" In response James Murdoch and Rebekah Wade \"appeared unannounced and uninvited on the editorial floor\" of the Independent, and had an energetic conversation with its editor Simon Kelner. Several days later the Independent reported The Sun's failure to report its own YouGov poll result which said that \"if people thought Mr Clegg's party had a significant chance of winning the election\" the Liberal Democrats would win 49% of the vote, and with it a landslide majority.", "targets": "Who did the Independent state wouldn't decide the election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7f42906024c629554b8a9ca99a31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the campaign for the United Kingdom general election, 2010, The Independent ran ads declaring that \"Rupert Murdoch won't decide this election \u2013 you will.\" In response James Murdoch and Rebekah Wade \"appeared unannounced and uninvited on the editorial floor\" of the Independent, and had an energetic conversation with its editor Simon Kelner. Several days later the Independent reported The Sun's failure to report its own YouGov poll result which said that \"if people thought Mr Clegg's party had a significant chance of winning the election\" the Liberal Democrats would win 49% of the vote, and with it a landslide majority.", "targets": "What year was the United Kingdom general election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eedf65a0981425fbd9772dcaf8f7dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is one of the most dangerous occupations in the world, incurring more occupational fatalities than any other sector in both the United States and in the European Union. In 2009, the fatal occupational injury rate among construction workers in the United States was nearly three times that for all workers. Falls are one of the most common causes of fatal and non-fatal injuries among construction workers. Proper safety equipment such as harnesses and guardrails and procedures such as securing ladders and inspecting scaffolding can curtail the risk of occupational injuries in the construction industry. Other major causes of fatalities in the construction industry include electrocution, transportation accidents, and trench cave-ins.", "targets": "What is one of the most dangerous occupations in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eedf65a0981425fbd9772dcaf8f7dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is one of the most dangerous occupations in the world, incurring more occupational fatalities than any other sector in both the United States and in the European Union. In 2009, the fatal occupational injury rate among construction workers in the United States was nearly three times that for all workers. Falls are one of the most common causes of fatal and non-fatal injuries among construction workers. Proper safety equipment such as harnesses and guardrails and procedures such as securing ladders and inspecting scaffolding can curtail the risk of occupational injuries in the construction industry. Other major causes of fatalities in the construction industry include electrocution, transportation accidents, and trench cave-ins.", "targets": "What is the most common cause of injury on site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eedf65a0981425fbd9772dcaf8f7dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is one of the most dangerous occupations in the world, incurring more occupational fatalities than any other sector in both the United States and in the European Union. In 2009, the fatal occupational injury rate among construction workers in the United States was nearly three times that for all workers. Falls are one of the most common causes of fatal and non-fatal injuries among construction workers. Proper safety equipment such as harnesses and guardrails and procedures such as securing ladders and inspecting scaffolding can curtail the risk of occupational injuries in the construction industry. Other major causes of fatalities in the construction industry include electrocution, transportation accidents, and trench cave-ins.", "targets": "What are other major fatality causes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eedf65a0981425fbd9772dcaf8f7dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is one of the most dangerous occupations in the world, incurring more occupational fatalities than any other sector in both the United States and in the European Union. In 2009, the fatal occupational injury rate among construction workers in the United States was nearly three times that for all workers. Falls are one of the most common causes of fatal and non-fatal injuries among construction workers. Proper safety equipment such as harnesses and guardrails and procedures such as securing ladders and inspecting scaffolding can curtail the risk of occupational injuries in the construction industry. Other major causes of fatalities in the construction industry include electrocution, transportation accidents, and trench cave-ins.", "targets": "What can curtail the risk of occupational injuries in the construction industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a85d29f4b73645a68c4984acd4785d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to demands for a German liturgy, Luther wrote a German Mass, which he published in early 1526. He did not intend it as a replacement for his 1523 adaptation of the Latin Mass but as an alternative for the \"simple people\", a \"public stimulation for people to believe and become Christians.\" Luther based his order on the Catholic service but omitted \"everything that smacks of sacrifice\"; and the Mass became a celebration where everyone received the wine as well as the bread. He retained the elevation of the host and chalice, while trappings such as the Mass vestments, altar, and candles were made optional, allowing freedom of ceremony. Some reformers, including followers of Huldrych Zwingli, considered Luther's service too papistic; and modern scholars note the conservatism of his alternative to the Catholic mass. Luther's service, however, included congregational singing of hymns and psalms in German, as well as of parts of the liturgy, including Luther's unison setting of the Creed. To reach the simple people and the young, Luther incorporated religious instruction into the weekday services in the form of the catechism. He also provided simplified versions of the baptism and marriage services.", "targets": "When did Luther write  a German mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a85d29f4b73645a68c4984acd4785d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to demands for a German liturgy, Luther wrote a German Mass, which he published in early 1526. He did not intend it as a replacement for his 1523 adaptation of the Latin Mass but as an alternative for the \"simple people\", a \"public stimulation for people to believe and become Christians.\" Luther based his order on the Catholic service but omitted \"everything that smacks of sacrifice\"; and the Mass became a celebration where everyone received the wine as well as the bread. He retained the elevation of the host and chalice, while trappings such as the Mass vestments, altar, and candles were made optional, allowing freedom of ceremony. Some reformers, including followers of Huldrych Zwingli, considered Luther's service too papistic; and modern scholars note the conservatism of his alternative to the Catholic mass. Luther's service, however, included congregational singing of hymns and psalms in German, as well as of parts of the liturgy, including Luther's unison setting of the Creed. To reach the simple people and the young, Luther incorporated religious instruction into the weekday services in the form of the catechism. He also provided simplified versions of the baptism and marriage services.", "targets": "What did Luther not mean for the new mass to replace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a85d29f4b73645a68c4984acd4785d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to demands for a German liturgy, Luther wrote a German Mass, which he published in early 1526. He did not intend it as a replacement for his 1523 adaptation of the Latin Mass but as an alternative for the \"simple people\", a \"public stimulation for people to believe and become Christians.\" Luther based his order on the Catholic service but omitted \"everything that smacks of sacrifice\"; and the Mass became a celebration where everyone received the wine as well as the bread. He retained the elevation of the host and chalice, while trappings such as the Mass vestments, altar, and candles were made optional, allowing freedom of ceremony. Some reformers, including followers of Huldrych Zwingli, considered Luther's service too papistic; and modern scholars note the conservatism of his alternative to the Catholic mass. Luther's service, however, included congregational singing of hymns and psalms in German, as well as of parts of the liturgy, including Luther's unison setting of the Creed. To reach the simple people and the young, Luther incorporated religious instruction into the weekday services in the form of the catechism. He also provided simplified versions of the baptism and marriage services.", "targets": "For whom was this new mass intended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a85d29f4b73645a68c4984acd4785d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to demands for a German liturgy, Luther wrote a German Mass, which he published in early 1526. He did not intend it as a replacement for his 1523 adaptation of the Latin Mass but as an alternative for the \"simple people\", a \"public stimulation for people to believe and become Christians.\" Luther based his order on the Catholic service but omitted \"everything that smacks of sacrifice\"; and the Mass became a celebration where everyone received the wine as well as the bread. He retained the elevation of the host and chalice, while trappings such as the Mass vestments, altar, and candles were made optional, allowing freedom of ceremony. Some reformers, including followers of Huldrych Zwingli, considered Luther's service too papistic; and modern scholars note the conservatism of his alternative to the Catholic mass. Luther's service, however, included congregational singing of hymns and psalms in German, as well as of parts of the liturgy, including Luther's unison setting of the Creed. To reach the simple people and the young, Luther incorporated religious instruction into the weekday services in the form of the catechism. He also provided simplified versions of the baptism and marriage services.", "targets": "What parts of the original Catholic mass did Luther leave out of  his new mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a85d29f4b73645a68c4984acd4785d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to demands for a German liturgy, Luther wrote a German Mass, which he published in early 1526. He did not intend it as a replacement for his 1523 adaptation of the Latin Mass but as an alternative for the \"simple people\", a \"public stimulation for people to believe and become Christians.\" Luther based his order on the Catholic service but omitted \"everything that smacks of sacrifice\"; and the Mass became a celebration where everyone received the wine as well as the bread. He retained the elevation of the host and chalice, while trappings such as the Mass vestments, altar, and candles were made optional, allowing freedom of ceremony. Some reformers, including followers of Huldrych Zwingli, considered Luther's service too papistic; and modern scholars note the conservatism of his alternative to the Catholic mass. Luther's service, however, included congregational singing of hymns and psalms in German, as well as of parts of the liturgy, including Luther's unison setting of the Creed. To reach the simple people and the young, Luther incorporated religious instruction into the weekday services in the form of the catechism. He also provided simplified versions of the baptism and marriage services.", "targets": "What did the new mass allow as regards ceremony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c3799d0a3914dfdbc4d41fc2a1de948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the Alpine culture is unchanged since the medieval period when skills that guaranteed survival in the mountain valleys and in the highest villages became mainstays, leading to strong traditions of carpentry, woodcarving, baking and pastry-making, and cheesemaking.", "targets": "Much of what has not changed since the medieval period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c3799d0a3914dfdbc4d41fc2a1de948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the Alpine culture is unchanged since the medieval period when skills that guaranteed survival in the mountain valleys and in the highest villages became mainstays, leading to strong traditions of carpentry, woodcarving, baking and pastry-making, and cheesemaking.", "targets": "When were skills that guaranteed survival in the mountain valleys most important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c3799d0a3914dfdbc4d41fc2a1de948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the Alpine culture is unchanged since the medieval period when skills that guaranteed survival in the mountain valleys and in the highest villages became mainstays, leading to strong traditions of carpentry, woodcarving, baking and pastry-making, and cheesemaking.", "targets": "What is one of the strongest traditions in Alpine culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeda60ac910346b7aed3f01fc7b9e05f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One boarding house, College, is reserved for seventy King's Scholars, who attend Eton on scholarships provided by the original foundation and awarded by examination each year; King's Scholars pay up to 90% of full fees, depending on their means. Of the other pupils, up to a third receive some kind of bursary or scholarship. The name \"King's Scholars\" is because the school was founded by King Henry VI in 1440. The original School consisted of the seventy Scholars (together with some Commensals) and the Scholars were educated and boarded at the foundation's expense.", "targets": "The College boarding house is reserved for whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeda60ac910346b7aed3f01fc7b9e05f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One boarding house, College, is reserved for seventy King's Scholars, who attend Eton on scholarships provided by the original foundation and awarded by examination each year; King's Scholars pay up to 90% of full fees, depending on their means. Of the other pupils, up to a third receive some kind of bursary or scholarship. The name \"King's Scholars\" is because the school was founded by King Henry VI in 1440. The original School consisted of the seventy Scholars (together with some Commensals) and the Scholars were educated and boarded at the foundation's expense.", "targets": "Where do \"King's Scholars\" get their name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeda60ac910346b7aed3f01fc7b9e05f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One boarding house, College, is reserved for seventy King's Scholars, who attend Eton on scholarships provided by the original foundation and awarded by examination each year; King's Scholars pay up to 90% of full fees, depending on their means. Of the other pupils, up to a third receive some kind of bursary or scholarship. The name \"King's Scholars\" is because the school was founded by King Henry VI in 1440. The original School consisted of the seventy Scholars (together with some Commensals) and the Scholars were educated and boarded at the foundation's expense.", "targets": "How many original Scholars were there in the original School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeda60ac910346b7aed3f01fc7b9e05f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One boarding house, College, is reserved for seventy King's Scholars, who attend Eton on scholarships provided by the original foundation and awarded by examination each year; King's Scholars pay up to 90% of full fees, depending on their means. Of the other pupils, up to a third receive some kind of bursary or scholarship. The name \"King's Scholars\" is because the school was founded by King Henry VI in 1440. The original School consisted of the seventy Scholars (together with some Commensals) and the Scholars were educated and boarded at the foundation's expense.", "targets": "How many students receive some form of financial aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f416ddabc4bf0bc28ab3215222d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB was designed to standardize the connection of computer peripherals (including keyboards, pointing devices, digital cameras, printers, portable media players, disk drives and network adapters) to personal computers, both to communicate and to supply electric power. It has become commonplace on other devices, such as smartphones, PDAs and video game consoles. USB has effectively replaced a variety of earlier interfaces, such as serial and parallel ports, as well as separate power chargers for portable devices.", "targets": "What was designed to standardize the connection of computer peripherals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f416ddabc4bf0bc28ab3215222d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB was designed to standardize the connection of computer peripherals (including keyboards, pointing devices, digital cameras, printers, portable media players, disk drives and network adapters) to personal computers, both to communicate and to supply electric power. It has become commonplace on other devices, such as smartphones, PDAs and video game consoles. USB has effectively replaced a variety of earlier interfaces, such as serial and parallel ports, as well as separate power chargers for portable devices.", "targets": "USB has become what on other devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f416ddabc4bf0bc28ab3215222d5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB was designed to standardize the connection of computer peripherals (including keyboards, pointing devices, digital cameras, printers, portable media players, disk drives and network adapters) to personal computers, both to communicate and to supply electric power. It has become commonplace on other devices, such as smartphones, PDAs and video game consoles. USB has effectively replaced a variety of earlier interfaces, such as serial and parallel ports, as well as separate power chargers for portable devices.", "targets": "What has USB effectively replaced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74724aa3bfe94aa28c2c572b42077898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the tribunes were considered to be the embodiment of the plebeians, they were sacrosanct. Their sacrosanctity was enforced by a pledge, taken by the plebeians, to kill any person who harmed or interfered with a tribune during his term of office. All of the powers of the tribune derived from their sacrosanctity. One consequence was that it was considered a capital offense to harm a tribune, to disregard his veto, or to interfere with a tribune. In times of military emergency, a dictator would be appointed for a term of six months. Constitutional government would be dissolved, and the dictator would be the absolute master of the state. When the dictator's term ended, constitutional government would be restored.", "targets": "How long could a dictator be appointed for in times of certain emergencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74724aa3bfe94aa28c2c572b42077898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the tribunes were considered to be the embodiment of the plebeians, they were sacrosanct. Their sacrosanctity was enforced by a pledge, taken by the plebeians, to kill any person who harmed or interfered with a tribune during his term of office. All of the powers of the tribune derived from their sacrosanctity. One consequence was that it was considered a capital offense to harm a tribune, to disregard his veto, or to interfere with a tribune. In times of military emergency, a dictator would be appointed for a term of six months. Constitutional government would be dissolved, and the dictator would be the absolute master of the state. When the dictator's term ended, constitutional government would be restored.", "targets": "What would happen during the commencement of a dictator's term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74724aa3bfe94aa28c2c572b42077898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the tribunes were considered to be the embodiment of the plebeians, they were sacrosanct. Their sacrosanctity was enforced by a pledge, taken by the plebeians, to kill any person who harmed or interfered with a tribune during his term of office. All of the powers of the tribune derived from their sacrosanctity. One consequence was that it was considered a capital offense to harm a tribune, to disregard his veto, or to interfere with a tribune. In times of military emergency, a dictator would be appointed for a term of six months. Constitutional government would be dissolved, and the dictator would be the absolute master of the state. When the dictator's term ended, constitutional government would be restored.", "targets": "What type of offense was the harm of a tribute treated as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74724aa3bfe94aa28c2c572b42077898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the tribunes were considered to be the embodiment of the plebeians, they were sacrosanct. Their sacrosanctity was enforced by a pledge, taken by the plebeians, to kill any person who harmed or interfered with a tribune during his term of office. All of the powers of the tribune derived from their sacrosanctity. One consequence was that it was considered a capital offense to harm a tribune, to disregard his veto, or to interfere with a tribune. In times of military emergency, a dictator would be appointed for a term of six months. Constitutional government would be dissolved, and the dictator would be the absolute master of the state. When the dictator's term ended, constitutional government would be restored.", "targets": "What was the ultimate source of the tribunes powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cd67e52aa044bac80b4d1dca9dd7cc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical measurements of light have used a Dosimeter. Dosimeters measure an individual's or an object's exposure to something in the environment, such as light dosimeters and ultraviolet dosimeters.", "targets": "What is typically used to measure light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b155a608034b1d88c4ad02caaef934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often have special procedures for amendment of the federal constitution. As well as reflecting the federal structure of the state this may guarantee that the self-governing status of the component states cannot be abolished without their consent. An amendment to the constitution of the United States must be ratified by three-quarters of either the state legislatures, or of constitutional conventions specially elected in each of the states, before it can come into effect. In referendums to amend the constitutions of Australia and Switzerland it is required that a proposal be endorsed not just by an overall majority of the electorate in the nation as a whole, but also by separate majorities in each of a majority of the states or cantons. In Australia, this latter requirement is known as a double majority.", "targets": "What does federations have for amendments of the constitution? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b155a608034b1d88c4ad02caaef934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often have special procedures for amendment of the federal constitution. As well as reflecting the federal structure of the state this may guarantee that the self-governing status of the component states cannot be abolished without their consent. An amendment to the constitution of the United States must be ratified by three-quarters of either the state legislatures, or of constitutional conventions specially elected in each of the states, before it can come into effect. In referendums to amend the constitutions of Australia and Switzerland it is required that a proposal be endorsed not just by an overall majority of the electorate in the nation as a whole, but also by separate majorities in each of a majority of the states or cantons. In Australia, this latter requirement is known as a double majority.", "targets": "What may guarantee the self-governing status of the competent states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b155a608034b1d88c4ad02caaef934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often have special procedures for amendment of the federal constitution. As well as reflecting the federal structure of the state this may guarantee that the self-governing status of the component states cannot be abolished without their consent. An amendment to the constitution of the United States must be ratified by three-quarters of either the state legislatures, or of constitutional conventions specially elected in each of the states, before it can come into effect. In referendums to amend the constitutions of Australia and Switzerland it is required that a proposal be endorsed not just by an overall majority of the electorate in the nation as a whole, but also by separate majorities in each of a majority of the states or cantons. In Australia, this latter requirement is known as a double majority.", "targets": "What needs to be done in order to amend the Australia and Switzerland Constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7c506c8d304c10b49eb3b7e0c62ce3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many modern specialty matches have been devised, with unique winning conditions. The most common of these is the ladder match. In the basic ladder match, the wrestlers or teams of wrestlers must climb a ladder to obtain a prize that is hoisted above the ring. The key to winning this match is that the wrestler or team of wrestlers must try to incapacitate each other long enough for one wrestler to climb the ladder and secure that prize for their team. As a result, the ladder can be used as a weapon. The prizes include \u2013 but are not limited to any given championship belt (the traditional prize), a document granting the winner the right to a future title shot, or any document that matters to the wrestlers involved in the match (such as one granting the winner a cash prize). Another common specialty match is known as the battle royal. In a battle royal, all the wrestlers enter the ring to the point that there are 20-30 wrestlers in the ring at one time. When the match begins, the simple objective is to throw the opponent over the top rope and out of the ring with both feet on the floor in order to eliminate that opponent. The last wrestler standing is declared the winner. A variant on this type of match is the WWE's Royal Rumble where two wrestlers enter the ring to start the match and other wrestlers follow in 90 second intervals (previously 2 minutes) until 30-40 wrestlers have entered the ring. All other rules stay the same. For more match types, see Professional wrestling match types.", "targets": "What is the most common of the special matches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7c506c8d304c10b49eb3b7e0c62ce3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many modern specialty matches have been devised, with unique winning conditions. The most common of these is the ladder match. In the basic ladder match, the wrestlers or teams of wrestlers must climb a ladder to obtain a prize that is hoisted above the ring. The key to winning this match is that the wrestler or team of wrestlers must try to incapacitate each other long enough for one wrestler to climb the ladder and secure that prize for their team. As a result, the ladder can be used as a weapon. The prizes include \u2013 but are not limited to any given championship belt (the traditional prize), a document granting the winner the right to a future title shot, or any document that matters to the wrestlers involved in the match (such as one granting the winner a cash prize). Another common specialty match is known as the battle royal. In a battle royal, all the wrestlers enter the ring to the point that there are 20-30 wrestlers in the ring at one time. When the match begins, the simple objective is to throw the opponent over the top rope and out of the ring with both feet on the floor in order to eliminate that opponent. The last wrestler standing is declared the winner. A variant on this type of match is the WWE's Royal Rumble where two wrestlers enter the ring to start the match and other wrestlers follow in 90 second intervals (previously 2 minutes) until 30-40 wrestlers have entered the ring. All other rules stay the same. For more match types, see Professional wrestling match types.", "targets": "What must the wrestlers do in a ladder match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7c506c8d304c10b49eb3b7e0c62ce3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many modern specialty matches have been devised, with unique winning conditions. The most common of these is the ladder match. In the basic ladder match, the wrestlers or teams of wrestlers must climb a ladder to obtain a prize that is hoisted above the ring. The key to winning this match is that the wrestler or team of wrestlers must try to incapacitate each other long enough for one wrestler to climb the ladder and secure that prize for their team. As a result, the ladder can be used as a weapon. The prizes include \u2013 but are not limited to any given championship belt (the traditional prize), a document granting the winner the right to a future title shot, or any document that matters to the wrestlers involved in the match (such as one granting the winner a cash prize). Another common specialty match is known as the battle royal. In a battle royal, all the wrestlers enter the ring to the point that there are 20-30 wrestlers in the ring at one time. When the match begins, the simple objective is to throw the opponent over the top rope and out of the ring with both feet on the floor in order to eliminate that opponent. The last wrestler standing is declared the winner. A variant on this type of match is the WWE's Royal Rumble where two wrestlers enter the ring to start the match and other wrestlers follow in 90 second intervals (previously 2 minutes) until 30-40 wrestlers have entered the ring. All other rules stay the same. For more match types, see Professional wrestling match types.", "targets": "How does one win a ladder match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7c506c8d304c10b49eb3b7e0c62ce3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many modern specialty matches have been devised, with unique winning conditions. The most common of these is the ladder match. In the basic ladder match, the wrestlers or teams of wrestlers must climb a ladder to obtain a prize that is hoisted above the ring. The key to winning this match is that the wrestler or team of wrestlers must try to incapacitate each other long enough for one wrestler to climb the ladder and secure that prize for their team. As a result, the ladder can be used as a weapon. The prizes include \u2013 but are not limited to any given championship belt (the traditional prize), a document granting the winner the right to a future title shot, or any document that matters to the wrestlers involved in the match (such as one granting the winner a cash prize). Another common specialty match is known as the battle royal. In a battle royal, all the wrestlers enter the ring to the point that there are 20-30 wrestlers in the ring at one time. When the match begins, the simple objective is to throw the opponent over the top rope and out of the ring with both feet on the floor in order to eliminate that opponent. The last wrestler standing is declared the winner. A variant on this type of match is the WWE's Royal Rumble where two wrestlers enter the ring to start the match and other wrestlers follow in 90 second intervals (previously 2 minutes) until 30-40 wrestlers have entered the ring. All other rules stay the same. For more match types, see Professional wrestling match types.", "targets": "What is a common prize in a ladder match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a7c506c8d304c10b49eb3b7e0c62ce3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many modern specialty matches have been devised, with unique winning conditions. The most common of these is the ladder match. In the basic ladder match, the wrestlers or teams of wrestlers must climb a ladder to obtain a prize that is hoisted above the ring. The key to winning this match is that the wrestler or team of wrestlers must try to incapacitate each other long enough for one wrestler to climb the ladder and secure that prize for their team. As a result, the ladder can be used as a weapon. The prizes include \u2013 but are not limited to any given championship belt (the traditional prize), a document granting the winner the right to a future title shot, or any document that matters to the wrestlers involved in the match (such as one granting the winner a cash prize). Another common specialty match is known as the battle royal. In a battle royal, all the wrestlers enter the ring to the point that there are 20-30 wrestlers in the ring at one time. When the match begins, the simple objective is to throw the opponent over the top rope and out of the ring with both feet on the floor in order to eliminate that opponent. The last wrestler standing is declared the winner. A variant on this type of match is the WWE's Royal Rumble where two wrestlers enter the ring to start the match and other wrestlers follow in 90 second intervals (previously 2 minutes) until 30-40 wrestlers have entered the ring. All other rules stay the same. For more match types, see Professional wrestling match types.", "targets": "How many wrestlers are in a standard battle royal match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff1e69d339674d42b3e9482ecd11fcc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After repeated efforts by the Samoan independence movement, the New Zealand Western Samoa Act 1961 of 24 November 1961 granted Samoa independence effective 1 January 1962, upon which the Trusteeship Agreement terminated. Samoa also signed a friendship treaty with New Zealand. Samoa, the first small-island country in the Pacific to become independent, joined the Commonwealth of Nations on 28 August 1970. While independence was achieved at the beginning of January, Samoa annually celebrates 1 June as its independence day.", "targets": "What act gave Samoa independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff1e69d339674d42b3e9482ecd11fcc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After repeated efforts by the Samoan independence movement, the New Zealand Western Samoa Act 1961 of 24 November 1961 granted Samoa independence effective 1 January 1962, upon which the Trusteeship Agreement terminated. Samoa also signed a friendship treaty with New Zealand. Samoa, the first small-island country in the Pacific to become independent, joined the Commonwealth of Nations on 28 August 1970. While independence was achieved at the beginning of January, Samoa annually celebrates 1 June as its independence day.", "targets": "What exact date did Samoan independence go into effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff1e69d339674d42b3e9482ecd11fcc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After repeated efforts by the Samoan independence movement, the New Zealand Western Samoa Act 1961 of 24 November 1961 granted Samoa independence effective 1 January 1962, upon which the Trusteeship Agreement terminated. Samoa also signed a friendship treaty with New Zealand. Samoa, the first small-island country in the Pacific to become independent, joined the Commonwealth of Nations on 28 August 1970. While independence was achieved at the beginning of January, Samoa annually celebrates 1 June as its independence day.", "targets": "What's the name of the agreement that ended with the start of Samoa's independence from New Zealand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff1e69d339674d42b3e9482ecd11fcc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After repeated efforts by the Samoan independence movement, the New Zealand Western Samoa Act 1961 of 24 November 1961 granted Samoa independence effective 1 January 1962, upon which the Trusteeship Agreement terminated. Samoa also signed a friendship treaty with New Zealand. Samoa, the first small-island country in the Pacific to become independent, joined the Commonwealth of Nations on 28 August 1970. While independence was achieved at the beginning of January, Samoa annually celebrates 1 June as its independence day.", "targets": "Where was Samoa in the order of small-island countries in their region declaring independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff1e69d339674d42b3e9482ecd11fcc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After repeated efforts by the Samoan independence movement, the New Zealand Western Samoa Act 1961 of 24 November 1961 granted Samoa independence effective 1 January 1962, upon which the Trusteeship Agreement terminated. Samoa also signed a friendship treaty with New Zealand. Samoa, the first small-island country in the Pacific to become independent, joined the Commonwealth of Nations on 28 August 1970. While independence was achieved at the beginning of January, Samoa annually celebrates 1 June as its independence day.", "targets": "On what date do Samoans celebrate their independence from New Zealand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-870011a2f58047928530b52360f06061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, a SCSI-equipped LaserDisc player attached to a BBC Master computer was used for the BBC Domesday Project. The player was referred as an LV-ROM (LaserVision Read Only Memory) as the discs contained the driving software as well as the video frames. The discs used the CAV format, and encoded data as a binary signal represented by the analog audio recording. These discs could contain in each CAV frame video/audio or video/binary data, but not both. \"Data\" frames would appear blank when played as video. It was typical for each disc to start with the disc catalog (a few blank frames) then the video introduction before the rest of the data. Because the format (based on the ADFS hard disc format) used a starting sector for each file, the data layout effectively skipped over any video frames. If all 54,000 frames are used for data storage an LV-ROM disc can contain 324 MB of data per side. The Domesday Project systems also included a genlock, allowing video frames, clips and audio to be mixed with graphics originated from the BBC Master; this was used to great effect for displaying high resolution photographs and maps, which could then be zoomed into.", "targets": "In what year did the Doomsday project occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-870011a2f58047928530b52360f06061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, a SCSI-equipped LaserDisc player attached to a BBC Master computer was used for the BBC Domesday Project. The player was referred as an LV-ROM (LaserVision Read Only Memory) as the discs contained the driving software as well as the video frames. The discs used the CAV format, and encoded data as a binary signal represented by the analog audio recording. These discs could contain in each CAV frame video/audio or video/binary data, but not both. \"Data\" frames would appear blank when played as video. It was typical for each disc to start with the disc catalog (a few blank frames) then the video introduction before the rest of the data. Because the format (based on the ADFS hard disc format) used a starting sector for each file, the data layout effectively skipped over any video frames. If all 54,000 frames are used for data storage an LV-ROM disc can contain 324 MB of data per side. The Domesday Project systems also included a genlock, allowing video frames, clips and audio to be mixed with graphics originated from the BBC Master; this was used to great effect for displaying high resolution photographs and maps, which could then be zoomed into.", "targets": "Which equipment was used for the Doomsday Project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-870011a2f58047928530b52360f06061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, a SCSI-equipped LaserDisc player attached to a BBC Master computer was used for the BBC Domesday Project. The player was referred as an LV-ROM (LaserVision Read Only Memory) as the discs contained the driving software as well as the video frames. The discs used the CAV format, and encoded data as a binary signal represented by the analog audio recording. These discs could contain in each CAV frame video/audio or video/binary data, but not both. \"Data\" frames would appear blank when played as video. It was typical for each disc to start with the disc catalog (a few blank frames) then the video introduction before the rest of the data. Because the format (based on the ADFS hard disc format) used a starting sector for each file, the data layout effectively skipped over any video frames. If all 54,000 frames are used for data storage an LV-ROM disc can contain 324 MB of data per side. The Domesday Project systems also included a genlock, allowing video frames, clips and audio to be mixed with graphics originated from the BBC Master; this was used to great effect for displaying high resolution photographs and maps, which could then be zoomed into.", "targets": "What does LV-ROM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-870011a2f58047928530b52360f06061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, a SCSI-equipped LaserDisc player attached to a BBC Master computer was used for the BBC Domesday Project. The player was referred as an LV-ROM (LaserVision Read Only Memory) as the discs contained the driving software as well as the video frames. The discs used the CAV format, and encoded data as a binary signal represented by the analog audio recording. These discs could contain in each CAV frame video/audio or video/binary data, but not both. \"Data\" frames would appear blank when played as video. It was typical for each disc to start with the disc catalog (a few blank frames) then the video introduction before the rest of the data. Because the format (based on the ADFS hard disc format) used a starting sector for each file, the data layout effectively skipped over any video frames. If all 54,000 frames are used for data storage an LV-ROM disc can contain 324 MB of data per side. The Domesday Project systems also included a genlock, allowing video frames, clips and audio to be mixed with graphics originated from the BBC Master; this was used to great effect for displaying high resolution photographs and maps, which could then be zoomed into.", "targets": "The Doomsday Project discs used which formatting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47f34edeaf56446aa03e9ca8c1d2f675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the successes of his trial-run games, Foster moved ahead with his idea for arena football. He founded the Arena Football League with four teams: the Pittsburgh Gladiators, Denver Dynamite, Washington Commandos, and Chicago Bruisers. Foster appointed legendary Darrel \"Mouse\" Davis, godfather of the \"run and shoot\" and modern pro offenses, as executive director of football operations. Davis hired the original coaches and was the architect of the league's original wide-open offensive playbooks.", "targets": "How many teams did the Arena Football League originally have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47f34edeaf56446aa03e9ca8c1d2f675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the successes of his trial-run games, Foster moved ahead with his idea for arena football. He founded the Arena Football League with four teams: the Pittsburgh Gladiators, Denver Dynamite, Washington Commandos, and Chicago Bruisers. Foster appointed legendary Darrel \"Mouse\" Davis, godfather of the \"run and shoot\" and modern pro offenses, as executive director of football operations. Davis hired the original coaches and was the architect of the league's original wide-open offensive playbooks.", "targets": "Along with the Chicago Bruisers, Denver Dynamite and Pittsburgh Gladiators, what team was one of the original AFL teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47f34edeaf56446aa03e9ca8c1d2f675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the successes of his trial-run games, Foster moved ahead with his idea for arena football. He founded the Arena Football League with four teams: the Pittsburgh Gladiators, Denver Dynamite, Washington Commandos, and Chicago Bruisers. Foster appointed legendary Darrel \"Mouse\" Davis, godfather of the \"run and shoot\" and modern pro offenses, as executive director of football operations. Davis hired the original coaches and was the architect of the league's original wide-open offensive playbooks.", "targets": "What was the title of Darrell Davis in the AFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47f34edeaf56446aa03e9ca8c1d2f675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the successes of his trial-run games, Foster moved ahead with his idea for arena football. He founded the Arena Football League with four teams: the Pittsburgh Gladiators, Denver Dynamite, Washington Commandos, and Chicago Bruisers. Foster appointed legendary Darrel \"Mouse\" Davis, godfather of the \"run and shoot\" and modern pro offenses, as executive director of football operations. Davis hired the original coaches and was the architect of the league's original wide-open offensive playbooks.", "targets": "What was Darrell Davis' nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47f34edeaf56446aa03e9ca8c1d2f675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the successes of his trial-run games, Foster moved ahead with his idea for arena football. He founded the Arena Football League with four teams: the Pittsburgh Gladiators, Denver Dynamite, Washington Commandos, and Chicago Bruisers. Foster appointed legendary Darrel \"Mouse\" Davis, godfather of the \"run and shoot\" and modern pro offenses, as executive director of football operations. Davis hired the original coaches and was the architect of the league's original wide-open offensive playbooks.", "targets": "Who was responsible for hiring the first coaches of the AFL teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cf8aae1b8b4e39a58a34a32fb98fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times of personal significance have included the births and marriages of her children, grandchildren and great grandchildren, her coronation in 1953, and the celebration of milestones such as her Silver, Golden and Diamond Jubilees in 1977, 2002, and 2012, respectively. Moments of sadness for her include the death of her father, aged 56; the assassination of Prince Philip's uncle, Lord Mountbatten; the breakdown of her children's marriages in 1992 (her annus horribilis); the death in 1997 of her son's former wife, Diana, Princess of Wales; and the deaths of her mother and sister in 2002. Elizabeth has occasionally faced republican sentiments and severe press criticism of the royal family, but support for the monarchy and her personal popularity remain high.", "targets": "When was Elizabeth's coronation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cf8aae1b8b4e39a58a34a32fb98fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times of personal significance have included the births and marriages of her children, grandchildren and great grandchildren, her coronation in 1953, and the celebration of milestones such as her Silver, Golden and Diamond Jubilees in 1977, 2002, and 2012, respectively. Moments of sadness for her include the death of her father, aged 56; the assassination of Prince Philip's uncle, Lord Mountbatten; the breakdown of her children's marriages in 1992 (her annus horribilis); the death in 1997 of her son's former wife, Diana, Princess of Wales; and the deaths of her mother and sister in 2002. Elizabeth has occasionally faced republican sentiments and severe press criticism of the royal family, but support for the monarchy and her personal popularity remain high.", "targets": "When was Elizabeth's Diamond Jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cf8aae1b8b4e39a58a34a32fb98fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times of personal significance have included the births and marriages of her children, grandchildren and great grandchildren, her coronation in 1953, and the celebration of milestones such as her Silver, Golden and Diamond Jubilees in 1977, 2002, and 2012, respectively. Moments of sadness for her include the death of her father, aged 56; the assassination of Prince Philip's uncle, Lord Mountbatten; the breakdown of her children's marriages in 1992 (her annus horribilis); the death in 1997 of her son's former wife, Diana, Princess of Wales; and the deaths of her mother and sister in 2002. Elizabeth has occasionally faced republican sentiments and severe press criticism of the royal family, but support for the monarchy and her personal popularity remain high.", "targets": "How old was Elizabeth's father at the time of his death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cf8aae1b8b4e39a58a34a32fb98fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times of personal significance have included the births and marriages of her children, grandchildren and great grandchildren, her coronation in 1953, and the celebration of milestones such as her Silver, Golden and Diamond Jubilees in 1977, 2002, and 2012, respectively. Moments of sadness for her include the death of her father, aged 56; the assassination of Prince Philip's uncle, Lord Mountbatten; the breakdown of her children's marriages in 1992 (her annus horribilis); the death in 1997 of her son's former wife, Diana, Princess of Wales; and the deaths of her mother and sister in 2002. Elizabeth has occasionally faced republican sentiments and severe press criticism of the royal family, but support for the monarchy and her personal popularity remain high.", "targets": "How did Prince Philip's uncle, Lord Mounbatten, die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cf8aae1b8b4e39a58a34a32fb98fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times of personal significance have included the births and marriages of her children, grandchildren and great grandchildren, her coronation in 1953, and the celebration of milestones such as her Silver, Golden and Diamond Jubilees in 1977, 2002, and 2012, respectively. Moments of sadness for her include the death of her father, aged 56; the assassination of Prince Philip's uncle, Lord Mountbatten; the breakdown of her children's marriages in 1992 (her annus horribilis); the death in 1997 of her son's former wife, Diana, Princess of Wales; and the deaths of her mother and sister in 2002. Elizabeth has occasionally faced republican sentiments and severe press criticism of the royal family, but support for the monarchy and her personal popularity remain high.", "targets": "In what year did Elizabeth's  son's ex-wife die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59a003d228064b9092609674098eed2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1970, Congress passed the Public Health Cigarette Smoking Act which banned cigarette advertising from all television and radio networks, including ABC, when it took effect on January 2, 1971. Citing limited profitability of its cinemas, ABC Great States, the Central West division of ABC Theatres, was sold to Henry Plitt in 1974. On January 17, 1972, Elton Rule was named President and Chief Operating Officer of ABC a few months after Goldenson reduced his role in the company after suffering a heart attack.", "targets": "What did the Public Health Cigarette Smoking Act ban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59a003d228064b9092609674098eed2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1970, Congress passed the Public Health Cigarette Smoking Act which banned cigarette advertising from all television and radio networks, including ABC, when it took effect on January 2, 1971. Citing limited profitability of its cinemas, ABC Great States, the Central West division of ABC Theatres, was sold to Henry Plitt in 1974. On January 17, 1972, Elton Rule was named President and Chief Operating Officer of ABC a few months after Goldenson reduced his role in the company after suffering a heart attack.", "targets": "When did the ban on cigarette advertising take effect for television networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59a003d228064b9092609674098eed2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1970, Congress passed the Public Health Cigarette Smoking Act which banned cigarette advertising from all television and radio networks, including ABC, when it took effect on January 2, 1971. Citing limited profitability of its cinemas, ABC Great States, the Central West division of ABC Theatres, was sold to Henry Plitt in 1974. On January 17, 1972, Elton Rule was named President and Chief Operating Officer of ABC a few months after Goldenson reduced his role in the company after suffering a heart attack.", "targets": "Who was ABC Great States sold to in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59a003d228064b9092609674098eed2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1970, Congress passed the Public Health Cigarette Smoking Act which banned cigarette advertising from all television and radio networks, including ABC, when it took effect on January 2, 1971. Citing limited profitability of its cinemas, ABC Great States, the Central West division of ABC Theatres, was sold to Henry Plitt in 1974. On January 17, 1972, Elton Rule was named President and Chief Operating Officer of ABC a few months after Goldenson reduced his role in the company after suffering a heart attack.", "targets": "Who was named the president and CEO of ABC after Goldenson suffered a heart attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9d4d5ba4f04f6e8b1bef717943ca7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-1944 Japan mobilized over 500,000 men  and launched a massive operation across China under the code name Operation Ichi-Go, their largest offensive of World War II, with the goal of connecting Japanese-controlled territory in China and French Indochina and capturing airbases in southeastern China where American bombers were based. During this time, many of the newest American-trained Chinese units and supplies were forcibly locked in the Burmese theater under Joseph Stilwell set by terms of the Lend-Lease Agreement. Though Japan suffered about 100,000 casualties, these attacks, the biggest in several years, gained much ground for Japan before Chinese forces stopped the incursions in Guangxi. Despite major tactical victories, the operation overall failed to provide Japan with any significant strategic gains. A great majority of the Chinese forces were able to retreat out of the area, and later come back to attack Japanese positions such as Battle of West Hunan. Japan was not any closer in defeating China after this operation, and the constant defeats the Japanese suffered in the Pacific meant that Japan never got the time and resources needed to achieve final victory over China. Operation Ichi-go created a great sense of social confusion in the areas of China that it affected. Chinese Communist guerrillas were able to exploit this confusion to gain influence and control of greater areas of the countryside in the aftermath of Ichi-go.", "targets": "What was the code name for the mid-1944 offensive across China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9d4d5ba4f04f6e8b1bef717943ca7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-1944 Japan mobilized over 500,000 men  and launched a massive operation across China under the code name Operation Ichi-Go, their largest offensive of World War II, with the goal of connecting Japanese-controlled territory in China and French Indochina and capturing airbases in southeastern China where American bombers were based. During this time, many of the newest American-trained Chinese units and supplies were forcibly locked in the Burmese theater under Joseph Stilwell set by terms of the Lend-Lease Agreement. Though Japan suffered about 100,000 casualties, these attacks, the biggest in several years, gained much ground for Japan before Chinese forces stopped the incursions in Guangxi. Despite major tactical victories, the operation overall failed to provide Japan with any significant strategic gains. A great majority of the Chinese forces were able to retreat out of the area, and later come back to attack Japanese positions such as Battle of West Hunan. Japan was not any closer in defeating China after this operation, and the constant defeats the Japanese suffered in the Pacific meant that Japan never got the time and resources needed to achieve final victory over China. Operation Ichi-go created a great sense of social confusion in the areas of China that it affected. Chinese Communist guerrillas were able to exploit this confusion to gain influence and control of greater areas of the countryside in the aftermath of Ichi-go.", "targets": "Where did the Chinese stop the Operation Ichi-Go incursion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9d4d5ba4f04f6e8b1bef717943ca7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-1944 Japan mobilized over 500,000 men  and launched a massive operation across China under the code name Operation Ichi-Go, their largest offensive of World War II, with the goal of connecting Japanese-controlled territory in China and French Indochina and capturing airbases in southeastern China where American bombers were based. During this time, many of the newest American-trained Chinese units and supplies were forcibly locked in the Burmese theater under Joseph Stilwell set by terms of the Lend-Lease Agreement. Though Japan suffered about 100,000 casualties, these attacks, the biggest in several years, gained much ground for Japan before Chinese forces stopped the incursions in Guangxi. Despite major tactical victories, the operation overall failed to provide Japan with any significant strategic gains. A great majority of the Chinese forces were able to retreat out of the area, and later come back to attack Japanese positions such as Battle of West Hunan. Japan was not any closer in defeating China after this operation, and the constant defeats the Japanese suffered in the Pacific meant that Japan never got the time and resources needed to achieve final victory over China. Operation Ichi-go created a great sense of social confusion in the areas of China that it affected. Chinese Communist guerrillas were able to exploit this confusion to gain influence and control of greater areas of the countryside in the aftermath of Ichi-go.", "targets": "What was the largest Japanese offensive in World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9d4d5ba4f04f6e8b1bef717943ca7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-1944 Japan mobilized over 500,000 men  and launched a massive operation across China under the code name Operation Ichi-Go, their largest offensive of World War II, with the goal of connecting Japanese-controlled territory in China and French Indochina and capturing airbases in southeastern China where American bombers were based. During this time, many of the newest American-trained Chinese units and supplies were forcibly locked in the Burmese theater under Joseph Stilwell set by terms of the Lend-Lease Agreement. Though Japan suffered about 100,000 casualties, these attacks, the biggest in several years, gained much ground for Japan before Chinese forces stopped the incursions in Guangxi. Despite major tactical victories, the operation overall failed to provide Japan with any significant strategic gains. A great majority of the Chinese forces were able to retreat out of the area, and later come back to attack Japanese positions such as Battle of West Hunan. Japan was not any closer in defeating China after this operation, and the constant defeats the Japanese suffered in the Pacific meant that Japan never got the time and resources needed to achieve final victory over China. Operation Ichi-go created a great sense of social confusion in the areas of China that it affected. Chinese Communist guerrillas were able to exploit this confusion to gain influence and control of greater areas of the countryside in the aftermath of Ichi-go.", "targets": "Who was able to take advantage of the social confusion created by Operation Ichi-Go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9d4d5ba4f04f6e8b1bef717943ca7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-1944 Japan mobilized over 500,000 men  and launched a massive operation across China under the code name Operation Ichi-Go, their largest offensive of World War II, with the goal of connecting Japanese-controlled territory in China and French Indochina and capturing airbases in southeastern China where American bombers were based. During this time, many of the newest American-trained Chinese units and supplies were forcibly locked in the Burmese theater under Joseph Stilwell set by terms of the Lend-Lease Agreement. Though Japan suffered about 100,000 casualties, these attacks, the biggest in several years, gained much ground for Japan before Chinese forces stopped the incursions in Guangxi. Despite major tactical victories, the operation overall failed to provide Japan with any significant strategic gains. A great majority of the Chinese forces were able to retreat out of the area, and later come back to attack Japanese positions such as Battle of West Hunan. Japan was not any closer in defeating China after this operation, and the constant defeats the Japanese suffered in the Pacific meant that Japan never got the time and resources needed to achieve final victory over China. Operation Ichi-go created a great sense of social confusion in the areas of China that it affected. Chinese Communist guerrillas were able to exploit this confusion to gain influence and control of greater areas of the countryside in the aftermath of Ichi-go.", "targets": "How many casualties did the Japanese suffer during Operation Ichi-Go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e756391fb964d7f8cea1849f387cae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts to identify the origins of Ashkenazi Jews through DNA analysis began in the 1990s. Currently, there are three types of genetic origin testing, autosomal DNA (atDNA), mitochondrial DNA (mtDNA), and Y-chromosomal DNA (Y-DNA). Autosomal DNA is a mixture from an individual's entire ancestry, Y-DNA shows a male's lineage only along his strict-paternal line, mtDNA shows any person's lineage only along the strict-maternal line. Genome-wide association studies have also been employed to yield findings relevant to genetic origins.", "targets": "How many types of genetic origin testing currently exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e756391fb964d7f8cea1849f387cae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts to identify the origins of Ashkenazi Jews through DNA analysis began in the 1990s. Currently, there are three types of genetic origin testing, autosomal DNA (atDNA), mitochondrial DNA (mtDNA), and Y-chromosomal DNA (Y-DNA). Autosomal DNA is a mixture from an individual's entire ancestry, Y-DNA shows a male's lineage only along his strict-paternal line, mtDNA shows any person's lineage only along the strict-maternal line. Genome-wide association studies have also been employed to yield findings relevant to genetic origins.", "targets": "When did efforts begin to try and identify the origins of Ashkenazi Jews through DNA analysis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e756391fb964d7f8cea1849f387cae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts to identify the origins of Ashkenazi Jews through DNA analysis began in the 1990s. Currently, there are three types of genetic origin testing, autosomal DNA (atDNA), mitochondrial DNA (mtDNA), and Y-chromosomal DNA (Y-DNA). Autosomal DNA is a mixture from an individual's entire ancestry, Y-DNA shows a male's lineage only along his strict-paternal line, mtDNA shows any person's lineage only along the strict-maternal line. Genome-wide association studies have also been employed to yield findings relevant to genetic origins.", "targets": "What does Y-DNA show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e756391fb964d7f8cea1849f387cae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts to identify the origins of Ashkenazi Jews through DNA analysis began in the 1990s. Currently, there are three types of genetic origin testing, autosomal DNA (atDNA), mitochondrial DNA (mtDNA), and Y-chromosomal DNA (Y-DNA). Autosomal DNA is a mixture from an individual's entire ancestry, Y-DNA shows a male's lineage only along his strict-paternal line, mtDNA shows any person's lineage only along the strict-maternal line. Genome-wide association studies have also been employed to yield findings relevant to genetic origins.", "targets": "What are the three types of origin testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e756391fb964d7f8cea1849f387cae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts to identify the origins of Ashkenazi Jews through DNA analysis began in the 1990s. Currently, there are three types of genetic origin testing, autosomal DNA (atDNA), mitochondrial DNA (mtDNA), and Y-chromosomal DNA (Y-DNA). Autosomal DNA is a mixture from an individual's entire ancestry, Y-DNA shows a male's lineage only along his strict-paternal line, mtDNA shows any person's lineage only along the strict-maternal line. Genome-wide association studies have also been employed to yield findings relevant to genetic origins.", "targets": "Autosomal DNA is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2094214e2972449aa5ec20280221553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is governed through a municipal government, known as the New Delhi Municipal Council (NDMC). Other urban areas of the metropolis of Delhi are administered by the Municipal Corporation of Delhi (MCD). However, the entire metropolis of Delhi is commonly known as New Delhi in contrast to Old Delhi.", "targets": "What is the name of the municipal government by which New Delhi is governed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2094214e2972449aa5ec20280221553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is governed through a municipal government, known as the New Delhi Municipal Council (NDMC). Other urban areas of the metropolis of Delhi are administered by the Municipal Corporation of Delhi (MCD). However, the entire metropolis of Delhi is commonly known as New Delhi in contrast to Old Delhi.", "targets": "What government body is responsible for administering other urban areas of the metropolis of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2094214e2972449aa5ec20280221553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is governed through a municipal government, known as the New Delhi Municipal Council (NDMC). Other urban areas of the metropolis of Delhi are administered by the Municipal Corporation of Delhi (MCD). However, the entire metropolis of Delhi is commonly known as New Delhi in contrast to Old Delhi.", "targets": "What is the name commonly used to refer to the entire metropolis of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2094214e2972449aa5ec20280221553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is governed through a municipal government, known as the New Delhi Municipal Council (NDMC). Other urban areas of the metropolis of Delhi are administered by the Municipal Corporation of Delhi (MCD). However, the entire metropolis of Delhi is commonly known as New Delhi in contrast to Old Delhi.", "targets": "The New Delhi Municipal Government oversees what large Indian city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2094214e2972449aa5ec20280221553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is governed through a municipal government, known as the New Delhi Municipal Council (NDMC). Other urban areas of the metropolis of Delhi are administered by the Municipal Corporation of Delhi (MCD). However, the entire metropolis of Delhi is commonly known as New Delhi in contrast to Old Delhi.", "targets": "What form of government is responsible for the municipality of New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d00303b4a4014a76a1c4085e691b332c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretory diarrhea means that there is an increase in the active secretion, or there is an inhibition of absorption. There is little to no structural damage. The most common cause of this type of diarrhea is a cholera toxin that stimulates the secretion of anions, especially chloride ions. Therefore, to maintain a charge balance in the lumen, sodium is carried with it, along with water. In this type of diarrhea intestinal fluid secretion is isotonic with plasma even during fasting. It continues even when there is no oral food intake.", "targets": "What is secretory diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d00303b4a4014a76a1c4085e691b332c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretory diarrhea means that there is an increase in the active secretion, or there is an inhibition of absorption. There is little to no structural damage. The most common cause of this type of diarrhea is a cholera toxin that stimulates the secretion of anions, especially chloride ions. Therefore, to maintain a charge balance in the lumen, sodium is carried with it, along with water. In this type of diarrhea intestinal fluid secretion is isotonic with plasma even during fasting. It continues even when there is no oral food intake.", "targets": "What are the causes of secretory diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d00303b4a4014a76a1c4085e691b332c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretory diarrhea means that there is an increase in the active secretion, or there is an inhibition of absorption. There is little to no structural damage. The most common cause of this type of diarrhea is a cholera toxin that stimulates the secretion of anions, especially chloride ions. Therefore, to maintain a charge balance in the lumen, sodium is carried with it, along with water. In this type of diarrhea intestinal fluid secretion is isotonic with plasma even during fasting. It continues even when there is no oral food intake.", "targets": "Is there any structural damage associated with secretory diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea555cdf5a9e444b9ab31c3ab629aebd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many missionary groups operating in the country, including Lutherans, Baptists, Catholics, Grace Brethren, and Jehovah's Witnesses. While these missionaries are predominantly from the United States, France, Italy, and Spain, many are also from Nigeria, the Democratic Republic of the Congo, and other African countries. Large numbers of missionaries left the country when fighting broke out between rebel and government forces in 2002\u20133, but many of them have now returned to continue their work.", "targets": "What religious groups operate in CAR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea555cdf5a9e444b9ab31c3ab629aebd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many missionary groups operating in the country, including Lutherans, Baptists, Catholics, Grace Brethren, and Jehovah's Witnesses. While these missionaries are predominantly from the United States, France, Italy, and Spain, many are also from Nigeria, the Democratic Republic of the Congo, and other African countries. Large numbers of missionaries left the country when fighting broke out between rebel and government forces in 2002\u20133, but many of them have now returned to continue their work.", "targets": "Where do most of the missionaries come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea555cdf5a9e444b9ab31c3ab629aebd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many missionary groups operating in the country, including Lutherans, Baptists, Catholics, Grace Brethren, and Jehovah's Witnesses. While these missionaries are predominantly from the United States, France, Italy, and Spain, many are also from Nigeria, the Democratic Republic of the Congo, and other African countries. Large numbers of missionaries left the country when fighting broke out between rebel and government forces in 2002\u20133, but many of them have now returned to continue their work.", "targets": "What caused most of the missionaries to leave the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea555cdf5a9e444b9ab31c3ab629aebd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many missionary groups operating in the country, including Lutherans, Baptists, Catholics, Grace Brethren, and Jehovah's Witnesses. While these missionaries are predominantly from the United States, France, Italy, and Spain, many are also from Nigeria, the Democratic Republic of the Congo, and other African countries. Large numbers of missionaries left the country when fighting broke out between rebel and government forces in 2002\u20133, but many of them have now returned to continue their work.", "targets": "What African country bordering CAR are some of these missionaries from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea555cdf5a9e444b9ab31c3ab629aebd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many missionary groups operating in the country, including Lutherans, Baptists, Catholics, Grace Brethren, and Jehovah's Witnesses. While these missionaries are predominantly from the United States, France, Italy, and Spain, many are also from Nigeria, the Democratic Republic of the Congo, and other African countries. Large numbers of missionaries left the country when fighting broke out between rebel and government forces in 2002\u20133, but many of them have now returned to continue their work.", "targets": "When did fighting break out in CAR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d42245c3d147cbb521288c8b249b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insect respiration is accomplished without lungs. Instead, the insect respiratory system uses a system of internal tubes and sacs through which gases either diffuse or are actively pumped, delivering oxygen directly to tissues that need it via their trachea (element 8 in numbered diagram). Since oxygen is delivered directly, the circulatory system is not used to carry oxygen, and is therefore greatly reduced. The insect circulatory system has no veins or arteries, and instead consists of little more than a single, perforated dorsal tube which pulses peristaltically. Toward the thorax, the dorsal tube (element 14) divides into chambers and acts like the insect's heart. The opposite end of the dorsal tube is like the aorta of the insect circulating the hemolymph, arthropods' fluid analog of blood, inside the body cavity.:61\u201365 Air is taken in through openings on the sides of the abdomen called spiracles.", "targets": "Respiration for insects happens without what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d42245c3d147cbb521288c8b249b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insect respiration is accomplished without lungs. Instead, the insect respiratory system uses a system of internal tubes and sacs through which gases either diffuse or are actively pumped, delivering oxygen directly to tissues that need it via their trachea (element 8 in numbered diagram). Since oxygen is delivered directly, the circulatory system is not used to carry oxygen, and is therefore greatly reduced. The insect circulatory system has no veins or arteries, and instead consists of little more than a single, perforated dorsal tube which pulses peristaltically. Toward the thorax, the dorsal tube (element 14) divides into chambers and acts like the insect's heart. The opposite end of the dorsal tube is like the aorta of the insect circulating the hemolymph, arthropods' fluid analog of blood, inside the body cavity.:61\u201365 Air is taken in through openings on the sides of the abdomen called spiracles.", "targets": "Insect's respiratory system contains sacs, and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d42245c3d147cbb521288c8b249b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insect respiration is accomplished without lungs. Instead, the insect respiratory system uses a system of internal tubes and sacs through which gases either diffuse or are actively pumped, delivering oxygen directly to tissues that need it via their trachea (element 8 in numbered diagram). Since oxygen is delivered directly, the circulatory system is not used to carry oxygen, and is therefore greatly reduced. The insect circulatory system has no veins or arteries, and instead consists of little more than a single, perforated dorsal tube which pulses peristaltically. Toward the thorax, the dorsal tube (element 14) divides into chambers and acts like the insect's heart. The opposite end of the dorsal tube is like the aorta of the insect circulating the hemolymph, arthropods' fluid analog of blood, inside the body cavity.:61\u201365 Air is taken in through openings on the sides of the abdomen called spiracles.", "targets": "What gets diffused or actively pumped through an insect's respiratory system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d42245c3d147cbb521288c8b249b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insect respiration is accomplished without lungs. Instead, the insect respiratory system uses a system of internal tubes and sacs through which gases either diffuse or are actively pumped, delivering oxygen directly to tissues that need it via their trachea (element 8 in numbered diagram). Since oxygen is delivered directly, the circulatory system is not used to carry oxygen, and is therefore greatly reduced. The insect circulatory system has no veins or arteries, and instead consists of little more than a single, perforated dorsal tube which pulses peristaltically. Toward the thorax, the dorsal tube (element 14) divides into chambers and acts like the insect's heart. The opposite end of the dorsal tube is like the aorta of the insect circulating the hemolymph, arthropods' fluid analog of blood, inside the body cavity.:61\u201365 Air is taken in through openings on the sides of the abdomen called spiracles.", "targets": "What gets delivered to tissues in an insect's respiratory system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d42245c3d147cbb521288c8b249b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insect respiration is accomplished without lungs. Instead, the insect respiratory system uses a system of internal tubes and sacs through which gases either diffuse or are actively pumped, delivering oxygen directly to tissues that need it via their trachea (element 8 in numbered diagram). Since oxygen is delivered directly, the circulatory system is not used to carry oxygen, and is therefore greatly reduced. The insect circulatory system has no veins or arteries, and instead consists of little more than a single, perforated dorsal tube which pulses peristaltically. Toward the thorax, the dorsal tube (element 14) divides into chambers and acts like the insect's heart. The opposite end of the dorsal tube is like the aorta of the insect circulating the hemolymph, arthropods' fluid analog of blood, inside the body cavity.:61\u201365 Air is taken in through openings on the sides of the abdomen called spiracles.", "targets": "Which system inside an insect's respiratory system does not carry oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620ac597c9fb49e08c836ceee1732de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Thuringia was situated at the border between Germanic and Slavic territories, marked by the Saale river. The Ostsiedlung movement led to the assimilation of Slavic people between the 11th and the 13th century under German rule. The population growth increased during the 18th century and stayed high until World War I, before it slowed within the 20th century and changed to a decline since 1990. Since the beginning of Urbanisation around 1840, the Thuringian cities have higher growth rates resp. smaller rates of decline than rural areas (many villages lost half of their population since 1950, whereas the biggest cities (Erfurt and Jena) keep growing).", "targets": "Where was Thuringia in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620ac597c9fb49e08c836ceee1732de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Thuringia was situated at the border between Germanic and Slavic territories, marked by the Saale river. The Ostsiedlung movement led to the assimilation of Slavic people between the 11th and the 13th century under German rule. The population growth increased during the 18th century and stayed high until World War I, before it slowed within the 20th century and changed to a decline since 1990. Since the beginning of Urbanisation around 1840, the Thuringian cities have higher growth rates resp. smaller rates of decline than rural areas (many villages lost half of their population since 1950, whereas the biggest cities (Erfurt and Jena) keep growing).", "targets": "What was the result of the Ostsiedlung movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620ac597c9fb49e08c836ceee1732de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Thuringia was situated at the border between Germanic and Slavic territories, marked by the Saale river. The Ostsiedlung movement led to the assimilation of Slavic people between the 11th and the 13th century under German rule. The population growth increased during the 18th century and stayed high until World War I, before it slowed within the 20th century and changed to a decline since 1990. Since the beginning of Urbanisation around 1840, the Thuringian cities have higher growth rates resp. smaller rates of decline than rural areas (many villages lost half of their population since 1950, whereas the biggest cities (Erfurt and Jena) keep growing).", "targets": "When did population growth in Thuringia peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620ac597c9fb49e08c836ceee1732de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Thuringia was situated at the border between Germanic and Slavic territories, marked by the Saale river. The Ostsiedlung movement led to the assimilation of Slavic people between the 11th and the 13th century under German rule. The population growth increased during the 18th century and stayed high until World War I, before it slowed within the 20th century and changed to a decline since 1990. Since the beginning of Urbanisation around 1840, the Thuringian cities have higher growth rates resp. smaller rates of decline than rural areas (many villages lost half of their population since 1950, whereas the biggest cities (Erfurt and Jena) keep growing).", "targets": "In what year did many cities in Thuringia lose half of their population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce69963666a74e09ada12a227432c8f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first political factions, cohering around a basic, if fluid, set of principles emerged from the Exclusion Crisis and Glorious Revolution in late-17th-century England. The Whigs supported Protestant constitutional monarchy against absolute rule and the Tories, originating in the Royalist (or \"Cavalier\") faction of the English Civil War, were conservative royalist supporters of a strong monarchy as a counterbalance to the republican tendencies of Whigs, who were the dominant political faction for most of the first half of the 18th century; they supported the Hanoverian succession of 1715 against the Jacobite supporters of the deposed Roman Catholic Stuart dynasty and were able to purge Tory politicians from important government positions after the failed Jacobite rising of 1715. The leader of the Whigs was Robert Walpole, who maintained control of the government in the period 1721\u20131742; his prot\u00e9g\u00e9 was Henry Pelham (1743\u20131754).", "targets": "Around what time did the first political factions start to emerge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce69963666a74e09ada12a227432c8f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first political factions, cohering around a basic, if fluid, set of principles emerged from the Exclusion Crisis and Glorious Revolution in late-17th-century England. The Whigs supported Protestant constitutional monarchy against absolute rule and the Tories, originating in the Royalist (or \"Cavalier\") faction of the English Civil War, were conservative royalist supporters of a strong monarchy as a counterbalance to the republican tendencies of Whigs, who were the dominant political faction for most of the first half of the 18th century; they supported the Hanoverian succession of 1715 against the Jacobite supporters of the deposed Roman Catholic Stuart dynasty and were able to purge Tory politicians from important government positions after the failed Jacobite rising of 1715. The leader of the Whigs was Robert Walpole, who maintained control of the government in the period 1721\u20131742; his prot\u00e9g\u00e9 was Henry Pelham (1743\u20131754).", "targets": "Who was the dominate political party for the first half of the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce69963666a74e09ada12a227432c8f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first political factions, cohering around a basic, if fluid, set of principles emerged from the Exclusion Crisis and Glorious Revolution in late-17th-century England. The Whigs supported Protestant constitutional monarchy against absolute rule and the Tories, originating in the Royalist (or \"Cavalier\") faction of the English Civil War, were conservative royalist supporters of a strong monarchy as a counterbalance to the republican tendencies of Whigs, who were the dominant political faction for most of the first half of the 18th century; they supported the Hanoverian succession of 1715 against the Jacobite supporters of the deposed Roman Catholic Stuart dynasty and were able to purge Tory politicians from important government positions after the failed Jacobite rising of 1715. The leader of the Whigs was Robert Walpole, who maintained control of the government in the period 1721\u20131742; his prot\u00e9g\u00e9 was Henry Pelham (1743\u20131754).", "targets": "Who was the leader if the Whigs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce69963666a74e09ada12a227432c8f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first political factions, cohering around a basic, if fluid, set of principles emerged from the Exclusion Crisis and Glorious Revolution in late-17th-century England. The Whigs supported Protestant constitutional monarchy against absolute rule and the Tories, originating in the Royalist (or \"Cavalier\") faction of the English Civil War, were conservative royalist supporters of a strong monarchy as a counterbalance to the republican tendencies of Whigs, who were the dominant political faction for most of the first half of the 18th century; they supported the Hanoverian succession of 1715 against the Jacobite supporters of the deposed Roman Catholic Stuart dynasty and were able to purge Tory politicians from important government positions after the failed Jacobite rising of 1715. The leader of the Whigs was Robert Walpole, who maintained control of the government in the period 1721\u20131742; his prot\u00e9g\u00e9 was Henry Pelham (1743\u20131754).", "targets": "In what year did the jacobite rising fail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c6f5ee4fcf418eb29be0b4326db719", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Igor returned to Kiev keen for revenge. He assembled a large force of warriors from among neighboring Slavs and Pecheneg allies, and sent for reinforcements of Varangians from \u201cbeyond the sea.\u201d In 944 the Rus' force advanced again on the Greeks, by land and sea, and a Byzantine force from Cherson responded. The Emperor sent gifts and offered tribute in lieu of war, and the Rus' accepted. Envoys were sent between the Rus\u2019, the Byzantines, and the Bulgarians in 945, and a peace treaty was completed. The agreement again focused on trade, but this time with terms less favorable to the Rus\u2019, including stringent regulations on the conduct of Rus\u2019 merchants in Cherson and Constantinople and specific punishments for violations of the law. The Byzantines may have been motivated to enter the treaty out of concern of a prolonged alliance of the Rus', Pechenegs, and Bulgarians against them, though the more favorable terms further suggest a shift in power.", "targets": "Where did Igor get warriors from after returning to Kiev after being drivin out by the Byzatines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c6f5ee4fcf418eb29be0b4326db719", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Igor returned to Kiev keen for revenge. He assembled a large force of warriors from among neighboring Slavs and Pecheneg allies, and sent for reinforcements of Varangians from \u201cbeyond the sea.\u201d In 944 the Rus' force advanced again on the Greeks, by land and sea, and a Byzantine force from Cherson responded. The Emperor sent gifts and offered tribute in lieu of war, and the Rus' accepted. Envoys were sent between the Rus\u2019, the Byzantines, and the Bulgarians in 945, and a peace treaty was completed. The agreement again focused on trade, but this time with terms less favorable to the Rus\u2019, including stringent regulations on the conduct of Rus\u2019 merchants in Cherson and Constantinople and specific punishments for violations of the law. The Byzantines may have been motivated to enter the treaty out of concern of a prolonged alliance of the Rus', Pechenegs, and Bulgarians against them, though the more favorable terms further suggest a shift in power.", "targets": "IN what year was the peace treaty signed between the Rus,  Byzantine and the Bulgarians."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c6f5ee4fcf418eb29be0b4326db719", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Igor returned to Kiev keen for revenge. He assembled a large force of warriors from among neighboring Slavs and Pecheneg allies, and sent for reinforcements of Varangians from \u201cbeyond the sea.\u201d In 944 the Rus' force advanced again on the Greeks, by land and sea, and a Byzantine force from Cherson responded. The Emperor sent gifts and offered tribute in lieu of war, and the Rus' accepted. Envoys were sent between the Rus\u2019, the Byzantines, and the Bulgarians in 945, and a peace treaty was completed. The agreement again focused on trade, but this time with terms less favorable to the Rus\u2019, including stringent regulations on the conduct of Rus\u2019 merchants in Cherson and Constantinople and specific punishments for violations of the law. The Byzantines may have been motivated to enter the treaty out of concern of a prolonged alliance of the Rus', Pechenegs, and Bulgarians against them, though the more favorable terms further suggest a shift in power.", "targets": "When did the Rus return to Byzatine seeking revenge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8ec1bbbc7b4cedab4442c3bf73f17d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "27th Street is a one-way street runs from Second Avenue to the West Side Highway with an interruption between Eighth Avenue and Tenth Avenue. It is most noted for its strip between Tenth and Eleventh Avenues, known as Club Row because it features numerous nightclubs and lounges.", "targets": "Which street does Club Row occur on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8ec1bbbc7b4cedab4442c3bf73f17d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "27th Street is a one-way street runs from Second Avenue to the West Side Highway with an interruption between Eighth Avenue and Tenth Avenue. It is most noted for its strip between Tenth and Eleventh Avenues, known as Club Row because it features numerous nightclubs and lounges.", "targets": "Which strip is known for its numerous nightclubs and lounges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8ec1bbbc7b4cedab4442c3bf73f17d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "27th Street is a one-way street runs from Second Avenue to the West Side Highway with an interruption between Eighth Avenue and Tenth Avenue. It is most noted for its strip between Tenth and Eleventh Avenues, known as Club Row because it features numerous nightclubs and lounges.", "targets": "What is the strip of 27th Street between Tenth and Eleventh Avenues known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8ec1bbbc7b4cedab4442c3bf73f17d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "27th Street is a one-way street runs from Second Avenue to the West Side Highway with an interruption between Eighth Avenue and Tenth Avenue. It is most noted for its strip between Tenth and Eleventh Avenues, known as Club Row because it features numerous nightclubs and lounges.", "targets": "Does traffuc on 27th Street run one-way or two-ways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8ec1bbbc7b4cedab4442c3bf73f17d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "27th Street is a one-way street runs from Second Avenue to the West Side Highway with an interruption between Eighth Avenue and Tenth Avenue. It is most noted for its strip between Tenth and Eleventh Avenues, known as Club Row because it features numerous nightclubs and lounges.", "targets": "Where does 27th Street start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fea0eaff2944797ae372dfb8d1431d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1973, as part of its outreach programme to young people, the V&A became the first museum in Britain to present a rock concert. The V&A presented a combined concert/lecture by British progressive folk-rock band Gryphon, who explored the lineage of mediaeval music and instrumentation and related how those contributed to contemporary music 500 years later. This innovative approach to bringing young people to museums was a hallmark of the directorship of Roy Strong and was subsequently emulated by some other British museums.", "targets": "What did the V&A present in July 1973 as part of its youth outreach programme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fea0eaff2944797ae372dfb8d1431d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1973, as part of its outreach programme to young people, the V&A became the first museum in Britain to present a rock concert. The V&A presented a combined concert/lecture by British progressive folk-rock band Gryphon, who explored the lineage of mediaeval music and instrumentation and related how those contributed to contemporary music 500 years later. This innovative approach to bringing young people to museums was a hallmark of the directorship of Roy Strong and was subsequently emulated by some other British museums.", "targets": "Which musical group did the V&A present in July 1973 as part of its youth outreach programme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fea0eaff2944797ae372dfb8d1431d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1973, as part of its outreach programme to young people, the V&A became the first museum in Britain to present a rock concert. The V&A presented a combined concert/lecture by British progressive folk-rock band Gryphon, who explored the lineage of mediaeval music and instrumentation and related how those contributed to contemporary music 500 years later. This innovative approach to bringing young people to museums was a hallmark of the directorship of Roy Strong and was subsequently emulated by some other British museums.", "targets": "The V&A's youth outreach programme was a hallmark of whose directorship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fea0eaff2944797ae372dfb8d1431d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1973, as part of its outreach programme to young people, the V&A became the first museum in Britain to present a rock concert. The V&A presented a combined concert/lecture by British progressive folk-rock band Gryphon, who explored the lineage of mediaeval music and instrumentation and related how those contributed to contemporary music 500 years later. This innovative approach to bringing young people to museums was a hallmark of the directorship of Roy Strong and was subsequently emulated by some other British museums.", "targets": "Which musical genre did the progressive folk-rock band Gryphon presented at a concert/lecture at the V&A? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f292e6e08a3b4b938c78aba1c60a3959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other researchers point out that finding a difference in disease prevalence between two socially defined groups does not necessarily imply genetic causation of the difference. They suggest that medical practices should maintain their focus on the individual rather than an individual's membership to any group. They argue that overemphasizing genetic contributions to health disparities carries various risks such as reinforcing stereotypes, promoting racism or ignoring the contribution of non-genetic factors to health disparities. International epidemiological data show that living conditions rather than race make the biggest difference in health outcomes even for diseases that have \"race-specific\" treatments. Some studies have found that patients are reluctant to accept racial categorization in medical practice.", "targets": "What does finding a difference in disease prevalence between two socially defined groups not necessarily imply?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f292e6e08a3b4b938c78aba1c60a3959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other researchers point out that finding a difference in disease prevalence between two socially defined groups does not necessarily imply genetic causation of the difference. They suggest that medical practices should maintain their focus on the individual rather than an individual's membership to any group. They argue that overemphasizing genetic contributions to health disparities carries various risks such as reinforcing stereotypes, promoting racism or ignoring the contribution of non-genetic factors to health disparities. International epidemiological data show that living conditions rather than race make the biggest difference in health outcomes even for diseases that have \"race-specific\" treatments. Some studies have found that patients are reluctant to accept racial categorization in medical practice.", "targets": "What do some research suggest medical practices should maintain their focus on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f292e6e08a3b4b938c78aba1c60a3959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other researchers point out that finding a difference in disease prevalence between two socially defined groups does not necessarily imply genetic causation of the difference. They suggest that medical practices should maintain their focus on the individual rather than an individual's membership to any group. They argue that overemphasizing genetic contributions to health disparities carries various risks such as reinforcing stereotypes, promoting racism or ignoring the contribution of non-genetic factors to health disparities. International epidemiological data show that living conditions rather than race make the biggest difference in health outcomes even for diseases that have \"race-specific\" treatments. Some studies have found that patients are reluctant to accept racial categorization in medical practice.", "targets": "What is a risk of overemphasizing genetic contributions to health issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f292e6e08a3b4b938c78aba1c60a3959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other researchers point out that finding a difference in disease prevalence between two socially defined groups does not necessarily imply genetic causation of the difference. They suggest that medical practices should maintain their focus on the individual rather than an individual's membership to any group. They argue that overemphasizing genetic contributions to health disparities carries various risks such as reinforcing stereotypes, promoting racism or ignoring the contribution of non-genetic factors to health disparities. International epidemiological data show that living conditions rather than race make the biggest difference in health outcomes even for diseases that have \"race-specific\" treatments. Some studies have found that patients are reluctant to accept racial categorization in medical practice.", "targets": "What is makes more of a difference than race in health outcomes for \"race specific\" diseases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f292e6e08a3b4b938c78aba1c60a3959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other researchers point out that finding a difference in disease prevalence between two socially defined groups does not necessarily imply genetic causation of the difference. They suggest that medical practices should maintain their focus on the individual rather than an individual's membership to any group. They argue that overemphasizing genetic contributions to health disparities carries various risks such as reinforcing stereotypes, promoting racism or ignoring the contribution of non-genetic factors to health disparities. International epidemiological data show that living conditions rather than race make the biggest difference in health outcomes even for diseases that have \"race-specific\" treatments. Some studies have found that patients are reluctant to accept racial categorization in medical practice.", "targets": "What have some studies found patients reluctant to accept in medical practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390080c2debd4b689ab81ffb8e14eca4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedience defendants choose to make a defiant speech, or a speech explaining their actions, in allocution. In U.S. v. Burgos-Andujar, a defendant who was involved in a movement to stop military exercises by trespassing on U.S. Navy property argued to the court in allocution that \"the ones who are violating the greater law are the members of the Navy\". As a result, the judge increased her sentence from 40 to 60 days. This action was upheld because, according to the U.S. Court of Appeals for the First Circuit, her statement suggested a lack of remorse, an attempt to avoid responsibility for her actions, and even a likelihood of repeating her illegal actions. Some of the other allocution speeches given by the protesters complained about mistreatment from government officials.", "targets": "What way do some people perform civil disobedience in a constructive way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390080c2debd4b689ab81ffb8e14eca4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedience defendants choose to make a defiant speech, or a speech explaining their actions, in allocution. In U.S. v. Burgos-Andujar, a defendant who was involved in a movement to stop military exercises by trespassing on U.S. Navy property argued to the court in allocution that \"the ones who are violating the greater law are the members of the Navy\". As a result, the judge increased her sentence from 40 to 60 days. This action was upheld because, according to the U.S. Court of Appeals for the First Circuit, her statement suggested a lack of remorse, an attempt to avoid responsibility for her actions, and even a likelihood of repeating her illegal actions. Some of the other allocution speeches given by the protesters complained about mistreatment from government officials.", "targets": "Why would one want to give a speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390080c2debd4b689ab81ffb8e14eca4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedience defendants choose to make a defiant speech, or a speech explaining their actions, in allocution. In U.S. v. Burgos-Andujar, a defendant who was involved in a movement to stop military exercises by trespassing on U.S. Navy property argued to the court in allocution that \"the ones who are violating the greater law are the members of the Navy\". As a result, the judge increased her sentence from 40 to 60 days. This action was upheld because, according to the U.S. Court of Appeals for the First Circuit, her statement suggested a lack of remorse, an attempt to avoid responsibility for her actions, and even a likelihood of repeating her illegal actions. Some of the other allocution speeches given by the protesters complained about mistreatment from government officials.", "targets": "Why is giving a defiant speech sometimes more harmful for the individual?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390080c2debd4b689ab81ffb8e14eca4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedience defendants choose to make a defiant speech, or a speech explaining their actions, in allocution. In U.S. v. Burgos-Andujar, a defendant who was involved in a movement to stop military exercises by trespassing on U.S. Navy property argued to the court in allocution that \"the ones who are violating the greater law are the members of the Navy\". As a result, the judge increased her sentence from 40 to 60 days. This action was upheld because, according to the U.S. Court of Appeals for the First Circuit, her statement suggested a lack of remorse, an attempt to avoid responsibility for her actions, and even a likelihood of repeating her illegal actions. Some of the other allocution speeches given by the protesters complained about mistreatment from government officials.", "targets": "Why would one want to give more punishment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390080c2debd4b689ab81ffb8e14eca4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedience defendants choose to make a defiant speech, or a speech explaining their actions, in allocution. In U.S. v. Burgos-Andujar, a defendant who was involved in a movement to stop military exercises by trespassing on U.S. Navy property argued to the court in allocution that \"the ones who are violating the greater law are the members of the Navy\". As a result, the judge increased her sentence from 40 to 60 days. This action was upheld because, according to the U.S. Court of Appeals for the First Circuit, her statement suggested a lack of remorse, an attempt to avoid responsibility for her actions, and even a likelihood of repeating her illegal actions. Some of the other allocution speeches given by the protesters complained about mistreatment from government officials.", "targets": "What type of treatment do civil disobedients usually receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74984071473d4560b239819d25a4540b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2014, Universal Partnerships took over licensing consumer products for NBC and Sprout with expectation that all licensing would eventually be centralized within NBCUniversal. In May 2015, Gramercy Pictures was revived by Focus Features as a genre label, that concentrated on action, sci-fi, and horror films.", "targets": "What film studio was brought back in May 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74984071473d4560b239819d25a4540b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2014, Universal Partnerships took over licensing consumer products for NBC and Sprout with expectation that all licensing would eventually be centralized within NBCUniversal. In May 2015, Gramercy Pictures was revived by Focus Features as a genre label, that concentrated on action, sci-fi, and horror films.", "targets": "What division of NBCUniversal revived Gramercy Pictures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74984071473d4560b239819d25a4540b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2014, Universal Partnerships took over licensing consumer products for NBC and Sprout with expectation that all licensing would eventually be centralized within NBCUniversal. In May 2015, Gramercy Pictures was revived by Focus Features as a genre label, that concentrated on action, sci-fi, and horror films.", "targets": "What genre of films will Gramercy be responsible for creating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61394cd245cb45faa092ccfbe33a1c96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists are individuals who comprise a group of Christian denominations and churches that subscribe to a doctrine that baptism should be performed only for professing believers (believer's baptism, as opposed to infant baptism), and that it must be done by complete immersion (as opposed to affusion or sprinkling). Other tenets of Baptist churches include soul competency (liberty), salvation through faith alone, Scripture alone as the rule of faith and practice, and the autonomy of the local congregation. Baptists recognize two ministerial offices, elders and deacons. Baptist churches are widely considered to be Protestant churches, though some Baptists disavow this identity.", "targets": "What individuals subscribe to a doctrine that baptism should be performed only for professing believers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61394cd245cb45faa092ccfbe33a1c96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists are individuals who comprise a group of Christian denominations and churches that subscribe to a doctrine that baptism should be performed only for professing believers (believer's baptism, as opposed to infant baptism), and that it must be done by complete immersion (as opposed to affusion or sprinkling). Other tenets of Baptist churches include soul competency (liberty), salvation through faith alone, Scripture alone as the rule of faith and practice, and the autonomy of the local congregation. Baptists recognize two ministerial offices, elders and deacons. Baptist churches are widely considered to be Protestant churches, though some Baptists disavow this identity.", "targets": "Soul competency (liberty), salvation through faith alone, Scripture alone as the rule of faith and practice, and the autonomy of the local congregation what examples of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61394cd245cb45faa092ccfbe33a1c96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists are individuals who comprise a group of Christian denominations and churches that subscribe to a doctrine that baptism should be performed only for professing believers (believer's baptism, as opposed to infant baptism), and that it must be done by complete immersion (as opposed to affusion or sprinkling). Other tenets of Baptist churches include soul competency (liberty), salvation through faith alone, Scripture alone as the rule of faith and practice, and the autonomy of the local congregation. Baptists recognize two ministerial offices, elders and deacons. Baptist churches are widely considered to be Protestant churches, though some Baptists disavow this identity.", "targets": "What two ministerial offices do Baptists recognize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61394cd245cb45faa092ccfbe33a1c96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists are individuals who comprise a group of Christian denominations and churches that subscribe to a doctrine that baptism should be performed only for professing believers (believer's baptism, as opposed to infant baptism), and that it must be done by complete immersion (as opposed to affusion or sprinkling). Other tenets of Baptist churches include soul competency (liberty), salvation through faith alone, Scripture alone as the rule of faith and practice, and the autonomy of the local congregation. Baptists recognize two ministerial offices, elders and deacons. Baptist churches are widely considered to be Protestant churches, though some Baptists disavow this identity.", "targets": "Baptist churches are widely considered to be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8bca8f285dd4a2184050a3211103274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the rarest items in the collection is the 58 cm high Gloucester Candlestick, dated to c1110, made from gilt bronze; with highly elaborate and intricate intertwining branches containing small figures and inscriptions, it is a tour de force of bronze casting. Also of importance is the Becket Casket dated c1180 to contain relics of St Thomas Becket, made from gilt copper, with enamelled scenes of the saint's martyrdom. Another highlight is the 1351 Reichenau Crozier. The Burghley Nef, a salt-cellar, French, dated 1527\u201328, uses a nautilus shell to form the hull of a vessel, which rests on the tail of a parcelgilt mermaid, who rests on a hexagonal gilt plinth on six claw-and-ball feet. Both masts have main and top-sails, and battlemented fighting-tops are made from gold. These items are displayed in the new Medieval & Renaissance galleries.", "targets": "To which year is the Gloucester Candlestick dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8bca8f285dd4a2184050a3211103274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the rarest items in the collection is the 58 cm high Gloucester Candlestick, dated to c1110, made from gilt bronze; with highly elaborate and intricate intertwining branches containing small figures and inscriptions, it is a tour de force of bronze casting. Also of importance is the Becket Casket dated c1180 to contain relics of St Thomas Becket, made from gilt copper, with enamelled scenes of the saint's martyrdom. Another highlight is the 1351 Reichenau Crozier. The Burghley Nef, a salt-cellar, French, dated 1527\u201328, uses a nautilus shell to form the hull of a vessel, which rests on the tail of a parcelgilt mermaid, who rests on a hexagonal gilt plinth on six claw-and-ball feet. Both masts have main and top-sails, and battlemented fighting-tops are made from gold. These items are displayed in the new Medieval & Renaissance galleries.", "targets": "Which material is the Gloucester Candlestick made from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8bca8f285dd4a2184050a3211103274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the rarest items in the collection is the 58 cm high Gloucester Candlestick, dated to c1110, made from gilt bronze; with highly elaborate and intricate intertwining branches containing small figures and inscriptions, it is a tour de force of bronze casting. Also of importance is the Becket Casket dated c1180 to contain relics of St Thomas Becket, made from gilt copper, with enamelled scenes of the saint's martyrdom. Another highlight is the 1351 Reichenau Crozier. The Burghley Nef, a salt-cellar, French, dated 1527\u201328, uses a nautilus shell to form the hull of a vessel, which rests on the tail of a parcelgilt mermaid, who rests on a hexagonal gilt plinth on six claw-and-ball feet. Both masts have main and top-sails, and battlemented fighting-tops are made from gold. These items are displayed in the new Medieval & Renaissance galleries.", "targets": "Whose relics reside in the Becket Casket?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8bca8f285dd4a2184050a3211103274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the rarest items in the collection is the 58 cm high Gloucester Candlestick, dated to c1110, made from gilt bronze; with highly elaborate and intricate intertwining branches containing small figures and inscriptions, it is a tour de force of bronze casting. Also of importance is the Becket Casket dated c1180 to contain relics of St Thomas Becket, made from gilt copper, with enamelled scenes of the saint's martyrdom. Another highlight is the 1351 Reichenau Crozier. The Burghley Nef, a salt-cellar, French, dated 1527\u201328, uses a nautilus shell to form the hull of a vessel, which rests on the tail of a parcelgilt mermaid, who rests on a hexagonal gilt plinth on six claw-and-ball feet. Both masts have main and top-sails, and battlemented fighting-tops are made from gold. These items are displayed in the new Medieval & Renaissance galleries.", "targets": "To which year is the Becket Casket dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8bca8f285dd4a2184050a3211103274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the rarest items in the collection is the 58 cm high Gloucester Candlestick, dated to c1110, made from gilt bronze; with highly elaborate and intricate intertwining branches containing small figures and inscriptions, it is a tour de force of bronze casting. Also of importance is the Becket Casket dated c1180 to contain relics of St Thomas Becket, made from gilt copper, with enamelled scenes of the saint's martyrdom. Another highlight is the 1351 Reichenau Crozier. The Burghley Nef, a salt-cellar, French, dated 1527\u201328, uses a nautilus shell to form the hull of a vessel, which rests on the tail of a parcelgilt mermaid, who rests on a hexagonal gilt plinth on six claw-and-ball feet. Both masts have main and top-sails, and battlemented fighting-tops are made from gold. These items are displayed in the new Medieval & Renaissance galleries.", "targets": "Which material is the Becket Casket made from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11e0fca3caa4ad6a0fbb8c9b9bf6b8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nature, uranium(VI) forms highly soluble carbonate complexes at alkaline pH. This leads to an increase in mobility and availability of uranium to groundwater and soil from nuclear wastes which leads to health hazards. However, it is difficult to precipitate uranium as phosphate in the presence of excess carbonate at alkaline pH. A Sphingomonas sp. strain BSAR-1 has been found to express a high activity alkaline phosphatase (PhoK) that has been applied for bioprecipitation of uranium as uranyl phosphate species from alkaline solutions. The precipitation ability was enhanced by overexpressing PhoK protein in E. coli.", "targets": "What type of complexes does uranium(VI) form in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11e0fca3caa4ad6a0fbb8c9b9bf6b8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nature, uranium(VI) forms highly soluble carbonate complexes at alkaline pH. This leads to an increase in mobility and availability of uranium to groundwater and soil from nuclear wastes which leads to health hazards. However, it is difficult to precipitate uranium as phosphate in the presence of excess carbonate at alkaline pH. A Sphingomonas sp. strain BSAR-1 has been found to express a high activity alkaline phosphatase (PhoK) that has been applied for bioprecipitation of uranium as uranyl phosphate species from alkaline solutions. The precipitation ability was enhanced by overexpressing PhoK protein in E. coli.", "targets": "The presence of what substance at alkaline pH makes it difficult to precipitate uranium as phosphate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11e0fca3caa4ad6a0fbb8c9b9bf6b8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nature, uranium(VI) forms highly soluble carbonate complexes at alkaline pH. This leads to an increase in mobility and availability of uranium to groundwater and soil from nuclear wastes which leads to health hazards. However, it is difficult to precipitate uranium as phosphate in the presence of excess carbonate at alkaline pH. A Sphingomonas sp. strain BSAR-1 has been found to express a high activity alkaline phosphatase (PhoK) that has been applied for bioprecipitation of uranium as uranyl phosphate species from alkaline solutions. The precipitation ability was enhanced by overexpressing PhoK protein in E. coli.", "targets": "What is BSAR-1 a strain of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e75f28fe419b8950585b9173c8d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Verdigris is made by placing a plate or blade of copper, brass or bronze, slightly warmed, into a vat of fermenting wine, leaving it there for several weeks, and then scraping off and drying the green powder that forms on the metal. The process of making verdigris was described in ancient times by Pliny. It was used by the Romans in the murals of Pompeii, and in Celtic medieval manuscripts as early as the 5th century AD. It produced a blue-green which no other pigment could imitate, but it had drawbacks; it was unstable, it could not resist dampness, it did not mix well with other colors, it could ruin other colors with which it came into contact., and it was toxic. Leonardo da Vinci, in his treatise on painting, warned artists not to use it. It was widely used in miniature paintings in Europe and Persia in the 16th and 17th centuries. Its use largely ended in the late 19th century, when it was replaced by the safer and more stable chrome green. Viridian, also called chrome green, is a pigment made with chromium oxide dihydrate, was patented in 1859. It became popular with painters, since, unlike other synthetic greens, it was stable and not toxic. Vincent van Gogh used it, along with Prussian blue, to create a dark blue sky with a greenish tint in his painting Cafe terrace at night.", "targets": "What is made by placing a plate of blade of copper, brass, or bronze into vat of fermenting wine for several weeks, then scraping off and drying the green powder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e75f28fe419b8950585b9173c8d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Verdigris is made by placing a plate or blade of copper, brass or bronze, slightly warmed, into a vat of fermenting wine, leaving it there for several weeks, and then scraping off and drying the green powder that forms on the metal. The process of making verdigris was described in ancient times by Pliny. It was used by the Romans in the murals of Pompeii, and in Celtic medieval manuscripts as early as the 5th century AD. It produced a blue-green which no other pigment could imitate, but it had drawbacks; it was unstable, it could not resist dampness, it did not mix well with other colors, it could ruin other colors with which it came into contact., and it was toxic. Leonardo da Vinci, in his treatise on painting, warned artists not to use it. It was widely used in miniature paintings in Europe and Persia in the 16th and 17th centuries. Its use largely ended in the late 19th century, when it was replaced by the safer and more stable chrome green. Viridian, also called chrome green, is a pigment made with chromium oxide dihydrate, was patented in 1859. It became popular with painters, since, unlike other synthetic greens, it was stable and not toxic. Vincent van Gogh used it, along with Prussian blue, to create a dark blue sky with a greenish tint in his painting Cafe terrace at night.", "targets": "Who described the process of making verdigris in ancient times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e75f28fe419b8950585b9173c8d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Verdigris is made by placing a plate or blade of copper, brass or bronze, slightly warmed, into a vat of fermenting wine, leaving it there for several weeks, and then scraping off and drying the green powder that forms on the metal. The process of making verdigris was described in ancient times by Pliny. It was used by the Romans in the murals of Pompeii, and in Celtic medieval manuscripts as early as the 5th century AD. It produced a blue-green which no other pigment could imitate, but it had drawbacks; it was unstable, it could not resist dampness, it did not mix well with other colors, it could ruin other colors with which it came into contact., and it was toxic. Leonardo da Vinci, in his treatise on painting, warned artists not to use it. It was widely used in miniature paintings in Europe and Persia in the 16th and 17th centuries. Its use largely ended in the late 19th century, when it was replaced by the safer and more stable chrome green. Viridian, also called chrome green, is a pigment made with chromium oxide dihydrate, was patented in 1859. It became popular with painters, since, unlike other synthetic greens, it was stable and not toxic. Vincent van Gogh used it, along with Prussian blue, to create a dark blue sky with a greenish tint in his painting Cafe terrace at night.", "targets": "In what city did the Romans use verdigris in murals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e75f28fe419b8950585b9173c8d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Verdigris is made by placing a plate or blade of copper, brass or bronze, slightly warmed, into a vat of fermenting wine, leaving it there for several weeks, and then scraping off and drying the green powder that forms on the metal. The process of making verdigris was described in ancient times by Pliny. It was used by the Romans in the murals of Pompeii, and in Celtic medieval manuscripts as early as the 5th century AD. It produced a blue-green which no other pigment could imitate, but it had drawbacks; it was unstable, it could not resist dampness, it did not mix well with other colors, it could ruin other colors with which it came into contact., and it was toxic. Leonardo da Vinci, in his treatise on painting, warned artists not to use it. It was widely used in miniature paintings in Europe and Persia in the 16th and 17th centuries. Its use largely ended in the late 19th century, when it was replaced by the safer and more stable chrome green. Viridian, also called chrome green, is a pigment made with chromium oxide dihydrate, was patented in 1859. It became popular with painters, since, unlike other synthetic greens, it was stable and not toxic. Vincent van Gogh used it, along with Prussian blue, to create a dark blue sky with a greenish tint in his painting Cafe terrace at night.", "targets": "What would verdigris do to other colors that it came in contact with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e75f28fe419b8950585b9173c8d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Verdigris is made by placing a plate or blade of copper, brass or bronze, slightly warmed, into a vat of fermenting wine, leaving it there for several weeks, and then scraping off and drying the green powder that forms on the metal. The process of making verdigris was described in ancient times by Pliny. It was used by the Romans in the murals of Pompeii, and in Celtic medieval manuscripts as early as the 5th century AD. It produced a blue-green which no other pigment could imitate, but it had drawbacks; it was unstable, it could not resist dampness, it did not mix well with other colors, it could ruin other colors with which it came into contact., and it was toxic. Leonardo da Vinci, in his treatise on painting, warned artists not to use it. It was widely used in miniature paintings in Europe and Persia in the 16th and 17th centuries. Its use largely ended in the late 19th century, when it was replaced by the safer and more stable chrome green. Viridian, also called chrome green, is a pigment made with chromium oxide dihydrate, was patented in 1859. It became popular with painters, since, unlike other synthetic greens, it was stable and not toxic. Vincent van Gogh used it, along with Prussian blue, to create a dark blue sky with a greenish tint in his painting Cafe terrace at night.", "targets": "Which famous artist warned other artists not to use verdigris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "To what annual art festival is the city of New Haven home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "What was the inaugural year of the New Haven St. Patrick's Day parade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "In what historic New Haven neighborhood does the St. Andrew the Apostle Italian festival take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "What annual festival, celebrated on New Haven Green, memorializes the New Haven's passage into the Revolutionary War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "In what year did Film Fest New Haven begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "What international event celebrating art is hosted in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "As one of the oldest and largest traditions, how long have the city been celebrating Saint Patrick's Day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "Which event takes place every year in Wooster Square since the beginning of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "What organization was responsible for the planting of several cherry blossom trees in 1973?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf243a4e6164984b096e9ae676f576f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Jazz Festival (described above), New Haven serves as the home city of the annual International Festival of Arts and Ideas. New Haven's Saint Patrick's Day parade, which began in 1842, is New England's oldest St. Patty's Day parade and draws the largest crowds of any one-day spectator event in Connecticut. The St. Andrew the Apostle Italian Festival has taken place in the historic Wooster Square neighborhood every year since 1900. Other parishes in the city celebrate the Feast of Saint Anthony of Padua and a carnival in honor of St. Bernadette Soubirous. New Haven celebrates Powder House Day every April on the New Haven Green to commemorate the city's entrance into the Revolutionary War. The annual Wooster Square Cherry Blossom Festival commemorates the 1973 planting of 72 Yoshino Japanese Cherry Blossom trees by the New Haven Historic Commission in collaboration with the New Haven Parks Department and residents of the neighborhood. The Festival now draws well over 5,000 visitors. The Film Fest New Haven has been held annually since 1995.", "targets": "In general how many people attend  the yearly Wooster Square Cheery Blossom Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ecf4b51dee84d1a96c088d0e472ad7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Web-based human translation is generally favored by companies and individuals that wish to secure more accurate translations. In view of the frequent inaccuracy of machine translations, human translation remains the most reliable, most accurate form of translation available. With the recent emergence of translation crowdsourcing, translation-memory techniques, and internet applications, translation agencies have been able to provide on-demand human-translation services to businesses, individuals, and enterprises.", "targets": "What type of translation is favored by those wanting more accurate translations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ecf4b51dee84d1a96c088d0e472ad7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Web-based human translation is generally favored by companies and individuals that wish to secure more accurate translations. In view of the frequent inaccuracy of machine translations, human translation remains the most reliable, most accurate form of translation available. With the recent emergence of translation crowdsourcing, translation-memory techniques, and internet applications, translation agencies have been able to provide on-demand human-translation services to businesses, individuals, and enterprises.", "targets": "What reputation does machine translations have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ecf4b51dee84d1a96c088d0e472ad7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Web-based human translation is generally favored by companies and individuals that wish to secure more accurate translations. In view of the frequent inaccuracy of machine translations, human translation remains the most reliable, most accurate form of translation available. With the recent emergence of translation crowdsourcing, translation-memory techniques, and internet applications, translation agencies have been able to provide on-demand human-translation services to businesses, individuals, and enterprises.", "targets": "What type of translation is still the most accurate and reliable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ecf4b51dee84d1a96c088d0e472ad7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Web-based human translation is generally favored by companies and individuals that wish to secure more accurate translations. In view of the frequent inaccuracy of machine translations, human translation remains the most reliable, most accurate form of translation available. With the recent emergence of translation crowdsourcing, translation-memory techniques, and internet applications, translation agencies have been able to provide on-demand human-translation services to businesses, individuals, and enterprises.", "targets": "Because of crowdsourcing, what type of translation are agencies able to provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ecf4b51dee84d1a96c088d0e472ad7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Web-based human translation is generally favored by companies and individuals that wish to secure more accurate translations. In view of the frequent inaccuracy of machine translations, human translation remains the most reliable, most accurate form of translation available. With the recent emergence of translation crowdsourcing, translation-memory techniques, and internet applications, translation agencies have been able to provide on-demand human-translation services to businesses, individuals, and enterprises.", "targets": "Who purchases the services of translation agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e1f59d63d784933a96ed2bbbb992374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1203, Dominic joined Prior Diego de Acebo on an embassy to Denmark for the monarchy of Spain, to arrange the marriage between the son of King Alfonso VIII of Castile and a niece of King Valdemar II of Denmark. At that time the south of France was the stronghold of the Cathar or Albigensian heresy, named after the Duke of Albi, a Cathar sympathiser and opponent to the subsequent Albigensian Crusade (1209\u20131229). Dominic was fired by a reforming zeal after they encountered Albigensian Christians at Toulouse.", "targets": "With whom did Dominic travel with to Denmark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e1f59d63d784933a96ed2bbbb992374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1203, Dominic joined Prior Diego de Acebo on an embassy to Denmark for the monarchy of Spain, to arrange the marriage between the son of King Alfonso VIII of Castile and a niece of King Valdemar II of Denmark. At that time the south of France was the stronghold of the Cathar or Albigensian heresy, named after the Duke of Albi, a Cathar sympathiser and opponent to the subsequent Albigensian Crusade (1209\u20131229). Dominic was fired by a reforming zeal after they encountered Albigensian Christians at Toulouse.", "targets": "Who requested that Dominic travel to Denmark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e1f59d63d784933a96ed2bbbb992374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1203, Dominic joined Prior Diego de Acebo on an embassy to Denmark for the monarchy of Spain, to arrange the marriage between the son of King Alfonso VIII of Castile and a niece of King Valdemar II of Denmark. At that time the south of France was the stronghold of the Cathar or Albigensian heresy, named after the Duke of Albi, a Cathar sympathiser and opponent to the subsequent Albigensian Crusade (1209\u20131229). Dominic was fired by a reforming zeal after they encountered Albigensian Christians at Toulouse.", "targets": "In 1203, what area was a stronghold of the Cathar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e1f59d63d784933a96ed2bbbb992374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1203, Dominic joined Prior Diego de Acebo on an embassy to Denmark for the monarchy of Spain, to arrange the marriage between the son of King Alfonso VIII of Castile and a niece of King Valdemar II of Denmark. At that time the south of France was the stronghold of the Cathar or Albigensian heresy, named after the Duke of Albi, a Cathar sympathiser and opponent to the subsequent Albigensian Crusade (1209\u20131229). Dominic was fired by a reforming zeal after they encountered Albigensian Christians at Toulouse.", "targets": "During what time period did the Albigensian Crusade occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e1f59d63d784933a96ed2bbbb992374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1203, Dominic joined Prior Diego de Acebo on an embassy to Denmark for the monarchy of Spain, to arrange the marriage between the son of King Alfonso VIII of Castile and a niece of King Valdemar II of Denmark. At that time the south of France was the stronghold of the Cathar or Albigensian heresy, named after the Duke of Albi, a Cathar sympathiser and opponent to the subsequent Albigensian Crusade (1209\u20131229). Dominic was fired by a reforming zeal after they encountered Albigensian Christians at Toulouse.", "targets": "Why did Dominic travel to Denmark in 1203?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07c06d4353ef423283369802c3db81d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British air doctrine, since the time of Chief of the Air Staff Hugh Trenchard in the early 1920s, had stressed offence was the best means of defence. British defensive strategy revolved around offensive action, what became known as the cult of the offensive. To prevent German formations from hitting targets in Britain, RAF's Bomber Command would destroy Luftwaffe aircraft on their own bases, aircraft in their factories and fuel reserves by attacking oil plants. This philosophy was impractical as Bomber Command lacked the technology and equipment and needed several years to develop it. This strategy retarded the development of fighter defences in the 1930s. Dowding agreed air defence would require some offensive action, and fighters could not defend Britain alone. Until September 1940, the RAF lacked specialist night-fighting aircraft and relied on anti-aircraft units which were poorly equipped and lacking in numbers.", "targets": "What did the British offence become know as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07c06d4353ef423283369802c3db81d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British air doctrine, since the time of Chief of the Air Staff Hugh Trenchard in the early 1920s, had stressed offence was the best means of defence. British defensive strategy revolved around offensive action, what became known as the cult of the offensive. To prevent German formations from hitting targets in Britain, RAF's Bomber Command would destroy Luftwaffe aircraft on their own bases, aircraft in their factories and fuel reserves by attacking oil plants. This philosophy was impractical as Bomber Command lacked the technology and equipment and needed several years to develop it. This strategy retarded the development of fighter defences in the 1930s. Dowding agreed air defence would require some offensive action, and fighters could not defend Britain alone. Until September 1940, the RAF lacked specialist night-fighting aircraft and relied on anti-aircraft units which were poorly equipped and lacking in numbers.", "targets": "Why was the tactic of bombing German aircraft bases, factories and fuel reserves impractical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07c06d4353ef423283369802c3db81d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British air doctrine, since the time of Chief of the Air Staff Hugh Trenchard in the early 1920s, had stressed offence was the best means of defence. British defensive strategy revolved around offensive action, what became known as the cult of the offensive. To prevent German formations from hitting targets in Britain, RAF's Bomber Command would destroy Luftwaffe aircraft on their own bases, aircraft in their factories and fuel reserves by attacking oil plants. This philosophy was impractical as Bomber Command lacked the technology and equipment and needed several years to develop it. This strategy retarded the development of fighter defences in the 1930s. Dowding agreed air defence would require some offensive action, and fighters could not defend Britain alone. Until September 1940, the RAF lacked specialist night-fighting aircraft and relied on anti-aircraft units which were poorly equipped and lacking in numbers.", "targets": "Until 1940 what type of aircraft did the RAF lacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07c06d4353ef423283369802c3db81d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British air doctrine, since the time of Chief of the Air Staff Hugh Trenchard in the early 1920s, had stressed offence was the best means of defence. British defensive strategy revolved around offensive action, what became known as the cult of the offensive. To prevent German formations from hitting targets in Britain, RAF's Bomber Command would destroy Luftwaffe aircraft on their own bases, aircraft in their factories and fuel reserves by attacking oil plants. This philosophy was impractical as Bomber Command lacked the technology and equipment and needed several years to develop it. This strategy retarded the development of fighter defences in the 1930s. Dowding agreed air defence would require some offensive action, and fighters could not defend Britain alone. Until September 1940, the RAF lacked specialist night-fighting aircraft and relied on anti-aircraft units which were poorly equipped and lacking in numbers.", "targets": "What was wrong with the anti aircraft units?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f0dd64cf80a4c8195a878defad56e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Anabaptist, meaning \"one who baptizes again\", was given them by their persecutors in reference to the practice of re-baptizing converts who already had been baptized as infants. Anabaptists required that baptismal candidates be able to make their own confessions of faith and so rejected baptism of infants. The early members of this movement did not accept the name Anabaptist, claiming that since infant baptism was unscriptural and null and void, the baptizing of believers was not a re-baptism but in fact their first real baptism. As a result of their views on the nature of baptism and other issues, Anabaptists were heavily persecuted during the 16th century and into the 17th by both Magisterial Protestants and Roman Catholics.[aa] While most Anabaptists adhered to a literal interpretation of the Sermon on the Mount, which precluded taking oaths, participating in military actions, and participating in civil government, some who practiced re-baptism felt otherwise.[ab] They were thus technically Anabaptists, even though conservative Amish, Mennonites, and Hutterites and some historians tend to consider them as outside of true Anabaptism. Anabaptist reformers of the Radical Reformation are diveded into Radical and the so-called Second Front. Some important Radical Reformation theologians were John of Leiden, Thomas M\u00fcntzer, Kaspar Schwenkfeld, Sebastian Franck, Menno Simons. Second Front Reformers included Hans Denck, Conrad Grebel, Balthasar Hubmaier and Felix Manz.", "targets": "What does the word Anabaptist describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f0dd64cf80a4c8195a878defad56e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Anabaptist, meaning \"one who baptizes again\", was given them by their persecutors in reference to the practice of re-baptizing converts who already had been baptized as infants. Anabaptists required that baptismal candidates be able to make their own confessions of faith and so rejected baptism of infants. The early members of this movement did not accept the name Anabaptist, claiming that since infant baptism was unscriptural and null and void, the baptizing of believers was not a re-baptism but in fact their first real baptism. As a result of their views on the nature of baptism and other issues, Anabaptists were heavily persecuted during the 16th century and into the 17th by both Magisterial Protestants and Roman Catholics.[aa] While most Anabaptists adhered to a literal interpretation of the Sermon on the Mount, which precluded taking oaths, participating in military actions, and participating in civil government, some who practiced re-baptism felt otherwise.[ab] They were thus technically Anabaptists, even though conservative Amish, Mennonites, and Hutterites and some historians tend to consider them as outside of true Anabaptism. Anabaptist reformers of the Radical Reformation are diveded into Radical and the so-called Second Front. Some important Radical Reformation theologians were John of Leiden, Thomas M\u00fcntzer, Kaspar Schwenkfeld, Sebastian Franck, Menno Simons. Second Front Reformers included Hans Denck, Conrad Grebel, Balthasar Hubmaier and Felix Manz.", "targets": "Who named the Anabaptists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f0dd64cf80a4c8195a878defad56e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Anabaptist, meaning \"one who baptizes again\", was given them by their persecutors in reference to the practice of re-baptizing converts who already had been baptized as infants. Anabaptists required that baptismal candidates be able to make their own confessions of faith and so rejected baptism of infants. The early members of this movement did not accept the name Anabaptist, claiming that since infant baptism was unscriptural and null and void, the baptizing of believers was not a re-baptism but in fact their first real baptism. As a result of their views on the nature of baptism and other issues, Anabaptists were heavily persecuted during the 16th century and into the 17th by both Magisterial Protestants and Roman Catholics.[aa] While most Anabaptists adhered to a literal interpretation of the Sermon on the Mount, which precluded taking oaths, participating in military actions, and participating in civil government, some who practiced re-baptism felt otherwise.[ab] They were thus technically Anabaptists, even though conservative Amish, Mennonites, and Hutterites and some historians tend to consider them as outside of true Anabaptism. Anabaptist reformers of the Radical Reformation are diveded into Radical and the so-called Second Front. Some important Radical Reformation theologians were John of Leiden, Thomas M\u00fcntzer, Kaspar Schwenkfeld, Sebastian Franck, Menno Simons. Second Front Reformers included Hans Denck, Conrad Grebel, Balthasar Hubmaier and Felix Manz.", "targets": "What baptism do Anabaptists reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f0dd64cf80a4c8195a878defad56e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Anabaptist, meaning \"one who baptizes again\", was given them by their persecutors in reference to the practice of re-baptizing converts who already had been baptized as infants. Anabaptists required that baptismal candidates be able to make their own confessions of faith and so rejected baptism of infants. The early members of this movement did not accept the name Anabaptist, claiming that since infant baptism was unscriptural and null and void, the baptizing of believers was not a re-baptism but in fact their first real baptism. As a result of their views on the nature of baptism and other issues, Anabaptists were heavily persecuted during the 16th century and into the 17th by both Magisterial Protestants and Roman Catholics.[aa] While most Anabaptists adhered to a literal interpretation of the Sermon on the Mount, which precluded taking oaths, participating in military actions, and participating in civil government, some who practiced re-baptism felt otherwise.[ab] They were thus technically Anabaptists, even though conservative Amish, Mennonites, and Hutterites and some historians tend to consider them as outside of true Anabaptism. Anabaptist reformers of the Radical Reformation are diveded into Radical and the so-called Second Front. Some important Radical Reformation theologians were John of Leiden, Thomas M\u00fcntzer, Kaspar Schwenkfeld, Sebastian Franck, Menno Simons. Second Front Reformers included Hans Denck, Conrad Grebel, Balthasar Hubmaier and Felix Manz.", "targets": "Who persecuted the Anabaptists in the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f0dd64cf80a4c8195a878defad56e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Anabaptist, meaning \"one who baptizes again\", was given them by their persecutors in reference to the practice of re-baptizing converts who already had been baptized as infants. Anabaptists required that baptismal candidates be able to make their own confessions of faith and so rejected baptism of infants. The early members of this movement did not accept the name Anabaptist, claiming that since infant baptism was unscriptural and null and void, the baptizing of believers was not a re-baptism but in fact their first real baptism. As a result of their views on the nature of baptism and other issues, Anabaptists were heavily persecuted during the 16th century and into the 17th by both Magisterial Protestants and Roman Catholics.[aa] While most Anabaptists adhered to a literal interpretation of the Sermon on the Mount, which precluded taking oaths, participating in military actions, and participating in civil government, some who practiced re-baptism felt otherwise.[ab] They were thus technically Anabaptists, even though conservative Amish, Mennonites, and Hutterites and some historians tend to consider them as outside of true Anabaptism. Anabaptist reformers of the Radical Reformation are diveded into Radical and the so-called Second Front. Some important Radical Reformation theologians were John of Leiden, Thomas M\u00fcntzer, Kaspar Schwenkfeld, Sebastian Franck, Menno Simons. Second Front Reformers included Hans Denck, Conrad Grebel, Balthasar Hubmaier and Felix Manz.", "targets": "Hans Denck was considered what type of reformer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f99778fdee0d48e7b144fa91ac5b04ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During April 2009, U.S. Federal Reserve vice-chair Janet Yellen discussed these paradoxes: \"Once this massive credit crunch hit, it didn\u2019t take long before we were in a recession. The recession, in turn, deepened the credit crunch as demand and employment fell, and credit losses of financial institutions surged. Indeed, we have been in the grips of precisely this adverse feedback loop for more than a year. A process of balance sheet deleveraging has spread to nearly every corner of the economy. Consumers are pulling back on purchases, especially on durable goods, to build their savings. Businesses are cancelling planned investments and laying off workers to preserve cash. And, financial institutions are shrinking assets to bolster capital and improve their chances of weathering the current storm. Once again, Minsky understood this dynamic. He spoke of the paradox of deleveraging, in which precautions that may be smart for individuals and firms\u2014and indeed essential to return the economy to a normal state\u2014nevertheless magnify the distress of the economy as a whole.\"", "targets": "Who was the U.S. Federal Reserve vice-chair in April 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f99778fdee0d48e7b144fa91ac5b04ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During April 2009, U.S. Federal Reserve vice-chair Janet Yellen discussed these paradoxes: \"Once this massive credit crunch hit, it didn\u2019t take long before we were in a recession. The recession, in turn, deepened the credit crunch as demand and employment fell, and credit losses of financial institutions surged. Indeed, we have been in the grips of precisely this adverse feedback loop for more than a year. A process of balance sheet deleveraging has spread to nearly every corner of the economy. Consumers are pulling back on purchases, especially on durable goods, to build their savings. Businesses are cancelling planned investments and laying off workers to preserve cash. And, financial institutions are shrinking assets to bolster capital and improve their chances of weathering the current storm. Once again, Minsky understood this dynamic. He spoke of the paradox of deleveraging, in which precautions that may be smart for individuals and firms\u2014and indeed essential to return the economy to a normal state\u2014nevertheless magnify the distress of the economy as a whole.\"", "targets": "What happened soon after the massive credit crunch hit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f99778fdee0d48e7b144fa91ac5b04ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During April 2009, U.S. Federal Reserve vice-chair Janet Yellen discussed these paradoxes: \"Once this massive credit crunch hit, it didn\u2019t take long before we were in a recession. The recession, in turn, deepened the credit crunch as demand and employment fell, and credit losses of financial institutions surged. Indeed, we have been in the grips of precisely this adverse feedback loop for more than a year. A process of balance sheet deleveraging has spread to nearly every corner of the economy. Consumers are pulling back on purchases, especially on durable goods, to build their savings. Businesses are cancelling planned investments and laying off workers to preserve cash. And, financial institutions are shrinking assets to bolster capital and improve their chances of weathering the current storm. Once again, Minsky understood this dynamic. He spoke of the paradox of deleveraging, in which precautions that may be smart for individuals and firms\u2014and indeed essential to return the economy to a normal state\u2014nevertheless magnify the distress of the economy as a whole.\"", "targets": "What deepened the credit crunch when demand and employment fell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f99778fdee0d48e7b144fa91ac5b04ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During April 2009, U.S. Federal Reserve vice-chair Janet Yellen discussed these paradoxes: \"Once this massive credit crunch hit, it didn\u2019t take long before we were in a recession. The recession, in turn, deepened the credit crunch as demand and employment fell, and credit losses of financial institutions surged. Indeed, we have been in the grips of precisely this adverse feedback loop for more than a year. A process of balance sheet deleveraging has spread to nearly every corner of the economy. Consumers are pulling back on purchases, especially on durable goods, to build their savings. Businesses are cancelling planned investments and laying off workers to preserve cash. And, financial institutions are shrinking assets to bolster capital and improve their chances of weathering the current storm. Once again, Minsky understood this dynamic. He spoke of the paradox of deleveraging, in which precautions that may be smart for individuals and firms\u2014and indeed essential to return the economy to a normal state\u2014nevertheless magnify the distress of the economy as a whole.\"", "targets": "What was one of the actions businesses took to preserve cash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f99778fdee0d48e7b144fa91ac5b04ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During April 2009, U.S. Federal Reserve vice-chair Janet Yellen discussed these paradoxes: \"Once this massive credit crunch hit, it didn\u2019t take long before we were in a recession. The recession, in turn, deepened the credit crunch as demand and employment fell, and credit losses of financial institutions surged. Indeed, we have been in the grips of precisely this adverse feedback loop for more than a year. A process of balance sheet deleveraging has spread to nearly every corner of the economy. Consumers are pulling back on purchases, especially on durable goods, to build their savings. Businesses are cancelling planned investments and laying off workers to preserve cash. And, financial institutions are shrinking assets to bolster capital and improve their chances of weathering the current storm. Once again, Minsky understood this dynamic. He spoke of the paradox of deleveraging, in which precautions that may be smart for individuals and firms\u2014and indeed essential to return the economy to a normal state\u2014nevertheless magnify the distress of the economy as a whole.\"", "targets": "What occurred in nearly every corner of the economy after the financial crisis of 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb997104e4284558af4cf99f7d785ca0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest method, used for small-scale production and often by hobbyists, is immersion etching, in which the board is submerged in etching solution such as ferric chloride. Compared with methods used for mass production, the etching time is long. Heat and agitation can be applied to the bath to speed the etching rate. In bubble etching, air is passed through the etchant bath to agitate the solution and speed up etching. Splash etching uses a motor-driven paddle to splash boards with etchant; the process has become commercially obsolete since it is not as fast as spray etching. In spray etching, the etchant solution is distributed over the boards by nozzles, and recirculated by pumps. Adjustment of the nozzle pattern, flow rate, temperature, and etchant composition gives predictable control of etching rates and high production rates.", "targets": "What non-professionals might use immersion etching, since it's the easiest way to make a PCB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb997104e4284558af4cf99f7d785ca0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest method, used for small-scale production and often by hobbyists, is immersion etching, in which the board is submerged in etching solution such as ferric chloride. Compared with methods used for mass production, the etching time is long. Heat and agitation can be applied to the bath to speed the etching rate. In bubble etching, air is passed through the etchant bath to agitate the solution and speed up etching. Splash etching uses a motor-driven paddle to splash boards with etchant; the process has become commercially obsolete since it is not as fast as spray etching. In spray etching, the etchant solution is distributed over the boards by nozzles, and recirculated by pumps. Adjustment of the nozzle pattern, flow rate, temperature, and etchant composition gives predictable control of etching rates and high production rates.", "targets": "If you wanted to speed up the etching process, you could agitate the bath up or add what to it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb997104e4284558af4cf99f7d785ca0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest method, used for small-scale production and often by hobbyists, is immersion etching, in which the board is submerged in etching solution such as ferric chloride. Compared with methods used for mass production, the etching time is long. Heat and agitation can be applied to the bath to speed the etching rate. In bubble etching, air is passed through the etchant bath to agitate the solution and speed up etching. Splash etching uses a motor-driven paddle to splash boards with etchant; the process has become commercially obsolete since it is not as fast as spray etching. In spray etching, the etchant solution is distributed over the boards by nozzles, and recirculated by pumps. Adjustment of the nozzle pattern, flow rate, temperature, and etchant composition gives predictable control of etching rates and high production rates.", "targets": "Is the immersion etching process long or short compared to other production methods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb997104e4284558af4cf99f7d785ca0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest method, used for small-scale production and often by hobbyists, is immersion etching, in which the board is submerged in etching solution such as ferric chloride. Compared with methods used for mass production, the etching time is long. Heat and agitation can be applied to the bath to speed the etching rate. In bubble etching, air is passed through the etchant bath to agitate the solution and speed up etching. Splash etching uses a motor-driven paddle to splash boards with etchant; the process has become commercially obsolete since it is not as fast as spray etching. In spray etching, the etchant solution is distributed over the boards by nozzles, and recirculated by pumps. Adjustment of the nozzle pattern, flow rate, temperature, and etchant composition gives predictable control of etching rates and high production rates.", "targets": "What funny name is used for the etching process where air is blown through the etching solution to get it moving around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb997104e4284558af4cf99f7d785ca0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest method, used for small-scale production and often by hobbyists, is immersion etching, in which the board is submerged in etching solution such as ferric chloride. Compared with methods used for mass production, the etching time is long. Heat and agitation can be applied to the bath to speed the etching rate. In bubble etching, air is passed through the etchant bath to agitate the solution and speed up etching. Splash etching uses a motor-driven paddle to splash boards with etchant; the process has become commercially obsolete since it is not as fast as spray etching. In spray etching, the etchant solution is distributed over the boards by nozzles, and recirculated by pumps. Adjustment of the nozzle pattern, flow rate, temperature, and etchant composition gives predictable control of etching rates and high production rates.", "targets": "What's the fastest and most easily controlled process for etching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a66fb2f3e7f42f3aa022b1fe5b05719", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the example above, the identity and the rotations constitute a subgroup R = {id, r1, r2, r3}, highlighted in red in the group table above: any two rotations composed are still a rotation, and a rotation can be undone by (i.e. is inverse to) the complementary rotations 270\u00b0 for 90\u00b0, 180\u00b0 for 180\u00b0, and 90\u00b0 for 270\u00b0 (note that rotation in the opposite direction is not defined). The subgroup test is a necessary and sufficient condition for a subset H of a group G to be a subgroup: it is sufficient to check that g\u22121h \u2208 H for all elements g, h \u2208 H. Knowing the subgroups is important in understanding the group as a whole.d[\u203a]", "targets": "What is composed of two rotations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a66fb2f3e7f42f3aa022b1fe5b05719", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the example above, the identity and the rotations constitute a subgroup R = {id, r1, r2, r3}, highlighted in red in the group table above: any two rotations composed are still a rotation, and a rotation can be undone by (i.e. is inverse to) the complementary rotations 270\u00b0 for 90\u00b0, 180\u00b0 for 180\u00b0, and 90\u00b0 for 270\u00b0 (note that rotation in the opposite direction is not defined). The subgroup test is a necessary and sufficient condition for a subset H of a group G to be a subgroup: it is sufficient to check that g\u22121h \u2208 H for all elements g, h \u2208 H. Knowing the subgroups is important in understanding the group as a whole.d[\u203a]", "targets": "What rotation can a rotation be reversed by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a66fb2f3e7f42f3aa022b1fe5b05719", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the example above, the identity and the rotations constitute a subgroup R = {id, r1, r2, r3}, highlighted in red in the group table above: any two rotations composed are still a rotation, and a rotation can be undone by (i.e. is inverse to) the complementary rotations 270\u00b0 for 90\u00b0, 180\u00b0 for 180\u00b0, and 90\u00b0 for 270\u00b0 (note that rotation in the opposite direction is not defined). The subgroup test is a necessary and sufficient condition for a subset H of a group G to be a subgroup: it is sufficient to check that g\u22121h \u2208 H for all elements g, h \u2208 H. Knowing the subgroups is important in understanding the group as a whole.d[\u203a]", "targets": "What essential condition must be met for a subset of a group to be a subgroup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcdd8e36069242f2aa22ca9dba4dd6be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two major types of atomic bombs were developed by the United States during World War II: a uranium-based device (codenamed \"Little Boy\") whose fissile material was highly enriched uranium, and a plutonium-based device (see Trinity test and \"Fat Man\") whose plutonium was derived from uranium-238. The uranium-based Little Boy device became the first nuclear weapon used in war when it was detonated over the Japanese city of Hiroshima on 6 August 1945. Exploding with a yield equivalent to 12,500 tonnes of TNT, the blast and thermal wave of the bomb destroyed nearly 50,000 buildings and killed approximately 75,000 people (see Atomic bombings of Hiroshima and Nagasaki). Initially it was believed that uranium was relatively rare, and that nuclear proliferation could be avoided by simply buying up all known uranium stocks, but within a decade large deposits of it were discovered in many places around the world.", "targets": "What was the uranium-based bomb made by the US in World War II called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcdd8e36069242f2aa22ca9dba4dd6be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two major types of atomic bombs were developed by the United States during World War II: a uranium-based device (codenamed \"Little Boy\") whose fissile material was highly enriched uranium, and a plutonium-based device (see Trinity test and \"Fat Man\") whose plutonium was derived from uranium-238. The uranium-based Little Boy device became the first nuclear weapon used in war when it was detonated over the Japanese city of Hiroshima on 6 August 1945. Exploding with a yield equivalent to 12,500 tonnes of TNT, the blast and thermal wave of the bomb destroyed nearly 50,000 buildings and killed approximately 75,000 people (see Atomic bombings of Hiroshima and Nagasaki). Initially it was believed that uranium was relatively rare, and that nuclear proliferation could be avoided by simply buying up all known uranium stocks, but within a decade large deposits of it were discovered in many places around the world.", "targets": "What was the codename of the plutonium-based bomb created in the Second World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcdd8e36069242f2aa22ca9dba4dd6be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two major types of atomic bombs were developed by the United States during World War II: a uranium-based device (codenamed \"Little Boy\") whose fissile material was highly enriched uranium, and a plutonium-based device (see Trinity test and \"Fat Man\") whose plutonium was derived from uranium-238. The uranium-based Little Boy device became the first nuclear weapon used in war when it was detonated over the Japanese city of Hiroshima on 6 August 1945. Exploding with a yield equivalent to 12,500 tonnes of TNT, the blast and thermal wave of the bomb destroyed nearly 50,000 buildings and killed approximately 75,000 people (see Atomic bombings of Hiroshima and Nagasaki). Initially it was believed that uranium was relatively rare, and that nuclear proliferation could be avoided by simply buying up all known uranium stocks, but within a decade large deposits of it were discovered in many places around the world.", "targets": "On what date was Little Boy detonated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcdd8e36069242f2aa22ca9dba4dd6be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two major types of atomic bombs were developed by the United States during World War II: a uranium-based device (codenamed \"Little Boy\") whose fissile material was highly enriched uranium, and a plutonium-based device (see Trinity test and \"Fat Man\") whose plutonium was derived from uranium-238. The uranium-based Little Boy device became the first nuclear weapon used in war when it was detonated over the Japanese city of Hiroshima on 6 August 1945. Exploding with a yield equivalent to 12,500 tonnes of TNT, the blast and thermal wave of the bomb destroyed nearly 50,000 buildings and killed approximately 75,000 people (see Atomic bombings of Hiroshima and Nagasaki). Initially it was believed that uranium was relatively rare, and that nuclear proliferation could be avoided by simply buying up all known uranium stocks, but within a decade large deposits of it were discovered in many places around the world.", "targets": "What was the equivalent yield in TNT of the Little Boy bomb, in tonnes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcdd8e36069242f2aa22ca9dba4dd6be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two major types of atomic bombs were developed by the United States during World War II: a uranium-based device (codenamed \"Little Boy\") whose fissile material was highly enriched uranium, and a plutonium-based device (see Trinity test and \"Fat Man\") whose plutonium was derived from uranium-238. The uranium-based Little Boy device became the first nuclear weapon used in war when it was detonated over the Japanese city of Hiroshima on 6 August 1945. Exploding with a yield equivalent to 12,500 tonnes of TNT, the blast and thermal wave of the bomb destroyed nearly 50,000 buildings and killed approximately 75,000 people (see Atomic bombings of Hiroshima and Nagasaki). Initially it was believed that uranium was relatively rare, and that nuclear proliferation could be avoided by simply buying up all known uranium stocks, but within a decade large deposits of it were discovered in many places around the world.", "targets": "Over what city was Little Boy detonated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "How is gun usage typically regulated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "What often specify a minimum caliber or muzzle energy for firearms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "Why is the use of rifles often banned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "Why may regulations ban the use of lead in ammunition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "Why are specific seasons for bow hunting established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "Why are the use of rifles banned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "How is gun useage regulated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d8db40e42f4f3dad9e46b451fad296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gun usage in hunting is typically regulated by game category, area within the state, and time period. Regulations for big-game hunting often specify a minimum caliber or muzzle energy for firearms. The use of rifles is often banned for safety reasons in areas with high population densities or limited topographic relief. Regulations may also limit or ban the use of lead in ammunition because of environmental concerns. Specific seasons for bow hunting or muzzle-loading black-powder guns are often established to limit competition with hunters using more effective weapons.", "targets": "What is specified in big-game hunting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f45680e4e18d4d75a8de7f8117ef2b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Being located on the Atlantic coastline, Galicia has a very mild climate for the latitude and the marine influence affects most of the province to various degrees. In comparison to similar latitudes on the other side of the Atlantic, winters are exceptionally mild, with consistently heavy rainfall. Snow is rare due to temperatures rarely dropping below freezing. The warmest coastal station of Pontevedra has a yearly mean temperature of 14.8 \u00b0C (58.6 \u00b0F). Ourense located somewhat inland is only slightly warmer with 14.9 \u00b0C (58.8 \u00b0F). Due to its exposed north-westerly location, the climate is still very cool by Spanish standards. In coastal areas summers are temperered, averaging around 25 \u00b0C (77 \u00b0F) in Vigo. Temperatures are further cooler in A Coru\u00f1a, with a subdued 22.8 \u00b0C (73.0 \u00b0F) normal. Temperatures do however soar in inland areas such as Ourense, where days above 30 \u00b0C (86 \u00b0F) are very regular.", "targets": "Where is Galicia's warmest coastal station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f45680e4e18d4d75a8de7f8117ef2b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Being located on the Atlantic coastline, Galicia has a very mild climate for the latitude and the marine influence affects most of the province to various degrees. In comparison to similar latitudes on the other side of the Atlantic, winters are exceptionally mild, with consistently heavy rainfall. Snow is rare due to temperatures rarely dropping below freezing. The warmest coastal station of Pontevedra has a yearly mean temperature of 14.8 \u00b0C (58.6 \u00b0F). Ourense located somewhat inland is only slightly warmer with 14.9 \u00b0C (58.8 \u00b0F). Due to its exposed north-westerly location, the climate is still very cool by Spanish standards. In coastal areas summers are temperered, averaging around 25 \u00b0C (77 \u00b0F) in Vigo. Temperatures are further cooler in A Coru\u00f1a, with a subdued 22.8 \u00b0C (73.0 \u00b0F) normal. Temperatures do however soar in inland areas such as Ourense, where days above 30 \u00b0C (86 \u00b0F) are very regular.", "targets": "What about inland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c641f6d0521a49c2bd1b803a35c9ad7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Directorate of Operations is responsible for collecting foreign intelligence, mainly from clandestine HUMINT sources, and covert action. The name reflects its role as the coordinator of human intelligence activities among other elements of the wider U.S. intelligence community with their own HUMINT operations. This Directorate was created in an attempt to end years of rivalry over influence, philosophy and budget between the United States Department of Defense (DOD) and the CIA. In spite of this, the Department of Defense recently organized its own global clandestine intelligence service, the Defense Clandestine Service (DCS), under the Defense Intelligence Agency (DIA).", "targets": "What office is in charge of collecting foreign intelligence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c641f6d0521a49c2bd1b803a35c9ad7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Directorate of Operations is responsible for collecting foreign intelligence, mainly from clandestine HUMINT sources, and covert action. The name reflects its role as the coordinator of human intelligence activities among other elements of the wider U.S. intelligence community with their own HUMINT operations. This Directorate was created in an attempt to end years of rivalry over influence, philosophy and budget between the United States Department of Defense (DOD) and the CIA. In spite of this, the Department of Defense recently organized its own global clandestine intelligence service, the Defense Clandestine Service (DCS), under the Defense Intelligence Agency (DIA).", "targets": "What is the main reason the Directorate of Operations was created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c641f6d0521a49c2bd1b803a35c9ad7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Directorate of Operations is responsible for collecting foreign intelligence, mainly from clandestine HUMINT sources, and covert action. The name reflects its role as the coordinator of human intelligence activities among other elements of the wider U.S. intelligence community with their own HUMINT operations. This Directorate was created in an attempt to end years of rivalry over influence, philosophy and budget between the United States Department of Defense (DOD) and the CIA. In spite of this, the Department of Defense recently organized its own global clandestine intelligence service, the Defense Clandestine Service (DCS), under the Defense Intelligence Agency (DIA).", "targets": "What intelligence service did the Department of Defense recently create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c641f6d0521a49c2bd1b803a35c9ad7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Directorate of Operations is responsible for collecting foreign intelligence, mainly from clandestine HUMINT sources, and covert action. The name reflects its role as the coordinator of human intelligence activities among other elements of the wider U.S. intelligence community with their own HUMINT operations. This Directorate was created in an attempt to end years of rivalry over influence, philosophy and budget between the United States Department of Defense (DOD) and the CIA. In spite of this, the Department of Defense recently organized its own global clandestine intelligence service, the Defense Clandestine Service (DCS), under the Defense Intelligence Agency (DIA).", "targets": "What does DIA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c641f6d0521a49c2bd1b803a35c9ad7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Directorate of Operations is responsible for collecting foreign intelligence, mainly from clandestine HUMINT sources, and covert action. The name reflects its role as the coordinator of human intelligence activities among other elements of the wider U.S. intelligence community with their own HUMINT operations. This Directorate was created in an attempt to end years of rivalry over influence, philosophy and budget between the United States Department of Defense (DOD) and the CIA. In spite of this, the Department of Defense recently organized its own global clandestine intelligence service, the Defense Clandestine Service (DCS), under the Defense Intelligence Agency (DIA).", "targets": "What is DOD short for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edb623acec31428aa070d7720e2baa68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architects such as Frank Lloyd Wright developed Organic architecture, in which the form was defined by its environment and purpose, with an aim to promote harmony between human habitation and the natural world with prime examples being Robie House and Fallingwater.", "targets": "Who was instrumental in creating Organic architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edb623acec31428aa070d7720e2baa68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architects such as Frank Lloyd Wright developed Organic architecture, in which the form was defined by its environment and purpose, with an aim to promote harmony between human habitation and the natural world with prime examples being Robie House and Fallingwater.", "targets": "What are two of Wright's designs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edb623acec31428aa070d7720e2baa68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architects such as Frank Lloyd Wright developed Organic architecture, in which the form was defined by its environment and purpose, with an aim to promote harmony between human habitation and the natural world with prime examples being Robie House and Fallingwater.", "targets": "What was Wright's intention regarding humans and nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "What radio station is located at 103.5FM on the dial in Denver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "Who handled play-by-play for the Denver radio market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "What is the frequency of the radio station WBT in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "In what city is WBT-FM located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "Who did play-by-play for the WBT broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "Who handled the play-by-play for the Denver radio stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "Who handled the color commentary for Denver's radio stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "Which station covered the game for North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "Who handled the play-by-play for WBT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "What two radio stations in Denver carried Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e169877ca4dc4c7988fb077f1c3b5a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flagship stations of each station in the markets of each team will carry their local play-by-play calls. In Denver, KOA (850 AM) and KRFX (103.5 FM) will carry the game, with Dave Logan on play-by-play and Ed McCaffrey on color commentary. In North Carolina, WBT (1110 AM) will carry the game, with Mick Mixon on play-by-play and Eugene Robinson and Jim Szoke on color commentary. WBT will also simulcast the game on its sister station WBT-FM (99.3 FM), which is based in Chester, South Carolina. As KOA and WBT are both clear-channel stations, the local broadcasts will be audible over much of the western United States after sunset (for Denver) and the eastern United States throughout the game (for Carolina). In accordance with contractual rules, the rest of the stations in the Broncos and Panthers radio networks will either carry the Westwood One feed or not carry the game at all.", "targets": "What radio station in South Carolina carried the Super Bowl 50 game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4b4ff2bdee349d2a41eadce63bac6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Spielberg released The Color Purple, an adaptation of Alice Walker's Pulitzer Prize-winning novel of the same name, about a generation of empowered African-American women during depression-era America. Starring Whoopi Goldberg and future talk-show superstar Oprah Winfrey, the film was a box office smash and critics hailed Spielberg's successful foray into the dramatic genre. Roger Ebert proclaimed it the best film of the year and later entered it into his Great Films archive. The film received eleven Academy Award nominations, including two for Goldberg and Winfrey. However, much to the surprise of many, Spielberg did not get a Best Director nomination.", "targets": "Who wrote 'The Color Purple'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4b4ff2bdee349d2a41eadce63bac6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Spielberg released The Color Purple, an adaptation of Alice Walker's Pulitzer Prize-winning novel of the same name, about a generation of empowered African-American women during depression-era America. Starring Whoopi Goldberg and future talk-show superstar Oprah Winfrey, the film was a box office smash and critics hailed Spielberg's successful foray into the dramatic genre. Roger Ebert proclaimed it the best film of the year and later entered it into his Great Films archive. The film received eleven Academy Award nominations, including two for Goldberg and Winfrey. However, much to the surprise of many, Spielberg did not get a Best Director nomination.", "targets": "What was 'The Color Purple' about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4b4ff2bdee349d2a41eadce63bac6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Spielberg released The Color Purple, an adaptation of Alice Walker's Pulitzer Prize-winning novel of the same name, about a generation of empowered African-American women during depression-era America. Starring Whoopi Goldberg and future talk-show superstar Oprah Winfrey, the film was a box office smash and critics hailed Spielberg's successful foray into the dramatic genre. Roger Ebert proclaimed it the best film of the year and later entered it into his Great Films archive. The film received eleven Academy Award nominations, including two for Goldberg and Winfrey. However, much to the surprise of many, Spielberg did not get a Best Director nomination.", "targets": "Who starred in 'The Color Purple'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4b4ff2bdee349d2a41eadce63bac6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Spielberg released The Color Purple, an adaptation of Alice Walker's Pulitzer Prize-winning novel of the same name, about a generation of empowered African-American women during depression-era America. Starring Whoopi Goldberg and future talk-show superstar Oprah Winfrey, the film was a box office smash and critics hailed Spielberg's successful foray into the dramatic genre. Roger Ebert proclaimed it the best film of the year and later entered it into his Great Films archive. The film received eleven Academy Award nominations, including two for Goldberg and Winfrey. However, much to the surprise of many, Spielberg did not get a Best Director nomination.", "targets": "What did Ebert think of 'The Color Purple'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4b4ff2bdee349d2a41eadce63bac6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Spielberg released The Color Purple, an adaptation of Alice Walker's Pulitzer Prize-winning novel of the same name, about a generation of empowered African-American women during depression-era America. Starring Whoopi Goldberg and future talk-show superstar Oprah Winfrey, the film was a box office smash and critics hailed Spielberg's successful foray into the dramatic genre. Roger Ebert proclaimed it the best film of the year and later entered it into his Great Films archive. The film received eleven Academy Award nominations, including two for Goldberg and Winfrey. However, much to the surprise of many, Spielberg did not get a Best Director nomination.", "targets": "How many Oscar nominations did 'The Color Purple' get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7e5e34c5de416ba86b7fd3422fbf3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While BSkyB had been excluded from being a part of the ONdigital consortium, thereby making them a competitor by default, BSkyB was able to join ITV Digital's free-to-air replacement, Freeview, in which it holds an equal stake with the BBC, ITV, Channel 4 and National Grid Wireless. Prior to October 2005, three BSkyB channels were available on this platform: Sky News, Sky Three, and Sky Sports News. Initially BSkyB provided Sky Travel to the service. However, this was replaced by Sky Three on 31 October 2005, which was itself later re-branded as 'Pick TV' in 2011.", "targets": "What consortium was BSkyB excluded from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7e5e34c5de416ba86b7fd3422fbf3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While BSkyB had been excluded from being a part of the ONdigital consortium, thereby making them a competitor by default, BSkyB was able to join ITV Digital's free-to-air replacement, Freeview, in which it holds an equal stake with the BBC, ITV, Channel 4 and National Grid Wireless. Prior to October 2005, three BSkyB channels were available on this platform: Sky News, Sky Three, and Sky Sports News. Initially BSkyB provided Sky Travel to the service. However, this was replaced by Sky Three on 31 October 2005, which was itself later re-branded as 'Pick TV' in 2011.", "targets": "Who did BSkyB team up with because it was not part of the consortium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7e5e34c5de416ba86b7fd3422fbf3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While BSkyB had been excluded from being a part of the ONdigital consortium, thereby making them a competitor by default, BSkyB was able to join ITV Digital's free-to-air replacement, Freeview, in which it holds an equal stake with the BBC, ITV, Channel 4 and National Grid Wireless. Prior to October 2005, three BSkyB channels were available on this platform: Sky News, Sky Three, and Sky Sports News. Initially BSkyB provided Sky Travel to the service. However, this was replaced by Sky Three on 31 October 2005, which was itself later re-branded as 'Pick TV' in 2011.", "targets": "How many BSkyB channels were available to customers prior to October 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7e5e34c5de416ba86b7fd3422fbf3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While BSkyB had been excluded from being a part of the ONdigital consortium, thereby making them a competitor by default, BSkyB was able to join ITV Digital's free-to-air replacement, Freeview, in which it holds an equal stake with the BBC, ITV, Channel 4 and National Grid Wireless. Prior to October 2005, three BSkyB channels were available on this platform: Sky News, Sky Three, and Sky Sports News. Initially BSkyB provided Sky Travel to the service. However, this was replaced by Sky Three on 31 October 2005, which was itself later re-branded as 'Pick TV' in 2011.", "targets": "What channel replaced Sky Travel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7e5e34c5de416ba86b7fd3422fbf3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While BSkyB had been excluded from being a part of the ONdigital consortium, thereby making them a competitor by default, BSkyB was able to join ITV Digital's free-to-air replacement, Freeview, in which it holds an equal stake with the BBC, ITV, Channel 4 and National Grid Wireless. Prior to October 2005, three BSkyB channels were available on this platform: Sky News, Sky Three, and Sky Sports News. Initially BSkyB provided Sky Travel to the service. However, this was replaced by Sky Three on 31 October 2005, which was itself later re-branded as 'Pick TV' in 2011.", "targets": "What was Sky Travel later rebranded as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e83688236744610a2d01b4a255b31b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the 11 September 2001 attacks, former President of Pakistan Pervez Musharraf sided with the U.S. against the Taliban government in Afghanistan after an ultimatum by then U.S. President George W. Bush. Musharraf agreed to give the U.S. the use of three airbases for Operation Enduring Freedom. United States Secretary of State Colin Powell and other U.S. administration officials met with Musharraf. On 19 September 2001, Musharraf addressed the people of Pakistan and stated that, while he opposed military tactics against the Taliban, Pakistan risked being endangered by an alliance of India and the U.S. if it did not cooperate. In 2006, Musharraf testified that this stance was pressured by threats from the U.S., and revealed in his memoirs that he had \"war-gamed\" the United States as an adversary and decided that it would end in a loss for Pakistan.", "targets": "Which Pakistan president supported the US attacking the Taliban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e83688236744610a2d01b4a255b31b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the 11 September 2001 attacks, former President of Pakistan Pervez Musharraf sided with the U.S. against the Taliban government in Afghanistan after an ultimatum by then U.S. President George W. Bush. Musharraf agreed to give the U.S. the use of three airbases for Operation Enduring Freedom. United States Secretary of State Colin Powell and other U.S. administration officials met with Musharraf. On 19 September 2001, Musharraf addressed the people of Pakistan and stated that, while he opposed military tactics against the Taliban, Pakistan risked being endangered by an alliance of India and the U.S. if it did not cooperate. In 2006, Musharraf testified that this stance was pressured by threats from the U.S., and revealed in his memoirs that he had \"war-gamed\" the United States as an adversary and decided that it would end in a loss for Pakistan.", "targets": "How many Pakistan airbases did Musharraf let the US use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e83688236744610a2d01b4a255b31b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the 11 September 2001 attacks, former President of Pakistan Pervez Musharraf sided with the U.S. against the Taliban government in Afghanistan after an ultimatum by then U.S. President George W. Bush. Musharraf agreed to give the U.S. the use of three airbases for Operation Enduring Freedom. United States Secretary of State Colin Powell and other U.S. administration officials met with Musharraf. On 19 September 2001, Musharraf addressed the people of Pakistan and stated that, while he opposed military tactics against the Taliban, Pakistan risked being endangered by an alliance of India and the U.S. if it did not cooperate. In 2006, Musharraf testified that this stance was pressured by threats from the U.S., and revealed in his memoirs that he had \"war-gamed\" the United States as an adversary and decided that it would end in a loss for Pakistan.", "targets": "What was the name of the US's Afghanistan operation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e83688236744610a2d01b4a255b31b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the 11 September 2001 attacks, former President of Pakistan Pervez Musharraf sided with the U.S. against the Taliban government in Afghanistan after an ultimatum by then U.S. President George W. Bush. Musharraf agreed to give the U.S. the use of three airbases for Operation Enduring Freedom. United States Secretary of State Colin Powell and other U.S. administration officials met with Musharraf. On 19 September 2001, Musharraf addressed the people of Pakistan and stated that, while he opposed military tactics against the Taliban, Pakistan risked being endangered by an alliance of India and the U.S. if it did not cooperate. In 2006, Musharraf testified that this stance was pressured by threats from the U.S., and revealed in his memoirs that he had \"war-gamed\" the United States as an adversary and decided that it would end in a loss for Pakistan.", "targets": "Who was the US Secretary of State in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e83688236744610a2d01b4a255b31b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the 11 September 2001 attacks, former President of Pakistan Pervez Musharraf sided with the U.S. against the Taliban government in Afghanistan after an ultimatum by then U.S. President George W. Bush. Musharraf agreed to give the U.S. the use of three airbases for Operation Enduring Freedom. United States Secretary of State Colin Powell and other U.S. administration officials met with Musharraf. On 19 September 2001, Musharraf addressed the people of Pakistan and stated that, while he opposed military tactics against the Taliban, Pakistan risked being endangered by an alliance of India and the U.S. if it did not cooperate. In 2006, Musharraf testified that this stance was pressured by threats from the U.S., and revealed in his memoirs that he had \"war-gamed\" the United States as an adversary and decided that it would end in a loss for Pakistan.", "targets": "Who said he had 'war-gamed' the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f61a908b3142598e98c219dab82a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1857 John Sheepshanks donated 233 paintings, mainly by contemporary British artists, and a similar number of drawings to the museum with the intention of forming a 'A National Gallery of British Art', a role since taken on by Tate Britain; artists represented are William Blake, James Barry, Henry Fuseli, Sir Edwin Henry Landseer, Sir David Wilkie, William Mulready, William Powell Frith, Millais and Hippolyte Delaroche. Although some of Constable's works came to the museum with the Sheepshanks bequest, the majority of the artist's works were donated by his daughter Isabel in 1888, including the large number of sketches in oil, the most significant being the 1821 full size oil sketch for The Hay Wain. Other artists with works in the collection include: Bernardino Fungai, Marcus Gheeraerts the Younger, Domenico di Pace Beccafumi, Fioravante Ferramola, Jan Brueghel the Elder, Anthony van Dyck, Ludovico Carracci, Antonio Verrio, Giovanni Battista Tiepolo, Domenico Tiepolo, Canaletto, Francis Hayman, Pompeo Batoni, Benjamin West, Paul Sandby, Richard Wilson, William Etty, Henry Fuseli, Sir Thomas Lawrence, James Barry, Francis Danby, Richard Parkes Bonington and Alphonse Legros.", "targets": "In which year did John Sheepshanks donated a large collection of paintings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f61a908b3142598e98c219dab82a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1857 John Sheepshanks donated 233 paintings, mainly by contemporary British artists, and a similar number of drawings to the museum with the intention of forming a 'A National Gallery of British Art', a role since taken on by Tate Britain; artists represented are William Blake, James Barry, Henry Fuseli, Sir Edwin Henry Landseer, Sir David Wilkie, William Mulready, William Powell Frith, Millais and Hippolyte Delaroche. Although some of Constable's works came to the museum with the Sheepshanks bequest, the majority of the artist's works were donated by his daughter Isabel in 1888, including the large number of sketches in oil, the most significant being the 1821 full size oil sketch for The Hay Wain. Other artists with works in the collection include: Bernardino Fungai, Marcus Gheeraerts the Younger, Domenico di Pace Beccafumi, Fioravante Ferramola, Jan Brueghel the Elder, Anthony van Dyck, Ludovico Carracci, Antonio Verrio, Giovanni Battista Tiepolo, Domenico Tiepolo, Canaletto, Francis Hayman, Pompeo Batoni, Benjamin West, Paul Sandby, Richard Wilson, William Etty, Henry Fuseli, Sir Thomas Lawrence, James Barry, Francis Danby, Richard Parkes Bonington and Alphonse Legros.", "targets": "How many paintings did John Sheeshanks give to the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f61a908b3142598e98c219dab82a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1857 John Sheepshanks donated 233 paintings, mainly by contemporary British artists, and a similar number of drawings to the museum with the intention of forming a 'A National Gallery of British Art', a role since taken on by Tate Britain; artists represented are William Blake, James Barry, Henry Fuseli, Sir Edwin Henry Landseer, Sir David Wilkie, William Mulready, William Powell Frith, Millais and Hippolyte Delaroche. Although some of Constable's works came to the museum with the Sheepshanks bequest, the majority of the artist's works were donated by his daughter Isabel in 1888, including the large number of sketches in oil, the most significant being the 1821 full size oil sketch for The Hay Wain. Other artists with works in the collection include: Bernardino Fungai, Marcus Gheeraerts the Younger, Domenico di Pace Beccafumi, Fioravante Ferramola, Jan Brueghel the Elder, Anthony van Dyck, Ludovico Carracci, Antonio Verrio, Giovanni Battista Tiepolo, Domenico Tiepolo, Canaletto, Francis Hayman, Pompeo Batoni, Benjamin West, Paul Sandby, Richard Wilson, William Etty, Henry Fuseli, Sir Thomas Lawrence, James Barry, Francis Danby, Richard Parkes Bonington and Alphonse Legros.", "targets": "What was the goal of John Sheepshanks considerable bequest to the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f61a908b3142598e98c219dab82a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1857 John Sheepshanks donated 233 paintings, mainly by contemporary British artists, and a similar number of drawings to the museum with the intention of forming a 'A National Gallery of British Art', a role since taken on by Tate Britain; artists represented are William Blake, James Barry, Henry Fuseli, Sir Edwin Henry Landseer, Sir David Wilkie, William Mulready, William Powell Frith, Millais and Hippolyte Delaroche. Although some of Constable's works came to the museum with the Sheepshanks bequest, the majority of the artist's works were donated by his daughter Isabel in 1888, including the large number of sketches in oil, the most significant being the 1821 full size oil sketch for The Hay Wain. Other artists with works in the collection include: Bernardino Fungai, Marcus Gheeraerts the Younger, Domenico di Pace Beccafumi, Fioravante Ferramola, Jan Brueghel the Elder, Anthony van Dyck, Ludovico Carracci, Antonio Verrio, Giovanni Battista Tiepolo, Domenico Tiepolo, Canaletto, Francis Hayman, Pompeo Batoni, Benjamin West, Paul Sandby, Richard Wilson, William Etty, Henry Fuseli, Sir Thomas Lawrence, James Barry, Francis Danby, Richard Parkes Bonington and Alphonse Legros.", "targets": "An 1821 full size oil sketch of which famous British painting was donated by John Sheepshank's daughter in 1888?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f61a908b3142598e98c219dab82a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1857 John Sheepshanks donated 233 paintings, mainly by contemporary British artists, and a similar number of drawings to the museum with the intention of forming a 'A National Gallery of British Art', a role since taken on by Tate Britain; artists represented are William Blake, James Barry, Henry Fuseli, Sir Edwin Henry Landseer, Sir David Wilkie, William Mulready, William Powell Frith, Millais and Hippolyte Delaroche. Although some of Constable's works came to the museum with the Sheepshanks bequest, the majority of the artist's works were donated by his daughter Isabel in 1888, including the large number of sketches in oil, the most significant being the 1821 full size oil sketch for The Hay Wain. Other artists with works in the collection include: Bernardino Fungai, Marcus Gheeraerts the Younger, Domenico di Pace Beccafumi, Fioravante Ferramola, Jan Brueghel the Elder, Anthony van Dyck, Ludovico Carracci, Antonio Verrio, Giovanni Battista Tiepolo, Domenico Tiepolo, Canaletto, Francis Hayman, Pompeo Batoni, Benjamin West, Paul Sandby, Richard Wilson, William Etty, Henry Fuseli, Sir Thomas Lawrence, James Barry, Francis Danby, Richard Parkes Bonington and Alphonse Legros.", "targets": "The paintings donated by John Sheepshanks were by artists of which nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788272eda4064eac85bc39cd344449ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 STOBAR carrier: Admiral Flota Sovetskovo Soyuza Kuznetsov: 55,000 tonne Admiral Kuznetsov-class STOBAR aircraft carrier. Launched in 1985 as Tbilisi, renamed and operational from 1995. Without catapults she can launch and recover lightly fueled naval fighters for air defense or anti-ship missions but not heavy conventional bombing strikes.[citation needed] Officially designated an aircraft carrying cruiser, she is unique in carrying a heavy cruiser's complement of defensive weapons and large P-700 Granit offensive missiles. The P-700 systems will be removed in the coming refit to enlarge her below decks aviation facilities as well as upgrading her defensive systems.", "targets": "What type of carrier is Admiral Flota Sovetskovo Soyuza Kuznetsov?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788272eda4064eac85bc39cd344449ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 STOBAR carrier: Admiral Flota Sovetskovo Soyuza Kuznetsov: 55,000 tonne Admiral Kuznetsov-class STOBAR aircraft carrier. Launched in 1985 as Tbilisi, renamed and operational from 1995. Without catapults she can launch and recover lightly fueled naval fighters for air defense or anti-ship missions but not heavy conventional bombing strikes.[citation needed] Officially designated an aircraft carrying cruiser, she is unique in carrying a heavy cruiser's complement of defensive weapons and large P-700 Granit offensive missiles. The P-700 systems will be removed in the coming refit to enlarge her below decks aviation facilities as well as upgrading her defensive systems.", "targets": "When was Admiral Flota Sovetskovo Soyuza Kuznetsov first launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788272eda4064eac85bc39cd344449ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 STOBAR carrier: Admiral Flota Sovetskovo Soyuza Kuznetsov: 55,000 tonne Admiral Kuznetsov-class STOBAR aircraft carrier. Launched in 1985 as Tbilisi, renamed and operational from 1995. Without catapults she can launch and recover lightly fueled naval fighters for air defense or anti-ship missions but not heavy conventional bombing strikes.[citation needed] Officially designated an aircraft carrying cruiser, she is unique in carrying a heavy cruiser's complement of defensive weapons and large P-700 Granit offensive missiles. The P-700 systems will be removed in the coming refit to enlarge her below decks aviation facilities as well as upgrading her defensive systems.", "targets": "What was Admiral Flota Sovetskovo Soyuza Kuznetsov renamed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788272eda4064eac85bc39cd344449ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 STOBAR carrier: Admiral Flota Sovetskovo Soyuza Kuznetsov: 55,000 tonne Admiral Kuznetsov-class STOBAR aircraft carrier. Launched in 1985 as Tbilisi, renamed and operational from 1995. Without catapults she can launch and recover lightly fueled naval fighters for air defense or anti-ship missions but not heavy conventional bombing strikes.[citation needed] Officially designated an aircraft carrying cruiser, she is unique in carrying a heavy cruiser's complement of defensive weapons and large P-700 Granit offensive missiles. The P-700 systems will be removed in the coming refit to enlarge her below decks aviation facilities as well as upgrading her defensive systems.", "targets": "What is unique about Tbilisi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788272eda4064eac85bc39cd344449ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1 STOBAR carrier: Admiral Flota Sovetskovo Soyuza Kuznetsov: 55,000 tonne Admiral Kuznetsov-class STOBAR aircraft carrier. Launched in 1985 as Tbilisi, renamed and operational from 1995. Without catapults she can launch and recover lightly fueled naval fighters for air defense or anti-ship missions but not heavy conventional bombing strikes.[citation needed] Officially designated an aircraft carrying cruiser, she is unique in carrying a heavy cruiser's complement of defensive weapons and large P-700 Granit offensive missiles. The P-700 systems will be removed in the coming refit to enlarge her below decks aviation facilities as well as upgrading her defensive systems.", "targets": "What will be removed from Tbilisi in order to enlarge her below decks aviation facilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa918f3c5d3e4955a3a0627b02d12399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is in the great churches and cathedrals and in a number of civic buildings that the Gothic style was expressed most powerfully, its characteristics lending themselves to appeals to the emotions, whether springing from faith or from civic pride. A great number of ecclesiastical buildings remain from this period, of which even the smallest are often structures of architectural distinction while many of the larger churches are considered priceless works of art and are listed with UNESCO as World Heritage Sites. For this reason a study of Gothic architecture is largely a study of cathedrals and churches.", "targets": "What is an example of where the Gothic style is expressed most strongly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa918f3c5d3e4955a3a0627b02d12399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is in the great churches and cathedrals and in a number of civic buildings that the Gothic style was expressed most powerfully, its characteristics lending themselves to appeals to the emotions, whether springing from faith or from civic pride. A great number of ecclesiastical buildings remain from this period, of which even the smallest are often structures of architectural distinction while many of the larger churches are considered priceless works of art and are listed with UNESCO as World Heritage Sites. For this reason a study of Gothic architecture is largely a study of cathedrals and churches.", "targets": "Where do the emotions which traits of the Gothic style represent, originate from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa918f3c5d3e4955a3a0627b02d12399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is in the great churches and cathedrals and in a number of civic buildings that the Gothic style was expressed most powerfully, its characteristics lending themselves to appeals to the emotions, whether springing from faith or from civic pride. A great number of ecclesiastical buildings remain from this period, of which even the smallest are often structures of architectural distinction while many of the larger churches are considered priceless works of art and are listed with UNESCO as World Heritage Sites. For this reason a study of Gothic architecture is largely a study of cathedrals and churches.", "targets": "A great number of what type of buildings still remain from this period today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa918f3c5d3e4955a3a0627b02d12399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is in the great churches and cathedrals and in a number of civic buildings that the Gothic style was expressed most powerfully, its characteristics lending themselves to appeals to the emotions, whether springing from faith or from civic pride. A great number of ecclesiastical buildings remain from this period, of which even the smallest are often structures of architectural distinction while many of the larger churches are considered priceless works of art and are listed with UNESCO as World Heritage Sites. For this reason a study of Gothic architecture is largely a study of cathedrals and churches.", "targets": "With what organization are many Gothic cathedral listed with as World Heritage Sites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa918f3c5d3e4955a3a0627b02d12399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is in the great churches and cathedrals and in a number of civic buildings that the Gothic style was expressed most powerfully, its characteristics lending themselves to appeals to the emotions, whether springing from faith or from civic pride. A great number of ecclesiastical buildings remain from this period, of which even the smallest are often structures of architectural distinction while many of the larger churches are considered priceless works of art and are listed with UNESCO as World Heritage Sites. For this reason a study of Gothic architecture is largely a study of cathedrals and churches.", "targets": "Why are larger cathedrals and churches associated with the Gothic style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec5fe332d8604907bffb8bfc201a80ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a November 26, 2013 radio interview, West explained why he believed that President Obama had problems pushing policies in Washington: \"Man, let me tell you something about George Bush and oil money and Obama and no money. People want to say Obama can't make these moves or he's not executing. That's because he ain't got those connections. Black people don't have the same level of connections as Jewish people...We ain't Jewish. We don't got family that got money like that.\" In response to his comments, the Anti-Defamation League stated: \"There it goes again, the age-old canard that Jews are all-powerful and control the levers of power in government.\" On December 21, 2013, West backed off of the original comment and told a Chicago radio station that \"I thought I was giving a compliment, but if anything it came off more ignorant. I don\u2019t know how being told you have money is an insult.\"", "targets": "What president did Kanye comment on as having trouble pushing policies while in office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec5fe332d8604907bffb8bfc201a80ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a November 26, 2013 radio interview, West explained why he believed that President Obama had problems pushing policies in Washington: \"Man, let me tell you something about George Bush and oil money and Obama and no money. People want to say Obama can't make these moves or he's not executing. That's because he ain't got those connections. Black people don't have the same level of connections as Jewish people...We ain't Jewish. We don't got family that got money like that.\" In response to his comments, the Anti-Defamation League stated: \"There it goes again, the age-old canard that Jews are all-powerful and control the levers of power in government.\" On December 21, 2013, West backed off of the original comment and told a Chicago radio station that \"I thought I was giving a compliment, but if anything it came off more ignorant. I don\u2019t know how being told you have money is an insult.\"", "targets": "What type of people did Kanye state had more power than Black people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec5fe332d8604907bffb8bfc201a80ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a November 26, 2013 radio interview, West explained why he believed that President Obama had problems pushing policies in Washington: \"Man, let me tell you something about George Bush and oil money and Obama and no money. People want to say Obama can't make these moves or he's not executing. That's because he ain't got those connections. Black people don't have the same level of connections as Jewish people...We ain't Jewish. We don't got family that got money like that.\" In response to his comments, the Anti-Defamation League stated: \"There it goes again, the age-old canard that Jews are all-powerful and control the levers of power in government.\" On December 21, 2013, West backed off of the original comment and told a Chicago radio station that \"I thought I was giving a compliment, but if anything it came off more ignorant. I don\u2019t know how being told you have money is an insult.\"", "targets": "On what day did Kanye do an interview about President Obama pushing policies in Washington?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec5fe332d8604907bffb8bfc201a80ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a November 26, 2013 radio interview, West explained why he believed that President Obama had problems pushing policies in Washington: \"Man, let me tell you something about George Bush and oil money and Obama and no money. People want to say Obama can't make these moves or he's not executing. That's because he ain't got those connections. Black people don't have the same level of connections as Jewish people...We ain't Jewish. We don't got family that got money like that.\" In response to his comments, the Anti-Defamation League stated: \"There it goes again, the age-old canard that Jews are all-powerful and control the levers of power in government.\" On December 21, 2013, West backed off of the original comment and told a Chicago radio station that \"I thought I was giving a compliment, but if anything it came off more ignorant. I don\u2019t know how being told you have money is an insult.\"", "targets": "On what day did Kanye take back his original comment about Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e621ba1774449a6851aaa4a3e3bcc87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the earliest centers of book-printing in Europe (see above: History), Strasbourg for a long time held a large number of incunabula\u2014documents printed before 1500\u2014in her library as one of her most precious heritages. After the total destruction of this institution in 1870, however, a new collection had to be reassembled from scratch. Today, Strasbourg's different public and institutional libraries again display a sizable total number of incunabula, distributed as follows: Biblioth\u00e8que nationale et universitaire, ca. 2 098 M\u00e9diath\u00e8que de la ville et de la communaut\u00e9 urbaine de Strasbourg, 394 Biblioth\u00e8que du Grand S\u00e9minaire, 238 M\u00e9diath\u00e8que protestante, 94 and Biblioth\u00e8que alsatique du Cr\u00e9dit Mutuel, 5.", "targets": "What are incunabula's? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e621ba1774449a6851aaa4a3e3bcc87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the earliest centers of book-printing in Europe (see above: History), Strasbourg for a long time held a large number of incunabula\u2014documents printed before 1500\u2014in her library as one of her most precious heritages. After the total destruction of this institution in 1870, however, a new collection had to be reassembled from scratch. Today, Strasbourg's different public and institutional libraries again display a sizable total number of incunabula, distributed as follows: Biblioth\u00e8que nationale et universitaire, ca. 2 098 M\u00e9diath\u00e8que de la ville et de la communaut\u00e9 urbaine de Strasbourg, 394 Biblioth\u00e8que du Grand S\u00e9minaire, 238 M\u00e9diath\u00e8que protestante, 94 and Biblioth\u00e8que alsatique du Cr\u00e9dit Mutuel, 5.", "targets": "When was the library destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e621ba1774449a6851aaa4a3e3bcc87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the earliest centers of book-printing in Europe (see above: History), Strasbourg for a long time held a large number of incunabula\u2014documents printed before 1500\u2014in her library as one of her most precious heritages. After the total destruction of this institution in 1870, however, a new collection had to be reassembled from scratch. Today, Strasbourg's different public and institutional libraries again display a sizable total number of incunabula, distributed as follows: Biblioth\u00e8que nationale et universitaire, ca. 2 098 M\u00e9diath\u00e8que de la ville et de la communaut\u00e9 urbaine de Strasbourg, 394 Biblioth\u00e8que du Grand S\u00e9minaire, 238 M\u00e9diath\u00e8que protestante, 94 and Biblioth\u00e8que alsatique du Cr\u00e9dit Mutuel, 5.", "targets": "What kind of building holds incunabula's today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a039fe19524403a80e28d200bba562a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, relatively few organisations maintain computer systems with effective detection systems, and fewer still have organised response mechanisms in place. As result, as Reuters points out: \"Companies for the first time report they are losing more through electronic theft of data than physical stealing of assets\". The primary obstacle to effective eradication of cyber crime could be traced to excessive reliance on firewalls and other automated \"detection\" systems. Yet it is basic evidence gathering by using packet capture appliances that puts criminals behind bars.", "targets": "How many organisations are estimated to maintain computer systems with effective detection systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a039fe19524403a80e28d200bba562a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, relatively few organisations maintain computer systems with effective detection systems, and fewer still have organised response mechanisms in place. As result, as Reuters points out: \"Companies for the first time report they are losing more through electronic theft of data than physical stealing of assets\". The primary obstacle to effective eradication of cyber crime could be traced to excessive reliance on firewalls and other automated \"detection\" systems. Yet it is basic evidence gathering by using packet capture appliances that puts criminals behind bars.", "targets": "What is the basic evidence gathered by that puts criminals behind bars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a039fe19524403a80e28d200bba562a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, relatively few organisations maintain computer systems with effective detection systems, and fewer still have organised response mechanisms in place. As result, as Reuters points out: \"Companies for the first time report they are losing more through electronic theft of data than physical stealing of assets\". The primary obstacle to effective eradication of cyber crime could be traced to excessive reliance on firewalls and other automated \"detection\" systems. Yet it is basic evidence gathering by using packet capture appliances that puts criminals behind bars.", "targets": "The primary obstacle to the eradication of cyber crime is the excessive reliance on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a039fe19524403a80e28d200bba562a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, relatively few organisations maintain computer systems with effective detection systems, and fewer still have organised response mechanisms in place. As result, as Reuters points out: \"Companies for the first time report they are losing more through electronic theft of data than physical stealing of assets\". The primary obstacle to effective eradication of cyber crime could be traced to excessive reliance on firewalls and other automated \"detection\" systems. Yet it is basic evidence gathering by using packet capture appliances that puts criminals behind bars.", "targets": "What is the source of the quote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a039fe19524403a80e28d200bba562a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, relatively few organisations maintain computer systems with effective detection systems, and fewer still have organised response mechanisms in place. As result, as Reuters points out: \"Companies for the first time report they are losing more through electronic theft of data than physical stealing of assets\". The primary obstacle to effective eradication of cyber crime could be traced to excessive reliance on firewalls and other automated \"detection\" systems. Yet it is basic evidence gathering by using packet capture appliances that puts criminals behind bars.", "targets": "Electronic theft of data is causing more loss than what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ad753c3acc4f28aa3a808f96e8269e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.", "targets": "What is a male's major landmark of puberty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ad753c3acc4f28aa3a808f96e8269e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.", "targets": "At what average age does a male's first ejaculation occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ad753c3acc4f28aa3a808f96e8269e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.", "targets": "What is a female's major landmark of puberty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ad753c3acc4f28aa3a808f96e8269e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.", "targets": "Besides heredity, what other factors contribute to when menustration begins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ad753c3acc4f28aa3a808f96e8269e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.", "targets": "Do girls who are malnourished start menustrating earlier or later than those with high-fat diets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3a931fc7e3c4cb2bd2a89c7437ece80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tea, coffee, sisal, pyrethrum, corn, and wheat are grown in the fertile highlands, one of the most successful agricultural production regions in Africa. Livestock predominates in the semi-arid savanna to the north and east. Coconuts, pineapples, cashew nuts, cotton, sugarcane, sisal, and corn are grown in the lower-lying areas. Unfortunately, the country has not attained the level of investment and efficiency in agriculture that can guarantee food security and coupled with resulting poverty (53% of the population lives below the poverty line), a significant portion of the population regularly starves and is heavily dependent on food aid. Poor roads, an inadequate railway network, under-used water transport and expensive air transport have isolated mostly arid and semi-arid areas and farmers in other regions often leave food to rot in the fields because they cannot access markets. This was last seen in August and September 2011 prompting the Kenyans for Kenya initiative by the Red Cross.", "targets": "Where is the most successful agricultural prodcution regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3a931fc7e3c4cb2bd2a89c7437ece80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tea, coffee, sisal, pyrethrum, corn, and wheat are grown in the fertile highlands, one of the most successful agricultural production regions in Africa. Livestock predominates in the semi-arid savanna to the north and east. Coconuts, pineapples, cashew nuts, cotton, sugarcane, sisal, and corn are grown in the lower-lying areas. Unfortunately, the country has not attained the level of investment and efficiency in agriculture that can guarantee food security and coupled with resulting poverty (53% of the population lives below the poverty line), a significant portion of the population regularly starves and is heavily dependent on food aid. Poor roads, an inadequate railway network, under-used water transport and expensive air transport have isolated mostly arid and semi-arid areas and farmers in other regions often leave food to rot in the fields because they cannot access markets. This was last seen in August and September 2011 prompting the Kenyans for Kenya initiative by the Red Cross.", "targets": "What is grown in the fertile highlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3a931fc7e3c4cb2bd2a89c7437ece80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tea, coffee, sisal, pyrethrum, corn, and wheat are grown in the fertile highlands, one of the most successful agricultural production regions in Africa. Livestock predominates in the semi-arid savanna to the north and east. Coconuts, pineapples, cashew nuts, cotton, sugarcane, sisal, and corn are grown in the lower-lying areas. Unfortunately, the country has not attained the level of investment and efficiency in agriculture that can guarantee food security and coupled with resulting poverty (53% of the population lives below the poverty line), a significant portion of the population regularly starves and is heavily dependent on food aid. Poor roads, an inadequate railway network, under-used water transport and expensive air transport have isolated mostly arid and semi-arid areas and farmers in other regions often leave food to rot in the fields because they cannot access markets. This was last seen in August and September 2011 prompting the Kenyans for Kenya initiative by the Red Cross.", "targets": "Where does the livestock of the country normally dominate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3a931fc7e3c4cb2bd2a89c7437ece80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tea, coffee, sisal, pyrethrum, corn, and wheat are grown in the fertile highlands, one of the most successful agricultural production regions in Africa. Livestock predominates in the semi-arid savanna to the north and east. Coconuts, pineapples, cashew nuts, cotton, sugarcane, sisal, and corn are grown in the lower-lying areas. Unfortunately, the country has not attained the level of investment and efficiency in agriculture that can guarantee food security and coupled with resulting poverty (53% of the population lives below the poverty line), a significant portion of the population regularly starves and is heavily dependent on food aid. Poor roads, an inadequate railway network, under-used water transport and expensive air transport have isolated mostly arid and semi-arid areas and farmers in other regions often leave food to rot in the fields because they cannot access markets. This was last seen in August and September 2011 prompting the Kenyans for Kenya initiative by the Red Cross.", "targets": "What percent live below the povertly line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3a931fc7e3c4cb2bd2a89c7437ece80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tea, coffee, sisal, pyrethrum, corn, and wheat are grown in the fertile highlands, one of the most successful agricultural production regions in Africa. Livestock predominates in the semi-arid savanna to the north and east. Coconuts, pineapples, cashew nuts, cotton, sugarcane, sisal, and corn are grown in the lower-lying areas. Unfortunately, the country has not attained the level of investment and efficiency in agriculture that can guarantee food security and coupled with resulting poverty (53% of the population lives below the poverty line), a significant portion of the population regularly starves and is heavily dependent on food aid. Poor roads, an inadequate railway network, under-used water transport and expensive air transport have isolated mostly arid and semi-arid areas and farmers in other regions often leave food to rot in the fields because they cannot access markets. This was last seen in August and September 2011 prompting the Kenyans for Kenya initiative by the Red Cross.", "targets": "What program did Red Cross put together in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112e772bef2f429aa4b4982d3ff886bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai's government after 1262 was a compromise between preserving Mongol interests in China and satisfying the demands of his Chinese subjects. He instituted the reforms proposed by his Chinese advisers by centralizing the bureaucracy, expanding the circulation of paper money, and maintaining the traditional monopolies on salt and iron. He restored the Imperial Secretariat and left the local administrative structure of past Chinese dynasties unchanged. However, Kublai rejected plans to revive the Confucian imperial examinations and divided Yuan society into three, later four, classes with the Han Chinese occupying the lowest rank. Kublai's Chinese advisers still wielded significant power in the government, but their official rank was nebulous.", "targets": "What did Kublai's government have to balance between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112e772bef2f429aa4b4982d3ff886bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai's government after 1262 was a compromise between preserving Mongol interests in China and satisfying the demands of his Chinese subjects. He instituted the reforms proposed by his Chinese advisers by centralizing the bureaucracy, expanding the circulation of paper money, and maintaining the traditional monopolies on salt and iron. He restored the Imperial Secretariat and left the local administrative structure of past Chinese dynasties unchanged. However, Kublai rejected plans to revive the Confucian imperial examinations and divided Yuan society into three, later four, classes with the Han Chinese occupying the lowest rank. Kublai's Chinese advisers still wielded significant power in the government, but their official rank was nebulous.", "targets": "What administrative division did Kublai leave unmodified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112e772bef2f429aa4b4982d3ff886bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai's government after 1262 was a compromise between preserving Mongol interests in China and satisfying the demands of his Chinese subjects. He instituted the reforms proposed by his Chinese advisers by centralizing the bureaucracy, expanding the circulation of paper money, and maintaining the traditional monopolies on salt and iron. He restored the Imperial Secretariat and left the local administrative structure of past Chinese dynasties unchanged. However, Kublai rejected plans to revive the Confucian imperial examinations and divided Yuan society into three, later four, classes with the Han Chinese occupying the lowest rank. Kublai's Chinese advisers still wielded significant power in the government, but their official rank was nebulous.", "targets": "Who would have been the lowest-ranked class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112e772bef2f429aa4b4982d3ff886bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai's government after 1262 was a compromise between preserving Mongol interests in China and satisfying the demands of his Chinese subjects. He instituted the reforms proposed by his Chinese advisers by centralizing the bureaucracy, expanding the circulation of paper money, and maintaining the traditional monopolies on salt and iron. He restored the Imperial Secretariat and left the local administrative structure of past Chinese dynasties unchanged. However, Kublai rejected plans to revive the Confucian imperial examinations and divided Yuan society into three, later four, classes with the Han Chinese occupying the lowest rank. Kublai's Chinese advisers still wielded significant power in the government, but their official rank was nebulous.", "targets": "How many societal class divisions were in the plan Kublai rejected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112e772bef2f429aa4b4982d3ff886bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai's government after 1262 was a compromise between preserving Mongol interests in China and satisfying the demands of his Chinese subjects. He instituted the reforms proposed by his Chinese advisers by centralizing the bureaucracy, expanding the circulation of paper money, and maintaining the traditional monopolies on salt and iron. He restored the Imperial Secretariat and left the local administrative structure of past Chinese dynasties unchanged. However, Kublai rejected plans to revive the Confucian imperial examinations and divided Yuan society into three, later four, classes with the Han Chinese occupying the lowest rank. Kublai's Chinese advisers still wielded significant power in the government, but their official rank was nebulous.", "targets": "What natural resources did the Chinese government have a monopoly on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57f2d19b1e994a8d913bcd2e9c6932f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the coming decades, pharmacists are expected to become more integral within the health care system. Rather than simply dispensing medication, pharmacists are increasingly expected to be compensated for their patient care skills. In particular, Medication Therapy Management (MTM) includes the clinical services that pharmacists can provide for their patients. Such services include the thorough analysis of all medication (prescription, non-prescription, and herbals) currently being taken by an individual. The result is a reconciliation of medication and patient education resulting in increased patient health outcomes and decreased costs to the health care system.", "targets": "What will be the importance of the pharmacist in coming decades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57f2d19b1e994a8d913bcd2e9c6932f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the coming decades, pharmacists are expected to become more integral within the health care system. Rather than simply dispensing medication, pharmacists are increasingly expected to be compensated for their patient care skills. In particular, Medication Therapy Management (MTM) includes the clinical services that pharmacists can provide for their patients. Such services include the thorough analysis of all medication (prescription, non-prescription, and herbals) currently being taken by an individual. The result is a reconciliation of medication and patient education resulting in increased patient health outcomes and decreased costs to the health care system.", "targets": "What responsibilities are pharmacists believed to be taking on more in the future?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57f2d19b1e994a8d913bcd2e9c6932f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the coming decades, pharmacists are expected to become more integral within the health care system. Rather than simply dispensing medication, pharmacists are increasingly expected to be compensated for their patient care skills. In particular, Medication Therapy Management (MTM) includes the clinical services that pharmacists can provide for their patients. Such services include the thorough analysis of all medication (prescription, non-prescription, and herbals) currently being taken by an individual. The result is a reconciliation of medication and patient education resulting in increased patient health outcomes and decreased costs to the health care system.", "targets": "What is included in Medication Therapy Management?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57f2d19b1e994a8d913bcd2e9c6932f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the coming decades, pharmacists are expected to become more integral within the health care system. Rather than simply dispensing medication, pharmacists are increasingly expected to be compensated for their patient care skills. In particular, Medication Therapy Management (MTM) includes the clinical services that pharmacists can provide for their patients. Such services include the thorough analysis of all medication (prescription, non-prescription, and herbals) currently being taken by an individual. The result is a reconciliation of medication and patient education resulting in increased patient health outcomes and decreased costs to the health care system.", "targets": "What are examples of clinical services that pharmacists can provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57f2d19b1e994a8d913bcd2e9c6932f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the coming decades, pharmacists are expected to become more integral within the health care system. Rather than simply dispensing medication, pharmacists are increasingly expected to be compensated for their patient care skills. In particular, Medication Therapy Management (MTM) includes the clinical services that pharmacists can provide for their patients. Such services include the thorough analysis of all medication (prescription, non-prescription, and herbals) currently being taken by an individual. The result is a reconciliation of medication and patient education resulting in increased patient health outcomes and decreased costs to the health care system.", "targets": "What are outcomes expected with Medication Therapy Management?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160c9fbd05e94de9a4301406a58755e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1995, Oklahoma City was the site of one of the most destructive acts of domestic terrorism in American history. The Oklahoma City bombing of April 19, 1995, in which Timothy McVeigh and Terry Nichols detonated an explosive outside of the Alfred P. Murrah Federal Building, killed 168 people, including 19 children. The two men were convicted of the bombing: McVeigh was sentenced to death and executed by the federal government on June 11, 2001; his partner Nichols is serving a sentence of life in prison without the possibility of parole. McVeigh's army buddy, Michael Fortier, was sentenced to 12 years in federal prison and ordered to pay a $75,000 fine for his role in the bombing plot (i.e. assisting in the sale of guns to raise funds for the bombing, and examining the Murrah Federal building as a possible target before the terrorist attack). His wife, Lori Fortier, who has since died, was granted immunity from prosecution in return for her testimony in the case.", "targets": "When was the Oklahoma City Bombing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160c9fbd05e94de9a4301406a58755e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1995, Oklahoma City was the site of one of the most destructive acts of domestic terrorism in American history. The Oklahoma City bombing of April 19, 1995, in which Timothy McVeigh and Terry Nichols detonated an explosive outside of the Alfred P. Murrah Federal Building, killed 168 people, including 19 children. The two men were convicted of the bombing: McVeigh was sentenced to death and executed by the federal government on June 11, 2001; his partner Nichols is serving a sentence of life in prison without the possibility of parole. McVeigh's army buddy, Michael Fortier, was sentenced to 12 years in federal prison and ordered to pay a $75,000 fine for his role in the bombing plot (i.e. assisting in the sale of guns to raise funds for the bombing, and examining the Murrah Federal building as a possible target before the terrorist attack). His wife, Lori Fortier, who has since died, was granted immunity from prosecution in return for her testimony in the case.", "targets": "Who committed the Oklahoma City Bombing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160c9fbd05e94de9a4301406a58755e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1995, Oklahoma City was the site of one of the most destructive acts of domestic terrorism in American history. The Oklahoma City bombing of April 19, 1995, in which Timothy McVeigh and Terry Nichols detonated an explosive outside of the Alfred P. Murrah Federal Building, killed 168 people, including 19 children. The two men were convicted of the bombing: McVeigh was sentenced to death and executed by the federal government on June 11, 2001; his partner Nichols is serving a sentence of life in prison without the possibility of parole. McVeigh's army buddy, Michael Fortier, was sentenced to 12 years in federal prison and ordered to pay a $75,000 fine for his role in the bombing plot (i.e. assisting in the sale of guns to raise funds for the bombing, and examining the Murrah Federal building as a possible target before the terrorist attack). His wife, Lori Fortier, who has since died, was granted immunity from prosecution in return for her testimony in the case.", "targets": "How many people died in the Oklahoma City Bombing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160c9fbd05e94de9a4301406a58755e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1995, Oklahoma City was the site of one of the most destructive acts of domestic terrorism in American history. The Oklahoma City bombing of April 19, 1995, in which Timothy McVeigh and Terry Nichols detonated an explosive outside of the Alfred P. Murrah Federal Building, killed 168 people, including 19 children. The two men were convicted of the bombing: McVeigh was sentenced to death and executed by the federal government on June 11, 2001; his partner Nichols is serving a sentence of life in prison without the possibility of parole. McVeigh's army buddy, Michael Fortier, was sentenced to 12 years in federal prison and ordered to pay a $75,000 fine for his role in the bombing plot (i.e. assisting in the sale of guns to raise funds for the bombing, and examining the Murrah Federal building as a possible target before the terrorist attack). His wife, Lori Fortier, who has since died, was granted immunity from prosecution in return for her testimony in the case.", "targets": "How many children died in the Oklahoma City Bombing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160c9fbd05e94de9a4301406a58755e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1995, Oklahoma City was the site of one of the most destructive acts of domestic terrorism in American history. The Oklahoma City bombing of April 19, 1995, in which Timothy McVeigh and Terry Nichols detonated an explosive outside of the Alfred P. Murrah Federal Building, killed 168 people, including 19 children. The two men were convicted of the bombing: McVeigh was sentenced to death and executed by the federal government on June 11, 2001; his partner Nichols is serving a sentence of life in prison without the possibility of parole. McVeigh's army buddy, Michael Fortier, was sentenced to 12 years in federal prison and ordered to pay a $75,000 fine for his role in the bombing plot (i.e. assisting in the sale of guns to raise funds for the bombing, and examining the Murrah Federal building as a possible target before the terrorist attack). His wife, Lori Fortier, who has since died, was granted immunity from prosecution in return for her testimony in the case.", "targets": "When was McVeigh executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b26847ee57e481cb55aa7ec3165290c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastoglobuli (singular plastoglobulus, sometimes spelled plastoglobule(s)), are spherical bubbles of lipids and proteins about 45\u201360 nanometers across. They are surrounded by a lipid monolayer. Plastoglobuli are found in all chloroplasts, but become more common when the chloroplast is under oxidative stress, or when it ages and transitions into a gerontoplast. Plastoglobuli also exhibit a greater size variation under these conditions. They are also common in etioplasts, but decrease in number as the etioplasts mature into chloroplasts.", "targets": "What is a single Plastoglobuli called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b26847ee57e481cb55aa7ec3165290c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastoglobuli (singular plastoglobulus, sometimes spelled plastoglobule(s)), are spherical bubbles of lipids and proteins about 45\u201360 nanometers across. They are surrounded by a lipid monolayer. Plastoglobuli are found in all chloroplasts, but become more common when the chloroplast is under oxidative stress, or when it ages and transitions into a gerontoplast. Plastoglobuli also exhibit a greater size variation under these conditions. They are also common in etioplasts, but decrease in number as the etioplasts mature into chloroplasts.", "targets": "What shape are Plastoglobuli?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b26847ee57e481cb55aa7ec3165290c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastoglobuli (singular plastoglobulus, sometimes spelled plastoglobule(s)), are spherical bubbles of lipids and proteins about 45\u201360 nanometers across. They are surrounded by a lipid monolayer. Plastoglobuli are found in all chloroplasts, but become more common when the chloroplast is under oxidative stress, or when it ages and transitions into a gerontoplast. Plastoglobuli also exhibit a greater size variation under these conditions. They are also common in etioplasts, but decrease in number as the etioplasts mature into chloroplasts.", "targets": "What are Plastoglobuli made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b26847ee57e481cb55aa7ec3165290c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastoglobuli (singular plastoglobulus, sometimes spelled plastoglobule(s)), are spherical bubbles of lipids and proteins about 45\u201360 nanometers across. They are surrounded by a lipid monolayer. Plastoglobuli are found in all chloroplasts, but become more common when the chloroplast is under oxidative stress, or when it ages and transitions into a gerontoplast. Plastoglobuli also exhibit a greater size variation under these conditions. They are also common in etioplasts, but decrease in number as the etioplasts mature into chloroplasts.", "targets": "How large are Plastoglobuli?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b26847ee57e481cb55aa7ec3165290c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastoglobuli (singular plastoglobulus, sometimes spelled plastoglobule(s)), are spherical bubbles of lipids and proteins about 45\u201360 nanometers across. They are surrounded by a lipid monolayer. Plastoglobuli are found in all chloroplasts, but become more common when the chloroplast is under oxidative stress, or when it ages and transitions into a gerontoplast. Plastoglobuli also exhibit a greater size variation under these conditions. They are also common in etioplasts, but decrease in number as the etioplasts mature into chloroplasts.", "targets": "What surrounds Plastoglobuli?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6742a2de2984f79b134079ac271a8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel.", "targets": "What was the first true engine that was commercially successful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6742a2de2984f79b134079ac271a8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel.", "targets": "Who was the inventor of the atmospheric engine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6742a2de2984f79b134079ac271a8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel.", "targets": "About what year was the atmospheric engine invented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6742a2de2984f79b134079ac271a8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel.", "targets": "What was invented by Savery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6742a2de2984f79b134079ac271a8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercially successful true engine, in that it could generate power and transmit it to a machine, was the atmospheric engine, invented by Thomas Newcomen around 1712. It was an improvement over Savery's steam pump, using a piston as proposed by Papin. Newcomen's engine was relatively inefficient, and in most cases was used for pumping water. It worked by creating a partial vacuum by condensing steam under a piston within a cylinder. It was employed for draining mine workings at depths hitherto impossible, and also for providing a reusable water supply for driving waterwheels at factories sited away from a suitable \"head\". Water that had passed over the wheel was pumped back up into a storage reservoir above the wheel.", "targets": "Who conceptualized the piston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cb29bbcf144dcbc76585f5dadabe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "26 March 1991 is the day that marks the clash between military soldiers and peaceful demonstrating students which climaxed in the massacre of dozens under the orders of then President Moussa Traor\u00e9. He and three associates were later tried and convicted and received the death sentence for their part in the decision-making of that day. Nowadays, the day is a national holiday in order to remember the tragic events and the people that were killed.[unreliable source?] The coup is remembered as Mali's March Revolution of 1991.", "targets": "Who was president during the March protests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cb29bbcf144dcbc76585f5dadabe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "26 March 1991 is the day that marks the clash between military soldiers and peaceful demonstrating students which climaxed in the massacre of dozens under the orders of then President Moussa Traor\u00e9. He and three associates were later tried and convicted and received the death sentence for their part in the decision-making of that day. Nowadays, the day is a national holiday in order to remember the tragic events and the people that were killed.[unreliable source?] The coup is remembered as Mali's March Revolution of 1991.", "targets": "How many people aside from the president received a death sentence? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cb29bbcf144dcbc76585f5dadabe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "26 March 1991 is the day that marks the clash between military soldiers and peaceful demonstrating students which climaxed in the massacre of dozens under the orders of then President Moussa Traor\u00e9. He and three associates were later tried and convicted and received the death sentence for their part in the decision-making of that day. Nowadays, the day is a national holiday in order to remember the tragic events and the people that were killed.[unreliable source?] The coup is remembered as Mali's March Revolution of 1991.", "targets": "What day is now a National holiday in connection to Moussa Traor\u00e9?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cb29bbcf144dcbc76585f5dadabe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "26 March 1991 is the day that marks the clash between military soldiers and peaceful demonstrating students which climaxed in the massacre of dozens under the orders of then President Moussa Traor\u00e9. He and three associates were later tried and convicted and received the death sentence for their part in the decision-making of that day. Nowadays, the day is a national holiday in order to remember the tragic events and the people that were killed.[unreliable source?] The coup is remembered as Mali's March Revolution of 1991.", "targets": "All four men were convicted and received what as punishment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cb29bbcf144dcbc76585f5dadabe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "26 March 1991 is the day that marks the clash between military soldiers and peaceful demonstrating students which climaxed in the massacre of dozens under the orders of then President Moussa Traor\u00e9. He and three associates were later tried and convicted and received the death sentence for their part in the decision-making of that day. Nowadays, the day is a national holiday in order to remember the tragic events and the people that were killed.[unreliable source?] The coup is remembered as Mali's March Revolution of 1991.", "targets": "Those that received the death sentence had gotten it for their role in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a32da8d090244cba9819581a0f3612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists believe Gautama Buddha was the first to achieve enlightenment in this Buddha era and is therefore credited with the establishment of Buddhism. A Buddha era is the stretch of history during which people remember and practice the teachings of the earliest known Buddha. This Buddha era will end when all the knowledge, evidence and teachings of Gautama Buddha have vanished. This belief therefore maintains that many Buddha eras have started and ended throughout the course of human existence.[web 15][web 16] The Gautama Buddha, therefore, is the Buddha of this era, who taught directly or indirectly to all other Buddhas in it (see types of Buddhas).", "targets": "Who is believed to have achieved enlightenment first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a32da8d090244cba9819581a0f3612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists believe Gautama Buddha was the first to achieve enlightenment in this Buddha era and is therefore credited with the establishment of Buddhism. A Buddha era is the stretch of history during which people remember and practice the teachings of the earliest known Buddha. This Buddha era will end when all the knowledge, evidence and teachings of Gautama Buddha have vanished. This belief therefore maintains that many Buddha eras have started and ended throughout the course of human existence.[web 15][web 16] The Gautama Buddha, therefore, is the Buddha of this era, who taught directly or indirectly to all other Buddhas in it (see types of Buddhas).", "targets": "What is the term for the stretch of history during which people rmember and practice the teachings of the earliest known buddha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a32da8d090244cba9819581a0f3612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists believe Gautama Buddha was the first to achieve enlightenment in this Buddha era and is therefore credited with the establishment of Buddhism. A Buddha era is the stretch of history during which people remember and practice the teachings of the earliest known Buddha. This Buddha era will end when all the knowledge, evidence and teachings of Gautama Buddha have vanished. This belief therefore maintains that many Buddha eras have started and ended throughout the course of human existence.[web 15][web 16] The Gautama Buddha, therefore, is the Buddha of this era, who taught directly or indirectly to all other Buddhas in it (see types of Buddhas).", "targets": "Who is the Buddha of this Buddha era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a32da8d090244cba9819581a0f3612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists believe Gautama Buddha was the first to achieve enlightenment in this Buddha era and is therefore credited with the establishment of Buddhism. A Buddha era is the stretch of history during which people remember and practice the teachings of the earliest known Buddha. This Buddha era will end when all the knowledge, evidence and teachings of Gautama Buddha have vanished. This belief therefore maintains that many Buddha eras have started and ended throughout the course of human existence.[web 15][web 16] The Gautama Buddha, therefore, is the Buddha of this era, who taught directly or indirectly to all other Buddhas in it (see types of Buddhas).", "targets": "Who taught directly or indirectly to all other Buddhas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-459e8052502a49ebb4ed894d7b602147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ottoman Divan poetry was a highly ritualized and symbolic art form. From the Persian poetry that largely inspired it, it inherited a wealth of symbols whose meanings and interrelationships\u2014both of similitude (\u0645\u0631\u0627\u0639\u0627\u062a \u0646\u0638\u064a\u0631 mura'\u00e2t-i naz\u00eer / \u062a\u0646\u0627\u0633\u0628 ten\u00e2s\u00fcb) and opposition (\u062a\u0636\u0627\u062f tez\u00e2d) were more or less prescribed. Divan poetry was composed through the constant juxtaposition of many such images within a strict metrical framework, thus allowing numerous potential meanings to emerge. The vast majority of Divan poetry was lyric in nature: either gazels (which make up the greatest part of the repertoire of the tradition), or kas\u00eedes. There were, however, other common genres, most particularly the mesnev\u00ee, a kind of verse romance and thus a variety of narrative poetry; the two most notable examples of this form are the Leyli and Majnun of Fuz\u00fbl\u00ee and the H\u00fcsn \u00fc A\u015fk of \u015eeyh G\u00e2lib.", "targets": "What type of Ottoman poetry is ritualized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-459e8052502a49ebb4ed894d7b602147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ottoman Divan poetry was a highly ritualized and symbolic art form. From the Persian poetry that largely inspired it, it inherited a wealth of symbols whose meanings and interrelationships\u2014both of similitude (\u0645\u0631\u0627\u0639\u0627\u062a \u0646\u0638\u064a\u0631 mura'\u00e2t-i naz\u00eer / \u062a\u0646\u0627\u0633\u0628 ten\u00e2s\u00fcb) and opposition (\u062a\u0636\u0627\u062f tez\u00e2d) were more or less prescribed. Divan poetry was composed through the constant juxtaposition of many such images within a strict metrical framework, thus allowing numerous potential meanings to emerge. The vast majority of Divan poetry was lyric in nature: either gazels (which make up the greatest part of the repertoire of the tradition), or kas\u00eedes. There were, however, other common genres, most particularly the mesnev\u00ee, a kind of verse romance and thus a variety of narrative poetry; the two most notable examples of this form are the Leyli and Majnun of Fuz\u00fbl\u00ee and the H\u00fcsn \u00fc A\u015fk of \u015eeyh G\u00e2lib.", "targets": "What kind of poetry inspired Ottoman Divan Poetry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-459e8052502a49ebb4ed894d7b602147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ottoman Divan poetry was a highly ritualized and symbolic art form. From the Persian poetry that largely inspired it, it inherited a wealth of symbols whose meanings and interrelationships\u2014both of similitude (\u0645\u0631\u0627\u0639\u0627\u062a \u0646\u0638\u064a\u0631 mura'\u00e2t-i naz\u00eer / \u062a\u0646\u0627\u0633\u0628 ten\u00e2s\u00fcb) and opposition (\u062a\u0636\u0627\u062f tez\u00e2d) were more or less prescribed. Divan poetry was composed through the constant juxtaposition of many such images within a strict metrical framework, thus allowing numerous potential meanings to emerge. The vast majority of Divan poetry was lyric in nature: either gazels (which make up the greatest part of the repertoire of the tradition), or kas\u00eedes. There were, however, other common genres, most particularly the mesnev\u00ee, a kind of verse romance and thus a variety of narrative poetry; the two most notable examples of this form are the Leyli and Majnun of Fuz\u00fbl\u00ee and the H\u00fcsn \u00fc A\u015fk of \u015eeyh G\u00e2lib.", "targets": "What type of framework was Divan poetry based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-459e8052502a49ebb4ed894d7b602147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ottoman Divan poetry was a highly ritualized and symbolic art form. From the Persian poetry that largely inspired it, it inherited a wealth of symbols whose meanings and interrelationships\u2014both of similitude (\u0645\u0631\u0627\u0639\u0627\u062a \u0646\u0638\u064a\u0631 mura'\u00e2t-i naz\u00eer / \u062a\u0646\u0627\u0633\u0628 ten\u00e2s\u00fcb) and opposition (\u062a\u0636\u0627\u062f tez\u00e2d) were more or less prescribed. Divan poetry was composed through the constant juxtaposition of many such images within a strict metrical framework, thus allowing numerous potential meanings to emerge. The vast majority of Divan poetry was lyric in nature: either gazels (which make up the greatest part of the repertoire of the tradition), or kas\u00eedes. There were, however, other common genres, most particularly the mesnev\u00ee, a kind of verse romance and thus a variety of narrative poetry; the two most notable examples of this form are the Leyli and Majnun of Fuz\u00fbl\u00ee and the H\u00fcsn \u00fc A\u015fk of \u015eeyh G\u00e2lib.", "targets": "What was the romance genre of Divan poetry known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-459e8052502a49ebb4ed894d7b602147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ottoman Divan poetry was a highly ritualized and symbolic art form. From the Persian poetry that largely inspired it, it inherited a wealth of symbols whose meanings and interrelationships\u2014both of similitude (\u0645\u0631\u0627\u0639\u0627\u062a \u0646\u0638\u064a\u0631 mura'\u00e2t-i naz\u00eer / \u062a\u0646\u0627\u0633\u0628 ten\u00e2s\u00fcb) and opposition (\u062a\u0636\u0627\u062f tez\u00e2d) were more or less prescribed. Divan poetry was composed through the constant juxtaposition of many such images within a strict metrical framework, thus allowing numerous potential meanings to emerge. The vast majority of Divan poetry was lyric in nature: either gazels (which make up the greatest part of the repertoire of the tradition), or kas\u00eedes. There were, however, other common genres, most particularly the mesnev\u00ee, a kind of verse romance and thus a variety of narrative poetry; the two most notable examples of this form are the Leyli and Majnun of Fuz\u00fbl\u00ee and the H\u00fcsn \u00fc A\u015fk of \u015eeyh G\u00e2lib.", "targets": "What make up the largest portion of Divan poetry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdab3acb9fff4b278e9165f4ad945340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 30 November 1934, he was appointed Apostolic Delegate to Turkey and Greece and titular archbishop of Mesembria, Bulgaria. Thus, he is known as \"the Turcophile Pope,\" by the Turkish society which is predominantly Muslim. Roncalli took up this post in 1935 and used his office to help the Jewish underground in saving thousands of refugees in Europe, leading some to consider him to be a Righteous Gentile (see Pope John XXIII and Judaism). In October 1935, he led Bulgarian pilgrims to Rome and introduced them to Pope Pius XI on 14 October.", "targets": "When was he appointed Apostolic Delegate to Turkey and Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdab3acb9fff4b278e9165f4ad945340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 30 November 1934, he was appointed Apostolic Delegate to Turkey and Greece and titular archbishop of Mesembria, Bulgaria. Thus, he is known as \"the Turcophile Pope,\" by the Turkish society which is predominantly Muslim. Roncalli took up this post in 1935 and used his office to help the Jewish underground in saving thousands of refugees in Europe, leading some to consider him to be a Righteous Gentile (see Pope John XXIII and Judaism). In October 1935, he led Bulgarian pilgrims to Rome and introduced them to Pope Pius XI on 14 October.", "targets": "He was appointed titular archbishop of where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdab3acb9fff4b278e9165f4ad945340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 30 November 1934, he was appointed Apostolic Delegate to Turkey and Greece and titular archbishop of Mesembria, Bulgaria. Thus, he is known as \"the Turcophile Pope,\" by the Turkish society which is predominantly Muslim. Roncalli took up this post in 1935 and used his office to help the Jewish underground in saving thousands of refugees in Europe, leading some to consider him to be a Righteous Gentile (see Pope John XXIII and Judaism). In October 1935, he led Bulgarian pilgrims to Rome and introduced them to Pope Pius XI on 14 October.", "targets": "What ws he known by in the Turkish community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdab3acb9fff4b278e9165f4ad945340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 30 November 1934, he was appointed Apostolic Delegate to Turkey and Greece and titular archbishop of Mesembria, Bulgaria. Thus, he is known as \"the Turcophile Pope,\" by the Turkish society which is predominantly Muslim. Roncalli took up this post in 1935 and used his office to help the Jewish underground in saving thousands of refugees in Europe, leading some to consider him to be a Righteous Gentile (see Pope John XXIII and Judaism). In October 1935, he led Bulgarian pilgrims to Rome and introduced them to Pope Pius XI on 14 October.", "targets": "When did he take that position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdab3acb9fff4b278e9165f4ad945340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 30 November 1934, he was appointed Apostolic Delegate to Turkey and Greece and titular archbishop of Mesembria, Bulgaria. Thus, he is known as \"the Turcophile Pope,\" by the Turkish society which is predominantly Muslim. Roncalli took up this post in 1935 and used his office to help the Jewish underground in saving thousands of refugees in Europe, leading some to consider him to be a Righteous Gentile (see Pope John XXIII and Judaism). In October 1935, he led Bulgarian pilgrims to Rome and introduced them to Pope Pius XI on 14 October.", "targets": "Who did he introduce Bulgarian pilgrims to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68d9bc5450384131ae66e538d3bf9b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fifth century Strasbourg was occupied successively by Alemanni, Huns, and Franks. In the ninth century it was commonly known as Strazburg in the local language, as documented in 842 by the Oaths of Strasbourg. This trilingual text contains, alongside texts in Latin and Old High German (teudisca lingua), the oldest written variety of Gallo-Romance (lingua romana) clearly distinct from Latin, the ancestor of Old French. The town was also called Stratisburgum or Strateburgus in Latin, from which later came Strossburi in Alsatian and Stra\u00dfburg in Standard German, and then Strasbourg in French. The Oaths of Strasbourg is considered as marking the birth of the two countries of France and Germany with the division of the Carolingian Empire.", "targets": "What Empire split to create France and Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68d9bc5450384131ae66e538d3bf9b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fifth century Strasbourg was occupied successively by Alemanni, Huns, and Franks. In the ninth century it was commonly known as Strazburg in the local language, as documented in 842 by the Oaths of Strasbourg. This trilingual text contains, alongside texts in Latin and Old High German (teudisca lingua), the oldest written variety of Gallo-Romance (lingua romana) clearly distinct from Latin, the ancestor of Old French. The town was also called Stratisburgum or Strateburgus in Latin, from which later came Strossburi in Alsatian and Stra\u00dfburg in Standard German, and then Strasbourg in French. The Oaths of Strasbourg is considered as marking the birth of the two countries of France and Germany with the division of the Carolingian Empire.", "targets": "What language called Strasbourg Strossburi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68d9bc5450384131ae66e538d3bf9b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fifth century Strasbourg was occupied successively by Alemanni, Huns, and Franks. In the ninth century it was commonly known as Strazburg in the local language, as documented in 842 by the Oaths of Strasbourg. This trilingual text contains, alongside texts in Latin and Old High German (teudisca lingua), the oldest written variety of Gallo-Romance (lingua romana) clearly distinct from Latin, the ancestor of Old French. The town was also called Stratisburgum or Strateburgus in Latin, from which later came Strossburi in Alsatian and Stra\u00dfburg in Standard German, and then Strasbourg in French. The Oaths of Strasbourg is considered as marking the birth of the two countries of France and Germany with the division of the Carolingian Empire.", "targets": "What is the German spelling for Strasbourg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68d9bc5450384131ae66e538d3bf9b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fifth century Strasbourg was occupied successively by Alemanni, Huns, and Franks. In the ninth century it was commonly known as Strazburg in the local language, as documented in 842 by the Oaths of Strasbourg. This trilingual text contains, alongside texts in Latin and Old High German (teudisca lingua), the oldest written variety of Gallo-Romance (lingua romana) clearly distinct from Latin, the ancestor of Old French. The town was also called Stratisburgum or Strateburgus in Latin, from which later came Strossburi in Alsatian and Stra\u00dfburg in Standard German, and then Strasbourg in French. The Oaths of Strasbourg is considered as marking the birth of the two countries of France and Germany with the division of the Carolingian Empire.", "targets": "What was Strasbourg known as in the local language in the ninth century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68d9bc5450384131ae66e538d3bf9b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fifth century Strasbourg was occupied successively by Alemanni, Huns, and Franks. In the ninth century it was commonly known as Strazburg in the local language, as documented in 842 by the Oaths of Strasbourg. This trilingual text contains, alongside texts in Latin and Old High German (teudisca lingua), the oldest written variety of Gallo-Romance (lingua romana) clearly distinct from Latin, the ancestor of Old French. The town was also called Stratisburgum or Strateburgus in Latin, from which later came Strossburi in Alsatian and Stra\u00dfburg in Standard German, and then Strasbourg in French. The Oaths of Strasbourg is considered as marking the birth of the two countries of France and Germany with the division of the Carolingian Empire.", "targets": "In what century was Strasbourg occupied successively by Alemanni, Huns, and Franks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d916018377104d7884ff19eee552b0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's dark spots are thought to occur in the troposphere at lower altitudes than the brighter cloud features, so they appear as holes in the upper cloud decks. As they are stable features that can persist for several months, they are thought to be vortex structures. Often associated with dark spots are brighter, persistent methane clouds that form around the tropopause layer. The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.", "targets": "Where are Neptune's dark spots thought to occur? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d916018377104d7884ff19eee552b0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's dark spots are thought to occur in the troposphere at lower altitudes than the brighter cloud features, so they appear as holes in the upper cloud decks. As they are stable features that can persist for several months, they are thought to be vortex structures. Often associated with dark spots are brighter, persistent methane clouds that form around the tropopause layer. The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.", "targets": "What do Neptune's dark spots appear as in the cloud decks? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d916018377104d7884ff19eee552b0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's dark spots are thought to occur in the troposphere at lower altitudes than the brighter cloud features, so they appear as holes in the upper cloud decks. As they are stable features that can persist for several months, they are thought to be vortex structures. Often associated with dark spots are brighter, persistent methane clouds that form around the tropopause layer. The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.", "targets": "Since Neptune's dark spots persist for several months, what are they thought to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d916018377104d7884ff19eee552b0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's dark spots are thought to occur in the troposphere at lower altitudes than the brighter cloud features, so they appear as holes in the upper cloud decks. As they are stable features that can persist for several months, they are thought to be vortex structures. Often associated with dark spots are brighter, persistent methane clouds that form around the tropopause layer. The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.", "targets": "What on Neptune are associated with dark spots that are brighter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d916018377104d7884ff19eee552b0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's dark spots are thought to occur in the troposphere at lower altitudes than the brighter cloud features, so they appear as holes in the upper cloud decks. As they are stable features that can persist for several months, they are thought to be vortex structures. Often associated with dark spots are brighter, persistent methane clouds that form around the tropopause layer. The persistence of companion clouds shows that some former dark spots may continue to exist as cyclones even though they are no longer visible as a dark feature. Dark spots may dissipate when they migrate too close to the equator or possibly through some other unknown mechanism.", "targets": "When Neptune's dark spots migrate too close to the equator, what do they do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f9229a6d9a44a2b15d37c6612cbdb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Palaeologi emperors recaptured Constantinople from the Western Europeans in 1261, they were never able to regain control of much of the former imperial lands. They usually controlled only a small section of the Balkan Peninsula near Constantinople, the city itself, and some coastal lands on the Black Sea and around the Aegean Sea. The former Byzantine lands in the Balkans were divided between the new Kingdom of Serbia, the Second Bulgarian Empire and the city-state of Venice. The power of the Byzantine emperors was threatened by a new Turkish tribe, the Ottomans, who established themselves in Anatolia in the 13th century and steadily expanded throughout the 14th century. The Ottomans expanded into Europe, reducing Bulgaria to a vassal state by 1366 and taking over Serbia after its defeat at the Battle of Kosovo in 1389. Western Europeans rallied to the plight of the Christians in the Balkans and declared a new crusade in 1396; a great army was sent to the Balkans, where it was defeated at the Battle of Nicopolis. Constantinople was finally captured by the Ottomans in 1453.", "targets": "Emperors from what dynasty recaptured Constantinople in 1261?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f9229a6d9a44a2b15d37c6612cbdb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Palaeologi emperors recaptured Constantinople from the Western Europeans in 1261, they were never able to regain control of much of the former imperial lands. They usually controlled only a small section of the Balkan Peninsula near Constantinople, the city itself, and some coastal lands on the Black Sea and around the Aegean Sea. The former Byzantine lands in the Balkans were divided between the new Kingdom of Serbia, the Second Bulgarian Empire and the city-state of Venice. The power of the Byzantine emperors was threatened by a new Turkish tribe, the Ottomans, who established themselves in Anatolia in the 13th century and steadily expanded throughout the 14th century. The Ottomans expanded into Europe, reducing Bulgaria to a vassal state by 1366 and taking over Serbia after its defeat at the Battle of Kosovo in 1389. Western Europeans rallied to the plight of the Christians in the Balkans and declared a new crusade in 1396; a great army was sent to the Balkans, where it was defeated at the Battle of Nicopolis. Constantinople was finally captured by the Ottomans in 1453.", "targets": "Along with the Second Bulgarian Empire and the Kingdom of Serbia, what polity controlled the former Byzantine Balkan lands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f9229a6d9a44a2b15d37c6612cbdb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Palaeologi emperors recaptured Constantinople from the Western Europeans in 1261, they were never able to regain control of much of the former imperial lands. They usually controlled only a small section of the Balkan Peninsula near Constantinople, the city itself, and some coastal lands on the Black Sea and around the Aegean Sea. The former Byzantine lands in the Balkans were divided between the new Kingdom of Serbia, the Second Bulgarian Empire and the city-state of Venice. The power of the Byzantine emperors was threatened by a new Turkish tribe, the Ottomans, who established themselves in Anatolia in the 13th century and steadily expanded throughout the 14th century. The Ottomans expanded into Europe, reducing Bulgaria to a vassal state by 1366 and taking over Serbia after its defeat at the Battle of Kosovo in 1389. Western Europeans rallied to the plight of the Christians in the Balkans and declared a new crusade in 1396; a great army was sent to the Balkans, where it was defeated at the Battle of Nicopolis. Constantinople was finally captured by the Ottomans in 1453.", "targets": "What tribe of Turks emerged in 13th century Anatolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f9229a6d9a44a2b15d37c6612cbdb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Palaeologi emperors recaptured Constantinople from the Western Europeans in 1261, they were never able to regain control of much of the former imperial lands. They usually controlled only a small section of the Balkan Peninsula near Constantinople, the city itself, and some coastal lands on the Black Sea and around the Aegean Sea. The former Byzantine lands in the Balkans were divided between the new Kingdom of Serbia, the Second Bulgarian Empire and the city-state of Venice. The power of the Byzantine emperors was threatened by a new Turkish tribe, the Ottomans, who established themselves in Anatolia in the 13th century and steadily expanded throughout the 14th century. The Ottomans expanded into Europe, reducing Bulgaria to a vassal state by 1366 and taking over Serbia after its defeat at the Battle of Kosovo in 1389. Western Europeans rallied to the plight of the Christians in the Balkans and declared a new crusade in 1396; a great army was sent to the Balkans, where it was defeated at the Battle of Nicopolis. Constantinople was finally captured by the Ottomans in 1453.", "targets": "In what year did Bulgaria become a vassal of the Ottomans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f9229a6d9a44a2b15d37c6612cbdb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Palaeologi emperors recaptured Constantinople from the Western Europeans in 1261, they were never able to regain control of much of the former imperial lands. They usually controlled only a small section of the Balkan Peninsula near Constantinople, the city itself, and some coastal lands on the Black Sea and around the Aegean Sea. The former Byzantine lands in the Balkans were divided between the new Kingdom of Serbia, the Second Bulgarian Empire and the city-state of Venice. The power of the Byzantine emperors was threatened by a new Turkish tribe, the Ottomans, who established themselves in Anatolia in the 13th century and steadily expanded throughout the 14th century. The Ottomans expanded into Europe, reducing Bulgaria to a vassal state by 1366 and taking over Serbia after its defeat at the Battle of Kosovo in 1389. Western Europeans rallied to the plight of the Christians in the Balkans and declared a new crusade in 1396; a great army was sent to the Balkans, where it was defeated at the Battle of Nicopolis. Constantinople was finally captured by the Ottomans in 1453.", "targets": "Who was defeated at the Battle of Kosovo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51974392617a4cd19a152e177ef2fa69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic forms that were to define Gothic architecture grew out of Romanesque architecture and developed at several different geographic locations, as the result of different influences and structural requirements. While barrel vaults and groin vaults are typical of Romanesque architecture, ribbed vaults were used in the naves of two Romanesque churches in Caen, Abbey of Saint-\u00c9tienne and Abbaye aux Dames in 1120. Another early example is the nave and apse area of the Cathedral of Cefal\u00f9 in 1131. The ribbed vault over the north transept at Durham Cathedral in England, built from 1128 to 1133, is probably earlier still and was the first time pointed arches were used in a high vault.", "targets": "The distinctive forms that describe Gothic architecture developed out of which style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51974392617a4cd19a152e177ef2fa69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic forms that were to define Gothic architecture grew out of Romanesque architecture and developed at several different geographic locations, as the result of different influences and structural requirements. While barrel vaults and groin vaults are typical of Romanesque architecture, ribbed vaults were used in the naves of two Romanesque churches in Caen, Abbey of Saint-\u00c9tienne and Abbaye aux Dames in 1120. Another early example is the nave and apse area of the Cathedral of Cefal\u00f9 in 1131. The ribbed vault over the north transept at Durham Cathedral in England, built from 1128 to 1133, is probably earlier still and was the first time pointed arches were used in a high vault.", "targets": "Barrel and groin vaults are examples of what kind of architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51974392617a4cd19a152e177ef2fa69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic forms that were to define Gothic architecture grew out of Romanesque architecture and developed at several different geographic locations, as the result of different influences and structural requirements. While barrel vaults and groin vaults are typical of Romanesque architecture, ribbed vaults were used in the naves of two Romanesque churches in Caen, Abbey of Saint-\u00c9tienne and Abbaye aux Dames in 1120. Another early example is the nave and apse area of the Cathedral of Cefal\u00f9 in 1131. The ribbed vault over the north transept at Durham Cathedral in England, built from 1128 to 1133, is probably earlier still and was the first time pointed arches were used in a high vault.", "targets": "What type of vaults were used in the Abbey of Saint-\u00c9tienne and Abbaye aux Dames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51974392617a4cd19a152e177ef2fa69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic forms that were to define Gothic architecture grew out of Romanesque architecture and developed at several different geographic locations, as the result of different influences and structural requirements. While barrel vaults and groin vaults are typical of Romanesque architecture, ribbed vaults were used in the naves of two Romanesque churches in Caen, Abbey of Saint-\u00c9tienne and Abbaye aux Dames in 1120. Another early example is the nave and apse area of the Cathedral of Cefal\u00f9 in 1131. The ribbed vault over the north transept at Durham Cathedral in England, built from 1128 to 1133, is probably earlier still and was the first time pointed arches were used in a high vault.", "targets": "When was Durham Cathedral constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51974392617a4cd19a152e177ef2fa69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic forms that were to define Gothic architecture grew out of Romanesque architecture and developed at several different geographic locations, as the result of different influences and structural requirements. While barrel vaults and groin vaults are typical of Romanesque architecture, ribbed vaults were used in the naves of two Romanesque churches in Caen, Abbey of Saint-\u00c9tienne and Abbaye aux Dames in 1120. Another early example is the nave and apse area of the Cathedral of Cefal\u00f9 in 1131. The ribbed vault over the north transept at Durham Cathedral in England, built from 1128 to 1133, is probably earlier still and was the first time pointed arches were used in a high vault.", "targets": "What cathedral first made use of pointed arches in high vaults? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d61a702a58a4a2fb9f3cc257c453a74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Believers in Pashupatinath (mainly Hindus) are allowed to enter the temple premises, but non-Hindu visitors are allowed to view the temple only from the across the Bagmati River. The priests who perform the services at this temple have been Brahmins from Karnataka, South India since the time of Malla king Yaksha Malla. This tradition is believed to have been started at the request of Adi Shankaracharya who sought to unify the states of Bharatam (Unified India) by encouraging cultural exchange. This procedure is followed in other temples around India, which were sanctified by Adi Shankaracharya.", "targets": "What people make up the majority of Pashupatinath followers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d61a702a58a4a2fb9f3cc257c453a74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Believers in Pashupatinath (mainly Hindus) are allowed to enter the temple premises, but non-Hindu visitors are allowed to view the temple only from the across the Bagmati River. The priests who perform the services at this temple have been Brahmins from Karnataka, South India since the time of Malla king Yaksha Malla. This tradition is believed to have been started at the request of Adi Shankaracharya who sought to unify the states of Bharatam (Unified India) by encouraging cultural exchange. This procedure is followed in other temples around India, which were sanctified by Adi Shankaracharya.", "targets": "In what part of India do the Pashupatinath priests originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d61a702a58a4a2fb9f3cc257c453a74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Believers in Pashupatinath (mainly Hindus) are allowed to enter the temple premises, but non-Hindu visitors are allowed to view the temple only from the across the Bagmati River. The priests who perform the services at this temple have been Brahmins from Karnataka, South India since the time of Malla king Yaksha Malla. This tradition is believed to have been started at the request of Adi Shankaracharya who sought to unify the states of Bharatam (Unified India) by encouraging cultural exchange. This procedure is followed in other temples around India, which were sanctified by Adi Shankaracharya.", "targets": "What dynasty did Yaksha Malla belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d61a702a58a4a2fb9f3cc257c453a74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Believers in Pashupatinath (mainly Hindus) are allowed to enter the temple premises, but non-Hindu visitors are allowed to view the temple only from the across the Bagmati River. The priests who perform the services at this temple have been Brahmins from Karnataka, South India since the time of Malla king Yaksha Malla. This tradition is believed to have been started at the request of Adi Shankaracharya who sought to unify the states of Bharatam (Unified India) by encouraging cultural exchange. This procedure is followed in other temples around India, which were sanctified by Adi Shankaracharya.", "targets": "Who supposedly encouraged the usage of Karnataka Brahmin priests at Pashupatinath Temple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d61a702a58a4a2fb9f3cc257c453a74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Believers in Pashupatinath (mainly Hindus) are allowed to enter the temple premises, but non-Hindu visitors are allowed to view the temple only from the across the Bagmati River. The priests who perform the services at this temple have been Brahmins from Karnataka, South India since the time of Malla king Yaksha Malla. This tradition is believed to have been started at the request of Adi Shankaracharya who sought to unify the states of Bharatam (Unified India) by encouraging cultural exchange. This procedure is followed in other temples around India, which were sanctified by Adi Shankaracharya.", "targets": "What is another term for Bharatam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5298853a00ed410d9661f80f6947902a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is an essential trace element in plants and animals, but not some microorganisms. The human body contains copper at a level of about 1.4 to 2.1 mg per kg of body mass. Stated differently, the RDA for copper in normal healthy adults is quoted as 0.97 mg/day and as 3.0 mg/day. Copper is absorbed in the gut, then transported to the liver bound to albumin. After processing in the liver, copper is distributed to other tissues in a second phase. Copper transport here involves the protein ceruloplasmin, which carries the majority of copper in blood. Ceruloplasmin also carries copper that is excreted in milk, and is particularly well-absorbed as a copper source. Copper in the body normally undergoes enterohepatic circulation (about 5 mg a day, vs. about 1 mg per day absorbed in the diet and excreted from the body), and the body is able to excrete some excess copper, if needed, via bile, which carries some copper out of the liver that is not then reabsorbed by the intestine.", "targets": "What is the level of copper in the human body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5298853a00ed410d9661f80f6947902a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is an essential trace element in plants and animals, but not some microorganisms. The human body contains copper at a level of about 1.4 to 2.1 mg per kg of body mass. Stated differently, the RDA for copper in normal healthy adults is quoted as 0.97 mg/day and as 3.0 mg/day. Copper is absorbed in the gut, then transported to the liver bound to albumin. After processing in the liver, copper is distributed to other tissues in a second phase. Copper transport here involves the protein ceruloplasmin, which carries the majority of copper in blood. Ceruloplasmin also carries copper that is excreted in milk, and is particularly well-absorbed as a copper source. Copper in the body normally undergoes enterohepatic circulation (about 5 mg a day, vs. about 1 mg per day absorbed in the diet and excreted from the body), and the body is able to excrete some excess copper, if needed, via bile, which carries some copper out of the liver that is not then reabsorbed by the intestine.", "targets": "How is copper absorbed in humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5298853a00ed410d9661f80f6947902a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is an essential trace element in plants and animals, but not some microorganisms. The human body contains copper at a level of about 1.4 to 2.1 mg per kg of body mass. Stated differently, the RDA for copper in normal healthy adults is quoted as 0.97 mg/day and as 3.0 mg/day. Copper is absorbed in the gut, then transported to the liver bound to albumin. After processing in the liver, copper is distributed to other tissues in a second phase. Copper transport here involves the protein ceruloplasmin, which carries the majority of copper in blood. Ceruloplasmin also carries copper that is excreted in milk, and is particularly well-absorbed as a copper source. Copper in the body normally undergoes enterohepatic circulation (about 5 mg a day, vs. about 1 mg per day absorbed in the diet and excreted from the body), and the body is able to excrete some excess copper, if needed, via bile, which carries some copper out of the liver that is not then reabsorbed by the intestine.", "targets": "What is copper bound with when it is sent to the liver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5298853a00ed410d9661f80f6947902a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is an essential trace element in plants and animals, but not some microorganisms. The human body contains copper at a level of about 1.4 to 2.1 mg per kg of body mass. Stated differently, the RDA for copper in normal healthy adults is quoted as 0.97 mg/day and as 3.0 mg/day. Copper is absorbed in the gut, then transported to the liver bound to albumin. After processing in the liver, copper is distributed to other tissues in a second phase. Copper transport here involves the protein ceruloplasmin, which carries the majority of copper in blood. Ceruloplasmin also carries copper that is excreted in milk, and is particularly well-absorbed as a copper source. Copper in the body normally undergoes enterohepatic circulation (about 5 mg a day, vs. about 1 mg per day absorbed in the diet and excreted from the body), and the body is able to excrete some excess copper, if needed, via bile, which carries some copper out of the liver that is not then reabsorbed by the intestine.", "targets": "What protein carries the majority of copper in blood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5298853a00ed410d9661f80f6947902a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is an essential trace element in plants and animals, but not some microorganisms. The human body contains copper at a level of about 1.4 to 2.1 mg per kg of body mass. Stated differently, the RDA for copper in normal healthy adults is quoted as 0.97 mg/day and as 3.0 mg/day. Copper is absorbed in the gut, then transported to the liver bound to albumin. After processing in the liver, copper is distributed to other tissues in a second phase. Copper transport here involves the protein ceruloplasmin, which carries the majority of copper in blood. Ceruloplasmin also carries copper that is excreted in milk, and is particularly well-absorbed as a copper source. Copper in the body normally undergoes enterohepatic circulation (about 5 mg a day, vs. about 1 mg per day absorbed in the diet and excreted from the body), and the body is able to excrete some excess copper, if needed, via bile, which carries some copper out of the liver that is not then reabsorbed by the intestine.", "targets": "How can the body get rid of excess copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1600ee7dbd8f41109f7cd8fb54ce46f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kabul Shahi dynasties ruled the Kabul Valley and Gandhara (modern-day Pakistan and Afghanistan) from the decline of the Kushan Empire in the 3rd century to the early 9th century. The Shahis are generally split up into two eras: the Buddhist Shahis and the Hindu Shahis, with the change-over thought to have occurred sometime around 870. The kingdom was known as the Kabul Shahan or Ratbelshahan from 565-670, when the capitals were located in Kapisa and Kabul, and later Udabhandapura, also known as Hund for its new capital.", "targets": "Until what century did the Kabul Shahi dynasties rule the Kabul Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1600ee7dbd8f41109f7cd8fb54ce46f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kabul Shahi dynasties ruled the Kabul Valley and Gandhara (modern-day Pakistan and Afghanistan) from the decline of the Kushan Empire in the 3rd century to the early 9th century. The Shahis are generally split up into two eras: the Buddhist Shahis and the Hindu Shahis, with the change-over thought to have occurred sometime around 870. The kingdom was known as the Kabul Shahan or Ratbelshahan from 565-670, when the capitals were located in Kapisa and Kabul, and later Udabhandapura, also known as Hund for its new capital.", "targets": "The decline of what empire allowed the rule of the Kabul Shahi empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1600ee7dbd8f41109f7cd8fb54ce46f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kabul Shahi dynasties ruled the Kabul Valley and Gandhara (modern-day Pakistan and Afghanistan) from the decline of the Kushan Empire in the 3rd century to the early 9th century. The Shahis are generally split up into two eras: the Buddhist Shahis and the Hindu Shahis, with the change-over thought to have occurred sometime around 870. The kingdom was known as the Kabul Shahan or Ratbelshahan from 565-670, when the capitals were located in Kapisa and Kabul, and later Udabhandapura, also known as Hund for its new capital.", "targets": "How many eras are the Shahis divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1600ee7dbd8f41109f7cd8fb54ce46f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kabul Shahi dynasties ruled the Kabul Valley and Gandhara (modern-day Pakistan and Afghanistan) from the decline of the Kushan Empire in the 3rd century to the early 9th century. The Shahis are generally split up into two eras: the Buddhist Shahis and the Hindu Shahis, with the change-over thought to have occurred sometime around 870. The kingdom was known as the Kabul Shahan or Ratbelshahan from 565-670, when the capitals were located in Kapisa and Kabul, and later Udabhandapura, also known as Hund for its new capital.", "targets": "When did the Shahis switch from Buddhist to Hindu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1600ee7dbd8f41109f7cd8fb54ce46f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kabul Shahi dynasties ruled the Kabul Valley and Gandhara (modern-day Pakistan and Afghanistan) from the decline of the Kushan Empire in the 3rd century to the early 9th century. The Shahis are generally split up into two eras: the Buddhist Shahis and the Hindu Shahis, with the change-over thought to have occurred sometime around 870. The kingdom was known as the Kabul Shahan or Ratbelshahan from 565-670, when the capitals were located in Kapisa and Kabul, and later Udabhandapura, also known as Hund for its new capital.", "targets": "What was the kingdom of the Shahis called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b01a1a1f0434d82850f0669e796e146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regularity is a concept based on adherence to Masonic Landmarks, the basic membership requirements, tenets and rituals of the craft. Each Grand Lodge sets its own definition of what these landmarks are, and thus what is Regular and what is Irregular (and the definitions do not necessarily agree between Grand Lodges). Essentially, every Grand Lodge will hold that its landmarks (its requirements, tenets and rituals) are Regular, and judge other Grand Lodges based on those. If the differences are significant, one Grand Lodge may declare the other \"Irregular\" and withdraw or withhold recognition.", "targets": "What concept is based on adherence to Masonic Landmarks, basic membership requirements, and tenets and rituals of the craft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b01a1a1f0434d82850f0669e796e146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regularity is a concept based on adherence to Masonic Landmarks, the basic membership requirements, tenets and rituals of the craft. Each Grand Lodge sets its own definition of what these landmarks are, and thus what is Regular and what is Irregular (and the definitions do not necessarily agree between Grand Lodges). Essentially, every Grand Lodge will hold that its landmarks (its requirements, tenets and rituals) are Regular, and judge other Grand Lodges based on those. If the differences are significant, one Grand Lodge may declare the other \"Irregular\" and withdraw or withhold recognition.", "targets": "Is each definition of regularity the same throughout all Masonic Lodges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b01a1a1f0434d82850f0669e796e146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regularity is a concept based on adherence to Masonic Landmarks, the basic membership requirements, tenets and rituals of the craft. Each Grand Lodge sets its own definition of what these landmarks are, and thus what is Regular and what is Irregular (and the definitions do not necessarily agree between Grand Lodges). Essentially, every Grand Lodge will hold that its landmarks (its requirements, tenets and rituals) are Regular, and judge other Grand Lodges based on those. If the differences are significant, one Grand Lodge may declare the other \"Irregular\" and withdraw or withhold recognition.", "targets": "When can a Grand Lodge declare another lodge as irregular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-384d3fe1e6b04a5990a1e2f2dd26934f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune has a planetary ring system, though one much less substantial than that of Saturn. The rings may consist of ice particles coated with silicates or carbon-based material, which most likely gives them a reddish hue. The three main rings are the narrow Adams Ring, 63,000 km from the centre of Neptune, the Le Verrier Ring, at 53,000 km, and the broader, fainter Galle Ring, at 42,000 km. A faint outward extension to the Le Verrier Ring has been named Lassell; it is bounded at its outer edge by the Arago Ring at 57,000 km.", "targets": "What system, like Saturn, does Neptune have? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-384d3fe1e6b04a5990a1e2f2dd26934f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune has a planetary ring system, though one much less substantial than that of Saturn. The rings may consist of ice particles coated with silicates or carbon-based material, which most likely gives them a reddish hue. The three main rings are the narrow Adams Ring, 63,000 km from the centre of Neptune, the Le Verrier Ring, at 53,000 km, and the broader, fainter Galle Ring, at 42,000 km. A faint outward extension to the Le Verrier Ring has been named Lassell; it is bounded at its outer edge by the Arago Ring at 57,000 km.", "targets": "What might Neptune's rings consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-384d3fe1e6b04a5990a1e2f2dd26934f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune has a planetary ring system, though one much less substantial than that of Saturn. The rings may consist of ice particles coated with silicates or carbon-based material, which most likely gives them a reddish hue. The three main rings are the narrow Adams Ring, 63,000 km from the centre of Neptune, the Le Verrier Ring, at 53,000 km, and the broader, fainter Galle Ring, at 42,000 km. A faint outward extension to the Le Verrier Ring has been named Lassell; it is bounded at its outer edge by the Arago Ring at 57,000 km.", "targets": "What might the ice particles of Neptune's rings be coated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-384d3fe1e6b04a5990a1e2f2dd26934f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune has a planetary ring system, though one much less substantial than that of Saturn. The rings may consist of ice particles coated with silicates or carbon-based material, which most likely gives them a reddish hue. The three main rings are the narrow Adams Ring, 63,000 km from the centre of Neptune, the Le Verrier Ring, at 53,000 km, and the broader, fainter Galle Ring, at 42,000 km. A faint outward extension to the Le Verrier Ring has been named Lassell; it is bounded at its outer edge by the Arago Ring at 57,000 km.", "targets": "Where is Adams ring from the center of Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-384d3fe1e6b04a5990a1e2f2dd26934f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune has a planetary ring system, though one much less substantial than that of Saturn. The rings may consist of ice particles coated with silicates or carbon-based material, which most likely gives them a reddish hue. The three main rings are the narrow Adams Ring, 63,000 km from the centre of Neptune, the Le Verrier Ring, at 53,000 km, and the broader, fainter Galle Ring, at 42,000 km. A faint outward extension to the Le Verrier Ring has been named Lassell; it is bounded at its outer edge by the Arago Ring at 57,000 km.", "targets": "Where is the La Verrier ring from the center of Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c6923ad00c4b9f891cbf28d677c7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reinforcement type defines two major classes of materials - woven and non-woven. Woven reinforcements are cheaper, but the high dielectric constant of glass may not be favorable for many higher-frequency applications. The spatially nonhomogeneous structure also introduces local variations in electrical parameters, due to different resin/glass ratio at different areas of the weave pattern. Nonwoven reinforcements, or materials with low or no reinforcement, are more expensive but more suitable for some RF/analog applications.", "targets": "Along with the non-woven class, what makes up the reinforcement type materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c6923ad00c4b9f891cbf28d677c7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reinforcement type defines two major classes of materials - woven and non-woven. Woven reinforcements are cheaper, but the high dielectric constant of glass may not be favorable for many higher-frequency applications. The spatially nonhomogeneous structure also introduces local variations in electrical parameters, due to different resin/glass ratio at different areas of the weave pattern. Nonwoven reinforcements, or materials with low or no reinforcement, are more expensive but more suitable for some RF/analog applications.", "targets": "Which is the more expensive reinforcement type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c6923ad00c4b9f891cbf28d677c7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reinforcement type defines two major classes of materials - woven and non-woven. Woven reinforcements are cheaper, but the high dielectric constant of glass may not be favorable for many higher-frequency applications. The spatially nonhomogeneous structure also introduces local variations in electrical parameters, due to different resin/glass ratio at different areas of the weave pattern. Nonwoven reinforcements, or materials with low or no reinforcement, are more expensive but more suitable for some RF/analog applications.", "targets": "What type of structure do woven reinforcements have that cause them to have variation in their electrical parameters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c6923ad00c4b9f891cbf28d677c7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reinforcement type defines two major classes of materials - woven and non-woven. Woven reinforcements are cheaper, but the high dielectric constant of glass may not be favorable for many higher-frequency applications. The spatially nonhomogeneous structure also introduces local variations in electrical parameters, due to different resin/glass ratio at different areas of the weave pattern. Nonwoven reinforcements, or materials with low or no reinforcement, are more expensive but more suitable for some RF/analog applications.", "targets": "Which ratio varies because of the structure of woven reinforcements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c6923ad00c4b9f891cbf28d677c7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reinforcement type defines two major classes of materials - woven and non-woven. Woven reinforcements are cheaper, but the high dielectric constant of glass may not be favorable for many higher-frequency applications. The spatially nonhomogeneous structure also introduces local variations in electrical parameters, due to different resin/glass ratio at different areas of the weave pattern. Nonwoven reinforcements, or materials with low or no reinforcement, are more expensive but more suitable for some RF/analog applications.", "targets": "For what kind of applications are non-woven reinforcement materials better than woven ones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356e6f4b046b41e692f3162be2bca0eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the opening of the Dorothy and Michael Hintze sculpture galleries in 2006 it was decided to extend the chronology of the works on display up to 1950; this has involved loans by other museums, including Tate Britain, so works by Henry Moore and Jacob Epstein along with other of their contemporaries are now on view. These galleries concentrate on works dated 1600 to 1950 by British sculptors, works by continental sculptors who worked in Britain, and works bought by British patrons from the continental sculptors, such as Canova's Theseus and the Minotaur. The galleries overlooking the garden are arranged by theme, tomb sculpture, portraiture, garden sculpture and mythology. Then there is a section that covers late 19th-century and early 20th-century sculpture, this includes work by Rodin and other French sculptors such as Dalou who spent several years in Britain where he taught sculpture.", "targets": "Who were the sculpture galleries that opened in 2006 named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356e6f4b046b41e692f3162be2bca0eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the opening of the Dorothy and Michael Hintze sculpture galleries in 2006 it was decided to extend the chronology of the works on display up to 1950; this has involved loans by other museums, including Tate Britain, so works by Henry Moore and Jacob Epstein along with other of their contemporaries are now on view. These galleries concentrate on works dated 1600 to 1950 by British sculptors, works by continental sculptors who worked in Britain, and works bought by British patrons from the continental sculptors, such as Canova's Theseus and the Minotaur. The galleries overlooking the garden are arranged by theme, tomb sculpture, portraiture, garden sculpture and mythology. Then there is a section that covers late 19th-century and early 20th-century sculpture, this includes work by Rodin and other French sculptors such as Dalou who spent several years in Britain where he taught sculpture.", "targets": "To which year does the new sculpture galleries now encompass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356e6f4b046b41e692f3162be2bca0eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the opening of the Dorothy and Michael Hintze sculpture galleries in 2006 it was decided to extend the chronology of the works on display up to 1950; this has involved loans by other museums, including Tate Britain, so works by Henry Moore and Jacob Epstein along with other of their contemporaries are now on view. These galleries concentrate on works dated 1600 to 1950 by British sculptors, works by continental sculptors who worked in Britain, and works bought by British patrons from the continental sculptors, such as Canova's Theseus and the Minotaur. The galleries overlooking the garden are arranged by theme, tomb sculpture, portraiture, garden sculpture and mythology. Then there is a section that covers late 19th-century and early 20th-century sculpture, this includes work by Rodin and other French sculptors such as Dalou who spent several years in Britain where he taught sculpture.", "targets": "How are the galleries overlooking the garden arranged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356e6f4b046b41e692f3162be2bca0eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the opening of the Dorothy and Michael Hintze sculpture galleries in 2006 it was decided to extend the chronology of the works on display up to 1950; this has involved loans by other museums, including Tate Britain, so works by Henry Moore and Jacob Epstein along with other of their contemporaries are now on view. These galleries concentrate on works dated 1600 to 1950 by British sculptors, works by continental sculptors who worked in Britain, and works bought by British patrons from the continental sculptors, such as Canova's Theseus and the Minotaur. The galleries overlooking the garden are arranged by theme, tomb sculpture, portraiture, garden sculpture and mythology. Then there is a section that covers late 19th-century and early 20th-century sculpture, this includes work by Rodin and other French sculptors such as Dalou who spent several years in Britain where he taught sculpture.", "targets": "Which two British sculptors are now represented with the opening of the new galleries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356e6f4b046b41e692f3162be2bca0eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the opening of the Dorothy and Michael Hintze sculpture galleries in 2006 it was decided to extend the chronology of the works on display up to 1950; this has involved loans by other museums, including Tate Britain, so works by Henry Moore and Jacob Epstein along with other of their contemporaries are now on view. These galleries concentrate on works dated 1600 to 1950 by British sculptors, works by continental sculptors who worked in Britain, and works bought by British patrons from the continental sculptors, such as Canova's Theseus and the Minotaur. The galleries overlooking the garden are arranged by theme, tomb sculpture, portraiture, garden sculpture and mythology. Then there is a section that covers late 19th-century and early 20th-century sculpture, this includes work by Rodin and other French sculptors such as Dalou who spent several years in Britain where he taught sculpture.", "targets": "Which museum was among those that loaned more modern works for the new sculpture galleries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0767445a5d4419accc70312681a51b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both before and after the 1708 passage of the Foreign Protestants Naturalization Act, an estimated 50,000 Protestant Walloons and Huguenots fled to England, with many moving on to Ireland and elsewhere. In relative terms, this was one of the largest waves of immigration ever of a single ethnic community to Britain. Andrew Lortie (born Andr\u00e9 Lortie), a leading Huguenot theologian and writer who led the exiled community in London, became known for articulating their criticism of the Pope and the doctrine of transubstantiation during Mass.", "targets": "What English law made that country more welcoming to Huguenots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0767445a5d4419accc70312681a51b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both before and after the 1708 passage of the Foreign Protestants Naturalization Act, an estimated 50,000 Protestant Walloons and Huguenots fled to England, with many moving on to Ireland and elsewhere. In relative terms, this was one of the largest waves of immigration ever of a single ethnic community to Britain. Andrew Lortie (born Andr\u00e9 Lortie), a leading Huguenot theologian and writer who led the exiled community in London, became known for articulating their criticism of the Pope and the doctrine of transubstantiation during Mass.", "targets": "When was this naturalization act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0767445a5d4419accc70312681a51b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both before and after the 1708 passage of the Foreign Protestants Naturalization Act, an estimated 50,000 Protestant Walloons and Huguenots fled to England, with many moving on to Ireland and elsewhere. In relative terms, this was one of the largest waves of immigration ever of a single ethnic community to Britain. Andrew Lortie (born Andr\u00e9 Lortie), a leading Huguenot theologian and writer who led the exiled community in London, became known for articulating their criticism of the Pope and the doctrine of transubstantiation during Mass.", "targets": "About how many Walloons and Huguenots emigrated to England and Ireland in this era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0767445a5d4419accc70312681a51b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both before and after the 1708 passage of the Foreign Protestants Naturalization Act, an estimated 50,000 Protestant Walloons and Huguenots fled to England, with many moving on to Ireland and elsewhere. In relative terms, this was one of the largest waves of immigration ever of a single ethnic community to Britain. Andrew Lortie (born Andr\u00e9 Lortie), a leading Huguenot theologian and writer who led the exiled community in London, became known for articulating their criticism of the Pope and the doctrine of transubstantiation during Mass.", "targets": "Who was the famous Huguenot theologian and writer in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0767445a5d4419accc70312681a51b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both before and after the 1708 passage of the Foreign Protestants Naturalization Act, an estimated 50,000 Protestant Walloons and Huguenots fled to England, with many moving on to Ireland and elsewhere. In relative terms, this was one of the largest waves of immigration ever of a single ethnic community to Britain. Andrew Lortie (born Andr\u00e9 Lortie), a leading Huguenot theologian and writer who led the exiled community in London, became known for articulating their criticism of the Pope and the doctrine of transubstantiation during Mass.", "targets": "What Catholic Church liturgical belief did Lortie criticize openly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd5d7c510034701b8cca1454a56de68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the use of the multiprotein complexes listed above, Gram-negative bacteria possess another method for release of material: the formation of outer membrane vesicles. Portions of the outer membrane pinch off, forming spherical structures made of a lipid bilayer enclosing periplasmic materials. Vesicles from a number of bacterial species have been found to contain virulence factors, some have immunomodulatory effects, and some can directly adhere to and intoxicate host cells. While release of vesicles has been demonstrated as a general response to stress conditions, the process of loading cargo proteins seems to be selective.", "targets": "What other method does Gram-negative bacters use to release material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd5d7c510034701b8cca1454a56de68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the use of the multiprotein complexes listed above, Gram-negative bacteria possess another method for release of material: the formation of outer membrane vesicles. Portions of the outer membrane pinch off, forming spherical structures made of a lipid bilayer enclosing periplasmic materials. Vesicles from a number of bacterial species have been found to contain virulence factors, some have immunomodulatory effects, and some can directly adhere to and intoxicate host cells. While release of vesicles has been demonstrated as a general response to stress conditions, the process of loading cargo proteins seems to be selective.", "targets": "What happens with the pinch off part of the outer membrane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd5d7c510034701b8cca1454a56de68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the use of the multiprotein complexes listed above, Gram-negative bacteria possess another method for release of material: the formation of outer membrane vesicles. Portions of the outer membrane pinch off, forming spherical structures made of a lipid bilayer enclosing periplasmic materials. Vesicles from a number of bacterial species have been found to contain virulence factors, some have immunomodulatory effects, and some can directly adhere to and intoxicate host cells. While release of vesicles has been demonstrated as a general response to stress conditions, the process of loading cargo proteins seems to be selective.", "targets": "What does the release of vesicles seem to demenstrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd5d7c510034701b8cca1454a56de68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the use of the multiprotein complexes listed above, Gram-negative bacteria possess another method for release of material: the formation of outer membrane vesicles. Portions of the outer membrane pinch off, forming spherical structures made of a lipid bilayer enclosing periplasmic materials. Vesicles from a number of bacterial species have been found to contain virulence factors, some have immunomodulatory effects, and some can directly adhere to and intoxicate host cells. While release of vesicles has been demonstrated as a general response to stress conditions, the process of loading cargo proteins seems to be selective.", "targets": "What virulence factors do some bacterial species have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d26163a6f544e3c9a46f4015521e91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Delhi Metro is being built and operated by the Delhi Metro Rail Corporation Limited (DMRC), a state-owned company with equal equity participation from Government of India and Government of National Capital Territory of Delhi. However, the organisation is under administrative control of Ministry of Urban Development, Government of India. Besides construction and operation of Delhi metro, DMRC is also involved in the planning and implementation of metro rail, monorail and high-speed rail projects in India and providing consultancy services to other metro projects in the country as well as abroad. The Delhi Metro project was spearheaded by Padma Vibhushan E. Sreedharan, the Managing Director of DMRC and popularly known as the \"Metro Man\" of India. He famously resigned from DMRC, taking moral responsibility for a metro bridge collapse which took five lives. Sreedharan was awarded with the prestigious Legion of Honour by the French Government for his contribution to Delhi Metro.", "targets": "What organization operates the Delhi Metro system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d26163a6f544e3c9a46f4015521e91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Delhi Metro is being built and operated by the Delhi Metro Rail Corporation Limited (DMRC), a state-owned company with equal equity participation from Government of India and Government of National Capital Territory of Delhi. However, the organisation is under administrative control of Ministry of Urban Development, Government of India. Besides construction and operation of Delhi metro, DMRC is also involved in the planning and implementation of metro rail, monorail and high-speed rail projects in India and providing consultancy services to other metro projects in the country as well as abroad. The Delhi Metro project was spearheaded by Padma Vibhushan E. Sreedharan, the Managing Director of DMRC and popularly known as the \"Metro Man\" of India. He famously resigned from DMRC, taking moral responsibility for a metro bridge collapse which took five lives. Sreedharan was awarded with the prestigious Legion of Honour by the French Government for his contribution to Delhi Metro.", "targets": "The Delhi Metro Rail Corporation operates under the administrative control of what government body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d26163a6f544e3c9a46f4015521e91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Delhi Metro is being built and operated by the Delhi Metro Rail Corporation Limited (DMRC), a state-owned company with equal equity participation from Government of India and Government of National Capital Territory of Delhi. However, the organisation is under administrative control of Ministry of Urban Development, Government of India. Besides construction and operation of Delhi metro, DMRC is also involved in the planning and implementation of metro rail, monorail and high-speed rail projects in India and providing consultancy services to other metro projects in the country as well as abroad. The Delhi Metro project was spearheaded by Padma Vibhushan E. Sreedharan, the Managing Director of DMRC and popularly known as the \"Metro Man\" of India. He famously resigned from DMRC, taking moral responsibility for a metro bridge collapse which took five lives. Sreedharan was awarded with the prestigious Legion of Honour by the French Government for his contribution to Delhi Metro.", "targets": "The Delhi Metro project was spearheaded by what Indian government figure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d26163a6f544e3c9a46f4015521e91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Delhi Metro is being built and operated by the Delhi Metro Rail Corporation Limited (DMRC), a state-owned company with equal equity participation from Government of India and Government of National Capital Territory of Delhi. However, the organisation is under administrative control of Ministry of Urban Development, Government of India. Besides construction and operation of Delhi metro, DMRC is also involved in the planning and implementation of metro rail, monorail and high-speed rail projects in India and providing consultancy services to other metro projects in the country as well as abroad. The Delhi Metro project was spearheaded by Padma Vibhushan E. Sreedharan, the Managing Director of DMRC and popularly known as the \"Metro Man\" of India. He famously resigned from DMRC, taking moral responsibility for a metro bridge collapse which took five lives. Sreedharan was awarded with the prestigious Legion of Honour by the French Government for his contribution to Delhi Metro.", "targets": "Padma Vibhushan E. Sreedharan was popularly known by what nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d26163a6f544e3c9a46f4015521e91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Delhi Metro is being built and operated by the Delhi Metro Rail Corporation Limited (DMRC), a state-owned company with equal equity participation from Government of India and Government of National Capital Territory of Delhi. However, the organisation is under administrative control of Ministry of Urban Development, Government of India. Besides construction and operation of Delhi metro, DMRC is also involved in the planning and implementation of metro rail, monorail and high-speed rail projects in India and providing consultancy services to other metro projects in the country as well as abroad. The Delhi Metro project was spearheaded by Padma Vibhushan E. Sreedharan, the Managing Director of DMRC and popularly known as the \"Metro Man\" of India. He famously resigned from DMRC, taking moral responsibility for a metro bridge collapse which took five lives. Sreedharan was awarded with the prestigious Legion of Honour by the French Government for his contribution to Delhi Metro.", "targets": "What major award was given to Padma Vibhushan E. Sreedharan for his contribution the the Delhi Metro?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57525ca6762d41058041904cd368588a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard home video LaserDisc was 30 cm (12 in) in diameter and made up of two single-sided aluminum discs layered in plastic. Although appearing similar to compact discs or DVDs, LaserDiscs used analog video stored in the composite domain (having a video bandwidth approximately equivalent to the 1-inch (25 mm) C-Type VTR format) with analog FM stereo sound and PCM digital audio. The LaserDisc at its most fundamental level was still recorded as a series of pits and lands much like CDs, DVDs, and even Blu-ray Discs are today. However, while the encoding is of a binary nature, the information is encoded as analog pulse width modulation with a 50% duty cycle, where the information is contained in the lengths and spacing of the pits. In true digital media the pits, or their edges, directly represent 1s and 0s of a binary digital information stream. Early LaserDiscs featured in 1978 were entirely analog but the format evolved to incorporate digital stereo sound in CD format (sometimes with a TOSlink or coax output to feed an external DAC), and later multi-channel formats such as Dolby Digital and DTS.", "targets": "How large was a standard LaserDisc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57525ca6762d41058041904cd368588a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard home video LaserDisc was 30 cm (12 in) in diameter and made up of two single-sided aluminum discs layered in plastic. Although appearing similar to compact discs or DVDs, LaserDiscs used analog video stored in the composite domain (having a video bandwidth approximately equivalent to the 1-inch (25 mm) C-Type VTR format) with analog FM stereo sound and PCM digital audio. The LaserDisc at its most fundamental level was still recorded as a series of pits and lands much like CDs, DVDs, and even Blu-ray Discs are today. However, while the encoding is of a binary nature, the information is encoded as analog pulse width modulation with a 50% duty cycle, where the information is contained in the lengths and spacing of the pits. In true digital media the pits, or their edges, directly represent 1s and 0s of a binary digital information stream. Early LaserDiscs featured in 1978 were entirely analog but the format evolved to incorporate digital stereo sound in CD format (sometimes with a TOSlink or coax output to feed an external DAC), and later multi-channel formats such as Dolby Digital and DTS.", "targets": "What numbers are used in Binary information coding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57525ca6762d41058041904cd368588a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard home video LaserDisc was 30 cm (12 in) in diameter and made up of two single-sided aluminum discs layered in plastic. Although appearing similar to compact discs or DVDs, LaserDiscs used analog video stored in the composite domain (having a video bandwidth approximately equivalent to the 1-inch (25 mm) C-Type VTR format) with analog FM stereo sound and PCM digital audio. The LaserDisc at its most fundamental level was still recorded as a series of pits and lands much like CDs, DVDs, and even Blu-ray Discs are today. However, while the encoding is of a binary nature, the information is encoded as analog pulse width modulation with a 50% duty cycle, where the information is contained in the lengths and spacing of the pits. In true digital media the pits, or their edges, directly represent 1s and 0s of a binary digital information stream. Early LaserDiscs featured in 1978 were entirely analog but the format evolved to incorporate digital stereo sound in CD format (sometimes with a TOSlink or coax output to feed an external DAC), and later multi-channel formats such as Dolby Digital and DTS.", "targets": "Were the ealiest LaserDiscs in 1978 analog or digitally formatted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e146df263ead4338afb4ed027c934aed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For less than a year between 1862\u201363, Peruvian ships, engaged in what became to be called the \"blackbirding\" trade, combed the smaller islands of Polynesia from Easter Island in the eastern Pacific to Tuvalu and the southern atolls of the Gilbert Islands (now Kiribati), seeking recruits to fill the extreme labour shortage in Peru. While some islanders were voluntary recruits the \"blackbirders\" were notorious for enticing islanders on to ships with tricks, such as pretending to be Christian missionaries, as well as kidnapping islanders at gun point. The Rev. A. W. Murray, the earliest European missionary in Tuvalu, reported that in 1863 about 170 people were taken from Funafuti and about 250 were taken from Nukulaelae, as there were fewer than 100 of the 300 recorded in 1861 as living on Nukulaelae.", "targets": "In what years did Peruvian ships seek laborers in the Polynesian islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e146df263ead4338afb4ed027c934aed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For less than a year between 1862\u201363, Peruvian ships, engaged in what became to be called the \"blackbirding\" trade, combed the smaller islands of Polynesia from Easter Island in the eastern Pacific to Tuvalu and the southern atolls of the Gilbert Islands (now Kiribati), seeking recruits to fill the extreme labour shortage in Peru. While some islanders were voluntary recruits the \"blackbirders\" were notorious for enticing islanders on to ships with tricks, such as pretending to be Christian missionaries, as well as kidnapping islanders at gun point. The Rev. A. W. Murray, the earliest European missionary in Tuvalu, reported that in 1863 about 170 people were taken from Funafuti and about 250 were taken from Nukulaelae, as there were fewer than 100 of the 300 recorded in 1861 as living on Nukulaelae.", "targets": "What was the name applied to the trade of dealing with labor hunters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e146df263ead4338afb4ed027c934aed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For less than a year between 1862\u201363, Peruvian ships, engaged in what became to be called the \"blackbirding\" trade, combed the smaller islands of Polynesia from Easter Island in the eastern Pacific to Tuvalu and the southern atolls of the Gilbert Islands (now Kiribati), seeking recruits to fill the extreme labour shortage in Peru. While some islanders were voluntary recruits the \"blackbirders\" were notorious for enticing islanders on to ships with tricks, such as pretending to be Christian missionaries, as well as kidnapping islanders at gun point. The Rev. A. W. Murray, the earliest European missionary in Tuvalu, reported that in 1863 about 170 people were taken from Funafuti and about 250 were taken from Nukulaelae, as there were fewer than 100 of the 300 recorded in 1861 as living on Nukulaelae.", "targets": "Who was the earliest missionary to Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e146df263ead4338afb4ed027c934aed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For less than a year between 1862\u201363, Peruvian ships, engaged in what became to be called the \"blackbirding\" trade, combed the smaller islands of Polynesia from Easter Island in the eastern Pacific to Tuvalu and the southern atolls of the Gilbert Islands (now Kiribati), seeking recruits to fill the extreme labour shortage in Peru. While some islanders were voluntary recruits the \"blackbirders\" were notorious for enticing islanders on to ships with tricks, such as pretending to be Christian missionaries, as well as kidnapping islanders at gun point. The Rev. A. W. Murray, the earliest European missionary in Tuvalu, reported that in 1863 about 170 people were taken from Funafuti and about 250 were taken from Nukulaelae, as there were fewer than 100 of the 300 recorded in 1861 as living on Nukulaelae.", "targets": "By what means did Blackbirders often get islanders aboard their ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e146df263ead4338afb4ed027c934aed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For less than a year between 1862\u201363, Peruvian ships, engaged in what became to be called the \"blackbirding\" trade, combed the smaller islands of Polynesia from Easter Island in the eastern Pacific to Tuvalu and the southern atolls of the Gilbert Islands (now Kiribati), seeking recruits to fill the extreme labour shortage in Peru. While some islanders were voluntary recruits the \"blackbirders\" were notorious for enticing islanders on to ships with tricks, such as pretending to be Christian missionaries, as well as kidnapping islanders at gun point. The Rev. A. W. Murray, the earliest European missionary in Tuvalu, reported that in 1863 about 170 people were taken from Funafuti and about 250 were taken from Nukulaelae, as there were fewer than 100 of the 300 recorded in 1861 as living on Nukulaelae.", "targets": "When did Murray report people missing because of Blackbirders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e8b9132f8704b9389f6e5899cbbcbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The introduction of new or equivalent deities coincided with Rome's most significant aggressive and defensive military forays. In 206 BC the Sibylline books commended the introduction of cult to the aniconic Magna Mater (Great Mother) from Pessinus, installed on the Palatine in 191 BC. The mystery cult to Bacchus followed; it was suppressed as subversive and unruly by decree of the Senate in 186 BC. Greek deities were brought within the sacred pomerium: temples were dedicated to Juventas (Hebe) in 191 BC, Diana (Artemis) in 179 BC, Mars (Ares) in 138 BC), and to Bona Dea, equivalent to Fauna, the female counterpart of the rural Faunus, supplemented by the Greek goddess Damia. Further Greek influences on cult images and types represented the Roman Penates as forms of the Greek Dioscuri. The military-political adventurers of the Later Republic introduced the Phrygian goddess Ma (identified with Roman Bellona, the Egyptian mystery-goddess Isis and Persian Mithras.)", "targets": "What cult appeared from Pessinus in 206 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e8b9132f8704b9389f6e5899cbbcbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The introduction of new or equivalent deities coincided with Rome's most significant aggressive and defensive military forays. In 206 BC the Sibylline books commended the introduction of cult to the aniconic Magna Mater (Great Mother) from Pessinus, installed on the Palatine in 191 BC. The mystery cult to Bacchus followed; it was suppressed as subversive and unruly by decree of the Senate in 186 BC. Greek deities were brought within the sacred pomerium: temples were dedicated to Juventas (Hebe) in 191 BC, Diana (Artemis) in 179 BC, Mars (Ares) in 138 BC), and to Bona Dea, equivalent to Fauna, the female counterpart of the rural Faunus, supplemented by the Greek goddess Damia. Further Greek influences on cult images and types represented the Roman Penates as forms of the Greek Dioscuri. The military-political adventurers of the Later Republic introduced the Phrygian goddess Ma (identified with Roman Bellona, the Egyptian mystery-goddess Isis and Persian Mithras.)", "targets": "What cult was brought in to Rome after the Great Mother cult?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e8b9132f8704b9389f6e5899cbbcbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The introduction of new or equivalent deities coincided with Rome's most significant aggressive and defensive military forays. In 206 BC the Sibylline books commended the introduction of cult to the aniconic Magna Mater (Great Mother) from Pessinus, installed on the Palatine in 191 BC. The mystery cult to Bacchus followed; it was suppressed as subversive and unruly by decree of the Senate in 186 BC. Greek deities were brought within the sacred pomerium: temples were dedicated to Juventas (Hebe) in 191 BC, Diana (Artemis) in 179 BC, Mars (Ares) in 138 BC), and to Bona Dea, equivalent to Fauna, the female counterpart of the rural Faunus, supplemented by the Greek goddess Damia. Further Greek influences on cult images and types represented the Roman Penates as forms of the Greek Dioscuri. The military-political adventurers of the Later Republic introduced the Phrygian goddess Ma (identified with Roman Bellona, the Egyptian mystery-goddess Isis and Persian Mithras.)", "targets": "In what year did the Senate declare the Bacchus subversive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e8b9132f8704b9389f6e5899cbbcbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The introduction of new or equivalent deities coincided with Rome's most significant aggressive and defensive military forays. In 206 BC the Sibylline books commended the introduction of cult to the aniconic Magna Mater (Great Mother) from Pessinus, installed on the Palatine in 191 BC. The mystery cult to Bacchus followed; it was suppressed as subversive and unruly by decree of the Senate in 186 BC. Greek deities were brought within the sacred pomerium: temples were dedicated to Juventas (Hebe) in 191 BC, Diana (Artemis) in 179 BC, Mars (Ares) in 138 BC), and to Bona Dea, equivalent to Fauna, the female counterpart of the rural Faunus, supplemented by the Greek goddess Damia. Further Greek influences on cult images and types represented the Roman Penates as forms of the Greek Dioscuri. The military-political adventurers of the Later Republic introduced the Phrygian goddess Ma (identified with Roman Bellona, the Egyptian mystery-goddess Isis and Persian Mithras.)", "targets": "In what year was Diana  brought into the pomerium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e8b9132f8704b9389f6e5899cbbcbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The introduction of new or equivalent deities coincided with Rome's most significant aggressive and defensive military forays. In 206 BC the Sibylline books commended the introduction of cult to the aniconic Magna Mater (Great Mother) from Pessinus, installed on the Palatine in 191 BC. The mystery cult to Bacchus followed; it was suppressed as subversive and unruly by decree of the Senate in 186 BC. Greek deities were brought within the sacred pomerium: temples were dedicated to Juventas (Hebe) in 191 BC, Diana (Artemis) in 179 BC, Mars (Ares) in 138 BC), and to Bona Dea, equivalent to Fauna, the female counterpart of the rural Faunus, supplemented by the Greek goddess Damia. Further Greek influences on cult images and types represented the Roman Penates as forms of the Greek Dioscuri. The military-political adventurers of the Later Republic introduced the Phrygian goddess Ma (identified with Roman Bellona, the Egyptian mystery-goddess Isis and Persian Mithras.)", "targets": "What god was introduced in Rome in 138 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a22089915f2648e2a1bb3580cdd7b500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The human brain is not fully developed by the time a person reaches puberty. Between the ages of 10 and 25, the brain undergoes changes that have important implications for behavior (see Cognitive development below). The brain reaches 90% of its adult size by the time a person is six years of age. Thus, the brain does not grow in size much during adolescence. However, the creases in the brain continue to become more complex until the late teens. The biggest changes in the folds of the brain during this time occur in the parts of the cortex that process cognitive and emotional information.", "targets": "Is a person's brain fully developed by the time they reach puberty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a22089915f2648e2a1bb3580cdd7b500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The human brain is not fully developed by the time a person reaches puberty. Between the ages of 10 and 25, the brain undergoes changes that have important implications for behavior (see Cognitive development below). The brain reaches 90% of its adult size by the time a person is six years of age. Thus, the brain does not grow in size much during adolescence. However, the creases in the brain continue to become more complex until the late teens. The biggest changes in the folds of the brain during this time occur in the parts of the cortex that process cognitive and emotional information.", "targets": "The biggest changes in the brain during puberty occur in the parts of the cortex that process what kinds of information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a22089915f2648e2a1bb3580cdd7b500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The human brain is not fully developed by the time a person reaches puberty. Between the ages of 10 and 25, the brain undergoes changes that have important implications for behavior (see Cognitive development below). The brain reaches 90% of its adult size by the time a person is six years of age. Thus, the brain does not grow in size much during adolescence. However, the creases in the brain continue to become more complex until the late teens. The biggest changes in the folds of the brain during this time occur in the parts of the cortex that process cognitive and emotional information.", "targets": "The brain reaches 90% of its adult size by the time a person reaches what year of age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a22089915f2648e2a1bb3580cdd7b500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The human brain is not fully developed by the time a person reaches puberty. Between the ages of 10 and 25, the brain undergoes changes that have important implications for behavior (see Cognitive development below). The brain reaches 90% of its adult size by the time a person is six years of age. Thus, the brain does not grow in size much during adolescence. However, the creases in the brain continue to become more complex until the late teens. The biggest changes in the folds of the brain during this time occur in the parts of the cortex that process cognitive and emotional information.", "targets": "What parts of the brain continue to become more complex into the late teens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a22089915f2648e2a1bb3580cdd7b500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The human brain is not fully developed by the time a person reaches puberty. Between the ages of 10 and 25, the brain undergoes changes that have important implications for behavior (see Cognitive development below). The brain reaches 90% of its adult size by the time a person is six years of age. Thus, the brain does not grow in size much during adolescence. However, the creases in the brain continue to become more complex until the late teens. The biggest changes in the folds of the brain during this time occur in the parts of the cortex that process cognitive and emotional information.", "targets": "The brain reaches what percentage of its adult size by the time a person is six years old?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe9d36606ed4537b4ea414502792ce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hummers that Schwarzenegger bought 1992 are so large \u2013 each weighs 6,300 lb (2,900 kg) and is 7 feet (2.1 m) wide \u2013 that they are classified as large trucks, and U.S. fuel economy regulations do not apply to them. During the gubernatorial recall campaign he announced that he would convert one of his Hummers to burn hydrogen. The conversion was reported to have cost about US$21,000. After the election, he signed an executive order to jump-start the building of hydrogen refueling plants called the California Hydrogen Highway Network, and gained a U.S. Department of Energy grant to help pay for its projected US$91,000,000 cost. California took delivery of the first H2H (Hydrogen Hummer) in October 2004.", "targets": "How many pounds does one of Schwarzenegger's Hummers weigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe9d36606ed4537b4ea414502792ce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hummers that Schwarzenegger bought 1992 are so large \u2013 each weighs 6,300 lb (2,900 kg) and is 7 feet (2.1 m) wide \u2013 that they are classified as large trucks, and U.S. fuel economy regulations do not apply to them. During the gubernatorial recall campaign he announced that he would convert one of his Hummers to burn hydrogen. The conversion was reported to have cost about US$21,000. After the election, he signed an executive order to jump-start the building of hydrogen refueling plants called the California Hydrogen Highway Network, and gained a U.S. Department of Energy grant to help pay for its projected US$91,000,000 cost. California took delivery of the first H2H (Hydrogen Hummer) in October 2004.", "targets": "How much did Schwarzenegger spend to convert a Hummer to run on hydrogen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe9d36606ed4537b4ea414502792ce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hummers that Schwarzenegger bought 1992 are so large \u2013 each weighs 6,300 lb (2,900 kg) and is 7 feet (2.1 m) wide \u2013 that they are classified as large trucks, and U.S. fuel economy regulations do not apply to them. During the gubernatorial recall campaign he announced that he would convert one of his Hummers to burn hydrogen. The conversion was reported to have cost about US$21,000. After the election, he signed an executive order to jump-start the building of hydrogen refueling plants called the California Hydrogen Highway Network, and gained a U.S. Department of Energy grant to help pay for its projected US$91,000,000 cost. California took delivery of the first H2H (Hydrogen Hummer) in October 2004.", "targets": "What did Schwarzenegger name his plan to build hydrogen refueling stations throughout California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe9d36606ed4537b4ea414502792ce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hummers that Schwarzenegger bought 1992 are so large \u2013 each weighs 6,300 lb (2,900 kg) and is 7 feet (2.1 m) wide \u2013 that they are classified as large trucks, and U.S. fuel economy regulations do not apply to them. During the gubernatorial recall campaign he announced that he would convert one of his Hummers to burn hydrogen. The conversion was reported to have cost about US$21,000. After the election, he signed an executive order to jump-start the building of hydrogen refueling plants called the California Hydrogen Highway Network, and gained a U.S. Department of Energy grant to help pay for its projected US$91,000,000 cost. California took delivery of the first H2H (Hydrogen Hummer) in October 2004.", "targets": "What governmental department contributed a grant to Schwarzenegger's hydrogen fuel project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d007c116b90466d938975e182ebaf8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Endospores show no detectable metabolism and can survive extreme physical and chemical stresses, such as high levels of UV light, gamma radiation, detergents, disinfectants, heat, freezing, pressure, and desiccation. In this dormant state, these organisms may remain viable for millions of years, and endospores even allow bacteria to survive exposure to the vacuum and radiation in space. According to scientist Dr. Steinn Sigurdsson, \"There are viable bacterial spores that have been found that are 40 million years old on Earth \u2014 and we know they're very hardened to radiation.\" Endospore-forming bacteria can also cause disease: for example, anthrax can be contracted by the inhalation of Bacillus anthracis endospores, and contamination of deep puncture wounds with Clostridium tetani endospores causes tetanus.", "targets": "Is there a metabolism in endospores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d007c116b90466d938975e182ebaf8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Endospores show no detectable metabolism and can survive extreme physical and chemical stresses, such as high levels of UV light, gamma radiation, detergents, disinfectants, heat, freezing, pressure, and desiccation. In this dormant state, these organisms may remain viable for millions of years, and endospores even allow bacteria to survive exposure to the vacuum and radiation in space. According to scientist Dr. Steinn Sigurdsson, \"There are viable bacterial spores that have been found that are 40 million years old on Earth \u2014 and we know they're very hardened to radiation.\" Endospore-forming bacteria can also cause disease: for example, anthrax can be contracted by the inhalation of Bacillus anthracis endospores, and contamination of deep puncture wounds with Clostridium tetani endospores causes tetanus.", "targets": "What extreme physical and chemical stresses can endospores endure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d007c116b90466d938975e182ebaf8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Endospores show no detectable metabolism and can survive extreme physical and chemical stresses, such as high levels of UV light, gamma radiation, detergents, disinfectants, heat, freezing, pressure, and desiccation. In this dormant state, these organisms may remain viable for millions of years, and endospores even allow bacteria to survive exposure to the vacuum and radiation in space. According to scientist Dr. Steinn Sigurdsson, \"There are viable bacterial spores that have been found that are 40 million years old on Earth \u2014 and we know they're very hardened to radiation.\" Endospore-forming bacteria can also cause disease: for example, anthrax can be contracted by the inhalation of Bacillus anthracis endospores, and contamination of deep puncture wounds with Clostridium tetani endospores causes tetanus.", "targets": "How long can endospores of bacteria stay alive in dormant state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d007c116b90466d938975e182ebaf8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Endospores show no detectable metabolism and can survive extreme physical and chemical stresses, such as high levels of UV light, gamma radiation, detergents, disinfectants, heat, freezing, pressure, and desiccation. In this dormant state, these organisms may remain viable for millions of years, and endospores even allow bacteria to survive exposure to the vacuum and radiation in space. According to scientist Dr. Steinn Sigurdsson, \"There are viable bacterial spores that have been found that are 40 million years old on Earth \u2014 and we know they're very hardened to radiation.\" Endospore-forming bacteria can also cause disease: for example, anthrax can be contracted by the inhalation of Bacillus anthracis endospores, and contamination of deep puncture wounds with Clostridium tetani endospores causes tetanus.", "targets": "What endospore-forming bacteria can cause tetanus disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430091fd14a543bdad2d0dfea2d815fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asphalt/bitumen is similar to the organic matter in carbonaceous meteorites. However, detailed studies have shown these materials to be distinct. The vast Alberta bitumen resources are believed to have started out as living material from marine plants and animals, mainly algae, that died millions of years ago when an ancient ocean covered Alberta. They were covered by mud, buried deeply over the eons, and gently cooked into oil by geothermal heat at a temperature of 50 to 150 \u00b0C (120 to 300 \u00b0F). Due to pressure from the rising of the Rocky Mountains in southwestern Alberta, 80 to 55 million years ago, the oil was driven northeast hundreds of kilometres into underground sand deposits left behind by ancient river beds and ocean beaches, thus forming the oil sands.", "targets": "To what is the organic matter in asphalt similar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430091fd14a543bdad2d0dfea2d815fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asphalt/bitumen is similar to the organic matter in carbonaceous meteorites. However, detailed studies have shown these materials to be distinct. The vast Alberta bitumen resources are believed to have started out as living material from marine plants and animals, mainly algae, that died millions of years ago when an ancient ocean covered Alberta. They were covered by mud, buried deeply over the eons, and gently cooked into oil by geothermal heat at a temperature of 50 to 150 \u00b0C (120 to 300 \u00b0F). Due to pressure from the rising of the Rocky Mountains in southwestern Alberta, 80 to 55 million years ago, the oil was driven northeast hundreds of kilometres into underground sand deposits left behind by ancient river beds and ocean beaches, thus forming the oil sands.", "targets": "What did the Alberta bitumen mines begin as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430091fd14a543bdad2d0dfea2d815fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asphalt/bitumen is similar to the organic matter in carbonaceous meteorites. However, detailed studies have shown these materials to be distinct. The vast Alberta bitumen resources are believed to have started out as living material from marine plants and animals, mainly algae, that died millions of years ago when an ancient ocean covered Alberta. They were covered by mud, buried deeply over the eons, and gently cooked into oil by geothermal heat at a temperature of 50 to 150 \u00b0C (120 to 300 \u00b0F). Due to pressure from the rising of the Rocky Mountains in southwestern Alberta, 80 to 55 million years ago, the oil was driven northeast hundreds of kilometres into underground sand deposits left behind by ancient river beds and ocean beaches, thus forming the oil sands.", "targets": "What kind of living materials formed the basis of bitumen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430091fd14a543bdad2d0dfea2d815fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asphalt/bitumen is similar to the organic matter in carbonaceous meteorites. However, detailed studies have shown these materials to be distinct. The vast Alberta bitumen resources are believed to have started out as living material from marine plants and animals, mainly algae, that died millions of years ago when an ancient ocean covered Alberta. They were covered by mud, buried deeply over the eons, and gently cooked into oil by geothermal heat at a temperature of 50 to 150 \u00b0C (120 to 300 \u00b0F). Due to pressure from the rising of the Rocky Mountains in southwestern Alberta, 80 to 55 million years ago, the oil was driven northeast hundreds of kilometres into underground sand deposits left behind by ancient river beds and ocean beaches, thus forming the oil sands.", "targets": "What feature originally covered Alberta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430091fd14a543bdad2d0dfea2d815fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asphalt/bitumen is similar to the organic matter in carbonaceous meteorites. However, detailed studies have shown these materials to be distinct. The vast Alberta bitumen resources are believed to have started out as living material from marine plants and animals, mainly algae, that died millions of years ago when an ancient ocean covered Alberta. They were covered by mud, buried deeply over the eons, and gently cooked into oil by geothermal heat at a temperature of 50 to 150 \u00b0C (120 to 300 \u00b0F). Due to pressure from the rising of the Rocky Mountains in southwestern Alberta, 80 to 55 million years ago, the oil was driven northeast hundreds of kilometres into underground sand deposits left behind by ancient river beds and ocean beaches, thus forming the oil sands.", "targets": "What temperatures did the organic deposits need to form bitumen over the eons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c31713352342d6b183774496fe8b2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, Augustus Welby Northmore Pugin wrote Contrasts (1836) that, as the titled suggested, contrasted the modern, industrial world, which he disparaged, with an idealized image of neo-medieval world. Gothic architecture, Pugin believed, was the only \"true Christian form of architecture.\"", "targets": "Who wrote the book Contrasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c31713352342d6b183774496fe8b2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, Augustus Welby Northmore Pugin wrote Contrasts (1836) that, as the titled suggested, contrasted the modern, industrial world, which he disparaged, with an idealized image of neo-medieval world. Gothic architecture, Pugin believed, was the only \"true Christian form of architecture.\"", "targets": "What year was Contrasts written in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c31713352342d6b183774496fe8b2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, Augustus Welby Northmore Pugin wrote Contrasts (1836) that, as the titled suggested, contrasted the modern, industrial world, which he disparaged, with an idealized image of neo-medieval world. Gothic architecture, Pugin believed, was the only \"true Christian form of architecture.\"", "targets": "What was the name of Pugin's book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c31713352342d6b183774496fe8b2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, Augustus Welby Northmore Pugin wrote Contrasts (1836) that, as the titled suggested, contrasted the modern, industrial world, which he disparaged, with an idealized image of neo-medieval world. Gothic architecture, Pugin believed, was the only \"true Christian form of architecture.\"", "targets": "In what year was Contrasts written?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c31713352342d6b183774496fe8b2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, Augustus Welby Northmore Pugin wrote Contrasts (1836) that, as the titled suggested, contrasted the modern, industrial world, which he disparaged, with an idealized image of neo-medieval world. Gothic architecture, Pugin believed, was the only \"true Christian form of architecture.\"", "targets": "What world did Pugin dislike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c31713352342d6b183774496fe8b2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, Augustus Welby Northmore Pugin wrote Contrasts (1836) that, as the titled suggested, contrasted the modern, industrial world, which he disparaged, with an idealized image of neo-medieval world. Gothic architecture, Pugin believed, was the only \"true Christian form of architecture.\"", "targets": "What type of architecture did Pugin consider truly Christian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508e250b19214ad89a859f8fbe0a6433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann made fundamental contributions to mathematical statistics. In 1941, he derived the exact distribution of the ratio of the mean square of successive differences to the sample variance for independent and identically normally distributed variables. This ratio was applied to the residuals from regression models and is commonly known as the Durbin\u2013Watson statistic for testing the null hypothesis that the errors are serially independent against the alternative that they follow a stationary first order autoregression.", "targets": "When did von NEumann establish mean square ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508e250b19214ad89a859f8fbe0a6433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann made fundamental contributions to mathematical statistics. In 1941, he derived the exact distribution of the ratio of the mean square of successive differences to the sample variance for independent and identically normally distributed variables. This ratio was applied to the residuals from regression models and is commonly known as the Durbin\u2013Watson statistic for testing the null hypothesis that the errors are serially independent against the alternative that they follow a stationary first order autoregression.", "targets": "How has mean square ratio been applied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508e250b19214ad89a859f8fbe0a6433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann made fundamental contributions to mathematical statistics. In 1941, he derived the exact distribution of the ratio of the mean square of successive differences to the sample variance for independent and identically normally distributed variables. This ratio was applied to the residuals from regression models and is commonly known as the Durbin\u2013Watson statistic for testing the null hypothesis that the errors are serially independent against the alternative that they follow a stationary first order autoregression.", "targets": "what does null hypothesis test against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-368f74fe715040c4b2c9c308126f6c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration of Czechs from Europe to the United States occurred primarily from 1848 to 1914. Czech is a Less Commonly Taught Language in U.S. schools, and is taught at Czech heritage centers. Large communities of Czech Americans live in the states of Texas, Nebraska and Wisconsin. In the 2000 United States Census, Czech was reported as the most-common language spoken at home (besides English) in Valley, Butler and Saunders Counties, Nebraska and Republic County, Kansas. With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).", "targets": "Czechs immigrated from Europe to the U.S. primary from 1848 to when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-368f74fe715040c4b2c9c308126f6c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration of Czechs from Europe to the United States occurred primarily from 1848 to 1914. Czech is a Less Commonly Taught Language in U.S. schools, and is taught at Czech heritage centers. Large communities of Czech Americans live in the states of Texas, Nebraska and Wisconsin. In the 2000 United States Census, Czech was reported as the most-common language spoken at home (besides English) in Valley, Butler and Saunders Counties, Nebraska and Republic County, Kansas. With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).", "targets": "What kind of language is Czech in U.S. schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-368f74fe715040c4b2c9c308126f6c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration of Czechs from Europe to the United States occurred primarily from 1848 to 1914. Czech is a Less Commonly Taught Language in U.S. schools, and is taught at Czech heritage centers. Large communities of Czech Americans live in the states of Texas, Nebraska and Wisconsin. In the 2000 United States Census, Czech was reported as the most-common language spoken at home (besides English) in Valley, Butler and Saunders Counties, Nebraska and Republic County, Kansas. With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).", "targets": "What states have large communities of Czech Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-368f74fe715040c4b2c9c308126f6c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration of Czechs from Europe to the United States occurred primarily from 1848 to 1914. Czech is a Less Commonly Taught Language in U.S. schools, and is taught at Czech heritage centers. Large communities of Czech Americans live in the states of Texas, Nebraska and Wisconsin. In the 2000 United States Census, Czech was reported as the most-common language spoken at home (besides English) in Valley, Butler and Saunders Counties, Nebraska and Republic County, Kansas. With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).", "targets": "What is the most commonly spoken non-English language at homes nationwide in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-368f74fe715040c4b2c9c308126f6c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration of Czechs from Europe to the United States occurred primarily from 1848 to 1914. Czech is a Less Commonly Taught Language in U.S. schools, and is taught at Czech heritage centers. Large communities of Czech Americans live in the states of Texas, Nebraska and Wisconsin. In the 2000 United States Census, Czech was reported as the most-common language spoken at home (besides English) in Valley, Butler and Saunders Counties, Nebraska and Republic County, Kansas. With the exception of Spanish (the non-English language most commonly spoken at home nationwide), Czech was the most-common home language in over a dozen additional counties in Nebraska, Kansas, Texas, North Dakota and Minnesota. As of 2009, 70,500 Americans spoke Czech as their first language (49th place nationwide, behind Turkish and ahead of Swedish).", "targets": "How many Americans spoke Czech as their first language as of 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64797a7a04464423a01715d802a7ae1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Warsaw Pact (formally, the Treaty of Friendship, Co-operation, and Mutual Assistance, sometimes, informally WarPac, akin in format to NATO) was a collective defense treaty among Soviet Union and seven Soviet satellite states in Central and Eastern Europe in existence during the Cold War. The Warsaw Pact was the military complement to the Council for Mutual Economic Assistance (CoMEcon), the regional economic organization for the communist states of Central and Eastern Europe. The Warsaw Pact was created in reaction to the integration of West Germany into NATO in 1955 per the Paris Pacts of 1954, but it is also considered to have been motivated by Soviet desires to maintain control over military forces in Central and Eastern Europe.", "targets": "In which year was the Warsaw Pact established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64797a7a04464423a01715d802a7ae1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Warsaw Pact (formally, the Treaty of Friendship, Co-operation, and Mutual Assistance, sometimes, informally WarPac, akin in format to NATO) was a collective defense treaty among Soviet Union and seven Soviet satellite states in Central and Eastern Europe in existence during the Cold War. The Warsaw Pact was the military complement to the Council for Mutual Economic Assistance (CoMEcon), the regional economic organization for the communist states of Central and Eastern Europe. The Warsaw Pact was created in reaction to the integration of West Germany into NATO in 1955 per the Paris Pacts of 1954, but it is also considered to have been motivated by Soviet desires to maintain control over military forces in Central and Eastern Europe.", "targets": "Which nation formed the nucleus of the Warsaw Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64797a7a04464423a01715d802a7ae1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Warsaw Pact (formally, the Treaty of Friendship, Co-operation, and Mutual Assistance, sometimes, informally WarPac, akin in format to NATO) was a collective defense treaty among Soviet Union and seven Soviet satellite states in Central and Eastern Europe in existence during the Cold War. The Warsaw Pact was the military complement to the Council for Mutual Economic Assistance (CoMEcon), the regional economic organization for the communist states of Central and Eastern Europe. The Warsaw Pact was created in reaction to the integration of West Germany into NATO in 1955 per the Paris Pacts of 1954, but it is also considered to have been motivated by Soviet desires to maintain control over military forces in Central and Eastern Europe.", "targets": "Which conflict was the impetus for the formation of the Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64797a7a04464423a01715d802a7ae1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Warsaw Pact (formally, the Treaty of Friendship, Co-operation, and Mutual Assistance, sometimes, informally WarPac, akin in format to NATO) was a collective defense treaty among Soviet Union and seven Soviet satellite states in Central and Eastern Europe in existence during the Cold War. The Warsaw Pact was the military complement to the Council for Mutual Economic Assistance (CoMEcon), the regional economic organization for the communist states of Central and Eastern Europe. The Warsaw Pact was created in reaction to the integration of West Germany into NATO in 1955 per the Paris Pacts of 1954, but it is also considered to have been motivated by Soviet desires to maintain control over military forces in Central and Eastern Europe.", "targets": "How many Soviet allied countries were members of the Warsaw Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64797a7a04464423a01715d802a7ae1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Warsaw Pact (formally, the Treaty of Friendship, Co-operation, and Mutual Assistance, sometimes, informally WarPac, akin in format to NATO) was a collective defense treaty among Soviet Union and seven Soviet satellite states in Central and Eastern Europe in existence during the Cold War. The Warsaw Pact was the military complement to the Council for Mutual Economic Assistance (CoMEcon), the regional economic organization for the communist states of Central and Eastern Europe. The Warsaw Pact was created in reaction to the integration of West Germany into NATO in 1955 per the Paris Pacts of 1954, but it is also considered to have been motivated by Soviet desires to maintain control over military forces in Central and Eastern Europe.", "targets": "The acceptance of which country into NATO prompted the formation of the Warsaw Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e67d09d173e640c2a07ff811154d4b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973 oil crisis began in October 1973 when the members of the Organization of Arab Petroleum Exporting Countries (OAPEC, consisting of the Arab members of OPEC plus Egypt and Syria) proclaimed an oil embargo. By the end of the embargo in March 1974, the price of oil had risen from US$3 per barrel to nearly $12 globally; US prices were significantly higher. The embargo caused an oil crisis, or \"shock\", with many short- and long-term effects on global politics and the global economy. It was later called the \"first oil shock\", followed by the 1979 oil crisis, termed the \"second oil shock.\"", "targets": "When did the 1973 oil crisis begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e67d09d173e640c2a07ff811154d4b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973 oil crisis began in October 1973 when the members of the Organization of Arab Petroleum Exporting Countries (OAPEC, consisting of the Arab members of OPEC plus Egypt and Syria) proclaimed an oil embargo. By the end of the embargo in March 1974, the price of oil had risen from US$3 per barrel to nearly $12 globally; US prices were significantly higher. The embargo caused an oil crisis, or \"shock\", with many short- and long-term effects on global politics and the global economy. It was later called the \"first oil shock\", followed by the 1979 oil crisis, termed the \"second oil shock.\"", "targets": "What was the price of oil in March of 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e67d09d173e640c2a07ff811154d4b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973 oil crisis began in October 1973 when the members of the Organization of Arab Petroleum Exporting Countries (OAPEC, consisting of the Arab members of OPEC plus Egypt and Syria) proclaimed an oil embargo. By the end of the embargo in March 1974, the price of oil had risen from US$3 per barrel to nearly $12 globally; US prices were significantly higher. The embargo caused an oil crisis, or \"shock\", with many short- and long-term effects on global politics and the global economy. It was later called the \"first oil shock\", followed by the 1979 oil crisis, termed the \"second oil shock.\"", "targets": "When was the second oil crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e67d09d173e640c2a07ff811154d4b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973 oil crisis began in October 1973 when the members of the Organization of Arab Petroleum Exporting Countries (OAPEC, consisting of the Arab members of OPEC plus Egypt and Syria) proclaimed an oil embargo. By the end of the embargo in March 1974, the price of oil had risen from US$3 per barrel to nearly $12 globally; US prices were significantly higher. The embargo caused an oil crisis, or \"shock\", with many short- and long-term effects on global politics and the global economy. It was later called the \"first oil shock\", followed by the 1979 oil crisis, termed the \"second oil shock.\"", "targets": "What was another term used for the oil crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e67d09d173e640c2a07ff811154d4b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973 oil crisis began in October 1973 when the members of the Organization of Arab Petroleum Exporting Countries (OAPEC, consisting of the Arab members of OPEC plus Egypt and Syria) proclaimed an oil embargo. By the end of the embargo in March 1974, the price of oil had risen from US$3 per barrel to nearly $12 globally; US prices were significantly higher. The embargo caused an oil crisis, or \"shock\", with many short- and long-term effects on global politics and the global economy. It was later called the \"first oil shock\", followed by the 1979 oil crisis, termed the \"second oil shock.\"", "targets": "Who proclaimed the oil embargo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-920d00b079d74caf85620dc75ee65c48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rome, state cult to a living emperor acknowledged his rule as divinely approved and constitutional. As princeps (first citizen) he must respect traditional Republican mores; given virtually monarchic powers, he must restrain them. He was not a living divus but father of his country (pater patriae), its pontifex maximus (greatest priest) and at least notionally, its leading Republican. When he died, his ascent to heaven, or his descent to join the dii manes was decided by a vote in the Senate. As a divus, he could receive much the same honours as any other state deity \u2013 libations of wine, garlands, incense, hymns and sacrificial oxen at games and festivals. What he did in return for these favours is unknown, but literary hints and the later adoption of divus as a title for Christian Saints suggest him as a heavenly intercessor. In Rome, official cult to a living emperor was directed to his genius; a small number refused this honour and there is no evidence of any emperor receiving more than that. In the crises leading up to the Dominate, Imperial titles and honours multiplied, reaching a peak under Diocletian. Emperors before him had attempted to guarantee traditional cults as the core of Roman identity and well-being; refusal of cult undermined the state and was treasonous.", "targets": "What was the emperor's rule in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-920d00b079d74caf85620dc75ee65c48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rome, state cult to a living emperor acknowledged his rule as divinely approved and constitutional. As princeps (first citizen) he must respect traditional Republican mores; given virtually monarchic powers, he must restrain them. He was not a living divus but father of his country (pater patriae), its pontifex maximus (greatest priest) and at least notionally, its leading Republican. When he died, his ascent to heaven, or his descent to join the dii manes was decided by a vote in the Senate. As a divus, he could receive much the same honours as any other state deity \u2013 libations of wine, garlands, incense, hymns and sacrificial oxen at games and festivals. What he did in return for these favours is unknown, but literary hints and the later adoption of divus as a title for Christian Saints suggest him as a heavenly intercessor. In Rome, official cult to a living emperor was directed to his genius; a small number refused this honour and there is no evidence of any emperor receiving more than that. In the crises leading up to the Dominate, Imperial titles and honours multiplied, reaching a peak under Diocletian. Emperors before him had attempted to guarantee traditional cults as the core of Roman identity and well-being; refusal of cult undermined the state and was treasonous.", "targets": "As a living divus, what was the emperor to Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-920d00b079d74caf85620dc75ee65c48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rome, state cult to a living emperor acknowledged his rule as divinely approved and constitutional. As princeps (first citizen) he must respect traditional Republican mores; given virtually monarchic powers, he must restrain them. He was not a living divus but father of his country (pater patriae), its pontifex maximus (greatest priest) and at least notionally, its leading Republican. When he died, his ascent to heaven, or his descent to join the dii manes was decided by a vote in the Senate. As a divus, he could receive much the same honours as any other state deity \u2013 libations of wine, garlands, incense, hymns and sacrificial oxen at games and festivals. What he did in return for these favours is unknown, but literary hints and the later adoption of divus as a title for Christian Saints suggest him as a heavenly intercessor. In Rome, official cult to a living emperor was directed to his genius; a small number refused this honour and there is no evidence of any emperor receiving more than that. In the crises leading up to the Dominate, Imperial titles and honours multiplied, reaching a peak under Diocletian. Emperors before him had attempted to guarantee traditional cults as the core of Roman identity and well-being; refusal of cult undermined the state and was treasonous.", "targets": "As first citizen, what must the emperor's mores represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-920d00b079d74caf85620dc75ee65c48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rome, state cult to a living emperor acknowledged his rule as divinely approved and constitutional. As princeps (first citizen) he must respect traditional Republican mores; given virtually monarchic powers, he must restrain them. He was not a living divus but father of his country (pater patriae), its pontifex maximus (greatest priest) and at least notionally, its leading Republican. When he died, his ascent to heaven, or his descent to join the dii manes was decided by a vote in the Senate. As a divus, he could receive much the same honours as any other state deity \u2013 libations of wine, garlands, incense, hymns and sacrificial oxen at games and festivals. What he did in return for these favours is unknown, but literary hints and the later adoption of divus as a title for Christian Saints suggest him as a heavenly intercessor. In Rome, official cult to a living emperor was directed to his genius; a small number refused this honour and there is no evidence of any emperor receiving more than that. In the crises leading up to the Dominate, Imperial titles and honours multiplied, reaching a peak under Diocletian. Emperors before him had attempted to guarantee traditional cults as the core of Roman identity and well-being; refusal of cult undermined the state and was treasonous.", "targets": "After his death, how was the emperor's afterlife decided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-920d00b079d74caf85620dc75ee65c48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rome, state cult to a living emperor acknowledged his rule as divinely approved and constitutional. As princeps (first citizen) he must respect traditional Republican mores; given virtually monarchic powers, he must restrain them. He was not a living divus but father of his country (pater patriae), its pontifex maximus (greatest priest) and at least notionally, its leading Republican. When he died, his ascent to heaven, or his descent to join the dii manes was decided by a vote in the Senate. As a divus, he could receive much the same honours as any other state deity \u2013 libations of wine, garlands, incense, hymns and sacrificial oxen at games and festivals. What he did in return for these favours is unknown, but literary hints and the later adoption of divus as a title for Christian Saints suggest him as a heavenly intercessor. In Rome, official cult to a living emperor was directed to his genius; a small number refused this honour and there is no evidence of any emperor receiving more than that. In the crises leading up to the Dominate, Imperial titles and honours multiplied, reaching a peak under Diocletian. Emperors before him had attempted to guarantee traditional cults as the core of Roman identity and well-being; refusal of cult undermined the state and was treasonous.", "targets": "What did emperors before Diocletian try to guarantee in religion? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d7a4359fa84af192ffe51ab0af5460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The study of plants is vital because they underpin almost all animal life on Earth by generating a large proportion of the oxygen and food that provide humans and other organisms with aerobic respiration with the chemical energy they need to exist. Plants, algae and cyanobacteria are the major groups of organisms that carry out photosynthesis, a process that uses the energy of sunlight to convert water and carbon dioxide into sugars that can be used both as a source of chemical energy and of organic molecules that are used in the structural components of cells. As a by-product of photosynthesis, plants release oxygen into the atmosphere, a gas that is required by nearly all living things to carry out cellular respiration. In addition, they are influential in the global carbon and water cycles and plant roots bind and stabilise soils, preventing soil erosion. Plants are crucial to the future of human society as they provide food, oxygen, medicine, and products for people, as well as creating and preserving soil.", "targets": "Why are plants important to human life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d7a4359fa84af192ffe51ab0af5460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The study of plants is vital because they underpin almost all animal life on Earth by generating a large proportion of the oxygen and food that provide humans and other organisms with aerobic respiration with the chemical energy they need to exist. Plants, algae and cyanobacteria are the major groups of organisms that carry out photosynthesis, a process that uses the energy of sunlight to convert water and carbon dioxide into sugars that can be used both as a source of chemical energy and of organic molecules that are used in the structural components of cells. As a by-product of photosynthesis, plants release oxygen into the atmosphere, a gas that is required by nearly all living things to carry out cellular respiration. In addition, they are influential in the global carbon and water cycles and plant roots bind and stabilise soils, preventing soil erosion. Plants are crucial to the future of human society as they provide food, oxygen, medicine, and products for people, as well as creating and preserving soil.", "targets": "What is the process that converts sunlight to energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d7a4359fa84af192ffe51ab0af5460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The study of plants is vital because they underpin almost all animal life on Earth by generating a large proportion of the oxygen and food that provide humans and other organisms with aerobic respiration with the chemical energy they need to exist. Plants, algae and cyanobacteria are the major groups of organisms that carry out photosynthesis, a process that uses the energy of sunlight to convert water and carbon dioxide into sugars that can be used both as a source of chemical energy and of organic molecules that are used in the structural components of cells. As a by-product of photosynthesis, plants release oxygen into the atmosphere, a gas that is required by nearly all living things to carry out cellular respiration. In addition, they are influential in the global carbon and water cycles and plant roots bind and stabilise soils, preventing soil erosion. Plants are crucial to the future of human society as they provide food, oxygen, medicine, and products for people, as well as creating and preserving soil.", "targets": "What is used to rebuild cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d7a4359fa84af192ffe51ab0af5460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The study of plants is vital because they underpin almost all animal life on Earth by generating a large proportion of the oxygen and food that provide humans and other organisms with aerobic respiration with the chemical energy they need to exist. Plants, algae and cyanobacteria are the major groups of organisms that carry out photosynthesis, a process that uses the energy of sunlight to convert water and carbon dioxide into sugars that can be used both as a source of chemical energy and of organic molecules that are used in the structural components of cells. As a by-product of photosynthesis, plants release oxygen into the atmosphere, a gas that is required by nearly all living things to carry out cellular respiration. In addition, they are influential in the global carbon and water cycles and plant roots bind and stabilise soils, preventing soil erosion. Plants are crucial to the future of human society as they provide food, oxygen, medicine, and products for people, as well as creating and preserving soil.", "targets": "What vital element is a byproduct of photosynthesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d7a4359fa84af192ffe51ab0af5460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The study of plants is vital because they underpin almost all animal life on Earth by generating a large proportion of the oxygen and food that provide humans and other organisms with aerobic respiration with the chemical energy they need to exist. Plants, algae and cyanobacteria are the major groups of organisms that carry out photosynthesis, a process that uses the energy of sunlight to convert water and carbon dioxide into sugars that can be used both as a source of chemical energy and of organic molecules that are used in the structural components of cells. As a by-product of photosynthesis, plants release oxygen into the atmosphere, a gas that is required by nearly all living things to carry out cellular respiration. In addition, they are influential in the global carbon and water cycles and plant roots bind and stabilise soils, preventing soil erosion. Plants are crucial to the future of human society as they provide food, oxygen, medicine, and products for people, as well as creating and preserving soil.", "targets": "What do plant roots prevent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adccd17b10bd4068b7d0487edd1b57b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Normans joined Turkish forces to aid in the destruction of the Armenians vassal-states of Sassoun and Taron in far eastern Anatolia. Later, many took up service with the Armenian state further south in Cilicia and the Taurus Mountains. A Norman named Oursel led a force of \"Franks\" into the upper Euphrates valley in northern Syria. From 1073 to 1074, 8,000 of the 20,000 troops of the Armenian general Philaretus Brachamius were Normans\u2014formerly of Oursel\u2014led by Raimbaud. They even lent their ethnicity to the name of their castle: Afranji, meaning \"Franks.\" The known trade between Amalfi and Antioch and between Bari and Tarsus may be related to the presence of Italo-Normans in those cities while Amalfi and Bari were under Norman rule in Italy.", "targets": "What was the name of the Norman castle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adccd17b10bd4068b7d0487edd1b57b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Normans joined Turkish forces to aid in the destruction of the Armenians vassal-states of Sassoun and Taron in far eastern Anatolia. Later, many took up service with the Armenian state further south in Cilicia and the Taurus Mountains. A Norman named Oursel led a force of \"Franks\" into the upper Euphrates valley in northern Syria. From 1073 to 1074, 8,000 of the 20,000 troops of the Armenian general Philaretus Brachamius were Normans\u2014formerly of Oursel\u2014led by Raimbaud. They even lent their ethnicity to the name of their castle: Afranji, meaning \"Franks.\" The known trade between Amalfi and Antioch and between Bari and Tarsus may be related to the presence of Italo-Normans in those cities while Amalfi and Bari were under Norman rule in Italy.", "targets": "Who was the leader when the Franks entered the Euphrates valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adccd17b10bd4068b7d0487edd1b57b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Normans joined Turkish forces to aid in the destruction of the Armenians vassal-states of Sassoun and Taron in far eastern Anatolia. Later, many took up service with the Armenian state further south in Cilicia and the Taurus Mountains. A Norman named Oursel led a force of \"Franks\" into the upper Euphrates valley in northern Syria. From 1073 to 1074, 8,000 of the 20,000 troops of the Armenian general Philaretus Brachamius were Normans\u2014formerly of Oursel\u2014led by Raimbaud. They even lent their ethnicity to the name of their castle: Afranji, meaning \"Franks.\" The known trade between Amalfi and Antioch and between Bari and Tarsus may be related to the presence of Italo-Normans in those cities while Amalfi and Bari were under Norman rule in Italy.", "targets": "Who did the Normans team up with in Anatolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eddd79225304cab9bc824763fa5bd19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demographically, it was the most diverse city in Poland, with significant numbers of foreign-born inhabitants. In addition to the Polish majority, there was a significant Jewish minority in Warsaw. According to Russian census of 1897, out of the total population of 638,000, Jews constituted 219,000 (around 34% percent). Warsaw's prewar Jewish population of more than 350,000 constituted about 30 percent of the city's total population. In 1933, out of 1,178,914 inhabitants 833,500 were of Polish mother tongue. World War II changed the demographics of the city, and to this day there is much less ethnic diversity than in the previous 300 years of Warsaw's history. Most of the modern day population growth is based on internal migration and urbanisation.", "targets": "What was Warsaw the most diverse of in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eddd79225304cab9bc824763fa5bd19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demographically, it was the most diverse city in Poland, with significant numbers of foreign-born inhabitants. In addition to the Polish majority, there was a significant Jewish minority in Warsaw. According to Russian census of 1897, out of the total population of 638,000, Jews constituted 219,000 (around 34% percent). Warsaw's prewar Jewish population of more than 350,000 constituted about 30 percent of the city's total population. In 1933, out of 1,178,914 inhabitants 833,500 were of Polish mother tongue. World War II changed the demographics of the city, and to this day there is much less ethnic diversity than in the previous 300 years of Warsaw's history. Most of the modern day population growth is based on internal migration and urbanisation.", "targets": "How many of Warsaw's inhabitants spoke Polish in 1933?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eddd79225304cab9bc824763fa5bd19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demographically, it was the most diverse city in Poland, with significant numbers of foreign-born inhabitants. In addition to the Polish majority, there was a significant Jewish minority in Warsaw. According to Russian census of 1897, out of the total population of 638,000, Jews constituted 219,000 (around 34% percent). Warsaw's prewar Jewish population of more than 350,000 constituted about 30 percent of the city's total population. In 1933, out of 1,178,914 inhabitants 833,500 were of Polish mother tongue. World War II changed the demographics of the city, and to this day there is much less ethnic diversity than in the previous 300 years of Warsaw's history. Most of the modern day population growth is based on internal migration and urbanisation.", "targets": "What percentage of the population of Warsaw was Jewish in 1897?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eddd79225304cab9bc824763fa5bd19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demographically, it was the most diverse city in Poland, with significant numbers of foreign-born inhabitants. In addition to the Polish majority, there was a significant Jewish minority in Warsaw. According to Russian census of 1897, out of the total population of 638,000, Jews constituted 219,000 (around 34% percent). Warsaw's prewar Jewish population of more than 350,000 constituted about 30 percent of the city's total population. In 1933, out of 1,178,914 inhabitants 833,500 were of Polish mother tongue. World War II changed the demographics of the city, and to this day there is much less ethnic diversity than in the previous 300 years of Warsaw's history. Most of the modern day population growth is based on internal migration and urbanisation.", "targets": "What was there a significant minority of in Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eddd79225304cab9bc824763fa5bd19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demographically, it was the most diverse city in Poland, with significant numbers of foreign-born inhabitants. In addition to the Polish majority, there was a significant Jewish minority in Warsaw. According to Russian census of 1897, out of the total population of 638,000, Jews constituted 219,000 (around 34% percent). Warsaw's prewar Jewish population of more than 350,000 constituted about 30 percent of the city's total population. In 1933, out of 1,178,914 inhabitants 833,500 were of Polish mother tongue. World War II changed the demographics of the city, and to this day there is much less ethnic diversity than in the previous 300 years of Warsaw's history. Most of the modern day population growth is based on internal migration and urbanisation.", "targets": "What is most of Warsaw's modern growth based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00cab7af40de49f88c4a417f0129cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Jewish people in general were present across a wide geographical area as described, genetic research done by Gil Atzmon of the Longevity Genes Project at Albert Einstein College of Medicine suggests \"that Ashkenazim branched off from other Jews around the time of the destruction of the First Temple, 2,500 years ago ... flourished during the Roman Empire but then went through a 'severe bottleneck' as they dispersed, reducing a population of several million to just 400 families who left Northern Italy around the year 1000 for Central and eventually Eastern Europe.\"", "targets": "Researcher Gil Atzmon suggests that Ashkenazim branched off from other Jews around the time of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00cab7af40de49f88c4a417f0129cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Jewish people in general were present across a wide geographical area as described, genetic research done by Gil Atzmon of the Longevity Genes Project at Albert Einstein College of Medicine suggests \"that Ashkenazim branched off from other Jews around the time of the destruction of the First Temple, 2,500 years ago ... flourished during the Roman Empire but then went through a 'severe bottleneck' as they dispersed, reducing a population of several million to just 400 families who left Northern Italy around the year 1000 for Central and eventually Eastern Europe.\"", "targets": "The destruction of the First Temple was how many years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00cab7af40de49f88c4a417f0129cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Jewish people in general were present across a wide geographical area as described, genetic research done by Gil Atzmon of the Longevity Genes Project at Albert Einstein College of Medicine suggests \"that Ashkenazim branched off from other Jews around the time of the destruction of the First Temple, 2,500 years ago ... flourished during the Roman Empire but then went through a 'severe bottleneck' as they dispersed, reducing a population of several million to just 400 families who left Northern Italy around the year 1000 for Central and eventually Eastern Europe.\"", "targets": "It is estimated that 400 families left Northern Italy around what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00cab7af40de49f88c4a417f0129cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Jewish people in general were present across a wide geographical area as described, genetic research done by Gil Atzmon of the Longevity Genes Project at Albert Einstein College of Medicine suggests \"that Ashkenazim branched off from other Jews around the time of the destruction of the First Temple, 2,500 years ago ... flourished during the Roman Empire but then went through a 'severe bottleneck' as they dispersed, reducing a population of several million to just 400 families who left Northern Italy around the year 1000 for Central and eventually Eastern Europe.\"", "targets": "Ashkenazi families that left Northern Italy went where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00d75e64fda49a7b2f462d17d02ae79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the existence of dictionaries and encyclopedias spanned into ancient times, the texts changed from simply defining words in a long running list to far more detailed discussions of those words in 18th-century encyclopedic dictionaries. The works were part of an Enlightenment movement to systematize knowledge and provide education to a wider audience than the elite. As the 18th century progressed, the content of encyclopedias also changed according to readers' tastes. Volumes tended to focus more strongly on secular affairs, particularly science and technology, rather than matters of theology.", "targets": "How did dictionaries and encyclopedias change in the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00d75e64fda49a7b2f462d17d02ae79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the existence of dictionaries and encyclopedias spanned into ancient times, the texts changed from simply defining words in a long running list to far more detailed discussions of those words in 18th-century encyclopedic dictionaries. The works were part of an Enlightenment movement to systematize knowledge and provide education to a wider audience than the elite. As the 18th century progressed, the content of encyclopedias also changed according to readers' tastes. Volumes tended to focus more strongly on secular affairs, particularly science and technology, rather than matters of theology.", "targets": "What movement were dictionaries and encyclopedias trying to promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00d75e64fda49a7b2f462d17d02ae79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the existence of dictionaries and encyclopedias spanned into ancient times, the texts changed from simply defining words in a long running list to far more detailed discussions of those words in 18th-century encyclopedic dictionaries. The works were part of an Enlightenment movement to systematize knowledge and provide education to a wider audience than the elite. As the 18th century progressed, the content of encyclopedias also changed according to readers' tastes. Volumes tended to focus more strongly on secular affairs, particularly science and technology, rather than matters of theology.", "targets": "How did the content of encyclopedias change in the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00d75e64fda49a7b2f462d17d02ae79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the existence of dictionaries and encyclopedias spanned into ancient times, the texts changed from simply defining words in a long running list to far more detailed discussions of those words in 18th-century encyclopedic dictionaries. The works were part of an Enlightenment movement to systematize knowledge and provide education to a wider audience than the elite. As the 18th century progressed, the content of encyclopedias also changed according to readers' tastes. Volumes tended to focus more strongly on secular affairs, particularly science and technology, rather than matters of theology.", "targets": "Encyclopedias in the 18th century tended to focus more strongly on what topics, rather than theology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ac90e511244eead7e4589d0868c71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is organized into conferences. The highest level is called the General Conference and is the only organization which may speak officially for the church. The General Conference meets every four years (quadrennium). Legislative changes are recorded in The Book of Discipline which is revised after each General Conference. Non-legislative resolutions are recorded in the Book of Resolutions, which is published after each General Conference, and expire after eight years unless passed again by a subsequent session of General Conference. The last General Conference was held in Tampa, Florida, in 2012. The event is currently rotated between the U.S. jurisdictions of the church. The 2016 General Conference will be in Portland, Oregon. Bishops, Councils, Committees, Boards, Elders, etc., are not permitted to speak on behalf of The United Methodist Church as this authority is reserved solely for the General Conference in accordance with the Book of Discipline.", "targets": "What church is organized into conferences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ac90e511244eead7e4589d0868c71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is organized into conferences. The highest level is called the General Conference and is the only organization which may speak officially for the church. The General Conference meets every four years (quadrennium). Legislative changes are recorded in The Book of Discipline which is revised after each General Conference. Non-legislative resolutions are recorded in the Book of Resolutions, which is published after each General Conference, and expire after eight years unless passed again by a subsequent session of General Conference. The last General Conference was held in Tampa, Florida, in 2012. The event is currently rotated between the U.S. jurisdictions of the church. The 2016 General Conference will be in Portland, Oregon. Bishops, Councils, Committees, Boards, Elders, etc., are not permitted to speak on behalf of The United Methodist Church as this authority is reserved solely for the General Conference in accordance with the Book of Discipline.", "targets": "What is the only organization which may speak officially for the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ac90e511244eead7e4589d0868c71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is organized into conferences. The highest level is called the General Conference and is the only organization which may speak officially for the church. The General Conference meets every four years (quadrennium). Legislative changes are recorded in The Book of Discipline which is revised after each General Conference. Non-legislative resolutions are recorded in the Book of Resolutions, which is published after each General Conference, and expire after eight years unless passed again by a subsequent session of General Conference. The last General Conference was held in Tampa, Florida, in 2012. The event is currently rotated between the U.S. jurisdictions of the church. The 2016 General Conference will be in Portland, Oregon. Bishops, Councils, Committees, Boards, Elders, etc., are not permitted to speak on behalf of The United Methodist Church as this authority is reserved solely for the General Conference in accordance with the Book of Discipline.", "targets": "What book is revised after every General Conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ac90e511244eead7e4589d0868c71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is organized into conferences. The highest level is called the General Conference and is the only organization which may speak officially for the church. The General Conference meets every four years (quadrennium). Legislative changes are recorded in The Book of Discipline which is revised after each General Conference. Non-legislative resolutions are recorded in the Book of Resolutions, which is published after each General Conference, and expire after eight years unless passed again by a subsequent session of General Conference. The last General Conference was held in Tampa, Florida, in 2012. The event is currently rotated between the U.S. jurisdictions of the church. The 2016 General Conference will be in Portland, Oregon. Bishops, Councils, Committees, Boards, Elders, etc., are not permitted to speak on behalf of The United Methodist Church as this authority is reserved solely for the General Conference in accordance with the Book of Discipline.", "targets": "What is the highest level of the UMC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ac90e511244eead7e4589d0868c71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is organized into conferences. The highest level is called the General Conference and is the only organization which may speak officially for the church. The General Conference meets every four years (quadrennium). Legislative changes are recorded in The Book of Discipline which is revised after each General Conference. Non-legislative resolutions are recorded in the Book of Resolutions, which is published after each General Conference, and expire after eight years unless passed again by a subsequent session of General Conference. The last General Conference was held in Tampa, Florida, in 2012. The event is currently rotated between the U.S. jurisdictions of the church. The 2016 General Conference will be in Portland, Oregon. Bishops, Councils, Committees, Boards, Elders, etc., are not permitted to speak on behalf of The United Methodist Church as this authority is reserved solely for the General Conference in accordance with the Book of Discipline.", "targets": "How often does the General Conference meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49aa053c24fa46088a7b1210913d6e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nuclear claims between the U.S. and the Marshall Islands are ongoing, and health effects from these nuclear tests linger. Project 4.1 was a medical study conducted by the United States of those residents of the Bikini Atoll exposed to radioactive fallout. From 1956 to August 1998, at least $759 million was paid to the Marshallese Islanders in compensation for their exposure to U.S. nuclear weapon testing.", "targets": "What was the name of the US study of nuclear fallout on Bikini Atoll?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49aa053c24fa46088a7b1210913d6e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nuclear claims between the U.S. and the Marshall Islands are ongoing, and health effects from these nuclear tests linger. Project 4.1 was a medical study conducted by the United States of those residents of the Bikini Atoll exposed to radioactive fallout. From 1956 to August 1998, at least $759 million was paid to the Marshallese Islanders in compensation for their exposure to U.S. nuclear weapon testing.", "targets": "When did the United States begin to pay compensation to Marshall Islanders for nuclear weapon exposure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49aa053c24fa46088a7b1210913d6e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nuclear claims between the U.S. and the Marshall Islands are ongoing, and health effects from these nuclear tests linger. Project 4.1 was a medical study conducted by the United States of those residents of the Bikini Atoll exposed to radioactive fallout. From 1956 to August 1998, at least $759 million was paid to the Marshallese Islanders in compensation for their exposure to U.S. nuclear weapon testing.", "targets": "In millions of dollars, how much money did the United States pay out in nuclear testing compensation to Marshall Island residents between 1956 and 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39129eb6d3d54fd0a7124a748dc684bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was believed that when people died, they would be confined to a gloomy world of Ereshkigal, whose realm was guarded by gateways with various monsters designed to prevent people entering or leaving. The dead were buried outside the city walls in graveyards where a small mound covered the corpse, along with offerings to monsters and a small amount of food. Those who could afford it sought burial at Dilmun. Human sacrifice was found in the death pits at the Ur royal cemetery where Queen Puabi was accompanied in death by her servants. It is also said that the Sumerians invented the first oboe-like instrument, and used them at royal funerals.", "targets": "What type of afterlife could Sumerians look forward to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39129eb6d3d54fd0a7124a748dc684bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was believed that when people died, they would be confined to a gloomy world of Ereshkigal, whose realm was guarded by gateways with various monsters designed to prevent people entering or leaving. The dead were buried outside the city walls in graveyards where a small mound covered the corpse, along with offerings to monsters and a small amount of food. Those who could afford it sought burial at Dilmun. Human sacrifice was found in the death pits at the Ur royal cemetery where Queen Puabi was accompanied in death by her servants. It is also said that the Sumerians invented the first oboe-like instrument, and used them at royal funerals.", "targets": "Where were dead Sumerians buried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39129eb6d3d54fd0a7124a748dc684bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was believed that when people died, they would be confined to a gloomy world of Ereshkigal, whose realm was guarded by gateways with various monsters designed to prevent people entering or leaving. The dead were buried outside the city walls in graveyards where a small mound covered the corpse, along with offerings to monsters and a small amount of food. Those who could afford it sought burial at Dilmun. Human sacrifice was found in the death pits at the Ur royal cemetery where Queen Puabi was accompanied in death by her servants. It is also said that the Sumerians invented the first oboe-like instrument, and used them at royal funerals.", "targets": "What realm was guarded by gateways containing various monsters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39129eb6d3d54fd0a7124a748dc684bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was believed that when people died, they would be confined to a gloomy world of Ereshkigal, whose realm was guarded by gateways with various monsters designed to prevent people entering or leaving. The dead were buried outside the city walls in graveyards where a small mound covered the corpse, along with offerings to monsters and a small amount of food. Those who could afford it sought burial at Dilmun. Human sacrifice was found in the death pits at the Ur royal cemetery where Queen Puabi was accompanied in death by her servants. It is also said that the Sumerians invented the first oboe-like instrument, and used them at royal funerals.", "targets": "Who was Queen Puabi accompanied in death by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39129eb6d3d54fd0a7124a748dc684bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was believed that when people died, they would be confined to a gloomy world of Ereshkigal, whose realm was guarded by gateways with various monsters designed to prevent people entering or leaving. The dead were buried outside the city walls in graveyards where a small mound covered the corpse, along with offerings to monsters and a small amount of food. Those who could afford it sought burial at Dilmun. Human sacrifice was found in the death pits at the Ur royal cemetery where Queen Puabi was accompanied in death by her servants. It is also said that the Sumerians invented the first oboe-like instrument, and used them at royal funerals.", "targets": "What type of instrument are the Sumerians thought to have invented to use at royal funerals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c22ab7acc4a4a55837560272bb6a69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Airports have played major roles in films and television programs due to their very nature as a transport and international hub, and sometimes because of distinctive architectural features of particular airports. One such example of this is The Terminal, a film about a man who becomes permanently grounded in an airport terminal and must survive only on the food and shelter provided by the airport. They are also one of the major elements in movies such as The V.I.P.s, Airplane!, Airport (1970), Die Hard 2, Soul Plane, Jackie Brown, Get Shorty, Home Alone, Liar Liar, Passenger 57, Final Destination (2000), Unaccompanied Minors, Catch Me If You Can, Rendition and The Langoliers. They have also played important parts in television series like Lost, The Amazing Race, America's Next Top Model, Cycle 10 which have significant parts of their story set within airports. In other programmes and films, airports are merely indicative of journeys, e.g. Good Will Hunting.", "targets": "When was the movie Airport made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c22ab7acc4a4a55837560272bb6a69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Airports have played major roles in films and television programs due to their very nature as a transport and international hub, and sometimes because of distinctive architectural features of particular airports. One such example of this is The Terminal, a film about a man who becomes permanently grounded in an airport terminal and must survive only on the food and shelter provided by the airport. They are also one of the major elements in movies such as The V.I.P.s, Airplane!, Airport (1970), Die Hard 2, Soul Plane, Jackie Brown, Get Shorty, Home Alone, Liar Liar, Passenger 57, Final Destination (2000), Unaccompanied Minors, Catch Me If You Can, Rendition and The Langoliers. They have also played important parts in television series like Lost, The Amazing Race, America's Next Top Model, Cycle 10 which have significant parts of their story set within airports. In other programmes and films, airports are merely indicative of journeys, e.g. Good Will Hunting.", "targets": "What is the title of the film where a man becomes permanently grounded in an airport terminal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c22ab7acc4a4a55837560272bb6a69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Airports have played major roles in films and television programs due to their very nature as a transport and international hub, and sometimes because of distinctive architectural features of particular airports. One such example of this is The Terminal, a film about a man who becomes permanently grounded in an airport terminal and must survive only on the food and shelter provided by the airport. They are also one of the major elements in movies such as The V.I.P.s, Airplane!, Airport (1970), Die Hard 2, Soul Plane, Jackie Brown, Get Shorty, Home Alone, Liar Liar, Passenger 57, Final Destination (2000), Unaccompanied Minors, Catch Me If You Can, Rendition and The Langoliers. They have also played important parts in television series like Lost, The Amazing Race, America's Next Top Model, Cycle 10 which have significant parts of their story set within airports. In other programmes and films, airports are merely indicative of journeys, e.g. Good Will Hunting.", "targets": "When was the movie Final Destination released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e716a9283154894943334a21e0e5ec7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1775 treatise \"The Natural Varieties of Mankind\", by Johann Friedrich Blumenbach proposed five major divisions: the Caucasoid race, Mongoloid race, Ethiopian race (later termed Negroid, and not to be confused with the narrower Ethiopid race), American Indian race, and Malayan race, but he did not propose any hierarchy among the races. Blumenbach also noted the graded transition in appearances from one group to adjacent groups and suggested that \"one variety of mankind does so sensibly pass into the other, that you cannot mark out the limits between them\".", "targets": "What year was Blumenbach's treatise published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e716a9283154894943334a21e0e5ec7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1775 treatise \"The Natural Varieties of Mankind\", by Johann Friedrich Blumenbach proposed five major divisions: the Caucasoid race, Mongoloid race, Ethiopian race (later termed Negroid, and not to be confused with the narrower Ethiopid race), American Indian race, and Malayan race, but he did not propose any hierarchy among the races. Blumenbach also noted the graded transition in appearances from one group to adjacent groups and suggested that \"one variety of mankind does so sensibly pass into the other, that you cannot mark out the limits between them\".", "targets": "How many divisions did Blumenbach's treatise specify?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e716a9283154894943334a21e0e5ec7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1775 treatise \"The Natural Varieties of Mankind\", by Johann Friedrich Blumenbach proposed five major divisions: the Caucasoid race, Mongoloid race, Ethiopian race (later termed Negroid, and not to be confused with the narrower Ethiopid race), American Indian race, and Malayan race, but he did not propose any hierarchy among the races. Blumenbach also noted the graded transition in appearances from one group to adjacent groups and suggested that \"one variety of mankind does so sensibly pass into the other, that you cannot mark out the limits between them\".", "targets": "What type of transition was noted from one group to the next?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e716a9283154894943334a21e0e5ec7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1775 treatise \"The Natural Varieties of Mankind\", by Johann Friedrich Blumenbach proposed five major divisions: the Caucasoid race, Mongoloid race, Ethiopian race (later termed Negroid, and not to be confused with the narrower Ethiopid race), American Indian race, and Malayan race, but he did not propose any hierarchy among the races. Blumenbach also noted the graded transition in appearances from one group to adjacent groups and suggested that \"one variety of mankind does so sensibly pass into the other, that you cannot mark out the limits between them\".", "targets": "What can one not mark between the variety of mankind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e716a9283154894943334a21e0e5ec7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1775 treatise \"The Natural Varieties of Mankind\", by Johann Friedrich Blumenbach proposed five major divisions: the Caucasoid race, Mongoloid race, Ethiopian race (later termed Negroid, and not to be confused with the narrower Ethiopid race), American Indian race, and Malayan race, but he did not propose any hierarchy among the races. Blumenbach also noted the graded transition in appearances from one group to adjacent groups and suggested that \"one variety of mankind does so sensibly pass into the other, that you cannot mark out the limits between them\".", "targets": "What race was later renamed to Negroid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a2ca5247f74d73bffbdd88f981df03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UCS-2 and UTF-16 encodings specify the Unicode Byte Order Mark (BOM) for use at the beginnings of text files, which may be used for byte ordering detection (or byte endianness detection). The BOM, code point U+FEFF has the important property of unambiguity on byte reorder, regardless of the Unicode encoding used; U+FFFE (the result of byte-swapping U+FEFF) does not equate to a legal character, and U+FEFF in other places, other than the beginning of text, conveys the zero-width non-break space (a character with no appearance and no effect other than preventing the formation of ligatures).", "targets": "What does BOM stand for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a2ca5247f74d73bffbdd88f981df03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UCS-2 and UTF-16 encodings specify the Unicode Byte Order Mark (BOM) for use at the beginnings of text files, which may be used for byte ordering detection (or byte endianness detection). The BOM, code point U+FEFF has the important property of unambiguity on byte reorder, regardless of the Unicode encoding used; U+FFFE (the result of byte-swapping U+FEFF) does not equate to a legal character, and U+FEFF in other places, other than the beginning of text, conveys the zero-width non-break space (a character with no appearance and no effect other than preventing the formation of ligatures).", "targets": "What specifies the BOM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a2ca5247f74d73bffbdd88f981df03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UCS-2 and UTF-16 encodings specify the Unicode Byte Order Mark (BOM) for use at the beginnings of text files, which may be used for byte ordering detection (or byte endianness detection). The BOM, code point U+FEFF has the important property of unambiguity on byte reorder, regardless of the Unicode encoding used; U+FFFE (the result of byte-swapping U+FEFF) does not equate to a legal character, and U+FEFF in other places, other than the beginning of text, conveys the zero-width non-break space (a character with no appearance and no effect other than preventing the formation of ligatures).", "targets": "what is the code point of the BOM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a2ca5247f74d73bffbdd88f981df03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UCS-2 and UTF-16 encodings specify the Unicode Byte Order Mark (BOM) for use at the beginnings of text files, which may be used for byte ordering detection (or byte endianness detection). The BOM, code point U+FEFF has the important property of unambiguity on byte reorder, regardless of the Unicode encoding used; U+FFFE (the result of byte-swapping U+FEFF) does not equate to a legal character, and U+FEFF in other places, other than the beginning of text, conveys the zero-width non-break space (a character with no appearance and no effect other than preventing the formation of ligatures).", "targets": "What is U+UFFE the result of? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "How long do female dogs carry before delivering puppies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "What is the average length of dog pregnancy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "What is the average number of pups in a litter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "For small dogs, what is the average number of pups in a litter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "What is the average for a dog to bear her litter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "What is the average number of pups per litter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdaa8f45249241cc95db1fef2e2898ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs bear their litters roughly 58 to 68 days after fertilization, with an average of 63 days, although the length of gestation can vary. An average litter consists of about six puppies, though this number may vary widely based on the breed of dog. In general, toy dogs produce from one to four puppies in each litter, while much larger breeds may average as many as twelve.", "targets": "Smaller dogs tend to have how many pups per litter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632c475512644a4a9bcf10295f97f596", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of writing enabled knowledge to be stored and communicated across generations with much greater fidelity. Combined with the development of agriculture, which allowed for a surplus of food, it became possible for early civilizations to develop, because more time and effort could be devoted to tasks (other than food production) than hunter-gatherers or early subsistence farmers had available. This surplus allowed a community to support individuals who did things other than work towards bare survival. These other tasks included systematic studies of nature, study of written information gathered and recorded by others, and often of adding to that body of information.", "targets": "The advancement of agriculture made what possible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632c475512644a4a9bcf10295f97f596", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of writing enabled knowledge to be stored and communicated across generations with much greater fidelity. Combined with the development of agriculture, which allowed for a surplus of food, it became possible for early civilizations to develop, because more time and effort could be devoted to tasks (other than food production) than hunter-gatherers or early subsistence farmers had available. This surplus allowed a community to support individuals who did things other than work towards bare survival. These other tasks included systematic studies of nature, study of written information gathered and recorded by others, and often of adding to that body of information.", "targets": "Having a surplus of food allowed farmers and hunter-gatherers to spend less time working on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632c475512644a4a9bcf10295f97f596", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of writing enabled knowledge to be stored and communicated across generations with much greater fidelity. Combined with the development of agriculture, which allowed for a surplus of food, it became possible for early civilizations to develop, because more time and effort could be devoted to tasks (other than food production) than hunter-gatherers or early subsistence farmers had available. This surplus allowed a community to support individuals who did things other than work towards bare survival. These other tasks included systematic studies of nature, study of written information gathered and recorded by others, and often of adding to that body of information.", "targets": "Before agriculture advancements, what were farmers having to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632c475512644a4a9bcf10295f97f596", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of writing enabled knowledge to be stored and communicated across generations with much greater fidelity. Combined with the development of agriculture, which allowed for a surplus of food, it became possible for early civilizations to develop, because more time and effort could be devoted to tasks (other than food production) than hunter-gatherers or early subsistence farmers had available. This surplus allowed a community to support individuals who did things other than work towards bare survival. These other tasks included systematic studies of nature, study of written information gathered and recorded by others, and often of adding to that body of information.", "targets": "What advancement aided in spreading knowledge across generations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632c475512644a4a9bcf10295f97f596", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of writing enabled knowledge to be stored and communicated across generations with much greater fidelity. Combined with the development of agriculture, which allowed for a surplus of food, it became possible for early civilizations to develop, because more time and effort could be devoted to tasks (other than food production) than hunter-gatherers or early subsistence farmers had available. This surplus allowed a community to support individuals who did things other than work towards bare survival. These other tasks included systematic studies of nature, study of written information gathered and recorded by others, and often of adding to that body of information.", "targets": "Who was able to support the people who were adding to the written knowledge of nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "How many highways leading into Wenchuan were damaged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "What percentage of building collapsed in Beichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "Where did two chemical plants collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "How many students out of the 900 in the school, survived the collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "What highways into Wenchuan  were damaged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "What did the damaged roadways cause to the rescue operations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "How many of the buildings in Beichuan collapsed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "What leaked liquid ammonia in Shifang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42414e2d61384b1b93d40e2c0c0640b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the highways into Wenchuan, and others throughout the province, were damaged, resulting in delayed arrival of the rescue troops. In Beichuan County, 80% of the buildings collapsed according to Xinhua News. In the city of Shifang, the collapse of two chemical plants led to leakage of some 80 tons of liquid ammonia, with hundreds of people reported buried. In the city of Dujiangyan, south-east of the epicenter, a whole school collapsed with 900 students buried and fewer than 60 survived. The Juyuan Middle School, where many teenagers were buried, was excavated by civilians and cranes. Dujiangyan is home of the Dujiangyan Irrigation System, an ancient water diversion project which is still in use and is a UNESCO World Heritage Site. The project's famous Fish Mouth was cracked but not severely damaged otherwise.", "targets": "How many of the 900 students buried in a Dujiangyan school collapse survived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e2cebd35b374c749a6ea11e7bec8262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Laporta's departure from the club in June 2010, Sandro Rosell was soon elected as the new president. The elections were held on 13 June, where he got 61.35% (57,088 votes, a record) of total votes. Rosell signed David Villa from Valencia for \u20ac40 million and Javier Mascherano from Liverpool for \u20ac19 million. In November 2010, Barcelona defeated their main rival, Real Madrid 5\u20130 in El Cl\u00e1sico. In the 2010\u201311 season, Barcelona retained the La Liga trophy, their third title in succession, finishing with 96 points. In April 2011, the club reached the Copa del Rey final, losing 1\u20130 to Real Madrid at the Mestalla in Valencia. In May, Barcelona defeated Manchester United in the 2011 Champions League Final 3\u20131 held at Wembley Stadium, a repeat of the 2009 final, winning their fourth European Cup. In August 2011, La Masia graduate Cesc F\u00e0bregas was bought from Arsenal and he would help Barcelona defend the Spanish Supercup against Real Madrid. The Supercup victory brought the total number of official trophies to 73, matching the number of titles won by Real Madrid.", "targets": "Who was elected as president of the Barcelona club in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e2cebd35b374c749a6ea11e7bec8262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Laporta's departure from the club in June 2010, Sandro Rosell was soon elected as the new president. The elections were held on 13 June, where he got 61.35% (57,088 votes, a record) of total votes. Rosell signed David Villa from Valencia for \u20ac40 million and Javier Mascherano from Liverpool for \u20ac19 million. In November 2010, Barcelona defeated their main rival, Real Madrid 5\u20130 in El Cl\u00e1sico. In the 2010\u201311 season, Barcelona retained the La Liga trophy, their third title in succession, finishing with 96 points. In April 2011, the club reached the Copa del Rey final, losing 1\u20130 to Real Madrid at the Mestalla in Valencia. In May, Barcelona defeated Manchester United in the 2011 Champions League Final 3\u20131 held at Wembley Stadium, a repeat of the 2009 final, winning their fourth European Cup. In August 2011, La Masia graduate Cesc F\u00e0bregas was bought from Arsenal and he would help Barcelona defend the Spanish Supercup against Real Madrid. The Supercup victory brought the total number of official trophies to 73, matching the number of titles won by Real Madrid.", "targets": "What percentage of the votes for president did Rosell get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e2cebd35b374c749a6ea11e7bec8262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Laporta's departure from the club in June 2010, Sandro Rosell was soon elected as the new president. The elections were held on 13 June, where he got 61.35% (57,088 votes, a record) of total votes. Rosell signed David Villa from Valencia for \u20ac40 million and Javier Mascherano from Liverpool for \u20ac19 million. In November 2010, Barcelona defeated their main rival, Real Madrid 5\u20130 in El Cl\u00e1sico. In the 2010\u201311 season, Barcelona retained the La Liga trophy, their third title in succession, finishing with 96 points. In April 2011, the club reached the Copa del Rey final, losing 1\u20130 to Real Madrid at the Mestalla in Valencia. In May, Barcelona defeated Manchester United in the 2011 Champions League Final 3\u20131 held at Wembley Stadium, a repeat of the 2009 final, winning their fourth European Cup. In August 2011, La Masia graduate Cesc F\u00e0bregas was bought from Arsenal and he would help Barcelona defend the Spanish Supercup against Real Madrid. The Supercup victory brought the total number of official trophies to 73, matching the number of titles won by Real Madrid.", "targets": "What was Rosell's record number of votes he received for president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e2cebd35b374c749a6ea11e7bec8262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Laporta's departure from the club in June 2010, Sandro Rosell was soon elected as the new president. The elections were held on 13 June, where he got 61.35% (57,088 votes, a record) of total votes. Rosell signed David Villa from Valencia for \u20ac40 million and Javier Mascherano from Liverpool for \u20ac19 million. In November 2010, Barcelona defeated their main rival, Real Madrid 5\u20130 in El Cl\u00e1sico. In the 2010\u201311 season, Barcelona retained the La Liga trophy, their third title in succession, finishing with 96 points. In April 2011, the club reached the Copa del Rey final, losing 1\u20130 to Real Madrid at the Mestalla in Valencia. In May, Barcelona defeated Manchester United in the 2011 Champions League Final 3\u20131 held at Wembley Stadium, a repeat of the 2009 final, winning their fourth European Cup. In August 2011, La Masia graduate Cesc F\u00e0bregas was bought from Arsenal and he would help Barcelona defend the Spanish Supercup against Real Madrid. The Supercup victory brought the total number of official trophies to 73, matching the number of titles won by Real Madrid.", "targets": "How much did Barcelona pay to sign  David Villa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e2cebd35b374c749a6ea11e7bec8262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Laporta's departure from the club in June 2010, Sandro Rosell was soon elected as the new president. The elections were held on 13 June, where he got 61.35% (57,088 votes, a record) of total votes. Rosell signed David Villa from Valencia for \u20ac40 million and Javier Mascherano from Liverpool for \u20ac19 million. In November 2010, Barcelona defeated their main rival, Real Madrid 5\u20130 in El Cl\u00e1sico. In the 2010\u201311 season, Barcelona retained the La Liga trophy, their third title in succession, finishing with 96 points. In April 2011, the club reached the Copa del Rey final, losing 1\u20130 to Real Madrid at the Mestalla in Valencia. In May, Barcelona defeated Manchester United in the 2011 Champions League Final 3\u20131 held at Wembley Stadium, a repeat of the 2009 final, winning their fourth European Cup. In August 2011, La Masia graduate Cesc F\u00e0bregas was bought from Arsenal and he would help Barcelona defend the Spanish Supercup against Real Madrid. The Supercup victory brought the total number of official trophies to 73, matching the number of titles won by Real Madrid.", "targets": "What team did Barcelona beat in El Clasico in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e250ea44edd4eecb8ca515b88ba9d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the same decisions and principles that apply in other criminal investigations and arrests arise also in civil disobedience cases. For example, the suspect may need to decide whether or not to grant a consent search of his property, and whether or not to talk to police officers. It is generally agreed within the legal community, and is often believed within the activist community, that a suspect's talking to criminal investigators can serve no useful purpose, and may be harmful. However, some civil disobedients have nonetheless found it hard to resist responding to investigators' questions, sometimes due to a lack of understanding of the legal ramifications, or due to a fear of seeming rude. Also, some civil disobedients seek to use the arrest as an opportunity to make an impression on the officers. Thoreau wrote, \"My civil neighbor, the tax-gatherer, is the very man I have to deal with--for it is, after all, with men and not with parchment that I quarrel--and he has voluntarily chosen to be an agent of the government. How shall he ever know well that he is and does as an officer of the government, or as a man, until he is obliged to consider whether he will treat me, his neighbor, for whom he has respect, as a neighbor and well-disposed man, or as a maniac and disturber of the peace, and see if he can get over this obstruction to his neighborliness without a ruder and more impetuous thought or speech corresponding with his action.\"", "targets": "What type of government investigations apply to civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e250ea44edd4eecb8ca515b88ba9d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the same decisions and principles that apply in other criminal investigations and arrests arise also in civil disobedience cases. For example, the suspect may need to decide whether or not to grant a consent search of his property, and whether or not to talk to police officers. It is generally agreed within the legal community, and is often believed within the activist community, that a suspect's talking to criminal investigators can serve no useful purpose, and may be harmful. However, some civil disobedients have nonetheless found it hard to resist responding to investigators' questions, sometimes due to a lack of understanding of the legal ramifications, or due to a fear of seeming rude. Also, some civil disobedients seek to use the arrest as an opportunity to make an impression on the officers. Thoreau wrote, \"My civil neighbor, the tax-gatherer, is the very man I have to deal with--for it is, after all, with men and not with parchment that I quarrel--and he has voluntarily chosen to be an agent of the government. How shall he ever know well that he is and does as an officer of the government, or as a man, until he is obliged to consider whether he will treat me, his neighbor, for whom he has respect, as a neighbor and well-disposed man, or as a maniac and disturber of the peace, and see if he can get over this obstruction to his neighborliness without a ruder and more impetuous thought or speech corresponding with his action.\"", "targets": "What is a way you can show police officers civil disobedience ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e250ea44edd4eecb8ca515b88ba9d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the same decisions and principles that apply in other criminal investigations and arrests arise also in civil disobedience cases. For example, the suspect may need to decide whether or not to grant a consent search of his property, and whether or not to talk to police officers. It is generally agreed within the legal community, and is often believed within the activist community, that a suspect's talking to criminal investigators can serve no useful purpose, and may be harmful. However, some civil disobedients have nonetheless found it hard to resist responding to investigators' questions, sometimes due to a lack of understanding of the legal ramifications, or due to a fear of seeming rude. Also, some civil disobedients seek to use the arrest as an opportunity to make an impression on the officers. Thoreau wrote, \"My civil neighbor, the tax-gatherer, is the very man I have to deal with--for it is, after all, with men and not with parchment that I quarrel--and he has voluntarily chosen to be an agent of the government. How shall he ever know well that he is and does as an officer of the government, or as a man, until he is obliged to consider whether he will treat me, his neighbor, for whom he has respect, as a neighbor and well-disposed man, or as a maniac and disturber of the peace, and see if he can get over this obstruction to his neighborliness without a ruder and more impetuous thought or speech corresponding with his action.\"", "targets": "What should be avoided when talking to authorities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e250ea44edd4eecb8ca515b88ba9d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the same decisions and principles that apply in other criminal investigations and arrests arise also in civil disobedience cases. For example, the suspect may need to decide whether or not to grant a consent search of his property, and whether or not to talk to police officers. It is generally agreed within the legal community, and is often believed within the activist community, that a suspect's talking to criminal investigators can serve no useful purpose, and may be harmful. However, some civil disobedients have nonetheless found it hard to resist responding to investigators' questions, sometimes due to a lack of understanding of the legal ramifications, or due to a fear of seeming rude. Also, some civil disobedients seek to use the arrest as an opportunity to make an impression on the officers. Thoreau wrote, \"My civil neighbor, the tax-gatherer, is the very man I have to deal with--for it is, after all, with men and not with parchment that I quarrel--and he has voluntarily chosen to be an agent of the government. How shall he ever know well that he is and does as an officer of the government, or as a man, until he is obliged to consider whether he will treat me, his neighbor, for whom he has respect, as a neighbor and well-disposed man, or as a maniac and disturber of the peace, and see if he can get over this obstruction to his neighborliness without a ruder and more impetuous thought or speech corresponding with his action.\"", "targets": "What reasons cause failure of the disobedience with authorities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e250ea44edd4eecb8ca515b88ba9d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the same decisions and principles that apply in other criminal investigations and arrests arise also in civil disobedience cases. For example, the suspect may need to decide whether or not to grant a consent search of his property, and whether or not to talk to police officers. It is generally agreed within the legal community, and is often believed within the activist community, that a suspect's talking to criminal investigators can serve no useful purpose, and may be harmful. However, some civil disobedients have nonetheless found it hard to resist responding to investigators' questions, sometimes due to a lack of understanding of the legal ramifications, or due to a fear of seeming rude. Also, some civil disobedients seek to use the arrest as an opportunity to make an impression on the officers. Thoreau wrote, \"My civil neighbor, the tax-gatherer, is the very man I have to deal with--for it is, after all, with men and not with parchment that I quarrel--and he has voluntarily chosen to be an agent of the government. How shall he ever know well that he is and does as an officer of the government, or as a man, until he is obliged to consider whether he will treat me, his neighbor, for whom he has respect, as a neighbor and well-disposed man, or as a maniac and disturber of the peace, and see if he can get over this obstruction to his neighborliness without a ruder and more impetuous thought or speech corresponding with his action.\"", "targets": "Why do some people purposely resist officers of the law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7e2af167af24c1dba61057c426eb684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interface of Windows 8 has been the subject of mixed reaction. Bright wrote that its system of hot corners and edge swiping \"wasn't very obvious\" due to the lack of instructions provided by the operating system on the functions accessed through the user interface, even by the video tutorial added on the RTM release (which only instructed users to point at corners of the screen or swipe from its sides). Despite this \"stumbling block\", Bright said that Windows 8's interface worked well in some places, but began to feel incoherent when switching between the \"Metro\" and desktop environments, sometimes through inconsistent means. Tom Warren of The Verge wrote that the new interface was \"as stunning as it is surprising\", contributing to an \"incredibly personal\" experience once it is customized by the user, but had a steep learning curve, and was awkward to use with a keyboard and mouse. He noted that while forcing all users to use the new touch-oriented interface was a risky move for Microsoft as a whole, it was necessary in order to push development of apps for the Windows Store. Others, such as Adrian Kingsley-Hughes from ZDNet, considered the interface to be \"clumsy and impractical\" due to its inconsistent design (going as far as considering it \"two operating systems unceremoniously bolted together\"), and concluded that \"Windows 8 wasn't born out of a need or demand; it was born out of a desire on Microsoft's part to exert its will on the PC industry and decide to shape it in a direction\u2014touch and tablets -- that allows it to compete against, and remain relevant in the face of Apple's iPad.\"", "targets": "What makes the Windows 8 interface difficult to use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7e2af167af24c1dba61057c426eb684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interface of Windows 8 has been the subject of mixed reaction. Bright wrote that its system of hot corners and edge swiping \"wasn't very obvious\" due to the lack of instructions provided by the operating system on the functions accessed through the user interface, even by the video tutorial added on the RTM release (which only instructed users to point at corners of the screen or swipe from its sides). Despite this \"stumbling block\", Bright said that Windows 8's interface worked well in some places, but began to feel incoherent when switching between the \"Metro\" and desktop environments, sometimes through inconsistent means. Tom Warren of The Verge wrote that the new interface was \"as stunning as it is surprising\", contributing to an \"incredibly personal\" experience once it is customized by the user, but had a steep learning curve, and was awkward to use with a keyboard and mouse. He noted that while forcing all users to use the new touch-oriented interface was a risky move for Microsoft as a whole, it was necessary in order to push development of apps for the Windows Store. Others, such as Adrian Kingsley-Hughes from ZDNet, considered the interface to be \"clumsy and impractical\" due to its inconsistent design (going as far as considering it \"two operating systems unceremoniously bolted together\"), and concluded that \"Windows 8 wasn't born out of a need or demand; it was born out of a desire on Microsoft's part to exert its will on the PC industry and decide to shape it in a direction\u2014touch and tablets -- that allows it to compete against, and remain relevant in the face of Apple's iPad.\"", "targets": "Who said the Windows 8 interface was clumsy and impractical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7e2af167af24c1dba61057c426eb684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interface of Windows 8 has been the subject of mixed reaction. Bright wrote that its system of hot corners and edge swiping \"wasn't very obvious\" due to the lack of instructions provided by the operating system on the functions accessed through the user interface, even by the video tutorial added on the RTM release (which only instructed users to point at corners of the screen or swipe from its sides). Despite this \"stumbling block\", Bright said that Windows 8's interface worked well in some places, but began to feel incoherent when switching between the \"Metro\" and desktop environments, sometimes through inconsistent means. Tom Warren of The Verge wrote that the new interface was \"as stunning as it is surprising\", contributing to an \"incredibly personal\" experience once it is customized by the user, but had a steep learning curve, and was awkward to use with a keyboard and mouse. He noted that while forcing all users to use the new touch-oriented interface was a risky move for Microsoft as a whole, it was necessary in order to push development of apps for the Windows Store. Others, such as Adrian Kingsley-Hughes from ZDNet, considered the interface to be \"clumsy and impractical\" due to its inconsistent design (going as far as considering it \"two operating systems unceremoniously bolted together\"), and concluded that \"Windows 8 wasn't born out of a need or demand; it was born out of a desire on Microsoft's part to exert its will on the PC industry and decide to shape it in a direction\u2014touch and tablets -- that allows it to compete against, and remain relevant in the face of Apple's iPad.\"", "targets": "What kind of feedback has Windows 8 received?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6814ee47fc1b4502b47b03c1d0926586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years before his death, Genghis Khan asked to be buried without markings, according to the customs of his tribe. After he died, his body was returned to Mongolia and presumably to his birthplace in Khentii Aimag, where many assume he is buried somewhere close to the Onon River and the Burkhan Khaldun mountain (part of the Kentii mountain range). According to legend, the funeral escort killed anyone and anything across their path to conceal where he was finally buried. The Genghis Khan Mausoleum, constructed many years after his death, is his memorial, but not his burial site.", "targets": "What was Genghis Khan's tribes burial custom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6814ee47fc1b4502b47b03c1d0926586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years before his death, Genghis Khan asked to be buried without markings, according to the customs of his tribe. After he died, his body was returned to Mongolia and presumably to his birthplace in Khentii Aimag, where many assume he is buried somewhere close to the Onon River and the Burkhan Khaldun mountain (part of the Kentii mountain range). According to legend, the funeral escort killed anyone and anything across their path to conceal where he was finally buried. The Genghis Khan Mausoleum, constructed many years after his death, is his memorial, but not his burial site.", "targets": "Where is Genghis Khan's presumed to have been delivered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6814ee47fc1b4502b47b03c1d0926586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years before his death, Genghis Khan asked to be buried without markings, according to the customs of his tribe. After he died, his body was returned to Mongolia and presumably to his birthplace in Khentii Aimag, where many assume he is buried somewhere close to the Onon River and the Burkhan Khaldun mountain (part of the Kentii mountain range). According to legend, the funeral escort killed anyone and anything across their path to conceal where he was finally buried. The Genghis Khan Mausoleum, constructed many years after his death, is his memorial, but not his burial site.", "targets": "What river is near Genghis Khan's likely place of burial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6814ee47fc1b4502b47b03c1d0926586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years before his death, Genghis Khan asked to be buried without markings, according to the customs of his tribe. After he died, his body was returned to Mongolia and presumably to his birthplace in Khentii Aimag, where many assume he is buried somewhere close to the Onon River and the Burkhan Khaldun mountain (part of the Kentii mountain range). According to legend, the funeral escort killed anyone and anything across their path to conceal where he was finally buried. The Genghis Khan Mausoleum, constructed many years after his death, is his memorial, but not his burial site.", "targets": "What memorial was built years after Genghis Khan's death and burial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7881d5019b73455981f22a95827df008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation has served as a school of writing for many authors. Translators, including monks who spread Buddhist texts in East Asia, and the early modern European translators of the Bible, in the course of their work have shaped the very languages into which they have translated. They have acted as bridges for conveying knowledge between cultures; and along with ideas, they have imported from the source languages, into their own languages, loanwords and calques of grammatical structures, idioms and vocabulary.", "targets": "What has served as a school of writing for many authors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7881d5019b73455981f22a95827df008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation has served as a school of writing for many authors. Translators, including monks who spread Buddhist texts in East Asia, and the early modern European translators of the Bible, in the course of their work have shaped the very languages into which they have translated. They have acted as bridges for conveying knowledge between cultures; and along with ideas, they have imported from the source languages, into their own languages, loanwords and calques of grammatical structures, idioms and vocabulary.", "targets": "Who spread Buddhist texts in East Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7881d5019b73455981f22a95827df008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation has served as a school of writing for many authors. Translators, including monks who spread Buddhist texts in East Asia, and the early modern European translators of the Bible, in the course of their work have shaped the very languages into which they have translated. They have acted as bridges for conveying knowledge between cultures; and along with ideas, they have imported from the source languages, into their own languages, loanwords and calques of grammatical structures, idioms and vocabulary.", "targets": "What did translators shape in the course of their work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7881d5019b73455981f22a95827df008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation has served as a school of writing for many authors. Translators, including monks who spread Buddhist texts in East Asia, and the early modern European translators of the Bible, in the course of their work have shaped the very languages into which they have translated. They have acted as bridges for conveying knowledge between cultures; and along with ideas, they have imported from the source languages, into their own languages, loanwords and calques of grammatical structures, idioms and vocabulary.", "targets": "What have translators acted as by conveying knowledge between cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7881d5019b73455981f22a95827df008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation has served as a school of writing for many authors. Translators, including monks who spread Buddhist texts in East Asia, and the early modern European translators of the Bible, in the course of their work have shaped the very languages into which they have translated. They have acted as bridges for conveying knowledge between cultures; and along with ideas, they have imported from the source languages, into their own languages, loanwords and calques of grammatical structures, idioms and vocabulary.", "targets": "Where were idioms and vocabulary imported from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f8501a6199949c989888b6e05ad1475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the north of China proper, the nomadic Xiongnu chieftain Modu Chanyu (r. 209\u2013174 BC) conquered various tribes inhabiting the eastern portion of the Eurasian Steppe. By the end of his reign, he controlled Manchuria, Mongolia, and the Tarim Basin, subjugating over twenty states east of Samarkand. Emperor Gaozu was troubled about the abundant Han-manufactured iron weapons traded to the Xiongnu along the northern borders, and he established a trade embargo against the group. Although the embargo was in place, the Xiongnu found traders willing to supply their needs. Chinese forces also mounted surprise attacks against Xiongnu who traded at the border markets. In retaliation, the Xiongnu invaded what is now Shanxi province, where they defeated the Han forces at Baideng in 200 BC. After negotiations, the heqin agreement in 198 BC nominally held the leaders of the Xiongnu and the Han as equal partners in a royal marriage alliance, but the Han were forced to send large amounts of tribute items such as silk clothes, food, and wine to the Xiongnu.", "targets": "Who was the chieftain of the Xiongnu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f8501a6199949c989888b6e05ad1475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the north of China proper, the nomadic Xiongnu chieftain Modu Chanyu (r. 209\u2013174 BC) conquered various tribes inhabiting the eastern portion of the Eurasian Steppe. By the end of his reign, he controlled Manchuria, Mongolia, and the Tarim Basin, subjugating over twenty states east of Samarkand. Emperor Gaozu was troubled about the abundant Han-manufactured iron weapons traded to the Xiongnu along the northern borders, and he established a trade embargo against the group. Although the embargo was in place, the Xiongnu found traders willing to supply their needs. Chinese forces also mounted surprise attacks against Xiongnu who traded at the border markets. In retaliation, the Xiongnu invaded what is now Shanxi province, where they defeated the Han forces at Baideng in 200 BC. After negotiations, the heqin agreement in 198 BC nominally held the leaders of the Xiongnu and the Han as equal partners in a royal marriage alliance, but the Han were forced to send large amounts of tribute items such as silk clothes, food, and wine to the Xiongnu.", "targets": "What group had a trade embargo created against them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f8501a6199949c989888b6e05ad1475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the north of China proper, the nomadic Xiongnu chieftain Modu Chanyu (r. 209\u2013174 BC) conquered various tribes inhabiting the eastern portion of the Eurasian Steppe. By the end of his reign, he controlled Manchuria, Mongolia, and the Tarim Basin, subjugating over twenty states east of Samarkand. Emperor Gaozu was troubled about the abundant Han-manufactured iron weapons traded to the Xiongnu along the northern borders, and he established a trade embargo against the group. Although the embargo was in place, the Xiongnu found traders willing to supply their needs. Chinese forces also mounted surprise attacks against Xiongnu who traded at the border markets. In retaliation, the Xiongnu invaded what is now Shanxi province, where they defeated the Han forces at Baideng in 200 BC. After negotiations, the heqin agreement in 198 BC nominally held the leaders of the Xiongnu and the Han as equal partners in a royal marriage alliance, but the Han were forced to send large amounts of tribute items such as silk clothes, food, and wine to the Xiongnu.", "targets": "In what year were Han forces defeated in Baideng?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f8501a6199949c989888b6e05ad1475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the north of China proper, the nomadic Xiongnu chieftain Modu Chanyu (r. 209\u2013174 BC) conquered various tribes inhabiting the eastern portion of the Eurasian Steppe. By the end of his reign, he controlled Manchuria, Mongolia, and the Tarim Basin, subjugating over twenty states east of Samarkand. Emperor Gaozu was troubled about the abundant Han-manufactured iron weapons traded to the Xiongnu along the northern borders, and he established a trade embargo against the group. Although the embargo was in place, the Xiongnu found traders willing to supply their needs. Chinese forces also mounted surprise attacks against Xiongnu who traded at the border markets. In retaliation, the Xiongnu invaded what is now Shanxi province, where they defeated the Han forces at Baideng in 200 BC. After negotiations, the heqin agreement in 198 BC nominally held the leaders of the Xiongnu and the Han as equal partners in a royal marriage alliance, but the Han were forced to send large amounts of tribute items such as silk clothes, food, and wine to the Xiongnu.", "targets": "What agreement established equality between the Xiongnu and the Han?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f8501a6199949c989888b6e05ad1475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the north of China proper, the nomadic Xiongnu chieftain Modu Chanyu (r. 209\u2013174 BC) conquered various tribes inhabiting the eastern portion of the Eurasian Steppe. By the end of his reign, he controlled Manchuria, Mongolia, and the Tarim Basin, subjugating over twenty states east of Samarkand. Emperor Gaozu was troubled about the abundant Han-manufactured iron weapons traded to the Xiongnu along the northern borders, and he established a trade embargo against the group. Although the embargo was in place, the Xiongnu found traders willing to supply their needs. Chinese forces also mounted surprise attacks against Xiongnu who traded at the border markets. In retaliation, the Xiongnu invaded what is now Shanxi province, where they defeated the Han forces at Baideng in 200 BC. After negotiations, the heqin agreement in 198 BC nominally held the leaders of the Xiongnu and the Han as equal partners in a royal marriage alliance, but the Han were forced to send large amounts of tribute items such as silk clothes, food, and wine to the Xiongnu.", "targets": "What type of clothing were sent as a tribute to the Xiongnu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e7c246b004049bf4fcf10298b354f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2012, a referendum resulted in 54 percent of respondents voting to reject the current status under the territorial clause of the U.S. Constitution, while a second question resulted in 61 percent of voters identifying statehood as the preferred alternative to the current territorial status. The 2012 referendum was by far the most successful referendum for statehood advocates and support for statehood has risen in each successive popular referendum. However, more than one in four voters abstained from answering the question on the preferred alternative status. Statehood opponents have argued that the statehood option garnered only 45 percent of the votes if abstentions are included. If abstentions are considered, the result of the referendum is much closer to 44 percent for statehood, a number that falls under the 50 percent majority mark.", "targets": "What percentage of voters rejected the status of territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e7c246b004049bf4fcf10298b354f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2012, a referendum resulted in 54 percent of respondents voting to reject the current status under the territorial clause of the U.S. Constitution, while a second question resulted in 61 percent of voters identifying statehood as the preferred alternative to the current territorial status. The 2012 referendum was by far the most successful referendum for statehood advocates and support for statehood has risen in each successive popular referendum. However, more than one in four voters abstained from answering the question on the preferred alternative status. Statehood opponents have argued that the statehood option garnered only 45 percent of the votes if abstentions are included. If abstentions are considered, the result of the referendum is much closer to 44 percent for statehood, a number that falls under the 50 percent majority mark.", "targets": "What percentage of voters preferred statehood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e7c246b004049bf4fcf10298b354f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2012, a referendum resulted in 54 percent of respondents voting to reject the current status under the territorial clause of the U.S. Constitution, while a second question resulted in 61 percent of voters identifying statehood as the preferred alternative to the current territorial status. The 2012 referendum was by far the most successful referendum for statehood advocates and support for statehood has risen in each successive popular referendum. However, more than one in four voters abstained from answering the question on the preferred alternative status. Statehood opponents have argued that the statehood option garnered only 45 percent of the votes if abstentions are included. If abstentions are considered, the result of the referendum is much closer to 44 percent for statehood, a number that falls under the 50 percent majority mark.", "targets": "What percentage of voters abstained from voting on a preferred alternative status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e7c246b004049bf4fcf10298b354f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2012, a referendum resulted in 54 percent of respondents voting to reject the current status under the territorial clause of the U.S. Constitution, while a second question resulted in 61 percent of voters identifying statehood as the preferred alternative to the current territorial status. The 2012 referendum was by far the most successful referendum for statehood advocates and support for statehood has risen in each successive popular referendum. However, more than one in four voters abstained from answering the question on the preferred alternative status. Statehood opponents have argued that the statehood option garnered only 45 percent of the votes if abstentions are included. If abstentions are considered, the result of the referendum is much closer to 44 percent for statehood, a number that falls under the 50 percent majority mark.", "targets": "What argument do those opposing statehood use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f3b96eb46494e2bae4c9e53e86f77e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island is located in the South Pacific Ocean, east of the Australian mainland. Norfolk Island is the main island of the island group the territory encompasses and is located at 29\u00b002\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.033\u00b0S 167.950\u00b0E\ufeff / -29.033; 167.950. It has an area of 34.6 square kilometres (13.4 sq mi), with no large-scale internal bodies of water and 32 km (20 mi) of coastline. The island's highest point is Mount Bates (319 metres (1,047 feet) above sea level), located in the northwest quadrant of the island. The majority of the terrain is suitable for farming and other agricultural uses. Phillip Island, the second largest island of the territory, is located at 29\u00b007\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.117\u00b0S 167.950\u00b0E\ufeff / -29.117; 167.950, seven kilometres (4.3 miles) south of the main island.", "targets": "What part of the Pacific Ocean is Norfolk Island located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f3b96eb46494e2bae4c9e53e86f77e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island is located in the South Pacific Ocean, east of the Australian mainland. Norfolk Island is the main island of the island group the territory encompasses and is located at 29\u00b002\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.033\u00b0S 167.950\u00b0E\ufeff / -29.033; 167.950. It has an area of 34.6 square kilometres (13.4 sq mi), with no large-scale internal bodies of water and 32 km (20 mi) of coastline. The island's highest point is Mount Bates (319 metres (1,047 feet) above sea level), located in the northwest quadrant of the island. The majority of the terrain is suitable for farming and other agricultural uses. Phillip Island, the second largest island of the territory, is located at 29\u00b007\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.117\u00b0S 167.950\u00b0E\ufeff / -29.117; 167.950, seven kilometres (4.3 miles) south of the main island.", "targets": "What direction is Norfolk Island in relation to Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f3b96eb46494e2bae4c9e53e86f77e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island is located in the South Pacific Ocean, east of the Australian mainland. Norfolk Island is the main island of the island group the territory encompasses and is located at 29\u00b002\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.033\u00b0S 167.950\u00b0E\ufeff / -29.033; 167.950. It has an area of 34.6 square kilometres (13.4 sq mi), with no large-scale internal bodies of water and 32 km (20 mi) of coastline. The island's highest point is Mount Bates (319 metres (1,047 feet) above sea level), located in the northwest quadrant of the island. The majority of the terrain is suitable for farming and other agricultural uses. Phillip Island, the second largest island of the territory, is located at 29\u00b007\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.117\u00b0S 167.950\u00b0E\ufeff / -29.117; 167.950, seven kilometres (4.3 miles) south of the main island.", "targets": "What are the coordinates for Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f3b96eb46494e2bae4c9e53e86f77e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island is located in the South Pacific Ocean, east of the Australian mainland. Norfolk Island is the main island of the island group the territory encompasses and is located at 29\u00b002\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.033\u00b0S 167.950\u00b0E\ufeff / -29.033; 167.950. It has an area of 34.6 square kilometres (13.4 sq mi), with no large-scale internal bodies of water and 32 km (20 mi) of coastline. The island's highest point is Mount Bates (319 metres (1,047 feet) above sea level), located in the northwest quadrant of the island. The majority of the terrain is suitable for farming and other agricultural uses. Phillip Island, the second largest island of the territory, is located at 29\u00b007\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.117\u00b0S 167.950\u00b0E\ufeff / -29.117; 167.950, seven kilometres (4.3 miles) south of the main island.", "targets": "What is the name of the mountain at Norfolk Island's highest point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f3b96eb46494e2bae4c9e53e86f77e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island is located in the South Pacific Ocean, east of the Australian mainland. Norfolk Island is the main island of the island group the territory encompasses and is located at 29\u00b002\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.033\u00b0S 167.950\u00b0E\ufeff / -29.033; 167.950. It has an area of 34.6 square kilometres (13.4 sq mi), with no large-scale internal bodies of water and 32 km (20 mi) of coastline. The island's highest point is Mount Bates (319 metres (1,047 feet) above sea level), located in the northwest quadrant of the island. The majority of the terrain is suitable for farming and other agricultural uses. Phillip Island, the second largest island of the territory, is located at 29\u00b007\u2032S 167\u00b057\u2032E\ufeff / \ufeff29.117\u00b0S 167.950\u00b0E\ufeff / -29.117; 167.950, seven kilometres (4.3 miles) south of the main island.", "targets": "What is the name of the second largest island of the territory of Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-629c8b4d9fdd47669ff1009577c49c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, the International Energy Agency said that \"the development of affordable, inexhaustible and clean solar energy technologies will have huge longer-term benefits. It will increase countries\u2019 energy security through reliance on an indigenous, inexhaustible and mostly import-independent resource, enhance sustainability, reduce pollution, lower the costs of mitigating global warming, and keep fossil fuel prices lower than otherwise. These advantages are global. Hence the additional costs of the incentives for early deployment should be considered learning investments; they must be wisely spent and need to be widely shared\".", "targets": "How will solar energy increase energy security?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-629c8b4d9fdd47669ff1009577c49c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, the International Energy Agency said that \"the development of affordable, inexhaustible and clean solar energy technologies will have huge longer-term benefits. It will increase countries\u2019 energy security through reliance on an indigenous, inexhaustible and mostly import-independent resource, enhance sustainability, reduce pollution, lower the costs of mitigating global warming, and keep fossil fuel prices lower than otherwise. These advantages are global. Hence the additional costs of the incentives for early deployment should be considered learning investments; they must be wisely spent and need to be widely shared\".", "targets": "What costs will solar energy lower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-629c8b4d9fdd47669ff1009577c49c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, the International Energy Agency said that \"the development of affordable, inexhaustible and clean solar energy technologies will have huge longer-term benefits. It will increase countries\u2019 energy security through reliance on an indigenous, inexhaustible and mostly import-independent resource, enhance sustainability, reduce pollution, lower the costs of mitigating global warming, and keep fossil fuel prices lower than otherwise. These advantages are global. Hence the additional costs of the incentives for early deployment should be considered learning investments; they must be wisely spent and need to be widely shared\".", "targets": "What should the cost of incentives for producing solar energy be considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-629c8b4d9fdd47669ff1009577c49c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, the International Energy Agency said that \"the development of affordable, inexhaustible and clean solar energy technologies will have huge longer-term benefits. It will increase countries\u2019 energy security through reliance on an indigenous, inexhaustible and mostly import-independent resource, enhance sustainability, reduce pollution, lower the costs of mitigating global warming, and keep fossil fuel prices lower than otherwise. These advantages are global. Hence the additional costs of the incentives for early deployment should be considered learning investments; they must be wisely spent and need to be widely shared\".", "targets": "What effect will solar energy have on the price of fossil fuels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18f2b26537e441edabaf350f586a591e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Previous post-Furman mass clemencies took place in 1986 in New Mexico, when Governor Toney Anaya commuted all death sentences because of his personal opposition to the death penalty. In 1991, outgoing Ohio Governor Dick Celeste commuted the sentences of eight prisoners, among them all four women on the state's death row. And during his two terms (1979\u20131987) as Florida's Governor, Bob Graham, although a strong death penalty supporter who had overseen the first post-Furman involuntary execution as well as 15 others, agreed to commute the sentences of six people on the grounds of \"possible innocence\" or \"disproportionality.\"", "targets": "Who commuted all state capital sentences in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18f2b26537e441edabaf350f586a591e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Previous post-Furman mass clemencies took place in 1986 in New Mexico, when Governor Toney Anaya commuted all death sentences because of his personal opposition to the death penalty. In 1991, outgoing Ohio Governor Dick Celeste commuted the sentences of eight prisoners, among them all four women on the state's death row. And during his two terms (1979\u20131987) as Florida's Governor, Bob Graham, although a strong death penalty supporter who had overseen the first post-Furman involuntary execution as well as 15 others, agreed to commute the sentences of six people on the grounds of \"possible innocence\" or \"disproportionality.\"", "targets": "Of what state was Toney Anaya governor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18f2b26537e441edabaf350f586a591e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Previous post-Furman mass clemencies took place in 1986 in New Mexico, when Governor Toney Anaya commuted all death sentences because of his personal opposition to the death penalty. In 1991, outgoing Ohio Governor Dick Celeste commuted the sentences of eight prisoners, among them all four women on the state's death row. And during his two terms (1979\u20131987) as Florida's Governor, Bob Graham, although a strong death penalty supporter who had overseen the first post-Furman involuntary execution as well as 15 others, agreed to commute the sentences of six people on the grounds of \"possible innocence\" or \"disproportionality.\"", "targets": "Who was Governor of Ohio in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18f2b26537e441edabaf350f586a591e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Previous post-Furman mass clemencies took place in 1986 in New Mexico, when Governor Toney Anaya commuted all death sentences because of his personal opposition to the death penalty. In 1991, outgoing Ohio Governor Dick Celeste commuted the sentences of eight prisoners, among them all four women on the state's death row. And during his two terms (1979\u20131987) as Florida's Governor, Bob Graham, although a strong death penalty supporter who had overseen the first post-Furman involuntary execution as well as 15 others, agreed to commute the sentences of six people on the grounds of \"possible innocence\" or \"disproportionality.\"", "targets": "How many women were on Ohio's death row in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18f2b26537e441edabaf350f586a591e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Previous post-Furman mass clemencies took place in 1986 in New Mexico, when Governor Toney Anaya commuted all death sentences because of his personal opposition to the death penalty. In 1991, outgoing Ohio Governor Dick Celeste commuted the sentences of eight prisoners, among them all four women on the state's death row. And during his two terms (1979\u20131987) as Florida's Governor, Bob Graham, although a strong death penalty supporter who had overseen the first post-Furman involuntary execution as well as 15 others, agreed to commute the sentences of six people on the grounds of \"possible innocence\" or \"disproportionality.\"", "targets": "In what year did Bob Graham become Governor of Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc90a12fc6548b1bc5bcdf7e0448aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jack Brickhouse manned the Cubs radio and especially the TV booth for parts of five decades, the 34-season span from 1948 to 1981. He covered the games with a level of enthusiasm that often seemed unjustified by the team's poor performance on the field for many of those years. His trademark call \"Hey Hey!\" always followed a home run. That expression is spelled out in large letters vertically on both foul pole screens at Wrigley Field. \"Whoo-boy!\" and \"Wheeee!\" and \"Oh, brother!\" were among his other pet expressions. When he approached retirement age, he personally recommended his successor.", "targets": "Who manned the Cubs radio and TV booth for parts of five decades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc90a12fc6548b1bc5bcdf7e0448aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jack Brickhouse manned the Cubs radio and especially the TV booth for parts of five decades, the 34-season span from 1948 to 1981. He covered the games with a level of enthusiasm that often seemed unjustified by the team's poor performance on the field for many of those years. His trademark call \"Hey Hey!\" always followed a home run. That expression is spelled out in large letters vertically on both foul pole screens at Wrigley Field. \"Whoo-boy!\" and \"Wheeee!\" and \"Oh, brother!\" were among his other pet expressions. When he approached retirement age, he personally recommended his successor.", "targets": "What was Jack Brickhouse's trademark call?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc90a12fc6548b1bc5bcdf7e0448aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jack Brickhouse manned the Cubs radio and especially the TV booth for parts of five decades, the 34-season span from 1948 to 1981. He covered the games with a level of enthusiasm that often seemed unjustified by the team's poor performance on the field for many of those years. His trademark call \"Hey Hey!\" always followed a home run. That expression is spelled out in large letters vertically on both foul pole screens at Wrigley Field. \"Whoo-boy!\" and \"Wheeee!\" and \"Oh, brother!\" were among his other pet expressions. When he approached retirement age, he personally recommended his successor.", "targets": "What did Jack Brickhouse do when he approached his retirement age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d45b68a789c4350b60490a1eb57b448", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It criticised Forsyth's decision to record a conversation with Harry as an abuse of teacher\u2013student confidentiality and said \"It is clear whichever version of the evidence is accepted that Mr Burke did ask the claimant to assist Prince Harry with text for his expressive art project ... It is not part of this tribunal's function to determine whether or not it was legitimate.\" In response to the tribunal's ruling concerning the allegations about Prince Harry, the School issued a statement, saying Forsyth's claims \"were dismissed for what they always have been - unfounded and irrelevant.\" A spokesperson from Clarence House said, \"We are delighted that Harry has been totally cleared of cheating.\"", "targets": "The School dismissed claims that Prince Harry was cheating by saying the claims were what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d45b68a789c4350b60490a1eb57b448", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It criticised Forsyth's decision to record a conversation with Harry as an abuse of teacher\u2013student confidentiality and said \"It is clear whichever version of the evidence is accepted that Mr Burke did ask the claimant to assist Prince Harry with text for his expressive art project ... It is not part of this tribunal's function to determine whether or not it was legitimate.\" In response to the tribunal's ruling concerning the allegations about Prince Harry, the School issued a statement, saying Forsyth's claims \"were dismissed for what they always have been - unfounded and irrelevant.\" A spokesperson from Clarence House said, \"We are delighted that Harry has been totally cleared of cheating.\"", "targets": "What was potentially considered abuse of teacher-student confidentiality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d45b68a789c4350b60490a1eb57b448", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It criticised Forsyth's decision to record a conversation with Harry as an abuse of teacher\u2013student confidentiality and said \"It is clear whichever version of the evidence is accepted that Mr Burke did ask the claimant to assist Prince Harry with text for his expressive art project ... It is not part of this tribunal's function to determine whether or not it was legitimate.\" In response to the tribunal's ruling concerning the allegations about Prince Harry, the School issued a statement, saying Forsyth's claims \"were dismissed for what they always have been - unfounded and irrelevant.\" A spokesperson from Clarence House said, \"We are delighted that Harry has been totally cleared of cheating.\"", "targets": "The tribunal denied responsibility for what concerning Harry's recording in the Forsyth case?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-120f798bea1e439abc948142bc81351f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first ground attack came at the Battle of Umm Qasr on 21 March 2003 when a combined force of British, American and Polish forces seized control of the port city of Umm Qasr. Baghdad, Iraq's capital city, fell to American forces in April 2003 and Saddam Hussein's government quickly dissolved. On 1 May 2003, Bush announced that major combat operations in Iraq had ended. However, an insurgency arose against the U.S.-led coalition and the newly developing Iraqi military and post-Saddam government. The insurgency, which included al-Qaeda affiliated groups, led to far more coalition casualties than the invasion. Other elements of the insurgency were led by fugitive members of President Hussein's Ba'ath regime, which included Iraqi nationalists and pan-Arabists. Many insurgency leaders are Islamists and claim to be fighting a religious war to reestablish the Islamic Caliphate of centuries past. Iraq's former president, Saddam Hussein was captured by U.S. forces in December 2003. He was executed in 2006.", "targets": "When was the first ground attack in the post-9/11 Iraq war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-120f798bea1e439abc948142bc81351f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first ground attack came at the Battle of Umm Qasr on 21 March 2003 when a combined force of British, American and Polish forces seized control of the port city of Umm Qasr. Baghdad, Iraq's capital city, fell to American forces in April 2003 and Saddam Hussein's government quickly dissolved. On 1 May 2003, Bush announced that major combat operations in Iraq had ended. However, an insurgency arose against the U.S.-led coalition and the newly developing Iraqi military and post-Saddam government. The insurgency, which included al-Qaeda affiliated groups, led to far more coalition casualties than the invasion. Other elements of the insurgency were led by fugitive members of President Hussein's Ba'ath regime, which included Iraqi nationalists and pan-Arabists. Many insurgency leaders are Islamists and claim to be fighting a religious war to reestablish the Islamic Caliphate of centuries past. Iraq's former president, Saddam Hussein was captured by U.S. forces in December 2003. He was executed in 2006.", "targets": "Which nationalities worked together in the Battle of Umm Qasr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-120f798bea1e439abc948142bc81351f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first ground attack came at the Battle of Umm Qasr on 21 March 2003 when a combined force of British, American and Polish forces seized control of the port city of Umm Qasr. Baghdad, Iraq's capital city, fell to American forces in April 2003 and Saddam Hussein's government quickly dissolved. On 1 May 2003, Bush announced that major combat operations in Iraq had ended. However, an insurgency arose against the U.S.-led coalition and the newly developing Iraqi military and post-Saddam government. The insurgency, which included al-Qaeda affiliated groups, led to far more coalition casualties than the invasion. Other elements of the insurgency were led by fugitive members of President Hussein's Ba'ath regime, which included Iraqi nationalists and pan-Arabists. Many insurgency leaders are Islamists and claim to be fighting a religious war to reestablish the Islamic Caliphate of centuries past. Iraq's former president, Saddam Hussein was captured by U.S. forces in December 2003. He was executed in 2006.", "targets": "When did the US capture Baghdad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-120f798bea1e439abc948142bc81351f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first ground attack came at the Battle of Umm Qasr on 21 March 2003 when a combined force of British, American and Polish forces seized control of the port city of Umm Qasr. Baghdad, Iraq's capital city, fell to American forces in April 2003 and Saddam Hussein's government quickly dissolved. On 1 May 2003, Bush announced that major combat operations in Iraq had ended. However, an insurgency arose against the U.S.-led coalition and the newly developing Iraqi military and post-Saddam government. The insurgency, which included al-Qaeda affiliated groups, led to far more coalition casualties than the invasion. Other elements of the insurgency were led by fugitive members of President Hussein's Ba'ath regime, which included Iraqi nationalists and pan-Arabists. Many insurgency leaders are Islamists and claim to be fighting a religious war to reestablish the Islamic Caliphate of centuries past. Iraq's former president, Saddam Hussein was captured by U.S. forces in December 2003. He was executed in 2006.", "targets": "When did Bush say 'major combat operations' were complete in Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-120f798bea1e439abc948142bc81351f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first ground attack came at the Battle of Umm Qasr on 21 March 2003 when a combined force of British, American and Polish forces seized control of the port city of Umm Qasr. Baghdad, Iraq's capital city, fell to American forces in April 2003 and Saddam Hussein's government quickly dissolved. On 1 May 2003, Bush announced that major combat operations in Iraq had ended. However, an insurgency arose against the U.S.-led coalition and the newly developing Iraqi military and post-Saddam government. The insurgency, which included al-Qaeda affiliated groups, led to far more coalition casualties than the invasion. Other elements of the insurgency were led by fugitive members of President Hussein's Ba'ath regime, which included Iraqi nationalists and pan-Arabists. Many insurgency leaders are Islamists and claim to be fighting a religious war to reestablish the Islamic Caliphate of centuries past. Iraq's former president, Saddam Hussein was captured by U.S. forces in December 2003. He was executed in 2006.", "targets": "What regime were Hussein loyalists part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f2b59ff99f24f8087b213499f21d4fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Paul VI created a Secretariat for non-Christians, later renamed the Pontifical Council for Interreligious Dialogue and a year later a new Secretariat (later Pontifical Council) for Dialogue with Non-Believers. This latter was in 1993 incorporated by Pope John Paul II in the Pontifical Council for Culture, which he had established in 1982. In 1971, Paul VI created a papal office for economic development and catastrophic assistance. To foster common bonds with all persons of good will, he decreed an annual peace day to be celebrated on January first of every year. Trying to improve the condition of Christians behind the Iron Curtain, Paul VI engaged in dialogue with Communist authorities at several levels, receiving Foreign Minister Andrei Gromyko and Chairman of the Presidium of the Supreme Soviet Nikolai Podgorny in 1966 and 1967 in the Vatican. The situation of the Church in Hungary, Poland and Romania, improved during his pontificate.", "targets": "Who established the Pontifical Council for Culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f2b59ff99f24f8087b213499f21d4fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Paul VI created a Secretariat for non-Christians, later renamed the Pontifical Council for Interreligious Dialogue and a year later a new Secretariat (later Pontifical Council) for Dialogue with Non-Believers. This latter was in 1993 incorporated by Pope John Paul II in the Pontifical Council for Culture, which he had established in 1982. In 1971, Paul VI created a papal office for economic development and catastrophic assistance. To foster common bonds with all persons of good will, he decreed an annual peace day to be celebrated on January first of every year. Trying to improve the condition of Christians behind the Iron Curtain, Paul VI engaged in dialogue with Communist authorities at several levels, receiving Foreign Minister Andrei Gromyko and Chairman of the Presidium of the Supreme Soviet Nikolai Podgorny in 1966 and 1967 in the Vatican. The situation of the Church in Hungary, Poland and Romania, improved during his pontificate.", "targets": "What organization did Paul VI create to address non believers by the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f2b59ff99f24f8087b213499f21d4fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Paul VI created a Secretariat for non-Christians, later renamed the Pontifical Council for Interreligious Dialogue and a year later a new Secretariat (later Pontifical Council) for Dialogue with Non-Believers. This latter was in 1993 incorporated by Pope John Paul II in the Pontifical Council for Culture, which he had established in 1982. In 1971, Paul VI created a papal office for economic development and catastrophic assistance. To foster common bonds with all persons of good will, he decreed an annual peace day to be celebrated on January first of every year. Trying to improve the condition of Christians behind the Iron Curtain, Paul VI engaged in dialogue with Communist authorities at several levels, receiving Foreign Minister Andrei Gromyko and Chairman of the Presidium of the Supreme Soviet Nikolai Podgorny in 1966 and 1967 in the Vatican. The situation of the Church in Hungary, Poland and Romania, improved during his pontificate.", "targets": "What was the Secretariat for non-believers eventually renamed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f2b59ff99f24f8087b213499f21d4fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Paul VI created a Secretariat for non-Christians, later renamed the Pontifical Council for Interreligious Dialogue and a year later a new Secretariat (later Pontifical Council) for Dialogue with Non-Believers. This latter was in 1993 incorporated by Pope John Paul II in the Pontifical Council for Culture, which he had established in 1982. In 1971, Paul VI created a papal office for economic development and catastrophic assistance. To foster common bonds with all persons of good will, he decreed an annual peace day to be celebrated on January first of every year. Trying to improve the condition of Christians behind the Iron Curtain, Paul VI engaged in dialogue with Communist authorities at several levels, receiving Foreign Minister Andrei Gromyko and Chairman of the Presidium of the Supreme Soviet Nikolai Podgorny in 1966 and 1967 in the Vatican. The situation of the Church in Hungary, Poland and Romania, improved during his pontificate.", "targets": "What Prime Minister did Paul VI attempt to interact with in order to help Catholics in Communist countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f2b59ff99f24f8087b213499f21d4fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Paul VI created a Secretariat for non-Christians, later renamed the Pontifical Council for Interreligious Dialogue and a year later a new Secretariat (later Pontifical Council) for Dialogue with Non-Believers. This latter was in 1993 incorporated by Pope John Paul II in the Pontifical Council for Culture, which he had established in 1982. In 1971, Paul VI created a papal office for economic development and catastrophic assistance. To foster common bonds with all persons of good will, he decreed an annual peace day to be celebrated on January first of every year. Trying to improve the condition of Christians behind the Iron Curtain, Paul VI engaged in dialogue with Communist authorities at several levels, receiving Foreign Minister Andrei Gromyko and Chairman of the Presidium of the Supreme Soviet Nikolai Podgorny in 1966 and 1967 in the Vatican. The situation of the Church in Hungary, Poland and Romania, improved during his pontificate.", "targets": "What is celebrated by the Catholic church on January 1 of every year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64c7bd144784322a445a838a379ef0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The work of children was important in pre-industrial societies, as children needed to provide their labour for their survival and that of their group. Pre-industrial societies were characterised by low productivity and short life expectancy, preventing children from participating in productive work would be more harmful to their welfare and that of their group in the long run. In pre-industrial societies, there was little need for children to attend school. This is especially the case in non literate societies. Most pre-industrial skill and knowledge were amenable to being passed down through direct mentoring or apprenticing by competent adults.", "targets": "Was there a period when child labour was essential?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64c7bd144784322a445a838a379ef0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The work of children was important in pre-industrial societies, as children needed to provide their labour for their survival and that of their group. Pre-industrial societies were characterised by low productivity and short life expectancy, preventing children from participating in productive work would be more harmful to their welfare and that of their group in the long run. In pre-industrial societies, there was little need for children to attend school. This is especially the case in non literate societies. Most pre-industrial skill and knowledge were amenable to being passed down through direct mentoring or apprenticing by competent adults.", "targets": "Was there a great need for childhood education in a pre-industrial society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64c7bd144784322a445a838a379ef0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The work of children was important in pre-industrial societies, as children needed to provide their labour for their survival and that of their group. Pre-industrial societies were characterised by low productivity and short life expectancy, preventing children from participating in productive work would be more harmful to their welfare and that of their group in the long run. In pre-industrial societies, there was little need for children to attend school. This is especially the case in non literate societies. Most pre-industrial skill and knowledge were amenable to being passed down through direct mentoring or apprenticing by competent adults.", "targets": "Who taught the skills needed for the children to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64c7bd144784322a445a838a379ef0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The work of children was important in pre-industrial societies, as children needed to provide their labour for their survival and that of their group. Pre-industrial societies were characterised by low productivity and short life expectancy, preventing children from participating in productive work would be more harmful to their welfare and that of their group in the long run. In pre-industrial societies, there was little need for children to attend school. This is especially the case in non literate societies. Most pre-industrial skill and knowledge were amenable to being passed down through direct mentoring or apprenticing by competent adults.", "targets": "Were peopel in pre-industrial societies considered to have long or short lifespans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "When was the Apple iTunes Store launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "What program is required to access the iTunes Store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "When were videos made available through the iTunes store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "When did Apple begin selling entire films through the iTunes store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "In what year was the iTunes store established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "In what year did videos first become available on iTunes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e09ee9895ad4c19b145412584f85f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iTunes Store (introduced April 29, 2003) is an online media store run by Apple and accessed through iTunes. The store became the market leader soon after its launch and Apple announced the sale of videos through the store on October 12, 2005. Full-length movies became available on September 12, 2006.", "targets": "When were full-length moved added to the iTunes store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b5842de2f4080a8cf584bb39451ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2001, Miami has been undergoing a large building boom with more than 50 skyscrapers rising over 400 feet (122 m) built or currently under construction in the city. Miami's skyline is ranked third-most impressive in the U.S., behind New York City and Chicago, and 19th in the world according to the Almanac of Architecture and Design. The city currently has the eight tallest (as well as thirteen of the fourteen tallest) skyscrapers in the state of Florida, with the tallest being the 789-foot (240 m) Four Seasons Hotel & Tower.", "targets": "How many 400+ foot skyscrapers have been built or are in the process of being built in Miami since 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b5842de2f4080a8cf584bb39451ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2001, Miami has been undergoing a large building boom with more than 50 skyscrapers rising over 400 feet (122 m) built or currently under construction in the city. Miami's skyline is ranked third-most impressive in the U.S., behind New York City and Chicago, and 19th in the world according to the Almanac of Architecture and Design. The city currently has the eight tallest (as well as thirteen of the fourteen tallest) skyscrapers in the state of Florida, with the tallest being the 789-foot (240 m) Four Seasons Hotel & Tower.", "targets": "What US cities have more impressive skylines than Miami's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b5842de2f4080a8cf584bb39451ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2001, Miami has been undergoing a large building boom with more than 50 skyscrapers rising over 400 feet (122 m) built or currently under construction in the city. Miami's skyline is ranked third-most impressive in the U.S., behind New York City and Chicago, and 19th in the world according to the Almanac of Architecture and Design. The city currently has the eight tallest (as well as thirteen of the fourteen tallest) skyscrapers in the state of Florida, with the tallest being the 789-foot (240 m) Four Seasons Hotel & Tower.", "targets": "What is Miami's world rank in terms of how impressive its skyline is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b5842de2f4080a8cf584bb39451ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2001, Miami has been undergoing a large building boom with more than 50 skyscrapers rising over 400 feet (122 m) built or currently under construction in the city. Miami's skyline is ranked third-most impressive in the U.S., behind New York City and Chicago, and 19th in the world according to the Almanac of Architecture and Design. The city currently has the eight tallest (as well as thirteen of the fourteen tallest) skyscrapers in the state of Florida, with the tallest being the 789-foot (240 m) Four Seasons Hotel & Tower.", "targets": "Of the fourteen tallest skyscrapers in Florida, how many are in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b5842de2f4080a8cf584bb39451ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2001, Miami has been undergoing a large building boom with more than 50 skyscrapers rising over 400 feet (122 m) built or currently under construction in the city. Miami's skyline is ranked third-most impressive in the U.S., behind New York City and Chicago, and 19th in the world according to the Almanac of Architecture and Design. The city currently has the eight tallest (as well as thirteen of the fourteen tallest) skyscrapers in the state of Florida, with the tallest being the 789-foot (240 m) Four Seasons Hotel & Tower.", "targets": "What is the tallest skyscraper in Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18768176de3d4884b9354f9edba780d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, producer Joe Pasternak, who had been successfully producing light musicals with young sopranos for Universal's German subsidiary, repeated his formula in America. Teenage singer Deanna Durbin starred in Pasternak's first American film, Three Smart Girls (1936). The film was a box-office hit and reputedly restored the studio's solvency. The success of the film led Universal to offer her a contract, which for the first five years of her career produced her most successful pictures.", "targets": "Who produced the film Three Smart Girls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18768176de3d4884b9354f9edba780d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, producer Joe Pasternak, who had been successfully producing light musicals with young sopranos for Universal's German subsidiary, repeated his formula in America. Teenage singer Deanna Durbin starred in Pasternak's first American film, Three Smart Girls (1936). The film was a box-office hit and reputedly restored the studio's solvency. The success of the film led Universal to offer her a contract, which for the first five years of her career produced her most successful pictures.", "targets": "Who starred in the film Three Smart Girls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18768176de3d4884b9354f9edba780d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, producer Joe Pasternak, who had been successfully producing light musicals with young sopranos for Universal's German subsidiary, repeated his formula in America. Teenage singer Deanna Durbin starred in Pasternak's first American film, Three Smart Girls (1936). The film was a box-office hit and reputedly restored the studio's solvency. The success of the film led Universal to offer her a contract, which for the first five years of her career produced her most successful pictures.", "targets": "In what year was Three Smart Girls made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18768176de3d4884b9354f9edba780d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, producer Joe Pasternak, who had been successfully producing light musicals with young sopranos for Universal's German subsidiary, repeated his formula in America. Teenage singer Deanna Durbin starred in Pasternak's first American film, Three Smart Girls (1936). The film was a box-office hit and reputedly restored the studio's solvency. The success of the film led Universal to offer her a contract, which for the first five years of her career produced her most successful pictures.", "targets": "Prior to his work in America, where was Joe Pasternak employed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18768176de3d4884b9354f9edba780d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, producer Joe Pasternak, who had been successfully producing light musicals with young sopranos for Universal's German subsidiary, repeated his formula in America. Teenage singer Deanna Durbin starred in Pasternak's first American film, Three Smart Girls (1936). The film was a box-office hit and reputedly restored the studio's solvency. The success of the film led Universal to offer her a contract, which for the first five years of her career produced her most successful pictures.", "targets": "What type of films did Joe Pasternak produce in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ede6e2c1ad494f04b2b994850f8564aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This has led to new terms such as cyberwarfare and cyberterrorism. More and more critical infrastructure is being controlled via computer programs that, while increasing efficiency, exposes new vulnerabilities. The test will be to see if governments and corporations that control critical systems such as energy, communications and other information will be able to prevent attacks before they occur. As Jay Cross, the chief scientist of the Internet Time Group, remarked, \"Connectedness begets vulnerability.\"", "targets": "Who said \"Connectedness begets vulnerability?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ede6e2c1ad494f04b2b994850f8564aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This has led to new terms such as cyberwarfare and cyberterrorism. More and more critical infrastructure is being controlled via computer programs that, while increasing efficiency, exposes new vulnerabilities. The test will be to see if governments and corporations that control critical systems such as energy, communications and other information will be able to prevent attacks before they occur. As Jay Cross, the chief scientist of the Internet Time Group, remarked, \"Connectedness begets vulnerability.\"", "targets": "What organization does Jay Cross belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ede6e2c1ad494f04b2b994850f8564aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This has led to new terms such as cyberwarfare and cyberterrorism. More and more critical infrastructure is being controlled via computer programs that, while increasing efficiency, exposes new vulnerabilities. The test will be to see if governments and corporations that control critical systems such as energy, communications and other information will be able to prevent attacks before they occur. As Jay Cross, the chief scientist of the Internet Time Group, remarked, \"Connectedness begets vulnerability.\"", "targets": "What is the advantage of more critical infrastructure being controlled via computer programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ede6e2c1ad494f04b2b994850f8564aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This has led to new terms such as cyberwarfare and cyberterrorism. More and more critical infrastructure is being controlled via computer programs that, while increasing efficiency, exposes new vulnerabilities. The test will be to see if governments and corporations that control critical systems such as energy, communications and other information will be able to prevent attacks before they occur. As Jay Cross, the chief scientist of the Internet Time Group, remarked, \"Connectedness begets vulnerability.\"", "targets": "What is the disadvantage of more critical infrastructure being controlled via computer programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d57d2a36c94a54ab8fdcd714dcdd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Against the rested and re-armed Pusan Perimeter defenders and their reinforcements, the KPA were undermanned and poorly supplied; unlike the UN Command, they lacked naval and air support. To relieve the Pusan Perimeter, General MacArthur recommended an amphibious landing at Inchon (now known as Incheon), near Seoul and well over 100 miles (160 km) behind the KPA lines. On 6 July, he ordered Major General Hobart R. Gay, Commander, 1st Cavalry Division, to plan the division's amphibious landing at Incheon; on 12\u201314 July, the 1st Cavalry Division embarked from Yokohama, Japan to reinforce the 24th Infantry Division inside the Pusan Perimeter.", "targets": "Why did General MacArthur suggest an amphibious landing at Inchon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d57d2a36c94a54ab8fdcd714dcdd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Against the rested and re-armed Pusan Perimeter defenders and their reinforcements, the KPA were undermanned and poorly supplied; unlike the UN Command, they lacked naval and air support. To relieve the Pusan Perimeter, General MacArthur recommended an amphibious landing at Inchon (now known as Incheon), near Seoul and well over 100 miles (160 km) behind the KPA lines. On 6 July, he ordered Major General Hobart R. Gay, Commander, 1st Cavalry Division, to plan the division's amphibious landing at Incheon; on 12\u201314 July, the 1st Cavalry Division embarked from Yokohama, Japan to reinforce the 24th Infantry Division inside the Pusan Perimeter.", "targets": "Who did General MacArthur ask to plan the amphibious attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d57d2a36c94a54ab8fdcd714dcdd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Against the rested and re-armed Pusan Perimeter defenders and their reinforcements, the KPA were undermanned and poorly supplied; unlike the UN Command, they lacked naval and air support. To relieve the Pusan Perimeter, General MacArthur recommended an amphibious landing at Inchon (now known as Incheon), near Seoul and well over 100 miles (160 km) behind the KPA lines. On 6 July, he ordered Major General Hobart R. Gay, Commander, 1st Cavalry Division, to plan the division's amphibious landing at Incheon; on 12\u201314 July, the 1st Cavalry Division embarked from Yokohama, Japan to reinforce the 24th Infantry Division inside the Pusan Perimeter.", "targets": "Where did the 1st Infantry deploy from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d57d2a36c94a54ab8fdcd714dcdd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Against the rested and re-armed Pusan Perimeter defenders and their reinforcements, the KPA were undermanned and poorly supplied; unlike the UN Command, they lacked naval and air support. To relieve the Pusan Perimeter, General MacArthur recommended an amphibious landing at Inchon (now known as Incheon), near Seoul and well over 100 miles (160 km) behind the KPA lines. On 6 July, he ordered Major General Hobart R. Gay, Commander, 1st Cavalry Division, to plan the division's amphibious landing at Incheon; on 12\u201314 July, the 1st Cavalry Division embarked from Yokohama, Japan to reinforce the 24th Infantry Division inside the Pusan Perimeter.", "targets": "Why were KPA forces unable to adequately defend themselves against UN forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13469773510d4963a0c4a9daeb4600e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the genitourinary and gastrointestinal tracts, commensal flora serve as biological barriers by competing with pathogenic bacteria for food and space and, in some cases, by changing the conditions in their environment, such as pH or available iron. This reduces the probability that pathogens will reach sufficient numbers to cause illness. However, since most antibiotics non-specifically target bacteria and do not affect fungi, oral antibiotics can lead to an \"overgrowth\" of fungi and cause conditions such as a vaginal candidiasis (a yeast infection). There is good evidence that re-introduction of probiotic flora, such as pure cultures of the lactobacilli normally found in unpasteurized yogurt, helps restore a healthy balance of microbial populations in intestinal infections in children and encouraging preliminary data in studies on bacterial gastroenteritis, inflammatory bowel diseases, urinary tract infection and post-surgical infections.", "targets": "What serves as a biological barrier by competing for space and food in the GI tract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13469773510d4963a0c4a9daeb4600e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the genitourinary and gastrointestinal tracts, commensal flora serve as biological barriers by competing with pathogenic bacteria for food and space and, in some cases, by changing the conditions in their environment, such as pH or available iron. This reduces the probability that pathogens will reach sufficient numbers to cause illness. However, since most antibiotics non-specifically target bacteria and do not affect fungi, oral antibiotics can lead to an \"overgrowth\" of fungi and cause conditions such as a vaginal candidiasis (a yeast infection). There is good evidence that re-introduction of probiotic flora, such as pure cultures of the lactobacilli normally found in unpasteurized yogurt, helps restore a healthy balance of microbial populations in intestinal infections in children and encouraging preliminary data in studies on bacterial gastroenteritis, inflammatory bowel diseases, urinary tract infection and post-surgical infections.", "targets": "Most antibiotics target bacteria and don't affect what class of organisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13469773510d4963a0c4a9daeb4600e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the genitourinary and gastrointestinal tracts, commensal flora serve as biological barriers by competing with pathogenic bacteria for food and space and, in some cases, by changing the conditions in their environment, such as pH or available iron. This reduces the probability that pathogens will reach sufficient numbers to cause illness. However, since most antibiotics non-specifically target bacteria and do not affect fungi, oral antibiotics can lead to an \"overgrowth\" of fungi and cause conditions such as a vaginal candidiasis (a yeast infection). There is good evidence that re-introduction of probiotic flora, such as pure cultures of the lactobacilli normally found in unpasteurized yogurt, helps restore a healthy balance of microbial populations in intestinal infections in children and encouraging preliminary data in studies on bacterial gastroenteritis, inflammatory bowel diseases, urinary tract infection and post-surgical infections.", "targets": "What probiotic flora is found in unpasteurized yogurt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13469773510d4963a0c4a9daeb4600e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the genitourinary and gastrointestinal tracts, commensal flora serve as biological barriers by competing with pathogenic bacteria for food and space and, in some cases, by changing the conditions in their environment, such as pH or available iron. This reduces the probability that pathogens will reach sufficient numbers to cause illness. However, since most antibiotics non-specifically target bacteria and do not affect fungi, oral antibiotics can lead to an \"overgrowth\" of fungi and cause conditions such as a vaginal candidiasis (a yeast infection). There is good evidence that re-introduction of probiotic flora, such as pure cultures of the lactobacilli normally found in unpasteurized yogurt, helps restore a healthy balance of microbial populations in intestinal infections in children and encouraging preliminary data in studies on bacterial gastroenteritis, inflammatory bowel diseases, urinary tract infection and post-surgical infections.", "targets": "Commensal flora can change what specific conditions of their environment in the gastrointestinal tract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0dfab9216d941178eb975ddf36e57ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis has been present in humans since antiquity. The earliest unambiguous detection of M. tuberculosis involves evidence of the disease in the remains of bison in Wyoming dated to around 17,000 years ago. However, whether tuberculosis originated in bovines, then was transferred to humans, or whether it diverged from a common ancestor, is currently unclear. A comparison of the genes of M. tuberculosis complex (MTBC) in humans to MTBC in animals suggests humans did not acquire MTBC from animals during animal domestication, as was previously believed. Both strains of the tuberculosis bacteria share a common ancestor, which could have infected humans as early as the Neolithic Revolution.", "targets": "What animal was found with 17,000-year-old damage from tuberculosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0dfab9216d941178eb975ddf36e57ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis has been present in humans since antiquity. The earliest unambiguous detection of M. tuberculosis involves evidence of the disease in the remains of bison in Wyoming dated to around 17,000 years ago. However, whether tuberculosis originated in bovines, then was transferred to humans, or whether it diverged from a common ancestor, is currently unclear. A comparison of the genes of M. tuberculosis complex (MTBC) in humans to MTBC in animals suggests humans did not acquire MTBC from animals during animal domestication, as was previously believed. Both strains of the tuberculosis bacteria share a common ancestor, which could have infected humans as early as the Neolithic Revolution.", "targets": "What does MTBC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0dfab9216d941178eb975ddf36e57ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis has been present in humans since antiquity. The earliest unambiguous detection of M. tuberculosis involves evidence of the disease in the remains of bison in Wyoming dated to around 17,000 years ago. However, whether tuberculosis originated in bovines, then was transferred to humans, or whether it diverged from a common ancestor, is currently unclear. A comparison of the genes of M. tuberculosis complex (MTBC) in humans to MTBC in animals suggests humans did not acquire MTBC from animals during animal domestication, as was previously believed. Both strains of the tuberculosis bacteria share a common ancestor, which could have infected humans as early as the Neolithic Revolution.", "targets": "During what time period do some scientist believe the first human could have contracted TB from an ancestor they shared with animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0dfab9216d941178eb975ddf36e57ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis has been present in humans since antiquity. The earliest unambiguous detection of M. tuberculosis involves evidence of the disease in the remains of bison in Wyoming dated to around 17,000 years ago. However, whether tuberculosis originated in bovines, then was transferred to humans, or whether it diverged from a common ancestor, is currently unclear. A comparison of the genes of M. tuberculosis complex (MTBC) in humans to MTBC in animals suggests humans did not acquire MTBC from animals during animal domestication, as was previously believed. Both strains of the tuberculosis bacteria share a common ancestor, which could have infected humans as early as the Neolithic Revolution.", "targets": "In which U.S. state was the oldest definitive evidence of TB found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc178ad4a9034114b44f1938a5d3e848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon the invitation of Duke Konrad I of Masovia, the Teutonic Knights took possession of Prussia in the 13th century and created a monastic state to administer the conquered Old Prussians. Local Old-Prussian (north) and Polish (south) toponyms were gradually Germanised. The Knights' expansionist policies, including occupation of Polish Pomerania with Gda\u0144sk/Danzig and western Lithuania, brought them into conflict with the Kingdom of Poland and embroiled them in several wars, culminating in the Polish-Lithuanian-Teutonic War, whereby the united armies of Poland and Lithuania, defeated the Teutonic Order at the Battle of Grunwald (Tannenberg) in 1410. Its defeat was formalised in the Second Treaty of Thorn in 1466 ending the Thirteen Years' War, and leaving the former Polish region Pomerania/Pomerelia under Polish control. Together with Warmia it formed the province of Royal Prussia. Eastern Prussia remained under the Knights, but as a fief of Poland. 1466 and 1525 arrangements by kings of Poland were not verified by the Holy Roman Empire as well as the previous gains of the Teutonic Knights were not verified.", "targets": "Which group took possession of Prussia in the 13th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc178ad4a9034114b44f1938a5d3e848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon the invitation of Duke Konrad I of Masovia, the Teutonic Knights took possession of Prussia in the 13th century and created a monastic state to administer the conquered Old Prussians. Local Old-Prussian (north) and Polish (south) toponyms were gradually Germanised. The Knights' expansionist policies, including occupation of Polish Pomerania with Gda\u0144sk/Danzig and western Lithuania, brought them into conflict with the Kingdom of Poland and embroiled them in several wars, culminating in the Polish-Lithuanian-Teutonic War, whereby the united armies of Poland and Lithuania, defeated the Teutonic Order at the Battle of Grunwald (Tannenberg) in 1410. Its defeat was formalised in the Second Treaty of Thorn in 1466 ending the Thirteen Years' War, and leaving the former Polish region Pomerania/Pomerelia under Polish control. Together with Warmia it formed the province of Royal Prussia. Eastern Prussia remained under the Knights, but as a fief of Poland. 1466 and 1525 arrangements by kings of Poland were not verified by the Holy Roman Empire as well as the previous gains of the Teutonic Knights were not verified.", "targets": "Which two areas were slowly Germanized during the 13th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc178ad4a9034114b44f1938a5d3e848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon the invitation of Duke Konrad I of Masovia, the Teutonic Knights took possession of Prussia in the 13th century and created a monastic state to administer the conquered Old Prussians. Local Old-Prussian (north) and Polish (south) toponyms were gradually Germanised. The Knights' expansionist policies, including occupation of Polish Pomerania with Gda\u0144sk/Danzig and western Lithuania, brought them into conflict with the Kingdom of Poland and embroiled them in several wars, culminating in the Polish-Lithuanian-Teutonic War, whereby the united armies of Poland and Lithuania, defeated the Teutonic Order at the Battle of Grunwald (Tannenberg) in 1410. Its defeat was formalised in the Second Treaty of Thorn in 1466 ending the Thirteen Years' War, and leaving the former Polish region Pomerania/Pomerelia under Polish control. Together with Warmia it formed the province of Royal Prussia. Eastern Prussia remained under the Knights, but as a fief of Poland. 1466 and 1525 arrangements by kings of Poland were not verified by the Holy Roman Empire as well as the previous gains of the Teutonic Knights were not verified.", "targets": "What did the knights of expansionist polices eventually lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc178ad4a9034114b44f1938a5d3e848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon the invitation of Duke Konrad I of Masovia, the Teutonic Knights took possession of Prussia in the 13th century and created a monastic state to administer the conquered Old Prussians. Local Old-Prussian (north) and Polish (south) toponyms were gradually Germanised. The Knights' expansionist policies, including occupation of Polish Pomerania with Gda\u0144sk/Danzig and western Lithuania, brought them into conflict with the Kingdom of Poland and embroiled them in several wars, culminating in the Polish-Lithuanian-Teutonic War, whereby the united armies of Poland and Lithuania, defeated the Teutonic Order at the Battle of Grunwald (Tannenberg) in 1410. Its defeat was formalised in the Second Treaty of Thorn in 1466 ending the Thirteen Years' War, and leaving the former Polish region Pomerania/Pomerelia under Polish control. Together with Warmia it formed the province of Royal Prussia. Eastern Prussia remained under the Knights, but as a fief of Poland. 1466 and 1525 arrangements by kings of Poland were not verified by the Holy Roman Empire as well as the previous gains of the Teutonic Knights were not verified.", "targets": "What year was the Second Treaty of Thorn enacted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4880c9784b2041bc8cd3154b374cfa9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the board has no embedded components it is more correctly called a printed wiring board (PWB) or etched wiring board. However, the term printed wiring board has fallen into disuse. A PCB populated with electronic components is called a printed circuit assembly (PCA), printed circuit board assembly or PCB assembly (PCBA). The IPC preferred term for assembled boards is circuit card assembly (CCA), and for assembled backplanes it is backplane assemblies. The term PCB is used informally both for bare and assembled boards.", "targets": "What's the abbreviation for a printed wiring board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4880c9784b2041bc8cd3154b374cfa9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the board has no embedded components it is more correctly called a printed wiring board (PWB) or etched wiring board. However, the term printed wiring board has fallen into disuse. A PCB populated with electronic components is called a printed circuit assembly (PCA), printed circuit board assembly or PCB assembly (PCBA). The IPC preferred term for assembled boards is circuit card assembly (CCA), and for assembled backplanes it is backplane assemblies. The term PCB is used informally both for bare and assembled boards.", "targets": "What organization likes the term \"circuit card assembly\" for boards that have already been assembled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4880c9784b2041bc8cd3154b374cfa9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the board has no embedded components it is more correctly called a printed wiring board (PWB) or etched wiring board. However, the term printed wiring board has fallen into disuse. A PCB populated with electronic components is called a printed circuit assembly (PCA), printed circuit board assembly or PCB assembly (PCBA). The IPC preferred term for assembled boards is circuit card assembly (CCA), and for assembled backplanes it is backplane assemblies. The term PCB is used informally both for bare and assembled boards.", "targets": "What would we call a printed circuit board with embedded electronics, abbreviated PCA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4880c9784b2041bc8cd3154b374cfa9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the board has no embedded components it is more correctly called a printed wiring board (PWB) or etched wiring board. However, the term printed wiring board has fallen into disuse. A PCB populated with electronic components is called a printed circuit assembly (PCA), printed circuit board assembly or PCB assembly (PCBA). The IPC preferred term for assembled boards is circuit card assembly (CCA), and for assembled backplanes it is backplane assemblies. The term PCB is used informally both for bare and assembled boards.", "targets": "What's the more appropriate, but mostly unused, name for a printed circuit board when it doesn't have embedded components?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4880c9784b2041bc8cd3154b374cfa9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the board has no embedded components it is more correctly called a printed wiring board (PWB) or etched wiring board. However, the term printed wiring board has fallen into disuse. A PCB populated with electronic components is called a printed circuit assembly (PCA), printed circuit board assembly or PCB assembly (PCBA). The IPC preferred term for assembled boards is circuit card assembly (CCA), and for assembled backplanes it is backplane assemblies. The term PCB is used informally both for bare and assembled boards.", "targets": "What abbreviation would the IPC use for an assembled circuit board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "Where does E.University Blvd. lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "What neighborhood has historic homes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "What mode of transport is encouraged in Central Tuscon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "Of the 3.5 miles from N. Mountain Avenue to Rillito River Park, how many are bike-only?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "Which Tucson street is devoted to bicycles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "How long does N Mountain Ave have a bike lane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "Which park has a multi-use path?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "Which bike path does Highland lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ffa160f147f18f3105f6d36b3686", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Tucson is bicycle-friendly. To the east of the University of Arizona, Third Street is bike-only except for local traffic and passes by the historic homes of the Sam Hughes neighborhood. To the west, E. University Boulevard leads to the Fourth Avenue Shopping District. To the North, N. Mountain Avenue has a full bike-only lane for half of the 3.5 miles (5.6 km) to the Rillito River Park bike and walk multi-use path. To the south, N. Highland Avenue leads to the Barraza-Aviation Parkway bicycle path.", "targets": "Which shopping area is on East University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69dc39f3ccd645c28d10da307e493aac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word Alps derives from the Latin Alpes (through French). Maurus Servius Honoratus, an ancient commentator of Virgil, says in his commentary (A. X 13) that all high mountains are called Alpes by Celts. The term may be common to Italo-Celtic, because the Celtic languages have terms for high mountains derived from alp.", "targets": "The English word Alps derives from what Latin Word? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69dc39f3ccd645c28d10da307e493aac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word Alps derives from the Latin Alpes (through French). Maurus Servius Honoratus, an ancient commentator of Virgil, says in his commentary (A. X 13) that all high mountains are called Alpes by Celts. The term may be common to Italo-Celtic, because the Celtic languages have terms for high mountains derived from alp.", "targets": "Who says that all high mountains are called Alpes by Celts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69dc39f3ccd645c28d10da307e493aac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word Alps derives from the Latin Alpes (through French). Maurus Servius Honoratus, an ancient commentator of Virgil, says in his commentary (A. X 13) that all high mountains are called Alpes by Celts. The term may be common to Italo-Celtic, because the Celtic languages have terms for high mountains derived from alp.", "targets": "What languages have terms for high mountains derived from alp? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5327b85b51948c5b6331cad9a450f31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By May 14, the Ministry of Civil Affairs stated that 10.7 billion yuan (approximately US$1.5 billion) had been donated by the Chinese public. Houston Rockets center Yao Ming, one of the country's most popular sports icons, gave $214,000 and $71,000 to the Red Cross Society of China. The association has also collected a total of $26 million in donations so far. Other multinational firms located in China have also announced large amounts of donations.", "targets": "How much did Yao Ming donate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5327b85b51948c5b6331cad9a450f31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By May 14, the Ministry of Civil Affairs stated that 10.7 billion yuan (approximately US$1.5 billion) had been donated by the Chinese public. Houston Rockets center Yao Ming, one of the country's most popular sports icons, gave $214,000 and $71,000 to the Red Cross Society of China. The association has also collected a total of $26 million in donations so far. Other multinational firms located in China have also announced large amounts of donations.", "targets": "How much did the Red Cross collect in donations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5327b85b51948c5b6331cad9a450f31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By May 14, the Ministry of Civil Affairs stated that 10.7 billion yuan (approximately US$1.5 billion) had been donated by the Chinese public. Houston Rockets center Yao Ming, one of the country's most popular sports icons, gave $214,000 and $71,000 to the Red Cross Society of China. The association has also collected a total of $26 million in donations so far. Other multinational firms located in China have also announced large amounts of donations.", "targets": "How much money had been donated by May 14?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5327b85b51948c5b6331cad9a450f31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By May 14, the Ministry of Civil Affairs stated that 10.7 billion yuan (approximately US$1.5 billion) had been donated by the Chinese public. Houston Rockets center Yao Ming, one of the country's most popular sports icons, gave $214,000 and $71,000 to the Red Cross Society of China. The association has also collected a total of $26 million in donations so far. Other multinational firms located in China have also announced large amounts of donations.", "targets": "What group donated the 10.7 yuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5327b85b51948c5b6331cad9a450f31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By May 14, the Ministry of Civil Affairs stated that 10.7 billion yuan (approximately US$1.5 billion) had been donated by the Chinese public. Houston Rockets center Yao Ming, one of the country's most popular sports icons, gave $214,000 and $71,000 to the Red Cross Society of China. The association has also collected a total of $26 million in donations so far. Other multinational firms located in China have also announced large amounts of donations.", "targets": "What famous basketball player made two large donations to the crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5327b85b51948c5b6331cad9a450f31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By May 14, the Ministry of Civil Affairs stated that 10.7 billion yuan (approximately US$1.5 billion) had been donated by the Chinese public. Houston Rockets center Yao Ming, one of the country's most popular sports icons, gave $214,000 and $71,000 to the Red Cross Society of China. The association has also collected a total of $26 million in donations so far. Other multinational firms located in China have also announced large amounts of donations.", "targets": "How much has the Red Cross Society  collected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be745899da4a47a482390e6a4fc9f97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The vast majority of living organisms encode their genes in long strands of DNA (deoxyribonucleic acid). DNA consists of a chain made from four types of nucleotide subunits, each composed of: a five-carbon sugar (2'-deoxyribose), a phosphate group, and one of the four bases adenine, cytosine, guanine, and thymine.:2.1", "targets": "What do the vast majority of living organisms encode their genes in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be745899da4a47a482390e6a4fc9f97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The vast majority of living organisms encode their genes in long strands of DNA (deoxyribonucleic acid). DNA consists of a chain made from four types of nucleotide subunits, each composed of: a five-carbon sugar (2'-deoxyribose), a phosphate group, and one of the four bases adenine, cytosine, guanine, and thymine.:2.1", "targets": "What does DNA consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be745899da4a47a482390e6a4fc9f97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The vast majority of living organisms encode their genes in long strands of DNA (deoxyribonucleic acid). DNA consists of a chain made from four types of nucleotide subunits, each composed of: a five-carbon sugar (2'-deoxyribose), a phosphate group, and one of the four bases adenine, cytosine, guanine, and thymine.:2.1", "targets": "What type of sugar composes part of the DNA molecule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be745899da4a47a482390e6a4fc9f97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The vast majority of living organisms encode their genes in long strands of DNA (deoxyribonucleic acid). DNA consists of a chain made from four types of nucleotide subunits, each composed of: a five-carbon sugar (2'-deoxyribose), a phosphate group, and one of the four bases adenine, cytosine, guanine, and thymine.:2.1", "targets": "What are the four bases used in nucleotide subunits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be745899da4a47a482390e6a4fc9f97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The vast majority of living organisms encode their genes in long strands of DNA (deoxyribonucleic acid). DNA consists of a chain made from four types of nucleotide subunits, each composed of: a five-carbon sugar (2'-deoxyribose), a phosphate group, and one of the four bases adenine, cytosine, guanine, and thymine.:2.1", "targets": "Besides the sugar and the four bases, what else does DNA consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-615a8c3b4c9c486d98535f050d09b7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonia is a fairly ethnically heterogeneous country, but this heterogeneity is not a feature of much of the country as the non-Estonian population is concentrated in two of Estonia's counties. Thirteen of Estonia's 15 counties are over 80% ethnic Estonian, the most homogeneous being Hiiumaa, where Estonians account for 98.4% of the population. In the counties of Harju (including the capital city, Tallinn) and Ida-Viru, however, ethnic Estonians make up 60% and 20% of the population, respectively. Russians make up 25.6% of the total population but account for 36% of the population in Harju county and 70% of the population in Ida-Viru county.", "targets": "What number of Estonia's counties are over 80% ethnic Estonian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-615a8c3b4c9c486d98535f050d09b7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonia is a fairly ethnically heterogeneous country, but this heterogeneity is not a feature of much of the country as the non-Estonian population is concentrated in two of Estonia's counties. Thirteen of Estonia's 15 counties are over 80% ethnic Estonian, the most homogeneous being Hiiumaa, where Estonians account for 98.4% of the population. In the counties of Harju (including the capital city, Tallinn) and Ida-Viru, however, ethnic Estonians make up 60% and 20% of the population, respectively. Russians make up 25.6% of the total population but account for 36% of the population in Harju county and 70% of the population in Ida-Viru county.", "targets": "How many counties are in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-615a8c3b4c9c486d98535f050d09b7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonia is a fairly ethnically heterogeneous country, but this heterogeneity is not a feature of much of the country as the non-Estonian population is concentrated in two of Estonia's counties. Thirteen of Estonia's 15 counties are over 80% ethnic Estonian, the most homogeneous being Hiiumaa, where Estonians account for 98.4% of the population. In the counties of Harju (including the capital city, Tallinn) and Ida-Viru, however, ethnic Estonians make up 60% and 20% of the population, respectively. Russians make up 25.6% of the total population but account for 36% of the population in Harju county and 70% of the population in Ida-Viru county.", "targets": "Which county in Estonia is the most uniform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-615a8c3b4c9c486d98535f050d09b7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonia is a fairly ethnically heterogeneous country, but this heterogeneity is not a feature of much of the country as the non-Estonian population is concentrated in two of Estonia's counties. Thirteen of Estonia's 15 counties are over 80% ethnic Estonian, the most homogeneous being Hiiumaa, where Estonians account for 98.4% of the population. In the counties of Harju (including the capital city, Tallinn) and Ida-Viru, however, ethnic Estonians make up 60% and 20% of the population, respectively. Russians make up 25.6% of the total population but account for 36% of the population in Harju county and 70% of the population in Ida-Viru county.", "targets": "What percentage accounts for the total number people living in Hiiumaa that are ethnic Estonians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-615a8c3b4c9c486d98535f050d09b7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonia is a fairly ethnically heterogeneous country, but this heterogeneity is not a feature of much of the country as the non-Estonian population is concentrated in two of Estonia's counties. Thirteen of Estonia's 15 counties are over 80% ethnic Estonian, the most homogeneous being Hiiumaa, where Estonians account for 98.4% of the population. In the counties of Harju (including the capital city, Tallinn) and Ida-Viru, however, ethnic Estonians make up 60% and 20% of the population, respectively. Russians make up 25.6% of the total population but account for 36% of the population in Harju county and 70% of the population in Ida-Viru county.", "targets": "What number describes the percentage of Russian Estonians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75643075940a40e394b59850c9cfec49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Back in America the scene had still not progressed beyond a small number of clubs in Chicago, Detroit, Newark and New York City. However, many independent Chicago-based record labels were making appearances on the Dance Chart with their releases. In the UK, any house song released by a Chicago-based label was routinely considered a must play at many clubs playing house music. Paradise Garage in New York City was still a top club. The emergence of Todd Terry, a pioneer of the genre, was important in America. His cover of Class Action's Larry Levan mixed \"Weekend\" demonstrated the continuum from the underground disco to a new house sound with hip-hop influences evident in the quicker sampling and the more rugged bass-line.", "targets": "what was a top club for house music in new york city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75643075940a40e394b59850c9cfec49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Back in America the scene had still not progressed beyond a small number of clubs in Chicago, Detroit, Newark and New York City. However, many independent Chicago-based record labels were making appearances on the Dance Chart with their releases. In the UK, any house song released by a Chicago-based label was routinely considered a must play at many clubs playing house music. Paradise Garage in New York City was still a top club. The emergence of Todd Terry, a pioneer of the genre, was important in America. His cover of Class Action's Larry Levan mixed \"Weekend\" demonstrated the continuum from the underground disco to a new house sound with hip-hop influences evident in the quicker sampling and the more rugged bass-line.", "targets": "who was a pioneer of the genre in america?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75643075940a40e394b59850c9cfec49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Back in America the scene had still not progressed beyond a small number of clubs in Chicago, Detroit, Newark and New York City. However, many independent Chicago-based record labels were making appearances on the Dance Chart with their releases. In the UK, any house song released by a Chicago-based label was routinely considered a must play at many clubs playing house music. Paradise Garage in New York City was still a top club. The emergence of Todd Terry, a pioneer of the genre, was important in America. His cover of Class Action's Larry Levan mixed \"Weekend\" demonstrated the continuum from the underground disco to a new house sound with hip-hop influences evident in the quicker sampling and the more rugged bass-line.", "targets": "what hit house song did todd terry cover? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75643075940a40e394b59850c9cfec49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Back in America the scene had still not progressed beyond a small number of clubs in Chicago, Detroit, Newark and New York City. However, many independent Chicago-based record labels were making appearances on the Dance Chart with their releases. In the UK, any house song released by a Chicago-based label was routinely considered a must play at many clubs playing house music. Paradise Garage in New York City was still a top club. The emergence of Todd Terry, a pioneer of the genre, was important in America. His cover of Class Action's Larry Levan mixed \"Weekend\" demonstrated the continuum from the underground disco to a new house sound with hip-hop influences evident in the quicker sampling and the more rugged bass-line.", "targets": "what new influences led to a new house sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75643075940a40e394b59850c9cfec49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Back in America the scene had still not progressed beyond a small number of clubs in Chicago, Detroit, Newark and New York City. However, many independent Chicago-based record labels were making appearances on the Dance Chart with their releases. In the UK, any house song released by a Chicago-based label was routinely considered a must play at many clubs playing house music. Paradise Garage in New York City was still a top club. The emergence of Todd Terry, a pioneer of the genre, was important in America. His cover of Class Action's Larry Levan mixed \"Weekend\" demonstrated the continuum from the underground disco to a new house sound with hip-hop influences evident in the quicker sampling and the more rugged bass-line.", "targets": "what was different about the bass-line in the hip-hop influenced house songs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5f2c785f86407c870f2845cfbb9102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to the 2007 United States Air Force nuclear weapons incident, Secretary of Defense Robert Gates accepted in June 2009 the resignations of Secretary of the Air Force Michael Wynne and the Chief of Staff of the Air Force General T. Michael Moseley. Moseley's successor, General Norton A. Schwartz, a former tactical airlift and special operations pilot was the first officer appointed to that position who did not have a background as a fighter or bomber pilot. The Washington Post reported in 2010 that General Schwartz began to dismantle the rigid class system of the USAF, particularly in the officer corps.", "targets": "What US Secretary of Defense accepted resignations of top US Air Force officials in June of 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5f2c785f86407c870f2845cfbb9102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to the 2007 United States Air Force nuclear weapons incident, Secretary of Defense Robert Gates accepted in June 2009 the resignations of Secretary of the Air Force Michael Wynne and the Chief of Staff of the Air Force General T. Michael Moseley. Moseley's successor, General Norton A. Schwartz, a former tactical airlift and special operations pilot was the first officer appointed to that position who did not have a background as a fighter or bomber pilot. The Washington Post reported in 2010 that General Schwartz began to dismantle the rigid class system of the USAF, particularly in the officer corps.", "targets": "What US Secretary of the Air Force resigned following a nuclear weapons problem ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5f2c785f86407c870f2845cfbb9102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to the 2007 United States Air Force nuclear weapons incident, Secretary of Defense Robert Gates accepted in June 2009 the resignations of Secretary of the Air Force Michael Wynne and the Chief of Staff of the Air Force General T. Michael Moseley. Moseley's successor, General Norton A. Schwartz, a former tactical airlift and special operations pilot was the first officer appointed to that position who did not have a background as a fighter or bomber pilot. The Washington Post reported in 2010 that General Schwartz began to dismantle the rigid class system of the USAF, particularly in the officer corps.", "targets": "Who was appointed to the Chief of Staff of the Air Force following Mosley's resignation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5f2c785f86407c870f2845cfbb9102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to the 2007 United States Air Force nuclear weapons incident, Secretary of Defense Robert Gates accepted in June 2009 the resignations of Secretary of the Air Force Michael Wynne and the Chief of Staff of the Air Force General T. Michael Moseley. Moseley's successor, General Norton A. Schwartz, a former tactical airlift and special operations pilot was the first officer appointed to that position who did not have a background as a fighter or bomber pilot. The Washington Post reported in 2010 that General Schwartz began to dismantle the rigid class system of the USAF, particularly in the officer corps.", "targets": "What newspaper reported on Schwartz's dismantlement of the US Air Force's class system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3b7c6227f2b4156b027b26e20ddcd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discipline of plant ecology was pioneered in the late 19th century by botanists such as Eugenius Warming, who produced the hypothesis that plants form communities, and his mentor and successor Christen C. Raunki\u00e6r whose system for describing plant life forms is still in use today. The concept that the composition of plant communities such as temperate broadleaf forest changes by a process of ecological succession was developed by Henry Chandler Cowles, Arthur Tansley and Frederic Clements. Clements is credited with the idea of climax vegetation as the most complex vegetation that an environment can support and Tansley introduced the concept of ecosystems to biology. Building on the extensive earlier work of Alphonse de Candolle, Nikolai Vavilov (1887\u20131943) produced accounts of the biogeography, centres of origin, and evolutionary history of economic plants.", "targets": "What did Warming believe that plants can do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3b7c6227f2b4156b027b26e20ddcd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discipline of plant ecology was pioneered in the late 19th century by botanists such as Eugenius Warming, who produced the hypothesis that plants form communities, and his mentor and successor Christen C. Raunki\u00e6r whose system for describing plant life forms is still in use today. The concept that the composition of plant communities such as temperate broadleaf forest changes by a process of ecological succession was developed by Henry Chandler Cowles, Arthur Tansley and Frederic Clements. Clements is credited with the idea of climax vegetation as the most complex vegetation that an environment can support and Tansley introduced the concept of ecosystems to biology. Building on the extensive earlier work of Alphonse de Candolle, Nikolai Vavilov (1887\u20131943) produced accounts of the biogeography, centres of origin, and evolutionary history of economic plants.", "targets": "What is the term for the most complex plant life in a specific environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3b7c6227f2b4156b027b26e20ddcd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discipline of plant ecology was pioneered in the late 19th century by botanists such as Eugenius Warming, who produced the hypothesis that plants form communities, and his mentor and successor Christen C. Raunki\u00e6r whose system for describing plant life forms is still in use today. The concept that the composition of plant communities such as temperate broadleaf forest changes by a process of ecological succession was developed by Henry Chandler Cowles, Arthur Tansley and Frederic Clements. Clements is credited with the idea of climax vegetation as the most complex vegetation that an environment can support and Tansley introduced the concept of ecosystems to biology. Building on the extensive earlier work of Alphonse de Candolle, Nikolai Vavilov (1887\u20131943) produced accounts of the biogeography, centres of origin, and evolutionary history of economic plants.", "targets": "Who created the concept of ecosystems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3b7c6227f2b4156b027b26e20ddcd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discipline of plant ecology was pioneered in the late 19th century by botanists such as Eugenius Warming, who produced the hypothesis that plants form communities, and his mentor and successor Christen C. Raunki\u00e6r whose system for describing plant life forms is still in use today. The concept that the composition of plant communities such as temperate broadleaf forest changes by a process of ecological succession was developed by Henry Chandler Cowles, Arthur Tansley and Frederic Clements. Clements is credited with the idea of climax vegetation as the most complex vegetation that an environment can support and Tansley introduced the concept of ecosystems to biology. Building on the extensive earlier work of Alphonse de Candolle, Nikolai Vavilov (1887\u20131943) produced accounts of the biogeography, centres of origin, and evolutionary history of economic plants.", "targets": "Whose earlier work did Nicholas Vavilov build upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3b7c6227f2b4156b027b26e20ddcd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discipline of plant ecology was pioneered in the late 19th century by botanists such as Eugenius Warming, who produced the hypothesis that plants form communities, and his mentor and successor Christen C. Raunki\u00e6r whose system for describing plant life forms is still in use today. The concept that the composition of plant communities such as temperate broadleaf forest changes by a process of ecological succession was developed by Henry Chandler Cowles, Arthur Tansley and Frederic Clements. Clements is credited with the idea of climax vegetation as the most complex vegetation that an environment can support and Tansley introduced the concept of ecosystems to biology. Building on the extensive earlier work of Alphonse de Candolle, Nikolai Vavilov (1887\u20131943) produced accounts of the biogeography, centres of origin, and evolutionary history of economic plants.", "targets": "What history did Vavilov write about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb2785d7b58495495bee9525c24921c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another popular event held in February, which is early spring in Tucson, is the Fiesta de los Vaqueros, or rodeo week, founded by winter visitor, Leighton Kramer. While at its heart the Fiesta is a sporting event, it includes what is billed as \"the world's largest non-mechanized parade\". The Rodeo Parade is a popular event as most schools give two rodeo days off instead of Presidents Day. The exception to this is Presidio High (a non-public charter school), which doesn't get either. Western wear is seen throughout the city as corporate dress codes are cast aside during the Fiesta. The Fiesta de los Vaqueros marks the beginning of the rodeo season in the United States.", "targets": "What season is February in Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb2785d7b58495495bee9525c24921c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another popular event held in February, which is early spring in Tucson, is the Fiesta de los Vaqueros, or rodeo week, founded by winter visitor, Leighton Kramer. While at its heart the Fiesta is a sporting event, it includes what is billed as \"the world's largest non-mechanized parade\". The Rodeo Parade is a popular event as most schools give two rodeo days off instead of Presidents Day. The exception to this is Presidio High (a non-public charter school), which doesn't get either. Western wear is seen throughout the city as corporate dress codes are cast aside during the Fiesta. The Fiesta de los Vaqueros marks the beginning of the rodeo season in the United States.", "targets": "What is the Fiesta de los Vaqueros?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb2785d7b58495495bee9525c24921c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another popular event held in February, which is early spring in Tucson, is the Fiesta de los Vaqueros, or rodeo week, founded by winter visitor, Leighton Kramer. While at its heart the Fiesta is a sporting event, it includes what is billed as \"the world's largest non-mechanized parade\". The Rodeo Parade is a popular event as most schools give two rodeo days off instead of Presidents Day. The exception to this is Presidio High (a non-public charter school), which doesn't get either. Western wear is seen throughout the city as corporate dress codes are cast aside during the Fiesta. The Fiesta de los Vaqueros marks the beginning of the rodeo season in the United States.", "targets": "What month is the Fiesta de los Vaqueros held in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb2785d7b58495495bee9525c24921c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another popular event held in February, which is early spring in Tucson, is the Fiesta de los Vaqueros, or rodeo week, founded by winter visitor, Leighton Kramer. While at its heart the Fiesta is a sporting event, it includes what is billed as \"the world's largest non-mechanized parade\". The Rodeo Parade is a popular event as most schools give two rodeo days off instead of Presidents Day. The exception to this is Presidio High (a non-public charter school), which doesn't get either. Western wear is seen throughout the city as corporate dress codes are cast aside during the Fiesta. The Fiesta de los Vaqueros marks the beginning of the rodeo season in the United States.", "targets": "Who started the Fiesta de los Vaqueros?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb2785d7b58495495bee9525c24921c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another popular event held in February, which is early spring in Tucson, is the Fiesta de los Vaqueros, or rodeo week, founded by winter visitor, Leighton Kramer. While at its heart the Fiesta is a sporting event, it includes what is billed as \"the world's largest non-mechanized parade\". The Rodeo Parade is a popular event as most schools give two rodeo days off instead of Presidents Day. The exception to this is Presidio High (a non-public charter school), which doesn't get either. Western wear is seen throughout the city as corporate dress codes are cast aside during the Fiesta. The Fiesta de los Vaqueros marks the beginning of the rodeo season in the United States.", "targets": "How much time do Tucson schools give students off to attend the Fiesta de los Vaqueros?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aade5806a724f018029af3f4faab5b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whilst the permanent building at Holyrood was being constructed, the Parliament's temporary home was the General Assembly Hall of the Church of Scotland on the Royal Mile in Edinburgh. Official photographs and television interviews were held in the courtyard adjoining the Assembly Hall, which is part of the School of Divinity of the University of Edinburgh. This building was vacated twice to allow for the meeting of the Church's General Assembly. In May 2000, the Parliament was temporarily relocated to the former Strathclyde Regional Council debating chamber in Glasgow, and to the University of Aberdeen in May 2002.", "targets": "What was the building vacated twice to allow for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aade5806a724f018029af3f4faab5b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whilst the permanent building at Holyrood was being constructed, the Parliament's temporary home was the General Assembly Hall of the Church of Scotland on the Royal Mile in Edinburgh. Official photographs and television interviews were held in the courtyard adjoining the Assembly Hall, which is part of the School of Divinity of the University of Edinburgh. This building was vacated twice to allow for the meeting of the Church's General Assembly. In May 2000, the Parliament was temporarily relocated to the former Strathclyde Regional Council debating chamber in Glasgow, and to the University of Aberdeen in May 2002.", "targets": "Where was Parliament's temporary home whilst the permanent building was being built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aade5806a724f018029af3f4faab5b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whilst the permanent building at Holyrood was being constructed, the Parliament's temporary home was the General Assembly Hall of the Church of Scotland on the Royal Mile in Edinburgh. Official photographs and television interviews were held in the courtyard adjoining the Assembly Hall, which is part of the School of Divinity of the University of Edinburgh. This building was vacated twice to allow for the meeting of the Church's General Assembly. In May 2000, the Parliament was temporarily relocated to the former Strathclyde Regional Council debating chamber in Glasgow, and to the University of Aberdeen in May 2002.", "targets": "Where were interviews held while the parliament was in its temporary building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aade5806a724f018029af3f4faab5b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whilst the permanent building at Holyrood was being constructed, the Parliament's temporary home was the General Assembly Hall of the Church of Scotland on the Royal Mile in Edinburgh. Official photographs and television interviews were held in the courtyard adjoining the Assembly Hall, which is part of the School of Divinity of the University of Edinburgh. This building was vacated twice to allow for the meeting of the Church's General Assembly. In May 2000, the Parliament was temporarily relocated to the former Strathclyde Regional Council debating chamber in Glasgow, and to the University of Aberdeen in May 2002.", "targets": "In May 2002, where would you go to address the Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aade5806a724f018029af3f4faab5b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whilst the permanent building at Holyrood was being constructed, the Parliament's temporary home was the General Assembly Hall of the Church of Scotland on the Royal Mile in Edinburgh. Official photographs and television interviews were held in the courtyard adjoining the Assembly Hall, which is part of the School of Divinity of the University of Edinburgh. This building was vacated twice to allow for the meeting of the Church's General Assembly. In May 2000, the Parliament was temporarily relocated to the former Strathclyde Regional Council debating chamber in Glasgow, and to the University of Aberdeen in May 2002.", "targets": "Where was Parliament temporarily relocated to in May of 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd54db5cdce34721a5b8f0c0ec9f8512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant circadian rhythms tell the plant what season it is and when to flower for the best chance of attracting pollinators. Behaviors showing rhythms include leaf movement, growth, germination, stomatal/gas exchange, enzyme activity, photosynthetic activity, and fragrance emission, among others. Circadian rhythms occur as a plant entrains to synchronize with the light cycle of its surrounding environment. These rhythms are endogenously generated and self-sustaining and are relatively constant over a range of ambient temperatures. Important features include two interacting transcription-translation feedback loops: proteins containing PAS domains, which facilitate protein-protein interactions; and several photoreceptors that fine-tune the clock to different light conditions. Anticipation of changes in the environment allows appropriate changes in a plant's physiological state, conferring an adaptive advantage. A better understanding of plant circadian rhythms has applications in agriculture, such as helping farmers stagger crop harvests to extend crop availability and securing against massive losses due to weather.", "targets": "What is the plant expression of circadian rhythm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd54db5cdce34721a5b8f0c0ec9f8512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant circadian rhythms tell the plant what season it is and when to flower for the best chance of attracting pollinators. Behaviors showing rhythms include leaf movement, growth, germination, stomatal/gas exchange, enzyme activity, photosynthetic activity, and fragrance emission, among others. Circadian rhythms occur as a plant entrains to synchronize with the light cycle of its surrounding environment. These rhythms are endogenously generated and self-sustaining and are relatively constant over a range of ambient temperatures. Important features include two interacting transcription-translation feedback loops: proteins containing PAS domains, which facilitate protein-protein interactions; and several photoreceptors that fine-tune the clock to different light conditions. Anticipation of changes in the environment allows appropriate changes in a plant's physiological state, conferring an adaptive advantage. A better understanding of plant circadian rhythms has applications in agriculture, such as helping farmers stagger crop harvests to extend crop availability and securing against massive losses due to weather.", "targets": "What do plants need to attract to their flowering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd54db5cdce34721a5b8f0c0ec9f8512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant circadian rhythms tell the plant what season it is and when to flower for the best chance of attracting pollinators. Behaviors showing rhythms include leaf movement, growth, germination, stomatal/gas exchange, enzyme activity, photosynthetic activity, and fragrance emission, among others. Circadian rhythms occur as a plant entrains to synchronize with the light cycle of its surrounding environment. These rhythms are endogenously generated and self-sustaining and are relatively constant over a range of ambient temperatures. Important features include two interacting transcription-translation feedback loops: proteins containing PAS domains, which facilitate protein-protein interactions; and several photoreceptors that fine-tune the clock to different light conditions. Anticipation of changes in the environment allows appropriate changes in a plant's physiological state, conferring an adaptive advantage. A better understanding of plant circadian rhythms has applications in agriculture, such as helping farmers stagger crop harvests to extend crop availability and securing against massive losses due to weather.", "targets": " With what feature of environment do plants need to be in sync?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd54db5cdce34721a5b8f0c0ec9f8512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant circadian rhythms tell the plant what season it is and when to flower for the best chance of attracting pollinators. Behaviors showing rhythms include leaf movement, growth, germination, stomatal/gas exchange, enzyme activity, photosynthetic activity, and fragrance emission, among others. Circadian rhythms occur as a plant entrains to synchronize with the light cycle of its surrounding environment. These rhythms are endogenously generated and self-sustaining and are relatively constant over a range of ambient temperatures. Important features include two interacting transcription-translation feedback loops: proteins containing PAS domains, which facilitate protein-protein interactions; and several photoreceptors that fine-tune the clock to different light conditions. Anticipation of changes in the environment allows appropriate changes in a plant's physiological state, conferring an adaptive advantage. A better understanding of plant circadian rhythms has applications in agriculture, such as helping farmers stagger crop harvests to extend crop availability and securing against massive losses due to weather.", "targets": "What does adaptive advantage allow for plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd54db5cdce34721a5b8f0c0ec9f8512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant circadian rhythms tell the plant what season it is and when to flower for the best chance of attracting pollinators. Behaviors showing rhythms include leaf movement, growth, germination, stomatal/gas exchange, enzyme activity, photosynthetic activity, and fragrance emission, among others. Circadian rhythms occur as a plant entrains to synchronize with the light cycle of its surrounding environment. These rhythms are endogenously generated and self-sustaining and are relatively constant over a range of ambient temperatures. Important features include two interacting transcription-translation feedback loops: proteins containing PAS domains, which facilitate protein-protein interactions; and several photoreceptors that fine-tune the clock to different light conditions. Anticipation of changes in the environment allows appropriate changes in a plant's physiological state, conferring an adaptive advantage. A better understanding of plant circadian rhythms has applications in agriculture, such as helping farmers stagger crop harvests to extend crop availability and securing against massive losses due to weather.", "targets": "Where can an understanding of circadian rhythms of plants be an advantage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69c0d18e57fa41ce9b1fe571d0a8347d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 2000 to 2010, the average cost per asthma-related hospital stay in the United States for children remained relatively stable at about $3,600, whereas the average cost per asthma-related hospital stay for adults increased from $5,200 to $6,600. In 2010, Medicaid was the most frequent primary payer among children and adults aged 18\u201344 years in the United States; private insurance was the second most frequent payer. Among both children and adults in the lowest income communities in the United States there is a higher rates of hospital stays for asthma in 2010 than those in the highest income communities.", "targets": "How much was the average cost of hospital stays for asthma-related issues for children??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69c0d18e57fa41ce9b1fe571d0a8347d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 2000 to 2010, the average cost per asthma-related hospital stay in the United States for children remained relatively stable at about $3,600, whereas the average cost per asthma-related hospital stay for adults increased from $5,200 to $6,600. In 2010, Medicaid was the most frequent primary payer among children and adults aged 18\u201344 years in the United States; private insurance was the second most frequent payer. Among both children and adults in the lowest income communities in the United States there is a higher rates of hospital stays for asthma in 2010 than those in the highest income communities.", "targets": "How much was the average cost of hospital stays for asthma-related issues for adults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69c0d18e57fa41ce9b1fe571d0a8347d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 2000 to 2010, the average cost per asthma-related hospital stay in the United States for children remained relatively stable at about $3,600, whereas the average cost per asthma-related hospital stay for adults increased from $5,200 to $6,600. In 2010, Medicaid was the most frequent primary payer among children and adults aged 18\u201344 years in the United States; private insurance was the second most frequent payer. Among both children and adults in the lowest income communities in the United States there is a higher rates of hospital stays for asthma in 2010 than those in the highest income communities.", "targets": "Who was the most frequent primary payer amount children and adults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69c0d18e57fa41ce9b1fe571d0a8347d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 2000 to 2010, the average cost per asthma-related hospital stay in the United States for children remained relatively stable at about $3,600, whereas the average cost per asthma-related hospital stay for adults increased from $5,200 to $6,600. In 2010, Medicaid was the most frequent primary payer among children and adults aged 18\u201344 years in the United States; private insurance was the second most frequent payer. Among both children and adults in the lowest income communities in the United States there is a higher rates of hospital stays for asthma in 2010 than those in the highest income communities.", "targets": "Who was more likely to seek hospital help in the US for asthma reasons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2857552df39846fb90bd56b37a8ddb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet success caused public controversy in the United States, and Eisenhower ordered the civilian rocket and satellite project, Vanguard, to move up its timetable and launch its satellite much sooner than originally planned. The December 6, 1957 Project Vanguard launch failure occurred at Cape Canaveral Air Force Station in Florida, broadcast live in front of a US television audience. It was a monumental failure, exploding a few seconds after launch, and it became an international joke. The satellite appeared in newspapers under the names Flopnik, Stayputnik, Kaputnik, and Dudnik. In the United Nations, the Russian delegate offered the U.S. representative aid \"under the Soviet program of technical assistance to backwards nations.\" Only in the wake of this very public failure did von Braun's Redstone team get the go-ahead to launch their Jupiter-C rocket as soon as they could. In Britain, the USA's Western Cold War ally, the reaction was mixed: some members of the population celebrated the fact that the Soviets had reached space first, while others feared the destructive potential that military uses of spacecraft might bring.", "targets": "The civilian rocket and satellite project in the US was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2857552df39846fb90bd56b37a8ddb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet success caused public controversy in the United States, and Eisenhower ordered the civilian rocket and satellite project, Vanguard, to move up its timetable and launch its satellite much sooner than originally planned. The December 6, 1957 Project Vanguard launch failure occurred at Cape Canaveral Air Force Station in Florida, broadcast live in front of a US television audience. It was a monumental failure, exploding a few seconds after launch, and it became an international joke. The satellite appeared in newspapers under the names Flopnik, Stayputnik, Kaputnik, and Dudnik. In the United Nations, the Russian delegate offered the U.S. representative aid \"under the Soviet program of technical assistance to backwards nations.\" Only in the wake of this very public failure did von Braun's Redstone team get the go-ahead to launch their Jupiter-C rocket as soon as they could. In Britain, the USA's Western Cold War ally, the reaction was mixed: some members of the population celebrated the fact that the Soviets had reached space first, while others feared the destructive potential that military uses of spacecraft might bring.", "targets": "Project Vanguard launch failed on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2857552df39846fb90bd56b37a8ddb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet success caused public controversy in the United States, and Eisenhower ordered the civilian rocket and satellite project, Vanguard, to move up its timetable and launch its satellite much sooner than originally planned. The December 6, 1957 Project Vanguard launch failure occurred at Cape Canaveral Air Force Station in Florida, broadcast live in front of a US television audience. It was a monumental failure, exploding a few seconds after launch, and it became an international joke. The satellite appeared in newspapers under the names Flopnik, Stayputnik, Kaputnik, and Dudnik. In the United Nations, the Russian delegate offered the U.S. representative aid \"under the Soviet program of technical assistance to backwards nations.\" Only in the wake of this very public failure did von Braun's Redstone team get the go-ahead to launch their Jupiter-C rocket as soon as they could. In Britain, the USA's Western Cold War ally, the reaction was mixed: some members of the population celebrated the fact that the Soviets had reached space first, while others feared the destructive potential that military uses of spacecraft might bring.", "targets": "Cape Canaveral Air Force Station is located in what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2857552df39846fb90bd56b37a8ddb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet success caused public controversy in the United States, and Eisenhower ordered the civilian rocket and satellite project, Vanguard, to move up its timetable and launch its satellite much sooner than originally planned. The December 6, 1957 Project Vanguard launch failure occurred at Cape Canaveral Air Force Station in Florida, broadcast live in front of a US television audience. It was a monumental failure, exploding a few seconds after launch, and it became an international joke. The satellite appeared in newspapers under the names Flopnik, Stayputnik, Kaputnik, and Dudnik. In the United Nations, the Russian delegate offered the U.S. representative aid \"under the Soviet program of technical assistance to backwards nations.\" Only in the wake of this very public failure did von Braun's Redstone team get the go-ahead to launch their Jupiter-C rocket as soon as they could. In Britain, the USA's Western Cold War ally, the reaction was mixed: some members of the population celebrated the fact that the Soviets had reached space first, while others feared the destructive potential that military uses of spacecraft might bring.", "targets": "in response to Project Vanguard's failed launch, what was the rocket the Soviet Union launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25e444c727b4cd29cf496224bf47379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of poultry took place several thousand years ago. This may have originally been as a result of people hatching and rearing young birds from eggs collected from the wild, but later involved keeping the birds permanently in captivity. Domesticated chickens may have been used for cockfighting at first and quail kept for their songs, but soon it was realised how useful it was having a captive-bred source of food. Selective breeding for fast growth, egg-laying ability, conformation, plumage and docility took place over the centuries, and modern breeds often look very different from their wild ancestors. Although some birds are still kept in small flocks in extensive systems, most birds available in the market today are reared in intensive commercial enterprises. Poultry is the second most widely eaten type of meat globally and, along with eggs, provides nutritionally beneficial food containing high-quality protein accompanied by a low proportion of fat. All poultry meat should be properly handled and sufficiently cooked in order to reduce the risk of food poisoning.", "targets": "How long have humans used domsticated poultry ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25e444c727b4cd29cf496224bf47379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of poultry took place several thousand years ago. This may have originally been as a result of people hatching and rearing young birds from eggs collected from the wild, but later involved keeping the birds permanently in captivity. Domesticated chickens may have been used for cockfighting at first and quail kept for their songs, but soon it was realised how useful it was having a captive-bred source of food. Selective breeding for fast growth, egg-laying ability, conformation, plumage and docility took place over the centuries, and modern breeds often look very different from their wild ancestors. Although some birds are still kept in small flocks in extensive systems, most birds available in the market today are reared in intensive commercial enterprises. Poultry is the second most widely eaten type of meat globally and, along with eggs, provides nutritionally beneficial food containing high-quality protein accompanied by a low proportion of fat. All poultry meat should be properly handled and sufficiently cooked in order to reduce the risk of food poisoning.", "targets": "What have people use domesticated poultry for besides food ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25e444c727b4cd29cf496224bf47379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of poultry took place several thousand years ago. This may have originally been as a result of people hatching and rearing young birds from eggs collected from the wild, but later involved keeping the birds permanently in captivity. Domesticated chickens may have been used for cockfighting at first and quail kept for their songs, but soon it was realised how useful it was having a captive-bred source of food. Selective breeding for fast growth, egg-laying ability, conformation, plumage and docility took place over the centuries, and modern breeds often look very different from their wild ancestors. Although some birds are still kept in small flocks in extensive systems, most birds available in the market today are reared in intensive commercial enterprises. Poultry is the second most widely eaten type of meat globally and, along with eggs, provides nutritionally beneficial food containing high-quality protein accompanied by a low proportion of fat. All poultry meat should be properly handled and sufficiently cooked in order to reduce the risk of food poisoning.", "targets": "Why did humans feel that addtional breeding tatics were necessary in poulty? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25e444c727b4cd29cf496224bf47379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of poultry took place several thousand years ago. This may have originally been as a result of people hatching and rearing young birds from eggs collected from the wild, but later involved keeping the birds permanently in captivity. Domesticated chickens may have been used for cockfighting at first and quail kept for their songs, but soon it was realised how useful it was having a captive-bred source of food. Selective breeding for fast growth, egg-laying ability, conformation, plumage and docility took place over the centuries, and modern breeds often look very different from their wild ancestors. Although some birds are still kept in small flocks in extensive systems, most birds available in the market today are reared in intensive commercial enterprises. Poultry is the second most widely eaten type of meat globally and, along with eggs, provides nutritionally beneficial food containing high-quality protein accompanied by a low proportion of fat. All poultry meat should be properly handled and sufficiently cooked in order to reduce the risk of food poisoning.", "targets": "Has breeding changed the original characterictics of the animals ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25e444c727b4cd29cf496224bf47379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of poultry took place several thousand years ago. This may have originally been as a result of people hatching and rearing young birds from eggs collected from the wild, but later involved keeping the birds permanently in captivity. Domesticated chickens may have been used for cockfighting at first and quail kept for their songs, but soon it was realised how useful it was having a captive-bred source of food. Selective breeding for fast growth, egg-laying ability, conformation, plumage and docility took place over the centuries, and modern breeds often look very different from their wild ancestors. Although some birds are still kept in small flocks in extensive systems, most birds available in the market today are reared in intensive commercial enterprises. Poultry is the second most widely eaten type of meat globally and, along with eggs, provides nutritionally beneficial food containing high-quality protein accompanied by a low proportion of fat. All poultry meat should be properly handled and sufficiently cooked in order to reduce the risk of food poisoning.", "targets": "How popular is poultry as a consumable among humans ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75d5a6777f0e4e1d8880bb0f668cb555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Ottoman Empire gradually shrank in size, some 7\u20139 million Turkish-Muslims from its former territories in the Caucasus, Crimea, Balkans, and the Mediterranean islands migrated to Anatolia and Eastern Thrace. After the Empire lost the Balkan Wars (1912\u201313), it lost all its Balkan territories except East Thrace (European Turkey). This resulted in around 400,000 Muslims fleeing with the retreating Ottoman armies (with many dying from cholera brought by the soldiers), and with some 400,000 non-Muslims fleeing territory still under Ottoman rule. Justin McCarthy estimates that during the period 1821 to 1922 several million Muslims died in the Balkans, with the expulsion of a similar number.", "targets": "Millions of Muslims left the empire and migrated to what places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75d5a6777f0e4e1d8880bb0f668cb555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Ottoman Empire gradually shrank in size, some 7\u20139 million Turkish-Muslims from its former territories in the Caucasus, Crimea, Balkans, and the Mediterranean islands migrated to Anatolia and Eastern Thrace. After the Empire lost the Balkan Wars (1912\u201313), it lost all its Balkan territories except East Thrace (European Turkey). This resulted in around 400,000 Muslims fleeing with the retreating Ottoman armies (with many dying from cholera brought by the soldiers), and with some 400,000 non-Muslims fleeing territory still under Ottoman rule. Justin McCarthy estimates that during the period 1821 to 1922 several million Muslims died in the Balkans, with the expulsion of a similar number.", "targets": "When did the Balkan Wars take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75d5a6777f0e4e1d8880bb0f668cb555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Ottoman Empire gradually shrank in size, some 7\u20139 million Turkish-Muslims from its former territories in the Caucasus, Crimea, Balkans, and the Mediterranean islands migrated to Anatolia and Eastern Thrace. After the Empire lost the Balkan Wars (1912\u201313), it lost all its Balkan territories except East Thrace (European Turkey). This resulted in around 400,000 Muslims fleeing with the retreating Ottoman armies (with many dying from cholera brought by the soldiers), and with some 400,000 non-Muslims fleeing territory still under Ottoman rule. Justin McCarthy estimates that during the period 1821 to 1922 several million Muslims died in the Balkans, with the expulsion of a similar number.", "targets": "What was the sole territory that the empire kept in the Balkans after 1913?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75d5a6777f0e4e1d8880bb0f668cb555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Ottoman Empire gradually shrank in size, some 7\u20139 million Turkish-Muslims from its former territories in the Caucasus, Crimea, Balkans, and the Mediterranean islands migrated to Anatolia and Eastern Thrace. After the Empire lost the Balkan Wars (1912\u201313), it lost all its Balkan territories except East Thrace (European Turkey). This resulted in around 400,000 Muslims fleeing with the retreating Ottoman armies (with many dying from cholera brought by the soldiers), and with some 400,000 non-Muslims fleeing territory still under Ottoman rule. Justin McCarthy estimates that during the period 1821 to 1922 several million Muslims died in the Balkans, with the expulsion of a similar number.", "targets": "How many Muslims fled the Balkans with the Ottoman armies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75d5a6777f0e4e1d8880bb0f668cb555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Ottoman Empire gradually shrank in size, some 7\u20139 million Turkish-Muslims from its former territories in the Caucasus, Crimea, Balkans, and the Mediterranean islands migrated to Anatolia and Eastern Thrace. After the Empire lost the Balkan Wars (1912\u201313), it lost all its Balkan territories except East Thrace (European Turkey). This resulted in around 400,000 Muslims fleeing with the retreating Ottoman armies (with many dying from cholera brought by the soldiers), and with some 400,000 non-Muslims fleeing territory still under Ottoman rule. Justin McCarthy estimates that during the period 1821 to 1922 several million Muslims died in the Balkans, with the expulsion of a similar number.", "targets": "Which individual estimated millions of Muslim deaths in the Balkans in the late 19th and early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58255cf4709445979ac7457fc1aa1a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With 19.48 inches of rainfall, May 2015 was by far Oklahoma City's record-wettest month since record keeping began in 1890. Across Oklahoma and Texas generally, there was record flooding in the latter part of the month ", "targets": "When was the most rainfall for Oklahoma city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc44462c1fa84ee08edcd0c1cbe6b1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DST has mixed effects on health. In societies with fixed work schedules it provides more afternoon sunlight for outdoor exercise. It alters sunlight exposure; whether this is beneficial depends on one's location and daily schedule, as sunlight triggers vitamin D synthesis in the skin, but overexposure can lead to skin cancer. DST may help in depression by causing individuals to rise earlier, but some argue the reverse. The Retinitis Pigmentosa Foundation Fighting Blindness, chaired by blind sports magnate Gordon Gund, successfully lobbied in 1985 and 2005 for US DST extensions.", "targets": "What do societies with standardized work schedules have more time for because of the increase in afternoon daylight from DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc44462c1fa84ee08edcd0c1cbe6b1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DST has mixed effects on health. In societies with fixed work schedules it provides more afternoon sunlight for outdoor exercise. It alters sunlight exposure; whether this is beneficial depends on one's location and daily schedule, as sunlight triggers vitamin D synthesis in the skin, but overexposure can lead to skin cancer. DST may help in depression by causing individuals to rise earlier, but some argue the reverse. The Retinitis Pigmentosa Foundation Fighting Blindness, chaired by blind sports magnate Gordon Gund, successfully lobbied in 1985 and 2005 for US DST extensions.", "targets": "What vitamin does sunlight help the human body absorb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc44462c1fa84ee08edcd0c1cbe6b1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DST has mixed effects on health. In societies with fixed work schedules it provides more afternoon sunlight for outdoor exercise. It alters sunlight exposure; whether this is beneficial depends on one's location and daily schedule, as sunlight triggers vitamin D synthesis in the skin, but overexposure can lead to skin cancer. DST may help in depression by causing individuals to rise earlier, but some argue the reverse. The Retinitis Pigmentosa Foundation Fighting Blindness, chaired by blind sports magnate Gordon Gund, successfully lobbied in 1985 and 2005 for US DST extensions.", "targets": "What chair of the Retinitis Pigmentosa Foundation Fighting Blindness lobbied for an extension to daylight savings in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc44462c1fa84ee08edcd0c1cbe6b1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DST has mixed effects on health. In societies with fixed work schedules it provides more afternoon sunlight for outdoor exercise. It alters sunlight exposure; whether this is beneficial depends on one's location and daily schedule, as sunlight triggers vitamin D synthesis in the skin, but overexposure can lead to skin cancer. DST may help in depression by causing individuals to rise earlier, but some argue the reverse. The Retinitis Pigmentosa Foundation Fighting Blindness, chaired by blind sports magnate Gordon Gund, successfully lobbied in 1985 and 2005 for US DST extensions.", "targets": "What cancer can be caused by too much time in the sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc44462c1fa84ee08edcd0c1cbe6b1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DST has mixed effects on health. In societies with fixed work schedules it provides more afternoon sunlight for outdoor exercise. It alters sunlight exposure; whether this is beneficial depends on one's location and daily schedule, as sunlight triggers vitamin D synthesis in the skin, but overexposure can lead to skin cancer. DST may help in depression by causing individuals to rise earlier, but some argue the reverse. The Retinitis Pigmentosa Foundation Fighting Blindness, chaired by blind sports magnate Gordon Gund, successfully lobbied in 1985 and 2005 for US DST extensions.", "targets": "Some people say DST can help sufferers of depression because it encourages them to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7557fac9e2ee4aaa82707944d79f502f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1990s, along with a rise in object-oriented programming, saw a growth in how data in various databases were handled. Programmers and designers began to treat the data in their databases as objects. That is to say that if a person's data were in a database, that person's attributes, such as their address, phone number, and age, were now considered to belong to that person instead of being extraneous data. This allows for relations between data to be relations to objects and their attributes and not to individual fields. The term \"object-relational impedance mismatch\" described the inconvenience of translating between programmed objects and database tables. Object databases and object-relational databases attempt to solve this problem by providing an object-oriented language (sometimes as extensions to SQL) that programmers can use as alternative to purely relational SQL. On the programming side, libraries known as object-relational mappings (ORMs) attempt to solve the same problem.", "targets": "In the 1990s, what type of programming changed the handling of databases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7557fac9e2ee4aaa82707944d79f502f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1990s, along with a rise in object-oriented programming, saw a growth in how data in various databases were handled. Programmers and designers began to treat the data in their databases as objects. That is to say that if a person's data were in a database, that person's attributes, such as their address, phone number, and age, were now considered to belong to that person instead of being extraneous data. This allows for relations between data to be relations to objects and their attributes and not to individual fields. The term \"object-relational impedance mismatch\" described the inconvenience of translating between programmed objects and database tables. Object databases and object-relational databases attempt to solve this problem by providing an object-oriented language (sometimes as extensions to SQL) that programmers can use as alternative to purely relational SQL. On the programming side, libraries known as object-relational mappings (ORMs) attempt to solve the same problem.", "targets": "What term is used for the difficulty in database table and programmed object translation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7557fac9e2ee4aaa82707944d79f502f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1990s, along with a rise in object-oriented programming, saw a growth in how data in various databases were handled. Programmers and designers began to treat the data in their databases as objects. That is to say that if a person's data were in a database, that person's attributes, such as their address, phone number, and age, were now considered to belong to that person instead of being extraneous data. This allows for relations between data to be relations to objects and their attributes and not to individual fields. The term \"object-relational impedance mismatch\" described the inconvenience of translating between programmed objects and database tables. Object databases and object-relational databases attempt to solve this problem by providing an object-oriented language (sometimes as extensions to SQL) that programmers can use as alternative to purely relational SQL. On the programming side, libraries known as object-relational mappings (ORMs) attempt to solve the same problem.", "targets": "How is the problem of object-relational impedance mismatch corrected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7557fac9e2ee4aaa82707944d79f502f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1990s, along with a rise in object-oriented programming, saw a growth in how data in various databases were handled. Programmers and designers began to treat the data in their databases as objects. That is to say that if a person's data were in a database, that person's attributes, such as their address, phone number, and age, were now considered to belong to that person instead of being extraneous data. This allows for relations between data to be relations to objects and their attributes and not to individual fields. The term \"object-relational impedance mismatch\" described the inconvenience of translating between programmed objects and database tables. Object databases and object-relational databases attempt to solve this problem by providing an object-oriented language (sometimes as extensions to SQL) that programmers can use as alternative to purely relational SQL. On the programming side, libraries known as object-relational mappings (ORMs) attempt to solve the same problem.", "targets": "What is the library programmers use to solve object-relational impedance mismatch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-418eef256a9d4f46a83a646809e94c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the definition most commonly used by linguists, any linguistic variety can be considered a \"dialect\" of some language\u2014\"everybody speaks a dialect\". According to that interpretation, the criteria above merely serve to distinguish whether two varieties are dialects of the same language or dialects of different languages.", "targets": "According to most linguistics, who speaks a dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e326ee4ff840a89cf82b26f7a2ce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hastings was entrusted with the power of peace and war. British judges and magistrates would also be sent to India to administer the legal system. The Governor General and the council would have complete legislative powers. The company was allowed to maintain its virtual monopoly over trade in exchange for the biennial sum and was obligated to export a minimum quantity of goods yearly to Britain. The costs of administration were to be met by the company. The Company initially welcomed these provisions, but the annual burden of the payment contributed to the steady decline of its finances.", "targets": "in British indian a jugde had to come from where to oversee the  legal system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e326ee4ff840a89cf82b26f7a2ce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hastings was entrusted with the power of peace and war. British judges and magistrates would also be sent to India to administer the legal system. The Governor General and the council would have complete legislative powers. The company was allowed to maintain its virtual monopoly over trade in exchange for the biennial sum and was obligated to export a minimum quantity of goods yearly to Britain. The costs of administration were to be met by the company. The Company initially welcomed these provisions, but the annual burden of the payment contributed to the steady decline of its finances.", "targets": "The highest ranking persons title in British india is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e326ee4ff840a89cf82b26f7a2ce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hastings was entrusted with the power of peace and war. British judges and magistrates would also be sent to India to administer the legal system. The Governor General and the council would have complete legislative powers. The company was allowed to maintain its virtual monopoly over trade in exchange for the biennial sum and was obligated to export a minimum quantity of goods yearly to Britain. The costs of administration were to be met by the company. The Company initially welcomed these provisions, but the annual burden of the payment contributed to the steady decline of its finances.", "targets": "The highest ranking person's title in British india is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e326ee4ff840a89cf82b26f7a2ce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hastings was entrusted with the power of peace and war. British judges and magistrates would also be sent to India to administer the legal system. The Governor General and the council would have complete legislative powers. The company was allowed to maintain its virtual monopoly over trade in exchange for the biennial sum and was obligated to export a minimum quantity of goods yearly to Britain. The costs of administration were to be met by the company. The Company initially welcomed these provisions, but the annual burden of the payment contributed to the steady decline of its finances.", "targets": "Did EIC have a monopoly over the governement or trade in british india "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e326ee4ff840a89cf82b26f7a2ce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hastings was entrusted with the power of peace and war. British judges and magistrates would also be sent to India to administer the legal system. The Governor General and the council would have complete legislative powers. The company was allowed to maintain its virtual monopoly over trade in exchange for the biennial sum and was obligated to export a minimum quantity of goods yearly to Britain. The costs of administration were to be met by the company. The Company initially welcomed these provisions, but the annual burden of the payment contributed to the steady decline of its finances.", "targets": "Other then money what did it cost the EIC to have the control in trade the had in British India"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061f9be7ad8e49e9a474b272f57ff11d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disease can arise if the host's protective immune mechanisms are compromised and the organism inflicts damage on the host. Microorganisms can cause tissue damage by releasing a variety of toxins or destructive enzymes. For example, Clostridium tetani releases a toxin that paralyzes muscles, and staphylococcus releases toxins that produce shock and sepsis. Not all infectious agents cause disease in all hosts. For example, less than 5% of individuals infected with polio develop disease. On the other hand, some infectious agents are highly virulent. The prion causing mad cow disease and Creutzfeldt\u2013Jakob disease invariably kills all animals and people that are infected.", "targets": "Disease can arise when an organism inflicts what on the host?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061f9be7ad8e49e9a474b272f57ff11d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disease can arise if the host's protective immune mechanisms are compromised and the organism inflicts damage on the host. Microorganisms can cause tissue damage by releasing a variety of toxins or destructive enzymes. For example, Clostridium tetani releases a toxin that paralyzes muscles, and staphylococcus releases toxins that produce shock and sepsis. Not all infectious agents cause disease in all hosts. For example, less than 5% of individuals infected with polio develop disease. On the other hand, some infectious agents are highly virulent. The prion causing mad cow disease and Creutzfeldt\u2013Jakob disease invariably kills all animals and people that are infected.", "targets": "What can a microorganism cause tissue damage by releasing a variety of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061f9be7ad8e49e9a474b272f57ff11d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disease can arise if the host's protective immune mechanisms are compromised and the organism inflicts damage on the host. Microorganisms can cause tissue damage by releasing a variety of toxins or destructive enzymes. For example, Clostridium tetani releases a toxin that paralyzes muscles, and staphylococcus releases toxins that produce shock and sepsis. Not all infectious agents cause disease in all hosts. For example, less than 5% of individuals infected with polio develop disease. On the other hand, some infectious agents are highly virulent. The prion causing mad cow disease and Creutzfeldt\u2013Jakob disease invariably kills all animals and people that are infected.", "targets": "What does the of toxin Clostridium tetani releases do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061f9be7ad8e49e9a474b272f57ff11d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disease can arise if the host's protective immune mechanisms are compromised and the organism inflicts damage on the host. Microorganisms can cause tissue damage by releasing a variety of toxins or destructive enzymes. For example, Clostridium tetani releases a toxin that paralyzes muscles, and staphylococcus releases toxins that produce shock and sepsis. Not all infectious agents cause disease in all hosts. For example, less than 5% of individuals infected with polio develop disease. On the other hand, some infectious agents are highly virulent. The prion causing mad cow disease and Creutzfeldt\u2013Jakob disease invariably kills all animals and people that are infected.", "targets": "What releases toxins which product shock and sepsis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061f9be7ad8e49e9a474b272f57ff11d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disease can arise if the host's protective immune mechanisms are compromised and the organism inflicts damage on the host. Microorganisms can cause tissue damage by releasing a variety of toxins or destructive enzymes. For example, Clostridium tetani releases a toxin that paralyzes muscles, and staphylococcus releases toxins that produce shock and sepsis. Not all infectious agents cause disease in all hosts. For example, less than 5% of individuals infected with polio develop disease. On the other hand, some infectious agents are highly virulent. The prion causing mad cow disease and Creutzfeldt\u2013Jakob disease invariably kills all animals and people that are infected.", "targets": "What percentage of people infected with polio develop disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0de95c0b313b4d559adc4e9ef67a7172", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seven clubs have won the FA Cup as part of a League and Cup double, namely Preston North End (1889), Aston Villa (1897), Tottenham Hotspur (1961), Arsenal (1971, 1998, 2002), Liverpool (1986), Manchester United (1994, 1996, 1999) and Chelsea (2010). In 1993, Arsenal became the first side to win both the FA Cup and the League Cup in the same season when they beat Sheffield Wednesday 2\u20131 in both finals. Liverpool (in 2001) and Chelsea (in 2007) have since repeated this feat. In 2012, Chelsea accomplished a different cup double consisting of the FA Cup and the 2012 Champions League. In 1998\u201399, Manchester United added the 1999 Champions League title to their league and cup double to complete a unique Treble. Two years later, in 2000\u201301, Liverpool won the FA Cup, League Cup and UEFA Cup to complete a cup treble. An English Treble has never been achieved.", "targets": "How many clubs have won the fa cup as part of a league cup double? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0de95c0b313b4d559adc4e9ef67a7172", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seven clubs have won the FA Cup as part of a League and Cup double, namely Preston North End (1889), Aston Villa (1897), Tottenham Hotspur (1961), Arsenal (1971, 1998, 2002), Liverpool (1986), Manchester United (1994, 1996, 1999) and Chelsea (2010). In 1993, Arsenal became the first side to win both the FA Cup and the League Cup in the same season when they beat Sheffield Wednesday 2\u20131 in both finals. Liverpool (in 2001) and Chelsea (in 2007) have since repeated this feat. In 2012, Chelsea accomplished a different cup double consisting of the FA Cup and the 2012 Champions League. In 1998\u201399, Manchester United added the 1999 Champions League title to their league and cup double to complete a unique Treble. Two years later, in 2000\u201301, Liverpool won the FA Cup, League Cup and UEFA Cup to complete a cup treble. An English Treble has never been achieved.", "targets": "Who was the first clubs have won the fa cup as part of a league cup double? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0de95c0b313b4d559adc4e9ef67a7172", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seven clubs have won the FA Cup as part of a League and Cup double, namely Preston North End (1889), Aston Villa (1897), Tottenham Hotspur (1961), Arsenal (1971, 1998, 2002), Liverpool (1986), Manchester United (1994, 1996, 1999) and Chelsea (2010). In 1993, Arsenal became the first side to win both the FA Cup and the League Cup in the same season when they beat Sheffield Wednesday 2\u20131 in both finals. Liverpool (in 2001) and Chelsea (in 2007) have since repeated this feat. In 2012, Chelsea accomplished a different cup double consisting of the FA Cup and the 2012 Champions League. In 1998\u201399, Manchester United added the 1999 Champions League title to their league and cup double to complete a unique Treble. Two years later, in 2000\u201301, Liverpool won the FA Cup, League Cup and UEFA Cup to complete a cup treble. An English Treble has never been achieved.", "targets": "Who was the latest clubs have won the fa cup as part of a league cup double? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0de95c0b313b4d559adc4e9ef67a7172", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seven clubs have won the FA Cup as part of a League and Cup double, namely Preston North End (1889), Aston Villa (1897), Tottenham Hotspur (1961), Arsenal (1971, 1998, 2002), Liverpool (1986), Manchester United (1994, 1996, 1999) and Chelsea (2010). In 1993, Arsenal became the first side to win both the FA Cup and the League Cup in the same season when they beat Sheffield Wednesday 2\u20131 in both finals. Liverpool (in 2001) and Chelsea (in 2007) have since repeated this feat. In 2012, Chelsea accomplished a different cup double consisting of the FA Cup and the 2012 Champions League. In 1998\u201399, Manchester United added the 1999 Champions League title to their league and cup double to complete a unique Treble. Two years later, in 2000\u201301, Liverpool won the FA Cup, League Cup and UEFA Cup to complete a cup treble. An English Treble has never been achieved.", "targets": "Has any club won both in a same season? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0de95c0b313b4d559adc4e9ef67a7172", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seven clubs have won the FA Cup as part of a League and Cup double, namely Preston North End (1889), Aston Villa (1897), Tottenham Hotspur (1961), Arsenal (1971, 1998, 2002), Liverpool (1986), Manchester United (1994, 1996, 1999) and Chelsea (2010). In 1993, Arsenal became the first side to win both the FA Cup and the League Cup in the same season when they beat Sheffield Wednesday 2\u20131 in both finals. Liverpool (in 2001) and Chelsea (in 2007) have since repeated this feat. In 2012, Chelsea accomplished a different cup double consisting of the FA Cup and the 2012 Champions League. In 1998\u201399, Manchester United added the 1999 Champions League title to their league and cup double to complete a unique Treble. Two years later, in 2000\u201301, Liverpool won the FA Cup, League Cup and UEFA Cup to complete a cup treble. An English Treble has never been achieved.", "targets": "What year did that take place? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-364b9f0d1d444e2999e4396b0dd30efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dialect is distinguished by its vocabulary, grammar, and pronunciation (phonology, including prosody). Where a distinction can be made only in terms of pronunciation (including prosody, or just prosody itself), the term accent may be preferred over dialect. Other types of speech varieties include jargons, which are characterized by differences in lexicon (vocabulary); slang; patois; pidgins; and argots.", "targets": "Along with grammar and pronunciation, what distinguishes a dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-364b9f0d1d444e2999e4396b0dd30efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dialect is distinguished by its vocabulary, grammar, and pronunciation (phonology, including prosody). Where a distinction can be made only in terms of pronunciation (including prosody, or just prosody itself), the term accent may be preferred over dialect. Other types of speech varieties include jargons, which are characterized by differences in lexicon (vocabulary); slang; patois; pidgins; and argots.", "targets": "If only the pronunciation differs from the standard language, what term is sometimes used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-364b9f0d1d444e2999e4396b0dd30efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dialect is distinguished by its vocabulary, grammar, and pronunciation (phonology, including prosody). Where a distinction can be made only in terms of pronunciation (including prosody, or just prosody itself), the term accent may be preferred over dialect. Other types of speech varieties include jargons, which are characterized by differences in lexicon (vocabulary); slang; patois; pidgins; and argots.", "targets": "What term is sometimes used for dialects that only differ in vocabulary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-364b9f0d1d444e2999e4396b0dd30efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dialect is distinguished by its vocabulary, grammar, and pronunciation (phonology, including prosody). Where a distinction can be made only in terms of pronunciation (including prosody, or just prosody itself), the term accent may be preferred over dialect. Other types of speech varieties include jargons, which are characterized by differences in lexicon (vocabulary); slang; patois; pidgins; and argots.", "targets": "Along with slangs, patois and pidgins, what is another type of smiilar speech variety?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc05473cb1a4d17b64f36c16ed76962", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nationalization announcement was greeted very emotionally by the audience and, throughout the Arab world, thousands entered the streets shouting slogans of support. US ambassador Henry A. Byroade stated, \"I cannot overemphasize [the] popularity of the Canal Company nationalization within Egypt, even among Nasser's enemies.\" Egyptian political scientist Mahmoud Hamad wrote that, prior to 1956, Nasser had consolidated control over Egypt's military and civilian bureaucracies, but it was only after the canal's nationalization that he gained near-total popular legitimacy and firmly established himself as the \"charismatic leader\" and \"spokesman for the masses not only in Egypt, but all over the Third World\". According to Aburish, this was Nasser's largest pan-Arab triumph at the time and \"soon his pictures were to be found in the tents of Yemen, the souks of Marrakesh, and the posh villas of Syria\". The official reason given for the nationalization was that funds from the canal would be used for the construction of the dam in Aswan. That same day, Egypt closed the canal to Israeli shipping.", "targets": "How did the Arab world react to news of the nationalization of the Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc05473cb1a4d17b64f36c16ed76962", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nationalization announcement was greeted very emotionally by the audience and, throughout the Arab world, thousands entered the streets shouting slogans of support. US ambassador Henry A. Byroade stated, \"I cannot overemphasize [the] popularity of the Canal Company nationalization within Egypt, even among Nasser's enemies.\" Egyptian political scientist Mahmoud Hamad wrote that, prior to 1956, Nasser had consolidated control over Egypt's military and civilian bureaucracies, but it was only after the canal's nationalization that he gained near-total popular legitimacy and firmly established himself as the \"charismatic leader\" and \"spokesman for the masses not only in Egypt, but all over the Third World\". According to Aburish, this was Nasser's largest pan-Arab triumph at the time and \"soon his pictures were to be found in the tents of Yemen, the souks of Marrakesh, and the posh villas of Syria\". The official reason given for the nationalization was that funds from the canal would be used for the construction of the dam in Aswan. That same day, Egypt closed the canal to Israeli shipping.", "targets": "What nation's shipping was forbidden from using the Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc05473cb1a4d17b64f36c16ed76962", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nationalization announcement was greeted very emotionally by the audience and, throughout the Arab world, thousands entered the streets shouting slogans of support. US ambassador Henry A. Byroade stated, \"I cannot overemphasize [the] popularity of the Canal Company nationalization within Egypt, even among Nasser's enemies.\" Egyptian political scientist Mahmoud Hamad wrote that, prior to 1956, Nasser had consolidated control over Egypt's military and civilian bureaucracies, but it was only after the canal's nationalization that he gained near-total popular legitimacy and firmly established himself as the \"charismatic leader\" and \"spokesman for the masses not only in Egypt, but all over the Third World\". According to Aburish, this was Nasser's largest pan-Arab triumph at the time and \"soon his pictures were to be found in the tents of Yemen, the souks of Marrakesh, and the posh villas of Syria\". The official reason given for the nationalization was that funds from the canal would be used for the construction of the dam in Aswan. That same day, Egypt closed the canal to Israeli shipping.", "targets": "What US ambassador spoke about the widespread support for Nasser's nationalization of the canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc05473cb1a4d17b64f36c16ed76962", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nationalization announcement was greeted very emotionally by the audience and, throughout the Arab world, thousands entered the streets shouting slogans of support. US ambassador Henry A. Byroade stated, \"I cannot overemphasize [the] popularity of the Canal Company nationalization within Egypt, even among Nasser's enemies.\" Egyptian political scientist Mahmoud Hamad wrote that, prior to 1956, Nasser had consolidated control over Egypt's military and civilian bureaucracies, but it was only after the canal's nationalization that he gained near-total popular legitimacy and firmly established himself as the \"charismatic leader\" and \"spokesman for the masses not only in Egypt, but all over the Third World\". According to Aburish, this was Nasser's largest pan-Arab triumph at the time and \"soon his pictures were to be found in the tents of Yemen, the souks of Marrakesh, and the posh villas of Syria\". The official reason given for the nationalization was that funds from the canal would be used for the construction of the dam in Aswan. That same day, Egypt closed the canal to Israeli shipping.", "targets": "Where was Nasser believed to be a spokesman for the poor and oppressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5804b36f8eb444eebd7be6fd59e48526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly, flanking the open reading frame, all genes contain a regulatory sequence that is required for their expression. In order to be expressed, genes require a promoter sequence. The promoter is recognized and bound by transcription factors and RNA polymerase to initiate transcription.:7.1 A gene can have more than one promoter, resulting in messenger RNAs (mRNA) that differ in how far they extend in the 5' end. Promoter regions have a consensus sequence, however highly transcribed genes have \"strong\" promoter sequences that bind the transcription machinery well, whereas others have \"weak\" promoters that bind poorly and initiate transcription less frequently.:7.2 Eukaryotic promoter regions are much more complex and difficult to identify than prokaryotic promoters.:7.3", "targets": "What do all genes contain that is required for their expression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5804b36f8eb444eebd7be6fd59e48526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly, flanking the open reading frame, all genes contain a regulatory sequence that is required for their expression. In order to be expressed, genes require a promoter sequence. The promoter is recognized and bound by transcription factors and RNA polymerase to initiate transcription.:7.1 A gene can have more than one promoter, resulting in messenger RNAs (mRNA) that differ in how far they extend in the 5' end. Promoter regions have a consensus sequence, however highly transcribed genes have \"strong\" promoter sequences that bind the transcription machinery well, whereas others have \"weak\" promoters that bind poorly and initiate transcription less frequently.:7.2 Eukaryotic promoter regions are much more complex and difficult to identify than prokaryotic promoters.:7.3", "targets": "How is a promoter sequence recognized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5804b36f8eb444eebd7be6fd59e48526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly, flanking the open reading frame, all genes contain a regulatory sequence that is required for their expression. In order to be expressed, genes require a promoter sequence. The promoter is recognized and bound by transcription factors and RNA polymerase to initiate transcription.:7.1 A gene can have more than one promoter, resulting in messenger RNAs (mRNA) that differ in how far they extend in the 5' end. Promoter regions have a consensus sequence, however highly transcribed genes have \"strong\" promoter sequences that bind the transcription machinery well, whereas others have \"weak\" promoters that bind poorly and initiate transcription less frequently.:7.2 Eukaryotic promoter regions are much more complex and difficult to identify than prokaryotic promoters.:7.3", "targets": "What results when genes have more than one promoter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5804b36f8eb444eebd7be6fd59e48526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly, flanking the open reading frame, all genes contain a regulatory sequence that is required for their expression. In order to be expressed, genes require a promoter sequence. The promoter is recognized and bound by transcription factors and RNA polymerase to initiate transcription.:7.1 A gene can have more than one promoter, resulting in messenger RNAs (mRNA) that differ in how far they extend in the 5' end. Promoter regions have a consensus sequence, however highly transcribed genes have \"strong\" promoter sequences that bind the transcription machinery well, whereas others have \"weak\" promoters that bind poorly and initiate transcription less frequently.:7.2 Eukaryotic promoter regions are much more complex and difficult to identify than prokaryotic promoters.:7.3", "targets": "What does a \"strong\" promoter sequence do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5804b36f8eb444eebd7be6fd59e48526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly, flanking the open reading frame, all genes contain a regulatory sequence that is required for their expression. In order to be expressed, genes require a promoter sequence. The promoter is recognized and bound by transcription factors and RNA polymerase to initiate transcription.:7.1 A gene can have more than one promoter, resulting in messenger RNAs (mRNA) that differ in how far they extend in the 5' end. Promoter regions have a consensus sequence, however highly transcribed genes have \"strong\" promoter sequences that bind the transcription machinery well, whereas others have \"weak\" promoters that bind poorly and initiate transcription less frequently.:7.2 Eukaryotic promoter regions are much more complex and difficult to identify than prokaryotic promoters.:7.3", "targets": "What does a \"weak\" promoter sequence do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f6f634555fa4b4fb9367ed6f2470d9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1930s through much of the 1960s, Florida was essentially a one-party state dominated by white conservative Democrats, who together with other Democrats of the Solid South, exercised considerable control in Congress. They gained federal money from national programs; like other southern states, Florida residents have received more federal monies than they pay in taxes: the state is a net beneficiary. Since the 1970s, the conservative white majority of voters in the state has largely shifted from the Democratic to the Republican Party. It has continued to support Republican presidential candidates through the 20th century, except in 1976 and 1996, when the Democratic nominee was from the South. They have had \"the luxury of voting for presidential candidates who pledge to cut taxes and halt the expansion of government while knowing that their congressional delegations will continue to protect federal spending.\"", "targets": "What party dominated florida politics from 1930 to 1960 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f6f634555fa4b4fb9367ed6f2470d9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1930s through much of the 1960s, Florida was essentially a one-party state dominated by white conservative Democrats, who together with other Democrats of the Solid South, exercised considerable control in Congress. They gained federal money from national programs; like other southern states, Florida residents have received more federal monies than they pay in taxes: the state is a net beneficiary. Since the 1970s, the conservative white majority of voters in the state has largely shifted from the Democratic to the Republican Party. It has continued to support Republican presidential candidates through the 20th century, except in 1976 and 1996, when the Democratic nominee was from the South. They have had \"the luxury of voting for presidential candidates who pledge to cut taxes and halt the expansion of government while knowing that their congressional delegations will continue to protect federal spending.\"", "targets": "Does Florida benefit from taxes"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f6f634555fa4b4fb9367ed6f2470d9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1930s through much of the 1960s, Florida was essentially a one-party state dominated by white conservative Democrats, who together with other Democrats of the Solid South, exercised considerable control in Congress. They gained federal money from national programs; like other southern states, Florida residents have received more federal monies than they pay in taxes: the state is a net beneficiary. Since the 1970s, the conservative white majority of voters in the state has largely shifted from the Democratic to the Republican Party. It has continued to support Republican presidential candidates through the 20th century, except in 1976 and 1996, when the Democratic nominee was from the South. They have had \"the luxury of voting for presidential candidates who pledge to cut taxes and halt the expansion of government while knowing that their congressional delegations will continue to protect federal spending.\"", "targets": "What party political party dominates Florida now "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f6f634555fa4b4fb9367ed6f2470d9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1930s through much of the 1960s, Florida was essentially a one-party state dominated by white conservative Democrats, who together with other Democrats of the Solid South, exercised considerable control in Congress. They gained federal money from national programs; like other southern states, Florida residents have received more federal monies than they pay in taxes: the state is a net beneficiary. Since the 1970s, the conservative white majority of voters in the state has largely shifted from the Democratic to the Republican Party. It has continued to support Republican presidential candidates through the 20th century, except in 1976 and 1996, when the Democratic nominee was from the South. They have had \"the luxury of voting for presidential candidates who pledge to cut taxes and halt the expansion of government while knowing that their congressional delegations will continue to protect federal spending.\"", "targets": "How does Florida vote in presidential elections "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f6f634555fa4b4fb9367ed6f2470d9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1930s through much of the 1960s, Florida was essentially a one-party state dominated by white conservative Democrats, who together with other Democrats of the Solid South, exercised considerable control in Congress. They gained federal money from national programs; like other southern states, Florida residents have received more federal monies than they pay in taxes: the state is a net beneficiary. Since the 1970s, the conservative white majority of voters in the state has largely shifted from the Democratic to the Republican Party. It has continued to support Republican presidential candidates through the 20th century, except in 1976 and 1996, when the Democratic nominee was from the South. They have had \"the luxury of voting for presidential candidates who pledge to cut taxes and halt the expansion of government while knowing that their congressional delegations will continue to protect federal spending.\"", "targets": "What do these candidates that Florida supports pledge  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94505e9b81be46ada9b1357c1eb88261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goetz set out an ambitious schedule. Universal-International became responsible for the American distribution of Rank's British productions, including such classics as David Lean's Great Expectations (1946) and Laurence Olivier's Hamlet (1948). Broadening its scope further, Universal-International branched out into the lucrative non-theatrical field, buying a majority stake in home-movie dealer Castle Films in 1947, and taking the company over entirely in 1951. For three decades, Castle would offer \"highlights\" reels from the Universal film library to home-movie enthusiasts and collectors. Goetz licensed Universal's pre\u2013Universal-International film library to Jack Broeder's Realart Pictures for cinema re-release but Realart was not allowed to show the films on television.", "targets": "In what year was the Olivier version of Hamlet made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94505e9b81be46ada9b1357c1eb88261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goetz set out an ambitious schedule. Universal-International became responsible for the American distribution of Rank's British productions, including such classics as David Lean's Great Expectations (1946) and Laurence Olivier's Hamlet (1948). Broadening its scope further, Universal-International branched out into the lucrative non-theatrical field, buying a majority stake in home-movie dealer Castle Films in 1947, and taking the company over entirely in 1951. For three decades, Castle would offer \"highlights\" reels from the Universal film library to home-movie enthusiasts and collectors. Goetz licensed Universal's pre\u2013Universal-International film library to Jack Broeder's Realart Pictures for cinema re-release but Realart was not allowed to show the films on television.", "targets": "Who directed 1946's Great Expectations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94505e9b81be46ada9b1357c1eb88261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goetz set out an ambitious schedule. Universal-International became responsible for the American distribution of Rank's British productions, including such classics as David Lean's Great Expectations (1946) and Laurence Olivier's Hamlet (1948). Broadening its scope further, Universal-International branched out into the lucrative non-theatrical field, buying a majority stake in home-movie dealer Castle Films in 1947, and taking the company over entirely in 1951. For three decades, Castle would offer \"highlights\" reels from the Universal film library to home-movie enthusiasts and collectors. Goetz licensed Universal's pre\u2013Universal-International film library to Jack Broeder's Realart Pictures for cinema re-release but Realart was not allowed to show the films on television.", "targets": "In 1947, what company did Universal buy a stake in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94505e9b81be46ada9b1357c1eb88261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goetz set out an ambitious schedule. Universal-International became responsible for the American distribution of Rank's British productions, including such classics as David Lean's Great Expectations (1946) and Laurence Olivier's Hamlet (1948). Broadening its scope further, Universal-International branched out into the lucrative non-theatrical field, buying a majority stake in home-movie dealer Castle Films in 1947, and taking the company over entirely in 1951. For three decades, Castle would offer \"highlights\" reels from the Universal film library to home-movie enthusiasts and collectors. Goetz licensed Universal's pre\u2013Universal-International film library to Jack Broeder's Realart Pictures for cinema re-release but Realart was not allowed to show the films on television.", "targets": "Who ran Realart Pictures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94505e9b81be46ada9b1357c1eb88261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goetz set out an ambitious schedule. Universal-International became responsible for the American distribution of Rank's British productions, including such classics as David Lean's Great Expectations (1946) and Laurence Olivier's Hamlet (1948). Broadening its scope further, Universal-International branched out into the lucrative non-theatrical field, buying a majority stake in home-movie dealer Castle Films in 1947, and taking the company over entirely in 1951. For three decades, Castle would offer \"highlights\" reels from the Universal film library to home-movie enthusiasts and collectors. Goetz licensed Universal's pre\u2013Universal-International film library to Jack Broeder's Realart Pictures for cinema re-release but Realart was not allowed to show the films on television.", "targets": "In what year did Universal-International take over Castle Films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f7c15885bc4ed1a0ddc43b3d791968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many major battles of the American Civil War were fought in Tennessee\u2014most of them Union victories. Ulysses S. Grant and the U.S. Navy captured control of the Cumberland and Tennessee rivers in February 1862. They held off the Confederate counterattack at Shiloh in April. Memphis fell to the Union in June, following a naval battle on the Mississippi River in front of the city. The Capture of Memphis and Nashville gave the Union control of the western and middle sections; this control was confirmed at the Battle of Murfreesboro in early January 1863 and by the subsequent Tullahoma Campaign.", "targets": "Which side won more Civil War battles in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f7c15885bc4ed1a0ddc43b3d791968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many major battles of the American Civil War were fought in Tennessee\u2014most of them Union victories. Ulysses S. Grant and the U.S. Navy captured control of the Cumberland and Tennessee rivers in February 1862. They held off the Confederate counterattack at Shiloh in April. Memphis fell to the Union in June, following a naval battle on the Mississippi River in front of the city. The Capture of Memphis and Nashville gave the Union control of the western and middle sections; this control was confirmed at the Battle of Murfreesboro in early January 1863 and by the subsequent Tullahoma Campaign.", "targets": "Which Union commander seized control of the Tennessee River in February 1862?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f7c15885bc4ed1a0ddc43b3d791968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many major battles of the American Civil War were fought in Tennessee\u2014most of them Union victories. Ulysses S. Grant and the U.S. Navy captured control of the Cumberland and Tennessee rivers in February 1862. They held off the Confederate counterattack at Shiloh in April. Memphis fell to the Union in June, following a naval battle on the Mississippi River in front of the city. The Capture of Memphis and Nashville gave the Union control of the western and middle sections; this control was confirmed at the Battle of Murfreesboro in early January 1863 and by the subsequent Tullahoma Campaign.", "targets": "During which month in 1862 did Union forces capture Memphis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f7c15885bc4ed1a0ddc43b3d791968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many major battles of the American Civil War were fought in Tennessee\u2014most of them Union victories. Ulysses S. Grant and the U.S. Navy captured control of the Cumberland and Tennessee rivers in February 1862. They held off the Confederate counterattack at Shiloh in April. Memphis fell to the Union in June, following a naval battle on the Mississippi River in front of the city. The Capture of Memphis and Nashville gave the Union control of the western and middle sections; this control was confirmed at the Battle of Murfreesboro in early January 1863 and by the subsequent Tullahoma Campaign.", "targets": "Union control of Middle Tennessee was reaffirmed by what battle in January 1863?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625674fdf4de48e7907cd48126932db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unicode is developed in conjunction with the International Organization for Standardization and shares the character repertoire with ISO/IEC 10646: the Universal Character Set. Unicode and ISO/IEC 10646 function equivalently as character encodings, but The Unicode Standard contains much more information for implementers, covering\u2014in depth\u2014topics such as bitwise encoding, collation and rendering. The Unicode Standard enumerates a multitude of character properties, including those needed for supporting bidirectional text. The two standards do use slightly different terminology.", "targets": "Who was Unicode developed in conjunction with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625674fdf4de48e7907cd48126932db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unicode is developed in conjunction with the International Organization for Standardization and shares the character repertoire with ISO/IEC 10646: the Universal Character Set. Unicode and ISO/IEC 10646 function equivalently as character encodings, but The Unicode Standard contains much more information for implementers, covering\u2014in depth\u2014topics such as bitwise encoding, collation and rendering. The Unicode Standard enumerates a multitude of character properties, including those needed for supporting bidirectional text. The two standards do use slightly different terminology.", "targets": "What does Unicode share a character repertoire with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625674fdf4de48e7907cd48126932db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unicode is developed in conjunction with the International Organization for Standardization and shares the character repertoire with ISO/IEC 10646: the Universal Character Set. Unicode and ISO/IEC 10646 function equivalently as character encodings, but The Unicode Standard contains much more information for implementers, covering\u2014in depth\u2014topics such as bitwise encoding, collation and rendering. The Unicode Standard enumerates a multitude of character properties, including those needed for supporting bidirectional text. The two standards do use slightly different terminology.", "targets": "What includes topics like bitwise encoding, collation, and rendering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625674fdf4de48e7907cd48126932db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unicode is developed in conjunction with the International Organization for Standardization and shares the character repertoire with ISO/IEC 10646: the Universal Character Set. Unicode and ISO/IEC 10646 function equivalently as character encodings, but The Unicode Standard contains much more information for implementers, covering\u2014in depth\u2014topics such as bitwise encoding, collation and rendering. The Unicode Standard enumerates a multitude of character properties, including those needed for supporting bidirectional text. The two standards do use slightly different terminology.", "targets": "What do the two standards differ in? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77369fc8de694c60aa8c3ee325ad9c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liverpool produced a number of nationally and internationally successful popular singers in the 1950s, including traditional pop stars Frankie Vaughan and Lita Roza, and one of the most successful British rock and roll stars in Billy Fury. Many Lancashire towns had vibrant skiffle scenes in the late 1950s, out of which by the early 1960s a flourishing culture of beat groups began to emerge, particularly around Liverpool and Manchester. It has been estimated that there were around 350 bands active in and around Liverpool in this era, often playing ballrooms, concert halls and clubs, among them the Beatles. After their national success from 1962, a number of Liverpool performers were able to follow them into the charts, including Gerry & the Pacemakers, the Searchers and Cilla Black. The first act to break through in the UK who were not from Liverpool, or managed by Brian Epstein, were Freddie and the Dreamers, who were based in Manchester, as were Herman's Hermits and the Hollies. Led by the Beatles, beat groups from the region spearheaded the British Invasion of the US, which made a major contribution to the development of rock music. After the decline of beat groups in the late 1960s the centre of rock culture shifted to London and there were relatively few local bands who achieved national prominence until the growth of a disco funk scene and the punk rock revolution in the mid and late 1970s.", "targets": "Where was pop star Frankie Vaughan from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77369fc8de694c60aa8c3ee325ad9c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liverpool produced a number of nationally and internationally successful popular singers in the 1950s, including traditional pop stars Frankie Vaughan and Lita Roza, and one of the most successful British rock and roll stars in Billy Fury. Many Lancashire towns had vibrant skiffle scenes in the late 1950s, out of which by the early 1960s a flourishing culture of beat groups began to emerge, particularly around Liverpool and Manchester. It has been estimated that there were around 350 bands active in and around Liverpool in this era, often playing ballrooms, concert halls and clubs, among them the Beatles. After their national success from 1962, a number of Liverpool performers were able to follow them into the charts, including Gerry & the Pacemakers, the Searchers and Cilla Black. The first act to break through in the UK who were not from Liverpool, or managed by Brian Epstein, were Freddie and the Dreamers, who were based in Manchester, as were Herman's Hermits and the Hollies. Led by the Beatles, beat groups from the region spearheaded the British Invasion of the US, which made a major contribution to the development of rock music. After the decline of beat groups in the late 1960s the centre of rock culture shifted to London and there were relatively few local bands who achieved national prominence until the growth of a disco funk scene and the punk rock revolution in the mid and late 1970s.", "targets": "How many bands were active in the Liverpool area in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77369fc8de694c60aa8c3ee325ad9c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liverpool produced a number of nationally and internationally successful popular singers in the 1950s, including traditional pop stars Frankie Vaughan and Lita Roza, and one of the most successful British rock and roll stars in Billy Fury. Many Lancashire towns had vibrant skiffle scenes in the late 1950s, out of which by the early 1960s a flourishing culture of beat groups began to emerge, particularly around Liverpool and Manchester. It has been estimated that there were around 350 bands active in and around Liverpool in this era, often playing ballrooms, concert halls and clubs, among them the Beatles. After their national success from 1962, a number of Liverpool performers were able to follow them into the charts, including Gerry & the Pacemakers, the Searchers and Cilla Black. The first act to break through in the UK who were not from Liverpool, or managed by Brian Epstein, were Freddie and the Dreamers, who were based in Manchester, as were Herman's Hermits and the Hollies. Led by the Beatles, beat groups from the region spearheaded the British Invasion of the US, which made a major contribution to the development of rock music. After the decline of beat groups in the late 1960s the centre of rock culture shifted to London and there were relatively few local bands who achieved national prominence until the growth of a disco funk scene and the punk rock revolution in the mid and late 1970s.", "targets": "What was the first act to break through in the UK, not from Liverpool or managed by Brian Epstein?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77369fc8de694c60aa8c3ee325ad9c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liverpool produced a number of nationally and internationally successful popular singers in the 1950s, including traditional pop stars Frankie Vaughan and Lita Roza, and one of the most successful British rock and roll stars in Billy Fury. Many Lancashire towns had vibrant skiffle scenes in the late 1950s, out of which by the early 1960s a flourishing culture of beat groups began to emerge, particularly around Liverpool and Manchester. It has been estimated that there were around 350 bands active in and around Liverpool in this era, often playing ballrooms, concert halls and clubs, among them the Beatles. After their national success from 1962, a number of Liverpool performers were able to follow them into the charts, including Gerry & the Pacemakers, the Searchers and Cilla Black. The first act to break through in the UK who were not from Liverpool, or managed by Brian Epstein, were Freddie and the Dreamers, who were based in Manchester, as were Herman's Hermits and the Hollies. Led by the Beatles, beat groups from the region spearheaded the British Invasion of the US, which made a major contribution to the development of rock music. After the decline of beat groups in the late 1960s the centre of rock culture shifted to London and there were relatively few local bands who achieved national prominence until the growth of a disco funk scene and the punk rock revolution in the mid and late 1970s.", "targets": "Where were Freddie and the Dreamers based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77369fc8de694c60aa8c3ee325ad9c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liverpool produced a number of nationally and internationally successful popular singers in the 1950s, including traditional pop stars Frankie Vaughan and Lita Roza, and one of the most successful British rock and roll stars in Billy Fury. Many Lancashire towns had vibrant skiffle scenes in the late 1950s, out of which by the early 1960s a flourishing culture of beat groups began to emerge, particularly around Liverpool and Manchester. It has been estimated that there were around 350 bands active in and around Liverpool in this era, often playing ballrooms, concert halls and clubs, among them the Beatles. After their national success from 1962, a number of Liverpool performers were able to follow them into the charts, including Gerry & the Pacemakers, the Searchers and Cilla Black. The first act to break through in the UK who were not from Liverpool, or managed by Brian Epstein, were Freddie and the Dreamers, who were based in Manchester, as were Herman's Hermits and the Hollies. Led by the Beatles, beat groups from the region spearheaded the British Invasion of the US, which made a major contribution to the development of rock music. After the decline of beat groups in the late 1960s the centre of rock culture shifted to London and there were relatively few local bands who achieved national prominence until the growth of a disco funk scene and the punk rock revolution in the mid and late 1970s.", "targets": "Where were Herman's Hermints and the Hollies from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7fe83d1cb34450a1cea9b739a74648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Reformers wanted all members of the church to be able to read the Bible, education on all levels got a strong boost. By the middle of the eighteenth century, the literacy rate in England was about 60 per cent, in Scotland 65 per cent, and in Sweden eight of ten men and women were able to read and to write. Colleges and universities were founded. For example, the Puritans who established Massachusetts Bay Colony in 1628 founded Harvard College only eight years later. About a dozen other colleges followed in the 18th century, including Yale (1701). Pennsylvania also became a centre of learning.", "targets": "What did Reformers increase so that their followers could read the Bible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7fe83d1cb34450a1cea9b739a74648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Reformers wanted all members of the church to be able to read the Bible, education on all levels got a strong boost. By the middle of the eighteenth century, the literacy rate in England was about 60 per cent, in Scotland 65 per cent, and in Sweden eight of ten men and women were able to read and to write. Colleges and universities were founded. For example, the Puritans who established Massachusetts Bay Colony in 1628 founded Harvard College only eight years later. About a dozen other colleges followed in the 18th century, including Yale (1701). Pennsylvania also became a centre of learning.", "targets": "In the middle of the eighteenth century, how many Swedes could read and write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7fe83d1cb34450a1cea9b739a74648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Reformers wanted all members of the church to be able to read the Bible, education on all levels got a strong boost. By the middle of the eighteenth century, the literacy rate in England was about 60 per cent, in Scotland 65 per cent, and in Sweden eight of ten men and women were able to read and to write. Colleges and universities were founded. For example, the Puritans who established Massachusetts Bay Colony in 1628 founded Harvard College only eight years later. About a dozen other colleges followed in the 18th century, including Yale (1701). Pennsylvania also became a centre of learning.", "targets": "Who founded Harvard College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7fe83d1cb34450a1cea9b739a74648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Reformers wanted all members of the church to be able to read the Bible, education on all levels got a strong boost. By the middle of the eighteenth century, the literacy rate in England was about 60 per cent, in Scotland 65 per cent, and in Sweden eight of ten men and women were able to read and to write. Colleges and universities were founded. For example, the Puritans who established Massachusetts Bay Colony in 1628 founded Harvard College only eight years later. About a dozen other colleges followed in the 18th century, including Yale (1701). Pennsylvania also became a centre of learning.", "targets": "When was Yale founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7fe83d1cb34450a1cea9b739a74648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Reformers wanted all members of the church to be able to read the Bible, education on all levels got a strong boost. By the middle of the eighteenth century, the literacy rate in England was about 60 per cent, in Scotland 65 per cent, and in Sweden eight of ten men and women were able to read and to write. Colleges and universities were founded. For example, the Puritans who established Massachusetts Bay Colony in 1628 founded Harvard College only eight years later. About a dozen other colleges followed in the 18th century, including Yale (1701). Pennsylvania also became a centre of learning.", "targets": "What state became a hub of learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b3a6feae91244a0b61283ce42c2fbcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Wendt is a significant Samoan writer whose novels and stories tell the Samoan experience. In 1989, his novel Flying Fox in a Freedom Tree was made into a feature film in New Zealand, directed by Martyn Sanderson. Another novel Sons for the Return Home had also been made into a feature film in 1979, directed by Paul Maunder. The late John Kneubuhl, born in American Samoa, was an accomplished playwright and screenwriter and writer. Sia Figiel won the 1997 Commonwealth Writers' Prize for fiction in the south-east Asia/South Pacific region with her novel \"Where We Once Belonged\". Momoe Von Reiche is an internationally recognised poet and artist. Tusiata Avia is a performance poet. Her first book of poetry Wild Dogs Under My Skirt was published by Victoria University Press in 2004. Dan Taulapapa McMullin is an artist and writer. Other Samoan poets and writers include Sapa'u Ruperake Petaia, Eti Sa'aga and Savea Sano Malifa, the editor of the Samoa Observer.", "targets": "What Samoan author write Flying Fox in Freedom Tree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b3a6feae91244a0b61283ce42c2fbcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Wendt is a significant Samoan writer whose novels and stories tell the Samoan experience. In 1989, his novel Flying Fox in a Freedom Tree was made into a feature film in New Zealand, directed by Martyn Sanderson. Another novel Sons for the Return Home had also been made into a feature film in 1979, directed by Paul Maunder. The late John Kneubuhl, born in American Samoa, was an accomplished playwright and screenwriter and writer. Sia Figiel won the 1997 Commonwealth Writers' Prize for fiction in the south-east Asia/South Pacific region with her novel \"Where We Once Belonged\". Momoe Von Reiche is an internationally recognised poet and artist. Tusiata Avia is a performance poet. Her first book of poetry Wild Dogs Under My Skirt was published by Victoria University Press in 2004. Dan Taulapapa McMullin is an artist and writer. Other Samoan poets and writers include Sapa'u Ruperake Petaia, Eti Sa'aga and Savea Sano Malifa, the editor of the Samoa Observer.", "targets": "In what country was Flying Fox in Freedom Tree made into a feature film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b3a6feae91244a0b61283ce42c2fbcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Wendt is a significant Samoan writer whose novels and stories tell the Samoan experience. In 1989, his novel Flying Fox in a Freedom Tree was made into a feature film in New Zealand, directed by Martyn Sanderson. Another novel Sons for the Return Home had also been made into a feature film in 1979, directed by Paul Maunder. The late John Kneubuhl, born in American Samoa, was an accomplished playwright and screenwriter and writer. Sia Figiel won the 1997 Commonwealth Writers' Prize for fiction in the south-east Asia/South Pacific region with her novel \"Where We Once Belonged\". Momoe Von Reiche is an internationally recognised poet and artist. Tusiata Avia is a performance poet. Her first book of poetry Wild Dogs Under My Skirt was published by Victoria University Press in 2004. Dan Taulapapa McMullin is an artist and writer. Other Samoan poets and writers include Sapa'u Ruperake Petaia, Eti Sa'aga and Savea Sano Malifa, the editor of the Samoa Observer.", "targets": "Which Wendt novel was made into a film directed by Paul Maunder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b3a6feae91244a0b61283ce42c2fbcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Wendt is a significant Samoan writer whose novels and stories tell the Samoan experience. In 1989, his novel Flying Fox in a Freedom Tree was made into a feature film in New Zealand, directed by Martyn Sanderson. Another novel Sons for the Return Home had also been made into a feature film in 1979, directed by Paul Maunder. The late John Kneubuhl, born in American Samoa, was an accomplished playwright and screenwriter and writer. Sia Figiel won the 1997 Commonwealth Writers' Prize for fiction in the south-east Asia/South Pacific region with her novel \"Where We Once Belonged\". Momoe Von Reiche is an internationally recognised poet and artist. Tusiata Avia is a performance poet. Her first book of poetry Wild Dogs Under My Skirt was published by Victoria University Press in 2004. Dan Taulapapa McMullin is an artist and writer. Other Samoan poets and writers include Sapa'u Ruperake Petaia, Eti Sa'aga and Savea Sano Malifa, the editor of the Samoa Observer.", "targets": "Who won a Commonwealth Writers' Prize for fiction for her book \"Where We Once Belonged\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b3a6feae91244a0b61283ce42c2fbcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Wendt is a significant Samoan writer whose novels and stories tell the Samoan experience. In 1989, his novel Flying Fox in a Freedom Tree was made into a feature film in New Zealand, directed by Martyn Sanderson. Another novel Sons for the Return Home had also been made into a feature film in 1979, directed by Paul Maunder. The late John Kneubuhl, born in American Samoa, was an accomplished playwright and screenwriter and writer. Sia Figiel won the 1997 Commonwealth Writers' Prize for fiction in the south-east Asia/South Pacific region with her novel \"Where We Once Belonged\". Momoe Von Reiche is an internationally recognised poet and artist. Tusiata Avia is a performance poet. Her first book of poetry Wild Dogs Under My Skirt was published by Victoria University Press in 2004. Dan Taulapapa McMullin is an artist and writer. Other Samoan poets and writers include Sapa'u Ruperake Petaia, Eti Sa'aga and Savea Sano Malifa, the editor of the Samoa Observer.", "targets": "What type of literature does Tusiata Avia write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4038b690356d4f16b28c20c2841af3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the electron mobility is higher than the hole mobility for all semiconductor materials, a given bipolar n\u2013p\u2013n transistor tends to be swifter than an equivalent p\u2013n\u2013p transistor. GaAs has the highest electron mobility of the three semiconductors. It is for this reason that GaAs is used in high-frequency applications. A relatively recent FET development, the high-electron-mobility transistor (HEMT), has a heterostructure (junction between different semiconductor materials) of aluminium gallium arsenide (AlGaAs)-gallium arsenide (GaAs) which has twice the electron mobility of a GaAs-metal barrier junction. Because of their high speed and low noise, HEMTs are used in satellite receivers working at frequencies around 12 GHz. HEMTs based on gallium nitride and aluminium gallium nitride (AlGaN/GaN HEMTs) provide a still higher electron mobility and are being developed for various applications.", "targets": "What semiconductor has the highest electron mobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4038b690356d4f16b28c20c2841af3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the electron mobility is higher than the hole mobility for all semiconductor materials, a given bipolar n\u2013p\u2013n transistor tends to be swifter than an equivalent p\u2013n\u2013p transistor. GaAs has the highest electron mobility of the three semiconductors. It is for this reason that GaAs is used in high-frequency applications. A relatively recent FET development, the high-electron-mobility transistor (HEMT), has a heterostructure (junction between different semiconductor materials) of aluminium gallium arsenide (AlGaAs)-gallium arsenide (GaAs) which has twice the electron mobility of a GaAs-metal barrier junction. Because of their high speed and low noise, HEMTs are used in satellite receivers working at frequencies around 12 GHz. HEMTs based on gallium nitride and aluminium gallium nitride (AlGaN/GaN HEMTs) provide a still higher electron mobility and are being developed for various applications.", "targets": "What is quicker, a bipolar n-p-n transistor or a p-n-p transistor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4038b690356d4f16b28c20c2841af3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the electron mobility is higher than the hole mobility for all semiconductor materials, a given bipolar n\u2013p\u2013n transistor tends to be swifter than an equivalent p\u2013n\u2013p transistor. GaAs has the highest electron mobility of the three semiconductors. It is for this reason that GaAs is used in high-frequency applications. A relatively recent FET development, the high-electron-mobility transistor (HEMT), has a heterostructure (junction between different semiconductor materials) of aluminium gallium arsenide (AlGaAs)-gallium arsenide (GaAs) which has twice the electron mobility of a GaAs-metal barrier junction. Because of their high speed and low noise, HEMTs are used in satellite receivers working at frequencies around 12 GHz. HEMTs based on gallium nitride and aluminium gallium nitride (AlGaN/GaN HEMTs) provide a still higher electron mobility and are being developed for various applications.", "targets": "What is the common application of GaAs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4038b690356d4f16b28c20c2841af3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the electron mobility is higher than the hole mobility for all semiconductor materials, a given bipolar n\u2013p\u2013n transistor tends to be swifter than an equivalent p\u2013n\u2013p transistor. GaAs has the highest electron mobility of the three semiconductors. It is for this reason that GaAs is used in high-frequency applications. A relatively recent FET development, the high-electron-mobility transistor (HEMT), has a heterostructure (junction between different semiconductor materials) of aluminium gallium arsenide (AlGaAs)-gallium arsenide (GaAs) which has twice the electron mobility of a GaAs-metal barrier junction. Because of their high speed and low noise, HEMTs are used in satellite receivers working at frequencies around 12 GHz. HEMTs based on gallium nitride and aluminium gallium nitride (AlGaN/GaN HEMTs) provide a still higher electron mobility and are being developed for various applications.", "targets": "What does HEMT stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4038b690356d4f16b28c20c2841af3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the electron mobility is higher than the hole mobility for all semiconductor materials, a given bipolar n\u2013p\u2013n transistor tends to be swifter than an equivalent p\u2013n\u2013p transistor. GaAs has the highest electron mobility of the three semiconductors. It is for this reason that GaAs is used in high-frequency applications. A relatively recent FET development, the high-electron-mobility transistor (HEMT), has a heterostructure (junction between different semiconductor materials) of aluminium gallium arsenide (AlGaAs)-gallium arsenide (GaAs) which has twice the electron mobility of a GaAs-metal barrier junction. Because of their high speed and low noise, HEMTs are used in satellite receivers working at frequencies around 12 GHz. HEMTs based on gallium nitride and aluminium gallium nitride (AlGaN/GaN HEMTs) provide a still higher electron mobility and are being developed for various applications.", "targets": "What are common applications of HEMT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a84f37de29b49b7be84e21e64276fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of a classic valley glacier is a bowl-shaped cirque, which has escarped walls on three sides but is open on the side that descends into the valley. Cirques are where ice begins to accumulate in a glacier. Two glacial cirques may form back to back and erode their backwalls until only a narrow ridge, called an ar\u00eate is left. This structure may result in a mountain pass. If multiple cirques encircle a single mountain, they create pointed pyramidal peaks; particularly steep examples are called horns.", "targets": "On which side is a cirque opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a84f37de29b49b7be84e21e64276fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of a classic valley glacier is a bowl-shaped cirque, which has escarped walls on three sides but is open on the side that descends into the valley. Cirques are where ice begins to accumulate in a glacier. Two glacial cirques may form back to back and erode their backwalls until only a narrow ridge, called an ar\u00eate is left. This structure may result in a mountain pass. If multiple cirques encircle a single mountain, they create pointed pyramidal peaks; particularly steep examples are called horns.", "targets": "Where does ice start accululating in a glacier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a84f37de29b49b7be84e21e64276fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of a classic valley glacier is a bowl-shaped cirque, which has escarped walls on three sides but is open on the side that descends into the valley. Cirques are where ice begins to accumulate in a glacier. Two glacial cirques may form back to back and erode their backwalls until only a narrow ridge, called an ar\u00eate is left. This structure may result in a mountain pass. If multiple cirques encircle a single mountain, they create pointed pyramidal peaks; particularly steep examples are called horns.", "targets": "What is a narrow ridge formed by two cirques eroding back to back called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a84f37de29b49b7be84e21e64276fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of a classic valley glacier is a bowl-shaped cirque, which has escarped walls on three sides but is open on the side that descends into the valley. Cirques are where ice begins to accumulate in a glacier. Two glacial cirques may form back to back and erode their backwalls until only a narrow ridge, called an ar\u00eate is left. This structure may result in a mountain pass. If multiple cirques encircle a single mountain, they create pointed pyramidal peaks; particularly steep examples are called horns.", "targets": "What are extremely steep cirques called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a84f37de29b49b7be84e21e64276fb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of a classic valley glacier is a bowl-shaped cirque, which has escarped walls on three sides but is open on the side that descends into the valley. Cirques are where ice begins to accumulate in a glacier. Two glacial cirques may form back to back and erode their backwalls until only a narrow ridge, called an ar\u00eate is left. This structure may result in a mountain pass. If multiple cirques encircle a single mountain, they create pointed pyramidal peaks; particularly steep examples are called horns.", "targets": "How many sides are closed in a typical cirque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ac587ea9bf44669a1154e0ede62d80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before 2006, geneticists had largely attributed the ethnogenesis of most of the world's Jewish populations, including Ashkenazi Jews, to Israelite Jewish male migrants from the Middle East and \"the women from each local population whom they took as wives and converted to Judaism.\" Thus, in 2002, in line with this model of origin, David Goldstein, now of Duke University, reported that unlike male Ashkenazi lineages, the female lineages in Ashkenazi Jewish communities \"did not seem to be Middle Eastern\", and that each community had its own genetic pattern and even that \"in some cases the mitochondrial DNA was closely related to that of the host community.\" In his view this suggested \"that Jewish men had arrived from the Middle East, taken wives from the host population and converted them to Judaism, after which there was no further intermarriage with non-Jews.\"", "targets": "What year did David Goldstein report that unlike male Ashkenazi lineages, the female lineages in Ashkenazi Jewish communities did not seem to be Middle Eastern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87bb861eee3e4f6ca6ecea82c7ea83da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With $18.8 million spent in 2013, Comcast has the seventh largest lobbying budget of any individual company or organization in the United States. Comcast employs multiple former US Congressmen as lobbyists. The National Cable & Telecommunications Association, which has multiple Comcast executives on its board, also represents Comcast and other cable companies as the fifth largest lobbying organization in the United States, spending $19.8 million in 2013. Comcast was among the top backers of Barack Obama's presidential runs, with Comcast vice president David Cohen raising over $2.2 million from 2007 to 2012. Cohen has been described by many sources as influential in the US government, though he is no longer a registered lobbyist, as the time he spends lobbying falls short of the 20% which requires official registration. Comcast's PAC, the Comcast Corporation and NBCUniversal Political Action Committee, is the among the largest PACs in the US, raising about $3.7 million from 2011-2012 for the campaigns of various candidates for office in the United States Federal Government. Comcast is also a major backer of the National Cable and Telecommunications Association Political Action Committee, which raised $2.6 million from 2011-2012. Comcast spent the most money of any organization in support of the Stop Online Piracy and PROTECT IP bills, spending roughly $5 million to lobby for their passage.", "targets": "What was Comcast's lobbying budget in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87bb861eee3e4f6ca6ecea82c7ea83da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With $18.8 million spent in 2013, Comcast has the seventh largest lobbying budget of any individual company or organization in the United States. Comcast employs multiple former US Congressmen as lobbyists. The National Cable & Telecommunications Association, which has multiple Comcast executives on its board, also represents Comcast and other cable companies as the fifth largest lobbying organization in the United States, spending $19.8 million in 2013. Comcast was among the top backers of Barack Obama's presidential runs, with Comcast vice president David Cohen raising over $2.2 million from 2007 to 2012. Cohen has been described by many sources as influential in the US government, though he is no longer a registered lobbyist, as the time he spends lobbying falls short of the 20% which requires official registration. Comcast's PAC, the Comcast Corporation and NBCUniversal Political Action Committee, is the among the largest PACs in the US, raising about $3.7 million from 2011-2012 for the campaigns of various candidates for office in the United States Federal Government. Comcast is also a major backer of the National Cable and Telecommunications Association Political Action Committee, which raised $2.6 million from 2011-2012. Comcast spent the most money of any organization in support of the Stop Online Piracy and PROTECT IP bills, spending roughly $5 million to lobby for their passage.", "targets": "Where did this lobbying budget place the company among all entities in the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87bb861eee3e4f6ca6ecea82c7ea83da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With $18.8 million spent in 2013, Comcast has the seventh largest lobbying budget of any individual company or organization in the United States. Comcast employs multiple former US Congressmen as lobbyists. The National Cable & Telecommunications Association, which has multiple Comcast executives on its board, also represents Comcast and other cable companies as the fifth largest lobbying organization in the United States, spending $19.8 million in 2013. Comcast was among the top backers of Barack Obama's presidential runs, with Comcast vice president David Cohen raising over $2.2 million from 2007 to 2012. Cohen has been described by many sources as influential in the US government, though he is no longer a registered lobbyist, as the time he spends lobbying falls short of the 20% which requires official registration. Comcast's PAC, the Comcast Corporation and NBCUniversal Political Action Committee, is the among the largest PACs in the US, raising about $3.7 million from 2011-2012 for the campaigns of various candidates for office in the United States Federal Government. Comcast is also a major backer of the National Cable and Telecommunications Association Political Action Committee, which raised $2.6 million from 2011-2012. Comcast spent the most money of any organization in support of the Stop Online Piracy and PROTECT IP bills, spending roughly $5 million to lobby for their passage.", "targets": "What is the name of the industry association that represents all cable companies in Washington?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87bb861eee3e4f6ca6ecea82c7ea83da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With $18.8 million spent in 2013, Comcast has the seventh largest lobbying budget of any individual company or organization in the United States. Comcast employs multiple former US Congressmen as lobbyists. The National Cable & Telecommunications Association, which has multiple Comcast executives on its board, also represents Comcast and other cable companies as the fifth largest lobbying organization in the United States, spending $19.8 million in 2013. Comcast was among the top backers of Barack Obama's presidential runs, with Comcast vice president David Cohen raising over $2.2 million from 2007 to 2012. Cohen has been described by many sources as influential in the US government, though he is no longer a registered lobbyist, as the time he spends lobbying falls short of the 20% which requires official registration. Comcast's PAC, the Comcast Corporation and NBCUniversal Political Action Committee, is the among the largest PACs in the US, raising about $3.7 million from 2011-2012 for the campaigns of various candidates for office in the United States Federal Government. Comcast is also a major backer of the National Cable and Telecommunications Association Political Action Committee, which raised $2.6 million from 2011-2012. Comcast spent the most money of any organization in support of the Stop Online Piracy and PROTECT IP bills, spending roughly $5 million to lobby for their passage.", "targets": "What is the name of Comcast's affiliated political action committee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87bb861eee3e4f6ca6ecea82c7ea83da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With $18.8 million spent in 2013, Comcast has the seventh largest lobbying budget of any individual company or organization in the United States. Comcast employs multiple former US Congressmen as lobbyists. The National Cable & Telecommunications Association, which has multiple Comcast executives on its board, also represents Comcast and other cable companies as the fifth largest lobbying organization in the United States, spending $19.8 million in 2013. Comcast was among the top backers of Barack Obama's presidential runs, with Comcast vice president David Cohen raising over $2.2 million from 2007 to 2012. Cohen has been described by many sources as influential in the US government, though he is no longer a registered lobbyist, as the time he spends lobbying falls short of the 20% which requires official registration. Comcast's PAC, the Comcast Corporation and NBCUniversal Political Action Committee, is the among the largest PACs in the US, raising about $3.7 million from 2011-2012 for the campaigns of various candidates for office in the United States Federal Government. Comcast is also a major backer of the National Cable and Telecommunications Association Political Action Committee, which raised $2.6 million from 2011-2012. Comcast spent the most money of any organization in support of the Stop Online Piracy and PROTECT IP bills, spending roughly $5 million to lobby for their passage.", "targets": "How much did this PAC raise for candidates in US elections from 2011 through 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25b1849824fd8a3dd2cbac4d3f3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper made from mechanical pulp contains significant amounts of lignin, a major component in wood. In the presence of light and oxygen, lignin reacts to give yellow materials, which is why newsprint and other mechanical paper yellows with age. Paper made from bleached kraft or sulfite pulps does not contain significant amounts of lignin and is therefore better suited for books, documents and other applications where whiteness of the paper is essential.", "targets": "What particle is associated with the yellowing of newspapers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25b1849824fd8a3dd2cbac4d3f3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper made from mechanical pulp contains significant amounts of lignin, a major component in wood. In the presence of light and oxygen, lignin reacts to give yellow materials, which is why newsprint and other mechanical paper yellows with age. Paper made from bleached kraft or sulfite pulps does not contain significant amounts of lignin and is therefore better suited for books, documents and other applications where whiteness of the paper is essential.", "targets": "A book is likely made with paper that has low amounts of what component of wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25b1849824fd8a3dd2cbac4d3f3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper made from mechanical pulp contains significant amounts of lignin, a major component in wood. In the presence of light and oxygen, lignin reacts to give yellow materials, which is why newsprint and other mechanical paper yellows with age. Paper made from bleached kraft or sulfite pulps does not contain significant amounts of lignin and is therefore better suited for books, documents and other applications where whiteness of the paper is essential.", "targets": "What does lignin react to to produce the yellowing you see in newspapers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30ca7a2239b4d61950d8ba1058a3926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many electronic dance music and hip hop releases today are still preferred on vinyl; however, digital copies are still widely available. This is because for disc jockeys (\"DJs\"), vinyl has an advantage over the CD: direct manipulation of the medium. DJ techniques such as slip-cueing, beatmatching, and scratching originated on turntables. With CDs or compact audio cassettes one normally has only indirect manipulation options, e.g., the play, stop, and pause buttons. With a record one can place the stylus a few grooves farther in or out, accelerate or decelerate the turntable, or even reverse its direction, provided the stylus, record player, and record itself are built to withstand it. However, many CDJ and DJ advances, such as DJ software and time-encoded vinyl, now have these capabilities and more.", "targets": "What is a reason a DJ would prefer vinyl to CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30ca7a2239b4d61950d8ba1058a3926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many electronic dance music and hip hop releases today are still preferred on vinyl; however, digital copies are still widely available. This is because for disc jockeys (\"DJs\"), vinyl has an advantage over the CD: direct manipulation of the medium. DJ techniques such as slip-cueing, beatmatching, and scratching originated on turntables. With CDs or compact audio cassettes one normally has only indirect manipulation options, e.g., the play, stop, and pause buttons. With a record one can place the stylus a few grooves farther in or out, accelerate or decelerate the turntable, or even reverse its direction, provided the stylus, record player, and record itself are built to withstand it. However, many CDJ and DJ advances, such as DJ software and time-encoded vinyl, now have these capabilities and more.", "targets": "In what techniques would a DJ require a vinyl record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30ca7a2239b4d61950d8ba1058a3926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many electronic dance music and hip hop releases today are still preferred on vinyl; however, digital copies are still widely available. This is because for disc jockeys (\"DJs\"), vinyl has an advantage over the CD: direct manipulation of the medium. DJ techniques such as slip-cueing, beatmatching, and scratching originated on turntables. With CDs or compact audio cassettes one normally has only indirect manipulation options, e.g., the play, stop, and pause buttons. With a record one can place the stylus a few grooves farther in or out, accelerate or decelerate the turntable, or even reverse its direction, provided the stylus, record player, and record itself are built to withstand it. However, many CDJ and DJ advances, such as DJ software and time-encoded vinyl, now have these capabilities and more.", "targets": "Are all turn tables capable of DJ manipulation of vinyl records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30ca7a2239b4d61950d8ba1058a3926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many electronic dance music and hip hop releases today are still preferred on vinyl; however, digital copies are still widely available. This is because for disc jockeys (\"DJs\"), vinyl has an advantage over the CD: direct manipulation of the medium. DJ techniques such as slip-cueing, beatmatching, and scratching originated on turntables. With CDs or compact audio cassettes one normally has only indirect manipulation options, e.g., the play, stop, and pause buttons. With a record one can place the stylus a few grooves farther in or out, accelerate or decelerate the turntable, or even reverse its direction, provided the stylus, record player, and record itself are built to withstand it. However, many CDJ and DJ advances, such as DJ software and time-encoded vinyl, now have these capabilities and more.", "targets": "What is commonly preferred by DJs vinyl or CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30ca7a2239b4d61950d8ba1058a3926", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many electronic dance music and hip hop releases today are still preferred on vinyl; however, digital copies are still widely available. This is because for disc jockeys (\"DJs\"), vinyl has an advantage over the CD: direct manipulation of the medium. DJ techniques such as slip-cueing, beatmatching, and scratching originated on turntables. With CDs or compact audio cassettes one normally has only indirect manipulation options, e.g., the play, stop, and pause buttons. With a record one can place the stylus a few grooves farther in or out, accelerate or decelerate the turntable, or even reverse its direction, provided the stylus, record player, and record itself are built to withstand it. However, many CDJ and DJ advances, such as DJ software and time-encoded vinyl, now have these capabilities and more.", "targets": "Had vinyl technology ceased expanding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a543c09f13147eb9e7c02f28d96f42c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Science was established at the university in 1865 by president Father Patrick Dillon. Dillon's scientific courses were six years of work, including higher-level mathematics courses. Today the college, housed in the newly built Jordan Hall of Science, includes over 1,200 undergraduates in six departments of study \u2013 biology, chemistry, mathematics, physics, pre-professional studies, and applied and computational mathematics and statistics (ACMS) \u2013 each awarding Bachelor of Science (B.S.) degrees. According to university statistics, its science pre-professional program has one of the highest acceptance rates to medical school of any university in the United States.", "targets": "Which president at Notre Dame created the College of Science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a543c09f13147eb9e7c02f28d96f42c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Science was established at the university in 1865 by president Father Patrick Dillon. Dillon's scientific courses were six years of work, including higher-level mathematics courses. Today the college, housed in the newly built Jordan Hall of Science, includes over 1,200 undergraduates in six departments of study \u2013 biology, chemistry, mathematics, physics, pre-professional studies, and applied and computational mathematics and statistics (ACMS) \u2013 each awarding Bachelor of Science (B.S.) degrees. According to university statistics, its science pre-professional program has one of the highest acceptance rates to medical school of any university in the United States.", "targets": "In what year was the Notre Dame College of Science formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a543c09f13147eb9e7c02f28d96f42c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Science was established at the university in 1865 by president Father Patrick Dillon. Dillon's scientific courses were six years of work, including higher-level mathematics courses. Today the college, housed in the newly built Jordan Hall of Science, includes over 1,200 undergraduates in six departments of study \u2013 biology, chemistry, mathematics, physics, pre-professional studies, and applied and computational mathematics and statistics (ACMS) \u2013 each awarding Bachelor of Science (B.S.) degrees. According to university statistics, its science pre-professional program has one of the highest acceptance rates to medical school of any university in the United States.", "targets": "How many years long was a scientific course under Patrick Dillon at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a543c09f13147eb9e7c02f28d96f42c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Science was established at the university in 1865 by president Father Patrick Dillon. Dillon's scientific courses were six years of work, including higher-level mathematics courses. Today the college, housed in the newly built Jordan Hall of Science, includes over 1,200 undergraduates in six departments of study \u2013 biology, chemistry, mathematics, physics, pre-professional studies, and applied and computational mathematics and statistics (ACMS) \u2013 each awarding Bachelor of Science (B.S.) degrees. According to university statistics, its science pre-professional program has one of the highest acceptance rates to medical school of any university in the United States.", "targets": "Which hall at Notre Dame contains the current College of Science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a543c09f13147eb9e7c02f28d96f42c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Science was established at the university in 1865 by president Father Patrick Dillon. Dillon's scientific courses were six years of work, including higher-level mathematics courses. Today the college, housed in the newly built Jordan Hall of Science, includes over 1,200 undergraduates in six departments of study \u2013 biology, chemistry, mathematics, physics, pre-professional studies, and applied and computational mathematics and statistics (ACMS) \u2013 each awarding Bachelor of Science (B.S.) degrees. According to university statistics, its science pre-professional program has one of the highest acceptance rates to medical school of any university in the United States.", "targets": "How many undergrad students attend the College of Science at Notre Dame today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5efa83eaf40a4fe3b23310d98a52795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite Tom's conviction, Bob Ewell is humiliated by the events of the trial, Atticus explaining that he \"destroyed [Ewell's] last shred of credibility at that trial.\" Ewell vows revenge, spitting in Atticus' face, trying to break into the judge's house, and menacing Tom Robinson's widow. Finally, he attacks the defenseless Jem and Scout while they walk home on a dark night after the school Halloween pageant. One of Jem's arms is broken in the struggle, but amid the confusion someone comes to the children's rescue. The mysterious man carries Jem home, where Scout realizes that he is Boo Radley.", "targets": "Who did Bob Ewell attack during the story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5efa83eaf40a4fe3b23310d98a52795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite Tom's conviction, Bob Ewell is humiliated by the events of the trial, Atticus explaining that he \"destroyed [Ewell's] last shred of credibility at that trial.\" Ewell vows revenge, spitting in Atticus' face, trying to break into the judge's house, and menacing Tom Robinson's widow. Finally, he attacks the defenseless Jem and Scout while they walk home on a dark night after the school Halloween pageant. One of Jem's arms is broken in the struggle, but amid the confusion someone comes to the children's rescue. The mysterious man carries Jem home, where Scout realizes that he is Boo Radley.", "targets": "What event did Jem and Scout attend right before they were attacked at night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5efa83eaf40a4fe3b23310d98a52795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite Tom's conviction, Bob Ewell is humiliated by the events of the trial, Atticus explaining that he \"destroyed [Ewell's] last shred of credibility at that trial.\" Ewell vows revenge, spitting in Atticus' face, trying to break into the judge's house, and menacing Tom Robinson's widow. Finally, he attacks the defenseless Jem and Scout while they walk home on a dark night after the school Halloween pageant. One of Jem's arms is broken in the struggle, but amid the confusion someone comes to the children's rescue. The mysterious man carries Jem home, where Scout realizes that he is Boo Radley.", "targets": "Who saved Jem and Scout from Bob Ewell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5efa83eaf40a4fe3b23310d98a52795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite Tom's conviction, Bob Ewell is humiliated by the events of the trial, Atticus explaining that he \"destroyed [Ewell's] last shred of credibility at that trial.\" Ewell vows revenge, spitting in Atticus' face, trying to break into the judge's house, and menacing Tom Robinson's widow. Finally, he attacks the defenseless Jem and Scout while they walk home on a dark night after the school Halloween pageant. One of Jem's arms is broken in the struggle, but amid the confusion someone comes to the children's rescue. The mysterious man carries Jem home, where Scout realizes that he is Boo Radley.", "targets": "Who attacked Scout and Jem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5efa83eaf40a4fe3b23310d98a52795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite Tom's conviction, Bob Ewell is humiliated by the events of the trial, Atticus explaining that he \"destroyed [Ewell's] last shred of credibility at that trial.\" Ewell vows revenge, spitting in Atticus' face, trying to break into the judge's house, and menacing Tom Robinson's widow. Finally, he attacks the defenseless Jem and Scout while they walk home on a dark night after the school Halloween pageant. One of Jem's arms is broken in the struggle, but amid the confusion someone comes to the children's rescue. The mysterious man carries Jem home, where Scout realizes that he is Boo Radley.", "targets": "Who rescued Scout and Jem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3709aafd7d4bfdb510d6992421dfac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton originally played in the southeast corner of Stanley Park, which was the site for the new Liverpool F.C. stadium, with the first official match taking place in 1879. In 1882, a man named J. Cruitt donated land at Priory Road which became the club's home before they moved to Anfield, which was Everton's home until 1892. At this time, a dispute of how the club was to be owned and run emerged with Anfield's owner and Everton's chairman, John Houlding. A dispute between Houlding and the club's committee over how the club should be run, led to Houlding attempting to gain full control of the club by registering the company, \"Everton F.C. and Athletic Grounds Ltd\". In response, Everton left Anfield for a new ground, Goodison Park, where the club have played ever since. Houlding attempted to take over Everton's name, colours, fixtures and league position, but was denied by The Football Association. Instead, Houlding formed a new club, Liverpool F.C.", "targets": "In which park did Everton FC originally play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3709aafd7d4bfdb510d6992421dfac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton originally played in the southeast corner of Stanley Park, which was the site for the new Liverpool F.C. stadium, with the first official match taking place in 1879. In 1882, a man named J. Cruitt donated land at Priory Road which became the club's home before they moved to Anfield, which was Everton's home until 1892. At this time, a dispute of how the club was to be owned and run emerged with Anfield's owner and Everton's chairman, John Houlding. A dispute between Houlding and the club's committee over how the club should be run, led to Houlding attempting to gain full control of the club by registering the company, \"Everton F.C. and Athletic Grounds Ltd\". In response, Everton left Anfield for a new ground, Goodison Park, where the club have played ever since. Houlding attempted to take over Everton's name, colours, fixtures and league position, but was denied by The Football Association. Instead, Houlding formed a new club, Liverpool F.C.", "targets": "Where was the new Liverpool FC stadium located in 1879?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3709aafd7d4bfdb510d6992421dfac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton originally played in the southeast corner of Stanley Park, which was the site for the new Liverpool F.C. stadium, with the first official match taking place in 1879. In 1882, a man named J. Cruitt donated land at Priory Road which became the club's home before they moved to Anfield, which was Everton's home until 1892. At this time, a dispute of how the club was to be owned and run emerged with Anfield's owner and Everton's chairman, John Houlding. A dispute between Houlding and the club's committee over how the club should be run, led to Houlding attempting to gain full control of the club by registering the company, \"Everton F.C. and Athletic Grounds Ltd\". In response, Everton left Anfield for a new ground, Goodison Park, where the club have played ever since. Houlding attempted to take over Everton's name, colours, fixtures and league position, but was denied by The Football Association. Instead, Houlding formed a new club, Liverpool F.C.", "targets": "Who donated land to Everton FC in 1882?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3709aafd7d4bfdb510d6992421dfac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton originally played in the southeast corner of Stanley Park, which was the site for the new Liverpool F.C. stadium, with the first official match taking place in 1879. In 1882, a man named J. Cruitt donated land at Priory Road which became the club's home before they moved to Anfield, which was Everton's home until 1892. At this time, a dispute of how the club was to be owned and run emerged with Anfield's owner and Everton's chairman, John Houlding. A dispute between Houlding and the club's committee over how the club should be run, led to Houlding attempting to gain full control of the club by registering the company, \"Everton F.C. and Athletic Grounds Ltd\". In response, Everton left Anfield for a new ground, Goodison Park, where the club have played ever since. Houlding attempted to take over Everton's name, colours, fixtures and league position, but was denied by The Football Association. Instead, Houlding formed a new club, Liverpool F.C.", "targets": "Who was the chairman of the Everton FC in 1892?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3709aafd7d4bfdb510d6992421dfac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton originally played in the southeast corner of Stanley Park, which was the site for the new Liverpool F.C. stadium, with the first official match taking place in 1879. In 1882, a man named J. Cruitt donated land at Priory Road which became the club's home before they moved to Anfield, which was Everton's home until 1892. At this time, a dispute of how the club was to be owned and run emerged with Anfield's owner and Everton's chairman, John Houlding. A dispute between Houlding and the club's committee over how the club should be run, led to Houlding attempting to gain full control of the club by registering the company, \"Everton F.C. and Athletic Grounds Ltd\". In response, Everton left Anfield for a new ground, Goodison Park, where the club have played ever since. Houlding attempted to take over Everton's name, colours, fixtures and league position, but was denied by The Football Association. Instead, Houlding formed a new club, Liverpool F.C.", "targets": "Where did Everton FC relocate their games to in 1892?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80b83b654f441d86d00d345988fe3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the problems of defining literature and film, no consensus has been reached on a definition of the comics medium, and attempted definitions and descriptions have fallen prey to numerous exceptions. Theorists such as T\u00f6pffer, R. C. Harvey, Will Eisner, David Carrier, Alain Rey, and Lawrence Grove emphasize the combination of text and images, though there are prominent examples of pantomime comics throughout its history. Other critics, such as Thierry Groensteen and Scott McCloud, have emphasized the primacy of sequences of images. Towards the close of the 20th century, different cultures' discoveries of each other's comics traditions, the rediscovery of forgotten early comics forms, and the rise of new forms made defining comics a more complicated task.", "targets": "What has not been reached as far as defining comics is concerned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80b83b654f441d86d00d345988fe3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the problems of defining literature and film, no consensus has been reached on a definition of the comics medium, and attempted definitions and descriptions have fallen prey to numerous exceptions. Theorists such as T\u00f6pffer, R. C. Harvey, Will Eisner, David Carrier, Alain Rey, and Lawrence Grove emphasize the combination of text and images, though there are prominent examples of pantomime comics throughout its history. Other critics, such as Thierry Groensteen and Scott McCloud, have emphasized the primacy of sequences of images. Towards the close of the 20th century, different cultures' discoveries of each other's comics traditions, the rediscovery of forgotten early comics forms, and the rise of new forms made defining comics a more complicated task.", "targets": "R. C. Harvey, Will Eisner and others are considered to be comic what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80b83b654f441d86d00d345988fe3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the problems of defining literature and film, no consensus has been reached on a definition of the comics medium, and attempted definitions and descriptions have fallen prey to numerous exceptions. Theorists such as T\u00f6pffer, R. C. Harvey, Will Eisner, David Carrier, Alain Rey, and Lawrence Grove emphasize the combination of text and images, though there are prominent examples of pantomime comics throughout its history. Other critics, such as Thierry Groensteen and Scott McCloud, have emphasized the primacy of sequences of images. Towards the close of the 20th century, different cultures' discoveries of each other's comics traditions, the rediscovery of forgotten early comics forms, and the rise of new forms made defining comics a more complicated task.", "targets": "What are there prominent examples of in comic history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80b83b654f441d86d00d345988fe3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the problems of defining literature and film, no consensus has been reached on a definition of the comics medium, and attempted definitions and descriptions have fallen prey to numerous exceptions. Theorists such as T\u00f6pffer, R. C. Harvey, Will Eisner, David Carrier, Alain Rey, and Lawrence Grove emphasize the combination of text and images, though there are prominent examples of pantomime comics throughout its history. Other critics, such as Thierry Groensteen and Scott McCloud, have emphasized the primacy of sequences of images. Towards the close of the 20th century, different cultures' discoveries of each other's comics traditions, the rediscovery of forgotten early comics forms, and the rise of new forms made defining comics a more complicated task.", "targets": "Comic critics, such as McCloud, stressed that sequences of what should be primary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb80b83b654f441d86d00d345988fe3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the problems of defining literature and film, no consensus has been reached on a definition of the comics medium, and attempted definitions and descriptions have fallen prey to numerous exceptions. Theorists such as T\u00f6pffer, R. C. Harvey, Will Eisner, David Carrier, Alain Rey, and Lawrence Grove emphasize the combination of text and images, though there are prominent examples of pantomime comics throughout its history. Other critics, such as Thierry Groensteen and Scott McCloud, have emphasized the primacy of sequences of images. Towards the close of the 20th century, different cultures' discoveries of each other's comics traditions, the rediscovery of forgotten early comics forms, and the rise of new forms made defining comics a more complicated task.", "targets": "What century had forgotten comic forms rediscovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f2fabeed5c42bb9fe24fe3b2c2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet (i/t\u1d7b\u02c8b\u025bt/; Wylie: Bod, pronounced [p\u02b0\u00f8\u0300\u0294]; Chinese: \u897f\u85cf; pinyin: X\u012bz\u00e0ng) is a region on the Tibetan Plateau in Asia. It is the traditional homeland of the Tibetan people as well as some other ethnic groups such as Monpa, Qiang and Lhoba peoples and is now also inhabited by considerable numbers of Han Chinese and Hui people. Tibet is the highest region on Earth, with an average elevation of 4,900 metres (16,000 ft). The highest elevation in Tibet is Mount Everest, earth's highest mountain rising 8,848 m (29,029 ft) above sea level.", "targets": "What is the highest elevation in Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f2fabeed5c42bb9fe24fe3b2c2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet (i/t\u1d7b\u02c8b\u025bt/; Wylie: Bod, pronounced [p\u02b0\u00f8\u0300\u0294]; Chinese: \u897f\u85cf; pinyin: X\u012bz\u00e0ng) is a region on the Tibetan Plateau in Asia. It is the traditional homeland of the Tibetan people as well as some other ethnic groups such as Monpa, Qiang and Lhoba peoples and is now also inhabited by considerable numbers of Han Chinese and Hui people. Tibet is the highest region on Earth, with an average elevation of 4,900 metres (16,000 ft). The highest elevation in Tibet is Mount Everest, earth's highest mountain rising 8,848 m (29,029 ft) above sea level.", "targets": "Which continent contains Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f2fabeed5c42bb9fe24fe3b2c2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet (i/t\u1d7b\u02c8b\u025bt/; Wylie: Bod, pronounced [p\u02b0\u00f8\u0300\u0294]; Chinese: \u897f\u85cf; pinyin: X\u012bz\u00e0ng) is a region on the Tibetan Plateau in Asia. It is the traditional homeland of the Tibetan people as well as some other ethnic groups such as Monpa, Qiang and Lhoba peoples and is now also inhabited by considerable numbers of Han Chinese and Hui people. Tibet is the highest region on Earth, with an average elevation of 4,900 metres (16,000 ft). The highest elevation in Tibet is Mount Everest, earth's highest mountain rising 8,848 m (29,029 ft) above sea level.", "targets": "What is the average elevation of Tibet, in feet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f2fabeed5c42bb9fe24fe3b2c2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet (i/t\u1d7b\u02c8b\u025bt/; Wylie: Bod, pronounced [p\u02b0\u00f8\u0300\u0294]; Chinese: \u897f\u85cf; pinyin: X\u012bz\u00e0ng) is a region on the Tibetan Plateau in Asia. It is the traditional homeland of the Tibetan people as well as some other ethnic groups such as Monpa, Qiang and Lhoba peoples and is now also inhabited by considerable numbers of Han Chinese and Hui people. Tibet is the highest region on Earth, with an average elevation of 4,900 metres (16,000 ft). The highest elevation in Tibet is Mount Everest, earth's highest mountain rising 8,848 m (29,029 ft) above sea level.", "targets": "How many feet above sea level does earth's highest mountain rise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f2fabeed5c42bb9fe24fe3b2c2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet (i/t\u1d7b\u02c8b\u025bt/; Wylie: Bod, pronounced [p\u02b0\u00f8\u0300\u0294]; Chinese: \u897f\u85cf; pinyin: X\u012bz\u00e0ng) is a region on the Tibetan Plateau in Asia. It is the traditional homeland of the Tibetan people as well as some other ethnic groups such as Monpa, Qiang and Lhoba peoples and is now also inhabited by considerable numbers of Han Chinese and Hui people. Tibet is the highest region on Earth, with an average elevation of 4,900 metres (16,000 ft). The highest elevation in Tibet is Mount Everest, earth's highest mountain rising 8,848 m (29,029 ft) above sea level.", "targets": "Where is the traditional homeland of Monpa, Qiang, and Lhoba peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd01315820e41d69e72d0bc2b0c0143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Procopius wrote in 545 that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\" He describes their social structure and beliefs:", "targets": "Who wrote in 545 that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd01315820e41d69e72d0bc2b0c0143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Procopius wrote in 545 that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\" He describes their social structure and beliefs:", "targets": "When did Procopius write that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd01315820e41d69e72d0bc2b0c0143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Procopius wrote in 545 that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\" He describes their social structure and beliefs:", "targets": "Procopius said Sclaveni and Antae were both called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd01315820e41d69e72d0bc2b0c0143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Procopius wrote in 545 that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\" He describes their social structure and beliefs:", "targets": "What does Procopius describe in his writings of the Sclaveni and Antae?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd01315820e41d69e72d0bc2b0c0143", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Procopius wrote in 545 that \"the Sclaveni and the Antae actually had a single name in the remote past; for they were both called Spori in olden times.\" He describes their social structure and beliefs:", "targets": "Who did Procopius write about in 545?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca740308c7804cf1a646a06fdcda72e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai readied the move of the Mongol capital from Karakorum in Mongolia to Khanbaliq in 1264, constructing a new city near the former Jurchen capital Zhongdu, now modern Beijing, in 1266. In 1271, Kublai formally claimed the Mandate of Heaven and declared that 1272 was the first year of the Great Yuan (Chinese: \u5927\u5143) in the style of a traditional Chinese dynasty. The name of the dynasty originated from the I Ching and describes the \"origin of the universe\" or a \"primal force\". Kublai proclaimed Khanbaliq the \"Great Capital\" or Daidu (Dadu, Chinese: \u5927\u90fd in Chinese) of the dynasty. The era name was changed to Zhiyuan to herald a new era of Chinese history. The adoption of a dynastic name legitimized Mongol rule by integrating the government into the narrative of traditional Chinese political succession. Khublai evoked his public image as a sage emperor by following the rituals of Confucian propriety and ancestor veneration, while simultaneously retaining his roots as a leader from the steppes.", "targets": "Where had the Mongol capital been before Kublai moved it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca740308c7804cf1a646a06fdcda72e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai readied the move of the Mongol capital from Karakorum in Mongolia to Khanbaliq in 1264, constructing a new city near the former Jurchen capital Zhongdu, now modern Beijing, in 1266. In 1271, Kublai formally claimed the Mandate of Heaven and declared that 1272 was the first year of the Great Yuan (Chinese: \u5927\u5143) in the style of a traditional Chinese dynasty. The name of the dynasty originated from the I Ching and describes the \"origin of the universe\" or a \"primal force\". Kublai proclaimed Khanbaliq the \"Great Capital\" or Daidu (Dadu, Chinese: \u5927\u90fd in Chinese) of the dynasty. The era name was changed to Zhiyuan to herald a new era of Chinese history. The adoption of a dynastic name legitimized Mongol rule by integrating the government into the narrative of traditional Chinese political succession. Khublai evoked his public image as a sage emperor by following the rituals of Confucian propriety and ancestor veneration, while simultaneously retaining his roots as a leader from the steppes.", "targets": "Where did Kublai move the Mongol capital to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca740308c7804cf1a646a06fdcda72e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai readied the move of the Mongol capital from Karakorum in Mongolia to Khanbaliq in 1264, constructing a new city near the former Jurchen capital Zhongdu, now modern Beijing, in 1266. In 1271, Kublai formally claimed the Mandate of Heaven and declared that 1272 was the first year of the Great Yuan (Chinese: \u5927\u5143) in the style of a traditional Chinese dynasty. The name of the dynasty originated from the I Ching and describes the \"origin of the universe\" or a \"primal force\". Kublai proclaimed Khanbaliq the \"Great Capital\" or Daidu (Dadu, Chinese: \u5927\u90fd in Chinese) of the dynasty. The era name was changed to Zhiyuan to herald a new era of Chinese history. The adoption of a dynastic name legitimized Mongol rule by integrating the government into the narrative of traditional Chinese political succession. Khublai evoked his public image as a sage emperor by following the rituals of Confucian propriety and ancestor veneration, while simultaneously retaining his roots as a leader from the steppes.", "targets": "When did Kublai move the Mongol capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca740308c7804cf1a646a06fdcda72e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai readied the move of the Mongol capital from Karakorum in Mongolia to Khanbaliq in 1264, constructing a new city near the former Jurchen capital Zhongdu, now modern Beijing, in 1266. In 1271, Kublai formally claimed the Mandate of Heaven and declared that 1272 was the first year of the Great Yuan (Chinese: \u5927\u5143) in the style of a traditional Chinese dynasty. The name of the dynasty originated from the I Ching and describes the \"origin of the universe\" or a \"primal force\". Kublai proclaimed Khanbaliq the \"Great Capital\" or Daidu (Dadu, Chinese: \u5927\u90fd in Chinese) of the dynasty. The era name was changed to Zhiyuan to herald a new era of Chinese history. The adoption of a dynastic name legitimized Mongol rule by integrating the government into the narrative of traditional Chinese political succession. Khublai evoked his public image as a sage emperor by following the rituals of Confucian propriety and ancestor veneration, while simultaneously retaining his roots as a leader from the steppes.", "targets": "What city later became Beijing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca740308c7804cf1a646a06fdcda72e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai readied the move of the Mongol capital from Karakorum in Mongolia to Khanbaliq in 1264, constructing a new city near the former Jurchen capital Zhongdu, now modern Beijing, in 1266. In 1271, Kublai formally claimed the Mandate of Heaven and declared that 1272 was the first year of the Great Yuan (Chinese: \u5927\u5143) in the style of a traditional Chinese dynasty. The name of the dynasty originated from the I Ching and describes the \"origin of the universe\" or a \"primal force\". Kublai proclaimed Khanbaliq the \"Great Capital\" or Daidu (Dadu, Chinese: \u5927\u90fd in Chinese) of the dynasty. The era name was changed to Zhiyuan to herald a new era of Chinese history. The adoption of a dynastic name legitimized Mongol rule by integrating the government into the narrative of traditional Chinese political succession. Khublai evoked his public image as a sage emperor by following the rituals of Confucian propriety and ancestor veneration, while simultaneously retaining his roots as a leader from the steppes.", "targets": "What rituals did Kublai follow to help his image?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14e877ff0b3428eb5e40d1e85ee7025", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tito-Stalin split had large ramifications for countries outside the USSR and Yugoslavia. It has, for example, been given as one of the reasons for the Sl\u00e1nsk\u00fd trial in Czechoslovakia, in which 14 high-level Communist officials were purged, with 11 of them being executed. Stalin put pressure on Czechoslovakia to conduct purges in order to discourage the spread of the idea of a \"national path to socialism,\" which Tito espoused.", "targets": "How many high-level Communists were purged in the Slansky trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14e877ff0b3428eb5e40d1e85ee7025", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tito-Stalin split had large ramifications for countries outside the USSR and Yugoslavia. It has, for example, been given as one of the reasons for the Sl\u00e1nsk\u00fd trial in Czechoslovakia, in which 14 high-level Communist officials were purged, with 11 of them being executed. Stalin put pressure on Czechoslovakia to conduct purges in order to discourage the spread of the idea of a \"national path to socialism,\" which Tito espoused.", "targets": "How many Communists were executed at the Slansky trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14e877ff0b3428eb5e40d1e85ee7025", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tito-Stalin split had large ramifications for countries outside the USSR and Yugoslavia. It has, for example, been given as one of the reasons for the Sl\u00e1nsk\u00fd trial in Czechoslovakia, in which 14 high-level Communist officials were purged, with 11 of them being executed. Stalin put pressure on Czechoslovakia to conduct purges in order to discourage the spread of the idea of a \"national path to socialism,\" which Tito espoused.", "targets": "What country had pressure put on it by Stalin to conduct purges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14e877ff0b3428eb5e40d1e85ee7025", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tito-Stalin split had large ramifications for countries outside the USSR and Yugoslavia. It has, for example, been given as one of the reasons for the Sl\u00e1nsk\u00fd trial in Czechoslovakia, in which 14 high-level Communist officials were purged, with 11 of them being executed. Stalin put pressure on Czechoslovakia to conduct purges in order to discourage the spread of the idea of a \"national path to socialism,\" which Tito espoused.", "targets": "Who espoused the \"national path to socialism\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14e877ff0b3428eb5e40d1e85ee7025", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tito-Stalin split had large ramifications for countries outside the USSR and Yugoslavia. It has, for example, been given as one of the reasons for the Sl\u00e1nsk\u00fd trial in Czechoslovakia, in which 14 high-level Communist officials were purged, with 11 of them being executed. Stalin put pressure on Czechoslovakia to conduct purges in order to discourage the spread of the idea of a \"national path to socialism,\" which Tito espoused.", "targets": "Who put pressure on Checkoslovakia to conduct purges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-810cb72b624b4f2dbb064a356e46bb0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, Nanjing, as a popular tourist destination, hosts a series of government-organised events throughout the year. The annual International Plum Blossom Festival held in Plum Blossom Hill, the largest plum collection in China, attracts thousands of tourists both domestically and internationally. Other events include Nanjing Baima Peach Blossom and Kite Festival, Jiangxin Zhou Fruit Festival and Linggu Temple Sweet Osmanthus Festival.", "targets": "What city is considered to be a place that is popular with tourists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-810cb72b624b4f2dbb064a356e46bb0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, Nanjing, as a popular tourist destination, hosts a series of government-organised events throughout the year. The annual International Plum Blossom Festival held in Plum Blossom Hill, the largest plum collection in China, attracts thousands of tourists both domestically and internationally. Other events include Nanjing Baima Peach Blossom and Kite Festival, Jiangxin Zhou Fruit Festival and Linggu Temple Sweet Osmanthus Festival.", "targets": "Rather than host the old festivals, what type of events does Nanjing host each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-810cb72b624b4f2dbb064a356e46bb0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, Nanjing, as a popular tourist destination, hosts a series of government-organised events throughout the year. The annual International Plum Blossom Festival held in Plum Blossom Hill, the largest plum collection in China, attracts thousands of tourists both domestically and internationally. Other events include Nanjing Baima Peach Blossom and Kite Festival, Jiangxin Zhou Fruit Festival and Linggu Temple Sweet Osmanthus Festival.", "targets": "What area holds the largest collection of plum blossoms in all of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-810cb72b624b4f2dbb064a356e46bb0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, Nanjing, as a popular tourist destination, hosts a series of government-organised events throughout the year. The annual International Plum Blossom Festival held in Plum Blossom Hill, the largest plum collection in China, attracts thousands of tourists both domestically and internationally. Other events include Nanjing Baima Peach Blossom and Kite Festival, Jiangxin Zhou Fruit Festival and Linggu Temple Sweet Osmanthus Festival.", "targets": "Where do the tourists for the Plum Blossom Festival come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-810cb72b624b4f2dbb064a356e46bb0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, Nanjing, as a popular tourist destination, hosts a series of government-organised events throughout the year. The annual International Plum Blossom Festival held in Plum Blossom Hill, the largest plum collection in China, attracts thousands of tourists both domestically and internationally. Other events include Nanjing Baima Peach Blossom and Kite Festival, Jiangxin Zhou Fruit Festival and Linggu Temple Sweet Osmanthus Festival.", "targets": "What festival involves kites and fruit trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e7e2fcf03414ceead729cef71df33fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gaza Strip was occupied by Egypt from 1948 to 1967 and then by Israel after 1967. In 2005, as part of Israel's unilateral disengagement plan, Israel removed all of its settlers and forces from the territory. Israel does not consider the Gaza Strip to be occupied territory and declared it a \"foreign territory\". That view has been disputed by numerous international humanitarian organizations and various bodies of the United Nations. Following June 2007, when Hamas assumed power in the Gaza Strip, Israel tightened its control of the Gaza crossings along its border, as well as by sea and air, and prevented persons from entering and exiting the area except for isolated cases it deemed humanitarian. Gaza has a border with Egypt and an agreement between Israel, the European Union and the PA governed how border crossing would take place (it was monitored by European observers). Egypt adhered to this agreement under Mubarak and prevented access to Gaza until April 2011 when it announced it was opening its border with Gaza.", "targets": "The Gaza Strip was occupied by who from 1948 to 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e7e2fcf03414ceead729cef71df33fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gaza Strip was occupied by Egypt from 1948 to 1967 and then by Israel after 1967. In 2005, as part of Israel's unilateral disengagement plan, Israel removed all of its settlers and forces from the territory. Israel does not consider the Gaza Strip to be occupied territory and declared it a \"foreign territory\". That view has been disputed by numerous international humanitarian organizations and various bodies of the United Nations. Following June 2007, when Hamas assumed power in the Gaza Strip, Israel tightened its control of the Gaza crossings along its border, as well as by sea and air, and prevented persons from entering and exiting the area except for isolated cases it deemed humanitarian. Gaza has a border with Egypt and an agreement between Israel, the European Union and the PA governed how border crossing would take place (it was monitored by European observers). Egypt adhered to this agreement under Mubarak and prevented access to Gaza until April 2011 when it announced it was opening its border with Gaza.", "targets": "Who occupied the Gaza Strip after 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e7e2fcf03414ceead729cef71df33fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gaza Strip was occupied by Egypt from 1948 to 1967 and then by Israel after 1967. In 2005, as part of Israel's unilateral disengagement plan, Israel removed all of its settlers and forces from the territory. Israel does not consider the Gaza Strip to be occupied territory and declared it a \"foreign territory\". That view has been disputed by numerous international humanitarian organizations and various bodies of the United Nations. Following June 2007, when Hamas assumed power in the Gaza Strip, Israel tightened its control of the Gaza crossings along its border, as well as by sea and air, and prevented persons from entering and exiting the area except for isolated cases it deemed humanitarian. Gaza has a border with Egypt and an agreement between Israel, the European Union and the PA governed how border crossing would take place (it was monitored by European observers). Egypt adhered to this agreement under Mubarak and prevented access to Gaza until April 2011 when it announced it was opening its border with Gaza.", "targets": "When did Hamas assume it's power in the Gaza Strip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b9bfe6fa4044038675861c9e556b19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee (i/t\u025bn\u1d7b\u02c8si\u02d0/) (Cherokee: \u13d4\u13be\u13cf, Tanasi) is a state located in the southeastern United States. Tennessee is the 36th largest and the 17th most populous of the 50 United States. Tennessee is bordered by Kentucky and Virginia to the north, North Carolina to the east, Georgia, Alabama, and Mississippi to the south, and Arkansas and Missouri to the west. The Appalachian Mountains dominate the eastern part of the state, and the Mississippi River forms the state's western border. Tennessee's capital and second largest city is Nashville, which has a population of 601,222. Memphis is the state's largest city, with a population of 653,450.", "targets": "Which state borders Tennessee to the east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b9bfe6fa4044038675861c9e556b19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee (i/t\u025bn\u1d7b\u02c8si\u02d0/) (Cherokee: \u13d4\u13be\u13cf, Tanasi) is a state located in the southeastern United States. Tennessee is the 36th largest and the 17th most populous of the 50 United States. Tennessee is bordered by Kentucky and Virginia to the north, North Carolina to the east, Georgia, Alabama, and Mississippi to the south, and Arkansas and Missouri to the west. The Appalachian Mountains dominate the eastern part of the state, and the Mississippi River forms the state's western border. Tennessee's capital and second largest city is Nashville, which has a population of 601,222. Memphis is the state's largest city, with a population of 653,450.", "targets": "Which mountains occupy much of eastern Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b9bfe6fa4044038675861c9e556b19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee (i/t\u025bn\u1d7b\u02c8si\u02d0/) (Cherokee: \u13d4\u13be\u13cf, Tanasi) is a state located in the southeastern United States. Tennessee is the 36th largest and the 17th most populous of the 50 United States. Tennessee is bordered by Kentucky and Virginia to the north, North Carolina to the east, Georgia, Alabama, and Mississippi to the south, and Arkansas and Missouri to the west. The Appalachian Mountains dominate the eastern part of the state, and the Mississippi River forms the state's western border. Tennessee's capital and second largest city is Nashville, which has a population of 601,222. Memphis is the state's largest city, with a population of 653,450.", "targets": "Which river marks Tennessee's border to the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b9bfe6fa4044038675861c9e556b19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee (i/t\u025bn\u1d7b\u02c8si\u02d0/) (Cherokee: \u13d4\u13be\u13cf, Tanasi) is a state located in the southeastern United States. Tennessee is the 36th largest and the 17th most populous of the 50 United States. Tennessee is bordered by Kentucky and Virginia to the north, North Carolina to the east, Georgia, Alabama, and Mississippi to the south, and Arkansas and Missouri to the west. The Appalachian Mountains dominate the eastern part of the state, and the Mississippi River forms the state's western border. Tennessee's capital and second largest city is Nashville, which has a population of 601,222. Memphis is the state's largest city, with a population of 653,450.", "targets": "What is the capital of Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12b9bfe6fa4044038675861c9e556b19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee (i/t\u025bn\u1d7b\u02c8si\u02d0/) (Cherokee: \u13d4\u13be\u13cf, Tanasi) is a state located in the southeastern United States. Tennessee is the 36th largest and the 17th most populous of the 50 United States. Tennessee is bordered by Kentucky and Virginia to the north, North Carolina to the east, Georgia, Alabama, and Mississippi to the south, and Arkansas and Missouri to the west. The Appalachian Mountains dominate the eastern part of the state, and the Mississippi River forms the state's western border. Tennessee's capital and second largest city is Nashville, which has a population of 601,222. Memphis is the state's largest city, with a population of 653,450.", "targets": "What is Tennessee's most populous city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7236f7c62b3440ecb8cd98b06ea3596a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basic Law of the Federal Republic of Germany, the federal constitution, stipulates that the structure of each Federal State's government must \"conform to the principles of republican, democratic, and social government, based on the rule of law\" (Article 28). Most of the states are governed by a cabinet led by a Ministerpr\u00e4sident (Minister-President), together with a unicameral legislative body known as the Landtag (State Diet). The states are parliamentary republics and the relationship between their legislative and executive branches mirrors that of the federal system: the legislatures are popularly elected for four or five years (depending on the state), and the Minister-President is then chosen by a majority vote among the Landtag's members. The Minister-President appoints a cabinet to run the state's agencies and to carry out the executive duties of the state's government.", "targets": "Which article stipulates that the structure of each Federal State's government must \"conform to the principles of republican, democratic, and social government, based on the rule of law\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7236f7c62b3440ecb8cd98b06ea3596a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basic Law of the Federal Republic of Germany, the federal constitution, stipulates that the structure of each Federal State's government must \"conform to the principles of republican, democratic, and social government, based on the rule of law\" (Article 28). Most of the states are governed by a cabinet led by a Ministerpr\u00e4sident (Minister-President), together with a unicameral legislative body known as the Landtag (State Diet). The states are parliamentary republics and the relationship between their legislative and executive branches mirrors that of the federal system: the legislatures are popularly elected for four or five years (depending on the state), and the Minister-President is then chosen by a majority vote among the Landtag's members. The Minister-President appoints a cabinet to run the state's agencies and to carry out the executive duties of the state's government.", "targets": "Most states are governed by what figure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7236f7c62b3440ecb8cd98b06ea3596a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basic Law of the Federal Republic of Germany, the federal constitution, stipulates that the structure of each Federal State's government must \"conform to the principles of republican, democratic, and social government, based on the rule of law\" (Article 28). Most of the states are governed by a cabinet led by a Ministerpr\u00e4sident (Minister-President), together with a unicameral legislative body known as the Landtag (State Diet). The states are parliamentary republics and the relationship between their legislative and executive branches mirrors that of the federal system: the legislatures are popularly elected for four or five years (depending on the state), and the Minister-President is then chosen by a majority vote among the Landtag's members. The Minister-President appoints a cabinet to run the state's agencies and to carry out the executive duties of the state's government.", "targets": "What are most state legislatures called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7236f7c62b3440ecb8cd98b06ea3596a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basic Law of the Federal Republic of Germany, the federal constitution, stipulates that the structure of each Federal State's government must \"conform to the principles of republican, democratic, and social government, based on the rule of law\" (Article 28). Most of the states are governed by a cabinet led by a Ministerpr\u00e4sident (Minister-President), together with a unicameral legislative body known as the Landtag (State Diet). The states are parliamentary republics and the relationship between their legislative and executive branches mirrors that of the federal system: the legislatures are popularly elected for four or five years (depending on the state), and the Minister-President is then chosen by a majority vote among the Landtag's members. The Minister-President appoints a cabinet to run the state's agencies and to carry out the executive duties of the state's government.", "targets": "How is the Minister President chosen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7236f7c62b3440ecb8cd98b06ea3596a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basic Law of the Federal Republic of Germany, the federal constitution, stipulates that the structure of each Federal State's government must \"conform to the principles of republican, democratic, and social government, based on the rule of law\" (Article 28). Most of the states are governed by a cabinet led by a Ministerpr\u00e4sident (Minister-President), together with a unicameral legislative body known as the Landtag (State Diet). The states are parliamentary republics and the relationship between their legislative and executive branches mirrors that of the federal system: the legislatures are popularly elected for four or five years (depending on the state), and the Minister-President is then chosen by a majority vote among the Landtag's members. The Minister-President appoints a cabinet to run the state's agencies and to carry out the executive duties of the state's government.", "targets": "Who does Minister-President choose to run state agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643023e5b92043f5bbbe9e189edabc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, the United States elected a new president, and on 29 November 1952, the president-elect, Dwight D. Eisenhower, went to Korea to learn what might end the Korean War. With the United Nations' acceptance of India's proposed Korean War armistice, the KPA, the PVA, and the UN Command ceased fire with the battle line approximately at the 38th parallel. Upon agreeing to the armistice, the belligerents established the Korean Demilitarized Zone (DMZ), which has since been patrolled by the KPA and ROKA, United States, and Joint UN Commands.", "targets": "Who did the US elect as president during the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643023e5b92043f5bbbe9e189edabc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, the United States elected a new president, and on 29 November 1952, the president-elect, Dwight D. Eisenhower, went to Korea to learn what might end the Korean War. With the United Nations' acceptance of India's proposed Korean War armistice, the KPA, the PVA, and the UN Command ceased fire with the battle line approximately at the 38th parallel. Upon agreeing to the armistice, the belligerents established the Korean Demilitarized Zone (DMZ), which has since been patrolled by the KPA and ROKA, United States, and Joint UN Commands.", "targets": "Who approved the Korean War armistice that officially declared a ceasefire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643023e5b92043f5bbbe9e189edabc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, the United States elected a new president, and on 29 November 1952, the president-elect, Dwight D. Eisenhower, went to Korea to learn what might end the Korean War. With the United Nations' acceptance of India's proposed Korean War armistice, the KPA, the PVA, and the UN Command ceased fire with the battle line approximately at the 38th parallel. Upon agreeing to the armistice, the belligerents established the Korean Demilitarized Zone (DMZ), which has since been patrolled by the KPA and ROKA, United States, and Joint UN Commands.", "targets": "What area was created by the parties involved in the Korean conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643023e5b92043f5bbbe9e189edabc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, the United States elected a new president, and on 29 November 1952, the president-elect, Dwight D. Eisenhower, went to Korea to learn what might end the Korean War. With the United Nations' acceptance of India's proposed Korean War armistice, the KPA, the PVA, and the UN Command ceased fire with the battle line approximately at the 38th parallel. Upon agreeing to the armistice, the belligerents established the Korean Demilitarized Zone (DMZ), which has since been patrolled by the KPA and ROKA, United States, and Joint UN Commands.", "targets": "Along with the Joint UN Commands, ROKA and KPA, what country also still patrols the demilitarized zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643023e5b92043f5bbbe9e189edabc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, the United States elected a new president, and on 29 November 1952, the president-elect, Dwight D. Eisenhower, went to Korea to learn what might end the Korean War. With the United Nations' acceptance of India's proposed Korean War armistice, the KPA, the PVA, and the UN Command ceased fire with the battle line approximately at the 38th parallel. Upon agreeing to the armistice, the belligerents established the Korean Demilitarized Zone (DMZ), which has since been patrolled by the KPA and ROKA, United States, and Joint UN Commands.", "targets": "What was one of the first things that the newly-elected Dwight Eisenhower did after the election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1038cf7939c2486f9793da2d78d7c182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Richmond operates 28 elementary schools, nine middle schools, and eight high schools, serving a total student population of 24,000 students. There is one Governor's School in the city \u2212 the Maggie L. Walker Governor's School for Government and International Studies. In 2008, it was named as one of Newsweek magazine's 18 \"public elite\" high schools, and in 2012, it was rated #16 of America's best high schools overall. Richmond's public school district also runs one of Virginia's four public charter schools, the Patrick Henry School of Science and Arts, which was founded in 2010.", "targets": "How many high schools are there in Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1038cf7939c2486f9793da2d78d7c182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Richmond operates 28 elementary schools, nine middle schools, and eight high schools, serving a total student population of 24,000 students. There is one Governor's School in the city \u2212 the Maggie L. Walker Governor's School for Government and International Studies. In 2008, it was named as one of Newsweek magazine's 18 \"public elite\" high schools, and in 2012, it was rated #16 of America's best high schools overall. Richmond's public school district also runs one of Virginia's four public charter schools, the Patrick Henry School of Science and Arts, which was founded in 2010.", "targets": "How many primary and secondary school students attend school in Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1038cf7939c2486f9793da2d78d7c182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Richmond operates 28 elementary schools, nine middle schools, and eight high schools, serving a total student population of 24,000 students. There is one Governor's School in the city \u2212 the Maggie L. Walker Governor's School for Government and International Studies. In 2008, it was named as one of Newsweek magazine's 18 \"public elite\" high schools, and in 2012, it was rated #16 of America's best high schools overall. Richmond's public school district also runs one of Virginia's four public charter schools, the Patrick Henry School of Science and Arts, which was founded in 2010.", "targets": "For whom is the Governor's School in Richmond named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1038cf7939c2486f9793da2d78d7c182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Richmond operates 28 elementary schools, nine middle schools, and eight high schools, serving a total student population of 24,000 students. There is one Governor's School in the city \u2212 the Maggie L. Walker Governor's School for Government and International Studies. In 2008, it was named as one of Newsweek magazine's 18 \"public elite\" high schools, and in 2012, it was rated #16 of America's best high schools overall. Richmond's public school district also runs one of Virginia's four public charter schools, the Patrick Henry School of Science and Arts, which was founded in 2010.", "targets": "Where was Richmond's Governor's School rated by Newsweek in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1038cf7939c2486f9793da2d78d7c182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Richmond operates 28 elementary schools, nine middle schools, and eight high schools, serving a total student population of 24,000 students. There is one Governor's School in the city \u2212 the Maggie L. Walker Governor's School for Government and International Studies. In 2008, it was named as one of Newsweek magazine's 18 \"public elite\" high schools, and in 2012, it was rated #16 of America's best high schools overall. Richmond's public school district also runs one of Virginia's four public charter schools, the Patrick Henry School of Science and Arts, which was founded in 2010.", "targets": "When did Patrick Henry School of Science and Arts open its doors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e5e4d377c7b473d8ec86e34e14a3b4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palais des Papes in Avignon is the best complete large royal palace, alongside the Royal palace of Olite, built during the 13th and 14th centuries for the kings of Navarre. The Malbork Castle built for the master of the Teutonic order is an example of Brick Gothic architecture. Partial survivals of former royal residences include the Doge's Palace of Venice, the Palau de la Generalitat in Barcelona, built in the 15th century for the kings of Aragon, or the famous Conciergerie, former palace of the kings of France, in Paris.", "targets": "Who was the Royal palace of Olite built for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e5e4d377c7b473d8ec86e34e14a3b4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palais des Papes in Avignon is the best complete large royal palace, alongside the Royal palace of Olite, built during the 13th and 14th centuries for the kings of Navarre. The Malbork Castle built for the master of the Teutonic order is an example of Brick Gothic architecture. Partial survivals of former royal residences include the Doge's Palace of Venice, the Palau de la Generalitat in Barcelona, built in the 15th century for the kings of Aragon, or the famous Conciergerie, former palace of the kings of France, in Paris.", "targets": "Who was the Malbork Castle built for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e5e4d377c7b473d8ec86e34e14a3b4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palais des Papes in Avignon is the best complete large royal palace, alongside the Royal palace of Olite, built during the 13th and 14th centuries for the kings of Navarre. The Malbork Castle built for the master of the Teutonic order is an example of Brick Gothic architecture. Partial survivals of former royal residences include the Doge's Palace of Venice, the Palau de la Generalitat in Barcelona, built in the 15th century for the kings of Aragon, or the famous Conciergerie, former palace of the kings of France, in Paris.", "targets": "What type of Gothic architecture is the Malbork Castle an example of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e5e4d377c7b473d8ec86e34e14a3b4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palais des Papes in Avignon is the best complete large royal palace, alongside the Royal palace of Olite, built during the 13th and 14th centuries for the kings of Navarre. The Malbork Castle built for the master of the Teutonic order is an example of Brick Gothic architecture. Partial survivals of former royal residences include the Doge's Palace of Venice, the Palau de la Generalitat in Barcelona, built in the 15th century for the kings of Aragon, or the famous Conciergerie, former palace of the kings of France, in Paris.", "targets": "What is the name of the royal residence built for the kings of France in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e5e4d377c7b473d8ec86e34e14a3b4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palais des Papes in Avignon is the best complete large royal palace, alongside the Royal palace of Olite, built during the 13th and 14th centuries for the kings of Navarre. The Malbork Castle built for the master of the Teutonic order is an example of Brick Gothic architecture. Partial survivals of former royal residences include the Doge's Palace of Venice, the Palau de la Generalitat in Barcelona, built in the 15th century for the kings of Aragon, or the famous Conciergerie, former palace of the kings of France, in Paris.", "targets": "When was the Palau de la Generalitat in Barcelona constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8083d77436045c987aebb4a4740fac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In each case, cables are attached to a hitch plate on top of the cab or may be \"underslung\" below a cab, and then looped over the drive sheave to a counterweight attached to the opposite end of the cables which reduces the amount of power needed to move the cab. The counterweight is located in the hoist-way and rides a separate railway system; as the car goes up, the counterweight goes down, and vice versa. This action is powered by the traction machine which is directed by the controller, typically a relay logic or computerized device that directs starting, acceleration, deceleration and stopping of the elevator cab. The weight of the counterweight is typically equal to the weight of the elevator cab plus 40-50% of the capacity of the elevator. The grooves in the drive sheave are specially designed to prevent the cables from slipping. \"Traction\" is provided to the ropes by the grip of the grooves in the sheave, thereby the name. As the ropes age and the traction grooves wear, some traction is lost and the ropes must be replaced and the sheave repaired or replaced. Sheave and rope wear may be significantly reduced by ensuring that all ropes have equal tension, thus sharing the load evenly. Rope tension equalization may be achieved using a rope tension gauge, and is a simple way to extend the lifetime of the sheaves and ropes.", "targets": "What reduces the amount of force needed to propel the cab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8083d77436045c987aebb4a4740fac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In each case, cables are attached to a hitch plate on top of the cab or may be \"underslung\" below a cab, and then looped over the drive sheave to a counterweight attached to the opposite end of the cables which reduces the amount of power needed to move the cab. The counterweight is located in the hoist-way and rides a separate railway system; as the car goes up, the counterweight goes down, and vice versa. This action is powered by the traction machine which is directed by the controller, typically a relay logic or computerized device that directs starting, acceleration, deceleration and stopping of the elevator cab. The weight of the counterweight is typically equal to the weight of the elevator cab plus 40-50% of the capacity of the elevator. The grooves in the drive sheave are specially designed to prevent the cables from slipping. \"Traction\" is provided to the ropes by the grip of the grooves in the sheave, thereby the name. As the ropes age and the traction grooves wear, some traction is lost and the ropes must be replaced and the sheave repaired or replaced. Sheave and rope wear may be significantly reduced by ensuring that all ropes have equal tension, thus sharing the load evenly. Rope tension equalization may be achieved using a rope tension gauge, and is a simple way to extend the lifetime of the sheaves and ropes.", "targets": "Where will the counterweight be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8083d77436045c987aebb4a4740fac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In each case, cables are attached to a hitch plate on top of the cab or may be \"underslung\" below a cab, and then looped over the drive sheave to a counterweight attached to the opposite end of the cables which reduces the amount of power needed to move the cab. The counterweight is located in the hoist-way and rides a separate railway system; as the car goes up, the counterweight goes down, and vice versa. This action is powered by the traction machine which is directed by the controller, typically a relay logic or computerized device that directs starting, acceleration, deceleration and stopping of the elevator cab. The weight of the counterweight is typically equal to the weight of the elevator cab plus 40-50% of the capacity of the elevator. The grooves in the drive sheave are specially designed to prevent the cables from slipping. \"Traction\" is provided to the ropes by the grip of the grooves in the sheave, thereby the name. As the ropes age and the traction grooves wear, some traction is lost and the ropes must be replaced and the sheave repaired or replaced. Sheave and rope wear may be significantly reduced by ensuring that all ropes have equal tension, thus sharing the load evenly. Rope tension equalization may be achieved using a rope tension gauge, and is a simple way to extend the lifetime of the sheaves and ropes.", "targets": "What guides the traction machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8083d77436045c987aebb4a4740fac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In each case, cables are attached to a hitch plate on top of the cab or may be \"underslung\" below a cab, and then looped over the drive sheave to a counterweight attached to the opposite end of the cables which reduces the amount of power needed to move the cab. The counterweight is located in the hoist-way and rides a separate railway system; as the car goes up, the counterweight goes down, and vice versa. This action is powered by the traction machine which is directed by the controller, typically a relay logic or computerized device that directs starting, acceleration, deceleration and stopping of the elevator cab. The weight of the counterweight is typically equal to the weight of the elevator cab plus 40-50% of the capacity of the elevator. The grooves in the drive sheave are specially designed to prevent the cables from slipping. \"Traction\" is provided to the ropes by the grip of the grooves in the sheave, thereby the name. As the ropes age and the traction grooves wear, some traction is lost and the ropes must be replaced and the sheave repaired or replaced. Sheave and rope wear may be significantly reduced by ensuring that all ropes have equal tension, thus sharing the load evenly. Rope tension equalization may be achieved using a rope tension gauge, and is a simple way to extend the lifetime of the sheaves and ropes.", "targets": "The counterweight runs equal to the cab weight plus what percentage of the elevator capacity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8083d77436045c987aebb4a4740fac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In each case, cables are attached to a hitch plate on top of the cab or may be \"underslung\" below a cab, and then looped over the drive sheave to a counterweight attached to the opposite end of the cables which reduces the amount of power needed to move the cab. The counterweight is located in the hoist-way and rides a separate railway system; as the car goes up, the counterweight goes down, and vice versa. This action is powered by the traction machine which is directed by the controller, typically a relay logic or computerized device that directs starting, acceleration, deceleration and stopping of the elevator cab. The weight of the counterweight is typically equal to the weight of the elevator cab plus 40-50% of the capacity of the elevator. The grooves in the drive sheave are specially designed to prevent the cables from slipping. \"Traction\" is provided to the ropes by the grip of the grooves in the sheave, thereby the name. As the ropes age and the traction grooves wear, some traction is lost and the ropes must be replaced and the sheave repaired or replaced. Sheave and rope wear may be significantly reduced by ensuring that all ropes have equal tension, thus sharing the load evenly. Rope tension equalization may be achieved using a rope tension gauge, and is a simple way to extend the lifetime of the sheaves and ropes.", "targets": "Maintaining that the ropes all have equal tension may reduce what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "What was the first label that Kanye produced for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "Who are some well known artists that Kanye produced for early in his career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "How many albums has Kanye released since starting his solo career in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "With which artists that Kanye formerly produced for did he go on to collaborate with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "Where did Kanye West live as a child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "What was Kanye West's first job title after art school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "What year did Kanye West release his first rap CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37c008c39e74d6085596cda3962c2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raised in Chicago, West briefly attended art school before becoming known as a producer for Roc-A-Fella Records in the early 2000s, producing hit singles for artists such as Jay-Z and Alicia Keys. Intent on pursuing a solo career as a rapper, West released his debut album The College Dropout in 2004 to widespread commercial and critical success, and founded record label GOOD Music. He went on to explore a variety of different musical styles on subsequent albums that included the baroque-inflected Late Registration (2005), the arena-inspired Graduation (2007), and the starkly polarizing 808s & Heartbreak (2008). In 2010, he released his critically acclaimed fifth album, the maximalist My Beautiful Dark Twisted Fantasy, and the following year he collaborated with Jay-Z on the joint LP Watch the Throne (2011). West released his abrasive sixth album, Yeezus, to further critical praise in 2013. Following a series of recording delays and work on non-musical projects, West's seventh album, The Life of Pablo, was released in 2016.", "targets": "How many total CDs has Kanye West released in his career so far?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2a546208cc14f08873f87d40f9c1b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first vertebrates appeared over 500 million years ago (Mya), during the Cambrian period, and may have resembled the modern hagfish in form. Sharks appeared about 450 Mya, amphibians about 400 Mya, reptiles about 350 Mya, and mammals about 200 Mya. Each species has an equally long evolutionary history, but the brains of modern hagfishes, lampreys, sharks, amphibians, reptiles, and mammals show a gradient of size and complexity that roughly follows the evolutionary sequence. All of these brains contain the same set of basic anatomical components, but many are rudimentary in the hagfish, whereas in mammals the foremost part (the telencephalon) is greatly elaborated and expanded.", "targets": "How long ago did the first vertebrate organisms appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2a546208cc14f08873f87d40f9c1b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first vertebrates appeared over 500 million years ago (Mya), during the Cambrian period, and may have resembled the modern hagfish in form. Sharks appeared about 450 Mya, amphibians about 400 Mya, reptiles about 350 Mya, and mammals about 200 Mya. Each species has an equally long evolutionary history, but the brains of modern hagfishes, lampreys, sharks, amphibians, reptiles, and mammals show a gradient of size and complexity that roughly follows the evolutionary sequence. All of these brains contain the same set of basic anatomical components, but many are rudimentary in the hagfish, whereas in mammals the foremost part (the telencephalon) is greatly elaborated and expanded.", "targets": "During which scientific period did vertebrates appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2a546208cc14f08873f87d40f9c1b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first vertebrates appeared over 500 million years ago (Mya), during the Cambrian period, and may have resembled the modern hagfish in form. Sharks appeared about 450 Mya, amphibians about 400 Mya, reptiles about 350 Mya, and mammals about 200 Mya. Each species has an equally long evolutionary history, but the brains of modern hagfishes, lampreys, sharks, amphibians, reptiles, and mammals show a gradient of size and complexity that roughly follows the evolutionary sequence. All of these brains contain the same set of basic anatomical components, but many are rudimentary in the hagfish, whereas in mammals the foremost part (the telencephalon) is greatly elaborated and expanded.", "targets": "Sharks appeared at about how many Mya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2a546208cc14f08873f87d40f9c1b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first vertebrates appeared over 500 million years ago (Mya), during the Cambrian period, and may have resembled the modern hagfish in form. Sharks appeared about 450 Mya, amphibians about 400 Mya, reptiles about 350 Mya, and mammals about 200 Mya. Each species has an equally long evolutionary history, but the brains of modern hagfishes, lampreys, sharks, amphibians, reptiles, and mammals show a gradient of size and complexity that roughly follows the evolutionary sequence. All of these brains contain the same set of basic anatomical components, but many are rudimentary in the hagfish, whereas in mammals the foremost part (the telencephalon) is greatly elaborated and expanded.", "targets": "The foremost part of the brain in mammals is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2a546208cc14f08873f87d40f9c1b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first vertebrates appeared over 500 million years ago (Mya), during the Cambrian period, and may have resembled the modern hagfish in form. Sharks appeared about 450 Mya, amphibians about 400 Mya, reptiles about 350 Mya, and mammals about 200 Mya. Each species has an equally long evolutionary history, but the brains of modern hagfishes, lampreys, sharks, amphibians, reptiles, and mammals show a gradient of size and complexity that roughly follows the evolutionary sequence. All of these brains contain the same set of basic anatomical components, but many are rudimentary in the hagfish, whereas in mammals the foremost part (the telencephalon) is greatly elaborated and expanded.", "targets": "At how many mya did mammals first appear in time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985966ace8844ae7ac7cb86f182d8fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Criticism of the War on Terror addresses the issues, morality, efficiency, economics, and other questions surrounding the War on Terror and made against the phrase itself, calling it a misnomer. The notion of a \"war\" against \"terrorism\" has proven highly contentious, with critics charging that it has been exploited by participating governments to pursue long-standing policy/military objectives, reduce civil liberties, and infringe upon human rights. It is argued that the term war is not appropriate in this context (as in War on Drugs), since there is no identifiable enemy, and that it is unlikely international terrorism can be brought to an end by military means.", "targets": "What phrase has been called a misnomer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985966ace8844ae7ac7cb86f182d8fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Criticism of the War on Terror addresses the issues, morality, efficiency, economics, and other questions surrounding the War on Terror and made against the phrase itself, calling it a misnomer. The notion of a \"war\" against \"terrorism\" has proven highly contentious, with critics charging that it has been exploited by participating governments to pursue long-standing policy/military objectives, reduce civil liberties, and infringe upon human rights. It is argued that the term war is not appropriate in this context (as in War on Drugs), since there is no identifiable enemy, and that it is unlikely international terrorism can be brought to an end by military means.", "targets": "What has the 'war on terror' been used as an excuse for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985966ace8844ae7ac7cb86f182d8fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Criticism of the War on Terror addresses the issues, morality, efficiency, economics, and other questions surrounding the War on Terror and made against the phrase itself, calling it a misnomer. The notion of a \"war\" against \"terrorism\" has proven highly contentious, with critics charging that it has been exploited by participating governments to pursue long-standing policy/military objectives, reduce civil liberties, and infringe upon human rights. It is argued that the term war is not appropriate in this context (as in War on Drugs), since there is no identifiable enemy, and that it is unlikely international terrorism can be brought to an end by military means.", "targets": "Which other misnamed 'war' has 'war on terror' been compared to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985966ace8844ae7ac7cb86f182d8fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Criticism of the War on Terror addresses the issues, morality, efficiency, economics, and other questions surrounding the War on Terror and made against the phrase itself, calling it a misnomer. The notion of a \"war\" against \"terrorism\" has proven highly contentious, with critics charging that it has been exploited by participating governments to pursue long-standing policy/military objectives, reduce civil liberties, and infringe upon human rights. It is argued that the term war is not appropriate in this context (as in War on Drugs), since there is no identifiable enemy, and that it is unlikely international terrorism can be brought to an end by military means.", "targets": "What is the likely fate of the 'war on terror'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8378a9f6745a4c5593647bf113dec5a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1941, Japan launched, in quick succession, attacks on British Malaya, the United States naval base at Pearl Harbor, and Hong Kong. Churchill's reaction to the entry of the United States into the war was that Britain was now assured of victory and the future of the empire was safe, but the manner in which British forces were rapidly defeated in the Far East irreversibly harmed Britain's standing and prestige as an imperial power. Most damaging of all was the fall of Singapore, which had previously been hailed as an impregnable fortress and the eastern equivalent of Gibraltar. The realisation that Britain could not defend its entire empire pushed Australia and New Zealand, which now appeared threatened by Japanese forces, into closer ties with the United States. This resulted in the 1951 ANZUS Pact between Australia, New Zealand and the United States of America.", "targets": "Which country attacked British Malaya in 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8378a9f6745a4c5593647bf113dec5a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1941, Japan launched, in quick succession, attacks on British Malaya, the United States naval base at Pearl Harbor, and Hong Kong. Churchill's reaction to the entry of the United States into the war was that Britain was now assured of victory and the future of the empire was safe, but the manner in which British forces were rapidly defeated in the Far East irreversibly harmed Britain's standing and prestige as an imperial power. Most damaging of all was the fall of Singapore, which had previously been hailed as an impregnable fortress and the eastern equivalent of Gibraltar. The realisation that Britain could not defend its entire empire pushed Australia and New Zealand, which now appeared threatened by Japanese forces, into closer ties with the United States. This resulted in the 1951 ANZUS Pact between Australia, New Zealand and the United States of America.", "targets": "Which country attacked Hong Kong in 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8378a9f6745a4c5593647bf113dec5a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1941, Japan launched, in quick succession, attacks on British Malaya, the United States naval base at Pearl Harbor, and Hong Kong. Churchill's reaction to the entry of the United States into the war was that Britain was now assured of victory and the future of the empire was safe, but the manner in which British forces were rapidly defeated in the Far East irreversibly harmed Britain's standing and prestige as an imperial power. Most damaging of all was the fall of Singapore, which had previously been hailed as an impregnable fortress and the eastern equivalent of Gibraltar. The realisation that Britain could not defend its entire empire pushed Australia and New Zealand, which now appeared threatened by Japanese forces, into closer ties with the United States. This resulted in the 1951 ANZUS Pact between Australia, New Zealand and the United States of America.", "targets": "When was the ANZUS Pact formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8378a9f6745a4c5593647bf113dec5a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1941, Japan launched, in quick succession, attacks on British Malaya, the United States naval base at Pearl Harbor, and Hong Kong. Churchill's reaction to the entry of the United States into the war was that Britain was now assured of victory and the future of the empire was safe, but the manner in which British forces were rapidly defeated in the Far East irreversibly harmed Britain's standing and prestige as an imperial power. Most damaging of all was the fall of Singapore, which had previously been hailed as an impregnable fortress and the eastern equivalent of Gibraltar. The realisation that Britain could not defend its entire empire pushed Australia and New Zealand, which now appeared threatened by Japanese forces, into closer ties with the United States. This resulted in the 1951 ANZUS Pact between Australia, New Zealand and the United States of America.", "targets": "Which countries were in the ANZUS Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8378a9f6745a4c5593647bf113dec5a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1941, Japan launched, in quick succession, attacks on British Malaya, the United States naval base at Pearl Harbor, and Hong Kong. Churchill's reaction to the entry of the United States into the war was that Britain was now assured of victory and the future of the empire was safe, but the manner in which British forces were rapidly defeated in the Far East irreversibly harmed Britain's standing and prestige as an imperial power. Most damaging of all was the fall of Singapore, which had previously been hailed as an impregnable fortress and the eastern equivalent of Gibraltar. The realisation that Britain could not defend its entire empire pushed Australia and New Zealand, which now appeared threatened by Japanese forces, into closer ties with the United States. This resulted in the 1951 ANZUS Pact between Australia, New Zealand and the United States of America.", "targets": "Which territory had been compared to Gibraltar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd4a145289645fe9959d30678a4091b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the official counting of the electoral votes on January 6, a motion was made contesting Ohio's electoral votes. Because the motion was supported by at least one member of both the House of Representatives and the Senate, election law mandated that each house retire to debate and vote on the motion. In the House of Representatives, the motion was supported by 31 Democrats. It was opposed by 178 Republicans, 88 Democrats and one independent. Not voting were 52 Republicans and 80 Democrats. Four people elected to the House had not yet taken office, and one seat was vacant. In the Senate, it was supported only by its maker, Senator Boxer, with 74 Senators opposed and 25 not voting. During the debate, no Senator argued that the outcome of the election should be changed by either court challenge or revote. Senator Boxer claimed that she had made the motion not to challenge the outcome, but to \"shed the light of truth on these irregularities.\"", "targets": "Was there any debate about the voting process in Ohio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd4a145289645fe9959d30678a4091b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the official counting of the electoral votes on January 6, a motion was made contesting Ohio's electoral votes. Because the motion was supported by at least one member of both the House of Representatives and the Senate, election law mandated that each house retire to debate and vote on the motion. In the House of Representatives, the motion was supported by 31 Democrats. It was opposed by 178 Republicans, 88 Democrats and one independent. Not voting were 52 Republicans and 80 Democrats. Four people elected to the House had not yet taken office, and one seat was vacant. In the Senate, it was supported only by its maker, Senator Boxer, with 74 Senators opposed and 25 not voting. During the debate, no Senator argued that the outcome of the election should be changed by either court challenge or revote. Senator Boxer claimed that she had made the motion not to challenge the outcome, but to \"shed the light of truth on these irregularities.\"", "targets": "What was the decision regarding the motion to re-count the votes, after each House finalized their debates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd4a145289645fe9959d30678a4091b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the official counting of the electoral votes on January 6, a motion was made contesting Ohio's electoral votes. Because the motion was supported by at least one member of both the House of Representatives and the Senate, election law mandated that each house retire to debate and vote on the motion. In the House of Representatives, the motion was supported by 31 Democrats. It was opposed by 178 Republicans, 88 Democrats and one independent. Not voting were 52 Republicans and 80 Democrats. Four people elected to the House had not yet taken office, and one seat was vacant. In the Senate, it was supported only by its maker, Senator Boxer, with 74 Senators opposed and 25 not voting. During the debate, no Senator argued that the outcome of the election should be changed by either court challenge or revote. Senator Boxer claimed that she had made the motion not to challenge the outcome, but to \"shed the light of truth on these irregularities.\"", "targets": "Who was the lone supporter of the motion, from the Senate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd4a145289645fe9959d30678a4091b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the official counting of the electoral votes on January 6, a motion was made contesting Ohio's electoral votes. Because the motion was supported by at least one member of both the House of Representatives and the Senate, election law mandated that each house retire to debate and vote on the motion. In the House of Representatives, the motion was supported by 31 Democrats. It was opposed by 178 Republicans, 88 Democrats and one independent. Not voting were 52 Republicans and 80 Democrats. Four people elected to the House had not yet taken office, and one seat was vacant. In the Senate, it was supported only by its maker, Senator Boxer, with 74 Senators opposed and 25 not voting. During the debate, no Senator argued that the outcome of the election should be changed by either court challenge or revote. Senator Boxer claimed that she had made the motion not to challenge the outcome, but to \"shed the light of truth on these irregularities.\"", "targets": "Why did Senator Boxer say she voted the way she did?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd4a145289645fe9959d30678a4091b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the official counting of the electoral votes on January 6, a motion was made contesting Ohio's electoral votes. Because the motion was supported by at least one member of both the House of Representatives and the Senate, election law mandated that each house retire to debate and vote on the motion. In the House of Representatives, the motion was supported by 31 Democrats. It was opposed by 178 Republicans, 88 Democrats and one independent. Not voting were 52 Republicans and 80 Democrats. Four people elected to the House had not yet taken office, and one seat was vacant. In the Senate, it was supported only by its maker, Senator Boxer, with 74 Senators opposed and 25 not voting. During the debate, no Senator argued that the outcome of the election should be changed by either court challenge or revote. Senator Boxer claimed that she had made the motion not to challenge the outcome, but to \"shed the light of truth on these irregularities.\"", "targets": "How many people from the House of Representatives did not vote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e37c714f1d3405f90557971ecfa6d39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, Thomas J. Watson, Jr., published the company's first written equal opportunity policy letter, one year before the U.S. Supreme Court decision in Brown vs. Board of Education and 11 years before the Civil Rights Act of 1964. In 1961, IBM's nondiscrimination policy was expanded to include sex, national origin, and age. The following year, IBM hosted its first Invention Award Dinner honoring 34 outstanding IBM inventors; and in 1963, the company named the first eight IBM Fellows in a new Fellowship Program that recognizes senior IBM scientists, engineers and other professionals for outstanding technical achievements.", "targets": "Who published IBM's first equal opportunity policy letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e37c714f1d3405f90557971ecfa6d39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, Thomas J. Watson, Jr., published the company's first written equal opportunity policy letter, one year before the U.S. Supreme Court decision in Brown vs. Board of Education and 11 years before the Civil Rights Act of 1964. In 1961, IBM's nondiscrimination policy was expanded to include sex, national origin, and age. The following year, IBM hosted its first Invention Award Dinner honoring 34 outstanding IBM inventors; and in 1963, the company named the first eight IBM Fellows in a new Fellowship Program that recognizes senior IBM scientists, engineers and other professionals for outstanding technical achievements.", "targets": "In what year was IBM's first equal opportunity policy letter published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e37c714f1d3405f90557971ecfa6d39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, Thomas J. Watson, Jr., published the company's first written equal opportunity policy letter, one year before the U.S. Supreme Court decision in Brown vs. Board of Education and 11 years before the Civil Rights Act of 1964. In 1961, IBM's nondiscrimination policy was expanded to include sex, national origin, and age. The following year, IBM hosted its first Invention Award Dinner honoring 34 outstanding IBM inventors; and in 1963, the company named the first eight IBM Fellows in a new Fellowship Program that recognizes senior IBM scientists, engineers and other professionals for outstanding technical achievements.", "targets": "In 1961 IBM's nondiscrimination policy was expanded to include what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e37c714f1d3405f90557971ecfa6d39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, Thomas J. Watson, Jr., published the company's first written equal opportunity policy letter, one year before the U.S. Supreme Court decision in Brown vs. Board of Education and 11 years before the Civil Rights Act of 1964. In 1961, IBM's nondiscrimination policy was expanded to include sex, national origin, and age. The following year, IBM hosted its first Invention Award Dinner honoring 34 outstanding IBM inventors; and in 1963, the company named the first eight IBM Fellows in a new Fellowship Program that recognizes senior IBM scientists, engineers and other professionals for outstanding technical achievements.", "targets": "Starting in 1963 IBM started a program by naming 8 of these."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e37c714f1d3405f90557971ecfa6d39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1952, Thomas J. Watson, Jr., published the company's first written equal opportunity policy letter, one year before the U.S. Supreme Court decision in Brown vs. Board of Education and 11 years before the Civil Rights Act of 1964. In 1961, IBM's nondiscrimination policy was expanded to include sex, national origin, and age. The following year, IBM hosted its first Invention Award Dinner honoring 34 outstanding IBM inventors; and in 1963, the company named the first eight IBM Fellows in a new Fellowship Program that recognizes senior IBM scientists, engineers and other professionals for outstanding technical achievements.", "targets": "How many inventors were honored at IBM's first Invention Award Dinner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2942ca3469a049bf8bb89af7d79ac2f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.", "targets": "Does research favor or reject the hypothesis that adolescents and adults think about risk similarly but hold different values and therefore come to different conclusions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2942ca3469a049bf8bb89af7d79ac2f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.", "targets": "A priority in sexual attraction and dating can prove helpful in order to complete what reproductive advantage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2942ca3469a049bf8bb89af7d79ac2f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research seems to favor the hypothesis that adolescents and adults think about risk in similar ways, but hold different values and thus come to different conclusions. Some have argued that there may be evolutionary benefits to an increased propensity for risk-taking in adolescence. For example, without a willingness to take risks, teenagers would not have the motivation or confidence necessary to leave their family of origin. In addition, from a population perspective, there is an advantage to having a group of individuals willing to take more risks and try new methods, counterbalancing the more conservative elements more typical of the received knowledge held by older adults. Risktaking may also have reproductive advantages: adolescents have a newfound priority in sexual attraction and dating, and risk-taking is required to impress potential mates. Research also indicates that baseline sensation seeking may affect risk-taking behavior throughout the lifespan.", "targets": "What does research indicate may affect risk-taking behavior throughout the lifespan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c2ce9851df440b094bc339a30b69aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the election riots, the government and civil society organisations started programmes to avoid similar disasters in the future, said Agnes R. M. Aboum \u2013 executive director of TAABCO Research and Development Consultants in Nairobi \u2013 in the magazine D+C Development and Cooperation. For example, the Truth, Justice and Reconciliation Commission initiated community dialogues, the Evangelical Lutheran Church in Kenya started peace meetings and the Kenya National Dialogue and Reconciliation process was started.", "targets": "What did the government and civil society organisations start after the riots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c2ce9851df440b094bc339a30b69aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the election riots, the government and civil society organisations started programmes to avoid similar disasters in the future, said Agnes R. M. Aboum \u2013 executive director of TAABCO Research and Development Consultants in Nairobi \u2013 in the magazine D+C Development and Cooperation. For example, the Truth, Justice and Reconciliation Commission initiated community dialogues, the Evangelical Lutheran Church in Kenya started peace meetings and the Kenya National Dialogue and Reconciliation process was started.", "targets": "What group initiated the community dialogues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c2ce9851df440b094bc339a30b69aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the election riots, the government and civil society organisations started programmes to avoid similar disasters in the future, said Agnes R. M. Aboum \u2013 executive director of TAABCO Research and Development Consultants in Nairobi \u2013 in the magazine D+C Development and Cooperation. For example, the Truth, Justice and Reconciliation Commission initiated community dialogues, the Evangelical Lutheran Church in Kenya started peace meetings and the Kenya National Dialogue and Reconciliation process was started.", "targets": "What group started peace meetings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c2ce9851df440b094bc339a30b69aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the election riots, the government and civil society organisations started programmes to avoid similar disasters in the future, said Agnes R. M. Aboum \u2013 executive director of TAABCO Research and Development Consultants in Nairobi \u2013 in the magazine D+C Development and Cooperation. For example, the Truth, Justice and Reconciliation Commission initiated community dialogues, the Evangelical Lutheran Church in Kenya started peace meetings and the Kenya National Dialogue and Reconciliation process was started.", "targets": "What was started after these new programs were in place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b80305e8300457296caec0826e8d021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The absence of a formal mechanism within the Conservative Party for choosing a leader meant that, following Eden's resignation, it fell to the Queen to decide whom to commission to form a government. Eden recommended that she consult Lord Salisbury, the Lord President of the Council. Lord Salisbury and Lord Kilmuir, the Lord Chancellor, consulted the British Cabinet, Winston Churchill, and the Chairman of the backbench 1922 Committee, resulting in the Queen appointing their recommended candidate: Harold Macmillan.", "targets": "Who did Eden recommend that Elizabeth consult about appointing a new  Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b80305e8300457296caec0826e8d021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The absence of a formal mechanism within the Conservative Party for choosing a leader meant that, following Eden's resignation, it fell to the Queen to decide whom to commission to form a government. Eden recommended that she consult Lord Salisbury, the Lord President of the Council. Lord Salisbury and Lord Kilmuir, the Lord Chancellor, consulted the British Cabinet, Winston Churchill, and the Chairman of the backbench 1922 Committee, resulting in the Queen appointing their recommended candidate: Harold Macmillan.", "targets": "What position did Lord Salisbury have in the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b80305e8300457296caec0826e8d021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The absence of a formal mechanism within the Conservative Party for choosing a leader meant that, following Eden's resignation, it fell to the Queen to decide whom to commission to form a government. Eden recommended that she consult Lord Salisbury, the Lord President of the Council. Lord Salisbury and Lord Kilmuir, the Lord Chancellor, consulted the British Cabinet, Winston Churchill, and the Chairman of the backbench 1922 Committee, resulting in the Queen appointing their recommended candidate: Harold Macmillan.", "targets": "Who did Elizabeth appoint as Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b80305e8300457296caec0826e8d021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The absence of a formal mechanism within the Conservative Party for choosing a leader meant that, following Eden's resignation, it fell to the Queen to decide whom to commission to form a government. Eden recommended that she consult Lord Salisbury, the Lord President of the Council. Lord Salisbury and Lord Kilmuir, the Lord Chancellor, consulted the British Cabinet, Winston Churchill, and the Chairman of the backbench 1922 Committee, resulting in the Queen appointing their recommended candidate: Harold Macmillan.", "targets": "What position did Lord Kilmuir have ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b80305e8300457296caec0826e8d021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The absence of a formal mechanism within the Conservative Party for choosing a leader meant that, following Eden's resignation, it fell to the Queen to decide whom to commission to form a government. Eden recommended that she consult Lord Salisbury, the Lord President of the Council. Lord Salisbury and Lord Kilmuir, the Lord Chancellor, consulted the British Cabinet, Winston Churchill, and the Chairman of the backbench 1922 Committee, resulting in the Queen appointing their recommended candidate: Harold Macmillan.", "targets": "Who in turn did Salisbury and Kilmuir consult?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-162520655b93437b9a1b50923c813900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different methods can be used to define southern Europe, including its political, economic, and cultural attributes. Southern Europe can also be defined by its natural features \u2014 its geography, climate, and flora.", "targets": "What are three characteristics that can be employed to characterize southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-162520655b93437b9a1b50923c813900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different methods can be used to define southern Europe, including its political, economic, and cultural attributes. Southern Europe can also be defined by its natural features \u2014 its geography, climate, and flora.", "targets": "What are three aspects of the environment of southern Europe that can be used to distinguish the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7d94c9d4ed4e209a6934afdd954ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between the foundation of the Han dynasty and Wang Mang's reign is known as the Western Han dynasty (simplified Chinese: \u897f\u6c49; traditional Chinese: \u897f\u6f22; pinyin: X\u012b H\u00e0n) or Former Han dynasty (simplified Chinese: \u524d\u6c49; traditional Chinese: \u524d\u6f22; pinyin: Qi\u00e1nh\u00e0n) (206 BC \u2013 9 AD). During this period the capital was at Chang'an (modern Xi'an). From the reign of Guangwu the capital was moved eastward to Luoyang. The era from his reign until the fall of Han is known as the Eastern Han dynasty (simplified Chinese: \u4e1c\u6c49; traditional Chinese: \u6771\u6f22; pinyin: D\u014dng H\u00e0n) or the Later Han dynasty (simplified Chinese: \u540e\u6c49; traditional Chinese: \u5f8c\u6f22; pinyin: H\u00f2u H\u00e0n) (25\u2013220 AD).", "targets": "Where did the capital move to after the reign of Guangwu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7d94c9d4ed4e209a6934afdd954ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between the foundation of the Han dynasty and Wang Mang's reign is known as the Western Han dynasty (simplified Chinese: \u897f\u6c49; traditional Chinese: \u897f\u6f22; pinyin: X\u012b H\u00e0n) or Former Han dynasty (simplified Chinese: \u524d\u6c49; traditional Chinese: \u524d\u6f22; pinyin: Qi\u00e1nh\u00e0n) (206 BC \u2013 9 AD). During this period the capital was at Chang'an (modern Xi'an). From the reign of Guangwu the capital was moved eastward to Luoyang. The era from his reign until the fall of Han is known as the Eastern Han dynasty (simplified Chinese: \u4e1c\u6c49; traditional Chinese: \u6771\u6f22; pinyin: D\u014dng H\u00e0n) or the Later Han dynasty (simplified Chinese: \u540e\u6c49; traditional Chinese: \u5f8c\u6f22; pinyin: H\u00f2u H\u00e0n) (25\u2013220 AD).", "targets": "What era does the reign of Guangwu fall under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7d94c9d4ed4e209a6934afdd954ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between the foundation of the Han dynasty and Wang Mang's reign is known as the Western Han dynasty (simplified Chinese: \u897f\u6c49; traditional Chinese: \u897f\u6f22; pinyin: X\u012b H\u00e0n) or Former Han dynasty (simplified Chinese: \u524d\u6c49; traditional Chinese: \u524d\u6f22; pinyin: Qi\u00e1nh\u00e0n) (206 BC \u2013 9 AD). During this period the capital was at Chang'an (modern Xi'an). From the reign of Guangwu the capital was moved eastward to Luoyang. The era from his reign until the fall of Han is known as the Eastern Han dynasty (simplified Chinese: \u4e1c\u6c49; traditional Chinese: \u6771\u6f22; pinyin: D\u014dng H\u00e0n) or the Later Han dynasty (simplified Chinese: \u540e\u6c49; traditional Chinese: \u5f8c\u6f22; pinyin: H\u00f2u H\u00e0n) (25\u2013220 AD).", "targets": "What can the Eastern Han dynasty also be called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7d94c9d4ed4e209a6934afdd954ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between the foundation of the Han dynasty and Wang Mang's reign is known as the Western Han dynasty (simplified Chinese: \u897f\u6c49; traditional Chinese: \u897f\u6f22; pinyin: X\u012b H\u00e0n) or Former Han dynasty (simplified Chinese: \u524d\u6c49; traditional Chinese: \u524d\u6f22; pinyin: Qi\u00e1nh\u00e0n) (206 BC \u2013 9 AD). During this period the capital was at Chang'an (modern Xi'an). From the reign of Guangwu the capital was moved eastward to Luoyang. The era from his reign until the fall of Han is known as the Eastern Han dynasty (simplified Chinese: \u4e1c\u6c49; traditional Chinese: \u6771\u6f22; pinyin: D\u014dng H\u00e0n) or the Later Han dynasty (simplified Chinese: \u540e\u6c49; traditional Chinese: \u5f8c\u6f22; pinyin: H\u00f2u H\u00e0n) (25\u2013220 AD).", "targets": "Where was the capital located during the Western Han dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7d94c9d4ed4e209a6934afdd954ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between the foundation of the Han dynasty and Wang Mang's reign is known as the Western Han dynasty (simplified Chinese: \u897f\u6c49; traditional Chinese: \u897f\u6f22; pinyin: X\u012b H\u00e0n) or Former Han dynasty (simplified Chinese: \u524d\u6c49; traditional Chinese: \u524d\u6f22; pinyin: Qi\u00e1nh\u00e0n) (206 BC \u2013 9 AD). During this period the capital was at Chang'an (modern Xi'an). From the reign of Guangwu the capital was moved eastward to Luoyang. The era from his reign until the fall of Han is known as the Eastern Han dynasty (simplified Chinese: \u4e1c\u6c49; traditional Chinese: \u6771\u6f22; pinyin: D\u014dng H\u00e0n) or the Later Han dynasty (simplified Chinese: \u540e\u6c49; traditional Chinese: \u5f8c\u6f22; pinyin: H\u00f2u H\u00e0n) (25\u2013220 AD).", "targets": "What can the Western Han dynasty also be called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a23c6fd43f842fe98a04a72b88e4c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the system's launch, production costs have been reduced significantly as a result of phasing out the Emotion Engine chip and falling hardware costs. The cost of manufacturing Cell microprocessors has fallen dramatically as a result of moving to the 65 nm production process, and Blu-ray Disc diodes have become cheaper to manufacture. As of January 2008, each unit cost around $400 to manufacture; by August 2009, Sony had reduced costs by a total of 70%, meaning it only costs Sony around $240 per unit.", "targets": "Along with a drop in the cost of hardware, PS3 has gotten cheaper to make because what chip was phased out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a23c6fd43f842fe98a04a72b88e4c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the system's launch, production costs have been reduced significantly as a result of phasing out the Emotion Engine chip and falling hardware costs. The cost of manufacturing Cell microprocessors has fallen dramatically as a result of moving to the 65 nm production process, and Blu-ray Disc diodes have become cheaper to manufacture. As of January 2008, each unit cost around $400 to manufacture; by August 2009, Sony had reduced costs by a total of 70%, meaning it only costs Sony around $240 per unit.", "targets": "What's the name of the microprocessor produced by the 65 nm process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a23c6fd43f842fe98a04a72b88e4c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the system's launch, production costs have been reduced significantly as a result of phasing out the Emotion Engine chip and falling hardware costs. The cost of manufacturing Cell microprocessors has fallen dramatically as a result of moving to the 65 nm production process, and Blu-ray Disc diodes have become cheaper to manufacture. As of January 2008, each unit cost around $400 to manufacture; by August 2009, Sony had reduced costs by a total of 70%, meaning it only costs Sony around $240 per unit.", "targets": "What specific component of Blu-Ray disc have also gotten less expensive to make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a23c6fd43f842fe98a04a72b88e4c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the system's launch, production costs have been reduced significantly as a result of phasing out the Emotion Engine chip and falling hardware costs. The cost of manufacturing Cell microprocessors has fallen dramatically as a result of moving to the 65 nm production process, and Blu-ray Disc diodes have become cheaper to manufacture. As of January 2008, each unit cost around $400 to manufacture; by August 2009, Sony had reduced costs by a total of 70%, meaning it only costs Sony around $240 per unit.", "targets": "As of Summer 2009, what was the cost to Sony to make a PS3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a23c6fd43f842fe98a04a72b88e4c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the system's launch, production costs have been reduced significantly as a result of phasing out the Emotion Engine chip and falling hardware costs. The cost of manufacturing Cell microprocessors has fallen dramatically as a result of moving to the 65 nm production process, and Blu-ray Disc diodes have become cheaper to manufacture. As of January 2008, each unit cost around $400 to manufacture; by August 2009, Sony had reduced costs by a total of 70%, meaning it only costs Sony around $240 per unit.", "targets": "The August 2009 cost is a result of what percentage decrease in production cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5555ae0601c4ce9918a1c1a0c0bb18a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One check on a magistrate's power was his collegiality. Each magisterial office would be held concurrently by at least two people. Another such check was provocatio. Provocatio was a primordial form of due process. It was a precursor to habeas corpus. If any magistrate tried to use the powers of the state against a citizen, that citizen could appeal the decision of the magistrate to a tribune. In addition, once a magistrate's one-year term of office expired, he would have to wait ten years before serving in that office again. This created problems for some consuls and praetors, and these magistrates would occasionally have their imperium extended. In effect, they would retain the powers of the office (as a promagistrate), without officially holding that office.", "targets": "How long concurrently could an elected magistrate serve in office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5555ae0601c4ce9918a1c1a0c0bb18a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One check on a magistrate's power was his collegiality. Each magisterial office would be held concurrently by at least two people. Another such check was provocatio. Provocatio was a primordial form of due process. It was a precursor to habeas corpus. If any magistrate tried to use the powers of the state against a citizen, that citizen could appeal the decision of the magistrate to a tribune. In addition, once a magistrate's one-year term of office expired, he would have to wait ten years before serving in that office again. This created problems for some consuls and praetors, and these magistrates would occasionally have their imperium extended. In effect, they would retain the powers of the office (as a promagistrate), without officially holding that office.", "targets": "How many people would serve concurrently in a single magisterial office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5555ae0601c4ce9918a1c1a0c0bb18a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One check on a magistrate's power was his collegiality. Each magisterial office would be held concurrently by at least two people. Another such check was provocatio. Provocatio was a primordial form of due process. It was a precursor to habeas corpus. If any magistrate tried to use the powers of the state against a citizen, that citizen could appeal the decision of the magistrate to a tribune. In addition, once a magistrate's one-year term of office expired, he would have to wait ten years before serving in that office again. This created problems for some consuls and praetors, and these magistrates would occasionally have their imperium extended. In effect, they would retain the powers of the office (as a promagistrate), without officially holding that office.", "targets": "What form of due process was a harbinger of our vary own habeas corpus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5555ae0601c4ce9918a1c1a0c0bb18a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One check on a magistrate's power was his collegiality. Each magisterial office would be held concurrently by at least two people. Another such check was provocatio. Provocatio was a primordial form of due process. It was a precursor to habeas corpus. If any magistrate tried to use the powers of the state against a citizen, that citizen could appeal the decision of the magistrate to a tribune. In addition, once a magistrate's one-year term of office expired, he would have to wait ten years before serving in that office again. This created problems for some consuls and praetors, and these magistrates would occasionally have their imperium extended. In effect, they would retain the powers of the office (as a promagistrate), without officially holding that office.", "targets": "What would you call a magistrate who had his powers of imperium continued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5555ae0601c4ce9918a1c1a0c0bb18a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One check on a magistrate's power was his collegiality. Each magisterial office would be held concurrently by at least two people. Another such check was provocatio. Provocatio was a primordial form of due process. It was a precursor to habeas corpus. If any magistrate tried to use the powers of the state against a citizen, that citizen could appeal the decision of the magistrate to a tribune. In addition, once a magistrate's one-year term of office expired, he would have to wait ten years before serving in that office again. This created problems for some consuls and praetors, and these magistrates would occasionally have their imperium extended. In effect, they would retain the powers of the office (as a promagistrate), without officially holding that office.", "targets": "Who would a Roman go see in an attempt to reverse the decision of a magistrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0281e40372e4ae881a40888fdda3d30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current circulating in one antenna generally induces a voltage across the feedpoint of nearby antennas or antenna elements. The mathematics presented below are useful in analyzing the electrical behaviour of antenna arrays, where the properties of the individual array elements (such as half wave dipoles) are already known. If those elements were widely separated and driven in a certain amplitude and phase, then each would act independently as that element is known to. However, because of the mutual interaction between their electric and magnetic fields due to proximity, the currents in each element are not simply a function of the applied voltage (according to its driving point impedance), but depend on the currents in the other nearby elements. Note that this now is a near field phenomenon which could not be properly accounted for using the Friis transmission equation for instance.", "targets": "Where are the indiviual array elements known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0281e40372e4ae881a40888fdda3d30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current circulating in one antenna generally induces a voltage across the feedpoint of nearby antennas or antenna elements. The mathematics presented below are useful in analyzing the electrical behaviour of antenna arrays, where the properties of the individual array elements (such as half wave dipoles) are already known. If those elements were widely separated and driven in a certain amplitude and phase, then each would act independently as that element is known to. However, because of the mutual interaction between their electric and magnetic fields due to proximity, the currents in each element are not simply a function of the applied voltage (according to its driving point impedance), but depend on the currents in the other nearby elements. Note that this now is a near field phenomenon which could not be properly accounted for using the Friis transmission equation for instance.", "targets": "What induces a feedpoint to antennas nearby?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0281e40372e4ae881a40888fdda3d30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current circulating in one antenna generally induces a voltage across the feedpoint of nearby antennas or antenna elements. The mathematics presented below are useful in analyzing the electrical behaviour of antenna arrays, where the properties of the individual array elements (such as half wave dipoles) are already known. If those elements were widely separated and driven in a certain amplitude and phase, then each would act independently as that element is known to. However, because of the mutual interaction between their electric and magnetic fields due to proximity, the currents in each element are not simply a function of the applied voltage (according to its driving point impedance), but depend on the currents in the other nearby elements. Note that this now is a near field phenomenon which could not be properly accounted for using the Friis transmission equation for instance.", "targets": "What are the mathmatic useful towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0281e40372e4ae881a40888fdda3d30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current circulating in one antenna generally induces a voltage across the feedpoint of nearby antennas or antenna elements. The mathematics presented below are useful in analyzing the electrical behaviour of antenna arrays, where the properties of the individual array elements (such as half wave dipoles) are already known. If those elements were widely separated and driven in a certain amplitude and phase, then each would act independently as that element is known to. However, because of the mutual interaction between their electric and magnetic fields due to proximity, the currents in each element are not simply a function of the applied voltage (according to its driving point impedance), but depend on the currents in the other nearby elements. Note that this now is a near field phenomenon which could not be properly accounted for using the Friis transmission equation for instance.", "targets": "What cause mutual interactions between the elements electric and magnetic fields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "What is the name of the oldest music essay competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "What year was the International Chopin Piano Competition founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "Where is the International Chopin Piano Competition held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "How often is the International Chopin Piano Competition held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "The Fryderyk Chopin Institute of Poland includes approximately how many recordings of Chopin's work from Youtube?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "What is the world's oldest monographic music competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "When was the International Chopin Piano Competition established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "There are over 80 societies throughout the world that have been established because of Chopin and his music according to who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95419025ba8446469dda6d2ba06afd52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's music remains very popular and is regularly performed, recorded and broadcast worldwide. The world's oldest monographic music competition, the International Chopin Piano Competition, founded in 1927, is held every five years in Warsaw. The Fryderyk Chopin Institute of Poland lists on its website over eighty societies world-wide devoted to the composer and his music. The Institute site also lists nearly 1,500 performances of Chopin works on YouTube as of January 2014.", "targets": "How many known works of Chopin's music were on YouTube up to the beginning of 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c2470e7d74b26a8c5dc93ec835733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corruption facilitates environmental destruction. While corrupt societies may have formal legislation to protect the environment, it cannot be enforced if officials can easily be bribed. The same applies to social rights worker protection, unionization prevention, and child labor. Violation of these laws rights enables corrupt countries to gain illegitimate economic advantage in the international market.", "targets": "Corruption aids what as far as the environment is concerned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c2470e7d74b26a8c5dc93ec835733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corruption facilitates environmental destruction. While corrupt societies may have formal legislation to protect the environment, it cannot be enforced if officials can easily be bribed. The same applies to social rights worker protection, unionization prevention, and child labor. Violation of these laws rights enables corrupt countries to gain illegitimate economic advantage in the international market.", "targets": "Formal legislation cannot be regulated when officials are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c2470e7d74b26a8c5dc93ec835733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corruption facilitates environmental destruction. While corrupt societies may have formal legislation to protect the environment, it cannot be enforced if officials can easily be bribed. The same applies to social rights worker protection, unionization prevention, and child labor. Violation of these laws rights enables corrupt countries to gain illegitimate economic advantage in the international market.", "targets": "Bribes also halt unions, the protection of children in labor, and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c2470e7d74b26a8c5dc93ec835733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corruption facilitates environmental destruction. While corrupt societies may have formal legislation to protect the environment, it cannot be enforced if officials can easily be bribed. The same applies to social rights worker protection, unionization prevention, and child labor. Violation of these laws rights enables corrupt countries to gain illegitimate economic advantage in the international market.", "targets": "When these laws are broken, corrupt countries gain what in the international market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-944825b516a24e458f683d761531848d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sociology of culture concerns culture\u2014usually understood as the ensemble of symbolic codes used by a society\u2014as manifested in society. For Georg Simmel (1858\u20131918), culture referred to \"the cultivation of individuals through the agency of external forms which have been objectified in the course of history\". Culture in the sociological field can be defined as the ways of thinking, the ways of acting, and the material objects that together shape a people's way of life. Culture can be any of two types, non-material culture or material culture. Non-material culture refers to the non physical ideas that individuals have about their culture, including values, belief system, rules, norms, morals, language, organizations, and institutions. While Material culture is the physical evidence of a culture in the objects and architecture they make, or have made. The term tends to be relevant only in archeological and anthropological studies, but it specifically means all material evidence which can be attributed to culture past or present.", "targets": "Who referred to culture as a cultivation of individuals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-944825b516a24e458f683d761531848d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sociology of culture concerns culture\u2014usually understood as the ensemble of symbolic codes used by a society\u2014as manifested in society. For Georg Simmel (1858\u20131918), culture referred to \"the cultivation of individuals through the agency of external forms which have been objectified in the course of history\". Culture in the sociological field can be defined as the ways of thinking, the ways of acting, and the material objects that together shape a people's way of life. Culture can be any of two types, non-material culture or material culture. Non-material culture refers to the non physical ideas that individuals have about their culture, including values, belief system, rules, norms, morals, language, organizations, and institutions. While Material culture is the physical evidence of a culture in the objects and architecture they make, or have made. The term tends to be relevant only in archeological and anthropological studies, but it specifically means all material evidence which can be attributed to culture past or present.", "targets": "What makes up the sociological parts of culture according to Simmel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-944825b516a24e458f683d761531848d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sociology of culture concerns culture\u2014usually understood as the ensemble of symbolic codes used by a society\u2014as manifested in society. For Georg Simmel (1858\u20131918), culture referred to \"the cultivation of individuals through the agency of external forms which have been objectified in the course of history\". Culture in the sociological field can be defined as the ways of thinking, the ways of acting, and the material objects that together shape a people's way of life. Culture can be any of two types, non-material culture or material culture. Non-material culture refers to the non physical ideas that individuals have about their culture, including values, belief system, rules, norms, morals, language, organizations, and institutions. While Material culture is the physical evidence of a culture in the objects and architecture they make, or have made. The term tends to be relevant only in archeological and anthropological studies, but it specifically means all material evidence which can be attributed to culture past or present.", "targets": "What does non-material culture refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-944825b516a24e458f683d761531848d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sociology of culture concerns culture\u2014usually understood as the ensemble of symbolic codes used by a society\u2014as manifested in society. For Georg Simmel (1858\u20131918), culture referred to \"the cultivation of individuals through the agency of external forms which have been objectified in the course of history\". Culture in the sociological field can be defined as the ways of thinking, the ways of acting, and the material objects that together shape a people's way of life. Culture can be any of two types, non-material culture or material culture. Non-material culture refers to the non physical ideas that individuals have about their culture, including values, belief system, rules, norms, morals, language, organizations, and institutions. While Material culture is the physical evidence of a culture in the objects and architecture they make, or have made. The term tends to be relevant only in archeological and anthropological studies, but it specifically means all material evidence which can be attributed to culture past or present.", "targets": "The term material culture is only relevant to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "Where did Spectre filming take place after Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "Which celebration was featured in the Mexico City part of the production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "Which areas were shown in the Day of the Dead scene in Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "How many additional actors were needed for the shoot in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "Where were the scenes featuring planes shot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "What festival was included in the scenes shot in Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "What type of helicopter was used for the flight scenes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9653579040294274967ac6e89f5c54a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With filming completed in Rome, production moved to Mexico City in late March to shoot the film's opening sequence, with scenes to include the Day of the Dead festival filmed in and around the Z\u00f3calo and the Centro Hist\u00f3rico district. The planned scenes required the city square to be closed for filming a sequence involving a fight aboard a Messerschmitt-B\u00f6lkow-Blohm Bo 105 helicopter flown by stunt pilot Chuck Aaron, which called for modifications to be made to several buildings to prevent damage. This particular scene in Mexico required 1,500 extras, 10 giant skeletons and 250,000 paper flowers. Reports in the Mexican media added that the film's second unit would move to Palenque in the state of Chiapas, to film aerial manoeuvres considered too dangerous to shoot in an urban area.", "targets": "Where in Mexico were the Day of the Dead scenes shot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf720e8fec794306929efca87acec09a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any animal, survival requires maintaining a variety of parameters of bodily state within a limited range of variation: these include temperature, water content, salt concentration in the bloodstream, blood glucose levels, blood oxygen level, and others. The ability of an animal to regulate the internal environment of its body\u2014the milieu int\u00e9rieur, as pioneering physiologist Claude Bernard called it\u2014is known as homeostasis (Greek for \"standing still\"). Maintaining homeostasis is a crucial function of the brain. The basic principle that underlies homeostasis is negative feedback: any time a parameter diverges from its set-point, sensors generate an error signal that evokes a response that causes the parameter to shift back toward its optimum value. (This principle is widely used in engineering, for example in the control of temperature using a thermostat.)", "targets": "Homeostasis is defined as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf720e8fec794306929efca87acec09a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any animal, survival requires maintaining a variety of parameters of bodily state within a limited range of variation: these include temperature, water content, salt concentration in the bloodstream, blood glucose levels, blood oxygen level, and others. The ability of an animal to regulate the internal environment of its body\u2014the milieu int\u00e9rieur, as pioneering physiologist Claude Bernard called it\u2014is known as homeostasis (Greek for \"standing still\"). Maintaining homeostasis is a crucial function of the brain. The basic principle that underlies homeostasis is negative feedback: any time a parameter diverges from its set-point, sensors generate an error signal that evokes a response that causes the parameter to shift back toward its optimum value. (This principle is widely used in engineering, for example in the control of temperature using a thermostat.)", "targets": "Homeostasis is Greek for what phrase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf720e8fec794306929efca87acec09a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any animal, survival requires maintaining a variety of parameters of bodily state within a limited range of variation: these include temperature, water content, salt concentration in the bloodstream, blood glucose levels, blood oxygen level, and others. The ability of an animal to regulate the internal environment of its body\u2014the milieu int\u00e9rieur, as pioneering physiologist Claude Bernard called it\u2014is known as homeostasis (Greek for \"standing still\"). Maintaining homeostasis is a crucial function of the brain. The basic principle that underlies homeostasis is negative feedback: any time a parameter diverges from its set-point, sensors generate an error signal that evokes a response that causes the parameter to shift back toward its optimum value. (This principle is widely used in engineering, for example in the control of temperature using a thermostat.)", "targets": "The milieu interieur term was used by what physiologist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf720e8fec794306929efca87acec09a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any animal, survival requires maintaining a variety of parameters of bodily state within a limited range of variation: these include temperature, water content, salt concentration in the bloodstream, blood glucose levels, blood oxygen level, and others. The ability of an animal to regulate the internal environment of its body\u2014the milieu int\u00e9rieur, as pioneering physiologist Claude Bernard called it\u2014is known as homeostasis (Greek for \"standing still\"). Maintaining homeostasis is a crucial function of the brain. The basic principle that underlies homeostasis is negative feedback: any time a parameter diverges from its set-point, sensors generate an error signal that evokes a response that causes the parameter to shift back toward its optimum value. (This principle is widely used in engineering, for example in the control of temperature using a thermostat.)", "targets": "Homeostasis is like what household tool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bef6c6444fe4140b17738dd7fc1c8a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, New York City began closing the large, public high schools in the Bronx and replacing them with small high schools. Among the reasons cited for the changes were poor graduation rates and concerns about safety. Schools that have been closed or reduced in size include John F. Kennedy, James Monroe, Taft, Theodore Roosevelt, Adlai Stevenson, Evander Childs, Christopher Columbus, Morris, Walton, and South Bronx High Schools. More recently the City has started phasing out large middle schools, also replacing them with smaller schools.", "targets": "When did NYC begin splitting up the large Bronx high schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bef6c6444fe4140b17738dd7fc1c8a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, New York City began closing the large, public high schools in the Bronx and replacing them with small high schools. Among the reasons cited for the changes were poor graduation rates and concerns about safety. Schools that have been closed or reduced in size include John F. Kennedy, James Monroe, Taft, Theodore Roosevelt, Adlai Stevenson, Evander Childs, Christopher Columbus, Morris, Walton, and South Bronx High Schools. More recently the City has started phasing out large middle schools, also replacing them with smaller schools.", "targets": "Which Bronx schools have been closed or made smaller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bef6c6444fe4140b17738dd7fc1c8a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, New York City began closing the large, public high schools in the Bronx and replacing them with small high schools. Among the reasons cited for the changes were poor graduation rates and concerns about safety. Schools that have been closed or reduced in size include John F. Kennedy, James Monroe, Taft, Theodore Roosevelt, Adlai Stevenson, Evander Childs, Christopher Columbus, Morris, Walton, and South Bronx High Schools. More recently the City has started phasing out large middle schools, also replacing them with smaller schools.", "targets": "What type of schools is NYC now working on shrinking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1cf3e0911146e2a5cede37c0cdb7b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time, the political party reached its modern form, with a membership disciplined through the use of a party whip and the implementation of efficient structures of control. The Home Rule League Party, campaigning for Home Rule for Ireland in the British Parliament was fundamentally changed by the great Irish political leader Charles Stewart Parnell in the 1880s. In 1882, he changed his party's name to the Irish Parliamentary Party and created a well-organized grass roots structure, introducing membership to replace \"ad hoc\" informal groupings. He created a new selection procedure to ensure the professional selection of party candidates committed to taking their seats, and in 1884 he imposed a firm 'party pledge' which obliged MPs to vote as a bloc in parliament on all occasions. The creation of a strict party whip and a formal party structure was unique at the time. His party's efficient structure and control contrasted with the loose rules and flexible informality found in the main British parties; \u2013 they soon came to model themselves on the Parnellite model.", "targets": "Who was the leader of the Irish political party in the 1880s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1cf3e0911146e2a5cede37c0cdb7b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time, the political party reached its modern form, with a membership disciplined through the use of a party whip and the implementation of efficient structures of control. The Home Rule League Party, campaigning for Home Rule for Ireland in the British Parliament was fundamentally changed by the great Irish political leader Charles Stewart Parnell in the 1880s. In 1882, he changed his party's name to the Irish Parliamentary Party and created a well-organized grass roots structure, introducing membership to replace \"ad hoc\" informal groupings. He created a new selection procedure to ensure the professional selection of party candidates committed to taking their seats, and in 1884 he imposed a firm 'party pledge' which obliged MPs to vote as a bloc in parliament on all occasions. The creation of a strict party whip and a formal party structure was unique at the time. His party's efficient structure and control contrasted with the loose rules and flexible informality found in the main British parties; \u2013 they soon came to model themselves on the Parnellite model.", "targets": "What did Charles Stewart Parnell change his parties name to in 1882?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1cf3e0911146e2a5cede37c0cdb7b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time, the political party reached its modern form, with a membership disciplined through the use of a party whip and the implementation of efficient structures of control. The Home Rule League Party, campaigning for Home Rule for Ireland in the British Parliament was fundamentally changed by the great Irish political leader Charles Stewart Parnell in the 1880s. In 1882, he changed his party's name to the Irish Parliamentary Party and created a well-organized grass roots structure, introducing membership to replace \"ad hoc\" informal groupings. He created a new selection procedure to ensure the professional selection of party candidates committed to taking their seats, and in 1884 he imposed a firm 'party pledge' which obliged MPs to vote as a bloc in parliament on all occasions. The creation of a strict party whip and a formal party structure was unique at the time. His party's efficient structure and control contrasted with the loose rules and flexible informality found in the main British parties; \u2013 they soon came to model themselves on the Parnellite model.", "targets": "Did the Irish Parliamentary Party ever adopt the Parnellite model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "k"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "j"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "n"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "b"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "v"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "What is the legal capital of the Republic of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "What region is Nanjing in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "When was the city given the name Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "When did Nanjing become the Chinese national capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d28ba3ac65482f8d29d1e609f20499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing ( listen; Chinese: \u5357\u4eac, \"Southern Capital\") is the city situated in the heartland of lower Yangtze River region in China, which has long been a major centre of culture, education, research, politics, economy, transport networks and tourism. It is the capital city of Jiangsu province of People's Republic of China and the second largest city in East China, with a total population of 8,216,100, and legally the capital of Republic of China which lost the mainland during the civil war. The city whose name means \"Southern Capital\" has a prominent place in Chinese history and culture, having served as the capitals of various Chinese dynasties, kingdoms and republican governments dating from the 3rd century AD to 1949. Prior to the advent of pinyin romanization, Nanjing's city name was spelled as Nanking or Nankin. Nanjing has a number of other names, and some historical names are now used as names of districts of the city, and among them there is the name Jiangning (\u6c5f\u5be7), whose former character Jiang (\u6c5f, River) is the former part of the name Jiangsu and latter character Ning (\u5be7, simplified form \u5b81, Peace) is the short name of Nanjing. When being the capital of a state, for instance, ROC, Jing (\u4eac) is adopted as the abbreviation of Nanjing. Although as a city located in southern part of China becoming Chinese national capital as early as in Jin dynasty, the name Nanjing was designated to the city in Ming dynasty, about a thousand years later. Nanjing is particularly known as Jinling (\u91d1\u9675, literally meaning Gold Mountain) and the old name has been used since the Warring States Period in Zhou Dynasty.", "targets": "What does Nanjing mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75a4e15e94d44149a96043d921c12df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secular Gothic architecture can also be found in a number of public buildings such as town halls, universities, markets or hospitals. The Gda\u0144sk, Wroc\u0142aw and Stralsund town halls are remarkable examples of northern Brick Gothic built in the late 14th centuries. The Belfry of Bruges or Brussels Town Hall, built during the 15th century, are associated to the increasing wealth and power of the bourgeoisie in the late Middle Ages; by the 15th century, the traders of the trade cities of Burgundy had acquired such wealth and influence that they could afford to express their power by funding lavishly decorated buildings of vast proportions. This kind of expressions of secular and economic power are also found in other late mediaeval commercial cities, including the Llotja de la Seda of Valencia, Spain, a purpose built silk exchange dating from the 15th century, in the partial remains of Westminster Hall in the Houses of Parliament in London, or the Palazzo Pubblico in Siena, Italy, a 13th-century town hall built to host the offices of the then prosperous republic of Siena. Other Italian cities such as Florence (Palazzo Vecchio), Mantua or Venice also host remarkable examples of secular public architecture.", "targets": "What is an example of secular Northern Brick Gothic architecture from the 14th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75a4e15e94d44149a96043d921c12df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secular Gothic architecture can also be found in a number of public buildings such as town halls, universities, markets or hospitals. The Gda\u0144sk, Wroc\u0142aw and Stralsund town halls are remarkable examples of northern Brick Gothic built in the late 14th centuries. The Belfry of Bruges or Brussels Town Hall, built during the 15th century, are associated to the increasing wealth and power of the bourgeoisie in the late Middle Ages; by the 15th century, the traders of the trade cities of Burgundy had acquired such wealth and influence that they could afford to express their power by funding lavishly decorated buildings of vast proportions. This kind of expressions of secular and economic power are also found in other late mediaeval commercial cities, including the Llotja de la Seda of Valencia, Spain, a purpose built silk exchange dating from the 15th century, in the partial remains of Westminster Hall in the Houses of Parliament in London, or the Palazzo Pubblico in Siena, Italy, a 13th-century town hall built to host the offices of the then prosperous republic of Siena. Other Italian cities such as Florence (Palazzo Vecchio), Mantua or Venice also host remarkable examples of secular public architecture.", "targets": "When was Brussels Town Hall built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75a4e15e94d44149a96043d921c12df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secular Gothic architecture can also be found in a number of public buildings such as town halls, universities, markets or hospitals. The Gda\u0144sk, Wroc\u0142aw and Stralsund town halls are remarkable examples of northern Brick Gothic built in the late 14th centuries. The Belfry of Bruges or Brussels Town Hall, built during the 15th century, are associated to the increasing wealth and power of the bourgeoisie in the late Middle Ages; by the 15th century, the traders of the trade cities of Burgundy had acquired such wealth and influence that they could afford to express their power by funding lavishly decorated buildings of vast proportions. This kind of expressions of secular and economic power are also found in other late mediaeval commercial cities, including the Llotja de la Seda of Valencia, Spain, a purpose built silk exchange dating from the 15th century, in the partial remains of Westminster Hall in the Houses of Parliament in London, or the Palazzo Pubblico in Siena, Italy, a 13th-century town hall built to host the offices of the then prosperous republic of Siena. Other Italian cities such as Florence (Palazzo Vecchio), Mantua or Venice also host remarkable examples of secular public architecture.", "targets": "What is the name of the secular building in Spain which was constructed for the purpose of silk exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75a4e15e94d44149a96043d921c12df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secular Gothic architecture can also be found in a number of public buildings such as town halls, universities, markets or hospitals. The Gda\u0144sk, Wroc\u0142aw and Stralsund town halls are remarkable examples of northern Brick Gothic built in the late 14th centuries. The Belfry of Bruges or Brussels Town Hall, built during the 15th century, are associated to the increasing wealth and power of the bourgeoisie in the late Middle Ages; by the 15th century, the traders of the trade cities of Burgundy had acquired such wealth and influence that they could afford to express their power by funding lavishly decorated buildings of vast proportions. This kind of expressions of secular and economic power are also found in other late mediaeval commercial cities, including the Llotja de la Seda of Valencia, Spain, a purpose built silk exchange dating from the 15th century, in the partial remains of Westminster Hall in the Houses of Parliament in London, or the Palazzo Pubblico in Siena, Italy, a 13th-century town hall built to host the offices of the then prosperous republic of Siena. Other Italian cities such as Florence (Palazzo Vecchio), Mantua or Venice also host remarkable examples of secular public architecture.", "targets": "What is the name of the 13th-century town hall constructed to host the offices of the republic of Siena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75a4e15e94d44149a96043d921c12df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secular Gothic architecture can also be found in a number of public buildings such as town halls, universities, markets or hospitals. The Gda\u0144sk, Wroc\u0142aw and Stralsund town halls are remarkable examples of northern Brick Gothic built in the late 14th centuries. The Belfry of Bruges or Brussels Town Hall, built during the 15th century, are associated to the increasing wealth and power of the bourgeoisie in the late Middle Ages; by the 15th century, the traders of the trade cities of Burgundy had acquired such wealth and influence that they could afford to express their power by funding lavishly decorated buildings of vast proportions. This kind of expressions of secular and economic power are also found in other late mediaeval commercial cities, including the Llotja de la Seda of Valencia, Spain, a purpose built silk exchange dating from the 15th century, in the partial remains of Westminster Hall in the Houses of Parliament in London, or the Palazzo Pubblico in Siena, Italy, a 13th-century town hall built to host the offices of the then prosperous republic of Siena. Other Italian cities such as Florence (Palazzo Vecchio), Mantua or Venice also host remarkable examples of secular public architecture.", "targets": "Impressive public secular architecture can also be found in what other Italian city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "Who were some of the companies that encouraged the interactions between doctors and the pharmaceutical industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "When did the article come out about the importance of interactions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "What was the reason behind these interactions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "What was believed to have created a financial conflict of interest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "Who printed the article about the importance of interactions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "What publication had an article about the importance of pharmaceutical industry-physician interactions in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "When was the editorial published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7839be956154d0fbdfc34e08e6e89a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to this viewpoint, an article and associated editorial in the New England Journal of Medicine in May 2015 emphasized the importance of pharmaceutical industry-physician interactions for the development of novel treatments, and argued that moral outrage over industry malfeasance had unjustifiably led many to overemphasize the problems created by financial conflicts of interest. The article noted that major healthcare organizations such as National Center for Advancing Translational Sciences of the National Institutes of Health, the President\u2019s Council of Advisors on Science and Technology, the World Economic Forum, the Gates Foundation, the Wellcome Trust, and the Food and Drug Administration had encouraged greater interactions between physicians and industry in order to bring greater benefits to patients.", "targets": "Did major healthcare organizations support or discourage interactions between doctors and industries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-683ac91744514b94aa168697057643c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 18, 1970, the NAACP filed suit against Michigan state officials, including Governor William Milliken, charging de facto public school segregation. The NAACP argued that although schools were not legally segregated, the city of Detroit and its surrounding counties had enacted policies to maintain racial segregation in public schools. The NAACP also suggested a direct relationship between unfair housing practices and educational segregation, which followed segregated neighborhoods. The District Court held all levels of government accountable for the segregation in its ruling. The Sixth Circuit Court affirmed some of the decision, holding that it was the state's responsibility to integrate across the segregated metropolitan area. The U.S. Supreme Court took up the case February 27, 1974. The subsequent Milliken v. Bradley decision had wide national influence. In a narrow decision, the Court found that schools were a subject of local control and that suburbs could not be forced to solve problems in the city's school district.", "targets": "Who was Governor of Michigan in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-683ac91744514b94aa168697057643c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 18, 1970, the NAACP filed suit against Michigan state officials, including Governor William Milliken, charging de facto public school segregation. The NAACP argued that although schools were not legally segregated, the city of Detroit and its surrounding counties had enacted policies to maintain racial segregation in public schools. The NAACP also suggested a direct relationship between unfair housing practices and educational segregation, which followed segregated neighborhoods. The District Court held all levels of government accountable for the segregation in its ruling. The Sixth Circuit Court affirmed some of the decision, holding that it was the state's responsibility to integrate across the segregated metropolitan area. The U.S. Supreme Court took up the case February 27, 1974. The subsequent Milliken v. Bradley decision had wide national influence. In a narrow decision, the Court found that schools were a subject of local control and that suburbs could not be forced to solve problems in the city's school district.", "targets": "What is the court case that ruled that schools were subject to local control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-683ac91744514b94aa168697057643c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 18, 1970, the NAACP filed suit against Michigan state officials, including Governor William Milliken, charging de facto public school segregation. The NAACP argued that although schools were not legally segregated, the city of Detroit and its surrounding counties had enacted policies to maintain racial segregation in public schools. The NAACP also suggested a direct relationship between unfair housing practices and educational segregation, which followed segregated neighborhoods. The District Court held all levels of government accountable for the segregation in its ruling. The Sixth Circuit Court affirmed some of the decision, holding that it was the state's responsibility to integrate across the segregated metropolitan area. The U.S. Supreme Court took up the case February 27, 1974. The subsequent Milliken v. Bradley decision had wide national influence. In a narrow decision, the Court found that schools were a subject of local control and that suburbs could not be forced to solve problems in the city's school district.", "targets": "In which year did the Supreme Court hear Milliken v. Bradley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17fff8915a1f4c1b8b819c415619d6a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One by one, additional large hotels were constructed along the boardwalk, including the Brighton, Chelsea, Shelburne, Ambassador, Ritz Carlton, Mayflower, Madison House, and the Breakers. The Quaker-owned Chalfonte House, opened in 1868, and Haddon House, opened in 1869, flanked North Carolina Avenue at the beach end. Their original wood-frame structures would be enlarged, and even moved closer to the beach, over the years. The modern Chalfonte Hotel, eight stories tall, opened in 1904. The modern Haddon Hall was built in stages and was completed in 1929, at eleven stories. By this time, they were under the same ownership and merged into the Chalfonte-Haddon Hall Hotel, becoming the city's largest hotel with nearly 1,000 rooms. By 1930, the Claridge, the city's last large hotel before the casinos, opened its doors. The 400-room Claridge was built by a partnership that included renowned Philadelphia contractor John McShain. At 24 stories, it would become known as the \"Skyscraper By The Sea.\" The city became known as the \"The World's Playground.", "targets": "What year did the Quaker-owned Chalfonte House open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17fff8915a1f4c1b8b819c415619d6a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One by one, additional large hotels were constructed along the boardwalk, including the Brighton, Chelsea, Shelburne, Ambassador, Ritz Carlton, Mayflower, Madison House, and the Breakers. The Quaker-owned Chalfonte House, opened in 1868, and Haddon House, opened in 1869, flanked North Carolina Avenue at the beach end. Their original wood-frame structures would be enlarged, and even moved closer to the beach, over the years. The modern Chalfonte Hotel, eight stories tall, opened in 1904. The modern Haddon Hall was built in stages and was completed in 1929, at eleven stories. By this time, they were under the same ownership and merged into the Chalfonte-Haddon Hall Hotel, becoming the city's largest hotel with nearly 1,000 rooms. By 1930, the Claridge, the city's last large hotel before the casinos, opened its doors. The 400-room Claridge was built by a partnership that included renowned Philadelphia contractor John McShain. At 24 stories, it would become known as the \"Skyscraper By The Sea.\" The city became known as the \"The World's Playground.", "targets": "What year did the Haddon House open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17fff8915a1f4c1b8b819c415619d6a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One by one, additional large hotels were constructed along the boardwalk, including the Brighton, Chelsea, Shelburne, Ambassador, Ritz Carlton, Mayflower, Madison House, and the Breakers. The Quaker-owned Chalfonte House, opened in 1868, and Haddon House, opened in 1869, flanked North Carolina Avenue at the beach end. Their original wood-frame structures would be enlarged, and even moved closer to the beach, over the years. The modern Chalfonte Hotel, eight stories tall, opened in 1904. The modern Haddon Hall was built in stages and was completed in 1929, at eleven stories. By this time, they were under the same ownership and merged into the Chalfonte-Haddon Hall Hotel, becoming the city's largest hotel with nearly 1,000 rooms. By 1930, the Claridge, the city's last large hotel before the casinos, opened its doors. The 400-room Claridge was built by a partnership that included renowned Philadelphia contractor John McShain. At 24 stories, it would become known as the \"Skyscraper By The Sea.\" The city became known as the \"The World's Playground.", "targets": "How many stories was the modern Chalfonte Hotel when it opened in 1904?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17fff8915a1f4c1b8b819c415619d6a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One by one, additional large hotels were constructed along the boardwalk, including the Brighton, Chelsea, Shelburne, Ambassador, Ritz Carlton, Mayflower, Madison House, and the Breakers. The Quaker-owned Chalfonte House, opened in 1868, and Haddon House, opened in 1869, flanked North Carolina Avenue at the beach end. Their original wood-frame structures would be enlarged, and even moved closer to the beach, over the years. The modern Chalfonte Hotel, eight stories tall, opened in 1904. The modern Haddon Hall was built in stages and was completed in 1929, at eleven stories. By this time, they were under the same ownership and merged into the Chalfonte-Haddon Hall Hotel, becoming the city's largest hotel with nearly 1,000 rooms. By 1930, the Claridge, the city's last large hotel before the casinos, opened its doors. The 400-room Claridge was built by a partnership that included renowned Philadelphia contractor John McShain. At 24 stories, it would become known as the \"Skyscraper By The Sea.\" The city became known as the \"The World's Playground.", "targets": "How many rooms were in the merged Chalfonte-Haddon Hall Hotel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17fff8915a1f4c1b8b819c415619d6a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One by one, additional large hotels were constructed along the boardwalk, including the Brighton, Chelsea, Shelburne, Ambassador, Ritz Carlton, Mayflower, Madison House, and the Breakers. The Quaker-owned Chalfonte House, opened in 1868, and Haddon House, opened in 1869, flanked North Carolina Avenue at the beach end. Their original wood-frame structures would be enlarged, and even moved closer to the beach, over the years. The modern Chalfonte Hotel, eight stories tall, opened in 1904. The modern Haddon Hall was built in stages and was completed in 1929, at eleven stories. By this time, they were under the same ownership and merged into the Chalfonte-Haddon Hall Hotel, becoming the city's largest hotel with nearly 1,000 rooms. By 1930, the Claridge, the city's last large hotel before the casinos, opened its doors. The 400-room Claridge was built by a partnership that included renowned Philadelphia contractor John McShain. At 24 stories, it would become known as the \"Skyscraper By The Sea.\" The city became known as the \"The World's Playground.", "targets": "What was the name given to the 24 story tall, 400-room Claridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-167d9235bcfa43f585fdbb64a9d6b425", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana i/m\u0252n\u02c8t\u00e6n\u0259/ is a state in the Western region of the United States. The state's name is derived from the Spanish word monta\u00f1a (mountain). Montana has several nicknames, although none official, including \"Big Sky Country\" and \"The Treasure State\", and slogans that include \"Land of the Shining Mountains\" and more recently \"The Last Best Place\". Montana is ranked 4th in size, but 44th in population and 48th in population density of the 50 United States. The western third of Montana contains numerous mountain ranges. Smaller island ranges are found throughout the state. In total, 77 named ranges are part of the Rocky Mountains.", "targets": "Where does the state's name come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-167d9235bcfa43f585fdbb64a9d6b425", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana i/m\u0252n\u02c8t\u00e6n\u0259/ is a state in the Western region of the United States. The state's name is derived from the Spanish word monta\u00f1a (mountain). Montana has several nicknames, although none official, including \"Big Sky Country\" and \"The Treasure State\", and slogans that include \"Land of the Shining Mountains\" and more recently \"The Last Best Place\". Montana is ranked 4th in size, but 44th in population and 48th in population density of the 50 United States. The western third of Montana contains numerous mountain ranges. Smaller island ranges are found throughout the state. In total, 77 named ranges are part of the Rocky Mountains.", "targets": "What is the states rank in size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-167d9235bcfa43f585fdbb64a9d6b425", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana i/m\u0252n\u02c8t\u00e6n\u0259/ is a state in the Western region of the United States. The state's name is derived from the Spanish word monta\u00f1a (mountain). Montana has several nicknames, although none official, including \"Big Sky Country\" and \"The Treasure State\", and slogans that include \"Land of the Shining Mountains\" and more recently \"The Last Best Place\". Montana is ranked 4th in size, but 44th in population and 48th in population density of the 50 United States. The western third of Montana contains numerous mountain ranges. Smaller island ranges are found throughout the state. In total, 77 named ranges are part of the Rocky Mountains.", "targets": "What is its rank in popularion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-167d9235bcfa43f585fdbb64a9d6b425", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana i/m\u0252n\u02c8t\u00e6n\u0259/ is a state in the Western region of the United States. The state's name is derived from the Spanish word monta\u00f1a (mountain). Montana has several nicknames, although none official, including \"Big Sky Country\" and \"The Treasure State\", and slogans that include \"Land of the Shining Mountains\" and more recently \"The Last Best Place\". Montana is ranked 4th in size, but 44th in population and 48th in population density of the 50 United States. The western third of Montana contains numerous mountain ranges. Smaller island ranges are found throughout the state. In total, 77 named ranges are part of the Rocky Mountains.", "targets": "How many ranges are part of the Rocky Mountains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-167d9235bcfa43f585fdbb64a9d6b425", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana i/m\u0252n\u02c8t\u00e6n\u0259/ is a state in the Western region of the United States. The state's name is derived from the Spanish word monta\u00f1a (mountain). Montana has several nicknames, although none official, including \"Big Sky Country\" and \"The Treasure State\", and slogans that include \"Land of the Shining Mountains\" and more recently \"The Last Best Place\". Montana is ranked 4th in size, but 44th in population and 48th in population density of the 50 United States. The western third of Montana contains numerous mountain ranges. Smaller island ranges are found throughout the state. In total, 77 named ranges are part of the Rocky Mountains.", "targets": "Where does the state's name come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "How many Grammys has Beyonce won total with and without Destiny's Child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "Who is the only other woman with more Grammy awards than Beyonce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "Beyonce has been awarded how many Grammy nominations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "Beyonce holds the record for how many wins in one night by a female?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "How many awards at the Broadcast Film Critics Association Awards in 2006 did Beyonce bring home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "How many Grammies has Beyonce won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "How many Grammy nominations does Beyonce have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "When did she set the record for most Grammy awards won in one night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "Who tied her record for most Grammies won in one night in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "How many Grammys has Beyonc\u00e9 won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "How many Grammy nominations has Beyonc\u00e9 had?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "What Beyonc\u00e9 song was song of the year on 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-535d27b502984821bc6995f39e172d31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has won 20 Grammy Awards, both as a solo artist and member of Destiny's Child, making her the second most honored female artist by the Grammys, behind Alison Krauss and the most nominated woman in Grammy Award history with 52 nominations. \"Single Ladies (Put a Ring on It)\" won Song of the Year in 2010 while \"Say My Name\" and \"Crazy in Love\" had previously won Best R&B Song. Dangerously in Love, B'Day and I Am... Sasha Fierce have all won Best Contemporary R&B Album. Beyonc\u00e9 set the record for the most Grammy awards won by a female artist in one night in 2010 when she won six awards, breaking the tie she previously held with Alicia Keys, Norah Jones, Alison Krauss, and Amy Winehouse, with Adele equaling this in 2012. Following her role in Dreamgirls she was nominated for Best Original Song for \"Listen\" and Best Actress at the Golden Globe Awards, and Outstanding Actress in a Motion Picture at the NAACP Image Awards. Beyonc\u00e9 won two awards at the Broadcast Film Critics Association Awards 2006; Best Song for \"Listen\" and Best Original Soundtrack for Dreamgirls: Music from the Motion Picture.", "targets": "What movie had Beyonc\u00e9 nominated as Best Actress for Golden Globe Awards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6786b8eab2144d3fbf8d95578c14cd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its \"natural\" function of everyday life and is often spontaneous.", "targets": "Where does informal learning usually take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6786b8eab2144d3fbf8d95578c14cd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its \"natural\" function of everyday life and is often spontaneous.", "targets": "What is not necessary for informal learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6786b8eab2144d3fbf8d95578c14cd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its \"natural\" function of everyday life and is often spontaneous.", "targets": "What falls under the informal learning umbrella?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a011f0c63e8445bc852b43298dc110d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since then, the Bronx has always supported the Democratic Party's nominee for President, starting with a vote of 2-1 for the unsuccessful Al Smith in 1928, followed by four 2-1 votes for the successful Franklin D. Roosevelt. (Both had been Governors of New York, but Republican former Gov. Thomas E. Dewey won only 28% of the Bronx's vote in 1948 against 55% for Pres. Harry Truman, the winning Democrat, and 17% for Henry A. Wallace of the Progressives. It was only 32 years earlier, by contrast, that another Republican former Governor who narrowly lost the Presidency, Charles Evans Hughes, had won 42.6% of the Bronx's 1916 vote against Democratic President Woodrow Wilson's 49.8% and Socialist candidate Allan Benson's 7.3%.)", "targets": "Who did the Bronx support for President in 1928?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a011f0c63e8445bc852b43298dc110d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since then, the Bronx has always supported the Democratic Party's nominee for President, starting with a vote of 2-1 for the unsuccessful Al Smith in 1928, followed by four 2-1 votes for the successful Franklin D. Roosevelt. (Both had been Governors of New York, but Republican former Gov. Thomas E. Dewey won only 28% of the Bronx's vote in 1948 against 55% for Pres. Harry Truman, the winning Democrat, and 17% for Henry A. Wallace of the Progressives. It was only 32 years earlier, by contrast, that another Republican former Governor who narrowly lost the Presidency, Charles Evans Hughes, had won 42.6% of the Bronx's 1916 vote against Democratic President Woodrow Wilson's 49.8% and Socialist candidate Allan Benson's 7.3%.)", "targets": "How much of the Bronx's vote in 1916 did Hughes get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a011f0c63e8445bc852b43298dc110d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since then, the Bronx has always supported the Democratic Party's nominee for President, starting with a vote of 2-1 for the unsuccessful Al Smith in 1928, followed by four 2-1 votes for the successful Franklin D. Roosevelt. (Both had been Governors of New York, but Republican former Gov. Thomas E. Dewey won only 28% of the Bronx's vote in 1948 against 55% for Pres. Harry Truman, the winning Democrat, and 17% for Henry A. Wallace of the Progressives. It was only 32 years earlier, by contrast, that another Republican former Governor who narrowly lost the Presidency, Charles Evans Hughes, had won 42.6% of the Bronx's 1916 vote against Democratic President Woodrow Wilson's 49.8% and Socialist candidate Allan Benson's 7.3%.)", "targets": "How much of the Bronx's vote in 1916 did Wilson get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a011f0c63e8445bc852b43298dc110d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since then, the Bronx has always supported the Democratic Party's nominee for President, starting with a vote of 2-1 for the unsuccessful Al Smith in 1928, followed by four 2-1 votes for the successful Franklin D. Roosevelt. (Both had been Governors of New York, but Republican former Gov. Thomas E. Dewey won only 28% of the Bronx's vote in 1948 against 55% for Pres. Harry Truman, the winning Democrat, and 17% for Henry A. Wallace of the Progressives. It was only 32 years earlier, by contrast, that another Republican former Governor who narrowly lost the Presidency, Charles Evans Hughes, had won 42.6% of the Bronx's 1916 vote against Democratic President Woodrow Wilson's 49.8% and Socialist candidate Allan Benson's 7.3%.)", "targets": "How much of the Bronx's vote in 1916 did Benson get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a011f0c63e8445bc852b43298dc110d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since then, the Bronx has always supported the Democratic Party's nominee for President, starting with a vote of 2-1 for the unsuccessful Al Smith in 1928, followed by four 2-1 votes for the successful Franklin D. Roosevelt. (Both had been Governors of New York, but Republican former Gov. Thomas E. Dewey won only 28% of the Bronx's vote in 1948 against 55% for Pres. Harry Truman, the winning Democrat, and 17% for Henry A. Wallace of the Progressives. It was only 32 years earlier, by contrast, that another Republican former Governor who narrowly lost the Presidency, Charles Evans Hughes, had won 42.6% of the Bronx's 1916 vote against Democratic President Woodrow Wilson's 49.8% and Socialist candidate Allan Benson's 7.3%.)", "targets": "How much of the Bronx's vote in 1948 did Truman get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-575777b70b3e450ebe35991c2c5d3f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Conference of State Legislatures held in Washington D.C. stated in a 2014 overview that many supporters for affirmative action argue that policies stemming from affirmative action help to open doors for historically excluded groups in workplace settings and higher education. Workplace diversity has become a business management concept in which employers actively seek to promote an inclusive workplace. By valuing diversity, employers have the capacity to create an environment in which there is a culture of respect for individual differences as well as the ability to draw in talent and ideas from all segments of the population. By creating this diverse workforce, these employers and companies gain a competitive advantage in an increasingly global economy. According to the U.S. Equal Employment Opportunity Commission, many private sector employers have concluded that a diverse workforce makes a \"company stronger, more profitable, and a better place to work.\" Therefore, these diversity promoting policies are implemented for competitive reasons rather than as a response to discrimination, but have shown the value in having diversity.", "targets": "Where was the National Conference of State Legislatures held in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-575777b70b3e450ebe35991c2c5d3f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Conference of State Legislatures held in Washington D.C. stated in a 2014 overview that many supporters for affirmative action argue that policies stemming from affirmative action help to open doors for historically excluded groups in workplace settings and higher education. Workplace diversity has become a business management concept in which employers actively seek to promote an inclusive workplace. By valuing diversity, employers have the capacity to create an environment in which there is a culture of respect for individual differences as well as the ability to draw in talent and ideas from all segments of the population. By creating this diverse workforce, these employers and companies gain a competitive advantage in an increasingly global economy. According to the U.S. Equal Employment Opportunity Commission, many private sector employers have concluded that a diverse workforce makes a \"company stronger, more profitable, and a better place to work.\" Therefore, these diversity promoting policies are implemented for competitive reasons rather than as a response to discrimination, but have shown the value in having diversity.", "targets": "What did proponents of affirmative action claim some of the effects of policies that support affirmative action had done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-575777b70b3e450ebe35991c2c5d3f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Conference of State Legislatures held in Washington D.C. stated in a 2014 overview that many supporters for affirmative action argue that policies stemming from affirmative action help to open doors for historically excluded groups in workplace settings and higher education. Workplace diversity has become a business management concept in which employers actively seek to promote an inclusive workplace. By valuing diversity, employers have the capacity to create an environment in which there is a culture of respect for individual differences as well as the ability to draw in talent and ideas from all segments of the population. By creating this diverse workforce, these employers and companies gain a competitive advantage in an increasingly global economy. According to the U.S. Equal Employment Opportunity Commission, many private sector employers have concluded that a diverse workforce makes a \"company stronger, more profitable, and a better place to work.\" Therefore, these diversity promoting policies are implemented for competitive reasons rather than as a response to discrimination, but have shown the value in having diversity.", "targets": "What has the concept of workplace diversity caused employers to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-575777b70b3e450ebe35991c2c5d3f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Conference of State Legislatures held in Washington D.C. stated in a 2014 overview that many supporters for affirmative action argue that policies stemming from affirmative action help to open doors for historically excluded groups in workplace settings and higher education. Workplace diversity has become a business management concept in which employers actively seek to promote an inclusive workplace. By valuing diversity, employers have the capacity to create an environment in which there is a culture of respect for individual differences as well as the ability to draw in talent and ideas from all segments of the population. By creating this diverse workforce, these employers and companies gain a competitive advantage in an increasingly global economy. According to the U.S. Equal Employment Opportunity Commission, many private sector employers have concluded that a diverse workforce makes a \"company stronger, more profitable, and a better place to work.\" Therefore, these diversity promoting policies are implemented for competitive reasons rather than as a response to discrimination, but have shown the value in having diversity.", "targets": "Having a diverse workplace allows for employers to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-575777b70b3e450ebe35991c2c5d3f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Conference of State Legislatures held in Washington D.C. stated in a 2014 overview that many supporters for affirmative action argue that policies stemming from affirmative action help to open doors for historically excluded groups in workplace settings and higher education. Workplace diversity has become a business management concept in which employers actively seek to promote an inclusive workplace. By valuing diversity, employers have the capacity to create an environment in which there is a culture of respect for individual differences as well as the ability to draw in talent and ideas from all segments of the population. By creating this diverse workforce, these employers and companies gain a competitive advantage in an increasingly global economy. According to the U.S. Equal Employment Opportunity Commission, many private sector employers have concluded that a diverse workforce makes a \"company stronger, more profitable, and a better place to work.\" Therefore, these diversity promoting policies are implemented for competitive reasons rather than as a response to discrimination, but have shown the value in having diversity.", "targets": "Which organization claims that private sector employers believe having a diverse workplace is beneficial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d0b110eaee47259e28b703876388cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a 1992 New York Times article on Feynman and his legacy, James Gleick recounts the story of how Murray Gell-Mann described what has become known as \"The Feynman Algorithm\" or \"The Feynman Problem-Solving Algorithm\" to a student: \"The student asks Gell-Mann about Feynman's notes. Gell-Mann says no, Dick's methods are not the same as the methods used here. The student asks, well, what are Feynman's methods? Gell-Mann leans coyly against the blackboard and says: Dick's method is this. You write down the problem. You think very hard. (He shuts his eyes and presses his knuckles parodically to his forehead.) Then you write down the answer.\"", "targets": "Which paper published a story about Feynman in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d0b110eaee47259e28b703876388cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a 1992 New York Times article on Feynman and his legacy, James Gleick recounts the story of how Murray Gell-Mann described what has become known as \"The Feynman Algorithm\" or \"The Feynman Problem-Solving Algorithm\" to a student: \"The student asks Gell-Mann about Feynman's notes. Gell-Mann says no, Dick's methods are not the same as the methods used here. The student asks, well, what are Feynman's methods? Gell-Mann leans coyly against the blackboard and says: Dick's method is this. You write down the problem. You think very hard. (He shuts his eyes and presses his knuckles parodically to his forehead.) Then you write down the answer.\"", "targets": "Who helped tell the 1992 New York Times story about Feynman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d0b110eaee47259e28b703876388cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a 1992 New York Times article on Feynman and his legacy, James Gleick recounts the story of how Murray Gell-Mann described what has become known as \"The Feynman Algorithm\" or \"The Feynman Problem-Solving Algorithm\" to a student: \"The student asks Gell-Mann about Feynman's notes. Gell-Mann says no, Dick's methods are not the same as the methods used here. The student asks, well, what are Feynman's methods? Gell-Mann leans coyly against the blackboard and says: Dick's method is this. You write down the problem. You think very hard. (He shuts his eyes and presses his knuckles parodically to his forehead.) Then you write down the answer.\"", "targets": "Gleick told a story about a specific algorithim that Gell-Mann described to a student, what was this algorithim called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d0b110eaee47259e28b703876388cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a 1992 New York Times article on Feynman and his legacy, James Gleick recounts the story of how Murray Gell-Mann described what has become known as \"The Feynman Algorithm\" or \"The Feynman Problem-Solving Algorithm\" to a student: \"The student asks Gell-Mann about Feynman's notes. Gell-Mann says no, Dick's methods are not the same as the methods used here. The student asks, well, what are Feynman's methods? Gell-Mann leans coyly against the blackboard and says: Dick's method is this. You write down the problem. You think very hard. (He shuts his eyes and presses his knuckles parodically to his forehead.) Then you write down the answer.\"", "targets": "Feynman's algorithim included writing the problem, thinking, and then what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c7c3746ce10417c9205fb4810d40542", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Very few early Byzantine mosaics survived the Iconoclastic destruction of the 8th century. Among the rare examples are the 6th-century Christ in majesty (or Ezekiel's Vision) mosaic in the apse of the Church of Hosios David in Thessaloniki that was hidden behind mortar during those dangerous times. Nine mosaic panels in the Hagios Demetrios Church, which were made between 634 and 730, also escaped destruction. Unusually almost all represent Saint Demetrius of Thessaloniki, often with suppliants before him.", "targets": "How many Byzantine mosaics survived past the 8th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c7c3746ce10417c9205fb4810d40542", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Very few early Byzantine mosaics survived the Iconoclastic destruction of the 8th century. Among the rare examples are the 6th-century Christ in majesty (or Ezekiel's Vision) mosaic in the apse of the Church of Hosios David in Thessaloniki that was hidden behind mortar during those dangerous times. Nine mosaic panels in the Hagios Demetrios Church, which were made between 634 and 730, also escaped destruction. Unusually almost all represent Saint Demetrius of Thessaloniki, often with suppliants before him.", "targets": "The mosaic in the church in Thessaloniki is know as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c7c3746ce10417c9205fb4810d40542", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Very few early Byzantine mosaics survived the Iconoclastic destruction of the 8th century. Among the rare examples are the 6th-century Christ in majesty (or Ezekiel's Vision) mosaic in the apse of the Church of Hosios David in Thessaloniki that was hidden behind mortar during those dangerous times. Nine mosaic panels in the Hagios Demetrios Church, which were made between 634 and 730, also escaped destruction. Unusually almost all represent Saint Demetrius of Thessaloniki, often with suppliants before him.", "targets": "When were the panels in the Hagios Demetrios Church created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c7c3746ce10417c9205fb4810d40542", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Very few early Byzantine mosaics survived the Iconoclastic destruction of the 8th century. Among the rare examples are the 6th-century Christ in majesty (or Ezekiel's Vision) mosaic in the apse of the Church of Hosios David in Thessaloniki that was hidden behind mortar during those dangerous times. Nine mosaic panels in the Hagios Demetrios Church, which were made between 634 and 730, also escaped destruction. Unusually almost all represent Saint Demetrius of Thessaloniki, often with suppliants before him.", "targets": "Why was Christ in majesty protected from the iconoclastic destruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c7c3746ce10417c9205fb4810d40542", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Very few early Byzantine mosaics survived the Iconoclastic destruction of the 8th century. Among the rare examples are the 6th-century Christ in majesty (or Ezekiel's Vision) mosaic in the apse of the Church of Hosios David in Thessaloniki that was hidden behind mortar during those dangerous times. Nine mosaic panels in the Hagios Demetrios Church, which were made between 634 and 730, also escaped destruction. Unusually almost all represent Saint Demetrius of Thessaloniki, often with suppliants before him.", "targets": "What is common about the surviving mosaics from the 7th-9th centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74d7719b86b04b9b9cbd277a39dafb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relative pitches of individual notes in a scale may be determined by one of a number of tuning systems. In the west, the twelve-note chromatic scale is the most common method of organization, with equal temperament now the most widely used method of tuning that scale. In it, the pitch ratio between any two successive notes of the scale is exactly the twelfth root of two (or about 1.05946). In well-tempered systems (as used in the time of Johann Sebastian Bach, for example), different methods of musical tuning were used. Almost all of these systems have one interval in common, the octave, where the pitch of one note is double the frequency of another. For example, if the A above middle C is 440 Hz, the A an octave above that is 880 Hz (info).", "targets": "What is the most common method of organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74d7719b86b04b9b9cbd277a39dafb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relative pitches of individual notes in a scale may be determined by one of a number of tuning systems. In the west, the twelve-note chromatic scale is the most common method of organization, with equal temperament now the most widely used method of tuning that scale. In it, the pitch ratio between any two successive notes of the scale is exactly the twelfth root of two (or about 1.05946). In well-tempered systems (as used in the time of Johann Sebastian Bach, for example), different methods of musical tuning were used. Almost all of these systems have one interval in common, the octave, where the pitch of one note is double the frequency of another. For example, if the A above middle C is 440 Hz, the A an octave above that is 880 Hz (info).", "targets": "The pitch ratio between any two successive notes is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74d7719b86b04b9b9cbd277a39dafb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relative pitches of individual notes in a scale may be determined by one of a number of tuning systems. In the west, the twelve-note chromatic scale is the most common method of organization, with equal temperament now the most widely used method of tuning that scale. In it, the pitch ratio between any two successive notes of the scale is exactly the twelfth root of two (or about 1.05946). In well-tempered systems (as used in the time of Johann Sebastian Bach, for example), different methods of musical tuning were used. Almost all of these systems have one interval in common, the octave, where the pitch of one note is double the frequency of another. For example, if the A above middle C is 440 Hz, the A an octave above that is 880 Hz (info).", "targets": "All these different methods have what in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7be7d251adfe42699d9856d75ac54037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the resulting Battle of Pusan Perimeter (August\u2013September 1950), the U.S. Army withstood KPA attacks meant to capture the city at the Naktong Bulge, P'ohang-dong, and Taegu. The United States Air Force (USAF) interrupted KPA logistics with 40 daily ground support sorties that destroyed 32 bridges, halting most daytime road and rail traffic. KPA forces were forced to hide in tunnels by day and move only at night. To deny mat\u00e9riel to the KPA, the USAF destroyed logistics depots, petroleum refineries, and harbors, while the U.S. Navy air forces attacked transport hubs. Consequently, the over-extended KPA could not be supplied throughout the south. On 27 August, 67th Fighter Squadron aircraft mistakenly attacked facilities in Chinese territory and the Soviet Union called the UN Security Council's attention to China's complaint about the incident. The US proposed that a commission of India and Sweden determine what the US should pay in compensation but the Soviets vetoed the US proposal.", "targets": "Which army was trying to capture Teague and the Naktong Bulge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7be7d251adfe42699d9856d75ac54037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the resulting Battle of Pusan Perimeter (August\u2013September 1950), the U.S. Army withstood KPA attacks meant to capture the city at the Naktong Bulge, P'ohang-dong, and Taegu. The United States Air Force (USAF) interrupted KPA logistics with 40 daily ground support sorties that destroyed 32 bridges, halting most daytime road and rail traffic. KPA forces were forced to hide in tunnels by day and move only at night. To deny mat\u00e9riel to the KPA, the USAF destroyed logistics depots, petroleum refineries, and harbors, while the U.S. Navy air forces attacked transport hubs. Consequently, the over-extended KPA could not be supplied throughout the south. On 27 August, 67th Fighter Squadron aircraft mistakenly attacked facilities in Chinese territory and the Soviet Union called the UN Security Council's attention to China's complaint about the incident. The US proposed that a commission of India and Sweden determine what the US should pay in compensation but the Soviets vetoed the US proposal.", "targets": "What did the US Air Force's daytime attacks cause the KPA to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7be7d251adfe42699d9856d75ac54037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the resulting Battle of Pusan Perimeter (August\u2013September 1950), the U.S. Army withstood KPA attacks meant to capture the city at the Naktong Bulge, P'ohang-dong, and Taegu. The United States Air Force (USAF) interrupted KPA logistics with 40 daily ground support sorties that destroyed 32 bridges, halting most daytime road and rail traffic. KPA forces were forced to hide in tunnels by day and move only at night. To deny mat\u00e9riel to the KPA, the USAF destroyed logistics depots, petroleum refineries, and harbors, while the U.S. Navy air forces attacked transport hubs. Consequently, the over-extended KPA could not be supplied throughout the south. On 27 August, 67th Fighter Squadron aircraft mistakenly attacked facilities in Chinese territory and the Soviet Union called the UN Security Council's attention to China's complaint about the incident. The US proposed that a commission of India and Sweden determine what the US should pay in compensation but the Soviets vetoed the US proposal.", "targets": "Why did the Soviet Union complain about the action of the US to the UN Security Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7be7d251adfe42699d9856d75ac54037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the resulting Battle of Pusan Perimeter (August\u2013September 1950), the U.S. Army withstood KPA attacks meant to capture the city at the Naktong Bulge, P'ohang-dong, and Taegu. The United States Air Force (USAF) interrupted KPA logistics with 40 daily ground support sorties that destroyed 32 bridges, halting most daytime road and rail traffic. KPA forces were forced to hide in tunnels by day and move only at night. To deny mat\u00e9riel to the KPA, the USAF destroyed logistics depots, petroleum refineries, and harbors, while the U.S. Navy air forces attacked transport hubs. Consequently, the over-extended KPA could not be supplied throughout the south. On 27 August, 67th Fighter Squadron aircraft mistakenly attacked facilities in Chinese territory and the Soviet Union called the UN Security Council's attention to China's complaint about the incident. The US proposed that a commission of India and Sweden determine what the US should pay in compensation but the Soviets vetoed the US proposal.", "targets": "Along with India, what other nation was to determine the how much the US would have to compensate China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7be7d251adfe42699d9856d75ac54037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the resulting Battle of Pusan Perimeter (August\u2013September 1950), the U.S. Army withstood KPA attacks meant to capture the city at the Naktong Bulge, P'ohang-dong, and Taegu. The United States Air Force (USAF) interrupted KPA logistics with 40 daily ground support sorties that destroyed 32 bridges, halting most daytime road and rail traffic. KPA forces were forced to hide in tunnels by day and move only at night. To deny mat\u00e9riel to the KPA, the USAF destroyed logistics depots, petroleum refineries, and harbors, while the U.S. Navy air forces attacked transport hubs. Consequently, the over-extended KPA could not be supplied throughout the south. On 27 August, 67th Fighter Squadron aircraft mistakenly attacked facilities in Chinese territory and the Soviet Union called the UN Security Council's attention to China's complaint about the incident. The US proposed that a commission of India and Sweden determine what the US should pay in compensation but the Soviets vetoed the US proposal.", "targets": "Why did India and Sweden never determine how much the US would compensate China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c67db1c02d43f1891eefd836bd5063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, a large share of natural gas reserves in Iran were untapped. The addition of new hydroelectric stations and the streamlining of conventional coal and oil-fired stations increased installed capacity to 33,000 megawatts. Of that amount, about 75% was based on natural gas, 18% on oil, and 7% on hydroelectric power. In 2004, Iran opened its first wind-powered and geothermal plants, and the first solar thermal plant is to come online in 2009. Iran is the third country in the world to have developed GTL technology.", "targets": "When did Iran open its first wind-powered plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c67db1c02d43f1891eefd836bd5063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, a large share of natural gas reserves in Iran were untapped. The addition of new hydroelectric stations and the streamlining of conventional coal and oil-fired stations increased installed capacity to 33,000 megawatts. Of that amount, about 75% was based on natural gas, 18% on oil, and 7% on hydroelectric power. In 2004, Iran opened its first wind-powered and geothermal plants, and the first solar thermal plant is to come online in 2009. Iran is the third country in the world to have developed GTL technology.", "targets": "When did Iran open its first geothermal plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c67db1c02d43f1891eefd836bd5063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, a large share of natural gas reserves in Iran were untapped. The addition of new hydroelectric stations and the streamlining of conventional coal and oil-fired stations increased installed capacity to 33,000 megawatts. Of that amount, about 75% was based on natural gas, 18% on oil, and 7% on hydroelectric power. In 2004, Iran opened its first wind-powered and geothermal plants, and the first solar thermal plant is to come online in 2009. Iran is the third country in the world to have developed GTL technology.", "targets": "How much did Iran's installed capacity of power increase to after it added new hydroelectric power in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c67db1c02d43f1891eefd836bd5063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, a large share of natural gas reserves in Iran were untapped. The addition of new hydroelectric stations and the streamlining of conventional coal and oil-fired stations increased installed capacity to 33,000 megawatts. Of that amount, about 75% was based on natural gas, 18% on oil, and 7% on hydroelectric power. In 2004, Iran opened its first wind-powered and geothermal plants, and the first solar thermal plant is to come online in 2009. Iran is the third country in the world to have developed GTL technology.", "targets": "How much of Iran's 33k megawatt installed capacity was based on natural gas? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c67db1c02d43f1891eefd836bd5063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, a large share of natural gas reserves in Iran were untapped. The addition of new hydroelectric stations and the streamlining of conventional coal and oil-fired stations increased installed capacity to 33,000 megawatts. Of that amount, about 75% was based on natural gas, 18% on oil, and 7% on hydroelectric power. In 2004, Iran opened its first wind-powered and geothermal plants, and the first solar thermal plant is to come online in 2009. Iran is the third country in the world to have developed GTL technology.", "targets": "How much of Iran's 33k megawatt installed capacity was based on oil? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f05bbfd8163143dd931156ef2920350d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word \"translation\" derives from the Latin translatio (which itself comes from trans- and from fero, the supine form of which is latum\u2014together meaning \"a carrying across\" or \"a bringing across\"). The modern Romance languages use equivalents of the English term \"translation\" that are derived from that same Latin source or from the alternative Latin traducere (\"to lead across\" or \"to bring across\"). The Slavic and Germanic languages (except in the case of the Dutch equivalent, \"vertaling\"\u2014a \"re-language-ing\") likewise use calques of these Latin sources.", "targets": "What Latin word does the English word translation come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f05bbfd8163143dd931156ef2920350d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word \"translation\" derives from the Latin translatio (which itself comes from trans- and from fero, the supine form of which is latum\u2014together meaning \"a carrying across\" or \"a bringing across\"). The modern Romance languages use equivalents of the English term \"translation\" that are derived from that same Latin source or from the alternative Latin traducere (\"to lead across\" or \"to bring across\"). The Slavic and Germanic languages (except in the case of the Dutch equivalent, \"vertaling\"\u2014a \"re-language-ing\") likewise use calques of these Latin sources.", "targets": "What languages use equivalents of the English term \"translation\" that come from the same Latin source?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f05bbfd8163143dd931156ef2920350d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word \"translation\" derives from the Latin translatio (which itself comes from trans- and from fero, the supine form of which is latum\u2014together meaning \"a carrying across\" or \"a bringing across\"). The modern Romance languages use equivalents of the English term \"translation\" that are derived from that same Latin source or from the alternative Latin traducere (\"to lead across\" or \"to bring across\"). The Slavic and Germanic languages (except in the case of the Dutch equivalent, \"vertaling\"\u2014a \"re-language-ing\") likewise use calques of these Latin sources.", "targets": "What does Latin's traducere mean in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f05bbfd8163143dd931156ef2920350d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word \"translation\" derives from the Latin translatio (which itself comes from trans- and from fero, the supine form of which is latum\u2014together meaning \"a carrying across\" or \"a bringing across\"). The modern Romance languages use equivalents of the English term \"translation\" that are derived from that same Latin source or from the alternative Latin traducere (\"to lead across\" or \"to bring across\"). The Slavic and Germanic languages (except in the case of the Dutch equivalent, \"vertaling\"\u2014a \"re-language-ing\") likewise use calques of these Latin sources.", "targets": "Slavic and Germanic languages also use a similar loanword from what source?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f05bbfd8163143dd931156ef2920350d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English word \"translation\" derives from the Latin translatio (which itself comes from trans- and from fero, the supine form of which is latum\u2014together meaning \"a carrying across\" or \"a bringing across\"). The modern Romance languages use equivalents of the English term \"translation\" that are derived from that same Latin source or from the alternative Latin traducere (\"to lead across\" or \"to bring across\"). The Slavic and Germanic languages (except in the case of the Dutch equivalent, \"vertaling\"\u2014a \"re-language-ing\") likewise use calques of these Latin sources.", "targets": "What does the Dutch word \"vertaling\" roughly translate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4dc3d224bd64d629246416c6dddd26d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority report of the Financial Crisis Inquiry Commission, written by the six Democratic appointees, the minority report, written by 3 of the 4 Republican appointees, studies by Federal Reserve economists, and the work of several independent scholars generally contend that government affordable housing policy was not the primary cause of the financial crisis. Although they concede that governmental policies had some role in causing the crisis, they contend that GSE loans performed better than loans securitized by private investment banks, and performed better than some loans originated by institutions that held loans in their own portfolios. Paul Krugman has even claimed that the GSE never purchased subprime loans \u2013 a claim that is widely disputed.", "targets": "How many Democratic appointees wrote the majority report of the Financial Crisis Inquiry Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4dc3d224bd64d629246416c6dddd26d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority report of the Financial Crisis Inquiry Commission, written by the six Democratic appointees, the minority report, written by 3 of the 4 Republican appointees, studies by Federal Reserve economists, and the work of several independent scholars generally contend that government affordable housing policy was not the primary cause of the financial crisis. Although they concede that governmental policies had some role in causing the crisis, they contend that GSE loans performed better than loans securitized by private investment banks, and performed better than some loans originated by institutions that held loans in their own portfolios. Paul Krugman has even claimed that the GSE never purchased subprime loans \u2013 a claim that is widely disputed.", "targets": "Who claimed that the GSE never purchased subprime loans - a claim that is widely disputed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4dc3d224bd64d629246416c6dddd26d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority report of the Financial Crisis Inquiry Commission, written by the six Democratic appointees, the minority report, written by 3 of the 4 Republican appointees, studies by Federal Reserve economists, and the work of several independent scholars generally contend that government affordable housing policy was not the primary cause of the financial crisis. Although they concede that governmental policies had some role in causing the crisis, they contend that GSE loans performed better than loans securitized by private investment banks, and performed better than some loans originated by institutions that held loans in their own portfolios. Paul Krugman has even claimed that the GSE never purchased subprime loans \u2013 a claim that is widely disputed.", "targets": "Several reports written by various agencies  concluded that which policy was not the primary cause of the financial crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4dc3d224bd64d629246416c6dddd26d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority report of the Financial Crisis Inquiry Commission, written by the six Democratic appointees, the minority report, written by 3 of the 4 Republican appointees, studies by Federal Reserve economists, and the work of several independent scholars generally contend that government affordable housing policy was not the primary cause of the financial crisis. Although they concede that governmental policies had some role in causing the crisis, they contend that GSE loans performed better than loans securitized by private investment banks, and performed better than some loans originated by institutions that held loans in their own portfolios. Paul Krugman has even claimed that the GSE never purchased subprime loans \u2013 a claim that is widely disputed.", "targets": "According to reports, which loans performed better than some loans securitized by private investment banks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4dc3d224bd64d629246416c6dddd26d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority report of the Financial Crisis Inquiry Commission, written by the six Democratic appointees, the minority report, written by 3 of the 4 Republican appointees, studies by Federal Reserve economists, and the work of several independent scholars generally contend that government affordable housing policy was not the primary cause of the financial crisis. Although they concede that governmental policies had some role in causing the crisis, they contend that GSE loans performed better than loans securitized by private investment banks, and performed better than some loans originated by institutions that held loans in their own portfolios. Paul Krugman has even claimed that the GSE never purchased subprime loans \u2013 a claim that is widely disputed.", "targets": "How many Republican appointees wrote the minority report of the Financial Crisis Inquiry Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d71d34e60b84339a409554e37cb01a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle wrote in his book Meteorology about an Antarctic region in c. 350 B.C. Marinus of Tyre reportedly used the name in his unpreserved world map from the 2nd century A.D. The Roman authors Hyginus and Apuleius (1\u20132 centuries A.D.) used for the South Pole the romanized Greek name polus antarcticus, from which derived the Old French pole antartike (modern p\u00f4le antarctique) attested in 1270, and from there the Middle English pol antartik in a 1391 technical treatise by Geoffrey Chaucer (modern Antarctic Pole).", "targets": "Who wrote a book describing a cold region in 350 B.C.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d71d34e60b84339a409554e37cb01a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle wrote in his book Meteorology about an Antarctic region in c. 350 B.C. Marinus of Tyre reportedly used the name in his unpreserved world map from the 2nd century A.D. The Roman authors Hyginus and Apuleius (1\u20132 centuries A.D.) used for the South Pole the romanized Greek name polus antarcticus, from which derived the Old French pole antartike (modern p\u00f4le antarctique) attested in 1270, and from there the Middle English pol antartik in a 1391 technical treatise by Geoffrey Chaucer (modern Antarctic Pole).", "targets": "What did authors Hyginus and Apuleious call the South Pole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d71d34e60b84339a409554e37cb01a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle wrote in his book Meteorology about an Antarctic region in c. 350 B.C. Marinus of Tyre reportedly used the name in his unpreserved world map from the 2nd century A.D. The Roman authors Hyginus and Apuleius (1\u20132 centuries A.D.) used for the South Pole the romanized Greek name polus antarcticus, from which derived the Old French pole antartike (modern p\u00f4le antarctique) attested in 1270, and from there the Middle English pol antartik in a 1391 technical treatise by Geoffrey Chaucer (modern Antarctic Pole).", "targets": "What map maker used the name Antarctica in his map of the 2nd century A.D.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d71d34e60b84339a409554e37cb01a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle wrote in his book Meteorology about an Antarctic region in c. 350 B.C. Marinus of Tyre reportedly used the name in his unpreserved world map from the 2nd century A.D. The Roman authors Hyginus and Apuleius (1\u20132 centuries A.D.) used for the South Pole the romanized Greek name polus antarcticus, from which derived the Old French pole antartike (modern p\u00f4le antarctique) attested in 1270, and from there the Middle English pol antartik in a 1391 technical treatise by Geoffrey Chaucer (modern Antarctic Pole).", "targets": "What did Chaucer call the area in 1391?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d71d34e60b84339a409554e37cb01a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle wrote in his book Meteorology about an Antarctic region in c. 350 B.C. Marinus of Tyre reportedly used the name in his unpreserved world map from the 2nd century A.D. The Roman authors Hyginus and Apuleius (1\u20132 centuries A.D.) used for the South Pole the romanized Greek name polus antarcticus, from which derived the Old French pole antartike (modern p\u00f4le antarctique) attested in 1270, and from there the Middle English pol antartik in a 1391 technical treatise by Geoffrey Chaucer (modern Antarctic Pole).", "targets": "What was the old French words for the Antarctic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ee7b2e1a00a4e1e866d434c5e0cfc2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater Mexico City has a gross domestic product (GDP) of US$411 billion in 2011, making Mexico City urban agglomeration one of the economically largest metropolitan areas in the world. The city was responsible for generating 15.8% of Mexico's Gross Domestic Product and the metropolitan area accounted for about 22% of total national GDP. As a stand-alone country, in 2013, Mexico City would be the fifth-largest economy in Latin America\u2014five times as large as Costa Rica's and about the same size as Peru's.", "targets": "How big is Mexico City's GDP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ee7b2e1a00a4e1e866d434c5e0cfc2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater Mexico City has a gross domestic product (GDP) of US$411 billion in 2011, making Mexico City urban agglomeration one of the economically largest metropolitan areas in the world. The city was responsible for generating 15.8% of Mexico's Gross Domestic Product and the metropolitan area accounted for about 22% of total national GDP. As a stand-alone country, in 2013, Mexico City would be the fifth-largest economy in Latin America\u2014five times as large as Costa Rica's and about the same size as Peru's.", "targets": "How much bigger is Mexico City's GDP's than Costa Rica's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ee7b2e1a00a4e1e866d434c5e0cfc2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater Mexico City has a gross domestic product (GDP) of US$411 billion in 2011, making Mexico City urban agglomeration one of the economically largest metropolitan areas in the world. The city was responsible for generating 15.8% of Mexico's Gross Domestic Product and the metropolitan area accounted for about 22% of total national GDP. As a stand-alone country, in 2013, Mexico City would be the fifth-largest economy in Latin America\u2014five times as large as Costa Rica's and about the same size as Peru's.", "targets": "What percent of the Mexican GDP is the metropolitan area of Mexico City responsible for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ee7b2e1a00a4e1e866d434c5e0cfc2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater Mexico City has a gross domestic product (GDP) of US$411 billion in 2011, making Mexico City urban agglomeration one of the economically largest metropolitan areas in the world. The city was responsible for generating 15.8% of Mexico's Gross Domestic Product and the metropolitan area accounted for about 22% of total national GDP. As a stand-alone country, in 2013, Mexico City would be the fifth-largest economy in Latin America\u2014five times as large as Costa Rica's and about the same size as Peru's.", "targets": "Which country has about the same size GDP as Mexico city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95c36c2d3e64be58a4fc365f1f7a7db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, the Taiwan Solidarity Union, a party with about 10% of the Legislative Yuan seats at the time, suggested making Taiwanese a second official language. This proposal encountered strong opposition not only from Mainlander groups but also from Hakka and Taiwanese aboriginal groups who felt that it would slight their home languages, as well as others including Hoklo who objected to the proposal on logistical grounds and on the grounds that it would increase ethnic tensions. Because of these objections, support for this measure was lukewarm among moderate Taiwan independence supporters, and the proposal did not pass.", "targets": "How was the proposal taken from mainland and aboriginal groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95c36c2d3e64be58a4fc365f1f7a7db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, the Taiwan Solidarity Union, a party with about 10% of the Legislative Yuan seats at the time, suggested making Taiwanese a second official language. This proposal encountered strong opposition not only from Mainlander groups but also from Hakka and Taiwanese aboriginal groups who felt that it would slight their home languages, as well as others including Hoklo who objected to the proposal on logistical grounds and on the grounds that it would increase ethnic tensions. Because of these objections, support for this measure was lukewarm among moderate Taiwan independence supporters, and the proposal did not pass.", "targets": "What was the fate of the proposal to make Taiwanese the second official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95c36c2d3e64be58a4fc365f1f7a7db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, the Taiwan Solidarity Union, a party with about 10% of the Legislative Yuan seats at the time, suggested making Taiwanese a second official language. This proposal encountered strong opposition not only from Mainlander groups but also from Hakka and Taiwanese aboriginal groups who felt that it would slight their home languages, as well as others including Hoklo who objected to the proposal on logistical grounds and on the grounds that it would increase ethnic tensions. Because of these objections, support for this measure was lukewarm among moderate Taiwan independence supporters, and the proposal did not pass.", "targets": "What year was it proposed to make Taiwanese the second official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95c36c2d3e64be58a4fc365f1f7a7db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, the Taiwan Solidarity Union, a party with about 10% of the Legislative Yuan seats at the time, suggested making Taiwanese a second official language. This proposal encountered strong opposition not only from Mainlander groups but also from Hakka and Taiwanese aboriginal groups who felt that it would slight their home languages, as well as others including Hoklo who objected to the proposal on logistical grounds and on the grounds that it would increase ethnic tensions. Because of these objections, support for this measure was lukewarm among moderate Taiwan independence supporters, and the proposal did not pass.", "targets": "Hoklo objected to the proposal because it would increase what tensions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95c36c2d3e64be58a4fc365f1f7a7db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, the Taiwan Solidarity Union, a party with about 10% of the Legislative Yuan seats at the time, suggested making Taiwanese a second official language. This proposal encountered strong opposition not only from Mainlander groups but also from Hakka and Taiwanese aboriginal groups who felt that it would slight their home languages, as well as others including Hoklo who objected to the proposal on logistical grounds and on the grounds that it would increase ethnic tensions. Because of these objections, support for this measure was lukewarm among moderate Taiwan independence supporters, and the proposal did not pass.", "targets": "What party wanted to make Taiwanese a second official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebaae1722aa41629a030ed936b7237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2013, West was widely rebuked by human rights groups for performing in Kazakhstan at the wedding of authoritarian President Nursultan Nazarbayev's grandson. He traveled to Kazakhstan, which has one of the poorest human rights records in the world, as a personal guest of Nazarbayev. Other notable Western performers, including Sting, have previously cancelled performances in the country over human rights concerns. West was reportedly paid US$3 million for his performance. West had previously participated in cultural boycotts, joining Shakira and Rage Against The Machine in refusing to perform in Arizona after the 2010 implementation of stop and search laws directed against potential illegal aliens.", "targets": "Kanye was criticized by human rights groups for performing in what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebaae1722aa41629a030ed936b7237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2013, West was widely rebuked by human rights groups for performing in Kazakhstan at the wedding of authoritarian President Nursultan Nazarbayev's grandson. He traveled to Kazakhstan, which has one of the poorest human rights records in the world, as a personal guest of Nazarbayev. Other notable Western performers, including Sting, have previously cancelled performances in the country over human rights concerns. West was reportedly paid US$3 million for his performance. West had previously participated in cultural boycotts, joining Shakira and Rage Against The Machine in refusing to perform in Arizona after the 2010 implementation of stop and search laws directed against potential illegal aliens.", "targets": "How much was Kanye paid to perform in Kazakhstan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebaae1722aa41629a030ed936b7237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2013, West was widely rebuked by human rights groups for performing in Kazakhstan at the wedding of authoritarian President Nursultan Nazarbayev's grandson. He traveled to Kazakhstan, which has one of the poorest human rights records in the world, as a personal guest of Nazarbayev. Other notable Western performers, including Sting, have previously cancelled performances in the country over human rights concerns. West was reportedly paid US$3 million for his performance. West had previously participated in cultural boycotts, joining Shakira and Rage Against The Machine in refusing to perform in Arizona after the 2010 implementation of stop and search laws directed against potential illegal aliens.", "targets": "How is Kazakhstan's human rights record compared to the rest of the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebaae1722aa41629a030ed936b7237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2013, West was widely rebuked by human rights groups for performing in Kazakhstan at the wedding of authoritarian President Nursultan Nazarbayev's grandson. He traveled to Kazakhstan, which has one of the poorest human rights records in the world, as a personal guest of Nazarbayev. Other notable Western performers, including Sting, have previously cancelled performances in the country over human rights concerns. West was reportedly paid US$3 million for his performance. West had previously participated in cultural boycotts, joining Shakira and Rage Against The Machine in refusing to perform in Arizona after the 2010 implementation of stop and search laws directed against potential illegal aliens.", "targets": "What country's President paid Kanye West to perform at his grandson's wedding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebaae1722aa41629a030ed936b7237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2013, West was widely rebuked by human rights groups for performing in Kazakhstan at the wedding of authoritarian President Nursultan Nazarbayev's grandson. He traveled to Kazakhstan, which has one of the poorest human rights records in the world, as a personal guest of Nazarbayev. Other notable Western performers, including Sting, have previously cancelled performances in the country over human rights concerns. West was reportedly paid US$3 million for his performance. West had previously participated in cultural boycotts, joining Shakira and Rage Against The Machine in refusing to perform in Arizona after the 2010 implementation of stop and search laws directed against potential illegal aliens.", "targets": "Kanye, Shakira, and Rage Against the Machine refused to perform in what state due to a new law against illegal aliens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebaae1722aa41629a030ed936b7237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2013, West was widely rebuked by human rights groups for performing in Kazakhstan at the wedding of authoritarian President Nursultan Nazarbayev's grandson. He traveled to Kazakhstan, which has one of the poorest human rights records in the world, as a personal guest of Nazarbayev. Other notable Western performers, including Sting, have previously cancelled performances in the country over human rights concerns. West was reportedly paid US$3 million for his performance. West had previously participated in cultural boycotts, joining Shakira and Rage Against The Machine in refusing to perform in Arizona after the 2010 implementation of stop and search laws directed against potential illegal aliens.", "targets": "For what reason did Sting and other artists cancel their scheduled performances in Kazakhstan? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88828958cd6d48ab8db7d9bba4e7a699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leading up to the American Civil War, Baptists became embroiled in the controversy over slavery in the United States. Whereas in the First Great Awakening, Methodist and Baptist preachers had opposed slavery and urged manumission, over the decades they made more of an accommodation with the institution. They worked with slaveholders in the South to urge a paternalistic institution. Both denominations made direct appeals to slaves and free blacks for conversion. The Baptists particularly allowed them active roles in congregations. By the mid-19th century, northern Baptists tended to oppose slavery. As tensions increased, in 1844 the Home Mission Society refused to appoint a slaveholder as a missionary who had been proposed by Georgia. It noted that missionaries could not take servants with them, and also that the Board did not want to appear to condone slavery.", "targets": "When did Baptists become embroiled in the controversy over slavery in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88828958cd6d48ab8db7d9bba4e7a699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leading up to the American Civil War, Baptists became embroiled in the controversy over slavery in the United States. Whereas in the First Great Awakening, Methodist and Baptist preachers had opposed slavery and urged manumission, over the decades they made more of an accommodation with the institution. They worked with slaveholders in the South to urge a paternalistic institution. Both denominations made direct appeals to slaves and free blacks for conversion. The Baptists particularly allowed them active roles in congregations. By the mid-19th century, northern Baptists tended to oppose slavery. As tensions increased, in 1844 the Home Mission Society refused to appoint a slaveholder as a missionary who had been proposed by Georgia. It noted that missionaries could not take servants with them, and also that the Board did not want to appear to condone slavery.", "targets": "When did Methodist and Baptist preachers oppose slavery and urge manumission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88828958cd6d48ab8db7d9bba4e7a699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leading up to the American Civil War, Baptists became embroiled in the controversy over slavery in the United States. Whereas in the First Great Awakening, Methodist and Baptist preachers had opposed slavery and urged manumission, over the decades they made more of an accommodation with the institution. They worked with slaveholders in the South to urge a paternalistic institution. Both denominations made direct appeals to slaves and free blacks for conversion. The Baptists particularly allowed them active roles in congregations. By the mid-19th century, northern Baptists tended to oppose slavery. As tensions increased, in 1844 the Home Mission Society refused to appoint a slaveholder as a missionary who had been proposed by Georgia. It noted that missionaries could not take servants with them, and also that the Board did not want to appear to condone slavery.", "targets": "They worked with slaveholders in the South to urge what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88828958cd6d48ab8db7d9bba4e7a699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leading up to the American Civil War, Baptists became embroiled in the controversy over slavery in the United States. Whereas in the First Great Awakening, Methodist and Baptist preachers had opposed slavery and urged manumission, over the decades they made more of an accommodation with the institution. They worked with slaveholders in the South to urge a paternalistic institution. Both denominations made direct appeals to slaves and free blacks for conversion. The Baptists particularly allowed them active roles in congregations. By the mid-19th century, northern Baptists tended to oppose slavery. As tensions increased, in 1844 the Home Mission Society refused to appoint a slaveholder as a missionary who had been proposed by Georgia. It noted that missionaries could not take servants with them, and also that the Board did not want to appear to condone slavery.", "targets": "What denomination allowed blacks active roles in the congregation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88828958cd6d48ab8db7d9bba4e7a699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leading up to the American Civil War, Baptists became embroiled in the controversy over slavery in the United States. Whereas in the First Great Awakening, Methodist and Baptist preachers had opposed slavery and urged manumission, over the decades they made more of an accommodation with the institution. They worked with slaveholders in the South to urge a paternalistic institution. Both denominations made direct appeals to slaves and free blacks for conversion. The Baptists particularly allowed them active roles in congregations. By the mid-19th century, northern Baptists tended to oppose slavery. As tensions increased, in 1844 the Home Mission Society refused to appoint a slaveholder as a missionary who had been proposed by Georgia. It noted that missionaries could not take servants with them, and also that the Board did not want to appear to condone slavery.", "targets": "What refused to appoint a slaveholder as a missionary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9060a8018c6046b49b0ae7dbcaa7525c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest parks in the central area of London are three of the eight Royal Parks, namely Hyde Park and its neighbour Kensington Gardens in the west, and Regent's Park to the north. Hyde Park in particular is popular for sports and sometimes hosts open-air concerts. Regent's Park contains London Zoo, the world's oldest scientific zoo, and is near the tourist attraction of Madame Tussauds Wax Museum. Primrose Hill in the northern part of Regent's Park at 256 feet (78 m) is a popular spot to view the city skyline.", "targets": "How many royal parks are located in the center of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9060a8018c6046b49b0ae7dbcaa7525c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest parks in the central area of London are three of the eight Royal Parks, namely Hyde Park and its neighbour Kensington Gardens in the west, and Regent's Park to the north. Hyde Park in particular is popular for sports and sometimes hosts open-air concerts. Regent's Park contains London Zoo, the world's oldest scientific zoo, and is near the tourist attraction of Madame Tussauds Wax Museum. Primrose Hill in the northern part of Regent's Park at 256 feet (78 m) is a popular spot to view the city skyline.", "targets": "In which park is the London Zoo housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9060a8018c6046b49b0ae7dbcaa7525c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest parks in the central area of London are three of the eight Royal Parks, namely Hyde Park and its neighbour Kensington Gardens in the west, and Regent's Park to the north. Hyde Park in particular is popular for sports and sometimes hosts open-air concerts. Regent's Park contains London Zoo, the world's oldest scientific zoo, and is near the tourist attraction of Madame Tussauds Wax Museum. Primrose Hill in the northern part of Regent's Park at 256 feet (78 m) is a popular spot to view the city skyline.", "targets": "What royal park shares a border with its neighbor, the park known as Kensington Gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9060a8018c6046b49b0ae7dbcaa7525c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest parks in the central area of London are three of the eight Royal Parks, namely Hyde Park and its neighbour Kensington Gardens in the west, and Regent's Park to the north. Hyde Park in particular is popular for sports and sometimes hosts open-air concerts. Regent's Park contains London Zoo, the world's oldest scientific zoo, and is near the tourist attraction of Madame Tussauds Wax Museum. Primrose Hill in the northern part of Regent's Park at 256 feet (78 m) is a popular spot to view the city skyline.", "targets": "What area of Regent's Park is an excellent spot to see the London skyline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9060a8018c6046b49b0ae7dbcaa7525c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest parks in the central area of London are three of the eight Royal Parks, namely Hyde Park and its neighbour Kensington Gardens in the west, and Regent's Park to the north. Hyde Park in particular is popular for sports and sometimes hosts open-air concerts. Regent's Park contains London Zoo, the world's oldest scientific zoo, and is near the tourist attraction of Madame Tussauds Wax Museum. Primrose Hill in the northern part of Regent's Park at 256 feet (78 m) is a popular spot to view the city skyline.", "targets": "What popular tourist destination is located near Regent's Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a62db3d706a842b6b4f3803ffa720179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencian is classified as a Western dialect, along with the northwestern varieties spoken in Western Catalonia (provinces of Lleida and the western half of Tarragona). The various forms of Catalan and Valencian are mutually intelligible (ranging from 90% to 95%)", "targets": "How is Valencian classified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a62db3d706a842b6b4f3803ffa720179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencian is classified as a Western dialect, along with the northwestern varieties spoken in Western Catalonia (provinces of Lleida and the western half of Tarragona). The various forms of Catalan and Valencian are mutually intelligible (ranging from 90% to 95%)", "targets": "What kind of Valencan is spoken in Western Catalonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a62db3d706a842b6b4f3803ffa720179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencian is classified as a Western dialect, along with the northwestern varieties spoken in Western Catalonia (provinces of Lleida and the western half of Tarragona). The various forms of Catalan and Valencian are mutually intelligible (ranging from 90% to 95%)", "targets": "Where are the provinces of Lleida and Tarragona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a62db3d706a842b6b4f3803ffa720179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencian is classified as a Western dialect, along with the northwestern varieties spoken in Western Catalonia (provinces of Lleida and the western half of Tarragona). The various forms of Catalan and Valencian are mutually intelligible (ranging from 90% to 95%)", "targets": "What forms are mutually intelligible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a62db3d706a842b6b4f3803ffa720179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencian is classified as a Western dialect, along with the northwestern varieties spoken in Western Catalonia (provinces of Lleida and the western half of Tarragona). The various forms of Catalan and Valencian are mutually intelligible (ranging from 90% to 95%)", "targets": "What is the percentage of intelligibility between Catalan and Valencian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207c8468a3ae4b8cab943a87543eb834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death in 1473 of James II, the last Lusignan king, the Republic of Venice assumed control of the island, while the late king's Venetian widow, Queen Catherine Cornaro, reigned as figurehead. Venice formally annexed the Kingdom of Cyprus in 1489, following the abdication of Catherine. The Venetians fortified Nicosia by building the Venetian Walls, and used it as an important commercial hub. Throughout Venetian rule, the Ottoman Empire frequently raided Cyprus. In 1539 the Ottomans destroyed Limassol and so fearing the worst, the Venetians also fortified Famagusta and Kyrenia.", "targets": "In what year did James II die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207c8468a3ae4b8cab943a87543eb834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death in 1473 of James II, the last Lusignan king, the Republic of Venice assumed control of the island, while the late king's Venetian widow, Queen Catherine Cornaro, reigned as figurehead. Venice formally annexed the Kingdom of Cyprus in 1489, following the abdication of Catherine. The Venetians fortified Nicosia by building the Venetian Walls, and used it as an important commercial hub. Throughout Venetian rule, the Ottoman Empire frequently raided Cyprus. In 1539 the Ottomans destroyed Limassol and so fearing the worst, the Venetians also fortified Famagusta and Kyrenia.", "targets": "Who assumed control of the island after the death of James II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207c8468a3ae4b8cab943a87543eb834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death in 1473 of James II, the last Lusignan king, the Republic of Venice assumed control of the island, while the late king's Venetian widow, Queen Catherine Cornaro, reigned as figurehead. Venice formally annexed the Kingdom of Cyprus in 1489, following the abdication of Catherine. The Venetians fortified Nicosia by building the Venetian Walls, and used it as an important commercial hub. Throughout Venetian rule, the Ottoman Empire frequently raided Cyprus. In 1539 the Ottomans destroyed Limassol and so fearing the worst, the Venetians also fortified Famagusta and Kyrenia.", "targets": "In what year did Venice formally annex the kingdom of Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207c8468a3ae4b8cab943a87543eb834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death in 1473 of James II, the last Lusignan king, the Republic of Venice assumed control of the island, while the late king's Venetian widow, Queen Catherine Cornaro, reigned as figurehead. Venice formally annexed the Kingdom of Cyprus in 1489, following the abdication of Catherine. The Venetians fortified Nicosia by building the Venetian Walls, and used it as an important commercial hub. Throughout Venetian rule, the Ottoman Empire frequently raided Cyprus. In 1539 the Ottomans destroyed Limassol and so fearing the worst, the Venetians also fortified Famagusta and Kyrenia.", "targets": "Which empire frequently raided Cyprus during Venetian rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207c8468a3ae4b8cab943a87543eb834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death in 1473 of James II, the last Lusignan king, the Republic of Venice assumed control of the island, while the late king's Venetian widow, Queen Catherine Cornaro, reigned as figurehead. Venice formally annexed the Kingdom of Cyprus in 1489, following the abdication of Catherine. The Venetians fortified Nicosia by building the Venetian Walls, and used it as an important commercial hub. Throughout Venetian rule, the Ottoman Empire frequently raided Cyprus. In 1539 the Ottomans destroyed Limassol and so fearing the worst, the Venetians also fortified Famagusta and Kyrenia.", "targets": "In what year did the Ottomans destroy Limassol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9d47f5e06c84af6bc36074a13487223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The NES uses a custom-made Picture Processing Unit (PPU) developed by Ricoh. All variations of the PPU feature 2 kB of video RAM, 256 bytes of on-die \"object attribute memory\" (OAM) to store the positions, colors, and tile indices of up to 64 sprites on the screen, and 28 bytes of on-die palette RAM to allow selection of background and sprite colors. The console's 2 kB of onboard RAM may be used for tile maps and attributes on the NES board and 8 kB of tile pattern ROM or RAM may be included on a cartridge. The system has an available color palette of 48 colors and 6 grays. Up to 25 simultaneous colors may be used without writing new values mid-frame: a background color, four sets of three tile colors and four sets of three sprite colors. The NES palette is based on NTSC rather than RGB values. A total of 64 sprites may be displayed onscreen at a given time without reloading sprites mid-screen. The standard display resolution of the NES is 256 horizontal pixels by 240 vertical pixels.", "targets": "Who developed Nintendo's PPU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9d47f5e06c84af6bc36074a13487223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The NES uses a custom-made Picture Processing Unit (PPU) developed by Ricoh. All variations of the PPU feature 2 kB of video RAM, 256 bytes of on-die \"object attribute memory\" (OAM) to store the positions, colors, and tile indices of up to 64 sprites on the screen, and 28 bytes of on-die palette RAM to allow selection of background and sprite colors. The console's 2 kB of onboard RAM may be used for tile maps and attributes on the NES board and 8 kB of tile pattern ROM or RAM may be included on a cartridge. The system has an available color palette of 48 colors and 6 grays. Up to 25 simultaneous colors may be used without writing new values mid-frame: a background color, four sets of three tile colors and four sets of three sprite colors. The NES palette is based on NTSC rather than RGB values. A total of 64 sprites may be displayed onscreen at a given time without reloading sprites mid-screen. The standard display resolution of the NES is 256 horizontal pixels by 240 vertical pixels.", "targets": "How many kb of Video RAM did the PPU have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9d47f5e06c84af6bc36074a13487223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The NES uses a custom-made Picture Processing Unit (PPU) developed by Ricoh. All variations of the PPU feature 2 kB of video RAM, 256 bytes of on-die \"object attribute memory\" (OAM) to store the positions, colors, and tile indices of up to 64 sprites on the screen, and 28 bytes of on-die palette RAM to allow selection of background and sprite colors. The console's 2 kB of onboard RAM may be used for tile maps and attributes on the NES board and 8 kB of tile pattern ROM or RAM may be included on a cartridge. The system has an available color palette of 48 colors and 6 grays. Up to 25 simultaneous colors may be used without writing new values mid-frame: a background color, four sets of three tile colors and four sets of three sprite colors. The NES palette is based on NTSC rather than RGB values. A total of 64 sprites may be displayed onscreen at a given time without reloading sprites mid-screen. The standard display resolution of the NES is 256 horizontal pixels by 240 vertical pixels.", "targets": "The system has how many colors available on it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9d47f5e06c84af6bc36074a13487223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The NES uses a custom-made Picture Processing Unit (PPU) developed by Ricoh. All variations of the PPU feature 2 kB of video RAM, 256 bytes of on-die \"object attribute memory\" (OAM) to store the positions, colors, and tile indices of up to 64 sprites on the screen, and 28 bytes of on-die palette RAM to allow selection of background and sprite colors. The console's 2 kB of onboard RAM may be used for tile maps and attributes on the NES board and 8 kB of tile pattern ROM or RAM may be included on a cartridge. The system has an available color palette of 48 colors and 6 grays. Up to 25 simultaneous colors may be used without writing new values mid-frame: a background color, four sets of three tile colors and four sets of three sprite colors. The NES palette is based on NTSC rather than RGB values. A total of 64 sprites may be displayed onscreen at a given time without reloading sprites mid-screen. The standard display resolution of the NES is 256 horizontal pixels by 240 vertical pixels.", "targets": "How many grays could be used as well?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9d47f5e06c84af6bc36074a13487223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The NES uses a custom-made Picture Processing Unit (PPU) developed by Ricoh. All variations of the PPU feature 2 kB of video RAM, 256 bytes of on-die \"object attribute memory\" (OAM) to store the positions, colors, and tile indices of up to 64 sprites on the screen, and 28 bytes of on-die palette RAM to allow selection of background and sprite colors. The console's 2 kB of onboard RAM may be used for tile maps and attributes on the NES board and 8 kB of tile pattern ROM or RAM may be included on a cartridge. The system has an available color palette of 48 colors and 6 grays. Up to 25 simultaneous colors may be used without writing new values mid-frame: a background color, four sets of three tile colors and four sets of three sprite colors. The NES palette is based on NTSC rather than RGB values. A total of 64 sprites may be displayed onscreen at a given time without reloading sprites mid-screen. The standard display resolution of the NES is 256 horizontal pixels by 240 vertical pixels.", "targets": "What is the standard display resolution of the NES?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f230913fb79b4b8b94c6173cfbdc3aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paris department store had its roots in the magasin de nouveaut\u00e9s, or novelty store; the first, the Tapis Rouge, was created in 1784. They flourished in the early 19th century, with La Belle Jardiniere (1824), Aux Trois Quartiers (1829), and Le Petit Saint Thomas (1830). Balzac described their functioning in his novel C\u00e9sar Birotteau. In the 1840s, with the arrival of the railroads in Paris and the increased number of shoppers they brought, they grew in size, and began to have large plate glass display windows, fixed prices and price tags, and advertising in newspapers.", "targets": "What were the origins of the Paris department store? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f230913fb79b4b8b94c6173cfbdc3aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paris department store had its roots in the magasin de nouveaut\u00e9s, or novelty store; the first, the Tapis Rouge, was created in 1784. They flourished in the early 19th century, with La Belle Jardiniere (1824), Aux Trois Quartiers (1829), and Le Petit Saint Thomas (1830). Balzac described their functioning in his novel C\u00e9sar Birotteau. In the 1840s, with the arrival of the railroads in Paris and the increased number of shoppers they brought, they grew in size, and began to have large plate glass display windows, fixed prices and price tags, and advertising in newspapers.", "targets": "What year was the first Paris department store founded? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f230913fb79b4b8b94c6173cfbdc3aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paris department store had its roots in the magasin de nouveaut\u00e9s, or novelty store; the first, the Tapis Rouge, was created in 1784. They flourished in the early 19th century, with La Belle Jardiniere (1824), Aux Trois Quartiers (1829), and Le Petit Saint Thomas (1830). Balzac described their functioning in his novel C\u00e9sar Birotteau. In the 1840s, with the arrival of the railroads in Paris and the increased number of shoppers they brought, they grew in size, and began to have large plate glass display windows, fixed prices and price tags, and advertising in newspapers.", "targets": "What book described the functionality and operation of a contemporary Paris department/novelty store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f230913fb79b4b8b94c6173cfbdc3aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paris department store had its roots in the magasin de nouveaut\u00e9s, or novelty store; the first, the Tapis Rouge, was created in 1784. They flourished in the early 19th century, with La Belle Jardiniere (1824), Aux Trois Quartiers (1829), and Le Petit Saint Thomas (1830). Balzac described their functioning in his novel C\u00e9sar Birotteau. In the 1840s, with the arrival of the railroads in Paris and the increased number of shoppers they brought, they grew in size, and began to have large plate glass display windows, fixed prices and price tags, and advertising in newspapers.", "targets": "What factors influenced the increase of department stores in Paris? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f230913fb79b4b8b94c6173cfbdc3aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paris department store had its roots in the magasin de nouveaut\u00e9s, or novelty store; the first, the Tapis Rouge, was created in 1784. They flourished in the early 19th century, with La Belle Jardiniere (1824), Aux Trois Quartiers (1829), and Le Petit Saint Thomas (1830). Balzac described their functioning in his novel C\u00e9sar Birotteau. In the 1840s, with the arrival of the railroads in Paris and the increased number of shoppers they brought, they grew in size, and began to have large plate glass display windows, fixed prices and price tags, and advertising in newspapers.", "targets": "Where did department stores begin to advertise after the large influx of new shoppers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e5fd10fc424e33b393757d98f5c6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union created the Eastern Bloc of countries that it occupied, annexing some as Soviet Socialist Republics and maintaining others as satellite states that would later form the Warsaw Pact. The United States and various western European countries began a policy of \"containment\" of communism and forged myriad alliances to this end, including NATO. Several of these western countries also coordinated efforts regarding the rebuilding of western Europe, including western Germany, which the Soviets opposed. In other regions of the world, such as Latin America and Southeast Asia, the Soviet Union fostered communist revolutionary movements, which the United States and many of its allies opposed and, in some cases, attempted to \"roll back\". Many countries were prompted to align themselves with the nations that would later form either NATO or the Warsaw Pact, though other movements would also emerge.", "targets": "what did the Soviet Union annex some of it's territory as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e5fd10fc424e33b393757d98f5c6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union created the Eastern Bloc of countries that it occupied, annexing some as Soviet Socialist Republics and maintaining others as satellite states that would later form the Warsaw Pact. The United States and various western European countries began a policy of \"containment\" of communism and forged myriad alliances to this end, including NATO. Several of these western countries also coordinated efforts regarding the rebuilding of western Europe, including western Germany, which the Soviets opposed. In other regions of the world, such as Latin America and Southeast Asia, the Soviet Union fostered communist revolutionary movements, which the United States and many of its allies opposed and, in some cases, attempted to \"roll back\". Many countries were prompted to align themselves with the nations that would later form either NATO or the Warsaw Pact, though other movements would also emerge.", "targets": "What did the territory the Soviet Union maintained as satellite states, later became known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e5fd10fc424e33b393757d98f5c6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union created the Eastern Bloc of countries that it occupied, annexing some as Soviet Socialist Republics and maintaining others as satellite states that would later form the Warsaw Pact. The United States and various western European countries began a policy of \"containment\" of communism and forged myriad alliances to this end, including NATO. Several of these western countries also coordinated efforts regarding the rebuilding of western Europe, including western Germany, which the Soviets opposed. In other regions of the world, such as Latin America and Southeast Asia, the Soviet Union fostered communist revolutionary movements, which the United States and many of its allies opposed and, in some cases, attempted to \"roll back\". Many countries were prompted to align themselves with the nations that would later form either NATO or the Warsaw Pact, though other movements would also emerge.", "targets": "The United States and many Western countries began what policy to fight communism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e5fd10fc424e33b393757d98f5c6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union created the Eastern Bloc of countries that it occupied, annexing some as Soviet Socialist Republics and maintaining others as satellite states that would later form the Warsaw Pact. The United States and various western European countries began a policy of \"containment\" of communism and forged myriad alliances to this end, including NATO. Several of these western countries also coordinated efforts regarding the rebuilding of western Europe, including western Germany, which the Soviets opposed. In other regions of the world, such as Latin America and Southeast Asia, the Soviet Union fostered communist revolutionary movements, which the United States and many of its allies opposed and, in some cases, attempted to \"roll back\". Many countries were prompted to align themselves with the nations that would later form either NATO or the Warsaw Pact, though other movements would also emerge.", "targets": "What did the soviets opposed rebuilding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e5fd10fc424e33b393757d98f5c6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union created the Eastern Bloc of countries that it occupied, annexing some as Soviet Socialist Republics and maintaining others as satellite states that would later form the Warsaw Pact. The United States and various western European countries began a policy of \"containment\" of communism and forged myriad alliances to this end, including NATO. Several of these western countries also coordinated efforts regarding the rebuilding of western Europe, including western Germany, which the Soviets opposed. In other regions of the world, such as Latin America and Southeast Asia, the Soviet Union fostered communist revolutionary movements, which the United States and many of its allies opposed and, in some cases, attempted to \"roll back\". Many countries were prompted to align themselves with the nations that would later form either NATO or the Warsaw Pact, though other movements would also emerge.", "targets": "What actions of the Soviet Union did The United States oppose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d70b0a9486664966909fb8c854250e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies by Nathaniel Kleitman in 1938 and by Derk-Jan Dijk and Charles Czeisler in the 1990s put human subjects on enforced 28-hour sleep\u2013wake cycles, in constant dim light and with other time cues suppressed, for over a month. Because normal people cannot entrain to a 28-hour day in dim light if at all,[citation needed] this is referred to as a forced desynchrony protocol. Sleep and wake episodes are uncoupled from the endogenous circadian period of about 24.18 hours and researchers are allowed to assess the effects of circadian phase on aspects of sleep and wakefulness including sleep latency and other functions.[page needed]", "targets": "What time cycle did studies in 1938 and 1990s use on humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d70b0a9486664966909fb8c854250e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies by Nathaniel Kleitman in 1938 and by Derk-Jan Dijk and Charles Czeisler in the 1990s put human subjects on enforced 28-hour sleep\u2013wake cycles, in constant dim light and with other time cues suppressed, for over a month. Because normal people cannot entrain to a 28-hour day in dim light if at all,[citation needed] this is referred to as a forced desynchrony protocol. Sleep and wake episodes are uncoupled from the endogenous circadian period of about 24.18 hours and researchers are allowed to assess the effects of circadian phase on aspects of sleep and wakefulness including sleep latency and other functions.[page needed]", "targets": "What conditions were suppressed in the 28 hour wake-sleep cycle studies ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d70b0a9486664966909fb8c854250e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies by Nathaniel Kleitman in 1938 and by Derk-Jan Dijk and Charles Czeisler in the 1990s put human subjects on enforced 28-hour sleep\u2013wake cycles, in constant dim light and with other time cues suppressed, for over a month. Because normal people cannot entrain to a 28-hour day in dim light if at all,[citation needed] this is referred to as a forced desynchrony protocol. Sleep and wake episodes are uncoupled from the endogenous circadian period of about 24.18 hours and researchers are allowed to assess the effects of circadian phase on aspects of sleep and wakefulness including sleep latency and other functions.[page needed]", "targets": "How long did the suppression of time clues study last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d70b0a9486664966909fb8c854250e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies by Nathaniel Kleitman in 1938 and by Derk-Jan Dijk and Charles Czeisler in the 1990s put human subjects on enforced 28-hour sleep\u2013wake cycles, in constant dim light and with other time cues suppressed, for over a month. Because normal people cannot entrain to a 28-hour day in dim light if at all,[citation needed] this is referred to as a forced desynchrony protocol. Sleep and wake episodes are uncoupled from the endogenous circadian period of about 24.18 hours and researchers are allowed to assess the effects of circadian phase on aspects of sleep and wakefulness including sleep latency and other functions.[page needed]", "targets": "What is this forced type of study called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d70b0a9486664966909fb8c854250e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies by Nathaniel Kleitman in 1938 and by Derk-Jan Dijk and Charles Czeisler in the 1990s put human subjects on enforced 28-hour sleep\u2013wake cycles, in constant dim light and with other time cues suppressed, for over a month. Because normal people cannot entrain to a 28-hour day in dim light if at all,[citation needed] this is referred to as a forced desynchrony protocol. Sleep and wake episodes are uncoupled from the endogenous circadian period of about 24.18 hours and researchers are allowed to assess the effects of circadian phase on aspects of sleep and wakefulness including sleep latency and other functions.[page needed]", "targets": "When in the cycle do wake-sleep cycles break off from the circadian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd31831cb54d0e93f50edd312870c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sky UK Limited (formerly British Sky Broadcasting or BSkyB) is a British telecommunications company which serves the United Kingdom. Sky provides television and broadband internet services and fixed line telephone services to consumers and businesses in the United Kingdom. It is the UK's largest pay-TV broadcaster with 11 million customers as of 2015. It was the UK's most popular digital TV service until it was overtaken by Freeview in April 2007. Its corporate headquarters are based in Isleworth.", "targets": "Sky UK Limited is formerly known by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd31831cb54d0e93f50edd312870c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sky UK Limited (formerly British Sky Broadcasting or BSkyB) is a British telecommunications company which serves the United Kingdom. Sky provides television and broadband internet services and fixed line telephone services to consumers and businesses in the United Kingdom. It is the UK's largest pay-TV broadcaster with 11 million customers as of 2015. It was the UK's most popular digital TV service until it was overtaken by Freeview in April 2007. Its corporate headquarters are based in Isleworth.", "targets": "What kind of company is Sky UK Limited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd31831cb54d0e93f50edd312870c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sky UK Limited (formerly British Sky Broadcasting or BSkyB) is a British telecommunications company which serves the United Kingdom. Sky provides television and broadband internet services and fixed line telephone services to consumers and businesses in the United Kingdom. It is the UK's largest pay-TV broadcaster with 11 million customers as of 2015. It was the UK's most popular digital TV service until it was overtaken by Freeview in April 2007. Its corporate headquarters are based in Isleworth.", "targets": "How many customers does Sky UK Limited have as a pay-TV broadcaster as of 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd31831cb54d0e93f50edd312870c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sky UK Limited (formerly British Sky Broadcasting or BSkyB) is a British telecommunications company which serves the United Kingdom. Sky provides television and broadband internet services and fixed line telephone services to consumers and businesses in the United Kingdom. It is the UK's largest pay-TV broadcaster with 11 million customers as of 2015. It was the UK's most popular digital TV service until it was overtaken by Freeview in April 2007. Its corporate headquarters are based in Isleworth.", "targets": "what other digital TV service took Sky UK Limited's most popular spot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "What did Whitehead believe regarding the variety of subjects in education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "How did Whitehead propose that students would expand their knowledge beyond the subjects taught in school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "What was Whitehead's general opinion of what the school model should be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "What was Whitehead's opinion on the inclusion of values and general principles in education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "Whitehead's education style was to teach what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "What should Whitehead's students organically link due to his teaching methods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b997895749d4bc19f8f8e26564b02c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rather than teach small parts of a large number of subjects, Whitehead advocated teaching a relatively few important concepts that the student could organically link to many different areas of knowledge, discovering their application in actual life. For Whitehead, education should be the exact opposite of the multidisciplinary, value-free school model \u2013 it should be transdisciplinary, and laden with values and general principles that provide students with a bedrock of wisdom and help them to make connections between areas of knowledge that are usually regarded as separate.", "targets": "Whitehead believed education should be the opposite of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf45211b0f045a4abecc69ac2d30beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sports he played at Yale, Kerry is described by Sports Illustrated, among others, as an \"avid cyclist\", primarily riding on a road bike. Prior to his presidential bid, Kerry was known to have participated in several long-distance rides (centuries). Even during his many campaigns, he was reported to have visited bicycle stores in both his home state and elsewhere. His staff requested recumbent stationary bikes for his hotel rooms. He has also been a snowboarder, windsurfer, and sailor.", "targets": "Who said Kerry is an 'avid cyclist'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf45211b0f045a4abecc69ac2d30beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sports he played at Yale, Kerry is described by Sports Illustrated, among others, as an \"avid cyclist\", primarily riding on a road bike. Prior to his presidential bid, Kerry was known to have participated in several long-distance rides (centuries). Even during his many campaigns, he was reported to have visited bicycle stores in both his home state and elsewhere. His staff requested recumbent stationary bikes for his hotel rooms. He has also been a snowboarder, windsurfer, and sailor.", "targets": "What type of bicycle does Kerry prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf45211b0f045a4abecc69ac2d30beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sports he played at Yale, Kerry is described by Sports Illustrated, among others, as an \"avid cyclist\", primarily riding on a road bike. Prior to his presidential bid, Kerry was known to have participated in several long-distance rides (centuries). Even during his many campaigns, he was reported to have visited bicycle stores in both his home state and elsewhere. His staff requested recumbent stationary bikes for his hotel rooms. He has also been a snowboarder, windsurfer, and sailor.", "targets": "What are 'centuries' in bicycling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf45211b0f045a4abecc69ac2d30beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sports he played at Yale, Kerry is described by Sports Illustrated, among others, as an \"avid cyclist\", primarily riding on a road bike. Prior to his presidential bid, Kerry was known to have participated in several long-distance rides (centuries). Even during his many campaigns, he was reported to have visited bicycle stores in both his home state and elsewhere. His staff requested recumbent stationary bikes for his hotel rooms. He has also been a snowboarder, windsurfer, and sailor.", "targets": "What bicycles did Kerry use while campaigning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf45211b0f045a4abecc69ac2d30beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sports he played at Yale, Kerry is described by Sports Illustrated, among others, as an \"avid cyclist\", primarily riding on a road bike. Prior to his presidential bid, Kerry was known to have participated in several long-distance rides (centuries). Even during his many campaigns, he was reported to have visited bicycle stores in both his home state and elsewhere. His staff requested recumbent stationary bikes for his hotel rooms. He has also been a snowboarder, windsurfer, and sailor.", "targets": "What other sports does Kerry participate in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5ecaa4410c94ca7855775d488e101f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been proved that each class is strictly included into the next. For instance, testing when we assume that the behavior of the implementation under test can be denoted by a deterministic finite-state machine for some known finite sets of inputs and outputs and with some known number of states belongs to Class I (and all subsequent classes). However, if the number of states is not known, then it only belongs to all classes from Class II on. If the implementation under test must be a deterministic finite-state machine failing the specification for a single trace (and its continuations), and its number of states is unknown, then it only belongs to classes from Class III on. Testing temporal machines where transitions are triggered if inputs are produced within some real-bounded interval only belongs to classes from Class IV on, whereas testing many non-deterministic systems only belongs to Class V (but not all, and some even belong to Class I). The inclusion into Class I does not require the simplicity of the assumed computation model, as some testing cases involving implementations written in any programming language, and testing implementations defined as machines depending on continuous magnitudes, have been proved to be in Class I. Other elaborated cases, such as the testing framework by Matthew Hennessy under must semantics, and temporal machines with rational timeouts, belong to Class II.", "targets": "If the number of states is unknown, what group does this fall into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5ecaa4410c94ca7855775d488e101f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been proved that each class is strictly included into the next. For instance, testing when we assume that the behavior of the implementation under test can be denoted by a deterministic finite-state machine for some known finite sets of inputs and outputs and with some known number of states belongs to Class I (and all subsequent classes). However, if the number of states is not known, then it only belongs to all classes from Class II on. If the implementation under test must be a deterministic finite-state machine failing the specification for a single trace (and its continuations), and its number of states is unknown, then it only belongs to classes from Class III on. Testing temporal machines where transitions are triggered if inputs are produced within some real-bounded interval only belongs to classes from Class IV on, whereas testing many non-deterministic systems only belongs to Class V (but not all, and some even belong to Class I). The inclusion into Class I does not require the simplicity of the assumed computation model, as some testing cases involving implementations written in any programming language, and testing implementations defined as machines depending on continuous magnitudes, have been proved to be in Class I. Other elaborated cases, such as the testing framework by Matthew Hennessy under must semantics, and temporal machines with rational timeouts, belong to Class II.", "targets": "There are three classes, what has been concluded and proven for all classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5ecaa4410c94ca7855775d488e101f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been proved that each class is strictly included into the next. For instance, testing when we assume that the behavior of the implementation under test can be denoted by a deterministic finite-state machine for some known finite sets of inputs and outputs and with some known number of states belongs to Class I (and all subsequent classes). However, if the number of states is not known, then it only belongs to all classes from Class II on. If the implementation under test must be a deterministic finite-state machine failing the specification for a single trace (and its continuations), and its number of states is unknown, then it only belongs to classes from Class III on. Testing temporal machines where transitions are triggered if inputs are produced within some real-bounded interval only belongs to classes from Class IV on, whereas testing many non-deterministic systems only belongs to Class V (but not all, and some even belong to Class I). The inclusion into Class I does not require the simplicity of the assumed computation model, as some testing cases involving implementations written in any programming language, and testing implementations defined as machines depending on continuous magnitudes, have been proved to be in Class I. Other elaborated cases, such as the testing framework by Matthew Hennessy under must semantics, and temporal machines with rational timeouts, belong to Class II.", "targets": "If the number of states are unknown and the finite state of the machine is failing for a single trace, which group does this fall into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52397aece6964dcaa9f4e6e675ab7bd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Amoy dialect (Xiamen) is a hybrid of the Quanzhou and Zhangzhou dialects. Taiwanese is also a hybrid of these two dialects. Taiwanese in northern Taiwan tends to be based on the Quanzhou variety, whereas the Taiwanese spoken in southern Taiwan tends to be based on Zhangzhou speech. There are minor variations in pronunciation and vocabulary between Quanzhou and Zhangzhou dialects. The grammar is generally the same. Additionally, extensive contact with the Japanese language has left a legacy of Japanese loanwords in Taiwanese Hokkien. On the other hand, the variants spoken in Singapore and Malaysia have a substantial number of loanwords from Malay and to a lesser extent, from English and other Chinese varieties, such as the closely related Teochew and some Cantonese.", "targets": "The Amoy dialect is a hybrid of what two dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52397aece6964dcaa9f4e6e675ab7bd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Amoy dialect (Xiamen) is a hybrid of the Quanzhou and Zhangzhou dialects. Taiwanese is also a hybrid of these two dialects. Taiwanese in northern Taiwan tends to be based on the Quanzhou variety, whereas the Taiwanese spoken in southern Taiwan tends to be based on Zhangzhou speech. There are minor variations in pronunciation and vocabulary between Quanzhou and Zhangzhou dialects. The grammar is generally the same. Additionally, extensive contact with the Japanese language has left a legacy of Japanese loanwords in Taiwanese Hokkien. On the other hand, the variants spoken in Singapore and Malaysia have a substantial number of loanwords from Malay and to a lesser extent, from English and other Chinese varieties, such as the closely related Teochew and some Cantonese.", "targets": "Besides Amoy, what is another hybrid of Quanzhou and Zhangzhou?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52397aece6964dcaa9f4e6e675ab7bd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Amoy dialect (Xiamen) is a hybrid of the Quanzhou and Zhangzhou dialects. Taiwanese is also a hybrid of these two dialects. Taiwanese in northern Taiwan tends to be based on the Quanzhou variety, whereas the Taiwanese spoken in southern Taiwan tends to be based on Zhangzhou speech. There are minor variations in pronunciation and vocabulary between Quanzhou and Zhangzhou dialects. The grammar is generally the same. Additionally, extensive contact with the Japanese language has left a legacy of Japanese loanwords in Taiwanese Hokkien. On the other hand, the variants spoken in Singapore and Malaysia have a substantial number of loanwords from Malay and to a lesser extent, from English and other Chinese varieties, such as the closely related Teochew and some Cantonese.", "targets": "What is Taiwanese in Northern Taiwan based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52397aece6964dcaa9f4e6e675ab7bd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Amoy dialect (Xiamen) is a hybrid of the Quanzhou and Zhangzhou dialects. Taiwanese is also a hybrid of these two dialects. Taiwanese in northern Taiwan tends to be based on the Quanzhou variety, whereas the Taiwanese spoken in southern Taiwan tends to be based on Zhangzhou speech. There are minor variations in pronunciation and vocabulary between Quanzhou and Zhangzhou dialects. The grammar is generally the same. Additionally, extensive contact with the Japanese language has left a legacy of Japanese loanwords in Taiwanese Hokkien. On the other hand, the variants spoken in Singapore and Malaysia have a substantial number of loanwords from Malay and to a lesser extent, from English and other Chinese varieties, such as the closely related Teochew and some Cantonese.", "targets": "What is Taiwanese in Southern Taiwan based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52397aece6964dcaa9f4e6e675ab7bd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Amoy dialect (Xiamen) is a hybrid of the Quanzhou and Zhangzhou dialects. Taiwanese is also a hybrid of these two dialects. Taiwanese in northern Taiwan tends to be based on the Quanzhou variety, whereas the Taiwanese spoken in southern Taiwan tends to be based on Zhangzhou speech. There are minor variations in pronunciation and vocabulary between Quanzhou and Zhangzhou dialects. The grammar is generally the same. Additionally, extensive contact with the Japanese language has left a legacy of Japanese loanwords in Taiwanese Hokkien. On the other hand, the variants spoken in Singapore and Malaysia have a substantial number of loanwords from Malay and to a lesser extent, from English and other Chinese varieties, such as the closely related Teochew and some Cantonese.", "targets": "In Singapore, the varient of Hokkien has a significant amount of loanwords from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "In what branch is the ability to try legal cases placed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "Who nominates justices for the U.S. Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "Who must approve presidential appointees to the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "What is the term for judicial institutions exercising their power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "What is the power given to the supreme court and lower courts called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "Who appoints a judge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd9f82bfd1f04daf944d4b0ff9d2fade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judicial power\u2014the power to decide cases and controversies\u2014is vested in the Supreme Court and inferior courts established by Congress. The judges must be appointed by the president with the advice and consent of the Senate, hold office during good behavior and receive compensations that may not be diminished during their continuance in office. If a court's judges do not have such attributes, the court may not exercise the judicial power of the United States. Courts exercising the judicial power are called \"constitutional courts.\"", "targets": "Who gives the President advice and consent for a judge appointment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c42bf1a014fb44d2ae17a2448c6396ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is consensus that the military regime in Myanmar is one of the world's most repressive and abusive regimes. In November 2012, Samantha Power, Barack Obama's Special Assistant to the President on Human Rights, wrote on the White House blog in advance of the president's visit that \"Serious human rights abuses against civilians in several regions continue, including against women and children.\" Members of the United Nations and major international human rights organisations have issued repeated and consistent reports of widespread and systematic human rights violations in Myanmar. The United Nations General Assembly has repeatedly called on the Burmese Military Junta to respect human rights and in November 2009 the General Assembly adopted a resolution \"strongly condemning the ongoing systematic violations of human rights and fundamental freedoms\" and calling on the Burmese Military Regime \"to take urgent measures to put an end to violations of international human rights and humanitarian law.\"", "targets": "What is the general view of Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c42bf1a014fb44d2ae17a2448c6396ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is consensus that the military regime in Myanmar is one of the world's most repressive and abusive regimes. In November 2012, Samantha Power, Barack Obama's Special Assistant to the President on Human Rights, wrote on the White House blog in advance of the president's visit that \"Serious human rights abuses against civilians in several regions continue, including against women and children.\" Members of the United Nations and major international human rights organisations have issued repeated and consistent reports of widespread and systematic human rights violations in Myanmar. The United Nations General Assembly has repeatedly called on the Burmese Military Junta to respect human rights and in November 2009 the General Assembly adopted a resolution \"strongly condemning the ongoing systematic violations of human rights and fundamental freedoms\" and calling on the Burmese Military Regime \"to take urgent measures to put an end to violations of international human rights and humanitarian law.\"", "targets": "Who is Samantha Power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c42bf1a014fb44d2ae17a2448c6396ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is consensus that the military regime in Myanmar is one of the world's most repressive and abusive regimes. In November 2012, Samantha Power, Barack Obama's Special Assistant to the President on Human Rights, wrote on the White House blog in advance of the president's visit that \"Serious human rights abuses against civilians in several regions continue, including against women and children.\" Members of the United Nations and major international human rights organisations have issued repeated and consistent reports of widespread and systematic human rights violations in Myanmar. The United Nations General Assembly has repeatedly called on the Burmese Military Junta to respect human rights and in November 2009 the General Assembly adopted a resolution \"strongly condemning the ongoing systematic violations of human rights and fundamental freedoms\" and calling on the Burmese Military Regime \"to take urgent measures to put an end to violations of international human rights and humanitarian law.\"", "targets": "What did Ms Powers write concerning Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6e3ab0c70f4e5faa9ad09535e1a44e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Alexander Graham Bell is most often associated with the invention of the telephone, his interests were extremely varied. According to one of his biographers, Charlotte Gray, Bell's work ranged \"unfettered across the scientific landscape\" and he often went to bed voraciously reading the Encyclop\u00e6dia Britannica, scouring it for new areas of interest. The range of Bell's inventive genius is represented only in part by the 18 patents granted in his name alone and the 12 he shared with his collaborators. These included 14 for the telephone and telegraph, four for the photophone, one for the phonograph, five for aerial vehicles, four for \"hydroairplanes\" and two for selenium cells. Bell's inventions spanned a wide range of interests and included a metal jacket to assist in breathing, the audiometer to detect minor hearing problems, a device to locate icebergs, investigations on how to separate salt from seawater, and work on finding alternative fuels.", "targets": "What series of books does Gray say Bell would go to sleep reading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6e3ab0c70f4e5faa9ad09535e1a44e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Alexander Graham Bell is most often associated with the invention of the telephone, his interests were extremely varied. According to one of his biographers, Charlotte Gray, Bell's work ranged \"unfettered across the scientific landscape\" and he often went to bed voraciously reading the Encyclop\u00e6dia Britannica, scouring it for new areas of interest. The range of Bell's inventive genius is represented only in part by the 18 patents granted in his name alone and the 12 he shared with his collaborators. These included 14 for the telephone and telegraph, four for the photophone, one for the phonograph, five for aerial vehicles, four for \"hydroairplanes\" and two for selenium cells. Bell's inventions spanned a wide range of interests and included a metal jacket to assist in breathing, the audiometer to detect minor hearing problems, a device to locate icebergs, investigations on how to separate salt from seawater, and work on finding alternative fuels.", "targets": "How many solo patents did Bell get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6e3ab0c70f4e5faa9ad09535e1a44e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Alexander Graham Bell is most often associated with the invention of the telephone, his interests were extremely varied. According to one of his biographers, Charlotte Gray, Bell's work ranged \"unfettered across the scientific landscape\" and he often went to bed voraciously reading the Encyclop\u00e6dia Britannica, scouring it for new areas of interest. The range of Bell's inventive genius is represented only in part by the 18 patents granted in his name alone and the 12 he shared with his collaborators. These included 14 for the telephone and telegraph, four for the photophone, one for the phonograph, five for aerial vehicles, four for \"hydroairplanes\" and two for selenium cells. Bell's inventions spanned a wide range of interests and included a metal jacket to assist in breathing, the audiometer to detect minor hearing problems, a device to locate icebergs, investigations on how to separate salt from seawater, and work on finding alternative fuels.", "targets": "How many patents did Bell co-author?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7205ddba08124158a8b37b50285b0c64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public expenditure health was at 8.9% of the GDP in 2004, whereas private expenditure was at 1.3%. As of 2012, the HIV/AIDS prevalence was at 2.8% among 15- to 49-year-olds. Health expenditure was at US$30 per capita in 2004. A large proportion of the population is undernourished, with malnutrition being a problem in Congo-Brazzaville. There were 20 physicians per 100,000 persons in the early 2000s (decade).", "targets": "How much of the gross domestic product was spent on public health in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7205ddba08124158a8b37b50285b0c64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public expenditure health was at 8.9% of the GDP in 2004, whereas private expenditure was at 1.3%. As of 2012, the HIV/AIDS prevalence was at 2.8% among 15- to 49-year-olds. Health expenditure was at US$30 per capita in 2004. A large proportion of the population is undernourished, with malnutrition being a problem in Congo-Brazzaville. There were 20 physicians per 100,000 persons in the early 2000s (decade).", "targets": "What was the overall incidence of HIV or AIDS throughout the 15 to 49 year old population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7205ddba08124158a8b37b50285b0c64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public expenditure health was at 8.9% of the GDP in 2004, whereas private expenditure was at 1.3%. As of 2012, the HIV/AIDS prevalence was at 2.8% among 15- to 49-year-olds. Health expenditure was at US$30 per capita in 2004. A large proportion of the population is undernourished, with malnutrition being a problem in Congo-Brazzaville. There were 20 physicians per 100,000 persons in the early 2000s (decade).", "targets": "How much was spent per capita on health in 2004 as measured in US dollars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7205ddba08124158a8b37b50285b0c64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public expenditure health was at 8.9% of the GDP in 2004, whereas private expenditure was at 1.3%. As of 2012, the HIV/AIDS prevalence was at 2.8% among 15- to 49-year-olds. Health expenditure was at US$30 per capita in 2004. A large proportion of the population is undernourished, with malnutrition being a problem in Congo-Brazzaville. There were 20 physicians per 100,000 persons in the early 2000s (decade).", "targets": "For every 100,000 people, how many phyisicians were there in the Congo in the early '00s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3ed665709847159f6cc894aebf5020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His primary duty was planning for the next war, which proved most difficult in the midst of the Great Depression. He then was posted as chief military aide to General MacArthur, Army Chief of Staff. In 1932, he participated in the clearing of the Bonus March encampment in Washington, D.C. Although he was against the actions taken against the veterans and strongly advised MacArthur against taking a public role in it, he later wrote the Army's official incident report, endorsing MacArthur's conduct.", "targets": "What event made war planning difficult in this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3ed665709847159f6cc894aebf5020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His primary duty was planning for the next war, which proved most difficult in the midst of the Great Depression. He then was posted as chief military aide to General MacArthur, Army Chief of Staff. In 1932, he participated in the clearing of the Bonus March encampment in Washington, D.C. Although he was against the actions taken against the veterans and strongly advised MacArthur against taking a public role in it, he later wrote the Army's official incident report, endorsing MacArthur's conduct.", "targets": "What position was held by General MacArthur at this point in time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3ed665709847159f6cc894aebf5020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His primary duty was planning for the next war, which proved most difficult in the midst of the Great Depression. He then was posted as chief military aide to General MacArthur, Army Chief of Staff. In 1932, he participated in the clearing of the Bonus March encampment in Washington, D.C. Although he was against the actions taken against the veterans and strongly advised MacArthur against taking a public role in it, he later wrote the Army's official incident report, endorsing MacArthur's conduct.", "targets": "What encampment was attacked in 1932 by soldiers including Eisenhower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3ed665709847159f6cc894aebf5020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His primary duty was planning for the next war, which proved most difficult in the midst of the Great Depression. He then was posted as chief military aide to General MacArthur, Army Chief of Staff. In 1932, he participated in the clearing of the Bonus March encampment in Washington, D.C. Although he was against the actions taken against the veterans and strongly advised MacArthur against taking a public role in it, he later wrote the Army's official incident report, endorsing MacArthur's conduct.", "targets": "What sort of people did the Bonus March consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d664e639cef4f7d98abc280a3662c66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the city's prominent role in the American Revolution, several historic sites relating to that period are preserved as part of the Boston National Historical Park. Many are found along the Freedom Trail, which is marked by a red line of bricks embedded in the ground. The city is also home to several art museums, including the Museum of Fine Arts and the Isabella Stewart Gardner Museum. The Institute of Contemporary Art is housed in a contemporary building designed by Diller Scofidio + Renfro in the Seaport District. The University of Massachusetts Boston campus on Columbia Point houses the John F. Kennedy Library. The Boston Athenaeum (one of the oldest independent libraries in the United States), Boston Children's Museum, Bull & Finch Pub (whose building is known from the television show Cheers), Museum of Science, and the New England Aquarium are within the city.", "targets": "What is preserved in the Boston national Historical Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d664e639cef4f7d98abc280a3662c66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the city's prominent role in the American Revolution, several historic sites relating to that period are preserved as part of the Boston National Historical Park. Many are found along the Freedom Trail, which is marked by a red line of bricks embedded in the ground. The city is also home to several art museums, including the Museum of Fine Arts and the Isabella Stewart Gardner Museum. The Institute of Contemporary Art is housed in a contemporary building designed by Diller Scofidio + Renfro in the Seaport District. The University of Massachusetts Boston campus on Columbia Point houses the John F. Kennedy Library. The Boston Athenaeum (one of the oldest independent libraries in the United States), Boston Children's Museum, Bull & Finch Pub (whose building is known from the television show Cheers), Museum of Science, and the New England Aquarium are within the city.", "targets": "What is marked by a line of red bricks in the ground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d664e639cef4f7d98abc280a3662c66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the city's prominent role in the American Revolution, several historic sites relating to that period are preserved as part of the Boston National Historical Park. Many are found along the Freedom Trail, which is marked by a red line of bricks embedded in the ground. The city is also home to several art museums, including the Museum of Fine Arts and the Isabella Stewart Gardner Museum. The Institute of Contemporary Art is housed in a contemporary building designed by Diller Scofidio + Renfro in the Seaport District. The University of Massachusetts Boston campus on Columbia Point houses the John F. Kennedy Library. The Boston Athenaeum (one of the oldest independent libraries in the United States), Boston Children's Museum, Bull & Finch Pub (whose building is known from the television show Cheers), Museum of Science, and the New England Aquarium are within the city.", "targets": "Where is the institute of contemporary Art located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d664e639cef4f7d98abc280a3662c66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the city's prominent role in the American Revolution, several historic sites relating to that period are preserved as part of the Boston National Historical Park. Many are found along the Freedom Trail, which is marked by a red line of bricks embedded in the ground. The city is also home to several art museums, including the Museum of Fine Arts and the Isabella Stewart Gardner Museum. The Institute of Contemporary Art is housed in a contemporary building designed by Diller Scofidio + Renfro in the Seaport District. The University of Massachusetts Boston campus on Columbia Point houses the John F. Kennedy Library. The Boston Athenaeum (one of the oldest independent libraries in the United States), Boston Children's Museum, Bull & Finch Pub (whose building is known from the television show Cheers), Museum of Science, and the New England Aquarium are within the city.", "targets": "What is one of the oldest libraries in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d664e639cef4f7d98abc280a3662c66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the city's prominent role in the American Revolution, several historic sites relating to that period are preserved as part of the Boston National Historical Park. Many are found along the Freedom Trail, which is marked by a red line of bricks embedded in the ground. The city is also home to several art museums, including the Museum of Fine Arts and the Isabella Stewart Gardner Museum. The Institute of Contemporary Art is housed in a contemporary building designed by Diller Scofidio + Renfro in the Seaport District. The University of Massachusetts Boston campus on Columbia Point houses the John F. Kennedy Library. The Boston Athenaeum (one of the oldest independent libraries in the United States), Boston Children's Museum, Bull & Finch Pub (whose building is known from the television show Cheers), Museum of Science, and the New England Aquarium are within the city.", "targets": "Where is the New England Aquarium located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c55a0cd95daf4a05b46c1f7785bbd5b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The commercial rivalry between RCA Victor and Columbia Records led to RCA Victor's introduction of what it had intended to be a competing vinyl format, the 7-inch (175 mm) 45 rpm disc. For a two-year period from 1948 to 1950, record companies and consumers faced uncertainty over which of these formats would ultimately prevail in what was known as the \"War of the Speeds\". (See also format war.) In 1949 Capitol and Decca adopted the new LP format and RCA gave in and issued its first LP in January 1950. The 45 rpm size was gaining in popularity, too, and Columbia issued its first 45s in February 1951. By 1954, 200 million 45s had been sold.", "targets": "Which company lost the \"War of the Speeds\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c55a0cd95daf4a05b46c1f7785bbd5b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The commercial rivalry between RCA Victor and Columbia Records led to RCA Victor's introduction of what it had intended to be a competing vinyl format, the 7-inch (175 mm) 45 rpm disc. For a two-year period from 1948 to 1950, record companies and consumers faced uncertainty over which of these formats would ultimately prevail in what was known as the \"War of the Speeds\". (See also format war.) In 1949 Capitol and Decca adopted the new LP format and RCA gave in and issued its first LP in January 1950. The 45 rpm size was gaining in popularity, too, and Columbia issued its first 45s in February 1951. By 1954, 200 million 45s had been sold.", "targets": "What speed ultimantly ended up winning the war of the speeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c55a0cd95daf4a05b46c1f7785bbd5b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The commercial rivalry between RCA Victor and Columbia Records led to RCA Victor's introduction of what it had intended to be a competing vinyl format, the 7-inch (175 mm) 45 rpm disc. For a two-year period from 1948 to 1950, record companies and consumers faced uncertainty over which of these formats would ultimately prevail in what was known as the \"War of the Speeds\". (See also format war.) In 1949 Capitol and Decca adopted the new LP format and RCA gave in and issued its first LP in January 1950. The 45 rpm size was gaining in popularity, too, and Columbia issued its first 45s in February 1951. By 1954, 200 million 45s had been sold.", "targets": "Over which years did the \"War of the Speeds\" last? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c55a0cd95daf4a05b46c1f7785bbd5b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The commercial rivalry between RCA Victor and Columbia Records led to RCA Victor's introduction of what it had intended to be a competing vinyl format, the 7-inch (175 mm) 45 rpm disc. For a two-year period from 1948 to 1950, record companies and consumers faced uncertainty over which of these formats would ultimately prevail in what was known as the \"War of the Speeds\". (See also format war.) In 1949 Capitol and Decca adopted the new LP format and RCA gave in and issued its first LP in January 1950. The 45 rpm size was gaining in popularity, too, and Columbia issued its first 45s in February 1951. By 1954, 200 million 45s had been sold.", "targets": "By 1945 what was the total sale of 45s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c55a0cd95daf4a05b46c1f7785bbd5b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The commercial rivalry between RCA Victor and Columbia Records led to RCA Victor's introduction of what it had intended to be a competing vinyl format, the 7-inch (175 mm) 45 rpm disc. For a two-year period from 1948 to 1950, record companies and consumers faced uncertainty over which of these formats would ultimately prevail in what was known as the \"War of the Speeds\". (See also format war.) In 1949 Capitol and Decca adopted the new LP format and RCA gave in and issued its first LP in January 1950. The 45 rpm size was gaining in popularity, too, and Columbia issued its first 45s in February 1951. By 1954, 200 million 45s had been sold.", "targets": "Which two companies were involved in the \"War of the Speeds\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7deea0a69a98496db129dc4b7928ad50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was raised an Orthodox Christian. Later in his life, he did not consider himself to be a \"believer in the orthodox sense,\" and opposed religious fanaticism. Despite this, he had a profound respect for both Buddhism and Christianity.", "targets": "What religion did Tesla grow up in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7deea0a69a98496db129dc4b7928ad50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was raised an Orthodox Christian. Later in his life, he did not consider himself to be a \"believer in the orthodox sense,\" and opposed religious fanaticism. Despite this, he had a profound respect for both Buddhism and Christianity.", "targets": "What type of religious behavior was Tesla against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7deea0a69a98496db129dc4b7928ad50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was raised an Orthodox Christian. Later in his life, he did not consider himself to be a \"believer in the orthodox sense,\" and opposed religious fanaticism. Despite this, he had a profound respect for both Buddhism and Christianity.", "targets": "Which two religions did Tesla express respect for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfca8abfd164a8a98b73299e1fedfef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston Theater District, located downtown, is home to nine major performing arts organizations and six performance halls. It is the second-largest concentration of theater seats in a downtown area in the United States. Houston is one of few United States cities with permanent, professional, resident companies in all major performing arts disciplines: opera (Houston Grand Opera), ballet (Houston Ballet), music (Houston Symphony Orchestra), and theater (The Alley Theatre). Houston is also home to folk artists, art groups and various small progressive arts organizations. Houston attracts many touring Broadway acts, concerts, shows, and exhibitions for a variety of interests. Facilities in the Theater District include the Jones Hall\u2014home of the Houston Symphony Orchestra and Society for the Performing Arts\u2014and the Hobby Center for the Performing Arts.", "targets": "What area of Houston hosts performing arts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfca8abfd164a8a98b73299e1fedfef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston Theater District, located downtown, is home to nine major performing arts organizations and six performance halls. It is the second-largest concentration of theater seats in a downtown area in the United States. Houston is one of few United States cities with permanent, professional, resident companies in all major performing arts disciplines: opera (Houston Grand Opera), ballet (Houston Ballet), music (Houston Symphony Orchestra), and theater (The Alley Theatre). Houston is also home to folk artists, art groups and various small progressive arts organizations. Houston attracts many touring Broadway acts, concerts, shows, and exhibitions for a variety of interests. Facilities in the Theater District include the Jones Hall\u2014home of the Houston Symphony Orchestra and Society for the Performing Arts\u2014and the Hobby Center for the Performing Arts.", "targets": "Of what is Houston second in performing arts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfca8abfd164a8a98b73299e1fedfef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston Theater District, located downtown, is home to nine major performing arts organizations and six performance halls. It is the second-largest concentration of theater seats in a downtown area in the United States. Houston is one of few United States cities with permanent, professional, resident companies in all major performing arts disciplines: opera (Houston Grand Opera), ballet (Houston Ballet), music (Houston Symphony Orchestra), and theater (The Alley Theatre). Houston is also home to folk artists, art groups and various small progressive arts organizations. Houston attracts many touring Broadway acts, concerts, shows, and exhibitions for a variety of interests. Facilities in the Theater District include the Jones Hall\u2014home of the Houston Symphony Orchestra and Society for the Performing Arts\u2014and the Hobby Center for the Performing Arts.", "targets": "Besides Jones Hall, what other organization is housed in the Theater District?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfca8abfd164a8a98b73299e1fedfef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston Theater District, located downtown, is home to nine major performing arts organizations and six performance halls. It is the second-largest concentration of theater seats in a downtown area in the United States. Houston is one of few United States cities with permanent, professional, resident companies in all major performing arts disciplines: opera (Houston Grand Opera), ballet (Houston Ballet), music (Houston Symphony Orchestra), and theater (The Alley Theatre). Houston is also home to folk artists, art groups and various small progressive arts organizations. Houston attracts many touring Broadway acts, concerts, shows, and exhibitions for a variety of interests. Facilities in the Theater District include the Jones Hall\u2014home of the Houston Symphony Orchestra and Society for the Performing Arts\u2014and the Hobby Center for the Performing Arts.", "targets": "To what type of arts is Houston home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfca8abfd164a8a98b73299e1fedfef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston Theater District, located downtown, is home to nine major performing arts organizations and six performance halls. It is the second-largest concentration of theater seats in a downtown area in the United States. Houston is one of few United States cities with permanent, professional, resident companies in all major performing arts disciplines: opera (Houston Grand Opera), ballet (Houston Ballet), music (Houston Symphony Orchestra), and theater (The Alley Theatre). Houston is also home to folk artists, art groups and various small progressive arts organizations. Houston attracts many touring Broadway acts, concerts, shows, and exhibitions for a variety of interests. Facilities in the Theater District include the Jones Hall\u2014home of the Houston Symphony Orchestra and Society for the Performing Arts\u2014and the Hobby Center for the Performing Arts.", "targets": "To what group is Jones Hall home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c408eec4696d4b4a95e7b7d09ec51b33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Perestroika era, The Law on the Status of the Estonian Language was adopted in January 1989. The collapse of the Soviet Union led to the restoration of Republic of Estonia's independence. Estonian went back to being the only state language in Estonia which in practice meant that use of Estonian was promoted while the use of Russian was discouraged.", "targets": "What historical event once again freed Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c408eec4696d4b4a95e7b7d09ec51b33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Perestroika era, The Law on the Status of the Estonian Language was adopted in January 1989. The collapse of the Soviet Union led to the restoration of Republic of Estonia's independence. Estonian went back to being the only state language in Estonia which in practice meant that use of Estonian was promoted while the use of Russian was discouraged.", "targets": "Following the Soviet collapse what became the only official Estonian Language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c408eec4696d4b4a95e7b7d09ec51b33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Perestroika era, The Law on the Status of the Estonian Language was adopted in January 1989. The collapse of the Soviet Union led to the restoration of Republic of Estonia's independence. Estonian went back to being the only state language in Estonia which in practice meant that use of Estonian was promoted while the use of Russian was discouraged.", "targets": "What language was no longer promoted as one of Estonia's main languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c408eec4696d4b4a95e7b7d09ec51b33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Perestroika era, The Law on the Status of the Estonian Language was adopted in January 1989. The collapse of the Soviet Union led to the restoration of Republic of Estonia's independence. Estonian went back to being the only state language in Estonia which in practice meant that use of Estonian was promoted while the use of Russian was discouraged.", "targets": "What came into being in January 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fcd7fc116d449fa51ec145cc6bccb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ptolemy's Geography divided Asia on a similar basis. In the north is \"Scythia this side of the Himalayas\" and \"Scythia beyond the Himalayas.\" To the south is \"India on this side of the Ganges\" and \"India beyond the Ganges.\" Asia began on the coast of Anatolia (\"land of the rising sun\"). Beyond the Ganges and Himalayas (including the Tien Shan) were Serica and Serae (sections of China) and some other identifiable far eastern locations known to the voyagers and geographers but not to the general European public.", "targets": "What divided Asia on a similar basis? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fcd7fc116d449fa51ec145cc6bccb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ptolemy's Geography divided Asia on a similar basis. In the north is \"Scythia this side of the Himalayas\" and \"Scythia beyond the Himalayas.\" To the south is \"India on this side of the Ganges\" and \"India beyond the Ganges.\" Asia began on the coast of Anatolia (\"land of the rising sun\"). Beyond the Ganges and Himalayas (including the Tien Shan) were Serica and Serae (sections of China) and some other identifiable far eastern locations known to the voyagers and geographers but not to the general European public.", "targets": "\"Scythia this side of the Himalayas\" is located where? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fcd7fc116d449fa51ec145cc6bccb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ptolemy's Geography divided Asia on a similar basis. In the north is \"Scythia this side of the Himalayas\" and \"Scythia beyond the Himalayas.\" To the south is \"India on this side of the Ganges\" and \"India beyond the Ganges.\" Asia began on the coast of Anatolia (\"land of the rising sun\"). Beyond the Ganges and Himalayas (including the Tien Shan) were Serica and Serae (sections of China) and some other identifiable far eastern locations known to the voyagers and geographers but not to the general European public.", "targets": "\"India on this side of the Ganges\" is located where? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fcd7fc116d449fa51ec145cc6bccb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ptolemy's Geography divided Asia on a similar basis. In the north is \"Scythia this side of the Himalayas\" and \"Scythia beyond the Himalayas.\" To the south is \"India on this side of the Ganges\" and \"India beyond the Ganges.\" Asia began on the coast of Anatolia (\"land of the rising sun\"). Beyond the Ganges and Himalayas (including the Tien Shan) were Serica and Serae (sections of China) and some other identifiable far eastern locations known to the voyagers and geographers but not to the general European public.", "targets": "\"Scythia beyond the Himalayas\" is located where? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3fcd7fc116d449fa51ec145cc6bccb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ptolemy's Geography divided Asia on a similar basis. In the north is \"Scythia this side of the Himalayas\" and \"Scythia beyond the Himalayas.\" To the south is \"India on this side of the Ganges\" and \"India beyond the Ganges.\" Asia began on the coast of Anatolia (\"land of the rising sun\"). Beyond the Ganges and Himalayas (including the Tien Shan) were Serica and Serae (sections of China) and some other identifiable far eastern locations known to the voyagers and geographers but not to the general European public.", "targets": "Where did Asia begin? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f0f477a62844427b4bec2a2bfbe42e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schools called \"technical institute\" or \"technical school\" that were formed in the early 20th century provided further education between high school and University or Polytechnic. Most technical institutes have been merged into regional colleges and some have been designated university colleges if they are associated with a local university.", "targets": "If a technical institute is affiliated with a local university, what does its designation become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f0f477a62844427b4bec2a2bfbe42e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schools called \"technical institute\" or \"technical school\" that were formed in the early 20th century provided further education between high school and University or Polytechnic. Most technical institutes have been merged into regional colleges and some have been designated university colleges if they are associated with a local university.", "targets": "What century brought the advent of technical schools or technical institutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f0f477a62844427b4bec2a2bfbe42e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schools called \"technical institute\" or \"technical school\" that were formed in the early 20th century provided further education between high school and University or Polytechnic. Most technical institutes have been merged into regional colleges and some have been designated university colleges if they are associated with a local university.", "targets": "A student would attend a technical institute before a university or polytechnic but after what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03435239341a405daf3ac9a3c83f39af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike other European nations, the Dutch chose not to follow a policy of language expansion amongst the indigenous peoples of their colonies. In the last quarter of the 19th century, however, a local elite gained proficiency in Dutch so as to meet the needs of expanding bureaucracy and business. Nevertheless, the Dutch government remained reluctant to teach Dutch on a large scale for fear of destabilising the colony. Dutch, the language of power, was supposed to remain in the hands of the leading elite.", "targets": "Towards the end of what century did it become important for more people in Dutch colonies to speak Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03435239341a405daf3ac9a3c83f39af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike other European nations, the Dutch chose not to follow a policy of language expansion amongst the indigenous peoples of their colonies. In the last quarter of the 19th century, however, a local elite gained proficiency in Dutch so as to meet the needs of expanding bureaucracy and business. Nevertheless, the Dutch government remained reluctant to teach Dutch on a large scale for fear of destabilising the colony. Dutch, the language of power, was supposed to remain in the hands of the leading elite.", "targets": "What VIP segment of the population in Dutch colonies learned Dutch to participate in business and government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03435239341a405daf3ac9a3c83f39af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike other European nations, the Dutch chose not to follow a policy of language expansion amongst the indigenous peoples of their colonies. In the last quarter of the 19th century, however, a local elite gained proficiency in Dutch so as to meet the needs of expanding bureaucracy and business. Nevertheless, the Dutch government remained reluctant to teach Dutch on a large scale for fear of destabilising the colony. Dutch, the language of power, was supposed to remain in the hands of the leading elite.", "targets": "What was the Dutch government afraid of doing if they taught their colonies Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03435239341a405daf3ac9a3c83f39af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike other European nations, the Dutch chose not to follow a policy of language expansion amongst the indigenous peoples of their colonies. In the last quarter of the 19th century, however, a local elite gained proficiency in Dutch so as to meet the needs of expanding bureaucracy and business. Nevertheless, the Dutch government remained reluctant to teach Dutch on a large scale for fear of destabilising the colony. Dutch, the language of power, was supposed to remain in the hands of the leading elite.", "targets": "Leaders wanted to hang onto knowledge of the Dutch language because it's the language of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3434f4bb9740f68b56b6bb7ebc98dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork City is at the heart of industry in the south of Ireland. Its main area of industry is pharmaceuticals, with Pfizer Inc. and Swiss company Novartis being big employers in the region. The most famous product of the Cork pharmaceutical industry is Viagra. Cork is also the European headquarters of Apple Inc. where over 3,000 staff are involved in manufacturing, R&D and customer support. Logitech and EMC Corporation are also important IT employers in the area. Three hospitals are also among the top ten employers in the city (see table below).", "targets": "What is the main industry in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3434f4bb9740f68b56b6bb7ebc98dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork City is at the heart of industry in the south of Ireland. Its main area of industry is pharmaceuticals, with Pfizer Inc. and Swiss company Novartis being big employers in the region. The most famous product of the Cork pharmaceutical industry is Viagra. Cork is also the European headquarters of Apple Inc. where over 3,000 staff are involved in manufacturing, R&D and customer support. Logitech and EMC Corporation are also important IT employers in the area. Three hospitals are also among the top ten employers in the city (see table below).", "targets": "Who are the two major industry employers in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3434f4bb9740f68b56b6bb7ebc98dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork City is at the heart of industry in the south of Ireland. Its main area of industry is pharmaceuticals, with Pfizer Inc. and Swiss company Novartis being big employers in the region. The most famous product of the Cork pharmaceutical industry is Viagra. Cork is also the European headquarters of Apple Inc. where over 3,000 staff are involved in manufacturing, R&D and customer support. Logitech and EMC Corporation are also important IT employers in the area. Three hospitals are also among the top ten employers in the city (see table below).", "targets": "What is the most famous pharmaceutical company in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3434f4bb9740f68b56b6bb7ebc98dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork City is at the heart of industry in the south of Ireland. Its main area of industry is pharmaceuticals, with Pfizer Inc. and Swiss company Novartis being big employers in the region. The most famous product of the Cork pharmaceutical industry is Viagra. Cork is also the European headquarters of Apple Inc. where over 3,000 staff are involved in manufacturing, R&D and customer support. Logitech and EMC Corporation are also important IT employers in the area. Three hospitals are also among the top ten employers in the city (see table below).", "targets": "What major computing company calls Cork it's European Headquarters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3434f4bb9740f68b56b6bb7ebc98dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork City is at the heart of industry in the south of Ireland. Its main area of industry is pharmaceuticals, with Pfizer Inc. and Swiss company Novartis being big employers in the region. The most famous product of the Cork pharmaceutical industry is Viagra. Cork is also the European headquarters of Apple Inc. where over 3,000 staff are involved in manufacturing, R&D and customer support. Logitech and EMC Corporation are also important IT employers in the area. Three hospitals are also among the top ten employers in the city (see table below).", "targets": "Who are important industrial technology companies in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b70d3b3425428a9ba88e143ab4d893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In between the French and the British, large areas were dominated by native tribes. To the north, the Mi'kmaq and the Abenaki were engaged in Father Le Loutre's War and still held sway in parts of Nova Scotia, Acadia, and the eastern portions of the province of Canada, as well as much of present-day Maine. The Iroquois Confederation dominated much of present-day Upstate New York and the Ohio Country, although the latter also included Algonquian-speaking populations of Delaware and Shawnee, as well as Iroquoian-speaking Mingo. These tribes were formally under Iroquois rule, and were limited by them in authority to make agreements.", "targets": "In between French and British, what groups controlled land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b70d3b3425428a9ba88e143ab4d893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In between the French and the British, large areas were dominated by native tribes. To the north, the Mi'kmaq and the Abenaki were engaged in Father Le Loutre's War and still held sway in parts of Nova Scotia, Acadia, and the eastern portions of the province of Canada, as well as much of present-day Maine. The Iroquois Confederation dominated much of present-day Upstate New York and the Ohio Country, although the latter also included Algonquian-speaking populations of Delaware and Shawnee, as well as Iroquoian-speaking Mingo. These tribes were formally under Iroquois rule, and were limited by them in authority to make agreements.", "targets": "What tribes were in Father Le Loutre's War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b70d3b3425428a9ba88e143ab4d893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In between the French and the British, large areas were dominated by native tribes. To the north, the Mi'kmaq and the Abenaki were engaged in Father Le Loutre's War and still held sway in parts of Nova Scotia, Acadia, and the eastern portions of the province of Canada, as well as much of present-day Maine. The Iroquois Confederation dominated much of present-day Upstate New York and the Ohio Country, although the latter also included Algonquian-speaking populations of Delaware and Shawnee, as well as Iroquoian-speaking Mingo. These tribes were formally under Iroquois rule, and were limited by them in authority to make agreements.", "targets": "Where did Iroquois Confederation control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b70d3b3425428a9ba88e143ab4d893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In between the French and the British, large areas were dominated by native tribes. To the north, the Mi'kmaq and the Abenaki were engaged in Father Le Loutre's War and still held sway in parts of Nova Scotia, Acadia, and the eastern portions of the province of Canada, as well as much of present-day Maine. The Iroquois Confederation dominated much of present-day Upstate New York and the Ohio Country, although the latter also included Algonquian-speaking populations of Delaware and Shawnee, as well as Iroquoian-speaking Mingo. These tribes were formally under Iroquois rule, and were limited by them in authority to make agreements.", "targets": "What rule did some native live under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79043722c37045e7a5824e1a17093562", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Korean War (in South Korean Hangul: \ud55c\uad6d\uc804\uc7c1, Hanja: \u97d3\u570b\u6230\u722d, Hanguk Jeonjaeng, \"Korean War\"; in North Korean Chosungul: \uc870\uad6d\ud574\ubc29\uc804\uc7c1, Joguk Haebang Jeonjaeng, \"Fatherland Liberation War\"; 25 June 1950 \u2013 27 July 1953)[a] was started when North Korea invaded South Korea. The United Nations, with United States as the principal force, came to aid of South Korea. China, along with assistance from Soviet Union, came to aid of North Korea. The war arose from the division of Korea at the end of World War II and from the global tensions of the Cold War that developed immediately afterwards.", "targets": "In what year did the Korean War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79043722c37045e7a5824e1a17093562", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Korean War (in South Korean Hangul: \ud55c\uad6d\uc804\uc7c1, Hanja: \u97d3\u570b\u6230\u722d, Hanguk Jeonjaeng, \"Korean War\"; in North Korean Chosungul: \uc870\uad6d\ud574\ubc29\uc804\uc7c1, Joguk Haebang Jeonjaeng, \"Fatherland Liberation War\"; 25 June 1950 \u2013 27 July 1953)[a] was started when North Korea invaded South Korea. The United Nations, with United States as the principal force, came to aid of South Korea. China, along with assistance from Soviet Union, came to aid of North Korea. The war arose from the division of Korea at the end of World War II and from the global tensions of the Cold War that developed immediately afterwards.", "targets": "What caused the start of the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79043722c37045e7a5824e1a17093562", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Korean War (in South Korean Hangul: \ud55c\uad6d\uc804\uc7c1, Hanja: \u97d3\u570b\u6230\u722d, Hanguk Jeonjaeng, \"Korean War\"; in North Korean Chosungul: \uc870\uad6d\ud574\ubc29\uc804\uc7c1, Joguk Haebang Jeonjaeng, \"Fatherland Liberation War\"; 25 June 1950 \u2013 27 July 1953)[a] was started when North Korea invaded South Korea. The United Nations, with United States as the principal force, came to aid of South Korea. China, along with assistance from Soviet Union, came to aid of North Korea. The war arose from the division of Korea at the end of World War II and from the global tensions of the Cold War that developed immediately afterwards.", "targets": "What country was divided at the end of World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79043722c37045e7a5824e1a17093562", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Korean War (in South Korean Hangul: \ud55c\uad6d\uc804\uc7c1, Hanja: \u97d3\u570b\u6230\u722d, Hanguk Jeonjaeng, \"Korean War\"; in North Korean Chosungul: \uc870\uad6d\ud574\ubc29\uc804\uc7c1, Joguk Haebang Jeonjaeng, \"Fatherland Liberation War\"; 25 June 1950 \u2013 27 July 1953)[a] was started when North Korea invaded South Korea. The United Nations, with United States as the principal force, came to aid of South Korea. China, along with assistance from Soviet Union, came to aid of North Korea. The war arose from the division of Korea at the end of World War II and from the global tensions of the Cold War that developed immediately afterwards.", "targets": "Which country aided South Korea during the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79043722c37045e7a5824e1a17093562", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Korean War (in South Korean Hangul: \ud55c\uad6d\uc804\uc7c1, Hanja: \u97d3\u570b\u6230\u722d, Hanguk Jeonjaeng, \"Korean War\"; in North Korean Chosungul: \uc870\uad6d\ud574\ubc29\uc804\uc7c1, Joguk Haebang Jeonjaeng, \"Fatherland Liberation War\"; 25 June 1950 \u2013 27 July 1953)[a] was started when North Korea invaded South Korea. The United Nations, with United States as the principal force, came to aid of South Korea. China, along with assistance from Soviet Union, came to aid of North Korea. The war arose from the division of Korea at the end of World War II and from the global tensions of the Cold War that developed immediately afterwards.", "targets": "When did the Korean War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1a5cd71a9643d9b25aea73512f8091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Iran derives directly from Middle Persian \u0112r\u0101n, first attested in a 3rd-century inscription at Rustam Relief, with the accompanying Parthian inscription using the term Ary\u0101n, in reference to Iranians. The Middle Iranian \u0113r\u0101n and ary\u0101n are oblique plural forms of gentilic \u0113r- (Middle Persian) and ary- (Parthian), both deriving from Proto-Iranian *arya- (meaning \"Aryan,\" i.e., \"of the Iranians\"), argued to descend from Proto-Indo-European *ar-yo-, meaning \"skillful assembler.\" In Iranian languages, the gentilic is attested as a self-identifier included in ancient inscriptions and the literature of Avesta,[a] and remains also in other Iranian ethnic names such as Alans (Ossetic: \u0418\u0440 \u2013 Ir) and Iron (Ossetic: \u0418\u0440\u043e\u043d \u2013 Iron).", "targets": "What century did terms referencing Iran begin to be recorded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1a5cd71a9643d9b25aea73512f8091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Iran derives directly from Middle Persian \u0112r\u0101n, first attested in a 3rd-century inscription at Rustam Relief, with the accompanying Parthian inscription using the term Ary\u0101n, in reference to Iranians. The Middle Iranian \u0113r\u0101n and ary\u0101n are oblique plural forms of gentilic \u0113r- (Middle Persian) and ary- (Parthian), both deriving from Proto-Iranian *arya- (meaning \"Aryan,\" i.e., \"of the Iranians\"), argued to descend from Proto-Indo-European *ar-yo-, meaning \"skillful assembler.\" In Iranian languages, the gentilic is attested as a self-identifier included in ancient inscriptions and the literature of Avesta,[a] and remains also in other Iranian ethnic names such as Alans (Ossetic: \u0418\u0440 \u2013 Ir) and Iron (Ossetic: \u0418\u0440\u043e\u043d \u2013 Iron).", "targets": "What inscription referenced the term Aryan to Iranians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1a5cd71a9643d9b25aea73512f8091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Iran derives directly from Middle Persian \u0112r\u0101n, first attested in a 3rd-century inscription at Rustam Relief, with the accompanying Parthian inscription using the term Ary\u0101n, in reference to Iranians. The Middle Iranian \u0113r\u0101n and ary\u0101n are oblique plural forms of gentilic \u0113r- (Middle Persian) and ary- (Parthian), both deriving from Proto-Iranian *arya- (meaning \"Aryan,\" i.e., \"of the Iranians\"), argued to descend from Proto-Indo-European *ar-yo-, meaning \"skillful assembler.\" In Iranian languages, the gentilic is attested as a self-identifier included in ancient inscriptions and the literature of Avesta,[a] and remains also in other Iranian ethnic names such as Alans (Ossetic: \u0418\u0440 \u2013 Ir) and Iron (Ossetic: \u0418\u0440\u043e\u043d \u2013 Iron).", "targets": "What Proto-Indo-European term means \"skillful assembler?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1a5cd71a9643d9b25aea73512f8091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Iran derives directly from Middle Persian \u0112r\u0101n, first attested in a 3rd-century inscription at Rustam Relief, with the accompanying Parthian inscription using the term Ary\u0101n, in reference to Iranians. The Middle Iranian \u0113r\u0101n and ary\u0101n are oblique plural forms of gentilic \u0113r- (Middle Persian) and ary- (Parthian), both deriving from Proto-Iranian *arya- (meaning \"Aryan,\" i.e., \"of the Iranians\"), argued to descend from Proto-Indo-European *ar-yo-, meaning \"skillful assembler.\" In Iranian languages, the gentilic is attested as a self-identifier included in ancient inscriptions and the literature of Avesta,[a] and remains also in other Iranian ethnic names such as Alans (Ossetic: \u0418\u0440 \u2013 Ir) and Iron (Ossetic: \u0418\u0440\u043e\u043d \u2013 Iron).", "targets": "What is attested as a self-identifier in Iranian languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1a5cd71a9643d9b25aea73512f8091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Iran derives directly from Middle Persian \u0112r\u0101n, first attested in a 3rd-century inscription at Rustam Relief, with the accompanying Parthian inscription using the term Ary\u0101n, in reference to Iranians. The Middle Iranian \u0113r\u0101n and ary\u0101n are oblique plural forms of gentilic \u0113r- (Middle Persian) and ary- (Parthian), both deriving from Proto-Iranian *arya- (meaning \"Aryan,\" i.e., \"of the Iranians\"), argued to descend from Proto-Indo-European *ar-yo-, meaning \"skillful assembler.\" In Iranian languages, the gentilic is attested as a self-identifier included in ancient inscriptions and the literature of Avesta,[a] and remains also in other Iranian ethnic names such as Alans (Ossetic: \u0418\u0440 \u2013 Ir) and Iron (Ossetic: \u0418\u0440\u043e\u043d \u2013 Iron).", "targets": "What other term in the 3rd Century besides Aryan also refer to Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-527aa702844d4710b8fc5dbed48a573b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard has several athletic facilities, such as the Lavietes Pavilion, a multi-purpose arena and home to the Harvard basketball teams. The Malkin Athletic Center, known as the \"MAC\", serves both as the university's primary recreation facility and as a satellite location for several varsity sports. The five-story building includes two cardio rooms, an Olympic-size swimming pool, a smaller pool for aquaerobics and other activities, a mezzanine, where all types of classes are held, an indoor cycling studio, three weight rooms, and a three-court gym floor to play basketball. The MAC offers personal trainers and specialty classes. It is home to Harvard volleyball, fencing and wrestling. The offices of several of the school's varsity coaches are also in the MAC.", "targets": "What is the name of Harvard's basketball facility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-527aa702844d4710b8fc5dbed48a573b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard has several athletic facilities, such as the Lavietes Pavilion, a multi-purpose arena and home to the Harvard basketball teams. The Malkin Athletic Center, known as the \"MAC\", serves both as the university's primary recreation facility and as a satellite location for several varsity sports. The five-story building includes two cardio rooms, an Olympic-size swimming pool, a smaller pool for aquaerobics and other activities, a mezzanine, where all types of classes are held, an indoor cycling studio, three weight rooms, and a three-court gym floor to play basketball. The MAC offers personal trainers and specialty classes. It is home to Harvard volleyball, fencing and wrestling. The offices of several of the school's varsity coaches are also in the MAC.", "targets": "What is the name of Harvard's primary recreational sports facility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-527aa702844d4710b8fc5dbed48a573b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard has several athletic facilities, such as the Lavietes Pavilion, a multi-purpose arena and home to the Harvard basketball teams. The Malkin Athletic Center, known as the \"MAC\", serves both as the university's primary recreation facility and as a satellite location for several varsity sports. The five-story building includes two cardio rooms, an Olympic-size swimming pool, a smaller pool for aquaerobics and other activities, a mezzanine, where all types of classes are held, an indoor cycling studio, three weight rooms, and a three-court gym floor to play basketball. The MAC offers personal trainers and specialty classes. It is home to Harvard volleyball, fencing and wrestling. The offices of several of the school's varsity coaches are also in the MAC.", "targets": "How many weight rooms are in the Malkin Athletic Center"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e99d6d39ed477cbed10e6be55b09e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thuringia's leading research centre is Jena, followed by Ilmenau. Both focus on technology, in particular life sciences and optics at Jena and information technology at Ilmenau. Erfurt is a centre of Germany's horticultural research, whereas Weimar and Gotha with their various archives and libraries are centres of historic and cultural research. Most of the research in Thuringia is publicly funded basic research due to the lack of large companies able to invest significant amounts in applied research, with the notable exception of the optics sector at Jena.", "targets": "What is the focus of Thuringia's research center, Jena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e99d6d39ed477cbed10e6be55b09e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thuringia's leading research centre is Jena, followed by Ilmenau. Both focus on technology, in particular life sciences and optics at Jena and information technology at Ilmenau. Erfurt is a centre of Germany's horticultural research, whereas Weimar and Gotha with their various archives and libraries are centres of historic and cultural research. Most of the research in Thuringia is publicly funded basic research due to the lack of large companies able to invest significant amounts in applied research, with the notable exception of the optics sector at Jena.", "targets": "Which universities are known for their historic and cultural aspects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e99d6d39ed477cbed10e6be55b09e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thuringia's leading research centre is Jena, followed by Ilmenau. Both focus on technology, in particular life sciences and optics at Jena and information technology at Ilmenau. Erfurt is a centre of Germany's horticultural research, whereas Weimar and Gotha with their various archives and libraries are centres of historic and cultural research. Most of the research in Thuringia is publicly funded basic research due to the lack of large companies able to invest significant amounts in applied research, with the notable exception of the optics sector at Jena.", "targets": "How is most research in Thuringia funded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e99d6d39ed477cbed10e6be55b09e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thuringia's leading research centre is Jena, followed by Ilmenau. Both focus on technology, in particular life sciences and optics at Jena and information technology at Ilmenau. Erfurt is a centre of Germany's horticultural research, whereas Weimar and Gotha with their various archives and libraries are centres of historic and cultural research. Most of the research in Thuringia is publicly funded basic research due to the lack of large companies able to invest significant amounts in applied research, with the notable exception of the optics sector at Jena.", "targets": "  What is one company that is able to get investments from large companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What is it called when there is an active attempt to overthrow a government or belief system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What group of people performed revolutionary civil disobedience toward the Austrian government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "The Hungarians performed this civil disobedience under the direction of what person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "Revolutionary civil disobedience towards culture is highlighted by example of who? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What other topics can Civil disobedience pertain to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What is a simple form of civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "Why would a person chose civil disobedience against specific laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What is the goal of individual civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What type of civil disobedience is larger scale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b317e522dd47ba86f5ddcf3aa8ef0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-revolutionary civil disobedience is a simple disobedience of laws on the grounds that they are judged \"wrong\" by an individual conscience, or as part of an effort to render certain laws ineffective, to cause their repeal, or to exert pressure to get one's political wishes on some other issue. Revolutionary civil disobedience is more of an active attempt to overthrow a government (or to change cultural traditions, social customs, religious beliefs, etc...revolution doesn't have to be political, i.e. \"cultural revolution\", it simply implies sweeping and widespread change to a section of the social fabric). Gandhi's acts have been described as revolutionary civil disobedience. It has been claimed that the Hungarians under Ferenc De\u00e1k directed revolutionary civil disobedience against the Austrian government. Thoreau also wrote of civil disobedience accomplishing \"peaceable revolution.\" Howard Zinn, Harvey Wheeler, and others have identified the right espoused in The Declaration of Independence to \"alter or abolish\" an unjust government to be a principle of civil disobedience. ", "targets": "What famous Indian's actions were considered civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What year did Patrick Henry give his speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What happened on April 18, 1780?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What did Patrick Henry's speech encourage to happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What's one reason the capital was moved to Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "Who was Governor of Virginia in 1781"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What did Patrick Henry's famous speech persuade Virginians to send delegates to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What was the capital of Virginia prior to Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "What general led the troops that burned Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "Who led the militia that defended Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33226cb7a7de49b4a3eab1b1b1c6e933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1775, Patrick Henry delivered his famous \"Give me Liberty or Give me Death\" speech in St. John's Church in Richmond, crucial for deciding Virginia's participation in the First Continental Congress and setting the course for revolution and independence. On April 18, 1780, the state capital was moved from the colonial capital of Williamsburg to Richmond, to provide a more centralized location for Virginia's increasing westerly population, as well as to isolate the capital from British attack. The latter motive proved to be in vain, and in 1781, under the command of Benedict Arnold, Richmond was burned by British troops, causing Governor Thomas Jefferson to flee as the Virginia militia, led by Sampson Mathews, defended the city.", "targets": "Who was the governor of Virginia in 1781?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01be83ca319343a19c9d52a0b1a81880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typographically, the basic difference between the majuscules and minuscules is not that the majuscules are big and minuscules small, but that the majuscules generally have the same height. The height of the minuscules varies, as some of them have parts higher or lower than the average, i.e. ascenders and descenders. In Times New Roman, for instance, b, d, f, h, k, l, t  are the letters with ascenders, and g, j, p, q, y are the ones with descenders. Further to this, with old-style numerals still used by some traditional or classical fonts\u2014although most do have a set of alternative Lining Figures\u2014 6 and 8 make up the ascender set, and 3, 4, 5, 7 and 9 the descender set.", "targets": "Who do majuscules have which distinguish themselves from minuscules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01be83ca319343a19c9d52a0b1a81880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typographically, the basic difference between the majuscules and minuscules is not that the majuscules are big and minuscules small, but that the majuscules generally have the same height. The height of the minuscules varies, as some of them have parts higher or lower than the average, i.e. ascenders and descenders. In Times New Roman, for instance, b, d, f, h, k, l, t  are the letters with ascenders, and g, j, p, q, y are the ones with descenders. Further to this, with old-style numerals still used by some traditional or classical fonts\u2014although most do have a set of alternative Lining Figures\u2014 6 and 8 make up the ascender set, and 3, 4, 5, 7 and 9 the descender set.", "targets": "In Time New Roman the letter \"b\" would be consider which type of letter based on whether it is above or below average height?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01be83ca319343a19c9d52a0b1a81880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typographically, the basic difference between the majuscules and minuscules is not that the majuscules are big and minuscules small, but that the majuscules generally have the same height. The height of the minuscules varies, as some of them have parts higher or lower than the average, i.e. ascenders and descenders. In Times New Roman, for instance, b, d, f, h, k, l, t  are the letters with ascenders, and g, j, p, q, y are the ones with descenders. Further to this, with old-style numerals still used by some traditional or classical fonts\u2014although most do have a set of alternative Lining Figures\u2014 6 and 8 make up the ascender set, and 3, 4, 5, 7 and 9 the descender set.", "targets": "Descending letters tend to have a part which falls where relative to the average height of a letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01be83ca319343a19c9d52a0b1a81880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typographically, the basic difference between the majuscules and minuscules is not that the majuscules are big and minuscules small, but that the majuscules generally have the same height. The height of the minuscules varies, as some of them have parts higher or lower than the average, i.e. ascenders and descenders. In Times New Roman, for instance, b, d, f, h, k, l, t  are the letters with ascenders, and g, j, p, q, y are the ones with descenders. Further to this, with old-style numerals still used by some traditional or classical fonts\u2014although most do have a set of alternative Lining Figures\u2014 6 and 8 make up the ascender set, and 3, 4, 5, 7 and 9 the descender set.", "targets": "Besides the number 6, which number makes of the ascender set in some traditional or classical fonts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9183cae5f396406da35ba8aea3973675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although exotic on Earth, one of the most common ions in the universe is the H+\n3 ion, known as protonated molecular hydrogen or the trihydrogen cation.", "targets": "What kind of molecular hydrogen is the H+3 knows as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9183cae5f396406da35ba8aea3973675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although exotic on Earth, one of the most common ions in the universe is the H+\n3 ion, known as protonated molecular hydrogen or the trihydrogen cation.", "targets": "What kind of cation is the H+3 knowns as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-627fabcfd9d04b3fad8239ea287c67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also had a large class of free people of color. By 1860, 3,785 free people of color were in Charleston, nearly 18% of the city's black population, and 8% of the total population. Free people of color were far more likely to be of mixed racial background than slaves. Many were educated, practiced skilled crafts, and some even owned substantial property, including slaves. In 1790, they established the Brown Fellowship Society for mutual aid, initially as a burial society. It continued until 1945.", "targets": "How many free people of color lived in Charleston in 1860?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-627fabcfd9d04b3fad8239ea287c67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also had a large class of free people of color. By 1860, 3,785 free people of color were in Charleston, nearly 18% of the city's black population, and 8% of the total population. Free people of color were far more likely to be of mixed racial background than slaves. Many were educated, practiced skilled crafts, and some even owned substantial property, including slaves. In 1790, they established the Brown Fellowship Society for mutual aid, initially as a burial society. It continued until 1945.", "targets": "What percentage of Charleston's population were free people of color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-627fabcfd9d04b3fad8239ea287c67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also had a large class of free people of color. By 1860, 3,785 free people of color were in Charleston, nearly 18% of the city's black population, and 8% of the total population. Free people of color were far more likely to be of mixed racial background than slaves. Many were educated, practiced skilled crafts, and some even owned substantial property, including slaves. In 1790, they established the Brown Fellowship Society for mutual aid, initially as a burial society. It continued until 1945.", "targets": "What percentage of Charleston's black population were free people of color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-627fabcfd9d04b3fad8239ea287c67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also had a large class of free people of color. By 1860, 3,785 free people of color were in Charleston, nearly 18% of the city's black population, and 8% of the total population. Free people of color were far more likely to be of mixed racial background than slaves. Many were educated, practiced skilled crafts, and some even owned substantial property, including slaves. In 1790, they established the Brown Fellowship Society for mutual aid, initially as a burial society. It continued until 1945.", "targets": "In what year was the Brown Fellowship Society created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-627fabcfd9d04b3fad8239ea287c67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also had a large class of free people of color. By 1860, 3,785 free people of color were in Charleston, nearly 18% of the city's black population, and 8% of the total population. Free people of color were far more likely to be of mixed racial background than slaves. Many were educated, practiced skilled crafts, and some even owned substantial property, including slaves. In 1790, they established the Brown Fellowship Society for mutual aid, initially as a burial society. It continued until 1945.", "targets": "In what year did the Brown Fellowship Society end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e22c4293de648b48acaa00def65872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has one of the longest histories of any modern country, arising in the tenth millennium BC as one of the world's first nation states. Considered a cradle of civilisation, Ancient Egypt experienced some of the earliest developments of writing, agriculture, urbanisation, organised religion and central government. Iconic monuments such as the Giza Necropolis and its Great Sphinx, as well the ruins of Memphis, Thebes, Karnak, and the Valley of the Kings, reflect this legacy and remain a significant focus of archaeological study and popular interest worldwide. Egypt's rich cultural heritage is an integral part of its national identity, having endured, and at times assimilated, various foreign influences, including Greek, Persian, Roman, Arab, Ottoman, and European. Although Christianised in the first century of the Common Era, it was subsequently Islamised due to the Islamic conquests of the seventh century.", "targets": "How far back does Egypt's history date back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e22c4293de648b48acaa00def65872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has one of the longest histories of any modern country, arising in the tenth millennium BC as one of the world's first nation states. Considered a cradle of civilisation, Ancient Egypt experienced some of the earliest developments of writing, agriculture, urbanisation, organised religion and central government. Iconic monuments such as the Giza Necropolis and its Great Sphinx, as well the ruins of Memphis, Thebes, Karnak, and the Valley of the Kings, reflect this legacy and remain a significant focus of archaeological study and popular interest worldwide. Egypt's rich cultural heritage is an integral part of its national identity, having endured, and at times assimilated, various foreign influences, including Greek, Persian, Roman, Arab, Ottoman, and European. Although Christianised in the first century of the Common Era, it was subsequently Islamised due to the Islamic conquests of the seventh century.", "targets": "Why is Egypt considered a cradle of civilisation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e22c4293de648b48acaa00def65872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has one of the longest histories of any modern country, arising in the tenth millennium BC as one of the world's first nation states. Considered a cradle of civilisation, Ancient Egypt experienced some of the earliest developments of writing, agriculture, urbanisation, organised religion and central government. Iconic monuments such as the Giza Necropolis and its Great Sphinx, as well the ruins of Memphis, Thebes, Karnak, and the Valley of the Kings, reflect this legacy and remain a significant focus of archaeological study and popular interest worldwide. Egypt's rich cultural heritage is an integral part of its national identity, having endured, and at times assimilated, various foreign influences, including Greek, Persian, Roman, Arab, Ottoman, and European. Although Christianised in the first century of the Common Era, it was subsequently Islamised due to the Islamic conquests of the seventh century.", "targets": "What were some of Egypt's foreign influences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e22c4293de648b48acaa00def65872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has one of the longest histories of any modern country, arising in the tenth millennium BC as one of the world's first nation states. Considered a cradle of civilisation, Ancient Egypt experienced some of the earliest developments of writing, agriculture, urbanisation, organised religion and central government. Iconic monuments such as the Giza Necropolis and its Great Sphinx, as well the ruins of Memphis, Thebes, Karnak, and the Valley of the Kings, reflect this legacy and remain a significant focus of archaeological study and popular interest worldwide. Egypt's rich cultural heritage is an integral part of its national identity, having endured, and at times assimilated, various foreign influences, including Greek, Persian, Roman, Arab, Ottoman, and European. Although Christianised in the first century of the Common Era, it was subsequently Islamised due to the Islamic conquests of the seventh century.", "targets": "What are iconic monumuents of Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e22c4293de648b48acaa00def65872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has one of the longest histories of any modern country, arising in the tenth millennium BC as one of the world's first nation states. Considered a cradle of civilisation, Ancient Egypt experienced some of the earliest developments of writing, agriculture, urbanisation, organised religion and central government. Iconic monuments such as the Giza Necropolis and its Great Sphinx, as well the ruins of Memphis, Thebes, Karnak, and the Valley of the Kings, reflect this legacy and remain a significant focus of archaeological study and popular interest worldwide. Egypt's rich cultural heritage is an integral part of its national identity, having endured, and at times assimilated, various foreign influences, including Greek, Persian, Roman, Arab, Ottoman, and European. Although Christianised in the first century of the Common Era, it was subsequently Islamised due to the Islamic conquests of the seventh century.", "targets": "In what century were islamic conquests of Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adecd5bcd9a4fb7adac5a34a7ce9bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samuel Adelstein described the Lombardi mandolin in 1893 as wider and shorter than the Neapolitan mandolin, with a shallower back and a shorter and wider neck, with six single strings to the regular mandolin's set of 4. The Lombardi was tuned C, D, A, E, B, G. The strings were fastened to the bridge like a guitar's. There were 20 frets, covering three octaves, with an additional 5 notes. When Adelstein wrote, there were no nylon strings, and the gut and single strings \"do not vibrate so clearly and sweetly as the double steel string of the Neapolitan.\"", "targets": "Who described the Lombardi mandolin as wider and shorter than the Neoapolitan mandolin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adecd5bcd9a4fb7adac5a34a7ce9bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samuel Adelstein described the Lombardi mandolin in 1893 as wider and shorter than the Neapolitan mandolin, with a shallower back and a shorter and wider neck, with six single strings to the regular mandolin's set of 4. The Lombardi was tuned C, D, A, E, B, G. The strings were fastened to the bridge like a guitar's. There were 20 frets, covering three octaves, with an additional 5 notes. When Adelstein wrote, there were no nylon strings, and the gut and single strings \"do not vibrate so clearly and sweetly as the double steel string of the Neapolitan.\"", "targets": "How many strings do the regular mandolin's have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adecd5bcd9a4fb7adac5a34a7ce9bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samuel Adelstein described the Lombardi mandolin in 1893 as wider and shorter than the Neapolitan mandolin, with a shallower back and a shorter and wider neck, with six single strings to the regular mandolin's set of 4. The Lombardi was tuned C, D, A, E, B, G. The strings were fastened to the bridge like a guitar's. There were 20 frets, covering three octaves, with an additional 5 notes. When Adelstein wrote, there were no nylon strings, and the gut and single strings \"do not vibrate so clearly and sweetly as the double steel string of the Neapolitan.\"", "targets": "What was the Lombardi Mandolin tuned to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adecd5bcd9a4fb7adac5a34a7ce9bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samuel Adelstein described the Lombardi mandolin in 1893 as wider and shorter than the Neapolitan mandolin, with a shallower back and a shorter and wider neck, with six single strings to the regular mandolin's set of 4. The Lombardi was tuned C, D, A, E, B, G. The strings were fastened to the bridge like a guitar's. There were 20 frets, covering three octaves, with an additional 5 notes. When Adelstein wrote, there were no nylon strings, and the gut and single strings \"do not vibrate so clearly and sweetly as the double steel string of the Neapolitan.\"", "targets": "How many frets did the Lombardi have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adecd5bcd9a4fb7adac5a34a7ce9bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samuel Adelstein described the Lombardi mandolin in 1893 as wider and shorter than the Neapolitan mandolin, with a shallower back and a shorter and wider neck, with six single strings to the regular mandolin's set of 4. The Lombardi was tuned C, D, A, E, B, G. The strings were fastened to the bridge like a guitar's. There were 20 frets, covering three octaves, with an additional 5 notes. When Adelstein wrote, there were no nylon strings, and the gut and single strings \"do not vibrate so clearly and sweetly as the double steel string of the Neapolitan.\"", "targets": "How many octaves did the Lombardi cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2feacc67844446fa3d6d009b0406f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yet another influential philosopher who had an influence on modern philosophy was Ibn Tufail. His philosophical novel, Hayy ibn Yaqdha, translated into Latin as Philosophus Autodidactus in 1671, developed the themes of empiricism, tabula rasa, nature versus nurture, condition of possibility, materialism, and Molyneux's problem. European scholars and writers influenced by this novel include John Locke, Gottfried Leibniz, Melchis\u00e9dech Th\u00e9venot, John Wallis, Christiaan Huygens, George Keith, Robert Barclay, the Quakers, and Samuel Hartlib.", "targets": "Which philosopher from the Muslim world influenced modern philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2feacc67844446fa3d6d009b0406f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yet another influential philosopher who had an influence on modern philosophy was Ibn Tufail. His philosophical novel, Hayy ibn Yaqdha, translated into Latin as Philosophus Autodidactus in 1671, developed the themes of empiricism, tabula rasa, nature versus nurture, condition of possibility, materialism, and Molyneux's problem. European scholars and writers influenced by this novel include John Locke, Gottfried Leibniz, Melchis\u00e9dech Th\u00e9venot, John Wallis, Christiaan Huygens, George Keith, Robert Barclay, the Quakers, and Samuel Hartlib.", "targets": "Who wrote Hayy ibn Yaqdha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2feacc67844446fa3d6d009b0406f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yet another influential philosopher who had an influence on modern philosophy was Ibn Tufail. His philosophical novel, Hayy ibn Yaqdha, translated into Latin as Philosophus Autodidactus in 1671, developed the themes of empiricism, tabula rasa, nature versus nurture, condition of possibility, materialism, and Molyneux's problem. European scholars and writers influenced by this novel include John Locke, Gottfried Leibniz, Melchis\u00e9dech Th\u00e9venot, John Wallis, Christiaan Huygens, George Keith, Robert Barclay, the Quakers, and Samuel Hartlib.", "targets": "In what year was Hayy ibn Yaqdha translated to the Latin language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2feacc67844446fa3d6d009b0406f34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yet another influential philosopher who had an influence on modern philosophy was Ibn Tufail. His philosophical novel, Hayy ibn Yaqdha, translated into Latin as Philosophus Autodidactus in 1671, developed the themes of empiricism, tabula rasa, nature versus nurture, condition of possibility, materialism, and Molyneux's problem. European scholars and writers influenced by this novel include John Locke, Gottfried Leibniz, Melchis\u00e9dech Th\u00e9venot, John Wallis, Christiaan Huygens, George Keith, Robert Barclay, the Quakers, and Samuel Hartlib.", "targets": "What kind of book is Hayy ibn Yaqdha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c247e8c564cf4c4ab5a7043f1d1387e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded to preach the Gospel and to combat heresy, the teaching activity of the order and its scholastic organization placed the Preachers in the forefront of the intellectual life of the Middle Ages. The order is famed for its intellectual tradition, having produced many leading theologians and philosophers. The Dominican Order is headed by the Master of the Order, who is currently Bruno Cador\u00e9. Members of the order generally carry the letters O.P., standing for Ordinis Praedicatorum, meaning of the Order of Preachers, after their names.", "targets": "During what time period did the Dominican Order do its best work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c247e8c564cf4c4ab5a7043f1d1387e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded to preach the Gospel and to combat heresy, the teaching activity of the order and its scholastic organization placed the Preachers in the forefront of the intellectual life of the Middle Ages. The order is famed for its intellectual tradition, having produced many leading theologians and philosophers. The Dominican Order is headed by the Master of the Order, who is currently Bruno Cador\u00e9. Members of the order generally carry the letters O.P., standing for Ordinis Praedicatorum, meaning of the Order of Preachers, after their names.", "targets": "What was one reason why the Dominican Order was established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c247e8c564cf4c4ab5a7043f1d1387e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded to preach the Gospel and to combat heresy, the teaching activity of the order and its scholastic organization placed the Preachers in the forefront of the intellectual life of the Middle Ages. The order is famed for its intellectual tradition, having produced many leading theologians and philosophers. The Dominican Order is headed by the Master of the Order, who is currently Bruno Cador\u00e9. Members of the order generally carry the letters O.P., standing for Ordinis Praedicatorum, meaning of the Order of Preachers, after their names.", "targets": "The head of the Dominican Order is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c247e8c564cf4c4ab5a7043f1d1387e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded to preach the Gospel and to combat heresy, the teaching activity of the order and its scholastic organization placed the Preachers in the forefront of the intellectual life of the Middle Ages. The order is famed for its intellectual tradition, having produced many leading theologians and philosophers. The Dominican Order is headed by the Master of the Order, who is currently Bruno Cador\u00e9. Members of the order generally carry the letters O.P., standing for Ordinis Praedicatorum, meaning of the Order of Preachers, after their names.", "targets": "Who is the current Master of the Order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c247e8c564cf4c4ab5a7043f1d1387e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded to preach the Gospel and to combat heresy, the teaching activity of the order and its scholastic organization placed the Preachers in the forefront of the intellectual life of the Middle Ages. The order is famed for its intellectual tradition, having produced many leading theologians and philosophers. The Dominican Order is headed by the Master of the Order, who is currently Bruno Cador\u00e9. Members of the order generally carry the letters O.P., standing for Ordinis Praedicatorum, meaning of the Order of Preachers, after their names.", "targets": "What is the Order of Preachers known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "Where did Tesla move in 1881?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "Which company did Tesla work for in 1881?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "What position did Tesla accept at the exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "What did Tesla claim to perfect while at the exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "What position did Tesla hold in the Central Telegraph Office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "In what year did Tesla go to Budapest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "Where did Tesla work in Budapest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "What was the name of the telegraph company Tesla returned to after it became functional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ebe1e296f1a425db647648b45205f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1881, Tesla moved to Budapest to work under Ferenc Pusk\u00e1s at a telegraph company, the Budapest Telephone Exchange. Upon arrival, Tesla realized that the company, then under construction, was not functional, so he worked as a draftsman in the Central Telegraph Office instead. Within a few months, the Budapest Telephone Exchange became functional and Tesla was allocated the chief electrician position. During his employment, Tesla made many improvements to the Central Station equipment and claimed to have perfected a telephone repeater or amplifier, which was never patented nor publicly described.", "targets": "What was Tesla's position at the Budapest Telephone Exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f35c8b3ddd242d68920d5834b8b47fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 18th century, the Maratha Kingdom had transformed itself into the Maratha Empire under the rule of the Peshwas (prime ministers). In 1737, the Marathas defeated a Mughal army in their capital, Delhi itself in Battle of Delhi (1737). The Marathas continued their military campaigns against Mughals, Nizam, Nawab of Bengal and Durrani Empire to further extend their boundaries. Gordon explained how the Maratha systematically took control over new regions. They would start with annual raids, followed by collecting ransom from villages and towns while the declining Mughal Empire retained nominal control and finally taking over the region. He explained it with the example of Malwa region. Marathas built an efficient system of public administration known for its attention to detail. It succeeded in raising revenue in districts that recovered from years of raids, up to levels previously enjoyed by the Mughals. For example, the cornerstone of the Maratha rule in Malwa rested on the 60 or so local tax collectors who advanced the Maratha ruler Peshwa a portion of their district revenues at interest. By 1760, the domain of the Marathas stretched across practically the entire subcontinent. The north-western expansion of the Marathas was stopped after the Third Battle of Panipat (1761). However, the Maratha authority in the north was re-established within a decade under Peshwa Madhavrao I. The defeat of Marathas by British in third Anglo-Maratha Wars brought end to the empire by 1820. The last peshwa, Baji Rao II, was defeated by the British in the Third Anglo-Maratha War. With the defeat of the Marathas, no native power represented any significant threat for the British afterwards.", "targets": "By when had the Maratha kingdom become an empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f35c8b3ddd242d68920d5834b8b47fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 18th century, the Maratha Kingdom had transformed itself into the Maratha Empire under the rule of the Peshwas (prime ministers). In 1737, the Marathas defeated a Mughal army in their capital, Delhi itself in Battle of Delhi (1737). The Marathas continued their military campaigns against Mughals, Nizam, Nawab of Bengal and Durrani Empire to further extend their boundaries. Gordon explained how the Maratha systematically took control over new regions. They would start with annual raids, followed by collecting ransom from villages and towns while the declining Mughal Empire retained nominal control and finally taking over the region. He explained it with the example of Malwa region. Marathas built an efficient system of public administration known for its attention to detail. It succeeded in raising revenue in districts that recovered from years of raids, up to levels previously enjoyed by the Mughals. For example, the cornerstone of the Maratha rule in Malwa rested on the 60 or so local tax collectors who advanced the Maratha ruler Peshwa a portion of their district revenues at interest. By 1760, the domain of the Marathas stretched across practically the entire subcontinent. The north-western expansion of the Marathas was stopped after the Third Battle of Panipat (1761). However, the Maratha authority in the north was re-established within a decade under Peshwa Madhavrao I. The defeat of Marathas by British in third Anglo-Maratha Wars brought end to the empire by 1820. The last peshwa, Baji Rao II, was defeated by the British in the Third Anglo-Maratha War. With the defeat of the Marathas, no native power represented any significant threat for the British afterwards.", "targets": "Who ruled the Maratha Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f35c8b3ddd242d68920d5834b8b47fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 18th century, the Maratha Kingdom had transformed itself into the Maratha Empire under the rule of the Peshwas (prime ministers). In 1737, the Marathas defeated a Mughal army in their capital, Delhi itself in Battle of Delhi (1737). The Marathas continued their military campaigns against Mughals, Nizam, Nawab of Bengal and Durrani Empire to further extend their boundaries. Gordon explained how the Maratha systematically took control over new regions. They would start with annual raids, followed by collecting ransom from villages and towns while the declining Mughal Empire retained nominal control and finally taking over the region. He explained it with the example of Malwa region. Marathas built an efficient system of public administration known for its attention to detail. It succeeded in raising revenue in districts that recovered from years of raids, up to levels previously enjoyed by the Mughals. For example, the cornerstone of the Maratha rule in Malwa rested on the 60 or so local tax collectors who advanced the Maratha ruler Peshwa a portion of their district revenues at interest. By 1760, the domain of the Marathas stretched across practically the entire subcontinent. The north-western expansion of the Marathas was stopped after the Third Battle of Panipat (1761). However, the Maratha authority in the north was re-established within a decade under Peshwa Madhavrao I. The defeat of Marathas by British in third Anglo-Maratha Wars brought end to the empire by 1820. The last peshwa, Baji Rao II, was defeated by the British in the Third Anglo-Maratha War. With the defeat of the Marathas, no native power represented any significant threat for the British afterwards.", "targets": "What were Peshwas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f35c8b3ddd242d68920d5834b8b47fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 18th century, the Maratha Kingdom had transformed itself into the Maratha Empire under the rule of the Peshwas (prime ministers). In 1737, the Marathas defeated a Mughal army in their capital, Delhi itself in Battle of Delhi (1737). The Marathas continued their military campaigns against Mughals, Nizam, Nawab of Bengal and Durrani Empire to further extend their boundaries. Gordon explained how the Maratha systematically took control over new regions. They would start with annual raids, followed by collecting ransom from villages and towns while the declining Mughal Empire retained nominal control and finally taking over the region. He explained it with the example of Malwa region. Marathas built an efficient system of public administration known for its attention to detail. It succeeded in raising revenue in districts that recovered from years of raids, up to levels previously enjoyed by the Mughals. For example, the cornerstone of the Maratha rule in Malwa rested on the 60 or so local tax collectors who advanced the Maratha ruler Peshwa a portion of their district revenues at interest. By 1760, the domain of the Marathas stretched across practically the entire subcontinent. The north-western expansion of the Marathas was stopped after the Third Battle of Panipat (1761). However, the Maratha authority in the north was re-established within a decade under Peshwa Madhavrao I. The defeat of Marathas by British in third Anglo-Maratha Wars brought end to the empire by 1820. The last peshwa, Baji Rao II, was defeated by the British in the Third Anglo-Maratha War. With the defeat of the Marathas, no native power represented any significant threat for the British afterwards.", "targets": "By what year had the Maratha Empire covered most of the subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f35c8b3ddd242d68920d5834b8b47fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 18th century, the Maratha Kingdom had transformed itself into the Maratha Empire under the rule of the Peshwas (prime ministers). In 1737, the Marathas defeated a Mughal army in their capital, Delhi itself in Battle of Delhi (1737). The Marathas continued their military campaigns against Mughals, Nizam, Nawab of Bengal and Durrani Empire to further extend their boundaries. Gordon explained how the Maratha systematically took control over new regions. They would start with annual raids, followed by collecting ransom from villages and towns while the declining Mughal Empire retained nominal control and finally taking over the region. He explained it with the example of Malwa region. Marathas built an efficient system of public administration known for its attention to detail. It succeeded in raising revenue in districts that recovered from years of raids, up to levels previously enjoyed by the Mughals. For example, the cornerstone of the Maratha rule in Malwa rested on the 60 or so local tax collectors who advanced the Maratha ruler Peshwa a portion of their district revenues at interest. By 1760, the domain of the Marathas stretched across practically the entire subcontinent. The north-western expansion of the Marathas was stopped after the Third Battle of Panipat (1761). However, the Maratha authority in the north was re-established within a decade under Peshwa Madhavrao I. The defeat of Marathas by British in third Anglo-Maratha Wars brought end to the empire by 1820. The last peshwa, Baji Rao II, was defeated by the British in the Third Anglo-Maratha War. With the defeat of the Marathas, no native power represented any significant threat for the British afterwards.", "targets": "In the end, what empire defeated the Maratha Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73eab89fb4594945bc023929e5e0f363", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1989, the Supreme Soviet voted to eliminate special seats for the Communist Party and other official organizations in national and local elections, responding to sharp popular criticism that such reserved slots were undemocratic. After vigorous debate, the 542-member Supreme Soviet passed the measure 254-85 (with 36 abstentions). The decision required a constitutional amendment, ratified by the full congress, which met December 12\u201325. It also passed measures that would allow direct elections for presidents of each of the 15 constituent republics. Gorbachev strongly opposed such a move during debate but was defeated.", "targets": "What did the Communist Party lose on October 25, 1989 with regards to elections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73eab89fb4594945bc023929e5e0f363", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1989, the Supreme Soviet voted to eliminate special seats for the Communist Party and other official organizations in national and local elections, responding to sharp popular criticism that such reserved slots were undemocratic. After vigorous debate, the 542-member Supreme Soviet passed the measure 254-85 (with 36 abstentions). The decision required a constitutional amendment, ratified by the full congress, which met December 12\u201325. It also passed measures that would allow direct elections for presidents of each of the 15 constituent republics. Gorbachev strongly opposed such a move during debate but was defeated.", "targets": "Who voted to get rid of the special seats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73eab89fb4594945bc023929e5e0f363", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1989, the Supreme Soviet voted to eliminate special seats for the Communist Party and other official organizations in national and local elections, responding to sharp popular criticism that such reserved slots were undemocratic. After vigorous debate, the 542-member Supreme Soviet passed the measure 254-85 (with 36 abstentions). The decision required a constitutional amendment, ratified by the full congress, which met December 12\u201325. It also passed measures that would allow direct elections for presidents of each of the 15 constituent republics. Gorbachev strongly opposed such a move during debate but was defeated.", "targets": "When did congress meet to ratify the amendment to remove special election seats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "Who founded Northwestern University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "What year was Northwestern founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "In what year did Northwestern University began teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "What year were women allowed to attend Northwestern University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "Where did Northwestern University opened an additional campus at in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "What was Northwestern's founding purpose in 1851?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "When did instruction begin at Northwestern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "When were women first admitted to Northwestern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "How many acres is the modern-day Northwestern campus in Evanston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "What programs are offered at Northwestern's Quatar campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "Which great lake is Northwestern located along?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8145ee012660401891d0a975eac26649", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was founded in 1851 by John Evans, for whom the City of Evanston is named, and eight other lawyers, businessmen and Methodist leaders. Its founding purpose was to serve the Northwest Territory, an area that today includes the states of Ohio, Indiana, Illinois, Michigan, Wisconsin and parts of Minnesota. Instruction began in 1855; women were admitted in 1869. Today, the main campus is a 240-acre (97 ha) parcel in Evanston, along the shores of Lake Michigan just 12 miles north of downtown Chicago. The university's law, medical, and professional schools are located on a 25-acre (10 ha) campus in Chicago's Streeterville neighborhood. In 2008, the university opened a campus in Education City, Doha, Qatar with programs in journalism and communication.", "targets": "What is the name of the city located 12 miles north of Northwestern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdec337dfdd346348e4b58b6cbe879d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Claiming the right to name his discovery, Le Verrier quickly proposed the name Neptune for this new planet, though falsely stating that this had been officially approved by the French Bureau des Longitudes. In October, he sought to name the planet Le Verrier, after himself, and he had loyal support in this from the observatory director, Fran\u00e7ois Arago. This suggestion met with stiff resistance outside France. French almanacs quickly reintroduced the name Herschel for Uranus, after that planet's discoverer Sir William Herschel, and Leverrier for the new planet.", "targets": "Who claimed the right to name Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdec337dfdd346348e4b58b6cbe879d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Claiming the right to name his discovery, Le Verrier quickly proposed the name Neptune for this new planet, though falsely stating that this had been officially approved by the French Bureau des Longitudes. In October, he sought to name the planet Le Verrier, after himself, and he had loyal support in this from the observatory director, Fran\u00e7ois Arago. This suggestion met with stiff resistance outside France. French almanacs quickly reintroduced the name Herschel for Uranus, after that planet's discoverer Sir William Herschel, and Leverrier for the new planet.", "targets": "What country approved Neptune's first name? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdec337dfdd346348e4b58b6cbe879d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Claiming the right to name his discovery, Le Verrier quickly proposed the name Neptune for this new planet, though falsely stating that this had been officially approved by the French Bureau des Longitudes. In October, he sought to name the planet Le Verrier, after himself, and he had loyal support in this from the observatory director, Fran\u00e7ois Arago. This suggestion met with stiff resistance outside France. French almanacs quickly reintroduced the name Herschel for Uranus, after that planet's discoverer Sir William Herschel, and Leverrier for the new planet.", "targets": "What did the discoverer want to name Neptune first? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdec337dfdd346348e4b58b6cbe879d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Claiming the right to name his discovery, Le Verrier quickly proposed the name Neptune for this new planet, though falsely stating that this had been officially approved by the French Bureau des Longitudes. In October, he sought to name the planet Le Verrier, after himself, and he had loyal support in this from the observatory director, Fran\u00e7ois Arago. This suggestion met with stiff resistance outside France. French almanacs quickly reintroduced the name Herschel for Uranus, after that planet's discoverer Sir William Herschel, and Leverrier for the new planet.", "targets": "What first introduced Neptune and Uranus's names? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdec337dfdd346348e4b58b6cbe879d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Claiming the right to name his discovery, Le Verrier quickly proposed the name Neptune for this new planet, though falsely stating that this had been officially approved by the French Bureau des Longitudes. In October, he sought to name the planet Le Verrier, after himself, and he had loyal support in this from the observatory director, Fran\u00e7ois Arago. This suggestion met with stiff resistance outside France. French almanacs quickly reintroduced the name Herschel for Uranus, after that planet's discoverer Sir William Herschel, and Leverrier for the new planet.", "targets": "Who did not approve of the first name for Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66de1839932340e9b43941b0edb63e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's Greektown and three downtown casino resort hotels serve as part of an entertainment hub. The Eastern Market farmer's distribution center is the largest open-air flowerbed market in the United States and has more than 150 foods and specialty businesses. On Saturdays, about 45,000 people shop the city's historic Eastern Market. The Midtown and the New Center area are centered on Wayne State University and Henry Ford Hospital. Midtown has about 50,000 residents and attracts millions of visitors each year to its museums and cultural centers; for example, the Detroit Festival of the Arts in Midtown draws about 350,000 people.", "targets": "Which market has the largest open air flowerbed in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66de1839932340e9b43941b0edb63e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's Greektown and three downtown casino resort hotels serve as part of an entertainment hub. The Eastern Market farmer's distribution center is the largest open-air flowerbed market in the United States and has more than 150 foods and specialty businesses. On Saturdays, about 45,000 people shop the city's historic Eastern Market. The Midtown and the New Center area are centered on Wayne State University and Henry Ford Hospital. Midtown has about 50,000 residents and attracts millions of visitors each year to its museums and cultural centers; for example, the Detroit Festival of the Arts in Midtown draws about 350,000 people.", "targets": "How big is Midtown's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66de1839932340e9b43941b0edb63e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's Greektown and three downtown casino resort hotels serve as part of an entertainment hub. The Eastern Market farmer's distribution center is the largest open-air flowerbed market in the United States and has more than 150 foods and specialty businesses. On Saturdays, about 45,000 people shop the city's historic Eastern Market. The Midtown and the New Center area are centered on Wayne State University and Henry Ford Hospital. Midtown has about 50,000 residents and attracts millions of visitors each year to its museums and cultural centers; for example, the Detroit Festival of the Arts in Midtown draws about 350,000 people.", "targets": "Which festival attracts over a quarter million visitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66de1839932340e9b43941b0edb63e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's Greektown and three downtown casino resort hotels serve as part of an entertainment hub. The Eastern Market farmer's distribution center is the largest open-air flowerbed market in the United States and has more than 150 foods and specialty businesses. On Saturdays, about 45,000 people shop the city's historic Eastern Market. The Midtown and the New Center area are centered on Wayne State University and Henry Ford Hospital. Midtown has about 50,000 residents and attracts millions of visitors each year to its museums and cultural centers; for example, the Detroit Festival of the Arts in Midtown draws about 350,000 people.", "targets": "How many casino resorts ore in downtown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66de1839932340e9b43941b0edb63e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's Greektown and three downtown casino resort hotels serve as part of an entertainment hub. The Eastern Market farmer's distribution center is the largest open-air flowerbed market in the United States and has more than 150 foods and specialty businesses. On Saturdays, about 45,000 people shop the city's historic Eastern Market. The Midtown and the New Center area are centered on Wayne State University and Henry Ford Hospital. Midtown has about 50,000 residents and attracts millions of visitors each year to its museums and cultural centers; for example, the Detroit Festival of the Arts in Midtown draws about 350,000 people.", "targets": "On which day does Eastern Market attract the most visitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd90c8a6b0a64ad895e19a5a7801f457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European concept of \"race\", along with many of the ideas now associated with the term, arose at the time of the scientific revolution, which introduced and privileged the study of natural kinds, and the age of European imperialism and colonization which established political relations between Europeans and peoples with distinct cultural and political traditions. As Europeans encountered people from different parts of the world, they speculated about the physical, social, and cultural differences among various human groups. The rise of the Atlantic slave trade, which gradually displaced an earlier trade in slaves from throughout the world, created a further incentive to categorize human groups in order to justify the subordination of African slaves. Drawing on Classical sources and upon their own internal interactions \u2014 for example, the hostility between the English and Irish powerfully influenced early European thinking about the differences between people \u2014 Europeans began to sort themselves and others into groups based on physical appearance, and to attribute to individuals belonging to these groups behaviors and capacities which were claimed to be deeply ingrained. A set of folk beliefs took hold that linked inherited physical differences between groups to inherited intellectual, behavioral, and moral qualities. Similar ideas can be found in other cultures, for example in China, where a concept often translated as \"race\" was associated with supposed common descent from the Yellow Emperor, and used to stress the unity of ethnic groups in China. Brutal conflicts between ethnic groups have existed throughout history and across the world.", "targets": "When did many of the ideas associated with the term \"race\" arise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd90c8a6b0a64ad895e19a5a7801f457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European concept of \"race\", along with many of the ideas now associated with the term, arose at the time of the scientific revolution, which introduced and privileged the study of natural kinds, and the age of European imperialism and colonization which established political relations between Europeans and peoples with distinct cultural and political traditions. As Europeans encountered people from different parts of the world, they speculated about the physical, social, and cultural differences among various human groups. The rise of the Atlantic slave trade, which gradually displaced an earlier trade in slaves from throughout the world, created a further incentive to categorize human groups in order to justify the subordination of African slaves. Drawing on Classical sources and upon their own internal interactions \u2014 for example, the hostility between the English and Irish powerfully influenced early European thinking about the differences between people \u2014 Europeans began to sort themselves and others into groups based on physical appearance, and to attribute to individuals belonging to these groups behaviors and capacities which were claimed to be deeply ingrained. A set of folk beliefs took hold that linked inherited physical differences between groups to inherited intellectual, behavioral, and moral qualities. Similar ideas can be found in other cultures, for example in China, where a concept often translated as \"race\" was associated with supposed common descent from the Yellow Emperor, and used to stress the unity of ethnic groups in China. Brutal conflicts between ethnic groups have existed throughout history and across the world.", "targets": "What created relations between Europeans and people with different cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd90c8a6b0a64ad895e19a5a7801f457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European concept of \"race\", along with many of the ideas now associated with the term, arose at the time of the scientific revolution, which introduced and privileged the study of natural kinds, and the age of European imperialism and colonization which established political relations between Europeans and peoples with distinct cultural and political traditions. As Europeans encountered people from different parts of the world, they speculated about the physical, social, and cultural differences among various human groups. The rise of the Atlantic slave trade, which gradually displaced an earlier trade in slaves from throughout the world, created a further incentive to categorize human groups in order to justify the subordination of African slaves. Drawing on Classical sources and upon their own internal interactions \u2014 for example, the hostility between the English and Irish powerfully influenced early European thinking about the differences between people \u2014 Europeans began to sort themselves and others into groups based on physical appearance, and to attribute to individuals belonging to these groups behaviors and capacities which were claimed to be deeply ingrained. A set of folk beliefs took hold that linked inherited physical differences between groups to inherited intellectual, behavioral, and moral qualities. Similar ideas can be found in other cultures, for example in China, where a concept often translated as \"race\" was associated with supposed common descent from the Yellow Emperor, and used to stress the unity of ethnic groups in China. Brutal conflicts between ethnic groups have existed throughout history and across the world.", "targets": "Who speculated about the observable difference among different groups of humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd90c8a6b0a64ad895e19a5a7801f457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European concept of \"race\", along with many of the ideas now associated with the term, arose at the time of the scientific revolution, which introduced and privileged the study of natural kinds, and the age of European imperialism and colonization which established political relations between Europeans and peoples with distinct cultural and political traditions. As Europeans encountered people from different parts of the world, they speculated about the physical, social, and cultural differences among various human groups. The rise of the Atlantic slave trade, which gradually displaced an earlier trade in slaves from throughout the world, created a further incentive to categorize human groups in order to justify the subordination of African slaves. Drawing on Classical sources and upon their own internal interactions \u2014 for example, the hostility between the English and Irish powerfully influenced early European thinking about the differences between people \u2014 Europeans began to sort themselves and others into groups based on physical appearance, and to attribute to individuals belonging to these groups behaviors and capacities which were claimed to be deeply ingrained. A set of folk beliefs took hold that linked inherited physical differences between groups to inherited intellectual, behavioral, and moral qualities. Similar ideas can be found in other cultures, for example in China, where a concept often translated as \"race\" was associated with supposed common descent from the Yellow Emperor, and used to stress the unity of ethnic groups in China. Brutal conflicts between ethnic groups have existed throughout history and across the world.", "targets": "Justifying the subordination of what group was one of the incentives to categorize human groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd90c8a6b0a64ad895e19a5a7801f457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European concept of \"race\", along with many of the ideas now associated with the term, arose at the time of the scientific revolution, which introduced and privileged the study of natural kinds, and the age of European imperialism and colonization which established political relations between Europeans and peoples with distinct cultural and political traditions. As Europeans encountered people from different parts of the world, they speculated about the physical, social, and cultural differences among various human groups. The rise of the Atlantic slave trade, which gradually displaced an earlier trade in slaves from throughout the world, created a further incentive to categorize human groups in order to justify the subordination of African slaves. Drawing on Classical sources and upon their own internal interactions \u2014 for example, the hostility between the English and Irish powerfully influenced early European thinking about the differences between people \u2014 Europeans began to sort themselves and others into groups based on physical appearance, and to attribute to individuals belonging to these groups behaviors and capacities which were claimed to be deeply ingrained. A set of folk beliefs took hold that linked inherited physical differences between groups to inherited intellectual, behavioral, and moral qualities. Similar ideas can be found in other cultures, for example in China, where a concept often translated as \"race\" was associated with supposed common descent from the Yellow Emperor, and used to stress the unity of ethnic groups in China. Brutal conflicts between ethnic groups have existed throughout history and across the world.", "targets": "What groups has there always been brutal conflict between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-905a701d631a4a7eba8731cac7f01246", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The control of migration, its timing and response are genetically controlled and appear to be a primitive trait that is present even in non-migratory species of birds. The ability to navigate and orient themselves during migration is a much more complex phenomenon that may include both endogenous programs as well as learning.", "targets": "What controls a birds migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-905a701d631a4a7eba8731cac7f01246", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The control of migration, its timing and response are genetically controlled and appear to be a primitive trait that is present even in non-migratory species of birds. The ability to navigate and orient themselves during migration is a much more complex phenomenon that may include both endogenous programs as well as learning.", "targets": "How do birds navigate and orient themselves during migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-905a701d631a4a7eba8731cac7f01246", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The control of migration, its timing and response are genetically controlled and appear to be a primitive trait that is present even in non-migratory species of birds. The ability to navigate and orient themselves during migration is a much more complex phenomenon that may include both endogenous programs as well as learning.", "targets": "What is a primitive trait present even in non migrating birds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-905a701d631a4a7eba8731cac7f01246", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The control of migration, its timing and response are genetically controlled and appear to be a primitive trait that is present even in non-migratory species of birds. The ability to navigate and orient themselves during migration is a much more complex phenomenon that may include both endogenous programs as well as learning.", "targets": "What is a complex phenomenon in regards to migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c22be99d236440d5bf74714c8b60bec5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are various terms that linguists may use to avoid taking a position on whether the speech of a community is an independent language in its own right or a dialect of another language. Perhaps the most common is \"variety\"; \"lect\" is another. A more general term is \"languoid\", which does not distinguish between dialects, languages, and groups of languages, whether genealogically related or not.", "targets": "What term avoids distinguishing between languages and dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c22be99d236440d5bf74714c8b60bec5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are various terms that linguists may use to avoid taking a position on whether the speech of a community is an independent language in its own right or a dialect of another language. Perhaps the most common is \"variety\"; \"lect\" is another. A more general term is \"languoid\", which does not distinguish between dialects, languages, and groups of languages, whether genealogically related or not.", "targets": "What is the most common way of referring to a language without making the determination of whether it's a dialect or independent language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c22be99d236440d5bf74714c8b60bec5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are various terms that linguists may use to avoid taking a position on whether the speech of a community is an independent language in its own right or a dialect of another language. Perhaps the most common is \"variety\"; \"lect\" is another. A more general term is \"languoid\", which does not distinguish between dialects, languages, and groups of languages, whether genealogically related or not.", "targets": "Along with variety and languoid, what is another term used for a language without determining its independent status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95654c616e09403e8a9960157aad067d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pioneer Electronics also entered the optical disc market in 1977 as a 50/50 joint-venture with MCA called Universal-Pioneer and manufacturing MCA designed industrial players under the MCA DiscoVision name (the PR-7800 and PR-7820). For the 1980 launch of the first Universal-Pioneer player, the VP-1000 was noted as a \"laser disc player\", although the \"LaserDisc\" logo displayed clearly on the device. In 1981, \"LaserDisc\" was used exclusively for the medium itself, although the official name was \"LaserVision\" (as seen at the beginning of many LaserDisc releases just before the start of the film). However, as Pioneer reminded numerous video magazines and stores in 1984, LaserDisc was a trademarked word, standing only for LaserVision products manufactured for sale by Pioneer Video or Pioneer Electronics. A 1984 Ray Charles ad for the LD-700 player bore the term \"Pioneer LaserDisc brand videodisc player\". From 1981 until the early 1990s, all properly licensed discs carried the LaserVision name and logo, even Pioneer Artists titles.", "targets": "Which company joined a 50/50 partnership with MCA in 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95654c616e09403e8a9960157aad067d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pioneer Electronics also entered the optical disc market in 1977 as a 50/50 joint-venture with MCA called Universal-Pioneer and manufacturing MCA designed industrial players under the MCA DiscoVision name (the PR-7800 and PR-7820). For the 1980 launch of the first Universal-Pioneer player, the VP-1000 was noted as a \"laser disc player\", although the \"LaserDisc\" logo displayed clearly on the device. In 1981, \"LaserDisc\" was used exclusively for the medium itself, although the official name was \"LaserVision\" (as seen at the beginning of many LaserDisc releases just before the start of the film). However, as Pioneer reminded numerous video magazines and stores in 1984, LaserDisc was a trademarked word, standing only for LaserVision products manufactured for sale by Pioneer Video or Pioneer Electronics. A 1984 Ray Charles ad for the LD-700 player bore the term \"Pioneer LaserDisc brand videodisc player\". From 1981 until the early 1990s, all properly licensed discs carried the LaserVision name and logo, even Pioneer Artists titles.", "targets": "In what year was the first Universal-Pioneer player released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95654c616e09403e8a9960157aad067d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pioneer Electronics also entered the optical disc market in 1977 as a 50/50 joint-venture with MCA called Universal-Pioneer and manufacturing MCA designed industrial players under the MCA DiscoVision name (the PR-7800 and PR-7820). For the 1980 launch of the first Universal-Pioneer player, the VP-1000 was noted as a \"laser disc player\", although the \"LaserDisc\" logo displayed clearly on the device. In 1981, \"LaserDisc\" was used exclusively for the medium itself, although the official name was \"LaserVision\" (as seen at the beginning of many LaserDisc releases just before the start of the film). However, as Pioneer reminded numerous video magazines and stores in 1984, LaserDisc was a trademarked word, standing only for LaserVision products manufactured for sale by Pioneer Video or Pioneer Electronics. A 1984 Ray Charles ad for the LD-700 player bore the term \"Pioneer LaserDisc brand videodisc player\". From 1981 until the early 1990s, all properly licensed discs carried the LaserVision name and logo, even Pioneer Artists titles.", "targets": "What was the name of the first Universal-Pioneer player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95654c616e09403e8a9960157aad067d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pioneer Electronics also entered the optical disc market in 1977 as a 50/50 joint-venture with MCA called Universal-Pioneer and manufacturing MCA designed industrial players under the MCA DiscoVision name (the PR-7800 and PR-7820). For the 1980 launch of the first Universal-Pioneer player, the VP-1000 was noted as a \"laser disc player\", although the \"LaserDisc\" logo displayed clearly on the device. In 1981, \"LaserDisc\" was used exclusively for the medium itself, although the official name was \"LaserVision\" (as seen at the beginning of many LaserDisc releases just before the start of the film). However, as Pioneer reminded numerous video magazines and stores in 1984, LaserDisc was a trademarked word, standing only for LaserVision products manufactured for sale by Pioneer Video or Pioneer Electronics. A 1984 Ray Charles ad for the LD-700 player bore the term \"Pioneer LaserDisc brand videodisc player\". From 1981 until the early 1990s, all properly licensed discs carried the LaserVision name and logo, even Pioneer Artists titles.", "targets": "Which singer did an ad for the LD-700 player in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8656ceb6abbf444d9a62b8c9556f7d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. \"Barometric self-esteem\" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).", "targets": "Which term is defined as one's thoughts and feelings about one's self-concept and identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8656ceb6abbf444d9a62b8c9556f7d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. \"Barometric self-esteem\" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).", "targets": "Is there evidence to support a drop in self-esteem during adolescence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8656ceb6abbf444d9a62b8c9556f7d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. \"Barometric self-esteem\" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).", "targets": "Which type of self-esteem fluctuates rapidly and can cause severe distress and anxiety?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8656ceb6abbf444d9a62b8c9556f7d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. \"Barometric self-esteem\" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).", "targets": "Which type of self-esteem remains stable throughout adolescence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8656ceb6abbf444d9a62b8c9556f7d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final major aspect of identity formation is self-esteem. Self-esteem is defined as one's thoughts and feelings about one's self-concept and identity. Most theories on self-esteem state that there is a grand desire, across all genders and ages, to maintain, protect and enhance their self-esteem. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. \"Barometric self-esteem\" fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. The validity of global self-esteem scales has been questioned, and many suggest that more specific scales might reveal more about the adolescent experience. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends, the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends' approval or couldn't find someone with whom to share common activities and common interests, in these cases, girls suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. Due to the fact that both men and women happen to have a low self-esteem after ending a romantic relationship, they are prone to other symptoms that is caused by this state. Depression and hopelessness are only two of the various symptoms and it is said that women are twice as likely to experience depression and men are three to four times more likely to commit suicide (Mearns, 1991; Ustun & Sartorius, 1995).", "targets": "What is the most important function of friendship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0230fe25f7fb4555a6cd64db552ba1f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hebrew Bible, a religious interpretation of the traditions and early national history of the Jews, established the first of the Abrahamic religions, which are now practiced by 54% of the world. Judaism guides its adherents in both practice and belief, and has been called not only a religion, but also a \"way of life,\" which has made drawing a clear distinction between Judaism, Jewish culture, and Jewish identity rather difficult. Throughout history, in eras and places as diverse as the ancient Hellenic world, in Europe before and after The Age of Enlightenment (see Haskalah), in Islamic Spain and Portugal, in North Africa and the Middle East, India, China, or the contemporary United States and Israel, cultural phenomena have developed that are in some sense characteristically Jewish without being at all specifically religious. Some factors in this come from within Judaism, others from the interaction of Jews or specific communities of Jews with their surroundings, others from the inner social and cultural dynamics of the community, as opposed to from the religion itself. This phenomenon has led to considerably different Jewish cultures unique to their own communities, each as authentically Jewish as the next.", "targets": "What book is considered a religious interpretation of the traditions and early national history of the Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0230fe25f7fb4555a6cd64db552ba1f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hebrew Bible, a religious interpretation of the traditions and early national history of the Jews, established the first of the Abrahamic religions, which are now practiced by 54% of the world. Judaism guides its adherents in both practice and belief, and has been called not only a religion, but also a \"way of life,\" which has made drawing a clear distinction between Judaism, Jewish culture, and Jewish identity rather difficult. Throughout history, in eras and places as diverse as the ancient Hellenic world, in Europe before and after The Age of Enlightenment (see Haskalah), in Islamic Spain and Portugal, in North Africa and the Middle East, India, China, or the contemporary United States and Israel, cultural phenomena have developed that are in some sense characteristically Jewish without being at all specifically religious. Some factors in this come from within Judaism, others from the interaction of Jews or specific communities of Jews with their surroundings, others from the inner social and cultural dynamics of the community, as opposed to from the religion itself. This phenomenon has led to considerably different Jewish cultures unique to their own communities, each as authentically Jewish as the next.", "targets": "What religions are now practiced by 54% of the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0230fe25f7fb4555a6cd64db552ba1f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hebrew Bible, a religious interpretation of the traditions and early national history of the Jews, established the first of the Abrahamic religions, which are now practiced by 54% of the world. Judaism guides its adherents in both practice and belief, and has been called not only a religion, but also a \"way of life,\" which has made drawing a clear distinction between Judaism, Jewish culture, and Jewish identity rather difficult. Throughout history, in eras and places as diverse as the ancient Hellenic world, in Europe before and after The Age of Enlightenment (see Haskalah), in Islamic Spain and Portugal, in North Africa and the Middle East, India, China, or the contemporary United States and Israel, cultural phenomena have developed that are in some sense characteristically Jewish without being at all specifically religious. Some factors in this come from within Judaism, others from the interaction of Jews or specific communities of Jews with their surroundings, others from the inner social and cultural dynamics of the community, as opposed to from the religion itself. This phenomenon has led to considerably different Jewish cultures unique to their own communities, each as authentically Jewish as the next.", "targets": "What is the Hebrew Bible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e506d558238d4663a4818b889ae51d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step, where the wort is prepared by mixing the starch source (normally malted barley) with hot water, is known as \"mashing\". Hot water (known as \"liquor\" in brewing terms) is mixed with crushed malt or malts (known as \"grist\") in a mash tun. The mashing process takes around 1 to 2 hours, during which the starches are converted to sugars, and then the sweet wort is drained off the grains. The grains are now washed in a process known as \"sparging\". This washing allows the brewer to gather as much of the fermentable liquid from the grains as possible. The process of filtering the spent grain from the wort and sparge water is called wort separation. The traditional process for wort separation is lautering, in which the grain bed itself serves as the filter medium. Some modern breweries prefer the use of filter frames which allow a more finely ground grist.", "targets": "What is the first step of brewing when malted barley is mixed with hot water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e506d558238d4663a4818b889ae51d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step, where the wort is prepared by mixing the starch source (normally malted barley) with hot water, is known as \"mashing\". Hot water (known as \"liquor\" in brewing terms) is mixed with crushed malt or malts (known as \"grist\") in a mash tun. The mashing process takes around 1 to 2 hours, during which the starches are converted to sugars, and then the sweet wort is drained off the grains. The grains are now washed in a process known as \"sparging\". This washing allows the brewer to gather as much of the fermentable liquid from the grains as possible. The process of filtering the spent grain from the wort and sparge water is called wort separation. The traditional process for wort separation is lautering, in which the grain bed itself serves as the filter medium. Some modern breweries prefer the use of filter frames which allow a more finely ground grist.", "targets": "How is hot water referred to by brewers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e506d558238d4663a4818b889ae51d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step, where the wort is prepared by mixing the starch source (normally malted barley) with hot water, is known as \"mashing\". Hot water (known as \"liquor\" in brewing terms) is mixed with crushed malt or malts (known as \"grist\") in a mash tun. The mashing process takes around 1 to 2 hours, during which the starches are converted to sugars, and then the sweet wort is drained off the grains. The grains are now washed in a process known as \"sparging\". This washing allows the brewer to gather as much of the fermentable liquid from the grains as possible. The process of filtering the spent grain from the wort and sparge water is called wort separation. The traditional process for wort separation is lautering, in which the grain bed itself serves as the filter medium. Some modern breweries prefer the use of filter frames which allow a more finely ground grist.", "targets": "How long does the mashing step in the brewing process last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e506d558238d4663a4818b889ae51d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step, where the wort is prepared by mixing the starch source (normally malted barley) with hot water, is known as \"mashing\". Hot water (known as \"liquor\" in brewing terms) is mixed with crushed malt or malts (known as \"grist\") in a mash tun. The mashing process takes around 1 to 2 hours, during which the starches are converted to sugars, and then the sweet wort is drained off the grains. The grains are now washed in a process known as \"sparging\". This washing allows the brewer to gather as much of the fermentable liquid from the grains as possible. The process of filtering the spent grain from the wort and sparge water is called wort separation. The traditional process for wort separation is lautering, in which the grain bed itself serves as the filter medium. Some modern breweries prefer the use of filter frames which allow a more finely ground grist.", "targets": "In brewing, what do starches become during the mashing process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e506d558238d4663a4818b889ae51d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step, where the wort is prepared by mixing the starch source (normally malted barley) with hot water, is known as \"mashing\". Hot water (known as \"liquor\" in brewing terms) is mixed with crushed malt or malts (known as \"grist\") in a mash tun. The mashing process takes around 1 to 2 hours, during which the starches are converted to sugars, and then the sweet wort is drained off the grains. The grains are now washed in a process known as \"sparging\". This washing allows the brewer to gather as much of the fermentable liquid from the grains as possible. The process of filtering the spent grain from the wort and sparge water is called wort separation. The traditional process for wort separation is lautering, in which the grain bed itself serves as the filter medium. Some modern breweries prefer the use of filter frames which allow a more finely ground grist.", "targets": "What is it called when used grain is separated in the brewing process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e13063d0b546d393d3f5e7220fc846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is very rare for top clubs to miss the competition, although it can happen in exceptional circumstances. Defending holders Manchester United did not enter the 1999\u20132000 FA Cup, as they were already in the inaugural Club World Championship, with the club stating that entering both tournaments would overload their fixture schedule and make it more difficult to defend their Champions League and Premiership titles. The club claimed that they did not want to devalue the FA Cup by fielding a weaker side. The move benefited United as they received a two-week break and won the 1999\u20132000 league title by an 18-point margin, although they did not progress past the group stage of the Club World Championship. The withdrawal from the FA Cup, however, drew considerable criticism as this weakened the tournament's prestige and Sir Alex Ferguson later admitted his regret regarding their handling of the situation.", "targets": "Does anyone ever miss a tournament? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e13063d0b546d393d3f5e7220fc846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is very rare for top clubs to miss the competition, although it can happen in exceptional circumstances. Defending holders Manchester United did not enter the 1999\u20132000 FA Cup, as they were already in the inaugural Club World Championship, with the club stating that entering both tournaments would overload their fixture schedule and make it more difficult to defend their Champions League and Premiership titles. The club claimed that they did not want to devalue the FA Cup by fielding a weaker side. The move benefited United as they received a two-week break and won the 1999\u20132000 league title by an 18-point margin, although they did not progress past the group stage of the Club World Championship. The withdrawal from the FA Cup, however, drew considerable criticism as this weakened the tournament's prestige and Sir Alex Ferguson later admitted his regret regarding their handling of the situation.", "targets": "What clubs have missed the competition? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e13063d0b546d393d3f5e7220fc846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is very rare for top clubs to miss the competition, although it can happen in exceptional circumstances. Defending holders Manchester United did not enter the 1999\u20132000 FA Cup, as they were already in the inaugural Club World Championship, with the club stating that entering both tournaments would overload their fixture schedule and make it more difficult to defend their Champions League and Premiership titles. The club claimed that they did not want to devalue the FA Cup by fielding a weaker side. The move benefited United as they received a two-week break and won the 1999\u20132000 league title by an 18-point margin, although they did not progress past the group stage of the Club World Championship. The withdrawal from the FA Cup, however, drew considerable criticism as this weakened the tournament's prestige and Sir Alex Ferguson later admitted his regret regarding their handling of the situation.", "targets": "Why did they miss that competition? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e13063d0b546d393d3f5e7220fc846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is very rare for top clubs to miss the competition, although it can happen in exceptional circumstances. Defending holders Manchester United did not enter the 1999\u20132000 FA Cup, as they were already in the inaugural Club World Championship, with the club stating that entering both tournaments would overload their fixture schedule and make it more difficult to defend their Champions League and Premiership titles. The club claimed that they did not want to devalue the FA Cup by fielding a weaker side. The move benefited United as they received a two-week break and won the 1999\u20132000 league title by an 18-point margin, although they did not progress past the group stage of the Club World Championship. The withdrawal from the FA Cup, however, drew considerable criticism as this weakened the tournament's prestige and Sir Alex Ferguson later admitted his regret regarding their handling of the situation.", "targets": "How did people feel about Manchester's decision? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e13063d0b546d393d3f5e7220fc846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is very rare for top clubs to miss the competition, although it can happen in exceptional circumstances. Defending holders Manchester United did not enter the 1999\u20132000 FA Cup, as they were already in the inaugural Club World Championship, with the club stating that entering both tournaments would overload their fixture schedule and make it more difficult to defend their Champions League and Premiership titles. The club claimed that they did not want to devalue the FA Cup by fielding a weaker side. The move benefited United as they received a two-week break and won the 1999\u20132000 league title by an 18-point margin, although they did not progress past the group stage of the Club World Championship. The withdrawal from the FA Cup, however, drew considerable criticism as this weakened the tournament's prestige and Sir Alex Ferguson later admitted his regret regarding their handling of the situation.", "targets": "Did the club later regret their choice? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "What was the name of Kanye's first child with Kim Kardashian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "What brand set to collaborate on an apparel line with Kanye?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "What famous British artist worked with Kanye on multiple singles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "Where did Kanye perform his single \"All Day\" with a menagerie of other artists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "Who is the mother of Kanye's first child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "What is Kanye West's first child's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "In what Italian city were Kim Kardashian and Kanye West wed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "What musician joined Kanye West on the song \"Only One\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c1f9633d3ca4b70a1f02cb61ca83173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2013, West and television personality Kim Kardashian announced the birth of their first child, North. In October 2013, the couple announced their engagement to widespread media attention. November 2013, West stated that he was beginning work on his next studio album, hoping to release it by mid-2014, with production by Rick Rubin and Q-Tip. In December 2013, Adidas announced the beginning of an official apparel collaboration with West, to be premiered the following year. In May 2014, West and Kardashian were married in a private ceremony in Florence, Italy, with a variety of artists and celebrities in attendance. West released a single, \"Only One\", featuring Paul McCartney, on December 31, 2014. \"FourFiveSeconds\", a single jointly produced with Rihanna and McCartney, was released in January 2015. West also appeared on the Saturday Night Live 40th Anniversary Special, where he premiered a new song entitled \"Wolves\", featuring Sia Furler and fellow Chicago rapper, Vic Mensa. In February 2015, West premiered his clothing collaboration with Adidas, entitled Yeezy Season 1, to generally positive reviews. This would include West's Yeezy Boost sneakers. In March 2015, West released the single \"All Day\" featuring Theophilus London, Allan Kingdom and Paul McCartney. West performed the song at the 2015 BRIT Awards with a number of US rappers and UK grime MC's including: Skepta, Wiley, Novelist, Fekky, Krept & Konan, Stormzy, Allan Kingdom, Theophilus London and Vic Mensa. He would premiere the second iteration of his clothing line, Yeezy Season 2, in September 2015 at New York Fashion Week.", "targets": "What was the name of the Adidas clothing line by Kanye West that he released in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf46665caee44e9bda75388c2af9be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the reforms of the 19th and 20th centuries, the state organisation of the Ottoman Empire was a simple system that had two main dimensions, which were the military administration and the civil administration. The Sultan was the highest position in the system. The civil system was based on local administrative units based on the region's characteristics. The Ottomans practiced a system in which the state (as in the Byzantine Empire) had control over the clergy. Certain pre-Islamic Turkish traditions that had survived the adoption of administrative and legal practices from Islamic Iran remained important in Ottoman administrative circles. According to Ottoman understanding, the state's primary responsibility was to defend and extend the land of the Muslims and to ensure security and harmony within its borders within the overarching context of orthodox Islamic practice and dynastic sovereignty.", "targets": "What was the highest ranked person in the Ottoman Empire until the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf46665caee44e9bda75388c2af9be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the reforms of the 19th and 20th centuries, the state organisation of the Ottoman Empire was a simple system that had two main dimensions, which were the military administration and the civil administration. The Sultan was the highest position in the system. The civil system was based on local administrative units based on the region's characteristics. The Ottomans practiced a system in which the state (as in the Byzantine Empire) had control over the clergy. Certain pre-Islamic Turkish traditions that had survived the adoption of administrative and legal practices from Islamic Iran remained important in Ottoman administrative circles. According to Ottoman understanding, the state's primary responsibility was to defend and extend the land of the Muslims and to ensure security and harmony within its borders within the overarching context of orthodox Islamic practice and dynastic sovereignty.", "targets": "On type of system were the civil administrations of the empire based on? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf46665caee44e9bda75388c2af9be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the reforms of the 19th and 20th centuries, the state organisation of the Ottoman Empire was a simple system that had two main dimensions, which were the military administration and the civil administration. The Sultan was the highest position in the system. The civil system was based on local administrative units based on the region's characteristics. The Ottomans practiced a system in which the state (as in the Byzantine Empire) had control over the clergy. Certain pre-Islamic Turkish traditions that had survived the adoption of administrative and legal practices from Islamic Iran remained important in Ottoman administrative circles. According to Ottoman understanding, the state's primary responsibility was to defend and extend the land of the Muslims and to ensure security and harmony within its borders within the overarching context of orthodox Islamic practice and dynastic sovereignty.", "targets": "Who had control over the clergy in the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf46665caee44e9bda75388c2af9be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the reforms of the 19th and 20th centuries, the state organisation of the Ottoman Empire was a simple system that had two main dimensions, which were the military administration and the civil administration. The Sultan was the highest position in the system. The civil system was based on local administrative units based on the region's characteristics. The Ottomans practiced a system in which the state (as in the Byzantine Empire) had control over the clergy. Certain pre-Islamic Turkish traditions that had survived the adoption of administrative and legal practices from Islamic Iran remained important in Ottoman administrative circles. According to Ottoman understanding, the state's primary responsibility was to defend and extend the land of the Muslims and to ensure security and harmony within its borders within the overarching context of orthodox Islamic practice and dynastic sovereignty.", "targets": "What was the main responsibility of the Ottoman state as it relates to lands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf46665caee44e9bda75388c2af9be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the reforms of the 19th and 20th centuries, the state organisation of the Ottoman Empire was a simple system that had two main dimensions, which were the military administration and the civil administration. The Sultan was the highest position in the system. The civil system was based on local administrative units based on the region's characteristics. The Ottomans practiced a system in which the state (as in the Byzantine Empire) had control over the clergy. Certain pre-Islamic Turkish traditions that had survived the adoption of administrative and legal practices from Islamic Iran remained important in Ottoman administrative circles. According to Ottoman understanding, the state's primary responsibility was to defend and extend the land of the Muslims and to ensure security and harmony within its borders within the overarching context of orthodox Islamic practice and dynastic sovereignty.", "targets": "What type of practice guided the Ottoman state in its responsibilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a536bda5d24cbd88232ecce6827b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Mendelian inheritance, variations in an organism's phenotype (observable physical and behavioral characteristics) are due in part to variations in its genotype (particular set of genes). Each gene specifies a particular trait with different sequence of a gene (alleles) giving rise to different phenotypes. Most eukaryotic organisms (such as the pea plants Mendel worked on) have two alleles for each trait, one inherited from each parent.:20", "targets": "According to Mendelian inheritance, what is part of the cause of variations in an organism's phenotype?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a536bda5d24cbd88232ecce6827b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Mendelian inheritance, variations in an organism's phenotype (observable physical and behavioral characteristics) are due in part to variations in its genotype (particular set of genes). Each gene specifies a particular trait with different sequence of a gene (alleles) giving rise to different phenotypes. Most eukaryotic organisms (such as the pea plants Mendel worked on) have two alleles for each trait, one inherited from each parent.:20", "targets": "What sort of characteristics are described by an organism's phenotype?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a536bda5d24cbd88232ecce6827b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Mendelian inheritance, variations in an organism's phenotype (observable physical and behavioral characteristics) are due in part to variations in its genotype (particular set of genes). Each gene specifies a particular trait with different sequence of a gene (alleles) giving rise to different phenotypes. Most eukaryotic organisms (such as the pea plants Mendel worked on) have two alleles for each trait, one inherited from each parent.:20", "targets": "What is a genotype?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a536bda5d24cbd88232ecce6827b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Mendelian inheritance, variations in an organism's phenotype (observable physical and behavioral characteristics) are due in part to variations in its genotype (particular set of genes). Each gene specifies a particular trait with different sequence of a gene (alleles) giving rise to different phenotypes. Most eukaryotic organisms (such as the pea plants Mendel worked on) have two alleles for each trait, one inherited from each parent.:20", "targets": "What specifies a particular trait with a different sequence of alleles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a536bda5d24cbd88232ecce6827b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Mendelian inheritance, variations in an organism's phenotype (observable physical and behavioral characteristics) are due in part to variations in its genotype (particular set of genes). Each gene specifies a particular trait with different sequence of a gene (alleles) giving rise to different phenotypes. Most eukaryotic organisms (such as the pea plants Mendel worked on) have two alleles for each trait, one inherited from each parent.:20", "targets": "How many alleles do most eukaryotic organisms have for each trait?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbeb655a81d04e84afadf5e56865a5cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phytogeographically, Greece belongs to the Boreal Kingdom and is shared between the East Mediterranean province of the Mediterranean Region and the Illyrian province of the Circumboreal Region. According to the World Wide Fund for Nature and the European Environment Agency, the territory of Greece can be subdivided into six ecoregions: the Illyrian deciduous forests, Pindus Mountains mixed forests, Balkan mixed forests, Rhodope montane mixed forests, Aegean and Western Turkey sclerophyllous and mixed forests and Crete Mediterranean forests.", "targets": "Greece's plant distribution belongs to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbeb655a81d04e84afadf5e56865a5cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phytogeographically, Greece belongs to the Boreal Kingdom and is shared between the East Mediterranean province of the Mediterranean Region and the Illyrian province of the Circumboreal Region. According to the World Wide Fund for Nature and the European Environment Agency, the territory of Greece can be subdivided into six ecoregions: the Illyrian deciduous forests, Pindus Mountains mixed forests, Balkan mixed forests, Rhodope montane mixed forests, Aegean and Western Turkey sclerophyllous and mixed forests and Crete Mediterranean forests.", "targets": "How many ecoregions occupies Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbeb655a81d04e84afadf5e56865a5cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phytogeographically, Greece belongs to the Boreal Kingdom and is shared between the East Mediterranean province of the Mediterranean Region and the Illyrian province of the Circumboreal Region. According to the World Wide Fund for Nature and the European Environment Agency, the territory of Greece can be subdivided into six ecoregions: the Illyrian deciduous forests, Pindus Mountains mixed forests, Balkan mixed forests, Rhodope montane mixed forests, Aegean and Western Turkey sclerophyllous and mixed forests and Crete Mediterranean forests.", "targets": "The Pindus and Balkan ecoregions are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbeb655a81d04e84afadf5e56865a5cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phytogeographically, Greece belongs to the Boreal Kingdom and is shared between the East Mediterranean province of the Mediterranean Region and the Illyrian province of the Circumboreal Region. According to the World Wide Fund for Nature and the European Environment Agency, the territory of Greece can be subdivided into six ecoregions: the Illyrian deciduous forests, Pindus Mountains mixed forests, Balkan mixed forests, Rhodope montane mixed forests, Aegean and Western Turkey sclerophyllous and mixed forests and Crete Mediterranean forests.", "targets": "The Crete ecoregion is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbeb655a81d04e84afadf5e56865a5cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phytogeographically, Greece belongs to the Boreal Kingdom and is shared between the East Mediterranean province of the Mediterranean Region and the Illyrian province of the Circumboreal Region. According to the World Wide Fund for Nature and the European Environment Agency, the territory of Greece can be subdivided into six ecoregions: the Illyrian deciduous forests, Pindus Mountains mixed forests, Balkan mixed forests, Rhodope montane mixed forests, Aegean and Western Turkey sclerophyllous and mixed forests and Crete Mediterranean forests.", "targets": "The Illyrian ecoregion is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-672acb9b42424974b268bb346526b936", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The playing time of a phonograph record depended on the turntable speed and the groove spacing. At the beginning of the 20th century, the early discs played for two minutes, the same as early cylinder records. The 12-inch disc, introduced by Victor in 1903, increased the playing time to three and a half minutes. Because a 10-inch 78 rpm record could hold about three minutes of sound per side and the 10-inch size was the standard size for popular music, almost all popular recordings were limited to around three minutes in length. For example, when King Oliver's Creole Jazz Band, including Louis Armstrong on his first recordings, recorded 13 sides at Gennett Records in Richmond, Indiana, in 1923, one side was 2:09 and four sides were 2:52\u20132:59.", "targets": "What factors would effect playing time of a phonograph?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-672acb9b42424974b268bb346526b936", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The playing time of a phonograph record depended on the turntable speed and the groove spacing. At the beginning of the 20th century, the early discs played for two minutes, the same as early cylinder records. The 12-inch disc, introduced by Victor in 1903, increased the playing time to three and a half minutes. Because a 10-inch 78 rpm record could hold about three minutes of sound per side and the 10-inch size was the standard size for popular music, almost all popular recordings were limited to around three minutes in length. For example, when King Oliver's Creole Jazz Band, including Louis Armstrong on his first recordings, recorded 13 sides at Gennett Records in Richmond, Indiana, in 1923, one side was 2:09 and four sides were 2:52\u20132:59.", "targets": "What was the playing time common in the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-672acb9b42424974b268bb346526b936", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The playing time of a phonograph record depended on the turntable speed and the groove spacing. At the beginning of the 20th century, the early discs played for two minutes, the same as early cylinder records. The 12-inch disc, introduced by Victor in 1903, increased the playing time to three and a half minutes. Because a 10-inch 78 rpm record could hold about three minutes of sound per side and the 10-inch size was the standard size for popular music, almost all popular recordings were limited to around three minutes in length. For example, when King Oliver's Creole Jazz Band, including Louis Armstrong on his first recordings, recorded 13 sides at Gennett Records in Richmond, Indiana, in 1923, one side was 2:09 and four sides were 2:52\u20132:59.", "targets": "How many recordings did Kind Oliver's Creole Jazz band require?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-672acb9b42424974b268bb346526b936", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The playing time of a phonograph record depended on the turntable speed and the groove spacing. At the beginning of the 20th century, the early discs played for two minutes, the same as early cylinder records. The 12-inch disc, introduced by Victor in 1903, increased the playing time to three and a half minutes. Because a 10-inch 78 rpm record could hold about three minutes of sound per side and the 10-inch size was the standard size for popular music, almost all popular recordings were limited to around three minutes in length. For example, when King Oliver's Creole Jazz Band, including Louis Armstrong on his first recordings, recorded 13 sides at Gennett Records in Richmond, Indiana, in 1923, one side was 2:09 and four sides were 2:52\u20132:59.", "targets": "What was the normal size disc for popular music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-672acb9b42424974b268bb346526b936", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The playing time of a phonograph record depended on the turntable speed and the groove spacing. At the beginning of the 20th century, the early discs played for two minutes, the same as early cylinder records. The 12-inch disc, introduced by Victor in 1903, increased the playing time to three and a half minutes. Because a 10-inch 78 rpm record could hold about three minutes of sound per side and the 10-inch size was the standard size for popular music, almost all popular recordings were limited to around three minutes in length. For example, when King Oliver's Creole Jazz Band, including Louis Armstrong on his first recordings, recorded 13 sides at Gennett Records in Richmond, Indiana, in 1923, one side was 2:09 and four sides were 2:52\u20132:59.", "targets": "What was the recording time available on a 12 inch disc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5af2ea2c64ead9392a9fffb4bf3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's live performance institutions date from the foundation of the city, with the first theatre, the Pavilion, opening in 1841. The city's East End Theatre District includes theatres that similarly date from 1850s to the 1920s, including the Princess Theatre, Regent Theatre, Her Majesty's Theatre, Forum Theatre, Comedy Theatre, and the Athenaeum Theatre. The Melbourne Arts Precinct in Southbank is home to Arts Centre Melbourne, which includes the State Theatre, Hamer Hall, the Playhouse and the Fairfax Studio. The Melbourne Recital Centre and Southbank Theatre (principal home of the MTC, which includes the Sumner and Lawler performance spaces) are also located in Southbank. The Sidney Myer Music Bowl, which dates from 1955, is located in the gardens of Kings Domain; and the Palais Theatre is a feature of the St Kilda Beach foreshore.", "targets": "Which theatre was Melbourne's first live performance institution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5af2ea2c64ead9392a9fffb4bf3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's live performance institutions date from the foundation of the city, with the first theatre, the Pavilion, opening in 1841. The city's East End Theatre District includes theatres that similarly date from 1850s to the 1920s, including the Princess Theatre, Regent Theatre, Her Majesty's Theatre, Forum Theatre, Comedy Theatre, and the Athenaeum Theatre. The Melbourne Arts Precinct in Southbank is home to Arts Centre Melbourne, which includes the State Theatre, Hamer Hall, the Playhouse and the Fairfax Studio. The Melbourne Recital Centre and Southbank Theatre (principal home of the MTC, which includes the Sumner and Lawler performance spaces) are also located in Southbank. The Sidney Myer Music Bowl, which dates from 1955, is located in the gardens of Kings Domain; and the Palais Theatre is a feature of the St Kilda Beach foreshore.", "targets": "The Princess Theatre, Regent Theatre, and Forum Theatre are members of which of Melbourne's theater districts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5af2ea2c64ead9392a9fffb4bf3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's live performance institutions date from the foundation of the city, with the first theatre, the Pavilion, opening in 1841. The city's East End Theatre District includes theatres that similarly date from 1850s to the 1920s, including the Princess Theatre, Regent Theatre, Her Majesty's Theatre, Forum Theatre, Comedy Theatre, and the Athenaeum Theatre. The Melbourne Arts Precinct in Southbank is home to Arts Centre Melbourne, which includes the State Theatre, Hamer Hall, the Playhouse and the Fairfax Studio. The Melbourne Recital Centre and Southbank Theatre (principal home of the MTC, which includes the Sumner and Lawler performance spaces) are also located in Southbank. The Sidney Myer Music Bowl, which dates from 1955, is located in the gardens of Kings Domain; and the Palais Theatre is a feature of the St Kilda Beach foreshore.", "targets": "In what year did the Pavilion open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5af2ea2c64ead9392a9fffb4bf3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's live performance institutions date from the foundation of the city, with the first theatre, the Pavilion, opening in 1841. The city's East End Theatre District includes theatres that similarly date from 1850s to the 1920s, including the Princess Theatre, Regent Theatre, Her Majesty's Theatre, Forum Theatre, Comedy Theatre, and the Athenaeum Theatre. The Melbourne Arts Precinct in Southbank is home to Arts Centre Melbourne, which includes the State Theatre, Hamer Hall, the Playhouse and the Fairfax Studio. The Melbourne Recital Centre and Southbank Theatre (principal home of the MTC, which includes the Sumner and Lawler performance spaces) are also located in Southbank. The Sidney Myer Music Bowl, which dates from 1955, is located in the gardens of Kings Domain; and the Palais Theatre is a feature of the St Kilda Beach foreshore.", "targets": "Where are the Melbourne Recital Centre and Southbank Theatre located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5af2ea2c64ead9392a9fffb4bf3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's live performance institutions date from the foundation of the city, with the first theatre, the Pavilion, opening in 1841. The city's East End Theatre District includes theatres that similarly date from 1850s to the 1920s, including the Princess Theatre, Regent Theatre, Her Majesty's Theatre, Forum Theatre, Comedy Theatre, and the Athenaeum Theatre. The Melbourne Arts Precinct in Southbank is home to Arts Centre Melbourne, which includes the State Theatre, Hamer Hall, the Playhouse and the Fairfax Studio. The Melbourne Recital Centre and Southbank Theatre (principal home of the MTC, which includes the Sumner and Lawler performance spaces) are also located in Southbank. The Sidney Myer Music Bowl, which dates from 1955, is located in the gardens of Kings Domain; and the Palais Theatre is a feature of the St Kilda Beach foreshore.", "targets": "From what year does the Sidney Myer Music Bowl date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86422e2a0e534b289d4584767d5c1862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Bank of Liberia is responsible for printing and maintaining the Liberian dollar, which is the primary form of currency in Liberia. Liberia is one of the world's poorest countries, with a formal employment rate of 15%. GDP per capita peaked in 1980 at US$496, when it was comparable to Egypt's (at the time). In 2011, the country's nominal GDP was US$1.154 billion, while nominal GDP per capita stood at US$297, the third-lowest in the world. Historically, the Liberian economy has depended heavily on foreign aid, foreign direct investment and exports of natural resources such as iron ore, rubber and timber.", "targets": "What is the central bank of Liberia responsible for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86422e2a0e534b289d4584767d5c1862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Bank of Liberia is responsible for printing and maintaining the Liberian dollar, which is the primary form of currency in Liberia. Liberia is one of the world's poorest countries, with a formal employment rate of 15%. GDP per capita peaked in 1980 at US$496, when it was comparable to Egypt's (at the time). In 2011, the country's nominal GDP was US$1.154 billion, while nominal GDP per capita stood at US$297, the third-lowest in the world. Historically, the Liberian economy has depended heavily on foreign aid, foreign direct investment and exports of natural resources such as iron ore, rubber and timber.", "targets": "What is Liberia considered around the world economically? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86422e2a0e534b289d4584767d5c1862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Bank of Liberia is responsible for printing and maintaining the Liberian dollar, which is the primary form of currency in Liberia. Liberia is one of the world's poorest countries, with a formal employment rate of 15%. GDP per capita peaked in 1980 at US$496, when it was comparable to Egypt's (at the time). In 2011, the country's nominal GDP was US$1.154 billion, while nominal GDP per capita stood at US$297, the third-lowest in the world. Historically, the Liberian economy has depended heavily on foreign aid, foreign direct investment and exports of natural resources such as iron ore, rubber and timber.", "targets": "What is Liberia's employment rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86422e2a0e534b289d4584767d5c1862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Bank of Liberia is responsible for printing and maintaining the Liberian dollar, which is the primary form of currency in Liberia. Liberia is one of the world's poorest countries, with a formal employment rate of 15%. GDP per capita peaked in 1980 at US$496, when it was comparable to Egypt's (at the time). In 2011, the country's nominal GDP was US$1.154 billion, while nominal GDP per capita stood at US$297, the third-lowest in the world. Historically, the Liberian economy has depended heavily on foreign aid, foreign direct investment and exports of natural resources such as iron ore, rubber and timber.", "targets": "The GDP peaked in 1980 at what amount?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86422e2a0e534b289d4584767d5c1862", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Bank of Liberia is responsible for printing and maintaining the Liberian dollar, which is the primary form of currency in Liberia. Liberia is one of the world's poorest countries, with a formal employment rate of 15%. GDP per capita peaked in 1980 at US$496, when it was comparable to Egypt's (at the time). In 2011, the country's nominal GDP was US$1.154 billion, while nominal GDP per capita stood at US$297, the third-lowest in the world. Historically, the Liberian economy has depended heavily on foreign aid, foreign direct investment and exports of natural resources such as iron ore, rubber and timber.", "targets": "What does Liberia's economy heavily depends on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8329c70667e741cc8f4d5c558f2507a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern fielded its first intercollegiate football team in 1882, later becoming a founding member of the Big Ten Conference. In the 1870s and 1880s, Northwestern affiliated itself with already existing schools of law, medicine, and dentistry in Chicago. The Northwestern University School of Law is the oldest law school in Chicago. As the university increased in wealth and distinction, and enrollments grew, these professional schools were integrated with the undergraduate college in Evanston; the result was a modern research university combining professional, graduate, and undergraduate programs, which gave equal weight to teaching and research. The Association of American Universities invited Northwestern to become a member in 1917.", "targets": "What sports team did Northwestern field its first of in 1882?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8329c70667e741cc8f4d5c558f2507a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern fielded its first intercollegiate football team in 1882, later becoming a founding member of the Big Ten Conference. In the 1870s and 1880s, Northwestern affiliated itself with already existing schools of law, medicine, and dentistry in Chicago. The Northwestern University School of Law is the oldest law school in Chicago. As the university increased in wealth and distinction, and enrollments grew, these professional schools were integrated with the undergraduate college in Evanston; the result was a modern research university combining professional, graduate, and undergraduate programs, which gave equal weight to teaching and research. The Association of American Universities invited Northwestern to become a member in 1917.", "targets": "Which already existing schools did Northwestern affiliate itself with in the 1870's and 1880's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8329c70667e741cc8f4d5c558f2507a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern fielded its first intercollegiate football team in 1882, later becoming a founding member of the Big Ten Conference. In the 1870s and 1880s, Northwestern affiliated itself with already existing schools of law, medicine, and dentistry in Chicago. The Northwestern University School of Law is the oldest law school in Chicago. As the university increased in wealth and distinction, and enrollments grew, these professional schools were integrated with the undergraduate college in Evanston; the result was a modern research university combining professional, graduate, and undergraduate programs, which gave equal weight to teaching and research. The Association of American Universities invited Northwestern to become a member in 1917.", "targets": "What is the oldest law school in Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8329c70667e741cc8f4d5c558f2507a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern fielded its first intercollegiate football team in 1882, later becoming a founding member of the Big Ten Conference. In the 1870s and 1880s, Northwestern affiliated itself with already existing schools of law, medicine, and dentistry in Chicago. The Northwestern University School of Law is the oldest law school in Chicago. As the university increased in wealth and distinction, and enrollments grew, these professional schools were integrated with the undergraduate college in Evanston; the result was a modern research university combining professional, graduate, and undergraduate programs, which gave equal weight to teaching and research. The Association of American Universities invited Northwestern to become a member in 1917.", "targets": "What organization invited Northwestern to become a member in 1917?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8329c70667e741cc8f4d5c558f2507a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern fielded its first intercollegiate football team in 1882, later becoming a founding member of the Big Ten Conference. In the 1870s and 1880s, Northwestern affiliated itself with already existing schools of law, medicine, and dentistry in Chicago. The Northwestern University School of Law is the oldest law school in Chicago. As the university increased in wealth and distinction, and enrollments grew, these professional schools were integrated with the undergraduate college in Evanston; the result was a modern research university combining professional, graduate, and undergraduate programs, which gave equal weight to teaching and research. The Association of American Universities invited Northwestern to become a member in 1917.", "targets": "What type of member was Northwestern of the Big Ten Conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4e4633b15db42dfbfd52387b724a2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of the Republic is the country's largest and most important university, with a student body of 81,774, according to the census of 2007. It was founded on 18 July 1849 in Montevideo, where most of its buildings and facilities are still located. Its current Rector is Dr. Rodrigo Arocena. The university houses 14 faculties (departments) and various institutes and schools. Many eminent Uruguayans have graduated from this university, including Carlos Vaz Ferreira, Jos\u00e9 Luis Massera, Gabriel Paternain, Mario Wschebor, Roman Fresnedo Siri, Carlos Ott and Eladio Dieste", "targets": "What is the country's largest university? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4e4633b15db42dfbfd52387b724a2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of the Republic is the country's largest and most important university, with a student body of 81,774, according to the census of 2007. It was founded on 18 July 1849 in Montevideo, where most of its buildings and facilities are still located. Its current Rector is Dr. Rodrigo Arocena. The university houses 14 faculties (departments) and various institutes and schools. Many eminent Uruguayans have graduated from this university, including Carlos Vaz Ferreira, Jos\u00e9 Luis Massera, Gabriel Paternain, Mario Wschebor, Roman Fresnedo Siri, Carlos Ott and Eladio Dieste", "targets": "In 2007 the University of the Republic had a student body of how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4e4633b15db42dfbfd52387b724a2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of the Republic is the country's largest and most important university, with a student body of 81,774, according to the census of 2007. It was founded on 18 July 1849 in Montevideo, where most of its buildings and facilities are still located. Its current Rector is Dr. Rodrigo Arocena. The university houses 14 faculties (departments) and various institutes and schools. Many eminent Uruguayans have graduated from this university, including Carlos Vaz Ferreira, Jos\u00e9 Luis Massera, Gabriel Paternain, Mario Wschebor, Roman Fresnedo Siri, Carlos Ott and Eladio Dieste", "targets": "When was the University of the Republic founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4e4633b15db42dfbfd52387b724a2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of the Republic is the country's largest and most important university, with a student body of 81,774, according to the census of 2007. It was founded on 18 July 1849 in Montevideo, where most of its buildings and facilities are still located. Its current Rector is Dr. Rodrigo Arocena. The university houses 14 faculties (departments) and various institutes and schools. Many eminent Uruguayans have graduated from this university, including Carlos Vaz Ferreira, Jos\u00e9 Luis Massera, Gabriel Paternain, Mario Wschebor, Roman Fresnedo Siri, Carlos Ott and Eladio Dieste", "targets": "Who is the current rector of The University of the Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da38e939e91e4cf7ac9dea35f9397f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calculating that no further Russian advance was likely until 1758, Frederick moved the bulk of his eastern forces to Pomerania under the command of Marshal Lehwaldt where they were to repel the Swedish invasion. In short order, the Prussian army drove the Swedes back, occupied most of Swedish Pomerania, and blockaded its capital Stralsund. George II of Great Britain, on the advice of his British ministers, revoked the Convention of Klosterzeven, and Hanover reentered the war. Over the winter the new commander of the Hanoverian forces, Duke Ferdinand of Brunswick, regrouped his army and launched a series of offensives that drove the French back across the River Rhine. The British had suffered further defeats in North America, particularly at Fort William Henry. At home, however, stability had been established. Since 1756, successive governments led by Newcastle and Pitt had fallen. In August 1757, the two men agreed to a political partnership and formed a coalition government that gave new, firmer direction to the war effort. The new strategy emphasised both Newcastle's commitment to British involvement on the Continent, particularly in defence of Germany, and William Pitt's determination to use naval power to seize French colonies around the globe. This \"dual strategy\" would dominate British policy for the next five years.", "targets": "Why did Ferdinand feel comfortable withdrawing troops from the eastern front?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da38e939e91e4cf7ac9dea35f9397f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calculating that no further Russian advance was likely until 1758, Frederick moved the bulk of his eastern forces to Pomerania under the command of Marshal Lehwaldt where they were to repel the Swedish invasion. In short order, the Prussian army drove the Swedes back, occupied most of Swedish Pomerania, and blockaded its capital Stralsund. George II of Great Britain, on the advice of his British ministers, revoked the Convention of Klosterzeven, and Hanover reentered the war. Over the winter the new commander of the Hanoverian forces, Duke Ferdinand of Brunswick, regrouped his army and launched a series of offensives that drove the French back across the River Rhine. The British had suffered further defeats in North America, particularly at Fort William Henry. At home, however, stability had been established. Since 1756, successive governments led by Newcastle and Pitt had fallen. In August 1757, the two men agreed to a political partnership and formed a coalition government that gave new, firmer direction to the war effort. The new strategy emphasised both Newcastle's commitment to British involvement on the Continent, particularly in defence of Germany, and William Pitt's determination to use naval power to seize French colonies around the globe. This \"dual strategy\" would dominate British policy for the next five years.", "targets": "What was the result of Prussian resistance to Sweden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da38e939e91e4cf7ac9dea35f9397f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calculating that no further Russian advance was likely until 1758, Frederick moved the bulk of his eastern forces to Pomerania under the command of Marshal Lehwaldt where they were to repel the Swedish invasion. In short order, the Prussian army drove the Swedes back, occupied most of Swedish Pomerania, and blockaded its capital Stralsund. George II of Great Britain, on the advice of his British ministers, revoked the Convention of Klosterzeven, and Hanover reentered the war. Over the winter the new commander of the Hanoverian forces, Duke Ferdinand of Brunswick, regrouped his army and launched a series of offensives that drove the French back across the River Rhine. The British had suffered further defeats in North America, particularly at Fort William Henry. At home, however, stability had been established. Since 1756, successive governments led by Newcastle and Pitt had fallen. In August 1757, the two men agreed to a political partnership and formed a coalition government that gave new, firmer direction to the war effort. The new strategy emphasised both Newcastle's commitment to British involvement on the Continent, particularly in defence of Germany, and William Pitt's determination to use naval power to seize French colonies around the globe. This \"dual strategy\" would dominate British policy for the next five years.", "targets": "What area of Sweden was occupied by Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da38e939e91e4cf7ac9dea35f9397f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calculating that no further Russian advance was likely until 1758, Frederick moved the bulk of his eastern forces to Pomerania under the command of Marshal Lehwaldt where they were to repel the Swedish invasion. In short order, the Prussian army drove the Swedes back, occupied most of Swedish Pomerania, and blockaded its capital Stralsund. George II of Great Britain, on the advice of his British ministers, revoked the Convention of Klosterzeven, and Hanover reentered the war. Over the winter the new commander of the Hanoverian forces, Duke Ferdinand of Brunswick, regrouped his army and launched a series of offensives that drove the French back across the River Rhine. The British had suffered further defeats in North America, particularly at Fort William Henry. At home, however, stability had been established. Since 1756, successive governments led by Newcastle and Pitt had fallen. In August 1757, the two men agreed to a political partnership and formed a coalition government that gave new, firmer direction to the war effort. The new strategy emphasised both Newcastle's commitment to British involvement on the Continent, particularly in defence of Germany, and William Pitt's determination to use naval power to seize French colonies around the globe. This \"dual strategy\" would dominate British policy for the next five years.", "targets": "What favorable developments occurred for Prussia in Hanover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da38e939e91e4cf7ac9dea35f9397f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Calculating that no further Russian advance was likely until 1758, Frederick moved the bulk of his eastern forces to Pomerania under the command of Marshal Lehwaldt where they were to repel the Swedish invasion. In short order, the Prussian army drove the Swedes back, occupied most of Swedish Pomerania, and blockaded its capital Stralsund. George II of Great Britain, on the advice of his British ministers, revoked the Convention of Klosterzeven, and Hanover reentered the war. Over the winter the new commander of the Hanoverian forces, Duke Ferdinand of Brunswick, regrouped his army and launched a series of offensives that drove the French back across the River Rhine. The British had suffered further defeats in North America, particularly at Fort William Henry. At home, however, stability had been established. Since 1756, successive governments led by Newcastle and Pitt had fallen. In August 1757, the two men agreed to a political partnership and formed a coalition government that gave new, firmer direction to the war effort. The new strategy emphasised both Newcastle's commitment to British involvement on the Continent, particularly in defence of Germany, and William Pitt's determination to use naval power to seize French colonies around the globe. This \"dual strategy\" would dominate British policy for the next five years.", "targets": "What political development shaped the policy of the British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d61c7cced84d448be1c6490505deb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, as stealth technology grows, so does anti-stealth technology. Multiple transmitter radars such as those from bistatic radars and low-frequency radars are said to have the capabilities to detect stealth aircraft. Advanced forms of thermographic cameras such as those that incorporate QWIPs would be able to optically see a Stealth aircraft regardless of the aircraft's RCS. In addition, Side looking radars, High-powered optical satellites, and sky-scanning, high-aperture, high sensitivity radars such as radio telescopes, would all be able to narrow down the location of a stealth aircraft under certain parameters. The newest SAM's have a claimed ability to be able to detect and engage stealth targets, with the most notable being the S-400, which is claimed to be able to detect a target with a 0.05 meter squared RCS from 90 km away.", "targets": "What continues to grow along with stealth technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d61c7cced84d448be1c6490505deb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, as stealth technology grows, so does anti-stealth technology. Multiple transmitter radars such as those from bistatic radars and low-frequency radars are said to have the capabilities to detect stealth aircraft. Advanced forms of thermographic cameras such as those that incorporate QWIPs would be able to optically see a Stealth aircraft regardless of the aircraft's RCS. In addition, Side looking radars, High-powered optical satellites, and sky-scanning, high-aperture, high sensitivity radars such as radio telescopes, would all be able to narrow down the location of a stealth aircraft under certain parameters. The newest SAM's have a claimed ability to be able to detect and engage stealth targets, with the most notable being the S-400, which is claimed to be able to detect a target with a 0.05 meter squared RCS from 90 km away.", "targets": "What can detect stealth aircraft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d61c7cced84d448be1c6490505deb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, as stealth technology grows, so does anti-stealth technology. Multiple transmitter radars such as those from bistatic radars and low-frequency radars are said to have the capabilities to detect stealth aircraft. Advanced forms of thermographic cameras such as those that incorporate QWIPs would be able to optically see a Stealth aircraft regardless of the aircraft's RCS. In addition, Side looking radars, High-powered optical satellites, and sky-scanning, high-aperture, high sensitivity radars such as radio telescopes, would all be able to narrow down the location of a stealth aircraft under certain parameters. The newest SAM's have a claimed ability to be able to detect and engage stealth targets, with the most notable being the S-400, which is claimed to be able to detect a target with a 0.05 meter squared RCS from 90 km away.", "targets": "What can see stealth aircraft even with RCS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d61c7cced84d448be1c6490505deb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, as stealth technology grows, so does anti-stealth technology. Multiple transmitter radars such as those from bistatic radars and low-frequency radars are said to have the capabilities to detect stealth aircraft. Advanced forms of thermographic cameras such as those that incorporate QWIPs would be able to optically see a Stealth aircraft regardless of the aircraft's RCS. In addition, Side looking radars, High-powered optical satellites, and sky-scanning, high-aperture, high sensitivity radars such as radio telescopes, would all be able to narrow down the location of a stealth aircraft under certain parameters. The newest SAM's have a claimed ability to be able to detect and engage stealth targets, with the most notable being the S-400, which is claimed to be able to detect a target with a 0.05 meter squared RCS from 90 km away.", "targets": "What is the most notable SAM that can detect a stealth target?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d61c7cced84d448be1c6490505deb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, as stealth technology grows, so does anti-stealth technology. Multiple transmitter radars such as those from bistatic radars and low-frequency radars are said to have the capabilities to detect stealth aircraft. Advanced forms of thermographic cameras such as those that incorporate QWIPs would be able to optically see a Stealth aircraft regardless of the aircraft's RCS. In addition, Side looking radars, High-powered optical satellites, and sky-scanning, high-aperture, high sensitivity radars such as radio telescopes, would all be able to narrow down the location of a stealth aircraft under certain parameters. The newest SAM's have a claimed ability to be able to detect and engage stealth targets, with the most notable being the S-400, which is claimed to be able to detect a target with a 0.05 meter squared RCS from 90 km away.", "targets": "How far away can the S-400 detect a target?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca64a293236247438e34e6df0c0f3e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale seniors at graduation smash clay pipes underfoot to symbolize passage from their \"bright college years,\" though in recent history the pipes have been replaced with \"bubble pipes\". (\"Bright College Years,\" the University's alma mater, was penned in 1881 by Henry Durand, Class of 1881, to the tune of Die Wacht am Rhein.) Yale's student tour guides tell visitors that students consider it good luck to rub the toe of the statue of Theodore Dwight Woolsey on Old Campus. Actual students rarely do so. In the second half of the 20th century Bladderball, a campus-wide game played with a large inflatable ball, became a popular tradition but was banned by administration due to safety concerns. In spite of administration opposition, students revived the game in 2009, 2011, and 2014, but its future remains uncertain.", "targets": "What do seniors crush to celebrate graduation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca64a293236247438e34e6df0c0f3e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale seniors at graduation smash clay pipes underfoot to symbolize passage from their \"bright college years,\" though in recent history the pipes have been replaced with \"bubble pipes\". (\"Bright College Years,\" the University's alma mater, was penned in 1881 by Henry Durand, Class of 1881, to the tune of Die Wacht am Rhein.) Yale's student tour guides tell visitors that students consider it good luck to rub the toe of the statue of Theodore Dwight Woolsey on Old Campus. Actual students rarely do so. In the second half of the 20th century Bladderball, a campus-wide game played with a large inflatable ball, became a popular tradition but was banned by administration due to safety concerns. In spite of administration opposition, students revived the game in 2009, 2011, and 2014, but its future remains uncertain.", "targets": "What do they destroy now instead of clay pipes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca64a293236247438e34e6df0c0f3e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale seniors at graduation smash clay pipes underfoot to symbolize passage from their \"bright college years,\" though in recent history the pipes have been replaced with \"bubble pipes\". (\"Bright College Years,\" the University's alma mater, was penned in 1881 by Henry Durand, Class of 1881, to the tune of Die Wacht am Rhein.) Yale's student tour guides tell visitors that students consider it good luck to rub the toe of the statue of Theodore Dwight Woolsey on Old Campus. Actual students rarely do so. In the second half of the 20th century Bladderball, a campus-wide game played with a large inflatable ball, became a popular tradition but was banned by administration due to safety concerns. In spite of administration opposition, students revived the game in 2009, 2011, and 2014, but its future remains uncertain.", "targets": "What statue is it rumored to be good luck to rub?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca64a293236247438e34e6df0c0f3e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale seniors at graduation smash clay pipes underfoot to symbolize passage from their \"bright college years,\" though in recent history the pipes have been replaced with \"bubble pipes\". (\"Bright College Years,\" the University's alma mater, was penned in 1881 by Henry Durand, Class of 1881, to the tune of Die Wacht am Rhein.) Yale's student tour guides tell visitors that students consider it good luck to rub the toe of the statue of Theodore Dwight Woolsey on Old Campus. Actual students rarely do so. In the second half of the 20th century Bladderball, a campus-wide game played with a large inflatable ball, became a popular tradition but was banned by administration due to safety concerns. In spite of administration opposition, students revived the game in 2009, 2011, and 2014, but its future remains uncertain.", "targets": "What part of the statue of Theodore Dwight Woolsey is it said to be good luck to rub?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca64a293236247438e34e6df0c0f3e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale seniors at graduation smash clay pipes underfoot to symbolize passage from their \"bright college years,\" though in recent history the pipes have been replaced with \"bubble pipes\". (\"Bright College Years,\" the University's alma mater, was penned in 1881 by Henry Durand, Class of 1881, to the tune of Die Wacht am Rhein.) Yale's student tour guides tell visitors that students consider it good luck to rub the toe of the statue of Theodore Dwight Woolsey on Old Campus. Actual students rarely do so. In the second half of the 20th century Bladderball, a campus-wide game played with a large inflatable ball, became a popular tradition but was banned by administration due to safety concerns. In spite of administration opposition, students revived the game in 2009, 2011, and 2014, but its future remains uncertain.", "targets": "What game was created, to later be banned by administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7b9a55bee2b4c1f9a67113d050c857d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe and Australia, the system was released to two separate marketing regions. One region consisted of most of mainland Europe (excluding Italy), and distribution there was handled by a number of different companies, with Nintendo responsible for most cartridge releases. Most of this region saw a 1986 release. Mattel handled distribution for the other region, consisting of the United Kingdom, Ireland, Canada, Italy, Australia and New Zealand, starting the following year. Not until the 1990s did Nintendo's newly created European branch direct distribution throughout Europe.", "targets": "Where was the system released to two separate marketing areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7b9a55bee2b4c1f9a67113d050c857d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe and Australia, the system was released to two separate marketing regions. One region consisted of most of mainland Europe (excluding Italy), and distribution there was handled by a number of different companies, with Nintendo responsible for most cartridge releases. Most of this region saw a 1986 release. Mattel handled distribution for the other region, consisting of the United Kingdom, Ireland, Canada, Italy, Australia and New Zealand, starting the following year. Not until the 1990s did Nintendo's newly created European branch direct distribution throughout Europe.", "targets": "One region comprised the entirety of mainland Europe save for which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7b9a55bee2b4c1f9a67113d050c857d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe and Australia, the system was released to two separate marketing regions. One region consisted of most of mainland Europe (excluding Italy), and distribution there was handled by a number of different companies, with Nintendo responsible for most cartridge releases. Most of this region saw a 1986 release. Mattel handled distribution for the other region, consisting of the United Kingdom, Ireland, Canada, Italy, Australia and New Zealand, starting the following year. Not until the 1990s did Nintendo's newly created European branch direct distribution throughout Europe.", "targets": "Who released cartridges in mainland Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7b9a55bee2b4c1f9a67113d050c857d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe and Australia, the system was released to two separate marketing regions. One region consisted of most of mainland Europe (excluding Italy), and distribution there was handled by a number of different companies, with Nintendo responsible for most cartridge releases. Most of this region saw a 1986 release. Mattel handled distribution for the other region, consisting of the United Kingdom, Ireland, Canada, Italy, Australia and New Zealand, starting the following year. Not until the 1990s did Nintendo's newly created European branch direct distribution throughout Europe.", "targets": "Who handled distribution in the other region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7b9a55bee2b4c1f9a67113d050c857d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe and Australia, the system was released to two separate marketing regions. One region consisted of most of mainland Europe (excluding Italy), and distribution there was handled by a number of different companies, with Nintendo responsible for most cartridge releases. Most of this region saw a 1986 release. Mattel handled distribution for the other region, consisting of the United Kingdom, Ireland, Canada, Italy, Australia and New Zealand, starting the following year. Not until the 1990s did Nintendo's newly created European branch direct distribution throughout Europe.", "targets": "When did the European brance finally directly distribute throughout Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959d2671fccb480dacb1b9a5a537ca38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soon, Laemmle and other disgruntled nickelodeon owners decided to avoid paying Edison by producing their own pictures. In June 1909, Laemmle started the Yankee Film Company with partners Abe Stern and Julius Stern. That company quickly evolved into the Independent Moving Pictures Company (IMP), with studios in Fort Lee, New Jersey, where many early films in America's first motion picture industry were produced in the early 20th century. Laemmle broke with Edison's custom of refusing to give billing and screen credits to performers. By naming the movie stars, he attracted many of the leading players of the time, contributing to the creation of the star system. In 1910, he promoted Florence Lawrence, formerly known as \"The Biograph Girl\", and actor King Baggot, in what may be the first instance of a studio using stars in its marketing.", "targets": "What company did Laemmle found in June 1909?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959d2671fccb480dacb1b9a5a537ca38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soon, Laemmle and other disgruntled nickelodeon owners decided to avoid paying Edison by producing their own pictures. In June 1909, Laemmle started the Yankee Film Company with partners Abe Stern and Julius Stern. That company quickly evolved into the Independent Moving Pictures Company (IMP), with studios in Fort Lee, New Jersey, where many early films in America's first motion picture industry were produced in the early 20th century. Laemmle broke with Edison's custom of refusing to give billing and screen credits to performers. By naming the movie stars, he attracted many of the leading players of the time, contributing to the creation of the star system. In 1910, he promoted Florence Lawrence, formerly known as \"The Biograph Girl\", and actor King Baggot, in what may be the first instance of a studio using stars in its marketing.", "targets": "Who were Laemmle's business partners in the Yankee Film Company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959d2671fccb480dacb1b9a5a537ca38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soon, Laemmle and other disgruntled nickelodeon owners decided to avoid paying Edison by producing their own pictures. In June 1909, Laemmle started the Yankee Film Company with partners Abe Stern and Julius Stern. That company quickly evolved into the Independent Moving Pictures Company (IMP), with studios in Fort Lee, New Jersey, where many early films in America's first motion picture industry were produced in the early 20th century. Laemmle broke with Edison's custom of refusing to give billing and screen credits to performers. By naming the movie stars, he attracted many of the leading players of the time, contributing to the creation of the star system. In 1910, he promoted Florence Lawrence, formerly known as \"The Biograph Girl\", and actor King Baggot, in what may be the first instance of a studio using stars in its marketing.", "targets": "In what city and state was the Independent Moving Pictures Company based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959d2671fccb480dacb1b9a5a537ca38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soon, Laemmle and other disgruntled nickelodeon owners decided to avoid paying Edison by producing their own pictures. In June 1909, Laemmle started the Yankee Film Company with partners Abe Stern and Julius Stern. That company quickly evolved into the Independent Moving Pictures Company (IMP), with studios in Fort Lee, New Jersey, where many early films in America's first motion picture industry were produced in the early 20th century. Laemmle broke with Edison's custom of refusing to give billing and screen credits to performers. By naming the movie stars, he attracted many of the leading players of the time, contributing to the creation of the star system. In 1910, he promoted Florence Lawrence, formerly known as \"The Biograph Girl\", and actor King Baggot, in what may be the first instance of a studio using stars in its marketing.", "targets": "What was a nickname of Florence Lawrence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959d2671fccb480dacb1b9a5a537ca38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soon, Laemmle and other disgruntled nickelodeon owners decided to avoid paying Edison by producing their own pictures. In June 1909, Laemmle started the Yankee Film Company with partners Abe Stern and Julius Stern. That company quickly evolved into the Independent Moving Pictures Company (IMP), with studios in Fort Lee, New Jersey, where many early films in America's first motion picture industry were produced in the early 20th century. Laemmle broke with Edison's custom of refusing to give billing and screen credits to performers. By naming the movie stars, he attracted many of the leading players of the time, contributing to the creation of the star system. In 1910, he promoted Florence Lawrence, formerly known as \"The Biograph Girl\", and actor King Baggot, in what may be the first instance of a studio using stars in its marketing.", "targets": "What actor did Laemmle promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271cd4550e54ed99ae504366ed74742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When he became First Consul and later Emperor, Napoleon eschewed his general's uniform and habitually wore the simple green colonel uniform (non-Hussar) of a colonel of the Chasseur \u00e0 Cheval of the Imperial Guard, the regiment that often served as his personal escort, with a large bicorne. He also habitually wore (usually on Sundays) the blue uniform of a colonel of the Imperial Guard Foot Grenadiers (blue with white facings and red cuffs). He also wore his L\u00e9gion d'honneur star, medal and ribbon, and the Order of the Iron Crown decorations, white French-style culottes and white stockings. This was in contrast to the gorgeous and complex uniforms with many decorations of his marshals and those around him.", "targets": "After becoming First Consul, Napoleon typically wore the uniform of which rank, rather than general?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271cd4550e54ed99ae504366ed74742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When he became First Consul and later Emperor, Napoleon eschewed his general's uniform and habitually wore the simple green colonel uniform (non-Hussar) of a colonel of the Chasseur \u00e0 Cheval of the Imperial Guard, the regiment that often served as his personal escort, with a large bicorne. He also habitually wore (usually on Sundays) the blue uniform of a colonel of the Imperial Guard Foot Grenadiers (blue with white facings and red cuffs). He also wore his L\u00e9gion d'honneur star, medal and ribbon, and the Order of the Iron Crown decorations, white French-style culottes and white stockings. This was in contrast to the gorgeous and complex uniforms with many decorations of his marshals and those around him.", "targets": " What is the name of the regiment that frequently served as Napoleon's escort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271cd4550e54ed99ae504366ed74742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When he became First Consul and later Emperor, Napoleon eschewed his general's uniform and habitually wore the simple green colonel uniform (non-Hussar) of a colonel of the Chasseur \u00e0 Cheval of the Imperial Guard, the regiment that often served as his personal escort, with a large bicorne. He also habitually wore (usually on Sundays) the blue uniform of a colonel of the Imperial Guard Foot Grenadiers (blue with white facings and red cuffs). He also wore his L\u00e9gion d'honneur star, medal and ribbon, and the Order of the Iron Crown decorations, white French-style culottes and white stockings. This was in contrast to the gorgeous and complex uniforms with many decorations of his marshals and those around him.", "targets": "What color was the uniform that Napoleon usually wore on Sundays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271cd4550e54ed99ae504366ed74742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When he became First Consul and later Emperor, Napoleon eschewed his general's uniform and habitually wore the simple green colonel uniform (non-Hussar) of a colonel of the Chasseur \u00e0 Cheval of the Imperial Guard, the regiment that often served as his personal escort, with a large bicorne. He also habitually wore (usually on Sundays) the blue uniform of a colonel of the Imperial Guard Foot Grenadiers (blue with white facings and red cuffs). He also wore his L\u00e9gion d'honneur star, medal and ribbon, and the Order of the Iron Crown decorations, white French-style culottes and white stockings. This was in contrast to the gorgeous and complex uniforms with many decorations of his marshals and those around him.", "targets": "What color stockings did Napoleon usually wear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271cd4550e54ed99ae504366ed74742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When he became First Consul and later Emperor, Napoleon eschewed his general's uniform and habitually wore the simple green colonel uniform (non-Hussar) of a colonel of the Chasseur \u00e0 Cheval of the Imperial Guard, the regiment that often served as his personal escort, with a large bicorne. He also habitually wore (usually on Sundays) the blue uniform of a colonel of the Imperial Guard Foot Grenadiers (blue with white facings and red cuffs). He also wore his L\u00e9gion d'honneur star, medal and ribbon, and the Order of the Iron Crown decorations, white French-style culottes and white stockings. This was in contrast to the gorgeous and complex uniforms with many decorations of his marshals and those around him.", "targets": " What color culottes did Napoleon typically wear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d19bbcd45f42b8a103eabec57f2585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Apollo's role as a healer, his appellations included Acesius (/\u0259\u02c8si\u02d0\u0292\u0259s/ \u0259-SEE-zh\u0259s; \u1f08\u03ba\u03ad\u03c3\u03b9\u03bf\u03c2, Akesios, from \u1f04\u03ba\u03b5\u03c3\u03b9\u03c2, \"healing\"), Acestor (/\u0259\u02c8s\u025bst\u0259r/ \u0259-SES-t\u0259r; \u1f08\u03ba\u03ad\u03c3\u03c4\u03c9\u03c1, Akest\u014dr, literally \"healer\"), Paean (/\u02c8pi\u02d0\u0259n/ PEE-\u0259n; \u03a0\u03b1\u03b9\u03ac\u03bd, Pai\u0101n, from \u03c0\u03b1\u03af\u03b5\u03b9\u03bd, \"to touch\"),[citation needed] and Iatrus (/a\u026a\u02c8\u00e6tr\u0259s/ eye-AT-r\u0259s; \u1f38\u03b1\u03c4\u03c1\u03cc\u03c2, I\u0101tros, literally \"physician\"). Acesius was the epithet of Apollo worshipped in Elis, where he had a temple in the agora. The Romans referred to Apollo as Medicus (/\u02c8m\u025bd\u1d7bk\u0259s/ MED-i-k\u0259s; literally \"physician\" in Latin) in this respect. A temple was dedicated to Apollo Medicus at Rome, probably next to the temple of Bellona.", "targets": "What is the literal word for latrus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d19bbcd45f42b8a103eabec57f2585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Apollo's role as a healer, his appellations included Acesius (/\u0259\u02c8si\u02d0\u0292\u0259s/ \u0259-SEE-zh\u0259s; \u1f08\u03ba\u03ad\u03c3\u03b9\u03bf\u03c2, Akesios, from \u1f04\u03ba\u03b5\u03c3\u03b9\u03c2, \"healing\"), Acestor (/\u0259\u02c8s\u025bst\u0259r/ \u0259-SES-t\u0259r; \u1f08\u03ba\u03ad\u03c3\u03c4\u03c9\u03c1, Akest\u014dr, literally \"healer\"), Paean (/\u02c8pi\u02d0\u0259n/ PEE-\u0259n; \u03a0\u03b1\u03b9\u03ac\u03bd, Pai\u0101n, from \u03c0\u03b1\u03af\u03b5\u03b9\u03bd, \"to touch\"),[citation needed] and Iatrus (/a\u026a\u02c8\u00e6tr\u0259s/ eye-AT-r\u0259s; \u1f38\u03b1\u03c4\u03c1\u03cc\u03c2, I\u0101tros, literally \"physician\"). Acesius was the epithet of Apollo worshipped in Elis, where he had a temple in the agora. The Romans referred to Apollo as Medicus (/\u02c8m\u025bd\u1d7bk\u0259s/ MED-i-k\u0259s; literally \"physician\" in Latin) in this respect. A temple was dedicated to Apollo Medicus at Rome, probably next to the temple of Bellona.", "targets": "Where did Apollo have a temple in the agora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d19bbcd45f42b8a103eabec57f2585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Apollo's role as a healer, his appellations included Acesius (/\u0259\u02c8si\u02d0\u0292\u0259s/ \u0259-SEE-zh\u0259s; \u1f08\u03ba\u03ad\u03c3\u03b9\u03bf\u03c2, Akesios, from \u1f04\u03ba\u03b5\u03c3\u03b9\u03c2, \"healing\"), Acestor (/\u0259\u02c8s\u025bst\u0259r/ \u0259-SES-t\u0259r; \u1f08\u03ba\u03ad\u03c3\u03c4\u03c9\u03c1, Akest\u014dr, literally \"healer\"), Paean (/\u02c8pi\u02d0\u0259n/ PEE-\u0259n; \u03a0\u03b1\u03b9\u03ac\u03bd, Pai\u0101n, from \u03c0\u03b1\u03af\u03b5\u03b9\u03bd, \"to touch\"),[citation needed] and Iatrus (/a\u026a\u02c8\u00e6tr\u0259s/ eye-AT-r\u0259s; \u1f38\u03b1\u03c4\u03c1\u03cc\u03c2, I\u0101tros, literally \"physician\"). Acesius was the epithet of Apollo worshipped in Elis, where he had a temple in the agora. The Romans referred to Apollo as Medicus (/\u02c8m\u025bd\u1d7bk\u0259s/ MED-i-k\u0259s; literally \"physician\" in Latin) in this respect. A temple was dedicated to Apollo Medicus at Rome, probably next to the temple of Bellona.", "targets": "Where was a temple dedicated to Apollo Medicus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d19bbcd45f42b8a103eabec57f2585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Apollo's role as a healer, his appellations included Acesius (/\u0259\u02c8si\u02d0\u0292\u0259s/ \u0259-SEE-zh\u0259s; \u1f08\u03ba\u03ad\u03c3\u03b9\u03bf\u03c2, Akesios, from \u1f04\u03ba\u03b5\u03c3\u03b9\u03c2, \"healing\"), Acestor (/\u0259\u02c8s\u025bst\u0259r/ \u0259-SES-t\u0259r; \u1f08\u03ba\u03ad\u03c3\u03c4\u03c9\u03c1, Akest\u014dr, literally \"healer\"), Paean (/\u02c8pi\u02d0\u0259n/ PEE-\u0259n; \u03a0\u03b1\u03b9\u03ac\u03bd, Pai\u0101n, from \u03c0\u03b1\u03af\u03b5\u03b9\u03bd, \"to touch\"),[citation needed] and Iatrus (/a\u026a\u02c8\u00e6tr\u0259s/ eye-AT-r\u0259s; \u1f38\u03b1\u03c4\u03c1\u03cc\u03c2, I\u0101tros, literally \"physician\"). Acesius was the epithet of Apollo worshipped in Elis, where he had a temple in the agora. The Romans referred to Apollo as Medicus (/\u02c8m\u025bd\u1d7bk\u0259s/ MED-i-k\u0259s; literally \"physician\" in Latin) in this respect. A temple was dedicated to Apollo Medicus at Rome, probably next to the temple of Bellona.", "targets": "What is the literal meaning of \"healer?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc58dafbe4d24c58bc0e055ebf8125b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war had removed Bermuda's primary trading partners, the American colonies, from the empire, and dealt a harsh blow to Bermuda's merchant shipping trade. This also suffered due to the deforestation of Bermuda, as well as the advent of metal ships and steam propulsion, for which it did not have raw materials. During the course of the following War of 1812, the primary market for Bermuda's salt disappeared as the Americans developed their own sources. Control of the Turks had passed to the Bahamas in 1819.", "targets": "Who was Bermuda's main trading partner before the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc58dafbe4d24c58bc0e055ebf8125b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war had removed Bermuda's primary trading partners, the American colonies, from the empire, and dealt a harsh blow to Bermuda's merchant shipping trade. This also suffered due to the deforestation of Bermuda, as well as the advent of metal ships and steam propulsion, for which it did not have raw materials. During the course of the following War of 1812, the primary market for Bermuda's salt disappeared as the Americans developed their own sources. Control of the Turks had passed to the Bahamas in 1819.", "targets": "What is a factor that hurt Bermuda's merchant shipping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc58dafbe4d24c58bc0e055ebf8125b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war had removed Bermuda's primary trading partners, the American colonies, from the empire, and dealt a harsh blow to Bermuda's merchant shipping trade. This also suffered due to the deforestation of Bermuda, as well as the advent of metal ships and steam propulsion, for which it did not have raw materials. During the course of the following War of 1812, the primary market for Bermuda's salt disappeared as the Americans developed their own sources. Control of the Turks had passed to the Bahamas in 1819.", "targets": "Why didn't Bermuda produce metal ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc58dafbe4d24c58bc0e055ebf8125b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war had removed Bermuda's primary trading partners, the American colonies, from the empire, and dealt a harsh blow to Bermuda's merchant shipping trade. This also suffered due to the deforestation of Bermuda, as well as the advent of metal ships and steam propulsion, for which it did not have raw materials. During the course of the following War of 1812, the primary market for Bermuda's salt disappeared as the Americans developed their own sources. Control of the Turks had passed to the Bahamas in 1819.", "targets": "Why did the need for Bermuda's salt diminish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd50f2fd96e4c479e99c7e568cf871a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A molecule of dietary fat typically consists of several fatty acids (containing long chains of carbon and hydrogen atoms), bonded to a glycerol. They are typically found as triglycerides (three fatty acids attached to one glycerol backbone). Fats may be classified as saturated or unsaturated depending on the detailed structure of the fatty acids involved. Saturated fats have all of the carbon atoms in their fatty acid chains bonded to hydrogen atoms, whereas unsaturated fats have some of these carbon atoms double-bonded, so their molecules have relatively fewer hydrogen atoms than a saturated fatty acid of the same length. Unsaturated fats may be further classified as monounsaturated (one double-bond) or polyunsaturated (many double-bonds). Furthermore, depending on the location of the double-bond in the fatty acid chain, unsaturated fatty acids are classified as omega-3 or omega-6 fatty acids. Trans fats are a type of unsaturated fat with trans-isomer bonds; these are rare in nature and in foods from natural sources; they are typically created in an industrial process called (partial) hydrogenation. There are nine kilocalories in each gram of fat. Fatty acids such as conjugated linoleic acid, catalpic acid, eleostearic acid and punicic acid, in addition to providing energy, represent potent immune modulatory molecules.", "targets": "Dietary fat can be said to consist of fatty acids bonded to which molecule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd50f2fd96e4c479e99c7e568cf871a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A molecule of dietary fat typically consists of several fatty acids (containing long chains of carbon and hydrogen atoms), bonded to a glycerol. They are typically found as triglycerides (three fatty acids attached to one glycerol backbone). Fats may be classified as saturated or unsaturated depending on the detailed structure of the fatty acids involved. Saturated fats have all of the carbon atoms in their fatty acid chains bonded to hydrogen atoms, whereas unsaturated fats have some of these carbon atoms double-bonded, so their molecules have relatively fewer hydrogen atoms than a saturated fatty acid of the same length. Unsaturated fats may be further classified as monounsaturated (one double-bond) or polyunsaturated (many double-bonds). Furthermore, depending on the location of the double-bond in the fatty acid chain, unsaturated fatty acids are classified as omega-3 or omega-6 fatty acids. Trans fats are a type of unsaturated fat with trans-isomer bonds; these are rare in nature and in foods from natural sources; they are typically created in an industrial process called (partial) hydrogenation. There are nine kilocalories in each gram of fat. Fatty acids such as conjugated linoleic acid, catalpic acid, eleostearic acid and punicic acid, in addition to providing energy, represent potent immune modulatory molecules.", "targets": "How many glycerol backbones does a triglyceride contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd50f2fd96e4c479e99c7e568cf871a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A molecule of dietary fat typically consists of several fatty acids (containing long chains of carbon and hydrogen atoms), bonded to a glycerol. They are typically found as triglycerides (three fatty acids attached to one glycerol backbone). Fats may be classified as saturated or unsaturated depending on the detailed structure of the fatty acids involved. Saturated fats have all of the carbon atoms in their fatty acid chains bonded to hydrogen atoms, whereas unsaturated fats have some of these carbon atoms double-bonded, so their molecules have relatively fewer hydrogen atoms than a saturated fatty acid of the same length. Unsaturated fats may be further classified as monounsaturated (one double-bond) or polyunsaturated (many double-bonds). Furthermore, depending on the location of the double-bond in the fatty acid chain, unsaturated fatty acids are classified as omega-3 or omega-6 fatty acids. Trans fats are a type of unsaturated fat with trans-isomer bonds; these are rare in nature and in foods from natural sources; they are typically created in an industrial process called (partial) hydrogenation. There are nine kilocalories in each gram of fat. Fatty acids such as conjugated linoleic acid, catalpic acid, eleostearic acid and punicic acid, in addition to providing energy, represent potent immune modulatory molecules.", "targets": "What needs to be examined to determine whether a fat can be classified as saturated or unsaturated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd50f2fd96e4c479e99c7e568cf871a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A molecule of dietary fat typically consists of several fatty acids (containing long chains of carbon and hydrogen atoms), bonded to a glycerol. They are typically found as triglycerides (three fatty acids attached to one glycerol backbone). Fats may be classified as saturated or unsaturated depending on the detailed structure of the fatty acids involved. Saturated fats have all of the carbon atoms in their fatty acid chains bonded to hydrogen atoms, whereas unsaturated fats have some of these carbon atoms double-bonded, so their molecules have relatively fewer hydrogen atoms than a saturated fatty acid of the same length. Unsaturated fats may be further classified as monounsaturated (one double-bond) or polyunsaturated (many double-bonds). Furthermore, depending on the location of the double-bond in the fatty acid chain, unsaturated fatty acids are classified as omega-3 or omega-6 fatty acids. Trans fats are a type of unsaturated fat with trans-isomer bonds; these are rare in nature and in foods from natural sources; they are typically created in an industrial process called (partial) hydrogenation. There are nine kilocalories in each gram of fat. Fatty acids such as conjugated linoleic acid, catalpic acid, eleostearic acid and punicic acid, in addition to providing energy, represent potent immune modulatory molecules.", "targets": "Which element is present that is bonded to all of the carbons in a saturated fat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd50f2fd96e4c479e99c7e568cf871a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A molecule of dietary fat typically consists of several fatty acids (containing long chains of carbon and hydrogen atoms), bonded to a glycerol. They are typically found as triglycerides (three fatty acids attached to one glycerol backbone). Fats may be classified as saturated or unsaturated depending on the detailed structure of the fatty acids involved. Saturated fats have all of the carbon atoms in their fatty acid chains bonded to hydrogen atoms, whereas unsaturated fats have some of these carbon atoms double-bonded, so their molecules have relatively fewer hydrogen atoms than a saturated fatty acid of the same length. Unsaturated fats may be further classified as monounsaturated (one double-bond) or polyunsaturated (many double-bonds). Furthermore, depending on the location of the double-bond in the fatty acid chain, unsaturated fatty acids are classified as omega-3 or omega-6 fatty acids. Trans fats are a type of unsaturated fat with trans-isomer bonds; these are rare in nature and in foods from natural sources; they are typically created in an industrial process called (partial) hydrogenation. There are nine kilocalories in each gram of fat. Fatty acids such as conjugated linoleic acid, catalpic acid, eleostearic acid and punicic acid, in addition to providing energy, represent potent immune modulatory molecules.", "targets": "What kind of fat can a trans fat be categorized as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4288541f7755400cab913062bc2b5166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her mature artistic statement was visible in True Blue (1986) and Like a Prayer (1989). In True Blue, she incorporated classical music in order to engage an older audience who had been skeptical of her music. Like a Prayer introduced live recorded songs and incorporated different genres of music, including dance, funk, R&B and gospel music. Her versatility was further shown on I'm Breathless, which consists predominantly of the 1940s Broadway showtune-flavoured jazz, swing and big band tracks. Madonna continued to compose ballads and uptempo dance songs for Erotica (1992) and Bedtime Stories (1994). Both albums explored element of new jack swing, with Jim Farber from Entertainment Weekly saying that \"she could actually be viewed as new jack swing's godmother.\" She tried to remain contemporary by incorporating samples, drum loops and hip hop into her music. With Ray of Light, Madonna brought electronic music from its underground status into massive popularity in mainstream music scene.", "targets": "Which 2 album show Madonna's artistic statement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4288541f7755400cab913062bc2b5166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her mature artistic statement was visible in True Blue (1986) and Like a Prayer (1989). In True Blue, she incorporated classical music in order to engage an older audience who had been skeptical of her music. Like a Prayer introduced live recorded songs and incorporated different genres of music, including dance, funk, R&B and gospel music. Her versatility was further shown on I'm Breathless, which consists predominantly of the 1940s Broadway showtune-flavoured jazz, swing and big band tracks. Madonna continued to compose ballads and uptempo dance songs for Erotica (1992) and Bedtime Stories (1994). Both albums explored element of new jack swing, with Jim Farber from Entertainment Weekly saying that \"she could actually be viewed as new jack swing's godmother.\" She tried to remain contemporary by incorporating samples, drum loops and hip hop into her music. With Ray of Light, Madonna brought electronic music from its underground status into massive popularity in mainstream music scene.", "targets": "True Blue has what type of music Incorporated in it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4288541f7755400cab913062bc2b5166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her mature artistic statement was visible in True Blue (1986) and Like a Prayer (1989). In True Blue, she incorporated classical music in order to engage an older audience who had been skeptical of her music. Like a Prayer introduced live recorded songs and incorporated different genres of music, including dance, funk, R&B and gospel music. Her versatility was further shown on I'm Breathless, which consists predominantly of the 1940s Broadway showtune-flavoured jazz, swing and big band tracks. Madonna continued to compose ballads and uptempo dance songs for Erotica (1992) and Bedtime Stories (1994). Both albums explored element of new jack swing, with Jim Farber from Entertainment Weekly saying that \"she could actually be viewed as new jack swing's godmother.\" She tried to remain contemporary by incorporating samples, drum loops and hip hop into her music. With Ray of Light, Madonna brought electronic music from its underground status into massive popularity in mainstream music scene.", "targets": "Which 2 albums explored the New Lack Swing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4288541f7755400cab913062bc2b5166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her mature artistic statement was visible in True Blue (1986) and Like a Prayer (1989). In True Blue, she incorporated classical music in order to engage an older audience who had been skeptical of her music. Like a Prayer introduced live recorded songs and incorporated different genres of music, including dance, funk, R&B and gospel music. Her versatility was further shown on I'm Breathless, which consists predominantly of the 1940s Broadway showtune-flavoured jazz, swing and big band tracks. Madonna continued to compose ballads and uptempo dance songs for Erotica (1992) and Bedtime Stories (1994). Both albums explored element of new jack swing, with Jim Farber from Entertainment Weekly saying that \"she could actually be viewed as new jack swing's godmother.\" She tried to remain contemporary by incorporating samples, drum loops and hip hop into her music. With Ray of Light, Madonna brought electronic music from its underground status into massive popularity in mainstream music scene.", "targets": "Madonna brought which type of music to mainstream with Ray of Light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fcd5d57d5e147e5b4fab00525f342ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible that other distinct dialect groups were already in existence during this period. Good candidates are the hypothethical ancestor languages of Alanian/Scytho-Sarmatian subgroup of Scythian in the far northwest; and the hypothetical \"Old Parthian\" (the Old Iranian ancestor of Parthian) in the near northwest, where original *dw > *b (paralleling the development of *\u0107w).", "targets": "What may have also been in use at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fcd5d57d5e147e5b4fab00525f342ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible that other distinct dialect groups were already in existence during this period. Good candidates are the hypothethical ancestor languages of Alanian/Scytho-Sarmatian subgroup of Scythian in the far northwest; and the hypothetical \"Old Parthian\" (the Old Iranian ancestor of Parthian) in the near northwest, where original *dw > *b (paralleling the development of *\u0107w).", "targets": "Precursors of what subset of Scythian are theorized to have existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fcd5d57d5e147e5b4fab00525f342ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is possible that other distinct dialect groups were already in existence during this period. Good candidates are the hypothethical ancestor languages of Alanian/Scytho-Sarmatian subgroup of Scythian in the far northwest; and the hypothetical \"Old Parthian\" (the Old Iranian ancestor of Parthian) in the near northwest, where original *dw > *b (paralleling the development of *\u0107w).", "targets": "What possible predecessor of Pathian is thought to have existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edf305f889646b5afd097897640de28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2011 report, conducted in partnership with IDC and Ipsos Public Affairs, the BSA stated: \"Over half of the world's personal computer users \u2013 57 percent \u2013 admit to pirating software.\" The ninth annual \"BSA Global Software Piracy Study\" claims that the \"commercial value of this shadow market of pirated software\" was worth US$63.4 billion in 2011, with the highest commercial value of pirated PC software existent in the U.S. during that time period (US$9,773,000). According to the 2011 study, Zimbabwe was the nation with the highest piracy rate, at 92%, while the lowest piracy rate was present in the U.S., at 19%.", "targets": "Who else did the BSA issues a report in 2011 with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edf305f889646b5afd097897640de28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2011 report, conducted in partnership with IDC and Ipsos Public Affairs, the BSA stated: \"Over half of the world's personal computer users \u2013 57 percent \u2013 admit to pirating software.\" The ninth annual \"BSA Global Software Piracy Study\" claims that the \"commercial value of this shadow market of pirated software\" was worth US$63.4 billion in 2011, with the highest commercial value of pirated PC software existent in the U.S. during that time period (US$9,773,000). According to the 2011 study, Zimbabwe was the nation with the highest piracy rate, at 92%, while the lowest piracy rate was present in the U.S., at 19%.", "targets": "What percentage of people admit to pirating software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edf305f889646b5afd097897640de28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2011 report, conducted in partnership with IDC and Ipsos Public Affairs, the BSA stated: \"Over half of the world's personal computer users \u2013 57 percent \u2013 admit to pirating software.\" The ninth annual \"BSA Global Software Piracy Study\" claims that the \"commercial value of this shadow market of pirated software\" was worth US$63.4 billion in 2011, with the highest commercial value of pirated PC software existent in the U.S. during that time period (US$9,773,000). According to the 2011 study, Zimbabwe was the nation with the highest piracy rate, at 92%, while the lowest piracy rate was present in the U.S., at 19%.", "targets": "What was the commercial value of pirated software in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edf305f889646b5afd097897640de28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2011 report, conducted in partnership with IDC and Ipsos Public Affairs, the BSA stated: \"Over half of the world's personal computer users \u2013 57 percent \u2013 admit to pirating software.\" The ninth annual \"BSA Global Software Piracy Study\" claims that the \"commercial value of this shadow market of pirated software\" was worth US$63.4 billion in 2011, with the highest commercial value of pirated PC software existent in the U.S. during that time period (US$9,773,000). According to the 2011 study, Zimbabwe was the nation with the highest piracy rate, at 92%, while the lowest piracy rate was present in the U.S., at 19%.", "targets": "What nation had the higest piracy rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2edf305f889646b5afd097897640de28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2011 report, conducted in partnership with IDC and Ipsos Public Affairs, the BSA stated: \"Over half of the world's personal computer users \u2013 57 percent \u2013 admit to pirating software.\" The ninth annual \"BSA Global Software Piracy Study\" claims that the \"commercial value of this shadow market of pirated software\" was worth US$63.4 billion in 2011, with the highest commercial value of pirated PC software existent in the U.S. during that time period (US$9,773,000). According to the 2011 study, Zimbabwe was the nation with the highest piracy rate, at 92%, while the lowest piracy rate was present in the U.S., at 19%.", "targets": "What was the U.S.'s piracy rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d92a2332f244216a00d0de0ac47e610", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roads in the US have been paved with materials that include asphalt/bitumen since at least 1870, when a street in front of the Newark, NJ City Hall was paved. In many cases, these early pavings were made from naturally occurring \"bituminous rock\", such as at Ritchie Mines in Macfarlan in Ritchie County, West Virginia from 1852 to 1873. In 1876, asphalt-based paving was used to pave Pennsylvania Avenue in Washington, DC, in time for the celebration of the national centennial. Asphalt/bitumen was also used for flooring, paving and waterproofing of baths and swimming pools during the early 20th century, following similar trends in Europe.", "targets": "Since what date has asphalt been used for road paving in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d92a2332f244216a00d0de0ac47e610", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roads in the US have been paved with materials that include asphalt/bitumen since at least 1870, when a street in front of the Newark, NJ City Hall was paved. In many cases, these early pavings were made from naturally occurring \"bituminous rock\", such as at Ritchie Mines in Macfarlan in Ritchie County, West Virginia from 1852 to 1873. In 1876, asphalt-based paving was used to pave Pennsylvania Avenue in Washington, DC, in time for the celebration of the national centennial. Asphalt/bitumen was also used for flooring, paving and waterproofing of baths and swimming pools during the early 20th century, following similar trends in Europe.", "targets": "In front of what NJ building was the street paved with asphalt in 1870?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d92a2332f244216a00d0de0ac47e610", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roads in the US have been paved with materials that include asphalt/bitumen since at least 1870, when a street in front of the Newark, NJ City Hall was paved. In many cases, these early pavings were made from naturally occurring \"bituminous rock\", such as at Ritchie Mines in Macfarlan in Ritchie County, West Virginia from 1852 to 1873. In 1876, asphalt-based paving was used to pave Pennsylvania Avenue in Washington, DC, in time for the celebration of the national centennial. Asphalt/bitumen was also used for flooring, paving and waterproofing of baths and swimming pools during the early 20th century, following similar trends in Europe.", "targets": "What natural substance was used in early road pavings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d92a2332f244216a00d0de0ac47e610", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roads in the US have been paved with materials that include asphalt/bitumen since at least 1870, when a street in front of the Newark, NJ City Hall was paved. In many cases, these early pavings were made from naturally occurring \"bituminous rock\", such as at Ritchie Mines in Macfarlan in Ritchie County, West Virginia from 1852 to 1873. In 1876, asphalt-based paving was used to pave Pennsylvania Avenue in Washington, DC, in time for the celebration of the national centennial. Asphalt/bitumen was also used for flooring, paving and waterproofing of baths and swimming pools during the early 20th century, following similar trends in Europe.", "targets": "From what Virginia  mines was asphalt obtained for early street pavings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d92a2332f244216a00d0de0ac47e610", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roads in the US have been paved with materials that include asphalt/bitumen since at least 1870, when a street in front of the Newark, NJ City Hall was paved. In many cases, these early pavings were made from naturally occurring \"bituminous rock\", such as at Ritchie Mines in Macfarlan in Ritchie County, West Virginia from 1852 to 1873. In 1876, asphalt-based paving was used to pave Pennsylvania Avenue in Washington, DC, in time for the celebration of the national centennial. Asphalt/bitumen was also used for flooring, paving and waterproofing of baths and swimming pools during the early 20th century, following similar trends in Europe.", "targets": "For what purpose was asphalt used in swimming pools and baths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Which bridges were shut down because of filming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Which organization provided water for weather effects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Which river was used in some of the shoots taking place in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Where is MI6 based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Filming closed which two bridges in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Who helped the filmakers simulate rain while shooting in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Where were the scenes of Ralph Fiennes in a restaurant shot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53f43c4133d40048d87675da0058d94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A brief shoot at London's City Hall was filmed on 18 April 2015, while Mendes was on location. On 17 May 2015 filming took place on the Thames in London. Stunt scenes involving Craig and Seydoux on a speedboat as well as a low flying helicopter near Westminster Bridge were shot at night, with filming temporarily closing both Westminster and Lambeth Bridges. Scenes were also shot on the river near MI6's headquarters at Vauxhall Cross. The crew returned to the river less than a week later to film scenes solely set on Westminster Bridge. The London Fire Brigade was on set to simulate rain as well as monitor smoke used for filming. Craig, Seydoux, and Waltz, as well as Harris and Fiennes, were seen being filmed. Prior to this, scenes involving Fiennes were shot at a restaurant in Covent Garden. Filming then took place in Trafalgar Square. In early June, the crew, as well as Craig, Seydoux, and Waltz, returned to the Thames for a final time to continue filming scenes previously shot on the river.", "targets": "Where stunt scenes on the Thames shot during the day or the night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bbb889e5c5b4bf4b2182adcf2a3a33e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soviet propaganda and representatives went to great lengths to minimize the importance of the fact that they had opposed and fought against the Nazis in various ways for a decade prior to signing the Pact. Upon signing the pact, Molotov tried to reassure the Germans of his good intentions by commenting to journalists that \"fascism is a matter of taste\". For its part, Nazi Germany also did a public volte-face regarding its virulent opposition to the Soviet Union, though Hitler still viewed an attack on the Soviet Union as \"inevitable\".[citation needed]", "targets": "Who downplayed the contrast and recent past history between German and the Soviets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bbb889e5c5b4bf4b2182adcf2a3a33e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soviet propaganda and representatives went to great lengths to minimize the importance of the fact that they had opposed and fought against the Nazis in various ways for a decade prior to signing the Pact. Upon signing the pact, Molotov tried to reassure the Germans of his good intentions by commenting to journalists that \"fascism is a matter of taste\". For its part, Nazi Germany also did a public volte-face regarding its virulent opposition to the Soviet Union, though Hitler still viewed an attack on the Soviet Union as \"inevitable\".[citation needed]", "targets": "How long did the anti-Nazi propaganda machine run before the pact-signing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bbb889e5c5b4bf4b2182adcf2a3a33e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Soviet propaganda and representatives went to great lengths to minimize the importance of the fact that they had opposed and fought against the Nazis in various ways for a decade prior to signing the Pact. Upon signing the pact, Molotov tried to reassure the Germans of his good intentions by commenting to journalists that \"fascism is a matter of taste\". For its part, Nazi Germany also did a public volte-face regarding its virulent opposition to the Soviet Union, though Hitler still viewed an attack on the Soviet Union as \"inevitable\".[citation needed]", "targets": "A war with the USSR was considered certain according to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13e2ccca60714568b1a38956494f8117", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby union is the national sport in Samoa and the national team, nicknamed the Manu Samoa, is consistently competitive against teams from vastly more populous nations. Samoa has competed at every Rugby World Cup since 1991, and made the quarter finals in 1991, 1995 and the second round of the 1999 world cup. At the 2003 world cup, Manu Samoa came close to beating eventual world champions, England. Samoa also played in the Pacific Nations Cup and the Pacific Tri-Nations The sport is governed by the Samoa Rugby Football Union, who are members of the Pacific Islands Rugby Alliance, and thus, also contribute to the international Pacific Islanders rugby union team.", "targets": "What do Samoans affectionately call their national rugby team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13e2ccca60714568b1a38956494f8117", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby union is the national sport in Samoa and the national team, nicknamed the Manu Samoa, is consistently competitive against teams from vastly more populous nations. Samoa has competed at every Rugby World Cup since 1991, and made the quarter finals in 1991, 1995 and the second round of the 1999 world cup. At the 2003 world cup, Manu Samoa came close to beating eventual world champions, England. Samoa also played in the Pacific Nations Cup and the Pacific Tri-Nations The sport is governed by the Samoa Rugby Football Union, who are members of the Pacific Islands Rugby Alliance, and thus, also contribute to the international Pacific Islanders rugby union team.", "targets": "The Samoan team hasn't missed a Rugby World Cup since what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13e2ccca60714568b1a38956494f8117", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby union is the national sport in Samoa and the national team, nicknamed the Manu Samoa, is consistently competitive against teams from vastly more populous nations. Samoa has competed at every Rugby World Cup since 1991, and made the quarter finals in 1991, 1995 and the second round of the 1999 world cup. At the 2003 world cup, Manu Samoa came close to beating eventual world champions, England. Samoa also played in the Pacific Nations Cup and the Pacific Tri-Nations The sport is governed by the Samoa Rugby Football Union, who are members of the Pacific Islands Rugby Alliance, and thus, also contribute to the international Pacific Islanders rugby union team.", "targets": "What organization governs the Samoan rugby team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13e2ccca60714568b1a38956494f8117", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby union is the national sport in Samoa and the national team, nicknamed the Manu Samoa, is consistently competitive against teams from vastly more populous nations. Samoa has competed at every Rugby World Cup since 1991, and made the quarter finals in 1991, 1995 and the second round of the 1999 world cup. At the 2003 world cup, Manu Samoa came close to beating eventual world champions, England. Samoa also played in the Pacific Nations Cup and the Pacific Tri-Nations The sport is governed by the Samoa Rugby Football Union, who are members of the Pacific Islands Rugby Alliance, and thus, also contribute to the international Pacific Islanders rugby union team.", "targets": "What team that went on to become World Cup champions was almost bested by Manu Samoa in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13e2ccca60714568b1a38956494f8117", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby union is the national sport in Samoa and the national team, nicknamed the Manu Samoa, is consistently competitive against teams from vastly more populous nations. Samoa has competed at every Rugby World Cup since 1991, and made the quarter finals in 1991, 1995 and the second round of the 1999 world cup. At the 2003 world cup, Manu Samoa came close to beating eventual world champions, England. Samoa also played in the Pacific Nations Cup and the Pacific Tri-Nations The sport is governed by the Samoa Rugby Football Union, who are members of the Pacific Islands Rugby Alliance, and thus, also contribute to the international Pacific Islanders rugby union team.", "targets": "In what year did Manu Samoa make it to the second round of the World Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3c493fd7df4344ad3c502ee3241ec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is biostatic, meaning bacteria will not grow on it. For this reason it has long been used to line parts of ships to protect against barnacles and mussels. It was originally used pure, but has since been superseded by Muntz metal. Similarly, as discussed in copper alloys in aquaculture, copper alloys have become important netting materials in the aquaculture industry because they are antimicrobial and prevent biofouling, even in extreme conditions and have strong structural and corrosion-resistant properties in marine environments.", "targets": "What word means that bacteria won't grow on a substrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3c493fd7df4344ad3c502ee3241ec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is biostatic, meaning bacteria will not grow on it. For this reason it has long been used to line parts of ships to protect against barnacles and mussels. It was originally used pure, but has since been superseded by Muntz metal. Similarly, as discussed in copper alloys in aquaculture, copper alloys have become important netting materials in the aquaculture industry because they are antimicrobial and prevent biofouling, even in extreme conditions and have strong structural and corrosion-resistant properties in marine environments.", "targets": "What has pure copper been replaced with in the building of ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3c493fd7df4344ad3c502ee3241ec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is biostatic, meaning bacteria will not grow on it. For this reason it has long been used to line parts of ships to protect against barnacles and mussels. It was originally used pure, but has since been superseded by Muntz metal. Similarly, as discussed in copper alloys in aquaculture, copper alloys have become important netting materials in the aquaculture industry because they are antimicrobial and prevent biofouling, even in extreme conditions and have strong structural and corrosion-resistant properties in marine environments.", "targets": "Because of copper's biostatic properties where is a common use for copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3c493fd7df4344ad3c502ee3241ec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is biostatic, meaning bacteria will not grow on it. For this reason it has long been used to line parts of ships to protect against barnacles and mussels. It was originally used pure, but has since been superseded by Muntz metal. Similarly, as discussed in copper alloys in aquaculture, copper alloys have become important netting materials in the aquaculture industry because they are antimicrobial and prevent biofouling, even in extreme conditions and have strong structural and corrosion-resistant properties in marine environments.", "targets": "In the aquaculture industry what is copper alloys commonly used to make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3c493fd7df4344ad3c502ee3241ec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is biostatic, meaning bacteria will not grow on it. For this reason it has long been used to line parts of ships to protect against barnacles and mussels. It was originally used pure, but has since been superseded by Muntz metal. Similarly, as discussed in copper alloys in aquaculture, copper alloys have become important netting materials in the aquaculture industry because they are antimicrobial and prevent biofouling, even in extreme conditions and have strong structural and corrosion-resistant properties in marine environments.", "targets": "Name a property that makes copper a good material to use in marine environments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cac2653474854a0b8d0d0499ec97cc73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 26, 1496 King John I Albert granted the Privilege of Piotrk\u00f3w (Polish: \"Przywilej piotrkowski\", \"konstytucja piotrkowska\" or \"statuty piotrkowskie\"), increasing the nobility's feudal power over serfs. It bound the peasant to the land, as only one son (not the eldest) was permitted to leave the village; townsfolk (Polish: \"mieszcza\u0144stwo\") were prohibited from owning land; and positions in the Church hierarchy could be given only to nobles.", "targets": "Who granted the privilege of Piotrkow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cac2653474854a0b8d0d0499ec97cc73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 26, 1496 King John I Albert granted the Privilege of Piotrk\u00f3w (Polish: \"Przywilej piotrkowski\", \"konstytucja piotrkowska\" or \"statuty piotrkowskie\"), increasing the nobility's feudal power over serfs. It bound the peasant to the land, as only one son (not the eldest) was permitted to leave the village; townsfolk (Polish: \"mieszcza\u0144stwo\") were prohibited from owning land; and positions in the Church hierarchy could be given only to nobles.", "targets": "Privilege of Piotrkow was granted when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cac2653474854a0b8d0d0499ec97cc73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 26, 1496 King John I Albert granted the Privilege of Piotrk\u00f3w (Polish: \"Przywilej piotrkowski\", \"konstytucja piotrkowska\" or \"statuty piotrkowskie\"), increasing the nobility's feudal power over serfs. It bound the peasant to the land, as only one son (not the eldest) was permitted to leave the village; townsfolk (Polish: \"mieszcza\u0144stwo\") were prohibited from owning land; and positions in the Church hierarchy could be given only to nobles.", "targets": "WHat happened to the nobilities feudal power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cac2653474854a0b8d0d0499ec97cc73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 26, 1496 King John I Albert granted the Privilege of Piotrk\u00f3w (Polish: \"Przywilej piotrkowski\", \"konstytucja piotrkowska\" or \"statuty piotrkowskie\"), increasing the nobility's feudal power over serfs. It bound the peasant to the land, as only one son (not the eldest) was permitted to leave the village; townsfolk (Polish: \"mieszcza\u0144stwo\") were prohibited from owning land; and positions in the Church hierarchy could be given only to nobles.", "targets": "Who was allowed to leave the village?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cac2653474854a0b8d0d0499ec97cc73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 26, 1496 King John I Albert granted the Privilege of Piotrk\u00f3w (Polish: \"Przywilej piotrkowski\", \"konstytucja piotrkowska\" or \"statuty piotrkowskie\"), increasing the nobility's feudal power over serfs. It bound the peasant to the land, as only one son (not the eldest) was permitted to leave the village; townsfolk (Polish: \"mieszcza\u0144stwo\") were prohibited from owning land; and positions in the Church hierarchy could be given only to nobles.", "targets": "What were the townsfolk prohibited from doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5b95dc6cc74fe29a7fec49e5f3110e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Ruskin, the aesthetic was of overriding significance. His work goes on to state that a building is not truly a work of architecture unless it is in some way \"adorned\". For Ruskin, a well-constructed, well-proportioned, functional building needed string courses or rustication, at the very least.", "targets": "Does Ruskin believe all buildings are works of architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5b95dc6cc74fe29a7fec49e5f3110e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Ruskin, the aesthetic was of overriding significance. His work goes on to state that a building is not truly a work of architecture unless it is in some way \"adorned\". For Ruskin, a well-constructed, well-proportioned, functional building needed string courses or rustication, at the very least.", "targets": "What was most significant in architecture according to Ruskin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5b95dc6cc74fe29a7fec49e5f3110e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Ruskin, the aesthetic was of overriding significance. His work goes on to state that a building is not truly a work of architecture unless it is in some way \"adorned\". For Ruskin, a well-constructed, well-proportioned, functional building needed string courses or rustication, at the very least.", "targets": "To be true architecture in Ruskin's opinion what should be done to a structure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5b95dc6cc74fe29a7fec49e5f3110e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Ruskin, the aesthetic was of overriding significance. His work goes on to state that a building is not truly a work of architecture unless it is in some way \"adorned\". For Ruskin, a well-constructed, well-proportioned, functional building needed string courses or rustication, at the very least.", "targets": "What features at minimum did Ruskin insist on for a building to be considered functional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eaff52b2ce845c9aa7d9dfedd83898c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than half of habitat for listed species is on non-federal property, owned by citizens, states, local governments, tribal governments and private organizations. Before the law was amended in 1982, a listed species could be taken only for scientific or research purposes. The amendment created a permit process to circumvent the take prohibition called a Habitat Conservation Plan or HCP to give incentives to non-federal land managers and private landowners to help protect listed and unlisted species, while allowing economic development that may harm (\"take\") the species.", "targets": "Who owns the majority of critical habitat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eaff52b2ce845c9aa7d9dfedd83898c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than half of habitat for listed species is on non-federal property, owned by citizens, states, local governments, tribal governments and private organizations. Before the law was amended in 1982, a listed species could be taken only for scientific or research purposes. The amendment created a permit process to circumvent the take prohibition called a Habitat Conservation Plan or HCP to give incentives to non-federal land managers and private landowners to help protect listed and unlisted species, while allowing economic development that may harm (\"take\") the species.", "targets": "What program gives incentives to private landowners to protect species on their land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eaff52b2ce845c9aa7d9dfedd83898c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More than half of habitat for listed species is on non-federal property, owned by citizens, states, local governments, tribal governments and private organizations. Before the law was amended in 1982, a listed species could be taken only for scientific or research purposes. The amendment created a permit process to circumvent the take prohibition called a Habitat Conservation Plan or HCP to give incentives to non-federal land managers and private landowners to help protect listed and unlisted species, while allowing economic development that may harm (\"take\") the species.", "targets": "Before the amendment in 1982, under what situations could a listed species be displaced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89321fe497024dd8a3ea9d70d53f0e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has a very active severe weather season from March through June, especially during April and May. Being in the center of what is colloquially referred to as Tornado Alley, it is prone to especially frequent and severe tornadoes, as well as very severe hailstorms and occasional derechoes. Tornadoes have occurred in every month of the year and a secondary smaller peak also occurs during autumn, especially October. The Oklahoma City metropolitan area is one of the most tornado-prone major cities in the world, with about 150 tornadoes striking within the city limits since 1890. Since the time weather records have been kept, Oklahoma City has been struck by thirteen violent tornadoes, eleven F/EF4s and two F/EF5. On May 3, 1999 parts of southern Oklahoma City and nearby suburban communities suffered from one of the most powerful tornadoes on record, an F5 on the Fujita scale, with wind speeds estimated by radar at 318 mph (510 km/h). On May 20, 2013, far southwest Oklahoma City, along with Newcastle and Moore, was hit again by a EF5 tornado; it was 0.5 to 1.3 miles (0.80 to 2.09 km) wide and killed 23 people. Less than two weeks later, on May 31, another outbreak affected the Oklahoma City area, including an EF1 and an EF0 within the city and a tornado several miles west of the city that was 2.6 miles (4.2 km) in width, the widest tornado ever recorded.", "targets": "When is Oklahoma city sever weather season begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89321fe497024dd8a3ea9d70d53f0e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has a very active severe weather season from March through June, especially during April and May. Being in the center of what is colloquially referred to as Tornado Alley, it is prone to especially frequent and severe tornadoes, as well as very severe hailstorms and occasional derechoes. Tornadoes have occurred in every month of the year and a secondary smaller peak also occurs during autumn, especially October. The Oklahoma City metropolitan area is one of the most tornado-prone major cities in the world, with about 150 tornadoes striking within the city limits since 1890. Since the time weather records have been kept, Oklahoma City has been struck by thirteen violent tornadoes, eleven F/EF4s and two F/EF5. On May 3, 1999 parts of southern Oklahoma City and nearby suburban communities suffered from one of the most powerful tornadoes on record, an F5 on the Fujita scale, with wind speeds estimated by radar at 318 mph (510 km/h). On May 20, 2013, far southwest Oklahoma City, along with Newcastle and Moore, was hit again by a EF5 tornado; it was 0.5 to 1.3 miles (0.80 to 2.09 km) wide and killed 23 people. Less than two weeks later, on May 31, another outbreak affected the Oklahoma City area, including an EF1 and an EF0 within the city and a tornado several miles west of the city that was 2.6 miles (4.2 km) in width, the widest tornado ever recorded.", "targets": "When does Oklahoma city sever weather season end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89321fe497024dd8a3ea9d70d53f0e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has a very active severe weather season from March through June, especially during April and May. Being in the center of what is colloquially referred to as Tornado Alley, it is prone to especially frequent and severe tornadoes, as well as very severe hailstorms and occasional derechoes. Tornadoes have occurred in every month of the year and a secondary smaller peak also occurs during autumn, especially October. The Oklahoma City metropolitan area is one of the most tornado-prone major cities in the world, with about 150 tornadoes striking within the city limits since 1890. Since the time weather records have been kept, Oklahoma City has been struck by thirteen violent tornadoes, eleven F/EF4s and two F/EF5. On May 3, 1999 parts of southern Oklahoma City and nearby suburban communities suffered from one of the most powerful tornadoes on record, an F5 on the Fujita scale, with wind speeds estimated by radar at 318 mph (510 km/h). On May 20, 2013, far southwest Oklahoma City, along with Newcastle and Moore, was hit again by a EF5 tornado; it was 0.5 to 1.3 miles (0.80 to 2.09 km) wide and killed 23 people. Less than two weeks later, on May 31, another outbreak affected the Oklahoma City area, including an EF1 and an EF0 within the city and a tornado several miles west of the city that was 2.6 miles (4.2 km) in width, the widest tornado ever recorded.", "targets": "Approximately How many tornadoes have reached the city limits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89321fe497024dd8a3ea9d70d53f0e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has a very active severe weather season from March through June, especially during April and May. Being in the center of what is colloquially referred to as Tornado Alley, it is prone to especially frequent and severe tornadoes, as well as very severe hailstorms and occasional derechoes. Tornadoes have occurred in every month of the year and a secondary smaller peak also occurs during autumn, especially October. The Oklahoma City metropolitan area is one of the most tornado-prone major cities in the world, with about 150 tornadoes striking within the city limits since 1890. Since the time weather records have been kept, Oklahoma City has been struck by thirteen violent tornadoes, eleven F/EF4s and two F/EF5. On May 3, 1999 parts of southern Oklahoma City and nearby suburban communities suffered from one of the most powerful tornadoes on record, an F5 on the Fujita scale, with wind speeds estimated by radar at 318 mph (510 km/h). On May 20, 2013, far southwest Oklahoma City, along with Newcastle and Moore, was hit again by a EF5 tornado; it was 0.5 to 1.3 miles (0.80 to 2.09 km) wide and killed 23 people. Less than two weeks later, on May 31, another outbreak affected the Oklahoma City area, including an EF1 and an EF0 within the city and a tornado several miles west of the city that was 2.6 miles (4.2 km) in width, the widest tornado ever recorded.", "targets": "How wide was the widest tornado ever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3f7b6491964fd4ad53d358a689f01b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the capital of Uruguay, Montevideo is home to a number of festivals and carnivals including a Gaucho festival when people ride through the streets on horseback in traditional gaucho gear. The major annual festival is the annual Montevideo Carnaval which is part of the national festival of Carnival Week, celebrated throughout Uruguay, with central activities in the capital, Montevideo. Officially, the public holiday lasts for two days on Carnival Monday and Shrove Tuesday preceding Ash Wednesday, but due to the prominence of the festival, most shops and businesses close for the entire week. During carnival there are many open-air stage performances and competitions and the streets and houses are vibrantly decorated. \"Tablados\" or popular scenes, both fixed and movable, are erected in the whole city. Notable displays include \"Desfile de las Llamadas\" (\"Parade of the Calls\"), which is a grand united parade held on the south part of downtown, where it used to be a common ritual back in the early 20th century. Due to the scale of the festival, preparation begins as early as December with an election of the \"zonal beauty queens\" to appear in the carnival.", "targets": "What is the major annual festival in Montevideo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3f7b6491964fd4ad53d358a689f01b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the capital of Uruguay, Montevideo is home to a number of festivals and carnivals including a Gaucho festival when people ride through the streets on horseback in traditional gaucho gear. The major annual festival is the annual Montevideo Carnaval which is part of the national festival of Carnival Week, celebrated throughout Uruguay, with central activities in the capital, Montevideo. Officially, the public holiday lasts for two days on Carnival Monday and Shrove Tuesday preceding Ash Wednesday, but due to the prominence of the festival, most shops and businesses close for the entire week. During carnival there are many open-air stage performances and competitions and the streets and houses are vibrantly decorated. \"Tablados\" or popular scenes, both fixed and movable, are erected in the whole city. Notable displays include \"Desfile de las Llamadas\" (\"Parade of the Calls\"), which is a grand united parade held on the south part of downtown, where it used to be a common ritual back in the early 20th century. Due to the scale of the festival, preparation begins as early as December with an election of the \"zonal beauty queens\" to appear in the carnival.", "targets": "What is the annual Montevideo Carnaval part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3f7b6491964fd4ad53d358a689f01b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the capital of Uruguay, Montevideo is home to a number of festivals and carnivals including a Gaucho festival when people ride through the streets on horseback in traditional gaucho gear. The major annual festival is the annual Montevideo Carnaval which is part of the national festival of Carnival Week, celebrated throughout Uruguay, with central activities in the capital, Montevideo. Officially, the public holiday lasts for two days on Carnival Monday and Shrove Tuesday preceding Ash Wednesday, but due to the prominence of the festival, most shops and businesses close for the entire week. During carnival there are many open-air stage performances and competitions and the streets and houses are vibrantly decorated. \"Tablados\" or popular scenes, both fixed and movable, are erected in the whole city. Notable displays include \"Desfile de las Llamadas\" (\"Parade of the Calls\"), which is a grand united parade held on the south part of downtown, where it used to be a common ritual back in the early 20th century. Due to the scale of the festival, preparation begins as early as December with an election of the \"zonal beauty queens\" to appear in the carnival.", "targets": "What does Tablados mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3f7b6491964fd4ad53d358a689f01b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the capital of Uruguay, Montevideo is home to a number of festivals and carnivals including a Gaucho festival when people ride through the streets on horseback in traditional gaucho gear. The major annual festival is the annual Montevideo Carnaval which is part of the national festival of Carnival Week, celebrated throughout Uruguay, with central activities in the capital, Montevideo. Officially, the public holiday lasts for two days on Carnival Monday and Shrove Tuesday preceding Ash Wednesday, but due to the prominence of the festival, most shops and businesses close for the entire week. During carnival there are many open-air stage performances and competitions and the streets and houses are vibrantly decorated. \"Tablados\" or popular scenes, both fixed and movable, are erected in the whole city. Notable displays include \"Desfile de las Llamadas\" (\"Parade of the Calls\"), which is a grand united parade held on the south part of downtown, where it used to be a common ritual back in the early 20th century. Due to the scale of the festival, preparation begins as early as December with an election of the \"zonal beauty queens\" to appear in the carnival.", "targets": "What does Desfile de las Llamadas mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a9f76f1c5f5474c83d90482e91809df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He invited a Roman Catholic priest, Father Anselm Strittmatter, O.S.B., to visit him for consultation. Von Neumann reportedly said in explanation that Pascal had a point, referring to Pascal's Wager. Father Strittmatter administered the last sacraments to him. Some of von Neumann's friends (such as Abraham Pais and Oskar Morgenstern) said they had always believed him to be \"completely agnostic.\" \"Of this deathbed conversion, Morgenstern told Heims, \"He was of course completely agnostic all his life, and then he suddenly turned Catholic\u2014it doesn't agree with anything whatsoever in his attitude, outlook and thinking when he was healthy.\" Father Strittmatter recalled that von Neumann did not receive much peace or comfort from it, as he still remained terrified of death.", "targets": "Who administered the last sacrament to von Neumann?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a9f76f1c5f5474c83d90482e91809df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He invited a Roman Catholic priest, Father Anselm Strittmatter, O.S.B., to visit him for consultation. Von Neumann reportedly said in explanation that Pascal had a point, referring to Pascal's Wager. Father Strittmatter administered the last sacraments to him. Some of von Neumann's friends (such as Abraham Pais and Oskar Morgenstern) said they had always believed him to be \"completely agnostic.\" \"Of this deathbed conversion, Morgenstern told Heims, \"He was of course completely agnostic all his life, and then he suddenly turned Catholic\u2014it doesn't agree with anything whatsoever in his attitude, outlook and thinking when he was healthy.\" Father Strittmatter recalled that von Neumann did not receive much peace or comfort from it, as he still remained terrified of death.", "targets": "Did the last sacrament ease von Neumann?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a9f76f1c5f5474c83d90482e91809df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He invited a Roman Catholic priest, Father Anselm Strittmatter, O.S.B., to visit him for consultation. Von Neumann reportedly said in explanation that Pascal had a point, referring to Pascal's Wager. Father Strittmatter administered the last sacraments to him. Some of von Neumann's friends (such as Abraham Pais and Oskar Morgenstern) said they had always believed him to be \"completely agnostic.\" \"Of this deathbed conversion, Morgenstern told Heims, \"He was of course completely agnostic all his life, and then he suddenly turned Catholic\u2014it doesn't agree with anything whatsoever in his attitude, outlook and thinking when he was healthy.\" Father Strittmatter recalled that von Neumann did not receive much peace or comfort from it, as he still remained terrified of death.", "targets": "Was there conflict of faith and beliefs at the end of von NEumann's life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a9f76f1c5f5474c83d90482e91809df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He invited a Roman Catholic priest, Father Anselm Strittmatter, O.S.B., to visit him for consultation. Von Neumann reportedly said in explanation that Pascal had a point, referring to Pascal's Wager. Father Strittmatter administered the last sacraments to him. Some of von Neumann's friends (such as Abraham Pais and Oskar Morgenstern) said they had always believed him to be \"completely agnostic.\" \"Of this deathbed conversion, Morgenstern told Heims, \"He was of course completely agnostic all his life, and then he suddenly turned Catholic\u2014it doesn't agree with anything whatsoever in his attitude, outlook and thinking when he was healthy.\" Father Strittmatter recalled that von Neumann did not receive much peace or comfort from it, as he still remained terrified of death.", "targets": "What did Oskar Morgenstern feel about von Neumann's beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "When the iTunes store was launched, what type of file format was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "How many computers were allowed to play files that used the FairPlay DRM system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "In what category could files without digital rights management be found on the iTunes store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "When did Apple reveal that most of the iTunes selection was free from DRM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "By what time did Apple project its entire catalog would be free of DRM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "What was the original format for purchased audio files on iTunes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "What was the name of the DRM system originally used by Apple and iTunes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "What was the name of the premium service that offered higher quality and DRM-free songs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62458b2716854d77bb1da94af117bd82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time the store was introduced, purchased audio files used the AAC format with added encryption, based on the FairPlay DRM system. Up to five authorized computers and an unlimited number of iPods could play the files. Burning the files with iTunes as an audio CD, then re-importing would create music files without the DRM. The DRM could also be removed using third-party software. However, in a deal with Apple, EMI began selling DRM-free, higher-quality songs on the iTunes Stores, in a category called \"iTunes Plus.\" While individual songs were made available at a cost of US$1.29, 30\u00a2 more than the cost of a regular DRM song, entire albums were available for the same price, US$9.99, as DRM encoded albums. On October 17, 2007, Apple lowered the cost of individual iTunes Plus songs to US$0.99 per song, the same as DRM encoded tracks. On January 6, 2009, Apple announced that DRM has been removed from 80% of the music catalog, and that it would be removed from all music by April 2009.", "targets": "In what year was DRM completely eliminated from the iTunes offerings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22e64161f90e451ba8a45f24c513d439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dictatorship of Franco forbade political parties and began a harsh ideological and cultural repression countenanced and sometimes even led by the Church. The financial markets were destabilised, causing a severe economic crisis that led to rationing. A black market in rationed goods existed for over a decade. The Francoist administrations of Valencia silenced publicity of the catastrophic consequences of the floods of 1949 with the attendant dozens of deaths, but could not do the same after the even more tragic flood of 1957 when the river Turia overflowed its banks again, killing many Valencians (officially, eighty-one died; the actual figure is not known). To prevent further disasters, the river was eventually diverted to a new course. The old river bed was abandoned for years, and successive Francoist mayors proposed making it a motorway, but that option was finally rejected with the advent of democracy and fervent neighbourhood protests. The river was divided in two at the western city limits (Plan Sur de Valencia), and diverted southwards along a new course that skirts the city, before meeting the Mediterranean. The old course of the river continues, dry, through the city centre, almost to the sea. The old riverbed is now a verdant sunken park called the 'Garden of the Turia' (Jard\u00ed del T\u00faria or Jard\u00edn del Turia) that allows cyclists and pedestrians to traverse much of the city without the use of roads; overhead bridges carry motor traffic across the park.", "targets": "Whose regime prohibited political parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22e64161f90e451ba8a45f24c513d439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dictatorship of Franco forbade political parties and began a harsh ideological and cultural repression countenanced and sometimes even led by the Church. The financial markets were destabilised, causing a severe economic crisis that led to rationing. A black market in rationed goods existed for over a decade. The Francoist administrations of Valencia silenced publicity of the catastrophic consequences of the floods of 1949 with the attendant dozens of deaths, but could not do the same after the even more tragic flood of 1957 when the river Turia overflowed its banks again, killing many Valencians (officially, eighty-one died; the actual figure is not known). To prevent further disasters, the river was eventually diverted to a new course. The old river bed was abandoned for years, and successive Francoist mayors proposed making it a motorway, but that option was finally rejected with the advent of democracy and fervent neighbourhood protests. The river was divided in two at the western city limits (Plan Sur de Valencia), and diverted southwards along a new course that skirts the city, before meeting the Mediterranean. The old course of the river continues, dry, through the city centre, almost to the sea. The old riverbed is now a verdant sunken park called the 'Garden of the Turia' (Jard\u00ed del T\u00faria or Jard\u00edn del Turia) that allows cyclists and pedestrians to traverse much of the city without the use of roads; overhead bridges carry motor traffic across the park.", "targets": "According to official figures, how many died in the flood of 1957?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22e64161f90e451ba8a45f24c513d439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dictatorship of Franco forbade political parties and began a harsh ideological and cultural repression countenanced and sometimes even led by the Church. The financial markets were destabilised, causing a severe economic crisis that led to rationing. A black market in rationed goods existed for over a decade. The Francoist administrations of Valencia silenced publicity of the catastrophic consequences of the floods of 1949 with the attendant dozens of deaths, but could not do the same after the even more tragic flood of 1957 when the river Turia overflowed its banks again, killing many Valencians (officially, eighty-one died; the actual figure is not known). To prevent further disasters, the river was eventually diverted to a new course. The old river bed was abandoned for years, and successive Francoist mayors proposed making it a motorway, but that option was finally rejected with the advent of democracy and fervent neighbourhood protests. The river was divided in two at the western city limits (Plan Sur de Valencia), and diverted southwards along a new course that skirts the city, before meeting the Mediterranean. The old course of the river continues, dry, through the city centre, almost to the sea. The old riverbed is now a verdant sunken park called the 'Garden of the Turia' (Jard\u00ed del T\u00faria or Jard\u00edn del Turia) that allows cyclists and pedestrians to traverse much of the city without the use of roads; overhead bridges carry motor traffic across the park.", "targets": "What river flooded in 1957?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22e64161f90e451ba8a45f24c513d439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dictatorship of Franco forbade political parties and began a harsh ideological and cultural repression countenanced and sometimes even led by the Church. The financial markets were destabilised, causing a severe economic crisis that led to rationing. A black market in rationed goods existed for over a decade. The Francoist administrations of Valencia silenced publicity of the catastrophic consequences of the floods of 1949 with the attendant dozens of deaths, but could not do the same after the even more tragic flood of 1957 when the river Turia overflowed its banks again, killing many Valencians (officially, eighty-one died; the actual figure is not known). To prevent further disasters, the river was eventually diverted to a new course. The old river bed was abandoned for years, and successive Francoist mayors proposed making it a motorway, but that option was finally rejected with the advent of democracy and fervent neighbourhood protests. The river was divided in two at the western city limits (Plan Sur de Valencia), and diverted southwards along a new course that skirts the city, before meeting the Mediterranean. The old course of the river continues, dry, through the city centre, almost to the sea. The old riverbed is now a verdant sunken park called the 'Garden of the Turia' (Jard\u00ed del T\u00faria or Jard\u00edn del Turia) that allows cyclists and pedestrians to traverse much of the city without the use of roads; overhead bridges carry motor traffic across the park.", "targets": "What park is located in the previous river bed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22e64161f90e451ba8a45f24c513d439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dictatorship of Franco forbade political parties and began a harsh ideological and cultural repression countenanced and sometimes even led by the Church. The financial markets were destabilised, causing a severe economic crisis that led to rationing. A black market in rationed goods existed for over a decade. The Francoist administrations of Valencia silenced publicity of the catastrophic consequences of the floods of 1949 with the attendant dozens of deaths, but could not do the same after the even more tragic flood of 1957 when the river Turia overflowed its banks again, killing many Valencians (officially, eighty-one died; the actual figure is not known). To prevent further disasters, the river was eventually diverted to a new course. The old river bed was abandoned for years, and successive Francoist mayors proposed making it a motorway, but that option was finally rejected with the advent of democracy and fervent neighbourhood protests. The river was divided in two at the western city limits (Plan Sur de Valencia), and diverted southwards along a new course that skirts the city, before meeting the Mediterranean. The old course of the river continues, dry, through the city centre, almost to the sea. The old riverbed is now a verdant sunken park called the 'Garden of the Turia' (Jard\u00ed del T\u00faria or Jard\u00edn del Turia) that allows cyclists and pedestrians to traverse much of the city without the use of roads; overhead bridges carry motor traffic across the park.", "targets": "What suggested use for the river bed was rejected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272fb47c735e4ce4abcb125ee2d0dd2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Time is one of the seven fundamental physical quantities in both the International System of Units and International System of Quantities. Time is used to define other quantities\u2014such as velocity\u2014so defining time in terms of such quantities would result in circularity of definition. An operational definition of time, wherein one says that observing a certain number of repetitions of one or another standard cyclical event (such as the passage of a free-swinging pendulum) constitutes one standard unit such as the second, is highly useful in the conduct of both advanced experiments and everyday affairs of life. The operational definition leaves aside the question whether there is something called time, apart from the counting activity just mentioned, that flows and that can be measured. Investigations of a single continuum called spacetime bring questions about space into questions about time, questions that have their roots in the works of early students of natural philosophy.", "targets": "Time is one of how many fundamental physical quantities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272fb47c735e4ce4abcb125ee2d0dd2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Time is one of the seven fundamental physical quantities in both the International System of Units and International System of Quantities. Time is used to define other quantities\u2014such as velocity\u2014so defining time in terms of such quantities would result in circularity of definition. An operational definition of time, wherein one says that observing a certain number of repetitions of one or another standard cyclical event (such as the passage of a free-swinging pendulum) constitutes one standard unit such as the second, is highly useful in the conduct of both advanced experiments and everyday affairs of life. The operational definition leaves aside the question whether there is something called time, apart from the counting activity just mentioned, that flows and that can be measured. Investigations of a single continuum called spacetime bring questions about space into questions about time, questions that have their roots in the works of early students of natural philosophy.", "targets": "Time is one of the fundamental physical quantities in which two systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272fb47c735e4ce4abcb125ee2d0dd2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Time is one of the seven fundamental physical quantities in both the International System of Units and International System of Quantities. Time is used to define other quantities\u2014such as velocity\u2014so defining time in terms of such quantities would result in circularity of definition. An operational definition of time, wherein one says that observing a certain number of repetitions of one or another standard cyclical event (such as the passage of a free-swinging pendulum) constitutes one standard unit such as the second, is highly useful in the conduct of both advanced experiments and everyday affairs of life. The operational definition leaves aside the question whether there is something called time, apart from the counting activity just mentioned, that flows and that can be measured. Investigations of a single continuum called spacetime bring questions about space into questions about time, questions that have their roots in the works of early students of natural philosophy.", "targets": "What is an example of a quantity that time is used to define, mentioned in the paragraph?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272fb47c735e4ce4abcb125ee2d0dd2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Time is one of the seven fundamental physical quantities in both the International System of Units and International System of Quantities. Time is used to define other quantities\u2014such as velocity\u2014so defining time in terms of such quantities would result in circularity of definition. An operational definition of time, wherein one says that observing a certain number of repetitions of one or another standard cyclical event (such as the passage of a free-swinging pendulum) constitutes one standard unit such as the second, is highly useful in the conduct of both advanced experiments and everyday affairs of life. The operational definition leaves aside the question whether there is something called time, apart from the counting activity just mentioned, that flows and that can be measured. Investigations of a single continuum called spacetime bring questions about space into questions about time, questions that have their roots in the works of early students of natural philosophy.", "targets": "Investigations of what brought questions of space into questions about time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee06ac3ff2744286a7746ac1452c4b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With respect to these outer regions, the Qing maintained imperial control, with the emperor acting as Mongol khan, patron of Tibetan Buddhism and protector of Muslims. However, Qing policy changed with the establishment of Xinjiang province in 1884. During The Great Game era, taking advantage of the Dungan revolt in northwest China, Yaqub Beg invaded Xinjiang from Central Asia with support from the British Empire, and made himself the ruler of the kingdom of Kashgaria. The Qing court sent forces to defeat Yaqub Beg and Xinjiang was reconquered, and then the political system of China proper was formally applied onto Xinjiang. The Kumul Khanate, which was incorporated into the Qing empire as a vassal after helping Qing defeat the Zunghars in 1757, maintained its status after Xinjiang turned into a province through the end of the dynasty in the Xinhai Revolution up until 1930. In early 20th century, Britain sent an expedition force to Tibet and forced Tibetans to sign a treaty. The Qing court responded by asserting Chinese sovereignty over Tibet, resulting in the 1906 Anglo-Chinese Convention signed between Britain and China. The British agreed not to annex Tibetan territory or to interfere in the administration of Tibet, while China engaged not to permit any other foreign state to interfere with the territory or internal administration of Tibet. Furthermore, similar to Xinjiang which was converted into a province earlier, the Qing government also turned Manchuria into three provinces in the early 20th century, officially known as the \"Three Northeast Provinces\", and established the post of Viceroy of the Three Northeast Provinces to oversee these provinces, making the total number of regional viceroys to nine.", "targets": "What title did the emperor hold in Mongolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee06ac3ff2744286a7746ac1452c4b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With respect to these outer regions, the Qing maintained imperial control, with the emperor acting as Mongol khan, patron of Tibetan Buddhism and protector of Muslims. However, Qing policy changed with the establishment of Xinjiang province in 1884. During The Great Game era, taking advantage of the Dungan revolt in northwest China, Yaqub Beg invaded Xinjiang from Central Asia with support from the British Empire, and made himself the ruler of the kingdom of Kashgaria. The Qing court sent forces to defeat Yaqub Beg and Xinjiang was reconquered, and then the political system of China proper was formally applied onto Xinjiang. The Kumul Khanate, which was incorporated into the Qing empire as a vassal after helping Qing defeat the Zunghars in 1757, maintained its status after Xinjiang turned into a province through the end of the dynasty in the Xinhai Revolution up until 1930. In early 20th century, Britain sent an expedition force to Tibet and forced Tibetans to sign a treaty. The Qing court responded by asserting Chinese sovereignty over Tibet, resulting in the 1906 Anglo-Chinese Convention signed between Britain and China. The British agreed not to annex Tibetan territory or to interfere in the administration of Tibet, while China engaged not to permit any other foreign state to interfere with the territory or internal administration of Tibet. Furthermore, similar to Xinjiang which was converted into a province earlier, the Qing government also turned Manchuria into three provinces in the early 20th century, officially known as the \"Three Northeast Provinces\", and established the post of Viceroy of the Three Northeast Provinces to oversee these provinces, making the total number of regional viceroys to nine.", "targets": "Who ruled Kashgaria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee06ac3ff2744286a7746ac1452c4b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With respect to these outer regions, the Qing maintained imperial control, with the emperor acting as Mongol khan, patron of Tibetan Buddhism and protector of Muslims. However, Qing policy changed with the establishment of Xinjiang province in 1884. During The Great Game era, taking advantage of the Dungan revolt in northwest China, Yaqub Beg invaded Xinjiang from Central Asia with support from the British Empire, and made himself the ruler of the kingdom of Kashgaria. The Qing court sent forces to defeat Yaqub Beg and Xinjiang was reconquered, and then the political system of China proper was formally applied onto Xinjiang. The Kumul Khanate, which was incorporated into the Qing empire as a vassal after helping Qing defeat the Zunghars in 1757, maintained its status after Xinjiang turned into a province through the end of the dynasty in the Xinhai Revolution up until 1930. In early 20th century, Britain sent an expedition force to Tibet and forced Tibetans to sign a treaty. The Qing court responded by asserting Chinese sovereignty over Tibet, resulting in the 1906 Anglo-Chinese Convention signed between Britain and China. The British agreed not to annex Tibetan territory or to interfere in the administration of Tibet, while China engaged not to permit any other foreign state to interfere with the territory or internal administration of Tibet. Furthermore, similar to Xinjiang which was converted into a province earlier, the Qing government also turned Manchuria into three provinces in the early 20th century, officially known as the \"Three Northeast Provinces\", and established the post of Viceroy of the Three Northeast Provinces to oversee these provinces, making the total number of regional viceroys to nine.", "targets": "Who supported Beg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee06ac3ff2744286a7746ac1452c4b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With respect to these outer regions, the Qing maintained imperial control, with the emperor acting as Mongol khan, patron of Tibetan Buddhism and protector of Muslims. However, Qing policy changed with the establishment of Xinjiang province in 1884. During The Great Game era, taking advantage of the Dungan revolt in northwest China, Yaqub Beg invaded Xinjiang from Central Asia with support from the British Empire, and made himself the ruler of the kingdom of Kashgaria. The Qing court sent forces to defeat Yaqub Beg and Xinjiang was reconquered, and then the political system of China proper was formally applied onto Xinjiang. The Kumul Khanate, which was incorporated into the Qing empire as a vassal after helping Qing defeat the Zunghars in 1757, maintained its status after Xinjiang turned into a province through the end of the dynasty in the Xinhai Revolution up until 1930. In early 20th century, Britain sent an expedition force to Tibet and forced Tibetans to sign a treaty. The Qing court responded by asserting Chinese sovereignty over Tibet, resulting in the 1906 Anglo-Chinese Convention signed between Britain and China. The British agreed not to annex Tibetan territory or to interfere in the administration of Tibet, while China engaged not to permit any other foreign state to interfere with the territory or internal administration of Tibet. Furthermore, similar to Xinjiang which was converted into a province earlier, the Qing government also turned Manchuria into three provinces in the early 20th century, officially known as the \"Three Northeast Provinces\", and established the post of Viceroy of the Three Northeast Provinces to oversee these provinces, making the total number of regional viceroys to nine.", "targets": "When did the British invade Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee06ac3ff2744286a7746ac1452c4b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With respect to these outer regions, the Qing maintained imperial control, with the emperor acting as Mongol khan, patron of Tibetan Buddhism and protector of Muslims. However, Qing policy changed with the establishment of Xinjiang province in 1884. During The Great Game era, taking advantage of the Dungan revolt in northwest China, Yaqub Beg invaded Xinjiang from Central Asia with support from the British Empire, and made himself the ruler of the kingdom of Kashgaria. The Qing court sent forces to defeat Yaqub Beg and Xinjiang was reconquered, and then the political system of China proper was formally applied onto Xinjiang. The Kumul Khanate, which was incorporated into the Qing empire as a vassal after helping Qing defeat the Zunghars in 1757, maintained its status after Xinjiang turned into a province through the end of the dynasty in the Xinhai Revolution up until 1930. In early 20th century, Britain sent an expedition force to Tibet and forced Tibetans to sign a treaty. The Qing court responded by asserting Chinese sovereignty over Tibet, resulting in the 1906 Anglo-Chinese Convention signed between Britain and China. The British agreed not to annex Tibetan territory or to interfere in the administration of Tibet, while China engaged not to permit any other foreign state to interfere with the territory or internal administration of Tibet. Furthermore, similar to Xinjiang which was converted into a province earlier, the Qing government also turned Manchuria into three provinces in the early 20th century, officially known as the \"Three Northeast Provinces\", and established the post of Viceroy of the Three Northeast Provinces to oversee these provinces, making the total number of regional viceroys to nine.", "targets": "What was the name of the agreement between Britain and the Chinese that kept the British out of Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30918b30b14edbbb2be2a2bf68a2eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Dutch Golden Age in the late 16th century onward, the Dutch Republic dominated world trade in the 17th century, conquering a vast colonial empire and operating the largest fleet of merchantmen of any nation. The County of Holland was the wealthiest and most urbanized region in the world.", "targets": "The Dutch Republic dominated world trade during what time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30918b30b14edbbb2be2a2bf68a2eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Dutch Golden Age in the late 16th century onward, the Dutch Republic dominated world trade in the 17th century, conquering a vast colonial empire and operating the largest fleet of merchantmen of any nation. The County of Holland was the wealthiest and most urbanized region in the world.", "targets": "What was the wealthiest and most urbanized region in the world during the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3f6929fa264922a310eaf18774f904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pilgrim Street building was refurbished between November 2006 and May 2008; during the refurbishment works, the cinema relocated to the Old Town Hall, Gateshead. In May 2008 the Tyneside Cinema reopened in the restored and refurbished original building. The site currently houses three cinemas, including the restored Classic \u2014the United Kingdom's last surviving news cinema still in full-time operation\u2014alongside two new screens, a roof extension containing the Tyneside Bar, and dedicated education and teaching suites.", "targets": "Between what dates was the building on Pilgrim Street refurbished? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3f6929fa264922a310eaf18774f904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pilgrim Street building was refurbished between November 2006 and May 2008; during the refurbishment works, the cinema relocated to the Old Town Hall, Gateshead. In May 2008 the Tyneside Cinema reopened in the restored and refurbished original building. The site currently houses three cinemas, including the restored Classic \u2014the United Kingdom's last surviving news cinema still in full-time operation\u2014alongside two new screens, a roof extension containing the Tyneside Bar, and dedicated education and teaching suites.", "targets": "Where was a cinema relocated while repairs were underway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3f6929fa264922a310eaf18774f904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pilgrim Street building was refurbished between November 2006 and May 2008; during the refurbishment works, the cinema relocated to the Old Town Hall, Gateshead. In May 2008 the Tyneside Cinema reopened in the restored and refurbished original building. The site currently houses three cinemas, including the restored Classic \u2014the United Kingdom's last surviving news cinema still in full-time operation\u2014alongside two new screens, a roof extension containing the Tyneside Bar, and dedicated education and teaching suites.", "targets": "How many cinemas are currently housed at one site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3f6929fa264922a310eaf18774f904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pilgrim Street building was refurbished between November 2006 and May 2008; during the refurbishment works, the cinema relocated to the Old Town Hall, Gateshead. In May 2008 the Tyneside Cinema reopened in the restored and refurbished original building. The site currently houses three cinemas, including the restored Classic \u2014the United Kingdom's last surviving news cinema still in full-time operation\u2014alongside two new screens, a roof extension containing the Tyneside Bar, and dedicated education and teaching suites.", "targets": "What's the name of the United Kingdom's sole remaining news cinema?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3f6929fa264922a310eaf18774f904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pilgrim Street building was refurbished between November 2006 and May 2008; during the refurbishment works, the cinema relocated to the Old Town Hall, Gateshead. In May 2008 the Tyneside Cinema reopened in the restored and refurbished original building. The site currently houses three cinemas, including the restored Classic \u2014the United Kingdom's last surviving news cinema still in full-time operation\u2014alongside two new screens, a roof extension containing the Tyneside Bar, and dedicated education and teaching suites.", "targets": "Where is the Tyneside Bar located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5140b1f7597e472dbe06a0872be8945b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard 35mm photographic film used for cinema projection has a much higher image resolution than HDTV systems, and is exposed and projected at a rate of 24 frames per second (frame/s). To be shown on standard television, in PAL-system countries, cinema film is scanned at the TV rate of 25 frame/s, causing a speedup of 4.1 percent, which is generally considered acceptable. In NTSC-system countries, the TV scan rate of 30 frame/s would cause a perceptible speedup if the same were attempted, and the necessary correction is performed by a technique called 3:2 Pulldown: Over each successive pair of film frames, one is held for three video fields (1/20 of a second) and the next is held for two video fields (1/30 of a second), giving a total time for the two frames of 1/12 of a second and thus achieving the correct average film frame rate.", "targets": "At what rate is standard 35mm photographic film exposed and projected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5140b1f7597e472dbe06a0872be8945b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard 35mm photographic film used for cinema projection has a much higher image resolution than HDTV systems, and is exposed and projected at a rate of 24 frames per second (frame/s). To be shown on standard television, in PAL-system countries, cinema film is scanned at the TV rate of 25 frame/s, causing a speedup of 4.1 percent, which is generally considered acceptable. In NTSC-system countries, the TV scan rate of 30 frame/s would cause a perceptible speedup if the same were attempted, and the necessary correction is performed by a technique called 3:2 Pulldown: Over each successive pair of film frames, one is held for three video fields (1/20 of a second) and the next is held for two video fields (1/30 of a second), giving a total time for the two frames of 1/12 of a second and thus achieving the correct average film frame rate.", "targets": "To be shown on SDTV in PAL-system countries, at what rate is cinema film scanned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5140b1f7597e472dbe06a0872be8945b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard 35mm photographic film used for cinema projection has a much higher image resolution than HDTV systems, and is exposed and projected at a rate of 24 frames per second (frame/s). To be shown on standard television, in PAL-system countries, cinema film is scanned at the TV rate of 25 frame/s, causing a speedup of 4.1 percent, which is generally considered acceptable. In NTSC-system countries, the TV scan rate of 30 frame/s would cause a perceptible speedup if the same were attempted, and the necessary correction is performed by a technique called 3:2 Pulldown: Over each successive pair of film frames, one is held for three video fields (1/20 of a second) and the next is held for two video fields (1/30 of a second), giving a total time for the two frames of 1/12 of a second and thus achieving the correct average film frame rate.", "targets": "The technique in which with successive pair of film frames, one is held for three video fields, and the next is held for two, is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5140b1f7597e472dbe06a0872be8945b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard 35mm photographic film used for cinema projection has a much higher image resolution than HDTV systems, and is exposed and projected at a rate of 24 frames per second (frame/s). To be shown on standard television, in PAL-system countries, cinema film is scanned at the TV rate of 25 frame/s, causing a speedup of 4.1 percent, which is generally considered acceptable. In NTSC-system countries, the TV scan rate of 30 frame/s would cause a perceptible speedup if the same were attempted, and the necessary correction is performed by a technique called 3:2 Pulldown: Over each successive pair of film frames, one is held for three video fields (1/20 of a second) and the next is held for two video fields (1/30 of a second), giving a total time for the two frames of 1/12 of a second and thus achieving the correct average film frame rate.", "targets": "The 3:2 Pulldown techniques gives what total time for two frames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5140b1f7597e472dbe06a0872be8945b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard 35mm photographic film used for cinema projection has a much higher image resolution than HDTV systems, and is exposed and projected at a rate of 24 frames per second (frame/s). To be shown on standard television, in PAL-system countries, cinema film is scanned at the TV rate of 25 frame/s, causing a speedup of 4.1 percent, which is generally considered acceptable. In NTSC-system countries, the TV scan rate of 30 frame/s would cause a perceptible speedup if the same were attempted, and the necessary correction is performed by a technique called 3:2 Pulldown: Over each successive pair of film frames, one is held for three video fields (1/20 of a second) and the next is held for two video fields (1/30 of a second), giving a total time for the two frames of 1/12 of a second and thus achieving the correct average film frame rate.", "targets": "What is achieved by the 3:2 Pulldown technique producing a total time of 1/12 of a second for two frames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bbb199ebf645e8ad3448d54f2cd886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla's legacy has endured in books, films, radio, TV, music, live theater, comics and video games. The impact of the technologies invented or envisioned by Tesla is a recurring theme in several types of science fiction.", "targets": "What kind of fiction is Tesla's work featured in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bbb199ebf645e8ad3448d54f2cd886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla's legacy has endured in books, films, radio, TV, music, live theater, comics and video games. The impact of the technologies invented or envisioned by Tesla is a recurring theme in several types of science fiction.", "targets": "What kind of media can references to Tesla be found in"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bbb199ebf645e8ad3448d54f2cd886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla's legacy has endured in books, films, radio, TV, music, live theater, comics and video games. The impact of the technologies invented or envisioned by Tesla is a recurring theme in several types of science fiction.", "targets": "How many types of science fiction have been impacted by Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-156ff0e7da5549a8bb9b6ddce7c65e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At low frequencies (such as AM broadcast), arrays of vertical towers are used to achieve directionality  and they will occupy large areas of land. For reception, a long Beverage antenna can have significant directivity. For non directional portable use, a short vertical antenna or small loop antenna works well, with the main design challenge being that of impedance matching. With a vertical antenna a loading coil at the base of the antenna may be employed to cancel the reactive component of impedance; small loop antennas are tuned with parallel capacitors for this purpose.", "targets": "For radio broadcast that one would hear in their car what type of towers are used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-156ff0e7da5549a8bb9b6ddce7c65e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At low frequencies (such as AM broadcast), arrays of vertical towers are used to achieve directionality  and they will occupy large areas of land. For reception, a long Beverage antenna can have significant directivity. For non directional portable use, a short vertical antenna or small loop antenna works well, with the main design challenge being that of impedance matching. With a vertical antenna a loading coil at the base of the antenna may be employed to cancel the reactive component of impedance; small loop antennas are tuned with parallel capacitors for this purpose.", "targets": "If one wished to take an antenna to different locations, which type would be best?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-156ff0e7da5549a8bb9b6ddce7c65e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At low frequencies (such as AM broadcast), arrays of vertical towers are used to achieve directionality  and they will occupy large areas of land. For reception, a long Beverage antenna can have significant directivity. For non directional portable use, a short vertical antenna or small loop antenna works well, with the main design challenge being that of impedance matching. With a vertical antenna a loading coil at the base of the antenna may be employed to cancel the reactive component of impedance; small loop antennas are tuned with parallel capacitors for this purpose.", "targets": "Why is this specific antenna type used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-156ff0e7da5549a8bb9b6ddce7c65e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At low frequencies (such as AM broadcast), arrays of vertical towers are used to achieve directionality  and they will occupy large areas of land. For reception, a long Beverage antenna can have significant directivity. For non directional portable use, a short vertical antenna or small loop antenna works well, with the main design challenge being that of impedance matching. With a vertical antenna a loading coil at the base of the antenna may be employed to cancel the reactive component of impedance; small loop antennas are tuned with parallel capacitors for this purpose.", "targets": "What is a problem one might encounter when using a portable antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56db4ec8d9a045ca90b7dfb19d6e9f65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between 1815 and 1871 saw a large number of revolutionary attempts and independence wars. Balkan nations began to regain independence from the Ottoman Empire. Italy unified into a nation state. The capture of Rome in 1870 ended the Papal temporal power. Rivalry in a scramble for empires spread in what is known as The Age of Empire.", "targets": "When were there many struggles for independence or overthrowing prevailing governments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56db4ec8d9a045ca90b7dfb19d6e9f65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between 1815 and 1871 saw a large number of revolutionary attempts and independence wars. Balkan nations began to regain independence from the Ottoman Empire. Italy unified into a nation state. The capture of Rome in 1870 ended the Papal temporal power. Rivalry in a scramble for empires spread in what is known as The Age of Empire.", "targets": "From whom did Balkan states start retaking their independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56db4ec8d9a045ca90b7dfb19d6e9f65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between 1815 and 1871 saw a large number of revolutionary attempts and independence wars. Balkan nations began to regain independence from the Ottoman Empire. Italy unified into a nation state. The capture of Rome in 1870 ended the Papal temporal power. Rivalry in a scramble for empires spread in what is known as The Age of Empire.", "targets": "In what year was Rome conquered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56db4ec8d9a045ca90b7dfb19d6e9f65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period between 1815 and 1871 saw a large number of revolutionary attempts and independence wars. Balkan nations began to regain independence from the Ottoman Empire. Italy unified into a nation state. The capture of Rome in 1870 ended the Papal temporal power. Rivalry in a scramble for empires spread in what is known as The Age of Empire.", "targets": "What phrase is used to describe the period marked by competition for extant lands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc7e463ecf24474874ba469743ad7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 supports a feature of the UEFI specification known as \"Secure boot\", which uses a public-key infrastructure to verify the integrity of the operating system and prevent unauthorized programs such as bootkits from infecting the device's boot process. Some pre-built devices may be described as \"certified\" by Microsoft; these must have secure boot enabled by default, and provide ways for users to disable or re-configure the feature. ARM-based Windows RT devices must have secure boot permanently enabled.", "targets": "How does secure boot help avert boot process infections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc7e463ecf24474874ba469743ad7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 supports a feature of the UEFI specification known as \"Secure boot\", which uses a public-key infrastructure to verify the integrity of the operating system and prevent unauthorized programs such as bootkits from infecting the device's boot process. Some pre-built devices may be described as \"certified\" by Microsoft; these must have secure boot enabled by default, and provide ways for users to disable or re-configure the feature. ARM-based Windows RT devices must have secure boot permanently enabled.", "targets": "What requirements do Microsoft certified devices have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc7e463ecf24474874ba469743ad7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 supports a feature of the UEFI specification known as \"Secure boot\", which uses a public-key infrastructure to verify the integrity of the operating system and prevent unauthorized programs such as bootkits from infecting the device's boot process. Some pre-built devices may be described as \"certified\" by Microsoft; these must have secure boot enabled by default, and provide ways for users to disable or re-configure the feature. ARM-based Windows RT devices must have secure boot permanently enabled.", "targets": "What must always be enable in ARM-based Windows RT devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc10474166c6492eac88892f5b1112f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the decline of Aksum, the Eritrean highlands were under the domain of Bahr Negash ruled by the Bahr Negus. The area was then known as Ma'ikele Bahr (\"between the seas/rivers,\" i.e. the land between the Red Sea and the Mereb river). It was later renamed under Emperor Zara Yaqob as the domain of the Bahr Negash, the Medri Bahri (\"Sea land\" in Tingrinya, although it included some areas like Shire on the other side of the Mereb, today in Ethiopia). With its capital at Debarwa, the state's main provinces were Hamasien, Serae and Akele Guzai.", "targets": "What  domain were the Eritrean highlands under after the decline of Aksum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc10474166c6492eac88892f5b1112f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the decline of Aksum, the Eritrean highlands were under the domain of Bahr Negash ruled by the Bahr Negus. The area was then known as Ma'ikele Bahr (\"between the seas/rivers,\" i.e. the land between the Red Sea and the Mereb river). It was later renamed under Emperor Zara Yaqob as the domain of the Bahr Negash, the Medri Bahri (\"Sea land\" in Tingrinya, although it included some areas like Shire on the other side of the Mereb, today in Ethiopia). With its capital at Debarwa, the state's main provinces were Hamasien, Serae and Akele Guzai.", "targets": "What was the area in the Eritrean highlands named under Emperor Zaro Yaqob?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc10474166c6492eac88892f5b1112f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the decline of Aksum, the Eritrean highlands were under the domain of Bahr Negash ruled by the Bahr Negus. The area was then known as Ma'ikele Bahr (\"between the seas/rivers,\" i.e. the land between the Red Sea and the Mereb river). It was later renamed under Emperor Zara Yaqob as the domain of the Bahr Negash, the Medri Bahri (\"Sea land\" in Tingrinya, although it included some areas like Shire on the other side of the Mereb, today in Ethiopia). With its capital at Debarwa, the state's main provinces were Hamasien, Serae and Akele Guzai.", "targets": "What was the capitol of Medri Bahri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc10474166c6492eac88892f5b1112f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the decline of Aksum, the Eritrean highlands were under the domain of Bahr Negash ruled by the Bahr Negus. The area was then known as Ma'ikele Bahr (\"between the seas/rivers,\" i.e. the land between the Red Sea and the Mereb river). It was later renamed under Emperor Zara Yaqob as the domain of the Bahr Negash, the Medri Bahri (\"Sea land\" in Tingrinya, although it included some areas like Shire on the other side of the Mereb, today in Ethiopia). With its capital at Debarwa, the state's main provinces were Hamasien, Serae and Akele Guzai.", "targets": "What were the main provinces of Medri Bahri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc10474166c6492eac88892f5b1112f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the decline of Aksum, the Eritrean highlands were under the domain of Bahr Negash ruled by the Bahr Negus. The area was then known as Ma'ikele Bahr (\"between the seas/rivers,\" i.e. the land between the Red Sea and the Mereb river). It was later renamed under Emperor Zara Yaqob as the domain of the Bahr Negash, the Medri Bahri (\"Sea land\" in Tingrinya, although it included some areas like Shire on the other side of the Mereb, today in Ethiopia). With its capital at Debarwa, the state's main provinces were Hamasien, Serae and Akele Guzai.", "targets": "What is the English translation of Medri Bahri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7cc43defbc045cfba6d195e278bf9c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sumerians were one of the first known beer drinking societies. Cereals were plentiful and were the key ingredient in their early brew. They brewed multiple kinds of beer consisting of wheat, barley, and mixed grain beers. Beer brewing was very important to the Sumerians. It was referenced in the Epic of Gilgamesh when Enkidu was introduced to the food and beer of Gilgamesh's people: \"Drink the beer, as is the custom of the land... He drank the beer-seven jugs! and became expansive and sang with joy!\"", "targets": "What was Sumerians one of the first societies known to consume?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7cc43defbc045cfba6d195e278bf9c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sumerians were one of the first known beer drinking societies. Cereals were plentiful and were the key ingredient in their early brew. They brewed multiple kinds of beer consisting of wheat, barley, and mixed grain beers. Beer brewing was very important to the Sumerians. It was referenced in the Epic of Gilgamesh when Enkidu was introduced to the food and beer of Gilgamesh's people: \"Drink the beer, as is the custom of the land... He drank the beer-seven jugs! and became expansive and sang with joy!\"", "targets": "What was the key ingredient in early Sumerian brews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7cc43defbc045cfba6d195e278bf9c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sumerians were one of the first known beer drinking societies. Cereals were plentiful and were the key ingredient in their early brew. They brewed multiple kinds of beer consisting of wheat, barley, and mixed grain beers. Beer brewing was very important to the Sumerians. It was referenced in the Epic of Gilgamesh when Enkidu was introduced to the food and beer of Gilgamesh's people: \"Drink the beer, as is the custom of the land... He drank the beer-seven jugs! and became expansive and sang with joy!\"", "targets": "What kinds of beer did the Sumerians brew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7cc43defbc045cfba6d195e278bf9c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sumerians were one of the first known beer drinking societies. Cereals were plentiful and were the key ingredient in their early brew. They brewed multiple kinds of beer consisting of wheat, barley, and mixed grain beers. Beer brewing was very important to the Sumerians. It was referenced in the Epic of Gilgamesh when Enkidu was introduced to the food and beer of Gilgamesh's people: \"Drink the beer, as is the custom of the land... He drank the beer-seven jugs! and became expansive and sang with joy!\"", "targets": "How important was beer brewing to Sumerians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7cc43defbc045cfba6d195e278bf9c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sumerians were one of the first known beer drinking societies. Cereals were plentiful and were the key ingredient in their early brew. They brewed multiple kinds of beer consisting of wheat, barley, and mixed grain beers. Beer brewing was very important to the Sumerians. It was referenced in the Epic of Gilgamesh when Enkidu was introduced to the food and beer of Gilgamesh's people: \"Drink the beer, as is the custom of the land... He drank the beer-seven jugs! and became expansive and sang with joy!\"", "targets": "What did Enkidu become and do after consuming seven jugs of beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2353a1b51e40439ccf39afe4c18734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It also became clear that Apollo would outgrow the Canaveral launch facilities in Florida. The two newest launch complexes were already being built for the Saturn I and IB rockets at the northernmost end: LC-34 and LC-37. But an even bigger facility would be needed for the mammoth rocket required for the manned lunar mission, so land acquisition was started in July 1961 for a Launch Operations Center (LOC) immediately north of Canaveral at Merritt Island. The design, development and construction of the center was conducted by Kurt H. Debus, a member of Dr. Wernher von Braun's original V-2 rocket engineering team. Debus was named the LOC's first Director. Construction began in November 1962. Upon Kennedy's death, President Johnson issued an executive order on November 29, 1963, to rename the LOC and Cape Canaveral in honor of Kennedy.", "targets": "Where would the Launch Operations Center be located, as more land was needed for a bigger rocket?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2353a1b51e40439ccf39afe4c18734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It also became clear that Apollo would outgrow the Canaveral launch facilities in Florida. The two newest launch complexes were already being built for the Saturn I and IB rockets at the northernmost end: LC-34 and LC-37. But an even bigger facility would be needed for the mammoth rocket required for the manned lunar mission, so land acquisition was started in July 1961 for a Launch Operations Center (LOC) immediately north of Canaveral at Merritt Island. The design, development and construction of the center was conducted by Kurt H. Debus, a member of Dr. Wernher von Braun's original V-2 rocket engineering team. Debus was named the LOC's first Director. Construction began in November 1962. Upon Kennedy's death, President Johnson issued an executive order on November 29, 1963, to rename the LOC and Cape Canaveral in honor of Kennedy.", "targets": "Who conducted the construction of the new center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2353a1b51e40439ccf39afe4c18734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It also became clear that Apollo would outgrow the Canaveral launch facilities in Florida. The two newest launch complexes were already being built for the Saturn I and IB rockets at the northernmost end: LC-34 and LC-37. But an even bigger facility would be needed for the mammoth rocket required for the manned lunar mission, so land acquisition was started in July 1961 for a Launch Operations Center (LOC) immediately north of Canaveral at Merritt Island. The design, development and construction of the center was conducted by Kurt H. Debus, a member of Dr. Wernher von Braun's original V-2 rocket engineering team. Debus was named the LOC's first Director. Construction began in November 1962. Upon Kennedy's death, President Johnson issued an executive order on November 29, 1963, to rename the LOC and Cape Canaveral in honor of Kennedy.", "targets": "Kurt H. Debus was appointed what position for the Launch Operations Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2353a1b51e40439ccf39afe4c18734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It also became clear that Apollo would outgrow the Canaveral launch facilities in Florida. The two newest launch complexes were already being built for the Saturn I and IB rockets at the northernmost end: LC-34 and LC-37. But an even bigger facility would be needed for the mammoth rocket required for the manned lunar mission, so land acquisition was started in July 1961 for a Launch Operations Center (LOC) immediately north of Canaveral at Merritt Island. The design, development and construction of the center was conducted by Kurt H. Debus, a member of Dr. Wernher von Braun's original V-2 rocket engineering team. Debus was named the LOC's first Director. Construction began in November 1962. Upon Kennedy's death, President Johnson issued an executive order on November 29, 1963, to rename the LOC and Cape Canaveral in honor of Kennedy.", "targets": "President Johnson issued an executive order to rename the Launch Operations Center after whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71532027f1bb4b1d8adc9b970aa3e6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was originally a colony acquired by settlement but was never within the British Settlements Act. It was accepted as a territory of Australia, separate from any state, by the Norfolk Island Act 1913 (Cth), passed under the territories power (Constitution section 122) and made effective in 1914. In 1976 the High Court of Australia held unanimously that Norfolk Island is a part of the Commonwealth. Again, in 2007 the High Court of Australia affirmed the validity of legislation that made Australian citizenship a necessary qualification for voting for, and standing for election to, the Legislative Assembly of Norfolk Island.", "targets": "Norfolk Island was originally a what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71532027f1bb4b1d8adc9b970aa3e6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was originally a colony acquired by settlement but was never within the British Settlements Act. It was accepted as a territory of Australia, separate from any state, by the Norfolk Island Act 1913 (Cth), passed under the territories power (Constitution section 122) and made effective in 1914. In 1976 the High Court of Australia held unanimously that Norfolk Island is a part of the Commonwealth. Again, in 2007 the High Court of Australia affirmed the validity of legislation that made Australian citizenship a necessary qualification for voting for, and standing for election to, the Legislative Assembly of Norfolk Island.", "targets": "Norfolk Island became a territory of what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71532027f1bb4b1d8adc9b970aa3e6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was originally a colony acquired by settlement but was never within the British Settlements Act. It was accepted as a territory of Australia, separate from any state, by the Norfolk Island Act 1913 (Cth), passed under the territories power (Constitution section 122) and made effective in 1914. In 1976 the High Court of Australia held unanimously that Norfolk Island is a part of the Commonwealth. Again, in 2007 the High Court of Australia affirmed the validity of legislation that made Australian citizenship a necessary qualification for voting for, and standing for election to, the Legislative Assembly of Norfolk Island.", "targets": "Under what Act was Norfolk Island accepted as a territory of Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71532027f1bb4b1d8adc9b970aa3e6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was originally a colony acquired by settlement but was never within the British Settlements Act. It was accepted as a territory of Australia, separate from any state, by the Norfolk Island Act 1913 (Cth), passed under the territories power (Constitution section 122) and made effective in 1914. In 1976 the High Court of Australia held unanimously that Norfolk Island is a part of the Commonwealth. Again, in 2007 the High Court of Australia affirmed the validity of legislation that made Australian citizenship a necessary qualification for voting for, and standing for election to, the Legislative Assembly of Norfolk Island.", "targets": "Who decided in 1976 that Norfolk Island is a part of the Commonwealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71532027f1bb4b1d8adc9b970aa3e6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was originally a colony acquired by settlement but was never within the British Settlements Act. It was accepted as a territory of Australia, separate from any state, by the Norfolk Island Act 1913 (Cth), passed under the territories power (Constitution section 122) and made effective in 1914. In 1976 the High Court of Australia held unanimously that Norfolk Island is a part of the Commonwealth. Again, in 2007 the High Court of Australia affirmed the validity of legislation that made Australian citizenship a necessary qualification for voting for, and standing for election to, the Legislative Assembly of Norfolk Island.", "targets": "What was a necessary qualification for voting in Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc2d4dea1084f9dac1545d27cdece5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many monuments and memorials, most notably those along Monument Avenue. Other monuments include the A.P. Hill monument, the Bill \"Bojangles\" Robinson monument in Jackson Ward, the Christopher Columbus monument near Byrd Park, and the Confederate Soldiers and Sailors Monument on Libby Hill. Located near Byrd Park is the famous World War I Memorial Carillon, a 56-bell carillon tower. Dedicated in 1956, the Virginia War Memorial is located on Belvedere overlooking the river, and is a monument to Virginians who died in battle in World War II, the Korean War, the Vietnam War, the Gulf War, the War in Afghanistan, and the Iraq War.", "targets": "What was the nickname of Bill Robinson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc2d4dea1084f9dac1545d27cdece5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many monuments and memorials, most notably those along Monument Avenue. Other monuments include the A.P. Hill monument, the Bill \"Bojangles\" Robinson monument in Jackson Ward, the Christopher Columbus monument near Byrd Park, and the Confederate Soldiers and Sailors Monument on Libby Hill. Located near Byrd Park is the famous World War I Memorial Carillon, a 56-bell carillon tower. Dedicated in 1956, the Virginia War Memorial is located on Belvedere overlooking the river, and is a monument to Virginians who died in battle in World War II, the Korean War, the Vietnam War, the Gulf War, the War in Afghanistan, and the Iraq War.", "targets": "Near what park is the monument dedicated to the person traditionally regarded as discovering America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc2d4dea1084f9dac1545d27cdece5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many monuments and memorials, most notably those along Monument Avenue. Other monuments include the A.P. Hill monument, the Bill \"Bojangles\" Robinson monument in Jackson Ward, the Christopher Columbus monument near Byrd Park, and the Confederate Soldiers and Sailors Monument on Libby Hill. Located near Byrd Park is the famous World War I Memorial Carillon, a 56-bell carillon tower. Dedicated in 1956, the Virginia War Memorial is located on Belvedere overlooking the river, and is a monument to Virginians who died in battle in World War II, the Korean War, the Vietnam War, the Gulf War, the War in Afghanistan, and the Iraq War.", "targets": "How many bells are contained in the World War I Memorial Carillon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc2d4dea1084f9dac1545d27cdece5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many monuments and memorials, most notably those along Monument Avenue. Other monuments include the A.P. Hill monument, the Bill \"Bojangles\" Robinson monument in Jackson Ward, the Christopher Columbus monument near Byrd Park, and the Confederate Soldiers and Sailors Monument on Libby Hill. Located near Byrd Park is the famous World War I Memorial Carillon, a 56-bell carillon tower. Dedicated in 1956, the Virginia War Memorial is located on Belvedere overlooking the river, and is a monument to Virginians who died in battle in World War II, the Korean War, the Vietnam War, the Gulf War, the War in Afghanistan, and the Iraq War.", "targets": "The dead of what war were the first to be commemorated by the Virginia War Memorial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc2d4dea1084f9dac1545d27cdece5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many monuments and memorials, most notably those along Monument Avenue. Other monuments include the A.P. Hill monument, the Bill \"Bojangles\" Robinson monument in Jackson Ward, the Christopher Columbus monument near Byrd Park, and the Confederate Soldiers and Sailors Monument on Libby Hill. Located near Byrd Park is the famous World War I Memorial Carillon, a 56-bell carillon tower. Dedicated in 1956, the Virginia War Memorial is located on Belvedere overlooking the river, and is a monument to Virginians who died in battle in World War II, the Korean War, the Vietnam War, the Gulf War, the War in Afghanistan, and the Iraq War.", "targets": "In what neighborhood is the monument to Bill Robinson located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd200f55844249088eec3fc1fc939e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger between ABC and Capital Cities received federal approval on September 5, 1985. After the ABC/Capital Cities merger was finalized on January 3, 1986, the combined company \u2013 which became known as Capital Cities/ABC, Inc. \u2013 added four television stations (WPVI-TV/Philadelphia, KTRK-TV/Houston, KFSN-TV/Fresno and WTVD/Raleigh) and several radio stations to ABC's broadcasting portfolio, and also included Fairchild Publications and four newspapers (including The Kansas City Star and Fort Worth Star-Telegram). It also initiated several changes in its management: Frederick S. Pierce was named president of ABC's broadcasting division; Michael P. Millardi became vice president of ABC Broadcasting, and president of ABC Owned Stations and ABC Video Enterprises; John B. Sias was appointed president of the ABC Television Network; Brandon Stoddard became president of ABC Entertainment (a position to which he had been appointed in November 1985); and Roone Arledge became president of ABC News and ABC Sports. In February 1986, Thomas S. Murphy, who had been serving as CEO of Capital Cities since 1964, was appointed chairman and CEO emeritus of ABC. Jim Duffy stepped down as ABC Television president for a management position at ABC Communications, a subsidiary that specialized in community service programming, including shows related to literary education.", "targets": "When did the merger between ABC and Capital Cities gain federal approval?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd200f55844249088eec3fc1fc939e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger between ABC and Capital Cities received federal approval on September 5, 1985. After the ABC/Capital Cities merger was finalized on January 3, 1986, the combined company \u2013 which became known as Capital Cities/ABC, Inc. \u2013 added four television stations (WPVI-TV/Philadelphia, KTRK-TV/Houston, KFSN-TV/Fresno and WTVD/Raleigh) and several radio stations to ABC's broadcasting portfolio, and also included Fairchild Publications and four newspapers (including The Kansas City Star and Fort Worth Star-Telegram). It also initiated several changes in its management: Frederick S. Pierce was named president of ABC's broadcasting division; Michael P. Millardi became vice president of ABC Broadcasting, and president of ABC Owned Stations and ABC Video Enterprises; John B. Sias was appointed president of the ABC Television Network; Brandon Stoddard became president of ABC Entertainment (a position to which he had been appointed in November 1985); and Roone Arledge became president of ABC News and ABC Sports. In February 1986, Thomas S. Murphy, who had been serving as CEO of Capital Cities since 1964, was appointed chairman and CEO emeritus of ABC. Jim Duffy stepped down as ABC Television president for a management position at ABC Communications, a subsidiary that specialized in community service programming, including shows related to literary education.", "targets": "After the merger between ABC and Capital Cities was completed, what was the resulting company known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd200f55844249088eec3fc1fc939e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger between ABC and Capital Cities received federal approval on September 5, 1985. After the ABC/Capital Cities merger was finalized on January 3, 1986, the combined company \u2013 which became known as Capital Cities/ABC, Inc. \u2013 added four television stations (WPVI-TV/Philadelphia, KTRK-TV/Houston, KFSN-TV/Fresno and WTVD/Raleigh) and several radio stations to ABC's broadcasting portfolio, and also included Fairchild Publications and four newspapers (including The Kansas City Star and Fort Worth Star-Telegram). It also initiated several changes in its management: Frederick S. Pierce was named president of ABC's broadcasting division; Michael P. Millardi became vice president of ABC Broadcasting, and president of ABC Owned Stations and ABC Video Enterprises; John B. Sias was appointed president of the ABC Television Network; Brandon Stoddard became president of ABC Entertainment (a position to which he had been appointed in November 1985); and Roone Arledge became president of ABC News and ABC Sports. In February 1986, Thomas S. Murphy, who had been serving as CEO of Capital Cities since 1964, was appointed chairman and CEO emeritus of ABC. Jim Duffy stepped down as ABC Television president for a management position at ABC Communications, a subsidiary that specialized in community service programming, including shows related to literary education.", "targets": "After the Capital Cities - ABC merger, Frederick Pierce was named to what position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd200f55844249088eec3fc1fc939e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger between ABC and Capital Cities received federal approval on September 5, 1985. After the ABC/Capital Cities merger was finalized on January 3, 1986, the combined company \u2013 which became known as Capital Cities/ABC, Inc. \u2013 added four television stations (WPVI-TV/Philadelphia, KTRK-TV/Houston, KFSN-TV/Fresno and WTVD/Raleigh) and several radio stations to ABC's broadcasting portfolio, and also included Fairchild Publications and four newspapers (including The Kansas City Star and Fort Worth Star-Telegram). It also initiated several changes in its management: Frederick S. Pierce was named president of ABC's broadcasting division; Michael P. Millardi became vice president of ABC Broadcasting, and president of ABC Owned Stations and ABC Video Enterprises; John B. Sias was appointed president of the ABC Television Network; Brandon Stoddard became president of ABC Entertainment (a position to which he had been appointed in November 1985); and Roone Arledge became president of ABC News and ABC Sports. In February 1986, Thomas S. Murphy, who had been serving as CEO of Capital Cities since 1964, was appointed chairman and CEO emeritus of ABC. Jim Duffy stepped down as ABC Television president for a management position at ABC Communications, a subsidiary that specialized in community service programming, including shows related to literary education.", "targets": "After the merger between ABC and Capital Cities, who became the vice president of ABC broadcasting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd200f55844249088eec3fc1fc939e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger between ABC and Capital Cities received federal approval on September 5, 1985. After the ABC/Capital Cities merger was finalized on January 3, 1986, the combined company \u2013 which became known as Capital Cities/ABC, Inc. \u2013 added four television stations (WPVI-TV/Philadelphia, KTRK-TV/Houston, KFSN-TV/Fresno and WTVD/Raleigh) and several radio stations to ABC's broadcasting portfolio, and also included Fairchild Publications and four newspapers (including The Kansas City Star and Fort Worth Star-Telegram). It also initiated several changes in its management: Frederick S. Pierce was named president of ABC's broadcasting division; Michael P. Millardi became vice president of ABC Broadcasting, and president of ABC Owned Stations and ABC Video Enterprises; John B. Sias was appointed president of the ABC Television Network; Brandon Stoddard became president of ABC Entertainment (a position to which he had been appointed in November 1985); and Roone Arledge became president of ABC News and ABC Sports. In February 1986, Thomas S. Murphy, who had been serving as CEO of Capital Cities since 1964, was appointed chairman and CEO emeritus of ABC. Jim Duffy stepped down as ABC Television president for a management position at ABC Communications, a subsidiary that specialized in community service programming, including shows related to literary education.", "targets": "In the wake of the ABC and Capital Cities merger, who was the president of ABC News and ABC Sports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe3579dc7674a77b7c854f7cc93c76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After returning to the United States, Kerry joined the Vietnam Veterans Against the War (VVAW). Then numbering about 20,000, VVAW was considered by some (including the administration of President Richard Nixon) to be an effective, if controversial, component of the antiwar movement. Kerry participated in the \"Winter Soldier Investigation\" conducted by VVAW of U.S. atrocities in Vietnam, and he appears in a film by that name that documents the investigation. According to Nixon Secretary of Defense Melvin Laird, \"I didn't approve of what he did, but I understood the protesters quite well\", and he declined two requests from the Navy to court martial Reserve Lieutenant Kerry over his antiwar activity.", "targets": "How many members did VVAW have when Kerry joined it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe3579dc7674a77b7c854f7cc93c76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After returning to the United States, Kerry joined the Vietnam Veterans Against the War (VVAW). Then numbering about 20,000, VVAW was considered by some (including the administration of President Richard Nixon) to be an effective, if controversial, component of the antiwar movement. Kerry participated in the \"Winter Soldier Investigation\" conducted by VVAW of U.S. atrocities in Vietnam, and he appears in a film by that name that documents the investigation. According to Nixon Secretary of Defense Melvin Laird, \"I didn't approve of what he did, but I understood the protesters quite well\", and he declined two requests from the Navy to court martial Reserve Lieutenant Kerry over his antiwar activity.", "targets": "What VVAW investigation was Kerry involved in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe3579dc7674a77b7c854f7cc93c76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After returning to the United States, Kerry joined the Vietnam Veterans Against the War (VVAW). Then numbering about 20,000, VVAW was considered by some (including the administration of President Richard Nixon) to be an effective, if controversial, component of the antiwar movement. Kerry participated in the \"Winter Soldier Investigation\" conducted by VVAW of U.S. atrocities in Vietnam, and he appears in a film by that name that documents the investigation. According to Nixon Secretary of Defense Melvin Laird, \"I didn't approve of what he did, but I understood the protesters quite well\", and he declined two requests from the Navy to court martial Reserve Lieutenant Kerry over his antiwar activity.", "targets": "Who was Melvin Laird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe3579dc7674a77b7c854f7cc93c76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After returning to the United States, Kerry joined the Vietnam Veterans Against the War (VVAW). Then numbering about 20,000, VVAW was considered by some (including the administration of President Richard Nixon) to be an effective, if controversial, component of the antiwar movement. Kerry participated in the \"Winter Soldier Investigation\" conducted by VVAW of U.S. atrocities in Vietnam, and he appears in a film by that name that documents the investigation. According to Nixon Secretary of Defense Melvin Laird, \"I didn't approve of what he did, but I understood the protesters quite well\", and he declined two requests from the Navy to court martial Reserve Lieutenant Kerry over his antiwar activity.", "targets": "What did Laird refuse to court-martial Kerry for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6285de53ccc7454c8c7a12890c1e44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Europe, some of the older Roman elite families died out while others became more involved with Church than secular affairs. Values attached to Latin scholarship and education mostly disappeared, and while literacy remained important, it became a practical skill rather than a sign of elite status. In the 4th century, Jerome (d. 420) dreamed that God rebuked him for spending more time reading Cicero than the Bible. By the 6th century, Gregory of Tours (d. 594) had a similar dream, but instead of being chastised for reading Cicero, he was chastised for learning shorthand. By the late 6th century, the principal means of religious instruction in the Church had become music and art rather than the book. Most intellectual efforts went towards imitating classical scholarship, but some original works were created, along with now-lost oral compositions. The writings of Sidonius Apollinaris (d. 489), Cassiodorus (d. c. 585), and Boethius (d. c. 525) were typical of the age.", "targets": "What author would Jerome rather read than the Bible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6285de53ccc7454c8c7a12890c1e44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Europe, some of the older Roman elite families died out while others became more involved with Church than secular affairs. Values attached to Latin scholarship and education mostly disappeared, and while literacy remained important, it became a practical skill rather than a sign of elite status. In the 4th century, Jerome (d. 420) dreamed that God rebuked him for spending more time reading Cicero than the Bible. By the 6th century, Gregory of Tours (d. 594) had a similar dream, but instead of being chastised for reading Cicero, he was chastised for learning shorthand. By the late 6th century, the principal means of religious instruction in the Church had become music and art rather than the book. Most intellectual efforts went towards imitating classical scholarship, but some original works were created, along with now-lost oral compositions. The writings of Sidonius Apollinaris (d. 489), Cassiodorus (d. c. 585), and Boethius (d. c. 525) were typical of the age.", "targets": "In what year did Jerome die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6285de53ccc7454c8c7a12890c1e44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Europe, some of the older Roman elite families died out while others became more involved with Church than secular affairs. Values attached to Latin scholarship and education mostly disappeared, and while literacy remained important, it became a practical skill rather than a sign of elite status. In the 4th century, Jerome (d. 420) dreamed that God rebuked him for spending more time reading Cicero than the Bible. By the 6th century, Gregory of Tours (d. 594) had a similar dream, but instead of being chastised for reading Cicero, he was chastised for learning shorthand. By the late 6th century, the principal means of religious instruction in the Church had become music and art rather than the book. Most intellectual efforts went towards imitating classical scholarship, but some original works were created, along with now-lost oral compositions. The writings of Sidonius Apollinaris (d. 489), Cassiodorus (d. c. 585), and Boethius (d. c. 525) were typical of the age.", "targets": "In what century did Gregory of Tours live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6285de53ccc7454c8c7a12890c1e44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Europe, some of the older Roman elite families died out while others became more involved with Church than secular affairs. Values attached to Latin scholarship and education mostly disappeared, and while literacy remained important, it became a practical skill rather than a sign of elite status. In the 4th century, Jerome (d. 420) dreamed that God rebuked him for spending more time reading Cicero than the Bible. By the 6th century, Gregory of Tours (d. 594) had a similar dream, but instead of being chastised for reading Cicero, he was chastised for learning shorthand. By the late 6th century, the principal means of religious instruction in the Church had become music and art rather than the book. Most intellectual efforts went towards imitating classical scholarship, but some original works were created, along with now-lost oral compositions. The writings of Sidonius Apollinaris (d. 489), Cassiodorus (d. c. 585), and Boethius (d. c. 525) were typical of the age.", "targets": "Along with art, how was religious instruction commonly received in the late 6th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6285de53ccc7454c8c7a12890c1e44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Europe, some of the older Roman elite families died out while others became more involved with Church than secular affairs. Values attached to Latin scholarship and education mostly disappeared, and while literacy remained important, it became a practical skill rather than a sign of elite status. In the 4th century, Jerome (d. 420) dreamed that God rebuked him for spending more time reading Cicero than the Bible. By the 6th century, Gregory of Tours (d. 594) had a similar dream, but instead of being chastised for reading Cicero, he was chastised for learning shorthand. By the late 6th century, the principal means of religious instruction in the Church had become music and art rather than the book. Most intellectual efforts went towards imitating classical scholarship, but some original works were created, along with now-lost oral compositions. The writings of Sidonius Apollinaris (d. 489), Cassiodorus (d. c. 585), and Boethius (d. c. 525) were typical of the age.", "targets": "When was the death of Sidonius Apollinaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dd7ba6776d54c73a5160d0abbb7691d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee furnished more soldiers for the Confederate Army than any other state, and more soldiers for the Union Army than any other Southern state. Beginning during Reconstruction, it had competitive party politics, but a Democratic takeover in the late 1880s resulted in passage of disfranchisement laws that excluded most blacks and many poor whites from voting. This sharply reduced competition in politics in the state until after passage of civil rights legislation in the mid-20th century. In the 20th century, Tennessee transitioned from an agrarian economy to a more diversified economy, aided by massive federal investment in the Tennessee Valley Authority and, in the early 1940s, the city of Oak Ridge. This city was established to house the Manhattan Project's uranium enrichment facilities, helping to build the world's first atomic bomb, which was used during World War II.", "targets": "Which part dominated Tennessee's politics in the late 1880s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dd7ba6776d54c73a5160d0abbb7691d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee furnished more soldiers for the Confederate Army than any other state, and more soldiers for the Union Army than any other Southern state. Beginning during Reconstruction, it had competitive party politics, but a Democratic takeover in the late 1880s resulted in passage of disfranchisement laws that excluded most blacks and many poor whites from voting. This sharply reduced competition in politics in the state until after passage of civil rights legislation in the mid-20th century. In the 20th century, Tennessee transitioned from an agrarian economy to a more diversified economy, aided by massive federal investment in the Tennessee Valley Authority and, in the early 1940s, the city of Oak Ridge. This city was established to house the Manhattan Project's uranium enrichment facilities, helping to build the world's first atomic bomb, which was used during World War II.", "targets": "Which Tennessee city was received significant federal investment in the 1940s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dd7ba6776d54c73a5160d0abbb7691d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee furnished more soldiers for the Confederate Army than any other state, and more soldiers for the Union Army than any other Southern state. Beginning during Reconstruction, it had competitive party politics, but a Democratic takeover in the late 1880s resulted in passage of disfranchisement laws that excluded most blacks and many poor whites from voting. This sharply reduced competition in politics in the state until after passage of civil rights legislation in the mid-20th century. In the 20th century, Tennessee transitioned from an agrarian economy to a more diversified economy, aided by massive federal investment in the Tennessee Valley Authority and, in the early 1940s, the city of Oak Ridge. This city was established to house the Manhattan Project's uranium enrichment facilities, helping to build the world's first atomic bomb, which was used during World War II.", "targets": "What part of the Manhattan Project did Tennessee host?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dd7ba6776d54c73a5160d0abbb7691d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee furnished more soldiers for the Confederate Army than any other state, and more soldiers for the Union Army than any other Southern state. Beginning during Reconstruction, it had competitive party politics, but a Democratic takeover in the late 1880s resulted in passage of disfranchisement laws that excluded most blacks and many poor whites from voting. This sharply reduced competition in politics in the state until after passage of civil rights legislation in the mid-20th century. In the 20th century, Tennessee transitioned from an agrarian economy to a more diversified economy, aided by massive federal investment in the Tennessee Valley Authority and, in the early 1940s, the city of Oak Ridge. This city was established to house the Manhattan Project's uranium enrichment facilities, helping to build the world's first atomic bomb, which was used during World War II.", "targets": "What made Tennessee politics more competitive again in the middle of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d7bd16045d4814aa6c6d6d17d57eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rulers of the expansionist Qin dynasty, based in present-day Gansu and Shaanxi, were only the first strategists to realize that the area's military importance matched its commercial and agricultural significance. The Sichuan basin is surrounded by the Himalayas to the west, the Qin Mountains to the north, and mountainous areas of Yunnan to the south. Since the Yangtze flows through the basin and then through the perilous Yangzi Gorges to eastern and southern China, Sichuan was a staging area for amphibious military forces and a refuge for political refugees.[citation needed]", "targets": "What surrounds the Sichuan basin to the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d7bd16045d4814aa6c6d6d17d57eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rulers of the expansionist Qin dynasty, based in present-day Gansu and Shaanxi, were only the first strategists to realize that the area's military importance matched its commercial and agricultural significance. The Sichuan basin is surrounded by the Himalayas to the west, the Qin Mountains to the north, and mountainous areas of Yunnan to the south. Since the Yangtze flows through the basin and then through the perilous Yangzi Gorges to eastern and southern China, Sichuan was a staging area for amphibious military forces and a refuge for political refugees.[citation needed]", "targets": "What mountains surround the Sichuan basin to the North?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d7bd16045d4814aa6c6d6d17d57eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rulers of the expansionist Qin dynasty, based in present-day Gansu and Shaanxi, were only the first strategists to realize that the area's military importance matched its commercial and agricultural significance. The Sichuan basin is surrounded by the Himalayas to the west, the Qin Mountains to the north, and mountainous areas of Yunnan to the south. Since the Yangtze flows through the basin and then through the perilous Yangzi Gorges to eastern and southern China, Sichuan was a staging area for amphibious military forces and a refuge for political refugees.[citation needed]", "targets": "What river flows through the Sichuan basin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d7bd16045d4814aa6c6d6d17d57eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rulers of the expansionist Qin dynasty, based in present-day Gansu and Shaanxi, were only the first strategists to realize that the area's military importance matched its commercial and agricultural significance. The Sichuan basin is surrounded by the Himalayas to the west, the Qin Mountains to the north, and mountainous areas of Yunnan to the south. Since the Yangtze flows through the basin and then through the perilous Yangzi Gorges to eastern and southern China, Sichuan was a staging area for amphibious military forces and a refuge for political refugees.[citation needed]", "targets": "Where was the Qin dynasty based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d7bd16045d4814aa6c6d6d17d57eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rulers of the expansionist Qin dynasty, based in present-day Gansu and Shaanxi, were only the first strategists to realize that the area's military importance matched its commercial and agricultural significance. The Sichuan basin is surrounded by the Himalayas to the west, the Qin Mountains to the north, and mountainous areas of Yunnan to the south. Since the Yangtze flows through the basin and then through the perilous Yangzi Gorges to eastern and southern China, Sichuan was a staging area for amphibious military forces and a refuge for political refugees.[citation needed]", "targets": "What surrounds the Sichuan basin to the South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c38af0a876c341dea55e6b83971d2227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Closely related fields in theoretical computer science are analysis of algorithms and computability theory. A key distinction between analysis of algorithms and computational complexity theory is that the former is devoted to analyzing the amount of resources needed by a particular algorithm to solve a problem, whereas the latter asks a more general question about all possible algorithms that could be used to solve the same problem. More precisely, it tries to classify problems that can or cannot be solved with appropriately restricted resources. In turn, imposing restrictions on the available resources is what distinguishes computational complexity from computability theory: the latter theory asks what kind of problems can, in principle, be solved algorithmically.", "targets": "What two fields of theoretical computer science closely mirror computational complexity theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c38af0a876c341dea55e6b83971d2227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Closely related fields in theoretical computer science are analysis of algorithms and computability theory. A key distinction between analysis of algorithms and computational complexity theory is that the former is devoted to analyzing the amount of resources needed by a particular algorithm to solve a problem, whereas the latter asks a more general question about all possible algorithms that could be used to solve the same problem. More precisely, it tries to classify problems that can or cannot be solved with appropriately restricted resources. In turn, imposing restrictions on the available resources is what distinguishes computational complexity from computability theory: the latter theory asks what kind of problems can, in principle, be solved algorithmically.", "targets": "What field of computer science analyzes the resource requirements of a specific algorithm isolated unto itself within a given problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c38af0a876c341dea55e6b83971d2227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Closely related fields in theoretical computer science are analysis of algorithms and computability theory. A key distinction between analysis of algorithms and computational complexity theory is that the former is devoted to analyzing the amount of resources needed by a particular algorithm to solve a problem, whereas the latter asks a more general question about all possible algorithms that could be used to solve the same problem. More precisely, it tries to classify problems that can or cannot be solved with appropriately restricted resources. In turn, imposing restrictions on the available resources is what distinguishes computational complexity from computability theory: the latter theory asks what kind of problems can, in principle, be solved algorithmically.", "targets": "What field of computer science analyzes all possible algorithms in aggregate to determine the resource requirements needed to solve to a given problem?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c38af0a876c341dea55e6b83971d2227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Closely related fields in theoretical computer science are analysis of algorithms and computability theory. A key distinction between analysis of algorithms and computational complexity theory is that the former is devoted to analyzing the amount of resources needed by a particular algorithm to solve a problem, whereas the latter asks a more general question about all possible algorithms that could be used to solve the same problem. More precisely, it tries to classify problems that can or cannot be solved with appropriately restricted resources. In turn, imposing restrictions on the available resources is what distinguishes computational complexity from computability theory: the latter theory asks what kind of problems can, in principle, be solved algorithmically.", "targets": "What field of computer science is primarily concerned with determining the likelihood of whether or not a problem can ultimately be solved using algorithms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58409fb86ec249518b68043fd3d04c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rivers form lakes, such as Lake Geneva, a crescent shaped lake crossing the Swiss border with Lausanne on the Swiss side and the town of Evian-les-Bains on the French side. In Germany, the medieval St. Bartholomew's chapel was built on the south side of the K\u00f6nigssee, accessible only by boat or by climbing over the abutting peaks.", "targets": "Where is the medieval St. Bartholomew Chapel located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58409fb86ec249518b68043fd3d04c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rivers form lakes, such as Lake Geneva, a crescent shaped lake crossing the Swiss border with Lausanne on the Swiss side and the town of Evian-les-Bains on the French side. In Germany, the medieval St. Bartholomew's chapel was built on the south side of the K\u00f6nigssee, accessible only by boat or by climbing over the abutting peaks.", "targets": "What side of the Konigssee was St. Bartholomew's chapel built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58409fb86ec249518b68043fd3d04c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rivers form lakes, such as Lake Geneva, a crescent shaped lake crossing the Swiss border with Lausanne on the Swiss side and the town of Evian-les-Bains on the French side. In Germany, the medieval St. Bartholomew's chapel was built on the south side of the K\u00f6nigssee, accessible only by boat or by climbing over the abutting peaks.", "targets": "What do the rivers form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c98acae9cc24bbc83f1dc2be57aef33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternative approaches, such as the British aid agency's Drivers of Change research, skips numbers and promotes understanding corruption via political economy analysis of who controls power in a given society.", "targets": "What is the British aid agency's research called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c98acae9cc24bbc83f1dc2be57aef33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternative approaches, such as the British aid agency's Drivers of Change research, skips numbers and promotes understanding corruption via political economy analysis of who controls power in a given society.", "targets": "What does Drivers of Change skip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c98acae9cc24bbc83f1dc2be57aef33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternative approaches, such as the British aid agency's Drivers of Change research, skips numbers and promotes understanding corruption via political economy analysis of who controls power in a given society.", "targets": "What does Drivers of Change promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89bab60d92124a148955b4f92aab9534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of Britain's campaigns against New France succeeded in 1759, part of what became known as an Annus Mirabilis. Fort Niagara and Fort Carillon on 8 July 1758 fell to sizable British forces, cutting off French frontier forts further west. On 13 September 1759, following a three-month siege of Quebec, General James Wolfe defeated the French on the Plains of Abraham outside the city. The French staged a counteroffensive in the spring of 1760, with initial success at the Battle of Sainte-Foy, but they were unable to retake Quebec, due to British naval superiority following the battle of Neuville. The French forces retreated to Montreal, where on 8 September they surrendered to overwhelming British numerical superiority.", "targets": "Which country enjoyed the most success in battles in North America in 1759"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89bab60d92124a148955b4f92aab9534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of Britain's campaigns against New France succeeded in 1759, part of what became known as an Annus Mirabilis. Fort Niagara and Fort Carillon on 8 July 1758 fell to sizable British forces, cutting off French frontier forts further west. On 13 September 1759, following a three-month siege of Quebec, General James Wolfe defeated the French on the Plains of Abraham outside the city. The French staged a counteroffensive in the spring of 1760, with initial success at the Battle of Sainte-Foy, but they were unable to retake Quebec, due to British naval superiority following the battle of Neuville. The French forces retreated to Montreal, where on 8 September they surrendered to overwhelming British numerical superiority.", "targets": "What two forts fell on the same day in 1758?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89bab60d92124a148955b4f92aab9534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of Britain's campaigns against New France succeeded in 1759, part of what became known as an Annus Mirabilis. Fort Niagara and Fort Carillon on 8 July 1758 fell to sizable British forces, cutting off French frontier forts further west. On 13 September 1759, following a three-month siege of Quebec, General James Wolfe defeated the French on the Plains of Abraham outside the city. The French staged a counteroffensive in the spring of 1760, with initial success at the Battle of Sainte-Foy, but they were unable to retake Quebec, due to British naval superiority following the battle of Neuville. The French forces retreated to Montreal, where on 8 September they surrendered to overwhelming British numerical superiority.", "targets": "When did General Wolfe take Quebec?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89bab60d92124a148955b4f92aab9534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of Britain's campaigns against New France succeeded in 1759, part of what became known as an Annus Mirabilis. Fort Niagara and Fort Carillon on 8 July 1758 fell to sizable British forces, cutting off French frontier forts further west. On 13 September 1759, following a three-month siege of Quebec, General James Wolfe defeated the French on the Plains of Abraham outside the city. The French staged a counteroffensive in the spring of 1760, with initial success at the Battle of Sainte-Foy, but they were unable to retake Quebec, due to British naval superiority following the battle of Neuville. The French forces retreated to Montreal, where on 8 September they surrendered to overwhelming British numerical superiority.", "targets": "Did the French take Quebec back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89bab60d92124a148955b4f92aab9534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of Britain's campaigns against New France succeeded in 1759, part of what became known as an Annus Mirabilis. Fort Niagara and Fort Carillon on 8 July 1758 fell to sizable British forces, cutting off French frontier forts further west. On 13 September 1759, following a three-month siege of Quebec, General James Wolfe defeated the French on the Plains of Abraham outside the city. The French staged a counteroffensive in the spring of 1760, with initial success at the Battle of Sainte-Foy, but they were unable to retake Quebec, due to British naval superiority following the battle of Neuville. The French forces retreated to Montreal, where on 8 September they surrendered to overwhelming British numerical superiority.", "targets": "What military advantage brought the success for the British in defending Quebec?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506bdcc318664a26be9ed6eb5416293a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian is one of the official languages (or has similar status and interpretation must be provided into Russian) of the United Nations, International Atomic Energy Agency, World Health Organization, International Civil Aviation Organization, UNESCO, World Intellectual Property Organization, International Telecommunication Union, World Meteorological Organization, Food and Agriculture Organization, International Fund for Agricultural Development, International Criminal Court, International Monetary Fund, International Olympic Committee, Universal Postal Union, World Bank, Commonwealth of Independent States, Organization for Security and Co-operation in Europe, Shanghai Cooperation Organisation, Eurasian Economic Community, Collective Security Treaty Organization, Antarctic Treaty Secretariat, International Organization for Standardization, GUAM Organization for Democracy and Economic Development, International Mathematical Olympiad. The Russian language is also one of two official languages aboard the International Space Station - NASA astronauts who serve alongside Russian cosmonauts usually take Russian language courses. This practice goes back to the Apollo-Soyuz mission, which first flew in 1975.", "targets": "When did Apollo-Soyuz fly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506bdcc318664a26be9ed6eb5416293a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian is one of the official languages (or has similar status and interpretation must be provided into Russian) of the United Nations, International Atomic Energy Agency, World Health Organization, International Civil Aviation Organization, UNESCO, World Intellectual Property Organization, International Telecommunication Union, World Meteorological Organization, Food and Agriculture Organization, International Fund for Agricultural Development, International Criminal Court, International Monetary Fund, International Olympic Committee, Universal Postal Union, World Bank, Commonwealth of Independent States, Organization for Security and Co-operation in Europe, Shanghai Cooperation Organisation, Eurasian Economic Community, Collective Security Treaty Organization, Antarctic Treaty Secretariat, International Organization for Standardization, GUAM Organization for Democracy and Economic Development, International Mathematical Olympiad. The Russian language is also one of two official languages aboard the International Space Station - NASA astronauts who serve alongside Russian cosmonauts usually take Russian language courses. This practice goes back to the Apollo-Soyuz mission, which first flew in 1975.", "targets": "For which mission did NASA astronauts first learn Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506bdcc318664a26be9ed6eb5416293a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian is one of the official languages (or has similar status and interpretation must be provided into Russian) of the United Nations, International Atomic Energy Agency, World Health Organization, International Civil Aviation Organization, UNESCO, World Intellectual Property Organization, International Telecommunication Union, World Meteorological Organization, Food and Agriculture Organization, International Fund for Agricultural Development, International Criminal Court, International Monetary Fund, International Olympic Committee, Universal Postal Union, World Bank, Commonwealth of Independent States, Organization for Security and Co-operation in Europe, Shanghai Cooperation Organisation, Eurasian Economic Community, Collective Security Treaty Organization, Antarctic Treaty Secretariat, International Organization for Standardization, GUAM Organization for Democracy and Economic Development, International Mathematical Olympiad. The Russian language is also one of two official languages aboard the International Space Station - NASA astronauts who serve alongside Russian cosmonauts usually take Russian language courses. This practice goes back to the Apollo-Soyuz mission, which first flew in 1975.", "targets": "What math competition has Russian as an official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-506bdcc318664a26be9ed6eb5416293a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian is one of the official languages (or has similar status and interpretation must be provided into Russian) of the United Nations, International Atomic Energy Agency, World Health Organization, International Civil Aviation Organization, UNESCO, World Intellectual Property Organization, International Telecommunication Union, World Meteorological Organization, Food and Agriculture Organization, International Fund for Agricultural Development, International Criminal Court, International Monetary Fund, International Olympic Committee, Universal Postal Union, World Bank, Commonwealth of Independent States, Organization for Security and Co-operation in Europe, Shanghai Cooperation Organisation, Eurasian Economic Community, Collective Security Treaty Organization, Antarctic Treaty Secretariat, International Organization for Standardization, GUAM Organization for Democracy and Economic Development, International Mathematical Olympiad. The Russian language is also one of two official languages aboard the International Space Station - NASA astronauts who serve alongside Russian cosmonauts usually take Russian language courses. This practice goes back to the Apollo-Soyuz mission, which first flew in 1975.", "targets": "What are Russian astronauts called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74529485cdf94e20a4cf8a71f8561959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to research published in 1999 by Alan Green and the Center for Public Integrity (CPI), loopholes in the ESA are commonly exploited in the exotic pet trade. Although the legislation prohibits interstate and foreign transactions for list species, no provisions are made for in-state commerce, allowing these animals to be sold to roadside zoos and private collectors. Additionally, the ESA allows listed species to be shipped across state lines as long as they are not sold. According to Green and the CPI, this allows dealers to \"donate\" listed species through supposed \"breeding loans\" to anyone, and in return they can legally receive a reciprocal monetary \"donation\" from the receiving party. Furthermore, an interview with an endangered species specialist at the US Fish and Wildlife Service revealed that the agency does not have sufficient staff to perform undercover investigations, which would catch these false \"donations\" and other mislabeled transactions.", "targets": "What is one particular industry that exploits Endangered Species Act loopholes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74529485cdf94e20a4cf8a71f8561959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to research published in 1999 by Alan Green and the Center for Public Integrity (CPI), loopholes in the ESA are commonly exploited in the exotic pet trade. Although the legislation prohibits interstate and foreign transactions for list species, no provisions are made for in-state commerce, allowing these animals to be sold to roadside zoos and private collectors. Additionally, the ESA allows listed species to be shipped across state lines as long as they are not sold. According to Green and the CPI, this allows dealers to \"donate\" listed species through supposed \"breeding loans\" to anyone, and in return they can legally receive a reciprocal monetary \"donation\" from the receiving party. Furthermore, an interview with an endangered species specialist at the US Fish and Wildlife Service revealed that the agency does not have sufficient staff to perform undercover investigations, which would catch these false \"donations\" and other mislabeled transactions.", "targets": "What is one particular loophole that aids roadside zoos and private collectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74529485cdf94e20a4cf8a71f8561959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to research published in 1999 by Alan Green and the Center for Public Integrity (CPI), loopholes in the ESA are commonly exploited in the exotic pet trade. Although the legislation prohibits interstate and foreign transactions for list species, no provisions are made for in-state commerce, allowing these animals to be sold to roadside zoos and private collectors. Additionally, the ESA allows listed species to be shipped across state lines as long as they are not sold. According to Green and the CPI, this allows dealers to \"donate\" listed species through supposed \"breeding loans\" to anyone, and in return they can legally receive a reciprocal monetary \"donation\" from the receiving party. Furthermore, an interview with an endangered species specialist at the US Fish and Wildlife Service revealed that the agency does not have sufficient staff to perform undercover investigations, which would catch these false \"donations\" and other mislabeled transactions.", "targets": "What allows exploitation of interstate commerce regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74529485cdf94e20a4cf8a71f8561959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to research published in 1999 by Alan Green and the Center for Public Integrity (CPI), loopholes in the ESA are commonly exploited in the exotic pet trade. Although the legislation prohibits interstate and foreign transactions for list species, no provisions are made for in-state commerce, allowing these animals to be sold to roadside zoos and private collectors. Additionally, the ESA allows listed species to be shipped across state lines as long as they are not sold. According to Green and the CPI, this allows dealers to \"donate\" listed species through supposed \"breeding loans\" to anyone, and in return they can legally receive a reciprocal monetary \"donation\" from the receiving party. Furthermore, an interview with an endangered species specialist at the US Fish and Wildlife Service revealed that the agency does not have sufficient staff to perform undercover investigations, which would catch these false \"donations\" and other mislabeled transactions.", "targets": "How can fake breeding loans be used to sell wildlife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74529485cdf94e20a4cf8a71f8561959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to research published in 1999 by Alan Green and the Center for Public Integrity (CPI), loopholes in the ESA are commonly exploited in the exotic pet trade. Although the legislation prohibits interstate and foreign transactions for list species, no provisions are made for in-state commerce, allowing these animals to be sold to roadside zoos and private collectors. Additionally, the ESA allows listed species to be shipped across state lines as long as they are not sold. According to Green and the CPI, this allows dealers to \"donate\" listed species through supposed \"breeding loans\" to anyone, and in return they can legally receive a reciprocal monetary \"donation\" from the receiving party. Furthermore, an interview with an endangered species specialist at the US Fish and Wildlife Service revealed that the agency does not have sufficient staff to perform undercover investigations, which would catch these false \"donations\" and other mislabeled transactions.", "targets": "Why are there not more arrests from undercover investigations of interstate wildlife commerce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acc8fb753f94eb3a8ba7d1b5e0cd0cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Near and Middle East,\" held the stage for a few years before World War I. It proved to be less acceptable to a colonial point of view that saw the entire region as one. In 1916 Captain T.C. Fowle, 40th Pathans (troops of British India), wrote of a trip he had taken from Karachi to Syria just before the war. The book does not contain a single instance of \"Near East.\" Instead, the entire region is considered \"the Middle East.\" The formerly Near Eastern sections of his trip are now \"Turkish\" and not Ottoman.", "targets": "When did the term \"Near and Middle East\" hold stage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acc8fb753f94eb3a8ba7d1b5e0cd0cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Near and Middle East,\" held the stage for a few years before World War I. It proved to be less acceptable to a colonial point of view that saw the entire region as one. In 1916 Captain T.C. Fowle, 40th Pathans (troops of British India), wrote of a trip he had taken from Karachi to Syria just before the war. The book does not contain a single instance of \"Near East.\" Instead, the entire region is considered \"the Middle East.\" The formerly Near Eastern sections of his trip are now \"Turkish\" and not Ottoman.", "targets": "What proved to be less acceptable to a colonial point of view?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acc8fb753f94eb3a8ba7d1b5e0cd0cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Near and Middle East,\" held the stage for a few years before World War I. It proved to be less acceptable to a colonial point of view that saw the entire region as one. In 1916 Captain T.C. Fowle, 40th Pathans (troops of British India), wrote of a trip he had taken from Karachi to Syria just before the war. The book does not contain a single instance of \"Near East.\" Instead, the entire region is considered \"the Middle East.\" The formerly Near Eastern sections of his trip are now \"Turkish\" and not Ottoman.", "targets": "When did Captain T.C. Fowle write of a trip he had taken from Karachi to Syria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acc8fb753f94eb3a8ba7d1b5e0cd0cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Near and Middle East,\" held the stage for a few years before World War I. It proved to be less acceptable to a colonial point of view that saw the entire region as one. In 1916 Captain T.C. Fowle, 40th Pathans (troops of British India), wrote of a trip he had taken from Karachi to Syria just before the war. The book does not contain a single instance of \"Near East.\" Instead, the entire region is considered \"the Middle East.\" The formerly Near Eastern sections of his trip are now \"Turkish\" and not Ottoman.", "targets": "Who were the 40th Pathans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acc8fb753f94eb3a8ba7d1b5e0cd0cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Near and Middle East,\" held the stage for a few years before World War I. It proved to be less acceptable to a colonial point of view that saw the entire region as one. In 1916 Captain T.C. Fowle, 40th Pathans (troops of British India), wrote of a trip he had taken from Karachi to Syria just before the war. The book does not contain a single instance of \"Near East.\" Instead, the entire region is considered \"the Middle East.\" The formerly Near Eastern sections of his trip are now \"Turkish\" and not Ottoman.", "targets": "In the book Fowle wrote, what is the entire region considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7653121bea204478b5743e47a7876c86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mechanically controlled variable capacitors allow the plate spacing to be adjusted, for example by rotating or sliding a set of movable plates into alignment with a set of stationary plates. Low cost variable capacitors squeeze together alternating layers of aluminum and plastic with a screw. Electrical control of capacitance is achievable with varactors (or varicaps), which are reverse-biased semiconductor diodes whose depletion region width varies with applied voltage. They are used in phase-locked loops, amongst other applications.", "targets": "What do mechanically controlled variable capacitors enable to be modified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7653121bea204478b5743e47a7876c86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mechanically controlled variable capacitors allow the plate spacing to be adjusted, for example by rotating or sliding a set of movable plates into alignment with a set of stationary plates. Low cost variable capacitors squeeze together alternating layers of aluminum and plastic with a screw. Electrical control of capacitance is achievable with varactors (or varicaps), which are reverse-biased semiconductor diodes whose depletion region width varies with applied voltage. They are used in phase-locked loops, amongst other applications.", "targets": "How do cheap variable capacitors vary the separation distance between layers of a plastic and aluminum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7653121bea204478b5743e47a7876c86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mechanically controlled variable capacitors allow the plate spacing to be adjusted, for example by rotating or sliding a set of movable plates into alignment with a set of stationary plates. Low cost variable capacitors squeeze together alternating layers of aluminum and plastic with a screw. Electrical control of capacitance is achievable with varactors (or varicaps), which are reverse-biased semiconductor diodes whose depletion region width varies with applied voltage. They are used in phase-locked loops, amongst other applications.", "targets": "Of what type of diodes are varactors or varicaps comprised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7653121bea204478b5743e47a7876c86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mechanically controlled variable capacitors allow the plate spacing to be adjusted, for example by rotating or sliding a set of movable plates into alignment with a set of stationary plates. Low cost variable capacitors squeeze together alternating layers of aluminum and plastic with a screw. Electrical control of capacitance is achievable with varactors (or varicaps), which are reverse-biased semiconductor diodes whose depletion region width varies with applied voltage. They are used in phase-locked loops, amongst other applications.", "targets": "What varies as a function of voltage in varactors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7653121bea204478b5743e47a7876c86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mechanically controlled variable capacitors allow the plate spacing to be adjusted, for example by rotating or sliding a set of movable plates into alignment with a set of stationary plates. Low cost variable capacitors squeeze together alternating layers of aluminum and plastic with a screw. Electrical control of capacitance is achievable with varactors (or varicaps), which are reverse-biased semiconductor diodes whose depletion region width varies with applied voltage. They are used in phase-locked loops, amongst other applications.", "targets": "What is an application of varactors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e533dd742615419ab509a8fc512c9a4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the east side of the main park area is the National Museum of Visual Arts. On this side, a very popular street market takes place every Sunday. On the north side is an artificial lake with a little castle housing a municipal library for children. An area to its west is used as an open-air exhibition of photography. West of the park, across the coastal avenue Rambla Presidente Wilson, stretches Ramirez Beach. Directly west of the main park are, and belonging to Parque Rod\u00f3 barrio, is the former Parque Hotel, now called Edif\u00edcio Mercosur, seat of the parliament of the members countries of the Mercosur. During the guerilla war the Tupamaros frequently attacked buildings in this area, including the old hotel.", "targets": "What is on the east side of the park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e533dd742615419ab509a8fc512c9a4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the east side of the main park area is the National Museum of Visual Arts. On this side, a very popular street market takes place every Sunday. On the north side is an artificial lake with a little castle housing a municipal library for children. An area to its west is used as an open-air exhibition of photography. West of the park, across the coastal avenue Rambla Presidente Wilson, stretches Ramirez Beach. Directly west of the main park are, and belonging to Parque Rod\u00f3 barrio, is the former Parque Hotel, now called Edif\u00edcio Mercosur, seat of the parliament of the members countries of the Mercosur. During the guerilla war the Tupamaros frequently attacked buildings in this area, including the old hotel.", "targets": "What takes part on the east side of the main park every Sunday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e533dd742615419ab509a8fc512c9a4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the east side of the main park area is the National Museum of Visual Arts. On this side, a very popular street market takes place every Sunday. On the north side is an artificial lake with a little castle housing a municipal library for children. An area to its west is used as an open-air exhibition of photography. West of the park, across the coastal avenue Rambla Presidente Wilson, stretches Ramirez Beach. Directly west of the main park are, and belonging to Parque Rod\u00f3 barrio, is the former Parque Hotel, now called Edif\u00edcio Mercosur, seat of the parliament of the members countries of the Mercosur. During the guerilla war the Tupamaros frequently attacked buildings in this area, including the old hotel.", "targets": "What side has an artificial lake with a little castle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e533dd742615419ab509a8fc512c9a4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the east side of the main park area is the National Museum of Visual Arts. On this side, a very popular street market takes place every Sunday. On the north side is an artificial lake with a little castle housing a municipal library for children. An area to its west is used as an open-air exhibition of photography. West of the park, across the coastal avenue Rambla Presidente Wilson, stretches Ramirez Beach. Directly west of the main park are, and belonging to Parque Rod\u00f3 barrio, is the former Parque Hotel, now called Edif\u00edcio Mercosur, seat of the parliament of the members countries of the Mercosur. During the guerilla war the Tupamaros frequently attacked buildings in this area, including the old hotel.", "targets": "What does the little castle on the north side of the park house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3572574ec45a49aca7bce8ae95fee137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinctive and self-identified black communities have been reported in countries such as Iraq, with a reported 1.2 million black people, and they attest to a history of discrimination. African-Iraquis have sought minority status from the government, which would reserve some seats in Parliament for representatives of their population. According to Alamin M. Mazrui et al., generally in the Arabian Peninsula and neighboring countries, most of those of visible African descent are still classified and identify as Arab, not black.", "targets": "Who is seeking minority status from the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3572574ec45a49aca7bce8ae95fee137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinctive and self-identified black communities have been reported in countries such as Iraq, with a reported 1.2 million black people, and they attest to a history of discrimination. African-Iraquis have sought minority status from the government, which would reserve some seats in Parliament for representatives of their population. According to Alamin M. Mazrui et al., generally in the Arabian Peninsula and neighboring countries, most of those of visible African descent are still classified and identify as Arab, not black.", "targets": "Where would they be represented if minority status is granted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3572574ec45a49aca7bce8ae95fee137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinctive and self-identified black communities have been reported in countries such as Iraq, with a reported 1.2 million black people, and they attest to a history of discrimination. African-Iraquis have sought minority status from the government, which would reserve some seats in Parliament for representatives of their population. According to Alamin M. Mazrui et al., generally in the Arabian Peninsula and neighboring countries, most of those of visible African descent are still classified and identify as Arab, not black.", "targets": "How are Africans classified in the Arabian Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3572574ec45a49aca7bce8ae95fee137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinctive and self-identified black communities have been reported in countries such as Iraq, with a reported 1.2 million black people, and they attest to a history of discrimination. African-Iraquis have sought minority status from the government, which would reserve some seats in Parliament for representatives of their population. According to Alamin M. Mazrui et al., generally in the Arabian Peninsula and neighboring countries, most of those of visible African descent are still classified and identify as Arab, not black.", "targets": "What types of communities have been reported in Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3572574ec45a49aca7bce8ae95fee137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinctive and self-identified black communities have been reported in countries such as Iraq, with a reported 1.2 million black people, and they attest to a history of discrimination. African-Iraquis have sought minority status from the government, which would reserve some seats in Parliament for representatives of their population. According to Alamin M. Mazrui et al., generally in the Arabian Peninsula and neighboring countries, most of those of visible African descent are still classified and identify as Arab, not black.", "targets": "Who gave information on how blacks were classified in the Arabian Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b9f4cdb0d41948b288cb2d9dbf0a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, pubs have been socially and culturally distinct from caf\u00e9s, bars and German beer halls. Most pubs offer a range of beers, wines, spirits, and soft drinks and snacks. Traditionally the windows of town pubs were of smoked or frosted glass to obscure the clientele from the street but from the 1990s onwards, there has been a move towards clear glass, in keeping with brighter interiors.", "targets": "Why were the windows of town pubs made of smoked or frosted glass traditionally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b9f4cdb0d41948b288cb2d9dbf0a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, pubs have been socially and culturally distinct from caf\u00e9s, bars and German beer halls. Most pubs offer a range of beers, wines, spirits, and soft drinks and snacks. Traditionally the windows of town pubs were of smoked or frosted glass to obscure the clientele from the street but from the 1990s onwards, there has been a move towards clear glass, in keeping with brighter interiors.", "targets": "What fares do most pubs offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b9f4cdb0d41948b288cb2d9dbf0a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, pubs have been socially and culturally distinct from caf\u00e9s, bars and German beer halls. Most pubs offer a range of beers, wines, spirits, and soft drinks and snacks. Traditionally the windows of town pubs were of smoked or frosted glass to obscure the clientele from the street but from the 1990s onwards, there has been a move towards clear glass, in keeping with brighter interiors.", "targets": "What are traditional pub windows made out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b9f4cdb0d41948b288cb2d9dbf0a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, pubs have been socially and culturally distinct from caf\u00e9s, bars and German beer halls. Most pubs offer a range of beers, wines, spirits, and soft drinks and snacks. Traditionally the windows of town pubs were of smoked or frosted glass to obscure the clientele from the street but from the 1990s onwards, there has been a move towards clear glass, in keeping with brighter interiors.", "targets": "What are the windows of 1990s and later pubs often made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b9f4cdb0d41948b288cb2d9dbf0a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, pubs have been socially and culturally distinct from caf\u00e9s, bars and German beer halls. Most pubs offer a range of beers, wines, spirits, and soft drinks and snacks. Traditionally the windows of town pubs were of smoked or frosted glass to obscure the clientele from the street but from the 1990s onwards, there has been a move towards clear glass, in keeping with brighter interiors.", "targets": "Aside from beverages, what types of food do pubs typically offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b8c9499b32047469d0baba2ea238003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another deck structure that can be seen is a ski-jump ramp at the forward end of the flight deck. This was first developed to help launch STOVL aircraft take off at far higher weights than is possible with a vertical or rolling takeoff on flat decks. Originally developed by the Royal Navy, it since has been adopted by many navies for smaller carriers. A ski-jump ramp works by converting some of the forward rolling movement of the aircraft into vertical velocity and is sometimes combined with the aiming of jet thrust partly downwards. This allows heavily loaded and fueled aircraft a few more precious seconds to attain sufficient air velocity and lift to sustain normal flight. Without a ski-jump launching fully loaded and fueled aircraft such as the Harrier would not be possible on a smaller flat deck ship before either stalling out or crashing directly into the sea.", "targets": "Where are ski-jump ramps located on aircraft carriers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b8c9499b32047469d0baba2ea238003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another deck structure that can be seen is a ski-jump ramp at the forward end of the flight deck. This was first developed to help launch STOVL aircraft take off at far higher weights than is possible with a vertical or rolling takeoff on flat decks. Originally developed by the Royal Navy, it since has been adopted by many navies for smaller carriers. A ski-jump ramp works by converting some of the forward rolling movement of the aircraft into vertical velocity and is sometimes combined with the aiming of jet thrust partly downwards. This allows heavily loaded and fueled aircraft a few more precious seconds to attain sufficient air velocity and lift to sustain normal flight. Without a ski-jump launching fully loaded and fueled aircraft such as the Harrier would not be possible on a smaller flat deck ship before either stalling out or crashing directly into the sea.", "targets": "What did ski-jump ramps allow STOVL aircraft to do that they couldn't do with a flat deck??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b8c9499b32047469d0baba2ea238003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another deck structure that can be seen is a ski-jump ramp at the forward end of the flight deck. This was first developed to help launch STOVL aircraft take off at far higher weights than is possible with a vertical or rolling takeoff on flat decks. Originally developed by the Royal Navy, it since has been adopted by many navies for smaller carriers. A ski-jump ramp works by converting some of the forward rolling movement of the aircraft into vertical velocity and is sometimes combined with the aiming of jet thrust partly downwards. This allows heavily loaded and fueled aircraft a few more precious seconds to attain sufficient air velocity and lift to sustain normal flight. Without a ski-jump launching fully loaded and fueled aircraft such as the Harrier would not be possible on a smaller flat deck ship before either stalling out or crashing directly into the sea.", "targets": "Who originally developed the ski-jump ramp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b8c9499b32047469d0baba2ea238003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another deck structure that can be seen is a ski-jump ramp at the forward end of the flight deck. This was first developed to help launch STOVL aircraft take off at far higher weights than is possible with a vertical or rolling takeoff on flat decks. Originally developed by the Royal Navy, it since has been adopted by many navies for smaller carriers. A ski-jump ramp works by converting some of the forward rolling movement of the aircraft into vertical velocity and is sometimes combined with the aiming of jet thrust partly downwards. This allows heavily loaded and fueled aircraft a few more precious seconds to attain sufficient air velocity and lift to sustain normal flight. Without a ski-jump launching fully loaded and fueled aircraft such as the Harrier would not be possible on a smaller flat deck ship before either stalling out or crashing directly into the sea.", "targets": "What does a ski-jump ramp convert in order to be successful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b8c9499b32047469d0baba2ea238003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another deck structure that can be seen is a ski-jump ramp at the forward end of the flight deck. This was first developed to help launch STOVL aircraft take off at far higher weights than is possible with a vertical or rolling takeoff on flat decks. Originally developed by the Royal Navy, it since has been adopted by many navies for smaller carriers. A ski-jump ramp works by converting some of the forward rolling movement of the aircraft into vertical velocity and is sometimes combined with the aiming of jet thrust partly downwards. This allows heavily loaded and fueled aircraft a few more precious seconds to attain sufficient air velocity and lift to sustain normal flight. Without a ski-jump launching fully loaded and fueled aircraft such as the Harrier would not be possible on a smaller flat deck ship before either stalling out or crashing directly into the sea.", "targets": "What does the ski-jump ramp prevent a fully loaded and fueled aircraft from doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68680192330421bbbf5e86b29b8ca26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving time (DST) or summer time is the practice of advancing clocks during summer months by one hour so that in the evening daylight is experienced an hour longer, while sacrificing normal sunrise times. Typically, regions with summer time adjust clocks forward one hour close to the start of spring and adjust them backward in the autumn to standard time.", "targets": "What term is used interchangeably with daylight saving time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68680192330421bbbf5e86b29b8ca26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving time (DST) or summer time is the practice of advancing clocks during summer months by one hour so that in the evening daylight is experienced an hour longer, while sacrificing normal sunrise times. Typically, regions with summer time adjust clocks forward one hour close to the start of spring and adjust them backward in the autumn to standard time.", "targets": "What period of time do we set our clocks forward in DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68680192330421bbbf5e86b29b8ca26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving time (DST) or summer time is the practice of advancing clocks during summer months by one hour so that in the evening daylight is experienced an hour longer, while sacrificing normal sunrise times. Typically, regions with summer time adjust clocks forward one hour close to the start of spring and adjust them backward in the autumn to standard time.", "targets": "What do we get an extra hour of because we set the clocks forward?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68680192330421bbbf5e86b29b8ca26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving time (DST) or summer time is the practice of advancing clocks during summer months by one hour so that in the evening daylight is experienced an hour longer, while sacrificing normal sunrise times. Typically, regions with summer time adjust clocks forward one hour close to the start of spring and adjust them backward in the autumn to standard time.", "targets": "In what season do regions who practice DST set the clocks back one hour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68680192330421bbbf5e86b29b8ca26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving time (DST) or summer time is the practice of advancing clocks during summer months by one hour so that in the evening daylight is experienced an hour longer, while sacrificing normal sunrise times. Typically, regions with summer time adjust clocks forward one hour close to the start of spring and adjust them backward in the autumn to standard time.", "targets": "By setting the clocks forward, the normal time of what daily event is disrupted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96d16f9bb9f540418118e2d895c8710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once regarded as plants constituting the class Schizomycetes, bacteria are now classified as prokaryotes. Unlike cells of animals and other eukaryotes, bacterial cells do not contain a nucleus and rarely harbour membrane-bound organelles. Although the term bacteria traditionally included all prokaryotes, the scientific classification changed after the discovery in the 1990s that prokaryotes consist of two very different groups of organisms that evolved from an ancient common ancestor. These evolutionary domains are called Bacteria and Archaea.", "targets": "What living organisms are bacteria being reffered as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96d16f9bb9f540418118e2d895c8710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once regarded as plants constituting the class Schizomycetes, bacteria are now classified as prokaryotes. Unlike cells of animals and other eukaryotes, bacterial cells do not contain a nucleus and rarely harbour membrane-bound organelles. Although the term bacteria traditionally included all prokaryotes, the scientific classification changed after the discovery in the 1990s that prokaryotes consist of two very different groups of organisms that evolved from an ancient common ancestor. These evolutionary domains are called Bacteria and Archaea.", "targets": "What vital part is missing in bacteria to eukaryotes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96d16f9bb9f540418118e2d895c8710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once regarded as plants constituting the class Schizomycetes, bacteria are now classified as prokaryotes. Unlike cells of animals and other eukaryotes, bacterial cells do not contain a nucleus and rarely harbour membrane-bound organelles. Although the term bacteria traditionally included all prokaryotes, the scientific classification changed after the discovery in the 1990s that prokaryotes consist of two very different groups of organisms that evolved from an ancient common ancestor. These evolutionary domains are called Bacteria and Archaea.", "targets": "When did the scientific classification change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96d16f9bb9f540418118e2d895c8710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once regarded as plants constituting the class Schizomycetes, bacteria are now classified as prokaryotes. Unlike cells of animals and other eukaryotes, bacterial cells do not contain a nucleus and rarely harbour membrane-bound organelles. Although the term bacteria traditionally included all prokaryotes, the scientific classification changed after the discovery in the 1990s that prokaryotes consist of two very different groups of organisms that evolved from an ancient common ancestor. These evolutionary domains are called Bacteria and Archaea.", "targets": "What are two main groups prokaryotes can be divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "During whose rule was power transferred more to parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "Who was the first ruler during this dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "In attempting to take back control, George III and George IV opposed which church movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "Which monarch relied on his ministers more than any of his predecessors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "What did George III and George IV both oppose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "What rule did George III and George IV believe a Catholic emancipation bill would violate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa4920278f064fe1b9cf6940aa3bdab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the rule of the succeeding Hanoverian dynasty, power was gradually exercised more by parliament and the government. The first Hanoverian monarch, George I, relied on his ministers to a greater extent than did previous monarchs. Later Hanoverian monarchs attempted to restore royal control over legislation: George III and George IV both openly opposed Catholic Emancipation and asserted that to grant assent to a Catholic emancipation bill would violate the Coronation Oath, which required the sovereign to preserve and protect the established Church of England from Papal domination and would grant rights to individuals who were in league with a foreign power which did not recognise their legitimacy. However, George IV reluctantly granted his assent upon the advice of his ministers. Thus, as the concept of ministerial responsibility has evolved, the power to withhold royal assent has fallen into disuse, both in the United Kingdom and in the other Commonwealth realms.", "targets": "Which monarch granted assent reluctantly under the advise of his ministers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "What one criteria was used in early times to judge a great power's status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "Besides military, what two other capacities were used to describe great powers in later times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "Who is the founder of the neorealist theory of international relations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "How many criteria are used to judge a great power in the neorealist theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "Who wrote, \"The test of a great power is the test of strength for war.\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "What 5 criteria did neorealist use to determine great powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "Whos was the founder of the neorealist theory of international relations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7285b468d75445b89469f63ccc3a6dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early writings on the subject tended to judge states by the realist criterion, as expressed by the historian A. J. P. Taylor when he noted that \"The test of a great power is the test of strength for war.\" Later writers have expanded this test, attempting to define power in terms of overall military, economic, and political capacity. Kenneth Waltz, the founder of the neorealist theory of international relations, uses a set of five criteria to determine great power: population and territory; resource endowment; economic capability; political stability and competence; and military strength. These expanded criteria can be divided into three heads: power capabilities, spatial aspects, and status.", "targets": "What 3 areas can summarize the great power determination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7e1955d50f7413bb6f572163434cdde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Forbes 400 survey estimated in 2004 that Teresa Heinz Kerry had a net worth of $750 million. However, estimates have frequently varied, ranging from around $165 million to as high as $3.2 billion, according to a study in the Los Angeles Times. Regardless of which figure is correct, Kerry was the wealthiest U.S. Senator while serving in the Senate. Independent of Heinz, Kerry is wealthy in his own right, and is the beneficiary of at least four trusts inherited from Forbes family relatives, including his mother, Rosemary Forbes Kerry, who died in 2002. Forbes magazine (named for the Forbes family of publishers, unrelated to Kerry) estimated that if elected, and if Heinz family assets were included, Kerry would have been the third-richest U.S. President in history, when adjusted for inflation. This assessment was based on Heinz and Kerry's combined assets, but the couple signed a prenuptial agreement that keeps their assets separate. Kerry's financial disclosure form for 2011 put his personal assets in the range of $230,000,000 to $320,000,000, including the assets of his spouse and any dependent children. This included slightly more than three million dollars worth of H. J. Heinz Company assets, which increased in value by over six hundred thousand dollars in 2013 when Berkshire Hathaway announced their intention to purchase the company.", "targets": "What was Teresa Heinz Kerry's net worth in 2004 according to Forbes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7e1955d50f7413bb6f572163434cdde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Forbes 400 survey estimated in 2004 that Teresa Heinz Kerry had a net worth of $750 million. However, estimates have frequently varied, ranging from around $165 million to as high as $3.2 billion, according to a study in the Los Angeles Times. Regardless of which figure is correct, Kerry was the wealthiest U.S. Senator while serving in the Senate. Independent of Heinz, Kerry is wealthy in his own right, and is the beneficiary of at least four trusts inherited from Forbes family relatives, including his mother, Rosemary Forbes Kerry, who died in 2002. Forbes magazine (named for the Forbes family of publishers, unrelated to Kerry) estimated that if elected, and if Heinz family assets were included, Kerry would have been the third-richest U.S. President in history, when adjusted for inflation. This assessment was based on Heinz and Kerry's combined assets, but the couple signed a prenuptial agreement that keeps their assets separate. Kerry's financial disclosure form for 2011 put his personal assets in the range of $230,000,000 to $320,000,000, including the assets of his spouse and any dependent children. This included slightly more than three million dollars worth of H. J. Heinz Company assets, which increased in value by over six hundred thousand dollars in 2013 when Berkshire Hathaway announced their intention to purchase the company.", "targets": "What range of estimates have been given for Teresa Heinz Kerry's net worth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7e1955d50f7413bb6f572163434cdde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Forbes 400 survey estimated in 2004 that Teresa Heinz Kerry had a net worth of $750 million. However, estimates have frequently varied, ranging from around $165 million to as high as $3.2 billion, according to a study in the Los Angeles Times. Regardless of which figure is correct, Kerry was the wealthiest U.S. Senator while serving in the Senate. Independent of Heinz, Kerry is wealthy in his own right, and is the beneficiary of at least four trusts inherited from Forbes family relatives, including his mother, Rosemary Forbes Kerry, who died in 2002. Forbes magazine (named for the Forbes family of publishers, unrelated to Kerry) estimated that if elected, and if Heinz family assets were included, Kerry would have been the third-richest U.S. President in history, when adjusted for inflation. This assessment was based on Heinz and Kerry's combined assets, but the couple signed a prenuptial agreement that keeps their assets separate. Kerry's financial disclosure form for 2011 put his personal assets in the range of $230,000,000 to $320,000,000, including the assets of his spouse and any dependent children. This included slightly more than three million dollars worth of H. J. Heinz Company assets, which increased in value by over six hundred thousand dollars in 2013 when Berkshire Hathaway announced their intention to purchase the company.", "targets": "What was Kerry's mother's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7e1955d50f7413bb6f572163434cdde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Forbes 400 survey estimated in 2004 that Teresa Heinz Kerry had a net worth of $750 million. However, estimates have frequently varied, ranging from around $165 million to as high as $3.2 billion, according to a study in the Los Angeles Times. Regardless of which figure is correct, Kerry was the wealthiest U.S. Senator while serving in the Senate. Independent of Heinz, Kerry is wealthy in his own right, and is the beneficiary of at least four trusts inherited from Forbes family relatives, including his mother, Rosemary Forbes Kerry, who died in 2002. Forbes magazine (named for the Forbes family of publishers, unrelated to Kerry) estimated that if elected, and if Heinz family assets were included, Kerry would have been the third-richest U.S. President in history, when adjusted for inflation. This assessment was based on Heinz and Kerry's combined assets, but the couple signed a prenuptial agreement that keeps their assets separate. Kerry's financial disclosure form for 2011 put his personal assets in the range of $230,000,000 to $320,000,000, including the assets of his spouse and any dependent children. This included slightly more than three million dollars worth of H. J. Heinz Company assets, which increased in value by over six hundred thousand dollars in 2013 when Berkshire Hathaway announced their intention to purchase the company.", "targets": "When did Kerry's mother pass away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7e1955d50f7413bb6f572163434cdde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Forbes 400 survey estimated in 2004 that Teresa Heinz Kerry had a net worth of $750 million. However, estimates have frequently varied, ranging from around $165 million to as high as $3.2 billion, according to a study in the Los Angeles Times. Regardless of which figure is correct, Kerry was the wealthiest U.S. Senator while serving in the Senate. Independent of Heinz, Kerry is wealthy in his own right, and is the beneficiary of at least four trusts inherited from Forbes family relatives, including his mother, Rosemary Forbes Kerry, who died in 2002. Forbes magazine (named for the Forbes family of publishers, unrelated to Kerry) estimated that if elected, and if Heinz family assets were included, Kerry would have been the third-richest U.S. President in history, when adjusted for inflation. This assessment was based on Heinz and Kerry's combined assets, but the couple signed a prenuptial agreement that keeps their assets separate. Kerry's financial disclosure form for 2011 put his personal assets in the range of $230,000,000 to $320,000,000, including the assets of his spouse and any dependent children. This included slightly more than three million dollars worth of H. J. Heinz Company assets, which increased in value by over six hundred thousand dollars in 2013 when Berkshire Hathaway announced their intention to purchase the company.", "targets": "Where would Kerry have ranked among richest US presidents, adjusted for inflation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72fefd772dd0490abf4621f609c7689f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Hellenistic world, these Greco-Macedonian colonists considered themselves by and large superior to the native \"barbarians\" and excluded most non-Greeks from the upper echelons of courtly and government life. Most of the native population was not Hellenized, had little access to Greek culture and often found themselves discriminated against by their Hellenic overlords. Gymnasiums and their Greek education, for example, were for Greeks only. Greek cities and colonies may have exported Greek art and architecture as far as the Indus, but these were mostly enclaves of Greek culture for the transplanted Greek elite. The degree of influence that Greek culture had throughout the Hellenistic kingdoms was therefore highly localized and based mostly on a few great cities like Alexandria and Antioch. Some natives did learn Greek and adopt Greek ways, but this was mostly limited to a few local elites who were allowed to retain their posts by the Diadochi and also to a small number of mid-level administrators who acted as intermediaries between the Greek speaking upper class and their subjects. In the Seleucid empire for example, this group amounted to only 2.5 percent of the official class.", "targets": "Native populations in the Hellenistic world were discriminated by what peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72fefd772dd0490abf4621f609c7689f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Hellenistic world, these Greco-Macedonian colonists considered themselves by and large superior to the native \"barbarians\" and excluded most non-Greeks from the upper echelons of courtly and government life. Most of the native population was not Hellenized, had little access to Greek culture and often found themselves discriminated against by their Hellenic overlords. Gymnasiums and their Greek education, for example, were for Greeks only. Greek cities and colonies may have exported Greek art and architecture as far as the Indus, but these were mostly enclaves of Greek culture for the transplanted Greek elite. The degree of influence that Greek culture had throughout the Hellenistic kingdoms was therefore highly localized and based mostly on a few great cities like Alexandria and Antioch. Some natives did learn Greek and adopt Greek ways, but this was mostly limited to a few local elites who were allowed to retain their posts by the Diadochi and also to a small number of mid-level administrators who acted as intermediaries between the Greek speaking upper class and their subjects. In the Seleucid empire for example, this group amounted to only 2.5 percent of the official class.", "targets": "Hellinistic Gymnasiums could only be used by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72fefd772dd0490abf4621f609c7689f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Hellenistic world, these Greco-Macedonian colonists considered themselves by and large superior to the native \"barbarians\" and excluded most non-Greeks from the upper echelons of courtly and government life. Most of the native population was not Hellenized, had little access to Greek culture and often found themselves discriminated against by their Hellenic overlords. Gymnasiums and their Greek education, for example, were for Greeks only. Greek cities and colonies may have exported Greek art and architecture as far as the Indus, but these were mostly enclaves of Greek culture for the transplanted Greek elite. The degree of influence that Greek culture had throughout the Hellenistic kingdoms was therefore highly localized and based mostly on a few great cities like Alexandria and Antioch. Some natives did learn Greek and adopt Greek ways, but this was mostly limited to a few local elites who were allowed to retain their posts by the Diadochi and also to a small number of mid-level administrators who acted as intermediaries between the Greek speaking upper class and their subjects. In the Seleucid empire for example, this group amounted to only 2.5 percent of the official class.", "targets": "What are the areas of concentration from where Greek culture eminates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72fefd772dd0490abf4621f609c7689f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Hellenistic world, these Greco-Macedonian colonists considered themselves by and large superior to the native \"barbarians\" and excluded most non-Greeks from the upper echelons of courtly and government life. Most of the native population was not Hellenized, had little access to Greek culture and often found themselves discriminated against by their Hellenic overlords. Gymnasiums and their Greek education, for example, were for Greeks only. Greek cities and colonies may have exported Greek art and architecture as far as the Indus, but these were mostly enclaves of Greek culture for the transplanted Greek elite. The degree of influence that Greek culture had throughout the Hellenistic kingdoms was therefore highly localized and based mostly on a few great cities like Alexandria and Antioch. Some natives did learn Greek and adopt Greek ways, but this was mostly limited to a few local elites who were allowed to retain their posts by the Diadochi and also to a small number of mid-level administrators who acted as intermediaries between the Greek speaking upper class and their subjects. In the Seleucid empire for example, this group amounted to only 2.5 percent of the official class.", "targets": "What percent of the Seleucid empire were comprised of native elites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0b28815fe814a5da774f606a73464e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years light emitting diodes (LEDs) are becoming increasingly efficient leading to an extraordinary increase in the use of solid state lighting. In many situations, controlling the light emission of LEDs may be done most effectively by using the principles of nonimaging optics.", "targets": "What is a form of solid state lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0b28815fe814a5da774f606a73464e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years light emitting diodes (LEDs) are becoming increasingly efficient leading to an extraordinary increase in the use of solid state lighting. In many situations, controlling the light emission of LEDs may be done most effectively by using the principles of nonimaging optics.", "targets": "What is the best way to control light emissions of LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57e16b8ffb54667ba58585c4e15d57d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Towers Square, is an area of remarkable aesthetic design, intended to be a platform for the development of business activities, art exhibitions, dance and music performances and social place. This square connects the different buildings and towers which comprise the WTC Complex and it is the main access to the complex. The square contains various works of art, notably a sculpture by renowned Uruguayan sculptor Pablo Atchugarry. World Trade Center 4, with 40 floors and 53,500 square metres (576,000 sq ft) of space is under construction as of 2010[update].[citation needed]", "targets": "What was intended to be a platform for the development of business activities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57e16b8ffb54667ba58585c4e15d57d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Towers Square, is an area of remarkable aesthetic design, intended to be a platform for the development of business activities, art exhibitions, dance and music performances and social place. This square connects the different buildings and towers which comprise the WTC Complex and it is the main access to the complex. The square contains various works of art, notably a sculpture by renowned Uruguayan sculptor Pablo Atchugarry. World Trade Center 4, with 40 floors and 53,500 square metres (576,000 sq ft) of space is under construction as of 2010[update].[citation needed]", "targets": "The square contains a sculpture by what renowned Uruguayan sculptor? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57e16b8ffb54667ba58585c4e15d57d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Towers Square, is an area of remarkable aesthetic design, intended to be a platform for the development of business activities, art exhibitions, dance and music performances and social place. This square connects the different buildings and towers which comprise the WTC Complex and it is the main access to the complex. The square contains various works of art, notably a sculpture by renowned Uruguayan sculptor Pablo Atchugarry. World Trade Center 4, with 40 floors and 53,500 square metres (576,000 sq ft) of space is under construction as of 2010[update].[citation needed]", "targets": "How much space is World Trade Center 4 projected to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-818aa0f7ac754c6a87ae646777f0677f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is known as the \"Volunteer State\", a nickname some claimed was earned during the War of 1812 because of the prominent role played by volunteer soldiers from Tennessee, especially during the Battle of New Orleans. Other sources differ on the origin of the state nickname; according to the Columbia Encyclopedia, the name refers to volunteers for the Mexican\u2013American War. This explanation is more likely, because President Polk's call for 2,600 nationwide volunteers at the beginning of the Mexican-American War resulted in 30,000 volunteers from Tennessee alone, largely in response to the death of Davy Crockett and appeals by former Tennessee Governor and now Texas politician, Sam Houston.", "targets": "By what nickname is Tennessee officially known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-818aa0f7ac754c6a87ae646777f0677f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is known as the \"Volunteer State\", a nickname some claimed was earned during the War of 1812 because of the prominent role played by volunteer soldiers from Tennessee, especially during the Battle of New Orleans. Other sources differ on the origin of the state nickname; according to the Columbia Encyclopedia, the name refers to volunteers for the Mexican\u2013American War. This explanation is more likely, because President Polk's call for 2,600 nationwide volunteers at the beginning of the Mexican-American War resulted in 30,000 volunteers from Tennessee alone, largely in response to the death of Davy Crockett and appeals by former Tennessee Governor and now Texas politician, Sam Houston.", "targets": "Which major conflict that included the Battle of New Orleans is said to have given Tennessee its nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-818aa0f7ac754c6a87ae646777f0677f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is known as the \"Volunteer State\", a nickname some claimed was earned during the War of 1812 because of the prominent role played by volunteer soldiers from Tennessee, especially during the Battle of New Orleans. Other sources differ on the origin of the state nickname; according to the Columbia Encyclopedia, the name refers to volunteers for the Mexican\u2013American War. This explanation is more likely, because President Polk's call for 2,600 nationwide volunteers at the beginning of the Mexican-American War resulted in 30,000 volunteers from Tennessee alone, largely in response to the death of Davy Crockett and appeals by former Tennessee Governor and now Texas politician, Sam Houston.", "targets": "How many volunteers did Tennessee send to the Mexican-American War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-818aa0f7ac754c6a87ae646777f0677f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is known as the \"Volunteer State\", a nickname some claimed was earned during the War of 1812 because of the prominent role played by volunteer soldiers from Tennessee, especially during the Battle of New Orleans. Other sources differ on the origin of the state nickname; according to the Columbia Encyclopedia, the name refers to volunteers for the Mexican\u2013American War. This explanation is more likely, because President Polk's call for 2,600 nationwide volunteers at the beginning of the Mexican-American War resulted in 30,000 volunteers from Tennessee alone, largely in response to the death of Davy Crockett and appeals by former Tennessee Governor and now Texas politician, Sam Houston.", "targets": "What conflict overseen by President Polk might be the source of Tennessee's nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-818aa0f7ac754c6a87ae646777f0677f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is known as the \"Volunteer State\", a nickname some claimed was earned during the War of 1812 because of the prominent role played by volunteer soldiers from Tennessee, especially during the Battle of New Orleans. Other sources differ on the origin of the state nickname; according to the Columbia Encyclopedia, the name refers to volunteers for the Mexican\u2013American War. This explanation is more likely, because President Polk's call for 2,600 nationwide volunteers at the beginning of the Mexican-American War resulted in 30,000 volunteers from Tennessee alone, largely in response to the death of Davy Crockett and appeals by former Tennessee Governor and now Texas politician, Sam Houston.", "targets": "Which local icon's death inspired many of the Tennessee volunteers during the Mexican-American War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900cbea490394b8c9e5db58e93330d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger has had a highly successful business career. Following his move to the United States, Schwarzenegger became a \"prolific goal setter\" and would write his objectives at the start of the year on index cards, like starting a mail order business or buying a new car \u2013 and succeed in doing so. By the age of 30, Schwarzenegger was a millionaire, well before his career in Hollywood. His financial independence came from his success as a budding entrepreneur with a series of successful business ventures and investments.", "targets": "Where would Schwarzenegger write down his goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900cbea490394b8c9e5db58e93330d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger has had a highly successful business career. Following his move to the United States, Schwarzenegger became a \"prolific goal setter\" and would write his objectives at the start of the year on index cards, like starting a mail order business or buying a new car \u2013 and succeed in doing so. By the age of 30, Schwarzenegger was a millionaire, well before his career in Hollywood. His financial independence came from his success as a budding entrepreneur with a series of successful business ventures and investments.", "targets": "Schwarzenegger became a millionaire by what age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84130416bb0040bd87a2442d38c25912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824 the British government instructed the Governor of New South Wales Thomas Brisbane to occupy Norfolk Island as a place to send \"the worst description of convicts\". Its remoteness, previously seen as a disadvantage, was now viewed as an asset for the detention of recalcitrant male prisoners. The convicts detained have long been assumed to be a hardcore of recidivists, or 'doubly-convicted capital respites' \u2013 that is, men transported to Australia who committed fresh colonial crimes for which they were sentenced to death, and were spared the gallows on condition of life at Norfolk Island. However, a recent study has demonstrated, utilising a database of 6,458 Norfolk Island convicts, that the reality was somewhat different: more than half were detained at Norfolk Island without ever receiving a colonial conviction, and only 15% had been reprieved from a death sentence. Furthermore, the overwhelming majority of convicts sent to Norfolk Island had committed non-violent property sentences, and the average length of detention was three years.", "targets": "Who instructed the Governor of New South Wales Thomas Brisbane to send the worst convicts to Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84130416bb0040bd87a2442d38c25912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824 the British government instructed the Governor of New South Wales Thomas Brisbane to occupy Norfolk Island as a place to send \"the worst description of convicts\". Its remoteness, previously seen as a disadvantage, was now viewed as an asset for the detention of recalcitrant male prisoners. The convicts detained have long been assumed to be a hardcore of recidivists, or 'doubly-convicted capital respites' \u2013 that is, men transported to Australia who committed fresh colonial crimes for which they were sentenced to death, and were spared the gallows on condition of life at Norfolk Island. However, a recent study has demonstrated, utilising a database of 6,458 Norfolk Island convicts, that the reality was somewhat different: more than half were detained at Norfolk Island without ever receiving a colonial conviction, and only 15% had been reprieved from a death sentence. Furthermore, the overwhelming majority of convicts sent to Norfolk Island had committed non-violent property sentences, and the average length of detention was three years.", "targets": "What previous disadvantage of Norfolk Island was seen as an advantage for holding male convicts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84130416bb0040bd87a2442d38c25912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824 the British government instructed the Governor of New South Wales Thomas Brisbane to occupy Norfolk Island as a place to send \"the worst description of convicts\". Its remoteness, previously seen as a disadvantage, was now viewed as an asset for the detention of recalcitrant male prisoners. The convicts detained have long been assumed to be a hardcore of recidivists, or 'doubly-convicted capital respites' \u2013 that is, men transported to Australia who committed fresh colonial crimes for which they were sentenced to death, and were spared the gallows on condition of life at Norfolk Island. However, a recent study has demonstrated, utilising a database of 6,458 Norfolk Island convicts, that the reality was somewhat different: more than half were detained at Norfolk Island without ever receiving a colonial conviction, and only 15% had been reprieved from a death sentence. Furthermore, the overwhelming majority of convicts sent to Norfolk Island had committed non-violent property sentences, and the average length of detention was three years.", "targets": "What were the prisoners on Norfolk Island spared from on the the mainland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84130416bb0040bd87a2442d38c25912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824 the British government instructed the Governor of New South Wales Thomas Brisbane to occupy Norfolk Island as a place to send \"the worst description of convicts\". Its remoteness, previously seen as a disadvantage, was now viewed as an asset for the detention of recalcitrant male prisoners. The convicts detained have long been assumed to be a hardcore of recidivists, or 'doubly-convicted capital respites' \u2013 that is, men transported to Australia who committed fresh colonial crimes for which they were sentenced to death, and were spared the gallows on condition of life at Norfolk Island. However, a recent study has demonstrated, utilising a database of 6,458 Norfolk Island convicts, that the reality was somewhat different: more than half were detained at Norfolk Island without ever receiving a colonial conviction, and only 15% had been reprieved from a death sentence. Furthermore, the overwhelming majority of convicts sent to Norfolk Island had committed non-violent property sentences, and the average length of detention was three years.", "targets": "How many convicts are listed in the database at Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84130416bb0040bd87a2442d38c25912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824 the British government instructed the Governor of New South Wales Thomas Brisbane to occupy Norfolk Island as a place to send \"the worst description of convicts\". Its remoteness, previously seen as a disadvantage, was now viewed as an asset for the detention of recalcitrant male prisoners. The convicts detained have long been assumed to be a hardcore of recidivists, or 'doubly-convicted capital respites' \u2013 that is, men transported to Australia who committed fresh colonial crimes for which they were sentenced to death, and were spared the gallows on condition of life at Norfolk Island. However, a recent study has demonstrated, utilising a database of 6,458 Norfolk Island convicts, that the reality was somewhat different: more than half were detained at Norfolk Island without ever receiving a colonial conviction, and only 15% had been reprieved from a death sentence. Furthermore, the overwhelming majority of convicts sent to Norfolk Island had committed non-violent property sentences, and the average length of detention was three years.", "targets": "What was the average length of a prisoner's detention at Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-682f87afd77945c9b013d30dcf37e2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Close to Richmond Park is Kew Gardens which has the world's largest collection of living plants. In 2003, the gardens were put on the UNESCO list of World Heritage Sites. There are also numerous parks administered by London's borough Councils, including Victoria Park in the East End and Battersea Park in the centre. Some more informal, semi-natural open spaces also exist, including the 320-hectare (790-acre) Hampstead Heath of North London, and Epping Forest, which covers 2,476 hectares (6,118.32 acres) in the east. Both are controlled by the City of London Corporation. Hampstead Heath incorporates Kenwood House, the former stately home and a popular location in the summer months where classical musical concerts are held by the lake, attracting thousands of people every weekend to enjoy the music, scenery and fireworks. Epping Forest is a popular venue for various outdoor activities, including mountain biking, walking, horse riding, golf, angling, and orienteering.", "targets": "What famous London gardens were named as a World Heritage Site by UNESCO in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-682f87afd77945c9b013d30dcf37e2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Close to Richmond Park is Kew Gardens which has the world's largest collection of living plants. In 2003, the gardens were put on the UNESCO list of World Heritage Sites. There are also numerous parks administered by London's borough Councils, including Victoria Park in the East End and Battersea Park in the centre. Some more informal, semi-natural open spaces also exist, including the 320-hectare (790-acre) Hampstead Heath of North London, and Epping Forest, which covers 2,476 hectares (6,118.32 acres) in the east. Both are controlled by the City of London Corporation. Hampstead Heath incorporates Kenwood House, the former stately home and a popular location in the summer months where classical musical concerts are held by the lake, attracting thousands of people every weekend to enjoy the music, scenery and fireworks. Epping Forest is a popular venue for various outdoor activities, including mountain biking, walking, horse riding, golf, angling, and orienteering.", "targets": "Victoria Park is located in what London district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-682f87afd77945c9b013d30dcf37e2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Close to Richmond Park is Kew Gardens which has the world's largest collection of living plants. In 2003, the gardens were put on the UNESCO list of World Heritage Sites. There are also numerous parks administered by London's borough Councils, including Victoria Park in the East End and Battersea Park in the centre. Some more informal, semi-natural open spaces also exist, including the 320-hectare (790-acre) Hampstead Heath of North London, and Epping Forest, which covers 2,476 hectares (6,118.32 acres) in the east. Both are controlled by the City of London Corporation. Hampstead Heath incorporates Kenwood House, the former stately home and a popular location in the summer months where classical musical concerts are held by the lake, attracting thousands of people every weekend to enjoy the music, scenery and fireworks. Epping Forest is a popular venue for various outdoor activities, including mountain biking, walking, horse riding, golf, angling, and orienteering.", "targets": "What entity oversees both Hampstead Heath of North London and Epping Forest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-682f87afd77945c9b013d30dcf37e2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Close to Richmond Park is Kew Gardens which has the world's largest collection of living plants. In 2003, the gardens were put on the UNESCO list of World Heritage Sites. There are also numerous parks administered by London's borough Councils, including Victoria Park in the East End and Battersea Park in the centre. Some more informal, semi-natural open spaces also exist, including the 320-hectare (790-acre) Hampstead Heath of North London, and Epping Forest, which covers 2,476 hectares (6,118.32 acres) in the east. Both are controlled by the City of London Corporation. Hampstead Heath incorporates Kenwood House, the former stately home and a popular location in the summer months where classical musical concerts are held by the lake, attracting thousands of people every weekend to enjoy the music, scenery and fireworks. Epping Forest is a popular venue for various outdoor activities, including mountain biking, walking, horse riding, golf, angling, and orienteering.", "targets": "What former private home hosts lake-side classical music concerts ever summer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-682f87afd77945c9b013d30dcf37e2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Close to Richmond Park is Kew Gardens which has the world's largest collection of living plants. In 2003, the gardens were put on the UNESCO list of World Heritage Sites. There are also numerous parks administered by London's borough Councils, including Victoria Park in the East End and Battersea Park in the centre. Some more informal, semi-natural open spaces also exist, including the 320-hectare (790-acre) Hampstead Heath of North London, and Epping Forest, which covers 2,476 hectares (6,118.32 acres) in the east. Both are controlled by the City of London Corporation. Hampstead Heath incorporates Kenwood House, the former stately home and a popular location in the summer months where classical musical concerts are held by the lake, attracting thousands of people every weekend to enjoy the music, scenery and fireworks. Epping Forest is a popular venue for various outdoor activities, including mountain biking, walking, horse riding, golf, angling, and orienteering.", "targets": "People frequently engage in physical activities such as walking, biking, and golf, in what forest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d90a517dbeb74dc48c4358a1d8be101a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While true exhibition matches are not uncommon, most matches tell a story analogous to a scene in a play or film, or an episode of a serial drama: The face will sometimes win (triumph) or sometimes lose (tragedy). Longer story arcs can result from multiple matches over the course of time. Since most promotions have a championship title, competition for the championship is a common impetus for stories. Also, anything from a character's own hair to their job with the promotion can be wagered in a match. The same type of good vs. evil storylines were also once popular in roller derby.", "targets": "What do most matches have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d90a517dbeb74dc48c4358a1d8be101a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While true exhibition matches are not uncommon, most matches tell a story analogous to a scene in a play or film, or an episode of a serial drama: The face will sometimes win (triumph) or sometimes lose (tragedy). Longer story arcs can result from multiple matches over the course of time. Since most promotions have a championship title, competition for the championship is a common impetus for stories. Also, anything from a character's own hair to their job with the promotion can be wagered in a match. The same type of good vs. evil storylines were also once popular in roller derby.", "targets": "What is it called when the protagonist loses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d90a517dbeb74dc48c4358a1d8be101a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While true exhibition matches are not uncommon, most matches tell a story analogous to a scene in a play or film, or an episode of a serial drama: The face will sometimes win (triumph) or sometimes lose (tragedy). Longer story arcs can result from multiple matches over the course of time. Since most promotions have a championship title, competition for the championship is a common impetus for stories. Also, anything from a character's own hair to their job with the promotion can be wagered in a match. The same type of good vs. evil storylines were also once popular in roller derby.", "targets": "What do they call it when a protagonist wins? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d90a517dbeb74dc48c4358a1d8be101a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While true exhibition matches are not uncommon, most matches tell a story analogous to a scene in a play or film, or an episode of a serial drama: The face will sometimes win (triumph) or sometimes lose (tragedy). Longer story arcs can result from multiple matches over the course of time. Since most promotions have a championship title, competition for the championship is a common impetus for stories. Also, anything from a character's own hair to their job with the promotion can be wagered in a match. The same type of good vs. evil storylines were also once popular in roller derby.", "targets": "What can be wagered in a match? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d451e45d394b4ac4b2cabbea90ab1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Criminal Justice Information Services (CJIS) Division, is located in Clarksburg, West Virginia. Organized beginning in 1991, the office opened in 1995 as the youngest agency division. The complex is the length of three football fields. It provides a main repository for information in various data systems. Under the roof of the CJIS are the programs for the National Crime Information Center (NCIC), Uniform Crime Reporting (UCR), Fingerprint Identification, Integrated Automated Fingerprint Identification System (IAFIS), NCIC 2000, and the National Incident-Based Reporting System (NIBRS). Many state and local agencies use these data systems as a source for their own investigations and contribute to the database using secure communications. FBI provides these tools of sophisticated identification and information services to local, state, federal, and international law enforcement agencies.", "targets": "Where is the CJIS located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d451e45d394b4ac4b2cabbea90ab1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Criminal Justice Information Services (CJIS) Division, is located in Clarksburg, West Virginia. Organized beginning in 1991, the office opened in 1995 as the youngest agency division. The complex is the length of three football fields. It provides a main repository for information in various data systems. Under the roof of the CJIS are the programs for the National Crime Information Center (NCIC), Uniform Crime Reporting (UCR), Fingerprint Identification, Integrated Automated Fingerprint Identification System (IAFIS), NCIC 2000, and the National Incident-Based Reporting System (NIBRS). Many state and local agencies use these data systems as a source for their own investigations and contribute to the database using secure communications. FBI provides these tools of sophisticated identification and information services to local, state, federal, and international law enforcement agencies.", "targets": "When was the CJIS created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d451e45d394b4ac4b2cabbea90ab1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Criminal Justice Information Services (CJIS) Division, is located in Clarksburg, West Virginia. Organized beginning in 1991, the office opened in 1995 as the youngest agency division. The complex is the length of three football fields. It provides a main repository for information in various data systems. Under the roof of the CJIS are the programs for the National Crime Information Center (NCIC), Uniform Crime Reporting (UCR), Fingerprint Identification, Integrated Automated Fingerprint Identification System (IAFIS), NCIC 2000, and the National Incident-Based Reporting System (NIBRS). Many state and local agencies use these data systems as a source for their own investigations and contribute to the database using secure communications. FBI provides these tools of sophisticated identification and information services to local, state, federal, and international law enforcement agencies.", "targets": "What purpose does the CJIS serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d451e45d394b4ac4b2cabbea90ab1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Criminal Justice Information Services (CJIS) Division, is located in Clarksburg, West Virginia. Organized beginning in 1991, the office opened in 1995 as the youngest agency division. The complex is the length of three football fields. It provides a main repository for information in various data systems. Under the roof of the CJIS are the programs for the National Crime Information Center (NCIC), Uniform Crime Reporting (UCR), Fingerprint Identification, Integrated Automated Fingerprint Identification System (IAFIS), NCIC 2000, and the National Incident-Based Reporting System (NIBRS). Many state and local agencies use these data systems as a source for their own investigations and contribute to the database using secure communications. FBI provides these tools of sophisticated identification and information services to local, state, federal, and international law enforcement agencies.", "targets": "Where is the data for the NCIC located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d451e45d394b4ac4b2cabbea90ab1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Criminal Justice Information Services (CJIS) Division, is located in Clarksburg, West Virginia. Organized beginning in 1991, the office opened in 1995 as the youngest agency division. The complex is the length of three football fields. It provides a main repository for information in various data systems. Under the roof of the CJIS are the programs for the National Crime Information Center (NCIC), Uniform Crime Reporting (UCR), Fingerprint Identification, Integrated Automated Fingerprint Identification System (IAFIS), NCIC 2000, and the National Incident-Based Reporting System (NIBRS). Many state and local agencies use these data systems as a source for their own investigations and contribute to the database using secure communications. FBI provides these tools of sophisticated identification and information services to local, state, federal, and international law enforcement agencies.", "targets": "Do states have access to CJIS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2636b8b1a534caf980257596d61410f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the later Vedic Age, a number of small kingdoms or city states had covered the subcontinent, many mentioned in Vedic, early Buddhist and Jaina literature as far back as 500 BCE. sixteen monarchies and \"republics\" known as the Mahajanapadas\u2014Kashi, Kosala, Anga, Magadha, Vajji (or Vriji), Malla, Chedi, Vatsa (or Vamsa), Kuru, Panchala, Matsya (or Machcha), Shurasena, Assaka, Avanti, Gandhara, and Kamboja\u2014stretched across the Indo-Gangetic Plain from modern-day Afghanistan to Bengal and Maharashtra. This period saw the second major rise of urbanism in India after the Indus Valley Civilisation.", "targets": "By what age had many small states covered the subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2636b8b1a534caf980257596d61410f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the later Vedic Age, a number of small kingdoms or city states had covered the subcontinent, many mentioned in Vedic, early Buddhist and Jaina literature as far back as 500 BCE. sixteen monarchies and \"republics\" known as the Mahajanapadas\u2014Kashi, Kosala, Anga, Magadha, Vajji (or Vriji), Malla, Chedi, Vatsa (or Vamsa), Kuru, Panchala, Matsya (or Machcha), Shurasena, Assaka, Avanti, Gandhara, and Kamboja\u2014stretched across the Indo-Gangetic Plain from modern-day Afghanistan to Bengal and Maharashtra. This period saw the second major rise of urbanism in India after the Indus Valley Civilisation.", "targets": "How many small states covered the Ganges Plain of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2636b8b1a534caf980257596d61410f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the later Vedic Age, a number of small kingdoms or city states had covered the subcontinent, many mentioned in Vedic, early Buddhist and Jaina literature as far back as 500 BCE. sixteen monarchies and \"republics\" known as the Mahajanapadas\u2014Kashi, Kosala, Anga, Magadha, Vajji (or Vriji), Malla, Chedi, Vatsa (or Vamsa), Kuru, Panchala, Matsya (or Machcha), Shurasena, Assaka, Avanti, Gandhara, and Kamboja\u2014stretched across the Indo-Gangetic Plain from modern-day Afghanistan to Bengal and Maharashtra. This period saw the second major rise of urbanism in India after the Indus Valley Civilisation.", "targets": "What were the sixteen kingdoms called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2636b8b1a534caf980257596d61410f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the later Vedic Age, a number of small kingdoms or city states had covered the subcontinent, many mentioned in Vedic, early Buddhist and Jaina literature as far back as 500 BCE. sixteen monarchies and \"republics\" known as the Mahajanapadas\u2014Kashi, Kosala, Anga, Magadha, Vajji (or Vriji), Malla, Chedi, Vatsa (or Vamsa), Kuru, Panchala, Matsya (or Machcha), Shurasena, Assaka, Avanti, Gandhara, and Kamboja\u2014stretched across the Indo-Gangetic Plain from modern-day Afghanistan to Bengal and Maharashtra. This period saw the second major rise of urbanism in India after the Indus Valley Civilisation.", "targets": "What second period did the rise of the small kingdoms show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2636b8b1a534caf980257596d61410f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the later Vedic Age, a number of small kingdoms or city states had covered the subcontinent, many mentioned in Vedic, early Buddhist and Jaina literature as far back as 500 BCE. sixteen monarchies and \"republics\" known as the Mahajanapadas\u2014Kashi, Kosala, Anga, Magadha, Vajji (or Vriji), Malla, Chedi, Vatsa (or Vamsa), Kuru, Panchala, Matsya (or Machcha), Shurasena, Assaka, Avanti, Gandhara, and Kamboja\u2014stretched across the Indo-Gangetic Plain from modern-day Afghanistan to Bengal and Maharashtra. This period saw the second major rise of urbanism in India after the Indus Valley Civilisation.", "targets": "What was the first major urbanization in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7bb3cfed6e64e869196647e56cebc9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1918, he was appointed Officer in Charge of Boys at the Royal Naval Air Service's training establishment at Cranwell. With the establishment of the Royal Air Force two months later and the transfer of Cranwell from Navy to Air Force control, he transferred from the Royal Navy to the Royal Air Force. He was appointed Officer Commanding Number 4 Squadron of the Boys' Wing at Cranwell until August 1918, before reporting to the RAF's Cadet School at St Leonards-on-Sea where he completed a fortnight's training and took command of a squadron on the Cadet Wing. He was the first member of the royal family to be certified as a fully qualified pilot. During the closing weeks of the war, he served on the staff of the RAF's Independent Air Force at its headquarters in Nancy, France. Following the disbanding of the Independent Air Force in November 1918, he remained on the Continent for two months as a staff officer with the Royal Air Force until posted back to Britain. He accompanied the Belgian monarch King Albert on his triumphal reentry into Brussels on 22 November. Prince Albert qualified as an RAF pilot on 31 July 1919 and gained a promotion to squadron leader on the following day.", "targets": "What position was Albert appointed at Cranwell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7bb3cfed6e64e869196647e56cebc9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1918, he was appointed Officer in Charge of Boys at the Royal Naval Air Service's training establishment at Cranwell. With the establishment of the Royal Air Force two months later and the transfer of Cranwell from Navy to Air Force control, he transferred from the Royal Navy to the Royal Air Force. He was appointed Officer Commanding Number 4 Squadron of the Boys' Wing at Cranwell until August 1918, before reporting to the RAF's Cadet School at St Leonards-on-Sea where he completed a fortnight's training and took command of a squadron on the Cadet Wing. He was the first member of the royal family to be certified as a fully qualified pilot. During the closing weeks of the war, he served on the staff of the RAF's Independent Air Force at its headquarters in Nancy, France. Following the disbanding of the Independent Air Force in November 1918, he remained on the Continent for two months as a staff officer with the Royal Air Force until posted back to Britain. He accompanied the Belgian monarch King Albert on his triumphal reentry into Brussels on 22 November. Prince Albert qualified as an RAF pilot on 31 July 1919 and gained a promotion to squadron leader on the following day.", "targets": "Which number squadron was Albert appointed commanding officer in 1918?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7bb3cfed6e64e869196647e56cebc9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1918, he was appointed Officer in Charge of Boys at the Royal Naval Air Service's training establishment at Cranwell. With the establishment of the Royal Air Force two months later and the transfer of Cranwell from Navy to Air Force control, he transferred from the Royal Navy to the Royal Air Force. He was appointed Officer Commanding Number 4 Squadron of the Boys' Wing at Cranwell until August 1918, before reporting to the RAF's Cadet School at St Leonards-on-Sea where he completed a fortnight's training and took command of a squadron on the Cadet Wing. He was the first member of the royal family to be certified as a fully qualified pilot. During the closing weeks of the war, he served on the staff of the RAF's Independent Air Force at its headquarters in Nancy, France. Following the disbanding of the Independent Air Force in November 1918, he remained on the Continent for two months as a staff officer with the Royal Air Force until posted back to Britain. He accompanied the Belgian monarch King Albert on his triumphal reentry into Brussels on 22 November. Prince Albert qualified as an RAF pilot on 31 July 1919 and gained a promotion to squadron leader on the following day.", "targets": "What year did Albert become a RAF pilot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7bb3cfed6e64e869196647e56cebc9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1918, he was appointed Officer in Charge of Boys at the Royal Naval Air Service's training establishment at Cranwell. With the establishment of the Royal Air Force two months later and the transfer of Cranwell from Navy to Air Force control, he transferred from the Royal Navy to the Royal Air Force. He was appointed Officer Commanding Number 4 Squadron of the Boys' Wing at Cranwell until August 1918, before reporting to the RAF's Cadet School at St Leonards-on-Sea where he completed a fortnight's training and took command of a squadron on the Cadet Wing. He was the first member of the royal family to be certified as a fully qualified pilot. During the closing weeks of the war, he served on the staff of the RAF's Independent Air Force at its headquarters in Nancy, France. Following the disbanding of the Independent Air Force in November 1918, he remained on the Continent for two months as a staff officer with the Royal Air Force until posted back to Britain. He accompanied the Belgian monarch King Albert on his triumphal reentry into Brussels on 22 November. Prince Albert qualified as an RAF pilot on 31 July 1919 and gained a promotion to squadron leader on the following day.", "targets": "Who was the king of Belgium  in 1918?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cc630ceae542cdb4071df73984235f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flushing Remonstrance shows support for separation of church and state as early as the mid-17th century, stating their opposition to religious persecution of any sort: \"The law of love, peace and liberty in the states extending to Jews, Turks and Egyptians, as they are considered sons of Adam, which is the glory of the outward state of Holland, so love, peace and liberty, extending to all in Christ Jesus, condemns hatred, war and bondage.\" The document was signed December 27, 1657 by a group of English citizens in America who were affronted by persecution of Quakers and the religious policies of the Governor of New Netherland, Peter Stuyvesant. Stuyvesant had formally banned all religions other than the Dutch Reformed Church from being practiced in the colony, in accordance with the laws of the Dutch Republic. The signers indicated their \"desire therefore in this case not to judge lest we be judged, neither to condemn least we be condemned, but rather let every man stand or fall to his own Master.\" Stuyvesant fined the petitioners and threw them in prison until they recanted. However, John Bowne allowed the Quakers to meet in his home. Bowne was arrested, jailed, and sent to the Netherlands for trial; the Dutch court exonerated Bowne.", "targets": "What shows support for the separation of church and state as early as the mid-17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cc630ceae542cdb4071df73984235f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flushing Remonstrance shows support for separation of church and state as early as the mid-17th century, stating their opposition to religious persecution of any sort: \"The law of love, peace and liberty in the states extending to Jews, Turks and Egyptians, as they are considered sons of Adam, which is the glory of the outward state of Holland, so love, peace and liberty, extending to all in Christ Jesus, condemns hatred, war and bondage.\" The document was signed December 27, 1657 by a group of English citizens in America who were affronted by persecution of Quakers and the religious policies of the Governor of New Netherland, Peter Stuyvesant. Stuyvesant had formally banned all religions other than the Dutch Reformed Church from being practiced in the colony, in accordance with the laws of the Dutch Republic. The signers indicated their \"desire therefore in this case not to judge lest we be judged, neither to condemn least we be condemned, but rather let every man stand or fall to his own Master.\" Stuyvesant fined the petitioners and threw them in prison until they recanted. However, John Bowne allowed the Quakers to meet in his home. Bowne was arrested, jailed, and sent to the Netherlands for trial; the Dutch court exonerated Bowne.", "targets": "What were the Remonstrance opposed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cc630ceae542cdb4071df73984235f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flushing Remonstrance shows support for separation of church and state as early as the mid-17th century, stating their opposition to religious persecution of any sort: \"The law of love, peace and liberty in the states extending to Jews, Turks and Egyptians, as they are considered sons of Adam, which is the glory of the outward state of Holland, so love, peace and liberty, extending to all in Christ Jesus, condemns hatred, war and bondage.\" The document was signed December 27, 1657 by a group of English citizens in America who were affronted by persecution of Quakers and the religious policies of the Governor of New Netherland, Peter Stuyvesant. Stuyvesant had formally banned all religions other than the Dutch Reformed Church from being practiced in the colony, in accordance with the laws of the Dutch Republic. The signers indicated their \"desire therefore in this case not to judge lest we be judged, neither to condemn least we be condemned, but rather let every man stand or fall to his own Master.\" Stuyvesant fined the petitioners and threw them in prison until they recanted. However, John Bowne allowed the Quakers to meet in his home. Bowne was arrested, jailed, and sent to the Netherlands for trial; the Dutch court exonerated Bowne.", "targets": "When did a group of English citizens sign a document condemning hatred, war and bondage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cc630ceae542cdb4071df73984235f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flushing Remonstrance shows support for separation of church and state as early as the mid-17th century, stating their opposition to religious persecution of any sort: \"The law of love, peace and liberty in the states extending to Jews, Turks and Egyptians, as they are considered sons of Adam, which is the glory of the outward state of Holland, so love, peace and liberty, extending to all in Christ Jesus, condemns hatred, war and bondage.\" The document was signed December 27, 1657 by a group of English citizens in America who were affronted by persecution of Quakers and the religious policies of the Governor of New Netherland, Peter Stuyvesant. Stuyvesant had formally banned all religions other than the Dutch Reformed Church from being practiced in the colony, in accordance with the laws of the Dutch Republic. The signers indicated their \"desire therefore in this case not to judge lest we be judged, neither to condemn least we be condemned, but rather let every man stand or fall to his own Master.\" Stuyvesant fined the petitioners and threw them in prison until they recanted. However, John Bowne allowed the Quakers to meet in his home. Bowne was arrested, jailed, and sent to the Netherlands for trial; the Dutch court exonerated Bowne.", "targets": "Who were the signers of the document affronted by the persecution of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cc630ceae542cdb4071df73984235f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Flushing Remonstrance shows support for separation of church and state as early as the mid-17th century, stating their opposition to religious persecution of any sort: \"The law of love, peace and liberty in the states extending to Jews, Turks and Egyptians, as they are considered sons of Adam, which is the glory of the outward state of Holland, so love, peace and liberty, extending to all in Christ Jesus, condemns hatred, war and bondage.\" The document was signed December 27, 1657 by a group of English citizens in America who were affronted by persecution of Quakers and the religious policies of the Governor of New Netherland, Peter Stuyvesant. Stuyvesant had formally banned all religions other than the Dutch Reformed Church from being practiced in the colony, in accordance with the laws of the Dutch Republic. The signers indicated their \"desire therefore in this case not to judge lest we be judged, neither to condemn least we be condemned, but rather let every man stand or fall to his own Master.\" Stuyvesant fined the petitioners and threw them in prison until they recanted. However, John Bowne allowed the Quakers to meet in his home. Bowne was arrested, jailed, and sent to the Netherlands for trial; the Dutch court exonerated Bowne.", "targets": "What had Peter Stuyvesant formally banned all of other than the Dutch Reformed Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e4595f906aa4e31b15a710ded7b665a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sociocultural anthropology has been heavily influenced by structuralist and postmodern theories, as well as a shift toward the analysis of modern societies. During the 1970s and 1990s, there was an epistemological shift away from the positivist traditions that had largely informed the discipline.[page needed] During this shift, enduring questions about the nature and production of knowledge came to occupy a central place in cultural and social anthropology. In contrast, archaeology and biological anthropology remained largely positivist. Due to this difference in epistemology, the four sub-fields of anthropology have lacked cohesion over the last several decades.", "targets": "What has sociocultural anthropology been heavily influenced by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e4595f906aa4e31b15a710ded7b665a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sociocultural anthropology has been heavily influenced by structuralist and postmodern theories, as well as a shift toward the analysis of modern societies. During the 1970s and 1990s, there was an epistemological shift away from the positivist traditions that had largely informed the discipline.[page needed] During this shift, enduring questions about the nature and production of knowledge came to occupy a central place in cultural and social anthropology. In contrast, archaeology and biological anthropology remained largely positivist. Due to this difference in epistemology, the four sub-fields of anthropology have lacked cohesion over the last several decades.", "targets": "When was there an epistemological shift away from positivist traditions in anthropology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e4595f906aa4e31b15a710ded7b665a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sociocultural anthropology has been heavily influenced by structuralist and postmodern theories, as well as a shift toward the analysis of modern societies. During the 1970s and 1990s, there was an epistemological shift away from the positivist traditions that had largely informed the discipline.[page needed] During this shift, enduring questions about the nature and production of knowledge came to occupy a central place in cultural and social anthropology. In contrast, archaeology and biological anthropology remained largely positivist. Due to this difference in epistemology, the four sub-fields of anthropology have lacked cohesion over the last several decades.", "targets": "What questions came to occupy a central place in cultural and social anthropology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e4595f906aa4e31b15a710ded7b665a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sociocultural anthropology has been heavily influenced by structuralist and postmodern theories, as well as a shift toward the analysis of modern societies. During the 1970s and 1990s, there was an epistemological shift away from the positivist traditions that had largely informed the discipline.[page needed] During this shift, enduring questions about the nature and production of knowledge came to occupy a central place in cultural and social anthropology. In contrast, archaeology and biological anthropology remained largely positivist. Due to this difference in epistemology, the four sub-fields of anthropology have lacked cohesion over the last several decades.", "targets": "What two fields remained largely positivist? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e4595f906aa4e31b15a710ded7b665a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sociocultural anthropology has been heavily influenced by structuralist and postmodern theories, as well as a shift toward the analysis of modern societies. During the 1970s and 1990s, there was an epistemological shift away from the positivist traditions that had largely informed the discipline.[page needed] During this shift, enduring questions about the nature and production of knowledge came to occupy a central place in cultural and social anthropology. In contrast, archaeology and biological anthropology remained largely positivist. Due to this difference in epistemology, the four sub-fields of anthropology have lacked cohesion over the last several decades.", "targets": "What have the four sub-fields of anthropology lacked over the last several decades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483cfdcecef044ffaae3592daea995b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, the Italian Eritrea administration opened a number of new factories, which produced buttons, cooking oil, pasta, construction materials, packing meat, tobacco, hide and other household commodities. In 1939, there were around 2,198 factories and most of the employees were Eritrean citizens. The establishment of industries also made an increase in the number of both Italians and Eritreans residing in the cities. The number of Italians residing in the territory increased from 4,600 to 75,000 in five years; and with the involvement of Eritreans in the industries, trade and fruit plantation was expanded across the nation, while some of the plantations were owned by Eritreans.", "targets": "What did the Eritrea administration open to produce products such as buttons and construction materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483cfdcecef044ffaae3592daea995b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, the Italian Eritrea administration opened a number of new factories, which produced buttons, cooking oil, pasta, construction materials, packing meat, tobacco, hide and other household commodities. In 1939, there were around 2,198 factories and most of the employees were Eritrean citizens. The establishment of industries also made an increase in the number of both Italians and Eritreans residing in the cities. The number of Italians residing in the territory increased from 4,600 to 75,000 in five years; and with the involvement of Eritreans in the industries, trade and fruit plantation was expanded across the nation, while some of the plantations were owned by Eritreans.", "targets": "How many factories were in Eritrea by 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483cfdcecef044ffaae3592daea995b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, the Italian Eritrea administration opened a number of new factories, which produced buttons, cooking oil, pasta, construction materials, packing meat, tobacco, hide and other household commodities. In 1939, there were around 2,198 factories and most of the employees were Eritrean citizens. The establishment of industries also made an increase in the number of both Italians and Eritreans residing in the cities. The number of Italians residing in the territory increased from 4,600 to 75,000 in five years; and with the involvement of Eritreans in the industries, trade and fruit plantation was expanded across the nation, while some of the plantations were owned by Eritreans.", "targets": "Who were the main employees in the factories of Eritrea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483cfdcecef044ffaae3592daea995b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, the Italian Eritrea administration opened a number of new factories, which produced buttons, cooking oil, pasta, construction materials, packing meat, tobacco, hide and other household commodities. In 1939, there were around 2,198 factories and most of the employees were Eritrean citizens. The establishment of industries also made an increase in the number of both Italians and Eritreans residing in the cities. The number of Italians residing in the territory increased from 4,600 to 75,000 in five years; and with the involvement of Eritreans in the industries, trade and fruit plantation was expanded across the nation, while some of the plantations were owned by Eritreans.", "targets": "Besides Eritreans, which other nationality increased its city population because of new industries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-483cfdcecef044ffaae3592daea995b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, the Italian Eritrea administration opened a number of new factories, which produced buttons, cooking oil, pasta, construction materials, packing meat, tobacco, hide and other household commodities. In 1939, there were around 2,198 factories and most of the employees were Eritrean citizens. The establishment of industries also made an increase in the number of both Italians and Eritreans residing in the cities. The number of Italians residing in the territory increased from 4,600 to 75,000 in five years; and with the involvement of Eritreans in the industries, trade and fruit plantation was expanded across the nation, while some of the plantations were owned by Eritreans.", "targets": "How much did the number of Italians residing in Eritrea increase in 5 years due to factories being built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0bbd2181f404076a9e87c516ed551b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The religious art of Nepal and Kathmandu in particular consists of an iconic symbolism of the Mother Goddesses such as: Bhavani, Durga, Gaja-Lakshmi, Hariti-Sitala, Mahsishamardini, Saptamatrika (seven mother goddesses), and Sri-Lakshmi(wealth-goddess). From the 3rd century BC, apart from the Hindu gods and goddesses, Buddhist monuments from the Ashokan period (it is said that Ashoka visited Nepal in 250 BC) have embellished Nepal in general and the valley in particular. These art and architectural edifices encompass three major periods of evolution: the Licchavi or classical period (500 to 900 AD), the post-classical period (1000 to 1400 AD), with strong influence of the Palla art form; the Malla period (1400 onwards) that exhibited explicitly tantric influences coupled with the art of Tibetan Demonology.", "targets": "What types of deities are Bhavani and Durga?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0bbd2181f404076a9e87c516ed551b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The religious art of Nepal and Kathmandu in particular consists of an iconic symbolism of the Mother Goddesses such as: Bhavani, Durga, Gaja-Lakshmi, Hariti-Sitala, Mahsishamardini, Saptamatrika (seven mother goddesses), and Sri-Lakshmi(wealth-goddess). From the 3rd century BC, apart from the Hindu gods and goddesses, Buddhist monuments from the Ashokan period (it is said that Ashoka visited Nepal in 250 BC) have embellished Nepal in general and the valley in particular. These art and architectural edifices encompass three major periods of evolution: the Licchavi or classical period (500 to 900 AD), the post-classical period (1000 to 1400 AD), with strong influence of the Palla art form; the Malla period (1400 onwards) that exhibited explicitly tantric influences coupled with the art of Tibetan Demonology.", "targets": "What is Sri-Lakshmi a deity of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0bbd2181f404076a9e87c516ed551b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The religious art of Nepal and Kathmandu in particular consists of an iconic symbolism of the Mother Goddesses such as: Bhavani, Durga, Gaja-Lakshmi, Hariti-Sitala, Mahsishamardini, Saptamatrika (seven mother goddesses), and Sri-Lakshmi(wealth-goddess). From the 3rd century BC, apart from the Hindu gods and goddesses, Buddhist monuments from the Ashokan period (it is said that Ashoka visited Nepal in 250 BC) have embellished Nepal in general and the valley in particular. These art and architectural edifices encompass three major periods of evolution: the Licchavi or classical period (500 to 900 AD), the post-classical period (1000 to 1400 AD), with strong influence of the Palla art form; the Malla period (1400 onwards) that exhibited explicitly tantric influences coupled with the art of Tibetan Demonology.", "targets": "By tradition, what notable figure came to Nepal 250 years before the birth of Christ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0bbd2181f404076a9e87c516ed551b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The religious art of Nepal and Kathmandu in particular consists of an iconic symbolism of the Mother Goddesses such as: Bhavani, Durga, Gaja-Lakshmi, Hariti-Sitala, Mahsishamardini, Saptamatrika (seven mother goddesses), and Sri-Lakshmi(wealth-goddess). From the 3rd century BC, apart from the Hindu gods and goddesses, Buddhist monuments from the Ashokan period (it is said that Ashoka visited Nepal in 250 BC) have embellished Nepal in general and the valley in particular. These art and architectural edifices encompass three major periods of evolution: the Licchavi or classical period (500 to 900 AD), the post-classical period (1000 to 1400 AD), with strong influence of the Palla art form; the Malla period (1400 onwards) that exhibited explicitly tantric influences coupled with the art of Tibetan Demonology.", "targets": "When did the Licchavi period end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0bbd2181f404076a9e87c516ed551b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The religious art of Nepal and Kathmandu in particular consists of an iconic symbolism of the Mother Goddesses such as: Bhavani, Durga, Gaja-Lakshmi, Hariti-Sitala, Mahsishamardini, Saptamatrika (seven mother goddesses), and Sri-Lakshmi(wealth-goddess). From the 3rd century BC, apart from the Hindu gods and goddesses, Buddhist monuments from the Ashokan period (it is said that Ashoka visited Nepal in 250 BC) have embellished Nepal in general and the valley in particular. These art and architectural edifices encompass three major periods of evolution: the Licchavi or classical period (500 to 900 AD), the post-classical period (1000 to 1400 AD), with strong influence of the Palla art form; the Malla period (1400 onwards) that exhibited explicitly tantric influences coupled with the art of Tibetan Demonology.", "targets": "What is another name for the Licchavi period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cf451b73c7846d09f5d7f74138d3a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only invertebrates to have developed active flight capability, and this has played an important role in their success.:186 Their muscles are able to contract multiple times for each single nerve impulse, allowing the wings to beat faster than would ordinarily be possible. Having their muscles attached to their exoskeletons is more efficient and allows more muscle connections; crustaceans also use the same method, though all spiders use hydraulic pressure to extend their legs, a system inherited from their pre-arthropod ancestors. Unlike insects, though, most aquatic crustaceans are biomineralized with calcium carbonate extracted from the water.", "targets": "Insects are also known as what kind of vertebra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cf451b73c7846d09f5d7f74138d3a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only invertebrates to have developed active flight capability, and this has played an important role in their success.:186 Their muscles are able to contract multiple times for each single nerve impulse, allowing the wings to beat faster than would ordinarily be possible. Having their muscles attached to their exoskeletons is more efficient and allows more muscle connections; crustaceans also use the same method, though all spiders use hydraulic pressure to extend their legs, a system inherited from their pre-arthropod ancestors. Unlike insects, though, most aquatic crustaceans are biomineralized with calcium carbonate extracted from the water.", "targets": "Insects have developed what kind of active capability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cf451b73c7846d09f5d7f74138d3a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only invertebrates to have developed active flight capability, and this has played an important role in their success.:186 Their muscles are able to contract multiple times for each single nerve impulse, allowing the wings to beat faster than would ordinarily be possible. Having their muscles attached to their exoskeletons is more efficient and allows more muscle connections; crustaceans also use the same method, though all spiders use hydraulic pressure to extend their legs, a system inherited from their pre-arthropod ancestors. Unlike insects, though, most aquatic crustaceans are biomineralized with calcium carbonate extracted from the water.", "targets": "Active flight ability has played what kind of role for insects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cf451b73c7846d09f5d7f74138d3a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only invertebrates to have developed active flight capability, and this has played an important role in their success.:186 Their muscles are able to contract multiple times for each single nerve impulse, allowing the wings to beat faster than would ordinarily be possible. Having their muscles attached to their exoskeletons is more efficient and allows more muscle connections; crustaceans also use the same method, though all spiders use hydraulic pressure to extend their legs, a system inherited from their pre-arthropod ancestors. Unlike insects, though, most aquatic crustaceans are biomineralized with calcium carbonate extracted from the water.", "targets": "How many times are insects muscles able to contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cf451b73c7846d09f5d7f74138d3a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only invertebrates to have developed active flight capability, and this has played an important role in their success.:186 Their muscles are able to contract multiple times for each single nerve impulse, allowing the wings to beat faster than would ordinarily be possible. Having their muscles attached to their exoskeletons is more efficient and allows more muscle connections; crustaceans also use the same method, though all spiders use hydraulic pressure to extend their legs, a system inherited from their pre-arthropod ancestors. Unlike insects, though, most aquatic crustaceans are biomineralized with calcium carbonate extracted from the water.", "targets": "Insects muscles are attached to their what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18dcf5a2aeaf4ced833e2b5eedc83bd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yazid died while the siege was still in progress, and the Umayyad army returned to Damascus, leaving Ibn al-Zubayr in control of Mecca. Yazid's son Muawiya II (683\u201384) initially succeeded him but seems to have never been recognized as caliph outside of Syria. Two factions developed within Syria: the Confederation of Qays, who supported Ibn al-Zubayr, and the Quda'a, who supported Marwan, a descendant of Umayya via Wa'il ibn Umayyah. The partisans of Marwan triumphed at a battle at Marj Rahit, near Damascus, in 684, and Marwan became caliph shortly thereafter.", "targets": "Who was the son of Yazid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18dcf5a2aeaf4ced833e2b5eedc83bd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yazid died while the siege was still in progress, and the Umayyad army returned to Damascus, leaving Ibn al-Zubayr in control of Mecca. Yazid's son Muawiya II (683\u201384) initially succeeded him but seems to have never been recognized as caliph outside of Syria. Two factions developed within Syria: the Confederation of Qays, who supported Ibn al-Zubayr, and the Quda'a, who supported Marwan, a descendant of Umayya via Wa'il ibn Umayyah. The partisans of Marwan triumphed at a battle at Marj Rahit, near Damascus, in 684, and Marwan became caliph shortly thereafter.", "targets": "When did Muawiya II's reign begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18dcf5a2aeaf4ced833e2b5eedc83bd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yazid died while the siege was still in progress, and the Umayyad army returned to Damascus, leaving Ibn al-Zubayr in control of Mecca. Yazid's son Muawiya II (683\u201384) initially succeeded him but seems to have never been recognized as caliph outside of Syria. Two factions developed within Syria: the Confederation of Qays, who supported Ibn al-Zubayr, and the Quda'a, who supported Marwan, a descendant of Umayya via Wa'il ibn Umayyah. The partisans of Marwan triumphed at a battle at Marj Rahit, near Damascus, in 684, and Marwan became caliph shortly thereafter.", "targets": "In what year did the battle of Marj Rahit occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18dcf5a2aeaf4ced833e2b5eedc83bd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yazid died while the siege was still in progress, and the Umayyad army returned to Damascus, leaving Ibn al-Zubayr in control of Mecca. Yazid's son Muawiya II (683\u201384) initially succeeded him but seems to have never been recognized as caliph outside of Syria. Two factions developed within Syria: the Confederation of Qays, who supported Ibn al-Zubayr, and the Quda'a, who supported Marwan, a descendant of Umayya via Wa'il ibn Umayyah. The partisans of Marwan triumphed at a battle at Marj Rahit, near Damascus, in 684, and Marwan became caliph shortly thereafter.", "targets": "Who had the support of the Confederation of Qays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18dcf5a2aeaf4ced833e2b5eedc83bd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yazid died while the siege was still in progress, and the Umayyad army returned to Damascus, leaving Ibn al-Zubayr in control of Mecca. Yazid's son Muawiya II (683\u201384) initially succeeded him but seems to have never been recognized as caliph outside of Syria. Two factions developed within Syria: the Confederation of Qays, who supported Ibn al-Zubayr, and the Quda'a, who supported Marwan, a descendant of Umayya via Wa'il ibn Umayyah. The partisans of Marwan triumphed at a battle at Marj Rahit, near Damascus, in 684, and Marwan became caliph shortly thereafter.", "targets": "From whom was Marwan descended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c35b87bc4f604d2d830b308803b9ea84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Plymouth is divided into 20 wards, 17 of which elect three councillors and the other three electing two councillors, making up a total council of 57. Each year a third of the council is up for election for three consecutive years \u2013 there are no elections on the following \"fourth\" year, which is when County Council elections take place. The total electorate for Plymouth was 188,924 in April 2015. The local election of 7 May 2015 resulted in a political composition of 28 Labour councillors, 26 Conservative and 3 UKIP resulting in a Labour administration. Plymouth City Council is formally twinned with: Brest, France (1963), Gdynia, Poland (1976), Novorossiysk, Russia (1990) San Sebasti\u00e1n, Spain (1990) and Plymouth, United States (2001).", "targets": "How many wards in Plymouth elect two councillors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c35b87bc4f604d2d830b308803b9ea84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Plymouth is divided into 20 wards, 17 of which elect three councillors and the other three electing two councillors, making up a total council of 57. Each year a third of the council is up for election for three consecutive years \u2013 there are no elections on the following \"fourth\" year, which is when County Council elections take place. The total electorate for Plymouth was 188,924 in April 2015. The local election of 7 May 2015 resulted in a political composition of 28 Labour councillors, 26 Conservative and 3 UKIP resulting in a Labour administration. Plymouth City Council is formally twinned with: Brest, France (1963), Gdynia, Poland (1976), Novorossiysk, Russia (1990) San Sebasti\u00e1n, Spain (1990) and Plymouth, United States (2001).", "targets": "How many members are on the Plymouth council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c35b87bc4f604d2d830b308803b9ea84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Plymouth is divided into 20 wards, 17 of which elect three councillors and the other three electing two councillors, making up a total council of 57. Each year a third of the council is up for election for three consecutive years \u2013 there are no elections on the following \"fourth\" year, which is when County Council elections take place. The total electorate for Plymouth was 188,924 in April 2015. The local election of 7 May 2015 resulted in a political composition of 28 Labour councillors, 26 Conservative and 3 UKIP resulting in a Labour administration. Plymouth City Council is formally twinned with: Brest, France (1963), Gdynia, Poland (1976), Novorossiysk, Russia (1990) San Sebasti\u00e1n, Spain (1990) and Plymouth, United States (2001).", "targets": "What fraction of the Plymouth council is elected each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c35b87bc4f604d2d830b308803b9ea84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Plymouth is divided into 20 wards, 17 of which elect three councillors and the other three electing two councillors, making up a total council of 57. Each year a third of the council is up for election for three consecutive years \u2013 there are no elections on the following \"fourth\" year, which is when County Council elections take place. The total electorate for Plymouth was 188,924 in April 2015. The local election of 7 May 2015 resulted in a political composition of 28 Labour councillors, 26 Conservative and 3 UKIP resulting in a Labour administration. Plymouth City Council is formally twinned with: Brest, France (1963), Gdynia, Poland (1976), Novorossiysk, Russia (1990) San Sebasti\u00e1n, Spain (1990) and Plymouth, United States (2001).", "targets": "With what French city is Plymouth twinned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c35b87bc4f604d2d830b308803b9ea84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Plymouth is divided into 20 wards, 17 of which elect three councillors and the other three electing two councillors, making up a total council of 57. Each year a third of the council is up for election for three consecutive years \u2013 there are no elections on the following \"fourth\" year, which is when County Council elections take place. The total electorate for Plymouth was 188,924 in April 2015. The local election of 7 May 2015 resulted in a political composition of 28 Labour councillors, 26 Conservative and 3 UKIP resulting in a Labour administration. Plymouth City Council is formally twinned with: Brest, France (1963), Gdynia, Poland (1976), Novorossiysk, Russia (1990) San Sebasti\u00e1n, Spain (1990) and Plymouth, United States (2001).", "targets": "In what year did Plymouth twin with Plymouth in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88ac067504094a39a1dd80129d5b2aee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations.", "targets": "When was the Holocene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88ac067504094a39a1dd80129d5b2aee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations.", "targets": "When did the formation of the Holocene Rhine-Meuse delta begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88ac067504094a39a1dd80129d5b2aee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations.", "targets": "Where did the Rhine occupy during the Holocene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88ac067504094a39a1dd80129d5b2aee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the begin of the Holocene (~11,700 years ago), the Rhine occupied its Late-Glacial valley. As a meandering river, it reworked its ice-age braidplain. As sea-level continued to rise in the Netherlands, the formation of the Holocene Rhine-Meuse delta began (~8,000 years ago). Coeval absolute sea-level rise and tectonic subsidence have strongly influenced delta evolution. Other factors of importance to the shape of the delta are the local tectonic activities of the Peel Boundary Fault, the substrate and geomorphology, as inherited from the Last Glacial and the coastal-marine dynamics, such as barrier and tidal inlet formations.", "targets": "What country did the Rhine continue to rise during the holocene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d8e976d418543139ea1e123181de580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major settlements in the ceremonial county are concentrated on the Fylde coast (the Blackpool Urban Area), and a belt of towns running west-east along the M65: Preston, Blackburn, Accrington, Burnley, Nelson and Colne. South of Preston are the towns of Leyland and Chorley; the three formed part of the Central Lancashire New Town designated in 1970. The north of the county is predominantly rural and sparsely populated, except for the towns of Lancaster and Morecambe which form a large conurbation of almost 100,000 people. Lancashire is home to a significant Asian population, numbering over 70,000 and 6% of the county's population, and concentrated largely in the former cotton mill towns in the south east.", "targets": "Where are the major settlements in the ceremonial county located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d8e976d418543139ea1e123181de580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major settlements in the ceremonial county are concentrated on the Fylde coast (the Blackpool Urban Area), and a belt of towns running west-east along the M65: Preston, Blackburn, Accrington, Burnley, Nelson and Colne. South of Preston are the towns of Leyland and Chorley; the three formed part of the Central Lancashire New Town designated in 1970. The north of the county is predominantly rural and sparsely populated, except for the towns of Lancaster and Morecambe which form a large conurbation of almost 100,000 people. Lancashire is home to a significant Asian population, numbering over 70,000 and 6% of the county's population, and concentrated largely in the former cotton mill towns in the south east.", "targets": "Where is the Fylde coast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d8e976d418543139ea1e123181de580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major settlements in the ceremonial county are concentrated on the Fylde coast (the Blackpool Urban Area), and a belt of towns running west-east along the M65: Preston, Blackburn, Accrington, Burnley, Nelson and Colne. South of Preston are the towns of Leyland and Chorley; the three formed part of the Central Lancashire New Town designated in 1970. The north of the county is predominantly rural and sparsely populated, except for the towns of Lancaster and Morecambe which form a large conurbation of almost 100,000 people. Lancashire is home to a significant Asian population, numbering over 70,000 and 6% of the county's population, and concentrated largely in the former cotton mill towns in the south east.", "targets": "Which part of the county is rural and sparsely populated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d8e976d418543139ea1e123181de580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major settlements in the ceremonial county are concentrated on the Fylde coast (the Blackpool Urban Area), and a belt of towns running west-east along the M65: Preston, Blackburn, Accrington, Burnley, Nelson and Colne. South of Preston are the towns of Leyland and Chorley; the three formed part of the Central Lancashire New Town designated in 1970. The north of the county is predominantly rural and sparsely populated, except for the towns of Lancaster and Morecambe which form a large conurbation of almost 100,000 people. Lancashire is home to a significant Asian population, numbering over 70,000 and 6% of the county's population, and concentrated largely in the former cotton mill towns in the south east.", "targets": "How many people live in Lancaster and Morecambe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d8e976d418543139ea1e123181de580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major settlements in the ceremonial county are concentrated on the Fylde coast (the Blackpool Urban Area), and a belt of towns running west-east along the M65: Preston, Blackburn, Accrington, Burnley, Nelson and Colne. South of Preston are the towns of Leyland and Chorley; the three formed part of the Central Lancashire New Town designated in 1970. The north of the county is predominantly rural and sparsely populated, except for the towns of Lancaster and Morecambe which form a large conurbation of almost 100,000 people. Lancashire is home to a significant Asian population, numbering over 70,000 and 6% of the county's population, and concentrated largely in the former cotton mill towns in the south east.", "targets": "What percentage of Lancashire is Asian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed649c790f449518c3d27b2b9e62b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Isidore of Seville, writing in the 7th century, claimed that the Latin word Maurus was derived from the Greek mauron, \u03bc\u03b1\u03cd\u03c1\u03bf\u03bd, which is the Greek word for black. Indeed, by the time Isidore of Seville came to write his Etymologies, the word Maurus or \"Moor\" had become an adjective in Latin, \"for the Greeks call black, mauron\". \"In Isidore\u2019s day, Moors were black by definition\u2026\"", "targets": "Who claimed that Maurus was derived from the Greek mauron?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed649c790f449518c3d27b2b9e62b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Isidore of Seville, writing in the 7th century, claimed that the Latin word Maurus was derived from the Greek mauron, \u03bc\u03b1\u03cd\u03c1\u03bf\u03bd, which is the Greek word for black. Indeed, by the time Isidore of Seville came to write his Etymologies, the word Maurus or \"Moor\" had become an adjective in Latin, \"for the Greeks call black, mauron\". \"In Isidore\u2019s day, Moors were black by definition\u2026\"", "targets": "When was this claim made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed649c790f449518c3d27b2b9e62b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Isidore of Seville, writing in the 7th century, claimed that the Latin word Maurus was derived from the Greek mauron, \u03bc\u03b1\u03cd\u03c1\u03bf\u03bd, which is the Greek word for black. Indeed, by the time Isidore of Seville came to write his Etymologies, the word Maurus or \"Moor\" had become an adjective in Latin, \"for the Greeks call black, mauron\". \"In Isidore\u2019s day, Moors were black by definition\u2026\"", "targets": "What does mauron mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed649c790f449518c3d27b2b9e62b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Isidore of Seville, writing in the 7th century, claimed that the Latin word Maurus was derived from the Greek mauron, \u03bc\u03b1\u03cd\u03c1\u03bf\u03bd, which is the Greek word for black. Indeed, by the time Isidore of Seville came to write his Etymologies, the word Maurus or \"Moor\" had become an adjective in Latin, \"for the Greeks call black, mauron\". \"In Isidore\u2019s day, Moors were black by definition\u2026\"", "targets": "What is the compilation of Isidore of Seville's work called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed649c790f449518c3d27b2b9e62b66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Isidore of Seville, writing in the 7th century, claimed that the Latin word Maurus was derived from the Greek mauron, \u03bc\u03b1\u03cd\u03c1\u03bf\u03bd, which is the Greek word for black. Indeed, by the time Isidore of Seville came to write his Etymologies, the word Maurus or \"Moor\" had become an adjective in Latin, \"for the Greeks call black, mauron\". \"In Isidore\u2019s day, Moors were black by definition\u2026\"", "targets": "What was \"Black by definition\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e262ff8084334e81af61ab0f60020b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downtown Miami is home to the largest concentration of international banks in the United States, and many large national and international companies. The Civic Center is a major center for hospitals, research institutes, medical centers, and biotechnology industries. For more than two decades, the Port of Miami, known as the \"Cruise Capital of the World\", has been the number one cruise passenger port in the world. It accommodates some of the world's largest cruise ships and operations, and is the busiest port in both passenger traffic and cruise lines.", "targets": "What does downtown Miami possess more of than any other US city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e262ff8084334e81af61ab0f60020b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downtown Miami is home to the largest concentration of international banks in the United States, and many large national and international companies. The Civic Center is a major center for hospitals, research institutes, medical centers, and biotechnology industries. For more than two decades, the Port of Miami, known as the \"Cruise Capital of the World\", has been the number one cruise passenger port in the world. It accommodates some of the world's largest cruise ships and operations, and is the busiest port in both passenger traffic and cruise lines.", "targets": "Along with cruise lines, in what traffic does Miami's port rank first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e262ff8084334e81af61ab0f60020b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downtown Miami is home to the largest concentration of international banks in the United States, and many large national and international companies. The Civic Center is a major center for hospitals, research institutes, medical centers, and biotechnology industries. For more than two decades, the Port of Miami, known as the \"Cruise Capital of the World\", has been the number one cruise passenger port in the world. It accommodates some of the world's largest cruise ships and operations, and is the busiest port in both passenger traffic and cruise lines.", "targets": "What is called the \"Cruise Capital of the World\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e262ff8084334e81af61ab0f60020b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downtown Miami is home to the largest concentration of international banks in the United States, and many large national and international companies. The Civic Center is a major center for hospitals, research institutes, medical centers, and biotechnology industries. For more than two decades, the Port of Miami, known as the \"Cruise Capital of the World\", has been the number one cruise passenger port in the world. It accommodates some of the world's largest cruise ships and operations, and is the busiest port in both passenger traffic and cruise lines.", "targets": "How long has Miami been the world's top cruise passenger port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e262ff8084334e81af61ab0f60020b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downtown Miami is home to the largest concentration of international banks in the United States, and many large national and international companies. The Civic Center is a major center for hospitals, research institutes, medical centers, and biotechnology industries. For more than two decades, the Port of Miami, known as the \"Cruise Capital of the World\", has been the number one cruise passenger port in the world. It accommodates some of the world's largest cruise ships and operations, and is the busiest port in both passenger traffic and cruise lines.", "targets": "Along with hospitals, medical centers and biotechnology industries, what is notably present in the Civic Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d925cc4ce064372afa3a50270b25b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Total Force Policy was adopted by Chief of Staff of the Army General Creighton Abrams in the aftermath of the Vietnam War and involves treating the three components of the army \u2013 the Regular Army, the Army National Guard and the Army Reserve as a single force. Believing that no U.S. president should be able to take the United States (and more specifically the U.S. Army) to war without the support of the American people, General Abrams intertwined the structure of the three components of the army in such a way as to make extended operations impossible, without the involvement of both the Army National Guard and the Army Reserve.", "targets": "Who adopted the Total Force Policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d925cc4ce064372afa3a50270b25b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Total Force Policy was adopted by Chief of Staff of the Army General Creighton Abrams in the aftermath of the Vietnam War and involves treating the three components of the army \u2013 the Regular Army, the Army National Guard and the Army Reserve as a single force. Believing that no U.S. president should be able to take the United States (and more specifically the U.S. Army) to war without the support of the American people, General Abrams intertwined the structure of the three components of the army in such a way as to make extended operations impossible, without the involvement of both the Army National Guard and the Army Reserve.", "targets": "What war was responsible for the creation of the Total Force Policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d925cc4ce064372afa3a50270b25b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Total Force Policy was adopted by Chief of Staff of the Army General Creighton Abrams in the aftermath of the Vietnam War and involves treating the three components of the army \u2013 the Regular Army, the Army National Guard and the Army Reserve as a single force. Believing that no U.S. president should be able to take the United States (and more specifically the U.S. Army) to war without the support of the American people, General Abrams intertwined the structure of the three components of the army in such a way as to make extended operations impossible, without the involvement of both the Army National Guard and the Army Reserve.", "targets": "How many army components were affected by the Total Force Policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e55f055c5cc946829277c7959a273323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes included a new corporate color palette, small modifications to the GE logo, a new customized font (GE Inspira) and a new slogan, \"Imagination at work\", composed by David Lucas, to replace the slogan \"We Bring Good Things to Life\" used since 1979. The standard requires many headlines to be lowercased and adds visual \"white space\" to documents and advertising. The changes were designed by Wolff Olins and are used on GE's marketing, literature and website. In 2014, a second typeface family was introduced: GE Sans and Serif by Bold Monday created under art direction by Wolff Olins.", "targets": "Who composed GE's slogan \"Imagination at work?\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e55f055c5cc946829277c7959a273323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes included a new corporate color palette, small modifications to the GE logo, a new customized font (GE Inspira) and a new slogan, \"Imagination at work\", composed by David Lucas, to replace the slogan \"We Bring Good Things to Life\" used since 1979. The standard requires many headlines to be lowercased and adds visual \"white space\" to documents and advertising. The changes were designed by Wolff Olins and are used on GE's marketing, literature and website. In 2014, a second typeface family was introduced: GE Sans and Serif by Bold Monday created under art direction by Wolff Olins.", "targets": "What was GE's slogan prior to \"Imagination at work?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e55f055c5cc946829277c7959a273323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes included a new corporate color palette, small modifications to the GE logo, a new customized font (GE Inspira) and a new slogan, \"Imagination at work\", composed by David Lucas, to replace the slogan \"We Bring Good Things to Life\" used since 1979. The standard requires many headlines to be lowercased and adds visual \"white space\" to documents and advertising. The changes were designed by Wolff Olins and are used on GE's marketing, literature and website. In 2014, a second typeface family was introduced: GE Sans and Serif by Bold Monday created under art direction by Wolff Olins.", "targets": "In what year was the slogan \"We Bring Good Things to Life\" first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e55f055c5cc946829277c7959a273323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes included a new corporate color palette, small modifications to the GE logo, a new customized font (GE Inspira) and a new slogan, \"Imagination at work\", composed by David Lucas, to replace the slogan \"We Bring Good Things to Life\" used since 1979. The standard requires many headlines to be lowercased and adds visual \"white space\" to documents and advertising. The changes were designed by Wolff Olins and are used on GE's marketing, literature and website. In 2014, a second typeface family was introduced: GE Sans and Serif by Bold Monday created under art direction by Wolff Olins.", "targets": "Which company designed the standard format for GE's marketing literature and website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e55f055c5cc946829277c7959a273323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes included a new corporate color palette, small modifications to the GE logo, a new customized font (GE Inspira) and a new slogan, \"Imagination at work\", composed by David Lucas, to replace the slogan \"We Bring Good Things to Life\" used since 1979. The standard requires many headlines to be lowercased and adds visual \"white space\" to documents and advertising. The changes were designed by Wolff Olins and are used on GE's marketing, literature and website. In 2014, a second typeface family was introduced: GE Sans and Serif by Bold Monday created under art direction by Wolff Olins.", "targets": "What is the name of the typeface family created for GE in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc8bf93bccb4b34b35b3207e3244765", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The purpose of these instruments was to address the various forms of corruption (involving the public sector, the private sector, the financing of political activities, etc.) whether they had a strictly domestic or also a transnational dimension. To monitor the implementation at national level of the requirements and principles provided in those texts, a monitoring mechanism \u2013 the Group of States Against Corruption (also known as GRECO) (French: Groupe d'Etats contre la corruption) was created.", "targets": "What does GRECO stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc8bf93bccb4b34b35b3207e3244765", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The purpose of these instruments was to address the various forms of corruption (involving the public sector, the private sector, the financing of political activities, etc.) whether they had a strictly domestic or also a transnational dimension. To monitor the implementation at national level of the requirements and principles provided in those texts, a monitoring mechanism \u2013 the Group of States Against Corruption (also known as GRECO) (French: Groupe d'Etats contre la corruption) was created.", "targets": "What is the name of the French equivalent of GRECO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc8bf93bccb4b34b35b3207e3244765", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The purpose of these instruments was to address the various forms of corruption (involving the public sector, the private sector, the financing of political activities, etc.) whether they had a strictly domestic or also a transnational dimension. To monitor the implementation at national level of the requirements and principles provided in those texts, a monitoring mechanism \u2013 the Group of States Against Corruption (also known as GRECO) (French: Groupe d'Etats contre la corruption) was created.", "targets": "The instruments used to point out the different corrupt forms looked to see if they were rigidly domestic or what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45ab26f2e1a3405c80a9a955717dcd06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The renewal of learning in Europe, that began with 12th century Scholasticism, came to an end about the time of the Black Death, and the initial period of the subsequent Italian Renaissance is sometimes seen as a lull in scientific activity. The Northern Renaissance, on the other hand, showed a decisive shift in focus from Aristoteleian natural philosophy to chemistry and the biological sciences (botany, anatomy, and medicine). Thus modern science in Europe was resumed in a period of great upheaval: the Protestant Reformation and Catholic Counter-Reformation; the discovery of the Americas by Christopher Columbus; the Fall of Constantinople; but also the re-discovery of Aristotle during the Scholastic period presaged large social and political changes. Thus, a suitable environment was created in which it became possible to question scientific doctrine, in much the same way that Martin Luther and John Calvin questioned religious doctrine. The works of Ptolemy (astronomy) and Galen (medicine) were found not always to match everyday observations. Work by Vesalius on human cadavers found problems with the Galenic view of anatomy.", "targets": "The focus on learning in the 12th century is referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45ab26f2e1a3405c80a9a955717dcd06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The renewal of learning in Europe, that began with 12th century Scholasticism, came to an end about the time of the Black Death, and the initial period of the subsequent Italian Renaissance is sometimes seen as a lull in scientific activity. The Northern Renaissance, on the other hand, showed a decisive shift in focus from Aristoteleian natural philosophy to chemistry and the biological sciences (botany, anatomy, and medicine). Thus modern science in Europe was resumed in a period of great upheaval: the Protestant Reformation and Catholic Counter-Reformation; the discovery of the Americas by Christopher Columbus; the Fall of Constantinople; but also the re-discovery of Aristotle during the Scholastic period presaged large social and political changes. Thus, a suitable environment was created in which it became possible to question scientific doctrine, in much the same way that Martin Luther and John Calvin questioned religious doctrine. The works of Ptolemy (astronomy) and Galen (medicine) were found not always to match everyday observations. Work by Vesalius on human cadavers found problems with the Galenic view of anatomy.", "targets": "What began at the same time Scholasticism ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45ab26f2e1a3405c80a9a955717dcd06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The renewal of learning in Europe, that began with 12th century Scholasticism, came to an end about the time of the Black Death, and the initial period of the subsequent Italian Renaissance is sometimes seen as a lull in scientific activity. The Northern Renaissance, on the other hand, showed a decisive shift in focus from Aristoteleian natural philosophy to chemistry and the biological sciences (botany, anatomy, and medicine). Thus modern science in Europe was resumed in a period of great upheaval: the Protestant Reformation and Catholic Counter-Reformation; the discovery of the Americas by Christopher Columbus; the Fall of Constantinople; but also the re-discovery of Aristotle during the Scholastic period presaged large social and political changes. Thus, a suitable environment was created in which it became possible to question scientific doctrine, in much the same way that Martin Luther and John Calvin questioned religious doctrine. The works of Ptolemy (astronomy) and Galen (medicine) were found not always to match everyday observations. Work by Vesalius on human cadavers found problems with the Galenic view of anatomy.", "targets": "Which era came after Scholasticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45ab26f2e1a3405c80a9a955717dcd06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The renewal of learning in Europe, that began with 12th century Scholasticism, came to an end about the time of the Black Death, and the initial period of the subsequent Italian Renaissance is sometimes seen as a lull in scientific activity. The Northern Renaissance, on the other hand, showed a decisive shift in focus from Aristoteleian natural philosophy to chemistry and the biological sciences (botany, anatomy, and medicine). Thus modern science in Europe was resumed in a period of great upheaval: the Protestant Reformation and Catholic Counter-Reformation; the discovery of the Americas by Christopher Columbus; the Fall of Constantinople; but also the re-discovery of Aristotle during the Scholastic period presaged large social and political changes. Thus, a suitable environment was created in which it became possible to question scientific doctrine, in much the same way that Martin Luther and John Calvin questioned religious doctrine. The works of Ptolemy (astronomy) and Galen (medicine) were found not always to match everyday observations. Work by Vesalius on human cadavers found problems with the Galenic view of anatomy.", "targets": "What was the focus of the Northern Renaissance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45ab26f2e1a3405c80a9a955717dcd06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The renewal of learning in Europe, that began with 12th century Scholasticism, came to an end about the time of the Black Death, and the initial period of the subsequent Italian Renaissance is sometimes seen as a lull in scientific activity. The Northern Renaissance, on the other hand, showed a decisive shift in focus from Aristoteleian natural philosophy to chemistry and the biological sciences (botany, anatomy, and medicine). Thus modern science in Europe was resumed in a period of great upheaval: the Protestant Reformation and Catholic Counter-Reformation; the discovery of the Americas by Christopher Columbus; the Fall of Constantinople; but also the re-discovery of Aristotle during the Scholastic period presaged large social and political changes. Thus, a suitable environment was created in which it became possible to question scientific doctrine, in much the same way that Martin Luther and John Calvin questioned religious doctrine. The works of Ptolemy (astronomy) and Galen (medicine) were found not always to match everyday observations. Work by Vesalius on human cadavers found problems with the Galenic view of anatomy.", "targets": "Which scientist was known for working on human cadavers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c000627c8394d078ef9a054da69029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 5th-century building in Huldah may be a Samaritan synagogue. Its mosaic floor contains typical Jewish symbols (menorah, lulav, etrog) but the inscriptions are Greek. Another Samaritan synagogue with a mosaic floor was located in Bet She'an (excavated in 1960). The floor had only decorative motifs and an aedicule (shrine) with cultic symbols. The ban on human or animal images was more strictly observed by the Samaritans than their Jewish neighbours in the same town (see above). The mosaic was laid by the same masters who made the floor of the Beit Alfa synagogue. One of the inscriptions was written in Samaritan script.", "targets": "A 5th-century building in Huldah is believed to be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c000627c8394d078ef9a054da69029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 5th-century building in Huldah may be a Samaritan synagogue. Its mosaic floor contains typical Jewish symbols (menorah, lulav, etrog) but the inscriptions are Greek. Another Samaritan synagogue with a mosaic floor was located in Bet She'an (excavated in 1960). The floor had only decorative motifs and an aedicule (shrine) with cultic symbols. The ban on human or animal images was more strictly observed by the Samaritans than their Jewish neighbours in the same town (see above). The mosaic was laid by the same masters who made the floor of the Beit Alfa synagogue. One of the inscriptions was written in Samaritan script.", "targets": "What does the mosaic at Huldah contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c000627c8394d078ef9a054da69029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 5th-century building in Huldah may be a Samaritan synagogue. Its mosaic floor contains typical Jewish symbols (menorah, lulav, etrog) but the inscriptions are Greek. Another Samaritan synagogue with a mosaic floor was located in Bet She'an (excavated in 1960). The floor had only decorative motifs and an aedicule (shrine) with cultic symbols. The ban on human or animal images was more strictly observed by the Samaritans than their Jewish neighbours in the same town (see above). The mosaic was laid by the same masters who made the floor of the Beit Alfa synagogue. One of the inscriptions was written in Samaritan script.", "targets": "What language are the inscriptions on the mosaic at Huldah?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c000627c8394d078ef9a054da69029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 5th-century building in Huldah may be a Samaritan synagogue. Its mosaic floor contains typical Jewish symbols (menorah, lulav, etrog) but the inscriptions are Greek. Another Samaritan synagogue with a mosaic floor was located in Bet She'an (excavated in 1960). The floor had only decorative motifs and an aedicule (shrine) with cultic symbols. The ban on human or animal images was more strictly observed by the Samaritans than their Jewish neighbours in the same town (see above). The mosaic was laid by the same masters who made the floor of the Beit Alfa synagogue. One of the inscriptions was written in Samaritan script.", "targets": "The synagogue located in Bet She'an had what kind of symbols depicted in its mosaic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c000627c8394d078ef9a054da69029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 5th-century building in Huldah may be a Samaritan synagogue. Its mosaic floor contains typical Jewish symbols (menorah, lulav, etrog) but the inscriptions are Greek. Another Samaritan synagogue with a mosaic floor was located in Bet She'an (excavated in 1960). The floor had only decorative motifs and an aedicule (shrine) with cultic symbols. The ban on human or animal images was more strictly observed by the Samaritans than their Jewish neighbours in the same town (see above). The mosaic was laid by the same masters who made the floor of the Beit Alfa synagogue. One of the inscriptions was written in Samaritan script.", "targets": "The masters who built the floor in the synagogue at Bet She'an also constructed what other mosaic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17ff0dce6a0a453c9fc3e4d59142cd07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Industrial Revolution, Plymouth grew as a commercial shipping port, handling imports and passengers from the Americas, and exporting local minerals (tin, copper, lime, china clay and arsenic) while the neighbouring town of Devonport became a strategic Royal Naval shipbuilding and dockyard town. In 1914 three neighbouring independent towns, viz., the county borough of Plymouth, the county borough of Devonport, and the urban district of East Stonehouse were merged to form a single County Borough. The combined town took the name of Plymouth which, in 1928, achieved city status. The city's naval importance later led to its targeting and partial destruction during World War II, an act known as the Plymouth Blitz. After the war the city centre was completely rebuilt and subsequent expansion led to the incorporation of Plympton and Plymstock along with other outlying suburbs in 1967.", "targets": "What nearby settlement built ships for the Royal Navy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17ff0dce6a0a453c9fc3e4d59142cd07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Industrial Revolution, Plymouth grew as a commercial shipping port, handling imports and passengers from the Americas, and exporting local minerals (tin, copper, lime, china clay and arsenic) while the neighbouring town of Devonport became a strategic Royal Naval shipbuilding and dockyard town. In 1914 three neighbouring independent towns, viz., the county borough of Plymouth, the county borough of Devonport, and the urban district of East Stonehouse were merged to form a single County Borough. The combined town took the name of Plymouth which, in 1928, achieved city status. The city's naval importance later led to its targeting and partial destruction during World War II, an act known as the Plymouth Blitz. After the war the city centre was completely rebuilt and subsequent expansion led to the incorporation of Plympton and Plymstock along with other outlying suburbs in 1967.", "targets": "In what year did Plymouth become a city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17ff0dce6a0a453c9fc3e4d59142cd07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Industrial Revolution, Plymouth grew as a commercial shipping port, handling imports and passengers from the Americas, and exporting local minerals (tin, copper, lime, china clay and arsenic) while the neighbouring town of Devonport became a strategic Royal Naval shipbuilding and dockyard town. In 1914 three neighbouring independent towns, viz., the county borough of Plymouth, the county borough of Devonport, and the urban district of East Stonehouse were merged to form a single County Borough. The combined town took the name of Plymouth which, in 1928, achieved city status. The city's naval importance later led to its targeting and partial destruction during World War II, an act known as the Plymouth Blitz. After the war the city centre was completely rebuilt and subsequent expansion led to the incorporation of Plympton and Plymstock along with other outlying suburbs in 1967.", "targets": "What is the term used to describe the attacks on Plymouth during the Second World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17ff0dce6a0a453c9fc3e4d59142cd07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Industrial Revolution, Plymouth grew as a commercial shipping port, handling imports and passengers from the Americas, and exporting local minerals (tin, copper, lime, china clay and arsenic) while the neighbouring town of Devonport became a strategic Royal Naval shipbuilding and dockyard town. In 1914 three neighbouring independent towns, viz., the county borough of Plymouth, the county borough of Devonport, and the urban district of East Stonehouse were merged to form a single County Borough. The combined town took the name of Plymouth which, in 1928, achieved city status. The city's naval importance later led to its targeting and partial destruction during World War II, an act known as the Plymouth Blitz. After the war the city centre was completely rebuilt and subsequent expansion led to the incorporation of Plympton and Plymstock along with other outlying suburbs in 1967.", "targets": "In what year was Plymstock incorporated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17ff0dce6a0a453c9fc3e4d59142cd07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the Industrial Revolution, Plymouth grew as a commercial shipping port, handling imports and passengers from the Americas, and exporting local minerals (tin, copper, lime, china clay and arsenic) while the neighbouring town of Devonport became a strategic Royal Naval shipbuilding and dockyard town. In 1914 three neighbouring independent towns, viz., the county borough of Plymouth, the county borough of Devonport, and the urban district of East Stonehouse were merged to form a single County Borough. The combined town took the name of Plymouth which, in 1928, achieved city status. The city's naval importance later led to its targeting and partial destruction during World War II, an act known as the Plymouth Blitz. After the war the city centre was completely rebuilt and subsequent expansion led to the incorporation of Plympton and Plymstock along with other outlying suburbs in 1967.", "targets": "Along with Plymouth and Devonport, what location was merged into a county borough in 1914?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9db2c061144724aa6375f7e3105981", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Google does not provide detailed figures for YouTube's running costs, and YouTube's revenues in 2007 were noted as \"not material\" in a regulatory filing. In June 2008, a Forbes magazine article projected the 2008 revenue at $200 million, noting progress in advertising sales. In January 2012, it was estimated that visitors to YouTube spent an average of 15 minutes a day on the site, in contrast to the four or five hours a day spent by a typical U.S. citizen watching television. In 2012, YouTube's revenue from its ads program was estimated at 3.7 billion. In 2013 it nearly doubled and estimated to hit 5.6 billion dollars according to eMarketer, others estimated 4.7 billion,", "targets": "How much time does the average person spend watching youtube videos each day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9db2c061144724aa6375f7e3105981", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Google does not provide detailed figures for YouTube's running costs, and YouTube's revenues in 2007 were noted as \"not material\" in a regulatory filing. In June 2008, a Forbes magazine article projected the 2008 revenue at $200 million, noting progress in advertising sales. In January 2012, it was estimated that visitors to YouTube spent an average of 15 minutes a day on the site, in contrast to the four or five hours a day spent by a typical U.S. citizen watching television. In 2012, YouTube's revenue from its ads program was estimated at 3.7 billion. In 2013 it nearly doubled and estimated to hit 5.6 billion dollars according to eMarketer, others estimated 4.7 billion,", "targets": "What is the average time an American watches TV in day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9db2c061144724aa6375f7e3105981", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Google does not provide detailed figures for YouTube's running costs, and YouTube's revenues in 2007 were noted as \"not material\" in a regulatory filing. In June 2008, a Forbes magazine article projected the 2008 revenue at $200 million, noting progress in advertising sales. In January 2012, it was estimated that visitors to YouTube spent an average of 15 minutes a day on the site, in contrast to the four or five hours a day spent by a typical U.S. citizen watching television. In 2012, YouTube's revenue from its ads program was estimated at 3.7 billion. In 2013 it nearly doubled and estimated to hit 5.6 billion dollars according to eMarketer, others estimated 4.7 billion,", "targets": "What was youtube's estimated ads revenue in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9db2c061144724aa6375f7e3105981", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Google does not provide detailed figures for YouTube's running costs, and YouTube's revenues in 2007 were noted as \"not material\" in a regulatory filing. In June 2008, a Forbes magazine article projected the 2008 revenue at $200 million, noting progress in advertising sales. In January 2012, it was estimated that visitors to YouTube spent an average of 15 minutes a day on the site, in contrast to the four or five hours a day spent by a typical U.S. citizen watching television. In 2012, YouTube's revenue from its ads program was estimated at 3.7 billion. In 2013 it nearly doubled and estimated to hit 5.6 billion dollars according to eMarketer, others estimated 4.7 billion,", "targets": "What was youtube's revenue as estimated in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9db2c061144724aa6375f7e3105981", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Google does not provide detailed figures for YouTube's running costs, and YouTube's revenues in 2007 were noted as \"not material\" in a regulatory filing. In June 2008, a Forbes magazine article projected the 2008 revenue at $200 million, noting progress in advertising sales. In January 2012, it was estimated that visitors to YouTube spent an average of 15 minutes a day on the site, in contrast to the four or five hours a day spent by a typical U.S. citizen watching television. In 2012, YouTube's revenue from its ads program was estimated at 3.7 billion. In 2013 it nearly doubled and estimated to hit 5.6 billion dollars according to eMarketer, others estimated 4.7 billion,", "targets": "Youtube's financial records are not reported by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-407a387b92ba4e8fae9ae2f66042c3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg directed 2015's Bridge of Spies, a Cold War thriller based on the 1960 U-2 incident, and focusing on James B. Donovan's negotiations with the Soviets for the release of pilot Gary Powers after his aircraft was shot down over Soviet territory. The film starred Tom Hanks as Donovan, as well as Mark Rylance, Amy Ryan, and Alan Alda, with a script by the Coen brothers. The film was shot from September to December 2014 on location in New York City, Berlin and Wroclaw, Poland (which doubled for East Berlin), and was released by Disney on October 16, 2015. Bridge of Spies received positive reviews from critics, and was nominated for six Academy Awards, including Best Picture.", "targets": "When was 'Bridge of Spies' released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-407a387b92ba4e8fae9ae2f66042c3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg directed 2015's Bridge of Spies, a Cold War thriller based on the 1960 U-2 incident, and focusing on James B. Donovan's negotiations with the Soviets for the release of pilot Gary Powers after his aircraft was shot down over Soviet territory. The film starred Tom Hanks as Donovan, as well as Mark Rylance, Amy Ryan, and Alan Alda, with a script by the Coen brothers. The film was shot from September to December 2014 on location in New York City, Berlin and Wroclaw, Poland (which doubled for East Berlin), and was released by Disney on October 16, 2015. Bridge of Spies received positive reviews from critics, and was nominated for six Academy Awards, including Best Picture.", "targets": "How many Oscar nominations did 'Bridge of Spies' get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-407a387b92ba4e8fae9ae2f66042c3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg directed 2015's Bridge of Spies, a Cold War thriller based on the 1960 U-2 incident, and focusing on James B. Donovan's negotiations with the Soviets for the release of pilot Gary Powers after his aircraft was shot down over Soviet territory. The film starred Tom Hanks as Donovan, as well as Mark Rylance, Amy Ryan, and Alan Alda, with a script by the Coen brothers. The film was shot from September to December 2014 on location in New York City, Berlin and Wroclaw, Poland (which doubled for East Berlin), and was released by Disney on October 16, 2015. Bridge of Spies received positive reviews from critics, and was nominated for six Academy Awards, including Best Picture.", "targets": "When was 'Bridge of Spies' set?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-407a387b92ba4e8fae9ae2f66042c3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg directed 2015's Bridge of Spies, a Cold War thriller based on the 1960 U-2 incident, and focusing on James B. Donovan's negotiations with the Soviets for the release of pilot Gary Powers after his aircraft was shot down over Soviet territory. The film starred Tom Hanks as Donovan, as well as Mark Rylance, Amy Ryan, and Alan Alda, with a script by the Coen brothers. The film was shot from September to December 2014 on location in New York City, Berlin and Wroclaw, Poland (which doubled for East Berlin), and was released by Disney on October 16, 2015. Bridge of Spies received positive reviews from critics, and was nominated for six Academy Awards, including Best Picture.", "targets": "Where was 'Bridge of Spies' filmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-407a387b92ba4e8fae9ae2f66042c3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg directed 2015's Bridge of Spies, a Cold War thriller based on the 1960 U-2 incident, and focusing on James B. Donovan's negotiations with the Soviets for the release of pilot Gary Powers after his aircraft was shot down over Soviet territory. The film starred Tom Hanks as Donovan, as well as Mark Rylance, Amy Ryan, and Alan Alda, with a script by the Coen brothers. The film was shot from September to December 2014 on location in New York City, Berlin and Wroclaw, Poland (which doubled for East Berlin), and was released by Disney on October 16, 2015. Bridge of Spies received positive reviews from critics, and was nominated for six Academy Awards, including Best Picture.", "targets": "Who played Donovan in 'Bridge of Spies'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462c211bcbe341339bb911e76e188e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Named one of the best business schools in the Midwest by Princeton Review, the KU School of Business has been continually accredited by the Association to Advance Collegiate Schools of Business (AACSB) for both its undergraduate and graduate programs in business and accounting.", "targets": "Who considered the business school of the University of Kansas among the best Midwestern business institutions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462c211bcbe341339bb911e76e188e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Named one of the best business schools in the Midwest by Princeton Review, the KU School of Business has been continually accredited by the Association to Advance Collegiate Schools of Business (AACSB) for both its undergraduate and graduate programs in business and accounting.", "targets": "What organization provides oversight for business schools like KU's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462c211bcbe341339bb911e76e188e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Named one of the best business schools in the Midwest by Princeton Review, the KU School of Business has been continually accredited by the Association to Advance Collegiate Schools of Business (AACSB) for both its undergraduate and graduate programs in business and accounting.", "targets": "By what acronym is the Association to Advance Collegiate Schools of Business known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462c211bcbe341339bb911e76e188e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Named one of the best business schools in the Midwest by Princeton Review, the KU School of Business has been continually accredited by the Association to Advance Collegiate Schools of Business (AACSB) for both its undergraduate and graduate programs in business and accounting.", "targets": "What are two kinds of courses of study available at KU's business school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621417ce82c445a0aa5f819d2ef2078f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often, sexual orientation and sexual orientation identity are not distinguished, which can impact accurately assessing sexual identity and whether or not sexual orientation is able to change; sexual orientation identity can change throughout an individual's life, and may or may not align with biological sex, sexual behavior or actual sexual orientation. While the Centre for Addiction and Mental Health and American Psychiatric Association state that sexual orientation is innate, continuous or fixed throughout their lives for some people, but is fluid or changes over time for others, the American Psychological Association distinguishes between sexual orientation (an innate attraction) and sexual orientation identity (which may change at any point in a person's life).", "targets": "What can impact accurately assesing sexual identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621417ce82c445a0aa5f819d2ef2078f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often, sexual orientation and sexual orientation identity are not distinguished, which can impact accurately assessing sexual identity and whether or not sexual orientation is able to change; sexual orientation identity can change throughout an individual's life, and may or may not align with biological sex, sexual behavior or actual sexual orientation. While the Centre for Addiction and Mental Health and American Psychiatric Association state that sexual orientation is innate, continuous or fixed throughout their lives for some people, but is fluid or changes over time for others, the American Psychological Association distinguishes between sexual orientation (an innate attraction) and sexual orientation identity (which may change at any point in a person's life).", "targets": "What does the Centre For Addiction and Mental heal along with the American Psychiatric association state about sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621417ce82c445a0aa5f819d2ef2078f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often, sexual orientation and sexual orientation identity are not distinguished, which can impact accurately assessing sexual identity and whether or not sexual orientation is able to change; sexual orientation identity can change throughout an individual's life, and may or may not align with biological sex, sexual behavior or actual sexual orientation. While the Centre for Addiction and Mental Health and American Psychiatric Association state that sexual orientation is innate, continuous or fixed throughout their lives for some people, but is fluid or changes over time for others, the American Psychological Association distinguishes between sexual orientation (an innate attraction) and sexual orientation identity (which may change at any point in a person's life).", "targets": "What does the American Psychological Assocation distinguish between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99f4b1700d484ad898662f3e6e1bdacc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The best-known medieval Chinese name for Tibet is Tubo (Chinese: \u5410\u8543 also written as \u571f\u8543 or \u571f\u756a; pinyin: T\u01d4b\u014d or T\u01d4f\u0101n). This name first appears in Chinese characters as \u571f\u756a in the 7th century (Li Tai) and as \u5410\u8543 in the 10th-century (Old Book of Tang describing 608\u2013609 emissaries from Tibetan King Namri Songtsen to Emperor Yang of Sui). In the Middle Chinese spoken during that period, as reconstructed by William H. Baxter, \u571f\u756a was pronounced thux-phjon and \u5410\u8543 was pronounced thux-pjon (with the x representing tone).", "targets": "What is the best-known medieval Chinese name for Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99f4b1700d484ad898662f3e6e1bdacc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The best-known medieval Chinese name for Tibet is Tubo (Chinese: \u5410\u8543 also written as \u571f\u8543 or \u571f\u756a; pinyin: T\u01d4b\u014d or T\u01d4f\u0101n). This name first appears in Chinese characters as \u571f\u756a in the 7th century (Li Tai) and as \u5410\u8543 in the 10th-century (Old Book of Tang describing 608\u2013609 emissaries from Tibetan King Namri Songtsen to Emperor Yang of Sui). In the Middle Chinese spoken during that period, as reconstructed by William H. Baxter, \u571f\u756a was pronounced thux-phjon and \u5410\u8543 was pronounced thux-pjon (with the x representing tone).", "targets": "When did the name for Tibet, Tubo, first appear in Chinese characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99f4b1700d484ad898662f3e6e1bdacc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The best-known medieval Chinese name for Tibet is Tubo (Chinese: \u5410\u8543 also written as \u571f\u8543 or \u571f\u756a; pinyin: T\u01d4b\u014d or T\u01d4f\u0101n). This name first appears in Chinese characters as \u571f\u756a in the 7th century (Li Tai) and as \u5410\u8543 in the 10th-century (Old Book of Tang describing 608\u2013609 emissaries from Tibetan King Namri Songtsen to Emperor Yang of Sui). In the Middle Chinese spoken during that period, as reconstructed by William H. Baxter, \u571f\u756a was pronounced thux-phjon and \u5410\u8543 was pronounced thux-pjon (with the x representing tone).", "targets": "Who reconstructed Middle Chinese spoken from the 7th century to the 10th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913c399ec456490390e740f619417608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Egyptian singer Umm Kulthum hosted a public celebration for the officers' return despite reservations from the royal government, which had been pressured by the British to prevent the reception. The apparent difference in attitude between the government and the general public increased Nasser's determination to topple the monarchy. Nasser had also felt bitter that his brigade had not been relieved despite the resilience it displayed. He started writing his book Philosophy of the Revolution during the siege.", "targets": "What Egyptian singer performed at the return of Nasser's brigade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913c399ec456490390e740f619417608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Egyptian singer Umm Kulthum hosted a public celebration for the officers' return despite reservations from the royal government, which had been pressured by the British to prevent the reception. The apparent difference in attitude between the government and the general public increased Nasser's determination to topple the monarchy. Nasser had also felt bitter that his brigade had not been relieved despite the resilience it displayed. He started writing his book Philosophy of the Revolution during the siege.", "targets": "What book did Nasser start writing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913c399ec456490390e740f619417608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Egyptian singer Umm Kulthum hosted a public celebration for the officers' return despite reservations from the royal government, which had been pressured by the British to prevent the reception. The apparent difference in attitude between the government and the general public increased Nasser's determination to topple the monarchy. Nasser had also felt bitter that his brigade had not been relieved despite the resilience it displayed. He started writing his book Philosophy of the Revolution during the siege.", "targets": "What group opposed the celebration of Nasser's brigade's return?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913c399ec456490390e740f619417608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Egyptian singer Umm Kulthum hosted a public celebration for the officers' return despite reservations from the royal government, which had been pressured by the British to prevent the reception. The apparent difference in attitude between the government and the general public increased Nasser's determination to topple the monarchy. Nasser had also felt bitter that his brigade had not been relieved despite the resilience it displayed. He started writing his book Philosophy of the Revolution during the siege.", "targets": "Who has pressured the government to cancel the reception?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913c399ec456490390e740f619417608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Egyptian singer Umm Kulthum hosted a public celebration for the officers' return despite reservations from the royal government, which had been pressured by the British to prevent the reception. The apparent difference in attitude between the government and the general public increased Nasser's determination to topple the monarchy. Nasser had also felt bitter that his brigade had not been relieved despite the resilience it displayed. He started writing his book Philosophy of the Revolution during the siege.", "targets": "What was Nasser increasingly convinced he should topple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446f0d420ea441cda729e875aff7e47a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Region of \u00cele de France, including Paris and its surrounding communities, is governed by the Regional Council, which has its headquarters in the 7th arrondissement of Paris. It is composed of 209 members representing the different communes within the region. On December 15, 2015, a list of candidates of the Union of the Right, a coalition of centrist and right-wing parties, led by Val\u00e9rie P\u00e9cresse, narrowly won the regional election, defeating a coalition of Socialists and ecologists. The Socialists had governed the region for seventeen years. In 2016, the new regional council will have 121 members from the Union of the Right, 66 from the Union of the Left and 22 from the extreme right National Front.", "targets": "In which district is the Regional Coucil housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446f0d420ea441cda729e875aff7e47a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Region of \u00cele de France, including Paris and its surrounding communities, is governed by the Regional Council, which has its headquarters in the 7th arrondissement of Paris. It is composed of 209 members representing the different communes within the region. On December 15, 2015, a list of candidates of the Union of the Right, a coalition of centrist and right-wing parties, led by Val\u00e9rie P\u00e9cresse, narrowly won the regional election, defeating a coalition of Socialists and ecologists. The Socialists had governed the region for seventeen years. In 2016, the new regional council will have 121 members from the Union of the Right, 66 from the Union of the Left and 22 from the extreme right National Front.", "targets": "For how many years did the socialists governed the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446f0d420ea441cda729e875aff7e47a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Region of \u00cele de France, including Paris and its surrounding communities, is governed by the Regional Council, which has its headquarters in the 7th arrondissement of Paris. It is composed of 209 members representing the different communes within the region. On December 15, 2015, a list of candidates of the Union of the Right, a coalition of centrist and right-wing parties, led by Val\u00e9rie P\u00e9cresse, narrowly won the regional election, defeating a coalition of Socialists and ecologists. The Socialists had governed the region for seventeen years. In 2016, the new regional council will have 121 members from the Union of the Right, 66 from the Union of the Left and 22 from the extreme right National Front.", "targets": "How many council members will they have in 2016 from the union of the Right?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446f0d420ea441cda729e875aff7e47a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Region of \u00cele de France, including Paris and its surrounding communities, is governed by the Regional Council, which has its headquarters in the 7th arrondissement of Paris. It is composed of 209 members representing the different communes within the region. On December 15, 2015, a list of candidates of the Union of the Right, a coalition of centrist and right-wing parties, led by Val\u00e9rie P\u00e9cresse, narrowly won the regional election, defeating a coalition of Socialists and ecologists. The Socialists had governed the region for seventeen years. In 2016, the new regional council will have 121 members from the Union of the Right, 66 from the Union of the Left and 22 from the extreme right National Front.", "targets": "Who led the Union of the Right?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20502914cdd4d929f9b215b239302f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new stadium, Barcelona participated in the inaugural version of the Pyrenees Cup, which, at the time, consisted of the best teams of Languedoc, Midi and Aquitaine (Southern France), the Basque Country and Catalonia; all were former members of the Marca Hispanica region. The contest was the most prestigious in that era. From the inaugural year in 1910 to 1913, Barcelona won the competition four consecutive times. Carles Comamala played an integral part of the four-time champion, managing the side along with Amechazurra and Jack Greenwell. The latter became the club's first full-time coach in 1917. The last edition was held in 1914 in the city of Barcelona, which local rivals Espanyol won.", "targets": "How many times did Barcelona win the Pyrenees Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20502914cdd4d929f9b215b239302f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new stadium, Barcelona participated in the inaugural version of the Pyrenees Cup, which, at the time, consisted of the best teams of Languedoc, Midi and Aquitaine (Southern France), the Basque Country and Catalonia; all were former members of the Marca Hispanica region. The contest was the most prestigious in that era. From the inaugural year in 1910 to 1913, Barcelona won the competition four consecutive times. Carles Comamala played an integral part of the four-time champion, managing the side along with Amechazurra and Jack Greenwell. The latter became the club's first full-time coach in 1917. The last edition was held in 1914 in the city of Barcelona, which local rivals Espanyol won.", "targets": "From what area were the participants of the Pyrenees Cup competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20502914cdd4d929f9b215b239302f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new stadium, Barcelona participated in the inaugural version of the Pyrenees Cup, which, at the time, consisted of the best teams of Languedoc, Midi and Aquitaine (Southern France), the Basque Country and Catalonia; all were former members of the Marca Hispanica region. The contest was the most prestigious in that era. From the inaugural year in 1910 to 1913, Barcelona won the competition four consecutive times. Carles Comamala played an integral part of the four-time champion, managing the side along with Amechazurra and Jack Greenwell. The latter became the club's first full-time coach in 1917. The last edition was held in 1914 in the city of Barcelona, which local rivals Espanyol won.", "targets": "When was the Pyrenees Cup play begun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20502914cdd4d929f9b215b239302f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new stadium, Barcelona participated in the inaugural version of the Pyrenees Cup, which, at the time, consisted of the best teams of Languedoc, Midi and Aquitaine (Southern France), the Basque Country and Catalonia; all were former members of the Marca Hispanica region. The contest was the most prestigious in that era. From the inaugural year in 1910 to 1913, Barcelona won the competition four consecutive times. Carles Comamala played an integral part of the four-time champion, managing the side along with Amechazurra and Jack Greenwell. The latter became the club's first full-time coach in 1917. The last edition was held in 1914 in the city of Barcelona, which local rivals Espanyol won.", "targets": "Who was Barcelona's first full time coach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20502914cdd4d929f9b215b239302f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the new stadium, Barcelona participated in the inaugural version of the Pyrenees Cup, which, at the time, consisted of the best teams of Languedoc, Midi and Aquitaine (Southern France), the Basque Country and Catalonia; all were former members of the Marca Hispanica region. The contest was the most prestigious in that era. From the inaugural year in 1910 to 1913, Barcelona won the competition four consecutive times. Carles Comamala played an integral part of the four-time champion, managing the side along with Amechazurra and Jack Greenwell. The latter became the club's first full-time coach in 1917. The last edition was held in 1914 in the city of Barcelona, which local rivals Espanyol won.", "targets": "When was the last Pyrenees Cup played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07714dcb99046a7ab9795eec7a8a6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the largest non-state-run research institutions in Portugal are the Instituto Gulbenkian de Ci\u00eancia and the Champalimaud Foundation, a neuroscience and oncology research centre, which in addition awards every year one of the highest monetary prizes of any science prize in the world. A number of both national and multinational high-tech and industrial companies, are also responsible for research and development projects. One of the oldest learned societies of Portugal is the Sciences Academy of Lisbon, founded in 1779.", "targets": "What are two of the large non-state run research institutions in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07714dcb99046a7ab9795eec7a8a6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the largest non-state-run research institutions in Portugal are the Instituto Gulbenkian de Ci\u00eancia and the Champalimaud Foundation, a neuroscience and oncology research centre, which in addition awards every year one of the highest monetary prizes of any science prize in the world. A number of both national and multinational high-tech and industrial companies, are also responsible for research and development projects. One of the oldest learned societies of Portugal is the Sciences Academy of Lisbon, founded in 1779.", "targets": "What is the Champalimaud Foundation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07714dcb99046a7ab9795eec7a8a6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the largest non-state-run research institutions in Portugal are the Instituto Gulbenkian de Ci\u00eancia and the Champalimaud Foundation, a neuroscience and oncology research centre, which in addition awards every year one of the highest monetary prizes of any science prize in the world. A number of both national and multinational high-tech and industrial companies, are also responsible for research and development projects. One of the oldest learned societies of Portugal is the Sciences Academy of Lisbon, founded in 1779.", "targets": "What does the Champalimaud Foundation award every year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07714dcb99046a7ab9795eec7a8a6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the largest non-state-run research institutions in Portugal are the Instituto Gulbenkian de Ci\u00eancia and the Champalimaud Foundation, a neuroscience and oncology research centre, which in addition awards every year one of the highest monetary prizes of any science prize in the world. A number of both national and multinational high-tech and industrial companies, are also responsible for research and development projects. One of the oldest learned societies of Portugal is the Sciences Academy of Lisbon, founded in 1779.", "targets": "In what year was the Sciences Academy of Lisbon founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75d8ade0b6d4999a7e421a44a9c9775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to scholars Walter Kr\u00e4mer, G\u00f6tz Trenkler, Gerhard Ritter, and Gerhard Prause, the story of the posting on the door, even though it has settled as one of the pillars of history, has little foundation in truth. The story is based on comments made by Philipp Melanchthon, though it is thought that he was not in Wittenberg at the time.", "targets": "What story has little foundation in truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75d8ade0b6d4999a7e421a44a9c9775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to scholars Walter Kr\u00e4mer, G\u00f6tz Trenkler, Gerhard Ritter, and Gerhard Prause, the story of the posting on the door, even though it has settled as one of the pillars of history, has little foundation in truth. The story is based on comments made by Philipp Melanchthon, though it is thought that he was not in Wittenberg at the time.", "targets": "What story of little truth is a pillar of history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75d8ade0b6d4999a7e421a44a9c9775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to scholars Walter Kr\u00e4mer, G\u00f6tz Trenkler, Gerhard Ritter, and Gerhard Prause, the story of the posting on the door, even though it has settled as one of the pillars of history, has little foundation in truth. The story is based on comments made by Philipp Melanchthon, though it is thought that he was not in Wittenberg at the time.", "targets": "On whose comments is the posting on the door based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75d8ade0b6d4999a7e421a44a9c9775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to scholars Walter Kr\u00e4mer, G\u00f6tz Trenkler, Gerhard Ritter, and Gerhard Prause, the story of the posting on the door, even though it has settled as one of the pillars of history, has little foundation in truth. The story is based on comments made by Philipp Melanchthon, though it is thought that he was not in Wittenberg at the time.", "targets": "Where was Melanchthon at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75d8ade0b6d4999a7e421a44a9c9775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to scholars Walter Kr\u00e4mer, G\u00f6tz Trenkler, Gerhard Ritter, and Gerhard Prause, the story of the posting on the door, even though it has settled as one of the pillars of history, has little foundation in truth. The story is based on comments made by Philipp Melanchthon, though it is thought that he was not in Wittenberg at the time.", "targets": "What do scholars agree on about the posting on the door story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09192f6a63ac48c08efd3ccde3dc3f7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bolshevik leaders had effectively reestablished a polity with roughly the same extent as that empire by 1921, however with an internationalist ideology: Lenin in particular asserted the right to limited self-determination for national minorities within the new territory. Beginning in 1923, the policy of \"Indigenization\" [korenizatsiia] was intended to support non-Russians develop their national cultures within a socialist framework. Never formally revoked, it stopped being implemented after 1932. After World War II, the Soviet Union installed socialist regimes modeled on those it had installed in 1919\u201320 in the old Tsarist Empire in areas its forces occupied in Eastern Europe. The Soviet Union and the People\u2019s Republic of China supported post\u2013World War II communist movements in foreign nations and colonies to advance their own interests, but were not always successful.", "targets": "Who along with Russia supported post WW-II communist movements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09192f6a63ac48c08efd3ccde3dc3f7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bolshevik leaders had effectively reestablished a polity with roughly the same extent as that empire by 1921, however with an internationalist ideology: Lenin in particular asserted the right to limited self-determination for national minorities within the new territory. Beginning in 1923, the policy of \"Indigenization\" [korenizatsiia] was intended to support non-Russians develop their national cultures within a socialist framework. Never formally revoked, it stopped being implemented after 1932. After World War II, the Soviet Union installed socialist regimes modeled on those it had installed in 1919\u201320 in the old Tsarist Empire in areas its forces occupied in Eastern Europe. The Soviet Union and the People\u2019s Republic of China supported post\u2013World War II communist movements in foreign nations and colonies to advance their own interests, but were not always successful.", "targets": "When was the Russian Policy \"Indigenization\" defunded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09192f6a63ac48c08efd3ccde3dc3f7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bolshevik leaders had effectively reestablished a polity with roughly the same extent as that empire by 1921, however with an internationalist ideology: Lenin in particular asserted the right to limited self-determination for national minorities within the new territory. Beginning in 1923, the policy of \"Indigenization\" [korenizatsiia] was intended to support non-Russians develop their national cultures within a socialist framework. Never formally revoked, it stopped being implemented after 1932. After World War II, the Soviet Union installed socialist regimes modeled on those it had installed in 1919\u201320 in the old Tsarist Empire in areas its forces occupied in Eastern Europe. The Soviet Union and the People\u2019s Republic of China supported post\u2013World War II communist movements in foreign nations and colonies to advance their own interests, but were not always successful.", "targets": "Who asserted Russia's right to \"self-determination?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09192f6a63ac48c08efd3ccde3dc3f7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bolshevik leaders had effectively reestablished a polity with roughly the same extent as that empire by 1921, however with an internationalist ideology: Lenin in particular asserted the right to limited self-determination for national minorities within the new territory. Beginning in 1923, the policy of \"Indigenization\" [korenizatsiia] was intended to support non-Russians develop their national cultures within a socialist framework. Never formally revoked, it stopped being implemented after 1932. After World War II, the Soviet Union installed socialist regimes modeled on those it had installed in 1919\u201320 in the old Tsarist Empire in areas its forces occupied in Eastern Europe. The Soviet Union and the People\u2019s Republic of China supported post\u2013World War II communist movements in foreign nations and colonies to advance their own interests, but were not always successful.", "targets": "After WW-II where did Russia apply its old Tsarist regimes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09192f6a63ac48c08efd3ccde3dc3f7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bolshevik leaders had effectively reestablished a polity with roughly the same extent as that empire by 1921, however with an internationalist ideology: Lenin in particular asserted the right to limited self-determination for national minorities within the new territory. Beginning in 1923, the policy of \"Indigenization\" [korenizatsiia] was intended to support non-Russians develop their national cultures within a socialist framework. Never formally revoked, it stopped being implemented after 1932. After World War II, the Soviet Union installed socialist regimes modeled on those it had installed in 1919\u201320 in the old Tsarist Empire in areas its forces occupied in Eastern Europe. The Soviet Union and the People\u2019s Republic of China supported post\u2013World War II communist movements in foreign nations and colonies to advance their own interests, but were not always successful.", "targets": "Who had established the Russian empire to its former glory prior to 1921?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "What program allowed America to sell military supplies to Britain and the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "On what day did the U.S. and its allies declar war on Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "How long after the Pearl Harbor attacks did Germany and Italy declare war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "Was Germany's declaration of war with the U.S. considered to be sound strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "how many members did the America First Committee have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "What group was opposed to American involvement in the war in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "When did the United States declare war on Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "How many days after the attack on Pearl Harbor did Germany wait to declare war on the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5afc4b240a23441ca17c97d3ce7d761f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the attack on Pearl Harbor, the 800,000-member America First Committee vehemently opposed any American intervention in the European conflict, even as America sold military aid to Britain and the Soviet Union through the Lend-Lease program. Opposition to war in the U.S. vanished after the attack. On 8 December, the United States, the United Kingdom, Canada, and the Netherlands declared war on Japan, followed by China and Australia the next day. Four days after Pearl Harbor, Nazi Germany and Fascist Italy declared war on the United States, drawing the country into a two-theater war. This is widely agreed to be a grand strategic blunder, as it abrogated the benefit Germany gained by Japan's distraction of the U.S. (predicted months before in a memo by Commander Arthur McCollum)[nb 12] and the reduction in aid to Britain, which both Congress and Hitler had managed to avoid during over a year of mutual provocation, which would otherwise have resulted.", "targets": "Who predicted Germany's declaration of war against the United States months before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c374c60f294041a4d93b46d011f3a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kierkegaard criticised Hegel's idealist philosophy in several of his works, particularly his claim to a comprehensive system that could explain the whole of reality. Where Hegel argues that an ultimate understanding of the logical structure of the world is an understanding of the logical structure of God's mind, Kierkegaard asserting that for God reality can be a system but it cannot be so for any human individual because both reality and humans are incomplete and all philosophical systems imply completeness. A logical system is possible but an existential system is not. \"What is rational is actual; and what is actual is rational\". Hegel's absolute idealism blurs the distinction between existence and thought: our mortal nature places limits on our understanding of reality;", "targets": "Who was a notable critic of Hegel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c374c60f294041a4d93b46d011f3a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kierkegaard criticised Hegel's idealist philosophy in several of his works, particularly his claim to a comprehensive system that could explain the whole of reality. Where Hegel argues that an ultimate understanding of the logical structure of the world is an understanding of the logical structure of God's mind, Kierkegaard asserting that for God reality can be a system but it cannot be so for any human individual because both reality and humans are incomplete and all philosophical systems imply completeness. A logical system is possible but an existential system is not. \"What is rational is actual; and what is actual is rational\". Hegel's absolute idealism blurs the distinction between existence and thought: our mortal nature places limits on our understanding of reality;", "targets": "For whom did Kierkegaard argue reality cannot be a system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c374c60f294041a4d93b46d011f3a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kierkegaard criticised Hegel's idealist philosophy in several of his works, particularly his claim to a comprehensive system that could explain the whole of reality. Where Hegel argues that an ultimate understanding of the logical structure of the world is an understanding of the logical structure of God's mind, Kierkegaard asserting that for God reality can be a system but it cannot be so for any human individual because both reality and humans are incomplete and all philosophical systems imply completeness. A logical system is possible but an existential system is not. \"What is rational is actual; and what is actual is rational\". Hegel's absolute idealism blurs the distinction between existence and thought: our mortal nature places limits on our understanding of reality;", "targets": "According to Kierkegaard, why can't reality be a system for human beings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c374c60f294041a4d93b46d011f3a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kierkegaard criticised Hegel's idealist philosophy in several of his works, particularly his claim to a comprehensive system that could explain the whole of reality. Where Hegel argues that an ultimate understanding of the logical structure of the world is an understanding of the logical structure of God's mind, Kierkegaard asserting that for God reality can be a system but it cannot be so for any human individual because both reality and humans are incomplete and all philosophical systems imply completeness. A logical system is possible but an existential system is not. \"What is rational is actual; and what is actual is rational\". Hegel's absolute idealism blurs the distinction between existence and thought: our mortal nature places limits on our understanding of reality;", "targets": "Even though Kierkegaard does not believe in the possibility of an existential system of reality, what sort of system can exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1668d8fb9004098945aa9e81b0727c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg's historic city centre, the Grande \u00cele (Grand Island), was classified a World Heritage site by UNESCO in 1988, the first time such an honour was placed on an entire city centre. Strasbourg is immersed in the Franco-German culture and although violently disputed throughout history, has been a bridge of unity between France and Germany for centuries, especially through the University of Strasbourg, currently the second largest in France, and the coexistence of Catholic and Protestant culture. The largest Islamic place of worship in France, the Strasbourg Grand Mosque, was inaugurated by French Interior Minister Manuel Valls on 27 September 2012.", "targets": "What year was Grande Ile classified as a World Heritage site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1668d8fb9004098945aa9e81b0727c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg's historic city centre, the Grande \u00cele (Grand Island), was classified a World Heritage site by UNESCO in 1988, the first time such an honour was placed on an entire city centre. Strasbourg is immersed in the Franco-German culture and although violently disputed throughout history, has been a bridge of unity between France and Germany for centuries, especially through the University of Strasbourg, currently the second largest in France, and the coexistence of Catholic and Protestant culture. The largest Islamic place of worship in France, the Strasbourg Grand Mosque, was inaugurated by French Interior Minister Manuel Valls on 27 September 2012.", "targets": "What is the culture in Strasbourg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1668d8fb9004098945aa9e81b0727c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg's historic city centre, the Grande \u00cele (Grand Island), was classified a World Heritage site by UNESCO in 1988, the first time such an honour was placed on an entire city centre. Strasbourg is immersed in the Franco-German culture and although violently disputed throughout history, has been a bridge of unity between France and Germany for centuries, especially through the University of Strasbourg, currently the second largest in France, and the coexistence of Catholic and Protestant culture. The largest Islamic place of worship in France, the Strasbourg Grand Mosque, was inaugurated by French Interior Minister Manuel Valls on 27 September 2012.", "targets": "What is the largest Islamic place of worship in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1668d8fb9004098945aa9e81b0727c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg's historic city centre, the Grande \u00cele (Grand Island), was classified a World Heritage site by UNESCO in 1988, the first time such an honour was placed on an entire city centre. Strasbourg is immersed in the Franco-German culture and although violently disputed throughout history, has been a bridge of unity between France and Germany for centuries, especially through the University of Strasbourg, currently the second largest in France, and the coexistence of Catholic and Protestant culture. The largest Islamic place of worship in France, the Strasbourg Grand Mosque, was inaugurated by French Interior Minister Manuel Valls on 27 September 2012.", "targets": "When was the Strasbourg Grand Mosque inaugurated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1668d8fb9004098945aa9e81b0727c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg's historic city centre, the Grande \u00cele (Grand Island), was classified a World Heritage site by UNESCO in 1988, the first time such an honour was placed on an entire city centre. Strasbourg is immersed in the Franco-German culture and although violently disputed throughout history, has been a bridge of unity between France and Germany for centuries, especially through the University of Strasbourg, currently the second largest in France, and the coexistence of Catholic and Protestant culture. The largest Islamic place of worship in France, the Strasbourg Grand Mosque, was inaugurated by French Interior Minister Manuel Valls on 27 September 2012.", "targets": "What is the second largest university in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "What flows between the Bingen and Bonn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "What gorge is between the Bingen and Bonn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "How was the Rhine Gorge formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "What is the area called near the Rhine Gorge with castles from the middle ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "What flows between Bingen and Bonn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "Where does the Middle Rhine flow between Bingen and Bonn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "What is the Rhine Gorge known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7c0110a8147dcb07bff4adf9df091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Bingen and Bonn, the Middle Rhine flows through the Rhine Gorge, a formation which was created by erosion. The rate of erosion equaled the uplift in the region, such that the river was left at about its original level while the surrounding lands raised. The gorge is quite deep and is the stretch of the river which is known for its many castles and vineyards. It is a UNESCO World Heritage Site (2002) and known as \"the Romantic Rhine\", with more than 40 castles and fortresses from the Middle Ages and many quaint and lovely country villages.", "targets": "What is the section of the Rhine Gorge recognized by UNESCO called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c070a48d834037b73ddea2ec3ac9a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 2000s, LaserDisc was completely replaced by DVD in the North American retail marketplace, as neither players nor software were then produced. Players were still exported to North America from Japan until the end of 2001. The format has retained some popularity among American collectors, and to a greater degree in Japan, where the format was better supported and more prevalent during its life. In Europe, LaserDisc always remained an obscure format. It was chosen by the British Broadcasting Corporation (BBC) for the BBC Domesday Project in the mid-1980s, a school-based project to commemorate 900 years since the original Domesday Book in England. From 1991 up until the early 2000s, the BBC also used LaserDisc technology to play out the channel idents.", "targets": "What product replaced LaserDisc in North America by the early 2000s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c070a48d834037b73ddea2ec3ac9a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 2000s, LaserDisc was completely replaced by DVD in the North American retail marketplace, as neither players nor software were then produced. Players were still exported to North America from Japan until the end of 2001. The format has retained some popularity among American collectors, and to a greater degree in Japan, where the format was better supported and more prevalent during its life. In Europe, LaserDisc always remained an obscure format. It was chosen by the British Broadcasting Corporation (BBC) for the BBC Domesday Project in the mid-1980s, a school-based project to commemorate 900 years since the original Domesday Book in England. From 1991 up until the early 2000s, the BBC also used LaserDisc technology to play out the channel idents.", "targets": "Who chose LaserFisc for their Domesday Project in the mid-1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c070a48d834037b73ddea2ec3ac9a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 2000s, LaserDisc was completely replaced by DVD in the North American retail marketplace, as neither players nor software were then produced. Players were still exported to North America from Japan until the end of 2001. The format has retained some popularity among American collectors, and to a greater degree in Japan, where the format was better supported and more prevalent during its life. In Europe, LaserDisc always remained an obscure format. It was chosen by the British Broadcasting Corporation (BBC) for the BBC Domesday Project in the mid-1980s, a school-based project to commemorate 900 years since the original Domesday Book in England. From 1991 up until the early 2000s, the BBC also used LaserDisc technology to play out the channel idents.", "targets": "What was the BBC Domesday Project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c070a48d834037b73ddea2ec3ac9a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 2000s, LaserDisc was completely replaced by DVD in the North American retail marketplace, as neither players nor software were then produced. Players were still exported to North America from Japan until the end of 2001. The format has retained some popularity among American collectors, and to a greater degree in Japan, where the format was better supported and more prevalent during its life. In Europe, LaserDisc always remained an obscure format. It was chosen by the British Broadcasting Corporation (BBC) for the BBC Domesday Project in the mid-1980s, a school-based project to commemorate 900 years since the original Domesday Book in England. From 1991 up until the early 2000s, the BBC also used LaserDisc technology to play out the channel idents.", "targets": "Which country still exported players to North America until 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d5c57e5fba419bb2ac4f5d266acbfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Balkan Wars, the extent of Greece's territory and population had increased. In the following years, the struggle between King Constantine I and charismatic Prime Minister Eleftherios Venizelos over the country's foreign policy on the eve of World War I dominated the country's political scene, and divided the country into two opposing groups. During parts of the First World War, Greece had two governments; a royalist pro-German government in Athens and a Venizelist pro-Britain one in Thessaloniki. The two governments were united in 1917, when Greece officially entered the war on the side of the Triple Entente.", "targets": "What divided Greece into two political groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d5c57e5fba419bb2ac4f5d266acbfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Balkan Wars, the extent of Greece's territory and population had increased. In the following years, the struggle between King Constantine I and charismatic Prime Minister Eleftherios Venizelos over the country's foreign policy on the eve of World War I dominated the country's political scene, and divided the country into two opposing groups. During parts of the First World War, Greece had two governments; a royalist pro-German government in Athens and a Venizelist pro-Britain one in Thessaloniki. The two governments were united in 1917, when Greece officially entered the war on the side of the Triple Entente.", "targets": "How many governments did Greece have in World War 1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d5c57e5fba419bb2ac4f5d266acbfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Balkan Wars, the extent of Greece's territory and population had increased. In the following years, the struggle between King Constantine I and charismatic Prime Minister Eleftherios Venizelos over the country's foreign policy on the eve of World War I dominated the country's political scene, and divided the country into two opposing groups. During parts of the First World War, Greece had two governments; a royalist pro-German government in Athens and a Venizelist pro-Britain one in Thessaloniki. The two governments were united in 1917, when Greece officially entered the war on the side of the Triple Entente.", "targets": "When Greece entered World War I, on whose side did they fight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d5c57e5fba419bb2ac4f5d266acbfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Balkan Wars, the extent of Greece's territory and population had increased. In the following years, the struggle between King Constantine I and charismatic Prime Minister Eleftherios Venizelos over the country's foreign policy on the eve of World War I dominated the country's political scene, and divided the country into two opposing groups. During parts of the First World War, Greece had two governments; a royalist pro-German government in Athens and a Venizelist pro-Britain one in Thessaloniki. The two governments were united in 1917, when Greece officially entered the war on the side of the Triple Entente.", "targets": "Greece's multiple governments came together in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1219bef9a49449399e27eda5ef465dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the London, Brighton and South Coast Railway pioneered overhead electrification of its suburban lines in London, London Bridge to Victoria being opened to traffic on 1 December 1909. Victoria to Crystal Palace via Balham and West Norwood opened in May 1911. Peckham Rye to West Norwood opened in June 1912. Further extensions were not made owing to the First World War. Two lines opened in 1925 under the Southern Railway serving Coulsdon North and Sutton railway station. The lines were electrified at 6.7 kV 25 Hz. It was announced in 1926 that all lines were to be converted to DC third rail and the last overhead electric service ran in September 1929.", "targets": "When was overhead wires system being used for the first time in UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1219bef9a49449399e27eda5ef465dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the London, Brighton and South Coast Railway pioneered overhead electrification of its suburban lines in London, London Bridge to Victoria being opened to traffic on 1 December 1909. Victoria to Crystal Palace via Balham and West Norwood opened in May 1911. Peckham Rye to West Norwood opened in June 1912. Further extensions were not made owing to the First World War. Two lines opened in 1925 under the Southern Railway serving Coulsdon North and Sutton railway station. The lines were electrified at 6.7 kV 25 Hz. It was announced in 1926 that all lines were to be converted to DC third rail and the last overhead electric service ran in September 1929.", "targets": "What line used the overhead wire system first Victoria to Crystal Palace or Peckham Rye to West Noorwood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1219bef9a49449399e27eda5ef465dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the London, Brighton and South Coast Railway pioneered overhead electrification of its suburban lines in London, London Bridge to Victoria being opened to traffic on 1 December 1909. Victoria to Crystal Palace via Balham and West Norwood opened in May 1911. Peckham Rye to West Norwood opened in June 1912. Further extensions were not made owing to the First World War. Two lines opened in 1925 under the Southern Railway serving Coulsdon North and Sutton railway station. The lines were electrified at 6.7 kV 25 Hz. It was announced in 1926 that all lines were to be converted to DC third rail and the last overhead electric service ran in September 1929.", "targets": "What was the cause of lines not being extended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1219bef9a49449399e27eda5ef465dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the London, Brighton and South Coast Railway pioneered overhead electrification of its suburban lines in London, London Bridge to Victoria being opened to traffic on 1 December 1909. Victoria to Crystal Palace via Balham and West Norwood opened in May 1911. Peckham Rye to West Norwood opened in June 1912. Further extensions were not made owing to the First World War. Two lines opened in 1925 under the Southern Railway serving Coulsdon North and Sutton railway station. The lines were electrified at 6.7 kV 25 Hz. It was announced in 1926 that all lines were to be converted to DC third rail and the last overhead electric service ran in September 1929.", "targets": "What voltage was used in the two lines opened in 1925 of Southern Railway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48b325f654b245718fb8b0b8584e5545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 December 1941, seven Protestant regional church confederations issued a statement agreeing with the policy of forcing Jews to wear the yellow badge, \"since after his bitter experience Luther had already suggested preventive measures against the Jews and their expulsion from German territory.\" According to Daniel Goldhagen, Bishop Martin Sasse, a leading Protestant churchman, published a compendium of Luther's writings shortly after Kristallnacht, for which Diarmaid MacCulloch, Professor of the History of the Church in the University of Oxford argued that Luther's writing was a \"blueprint.\" Sasse applauded the burning of the synagogues and the coincidence of the day, writing in the introduction, \"On 10 November 1938, on Luther's birthday, the synagogues are burning in Germany.\" The German people, he urged, ought to heed these words \"of the greatest antisemite of his time, the warner of his people against the Jews.\"", "targets": "When did seven Protestant churches agree with the Nazi policy of forcing Jews to wear yellow arm bands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48b325f654b245718fb8b0b8584e5545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 December 1941, seven Protestant regional church confederations issued a statement agreeing with the policy of forcing Jews to wear the yellow badge, \"since after his bitter experience Luther had already suggested preventive measures against the Jews and their expulsion from German territory.\" According to Daniel Goldhagen, Bishop Martin Sasse, a leading Protestant churchman, published a compendium of Luther's writings shortly after Kristallnacht, for which Diarmaid MacCulloch, Professor of the History of the Church in the University of Oxford argued that Luther's writing was a \"blueprint.\" Sasse applauded the burning of the synagogues and the coincidence of the day, writing in the introduction, \"On 10 November 1938, on Luther's birthday, the synagogues are burning in Germany.\" The German people, he urged, ought to heed these words \"of the greatest antisemite of his time, the warner of his people against the Jews.\"", "targets": "Who did the churches claim had suggested expulsion of Jews from Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48b325f654b245718fb8b0b8584e5545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 December 1941, seven Protestant regional church confederations issued a statement agreeing with the policy of forcing Jews to wear the yellow badge, \"since after his bitter experience Luther had already suggested preventive measures against the Jews and their expulsion from German territory.\" According to Daniel Goldhagen, Bishop Martin Sasse, a leading Protestant churchman, published a compendium of Luther's writings shortly after Kristallnacht, for which Diarmaid MacCulloch, Professor of the History of the Church in the University of Oxford argued that Luther's writing was a \"blueprint.\" Sasse applauded the burning of the synagogues and the coincidence of the day, writing in the introduction, \"On 10 November 1938, on Luther's birthday, the synagogues are burning in Germany.\" The German people, he urged, ought to heed these words \"of the greatest antisemite of his time, the warner of his people against the Jews.\"", "targets": "Who claimed Luther's writings were a blueprint of actions against Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48b325f654b245718fb8b0b8584e5545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 December 1941, seven Protestant regional church confederations issued a statement agreeing with the policy of forcing Jews to wear the yellow badge, \"since after his bitter experience Luther had already suggested preventive measures against the Jews and their expulsion from German territory.\" According to Daniel Goldhagen, Bishop Martin Sasse, a leading Protestant churchman, published a compendium of Luther's writings shortly after Kristallnacht, for which Diarmaid MacCulloch, Professor of the History of the Church in the University of Oxford argued that Luther's writing was a \"blueprint.\" Sasse applauded the burning of the synagogues and the coincidence of the day, writing in the introduction, \"On 10 November 1938, on Luther's birthday, the synagogues are burning in Germany.\" The German people, he urged, ought to heed these words \"of the greatest antisemite of his time, the warner of his people against the Jews.\"", "targets": "Who agreed with the burning of synagogues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48b325f654b245718fb8b0b8584e5545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 December 1941, seven Protestant regional church confederations issued a statement agreeing with the policy of forcing Jews to wear the yellow badge, \"since after his bitter experience Luther had already suggested preventive measures against the Jews and their expulsion from German territory.\" According to Daniel Goldhagen, Bishop Martin Sasse, a leading Protestant churchman, published a compendium of Luther's writings shortly after Kristallnacht, for which Diarmaid MacCulloch, Professor of the History of the Church in the University of Oxford argued that Luther's writing was a \"blueprint.\" Sasse applauded the burning of the synagogues and the coincidence of the day, writing in the introduction, \"On 10 November 1938, on Luther's birthday, the synagogues are burning in Germany.\" The German people, he urged, ought to heed these words \"of the greatest antisemite of his time, the warner of his people against the Jews.\"", "targets": "What did Sasse proclaim Luther to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5826f1855b32470a881bb2b4122d39d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1977 the General People's Congress adopted the \"Declaration of the Establishment of the People's Authority\" at Gaddafi's behest. Dissolving the Libyan Arab Republic, it was replaced by the Great Socialist People's Libyan Arab Jamahiriya (Arabic: \u0627\u0644\u062c\u0645\u0627\u0647\u064a\u0631\u064a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0627\u0644\u0644\u064a\u0628\u064a\u0629 \u0627\u0644\u0634\u0639\u0628\u064a\u0629 \u0627\u0644\u0627\u0634\u062a\u0631\u0627\u0643\u064a\u0629\u200e, al-Jam\u0101h\u012br\u012byah al-\u2018Arab\u012byah al-L\u012bb\u012byah ash-Sha\u2018b\u012byah al-Ishtir\u0101k\u012byah), a \"state of the masses\" conceptualized by Gaddafi. Officially, the Jamahiriya was a direct democracy in which the people ruled themselves through the 187 Basic People's Congresses, where all adult Libyans participated and voted on national decisions. These then sent members to the annual General People's Congress, which was broadcast live on television. In principle, the People's Congresses were Libya's highest authority, with major decisions proposed by government officials or with Gaddafi himself requiring the consent of the People's Congresses.", "targets": "What was the name of the state founded in Libya on March 2, 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5826f1855b32470a881bb2b4122d39d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1977 the General People's Congress adopted the \"Declaration of the Establishment of the People's Authority\" at Gaddafi's behest. Dissolving the Libyan Arab Republic, it was replaced by the Great Socialist People's Libyan Arab Jamahiriya (Arabic: \u0627\u0644\u062c\u0645\u0627\u0647\u064a\u0631\u064a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0627\u0644\u0644\u064a\u0628\u064a\u0629 \u0627\u0644\u0634\u0639\u0628\u064a\u0629 \u0627\u0644\u0627\u0634\u062a\u0631\u0627\u0643\u064a\u0629\u200e, al-Jam\u0101h\u012br\u012byah al-\u2018Arab\u012byah al-L\u012bb\u012byah ash-Sha\u2018b\u012byah al-Ishtir\u0101k\u012byah), a \"state of the masses\" conceptualized by Gaddafi. Officially, the Jamahiriya was a direct democracy in which the people ruled themselves through the 187 Basic People's Congresses, where all adult Libyans participated and voted on national decisions. These then sent members to the annual General People's Congress, which was broadcast live on television. In principle, the People's Congresses were Libya's highest authority, with major decisions proposed by government officials or with Gaddafi himself requiring the consent of the People's Congresses.", "targets": "How many Basic People's Congresses existed in the Jamahiriya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5826f1855b32470a881bb2b4122d39d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1977 the General People's Congress adopted the \"Declaration of the Establishment of the People's Authority\" at Gaddafi's behest. Dissolving the Libyan Arab Republic, it was replaced by the Great Socialist People's Libyan Arab Jamahiriya (Arabic: \u0627\u0644\u062c\u0645\u0627\u0647\u064a\u0631\u064a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0627\u0644\u0644\u064a\u0628\u064a\u0629 \u0627\u0644\u0634\u0639\u0628\u064a\u0629 \u0627\u0644\u0627\u0634\u062a\u0631\u0627\u0643\u064a\u0629\u200e, al-Jam\u0101h\u012br\u012byah al-\u2018Arab\u012byah al-L\u012bb\u012byah ash-Sha\u2018b\u012byah al-Ishtir\u0101k\u012byah), a \"state of the masses\" conceptualized by Gaddafi. Officially, the Jamahiriya was a direct democracy in which the people ruled themselves through the 187 Basic People's Congresses, where all adult Libyans participated and voted on national decisions. These then sent members to the annual General People's Congress, which was broadcast live on television. In principle, the People's Congresses were Libya's highest authority, with major decisions proposed by government officials or with Gaddafi himself requiring the consent of the People's Congresses.", "targets": "What body did the members elected by the Basic People's Congresses attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5826f1855b32470a881bb2b4122d39d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1977 the General People's Congress adopted the \"Declaration of the Establishment of the People's Authority\" at Gaddafi's behest. Dissolving the Libyan Arab Republic, it was replaced by the Great Socialist People's Libyan Arab Jamahiriya (Arabic: \u0627\u0644\u062c\u0645\u0627\u0647\u064a\u0631\u064a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0627\u0644\u0644\u064a\u0628\u064a\u0629 \u0627\u0644\u0634\u0639\u0628\u064a\u0629 \u0627\u0644\u0627\u0634\u062a\u0631\u0627\u0643\u064a\u0629\u200e, al-Jam\u0101h\u012br\u012byah al-\u2018Arab\u012byah al-L\u012bb\u012byah ash-Sha\u2018b\u012byah al-Ishtir\u0101k\u012byah), a \"state of the masses\" conceptualized by Gaddafi. Officially, the Jamahiriya was a direct democracy in which the people ruled themselves through the 187 Basic People's Congresses, where all adult Libyans participated and voted on national decisions. These then sent members to the annual General People's Congress, which was broadcast live on television. In principle, the People's Congresses were Libya's highest authority, with major decisions proposed by government officials or with Gaddafi himself requiring the consent of the People's Congresses.", "targets": "What was the official name of Libya prior to the establishment of the Jamahiriya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5826f1855b32470a881bb2b4122d39d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1977 the General People's Congress adopted the \"Declaration of the Establishment of the People's Authority\" at Gaddafi's behest. Dissolving the Libyan Arab Republic, it was replaced by the Great Socialist People's Libyan Arab Jamahiriya (Arabic: \u0627\u0644\u062c\u0645\u0627\u0647\u064a\u0631\u064a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0627\u0644\u0644\u064a\u0628\u064a\u0629 \u0627\u0644\u0634\u0639\u0628\u064a\u0629 \u0627\u0644\u0627\u0634\u062a\u0631\u0627\u0643\u064a\u0629\u200e, al-Jam\u0101h\u012br\u012byah al-\u2018Arab\u012byah al-L\u012bb\u012byah ash-Sha\u2018b\u012byah al-Ishtir\u0101k\u012byah), a \"state of the masses\" conceptualized by Gaddafi. Officially, the Jamahiriya was a direct democracy in which the people ruled themselves through the 187 Basic People's Congresses, where all adult Libyans participated and voted on national decisions. These then sent members to the annual General People's Congress, which was broadcast live on television. In principle, the People's Congresses were Libya's highest authority, with major decisions proposed by government officials or with Gaddafi himself requiring the consent of the People's Congresses.", "targets": "How often did the General People's Congress occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b588b73dae0542459a1dad0b2bdfae05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient Somalia, pyramidical structures known in Somali as taalo were a popular burial style, with hundreds of these dry stone monuments scattered around the country today. Houses were built of dressed stone similar to the ones in Ancient Egypt. There are also examples of courtyards and large stone walls enclosing settlements, such as the Wargaade Wall.", "targets": "What do Somalis call their ancient pyramids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b588b73dae0542459a1dad0b2bdfae05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient Somalia, pyramidical structures known in Somali as taalo were a popular burial style, with hundreds of these dry stone monuments scattered around the country today. Houses were built of dressed stone similar to the ones in Ancient Egypt. There are also examples of courtyards and large stone walls enclosing settlements, such as the Wargaade Wall.", "targets": "What were taalo used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b588b73dae0542459a1dad0b2bdfae05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient Somalia, pyramidical structures known in Somali as taalo were a popular burial style, with hundreds of these dry stone monuments scattered around the country today. Houses were built of dressed stone similar to the ones in Ancient Egypt. There are also examples of courtyards and large stone walls enclosing settlements, such as the Wargaade Wall.", "targets": "What were ancient Somali houses made out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b588b73dae0542459a1dad0b2bdfae05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient Somalia, pyramidical structures known in Somali as taalo were a popular burial style, with hundreds of these dry stone monuments scattered around the country today. Houses were built of dressed stone similar to the ones in Ancient Egypt. There are also examples of courtyards and large stone walls enclosing settlements, such as the Wargaade Wall.", "targets": "Ancient Somali houses were similar to houses in what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b588b73dae0542459a1dad0b2bdfae05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient Somalia, pyramidical structures known in Somali as taalo were a popular burial style, with hundreds of these dry stone monuments scattered around the country today. Houses were built of dressed stone similar to the ones in Ancient Egypt. There are also examples of courtyards and large stone walls enclosing settlements, such as the Wargaade Wall.", "targets": "What is a notable stone wall built in ancient Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ce45d15e8724bf1937b2d2536de4d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Fire Brigade is the statutory fire and rescue service for Greater London. It is run by the London Fire and Emergency Planning Authority and is the third largest fire service in the world. National Health Service ambulance services are provided by the London Ambulance Service (LAS) NHS Trust, the largest free-at-the-point-of-use emergency ambulance service in the world. The London Air Ambulance charity operates in conjunction with the LAS where required. Her Majesty's Coastguard and the Royal National Lifeboat Institution operate on the River Thames, which is under the jurisdiction of the Port of London Authority from Teddington Lock to the sea.", "targets": "What area of the River Thames does the Port of London Authority's jurisdiction cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ce45d15e8724bf1937b2d2536de4d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Fire Brigade is the statutory fire and rescue service for Greater London. It is run by the London Fire and Emergency Planning Authority and is the third largest fire service in the world. National Health Service ambulance services are provided by the London Ambulance Service (LAS) NHS Trust, the largest free-at-the-point-of-use emergency ambulance service in the world. The London Air Ambulance charity operates in conjunction with the LAS where required. Her Majesty's Coastguard and the Royal National Lifeboat Institution operate on the River Thames, which is under the jurisdiction of the Port of London Authority from Teddington Lock to the sea.", "targets": "What agency provides fire fighting and rescue service in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ce45d15e8724bf1937b2d2536de4d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Fire Brigade is the statutory fire and rescue service for Greater London. It is run by the London Fire and Emergency Planning Authority and is the third largest fire service in the world. National Health Service ambulance services are provided by the London Ambulance Service (LAS) NHS Trust, the largest free-at-the-point-of-use emergency ambulance service in the world. The London Air Ambulance charity operates in conjunction with the LAS where required. Her Majesty's Coastguard and the Royal National Lifeboat Institution operate on the River Thames, which is under the jurisdiction of the Port of London Authority from Teddington Lock to the sea.", "targets": "Who oversees and manages the London Fire Brigade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ce45d15e8724bf1937b2d2536de4d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Fire Brigade is the statutory fire and rescue service for Greater London. It is run by the London Fire and Emergency Planning Authority and is the third largest fire service in the world. National Health Service ambulance services are provided by the London Ambulance Service (LAS) NHS Trust, the largest free-at-the-point-of-use emergency ambulance service in the world. The London Air Ambulance charity operates in conjunction with the LAS where required. Her Majesty's Coastguard and the Royal National Lifeboat Institution operate on the River Thames, which is under the jurisdiction of the Port of London Authority from Teddington Lock to the sea.", "targets": "The world's largest \"free-at-the-point-of-use\" ambulance service is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ce45d15e8724bf1937b2d2536de4d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Fire Brigade is the statutory fire and rescue service for Greater London. It is run by the London Fire and Emergency Planning Authority and is the third largest fire service in the world. National Health Service ambulance services are provided by the London Ambulance Service (LAS) NHS Trust, the largest free-at-the-point-of-use emergency ambulance service in the world. The London Air Ambulance charity operates in conjunction with the LAS where required. Her Majesty's Coastguard and the Royal National Lifeboat Institution operate on the River Thames, which is under the jurisdiction of the Port of London Authority from Teddington Lock to the sea.", "targets": "What agency operates in conjunction with the LAS as needed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2321173bbfe44197b310b2873a069cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eight days later, on February 28, 1969, came the events for which Kerry was awarded his Silver Star Medal. On this occasion, Kerry was in tactical command of his Swift boat and two other Swift boats during a combat operation. Their mission on the Duong Keo River included bringing an underwater demolition team and dozens of South Vietnamese Marines to destroy enemy sampans, structures and bunkers as described in the story The Death Of PCF 43. Running into heavy small arms fire from the river banks, Kerry \"directed the units to turn to the beach and charge the Viet Cong positions\" and he \"expertly directed\" his boat's fire causing the enemy to flee while at the same time coordinating the insertion of the ninety South Vietnamese troops (according to the original medal citation signed by Admiral Zumwalt). Moving a short distance upstream, Kerry's boat was the target of a B-40 rocket round; Kerry charged the enemy positions and as his boat hove to and beached, a Viet Cong (\"VC\") insurgent armed with a rocket launcher emerged from a spider hole and ran. While the boat's gunner opened fire, wounding the VC in the leg, and while the other boats approached and offered cover fire, Kerry jumped from the boat to pursue the VC insurgent, subsequently killing him and capturing his loaded rocket launcher.", "targets": "When did Kerry earn a Silver Star?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2321173bbfe44197b310b2873a069cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eight days later, on February 28, 1969, came the events for which Kerry was awarded his Silver Star Medal. On this occasion, Kerry was in tactical command of his Swift boat and two other Swift boats during a combat operation. Their mission on the Duong Keo River included bringing an underwater demolition team and dozens of South Vietnamese Marines to destroy enemy sampans, structures and bunkers as described in the story The Death Of PCF 43. Running into heavy small arms fire from the river banks, Kerry \"directed the units to turn to the beach and charge the Viet Cong positions\" and he \"expertly directed\" his boat's fire causing the enemy to flee while at the same time coordinating the insertion of the ninety South Vietnamese troops (according to the original medal citation signed by Admiral Zumwalt). Moving a short distance upstream, Kerry's boat was the target of a B-40 rocket round; Kerry charged the enemy positions and as his boat hove to and beached, a Viet Cong (\"VC\") insurgent armed with a rocket launcher emerged from a spider hole and ran. While the boat's gunner opened fire, wounding the VC in the leg, and while the other boats approached and offered cover fire, Kerry jumped from the boat to pursue the VC insurgent, subsequently killing him and capturing his loaded rocket launcher.", "targets": "Where did Kerry earn a Silver Star?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2321173bbfe44197b310b2873a069cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eight days later, on February 28, 1969, came the events for which Kerry was awarded his Silver Star Medal. On this occasion, Kerry was in tactical command of his Swift boat and two other Swift boats during a combat operation. Their mission on the Duong Keo River included bringing an underwater demolition team and dozens of South Vietnamese Marines to destroy enemy sampans, structures and bunkers as described in the story The Death Of PCF 43. Running into heavy small arms fire from the river banks, Kerry \"directed the units to turn to the beach and charge the Viet Cong positions\" and he \"expertly directed\" his boat's fire causing the enemy to flee while at the same time coordinating the insertion of the ninety South Vietnamese troops (according to the original medal citation signed by Admiral Zumwalt). Moving a short distance upstream, Kerry's boat was the target of a B-40 rocket round; Kerry charged the enemy positions and as his boat hove to and beached, a Viet Cong (\"VC\") insurgent armed with a rocket launcher emerged from a spider hole and ran. While the boat's gunner opened fire, wounding the VC in the leg, and while the other boats approached and offered cover fire, Kerry jumped from the boat to pursue the VC insurgent, subsequently killing him and capturing his loaded rocket launcher.", "targets": "How many swift boats did Kerry command?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2321173bbfe44197b310b2873a069cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eight days later, on February 28, 1969, came the events for which Kerry was awarded his Silver Star Medal. On this occasion, Kerry was in tactical command of his Swift boat and two other Swift boats during a combat operation. Their mission on the Duong Keo River included bringing an underwater demolition team and dozens of South Vietnamese Marines to destroy enemy sampans, structures and bunkers as described in the story The Death Of PCF 43. Running into heavy small arms fire from the river banks, Kerry \"directed the units to turn to the beach and charge the Viet Cong positions\" and he \"expertly directed\" his boat's fire causing the enemy to flee while at the same time coordinating the insertion of the ninety South Vietnamese troops (according to the original medal citation signed by Admiral Zumwalt). Moving a short distance upstream, Kerry's boat was the target of a B-40 rocket round; Kerry charged the enemy positions and as his boat hove to and beached, a Viet Cong (\"VC\") insurgent armed with a rocket launcher emerged from a spider hole and ran. While the boat's gunner opened fire, wounding the VC in the leg, and while the other boats approached and offered cover fire, Kerry jumped from the boat to pursue the VC insurgent, subsequently killing him and capturing his loaded rocket launcher.", "targets": "Who awarded the Silver Star to Kerry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2321173bbfe44197b310b2873a069cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eight days later, on February 28, 1969, came the events for which Kerry was awarded his Silver Star Medal. On this occasion, Kerry was in tactical command of his Swift boat and two other Swift boats during a combat operation. Their mission on the Duong Keo River included bringing an underwater demolition team and dozens of South Vietnamese Marines to destroy enemy sampans, structures and bunkers as described in the story The Death Of PCF 43. Running into heavy small arms fire from the river banks, Kerry \"directed the units to turn to the beach and charge the Viet Cong positions\" and he \"expertly directed\" his boat's fire causing the enemy to flee while at the same time coordinating the insertion of the ninety South Vietnamese troops (according to the original medal citation signed by Admiral Zumwalt). Moving a short distance upstream, Kerry's boat was the target of a B-40 rocket round; Kerry charged the enemy positions and as his boat hove to and beached, a Viet Cong (\"VC\") insurgent armed with a rocket launcher emerged from a spider hole and ran. While the boat's gunner opened fire, wounding the VC in the leg, and while the other boats approached and offered cover fire, Kerry jumped from the boat to pursue the VC insurgent, subsequently killing him and capturing his loaded rocket launcher.", "targets": "What story described the events of Feb 28, 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347228036454812b82ee2056ccfc441", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest examples of neoclassical architecture in Hungary may be found in V\u00e1c. In this town the triumphal arch and the neoclassical fa\u00e7ade of the baroque Cathedral were designed by the French architect Isidor Marcellus Amandus Ganneval (Isidore Canevale) in the 1760s. Also the work of a French architect Charles Moreau is the garden fa\u00e7ade of the Esterh\u00e1zy Palace (1797\u20131805) in Kismarton (today Eisenstadt in Austria). The two principal architect of Neoclassicism in Hungary was Mih\u00e1ly Pollack and J\u00f3zsef Hild. Pollack's major work is the Hungarian National Museum (1837\u20131844). Hild is famous for his designs for the Cathedral of Eger and Esztergom.", "targets": "In what town is the oldest neoclassical architecture in Hungary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347228036454812b82ee2056ccfc441", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest examples of neoclassical architecture in Hungary may be found in V\u00e1c. In this town the triumphal arch and the neoclassical fa\u00e7ade of the baroque Cathedral were designed by the French architect Isidor Marcellus Amandus Ganneval (Isidore Canevale) in the 1760s. Also the work of a French architect Charles Moreau is the garden fa\u00e7ade of the Esterh\u00e1zy Palace (1797\u20131805) in Kismarton (today Eisenstadt in Austria). The two principal architect of Neoclassicism in Hungary was Mih\u00e1ly Pollack and J\u00f3zsef Hild. Pollack's major work is the Hungarian National Museum (1837\u20131844). Hild is famous for his designs for the Cathedral of Eger and Esztergom.", "targets": "What French architect designed important neoclassical structures in 1760s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347228036454812b82ee2056ccfc441", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest examples of neoclassical architecture in Hungary may be found in V\u00e1c. In this town the triumphal arch and the neoclassical fa\u00e7ade of the baroque Cathedral were designed by the French architect Isidor Marcellus Amandus Ganneval (Isidore Canevale) in the 1760s. Also the work of a French architect Charles Moreau is the garden fa\u00e7ade of the Esterh\u00e1zy Palace (1797\u20131805) in Kismarton (today Eisenstadt in Austria). The two principal architect of Neoclassicism in Hungary was Mih\u00e1ly Pollack and J\u00f3zsef Hild. Pollack's major work is the Hungarian National Museum (1837\u20131844). Hild is famous for his designs for the Cathedral of Eger and Esztergom.", "targets": "Who designed the Esterhazy Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347228036454812b82ee2056ccfc441", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest examples of neoclassical architecture in Hungary may be found in V\u00e1c. In this town the triumphal arch and the neoclassical fa\u00e7ade of the baroque Cathedral were designed by the French architect Isidor Marcellus Amandus Ganneval (Isidore Canevale) in the 1760s. Also the work of a French architect Charles Moreau is the garden fa\u00e7ade of the Esterh\u00e1zy Palace (1797\u20131805) in Kismarton (today Eisenstadt in Austria). The two principal architect of Neoclassicism in Hungary was Mih\u00e1ly Pollack and J\u00f3zsef Hild. Pollack's major work is the Hungarian National Museum (1837\u20131844). Hild is famous for his designs for the Cathedral of Eger and Esztergom.", "targets": "Who is famous for Cathedral Eger and Esztergom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fda6e87b32174456b3736920fc4e4038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 2003 paper, \"Human Genetic Diversity: Lewontin's Fallacy\", A. W. F. Edwards argued that rather than using a locus-by-locus analysis of variation to derive taxonomy, it is possible to construct a human classification system based on characteristic genetic patterns, or clusters inferred from multilocus genetic data. Geographically based human studies since have shown that such genetic clusters can be derived from analyzing of a large number of loci which can assort individuals sampled into groups analogous to traditional continental racial groups. Joanna Mountain and Neil Risch cautioned that while genetic clusters may one day be shown to correspond to phenotypic variations between groups, such assumptions were premature as the relationship between genes and complex traits remains poorly understood. However, Risch denied such limitations render the analysis useless: \"Perhaps just using someone's actual birth year is not a very good way of measuring age. Does that mean we should throw it out? ... Any category you come up with is going to be imperfect, but that doesn't preclude you from using it or the fact that it has utility.\"", "targets": "What type of classification system for humans did A.W.F. Edwards argue for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fda6e87b32174456b3736920fc4e4038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 2003 paper, \"Human Genetic Diversity: Lewontin's Fallacy\", A. W. F. Edwards argued that rather than using a locus-by-locus analysis of variation to derive taxonomy, it is possible to construct a human classification system based on characteristic genetic patterns, or clusters inferred from multilocus genetic data. Geographically based human studies since have shown that such genetic clusters can be derived from analyzing of a large number of loci which can assort individuals sampled into groups analogous to traditional continental racial groups. Joanna Mountain and Neil Risch cautioned that while genetic clusters may one day be shown to correspond to phenotypic variations between groups, such assumptions were premature as the relationship between genes and complex traits remains poorly understood. However, Risch denied such limitations render the analysis useless: \"Perhaps just using someone's actual birth year is not a very good way of measuring age. Does that mean we should throw it out? ... Any category you come up with is going to be imperfect, but that doesn't preclude you from using it or the fact that it has utility.\"", "targets": "What might genetic clusters be shown to correspond to one day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fda6e87b32174456b3736920fc4e4038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 2003 paper, \"Human Genetic Diversity: Lewontin's Fallacy\", A. W. F. Edwards argued that rather than using a locus-by-locus analysis of variation to derive taxonomy, it is possible to construct a human classification system based on characteristic genetic patterns, or clusters inferred from multilocus genetic data. Geographically based human studies since have shown that such genetic clusters can be derived from analyzing of a large number of loci which can assort individuals sampled into groups analogous to traditional continental racial groups. Joanna Mountain and Neil Risch cautioned that while genetic clusters may one day be shown to correspond to phenotypic variations between groups, such assumptions were premature as the relationship between genes and complex traits remains poorly understood. However, Risch denied such limitations render the analysis useless: \"Perhaps just using someone's actual birth year is not a very good way of measuring age. Does that mean we should throw it out? ... Any category you come up with is going to be imperfect, but that doesn't preclude you from using it or the fact that it has utility.\"", "targets": "How is the relationship between genes and complex traits understood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fda6e87b32174456b3736920fc4e4038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 2003 paper, \"Human Genetic Diversity: Lewontin's Fallacy\", A. W. F. Edwards argued that rather than using a locus-by-locus analysis of variation to derive taxonomy, it is possible to construct a human classification system based on characteristic genetic patterns, or clusters inferred from multilocus genetic data. Geographically based human studies since have shown that such genetic clusters can be derived from analyzing of a large number of loci which can assort individuals sampled into groups analogous to traditional continental racial groups. Joanna Mountain and Neil Risch cautioned that while genetic clusters may one day be shown to correspond to phenotypic variations between groups, such assumptions were premature as the relationship between genes and complex traits remains poorly understood. However, Risch denied such limitations render the analysis useless: \"Perhaps just using someone's actual birth year is not a very good way of measuring age. Does that mean we should throw it out? ... Any category you come up with is going to be imperfect, but that doesn't preclude you from using it or the fact that it has utility.\"", "targets": "Risch feels any category someone comes up with will be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fda6e87b32174456b3736920fc4e4038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 2003 paper, \"Human Genetic Diversity: Lewontin's Fallacy\", A. W. F. Edwards argued that rather than using a locus-by-locus analysis of variation to derive taxonomy, it is possible to construct a human classification system based on characteristic genetic patterns, or clusters inferred from multilocus genetic data. Geographically based human studies since have shown that such genetic clusters can be derived from analyzing of a large number of loci which can assort individuals sampled into groups analogous to traditional continental racial groups. Joanna Mountain and Neil Risch cautioned that while genetic clusters may one day be shown to correspond to phenotypic variations between groups, such assumptions were premature as the relationship between genes and complex traits remains poorly understood. However, Risch denied such limitations render the analysis useless: \"Perhaps just using someone's actual birth year is not a very good way of measuring age. Does that mean we should throw it out? ... Any category you come up with is going to be imperfect, but that doesn't preclude you from using it or the fact that it has utility.\"", "targets": "Risch thinks imperfect categories still have what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da98661750e44ebae0b8a6bf60b2cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs' current spring training facility is located in Sloan Park in |Mesa, Arizona, where they play in the Cactus League. The park seats 15,000, making it Major League baseball's largest spring training facility by capacity. The Cubs annually sell out most of their games both at home and on the road. Before Sloan Park opened in 2014, the team played games at HoHoKam Park - Dwight Patterson Field from 1979. \"HoHoKam\" is literally translated from Native American as \"those who vanished.\" The North Siders have called Mesa their spring home for most seasons since 1952.", "targets": "Where is the Cubs' current spring  training facility located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da98661750e44ebae0b8a6bf60b2cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs' current spring training facility is located in Sloan Park in |Mesa, Arizona, where they play in the Cactus League. The park seats 15,000, making it Major League baseball's largest spring training facility by capacity. The Cubs annually sell out most of their games both at home and on the road. Before Sloan Park opened in 2014, the team played games at HoHoKam Park - Dwight Patterson Field from 1979. \"HoHoKam\" is literally translated from Native American as \"those who vanished.\" The North Siders have called Mesa their spring home for most seasons since 1952.", "targets": "How many seats are in the Cubs' Sloan Park training facility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da98661750e44ebae0b8a6bf60b2cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs' current spring training facility is located in Sloan Park in |Mesa, Arizona, where they play in the Cactus League. The park seats 15,000, making it Major League baseball's largest spring training facility by capacity. The Cubs annually sell out most of their games both at home and on the road. Before Sloan Park opened in 2014, the team played games at HoHoKam Park - Dwight Patterson Field from 1979. \"HoHoKam\" is literally translated from Native American as \"those who vanished.\" The North Siders have called Mesa their spring home for most seasons since 1952.", "targets": "When did Sloan Park open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f926ab8edc4eb1aecdfccb4d7ce49f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the rise of disco in the US and punk rock in the UK, hard rock's mainstream dominance was rivalled toward the later part of the decade. Disco appealed to a more diverse group of people and punk seemed to take over the rebellious role that hard rock once held. Early punk bands like The Ramones explicitly rebelled against the drum solos and extended guitar solos that characterised stadium rock, with almost all of their songs clocking in around two minutes with no guitar solos. However, new rock acts continued to emerge and record sales remained high into the 1980s. 1977 saw the d\u00e9but and rise to stardom of Foreigner, who went on to release several platinum albums through to the mid-1980s. Midwestern groups like Kansas, REO Speedwagon and Styx helped further cement heavy rock in the Midwest as a form of stadium rock. In 1978, Van Halen emerged from the Los Angeles music scene with a sound based around the skills of lead guitarist Eddie Van Halen. He popularised a guitar-playing technique of two-handed hammer-ons and pull-offs called tapping, showcased on the song \"Eruption\" from the album Van Halen, which was highly influential in re-establishing hard rock as a popular genre after the punk and disco explosion, while also redefining and elevating the role of electric guitar.", "targets": "What two genres made inroads on hard rock in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f926ab8edc4eb1aecdfccb4d7ce49f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the rise of disco in the US and punk rock in the UK, hard rock's mainstream dominance was rivalled toward the later part of the decade. Disco appealed to a more diverse group of people and punk seemed to take over the rebellious role that hard rock once held. Early punk bands like The Ramones explicitly rebelled against the drum solos and extended guitar solos that characterised stadium rock, with almost all of their songs clocking in around two minutes with no guitar solos. However, new rock acts continued to emerge and record sales remained high into the 1980s. 1977 saw the d\u00e9but and rise to stardom of Foreigner, who went on to release several platinum albums through to the mid-1980s. Midwestern groups like Kansas, REO Speedwagon and Styx helped further cement heavy rock in the Midwest as a form of stadium rock. In 1978, Van Halen emerged from the Los Angeles music scene with a sound based around the skills of lead guitarist Eddie Van Halen. He popularised a guitar-playing technique of two-handed hammer-ons and pull-offs called tapping, showcased on the song \"Eruption\" from the album Van Halen, which was highly influential in re-establishing hard rock as a popular genre after the punk and disco explosion, while also redefining and elevating the role of electric guitar.", "targets": "What punk band's songs rarely exceeded two minutes in length?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f926ab8edc4eb1aecdfccb4d7ce49f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the rise of disco in the US and punk rock in the UK, hard rock's mainstream dominance was rivalled toward the later part of the decade. Disco appealed to a more diverse group of people and punk seemed to take over the rebellious role that hard rock once held. Early punk bands like The Ramones explicitly rebelled against the drum solos and extended guitar solos that characterised stadium rock, with almost all of their songs clocking in around two minutes with no guitar solos. However, new rock acts continued to emerge and record sales remained high into the 1980s. 1977 saw the d\u00e9but and rise to stardom of Foreigner, who went on to release several platinum albums through to the mid-1980s. Midwestern groups like Kansas, REO Speedwagon and Styx helped further cement heavy rock in the Midwest as a form of stadium rock. In 1978, Van Halen emerged from the Los Angeles music scene with a sound based around the skills of lead guitarist Eddie Van Halen. He popularised a guitar-playing technique of two-handed hammer-ons and pull-offs called tapping, showcased on the song \"Eruption\" from the album Van Halen, which was highly influential in re-establishing hard rock as a popular genre after the punk and disco explosion, while also redefining and elevating the role of electric guitar.", "targets": "What were three midwestern hard rock bands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f926ab8edc4eb1aecdfccb4d7ce49f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the rise of disco in the US and punk rock in the UK, hard rock's mainstream dominance was rivalled toward the later part of the decade. Disco appealed to a more diverse group of people and punk seemed to take over the rebellious role that hard rock once held. Early punk bands like The Ramones explicitly rebelled against the drum solos and extended guitar solos that characterised stadium rock, with almost all of their songs clocking in around two minutes with no guitar solos. However, new rock acts continued to emerge and record sales remained high into the 1980s. 1977 saw the d\u00e9but and rise to stardom of Foreigner, who went on to release several platinum albums through to the mid-1980s. Midwestern groups like Kansas, REO Speedwagon and Styx helped further cement heavy rock in the Midwest as a form of stadium rock. In 1978, Van Halen emerged from the Los Angeles music scene with a sound based around the skills of lead guitarist Eddie Van Halen. He popularised a guitar-playing technique of two-handed hammer-ons and pull-offs called tapping, showcased on the song \"Eruption\" from the album Van Halen, which was highly influential in re-establishing hard rock as a popular genre after the punk and disco explosion, while also redefining and elevating the role of electric guitar.", "targets": "What city was Van Halen originally from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f926ab8edc4eb1aecdfccb4d7ce49f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the rise of disco in the US and punk rock in the UK, hard rock's mainstream dominance was rivalled toward the later part of the decade. Disco appealed to a more diverse group of people and punk seemed to take over the rebellious role that hard rock once held. Early punk bands like The Ramones explicitly rebelled against the drum solos and extended guitar solos that characterised stadium rock, with almost all of their songs clocking in around two minutes with no guitar solos. However, new rock acts continued to emerge and record sales remained high into the 1980s. 1977 saw the d\u00e9but and rise to stardom of Foreigner, who went on to release several platinum albums through to the mid-1980s. Midwestern groups like Kansas, REO Speedwagon and Styx helped further cement heavy rock in the Midwest as a form of stadium rock. In 1978, Van Halen emerged from the Los Angeles music scene with a sound based around the skills of lead guitarist Eddie Van Halen. He popularised a guitar-playing technique of two-handed hammer-ons and pull-offs called tapping, showcased on the song \"Eruption\" from the album Van Halen, which was highly influential in re-establishing hard rock as a popular genre after the punk and disco explosion, while also redefining and elevating the role of electric guitar.", "targets": "Which Van Halen instrumental showcased the guitar mastery of Eddie Van Halen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95bf24b12c9640d19ea46ff9ebfc5ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropologists, along with other social scientists, are working with the US military as part of the US Army's strategy in Afghanistan. The Christian Science Monitor reports that \"Counterinsurgency efforts focus on better grasping and meeting local needs\" in Afghanistan, under the Human Terrain System (HTS) program; in addition, HTS teams are working with the US military in Iraq. In 2009, the American Anthropological Association's Commission on the Engagement of Anthropology with the US Security and Intelligence Communities released its final report concluding, in part, that, \"When ethnographic investigation is determined by military missions, not subject to external review, where data collection occurs in the context of war, integrated into the goals of counterinsurgency, and in a potentially coercive environment \u2013 all characteristic factors of the HTS concept and its application \u2013 it can no longer be considered a legitimate professional exercise of anthropology. In summary, while we stress that constructive engagement between anthropology and the military is possible, CEAUSSIC suggests that the AAA emphasize the incompatibility of HTS with disciplinary ethics and practice for job seekers and that it further recognize the problem of allowing HTS to define the meaning of \"anthropology\" within DoD.\"", "targets": "Who are anthropologists working with along with other social scientists? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95bf24b12c9640d19ea46ff9ebfc5ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropologists, along with other social scientists, are working with the US military as part of the US Army's strategy in Afghanistan. The Christian Science Monitor reports that \"Counterinsurgency efforts focus on better grasping and meeting local needs\" in Afghanistan, under the Human Terrain System (HTS) program; in addition, HTS teams are working with the US military in Iraq. In 2009, the American Anthropological Association's Commission on the Engagement of Anthropology with the US Security and Intelligence Communities released its final report concluding, in part, that, \"When ethnographic investigation is determined by military missions, not subject to external review, where data collection occurs in the context of war, integrated into the goals of counterinsurgency, and in a potentially coercive environment \u2013 all characteristic factors of the HTS concept and its application \u2013 it can no longer be considered a legitimate professional exercise of anthropology. In summary, while we stress that constructive engagement between anthropology and the military is possible, CEAUSSIC suggests that the AAA emphasize the incompatibility of HTS with disciplinary ethics and practice for job seekers and that it further recognize the problem of allowing HTS to define the meaning of \"anthropology\" within DoD.\"", "targets": "What are the anthropologists part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95bf24b12c9640d19ea46ff9ebfc5ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropologists, along with other social scientists, are working with the US military as part of the US Army's strategy in Afghanistan. The Christian Science Monitor reports that \"Counterinsurgency efforts focus on better grasping and meeting local needs\" in Afghanistan, under the Human Terrain System (HTS) program; in addition, HTS teams are working with the US military in Iraq. In 2009, the American Anthropological Association's Commission on the Engagement of Anthropology with the US Security and Intelligence Communities released its final report concluding, in part, that, \"When ethnographic investigation is determined by military missions, not subject to external review, where data collection occurs in the context of war, integrated into the goals of counterinsurgency, and in a potentially coercive environment \u2013 all characteristic factors of the HTS concept and its application \u2013 it can no longer be considered a legitimate professional exercise of anthropology. In summary, while we stress that constructive engagement between anthropology and the military is possible, CEAUSSIC suggests that the AAA emphasize the incompatibility of HTS with disciplinary ethics and practice for job seekers and that it further recognize the problem of allowing HTS to define the meaning of \"anthropology\" within DoD.\"", "targets": "What efforts focus on better understanding and meeting of local needs in Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95bf24b12c9640d19ea46ff9ebfc5ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropologists, along with other social scientists, are working with the US military as part of the US Army's strategy in Afghanistan. The Christian Science Monitor reports that \"Counterinsurgency efforts focus on better grasping and meeting local needs\" in Afghanistan, under the Human Terrain System (HTS) program; in addition, HTS teams are working with the US military in Iraq. In 2009, the American Anthropological Association's Commission on the Engagement of Anthropology with the US Security and Intelligence Communities released its final report concluding, in part, that, \"When ethnographic investigation is determined by military missions, not subject to external review, where data collection occurs in the context of war, integrated into the goals of counterinsurgency, and in a potentially coercive environment \u2013 all characteristic factors of the HTS concept and its application \u2013 it can no longer be considered a legitimate professional exercise of anthropology. In summary, while we stress that constructive engagement between anthropology and the military is possible, CEAUSSIC suggests that the AAA emphasize the incompatibility of HTS with disciplinary ethics and practice for job seekers and that it further recognize the problem of allowing HTS to define the meaning of \"anthropology\" within DoD.\"", "targets": "Where are HTS teams working with the military in addition to Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95bf24b12c9640d19ea46ff9ebfc5ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropologists, along with other social scientists, are working with the US military as part of the US Army's strategy in Afghanistan. The Christian Science Monitor reports that \"Counterinsurgency efforts focus on better grasping and meeting local needs\" in Afghanistan, under the Human Terrain System (HTS) program; in addition, HTS teams are working with the US military in Iraq. In 2009, the American Anthropological Association's Commission on the Engagement of Anthropology with the US Security and Intelligence Communities released its final report concluding, in part, that, \"When ethnographic investigation is determined by military missions, not subject to external review, where data collection occurs in the context of war, integrated into the goals of counterinsurgency, and in a potentially coercive environment \u2013 all characteristic factors of the HTS concept and its application \u2013 it can no longer be considered a legitimate professional exercise of anthropology. In summary, while we stress that constructive engagement between anthropology and the military is possible, CEAUSSIC suggests that the AAA emphasize the incompatibility of HTS with disciplinary ethics and practice for job seekers and that it further recognize the problem of allowing HTS to define the meaning of \"anthropology\" within DoD.\"", "targets": "What does the AAA feel is incompatible with working with the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f5855c618f84a168b255125ff185348", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This led Popper to conclude that what were regarded[by whom?] as the remarkable strengths of psychoanalytical theories were actually their weaknesses. Psychoanalytical theories were crafted in a way that made them able to refute any criticism and to give an explanation for every possible form of human behaviour. The nature of such theories made it impossible for any criticism or experiment - even in principle - to show them to be false. This realisation had an important consequence when Popper later tackled the problem of demarcation in the philosophy of science, as it led him to posit that the strength of a scientific theory lies in its both being susceptible to falsification, and not actually being falsified by criticism made of it. He considered that if a theory cannot, in principle, be falsified by criticism, it is not a scientific theory.", "targets": "According to Popper, a theory is scientific only is it is susceptible to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f5855c618f84a168b255125ff185348", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This led Popper to conclude that what were regarded[by whom?] as the remarkable strengths of psychoanalytical theories were actually their weaknesses. Psychoanalytical theories were crafted in a way that made them able to refute any criticism and to give an explanation for every possible form of human behaviour. The nature of such theories made it impossible for any criticism or experiment - even in principle - to show them to be false. This realisation had an important consequence when Popper later tackled the problem of demarcation in the philosophy of science, as it led him to posit that the strength of a scientific theory lies in its both being susceptible to falsification, and not actually being falsified by criticism made of it. He considered that if a theory cannot, in principle, be falsified by criticism, it is not a scientific theory.", "targets": "What key components of science are ineffective when brought to bear on non-scientific theories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f5855c618f84a168b255125ff185348", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This led Popper to conclude that what were regarded[by whom?] as the remarkable strengths of psychoanalytical theories were actually their weaknesses. Psychoanalytical theories were crafted in a way that made them able to refute any criticism and to give an explanation for every possible form of human behaviour. The nature of such theories made it impossible for any criticism or experiment - even in principle - to show them to be false. This realisation had an important consequence when Popper later tackled the problem of demarcation in the philosophy of science, as it led him to posit that the strength of a scientific theory lies in its both being susceptible to falsification, and not actually being falsified by criticism made of it. He considered that if a theory cannot, in principle, be falsified by criticism, it is not a scientific theory.", "targets": "How did Popper characterize the wide applicability and immunity to criticism of psychoanalytic theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7135a5f34154086b00fc4b1de293a5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Article 3 of the Treaty of San Francisco between the Allied Powers and Japan, which came into force in April 1952, the U.S. put the outlying islands of the Ryukyus, including the island of Okinawa\u2014home to over 1 million Okinawans related to the Japanese\u2014and the Bonin Islands, the Volcano Islands, and Iwo Jima into U.S. trusteeship. All these trusteeships were slowly returned to Japanese rule. Okinawa was returned on May 15, 1972, but the U.S. stations troops in the island's bases as a defense for Japan.", "targets": "When did Artcle 3 of the Treaty of San Francisco come into effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7135a5f34154086b00fc4b1de293a5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Article 3 of the Treaty of San Francisco between the Allied Powers and Japan, which came into force in April 1952, the U.S. put the outlying islands of the Ryukyus, including the island of Okinawa\u2014home to over 1 million Okinawans related to the Japanese\u2014and the Bonin Islands, the Volcano Islands, and Iwo Jima into U.S. trusteeship. All these trusteeships were slowly returned to Japanese rule. Okinawa was returned on May 15, 1972, but the U.S. stations troops in the island's bases as a defense for Japan.", "targets": "How many people lived on the island of Okinawa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7135a5f34154086b00fc4b1de293a5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Article 3 of the Treaty of San Francisco between the Allied Powers and Japan, which came into force in April 1952, the U.S. put the outlying islands of the Ryukyus, including the island of Okinawa\u2014home to over 1 million Okinawans related to the Japanese\u2014and the Bonin Islands, the Volcano Islands, and Iwo Jima into U.S. trusteeship. All these trusteeships were slowly returned to Japanese rule. Okinawa was returned on May 15, 1972, but the U.S. stations troops in the island's bases as a defense for Japan.", "targets": "When was Okinawa finally returned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7135a5f34154086b00fc4b1de293a5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Article 3 of the Treaty of San Francisco between the Allied Powers and Japan, which came into force in April 1952, the U.S. put the outlying islands of the Ryukyus, including the island of Okinawa\u2014home to over 1 million Okinawans related to the Japanese\u2014and the Bonin Islands, the Volcano Islands, and Iwo Jima into U.S. trusteeship. All these trusteeships were slowly returned to Japanese rule. Okinawa was returned on May 15, 1972, but the U.S. stations troops in the island's bases as a defense for Japan.", "targets": "Why did the US have troops on Okinawa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc900a38b4784985be9f0ea81a448a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of pubs can be traced back to Roman taverns, through the Anglo-Saxon alehouse to the development of the modern tied house system in the 19th century.", "targets": "How far back does the history of pubs go back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc900a38b4784985be9f0ea81a448a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of pubs can be traced back to Roman taverns, through the Anglo-Saxon alehouse to the development of the modern tied house system in the 19th century.", "targets": "What was the Anglo-Saxon pup called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc900a38b4784985be9f0ea81a448a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of pubs can be traced back to Roman taverns, through the Anglo-Saxon alehouse to the development of the modern tied house system in the 19th century.", "targets": "What is a pub tied to in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc900a38b4784985be9f0ea81a448a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of pubs can be traced back to Roman taverns, through the Anglo-Saxon alehouse to the development of the modern tied house system in the 19th century.", "targets": "What Roman businesses were analogous to modern day pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc900a38b4784985be9f0ea81a448a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of pubs can be traced back to Roman taverns, through the Anglo-Saxon alehouse to the development of the modern tied house system in the 19th century.", "targets": "What similar establishments existed in the Anglo-Saxon world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc900a38b4784985be9f0ea81a448a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of pubs can be traced back to Roman taverns, through the Anglo-Saxon alehouse to the development of the modern tied house system in the 19th century.", "targets": "In what century did the tied house system develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5bef1b9cb7a4968b4663467aabd1c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this was not always the case; in the early 20th century, once it became apparent that the \"sport\" was worked, pro wrestling was looked down on as a cheap entertainment for the uneducated working class \u2014 an attitude that still exists to varying degrees today. The French theorist Roland Barthes was among the first to propose that wrestling was worthy of deeper analysis, in his essay \"The World of Wrestling\" from his book Mythologies, first published in 1957. Barthes argued that it should be looked at not as a scamming of the ignorant, but as spectacle; a mode of theatric performance for a willing, if bloodthirsty, audience. Wrestling is described as performed art which demands an immediate reading of the juxtaposed meanings. The logical conclusion is given least importance over the theatrical performers of the wrestlers and the referee. According to Barthes, the function of a wrestler is not to win: it is to go exactly through the motions which are expected of them and to give the audience a theatrical spectacle. This work is considered a foundation of all later study.", "targets": "What impact did the revelation of wrestling being \"fixed\" have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5bef1b9cb7a4968b4663467aabd1c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this was not always the case; in the early 20th century, once it became apparent that the \"sport\" was worked, pro wrestling was looked down on as a cheap entertainment for the uneducated working class \u2014 an attitude that still exists to varying degrees today. The French theorist Roland Barthes was among the first to propose that wrestling was worthy of deeper analysis, in his essay \"The World of Wrestling\" from his book Mythologies, first published in 1957. Barthes argued that it should be looked at not as a scamming of the ignorant, but as spectacle; a mode of theatric performance for a willing, if bloodthirsty, audience. Wrestling is described as performed art which demands an immediate reading of the juxtaposed meanings. The logical conclusion is given least importance over the theatrical performers of the wrestlers and the referee. According to Barthes, the function of a wrestler is not to win: it is to go exactly through the motions which are expected of them and to give the audience a theatrical spectacle. This work is considered a foundation of all later study.", "targets": "When was Roland Barthes book published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5bef1b9cb7a4968b4663467aabd1c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this was not always the case; in the early 20th century, once it became apparent that the \"sport\" was worked, pro wrestling was looked down on as a cheap entertainment for the uneducated working class \u2014 an attitude that still exists to varying degrees today. The French theorist Roland Barthes was among the first to propose that wrestling was worthy of deeper analysis, in his essay \"The World of Wrestling\" from his book Mythologies, first published in 1957. Barthes argued that it should be looked at not as a scamming of the ignorant, but as spectacle; a mode of theatric performance for a willing, if bloodthirsty, audience. Wrestling is described as performed art which demands an immediate reading of the juxtaposed meanings. The logical conclusion is given least importance over the theatrical performers of the wrestlers and the referee. According to Barthes, the function of a wrestler is not to win: it is to go exactly through the motions which are expected of them and to give the audience a theatrical spectacle. This work is considered a foundation of all later study.", "targets": "What did Barthes believe a wrestler give the audience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5bef1b9cb7a4968b4663467aabd1c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this was not always the case; in the early 20th century, once it became apparent that the \"sport\" was worked, pro wrestling was looked down on as a cheap entertainment for the uneducated working class \u2014 an attitude that still exists to varying degrees today. The French theorist Roland Barthes was among the first to propose that wrestling was worthy of deeper analysis, in his essay \"The World of Wrestling\" from his book Mythologies, first published in 1957. Barthes argued that it should be looked at not as a scamming of the ignorant, but as spectacle; a mode of theatric performance for a willing, if bloodthirsty, audience. Wrestling is described as performed art which demands an immediate reading of the juxtaposed meanings. The logical conclusion is given least importance over the theatrical performers of the wrestlers and the referee. According to Barthes, the function of a wrestler is not to win: it is to go exactly through the motions which are expected of them and to give the audience a theatrical spectacle. This work is considered a foundation of all later study.", "targets": "What was the name of Roland Barthes' essay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a28cc2206d064b0f94e18797b07032b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Science came to play a leading role in Enlightenment discourse and thought. Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with the overthrow of religion and traditional authority in favour of the development of free speech and thought. Scientific progress during the Enlightenment included the discovery of carbon dioxide (fixed air) by the chemist Joseph Black, the argument for deep time by the geologist James Hutton, and the invention of the steam engine by James Watt. The experiments of Lavoisier were used to create the first modern chemical plants in Paris, and the experiments of the Montgolfier Brothers enabled them to launch the first manned flight in a hot-air balloon on 21 November 1783, from the Ch\u00e2teau de la Muette, near the Bois de Boulogne.", "targets": "Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with overthrow of religion and traditional authority in favor of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a28cc2206d064b0f94e18797b07032b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Science came to play a leading role in Enlightenment discourse and thought. Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with the overthrow of religion and traditional authority in favour of the development of free speech and thought. Scientific progress during the Enlightenment included the discovery of carbon dioxide (fixed air) by the chemist Joseph Black, the argument for deep time by the geologist James Hutton, and the invention of the steam engine by James Watt. The experiments of Lavoisier were used to create the first modern chemical plants in Paris, and the experiments of the Montgolfier Brothers enabled them to launch the first manned flight in a hot-air balloon on 21 November 1783, from the Ch\u00e2teau de la Muette, near the Bois de Boulogne.", "targets": "Who discovered carbon dioxide or fixed air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a28cc2206d064b0f94e18797b07032b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Science came to play a leading role in Enlightenment discourse and thought. Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with the overthrow of religion and traditional authority in favour of the development of free speech and thought. Scientific progress during the Enlightenment included the discovery of carbon dioxide (fixed air) by the chemist Joseph Black, the argument for deep time by the geologist James Hutton, and the invention of the steam engine by James Watt. The experiments of Lavoisier were used to create the first modern chemical plants in Paris, and the experiments of the Montgolfier Brothers enabled them to launch the first manned flight in a hot-air balloon on 21 November 1783, from the Ch\u00e2teau de la Muette, near the Bois de Boulogne.", "targets": "Who created the argument for deep time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a28cc2206d064b0f94e18797b07032b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Science came to play a leading role in Enlightenment discourse and thought. Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with the overthrow of religion and traditional authority in favour of the development of free speech and thought. Scientific progress during the Enlightenment included the discovery of carbon dioxide (fixed air) by the chemist Joseph Black, the argument for deep time by the geologist James Hutton, and the invention of the steam engine by James Watt. The experiments of Lavoisier were used to create the first modern chemical plants in Paris, and the experiments of the Montgolfier Brothers enabled them to launch the first manned flight in a hot-air balloon on 21 November 1783, from the Ch\u00e2teau de la Muette, near the Bois de Boulogne.", "targets": "Who invented the steam engine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a28cc2206d064b0f94e18797b07032b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Science came to play a leading role in Enlightenment discourse and thought. Many Enlightenment writers and thinkers had backgrounds in the sciences and associated scientific advancement with the overthrow of religion and traditional authority in favour of the development of free speech and thought. Scientific progress during the Enlightenment included the discovery of carbon dioxide (fixed air) by the chemist Joseph Black, the argument for deep time by the geologist James Hutton, and the invention of the steam engine by James Watt. The experiments of Lavoisier were used to create the first modern chemical plants in Paris, and the experiments of the Montgolfier Brothers enabled them to launch the first manned flight in a hot-air balloon on 21 November 1783, from the Ch\u00e2teau de la Muette, near the Bois de Boulogne.", "targets": "Who launched the first manned flight in a hot-air balloon in November 1783?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f503cff94b76493994f52c9bb2d05401", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a lull during the period of modern architectural dominance (roughly post-World War II until the mid-1980s), neoclassicism has seen somewhat of a resurgence. This rebirth can be traced to the movement of New Urbanism and postmodern architecture's embrace of classical elements as ironic, especially in light of the dominance of Modernism. While some continued to work with classicism as ironic, some architects such as Thomas Gordon Smith, began to consider classicism seriously. While some schools had interest in classical architecture, such as the University of Virginia, no school was purely dedicated to classical architecture. In the early 1990s a program in classical architecture was started by Smith and Duncan Stroik at the University of Notre Dame that continues successfully. Programs at the University of Miami, Andrews University, Judson University and The Prince's Foundation for Building Community have trained a number of new classical architects since this resurgence. Today one can find numerous buildings embracing neoclassical style, since a generation of architects trained in this discipline shapes urban planning.", "targets": "When was the lull in neoclassical architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f503cff94b76493994f52c9bb2d05401", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a lull during the period of modern architectural dominance (roughly post-World War II until the mid-1980s), neoclassicism has seen somewhat of a resurgence. This rebirth can be traced to the movement of New Urbanism and postmodern architecture's embrace of classical elements as ironic, especially in light of the dominance of Modernism. While some continued to work with classicism as ironic, some architects such as Thomas Gordon Smith, began to consider classicism seriously. While some schools had interest in classical architecture, such as the University of Virginia, no school was purely dedicated to classical architecture. In the early 1990s a program in classical architecture was started by Smith and Duncan Stroik at the University of Notre Dame that continues successfully. Programs at the University of Miami, Andrews University, Judson University and The Prince's Foundation for Building Community have trained a number of new classical architects since this resurgence. Today one can find numerous buildings embracing neoclassical style, since a generation of architects trained in this discipline shapes urban planning.", "targets": "What is the movement that caused resurgence of neoclassicism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f503cff94b76493994f52c9bb2d05401", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a lull during the period of modern architectural dominance (roughly post-World War II until the mid-1980s), neoclassicism has seen somewhat of a resurgence. This rebirth can be traced to the movement of New Urbanism and postmodern architecture's embrace of classical elements as ironic, especially in light of the dominance of Modernism. While some continued to work with classicism as ironic, some architects such as Thomas Gordon Smith, began to consider classicism seriously. While some schools had interest in classical architecture, such as the University of Virginia, no school was purely dedicated to classical architecture. In the early 1990s a program in classical architecture was started by Smith and Duncan Stroik at the University of Notre Dame that continues successfully. Programs at the University of Miami, Andrews University, Judson University and The Prince's Foundation for Building Community have trained a number of new classical architects since this resurgence. Today one can find numerous buildings embracing neoclassical style, since a generation of architects trained in this discipline shapes urban planning.", "targets": "Many post modern designs feature classic elements in what way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f503cff94b76493994f52c9bb2d05401", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a lull during the period of modern architectural dominance (roughly post-World War II until the mid-1980s), neoclassicism has seen somewhat of a resurgence. This rebirth can be traced to the movement of New Urbanism and postmodern architecture's embrace of classical elements as ironic, especially in light of the dominance of Modernism. While some continued to work with classicism as ironic, some architects such as Thomas Gordon Smith, began to consider classicism seriously. While some schools had interest in classical architecture, such as the University of Virginia, no school was purely dedicated to classical architecture. In the early 1990s a program in classical architecture was started by Smith and Duncan Stroik at the University of Notre Dame that continues successfully. Programs at the University of Miami, Andrews University, Judson University and The Prince's Foundation for Building Community have trained a number of new classical architects since this resurgence. Today one can find numerous buildings embracing neoclassical style, since a generation of architects trained in this discipline shapes urban planning.", "targets": "What recent architect began to take elements of classicism seriously?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be4d555c5fb4d368022d5d2d7933cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Derrick May a.k.a. \"MAYDAY\" and Thomas Barnett released \"Nude Photo\" in 1987 on May's label \"Transmat Records\", which helped kickstart the Detroit techno music scene and was put in heavy rotation on Chicago's Hot Mix 5 Radio DJ mix show and in many Chicago clubs.[citation needed] A year later, Transmat released what was to become one of techno and house music's classic anthems \u2013 the seminal track \"Strings of Life\". Transmat Records went on to have many more successful releases[citation needed] such as 1988's \"Wiggin\". As well, Derrick May had successful[citation needed] releases on Kool Kat Records and many remixes for a host of underground and mainstream recording artist.", "targets": "Mayday and Thomas Barnett released what hit in 1987?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be4d555c5fb4d368022d5d2d7933cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Derrick May a.k.a. \"MAYDAY\" and Thomas Barnett released \"Nude Photo\" in 1987 on May's label \"Transmat Records\", which helped kickstart the Detroit techno music scene and was put in heavy rotation on Chicago's Hot Mix 5 Radio DJ mix show and in many Chicago clubs.[citation needed] A year later, Transmat released what was to become one of techno and house music's classic anthems \u2013 the seminal track \"Strings of Life\". Transmat Records went on to have many more successful releases[citation needed] such as 1988's \"Wiggin\". As well, Derrick May had successful[citation needed] releases on Kool Kat Records and many remixes for a host of underground and mainstream recording artist.", "targets": "what was the name of Mayday's record label?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be4d555c5fb4d368022d5d2d7933cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Derrick May a.k.a. \"MAYDAY\" and Thomas Barnett released \"Nude Photo\" in 1987 on May's label \"Transmat Records\", which helped kickstart the Detroit techno music scene and was put in heavy rotation on Chicago's Hot Mix 5 Radio DJ mix show and in many Chicago clubs.[citation needed] A year later, Transmat released what was to become one of techno and house music's classic anthems \u2013 the seminal track \"Strings of Life\". Transmat Records went on to have many more successful releases[citation needed] such as 1988's \"Wiggin\". As well, Derrick May had successful[citation needed] releases on Kool Kat Records and many remixes for a host of underground and mainstream recording artist.", "targets": "What was the real name of the artist Mayday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be4d555c5fb4d368022d5d2d7933cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Derrick May a.k.a. \"MAYDAY\" and Thomas Barnett released \"Nude Photo\" in 1987 on May's label \"Transmat Records\", which helped kickstart the Detroit techno music scene and was put in heavy rotation on Chicago's Hot Mix 5 Radio DJ mix show and in many Chicago clubs.[citation needed] A year later, Transmat released what was to become one of techno and house music's classic anthems \u2013 the seminal track \"Strings of Life\". Transmat Records went on to have many more successful releases[citation needed] such as 1988's \"Wiggin\". As well, Derrick May had successful[citation needed] releases on Kool Kat Records and many remixes for a host of underground and mainstream recording artist.", "targets": "what year was the hit song \"wiggin\" released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be4d555c5fb4d368022d5d2d7933cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Derrick May a.k.a. \"MAYDAY\" and Thomas Barnett released \"Nude Photo\" in 1987 on May's label \"Transmat Records\", which helped kickstart the Detroit techno music scene and was put in heavy rotation on Chicago's Hot Mix 5 Radio DJ mix show and in many Chicago clubs.[citation needed] A year later, Transmat released what was to become one of techno and house music's classic anthems \u2013 the seminal track \"Strings of Life\". Transmat Records went on to have many more successful releases[citation needed] such as 1988's \"Wiggin\". As well, Derrick May had successful[citation needed] releases on Kool Kat Records and many remixes for a host of underground and mainstream recording artist.", "targets": "what label did Derrick May have successful releases on after his own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7be4e9142784ef19b3c1423235cb4ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has a major park in each quadrant of the city, going back to the first parks masterplan. Will Rogers Park, Lincoln Park, Trosper Park, and Woodson Park were once connected by the Grand Boulevard loop, some sections of which no longer exist. Martin Park Nature Center is a natural habitat in far northwest Oklahoma City. Will Rogers Park is home to the Lycan Conservatory, the Rose Garden, and Butterfly Garden, all built in the WPA era. Oklahoma City is home to the American Banjo Museum, which houses a large collection of highly decorated banjos from the early 20th century and exhibits on the history of the banjo and its place in American history. Concerts and lectures are also held there.", "targets": "What place hosts concerts and lectures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7be4e9142784ef19b3c1423235cb4ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has a major park in each quadrant of the city, going back to the first parks masterplan. Will Rogers Park, Lincoln Park, Trosper Park, and Woodson Park were once connected by the Grand Boulevard loop, some sections of which no longer exist. Martin Park Nature Center is a natural habitat in far northwest Oklahoma City. Will Rogers Park is home to the Lycan Conservatory, the Rose Garden, and Butterfly Garden, all built in the WPA era. Oklahoma City is home to the American Banjo Museum, which houses a large collection of highly decorated banjos from the early 20th century and exhibits on the history of the banjo and its place in American history. Concerts and lectures are also held there.", "targets": "Where is the Lycan Conservatory located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40c95198d0604fd3bcf4c77cde98c1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1762 brought two new countries into the war. Britain declared war against Spain on 4 January 1762; Spain reacted by issuing their own declaration of war against Britain on 18 January. Portugal followed by joining the war on Britain's side. Spain, aided by the French, launched an invasion of Portugal and succeeded in capturing Almeida. The arrival of British reinforcements stalled a further Spanish advance, and the Battle of Valencia de Alc\u00e1ntara saw British-Portuguese forces overrun a major Spanish supply base. The invaders were stopped on the heights in front of Abrantes (called the pass to Lisbon) where the Anglo-Portuguese were entrenched. Eventually the Anglo-Portuguese army, aided by guerrillas and practicing a scorched earth strategy, chased the greatly reduced Franco-Spanish army back to Spain, recovering almost all the lost towns, among them the Spanish headquarters in Castelo Branco full of wounded and sick that had been left behind.", "targets": "Identify a new country that joined the war in 1762?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40c95198d0604fd3bcf4c77cde98c1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1762 brought two new countries into the war. Britain declared war against Spain on 4 January 1762; Spain reacted by issuing their own declaration of war against Britain on 18 January. Portugal followed by joining the war on Britain's side. Spain, aided by the French, launched an invasion of Portugal and succeeded in capturing Almeida. The arrival of British reinforcements stalled a further Spanish advance, and the Battle of Valencia de Alc\u00e1ntara saw British-Portuguese forces overrun a major Spanish supply base. The invaders were stopped on the heights in front of Abrantes (called the pass to Lisbon) where the Anglo-Portuguese were entrenched. Eventually the Anglo-Portuguese army, aided by guerrillas and practicing a scorched earth strategy, chased the greatly reduced Franco-Spanish army back to Spain, recovering almost all the lost towns, among them the Spanish headquarters in Castelo Branco full of wounded and sick that had been left behind.", "targets": "Identify a second new country that joined the war in 1762?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40c95198d0604fd3bcf4c77cde98c1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1762 brought two new countries into the war. Britain declared war against Spain on 4 January 1762; Spain reacted by issuing their own declaration of war against Britain on 18 January. Portugal followed by joining the war on Britain's side. Spain, aided by the French, launched an invasion of Portugal and succeeded in capturing Almeida. The arrival of British reinforcements stalled a further Spanish advance, and the Battle of Valencia de Alc\u00e1ntara saw British-Portuguese forces overrun a major Spanish supply base. The invaders were stopped on the heights in front of Abrantes (called the pass to Lisbon) where the Anglo-Portuguese were entrenched. Eventually the Anglo-Portuguese army, aided by guerrillas and practicing a scorched earth strategy, chased the greatly reduced Franco-Spanish army back to Spain, recovering almost all the lost towns, among them the Spanish headquarters in Castelo Branco full of wounded and sick that had been left behind.", "targets": "What city was captured in the first Spain-Portugal conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40c95198d0604fd3bcf4c77cde98c1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1762 brought two new countries into the war. Britain declared war against Spain on 4 January 1762; Spain reacted by issuing their own declaration of war against Britain on 18 January. Portugal followed by joining the war on Britain's side. Spain, aided by the French, launched an invasion of Portugal and succeeded in capturing Almeida. The arrival of British reinforcements stalled a further Spanish advance, and the Battle of Valencia de Alc\u00e1ntara saw British-Portuguese forces overrun a major Spanish supply base. The invaders were stopped on the heights in front of Abrantes (called the pass to Lisbon) where the Anglo-Portuguese were entrenched. Eventually the Anglo-Portuguese army, aided by guerrillas and practicing a scorched earth strategy, chased the greatly reduced Franco-Spanish army back to Spain, recovering almost all the lost towns, among them the Spanish headquarters in Castelo Branco full of wounded and sick that had been left behind.", "targets": "Was Portugal on the side of France or Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40c95198d0604fd3bcf4c77cde98c1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1762 brought two new countries into the war. Britain declared war against Spain on 4 January 1762; Spain reacted by issuing their own declaration of war against Britain on 18 January. Portugal followed by joining the war on Britain's side. Spain, aided by the French, launched an invasion of Portugal and succeeded in capturing Almeida. The arrival of British reinforcements stalled a further Spanish advance, and the Battle of Valencia de Alc\u00e1ntara saw British-Portuguese forces overrun a major Spanish supply base. The invaders were stopped on the heights in front of Abrantes (called the pass to Lisbon) where the Anglo-Portuguese were entrenched. Eventually the Anglo-Portuguese army, aided by guerrillas and practicing a scorched earth strategy, chased the greatly reduced Franco-Spanish army back to Spain, recovering almost all the lost towns, among them the Spanish headquarters in Castelo Branco full of wounded and sick that had been left behind.", "targets": "Britain sent troops to aid Portugal.  What was the result?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-978dc44755054b7c9a88adbe25fd1496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, the writings of Albert Richardson were responsible for a re-awakening of interest in pure neoclassical design. Vincent Harris (compare Harris's colonnaded and domed interior of Manchester Central Reference Library to the colonnaded and domed interior by John Carr and R R Duke), Bradshaw Gass & Hope and Percy Thomas were among those who designed public buildings in the neoclassical style in the interwar period. In the British Raj in India, Sir Edwin Lutyens' monumental city planning for New Delhi marked the sunset of neoclassicism. In Scotland and the north of England, where the Gothic Revival was less strong, architects continued to develop the neoclassical style of William Henry Playfair. The works of Cuthbert Brodrick and Alexander Thomson show that by the end of the 19th century the results could be powerful and eccentric.", "targets": "What author's 20th century writing caused interest in pure neoclassical design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-978dc44755054b7c9a88adbe25fd1496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, the writings of Albert Richardson were responsible for a re-awakening of interest in pure neoclassical design. Vincent Harris (compare Harris's colonnaded and domed interior of Manchester Central Reference Library to the colonnaded and domed interior by John Carr and R R Duke), Bradshaw Gass & Hope and Percy Thomas were among those who designed public buildings in the neoclassical style in the interwar period. In the British Raj in India, Sir Edwin Lutyens' monumental city planning for New Delhi marked the sunset of neoclassicism. In Scotland and the north of England, where the Gothic Revival was less strong, architects continued to develop the neoclassical style of William Henry Playfair. The works of Cuthbert Brodrick and Alexander Thomson show that by the end of the 19th century the results could be powerful and eccentric.", "targets": "In what period did Percy Thomas design public building in neoclassical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-978dc44755054b7c9a88adbe25fd1496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, the writings of Albert Richardson were responsible for a re-awakening of interest in pure neoclassical design. Vincent Harris (compare Harris's colonnaded and domed interior of Manchester Central Reference Library to the colonnaded and domed interior by John Carr and R R Duke), Bradshaw Gass & Hope and Percy Thomas were among those who designed public buildings in the neoclassical style in the interwar period. In the British Raj in India, Sir Edwin Lutyens' monumental city planning for New Delhi marked the sunset of neoclassicism. In Scotland and the north of England, where the Gothic Revival was less strong, architects continued to develop the neoclassical style of William Henry Playfair. The works of Cuthbert Brodrick and Alexander Thomson show that by the end of the 19th century the results could be powerful and eccentric.", "targets": "Sir Edwin Lutyens' city planning in what city marked a shift in design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-978dc44755054b7c9a88adbe25fd1496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, the writings of Albert Richardson were responsible for a re-awakening of interest in pure neoclassical design. Vincent Harris (compare Harris's colonnaded and domed interior of Manchester Central Reference Library to the colonnaded and domed interior by John Carr and R R Duke), Bradshaw Gass & Hope and Percy Thomas were among those who designed public buildings in the neoclassical style in the interwar period. In the British Raj in India, Sir Edwin Lutyens' monumental city planning for New Delhi marked the sunset of neoclassicism. In Scotland and the north of England, where the Gothic Revival was less strong, architects continued to develop the neoclassical style of William Henry Playfair. The works of Cuthbert Brodrick and Alexander Thomson show that by the end of the 19th century the results could be powerful and eccentric.", "targets": "What new design was trending after neoclassical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-325b559749044d6a893f1834481132f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional English ale was made solely from fermented malt. The practice of adding hops to produce beer was introduced from the Netherlands in the early 15th century. Alehouses would each brew their own distinctive ale, but independent breweries began to appear in the late 17th century. By the end of the century almost all beer was brewed by commercial breweries.", "targets": "What was the one ingredient of traditional English ale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-325b559749044d6a893f1834481132f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional English ale was made solely from fermented malt. The practice of adding hops to produce beer was introduced from the Netherlands in the early 15th century. Alehouses would each brew their own distinctive ale, but independent breweries began to appear in the late 17th century. By the end of the century almost all beer was brewed by commercial breweries.", "targets": "What country pioneered the introduction of hops for beer production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-325b559749044d6a893f1834481132f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional English ale was made solely from fermented malt. The practice of adding hops to produce beer was introduced from the Netherlands in the early 15th century. Alehouses would each brew their own distinctive ale, but independent breweries began to appear in the late 17th century. By the end of the century almost all beer was brewed by commercial breweries.", "targets": "In what century was the process of using hops to produce beer introduced to England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-325b559749044d6a893f1834481132f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional English ale was made solely from fermented malt. The practice of adding hops to produce beer was introduced from the Netherlands in the early 15th century. Alehouses would each brew their own distinctive ale, but independent breweries began to appear in the late 17th century. By the end of the century almost all beer was brewed by commercial breweries.", "targets": "In what century did the first independent breweries appear in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-325b559749044d6a893f1834481132f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional English ale was made solely from fermented malt. The practice of adding hops to produce beer was introduced from the Netherlands in the early 15th century. Alehouses would each brew their own distinctive ale, but independent breweries began to appear in the late 17th century. By the end of the century almost all beer was brewed by commercial breweries.", "targets": "What businesses were the dominant brewers of beer in England by the close of the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e42380c344f078ddc0ef515832a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a genetic study was conducted on the mummified remains of baboons that were brought back as gifts from Punt by the ancient Egyptians. Led by a research team from the Egyptian Museum and the University of California, the scientists used oxygen isotope analysis to examine hairs from two baboon mummies that had been preserved in the British Museum. One of the baboons had distorted isotopic data, so the other's oxygen isotope values were compared to those of present-day baboon specimens from regions of interest. The researchers found that the mummies most closely matched modern baboon specimens in Eritrea and Ethiopia, which they suggested implied that Punt was likely a narrow region that included eastern Ethiopia and all of Eritrea.", "targets": "In 2010, what was conducted on mummified remains of baboons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e42380c344f078ddc0ef515832a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a genetic study was conducted on the mummified remains of baboons that were brought back as gifts from Punt by the ancient Egyptians. Led by a research team from the Egyptian Museum and the University of California, the scientists used oxygen isotope analysis to examine hairs from two baboon mummies that had been preserved in the British Museum. One of the baboons had distorted isotopic data, so the other's oxygen isotope values were compared to those of present-day baboon specimens from regions of interest. The researchers found that the mummies most closely matched modern baboon specimens in Eritrea and Ethiopia, which they suggested implied that Punt was likely a narrow region that included eastern Ethiopia and all of Eritrea.", "targets": "Who was determined to be the closest match for the baboon mummies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e42380c344f078ddc0ef515832a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a genetic study was conducted on the mummified remains of baboons that were brought back as gifts from Punt by the ancient Egyptians. Led by a research team from the Egyptian Museum and the University of California, the scientists used oxygen isotope analysis to examine hairs from two baboon mummies that had been preserved in the British Museum. One of the baboons had distorted isotopic data, so the other's oxygen isotope values were compared to those of present-day baboon specimens from regions of interest. The researchers found that the mummies most closely matched modern baboon specimens in Eritrea and Ethiopia, which they suggested implied that Punt was likely a narrow region that included eastern Ethiopia and all of Eritrea.", "targets": "What type of analysis did the scientists use to examine hairs from the 2 baboon mummies formerly preserved in the British Museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e42380c344f078ddc0ef515832a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a genetic study was conducted on the mummified remains of baboons that were brought back as gifts from Punt by the ancient Egyptians. Led by a research team from the Egyptian Museum and the University of California, the scientists used oxygen isotope analysis to examine hairs from two baboon mummies that had been preserved in the British Museum. One of the baboons had distorted isotopic data, so the other's oxygen isotope values were compared to those of present-day baboon specimens from regions of interest. The researchers found that the mummies most closely matched modern baboon specimens in Eritrea and Ethiopia, which they suggested implied that Punt was likely a narrow region that included eastern Ethiopia and all of Eritrea.", "targets": "Where did the 2 baboons' mummified remains originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff0e42380c344f078ddc0ef515832a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a genetic study was conducted on the mummified remains of baboons that were brought back as gifts from Punt by the ancient Egyptians. Led by a research team from the Egyptian Museum and the University of California, the scientists used oxygen isotope analysis to examine hairs from two baboon mummies that had been preserved in the British Museum. One of the baboons had distorted isotopic data, so the other's oxygen isotope values were compared to those of present-day baboon specimens from regions of interest. The researchers found that the mummies most closely matched modern baboon specimens in Eritrea and Ethiopia, which they suggested implied that Punt was likely a narrow region that included eastern Ethiopia and all of Eritrea.", "targets": "Where did researchers suggest that Punt was located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "When did the Premier League hold its first season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "Originally, how many clubs did the Premier League have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "Who scored the first ever goal for the Premier League"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "Which blubs were relegated from the old first division at the end of the 1991-1992 season and didn't take part in the first Premier League season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "In which years were the first season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "How many clubs originally made up the league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "Who scored the first goal in the Premier League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "For which team was the first goal scored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d274d1fd3b074290936da541b1798516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league held its first season in 1992\u201393 and was originally composed of 22 clubs. The first ever Premier League goal was scored by Brian Deane of Sheffield United in a 2\u20131 win against Manchester United. The 22 inaugural members of the new Premier League were Arsenal, Aston Villa, Blackburn Rovers, Chelsea, Coventry City, Crystal Palace, Everton, Ipswich Town, Leeds United, Liverpool, Manchester City, Manchester United, Middlesbrough, Norwich City, Nottingham Forest, Oldham Athletic, Queens Park Rangers, Sheffield United, Sheffield Wednesday, Southampton, Tottenham Hotspur, and Wimbledon. Luton Town, Notts County and West Ham United were the three teams relegated from the old first division at the end of the 1991\u201392 season, and did not take part in the inaugural Premier League season.", "targets": "Against which team was the first goal scored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90aba7020b484ebbaaa476a19ed55eb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Euro1080, a division of the former and now bankrupt Belgian TV services company Alfacam, broadcast HDTV channels to break the pan-European stalemate of \"no HD broadcasts mean no HD TVs bought means no HD broadcasts ...\" and kick-start HDTV interest in Europe. The HD1 channel was initially free-to-air and mainly comprised sporting, dramatic, musical and other cultural events broadcast with a multi-lingual soundtrack on a rolling schedule of 4 or 5 hours per day.", "targets": "Euro1080 was a division of what former company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90aba7020b484ebbaaa476a19ed55eb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Euro1080, a division of the former and now bankrupt Belgian TV services company Alfacam, broadcast HDTV channels to break the pan-European stalemate of \"no HD broadcasts mean no HD TVs bought means no HD broadcasts ...\" and kick-start HDTV interest in Europe. The HD1 channel was initially free-to-air and mainly comprised sporting, dramatic, musical and other cultural events broadcast with a multi-lingual soundtrack on a rolling schedule of 4 or 5 hours per day.", "targets": "What \"chicken or the egg\" stalemate prompted Euro1080 to broadcast HDTV channels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90aba7020b484ebbaaa476a19ed55eb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Euro1080, a division of the former and now bankrupt Belgian TV services company Alfacam, broadcast HDTV channels to break the pan-European stalemate of \"no HD broadcasts mean no HD TVs bought means no HD broadcasts ...\" and kick-start HDTV interest in Europe. The HD1 channel was initially free-to-air and mainly comprised sporting, dramatic, musical and other cultural events broadcast with a multi-lingual soundtrack on a rolling schedule of 4 or 5 hours per day.", "targets": "What was Euro1080 hoping to kick-start by broadcasting HDTV channels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90aba7020b484ebbaaa476a19ed55eb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Euro1080, a division of the former and now bankrupt Belgian TV services company Alfacam, broadcast HDTV channels to break the pan-European stalemate of \"no HD broadcasts mean no HD TVs bought means no HD broadcasts ...\" and kick-start HDTV interest in Europe. The HD1 channel was initially free-to-air and mainly comprised sporting, dramatic, musical and other cultural events broadcast with a multi-lingual soundtrack on a rolling schedule of 4 or 5 hours per day.", "targets": "How much did viewers have to pay for the HD1 channel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90aba7020b484ebbaaa476a19ed55eb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Euro1080, a division of the former and now bankrupt Belgian TV services company Alfacam, broadcast HDTV channels to break the pan-European stalemate of \"no HD broadcasts mean no HD TVs bought means no HD broadcasts ...\" and kick-start HDTV interest in Europe. The HD1 channel was initially free-to-air and mainly comprised sporting, dramatic, musical and other cultural events broadcast with a multi-lingual soundtrack on a rolling schedule of 4 or 5 hours per day.", "targets": "What was on HD1 for 4 or 5 hours per day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dc01fd16994500938065001d876e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish explorers traveling inland in the 16th century met Mississippian culture people at Joara, a regional chiefdom near present-day Morganton. Records of Hernando de Soto attested to his meeting with them in 1540. In 1567 Captain Juan Pardo led an expedition to claim the area for the Spanish colony and to establish another route to protect silver mines in Mexico. Pardo made a winter base at Joara, which he renamed Cuenca. His expedition built Fort San Juan and left a contingent of 30 men there, while Pardo traveled further, and built and garrisoned five other forts. He returned by a different route to Santa Elena on Parris Island, South Carolina, then a center of Spanish Florida. In the spring of 1568, natives killed all but one of the soldiers and burned the six forts in the interior, including the one at Fort San Juan. Although the Spanish never returned to the interior, this effort marked the first European attempt at colonization of the interior of what became the United States. A 16th-century journal by Pardo's scribe Bandera and archaeological findings since 1986 at Joara have confirmed the settlement.", "targets": "In the 16th century, where did Spanish explorers meet Mississipian cultureal people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dc01fd16994500938065001d876e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish explorers traveling inland in the 16th century met Mississippian culture people at Joara, a regional chiefdom near present-day Morganton. Records of Hernando de Soto attested to his meeting with them in 1540. In 1567 Captain Juan Pardo led an expedition to claim the area for the Spanish colony and to establish another route to protect silver mines in Mexico. Pardo made a winter base at Joara, which he renamed Cuenca. His expedition built Fort San Juan and left a contingent of 30 men there, while Pardo traveled further, and built and garrisoned five other forts. He returned by a different route to Santa Elena on Parris Island, South Carolina, then a center of Spanish Florida. In the spring of 1568, natives killed all but one of the soldiers and burned the six forts in the interior, including the one at Fort San Juan. Although the Spanish never returned to the interior, this effort marked the first European attempt at colonization of the interior of what became the United States. A 16th-century journal by Pardo's scribe Bandera and archaeological findings since 1986 at Joara have confirmed the settlement.", "targets": "What is Joara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dc01fd16994500938065001d876e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish explorers traveling inland in the 16th century met Mississippian culture people at Joara, a regional chiefdom near present-day Morganton. Records of Hernando de Soto attested to his meeting with them in 1540. In 1567 Captain Juan Pardo led an expedition to claim the area for the Spanish colony and to establish another route to protect silver mines in Mexico. Pardo made a winter base at Joara, which he renamed Cuenca. His expedition built Fort San Juan and left a contingent of 30 men there, while Pardo traveled further, and built and garrisoned five other forts. He returned by a different route to Santa Elena on Parris Island, South Carolina, then a center of Spanish Florida. In the spring of 1568, natives killed all but one of the soldiers and burned the six forts in the interior, including the one at Fort San Juan. Although the Spanish never returned to the interior, this effort marked the first European attempt at colonization of the interior of what became the United States. A 16th-century journal by Pardo's scribe Bandera and archaeological findings since 1986 at Joara have confirmed the settlement.", "targets": "Where would present day Joara be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dc01fd16994500938065001d876e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish explorers traveling inland in the 16th century met Mississippian culture people at Joara, a regional chiefdom near present-day Morganton. Records of Hernando de Soto attested to his meeting with them in 1540. In 1567 Captain Juan Pardo led an expedition to claim the area for the Spanish colony and to establish another route to protect silver mines in Mexico. Pardo made a winter base at Joara, which he renamed Cuenca. His expedition built Fort San Juan and left a contingent of 30 men there, while Pardo traveled further, and built and garrisoned five other forts. He returned by a different route to Santa Elena on Parris Island, South Carolina, then a center of Spanish Florida. In the spring of 1568, natives killed all but one of the soldiers and burned the six forts in the interior, including the one at Fort San Juan. Although the Spanish never returned to the interior, this effort marked the first European attempt at colonization of the interior of what became the United States. A 16th-century journal by Pardo's scribe Bandera and archaeological findings since 1986 at Joara have confirmed the settlement.", "targets": "What was the name of the Spanish man that met the people in Joara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dc01fd16994500938065001d876e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish explorers traveling inland in the 16th century met Mississippian culture people at Joara, a regional chiefdom near present-day Morganton. Records of Hernando de Soto attested to his meeting with them in 1540. In 1567 Captain Juan Pardo led an expedition to claim the area for the Spanish colony and to establish another route to protect silver mines in Mexico. Pardo made a winter base at Joara, which he renamed Cuenca. His expedition built Fort San Juan and left a contingent of 30 men there, while Pardo traveled further, and built and garrisoned five other forts. He returned by a different route to Santa Elena on Parris Island, South Carolina, then a center of Spanish Florida. In the spring of 1568, natives killed all but one of the soldiers and burned the six forts in the interior, including the one at Fort San Juan. Although the Spanish never returned to the interior, this effort marked the first European attempt at colonization of the interior of what became the United States. A 16th-century journal by Pardo's scribe Bandera and archaeological findings since 1986 at Joara have confirmed the settlement.", "targets": "What year did hernando de Soto arrive in Joara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe66098d19e4e11b341d9914776eeb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Andorra, Catalan has always been the sole official language. Since the promulgation of the 1993 constitution, several Andorranization policies have been enforced, like Catalan medium education.", "targets": "Where has Catalan always been the only language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe66098d19e4e11b341d9914776eeb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Andorra, Catalan has always been the sole official language. Since the promulgation of the 1993 constitution, several Andorranization policies have been enforced, like Catalan medium education.", "targets": "When was the Andorran constitution produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe66098d19e4e11b341d9914776eeb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Andorra, Catalan has always been the sole official language. Since the promulgation of the 1993 constitution, several Andorranization policies have been enforced, like Catalan medium education.", "targets": "What policies are the Andorrans enforcing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe66098d19e4e11b341d9914776eeb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Andorra, Catalan has always been the sole official language. Since the promulgation of the 1993 constitution, several Andorranization policies have been enforced, like Catalan medium education.", "targets": "What is an Andorran school policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe66098d19e4e11b341d9914776eeb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Andorra, Catalan has always been the sole official language. Since the promulgation of the 1993 constitution, several Andorranization policies have been enforced, like Catalan medium education.", "targets": "What is the only language of Andorra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa3091bbbc449328072657bb3efe070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran consists of the Iranian Plateau with the exception of the coasts of the Caspian Sea and Khuzestan Province. It is one of the world's most mountainous countries, its landscape dominated by rugged mountain ranges that separate various basins or plateaux from one another. The populous western part is the most mountainous, with ranges such as the Caucasus, Zagros and Alborz Mountains; the last contains Iran's highest point, Mount Damavand at 5,610 m (18,406 ft), which is also the highest mountain on the Eurasian landmass west of the Hindu Kush.", "targets": "Iran's landscape is dominated by what geographical feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa3091bbbc449328072657bb3efe070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran consists of the Iranian Plateau with the exception of the coasts of the Caspian Sea and Khuzestan Province. It is one of the world's most mountainous countries, its landscape dominated by rugged mountain ranges that separate various basins or plateaux from one another. The populous western part is the most mountainous, with ranges such as the Caucasus, Zagros and Alborz Mountains; the last contains Iran's highest point, Mount Damavand at 5,610 m (18,406 ft), which is also the highest mountain on the Eurasian landmass west of the Hindu Kush.", "targets": "What is Iran's highest mountain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa3091bbbc449328072657bb3efe070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran consists of the Iranian Plateau with the exception of the coasts of the Caspian Sea and Khuzestan Province. It is one of the world's most mountainous countries, its landscape dominated by rugged mountain ranges that separate various basins or plateaux from one another. The populous western part is the most mountainous, with ranges such as the Caucasus, Zagros and Alborz Mountains; the last contains Iran's highest point, Mount Damavand at 5,610 m (18,406 ft), which is also the highest mountain on the Eurasian landmass west of the Hindu Kush.", "targets": "How tall is Mount Damavand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa3091bbbc449328072657bb3efe070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran consists of the Iranian Plateau with the exception of the coasts of the Caspian Sea and Khuzestan Province. It is one of the world's most mountainous countries, its landscape dominated by rugged mountain ranges that separate various basins or plateaux from one another. The populous western part is the most mountainous, with ranges such as the Caucasus, Zagros and Alborz Mountains; the last contains Iran's highest point, Mount Damavand at 5,610 m (18,406 ft), which is also the highest mountain on the Eurasian landmass west of the Hindu Kush.", "targets": "Mount Damavand is located in what range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a0bd5dcdc9e48c1b1928b12bb22c49d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the lignocellulose, wood consists of a variety of low molecular weight organic compounds, called extractives. The wood extractives are fatty acids, resin acids, waxes and terpenes. For example, rosin is exuded by conifers as protection from insects. The extraction of these organic materials from wood provides tall oil, turpentine, and rosin.", "targets": "What's the name for the low molecular weight organic compounds in wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a0bd5dcdc9e48c1b1928b12bb22c49d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the lignocellulose, wood consists of a variety of low molecular weight organic compounds, called extractives. The wood extractives are fatty acids, resin acids, waxes and terpenes. For example, rosin is exuded by conifers as protection from insects. The extraction of these organic materials from wood provides tall oil, turpentine, and rosin.", "targets": "Along with fatty acids, what kind of acids are in the extractives in wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a0bd5dcdc9e48c1b1928b12bb22c49d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the lignocellulose, wood consists of a variety of low molecular weight organic compounds, called extractives. The wood extractives are fatty acids, resin acids, waxes and terpenes. For example, rosin is exuded by conifers as protection from insects. The extraction of these organic materials from wood provides tall oil, turpentine, and rosin.", "targets": "Wood extractives include resin and fatty acids, terpenes, and what other component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a0bd5dcdc9e48c1b1928b12bb22c49d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the lignocellulose, wood consists of a variety of low molecular weight organic compounds, called extractives. The wood extractives are fatty acids, resin acids, waxes and terpenes. For example, rosin is exuded by conifers as protection from insects. The extraction of these organic materials from wood provides tall oil, turpentine, and rosin.", "targets": "What do conifers use rosin to protect themselves from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a0bd5dcdc9e48c1b1928b12bb22c49d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the lignocellulose, wood consists of a variety of low molecular weight organic compounds, called extractives. The wood extractives are fatty acids, resin acids, waxes and terpenes. For example, rosin is exuded by conifers as protection from insects. The extraction of these organic materials from wood provides tall oil, turpentine, and rosin.", "targets": "Along with tall oil and rosin, what commercial product do we get from wood's extractives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832001ff4efa4e9ba339be722b7135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, civil war flared again when the Second Triumvirate of Octavian, Lepidus and Mark Antony failed. The ambitious Octavian built a power base of patronage and then launched a campaign against Mark Antony. At the naval Battle of Actium off the coast of Greece, Octavian decisively defeated Antony and Cleopatra. Octavian was granted a series of special powers including sole \"imperium\" within the city of Rome, permanent consular powers and credit for every Roman military victory, since all future generals were assumed to be acting under his command. In 27 BC Octavian was granted the use of the names \"Augustus\" and \"Princeps\", indicating his primary status above all other Romans, and he adopted the title \"Imperator Caesar\" making him the first Roman Emperor.", "targets": "What failure caused the the flares of civil war to spark up again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832001ff4efa4e9ba339be722b7135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, civil war flared again when the Second Triumvirate of Octavian, Lepidus and Mark Antony failed. The ambitious Octavian built a power base of patronage and then launched a campaign against Mark Antony. At the naval Battle of Actium off the coast of Greece, Octavian decisively defeated Antony and Cleopatra. Octavian was granted a series of special powers including sole \"imperium\" within the city of Rome, permanent consular powers and credit for every Roman military victory, since all future generals were assumed to be acting under his command. In 27 BC Octavian was granted the use of the names \"Augustus\" and \"Princeps\", indicating his primary status above all other Romans, and he adopted the title \"Imperator Caesar\" making him the first Roman Emperor.", "targets": "In what year was Octavian first allowed to use the names Augustus and Princeps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832001ff4efa4e9ba339be722b7135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, civil war flared again when the Second Triumvirate of Octavian, Lepidus and Mark Antony failed. The ambitious Octavian built a power base of patronage and then launched a campaign against Mark Antony. At the naval Battle of Actium off the coast of Greece, Octavian decisively defeated Antony and Cleopatra. Octavian was granted a series of special powers including sole \"imperium\" within the city of Rome, permanent consular powers and credit for every Roman military victory, since all future generals were assumed to be acting under his command. In 27 BC Octavian was granted the use of the names \"Augustus\" and \"Princeps\", indicating his primary status above all other Romans, and he adopted the title \"Imperator Caesar\" making him the first Roman Emperor.", "targets": "Who defeated Cleopatra and Mark Antony at the Battle of Actium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832001ff4efa4e9ba339be722b7135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, civil war flared again when the Second Triumvirate of Octavian, Lepidus and Mark Antony failed. The ambitious Octavian built a power base of patronage and then launched a campaign against Mark Antony. At the naval Battle of Actium off the coast of Greece, Octavian decisively defeated Antony and Cleopatra. Octavian was granted a series of special powers including sole \"imperium\" within the city of Rome, permanent consular powers and credit for every Roman military victory, since all future generals were assumed to be acting under his command. In 27 BC Octavian was granted the use of the names \"Augustus\" and \"Princeps\", indicating his primary status above all other Romans, and he adopted the title \"Imperator Caesar\" making him the first Roman Emperor.", "targets": "Which individual was granted permanent consular powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832001ff4efa4e9ba339be722b7135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, civil war flared again when the Second Triumvirate of Octavian, Lepidus and Mark Antony failed. The ambitious Octavian built a power base of patronage and then launched a campaign against Mark Antony. At the naval Battle of Actium off the coast of Greece, Octavian decisively defeated Antony and Cleopatra. Octavian was granted a series of special powers including sole \"imperium\" within the city of Rome, permanent consular powers and credit for every Roman military victory, since all future generals were assumed to be acting under his command. In 27 BC Octavian was granted the use of the names \"Augustus\" and \"Princeps\", indicating his primary status above all other Romans, and he adopted the title \"Imperator Caesar\" making him the first Roman Emperor.", "targets": "Who has been designated as the first Emperor of Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ce7cd90e8e453fb412c3e5a9ab0ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American comics developed out of such magazines as Puck, Judge, and Life. The success of illustrated humour supplements in the New York World and later the New York American, particularly Outcault's The Yellow Kid, led to the development of newspaper comic strips. Early Sunday strips were full-page and often in colour. Between 1896 and 1901 cartoonists experimented with sequentiality, movement, and speech balloons.", "targets": "Which outlet did comic supplements find success in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ce7cd90e8e453fb412c3e5a9ab0ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American comics developed out of such magazines as Puck, Judge, and Life. The success of illustrated humour supplements in the New York World and later the New York American, particularly Outcault's The Yellow Kid, led to the development of newspaper comic strips. Early Sunday strips were full-page and often in colour. Between 1896 and 1901 cartoonists experimented with sequentiality, movement, and speech balloons.", "targets": "Which strip had a good deal of success as a comic strip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097e14c12a41078f431817bfb94ae2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island has two local newspapers, both of which are available on the Internet. The St Helena Independent has been published since November 2005. The Sentinel newspaper was introduced in 2012.", "targets": "How many local newspapers does the island have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097e14c12a41078f431817bfb94ae2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island has two local newspapers, both of which are available on the Internet. The St Helena Independent has been published since November 2005. The Sentinel newspaper was introduced in 2012.", "targets": "Where are both newspapers available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097e14c12a41078f431817bfb94ae2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island has two local newspapers, both of which are available on the Internet. The St Helena Independent has been published since November 2005. The Sentinel newspaper was introduced in 2012.", "targets": "Since when has the St Helena Independent been published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097e14c12a41078f431817bfb94ae2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island has two local newspapers, both of which are available on the Internet. The St Helena Independent has been published since November 2005. The Sentinel newspaper was introduced in 2012.", "targets": "When was the Sentinel Newspaper introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518c6bd4d15a42f8a0b7ed7fb140211c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of modernisation efforts over the years, Egypt's healthcare system has made great strides forward. Access to healthcare in both urban and rural areas greatly improved and immunisation programs are now able to cover 98% of the population. Life expectancy increased from 44.8 years during the 1960s to 72.12 years in 2009. There was a noticeable decline of the infant mortality rate (during the 1970s to the 1980s the infant mortality rate was 101-132/1000 live births, in 2000 the rate was 50-60/1000, and in 2008 it was 28-30/1000).", "targets": "What trend has Egypt healthcare made recently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518c6bd4d15a42f8a0b7ed7fb140211c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of modernisation efforts over the years, Egypt's healthcare system has made great strides forward. Access to healthcare in both urban and rural areas greatly improved and immunisation programs are now able to cover 98% of the population. Life expectancy increased from 44.8 years during the 1960s to 72.12 years in 2009. There was a noticeable decline of the infant mortality rate (during the 1970s to the 1980s the infant mortality rate was 101-132/1000 live births, in 2000 the rate was 50-60/1000, and in 2008 it was 28-30/1000).", "targets": "How much of ppopulation can be covered by immunization programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518c6bd4d15a42f8a0b7ed7fb140211c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of modernisation efforts over the years, Egypt's healthcare system has made great strides forward. Access to healthcare in both urban and rural areas greatly improved and immunisation programs are now able to cover 98% of the population. Life expectancy increased from 44.8 years during the 1960s to 72.12 years in 2009. There was a noticeable decline of the infant mortality rate (during the 1970s to the 1980s the infant mortality rate was 101-132/1000 live births, in 2000 the rate was 50-60/1000, and in 2008 it was 28-30/1000).", "targets": "What was life expectancy in 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518c6bd4d15a42f8a0b7ed7fb140211c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of modernisation efforts over the years, Egypt's healthcare system has made great strides forward. Access to healthcare in both urban and rural areas greatly improved and immunisation programs are now able to cover 98% of the population. Life expectancy increased from 44.8 years during the 1960s to 72.12 years in 2009. There was a noticeable decline of the infant mortality rate (during the 1970s to the 1980s the infant mortality rate was 101-132/1000 live births, in 2000 the rate was 50-60/1000, and in 2008 it was 28-30/1000).", "targets": "What was the life expectancy in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518c6bd4d15a42f8a0b7ed7fb140211c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of modernisation efforts over the years, Egypt's healthcare system has made great strides forward. Access to healthcare in both urban and rural areas greatly improved and immunisation programs are now able to cover 98% of the population. Life expectancy increased from 44.8 years during the 1960s to 72.12 years in 2009. There was a noticeable decline of the infant mortality rate (during the 1970s to the 1980s the infant mortality rate was 101-132/1000 live births, in 2000 the rate was 50-60/1000, and in 2008 it was 28-30/1000).", "targets": "What direction has infant mortality rate taken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797d7b9d1add477caf6840599f2d9d95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poultry is the second most widely eaten type of meat in the world, accounting for about 30% of total meat production worldwide compared to pork at 38%. Sixteen billion birds are raised annually for consumption, more than half of these in industrialised, factory-like production units. Global broiler meat production rose to 84.6 million tonnes in 2013. The largest producers were the United States (20%), China (16.6%), Brazil (15.1%) and the European Union (11.3%). There are two distinct models of production; the European Union supply chain model seeks to supply products which can be traced back to the farm of origin. This model faces the increasing costs of implementing additional food safety requirements, welfare issues and environmental regulations. In contrast, the United States model turns the product into a commodity.", "targets": "Jo w common is the consumtion of poultry in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797d7b9d1add477caf6840599f2d9d95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poultry is the second most widely eaten type of meat in the world, accounting for about 30% of total meat production worldwide compared to pork at 38%. Sixteen billion birds are raised annually for consumption, more than half of these in industrialised, factory-like production units. Global broiler meat production rose to 84.6 million tonnes in 2013. The largest producers were the United States (20%), China (16.6%), Brazil (15.1%) and the European Union (11.3%). There are two distinct models of production; the European Union supply chain model seeks to supply products which can be traced back to the farm of origin. This model faces the increasing costs of implementing additional food safety requirements, welfare issues and environmental regulations. In contrast, the United States model turns the product into a commodity.", "targets": "How many animals of the poultry variety are raised for consumtion each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797d7b9d1add477caf6840599f2d9d95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poultry is the second most widely eaten type of meat in the world, accounting for about 30% of total meat production worldwide compared to pork at 38%. Sixteen billion birds are raised annually for consumption, more than half of these in industrialised, factory-like production units. Global broiler meat production rose to 84.6 million tonnes in 2013. The largest producers were the United States (20%), China (16.6%), Brazil (15.1%) and the European Union (11.3%). There are two distinct models of production; the European Union supply chain model seeks to supply products which can be traced back to the farm of origin. This model faces the increasing costs of implementing additional food safety requirements, welfare issues and environmental regulations. In contrast, the United States model turns the product into a commodity.", "targets": "What type of enviornment is poultry most commonly raised in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797d7b9d1add477caf6840599f2d9d95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poultry is the second most widely eaten type of meat in the world, accounting for about 30% of total meat production worldwide compared to pork at 38%. Sixteen billion birds are raised annually for consumption, more than half of these in industrialised, factory-like production units. Global broiler meat production rose to 84.6 million tonnes in 2013. The largest producers were the United States (20%), China (16.6%), Brazil (15.1%) and the European Union (11.3%). There are two distinct models of production; the European Union supply chain model seeks to supply products which can be traced back to the farm of origin. This model faces the increasing costs of implementing additional food safety requirements, welfare issues and environmental regulations. In contrast, the United States model turns the product into a commodity.", "targets": "How many industry models are followed for the production process of poultry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797d7b9d1add477caf6840599f2d9d95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poultry is the second most widely eaten type of meat in the world, accounting for about 30% of total meat production worldwide compared to pork at 38%. Sixteen billion birds are raised annually for consumption, more than half of these in industrialised, factory-like production units. Global broiler meat production rose to 84.6 million tonnes in 2013. The largest producers were the United States (20%), China (16.6%), Brazil (15.1%) and the European Union (11.3%). There are two distinct models of production; the European Union supply chain model seeks to supply products which can be traced back to the farm of origin. This model faces the increasing costs of implementing additional food safety requirements, welfare issues and environmental regulations. In contrast, the United States model turns the product into a commodity.", "targets": "What is the Europeon model of the poultry business ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6d00fa58f3474daec5b445c16c436d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many societies, beer is the most popular alcoholic drink. Various social traditions and activities are associated with beer drinking, such as playing cards, darts, or other pub games; attending beer festivals; engaging in zythology (the study of beer); visiting a series of pubs in one evening; visiting breweries; beer-oriented tourism; or rating beer. Drinking games, such as beer pong, are also popular. A relatively new profession is that of the beer sommelier, who informs restaurant patrons about beers and food pairings.", "targets": "What is the term used for the study of beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6d00fa58f3474daec5b445c16c436d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many societies, beer is the most popular alcoholic drink. Various social traditions and activities are associated with beer drinking, such as playing cards, darts, or other pub games; attending beer festivals; engaging in zythology (the study of beer); visiting a series of pubs in one evening; visiting breweries; beer-oriented tourism; or rating beer. Drinking games, such as beer pong, are also popular. A relatively new profession is that of the beer sommelier, who informs restaurant patrons about beers and food pairings.", "targets": "What is a professional called at a restaurant who advises customers about beer and food pairs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6d00fa58f3474daec5b445c16c436d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many societies, beer is the most popular alcoholic drink. Various social traditions and activities are associated with beer drinking, such as playing cards, darts, or other pub games; attending beer festivals; engaging in zythology (the study of beer); visiting a series of pubs in one evening; visiting breweries; beer-oriented tourism; or rating beer. Drinking games, such as beer pong, are also popular. A relatively new profession is that of the beer sommelier, who informs restaurant patrons about beers and food pairings.", "targets": "What is a popular drinking game where beer is often considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6d00fa58f3474daec5b445c16c436d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many societies, beer is the most popular alcoholic drink. Various social traditions and activities are associated with beer drinking, such as playing cards, darts, or other pub games; attending beer festivals; engaging in zythology (the study of beer); visiting a series of pubs in one evening; visiting breweries; beer-oriented tourism; or rating beer. Drinking games, such as beer pong, are also popular. A relatively new profession is that of the beer sommelier, who informs restaurant patrons about beers and food pairings.", "targets": "What is the most popular alcoholic drink in most societies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26feb0900e14bab82b953fd3019893a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adaptations of the instrument have been done to cater to the special needs of Indian Carnatic music. In Indian classical music and Indian light music, the mandolin, which bears little resemblance to the European mandolin, is usually tuned E-B-E-B. As there is no concept of absolute pitch in Indian classical music, any convenient tuning maintaining these relative pitch intervals between the strings can be used. Another prevalent tuning with these intervals is C-G-C-G, which corresponds to Sa-Pa-Sa-Pa in the Indian carnatic classical music style. This tuning corresponds to the way violins are tuned for carnatic classical music. This type of mandolin is also used in Bhangra, dance music popular in Punjabi culture.", "targets": "Many adaptations of the instruments were done to cater to what type of music? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26feb0900e14bab82b953fd3019893a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adaptations of the instrument have been done to cater to the special needs of Indian Carnatic music. In Indian classical music and Indian light music, the mandolin, which bears little resemblance to the European mandolin, is usually tuned E-B-E-B. As there is no concept of absolute pitch in Indian classical music, any convenient tuning maintaining these relative pitch intervals between the strings can be used. Another prevalent tuning with these intervals is C-G-C-G, which corresponds to Sa-Pa-Sa-Pa in the Indian carnatic classical music style. This tuning corresponds to the way violins are tuned for carnatic classical music. This type of mandolin is also used in Bhangra, dance music popular in Punjabi culture.", "targets": "What is the mandolin usually tuned to for Indian music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26feb0900e14bab82b953fd3019893a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adaptations of the instrument have been done to cater to the special needs of Indian Carnatic music. In Indian classical music and Indian light music, the mandolin, which bears little resemblance to the European mandolin, is usually tuned E-B-E-B. As there is no concept of absolute pitch in Indian classical music, any convenient tuning maintaining these relative pitch intervals between the strings can be used. Another prevalent tuning with these intervals is C-G-C-G, which corresponds to Sa-Pa-Sa-Pa in the Indian carnatic classical music style. This tuning corresponds to the way violins are tuned for carnatic classical music. This type of mandolin is also used in Bhangra, dance music popular in Punjabi culture.", "targets": "There is no concept of what in Indian music? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26feb0900e14bab82b953fd3019893a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adaptations of the instrument have been done to cater to the special needs of Indian Carnatic music. In Indian classical music and Indian light music, the mandolin, which bears little resemblance to the European mandolin, is usually tuned E-B-E-B. As there is no concept of absolute pitch in Indian classical music, any convenient tuning maintaining these relative pitch intervals between the strings can be used. Another prevalent tuning with these intervals is C-G-C-G, which corresponds to Sa-Pa-Sa-Pa in the Indian carnatic classical music style. This tuning corresponds to the way violins are tuned for carnatic classical music. This type of mandolin is also used in Bhangra, dance music popular in Punjabi culture.", "targets": "What is another popular madonlin tuning? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26feb0900e14bab82b953fd3019893a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adaptations of the instrument have been done to cater to the special needs of Indian Carnatic music. In Indian classical music and Indian light music, the mandolin, which bears little resemblance to the European mandolin, is usually tuned E-B-E-B. As there is no concept of absolute pitch in Indian classical music, any convenient tuning maintaining these relative pitch intervals between the strings can be used. Another prevalent tuning with these intervals is C-G-C-G, which corresponds to Sa-Pa-Sa-Pa in the Indian carnatic classical music style. This tuning corresponds to the way violins are tuned for carnatic classical music. This type of mandolin is also used in Bhangra, dance music popular in Punjabi culture.", "targets": "These mandolin are used in a popular dance music called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbcdffc4b654599bffafc474b23aba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aspirin is an appropriate immediate treatment for a suspected MI. Nitroglycerin or opioids may be used to help with chest pain; however, they do not improve overall outcomes. Supplemental oxygen should be used in those with low oxygen levels or shortness of breath. In ST elevation MIs treatments which attempt to restore blood flow to the heart are typically recommended and include angioplasty, where the arteries are pushed open, or thrombolysis, where the blockage is removed using medications. People who have a non-ST elevation myocardial infarction (NSTEMI) are often managed with the blood thinner heparin, with the additional use angioplasty in those at high risk. In people with blockages of multiple coronary arteries and diabetes, bypass surgery (CABG) may be recommended rather than angioplasty. After an MI, lifestyle modifications, along with long term treatment with aspirin, beta blockers, and statins, are typically recommended.", "targets": "What can be used for immediate treatment for MI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbcdffc4b654599bffafc474b23aba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aspirin is an appropriate immediate treatment for a suspected MI. Nitroglycerin or opioids may be used to help with chest pain; however, they do not improve overall outcomes. Supplemental oxygen should be used in those with low oxygen levels or shortness of breath. In ST elevation MIs treatments which attempt to restore blood flow to the heart are typically recommended and include angioplasty, where the arteries are pushed open, or thrombolysis, where the blockage is removed using medications. People who have a non-ST elevation myocardial infarction (NSTEMI) are often managed with the blood thinner heparin, with the additional use angioplasty in those at high risk. In people with blockages of multiple coronary arteries and diabetes, bypass surgery (CABG) may be recommended rather than angioplasty. After an MI, lifestyle modifications, along with long term treatment with aspirin, beta blockers, and statins, are typically recommended.", "targets": "Nitroglycerin can be used to help what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbcdffc4b654599bffafc474b23aba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aspirin is an appropriate immediate treatment for a suspected MI. Nitroglycerin or opioids may be used to help with chest pain; however, they do not improve overall outcomes. Supplemental oxygen should be used in those with low oxygen levels or shortness of breath. In ST elevation MIs treatments which attempt to restore blood flow to the heart are typically recommended and include angioplasty, where the arteries are pushed open, or thrombolysis, where the blockage is removed using medications. People who have a non-ST elevation myocardial infarction (NSTEMI) are often managed with the blood thinner heparin, with the additional use angioplasty in those at high risk. In people with blockages of multiple coronary arteries and diabetes, bypass surgery (CABG) may be recommended rather than angioplasty. After an MI, lifestyle modifications, along with long term treatment with aspirin, beta blockers, and statins, are typically recommended.", "targets": "WHat does NSTEMI stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbcdffc4b654599bffafc474b23aba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aspirin is an appropriate immediate treatment for a suspected MI. Nitroglycerin or opioids may be used to help with chest pain; however, they do not improve overall outcomes. Supplemental oxygen should be used in those with low oxygen levels or shortness of breath. In ST elevation MIs treatments which attempt to restore blood flow to the heart are typically recommended and include angioplasty, where the arteries are pushed open, or thrombolysis, where the blockage is removed using medications. People who have a non-ST elevation myocardial infarction (NSTEMI) are often managed with the blood thinner heparin, with the additional use angioplasty in those at high risk. In people with blockages of multiple coronary arteries and diabetes, bypass surgery (CABG) may be recommended rather than angioplasty. After an MI, lifestyle modifications, along with long term treatment with aspirin, beta blockers, and statins, are typically recommended.", "targets": "When is bypass surgery recommended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbcdffc4b654599bffafc474b23aba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aspirin is an appropriate immediate treatment for a suspected MI. Nitroglycerin or opioids may be used to help with chest pain; however, they do not improve overall outcomes. Supplemental oxygen should be used in those with low oxygen levels or shortness of breath. In ST elevation MIs treatments which attempt to restore blood flow to the heart are typically recommended and include angioplasty, where the arteries are pushed open, or thrombolysis, where the blockage is removed using medications. People who have a non-ST elevation myocardial infarction (NSTEMI) are often managed with the blood thinner heparin, with the additional use angioplasty in those at high risk. In people with blockages of multiple coronary arteries and diabetes, bypass surgery (CABG) may be recommended rather than angioplasty. After an MI, lifestyle modifications, along with long term treatment with aspirin, beta blockers, and statins, are typically recommended.", "targets": "What should be used for individuals with shortness of breath?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6885adda8045b2a6819d356f087bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to many centuries of intensive settlement, most of the area is shaped by human influence. The original natural vegetation of Thuringia is forest with beech as its predominant species, as can still be found in the Hainich mountains today. In the uplands, a mixture of beech and spruce would be natural. However, most of the plains have been cleared and are in intensive agricultural use while most of the forests are planted with spruce and pine. Since 1990, Thuringia's forests have been managed aiming for a more natural and tough vegetation more resilient to climate change as well as diseases and vermin. In comparison to the forest, agriculture is still quite conventional and dominated by large structures and monocultures. Problems here are caused especially by increasingly prolonged dry periods during the summer months.", "targets": "Why is Thurnigia's landscape shaped by human influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6885adda8045b2a6819d356f087bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to many centuries of intensive settlement, most of the area is shaped by human influence. The original natural vegetation of Thuringia is forest with beech as its predominant species, as can still be found in the Hainich mountains today. In the uplands, a mixture of beech and spruce would be natural. However, most of the plains have been cleared and are in intensive agricultural use while most of the forests are planted with spruce and pine. Since 1990, Thuringia's forests have been managed aiming for a more natural and tough vegetation more resilient to climate change as well as diseases and vermin. In comparison to the forest, agriculture is still quite conventional and dominated by large structures and monocultures. Problems here are caused especially by increasingly prolonged dry periods during the summer months.", "targets": "What type of nature is common in the highlands of Thuringia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6885adda8045b2a6819d356f087bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to many centuries of intensive settlement, most of the area is shaped by human influence. The original natural vegetation of Thuringia is forest with beech as its predominant species, as can still be found in the Hainich mountains today. In the uplands, a mixture of beech and spruce would be natural. However, most of the plains have been cleared and are in intensive agricultural use while most of the forests are planted with spruce and pine. Since 1990, Thuringia's forests have been managed aiming for a more natural and tough vegetation more resilient to climate change as well as diseases and vermin. In comparison to the forest, agriculture is still quite conventional and dominated by large structures and monocultures. Problems here are caused especially by increasingly prolonged dry periods during the summer months.", "targets": "What is the original natural vegetation of Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6885adda8045b2a6819d356f087bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to many centuries of intensive settlement, most of the area is shaped by human influence. The original natural vegetation of Thuringia is forest with beech as its predominant species, as can still be found in the Hainich mountains today. In the uplands, a mixture of beech and spruce would be natural. However, most of the plains have been cleared and are in intensive agricultural use while most of the forests are planted with spruce and pine. Since 1990, Thuringia's forests have been managed aiming for a more natural and tough vegetation more resilient to climate change as well as diseases and vermin. In comparison to the forest, agriculture is still quite conventional and dominated by large structures and monocultures. Problems here are caused especially by increasingly prolonged dry periods during the summer months.", "targets": "Where do most landscape problems come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6885adda8045b2a6819d356f087bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to many centuries of intensive settlement, most of the area is shaped by human influence. The original natural vegetation of Thuringia is forest with beech as its predominant species, as can still be found in the Hainich mountains today. In the uplands, a mixture of beech and spruce would be natural. However, most of the plains have been cleared and are in intensive agricultural use while most of the forests are planted with spruce and pine. Since 1990, Thuringia's forests have been managed aiming for a more natural and tough vegetation more resilient to climate change as well as diseases and vermin. In comparison to the forest, agriculture is still quite conventional and dominated by large structures and monocultures. Problems here are caused especially by increasingly prolonged dry periods during the summer months.", "targets": "What has been the aim for the Thuringian forests since 1990?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff2c523a0bb42c782114be70400ad65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the nation's third-largest producer of natural gas, fifth-largest producer of crude oil, and has the second-greatest number of active drilling rigs, and ranks fifth in crude oil reserves. While the state ranked eighth for installed wind energy capacity in 2011, it is at the bottom of states in usage of renewable energy, with 94 percent of its electricity being generated by non-renewable sources in 2009, including 25 percent from coal and 46 percent from natural gas. Oklahoma has no nuclear power. Ranking 13th for total energy consumption per capita in 2009, Oklahoma's energy costs were 8th lowest in the nation.", "targets": "What is Oklahoma's rank among states producing crude oil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff2c523a0bb42c782114be70400ad65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the nation's third-largest producer of natural gas, fifth-largest producer of crude oil, and has the second-greatest number of active drilling rigs, and ranks fifth in crude oil reserves. While the state ranked eighth for installed wind energy capacity in 2011, it is at the bottom of states in usage of renewable energy, with 94 percent of its electricity being generated by non-renewable sources in 2009, including 25 percent from coal and 46 percent from natural gas. Oklahoma has no nuclear power. Ranking 13th for total energy consumption per capita in 2009, Oklahoma's energy costs were 8th lowest in the nation.", "targets": "What is Oklahoma's rank among states by active drilling rigs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff2c523a0bb42c782114be70400ad65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the nation's third-largest producer of natural gas, fifth-largest producer of crude oil, and has the second-greatest number of active drilling rigs, and ranks fifth in crude oil reserves. While the state ranked eighth for installed wind energy capacity in 2011, it is at the bottom of states in usage of renewable energy, with 94 percent of its electricity being generated by non-renewable sources in 2009, including 25 percent from coal and 46 percent from natural gas. Oklahoma has no nuclear power. Ranking 13th for total energy consumption per capita in 2009, Oklahoma's energy costs were 8th lowest in the nation.", "targets": "How does Oklahoma's crude oil reserves rank among states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff2c523a0bb42c782114be70400ad65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the nation's third-largest producer of natural gas, fifth-largest producer of crude oil, and has the second-greatest number of active drilling rigs, and ranks fifth in crude oil reserves. While the state ranked eighth for installed wind energy capacity in 2011, it is at the bottom of states in usage of renewable energy, with 94 percent of its electricity being generated by non-renewable sources in 2009, including 25 percent from coal and 46 percent from natural gas. Oklahoma has no nuclear power. Ranking 13th for total energy consumption per capita in 2009, Oklahoma's energy costs were 8th lowest in the nation.", "targets": "How much of Oklahoma's electricity comes from non-renewable sources?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff2c523a0bb42c782114be70400ad65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the nation's third-largest producer of natural gas, fifth-largest producer of crude oil, and has the second-greatest number of active drilling rigs, and ranks fifth in crude oil reserves. While the state ranked eighth for installed wind energy capacity in 2011, it is at the bottom of states in usage of renewable energy, with 94 percent of its electricity being generated by non-renewable sources in 2009, including 25 percent from coal and 46 percent from natural gas. Oklahoma has no nuclear power. Ranking 13th for total energy consumption per capita in 2009, Oklahoma's energy costs were 8th lowest in the nation.", "targets": "How much of Oklahoma's electricity comes from coal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976873a2633a4c9188eff4cd1822b125", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, \"ghosts\", which are \"particles\" in the interior of his diagrams that have the \"wrong\" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang\u2013Mills theories, for example, QCD and the electro-weak theory.", "targets": "Where did  Feynman find success before moving to quantum gravity"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976873a2633a4c9188eff4cd1822b125", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, \"ghosts\", which are \"particles\" in the interior of his diagrams that have the \"wrong\" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang\u2013Mills theories, for example, QCD and the electro-weak theory.", "targets": "What did Feynman investigate while working on quantum gravity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976873a2633a4c9188eff4cd1822b125", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, \"ghosts\", which are \"particles\" in the interior of his diagrams that have the \"wrong\" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang\u2013Mills theories, for example, QCD and the electro-weak theory.", "targets": "What equation did Feyman derive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976873a2633a4c9188eff4cd1822b125", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, \"ghosts\", which are \"particles\" in the interior of his diagrams that have the \"wrong\" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang\u2013Mills theories, for example, QCD and the electro-weak theory.", "targets": "Which parts of the Yang-Mills theories did Feynman help explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976873a2633a4c9188eff4cd1822b125", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the success of quantum electrodynamics, Feynman turned to quantum gravity. By analogy with the photon, which has spin 1, he investigated the consequences of a free massless spin 2 field, and derived the Einstein field equation of general relativity, but little more. The computational device that Feynman discovered then for gravity, \"ghosts\", which are \"particles\" in the interior of his diagrams that have the \"wrong\" connection between spin and statistics, have proved invaluable in explaining the quantum particle behavior of the Yang\u2013Mills theories, for example, QCD and the electro-weak theory.", "targets": "What did Feynman's discoveries help explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7bb93b40acb42a5a233d80ec03c8f9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private schools generally prefer to be called independent schools, because of their freedom to operate outside of government and local government control. Some of these are also known as public schools. Preparatory schools in the UK prepare pupils aged up to 13 years old to enter public schools. The name \"public school\" is based on the fact that the schools were open to pupils from anywhere, and not merely to those from a certain locality, and of any religion or occupation. According to The Good Schools Guide approximately 9 per cent of children being educated in the UK are doing so at fee-paying schools at GSCE level and 13 per cent at A-level.[citation needed] Many independent schools are single-sex (though this is becoming less common). Fees range from under \u00a33,000 to \u00a321,000 and above per year for day pupils, rising to \u00a327,000+ per year for boarders. For details in Scotland, see \"Meeting the Cost\".", "targets": "Up to what age do students in the United Kingdom attend preparatory schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7bb93b40acb42a5a233d80ec03c8f9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private schools generally prefer to be called independent schools, because of their freedom to operate outside of government and local government control. Some of these are also known as public schools. Preparatory schools in the UK prepare pupils aged up to 13 years old to enter public schools. The name \"public school\" is based on the fact that the schools were open to pupils from anywhere, and not merely to those from a certain locality, and of any religion or occupation. According to The Good Schools Guide approximately 9 per cent of children being educated in the UK are doing so at fee-paying schools at GSCE level and 13 per cent at A-level.[citation needed] Many independent schools are single-sex (though this is becoming less common). Fees range from under \u00a33,000 to \u00a321,000 and above per year for day pupils, rising to \u00a327,000+ per year for boarders. For details in Scotland, see \"Meeting the Cost\".", "targets": "What schools do preparatory schools prepare British children to attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7bb93b40acb42a5a233d80ec03c8f9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private schools generally prefer to be called independent schools, because of their freedom to operate outside of government and local government control. Some of these are also known as public schools. Preparatory schools in the UK prepare pupils aged up to 13 years old to enter public schools. The name \"public school\" is based on the fact that the schools were open to pupils from anywhere, and not merely to those from a certain locality, and of any religion or occupation. According to The Good Schools Guide approximately 9 per cent of children being educated in the UK are doing so at fee-paying schools at GSCE level and 13 per cent at A-level.[citation needed] Many independent schools are single-sex (though this is becoming less common). Fees range from under \u00a33,000 to \u00a321,000 and above per year for day pupils, rising to \u00a327,000+ per year for boarders. For details in Scotland, see \"Meeting the Cost\".", "targets": "What percentage of British children are educated at GSCE level in fee-paying schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7bb93b40acb42a5a233d80ec03c8f9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private schools generally prefer to be called independent schools, because of their freedom to operate outside of government and local government control. Some of these are also known as public schools. Preparatory schools in the UK prepare pupils aged up to 13 years old to enter public schools. The name \"public school\" is based on the fact that the schools were open to pupils from anywhere, and not merely to those from a certain locality, and of any religion or occupation. According to The Good Schools Guide approximately 9 per cent of children being educated in the UK are doing so at fee-paying schools at GSCE level and 13 per cent at A-level.[citation needed] Many independent schools are single-sex (though this is becoming less common). Fees range from under \u00a33,000 to \u00a321,000 and above per year for day pupils, rising to \u00a327,000+ per year for boarders. For details in Scotland, see \"Meeting the Cost\".", "targets": "At A-level, what percentage of British students attend fee-paying schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7bb93b40acb42a5a233d80ec03c8f9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private schools generally prefer to be called independent schools, because of their freedom to operate outside of government and local government control. Some of these are also known as public schools. Preparatory schools in the UK prepare pupils aged up to 13 years old to enter public schools. The name \"public school\" is based on the fact that the schools were open to pupils from anywhere, and not merely to those from a certain locality, and of any religion or occupation. According to The Good Schools Guide approximately 9 per cent of children being educated in the UK are doing so at fee-paying schools at GSCE level and 13 per cent at A-level.[citation needed] Many independent schools are single-sex (though this is becoming less common). Fees range from under \u00a33,000 to \u00a321,000 and above per year for day pupils, rising to \u00a327,000+ per year for boarders. For details in Scotland, see \"Meeting the Cost\".", "targets": "What is the upper range of annual fees for non-boarding students in British public schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9076c7d1bbec4dec803940cdeaaca275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Michigan shapes Ann Arbor's economy significantly. It employs about 30,000 workers, including about 12,000 in the medical center. Other employers are drawn to the area by the university's research and development money, and by its graduates. High tech, health services and biotechnology are other major components of the city's economy; numerous medical offices, laboratories, and associated companies are located in the city. Automobile manufacturers, such as General Motors and Visteon, also employ residents.", "targets": "Name some automobile manufacturers in the city of Ann Arbor"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9076c7d1bbec4dec803940cdeaaca275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Michigan shapes Ann Arbor's economy significantly. It employs about 30,000 workers, including about 12,000 in the medical center. Other employers are drawn to the area by the university's research and development money, and by its graduates. High tech, health services and biotechnology are other major components of the city's economy; numerous medical offices, laboratories, and associated companies are located in the city. Automobile manufacturers, such as General Motors and Visteon, also employ residents.", "targets": "What is the employee count of the University of Michigan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9076c7d1bbec4dec803940cdeaaca275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Michigan shapes Ann Arbor's economy significantly. It employs about 30,000 workers, including about 12,000 in the medical center. Other employers are drawn to the area by the university's research and development money, and by its graduates. High tech, health services and biotechnology are other major components of the city's economy; numerous medical offices, laboratories, and associated companies are located in the city. Automobile manufacturers, such as General Motors and Visteon, also employ residents.", "targets": "Nam the major components for the City's growth."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c69539663b264bde9d8933131087924e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arena Football League briefly had a two-game exhibition season in the early 2000s, a practice that ended in 2003 with a new television contract. Exhibition games outside of a structured season are relatively common among indoor American football leagues; because teams switch leagues frequently at that level of play, it is not uncommon to see some of the smaller leagues schedule exhibition games against teams that are from another league, about to join the league as a probational franchise, or a semi-pro outdoor team to fill holes in a schedule.", "targets": "How many exhibition games did the Arena Football League have per year in the early 2000s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c69539663b264bde9d8933131087924e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arena Football League briefly had a two-game exhibition season in the early 2000s, a practice that ended in 2003 with a new television contract. Exhibition games outside of a structured season are relatively common among indoor American football leagues; because teams switch leagues frequently at that level of play, it is not uncommon to see some of the smaller leagues schedule exhibition games against teams that are from another league, about to join the league as a probational franchise, or a semi-pro outdoor team to fill holes in a schedule.", "targets": "What type of league commonly plays unstructured exhibition games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c69539663b264bde9d8933131087924e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arena Football League briefly had a two-game exhibition season in the early 2000s, a practice that ended in 2003 with a new television contract. Exhibition games outside of a structured season are relatively common among indoor American football leagues; because teams switch leagues frequently at that level of play, it is not uncommon to see some of the smaller leagues schedule exhibition games against teams that are from another league, about to join the league as a probational franchise, or a semi-pro outdoor team to fill holes in a schedule.", "targets": "What is a team called that is in the process of joining a league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c69539663b264bde9d8933131087924e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arena Football League briefly had a two-game exhibition season in the early 2000s, a practice that ended in 2003 with a new television contract. Exhibition games outside of a structured season are relatively common among indoor American football leagues; because teams switch leagues frequently at that level of play, it is not uncommon to see some of the smaller leagues schedule exhibition games against teams that are from another league, about to join the league as a probational franchise, or a semi-pro outdoor team to fill holes in a schedule.", "targets": "Indoor league teams sometimes play against what type of outdoor league team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b1159b0f484ef9a1b7945d1a5df759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, Richmond emerged as an important industrial center. To facilitate the transfer of cargo from the flat-bottomed bateaux above the fall line to the ocean-faring ships below, George Washington helped design the James River and Kanawha Canal in the 18th century to bypass Richmond's rapids, with the intent of providing a water route across the Appalachians to the Kanawha River. The legacy of the canal boatmen is represented by the figure in the center of the city flag. As a result of this and ample access to hydropower due to the falls, Richmond became home to some of the largest manufacturing facilities in the country, including iron works and flour mills, the largest facilities of their kind in the South. The resistance to the slave trade was growing by the mid-nineteenth century; in one famous case in 1848, Henry \"Box\" Brown made history by having himself nailed into a small box and shipped from Richmond to abolitionists in Philadelphia, Pennsylvania, escaping slavery.", "targets": "What man-made body of water was designed in part by George Washington?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b1159b0f484ef9a1b7945d1a5df759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, Richmond emerged as an important industrial center. To facilitate the transfer of cargo from the flat-bottomed bateaux above the fall line to the ocean-faring ships below, George Washington helped design the James River and Kanawha Canal in the 18th century to bypass Richmond's rapids, with the intent of providing a water route across the Appalachians to the Kanawha River. The legacy of the canal boatmen is represented by the figure in the center of the city flag. As a result of this and ample access to hydropower due to the falls, Richmond became home to some of the largest manufacturing facilities in the country, including iron works and flour mills, the largest facilities of their kind in the South. The resistance to the slave trade was growing by the mid-nineteenth century; in one famous case in 1848, Henry \"Box\" Brown made history by having himself nailed into a small box and shipped from Richmond to abolitionists in Philadelphia, Pennsylvania, escaping slavery.", "targets": "To where was the canal designed by Washington intended to ferry water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b1159b0f484ef9a1b7945d1a5df759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, Richmond emerged as an important industrial center. To facilitate the transfer of cargo from the flat-bottomed bateaux above the fall line to the ocean-faring ships below, George Washington helped design the James River and Kanawha Canal in the 18th century to bypass Richmond's rapids, with the intent of providing a water route across the Appalachians to the Kanawha River. The legacy of the canal boatmen is represented by the figure in the center of the city flag. As a result of this and ample access to hydropower due to the falls, Richmond became home to some of the largest manufacturing facilities in the country, including iron works and flour mills, the largest facilities of their kind in the South. The resistance to the slave trade was growing by the mid-nineteenth century; in one famous case in 1848, Henry \"Box\" Brown made history by having himself nailed into a small box and shipped from Richmond to abolitionists in Philadelphia, Pennsylvania, escaping slavery.", "targets": "To what city was Henry Brown shipped as freight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b1159b0f484ef9a1b7945d1a5df759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, Richmond emerged as an important industrial center. To facilitate the transfer of cargo from the flat-bottomed bateaux above the fall line to the ocean-faring ships below, George Washington helped design the James River and Kanawha Canal in the 18th century to bypass Richmond's rapids, with the intent of providing a water route across the Appalachians to the Kanawha River. The legacy of the canal boatmen is represented by the figure in the center of the city flag. As a result of this and ample access to hydropower due to the falls, Richmond became home to some of the largest manufacturing facilities in the country, including iron works and flour mills, the largest facilities of their kind in the South. The resistance to the slave trade was growing by the mid-nineteenth century; in one famous case in 1848, Henry \"Box\" Brown made history by having himself nailed into a small box and shipped from Richmond to abolitionists in Philadelphia, Pennsylvania, escaping slavery.", "targets": "What was Henry Brown's nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b1159b0f484ef9a1b7945d1a5df759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, Richmond emerged as an important industrial center. To facilitate the transfer of cargo from the flat-bottomed bateaux above the fall line to the ocean-faring ships below, George Washington helped design the James River and Kanawha Canal in the 18th century to bypass Richmond's rapids, with the intent of providing a water route across the Appalachians to the Kanawha River. The legacy of the canal boatmen is represented by the figure in the center of the city flag. As a result of this and ample access to hydropower due to the falls, Richmond became home to some of the largest manufacturing facilities in the country, including iron works and flour mills, the largest facilities of their kind in the South. The resistance to the slave trade was growing by the mid-nineteenth century; in one famous case in 1848, Henry \"Box\" Brown made history by having himself nailed into a small box and shipped from Richmond to abolitionists in Philadelphia, Pennsylvania, escaping slavery.", "targets": "What sort of economic center was Richmond in the wake of the American Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28864753a7a499b80b47201fa58378a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teaching may be carried out informally, within the family, which is called homeschooling, or in the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA).", "targets": "What is another name for teaching within the family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28864753a7a499b80b47201fa58378a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teaching may be carried out informally, within the family, which is called homeschooling, or in the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA).", "targets": "Who is most likely to be doing formal teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28864753a7a499b80b47201fa58378a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teaching may be carried out informally, within the family, which is called homeschooling, or in the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA).", "targets": "What is another type of accountant other than a CPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28864753a7a499b80b47201fa58378a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teaching may be carried out informally, within the family, which is called homeschooling, or in the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA).", "targets": "In addition to teaching within the family, where else is informal teaching done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28864753a7a499b80b47201fa58378a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teaching may be carried out informally, within the family, which is called homeschooling, or in the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA).", "targets": "Who is generally considered on the same level as physicians, lawyers, engineers, and accountants (Chartered or CPA)?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509f362f4e02427d99f64f66d3a488a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A large Russian assault on the allied supply base to the southeast, at Balaclava was rebuffed on 25 October 1854.:521\u2013527 The Battle of Balaclava is remembered in the UK for the actions of two British units. At the start of the battle, a large body of Russian cavalry charged the 93rd Highlanders, who were posted north of the village of Kadikoi. Commanding them was Sir Colin Campbell. Rather than 'form square', the traditional method of repelling cavalry, Campbell took the risky decision to have his Highlanders form a single line, two men deep. Campbell had seen the effectiveness of the new Minie rifles, with which his troops were armed, at the Battle of the Alma a month before, and was confident his men could beat back the Russians. His tactics succeeded. From up on the ridge to the west, Times correspondent William Howard Russell saw the Highlanders as a 'thin red streak topped with steel', a phrase which soon became the 'Thin Red Line.'", "targets": "Who did the Russians attack at the beginning off the Battle of Balaclava?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509f362f4e02427d99f64f66d3a488a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A large Russian assault on the allied supply base to the southeast, at Balaclava was rebuffed on 25 October 1854.:521\u2013527 The Battle of Balaclava is remembered in the UK for the actions of two British units. At the start of the battle, a large body of Russian cavalry charged the 93rd Highlanders, who were posted north of the village of Kadikoi. Commanding them was Sir Colin Campbell. Rather than 'form square', the traditional method of repelling cavalry, Campbell took the risky decision to have his Highlanders form a single line, two men deep. Campbell had seen the effectiveness of the new Minie rifles, with which his troops were armed, at the Battle of the Alma a month before, and was confident his men could beat back the Russians. His tactics succeeded. From up on the ridge to the west, Times correspondent William Howard Russell saw the Highlanders as a 'thin red streak topped with steel', a phrase which soon became the 'Thin Red Line.'", "targets": "Near what village were the 93rd Highlanders posted at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509f362f4e02427d99f64f66d3a488a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A large Russian assault on the allied supply base to the southeast, at Balaclava was rebuffed on 25 October 1854.:521\u2013527 The Battle of Balaclava is remembered in the UK for the actions of two British units. At the start of the battle, a large body of Russian cavalry charged the 93rd Highlanders, who were posted north of the village of Kadikoi. Commanding them was Sir Colin Campbell. Rather than 'form square', the traditional method of repelling cavalry, Campbell took the risky decision to have his Highlanders form a single line, two men deep. Campbell had seen the effectiveness of the new Minie rifles, with which his troops were armed, at the Battle of the Alma a month before, and was confident his men could beat back the Russians. His tactics succeeded. From up on the ridge to the west, Times correspondent William Howard Russell saw the Highlanders as a 'thin red streak topped with steel', a phrase which soon became the 'Thin Red Line.'", "targets": "What risky maneuver did Sir Colin Campbell have the 93rd Highlanders form? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509f362f4e02427d99f64f66d3a488a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A large Russian assault on the allied supply base to the southeast, at Balaclava was rebuffed on 25 October 1854.:521\u2013527 The Battle of Balaclava is remembered in the UK for the actions of two British units. At the start of the battle, a large body of Russian cavalry charged the 93rd Highlanders, who were posted north of the village of Kadikoi. Commanding them was Sir Colin Campbell. Rather than 'form square', the traditional method of repelling cavalry, Campbell took the risky decision to have his Highlanders form a single line, two men deep. Campbell had seen the effectiveness of the new Minie rifles, with which his troops were armed, at the Battle of the Alma a month before, and was confident his men could beat back the Russians. His tactics succeeded. From up on the ridge to the west, Times correspondent William Howard Russell saw the Highlanders as a 'thin red streak topped with steel', a phrase which soon became the 'Thin Red Line.'", "targets": "Who led the 93rd Highlanders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509f362f4e02427d99f64f66d3a488a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A large Russian assault on the allied supply base to the southeast, at Balaclava was rebuffed on 25 October 1854.:521\u2013527 The Battle of Balaclava is remembered in the UK for the actions of two British units. At the start of the battle, a large body of Russian cavalry charged the 93rd Highlanders, who were posted north of the village of Kadikoi. Commanding them was Sir Colin Campbell. Rather than 'form square', the traditional method of repelling cavalry, Campbell took the risky decision to have his Highlanders form a single line, two men deep. Campbell had seen the effectiveness of the new Minie rifles, with which his troops were armed, at the Battle of the Alma a month before, and was confident his men could beat back the Russians. His tactics succeeded. From up on the ridge to the west, Times correspondent William Howard Russell saw the Highlanders as a 'thin red streak topped with steel', a phrase which soon became the 'Thin Red Line.'", "targets": "What weapon did Sir Colin Campbell troops use during the Battle of Alma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723f52508b8649c38c9f85b0ec3281e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, there has been a push to legalize importation of medications from Canada and other countries, in order to reduce consumer costs. While in most cases importation of prescription medications violates Food and Drug Administration (FDA) regulations and federal laws, enforcement is generally targeted at international drug suppliers, rather than consumers. There is no known case of any U.S. citizens buying Canadian drugs for personal use with a prescription, who has ever been charged by authorities.", "targets": "What is a reason for the movement to legalize importing medicines from other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723f52508b8649c38c9f85b0ec3281e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, there has been a push to legalize importation of medications from Canada and other countries, in order to reduce consumer costs. While in most cases importation of prescription medications violates Food and Drug Administration (FDA) regulations and federal laws, enforcement is generally targeted at international drug suppliers, rather than consumers. There is no known case of any U.S. citizens buying Canadian drugs for personal use with a prescription, who has ever been charged by authorities.", "targets": "What is one country that has been suggested for importation of medicines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723f52508b8649c38c9f85b0ec3281e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, there has been a push to legalize importation of medications from Canada and other countries, in order to reduce consumer costs. While in most cases importation of prescription medications violates Food and Drug Administration (FDA) regulations and federal laws, enforcement is generally targeted at international drug suppliers, rather than consumers. There is no known case of any U.S. citizens buying Canadian drugs for personal use with a prescription, who has ever been charged by authorities.", "targets": "Who are FDA laws against importing medications aimed at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723f52508b8649c38c9f85b0ec3281e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, there has been a push to legalize importation of medications from Canada and other countries, in order to reduce consumer costs. While in most cases importation of prescription medications violates Food and Drug Administration (FDA) regulations and federal laws, enforcement is generally targeted at international drug suppliers, rather than consumers. There is no known case of any U.S. citizens buying Canadian drugs for personal use with a prescription, who has ever been charged by authorities.", "targets": "Has there ever been anyone charged with importing drugs from Canada for personal medicinal use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723f52508b8649c38c9f85b0ec3281e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, there has been a push to legalize importation of medications from Canada and other countries, in order to reduce consumer costs. While in most cases importation of prescription medications violates Food and Drug Administration (FDA) regulations and federal laws, enforcement is generally targeted at international drug suppliers, rather than consumers. There is no known case of any U.S. citizens buying Canadian drugs for personal use with a prescription, who has ever been charged by authorities.", "targets": "What is there a push for in the U.S. to reduce consumer drug costs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0ae7c20aae4f70b98933a853c00439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To prevent the risk of out-of-phase supplies mixing, sections of line fed from different feeder stations must be kept strictly isolated. This is achieved by Neutral Sections (also known as Phase Breaks), usually provided at feeder stations and midway between them although, typically, only half are in use at any time, the others being provided to allow a feeder station to be shut down and power provided from adjacent feeder stations. Neutral Sections usually consist of an earthed section of wire which is separated from the live wires on either side by insulating material, typically ceramic beads, designed so that the pantograph will smoothly run from one section to the other. The earthed section prevents an arc being drawn from one live section to the other, as the voltage difference may be higher than the normal system voltage if the live sections are on different phases and the protective circuit breakers may not be able to safely interrupt the considerable current that would flow. To prevent the risk of an arc being drawn across from one section of wire to earth, when passing through the neutral section, the train must be coasting and the circuit breakers must be open. In many cases, this is done manually by the drivers. To help them, a warning board is provided just before both the neutral section and an advance warning some distance before. A further board is then provided after the neutral section to tell drivers to re-close the circuit breaker, although drivers must not do this until the rear pantograph has passed this board. In the UK, a system known as Automatic Power Control (APC) automatically opens and closes the circuit breaker, this being achieved by using sets of permanent magnets alongside the track communicating with a detector on the train. The only action needed by the driver is to shut off power and coast and therefore warning boards are still provided at and on the approach to neutral sections.", "targets": "What was the main requirement for electric feeder stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0ae7c20aae4f70b98933a853c00439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To prevent the risk of out-of-phase supplies mixing, sections of line fed from different feeder stations must be kept strictly isolated. This is achieved by Neutral Sections (also known as Phase Breaks), usually provided at feeder stations and midway between them although, typically, only half are in use at any time, the others being provided to allow a feeder station to be shut down and power provided from adjacent feeder stations. Neutral Sections usually consist of an earthed section of wire which is separated from the live wires on either side by insulating material, typically ceramic beads, designed so that the pantograph will smoothly run from one section to the other. The earthed section prevents an arc being drawn from one live section to the other, as the voltage difference may be higher than the normal system voltage if the live sections are on different phases and the protective circuit breakers may not be able to safely interrupt the considerable current that would flow. To prevent the risk of an arc being drawn across from one section of wire to earth, when passing through the neutral section, the train must be coasting and the circuit breakers must be open. In many cases, this is done manually by the drivers. To help them, a warning board is provided just before both the neutral section and an advance warning some distance before. A further board is then provided after the neutral section to tell drivers to re-close the circuit breaker, although drivers must not do this until the rear pantograph has passed this board. In the UK, a system known as Automatic Power Control (APC) automatically opens and closes the circuit breaker, this being achieved by using sets of permanent magnets alongside the track communicating with a detector on the train. The only action needed by the driver is to shut off power and coast and therefore warning boards are still provided at and on the approach to neutral sections.", "targets": "What invention prevented lines from getting mixed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0ae7c20aae4f70b98933a853c00439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To prevent the risk of out-of-phase supplies mixing, sections of line fed from different feeder stations must be kept strictly isolated. This is achieved by Neutral Sections (also known as Phase Breaks), usually provided at feeder stations and midway between them although, typically, only half are in use at any time, the others being provided to allow a feeder station to be shut down and power provided from adjacent feeder stations. Neutral Sections usually consist of an earthed section of wire which is separated from the live wires on either side by insulating material, typically ceramic beads, designed so that the pantograph will smoothly run from one section to the other. The earthed section prevents an arc being drawn from one live section to the other, as the voltage difference may be higher than the normal system voltage if the live sections are on different phases and the protective circuit breakers may not be able to safely interrupt the considerable current that would flow. To prevent the risk of an arc being drawn across from one section of wire to earth, when passing through the neutral section, the train must be coasting and the circuit breakers must be open. In many cases, this is done manually by the drivers. To help them, a warning board is provided just before both the neutral section and an advance warning some distance before. A further board is then provided after the neutral section to tell drivers to re-close the circuit breaker, although drivers must not do this until the rear pantograph has passed this board. In the UK, a system known as Automatic Power Control (APC) automatically opens and closes the circuit breaker, this being achieved by using sets of permanent magnets alongside the track communicating with a detector on the train. The only action needed by the driver is to shut off power and coast and therefore warning boards are still provided at and on the approach to neutral sections.", "targets": "What was the part of wire in Phase Break sections an arc being drawn from one wire to another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0ae7c20aae4f70b98933a853c00439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To prevent the risk of out-of-phase supplies mixing, sections of line fed from different feeder stations must be kept strictly isolated. This is achieved by Neutral Sections (also known as Phase Breaks), usually provided at feeder stations and midway between them although, typically, only half are in use at any time, the others being provided to allow a feeder station to be shut down and power provided from adjacent feeder stations. Neutral Sections usually consist of an earthed section of wire which is separated from the live wires on either side by insulating material, typically ceramic beads, designed so that the pantograph will smoothly run from one section to the other. The earthed section prevents an arc being drawn from one live section to the other, as the voltage difference may be higher than the normal system voltage if the live sections are on different phases and the protective circuit breakers may not be able to safely interrupt the considerable current that would flow. To prevent the risk of an arc being drawn across from one section of wire to earth, when passing through the neutral section, the train must be coasting and the circuit breakers must be open. In many cases, this is done manually by the drivers. To help them, a warning board is provided just before both the neutral section and an advance warning some distance before. A further board is then provided after the neutral section to tell drivers to re-close the circuit breaker, although drivers must not do this until the rear pantograph has passed this board. In the UK, a system known as Automatic Power Control (APC) automatically opens and closes the circuit breaker, this being achieved by using sets of permanent magnets alongside the track communicating with a detector on the train. The only action needed by the driver is to shut off power and coast and therefore warning boards are still provided at and on the approach to neutral sections.", "targets": "How were the drivers warned to start coasting the train?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0ae7c20aae4f70b98933a853c00439", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To prevent the risk of out-of-phase supplies mixing, sections of line fed from different feeder stations must be kept strictly isolated. This is achieved by Neutral Sections (also known as Phase Breaks), usually provided at feeder stations and midway between them although, typically, only half are in use at any time, the others being provided to allow a feeder station to be shut down and power provided from adjacent feeder stations. Neutral Sections usually consist of an earthed section of wire which is separated from the live wires on either side by insulating material, typically ceramic beads, designed so that the pantograph will smoothly run from one section to the other. The earthed section prevents an arc being drawn from one live section to the other, as the voltage difference may be higher than the normal system voltage if the live sections are on different phases and the protective circuit breakers may not be able to safely interrupt the considerable current that would flow. To prevent the risk of an arc being drawn across from one section of wire to earth, when passing through the neutral section, the train must be coasting and the circuit breakers must be open. In many cases, this is done manually by the drivers. To help them, a warning board is provided just before both the neutral section and an advance warning some distance before. A further board is then provided after the neutral section to tell drivers to re-close the circuit breaker, although drivers must not do this until the rear pantograph has passed this board. In the UK, a system known as Automatic Power Control (APC) automatically opens and closes the circuit breaker, this being achieved by using sets of permanent magnets alongside the track communicating with a detector on the train. The only action needed by the driver is to shut off power and coast and therefore warning boards are still provided at and on the approach to neutral sections.", "targets": "What should the driver do in order to open and close the circuit breaker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f842a0612b6c479ab99a9d352caebebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel's Supreme Court is at the head of the court system in the State of Israel. It is the highest judicial instance. The Supreme Court sits in Jerusalem. The area of its jurisdiction is the entire State. A ruling of the Supreme Court is binding upon every court, other than the Supreme Court itself. The Israeli supreme court is both an appellate court and the high court of justice. As an appellate court, the Supreme Court considers cases on appeal (both criminal and civil) on judgments and other decisions of the District Courts. It also considers appeals on judicial and quasi-judicial decisions of various kinds, such as matters relating to the legality of Knesset elections and disciplinary rulings of the Bar Association. As the High Court of Justice (Hebrew: Beit Mishpat Gavoha Le'Zedek \u05d1\u05d9\u05ea \u05de\u05e9\u05e4\u05d8 \u05d2\u05d1\u05d5\u05d4 \u05dc\u05e6\u05d3\u05e7; also known by its initials as Bagatz \u05d1\u05d2\"\u05e5), the Supreme Court rules as a court of first instance, primarily in matters regarding the legality of decisions of State authorities: Government decisions, those of local authorities and other bodies and persons performing public functions under the law, and direct challenges to the constitutionality of laws enacted by the Knesset. The court has broad discretionary authority to rule on matters in which it considers it necessary to grant relief in the interests of justice, and which are not within the jurisdiction of another court or tribunal. The High Court of Justice grants relief through orders such as injunction, mandamus and Habeas Corpus, as well as through declaratory judgments. The Supreme Court can also sit at a further hearing on its own judgment. In a matter on which the Supreme Court has ruled - whether as a court of appeals or as the High Court of Justice - with a panel of three or more justices, it may rule at a further hearing with a panel of a larger number of justices. A further hearing may be held if the Supreme Court makes a ruling inconsistent with a previous ruling or if the Court deems that the importance, difficulty or novelty of a ruling of the Court justifies such hearing. The Supreme Court also holds the unique power of being able to order \"trial de novo\" (a retrial).", "targets": "Where is Israel's Supreme Court located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f842a0612b6c479ab99a9d352caebebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel's Supreme Court is at the head of the court system in the State of Israel. It is the highest judicial instance. The Supreme Court sits in Jerusalem. The area of its jurisdiction is the entire State. A ruling of the Supreme Court is binding upon every court, other than the Supreme Court itself. The Israeli supreme court is both an appellate court and the high court of justice. As an appellate court, the Supreme Court considers cases on appeal (both criminal and civil) on judgments and other decisions of the District Courts. It also considers appeals on judicial and quasi-judicial decisions of various kinds, such as matters relating to the legality of Knesset elections and disciplinary rulings of the Bar Association. As the High Court of Justice (Hebrew: Beit Mishpat Gavoha Le'Zedek \u05d1\u05d9\u05ea \u05de\u05e9\u05e4\u05d8 \u05d2\u05d1\u05d5\u05d4 \u05dc\u05e6\u05d3\u05e7; also known by its initials as Bagatz \u05d1\u05d2\"\u05e5), the Supreme Court rules as a court of first instance, primarily in matters regarding the legality of decisions of State authorities: Government decisions, those of local authorities and other bodies and persons performing public functions under the law, and direct challenges to the constitutionality of laws enacted by the Knesset. The court has broad discretionary authority to rule on matters in which it considers it necessary to grant relief in the interests of justice, and which are not within the jurisdiction of another court or tribunal. The High Court of Justice grants relief through orders such as injunction, mandamus and Habeas Corpus, as well as through declaratory judgments. The Supreme Court can also sit at a further hearing on its own judgment. In a matter on which the Supreme Court has ruled - whether as a court of appeals or as the High Court of Justice - with a panel of three or more justices, it may rule at a further hearing with a panel of a larger number of justices. A further hearing may be held if the Supreme Court makes a ruling inconsistent with a previous ruling or if the Court deems that the importance, difficulty or novelty of a ruling of the Court justifies such hearing. The Supreme Court also holds the unique power of being able to order \"trial de novo\" (a retrial).", "targets": "Israel's Supreme Court fulfills what two major functions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f842a0612b6c479ab99a9d352caebebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel's Supreme Court is at the head of the court system in the State of Israel. It is the highest judicial instance. The Supreme Court sits in Jerusalem. The area of its jurisdiction is the entire State. A ruling of the Supreme Court is binding upon every court, other than the Supreme Court itself. The Israeli supreme court is both an appellate court and the high court of justice. As an appellate court, the Supreme Court considers cases on appeal (both criminal and civil) on judgments and other decisions of the District Courts. It also considers appeals on judicial and quasi-judicial decisions of various kinds, such as matters relating to the legality of Knesset elections and disciplinary rulings of the Bar Association. As the High Court of Justice (Hebrew: Beit Mishpat Gavoha Le'Zedek \u05d1\u05d9\u05ea \u05de\u05e9\u05e4\u05d8 \u05d2\u05d1\u05d5\u05d4 \u05dc\u05e6\u05d3\u05e7; also known by its initials as Bagatz \u05d1\u05d2\"\u05e5), the Supreme Court rules as a court of first instance, primarily in matters regarding the legality of decisions of State authorities: Government decisions, those of local authorities and other bodies and persons performing public functions under the law, and direct challenges to the constitutionality of laws enacted by the Knesset. The court has broad discretionary authority to rule on matters in which it considers it necessary to grant relief in the interests of justice, and which are not within the jurisdiction of another court or tribunal. The High Court of Justice grants relief through orders such as injunction, mandamus and Habeas Corpus, as well as through declaratory judgments. The Supreme Court can also sit at a further hearing on its own judgment. In a matter on which the Supreme Court has ruled - whether as a court of appeals or as the High Court of Justice - with a panel of three or more justices, it may rule at a further hearing with a panel of a larger number of justices. A further hearing may be held if the Supreme Court makes a ruling inconsistent with a previous ruling or if the Court deems that the importance, difficulty or novelty of a ruling of the Court justifies such hearing. The Supreme Court also holds the unique power of being able to order \"trial de novo\" (a retrial).", "targets": "Israel's legislative body is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f842a0612b6c479ab99a9d352caebebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel's Supreme Court is at the head of the court system in the State of Israel. It is the highest judicial instance. The Supreme Court sits in Jerusalem. The area of its jurisdiction is the entire State. A ruling of the Supreme Court is binding upon every court, other than the Supreme Court itself. The Israeli supreme court is both an appellate court and the high court of justice. As an appellate court, the Supreme Court considers cases on appeal (both criminal and civil) on judgments and other decisions of the District Courts. It also considers appeals on judicial and quasi-judicial decisions of various kinds, such as matters relating to the legality of Knesset elections and disciplinary rulings of the Bar Association. As the High Court of Justice (Hebrew: Beit Mishpat Gavoha Le'Zedek \u05d1\u05d9\u05ea \u05de\u05e9\u05e4\u05d8 \u05d2\u05d1\u05d5\u05d4 \u05dc\u05e6\u05d3\u05e7; also known by its initials as Bagatz \u05d1\u05d2\"\u05e5), the Supreme Court rules as a court of first instance, primarily in matters regarding the legality of decisions of State authorities: Government decisions, those of local authorities and other bodies and persons performing public functions under the law, and direct challenges to the constitutionality of laws enacted by the Knesset. The court has broad discretionary authority to rule on matters in which it considers it necessary to grant relief in the interests of justice, and which are not within the jurisdiction of another court or tribunal. The High Court of Justice grants relief through orders such as injunction, mandamus and Habeas Corpus, as well as through declaratory judgments. The Supreme Court can also sit at a further hearing on its own judgment. In a matter on which the Supreme Court has ruled - whether as a court of appeals or as the High Court of Justice - with a panel of three or more justices, it may rule at a further hearing with a panel of a larger number of justices. A further hearing may be held if the Supreme Court makes a ruling inconsistent with a previous ruling or if the Court deems that the importance, difficulty or novelty of a ruling of the Court justifies such hearing. The Supreme Court also holds the unique power of being able to order \"trial de novo\" (a retrial).", "targets": "Israel's Supreme court has uses what internal method to review its own decisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f842a0612b6c479ab99a9d352caebebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel's Supreme Court is at the head of the court system in the State of Israel. It is the highest judicial instance. The Supreme Court sits in Jerusalem. The area of its jurisdiction is the entire State. A ruling of the Supreme Court is binding upon every court, other than the Supreme Court itself. The Israeli supreme court is both an appellate court and the high court of justice. As an appellate court, the Supreme Court considers cases on appeal (both criminal and civil) on judgments and other decisions of the District Courts. It also considers appeals on judicial and quasi-judicial decisions of various kinds, such as matters relating to the legality of Knesset elections and disciplinary rulings of the Bar Association. As the High Court of Justice (Hebrew: Beit Mishpat Gavoha Le'Zedek \u05d1\u05d9\u05ea \u05de\u05e9\u05e4\u05d8 \u05d2\u05d1\u05d5\u05d4 \u05dc\u05e6\u05d3\u05e7; also known by its initials as Bagatz \u05d1\u05d2\"\u05e5), the Supreme Court rules as a court of first instance, primarily in matters regarding the legality of decisions of State authorities: Government decisions, those of local authorities and other bodies and persons performing public functions under the law, and direct challenges to the constitutionality of laws enacted by the Knesset. The court has broad discretionary authority to rule on matters in which it considers it necessary to grant relief in the interests of justice, and which are not within the jurisdiction of another court or tribunal. The High Court of Justice grants relief through orders such as injunction, mandamus and Habeas Corpus, as well as through declaratory judgments. The Supreme Court can also sit at a further hearing on its own judgment. In a matter on which the Supreme Court has ruled - whether as a court of appeals or as the High Court of Justice - with a panel of three or more justices, it may rule at a further hearing with a panel of a larger number of justices. A further hearing may be held if the Supreme Court makes a ruling inconsistent with a previous ruling or if the Court deems that the importance, difficulty or novelty of a ruling of the Court justifies such hearing. The Supreme Court also holds the unique power of being able to order \"trial de novo\" (a retrial).", "targets": "A retrial is also called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-170b58da3aa147b49de3e9d6cd946b28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university's first chancellor was Joseph Gibson Hoyt. Crow secured the university charter from the Missouri General Assembly in 1853, and Eliot was named President of the Board of Trustees. Early on, Eliot solicited support from members of the local business community, including John O'Fallon, but Eliot failed to secure a permanent endowment. Washington University is unusual among major American universities in not having had a prior financial endowment. The institution had no backing of a religious organization, single wealthy patron, or earmarked government support.", "targets": "Who was the first chancellor of Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-170b58da3aa147b49de3e9d6cd946b28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university's first chancellor was Joseph Gibson Hoyt. Crow secured the university charter from the Missouri General Assembly in 1853, and Eliot was named President of the Board of Trustees. Early on, Eliot solicited support from members of the local business community, including John O'Fallon, but Eliot failed to secure a permanent endowment. Washington University is unusual among major American universities in not having had a prior financial endowment. The institution had no backing of a religious organization, single wealthy patron, or earmarked government support.", "targets": "When did Washington University secure its charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-170b58da3aa147b49de3e9d6cd946b28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university's first chancellor was Joseph Gibson Hoyt. Crow secured the university charter from the Missouri General Assembly in 1853, and Eliot was named President of the Board of Trustees. Early on, Eliot solicited support from members of the local business community, including John O'Fallon, but Eliot failed to secure a permanent endowment. Washington University is unusual among major American universities in not having had a prior financial endowment. The institution had no backing of a religious organization, single wealthy patron, or earmarked government support.", "targets": "What makes Washington University unique among other American universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-170b58da3aa147b49de3e9d6cd946b28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university's first chancellor was Joseph Gibson Hoyt. Crow secured the university charter from the Missouri General Assembly in 1853, and Eliot was named President of the Board of Trustees. Early on, Eliot solicited support from members of the local business community, including John O'Fallon, but Eliot failed to secure a permanent endowment. Washington University is unusual among major American universities in not having had a prior financial endowment. The institution had no backing of a religious organization, single wealthy patron, or earmarked government support.", "targets": "Who was the first president of Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-170b58da3aa147b49de3e9d6cd946b28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university's first chancellor was Joseph Gibson Hoyt. Crow secured the university charter from the Missouri General Assembly in 1853, and Eliot was named President of the Board of Trustees. Early on, Eliot solicited support from members of the local business community, including John O'Fallon, but Eliot failed to secure a permanent endowment. Washington University is unusual among major American universities in not having had a prior financial endowment. The institution had no backing of a religious organization, single wealthy patron, or earmarked government support.", "targets": "What local businessman help provide support for the Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a75403c6c0458f9b084305eb0b9a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a problem X is in C and hard for C, then X is said to be complete for C. This means that X is the hardest problem in C. (Since many problems could be equally hard, one might say that X is one of the hardest problems in C.) Thus the class of NP-complete problems contains the most difficult problems in NP, in the sense that they are the ones most likely not to be in P. Because the problem P = NP is not solved, being able to reduce a known NP-complete problem, \u03a02, to another problem, \u03a01, would indicate that there is no known polynomial-time solution for \u03a01. This is because a polynomial-time solution to \u03a01 would yield a polynomial-time solution to \u03a02. Similarly, because all NP problems can be reduced to the set, finding an NP-complete problem that can be solved in polynomial time would mean that P = NP.", "targets": "The hardest problems in NP can be analogously written as what class of problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a75403c6c0458f9b084305eb0b9a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a problem X is in C and hard for C, then X is said to be complete for C. This means that X is the hardest problem in C. (Since many problems could be equally hard, one might say that X is one of the hardest problems in C.) Thus the class of NP-complete problems contains the most difficult problems in NP, in the sense that they are the ones most likely not to be in P. Because the problem P = NP is not solved, being able to reduce a known NP-complete problem, \u03a02, to another problem, \u03a01, would indicate that there is no known polynomial-time solution for \u03a01. This is because a polynomial-time solution to \u03a01 would yield a polynomial-time solution to \u03a02. Similarly, because all NP problems can be reduced to the set, finding an NP-complete problem that can be solved in polynomial time would mean that P = NP.", "targets": "NP complete problems contain the lowest likelihood of being located in what problem class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a75403c6c0458f9b084305eb0b9a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a problem X is in C and hard for C, then X is said to be complete for C. This means that X is the hardest problem in C. (Since many problems could be equally hard, one might say that X is one of the hardest problems in C.) Thus the class of NP-complete problems contains the most difficult problems in NP, in the sense that they are the ones most likely not to be in P. Because the problem P = NP is not solved, being able to reduce a known NP-complete problem, \u03a02, to another problem, \u03a01, would indicate that there is no known polynomial-time solution for \u03a01. This is because a polynomial-time solution to \u03a01 would yield a polynomial-time solution to \u03a02. Similarly, because all NP problems can be reduced to the set, finding an NP-complete problem that can be solved in polynomial time would mean that P = NP.", "targets": "If P = NP is unsolved, and reduction is applied to a known NP-complete problem vis a vis \u03a02 to  \u03a01, what conclusion can be drawn for \u03a01?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a75403c6c0458f9b084305eb0b9a06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a problem X is in C and hard for C, then X is said to be complete for C. This means that X is the hardest problem in C. (Since many problems could be equally hard, one might say that X is one of the hardest problems in C.) Thus the class of NP-complete problems contains the most difficult problems in NP, in the sense that they are the ones most likely not to be in P. Because the problem P = NP is not solved, being able to reduce a known NP-complete problem, \u03a02, to another problem, \u03a01, would indicate that there is no known polynomial-time solution for \u03a01. This is because a polynomial-time solution to \u03a01 would yield a polynomial-time solution to \u03a02. Similarly, because all NP problems can be reduced to the set, finding an NP-complete problem that can be solved in polynomial time would mean that P = NP.", "targets": "If polynomial time can be utilized within an NP-complete problem, what does the imply P is equal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f19d6aefc64f44bea050cc1228253f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bohemia prospered in the 14th century, and the Golden Bull of 1356 made the king of Bohemia first among the imperial electors, but the Hussite revolution threw the country into crisis. The Holy Roman Empire passed to the Habsburgs in 1438, where it remained until its dissolution in 1806. Yet in spite of the extensive territories held by the Habsburgs, the Empire itself remained fragmented, and much real power and influence lay with the individual principalities. In addition, financial institutions, such as the Hanseatic League and the Fugger family, held great power, on both economic and a political levels.", "targets": "In what year was the Holy Roman Empire dissolved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f19d6aefc64f44bea050cc1228253f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bohemia prospered in the 14th century, and the Golden Bull of 1356 made the king of Bohemia first among the imperial electors, but the Hussite revolution threw the country into crisis. The Holy Roman Empire passed to the Habsburgs in 1438, where it remained until its dissolution in 1806. Yet in spite of the extensive territories held by the Habsburgs, the Empire itself remained fragmented, and much real power and influence lay with the individual principalities. In addition, financial institutions, such as the Hanseatic League and the Fugger family, held great power, on both economic and a political levels.", "targets": "In what year did a Golden Bull make the king of Bohemia first among the imperial electors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f19d6aefc64f44bea050cc1228253f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bohemia prospered in the 14th century, and the Golden Bull of 1356 made the king of Bohemia first among the imperial electors, but the Hussite revolution threw the country into crisis. The Holy Roman Empire passed to the Habsburgs in 1438, where it remained until its dissolution in 1806. Yet in spite of the extensive territories held by the Habsburgs, the Empire itself remained fragmented, and much real power and influence lay with the individual principalities. In addition, financial institutions, such as the Hanseatic League and the Fugger family, held great power, on both economic and a political levels.", "targets": "The Hanseatic League was what type of institution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f19d6aefc64f44bea050cc1228253f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bohemia prospered in the 14th century, and the Golden Bull of 1356 made the king of Bohemia first among the imperial electors, but the Hussite revolution threw the country into crisis. The Holy Roman Empire passed to the Habsburgs in 1438, where it remained until its dissolution in 1806. Yet in spite of the extensive territories held by the Habsburgs, the Empire itself remained fragmented, and much real power and influence lay with the individual principalities. In addition, financial institutions, such as the Hanseatic League and the Fugger family, held great power, on both economic and a political levels.", "targets": "In 1438, control of the Holy Roman Empire passed to what dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9adc3474f334df786d6e0f8bb8195ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting at the transition between the Middle to Upper Paleolithic period, some 80,000 to 70,000 years ago, some hunter-gatherers bands began to specialize, concentrating on hunting a smaller selection of (often larger) game and gathering a smaller selection of food. This specialization of work also involved creating specialized tools, like fishing nets and hooks and bone harpoons. The transition into the subsequent Neolithic period is chiefly defined by the unprecedented development of nascent agricultural practices. Agriculture originated and spread in several different areas including the Middle East, Asia, Mesoamerica, and the Andes beginning as early as 12,000 years ago.", "targets": "During what period did hunter-gatherers begin to focus food collection on a more limited range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9adc3474f334df786d6e0f8bb8195ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting at the transition between the Middle to Upper Paleolithic period, some 80,000 to 70,000 years ago, some hunter-gatherers bands began to specialize, concentrating on hunting a smaller selection of (often larger) game and gathering a smaller selection of food. This specialization of work also involved creating specialized tools, like fishing nets and hooks and bone harpoons. The transition into the subsequent Neolithic period is chiefly defined by the unprecedented development of nascent agricultural practices. Agriculture originated and spread in several different areas including the Middle East, Asia, Mesoamerica, and the Andes beginning as early as 12,000 years ago.", "targets": "How many years ago did hunting-gatherers start specializing in their collection practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9adc3474f334df786d6e0f8bb8195ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting at the transition between the Middle to Upper Paleolithic period, some 80,000 to 70,000 years ago, some hunter-gatherers bands began to specialize, concentrating on hunting a smaller selection of (often larger) game and gathering a smaller selection of food. This specialization of work also involved creating specialized tools, like fishing nets and hooks and bone harpoons. The transition into the subsequent Neolithic period is chiefly defined by the unprecedented development of nascent agricultural practices. Agriculture originated and spread in several different areas including the Middle East, Asia, Mesoamerica, and the Andes beginning as early as 12,000 years ago.", "targets": "What was the change in gathering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9adc3474f334df786d6e0f8bb8195ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting at the transition between the Middle to Upper Paleolithic period, some 80,000 to 70,000 years ago, some hunter-gatherers bands began to specialize, concentrating on hunting a smaller selection of (often larger) game and gathering a smaller selection of food. This specialization of work also involved creating specialized tools, like fishing nets and hooks and bone harpoons. The transition into the subsequent Neolithic period is chiefly defined by the unprecedented development of nascent agricultural practices. Agriculture originated and spread in several different areas including the Middle East, Asia, Mesoamerica, and the Andes beginning as early as 12,000 years ago.", "targets": "When did the use of agriculture begin it's spread?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "How does Whitehead characterize anything that exists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "How does he describe what makes something real?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "In Whitehead's thinking, what could be said about something that has no effect on any other person or object?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "What did Whitehead believe about the concept of relations in the context of defining an entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "Whitehead believes any entity is in some sense what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "If an object made no difference to any other entity, what could be said about it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "If relations are not secondary to what a thing is, what is it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "What makes up the sum of relations to an entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd80147f473b4d488a29a1efc9c9d250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fact, Whitehead describes any entity as in some sense nothing more and nothing less than the sum of its relations to other entities \u2013 its synthesis of and reaction to the world around it. A real thing is just that which forces the rest of the universe to in some way conform to it; that is to say, if theoretically a thing made strictly no difference to any other entity (i.e. it was not related to any other entity), it could not be said to really exist. Relations are not secondary to what a thing is, they are what the thing is.", "targets": "A real object forces the universe to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4af1477ab9b4002805637e62a5aebbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arthurian legend, Avalon became associated with Glastonbury Tor when monks at Glastonbury Abbey claimed to have discovered the bones of King Arthur and his queen. What is more certain is that Glastonbury was an important religious centre by 700 and claims to be \"the oldest above-ground Christian church in the World\" situated \"in the mystical land of Avalon.\" The claim is based on dating the founding of the community of monks at AD 63, the year of the legendary visit of Joseph of Arimathea, who was supposed to have brought the Holy Grail. During the Middle Ages there were also important religious sites at Woodspring Priory and Muchelney Abbey. The present Diocese of Bath and Wells covers Somerset \u2013 with the exception of the Parish of Abbots Leigh with Leigh Woods in North Somerset \u2013 and a small area of Dorset. The Episcopal seat of the Bishop of Bath and Wells is now in the Cathedral Church of Saint Andrew in the city of Wells, having previously been at Bath Abbey. Before the English Reformation, it was a Roman Catholic diocese; the county now falls within the Roman Catholic Diocese of Clifton. The Benedictine monastery Saint Gregory's Abbey, commonly known as Downside Abbey, is at Stratton-on-the-Fosse, and the ruins of the former Cistercian Cleeve Abbey are near the village of Washford.", "targets": "What does Artharian legend claim about Glastonbury"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4af1477ab9b4002805637e62a5aebbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arthurian legend, Avalon became associated with Glastonbury Tor when monks at Glastonbury Abbey claimed to have discovered the bones of King Arthur and his queen. What is more certain is that Glastonbury was an important religious centre by 700 and claims to be \"the oldest above-ground Christian church in the World\" situated \"in the mystical land of Avalon.\" The claim is based on dating the founding of the community of monks at AD 63, the year of the legendary visit of Joseph of Arimathea, who was supposed to have brought the Holy Grail. During the Middle Ages there were also important religious sites at Woodspring Priory and Muchelney Abbey. The present Diocese of Bath and Wells covers Somerset \u2013 with the exception of the Parish of Abbots Leigh with Leigh Woods in North Somerset \u2013 and a small area of Dorset. The Episcopal seat of the Bishop of Bath and Wells is now in the Cathedral Church of Saint Andrew in the city of Wells, having previously been at Bath Abbey. Before the English Reformation, it was a Roman Catholic diocese; the county now falls within the Roman Catholic Diocese of Clifton. The Benedictine monastery Saint Gregory's Abbey, commonly known as Downside Abbey, is at Stratton-on-the-Fosse, and the ruins of the former Cistercian Cleeve Abbey are near the village of Washford.", "targets": "What is built in Avalon "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4af1477ab9b4002805637e62a5aebbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arthurian legend, Avalon became associated with Glastonbury Tor when monks at Glastonbury Abbey claimed to have discovered the bones of King Arthur and his queen. What is more certain is that Glastonbury was an important religious centre by 700 and claims to be \"the oldest above-ground Christian church in the World\" situated \"in the mystical land of Avalon.\" The claim is based on dating the founding of the community of monks at AD 63, the year of the legendary visit of Joseph of Arimathea, who was supposed to have brought the Holy Grail. During the Middle Ages there were also important religious sites at Woodspring Priory and Muchelney Abbey. The present Diocese of Bath and Wells covers Somerset \u2013 with the exception of the Parish of Abbots Leigh with Leigh Woods in North Somerset \u2013 and a small area of Dorset. The Episcopal seat of the Bishop of Bath and Wells is now in the Cathedral Church of Saint Andrew in the city of Wells, having previously been at Bath Abbey. Before the English Reformation, it was a Roman Catholic diocese; the county now falls within the Roman Catholic Diocese of Clifton. The Benedictine monastery Saint Gregory's Abbey, commonly known as Downside Abbey, is at Stratton-on-the-Fosse, and the ruins of the former Cistercian Cleeve Abbey are near the village of Washford.", "targets": "The Episcopal seat of the Bishop is now where "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4af1477ab9b4002805637e62a5aebbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arthurian legend, Avalon became associated with Glastonbury Tor when monks at Glastonbury Abbey claimed to have discovered the bones of King Arthur and his queen. What is more certain is that Glastonbury was an important religious centre by 700 and claims to be \"the oldest above-ground Christian church in the World\" situated \"in the mystical land of Avalon.\" The claim is based on dating the founding of the community of monks at AD 63, the year of the legendary visit of Joseph of Arimathea, who was supposed to have brought the Holy Grail. During the Middle Ages there were also important religious sites at Woodspring Priory and Muchelney Abbey. The present Diocese of Bath and Wells covers Somerset \u2013 with the exception of the Parish of Abbots Leigh with Leigh Woods in North Somerset \u2013 and a small area of Dorset. The Episcopal seat of the Bishop of Bath and Wells is now in the Cathedral Church of Saint Andrew in the city of Wells, having previously been at Bath Abbey. Before the English Reformation, it was a Roman Catholic diocese; the county now falls within the Roman Catholic Diocese of Clifton. The Benedictine monastery Saint Gregory's Abbey, commonly known as Downside Abbey, is at Stratton-on-the-Fosse, and the ruins of the former Cistercian Cleeve Abbey are near the village of Washford.", "targets": "Where is St Greggorys abbey"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6f7e2cfa4d94ba88036ec3bc107f59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stars, planets, and moons keep their atmospheres by gravitational attraction, and as such, atmospheres have no clearly delineated boundary: the density of atmospheric gas simply decreases with distance from the object. The Earth's atmospheric pressure drops to about 6998320000000000000\u26603.2\u00d710\u22122 Pa at 100 kilometres (62 mi) of altitude, the K\u00e1rm\u00e1n line, which is a common definition of the boundary with outer space. Beyond this line, isotropic gas pressure rapidly becomes insignificant when compared to radiation pressure from the Sun and the dynamic pressure of the solar winds, so the definition of pressure becomes difficult to interpret. The thermosphere in this range has large gradients of pressure, temperature and composition, and varies greatly due to space weather. Astrophysicists prefer to use number density to describe these environments, in units of particles per cubic centimetre.", "targets": "`Why does thermosphere past the Karman line vary so greatly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6f7e2cfa4d94ba88036ec3bc107f59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stars, planets, and moons keep their atmospheres by gravitational attraction, and as such, atmospheres have no clearly delineated boundary: the density of atmospheric gas simply decreases with distance from the object. The Earth's atmospheric pressure drops to about 6998320000000000000\u26603.2\u00d710\u22122 Pa at 100 kilometres (62 mi) of altitude, the K\u00e1rm\u00e1n line, which is a common definition of the boundary with outer space. Beyond this line, isotropic gas pressure rapidly becomes insignificant when compared to radiation pressure from the Sun and the dynamic pressure of the solar winds, so the definition of pressure becomes difficult to interpret. The thermosphere in this range has large gradients of pressure, temperature and composition, and varies greatly due to space weather. Astrophysicists prefer to use number density to describe these environments, in units of particles per cubic centimetre.", "targets": "What is commonly known as the boundary of outer space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6f7e2cfa4d94ba88036ec3bc107f59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stars, planets, and moons keep their atmospheres by gravitational attraction, and as such, atmospheres have no clearly delineated boundary: the density of atmospheric gas simply decreases with distance from the object. The Earth's atmospheric pressure drops to about 6998320000000000000\u26603.2\u00d710\u22122 Pa at 100 kilometres (62 mi) of altitude, the K\u00e1rm\u00e1n line, which is a common definition of the boundary with outer space. Beyond this line, isotropic gas pressure rapidly becomes insignificant when compared to radiation pressure from the Sun and the dynamic pressure of the solar winds, so the definition of pressure becomes difficult to interpret. The thermosphere in this range has large gradients of pressure, temperature and composition, and varies greatly due to space weather. Astrophysicists prefer to use number density to describe these environments, in units of particles per cubic centimetre.", "targets": "What do Astrophysicists use to describe outer space beyond the karman line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6f7e2cfa4d94ba88036ec3bc107f59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stars, planets, and moons keep their atmospheres by gravitational attraction, and as such, atmospheres have no clearly delineated boundary: the density of atmospheric gas simply decreases with distance from the object. The Earth's atmospheric pressure drops to about 6998320000000000000\u26603.2\u00d710\u22122 Pa at 100 kilometres (62 mi) of altitude, the K\u00e1rm\u00e1n line, which is a common definition of the boundary with outer space. Beyond this line, isotropic gas pressure rapidly becomes insignificant when compared to radiation pressure from the Sun and the dynamic pressure of the solar winds, so the definition of pressure becomes difficult to interpret. The thermosphere in this range has large gradients of pressure, temperature and composition, and varies greatly due to space weather. Astrophysicists prefer to use number density to describe these environments, in units of particles per cubic centimetre.", "targets": "What is more significant than isotropic gas pressure past the Karman line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b004e482d604880ac23aeb70d7894d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he was imprisoned in the castle of Fardajan near Hamadhan, Avicenna wrote his famous \"Floating Man\" \u2013 literally falling man \u2013 thought experiment to demonstrate human self-awareness and the substantiality and immateriality of the soul. Avicenna believed his \"Floating Man\" thought experiment demonstrated that the soul is a substance, and claimed humans cannot doubt their own consciousness, even in a situation that prevents all sensory data input. The thought experiment told its readers to imagine themselves created all at once while suspended in the air, isolated from all sensations, which includes no sensory contact with even their own bodies. He argued that, in this scenario, one would still have self-consciousness. Because it is conceivable that a person, suspended in air while cut off from sense experience, would still be capable of determining his own existence, the thought experiment points to the conclusions that the soul is a perfection, independent of the body, and an immaterial substance. The conceivability of this \"Floating Man\" indicates that the soul is perceived intellectually, which entails the soul's separateness from the body. Avicenna referred to the living human intelligence, particularly the active intellect, which he believed to be the hypostasis by which God communicates truth to the human mind and imparts order and intelligibility to nature. Following is an English translation of the argument:", "targets": "Where was Avicenna once imprisoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b004e482d604880ac23aeb70d7894d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he was imprisoned in the castle of Fardajan near Hamadhan, Avicenna wrote his famous \"Floating Man\" \u2013 literally falling man \u2013 thought experiment to demonstrate human self-awareness and the substantiality and immateriality of the soul. Avicenna believed his \"Floating Man\" thought experiment demonstrated that the soul is a substance, and claimed humans cannot doubt their own consciousness, even in a situation that prevents all sensory data input. The thought experiment told its readers to imagine themselves created all at once while suspended in the air, isolated from all sensations, which includes no sensory contact with even their own bodies. He argued that, in this scenario, one would still have self-consciousness. Because it is conceivable that a person, suspended in air while cut off from sense experience, would still be capable of determining his own existence, the thought experiment points to the conclusions that the soul is a perfection, independent of the body, and an immaterial substance. The conceivability of this \"Floating Man\" indicates that the soul is perceived intellectually, which entails the soul's separateness from the body. Avicenna referred to the living human intelligence, particularly the active intellect, which he believed to be the hypostasis by which God communicates truth to the human mind and imparts order and intelligibility to nature. Following is an English translation of the argument:", "targets": "What did Avicenna write while he was imprisoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b004e482d604880ac23aeb70d7894d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he was imprisoned in the castle of Fardajan near Hamadhan, Avicenna wrote his famous \"Floating Man\" \u2013 literally falling man \u2013 thought experiment to demonstrate human self-awareness and the substantiality and immateriality of the soul. Avicenna believed his \"Floating Man\" thought experiment demonstrated that the soul is a substance, and claimed humans cannot doubt their own consciousness, even in a situation that prevents all sensory data input. The thought experiment told its readers to imagine themselves created all at once while suspended in the air, isolated from all sensations, which includes no sensory contact with even their own bodies. He argued that, in this scenario, one would still have self-consciousness. Because it is conceivable that a person, suspended in air while cut off from sense experience, would still be capable of determining his own existence, the thought experiment points to the conclusions that the soul is a perfection, independent of the body, and an immaterial substance. The conceivability of this \"Floating Man\" indicates that the soul is perceived intellectually, which entails the soul's separateness from the body. Avicenna referred to the living human intelligence, particularly the active intellect, which he believed to be the hypostasis by which God communicates truth to the human mind and imparts order and intelligibility to nature. Following is an English translation of the argument:", "targets": "What was the soul according to Avicenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b004e482d604880ac23aeb70d7894d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he was imprisoned in the castle of Fardajan near Hamadhan, Avicenna wrote his famous \"Floating Man\" \u2013 literally falling man \u2013 thought experiment to demonstrate human self-awareness and the substantiality and immateriality of the soul. Avicenna believed his \"Floating Man\" thought experiment demonstrated that the soul is a substance, and claimed humans cannot doubt their own consciousness, even in a situation that prevents all sensory data input. The thought experiment told its readers to imagine themselves created all at once while suspended in the air, isolated from all sensations, which includes no sensory contact with even their own bodies. He argued that, in this scenario, one would still have self-consciousness. Because it is conceivable that a person, suspended in air while cut off from sense experience, would still be capable of determining his own existence, the thought experiment points to the conclusions that the soul is a perfection, independent of the body, and an immaterial substance. The conceivability of this \"Floating Man\" indicates that the soul is perceived intellectually, which entails the soul's separateness from the body. Avicenna referred to the living human intelligence, particularly the active intellect, which he believed to be the hypostasis by which God communicates truth to the human mind and imparts order and intelligibility to nature. Following is an English translation of the argument:", "targets": "How is the soul perceived according to Avicenna's work \"Floating Man\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b004e482d604880ac23aeb70d7894d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he was imprisoned in the castle of Fardajan near Hamadhan, Avicenna wrote his famous \"Floating Man\" \u2013 literally falling man \u2013 thought experiment to demonstrate human self-awareness and the substantiality and immateriality of the soul. Avicenna believed his \"Floating Man\" thought experiment demonstrated that the soul is a substance, and claimed humans cannot doubt their own consciousness, even in a situation that prevents all sensory data input. The thought experiment told its readers to imagine themselves created all at once while suspended in the air, isolated from all sensations, which includes no sensory contact with even their own bodies. He argued that, in this scenario, one would still have self-consciousness. Because it is conceivable that a person, suspended in air while cut off from sense experience, would still be capable of determining his own existence, the thought experiment points to the conclusions that the soul is a perfection, independent of the body, and an immaterial substance. The conceivability of this \"Floating Man\" indicates that the soul is perceived intellectually, which entails the soul's separateness from the body. Avicenna referred to the living human intelligence, particularly the active intellect, which he believed to be the hypostasis by which God communicates truth to the human mind and imparts order and intelligibility to nature. Following is an English translation of the argument:", "targets": "How did Avicenna want man to think of themselves as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebff36537ac44304ab35c7f1c056795e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "human activities are more likely to affect the habitat in areas of permanent water (oases) or where water comes close to the surface. Here, the local pressure on natural resources can be intense. The remaining populations of large mammals have been greatly reduced by hunting for food and recreation. In recent years development projects have started in the deserts of Algeria and Tunisia using irrigated water pumped from underground aquifers. These schemes often lead to soil degradation and salinization.", "targets": "What activities from these mammals will likely affect   habitat areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebff36537ac44304ab35c7f1c056795e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "human activities are more likely to affect the habitat in areas of permanent water (oases) or where water comes close to the surface. Here, the local pressure on natural resources can be intense. The remaining populations of large mammals have been greatly reduced by hunting for food and recreation. In recent years development projects have started in the deserts of Algeria and Tunisia using irrigated water pumped from underground aquifers. These schemes often lead to soil degradation and salinization.", "targets": "What underground items have lead to soil degradation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebff36537ac44304ab35c7f1c056795e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "human activities are more likely to affect the habitat in areas of permanent water (oases) or where water comes close to the surface. Here, the local pressure on natural resources can be intense. The remaining populations of large mammals have been greatly reduced by hunting for food and recreation. In recent years development projects have started in the deserts of Algeria and Tunisia using irrigated water pumped from underground aquifers. These schemes often lead to soil degradation and salinization.", "targets": "What kind of pressure can be intense in the Sahara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51331a7ab461430abde9bb04103e6feb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the following table, green arrows () represent an increase in ranking over the previous study, while red arrows () represent a decrease in ranking. They are followed by the number of spaces they moved. Blue dashes () represent a nation that did not move in the rankings since the previous study.", "targets": "If there is a decrease in a country's ranking, which indicator will be present?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51331a7ab461430abde9bb04103e6feb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the following table, green arrows () represent an increase in ranking over the previous study, while red arrows () represent a decrease in ranking. They are followed by the number of spaces they moved. Blue dashes () represent a nation that did not move in the rankings since the previous study.", "targets": "If there is an increase in a country's ranking, which indicator will be present?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51331a7ab461430abde9bb04103e6feb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the following table, green arrows () represent an increase in ranking over the previous study, while red arrows () represent a decrease in ranking. They are followed by the number of spaces they moved. Blue dashes () represent a nation that did not move in the rankings since the previous study.", "targets": "If a country's ranking does not change, which indicator will be present?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12f864160284e95be64607cf87824d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean Presbyterian denominations are active in evangelism and many of its missionaries are being sent overseas, being the second biggest missionary sender in the world after the United States. GSM, the missionary body of the \"Hapdong\" General Assembly of Presbyterian Churches of Korea, is the single largest Presbyterian missionary organization in Korea. In addition there are many Korean-American Presbyterians in the United States, either with their own church sites or sharing space in pre-existing churches as is the case in Australia, New Zealand and even Muslim countries such as Saudi Arabia with Korean immigration.", "targets": "Korean Presbyterian missionaries being sent over seas are second in numbers to only which other country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12f864160284e95be64607cf87824d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean Presbyterian denominations are active in evangelism and many of its missionaries are being sent overseas, being the second biggest missionary sender in the world after the United States. GSM, the missionary body of the \"Hapdong\" General Assembly of Presbyterian Churches of Korea, is the single largest Presbyterian missionary organization in Korea. In addition there are many Korean-American Presbyterians in the United States, either with their own church sites or sharing space in pre-existing churches as is the case in Australia, New Zealand and even Muslim countries such as Saudi Arabia with Korean immigration.", "targets": "What is the name of the largest Presbyterian missionary organization in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12f864160284e95be64607cf87824d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean Presbyterian denominations are active in evangelism and many of its missionaries are being sent overseas, being the second biggest missionary sender in the world after the United States. GSM, the missionary body of the \"Hapdong\" General Assembly of Presbyterian Churches of Korea, is the single largest Presbyterian missionary organization in Korea. In addition there are many Korean-American Presbyterians in the United States, either with their own church sites or sharing space in pre-existing churches as is the case in Australia, New Zealand and even Muslim countries such as Saudi Arabia with Korean immigration.", "targets": "Which muslim country does Korea have a Presbyterian church in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8538ea1e4e23402086bd9f545fde7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second Diadochi war began following the death of Antipater in 319 BC. Passing over his own son, Cassander, Antipater had declared Polyperchon his successor as Regent. Cassander rose in revolt against Polyperchon (who was joined by Eumenes) and was supported by Antigonus, Lysimachus and Ptolemy. In 317, Cassander invaded Macedonia, attaining control of Macedon, sentencing Olympias to death and capturing the boy king Alexander IV, and his mother. In Asia, Eumenes was betrayed by his own men after years of campaign and was given up to Antigonus who had him executed.", "targets": "When did Antipater die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8538ea1e4e23402086bd9f545fde7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second Diadochi war began following the death of Antipater in 319 BC. Passing over his own son, Cassander, Antipater had declared Polyperchon his successor as Regent. Cassander rose in revolt against Polyperchon (who was joined by Eumenes) and was supported by Antigonus, Lysimachus and Ptolemy. In 317, Cassander invaded Macedonia, attaining control of Macedon, sentencing Olympias to death and capturing the boy king Alexander IV, and his mother. In Asia, Eumenes was betrayed by his own men after years of campaign and was given up to Antigonus who had him executed.", "targets": "Who did Antipater declar as his successor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8538ea1e4e23402086bd9f545fde7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second Diadochi war began following the death of Antipater in 319 BC. Passing over his own son, Cassander, Antipater had declared Polyperchon his successor as Regent. Cassander rose in revolt against Polyperchon (who was joined by Eumenes) and was supported by Antigonus, Lysimachus and Ptolemy. In 317, Cassander invaded Macedonia, attaining control of Macedon, sentencing Olympias to death and capturing the boy king Alexander IV, and his mother. In Asia, Eumenes was betrayed by his own men after years of campaign and was given up to Antigonus who had him executed.", "targets": "When did Cassander invade Macedonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8538ea1e4e23402086bd9f545fde7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second Diadochi war began following the death of Antipater in 319 BC. Passing over his own son, Cassander, Antipater had declared Polyperchon his successor as Regent. Cassander rose in revolt against Polyperchon (who was joined by Eumenes) and was supported by Antigonus, Lysimachus and Ptolemy. In 317, Cassander invaded Macedonia, attaining control of Macedon, sentencing Olympias to death and capturing the boy king Alexander IV, and his mother. In Asia, Eumenes was betrayed by his own men after years of campaign and was given up to Antigonus who had him executed.", "targets": "Who ordered Eumenes' execution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8538ea1e4e23402086bd9f545fde7de9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second Diadochi war began following the death of Antipater in 319 BC. Passing over his own son, Cassander, Antipater had declared Polyperchon his successor as Regent. Cassander rose in revolt against Polyperchon (who was joined by Eumenes) and was supported by Antigonus, Lysimachus and Ptolemy. In 317, Cassander invaded Macedonia, attaining control of Macedon, sentencing Olympias to death and capturing the boy king Alexander IV, and his mother. In Asia, Eumenes was betrayed by his own men after years of campaign and was given up to Antigonus who had him executed.", "targets": "Who sentenced Olympias to death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f21a4bf675439da413cabfa7cbcd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia was founded as a Roman colony in 138 BC. The city is situated on the banks of the Turia, on the east coast of the Iberian Peninsula, fronting the Gulf of Valencia on the Mediterranean Sea. Its historic centre is one of the largest in Spain, with approximately 169 hectares; this heritage of ancient monuments, views and cultural attractions makes Valencia one of the country's most popular tourist destinations. Major monuments include Valencia Cathedral, the Torres de Serrans, the Torres de Quart, the Llotja de la Seda (declared a World Heritage Site by UNESCO in 1996), and the Ciutat de les Arts i les Ci\u00e8ncies (City of Arts and Sciences), an entertainment-based cultural and architectural complex designed by Santiago Calatrava and F\u00e9lix Candela. The Museu de Belles Arts de Val\u00e8ncia houses a large collection of paintings from the 14th to the 18th centuries, including works by Vel\u00e1zquez, El Greco, and Goya, as well as an important series of engravings by Piranesi. The Institut Valenci\u00e0 d'Art Modern (Valencian Institute of Modern Art) houses both permanent collections and temporary exhibitions of contemporary art and photography.", "targets": "When was Valencia's founding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f21a4bf675439da413cabfa7cbcd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia was founded as a Roman colony in 138 BC. The city is situated on the banks of the Turia, on the east coast of the Iberian Peninsula, fronting the Gulf of Valencia on the Mediterranean Sea. Its historic centre is one of the largest in Spain, with approximately 169 hectares; this heritage of ancient monuments, views and cultural attractions makes Valencia one of the country's most popular tourist destinations. Major monuments include Valencia Cathedral, the Torres de Serrans, the Torres de Quart, the Llotja de la Seda (declared a World Heritage Site by UNESCO in 1996), and the Ciutat de les Arts i les Ci\u00e8ncies (City of Arts and Sciences), an entertainment-based cultural and architectural complex designed by Santiago Calatrava and F\u00e9lix Candela. The Museu de Belles Arts de Val\u00e8ncia houses a large collection of paintings from the 14th to the 18th centuries, including works by Vel\u00e1zquez, El Greco, and Goya, as well as an important series of engravings by Piranesi. The Institut Valenci\u00e0 d'Art Modern (Valencian Institute of Modern Art) houses both permanent collections and temporary exhibitions of contemporary art and photography.", "targets": "On what river is Valencia located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f21a4bf675439da413cabfa7cbcd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia was founded as a Roman colony in 138 BC. The city is situated on the banks of the Turia, on the east coast of the Iberian Peninsula, fronting the Gulf of Valencia on the Mediterranean Sea. Its historic centre is one of the largest in Spain, with approximately 169 hectares; this heritage of ancient monuments, views and cultural attractions makes Valencia one of the country's most popular tourist destinations. Major monuments include Valencia Cathedral, the Torres de Serrans, the Torres de Quart, the Llotja de la Seda (declared a World Heritage Site by UNESCO in 1996), and the Ciutat de les Arts i les Ci\u00e8ncies (City of Arts and Sciences), an entertainment-based cultural and architectural complex designed by Santiago Calatrava and F\u00e9lix Candela. The Museu de Belles Arts de Val\u00e8ncia houses a large collection of paintings from the 14th to the 18th centuries, including works by Vel\u00e1zquez, El Greco, and Goya, as well as an important series of engravings by Piranesi. The Institut Valenci\u00e0 d'Art Modern (Valencian Institute of Modern Art) houses both permanent collections and temporary exhibitions of contemporary art and photography.", "targets": "How big is Valencia's historic centre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f21a4bf675439da413cabfa7cbcd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia was founded as a Roman colony in 138 BC. The city is situated on the banks of the Turia, on the east coast of the Iberian Peninsula, fronting the Gulf of Valencia on the Mediterranean Sea. Its historic centre is one of the largest in Spain, with approximately 169 hectares; this heritage of ancient monuments, views and cultural attractions makes Valencia one of the country's most popular tourist destinations. Major monuments include Valencia Cathedral, the Torres de Serrans, the Torres de Quart, the Llotja de la Seda (declared a World Heritage Site by UNESCO in 1996), and the Ciutat de les Arts i les Ci\u00e8ncies (City of Arts and Sciences), an entertainment-based cultural and architectural complex designed by Santiago Calatrava and F\u00e9lix Candela. The Museu de Belles Arts de Val\u00e8ncia houses a large collection of paintings from the 14th to the 18th centuries, including works by Vel\u00e1zquez, El Greco, and Goya, as well as an important series of engravings by Piranesi. The Institut Valenci\u00e0 d'Art Modern (Valencian Institute of Modern Art) houses both permanent collections and temporary exhibitions of contemporary art and photography.", "targets": "What Valencian museum has a photography collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f21a4bf675439da413cabfa7cbcd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia was founded as a Roman colony in 138 BC. The city is situated on the banks of the Turia, on the east coast of the Iberian Peninsula, fronting the Gulf of Valencia on the Mediterranean Sea. Its historic centre is one of the largest in Spain, with approximately 169 hectares; this heritage of ancient monuments, views and cultural attractions makes Valencia one of the country's most popular tourist destinations. Major monuments include Valencia Cathedral, the Torres de Serrans, the Torres de Quart, the Llotja de la Seda (declared a World Heritage Site by UNESCO in 1996), and the Ciutat de les Arts i les Ci\u00e8ncies (City of Arts and Sciences), an entertainment-based cultural and architectural complex designed by Santiago Calatrava and F\u00e9lix Candela. The Museu de Belles Arts de Val\u00e8ncia houses a large collection of paintings from the 14th to the 18th centuries, including works by Vel\u00e1zquez, El Greco, and Goya, as well as an important series of engravings by Piranesi. The Institut Valenci\u00e0 d'Art Modern (Valencian Institute of Modern Art) houses both permanent collections and temporary exhibitions of contemporary art and photography.", "targets": "What Valencian museum contains pieces by Velazquez and other famous artists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618a3ee3ed954d538ee16a1fdf111cc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funeral and burial for Donda West was held in Oklahoma City on November 20, 2007. West played his first concert following the funeral at The O2 in London on November 22. He dedicated a performance of \"Hey Mama\", as well as a cover of Journey's \"Don't Stop Believin'\", to his mother, and did so on all other dates of his Glow in the Dark tour.", "targets": "Where was Donda West's funeral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618a3ee3ed954d538ee16a1fdf111cc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funeral and burial for Donda West was held in Oklahoma City on November 20, 2007. West played his first concert following the funeral at The O2 in London on November 22. He dedicated a performance of \"Hey Mama\", as well as a cover of Journey's \"Don't Stop Believin'\", to his mother, and did so on all other dates of his Glow in the Dark tour.", "targets": "What songs did Kanye dedicate to his late mother as his performance at The O2 in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618a3ee3ed954d538ee16a1fdf111cc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funeral and burial for Donda West was held in Oklahoma City on November 20, 2007. West played his first concert following the funeral at The O2 in London on November 22. He dedicated a performance of \"Hey Mama\", as well as a cover of Journey's \"Don't Stop Believin'\", to his mother, and did so on all other dates of his Glow in the Dark tour.", "targets": "In what city was the funeral and burial for Donda West held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618a3ee3ed954d538ee16a1fdf111cc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funeral and burial for Donda West was held in Oklahoma City on November 20, 2007. West played his first concert following the funeral at The O2 in London on November 22. He dedicated a performance of \"Hey Mama\", as well as a cover of Journey's \"Don't Stop Believin'\", to his mother, and did so on all other dates of his Glow in the Dark tour.", "targets": "On what day was the funeral of Donda West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618a3ee3ed954d538ee16a1fdf111cc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funeral and burial for Donda West was held in Oklahoma City on November 20, 2007. West played his first concert following the funeral at The O2 in London on November 22. He dedicated a performance of \"Hey Mama\", as well as a cover of Journey's \"Don't Stop Believin'\", to his mother, and did so on all other dates of his Glow in the Dark tour.", "targets": "What day was Kanye's first concert after the death of his mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618a3ee3ed954d538ee16a1fdf111cc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The funeral and burial for Donda West was held in Oklahoma City on November 20, 2007. West played his first concert following the funeral at The O2 in London on November 22. He dedicated a performance of \"Hey Mama\", as well as a cover of Journey's \"Don't Stop Believin'\", to his mother, and did so on all other dates of his Glow in the Dark tour.", "targets": "On what tour did Kanye perform \"Hey Mama\" and his version of Journey's \"Don't Stop Believing\" in memory of his mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75db18059c834a86b04a234749f06d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's an annualized unemployment rate was 7.8% in 2014, down from 10.0%the previous year. This is higher than the national average of 6.2%. Similarly, the rate of new jobs added to the city's economy lagged behind the national job growth. In 2014, about 8,800 jobs were added to the city's economy. Sectors with the largest number of jobs added were in education and health services, leisure and hospitality, and professional and business services. Declines were seen in the city's manufacturing and government sectors.", "targets": "Unemployment rate in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75db18059c834a86b04a234749f06d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's an annualized unemployment rate was 7.8% in 2014, down from 10.0%the previous year. This is higher than the national average of 6.2%. Similarly, the rate of new jobs added to the city's economy lagged behind the national job growth. In 2014, about 8,800 jobs were added to the city's economy. Sectors with the largest number of jobs added were in education and health services, leisure and hospitality, and professional and business services. Declines were seen in the city's manufacturing and government sectors.", "targets": "What was the average unemployment rate in the U.S. in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75db18059c834a86b04a234749f06d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's an annualized unemployment rate was 7.8% in 2014, down from 10.0%the previous year. This is higher than the national average of 6.2%. Similarly, the rate of new jobs added to the city's economy lagged behind the national job growth. In 2014, about 8,800 jobs were added to the city's economy. Sectors with the largest number of jobs added were in education and health services, leisure and hospitality, and professional and business services. Declines were seen in the city's manufacturing and government sectors.", "targets": "How many jobs were gained in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75db18059c834a86b04a234749f06d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's an annualized unemployment rate was 7.8% in 2014, down from 10.0%the previous year. This is higher than the national average of 6.2%. Similarly, the rate of new jobs added to the city's economy lagged behind the national job growth. In 2014, about 8,800 jobs were added to the city's economy. Sectors with the largest number of jobs added were in education and health services, leisure and hospitality, and professional and business services. Declines were seen in the city's manufacturing and government sectors.", "targets": "What industries accounted for most of the city's job gains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75db18059c834a86b04a234749f06d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's an annualized unemployment rate was 7.8% in 2014, down from 10.0%the previous year. This is higher than the national average of 6.2%. Similarly, the rate of new jobs added to the city's economy lagged behind the national job growth. In 2014, about 8,800 jobs were added to the city's economy. Sectors with the largest number of jobs added were in education and health services, leisure and hospitality, and professional and business services. Declines were seen in the city's manufacturing and government sectors.", "targets": "What industries suffered declines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86361dcd790141ab8a0a934d5043e4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds fly at varying altitudes during migration. An expedition to Mt. Everest found skeletons of northern pintail Anas acuta and black-tailed godwit Limosa limosa at 5,000 m (16,000 ft) on the Khumbu Glacier. Bar-headed geese Anser indicus have been recorded by GPS flying at up to 6,540 metres (21,460 ft) while crossing the Himalayas, at the same time engaging in the highest rates of climb to altitude for any bird. Anecdotal reports of them flying much higher have yet to be corroborated with any direct evidence. Seabirds fly low over water but gain altitude when crossing land, and the reverse pattern is seen in landbirds. However most bird migration is in the range of 150 to 600 m (490 to 1,970 ft). Bird strike aviation records from the United States show most collisions occur below 600 m (2,000 ft) and almost none above 1,800 m (5,900 ft).", "targets": "What part of birds was found on an expedition to Mt. Everest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86361dcd790141ab8a0a934d5043e4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds fly at varying altitudes during migration. An expedition to Mt. Everest found skeletons of northern pintail Anas acuta and black-tailed godwit Limosa limosa at 5,000 m (16,000 ft) on the Khumbu Glacier. Bar-headed geese Anser indicus have been recorded by GPS flying at up to 6,540 metres (21,460 ft) while crossing the Himalayas, at the same time engaging in the highest rates of climb to altitude for any bird. Anecdotal reports of them flying much higher have yet to be corroborated with any direct evidence. Seabirds fly low over water but gain altitude when crossing land, and the reverse pattern is seen in landbirds. However most bird migration is in the range of 150 to 600 m (490 to 1,970 ft). Bird strike aviation records from the United States show most collisions occur below 600 m (2,000 ft) and almost none above 1,800 m (5,900 ft).", "targets": "Which birds have the highest rates of climb to altitude?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86361dcd790141ab8a0a934d5043e4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds fly at varying altitudes during migration. An expedition to Mt. Everest found skeletons of northern pintail Anas acuta and black-tailed godwit Limosa limosa at 5,000 m (16,000 ft) on the Khumbu Glacier. Bar-headed geese Anser indicus have been recorded by GPS flying at up to 6,540 metres (21,460 ft) while crossing the Himalayas, at the same time engaging in the highest rates of climb to altitude for any bird. Anecdotal reports of them flying much higher have yet to be corroborated with any direct evidence. Seabirds fly low over water but gain altitude when crossing land, and the reverse pattern is seen in landbirds. However most bird migration is in the range of 150 to 600 m (490 to 1,970 ft). Bird strike aviation records from the United States show most collisions occur below 600 m (2,000 ft) and almost none above 1,800 m (5,900 ft).", "targets": "What kind of birds fly low over water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86361dcd790141ab8a0a934d5043e4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds fly at varying altitudes during migration. An expedition to Mt. Everest found skeletons of northern pintail Anas acuta and black-tailed godwit Limosa limosa at 5,000 m (16,000 ft) on the Khumbu Glacier. Bar-headed geese Anser indicus have been recorded by GPS flying at up to 6,540 metres (21,460 ft) while crossing the Himalayas, at the same time engaging in the highest rates of climb to altitude for any bird. Anecdotal reports of them flying much higher have yet to be corroborated with any direct evidence. Seabirds fly low over water but gain altitude when crossing land, and the reverse pattern is seen in landbirds. However most bird migration is in the range of 150 to 600 m (490 to 1,970 ft). Bird strike aviation records from the United States show most collisions occur below 600 m (2,000 ft) and almost none above 1,800 m (5,900 ft).", "targets": "What altitude range is most migration recorded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86361dcd790141ab8a0a934d5043e4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds fly at varying altitudes during migration. An expedition to Mt. Everest found skeletons of northern pintail Anas acuta and black-tailed godwit Limosa limosa at 5,000 m (16,000 ft) on the Khumbu Glacier. Bar-headed geese Anser indicus have been recorded by GPS flying at up to 6,540 metres (21,460 ft) while crossing the Himalayas, at the same time engaging in the highest rates of climb to altitude for any bird. Anecdotal reports of them flying much higher have yet to be corroborated with any direct evidence. Seabirds fly low over water but gain altitude when crossing land, and the reverse pattern is seen in landbirds. However most bird migration is in the range of 150 to 600 m (490 to 1,970 ft). Bird strike aviation records from the United States show most collisions occur below 600 m (2,000 ft) and almost none above 1,800 m (5,900 ft).", "targets": "Where do most in air collisions occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96573dfb119c4aaf89d5f8d216c7f5eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long list of AM and FM radio stations broadcast to greater Melbourne. These include \"public\" (i.e., state-owned ABC and SBS) and community stations. Many commercial stations are networked-owned: DMG has Nova 100 and Smooth; ARN controls Gold 104.3 and KIIS 101.1; and Southern Cross Austereo runs both Fox and Triple M. Stations from towns in regional Victoria may also be heard (e.g. 93.9 Bay FM, Geelong). Youth alternatives include ABC Triple J and youth run SYN. Triple J, and similarly PBS and Triple R, strive to play under represented music. JOY 94.9 caters for gay, lesbian, bisexual and transgender audiences. For fans of classical music there are 3MBS and ABC Classic FM. Light FM is a contemporary Christian station. AM stations include ABC: 774, Radio National, and News Radio; also Fairfax affiliates 3AW (talk) and Magic (easy listening). For sport fans and enthusiasts there is SEN 1116. Melbourne has many community run stations that serve alternative interests, such as 3CR and 3KND (Indigenous). Many suburbs have low powered community run stations serving local audiences.", "targets": "What are examples of Youth radio stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96573dfb119c4aaf89d5f8d216c7f5eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long list of AM and FM radio stations broadcast to greater Melbourne. These include \"public\" (i.e., state-owned ABC and SBS) and community stations. Many commercial stations are networked-owned: DMG has Nova 100 and Smooth; ARN controls Gold 104.3 and KIIS 101.1; and Southern Cross Austereo runs both Fox and Triple M. Stations from towns in regional Victoria may also be heard (e.g. 93.9 Bay FM, Geelong). Youth alternatives include ABC Triple J and youth run SYN. Triple J, and similarly PBS and Triple R, strive to play under represented music. JOY 94.9 caters for gay, lesbian, bisexual and transgender audiences. For fans of classical music there are 3MBS and ABC Classic FM. Light FM is a contemporary Christian station. AM stations include ABC: 774, Radio National, and News Radio; also Fairfax affiliates 3AW (talk) and Magic (easy listening). For sport fans and enthusiasts there is SEN 1116. Melbourne has many community run stations that serve alternative interests, such as 3CR and 3KND (Indigenous). Many suburbs have low powered community run stations serving local audiences.", "targets": "Which music stations strive to play under represented music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96573dfb119c4aaf89d5f8d216c7f5eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long list of AM and FM radio stations broadcast to greater Melbourne. These include \"public\" (i.e., state-owned ABC and SBS) and community stations. Many commercial stations are networked-owned: DMG has Nova 100 and Smooth; ARN controls Gold 104.3 and KIIS 101.1; and Southern Cross Austereo runs both Fox and Triple M. Stations from towns in regional Victoria may also be heard (e.g. 93.9 Bay FM, Geelong). Youth alternatives include ABC Triple J and youth run SYN. Triple J, and similarly PBS and Triple R, strive to play under represented music. JOY 94.9 caters for gay, lesbian, bisexual and transgender audiences. For fans of classical music there are 3MBS and ABC Classic FM. Light FM is a contemporary Christian station. AM stations include ABC: 774, Radio National, and News Radio; also Fairfax affiliates 3AW (talk) and Magic (easy listening). For sport fans and enthusiasts there is SEN 1116. Melbourne has many community run stations that serve alternative interests, such as 3CR and 3KND (Indigenous). Many suburbs have low powered community run stations serving local audiences.", "targets": "Which radio station caters for gay, lesbian, bisexual, and transgender audiences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96573dfb119c4aaf89d5f8d216c7f5eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long list of AM and FM radio stations broadcast to greater Melbourne. These include \"public\" (i.e., state-owned ABC and SBS) and community stations. Many commercial stations are networked-owned: DMG has Nova 100 and Smooth; ARN controls Gold 104.3 and KIIS 101.1; and Southern Cross Austereo runs both Fox and Triple M. Stations from towns in regional Victoria may also be heard (e.g. 93.9 Bay FM, Geelong). Youth alternatives include ABC Triple J and youth run SYN. Triple J, and similarly PBS and Triple R, strive to play under represented music. JOY 94.9 caters for gay, lesbian, bisexual and transgender audiences. For fans of classical music there are 3MBS and ABC Classic FM. Light FM is a contemporary Christian station. AM stations include ABC: 774, Radio National, and News Radio; also Fairfax affiliates 3AW (talk) and Magic (easy listening). For sport fans and enthusiasts there is SEN 1116. Melbourne has many community run stations that serve alternative interests, such as 3CR and 3KND (Indigenous). Many suburbs have low powered community run stations serving local audiences.", "targets": "Which station caters to sports fans and enthusiasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96573dfb119c4aaf89d5f8d216c7f5eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long list of AM and FM radio stations broadcast to greater Melbourne. These include \"public\" (i.e., state-owned ABC and SBS) and community stations. Many commercial stations are networked-owned: DMG has Nova 100 and Smooth; ARN controls Gold 104.3 and KIIS 101.1; and Southern Cross Austereo runs both Fox and Triple M. Stations from towns in regional Victoria may also be heard (e.g. 93.9 Bay FM, Geelong). Youth alternatives include ABC Triple J and youth run SYN. Triple J, and similarly PBS and Triple R, strive to play under represented music. JOY 94.9 caters for gay, lesbian, bisexual and transgender audiences. For fans of classical music there are 3MBS and ABC Classic FM. Light FM is a contemporary Christian station. AM stations include ABC: 774, Radio National, and News Radio; also Fairfax affiliates 3AW (talk) and Magic (easy listening). For sport fans and enthusiasts there is SEN 1116. Melbourne has many community run stations that serve alternative interests, such as 3CR and 3KND (Indigenous). Many suburbs have low powered community run stations serving local audiences.", "targets": "3MBS and ABC Classic FM play what type of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1a417f19ad4ffb8df459abd0a1f8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of criminal procedure in the United States consists of a massive overlay of federal constitutional case law interwoven with the federal and state statutes that actually provide the foundation for the creation and operation of law enforcement agencies and prison systems as well as the proceedings in criminal trials. Due to the perennial inability of legislatures in the U.S. to enact statutes that would actually force law enforcement officers to respect the constitutional rights of criminal suspects and convicts, the federal judiciary gradually developed the exclusionary rule as a method to enforce such rights. In turn, the exclusionary rule spawned a family of judge-made remedies for the abuse of law enforcement powers, of which the most famous is the Miranda warning. The writ of habeas corpus is often used by suspects and convicts to challenge their detention, while the Civil Rights Act of 1871 and Bivens actions are used by suspects to recover tort damages for police brutality.", "targets": "What makes up the law of criminal procedure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1a417f19ad4ffb8df459abd0a1f8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of criminal procedure in the United States consists of a massive overlay of federal constitutional case law interwoven with the federal and state statutes that actually provide the foundation for the creation and operation of law enforcement agencies and prison systems as well as the proceedings in criminal trials. Due to the perennial inability of legislatures in the U.S. to enact statutes that would actually force law enforcement officers to respect the constitutional rights of criminal suspects and convicts, the federal judiciary gradually developed the exclusionary rule as a method to enforce such rights. In turn, the exclusionary rule spawned a family of judge-made remedies for the abuse of law enforcement powers, of which the most famous is the Miranda warning. The writ of habeas corpus is often used by suspects and convicts to challenge their detention, while the Civil Rights Act of 1871 and Bivens actions are used by suspects to recover tort damages for police brutality.", "targets": "What did the exclusionary rule provide for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1a417f19ad4ffb8df459abd0a1f8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of criminal procedure in the United States consists of a massive overlay of federal constitutional case law interwoven with the federal and state statutes that actually provide the foundation for the creation and operation of law enforcement agencies and prison systems as well as the proceedings in criminal trials. Due to the perennial inability of legislatures in the U.S. to enact statutes that would actually force law enforcement officers to respect the constitutional rights of criminal suspects and convicts, the federal judiciary gradually developed the exclusionary rule as a method to enforce such rights. In turn, the exclusionary rule spawned a family of judge-made remedies for the abuse of law enforcement powers, of which the most famous is the Miranda warning. The writ of habeas corpus is often used by suspects and convicts to challenge their detention, while the Civil Rights Act of 1871 and Bivens actions are used by suspects to recover tort damages for police brutality.", "targets": "What might a suspect use to challenge their detention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1a417f19ad4ffb8df459abd0a1f8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of criminal procedure in the United States consists of a massive overlay of federal constitutional case law interwoven with the federal and state statutes that actually provide the foundation for the creation and operation of law enforcement agencies and prison systems as well as the proceedings in criminal trials. Due to the perennial inability of legislatures in the U.S. to enact statutes that would actually force law enforcement officers to respect the constitutional rights of criminal suspects and convicts, the federal judiciary gradually developed the exclusionary rule as a method to enforce such rights. In turn, the exclusionary rule spawned a family of judge-made remedies for the abuse of law enforcement powers, of which the most famous is the Miranda warning. The writ of habeas corpus is often used by suspects and convicts to challenge their detention, while the Civil Rights Act of 1871 and Bivens actions are used by suspects to recover tort damages for police brutality.", "targets": "What must a police officer recite to a suspect upon arrest/"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd1a417f19ad4ffb8df459abd0a1f8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of criminal procedure in the United States consists of a massive overlay of federal constitutional case law interwoven with the federal and state statutes that actually provide the foundation for the creation and operation of law enforcement agencies and prison systems as well as the proceedings in criminal trials. Due to the perennial inability of legislatures in the U.S. to enact statutes that would actually force law enforcement officers to respect the constitutional rights of criminal suspects and convicts, the federal judiciary gradually developed the exclusionary rule as a method to enforce such rights. In turn, the exclusionary rule spawned a family of judge-made remedies for the abuse of law enforcement powers, of which the most famous is the Miranda warning. The writ of habeas corpus is often used by suspects and convicts to challenge their detention, while the Civil Rights Act of 1871 and Bivens actions are used by suspects to recover tort damages for police brutality.", "targets": "What acts cover tort damages from police brutality cases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36902449ceac4769be6597d53685ccd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being the favourites and starting strongly, Barcelona finished the 2006\u201307 season without trophies. A pre-season US tour was later blamed for a string of injuries to key players, including leading scorer Eto'o and rising star Lionel Messi. There was open feuding as Eto'o publicly criticized coach Frank Rijkaard and Ronaldinho. Ronaldinho also admitted that a lack of fitness affected his form. In La Liga, Barcelona were in first place for much of the season, but inconsistency in the New Year saw Real Madrid overtake them to become champions. Barcelona advanced to the semi-finals of the Copa del Rey, winning the first leg against Getafe 5\u20132, with a goal from Messi bringing comparison to Diego Maradona's goal of the century, but then lost the second leg 4\u20130. They took part in the 2006 FIFA Club World Cup, but were beaten by a late goal in the final against Brazilian side Internacional. In the Champions League, Barcelona were knocked out of the competition in the last 16 by eventual runners-up Liverpool on away goals.", "targets": "How did Barcelona finish the 2006-07 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36902449ceac4769be6597d53685ccd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being the favourites and starting strongly, Barcelona finished the 2006\u201307 season without trophies. A pre-season US tour was later blamed for a string of injuries to key players, including leading scorer Eto'o and rising star Lionel Messi. There was open feuding as Eto'o publicly criticized coach Frank Rijkaard and Ronaldinho. Ronaldinho also admitted that a lack of fitness affected his form. In La Liga, Barcelona were in first place for much of the season, but inconsistency in the New Year saw Real Madrid overtake them to become champions. Barcelona advanced to the semi-finals of the Copa del Rey, winning the first leg against Getafe 5\u20132, with a goal from Messi bringing comparison to Diego Maradona's goal of the century, but then lost the second leg 4\u20130. They took part in the 2006 FIFA Club World Cup, but were beaten by a late goal in the final against Brazilian side Internacional. In the Champions League, Barcelona were knocked out of the competition in the last 16 by eventual runners-up Liverpool on away goals.", "targets": "What event was blamed for the injuries to Barcelona stars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36902449ceac4769be6597d53685ccd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being the favourites and starting strongly, Barcelona finished the 2006\u201307 season without trophies. A pre-season US tour was later blamed for a string of injuries to key players, including leading scorer Eto'o and rising star Lionel Messi. There was open feuding as Eto'o publicly criticized coach Frank Rijkaard and Ronaldinho. Ronaldinho also admitted that a lack of fitness affected his form. In La Liga, Barcelona were in first place for much of the season, but inconsistency in the New Year saw Real Madrid overtake them to become champions. Barcelona advanced to the semi-finals of the Copa del Rey, winning the first leg against Getafe 5\u20132, with a goal from Messi bringing comparison to Diego Maradona's goal of the century, but then lost the second leg 4\u20130. They took part in the 2006 FIFA Club World Cup, but were beaten by a late goal in the final against Brazilian side Internacional. In the Champions League, Barcelona were knocked out of the competition in the last 16 by eventual runners-up Liverpool on away goals.", "targets": "What team beat Barcelona in La Liga in the 2006-07 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36902449ceac4769be6597d53685ccd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being the favourites and starting strongly, Barcelona finished the 2006\u201307 season without trophies. A pre-season US tour was later blamed for a string of injuries to key players, including leading scorer Eto'o and rising star Lionel Messi. There was open feuding as Eto'o publicly criticized coach Frank Rijkaard and Ronaldinho. Ronaldinho also admitted that a lack of fitness affected his form. In La Liga, Barcelona were in first place for much of the season, but inconsistency in the New Year saw Real Madrid overtake them to become champions. Barcelona advanced to the semi-finals of the Copa del Rey, winning the first leg against Getafe 5\u20132, with a goal from Messi bringing comparison to Diego Maradona's goal of the century, but then lost the second leg 4\u20130. They took part in the 2006 FIFA Club World Cup, but were beaten by a late goal in the final against Brazilian side Internacional. In the Champions League, Barcelona were knocked out of the competition in the last 16 by eventual runners-up Liverpool on away goals.", "targets": "To whom was Messi's goal in the first leg of the Copa del Rey compared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36902449ceac4769be6597d53685ccd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being the favourites and starting strongly, Barcelona finished the 2006\u201307 season without trophies. A pre-season US tour was later blamed for a string of injuries to key players, including leading scorer Eto'o and rising star Lionel Messi. There was open feuding as Eto'o publicly criticized coach Frank Rijkaard and Ronaldinho. Ronaldinho also admitted that a lack of fitness affected his form. In La Liga, Barcelona were in first place for much of the season, but inconsistency in the New Year saw Real Madrid overtake them to become champions. Barcelona advanced to the semi-finals of the Copa del Rey, winning the first leg against Getafe 5\u20132, with a goal from Messi bringing comparison to Diego Maradona's goal of the century, but then lost the second leg 4\u20130. They took part in the 2006 FIFA Club World Cup, but were beaten by a late goal in the final against Brazilian side Internacional. In the Champions League, Barcelona were knocked out of the competition in the last 16 by eventual runners-up Liverpool on away goals.", "targets": "What team pushed Barcelona out of the Champions League play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "What areas of the Constitution deal with issuses such as aviation, railroads, and trademarks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "In areas of law such as insurance, there are laws refusing to regulate them as long as states have laws doing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "What type of property are trademarks and copyrights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "What governs things such as military, money, foreign relations, etc.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "What enabled federal law to begin expanding into other areas such as avaition, telecommunications, railroads, etc.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "When did the Commerce and Spending Clauses of the Constitution allow federal power to begin expanding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "What is a law enacted by Congress that states that it refuses to regulate some industries as long as the states have regulations in place already?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd8c11195f774a31b70b1faa0659ef56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th and 19th centuries, federal law traditionally focused on areas where there was an express grant of power to the federal government in the federal Constitution, like the military, money, foreign relations (especially international treaties), tariffs, intellectual property (specifically patents and copyrights), and mail. Since the start of the 20th century, broad interpretations of the Commerce and Spending Clauses of the Constitution have enabled federal law to expand into areas like aviation, telecommunications, railroads, pharmaceuticals, antitrust, and trademarks. In some areas, like aviation and railroads, the federal government has developed a comprehensive scheme that preempts virtually all state law, while in others, like family law, a relatively small number of federal statutes (generally covering interstate and international situations) interacts with a much larger body of state law. In areas like antitrust, trademark, and employment law, there are powerful laws at both the federal and state levels that coexist with each other. In a handful of areas like insurance, Congress has enacted laws expressly refusing to regulate them as long as the states have laws regulating them (see, e.g., the McCarran-Ferguson Act).", "targets": "What happens when both the federal and state governments have regulations that overlap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c691644a39e4e92a4ed11f7122f5630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common way in which emotions are conceptualized in sociology is in terms of the multidimensional characteristics including cultural or emotional labels (e.g., anger, pride, fear, happiness), physiological changes (e.g., increased perspiration, changes in pulse rate), expressive facial and body movements (e.g., smiling, frowning, baring teeth), and appraisals of situational cues. One comprehensive theory of emotional arousal in humans has been developed by Jonathan Turner (2007: 2009). Two of the key eliciting factors for the arousal of emotions within this theory are expectations states and sanctions. When people enter a situation or encounter with certain expectations for how the encounter should unfold, they will experience different emotions depending on the extent to which expectations for Self, other and situation are met or not met. People can also provide positive or negative sanctions directed at Self or other which also trigger different emotional experiences in individuals. Turner analyzed a wide range of emotion theories across different fields of research including sociology, psychology, evolutionary science, and neuroscience. Based on this analysis, he identified four emotions that all researchers consider being founded on human neurology including assertive-anger, aversion-fear, satisfaction-happiness, and disappointment-sadness. These four categories are called primary emotions and there is some agreement amongst researchers that these primary emotions become combined to produce more elaborate and complex emotional experiences. These more elaborate emotions are called first-order elaborations in Turner's theory and they include sentiments such as pride, triumph, and awe. Emotions can also be experienced at different levels of intensity so that feelings of concern are a low-intensity variation of the primary emotion aversion-fear whereas depression is a higher intensity variant.", "targets": "Along with anger, pride and happiness, what is an example of an emotional label?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c691644a39e4e92a4ed11f7122f5630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common way in which emotions are conceptualized in sociology is in terms of the multidimensional characteristics including cultural or emotional labels (e.g., anger, pride, fear, happiness), physiological changes (e.g., increased perspiration, changes in pulse rate), expressive facial and body movements (e.g., smiling, frowning, baring teeth), and appraisals of situational cues. One comprehensive theory of emotional arousal in humans has been developed by Jonathan Turner (2007: 2009). Two of the key eliciting factors for the arousal of emotions within this theory are expectations states and sanctions. When people enter a situation or encounter with certain expectations for how the encounter should unfold, they will experience different emotions depending on the extent to which expectations for Self, other and situation are met or not met. People can also provide positive or negative sanctions directed at Self or other which also trigger different emotional experiences in individuals. Turner analyzed a wide range of emotion theories across different fields of research including sociology, psychology, evolutionary science, and neuroscience. Based on this analysis, he identified four emotions that all researchers consider being founded on human neurology including assertive-anger, aversion-fear, satisfaction-happiness, and disappointment-sadness. These four categories are called primary emotions and there is some agreement amongst researchers that these primary emotions become combined to produce more elaborate and complex emotional experiences. These more elaborate emotions are called first-order elaborations in Turner's theory and they include sentiments such as pride, triumph, and awe. Emotions can also be experienced at different levels of intensity so that feelings of concern are a low-intensity variation of the primary emotion aversion-fear whereas depression is a higher intensity variant.", "targets": "Aside from increased perspiration, what is a physiological change related to emotions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c691644a39e4e92a4ed11f7122f5630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common way in which emotions are conceptualized in sociology is in terms of the multidimensional characteristics including cultural or emotional labels (e.g., anger, pride, fear, happiness), physiological changes (e.g., increased perspiration, changes in pulse rate), expressive facial and body movements (e.g., smiling, frowning, baring teeth), and appraisals of situational cues. One comprehensive theory of emotional arousal in humans has been developed by Jonathan Turner (2007: 2009). Two of the key eliciting factors for the arousal of emotions within this theory are expectations states and sanctions. When people enter a situation or encounter with certain expectations for how the encounter should unfold, they will experience different emotions depending on the extent to which expectations for Self, other and situation are met or not met. People can also provide positive or negative sanctions directed at Self or other which also trigger different emotional experiences in individuals. Turner analyzed a wide range of emotion theories across different fields of research including sociology, psychology, evolutionary science, and neuroscience. Based on this analysis, he identified four emotions that all researchers consider being founded on human neurology including assertive-anger, aversion-fear, satisfaction-happiness, and disappointment-sadness. These four categories are called primary emotions and there is some agreement amongst researchers that these primary emotions become combined to produce more elaborate and complex emotional experiences. These more elaborate emotions are called first-order elaborations in Turner's theory and they include sentiments such as pride, triumph, and awe. Emotions can also be experienced at different levels of intensity so that feelings of concern are a low-intensity variation of the primary emotion aversion-fear whereas depression is a higher intensity variant.", "targets": "Along with smiling and frowning, what is an example of a facial or body movement caused by emotion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c691644a39e4e92a4ed11f7122f5630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common way in which emotions are conceptualized in sociology is in terms of the multidimensional characteristics including cultural or emotional labels (e.g., anger, pride, fear, happiness), physiological changes (e.g., increased perspiration, changes in pulse rate), expressive facial and body movements (e.g., smiling, frowning, baring teeth), and appraisals of situational cues. One comprehensive theory of emotional arousal in humans has been developed by Jonathan Turner (2007: 2009). Two of the key eliciting factors for the arousal of emotions within this theory are expectations states and sanctions. When people enter a situation or encounter with certain expectations for how the encounter should unfold, they will experience different emotions depending on the extent to which expectations for Self, other and situation are met or not met. People can also provide positive or negative sanctions directed at Self or other which also trigger different emotional experiences in individuals. Turner analyzed a wide range of emotion theories across different fields of research including sociology, psychology, evolutionary science, and neuroscience. Based on this analysis, he identified four emotions that all researchers consider being founded on human neurology including assertive-anger, aversion-fear, satisfaction-happiness, and disappointment-sadness. These four categories are called primary emotions and there is some agreement amongst researchers that these primary emotions become combined to produce more elaborate and complex emotional experiences. These more elaborate emotions are called first-order elaborations in Turner's theory and they include sentiments such as pride, triumph, and awe. Emotions can also be experienced at different levels of intensity so that feelings of concern are a low-intensity variation of the primary emotion aversion-fear whereas depression is a higher intensity variant.", "targets": "Who developed a comprehensive theory related to human emotional arousal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c691644a39e4e92a4ed11f7122f5630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common way in which emotions are conceptualized in sociology is in terms of the multidimensional characteristics including cultural or emotional labels (e.g., anger, pride, fear, happiness), physiological changes (e.g., increased perspiration, changes in pulse rate), expressive facial and body movements (e.g., smiling, frowning, baring teeth), and appraisals of situational cues. One comprehensive theory of emotional arousal in humans has been developed by Jonathan Turner (2007: 2009). Two of the key eliciting factors for the arousal of emotions within this theory are expectations states and sanctions. When people enter a situation or encounter with certain expectations for how the encounter should unfold, they will experience different emotions depending on the extent to which expectations for Self, other and situation are met or not met. People can also provide positive or negative sanctions directed at Self or other which also trigger different emotional experiences in individuals. Turner analyzed a wide range of emotion theories across different fields of research including sociology, psychology, evolutionary science, and neuroscience. Based on this analysis, he identified four emotions that all researchers consider being founded on human neurology including assertive-anger, aversion-fear, satisfaction-happiness, and disappointment-sadness. These four categories are called primary emotions and there is some agreement amongst researchers that these primary emotions become combined to produce more elaborate and complex emotional experiences. These more elaborate emotions are called first-order elaborations in Turner's theory and they include sentiments such as pride, triumph, and awe. Emotions can also be experienced at different levels of intensity so that feelings of concern are a low-intensity variation of the primary emotion aversion-fear whereas depression is a higher intensity variant.", "targets": "How many emotional categories did Turner recognize as being founded on human neurology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b50f1a39be6246cf8aa76edb83ef0930", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unicameral legislature (the Fono) consists of 49 members serving 5-year terms. Forty-seven are matai title-holders elected from territorial districts by Samoans; the other two are chosen by non-Samoans with no chiefly affiliation on separate electoral rolls. Universal suffrage was adopted in 1990, but only chiefs (matai) may stand for election to the Samoan seats. There are more than 25,000 matais in the country, about 5% of whom are women. The prime minister, chosen by a majority in the Fono, is appointed by the head of state to form a government. The prime minister's choices for the 12 cabinet positions are appointed by the head of state, subject to the continuing confidence of the Fono.", "targets": "What do Samoans call their legislative body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b50f1a39be6246cf8aa76edb83ef0930", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unicameral legislature (the Fono) consists of 49 members serving 5-year terms. Forty-seven are matai title-holders elected from territorial districts by Samoans; the other two are chosen by non-Samoans with no chiefly affiliation on separate electoral rolls. Universal suffrage was adopted in 1990, but only chiefs (matai) may stand for election to the Samoan seats. There are more than 25,000 matais in the country, about 5% of whom are women. The prime minister, chosen by a majority in the Fono, is appointed by the head of state to form a government. The prime minister's choices for the 12 cabinet positions are appointed by the head of state, subject to the continuing confidence of the Fono.", "targets": "How many Fono members are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b50f1a39be6246cf8aa76edb83ef0930", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unicameral legislature (the Fono) consists of 49 members serving 5-year terms. Forty-seven are matai title-holders elected from territorial districts by Samoans; the other two are chosen by non-Samoans with no chiefly affiliation on separate electoral rolls. Universal suffrage was adopted in 1990, but only chiefs (matai) may stand for election to the Samoan seats. There are more than 25,000 matais in the country, about 5% of whom are women. The prime minister, chosen by a majority in the Fono, is appointed by the head of state to form a government. The prime minister's choices for the 12 cabinet positions are appointed by the head of state, subject to the continuing confidence of the Fono.", "targets": "How many of the members of the Fono are elected to office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b50f1a39be6246cf8aa76edb83ef0930", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unicameral legislature (the Fono) consists of 49 members serving 5-year terms. Forty-seven are matai title-holders elected from territorial districts by Samoans; the other two are chosen by non-Samoans with no chiefly affiliation on separate electoral rolls. Universal suffrage was adopted in 1990, but only chiefs (matai) may stand for election to the Samoan seats. There are more than 25,000 matais in the country, about 5% of whom are women. The prime minister, chosen by a majority in the Fono, is appointed by the head of state to form a government. The prime minister's choices for the 12 cabinet positions are appointed by the head of state, subject to the continuing confidence of the Fono.", "targets": "What percentage of female matais are there in Samoa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b50f1a39be6246cf8aa76edb83ef0930", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unicameral legislature (the Fono) consists of 49 members serving 5-year terms. Forty-seven are matai title-holders elected from territorial districts by Samoans; the other two are chosen by non-Samoans with no chiefly affiliation on separate electoral rolls. Universal suffrage was adopted in 1990, but only chiefs (matai) may stand for election to the Samoan seats. There are more than 25,000 matais in the country, about 5% of whom are women. The prime minister, chosen by a majority in the Fono, is appointed by the head of state to form a government. The prime minister's choices for the 12 cabinet positions are appointed by the head of state, subject to the continuing confidence of the Fono.", "targets": "What position in government is chosen by Fono majority vote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d9347a385c451b936b3fe17a2fa02e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet.", "targets": "What does University education include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d9347a385c451b936b3fe17a2fa02e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet.", "targets": "What are usually Universities made up of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d9347a385c451b936b3fe17a2fa02e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet.", "targets": "What type of University would Yale fall under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc27c94b00646978a639f395d392920", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While all dogs are genetically very similar, natural selection and selective breeding have reinforced certain characteristics in certain populations of dogs, giving rise to dog types and dog breeds. Dog types are broad categories based on function, genetics, or characteristics. Dog breeds are groups of animals that possess a set of inherited characteristics that distinguishes them from other animals within the same species. Modern dog breeds are non-scientific classifications of dogs kept by modern kennel clubs.", "targets": "Natural selection and what makes certain dogs behave certain ways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc27c94b00646978a639f395d392920", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While all dogs are genetically very similar, natural selection and selective breeding have reinforced certain characteristics in certain populations of dogs, giving rise to dog types and dog breeds. Dog types are broad categories based on function, genetics, or characteristics. Dog breeds are groups of animals that possess a set of inherited characteristics that distinguishes them from other animals within the same species. Modern dog breeds are non-scientific classifications of dogs kept by modern kennel clubs.", "targets": "What distinguishes different types of dogs from one another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc27c94b00646978a639f395d392920", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While all dogs are genetically very similar, natural selection and selective breeding have reinforced certain characteristics in certain populations of dogs, giving rise to dog types and dog breeds. Dog types are broad categories based on function, genetics, or characteristics. Dog breeds are groups of animals that possess a set of inherited characteristics that distinguishes them from other animals within the same species. Modern dog breeds are non-scientific classifications of dogs kept by modern kennel clubs.", "targets": "Who keeps classifications of different dog breeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc27c94b00646978a639f395d392920", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While all dogs are genetically very similar, natural selection and selective breeding have reinforced certain characteristics in certain populations of dogs, giving rise to dog types and dog breeds. Dog types are broad categories based on function, genetics, or characteristics. Dog breeds are groups of animals that possess a set of inherited characteristics that distinguishes them from other animals within the same species. Modern dog breeds are non-scientific classifications of dogs kept by modern kennel clubs.", "targets": "What is responsible for different dog types and breeds today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc27c94b00646978a639f395d392920", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While all dogs are genetically very similar, natural selection and selective breeding have reinforced certain characteristics in certain populations of dogs, giving rise to dog types and dog breeds. Dog types are broad categories based on function, genetics, or characteristics. Dog breeds are groups of animals that possess a set of inherited characteristics that distinguishes them from other animals within the same species. Modern dog breeds are non-scientific classifications of dogs kept by modern kennel clubs.", "targets": "Animals that share characteristics that are different than what other animals in that species have is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc27c94b00646978a639f395d392920", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While all dogs are genetically very similar, natural selection and selective breeding have reinforced certain characteristics in certain populations of dogs, giving rise to dog types and dog breeds. Dog types are broad categories based on function, genetics, or characteristics. Dog breeds are groups of animals that possess a set of inherited characteristics that distinguishes them from other animals within the same species. Modern dog breeds are non-scientific classifications of dogs kept by modern kennel clubs.", "targets": "Modern dog breeds are what type of classification which is maintained by modern kennel clubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77c84ea59fc4c09b03492c227125e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1960 African Americans comprised 16.45% of the state's population. It was not until after the mid-1960s and passage of the Voting Rights Act of 1965 that they were able to vote in full again, but new devices, such as at-large commission city governments, had been adopted in several jurisdictions to limit their political participation. Former Gov. Winfield Dunn and former U.S. Sen. Bill Brock wins in 1970 helped make the Republican Party competitive among whites for the statewide victory. Tennessee has selected governors from different parties since 1970. Increasingly the Republican Party has become the party of white conservatives.", "targets": "In 1960, what group made up 16.45% of Tennessee's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77c84ea59fc4c09b03492c227125e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1960 African Americans comprised 16.45% of the state's population. It was not until after the mid-1960s and passage of the Voting Rights Act of 1965 that they were able to vote in full again, but new devices, such as at-large commission city governments, had been adopted in several jurisdictions to limit their political participation. Former Gov. Winfield Dunn and former U.S. Sen. Bill Brock wins in 1970 helped make the Republican Party competitive among whites for the statewide victory. Tennessee has selected governors from different parties since 1970. Increasingly the Republican Party has become the party of white conservatives.", "targets": "What Congressional Act fully re-enfranchised African-American in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77c84ea59fc4c09b03492c227125e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1960 African Americans comprised 16.45% of the state's population. It was not until after the mid-1960s and passage of the Voting Rights Act of 1965 that they were able to vote in full again, but new devices, such as at-large commission city governments, had been adopted in several jurisdictions to limit their political participation. Former Gov. Winfield Dunn and former U.S. Sen. Bill Brock wins in 1970 helped make the Republican Party competitive among whites for the statewide victory. Tennessee has selected governors from different parties since 1970. Increasingly the Republican Party has become the party of white conservatives.", "targets": "Which Republican Senator's 1970 victory showed the Republican Party's renewed competitiveness in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77c84ea59fc4c09b03492c227125e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1960 African Americans comprised 16.45% of the state's population. It was not until after the mid-1960s and passage of the Voting Rights Act of 1965 that they were able to vote in full again, but new devices, such as at-large commission city governments, had been adopted in several jurisdictions to limit their political participation. Former Gov. Winfield Dunn and former U.S. Sen. Bill Brock wins in 1970 helped make the Republican Party competitive among whites for the statewide victory. Tennessee has selected governors from different parties since 1970. Increasingly the Republican Party has become the party of white conservatives.", "targets": "Which constituency has become the Republican Party's staunchest supporters in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77c84ea59fc4c09b03492c227125e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1960 African Americans comprised 16.45% of the state's population. It was not until after the mid-1960s and passage of the Voting Rights Act of 1965 that they were able to vote in full again, but new devices, such as at-large commission city governments, had been adopted in several jurisdictions to limit their political participation. Former Gov. Winfield Dunn and former U.S. Sen. Bill Brock wins in 1970 helped make the Republican Party competitive among whites for the statewide victory. Tennessee has selected governors from different parties since 1970. Increasingly the Republican Party has become the party of white conservatives.", "targets": "Which Republican was elected Tennessee Governor in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2513dc6377994908b14de19f47e998a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The campus also houses several performing arts facilities. The de Jong Concert Hall seats 1282 people and is named for Gerrit de Jong Jr. The Pardoe Theatre is named for T. Earl and Kathryn Pardoe. Students use its stage in a variety of theatre experiments, as well as for Pardoe Series performances. It seats 500 people, and has quite a large stage with a proscenium opening of 19 by 55 feet (17 m). The Margetts Theatre was named for Philip N. Margetts, a prominent Utah theatre figure. A smaller, black box theater, it allows a variety of seating and staging formats. It seats 125, and measures 30 by 50 feet (15 m). The Nelke Theatre, named for one of BYU's first drama teachers, is used largely for instruction in experimental theater. It seats 280.", "targets": "How many people does the de Jong Concert Hall seat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2513dc6377994908b14de19f47e998a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The campus also houses several performing arts facilities. The de Jong Concert Hall seats 1282 people and is named for Gerrit de Jong Jr. The Pardoe Theatre is named for T. Earl and Kathryn Pardoe. Students use its stage in a variety of theatre experiments, as well as for Pardoe Series performances. It seats 500 people, and has quite a large stage with a proscenium opening of 19 by 55 feet (17 m). The Margetts Theatre was named for Philip N. Margetts, a prominent Utah theatre figure. A smaller, black box theater, it allows a variety of seating and staging formats. It seats 125, and measures 30 by 50 feet (15 m). The Nelke Theatre, named for one of BYU's first drama teachers, is used largely for instruction in experimental theater. It seats 280.", "targets": "What building is named after Earl and Kathryn Pardoe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2513dc6377994908b14de19f47e998a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The campus also houses several performing arts facilities. The de Jong Concert Hall seats 1282 people and is named for Gerrit de Jong Jr. The Pardoe Theatre is named for T. Earl and Kathryn Pardoe. Students use its stage in a variety of theatre experiments, as well as for Pardoe Series performances. It seats 500 people, and has quite a large stage with a proscenium opening of 19 by 55 feet (17 m). The Margetts Theatre was named for Philip N. Margetts, a prominent Utah theatre figure. A smaller, black box theater, it allows a variety of seating and staging formats. It seats 125, and measures 30 by 50 feet (15 m). The Nelke Theatre, named for one of BYU's first drama teachers, is used largely for instruction in experimental theater. It seats 280.", "targets": "What building was named after prominent Utah theater figure Philip N. Margetts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2513dc6377994908b14de19f47e998a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The campus also houses several performing arts facilities. The de Jong Concert Hall seats 1282 people and is named for Gerrit de Jong Jr. The Pardoe Theatre is named for T. Earl and Kathryn Pardoe. Students use its stage in a variety of theatre experiments, as well as for Pardoe Series performances. It seats 500 people, and has quite a large stage with a proscenium opening of 19 by 55 feet (17 m). The Margetts Theatre was named for Philip N. Margetts, a prominent Utah theatre figure. A smaller, black box theater, it allows a variety of seating and staging formats. It seats 125, and measures 30 by 50 feet (15 m). The Nelke Theatre, named for one of BYU's first drama teachers, is used largely for instruction in experimental theater. It seats 280.", "targets": "Who was the Nelke Theatre named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2513dc6377994908b14de19f47e998a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The campus also houses several performing arts facilities. The de Jong Concert Hall seats 1282 people and is named for Gerrit de Jong Jr. The Pardoe Theatre is named for T. Earl and Kathryn Pardoe. Students use its stage in a variety of theatre experiments, as well as for Pardoe Series performances. It seats 500 people, and has quite a large stage with a proscenium opening of 19 by 55 feet (17 m). The Margetts Theatre was named for Philip N. Margetts, a prominent Utah theatre figure. A smaller, black box theater, it allows a variety of seating and staging formats. It seats 125, and measures 30 by 50 feet (15 m). The Nelke Theatre, named for one of BYU's first drama teachers, is used largely for instruction in experimental theater. It seats 280.", "targets": "What type of theater is Nelke Theatre primarily used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d40e1dcb43429f4cfc6a31957069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common forms of antibiotic misuse include excessive use of prophylactic antibiotics in travelers and failure of medical professionals to prescribe the correct dosage of antibiotics on the basis of the patient's weight and history of prior use. Other forms of misuse include failure to take the entire prescribed course of the antibiotic, incorrect dosage and administration, or failure to rest for sufficient recovery. Inappropriate antibiotic treatment, for example, is their prescription to treat viral infections such as the common cold. One study on respiratory tract infections found \"physicians were more likely to prescribe antibiotics to patients who appeared to expect them\". Multifactorial interventions aimed at both physicians and patients can reduce inappropriate prescription of antibiotics.", "targets": "What is a way of improperly using antibiotics for those traveling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d40e1dcb43429f4cfc6a31957069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common forms of antibiotic misuse include excessive use of prophylactic antibiotics in travelers and failure of medical professionals to prescribe the correct dosage of antibiotics on the basis of the patient's weight and history of prior use. Other forms of misuse include failure to take the entire prescribed course of the antibiotic, incorrect dosage and administration, or failure to rest for sufficient recovery. Inappropriate antibiotic treatment, for example, is their prescription to treat viral infections such as the common cold. One study on respiratory tract infections found \"physicians were more likely to prescribe antibiotics to patients who appeared to expect them\". Multifactorial interventions aimed at both physicians and patients can reduce inappropriate prescription of antibiotics.", "targets": "What can happen if a doctor doesn't prescribe to a person's weight and prior use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d40e1dcb43429f4cfc6a31957069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common forms of antibiotic misuse include excessive use of prophylactic antibiotics in travelers and failure of medical professionals to prescribe the correct dosage of antibiotics on the basis of the patient's weight and history of prior use. Other forms of misuse include failure to take the entire prescribed course of the antibiotic, incorrect dosage and administration, or failure to rest for sufficient recovery. Inappropriate antibiotic treatment, for example, is their prescription to treat viral infections such as the common cold. One study on respiratory tract infections found \"physicians were more likely to prescribe antibiotics to patients who appeared to expect them\". Multifactorial interventions aimed at both physicians and patients can reduce inappropriate prescription of antibiotics.", "targets": "What are 3 other common forms of bad antibiotic practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d40e1dcb43429f4cfc6a31957069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common forms of antibiotic misuse include excessive use of prophylactic antibiotics in travelers and failure of medical professionals to prescribe the correct dosage of antibiotics on the basis of the patient's weight and history of prior use. Other forms of misuse include failure to take the entire prescribed course of the antibiotic, incorrect dosage and administration, or failure to rest for sufficient recovery. Inappropriate antibiotic treatment, for example, is their prescription to treat viral infections such as the common cold. One study on respiratory tract infections found \"physicians were more likely to prescribe antibiotics to patients who appeared to expect them\". Multifactorial interventions aimed at both physicians and patients can reduce inappropriate prescription of antibiotics.", "targets": "What happens when a cold is treated with antibiotics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d40e1dcb43429f4cfc6a31957069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common forms of antibiotic misuse include excessive use of prophylactic antibiotics in travelers and failure of medical professionals to prescribe the correct dosage of antibiotics on the basis of the patient's weight and history of prior use. Other forms of misuse include failure to take the entire prescribed course of the antibiotic, incorrect dosage and administration, or failure to rest for sufficient recovery. Inappropriate antibiotic treatment, for example, is their prescription to treat viral infections such as the common cold. One study on respiratory tract infections found \"physicians were more likely to prescribe antibiotics to patients who appeared to expect them\". Multifactorial interventions aimed at both physicians and patients can reduce inappropriate prescription of antibiotics.", "targets": "What do doctors usually do when a patient seems to want antibiotics even though they may not be right?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f485137c8c1473b85f0ee2bdb2c4fe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertion that the Cubist depiction of space, mass, time, and volume supports (rather than contradicts) the flatness of the canvas was made by Daniel-Henry Kahnweiler as early as 1920, but it was subject to criticism in the 1950s and 1960s, especially by Clement Greenberg. Contemporary views of Cubism are complex, formed to some extent in response to the \"Salle 41\" Cubists, whose methods were too distinct from those of Picasso and Braque to be considered merely secondary to them. Alternative interpretations of Cubism have therefore developed. Wider views of Cubism include artists who were later associated with the \"Salle 41\" artists, e.g., Francis Picabia; the brothers Jacques Villon, Raymond Duchamp-Villon and Marcel Duchamp, who beginning in late 1911 formed the core of the Section d'Or (or the Puteaux Group); the sculptors Alexander Archipenko, Joseph Csaky and Ossip Zadkine as well as Jacques Lipchitz and Henri Laurens; and painters such as Louis Marcoussis, Roger de La Fresnaye, Franti\u0161ek Kupka, Diego Rivera, L\u00e9opold Survage, Auguste Herbin, Andr\u00e9 Lhote, Gino Severini (after 1916), Mar\u00eda Blanchard (after 1916) and Georges Valmier (after 1918). More fundamentally, Christopher Green argues that Douglas Cooper's terms were \"later undermined by interpretations of the work of Picasso, Braque, Gris and L\u00e9ger that stress iconographic and ideological questions rather than methods of representation.\"", "targets": "Who asserted that the flat canvas supported Cubism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f485137c8c1473b85f0ee2bdb2c4fe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertion that the Cubist depiction of space, mass, time, and volume supports (rather than contradicts) the flatness of the canvas was made by Daniel-Henry Kahnweiler as early as 1920, but it was subject to criticism in the 1950s and 1960s, especially by Clement Greenberg. Contemporary views of Cubism are complex, formed to some extent in response to the \"Salle 41\" Cubists, whose methods were too distinct from those of Picasso and Braque to be considered merely secondary to them. Alternative interpretations of Cubism have therefore developed. Wider views of Cubism include artists who were later associated with the \"Salle 41\" artists, e.g., Francis Picabia; the brothers Jacques Villon, Raymond Duchamp-Villon and Marcel Duchamp, who beginning in late 1911 formed the core of the Section d'Or (or the Puteaux Group); the sculptors Alexander Archipenko, Joseph Csaky and Ossip Zadkine as well as Jacques Lipchitz and Henri Laurens; and painters such as Louis Marcoussis, Roger de La Fresnaye, Franti\u0161ek Kupka, Diego Rivera, L\u00e9opold Survage, Auguste Herbin, Andr\u00e9 Lhote, Gino Severini (after 1916), Mar\u00eda Blanchard (after 1916) and Georges Valmier (after 1918). More fundamentally, Christopher Green argues that Douglas Cooper's terms were \"later undermined by interpretations of the work of Picasso, Braque, Gris and L\u00e9ger that stress iconographic and ideological questions rather than methods of representation.\"", "targets": "In what year was the assertion made that the flat canvas supported Cubism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f485137c8c1473b85f0ee2bdb2c4fe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertion that the Cubist depiction of space, mass, time, and volume supports (rather than contradicts) the flatness of the canvas was made by Daniel-Henry Kahnweiler as early as 1920, but it was subject to criticism in the 1950s and 1960s, especially by Clement Greenberg. Contemporary views of Cubism are complex, formed to some extent in response to the \"Salle 41\" Cubists, whose methods were too distinct from those of Picasso and Braque to be considered merely secondary to them. Alternative interpretations of Cubism have therefore developed. Wider views of Cubism include artists who were later associated with the \"Salle 41\" artists, e.g., Francis Picabia; the brothers Jacques Villon, Raymond Duchamp-Villon and Marcel Duchamp, who beginning in late 1911 formed the core of the Section d'Or (or the Puteaux Group); the sculptors Alexander Archipenko, Joseph Csaky and Ossip Zadkine as well as Jacques Lipchitz and Henri Laurens; and painters such as Louis Marcoussis, Roger de La Fresnaye, Franti\u0161ek Kupka, Diego Rivera, L\u00e9opold Survage, Auguste Herbin, Andr\u00e9 Lhote, Gino Severini (after 1916), Mar\u00eda Blanchard (after 1916) and Georges Valmier (after 1918). More fundamentally, Christopher Green argues that Douglas Cooper's terms were \"later undermined by interpretations of the work of Picasso, Braque, Gris and L\u00e9ger that stress iconographic and ideological questions rather than methods of representation.\"", "targets": "When was the assertion that the flat canvas supported Cubism put into debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f485137c8c1473b85f0ee2bdb2c4fe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertion that the Cubist depiction of space, mass, time, and volume supports (rather than contradicts) the flatness of the canvas was made by Daniel-Henry Kahnweiler as early as 1920, but it was subject to criticism in the 1950s and 1960s, especially by Clement Greenberg. Contemporary views of Cubism are complex, formed to some extent in response to the \"Salle 41\" Cubists, whose methods were too distinct from those of Picasso and Braque to be considered merely secondary to them. Alternative interpretations of Cubism have therefore developed. Wider views of Cubism include artists who were later associated with the \"Salle 41\" artists, e.g., Francis Picabia; the brothers Jacques Villon, Raymond Duchamp-Villon and Marcel Duchamp, who beginning in late 1911 formed the core of the Section d'Or (or the Puteaux Group); the sculptors Alexander Archipenko, Joseph Csaky and Ossip Zadkine as well as Jacques Lipchitz and Henri Laurens; and painters such as Louis Marcoussis, Roger de La Fresnaye, Franti\u0161ek Kupka, Diego Rivera, L\u00e9opold Survage, Auguste Herbin, Andr\u00e9 Lhote, Gino Severini (after 1916), Mar\u00eda Blanchard (after 1916) and Georges Valmier (after 1918). More fundamentally, Christopher Green argues that Douglas Cooper's terms were \"later undermined by interpretations of the work of Picasso, Braque, Gris and L\u00e9ger that stress iconographic and ideological questions rather than methods of representation.\"", "targets": "Who was the main opponent that began to argue that the flat canvas did not support Cubism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f485137c8c1473b85f0ee2bdb2c4fe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertion that the Cubist depiction of space, mass, time, and volume supports (rather than contradicts) the flatness of the canvas was made by Daniel-Henry Kahnweiler as early as 1920, but it was subject to criticism in the 1950s and 1960s, especially by Clement Greenberg. Contemporary views of Cubism are complex, formed to some extent in response to the \"Salle 41\" Cubists, whose methods were too distinct from those of Picasso and Braque to be considered merely secondary to them. Alternative interpretations of Cubism have therefore developed. Wider views of Cubism include artists who were later associated with the \"Salle 41\" artists, e.g., Francis Picabia; the brothers Jacques Villon, Raymond Duchamp-Villon and Marcel Duchamp, who beginning in late 1911 formed the core of the Section d'Or (or the Puteaux Group); the sculptors Alexander Archipenko, Joseph Csaky and Ossip Zadkine as well as Jacques Lipchitz and Henri Laurens; and painters such as Louis Marcoussis, Roger de La Fresnaye, Franti\u0161ek Kupka, Diego Rivera, L\u00e9opold Survage, Auguste Herbin, Andr\u00e9 Lhote, Gino Severini (after 1916), Mar\u00eda Blanchard (after 1916) and Georges Valmier (after 1918). More fundamentally, Christopher Green argues that Douglas Cooper's terms were \"later undermined by interpretations of the work of Picasso, Braque, Gris and L\u00e9ger that stress iconographic and ideological questions rather than methods of representation.\"", "targets": "Who's work undermined Douglass  Coopers terms describing Cubism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b12f5dfc3b074f00a31ca72c6654e582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College Boat Club\nThe Imperial College Boat Club was founded on 12 December 1919. The Gold medal winning GB 8+ at the 2000 Sydney Olympics had been based at Imperial College's recently refurbished boathouse and included 3 alumni of the college along with their coach Martin McElroy. The club has been highly successful, with many wins at Henley Royal Regatta including most recently in 2013 with victory in The Prince Albert Challenge Cup event. The club has been home to numerous National Squad oarsmen and women and is open to all rowers not just students of Imperial College London.", "targets": "Which day was the Imperial College Boat Club formed on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b12f5dfc3b074f00a31ca72c6654e582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College Boat Club\nThe Imperial College Boat Club was founded on 12 December 1919. The Gold medal winning GB 8+ at the 2000 Sydney Olympics had been based at Imperial College's recently refurbished boathouse and included 3 alumni of the college along with their coach Martin McElroy. The club has been highly successful, with many wins at Henley Royal Regatta including most recently in 2013 with victory in The Prince Albert Challenge Cup event. The club has been home to numerous National Squad oarsmen and women and is open to all rowers not just students of Imperial College London.", "targets": "How many alumni from Imperial were a part of the Gold medal winning GB8+?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b12f5dfc3b074f00a31ca72c6654e582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College Boat Club\nThe Imperial College Boat Club was founded on 12 December 1919. The Gold medal winning GB 8+ at the 2000 Sydney Olympics had been based at Imperial College's recently refurbished boathouse and included 3 alumni of the college along with their coach Martin McElroy. The club has been highly successful, with many wins at Henley Royal Regatta including most recently in 2013 with victory in The Prince Albert Challenge Cup event. The club has been home to numerous National Squad oarsmen and women and is open to all rowers not just students of Imperial College London.", "targets": "What was the name of the coach of the Gold medal winning GB8+?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b12f5dfc3b074f00a31ca72c6654e582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College Boat Club\nThe Imperial College Boat Club was founded on 12 December 1919. The Gold medal winning GB 8+ at the 2000 Sydney Olympics had been based at Imperial College's recently refurbished boathouse and included 3 alumni of the college along with their coach Martin McElroy. The club has been highly successful, with many wins at Henley Royal Regatta including most recently in 2013 with victory in The Prince Albert Challenge Cup event. The club has been home to numerous National Squad oarsmen and women and is open to all rowers not just students of Imperial College London.", "targets": "Which event has the Boat Club been highly successful at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b12f5dfc3b074f00a31ca72c6654e582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial College Boat Club\nThe Imperial College Boat Club was founded on 12 December 1919. The Gold medal winning GB 8+ at the 2000 Sydney Olympics had been based at Imperial College's recently refurbished boathouse and included 3 alumni of the college along with their coach Martin McElroy. The club has been highly successful, with many wins at Henley Royal Regatta including most recently in 2013 with victory in The Prince Albert Challenge Cup event. The club has been home to numerous National Squad oarsmen and women and is open to all rowers not just students of Imperial College London.", "targets": "Which event did the Boat Club claim victory in for 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abe6083fc68d493a8bb9510cf58be002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eduardo Bonilla-Silva, Sociology professor at Duke University, remarks, \"I contend that racism is, more than anything else, a matter of group power; it is about a dominant racial group (whites) striving to maintain its systemic advantages and minorities fighting to subvert the racial status quo.\"  The types of practices that take place under this new color-blind racism is subtle, institutionalized, and supposedly not racial. Color-blind racism thrives on the idea that race is no longer an issue in the United States. There are contradictions between the alleged color-blindness of most whites and the persistence of a color-coded system of inequality.", "targets": "Where is Eduardo Bonilla-Silver a Sociology professor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abe6083fc68d493a8bb9510cf58be002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eduardo Bonilla-Silva, Sociology professor at Duke University, remarks, \"I contend that racism is, more than anything else, a matter of group power; it is about a dominant racial group (whites) striving to maintain its systemic advantages and minorities fighting to subvert the racial status quo.\"  The types of practices that take place under this new color-blind racism is subtle, institutionalized, and supposedly not racial. Color-blind racism thrives on the idea that race is no longer an issue in the United States. There are contradictions between the alleged color-blindness of most whites and the persistence of a color-coded system of inequality.", "targets": "What does Bonilla-Silva contend racism is about more than anything else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abe6083fc68d493a8bb9510cf58be002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eduardo Bonilla-Silva, Sociology professor at Duke University, remarks, \"I contend that racism is, more than anything else, a matter of group power; it is about a dominant racial group (whites) striving to maintain its systemic advantages and minorities fighting to subvert the racial status quo.\"  The types of practices that take place under this new color-blind racism is subtle, institutionalized, and supposedly not racial. Color-blind racism thrives on the idea that race is no longer an issue in the United States. There are contradictions between the alleged color-blindness of most whites and the persistence of a color-coded system of inequality.", "targets": "Who does Bonilla-Silva think is the dominant racial group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abe6083fc68d493a8bb9510cf58be002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eduardo Bonilla-Silva, Sociology professor at Duke University, remarks, \"I contend that racism is, more than anything else, a matter of group power; it is about a dominant racial group (whites) striving to maintain its systemic advantages and minorities fighting to subvert the racial status quo.\"  The types of practices that take place under this new color-blind racism is subtle, institutionalized, and supposedly not racial. Color-blind racism thrives on the idea that race is no longer an issue in the United States. There are contradictions between the alleged color-blindness of most whites and the persistence of a color-coded system of inequality.", "targets": "What idea does color-blind racism thrive on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abe6083fc68d493a8bb9510cf58be002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eduardo Bonilla-Silva, Sociology professor at Duke University, remarks, \"I contend that racism is, more than anything else, a matter of group power; it is about a dominant racial group (whites) striving to maintain its systemic advantages and minorities fighting to subvert the racial status quo.\"  The types of practices that take place under this new color-blind racism is subtle, institutionalized, and supposedly not racial. Color-blind racism thrives on the idea that race is no longer an issue in the United States. There are contradictions between the alleged color-blindness of most whites and the persistence of a color-coded system of inequality.", "targets": "What exists between the alleged color-blindness of most whites and the persistence of a system of inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e215e7cb4bbd47738e4c6640deafb771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2007, The Daily Telegraph, citing unnamed sources, reported that the Queen was \"exasperated and frustrated\" by the policies of the British Prime Minister, Tony Blair, that she was concerned the British Armed Forces were overstretched in Iraq and Afghanistan, and that she had raised concerns over rural and countryside issues with Blair. She was, however, said to admire Blair's efforts to achieve peace in Northern Ireland. On 20 March 2008, at the Church of Ireland St Patrick's Cathedral, Armagh, the Queen attended the first Maundy service held outside England and Wales. At the invitation of the Irish President, Mary McAleese, the Queen made the first state visit to the Republic of Ireland by a British monarch in May 2011.", "targets": "Who, in 2007, frustrated Elizabeth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e215e7cb4bbd47738e4c6640deafb771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2007, The Daily Telegraph, citing unnamed sources, reported that the Queen was \"exasperated and frustrated\" by the policies of the British Prime Minister, Tony Blair, that she was concerned the British Armed Forces were overstretched in Iraq and Afghanistan, and that she had raised concerns over rural and countryside issues with Blair. She was, however, said to admire Blair's efforts to achieve peace in Northern Ireland. On 20 March 2008, at the Church of Ireland St Patrick's Cathedral, Armagh, the Queen attended the first Maundy service held outside England and Wales. At the invitation of the Irish President, Mary McAleese, the Queen made the first state visit to the Republic of Ireland by a British monarch in May 2011.", "targets": "What issue of Blair's did Elizabeth admire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e215e7cb4bbd47738e4c6640deafb771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2007, The Daily Telegraph, citing unnamed sources, reported that the Queen was \"exasperated and frustrated\" by the policies of the British Prime Minister, Tony Blair, that she was concerned the British Armed Forces were overstretched in Iraq and Afghanistan, and that she had raised concerns over rural and countryside issues with Blair. She was, however, said to admire Blair's efforts to achieve peace in Northern Ireland. On 20 March 2008, at the Church of Ireland St Patrick's Cathedral, Armagh, the Queen attended the first Maundy service held outside England and Wales. At the invitation of the Irish President, Mary McAleese, the Queen made the first state visit to the Republic of Ireland by a British monarch in May 2011.", "targets": "When did Elizabeth attend a service at Armagm, in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e215e7cb4bbd47738e4c6640deafb771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2007, The Daily Telegraph, citing unnamed sources, reported that the Queen was \"exasperated and frustrated\" by the policies of the British Prime Minister, Tony Blair, that she was concerned the British Armed Forces were overstretched in Iraq and Afghanistan, and that she had raised concerns over rural and countryside issues with Blair. She was, however, said to admire Blair's efforts to achieve peace in Northern Ireland. On 20 March 2008, at the Church of Ireland St Patrick's Cathedral, Armagh, the Queen attended the first Maundy service held outside England and Wales. At the invitation of the Irish President, Mary McAleese, the Queen made the first state visit to the Republic of Ireland by a British monarch in May 2011.", "targets": "What service did Elizabeth attend in Armagm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e215e7cb4bbd47738e4c6640deafb771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2007, The Daily Telegraph, citing unnamed sources, reported that the Queen was \"exasperated and frustrated\" by the policies of the British Prime Minister, Tony Blair, that she was concerned the British Armed Forces were overstretched in Iraq and Afghanistan, and that she had raised concerns over rural and countryside issues with Blair. She was, however, said to admire Blair's efforts to achieve peace in Northern Ireland. On 20 March 2008, at the Church of Ireland St Patrick's Cathedral, Armagh, the Queen attended the first Maundy service held outside England and Wales. At the invitation of the Irish President, Mary McAleese, the Queen made the first state visit to the Republic of Ireland by a British monarch in May 2011.", "targets": "When did Elizabeth make the first visit to Ireland by a British monarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807c21d55f714e4fb0d290d3b0d267ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Imperial Japan invaded most of the former western colonies. The Sh\u014dwa occupation regime committed violent actions against civilians such as the Manila massacre and the implementation of a system of forced labour, such as the one involving 4 to 10 million romusha in Indonesia. A later UN report stated that four million people died in Indonesia as a result of famine and forced labour during the Japanese occupation. The Allied powers who defeated Japan in the South-East Asian theatre of World War II then contended with nationalists to whom the occupation authorities had granted independence.", "targets": "The western colonies were invaded by whom during World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807c21d55f714e4fb0d290d3b0d267ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Imperial Japan invaded most of the former western colonies. The Sh\u014dwa occupation regime committed violent actions against civilians such as the Manila massacre and the implementation of a system of forced labour, such as the one involving 4 to 10 million romusha in Indonesia. A later UN report stated that four million people died in Indonesia as a result of famine and forced labour during the Japanese occupation. The Allied powers who defeated Japan in the South-East Asian theatre of World War II then contended with nationalists to whom the occupation authorities had granted independence.", "targets": "According to the UN report, what was the count of people who perished due to famine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807c21d55f714e4fb0d290d3b0d267ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Imperial Japan invaded most of the former western colonies. The Sh\u014dwa occupation regime committed violent actions against civilians such as the Manila massacre and the implementation of a system of forced labour, such as the one involving 4 to 10 million romusha in Indonesia. A later UN report stated that four million people died in Indonesia as a result of famine and forced labour during the Japanese occupation. The Allied powers who defeated Japan in the South-East Asian theatre of World War II then contended with nationalists to whom the occupation authorities had granted independence.", "targets": "What violent acts did the Showa regime commit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807c21d55f714e4fb0d290d3b0d267ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Imperial Japan invaded most of the former western colonies. The Sh\u014dwa occupation regime committed violent actions against civilians such as the Manila massacre and the implementation of a system of forced labour, such as the one involving 4 to 10 million romusha in Indonesia. A later UN report stated that four million people died in Indonesia as a result of famine and forced labour during the Japanese occupation. The Allied powers who defeated Japan in the South-East Asian theatre of World War II then contended with nationalists to whom the occupation authorities had granted independence.", "targets": "Who defeated Japan during the World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3889ce98d94eef940c28fc444e2f5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other major method of producing O\n2 gas involves passing a stream of clean, dry air through one bed of a pair of identical zeolite molecular sieves, which absorbs the nitrogen and delivers a gas stream that is 90% to 93% O\n2. Simultaneously, nitrogen gas is released from the other nitrogen-saturated zeolite bed, by reducing the chamber operating pressure and diverting part of the oxygen gas from the producer bed through it, in the reverse direction of flow. After a set cycle time the operation of the two beds is interchanged, thereby allowing for a continuous supply of gaseous oxygen to be pumped through a pipeline. This is known as pressure swing adsorption. Oxygen gas is increasingly obtained by these non-cryogenic technologies (see also the related vacuum swing adsorption).", "targets": "What mechanism can be used to make oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3889ce98d94eef940c28fc444e2f5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other major method of producing O\n2 gas involves passing a stream of clean, dry air through one bed of a pair of identical zeolite molecular sieves, which absorbs the nitrogen and delivers a gas stream that is 90% to 93% O\n2. Simultaneously, nitrogen gas is released from the other nitrogen-saturated zeolite bed, by reducing the chamber operating pressure and diverting part of the oxygen gas from the producer bed through it, in the reverse direction of flow. After a set cycle time the operation of the two beds is interchanged, thereby allowing for a continuous supply of gaseous oxygen to be pumped through a pipeline. This is known as pressure swing adsorption. Oxygen gas is increasingly obtained by these non-cryogenic technologies (see also the related vacuum swing adsorption).", "targets": "What percentage of oxygen will a zeolite sieve produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3889ce98d94eef940c28fc444e2f5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other major method of producing O\n2 gas involves passing a stream of clean, dry air through one bed of a pair of identical zeolite molecular sieves, which absorbs the nitrogen and delivers a gas stream that is 90% to 93% O\n2. Simultaneously, nitrogen gas is released from the other nitrogen-saturated zeolite bed, by reducing the chamber operating pressure and diverting part of the oxygen gas from the producer bed through it, in the reverse direction of flow. After a set cycle time the operation of the two beds is interchanged, thereby allowing for a continuous supply of gaseous oxygen to be pumped through a pipeline. This is known as pressure swing adsorption. Oxygen gas is increasingly obtained by these non-cryogenic technologies (see also the related vacuum swing adsorption).", "targets": "While producing oxygen, what gas does a zeolite sieve absorb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3889ce98d94eef940c28fc444e2f5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other major method of producing O\n2 gas involves passing a stream of clean, dry air through one bed of a pair of identical zeolite molecular sieves, which absorbs the nitrogen and delivers a gas stream that is 90% to 93% O\n2. Simultaneously, nitrogen gas is released from the other nitrogen-saturated zeolite bed, by reducing the chamber operating pressure and diverting part of the oxygen gas from the producer bed through it, in the reverse direction of flow. After a set cycle time the operation of the two beds is interchanged, thereby allowing for a continuous supply of gaseous oxygen to be pumped through a pipeline. This is known as pressure swing adsorption. Oxygen gas is increasingly obtained by these non-cryogenic technologies (see also the related vacuum swing adsorption).", "targets": "What type of technology is the non organic separating of gases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3889ce98d94eef940c28fc444e2f5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other major method of producing O\n2 gas involves passing a stream of clean, dry air through one bed of a pair of identical zeolite molecular sieves, which absorbs the nitrogen and delivers a gas stream that is 90% to 93% O\n2. Simultaneously, nitrogen gas is released from the other nitrogen-saturated zeolite bed, by reducing the chamber operating pressure and diverting part of the oxygen gas from the producer bed through it, in the reverse direction of flow. After a set cycle time the operation of the two beds is interchanged, thereby allowing for a continuous supply of gaseous oxygen to be pumped through a pipeline. This is known as pressure swing adsorption. Oxygen gas is increasingly obtained by these non-cryogenic technologies (see also the related vacuum swing adsorption).", "targets": "How much is the sieve method of gas production used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What is the basis behind Catholic theology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What ways can God interact with the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "Why is it sometimes hard to think of God as benevolent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What is the suffix theism used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What are examples of different types of theism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What three points do most theists agree on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What religion believes that God is infinitely simple and not subject to time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcd871d2ca4a5f83a17bbbb1d0c2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theism generally holds that God exists realistically, objectively, and independently of human thought; that God created and sustains everything; that God is omnipotent and eternal; and that God is personal and interacting with the universe through, for example, religious experience and the prayers of humans. Theism holds that God is both transcendent and immanent; thus, God is simultaneously infinite and in some way present in the affairs of the world. Not all theists subscribe to all of these propositions, but each usually subscribes to some of them (see, by way of comparison, family resemblance). Catholic theology holds that God is infinitely simple and is not involuntarily subject to time. Most theists hold that God is omnipotent, omniscient, and benevolent, although this belief raises questions about God's responsibility for evil and suffering in the world. Some theists ascribe to God a self-conscious or purposeful limiting of omnipotence, omniscience, or benevolence. Open Theism, by contrast, asserts that, due to the nature of time, God's omniscience does not mean the deity can predict the future. Theism is sometimes used to refer in general to any belief in a god or gods, i.e., monotheism or polytheism.", "targets": "What does theism mean in general?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d102eaa80224dde8cf28e9910b1d22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among all cities in the Mediterranean part of the European Union, Limassol has one of the warmest winters, in the period January \u2013 February average temperature is 17\u201318 \u00b0C (63\u201364 \u00b0F) during the day and 7\u20138 \u00b0C (45\u201346 \u00b0F) at night, in other coastal locations in Cyprus is generally 16\u201317 \u00b0C (61\u201363 \u00b0F) during the day and 6\u20138 \u00b0C (43\u201346 \u00b0F) at night. During March, Limassol has average temperatures of 19\u201320 \u00b0C (66\u201368 \u00b0F) during the day and 9\u201311 \u00b0C (48\u201352 \u00b0F) at night, in other coastal locations in Cyprus is generally 17\u201319 \u00b0C (63\u201366 \u00b0F) during the day and 8\u201310 \u00b0C (46\u201350 \u00b0F) at night.", "targets": "Which cities has one of the warmest winters in the European Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d102eaa80224dde8cf28e9910b1d22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among all cities in the Mediterranean part of the European Union, Limassol has one of the warmest winters, in the period January \u2013 February average temperature is 17\u201318 \u00b0C (63\u201364 \u00b0F) during the day and 7\u20138 \u00b0C (45\u201346 \u00b0F) at night, in other coastal locations in Cyprus is generally 16\u201317 \u00b0C (61\u201363 \u00b0F) during the day and 6\u20138 \u00b0C (43\u201346 \u00b0F) at night. During March, Limassol has average temperatures of 19\u201320 \u00b0C (66\u201368 \u00b0F) during the day and 9\u201311 \u00b0C (48\u201352 \u00b0F) at night, in other coastal locations in Cyprus is generally 17\u201319 \u00b0C (63\u201366 \u00b0F) during the day and 8\u201310 \u00b0C (46\u201350 \u00b0F) at night.", "targets": "What is the average day emperature of Limassol during winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d102eaa80224dde8cf28e9910b1d22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among all cities in the Mediterranean part of the European Union, Limassol has one of the warmest winters, in the period January \u2013 February average temperature is 17\u201318 \u00b0C (63\u201364 \u00b0F) during the day and 7\u20138 \u00b0C (45\u201346 \u00b0F) at night, in other coastal locations in Cyprus is generally 16\u201317 \u00b0C (61\u201363 \u00b0F) during the day and 6\u20138 \u00b0C (43\u201346 \u00b0F) at night. During March, Limassol has average temperatures of 19\u201320 \u00b0C (66\u201368 \u00b0F) during the day and 9\u201311 \u00b0C (48\u201352 \u00b0F) at night, in other coastal locations in Cyprus is generally 17\u201319 \u00b0C (63\u201366 \u00b0F) during the day and 8\u201310 \u00b0C (46\u201350 \u00b0F) at night.", "targets": "What is the general temperature of coastal location during the night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d224b96d2b6f4f759e706fb7555b7dbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 1976, Queen played one of their most famous gigs, a free concert in Hyde Park, London. A concert organised by the entrepreneur Richard Branson, it set an attendance record with 150,000 people confirmed in the audience. On 1 December 1976, Queen were the intended guests on London's early evening Today programme, but they pulled out at the last-minute, which saw their late replacement on the show, EMI labelmate the Sex Pistols, give their seminal interview. During the A Day at the Races Tour in 1977, Queen performed sold-out shows at Madison Square Garden, New York, in February, and Earls Court, London, in June.", "targets": "Where did Queen host a free concert in 1976? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d224b96d2b6f4f759e706fb7555b7dbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 1976, Queen played one of their most famous gigs, a free concert in Hyde Park, London. A concert organised by the entrepreneur Richard Branson, it set an attendance record with 150,000 people confirmed in the audience. On 1 December 1976, Queen were the intended guests on London's early evening Today programme, but they pulled out at the last-minute, which saw their late replacement on the show, EMI labelmate the Sex Pistols, give their seminal interview. During the A Day at the Races Tour in 1977, Queen performed sold-out shows at Madison Square Garden, New York, in February, and Earls Court, London, in June.", "targets": "Who organized a free concert by Queen in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d224b96d2b6f4f759e706fb7555b7dbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 1976, Queen played one of their most famous gigs, a free concert in Hyde Park, London. A concert organised by the entrepreneur Richard Branson, it set an attendance record with 150,000 people confirmed in the audience. On 1 December 1976, Queen were the intended guests on London's early evening Today programme, but they pulled out at the last-minute, which saw their late replacement on the show, EMI labelmate the Sex Pistols, give their seminal interview. During the A Day at the Races Tour in 1977, Queen performed sold-out shows at Madison Square Garden, New York, in February, and Earls Court, London, in June.", "targets": "How many people helped Queen set a 1976 attendance record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d224b96d2b6f4f759e706fb7555b7dbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 1976, Queen played one of their most famous gigs, a free concert in Hyde Park, London. A concert organised by the entrepreneur Richard Branson, it set an attendance record with 150,000 people confirmed in the audience. On 1 December 1976, Queen were the intended guests on London's early evening Today programme, but they pulled out at the last-minute, which saw their late replacement on the show, EMI labelmate the Sex Pistols, give their seminal interview. During the A Day at the Races Tour in 1977, Queen performed sold-out shows at Madison Square Garden, New York, in February, and Earls Court, London, in June.", "targets": "Which US venue did Queen sell out in 1977? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d224b96d2b6f4f759e706fb7555b7dbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 1976, Queen played one of their most famous gigs, a free concert in Hyde Park, London. A concert organised by the entrepreneur Richard Branson, it set an attendance record with 150,000 people confirmed in the audience. On 1 December 1976, Queen were the intended guests on London's early evening Today programme, but they pulled out at the last-minute, which saw their late replacement on the show, EMI labelmate the Sex Pistols, give their seminal interview. During the A Day at the Races Tour in 1977, Queen performed sold-out shows at Madison Square Garden, New York, in February, and Earls Court, London, in June.", "targets": "Which British venue did Queen sell out in 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967d5c3a43244bd992e55a2d7bac893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somali Postal Service (Somali Post) is the national postal service of the Federal Government of Somalia. It is part of the Ministry of Information, Posts and Telecommunication.", "targets": "What is the name of the Somali postal service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967d5c3a43244bd992e55a2d7bac893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somali Postal Service (Somali Post) is the national postal service of the Federal Government of Somalia. It is part of the Ministry of Information, Posts and Telecommunication.", "targets": "What is the name of the National postal service of Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc572393be243a0997750249f28a061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prolonged Byzantine-Sassanid Wars, most importantly the climactic Byzantine-Sassanid War of 602-628, as well as the social conflict within the Sassanid Empire, opened the way for an Arab invasion to Iran in the 7th century. Initially defeated by the Arab Rashidun Caliphate, Iran came under the rule of the Arab caliphates of Umayyad and Abbasid. The prolonged and gradual process of the Islamization of Iran began following the conquest. Under the new Arab elite of the Rashidun and later the Umayyad caliphates, both converted (mawali) and non-converted (dhimmi) Iranians were discriminated against, being excluded from the government and military, and having to pay a special tax called Jizya. Gunde Shapur, home of the Academy of Gunde Shapur which was the most important medical center of the world at the time, survived after the invasion, but became known as an Islamic institute thereafter.", "targets": "What wars in the 600s CE lead to the weakening of Iran and a subsequent invasion by the Arabs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc572393be243a0997750249f28a061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prolonged Byzantine-Sassanid Wars, most importantly the climactic Byzantine-Sassanid War of 602-628, as well as the social conflict within the Sassanid Empire, opened the way for an Arab invasion to Iran in the 7th century. Initially defeated by the Arab Rashidun Caliphate, Iran came under the rule of the Arab caliphates of Umayyad and Abbasid. The prolonged and gradual process of the Islamization of Iran began following the conquest. Under the new Arab elite of the Rashidun and later the Umayyad caliphates, both converted (mawali) and non-converted (dhimmi) Iranians were discriminated against, being excluded from the government and military, and having to pay a special tax called Jizya. Gunde Shapur, home of the Academy of Gunde Shapur which was the most important medical center of the world at the time, survived after the invasion, but became known as an Islamic institute thereafter.", "targets": "When did the Arabs invade Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc572393be243a0997750249f28a061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prolonged Byzantine-Sassanid Wars, most importantly the climactic Byzantine-Sassanid War of 602-628, as well as the social conflict within the Sassanid Empire, opened the way for an Arab invasion to Iran in the 7th century. Initially defeated by the Arab Rashidun Caliphate, Iran came under the rule of the Arab caliphates of Umayyad and Abbasid. The prolonged and gradual process of the Islamization of Iran began following the conquest. Under the new Arab elite of the Rashidun and later the Umayyad caliphates, both converted (mawali) and non-converted (dhimmi) Iranians were discriminated against, being excluded from the government and military, and having to pay a special tax called Jizya. Gunde Shapur, home of the Academy of Gunde Shapur which was the most important medical center of the world at the time, survived after the invasion, but became known as an Islamic institute thereafter.", "targets": "Which Arab Caliphate defeated Iran first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc572393be243a0997750249f28a061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prolonged Byzantine-Sassanid Wars, most importantly the climactic Byzantine-Sassanid War of 602-628, as well as the social conflict within the Sassanid Empire, opened the way for an Arab invasion to Iran in the 7th century. Initially defeated by the Arab Rashidun Caliphate, Iran came under the rule of the Arab caliphates of Umayyad and Abbasid. The prolonged and gradual process of the Islamization of Iran began following the conquest. Under the new Arab elite of the Rashidun and later the Umayyad caliphates, both converted (mawali) and non-converted (dhimmi) Iranians were discriminated against, being excluded from the government and military, and having to pay a special tax called Jizya. Gunde Shapur, home of the Academy of Gunde Shapur which was the most important medical center of the world at the time, survived after the invasion, but became known as an Islamic institute thereafter.", "targets": "What special tax did the discriminated Iranians - both converted and nonconverted - have to pay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cc572393be243a0997750249f28a061", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prolonged Byzantine-Sassanid Wars, most importantly the climactic Byzantine-Sassanid War of 602-628, as well as the social conflict within the Sassanid Empire, opened the way for an Arab invasion to Iran in the 7th century. Initially defeated by the Arab Rashidun Caliphate, Iran came under the rule of the Arab caliphates of Umayyad and Abbasid. The prolonged and gradual process of the Islamization of Iran began following the conquest. Under the new Arab elite of the Rashidun and later the Umayyad caliphates, both converted (mawali) and non-converted (dhimmi) Iranians were discriminated against, being excluded from the government and military, and having to pay a special tax called Jizya. Gunde Shapur, home of the Academy of Gunde Shapur which was the most important medical center of the world at the time, survived after the invasion, but became known as an Islamic institute thereafter.", "targets": "What academy was the most important medical center of the world at the time and became Islamicized after the Arab invasions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "What did tesla incorrectly believe about x-rays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "what did tesla attribute skin damage to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "what did Tesla think nitrous acid contributed to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "what did tesla note the hazards of working with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "where do plasma waves occur? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "At first what did Tesla think was the main cause of damage to skin cells when they were exposed to X-rays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "What did Tesla mistakenly believe X-rays were?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "Where are longitudinal waves found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd4c14f4f5e94f158a796d719f14c1f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla noted the hazards of working with his circuit and single-node X-ray-producing devices. In his many notes on the early investigation of this phenomenon, he attributed the skin damage to various causes. He believed early on that damage to the skin was not caused by the Roentgen rays, but by the ozone generated in contact with the skin, and to a lesser extent, by nitrous acid. Tesla incorrectly believed that X-rays were longitudinal waves, such as those produced in waves in plasmas. These plasma waves can occur in force-free magnetic fields.", "targets": "Where can Tesla's theories as to what caused the skin damage be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481340025a384359988288b27965c6e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other subjects that lent themselves to visual depiction included the name of battles (e.g. Trafalgar), explorers, local notables, discoveries, sporting heroes and members of the royal family. Some pub signs are in the form of a pictorial pun or rebus. For example, a pub in Crowborough, East Sussex called The Crow and Gate has an image of a crow with gates as wings.", "targets": "What was an example of a battle that might lend itself to a pub name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481340025a384359988288b27965c6e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other subjects that lent themselves to visual depiction included the name of battles (e.g. Trafalgar), explorers, local notables, discoveries, sporting heroes and members of the royal family. Some pub signs are in the form of a pictorial pun or rebus. For example, a pub in Crowborough, East Sussex called The Crow and Gate has an image of a crow with gates as wings.", "targets": "What town is The Crow and Gate located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481340025a384359988288b27965c6e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other subjects that lent themselves to visual depiction included the name of battles (e.g. Trafalgar), explorers, local notables, discoveries, sporting heroes and members of the royal family. Some pub signs are in the form of a pictorial pun or rebus. For example, a pub in Crowborough, East Sussex called The Crow and Gate has an image of a crow with gates as wings.", "targets": "What county is home to The Crow and Gate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481340025a384359988288b27965c6e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other subjects that lent themselves to visual depiction included the name of battles (e.g. Trafalgar), explorers, local notables, discoveries, sporting heroes and members of the royal family. Some pub signs are in the form of a pictorial pun or rebus. For example, a pub in Crowborough, East Sussex called The Crow and Gate has an image of a crow with gates as wings.", "targets": "Members of what family were sometimes used as pub names?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfaaadcc2ac74d138ab6c591c877f1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2000s, more Venezuelans opposing the economic and political policies of president Hugo Ch\u00e1vez migrated to the United States (mostly to Florida, but New York City and Houston are other destinations). The largest concentration of Venezuelans in the United States is in South Florida, especially the suburbs of Doral and Weston. Other main states with Venezuelan American populations are, according to the 1990 census, New York, California, Texas (adding their existing Hispanic populations), New Jersey, Massachusetts and Maryland. Some of the urban areas with a high Venezuelan community include Miami, New York City, Los Angeles, and Washington, D.C.", "targets": "How did Chavez affect the Venezuelans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfaaadcc2ac74d138ab6c591c877f1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2000s, more Venezuelans opposing the economic and political policies of president Hugo Ch\u00e1vez migrated to the United States (mostly to Florida, but New York City and Houston are other destinations). The largest concentration of Venezuelans in the United States is in South Florida, especially the suburbs of Doral and Weston. Other main states with Venezuelan American populations are, according to the 1990 census, New York, California, Texas (adding their existing Hispanic populations), New Jersey, Massachusetts and Maryland. Some of the urban areas with a high Venezuelan community include Miami, New York City, Los Angeles, and Washington, D.C.", "targets": "What areas of America did the Venezuelans settle in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfaaadcc2ac74d138ab6c591c877f1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2000s, more Venezuelans opposing the economic and political policies of president Hugo Ch\u00e1vez migrated to the United States (mostly to Florida, but New York City and Houston are other destinations). The largest concentration of Venezuelans in the United States is in South Florida, especially the suburbs of Doral and Weston. Other main states with Venezuelan American populations are, according to the 1990 census, New York, California, Texas (adding their existing Hispanic populations), New Jersey, Massachusetts and Maryland. Some of the urban areas with a high Venezuelan community include Miami, New York City, Los Angeles, and Washington, D.C.", "targets": "Are there any other areas of America Venezuelans settled in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfaaadcc2ac74d138ab6c591c877f1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2000s, more Venezuelans opposing the economic and political policies of president Hugo Ch\u00e1vez migrated to the United States (mostly to Florida, but New York City and Houston are other destinations). The largest concentration of Venezuelans in the United States is in South Florida, especially the suburbs of Doral and Weston. Other main states with Venezuelan American populations are, according to the 1990 census, New York, California, Texas (adding their existing Hispanic populations), New Jersey, Massachusetts and Maryland. Some of the urban areas with a high Venezuelan community include Miami, New York City, Los Angeles, and Washington, D.C.", "targets": "Where are the most populated city's Venezuelan live in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-933aed5986eb42aeb4415cea22e45834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle has been a regional center for the performing arts for many years. The century-old Seattle Symphony Orchestra is among the world's most recorded and performs primarily at Benaroya Hall. The Seattle Opera and Pacific Northwest Ballet, which perform at McCaw Hall (opened 2003 on the site of the former Seattle Opera House at Seattle Center), are comparably distinguished, with the Opera being particularly known for its performances of the works of Richard Wagner and the PNB School (founded in 1974) ranking as one of the top three ballet training institutions in the United States. The Seattle Youth Symphony Orchestras (SYSO) is the largest symphonic youth organization in the United States. The city also boasts lauded summer and winter chamber music festivals organized by the Seattle Chamber Music Society.", "targets": "How old is Seattle's Symphony Orchestra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-933aed5986eb42aeb4415cea22e45834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle has been a regional center for the performing arts for many years. The century-old Seattle Symphony Orchestra is among the world's most recorded and performs primarily at Benaroya Hall. The Seattle Opera and Pacific Northwest Ballet, which perform at McCaw Hall (opened 2003 on the site of the former Seattle Opera House at Seattle Center), are comparably distinguished, with the Opera being particularly known for its performances of the works of Richard Wagner and the PNB School (founded in 1974) ranking as one of the top three ballet training institutions in the United States. The Seattle Youth Symphony Orchestras (SYSO) is the largest symphonic youth organization in the United States. The city also boasts lauded summer and winter chamber music festivals organized by the Seattle Chamber Music Society.", "targets": "What Seattle organization is one of the top ballet schools in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-933aed5986eb42aeb4415cea22e45834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle has been a regional center for the performing arts for many years. The century-old Seattle Symphony Orchestra is among the world's most recorded and performs primarily at Benaroya Hall. The Seattle Opera and Pacific Northwest Ballet, which perform at McCaw Hall (opened 2003 on the site of the former Seattle Opera House at Seattle Center), are comparably distinguished, with the Opera being particularly known for its performances of the works of Richard Wagner and the PNB School (founded in 1974) ranking as one of the top three ballet training institutions in the United States. The Seattle Youth Symphony Orchestras (SYSO) is the largest symphonic youth organization in the United States. The city also boasts lauded summer and winter chamber music festivals organized by the Seattle Chamber Music Society.", "targets": "In what venue does the Seattle symphony perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-933aed5986eb42aeb4415cea22e45834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle has been a regional center for the performing arts for many years. The century-old Seattle Symphony Orchestra is among the world's most recorded and performs primarily at Benaroya Hall. The Seattle Opera and Pacific Northwest Ballet, which perform at McCaw Hall (opened 2003 on the site of the former Seattle Opera House at Seattle Center), are comparably distinguished, with the Opera being particularly known for its performances of the works of Richard Wagner and the PNB School (founded in 1974) ranking as one of the top three ballet training institutions in the United States. The Seattle Youth Symphony Orchestras (SYSO) is the largest symphonic youth organization in the United States. The city also boasts lauded summer and winter chamber music festivals organized by the Seattle Chamber Music Society.", "targets": "Where do the Seattle Opera and Pacific Northwest Ballet perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-933aed5986eb42aeb4415cea22e45834", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle has been a regional center for the performing arts for many years. The century-old Seattle Symphony Orchestra is among the world's most recorded and performs primarily at Benaroya Hall. The Seattle Opera and Pacific Northwest Ballet, which perform at McCaw Hall (opened 2003 on the site of the former Seattle Opera House at Seattle Center), are comparably distinguished, with the Opera being particularly known for its performances of the works of Richard Wagner and the PNB School (founded in 1974) ranking as one of the top three ballet training institutions in the United States. The Seattle Youth Symphony Orchestras (SYSO) is the largest symphonic youth organization in the United States. The city also boasts lauded summer and winter chamber music festivals organized by the Seattle Chamber Music Society.", "targets": "What structure was originally at site of the McCaw Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-035a306d8b9041e9b933abde2f91515e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 October 1944 the U.S. Sixth Army, supported by naval and air bombardment, landed on the favorable eastern shore of Leyte, north of Mindanao. The U.S. Sixth Army continued its advance from the east, as the Japanese rushed reinforcements to the Ormoc Bay area on the western side of the island. While the Sixth Army was reinforced successfully, the U.S. Fifth Air Force was able to devastate the Japanese attempts to resupply. In torrential rains and over difficult terrain, the advance continued across Leyte and the neighboring island of Samar to the north. On 7 December U.S. Army units landed at Ormoc Bay and, after a major land and air battle, cut off the Japanese ability to reinforce and supply Leyte. Although fierce fighting continued on Leyte for months, the U.S. Army was in control.", "targets": "When did the U.S. Sixth Army land on the eastern shore of Leyte?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-035a306d8b9041e9b933abde2f91515e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 October 1944 the U.S. Sixth Army, supported by naval and air bombardment, landed on the favorable eastern shore of Leyte, north of Mindanao. The U.S. Sixth Army continued its advance from the east, as the Japanese rushed reinforcements to the Ormoc Bay area on the western side of the island. While the Sixth Army was reinforced successfully, the U.S. Fifth Air Force was able to devastate the Japanese attempts to resupply. In torrential rains and over difficult terrain, the advance continued across Leyte and the neighboring island of Samar to the north. On 7 December U.S. Army units landed at Ormoc Bay and, after a major land and air battle, cut off the Japanese ability to reinforce and supply Leyte. Although fierce fighting continued on Leyte for months, the U.S. Army was in control.", "targets": "Where did the Japanese rush reinforcments to on the western side of Leyte?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-035a306d8b9041e9b933abde2f91515e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 October 1944 the U.S. Sixth Army, supported by naval and air bombardment, landed on the favorable eastern shore of Leyte, north of Mindanao. The U.S. Sixth Army continued its advance from the east, as the Japanese rushed reinforcements to the Ormoc Bay area on the western side of the island. While the Sixth Army was reinforced successfully, the U.S. Fifth Air Force was able to devastate the Japanese attempts to resupply. In torrential rains and over difficult terrain, the advance continued across Leyte and the neighboring island of Samar to the north. On 7 December U.S. Army units landed at Ormoc Bay and, after a major land and air battle, cut off the Japanese ability to reinforce and supply Leyte. Although fierce fighting continued on Leyte for months, the U.S. Army was in control.", "targets": "What force devastated resupply attempts by the Japanese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-035a306d8b9041e9b933abde2f91515e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 October 1944 the U.S. Sixth Army, supported by naval and air bombardment, landed on the favorable eastern shore of Leyte, north of Mindanao. The U.S. Sixth Army continued its advance from the east, as the Japanese rushed reinforcements to the Ormoc Bay area on the western side of the island. While the Sixth Army was reinforced successfully, the U.S. Fifth Air Force was able to devastate the Japanese attempts to resupply. In torrential rains and over difficult terrain, the advance continued across Leyte and the neighboring island of Samar to the north. On 7 December U.S. Army units landed at Ormoc Bay and, after a major land and air battle, cut off the Japanese ability to reinforce and supply Leyte. Although fierce fighting continued on Leyte for months, the U.S. Army was in control.", "targets": "Fighting continued on Leyte for how long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-035a306d8b9041e9b933abde2f91515e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 October 1944 the U.S. Sixth Army, supported by naval and air bombardment, landed on the favorable eastern shore of Leyte, north of Mindanao. The U.S. Sixth Army continued its advance from the east, as the Japanese rushed reinforcements to the Ormoc Bay area on the western side of the island. While the Sixth Army was reinforced successfully, the U.S. Fifth Air Force was able to devastate the Japanese attempts to resupply. In torrential rains and over difficult terrain, the advance continued across Leyte and the neighboring island of Samar to the north. On 7 December U.S. Army units landed at Ormoc Bay and, after a major land and air battle, cut off the Japanese ability to reinforce and supply Leyte. Although fierce fighting continued on Leyte for months, the U.S. Army was in control.", "targets": "What was the neighboring island to the north of Leyte."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c948a688876849cbb4446b2a8d00fae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.", "targets": "What is important for a student in education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c948a688876849cbb4446b2a8d00fae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.", "targets": "What does education increase in a student?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c948a688876849cbb4446b2a8d00fae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.", "targets": "What is intelligence at 53 more closely related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807b845062748d78619bbd7d255545c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Tucson, Pima County, the State of Arizona, and the private sector have all made commitments to create a growing, healthy economy[citation needed] with advanced technology industry sectors as its foundation. Raytheon Missile Systems (formerly Hughes Aircraft Co.), Texas Instruments, IBM, Intuit Inc., Universal Avionics, Honeywell Aerospace, Sunquest Information Systems, Sanofi-Aventis, Ventana Medical Systems, Inc., and Bombardier Aerospace all have a significant presence in Tucson. Roughly 150 Tucson companies are involved in the design and manufacture of optics and optoelectronics systems, earning Tucson the nickname \"Optics Valley\".", "targets": "What was Raytheon previously called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807b845062748d78619bbd7d255545c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Tucson, Pima County, the State of Arizona, and the private sector have all made commitments to create a growing, healthy economy[citation needed] with advanced technology industry sectors as its foundation. Raytheon Missile Systems (formerly Hughes Aircraft Co.), Texas Instruments, IBM, Intuit Inc., Universal Avionics, Honeywell Aerospace, Sunquest Information Systems, Sanofi-Aventis, Ventana Medical Systems, Inc., and Bombardier Aerospace all have a significant presence in Tucson. Roughly 150 Tucson companies are involved in the design and manufacture of optics and optoelectronics systems, earning Tucson the nickname \"Optics Valley\".", "targets": "What drug company has a major presence in Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807b845062748d78619bbd7d255545c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Tucson, Pima County, the State of Arizona, and the private sector have all made commitments to create a growing, healthy economy[citation needed] with advanced technology industry sectors as its foundation. Raytheon Missile Systems (formerly Hughes Aircraft Co.), Texas Instruments, IBM, Intuit Inc., Universal Avionics, Honeywell Aerospace, Sunquest Information Systems, Sanofi-Aventis, Ventana Medical Systems, Inc., and Bombardier Aerospace all have a significant presence in Tucson. Roughly 150 Tucson companies are involved in the design and manufacture of optics and optoelectronics systems, earning Tucson the nickname \"Optics Valley\".", "targets": "How many optics-related companies are in Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807b845062748d78619bbd7d255545c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Tucson, Pima County, the State of Arizona, and the private sector have all made commitments to create a growing, healthy economy[citation needed] with advanced technology industry sectors as its foundation. Raytheon Missile Systems (formerly Hughes Aircraft Co.), Texas Instruments, IBM, Intuit Inc., Universal Avionics, Honeywell Aerospace, Sunquest Information Systems, Sanofi-Aventis, Ventana Medical Systems, Inc., and Bombardier Aerospace all have a significant presence in Tucson. Roughly 150 Tucson companies are involved in the design and manufacture of optics and optoelectronics systems, earning Tucson the nickname \"Optics Valley\".", "targets": "What do the 'Optics Valley' companies do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807b845062748d78619bbd7d255545c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Tucson, Pima County, the State of Arizona, and the private sector have all made commitments to create a growing, healthy economy[citation needed] with advanced technology industry sectors as its foundation. Raytheon Missile Systems (formerly Hughes Aircraft Co.), Texas Instruments, IBM, Intuit Inc., Universal Avionics, Honeywell Aerospace, Sunquest Information Systems, Sanofi-Aventis, Ventana Medical Systems, Inc., and Bombardier Aerospace all have a significant presence in Tucson. Roughly 150 Tucson companies are involved in the design and manufacture of optics and optoelectronics systems, earning Tucson the nickname \"Optics Valley\".", "targets": "What accounting software company has a major presence in Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5008ed2881463780f90cecb7ee7109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their wedding, the couple leased Windlesham Moor, near Windsor Castle, until 4 July 1949, when they took up residence at Clarence House in London. At various times between 1949 and 1951, the Duke of Edinburgh was stationed in the British Crown Colony of Malta as a serving Royal Navy officer. He and Elizabeth lived intermittently, for several months at a time, in the hamlet of Gwardaman\u0121a, at Villa Guardamangia, the rented home of Philip's uncle, Lord Mountbatten. The children remained in Britain.", "targets": "Where did the newly married Elizabeth and Philip stay until 1949?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5008ed2881463780f90cecb7ee7109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their wedding, the couple leased Windlesham Moor, near Windsor Castle, until 4 July 1949, when they took up residence at Clarence House in London. At various times between 1949 and 1951, the Duke of Edinburgh was stationed in the British Crown Colony of Malta as a serving Royal Navy officer. He and Elizabeth lived intermittently, for several months at a time, in the hamlet of Gwardaman\u0121a, at Villa Guardamangia, the rented home of Philip's uncle, Lord Mountbatten. The children remained in Britain.", "targets": "After 1949 where did Elizabeth live in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5008ed2881463780f90cecb7ee7109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their wedding, the couple leased Windlesham Moor, near Windsor Castle, until 4 July 1949, when they took up residence at Clarence House in London. At various times between 1949 and 1951, the Duke of Edinburgh was stationed in the British Crown Colony of Malta as a serving Royal Navy officer. He and Elizabeth lived intermittently, for several months at a time, in the hamlet of Gwardaman\u0121a, at Villa Guardamangia, the rented home of Philip's uncle, Lord Mountbatten. The children remained in Britain.", "targets": "In which armed force was the Duke of Edinburgh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5008ed2881463780f90cecb7ee7109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their wedding, the couple leased Windlesham Moor, near Windsor Castle, until 4 July 1949, when they took up residence at Clarence House in London. At various times between 1949 and 1951, the Duke of Edinburgh was stationed in the British Crown Colony of Malta as a serving Royal Navy officer. He and Elizabeth lived intermittently, for several months at a time, in the hamlet of Gwardaman\u0121a, at Villa Guardamangia, the rented home of Philip's uncle, Lord Mountbatten. The children remained in Britain.", "targets": "Where was Philip stationed during WWII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5008ed2881463780f90cecb7ee7109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their wedding, the couple leased Windlesham Moor, near Windsor Castle, until 4 July 1949, when they took up residence at Clarence House in London. At various times between 1949 and 1951, the Duke of Edinburgh was stationed in the British Crown Colony of Malta as a serving Royal Navy officer. He and Elizabeth lived intermittently, for several months at a time, in the hamlet of Gwardaman\u0121a, at Villa Guardamangia, the rented home of Philip's uncle, Lord Mountbatten. The children remained in Britain.", "targets": "In whose home did Elizabeth and Philip stay in Malta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c5ce37b01384a798c2a5be1b74f4229", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Independent service is a special service mode found on most elevators. It is activated by a key switch either inside the elevator itself or on a centralized control panel in the lobby. When an elevator is placed on independent service, it will no longer respond to hall calls. (In a bank of elevators, traffic is rerouted to the other elevators, while in a single elevator, the hall buttons are disabled). The elevator will remain parked on a floor with its doors open until a floor is selected and the door close button is held until the elevator starts to travel. Independent service is useful when transporting large goods or moving groups of people between certain floors.", "targets": "How is the special sercice mode enabled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c5ce37b01384a798c2a5be1b74f4229", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Independent service is a special service mode found on most elevators. It is activated by a key switch either inside the elevator itself or on a centralized control panel in the lobby. When an elevator is placed on independent service, it will no longer respond to hall calls. (In a bank of elevators, traffic is rerouted to the other elevators, while in a single elevator, the hall buttons are disabled). The elevator will remain parked on a floor with its doors open until a floor is selected and the door close button is held until the elevator starts to travel. Independent service is useful when transporting large goods or moving groups of people between certain floors.", "targets": "What is the impact on an elevator set to independant service mode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c5ce37b01384a798c2a5be1b74f4229", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Independent service is a special service mode found on most elevators. It is activated by a key switch either inside the elevator itself or on a centralized control panel in the lobby. When an elevator is placed on independent service, it will no longer respond to hall calls. (In a bank of elevators, traffic is rerouted to the other elevators, while in a single elevator, the hall buttons are disabled). The elevator will remain parked on a floor with its doors open until a floor is selected and the door close button is held until the elevator starts to travel. Independent service is useful when transporting large goods or moving groups of people between certain floors.", "targets": "At what times is Independant service best utilized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c5ce37b01384a798c2a5be1b74f4229", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Independent service is a special service mode found on most elevators. It is activated by a key switch either inside the elevator itself or on a centralized control panel in the lobby. When an elevator is placed on independent service, it will no longer respond to hall calls. (In a bank of elevators, traffic is rerouted to the other elevators, while in a single elevator, the hall buttons are disabled). The elevator will remain parked on a floor with its doors open until a floor is selected and the door close button is held until the elevator starts to travel. Independent service is useful when transporting large goods or moving groups of people between certain floors.", "targets": "During independant service mode how is a single cab in a hall kept from being used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a49d1ff2a0754f51b7f73d70f3a81ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cultural practices in the Americas seem to have been shared mostly within geographical zones where unrelated peoples adopted similar technologies and social organizations. An example of such a cultural area is Mesoamerica, where millennia of coexistence and shared development among the peoples of the region produced a fairly homogeneous culture with complex agricultural and social patterns. Another well-known example is the North American plains where until the 19th century several peoples shared the traits of nomadic hunter-gatherers based primarily on buffalo hunting.", "targets": "What did geographical zones encourage the sharing of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a49d1ff2a0754f51b7f73d70f3a81ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cultural practices in the Americas seem to have been shared mostly within geographical zones where unrelated peoples adopted similar technologies and social organizations. An example of such a cultural area is Mesoamerica, where millennia of coexistence and shared development among the peoples of the region produced a fairly homogeneous culture with complex agricultural and social patterns. Another well-known example is the North American plains where until the 19th century several peoples shared the traits of nomadic hunter-gatherers based primarily on buffalo hunting.", "targets": "What did people in the same reason adopt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a49d1ff2a0754f51b7f73d70f3a81ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cultural practices in the Americas seem to have been shared mostly within geographical zones where unrelated peoples adopted similar technologies and social organizations. An example of such a cultural area is Mesoamerica, where millennia of coexistence and shared development among the peoples of the region produced a fairly homogeneous culture with complex agricultural and social patterns. Another well-known example is the North American plains where until the 19th century several peoples shared the traits of nomadic hunter-gatherers based primarily on buffalo hunting.", "targets": "Where did millennia of coexistence produce a culture with advanced agricultural and social patterns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a49d1ff2a0754f51b7f73d70f3a81ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cultural practices in the Americas seem to have been shared mostly within geographical zones where unrelated peoples adopted similar technologies and social organizations. An example of such a cultural area is Mesoamerica, where millennia of coexistence and shared development among the peoples of the region produced a fairly homogeneous culture with complex agricultural and social patterns. Another well-known example is the North American plains where until the 19th century several peoples shared the traits of nomadic hunter-gatherers based primarily on buffalo hunting.", "targets": "How long was there a homogeneous culture on the North American plains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a49d1ff2a0754f51b7f73d70f3a81ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cultural practices in the Americas seem to have been shared mostly within geographical zones where unrelated peoples adopted similar technologies and social organizations. An example of such a cultural area is Mesoamerica, where millennia of coexistence and shared development among the peoples of the region produced a fairly homogeneous culture with complex agricultural and social patterns. Another well-known example is the North American plains where until the 19th century several peoples shared the traits of nomadic hunter-gatherers based primarily on buffalo hunting.", "targets": "What creature did the nomadic hunter-gatherers of the plains hunt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e063819197a04e0ba65c003cfff89129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first railways in Thuringia had been built in the 1840s and the network of main lines was finished around 1880. By 1920, many branch lines had been built, giving Thuringia one of the densest rail networks in the world before World War II with about 2,500 km of track. Between 1950 and 2000 most of the branch lines were abandoned, reducing Thuringia's network by half compared to 1940. On the other hand, most of the main lines were refurbished after 1990, resulting in improved speed of travel. The most important railway lines at present are the Thuringian Railway, connecting Halle and Leipzig via Weimar, Erfurt, Gotha and Eisenach with Frankfurt and Kassel and the Saal Railway from Halle/Leipzig via Jena and Saalfeld to Nuremberg. The former has an hourly ICE/IC service from Dresden to Frankfurt while the latter is served hourly by ICE trains from Berlin to Munich. In 2017, a new high speed line will be opened, diverting long-distance services from these mid-19th century lines. Both ICE routes will then use the Erfurt\u2013Leipzig/Halle high-speed railway, and the Berlin-Munich route will continue via the Nuremberg\u2013Erfurt high-speed railway. Only the segment west of Erfurt of the Frankfurt-Dresden line will continue to be used by ICE trains after 2017, with an increased line speed of 200 km/h (currently 160 km/h). Erfurt's central station, which was completely rebuilt for this purpose in the 2000s (decade), will be the new connection between both ICE lines. The most important regional railway lines in Thuringia are the Neudietendorf\u2013Ritschenhausen railway from Erfurt to W\u00fcrzburg and Meiningen, the Weimar\u2013Gera railway from Erfurt to Chemnitz, the Sangerhausen\u2013Erfurt railway from Erfurt to Magdeburg, the Gotha\u2013Leinefelde railway from Erfurt to G\u00f6ttingen, the Halle\u2013Kassel railway from Halle via Nordhausen to Kassel and the Leipzig\u2013Hof railway from Leipzig via Altenburg to Zwickau and Hof. Most regional and local lines have hourly service, but some run only every other hour.", "targets": "When was Thuringia's first railway built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e063819197a04e0ba65c003cfff89129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first railways in Thuringia had been built in the 1840s and the network of main lines was finished around 1880. By 1920, many branch lines had been built, giving Thuringia one of the densest rail networks in the world before World War II with about 2,500 km of track. Between 1950 and 2000 most of the branch lines were abandoned, reducing Thuringia's network by half compared to 1940. On the other hand, most of the main lines were refurbished after 1990, resulting in improved speed of travel. The most important railway lines at present are the Thuringian Railway, connecting Halle and Leipzig via Weimar, Erfurt, Gotha and Eisenach with Frankfurt and Kassel and the Saal Railway from Halle/Leipzig via Jena and Saalfeld to Nuremberg. The former has an hourly ICE/IC service from Dresden to Frankfurt while the latter is served hourly by ICE trains from Berlin to Munich. In 2017, a new high speed line will be opened, diverting long-distance services from these mid-19th century lines. Both ICE routes will then use the Erfurt\u2013Leipzig/Halle high-speed railway, and the Berlin-Munich route will continue via the Nuremberg\u2013Erfurt high-speed railway. Only the segment west of Erfurt of the Frankfurt-Dresden line will continue to be used by ICE trains after 2017, with an increased line speed of 200 km/h (currently 160 km/h). Erfurt's central station, which was completely rebuilt for this purpose in the 2000s (decade), will be the new connection between both ICE lines. The most important regional railway lines in Thuringia are the Neudietendorf\u2013Ritschenhausen railway from Erfurt to W\u00fcrzburg and Meiningen, the Weimar\u2013Gera railway from Erfurt to Chemnitz, the Sangerhausen\u2013Erfurt railway from Erfurt to Magdeburg, the Gotha\u2013Leinefelde railway from Erfurt to G\u00f6ttingen, the Halle\u2013Kassel railway from Halle via Nordhausen to Kassel and the Leipzig\u2013Hof railway from Leipzig via Altenburg to Zwickau and Hof. Most regional and local lines have hourly service, but some run only every other hour.", "targets": "When were most of the branch lines of the railway abandoned? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e063819197a04e0ba65c003cfff89129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first railways in Thuringia had been built in the 1840s and the network of main lines was finished around 1880. By 1920, many branch lines had been built, giving Thuringia one of the densest rail networks in the world before World War II with about 2,500 km of track. Between 1950 and 2000 most of the branch lines were abandoned, reducing Thuringia's network by half compared to 1940. On the other hand, most of the main lines were refurbished after 1990, resulting in improved speed of travel. The most important railway lines at present are the Thuringian Railway, connecting Halle and Leipzig via Weimar, Erfurt, Gotha and Eisenach with Frankfurt and Kassel and the Saal Railway from Halle/Leipzig via Jena and Saalfeld to Nuremberg. The former has an hourly ICE/IC service from Dresden to Frankfurt while the latter is served hourly by ICE trains from Berlin to Munich. In 2017, a new high speed line will be opened, diverting long-distance services from these mid-19th century lines. Both ICE routes will then use the Erfurt\u2013Leipzig/Halle high-speed railway, and the Berlin-Munich route will continue via the Nuremberg\u2013Erfurt high-speed railway. Only the segment west of Erfurt of the Frankfurt-Dresden line will continue to be used by ICE trains after 2017, with an increased line speed of 200 km/h (currently 160 km/h). Erfurt's central station, which was completely rebuilt for this purpose in the 2000s (decade), will be the new connection between both ICE lines. The most important regional railway lines in Thuringia are the Neudietendorf\u2013Ritschenhausen railway from Erfurt to W\u00fcrzburg and Meiningen, the Weimar\u2013Gera railway from Erfurt to Chemnitz, the Sangerhausen\u2013Erfurt railway from Erfurt to Magdeburg, the Gotha\u2013Leinefelde railway from Erfurt to G\u00f6ttingen, the Halle\u2013Kassel railway from Halle via Nordhausen to Kassel and the Leipzig\u2013Hof railway from Leipzig via Altenburg to Zwickau and Hof. Most regional and local lines have hourly service, but some run only every other hour.", "targets": "When will the new high speed train be open? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca28defe417e4187a4dd2e1c6c21e1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burrel's innovative design, which combined the low production cost of an Apple II with the computing power of Lisa's CPU, the Motorola 68K, received the attention of Steve Jobs, co-founder of Apple. Realizing that the Macintosh was more marketable than the Lisa, he began to focus his attention on the project. Raskin left the team in 1981 over a personality conflict with Jobs. Team member Andy Hertzfeld said that the final Macintosh design is closer to Jobs' ideas than Raskin's. After hearing of the pioneering GUI technology being developed at Xerox PARC, Jobs had negotiated a visit to see the Xerox Alto computer and its Smalltalk development tools in exchange for Apple stock options. The Lisa and Macintosh user interfaces were influenced by technology seen at Xerox PARC and were combined with the Macintosh group's own ideas. Jobs also commissioned industrial designer Hartmut Esslinger to work on the Macintosh line, resulting in the \"Snow White\" design language; although it came too late for the earliest Macs, it was implemented in most other mid- to late-1980s Apple computers. However, Jobs' leadership at the Macintosh project did not last; after an internal power struggle with new CEO John Sculley, Jobs resigned from Apple in 1985. He went on to found NeXT, another computer company targeting the education market, and did not return until 1997, when Apple acquired NeXT.", "targets": "Why did Raskin leave the Apple team in 1981?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca28defe417e4187a4dd2e1c6c21e1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burrel's innovative design, which combined the low production cost of an Apple II with the computing power of Lisa's CPU, the Motorola 68K, received the attention of Steve Jobs, co-founder of Apple. Realizing that the Macintosh was more marketable than the Lisa, he began to focus his attention on the project. Raskin left the team in 1981 over a personality conflict with Jobs. Team member Andy Hertzfeld said that the final Macintosh design is closer to Jobs' ideas than Raskin's. After hearing of the pioneering GUI technology being developed at Xerox PARC, Jobs had negotiated a visit to see the Xerox Alto computer and its Smalltalk development tools in exchange for Apple stock options. The Lisa and Macintosh user interfaces were influenced by technology seen at Xerox PARC and were combined with the Macintosh group's own ideas. Jobs also commissioned industrial designer Hartmut Esslinger to work on the Macintosh line, resulting in the \"Snow White\" design language; although it came too late for the earliest Macs, it was implemented in most other mid- to late-1980s Apple computers. However, Jobs' leadership at the Macintosh project did not last; after an internal power struggle with new CEO John Sculley, Jobs resigned from Apple in 1985. He went on to found NeXT, another computer company targeting the education market, and did not return until 1997, when Apple acquired NeXT.", "targets": "According to Andy Hertzfeld, whose idea is the final Mac design closer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca28defe417e4187a4dd2e1c6c21e1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burrel's innovative design, which combined the low production cost of an Apple II with the computing power of Lisa's CPU, the Motorola 68K, received the attention of Steve Jobs, co-founder of Apple. Realizing that the Macintosh was more marketable than the Lisa, he began to focus his attention on the project. Raskin left the team in 1981 over a personality conflict with Jobs. Team member Andy Hertzfeld said that the final Macintosh design is closer to Jobs' ideas than Raskin's. After hearing of the pioneering GUI technology being developed at Xerox PARC, Jobs had negotiated a visit to see the Xerox Alto computer and its Smalltalk development tools in exchange for Apple stock options. The Lisa and Macintosh user interfaces were influenced by technology seen at Xerox PARC and were combined with the Macintosh group's own ideas. Jobs also commissioned industrial designer Hartmut Esslinger to work on the Macintosh line, resulting in the \"Snow White\" design language; although it came too late for the earliest Macs, it was implemented in most other mid- to late-1980s Apple computers. However, Jobs' leadership at the Macintosh project did not last; after an internal power struggle with new CEO John Sculley, Jobs resigned from Apple in 1985. He went on to found NeXT, another computer company targeting the education market, and did not return until 1997, when Apple acquired NeXT.", "targets": "What did Steve Jobs offer Xerox to visit and see their latest technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca28defe417e4187a4dd2e1c6c21e1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burrel's innovative design, which combined the low production cost of an Apple II with the computing power of Lisa's CPU, the Motorola 68K, received the attention of Steve Jobs, co-founder of Apple. Realizing that the Macintosh was more marketable than the Lisa, he began to focus his attention on the project. Raskin left the team in 1981 over a personality conflict with Jobs. Team member Andy Hertzfeld said that the final Macintosh design is closer to Jobs' ideas than Raskin's. After hearing of the pioneering GUI technology being developed at Xerox PARC, Jobs had negotiated a visit to see the Xerox Alto computer and its Smalltalk development tools in exchange for Apple stock options. The Lisa and Macintosh user interfaces were influenced by technology seen at Xerox PARC and were combined with the Macintosh group's own ideas. Jobs also commissioned industrial designer Hartmut Esslinger to work on the Macintosh line, resulting in the \"Snow White\" design language; although it came too late for the earliest Macs, it was implemented in most other mid- to late-1980s Apple computers. However, Jobs' leadership at the Macintosh project did not last; after an internal power struggle with new CEO John Sculley, Jobs resigned from Apple in 1985. He went on to found NeXT, another computer company targeting the education market, and did not return until 1997, when Apple acquired NeXT.", "targets": "Whose technology influenced the user interfaces of the Lisa and Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca28defe417e4187a4dd2e1c6c21e1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burrel's innovative design, which combined the low production cost of an Apple II with the computing power of Lisa's CPU, the Motorola 68K, received the attention of Steve Jobs, co-founder of Apple. Realizing that the Macintosh was more marketable than the Lisa, he began to focus his attention on the project. Raskin left the team in 1981 over a personality conflict with Jobs. Team member Andy Hertzfeld said that the final Macintosh design is closer to Jobs' ideas than Raskin's. After hearing of the pioneering GUI technology being developed at Xerox PARC, Jobs had negotiated a visit to see the Xerox Alto computer and its Smalltalk development tools in exchange for Apple stock options. The Lisa and Macintosh user interfaces were influenced by technology seen at Xerox PARC and were combined with the Macintosh group's own ideas. Jobs also commissioned industrial designer Hartmut Esslinger to work on the Macintosh line, resulting in the \"Snow White\" design language; although it came too late for the earliest Macs, it was implemented in most other mid- to late-1980s Apple computers. However, Jobs' leadership at the Macintosh project did not last; after an internal power struggle with new CEO John Sculley, Jobs resigned from Apple in 1985. He went on to found NeXT, another computer company targeting the education market, and did not return until 1997, when Apple acquired NeXT.", "targets": "What caused Steve Jobs to resign from Apple in 1985?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61ea93770d84c65970cdd697a7a5f07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At this time, none of the tribal confederations of Mongolia were united politically, and arranged marriages were often used to solidify temporary alliances. Tem\u00fcjin grew up observing the tough political climate of Mongolia, which included tribal warfare, thievery, raids, corruption, and continual acts of revenge carried out between the various confederations, all compounded by interference from foreign forces such as the Chinese dynasties to the south. Tem\u00fcjin's mother Hoelun taught him many lessons about the unstable political climate of Mongolia, especially the need for alliances.", "targets": "What was used to from political alliances among the Mongolian tribal confederations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61ea93770d84c65970cdd697a7a5f07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At this time, none of the tribal confederations of Mongolia were united politically, and arranged marriages were often used to solidify temporary alliances. Tem\u00fcjin grew up observing the tough political climate of Mongolia, which included tribal warfare, thievery, raids, corruption, and continual acts of revenge carried out between the various confederations, all compounded by interference from foreign forces such as the Chinese dynasties to the south. Tem\u00fcjin's mother Hoelun taught him many lessons about the unstable political climate of Mongolia, especially the need for alliances.", "targets": "Who taught Tem\u00fcjin early lessons about politics in Mongolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61ea93770d84c65970cdd697a7a5f07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At this time, none of the tribal confederations of Mongolia were united politically, and arranged marriages were often used to solidify temporary alliances. Tem\u00fcjin grew up observing the tough political climate of Mongolia, which included tribal warfare, thievery, raids, corruption, and continual acts of revenge carried out between the various confederations, all compounded by interference from foreign forces such as the Chinese dynasties to the south. Tem\u00fcjin's mother Hoelun taught him many lessons about the unstable political climate of Mongolia, especially the need for alliances.", "targets": "Which foreign forces often meddled in the Mongolian political scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61ea93770d84c65970cdd697a7a5f07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At this time, none of the tribal confederations of Mongolia were united politically, and arranged marriages were often used to solidify temporary alliances. Tem\u00fcjin grew up observing the tough political climate of Mongolia, which included tribal warfare, thievery, raids, corruption, and continual acts of revenge carried out between the various confederations, all compounded by interference from foreign forces such as the Chinese dynasties to the south. Tem\u00fcjin's mother Hoelun taught him many lessons about the unstable political climate of Mongolia, especially the need for alliances.", "targets": "What did Tem\u00fcjin's mother emphasize in his lessons about Mongolia's volatile political climate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a65479593798438bbed1093ab9db6efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elders are called by God, affirmed by the church, and ordained by a bishop to a ministry of Word, Sacrament, Order and Service within the church. They may be appointed to the local church, or to other valid extension ministries of the church. Elders are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission. Elders may also be assigned as District Superintendents, and they are eligible for election to the episcopacy. Elders serve a term of 2\u20133 years as provisional Elders prior to their ordination.", "targets": "Who is called by God, affirmed by the church and ordained by a bishop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a65479593798438bbed1093ab9db6efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elders are called by God, affirmed by the church, and ordained by a bishop to a ministry of Word, Sacrament, Order and Service within the church. They may be appointed to the local church, or to other valid extension ministries of the church. Elders are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission. Elders may also be assigned as District Superintendents, and they are eligible for election to the episcopacy. Elders serve a term of 2\u20133 years as provisional Elders prior to their ordination.", "targets": "Who appoints elders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a65479593798438bbed1093ab9db6efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elders are called by God, affirmed by the church, and ordained by a bishop to a ministry of Word, Sacrament, Order and Service within the church. They may be appointed to the local church, or to other valid extension ministries of the church. Elders are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission. Elders may also be assigned as District Superintendents, and they are eligible for election to the episcopacy. Elders serve a term of 2\u20133 years as provisional Elders prior to their ordination.", "targets": "How many years do Elders serve as provisional Elders prior to their ordination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a65479593798438bbed1093ab9db6efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elders are called by God, affirmed by the church, and ordained by a bishop to a ministry of Word, Sacrament, Order and Service within the church. They may be appointed to the local church, or to other valid extension ministries of the church. Elders are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission. Elders may also be assigned as District Superintendents, and they are eligible for election to the episcopacy. Elders serve a term of 2\u20133 years as provisional Elders prior to their ordination.", "targets": "Who may assign Elders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4447c84100c47538a65152318a520bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Why F A Hayek is a Conservative, British policy analyst Madsen Pirie claims Hayek mistakes the nature of the conservative outlook. Conservatives, he says, are not averse to change \u2013 but like Hayek, they are highly averse to change being imposed on the social order by people in authority who think they know how to run things better. They wish to allow the market to function smoothly and give it the freedom to change and develop. It is an outlook, says Pirie, that Hayek and conservatives both share.", "targets": "Who makes the claim that Hayek was actually a conservative?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4447c84100c47538a65152318a520bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Why F A Hayek is a Conservative, British policy analyst Madsen Pirie claims Hayek mistakes the nature of the conservative outlook. Conservatives, he says, are not averse to change \u2013 but like Hayek, they are highly averse to change being imposed on the social order by people in authority who think they know how to run things better. They wish to allow the market to function smoothly and give it the freedom to change and develop. It is an outlook, says Pirie, that Hayek and conservatives both share.", "targets": "According to Pirie, conservatives dislike change only when its forced upon them by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4447c84100c47538a65152318a520bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Why F A Hayek is a Conservative, British policy analyst Madsen Pirie claims Hayek mistakes the nature of the conservative outlook. Conservatives, he says, are not averse to change \u2013 but like Hayek, they are highly averse to change being imposed on the social order by people in authority who think they know how to run things better. They wish to allow the market to function smoothly and give it the freedom to change and develop. It is an outlook, says Pirie, that Hayek and conservatives both share.", "targets": "Pirie believes Hayek to be a conservative for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4447c84100c47538a65152318a520bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Why F A Hayek is a Conservative, British policy analyst Madsen Pirie claims Hayek mistakes the nature of the conservative outlook. Conservatives, he says, are not averse to change \u2013 but like Hayek, they are highly averse to change being imposed on the social order by people in authority who think they know how to run things better. They wish to allow the market to function smoothly and give it the freedom to change and develop. It is an outlook, says Pirie, that Hayek and conservatives both share.", "targets": "What does Pirie claim conservatives want for the free market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae2e567f50143e2b308136252d91601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2016, Northwestern announced that it signed on to the Chicago Star Partnership, a City Colleges initiative. Through this partnership, Northwestern is one of 15 Illinois public and private universities that will \"provide scholarships to students who graduate from Chicago Public Schools, get their associate degree from one of the city's community colleges, and then get admitted to a bachelor's degree program.\" The partnership was influenced by Mayor Rahm Emanuel, who encouraged local universities to increase opportunities for students in the public school district. The University of Chicago, Northeastern Illinois University, the School of the Art Institute, DePaul University and Loyola University are also part of the Star Scholars partnership.", "targets": "What City College initiative did Northwestern announce signing on with in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae2e567f50143e2b308136252d91601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2016, Northwestern announced that it signed on to the Chicago Star Partnership, a City Colleges initiative. Through this partnership, Northwestern is one of 15 Illinois public and private universities that will \"provide scholarships to students who graduate from Chicago Public Schools, get their associate degree from one of the city's community colleges, and then get admitted to a bachelor's degree program.\" The partnership was influenced by Mayor Rahm Emanuel, who encouraged local universities to increase opportunities for students in the public school district. The University of Chicago, Northeastern Illinois University, the School of the Art Institute, DePaul University and Loyola University are also part of the Star Scholars partnership.", "targets": "Who encouraged local universities to increase opportunities for students in the public school districts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae2e567f50143e2b308136252d91601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2016, Northwestern announced that it signed on to the Chicago Star Partnership, a City Colleges initiative. Through this partnership, Northwestern is one of 15 Illinois public and private universities that will \"provide scholarships to students who graduate from Chicago Public Schools, get their associate degree from one of the city's community colleges, and then get admitted to a bachelor's degree program.\" The partnership was influenced by Mayor Rahm Emanuel, who encouraged local universities to increase opportunities for students in the public school district. The University of Chicago, Northeastern Illinois University, the School of the Art Institute, DePaul University and Loyola University are also part of the Star Scholars partnership.", "targets": "Through the Chicago Star Partnership, what is provided to students from Chicago public schools that meet further educational criteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae2e567f50143e2b308136252d91601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2016, Northwestern announced that it signed on to the Chicago Star Partnership, a City Colleges initiative. Through this partnership, Northwestern is one of 15 Illinois public and private universities that will \"provide scholarships to students who graduate from Chicago Public Schools, get their associate degree from one of the city's community colleges, and then get admitted to a bachelor's degree program.\" The partnership was influenced by Mayor Rahm Emanuel, who encouraged local universities to increase opportunities for students in the public school district. The University of Chicago, Northeastern Illinois University, the School of the Art Institute, DePaul University and Loyola University are also part of the Star Scholars partnership.", "targets": "Which mayor influenced the Chicago Star Partnership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15fea82f055644a69a0e6cce6cd1f7ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When people define and talk about a particular conception of race, they create a social reality through which social categorization is achieved. In this sense, races are said to be social constructs. These constructs develop within various legal, economic, and sociopolitical contexts, and may be the effect, rather than the cause, of major social situations. While race is understood to be a social construct by many, most scholars agree that race has real material effects in the lives of people through institutionalized practices of preference and discrimination.", "targets": "How do people create a social reality in which social categorization is achieved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15fea82f055644a69a0e6cce6cd1f7ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When people define and talk about a particular conception of race, they create a social reality through which social categorization is achieved. In this sense, races are said to be social constructs. These constructs develop within various legal, economic, and sociopolitical contexts, and may be the effect, rather than the cause, of major social situations. While race is understood to be a social construct by many, most scholars agree that race has real material effects in the lives of people through institutionalized practices of preference and discrimination.", "targets": "What can be said to be a social construct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15fea82f055644a69a0e6cce6cd1f7ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When people define and talk about a particular conception of race, they create a social reality through which social categorization is achieved. In this sense, races are said to be social constructs. These constructs develop within various legal, economic, and sociopolitical contexts, and may be the effect, rather than the cause, of major social situations. While race is understood to be a social construct by many, most scholars agree that race has real material effects in the lives of people through institutionalized practices of preference and discrimination.", "targets": "What contexts do racial social constructs develop within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15fea82f055644a69a0e6cce6cd1f7ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When people define and talk about a particular conception of race, they create a social reality through which social categorization is achieved. In this sense, races are said to be social constructs. These constructs develop within various legal, economic, and sociopolitical contexts, and may be the effect, rather than the cause, of major social situations. While race is understood to be a social construct by many, most scholars agree that race has real material effects in the lives of people through institutionalized practices of preference and discrimination.", "targets": "Constructs may be the result rather than the inciter of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15fea82f055644a69a0e6cce6cd1f7ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When people define and talk about a particular conception of race, they create a social reality through which social categorization is achieved. In this sense, races are said to be social constructs. These constructs develop within various legal, economic, and sociopolitical contexts, and may be the effect, rather than the cause, of major social situations. While race is understood to be a social construct by many, most scholars agree that race has real material effects in the lives of people through institutionalized practices of preference and discrimination.", "targets": "What effect does race have in the lives of people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0135f05f1986485abd70192da3d5d1f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of France, Paris has been predominantly Roman Catholic since the early Middle Ages, though religious attendance is now low. A majority of Parisians are still nominally Roman Catholic. According to 2011 statistics, there are 106 parishes and curates in the city, plus separate parishes for Spanish, Polish and Portuguese Catholics. There are an additional 10 Eastern Orthodox parishes, and bishops for the Armenian and Ukrainian Orthodox Churches. In addition there are eighty male religious orders and 140 female religious orders in the city, as well as 110 Catholic schools with 75,000 students.", "targets": "What is the most predominant religion in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0135f05f1986485abd70192da3d5d1f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of France, Paris has been predominantly Roman Catholic since the early Middle Ages, though religious attendance is now low. A majority of Parisians are still nominally Roman Catholic. According to 2011 statistics, there are 106 parishes and curates in the city, plus separate parishes for Spanish, Polish and Portuguese Catholics. There are an additional 10 Eastern Orthodox parishes, and bishops for the Armenian and Ukrainian Orthodox Churches. In addition there are eighty male religious orders and 140 female religious orders in the city, as well as 110 Catholic schools with 75,000 students.", "targets": "How many parishes and curates were there in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0135f05f1986485abd70192da3d5d1f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of France, Paris has been predominantly Roman Catholic since the early Middle Ages, though religious attendance is now low. A majority of Parisians are still nominally Roman Catholic. According to 2011 statistics, there are 106 parishes and curates in the city, plus separate parishes for Spanish, Polish and Portuguese Catholics. There are an additional 10 Eastern Orthodox parishes, and bishops for the Armenian and Ukrainian Orthodox Churches. In addition there are eighty male religious orders and 140 female religious orders in the city, as well as 110 Catholic schools with 75,000 students.", "targets": "How many catholic schools are in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0135f05f1986485abd70192da3d5d1f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of France, Paris has been predominantly Roman Catholic since the early Middle Ages, though religious attendance is now low. A majority of Parisians are still nominally Roman Catholic. According to 2011 statistics, there are 106 parishes and curates in the city, plus separate parishes for Spanish, Polish and Portuguese Catholics. There are an additional 10 Eastern Orthodox parishes, and bishops for the Armenian and Ukrainian Orthodox Churches. In addition there are eighty male religious orders and 140 female religious orders in the city, as well as 110 Catholic schools with 75,000 students.", "targets": "How many students attend catholic schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b5898a1ff074c2a8df6cb76d51daf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A related phenomenon called \"abmigration\" involves birds from one region joining similar birds from a different breeding region in the common winter grounds and then migrating back along with the new population. This is especially common in some waterfowl, which shift from one flyway to another.", "targets": "What is it called when birds from one region join birds from a different region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b5898a1ff074c2a8df6cb76d51daf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A related phenomenon called \"abmigration\" involves birds from one region joining similar birds from a different breeding region in the common winter grounds and then migrating back along with the new population. This is especially common in some waterfowl, which shift from one flyway to another.", "targets": "What kind of bird is most likely to abmigrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b5898a1ff074c2a8df6cb76d51daf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A related phenomenon called \"abmigration\" involves birds from one region joining similar birds from a different breeding region in the common winter grounds and then migrating back along with the new population. This is especially common in some waterfowl, which shift from one flyway to another.", "targets": "Who do abmigrating birds return with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ad7eac7dc544a6acc1fd9bbe8eb67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece's technology parks with incubator facilities include the Science and Technology Park of Crete (Heraklion), the Thessaloniki Technology Park, the Lavrio Technology Park and the Patras Science Park, the Science and Technology Park of Epirus (Ioannina). Greece has been a member of the European Space Agency (ESA) since 2005. Cooperation between ESA and the Hellenic National Space Committee began in the early 1990s. In 1994 Greece and ESA signed their first cooperation agreement. Having formally applied for full membership in 2003, Greece became the ESA's sixteenth member on 16 March 2005. As member of the ESA, Greece participates in the agency's telecommunication and technology activities, and the Global Monitoring for Environment and Security Initiative.", "targets": "Greece has been a member of what agency since 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ad7eac7dc544a6acc1fd9bbe8eb67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece's technology parks with incubator facilities include the Science and Technology Park of Crete (Heraklion), the Thessaloniki Technology Park, the Lavrio Technology Park and the Patras Science Park, the Science and Technology Park of Epirus (Ioannina). Greece has been a member of the European Space Agency (ESA) since 2005. Cooperation between ESA and the Hellenic National Space Committee began in the early 1990s. In 1994 Greece and ESA signed their first cooperation agreement. Having formally applied for full membership in 2003, Greece became the ESA's sixteenth member on 16 March 2005. As member of the ESA, Greece participates in the agency's telecommunication and technology activities, and the Global Monitoring for Environment and Security Initiative.", "targets": "Greece and ESA signed their first agreement in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ad7eac7dc544a6acc1fd9bbe8eb67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece's technology parks with incubator facilities include the Science and Technology Park of Crete (Heraklion), the Thessaloniki Technology Park, the Lavrio Technology Park and the Patras Science Park, the Science and Technology Park of Epirus (Ioannina). Greece has been a member of the European Space Agency (ESA) since 2005. Cooperation between ESA and the Hellenic National Space Committee began in the early 1990s. In 1994 Greece and ESA signed their first cooperation agreement. Having formally applied for full membership in 2003, Greece became the ESA's sixteenth member on 16 March 2005. As member of the ESA, Greece participates in the agency's telecommunication and technology activities, and the Global Monitoring for Environment and Security Initiative.", "targets": "When did /Greece apply for ESA membership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ad7eac7dc544a6acc1fd9bbe8eb67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece's technology parks with incubator facilities include the Science and Technology Park of Crete (Heraklion), the Thessaloniki Technology Park, the Lavrio Technology Park and the Patras Science Park, the Science and Technology Park of Epirus (Ioannina). Greece has been a member of the European Space Agency (ESA) since 2005. Cooperation between ESA and the Hellenic National Space Committee began in the early 1990s. In 1994 Greece and ESA signed their first cooperation agreement. Having formally applied for full membership in 2003, Greece became the ESA's sixteenth member on 16 March 2005. As member of the ESA, Greece participates in the agency's telecommunication and technology activities, and the Global Monitoring for Environment and Security Initiative.", "targets": "Greece is ranked as what member of ESA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ad7eac7dc544a6acc1fd9bbe8eb67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece's technology parks with incubator facilities include the Science and Technology Park of Crete (Heraklion), the Thessaloniki Technology Park, the Lavrio Technology Park and the Patras Science Park, the Science and Technology Park of Epirus (Ioannina). Greece has been a member of the European Space Agency (ESA) since 2005. Cooperation between ESA and the Hellenic National Space Committee began in the early 1990s. In 1994 Greece and ESA signed their first cooperation agreement. Having formally applied for full membership in 2003, Greece became the ESA's sixteenth member on 16 March 2005. As member of the ESA, Greece participates in the agency's telecommunication and technology activities, and the Global Monitoring for Environment and Security Initiative.", "targets": "Greece became a full ESA member when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What pushes businesses to increase pressures on workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What impact does workers working harder have on productivity of a business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "When less workers are required, what happens to the job market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What impact does higher worker productivity and leveled pay have on higher earners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What do capitalist firms substitute equipment for in a Marxian analysis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "Why do firms substitute equipment for workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What trend increases the organic composition of capital over the long term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What does the substitution of equipment for labor raise for workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c27b1864b9834790bec94382dd26bdf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Marxian analysis, capitalist firms increasingly substitute capital equipment for labor inputs (workers) under competitive pressure to reduce costs and maximize profits. Over the long-term, this trend increases the organic composition of capital, meaning that less workers are required in proportion to capital inputs, increasing unemployment (the \"reserve army of labour\"). This process exerts a downward pressure on wages. The substitution of capital equipment for labor (mechanization and automation) raises the productivity of each worker, resulting in a situation of relatively stagnant wages for the working class amidst rising levels of property income for the capitalist class.", "targets": "What type of wages does mechanization and automation lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca33224f6a9e4301bb1a6a372caac556", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Puppetry and shadow plays were also a favoured form of entertainment in past centuries, a famous one being Wayang from Indonesia. The arts and literature in some of Southeast Asia is quite influenced by Hinduism, which was brought to them centuries ago. Indonesia, despite conversion to Islam which opposes certain forms of art, has retained many forms of Hindu-influenced practices, culture, art and literature. An example is the Wayang Kulit (Shadow Puppet) and literature like the Ramayana. The wayang kulit show has been recognized by UNESCO on November 7, 2003, as a Masterpiece of Oral and Intangible Heritage of Humanity.", "targets": "What were the favorite forms of entertainment in Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca33224f6a9e4301bb1a6a372caac556", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Puppetry and shadow plays were also a favoured form of entertainment in past centuries, a famous one being Wayang from Indonesia. The arts and literature in some of Southeast Asia is quite influenced by Hinduism, which was brought to them centuries ago. Indonesia, despite conversion to Islam which opposes certain forms of art, has retained many forms of Hindu-influenced practices, culture, art and literature. An example is the Wayang Kulit (Shadow Puppet) and literature like the Ramayana. The wayang kulit show has been recognized by UNESCO on November 7, 2003, as a Masterpiece of Oral and Intangible Heritage of Humanity.", "targets": "Art & literature in Southeast Asia is influenced by which religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca33224f6a9e4301bb1a6a372caac556", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Puppetry and shadow plays were also a favoured form of entertainment in past centuries, a famous one being Wayang from Indonesia. The arts and literature in some of Southeast Asia is quite influenced by Hinduism, which was brought to them centuries ago. Indonesia, despite conversion to Islam which opposes certain forms of art, has retained many forms of Hindu-influenced practices, culture, art and literature. An example is the Wayang Kulit (Shadow Puppet) and literature like the Ramayana. The wayang kulit show has been recognized by UNESCO on November 7, 2003, as a Masterpiece of Oral and Intangible Heritage of Humanity.", "targets": "The UNESCO has recognized which show as a Masterpiece of Oral & Intangible Heritage of Humanity"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca33224f6a9e4301bb1a6a372caac556", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Puppetry and shadow plays were also a favoured form of entertainment in past centuries, a famous one being Wayang from Indonesia. The arts and literature in some of Southeast Asia is quite influenced by Hinduism, which was brought to them centuries ago. Indonesia, despite conversion to Islam which opposes certain forms of art, has retained many forms of Hindu-influenced practices, culture, art and literature. An example is the Wayang Kulit (Shadow Puppet) and literature like the Ramayana. The wayang kulit show has been recognized by UNESCO on November 7, 2003, as a Masterpiece of Oral and Intangible Heritage of Humanity.", "targets": "Which country despite converting to Islam has retained many forms of Hindu practices, culture, art & literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c703f8eb69249e4b4bf6a392b8fac8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 1980s, according to \"Richard Feynman and the Connection Machine\", Feynman played a crucial role in developing the first massively parallel computer, and in finding innovative uses for it in numerical computations, in building neural networks, as well as physical simulations using cellular automata (such as turbulent fluid flow), working with Stephen Wolfram at Caltech. His son Carl also played a role in the development of the original Connection Machine engineering; Feynman influencing the interconnects while his son worked on the software.", "targets": "What did Feynman help develop in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c703f8eb69249e4b4bf6a392b8fac8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 1980s, according to \"Richard Feynman and the Connection Machine\", Feynman played a crucial role in developing the first massively parallel computer, and in finding innovative uses for it in numerical computations, in building neural networks, as well as physical simulations using cellular automata (such as turbulent fluid flow), working with Stephen Wolfram at Caltech. His son Carl also played a role in the development of the original Connection Machine engineering; Feynman influencing the interconnects while his son worked on the software.", "targets": "Who did Feynman work with on computers at Caltech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c703f8eb69249e4b4bf6a392b8fac8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 1980s, according to \"Richard Feynman and the Connection Machine\", Feynman played a crucial role in developing the first massively parallel computer, and in finding innovative uses for it in numerical computations, in building neural networks, as well as physical simulations using cellular automata (such as turbulent fluid flow), working with Stephen Wolfram at Caltech. His son Carl also played a role in the development of the original Connection Machine engineering; Feynman influencing the interconnects while his son worked on the software.", "targets": "Who else worked with Feynman on developing computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c703f8eb69249e4b4bf6a392b8fac8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 1980s, according to \"Richard Feynman and the Connection Machine\", Feynman played a crucial role in developing the first massively parallel computer, and in finding innovative uses for it in numerical computations, in building neural networks, as well as physical simulations using cellular automata (such as turbulent fluid flow), working with Stephen Wolfram at Caltech. His son Carl also played a role in the development of the original Connection Machine engineering; Feynman influencing the interconnects while his son worked on the software.", "targets": "What specifically did his son work on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c703f8eb69249e4b4bf6a392b8fac8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 1980s, according to \"Richard Feynman and the Connection Machine\", Feynman played a crucial role in developing the first massively parallel computer, and in finding innovative uses for it in numerical computations, in building neural networks, as well as physical simulations using cellular automata (such as turbulent fluid flow), working with Stephen Wolfram at Caltech. His son Carl also played a role in the development of the original Connection Machine engineering; Feynman influencing the interconnects while his son worked on the software.", "targets": "What did Feyman do while his son worked on software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ca723a085224aeb8bf36e539416d45d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Allied occupation of Germany after World War II, internal borders were redrawn by the Allied military governments. No single state comprised more than 30% of either population or territory; this was intended to prevent any one state from being as dominant within Germany as Prussia had been in the past. Initially, only seven of the pre-War states remained: Baden (in part), Bavaria (reduced in size), Bremen, Hamburg, Hesse (enlarged), Saxony, and Thuringia. The states with hyphenated names, such as Rhineland-Palatinate, North Rhine-Westphalia, and Saxony-Anhalt, owed their existence to the occupation powers and were created out of mergers of former Prussian provinces and smaller states. Former German territory that lie east of the Oder-Neisse Line fell under either Polish or Soviet administration but attempts were made at least symbolically not to abandon sovereignty well into the 1960s. However, no attempts were made to establish new states in these territories as they lay outside the jurisdiction of West Germany at that time.", "targets": "Who redrew Germany's internal borders after World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ca723a085224aeb8bf36e539416d45d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Allied occupation of Germany after World War II, internal borders were redrawn by the Allied military governments. No single state comprised more than 30% of either population or territory; this was intended to prevent any one state from being as dominant within Germany as Prussia had been in the past. Initially, only seven of the pre-War states remained: Baden (in part), Bavaria (reduced in size), Bremen, Hamburg, Hesse (enlarged), Saxony, and Thuringia. The states with hyphenated names, such as Rhineland-Palatinate, North Rhine-Westphalia, and Saxony-Anhalt, owed their existence to the occupation powers and were created out of mergers of former Prussian provinces and smaller states. Former German territory that lie east of the Oder-Neisse Line fell under either Polish or Soviet administration but attempts were made at least symbolically not to abandon sovereignty well into the 1960s. However, no attempts were made to establish new states in these territories as they lay outside the jurisdiction of West Germany at that time.", "targets": "No single state comprised of how much of the population after World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ca723a085224aeb8bf36e539416d45d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Allied occupation of Germany after World War II, internal borders were redrawn by the Allied military governments. No single state comprised more than 30% of either population or territory; this was intended to prevent any one state from being as dominant within Germany as Prussia had been in the past. Initially, only seven of the pre-War states remained: Baden (in part), Bavaria (reduced in size), Bremen, Hamburg, Hesse (enlarged), Saxony, and Thuringia. The states with hyphenated names, such as Rhineland-Palatinate, North Rhine-Westphalia, and Saxony-Anhalt, owed their existence to the occupation powers and were created out of mergers of former Prussian provinces and smaller states. Former German territory that lie east of the Oder-Neisse Line fell under either Polish or Soviet administration but attempts were made at least symbolically not to abandon sovereignty well into the 1960s. However, no attempts were made to establish new states in these territories as they lay outside the jurisdiction of West Germany at that time.", "targets": "After WWII how many states initially remained in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ca723a085224aeb8bf36e539416d45d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Allied occupation of Germany after World War II, internal borders were redrawn by the Allied military governments. No single state comprised more than 30% of either population or territory; this was intended to prevent any one state from being as dominant within Germany as Prussia had been in the past. Initially, only seven of the pre-War states remained: Baden (in part), Bavaria (reduced in size), Bremen, Hamburg, Hesse (enlarged), Saxony, and Thuringia. The states with hyphenated names, such as Rhineland-Palatinate, North Rhine-Westphalia, and Saxony-Anhalt, owed their existence to the occupation powers and were created out of mergers of former Prussian provinces and smaller states. Former German territory that lie east of the Oder-Neisse Line fell under either Polish or Soviet administration but attempts were made at least symbolically not to abandon sovereignty well into the 1960s. However, no attempts were made to establish new states in these territories as they lay outside the jurisdiction of West Germany at that time.", "targets": "Former German territory that lie east of the Oder-Neisse Line went under which countries administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ca723a085224aeb8bf36e539416d45d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Allied occupation of Germany after World War II, internal borders were redrawn by the Allied military governments. No single state comprised more than 30% of either population or territory; this was intended to prevent any one state from being as dominant within Germany as Prussia had been in the past. Initially, only seven of the pre-War states remained: Baden (in part), Bavaria (reduced in size), Bremen, Hamburg, Hesse (enlarged), Saxony, and Thuringia. The states with hyphenated names, such as Rhineland-Palatinate, North Rhine-Westphalia, and Saxony-Anhalt, owed their existence to the occupation powers and were created out of mergers of former Prussian provinces and smaller states. Former German territory that lie east of the Oder-Neisse Line fell under either Polish or Soviet administration but attempts were made at least symbolically not to abandon sovereignty well into the 1960s. However, no attempts were made to establish new states in these territories as they lay outside the jurisdiction of West Germany at that time.", "targets": "How many made to establish new states in the territories  lying east of the Oder-Neisse Line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce9b036bf01540a694a18eda3ddc5372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the autumn of 1991, talks were held for the broadcast rights for Premier League for a five-year period, from the 1992 season. ITV were the current rights holders, and fought hard to retain the new rights. ITV had increased its offer from \u00a318m to \u00a334m per year to keep control of the rights. BSkyB joined forces with the BBC to make a counter bid. The BBC was given the highlights of most of the matches, while BSkyB paying \u00a3304m for the Premier League rights, would give them a monopoly of all live matches, up to 60 per year from the 1992 season.  Murdoch described sport as a \"battering ram\" for pay-television, providing a strong customer base. A few weeks after the deal, ITV went to the High Court to get an injunction as it believed their bid details had been leaked before the decision was taken. ITV also asked the Office of Fair Trading to investigate since it believed Rupert Murdoch's media empire via its newspapers had influenced the deal. A few days later neither action took effect, ITV believed BSkyB was telephoned and informed of its \u00a3262m bid, and Premier League advised BSkyB to increase its counter bid.", "targets": "When were the talks held for braodcast right to the Primier league for a five year period from the 1992 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce9b036bf01540a694a18eda3ddc5372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the autumn of 1991, talks were held for the broadcast rights for Premier League for a five-year period, from the 1992 season. ITV were the current rights holders, and fought hard to retain the new rights. ITV had increased its offer from \u00a318m to \u00a334m per year to keep control of the rights. BSkyB joined forces with the BBC to make a counter bid. The BBC was given the highlights of most of the matches, while BSkyB paying \u00a3304m for the Premier League rights, would give them a monopoly of all live matches, up to 60 per year from the 1992 season.  Murdoch described sport as a \"battering ram\" for pay-television, providing a strong customer base. A few weeks after the deal, ITV went to the High Court to get an injunction as it believed their bid details had been leaked before the decision was taken. ITV also asked the Office of Fair Trading to investigate since it believed Rupert Murdoch's media empire via its newspapers had influenced the deal. A few days later neither action took effect, ITV believed BSkyB was telephoned and informed of its \u00a3262m bid, and Premier League advised BSkyB to increase its counter bid.", "targets": "Who were the current rights holders for the Primer League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce9b036bf01540a694a18eda3ddc5372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the autumn of 1991, talks were held for the broadcast rights for Premier League for a five-year period, from the 1992 season. ITV were the current rights holders, and fought hard to retain the new rights. ITV had increased its offer from \u00a318m to \u00a334m per year to keep control of the rights. BSkyB joined forces with the BBC to make a counter bid. The BBC was given the highlights of most of the matches, while BSkyB paying \u00a3304m for the Premier League rights, would give them a monopoly of all live matches, up to 60 per year from the 1992 season.  Murdoch described sport as a \"battering ram\" for pay-television, providing a strong customer base. A few weeks after the deal, ITV went to the High Court to get an injunction as it believed their bid details had been leaked before the decision was taken. ITV also asked the Office of Fair Trading to investigate since it believed Rupert Murdoch's media empire via its newspapers had influenced the deal. A few days later neither action took effect, ITV believed BSkyB was telephoned and informed of its \u00a3262m bid, and Premier League advised BSkyB to increase its counter bid.", "targets": "What did ITV increase their yearly offer for control of the rights to broadcast the Primer League to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce9b036bf01540a694a18eda3ddc5372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the autumn of 1991, talks were held for the broadcast rights for Premier League for a five-year period, from the 1992 season. ITV were the current rights holders, and fought hard to retain the new rights. ITV had increased its offer from \u00a318m to \u00a334m per year to keep control of the rights. BSkyB joined forces with the BBC to make a counter bid. The BBC was given the highlights of most of the matches, while BSkyB paying \u00a3304m for the Premier League rights, would give them a monopoly of all live matches, up to 60 per year from the 1992 season.  Murdoch described sport as a \"battering ram\" for pay-television, providing a strong customer base. A few weeks after the deal, ITV went to the High Court to get an injunction as it believed their bid details had been leaked before the decision was taken. ITV also asked the Office of Fair Trading to investigate since it believed Rupert Murdoch's media empire via its newspapers had influenced the deal. A few days later neither action took effect, ITV believed BSkyB was telephoned and informed of its \u00a3262m bid, and Premier League advised BSkyB to increase its counter bid.", "targets": "Who was given the highlights of most of the matches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce9b036bf01540a694a18eda3ddc5372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the autumn of 1991, talks were held for the broadcast rights for Premier League for a five-year period, from the 1992 season. ITV were the current rights holders, and fought hard to retain the new rights. ITV had increased its offer from \u00a318m to \u00a334m per year to keep control of the rights. BSkyB joined forces with the BBC to make a counter bid. The BBC was given the highlights of most of the matches, while BSkyB paying \u00a3304m for the Premier League rights, would give them a monopoly of all live matches, up to 60 per year from the 1992 season.  Murdoch described sport as a \"battering ram\" for pay-television, providing a strong customer base. A few weeks after the deal, ITV went to the High Court to get an injunction as it believed their bid details had been leaked before the decision was taken. ITV also asked the Office of Fair Trading to investigate since it believed Rupert Murdoch's media empire via its newspapers had influenced the deal. A few days later neither action took effect, ITV believed BSkyB was telephoned and informed of its \u00a3262m bid, and Premier League advised BSkyB to increase its counter bid.", "targets": "How much was BSkyB going to pay for the Primier League rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b745d07eda34f22b0d6b6bf266733cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more notable applications of printing technology was the chao, the paper money of the Yuan. Chao were made from the bark of mulberry trees. The Yuan government used woodblocks to print paper money, but switched to bronze plates in 1275. The Mongols experimented with establishing the Chinese-style paper monetary system in Mongol-controlled territories outside of China. The Yuan minister Bolad was sent to Iran, where he explained Yuan paper money to the Il-khanate court of Gaykhatu. The Il-khanate government issued paper money in 1294, but public distrust of the exotic new currency doomed the experiment.", "targets": "What was the Yuan's paper money called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b745d07eda34f22b0d6b6bf266733cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more notable applications of printing technology was the chao, the paper money of the Yuan. Chao were made from the bark of mulberry trees. The Yuan government used woodblocks to print paper money, but switched to bronze plates in 1275. The Mongols experimented with establishing the Chinese-style paper monetary system in Mongol-controlled territories outside of China. The Yuan minister Bolad was sent to Iran, where he explained Yuan paper money to the Il-khanate court of Gaykhatu. The Il-khanate government issued paper money in 1294, but public distrust of the exotic new currency doomed the experiment.", "targets": "What were chao made out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b745d07eda34f22b0d6b6bf266733cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more notable applications of printing technology was the chao, the paper money of the Yuan. Chao were made from the bark of mulberry trees. The Yuan government used woodblocks to print paper money, but switched to bronze plates in 1275. The Mongols experimented with establishing the Chinese-style paper monetary system in Mongol-controlled territories outside of China. The Yuan minister Bolad was sent to Iran, where he explained Yuan paper money to the Il-khanate court of Gaykhatu. The Il-khanate government issued paper money in 1294, but public distrust of the exotic new currency doomed the experiment.", "targets": "When did the Yuan begin using bronze printing plates for its money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b745d07eda34f22b0d6b6bf266733cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more notable applications of printing technology was the chao, the paper money of the Yuan. Chao were made from the bark of mulberry trees. The Yuan government used woodblocks to print paper money, but switched to bronze plates in 1275. The Mongols experimented with establishing the Chinese-style paper monetary system in Mongol-controlled territories outside of China. The Yuan minister Bolad was sent to Iran, where he explained Yuan paper money to the Il-khanate court of Gaykhatu. The Il-khanate government issued paper money in 1294, but public distrust of the exotic new currency doomed the experiment.", "targets": "What had the Yuan used to print its money before bronze plates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b745d07eda34f22b0d6b6bf266733cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more notable applications of printing technology was the chao, the paper money of the Yuan. Chao were made from the bark of mulberry trees. The Yuan government used woodblocks to print paper money, but switched to bronze plates in 1275. The Mongols experimented with establishing the Chinese-style paper monetary system in Mongol-controlled territories outside of China. The Yuan minister Bolad was sent to Iran, where he explained Yuan paper money to the Il-khanate court of Gaykhatu. The Il-khanate government issued paper money in 1294, but public distrust of the exotic new currency doomed the experiment.", "targets": "When did the Il-khanate experiment with paper money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a071a0681e14dcdbf45303ebf78c5ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Presidential elections, President Kibaki under the Party of National Unity ran for re-election against the main opposition party, the Orange Democratic Movement (ODM). The elections were seen to have been flawed with international observers saying that they were below international standards. After a split which took a crucial 8% of the votes away from the ODM to the newly formed Orange Democratic Movement-Kenya (ODM-K)'s candidate, Kalonzo Musyoka, the race tightened between ODM candidate Raila Odinga and Kibaki. As the count came into the Electoral Commission of Kenya (ECK) headquarters, Odinga was shown to have a slight, and then substantial lead as the results from his strongholds came in early. As the ECK continued to count the votes, Kibaki closed the gap and then overtook his opponent by a substantial margin after votes from his stronghold arrived later. This led to protests and open discrediting of the ECK for complicity and to Odinga declaring himself the \"people's president\" and calling for a recount.", "targets": "What party is President Kibaki part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a071a0681e14dcdbf45303ebf78c5ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Presidential elections, President Kibaki under the Party of National Unity ran for re-election against the main opposition party, the Orange Democratic Movement (ODM). The elections were seen to have been flawed with international observers saying that they were below international standards. After a split which took a crucial 8% of the votes away from the ODM to the newly formed Orange Democratic Movement-Kenya (ODM-K)'s candidate, Kalonzo Musyoka, the race tightened between ODM candidate Raila Odinga and Kibaki. As the count came into the Electoral Commission of Kenya (ECK) headquarters, Odinga was shown to have a slight, and then substantial lead as the results from his strongholds came in early. As the ECK continued to count the votes, Kibaki closed the gap and then overtook his opponent by a substantial margin after votes from his stronghold arrived later. This led to protests and open discrediting of the ECK for complicity and to Odinga declaring himself the \"people's president\" and calling for a recount.", "targets": "Who did President Kibaki run against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a071a0681e14dcdbf45303ebf78c5ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Presidential elections, President Kibaki under the Party of National Unity ran for re-election against the main opposition party, the Orange Democratic Movement (ODM). The elections were seen to have been flawed with international observers saying that they were below international standards. After a split which took a crucial 8% of the votes away from the ODM to the newly formed Orange Democratic Movement-Kenya (ODM-K)'s candidate, Kalonzo Musyoka, the race tightened between ODM candidate Raila Odinga and Kibaki. As the count came into the Electoral Commission of Kenya (ECK) headquarters, Odinga was shown to have a slight, and then substantial lead as the results from his strongholds came in early. As the ECK continued to count the votes, Kibaki closed the gap and then overtook his opponent by a substantial margin after votes from his stronghold arrived later. This led to protests and open discrediting of the ECK for complicity and to Odinga declaring himself the \"people's president\" and calling for a recount.", "targets": "What led to protests and open discrediting of the ECK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a071a0681e14dcdbf45303ebf78c5ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Presidential elections, President Kibaki under the Party of National Unity ran for re-election against the main opposition party, the Orange Democratic Movement (ODM). The elections were seen to have been flawed with international observers saying that they were below international standards. After a split which took a crucial 8% of the votes away from the ODM to the newly formed Orange Democratic Movement-Kenya (ODM-K)'s candidate, Kalonzo Musyoka, the race tightened between ODM candidate Raila Odinga and Kibaki. As the count came into the Electoral Commission of Kenya (ECK) headquarters, Odinga was shown to have a slight, and then substantial lead as the results from his strongholds came in early. As the ECK continued to count the votes, Kibaki closed the gap and then overtook his opponent by a substantial margin after votes from his stronghold arrived later. This led to protests and open discrediting of the ECK for complicity and to Odinga declaring himself the \"people's president\" and calling for a recount.", "targets": "Who called themselves the \"People's President\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662edc182c4140e4857dc716e190fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another instance of ancient humanism as an organised system of thought is found in the Gathas of Zarathustra, composed between 1,000 BCE \u2013 600 BCE in Greater Iran. Zarathustra's philosophy in the Gathas lays out a conception of humankind as thinking beings dignified with choice and agency according to the intellect which each receives from Ahura Mazda (God in the form of supreme wisdom). The idea of Ahura Mazda as a non-intervening deistic divine God/Grand Architect of the universe tied with a unique eschatology and ethical system implying that each person is held morally responsible for their choices, made freely in this present life, in the afterlife. The importance placed on thought, action, responsibility, and a non-intervening creator was appealed to by, and inspired a number of, Enlightenment humanist thinkers in Europe such as Voltaire and Montesquieu.", "targets": "Which ancient text provides an example of the humanist way of thinking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662edc182c4140e4857dc716e190fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another instance of ancient humanism as an organised system of thought is found in the Gathas of Zarathustra, composed between 1,000 BCE \u2013 600 BCE in Greater Iran. Zarathustra's philosophy in the Gathas lays out a conception of humankind as thinking beings dignified with choice and agency according to the intellect which each receives from Ahura Mazda (God in the form of supreme wisdom). The idea of Ahura Mazda as a non-intervening deistic divine God/Grand Architect of the universe tied with a unique eschatology and ethical system implying that each person is held morally responsible for their choices, made freely in this present life, in the afterlife. The importance placed on thought, action, responsibility, and a non-intervening creator was appealed to by, and inspired a number of, Enlightenment humanist thinkers in Europe such as Voltaire and Montesquieu.", "targets": "When was this writing penned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662edc182c4140e4857dc716e190fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another instance of ancient humanism as an organised system of thought is found in the Gathas of Zarathustra, composed between 1,000 BCE \u2013 600 BCE in Greater Iran. Zarathustra's philosophy in the Gathas lays out a conception of humankind as thinking beings dignified with choice and agency according to the intellect which each receives from Ahura Mazda (God in the form of supreme wisdom). The idea of Ahura Mazda as a non-intervening deistic divine God/Grand Architect of the universe tied with a unique eschatology and ethical system implying that each person is held morally responsible for their choices, made freely in this present life, in the afterlife. The importance placed on thought, action, responsibility, and a non-intervening creator was appealed to by, and inspired a number of, Enlightenment humanist thinkers in Europe such as Voltaire and Montesquieu.", "targets": "When was this writing penned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662edc182c4140e4857dc716e190fea8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another instance of ancient humanism as an organised system of thought is found in the Gathas of Zarathustra, composed between 1,000 BCE \u2013 600 BCE in Greater Iran. Zarathustra's philosophy in the Gathas lays out a conception of humankind as thinking beings dignified with choice and agency according to the intellect which each receives from Ahura Mazda (God in the form of supreme wisdom). The idea of Ahura Mazda as a non-intervening deistic divine God/Grand Architect of the universe tied with a unique eschatology and ethical system implying that each person is held morally responsible for their choices, made freely in this present life, in the afterlife. The importance placed on thought, action, responsibility, and a non-intervening creator was appealed to by, and inspired a number of, Enlightenment humanist thinkers in Europe such as Voltaire and Montesquieu.", "targets": "What well know scholar was inspired by Humanism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0dfb48154048f89ba7913c1508242a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sparta remained independent, but it was no longer the leading military power in the Peloponnese. The Spartan king Cleomenes III (235\u2013222 BCE) staged a military coup against the conservative ephors and pushed through radical social and land reforms in order to increase the size of the shrinking Spartan citizenry able to provide military service and restore Spartan power. Sparta's bid for supremacy was crushed at the Battle of Sellasia (222) by the Achaean league and Macedon, who restored the power of the ephors.", "targets": "What years did Cleomenes III rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0dfb48154048f89ba7913c1508242a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sparta remained independent, but it was no longer the leading military power in the Peloponnese. The Spartan king Cleomenes III (235\u2013222 BCE) staged a military coup against the conservative ephors and pushed through radical social and land reforms in order to increase the size of the shrinking Spartan citizenry able to provide military service and restore Spartan power. Sparta's bid for supremacy was crushed at the Battle of Sellasia (222) by the Achaean league and Macedon, who restored the power of the ephors.", "targets": "In 222 BCE, Sparta lost what Battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0dfb48154048f89ba7913c1508242a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sparta remained independent, but it was no longer the leading military power in the Peloponnese. The Spartan king Cleomenes III (235\u2013222 BCE) staged a military coup against the conservative ephors and pushed through radical social and land reforms in order to increase the size of the shrinking Spartan citizenry able to provide military service and restore Spartan power. Sparta's bid for supremacy was crushed at the Battle of Sellasia (222) by the Achaean league and Macedon, who restored the power of the ephors.", "targets": "Who was defeated at the Battle of Sellasia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0dfb48154048f89ba7913c1508242a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sparta remained independent, but it was no longer the leading military power in the Peloponnese. The Spartan king Cleomenes III (235\u2013222 BCE) staged a military coup against the conservative ephors and pushed through radical social and land reforms in order to increase the size of the shrinking Spartan citizenry able to provide military service and restore Spartan power. Sparta's bid for supremacy was crushed at the Battle of Sellasia (222) by the Achaean league and Macedon, who restored the power of the ephors.", "targets": "What was Sparta's afilliation in the Peloponnese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0dfb48154048f89ba7913c1508242a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sparta remained independent, but it was no longer the leading military power in the Peloponnese. The Spartan king Cleomenes III (235\u2013222 BCE) staged a military coup against the conservative ephors and pushed through radical social and land reforms in order to increase the size of the shrinking Spartan citizenry able to provide military service and restore Spartan power. Sparta's bid for supremacy was crushed at the Battle of Sellasia (222) by the Achaean league and Macedon, who restored the power of the ephors.", "targets": "I couldn't could up with another question. But i need to fill this space because I can't submit the hit. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc189b051efc4705b83ac03ce025d3cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tracks include Tucson Raceway Park and Rillito Downs. Tucson Raceway Park hosts NASCAR-sanctioned auto racing events and is one of only two asphalt short tracks in Arizona. Rillito Downs is an in-town destination on weekends in January and February each year. This historic track held the first organized quarter horse races in the world, and they are still racing there. The racetrack is threatened by development. The Moltacqua racetrack, was another historic horse racetrack located on what is now Sabino Canyon Road and Vactor Ranch Trail, but it no longer exists.", "targets": "Where does Tucson hold NASCAR races?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc189b051efc4705b83ac03ce025d3cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tracks include Tucson Raceway Park and Rillito Downs. Tucson Raceway Park hosts NASCAR-sanctioned auto racing events and is one of only two asphalt short tracks in Arizona. Rillito Downs is an in-town destination on weekends in January and February each year. This historic track held the first organized quarter horse races in the world, and they are still racing there. The racetrack is threatened by development. The Moltacqua racetrack, was another historic horse racetrack located on what is now Sabino Canyon Road and Vactor Ranch Trail, but it no longer exists.", "targets": "What kind of races does Rillito Downs hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc189b051efc4705b83ac03ce025d3cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tracks include Tucson Raceway Park and Rillito Downs. Tucson Raceway Park hosts NASCAR-sanctioned auto racing events and is one of only two asphalt short tracks in Arizona. Rillito Downs is an in-town destination on weekends in January and February each year. This historic track held the first organized quarter horse races in the world, and they are still racing there. The racetrack is threatened by development. The Moltacqua racetrack, was another historic horse racetrack located on what is now Sabino Canyon Road and Vactor Ranch Trail, but it no longer exists.", "targets": "What former Tucson horse racetrack no longer exists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc189b051efc4705b83ac03ce025d3cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tracks include Tucson Raceway Park and Rillito Downs. Tucson Raceway Park hosts NASCAR-sanctioned auto racing events and is one of only two asphalt short tracks in Arizona. Rillito Downs is an in-town destination on weekends in January and February each year. This historic track held the first organized quarter horse races in the world, and they are still racing there. The racetrack is threatened by development. The Moltacqua racetrack, was another historic horse racetrack located on what is now Sabino Canyon Road and Vactor Ranch Trail, but it no longer exists.", "targets": "What is on the former site of the Moltacqua track now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc189b051efc4705b83ac03ce025d3cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tracks include Tucson Raceway Park and Rillito Downs. Tucson Raceway Park hosts NASCAR-sanctioned auto racing events and is one of only two asphalt short tracks in Arizona. Rillito Downs is an in-town destination on weekends in January and February each year. This historic track held the first organized quarter horse races in the world, and they are still racing there. The racetrack is threatened by development. The Moltacqua racetrack, was another historic horse racetrack located on what is now Sabino Canyon Road and Vactor Ranch Trail, but it no longer exists.", "targets": "How many asphalt short tracks are in Arizona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb0b104d36c47d28736138e668d2d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resulting Treaty of Sch\u00f6nbrunn in October 1809 was the harshest that France had imposed on Austria in recent memory. Metternich and Archduke Charles had the preservation of the Habsburg Empire as their fundamental goal, and to this end they succeeded by making Napoleon seek more modest goals in return for promises of friendship between the two powers. Nevertheless, while most of the hereditary lands remained a part of the Habsburg realm, France received Carinthia, Carniola, and the Adriatic ports, while Galicia was given to the Poles and the Salzburg area of the Tyrol went to the Bavarians. Austria lost over three million subjects, about one-fifth of her total population, as a result of these territorial changes. Although fighting in Iberia continued, the War of the Fifth Coalition would be the last major conflict on the European continent for the next three years.", "targets": "When was the Treaty of Sch\u00f6nbrunn signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb0b104d36c47d28736138e668d2d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resulting Treaty of Sch\u00f6nbrunn in October 1809 was the harshest that France had imposed on Austria in recent memory. Metternich and Archduke Charles had the preservation of the Habsburg Empire as their fundamental goal, and to this end they succeeded by making Napoleon seek more modest goals in return for promises of friendship between the two powers. Nevertheless, while most of the hereditary lands remained a part of the Habsburg realm, France received Carinthia, Carniola, and the Adriatic ports, while Galicia was given to the Poles and the Salzburg area of the Tyrol went to the Bavarians. Austria lost over three million subjects, about one-fifth of her total population, as a result of these territorial changes. Although fighting in Iberia continued, the War of the Fifth Coalition would be the last major conflict on the European continent for the next three years.", "targets": "The goal of Metternich and Archduke Charles regarding the Treaty of Sch\u00f6nbrunn was to attempt the preservation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb0b104d36c47d28736138e668d2d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resulting Treaty of Sch\u00f6nbrunn in October 1809 was the harshest that France had imposed on Austria in recent memory. Metternich and Archduke Charles had the preservation of the Habsburg Empire as their fundamental goal, and to this end they succeeded by making Napoleon seek more modest goals in return for promises of friendship between the two powers. Nevertheless, while most of the hereditary lands remained a part of the Habsburg realm, France received Carinthia, Carniola, and the Adriatic ports, while Galicia was given to the Poles and the Salzburg area of the Tyrol went to the Bavarians. Austria lost over three million subjects, about one-fifth of her total population, as a result of these territorial changes. Although fighting in Iberia continued, the War of the Fifth Coalition would be the last major conflict on the European continent for the next three years.", "targets": "In the Treaty of Sch\u00f6nbrunn, what territory was given to the Poles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb0b104d36c47d28736138e668d2d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resulting Treaty of Sch\u00f6nbrunn in October 1809 was the harshest that France had imposed on Austria in recent memory. Metternich and Archduke Charles had the preservation of the Habsburg Empire as their fundamental goal, and to this end they succeeded by making Napoleon seek more modest goals in return for promises of friendship between the two powers. Nevertheless, while most of the hereditary lands remained a part of the Habsburg realm, France received Carinthia, Carniola, and the Adriatic ports, while Galicia was given to the Poles and the Salzburg area of the Tyrol went to the Bavarians. Austria lost over three million subjects, about one-fifth of her total population, as a result of these territorial changes. Although fighting in Iberia continued, the War of the Fifth Coalition would be the last major conflict on the European continent for the next three years.", "targets": "In the Treaty of Sch\u00f6nbrunn, who received the Salzburg area of the Tyrol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb0b104d36c47d28736138e668d2d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resulting Treaty of Sch\u00f6nbrunn in October 1809 was the harshest that France had imposed on Austria in recent memory. Metternich and Archduke Charles had the preservation of the Habsburg Empire as their fundamental goal, and to this end they succeeded by making Napoleon seek more modest goals in return for promises of friendship between the two powers. Nevertheless, while most of the hereditary lands remained a part of the Habsburg realm, France received Carinthia, Carniola, and the Adriatic ports, while Galicia was given to the Poles and the Salzburg area of the Tyrol went to the Bavarians. Austria lost over three million subjects, about one-fifth of her total population, as a result of these territorial changes. Although fighting in Iberia continued, the War of the Fifth Coalition would be the last major conflict on the European continent for the next three years.", "targets": "Approximately how many subjects did Austria lose as the result of the changes brought about by the Treaty of Sch\u00f6nbrunn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25c1f902d4c8489baaad7c6e2be6560e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland's most well-known cultural event is the annual Umhlanga Reed Dance. In the eight-day ceremony, girls cut reeds and present them to the queen mother and then dance. (There is no formal competition.) It is done in late August or early September. Only childless, unmarried girls can take part. The aims of the ceremony are to preserve girls' chastity, provide tribute labour for the Queen mother, and to encourage solidarity by working together. The royal family appoints a commoner maiden to be \"induna\" (captain) of the girls and she announces over the radio the dates of the ceremony. She will be an expert dancer and knowledgeable on royal protocol. One of the King's daughters will be her counterpart.", "targets": "What is the most widely known event in Swazi culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25c1f902d4c8489baaad7c6e2be6560e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland's most well-known cultural event is the annual Umhlanga Reed Dance. In the eight-day ceremony, girls cut reeds and present them to the queen mother and then dance. (There is no formal competition.) It is done in late August or early September. Only childless, unmarried girls can take part. The aims of the ceremony are to preserve girls' chastity, provide tribute labour for the Queen mother, and to encourage solidarity by working together. The royal family appoints a commoner maiden to be \"induna\" (captain) of the girls and she announces over the radio the dates of the ceremony. She will be an expert dancer and knowledgeable on royal protocol. One of the King's daughters will be her counterpart.", "targets": "How long is the Umhlanga Reed Dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25c1f902d4c8489baaad7c6e2be6560e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland's most well-known cultural event is the annual Umhlanga Reed Dance. In the eight-day ceremony, girls cut reeds and present them to the queen mother and then dance. (There is no formal competition.) It is done in late August or early September. Only childless, unmarried girls can take part. The aims of the ceremony are to preserve girls' chastity, provide tribute labour for the Queen mother, and to encourage solidarity by working together. The royal family appoints a commoner maiden to be \"induna\" (captain) of the girls and she announces over the radio the dates of the ceremony. She will be an expert dancer and knowledgeable on royal protocol. One of the King's daughters will be her counterpart.", "targets": "During what time of year is the Umhlanga Reed Dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25c1f902d4c8489baaad7c6e2be6560e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland's most well-known cultural event is the annual Umhlanga Reed Dance. In the eight-day ceremony, girls cut reeds and present them to the queen mother and then dance. (There is no formal competition.) It is done in late August or early September. Only childless, unmarried girls can take part. The aims of the ceremony are to preserve girls' chastity, provide tribute labour for the Queen mother, and to encourage solidarity by working together. The royal family appoints a commoner maiden to be \"induna\" (captain) of the girls and she announces over the radio the dates of the ceremony. She will be an expert dancer and knowledgeable on royal protocol. One of the King's daughters will be her counterpart.", "targets": "What individuals can take part in the Umhlanga Reed Dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25c1f902d4c8489baaad7c6e2be6560e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland's most well-known cultural event is the annual Umhlanga Reed Dance. In the eight-day ceremony, girls cut reeds and present them to the queen mother and then dance. (There is no formal competition.) It is done in late August or early September. Only childless, unmarried girls can take part. The aims of the ceremony are to preserve girls' chastity, provide tribute labour for the Queen mother, and to encourage solidarity by working together. The royal family appoints a commoner maiden to be \"induna\" (captain) of the girls and she announces over the radio the dates of the ceremony. She will be an expert dancer and knowledgeable on royal protocol. One of the King's daughters will be her counterpart.", "targets": "As it relates to girls, what is the purpose of the Umhlanga Reed Dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8b9b651005d4813b8c8e3b46448e28f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Richard was five years old, his mother gave birth to a younger brother, but this brother died at four weeks of age. Four years later, Richard gained a sister, Joan, and the family moved to Far Rockaway, Queens. Though separated by nine years, Joan and Richard were close, as they both shared a natural curiosity about the world. Their mother thought that women did not have the cranial capacity to comprehend such things. Despite their mother's disapproval of Joan's desire to study astronomy, Richard encouraged his sister to explore the universe. Joan eventually became an astrophysicist specializing in interactions between the Earth and the solar wind.", "targets": "What happened to Feyman's younger brother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8b9b651005d4813b8c8e3b46448e28f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Richard was five years old, his mother gave birth to a younger brother, but this brother died at four weeks of age. Four years later, Richard gained a sister, Joan, and the family moved to Far Rockaway, Queens. Though separated by nine years, Joan and Richard were close, as they both shared a natural curiosity about the world. Their mother thought that women did not have the cranial capacity to comprehend such things. Despite their mother's disapproval of Joan's desire to study astronomy, Richard encouraged his sister to explore the universe. Joan eventually became an astrophysicist specializing in interactions between the Earth and the solar wind.", "targets": "What is Feynman's sister's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8b9b651005d4813b8c8e3b46448e28f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Richard was five years old, his mother gave birth to a younger brother, but this brother died at four weeks of age. Four years later, Richard gained a sister, Joan, and the family moved to Far Rockaway, Queens. Though separated by nine years, Joan and Richard were close, as they both shared a natural curiosity about the world. Their mother thought that women did not have the cranial capacity to comprehend such things. Despite their mother's disapproval of Joan's desire to study astronomy, Richard encouraged his sister to explore the universe. Joan eventually became an astrophysicist specializing in interactions between the Earth and the solar wind.", "targets": "What science displicine did Feyman encourage his sister to study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8b9b651005d4813b8c8e3b46448e28f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Richard was five years old, his mother gave birth to a younger brother, but this brother died at four weeks of age. Four years later, Richard gained a sister, Joan, and the family moved to Far Rockaway, Queens. Though separated by nine years, Joan and Richard were close, as they both shared a natural curiosity about the world. Their mother thought that women did not have the cranial capacity to comprehend such things. Despite their mother's disapproval of Joan's desire to study astronomy, Richard encouraged his sister to explore the universe. Joan eventually became an astrophysicist specializing in interactions between the Earth and the solar wind.", "targets": "Who was the one that pushed Joan to explore the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8b9b651005d4813b8c8e3b46448e28f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Richard was five years old, his mother gave birth to a younger brother, but this brother died at four weeks of age. Four years later, Richard gained a sister, Joan, and the family moved to Far Rockaway, Queens. Though separated by nine years, Joan and Richard were close, as they both shared a natural curiosity about the world. Their mother thought that women did not have the cranial capacity to comprehend such things. Despite their mother's disapproval of Joan's desire to study astronomy, Richard encouraged his sister to explore the universe. Joan eventually became an astrophysicist specializing in interactions between the Earth and the solar wind.", "targets": "What career did Joan hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e87c14bbf04a23808ca5d14cda6b1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a modern industrial economy took place. With the creation of a transportation and communication infrastructure, the corporation became the dominant form of business organization and a managerial revolution transformed business operations. In 1890, Congress passed the Sherman Antitrust Act\u2014the source of all American anti-monopoly laws. The law forbade every contract, scheme, deal, or conspiracy to restrain trade, though the phrase \"restraint of trade\" remained subjective. By the beginning of the 20th century, per capita income and industrial production in the United States exceeded that of any other country except Britain. Long hours and hazardous working conditions led many workers to attempt to form labor unions despite strong opposition from industrialists and the courts. But the courts did protect the marketplace, declaring the Standard Oil group to be an \"unreasonable\" monopoly under the Sherman Antitrust Act in 1911. It ordered Standard to break up into 34 independent companies with different boards of directors.", "targets": "What creations brought in the modern industrial economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e87c14bbf04a23808ca5d14cda6b1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a modern industrial economy took place. With the creation of a transportation and communication infrastructure, the corporation became the dominant form of business organization and a managerial revolution transformed business operations. In 1890, Congress passed the Sherman Antitrust Act\u2014the source of all American anti-monopoly laws. The law forbade every contract, scheme, deal, or conspiracy to restrain trade, though the phrase \"restraint of trade\" remained subjective. By the beginning of the 20th century, per capita income and industrial production in the United States exceeded that of any other country except Britain. Long hours and hazardous working conditions led many workers to attempt to form labor unions despite strong opposition from industrialists and the courts. But the courts did protect the marketplace, declaring the Standard Oil group to be an \"unreasonable\" monopoly under the Sherman Antitrust Act in 1911. It ordered Standard to break up into 34 independent companies with different boards of directors.", "targets": "What became the dominant form of business organization? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e87c14bbf04a23808ca5d14cda6b1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a modern industrial economy took place. With the creation of a transportation and communication infrastructure, the corporation became the dominant form of business organization and a managerial revolution transformed business operations. In 1890, Congress passed the Sherman Antitrust Act\u2014the source of all American anti-monopoly laws. The law forbade every contract, scheme, deal, or conspiracy to restrain trade, though the phrase \"restraint of trade\" remained subjective. By the beginning of the 20th century, per capita income and industrial production in the United States exceeded that of any other country except Britain. Long hours and hazardous working conditions led many workers to attempt to form labor unions despite strong opposition from industrialists and the courts. But the courts did protect the marketplace, declaring the Standard Oil group to be an \"unreasonable\" monopoly under the Sherman Antitrust Act in 1911. It ordered Standard to break up into 34 independent companies with different boards of directors.", "targets": "What transformed business organization in 1890?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e87c14bbf04a23808ca5d14cda6b1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a modern industrial economy took place. With the creation of a transportation and communication infrastructure, the corporation became the dominant form of business organization and a managerial revolution transformed business operations. In 1890, Congress passed the Sherman Antitrust Act\u2014the source of all American anti-monopoly laws. The law forbade every contract, scheme, deal, or conspiracy to restrain trade, though the phrase \"restraint of trade\" remained subjective. By the beginning of the 20th century, per capita income and industrial production in the United States exceeded that of any other country except Britain. Long hours and hazardous working conditions led many workers to attempt to form labor unions despite strong opposition from industrialists and the courts. But the courts did protect the marketplace, declaring the Standard Oil group to be an \"unreasonable\" monopoly under the Sherman Antitrust Act in 1911. It ordered Standard to break up into 34 independent companies with different boards of directors.", "targets": "The Sherman Antitrust Act is the source of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e87c14bbf04a23808ca5d14cda6b1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a modern industrial economy took place. With the creation of a transportation and communication infrastructure, the corporation became the dominant form of business organization and a managerial revolution transformed business operations. In 1890, Congress passed the Sherman Antitrust Act\u2014the source of all American anti-monopoly laws. The law forbade every contract, scheme, deal, or conspiracy to restrain trade, though the phrase \"restraint of trade\" remained subjective. By the beginning of the 20th century, per capita income and industrial production in the United States exceeded that of any other country except Britain. Long hours and hazardous working conditions led many workers to attempt to form labor unions despite strong opposition from industrialists and the courts. But the courts did protect the marketplace, declaring the Standard Oil group to be an \"unreasonable\" monopoly under the Sherman Antitrust Act in 1911. It ordered Standard to break up into 34 independent companies with different boards of directors.", "targets": "What was he Standard Oil Group determined to be by the courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54bbe7480c25421e8c60b071da510c44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1885, British claims to a West African sphere of influence received recognition from other European nations at the Berlin Conference. The following year, it chartered the Royal Niger Company under the leadership of Sir George Taubman Goldie. In 1900 the company's territory came under the control of the British government, which moved to consolidate its hold over the area of modern Nigeria. On 1 January 1901, Nigeria became a British protectorate, and part of the British Empire, the foremost world power at the time. In the late 19th and early 20th centuries the independent kingdoms of what would become Nigeria fought a number of conflicts against the British Empire's efforts to expand its territory. By war, the British conquered Benin in 1897, and, in the Anglo-Aro War (1901\u20131902), defeated other opponents. The restraint or conquest of these states opened up the Niger area to British rule.", "targets": "Where was Britain's claim to West Africa recognized in 1885?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54bbe7480c25421e8c60b071da510c44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1885, British claims to a West African sphere of influence received recognition from other European nations at the Berlin Conference. The following year, it chartered the Royal Niger Company under the leadership of Sir George Taubman Goldie. In 1900 the company's territory came under the control of the British government, which moved to consolidate its hold over the area of modern Nigeria. On 1 January 1901, Nigeria became a British protectorate, and part of the British Empire, the foremost world power at the time. In the late 19th and early 20th centuries the independent kingdoms of what would become Nigeria fought a number of conflicts against the British Empire's efforts to expand its territory. By war, the British conquered Benin in 1897, and, in the Anglo-Aro War (1901\u20131902), defeated other opponents. The restraint or conquest of these states opened up the Niger area to British rule.", "targets": "What company was led by Sir George Taubman Goldie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54bbe7480c25421e8c60b071da510c44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1885, British claims to a West African sphere of influence received recognition from other European nations at the Berlin Conference. The following year, it chartered the Royal Niger Company under the leadership of Sir George Taubman Goldie. In 1900 the company's territory came under the control of the British government, which moved to consolidate its hold over the area of modern Nigeria. On 1 January 1901, Nigeria became a British protectorate, and part of the British Empire, the foremost world power at the time. In the late 19th and early 20th centuries the independent kingdoms of what would become Nigeria fought a number of conflicts against the British Empire's efforts to expand its territory. By war, the British conquered Benin in 1897, and, in the Anglo-Aro War (1901\u20131902), defeated other opponents. The restraint or conquest of these states opened up the Niger area to British rule.", "targets": "When did the British government take over the Royal Niger Company's territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54bbe7480c25421e8c60b071da510c44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1885, British claims to a West African sphere of influence received recognition from other European nations at the Berlin Conference. The following year, it chartered the Royal Niger Company under the leadership of Sir George Taubman Goldie. In 1900 the company's territory came under the control of the British government, which moved to consolidate its hold over the area of modern Nigeria. On 1 January 1901, Nigeria became a British protectorate, and part of the British Empire, the foremost world power at the time. In the late 19th and early 20th centuries the independent kingdoms of what would become Nigeria fought a number of conflicts against the British Empire's efforts to expand its territory. By war, the British conquered Benin in 1897, and, in the Anglo-Aro War (1901\u20131902), defeated other opponents. The restraint or conquest of these states opened up the Niger area to British rule.", "targets": "When did Nigeria become a British protectorate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54bbe7480c25421e8c60b071da510c44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1885, British claims to a West African sphere of influence received recognition from other European nations at the Berlin Conference. The following year, it chartered the Royal Niger Company under the leadership of Sir George Taubman Goldie. In 1900 the company's territory came under the control of the British government, which moved to consolidate its hold over the area of modern Nigeria. On 1 January 1901, Nigeria became a British protectorate, and part of the British Empire, the foremost world power at the time. In the late 19th and early 20th centuries the independent kingdoms of what would become Nigeria fought a number of conflicts against the British Empire's efforts to expand its territory. By war, the British conquered Benin in 1897, and, in the Anglo-Aro War (1901\u20131902), defeated other opponents. The restraint or conquest of these states opened up the Niger area to British rule.", "targets": "Which country did Britain conquer in 1897?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed590306e90b425ba2abc48c7a266fbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"Hiding behind (or 'watching from behind') the sofa\" entered British pop culture, signifying in humour the stereotypical early-series behaviour of children who wanted to avoid seeing frightening parts of a television programme while remaining in the room to watch the remainder of it. The phrase retains this association with Doctor Who, to the point that in 1991 the Museum of the Moving Image in London named their exhibition celebrating the programme \"Behind the Sofa\". The electronic theme music too was perceived as eerie, novel, and frightening, at the time. A 2012 article placed this childhood juxtaposition of fear and thrill \"at the center of many people's relationship with the show\", and a 2011 online vote at Digital Spy deemed the series the \"scariest TV show of all time\".", "targets": "What popular phrase is associated with the Doctor Who series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed590306e90b425ba2abc48c7a266fbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"Hiding behind (or 'watching from behind') the sofa\" entered British pop culture, signifying in humour the stereotypical early-series behaviour of children who wanted to avoid seeing frightening parts of a television programme while remaining in the room to watch the remainder of it. The phrase retains this association with Doctor Who, to the point that in 1991 the Museum of the Moving Image in London named their exhibition celebrating the programme \"Behind the Sofa\". The electronic theme music too was perceived as eerie, novel, and frightening, at the time. A 2012 article placed this childhood juxtaposition of fear and thrill \"at the center of many people's relationship with the show\", and a 2011 online vote at Digital Spy deemed the series the \"scariest TV show of all time\".", "targets": "Who put on a Doctor Who exhibition in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed590306e90b425ba2abc48c7a266fbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"Hiding behind (or 'watching from behind') the sofa\" entered British pop culture, signifying in humour the stereotypical early-series behaviour of children who wanted to avoid seeing frightening parts of a television programme while remaining in the room to watch the remainder of it. The phrase retains this association with Doctor Who, to the point that in 1991 the Museum of the Moving Image in London named their exhibition celebrating the programme \"Behind the Sofa\". The electronic theme music too was perceived as eerie, novel, and frightening, at the time. A 2012 article placed this childhood juxtaposition of fear and thrill \"at the center of many people's relationship with the show\", and a 2011 online vote at Digital Spy deemed the series the \"scariest TV show of all time\".", "targets": "What was the name of the 1991 Doctor Who exhibition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed590306e90b425ba2abc48c7a266fbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"Hiding behind (or 'watching from behind') the sofa\" entered British pop culture, signifying in humour the stereotypical early-series behaviour of children who wanted to avoid seeing frightening parts of a television programme while remaining in the room to watch the remainder of it. The phrase retains this association with Doctor Who, to the point that in 1991 the Museum of the Moving Image in London named their exhibition celebrating the programme \"Behind the Sofa\". The electronic theme music too was perceived as eerie, novel, and frightening, at the time. A 2012 article placed this childhood juxtaposition of fear and thrill \"at the center of many people's relationship with the show\", and a 2011 online vote at Digital Spy deemed the series the \"scariest TV show of all time\".", "targets": "What did people vote the Doctor Who series as in a 2011 online vote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed590306e90b425ba2abc48c7a266fbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"Hiding behind (or 'watching from behind') the sofa\" entered British pop culture, signifying in humour the stereotypical early-series behaviour of children who wanted to avoid seeing frightening parts of a television programme while remaining in the room to watch the remainder of it. The phrase retains this association with Doctor Who, to the point that in 1991 the Museum of the Moving Image in London named their exhibition celebrating the programme \"Behind the Sofa\". The electronic theme music too was perceived as eerie, novel, and frightening, at the time. A 2012 article placed this childhood juxtaposition of fear and thrill \"at the center of many people's relationship with the show\", and a 2011 online vote at Digital Spy deemed the series the \"scariest TV show of all time\".", "targets": "Who conducted the 2011 online vote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dcb8c5496304d43a785d1544049c4d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern interpretations see this period as a civil war between Hellenized and orthodox forms of Judaism. Out of this revolt was formed an independent Jewish kingdom known as the Hasmonaean Dynasty, which lasted from 165 BCE to 63 BCE. The Hasmonean Dynasty eventually disintegrated in a civil war, which coincided with civil wars in Rome. The last Hasmonean ruler, Antigonus II Mattathias, was captured by Herod and executed in 37 BCE. In spite of originally being a revolt against Greek overlordship, the Hasmonean kingdom and also the Herodian kingdom which followed gradually became more and more hellenized. From 37 BCE to 6 CE, the Herodian dynasty, Jewish-Roman client kings, ruled Judea. Herod the Great considerably enlarged the Temple (see Herod's Temple), making it one of the largest religious structures in the world. The style of the enlarged temple and other Herodian architecture shows significant Hellenistic architectural influence.", "targets": "What independent kingdom was formed out of the Maccabean Revolt of Judas Maccabeus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dcb8c5496304d43a785d1544049c4d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern interpretations see this period as a civil war between Hellenized and orthodox forms of Judaism. Out of this revolt was formed an independent Jewish kingdom known as the Hasmonaean Dynasty, which lasted from 165 BCE to 63 BCE. The Hasmonean Dynasty eventually disintegrated in a civil war, which coincided with civil wars in Rome. The last Hasmonean ruler, Antigonus II Mattathias, was captured by Herod and executed in 37 BCE. In spite of originally being a revolt against Greek overlordship, the Hasmonean kingdom and also the Herodian kingdom which followed gradually became more and more hellenized. From 37 BCE to 6 CE, the Herodian dynasty, Jewish-Roman client kings, ruled Judea. Herod the Great considerably enlarged the Temple (see Herod's Temple), making it one of the largest religious structures in the world. The style of the enlarged temple and other Herodian architecture shows significant Hellenistic architectural influence.", "targets": "What years did the Hasmonaean Dynasty exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dcb8c5496304d43a785d1544049c4d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern interpretations see this period as a civil war between Hellenized and orthodox forms of Judaism. Out of this revolt was formed an independent Jewish kingdom known as the Hasmonaean Dynasty, which lasted from 165 BCE to 63 BCE. The Hasmonean Dynasty eventually disintegrated in a civil war, which coincided with civil wars in Rome. The last Hasmonean ruler, Antigonus II Mattathias, was captured by Herod and executed in 37 BCE. In spite of originally being a revolt against Greek overlordship, the Hasmonean kingdom and also the Herodian kingdom which followed gradually became more and more hellenized. From 37 BCE to 6 CE, the Herodian dynasty, Jewish-Roman client kings, ruled Judea. Herod the Great considerably enlarged the Temple (see Herod's Temple), making it one of the largest religious structures in the world. The style of the enlarged temple and other Herodian architecture shows significant Hellenistic architectural influence.", "targets": "Who was the last Hasmonean ruler?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dcb8c5496304d43a785d1544049c4d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern interpretations see this period as a civil war between Hellenized and orthodox forms of Judaism. Out of this revolt was formed an independent Jewish kingdom known as the Hasmonaean Dynasty, which lasted from 165 BCE to 63 BCE. The Hasmonean Dynasty eventually disintegrated in a civil war, which coincided with civil wars in Rome. The last Hasmonean ruler, Antigonus II Mattathias, was captured by Herod and executed in 37 BCE. In spite of originally being a revolt against Greek overlordship, the Hasmonean kingdom and also the Herodian kingdom which followed gradually became more and more hellenized. From 37 BCE to 6 CE, the Herodian dynasty, Jewish-Roman client kings, ruled Judea. Herod the Great considerably enlarged the Temple (see Herod's Temple), making it one of the largest religious structures in the world. The style of the enlarged temple and other Herodian architecture shows significant Hellenistic architectural influence.", "targets": "Who was Antigonus II Mattathias captured by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dcb8c5496304d43a785d1544049c4d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern interpretations see this period as a civil war between Hellenized and orthodox forms of Judaism. Out of this revolt was formed an independent Jewish kingdom known as the Hasmonaean Dynasty, which lasted from 165 BCE to 63 BCE. The Hasmonean Dynasty eventually disintegrated in a civil war, which coincided with civil wars in Rome. The last Hasmonean ruler, Antigonus II Mattathias, was captured by Herod and executed in 37 BCE. In spite of originally being a revolt against Greek overlordship, the Hasmonean kingdom and also the Herodian kingdom which followed gradually became more and more hellenized. From 37 BCE to 6 CE, the Herodian dynasty, Jewish-Roman client kings, ruled Judea. Herod the Great considerably enlarged the Temple (see Herod's Temple), making it one of the largest religious structures in the world. The style of the enlarged temple and other Herodian architecture shows significant Hellenistic architectural influence.", "targets": "When was Antigonus II Mattathias executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a25a162848264853820db9d26602a277", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, chloroplasts have caught attention by developers of genetically modified crops. Since, in most flowering plants, chloroplasts are not inherited from the male parent, transgenes in these plastids cannot be disseminated by pollen. This makes plastid transformation a valuable tool for the creation and cultivation of genetically modified plants that are biologically contained, thus posing significantly lower environmental risks. This biological containment strategy is therefore suitable for establishing the coexistence of conventional and organic agriculture. While the reliability of this mechanism has not yet been studied for all relevant crop species, recent results in tobacco plants are promising, showing a failed containment rate of transplastomic plants at 3 in 1,000,000.", "targets": "Why are chloroplasts of interest in GMO crops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a25a162848264853820db9d26602a277", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, chloroplasts have caught attention by developers of genetically modified crops. Since, in most flowering plants, chloroplasts are not inherited from the male parent, transgenes in these plastids cannot be disseminated by pollen. This makes plastid transformation a valuable tool for the creation and cultivation of genetically modified plants that are biologically contained, thus posing significantly lower environmental risks. This biological containment strategy is therefore suitable for establishing the coexistence of conventional and organic agriculture. While the reliability of this mechanism has not yet been studied for all relevant crop species, recent results in tobacco plants are promising, showing a failed containment rate of transplastomic plants at 3 in 1,000,000.", "targets": "What is reduced by using plastid transformation for gene modification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a25a162848264853820db9d26602a277", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, chloroplasts have caught attention by developers of genetically modified crops. Since, in most flowering plants, chloroplasts are not inherited from the male parent, transgenes in these plastids cannot be disseminated by pollen. This makes plastid transformation a valuable tool for the creation and cultivation of genetically modified plants that are biologically contained, thus posing significantly lower environmental risks. This biological containment strategy is therefore suitable for establishing the coexistence of conventional and organic agriculture. While the reliability of this mechanism has not yet been studied for all relevant crop species, recent results in tobacco plants are promising, showing a failed containment rate of transplastomic plants at 3 in 1,000,000.", "targets": "What was the containment failure rate in a tobacco plant study using plastid transformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a25a162848264853820db9d26602a277", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, chloroplasts have caught attention by developers of genetically modified crops. Since, in most flowering plants, chloroplasts are not inherited from the male parent, transgenes in these plastids cannot be disseminated by pollen. This makes plastid transformation a valuable tool for the creation and cultivation of genetically modified plants that are biologically contained, thus posing significantly lower environmental risks. This biological containment strategy is therefore suitable for establishing the coexistence of conventional and organic agriculture. While the reliability of this mechanism has not yet been studied for all relevant crop species, recent results in tobacco plants are promising, showing a failed containment rate of transplastomic plants at 3 in 1,000,000.", "targets": "What are plants with plastid gene transformations called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36b25780715746239ccea66ce5e04e42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world of clothing is always changing, as new cultural influences meet technological innovations. Researchers in scientific labs have been developing prototypes for fabrics that can serve functional purposes well beyond their traditional roles, for example, clothes that can automatically adjust their temperature, repel bullets, project images, and generate electricity. Some practical advances already available to consumers are bullet-resistant garments made with kevlar and stain-resistant fabrics that are coated with chemical mixtures that reduce the absorption of liquids.", "targets": "Changes keep happening because new cultural stuff meets these type of innovations."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36b25780715746239ccea66ce5e04e42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world of clothing is always changing, as new cultural influences meet technological innovations. Researchers in scientific labs have been developing prototypes for fabrics that can serve functional purposes well beyond their traditional roles, for example, clothes that can automatically adjust their temperature, repel bullets, project images, and generate electricity. Some practical advances already available to consumers are bullet-resistant garments made with kevlar and stain-resistant fabrics that are coated with chemical mixtures that reduce the absorption of liquids.", "targets": "What have researchers in science labs been making?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36b25780715746239ccea66ce5e04e42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world of clothing is always changing, as new cultural influences meet technological innovations. Researchers in scientific labs have been developing prototypes for fabrics that can serve functional purposes well beyond their traditional roles, for example, clothes that can automatically adjust their temperature, repel bullets, project images, and generate electricity. Some practical advances already available to consumers are bullet-resistant garments made with kevlar and stain-resistant fabrics that are coated with chemical mixtures that reduce the absorption of liquids.", "targets": "What elementary force can some specialized fabrics generate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36b25780715746239ccea66ce5e04e42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world of clothing is always changing, as new cultural influences meet technological innovations. Researchers in scientific labs have been developing prototypes for fabrics that can serve functional purposes well beyond their traditional roles, for example, clothes that can automatically adjust their temperature, repel bullets, project images, and generate electricity. Some practical advances already available to consumers are bullet-resistant garments made with kevlar and stain-resistant fabrics that are coated with chemical mixtures that reduce the absorption of liquids.", "targets": "What can garments made with kevlar resist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36b25780715746239ccea66ce5e04e42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world of clothing is always changing, as new cultural influences meet technological innovations. Researchers in scientific labs have been developing prototypes for fabrics that can serve functional purposes well beyond their traditional roles, for example, clothes that can automatically adjust their temperature, repel bullets, project images, and generate electricity. Some practical advances already available to consumers are bullet-resistant garments made with kevlar and stain-resistant fabrics that are coated with chemical mixtures that reduce the absorption of liquids.", "targets": "Stain-resistant fabrics are coated with chemicals to reduce what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-048f6fef3ecd4e34a103ef54a28b8182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A consortium led by the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) has had some success in helping farmers grow new pigeon pea varieties, instead of maize, in particularly dry areas. Pigeon peas are very drought resistant, so can be grown in areas with less than 650 mm annual rainfall. Successive projects encouraged the commercialisation of legumes, by stimulating the growth of local seed production and agro-dealer networks for distribution and marketing. This work, which included linking producers to wholesalers, helped to increase local producer prices by 20\u201325% in Nairobi and Mombasa. The commercialisation of the pigeon pea is now enabling some farmers to buy assets, ranging from mobile phones to productive land and livestock, and is opening pathways for them to move out of poverty.", "targets": "What institution has helped farmers grow new pigeon pea varieties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-048f6fef3ecd4e34a103ef54a28b8182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A consortium led by the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) has had some success in helping farmers grow new pigeon pea varieties, instead of maize, in particularly dry areas. Pigeon peas are very drought resistant, so can be grown in areas with less than 650 mm annual rainfall. Successive projects encouraged the commercialisation of legumes, by stimulating the growth of local seed production and agro-dealer networks for distribution and marketing. This work, which included linking producers to wholesalers, helped to increase local producer prices by 20\u201325% in Nairobi and Mombasa. The commercialisation of the pigeon pea is now enabling some farmers to buy assets, ranging from mobile phones to productive land and livestock, and is opening pathways for them to move out of poverty.", "targets": "Why did they teach them to grow peas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-048f6fef3ecd4e34a103ef54a28b8182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A consortium led by the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) has had some success in helping farmers grow new pigeon pea varieties, instead of maize, in particularly dry areas. Pigeon peas are very drought resistant, so can be grown in areas with less than 650 mm annual rainfall. Successive projects encouraged the commercialisation of legumes, by stimulating the growth of local seed production and agro-dealer networks for distribution and marketing. This work, which included linking producers to wholesalers, helped to increase local producer prices by 20\u201325% in Nairobi and Mombasa. The commercialisation of the pigeon pea is now enabling some farmers to buy assets, ranging from mobile phones to productive land and livestock, and is opening pathways for them to move out of poverty.", "targets": "How did the project encourage the commercialisation of legumes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-048f6fef3ecd4e34a103ef54a28b8182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A consortium led by the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) has had some success in helping farmers grow new pigeon pea varieties, instead of maize, in particularly dry areas. Pigeon peas are very drought resistant, so can be grown in areas with less than 650 mm annual rainfall. Successive projects encouraged the commercialisation of legumes, by stimulating the growth of local seed production and agro-dealer networks for distribution and marketing. This work, which included linking producers to wholesalers, helped to increase local producer prices by 20\u201325% in Nairobi and Mombasa. The commercialisation of the pigeon pea is now enabling some farmers to buy assets, ranging from mobile phones to productive land and livestock, and is opening pathways for them to move out of poverty.", "targets": "How did this effect the producer prices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-048f6fef3ecd4e34a103ef54a28b8182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A consortium led by the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) has had some success in helping farmers grow new pigeon pea varieties, instead of maize, in particularly dry areas. Pigeon peas are very drought resistant, so can be grown in areas with less than 650 mm annual rainfall. Successive projects encouraged the commercialisation of legumes, by stimulating the growth of local seed production and agro-dealer networks for distribution and marketing. This work, which included linking producers to wholesalers, helped to increase local producer prices by 20\u201325% in Nairobi and Mombasa. The commercialisation of the pigeon pea is now enabling some farmers to buy assets, ranging from mobile phones to productive land and livestock, and is opening pathways for them to move out of poverty.", "targets": "What has the increase of prices caused?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76da46da035543a68e7a9b2769eca9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western family includes Parthian (Arsacid Pahlavi) and Middle Persian, while Bactrian, Sogdian, Khwarezmian, Saka, and Old Ossetic (Scytho-Sarmatian) fall under the Eastern category. The two languages of the Western group were linguistically very close to each other, but quite distinct from their eastern counterparts. On the other hand, the Eastern group was an areal entity whose languages retained some similarity to Avestan. They were inscribed in various Aramaic-derived alphabets which had ultimately evolved from the Achaemenid Imperial Aramaic script, though Bactrian was written using an adapted Greek script.", "targets": "Bactrian, Sogdian, and Saka are examples of what type of Iranian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76da46da035543a68e7a9b2769eca9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western family includes Parthian (Arsacid Pahlavi) and Middle Persian, while Bactrian, Sogdian, Khwarezmian, Saka, and Old Ossetic (Scytho-Sarmatian) fall under the Eastern category. The two languages of the Western group were linguistically very close to each other, but quite distinct from their eastern counterparts. On the other hand, the Eastern group was an areal entity whose languages retained some similarity to Avestan. They were inscribed in various Aramaic-derived alphabets which had ultimately evolved from the Achaemenid Imperial Aramaic script, though Bactrian was written using an adapted Greek script.", "targets": "Which language bears a resemblance to the diversity of eastern Iranian languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76da46da035543a68e7a9b2769eca9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western family includes Parthian (Arsacid Pahlavi) and Middle Persian, while Bactrian, Sogdian, Khwarezmian, Saka, and Old Ossetic (Scytho-Sarmatian) fall under the Eastern category. The two languages of the Western group were linguistically very close to each other, but quite distinct from their eastern counterparts. On the other hand, the Eastern group was an areal entity whose languages retained some similarity to Avestan. They were inscribed in various Aramaic-derived alphabets which had ultimately evolved from the Achaemenid Imperial Aramaic script, though Bactrian was written using an adapted Greek script.", "targets": "Where did the the alphabets used by eastern languages come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76da46da035543a68e7a9b2769eca9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western family includes Parthian (Arsacid Pahlavi) and Middle Persian, while Bactrian, Sogdian, Khwarezmian, Saka, and Old Ossetic (Scytho-Sarmatian) fall under the Eastern category. The two languages of the Western group were linguistically very close to each other, but quite distinct from their eastern counterparts. On the other hand, the Eastern group was an areal entity whose languages retained some similarity to Avestan. They were inscribed in various Aramaic-derived alphabets which had ultimately evolved from the Achaemenid Imperial Aramaic script, though Bactrian was written using an adapted Greek script.", "targets": "What did the Bactrian language use for writing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cdeccdf2e5641c0bc3a501913030828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's foreign-born population grew 40% between the 1990 and 2000 censuses. The Chinese population in the Seattle area has origins in mainland China, Hong Kong, Southeast Asia, and Taiwan. The earliest Chinese-Americans that came in the late 19th and early 20th centuries were almost entirely from Guangdong province. The Seattle area is also home to a large Vietnamese population of more than 55,000 residents, as well as over 30,000 Somali immigrants. The Seattle-Tacoma area is also home to one of the largest Cambodian communities in the United States, numbering about 19,000 Cambodian Americans, and one of the largest Samoan communities in the mainland U.S., with over 15,000 people having Samoan ancestry. Additionally, the Seattle area had the highest percentage of self-identified mixed-race people of any large metropolitan area in the United States, according to the 2000 United States Census Bureau. According to a 2012 HistoryLink study, Seattle's 98118 ZIP code (in the Columbia City neighborhood) was one of the most diverse ZIP Code Tabulation Areas in the United States.", "targets": "How much did Seattle's foreign born population expand between 1990-2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cdeccdf2e5641c0bc3a501913030828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's foreign-born population grew 40% between the 1990 and 2000 censuses. The Chinese population in the Seattle area has origins in mainland China, Hong Kong, Southeast Asia, and Taiwan. The earliest Chinese-Americans that came in the late 19th and early 20th centuries were almost entirely from Guangdong province. The Seattle area is also home to a large Vietnamese population of more than 55,000 residents, as well as over 30,000 Somali immigrants. The Seattle-Tacoma area is also home to one of the largest Cambodian communities in the United States, numbering about 19,000 Cambodian Americans, and one of the largest Samoan communities in the mainland U.S., with over 15,000 people having Samoan ancestry. Additionally, the Seattle area had the highest percentage of self-identified mixed-race people of any large metropolitan area in the United States, according to the 2000 United States Census Bureau. According to a 2012 HistoryLink study, Seattle's 98118 ZIP code (in the Columbia City neighborhood) was one of the most diverse ZIP Code Tabulation Areas in the United States.", "targets": "What other group of people does Seattle have the largest percentage of in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cdeccdf2e5641c0bc3a501913030828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's foreign-born population grew 40% between the 1990 and 2000 censuses. The Chinese population in the Seattle area has origins in mainland China, Hong Kong, Southeast Asia, and Taiwan. The earliest Chinese-Americans that came in the late 19th and early 20th centuries were almost entirely from Guangdong province. The Seattle area is also home to a large Vietnamese population of more than 55,000 residents, as well as over 30,000 Somali immigrants. The Seattle-Tacoma area is also home to one of the largest Cambodian communities in the United States, numbering about 19,000 Cambodian Americans, and one of the largest Samoan communities in the mainland U.S., with over 15,000 people having Samoan ancestry. Additionally, the Seattle area had the highest percentage of self-identified mixed-race people of any large metropolitan area in the United States, according to the 2000 United States Census Bureau. According to a 2012 HistoryLink study, Seattle's 98118 ZIP code (in the Columbia City neighborhood) was one of the most diverse ZIP Code Tabulation Areas in the United States.", "targets": "From where in China did most of the first immigrants come?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cdeccdf2e5641c0bc3a501913030828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's foreign-born population grew 40% between the 1990 and 2000 censuses. The Chinese population in the Seattle area has origins in mainland China, Hong Kong, Southeast Asia, and Taiwan. The earliest Chinese-Americans that came in the late 19th and early 20th centuries were almost entirely from Guangdong province. The Seattle area is also home to a large Vietnamese population of more than 55,000 residents, as well as over 30,000 Somali immigrants. The Seattle-Tacoma area is also home to one of the largest Cambodian communities in the United States, numbering about 19,000 Cambodian Americans, and one of the largest Samoan communities in the mainland U.S., with over 15,000 people having Samoan ancestry. Additionally, the Seattle area had the highest percentage of self-identified mixed-race people of any large metropolitan area in the United States, according to the 2000 United States Census Bureau. According to a 2012 HistoryLink study, Seattle's 98118 ZIP code (in the Columbia City neighborhood) was one of the most diverse ZIP Code Tabulation Areas in the United States.", "targets": "How many Vietnamese residents are there in Seattle? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cdeccdf2e5641c0bc3a501913030828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's foreign-born population grew 40% between the 1990 and 2000 censuses. The Chinese population in the Seattle area has origins in mainland China, Hong Kong, Southeast Asia, and Taiwan. The earliest Chinese-Americans that came in the late 19th and early 20th centuries were almost entirely from Guangdong province. The Seattle area is also home to a large Vietnamese population of more than 55,000 residents, as well as over 30,000 Somali immigrants. The Seattle-Tacoma area is also home to one of the largest Cambodian communities in the United States, numbering about 19,000 Cambodian Americans, and one of the largest Samoan communities in the mainland U.S., with over 15,000 people having Samoan ancestry. Additionally, the Seattle area had the highest percentage of self-identified mixed-race people of any large metropolitan area in the United States, according to the 2000 United States Census Bureau. According to a 2012 HistoryLink study, Seattle's 98118 ZIP code (in the Columbia City neighborhood) was one of the most diverse ZIP Code Tabulation Areas in the United States.", "targets": "What is the population of Cambodian immigrants in Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa183abfc86b4b94b7cd644309b0333c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political turmoil continued. John began to explore an alliance with the French king Philip II, freshly returned from the crusade. John hoped to acquire Normandy, Anjou and the other lands in France held by Richard in exchange for allying himself with Philip. John was persuaded not to pursue an alliance by his mother. Longchamp, who had left England after Walter's intervention, now returned, and argued that he had been wrongly removed as justiciar. John intervened, suppressing Longchamp's claims in return for promises of support from the royal administration, including a reaffirmation of his position as heir to the throne. When Richard still did not return from the crusade, John began to assert that his brother was dead or otherwise permanently lost. Richard had in fact been captured en route to England by the Duke of Austria and was handed over to Emperor Henry VI, who held him for ransom. John seized the opportunity and went to Paris, where he formed an alliance with Philip. He agreed to set aside his wife, Isabella of Gloucester, and marry Philip's sister, Alys, in exchange for Philip's support. Fighting broke out in England between forces loyal to Richard and those being gathered by John. John's military position was weak and he agreed to a truce; in early 1194 the king finally returned to England, and John's remaining forces surrendered. John retreated to Normandy, where Richard finally found him later that year. Richard declared that his younger brother \u2013 despite being 27 years old \u2013 was merely \"a child who has had evil counsellors\" and forgave him, but removed his lands with the exception of Ireland.", "targets": "Who did John explore an alliance with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa183abfc86b4b94b7cd644309b0333c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political turmoil continued. John began to explore an alliance with the French king Philip II, freshly returned from the crusade. John hoped to acquire Normandy, Anjou and the other lands in France held by Richard in exchange for allying himself with Philip. John was persuaded not to pursue an alliance by his mother. Longchamp, who had left England after Walter's intervention, now returned, and argued that he had been wrongly removed as justiciar. John intervened, suppressing Longchamp's claims in return for promises of support from the royal administration, including a reaffirmation of his position as heir to the throne. When Richard still did not return from the crusade, John began to assert that his brother was dead or otherwise permanently lost. Richard had in fact been captured en route to England by the Duke of Austria and was handed over to Emperor Henry VI, who held him for ransom. John seized the opportunity and went to Paris, where he formed an alliance with Philip. He agreed to set aside his wife, Isabella of Gloucester, and marry Philip's sister, Alys, in exchange for Philip's support. Fighting broke out in England between forces loyal to Richard and those being gathered by John. John's military position was weak and he agreed to a truce; in early 1194 the king finally returned to England, and John's remaining forces surrendered. John retreated to Normandy, where Richard finally found him later that year. Richard declared that his younger brother \u2013 despite being 27 years old \u2013 was merely \"a child who has had evil counsellors\" and forgave him, but removed his lands with the exception of Ireland.", "targets": "What did John do when Richard did not return from his crusade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa183abfc86b4b94b7cd644309b0333c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political turmoil continued. John began to explore an alliance with the French king Philip II, freshly returned from the crusade. John hoped to acquire Normandy, Anjou and the other lands in France held by Richard in exchange for allying himself with Philip. John was persuaded not to pursue an alliance by his mother. Longchamp, who had left England after Walter's intervention, now returned, and argued that he had been wrongly removed as justiciar. John intervened, suppressing Longchamp's claims in return for promises of support from the royal administration, including a reaffirmation of his position as heir to the throne. When Richard still did not return from the crusade, John began to assert that his brother was dead or otherwise permanently lost. Richard had in fact been captured en route to England by the Duke of Austria and was handed over to Emperor Henry VI, who held him for ransom. John seized the opportunity and went to Paris, where he formed an alliance with Philip. He agreed to set aside his wife, Isabella of Gloucester, and marry Philip's sister, Alys, in exchange for Philip's support. Fighting broke out in England between forces loyal to Richard and those being gathered by John. John's military position was weak and he agreed to a truce; in early 1194 the king finally returned to England, and John's remaining forces surrendered. John retreated to Normandy, where Richard finally found him later that year. Richard declared that his younger brother \u2013 despite being 27 years old \u2013 was merely \"a child who has had evil counsellors\" and forgave him, but removed his lands with the exception of Ireland.", "targets": "Who captured Richard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa183abfc86b4b94b7cd644309b0333c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political turmoil continued. John began to explore an alliance with the French king Philip II, freshly returned from the crusade. John hoped to acquire Normandy, Anjou and the other lands in France held by Richard in exchange for allying himself with Philip. John was persuaded not to pursue an alliance by his mother. Longchamp, who had left England after Walter's intervention, now returned, and argued that he had been wrongly removed as justiciar. John intervened, suppressing Longchamp's claims in return for promises of support from the royal administration, including a reaffirmation of his position as heir to the throne. When Richard still did not return from the crusade, John began to assert that his brother was dead or otherwise permanently lost. Richard had in fact been captured en route to England by the Duke of Austria and was handed over to Emperor Henry VI, who held him for ransom. John seized the opportunity and went to Paris, where he formed an alliance with Philip. He agreed to set aside his wife, Isabella of Gloucester, and marry Philip's sister, Alys, in exchange for Philip's support. Fighting broke out in England between forces loyal to Richard and those being gathered by John. John's military position was weak and he agreed to a truce; in early 1194 the king finally returned to England, and John's remaining forces surrendered. John retreated to Normandy, where Richard finally found him later that year. Richard declared that his younger brother \u2013 despite being 27 years old \u2013 was merely \"a child who has had evil counsellors\" and forgave him, but removed his lands with the exception of Ireland.", "targets": "When did the king return to England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2823e0dd7ae94ecbb9a7b2693b845f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British victories continued in all theaters in the Annus Mirabilis of 1759, when they finally captured Ticonderoga, James Wolfe defeated Montcalm at Quebec (in a battle that claimed the lives of both commanders), and victory at Fort Niagara successfully cut off the French frontier forts further to the west and south. The victory was made complete in 1760 when, despite losing outside Quebec City in the Battle of Sainte-Foy, the British were able to prevent the arrival of French relief ships in the naval Battle of the Restigouche while armies marched on Montreal from three sides.", "targets": "Who defeated Montcalm at Quebec?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2823e0dd7ae94ecbb9a7b2693b845f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British victories continued in all theaters in the Annus Mirabilis of 1759, when they finally captured Ticonderoga, James Wolfe defeated Montcalm at Quebec (in a battle that claimed the lives of both commanders), and victory at Fort Niagara successfully cut off the French frontier forts further to the west and south. The victory was made complete in 1760 when, despite losing outside Quebec City in the Battle of Sainte-Foy, the British were able to prevent the arrival of French relief ships in the naval Battle of the Restigouche while armies marched on Montreal from three sides.", "targets": "What was the significance of victory at Forth Niagara for British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2823e0dd7ae94ecbb9a7b2693b845f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British victories continued in all theaters in the Annus Mirabilis of 1759, when they finally captured Ticonderoga, James Wolfe defeated Montcalm at Quebec (in a battle that claimed the lives of both commanders), and victory at Fort Niagara successfully cut off the French frontier forts further to the west and south. The victory was made complete in 1760 when, despite losing outside Quebec City in the Battle of Sainte-Foy, the British were able to prevent the arrival of French relief ships in the naval Battle of the Restigouche while armies marched on Montreal from three sides.", "targets": "What battle outside Quebec City did British lose in 1760?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2823e0dd7ae94ecbb9a7b2693b845f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British victories continued in all theaters in the Annus Mirabilis of 1759, when they finally captured Ticonderoga, James Wolfe defeated Montcalm at Quebec (in a battle that claimed the lives of both commanders), and victory at Fort Niagara successfully cut off the French frontier forts further to the west and south. The victory was made complete in 1760 when, despite losing outside Quebec City in the Battle of Sainte-Foy, the British were able to prevent the arrival of French relief ships in the naval Battle of the Restigouche while armies marched on Montreal from three sides.", "targets": "What victory at thwarted efforts of French relief ships."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa9b87d618e483585d9dbaacef6a349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The TSFSR existed from 1922 to 1936, when it was divided up into three separate entities (Armenian SSR, Azerbaijan SSR, and Georgian SSR). Armenians enjoyed a period of relative stability under Soviet rule. They received medicine, food, and other provisions from Moscow, and communist rule proved to be a soothing balm in contrast to the turbulent final years of the Ottoman Empire. The situation was difficult for the church, which struggled under Soviet rule. After the death of Vladimir Lenin, Joseph Stalin took the reins of power and began an era of renewed fear and terror for Armenians.", "targets": "Who provided the Armenians with supplies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa9b87d618e483585d9dbaacef6a349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The TSFSR existed from 1922 to 1936, when it was divided up into three separate entities (Armenian SSR, Azerbaijan SSR, and Georgian SSR). Armenians enjoyed a period of relative stability under Soviet rule. They received medicine, food, and other provisions from Moscow, and communist rule proved to be a soothing balm in contrast to the turbulent final years of the Ottoman Empire. The situation was difficult for the church, which struggled under Soviet rule. After the death of Vladimir Lenin, Joseph Stalin took the reins of power and began an era of renewed fear and terror for Armenians.", "targets": "Who succeeded Vladimir Lenin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa9b87d618e483585d9dbaacef6a349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The TSFSR existed from 1922 to 1936, when it was divided up into three separate entities (Armenian SSR, Azerbaijan SSR, and Georgian SSR). Armenians enjoyed a period of relative stability under Soviet rule. They received medicine, food, and other provisions from Moscow, and communist rule proved to be a soothing balm in contrast to the turbulent final years of the Ottoman Empire. The situation was difficult for the church, which struggled under Soviet rule. After the death of Vladimir Lenin, Joseph Stalin took the reins of power and began an era of renewed fear and terror for Armenians.", "targets": "Which three parts make up the TSFSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa9b87d618e483585d9dbaacef6a349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The TSFSR existed from 1922 to 1936, when it was divided up into three separate entities (Armenian SSR, Azerbaijan SSR, and Georgian SSR). Armenians enjoyed a period of relative stability under Soviet rule. They received medicine, food, and other provisions from Moscow, and communist rule proved to be a soothing balm in contrast to the turbulent final years of the Ottoman Empire. The situation was difficult for the church, which struggled under Soviet rule. After the death of Vladimir Lenin, Joseph Stalin took the reins of power and began an era of renewed fear and terror for Armenians.", "targets": "When did the TSFSR break up into three parts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ab88e32e0764a4c84d807820d0353d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state seemed at relative calm compared to the rest of the country due to its close ties to the United States until 1841. In 1843 the possibility of war was anticipated by the state government and it began to reinforce the defense lines along the political boundary with Texas. Supplies of weapons were sent to fully equip the military and took steps to improve efficiency at the presidios. Later, the Regimen for the Defenders of the Border were organized by the state which were made up of: light cavalry, four squads of two brigades, and a small force of 14 men and 42 officials at the price of 160,603 pesos per year. During the beginning of the 1840s, private citizens took it upon themselves to stop the commercial caravans of supplies from the United States, but being so far away from the large suppliers in central Mexico the caravan was allowed to continue in March 1844. Continuing to anticipate a war, the state legislature on July 11, 1846 by decree enlisted 6,000 men to serve along the border; during that time \u00c1ngel Tr\u00edas quickly rose to power by portraying zealous anti-American rhetoric. Tr\u00edas took the opportunity to dedicate important state resources to gain economic concessions from the people and loans from many municipalities in preparation to defend the state; he used all the money he received to equip and organize a large volunteer militia. \u00c1ngel Tr\u00edas took measures for state self-dependence in regards to state militia due to the diminishing financial support from the federal government.", "targets": "Until what year did the state remain calm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ab88e32e0764a4c84d807820d0353d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state seemed at relative calm compared to the rest of the country due to its close ties to the United States until 1841. In 1843 the possibility of war was anticipated by the state government and it began to reinforce the defense lines along the political boundary with Texas. Supplies of weapons were sent to fully equip the military and took steps to improve efficiency at the presidios. Later, the Regimen for the Defenders of the Border were organized by the state which were made up of: light cavalry, four squads of two brigades, and a small force of 14 men and 42 officials at the price of 160,603 pesos per year. During the beginning of the 1840s, private citizens took it upon themselves to stop the commercial caravans of supplies from the United States, but being so far away from the large suppliers in central Mexico the caravan was allowed to continue in March 1844. Continuing to anticipate a war, the state legislature on July 11, 1846 by decree enlisted 6,000 men to serve along the border; during that time \u00c1ngel Tr\u00edas quickly rose to power by portraying zealous anti-American rhetoric. Tr\u00edas took the opportunity to dedicate important state resources to gain economic concessions from the people and loans from many municipalities in preparation to defend the state; he used all the money he received to equip and organize a large volunteer militia. \u00c1ngel Tr\u00edas took measures for state self-dependence in regards to state militia due to the diminishing financial support from the federal government.", "targets": "In which year did the state begin to reinforce defense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ab88e32e0764a4c84d807820d0353d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state seemed at relative calm compared to the rest of the country due to its close ties to the United States until 1841. In 1843 the possibility of war was anticipated by the state government and it began to reinforce the defense lines along the political boundary with Texas. Supplies of weapons were sent to fully equip the military and took steps to improve efficiency at the presidios. Later, the Regimen for the Defenders of the Border were organized by the state which were made up of: light cavalry, four squads of two brigades, and a small force of 14 men and 42 officials at the price of 160,603 pesos per year. During the beginning of the 1840s, private citizens took it upon themselves to stop the commercial caravans of supplies from the United States, but being so far away from the large suppliers in central Mexico the caravan was allowed to continue in March 1844. Continuing to anticipate a war, the state legislature on July 11, 1846 by decree enlisted 6,000 men to serve along the border; during that time \u00c1ngel Tr\u00edas quickly rose to power by portraying zealous anti-American rhetoric. Tr\u00edas took the opportunity to dedicate important state resources to gain economic concessions from the people and loans from many municipalities in preparation to defend the state; he used all the money he received to equip and organize a large volunteer militia. \u00c1ngel Tr\u00edas took measures for state self-dependence in regards to state militia due to the diminishing financial support from the federal government.", "targets": "What was the price of the small force along the border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ab88e32e0764a4c84d807820d0353d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state seemed at relative calm compared to the rest of the country due to its close ties to the United States until 1841. In 1843 the possibility of war was anticipated by the state government and it began to reinforce the defense lines along the political boundary with Texas. Supplies of weapons were sent to fully equip the military and took steps to improve efficiency at the presidios. Later, the Regimen for the Defenders of the Border were organized by the state which were made up of: light cavalry, four squads of two brigades, and a small force of 14 men and 42 officials at the price of 160,603 pesos per year. During the beginning of the 1840s, private citizens took it upon themselves to stop the commercial caravans of supplies from the United States, but being so far away from the large suppliers in central Mexico the caravan was allowed to continue in March 1844. Continuing to anticipate a war, the state legislature on July 11, 1846 by decree enlisted 6,000 men to serve along the border; during that time \u00c1ngel Tr\u00edas quickly rose to power by portraying zealous anti-American rhetoric. Tr\u00edas took the opportunity to dedicate important state resources to gain economic concessions from the people and loans from many municipalities in preparation to defend the state; he used all the money he received to equip and organize a large volunteer militia. \u00c1ngel Tr\u00edas took measures for state self-dependence in regards to state militia due to the diminishing financial support from the federal government.", "targets": "The state decreed that how many men serve along the border in 1846?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ab88e32e0764a4c84d807820d0353d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state seemed at relative calm compared to the rest of the country due to its close ties to the United States until 1841. In 1843 the possibility of war was anticipated by the state government and it began to reinforce the defense lines along the political boundary with Texas. Supplies of weapons were sent to fully equip the military and took steps to improve efficiency at the presidios. Later, the Regimen for the Defenders of the Border were organized by the state which were made up of: light cavalry, four squads of two brigades, and a small force of 14 men and 42 officials at the price of 160,603 pesos per year. During the beginning of the 1840s, private citizens took it upon themselves to stop the commercial caravans of supplies from the United States, but being so far away from the large suppliers in central Mexico the caravan was allowed to continue in March 1844. Continuing to anticipate a war, the state legislature on July 11, 1846 by decree enlisted 6,000 men to serve along the border; during that time \u00c1ngel Tr\u00edas quickly rose to power by portraying zealous anti-American rhetoric. Tr\u00edas took the opportunity to dedicate important state resources to gain economic concessions from the people and loans from many municipalities in preparation to defend the state; he used all the money he received to equip and organize a large volunteer militia. \u00c1ngel Tr\u00edas took measures for state self-dependence in regards to state militia due to the diminishing financial support from the federal government.", "targets": "Who took measures to the state level for self-dependence due to diminishing financial support from the federal government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca21ee8666ea4951861238bcbdf63d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Presbyterian traditions adopt only the Westminster Confession of Faith as the doctrinal standard to which teaching elders are required to subscribe, in contrast to the Larger and Shorter catechisms, which are approved for use in instruction. Many Presbyterian denominations, especially in North America, have adopted all of the Westminster Standards as their standard of doctrine which is subordinate to the Bible. These documents are Calvinistic in their doctrinal orientation. The Presbyterian Church in Canada retains the Westminster Confession of Faith in its original form, while admitting the historical period in which it was written should be understood when it is read.", "targets": "What traditions do some Presbyterian churches only adopt as their doctrinal standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca21ee8666ea4951861238bcbdf63d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Presbyterian traditions adopt only the Westminster Confession of Faith as the doctrinal standard to which teaching elders are required to subscribe, in contrast to the Larger and Shorter catechisms, which are approved for use in instruction. Many Presbyterian denominations, especially in North America, have adopted all of the Westminster Standards as their standard of doctrine which is subordinate to the Bible. These documents are Calvinistic in their doctrinal orientation. The Presbyterian Church in Canada retains the Westminster Confession of Faith in its original form, while admitting the historical period in which it was written should be understood when it is read.", "targets": "Many Presbyterian churches in America have adopted this doctrine as their standard, what is it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca21ee8666ea4951861238bcbdf63d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Presbyterian traditions adopt only the Westminster Confession of Faith as the doctrinal standard to which teaching elders are required to subscribe, in contrast to the Larger and Shorter catechisms, which are approved for use in instruction. Many Presbyterian denominations, especially in North America, have adopted all of the Westminster Standards as their standard of doctrine which is subordinate to the Bible. These documents are Calvinistic in their doctrinal orientation. The Presbyterian Church in Canada retains the Westminster Confession of Faith in its original form, while admitting the historical period in which it was written should be understood when it is read.", "targets": "The Presbyterian church in Canada has retains which Doctrine in its original form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb896b54eb7641939020953447a31d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BJTs have three terminals, corresponding to the three layers of semiconductor\u2014an emitter, a base, and a collector. They are useful in amplifiers because the currents at the emitter and collector are controllable by a relatively small base current. In an n\u2013p\u2013n transistor operating in the active region, the emitter\u2013base junction is forward biased (electrons and holes recombine at the junction), and electrons are injected into the base region. Because the base is narrow, most of these electrons will diffuse into the reverse-biased (electrons and holes are formed at, and move away from the junction) base\u2013collector junction and be swept into the collector; perhaps one-hundredth of the electrons will recombine in the base, which is the dominant mechanism in the base current. By controlling the number of electrons that can leave the base, the number of electrons entering the collector can be controlled. Collector current is approximately \u03b2 (common-emitter current gain) times the base current. It is typically greater than 100 for small-signal transistors but can be smaller in transistors designed for high-power applications.", "targets": "How many terminals do BJTs have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb896b54eb7641939020953447a31d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BJTs have three terminals, corresponding to the three layers of semiconductor\u2014an emitter, a base, and a collector. They are useful in amplifiers because the currents at the emitter and collector are controllable by a relatively small base current. In an n\u2013p\u2013n transistor operating in the active region, the emitter\u2013base junction is forward biased (electrons and holes recombine at the junction), and electrons are injected into the base region. Because the base is narrow, most of these electrons will diffuse into the reverse-biased (electrons and holes are formed at, and move away from the junction) base\u2013collector junction and be swept into the collector; perhaps one-hundredth of the electrons will recombine in the base, which is the dominant mechanism in the base current. By controlling the number of electrons that can leave the base, the number of electrons entering the collector can be controlled. Collector current is approximately \u03b2 (common-emitter current gain) times the base current. It is typically greater than 100 for small-signal transistors but can be smaller in transistors designed for high-power applications.", "targets": "How many layers of semiconductor do BJTs have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb896b54eb7641939020953447a31d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BJTs have three terminals, corresponding to the three layers of semiconductor\u2014an emitter, a base, and a collector. They are useful in amplifiers because the currents at the emitter and collector are controllable by a relatively small base current. In an n\u2013p\u2013n transistor operating in the active region, the emitter\u2013base junction is forward biased (electrons and holes recombine at the junction), and electrons are injected into the base region. Because the base is narrow, most of these electrons will diffuse into the reverse-biased (electrons and holes are formed at, and move away from the junction) base\u2013collector junction and be swept into the collector; perhaps one-hundredth of the electrons will recombine in the base, which is the dominant mechanism in the base current. By controlling the number of electrons that can leave the base, the number of electrons entering the collector can be controlled. Collector current is approximately \u03b2 (common-emitter current gain) times the base current. It is typically greater than 100 for small-signal transistors but can be smaller in transistors designed for high-power applications.", "targets": "What are the layers of semiconductor in a BJT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb896b54eb7641939020953447a31d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BJTs have three terminals, corresponding to the three layers of semiconductor\u2014an emitter, a base, and a collector. They are useful in amplifiers because the currents at the emitter and collector are controllable by a relatively small base current. In an n\u2013p\u2013n transistor operating in the active region, the emitter\u2013base junction is forward biased (electrons and holes recombine at the junction), and electrons are injected into the base region. Because the base is narrow, most of these electrons will diffuse into the reverse-biased (electrons and holes are formed at, and move away from the junction) base\u2013collector junction and be swept into the collector; perhaps one-hundredth of the electrons will recombine in the base, which is the dominant mechanism in the base current. By controlling the number of electrons that can leave the base, the number of electrons entering the collector can be controlled. Collector current is approximately \u03b2 (common-emitter current gain) times the base current. It is typically greater than 100 for small-signal transistors but can be smaller in transistors designed for high-power applications.", "targets": "How can one find the amount of collector current?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb896b54eb7641939020953447a31d69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BJTs have three terminals, corresponding to the three layers of semiconductor\u2014an emitter, a base, and a collector. They are useful in amplifiers because the currents at the emitter and collector are controllable by a relatively small base current. In an n\u2013p\u2013n transistor operating in the active region, the emitter\u2013base junction is forward biased (electrons and holes recombine at the junction), and electrons are injected into the base region. Because the base is narrow, most of these electrons will diffuse into the reverse-biased (electrons and holes are formed at, and move away from the junction) base\u2013collector junction and be swept into the collector; perhaps one-hundredth of the electrons will recombine in the base, which is the dominant mechanism in the base current. By controlling the number of electrons that can leave the base, the number of electrons entering the collector can be controlled. Collector current is approximately \u03b2 (common-emitter current gain) times the base current. It is typically greater than 100 for small-signal transistors but can be smaller in transistors designed for high-power applications.", "targets": "What is the usual collector current for small-signal transistors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b39918cd7bbd4173968da650b86c9baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In agriculture and animal husbandry, the Green Revolution popularized the use of conventional hybridization to increase yield. Often hybridized breeds originated in developed countries and were further hybridized with local varieties in the developing world to create high yield strains resistant to local climate and diseases. Local governments and industry have been pushing hybridization. Formerly huge gene pools of various wild and indigenous breeds have collapsed causing widespread genetic erosion and genetic pollution. This has resulted in loss of genetic diversity and biodiversity as a whole.", "targets": "What popularized the use of conventional hybridization to increase yield?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b39918cd7bbd4173968da650b86c9baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In agriculture and animal husbandry, the Green Revolution popularized the use of conventional hybridization to increase yield. Often hybridized breeds originated in developed countries and were further hybridized with local varieties in the developing world to create high yield strains resistant to local climate and diseases. Local governments and industry have been pushing hybridization. Formerly huge gene pools of various wild and indigenous breeds have collapsed causing widespread genetic erosion and genetic pollution. This has resulted in loss of genetic diversity and biodiversity as a whole.", "targets": "What did the high yield strains become resistant to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b39918cd7bbd4173968da650b86c9baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In agriculture and animal husbandry, the Green Revolution popularized the use of conventional hybridization to increase yield. Often hybridized breeds originated in developed countries and were further hybridized with local varieties in the developing world to create high yield strains resistant to local climate and diseases. Local governments and industry have been pushing hybridization. Formerly huge gene pools of various wild and indigenous breeds have collapsed causing widespread genetic erosion and genetic pollution. This has resulted in loss of genetic diversity and biodiversity as a whole.", "targets": "Who has been pushing for hybridization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b39918cd7bbd4173968da650b86c9baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In agriculture and animal husbandry, the Green Revolution popularized the use of conventional hybridization to increase yield. Often hybridized breeds originated in developed countries and were further hybridized with local varieties in the developing world to create high yield strains resistant to local climate and diseases. Local governments and industry have been pushing hybridization. Formerly huge gene pools of various wild and indigenous breeds have collapsed causing widespread genetic erosion and genetic pollution. This has resulted in loss of genetic diversity and biodiversity as a whole.", "targets": "What caused the loss of biodiversity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "Who was the principal of Sangzao Middle School? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "What was the principal credited with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "How many students attended the school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "How much money was used to strengthen the construction of the school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "What school principal strengthened his school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "Where is the Sangzao Middle School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "The Sangzao school is one of the biggest in what county?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdb55c0e32ae47239b3c85a3944acd9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ye Zhiping, the principal of Sangzao Middle School in Sangzao, one of the largest in An County, has been credited with proactive action that spared the lives of all 2,323 pupils in attendance when the earthquake happened. During a three-year period that ended in 2007, he oversaw a major overhaul of his school. During that time he obtained more than 400,000 yuan (US$60,000) from the county education department, money used to widen and strengthen concrete pillars and the balcony railing of all four storeys of his school, as well as secure its concrete floors.", "targets": "How many years was Ye Zhiping involved in the school overhaul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c4ee72c81741db8bad473371090028", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once inside the Rotunda for the Charters of Freedom, there are no lines to see the individual documents and visitors are allowed to walk from document to document as they wish. For over 30 years the National Archives have forbidden flash photography but the advent of cameras with automatic flashes have made the rules increasingly difficult to enforce. As a result, all filming, photographing, and videotaping by the public in the exhibition areas has been prohibited since February 25, 2010.", "targets": "Since when has all filming and photography in the Rotunda for the Charters of Freedom been banned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c4ee72c81741db8bad473371090028", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once inside the Rotunda for the Charters of Freedom, there are no lines to see the individual documents and visitors are allowed to walk from document to document as they wish. For over 30 years the National Archives have forbidden flash photography but the advent of cameras with automatic flashes have made the rules increasingly difficult to enforce. As a result, all filming, photographing, and videotaping by the public in the exhibition areas has been prohibited since February 25, 2010.", "targets": "For how long has the National Archives prohibited flash photography?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c4ee72c81741db8bad473371090028", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once inside the Rotunda for the Charters of Freedom, there are no lines to see the individual documents and visitors are allowed to walk from document to document as they wish. For over 30 years the National Archives have forbidden flash photography but the advent of cameras with automatic flashes have made the rules increasingly difficult to enforce. As a result, all filming, photographing, and videotaping by the public in the exhibition areas has been prohibited since February 25, 2010.", "targets": "What is an aspect of a visit to the Rotunda for the Charters of Freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c4ee72c81741db8bad473371090028", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once inside the Rotunda for the Charters of Freedom, there are no lines to see the individual documents and visitors are allowed to walk from document to document as they wish. For over 30 years the National Archives have forbidden flash photography but the advent of cameras with automatic flashes have made the rules increasingly difficult to enforce. As a result, all filming, photographing, and videotaping by the public in the exhibition areas has been prohibited since February 25, 2010.", "targets": "What has made the no photography rule hard to enforce in the Rotunda for the Charters of Freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c572143616404595978b3fa8c90f6917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a theory that vinyl records can audibly represent higher frequencies than compact discs. According to Red Book specifications, the compact disc has a frequency response of 20 Hz up to 22,050 Hz, and most CD players measure flat within a fraction of a decibel from at least 20 Hz to 20 kHz at full output. Turntable rumble obscures the low-end limit of vinyl but the upper end can be, with some cartridges, reasonably flat within a few decibels to 30 kHz, with gentle roll-off. Carrier signals of Quad LPs popular in the 1970s were at 30 kHz to be out of the range of human hearing. The average human auditory system is sensitive to frequencies from 20 Hz to a maximum of around 20,000 Hz. The upper and lower frequency limits of human hearing vary per person.", "targets": "What is generally the lowest sound a human can hear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c572143616404595978b3fa8c90f6917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a theory that vinyl records can audibly represent higher frequencies than compact discs. According to Red Book specifications, the compact disc has a frequency response of 20 Hz up to 22,050 Hz, and most CD players measure flat within a fraction of a decibel from at least 20 Hz to 20 kHz at full output. Turntable rumble obscures the low-end limit of vinyl but the upper end can be, with some cartridges, reasonably flat within a few decibels to 30 kHz, with gentle roll-off. Carrier signals of Quad LPs popular in the 1970s were at 30 kHz to be out of the range of human hearing. The average human auditory system is sensitive to frequencies from 20 Hz to a maximum of around 20,000 Hz. The upper and lower frequency limits of human hearing vary per person.", "targets": "What is believed to better offer sounds of higher frequencies, compact discs or records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c572143616404595978b3fa8c90f6917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a theory that vinyl records can audibly represent higher frequencies than compact discs. According to Red Book specifications, the compact disc has a frequency response of 20 Hz up to 22,050 Hz, and most CD players measure flat within a fraction of a decibel from at least 20 Hz to 20 kHz at full output. Turntable rumble obscures the low-end limit of vinyl but the upper end can be, with some cartridges, reasonably flat within a few decibels to 30 kHz, with gentle roll-off. Carrier signals of Quad LPs popular in the 1970s were at 30 kHz to be out of the range of human hearing. The average human auditory system is sensitive to frequencies from 20 Hz to a maximum of around 20,000 Hz. The upper and lower frequency limits of human hearing vary per person.", "targets": "What is the higher end of typical human hearing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c572143616404595978b3fa8c90f6917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a theory that vinyl records can audibly represent higher frequencies than compact discs. According to Red Book specifications, the compact disc has a frequency response of 20 Hz up to 22,050 Hz, and most CD players measure flat within a fraction of a decibel from at least 20 Hz to 20 kHz at full output. Turntable rumble obscures the low-end limit of vinyl but the upper end can be, with some cartridges, reasonably flat within a few decibels to 30 kHz, with gentle roll-off. Carrier signals of Quad LPs popular in the 1970s were at 30 kHz to be out of the range of human hearing. The average human auditory system is sensitive to frequencies from 20 Hz to a maximum of around 20,000 Hz. The upper and lower frequency limits of human hearing vary per person.", "targets": "Does the hearing range of the human vary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-600f2da8e4fb4ee7803d39cdb2281c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often compared to San Francisco due to the hilly terrain and steep maze of residential streets, housing in St. John's is typically painted in bright colours. The city council has implemented strict heritage regulations in the downtown area, including restrictions on the height of buildings. These regulations have caused much controversy over the years. With the city experiencing an economic boom a lack of hotel rooms and office space has seen proposals put forward that do not meet the current height regulations. Heritage advocates argue that the current regulations should be enforced while others believe the regulations should be relaxed to encourage economic development.", "targets": "What US city is St. John's often compared to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-600f2da8e4fb4ee7803d39cdb2281c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often compared to San Francisco due to the hilly terrain and steep maze of residential streets, housing in St. John's is typically painted in bright colours. The city council has implemented strict heritage regulations in the downtown area, including restrictions on the height of buildings. These regulations have caused much controversy over the years. With the city experiencing an economic boom a lack of hotel rooms and office space has seen proposals put forward that do not meet the current height regulations. Heritage advocates argue that the current regulations should be enforced while others believe the regulations should be relaxed to encourage economic development.", "targets": "What does the city council have restrictions on in downtown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-600f2da8e4fb4ee7803d39cdb2281c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often compared to San Francisco due to the hilly terrain and steep maze of residential streets, housing in St. John's is typically painted in bright colours. The city council has implemented strict heritage regulations in the downtown area, including restrictions on the height of buildings. These regulations have caused much controversy over the years. With the city experiencing an economic boom a lack of hotel rooms and office space has seen proposals put forward that do not meet the current height regulations. Heritage advocates argue that the current regulations should be enforced while others believe the regulations should be relaxed to encourage economic development.", "targets": "What have the restrictions on the height of buildings caused over the years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-600f2da8e4fb4ee7803d39cdb2281c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often compared to San Francisco due to the hilly terrain and steep maze of residential streets, housing in St. John's is typically painted in bright colours. The city council has implemented strict heritage regulations in the downtown area, including restrictions on the height of buildings. These regulations have caused much controversy over the years. With the city experiencing an economic boom a lack of hotel rooms and office space has seen proposals put forward that do not meet the current height regulations. Heritage advocates argue that the current regulations should be enforced while others believe the regulations should be relaxed to encourage economic development.", "targets": "What is the city lacking because of the height restrictions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f8ea5db64c430292bf5f500005bdba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongol Empire was governed by a civilian and military code, called the Yassa, created by Genghis Khan. The Mongol Empire did not emphasize the importance of ethnicity and race in the administrative realm, instead adopting an approach grounded in meritocracy. The exception was the role of Genghis Khan and his family. The Mongol Empire was one of the most ethnically and culturally diverse empires in history, as befitted its size. Many of the empire's nomadic inhabitants considered themselves Mongols in military and civilian life, including Mongols, Turks and others and included many diverse Khans of various ethnicities as part of the Mongol Empire such as Muhammad Khan.", "targets": "Who created the code that governed military and civilian conduct in the Mongol Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f8ea5db64c430292bf5f500005bdba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongol Empire was governed by a civilian and military code, called the Yassa, created by Genghis Khan. The Mongol Empire did not emphasize the importance of ethnicity and race in the administrative realm, instead adopting an approach grounded in meritocracy. The exception was the role of Genghis Khan and his family. The Mongol Empire was one of the most ethnically and culturally diverse empires in history, as befitted its size. Many of the empire's nomadic inhabitants considered themselves Mongols in military and civilian life, including Mongols, Turks and others and included many diverse Khans of various ethnicities as part of the Mongol Empire such as Muhammad Khan.", "targets": "What was the name of the Mongol Empire's legal code?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f8ea5db64c430292bf5f500005bdba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongol Empire was governed by a civilian and military code, called the Yassa, created by Genghis Khan. The Mongol Empire did not emphasize the importance of ethnicity and race in the administrative realm, instead adopting an approach grounded in meritocracy. The exception was the role of Genghis Khan and his family. The Mongol Empire was one of the most ethnically and culturally diverse empires in history, as befitted its size. Many of the empire's nomadic inhabitants considered themselves Mongols in military and civilian life, including Mongols, Turks and others and included many diverse Khans of various ethnicities as part of the Mongol Empire such as Muhammad Khan.", "targets": "What was the guiding principle of the Mongol Empire code of conduct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f8ea5db64c430292bf5f500005bdba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongol Empire was governed by a civilian and military code, called the Yassa, created by Genghis Khan. The Mongol Empire did not emphasize the importance of ethnicity and race in the administrative realm, instead adopting an approach grounded in meritocracy. The exception was the role of Genghis Khan and his family. The Mongol Empire was one of the most ethnically and culturally diverse empires in history, as befitted its size. Many of the empire's nomadic inhabitants considered themselves Mongols in military and civilian life, including Mongols, Turks and others and included many diverse Khans of various ethnicities as part of the Mongol Empire such as Muhammad Khan.", "targets": "Who was exempt from the meritocratic principles of the Mongol Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f8ea5db64c430292bf5f500005bdba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongol Empire was governed by a civilian and military code, called the Yassa, created by Genghis Khan. The Mongol Empire did not emphasize the importance of ethnicity and race in the administrative realm, instead adopting an approach grounded in meritocracy. The exception was the role of Genghis Khan and his family. The Mongol Empire was one of the most ethnically and culturally diverse empires in history, as befitted its size. Many of the empire's nomadic inhabitants considered themselves Mongols in military and civilian life, including Mongols, Turks and others and included many diverse Khans of various ethnicities as part of the Mongol Empire such as Muhammad Khan.", "targets": "Who is an example of the diversity of leadership in the Mongol Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c36705caed445cbe1e76da5e1e442c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "World production of duck meat was about 4.2 million tonnes in 2011 with China producing two thirds of the total, some 1.7 billion birds. Other notable duck-producing countries in the Far East include Vietnam, Thailand, Malaysia, Myanmar, Indonesia and South Korea (12% in total). France (3.5%) is the largest producer in the West, followed by other EU nations (3%) and North America (1.7%). China was also by far the largest producer of goose and guinea fowl meat, with a 94% share of the 2.6 million tonne global market.", "targets": "How many ducks did China produce for consumption in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c36705caed445cbe1e76da5e1e442c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "World production of duck meat was about 4.2 million tonnes in 2011 with China producing two thirds of the total, some 1.7 billion birds. Other notable duck-producing countries in the Far East include Vietnam, Thailand, Malaysia, Myanmar, Indonesia and South Korea (12% in total). France (3.5%) is the largest producer in the West, followed by other EU nations (3%) and North America (1.7%). China was also by far the largest producer of goose and guinea fowl meat, with a 94% share of the 2.6 million tonne global market.", "targets": "What other countries are important to the duck husbandry business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c36705caed445cbe1e76da5e1e442c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "World production of duck meat was about 4.2 million tonnes in 2011 with China producing two thirds of the total, some 1.7 billion birds. Other notable duck-producing countries in the Far East include Vietnam, Thailand, Malaysia, Myanmar, Indonesia and South Korea (12% in total). France (3.5%) is the largest producer in the West, followed by other EU nations (3%) and North America (1.7%). China was also by far the largest producer of goose and guinea fowl meat, with a 94% share of the 2.6 million tonne global market.", "targets": "Who is the largest producer of duck meat among the western nations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c36705caed445cbe1e76da5e1e442c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "World production of duck meat was about 4.2 million tonnes in 2011 with China producing two thirds of the total, some 1.7 billion birds. Other notable duck-producing countries in the Far East include Vietnam, Thailand, Malaysia, Myanmar, Indonesia and South Korea (12% in total). France (3.5%) is the largest producer in the West, followed by other EU nations (3%) and North America (1.7%). China was also by far the largest producer of goose and guinea fowl meat, with a 94% share of the 2.6 million tonne global market.", "targets": "What is the market percentage held by the country that controls the biggest share of the global market for goose and guinea fowl meat"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb74e8b9ed44e3a8b02f15c8897dba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Ulm Campaign, French forces managed to capture Vienna in November. The fall of Vienna provided the French a huge bounty as they captured 100,000 muskets, 500 cannons, and the intact bridges across the Danube. At this critical juncture, both Tsar Alexander I and Holy Roman Emperor Francis II decided to engage Napoleon in battle, despite reservations from some of their subordinates. Napoleon sent his army north in pursuit of the Allies, but then ordered his forces to retreat so that he could feign a grave weakness. Desperate to lure the Allies into battle, Napoleon gave every indication in the days preceding the engagement that the French army was in a pitiful state, even abandoning the dominant Pratzen Heights near the village of Austerlitz. At the Battle of Austerlitz, in Moravia on 2 December, he deployed the French army below the Pratzen Heights and deliberately weakened his right flank, enticing the Allies to launch a major assault there in the hopes of rolling up the whole French line. A forced march from Vienna by Marshal Davout and his III Corps plugged the gap left by Napoleon just in time. Meanwhile, the heavy Allied deployment against the French right weakened their center on the Pratzen Heights, which was viciously attacked by the IV Corps of Marshal Soult. With the Allied center demolished, the French swept through both enemy flanks and sent the Allies fleeing chaotically, capturing thousands of prisoners in the process. The battle is often seen as a tactical masterpiece because of the near-perfect execution of a calibrated but dangerous plan \u2014 of the same stature as Cannae, the celebrated triumph by Hannibal some 2000 years before.", "targets": "In November, after the Ulm Campaign, what city was captured by French forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb74e8b9ed44e3a8b02f15c8897dba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Ulm Campaign, French forces managed to capture Vienna in November. The fall of Vienna provided the French a huge bounty as they captured 100,000 muskets, 500 cannons, and the intact bridges across the Danube. At this critical juncture, both Tsar Alexander I and Holy Roman Emperor Francis II decided to engage Napoleon in battle, despite reservations from some of their subordinates. Napoleon sent his army north in pursuit of the Allies, but then ordered his forces to retreat so that he could feign a grave weakness. Desperate to lure the Allies into battle, Napoleon gave every indication in the days preceding the engagement that the French army was in a pitiful state, even abandoning the dominant Pratzen Heights near the village of Austerlitz. At the Battle of Austerlitz, in Moravia on 2 December, he deployed the French army below the Pratzen Heights and deliberately weakened his right flank, enticing the Allies to launch a major assault there in the hopes of rolling up the whole French line. A forced march from Vienna by Marshal Davout and his III Corps plugged the gap left by Napoleon just in time. Meanwhile, the heavy Allied deployment against the French right weakened their center on the Pratzen Heights, which was viciously attacked by the IV Corps of Marshal Soult. With the Allied center demolished, the French swept through both enemy flanks and sent the Allies fleeing chaotically, capturing thousands of prisoners in the process. The battle is often seen as a tactical masterpiece because of the near-perfect execution of a calibrated but dangerous plan \u2014 of the same stature as Cannae, the celebrated triumph by Hannibal some 2000 years before.", "targets": " How many muskets did the French capture in the fall of Vienna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb74e8b9ed44e3a8b02f15c8897dba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Ulm Campaign, French forces managed to capture Vienna in November. The fall of Vienna provided the French a huge bounty as they captured 100,000 muskets, 500 cannons, and the intact bridges across the Danube. At this critical juncture, both Tsar Alexander I and Holy Roman Emperor Francis II decided to engage Napoleon in battle, despite reservations from some of their subordinates. Napoleon sent his army north in pursuit of the Allies, but then ordered his forces to retreat so that he could feign a grave weakness. Desperate to lure the Allies into battle, Napoleon gave every indication in the days preceding the engagement that the French army was in a pitiful state, even abandoning the dominant Pratzen Heights near the village of Austerlitz. At the Battle of Austerlitz, in Moravia on 2 December, he deployed the French army below the Pratzen Heights and deliberately weakened his right flank, enticing the Allies to launch a major assault there in the hopes of rolling up the whole French line. A forced march from Vienna by Marshal Davout and his III Corps plugged the gap left by Napoleon just in time. Meanwhile, the heavy Allied deployment against the French right weakened their center on the Pratzen Heights, which was viciously attacked by the IV Corps of Marshal Soult. With the Allied center demolished, the French swept through both enemy flanks and sent the Allies fleeing chaotically, capturing thousands of prisoners in the process. The battle is often seen as a tactical masterpiece because of the near-perfect execution of a calibrated but dangerous plan \u2014 of the same stature as Cannae, the celebrated triumph by Hannibal some 2000 years before.", "targets": "How many cannons did the French capture when Vienna fell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb74e8b9ed44e3a8b02f15c8897dba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Ulm Campaign, French forces managed to capture Vienna in November. The fall of Vienna provided the French a huge bounty as they captured 100,000 muskets, 500 cannons, and the intact bridges across the Danube. At this critical juncture, both Tsar Alexander I and Holy Roman Emperor Francis II decided to engage Napoleon in battle, despite reservations from some of their subordinates. Napoleon sent his army north in pursuit of the Allies, but then ordered his forces to retreat so that he could feign a grave weakness. Desperate to lure the Allies into battle, Napoleon gave every indication in the days preceding the engagement that the French army was in a pitiful state, even abandoning the dominant Pratzen Heights near the village of Austerlitz. At the Battle of Austerlitz, in Moravia on 2 December, he deployed the French army below the Pratzen Heights and deliberately weakened his right flank, enticing the Allies to launch a major assault there in the hopes of rolling up the whole French line. A forced march from Vienna by Marshal Davout and his III Corps plugged the gap left by Napoleon just in time. Meanwhile, the heavy Allied deployment against the French right weakened their center on the Pratzen Heights, which was viciously attacked by the IV Corps of Marshal Soult. With the Allied center demolished, the French swept through both enemy flanks and sent the Allies fleeing chaotically, capturing thousands of prisoners in the process. The battle is often seen as a tactical masterpiece because of the near-perfect execution of a calibrated but dangerous plan \u2014 of the same stature as Cannae, the celebrated triumph by Hannibal some 2000 years before.", "targets": "When was the Battle of Austerlitz fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfb74e8b9ed44e3a8b02f15c8897dba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Ulm Campaign, French forces managed to capture Vienna in November. The fall of Vienna provided the French a huge bounty as they captured 100,000 muskets, 500 cannons, and the intact bridges across the Danube. At this critical juncture, both Tsar Alexander I and Holy Roman Emperor Francis II decided to engage Napoleon in battle, despite reservations from some of their subordinates. Napoleon sent his army north in pursuit of the Allies, but then ordered his forces to retreat so that he could feign a grave weakness. Desperate to lure the Allies into battle, Napoleon gave every indication in the days preceding the engagement that the French army was in a pitiful state, even abandoning the dominant Pratzen Heights near the village of Austerlitz. At the Battle of Austerlitz, in Moravia on 2 December, he deployed the French army below the Pratzen Heights and deliberately weakened his right flank, enticing the Allies to launch a major assault there in the hopes of rolling up the whole French line. A forced march from Vienna by Marshal Davout and his III Corps plugged the gap left by Napoleon just in time. Meanwhile, the heavy Allied deployment against the French right weakened their center on the Pratzen Heights, which was viciously attacked by the IV Corps of Marshal Soult. With the Allied center demolished, the French swept through both enemy flanks and sent the Allies fleeing chaotically, capturing thousands of prisoners in the process. The battle is often seen as a tactical masterpiece because of the near-perfect execution of a calibrated but dangerous plan \u2014 of the same stature as Cannae, the celebrated triumph by Hannibal some 2000 years before.", "targets": "In what country was the Battle of Austerlitz fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c36f4c5f1f444309a4ebe6e54b5986ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Written Japanese also includes a pair of syllabaries known as kana, derived by simplifying Chinese characters selected to represent syllables of Japanese. The syllabaries differ because they sometimes selected different characters for a syllable, and because they used different strategies to reduce these characters for easy writing: the angular katakana were obtained by selecting a part of each character, while hiragana were derived from the cursive forms of whole characters. Modern Japanese writing uses a composite system, using kanji for word stems, hiragana for inflexional endings and grammatical words, and katakana to transcribe non-Chinese loanwords as well as serve as a method to emphasize native words (similar to how italics are used in Romance languages).", "targets": "What also includes a pair of syllabaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c36f4c5f1f444309a4ebe6e54b5986ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Written Japanese also includes a pair of syllabaries known as kana, derived by simplifying Chinese characters selected to represent syllables of Japanese. The syllabaries differ because they sometimes selected different characters for a syllable, and because they used different strategies to reduce these characters for easy writing: the angular katakana were obtained by selecting a part of each character, while hiragana were derived from the cursive forms of whole characters. Modern Japanese writing uses a composite system, using kanji for word stems, hiragana for inflexional endings and grammatical words, and katakana to transcribe non-Chinese loanwords as well as serve as a method to emphasize native words (similar to how italics are used in Romance languages).", "targets": "Why do the syllabaries differ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c36f4c5f1f444309a4ebe6e54b5986ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Written Japanese also includes a pair of syllabaries known as kana, derived by simplifying Chinese characters selected to represent syllables of Japanese. The syllabaries differ because they sometimes selected different characters for a syllable, and because they used different strategies to reduce these characters for easy writing: the angular katakana were obtained by selecting a part of each character, while hiragana were derived from the cursive forms of whole characters. Modern Japanese writing uses a composite system, using kanji for word stems, hiragana for inflexional endings and grammatical words, and katakana to transcribe non-Chinese loanwords as well as serve as a method to emphasize native words (similar to how italics are used in Romance languages).", "targets": "What uses a composite system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207050afef234bf490045561c02fa365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where every component state of a federation possesses the same powers, we are said to find 'symmetric federalism'. Asymmetric federalism exists where states are granted different powers, or some possess greater autonomy than others do. This is often done in recognition of the existence of a distinct culture in a particular region or regions. In Spain, the Basques and Catalans, as well as the Galicians, spearheaded a historic movement to have their national specificity recognized, crystallizing in the \"historical communities\" such as Navarre, Galicia, Catalonia, and the Basque Country. They have more powers than the later expanded arrangement for other Spanish regions, or the Spain of the autonomous communities (called also the \"coffee for everyone\" arrangement), partly to deal with their separate identity and to appease peripheral nationalist leanings, partly out of respect to specific rights they had held earlier in history. However, strictly speaking Spain is not a federalism, but a decentralized administrative organization of the state.", "targets": "What does every component state of federation possess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207050afef234bf490045561c02fa365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where every component state of a federation possesses the same powers, we are said to find 'symmetric federalism'. Asymmetric federalism exists where states are granted different powers, or some possess greater autonomy than others do. This is often done in recognition of the existence of a distinct culture in a particular region or regions. In Spain, the Basques and Catalans, as well as the Galicians, spearheaded a historic movement to have their national specificity recognized, crystallizing in the \"historical communities\" such as Navarre, Galicia, Catalonia, and the Basque Country. They have more powers than the later expanded arrangement for other Spanish regions, or the Spain of the autonomous communities (called also the \"coffee for everyone\" arrangement), partly to deal with their separate identity and to appease peripheral nationalist leanings, partly out of respect to specific rights they had held earlier in history. However, strictly speaking Spain is not a federalism, but a decentralized administrative organization of the state.", "targets": "Asymmetric federalism exist when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207050afef234bf490045561c02fa365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where every component state of a federation possesses the same powers, we are said to find 'symmetric federalism'. Asymmetric federalism exists where states are granted different powers, or some possess greater autonomy than others do. This is often done in recognition of the existence of a distinct culture in a particular region or regions. In Spain, the Basques and Catalans, as well as the Galicians, spearheaded a historic movement to have their national specificity recognized, crystallizing in the \"historical communities\" such as Navarre, Galicia, Catalonia, and the Basque Country. They have more powers than the later expanded arrangement for other Spanish regions, or the Spain of the autonomous communities (called also the \"coffee for everyone\" arrangement), partly to deal with their separate identity and to appease peripheral nationalist leanings, partly out of respect to specific rights they had held earlier in history. However, strictly speaking Spain is not a federalism, but a decentralized administrative organization of the state.", "targets": "What cities in Spain are in the historic movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207050afef234bf490045561c02fa365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where every component state of a federation possesses the same powers, we are said to find 'symmetric federalism'. Asymmetric federalism exists where states are granted different powers, or some possess greater autonomy than others do. This is often done in recognition of the existence of a distinct culture in a particular region or regions. In Spain, the Basques and Catalans, as well as the Galicians, spearheaded a historic movement to have their national specificity recognized, crystallizing in the \"historical communities\" such as Navarre, Galicia, Catalonia, and the Basque Country. They have more powers than the later expanded arrangement for other Spanish regions, or the Spain of the autonomous communities (called also the \"coffee for everyone\" arrangement), partly to deal with their separate identity and to appease peripheral nationalist leanings, partly out of respect to specific rights they had held earlier in history. However, strictly speaking Spain is not a federalism, but a decentralized administrative organization of the state.", "targets": "Is Spain apart of federalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d034ede033884145ac12255b3ddbcf85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the U.S. accused Libya of orchestrating the 1986 Berlin discotheque bombing, in which two American soldiers died, Reagan decided to retaliate militarily. The Central Intelligence Agency were critical of the move, believing that Syria were a greater threat and that an attack would strengthen Gaddafi's reputation; however Libya was recognised as a \"soft target.\" Reagan was supported by the U.K. but opposed by other European allies, who argued that it would contravene international law. In Operation El Dorado Canyon, orchestrated on 15 April 1986, U.S. military planes launched a series of air-strikes on Libya, bombing military installations in various parts of the country, killing around 100 Libyans, including several civilians. One of the targets had been Gaddafi's home. Himself unharmed, two of Gaddafi's sons were injured, and he claimed that his four-year-old adopted daughter Hanna was killed, although her existence has since been questioned.  In the immediate aftermath, Gaddafi retreated to the desert to meditate, while there were sporadic clashes between Gaddafists and army officers who wanted to overthrow the government. Although the U.S. was condemned internationally, Reagan received a popularity boost at home. Publicly lambasting U.S. imperialism, Gaddafi's reputation as an anti-imperialist was strengthened both domestically and across the Arab world, and in June 1986, he ordered the names of the month to be changed in Libya.", "targets": "About how many Libyans died in Operation El Dorado Canyon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d034ede033884145ac12255b3ddbcf85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the U.S. accused Libya of orchestrating the 1986 Berlin discotheque bombing, in which two American soldiers died, Reagan decided to retaliate militarily. The Central Intelligence Agency were critical of the move, believing that Syria were a greater threat and that an attack would strengthen Gaddafi's reputation; however Libya was recognised as a \"soft target.\" Reagan was supported by the U.K. but opposed by other European allies, who argued that it would contravene international law. In Operation El Dorado Canyon, orchestrated on 15 April 1986, U.S. military planes launched a series of air-strikes on Libya, bombing military installations in various parts of the country, killing around 100 Libyans, including several civilians. One of the targets had been Gaddafi's home. Himself unharmed, two of Gaddafi's sons were injured, and he claimed that his four-year-old adopted daughter Hanna was killed, although her existence has since been questioned.  In the immediate aftermath, Gaddafi retreated to the desert to meditate, while there were sporadic clashes between Gaddafists and army officers who wanted to overthrow the government. Although the U.S. was condemned internationally, Reagan received a popularity boost at home. Publicly lambasting U.S. imperialism, Gaddafi's reputation as an anti-imperialist was strengthened both domestically and across the Arab world, and in June 1986, he ordered the names of the month to be changed in Libya.", "targets": "What terrorist attack did the United States claim Libya supported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d034ede033884145ac12255b3ddbcf85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the U.S. accused Libya of orchestrating the 1986 Berlin discotheque bombing, in which two American soldiers died, Reagan decided to retaliate militarily. The Central Intelligence Agency were critical of the move, believing that Syria were a greater threat and that an attack would strengthen Gaddafi's reputation; however Libya was recognised as a \"soft target.\" Reagan was supported by the U.K. but opposed by other European allies, who argued that it would contravene international law. In Operation El Dorado Canyon, orchestrated on 15 April 1986, U.S. military planes launched a series of air-strikes on Libya, bombing military installations in various parts of the country, killing around 100 Libyans, including several civilians. One of the targets had been Gaddafi's home. Himself unharmed, two of Gaddafi's sons were injured, and he claimed that his four-year-old adopted daughter Hanna was killed, although her existence has since been questioned.  In the immediate aftermath, Gaddafi retreated to the desert to meditate, while there were sporadic clashes between Gaddafists and army officers who wanted to overthrow the government. Although the U.S. was condemned internationally, Reagan received a popularity boost at home. Publicly lambasting U.S. imperialism, Gaddafi's reputation as an anti-imperialist was strengthened both domestically and across the Arab world, and in June 1986, he ordered the names of the month to be changed in Libya.", "targets": "How many Americans died in the Berlin disco bombing of 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d034ede033884145ac12255b3ddbcf85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the U.S. accused Libya of orchestrating the 1986 Berlin discotheque bombing, in which two American soldiers died, Reagan decided to retaliate militarily. The Central Intelligence Agency were critical of the move, believing that Syria were a greater threat and that an attack would strengthen Gaddafi's reputation; however Libya was recognised as a \"soft target.\" Reagan was supported by the U.K. but opposed by other European allies, who argued that it would contravene international law. In Operation El Dorado Canyon, orchestrated on 15 April 1986, U.S. military planes launched a series of air-strikes on Libya, bombing military installations in various parts of the country, killing around 100 Libyans, including several civilians. One of the targets had been Gaddafi's home. Himself unharmed, two of Gaddafi's sons were injured, and he claimed that his four-year-old adopted daughter Hanna was killed, although her existence has since been questioned.  In the immediate aftermath, Gaddafi retreated to the desert to meditate, while there were sporadic clashes between Gaddafists and army officers who wanted to overthrow the government. Although the U.S. was condemned internationally, Reagan received a popularity boost at home. Publicly lambasting U.S. imperialism, Gaddafi's reputation as an anti-imperialist was strengthened both domestically and across the Arab world, and in June 1986, he ordered the names of the month to be changed in Libya.", "targets": "What was the name of Gaddafi's daughter who may not have existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d034ede033884145ac12255b3ddbcf85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the U.S. accused Libya of orchestrating the 1986 Berlin discotheque bombing, in which two American soldiers died, Reagan decided to retaliate militarily. The Central Intelligence Agency were critical of the move, believing that Syria were a greater threat and that an attack would strengthen Gaddafi's reputation; however Libya was recognised as a \"soft target.\" Reagan was supported by the U.K. but opposed by other European allies, who argued that it would contravene international law. In Operation El Dorado Canyon, orchestrated on 15 April 1986, U.S. military planes launched a series of air-strikes on Libya, bombing military installations in various parts of the country, killing around 100 Libyans, including several civilians. One of the targets had been Gaddafi's home. Himself unharmed, two of Gaddafi's sons were injured, and he claimed that his four-year-old adopted daughter Hanna was killed, although her existence has since been questioned.  In the immediate aftermath, Gaddafi retreated to the desert to meditate, while there were sporadic clashes between Gaddafists and army officers who wanted to overthrow the government. Although the U.S. was condemned internationally, Reagan received a popularity boost at home. Publicly lambasting U.S. imperialism, Gaddafi's reputation as an anti-imperialist was strengthened both domestically and across the Arab world, and in June 1986, he ordered the names of the month to be changed in Libya.", "targets": "What country did the CIA believe Reagan should attack instead of Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf628855a0847b4b14750d3d61a278f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D\u00edaz administration made political decisions and took legal measures that allowed the elite throughout Mexico to concentrate the nation's wealth by favoring monopolies. During this time, two-fifths of the state's territory was divided among 17 rich families which owned practically all of the arable land in Chihuahua. The state economy grew at a rapid pace during the Porfiriato; the economy in Chihuahua was dominated by agriculture and mining. The D\u00edaz administration helped Governor Luis Terrazas by funding the Municipal Public Library in Chihuahua City and passing a federal initiative for the construction of the railroad from Chihuahua City to Ciudad J\u00faarez. By 1881, the Central Mexican Railroad was completed which connected Mexico City to Ciudad Ju\u00e1rez. In 1883 telephone lines were installed throughout the state, allowing communication between Chihuahua City and Aldama. By 1888 the telephone services were extended from the capital to the cites of Julimes, Meoqui, and Hidalgo del Parral; the telecommunication network in the state covered an estimated 3,500 kilometers. The need of laborers to construct the extensive infrastructure projects resulted in a significant Asian immigration, mostly from China. Asian immigrants soon become integral to the state economy by opening restaurants, small grocery stores, and hotels. By the end of the Terrazas term, the state experienced an increase in commerce, mining, and banking. When the banks were nationalized, Chihuahua became the most important banking state in Mexico.", "targets": "The Diaz administration allowed the elite to concentrate wealth by favoring what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf628855a0847b4b14750d3d61a278f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D\u00edaz administration made political decisions and took legal measures that allowed the elite throughout Mexico to concentrate the nation's wealth by favoring monopolies. During this time, two-fifths of the state's territory was divided among 17 rich families which owned practically all of the arable land in Chihuahua. The state economy grew at a rapid pace during the Porfiriato; the economy in Chihuahua was dominated by agriculture and mining. The D\u00edaz administration helped Governor Luis Terrazas by funding the Municipal Public Library in Chihuahua City and passing a federal initiative for the construction of the railroad from Chihuahua City to Ciudad J\u00faarez. By 1881, the Central Mexican Railroad was completed which connected Mexico City to Ciudad Ju\u00e1rez. In 1883 telephone lines were installed throughout the state, allowing communication between Chihuahua City and Aldama. By 1888 the telephone services were extended from the capital to the cites of Julimes, Meoqui, and Hidalgo del Parral; the telecommunication network in the state covered an estimated 3,500 kilometers. The need of laborers to construct the extensive infrastructure projects resulted in a significant Asian immigration, mostly from China. Asian immigrants soon become integral to the state economy by opening restaurants, small grocery stores, and hotels. By the end of the Terrazas term, the state experienced an increase in commerce, mining, and banking. When the banks were nationalized, Chihuahua became the most important banking state in Mexico.", "targets": "Two-fifths of the state's territory was divided between how many families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf628855a0847b4b14750d3d61a278f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D\u00edaz administration made political decisions and took legal measures that allowed the elite throughout Mexico to concentrate the nation's wealth by favoring monopolies. During this time, two-fifths of the state's territory was divided among 17 rich families which owned practically all of the arable land in Chihuahua. The state economy grew at a rapid pace during the Porfiriato; the economy in Chihuahua was dominated by agriculture and mining. The D\u00edaz administration helped Governor Luis Terrazas by funding the Municipal Public Library in Chihuahua City and passing a federal initiative for the construction of the railroad from Chihuahua City to Ciudad J\u00faarez. By 1881, the Central Mexican Railroad was completed which connected Mexico City to Ciudad Ju\u00e1rez. In 1883 telephone lines were installed throughout the state, allowing communication between Chihuahua City and Aldama. By 1888 the telephone services were extended from the capital to the cites of Julimes, Meoqui, and Hidalgo del Parral; the telecommunication network in the state covered an estimated 3,500 kilometers. The need of laborers to construct the extensive infrastructure projects resulted in a significant Asian immigration, mostly from China. Asian immigrants soon become integral to the state economy by opening restaurants, small grocery stores, and hotels. By the end of the Terrazas term, the state experienced an increase in commerce, mining, and banking. When the banks were nationalized, Chihuahua became the most important banking state in Mexico.", "targets": "This state grew at a rapid pace during the Porfiriato."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf628855a0847b4b14750d3d61a278f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D\u00edaz administration made political decisions and took legal measures that allowed the elite throughout Mexico to concentrate the nation's wealth by favoring monopolies. During this time, two-fifths of the state's territory was divided among 17 rich families which owned practically all of the arable land in Chihuahua. The state economy grew at a rapid pace during the Porfiriato; the economy in Chihuahua was dominated by agriculture and mining. The D\u00edaz administration helped Governor Luis Terrazas by funding the Municipal Public Library in Chihuahua City and passing a federal initiative for the construction of the railroad from Chihuahua City to Ciudad J\u00faarez. By 1881, the Central Mexican Railroad was completed which connected Mexico City to Ciudad Ju\u00e1rez. In 1883 telephone lines were installed throughout the state, allowing communication between Chihuahua City and Aldama. By 1888 the telephone services were extended from the capital to the cites of Julimes, Meoqui, and Hidalgo del Parral; the telecommunication network in the state covered an estimated 3,500 kilometers. The need of laborers to construct the extensive infrastructure projects resulted in a significant Asian immigration, mostly from China. Asian immigrants soon become integral to the state economy by opening restaurants, small grocery stores, and hotels. By the end of the Terrazas term, the state experienced an increase in commerce, mining, and banking. When the banks were nationalized, Chihuahua became the most important banking state in Mexico.", "targets": "What were installed throughout the state in 1883?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf628855a0847b4b14750d3d61a278f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D\u00edaz administration made political decisions and took legal measures that allowed the elite throughout Mexico to concentrate the nation's wealth by favoring monopolies. During this time, two-fifths of the state's territory was divided among 17 rich families which owned practically all of the arable land in Chihuahua. The state economy grew at a rapid pace during the Porfiriato; the economy in Chihuahua was dominated by agriculture and mining. The D\u00edaz administration helped Governor Luis Terrazas by funding the Municipal Public Library in Chihuahua City and passing a federal initiative for the construction of the railroad from Chihuahua City to Ciudad J\u00faarez. By 1881, the Central Mexican Railroad was completed which connected Mexico City to Ciudad Ju\u00e1rez. In 1883 telephone lines were installed throughout the state, allowing communication between Chihuahua City and Aldama. By 1888 the telephone services were extended from the capital to the cites of Julimes, Meoqui, and Hidalgo del Parral; the telecommunication network in the state covered an estimated 3,500 kilometers. The need of laborers to construct the extensive infrastructure projects resulted in a significant Asian immigration, mostly from China. Asian immigrants soon become integral to the state economy by opening restaurants, small grocery stores, and hotels. By the end of the Terrazas term, the state experienced an increase in commerce, mining, and banking. When the banks were nationalized, Chihuahua became the most important banking state in Mexico.", "targets": "Asian immigrants became integral to the state economy by opening what businesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1e38fdcafd7479daa67c7f6fc3c359f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, Mahayana Buddhists believe there are innumerable other Buddhas in other universes. A Theravada commentary says that Buddhas arise one at a time in this world element, and not at all in others. The understandings of this matter reflect widely differing interpretations of basic terms, such as \"world realm\", between the various schools of Buddhism.", "targets": "Who believes there are innumerable other Buddhas in other universes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1e38fdcafd7479daa67c7f6fc3c359f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, Mahayana Buddhists believe there are innumerable other Buddhas in other universes. A Theravada commentary says that Buddhas arise one at a time in this world element, and not at all in others. The understandings of this matter reflect widely differing interpretations of basic terms, such as \"world realm\", between the various schools of Buddhism.", "targets": "What buddhist belief says that Buddhas come one at a time and not within other eras?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7feca61e7c5343aa8d356bafd209cf0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's first political appointment was as chairman of the President's Council on Physical Fitness and Sports, on which he served from 1990 to 1993. He was nominated by George H. W. Bush, who dubbed him \"Conan the Republican\". He later served as Chairman for the California Governor's Council on Physical Fitness and Sports under Governor Pete Wilson.", "targets": "What nickname did George H.W. Bush give to Schwarzenegger?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc3d82894d7d486a8692638481b917c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All armies soon deployed AA guns often based on their smaller field pieces, notably the French 75 mm and Russian 76.2 mm, typically simply propped up on some sort of embankment to get the muzzle pointed skyward. The British Army adopted the 13-pounder quickly producing new mountings suitable for AA use, the 13-pdr QF 6 cwt Mk III was issued in 1915. It remained in service throughout the war but 18-pdr guns were lined down to take the 13-pdr shell with a larger cartridge producing the 13-pr QF 9 cwt and these proved much more satisfactory. However, in general, these ad-hoc solutions proved largely useless. With little experience in the role, no means of measuring target, range, height or speed the difficulty of observing their shell bursts relative to the target gunners proved unable to get their fuse setting correct and most rounds burst well below their targets. The exception to this rule was the guns protecting spotting balloons, in which case the altitude could be accurately measured from the length of the cable holding the balloon.", "targets": "What two guns were propped up against a hillside to get the muzzles pointed up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc3d82894d7d486a8692638481b917c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All armies soon deployed AA guns often based on their smaller field pieces, notably the French 75 mm and Russian 76.2 mm, typically simply propped up on some sort of embankment to get the muzzle pointed skyward. The British Army adopted the 13-pounder quickly producing new mountings suitable for AA use, the 13-pdr QF 6 cwt Mk III was issued in 1915. It remained in service throughout the war but 18-pdr guns were lined down to take the 13-pdr shell with a larger cartridge producing the 13-pr QF 9 cwt and these proved much more satisfactory. However, in general, these ad-hoc solutions proved largely useless. With little experience in the role, no means of measuring target, range, height or speed the difficulty of observing their shell bursts relative to the target gunners proved unable to get their fuse setting correct and most rounds burst well below their targets. The exception to this rule was the guns protecting spotting balloons, in which case the altitude could be accurately measured from the length of the cable holding the balloon.", "targets": "What anti-aircraft gun did the British Army begin to use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc3d82894d7d486a8692638481b917c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All armies soon deployed AA guns often based on their smaller field pieces, notably the French 75 mm and Russian 76.2 mm, typically simply propped up on some sort of embankment to get the muzzle pointed skyward. The British Army adopted the 13-pounder quickly producing new mountings suitable for AA use, the 13-pdr QF 6 cwt Mk III was issued in 1915. It remained in service throughout the war but 18-pdr guns were lined down to take the 13-pdr shell with a larger cartridge producing the 13-pr QF 9 cwt and these proved much more satisfactory. However, in general, these ad-hoc solutions proved largely useless. With little experience in the role, no means of measuring target, range, height or speed the difficulty of observing their shell bursts relative to the target gunners proved unable to get their fuse setting correct and most rounds burst well below their targets. The exception to this rule was the guns protecting spotting balloons, in which case the altitude could be accurately measured from the length of the cable holding the balloon.", "targets": "What gun size was relined to take 13-pounder shells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc3d82894d7d486a8692638481b917c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All armies soon deployed AA guns often based on their smaller field pieces, notably the French 75 mm and Russian 76.2 mm, typically simply propped up on some sort of embankment to get the muzzle pointed skyward. The British Army adopted the 13-pounder quickly producing new mountings suitable for AA use, the 13-pdr QF 6 cwt Mk III was issued in 1915. It remained in service throughout the war but 18-pdr guns were lined down to take the 13-pdr shell with a larger cartridge producing the 13-pr QF 9 cwt and these proved much more satisfactory. However, in general, these ad-hoc solutions proved largely useless. With little experience in the role, no means of measuring target, range, height or speed the difficulty of observing their shell bursts relative to the target gunners proved unable to get their fuse setting correct and most rounds burst well below their targets. The exception to this rule was the guns protecting spotting balloons, in which case the altitude could be accurately measured from the length of the cable holding the balloon.", "targets": "What was difficult to get set right on the new guns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc3d82894d7d486a8692638481b917c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All armies soon deployed AA guns often based on their smaller field pieces, notably the French 75 mm and Russian 76.2 mm, typically simply propped up on some sort of embankment to get the muzzle pointed skyward. The British Army adopted the 13-pounder quickly producing new mountings suitable for AA use, the 13-pdr QF 6 cwt Mk III was issued in 1915. It remained in service throughout the war but 18-pdr guns were lined down to take the 13-pdr shell with a larger cartridge producing the 13-pr QF 9 cwt and these proved much more satisfactory. However, in general, these ad-hoc solutions proved largely useless. With little experience in the role, no means of measuring target, range, height or speed the difficulty of observing their shell bursts relative to the target gunners proved unable to get their fuse setting correct and most rounds burst well below their targets. The exception to this rule was the guns protecting spotting balloons, in which case the altitude could be accurately measured from the length of the cable holding the balloon.", "targets": "Where did most rounds shot at aircraft usually explode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ef545e42e945879af1dba60420d0dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nitrogen fixing Rhizobia are an interesting case, wherein conjugative elements naturally engage in inter-kingdom conjugation. Such elements as the Agrobacterium Ti or Ri plasmids contain elements that can transfer to plant cells. Transferred genes enter the plant cell nucleus and effectively transform the plant cells into factories for the production of opines, which the bacteria use as carbon and energy sources. Infected plant cells form crown gall or root tumors. The Ti and Ri plasmids are thus endosymbionts of the bacteria, which are in turn endosymbionts (or parasites) of the infected plant.", "targets": "What elements can transfer to plant cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ef545e42e945879af1dba60420d0dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nitrogen fixing Rhizobia are an interesting case, wherein conjugative elements naturally engage in inter-kingdom conjugation. Such elements as the Agrobacterium Ti or Ri plasmids contain elements that can transfer to plant cells. Transferred genes enter the plant cell nucleus and effectively transform the plant cells into factories for the production of opines, which the bacteria use as carbon and energy sources. Infected plant cells form crown gall or root tumors. The Ti and Ri plasmids are thus endosymbionts of the bacteria, which are in turn endosymbionts (or parasites) of the infected plant.", "targets": "Where do transferred genes enter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ef545e42e945879af1dba60420d0dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nitrogen fixing Rhizobia are an interesting case, wherein conjugative elements naturally engage in inter-kingdom conjugation. Such elements as the Agrobacterium Ti or Ri plasmids contain elements that can transfer to plant cells. Transferred genes enter the plant cell nucleus and effectively transform the plant cells into factories for the production of opines, which the bacteria use as carbon and energy sources. Infected plant cells form crown gall or root tumors. The Ti and Ri plasmids are thus endosymbionts of the bacteria, which are in turn endosymbionts (or parasites) of the infected plant.", "targets": "What do bacteria use as carbon and energy sources?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ef545e42e945879af1dba60420d0dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nitrogen fixing Rhizobia are an interesting case, wherein conjugative elements naturally engage in inter-kingdom conjugation. Such elements as the Agrobacterium Ti or Ri plasmids contain elements that can transfer to plant cells. Transferred genes enter the plant cell nucleus and effectively transform the plant cells into factories for the production of opines, which the bacteria use as carbon and energy sources. Infected plant cells form crown gall or root tumors. The Ti and Ri plasmids are thus endosymbionts of the bacteria, which are in turn endosymbionts (or parasites) of the infected plant.", "targets": "What happens to infected plant cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ef545e42e945879af1dba60420d0dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nitrogen fixing Rhizobia are an interesting case, wherein conjugative elements naturally engage in inter-kingdom conjugation. Such elements as the Agrobacterium Ti or Ri plasmids contain elements that can transfer to plant cells. Transferred genes enter the plant cell nucleus and effectively transform the plant cells into factories for the production of opines, which the bacteria use as carbon and energy sources. Infected plant cells form crown gall or root tumors. The Ti and Ri plasmids are thus endosymbionts of the bacteria, which are in turn endosymbionts (or parasites) of the infected plant.", "targets": "What are endosymbionts of the bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c13f17914d4a86be4570dab00d1957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th century, systems of plant identification were developed comparable to dichotomous keys, where unidentified plants are placed into taxonomic groups (e.g. family, genus and species) by making a series of choices between pairs of characters. The choice and sequence of the characters may be artificial in keys designed purely for identification (diagnostic keys) or more closely related to the natural or phyletic order of the taxa in synoptic keys. By the 18th century, new plants for study were arriving in Europe in increasing numbers from newly discovered countries and the European colonies worldwide. In 1753 Carl von Linn\u00e9 (Carl Linnaeus) published his Species Plantarum, a hierarchical classification of plant species that remains the reference point for modern botanical nomenclature. This established a standardised binomial or two-part naming scheme where the first name represented the genus and the second identified the species within the genus. For the purposes of identification, Linnaeus's Systema Sexuale classified plants into 24 groups according to the number of their male sexual organs. The 24th group, Cryptogamia, included all plants with concealed reproductive parts, mosses, liverworts, ferns, algae and fungi.", "targets": "What is the meaning of dichotomous keys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c13f17914d4a86be4570dab00d1957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th century, systems of plant identification were developed comparable to dichotomous keys, where unidentified plants are placed into taxonomic groups (e.g. family, genus and species) by making a series of choices between pairs of characters. The choice and sequence of the characters may be artificial in keys designed purely for identification (diagnostic keys) or more closely related to the natural or phyletic order of the taxa in synoptic keys. By the 18th century, new plants for study were arriving in Europe in increasing numbers from newly discovered countries and the European colonies worldwide. In 1753 Carl von Linn\u00e9 (Carl Linnaeus) published his Species Plantarum, a hierarchical classification of plant species that remains the reference point for modern botanical nomenclature. This established a standardised binomial or two-part naming scheme where the first name represented the genus and the second identified the species within the genus. For the purposes of identification, Linnaeus's Systema Sexuale classified plants into 24 groups according to the number of their male sexual organs. The 24th group, Cryptogamia, included all plants with concealed reproductive parts, mosses, liverworts, ferns, algae and fungi.", "targets": "What is the term for keys used for identification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c13f17914d4a86be4570dab00d1957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th century, systems of plant identification were developed comparable to dichotomous keys, where unidentified plants are placed into taxonomic groups (e.g. family, genus and species) by making a series of choices between pairs of characters. The choice and sequence of the characters may be artificial in keys designed purely for identification (diagnostic keys) or more closely related to the natural or phyletic order of the taxa in synoptic keys. By the 18th century, new plants for study were arriving in Europe in increasing numbers from newly discovered countries and the European colonies worldwide. In 1753 Carl von Linn\u00e9 (Carl Linnaeus) published his Species Plantarum, a hierarchical classification of plant species that remains the reference point for modern botanical nomenclature. This established a standardised binomial or two-part naming scheme where the first name represented the genus and the second identified the species within the genus. For the purposes of identification, Linnaeus's Systema Sexuale classified plants into 24 groups according to the number of their male sexual organs. The 24th group, Cryptogamia, included all plants with concealed reproductive parts, mosses, liverworts, ferns, algae and fungi.", "targets": "Why were new plants arriving in Europe in the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c13f17914d4a86be4570dab00d1957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th century, systems of plant identification were developed comparable to dichotomous keys, where unidentified plants are placed into taxonomic groups (e.g. family, genus and species) by making a series of choices between pairs of characters. The choice and sequence of the characters may be artificial in keys designed purely for identification (diagnostic keys) or more closely related to the natural or phyletic order of the taxa in synoptic keys. By the 18th century, new plants for study were arriving in Europe in increasing numbers from newly discovered countries and the European colonies worldwide. In 1753 Carl von Linn\u00e9 (Carl Linnaeus) published his Species Plantarum, a hierarchical classification of plant species that remains the reference point for modern botanical nomenclature. This established a standardised binomial or two-part naming scheme where the first name represented the genus and the second identified the species within the genus. For the purposes of identification, Linnaeus's Systema Sexuale classified plants into 24 groups according to the number of their male sexual organs. The 24th group, Cryptogamia, included all plants with concealed reproductive parts, mosses, liverworts, ferns, algae and fungi.", "targets": "What book is still used for nomenclature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c13f17914d4a86be4570dab00d1957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 18th century, systems of plant identification were developed comparable to dichotomous keys, where unidentified plants are placed into taxonomic groups (e.g. family, genus and species) by making a series of choices between pairs of characters. The choice and sequence of the characters may be artificial in keys designed purely for identification (diagnostic keys) or more closely related to the natural or phyletic order of the taxa in synoptic keys. By the 18th century, new plants for study were arriving in Europe in increasing numbers from newly discovered countries and the European colonies worldwide. In 1753 Carl von Linn\u00e9 (Carl Linnaeus) published his Species Plantarum, a hierarchical classification of plant species that remains the reference point for modern botanical nomenclature. This established a standardised binomial or two-part naming scheme where the first name represented the genus and the second identified the species within the genus. For the purposes of identification, Linnaeus's Systema Sexuale classified plants into 24 groups according to the number of their male sexual organs. The 24th group, Cryptogamia, included all plants with concealed reproductive parts, mosses, liverworts, ferns, algae and fungi.", "targets": "How are the plants classified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab22d251f6a4941a38186cafcaab0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, ABC's average viewership declined by ten ratings points, landing the network in fourth place, behind NBC, CBS and Fox (by the following year, the combined season-ending average audience share of ABC, NBC and CBS represented only 32% of U.S. households). However, during the 2004\u201305 season, the network experienced unexpected success with new series such as Desperate Housewives, Lost and Grey's Anatomy as well as reality series Dancing with the Stars, which helped ABC rise to second place, jumping ahead of CBS, but behind a surging Fox. On April 21, 2004, Disney announced a restructuring of its Disney Media Networks division with Anne Sweeney being named president of ABC parent Disney\u2013ABC Television Group, and ESPN president George Bodenheimer becoming co-CEO of the division with Sweeney, as well as president of ABC Sports. On December 7, 2005, ABC Sports and ESPN signed an eight-year broadcast rights agreement with NASCAR, allowing ABC and ESPN to broadcast 17 Nextel Cup races each season (comprising just over half of the 36 races held annually) effective with the 2006 season.", "targets": "In what year did ABC's viewership end in 4th place behind the other major networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab22d251f6a4941a38186cafcaab0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, ABC's average viewership declined by ten ratings points, landing the network in fourth place, behind NBC, CBS and Fox (by the following year, the combined season-ending average audience share of ABC, NBC and CBS represented only 32% of U.S. households). However, during the 2004\u201305 season, the network experienced unexpected success with new series such as Desperate Housewives, Lost and Grey's Anatomy as well as reality series Dancing with the Stars, which helped ABC rise to second place, jumping ahead of CBS, but behind a surging Fox. On April 21, 2004, Disney announced a restructuring of its Disney Media Networks division with Anne Sweeney being named president of ABC parent Disney\u2013ABC Television Group, and ESPN president George Bodenheimer becoming co-CEO of the division with Sweeney, as well as president of ABC Sports. On December 7, 2005, ABC Sports and ESPN signed an eight-year broadcast rights agreement with NASCAR, allowing ABC and ESPN to broadcast 17 Nextel Cup races each season (comprising just over half of the 36 races held annually) effective with the 2006 season.", "targets": "What new Medical Drama helped ABC jump to second place in the ratings during the 2004-2005 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab22d251f6a4941a38186cafcaab0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, ABC's average viewership declined by ten ratings points, landing the network in fourth place, behind NBC, CBS and Fox (by the following year, the combined season-ending average audience share of ABC, NBC and CBS represented only 32% of U.S. households). However, during the 2004\u201305 season, the network experienced unexpected success with new series such as Desperate Housewives, Lost and Grey's Anatomy as well as reality series Dancing with the Stars, which helped ABC rise to second place, jumping ahead of CBS, but behind a surging Fox. On April 21, 2004, Disney announced a restructuring of its Disney Media Networks division with Anne Sweeney being named president of ABC parent Disney\u2013ABC Television Group, and ESPN president George Bodenheimer becoming co-CEO of the division with Sweeney, as well as president of ABC Sports. On December 7, 2005, ABC Sports and ESPN signed an eight-year broadcast rights agreement with NASCAR, allowing ABC and ESPN to broadcast 17 Nextel Cup races each season (comprising just over half of the 36 races held annually) effective with the 2006 season.", "targets": "Who was named president of Disney-ABC television group in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab22d251f6a4941a38186cafcaab0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, ABC's average viewership declined by ten ratings points, landing the network in fourth place, behind NBC, CBS and Fox (by the following year, the combined season-ending average audience share of ABC, NBC and CBS represented only 32% of U.S. households). However, during the 2004\u201305 season, the network experienced unexpected success with new series such as Desperate Housewives, Lost and Grey's Anatomy as well as reality series Dancing with the Stars, which helped ABC rise to second place, jumping ahead of CBS, but behind a surging Fox. On April 21, 2004, Disney announced a restructuring of its Disney Media Networks division with Anne Sweeney being named president of ABC parent Disney\u2013ABC Television Group, and ESPN president George Bodenheimer becoming co-CEO of the division with Sweeney, as well as president of ABC Sports. On December 7, 2005, ABC Sports and ESPN signed an eight-year broadcast rights agreement with NASCAR, allowing ABC and ESPN to broadcast 17 Nextel Cup races each season (comprising just over half of the 36 races held annually) effective with the 2006 season.", "targets": "Who did ESPN and ABC sign an eight year deal with in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-943566bba08e42049db265a5f8ac7bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern evolutionary theory continues to develop. Darwin's theory of evolution by natural selection, with its tree-like model of branching common descent, has become the unifying theory of the life sciences. The theory explains the diversity of living organisms and their adaptation to the environment. It makes sense of the geologic record, biogeography, parallels in embryonic development, biological homologies, vestigiality, cladistics, phylogenetics and other fields, with unrivalled explanatory power; it has also become essential to applied sciences such as medicine and agriculture. Despite the scientific consensus, a religion-based political controversy has developed over how evolution is taught in schools, especially in the United States.", "targets": "What branching common descent theory has become the most unifying one of the life sciences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-943566bba08e42049db265a5f8ac7bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern evolutionary theory continues to develop. Darwin's theory of evolution by natural selection, with its tree-like model of branching common descent, has become the unifying theory of the life sciences. The theory explains the diversity of living organisms and their adaptation to the environment. It makes sense of the geologic record, biogeography, parallels in embryonic development, biological homologies, vestigiality, cladistics, phylogenetics and other fields, with unrivalled explanatory power; it has also become essential to applied sciences such as medicine and agriculture. Despite the scientific consensus, a religion-based political controversy has developed over how evolution is taught in schools, especially in the United States.", "targets": "What does the theory of evolution explain about living organisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-943566bba08e42049db265a5f8ac7bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern evolutionary theory continues to develop. Darwin's theory of evolution by natural selection, with its tree-like model of branching common descent, has become the unifying theory of the life sciences. The theory explains the diversity of living organisms and their adaptation to the environment. It makes sense of the geologic record, biogeography, parallels in embryonic development, biological homologies, vestigiality, cladistics, phylogenetics and other fields, with unrivalled explanatory power; it has also become essential to applied sciences such as medicine and agriculture. Despite the scientific consensus, a religion-based political controversy has developed over how evolution is taught in schools, especially in the United States.", "targets": "In what fields has Darwin's theory of evolution become particularly essential?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-943566bba08e42049db265a5f8ac7bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern evolutionary theory continues to develop. Darwin's theory of evolution by natural selection, with its tree-like model of branching common descent, has become the unifying theory of the life sciences. The theory explains the diversity of living organisms and their adaptation to the environment. It makes sense of the geologic record, biogeography, parallels in embryonic development, biological homologies, vestigiality, cladistics, phylogenetics and other fields, with unrivalled explanatory power; it has also become essential to applied sciences such as medicine and agriculture. Despite the scientific consensus, a religion-based political controversy has developed over how evolution is taught in schools, especially in the United States.", "targets": "What kind of controversy has begun within school systems about Darwin's theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43c8805952ae4f7ea1fd5fee80ff9008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AAA battalions were also used to help suppress ground targets. Their larger 90 mm M3 gun would prove, as did the eighty-eight, to make an excellent anti-tank gun as well, and was widely used late in the war in this role. Also available to the Americans at the start of the war was the 120 mm M1 gun stratosphere gun, which was the most powerful AA gun with an impressive 60,000 ft (18 km) altitude capability. No 120 M1 was ever fired at an enemy aircraft. The 90 mm and 120 mm guns would continue to be used into the 1950s.", "targets": "What was also utilized to control ground targets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43c8805952ae4f7ea1fd5fee80ff9008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AAA battalions were also used to help suppress ground targets. Their larger 90 mm M3 gun would prove, as did the eighty-eight, to make an excellent anti-tank gun as well, and was widely used late in the war in this role. Also available to the Americans at the start of the war was the 120 mm M1 gun stratosphere gun, which was the most powerful AA gun with an impressive 60,000 ft (18 km) altitude capability. No 120 M1 was ever fired at an enemy aircraft. The 90 mm and 120 mm guns would continue to be used into the 1950s.", "targets": "Along with the 88, what other AAA battalion gun made a good anti-tank weapon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43c8805952ae4f7ea1fd5fee80ff9008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AAA battalions were also used to help suppress ground targets. Their larger 90 mm M3 gun would prove, as did the eighty-eight, to make an excellent anti-tank gun as well, and was widely used late in the war in this role. Also available to the Americans at the start of the war was the 120 mm M1 gun stratosphere gun, which was the most powerful AA gun with an impressive 60,000 ft (18 km) altitude capability. No 120 M1 was ever fired at an enemy aircraft. The 90 mm and 120 mm guns would continue to be used into the 1950s.", "targets": "What did the Americans use at the beginning of the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43c8805952ae4f7ea1fd5fee80ff9008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AAA battalions were also used to help suppress ground targets. Their larger 90 mm M3 gun would prove, as did the eighty-eight, to make an excellent anti-tank gun as well, and was widely used late in the war in this role. Also available to the Americans at the start of the war was the 120 mm M1 gun stratosphere gun, which was the most powerful AA gun with an impressive 60,000 ft (18 km) altitude capability. No 120 M1 was ever fired at an enemy aircraft. The 90 mm and 120 mm guns would continue to be used into the 1950s.", "targets": "What was the altitude range in feet of the stratosphere gun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43c8805952ae4f7ea1fd5fee80ff9008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AAA battalions were also used to help suppress ground targets. Their larger 90 mm M3 gun would prove, as did the eighty-eight, to make an excellent anti-tank gun as well, and was widely used late in the war in this role. Also available to the Americans at the start of the war was the 120 mm M1 gun stratosphere gun, which was the most powerful AA gun with an impressive 60,000 ft (18 km) altitude capability. No 120 M1 was ever fired at an enemy aircraft. The 90 mm and 120 mm guns would continue to be used into the 1950s.", "targets": "What decade were the 90 and 120 millimeter guns used until?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d36cb53a24194380aae9f3c1c3d29ecc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technically, all these coins are still legal tender at face value, though some are far more valuable today for their numismatic value, and for gold and silver coins, their precious metal value. From 1965 to 1970 the Kennedy half dollar was the only circulating coin with any silver content, which was removed in 1971 and replaced with cupronickel. However, since 1992, the U.S. Mint has produced special Silver Proof Sets in addition to the regular yearly proof sets with silver dimes, quarters, and half dollars in place of the standard copper-nickel versions. In addition, an experimental $4.00 (Stella) coin was also minted in 1879, but never placed into circulation, and is properly considered to be a pattern rather than an actual coin denomination.", "targets": "What are gold and silver coins valuable for now adays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d36cb53a24194380aae9f3c1c3d29ecc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technically, all these coins are still legal tender at face value, though some are far more valuable today for their numismatic value, and for gold and silver coins, their precious metal value. From 1965 to 1970 the Kennedy half dollar was the only circulating coin with any silver content, which was removed in 1971 and replaced with cupronickel. However, since 1992, the U.S. Mint has produced special Silver Proof Sets in addition to the regular yearly proof sets with silver dimes, quarters, and half dollars in place of the standard copper-nickel versions. In addition, an experimental $4.00 (Stella) coin was also minted in 1879, but never placed into circulation, and is properly considered to be a pattern rather than an actual coin denomination.", "targets": "What are non primarily gold and silver coins valuable for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d36cb53a24194380aae9f3c1c3d29ecc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technically, all these coins are still legal tender at face value, though some are far more valuable today for their numismatic value, and for gold and silver coins, their precious metal value. From 1965 to 1970 the Kennedy half dollar was the only circulating coin with any silver content, which was removed in 1971 and replaced with cupronickel. However, since 1992, the U.S. Mint has produced special Silver Proof Sets in addition to the regular yearly proof sets with silver dimes, quarters, and half dollars in place of the standard copper-nickel versions. In addition, an experimental $4.00 (Stella) coin was also minted in 1879, but never placed into circulation, and is properly considered to be a pattern rather than an actual coin denomination.", "targets": "What was the only coin with any silver content in circulation from 1965 to 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d36cb53a24194380aae9f3c1c3d29ecc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technically, all these coins are still legal tender at face value, though some are far more valuable today for their numismatic value, and for gold and silver coins, their precious metal value. From 1965 to 1970 the Kennedy half dollar was the only circulating coin with any silver content, which was removed in 1971 and replaced with cupronickel. However, since 1992, the U.S. Mint has produced special Silver Proof Sets in addition to the regular yearly proof sets with silver dimes, quarters, and half dollars in place of the standard copper-nickel versions. In addition, an experimental $4.00 (Stella) coin was also minted in 1879, but never placed into circulation, and is properly considered to be a pattern rather than an actual coin denomination.", "targets": "What was the Kennedy half dollar replaced with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d36cb53a24194380aae9f3c1c3d29ecc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technically, all these coins are still legal tender at face value, though some are far more valuable today for their numismatic value, and for gold and silver coins, their precious metal value. From 1965 to 1970 the Kennedy half dollar was the only circulating coin with any silver content, which was removed in 1971 and replaced with cupronickel. However, since 1992, the U.S. Mint has produced special Silver Proof Sets in addition to the regular yearly proof sets with silver dimes, quarters, and half dollars in place of the standard copper-nickel versions. In addition, an experimental $4.00 (Stella) coin was also minted in 1879, but never placed into circulation, and is properly considered to be a pattern rather than an actual coin denomination.", "targets": "How much was the experimental Stella coin valued at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399250c370214b58a506691833799f01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern day physicists and science writers\u2014such as Paul Davies and John Gribbin\u2014have argued that materialism has been disproven by certain scientific findings in physics, such as quantum mechanics and chaos theory. In 1991, Gribbin and Davies released their book The Matter Myth, the first chapter of which, \"The Death of Materialism\", contained the following passage:", "targets": "What are some of the findings that support their argument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399250c370214b58a506691833799f01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern day physicists and science writers\u2014such as Paul Davies and John Gribbin\u2014have argued that materialism has been disproven by certain scientific findings in physics, such as quantum mechanics and chaos theory. In 1991, Gribbin and Davies released their book The Matter Myth, the first chapter of which, \"The Death of Materialism\", contained the following passage:", "targets": "What is the name of the 1991 book by Paul Davies and John Gribbins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18a1dc81d65c4063a5eebdbe972bb05b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peaceful introduction of Islam in the early medieval era of Somalia's history brought Islamic architectural influences from Arabia and Persia. This had the effect of stimulating a shift in construction from drystone and other related materials to coral stone, sundried bricks, and the widespread use of limestone in Somali architecture. Many of the new architectural designs, such as mosques, were built on the ruins of older structures. This practice would continue over and over again throughout the following centuries.", "targets": "During what period was the Muslim faith introduced to Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18a1dc81d65c4063a5eebdbe972bb05b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peaceful introduction of Islam in the early medieval era of Somalia's history brought Islamic architectural influences from Arabia and Persia. This had the effect of stimulating a shift in construction from drystone and other related materials to coral stone, sundried bricks, and the widespread use of limestone in Somali architecture. Many of the new architectural designs, such as mosques, were built on the ruins of older structures. This practice would continue over and over again throughout the following centuries.", "targets": "Along with Arabian influences, where did architectural influences come from in the medieval period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18a1dc81d65c4063a5eebdbe972bb05b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peaceful introduction of Islam in the early medieval era of Somalia's history brought Islamic architectural influences from Arabia and Persia. This had the effect of stimulating a shift in construction from drystone and other related materials to coral stone, sundried bricks, and the widespread use of limestone in Somali architecture. Many of the new architectural designs, such as mosques, were built on the ruins of older structures. This practice would continue over and over again throughout the following centuries.", "targets": "In the medieval period, what buildings were notably built atop older ruins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18a1dc81d65c4063a5eebdbe972bb05b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peaceful introduction of Islam in the early medieval era of Somalia's history brought Islamic architectural influences from Arabia and Persia. This had the effect of stimulating a shift in construction from drystone and other related materials to coral stone, sundried bricks, and the widespread use of limestone in Somali architecture. Many of the new architectural designs, such as mosques, were built on the ruins of older structures. This practice would continue over and over again throughout the following centuries.", "targets": "Along with sundried bricks and coral stone, what construction material was widely used after the introduction of Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18a1dc81d65c4063a5eebdbe972bb05b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peaceful introduction of Islam in the early medieval era of Somalia's history brought Islamic architectural influences from Arabia and Persia. This had the effect of stimulating a shift in construction from drystone and other related materials to coral stone, sundried bricks, and the widespread use of limestone in Somali architecture. Many of the new architectural designs, such as mosques, were built on the ruins of older structures. This practice would continue over and over again throughout the following centuries.", "targets": "Before Islam was introduced, what was a common building material in Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-406fa2e6cd34429594ddd3ccb26e81ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later in life, Tesla made claims concerning a \"teleforce\" weapon after studying the Van de Graaff generator. The press variably referred to it as a \"peace ray\" or death ray. Tesla described the weapon as capable of being used against ground-based infantry or for anti-aircraft purposes.", "targets": "What kind of weapon did Tesla talk about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-406fa2e6cd34429594ddd3ccb26e81ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later in life, Tesla made claims concerning a \"teleforce\" weapon after studying the Van de Graaff generator. The press variably referred to it as a \"peace ray\" or death ray. Tesla described the weapon as capable of being used against ground-based infantry or for anti-aircraft purposes.", "targets": "What was he studying that gave him the teleforce weapon idea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-406fa2e6cd34429594ddd3ccb26e81ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later in life, Tesla made claims concerning a \"teleforce\" weapon after studying the Van de Graaff generator. The press variably referred to it as a \"peace ray\" or death ray. Tesla described the weapon as capable of being used against ground-based infantry or for anti-aircraft purposes.", "targets": "What ground based group did Tesla think the weapon could be used on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-406fa2e6cd34429594ddd3ccb26e81ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later in life, Tesla made claims concerning a \"teleforce\" weapon after studying the Van de Graaff generator. The press variably referred to it as a \"peace ray\" or death ray. Tesla described the weapon as capable of being used against ground-based infantry or for anti-aircraft purposes.", "targets": "What was another use for the weapon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-406fa2e6cd34429594ddd3ccb26e81ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later in life, Tesla made claims concerning a \"teleforce\" weapon after studying the Van de Graaff generator. The press variably referred to it as a \"peace ray\" or death ray. Tesla described the weapon as capable of being used against ground-based infantry or for anti-aircraft purposes.", "targets": "Other than a peace-ray, what did reporters call the weapon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e1751d8e81415f919f4e631f1645d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The superior god of Oeselians as described by Henry of Latvia was called Tharapita. According to the legend in the chronicle Tharapita was born on a forested mountain in Virumaa (Latin: Vironia), mainland Estonia from where he flew to Oesel, Saaremaa The name Taarapita has been interpreted as \"Taara, help!\"/\"Thor, help!\" (Taara a(v)ita in Estonian) or \"Taara keeper\"/\"Thor keeper\" (Taara pidaja) Taara is associated with the Scandinavian god Thor. The story of Tharapita's or Taara's flight from Vironia to Saaremaa has been associated with a major meteor disaster estimated to have happened in 660 \u00b1 85 BC that formed Kaali crater in Saaremaa.", "targets": "What god did the Oeselians worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e1751d8e81415f919f4e631f1645d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The superior god of Oeselians as described by Henry of Latvia was called Tharapita. According to the legend in the chronicle Tharapita was born on a forested mountain in Virumaa (Latin: Vironia), mainland Estonia from where he flew to Oesel, Saaremaa The name Taarapita has been interpreted as \"Taara, help!\"/\"Thor, help!\" (Taara a(v)ita in Estonian) or \"Taara keeper\"/\"Thor keeper\" (Taara pidaja) Taara is associated with the Scandinavian god Thor. The story of Tharapita's or Taara's flight from Vironia to Saaremaa has been associated with a major meteor disaster estimated to have happened in 660 \u00b1 85 BC that formed Kaali crater in Saaremaa.", "targets": "Who described Tharapita?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e1751d8e81415f919f4e631f1645d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The superior god of Oeselians as described by Henry of Latvia was called Tharapita. According to the legend in the chronicle Tharapita was born on a forested mountain in Virumaa (Latin: Vironia), mainland Estonia from where he flew to Oesel, Saaremaa The name Taarapita has been interpreted as \"Taara, help!\"/\"Thor, help!\" (Taara a(v)ita in Estonian) or \"Taara keeper\"/\"Thor keeper\" (Taara pidaja) Taara is associated with the Scandinavian god Thor. The story of Tharapita's or Taara's flight from Vironia to Saaremaa has been associated with a major meteor disaster estimated to have happened in 660 \u00b1 85 BC that formed Kaali crater in Saaremaa.", "targets": "Where was Tharapita born in his legend story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e1751d8e81415f919f4e631f1645d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The superior god of Oeselians as described by Henry of Latvia was called Tharapita. According to the legend in the chronicle Tharapita was born on a forested mountain in Virumaa (Latin: Vironia), mainland Estonia from where he flew to Oesel, Saaremaa The name Taarapita has been interpreted as \"Taara, help!\"/\"Thor, help!\" (Taara a(v)ita in Estonian) or \"Taara keeper\"/\"Thor keeper\" (Taara pidaja) Taara is associated with the Scandinavian god Thor. The story of Tharapita's or Taara's flight from Vironia to Saaremaa has been associated with a major meteor disaster estimated to have happened in 660 \u00b1 85 BC that formed Kaali crater in Saaremaa.", "targets": "What famous Viking God is associated with Tharapita?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e1751d8e81415f919f4e631f1645d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The superior god of Oeselians as described by Henry of Latvia was called Tharapita. According to the legend in the chronicle Tharapita was born on a forested mountain in Virumaa (Latin: Vironia), mainland Estonia from where he flew to Oesel, Saaremaa The name Taarapita has been interpreted as \"Taara, help!\"/\"Thor, help!\" (Taara a(v)ita in Estonian) or \"Taara keeper\"/\"Thor keeper\" (Taara pidaja) Taara is associated with the Scandinavian god Thor. The story of Tharapita's or Taara's flight from Vironia to Saaremaa has been associated with a major meteor disaster estimated to have happened in 660 \u00b1 85 BC that formed Kaali crater in Saaremaa.", "targets": "What event formed a crater in Saaremaa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d331a34c02a8452fab7f6f48820de5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, Charles Taze Russell and others formed a group in Pittsburgh, Pennsylvania, to study the Bible. During the course of his ministry, Russell disputed many beliefs of mainstream Christianity including immortality of the soul, hellfire, predestination, the fleshly return of Jesus Christ, the Trinity, and the burning up of the world. In 1876, Russell met Nelson H. Barbour; later that year they jointly produced the book Three Worlds, which combined restitutionist views with end time prophecy. The book taught that God's dealings with humanity were divided dispensationally, each ending with a \"harvest,\" that Christ had returned as an invisible spirit being in 1874 inaugurating the \"harvest of the Gospel age,\" and that 1914 would mark the end of a 2520-year period called \"the Gentile Times,\" at which time world society would be replaced by the full establishment of God's kingdom on earth. Beginning in 1878 Russell and Barbour jointly edited a religious journal, Herald of the Morning. In June 1879 the two split over doctrinal differences, and in July, Russell began publishing the magazine Zion's Watch Tower and Herald of Christ's Presence, stating that its purpose was to demonstrate that the world was in \"the last days,\" and that a new age of earthly and human restitution under the reign of Christ was imminent.", "targets": "When did Charles Taze Russell form a group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d331a34c02a8452fab7f6f48820de5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, Charles Taze Russell and others formed a group in Pittsburgh, Pennsylvania, to study the Bible. During the course of his ministry, Russell disputed many beliefs of mainstream Christianity including immortality of the soul, hellfire, predestination, the fleshly return of Jesus Christ, the Trinity, and the burning up of the world. In 1876, Russell met Nelson H. Barbour; later that year they jointly produced the book Three Worlds, which combined restitutionist views with end time prophecy. The book taught that God's dealings with humanity were divided dispensationally, each ending with a \"harvest,\" that Christ had returned as an invisible spirit being in 1874 inaugurating the \"harvest of the Gospel age,\" and that 1914 would mark the end of a 2520-year period called \"the Gentile Times,\" at which time world society would be replaced by the full establishment of God's kingdom on earth. Beginning in 1878 Russell and Barbour jointly edited a religious journal, Herald of the Morning. In June 1879 the two split over doctrinal differences, and in July, Russell began publishing the magazine Zion's Watch Tower and Herald of Christ's Presence, stating that its purpose was to demonstrate that the world was in \"the last days,\" and that a new age of earthly and human restitution under the reign of Christ was imminent.", "targets": "Where did Russell and others form their group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d331a34c02a8452fab7f6f48820de5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, Charles Taze Russell and others formed a group in Pittsburgh, Pennsylvania, to study the Bible. During the course of his ministry, Russell disputed many beliefs of mainstream Christianity including immortality of the soul, hellfire, predestination, the fleshly return of Jesus Christ, the Trinity, and the burning up of the world. In 1876, Russell met Nelson H. Barbour; later that year they jointly produced the book Three Worlds, which combined restitutionist views with end time prophecy. The book taught that God's dealings with humanity were divided dispensationally, each ending with a \"harvest,\" that Christ had returned as an invisible spirit being in 1874 inaugurating the \"harvest of the Gospel age,\" and that 1914 would mark the end of a 2520-year period called \"the Gentile Times,\" at which time world society would be replaced by the full establishment of God's kingdom on earth. Beginning in 1878 Russell and Barbour jointly edited a religious journal, Herald of the Morning. In June 1879 the two split over doctrinal differences, and in July, Russell began publishing the magazine Zion's Watch Tower and Herald of Christ's Presence, stating that its purpose was to demonstrate that the world was in \"the last days,\" and that a new age of earthly and human restitution under the reign of Christ was imminent.", "targets": "What was the purpose of Russell's group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d331a34c02a8452fab7f6f48820de5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, Charles Taze Russell and others formed a group in Pittsburgh, Pennsylvania, to study the Bible. During the course of his ministry, Russell disputed many beliefs of mainstream Christianity including immortality of the soul, hellfire, predestination, the fleshly return of Jesus Christ, the Trinity, and the burning up of the world. In 1876, Russell met Nelson H. Barbour; later that year they jointly produced the book Three Worlds, which combined restitutionist views with end time prophecy. The book taught that God's dealings with humanity were divided dispensationally, each ending with a \"harvest,\" that Christ had returned as an invisible spirit being in 1874 inaugurating the \"harvest of the Gospel age,\" and that 1914 would mark the end of a 2520-year period called \"the Gentile Times,\" at which time world society would be replaced by the full establishment of God's kingdom on earth. Beginning in 1878 Russell and Barbour jointly edited a religious journal, Herald of the Morning. In June 1879 the two split over doctrinal differences, and in July, Russell began publishing the magazine Zion's Watch Tower and Herald of Christ's Presence, stating that its purpose was to demonstrate that the world was in \"the last days,\" and that a new age of earthly and human restitution under the reign of Christ was imminent.", "targets": "1914 would mark the end of a 2520 year period known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d331a34c02a8452fab7f6f48820de5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, Charles Taze Russell and others formed a group in Pittsburgh, Pennsylvania, to study the Bible. During the course of his ministry, Russell disputed many beliefs of mainstream Christianity including immortality of the soul, hellfire, predestination, the fleshly return of Jesus Christ, the Trinity, and the burning up of the world. In 1876, Russell met Nelson H. Barbour; later that year they jointly produced the book Three Worlds, which combined restitutionist views with end time prophecy. The book taught that God's dealings with humanity were divided dispensationally, each ending with a \"harvest,\" that Christ had returned as an invisible spirit being in 1874 inaugurating the \"harvest of the Gospel age,\" and that 1914 would mark the end of a 2520-year period called \"the Gentile Times,\" at which time world society would be replaced by the full establishment of God's kingdom on earth. Beginning in 1878 Russell and Barbour jointly edited a religious journal, Herald of the Morning. In June 1879 the two split over doctrinal differences, and in July, Russell began publishing the magazine Zion's Watch Tower and Herald of Christ's Presence, stating that its purpose was to demonstrate that the world was in \"the last days,\" and that a new age of earthly and human restitution under the reign of Christ was imminent.", "targets": "When Russell met Nelson H. Barbour in 1876, they jointly produced what book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be53db1e4dfa4d5f88c02dea7629476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a major split in the ranks of Al Qaeda's organization, the Iraqi franchise, known as Al Qaeda in Iraq covertly invaded Syria and the Levant and began participating in the ongoing Syrian Civil War, gaining enough support and strength to re-invade Iraq's western provinces under the name of the Islamic State of Iraq and the Levant (ISIS/ISIL), taking over much of the country in a blitzkrieg-like action and combining the Iraq insurgency and Syrian Civil War into a single conflict. Due to their extreme brutality and a complete change in their overall ideology, Al Qaeda's core organization in Central Asia eventually denounced ISIS and directed their affiliates to cut off all ties with this organization. Many analysts[who?] believe that because of this schism, Al Qaeda and ISIL are now in a competition to retain the title of the world's most powerful terrorist organization.", "targets": "Which civil war did the Iraq branch of Al Qaeda begin fighting in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be53db1e4dfa4d5f88c02dea7629476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a major split in the ranks of Al Qaeda's organization, the Iraqi franchise, known as Al Qaeda in Iraq covertly invaded Syria and the Levant and began participating in the ongoing Syrian Civil War, gaining enough support and strength to re-invade Iraq's western provinces under the name of the Islamic State of Iraq and the Levant (ISIS/ISIL), taking over much of the country in a blitzkrieg-like action and combining the Iraq insurgency and Syrian Civil War into a single conflict. Due to their extreme brutality and a complete change in their overall ideology, Al Qaeda's core organization in Central Asia eventually denounced ISIS and directed their affiliates to cut off all ties with this organization. Many analysts[who?] believe that because of this schism, Al Qaeda and ISIL are now in a competition to retain the title of the world's most powerful terrorist organization.", "targets": "With support from Syrians, what did the Iraq branch of Al Qaeda rename themselves to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be53db1e4dfa4d5f88c02dea7629476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a major split in the ranks of Al Qaeda's organization, the Iraqi franchise, known as Al Qaeda in Iraq covertly invaded Syria and the Levant and began participating in the ongoing Syrian Civil War, gaining enough support and strength to re-invade Iraq's western provinces under the name of the Islamic State of Iraq and the Levant (ISIS/ISIL), taking over much of the country in a blitzkrieg-like action and combining the Iraq insurgency and Syrian Civil War into a single conflict. Due to their extreme brutality and a complete change in their overall ideology, Al Qaeda's core organization in Central Asia eventually denounced ISIS and directed their affiliates to cut off all ties with this organization. Many analysts[who?] believe that because of this schism, Al Qaeda and ISIL are now in a competition to retain the title of the world's most powerful terrorist organization.", "targets": "What part of Iraq did ISIS invade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be53db1e4dfa4d5f88c02dea7629476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a major split in the ranks of Al Qaeda's organization, the Iraqi franchise, known as Al Qaeda in Iraq covertly invaded Syria and the Levant and began participating in the ongoing Syrian Civil War, gaining enough support and strength to re-invade Iraq's western provinces under the name of the Islamic State of Iraq and the Levant (ISIS/ISIL), taking over much of the country in a blitzkrieg-like action and combining the Iraq insurgency and Syrian Civil War into a single conflict. Due to their extreme brutality and a complete change in their overall ideology, Al Qaeda's core organization in Central Asia eventually denounced ISIS and directed their affiliates to cut off all ties with this organization. Many analysts[who?] believe that because of this schism, Al Qaeda and ISIL are now in a competition to retain the title of the world's most powerful terrorist organization.", "targets": "Who denounced ISIS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be53db1e4dfa4d5f88c02dea7629476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a major split in the ranks of Al Qaeda's organization, the Iraqi franchise, known as Al Qaeda in Iraq covertly invaded Syria and the Levant and began participating in the ongoing Syrian Civil War, gaining enough support and strength to re-invade Iraq's western provinces under the name of the Islamic State of Iraq and the Levant (ISIS/ISIL), taking over much of the country in a blitzkrieg-like action and combining the Iraq insurgency and Syrian Civil War into a single conflict. Due to their extreme brutality and a complete change in their overall ideology, Al Qaeda's core organization in Central Asia eventually denounced ISIS and directed their affiliates to cut off all ties with this organization. Many analysts[who?] believe that because of this schism, Al Qaeda and ISIL are now in a competition to retain the title of the world's most powerful terrorist organization.", "targets": "What relationship do Al Qaeda and ISIS now have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca765e85eead4a56a3e5e771aea486bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, Britain found itself in intense conflict with the Jewish community over Jewish immigration limits, as well as continued conflict with the Arab community over limit levels. The Haganah joined Irgun and Lehi in an armed struggle against British rule. At the same time, hundreds of thousands of Jewish Holocaust survivors and refugees sought a new life far from their destroyed communities in Europe. The Yishuv attempted to bring these refugees to Palestine but many were turned away or rounded up and placed in detention camps in Atlit and Cyprus by the British. Escalating violence culminated with the 1946 King David Hotel bombing which Bruce Hoffman characterized as one of the \"most lethal terrorist incidents of the twentieth century\". In 1947, the British government announced it would withdraw from Mandatory Palestine, stating it was unable to arrive at a solution acceptable to both Arabs and Jews.", "targets": "What country experienced conflict with the Jewish community after World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca765e85eead4a56a3e5e771aea486bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, Britain found itself in intense conflict with the Jewish community over Jewish immigration limits, as well as continued conflict with the Arab community over limit levels. The Haganah joined Irgun and Lehi in an armed struggle against British rule. At the same time, hundreds of thousands of Jewish Holocaust survivors and refugees sought a new life far from their destroyed communities in Europe. The Yishuv attempted to bring these refugees to Palestine but many were turned away or rounded up and placed in detention camps in Atlit and Cyprus by the British. Escalating violence culminated with the 1946 King David Hotel bombing which Bruce Hoffman characterized as one of the \"most lethal terrorist incidents of the twentieth century\". In 1947, the British government announced it would withdraw from Mandatory Palestine, stating it was unable to arrive at a solution acceptable to both Arabs and Jews.", "targets": "When was the King David Hotel bombing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca765e85eead4a56a3e5e771aea486bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After World War II, Britain found itself in intense conflict with the Jewish community over Jewish immigration limits, as well as continued conflict with the Arab community over limit levels. The Haganah joined Irgun and Lehi in an armed struggle against British rule. At the same time, hundreds of thousands of Jewish Holocaust survivors and refugees sought a new life far from their destroyed communities in Europe. The Yishuv attempted to bring these refugees to Palestine but many were turned away or rounded up and placed in detention camps in Atlit and Cyprus by the British. Escalating violence culminated with the 1946 King David Hotel bombing which Bruce Hoffman characterized as one of the \"most lethal terrorist incidents of the twentieth century\". In 1947, the British government announced it would withdraw from Mandatory Palestine, stating it was unable to arrive at a solution acceptable to both Arabs and Jews.", "targets": "When did the British government announce it would withdraw from Mandatory Palestine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7fcdf70f41a4c799214fecacbcc295f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other category of schools are those run and partly or fully funded by private individuals, private organizations and religious groups. The ones that accept government funds are called 'aided' schools. The private 'un-aided' schools are fully funded by private parties. The standard and the quality of education is quite high. Technically, these would be categorized as private schools, but many of them have the name \"Public School\" appended to them, e.g., the Galaxy Public School in Kathmandu. Most of the middle-class families send their children to such schools, which might be in their own city or far off, like boarding schools. The medium of education is English, but as a compulsory subject, Nepali and/or the state's official language is also taught. Preschool education is mostly limited to organized neighbourhood nursery schools.", "targets": "What is a term for schools that receive government assistance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7fcdf70f41a4c799214fecacbcc295f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other category of schools are those run and partly or fully funded by private individuals, private organizations and religious groups. The ones that accept government funds are called 'aided' schools. The private 'un-aided' schools are fully funded by private parties. The standard and the quality of education is quite high. Technically, these would be categorized as private schools, but many of them have the name \"Public School\" appended to them, e.g., the Galaxy Public School in Kathmandu. Most of the middle-class families send their children to such schools, which might be in their own city or far off, like boarding schools. The medium of education is English, but as a compulsory subject, Nepali and/or the state's official language is also taught. Preschool education is mostly limited to organized neighbourhood nursery schools.", "targets": "How are 'un-aided' schools different from 'aided' schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7fcdf70f41a4c799214fecacbcc295f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other category of schools are those run and partly or fully funded by private individuals, private organizations and religious groups. The ones that accept government funds are called 'aided' schools. The private 'un-aided' schools are fully funded by private parties. The standard and the quality of education is quite high. Technically, these would be categorized as private schools, but many of them have the name \"Public School\" appended to them, e.g., the Galaxy Public School in Kathmandu. Most of the middle-class families send their children to such schools, which might be in their own city or far off, like boarding schools. The medium of education is English, but as a compulsory subject, Nepali and/or the state's official language is also taught. Preschool education is mostly limited to organized neighbourhood nursery schools.", "targets": "Where is Galaxy Public School located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7fcdf70f41a4c799214fecacbcc295f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other category of schools are those run and partly or fully funded by private individuals, private organizations and religious groups. The ones that accept government funds are called 'aided' schools. The private 'un-aided' schools are fully funded by private parties. The standard and the quality of education is quite high. Technically, these would be categorized as private schools, but many of them have the name \"Public School\" appended to them, e.g., the Galaxy Public School in Kathmandu. Most of the middle-class families send their children to such schools, which might be in their own city or far off, like boarding schools. The medium of education is English, but as a compulsory subject, Nepali and/or the state's official language is also taught. Preschool education is mostly limited to organized neighbourhood nursery schools.", "targets": "In Nepalese private schools, what is the primary language of instruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7fcdf70f41a4c799214fecacbcc295f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other category of schools are those run and partly or fully funded by private individuals, private organizations and religious groups. The ones that accept government funds are called 'aided' schools. The private 'un-aided' schools are fully funded by private parties. The standard and the quality of education is quite high. Technically, these would be categorized as private schools, but many of them have the name \"Public School\" appended to them, e.g., the Galaxy Public School in Kathmandu. Most of the middle-class families send their children to such schools, which might be in their own city or far off, like boarding schools. The medium of education is English, but as a compulsory subject, Nepali and/or the state's official language is also taught. Preschool education is mostly limited to organized neighbourhood nursery schools.", "targets": "In addition to English, what language is also often taught in Nepalese private schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c03d542685a5435bba27d6617b765f55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Istanbul as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the center of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, but it dissolved in the aftermath of World War I, leading to the emergence of the new state of Turkey in the Ottoman Anatolian heartland, as well as the creation of modern Balkan and Middle Eastern states, thus ending Turkish colonial ambitions.", "targets": "What was the capital of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c03d542685a5435bba27d6617b765f55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Istanbul as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the center of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, but it dissolved in the aftermath of World War I, leading to the emergence of the new state of Turkey in the Ottoman Anatolian heartland, as well as the creation of modern Balkan and Middle Eastern states, thus ending Turkish colonial ambitions.", "targets": "Who did the Ottoman empire ally with in WW I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c03d542685a5435bba27d6617b765f55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Istanbul as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the center of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, but it dissolved in the aftermath of World War I, leading to the emergence of the new state of Turkey in the Ottoman Anatolian heartland, as well as the creation of modern Balkan and Middle Eastern states, thus ending Turkish colonial ambitions.", "targets": "What ended Turkish imperial Ambitions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c03d542685a5435bba27d6617b765f55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Istanbul as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the center of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, but it dissolved in the aftermath of World War I, leading to the emergence of the new state of Turkey in the Ottoman Anatolian heartland, as well as the creation of modern Balkan and Middle Eastern states, thus ending Turkish colonial ambitions.", "targets": "Which country today is a remnant of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce18fb112f44b4e814d2bfa951a117b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When optimally designed within a given core saturation constraint and for a given active current (i.e., torque current), voltage, pole-pair number, excitation frequency (i.e., synchronous speed), and air-gap flux density, all categories of electric motors or generators will exhibit virtually the same maximum continuous shaft torque (i.e., operating torque) within a given air-gap area with winding slots and back-iron depth, which determines the physical size of electromagnetic core. Some applications require bursts of torque beyond the maximum operating torque, such as short bursts of torque to accelerate an electric vehicle from standstill. Always limited by magnetic core saturation or safe operating temperature rise and voltage, the capacity for torque bursts beyond the maximum operating torque differs significantly between categories of electric motors or generators.", "targets": "What are factors that determine shaft torque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce18fb112f44b4e814d2bfa951a117b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When optimally designed within a given core saturation constraint and for a given active current (i.e., torque current), voltage, pole-pair number, excitation frequency (i.e., synchronous speed), and air-gap flux density, all categories of electric motors or generators will exhibit virtually the same maximum continuous shaft torque (i.e., operating torque) within a given air-gap area with winding slots and back-iron depth, which determines the physical size of electromagnetic core. Some applications require bursts of torque beyond the maximum operating torque, such as short bursts of torque to accelerate an electric vehicle from standstill. Always limited by magnetic core saturation or safe operating temperature rise and voltage, the capacity for torque bursts beyond the maximum operating torque differs significantly between categories of electric motors or generators.", "targets": "Whate decides the size of an electromagnetic core?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce18fb112f44b4e814d2bfa951a117b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When optimally designed within a given core saturation constraint and for a given active current (i.e., torque current), voltage, pole-pair number, excitation frequency (i.e., synchronous speed), and air-gap flux density, all categories of electric motors or generators will exhibit virtually the same maximum continuous shaft torque (i.e., operating torque) within a given air-gap area with winding slots and back-iron depth, which determines the physical size of electromagnetic core. Some applications require bursts of torque beyond the maximum operating torque, such as short bursts of torque to accelerate an electric vehicle from standstill. Always limited by magnetic core saturation or safe operating temperature rise and voltage, the capacity for torque bursts beyond the maximum operating torque differs significantly between categories of electric motors or generators.", "targets": "What limits excessive torque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a5b99a79c64098a2ae6e0a28376585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gorkha Kingdom ended the Malla confederation after the Battle of Kathmandu in 1768. This marked the beginning of the modern era in Kathmandu. The Battle of Kirtipur was the start of the Gorkha conquest of the Kathmandu Valley. Kathmandu was adopted as the capital of the Gorkha empire, and the empire itself was dubbed Nepal. During the early part of this era, Kathmandu maintained its distinctive culture. Buildings with characteristic Nepali architecture, such as the nine-story tower of Basantapur, were built during this era. However, trade declined because of continual war with neighboring nations. Bhimsen Thapa supported France against Great Britain; this led to the development of modern military structures, such as modern barracks in Kathmandu. The nine-storey tower Dharahara was originally built during this era.", "targets": "Who won the Battle of Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a5b99a79c64098a2ae6e0a28376585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gorkha Kingdom ended the Malla confederation after the Battle of Kathmandu in 1768. This marked the beginning of the modern era in Kathmandu. The Battle of Kirtipur was the start of the Gorkha conquest of the Kathmandu Valley. Kathmandu was adopted as the capital of the Gorkha empire, and the empire itself was dubbed Nepal. During the early part of this era, Kathmandu maintained its distinctive culture. Buildings with characteristic Nepali architecture, such as the nine-story tower of Basantapur, were built during this era. However, trade declined because of continual war with neighboring nations. Bhimsen Thapa supported France against Great Britain; this led to the development of modern military structures, such as modern barracks in Kathmandu. The nine-storey tower Dharahara was originally built during this era.", "targets": "What battle inaugurated the conquering of the Kathmandu Valley by the Gorkha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a5b99a79c64098a2ae6e0a28376585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gorkha Kingdom ended the Malla confederation after the Battle of Kathmandu in 1768. This marked the beginning of the modern era in Kathmandu. The Battle of Kirtipur was the start of the Gorkha conquest of the Kathmandu Valley. Kathmandu was adopted as the capital of the Gorkha empire, and the empire itself was dubbed Nepal. During the early part of this era, Kathmandu maintained its distinctive culture. Buildings with characteristic Nepali architecture, such as the nine-story tower of Basantapur, were built during this era. However, trade declined because of continual war with neighboring nations. Bhimsen Thapa supported France against Great Britain; this led to the development of modern military structures, such as modern barracks in Kathmandu. The nine-storey tower Dharahara was originally built during this era.", "targets": "How many stories high was the Basantapur tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a5b99a79c64098a2ae6e0a28376585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gorkha Kingdom ended the Malla confederation after the Battle of Kathmandu in 1768. This marked the beginning of the modern era in Kathmandu. The Battle of Kirtipur was the start of the Gorkha conquest of the Kathmandu Valley. Kathmandu was adopted as the capital of the Gorkha empire, and the empire itself was dubbed Nepal. During the early part of this era, Kathmandu maintained its distinctive culture. Buildings with characteristic Nepali architecture, such as the nine-story tower of Basantapur, were built during this era. However, trade declined because of continual war with neighboring nations. Bhimsen Thapa supported France against Great Britain; this led to the development of modern military structures, such as modern barracks in Kathmandu. The nine-storey tower Dharahara was originally built during this era.", "targets": "What European country did Bhimsen Thapa oppose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a5b99a79c64098a2ae6e0a28376585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gorkha Kingdom ended the Malla confederation after the Battle of Kathmandu in 1768. This marked the beginning of the modern era in Kathmandu. The Battle of Kirtipur was the start of the Gorkha conquest of the Kathmandu Valley. Kathmandu was adopted as the capital of the Gorkha empire, and the empire itself was dubbed Nepal. During the early part of this era, Kathmandu maintained its distinctive culture. Buildings with characteristic Nepali architecture, such as the nine-story tower of Basantapur, were built during this era. However, trade declined because of continual war with neighboring nations. Bhimsen Thapa supported France against Great Britain; this led to the development of modern military structures, such as modern barracks in Kathmandu. The nine-storey tower Dharahara was originally built during this era.", "targets": "How many stories made up the Dharahara tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f3dec3bab9c4cf89494b4dacf15b0d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Bern had an unemployment rate of 3.3%. As of 2008[update], there were 259 people employed in the primary economic sector and about 59 businesses involved in this sector. 16,413 people were employed in the secondary sector and there were 950 businesses in this sector. 135,973 people were employed in the tertiary sector, with 7,654 businesses in this sector.", "targets": "What was Berns unemployment rate in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f3dec3bab9c4cf89494b4dacf15b0d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Bern had an unemployment rate of 3.3%. As of 2008[update], there were 259 people employed in the primary economic sector and about 59 businesses involved in this sector. 16,413 people were employed in the secondary sector and there were 950 businesses in this sector. 135,973 people were employed in the tertiary sector, with 7,654 businesses in this sector.", "targets": "How many businesses are there in the primary sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f3dec3bab9c4cf89494b4dacf15b0d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Bern had an unemployment rate of 3.3%. As of 2008[update], there were 259 people employed in the primary economic sector and about 59 businesses involved in this sector. 16,413 people were employed in the secondary sector and there were 950 businesses in this sector. 135,973 people were employed in the tertiary sector, with 7,654 businesses in this sector.", "targets": "How many businesses are there in the secondary sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f3dec3bab9c4cf89494b4dacf15b0d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Bern had an unemployment rate of 3.3%. As of 2008[update], there were 259 people employed in the primary economic sector and about 59 businesses involved in this sector. 16,413 people were employed in the secondary sector and there were 950 businesses in this sector. 135,973 people were employed in the tertiary sector, with 7,654 businesses in this sector.", "targets": "How many businesses are there in the tertiary sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d76105121c5148d2aecb201a827bd593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vacuum is useful in a variety of processes and devices. Its first widespread use was in the incandescent light bulb to protect the filament from chemical degradation. The chemical inertness produced by a vacuum is also useful for electron beam welding, cold welding, vacuum packing and vacuum frying. Ultra-high vacuum is used in the study of atomically clean substrates, as only a very good vacuum preserves atomic-scale clean surfaces for a reasonably long time (on the order of minutes to days). High to ultra-high vacuum removes the obstruction of air, allowing particle beams to deposit or remove materials without contamination. This is the principle behind chemical vapor deposition, physical vapor deposition, and dry etching which are essential to the fabrication of semiconductors and optical coatings, and to surface science. The reduction of convection provides the thermal insulation of thermos bottles. Deep vacuum lowers the boiling point of liquids and promotes low temperature outgassing which is used in freeze drying, adhesive preparation, distillation, metallurgy, and process purging. The electrical properties of vacuum make electron microscopes and vacuum tubes possible, including cathode ray tubes. The elimination of air friction is useful for flywheel energy storage and ultracentrifuges.", "targets": "What was the object to use first in widespread manner process of vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d76105121c5148d2aecb201a827bd593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vacuum is useful in a variety of processes and devices. Its first widespread use was in the incandescent light bulb to protect the filament from chemical degradation. The chemical inertness produced by a vacuum is also useful for electron beam welding, cold welding, vacuum packing and vacuum frying. Ultra-high vacuum is used in the study of atomically clean substrates, as only a very good vacuum preserves atomic-scale clean surfaces for a reasonably long time (on the order of minutes to days). High to ultra-high vacuum removes the obstruction of air, allowing particle beams to deposit or remove materials without contamination. This is the principle behind chemical vapor deposition, physical vapor deposition, and dry etching which are essential to the fabrication of semiconductors and optical coatings, and to surface science. The reduction of convection provides the thermal insulation of thermos bottles. Deep vacuum lowers the boiling point of liquids and promotes low temperature outgassing which is used in freeze drying, adhesive preparation, distillation, metallurgy, and process purging. The electrical properties of vacuum make electron microscopes and vacuum tubes possible, including cathode ray tubes. The elimination of air friction is useful for flywheel energy storage and ultracentrifuges.", "targets": "What is produced by a vacuum and used in electron beam welding and vacuum frying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d76105121c5148d2aecb201a827bd593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vacuum is useful in a variety of processes and devices. Its first widespread use was in the incandescent light bulb to protect the filament from chemical degradation. The chemical inertness produced by a vacuum is also useful for electron beam welding, cold welding, vacuum packing and vacuum frying. Ultra-high vacuum is used in the study of atomically clean substrates, as only a very good vacuum preserves atomic-scale clean surfaces for a reasonably long time (on the order of minutes to days). High to ultra-high vacuum removes the obstruction of air, allowing particle beams to deposit or remove materials without contamination. This is the principle behind chemical vapor deposition, physical vapor deposition, and dry etching which are essential to the fabrication of semiconductors and optical coatings, and to surface science. The reduction of convection provides the thermal insulation of thermos bottles. Deep vacuum lowers the boiling point of liquids and promotes low temperature outgassing which is used in freeze drying, adhesive preparation, distillation, metallurgy, and process purging. The electrical properties of vacuum make electron microscopes and vacuum tubes possible, including cathode ray tubes. The elimination of air friction is useful for flywheel energy storage and ultracentrifuges.", "targets": "Hight to ultra-high vacuums removes what obstruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d76105121c5148d2aecb201a827bd593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vacuum is useful in a variety of processes and devices. Its first widespread use was in the incandescent light bulb to protect the filament from chemical degradation. The chemical inertness produced by a vacuum is also useful for electron beam welding, cold welding, vacuum packing and vacuum frying. Ultra-high vacuum is used in the study of atomically clean substrates, as only a very good vacuum preserves atomic-scale clean surfaces for a reasonably long time (on the order of minutes to days). High to ultra-high vacuum removes the obstruction of air, allowing particle beams to deposit or remove materials without contamination. This is the principle behind chemical vapor deposition, physical vapor deposition, and dry etching which are essential to the fabrication of semiconductors and optical coatings, and to surface science. The reduction of convection provides the thermal insulation of thermos bottles. Deep vacuum lowers the boiling point of liquids and promotes low temperature outgassing which is used in freeze drying, adhesive preparation, distillation, metallurgy, and process purging. The electrical properties of vacuum make electron microscopes and vacuum tubes possible, including cathode ray tubes. The elimination of air friction is useful for flywheel energy storage and ultracentrifuges.", "targets": "How does freeze drying, distillation and metallurgy benefit from a deep vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d76105121c5148d2aecb201a827bd593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vacuum is useful in a variety of processes and devices. Its first widespread use was in the incandescent light bulb to protect the filament from chemical degradation. The chemical inertness produced by a vacuum is also useful for electron beam welding, cold welding, vacuum packing and vacuum frying. Ultra-high vacuum is used in the study of atomically clean substrates, as only a very good vacuum preserves atomic-scale clean surfaces for a reasonably long time (on the order of minutes to days). High to ultra-high vacuum removes the obstruction of air, allowing particle beams to deposit or remove materials without contamination. This is the principle behind chemical vapor deposition, physical vapor deposition, and dry etching which are essential to the fabrication of semiconductors and optical coatings, and to surface science. The reduction of convection provides the thermal insulation of thermos bottles. Deep vacuum lowers the boiling point of liquids and promotes low temperature outgassing which is used in freeze drying, adhesive preparation, distillation, metallurgy, and process purging. The electrical properties of vacuum make electron microscopes and vacuum tubes possible, including cathode ray tubes. The elimination of air friction is useful for flywheel energy storage and ultracentrifuges.", "targets": "What are two things made possible by the electrical properties of vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f903ed44b5d140af95499d7dc84eb782", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 September 2009, U.S. Special Forces killed two men and wounded and captured two others near the Somali village of Baarawe. Witnesses claim that helicopters used for the operation launched from French-flagged warships, but that could not be confirmed. A Somali-based al-Qaida affiliated group, the Al-Shabaab, has confirmed the death of \"sheik commander\" Saleh Ali Saleh Nabhan along with an unspecified number of militants. Nabhan, a Kenyan, was wanted in connection with the 2002 Mombasa attacks.", "targets": "How many people were killed by US Special Forces on Sep 14, 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f903ed44b5d140af95499d7dc84eb782", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 September 2009, U.S. Special Forces killed two men and wounded and captured two others near the Somali village of Baarawe. Witnesses claim that helicopters used for the operation launched from French-flagged warships, but that could not be confirmed. A Somali-based al-Qaida affiliated group, the Al-Shabaab, has confirmed the death of \"sheik commander\" Saleh Ali Saleh Nabhan along with an unspecified number of militants. Nabhan, a Kenyan, was wanted in connection with the 2002 Mombasa attacks.", "targets": "Where was the Sep 14, 2009 action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f903ed44b5d140af95499d7dc84eb782", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 September 2009, U.S. Special Forces killed two men and wounded and captured two others near the Somali village of Baarawe. Witnesses claim that helicopters used for the operation launched from French-flagged warships, but that could not be confirmed. A Somali-based al-Qaida affiliated group, the Al-Shabaab, has confirmed the death of \"sheik commander\" Saleh Ali Saleh Nabhan along with an unspecified number of militants. Nabhan, a Kenyan, was wanted in connection with the 2002 Mombasa attacks.", "targets": "What country's ships did some witnesses say were involved in the Baarawe attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f903ed44b5d140af95499d7dc84eb782", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 September 2009, U.S. Special Forces killed two men and wounded and captured two others near the Somali village of Baarawe. Witnesses claim that helicopters used for the operation launched from French-flagged warships, but that could not be confirmed. A Somali-based al-Qaida affiliated group, the Al-Shabaab, has confirmed the death of \"sheik commander\" Saleh Ali Saleh Nabhan along with an unspecified number of militants. Nabhan, a Kenyan, was wanted in connection with the 2002 Mombasa attacks.", "targets": "What Somali group is affiliated with al-Qaeda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f903ed44b5d140af95499d7dc84eb782", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 September 2009, U.S. Special Forces killed two men and wounded and captured two others near the Somali village of Baarawe. Witnesses claim that helicopters used for the operation launched from French-flagged warships, but that could not be confirmed. A Somali-based al-Qaida affiliated group, the Al-Shabaab, has confirmed the death of \"sheik commander\" Saleh Ali Saleh Nabhan along with an unspecified number of militants. Nabhan, a Kenyan, was wanted in connection with the 2002 Mombasa attacks.", "targets": "What nationality was Saleh Ali Saleh Nabhan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f46c712561f4369af857e5eecb8e45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 20, 2009, Sports Business Journal reported that the AFL owed approximately $14 million to its creditors and were considering filing for Chapter 11 bankruptcy protection. In early August 2009, numerous media outlets began reporting that the AFL was folding permanently and would file for Chapter 7 bankruptcy. The league released a statement on August 4 to the effect that while the league was not folding, it was suspending league operations indefinitely. Despite this, several of the league's creditors filed papers to force a Chapter 7 liquidation if the league did not do so voluntarily. This request was granted on August 7, though converted to a Chapter 11 reorganization on August 26.", "targets": "On what date was it reported that the AFL was considering bankruptcy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f46c712561f4369af857e5eecb8e45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 20, 2009, Sports Business Journal reported that the AFL owed approximately $14 million to its creditors and were considering filing for Chapter 11 bankruptcy protection. In early August 2009, numerous media outlets began reporting that the AFL was folding permanently and would file for Chapter 7 bankruptcy. The league released a statement on August 4 to the effect that while the league was not folding, it was suspending league operations indefinitely. Despite this, several of the league's creditors filed papers to force a Chapter 7 liquidation if the league did not do so voluntarily. This request was granted on August 7, though converted to a Chapter 11 reorganization on August 26.", "targets": "What publication reported that the Arena Football League was thinking about filing bankruptcy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f46c712561f4369af857e5eecb8e45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 20, 2009, Sports Business Journal reported that the AFL owed approximately $14 million to its creditors and were considering filing for Chapter 11 bankruptcy protection. In early August 2009, numerous media outlets began reporting that the AFL was folding permanently and would file for Chapter 7 bankruptcy. The league released a statement on August 4 to the effect that while the league was not folding, it was suspending league operations indefinitely. Despite this, several of the league's creditors filed papers to force a Chapter 7 liquidation if the league did not do so voluntarily. This request was granted on August 7, though converted to a Chapter 11 reorganization on August 26.", "targets": "How much debt was the AFL reported to have as of July 20, 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f46c712561f4369af857e5eecb8e45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 20, 2009, Sports Business Journal reported that the AFL owed approximately $14 million to its creditors and were considering filing for Chapter 11 bankruptcy protection. In early August 2009, numerous media outlets began reporting that the AFL was folding permanently and would file for Chapter 7 bankruptcy. The league released a statement on August 4 to the effect that while the league was not folding, it was suspending league operations indefinitely. Despite this, several of the league's creditors filed papers to force a Chapter 7 liquidation if the league did not do so voluntarily. This request was granted on August 7, though converted to a Chapter 11 reorganization on August 26.", "targets": "What type of bankruptcy was the league reportedly thinking about filing in July 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f46c712561f4369af857e5eecb8e45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 20, 2009, Sports Business Journal reported that the AFL owed approximately $14 million to its creditors and were considering filing for Chapter 11 bankruptcy protection. In early August 2009, numerous media outlets began reporting that the AFL was folding permanently and would file for Chapter 7 bankruptcy. The league released a statement on August 4 to the effect that while the league was not folding, it was suspending league operations indefinitely. Despite this, several of the league's creditors filed papers to force a Chapter 7 liquidation if the league did not do so voluntarily. This request was granted on August 7, though converted to a Chapter 11 reorganization on August 26.", "targets": "On what date did the AFL announce that it was not shutting down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7716568ac724216bcd1f696990b0b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides can be classified by target organism (e.g., herbicides, insecticides, fungicides, rodenticides, and pediculicides - see table), chemical structure (e.g., organic, inorganic, synthetic, or biological (biopesticide), although the distinction can sometimes blur), and physical state (e.g. gaseous (fumigant)). Biopesticides include microbial pesticides and biochemical pesticides. Plant-derived pesticides, or \"botanicals\", have been developing quickly. These include the pyrethroids, rotenoids, nicotinoids, and a fourth group that includes strychnine and scilliroside.:15", "targets": "What is one way to group pesticides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7716568ac724216bcd1f696990b0b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides can be classified by target organism (e.g., herbicides, insecticides, fungicides, rodenticides, and pediculicides - see table), chemical structure (e.g., organic, inorganic, synthetic, or biological (biopesticide), although the distinction can sometimes blur), and physical state (e.g. gaseous (fumigant)). Biopesticides include microbial pesticides and biochemical pesticides. Plant-derived pesticides, or \"botanicals\", have been developing quickly. These include the pyrethroids, rotenoids, nicotinoids, and a fourth group that includes strychnine and scilliroside.:15", "targets": "Give three examples of target organisms of pesticides."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7716568ac724216bcd1f696990b0b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides can be classified by target organism (e.g., herbicides, insecticides, fungicides, rodenticides, and pediculicides - see table), chemical structure (e.g., organic, inorganic, synthetic, or biological (biopesticide), although the distinction can sometimes blur), and physical state (e.g. gaseous (fumigant)). Biopesticides include microbial pesticides and biochemical pesticides. Plant-derived pesticides, or \"botanicals\", have been developing quickly. These include the pyrethroids, rotenoids, nicotinoids, and a fourth group that includes strychnine and scilliroside.:15", "targets": "What are the two types of biopesticides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7716568ac724216bcd1f696990b0b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides can be classified by target organism (e.g., herbicides, insecticides, fungicides, rodenticides, and pediculicides - see table), chemical structure (e.g., organic, inorganic, synthetic, or biological (biopesticide), although the distinction can sometimes blur), and physical state (e.g. gaseous (fumigant)). Biopesticides include microbial pesticides and biochemical pesticides. Plant-derived pesticides, or \"botanicals\", have been developing quickly. These include the pyrethroids, rotenoids, nicotinoids, and a fourth group that includes strychnine and scilliroside.:15", "targets": "Which type of pesticides have seen rapid growth in development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630e03232cd744258afdba6f929e77d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several famous people have Ashkenazi as a surname, such as Vladimir Ashkenazy. However, most people with this surname hail from within Sephardic communities, particularly from the Syrian Jewish community. The Sephardic carriers of the surname would have some Ashkenazi ancestors since the surname was adopted by families who were initially of Ashkenazic origins who moved to Sephardi countries and joined those communities. Ashkenazi would be formally adopted as the family surname having started off as a nickname imposed by their adopted communities. Some have shortened the name to Ash.", "targets": "Most people with the surname Ashkenazi, hail from which particular community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630e03232cd744258afdba6f929e77d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several famous people have Ashkenazi as a surname, such as Vladimir Ashkenazy. However, most people with this surname hail from within Sephardic communities, particularly from the Syrian Jewish community. The Sephardic carriers of the surname would have some Ashkenazi ancestors since the surname was adopted by families who were initially of Ashkenazic origins who moved to Sephardi countries and joined those communities. Ashkenazi would be formally adopted as the family surname having started off as a nickname imposed by their adopted communities. Some have shortened the name to Ash.", "targets": "Some people with the surname shorten it to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630e03232cd744258afdba6f929e77d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several famous people have Ashkenazi as a surname, such as Vladimir Ashkenazy. However, most people with this surname hail from within Sephardic communities, particularly from the Syrian Jewish community. The Sephardic carriers of the surname would have some Ashkenazi ancestors since the surname was adopted by families who were initially of Ashkenazic origins who moved to Sephardi countries and joined those communities. Ashkenazi would be formally adopted as the family surname having started off as a nickname imposed by their adopted communities. Some have shortened the name to Ash.", "targets": "What famous person is mentioned as having the surname Ashkenazi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b1cf59ed5248989a86a58297d83fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a tumbling pass, dismount or vault, landing is the final phase, following take off and flight  This is a critical skill in terms of execution in competition scores, general performance, and injury occurrence. Without the necessary magnitude of energy dissipation during impact, the risk of sustaining injuries during somersaulting increases. These injuries commonly occur at the lower extremities such as: cartilage lesions, ligament tears, and bone bruises/fractures. To avoid such injuries, and to receive a high performance score, proper technique must be used by the gymnast. \"The subsequent ground contact or impact landing phase must be achieved using a safe, aesthetic and well-executed double foot landing.\"  A successful landing in gymnastics is classified as soft, meaning the knee and hip joints are at greater than 63 degrees of flexion.", "targets": "What is a critical skill in terms of execution in scores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b1cf59ed5248989a86a58297d83fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a tumbling pass, dismount or vault, landing is the final phase, following take off and flight  This is a critical skill in terms of execution in competition scores, general performance, and injury occurrence. Without the necessary magnitude of energy dissipation during impact, the risk of sustaining injuries during somersaulting increases. These injuries commonly occur at the lower extremities such as: cartilage lesions, ligament tears, and bone bruises/fractures. To avoid such injuries, and to receive a high performance score, proper technique must be used by the gymnast. \"The subsequent ground contact or impact landing phase must be achieved using a safe, aesthetic and well-executed double foot landing.\"  A successful landing in gymnastics is classified as soft, meaning the knee and hip joints are at greater than 63 degrees of flexion.", "targets": "Where do most injuries happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b1cf59ed5248989a86a58297d83fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a tumbling pass, dismount or vault, landing is the final phase, following take off and flight  This is a critical skill in terms of execution in competition scores, general performance, and injury occurrence. Without the necessary magnitude of energy dissipation during impact, the risk of sustaining injuries during somersaulting increases. These injuries commonly occur at the lower extremities such as: cartilage lesions, ligament tears, and bone bruises/fractures. To avoid such injuries, and to receive a high performance score, proper technique must be used by the gymnast. \"The subsequent ground contact or impact landing phase must be achieved using a safe, aesthetic and well-executed double foot landing.\"  A successful landing in gymnastics is classified as soft, meaning the knee and hip joints are at greater than 63 degrees of flexion.", "targets": "How do you avoid injuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b1cf59ed5248989a86a58297d83fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a tumbling pass, dismount or vault, landing is the final phase, following take off and flight  This is a critical skill in terms of execution in competition scores, general performance, and injury occurrence. Without the necessary magnitude of energy dissipation during impact, the risk of sustaining injuries during somersaulting increases. These injuries commonly occur at the lower extremities such as: cartilage lesions, ligament tears, and bone bruises/fractures. To avoid such injuries, and to receive a high performance score, proper technique must be used by the gymnast. \"The subsequent ground contact or impact landing phase must be achieved using a safe, aesthetic and well-executed double foot landing.\"  A successful landing in gymnastics is classified as soft, meaning the knee and hip joints are at greater than 63 degrees of flexion.", "targets": "What is a successful landing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b071376f64434bf49338960832cf5a1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann liked to eat and drink; his wife, Klara, said that he could count everything except calories. He enjoyed Yiddish and \"off-color\" humor (especially limericks). He was a non-smoker. At Princeton he received complaints for regularly playing extremely loud German march music on his gramophone, which distracted those in neighbouring offices, including Albert Einstein, from their work. Von Neumann did some of his best work blazingly fast in noisy, chaotic environments, and once admonished his wife for preparing a quiet study for him to work in. He never used it, preferring the couple's living room with its television playing loudly.", "targets": "What type of \"off color\" humor did Von Neumann especially enjoy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b071376f64434bf49338960832cf5a1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann liked to eat and drink; his wife, Klara, said that he could count everything except calories. He enjoyed Yiddish and \"off-color\" humor (especially limericks). He was a non-smoker. At Princeton he received complaints for regularly playing extremely loud German march music on his gramophone, which distracted those in neighbouring offices, including Albert Einstein, from their work. Von Neumann did some of his best work blazingly fast in noisy, chaotic environments, and once admonished his wife for preparing a quiet study for him to work in. He never used it, preferring the couple's living room with its television playing loudly.", "targets": "What complaints did Von Neumann's neighbor's have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b071376f64434bf49338960832cf5a1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann liked to eat and drink; his wife, Klara, said that he could count everything except calories. He enjoyed Yiddish and \"off-color\" humor (especially limericks). He was a non-smoker. At Princeton he received complaints for regularly playing extremely loud German march music on his gramophone, which distracted those in neighbouring offices, including Albert Einstein, from their work. Von Neumann did some of his best work blazingly fast in noisy, chaotic environments, and once admonished his wife for preparing a quiet study for him to work in. He never used it, preferring the couple's living room with its television playing loudly.", "targets": "What famous neighbor did Von Neumann have that may have been distracted by the music Von Neumann played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9e59748a09749e0b8a171d756d1dbee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In parallel, however, the 19th century saw a Catalan literary revival (Renaixen\u00e7a), which has continued up to the present day. This period starts with Aribau's Ode to the Homeland (1833); followed in the second half of the 19th century, and the early 20th by the work of Verdaguer (poetry), Oller (realist novel), and Guimer\u00e0 (drama).", "targets": "What did the 19th century produce in Catalan literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9e59748a09749e0b8a171d756d1dbee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In parallel, however, the 19th century saw a Catalan literary revival (Renaixen\u00e7a), which has continued up to the present day. This period starts with Aribau's Ode to the Homeland (1833); followed in the second half of the 19th century, and the early 20th by the work of Verdaguer (poetry), Oller (realist novel), and Guimer\u00e0 (drama).", "targets": "What is Renaixenca?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9e59748a09749e0b8a171d756d1dbee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In parallel, however, the 19th century saw a Catalan literary revival (Renaixen\u00e7a), which has continued up to the present day. This period starts with Aribau's Ode to the Homeland (1833); followed in the second half of the 19th century, and the early 20th by the work of Verdaguer (poetry), Oller (realist novel), and Guimer\u00e0 (drama).", "targets": "When did Aribau write Ode to the Homeland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9e59748a09749e0b8a171d756d1dbee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In parallel, however, the 19th century saw a Catalan literary revival (Renaixen\u00e7a), which has continued up to the present day. This period starts with Aribau's Ode to the Homeland (1833); followed in the second half of the 19th century, and the early 20th by the work of Verdaguer (poetry), Oller (realist novel), and Guimer\u00e0 (drama).", "targets": "When did this revival period begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9e59748a09749e0b8a171d756d1dbee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In parallel, however, the 19th century saw a Catalan literary revival (Renaixen\u00e7a), which has continued up to the present day. This period starts with Aribau's Ode to the Homeland (1833); followed in the second half of the 19th century, and the early 20th by the work of Verdaguer (poetry), Oller (realist novel), and Guimer\u00e0 (drama).", "targets": "In what century did Vedaguer, Oller, and Guimera wrte?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "How many students attend BYU on campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "How many of the students are also members of the Latter Day Saints Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "What portion of students are native Utah residents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "Where is Brigham Young University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "What is BYU's ranking among private universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "How many students currently attend BYU on-campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "Where is BYU's main campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "What is BYU's ranking among private universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "How many of BYU's students are native Utah residents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "What percentage of BYU students are from Utah?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "What percentage of BYU students are members of the LDS Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "How is BYU's size ranked among all private university's in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "What does LDS stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82a82dc58d3a4871877d3bbbf07102c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University (often referred to as BYU or, colloquially, The Y) is a private research university located in Provo, Utah, United States. It is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS Church), and, excluding online students, is the largest of any religious university and the third largest private university in the United States, with 29,672 on-campus students. Approximately 99 percent of the students are members of the LDS Church, and one-third of its US students are from Utah.", "targets": "Who owns and operates Brigham University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d520679f0024ca498f0f895e62abb79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Smaller boats and ships typically have machine-guns or fast cannons, which can often be deadly to low-flying aircraft if linked to a radar-directed fire-control system radar-controlled cannon for point defence. Some vessels like Aegis cruisers are as much a threat to aircraft as any land-based air defence system. In general, naval vessels should be treated with respect by aircraft, however the reverse is equally true. Carrier battle groups are especially well defended, as not only do they typically consist of many vessels with heavy air defence armament but they are also able to launch fighter jets for combat air patrol overhead to intercept incoming airborne threats.", "targets": "What kind of weapons can usually be found on smaller boats and ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d520679f0024ca498f0f895e62abb79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Smaller boats and ships typically have machine-guns or fast cannons, which can often be deadly to low-flying aircraft if linked to a radar-directed fire-control system radar-controlled cannon for point defence. Some vessels like Aegis cruisers are as much a threat to aircraft as any land-based air defence system. In general, naval vessels should be treated with respect by aircraft, however the reverse is equally true. Carrier battle groups are especially well defended, as not only do they typically consist of many vessels with heavy air defence armament but they are also able to launch fighter jets for combat air patrol overhead to intercept incoming airborne threats.", "targets": "These weapons can be deadly to aircraft that is low if it is linked to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d520679f0024ca498f0f895e62abb79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Smaller boats and ships typically have machine-guns or fast cannons, which can often be deadly to low-flying aircraft if linked to a radar-directed fire-control system radar-controlled cannon for point defence. Some vessels like Aegis cruisers are as much a threat to aircraft as any land-based air defence system. In general, naval vessels should be treated with respect by aircraft, however the reverse is equally true. Carrier battle groups are especially well defended, as not only do they typically consist of many vessels with heavy air defence armament but they are also able to launch fighter jets for combat air patrol overhead to intercept incoming airborne threats.", "targets": "What type of ships are particularly well defended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d520679f0024ca498f0f895e62abb79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Smaller boats and ships typically have machine-guns or fast cannons, which can often be deadly to low-flying aircraft if linked to a radar-directed fire-control system radar-controlled cannon for point defence. Some vessels like Aegis cruisers are as much a threat to aircraft as any land-based air defence system. In general, naval vessels should be treated with respect by aircraft, however the reverse is equally true. Carrier battle groups are especially well defended, as not only do they typically consist of many vessels with heavy air defence armament but they are also able to launch fighter jets for combat air patrol overhead to intercept incoming airborne threats.", "targets": "Carrier battle groups can launch what to intercept incoming threats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd236bf49254448a50202a3891e9e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breathing pure O\n2 in space applications, such as in some modern space suits, or in early spacecraft such as Apollo, causes no damage due to the low total pressures used. In the case of spacesuits, the O\n2 partial pressure in the breathing gas is, in general, about 30 kPa (1.4 times normal), and the resulting O\n2 partial pressure in the astronaut's arterial blood is only marginally more than normal sea-level O\n2 partial pressure (for more information on this, see space suit and arterial blood gas).", "targets": "Why is breathing oxygen in space craft not dangerous to health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd236bf49254448a50202a3891e9e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breathing pure O\n2 in space applications, such as in some modern space suits, or in early spacecraft such as Apollo, causes no damage due to the low total pressures used. In the case of spacesuits, the O\n2 partial pressure in the breathing gas is, in general, about 30 kPa (1.4 times normal), and the resulting O\n2 partial pressure in the astronaut's arterial blood is only marginally more than normal sea-level O\n2 partial pressure (for more information on this, see space suit and arterial blood gas).", "targets": "What is the oxygen partial pressure of space suits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd236bf49254448a50202a3891e9e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breathing pure O\n2 in space applications, such as in some modern space suits, or in early spacecraft such as Apollo, causes no damage due to the low total pressures used. In the case of spacesuits, the O\n2 partial pressure in the breathing gas is, in general, about 30 kPa (1.4 times normal), and the resulting O\n2 partial pressure in the astronaut's arterial blood is only marginally more than normal sea-level O\n2 partial pressure (for more information on this, see space suit and arterial blood gas).", "targets": "How much of normal is the oxygen breathed in space suits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd236bf49254448a50202a3891e9e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breathing pure O\n2 in space applications, such as in some modern space suits, or in early spacecraft such as Apollo, causes no damage due to the low total pressures used. In the case of spacesuits, the O\n2 partial pressure in the breathing gas is, in general, about 30 kPa (1.4 times normal), and the resulting O\n2 partial pressure in the astronaut's arterial blood is only marginally more than normal sea-level O\n2 partial pressure (for more information on this, see space suit and arterial blood gas).", "targets": "How much damage does breathing oxygen in space conditions cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd236bf49254448a50202a3891e9e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breathing pure O\n2 in space applications, such as in some modern space suits, or in early spacecraft such as Apollo, causes no damage due to the low total pressures used. In the case of spacesuits, the O\n2 partial pressure in the breathing gas is, in general, about 30 kPa (1.4 times normal), and the resulting O\n2 partial pressure in the astronaut's arterial blood is only marginally more than normal sea-level O\n2 partial pressure (for more information on this, see space suit and arterial blood gas).", "targets": "What si the comparison to sea level with the oxygen level in space suits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f73b99c25b6446b1826a6139a8b913a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2005, there were over 50 churches recognized as cardinalatial deaconries, though there were only 30 cardinals of the order of deacons. Cardinal deacons have long enjoyed the right to \"opt for the order of cardinal priests\" (optazione) after they have been cardinal deacons for 10 years. They may on such elevation take a vacant \"title\" (a church allotted to a cardinal priest as the church in Rome with which he is associated) or their diaconal church may be temporarily elevated to a cardinal priest's \"title\" for that occasion. When elevated to cardinal priests, they take their precedence according to the day they were first made cardinal deacons (thus ranking above cardinal priests who were elevated to the college after them, regardless of order).", "targets": "How many cardinal deacons were there in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f73b99c25b6446b1826a6139a8b913a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2005, there were over 50 churches recognized as cardinalatial deaconries, though there were only 30 cardinals of the order of deacons. Cardinal deacons have long enjoyed the right to \"opt for the order of cardinal priests\" (optazione) after they have been cardinal deacons for 10 years. They may on such elevation take a vacant \"title\" (a church allotted to a cardinal priest as the church in Rome with which he is associated) or their diaconal church may be temporarily elevated to a cardinal priest's \"title\" for that occasion. When elevated to cardinal priests, they take their precedence according to the day they were first made cardinal deacons (thus ranking above cardinal priests who were elevated to the college after them, regardless of order).", "targets": "How many years before a cardinal deacon can choose the order of the cardinal priests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8a52d40dbc4a0b85ea71de7daf8010", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shortcomings of Aristotelian physics would not be fully corrected until the 17th century work of Galileo Galilei, who was influenced by the late Medieval idea that objects in forced motion carried an innate force of impetus. Galileo constructed an experiment in which stones and cannonballs were both rolled down an incline to disprove the Aristotelian theory of motion early in the 17th century. He showed that the bodies were accelerated by gravity to an extent that was independent of their mass and argued that objects retain their velocity unless acted on by a force, for example friction.", "targets": "When were the shortcomings of Aristotle's physics overcome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8a52d40dbc4a0b85ea71de7daf8010", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shortcomings of Aristotelian physics would not be fully corrected until the 17th century work of Galileo Galilei, who was influenced by the late Medieval idea that objects in forced motion carried an innate force of impetus. Galileo constructed an experiment in which stones and cannonballs were both rolled down an incline to disprove the Aristotelian theory of motion early in the 17th century. He showed that the bodies were accelerated by gravity to an extent that was independent of their mass and argued that objects retain their velocity unless acted on by a force, for example friction.", "targets": "Whose work  corrected Aristotle's physics in the seventeenth century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8a52d40dbc4a0b85ea71de7daf8010", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shortcomings of Aristotelian physics would not be fully corrected until the 17th century work of Galileo Galilei, who was influenced by the late Medieval idea that objects in forced motion carried an innate force of impetus. Galileo constructed an experiment in which stones and cannonballs were both rolled down an incline to disprove the Aristotelian theory of motion early in the 17th century. He showed that the bodies were accelerated by gravity to an extent that was independent of their mass and argued that objects retain their velocity unless acted on by a force, for example friction.", "targets": "What did objects in forced motion contain according to the late Medieval idea that influence Aristotle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8a52d40dbc4a0b85ea71de7daf8010", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shortcomings of Aristotelian physics would not be fully corrected until the 17th century work of Galileo Galilei, who was influenced by the late Medieval idea that objects in forced motion carried an innate force of impetus. Galileo constructed an experiment in which stones and cannonballs were both rolled down an incline to disprove the Aristotelian theory of motion early in the 17th century. He showed that the bodies were accelerated by gravity to an extent that was independent of their mass and argued that objects retain their velocity unless acted on by a force, for example friction.", "targets": "Who experimented by rolling stones and canonballs down a steep incline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8a52d40dbc4a0b85ea71de7daf8010", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shortcomings of Aristotelian physics would not be fully corrected until the 17th century work of Galileo Galilei, who was influenced by the late Medieval idea that objects in forced motion carried an innate force of impetus. Galileo constructed an experiment in which stones and cannonballs were both rolled down an incline to disprove the Aristotelian theory of motion early in the 17th century. He showed that the bodies were accelerated by gravity to an extent that was independent of their mass and argued that objects retain their velocity unless acted on by a force, for example friction.", "targets": "What force acted on bodies to retard their velocity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a321e7f63b34be3a194787a91ae652a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Usually, the short-term goal of open market operations is to achieve a specific short-term interest rate target. In other instances, monetary policy might instead entail the targeting of a specific exchange rate relative to some foreign currency or else relative to gold. For example, in the case of the United States the Federal Reserve targets the federal funds rate, the rate at which member banks lend to one another overnight. The other primary means of conducting monetary policy include: (i) Discount window lending (as lender of last resort); (ii) Fractional deposit lending (changes in the reserve requirement); (iii) Moral suasion (cajoling certain market players to achieve specified outcomes); (iv) \"Open mouth operations\" (talking monetary policy with the market).", "targets": "What is the short term goal of open market operations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a321e7f63b34be3a194787a91ae652a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Usually, the short-term goal of open market operations is to achieve a specific short-term interest rate target. In other instances, monetary policy might instead entail the targeting of a specific exchange rate relative to some foreign currency or else relative to gold. For example, in the case of the United States the Federal Reserve targets the federal funds rate, the rate at which member banks lend to one another overnight. The other primary means of conducting monetary policy include: (i) Discount window lending (as lender of last resort); (ii) Fractional deposit lending (changes in the reserve requirement); (iii) Moral suasion (cajoling certain market players to achieve specified outcomes); (iv) \"Open mouth operations\" (talking monetary policy with the market).", "targets": "What does the Federal Reserve target?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a321e7f63b34be3a194787a91ae652a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Usually, the short-term goal of open market operations is to achieve a specific short-term interest rate target. In other instances, monetary policy might instead entail the targeting of a specific exchange rate relative to some foreign currency or else relative to gold. For example, in the case of the United States the Federal Reserve targets the federal funds rate, the rate at which member banks lend to one another overnight. The other primary means of conducting monetary policy include: (i) Discount window lending (as lender of last resort); (ii) Fractional deposit lending (changes in the reserve requirement); (iii) Moral suasion (cajoling certain market players to achieve specified outcomes); (iv) \"Open mouth operations\" (talking monetary policy with the market).", "targets": "What is the federal funds rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a321e7f63b34be3a194787a91ae652a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Usually, the short-term goal of open market operations is to achieve a specific short-term interest rate target. In other instances, monetary policy might instead entail the targeting of a specific exchange rate relative to some foreign currency or else relative to gold. For example, in the case of the United States the Federal Reserve targets the federal funds rate, the rate at which member banks lend to one another overnight. The other primary means of conducting monetary policy include: (i) Discount window lending (as lender of last resort); (ii) Fractional deposit lending (changes in the reserve requirement); (iii) Moral suasion (cajoling certain market players to achieve specified outcomes); (iv) \"Open mouth operations\" (talking monetary policy with the market).", "targets": "What is the cajoling of certain market players to achieve specified outcomes also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a321e7f63b34be3a194787a91ae652a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Usually, the short-term goal of open market operations is to achieve a specific short-term interest rate target. In other instances, monetary policy might instead entail the targeting of a specific exchange rate relative to some foreign currency or else relative to gold. For example, in the case of the United States the Federal Reserve targets the federal funds rate, the rate at which member banks lend to one another overnight. The other primary means of conducting monetary policy include: (i) Discount window lending (as lender of last resort); (ii) Fractional deposit lending (changes in the reserve requirement); (iii) Moral suasion (cajoling certain market players to achieve specified outcomes); (iv) \"Open mouth operations\" (talking monetary policy with the market).", "targets": "What does \"open mouth operations\" mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4df89b838f6e4771b0016de7e897557e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nabatean Kingdom was an Arab state located between the Sinai Peninsula and the Arabian Peninsula. Its capital was the city of Petra, an important trading city on the incense route. The Nabateans resisted the attacks of Antigonous and were allies of the Hasmoneans in their struggle against the Seleucids, but later fought against Herod the great. The hellenization of the Nabateans accured relatively late in comparison to the surrounding regions. Nabatean material culture does not show any Greek influence until the reign of Aretas III Philhellene in the 1st century BCE. Aretas captured Damascus and built the Petra pool complex and gardens in the Hellenistic style. Though the Nabateans originally worshipped their traditional gods in symbolic form such as stone blocks or pillars, during the Hellenistic period they began to identify their gods with Greek gods and depict them in figurative forms influenced by Greek sculpture. Nabatean art shows Greek influences and paintings have been found depicting Dionysian scenes. They also slowly adopted Greek as a language of commerce along with Aramaic and Arabic.", "targets": "What Arab State lied between the Sinai Peninsula and the Arabian Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4df89b838f6e4771b0016de7e897557e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nabatean Kingdom was an Arab state located between the Sinai Peninsula and the Arabian Peninsula. Its capital was the city of Petra, an important trading city on the incense route. The Nabateans resisted the attacks of Antigonous and were allies of the Hasmoneans in their struggle against the Seleucids, but later fought against Herod the great. The hellenization of the Nabateans accured relatively late in comparison to the surrounding regions. Nabatean material culture does not show any Greek influence until the reign of Aretas III Philhellene in the 1st century BCE. Aretas captured Damascus and built the Petra pool complex and gardens in the Hellenistic style. Though the Nabateans originally worshipped their traditional gods in symbolic form such as stone blocks or pillars, during the Hellenistic period they began to identify their gods with Greek gods and depict them in figurative forms influenced by Greek sculpture. Nabatean art shows Greek influences and paintings have been found depicting Dionysian scenes. They also slowly adopted Greek as a language of commerce along with Aramaic and Arabic.", "targets": "What was the capital of the Nabatean Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4df89b838f6e4771b0016de7e897557e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nabatean Kingdom was an Arab state located between the Sinai Peninsula and the Arabian Peninsula. Its capital was the city of Petra, an important trading city on the incense route. The Nabateans resisted the attacks of Antigonous and were allies of the Hasmoneans in their struggle against the Seleucids, but later fought against Herod the great. The hellenization of the Nabateans accured relatively late in comparison to the surrounding regions. Nabatean material culture does not show any Greek influence until the reign of Aretas III Philhellene in the 1st century BCE. Aretas captured Damascus and built the Petra pool complex and gardens in the Hellenistic style. Though the Nabateans originally worshipped their traditional gods in symbolic form such as stone blocks or pillars, during the Hellenistic period they began to identify their gods with Greek gods and depict them in figurative forms influenced by Greek sculpture. Nabatean art shows Greek influences and paintings have been found depicting Dionysian scenes. They also slowly adopted Greek as a language of commerce along with Aramaic and Arabic.", "targets": "Who allied with the Nabatean Kingdom to fight against the Seleucids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4df89b838f6e4771b0016de7e897557e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nabatean Kingdom was an Arab state located between the Sinai Peninsula and the Arabian Peninsula. Its capital was the city of Petra, an important trading city on the incense route. The Nabateans resisted the attacks of Antigonous and were allies of the Hasmoneans in their struggle against the Seleucids, but later fought against Herod the great. The hellenization of the Nabateans accured relatively late in comparison to the surrounding regions. Nabatean material culture does not show any Greek influence until the reign of Aretas III Philhellene in the 1st century BCE. Aretas captured Damascus and built the Petra pool complex and gardens in the Hellenistic style. Though the Nabateans originally worshipped their traditional gods in symbolic form such as stone blocks or pillars, during the Hellenistic period they began to identify their gods with Greek gods and depict them in figurative forms influenced by Greek sculpture. Nabatean art shows Greek influences and paintings have been found depicting Dionysian scenes. They also slowly adopted Greek as a language of commerce along with Aramaic and Arabic.", "targets": "Under whose reign did Nabatean culture begin to show Greek influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4df89b838f6e4771b0016de7e897557e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nabatean Kingdom was an Arab state located between the Sinai Peninsula and the Arabian Peninsula. Its capital was the city of Petra, an important trading city on the incense route. The Nabateans resisted the attacks of Antigonous and were allies of the Hasmoneans in their struggle against the Seleucids, but later fought against Herod the great. The hellenization of the Nabateans accured relatively late in comparison to the surrounding regions. Nabatean material culture does not show any Greek influence until the reign of Aretas III Philhellene in the 1st century BCE. Aretas captured Damascus and built the Petra pool complex and gardens in the Hellenistic style. Though the Nabateans originally worshipped their traditional gods in symbolic form such as stone blocks or pillars, during the Hellenistic period they began to identify their gods with Greek gods and depict them in figurative forms influenced by Greek sculpture. Nabatean art shows Greek influences and paintings have been found depicting Dionysian scenes. They also slowly adopted Greek as a language of commerce along with Aramaic and Arabic.", "targets": "What century did Aretas III Philhellene reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa60f10e6f204b13ab0063e395ea7582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996\u20131997, a research study was conducted on a large population of middle age students in the Cherry Creek School District in Denver, Colorado, USA. The study showed that students who actively listen to classical music before studying had higher academic scores. The research further indicated that students who listened to the music prior to an examination also had positively elevated achievement scores. Students who listened to rock-and-roll or country had moderately lower scores. The study further indicated that students who used classical during the course of study had a significant leap in their academic performance; whereas, those who listened to other types of music had significantly lowered academic scores. The research was conducted over several schools within the Cherry Creek School District and was conducted through University of Colorado. This study is reflective of several recent studies (i.e. Mike Manthei and Steve N. Kelly of the University of Nebraska at Omaha; Donald A. Hodges and Debra S. O'Connell of the University of North Carolina at Greensboro; etc.) and others who had significant results through the discourse of their work.", "targets": "Did student who actively listen to classical music before studying have higher or lower scores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa60f10e6f204b13ab0063e395ea7582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996\u20131997, a research study was conducted on a large population of middle age students in the Cherry Creek School District in Denver, Colorado, USA. The study showed that students who actively listen to classical music before studying had higher academic scores. The research further indicated that students who listened to the music prior to an examination also had positively elevated achievement scores. Students who listened to rock-and-roll or country had moderately lower scores. The study further indicated that students who used classical during the course of study had a significant leap in their academic performance; whereas, those who listened to other types of music had significantly lowered academic scores. The research was conducted over several schools within the Cherry Creek School District and was conducted through University of Colorado. This study is reflective of several recent studies (i.e. Mike Manthei and Steve N. Kelly of the University of Nebraska at Omaha; Donald A. Hodges and Debra S. O'Connell of the University of North Carolina at Greensboro; etc.) and others who had significant results through the discourse of their work.", "targets": "What happened to the scores of students who listened to rock and roll or country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa60f10e6f204b13ab0063e395ea7582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996\u20131997, a research study was conducted on a large population of middle age students in the Cherry Creek School District in Denver, Colorado, USA. The study showed that students who actively listen to classical music before studying had higher academic scores. The research further indicated that students who listened to the music prior to an examination also had positively elevated achievement scores. Students who listened to rock-and-roll or country had moderately lower scores. The study further indicated that students who used classical during the course of study had a significant leap in their academic performance; whereas, those who listened to other types of music had significantly lowered academic scores. The research was conducted over several schools within the Cherry Creek School District and was conducted through University of Colorado. This study is reflective of several recent studies (i.e. Mike Manthei and Steve N. Kelly of the University of Nebraska at Omaha; Donald A. Hodges and Debra S. O'Connell of the University of North Carolina at Greensboro; etc.) and others who had significant results through the discourse of their work.", "targets": "Who experience a significant leap in their academic performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa60f10e6f204b13ab0063e395ea7582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996\u20131997, a research study was conducted on a large population of middle age students in the Cherry Creek School District in Denver, Colorado, USA. The study showed that students who actively listen to classical music before studying had higher academic scores. The research further indicated that students who listened to the music prior to an examination also had positively elevated achievement scores. Students who listened to rock-and-roll or country had moderately lower scores. The study further indicated that students who used classical during the course of study had a significant leap in their academic performance; whereas, those who listened to other types of music had significantly lowered academic scores. The research was conducted over several schools within the Cherry Creek School District and was conducted through University of Colorado. This study is reflective of several recent studies (i.e. Mike Manthei and Steve N. Kelly of the University of Nebraska at Omaha; Donald A. Hodges and Debra S. O'Connell of the University of North Carolina at Greensboro; etc.) and others who had significant results through the discourse of their work.", "targets": "Who conducted the research study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa60f10e6f204b13ab0063e395ea7582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996\u20131997, a research study was conducted on a large population of middle age students in the Cherry Creek School District in Denver, Colorado, USA. The study showed that students who actively listen to classical music before studying had higher academic scores. The research further indicated that students who listened to the music prior to an examination also had positively elevated achievement scores. Students who listened to rock-and-roll or country had moderately lower scores. The study further indicated that students who used classical during the course of study had a significant leap in their academic performance; whereas, those who listened to other types of music had significantly lowered academic scores. The research was conducted over several schools within the Cherry Creek School District and was conducted through University of Colorado. This study is reflective of several recent studies (i.e. Mike Manthei and Steve N. Kelly of the University of Nebraska at Omaha; Donald A. Hodges and Debra S. O'Connell of the University of North Carolina at Greensboro; etc.) and others who had significant results through the discourse of their work.", "targets": "What years was the study conducted in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704c02ba133f4ca58e2ffbefa9c78ff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the state frequently experiences temperatures above 100 \u00b0F (38 \u00b0C) or below 0 \u00b0F (\u221218 \u00b0C), though below-zero temperatures are rare in south-central and southeastern Oklahoma. Snowfall ranges from an average of less than 4 inches (10 cm) in the south to just over 20 inches (51 cm) on the border of Colorado in the panhandle. The state is home to the Storm Prediction Center, the National Severe Storms Laboratory, and the Warning Decision Training Branch, all part of the National Weather Service and located in Norman. Oklahoma's highest recorded temperature of 120 \u00b0F (49 \u00b0C) was recorded at Tipton on June 27, 1994 and the lowest recorded temperature of \u221231 \u00b0F (\u221235 \u00b0C) was recorded at Nowata on February 10, 2011.", "targets": "What parts of Oklahoma rarely see below-zero temperatures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704c02ba133f4ca58e2ffbefa9c78ff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the state frequently experiences temperatures above 100 \u00b0F (38 \u00b0C) or below 0 \u00b0F (\u221218 \u00b0C), though below-zero temperatures are rare in south-central and southeastern Oklahoma. Snowfall ranges from an average of less than 4 inches (10 cm) in the south to just over 20 inches (51 cm) on the border of Colorado in the panhandle. The state is home to the Storm Prediction Center, the National Severe Storms Laboratory, and the Warning Decision Training Branch, all part of the National Weather Service and located in Norman. Oklahoma's highest recorded temperature of 120 \u00b0F (49 \u00b0C) was recorded at Tipton on June 27, 1994 and the lowest recorded temperature of \u221231 \u00b0F (\u221235 \u00b0C) was recorded at Nowata on February 10, 2011.", "targets": "What is the average snowfall in southern Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704c02ba133f4ca58e2ffbefa9c78ff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the state frequently experiences temperatures above 100 \u00b0F (38 \u00b0C) or below 0 \u00b0F (\u221218 \u00b0C), though below-zero temperatures are rare in south-central and southeastern Oklahoma. Snowfall ranges from an average of less than 4 inches (10 cm) in the south to just over 20 inches (51 cm) on the border of Colorado in the panhandle. The state is home to the Storm Prediction Center, the National Severe Storms Laboratory, and the Warning Decision Training Branch, all part of the National Weather Service and located in Norman. Oklahoma's highest recorded temperature of 120 \u00b0F (49 \u00b0C) was recorded at Tipton on June 27, 1994 and the lowest recorded temperature of \u221231 \u00b0F (\u221235 \u00b0C) was recorded at Nowata on February 10, 2011.", "targets": "What is the average snowfall in Oklahoma near the Colorado border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704c02ba133f4ca58e2ffbefa9c78ff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the state frequently experiences temperatures above 100 \u00b0F (38 \u00b0C) or below 0 \u00b0F (\u221218 \u00b0C), though below-zero temperatures are rare in south-central and southeastern Oklahoma. Snowfall ranges from an average of less than 4 inches (10 cm) in the south to just over 20 inches (51 cm) on the border of Colorado in the panhandle. The state is home to the Storm Prediction Center, the National Severe Storms Laboratory, and the Warning Decision Training Branch, all part of the National Weather Service and located in Norman. Oklahoma's highest recorded temperature of 120 \u00b0F (49 \u00b0C) was recorded at Tipton on June 27, 1994 and the lowest recorded temperature of \u221231 \u00b0F (\u221235 \u00b0C) was recorded at Nowata on February 10, 2011.", "targets": "Where is the Storm Prediction Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704c02ba133f4ca58e2ffbefa9c78ff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the state frequently experiences temperatures above 100 \u00b0F (38 \u00b0C) or below 0 \u00b0F (\u221218 \u00b0C), though below-zero temperatures are rare in south-central and southeastern Oklahoma. Snowfall ranges from an average of less than 4 inches (10 cm) in the south to just over 20 inches (51 cm) on the border of Colorado in the panhandle. The state is home to the Storm Prediction Center, the National Severe Storms Laboratory, and the Warning Decision Training Branch, all part of the National Weather Service and located in Norman. Oklahoma's highest recorded temperature of 120 \u00b0F (49 \u00b0C) was recorded at Tipton on June 27, 1994 and the lowest recorded temperature of \u221231 \u00b0F (\u221235 \u00b0C) was recorded at Nowata on February 10, 2011.", "targets": "What was Oklahoma's record high temperature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61e02eb21b4a75b874c9d200e19020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mosaic pavement of the Vrina Plain basilica of Butrint, Albania appear to pre-date that of the Baptistery by almost a generation, dating to the last quarter of the 5th or the first years of the 6th century. The mosaic displays a variety of motifs including sea-creatures, birds, terrestrial beasts, fruits, flowers, trees and abstracts \u2013 designed to depict a terrestrial paradise of God\u2019s creation. Superimposed on this scheme are two large tablets, tabulae ansatae, carrying inscriptions. A variety of fish, a crab, a lobster, shrimps, mushrooms, flowers, a stag and two cruciform designs surround the smaller of the two inscriptions, which reads: In fulfilment of the vow (prayer) of those whose names God knows. This anonymous dedicatory inscription is a public demonstration of the benefactors\u2019 humility and an acknowledgement of God\u2019s omniscience.", "targets": "The floor mosaic in Butrint is how much older than that of the Baptistry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61e02eb21b4a75b874c9d200e19020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mosaic pavement of the Vrina Plain basilica of Butrint, Albania appear to pre-date that of the Baptistery by almost a generation, dating to the last quarter of the 5th or the first years of the 6th century. The mosaic displays a variety of motifs including sea-creatures, birds, terrestrial beasts, fruits, flowers, trees and abstracts \u2013 designed to depict a terrestrial paradise of God\u2019s creation. Superimposed on this scheme are two large tablets, tabulae ansatae, carrying inscriptions. A variety of fish, a crab, a lobster, shrimps, mushrooms, flowers, a stag and two cruciform designs surround the smaller of the two inscriptions, which reads: In fulfilment of the vow (prayer) of those whose names God knows. This anonymous dedicatory inscription is a public demonstration of the benefactors\u2019 humility and an acknowledgement of God\u2019s omniscience.", "targets": "In what country is Butrint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61e02eb21b4a75b874c9d200e19020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mosaic pavement of the Vrina Plain basilica of Butrint, Albania appear to pre-date that of the Baptistery by almost a generation, dating to the last quarter of the 5th or the first years of the 6th century. The mosaic displays a variety of motifs including sea-creatures, birds, terrestrial beasts, fruits, flowers, trees and abstracts \u2013 designed to depict a terrestrial paradise of God\u2019s creation. Superimposed on this scheme are two large tablets, tabulae ansatae, carrying inscriptions. A variety of fish, a crab, a lobster, shrimps, mushrooms, flowers, a stag and two cruciform designs surround the smaller of the two inscriptions, which reads: In fulfilment of the vow (prayer) of those whose names God knows. This anonymous dedicatory inscription is a public demonstration of the benefactors\u2019 humility and an acknowledgement of God\u2019s omniscience.", "targets": "What type of message was left on the mosaics at Butrint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61e02eb21b4a75b874c9d200e19020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mosaic pavement of the Vrina Plain basilica of Butrint, Albania appear to pre-date that of the Baptistery by almost a generation, dating to the last quarter of the 5th or the first years of the 6th century. The mosaic displays a variety of motifs including sea-creatures, birds, terrestrial beasts, fruits, flowers, trees and abstracts \u2013 designed to depict a terrestrial paradise of God\u2019s creation. Superimposed on this scheme are two large tablets, tabulae ansatae, carrying inscriptions. A variety of fish, a crab, a lobster, shrimps, mushrooms, flowers, a stag and two cruciform designs surround the smaller of the two inscriptions, which reads: In fulfilment of the vow (prayer) of those whose names God knows. This anonymous dedicatory inscription is a public demonstration of the benefactors\u2019 humility and an acknowledgement of God\u2019s omniscience.", "targets": "The Vrina Plain basilica is in which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61e02eb21b4a75b874c9d200e19020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mosaic pavement of the Vrina Plain basilica of Butrint, Albania appear to pre-date that of the Baptistery by almost a generation, dating to the last quarter of the 5th or the first years of the 6th century. The mosaic displays a variety of motifs including sea-creatures, birds, terrestrial beasts, fruits, flowers, trees and abstracts \u2013 designed to depict a terrestrial paradise of God\u2019s creation. Superimposed on this scheme are two large tablets, tabulae ansatae, carrying inscriptions. A variety of fish, a crab, a lobster, shrimps, mushrooms, flowers, a stag and two cruciform designs surround the smaller of the two inscriptions, which reads: In fulfilment of the vow (prayer) of those whose names God knows. This anonymous dedicatory inscription is a public demonstration of the benefactors\u2019 humility and an acknowledgement of God\u2019s omniscience.", "targets": "What was the mosaic at Butrint designed to portray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06875610dda64989928a391f87a08634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, Egypt, which had been declared a British protectorate at the outbreak of the First World War, was granted formal independence, though it continued to be a British client state until 1954. British troops remained stationed in Egypt until the signing of the Anglo-Egyptian Treaty in 1936, under which it was agreed that the troops would withdraw but continue to occupy and defend the Suez Canal zone. In return, Egypt was assisted to join the League of Nations. Iraq, a British mandate since 1920, also gained membership of the League in its own right after achieving independence from Britain in 1932. In Palestine, Britain was presented with the problem of mediating between the Arab and Jewish communities. The 1917 Balfour Declaration, which had been incorporated into the terms of the mandate, stated that a national home for the Jewish people would be established in Palestine, and Jewish immigration allowed up to a limit that would be determined by the mandatory power. This led to increasing conflict with the Arab population, who openly revolted in 1936. As the threat of war with Germany increased during the 1930s, Britain judged the support of the Arab population in the Middle East as more important than the establishment of a Jewish homeland, and shifted to a pro-Arab stance, limiting Jewish immigration and in turn triggering a Jewish insurgency.", "targets": "When did Egypt regain formal independence from Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06875610dda64989928a391f87a08634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, Egypt, which had been declared a British protectorate at the outbreak of the First World War, was granted formal independence, though it continued to be a British client state until 1954. British troops remained stationed in Egypt until the signing of the Anglo-Egyptian Treaty in 1936, under which it was agreed that the troops would withdraw but continue to occupy and defend the Suez Canal zone. In return, Egypt was assisted to join the League of Nations. Iraq, a British mandate since 1920, also gained membership of the League in its own right after achieving independence from Britain in 1932. In Palestine, Britain was presented with the problem of mediating between the Arab and Jewish communities. The 1917 Balfour Declaration, which had been incorporated into the terms of the mandate, stated that a national home for the Jewish people would be established in Palestine, and Jewish immigration allowed up to a limit that would be determined by the mandatory power. This led to increasing conflict with the Arab population, who openly revolted in 1936. As the threat of war with Germany increased during the 1930s, Britain judged the support of the Arab population in the Middle East as more important than the establishment of a Jewish homeland, and shifted to a pro-Arab stance, limiting Jewish immigration and in turn triggering a Jewish insurgency.", "targets": "When did Egypt stop being a British client state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06875610dda64989928a391f87a08634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, Egypt, which had been declared a British protectorate at the outbreak of the First World War, was granted formal independence, though it continued to be a British client state until 1954. British troops remained stationed in Egypt until the signing of the Anglo-Egyptian Treaty in 1936, under which it was agreed that the troops would withdraw but continue to occupy and defend the Suez Canal zone. In return, Egypt was assisted to join the League of Nations. Iraq, a British mandate since 1920, also gained membership of the League in its own right after achieving independence from Britain in 1932. In Palestine, Britain was presented with the problem of mediating between the Arab and Jewish communities. The 1917 Balfour Declaration, which had been incorporated into the terms of the mandate, stated that a national home for the Jewish people would be established in Palestine, and Jewish immigration allowed up to a limit that would be determined by the mandatory power. This led to increasing conflict with the Arab population, who openly revolted in 1936. As the threat of war with Germany increased during the 1930s, Britain judged the support of the Arab population in the Middle East as more important than the establishment of a Jewish homeland, and shifted to a pro-Arab stance, limiting Jewish immigration and in turn triggering a Jewish insurgency.", "targets": "What treaty was signed in 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06875610dda64989928a391f87a08634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, Egypt, which had been declared a British protectorate at the outbreak of the First World War, was granted formal independence, though it continued to be a British client state until 1954. British troops remained stationed in Egypt until the signing of the Anglo-Egyptian Treaty in 1936, under which it was agreed that the troops would withdraw but continue to occupy and defend the Suez Canal zone. In return, Egypt was assisted to join the League of Nations. Iraq, a British mandate since 1920, also gained membership of the League in its own right after achieving independence from Britain in 1932. In Palestine, Britain was presented with the problem of mediating between the Arab and Jewish communities. The 1917 Balfour Declaration, which had been incorporated into the terms of the mandate, stated that a national home for the Jewish people would be established in Palestine, and Jewish immigration allowed up to a limit that would be determined by the mandatory power. This led to increasing conflict with the Arab population, who openly revolted in 1936. As the threat of war with Germany increased during the 1930s, Britain judged the support of the Arab population in the Middle East as more important than the establishment of a Jewish homeland, and shifted to a pro-Arab stance, limiting Jewish immigration and in turn triggering a Jewish insurgency.", "targets": "When did Iraq gain independence from Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06875610dda64989928a391f87a08634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, Egypt, which had been declared a British protectorate at the outbreak of the First World War, was granted formal independence, though it continued to be a British client state until 1954. British troops remained stationed in Egypt until the signing of the Anglo-Egyptian Treaty in 1936, under which it was agreed that the troops would withdraw but continue to occupy and defend the Suez Canal zone. In return, Egypt was assisted to join the League of Nations. Iraq, a British mandate since 1920, also gained membership of the League in its own right after achieving independence from Britain in 1932. In Palestine, Britain was presented with the problem of mediating between the Arab and Jewish communities. The 1917 Balfour Declaration, which had been incorporated into the terms of the mandate, stated that a national home for the Jewish people would be established in Palestine, and Jewish immigration allowed up to a limit that would be determined by the mandatory power. This led to increasing conflict with the Arab population, who openly revolted in 1936. As the threat of war with Germany increased during the 1930s, Britain judged the support of the Arab population in the Middle East as more important than the establishment of a Jewish homeland, and shifted to a pro-Arab stance, limiting Jewish immigration and in turn triggering a Jewish insurgency.", "targets": "Britain became more pro-Arab in the 1930s at the expense of which race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85bc0b9490e642d7894c755b6134454e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1962 Nasser again attempted to wrest control of the military command from Amer. Amer responded by directly confronting Nasser for the first time and secretly rallying his loyalist officers. Nasser ultimately backed down, wary of a possible violent confrontation between the military and his civilian government. According to Boghdadi, the stress caused by the UAR's collapse and Amer's increasing autonomy forced Nasser, who already had diabetes, to practically live on painkillers from then on.", "targets": "From whom did Nasser want to seize control of Egypt's military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85bc0b9490e642d7894c755b6134454e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1962 Nasser again attempted to wrest control of the military command from Amer. Amer responded by directly confronting Nasser for the first time and secretly rallying his loyalist officers. Nasser ultimately backed down, wary of a possible violent confrontation between the military and his civilian government. According to Boghdadi, the stress caused by the UAR's collapse and Amer's increasing autonomy forced Nasser, who already had diabetes, to practically live on painkillers from then on.", "targets": "Who blinked in the confrontation between Nasser and Amer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85bc0b9490e642d7894c755b6134454e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1962 Nasser again attempted to wrest control of the military command from Amer. Amer responded by directly confronting Nasser for the first time and secretly rallying his loyalist officers. Nasser ultimately backed down, wary of a possible violent confrontation between the military and his civilian government. According to Boghdadi, the stress caused by the UAR's collapse and Amer's increasing autonomy forced Nasser, who already had diabetes, to practically live on painkillers from then on.", "targets": "How did Amer respond to Nasser's attempts to marginalize him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85bc0b9490e642d7894c755b6134454e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1962 Nasser again attempted to wrest control of the military command from Amer. Amer responded by directly confronting Nasser for the first time and secretly rallying his loyalist officers. Nasser ultimately backed down, wary of a possible violent confrontation between the military and his civilian government. According to Boghdadi, the stress caused by the UAR's collapse and Amer's increasing autonomy forced Nasser, who already had diabetes, to practically live on painkillers from then on.", "targets": "How did Nasser deal with the stress of the UAR's collapse and Amer's intransigence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85bc0b9490e642d7894c755b6134454e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1962 Nasser again attempted to wrest control of the military command from Amer. Amer responded by directly confronting Nasser for the first time and secretly rallying his loyalist officers. Nasser ultimately backed down, wary of a possible violent confrontation between the military and his civilian government. According to Boghdadi, the stress caused by the UAR's collapse and Amer's increasing autonomy forced Nasser, who already had diabetes, to practically live on painkillers from then on.", "targets": "From what chronic illness was Nasser suffering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2c552a5be14b559fcda469d071f4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the first year of the reconstituted league following bankruptcy, the overall attendance average decreased to 8,135, with only one team (Tampa Bay) exceeding 13,000 per game.", "targets": "What was the AFL's average per-game attendance in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2c552a5be14b559fcda469d071f4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the first year of the reconstituted league following bankruptcy, the overall attendance average decreased to 8,135, with only one team (Tampa Bay) exceeding 13,000 per game.", "targets": "In the 2010 season, how many teams drew an average of more than 13,000 fans per game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2c552a5be14b559fcda469d071f4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the first year of the reconstituted league following bankruptcy, the overall attendance average decreased to 8,135, with only one team (Tampa Bay) exceeding 13,000 per game.", "targets": "What team drew more than 13,000 fans per game in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39f9be608f3b4c5193dd9ed728080ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Western Europe witnessed the formation of new kingdoms, the Eastern Roman Empire remained intact and experienced an economic revival that lasted into the early 7th century. There were fewer invasions of the eastern section of the empire; most occurred in the Balkans. Peace with Persia, the traditional enemy of Rome, lasted throughout most of the 5th century. The Eastern Empire was marked by closer relations between the political state and Christian Church, with doctrinal matters assuming an importance in eastern politics that they did not have in Western Europe. Legal developments included the codification of Roman law; the first effort\u2014the Theodosian Code\u2014was completed in 438. Under Emperor Justinian (r. 527\u2013565), another compilation took place\u2014the Corpus Juris Civilis. Justinian also oversaw the construction of the Hagia Sophia in Constantinople and the reconquest of North Africa from the Vandals and Italy from the Ostrogoths, under Belisarius (d. 565). The conquest of Italy was not complete, as a deadly outbreak of plague in 542 led to the rest of Justinian's reign concentrating on defensive measures rather than further conquests. At the emperor's death, the Byzantines had control of most of Italy, North Africa, and a small foothold in southern Spain. Justinian's reconquests have been criticised by historians for overextending his realm and setting the stage for the Muslim conquests, but many of the difficulties faced by Justinian's successors were due not just to over-taxation to pay for his wars but to the essentially civilian nature of the empire, which made raising troops difficult.", "targets": "In what century did the economic revival in the Eastern Roman Empire end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39f9be608f3b4c5193dd9ed728080ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Western Europe witnessed the formation of new kingdoms, the Eastern Roman Empire remained intact and experienced an economic revival that lasted into the early 7th century. There were fewer invasions of the eastern section of the empire; most occurred in the Balkans. Peace with Persia, the traditional enemy of Rome, lasted throughout most of the 5th century. The Eastern Empire was marked by closer relations between the political state and Christian Church, with doctrinal matters assuming an importance in eastern politics that they did not have in Western Europe. Legal developments included the codification of Roman law; the first effort\u2014the Theodosian Code\u2014was completed in 438. Under Emperor Justinian (r. 527\u2013565), another compilation took place\u2014the Corpus Juris Civilis. Justinian also oversaw the construction of the Hagia Sophia in Constantinople and the reconquest of North Africa from the Vandals and Italy from the Ostrogoths, under Belisarius (d. 565). The conquest of Italy was not complete, as a deadly outbreak of plague in 542 led to the rest of Justinian's reign concentrating on defensive measures rather than further conquests. At the emperor's death, the Byzantines had control of most of Italy, North Africa, and a small foothold in southern Spain. Justinian's reconquests have been criticised by historians for overextending his realm and setting the stage for the Muslim conquests, but many of the difficulties faced by Justinian's successors were due not just to over-taxation to pay for his wars but to the essentially civilian nature of the empire, which made raising troops difficult.", "targets": "In what century was there peace with one of Rome's traditional enemies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39f9be608f3b4c5193dd9ed728080ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Western Europe witnessed the formation of new kingdoms, the Eastern Roman Empire remained intact and experienced an economic revival that lasted into the early 7th century. There were fewer invasions of the eastern section of the empire; most occurred in the Balkans. Peace with Persia, the traditional enemy of Rome, lasted throughout most of the 5th century. The Eastern Empire was marked by closer relations between the political state and Christian Church, with doctrinal matters assuming an importance in eastern politics that they did not have in Western Europe. Legal developments included the codification of Roman law; the first effort\u2014the Theodosian Code\u2014was completed in 438. Under Emperor Justinian (r. 527\u2013565), another compilation took place\u2014the Corpus Juris Civilis. Justinian also oversaw the construction of the Hagia Sophia in Constantinople and the reconquest of North Africa from the Vandals and Italy from the Ostrogoths, under Belisarius (d. 565). The conquest of Italy was not complete, as a deadly outbreak of plague in 542 led to the rest of Justinian's reign concentrating on defensive measures rather than further conquests. At the emperor's death, the Byzantines had control of most of Italy, North Africa, and a small foothold in southern Spain. Justinian's reconquests have been criticised by historians for overextending his realm and setting the stage for the Muslim conquests, but many of the difficulties faced by Justinian's successors were due not just to over-taxation to pay for his wars but to the essentially civilian nature of the empire, which made raising troops difficult.", "targets": "Where did most of the invasion in the Eastern Roman Empire take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39f9be608f3b4c5193dd9ed728080ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Western Europe witnessed the formation of new kingdoms, the Eastern Roman Empire remained intact and experienced an economic revival that lasted into the early 7th century. There were fewer invasions of the eastern section of the empire; most occurred in the Balkans. Peace with Persia, the traditional enemy of Rome, lasted throughout most of the 5th century. The Eastern Empire was marked by closer relations between the political state and Christian Church, with doctrinal matters assuming an importance in eastern politics that they did not have in Western Europe. Legal developments included the codification of Roman law; the first effort\u2014the Theodosian Code\u2014was completed in 438. Under Emperor Justinian (r. 527\u2013565), another compilation took place\u2014the Corpus Juris Civilis. Justinian also oversaw the construction of the Hagia Sophia in Constantinople and the reconquest of North Africa from the Vandals and Italy from the Ostrogoths, under Belisarius (d. 565). The conquest of Italy was not complete, as a deadly outbreak of plague in 542 led to the rest of Justinian's reign concentrating on defensive measures rather than further conquests. At the emperor's death, the Byzantines had control of most of Italy, North Africa, and a small foothold in southern Spain. Justinian's reconquests have been criticised by historians for overextending his realm and setting the stage for the Muslim conquests, but many of the difficulties faced by Justinian's successors were due not just to over-taxation to pay for his wars but to the essentially civilian nature of the empire, which made raising troops difficult.", "targets": "What year saw the completion of the Theodosian Code?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39f9be608f3b4c5193dd9ed728080ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Western Europe witnessed the formation of new kingdoms, the Eastern Roman Empire remained intact and experienced an economic revival that lasted into the early 7th century. There were fewer invasions of the eastern section of the empire; most occurred in the Balkans. Peace with Persia, the traditional enemy of Rome, lasted throughout most of the 5th century. The Eastern Empire was marked by closer relations between the political state and Christian Church, with doctrinal matters assuming an importance in eastern politics that they did not have in Western Europe. Legal developments included the codification of Roman law; the first effort\u2014the Theodosian Code\u2014was completed in 438. Under Emperor Justinian (r. 527\u2013565), another compilation took place\u2014the Corpus Juris Civilis. Justinian also oversaw the construction of the Hagia Sophia in Constantinople and the reconquest of North Africa from the Vandals and Italy from the Ostrogoths, under Belisarius (d. 565). The conquest of Italy was not complete, as a deadly outbreak of plague in 542 led to the rest of Justinian's reign concentrating on defensive measures rather than further conquests. At the emperor's death, the Byzantines had control of most of Italy, North Africa, and a small foothold in southern Spain. Justinian's reconquests have been criticised by historians for overextending his realm and setting the stage for the Muslim conquests, but many of the difficulties faced by Justinian's successors were due not just to over-taxation to pay for his wars but to the essentially civilian nature of the empire, which made raising troops difficult.", "targets": "Who was Emperor when the Corpus Juris Civilis was compiled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26eae067ebb4e728b63e0dd78d2b437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 2011 Census, the Office for National Statistics published that Plymouth's unitary authority area population was 256,384; 15,664 more people than that of the last census from 2001, which indicated that Plymouth had a population of 240,720. The Plymouth urban area had a population of 260,203 in 2011 (the urban sprawl which extends outside the authority's boundaries). The city's average household size was 2.3 persons. At the time of the 2011 UK census, the ethnic composition of Plymouth's population was 96.2% White (of 92.9% was White British), with the largest minority ethnic group being Chinese at 0.5%. The white Irish ethnic group saw the largest decline in its share of the population since the 2001 Census (-24%), while the Other Asian and Black African had the largest increases (360% and 351% respectively). This excludes the two new ethnic groups added to the 2011 census of Gypsy or Irish Traveller and Arab. The population rose rapidly during the second half of the 19th century, but declined by over 1.6% from 1931 to 1951.", "targets": "What was the population of Plymouth unitary authority circa 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26eae067ebb4e728b63e0dd78d2b437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 2011 Census, the Office for National Statistics published that Plymouth's unitary authority area population was 256,384; 15,664 more people than that of the last census from 2001, which indicated that Plymouth had a population of 240,720. The Plymouth urban area had a population of 260,203 in 2011 (the urban sprawl which extends outside the authority's boundaries). The city's average household size was 2.3 persons. At the time of the 2011 UK census, the ethnic composition of Plymouth's population was 96.2% White (of 92.9% was White British), with the largest minority ethnic group being Chinese at 0.5%. The white Irish ethnic group saw the largest decline in its share of the population since the 2001 Census (-24%), while the Other Asian and Black African had the largest increases (360% and 351% respectively). This excludes the two new ethnic groups added to the 2011 census of Gypsy or Irish Traveller and Arab. The population rose rapidly during the second half of the 19th century, but declined by over 1.6% from 1931 to 1951.", "targets": "What was the population of Plymouth unitary authority circa 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26eae067ebb4e728b63e0dd78d2b437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 2011 Census, the Office for National Statistics published that Plymouth's unitary authority area population was 256,384; 15,664 more people than that of the last census from 2001, which indicated that Plymouth had a population of 240,720. The Plymouth urban area had a population of 260,203 in 2011 (the urban sprawl which extends outside the authority's boundaries). The city's average household size was 2.3 persons. At the time of the 2011 UK census, the ethnic composition of Plymouth's population was 96.2% White (of 92.9% was White British), with the largest minority ethnic group being Chinese at 0.5%. The white Irish ethnic group saw the largest decline in its share of the population since the 2001 Census (-24%), while the Other Asian and Black African had the largest increases (360% and 351% respectively). This excludes the two new ethnic groups added to the 2011 census of Gypsy or Irish Traveller and Arab. The population rose rapidly during the second half of the 19th century, but declined by over 1.6% from 1931 to 1951.", "targets": "How many people did the Plymouth unitary authority gain between 2001 and 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26eae067ebb4e728b63e0dd78d2b437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 2011 Census, the Office for National Statistics published that Plymouth's unitary authority area population was 256,384; 15,664 more people than that of the last census from 2001, which indicated that Plymouth had a population of 240,720. The Plymouth urban area had a population of 260,203 in 2011 (the urban sprawl which extends outside the authority's boundaries). The city's average household size was 2.3 persons. At the time of the 2011 UK census, the ethnic composition of Plymouth's population was 96.2% White (of 92.9% was White British), with the largest minority ethnic group being Chinese at 0.5%. The white Irish ethnic group saw the largest decline in its share of the population since the 2001 Census (-24%), while the Other Asian and Black African had the largest increases (360% and 351% respectively). This excludes the two new ethnic groups added to the 2011 census of Gypsy or Irish Traveller and Arab. The population rose rapidly during the second half of the 19th century, but declined by over 1.6% from 1931 to 1951.", "targets": "What was the average number of people in a Plymouth household?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26eae067ebb4e728b63e0dd78d2b437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 2011 Census, the Office for National Statistics published that Plymouth's unitary authority area population was 256,384; 15,664 more people than that of the last census from 2001, which indicated that Plymouth had a population of 240,720. The Plymouth urban area had a population of 260,203 in 2011 (the urban sprawl which extends outside the authority's boundaries). The city's average household size was 2.3 persons. At the time of the 2011 UK census, the ethnic composition of Plymouth's population was 96.2% White (of 92.9% was White British), with the largest minority ethnic group being Chinese at 0.5%. The white Irish ethnic group saw the largest decline in its share of the population since the 2001 Census (-24%), while the Other Asian and Black African had the largest increases (360% and 351% respectively). This excludes the two new ethnic groups added to the 2011 census of Gypsy or Irish Traveller and Arab. The population rose rapidly during the second half of the 19th century, but declined by over 1.6% from 1931 to 1951.", "targets": "What percentage of Plymouth residents in 2011 were of Chinese ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1cd3ef95124498bc352c8d282761ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all of the Luftwaffe's effort was made against inland cities. Port cities were also attacked to try to disrupt trade and sea communications. In January Swansea was bombed four times, very heavily. On 17 January around 100 bombers dropped a high concentration of incendiaries, some 32,000 in all. The main damage was inflicted on the commercial and domestic areas. Four days later 230 tons was dropped including 60,000 incendiaries. In Portsmouth Southsea and Gosport waves of 150 bombers destroyed vast swaths of the city with 40,000 incendiaries. Warehouses, rail lines and houses were destroyed and damaged, but the docks were largely untouched.", "targets": "Why were port cities targeted by the Luftwaffe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1cd3ef95124498bc352c8d282761ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all of the Luftwaffe's effort was made against inland cities. Port cities were also attacked to try to disrupt trade and sea communications. In January Swansea was bombed four times, very heavily. On 17 January around 100 bombers dropped a high concentration of incendiaries, some 32,000 in all. The main damage was inflicted on the commercial and domestic areas. Four days later 230 tons was dropped including 60,000 incendiaries. In Portsmouth Southsea and Gosport waves of 150 bombers destroyed vast swaths of the city with 40,000 incendiaries. Warehouses, rail lines and houses were destroyed and damaged, but the docks were largely untouched.", "targets": "How many times was Swansea bombed heavily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1cd3ef95124498bc352c8d282761ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all of the Luftwaffe's effort was made against inland cities. Port cities were also attacked to try to disrupt trade and sea communications. In January Swansea was bombed four times, very heavily. On 17 January around 100 bombers dropped a high concentration of incendiaries, some 32,000 in all. The main damage was inflicted on the commercial and domestic areas. Four days later 230 tons was dropped including 60,000 incendiaries. In Portsmouth Southsea and Gosport waves of 150 bombers destroyed vast swaths of the city with 40,000 incendiaries. Warehouses, rail lines and houses were destroyed and damaged, but the docks were largely untouched.", "targets": "What was primarily damaged in the attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1cd3ef95124498bc352c8d282761ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all of the Luftwaffe's effort was made against inland cities. Port cities were also attacked to try to disrupt trade and sea communications. In January Swansea was bombed four times, very heavily. On 17 January around 100 bombers dropped a high concentration of incendiaries, some 32,000 in all. The main damage was inflicted on the commercial and domestic areas. Four days later 230 tons was dropped including 60,000 incendiaries. In Portsmouth Southsea and Gosport waves of 150 bombers destroyed vast swaths of the city with 40,000 incendiaries. Warehouses, rail lines and houses were destroyed and damaged, but the docks were largely untouched.", "targets": "What cities had large sections of them destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1cd3ef95124498bc352c8d282761ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all of the Luftwaffe's effort was made against inland cities. Port cities were also attacked to try to disrupt trade and sea communications. In January Swansea was bombed four times, very heavily. On 17 January around 100 bombers dropped a high concentration of incendiaries, some 32,000 in all. The main damage was inflicted on the commercial and domestic areas. Four days later 230 tons was dropped including 60,000 incendiaries. In Portsmouth Southsea and Gosport waves of 150 bombers destroyed vast swaths of the city with 40,000 incendiaries. Warehouses, rail lines and houses were destroyed and damaged, but the docks were largely untouched.", "targets": "What was left mostly unharmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "What is poor about inland areas such as Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "Who was the Vice Minister of Health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "What did Gao Qiang tell reporters in Beijing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "How economically forward has this area been?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "Where is health care poor in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "What did the Vice Minster of Health call the public health system in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6921484594154734b77d423ef23ac463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Experts point out that the earthquake hit an area that has been largely neglected and untouched by China's economic rise. Health care is poor in inland areas such as Sichuan, highlighting the widening gap between prosperous urban dwellers and struggling rural people. Vice Minister of Health Gao Qiang told reporters in Beijing that the \"public health care system in China is insufficient.\" The Vice Minister of Health also suggested that the government would pick up the costs of care to earthquake victims, many of whom have little or no insurance: \"The government should be responsible for providing medical treatment to them,\" he said.", "targets": "What should the government of China be responsible for providing to earthquake survivors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f0d288011b6441ba1f87631c3ba7667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Mendel's work, the dominant theory of heredity was one of blending inheritance, which suggested that each parent contributed fluids to the fertilisation process and that the traits of the parents blended and mixed to produce the offspring. Charles Darwin developed a theory of inheritance he termed pangenesis, which used the term gemmule to describe hypothetical particles that would mix during reproduction. Although Mendel's work was largely unrecognized after its first publication in 1866, it was 'rediscovered' in 1900 by three European scientists, Hugo de Vries, Carl Correns, and Erich von Tschermak, who claimed to have reached similar conclusions in their own research.", "targets": "What was the dominant theory of heredity prior to Mendel's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f0d288011b6441ba1f87631c3ba7667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Mendel's work, the dominant theory of heredity was one of blending inheritance, which suggested that each parent contributed fluids to the fertilisation process and that the traits of the parents blended and mixed to produce the offspring. Charles Darwin developed a theory of inheritance he termed pangenesis, which used the term gemmule to describe hypothetical particles that would mix during reproduction. Although Mendel's work was largely unrecognized after its first publication in 1866, it was 'rediscovered' in 1900 by three European scientists, Hugo de Vries, Carl Correns, and Erich von Tschermak, who claimed to have reached similar conclusions in their own research.", "targets": "Who developed the theory of inheritance known as pangenesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f0d288011b6441ba1f87631c3ba7667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Mendel's work, the dominant theory of heredity was one of blending inheritance, which suggested that each parent contributed fluids to the fertilisation process and that the traits of the parents blended and mixed to produce the offspring. Charles Darwin developed a theory of inheritance he termed pangenesis, which used the term gemmule to describe hypothetical particles that would mix during reproduction. Although Mendel's work was largely unrecognized after its first publication in 1866, it was 'rediscovered' in 1900 by three European scientists, Hugo de Vries, Carl Correns, and Erich von Tschermak, who claimed to have reached similar conclusions in their own research.", "targets": "What does the term gemmule describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f0d288011b6441ba1f87631c3ba7667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Mendel's work, the dominant theory of heredity was one of blending inheritance, which suggested that each parent contributed fluids to the fertilisation process and that the traits of the parents blended and mixed to produce the offspring. Charles Darwin developed a theory of inheritance he termed pangenesis, which used the term gemmule to describe hypothetical particles that would mix during reproduction. Although Mendel's work was largely unrecognized after its first publication in 1866, it was 'rediscovered' in 1900 by three European scientists, Hugo de Vries, Carl Correns, and Erich von Tschermak, who claimed to have reached similar conclusions in their own research.", "targets": "What year was Mendel's work first published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f0d288011b6441ba1f87631c3ba7667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Mendel's work, the dominant theory of heredity was one of blending inheritance, which suggested that each parent contributed fluids to the fertilisation process and that the traits of the parents blended and mixed to produce the offspring. Charles Darwin developed a theory of inheritance he termed pangenesis, which used the term gemmule to describe hypothetical particles that would mix during reproduction. Although Mendel's work was largely unrecognized after its first publication in 1866, it was 'rediscovered' in 1900 by three European scientists, Hugo de Vries, Carl Correns, and Erich von Tschermak, who claimed to have reached similar conclusions in their own research.", "targets": "Who are the three scientists that claimed to have reached conclusions similar to Mendel's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee9812071e98467299c21cca99be9fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several barriers protect organisms from infection, including mechanical, chemical, and biological barriers. The waxy cuticle of many leaves, the exoskeleton of insects, the shells and membranes of externally deposited eggs, and skin are examples of mechanical barriers that are the first line of defense against infection. However, as organisms cannot be completely sealed from their environments, other systems act to protect body openings such as the lungs, intestines, and the genitourinary tract. In the lungs, coughing and sneezing mechanically eject pathogens and other irritants from the respiratory tract. The flushing action of tears and urine also mechanically expels pathogens, while mucus secreted by the respiratory and gastrointestinal tract serves to trap and entangle microorganisms.", "targets": "What is a mechanical barrier in insects that protects the insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee9812071e98467299c21cca99be9fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several barriers protect organisms from infection, including mechanical, chemical, and biological barriers. The waxy cuticle of many leaves, the exoskeleton of insects, the shells and membranes of externally deposited eggs, and skin are examples of mechanical barriers that are the first line of defense against infection. However, as organisms cannot be completely sealed from their environments, other systems act to protect body openings such as the lungs, intestines, and the genitourinary tract. In the lungs, coughing and sneezing mechanically eject pathogens and other irritants from the respiratory tract. The flushing action of tears and urine also mechanically expels pathogens, while mucus secreted by the respiratory and gastrointestinal tract serves to trap and entangle microorganisms.", "targets": "What is an example of a mechanical barrier on leaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee9812071e98467299c21cca99be9fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several barriers protect organisms from infection, including mechanical, chemical, and biological barriers. The waxy cuticle of many leaves, the exoskeleton of insects, the shells and membranes of externally deposited eggs, and skin are examples of mechanical barriers that are the first line of defense against infection. However, as organisms cannot be completely sealed from their environments, other systems act to protect body openings such as the lungs, intestines, and the genitourinary tract. In the lungs, coughing and sneezing mechanically eject pathogens and other irritants from the respiratory tract. The flushing action of tears and urine also mechanically expels pathogens, while mucus secreted by the respiratory and gastrointestinal tract serves to trap and entangle microorganisms.", "targets": "What responses protect the lungs by mechanically ejecting pathogens from the respiratory system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee9812071e98467299c21cca99be9fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several barriers protect organisms from infection, including mechanical, chemical, and biological barriers. The waxy cuticle of many leaves, the exoskeleton of insects, the shells and membranes of externally deposited eggs, and skin are examples of mechanical barriers that are the first line of defense against infection. However, as organisms cannot be completely sealed from their environments, other systems act to protect body openings such as the lungs, intestines, and the genitourinary tract. In the lungs, coughing and sneezing mechanically eject pathogens and other irritants from the respiratory tract. The flushing action of tears and urine also mechanically expels pathogens, while mucus secreted by the respiratory and gastrointestinal tract serves to trap and entangle microorganisms.", "targets": "What is secreted by the respiratory tract to trap microorganisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee9812071e98467299c21cca99be9fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several barriers protect organisms from infection, including mechanical, chemical, and biological barriers. The waxy cuticle of many leaves, the exoskeleton of insects, the shells and membranes of externally deposited eggs, and skin are examples of mechanical barriers that are the first line of defense against infection. However, as organisms cannot be completely sealed from their environments, other systems act to protect body openings such as the lungs, intestines, and the genitourinary tract. In the lungs, coughing and sneezing mechanically eject pathogens and other irritants from the respiratory tract. The flushing action of tears and urine also mechanically expels pathogens, while mucus secreted by the respiratory and gastrointestinal tract serves to trap and entangle microorganisms.", "targets": "The flushing action of what expels pathogens from the eyes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58c81cb254d84146b67a1e28d86c75ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surviving remains of 12th century merchants' houses such as King John's House and Canute's Palace are evidence of the wealth that existed in the town at this time. In 1348, the Black Death reached England via merchant vessels calling at Southampton.", "targets": "Ruins of merchants' homes that survive today are evidence that Southampton had rich people in what century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58c81cb254d84146b67a1e28d86c75ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surviving remains of 12th century merchants' houses such as King John's House and Canute's Palace are evidence of the wealth that existed in the town at this time. In 1348, the Black Death reached England via merchant vessels calling at Southampton.", "targets": "What plague made it to England because of all the ships visiting Southampton in the 14th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58c81cb254d84146b67a1e28d86c75ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surviving remains of 12th century merchants' houses such as King John's House and Canute's Palace are evidence of the wealth that existed in the town at this time. In 1348, the Black Death reached England via merchant vessels calling at Southampton.", "targets": "What year did the Black Death arrive in England for the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58c81cb254d84146b67a1e28d86c75ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Surviving remains of 12th century merchants' houses such as King John's House and Canute's Palace are evidence of the wealth that existed in the town at this time. In 1348, the Black Death reached England via merchant vessels calling at Southampton.", "targets": "In addition to King John's House, what's the name of another rich merchant's dwelling that still partly remains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e6eae682e1846ff97dc89d7f92037d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before emerging as a pop star, Madonna has spent her early years in rock music alongside her bands, Breakfast Club and Emmy. While performing with Emmy, Madonna recorded about 12-14 songs which resemble the punk rock of that period. Her early rock roots also can be found on the demo album Pre-Madonna. Stephen Thomas Erlewine noted that with her self-titled debut album, Madonna began her career as a disco diva, in an era that did not have any such divas to speak of. In the beginning of the '80's, disco was an anathema to the mainstream pop, and according to Erlewine, Madonna had a huge role in popularizing dance music as mainstream music. The album's songs reveal several key trends that have continued to define her success, including a strong dance-based idiom, catchy hooks, highly polished arrangements and Madonna's own vocal style. Her second album, Like a Virgin (1984), foreshadowed several trends in her later works. It contained references to classical works (pizzicato synthesizer line that opens \"Angel\"); potential negative reaction from social groups (\"Dress You Up\" was blacklisted by the Parents Music Resource Center); and retro styles (\"Shoo-Bee-Doo\", Madonna's homage to Motown).", "targets": "Which genre did Madonna started out in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e6eae682e1846ff97dc89d7f92037d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before emerging as a pop star, Madonna has spent her early years in rock music alongside her bands, Breakfast Club and Emmy. While performing with Emmy, Madonna recorded about 12-14 songs which resemble the punk rock of that period. Her early rock roots also can be found on the demo album Pre-Madonna. Stephen Thomas Erlewine noted that with her self-titled debut album, Madonna began her career as a disco diva, in an era that did not have any such divas to speak of. In the beginning of the '80's, disco was an anathema to the mainstream pop, and according to Erlewine, Madonna had a huge role in popularizing dance music as mainstream music. The album's songs reveal several key trends that have continued to define her success, including a strong dance-based idiom, catchy hooks, highly polished arrangements and Madonna's own vocal style. Her second album, Like a Virgin (1984), foreshadowed several trends in her later works. It contained references to classical works (pizzicato synthesizer line that opens \"Angel\"); potential negative reaction from social groups (\"Dress You Up\" was blacklisted by the Parents Music Resource Center); and retro styles (\"Shoo-Bee-Doo\", Madonna's homage to Motown).", "targets": "When performing with Emmy, how many songs did Madonna produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e6eae682e1846ff97dc89d7f92037d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before emerging as a pop star, Madonna has spent her early years in rock music alongside her bands, Breakfast Club and Emmy. While performing with Emmy, Madonna recorded about 12-14 songs which resemble the punk rock of that period. Her early rock roots also can be found on the demo album Pre-Madonna. Stephen Thomas Erlewine noted that with her self-titled debut album, Madonna began her career as a disco diva, in an era that did not have any such divas to speak of. In the beginning of the '80's, disco was an anathema to the mainstream pop, and according to Erlewine, Madonna had a huge role in popularizing dance music as mainstream music. The album's songs reveal several key trends that have continued to define her success, including a strong dance-based idiom, catchy hooks, highly polished arrangements and Madonna's own vocal style. Her second album, Like a Virgin (1984), foreshadowed several trends in her later works. It contained references to classical works (pizzicato synthesizer line that opens \"Angel\"); potential negative reaction from social groups (\"Dress You Up\" was blacklisted by the Parents Music Resource Center); and retro styles (\"Shoo-Bee-Doo\", Madonna's homage to Motown).", "targets": "Who popularize dance music as mainstream music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e6eae682e1846ff97dc89d7f92037d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before emerging as a pop star, Madonna has spent her early years in rock music alongside her bands, Breakfast Club and Emmy. While performing with Emmy, Madonna recorded about 12-14 songs which resemble the punk rock of that period. Her early rock roots also can be found on the demo album Pre-Madonna. Stephen Thomas Erlewine noted that with her self-titled debut album, Madonna began her career as a disco diva, in an era that did not have any such divas to speak of. In the beginning of the '80's, disco was an anathema to the mainstream pop, and according to Erlewine, Madonna had a huge role in popularizing dance music as mainstream music. The album's songs reveal several key trends that have continued to define her success, including a strong dance-based idiom, catchy hooks, highly polished arrangements and Madonna's own vocal style. Her second album, Like a Virgin (1984), foreshadowed several trends in her later works. It contained references to classical works (pizzicato synthesizer line that opens \"Angel\"); potential negative reaction from social groups (\"Dress You Up\" was blacklisted by the Parents Music Resource Center); and retro styles (\"Shoo-Bee-Doo\", Madonna's homage to Motown).", "targets": "What is Madonna's second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0479d623aca344fc93aa1511117c3727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s some British pubs would offer \"a pie and a pint\", with hot individual steak and ale pies made easily on the premises by the proprietor's wife during the lunchtime opening hours. The ploughman's lunch became popular in the late 1960s. In the late 1960s \"chicken in a basket\", a portion of roast chicken with chips, served on a napkin, in a wicker basket became popular due to its convenience.", "targets": "During what decade did some British pubs provide \"a pie and a pint\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0479d623aca344fc93aa1511117c3727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s some British pubs would offer \"a pie and a pint\", with hot individual steak and ale pies made easily on the premises by the proprietor's wife during the lunchtime opening hours. The ploughman's lunch became popular in the late 1960s. In the late 1960s \"chicken in a basket\", a portion of roast chicken with chips, served on a napkin, in a wicker basket became popular due to its convenience.", "targets": "In what decade was the ploughman's lunch often consumed in pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0479d623aca344fc93aa1511117c3727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s some British pubs would offer \"a pie and a pint\", with hot individual steak and ale pies made easily on the premises by the proprietor's wife during the lunchtime opening hours. The ploughman's lunch became popular in the late 1960s. In the late 1960s \"chicken in a basket\", a portion of roast chicken with chips, served on a napkin, in a wicker basket became popular due to its convenience.", "targets": "What decade saw the popularity of \"chicken in a basket\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0479d623aca344fc93aa1511117c3727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s some British pubs would offer \"a pie and a pint\", with hot individual steak and ale pies made easily on the premises by the proprietor's wife during the lunchtime opening hours. The ploughman's lunch became popular in the late 1960s. In the late 1960s \"chicken in a basket\", a portion of roast chicken with chips, served on a napkin, in a wicker basket became popular due to its convenience.", "targets": "What was \"chicken in a basket\" served in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0479d623aca344fc93aa1511117c3727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s some British pubs would offer \"a pie and a pint\", with hot individual steak and ale pies made easily on the premises by the proprietor's wife during the lunchtime opening hours. The ploughman's lunch became popular in the late 1960s. In the late 1960s \"chicken in a basket\", a portion of roast chicken with chips, served on a napkin, in a wicker basket became popular due to its convenience.", "targets": "Along with chicken, what food was included in \"chicken in a basket\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "Which two national basketball teams play in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "New York City's women's basketball team is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "The first college basketball championship took place in NYC in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "What Women's National Basketball Association team is based in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "What is the name of the collegiate basketball championship that takes place in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "In what year was the inaugural National Invitation Tournament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15b0d5d1e46f4ee08c9f439bdfb09dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's National Basketball Association teams are the Brooklyn Nets and the New York Knicks, while the New York Liberty is the city's Women's National Basketball Association. The first national college-level basketball championship, the National Invitation Tournament, was held in New York in 1938 and remains in the city. The city is well known for its links to basketball, which is played in nearly every park in the city by local youth, many of whom have gone on to play for major college programs and in the NBA.", "targets": "Along with the Brooklyn Nets, what NBA team is based in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05becfe70b704393a568d7e4d612ade6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 27 BC, Lusitania gained the status of Roman province. Later, a northern province of Lusitania was formed, known as Gallaecia, with capital in Bracara Augusta, today's Braga. There are still many ruins of castros (hill forts) all over modern Portugal and remains of Castro culture. Numerous Roman sites are scattered around present-day Portugal, some urban remains are quite large, like Con\u00edmbriga and Mirobriga. The former, beyond being one of the largest Roman settlements in Portugal, is also classified as a National Monument. Con\u00edmbriga lies 16 km from Coimbra which by its turn was the ancient Aeminium). The site also has a museum that displays objects found by archaeologists during their excavations.", "targets": "In what year did Lusitania become a Roman province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05becfe70b704393a568d7e4d612ade6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 27 BC, Lusitania gained the status of Roman province. Later, a northern province of Lusitania was formed, known as Gallaecia, with capital in Bracara Augusta, today's Braga. There are still many ruins of castros (hill forts) all over modern Portugal and remains of Castro culture. Numerous Roman sites are scattered around present-day Portugal, some urban remains are quite large, like Con\u00edmbriga and Mirobriga. The former, beyond being one of the largest Roman settlements in Portugal, is also classified as a National Monument. Con\u00edmbriga lies 16 km from Coimbra which by its turn was the ancient Aeminium). The site also has a museum that displays objects found by archaeologists during their excavations.", "targets": "What was the Northern province of Lusitania known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05becfe70b704393a568d7e4d612ade6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 27 BC, Lusitania gained the status of Roman province. Later, a northern province of Lusitania was formed, known as Gallaecia, with capital in Bracara Augusta, today's Braga. There are still many ruins of castros (hill forts) all over modern Portugal and remains of Castro culture. Numerous Roman sites are scattered around present-day Portugal, some urban remains are quite large, like Con\u00edmbriga and Mirobriga. The former, beyond being one of the largest Roman settlements in Portugal, is also classified as a National Monument. Con\u00edmbriga lies 16 km from Coimbra which by its turn was the ancient Aeminium). The site also has a museum that displays objects found by archaeologists during their excavations.", "targets": "What are two large Roman sites that still exist today in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05becfe70b704393a568d7e4d612ade6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 27 BC, Lusitania gained the status of Roman province. Later, a northern province of Lusitania was formed, known as Gallaecia, with capital in Bracara Augusta, today's Braga. There are still many ruins of castros (hill forts) all over modern Portugal and remains of Castro culture. Numerous Roman sites are scattered around present-day Portugal, some urban remains are quite large, like Con\u00edmbriga and Mirobriga. The former, beyond being one of the largest Roman settlements in Portugal, is also classified as a National Monument. Con\u00edmbriga lies 16 km from Coimbra which by its turn was the ancient Aeminium). The site also has a museum that displays objects found by archaeologists during their excavations.", "targets": "What are castros?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05becfe70b704393a568d7e4d612ade6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 27 BC, Lusitania gained the status of Roman province. Later, a northern province of Lusitania was formed, known as Gallaecia, with capital in Bracara Augusta, today's Braga. There are still many ruins of castros (hill forts) all over modern Portugal and remains of Castro culture. Numerous Roman sites are scattered around present-day Portugal, some urban remains are quite large, like Con\u00edmbriga and Mirobriga. The former, beyond being one of the largest Roman settlements in Portugal, is also classified as a National Monument. Con\u00edmbriga lies 16 km from Coimbra which by its turn was the ancient Aeminium). The site also has a museum that displays objects found by archaeologists during their excavations.", "targets": "How far apart are Conimbriga and Coimbra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9538b5ecede4c5a8d1476ebd04eada9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Republic of China (Taiwan), which uses traditional Chinese characters, the Ministry of Education's Ch\u00e1ngy\u00f2ng Gu\u00f3z\u00ec Bi\u0101ozh\u01d4n Z\u00ect\u01d0 Bi\u01ceo (\u5e38\u7528\u570b\u5b57\u6a19\u6e96\u5b57\u9ad4\u8868, Chart of Standard Forms of Common National Characters) lists 4,808 characters; the C\u00ec Ch\u00e1ngy\u00f2ng Gu\u00f3z\u00ec Bi\u0101ozh\u01d4n Z\u00ect\u01d0 Bi\u01ceo (\u6b21\u5e38\u7528\u570b\u5b57\u6a19\u6e96\u5b57\u9ad4\u8868, Chart of Standard Forms of Less-Than-Common National Characters) lists another 6,341 characters. The Chinese Standard Interchange Code (CNS11643)\u2014the official national encoding standard\u2014supports 48,027 characters, while the most widely used encoding scheme, BIG-5, supports only 13,053.", "targets": "What supports 48,027 characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9538b5ecede4c5a8d1476ebd04eada9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Republic of China (Taiwan), which uses traditional Chinese characters, the Ministry of Education's Ch\u00e1ngy\u00f2ng Gu\u00f3z\u00ec Bi\u0101ozh\u01d4n Z\u00ect\u01d0 Bi\u01ceo (\u5e38\u7528\u570b\u5b57\u6a19\u6e96\u5b57\u9ad4\u8868, Chart of Standard Forms of Common National Characters) lists 4,808 characters; the C\u00ec Ch\u00e1ngy\u00f2ng Gu\u00f3z\u00ec Bi\u0101ozh\u01d4n Z\u00ect\u01d0 Bi\u01ceo (\u6b21\u5e38\u7528\u570b\u5b57\u6a19\u6e96\u5b57\u9ad4\u8868, Chart of Standard Forms of Less-Than-Common National Characters) lists another 6,341 characters. The Chinese Standard Interchange Code (CNS11643)\u2014the official national encoding standard\u2014supports 48,027 characters, while the most widely used encoding scheme, BIG-5, supports only 13,053.", "targets": "What supports 13,053 characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9538b5ecede4c5a8d1476ebd04eada9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Republic of China (Taiwan), which uses traditional Chinese characters, the Ministry of Education's Ch\u00e1ngy\u00f2ng Gu\u00f3z\u00ec Bi\u0101ozh\u01d4n Z\u00ect\u01d0 Bi\u01ceo (\u5e38\u7528\u570b\u5b57\u6a19\u6e96\u5b57\u9ad4\u8868, Chart of Standard Forms of Common National Characters) lists 4,808 characters; the C\u00ec Ch\u00e1ngy\u00f2ng Gu\u00f3z\u00ec Bi\u0101ozh\u01d4n Z\u00ect\u01d0 Bi\u01ceo (\u6b21\u5e38\u7528\u570b\u5b57\u6a19\u6e96\u5b57\u9ad4\u8868, Chart of Standard Forms of Less-Than-Common National Characters) lists another 6,341 characters. The Chinese Standard Interchange Code (CNS11643)\u2014the official national encoding standard\u2014supports 48,027 characters, while the most widely used encoding scheme, BIG-5, supports only 13,053.", "targets": "What area uses traditional Chinese characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73796d7a24854431b608bedeb378c021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Provost's Office has launched several women into prominent university presidencies. In 1977 Hanna Holborn Gray was appointed acting President of Yale from this position, and went on to become President of the University of Chicago, the first woman to be full president of a major university. In 1994 Yale Provost Judith Rodin became the first female president of an Ivy League institution at the University of Pennsylvania. In 2002 Provost Alison Richard became the Vice Chancellor of the University of Cambridge. In 2004, Provost Susan Hockfield became the President of the Massachusetts Institute of Technology. In 2007 Deputy Provost Kim Bottomly was named President of Wellesley College. In 2003, the Dean of the Divinity School, Rebecca Chopp, was appointed president of Colgate University and now heads Swarthmore College.", "targets": "Who was appointed acting President of Yale in 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73796d7a24854431b608bedeb378c021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Provost's Office has launched several women into prominent university presidencies. In 1977 Hanna Holborn Gray was appointed acting President of Yale from this position, and went on to become President of the University of Chicago, the first woman to be full president of a major university. In 1994 Yale Provost Judith Rodin became the first female president of an Ivy League institution at the University of Pennsylvania. In 2002 Provost Alison Richard became the Vice Chancellor of the University of Cambridge. In 2004, Provost Susan Hockfield became the President of the Massachusetts Institute of Technology. In 2007 Deputy Provost Kim Bottomly was named President of Wellesley College. In 2003, the Dean of the Divinity School, Rebecca Chopp, was appointed president of Colgate University and now heads Swarthmore College.", "targets": "Where did Hanna Holborn Gray go after Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73796d7a24854431b608bedeb378c021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Provost's Office has launched several women into prominent university presidencies. In 1977 Hanna Holborn Gray was appointed acting President of Yale from this position, and went on to become President of the University of Chicago, the first woman to be full president of a major university. In 1994 Yale Provost Judith Rodin became the first female president of an Ivy League institution at the University of Pennsylvania. In 2002 Provost Alison Richard became the Vice Chancellor of the University of Cambridge. In 2004, Provost Susan Hockfield became the President of the Massachusetts Institute of Technology. In 2007 Deputy Provost Kim Bottomly was named President of Wellesley College. In 2003, the Dean of the Divinity School, Rebecca Chopp, was appointed president of Colgate University and now heads Swarthmore College.", "targets": "In what year did Judith Rodin become the first female president of an Ivy League school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73796d7a24854431b608bedeb378c021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Provost's Office has launched several women into prominent university presidencies. In 1977 Hanna Holborn Gray was appointed acting President of Yale from this position, and went on to become President of the University of Chicago, the first woman to be full president of a major university. In 1994 Yale Provost Judith Rodin became the first female president of an Ivy League institution at the University of Pennsylvania. In 2002 Provost Alison Richard became the Vice Chancellor of the University of Cambridge. In 2004, Provost Susan Hockfield became the President of the Massachusetts Institute of Technology. In 2007 Deputy Provost Kim Bottomly was named President of Wellesley College. In 2003, the Dean of the Divinity School, Rebecca Chopp, was appointed president of Colgate University and now heads Swarthmore College.", "targets": "In what year did Susan Hockfield become President of MIT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73796d7a24854431b608bedeb378c021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Provost's Office has launched several women into prominent university presidencies. In 1977 Hanna Holborn Gray was appointed acting President of Yale from this position, and went on to become President of the University of Chicago, the first woman to be full president of a major university. In 1994 Yale Provost Judith Rodin became the first female president of an Ivy League institution at the University of Pennsylvania. In 2002 Provost Alison Richard became the Vice Chancellor of the University of Cambridge. In 2004, Provost Susan Hockfield became the President of the Massachusetts Institute of Technology. In 2007 Deputy Provost Kim Bottomly was named President of Wellesley College. In 2003, the Dean of the Divinity School, Rebecca Chopp, was appointed president of Colgate University and now heads Swarthmore College.", "targets": "Who became Vice Chancellor of the University of Cambridge in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c8d77dc1054c6fb84ae17808a3d121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 28 April 2015, the Iranian navy seized the Marshall Island-flagged MV Maersk Tigris near the Strait of Hormuz. The ship had been chartered by Germany's Rickmers Ship Management, which stated that the ship contained no special cargo and no military weapons. The ship was reported to be under the control of the Iranian Revolutionary Guard according to the Pentagon. Tensions escallated in the region due to the intensifying of Saudi-led coalition attacks in Yemen. The Pentagon reported that the destroyer USS Farragut and a maritime reconnaissance aircraft were dispatched upon receiving a distress call from the ship Tigris and it was also reported that all 34 crew members were detained. US defense officials have said that they would review U.S. defense obligations to the Government of the Marshall Islands in the wake of recent events and also condemned the shots fired at the bridge as \"inappropriate\". It was reported in May 2015 that Tehran would release the ship after it paid a penalty.", "targets": "On what date did the Iranian Navy capture a Marshall Islands ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c8d77dc1054c6fb84ae17808a3d121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 28 April 2015, the Iranian navy seized the Marshall Island-flagged MV Maersk Tigris near the Strait of Hormuz. The ship had been chartered by Germany's Rickmers Ship Management, which stated that the ship contained no special cargo and no military weapons. The ship was reported to be under the control of the Iranian Revolutionary Guard according to the Pentagon. Tensions escallated in the region due to the intensifying of Saudi-led coalition attacks in Yemen. The Pentagon reported that the destroyer USS Farragut and a maritime reconnaissance aircraft were dispatched upon receiving a distress call from the ship Tigris and it was also reported that all 34 crew members were detained. US defense officials have said that they would review U.S. defense obligations to the Government of the Marshall Islands in the wake of recent events and also condemned the shots fired at the bridge as \"inappropriate\". It was reported in May 2015 that Tehran would release the ship after it paid a penalty.", "targets": "What was the name of the Marshall Islands ship seized by Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c8d77dc1054c6fb84ae17808a3d121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 28 April 2015, the Iranian navy seized the Marshall Island-flagged MV Maersk Tigris near the Strait of Hormuz. The ship had been chartered by Germany's Rickmers Ship Management, which stated that the ship contained no special cargo and no military weapons. The ship was reported to be under the control of the Iranian Revolutionary Guard according to the Pentagon. Tensions escallated in the region due to the intensifying of Saudi-led coalition attacks in Yemen. The Pentagon reported that the destroyer USS Farragut and a maritime reconnaissance aircraft were dispatched upon receiving a distress call from the ship Tigris and it was also reported that all 34 crew members were detained. US defense officials have said that they would review U.S. defense obligations to the Government of the Marshall Islands in the wake of recent events and also condemned the shots fired at the bridge as \"inappropriate\". It was reported in May 2015 that Tehran would release the ship after it paid a penalty.", "targets": "Who chartered the captured Marshall Islands ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c8d77dc1054c6fb84ae17808a3d121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 28 April 2015, the Iranian navy seized the Marshall Island-flagged MV Maersk Tigris near the Strait of Hormuz. The ship had been chartered by Germany's Rickmers Ship Management, which stated that the ship contained no special cargo and no military weapons. The ship was reported to be under the control of the Iranian Revolutionary Guard according to the Pentagon. Tensions escallated in the region due to the intensifying of Saudi-led coalition attacks in Yemen. The Pentagon reported that the destroyer USS Farragut and a maritime reconnaissance aircraft were dispatched upon receiving a distress call from the ship Tigris and it was also reported that all 34 crew members were detained. US defense officials have said that they would review U.S. defense obligations to the Government of the Marshall Islands in the wake of recent events and also condemned the shots fired at the bridge as \"inappropriate\". It was reported in May 2015 that Tehran would release the ship after it paid a penalty.", "targets": "How many crew members were on the MV Maersk Tigris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c8d77dc1054c6fb84ae17808a3d121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 28 April 2015, the Iranian navy seized the Marshall Island-flagged MV Maersk Tigris near the Strait of Hormuz. The ship had been chartered by Germany's Rickmers Ship Management, which stated that the ship contained no special cargo and no military weapons. The ship was reported to be under the control of the Iranian Revolutionary Guard according to the Pentagon. Tensions escallated in the region due to the intensifying of Saudi-led coalition attacks in Yemen. The Pentagon reported that the destroyer USS Farragut and a maritime reconnaissance aircraft were dispatched upon receiving a distress call from the ship Tigris and it was also reported that all 34 crew members were detained. US defense officials have said that they would review U.S. defense obligations to the Government of the Marshall Islands in the wake of recent events and also condemned the shots fired at the bridge as \"inappropriate\". It was reported in May 2015 that Tehran would release the ship after it paid a penalty.", "targets": "Near what body of water was the Maersk Tigris seized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bf5bbaa143842e491dd228bed3e3bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The base of the stupa has 108 small depictions of the Dhyani Buddha Amitabha. It is surrounded with a brick wall with 147 niches, each with four or five prayer wheels engraved with the mantra, om mani padme hum. At the northern entrance where visitors must pass is a shrine dedicated to Ajima, the goddess of smallpox. Every year the stupa attracts many Tibetan Buddhist pilgrims who perform full body prostrations in the inner lower enclosure, walk around the stupa with prayer wheels, chant, and pray. Thousands of prayer flags are hoisted up from the top of the stupa downwards and dot the perimeter of the complex. The influx of many Tibetan refugees from China has seen the construction of over 50 Tibetan gompas (monasteries) around Boudhanath.", "targets": "Who is pictured on the stupa's base?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bf5bbaa143842e491dd228bed3e3bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The base of the stupa has 108 small depictions of the Dhyani Buddha Amitabha. It is surrounded with a brick wall with 147 niches, each with four or five prayer wheels engraved with the mantra, om mani padme hum. At the northern entrance where visitors must pass is a shrine dedicated to Ajima, the goddess of smallpox. Every year the stupa attracts many Tibetan Buddhist pilgrims who perform full body prostrations in the inner lower enclosure, walk around the stupa with prayer wheels, chant, and pray. Thousands of prayer flags are hoisted up from the top of the stupa downwards and dot the perimeter of the complex. The influx of many Tibetan refugees from China has seen the construction of over 50 Tibetan gompas (monasteries) around Boudhanath.", "targets": "What is Ajima the deity of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bf5bbaa143842e491dd228bed3e3bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The base of the stupa has 108 small depictions of the Dhyani Buddha Amitabha. It is surrounded with a brick wall with 147 niches, each with four or five prayer wheels engraved with the mantra, om mani padme hum. At the northern entrance where visitors must pass is a shrine dedicated to Ajima, the goddess of smallpox. Every year the stupa attracts many Tibetan Buddhist pilgrims who perform full body prostrations in the inner lower enclosure, walk around the stupa with prayer wheels, chant, and pray. Thousands of prayer flags are hoisted up from the top of the stupa downwards and dot the perimeter of the complex. The influx of many Tibetan refugees from China has seen the construction of over 50 Tibetan gompas (monasteries) around Boudhanath.", "targets": "What are gompas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bf5bbaa143842e491dd228bed3e3bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The base of the stupa has 108 small depictions of the Dhyani Buddha Amitabha. It is surrounded with a brick wall with 147 niches, each with four or five prayer wheels engraved with the mantra, om mani padme hum. At the northern entrance where visitors must pass is a shrine dedicated to Ajima, the goddess of smallpox. Every year the stupa attracts many Tibetan Buddhist pilgrims who perform full body prostrations in the inner lower enclosure, walk around the stupa with prayer wheels, chant, and pray. Thousands of prayer flags are hoisted up from the top of the stupa downwards and dot the perimeter of the complex. The influx of many Tibetan refugees from China has seen the construction of over 50 Tibetan gompas (monasteries) around Boudhanath.", "targets": "Visitors from what faith routinely visit the stupa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bf5bbaa143842e491dd228bed3e3bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The base of the stupa has 108 small depictions of the Dhyani Buddha Amitabha. It is surrounded with a brick wall with 147 niches, each with four or five prayer wheels engraved with the mantra, om mani padme hum. At the northern entrance where visitors must pass is a shrine dedicated to Ajima, the goddess of smallpox. Every year the stupa attracts many Tibetan Buddhist pilgrims who perform full body prostrations in the inner lower enclosure, walk around the stupa with prayer wheels, chant, and pray. Thousands of prayer flags are hoisted up from the top of the stupa downwards and dot the perimeter of the complex. The influx of many Tibetan refugees from China has seen the construction of over 50 Tibetan gompas (monasteries) around Boudhanath.", "targets": "What mantra is engraved on the stupa's prayer wheels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3e5b550ceb54f42b27268ac04686e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2002, the Internet Archive removed various sites that were critical of Scientology from the Wayback Machine. An error message stated that this was in response to a \"request by the site owner.\" Later, it was clarified that lawyers from the Church of Scientology had demanded the removal and that the site owners did not want their material removed.", "targets": "Web pages that contained content critical of what religous movement were taken off of the Internet Archive in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3e5b550ceb54f42b27268ac04686e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2002, the Internet Archive removed various sites that were critical of Scientology from the Wayback Machine. An error message stated that this was in response to a \"request by the site owner.\" Later, it was clarified that lawyers from the Church of Scientology had demanded the removal and that the site owners did not want their material removed.", "targets": "Who was mistakenly credited for having the sites with criticism of Scientology removed from the Internet Archive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3e5b550ceb54f42b27268ac04686e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2002, the Internet Archive removed various sites that were critical of Scientology from the Wayback Machine. An error message stated that this was in response to a \"request by the site owner.\" Later, it was clarified that lawyers from the Church of Scientology had demanded the removal and that the site owners did not want their material removed.", "targets": "Who was the actual party that requested the critical sites be taken down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9d56ff49310450db298673db91878d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Virginia prior to 1920, for example, a person was legally white if having seven-eights or more white ancestry. The one-drop rule originated in some Southern United States in the late 19th century, likely in response to whites' attempt to maintain white supremacy and limit black political power following the Democrats' regaining control of state legislatures in the late 1870s. The first year in which the U.S. Census dropped the mulatto category was 1920; that year enumerators were instructed to classify people in a binary way as white or black. This was a result of the Southern-dominated Congress convincing the Census Bureau to change its rules.", "targets": "Before 1920, how would a person be white by law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9d56ff49310450db298673db91878d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Virginia prior to 1920, for example, a person was legally white if having seven-eights or more white ancestry. The one-drop rule originated in some Southern United States in the late 19th century, likely in response to whites' attempt to maintain white supremacy and limit black political power following the Democrats' regaining control of state legislatures in the late 1870s. The first year in which the U.S. Census dropped the mulatto category was 1920; that year enumerators were instructed to classify people in a binary way as white or black. This was a result of the Southern-dominated Congress convincing the Census Bureau to change its rules.", "targets": "What year was mulatto left off the US Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9d56ff49310450db298673db91878d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Virginia prior to 1920, for example, a person was legally white if having seven-eights or more white ancestry. The one-drop rule originated in some Southern United States in the late 19th century, likely in response to whites' attempt to maintain white supremacy and limit black political power following the Democrats' regaining control of state legislatures in the late 1870s. The first year in which the U.S. Census dropped the mulatto category was 1920; that year enumerators were instructed to classify people in a binary way as white or black. This was a result of the Southern-dominated Congress convincing the Census Bureau to change its rules.", "targets": "Who is responsible for the Census Bureau discarding the mulatto category?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464ed8f87c1a4873829180860841770b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dwight David \"Ike\" Eisenhower (/\u02c8a\u026az\u0259n\u02ccha\u028a.\u0259r/ EYE-z\u0259n-HOW-\u0259r; October 14, 1890 \u2013 March 28, 1969) was an American politician and general who served as the 34th President of the United States from 1953 until 1961. He was a five-star general in the United States Army during World War II and served as Supreme Commander of the Allied Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942\u201343 and the successful invasion of France and Germany in 1944\u201345 from the Western Front. In 1951, he became the first Supreme Commander of NATO.", "targets": "What was Eisenhower's nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464ed8f87c1a4873829180860841770b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dwight David \"Ike\" Eisenhower (/\u02c8a\u026az\u0259n\u02ccha\u028a.\u0259r/ EYE-z\u0259n-HOW-\u0259r; October 14, 1890 \u2013 March 28, 1969) was an American politician and general who served as the 34th President of the United States from 1953 until 1961. He was a five-star general in the United States Army during World War II and served as Supreme Commander of the Allied Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942\u201343 and the successful invasion of France and Germany in 1944\u201345 from the Western Front. In 1951, he became the first Supreme Commander of NATO.", "targets": "What was the middle name of Dwight Eisenhower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464ed8f87c1a4873829180860841770b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dwight David \"Ike\" Eisenhower (/\u02c8a\u026az\u0259n\u02ccha\u028a.\u0259r/ EYE-z\u0259n-HOW-\u0259r; October 14, 1890 \u2013 March 28, 1969) was an American politician and general who served as the 34th President of the United States from 1953 until 1961. He was a five-star general in the United States Army during World War II and served as Supreme Commander of the Allied Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942\u201343 and the successful invasion of France and Germany in 1944\u201345 from the Western Front. In 1951, he became the first Supreme Commander of NATO.", "targets": "In what year did Eisenhower's presidency begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464ed8f87c1a4873829180860841770b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dwight David \"Ike\" Eisenhower (/\u02c8a\u026az\u0259n\u02ccha\u028a.\u0259r/ EYE-z\u0259n-HOW-\u0259r; October 14, 1890 \u2013 March 28, 1969) was an American politician and general who served as the 34th President of the United States from 1953 until 1961. He was a five-star general in the United States Army during World War II and served as Supreme Commander of the Allied Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942\u201343 and the successful invasion of France and Germany in 1944\u201345 from the Western Front. In 1951, he became the first Supreme Commander of NATO.", "targets": "During the Second World War, what was the highest position (not rank) Eisenhower achieved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464ed8f87c1a4873829180860841770b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dwight David \"Ike\" Eisenhower (/\u02c8a\u026az\u0259n\u02ccha\u028a.\u0259r/ EYE-z\u0259n-HOW-\u0259r; October 14, 1890 \u2013 March 28, 1969) was an American politician and general who served as the 34th President of the United States from 1953 until 1961. He was a five-star general in the United States Army during World War II and served as Supreme Commander of the Allied Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942\u201343 and the successful invasion of France and Germany in 1944\u201345 from the Western Front. In 1951, he became the first Supreme Commander of NATO.", "targets": "What was the name of the North African invasion Eisenhower oversaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47a9cd062852439cb16357ec457176bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regular script typefaces are also commonly used, but not as common as Ming or sans-serif typefaces for body text. Regular script typefaces are often used to teach students Chinese characters, and often aim to match the standard forms of the region where they are meant to be used. Most typefaces in the Song dynasty were regular script typefaces which resembled a particular person's handwriting (e.g. the handwriting of Ouyang Xun, Yan Zhenqing, or Liu Gongquan), while most modern regular script typefaces tend toward anonymity and regularity.", "targets": "What are commonly used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47a9cd062852439cb16357ec457176bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regular script typefaces are also commonly used, but not as common as Ming or sans-serif typefaces for body text. Regular script typefaces are often used to teach students Chinese characters, and often aim to match the standard forms of the region where they are meant to be used. Most typefaces in the Song dynasty were regular script typefaces which resembled a particular person's handwriting (e.g. the handwriting of Ouyang Xun, Yan Zhenqing, or Liu Gongquan), while most modern regular script typefaces tend toward anonymity and regularity.", "targets": "What are often used to teach students Chinese characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47a9cd062852439cb16357ec457176bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regular script typefaces are also commonly used, but not as common as Ming or sans-serif typefaces for body text. Regular script typefaces are often used to teach students Chinese characters, and often aim to match the standard forms of the region where they are meant to be used. Most typefaces in the Song dynasty were regular script typefaces which resembled a particular person's handwriting (e.g. the handwriting of Ouyang Xun, Yan Zhenqing, or Liu Gongquan), while most modern regular script typefaces tend toward anonymity and regularity.", "targets": "What resembles an actual person's handwriting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6fa4f6acb64ae5902f1ee90dc9b6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a strong higher education sector. The University of Southampton and Southampton Solent University together have a student population of over 40,000.", "targets": "Is Southampton's higher education sector weak or strong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6fa4f6acb64ae5902f1ee90dc9b6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a strong higher education sector. The University of Southampton and Southampton Solent University together have a student population of over 40,000.", "targets": "What's the combined student population of the two major universities in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6fa4f6acb64ae5902f1ee90dc9b6b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a strong higher education sector. The University of Southampton and Southampton Solent University together have a student population of over 40,000.", "targets": "What's the name of the institution of higher learning with \"Solent\" in its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024326355faa41699d3164b0aae7f19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Madonna commented that the first song to ever make a strong impression on her was \"These Boots Are Made for Walkin'\" by Nancy Sinatra; she said it summed up her own \"take-charge attitude\". As a young woman, she attempted to broaden her taste in literature, art, and music, and during this time became interested in classical music. She noted that her favorite style was baroque, and loved Mozart and Chopin because she liked their \"feminine quality\". Madonna's major influences include Karen Carpenter, The Supremes and Led Zeppelin, as well as dancers Martha Graham and Rudolf Nureyev. She also grew up listening to David Bowie, whose show was the first rock concert she ever attended.", "targets": "Which song made a strong impression on Madonna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024326355faa41699d3164b0aae7f19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Madonna commented that the first song to ever make a strong impression on her was \"These Boots Are Made for Walkin'\" by Nancy Sinatra; she said it summed up her own \"take-charge attitude\". As a young woman, she attempted to broaden her taste in literature, art, and music, and during this time became interested in classical music. She noted that her favorite style was baroque, and loved Mozart and Chopin because she liked their \"feminine quality\". Madonna's major influences include Karen Carpenter, The Supremes and Led Zeppelin, as well as dancers Martha Graham and Rudolf Nureyev. She also grew up listening to David Bowie, whose show was the first rock concert she ever attended.", "targets": "Who sang the song these boots are made for walking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024326355faa41699d3164b0aae7f19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Madonna commented that the first song to ever make a strong impression on her was \"These Boots Are Made for Walkin'\" by Nancy Sinatra; she said it summed up her own \"take-charge attitude\". As a young woman, she attempted to broaden her taste in literature, art, and music, and during this time became interested in classical music. She noted that her favorite style was baroque, and loved Mozart and Chopin because she liked their \"feminine quality\". Madonna's major influences include Karen Carpenter, The Supremes and Led Zeppelin, as well as dancers Martha Graham and Rudolf Nureyev. She also grew up listening to David Bowie, whose show was the first rock concert she ever attended.", "targets": "Whose favorite style is baroque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024326355faa41699d3164b0aae7f19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Madonna commented that the first song to ever make a strong impression on her was \"These Boots Are Made for Walkin'\" by Nancy Sinatra; she said it summed up her own \"take-charge attitude\". As a young woman, she attempted to broaden her taste in literature, art, and music, and during this time became interested in classical music. She noted that her favorite style was baroque, and loved Mozart and Chopin because she liked their \"feminine quality\". Madonna's major influences include Karen Carpenter, The Supremes and Led Zeppelin, as well as dancers Martha Graham and Rudolf Nureyev. She also grew up listening to David Bowie, whose show was the first rock concert she ever attended.", "targets": "Who grew up listening to David Bowie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024326355faa41699d3164b0aae7f19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Madonna commented that the first song to ever make a strong impression on her was \"These Boots Are Made for Walkin'\" by Nancy Sinatra; she said it summed up her own \"take-charge attitude\". As a young woman, she attempted to broaden her taste in literature, art, and music, and during this time became interested in classical music. She noted that her favorite style was baroque, and loved Mozart and Chopin because she liked their \"feminine quality\". Madonna's major influences include Karen Carpenter, The Supremes and Led Zeppelin, as well as dancers Martha Graham and Rudolf Nureyev. She also grew up listening to David Bowie, whose show was the first rock concert she ever attended.", "targets": "Name one of Madonna's major influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd470bb5bac74e92b8fe7c8ec5cc1c21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The graph isomorphism problem is the computational problem of determining whether two finite graphs are isomorphic. An important unsolved problem in complexity theory is whether the graph isomorphism problem is in P, NP-complete, or NP-intermediate. The answer is not known, but it is believed that the problem is at least not NP-complete. If graph isomorphism is NP-complete, the polynomial time hierarchy collapses to its second level. Since it is widely believed that the polynomial hierarchy does not collapse to any finite level, it is believed that graph isomorphism is not NP-complete. The best algorithm for this problem, due to Laszlo Babai and Eugene Luks has run time 2O(\u221a(n log(n))) for graphs with n vertices.", "targets": "What is the problem attributed to defining if two finite graphs are isomorphic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd470bb5bac74e92b8fe7c8ec5cc1c21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The graph isomorphism problem is the computational problem of determining whether two finite graphs are isomorphic. An important unsolved problem in complexity theory is whether the graph isomorphism problem is in P, NP-complete, or NP-intermediate. The answer is not known, but it is believed that the problem is at least not NP-complete. If graph isomorphism is NP-complete, the polynomial time hierarchy collapses to its second level. Since it is widely believed that the polynomial hierarchy does not collapse to any finite level, it is believed that graph isomorphism is not NP-complete. The best algorithm for this problem, due to Laszlo Babai and Eugene Luks has run time 2O(\u221a(n log(n))) for graphs with n vertices.", "targets": "What class is most commonly not ascribed to the graph isomorphism problem in spite of definitive determination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd470bb5bac74e92b8fe7c8ec5cc1c21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The graph isomorphism problem is the computational problem of determining whether two finite graphs are isomorphic. An important unsolved problem in complexity theory is whether the graph isomorphism problem is in P, NP-complete, or NP-intermediate. The answer is not known, but it is believed that the problem is at least not NP-complete. If graph isomorphism is NP-complete, the polynomial time hierarchy collapses to its second level. Since it is widely believed that the polynomial hierarchy does not collapse to any finite level, it is believed that graph isomorphism is not NP-complete. The best algorithm for this problem, due to Laszlo Babai and Eugene Luks has run time 2O(\u221a(n log(n))) for graphs with n vertices.", "targets": "What finite hierarchy implies that the graph isomorphism problem is NP-complete? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd470bb5bac74e92b8fe7c8ec5cc1c21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The graph isomorphism problem is the computational problem of determining whether two finite graphs are isomorphic. An important unsolved problem in complexity theory is whether the graph isomorphism problem is in P, NP-complete, or NP-intermediate. The answer is not known, but it is believed that the problem is at least not NP-complete. If graph isomorphism is NP-complete, the polynomial time hierarchy collapses to its second level. Since it is widely believed that the polynomial hierarchy does not collapse to any finite level, it is believed that graph isomorphism is not NP-complete. The best algorithm for this problem, due to Laszlo Babai and Eugene Luks has run time 2O(\u221a(n log(n))) for graphs with n vertices.", "targets": "To what level would the polynomial time hierarchy collapse if graph isomorphism is NP-complete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd470bb5bac74e92b8fe7c8ec5cc1c21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The graph isomorphism problem is the computational problem of determining whether two finite graphs are isomorphic. An important unsolved problem in complexity theory is whether the graph isomorphism problem is in P, NP-complete, or NP-intermediate. The answer is not known, but it is believed that the problem is at least not NP-complete. If graph isomorphism is NP-complete, the polynomial time hierarchy collapses to its second level. Since it is widely believed that the polynomial hierarchy does not collapse to any finite level, it is believed that graph isomorphism is not NP-complete. The best algorithm for this problem, due to Laszlo Babai and Eugene Luks has run time 2O(\u221a(n log(n))) for graphs with n vertices.", "targets": "Who are commonly associated with the algorithm typically considered the most effective with respect to finite polynomial hierarchy and graph isomorphism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99661ebf37b94a2da707d475ee92ab05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The functions of the brain depend on the ability of neurons to transmit electrochemical signals to other cells, and their ability to respond appropriately to electrochemical signals received from other cells. The electrical properties of neurons are controlled by a wide variety of biochemical and metabolic processes, most notably the interactions between neurotransmitters and receptors that take place at synapses.", "targets": "The electrical properties of neurons are controlled by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99661ebf37b94a2da707d475ee92ab05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The functions of the brain depend on the ability of neurons to transmit electrochemical signals to other cells, and their ability to respond appropriately to electrochemical signals received from other cells. The electrical properties of neurons are controlled by a wide variety of biochemical and metabolic processes, most notably the interactions between neurotransmitters and receptors that take place at synapses.", "targets": "What type of signals do neurons transfer from one another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11a9d263f644845bacd6aeaab965a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal's colonial history has long since been a cornerstone of its national identity, as has its geographic position at the south-western corner of Europe, looking out into the Atlantic Ocean. It was one of the last western colonial European powers to give up its overseas territories (among them Angola and Mozambique in 1975), turning over the administration of Macau to the People's Republic of China at the end of 1999. Consequently, it has both influenced and been influenced by cultures from former colonies or dependencies, resulting in immigration from these former territories for both economic and/or personal reasons. Portugal, long a country of emigration (the vast majority of Brazilians have Portuguese ancestry), has now become a country of net immigration, and not just from the last Indian (Portuguese until 1961), African (Portuguese until 1975), and Far East Asian (Portuguese until 1999) overseas territories. An estimated 800,000 Portuguese returned to Portugal as the country's African possessions gained independence in 1975. By 2007, Portugal had 10,617,575 inhabitants of whom about 332,137 were legal immigrants.", "targets": "What is the cornerstone of Portugal's national identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11a9d263f644845bacd6aeaab965a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal's colonial history has long since been a cornerstone of its national identity, as has its geographic position at the south-western corner of Europe, looking out into the Atlantic Ocean. It was one of the last western colonial European powers to give up its overseas territories (among them Angola and Mozambique in 1975), turning over the administration of Macau to the People's Republic of China at the end of 1999. Consequently, it has both influenced and been influenced by cultures from former colonies or dependencies, resulting in immigration from these former territories for both economic and/or personal reasons. Portugal, long a country of emigration (the vast majority of Brazilians have Portuguese ancestry), has now become a country of net immigration, and not just from the last Indian (Portuguese until 1961), African (Portuguese until 1975), and Far East Asian (Portuguese until 1999) overseas territories. An estimated 800,000 Portuguese returned to Portugal as the country's African possessions gained independence in 1975. By 2007, Portugal had 10,617,575 inhabitants of whom about 332,137 were legal immigrants.", "targets": "Which ocean does Portugal border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11a9d263f644845bacd6aeaab965a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal's colonial history has long since been a cornerstone of its national identity, as has its geographic position at the south-western corner of Europe, looking out into the Atlantic Ocean. It was one of the last western colonial European powers to give up its overseas territories (among them Angola and Mozambique in 1975), turning over the administration of Macau to the People's Republic of China at the end of 1999. Consequently, it has both influenced and been influenced by cultures from former colonies or dependencies, resulting in immigration from these former territories for both economic and/or personal reasons. Portugal, long a country of emigration (the vast majority of Brazilians have Portuguese ancestry), has now become a country of net immigration, and not just from the last Indian (Portuguese until 1961), African (Portuguese until 1975), and Far East Asian (Portuguese until 1999) overseas territories. An estimated 800,000 Portuguese returned to Portugal as the country's African possessions gained independence in 1975. By 2007, Portugal had 10,617,575 inhabitants of whom about 332,137 were legal immigrants.", "targets": "What were two of the last territories Portugal gave up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11a9d263f644845bacd6aeaab965a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal's colonial history has long since been a cornerstone of its national identity, as has its geographic position at the south-western corner of Europe, looking out into the Atlantic Ocean. It was one of the last western colonial European powers to give up its overseas territories (among them Angola and Mozambique in 1975), turning over the administration of Macau to the People's Republic of China at the end of 1999. Consequently, it has both influenced and been influenced by cultures from former colonies or dependencies, resulting in immigration from these former territories for both economic and/or personal reasons. Portugal, long a country of emigration (the vast majority of Brazilians have Portuguese ancestry), has now become a country of net immigration, and not just from the last Indian (Portuguese until 1961), African (Portuguese until 1975), and Far East Asian (Portuguese until 1999) overseas territories. An estimated 800,000 Portuguese returned to Portugal as the country's African possessions gained independence in 1975. By 2007, Portugal had 10,617,575 inhabitants of whom about 332,137 were legal immigrants.", "targets": "The vast majority of Brazilians have what ancestry in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11a9d263f644845bacd6aeaab965a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal's colonial history has long since been a cornerstone of its national identity, as has its geographic position at the south-western corner of Europe, looking out into the Atlantic Ocean. It was one of the last western colonial European powers to give up its overseas territories (among them Angola and Mozambique in 1975), turning over the administration of Macau to the People's Republic of China at the end of 1999. Consequently, it has both influenced and been influenced by cultures from former colonies or dependencies, resulting in immigration from these former territories for both economic and/or personal reasons. Portugal, long a country of emigration (the vast majority of Brazilians have Portuguese ancestry), has now become a country of net immigration, and not just from the last Indian (Portuguese until 1961), African (Portuguese until 1975), and Far East Asian (Portuguese until 1999) overseas territories. An estimated 800,000 Portuguese returned to Portugal as the country's African possessions gained independence in 1975. By 2007, Portugal had 10,617,575 inhabitants of whom about 332,137 were legal immigrants.", "targets": "How many inhabitants did Portugal have by 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13597faa17a34b3f9d50bb7276d5aae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dowding accepted that as AOC, he was responsible for the day and night defence of Britain, and the blame, should he fail, would be laid at his door. When urgent changes and improvements needed to be made, Dowding seemed reluctant to act quickly. The Air Staff felt that this was due to his stubborn nature and reluctance to cooperate. Dowding's opponents in the Air Ministry, already critical of his handling of the day battle (see Battle of Britain Day and the Big Wing controversy), were ready to use these failings as a cudgel with which to attack him and his abilities.", "targets": "Who was reluctant to act quickly when urgent changes need to be made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13597faa17a34b3f9d50bb7276d5aae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dowding accepted that as AOC, he was responsible for the day and night defence of Britain, and the blame, should he fail, would be laid at his door. When urgent changes and improvements needed to be made, Dowding seemed reluctant to act quickly. The Air Staff felt that this was due to his stubborn nature and reluctance to cooperate. Dowding's opponents in the Air Ministry, already critical of his handling of the day battle (see Battle of Britain Day and the Big Wing controversy), were ready to use these failings as a cudgel with which to attack him and his abilities.", "targets": "Who thought Dowding was stubborn and didn't like to cooperate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13597faa17a34b3f9d50bb7276d5aae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dowding accepted that as AOC, he was responsible for the day and night defence of Britain, and the blame, should he fail, would be laid at his door. When urgent changes and improvements needed to be made, Dowding seemed reluctant to act quickly. The Air Staff felt that this was due to his stubborn nature and reluctance to cooperate. Dowding's opponents in the Air Ministry, already critical of his handling of the day battle (see Battle of Britain Day and the Big Wing controversy), were ready to use these failings as a cudgel with which to attack him and his abilities.", "targets": "What did the Air Ministry plan to do with his failures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13597faa17a34b3f9d50bb7276d5aae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dowding accepted that as AOC, he was responsible for the day and night defence of Britain, and the blame, should he fail, would be laid at his door. When urgent changes and improvements needed to be made, Dowding seemed reluctant to act quickly. The Air Staff felt that this was due to his stubborn nature and reluctance to cooperate. Dowding's opponents in the Air Ministry, already critical of his handling of the day battle (see Battle of Britain Day and the Big Wing controversy), were ready to use these failings as a cudgel with which to attack him and his abilities.", "targets": "The Air Ministry was critical of Dowding after which battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fd59031102642098bca7dc458b565f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been said that GE got into computer manufacturing because in the 1950s they were the largest user of computers outside the United States federal government, aside from being the first business in the world to own a computer. Its major appliance manufacturing plant \"Appliance Park\" was the first non-governmental site to host one. However, in 1970, GE sold its computer division to Honeywell, exiting the computer manufacturing industry, though it retained its timesharing operations for some years afterwards. GE was a major provider of computer timesharing services, through General Electric Information Services (GEIS, now GXS), offering online computing services that included GEnie.", "targets": "During which decade did GE start manufacuring computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fd59031102642098bca7dc458b565f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been said that GE got into computer manufacturing because in the 1950s they were the largest user of computers outside the United States federal government, aside from being the first business in the world to own a computer. Its major appliance manufacturing plant \"Appliance Park\" was the first non-governmental site to host one. However, in 1970, GE sold its computer division to Honeywell, exiting the computer manufacturing industry, though it retained its timesharing operations for some years afterwards. GE was a major provider of computer timesharing services, through General Electric Information Services (GEIS, now GXS), offering online computing services that included GEnie.", "targets": "What was the name of GE's major appliance manufacturing plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fd59031102642098bca7dc458b565f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been said that GE got into computer manufacturing because in the 1950s they were the largest user of computers outside the United States federal government, aside from being the first business in the world to own a computer. Its major appliance manufacturing plant \"Appliance Park\" was the first non-governmental site to host one. However, in 1970, GE sold its computer division to Honeywell, exiting the computer manufacturing industry, though it retained its timesharing operations for some years afterwards. GE was a major provider of computer timesharing services, through General Electric Information Services (GEIS, now GXS), offering online computing services that included GEnie.", "targets": "In what year did GE sell its computer division to Honeywell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fd59031102642098bca7dc458b565f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been said that GE got into computer manufacturing because in the 1950s they were the largest user of computers outside the United States federal government, aside from being the first business in the world to own a computer. Its major appliance manufacturing plant \"Appliance Park\" was the first non-governmental site to host one. However, in 1970, GE sold its computer division to Honeywell, exiting the computer manufacturing industry, though it retained its timesharing operations for some years afterwards. GE was a major provider of computer timesharing services, through General Electric Information Services (GEIS, now GXS), offering online computing services that included GEnie.", "targets": "What division of GE provides computer timesharing services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fd59031102642098bca7dc458b565f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been said that GE got into computer manufacturing because in the 1950s they were the largest user of computers outside the United States federal government, aside from being the first business in the world to own a computer. Its major appliance manufacturing plant \"Appliance Park\" was the first non-governmental site to host one. However, in 1970, GE sold its computer division to Honeywell, exiting the computer manufacturing industry, though it retained its timesharing operations for some years afterwards. GE was a major provider of computer timesharing services, through General Electric Information Services (GEIS, now GXS), offering online computing services that included GEnie.", "targets": "What was the name of first business in the world to own a computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f69b786cfd4985a595066fb0a873b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the summer of 1969, a Chicago studio group produced a single record called \"Hey Hey! Holy Mackerel! (The Cubs Song)\" whose title and lyrics incorporated the catch-phrases of the respective TV and radio announcers for the Cubs, Jack Brickhouse and Vince Lloyd. Several members of the Cubs recorded an album called Cub Power which contained a cover of the song. The song received a good deal of local airplay that summer, associating it very strongly with that bittersweet season. It was played much less frequently thereafter, although it remained an unofficial Cubs theme song for some years after.", "targets": "What year was the single \"Hey Hey! Holy Mackerel! (The Cubs Song)\" produced? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f69b786cfd4985a595066fb0a873b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the summer of 1969, a Chicago studio group produced a single record called \"Hey Hey! Holy Mackerel! (The Cubs Song)\" whose title and lyrics incorporated the catch-phrases of the respective TV and radio announcers for the Cubs, Jack Brickhouse and Vince Lloyd. Several members of the Cubs recorded an album called Cub Power which contained a cover of the song. The song received a good deal of local airplay that summer, associating it very strongly with that bittersweet season. It was played much less frequently thereafter, although it remained an unofficial Cubs theme song for some years after.", "targets": "What was the name of the album several members of the cubs recorded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f69b786cfd4985a595066fb0a873b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the summer of 1969, a Chicago studio group produced a single record called \"Hey Hey! Holy Mackerel! (The Cubs Song)\" whose title and lyrics incorporated the catch-phrases of the respective TV and radio announcers for the Cubs, Jack Brickhouse and Vince Lloyd. Several members of the Cubs recorded an album called Cub Power which contained a cover of the song. The song received a good deal of local airplay that summer, associating it very strongly with that bittersweet season. It was played much less frequently thereafter, although it remained an unofficial Cubs theme song for some years after.", "targets": "What did The Cubs Song incorporate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5a2b67472e84178a4f4bb09df507357", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russian R-7 rocket family, which launched the first Sputnik at the beginning of the space race, is still in use today. It services the International Space Station (ISS) as the launcher for both the Soyuz and Progress spacecraft. It also ferries both Russian and American crews to and from the station.", "targets": "Which Russian rocket carries passengers to and from the International Space Station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff0eff27cc2489ba8fe96d11c511173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production is concentrated on small farms.[citation needed] The most important commercial crops are coconuts, tomatoes, melons, and breadfruit.[citation needed]", "targets": "Along with coconuts, tomatoes and melons, what crops are notably grown in the Marshalls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ff0eff27cc2489ba8fe96d11c511173", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production is concentrated on small farms.[citation needed] The most important commercial crops are coconuts, tomatoes, melons, and breadfruit.[citation needed]", "targets": "Where does most agricultural production take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fec575abfb4132807bf4894de95c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Eritrea has been largely shaped by the country's location on the Red Sea coast. One of the most recognizable parts of Eritrean culture is the coffee ceremony. Coffee (Ge'ez \u1261\u1295 b\u016bn) is offered when visiting friends, during festivities, or as a daily staple of life. During the coffee ceremony, there are traditions that are upheld. The coffee is served in three rounds: the first brew or round is called awel in Tigrinya meaning first, the second round is called kalaay meaning second, and the third round is called bereka meaning \"to be blessed\". If coffee is politely declined, then most likely tea (\"shai\" \u123b\u1202 shahee) will instead be served.", "targets": "What geographical location in Eritrea has largely shaped the culture of Eritrea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fec575abfb4132807bf4894de95c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Eritrea has been largely shaped by the country's location on the Red Sea coast. One of the most recognizable parts of Eritrean culture is the coffee ceremony. Coffee (Ge'ez \u1261\u1295 b\u016bn) is offered when visiting friends, during festivities, or as a daily staple of life. During the coffee ceremony, there are traditions that are upheld. The coffee is served in three rounds: the first brew or round is called awel in Tigrinya meaning first, the second round is called kalaay meaning second, and the third round is called bereka meaning \"to be blessed\". If coffee is politely declined, then most likely tea (\"shai\" \u123b\u1202 shahee) will instead be served.", "targets": "How many rounds is coffee served in during a coffee ceremony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fec575abfb4132807bf4894de95c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Eritrea has been largely shaped by the country's location on the Red Sea coast. One of the most recognizable parts of Eritrean culture is the coffee ceremony. Coffee (Ge'ez \u1261\u1295 b\u016bn) is offered when visiting friends, during festivities, or as a daily staple of life. During the coffee ceremony, there are traditions that are upheld. The coffee is served in three rounds: the first brew or round is called awel in Tigrinya meaning first, the second round is called kalaay meaning second, and the third round is called bereka meaning \"to be blessed\". If coffee is politely declined, then most likely tea (\"shai\" \u123b\u1202 shahee) will instead be served.", "targets": "What is one of the most recognizable parts of Eritran culture that can be offered when visiting friends as well as being a daily staple of life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fec575abfb4132807bf4894de95c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Eritrea has been largely shaped by the country's location on the Red Sea coast. One of the most recognizable parts of Eritrean culture is the coffee ceremony. Coffee (Ge'ez \u1261\u1295 b\u016bn) is offered when visiting friends, during festivities, or as a daily staple of life. During the coffee ceremony, there are traditions that are upheld. The coffee is served in three rounds: the first brew or round is called awel in Tigrinya meaning first, the second round is called kalaay meaning second, and the third round is called bereka meaning \"to be blessed\". If coffee is politely declined, then most likely tea (\"shai\" \u123b\u1202 shahee) will instead be served.", "targets": "What do Eritrean's offer a person who declines coffee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fec575abfb4132807bf4894de95c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Eritrea has been largely shaped by the country's location on the Red Sea coast. One of the most recognizable parts of Eritrean culture is the coffee ceremony. Coffee (Ge'ez \u1261\u1295 b\u016bn) is offered when visiting friends, during festivities, or as a daily staple of life. During the coffee ceremony, there are traditions that are upheld. The coffee is served in three rounds: the first brew or round is called awel in Tigrinya meaning first, the second round is called kalaay meaning second, and the third round is called bereka meaning \"to be blessed\". If coffee is politely declined, then most likely tea (\"shai\" \u123b\u1202 shahee) will instead be served.", "targets": "What is the first round of the coffee ceremony called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cecd9a2294554c03b92c452f0f3230aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the rampant romanticism of the 20th century, samurai could be disloyal and treacherous (e.g., Akechi Mitsuhide), cowardly, brave, or overly loyal (e.g., Kusunoki Masashige). Samurai were usually loyal to their immediate superiors, who in turn allied themselves with higher lords. These loyalties to the higher lords often shifted; for example, the high lords allied under Toyotomi Hideyoshi (\u8c4a\u81e3\u79c0\u5409) were served by loyal samurai, but the feudal lords under them could shift their support to Tokugawa, taking their samurai with them. There were, however, also notable instances where samurai would be disloyal to their lord or daimyo, when loyalty to the Emperor was seen to have supremacy.", "targets": "Who was an example of a disloyal samurai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cecd9a2294554c03b92c452f0f3230aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the rampant romanticism of the 20th century, samurai could be disloyal and treacherous (e.g., Akechi Mitsuhide), cowardly, brave, or overly loyal (e.g., Kusunoki Masashige). Samurai were usually loyal to their immediate superiors, who in turn allied themselves with higher lords. These loyalties to the higher lords often shifted; for example, the high lords allied under Toyotomi Hideyoshi (\u8c4a\u81e3\u79c0\u5409) were served by loyal samurai, but the feudal lords under them could shift their support to Tokugawa, taking their samurai with them. There were, however, also notable instances where samurai would be disloyal to their lord or daimyo, when loyalty to the Emperor was seen to have supremacy.", "targets": "Who was an example of an excessively loyal samurai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cecd9a2294554c03b92c452f0f3230aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the rampant romanticism of the 20th century, samurai could be disloyal and treacherous (e.g., Akechi Mitsuhide), cowardly, brave, or overly loyal (e.g., Kusunoki Masashige). Samurai were usually loyal to their immediate superiors, who in turn allied themselves with higher lords. These loyalties to the higher lords often shifted; for example, the high lords allied under Toyotomi Hideyoshi (\u8c4a\u81e3\u79c0\u5409) were served by loyal samurai, but the feudal lords under them could shift their support to Tokugawa, taking their samurai with them. There were, however, also notable instances where samurai would be disloyal to their lord or daimyo, when loyalty to the Emperor was seen to have supremacy.", "targets": "Some feudal lords shifted loyalties from Toyotomi to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cecd9a2294554c03b92c452f0f3230aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the rampant romanticism of the 20th century, samurai could be disloyal and treacherous (e.g., Akechi Mitsuhide), cowardly, brave, or overly loyal (e.g., Kusunoki Masashige). Samurai were usually loyal to their immediate superiors, who in turn allied themselves with higher lords. These loyalties to the higher lords often shifted; for example, the high lords allied under Toyotomi Hideyoshi (\u8c4a\u81e3\u79c0\u5409) were served by loyal samurai, but the feudal lords under them could shift their support to Tokugawa, taking their samurai with them. There were, however, also notable instances where samurai would be disloyal to their lord or daimyo, when loyalty to the Emperor was seen to have supremacy.", "targets": "What sometimes overrode samurais' loyalty to the daimyo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "Following the loss of his mother, who did Kanye end his long-term relationship with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "What vocal technology did Kanye pick up for his next set of artistic endeavors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "In what year did Kanye West's mother pass away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "What was the name of Kanye's ex-fiance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "What was the name of Kanye's 2008 music tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "In what state did Kanye West record them majority of his fourth album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1920ec8135714d1caef730cb325edc51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's life took a different direction when his mother, Donda West, died of complications from cosmetic surgery involving abdominoplasty and breast reduction in November 2007. Months later, West and fianc\u00e9e Alexis Phifer ended their engagement and their long-term intermittent relationship, which had begun in 2002. The events profoundly affected West, who set off for his 2008 Glow in the Dark Tour shortly thereafter. Purportedly because his emotions could not be conveyed through rapping, West decided to sing using the voice audio processor Auto-Tune, which would become a central part of his next effort. West had previously experimented with the technology on his debut album The College Dropout for the background vocals of \"Jesus Walks\" and \"Never Let Me Down.\" Recorded mostly in Honolulu, Hawaii in three weeks, West announced his fourth album, 808s & Heartbreak, at the 2008 MTV Video Music Awards, where he performed its lead single, \"Love Lockdown\". Music audiences were taken aback by the uncharacteristic production style and the presence of Auto-Tune, which typified the pre-release response to the record.", "targets": "What was the first song released off of Kanye's fourth album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d71b04dc6e42449e8b605b99eec16661", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is active in several sports, among them cricket, rallying, football, rugby union and boxing. The country is known chiefly for its dominance in middle-distance and long-distance athletics, having consistently produced Olympic and Commonwealth Games champions in various distance events, especially in 800 m, 1,500 m, 3,000 m steeplechase, 5,000 m, 10,000 m and the marathon. Kenyan athletes (particularly Kalenjin) continue to dominate the world of distance running, although competition from Morocco and Ethiopia has reduced this supremacy. Kenya's best-known athletes included the four-time women's Boston Marathon winner and two-time world champion Catherine Ndereba, 800m world record holder David Rudisha, former Marathon world record-holder Paul Tergat, and John Ngugi.", "targets": "What sports are Kenyans active in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d71b04dc6e42449e8b605b99eec16661", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is active in several sports, among them cricket, rallying, football, rugby union and boxing. The country is known chiefly for its dominance in middle-distance and long-distance athletics, having consistently produced Olympic and Commonwealth Games champions in various distance events, especially in 800 m, 1,500 m, 3,000 m steeplechase, 5,000 m, 10,000 m and the marathon. Kenyan athletes (particularly Kalenjin) continue to dominate the world of distance running, although competition from Morocco and Ethiopia has reduced this supremacy. Kenya's best-known athletes included the four-time women's Boston Marathon winner and two-time world champion Catherine Ndereba, 800m world record holder David Rudisha, former Marathon world record-holder Paul Tergat, and John Ngugi.", "targets": "What is the country known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d71b04dc6e42449e8b605b99eec16661", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is active in several sports, among them cricket, rallying, football, rugby union and boxing. The country is known chiefly for its dominance in middle-distance and long-distance athletics, having consistently produced Olympic and Commonwealth Games champions in various distance events, especially in 800 m, 1,500 m, 3,000 m steeplechase, 5,000 m, 10,000 m and the marathon. Kenyan athletes (particularly Kalenjin) continue to dominate the world of distance running, although competition from Morocco and Ethiopia has reduced this supremacy. Kenya's best-known athletes included the four-time women's Boston Marathon winner and two-time world champion Catherine Ndereba, 800m world record holder David Rudisha, former Marathon world record-holder Paul Tergat, and John Ngugi.", "targets": "Who dominates the world of long distance running?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d71b04dc6e42449e8b605b99eec16661", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya is active in several sports, among them cricket, rallying, football, rugby union and boxing. The country is known chiefly for its dominance in middle-distance and long-distance athletics, having consistently produced Olympic and Commonwealth Games champions in various distance events, especially in 800 m, 1,500 m, 3,000 m steeplechase, 5,000 m, 10,000 m and the marathon. Kenyan athletes (particularly Kalenjin) continue to dominate the world of distance running, although competition from Morocco and Ethiopia has reduced this supremacy. Kenya's best-known athletes included the four-time women's Boston Marathon winner and two-time world champion Catherine Ndereba, 800m world record holder David Rudisha, former Marathon world record-holder Paul Tergat, and John Ngugi.", "targets": "What countries does Kenya compete with for long distance running?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17e9ee5e00944748e903d09d8640373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases this is done in a more extreme manner, not simply to cancel a small amount of residual reactance, but to resonate an antenna whose resonance frequency is quite different from the intended frequency of operation. For instance, a \"whip antenna\" can be made significantly shorter than 1/4 wavelength long, for practical reasons, and then resonated using a so-called loading coil. This physically large inductor at the base of the antenna has an inductive reactance which is the opposite of the capacitative reactance that such a vertical antenna has at the desired operating frequency. The result is a pure resistance seen at feedpoint of the loading coil; unfortunately that resistance is somewhat lower than would be desired to match commercial coax.[citation needed]", "targets": "What can be shorter than 1/4 wavelength long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17e9ee5e00944748e903d09d8640373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases this is done in a more extreme manner, not simply to cancel a small amount of residual reactance, but to resonate an antenna whose resonance frequency is quite different from the intended frequency of operation. For instance, a \"whip antenna\" can be made significantly shorter than 1/4 wavelength long, for practical reasons, and then resonated using a so-called loading coil. This physically large inductor at the base of the antenna has an inductive reactance which is the opposite of the capacitative reactance that such a vertical antenna has at the desired operating frequency. The result is a pure resistance seen at feedpoint of the loading coil; unfortunately that resistance is somewhat lower than would be desired to match commercial coax.[citation needed]", "targets": "What is the opposite of inductive reactance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17e9ee5e00944748e903d09d8640373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases this is done in a more extreme manner, not simply to cancel a small amount of residual reactance, but to resonate an antenna whose resonance frequency is quite different from the intended frequency of operation. For instance, a \"whip antenna\" can be made significantly shorter than 1/4 wavelength long, for practical reasons, and then resonated using a so-called loading coil. This physically large inductor at the base of the antenna has an inductive reactance which is the opposite of the capacitative reactance that such a vertical antenna has at the desired operating frequency. The result is a pure resistance seen at feedpoint of the loading coil; unfortunately that resistance is somewhat lower than would be desired to match commercial coax.[citation needed]", "targets": "What is at the base of the antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e17e9ee5e00944748e903d09d8640373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases this is done in a more extreme manner, not simply to cancel a small amount of residual reactance, but to resonate an antenna whose resonance frequency is quite different from the intended frequency of operation. For instance, a \"whip antenna\" can be made significantly shorter than 1/4 wavelength long, for practical reasons, and then resonated using a so-called loading coil. This physically large inductor at the base of the antenna has an inductive reactance which is the opposite of the capacitative reactance that such a vertical antenna has at the desired operating frequency. The result is a pure resistance seen at feedpoint of the loading coil; unfortunately that resistance is somewhat lower than would be desired to match commercial coax.[citation needed]", "targets": "Where is the resistance seen on the loading foil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5c225b7870448caa9c3474be59da07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a special case established under the State Management Scheme where the brewery and licensed premises were bought and run by the state until 1973, most notably in Carlisle. During the 20th century elsewhere, both the licensing laws and enforcement were progressively relaxed, and there were differences between parishes; in the 1960s, at closing time in Kensington at 10:30 pm, drinkers would rush over the parish boundary to be in good time for \"Last Orders\" in Knightsbridge before 11 pm, a practice observed in many pubs adjoining licensing area boundaries. Some Scottish and Welsh parishes remained officially \"dry\" on Sundays (although often this merely required knocking at the back door of the pub). These restricted opening hours led to the tradition of lock-ins.", "targets": "What was the mandated closing time of pubs in Kensington in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5c225b7870448caa9c3474be59da07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a special case established under the State Management Scheme where the brewery and licensed premises were bought and run by the state until 1973, most notably in Carlisle. During the 20th century elsewhere, both the licensing laws and enforcement were progressively relaxed, and there were differences between parishes; in the 1960s, at closing time in Kensington at 10:30 pm, drinkers would rush over the parish boundary to be in good time for \"Last Orders\" in Knightsbridge before 11 pm, a practice observed in many pubs adjoining licensing area boundaries. Some Scottish and Welsh parishes remained officially \"dry\" on Sundays (although often this merely required knocking at the back door of the pub). These restricted opening hours led to the tradition of lock-ins.", "targets": "What was the mandated closing time of pubs in Knightsbridge in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5c225b7870448caa9c3474be59da07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a special case established under the State Management Scheme where the brewery and licensed premises were bought and run by the state until 1973, most notably in Carlisle. During the 20th century elsewhere, both the licensing laws and enforcement were progressively relaxed, and there were differences between parishes; in the 1960s, at closing time in Kensington at 10:30 pm, drinkers would rush over the parish boundary to be in good time for \"Last Orders\" in Knightsbridge before 11 pm, a practice observed in many pubs adjoining licensing area boundaries. Some Scottish and Welsh parishes remained officially \"dry\" on Sundays (although often this merely required knocking at the back door of the pub). These restricted opening hours led to the tradition of lock-ins.", "targets": "What is an example of an English city where breweries were run by the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5c225b7870448caa9c3474be59da07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a special case established under the State Management Scheme where the brewery and licensed premises were bought and run by the state until 1973, most notably in Carlisle. During the 20th century elsewhere, both the licensing laws and enforcement were progressively relaxed, and there were differences between parishes; in the 1960s, at closing time in Kensington at 10:30 pm, drinkers would rush over the parish boundary to be in good time for \"Last Orders\" in Knightsbridge before 11 pm, a practice observed in many pubs adjoining licensing area boundaries. Some Scottish and Welsh parishes remained officially \"dry\" on Sundays (although often this merely required knocking at the back door of the pub). These restricted opening hours led to the tradition of lock-ins.", "targets": "In what year did the State Management Scheme cease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5c225b7870448caa9c3474be59da07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a special case established under the State Management Scheme where the brewery and licensed premises were bought and run by the state until 1973, most notably in Carlisle. During the 20th century elsewhere, both the licensing laws and enforcement were progressively relaxed, and there were differences between parishes; in the 1960s, at closing time in Kensington at 10:30 pm, drinkers would rush over the parish boundary to be in good time for \"Last Orders\" in Knightsbridge before 11 pm, a practice observed in many pubs adjoining licensing area boundaries. Some Scottish and Welsh parishes remained officially \"dry\" on Sundays (although often this merely required knocking at the back door of the pub). These restricted opening hours led to the tradition of lock-ins.", "targets": "On what days were Scottish and Welsh pubs often 'dry'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4380f1f437f44f17b66c775bc42c70a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent infections occur because the body is unable to clear the organism after the initial infection. Persistent infections are characterized by the continual presence of the infectious organism, often as latent infection with occasional recurrent relapses of active infection. There are some viruses that can maintain a persistent infection by infecting different cells of the body. Some viruses once acquired never leave the body. A typical example is the herpes virus, which tends to hide in nerves and become reactivated when specific circumstances arise.", "targets": "Why do persistent infections occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4380f1f437f44f17b66c775bc42c70a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent infections occur because the body is unable to clear the organism after the initial infection. Persistent infections are characterized by the continual presence of the infectious organism, often as latent infection with occasional recurrent relapses of active infection. There are some viruses that can maintain a persistent infection by infecting different cells of the body. Some viruses once acquired never leave the body. A typical example is the herpes virus, which tends to hide in nerves and become reactivated when specific circumstances arise.", "targets": "What are persistent infections characterized by the continual presence of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4380f1f437f44f17b66c775bc42c70a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent infections occur because the body is unable to clear the organism after the initial infection. Persistent infections are characterized by the continual presence of the infectious organism, often as latent infection with occasional recurrent relapses of active infection. There are some viruses that can maintain a persistent infection by infecting different cells of the body. Some viruses once acquired never leave the body. A typical example is the herpes virus, which tends to hide in nerves and become reactivated when specific circumstances arise.", "targets": "How can some viruses main a persistent infection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4380f1f437f44f17b66c775bc42c70a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent infections occur because the body is unable to clear the organism after the initial infection. Persistent infections are characterized by the continual presence of the infectious organism, often as latent infection with occasional recurrent relapses of active infection. There are some viruses that can maintain a persistent infection by infecting different cells of the body. Some viruses once acquired never leave the body. A typical example is the herpes virus, which tends to hide in nerves and become reactivated when specific circumstances arise.", "targets": "What never leave the body when acquired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4380f1f437f44f17b66c775bc42c70a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent infections occur because the body is unable to clear the organism after the initial infection. Persistent infections are characterized by the continual presence of the infectious organism, often as latent infection with occasional recurrent relapses of active infection. There are some viruses that can maintain a persistent infection by infecting different cells of the body. Some viruses once acquired never leave the body. A typical example is the herpes virus, which tends to hide in nerves and become reactivated when specific circumstances arise.", "targets": "Where does the herpes virus hide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860cef4515c348b5847cbe41544478fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of 2004, May and Taylor announced that they would reunite and return to touring in 2005 with Paul Rodgers (founder and former lead singer of Free and Bad Company). Brian May's website also stated that Rodgers would be \"featured with\" Queen as \"Queen + Paul Rodgers\", not replacing Mercury. The retired John Deacon would not be participating. In November 2004, Queen were among the inaugural inductees into the UK Music Hall of Fame, and the award ceremony was the first event at which Rodgers joined May and Taylor as vocalist.", "targets": "Paul Rodgers joined Queen in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860cef4515c348b5847cbe41544478fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of 2004, May and Taylor announced that they would reunite and return to touring in 2005 with Paul Rodgers (founder and former lead singer of Free and Bad Company). Brian May's website also stated that Rodgers would be \"featured with\" Queen as \"Queen + Paul Rodgers\", not replacing Mercury. The retired John Deacon would not be participating. In November 2004, Queen were among the inaugural inductees into the UK Music Hall of Fame, and the award ceremony was the first event at which Rodgers joined May and Taylor as vocalist.", "targets": "Paul Rodgers used to be the lead singer of what two bands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860cef4515c348b5847cbe41544478fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of 2004, May and Taylor announced that they would reunite and return to touring in 2005 with Paul Rodgers (founder and former lead singer of Free and Bad Company). Brian May's website also stated that Rodgers would be \"featured with\" Queen as \"Queen + Paul Rodgers\", not replacing Mercury. The retired John Deacon would not be participating. In November 2004, Queen were among the inaugural inductees into the UK Music Hall of Fame, and the award ceremony was the first event at which Rodgers joined May and Taylor as vocalist.", "targets": "Which retired Queen member did not join the reunion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860cef4515c348b5847cbe41544478fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of 2004, May and Taylor announced that they would reunite and return to touring in 2005 with Paul Rodgers (founder and former lead singer of Free and Bad Company). Brian May's website also stated that Rodgers would be \"featured with\" Queen as \"Queen + Paul Rodgers\", not replacing Mercury. The retired John Deacon would not be participating. In November 2004, Queen were among the inaugural inductees into the UK Music Hall of Fame, and the award ceremony was the first event at which Rodgers joined May and Taylor as vocalist.", "targets": "In what year was Queen inducted in the UK Hall of Fame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cd754258334e2385e242907732eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The foundations of the British Empire were laid when England and Scotland were separate kingdoms. In 1496 King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot to lead a voyage to discover a route to Asia via the North Atlantic. Cabot sailed in 1497, five years after the European discovery of America, and although he successfully made landfall on the coast of Newfoundland (mistakenly believing, like Christopher Columbus, that he had reached Asia), there was no attempt to found a colony. Cabot led another voyage to the Americas the following year but nothing was heard of his ships again.", "targets": "When was John Cabot's voyage commissioned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cd754258334e2385e242907732eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The foundations of the British Empire were laid when England and Scotland were separate kingdoms. In 1496 King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot to lead a voyage to discover a route to Asia via the North Atlantic. Cabot sailed in 1497, five years after the European discovery of America, and although he successfully made landfall on the coast of Newfoundland (mistakenly believing, like Christopher Columbus, that he had reached Asia), there was no attempt to found a colony. Cabot led another voyage to the Americas the following year but nothing was heard of his ships again.", "targets": "Who commissioned John Cabot's voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cd754258334e2385e242907732eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The foundations of the British Empire were laid when England and Scotland were separate kingdoms. In 1496 King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot to lead a voyage to discover a route to Asia via the North Atlantic. Cabot sailed in 1497, five years after the European discovery of America, and although he successfully made landfall on the coast of Newfoundland (mistakenly believing, like Christopher Columbus, that he had reached Asia), there was no attempt to found a colony. Cabot led another voyage to the Americas the following year but nothing was heard of his ships again.", "targets": "Where was Cabot trying to find a route to via the North Atlantic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cd754258334e2385e242907732eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The foundations of the British Empire were laid when England and Scotland were separate kingdoms. In 1496 King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot to lead a voyage to discover a route to Asia via the North Atlantic. Cabot sailed in 1497, five years after the European discovery of America, and although he successfully made landfall on the coast of Newfoundland (mistakenly believing, like Christopher Columbus, that he had reached Asia), there was no attempt to found a colony. Cabot led another voyage to the Americas the following year but nothing was heard of his ships again.", "targets": "Where did Cabot make landfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cd754258334e2385e242907732eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The foundations of the British Empire were laid when England and Scotland were separate kingdoms. In 1496 King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot to lead a voyage to discover a route to Asia via the North Atlantic. Cabot sailed in 1497, five years after the European discovery of America, and although he successfully made landfall on the coast of Newfoundland (mistakenly believing, like Christopher Columbus, that he had reached Asia), there was no attempt to found a colony. Cabot led another voyage to the Americas the following year but nothing was heard of his ships again.", "targets": "Which explorer did Cabot make a mistake similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8c23545e584e68948e04e8245b8cfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Nimrod Expedition led by Ernest Shackleton in 1907, parties led by Edgeworth David became the first to climb Mount Erebus and to reach the South Magnetic Pole. Douglas Mawson, who assumed the leadership of the Magnetic Pole party on their perilous return, went on to lead several expeditions until retiring in 1931. In addition, Shackleton himself and three other members of his expedition made several firsts in December 1908 \u2013 February 1909: they were the first humans to traverse the Ross Ice Shelf, the first to traverse the Transantarctic Mountains (via the Beardmore Glacier), and the first to set foot on the South Polar Plateau. An expedition led by Norwegian polar explorer Roald Amundsen from the ship Fram became the first to reach the geographic South Pole on 14 December 1911, using a route from the Bay of Whales and up the Axel Heiberg Glacier. One month later, the doomed Scott Expedition reached the pole.", "targets": "What explorer led the Nimrod Expedition into Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8c23545e584e68948e04e8245b8cfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Nimrod Expedition led by Ernest Shackleton in 1907, parties led by Edgeworth David became the first to climb Mount Erebus and to reach the South Magnetic Pole. Douglas Mawson, who assumed the leadership of the Magnetic Pole party on their perilous return, went on to lead several expeditions until retiring in 1931. In addition, Shackleton himself and three other members of his expedition made several firsts in December 1908 \u2013 February 1909: they were the first humans to traverse the Ross Ice Shelf, the first to traverse the Transantarctic Mountains (via the Beardmore Glacier), and the first to set foot on the South Polar Plateau. An expedition led by Norwegian polar explorer Roald Amundsen from the ship Fram became the first to reach the geographic South Pole on 14 December 1911, using a route from the Bay of Whales and up the Axel Heiberg Glacier. One month later, the doomed Scott Expedition reached the pole.", "targets": "Who led the party to first climb Mount Erebus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8c23545e584e68948e04e8245b8cfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Nimrod Expedition led by Ernest Shackleton in 1907, parties led by Edgeworth David became the first to climb Mount Erebus and to reach the South Magnetic Pole. Douglas Mawson, who assumed the leadership of the Magnetic Pole party on their perilous return, went on to lead several expeditions until retiring in 1931. In addition, Shackleton himself and three other members of his expedition made several firsts in December 1908 \u2013 February 1909: they were the first humans to traverse the Ross Ice Shelf, the first to traverse the Transantarctic Mountains (via the Beardmore Glacier), and the first to set foot on the South Polar Plateau. An expedition led by Norwegian polar explorer Roald Amundsen from the ship Fram became the first to reach the geographic South Pole on 14 December 1911, using a route from the Bay of Whales and up the Axel Heiberg Glacier. One month later, the doomed Scott Expedition reached the pole.", "targets": "Who led the return expedition to find the Magnetic pole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8c23545e584e68948e04e8245b8cfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Nimrod Expedition led by Ernest Shackleton in 1907, parties led by Edgeworth David became the first to climb Mount Erebus and to reach the South Magnetic Pole. Douglas Mawson, who assumed the leadership of the Magnetic Pole party on their perilous return, went on to lead several expeditions until retiring in 1931. In addition, Shackleton himself and three other members of his expedition made several firsts in December 1908 \u2013 February 1909: they were the first humans to traverse the Ross Ice Shelf, the first to traverse the Transantarctic Mountains (via the Beardmore Glacier), and the first to set foot on the South Polar Plateau. An expedition led by Norwegian polar explorer Roald Amundsen from the ship Fram became the first to reach the geographic South Pole on 14 December 1911, using a route from the Bay of Whales and up the Axel Heiberg Glacier. One month later, the doomed Scott Expedition reached the pole.", "targets": "When did Mawson retire after leading several expeditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8c23545e584e68948e04e8245b8cfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Nimrod Expedition led by Ernest Shackleton in 1907, parties led by Edgeworth David became the first to climb Mount Erebus and to reach the South Magnetic Pole. Douglas Mawson, who assumed the leadership of the Magnetic Pole party on their perilous return, went on to lead several expeditions until retiring in 1931. In addition, Shackleton himself and three other members of his expedition made several firsts in December 1908 \u2013 February 1909: they were the first humans to traverse the Ross Ice Shelf, the first to traverse the Transantarctic Mountains (via the Beardmore Glacier), and the first to set foot on the South Polar Plateau. An expedition led by Norwegian polar explorer Roald Amundsen from the ship Fram became the first to reach the geographic South Pole on 14 December 1911, using a route from the Bay of Whales and up the Axel Heiberg Glacier. One month later, the doomed Scott Expedition reached the pole.", "targets": "When did Roald Amundsen reach the geographic south pole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32f595ab48ee4b4489dab71df91f73d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Express highways such as Hu\u2013Ning, Ning\u2013He, Ning\u2013Hang enable commuters to travel to Shanghai, Hefei, Hangzhou, and other important cities quickly and conveniently. Inside the city of Nanjing, there are 230 km (140 mi) of highways, with a highway coverage density of 3.38 kilometres per hundred square kilometrs (5.44 mi/100 sq mi). The total road coverage density of the city is 112.56 kilometres per hundred square kilometres (181.15 mi/100 sq mi). The two artery roads in Nanjing are Zhongshan Road and Hanzhong. The two roads cross in the city centre, Xinjiekou.", "targets": "What type of highways let commuters get to cities fast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32f595ab48ee4b4489dab71df91f73d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Express highways such as Hu\u2013Ning, Ning\u2013He, Ning\u2013Hang enable commuters to travel to Shanghai, Hefei, Hangzhou, and other important cities quickly and conveniently. Inside the city of Nanjing, there are 230 km (140 mi) of highways, with a highway coverage density of 3.38 kilometres per hundred square kilometrs (5.44 mi/100 sq mi). The total road coverage density of the city is 112.56 kilometres per hundred square kilometres (181.15 mi/100 sq mi). The two artery roads in Nanjing are Zhongshan Road and Hanzhong. The two roads cross in the city centre, Xinjiekou.", "targets": "How many miles of highways are in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32f595ab48ee4b4489dab71df91f73d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Express highways such as Hu\u2013Ning, Ning\u2013He, Ning\u2013Hang enable commuters to travel to Shanghai, Hefei, Hangzhou, and other important cities quickly and conveniently. Inside the city of Nanjing, there are 230 km (140 mi) of highways, with a highway coverage density of 3.38 kilometres per hundred square kilometrs (5.44 mi/100 sq mi). The total road coverage density of the city is 112.56 kilometres per hundred square kilometres (181.15 mi/100 sq mi). The two artery roads in Nanjing are Zhongshan Road and Hanzhong. The two roads cross in the city centre, Xinjiekou.", "targets": "What are the names of the artery roads in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32f595ab48ee4b4489dab71df91f73d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Express highways such as Hu\u2013Ning, Ning\u2013He, Ning\u2013Hang enable commuters to travel to Shanghai, Hefei, Hangzhou, and other important cities quickly and conveniently. Inside the city of Nanjing, there are 230 km (140 mi) of highways, with a highway coverage density of 3.38 kilometres per hundred square kilometrs (5.44 mi/100 sq mi). The total road coverage density of the city is 112.56 kilometres per hundred square kilometres (181.15 mi/100 sq mi). The two artery roads in Nanjing are Zhongshan Road and Hanzhong. The two roads cross in the city centre, Xinjiekou.", "targets": "Zhongshan Road and Hanzhong cross each other in what area of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32f595ab48ee4b4489dab71df91f73d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Express highways such as Hu\u2013Ning, Ning\u2013He, Ning\u2013Hang enable commuters to travel to Shanghai, Hefei, Hangzhou, and other important cities quickly and conveniently. Inside the city of Nanjing, there are 230 km (140 mi) of highways, with a highway coverage density of 3.38 kilometres per hundred square kilometrs (5.44 mi/100 sq mi). The total road coverage density of the city is 112.56 kilometres per hundred square kilometres (181.15 mi/100 sq mi). The two artery roads in Nanjing are Zhongshan Road and Hanzhong. The two roads cross in the city centre, Xinjiekou.", "targets": "What is the total coverage of the city with roads, in miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45f78358872e4a35a7ca35c64ddd3e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However loss resistance will generally affect the feedpoint impedance, adding to its resistive (real) component. That resistance will consist of the sum of the radiation resistance Rr and the loss resistance Rloss. If an rms current I is delivered to the terminals of an antenna, then a power of I2Rr will be radiated and a power of I2Rloss will be lost as heat. Therefore, the efficiency of an antenna is equal to Rr / (Rr + Rloss). Of course only the total resistance Rr + Rloss can be directly measured.", "targets": "What can increase the feedpoint impedance of a component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45f78358872e4a35a7ca35c64ddd3e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However loss resistance will generally affect the feedpoint impedance, adding to its resistive (real) component. That resistance will consist of the sum of the radiation resistance Rr and the loss resistance Rloss. If an rms current I is delivered to the terminals of an antenna, then a power of I2Rr will be radiated and a power of I2Rloss will be lost as heat. Therefore, the efficiency of an antenna is equal to Rr / (Rr + Rloss). Of course only the total resistance Rr + Rloss can be directly measured.", "targets": "The addition of Rr and Rloss equals what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45f78358872e4a35a7ca35c64ddd3e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However loss resistance will generally affect the feedpoint impedance, adding to its resistive (real) component. That resistance will consist of the sum of the radiation resistance Rr and the loss resistance Rloss. If an rms current I is delivered to the terminals of an antenna, then a power of I2Rr will be radiated and a power of I2Rloss will be lost as heat. Therefore, the efficiency of an antenna is equal to Rr / (Rr + Rloss). Of course only the total resistance Rr + Rloss can be directly measured.", "targets": "What equation an determine an antennas effectiveness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45f78358872e4a35a7ca35c64ddd3e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However loss resistance will generally affect the feedpoint impedance, adding to its resistive (real) component. That resistance will consist of the sum of the radiation resistance Rr and the loss resistance Rloss. If an rms current I is delivered to the terminals of an antenna, then a power of I2Rr will be radiated and a power of I2Rloss will be lost as heat. Therefore, the efficiency of an antenna is equal to Rr / (Rr + Rloss). Of course only the total resistance Rr + Rloss can be directly measured.", "targets": "What is the single factor that can be precisely measured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What is the largest city in Connecticuty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What was the population of New Haven according to the 2012 Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What was the population of New Haven according to the 2010 Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What was the population of Greater New Haven in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "New Haven Harbor is located on the northern shore of what waterway? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "In which US state is New Haven located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "In what county is New Haven located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What is the population of New Haven according to the 2010 United States Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "New Haven County makes up the outer limits of what major metropolitan area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What is the population of New Haven City in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What is Connecticut's biggest city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "In what county is New Haven located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "The population of the Greater New Haven in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a62e83b3f1940c6bf19d0b79f226838", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven (local /nu\u02d0 \u02c8he\u026av\u0259n/, noo-HAY-v\u0259n), in the U.S. state of Connecticut, is the principal municipality in Greater New Haven, which had a total population of 862,477 in 2010. It is located on New Haven Harbor on the northern shore of the Long Island Sound in New Haven County, Connecticut, which in turn comprises the outer limits of the New York metropolitan area. It is the second-largest city in Connecticut (after Bridgeport), with a population of 129,779 people as of the 2010 United States Census. According to a census of 1 July 2012, by the Census Bureau, the city had a population of 130,741.", "targets": "What is the metropolitan next to New Haven County, Connecticut? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48a91c97e81540c68724fc944c6ee0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To symbolize their bond with the papacy, the pope gives each newly appointed cardinal a gold ring, which is traditionally kissed by Catholics when greeting a cardinal (as with a bishop's episcopal ring). The pope chooses the image on the outside: under Pope Benedict XVI it was a modern depiction of the crucifixion of Jesus, with Mary and John to each side. The ring includes the pope's coat of arms on the inside.[citation needed]", "targets": "What does the pope give to a new Cardinal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48a91c97e81540c68724fc944c6ee0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To symbolize their bond with the papacy, the pope gives each newly appointed cardinal a gold ring, which is traditionally kissed by Catholics when greeting a cardinal (as with a bishop's episcopal ring). The pope chooses the image on the outside: under Pope Benedict XVI it was a modern depiction of the crucifixion of Jesus, with Mary and John to each side. The ring includes the pope's coat of arms on the inside.[citation needed]", "targets": "Who decides on the design of the item given to new Cardinals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99d45b6a0a04d2c9ddefaeb1cc8f372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capture of War\u0169hi\u0169 Itote (aka General China) on 15 January 1954 and the subsequent interrogation led to a better understanding of the Mau Mau command structure. Operation Anvil opened on 24 April 1954, after weeks of planning by the army with the approval of the War Council. The operation effectively placed Nairobi under military siege, and the occupants were screened and the Mau Mau supporters moved to detention camps. The Home Guard formed the core of the government's strategy as it was composed of loyalist Africans, not foreign forces like the British Army and King's African Rifles. By the end of the emergency, the Home Guard had killed 4,686 Mau Mau, amounting to 42% of the total insurgents. The capture of Dedan Kimathi on 21 October 1956 in Nyeri signified the ultimate defeat of the Mau Mau and essentially ended the military offensive. During this period, substantial governmental changes to land tenure occurred. The most important of these was the Swynnerton Plan, which was used to both reward loyalists and punish Mau Mau.", "targets": "When was Waruhiu Itote captured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99d45b6a0a04d2c9ddefaeb1cc8f372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capture of War\u0169hi\u0169 Itote (aka General China) on 15 January 1954 and the subsequent interrogation led to a better understanding of the Mau Mau command structure. Operation Anvil opened on 24 April 1954, after weeks of planning by the army with the approval of the War Council. The operation effectively placed Nairobi under military siege, and the occupants were screened and the Mau Mau supporters moved to detention camps. The Home Guard formed the core of the government's strategy as it was composed of loyalist Africans, not foreign forces like the British Army and King's African Rifles. By the end of the emergency, the Home Guard had killed 4,686 Mau Mau, amounting to 42% of the total insurgents. The capture of Dedan Kimathi on 21 October 1956 in Nyeri signified the ultimate defeat of the Mau Mau and essentially ended the military offensive. During this period, substantial governmental changes to land tenure occurred. The most important of these was the Swynnerton Plan, which was used to both reward loyalists and punish Mau Mau.", "targets": "What did this help accomplish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99d45b6a0a04d2c9ddefaeb1cc8f372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capture of War\u0169hi\u0169 Itote (aka General China) on 15 January 1954 and the subsequent interrogation led to a better understanding of the Mau Mau command structure. Operation Anvil opened on 24 April 1954, after weeks of planning by the army with the approval of the War Council. The operation effectively placed Nairobi under military siege, and the occupants were screened and the Mau Mau supporters moved to detention camps. The Home Guard formed the core of the government's strategy as it was composed of loyalist Africans, not foreign forces like the British Army and King's African Rifles. By the end of the emergency, the Home Guard had killed 4,686 Mau Mau, amounting to 42% of the total insurgents. The capture of Dedan Kimathi on 21 October 1956 in Nyeri signified the ultimate defeat of the Mau Mau and essentially ended the military offensive. During this period, substantial governmental changes to land tenure occurred. The most important of these was the Swynnerton Plan, which was used to both reward loyalists and punish Mau Mau.", "targets": "When did Operation Anvil open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99d45b6a0a04d2c9ddefaeb1cc8f372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capture of War\u0169hi\u0169 Itote (aka General China) on 15 January 1954 and the subsequent interrogation led to a better understanding of the Mau Mau command structure. Operation Anvil opened on 24 April 1954, after weeks of planning by the army with the approval of the War Council. The operation effectively placed Nairobi under military siege, and the occupants were screened and the Mau Mau supporters moved to detention camps. The Home Guard formed the core of the government's strategy as it was composed of loyalist Africans, not foreign forces like the British Army and King's African Rifles. By the end of the emergency, the Home Guard had killed 4,686 Mau Mau, amounting to 42% of the total insurgents. The capture of Dedan Kimathi on 21 October 1956 in Nyeri signified the ultimate defeat of the Mau Mau and essentially ended the military offensive. During this period, substantial governmental changes to land tenure occurred. The most important of these was the Swynnerton Plan, which was used to both reward loyalists and punish Mau Mau.", "targets": "How many of the Mau Mau did Home Gaurd kill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99d45b6a0a04d2c9ddefaeb1cc8f372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capture of War\u0169hi\u0169 Itote (aka General China) on 15 January 1954 and the subsequent interrogation led to a better understanding of the Mau Mau command structure. Operation Anvil opened on 24 April 1954, after weeks of planning by the army with the approval of the War Council. The operation effectively placed Nairobi under military siege, and the occupants were screened and the Mau Mau supporters moved to detention camps. The Home Guard formed the core of the government's strategy as it was composed of loyalist Africans, not foreign forces like the British Army and King's African Rifles. By the end of the emergency, the Home Guard had killed 4,686 Mau Mau, amounting to 42% of the total insurgents. The capture of Dedan Kimathi on 21 October 1956 in Nyeri signified the ultimate defeat of the Mau Mau and essentially ended the military offensive. During this period, substantial governmental changes to land tenure occurred. The most important of these was the Swynnerton Plan, which was used to both reward loyalists and punish Mau Mau.", "targets": "What was the most important governmental change to land tenure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "When did France attack Prussia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "Who won the Franco-Prussian War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "When was the German Empire founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "What regions was excluded from the German Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "What was the primary religion of Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "When was the German empire created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "Who was excluded from the German Nation State?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "What religion was a majority in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563f76f6cc53469db024995991f1427c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1870, after France attacked Prussia, Prussia and its new allies in Southern Germany (among them Bavaria) were victorious in the Franco-Prussian War. It created the German Empire in 1871 as a German nation-state, effectively excluding the multi-ethnic Austrian Habsburg monarchy and Liechtenstein. Integrating the Austrians nevertheless remained a strong desire for many people of Germany and Austria, especially among the liberals, the social democrats and also the Catholics who were a minority within the Protestant Germany.", "targets": "What did many people in Germany still want to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef5b69e770c44edb397eb8b54101a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Lower Manhattan. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.", "targets": "The Stonewall riots are named after what building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef5b69e770c44edb397eb8b54101a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Lower Manhattan. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.", "targets": "In what neighborhood did the Stonewall riots occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef5b69e770c44edb397eb8b54101a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Lower Manhattan. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.", "targets": "On what date did the Stonewall riots take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef5b69e770c44edb397eb8b54101a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Lower Manhattan. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.", "targets": "In what borough did the Stonewall riots happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef5b69e770c44edb397eb8b54101a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Lower Manhattan. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.", "targets": "What event provoked the Stonewall riots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef5b69e770c44edb397eb8b54101a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Stonewall riots were a series of spontaneous, violent demonstrations by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Lower Manhattan. They are widely considered to constitute the single most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.", "targets": "Where did the Stonewall riots happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00fc1cf0314949abb21a0133c7aaea1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idol Gives Back is a special charity event started in season six featuring performances by celebrities and various fund-raising initiatives. This event was also held in seasons seven and nine and has raised nearly $185 million in total.", "targets": "What is the name of the special that raises money for charities on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00fc1cf0314949abb21a0133c7aaea1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idol Gives Back is a special charity event started in season six featuring performances by celebrities and various fund-raising initiatives. This event was also held in seasons seven and nine and has raised nearly $185 million in total.", "targets": "How much money has American Idol raised for charity with its Idol Gives Back specials? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00fc1cf0314949abb21a0133c7aaea1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idol Gives Back is a special charity event started in season six featuring performances by celebrities and various fund-raising initiatives. This event was also held in seasons seven and nine and has raised nearly $185 million in total.", "targets": "What is the name of the charity that Idol has?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00fc1cf0314949abb21a0133c7aaea1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idol Gives Back is a special charity event started in season six featuring performances by celebrities and various fund-raising initiatives. This event was also held in seasons seven and nine and has raised nearly $185 million in total.", "targets": "When was the first Idol Gives Back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "How many years ago did Homo sapiens reached the Southeast Asia region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "Which type of people might have migrated from Taiwan into Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "What country did the Austronesian people arrived at first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "Which group became extinct after living in the region for about 12,000 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "When did the Austronesian people arrive in indonesia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "Where did the Austronesian people settle down in Indonesia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "Which people became extinct after the Homosapiens arrived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-951a765a547a44d489a4ea0a4a6e2ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homo sapiens reached the region by around 45,000 years ago, having moved eastwards from the Indian subcontinent. Homo floresiensis also lived in the area up until 12,000 years ago, when they became extinct. Austronesian people, who form the majority of the modern population in Indonesia, Malaysia, Brunei, East Timor, and the Philippines, may have migrated to Southeast Asia from Taiwan. They arrived in Indonesia around 2000 BC,and as they spread through the archipelago, they often settled along coastal areas and confined indigenous peoples such as Negritos of the Philippines or Papuans of New Guinea to inland regions.", "targets": "How long ago did the Homo floresiensis live before they became extinct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572efafdc0244dd9b977274752c77fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home or birthplace to a number of contemporary musicians such as R'n'B singer Craig David, Coldplay drummer Will Champion, former Holloways singer Rob Skipper as well as 1980s popstar Howard Jones. Several rock bands were formed in Southampton, including Band of Skulls, The Delays, Bury Tomorrow, Heart in Hand, Thomas Tantrum (disbanded in 2011) and Kids Can't Fly (disbanded in 2014). James Zabiela, a highly regarded and recognised name in dance music, is also from Southampton.", "targets": "What popular RnB singer hails from Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572efafdc0244dd9b977274752c77fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home or birthplace to a number of contemporary musicians such as R'n'B singer Craig David, Coldplay drummer Will Champion, former Holloways singer Rob Skipper as well as 1980s popstar Howard Jones. Several rock bands were formed in Southampton, including Band of Skulls, The Delays, Bury Tomorrow, Heart in Hand, Thomas Tantrum (disbanded in 2011) and Kids Can't Fly (disbanded in 2014). James Zabiela, a highly regarded and recognised name in dance music, is also from Southampton.", "targets": "What's the name of the Coldplay drummer from Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572efafdc0244dd9b977274752c77fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home or birthplace to a number of contemporary musicians such as R'n'B singer Craig David, Coldplay drummer Will Champion, former Holloways singer Rob Skipper as well as 1980s popstar Howard Jones. Several rock bands were formed in Southampton, including Band of Skulls, The Delays, Bury Tomorrow, Heart in Hand, Thomas Tantrum (disbanded in 2011) and Kids Can't Fly (disbanded in 2014). James Zabiela, a highly regarded and recognised name in dance music, is also from Southampton.", "targets": "What group did Southampton's Rob Skipper sing for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572efafdc0244dd9b977274752c77fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home or birthplace to a number of contemporary musicians such as R'n'B singer Craig David, Coldplay drummer Will Champion, former Holloways singer Rob Skipper as well as 1980s popstar Howard Jones. Several rock bands were formed in Southampton, including Band of Skulls, The Delays, Bury Tomorrow, Heart in Hand, Thomas Tantrum (disbanded in 2011) and Kids Can't Fly (disbanded in 2014). James Zabiela, a highly regarded and recognised name in dance music, is also from Southampton.", "targets": "What band that broke up in 2014 was formed in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572efafdc0244dd9b977274752c77fa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home or birthplace to a number of contemporary musicians such as R'n'B singer Craig David, Coldplay drummer Will Champion, former Holloways singer Rob Skipper as well as 1980s popstar Howard Jones. Several rock bands were formed in Southampton, including Band of Skulls, The Delays, Bury Tomorrow, Heart in Hand, Thomas Tantrum (disbanded in 2011) and Kids Can't Fly (disbanded in 2014). James Zabiela, a highly regarded and recognised name in dance music, is also from Southampton.", "targets": "What genre of music is James Zabiela known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca7100ee16e64e1c8aeef433131540b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Piedmont Triad, or center of the state, is home to Krispy Kreme, Mayberry, Texas Pete, the Lexington Barbecue Festival, and Moravian cookies. The internationally acclaimed North Carolina Zoo in Asheboro attracts visitors to its animals, plants, and a 57-piece art collection along five miles of shaded pathways in the world's largest-land-area natural-habitat park. Seagrove, in the central portion of the state, attracts many tourists along Pottery Highway (NC Hwy 705). MerleFest in Wilkesboro attracts more than 80,000 people to its four-day music festival; and Wet 'n Wild Emerald Pointe water park in Greensboro is another attraction.", "targets": "What is the center of North Carolina called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca7100ee16e64e1c8aeef433131540b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Piedmont Triad, or center of the state, is home to Krispy Kreme, Mayberry, Texas Pete, the Lexington Barbecue Festival, and Moravian cookies. The internationally acclaimed North Carolina Zoo in Asheboro attracts visitors to its animals, plants, and a 57-piece art collection along five miles of shaded pathways in the world's largest-land-area natural-habitat park. Seagrove, in the central portion of the state, attracts many tourists along Pottery Highway (NC Hwy 705). MerleFest in Wilkesboro attracts more than 80,000 people to its four-day music festival; and Wet 'n Wild Emerald Pointe water park in Greensboro is another attraction.", "targets": "Where is the Krispy kreme headquarters located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca7100ee16e64e1c8aeef433131540b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Piedmont Triad, or center of the state, is home to Krispy Kreme, Mayberry, Texas Pete, the Lexington Barbecue Festival, and Moravian cookies. The internationally acclaimed North Carolina Zoo in Asheboro attracts visitors to its animals, plants, and a 57-piece art collection along five miles of shaded pathways in the world's largest-land-area natural-habitat park. Seagrove, in the central portion of the state, attracts many tourists along Pottery Highway (NC Hwy 705). MerleFest in Wilkesboro attracts more than 80,000 people to its four-day music festival; and Wet 'n Wild Emerald Pointe water park in Greensboro is another attraction.", "targets": "What city is the North Carolina Zoo in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca7100ee16e64e1c8aeef433131540b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Piedmont Triad, or center of the state, is home to Krispy Kreme, Mayberry, Texas Pete, the Lexington Barbecue Festival, and Moravian cookies. The internationally acclaimed North Carolina Zoo in Asheboro attracts visitors to its animals, plants, and a 57-piece art collection along five miles of shaded pathways in the world's largest-land-area natural-habitat park. Seagrove, in the central portion of the state, attracts many tourists along Pottery Highway (NC Hwy 705). MerleFest in Wilkesboro attracts more than 80,000 people to its four-day music festival; and Wet 'n Wild Emerald Pointe water park in Greensboro is another attraction.", "targets": "How many miles of shaded pathways does the Nort Carolina Zoo have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca7100ee16e64e1c8aeef433131540b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Piedmont Triad, or center of the state, is home to Krispy Kreme, Mayberry, Texas Pete, the Lexington Barbecue Festival, and Moravian cookies. The internationally acclaimed North Carolina Zoo in Asheboro attracts visitors to its animals, plants, and a 57-piece art collection along five miles of shaded pathways in the world's largest-land-area natural-habitat park. Seagrove, in the central portion of the state, attracts many tourists along Pottery Highway (NC Hwy 705). MerleFest in Wilkesboro attracts more than 80,000 people to its four-day music festival; and Wet 'n Wild Emerald Pointe water park in Greensboro is another attraction.", "targets": "What North Carolina City hosts the Merlefest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2c4ab3fed714c18844dce6f7a8eb4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peel, widely regarded as the father of modern policing, was heavily influenced by the social and legal philosophy of Jeremy Bentham, who called for a strong and centralized, but politically neutral, police force for the maintenance of social order, for the protection of people from crime and to act as a visible deterrent to urban crime and disorder. Peel decided to standardise the police force as an official paid profession, to organise it in a civilian fashion, and to make it answerable to the public.", "targets": "Who was the 'father of modern policing'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2c4ab3fed714c18844dce6f7a8eb4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peel, widely regarded as the father of modern policing, was heavily influenced by the social and legal philosophy of Jeremy Bentham, who called for a strong and centralized, but politically neutral, police force for the maintenance of social order, for the protection of people from crime and to act as a visible deterrent to urban crime and disorder. Peel decided to standardise the police force as an official paid profession, to organise it in a civilian fashion, and to make it answerable to the public.", "targets": "Whose philosophy influenced Peel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2c4ab3fed714c18844dce6f7a8eb4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peel, widely regarded as the father of modern policing, was heavily influenced by the social and legal philosophy of Jeremy Bentham, who called for a strong and centralized, but politically neutral, police force for the maintenance of social order, for the protection of people from crime and to act as a visible deterrent to urban crime and disorder. Peel decided to standardise the police force as an official paid profession, to organise it in a civilian fashion, and to make it answerable to the public.", "targets": "What political position did Bentham think police should have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2c4ab3fed714c18844dce6f7a8eb4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peel, widely regarded as the father of modern policing, was heavily influenced by the social and legal philosophy of Jeremy Bentham, who called for a strong and centralized, but politically neutral, police force for the maintenance of social order, for the protection of people from crime and to act as a visible deterrent to urban crime and disorder. Peel decided to standardise the police force as an official paid profession, to organise it in a civilian fashion, and to make it answerable to the public.", "targets": "How did Peel standardize police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2c4ab3fed714c18844dce6f7a8eb4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peel, widely regarded as the father of modern policing, was heavily influenced by the social and legal philosophy of Jeremy Bentham, who called for a strong and centralized, but politically neutral, police force for the maintenance of social order, for the protection of people from crime and to act as a visible deterrent to urban crime and disorder. Peel decided to standardise the police force as an official paid profession, to organise it in a civilian fashion, and to make it answerable to the public.", "targets": "How did Peel organize police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c0bcc0f9ee144258d4fa5ea0df44407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note that the Polish landed gentry (ziemianie or ziemia\u0144stwo) was composed of any nobility that owned lands: thus of course the magnates, the middle nobility and that lesser nobility that had at least part of the village. As manorial lordships were also opened to burgesses of certain privileged royal cities, not all landed gentry had a hereditary title of nobility.", "targets": "Who could compose the polish landed gentry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c0bcc0f9ee144258d4fa5ea0df44407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note that the Polish landed gentry (ziemianie or ziemia\u0144stwo) was composed of any nobility that owned lands: thus of course the magnates, the middle nobility and that lesser nobility that had at least part of the village. As manorial lordships were also opened to burgesses of certain privileged royal cities, not all landed gentry had a hereditary title of nobility.", "targets": "whats is another name for polish landed gentry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c0bcc0f9ee144258d4fa5ea0df44407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note that the Polish landed gentry (ziemianie or ziemia\u0144stwo) was composed of any nobility that owned lands: thus of course the magnates, the middle nobility and that lesser nobility that had at least part of the village. As manorial lordships were also opened to burgesses of certain privileged royal cities, not all landed gentry had a hereditary title of nobility.", "targets": "Did all hold title of nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c14241fae9f4f2e807ed37fb50f03c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In function and effectiveness, the UN has been compared to the pre-Constitutional United States Federal government by some[citation needed], giving a comparison between modern treaty law and the historical Articles of Confederation.", "targets": "The United Nations has been compared to what government in function and effectiveness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c14241fae9f4f2e807ed37fb50f03c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In function and effectiveness, the UN has been compared to the pre-Constitutional United States Federal government by some[citation needed], giving a comparison between modern treaty law and the historical Articles of Confederation.", "targets": "In which aspects has the United Nations been compared to the pre-Constitutional United States Federal government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c14241fae9f4f2e807ed37fb50f03c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In function and effectiveness, the UN has been compared to the pre-Constitutional United States Federal government by some[citation needed], giving a comparison between modern treaty law and the historical Articles of Confederation.", "targets": "The comparison of the United Nations to the pre-Constitutional United States Federal government gives us a comparison between what modern and historical legal topics of interest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c14241fae9f4f2e807ed37fb50f03c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In function and effectiveness, the UN has been compared to the pre-Constitutional United States Federal government by some[citation needed], giving a comparison between modern treaty law and the historical Articles of Confederation.", "targets": "Modern treaty law can be compared in function and effectiveness to the historical Articles of Confederation by comparing the pre-Constitutional United States Federal government with what modern institution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c14241fae9f4f2e807ed37fb50f03c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In function and effectiveness, the UN has been compared to the pre-Constitutional United States Federal government by some[citation needed], giving a comparison between modern treaty law and the historical Articles of Confederation.", "targets": "What legal document formed the basis of the pre-Constitutional Federal government of the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-875205d37586471a893371ac6572735f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Brazil, the Supreme Federal Tribunal (Supremo Tribunal Federal) is the highest court. It is both the constitutional court and the court of last resort in Brazilian law. It only reviews cases that may be unconstitutional or final habeas corpus pleads for criminal cases. It also judges, in original jurisdiction, cases involving members of congress, senators, ministers of state, members of the high courts and the President and Vice-President of the Republic. The Superior Court of Justice (Tribunal Superior de Justi\u00e7a) reviews State and Federal Circuit courts decisions for civil law and criminal law cases, when dealing with federal law or conflicting rulings. The Superior Labour Tribunal (Tribunal Superior do Trabalho) reviews cases involving labour law. The Superior Electoral Tribunal (Tribunal Superior Eleitoral) is the court of last resort of electoral law, and also oversees general elections. The Superior Military Tribunal (Tribunal Superior Militar) is the highest court in matters of federal military law.", "targets": "What is the highest court in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-875205d37586471a893371ac6572735f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Brazil, the Supreme Federal Tribunal (Supremo Tribunal Federal) is the highest court. It is both the constitutional court and the court of last resort in Brazilian law. It only reviews cases that may be unconstitutional or final habeas corpus pleads for criminal cases. It also judges, in original jurisdiction, cases involving members of congress, senators, ministers of state, members of the high courts and the President and Vice-President of the Republic. The Superior Court of Justice (Tribunal Superior de Justi\u00e7a) reviews State and Federal Circuit courts decisions for civil law and criminal law cases, when dealing with federal law or conflicting rulings. The Superior Labour Tribunal (Tribunal Superior do Trabalho) reviews cases involving labour law. The Superior Electoral Tribunal (Tribunal Superior Eleitoral) is the court of last resort of electoral law, and also oversees general elections. The Superior Military Tribunal (Tribunal Superior Militar) is the highest court in matters of federal military law.", "targets": "What are the two areas this court has supremacy over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-875205d37586471a893371ac6572735f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Brazil, the Supreme Federal Tribunal (Supremo Tribunal Federal) is the highest court. It is both the constitutional court and the court of last resort in Brazilian law. It only reviews cases that may be unconstitutional or final habeas corpus pleads for criminal cases. It also judges, in original jurisdiction, cases involving members of congress, senators, ministers of state, members of the high courts and the President and Vice-President of the Republic. The Superior Court of Justice (Tribunal Superior de Justi\u00e7a) reviews State and Federal Circuit courts decisions for civil law and criminal law cases, when dealing with federal law or conflicting rulings. The Superior Labour Tribunal (Tribunal Superior do Trabalho) reviews cases involving labour law. The Superior Electoral Tribunal (Tribunal Superior Eleitoral) is the court of last resort of electoral law, and also oversees general elections. The Superior Military Tribunal (Tribunal Superior Militar) is the highest court in matters of federal military law.", "targets": "Which legislative bodies does this court sit in cases over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-875205d37586471a893371ac6572735f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Brazil, the Supreme Federal Tribunal (Supremo Tribunal Federal) is the highest court. It is both the constitutional court and the court of last resort in Brazilian law. It only reviews cases that may be unconstitutional or final habeas corpus pleads for criminal cases. It also judges, in original jurisdiction, cases involving members of congress, senators, ministers of state, members of the high courts and the President and Vice-President of the Republic. The Superior Court of Justice (Tribunal Superior de Justi\u00e7a) reviews State and Federal Circuit courts decisions for civil law and criminal law cases, when dealing with federal law or conflicting rulings. The Superior Labour Tribunal (Tribunal Superior do Trabalho) reviews cases involving labour law. The Superior Electoral Tribunal (Tribunal Superior Eleitoral) is the court of last resort of electoral law, and also oversees general elections. The Superior Military Tribunal (Tribunal Superior Militar) is the highest court in matters of federal military law.", "targets": "What other government officials are subject to judgments of Brazil's highest court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-875205d37586471a893371ac6572735f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Brazil, the Supreme Federal Tribunal (Supremo Tribunal Federal) is the highest court. It is both the constitutional court and the court of last resort in Brazilian law. It only reviews cases that may be unconstitutional or final habeas corpus pleads for criminal cases. It also judges, in original jurisdiction, cases involving members of congress, senators, ministers of state, members of the high courts and the President and Vice-President of the Republic. The Superior Court of Justice (Tribunal Superior de Justi\u00e7a) reviews State and Federal Circuit courts decisions for civil law and criminal law cases, when dealing with federal law or conflicting rulings. The Superior Labour Tribunal (Tribunal Superior do Trabalho) reviews cases involving labour law. The Superior Electoral Tribunal (Tribunal Superior Eleitoral) is the court of last resort of electoral law, and also oversees general elections. The Superior Military Tribunal (Tribunal Superior Militar) is the highest court in matters of federal military law.", "targets": "What is Brazil's high court for labor law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd6737c70b3f40838c2925303ede121a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "WPXD channel 31, an affiliate of the ION Television network, is licensed to the city. WHTV channel 18, a MyNetworkTV-affiliated station for the Lansing market, broadcasts from a transmitter in Lyndon Township, west of Ann Arbor. Community Television Network (CTN) is a city-provided cable television channel with production facilities open to city residents and nonprofit organizations. Detroit and Toledo-area radio and television stations also serve Ann Arbor, and stations from Lansing and Windsor, Ontario, can be heard in parts of the area.", "targets": "WPXD channel 31 is an affliate of which TV network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd6737c70b3f40838c2925303ede121a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "WPXD channel 31, an affiliate of the ION Television network, is licensed to the city. WHTV channel 18, a MyNetworkTV-affiliated station for the Lansing market, broadcasts from a transmitter in Lyndon Township, west of Ann Arbor. Community Television Network (CTN) is a city-provided cable television channel with production facilities open to city residents and nonprofit organizations. Detroit and Toledo-area radio and television stations also serve Ann Arbor, and stations from Lansing and Windsor, Ontario, can be heard in parts of the area.", "targets": "What is the abbreviation of CTN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "In what year did Arsenal join The Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "During the 1930s, Arsenal won how many League Championships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "When did Arsenal win their first Double Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "Over a 17 year period which began in the late 80s, stretching five years into the new millenia, how many FA Cups did Arsenal win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "What was the first football club from southern England to join The Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "When did Arsenal join the Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "In what year did Arsenal qualify to be in the First Division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "How many league championships did Arsenal win in the 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc16a49b0c84c319d266f530b9b8a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal was the first club from the south of England to join The Football League, in 1893. They entered the First Division in 1904, and have since accumulated the second most points. Relegated only once, in 1913, they continue the longest streak in the top division. In the 1930s, Arsenal won five League Championships and two FA Cups, and another FA Cup and two Championships after the war. In 1970\u201371, they won their first League and FA Cup Double. Between 1988 and 2005, they won five League titles and five FA Cups, including two more Doubles. They completed the 20th century with the highest average league position.", "targets": "What was Arsenal's league position ranking at the end of the last century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c8cc8e832f947768167b1c13c4c23a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360 launched with 14 games in North America and 13 in Europe. The console's best-selling game for 2005, Call of Duty 2, sold over a million copies. Five other games sold over a million copies in the console's first year on the market: Ghost Recon Advanced Warfighter, The Elder Scrolls IV: Oblivion, Dead or Alive 4, Saints Row, and Gears of War. Gears of War would become the best-selling game on the console with 3 million copies in 2006, before being surpassed in 2007 by Halo 3 with over 8 million copies.", "targets": "How many titles did the 360 have at launch in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c8cc8e832f947768167b1c13c4c23a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360 launched with 14 games in North America and 13 in Europe. The console's best-selling game for 2005, Call of Duty 2, sold over a million copies. Five other games sold over a million copies in the console's first year on the market: Ghost Recon Advanced Warfighter, The Elder Scrolls IV: Oblivion, Dead or Alive 4, Saints Row, and Gears of War. Gears of War would become the best-selling game on the console with 3 million copies in 2006, before being surpassed in 2007 by Halo 3 with over 8 million copies.", "targets": "What title was the console's best seller in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c8cc8e832f947768167b1c13c4c23a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360 launched with 14 games in North America and 13 in Europe. The console's best-selling game for 2005, Call of Duty 2, sold over a million copies. Five other games sold over a million copies in the console's first year on the market: Ghost Recon Advanced Warfighter, The Elder Scrolls IV: Oblivion, Dead or Alive 4, Saints Row, and Gears of War. Gears of War would become the best-selling game on the console with 3 million copies in 2006, before being surpassed in 2007 by Halo 3 with over 8 million copies.", "targets": "How many copies did Halo 3 sell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c8cc8e832f947768167b1c13c4c23a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360 launched with 14 games in North America and 13 in Europe. The console's best-selling game for 2005, Call of Duty 2, sold over a million copies. Five other games sold over a million copies in the console's first year on the market: Ghost Recon Advanced Warfighter, The Elder Scrolls IV: Oblivion, Dead or Alive 4, Saints Row, and Gears of War. Gears of War would become the best-selling game on the console with 3 million copies in 2006, before being surpassed in 2007 by Halo 3 with over 8 million copies.", "targets": "Halo 3 was released in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c8cc8e832f947768167b1c13c4c23a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360 launched with 14 games in North America and 13 in Europe. The console's best-selling game for 2005, Call of Duty 2, sold over a million copies. Five other games sold over a million copies in the console's first year on the market: Ghost Recon Advanced Warfighter, The Elder Scrolls IV: Oblivion, Dead or Alive 4, Saints Row, and Gears of War. Gears of War would become the best-selling game on the console with 3 million copies in 2006, before being surpassed in 2007 by Halo 3 with over 8 million copies.", "targets": "Other than Call of Duty 2, how many games sold at least 1 million copies the first year of the 360?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29b6f3f71dab4e00873c4fe1c9f0b4db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of course, some complexity classes have complicated definitions that do not fit into this framework. Thus, a typical complexity class has a definition like the following:", "targets": "What has complicated definitions that prevent classification into a framework?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29b6f3f71dab4e00873c4fe1c9f0b4db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of course, some complexity classes have complicated definitions that do not fit into this framework. Thus, a typical complexity class has a definition like the following:", "targets": "Complexity classes are generally classified into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29b6f3f71dab4e00873c4fe1c9f0b4db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of course, some complexity classes have complicated definitions that do not fit into this framework. Thus, a typical complexity class has a definition like the following:", "targets": "Difficulty in establishing a framework for complexity classes can be caused by what variable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5ef6eec6ea4b98a43d068916564145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 1954 congressional elections approached, and it became evident that the Republicans were in danger of losing their thin majority in both houses, Eisenhower was among those blaming the Old Guard for the losses, and took up the charge to stop suspected efforts by the right wing to take control of the GOP. Eisenhower then articulated his position as a moderate, progressive Republican: \"I have just one purpose ... and that is to build up a strong progressive Republican Party in this country. If the right wing wants a fight, they are going to get it ... before I end up, either this Republican Party will reflect progressivism or I won't be with them anymore.\"", "targets": "What wing of the GOP was Eisenhower opposed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5ef6eec6ea4b98a43d068916564145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 1954 congressional elections approached, and it became evident that the Republicans were in danger of losing their thin majority in both houses, Eisenhower was among those blaming the Old Guard for the losses, and took up the charge to stop suspected efforts by the right wing to take control of the GOP. Eisenhower then articulated his position as a moderate, progressive Republican: \"I have just one purpose ... and that is to build up a strong progressive Republican Party in this country. If the right wing wants a fight, they are going to get it ... before I end up, either this Republican Party will reflect progressivism or I won't be with them anymore.\"", "targets": "In what year were the first federal elections after Eisenhower became president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5ef6eec6ea4b98a43d068916564145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 1954 congressional elections approached, and it became evident that the Republicans were in danger of losing their thin majority in both houses, Eisenhower was among those blaming the Old Guard for the losses, and took up the charge to stop suspected efforts by the right wing to take control of the GOP. Eisenhower then articulated his position as a moderate, progressive Republican: \"I have just one purpose ... and that is to build up a strong progressive Republican Party in this country. If the right wing wants a fight, they are going to get it ... before I end up, either this Republican Party will reflect progressivism or I won't be with them anymore.\"", "targets": "What type of Republican did Eisenhower characterize himself as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d5ef6eec6ea4b98a43d068916564145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 1954 congressional elections approached, and it became evident that the Republicans were in danger of losing their thin majority in both houses, Eisenhower was among those blaming the Old Guard for the losses, and took up the charge to stop suspected efforts by the right wing to take control of the GOP. Eisenhower then articulated his position as a moderate, progressive Republican: \"I have just one purpose ... and that is to build up a strong progressive Republican Party in this country. If the right wing wants a fight, they are going to get it ... before I end up, either this Republican Party will reflect progressivism or I won't be with them anymore.\"", "targets": "Prior to the 1954 elections, who had majorities in Congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-135904e20ccb4b60939d986deaec3ecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sumerian cities during the Uruk period were probably theocratic and were most likely headed by a priest-king (ensi), assisted by a council of elders, including both men and women. It is quite possible that the later Sumerian pantheon was modeled upon this political structure. There was little evidence of organized warfare or professional soldiers during the Uruk period, and towns were generally unwalled. During this period Uruk became the most urbanized city in the world, surpassing for the first time 50,000 inhabitants.", "targets": "What is an \"ensi\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-135904e20ccb4b60939d986deaec3ecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sumerian cities during the Uruk period were probably theocratic and were most likely headed by a priest-king (ensi), assisted by a council of elders, including both men and women. It is quite possible that the later Sumerian pantheon was modeled upon this political structure. There was little evidence of organized warfare or professional soldiers during the Uruk period, and towns were generally unwalled. During this period Uruk became the most urbanized city in the world, surpassing for the first time 50,000 inhabitants.", "targets": "What type of leadership did Sumerian cities during the Uruk period probably have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-135904e20ccb4b60939d986deaec3ecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sumerian cities during the Uruk period were probably theocratic and were most likely headed by a priest-king (ensi), assisted by a council of elders, including both men and women. It is quite possible that the later Sumerian pantheon was modeled upon this political structure. There was little evidence of organized warfare or professional soldiers during the Uruk period, and towns were generally unwalled. During this period Uruk became the most urbanized city in the world, surpassing for the first time 50,000 inhabitants.", "targets": "Who assisted the ensi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-135904e20ccb4b60939d986deaec3ecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sumerian cities during the Uruk period were probably theocratic and were most likely headed by a priest-king (ensi), assisted by a council of elders, including both men and women. It is quite possible that the later Sumerian pantheon was modeled upon this political structure. There was little evidence of organized warfare or professional soldiers during the Uruk period, and towns were generally unwalled. During this period Uruk became the most urbanized city in the world, surpassing for the first time 50,000 inhabitants.", "targets": "What was the most urbanized city in the world at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-135904e20ccb4b60939d986deaec3ecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sumerian cities during the Uruk period were probably theocratic and were most likely headed by a priest-king (ensi), assisted by a council of elders, including both men and women. It is quite possible that the later Sumerian pantheon was modeled upon this political structure. There was little evidence of organized warfare or professional soldiers during the Uruk period, and towns were generally unwalled. During this period Uruk became the most urbanized city in the world, surpassing for the first time 50,000 inhabitants.", "targets": "Over how many people lived in Uruk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87213df300d1430f94c31f6ae447ed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University spent its first half century in downtown St. Louis bounded by Washington Ave., Lucas Place, and Locust Street. By the 1890s, owing to the dramatic expansion of the Manual School and a new benefactor in Robert Brookings, the University began to move west. The University Board of Directors began a process to find suitable ground and hired the landscape architecture firm Olmsted, Olmsted & Eliot of Boston. A committee of Robert S. Brookings, Henry Ware Eliot, and William Huse found a site of 103 acres (41.7 ha) just beyond Forest Park, located west of the city limits in St. Louis County. The elevation of the land was thought to resemble the Acropolis and inspired the nickname of \"Hilltop\" campus, renamed the Danforth campus in 2006 to honor former chancellor William H. Danforth.", "targets": "Where was Washington University located during the first half of the 1800's. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87213df300d1430f94c31f6ae447ed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University spent its first half century in downtown St. Louis bounded by Washington Ave., Lucas Place, and Locust Street. By the 1890s, owing to the dramatic expansion of the Manual School and a new benefactor in Robert Brookings, the University began to move west. The University Board of Directors began a process to find suitable ground and hired the landscape architecture firm Olmsted, Olmsted & Eliot of Boston. A committee of Robert S. Brookings, Henry Ware Eliot, and William Huse found a site of 103 acres (41.7 ha) just beyond Forest Park, located west of the city limits in St. Louis County. The elevation of the land was thought to resemble the Acropolis and inspired the nickname of \"Hilltop\" campus, renamed the Danforth campus in 2006 to honor former chancellor William H. Danforth.", "targets": "When did Washington University begin to expand west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87213df300d1430f94c31f6ae447ed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University spent its first half century in downtown St. Louis bounded by Washington Ave., Lucas Place, and Locust Street. By the 1890s, owing to the dramatic expansion of the Manual School and a new benefactor in Robert Brookings, the University began to move west. The University Board of Directors began a process to find suitable ground and hired the landscape architecture firm Olmsted, Olmsted & Eliot of Boston. A committee of Robert S. Brookings, Henry Ware Eliot, and William Huse found a site of 103 acres (41.7 ha) just beyond Forest Park, located west of the city limits in St. Louis County. The elevation of the land was thought to resemble the Acropolis and inspired the nickname of \"Hilltop\" campus, renamed the Danforth campus in 2006 to honor former chancellor William H. Danforth.", "targets": "What architecture firm was hired by the Board of Directors at Washington University? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87213df300d1430f94c31f6ae447ed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University spent its first half century in downtown St. Louis bounded by Washington Ave., Lucas Place, and Locust Street. By the 1890s, owing to the dramatic expansion of the Manual School and a new benefactor in Robert Brookings, the University began to move west. The University Board of Directors began a process to find suitable ground and hired the landscape architecture firm Olmsted, Olmsted & Eliot of Boston. A committee of Robert S. Brookings, Henry Ware Eliot, and William Huse found a site of 103 acres (41.7 ha) just beyond Forest Park, located west of the city limits in St. Louis County. The elevation of the land was thought to resemble the Acropolis and inspired the nickname of \"Hilltop\" campus, renamed the Danforth campus in 2006 to honor former chancellor William H. Danforth.", "targets": "Who was on the committee that found a new site for Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87213df300d1430f94c31f6ae447ed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University spent its first half century in downtown St. Louis bounded by Washington Ave., Lucas Place, and Locust Street. By the 1890s, owing to the dramatic expansion of the Manual School and a new benefactor in Robert Brookings, the University began to move west. The University Board of Directors began a process to find suitable ground and hired the landscape architecture firm Olmsted, Olmsted & Eliot of Boston. A committee of Robert S. Brookings, Henry Ware Eliot, and William Huse found a site of 103 acres (41.7 ha) just beyond Forest Park, located west of the city limits in St. Louis County. The elevation of the land was thought to resemble the Acropolis and inspired the nickname of \"Hilltop\" campus, renamed the Danforth campus in 2006 to honor former chancellor William H. Danforth.", "targets": "What nickname was given to the new campus site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1ab48238dd8462b9eb23feb476e03f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious festivals include Diwali (the festival of light), Maha Shivaratri, Teej, Guru Nanak Jayanti, Baisakhi, Durga Puja, Holi, Lohri, Eid ul-Fitr, Eid ul-Adha, Christmas, Chhath Puja and Mahavir Jayanti. The Qutub Festival is a cultural event during which performances of musicians and dancers from all over India are showcased at night, with the Qutub Minar as the chosen backdrop of the event. Other events such as Kite Flying Festival, International Mango Festival and Vasant Panchami (the Spring Festival) are held every year in Delhi.", "targets": "What religious festival is also known as the festival of light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1ab48238dd8462b9eb23feb476e03f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious festivals include Diwali (the festival of light), Maha Shivaratri, Teej, Guru Nanak Jayanti, Baisakhi, Durga Puja, Holi, Lohri, Eid ul-Fitr, Eid ul-Adha, Christmas, Chhath Puja and Mahavir Jayanti. The Qutub Festival is a cultural event during which performances of musicians and dancers from all over India are showcased at night, with the Qutub Minar as the chosen backdrop of the event. Other events such as Kite Flying Festival, International Mango Festival and Vasant Panchami (the Spring Festival) are held every year in Delhi.", "targets": "What cultural event showcases dancers and musicians from all over India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1ab48238dd8462b9eb23feb476e03f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious festivals include Diwali (the festival of light), Maha Shivaratri, Teej, Guru Nanak Jayanti, Baisakhi, Durga Puja, Holi, Lohri, Eid ul-Fitr, Eid ul-Adha, Christmas, Chhath Puja and Mahavir Jayanti. The Qutub Festival is a cultural event during which performances of musicians and dancers from all over India are showcased at night, with the Qutub Minar as the chosen backdrop of the event. Other events such as Kite Flying Festival, International Mango Festival and Vasant Panchami (the Spring Festival) are held every year in Delhi.", "targets": "In what location is The Qutub Festival held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1ab48238dd8462b9eb23feb476e03f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious festivals include Diwali (the festival of light), Maha Shivaratri, Teej, Guru Nanak Jayanti, Baisakhi, Durga Puja, Holi, Lohri, Eid ul-Fitr, Eid ul-Adha, Christmas, Chhath Puja and Mahavir Jayanti. The Qutub Festival is a cultural event during which performances of musicians and dancers from all over India are showcased at night, with the Qutub Minar as the chosen backdrop of the event. Other events such as Kite Flying Festival, International Mango Festival and Vasant Panchami (the Spring Festival) are held every year in Delhi.", "targets": "The Spring Festival which is held each year in Delhi is also known by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1ab48238dd8462b9eb23feb476e03f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious festivals include Diwali (the festival of light), Maha Shivaratri, Teej, Guru Nanak Jayanti, Baisakhi, Durga Puja, Holi, Lohri, Eid ul-Fitr, Eid ul-Adha, Christmas, Chhath Puja and Mahavir Jayanti. The Qutub Festival is a cultural event during which performances of musicians and dancers from all over India are showcased at night, with the Qutub Minar as the chosen backdrop of the event. Other events such as Kite Flying Festival, International Mango Festival and Vasant Panchami (the Spring Festival) are held every year in Delhi.", "targets": "What is the name of the fruit related festival held annually in Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbbad118a3de4732918be395cf3d9b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immanuel Kant, in the Critique of Pure Reason, described time as an a priori intuition that allows us (together with the other a priori intuition, space) to comprehend sense experience. With Kant, neither space nor time are conceived as substances, but rather both are elements of a systematic mental framework that necessarily structures the experiences of any rational agent, or observing subject. Kant thought of time as a fundamental part of an abstract conceptual framework, together with space and number, within which we sequence events, quantify their duration, and compare the motions of objects. In this view, time does not refer to any kind of entity that \"flows,\" that objects \"move through,\" or that is a \"container\" for events. Spatial measurements are used to quantify the extent of and distances between objects, and temporal measurements are used to quantify the durations of and between events. Time was designated by Kant as the purest possible schema of a pure concept or category.", "targets": "In what did Immanuel Kant describe time as a priori intuition that allows humankind to understand sense experience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbbad118a3de4732918be395cf3d9b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immanuel Kant, in the Critique of Pure Reason, described time as an a priori intuition that allows us (together with the other a priori intuition, space) to comprehend sense experience. With Kant, neither space nor time are conceived as substances, but rather both are elements of a systematic mental framework that necessarily structures the experiences of any rational agent, or observing subject. Kant thought of time as a fundamental part of an abstract conceptual framework, together with space and number, within which we sequence events, quantify their duration, and compare the motions of objects. In this view, time does not refer to any kind of entity that \"flows,\" that objects \"move through,\" or that is a \"container\" for events. Spatial measurements are used to quantify the extent of and distances between objects, and temporal measurements are used to quantify the durations of and between events. Time was designated by Kant as the purest possible schema of a pure concept or category.", "targets": "What did Kant portray space and time to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbbad118a3de4732918be395cf3d9b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immanuel Kant, in the Critique of Pure Reason, described time as an a priori intuition that allows us (together with the other a priori intuition, space) to comprehend sense experience. With Kant, neither space nor time are conceived as substances, but rather both are elements of a systematic mental framework that necessarily structures the experiences of any rational agent, or observing subject. Kant thought of time as a fundamental part of an abstract conceptual framework, together with space and number, within which we sequence events, quantify their duration, and compare the motions of objects. In this view, time does not refer to any kind of entity that \"flows,\" that objects \"move through,\" or that is a \"container\" for events. Spatial measurements are used to quantify the extent of and distances between objects, and temporal measurements are used to quantify the durations of and between events. Time was designated by Kant as the purest possible schema of a pure concept or category.", "targets": "Kant thought of time as a fundamental part of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbbad118a3de4732918be395cf3d9b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immanuel Kant, in the Critique of Pure Reason, described time as an a priori intuition that allows us (together with the other a priori intuition, space) to comprehend sense experience. With Kant, neither space nor time are conceived as substances, but rather both are elements of a systematic mental framework that necessarily structures the experiences of any rational agent, or observing subject. Kant thought of time as a fundamental part of an abstract conceptual framework, together with space and number, within which we sequence events, quantify their duration, and compare the motions of objects. In this view, time does not refer to any kind of entity that \"flows,\" that objects \"move through,\" or that is a \"container\" for events. Spatial measurements are used to quantify the extent of and distances between objects, and temporal measurements are used to quantify the durations of and between events. Time was designated by Kant as the purest possible schema of a pure concept or category.", "targets": "What type of measurements are used to quantify the duration of events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbbad118a3de4732918be395cf3d9b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immanuel Kant, in the Critique of Pure Reason, described time as an a priori intuition that allows us (together with the other a priori intuition, space) to comprehend sense experience. With Kant, neither space nor time are conceived as substances, but rather both are elements of a systematic mental framework that necessarily structures the experiences of any rational agent, or observing subject. Kant thought of time as a fundamental part of an abstract conceptual framework, together with space and number, within which we sequence events, quantify their duration, and compare the motions of objects. In this view, time does not refer to any kind of entity that \"flows,\" that objects \"move through,\" or that is a \"container\" for events. Spatial measurements are used to quantify the extent of and distances between objects, and temporal measurements are used to quantify the durations of and between events. Time was designated by Kant as the purest possible schema of a pure concept or category.", "targets": "What type of measurements are used to quantify the distances between objects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d216053fd744349b649db15896d6a5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary objective of the European Central Bank, as mandated in Article 2 of the Statute of the ECB, is to maintain price stability within the Eurozone. The basic tasks, as defined in Article 3 of the Statute, are to define and implement the monetary policy for the Eurozone, to conduct foreign exchange operations, to take care of the foreign reserves of the European System of Central Banks and operation of the financial market infrastructure under the TARGET2 payments system and the technical platform (currently being developed) for settlement of securities in Europe (TARGET2 Securities). The ECB has, under Article 16 of its Statute, the exclusive right to authorise the issuance of euro banknotes. Member states can issue euro coins, but the amount must be authorised by the ECB beforehand.", "targets": "What is the main mission of the ECB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d216053fd744349b649db15896d6a5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary objective of the European Central Bank, as mandated in Article 2 of the Statute of the ECB, is to maintain price stability within the Eurozone. The basic tasks, as defined in Article 3 of the Statute, are to define and implement the monetary policy for the Eurozone, to conduct foreign exchange operations, to take care of the foreign reserves of the European System of Central Banks and operation of the financial market infrastructure under the TARGET2 payments system and the technical platform (currently being developed) for settlement of securities in Europe (TARGET2 Securities). The ECB has, under Article 16 of its Statute, the exclusive right to authorise the issuance of euro banknotes. Member states can issue euro coins, but the amount must be authorised by the ECB beforehand.", "targets": "What gives the ECB the right to authorise the issuance of euro banknotes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d216053fd744349b649db15896d6a5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary objective of the European Central Bank, as mandated in Article 2 of the Statute of the ECB, is to maintain price stability within the Eurozone. The basic tasks, as defined in Article 3 of the Statute, are to define and implement the monetary policy for the Eurozone, to conduct foreign exchange operations, to take care of the foreign reserves of the European System of Central Banks and operation of the financial market infrastructure under the TARGET2 payments system and the technical platform (currently being developed) for settlement of securities in Europe (TARGET2 Securities). The ECB has, under Article 16 of its Statute, the exclusive right to authorise the issuance of euro banknotes. Member states can issue euro coins, but the amount must be authorised by the ECB beforehand.", "targets": "How can a member state use euro coins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d216053fd744349b649db15896d6a5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary objective of the European Central Bank, as mandated in Article 2 of the Statute of the ECB, is to maintain price stability within the Eurozone. The basic tasks, as defined in Article 3 of the Statute, are to define and implement the monetary policy for the Eurozone, to conduct foreign exchange operations, to take care of the foreign reserves of the European System of Central Banks and operation of the financial market infrastructure under the TARGET2 payments system and the technical platform (currently being developed) for settlement of securities in Europe (TARGET2 Securities). The ECB has, under Article 16 of its Statute, the exclusive right to authorise the issuance of euro banknotes. Member states can issue euro coins, but the amount must be authorised by the ECB beforehand.", "targets": "Where is the mission for the European Central Bank found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d216053fd744349b649db15896d6a5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The primary objective of the European Central Bank, as mandated in Article 2 of the Statute of the ECB, is to maintain price stability within the Eurozone. The basic tasks, as defined in Article 3 of the Statute, are to define and implement the monetary policy for the Eurozone, to conduct foreign exchange operations, to take care of the foreign reserves of the European System of Central Banks and operation of the financial market infrastructure under the TARGET2 payments system and the technical platform (currently being developed) for settlement of securities in Europe (TARGET2 Securities). The ECB has, under Article 16 of its Statute, the exclusive right to authorise the issuance of euro banknotes. Member states can issue euro coins, but the amount must be authorised by the ECB beforehand.", "targets": "Where can the basic tasks of the European Central Bank be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7d11d330d3c4be39fb8225e3875acbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the Peabody Awards honoured Doctor Who with an Institutional Peabody \"for evolving with technology and the times like nothing else in the known television universe.\" The programme is listed in Guinness World Records as the longest-running science fiction television show in the world, the \"most successful\" science fiction series of all time\u2014based on its over-all broadcast ratings, DVD and book sales, and iTunes traffic\u2014 and for the largest ever simulcast of a TV drama with its 50th anniversary special. During its original run, it was recognised for its imaginative stories, creative low-budget special effects, and pioneering use of electronic music (originally produced by the BBC Radiophonic Workshop).", "targets": "Where is Doctor Who the record holder for most successful science fiction series of all time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7d11d330d3c4be39fb8225e3875acbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the Peabody Awards honoured Doctor Who with an Institutional Peabody \"for evolving with technology and the times like nothing else in the known television universe.\" The programme is listed in Guinness World Records as the longest-running science fiction television show in the world, the \"most successful\" science fiction series of all time\u2014based on its over-all broadcast ratings, DVD and book sales, and iTunes traffic\u2014 and for the largest ever simulcast of a TV drama with its 50th anniversary special. During its original run, it was recognised for its imaginative stories, creative low-budget special effects, and pioneering use of electronic music (originally produced by the BBC Radiophonic Workshop).", "targets": "Who holds the record for largest simulcast of a TV drama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7d11d330d3c4be39fb8225e3875acbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the Peabody Awards honoured Doctor Who with an Institutional Peabody \"for evolving with technology and the times like nothing else in the known television universe.\" The programme is listed in Guinness World Records as the longest-running science fiction television show in the world, the \"most successful\" science fiction series of all time\u2014based on its over-all broadcast ratings, DVD and book sales, and iTunes traffic\u2014 and for the largest ever simulcast of a TV drama with its 50th anniversary special. During its original run, it was recognised for its imaginative stories, creative low-budget special effects, and pioneering use of electronic music (originally produced by the BBC Radiophonic Workshop).", "targets": "For what type of music was Doctor Who considered a pioneer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7d11d330d3c4be39fb8225e3875acbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the Peabody Awards honoured Doctor Who with an Institutional Peabody \"for evolving with technology and the times like nothing else in the known television universe.\" The programme is listed in Guinness World Records as the longest-running science fiction television show in the world, the \"most successful\" science fiction series of all time\u2014based on its over-all broadcast ratings, DVD and book sales, and iTunes traffic\u2014 and for the largest ever simulcast of a TV drama with its 50th anniversary special. During its original run, it was recognised for its imaginative stories, creative low-budget special effects, and pioneering use of electronic music (originally produced by the BBC Radiophonic Workshop).", "targets": "What year did Doctor Who win a Peabody award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7d11d330d3c4be39fb8225e3875acbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the Peabody Awards honoured Doctor Who with an Institutional Peabody \"for evolving with technology and the times like nothing else in the known television universe.\" The programme is listed in Guinness World Records as the longest-running science fiction television show in the world, the \"most successful\" science fiction series of all time\u2014based on its over-all broadcast ratings, DVD and book sales, and iTunes traffic\u2014 and for the largest ever simulcast of a TV drama with its 50th anniversary special. During its original run, it was recognised for its imaginative stories, creative low-budget special effects, and pioneering use of electronic music (originally produced by the BBC Radiophonic Workshop).", "targets": "Which Doctor Who show was the largest simulcast of a TV drama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beaea041200141be8de377ca9d60c1e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Western Balkans, South Slavs and Germanic Gepids intermarried with Avar invaders, eventually producing a Slavicized population.[citation needed] In Central Europe, the Slavs intermixed with Germanic and Celtic, while the eastern Slavs encountered Uralic and Scandinavian peoples. Scandinavians (Varangians) and Finnic peoples were involved in the early formation of the Rus' state but were completely Slavicized after a century. Some Finno-Ugric tribes in the north were also absorbed into the expanding Rus population. At the time of the Magyar migration, the present-day Hungary was inhabited by Slavs, numbering about 200,000, and by Romano-Dacians who were either assimilated or enslaved by the Magyars. In the 11th and 12th centuries, constant incursions by nomadic Turkic tribes, such as the Kipchaks and the Pechenegs, caused a massive migration of East Slavic populations to the safer, heavily forested regions of the north. In the Middle Ages, groups of Saxon ore miners settled in medieval Bosnia, Serbia and Bulgaria where they were Slavicized.", "targets": "Where did South Slavs and Germanic Gepids intermarried with Avar invaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beaea041200141be8de377ca9d60c1e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Western Balkans, South Slavs and Germanic Gepids intermarried with Avar invaders, eventually producing a Slavicized population.[citation needed] In Central Europe, the Slavs intermixed with Germanic and Celtic, while the eastern Slavs encountered Uralic and Scandinavian peoples. Scandinavians (Varangians) and Finnic peoples were involved in the early formation of the Rus' state but were completely Slavicized after a century. Some Finno-Ugric tribes in the north were also absorbed into the expanding Rus population. At the time of the Magyar migration, the present-day Hungary was inhabited by Slavs, numbering about 200,000, and by Romano-Dacians who were either assimilated or enslaved by the Magyars. In the 11th and 12th centuries, constant incursions by nomadic Turkic tribes, such as the Kipchaks and the Pechenegs, caused a massive migration of East Slavic populations to the safer, heavily forested regions of the north. In the Middle Ages, groups of Saxon ore miners settled in medieval Bosnia, Serbia and Bulgaria where they were Slavicized.", "targets": "In the Western Balkans, South Slavs and Germanic Gepids intermarried with who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beaea041200141be8de377ca9d60c1e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Western Balkans, South Slavs and Germanic Gepids intermarried with Avar invaders, eventually producing a Slavicized population.[citation needed] In Central Europe, the Slavs intermixed with Germanic and Celtic, while the eastern Slavs encountered Uralic and Scandinavian peoples. Scandinavians (Varangians) and Finnic peoples were involved in the early formation of the Rus' state but were completely Slavicized after a century. Some Finno-Ugric tribes in the north were also absorbed into the expanding Rus population. At the time of the Magyar migration, the present-day Hungary was inhabited by Slavs, numbering about 200,000, and by Romano-Dacians who were either assimilated or enslaved by the Magyars. In the 11th and 12th centuries, constant incursions by nomadic Turkic tribes, such as the Kipchaks and the Pechenegs, caused a massive migration of East Slavic populations to the safer, heavily forested regions of the north. In the Middle Ages, groups of Saxon ore miners settled in medieval Bosnia, Serbia and Bulgaria where they were Slavicized.", "targets": "In Central Europe, the Slavs intermixed with who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beaea041200141be8de377ca9d60c1e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Western Balkans, South Slavs and Germanic Gepids intermarried with Avar invaders, eventually producing a Slavicized population.[citation needed] In Central Europe, the Slavs intermixed with Germanic and Celtic, while the eastern Slavs encountered Uralic and Scandinavian peoples. Scandinavians (Varangians) and Finnic peoples were involved in the early formation of the Rus' state but were completely Slavicized after a century. Some Finno-Ugric tribes in the north were also absorbed into the expanding Rus population. At the time of the Magyar migration, the present-day Hungary was inhabited by Slavs, numbering about 200,000, and by Romano-Dacians who were either assimilated or enslaved by the Magyars. In the 11th and 12th centuries, constant incursions by nomadic Turkic tribes, such as the Kipchaks and the Pechenegs, caused a massive migration of East Slavic populations to the safer, heavily forested regions of the north. In the Middle Ages, groups of Saxon ore miners settled in medieval Bosnia, Serbia and Bulgaria where they were Slavicized.", "targets": "The eastern Slavs intermixed with who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beaea041200141be8de377ca9d60c1e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Western Balkans, South Slavs and Germanic Gepids intermarried with Avar invaders, eventually producing a Slavicized population.[citation needed] In Central Europe, the Slavs intermixed with Germanic and Celtic, while the eastern Slavs encountered Uralic and Scandinavian peoples. Scandinavians (Varangians) and Finnic peoples were involved in the early formation of the Rus' state but were completely Slavicized after a century. Some Finno-Ugric tribes in the north were also absorbed into the expanding Rus population. At the time of the Magyar migration, the present-day Hungary was inhabited by Slavs, numbering about 200,000, and by Romano-Dacians who were either assimilated or enslaved by the Magyars. In the 11th and 12th centuries, constant incursions by nomadic Turkic tribes, such as the Kipchaks and the Pechenegs, caused a massive migration of East Slavic populations to the safer, heavily forested regions of the north. In the Middle Ages, groups of Saxon ore miners settled in medieval Bosnia, Serbia and Bulgaria where they were Slavicized.", "targets": "Scandinavians (Varangians) and Finnic peoples were involved in the early formation of what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eac3e40eee646c4b13f8581b2c3c7f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, ABC sold KXYZ to the Infinity Broadcasting Corporation. On January 4, 1984, The New York Times reported that ABC, through its subsidiary ABC Video Enterprises, had exercised its option to purchase up to 15% (or between $25 million and $30 million) of Getty Oil's shares in ESPN, which would allow it to expand its shares at a later date. In June 1984, ABC's executive committee approved the company's interest acquisition in ESPN, and ABC arranged with Getty Oil to obtain an 80% stake in the channel, while selling the remaining 20% to Nabisco. That year, ABC and Hearst reached an agreement with RCA to merge ARTS and competing arts service, The Entertainment Channel, into a single cable channel called Arts & Entertainment Television (A&E); the new channel subsequently leased a separate satellite transponder, ending its sharing agreement with Nickelodeon to become a 24-hour service. Meanwhile, ABC withdrew from the theme park business for good when it sold the Silver Springs Nature Theme Park.", "targets": "What entity did ABC sell KXYZ to in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eac3e40eee646c4b13f8581b2c3c7f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, ABC sold KXYZ to the Infinity Broadcasting Corporation. On January 4, 1984, The New York Times reported that ABC, through its subsidiary ABC Video Enterprises, had exercised its option to purchase up to 15% (or between $25 million and $30 million) of Getty Oil's shares in ESPN, which would allow it to expand its shares at a later date. In June 1984, ABC's executive committee approved the company's interest acquisition in ESPN, and ABC arranged with Getty Oil to obtain an 80% stake in the channel, while selling the remaining 20% to Nabisco. That year, ABC and Hearst reached an agreement with RCA to merge ARTS and competing arts service, The Entertainment Channel, into a single cable channel called Arts & Entertainment Television (A&E); the new channel subsequently leased a separate satellite transponder, ending its sharing agreement with Nickelodeon to become a 24-hour service. Meanwhile, ABC withdrew from the theme park business for good when it sold the Silver Springs Nature Theme Park.", "targets": "In 1984, ABC purchased 15% of what company's shares in ESPN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eac3e40eee646c4b13f8581b2c3c7f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, ABC sold KXYZ to the Infinity Broadcasting Corporation. On January 4, 1984, The New York Times reported that ABC, through its subsidiary ABC Video Enterprises, had exercised its option to purchase up to 15% (or between $25 million and $30 million) of Getty Oil's shares in ESPN, which would allow it to expand its shares at a later date. In June 1984, ABC's executive committee approved the company's interest acquisition in ESPN, and ABC arranged with Getty Oil to obtain an 80% stake in the channel, while selling the remaining 20% to Nabisco. That year, ABC and Hearst reached an agreement with RCA to merge ARTS and competing arts service, The Entertainment Channel, into a single cable channel called Arts & Entertainment Television (A&E); the new channel subsequently leased a separate satellite transponder, ending its sharing agreement with Nickelodeon to become a 24-hour service. Meanwhile, ABC withdrew from the theme park business for good when it sold the Silver Springs Nature Theme Park.", "targets": "In 1984, the ABC arts channel ARTS was merged with what other channel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eac3e40eee646c4b13f8581b2c3c7f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, ABC sold KXYZ to the Infinity Broadcasting Corporation. On January 4, 1984, The New York Times reported that ABC, through its subsidiary ABC Video Enterprises, had exercised its option to purchase up to 15% (or between $25 million and $30 million) of Getty Oil's shares in ESPN, which would allow it to expand its shares at a later date. In June 1984, ABC's executive committee approved the company's interest acquisition in ESPN, and ABC arranged with Getty Oil to obtain an 80% stake in the channel, while selling the remaining 20% to Nabisco. That year, ABC and Hearst reached an agreement with RCA to merge ARTS and competing arts service, The Entertainment Channel, into a single cable channel called Arts & Entertainment Television (A&E); the new channel subsequently leased a separate satellite transponder, ending its sharing agreement with Nickelodeon to become a 24-hour service. Meanwhile, ABC withdrew from the theme park business for good when it sold the Silver Springs Nature Theme Park.", "targets": "What was the resulting channel of the ARTS merger called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc885fa60f4483ca20184a3aadf4554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eleven LEA-funded 11 to 18 schools and seven independent schools with sixth forms in Newcastle. There are a number of successful state schools, including Walker Technology College, Gosforth High School, Heaton Manor School, St Cuthbert's High School, St. Mary's Catholic Comprehensive School, Kenton School, George Stephenson High School, Sacred Heart and Benfield School. The largest co-ed independent school is the Royal Grammar School. The largest girls' independent school is Newcastle High School for Girls. Both schools are located on the same street in Jesmond. Newcastle School for Boys is the only independent boys' only school in the city and is situated in Gosforth. Newcastle College is the largest general further education college in the North East and is a beacon status college; there are two smaller colleges in the Newcastle area. St Cuthbert's High School and Sacred Heart are the two primary state-Catholic run high schools, and are both achieving results on par with the independent schools in Newcastle.", "targets": "How many LEA-funded 11 to 18 schools are there in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc885fa60f4483ca20184a3aadf4554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eleven LEA-funded 11 to 18 schools and seven independent schools with sixth forms in Newcastle. There are a number of successful state schools, including Walker Technology College, Gosforth High School, Heaton Manor School, St Cuthbert's High School, St. Mary's Catholic Comprehensive School, Kenton School, George Stephenson High School, Sacred Heart and Benfield School. The largest co-ed independent school is the Royal Grammar School. The largest girls' independent school is Newcastle High School for Girls. Both schools are located on the same street in Jesmond. Newcastle School for Boys is the only independent boys' only school in the city and is situated in Gosforth. Newcastle College is the largest general further education college in the North East and is a beacon status college; there are two smaller colleges in the Newcastle area. St Cuthbert's High School and Sacred Heart are the two primary state-Catholic run high schools, and are both achieving results on par with the independent schools in Newcastle.", "targets": "How many of the schools in Newcastle are independent? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc885fa60f4483ca20184a3aadf4554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eleven LEA-funded 11 to 18 schools and seven independent schools with sixth forms in Newcastle. There are a number of successful state schools, including Walker Technology College, Gosforth High School, Heaton Manor School, St Cuthbert's High School, St. Mary's Catholic Comprehensive School, Kenton School, George Stephenson High School, Sacred Heart and Benfield School. The largest co-ed independent school is the Royal Grammar School. The largest girls' independent school is Newcastle High School for Girls. Both schools are located on the same street in Jesmond. Newcastle School for Boys is the only independent boys' only school in the city and is situated in Gosforth. Newcastle College is the largest general further education college in the North East and is a beacon status college; there are two smaller colleges in the Newcastle area. St Cuthbert's High School and Sacred Heart are the two primary state-Catholic run high schools, and are both achieving results on par with the independent schools in Newcastle.", "targets": "What is the largest co-ed independent school in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc885fa60f4483ca20184a3aadf4554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eleven LEA-funded 11 to 18 schools and seven independent schools with sixth forms in Newcastle. There are a number of successful state schools, including Walker Technology College, Gosforth High School, Heaton Manor School, St Cuthbert's High School, St. Mary's Catholic Comprehensive School, Kenton School, George Stephenson High School, Sacred Heart and Benfield School. The largest co-ed independent school is the Royal Grammar School. The largest girls' independent school is Newcastle High School for Girls. Both schools are located on the same street in Jesmond. Newcastle School for Boys is the only independent boys' only school in the city and is situated in Gosforth. Newcastle College is the largest general further education college in the North East and is a beacon status college; there are two smaller colleges in the Newcastle area. St Cuthbert's High School and Sacred Heart are the two primary state-Catholic run high schools, and are both achieving results on par with the independent schools in Newcastle.", "targets": "What is the largest general further education college in the North East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc885fa60f4483ca20184a3aadf4554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eleven LEA-funded 11 to 18 schools and seven independent schools with sixth forms in Newcastle. There are a number of successful state schools, including Walker Technology College, Gosforth High School, Heaton Manor School, St Cuthbert's High School, St. Mary's Catholic Comprehensive School, Kenton School, George Stephenson High School, Sacred Heart and Benfield School. The largest co-ed independent school is the Royal Grammar School. The largest girls' independent school is Newcastle High School for Girls. Both schools are located on the same street in Jesmond. Newcastle School for Boys is the only independent boys' only school in the city and is situated in Gosforth. Newcastle College is the largest general further education college in the North East and is a beacon status college; there are two smaller colleges in the Newcastle area. St Cuthbert's High School and Sacred Heart are the two primary state-Catholic run high schools, and are both achieving results on par with the independent schools in Newcastle.", "targets": "What religion is St Cuthbert's High School dominated by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-661ec11ef94b491bb69d73fafb390852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important factor is the apparent consensus among Western great powers that military force is no longer an effective tool of resolving disputes among their peers. This \"subset\" of great powers \u2013 France, Germany, Japan, the United Kingdom and the United States \u2013 consider maintaining a \"state of peace\" as desirable. As evidence, Baron outlines that since the Cuban missile crisis (1962) during the Cold War, these influential Western nations have resolved all disputes among the great powers peacefully at the United Nations and other forums of international discussion.", "targets": "What formerly effective tool for international disputes is no longer effective among peer powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-661ec11ef94b491bb69d73fafb390852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important factor is the apparent consensus among Western great powers that military force is no longer an effective tool of resolving disputes among their peers. This \"subset\" of great powers \u2013 France, Germany, Japan, the United Kingdom and the United States \u2013 consider maintaining a \"state of peace\" as desirable. As evidence, Baron outlines that since the Cuban missile crisis (1962) during the Cold War, these influential Western nations have resolved all disputes among the great powers peacefully at the United Nations and other forums of international discussion.", "targets": "What great powers have maintained peace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-661ec11ef94b491bb69d73fafb390852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important factor is the apparent consensus among Western great powers that military force is no longer an effective tool of resolving disputes among their peers. This \"subset\" of great powers \u2013 France, Germany, Japan, the United Kingdom and the United States \u2013 consider maintaining a \"state of peace\" as desirable. As evidence, Baron outlines that since the Cuban missile crisis (1962) during the Cold War, these influential Western nations have resolved all disputes among the great powers peacefully at the United Nations and other forums of international discussion.", "targets": "Where have the powers maintained peace in recent years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-661ec11ef94b491bb69d73fafb390852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important factor is the apparent consensus among Western great powers that military force is no longer an effective tool of resolving disputes among their peers. This \"subset\" of great powers \u2013 France, Germany, Japan, the United Kingdom and the United States \u2013 consider maintaining a \"state of peace\" as desirable. As evidence, Baron outlines that since the Cuban missile crisis (1962) during the Cold War, these influential Western nations have resolved all disputes among the great powers peacefully at the United Nations and other forums of international discussion.", "targets": "What was the last crisis during cold war to escalate world powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544908a12c70483c9dd08dd6fe5fb14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali cuisine varies from region to region and consists of a fusion of diverse culinary influences. It is the product of Somalia's rich tradition of trade and commerce. Despite the variety, there remains one thing that unites the various regional cuisines: all food is served halal. There are therefore no pork dishes, alcohol is not served, nothing that died on its own is eaten, and no blood is incorporated.", "targets": "What is the one culinary tradition that is present among all Somali regional cuisines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544908a12c70483c9dd08dd6fe5fb14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali cuisine varies from region to region and consists of a fusion of diverse culinary influences. It is the product of Somalia's rich tradition of trade and commerce. Despite the variety, there remains one thing that unites the various regional cuisines: all food is served halal. There are therefore no pork dishes, alcohol is not served, nothing that died on its own is eaten, and no blood is incorporated.", "targets": "What type of meat is never present in halal dishes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544908a12c70483c9dd08dd6fe5fb14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali cuisine varies from region to region and consists of a fusion of diverse culinary influences. It is the product of Somalia's rich tradition of trade and commerce. Despite the variety, there remains one thing that unites the various regional cuisines: all food is served halal. There are therefore no pork dishes, alcohol is not served, nothing that died on its own is eaten, and no blood is incorporated.", "targets": "What beverage is not halal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544908a12c70483c9dd08dd6fe5fb14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali cuisine varies from region to region and consists of a fusion of diverse culinary influences. It is the product of Somalia's rich tradition of trade and commerce. Despite the variety, there remains one thing that unites the various regional cuisines: all food is served halal. There are therefore no pork dishes, alcohol is not served, nothing that died on its own is eaten, and no blood is incorporated.", "targets": "Along with alcohol, what liquid is never present in halal food?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1db06b446583485c8397a29a63f143a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All Mainland Chinese television stations (along with some stations in Hong Kong and expatriate communities) cancelled all regularly-scheduled programming, displayed their logo in grayscale, and replaced their cancelled programmes with live earthquake footage from CCTV-1 for multiple days after the quake. Even pay television channels (such as Channel V) had their programmes suspended.", "targets": "What did stations replace programming with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1db06b446583485c8397a29a63f143a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All Mainland Chinese television stations (along with some stations in Hong Kong and expatriate communities) cancelled all regularly-scheduled programming, displayed their logo in grayscale, and replaced their cancelled programmes with live earthquake footage from CCTV-1 for multiple days after the quake. Even pay television channels (such as Channel V) had their programmes suspended.", "targets": "What was the source of the live feeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1db06b446583485c8397a29a63f143a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All Mainland Chinese television stations (along with some stations in Hong Kong and expatriate communities) cancelled all regularly-scheduled programming, displayed their logo in grayscale, and replaced their cancelled programmes with live earthquake footage from CCTV-1 for multiple days after the quake. Even pay television channels (such as Channel V) had their programmes suspended.", "targets": "What about pay TV channels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0254cba9c7e54331836b70c0ba16d6cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, asymmetry of causation can be observed in a non-arbitrary way which is not metaphysical in the case of a human hand dropping a cup of water which smashes into fragments on a hard floor, spilling the liquid. In this order, the causes of the resultant pattern of cup fragments and water spill is easily attributable in terms of the trajectory of the cup, irregularities in its structure, angle of its impact on the floor, etc. However, applying the same event in reverse, it is difficult to explain why the various pieces of the cup should fly up into the human hand and reassemble precisely into the shape of a cup, or why the water should position itself entirely within the cup. The causes of the resultant structure and shape of the cup and the encapsulation of the water by the hand within the cup are not easily attributable, as neither hand nor floor can achieve such formations of the cup or water. This asymmetry is perceivable on account of two features: i) the relationship between the agent capacities of the human hand (i.e., what it is and is not capable of and what it is for) and non-animal agency (i.e., what floors are and are not capable of and what they are for) and ii) that the pieces of cup came to possess exactly the nature and number of those of a cup before assembling. In short, such asymmetry is attributable to the relationship between temporal direction on the one hand and the implications of form and functional capacity on the other.", "targets": "How can asymmetry of causation be observed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0254cba9c7e54331836b70c0ba16d6cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, asymmetry of causation can be observed in a non-arbitrary way which is not metaphysical in the case of a human hand dropping a cup of water which smashes into fragments on a hard floor, spilling the liquid. In this order, the causes of the resultant pattern of cup fragments and water spill is easily attributable in terms of the trajectory of the cup, irregularities in its structure, angle of its impact on the floor, etc. However, applying the same event in reverse, it is difficult to explain why the various pieces of the cup should fly up into the human hand and reassemble precisely into the shape of a cup, or why the water should position itself entirely within the cup. The causes of the resultant structure and shape of the cup and the encapsulation of the water by the hand within the cup are not easily attributable, as neither hand nor floor can achieve such formations of the cup or water. This asymmetry is perceivable on account of two features: i) the relationship between the agent capacities of the human hand (i.e., what it is and is not capable of and what it is for) and non-animal agency (i.e., what floors are and are not capable of and what they are for) and ii) that the pieces of cup came to possess exactly the nature and number of those of a cup before assembling. In short, such asymmetry is attributable to the relationship between temporal direction on the one hand and the implications of form and functional capacity on the other.", "targets": "How many features of asymmetry in the cup example can be viewed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0254cba9c7e54331836b70c0ba16d6cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, asymmetry of causation can be observed in a non-arbitrary way which is not metaphysical in the case of a human hand dropping a cup of water which smashes into fragments on a hard floor, spilling the liquid. In this order, the causes of the resultant pattern of cup fragments and water spill is easily attributable in terms of the trajectory of the cup, irregularities in its structure, angle of its impact on the floor, etc. However, applying the same event in reverse, it is difficult to explain why the various pieces of the cup should fly up into the human hand and reassemble precisely into the shape of a cup, or why the water should position itself entirely within the cup. The causes of the resultant structure and shape of the cup and the encapsulation of the water by the hand within the cup are not easily attributable, as neither hand nor floor can achieve such formations of the cup or water. This asymmetry is perceivable on account of two features: i) the relationship between the agent capacities of the human hand (i.e., what it is and is not capable of and what it is for) and non-animal agency (i.e., what floors are and are not capable of and what they are for) and ii) that the pieces of cup came to possess exactly the nature and number of those of a cup before assembling. In short, such asymmetry is attributable to the relationship between temporal direction on the one hand and the implications of form and functional capacity on the other.", "targets": "Asymmetry is attributable to a relation of what kind of direction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0254cba9c7e54331836b70c0ba16d6cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, asymmetry of causation can be observed in a non-arbitrary way which is not metaphysical in the case of a human hand dropping a cup of water which smashes into fragments on a hard floor, spilling the liquid. In this order, the causes of the resultant pattern of cup fragments and water spill is easily attributable in terms of the trajectory of the cup, irregularities in its structure, angle of its impact on the floor, etc. However, applying the same event in reverse, it is difficult to explain why the various pieces of the cup should fly up into the human hand and reassemble precisely into the shape of a cup, or why the water should position itself entirely within the cup. The causes of the resultant structure and shape of the cup and the encapsulation of the water by the hand within the cup are not easily attributable, as neither hand nor floor can achieve such formations of the cup or water. This asymmetry is perceivable on account of two features: i) the relationship between the agent capacities of the human hand (i.e., what it is and is not capable of and what it is for) and non-animal agency (i.e., what floors are and are not capable of and what they are for) and ii) that the pieces of cup came to possess exactly the nature and number of those of a cup before assembling. In short, such asymmetry is attributable to the relationship between temporal direction on the one hand and the implications of form and functional capacity on the other.", "targets": "What else, besides direction, is asymmetry attributable to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef707989ed8c4d9e8f52b01b194b1ff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although it was Russia that was punished by the Paris Treaty, in the long run it was Austria that lost the most from the Crimean War despite having barely taken part in it.:433 Having abandoned its alliance with Russia, Austria was diplomatically isolated following the war,:433 which contributed to its disastrous defeats in the 1859 Franco-Austrian War that resulted in the cession of Lombardy to the Kingdom of Sardinia, and later in the loss of the Habsburg rule of Tuscany and Modena, which meant the end of Austrian influence in Italy. Furthermore, Russia did not do anything to assist its former ally, Austria, in the 1866 Austro-Prussian War:433 with its loss of Venetia and more important than that, its influence in most German-speaking lands. The status of Austria as a great power, with the unifications of Germany and Italy was now severely questioned. It had to compromise with Hungary, the two countries shared the Danubian Empire and Austria slowly became a little more than a German satellite. With France now hostile to Germany, allied with Russia, and Russia competing with the newly renamed Austro-Hungarian Empire for an increased role in the Balkans at the expense of the Ottoman Empire, the foundations were in place for creating the diplomatic alliances that would lead to World War I.", "targets": "Who lost the most due to the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef707989ed8c4d9e8f52b01b194b1ff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although it was Russia that was punished by the Paris Treaty, in the long run it was Austria that lost the most from the Crimean War despite having barely taken part in it.:433 Having abandoned its alliance with Russia, Austria was diplomatically isolated following the war,:433 which contributed to its disastrous defeats in the 1859 Franco-Austrian War that resulted in the cession of Lombardy to the Kingdom of Sardinia, and later in the loss of the Habsburg rule of Tuscany and Modena, which meant the end of Austrian influence in Italy. Furthermore, Russia did not do anything to assist its former ally, Austria, in the 1866 Austro-Prussian War:433 with its loss of Venetia and more important than that, its influence in most German-speaking lands. The status of Austria as a great power, with the unifications of Germany and Italy was now severely questioned. It had to compromise with Hungary, the two countries shared the Danubian Empire and Austria slowly became a little more than a German satellite. With France now hostile to Germany, allied with Russia, and Russia competing with the newly renamed Austro-Hungarian Empire for an increased role in the Balkans at the expense of the Ottoman Empire, the foundations were in place for creating the diplomatic alliances that would lead to World War I.", "targets": "Russia failed to help Austria during what war that took place in 1866?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef707989ed8c4d9e8f52b01b194b1ff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although it was Russia that was punished by the Paris Treaty, in the long run it was Austria that lost the most from the Crimean War despite having barely taken part in it.:433 Having abandoned its alliance with Russia, Austria was diplomatically isolated following the war,:433 which contributed to its disastrous defeats in the 1859 Franco-Austrian War that resulted in the cession of Lombardy to the Kingdom of Sardinia, and later in the loss of the Habsburg rule of Tuscany and Modena, which meant the end of Austrian influence in Italy. Furthermore, Russia did not do anything to assist its former ally, Austria, in the 1866 Austro-Prussian War:433 with its loss of Venetia and more important than that, its influence in most German-speaking lands. The status of Austria as a great power, with the unifications of Germany and Italy was now severely questioned. It had to compromise with Hungary, the two countries shared the Danubian Empire and Austria slowly became a little more than a German satellite. With France now hostile to Germany, allied with Russia, and Russia competing with the newly renamed Austro-Hungarian Empire for an increased role in the Balkans at the expense of the Ottoman Empire, the foundations were in place for creating the diplomatic alliances that would lead to World War I.", "targets": "Who became diplomatically isolated after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4c57f1655fa4bff8d5bda8673db6b18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet request to join NATO arose in the aftermath of the Berlin Conference of January\u2013February 1954. Soviet foreign minister Molotov made proposals to have Germany reunified and elections for a pan-German government, under conditions of withdrawal of the four powers armies and German neutrality, but all were refused by the other foreign ministers, Dulles (USA), Eden (UK) and Bidault (France). Proposals for the reunification of Germany were nothing new: earlier on 20 March 1952, talks about a German reunification, initiated by the socalled 'Stalin Note', ended after the United Kingdom, France, and the United States insisted that a unified Germany should not be neutral and should be free to join the European Defence Community and rearm. James Dunn (USA), who met in Paris with Eden, Adenauer and Robert Schuman (France), affirmed that \"the object should be to avoid discussion with the Russians and to press on the European Defense Community\". According to John Gaddis \"there was little inclination in Western capitals to explore this offer\" from USSR. While historian Rolf Steininger asserts that Adenauer's conviction that \u201cneutralization means sovietization\u201d was the main factor in the rejection of the soviet proposals, Adenauer also feared that unification might have resulted in the end of the CDU's dominance in the Bundestag.", "targets": "Who was the Soviet minister who proposed German reunification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4c57f1655fa4bff8d5bda8673db6b18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet request to join NATO arose in the aftermath of the Berlin Conference of January\u2013February 1954. Soviet foreign minister Molotov made proposals to have Germany reunified and elections for a pan-German government, under conditions of withdrawal of the four powers armies and German neutrality, but all were refused by the other foreign ministers, Dulles (USA), Eden (UK) and Bidault (France). Proposals for the reunification of Germany were nothing new: earlier on 20 March 1952, talks about a German reunification, initiated by the socalled 'Stalin Note', ended after the United Kingdom, France, and the United States insisted that a unified Germany should not be neutral and should be free to join the European Defence Community and rearm. James Dunn (USA), who met in Paris with Eden, Adenauer and Robert Schuman (France), affirmed that \"the object should be to avoid discussion with the Russians and to press on the European Defense Community\". According to John Gaddis \"there was little inclination in Western capitals to explore this offer\" from USSR. While historian Rolf Steininger asserts that Adenauer's conviction that \u201cneutralization means sovietization\u201d was the main factor in the rejection of the soviet proposals, Adenauer also feared that unification might have resulted in the end of the CDU's dominance in the Bundestag.", "targets": "When was reunification first proposed as an idea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bda5e5f1927f489f99c1bc71d61d393c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars he was taken seriously by the British press as a dangerous tyrant, poised to invade. He was often referred to by the British as Boney. A nursery rhyme warned children that Bonaparte ravenously ate naughty people; the \"bogeyman\". The British Tory press sometimes depicted Napoleon as much smaller than average height, and this image persists. Confusion about his height also results from the difference between the French pouce and British inch\u20142.71 cm and 2.54 cm, respectively. The myth of the \"Napoleon Complex\u201d \u2014 named after him to describe men who have an inferiority complex \u2014 stems primarily from the fact that he was listed, incorrectly, as 5 feet 2 inches (in French units) at the time of his death. In fact, he was 1.68 metres (5 ft 6 in) tall, an average height for a man in that period.[note 11]", "targets": "Which foreign news service viewed Napoleon as a dangerous tyrant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bda5e5f1927f489f99c1bc71d61d393c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars he was taken seriously by the British press as a dangerous tyrant, poised to invade. He was often referred to by the British as Boney. A nursery rhyme warned children that Bonaparte ravenously ate naughty people; the \"bogeyman\". The British Tory press sometimes depicted Napoleon as much smaller than average height, and this image persists. Confusion about his height also results from the difference between the French pouce and British inch\u20142.71 cm and 2.54 cm, respectively. The myth of the \"Napoleon Complex\u201d \u2014 named after him to describe men who have an inferiority complex \u2014 stems primarily from the fact that he was listed, incorrectly, as 5 feet 2 inches (in French units) at the time of his death. In fact, he was 1.68 metres (5 ft 6 in) tall, an average height for a man in that period.[note 11]", "targets": "What abbreviated term did the British often use to refer to Napoleon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bda5e5f1927f489f99c1bc71d61d393c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars he was taken seriously by the British press as a dangerous tyrant, poised to invade. He was often referred to by the British as Boney. A nursery rhyme warned children that Bonaparte ravenously ate naughty people; the \"bogeyman\". The British Tory press sometimes depicted Napoleon as much smaller than average height, and this image persists. Confusion about his height also results from the difference between the French pouce and British inch\u20142.71 cm and 2.54 cm, respectively. The myth of the \"Napoleon Complex\u201d \u2014 named after him to describe men who have an inferiority complex \u2014 stems primarily from the fact that he was listed, incorrectly, as 5 feet 2 inches (in French units) at the time of his death. In fact, he was 1.68 metres (5 ft 6 in) tall, an average height for a man in that period.[note 11]", "targets": "Which segment of the British press often showed Napoleon as being much shorter than average?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bda5e5f1927f489f99c1bc71d61d393c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars he was taken seriously by the British press as a dangerous tyrant, poised to invade. He was often referred to by the British as Boney. A nursery rhyme warned children that Bonaparte ravenously ate naughty people; the \"bogeyman\". The British Tory press sometimes depicted Napoleon as much smaller than average height, and this image persists. Confusion about his height also results from the difference between the French pouce and British inch\u20142.71 cm and 2.54 cm, respectively. The myth of the \"Napoleon Complex\u201d \u2014 named after him to describe men who have an inferiority complex \u2014 stems primarily from the fact that he was listed, incorrectly, as 5 feet 2 inches (in French units) at the time of his death. In fact, he was 1.68 metres (5 ft 6 in) tall, an average height for a man in that period.[note 11]", "targets": "What height was Napoleon incorrectly listed as at his time of death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bda5e5f1927f489f99c1bc71d61d393c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars he was taken seriously by the British press as a dangerous tyrant, poised to invade. He was often referred to by the British as Boney. A nursery rhyme warned children that Bonaparte ravenously ate naughty people; the \"bogeyman\". The British Tory press sometimes depicted Napoleon as much smaller than average height, and this image persists. Confusion about his height also results from the difference between the French pouce and British inch\u20142.71 cm and 2.54 cm, respectively. The myth of the \"Napoleon Complex\u201d \u2014 named after him to describe men who have an inferiority complex \u2014 stems primarily from the fact that he was listed, incorrectly, as 5 feet 2 inches (in French units) at the time of his death. In fact, he was 1.68 metres (5 ft 6 in) tall, an average height for a man in that period.[note 11]", "targets": "What was Napoleon's actual height, in feet and inches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db9906afe241beb9624c8ae1ef3e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Low-bandwidth devices are supported with a special PID value, PRE. This marks the beginning of a low-bandwidth packet, and is used by hubs that normally do not send full-bandwidth packets to low-bandwidth devices. Since all PID bytes include four 0 bits, they leave the bus in the full-bandwidth K state, which is the same as the low-bandwidth J state. It is followed by a brief pause, during which hubs enable their low-bandwidth outputs, already idling in the J state. Then a low-bandwidth packet follows, beginning with a sync sequence and PID byte, and ending with a brief period of SE0. Full-bandwidth devices other than hubs can simply ignore the PRE packet and its low-bandwidth contents, until the final SE0 indicates that a new packet follows.", "targets": "Low-bandwidth devices are supported with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db9906afe241beb9624c8ae1ef3e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Low-bandwidth devices are supported with a special PID value, PRE. This marks the beginning of a low-bandwidth packet, and is used by hubs that normally do not send full-bandwidth packets to low-bandwidth devices. Since all PID bytes include four 0 bits, they leave the bus in the full-bandwidth K state, which is the same as the low-bandwidth J state. It is followed by a brief pause, during which hubs enable their low-bandwidth outputs, already idling in the J state. Then a low-bandwidth packet follows, beginning with a sync sequence and PID byte, and ending with a brief period of SE0. Full-bandwidth devices other than hubs can simply ignore the PRE packet and its low-bandwidth contents, until the final SE0 indicates that a new packet follows.", "targets": "All PID bytes include how many 0 bits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db9906afe241beb9624c8ae1ef3e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Low-bandwidth devices are supported with a special PID value, PRE. This marks the beginning of a low-bandwidth packet, and is used by hubs that normally do not send full-bandwidth packets to low-bandwidth devices. Since all PID bytes include four 0 bits, they leave the bus in the full-bandwidth K state, which is the same as the low-bandwidth J state. It is followed by a brief pause, during which hubs enable their low-bandwidth outputs, already idling in the J state. Then a low-bandwidth packet follows, beginning with a sync sequence and PID byte, and ending with a brief period of SE0. Full-bandwidth devices other than hubs can simply ignore the PRE packet and its low-bandwidth contents, until the final SE0 indicates that a new packet follows.", "targets": " Full-bandwidth devices other than hubs can what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f4958df83c941a0ba110607d5296c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis caused the most widespread public concern in the 19th and early 20th centuries as an endemic disease of the urban poor. In 1815, one in four deaths in England was due to \"consumption\". By 1918, one in six deaths in France was still caused by TB. After TB was determined to be contagious, in the 1880s, it was put on a notifiable disease list in Britain; campaigns were started to stop people from spitting in public places, and the infected poor were \"encouraged\" to enter sanatoria that resembled prisons (the sanatoria for the middle and upper classes offered excellent care and constant medical attention). Whatever the (purported) benefits of the \"fresh air\" and labor in the sanatoria, even under the best conditions, 50% of those who entered died within five years (circa 1916).", "targets": "What was tuberculosis called in 19th-century England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f4958df83c941a0ba110607d5296c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis caused the most widespread public concern in the 19th and early 20th centuries as an endemic disease of the urban poor. In 1815, one in four deaths in England was due to \"consumption\". By 1918, one in six deaths in France was still caused by TB. After TB was determined to be contagious, in the 1880s, it was put on a notifiable disease list in Britain; campaigns were started to stop people from spitting in public places, and the infected poor were \"encouraged\" to enter sanatoria that resembled prisons (the sanatoria for the middle and upper classes offered excellent care and constant medical attention). Whatever the (purported) benefits of the \"fresh air\" and labor in the sanatoria, even under the best conditions, 50% of those who entered died within five years (circa 1916).", "targets": "How many deaths out of every six in France during 1918 were attributed to tuberculosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f4958df83c941a0ba110607d5296c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis caused the most widespread public concern in the 19th and early 20th centuries as an endemic disease of the urban poor. In 1815, one in four deaths in England was due to \"consumption\". By 1918, one in six deaths in France was still caused by TB. After TB was determined to be contagious, in the 1880s, it was put on a notifiable disease list in Britain; campaigns were started to stop people from spitting in public places, and the infected poor were \"encouraged\" to enter sanatoria that resembled prisons (the sanatoria for the middle and upper classes offered excellent care and constant medical attention). Whatever the (purported) benefits of the \"fresh air\" and labor in the sanatoria, even under the best conditions, 50% of those who entered died within five years (circa 1916).", "targets": "In what decade was TB's communicability finally realized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f4958df83c941a0ba110607d5296c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis caused the most widespread public concern in the 19th and early 20th centuries as an endemic disease of the urban poor. In 1815, one in four deaths in England was due to \"consumption\". By 1918, one in six deaths in France was still caused by TB. After TB was determined to be contagious, in the 1880s, it was put on a notifiable disease list in Britain; campaigns were started to stop people from spitting in public places, and the infected poor were \"encouraged\" to enter sanatoria that resembled prisons (the sanatoria for the middle and upper classes offered excellent care and constant medical attention). Whatever the (purported) benefits of the \"fresh air\" and labor in the sanatoria, even under the best conditions, 50% of those who entered died within five years (circa 1916).", "targets": "What did Britain try to get people to stop doing to reduce the spread of TB in public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f4958df83c941a0ba110607d5296c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuberculosis caused the most widespread public concern in the 19th and early 20th centuries as an endemic disease of the urban poor. In 1815, one in four deaths in England was due to \"consumption\". By 1918, one in six deaths in France was still caused by TB. After TB was determined to be contagious, in the 1880s, it was put on a notifiable disease list in Britain; campaigns were started to stop people from spitting in public places, and the infected poor were \"encouraged\" to enter sanatoria that resembled prisons (the sanatoria for the middle and upper classes offered excellent care and constant medical attention). Whatever the (purported) benefits of the \"fresh air\" and labor in the sanatoria, even under the best conditions, 50% of those who entered died within five years (circa 1916).", "targets": "What were the \"treatment\" facilities for poor people with TB in the early 1900s called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6470d71f4428bb7b901066325219e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The driving force behind voluntary green electricity within the EU are the liberalized electricity markets and the RES Directive. According to the directive the EU Member States must ensure that the origin of electricity produced from renewables can be guaranteed and therefore a \"guarantee of origin\" must be issued (article 15). Environmental organisations are using the voluntary market to create new renewables and improving sustainability of the existing power production. In the US the main tool to track and stimulate voluntary actions is Green-e program managed by Center for Resource Solutions. In Europe the main voluntary tool used by the NGOs to promote sustainable electricity production is EKOenergy label.", "targets": "What is the driving force behind voluntary green electricity within the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6470d71f4428bb7b901066325219e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The driving force behind voluntary green electricity within the EU are the liberalized electricity markets and the RES Directive. According to the directive the EU Member States must ensure that the origin of electricity produced from renewables can be guaranteed and therefore a \"guarantee of origin\" must be issued (article 15). Environmental organisations are using the voluntary market to create new renewables and improving sustainability of the existing power production. In the US the main tool to track and stimulate voluntary actions is Green-e program managed by Center for Resource Solutions. In Europe the main voluntary tool used by the NGOs to promote sustainable electricity production is EKOenergy label.", "targets": "What states that EU Member States must ensure that the origin of electricity produced from renewables can be guaranteed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6470d71f4428bb7b901066325219e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The driving force behind voluntary green electricity within the EU are the liberalized electricity markets and the RES Directive. According to the directive the EU Member States must ensure that the origin of electricity produced from renewables can be guaranteed and therefore a \"guarantee of origin\" must be issued (article 15). Environmental organisations are using the voluntary market to create new renewables and improving sustainability of the existing power production. In the US the main tool to track and stimulate voluntary actions is Green-e program managed by Center for Resource Solutions. In Europe the main voluntary tool used by the NGOs to promote sustainable electricity production is EKOenergy label.", "targets": "In the US, what is the main tool to track and stimulate voluntary actions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "What year did season nine of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "Who filled the judges spot vacated by Paula Abdul on season nine of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "At what point during season 9 of American Idol did Ellen Degeneres become a judge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "When did season nine premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "Which original judge left prior to the start of the season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "Who replaced Abdul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b6f2b58ba64cccaae72f086c2f5e4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season nine premiered on January 12, 2010. The upheaval at the judging panel continued. Ellen DeGeneres joined as a judge to replace Paula Abdul at the start of Hollywood Week.", "targets": "When did Ellen join the judges' panel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb6541429c041bebeac920ef0641584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern morphology recognizes a continuum between the major morphological categories of root, stem (caulome), leaf (phyllome) and trichome. Furthermore, it emphasizes structural dynamics. Modern systematics aims to reflect and discover phylogenetic relationships between plants. Modern Molecular phylogenetics largely ignores morphological characters, relying on DNA sequences as data. Molecular analysis of DNA sequences from most families of flowering plants enabled the Angiosperm Phylogeny Group to publish in 1998 a phylogeny of flowering plants, answering many of the questions about relationships among angiosperm families and species. The theoretical possibility of a practical method for identification of plant species and commercial varieties by DNA barcoding is the subject of active current research.", "targets": "What kind of relationships does systematics aim to discover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb6541429c041bebeac920ef0641584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern morphology recognizes a continuum between the major morphological categories of root, stem (caulome), leaf (phyllome) and trichome. Furthermore, it emphasizes structural dynamics. Modern systematics aims to reflect and discover phylogenetic relationships between plants. Modern Molecular phylogenetics largely ignores morphological characters, relying on DNA sequences as data. Molecular analysis of DNA sequences from most families of flowering plants enabled the Angiosperm Phylogeny Group to publish in 1998 a phylogeny of flowering plants, answering many of the questions about relationships among angiosperm families and species. The theoretical possibility of a practical method for identification of plant species and commercial varieties by DNA barcoding is the subject of active current research.", "targets": "What does phylogenetics use to determine plant categories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb6541429c041bebeac920ef0641584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern morphology recognizes a continuum between the major morphological categories of root, stem (caulome), leaf (phyllome) and trichome. Furthermore, it emphasizes structural dynamics. Modern systematics aims to reflect and discover phylogenetic relationships between plants. Modern Molecular phylogenetics largely ignores morphological characters, relying on DNA sequences as data. Molecular analysis of DNA sequences from most families of flowering plants enabled the Angiosperm Phylogeny Group to publish in 1998 a phylogeny of flowering plants, answering many of the questions about relationships among angiosperm families and species. The theoretical possibility of a practical method for identification of plant species and commercial varieties by DNA barcoding is the subject of active current research.", "targets": "What did the Angiosperm Phylogeny group use determine a phylogeny of flowering plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb6541429c041bebeac920ef0641584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern morphology recognizes a continuum between the major morphological categories of root, stem (caulome), leaf (phyllome) and trichome. Furthermore, it emphasizes structural dynamics. Modern systematics aims to reflect and discover phylogenetic relationships between plants. Modern Molecular phylogenetics largely ignores morphological characters, relying on DNA sequences as data. Molecular analysis of DNA sequences from most families of flowering plants enabled the Angiosperm Phylogeny Group to publish in 1998 a phylogeny of flowering plants, answering many of the questions about relationships among angiosperm families and species. The theoretical possibility of a practical method for identification of plant species and commercial varieties by DNA barcoding is the subject of active current research.", "targets": "Modern Morphology recognizes the structural dynamics of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebd8b98b55ae4f9190ab327e531fecef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal bishops (cardinals of the episcopal order) are among the most senior prelates of the Catholic Church. Though in modern times most cardinals are also bishops, the term \"cardinal bishop\" only refers to the cardinals who are titular bishops of one of the \"suburbicarian\" sees.", "targets": "Who are among the most senior members of the Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebd8b98b55ae4f9190ab327e531fecef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal bishops (cardinals of the episcopal order) are among the most senior prelates of the Catholic Church. Though in modern times most cardinals are also bishops, the term \"cardinal bishop\" only refers to the cardinals who are titular bishops of one of the \"suburbicarian\" sees.", "targets": "What is a cardinal bishop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebd8b98b55ae4f9190ab327e531fecef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal bishops (cardinals of the episcopal order) are among the most senior prelates of the Catholic Church. Though in modern times most cardinals are also bishops, the term \"cardinal bishop\" only refers to the cardinals who are titular bishops of one of the \"suburbicarian\" sees.", "targets": "Some cardinals are bishop in name only, what are they called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa67e2fad1a444eab636718ef09b46df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with previous USB versions, USB 3.0 ports come in low-power and high-power variants, providing 150 mA and 900 mA respectively, while simultaneously transmitting data at SuperSpeed rates. Additionally, there is a Battery Charging Specification (Version 1.2 \u2013 December 2010), which increases the power handling capability to 1.5 A but does not allow concurrent data transmission. The Battery Charging Specification requires that the physical ports themselves be capable of handling 5 A of current[citation needed] but limits the maximum current drawn to 1.5 A.", "targets": "What are the power variants in USB 3.0 ports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa67e2fad1a444eab636718ef09b46df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with previous USB versions, USB 3.0 ports come in low-power and high-power variants, providing 150 mA and 900 mA respectively, while simultaneously transmitting data at SuperSpeed rates. Additionally, there is a Battery Charging Specification (Version 1.2 \u2013 December 2010), which increases the power handling capability to 1.5 A but does not allow concurrent data transmission. The Battery Charging Specification requires that the physical ports themselves be capable of handling 5 A of current[citation needed] but limits the maximum current drawn to 1.5 A.", "targets": "What do the power variants provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa67e2fad1a444eab636718ef09b46df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with previous USB versions, USB 3.0 ports come in low-power and high-power variants, providing 150 mA and 900 mA respectively, while simultaneously transmitting data at SuperSpeed rates. Additionally, there is a Battery Charging Specification (Version 1.2 \u2013 December 2010), which increases the power handling capability to 1.5 A but does not allow concurrent data transmission. The Battery Charging Specification requires that the physical ports themselves be capable of handling 5 A of current[citation needed] but limits the maximum current drawn to 1.5 A.", "targets": "What does the Battery Charging Specification do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa67e2fad1a444eab636718ef09b46df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with previous USB versions, USB 3.0 ports come in low-power and high-power variants, providing 150 mA and 900 mA respectively, while simultaneously transmitting data at SuperSpeed rates. Additionally, there is a Battery Charging Specification (Version 1.2 \u2013 December 2010), which increases the power handling capability to 1.5 A but does not allow concurrent data transmission. The Battery Charging Specification requires that the physical ports themselves be capable of handling 5 A of current[citation needed] but limits the maximum current drawn to 1.5 A.", "targets": "What is a downfall of the Battery Charging Specification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b950280d63ca48fc8a59a8fd0adee8a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gumbe is sometimes used generically, to refer to any music of the country, although it most specifically refers to a unique style that fuses about ten of the country's folk music traditions. Tina and tinga are other popular genres, while extent folk traditions include ceremonial music used in funerals, initiations and other rituals, as well as Balanta brosca and kussund\u00e9, Mandinga djambadon, and the kundere sound of the Bissagos Islands.", "targets": "What is sometimes used as a generic word for any music of Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b950280d63ca48fc8a59a8fd0adee8a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gumbe is sometimes used generically, to refer to any music of the country, although it most specifically refers to a unique style that fuses about ten of the country's folk music traditions. Tina and tinga are other popular genres, while extent folk traditions include ceremonial music used in funerals, initiations and other rituals, as well as Balanta brosca and kussund\u00e9, Mandinga djambadon, and the kundere sound of the Bissagos Islands.", "targets": "Gumbe fuses how many of the country's folk music traditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b950280d63ca48fc8a59a8fd0adee8a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gumbe is sometimes used generically, to refer to any music of the country, although it most specifically refers to a unique style that fuses about ten of the country's folk music traditions. Tina and tinga are other popular genres, while extent folk traditions include ceremonial music used in funerals, initiations and other rituals, as well as Balanta brosca and kussund\u00e9, Mandinga djambadon, and the kundere sound of the Bissagos Islands.", "targets": "Other than gumbe, what are two popular music genres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b950280d63ca48fc8a59a8fd0adee8a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gumbe is sometimes used generically, to refer to any music of the country, although it most specifically refers to a unique style that fuses about ten of the country's folk music traditions. Tina and tinga are other popular genres, while extent folk traditions include ceremonial music used in funerals, initiations and other rituals, as well as Balanta brosca and kussund\u00e9, Mandinga djambadon, and the kundere sound of the Bissagos Islands.", "targets": "What sound comes from the Bissagos Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b950280d63ca48fc8a59a8fd0adee8a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gumbe is sometimes used generically, to refer to any music of the country, although it most specifically refers to a unique style that fuses about ten of the country's folk music traditions. Tina and tinga are other popular genres, while extent folk traditions include ceremonial music used in funerals, initiations and other rituals, as well as Balanta brosca and kussund\u00e9, Mandinga djambadon, and the kundere sound of the Bissagos Islands.", "targets": "What type of tradition includes ceremonial music used in funerals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9418a79e4166483eb7c21eb7c6138c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Ottoman studies think that the change in relations between the Ottoman Turks and central Europe was caused by the opening of the new sea routes. It is possible to see the decline in the significance of the land routes to the East as Western Europe opened the ocean routes that bypassed the Middle East and Mediterranean as parallel to the decline of the Ottoman Empire itself. The Anglo-Ottoman Treaty, also known as the Treaty of Balta Liman that opened the Ottoman markets directly to English and French competitors, would be seen as one of the staging posts along this development.", "targets": "What is believed to have caused the opening of new sea routes during the Ottoman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9418a79e4166483eb7c21eb7c6138c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Ottoman studies think that the change in relations between the Ottoman Turks and central Europe was caused by the opening of the new sea routes. It is possible to see the decline in the significance of the land routes to the East as Western Europe opened the ocean routes that bypassed the Middle East and Mediterranean as parallel to the decline of the Ottoman Empire itself. The Anglo-Ottoman Treaty, also known as the Treaty of Balta Liman that opened the Ottoman markets directly to English and French competitors, would be seen as one of the staging posts along this development.", "targets": "The formation of sea routes bypassing the Middle East may have led to the decline of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9418a79e4166483eb7c21eb7c6138c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Ottoman studies think that the change in relations between the Ottoman Turks and central Europe was caused by the opening of the new sea routes. It is possible to see the decline in the significance of the land routes to the East as Western Europe opened the ocean routes that bypassed the Middle East and Mediterranean as parallel to the decline of the Ottoman Empire itself. The Anglo-Ottoman Treaty, also known as the Treaty of Balta Liman that opened the Ottoman markets directly to English and French competitors, would be seen as one of the staging posts along this development.", "targets": "What is another name for the Treaty of Balta Liman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9418a79e4166483eb7c21eb7c6138c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Ottoman studies think that the change in relations between the Ottoman Turks and central Europe was caused by the opening of the new sea routes. It is possible to see the decline in the significance of the land routes to the East as Western Europe opened the ocean routes that bypassed the Middle East and Mediterranean as parallel to the decline of the Ottoman Empire itself. The Anglo-Ottoman Treaty, also known as the Treaty of Balta Liman that opened the Ottoman markets directly to English and French competitors, would be seen as one of the staging posts along this development.", "targets": "What did the Treaty of Balta Liman do for Ottoman markets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9418a79e4166483eb7c21eb7c6138c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Ottoman studies think that the change in relations between the Ottoman Turks and central Europe was caused by the opening of the new sea routes. It is possible to see the decline in the significance of the land routes to the East as Western Europe opened the ocean routes that bypassed the Middle East and Mediterranean as parallel to the decline of the Ottoman Empire itself. The Anglo-Ottoman Treaty, also known as the Treaty of Balta Liman that opened the Ottoman markets directly to English and French competitors, would be seen as one of the staging posts along this development.", "targets": "In what direction did land routes lose their importance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "What event cause shipping activities to be suspended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "Petrochemical refineries and manufacturing plants were built due to the demand for what items during the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "When was Ellington Field built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "When was the Brown Shipbuilding Company founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "What was the policy created by President Roosevelt due to the boom in defense jobs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "What kind of refineries were built along the Houston ship channel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "To fill what type of demand were refineries built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "What world event caused this increased need for petrochemicals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "Why did thousands of new workers flock to Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64e14dcefb914b9eb871d00cc94c7c01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When World War II started, tonnage levels at the port decreased and shipping activities were suspended; however, the war did provide economic benefits for the city. Petrochemical refineries and manufacturing plants were constructed along the ship channel because of the demand for petroleum and synthetic rubber products by the defense industry during the war. Ellington Field, initially built during World War I, was revitalized as an advanced training center for bombardiers and navigators. The Brown Shipbuilding Company was founded in 1942 to build ships for the U.S. Navy during World War II. Due to the boom in defense jobs, thousands of new workers migrated to the city, both blacks and whites competing for the higher-paying jobs. President Roosevelt had established a policy of non-discrimination for defense contractors, and blacks gained some opportunities, especially in shipbuilding, although not without resistance from whites and increasing social tensions that erupted into occasional violence. Economic gains of blacks who entered defense industries continued in the postwar years.", "targets": "Which president created a policy of non-discrimination for defense contractors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab78f7457404400a4f69b400f7ccf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imported mystery religions, which offered initiates salvation in the afterlife, were a matter of personal choice for an individual, practiced in addition to carrying on one's family rites and participating in public religion. The mysteries, however, involved exclusive oaths and secrecy, conditions that conservative Romans viewed with suspicion as characteristic of \"magic\", conspiratorial (coniuratio), or subversive activity. Sporadic and sometimes brutal attempts were made to suppress religionists who seemed to threaten traditional morality and unity, as with the senate's efforts to restrict the Bacchanals in 186 BC.", "targets": "What was the practice of religion to the Romans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab78f7457404400a4f69b400f7ccf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imported mystery religions, which offered initiates salvation in the afterlife, were a matter of personal choice for an individual, practiced in addition to carrying on one's family rites and participating in public religion. The mysteries, however, involved exclusive oaths and secrecy, conditions that conservative Romans viewed with suspicion as characteristic of \"magic\", conspiratorial (coniuratio), or subversive activity. Sporadic and sometimes brutal attempts were made to suppress religionists who seemed to threaten traditional morality and unity, as with the senate's efforts to restrict the Bacchanals in 186 BC.", "targets": "What was the standard practice in Roman religious life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab78f7457404400a4f69b400f7ccf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imported mystery religions, which offered initiates salvation in the afterlife, were a matter of personal choice for an individual, practiced in addition to carrying on one's family rites and participating in public religion. The mysteries, however, involved exclusive oaths and secrecy, conditions that conservative Romans viewed with suspicion as characteristic of \"magic\", conspiratorial (coniuratio), or subversive activity. Sporadic and sometimes brutal attempts were made to suppress religionists who seemed to threaten traditional morality and unity, as with the senate's efforts to restrict the Bacchanals in 186 BC.", "targets": "What part of Roman religious practice involved secrecy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab78f7457404400a4f69b400f7ccf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imported mystery religions, which offered initiates salvation in the afterlife, were a matter of personal choice for an individual, practiced in addition to carrying on one's family rites and participating in public religion. The mysteries, however, involved exclusive oaths and secrecy, conditions that conservative Romans viewed with suspicion as characteristic of \"magic\", conspiratorial (coniuratio), or subversive activity. Sporadic and sometimes brutal attempts were made to suppress religionists who seemed to threaten traditional morality and unity, as with the senate's efforts to restrict the Bacchanals in 186 BC.", "targets": "What group viewed the mysteries as suspicious or subversive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab78f7457404400a4f69b400f7ccf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imported mystery religions, which offered initiates salvation in the afterlife, were a matter of personal choice for an individual, practiced in addition to carrying on one's family rites and participating in public religion. The mysteries, however, involved exclusive oaths and secrecy, conditions that conservative Romans viewed with suspicion as characteristic of \"magic\", conspiratorial (coniuratio), or subversive activity. Sporadic and sometimes brutal attempts were made to suppress religionists who seemed to threaten traditional morality and unity, as with the senate's efforts to restrict the Bacchanals in 186 BC.", "targets": "What did the mysteries seem to threaten that made the Romans occasionally attempt to ban them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-855d09bb4d0b41a58d59f8e987829397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revocation forbade Protestant services, required education of children as Catholics, and prohibited emigration. It proved disastrous to the Huguenots and costly for France. It precipitated civil bloodshed, ruined commerce, and resulted in the illegal flight from the country of hundreds of thousands of Protestants, many of whom became intellectuals, doctors and business leaders in Britain as well as Holland, Prussia, and South Africa. Four thousand emigrated to the North American colonies, where they settled in New York and Virginia, especially. The English welcomed the French refugees, providing money from both government and private agencies to aid their relocation. Those Huguenots who stayed in France became Catholics and were called \"new converts\".", "targets": "What was required of Huguenot children after the Edict was revoked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-855d09bb4d0b41a58d59f8e987829397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revocation forbade Protestant services, required education of children as Catholics, and prohibited emigration. It proved disastrous to the Huguenots and costly for France. It precipitated civil bloodshed, ruined commerce, and resulted in the illegal flight from the country of hundreds of thousands of Protestants, many of whom became intellectuals, doctors and business leaders in Britain as well as Holland, Prussia, and South Africa. Four thousand emigrated to the North American colonies, where they settled in New York and Virginia, especially. The English welcomed the French refugees, providing money from both government and private agencies to aid their relocation. Those Huguenots who stayed in France became Catholics and were called \"new converts\".", "targets": "How did the revocation restrict Huguenot travel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-855d09bb4d0b41a58d59f8e987829397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revocation forbade Protestant services, required education of children as Catholics, and prohibited emigration. It proved disastrous to the Huguenots and costly for France. It precipitated civil bloodshed, ruined commerce, and resulted in the illegal flight from the country of hundreds of thousands of Protestants, many of whom became intellectuals, doctors and business leaders in Britain as well as Holland, Prussia, and South Africa. Four thousand emigrated to the North American colonies, where they settled in New York and Virginia, especially. The English welcomed the French refugees, providing money from both government and private agencies to aid their relocation. Those Huguenots who stayed in France became Catholics and were called \"new converts\".", "targets": "How many Huguenots emigrated to North America as colonists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-855d09bb4d0b41a58d59f8e987829397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revocation forbade Protestant services, required education of children as Catholics, and prohibited emigration. It proved disastrous to the Huguenots and costly for France. It precipitated civil bloodshed, ruined commerce, and resulted in the illegal flight from the country of hundreds of thousands of Protestants, many of whom became intellectuals, doctors and business leaders in Britain as well as Holland, Prussia, and South Africa. Four thousand emigrated to the North American colonies, where they settled in New York and Virginia, especially. The English welcomed the French refugees, providing money from both government and private agencies to aid their relocation. Those Huguenots who stayed in France became Catholics and were called \"new converts\".", "targets": "What were Huguenots who stayed in France eventually known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-855d09bb4d0b41a58d59f8e987829397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revocation forbade Protestant services, required education of children as Catholics, and prohibited emigration. It proved disastrous to the Huguenots and costly for France. It precipitated civil bloodshed, ruined commerce, and resulted in the illegal flight from the country of hundreds of thousands of Protestants, many of whom became intellectuals, doctors and business leaders in Britain as well as Holland, Prussia, and South Africa. Four thousand emigrated to the North American colonies, where they settled in New York and Virginia, especially. The English welcomed the French refugees, providing money from both government and private agencies to aid their relocation. Those Huguenots who stayed in France became Catholics and were called \"new converts\".", "targets": "Besides Britain and North America, where else did Huguenot refugees settle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f81747762ae4e5891a45d855c71ad37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Administrator Webb realized that in order to keep Apollo costs under control, he had to develop greater project management skills in his organization, so he recruited Dr. George E. Mueller for a high management job. Mueller accepted, on the condition that he have a say in NASA reorganization necessary to effectively administer Apollo. Webb then worked with Associate Administrator (later Deputy Administrator) Robert Seamans to reorganize the Office of Manned Space Flight (OMSF). On July 23, 1963, Webb announced Mueller's appointment as Deputy Associate Administrator for Manned Space Flight, to replace then Associate Administrator D. Brainerd Holmes on his retirement effective September 1. Under Webb's reorganization, the directors of the Manned Spacecraft Center (Gilruth) Marshall Space Flight Center (von Braun) and the Launch Operations Center (Debus) effectively reported to Mueller.", "targets": "Who did Webb recruit for better project management?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f81747762ae4e5891a45d855c71ad37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Administrator Webb realized that in order to keep Apollo costs under control, he had to develop greater project management skills in his organization, so he recruited Dr. George E. Mueller for a high management job. Mueller accepted, on the condition that he have a say in NASA reorganization necessary to effectively administer Apollo. Webb then worked with Associate Administrator (later Deputy Administrator) Robert Seamans to reorganize the Office of Manned Space Flight (OMSF). On July 23, 1963, Webb announced Mueller's appointment as Deputy Associate Administrator for Manned Space Flight, to replace then Associate Administrator D. Brainerd Holmes on his retirement effective September 1. Under Webb's reorganization, the directors of the Manned Spacecraft Center (Gilruth) Marshall Space Flight Center (von Braun) and the Launch Operations Center (Debus) effectively reported to Mueller.", "targets": "When was Mueller announced and appointed as Deputy Associate Administrator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f81747762ae4e5891a45d855c71ad37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Administrator Webb realized that in order to keep Apollo costs under control, he had to develop greater project management skills in his organization, so he recruited Dr. George E. Mueller for a high management job. Mueller accepted, on the condition that he have a say in NASA reorganization necessary to effectively administer Apollo. Webb then worked with Associate Administrator (later Deputy Administrator) Robert Seamans to reorganize the Office of Manned Space Flight (OMSF). On July 23, 1963, Webb announced Mueller's appointment as Deputy Associate Administrator for Manned Space Flight, to replace then Associate Administrator D. Brainerd Holmes on his retirement effective September 1. Under Webb's reorganization, the directors of the Manned Spacecraft Center (Gilruth) Marshall Space Flight Center (von Braun) and the Launch Operations Center (Debus) effectively reported to Mueller.", "targets": "Who was Mueller replaced as Associate Administrator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f81747762ae4e5891a45d855c71ad37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Administrator Webb realized that in order to keep Apollo costs under control, he had to develop greater project management skills in his organization, so he recruited Dr. George E. Mueller for a high management job. Mueller accepted, on the condition that he have a say in NASA reorganization necessary to effectively administer Apollo. Webb then worked with Associate Administrator (later Deputy Administrator) Robert Seamans to reorganize the Office of Manned Space Flight (OMSF). On July 23, 1963, Webb announced Mueller's appointment as Deputy Associate Administrator for Manned Space Flight, to replace then Associate Administrator D. Brainerd Holmes on his retirement effective September 1. Under Webb's reorganization, the directors of the Manned Spacecraft Center (Gilruth) Marshall Space Flight Center (von Braun) and the Launch Operations Center (Debus) effectively reported to Mueller.", "targets": "The administrators and directors Gilruth, von Braun and Debus reported to who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-889792b3b1a545d78c550cdbfa80ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By April and May 1941, the Luftwaffe was still getting through to their targets, taking no more than one- to two-percent losses on any given mission. On 19/20 April 1941, in honour of Hitler's 52nd birthday, 712 bombers hit Plymouth with a record 1,000 tons of bombs. Losses were minimal. In the following month, 22 German bombers were lost with 13 confirmed to have been shot down by night fighters. On 3/4 May, nine were shot down in one night. On 10/11 May, London suffered severe damage, but 10 German bombers were downed. In May 1941, RAF night fighters shot down 38 German bombers.", "targets": "What was the most losses the Luftwaffe suffered on any mission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-889792b3b1a545d78c550cdbfa80ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By April and May 1941, the Luftwaffe was still getting through to their targets, taking no more than one- to two-percent losses on any given mission. On 19/20 April 1941, in honour of Hitler's 52nd birthday, 712 bombers hit Plymouth with a record 1,000 tons of bombs. Losses were minimal. In the following month, 22 German bombers were lost with 13 confirmed to have been shot down by night fighters. On 3/4 May, nine were shot down in one night. On 10/11 May, London suffered severe damage, but 10 German bombers were downed. In May 1941, RAF night fighters shot down 38 German bombers.", "targets": "How many bombers hit Plymouth on Hitler's birthday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-889792b3b1a545d78c550cdbfa80ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By April and May 1941, the Luftwaffe was still getting through to their targets, taking no more than one- to two-percent losses on any given mission. On 19/20 April 1941, in honour of Hitler's 52nd birthday, 712 bombers hit Plymouth with a record 1,000 tons of bombs. Losses were minimal. In the following month, 22 German bombers were lost with 13 confirmed to have been shot down by night fighters. On 3/4 May, nine were shot down in one night. On 10/11 May, London suffered severe damage, but 10 German bombers were downed. In May 1941, RAF night fighters shot down 38 German bombers.", "targets": "How many bombs hit Plymouth on Hitler's birthday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-889792b3b1a545d78c550cdbfa80ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By April and May 1941, the Luftwaffe was still getting through to their targets, taking no more than one- to two-percent losses on any given mission. On 19/20 April 1941, in honour of Hitler's 52nd birthday, 712 bombers hit Plymouth with a record 1,000 tons of bombs. Losses were minimal. In the following month, 22 German bombers were lost with 13 confirmed to have been shot down by night fighters. On 3/4 May, nine were shot down in one night. On 10/11 May, London suffered severe damage, but 10 German bombers were downed. In May 1941, RAF night fighters shot down 38 German bombers.", "targets": "On May 3/4 how many German bombers were lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-889792b3b1a545d78c550cdbfa80ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By April and May 1941, the Luftwaffe was still getting through to their targets, taking no more than one- to two-percent losses on any given mission. On 19/20 April 1941, in honour of Hitler's 52nd birthday, 712 bombers hit Plymouth with a record 1,000 tons of bombs. Losses were minimal. In the following month, 22 German bombers were lost with 13 confirmed to have been shot down by night fighters. On 3/4 May, nine were shot down in one night. On 10/11 May, London suffered severe damage, but 10 German bombers were downed. In May 1941, RAF night fighters shot down 38 German bombers.", "targets": "How many German bombers were shot down by the RAF in May?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-543b419518fc4a7d8c26e6d9e2bb2205", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The enormous success of the show and the revenue it generated was transformative for Fox Broadcasting Company. American Idol and fellow competing shows Survivor and Who Wants to Be a Millionaire were altogether credited for expanding reality television programming in the United States in the 1990s and 2000s, and Idol became the most watched non-scripted primetime television series for almost a decade, from 2003 to 2012, breaking records on U.S. television (dominated by drama shows and sitcoms in the preceding decades).", "targets": "For how many years was American Idol the highest rated reality show on television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f1aeb9f021a41579dd3565d057a5b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Richmond area also has two railroad stations served by Amtrak. Each station receives regular service from north of Richmond including Washington, D.C., Philadelphia, and New York. The suburban Staples Mill Road Station is located on a major north-south freight line and receives all service to and from all points south including, Raleigh, Durham, Savannah, Newport News, Williamsburg and Florida. Richmond's only railway station located within the city limits, the historic Main Street Station, was renovated in 2004. As of 2010, the station only receives trains headed to and from Newport News and Williamsburg due to track layout. As a result, the Staples Mill Road station receives more trains and serves more passengers overall.", "targets": "What station services all southern rail traffic passing through Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f1aeb9f021a41579dd3565d057a5b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Richmond area also has two railroad stations served by Amtrak. Each station receives regular service from north of Richmond including Washington, D.C., Philadelphia, and New York. The suburban Staples Mill Road Station is located on a major north-south freight line and receives all service to and from all points south including, Raleigh, Durham, Savannah, Newport News, Williamsburg and Florida. Richmond's only railway station located within the city limits, the historic Main Street Station, was renovated in 2004. As of 2010, the station only receives trains headed to and from Newport News and Williamsburg due to track layout. As a result, the Staples Mill Road station receives more trains and serves more passengers overall.", "targets": "What is the name of the railroad station inside Richmond proper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f1aeb9f021a41579dd3565d057a5b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Richmond area also has two railroad stations served by Amtrak. Each station receives regular service from north of Richmond including Washington, D.C., Philadelphia, and New York. The suburban Staples Mill Road Station is located on a major north-south freight line and receives all service to and from all points south including, Raleigh, Durham, Savannah, Newport News, Williamsburg and Florida. Richmond's only railway station located within the city limits, the historic Main Street Station, was renovated in 2004. As of 2010, the station only receives trains headed to and from Newport News and Williamsburg due to track layout. As a result, the Staples Mill Road station receives more trains and serves more passengers overall.", "targets": "In what year was Richmond's railroad station renovated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f1aeb9f021a41579dd3565d057a5b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Richmond area also has two railroad stations served by Amtrak. Each station receives regular service from north of Richmond including Washington, D.C., Philadelphia, and New York. The suburban Staples Mill Road Station is located on a major north-south freight line and receives all service to and from all points south including, Raleigh, Durham, Savannah, Newport News, Williamsburg and Florida. Richmond's only railway station located within the city limits, the historic Main Street Station, was renovated in 2004. As of 2010, the station only receives trains headed to and from Newport News and Williamsburg due to track layout. As a result, the Staples Mill Road station receives more trains and serves more passengers overall.", "targets": "Along with Williamsburg, what city's rail traffic uses the Main Street Station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f1aeb9f021a41579dd3565d057a5b30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Richmond area also has two railroad stations served by Amtrak. Each station receives regular service from north of Richmond including Washington, D.C., Philadelphia, and New York. The suburban Staples Mill Road Station is located on a major north-south freight line and receives all service to and from all points south including, Raleigh, Durham, Savannah, Newport News, Williamsburg and Florida. Richmond's only railway station located within the city limits, the historic Main Street Station, was renovated in 2004. As of 2010, the station only receives trains headed to and from Newport News and Williamsburg due to track layout. As a result, the Staples Mill Road station receives more trains and serves more passengers overall.", "targets": "Why does the Main Street Station only receive rail traffic from Newport News and Williamsburg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Beyonce got married in 2008 to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Her third album, \"I am...Sasha Fierce\" was released when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "For which decade, did Beyonce have more top ten songs than any other woman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Which singer beat out Beyonce for best video performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "In 2009, Beyonce started her second world tour and grossed how much money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "How did she reveal the marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "When did Beyonce begin her second world tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Who beat out Beyonce for Best Female Video ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "How much did the second world tour make in dollars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "When did Beyonc\u00e9 get married?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Who did Beyonc\u00e9 marry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Who is Beyonc\u00e9's alter ego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "The video for what song won Beyonc\u00e9 the 2009 MTV Video of the Year award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2adda64ba842fbbd6ebf72c844a46c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 4, 2008, Beyonc\u00e9 married Jay Z. She publicly revealed their marriage in a video montage at the listening party for her third studio album, I Am... Sasha Fierce, in Manhattan's Sony Club on October 22, 2008. I Am... Sasha Fierce was released on November 18, 2008 in the United States. The album formally introduces Beyonc\u00e9's alter ego Sasha Fierce, conceived during the making of her 2003 single \"Crazy in Love\", selling 482,000 copies in its first week, debuting atop the Billboard 200, and giving Beyonc\u00e9 her third consecutive number-one album in the US. The album featured the number-one song \"Single Ladies (Put a Ring on It)\" and the top-five songs \"If I Were a Boy\" and \"Halo\". Achieving the accomplishment of becoming her longest-running Hot 100 single in her career, \"Halo\"'s success in the US helped Beyonc\u00e9 attain more top-ten singles on the list than any other woman during the 2000s. It also included the successful \"Sweet Dreams\", and singles \"Diva\", \"Ego\", \"Broken-Hearted Girl\" and \"Video Phone\". The music video for \"Single Ladies\" has been parodied and imitated around the world, spawning the \"first major dance craze\" of the Internet age according to the Toronto Star. The video has won several awards, including Best Video at the 2009 MTV Europe Music Awards, the 2009 Scottish MOBO Awards, and the 2009 BET Awards. At the 2009 MTV Video Music Awards, the video was nominated for nine awards, ultimately winning three including Video of the Year. Its failure to win the Best Female Video category, which went to American country pop singer Taylor Swift's \"You Belong with Me\", led to Kanye West interrupting the ceremony and Beyonc\u00e9 improvising a re-presentation of Swift's award during her own acceptance speech. In March 2009, Beyonc\u00e9 embarked on the I Am... World Tour, her second headlining worldwide concert tour, consisting of 108 shows, grossing $119.5 million.", "targets": "Which prominent star felt the 2009 Female Video of the Year award should have went to Beyonc\u00e9 instead of Taylor Swift?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e8ea9e9488a45d799f943b1f1f8faab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 30, 2015, West was presented with the Michael Jackson Video Vanguard Award at the MTV Video Music Awards. In his acceptance speech, he stated, \"Y'all might be thinking right now, 'I wonder did he smoke something before he came out here?' And the answer is: 'Yes, I rolled up a little something. I knocked the edge off.'\" At the end of his speech, he announced, \"I have decided in 2020 to run for president.\"", "targets": "What award did Kanye capture at the 2015 MTV VMAs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e8ea9e9488a45d799f943b1f1f8faab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 30, 2015, West was presented with the Michael Jackson Video Vanguard Award at the MTV Video Music Awards. In his acceptance speech, he stated, \"Y'all might be thinking right now, 'I wonder did he smoke something before he came out here?' And the answer is: 'Yes, I rolled up a little something. I knocked the edge off.'\" At the end of his speech, he announced, \"I have decided in 2020 to run for president.\"", "targets": "When does Kanye intend to run for president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e8ea9e9488a45d799f943b1f1f8faab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 30, 2015, West was presented with the Michael Jackson Video Vanguard Award at the MTV Video Music Awards. In his acceptance speech, he stated, \"Y'all might be thinking right now, 'I wonder did he smoke something before he came out here?' And the answer is: 'Yes, I rolled up a little something. I knocked the edge off.'\" At the end of his speech, he announced, \"I have decided in 2020 to run for president.\"", "targets": "What award was presented to Kanye West on August 30, 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fadf195f224a42cfb08d90de91a36183", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is active research to make computers out of many promising new types of technology, such as optical computers, DNA computers, neural computers, and quantum computers. Most computers are universal, and are able to calculate any computable function, and are limited only by their memory capacity and operating speed. However different designs of computers can give very different performance for particular problems; for example quantum computers can potentially break some modern encryption algorithms (by quantum factoring) very quickly.", "targets": "What type of computer can break encryption algorithms quickly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fadf195f224a42cfb08d90de91a36183", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is active research to make computers out of many promising new types of technology, such as optical computers, DNA computers, neural computers, and quantum computers. Most computers are universal, and are able to calculate any computable function, and are limited only by their memory capacity and operating speed. However different designs of computers can give very different performance for particular problems; for example quantum computers can potentially break some modern encryption algorithms (by quantum factoring) very quickly.", "targets": "By what method do quantum computers solve encryption algorithms quickly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749c543156874986b73a945df750f879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period of the Napoleonic Wars, the East India Company arranged for letters of marque for its vessels such as the Lord Nelson. This was not so that they could carry cannon to fend off warships, privateers and pirates on their voyages to India and China (that they could do without permission) but so that, should they have the opportunity to take a prize, they could do so without being guilty of piracy. Similarly, the Earl of Mornington, an East India Company packet ship of only six guns, also sailed under a letter of marque.", "targets": "During what war Did the EIC get letter of marque for its vessels"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749c543156874986b73a945df750f879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period of the Napoleonic Wars, the East India Company arranged for letters of marque for its vessels such as the Lord Nelson. This was not so that they could carry cannon to fend off warships, privateers and pirates on their voyages to India and China (that they could do without permission) but so that, should they have the opportunity to take a prize, they could do so without being guilty of piracy. Similarly, the Earl of Mornington, an East India Company packet ship of only six guns, also sailed under a letter of marque.", "targets": "Why did EIC want tthe letters of marque most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749c543156874986b73a945df750f879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period of the Napoleonic Wars, the East India Company arranged for letters of marque for its vessels such as the Lord Nelson. This was not so that they could carry cannon to fend off warships, privateers and pirates on their voyages to India and China (that they could do without permission) but so that, should they have the opportunity to take a prize, they could do so without being guilty of piracy. Similarly, the Earl of Mornington, an East India Company packet ship of only six guns, also sailed under a letter of marque.", "targets": "With out the letters of marque what wepon did  they have to protect themself that was a part of their ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-749c543156874986b73a945df750f879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period of the Napoleonic Wars, the East India Company arranged for letters of marque for its vessels such as the Lord Nelson. This was not so that they could carry cannon to fend off warships, privateers and pirates on their voyages to India and China (that they could do without permission) but so that, should they have the opportunity to take a prize, they could do so without being guilty of piracy. Similarly, the Earl of Mornington, an East India Company packet ship of only six guns, also sailed under a letter of marque.", "targets": "The Earl of Mornington would have how many ___ guns on the EIc ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b9ac3a8fca4ddd8838d74077fccafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although asthma is a chronic obstructive condition, it is not considered as a part of chronic obstructive pulmonary disease as this term refers specifically to combinations of disease that are irreversible such as bronchiectasis, chronic bronchitis, and emphysema. Unlike these diseases, the airway obstruction in asthma is usually reversible; however, if left untreated, the chronic inflammation from asthma can lead the lungs to become irreversibly obstructed due to airway remodeling. In contrast to emphysema, asthma affects the bronchi, not the alveoli.", "targets": "What kind of condition is asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b9ac3a8fca4ddd8838d74077fccafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although asthma is a chronic obstructive condition, it is not considered as a part of chronic obstructive pulmonary disease as this term refers specifically to combinations of disease that are irreversible such as bronchiectasis, chronic bronchitis, and emphysema. Unlike these diseases, the airway obstruction in asthma is usually reversible; however, if left untreated, the chronic inflammation from asthma can lead the lungs to become irreversibly obstructed due to airway remodeling. In contrast to emphysema, asthma affects the bronchi, not the alveoli.", "targets": "What are examples of chronic obstructive pulmonary disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b9ac3a8fca4ddd8838d74077fccafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although asthma is a chronic obstructive condition, it is not considered as a part of chronic obstructive pulmonary disease as this term refers specifically to combinations of disease that are irreversible such as bronchiectasis, chronic bronchitis, and emphysema. Unlike these diseases, the airway obstruction in asthma is usually reversible; however, if left untreated, the chronic inflammation from asthma can lead the lungs to become irreversibly obstructed due to airway remodeling. In contrast to emphysema, asthma affects the bronchi, not the alveoli.", "targets": "Is the airway obstuction reversable in asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b9ac3a8fca4ddd8838d74077fccafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although asthma is a chronic obstructive condition, it is not considered as a part of chronic obstructive pulmonary disease as this term refers specifically to combinations of disease that are irreversible such as bronchiectasis, chronic bronchitis, and emphysema. Unlike these diseases, the airway obstruction in asthma is usually reversible; however, if left untreated, the chronic inflammation from asthma can lead the lungs to become irreversibly obstructed due to airway remodeling. In contrast to emphysema, asthma affects the bronchi, not the alveoli.", "targets": "What part of the airway does emphysema affect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b9ac3a8fca4ddd8838d74077fccafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although asthma is a chronic obstructive condition, it is not considered as a part of chronic obstructive pulmonary disease as this term refers specifically to combinations of disease that are irreversible such as bronchiectasis, chronic bronchitis, and emphysema. Unlike these diseases, the airway obstruction in asthma is usually reversible; however, if left untreated, the chronic inflammation from asthma can lead the lungs to become irreversibly obstructed due to airway remodeling. In contrast to emphysema, asthma affects the bronchi, not the alveoli.", "targets": "What part of the airway does asthma affect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6940587bad364902aec96c5c3ef0167a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If there are differences within a growth ring, then the part of a growth ring nearest the center of the tree, and formed early in the growing season when growth is rapid, is usually composed of wider elements. It is usually lighter in color than that near the outer portion of the ring, and is known as earlywood or springwood. The outer portion formed later in the season is then known as the latewood or summerwood. However, there are major differences, depending on the kind of wood (see below).", "targets": "If a growth ring has differences over one season, would the part nearest the tree's center be narrower or wider?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6940587bad364902aec96c5c3ef0167a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If there are differences within a growth ring, then the part of a growth ring nearest the center of the tree, and formed early in the growing season when growth is rapid, is usually composed of wider elements. It is usually lighter in color than that near the outer portion of the ring, and is known as earlywood or springwood. The outer portion formed later in the season is then known as the latewood or summerwood. However, there are major differences, depending on the kind of wood (see below).", "targets": "What name, besides springwood, is used for the part of a growth ring formed in the beginning of the growing season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6940587bad364902aec96c5c3ef0167a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If there are differences within a growth ring, then the part of a growth ring nearest the center of the tree, and formed early in the growing season when growth is rapid, is usually composed of wider elements. It is usually lighter in color than that near the outer portion of the ring, and is known as earlywood or springwood. The outer portion formed later in the season is then known as the latewood or summerwood. However, there are major differences, depending on the kind of wood (see below).", "targets": "If the opposite of springwood is summerwood, what's the opposite of earlywood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6940587bad364902aec96c5c3ef0167a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If there are differences within a growth ring, then the part of a growth ring nearest the center of the tree, and formed early in the growing season when growth is rapid, is usually composed of wider elements. It is usually lighter in color than that near the outer portion of the ring, and is known as earlywood or springwood. The outer portion formed later in the season is then known as the latewood or summerwood. However, there are major differences, depending on the kind of wood (see below).", "targets": "Is earlywood usually lighter or darker than the part of the growth ring that forms later in the season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6940587bad364902aec96c5c3ef0167a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If there are differences within a growth ring, then the part of a growth ring nearest the center of the tree, and formed early in the growing season when growth is rapid, is usually composed of wider elements. It is usually lighter in color than that near the outer portion of the ring, and is known as earlywood or springwood. The outer portion formed later in the season is then known as the latewood or summerwood. However, there are major differences, depending on the kind of wood (see below).", "targets": "Is summerwood the inner or outer portion of a growth ring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0ca5f873a634a9d966464a0e2adc89a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current economy of the city is basically newly developed based on the past. Service industries are dominating, accounting for about 60 percent of the GDP of the city, and financial industry, culture industry and tourism industry are top 3 of them. Industries of information technology, energy saving and environmental protection, new energy, smart power grid and intelligent equipment manufacturing have become pillar industries. Big private firms include Suning, Yurun, Sanpower, Fuzhong, Hiteker, 5stars, Jinpu, Tiandi, CTTQ Pharmaceutical and Simcere Pharmaceutical. Big state-owned firms include Panda Electronics, Yangzi Petrochemical, Jinling Petrochemical, Nanjing Chemical, Nanjing Steel, Jincheng Motors, Jinling Pharmaceutical, Chenguang and NARI. The city has also attracted foreign investment, multinational firms such as Siemens, Ericsson, Volkswagen, Iveco, A.O. Smith, and Sharp have established their lines, and a number of multinationals such as Ford, IBM, Lucent, Samsung and SAP established research center there. Many China-based leading firms such as Huawei, ZTE and Lenovo have key R & D institutes in the city. Nanjing is an industrial technology research and development hub, hosting many R & D centers and institutions, especially in areas of electronics technology, information technology, computer software, biotechnology and pharmaceutical technology and new material technology.", "targets": "What type of industries are now dominant in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0ca5f873a634a9d966464a0e2adc89a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current economy of the city is basically newly developed based on the past. Service industries are dominating, accounting for about 60 percent of the GDP of the city, and financial industry, culture industry and tourism industry are top 3 of them. Industries of information technology, energy saving and environmental protection, new energy, smart power grid and intelligent equipment manufacturing have become pillar industries. Big private firms include Suning, Yurun, Sanpower, Fuzhong, Hiteker, 5stars, Jinpu, Tiandi, CTTQ Pharmaceutical and Simcere Pharmaceutical. Big state-owned firms include Panda Electronics, Yangzi Petrochemical, Jinling Petrochemical, Nanjing Chemical, Nanjing Steel, Jincheng Motors, Jinling Pharmaceutical, Chenguang and NARI. The city has also attracted foreign investment, multinational firms such as Siemens, Ericsson, Volkswagen, Iveco, A.O. Smith, and Sharp have established their lines, and a number of multinationals such as Ford, IBM, Lucent, Samsung and SAP established research center there. Many China-based leading firms such as Huawei, ZTE and Lenovo have key R & D institutes in the city. Nanjing is an industrial technology research and development hub, hosting many R & D centers and institutions, especially in areas of electronics technology, information technology, computer software, biotechnology and pharmaceutical technology and new material technology.", "targets": "How much of the city's GDP do the service industries contribute to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0ca5f873a634a9d966464a0e2adc89a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current economy of the city is basically newly developed based on the past. Service industries are dominating, accounting for about 60 percent of the GDP of the city, and financial industry, culture industry and tourism industry are top 3 of them. Industries of information technology, energy saving and environmental protection, new energy, smart power grid and intelligent equipment manufacturing have become pillar industries. Big private firms include Suning, Yurun, Sanpower, Fuzhong, Hiteker, 5stars, Jinpu, Tiandi, CTTQ Pharmaceutical and Simcere Pharmaceutical. Big state-owned firms include Panda Electronics, Yangzi Petrochemical, Jinling Petrochemical, Nanjing Chemical, Nanjing Steel, Jincheng Motors, Jinling Pharmaceutical, Chenguang and NARI. The city has also attracted foreign investment, multinational firms such as Siemens, Ericsson, Volkswagen, Iveco, A.O. Smith, and Sharp have established their lines, and a number of multinationals such as Ford, IBM, Lucent, Samsung and SAP established research center there. Many China-based leading firms such as Huawei, ZTE and Lenovo have key R & D institutes in the city. Nanjing is an industrial technology research and development hub, hosting many R & D centers and institutions, especially in areas of electronics technology, information technology, computer software, biotechnology and pharmaceutical technology and new material technology.", "targets": "Companies such as Huawei, ZTE and Lenovo have built what in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0ca5f873a634a9d966464a0e2adc89a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current economy of the city is basically newly developed based on the past. Service industries are dominating, accounting for about 60 percent of the GDP of the city, and financial industry, culture industry and tourism industry are top 3 of them. Industries of information technology, energy saving and environmental protection, new energy, smart power grid and intelligent equipment manufacturing have become pillar industries. Big private firms include Suning, Yurun, Sanpower, Fuzhong, Hiteker, 5stars, Jinpu, Tiandi, CTTQ Pharmaceutical and Simcere Pharmaceutical. Big state-owned firms include Panda Electronics, Yangzi Petrochemical, Jinling Petrochemical, Nanjing Chemical, Nanjing Steel, Jincheng Motors, Jinling Pharmaceutical, Chenguang and NARI. The city has also attracted foreign investment, multinational firms such as Siemens, Ericsson, Volkswagen, Iveco, A.O. Smith, and Sharp have established their lines, and a number of multinationals such as Ford, IBM, Lucent, Samsung and SAP established research center there. Many China-based leading firms such as Huawei, ZTE and Lenovo have key R & D institutes in the city. Nanjing is an industrial technology research and development hub, hosting many R & D centers and institutions, especially in areas of electronics technology, information technology, computer software, biotechnology and pharmaceutical technology and new material technology.", "targets": "Companies such as Ford, IBM, Lucent, Samsung and SAP have built what in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0ca5f873a634a9d966464a0e2adc89a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current economy of the city is basically newly developed based on the past. Service industries are dominating, accounting for about 60 percent of the GDP of the city, and financial industry, culture industry and tourism industry are top 3 of them. Industries of information technology, energy saving and environmental protection, new energy, smart power grid and intelligent equipment manufacturing have become pillar industries. Big private firms include Suning, Yurun, Sanpower, Fuzhong, Hiteker, 5stars, Jinpu, Tiandi, CTTQ Pharmaceutical and Simcere Pharmaceutical. Big state-owned firms include Panda Electronics, Yangzi Petrochemical, Jinling Petrochemical, Nanjing Chemical, Nanjing Steel, Jincheng Motors, Jinling Pharmaceutical, Chenguang and NARI. The city has also attracted foreign investment, multinational firms such as Siemens, Ericsson, Volkswagen, Iveco, A.O. Smith, and Sharp have established their lines, and a number of multinationals such as Ford, IBM, Lucent, Samsung and SAP established research center there. Many China-based leading firms such as Huawei, ZTE and Lenovo have key R & D institutes in the city. Nanjing is an industrial technology research and development hub, hosting many R & D centers and institutions, especially in areas of electronics technology, information technology, computer software, biotechnology and pharmaceutical technology and new material technology.", "targets": "The top 3 industries in Nanjing are?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fde6c6a395b4798848aac8a4899a751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter should not be confused with mass, as the two are not quite the same in modern physics. For example, mass is a conserved quantity, which means that its value is unchanging through time, within closed systems. However, matter is not conserved in such systems, although this is not obvious in ordinary conditions on Earth, where matter is approximately conserved. Still, special relativity shows that matter may disappear by conversion into energy, even inside closed systems, and it can also be created from energy, within such systems. However, because mass (like energy) can neither be created nor destroyed, the quantity of mass and the quantity of energy remain the same during a transformation of matter (which represents a certain amount of energy) into non-material (i.e., non-matter) energy. This is also true in the reverse transformation of energy into matter.", "targets": "What similar term is often used interchangeably with matter, although the two differ slightly in modern physics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fde6c6a395b4798848aac8a4899a751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter should not be confused with mass, as the two are not quite the same in modern physics. For example, mass is a conserved quantity, which means that its value is unchanging through time, within closed systems. However, matter is not conserved in such systems, although this is not obvious in ordinary conditions on Earth, where matter is approximately conserved. Still, special relativity shows that matter may disappear by conversion into energy, even inside closed systems, and it can also be created from energy, within such systems. However, because mass (like energy) can neither be created nor destroyed, the quantity of mass and the quantity of energy remain the same during a transformation of matter (which represents a certain amount of energy) into non-material (i.e., non-matter) energy. This is also true in the reverse transformation of energy into matter.", "targets": "Being a conserved quantity means that the value of mass doesn't ever change as long as it's in what kind of system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fde6c6a395b4798848aac8a4899a751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter should not be confused with mass, as the two are not quite the same in modern physics. For example, mass is a conserved quantity, which means that its value is unchanging through time, within closed systems. However, matter is not conserved in such systems, although this is not obvious in ordinary conditions on Earth, where matter is approximately conserved. Still, special relativity shows that matter may disappear by conversion into energy, even inside closed systems, and it can also be created from energy, within such systems. However, because mass (like energy) can neither be created nor destroyed, the quantity of mass and the quantity of energy remain the same during a transformation of matter (which represents a certain amount of energy) into non-material (i.e., non-matter) energy. This is also true in the reverse transformation of energy into matter.", "targets": "Special relativity says matter can disappear by conversion into what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fde6c6a395b4798848aac8a4899a751", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter should not be confused with mass, as the two are not quite the same in modern physics. For example, mass is a conserved quantity, which means that its value is unchanging through time, within closed systems. However, matter is not conserved in such systems, although this is not obvious in ordinary conditions on Earth, where matter is approximately conserved. Still, special relativity shows that matter may disappear by conversion into energy, even inside closed systems, and it can also be created from energy, within such systems. However, because mass (like energy) can neither be created nor destroyed, the quantity of mass and the quantity of energy remain the same during a transformation of matter (which represents a certain amount of energy) into non-material (i.e., non-matter) energy. This is also true in the reverse transformation of energy into matter.", "targets": "What planet isn't a closed system but sometimes appears to be because of the approximate conservation of matter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ddf059724952929a3f7e7a5aadbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parliamentary time is also set aside for question periods in the debating chamber. A \"General Question Time\" takes place on a Thursday between 11:40 a.m. and 12 p.m. where members can direct questions to any member of the Scottish Government. At 2.30pm, a 40-minute long themed \"Question Time\" takes place, where members can ask questions of ministers in departments that are selected for questioning that sitting day, such as health and justice or education and transport. Between 12 p.m. and 12:30 p.m. on Thursdays, when Parliament is sitting, First Minister's Question Time takes place. This gives members an opportunity to question the First Minister directly on issues under their jurisdiction. Opposition leaders ask a general question of the First Minister and then supplementary questions. Such a practice enables a \"lead-in\" to the questioner, who then uses their supplementary question to ask the First Minister any issue. The four general questions available to opposition leaders are:", "targets": "What is set aside for question periods in the debating chamber?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ddf059724952929a3f7e7a5aadbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parliamentary time is also set aside for question periods in the debating chamber. A \"General Question Time\" takes place on a Thursday between 11:40 a.m. and 12 p.m. where members can direct questions to any member of the Scottish Government. At 2.30pm, a 40-minute long themed \"Question Time\" takes place, where members can ask questions of ministers in departments that are selected for questioning that sitting day, such as health and justice or education and transport. Between 12 p.m. and 12:30 p.m. on Thursdays, when Parliament is sitting, First Minister's Question Time takes place. This gives members an opportunity to question the First Minister directly on issues under their jurisdiction. Opposition leaders ask a general question of the First Minister and then supplementary questions. Such a practice enables a \"lead-in\" to the questioner, who then uses their supplementary question to ask the First Minister any issue. The four general questions available to opposition leaders are:", "targets": "On what day does a General Question Time take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ddf059724952929a3f7e7a5aadbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parliamentary time is also set aside for question periods in the debating chamber. A \"General Question Time\" takes place on a Thursday between 11:40 a.m. and 12 p.m. where members can direct questions to any member of the Scottish Government. At 2.30pm, a 40-minute long themed \"Question Time\" takes place, where members can ask questions of ministers in departments that are selected for questioning that sitting day, such as health and justice or education and transport. Between 12 p.m. and 12:30 p.m. on Thursdays, when Parliament is sitting, First Minister's Question Time takes place. This gives members an opportunity to question the First Minister directly on issues under their jurisdiction. Opposition leaders ask a general question of the First Minister and then supplementary questions. Such a practice enables a \"lead-in\" to the questioner, who then uses their supplementary question to ask the First Minister any issue. The four general questions available to opposition leaders are:", "targets": "Who may members direct questions towards during General Question Time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ddf059724952929a3f7e7a5aadbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parliamentary time is also set aside for question periods in the debating chamber. A \"General Question Time\" takes place on a Thursday between 11:40 a.m. and 12 p.m. where members can direct questions to any member of the Scottish Government. At 2.30pm, a 40-minute long themed \"Question Time\" takes place, where members can ask questions of ministers in departments that are selected for questioning that sitting day, such as health and justice or education and transport. Between 12 p.m. and 12:30 p.m. on Thursdays, when Parliament is sitting, First Minister's Question Time takes place. This gives members an opportunity to question the First Minister directly on issues under their jurisdiction. Opposition leaders ask a general question of the First Minister and then supplementary questions. Such a practice enables a \"lead-in\" to the questioner, who then uses their supplementary question to ask the First Minister any issue. The four general questions available to opposition leaders are:", "targets": "What may members question the First Minister about directly during First Minister's Question Time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca59ddf059724952929a3f7e7a5aadbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parliamentary time is also set aside for question periods in the debating chamber. A \"General Question Time\" takes place on a Thursday between 11:40 a.m. and 12 p.m. where members can direct questions to any member of the Scottish Government. At 2.30pm, a 40-minute long themed \"Question Time\" takes place, where members can ask questions of ministers in departments that are selected for questioning that sitting day, such as health and justice or education and transport. Between 12 p.m. and 12:30 p.m. on Thursdays, when Parliament is sitting, First Minister's Question Time takes place. This gives members an opportunity to question the First Minister directly on issues under their jurisdiction. Opposition leaders ask a general question of the First Minister and then supplementary questions. Such a practice enables a \"lead-in\" to the questioner, who then uses their supplementary question to ask the First Minister any issue. The four general questions available to opposition leaders are:", "targets": "How many general questions are available to opposition leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430700a762384c20b85c3849651a552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Switzerland is multifaceted. While some dishes such as fondue, raclette or r\u00f6sti are omnipresent through the country, each region developed its own gastronomy according to the differences of climate and languages.  Traditional Swiss cuisine uses ingredients similar to those in other European countries, as well as unique dairy products and cheeses such as Gruy\u00e8re or Emmental, produced in the valleys of Gruy\u00e8res and Emmental. The number of fine-dining establishments is high, particularly in western Switzerland.", "targets": "What part of Switzerland has a particularly high number of fine-dining establishments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430700a762384c20b85c3849651a552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Switzerland is multifaceted. While some dishes such as fondue, raclette or r\u00f6sti are omnipresent through the country, each region developed its own gastronomy according to the differences of climate and languages.  Traditional Swiss cuisine uses ingredients similar to those in other European countries, as well as unique dairy products and cheeses such as Gruy\u00e8re or Emmental, produced in the valleys of Gruy\u00e8res and Emmental. The number of fine-dining establishments is high, particularly in western Switzerland.", "targets": "What unique dairy cheese is produced in the Swiss valleys of Gruyeres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430700a762384c20b85c3849651a552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Switzerland is multifaceted. While some dishes such as fondue, raclette or r\u00f6sti are omnipresent through the country, each region developed its own gastronomy according to the differences of climate and languages.  Traditional Swiss cuisine uses ingredients similar to those in other European countries, as well as unique dairy products and cheeses such as Gruy\u00e8re or Emmental, produced in the valleys of Gruy\u00e8res and Emmental. The number of fine-dining establishments is high, particularly in western Switzerland.", "targets": "What differences primarily dictated some of the regional variations in Swiss cuisine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430700a762384c20b85c3849651a552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Switzerland is multifaceted. While some dishes such as fondue, raclette or r\u00f6sti are omnipresent through the country, each region developed its own gastronomy according to the differences of climate and languages.  Traditional Swiss cuisine uses ingredients similar to those in other European countries, as well as unique dairy products and cheeses such as Gruy\u00e8re or Emmental, produced in the valleys of Gruy\u00e8res and Emmental. The number of fine-dining establishments is high, particularly in western Switzerland.", "targets": "What dairy product is produced in the valley of Emmental?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-430700a762384c20b85c3849651a552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Switzerland is multifaceted. While some dishes such as fondue, raclette or r\u00f6sti are omnipresent through the country, each region developed its own gastronomy according to the differences of climate and languages.  Traditional Swiss cuisine uses ingredients similar to those in other European countries, as well as unique dairy products and cheeses such as Gruy\u00e8re or Emmental, produced in the valleys of Gruy\u00e8res and Emmental. The number of fine-dining establishments is high, particularly in western Switzerland.", "targets": "How do the ingredients of traditional Swiss cuisine compare to that of other European countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c66a943a24064eb58b0f0c32a06e26a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aposematism, where organisms are brightly colored as a warning to predators, is the antithesis of camouflage. Some organisms pose a threat to their predators\u2014for example they may be poisonous, or able to harm them physically. Aposematic coloring involves bright, easily recognizable and unique colors and patterns. For example, bright coloration in Variable Checkerspot butterflies leads to decreased predation attempts by avian predators. Upon being harmed (e.g., stung) by their prey, the appearance in such an organism will be remembered as something to avoid. While that particular prey organism may be killed, the coloring benefits the prey species as a whole.", "targets": "What scientific term is used to describe  organisms that are brightly colored as a warning to predators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c66a943a24064eb58b0f0c32a06e26a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aposematism, where organisms are brightly colored as a warning to predators, is the antithesis of camouflage. Some organisms pose a threat to their predators\u2014for example they may be poisonous, or able to harm them physically. Aposematic coloring involves bright, easily recognizable and unique colors and patterns. For example, bright coloration in Variable Checkerspot butterflies leads to decreased predation attempts by avian predators. Upon being harmed (e.g., stung) by their prey, the appearance in such an organism will be remembered as something to avoid. While that particular prey organism may be killed, the coloring benefits the prey species as a whole.", "targets": "Does aposematism benefit only the organism ddirectly, or the entire population as a whole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c66a943a24064eb58b0f0c32a06e26a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aposematism, where organisms are brightly colored as a warning to predators, is the antithesis of camouflage. Some organisms pose a threat to their predators\u2014for example they may be poisonous, or able to harm them physically. Aposematic coloring involves bright, easily recognizable and unique colors and patterns. For example, bright coloration in Variable Checkerspot butterflies leads to decreased predation attempts by avian predators. Upon being harmed (e.g., stung) by their prey, the appearance in such an organism will be remembered as something to avoid. While that particular prey organism may be killed, the coloring benefits the prey species as a whole.", "targets": "How does aposematism help a species population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c66a943a24064eb58b0f0c32a06e26a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aposematism, where organisms are brightly colored as a warning to predators, is the antithesis of camouflage. Some organisms pose a threat to their predators\u2014for example they may be poisonous, or able to harm them physically. Aposematic coloring involves bright, easily recognizable and unique colors and patterns. For example, bright coloration in Variable Checkerspot butterflies leads to decreased predation attempts by avian predators. Upon being harmed (e.g., stung) by their prey, the appearance in such an organism will be remembered as something to avoid. While that particular prey organism may be killed, the coloring benefits the prey species as a whole.", "targets": "What visual cues are characteristic of aposematism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204c6c9ad6fe4e74854555e826963132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A day after announcing the attempt on his life, Nasser established a new provisional constitution proclaiming a 600-member National Assembly (400 from Egypt and 200 from Syria) and the dissolution of all political parties. Nasser gave each of the provinces two vice-presidents: Boghdadi and Amer in Egypt, and Sabri al-Asali and Akram al-Hawrani in Syria. Nasser then left for Moscow to meet with Nikita Khrushchev. At the meeting, Khrushchev pressed Nasser to lift the ban on the Communist Party, but Nasser refused, stating it was an internal matter which was not a subject of discussion with outside powers. Khrushchev was reportedly taken aback and denied he had meant to interfere in the UAR's affairs. The matter was settled as both leaders sought to prevent a rift between their two countries.", "targets": "How many members were in the National Assembly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204c6c9ad6fe4e74854555e826963132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A day after announcing the attempt on his life, Nasser established a new provisional constitution proclaiming a 600-member National Assembly (400 from Egypt and 200 from Syria) and the dissolution of all political parties. Nasser gave each of the provinces two vice-presidents: Boghdadi and Amer in Egypt, and Sabri al-Asali and Akram al-Hawrani in Syria. Nasser then left for Moscow to meet with Nikita Khrushchev. At the meeting, Khrushchev pressed Nasser to lift the ban on the Communist Party, but Nasser refused, stating it was an internal matter which was not a subject of discussion with outside powers. Khrushchev was reportedly taken aback and denied he had meant to interfere in the UAR's affairs. The matter was settled as both leaders sought to prevent a rift between their two countries.", "targets": "How many members of the National Assembly were from Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204c6c9ad6fe4e74854555e826963132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A day after announcing the attempt on his life, Nasser established a new provisional constitution proclaiming a 600-member National Assembly (400 from Egypt and 200 from Syria) and the dissolution of all political parties. Nasser gave each of the provinces two vice-presidents: Boghdadi and Amer in Egypt, and Sabri al-Asali and Akram al-Hawrani in Syria. Nasser then left for Moscow to meet with Nikita Khrushchev. At the meeting, Khrushchev pressed Nasser to lift the ban on the Communist Party, but Nasser refused, stating it was an internal matter which was not a subject of discussion with outside powers. Khrushchev was reportedly taken aback and denied he had meant to interfere in the UAR's affairs. The matter was settled as both leaders sought to prevent a rift between their two countries.", "targets": "What Soviet leader did Nasser spar with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204c6c9ad6fe4e74854555e826963132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A day after announcing the attempt on his life, Nasser established a new provisional constitution proclaiming a 600-member National Assembly (400 from Egypt and 200 from Syria) and the dissolution of all political parties. Nasser gave each of the provinces two vice-presidents: Boghdadi and Amer in Egypt, and Sabri al-Asali and Akram al-Hawrani in Syria. Nasser then left for Moscow to meet with Nikita Khrushchev. At the meeting, Khrushchev pressed Nasser to lift the ban on the Communist Party, but Nasser refused, stating it was an internal matter which was not a subject of discussion with outside powers. Khrushchev was reportedly taken aback and denied he had meant to interfere in the UAR's affairs. The matter was settled as both leaders sought to prevent a rift between their two countries.", "targets": "What did Khrushchev want Nasser to remove the ban on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204c6c9ad6fe4e74854555e826963132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A day after announcing the attempt on his life, Nasser established a new provisional constitution proclaiming a 600-member National Assembly (400 from Egypt and 200 from Syria) and the dissolution of all political parties. Nasser gave each of the provinces two vice-presidents: Boghdadi and Amer in Egypt, and Sabri al-Asali and Akram al-Hawrani in Syria. Nasser then left for Moscow to meet with Nikita Khrushchev. At the meeting, Khrushchev pressed Nasser to lift the ban on the Communist Party, but Nasser refused, stating it was an internal matter which was not a subject of discussion with outside powers. Khrushchev was reportedly taken aback and denied he had meant to interfere in the UAR's affairs. The matter was settled as both leaders sought to prevent a rift between their two countries.", "targets": "Who were the two National Assembly vice-presidents in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1981eedf802e430ab30af1a47ef51f3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eventually, the Normans merged with the natives, combining languages and traditions. In the course of the Hundred Years' War, the Norman aristocracy often identified themselves as English. The Anglo-Norman language became distinct from the Latin language, something that was the subject of some humour by Geoffrey Chaucer. The Anglo-Norman language was eventually absorbed into the Anglo-Saxon language of their subjects (see Old English) and influenced it, helping (along with the Norse language of the earlier Anglo-Norse settlers and the Latin used by the church) in the development of Middle English. It in turn evolved into Modern English.", "targets": "What was the Anglo-Norman language's final form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4af063791a094779aba450a4b1584a51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voyager 2 is the only spacecraft that has visited Neptune. The spacecraft's closest approach to the planet occurred on 25 August 1989. Because this was the last major planet the spacecraft could visit, it was decided to make a close flyby of the moon Triton, regardless of the consequences to the trajectory, similarly to what was done for Voyager 1's encounter with Saturn and its moon Titan. The images relayed back to Earth from Voyager 2 became the basis of a 1989 PBS all-night program, Neptune All Night.", "targets": "What is the only spacecraft to visit Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4af063791a094779aba450a4b1584a51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voyager 2 is the only spacecraft that has visited Neptune. The spacecraft's closest approach to the planet occurred on 25 August 1989. Because this was the last major planet the spacecraft could visit, it was decided to make a close flyby of the moon Triton, regardless of the consequences to the trajectory, similarly to what was done for Voyager 1's encounter with Saturn and its moon Titan. The images relayed back to Earth from Voyager 2 became the basis of a 1989 PBS all-night program, Neptune All Night.", "targets": "When did a spacecraft get closest to Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4af063791a094779aba450a4b1584a51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voyager 2 is the only spacecraft that has visited Neptune. The spacecraft's closest approach to the planet occurred on 25 August 1989. Because this was the last major planet the spacecraft could visit, it was decided to make a close flyby of the moon Triton, regardless of the consequences to the trajectory, similarly to what was done for Voyager 1's encounter with Saturn and its moon Titan. The images relayed back to Earth from Voyager 2 became the basis of a 1989 PBS all-night program, Neptune All Night.", "targets": "What near Neptune did a spacecraft visit dangerously close?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4af063791a094779aba450a4b1584a51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voyager 2 is the only spacecraft that has visited Neptune. The spacecraft's closest approach to the planet occurred on 25 August 1989. Because this was the last major planet the spacecraft could visit, it was decided to make a close flyby of the moon Triton, regardless of the consequences to the trajectory, similarly to what was done for Voyager 1's encounter with Saturn and its moon Titan. The images relayed back to Earth from Voyager 2 became the basis of a 1989 PBS all-night program, Neptune All Night.", "targets": "What program aired on PBS about Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1acb692ae5554a06af2fc1f79fe60eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Africa, the period of colonization resulted in many unions and marriages between European men and African women from various tribes, resulting in mixed-race children. As the Europeans acquired territory and imposed rule over the Africans, they generally pushed mixed-race and Africans into second-class status. During the first half of the 20th century, the Afrikaaner-dominated government classified the population according to four main racial groups: Black, White, Asian (mostly Indian), and Coloured. The Coloured group included people of mixed Bantu, Khoisan, and European descent (with some Malay ancestry, especially in the Western Cape). The Coloured definition occupied an intermediary political position between the Black and White definitions in South Africa. It imposed a system of legal racial segregation, a complex of laws known as apartheid.", "targets": "What did the colonization of South Africa result in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1acb692ae5554a06af2fc1f79fe60eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Africa, the period of colonization resulted in many unions and marriages between European men and African women from various tribes, resulting in mixed-race children. As the Europeans acquired territory and imposed rule over the Africans, they generally pushed mixed-race and Africans into second-class status. During the first half of the 20th century, the Afrikaaner-dominated government classified the population according to four main racial groups: Black, White, Asian (mostly Indian), and Coloured. The Coloured group included people of mixed Bantu, Khoisan, and European descent (with some Malay ancestry, especially in the Western Cape). The Coloured definition occupied an intermediary political position between the Black and White definitions in South Africa. It imposed a system of legal racial segregation, a complex of laws known as apartheid.", "targets": "What was a result of these marriages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1acb692ae5554a06af2fc1f79fe60eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Africa, the period of colonization resulted in many unions and marriages between European men and African women from various tribes, resulting in mixed-race children. As the Europeans acquired territory and imposed rule over the Africans, they generally pushed mixed-race and Africans into second-class status. During the first half of the 20th century, the Afrikaaner-dominated government classified the population according to four main racial groups: Black, White, Asian (mostly Indian), and Coloured. The Coloured group included people of mixed Bantu, Khoisan, and European descent (with some Malay ancestry, especially in the Western Cape). The Coloured definition occupied an intermediary political position between the Black and White definitions in South Africa. It imposed a system of legal racial segregation, a complex of laws known as apartheid.", "targets": "What class were Africans and Mixed Race children considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1acb692ae5554a06af2fc1f79fe60eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Africa, the period of colonization resulted in many unions and marriages between European men and African women from various tribes, resulting in mixed-race children. As the Europeans acquired territory and imposed rule over the Africans, they generally pushed mixed-race and Africans into second-class status. During the first half of the 20th century, the Afrikaaner-dominated government classified the population according to four main racial groups: Black, White, Asian (mostly Indian), and Coloured. The Coloured group included people of mixed Bantu, Khoisan, and European descent (with some Malay ancestry, especially in the Western Cape). The Coloured definition occupied an intermediary political position between the Black and White definitions in South Africa. It imposed a system of legal racial segregation, a complex of laws known as apartheid.", "targets": "Who was included in the Coloured group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1acb692ae5554a06af2fc1f79fe60eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Africa, the period of colonization resulted in many unions and marriages between European men and African women from various tribes, resulting in mixed-race children. As the Europeans acquired territory and imposed rule over the Africans, they generally pushed mixed-race and Africans into second-class status. During the first half of the 20th century, the Afrikaaner-dominated government classified the population according to four main racial groups: Black, White, Asian (mostly Indian), and Coloured. The Coloured group included people of mixed Bantu, Khoisan, and European descent (with some Malay ancestry, especially in the Western Cape). The Coloured definition occupied an intermediary political position between the Black and White definitions in South Africa. It imposed a system of legal racial segregation, a complex of laws known as apartheid.", "targets": "What does apartheid mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb77be32148419e81068c14e98e9273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wide selection of serials are available from BBC Video on DVD, on sale in the United Kingdom, Australia, Canada and the United States. Every fully extant serial has been released on VHS, and BBC Worldwide continues to regularly release serials on DVD. The 2005 series is also available in its entirety on UMD for the PlayStation Portable. Eight original series serials have been released on Laserdisc and many have also been released on Betamax tape and Video 2000. One episode of Doctor Who (The Infinite Quest) was released on VCD. Only the series from 2009 onwards are available on Blu-ray, except for the 1970 story Spearhead from Space, released in July 2013. Many early releases have been re-released as special editions, with more bonus features.", "targets": "What countries are the Doctor Who DVDs available to purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb77be32148419e81068c14e98e9273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wide selection of serials are available from BBC Video on DVD, on sale in the United Kingdom, Australia, Canada and the United States. Every fully extant serial has been released on VHS, and BBC Worldwide continues to regularly release serials on DVD. The 2005 series is also available in its entirety on UMD for the PlayStation Portable. Eight original series serials have been released on Laserdisc and many have also been released on Betamax tape and Video 2000. One episode of Doctor Who (The Infinite Quest) was released on VCD. Only the series from 2009 onwards are available on Blu-ray, except for the 1970 story Spearhead from Space, released in July 2013. Many early releases have been re-released as special editions, with more bonus features.", "targets": "What shows were released on Laserdisc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb77be32148419e81068c14e98e9273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wide selection of serials are available from BBC Video on DVD, on sale in the United Kingdom, Australia, Canada and the United States. Every fully extant serial has been released on VHS, and BBC Worldwide continues to regularly release serials on DVD. The 2005 series is also available in its entirety on UMD for the PlayStation Portable. Eight original series serials have been released on Laserdisc and many have also been released on Betamax tape and Video 2000. One episode of Doctor Who (The Infinite Quest) was released on VCD. Only the series from 2009 onwards are available on Blu-ray, except for the 1970 story Spearhead from Space, released in July 2013. Many early releases have been re-released as special editions, with more bonus features.", "targets": "What is the only episode released on VCD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb77be32148419e81068c14e98e9273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wide selection of serials are available from BBC Video on DVD, on sale in the United Kingdom, Australia, Canada and the United States. Every fully extant serial has been released on VHS, and BBC Worldwide continues to regularly release serials on DVD. The 2005 series is also available in its entirety on UMD for the PlayStation Portable. Eight original series serials have been released on Laserdisc and many have also been released on Betamax tape and Video 2000. One episode of Doctor Who (The Infinite Quest) was released on VCD. Only the series from 2009 onwards are available on Blu-ray, except for the 1970 story Spearhead from Space, released in July 2013. Many early releases have been re-released as special editions, with more bonus features.", "targets": "What Doctor Who story from 1970 is available on Blu-ray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb77be32148419e81068c14e98e9273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wide selection of serials are available from BBC Video on DVD, on sale in the United Kingdom, Australia, Canada and the United States. Every fully extant serial has been released on VHS, and BBC Worldwide continues to regularly release serials on DVD. The 2005 series is also available in its entirety on UMD for the PlayStation Portable. Eight original series serials have been released on Laserdisc and many have also been released on Betamax tape and Video 2000. One episode of Doctor Who (The Infinite Quest) was released on VCD. Only the series from 2009 onwards are available on Blu-ray, except for the 1970 story Spearhead from Space, released in July 2013. Many early releases have been re-released as special editions, with more bonus features.", "targets": "What series years are available on Blu-ray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e853395b417046749bb50b985fba6d17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lossy data compression is the converse of lossless data compression. In these schemes, some loss of information is acceptable. Dropping nonessential detail from the data source can save storage space. Lossy data compression schemes are designed by research on how people perceive the data in question. For example, the human eye is more sensitive to subtle variations in luminance than it is to the variations in color. JPEG image compression works in part by rounding off nonessential bits of information. There is a corresponding trade-off between preserving information and reducing size. A number of popular compression formats exploit these perceptual differences, including those used in music files, images, and video.", "targets": "What type of data compression is the converse of lossless date data compression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e853395b417046749bb50b985fba6d17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lossy data compression is the converse of lossless data compression. In these schemes, some loss of information is acceptable. Dropping nonessential detail from the data source can save storage space. Lossy data compression schemes are designed by research on how people perceive the data in question. For example, the human eye is more sensitive to subtle variations in luminance than it is to the variations in color. JPEG image compression works in part by rounding off nonessential bits of information. There is a corresponding trade-off between preserving information and reducing size. A number of popular compression formats exploit these perceptual differences, including those used in music files, images, and video.", "targets": "What can save storage space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e853395b417046749bb50b985fba6d17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lossy data compression is the converse of lossless data compression. In these schemes, some loss of information is acceptable. Dropping nonessential detail from the data source can save storage space. Lossy data compression schemes are designed by research on how people perceive the data in question. For example, the human eye is more sensitive to subtle variations in luminance than it is to the variations in color. JPEG image compression works in part by rounding off nonessential bits of information. There is a corresponding trade-off between preserving information and reducing size. A number of popular compression formats exploit these perceptual differences, including those used in music files, images, and video.", "targets": "What helps by eliminating off nonessential bits of information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "How many songs has Kanye had that have exceeded 3 million digital sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "How many songs has Kanye sold digitally in his career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "How many of West's six albums have gone platinum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "What was Kanye's fifth consecutive number one album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "As of 2012, how many downloads have there been of \"Golddigger\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "What rank is West in total sales for the last decade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-103ccd7a9e5d4770b167b788c95ca2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's first six solo studio albums, all of which have gone platinum, have received numerous awards and critical acclaim. All of his albums have been commercially successful, with Yeezus, his sixth solo album, becoming his fifth consecutive No. 1 album in the U.S. upon release. West has had six songs exceed 3 million in digital sales as of December 2012, with \"Gold Digger\" selling 3,086,000, \"Stronger\" selling 4,402,000, \"Heartless\" selling 3,742,000, \"E.T.\" selling over 4,000,000, \"Love Lockdown\" selling over 3,000,000, and \"Niggas in Paris\" selling over 3,000,000, placing him third in overall digital sales of the past decade. He has sold over 30 million digital songs in the United States making him one of the best-selling digital artists of all-time.", "targets": "How many total digital songs has Kanye West sold in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7707e477f86949e9b99fef31e6018f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2006[update], Dell lost its lead in the PC-business to Hewlett-Packard. Both Gartner and IDC estimated that in the third quarter of 2006, HP shipped more units worldwide than Dell did. Dell's 3.6% growth paled in comparison to HP's 15% growth during the same period. The problem got worse in the fourth quarter, when Gartner estimated that Dell PC shipments declined 8.9% (versus HP's 23.9% growth). As a result, at the end of 2006 Dell's overall PC market-share stood at 13.9% (versus HP's 17.4%).", "targets": "What year did Dell lose its tech lead to Hewlett-Packard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7707e477f86949e9b99fef31e6018f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2006[update], Dell lost its lead in the PC-business to Hewlett-Packard. Both Gartner and IDC estimated that in the third quarter of 2006, HP shipped more units worldwide than Dell did. Dell's 3.6% growth paled in comparison to HP's 15% growth during the same period. The problem got worse in the fourth quarter, when Gartner estimated that Dell PC shipments declined 8.9% (versus HP's 23.9% growth). As a result, at the end of 2006 Dell's overall PC market-share stood at 13.9% (versus HP's 17.4%).", "targets": "What was HP's growth during the third quarter of 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7707e477f86949e9b99fef31e6018f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2006[update], Dell lost its lead in the PC-business to Hewlett-Packard. Both Gartner and IDC estimated that in the third quarter of 2006, HP shipped more units worldwide than Dell did. Dell's 3.6% growth paled in comparison to HP's 15% growth during the same period. The problem got worse in the fourth quarter, when Gartner estimated that Dell PC shipments declined 8.9% (versus HP's 23.9% growth). As a result, at the end of 2006 Dell's overall PC market-share stood at 13.9% (versus HP's 17.4%).", "targets": "What was the rate of decline that Dell experienced in PC shipments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7707e477f86949e9b99fef31e6018f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 2006[update], Dell lost its lead in the PC-business to Hewlett-Packard. Both Gartner and IDC estimated that in the third quarter of 2006, HP shipped more units worldwide than Dell did. Dell's 3.6% growth paled in comparison to HP's 15% growth during the same period. The problem got worse in the fourth quarter, when Gartner estimated that Dell PC shipments declined 8.9% (versus HP's 23.9% growth). As a result, at the end of 2006 Dell's overall PC market-share stood at 13.9% (versus HP's 17.4%).", "targets": "What was Dell's market share at the end of 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7e2ba5c1cc481bb5973bbf728a41dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, after a three-year trial of daylight saving in Queensland, Australia, a referendum on daylight saving was held and defeated with a 54.5% 'no' vote \u2013 with regional and rural areas strongly opposed, while those in the metropolitan south-east were in favor. In 2005, the Sporting Goods Manufacturers Association and the National Association of Convenience Stores successfully lobbied for the 2007 extension to US DST. In December 2008, the Daylight Saving for South East Queensland (DS4SEQ) political party was officially registered in Queensland, advocating the implementation of a dual-time zone arrangement for Daylight Saving in South East Queensland while the rest of the state maintains standard time. DS4SEQ contested the March 2009 Queensland State election with 32 candidates and received one percent of the statewide primary vote, equating to around 2.5% across the 32 electorates contested. After a three-year trial, more than 55% of Western Australians voted against DST in 2009, with rural areas strongly opposed. On 14 April 2010, after being approached by the DS4SEQ political party, Queensland Independent member Peter Wellington, introduced the Daylight Saving for South East Queensland Referendum Bill 2010 into Queensland Parliament, calling for a referendum to be held at the next State election on the introduction of daylight saving into South East Queensland under a dual-time zone arrangement. The Bill was defeated in Queensland Parliament on 15 June 2011.", "targets": "What percentage of Queensland voted against the daylight saving referendum in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7e2ba5c1cc481bb5973bbf728a41dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, after a three-year trial of daylight saving in Queensland, Australia, a referendum on daylight saving was held and defeated with a 54.5% 'no' vote \u2013 with regional and rural areas strongly opposed, while those in the metropolitan south-east were in favor. In 2005, the Sporting Goods Manufacturers Association and the National Association of Convenience Stores successfully lobbied for the 2007 extension to US DST. In December 2008, the Daylight Saving for South East Queensland (DS4SEQ) political party was officially registered in Queensland, advocating the implementation of a dual-time zone arrangement for Daylight Saving in South East Queensland while the rest of the state maintains standard time. DS4SEQ contested the March 2009 Queensland State election with 32 candidates and received one percent of the statewide primary vote, equating to around 2.5% across the 32 electorates contested. After a three-year trial, more than 55% of Western Australians voted against DST in 2009, with rural areas strongly opposed. On 14 April 2010, after being approached by the DS4SEQ political party, Queensland Independent member Peter Wellington, introduced the Daylight Saving for South East Queensland Referendum Bill 2010 into Queensland Parliament, calling for a referendum to be held at the next State election on the introduction of daylight saving into South East Queensland under a dual-time zone arrangement. The Bill was defeated in Queensland Parliament on 15 June 2011.", "targets": "What was the name of Queensland's political party set up solely to support their particular DST arrangement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7e2ba5c1cc481bb5973bbf728a41dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, after a three-year trial of daylight saving in Queensland, Australia, a referendum on daylight saving was held and defeated with a 54.5% 'no' vote \u2013 with regional and rural areas strongly opposed, while those in the metropolitan south-east were in favor. In 2005, the Sporting Goods Manufacturers Association and the National Association of Convenience Stores successfully lobbied for the 2007 extension to US DST. In December 2008, the Daylight Saving for South East Queensland (DS4SEQ) political party was officially registered in Queensland, advocating the implementation of a dual-time zone arrangement for Daylight Saving in South East Queensland while the rest of the state maintains standard time. DS4SEQ contested the March 2009 Queensland State election with 32 candidates and received one percent of the statewide primary vote, equating to around 2.5% across the 32 electorates contested. After a three-year trial, more than 55% of Western Australians voted against DST in 2009, with rural areas strongly opposed. On 14 April 2010, after being approached by the DS4SEQ political party, Queensland Independent member Peter Wellington, introduced the Daylight Saving for South East Queensland Referendum Bill 2010 into Queensland Parliament, calling for a referendum to be held at the next State election on the introduction of daylight saving into South East Queensland under a dual-time zone arrangement. The Bill was defeated in Queensland Parliament on 15 June 2011.", "targets": "In Australia, were rural or urban areas generally more strongly opposed to DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7e2ba5c1cc481bb5973bbf728a41dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, after a three-year trial of daylight saving in Queensland, Australia, a referendum on daylight saving was held and defeated with a 54.5% 'no' vote \u2013 with regional and rural areas strongly opposed, while those in the metropolitan south-east were in favor. In 2005, the Sporting Goods Manufacturers Association and the National Association of Convenience Stores successfully lobbied for the 2007 extension to US DST. In December 2008, the Daylight Saving for South East Queensland (DS4SEQ) political party was officially registered in Queensland, advocating the implementation of a dual-time zone arrangement for Daylight Saving in South East Queensland while the rest of the state maintains standard time. DS4SEQ contested the March 2009 Queensland State election with 32 candidates and received one percent of the statewide primary vote, equating to around 2.5% across the 32 electorates contested. After a three-year trial, more than 55% of Western Australians voted against DST in 2009, with rural areas strongly opposed. On 14 April 2010, after being approached by the DS4SEQ political party, Queensland Independent member Peter Wellington, introduced the Daylight Saving for South East Queensland Referendum Bill 2010 into Queensland Parliament, calling for a referendum to be held at the next State election on the introduction of daylight saving into South East Queensland under a dual-time zone arrangement. The Bill was defeated in Queensland Parliament on 15 June 2011.", "targets": "What member of Queensland Parliament was responsible for finally bringing the DST for South East Queensland referendum to a vote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db842f77d2434e5588ae93d0bc2dc1f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A distinction can be made between emotional episodes and emotional dispositions. Emotional dispositions are also comparable to character traits, where someone may be said to be generally disposed to experience certain emotions. For example, an irritable person is generally disposed to feel irritation more easily or quickly than others do. Finally, some theorists place emotions within a more general category of \"affective states\" where affective states can also include emotion-related phenomena such as pleasure and pain, motivational states (for example, hunger or curiosity), moods, dispositions and traits.", "targets": "What are emotional episodes defined in contrast to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db842f77d2434e5588ae93d0bc2dc1f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A distinction can be made between emotional episodes and emotional dispositions. Emotional dispositions are also comparable to character traits, where someone may be said to be generally disposed to experience certain emotions. For example, an irritable person is generally disposed to feel irritation more easily or quickly than others do. Finally, some theorists place emotions within a more general category of \"affective states\" where affective states can also include emotion-related phenomena such as pleasure and pain, motivational states (for example, hunger or curiosity), moods, dispositions and traits.", "targets": "What other traits are emotional dispositions similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db842f77d2434e5588ae93d0bc2dc1f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A distinction can be made between emotional episodes and emotional dispositions. Emotional dispositions are also comparable to character traits, where someone may be said to be generally disposed to experience certain emotions. For example, an irritable person is generally disposed to feel irritation more easily or quickly than others do. Finally, some theorists place emotions within a more general category of \"affective states\" where affective states can also include emotion-related phenomena such as pleasure and pain, motivational states (for example, hunger or curiosity), moods, dispositions and traits.", "targets": "What category is defined to contain pleasure, pain, motivation, moods and dispositions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-583bf0cdab014692b87a6955b3fe02e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, GE announced the launch of a program called \"Ecomagination,\" intended, in the words of CEO Jeff Immelt \"to develop tomorrow's solutions such as solar energy, hybrid locomotives, fuel cells, lower-emission aircraft engines, lighter and stronger durable materials, efficient lighting, and water purification technology\". The announcement prompted an op-ed piece in The New York Times to observe that, \"while General Electric's increased emphasis on clean technology will probably result in improved products and benefit its bottom line, Mr. Immelt's credibility as a spokesman on national environmental policy is fatally flawed because of his company's intransigence in cleaning up its own toxic legacy.\"", "targets": "When did GE announce its Ecoimagination program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-583bf0cdab014692b87a6955b3fe02e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, GE announced the launch of a program called \"Ecomagination,\" intended, in the words of CEO Jeff Immelt \"to develop tomorrow's solutions such as solar energy, hybrid locomotives, fuel cells, lower-emission aircraft engines, lighter and stronger durable materials, efficient lighting, and water purification technology\". The announcement prompted an op-ed piece in The New York Times to observe that, \"while General Electric's increased emphasis on clean technology will probably result in improved products and benefit its bottom line, Mr. Immelt's credibility as a spokesman on national environmental policy is fatally flawed because of his company's intransigence in cleaning up its own toxic legacy.\"", "targets": "Who was the CEO of GE when it announced its Ecoimagination program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-583bf0cdab014692b87a6955b3fe02e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, GE announced the launch of a program called \"Ecomagination,\" intended, in the words of CEO Jeff Immelt \"to develop tomorrow's solutions such as solar energy, hybrid locomotives, fuel cells, lower-emission aircraft engines, lighter and stronger durable materials, efficient lighting, and water purification technology\". The announcement prompted an op-ed piece in The New York Times to observe that, \"while General Electric's increased emphasis on clean technology will probably result in improved products and benefit its bottom line, Mr. Immelt's credibility as a spokesman on national environmental policy is fatally flawed because of his company's intransigence in cleaning up its own toxic legacy.\"", "targets": "What type of technology related to water was to be developed under the Ecoimagination program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-583bf0cdab014692b87a6955b3fe02e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, GE announced the launch of a program called \"Ecomagination,\" intended, in the words of CEO Jeff Immelt \"to develop tomorrow's solutions such as solar energy, hybrid locomotives, fuel cells, lower-emission aircraft engines, lighter and stronger durable materials, efficient lighting, and water purification technology\". The announcement prompted an op-ed piece in The New York Times to observe that, \"while General Electric's increased emphasis on clean technology will probably result in improved products and benefit its bottom line, Mr. Immelt's credibility as a spokesman on national environmental policy is fatally flawed because of his company's intransigence in cleaning up its own toxic legacy.\"", "targets": "Which newspaper printed an op-ed piece that questioned Immelt's credibility as a spokesman on environmental policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-583bf0cdab014692b87a6955b3fe02e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, GE announced the launch of a program called \"Ecomagination,\" intended, in the words of CEO Jeff Immelt \"to develop tomorrow's solutions such as solar energy, hybrid locomotives, fuel cells, lower-emission aircraft engines, lighter and stronger durable materials, efficient lighting, and water purification technology\". The announcement prompted an op-ed piece in The New York Times to observe that, \"while General Electric's increased emphasis on clean technology will probably result in improved products and benefit its bottom line, Mr. Immelt's credibility as a spokesman on national environmental policy is fatally flawed because of his company's intransigence in cleaning up its own toxic legacy.\"", "targets": "What type of locomotive technology was to be developed by GE under its Ecoimagination program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cbff2deb70b4300b5dd40d3f02d41e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many ancient civilizations alloyed metals for purely aesthetic purposes. In ancient Egypt and Mycenae, gold was often alloyed with copper to produce red-gold, or iron to produce a bright burgundy-gold. Gold was often found alloyed with silver or other metals to produce various types of colored gold. These metals were also used to strengthen each other, for more practical purposes. Copper was often added to silver to make sterling silver, increasing its strength for use in dishes, silverware, and other practical items. Quite often, precious metals were alloyed with less valuable substances as a means to deceive buyers. Around 250 BC, Archimedes was commissioned by the king to find a way to check the purity of the gold in a crown, leading to the famous bath-house shouting of \"Eureka!\" upon the discovery of Archimedes' principle.", "targets": "Ancient civilizations often alloyed metals for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cbff2deb70b4300b5dd40d3f02d41e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many ancient civilizations alloyed metals for purely aesthetic purposes. In ancient Egypt and Mycenae, gold was often alloyed with copper to produce red-gold, or iron to produce a bright burgundy-gold. Gold was often found alloyed with silver or other metals to produce various types of colored gold. These metals were also used to strengthen each other, for more practical purposes. Copper was often added to silver to make sterling silver, increasing its strength for use in dishes, silverware, and other practical items. Quite often, precious metals were alloyed with less valuable substances as a means to deceive buyers. Around 250 BC, Archimedes was commissioned by the king to find a way to check the purity of the gold in a crown, leading to the famous bath-house shouting of \"Eureka!\" upon the discovery of Archimedes' principle.", "targets": "Red gold is made by combining gold with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cbff2deb70b4300b5dd40d3f02d41e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many ancient civilizations alloyed metals for purely aesthetic purposes. In ancient Egypt and Mycenae, gold was often alloyed with copper to produce red-gold, or iron to produce a bright burgundy-gold. Gold was often found alloyed with silver or other metals to produce various types of colored gold. These metals were also used to strengthen each other, for more practical purposes. Copper was often added to silver to make sterling silver, increasing its strength for use in dishes, silverware, and other practical items. Quite often, precious metals were alloyed with less valuable substances as a means to deceive buyers. Around 250 BC, Archimedes was commissioned by the king to find a way to check the purity of the gold in a crown, leading to the famous bath-house shouting of \"Eureka!\" upon the discovery of Archimedes' principle.", "targets": " Around what time was the Archimedes' principle discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cbff2deb70b4300b5dd40d3f02d41e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many ancient civilizations alloyed metals for purely aesthetic purposes. In ancient Egypt and Mycenae, gold was often alloyed with copper to produce red-gold, or iron to produce a bright burgundy-gold. Gold was often found alloyed with silver or other metals to produce various types of colored gold. These metals were also used to strengthen each other, for more practical purposes. Copper was often added to silver to make sterling silver, increasing its strength for use in dishes, silverware, and other practical items. Quite often, precious metals were alloyed with less valuable substances as a means to deceive buyers. Around 250 BC, Archimedes was commissioned by the king to find a way to check the purity of the gold in a crown, leading to the famous bath-house shouting of \"Eureka!\" upon the discovery of Archimedes' principle.", "targets": "Who shouted \"Eureka!\" while checking the purity of a crown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cbff2deb70b4300b5dd40d3f02d41e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many ancient civilizations alloyed metals for purely aesthetic purposes. In ancient Egypt and Mycenae, gold was often alloyed with copper to produce red-gold, or iron to produce a bright burgundy-gold. Gold was often found alloyed with silver or other metals to produce various types of colored gold. These metals were also used to strengthen each other, for more practical purposes. Copper was often added to silver to make sterling silver, increasing its strength for use in dishes, silverware, and other practical items. Quite often, precious metals were alloyed with less valuable substances as a means to deceive buyers. Around 250 BC, Archimedes was commissioned by the king to find a way to check the purity of the gold in a crown, leading to the famous bath-house shouting of \"Eureka!\" upon the discovery of Archimedes' principle.", "targets": "Buyers were often deceived when precious metals were mixed with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-269012850340407fa23bd6775c211da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The film library of Turner Entertainment would serve as the base form of programming for TCM upon the network's launch. Before the creation of Turner Classic Movies, films from Turner's library of movies aired on the Turner Broadcasting System's advertiser-supported cable network TNT \u2013 along with colorized versions of black-and-white classics such as The Maltese Falcon. After the library was acquired, MGM/UA signed a deal with Turner to continue distributing the pre-May 1986 MGM and to begin distributing the pre-1950 Warner Bros. film libraries for video release (the rest of the library went to Turner Home Entertainment).", "targets": "On what network did Turner Entertainment's film library air prior to the creation of TCM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-269012850340407fa23bd6775c211da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The film library of Turner Entertainment would serve as the base form of programming for TCM upon the network's launch. Before the creation of Turner Classic Movies, films from Turner's library of movies aired on the Turner Broadcasting System's advertiser-supported cable network TNT \u2013 along with colorized versions of black-and-white classics such as The Maltese Falcon. After the library was acquired, MGM/UA signed a deal with Turner to continue distributing the pre-May 1986 MGM and to begin distributing the pre-1950 Warner Bros. film libraries for video release (the rest of the library went to Turner Home Entertainment).", "targets": "What was a notable film that Turner colorized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-269012850340407fa23bd6775c211da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The film library of Turner Entertainment would serve as the base form of programming for TCM upon the network's launch. Before the creation of Turner Classic Movies, films from Turner's library of movies aired on the Turner Broadcasting System's advertiser-supported cable network TNT \u2013 along with colorized versions of black-and-white classics such as The Maltese Falcon. After the library was acquired, MGM/UA signed a deal with Turner to continue distributing the pre-May 1986 MGM and to begin distributing the pre-1950 Warner Bros. film libraries for video release (the rest of the library went to Turner Home Entertainment).", "targets": "Who did Turner ink a deal with to distribute Warner Bros. films from before 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-269012850340407fa23bd6775c211da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The film library of Turner Entertainment would serve as the base form of programming for TCM upon the network's launch. Before the creation of Turner Classic Movies, films from Turner's library of movies aired on the Turner Broadcasting System's advertiser-supported cable network TNT \u2013 along with colorized versions of black-and-white classics such as The Maltese Falcon. After the library was acquired, MGM/UA signed a deal with Turner to continue distributing the pre-May 1986 MGM and to begin distributing the pre-1950 Warner Bros. film libraries for video release (the rest of the library went to Turner Home Entertainment).", "targets": "The MGM/UA-Turner deal concerned MGM films released prior to what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b11b27260eff45ccad359feff3673f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest number of surviving Gothic buildings are churches. These range from tiny chapels to large cathedrals, and although many have been extended and altered in different styles, a large number remain either substantially intact or sympathetically restored, demonstrating the form, character and decoration of Gothic architecture. The Gothic style is most particularly associated with the great cathedrals of Northern France, the Low Countries, England and Spain, with other fine examples occurring across Europe.", "targets": "What is one region with which the Gothic style is distinctly connected with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b11b27260eff45ccad359feff3673f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest number of surviving Gothic buildings are churches. These range from tiny chapels to large cathedrals, and although many have been extended and altered in different styles, a large number remain either substantially intact or sympathetically restored, demonstrating the form, character and decoration of Gothic architecture. The Gothic style is most particularly associated with the great cathedrals of Northern France, the Low Countries, England and Spain, with other fine examples occurring across Europe.", "targets": "What is another region with which the Gothic style is distinctly connected with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b11b27260eff45ccad359feff3673f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest number of surviving Gothic buildings are churches. These range from tiny chapels to large cathedrals, and although many have been extended and altered in different styles, a large number remain either substantially intact or sympathetically restored, demonstrating the form, character and decoration of Gothic architecture. The Gothic style is most particularly associated with the great cathedrals of Northern France, the Low Countries, England and Spain, with other fine examples occurring across Europe.", "targets": "What type of structures remaining today have the largest amount of examples of the Gothic style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b11b27260eff45ccad359feff3673f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest number of surviving Gothic buildings are churches. These range from tiny chapels to large cathedrals, and although many have been extended and altered in different styles, a large number remain either substantially intact or sympathetically restored, demonstrating the form, character and decoration of Gothic architecture. The Gothic style is most particularly associated with the great cathedrals of Northern France, the Low Countries, England and Spain, with other fine examples occurring across Europe.", "targets": "What is one country with which the Gothic style is distinctly connected with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b11b27260eff45ccad359feff3673f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest number of surviving Gothic buildings are churches. These range from tiny chapels to large cathedrals, and although many have been extended and altered in different styles, a large number remain either substantially intact or sympathetically restored, demonstrating the form, character and decoration of Gothic architecture. The Gothic style is most particularly associated with the great cathedrals of Northern France, the Low Countries, England and Spain, with other fine examples occurring across Europe.", "targets": "What is another country with which the Gothic style is distinctly connected with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "In addition to Yale Reparatory Theatre, what are two additional major theatre houses located in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "What is the name of the student-run group at Yale University provides theatrical productions in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "What New Haven performance venue is hosted by Southern Connecticut State University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "What was the original name of the College Street Music Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "In what year did the newly renovated College Street Music Hall reopen? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "What theater sits on Yale's campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "The Southern Connecticut State University has it own theater as while, it's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "What theater is currently under renovation in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "What school in New Haven is known for it's theater being used by both students and church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d75253c0a704464ab08e9e9a4b3083dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosts numerous theatres and production houses, including the Yale Repertory Theatre, the Long Wharf Theatre, and the Shubert Theatre. There is also theatre activity from the Yale School of Drama, which works through the Yale University Theatre and the student-run Yale Cabaret. Southern Connecticut State University hosts the Lyman Center for the Performing Arts. The shuttered Palace Theatre (opposite the Shubert Theatre) is being renovated and will reopen as the College Street Music Hall in May, 2015. Smaller theatres include the Little Theater on Lincoln Street. Cooperative Arts and Humanities High School also boasts a state-of-the-art theatre on College Street. The theatre is used for student productions as well as the home to weekly services to a local non-denominational church, the City Church New Haven.", "targets": "Yale also has a theater managed by its' own student, then name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69115b554b454bd0b3e782f242ea4526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One elector in Minnesota cast a ballot for president with the name of \"John Ewards\"  [sic] written on it. The Electoral College officials certified this ballot as a vote for John Edwards for president. The remaining nine electors cast ballots for John Kerry. All ten electors in the state cast ballots for John Edwards for vice president (John Edwards's name was spelled correctly on all ballots for vice president). This was the first time in U.S. history that an elector had cast a vote for the same person to be both president and vice president; another faithless elector in the 1800 election had voted twice for Aaron Burr, but under that electoral system only votes for the president's position were cast, with the runner-up in the Electoral College becoming vice president (and the second vote for Burr was discounted and re-assigned to Thomas Jefferson in any event, as it violated Electoral College rules).", "targets": "Who received a certified ballot from the Electoral College, despite his name being spelled incorrectly on the ballot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69115b554b454bd0b3e782f242ea4526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One elector in Minnesota cast a ballot for president with the name of \"John Ewards\"  [sic] written on it. The Electoral College officials certified this ballot as a vote for John Edwards for president. The remaining nine electors cast ballots for John Kerry. All ten electors in the state cast ballots for John Edwards for vice president (John Edwards's name was spelled correctly on all ballots for vice president). This was the first time in U.S. history that an elector had cast a vote for the same person to be both president and vice president; another faithless elector in the 1800 election had voted twice for Aaron Burr, but under that electoral system only votes for the president's position were cast, with the runner-up in the Electoral College becoming vice president (and the second vote for Burr was discounted and re-assigned to Thomas Jefferson in any event, as it violated Electoral College rules).", "targets": "Had there ever been a time where an elector voted for the same candidate to be both president and vice president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69115b554b454bd0b3e782f242ea4526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One elector in Minnesota cast a ballot for president with the name of \"John Ewards\"  [sic] written on it. The Electoral College officials certified this ballot as a vote for John Edwards for president. The remaining nine electors cast ballots for John Kerry. All ten electors in the state cast ballots for John Edwards for vice president (John Edwards's name was spelled correctly on all ballots for vice president). This was the first time in U.S. history that an elector had cast a vote for the same person to be both president and vice president; another faithless elector in the 1800 election had voted twice for Aaron Burr, but under that electoral system only votes for the president's position were cast, with the runner-up in the Electoral College becoming vice president (and the second vote for Burr was discounted and re-assigned to Thomas Jefferson in any event, as it violated Electoral College rules).", "targets": "Which candidate won the unanimous vote for vice presidency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69115b554b454bd0b3e782f242ea4526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One elector in Minnesota cast a ballot for president with the name of \"John Ewards\"  [sic] written on it. The Electoral College officials certified this ballot as a vote for John Edwards for president. The remaining nine electors cast ballots for John Kerry. All ten electors in the state cast ballots for John Edwards for vice president (John Edwards's name was spelled correctly on all ballots for vice president). This was the first time in U.S. history that an elector had cast a vote for the same person to be both president and vice president; another faithless elector in the 1800 election had voted twice for Aaron Burr, but under that electoral system only votes for the president's position were cast, with the runner-up in the Electoral College becoming vice president (and the second vote for Burr was discounted and re-assigned to Thomas Jefferson in any event, as it violated Electoral College rules).", "targets": "What is different in comparison between the 1800 electoral system and the system in place in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69115b554b454bd0b3e782f242ea4526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One elector in Minnesota cast a ballot for president with the name of \"John Ewards\"  [sic] written on it. The Electoral College officials certified this ballot as a vote for John Edwards for president. The remaining nine electors cast ballots for John Kerry. All ten electors in the state cast ballots for John Edwards for vice president (John Edwards's name was spelled correctly on all ballots for vice president). This was the first time in U.S. history that an elector had cast a vote for the same person to be both president and vice president; another faithless elector in the 1800 election had voted twice for Aaron Burr, but under that electoral system only votes for the president's position were cast, with the runner-up in the Electoral College becoming vice president (and the second vote for Burr was discounted and re-assigned to Thomas Jefferson in any event, as it violated Electoral College rules).", "targets": "In the 1800 election, why did Thomas Jefferson get the second vote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a985ff27304784bef15dceca2dd6d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third war of the Diadochi broke out because of the growing power and ambition of Antigonus. He began removing and appointing satraps as if he were king and also raided the royal treasuries in Ectabana, Persepolis and Susa, making off with 25,000 talents. Seleucus was forced to flee to Egypt and Antigonus was soon at war with Ptolemy, Lysimachus, and Cassander. He then invaded Phoenicia, laid siege to Tyre, stormed Gaza and began building a fleet. Ptolemy invaded Syria and defeated Antigonus' son, Demetrius Poliorcetes, in the Battle of Gaza of 312 BC which allowed Seleucus to secure control of Babylonia, and the eastern satrapies. In 310, Cassander had young King Alexander IV and his mother Roxane murdered, ending the Argead Dynasty which had ruled Macedon for several centuries.", "targets": "How many talents did Diadochi steal from Ectabana, Persepolis and Susa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a985ff27304784bef15dceca2dd6d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third war of the Diadochi broke out because of the growing power and ambition of Antigonus. He began removing and appointing satraps as if he were king and also raided the royal treasuries in Ectabana, Persepolis and Susa, making off with 25,000 talents. Seleucus was forced to flee to Egypt and Antigonus was soon at war with Ptolemy, Lysimachus, and Cassander. He then invaded Phoenicia, laid siege to Tyre, stormed Gaza and began building a fleet. Ptolemy invaded Syria and defeated Antigonus' son, Demetrius Poliorcetes, in the Battle of Gaza of 312 BC which allowed Seleucus to secure control of Babylonia, and the eastern satrapies. In 310, Cassander had young King Alexander IV and his mother Roxane murdered, ending the Argead Dynasty which had ruled Macedon for several centuries.", "targets": "Who defeated Demetrius Poliorcetes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a985ff27304784bef15dceca2dd6d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third war of the Diadochi broke out because of the growing power and ambition of Antigonus. He began removing and appointing satraps as if he were king and also raided the royal treasuries in Ectabana, Persepolis and Susa, making off with 25,000 talents. Seleucus was forced to flee to Egypt and Antigonus was soon at war with Ptolemy, Lysimachus, and Cassander. He then invaded Phoenicia, laid siege to Tyre, stormed Gaza and began building a fleet. Ptolemy invaded Syria and defeated Antigonus' son, Demetrius Poliorcetes, in the Battle of Gaza of 312 BC which allowed Seleucus to secure control of Babylonia, and the eastern satrapies. In 310, Cassander had young King Alexander IV and his mother Roxane murdered, ending the Argead Dynasty which had ruled Macedon for several centuries.", "targets": "When was the Battle of Gaza?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a985ff27304784bef15dceca2dd6d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third war of the Diadochi broke out because of the growing power and ambition of Antigonus. He began removing and appointing satraps as if he were king and also raided the royal treasuries in Ectabana, Persepolis and Susa, making off with 25,000 talents. Seleucus was forced to flee to Egypt and Antigonus was soon at war with Ptolemy, Lysimachus, and Cassander. He then invaded Phoenicia, laid siege to Tyre, stormed Gaza and began building a fleet. Ptolemy invaded Syria and defeated Antigonus' son, Demetrius Poliorcetes, in the Battle of Gaza of 312 BC which allowed Seleucus to secure control of Babylonia, and the eastern satrapies. In 310, Cassander had young King Alexander IV and his mother Roxane murdered, ending the Argead Dynasty which had ruled Macedon for several centuries.", "targets": "Who ordered the death of King Alexander IV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a985ff27304784bef15dceca2dd6d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third war of the Diadochi broke out because of the growing power and ambition of Antigonus. He began removing and appointing satraps as if he were king and also raided the royal treasuries in Ectabana, Persepolis and Susa, making off with 25,000 talents. Seleucus was forced to flee to Egypt and Antigonus was soon at war with Ptolemy, Lysimachus, and Cassander. He then invaded Phoenicia, laid siege to Tyre, stormed Gaza and began building a fleet. Ptolemy invaded Syria and defeated Antigonus' son, Demetrius Poliorcetes, in the Battle of Gaza of 312 BC which allowed Seleucus to secure control of Babylonia, and the eastern satrapies. In 310, Cassander had young King Alexander IV and his mother Roxane murdered, ending the Argead Dynasty which had ruled Macedon for several centuries.", "targets": "What year did the Argead Dynasty end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "What emperor forced the Germanic tribes to the east side of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "In what did Emperor Augustus order the conquest of the Germans? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "The Romans suffered a horrible defeat in there conquest of the Germans in what battle? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "Roman's adoption of what religion would greatly influence the German society? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "Through what act would Roman and German customs become intertwine? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "Which Roman emperor ordered the conquest of the Germans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "What religion did Germans adopt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d875f09e4044f6a34e38716a75d39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conflict between the Germanic tribes and the forces of Rome under Julius Caesar forced major Germanic tribes to retreat to the east bank of the Rhine. Roman emperor Augustus in 12 BC ordered the conquest of the Germans, but the catastrophic Roman defeat at the Battle of the Teutoburg Forest resulted in the Roman Empire abandoning its plans to completely conquer Germany. Germanic peoples in Roman territory were culturally Romanized, and although much of Germany remained free of direct Roman rule, Rome deeply influenced the development of German society, especially the adoption of Christianity by the Germans who obtained it from the Romans. In Roman-held territories with Germanic populations, the Germanic and Roman peoples intermarried, and Roman, Germanic, and Christian traditions intermingled. The adoption of Christianity would later become a major influence in the development of a common German identity.", "targets": "What battle did Germans defeat the Romans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b3a44e88274eb1a1f14b8052f6efe4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first demonstrations of the ability for telecommunications to help sign language users communicate with each other occurred when AT&T's videophone (trademarked as the \"Picturephone\") was introduced to the public at the 1964 New York World's Fair \u2013two deaf users were able to communicate freely with each other between the fair and another city. Various universities and other organizations, including British Telecom's Martlesham facility, have also conducted extensive research on signing via videotelephony. The use of sign language via videotelephony was hampered for many years due to the difficulty of its use over slow analogue copper phone lines, coupled with the high cost of better quality ISDN (data) phone lines. Those factors largely disappeared with the introduction of more efficient video codecs and the advent of lower cost high-speed ISDN data and IP (Internet) services in the 1990s.", "targets": "What company introduced the first device to help deaf people communicate through telecommunications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b3a44e88274eb1a1f14b8052f6efe4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first demonstrations of the ability for telecommunications to help sign language users communicate with each other occurred when AT&T's videophone (trademarked as the \"Picturephone\") was introduced to the public at the 1964 New York World's Fair \u2013two deaf users were able to communicate freely with each other between the fair and another city. Various universities and other organizations, including British Telecom's Martlesham facility, have also conducted extensive research on signing via videotelephony. The use of sign language via videotelephony was hampered for many years due to the difficulty of its use over slow analogue copper phone lines, coupled with the high cost of better quality ISDN (data) phone lines. Those factors largely disappeared with the introduction of more efficient video codecs and the advent of lower cost high-speed ISDN data and IP (Internet) services in the 1990s.", "targets": "What was the name of AT&T's videophone device?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b3a44e88274eb1a1f14b8052f6efe4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first demonstrations of the ability for telecommunications to help sign language users communicate with each other occurred when AT&T's videophone (trademarked as the \"Picturephone\") was introduced to the public at the 1964 New York World's Fair \u2013two deaf users were able to communicate freely with each other between the fair and another city. Various universities and other organizations, including British Telecom's Martlesham facility, have also conducted extensive research on signing via videotelephony. The use of sign language via videotelephony was hampered for many years due to the difficulty of its use over slow analogue copper phone lines, coupled with the high cost of better quality ISDN (data) phone lines. Those factors largely disappeared with the introduction of more efficient video codecs and the advent of lower cost high-speed ISDN data and IP (Internet) services in the 1990s.", "targets": "In what year was AT&T's \"Picturephone\" device introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b3a44e88274eb1a1f14b8052f6efe4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first demonstrations of the ability for telecommunications to help sign language users communicate with each other occurred when AT&T's videophone (trademarked as the \"Picturephone\") was introduced to the public at the 1964 New York World's Fair \u2013two deaf users were able to communicate freely with each other between the fair and another city. Various universities and other organizations, including British Telecom's Martlesham facility, have also conducted extensive research on signing via videotelephony. The use of sign language via videotelephony was hampered for many years due to the difficulty of its use over slow analogue copper phone lines, coupled with the high cost of better quality ISDN (data) phone lines. Those factors largely disappeared with the introduction of more efficient video codecs and the advent of lower cost high-speed ISDN data and IP (Internet) services in the 1990s.", "targets": "Where was AT&T's \"Picturephone\" device unveiled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b3a44e88274eb1a1f14b8052f6efe4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first demonstrations of the ability for telecommunications to help sign language users communicate with each other occurred when AT&T's videophone (trademarked as the \"Picturephone\") was introduced to the public at the 1964 New York World's Fair \u2013two deaf users were able to communicate freely with each other between the fair and another city. Various universities and other organizations, including British Telecom's Martlesham facility, have also conducted extensive research on signing via videotelephony. The use of sign language via videotelephony was hampered for many years due to the difficulty of its use over slow analogue copper phone lines, coupled with the high cost of better quality ISDN (data) phone lines. Those factors largely disappeared with the introduction of more efficient video codecs and the advent of lower cost high-speed ISDN data and IP (Internet) services in the 1990s.", "targets": "In what decade were more efficient ways of using sign language via video-telephony developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f54844428a4049a4b6ca5a3c14fb7cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sony officially unveiled PlayStation 3 (then marketed as PLAYSTATION 3) to the public on May 16, 2005, at E3 2005, along with a 'boomerang' shaped prototype design of the Sixaxis controller. A functional version of the system was not present there, nor at the Tokyo Game Show in September 2005, although demonstrations (such as Metal Gear Solid 4: Guns of the Patriots) were held at both events on software development kits and comparable personal computer hardware. Video footage based on the predicted PlayStation 3 specifications was also shown (notably a Final Fantasy VII tech demo).", "targets": "What shape was the Sixaxis prototype in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f54844428a4049a4b6ca5a3c14fb7cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sony officially unveiled PlayStation 3 (then marketed as PLAYSTATION 3) to the public on May 16, 2005, at E3 2005, along with a 'boomerang' shaped prototype design of the Sixaxis controller. A functional version of the system was not present there, nor at the Tokyo Game Show in September 2005, although demonstrations (such as Metal Gear Solid 4: Guns of the Patriots) were held at both events on software development kits and comparable personal computer hardware. Video footage based on the predicted PlayStation 3 specifications was also shown (notably a Final Fantasy VII tech demo).", "targets": "What event did Sony choose for the PS3 unveiling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f54844428a4049a4b6ca5a3c14fb7cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sony officially unveiled PlayStation 3 (then marketed as PLAYSTATION 3) to the public on May 16, 2005, at E3 2005, along with a 'boomerang' shaped prototype design of the Sixaxis controller. A functional version of the system was not present there, nor at the Tokyo Game Show in September 2005, although demonstrations (such as Metal Gear Solid 4: Guns of the Patriots) were held at both events on software development kits and comparable personal computer hardware. Video footage based on the predicted PlayStation 3 specifications was also shown (notably a Final Fantasy VII tech demo).", "targets": "What popular game was demoed in a video at the game shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f54844428a4049a4b6ca5a3c14fb7cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sony officially unveiled PlayStation 3 (then marketed as PLAYSTATION 3) to the public on May 16, 2005, at E3 2005, along with a 'boomerang' shaped prototype design of the Sixaxis controller. A functional version of the system was not present there, nor at the Tokyo Game Show in September 2005, although demonstrations (such as Metal Gear Solid 4: Guns of the Patriots) were held at both events on software development kits and comparable personal computer hardware. Video footage based on the predicted PlayStation 3 specifications was also shown (notably a Final Fantasy VII tech demo).", "targets": "What event did Sony take the PlayStation 3 to four months after E3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f54844428a4049a4b6ca5a3c14fb7cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sony officially unveiled PlayStation 3 (then marketed as PLAYSTATION 3) to the public on May 16, 2005, at E3 2005, along with a 'boomerang' shaped prototype design of the Sixaxis controller. A functional version of the system was not present there, nor at the Tokyo Game Show in September 2005, although demonstrations (such as Metal Gear Solid 4: Guns of the Patriots) were held at both events on software development kits and comparable personal computer hardware. Video footage based on the predicted PlayStation 3 specifications was also shown (notably a Final Fantasy VII tech demo).", "targets": "What was one game Sony debuted on a modified PC so gamers could get a look?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f14484281541efb46718e7ae439c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "3 kV DC is used in Belgium, Italy, Spain, Poland, the northern Czech Republic, Slovakia, Slovenia, South Africa, Chile, and former Soviet Union countries (also using 25 kV 50 Hz AC). It was formerly used by the Milwaukee Road from Harlowton, Montana to Seattle-Tacoma, across the Continental Divide and including extensive branch and loop lines in Montana, and by the Delaware, Lackawanna & Western Railroad (now New Jersey Transit, converted to 25 kV AC) in the United States, and the Kolkata suburban railway (Bardhaman Main Line) in India, before it was converted to 25 kV 50 Hz AC.", "targets": "What voltage is being used in railway system of South Africa and Chile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f14484281541efb46718e7ae439c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "3 kV DC is used in Belgium, Italy, Spain, Poland, the northern Czech Republic, Slovakia, Slovenia, South Africa, Chile, and former Soviet Union countries (also using 25 kV 50 Hz AC). It was formerly used by the Milwaukee Road from Harlowton, Montana to Seattle-Tacoma, across the Continental Divide and including extensive branch and loop lines in Montana, and by the Delaware, Lackawanna & Western Railroad (now New Jersey Transit, converted to 25 kV AC) in the United States, and the Kolkata suburban railway (Bardhaman Main Line) in India, before it was converted to 25 kV 50 Hz AC.", "targets": "Besides using 3kV DC what other power type is used in the former Soviet Union countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f14484281541efb46718e7ae439c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "3 kV DC is used in Belgium, Italy, Spain, Poland, the northern Czech Republic, Slovakia, Slovenia, South Africa, Chile, and former Soviet Union countries (also using 25 kV 50 Hz AC). It was formerly used by the Milwaukee Road from Harlowton, Montana to Seattle-Tacoma, across the Continental Divide and including extensive branch and loop lines in Montana, and by the Delaware, Lackawanna & Western Railroad (now New Jersey Transit, converted to 25 kV AC) in the United States, and the Kolkata suburban railway (Bardhaman Main Line) in India, before it was converted to 25 kV 50 Hz AC.", "targets": "What was New Jersey Transit called before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00f14484281541efb46718e7ae439c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "3 kV DC is used in Belgium, Italy, Spain, Poland, the northern Czech Republic, Slovakia, Slovenia, South Africa, Chile, and former Soviet Union countries (also using 25 kV 50 Hz AC). It was formerly used by the Milwaukee Road from Harlowton, Montana to Seattle-Tacoma, across the Continental Divide and including extensive branch and loop lines in Montana, and by the Delaware, Lackawanna & Western Railroad (now New Jersey Transit, converted to 25 kV AC) in the United States, and the Kolkata suburban railway (Bardhaman Main Line) in India, before it was converted to 25 kV 50 Hz AC.", "targets": "What does the railway system of US use DC or AC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c09f7ce7f57c4d6685a1fc4bb978cb8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private CBC affiliates are not as common as they were in the past, as many such stations have been purchased either by the CBC itself or by Canwest Global or CHUM Limited, respectively becoming E! or A-Channel (later A, now CTV Two) stations. One private CBC affiliate, CHBC-TV in Kelowna, joined E! (then known as CH) on February 27, 2006. When a private CBC affiliate reaffiliates with another network, the CBC has normally added a retransmitter of its nearest O&O station to ensure that CBC service is continued. However, due to an agreement between CHBC and CFJC-TV in Kamloops, CFJC also disaffiliated from the CBC on February 27, 2006, but no retransmitters were installed in the licence area. Former private CBC affiliates CKPG-TV Prince George and CHAT-TV Medicine Hat disaffiliated on August 31, 2008 and joined E!, but the CBC announced it will not add new retransmitters to these areas. Incidentally, CFJC, CKPG and CHAT are all owned by an independent media company, Jim Pattison Group. With the closure of E! and other changes in the media landscape, several former CBC affiliates have since joined City or Global, or closed altogether.", "targets": "Which CBC affiliate joined E! in February 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c09f7ce7f57c4d6685a1fc4bb978cb8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private CBC affiliates are not as common as they were in the past, as many such stations have been purchased either by the CBC itself or by Canwest Global or CHUM Limited, respectively becoming E! or A-Channel (later A, now CTV Two) stations. One private CBC affiliate, CHBC-TV in Kelowna, joined E! (then known as CH) on February 27, 2006. When a private CBC affiliate reaffiliates with another network, the CBC has normally added a retransmitter of its nearest O&O station to ensure that CBC service is continued. However, due to an agreement between CHBC and CFJC-TV in Kamloops, CFJC also disaffiliated from the CBC on February 27, 2006, but no retransmitters were installed in the licence area. Former private CBC affiliates CKPG-TV Prince George and CHAT-TV Medicine Hat disaffiliated on August 31, 2008 and joined E!, but the CBC announced it will not add new retransmitters to these areas. Incidentally, CFJC, CKPG and CHAT are all owned by an independent media company, Jim Pattison Group. With the closure of E! and other changes in the media landscape, several former CBC affiliates have since joined City or Global, or closed altogether.", "targets": "Which affiliate left CBC due to an agreement with CHBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c09f7ce7f57c4d6685a1fc4bb978cb8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private CBC affiliates are not as common as they were in the past, as many such stations have been purchased either by the CBC itself or by Canwest Global or CHUM Limited, respectively becoming E! or A-Channel (later A, now CTV Two) stations. One private CBC affiliate, CHBC-TV in Kelowna, joined E! (then known as CH) on February 27, 2006. When a private CBC affiliate reaffiliates with another network, the CBC has normally added a retransmitter of its nearest O&O station to ensure that CBC service is continued. However, due to an agreement between CHBC and CFJC-TV in Kamloops, CFJC also disaffiliated from the CBC on February 27, 2006, but no retransmitters were installed in the licence area. Former private CBC affiliates CKPG-TV Prince George and CHAT-TV Medicine Hat disaffiliated on August 31, 2008 and joined E!, but the CBC announced it will not add new retransmitters to these areas. Incidentally, CFJC, CKPG and CHAT are all owned by an independent media company, Jim Pattison Group. With the closure of E! and other changes in the media landscape, several former CBC affiliates have since joined City or Global, or closed altogether.", "targets": "What two affiliates joined E! in late August, 2008 after which transmitters were not replaced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c09f7ce7f57c4d6685a1fc4bb978cb8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Private CBC affiliates are not as common as they were in the past, as many such stations have been purchased either by the CBC itself or by Canwest Global or CHUM Limited, respectively becoming E! or A-Channel (later A, now CTV Two) stations. One private CBC affiliate, CHBC-TV in Kelowna, joined E! (then known as CH) on February 27, 2006. When a private CBC affiliate reaffiliates with another network, the CBC has normally added a retransmitter of its nearest O&O station to ensure that CBC service is continued. However, due to an agreement between CHBC and CFJC-TV in Kamloops, CFJC also disaffiliated from the CBC on February 27, 2006, but no retransmitters were installed in the licence area. Former private CBC affiliates CKPG-TV Prince George and CHAT-TV Medicine Hat disaffiliated on August 31, 2008 and joined E!, but the CBC announced it will not add new retransmitters to these areas. Incidentally, CFJC, CKPG and CHAT are all owned by an independent media company, Jim Pattison Group. With the closure of E! and other changes in the media landscape, several former CBC affiliates have since joined City or Global, or closed altogether.", "targets": "CJFC, CHAT, and CKPG are owned by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c616d54f64e4a2bbf88e43d6642e109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1,500 V DC is used in the Netherlands, Japan, Republic Of Indonesia, Hong Kong (parts), Republic of Ireland, Australia (parts), India (around the Mumbai area alone, has been converted to 25 kV AC like the rest of India), France (also using 25 kV 50 Hz AC), New Zealand (Wellington) and the United States (Chicago area on the Metra Electric district and the South Shore Line interurban line). In Slovakia, there are two narrow-gauge lines in the High Tatras (one a cog railway). In Portugal, it is used in the Cascais Line and in Denmark on the suburban S-train system.", "targets": "What is most common voltage for DC supply?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c616d54f64e4a2bbf88e43d6642e109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1,500 V DC is used in the Netherlands, Japan, Republic Of Indonesia, Hong Kong (parts), Republic of Ireland, Australia (parts), India (around the Mumbai area alone, has been converted to 25 kV AC like the rest of India), France (also using 25 kV 50 Hz AC), New Zealand (Wellington) and the United States (Chicago area on the Metra Electric district and the South Shore Line interurban line). In Slovakia, there are two narrow-gauge lines in the High Tatras (one a cog railway). In Portugal, it is used in the Cascais Line and in Denmark on the suburban S-train system.", "targets": "How many narrow-gauge lines in Slovakia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c616d54f64e4a2bbf88e43d6642e109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1,500 V DC is used in the Netherlands, Japan, Republic Of Indonesia, Hong Kong (parts), Republic of Ireland, Australia (parts), India (around the Mumbai area alone, has been converted to 25 kV AC like the rest of India), France (also using 25 kV 50 Hz AC), New Zealand (Wellington) and the United States (Chicago area on the Metra Electric district and the South Shore Line interurban line). In Slovakia, there are two narrow-gauge lines in the High Tatras (one a cog railway). In Portugal, it is used in the Cascais Line and in Denmark on the suburban S-train system.", "targets": "What railway line is DC being used in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c616d54f64e4a2bbf88e43d6642e109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "1,500 V DC is used in the Netherlands, Japan, Republic Of Indonesia, Hong Kong (parts), Republic of Ireland, Australia (parts), India (around the Mumbai area alone, has been converted to 25 kV AC like the rest of India), France (also using 25 kV 50 Hz AC), New Zealand (Wellington) and the United States (Chicago area on the Metra Electric district and the South Shore Line interurban line). In Slovakia, there are two narrow-gauge lines in the High Tatras (one a cog railway). In Portugal, it is used in the Cascais Line and in Denmark on the suburban S-train system.", "targets": "Where in India line has been converted to AC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc9fb1e221940e1b07969c6d48eb7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical detection dogs are capable of detecting diseases by sniffing a person directly or samples of urine or other specimens. Dogs can detect odour in one part per trillion, as their brain's olfactory cortex is (relative to total brain size) 40 times larger than humans. Dogs may have as many as 300 million odour receptors in their nose, while humans may have only 5 million. Each dog is trained specifically for the detection of single disease from the blood glucose level indicative to diabetes to cancer. To train a cancer dog requires 6 months. A Labrador Retriever called Daisy has detected 551 cancer patients with an accuracy of 93 percent and received the Blue Cross (for pets) Medal for her life-saving skills.", "targets": "What can trained dogs detect by sniffing a person or a sample of their urine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc9fb1e221940e1b07969c6d48eb7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical detection dogs are capable of detecting diseases by sniffing a person directly or samples of urine or other specimens. Dogs can detect odour in one part per trillion, as their brain's olfactory cortex is (relative to total brain size) 40 times larger than humans. Dogs may have as many as 300 million odour receptors in their nose, while humans may have only 5 million. Each dog is trained specifically for the detection of single disease from the blood glucose level indicative to diabetes to cancer. To train a cancer dog requires 6 months. A Labrador Retriever called Daisy has detected 551 cancer patients with an accuracy of 93 percent and received the Blue Cross (for pets) Medal for her life-saving skills.", "targets": "How much larger is a dog brain olfactory cortex when compared to humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc9fb1e221940e1b07969c6d48eb7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical detection dogs are capable of detecting diseases by sniffing a person directly or samples of urine or other specimens. Dogs can detect odour in one part per trillion, as their brain's olfactory cortex is (relative to total brain size) 40 times larger than humans. Dogs may have as many as 300 million odour receptors in their nose, while humans may have only 5 million. Each dog is trained specifically for the detection of single disease from the blood glucose level indicative to diabetes to cancer. To train a cancer dog requires 6 months. A Labrador Retriever called Daisy has detected 551 cancer patients with an accuracy of 93 percent and received the Blue Cross (for pets) Medal for her life-saving skills.", "targets": "A dog can detect smells in one part per what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc9fb1e221940e1b07969c6d48eb7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical detection dogs are capable of detecting diseases by sniffing a person directly or samples of urine or other specimens. Dogs can detect odour in one part per trillion, as their brain's olfactory cortex is (relative to total brain size) 40 times larger than humans. Dogs may have as many as 300 million odour receptors in their nose, while humans may have only 5 million. Each dog is trained specifically for the detection of single disease from the blood glucose level indicative to diabetes to cancer. To train a cancer dog requires 6 months. A Labrador Retriever called Daisy has detected 551 cancer patients with an accuracy of 93 percent and received the Blue Cross (for pets) Medal for her life-saving skills.", "targets": "How much larger is a dog's olfactory cortex than a person's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdc9fb1e221940e1b07969c6d48eb7b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical detection dogs are capable of detecting diseases by sniffing a person directly or samples of urine or other specimens. Dogs can detect odour in one part per trillion, as their brain's olfactory cortex is (relative to total brain size) 40 times larger than humans. Dogs may have as many as 300 million odour receptors in their nose, while humans may have only 5 million. Each dog is trained specifically for the detection of single disease from the blood glucose level indicative to diabetes to cancer. To train a cancer dog requires 6 months. A Labrador Retriever called Daisy has detected 551 cancer patients with an accuracy of 93 percent and received the Blue Cross (for pets) Medal for her life-saving skills.", "targets": "How many cancer patients has Daisy detected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "On what date did the Olympic Flame get lit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "Where did the Olympic Flame get lit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "Who was the first person to carry the torch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "Who initially lit the Olympic Torch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "When did demonstrators yell for Tibet to be freed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "Where is the location of the original Olympic events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "What is the name of the woman who lit the torch for the new games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "What medal did the first torchbearer have from prior games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "What is the name of the first torchbearer for the 2008 Olympics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73794667cddf484fb2cb2655edf762b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Greece: On March 24, 2008, the Olympic Flame was ignited at Olympia, Greece, site of the ancient Olympic Games. The actress Maria Nafpliotou, in the role of a High Priestess, ignited the torch of the first torchbearer, a silver medalist of the 2004 Summer Olympics in taekwondo Alexandros Nikolaidis from Greece, who handed the flame over to the second torchbearer, Olympic champion in women's breaststroke Luo Xuejuan from China. Following the recent unrest in Tibet, three members of Reporters Without Borders, including Robert M\u00e9nard, breached security and attempted to disrupt a speech by Liu Qi, the head of Beijing's Olympic organising committee during the torch lighting ceremony in Olympia, Greece. The People's Republic of China called this a \"disgraceful\" attempt to sabotage the Olympics. On March 30, 2008 in Athens, during ceremonies marking the handing over of the torch from Greek officials to organizers of the Beijing games, demonstrators shouted 'Free Tibet' and unfurled banners; some 10 of the 15 protesters were taken into police detention. After the hand-off, protests continued internationally, with particularly violent confrontations with police in Nepal.", "targets": "What place had police experience violent problems with protesters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2174dead492b4a389fe401c48b9fb6cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band have released a total of eighteen number one albums, eighteen number one singles, and ten number one DVDs worldwide, making them one of the world's best-selling music artists. Queen have sold over 150 million records, with some estimates in excess of 300 million records worldwide, including 34.5 million albums in the US as of 2004. Inducted into the Rock and Roll Hall of Fame in 2001, the band is the only group in which every member has composed more than one chart-topping single, and all four members were inducted into the Songwriters Hall of Fame in 2003. In 2009, \"We Will Rock You\" and \"We Are the Champions\" were inducted into the Grammy Hall of Fame, and the latter was voted the world's favourite song in a global music poll.", "targets": "How many number one singles did Queen release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2174dead492b4a389fe401c48b9fb6cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band have released a total of eighteen number one albums, eighteen number one singles, and ten number one DVDs worldwide, making them one of the world's best-selling music artists. Queen have sold over 150 million records, with some estimates in excess of 300 million records worldwide, including 34.5 million albums in the US as of 2004. Inducted into the Rock and Roll Hall of Fame in 2001, the band is the only group in which every member has composed more than one chart-topping single, and all four members were inducted into the Songwriters Hall of Fame in 2003. In 2009, \"We Will Rock You\" and \"We Are the Champions\" were inducted into the Grammy Hall of Fame, and the latter was voted the world's favourite song in a global music poll.", "targets": "How many number one DVD's has Queen released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2174dead492b4a389fe401c48b9fb6cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band have released a total of eighteen number one albums, eighteen number one singles, and ten number one DVDs worldwide, making them one of the world's best-selling music artists. Queen have sold over 150 million records, with some estimates in excess of 300 million records worldwide, including 34.5 million albums in the US as of 2004. Inducted into the Rock and Roll Hall of Fame in 2001, the band is the only group in which every member has composed more than one chart-topping single, and all four members were inducted into the Songwriters Hall of Fame in 2003. In 2009, \"We Will Rock You\" and \"We Are the Champions\" were inducted into the Grammy Hall of Fame, and the latter was voted the world's favourite song in a global music poll.", "targets": "How many albums has Queen sold worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2174dead492b4a389fe401c48b9fb6cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band have released a total of eighteen number one albums, eighteen number one singles, and ten number one DVDs worldwide, making them one of the world's best-selling music artists. Queen have sold over 150 million records, with some estimates in excess of 300 million records worldwide, including 34.5 million albums in the US as of 2004. Inducted into the Rock and Roll Hall of Fame in 2001, the band is the only group in which every member has composed more than one chart-topping single, and all four members were inducted into the Songwriters Hall of Fame in 2003. In 2009, \"We Will Rock You\" and \"We Are the Champions\" were inducted into the Grammy Hall of Fame, and the latter was voted the world's favourite song in a global music poll.", "targets": "When was Queen inducted into the Hall of Fame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2174dead492b4a389fe401c48b9fb6cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band have released a total of eighteen number one albums, eighteen number one singles, and ten number one DVDs worldwide, making them one of the world's best-selling music artists. Queen have sold over 150 million records, with some estimates in excess of 300 million records worldwide, including 34.5 million albums in the US as of 2004. Inducted into the Rock and Roll Hall of Fame in 2001, the band is the only group in which every member has composed more than one chart-topping single, and all four members were inducted into the Songwriters Hall of Fame in 2003. In 2009, \"We Will Rock You\" and \"We Are the Champions\" were inducted into the Grammy Hall of Fame, and the latter was voted the world's favourite song in a global music poll.", "targets": "How many number one albums has Queen released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318c59e17ee0460189d35957d004632d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Safe Harbor\" agreement is a voluntary agreement between the private landowner and FWS. The landowner agrees to alter the property to benefit or even attract a listed or proposed species in exchange for assurances that the FWS will permit future \"takes\" above a pre-determined level. The policy relies on the \"enhancement of survival\" provision of Section \u00a71539(a)(1)(A). A landowner can have either a \"Safe Harbor\" agreement or an Incidental Take Permit, or both. The policy was developed by the Clinton Administration in 1999.", "targets": "What two groups are bound by a \"Safe Harbor\" agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318c59e17ee0460189d35957d004632d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Safe Harbor\" agreement is a voluntary agreement between the private landowner and FWS. The landowner agrees to alter the property to benefit or even attract a listed or proposed species in exchange for assurances that the FWS will permit future \"takes\" above a pre-determined level. The policy relies on the \"enhancement of survival\" provision of Section \u00a71539(a)(1)(A). A landowner can have either a \"Safe Harbor\" agreement or an Incidental Take Permit, or both. The policy was developed by the Clinton Administration in 1999.", "targets": "In exchange for altering the property to a more beneficial state, what does the landowner gain from the Safe Harbor agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318c59e17ee0460189d35957d004632d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Safe Harbor\" agreement is a voluntary agreement between the private landowner and FWS. The landowner agrees to alter the property to benefit or even attract a listed or proposed species in exchange for assurances that the FWS will permit future \"takes\" above a pre-determined level. The policy relies on the \"enhancement of survival\" provision of Section \u00a71539(a)(1)(A). A landowner can have either a \"Safe Harbor\" agreement or an Incidental Take Permit, or both. The policy was developed by the Clinton Administration in 1999.", "targets": "Which presidential administration developed Safe Harbor policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318c59e17ee0460189d35957d004632d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Safe Harbor\" agreement is a voluntary agreement between the private landowner and FWS. The landowner agrees to alter the property to benefit or even attract a listed or proposed species in exchange for assurances that the FWS will permit future \"takes\" above a pre-determined level. The policy relies on the \"enhancement of survival\" provision of Section \u00a71539(a)(1)(A). A landowner can have either a \"Safe Harbor\" agreement or an Incidental Take Permit, or both. The policy was developed by the Clinton Administration in 1999.", "targets": "Are Safe Harbor agreements and ITPs mutually exclusive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0a2e1abdcb44fc084f4561b6a0f63b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a species not all populations may be migratory; this is known as \"partial migration\". Partial migration is very common in the southern continents; in Australia, 44% of non-passerine birds and 32% of passerine species are partially migratory. In some species, the population at higher latitudes tends to be migratory and will often winter at lower latitude. The migrating birds bypass the latitudes where other populations may be sedentary, where suitable wintering habitats may already be occupied. This is an example of leap-frog migration. Many fully migratory species show leap-frog migration (birds that nest at higher latitudes spend the winter at lower latitudes), and many show the alternative, chain migration, where populations 'slide' more evenly north and south without reversing order.", "targets": "What is partial migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0a2e1abdcb44fc084f4561b6a0f63b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a species not all populations may be migratory; this is known as \"partial migration\". Partial migration is very common in the southern continents; in Australia, 44% of non-passerine birds and 32% of passerine species are partially migratory. In some species, the population at higher latitudes tends to be migratory and will often winter at lower latitude. The migrating birds bypass the latitudes where other populations may be sedentary, where suitable wintering habitats may already be occupied. This is an example of leap-frog migration. Many fully migratory species show leap-frog migration (birds that nest at higher latitudes spend the winter at lower latitudes), and many show the alternative, chain migration, where populations 'slide' more evenly north and south without reversing order.", "targets": "Where is partial migration most common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0a2e1abdcb44fc084f4561b6a0f63b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a species not all populations may be migratory; this is known as \"partial migration\". Partial migration is very common in the southern continents; in Australia, 44% of non-passerine birds and 32% of passerine species are partially migratory. In some species, the population at higher latitudes tends to be migratory and will often winter at lower latitude. The migrating birds bypass the latitudes where other populations may be sedentary, where suitable wintering habitats may already be occupied. This is an example of leap-frog migration. Many fully migratory species show leap-frog migration (birds that nest at higher latitudes spend the winter at lower latitudes), and many show the alternative, chain migration, where populations 'slide' more evenly north and south without reversing order.", "targets": "In Australia, what percent of non-passerine birds are partially migratory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0a2e1abdcb44fc084f4561b6a0f63b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a species not all populations may be migratory; this is known as \"partial migration\". Partial migration is very common in the southern continents; in Australia, 44% of non-passerine birds and 32% of passerine species are partially migratory. In some species, the population at higher latitudes tends to be migratory and will often winter at lower latitude. The migrating birds bypass the latitudes where other populations may be sedentary, where suitable wintering habitats may already be occupied. This is an example of leap-frog migration. Many fully migratory species show leap-frog migration (birds that nest at higher latitudes spend the winter at lower latitudes), and many show the alternative, chain migration, where populations 'slide' more evenly north and south without reversing order.", "targets": "In Australia, what percent of passerine species are partially migratory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0a2e1abdcb44fc084f4561b6a0f63b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a species not all populations may be migratory; this is known as \"partial migration\". Partial migration is very common in the southern continents; in Australia, 44% of non-passerine birds and 32% of passerine species are partially migratory. In some species, the population at higher latitudes tends to be migratory and will often winter at lower latitude. The migrating birds bypass the latitudes where other populations may be sedentary, where suitable wintering habitats may already be occupied. This is an example of leap-frog migration. Many fully migratory species show leap-frog migration (birds that nest at higher latitudes spend the winter at lower latitudes), and many show the alternative, chain migration, where populations 'slide' more evenly north and south without reversing order.", "targets": "What is leap frog migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-831b6d26073741a897c8838bf68aef59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These attacks resonated with conservative Muslims and the problem did not go away with Saddam's defeat either, since American troops remained stationed in the kingdom, and a de facto cooperation with the Palestinian-Israeli peace process developed. Saudi Arabia attempted to compensate for its loss of prestige among these groups by repressing those domestic Islamists who attacked it (bin Laden being a prime example), and increasing aid to Islamic groups (Islamist madrassas around the world and even aiding some violent Islamist groups) that did not, but its pre-war influence on behalf of moderation was greatly reduced. One result of this was a campaign of attacks on government officials and tourists in Egypt, a bloody civil war in Algeria and Osama bin Laden's terror attacks climaxing in the 9/11 attack.", "targets": "Who did the attacks resonate most with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-831b6d26073741a897c8838bf68aef59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These attacks resonated with conservative Muslims and the problem did not go away with Saddam's defeat either, since American troops remained stationed in the kingdom, and a de facto cooperation with the Palestinian-Israeli peace process developed. Saudi Arabia attempted to compensate for its loss of prestige among these groups by repressing those domestic Islamists who attacked it (bin Laden being a prime example), and increasing aid to Islamic groups (Islamist madrassas around the world and even aiding some violent Islamist groups) that did not, but its pre-war influence on behalf of moderation was greatly reduced. One result of this was a campaign of attacks on government officials and tourists in Egypt, a bloody civil war in Algeria and Osama bin Laden's terror attacks climaxing in the 9/11 attack.", "targets": "What did Saudi Arabia try to repress to compensate for its loss of stature? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-831b6d26073741a897c8838bf68aef59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These attacks resonated with conservative Muslims and the problem did not go away with Saddam's defeat either, since American troops remained stationed in the kingdom, and a de facto cooperation with the Palestinian-Israeli peace process developed. Saudi Arabia attempted to compensate for its loss of prestige among these groups by repressing those domestic Islamists who attacked it (bin Laden being a prime example), and increasing aid to Islamic groups (Islamist madrassas around the world and even aiding some violent Islamist groups) that did not, but its pre-war influence on behalf of moderation was greatly reduced. One result of this was a campaign of attacks on government officials and tourists in Egypt, a bloody civil war in Algeria and Osama bin Laden's terror attacks climaxing in the 9/11 attack.", "targets": "Where did American troops remain stationed after Saddam's defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-831b6d26073741a897c8838bf68aef59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These attacks resonated with conservative Muslims and the problem did not go away with Saddam's defeat either, since American troops remained stationed in the kingdom, and a de facto cooperation with the Palestinian-Israeli peace process developed. Saudi Arabia attempted to compensate for its loss of prestige among these groups by repressing those domestic Islamists who attacked it (bin Laden being a prime example), and increasing aid to Islamic groups (Islamist madrassas around the world and even aiding some violent Islamist groups) that did not, but its pre-war influence on behalf of moderation was greatly reduced. One result of this was a campaign of attacks on government officials and tourists in Egypt, a bloody civil war in Algeria and Osama bin Laden's terror attacks climaxing in the 9/11 attack.", "targets": "Where did a bloody civil war break out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-831b6d26073741a897c8838bf68aef59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These attacks resonated with conservative Muslims and the problem did not go away with Saddam's defeat either, since American troops remained stationed in the kingdom, and a de facto cooperation with the Palestinian-Israeli peace process developed. Saudi Arabia attempted to compensate for its loss of prestige among these groups by repressing those domestic Islamists who attacked it (bin Laden being a prime example), and increasing aid to Islamic groups (Islamist madrassas around the world and even aiding some violent Islamist groups) that did not, but its pre-war influence on behalf of moderation was greatly reduced. One result of this was a campaign of attacks on government officials and tourists in Egypt, a bloody civil war in Algeria and Osama bin Laden's terror attacks climaxing in the 9/11 attack.", "targets": "Who masterminded many terror attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91b3bdc2eb76466892899ccd60a7f317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper, silver and gold are in group 11 of the periodic table, and they share certain attributes: they have one s-orbital electron on top of a filled d-electron shell and are characterized by high ductility and electrical conductivity. The filled d-shells in these elements do not contribute much to the interatomic interactions, which are dominated by the s-electrons through metallic bonds. Unlike metals with incomplete d-shells, metallic bonds in copper are lacking a covalent character and are relatively weak. This explains the low hardness and high ductility of single crystals of copper. At the macroscopic scale, introduction of extended defects to the crystal lattice, such as grain boundaries, hinders flow of the material under applied stress, thereby increasing its hardness. For this reason, copper is usually supplied in a fine-grained polycrystalline form, which has greater strength than monocrystalline forms.", "targets": "What group of the periodic table is copper in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91b3bdc2eb76466892899ccd60a7f317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper, silver and gold are in group 11 of the periodic table, and they share certain attributes: they have one s-orbital electron on top of a filled d-electron shell and are characterized by high ductility and electrical conductivity. The filled d-shells in these elements do not contribute much to the interatomic interactions, which are dominated by the s-electrons through metallic bonds. Unlike metals with incomplete d-shells, metallic bonds in copper are lacking a covalent character and are relatively weak. This explains the low hardness and high ductility of single crystals of copper. At the macroscopic scale, introduction of extended defects to the crystal lattice, such as grain boundaries, hinders flow of the material under applied stress, thereby increasing its hardness. For this reason, copper is usually supplied in a fine-grained polycrystalline form, which has greater strength than monocrystalline forms.", "targets": "Name a property that copper, silver and gold have in common."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91b3bdc2eb76466892899ccd60a7f317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper, silver and gold are in group 11 of the periodic table, and they share certain attributes: they have one s-orbital electron on top of a filled d-electron shell and are characterized by high ductility and electrical conductivity. The filled d-shells in these elements do not contribute much to the interatomic interactions, which are dominated by the s-electrons through metallic bonds. Unlike metals with incomplete d-shells, metallic bonds in copper are lacking a covalent character and are relatively weak. This explains the low hardness and high ductility of single crystals of copper. At the macroscopic scale, introduction of extended defects to the crystal lattice, such as grain boundaries, hinders flow of the material under applied stress, thereby increasing its hardness. For this reason, copper is usually supplied in a fine-grained polycrystalline form, which has greater strength than monocrystalline forms.", "targets": "What makes copper bondings weaker than other metals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91b3bdc2eb76466892899ccd60a7f317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper, silver and gold are in group 11 of the periodic table, and they share certain attributes: they have one s-orbital electron on top of a filled d-electron shell and are characterized by high ductility and electrical conductivity. The filled d-shells in these elements do not contribute much to the interatomic interactions, which are dominated by the s-electrons through metallic bonds. Unlike metals with incomplete d-shells, metallic bonds in copper are lacking a covalent character and are relatively weak. This explains the low hardness and high ductility of single crystals of copper. At the macroscopic scale, introduction of extended defects to the crystal lattice, such as grain boundaries, hinders flow of the material under applied stress, thereby increasing its hardness. For this reason, copper is usually supplied in a fine-grained polycrystalline form, which has greater strength than monocrystalline forms.", "targets": "How is copper normally supplied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91b3bdc2eb76466892899ccd60a7f317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper, silver and gold are in group 11 of the periodic table, and they share certain attributes: they have one s-orbital electron on top of a filled d-electron shell and are characterized by high ductility and electrical conductivity. The filled d-shells in these elements do not contribute much to the interatomic interactions, which are dominated by the s-electrons through metallic bonds. Unlike metals with incomplete d-shells, metallic bonds in copper are lacking a covalent character and are relatively weak. This explains the low hardness and high ductility of single crystals of copper. At the macroscopic scale, introduction of extended defects to the crystal lattice, such as grain boundaries, hinders flow of the material under applied stress, thereby increasing its hardness. For this reason, copper is usually supplied in a fine-grained polycrystalline form, which has greater strength than monocrystalline forms.", "targets": "What is a weaker form of copper than fine-grained polycrystalline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76e514dfb74b448d89410da0790d0ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New developments in Judaism often transcend differences in religious practice between Ashkenazi and Sephardic Jews. In North American cities, social trends such as the chavurah movement, and the emergence of \"post-denominational Judaism\" often bring together younger Jews of diverse ethnic backgrounds. In recent years, there has been increased interest in Kabbalah, which many Ashkenazi Jews study outside of the Yeshiva framework. Another trend is the new popularity of ecstatic worship in the Jewish Renewal movement and the Carlebach style minyan, both of which are nominally of Ashkenazi origin.", "targets": "What two things were mentioned as contributing to bringing younger Jews together in North American cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76e514dfb74b448d89410da0790d0ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New developments in Judaism often transcend differences in religious practice between Ashkenazi and Sephardic Jews. In North American cities, social trends such as the chavurah movement, and the emergence of \"post-denominational Judaism\" often bring together younger Jews of diverse ethnic backgrounds. In recent years, there has been increased interest in Kabbalah, which many Ashkenazi Jews study outside of the Yeshiva framework. Another trend is the new popularity of ecstatic worship in the Jewish Renewal movement and the Carlebach style minyan, both of which are nominally of Ashkenazi origin.", "targets": "What do many Ashkenazi Jews study outside of the Yeshiva framework?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76e514dfb74b448d89410da0790d0ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New developments in Judaism often transcend differences in religious practice between Ashkenazi and Sephardic Jews. In North American cities, social trends such as the chavurah movement, and the emergence of \"post-denominational Judaism\" often bring together younger Jews of diverse ethnic backgrounds. In recent years, there has been increased interest in Kabbalah, which many Ashkenazi Jews study outside of the Yeshiva framework. Another trend is the new popularity of ecstatic worship in the Jewish Renewal movement and the Carlebach style minyan, both of which are nominally of Ashkenazi origin.", "targets": "Which new trend has been associated with the Jewish Renewal movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f01e2462d6146dd8755b32de5978ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These chloroplasts, which can be traced back directly to a cyanobacterial ancestor, are known as primary plastids (\"plastid\" in this context means almost the same thing as chloroplast). All primary chloroplasts belong to one of three chloroplast lineages\u2014the glaucophyte chloroplast lineage, the rhodophyte, or red algal chloroplast lineage, or the chloroplastidan, or green chloroplast lineage. The second two are the largest, and the green chloroplast lineage is the one that contains the land plants.", "targets": "What does 'plastid' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f01e2462d6146dd8755b32de5978ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These chloroplasts, which can be traced back directly to a cyanobacterial ancestor, are known as primary plastids (\"plastid\" in this context means almost the same thing as chloroplast). All primary chloroplasts belong to one of three chloroplast lineages\u2014the glaucophyte chloroplast lineage, the rhodophyte, or red algal chloroplast lineage, or the chloroplastidan, or green chloroplast lineage. The second two are the largest, and the green chloroplast lineage is the one that contains the land plants.", "targets": "How many chloroplast lineages are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f01e2462d6146dd8755b32de5978ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These chloroplasts, which can be traced back directly to a cyanobacterial ancestor, are known as primary plastids (\"plastid\" in this context means almost the same thing as chloroplast). All primary chloroplasts belong to one of three chloroplast lineages\u2014the glaucophyte chloroplast lineage, the rhodophyte, or red algal chloroplast lineage, or the chloroplastidan, or green chloroplast lineage. The second two are the largest, and the green chloroplast lineage is the one that contains the land plants.", "targets": "What does rhodophyte mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f01e2462d6146dd8755b32de5978ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These chloroplasts, which can be traced back directly to a cyanobacterial ancestor, are known as primary plastids (\"plastid\" in this context means almost the same thing as chloroplast). All primary chloroplasts belong to one of three chloroplast lineages\u2014the glaucophyte chloroplast lineage, the rhodophyte, or red algal chloroplast lineage, or the chloroplastidan, or green chloroplast lineage. The second two are the largest, and the green chloroplast lineage is the one that contains the land plants.", "targets": "What does chloroplastidan mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f01e2462d6146dd8755b32de5978ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These chloroplasts, which can be traced back directly to a cyanobacterial ancestor, are known as primary plastids (\"plastid\" in this context means almost the same thing as chloroplast). All primary chloroplasts belong to one of three chloroplast lineages\u2014the glaucophyte chloroplast lineage, the rhodophyte, or red algal chloroplast lineage, or the chloroplastidan, or green chloroplast lineage. The second two are the largest, and the green chloroplast lineage is the one that contains the land plants.", "targets": "Which lineage includes land plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "What is subject to the Orphan Drug Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "What is given to companies who develop drugs for \"orphan diseases\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "Why are these companies rewarded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "What size of disease populations are subject to the Orphan Drug Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "What is one financial benefit to researching orphan drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "What is the length of time of market exclusivity of an orphan drug?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc2d975e3b446c3b43a43bf8b5e8554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are special rules for certain rare diseases (\"orphan diseases\") in several major drug regulatory territories. For example, diseases involving fewer than 200,000 patients in the United States, or larger populations in certain circumstances are subject to the Orphan Drug Act.  Because medical research and development of drugs to treat such diseases is financially disadvantageous, companies that do so are rewarded with tax reductions, fee waivers, and market exclusivity on that drug for a limited time (seven years), regardless of whether the drug is protected by patents.", "targets": "What is a term for rare diseases in some territories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f626064d26af4003aa7329cc5ef4a650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has pleased western historians to write of a decline of the Ottoman Empire as though a stable and uncontested polity of that name once existed. The borders did expand and contract but they were always dynamic and always in \"question\" right from the beginning. The Ottoman Empire was created from the lands of the former eastern Roman Empire on the occasion of the latter's violent demise. The last Roman emperor died fighting hand-to-hand in the streets of his capital, Constantinople, overwhelmed by the Ottoman military, in May, 1453. The victors inherited his remaining territory in the Balkans.", "targets": "What has pleased western historians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f626064d26af4003aa7329cc5ef4a650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has pleased western historians to write of a decline of the Ottoman Empire as though a stable and uncontested polity of that name once existed. The borders did expand and contract but they were always dynamic and always in \"question\" right from the beginning. The Ottoman Empire was created from the lands of the former eastern Roman Empire on the occasion of the latter's violent demise. The last Roman emperor died fighting hand-to-hand in the streets of his capital, Constantinople, overwhelmed by the Ottoman military, in May, 1453. The victors inherited his remaining territory in the Balkans.", "targets": "What was always in question from the beginning of the Ottoman Empire? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f626064d26af4003aa7329cc5ef4a650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has pleased western historians to write of a decline of the Ottoman Empire as though a stable and uncontested polity of that name once existed. The borders did expand and contract but they were always dynamic and always in \"question\" right from the beginning. The Ottoman Empire was created from the lands of the former eastern Roman Empire on the occasion of the latter's violent demise. The last Roman emperor died fighting hand-to-hand in the streets of his capital, Constantinople, overwhelmed by the Ottoman military, in May, 1453. The victors inherited his remaining territory in the Balkans.", "targets": "What was the Ottoman Empire created from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f626064d26af4003aa7329cc5ef4a650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has pleased western historians to write of a decline of the Ottoman Empire as though a stable and uncontested polity of that name once existed. The borders did expand and contract but they were always dynamic and always in \"question\" right from the beginning. The Ottoman Empire was created from the lands of the former eastern Roman Empire on the occasion of the latter's violent demise. The last Roman emperor died fighting hand-to-hand in the streets of his capital, Constantinople, overwhelmed by the Ottoman military, in May, 1453. The victors inherited his remaining territory in the Balkans.", "targets": "How did the last Roman emperor die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f626064d26af4003aa7329cc5ef4a650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has pleased western historians to write of a decline of the Ottoman Empire as though a stable and uncontested polity of that name once existed. The borders did expand and contract but they were always dynamic and always in \"question\" right from the beginning. The Ottoman Empire was created from the lands of the former eastern Roman Empire on the occasion of the latter's violent demise. The last Roman emperor died fighting hand-to-hand in the streets of his capital, Constantinople, overwhelmed by the Ottoman military, in May, 1453. The victors inherited his remaining territory in the Balkans.", "targets": "Where was the Roman emperor's capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30574bf98d804603b2d8128f9d521f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, Tucson and Pima County support the Democratic Party, as opposed the state's largest metropolitan area, Phoenix, which usually supports the Republican Party. Congressional redistricting in 2013, following the publication of the 2010 Census, divided the Tucson area into three Federal Congressional districts (the first, second and third of Arizona). The city center is in the 3rd District, represented by Raul Grijalva, a Democrat, since 2003, while the more affluent residential areas to the south and east are in the 2nd District, represented by Republican Martha McSally since 2015, and the exurbs north and west between Tucson and Phoenix in the 3rd District are represented by Democrat Ann Kirkpatrick since 2008. The United States Postal Service operates post offices in Tucson. The Tucson Main Post Office is located at 1501 South Cherrybell Stravenue.", "targets": "Which political party does Tucson usually support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30574bf98d804603b2d8128f9d521f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, Tucson and Pima County support the Democratic Party, as opposed the state's largest metropolitan area, Phoenix, which usually supports the Republican Party. Congressional redistricting in 2013, following the publication of the 2010 Census, divided the Tucson area into three Federal Congressional districts (the first, second and third of Arizona). The city center is in the 3rd District, represented by Raul Grijalva, a Democrat, since 2003, while the more affluent residential areas to the south and east are in the 2nd District, represented by Republican Martha McSally since 2015, and the exurbs north and west between Tucson and Phoenix in the 3rd District are represented by Democrat Ann Kirkpatrick since 2008. The United States Postal Service operates post offices in Tucson. The Tucson Main Post Office is located at 1501 South Cherrybell Stravenue.", "targets": "Which political party does Phoenix usually support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30574bf98d804603b2d8128f9d521f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, Tucson and Pima County support the Democratic Party, as opposed the state's largest metropolitan area, Phoenix, which usually supports the Republican Party. Congressional redistricting in 2013, following the publication of the 2010 Census, divided the Tucson area into three Federal Congressional districts (the first, second and third of Arizona). The city center is in the 3rd District, represented by Raul Grijalva, a Democrat, since 2003, while the more affluent residential areas to the south and east are in the 2nd District, represented by Republican Martha McSally since 2015, and the exurbs north and west between Tucson and Phoenix in the 3rd District are represented by Democrat Ann Kirkpatrick since 2008. The United States Postal Service operates post offices in Tucson. The Tucson Main Post Office is located at 1501 South Cherrybell Stravenue.", "targets": "How many Federal Congressional districts was Tucson split into in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30574bf98d804603b2d8128f9d521f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, Tucson and Pima County support the Democratic Party, as opposed the state's largest metropolitan area, Phoenix, which usually supports the Republican Party. Congressional redistricting in 2013, following the publication of the 2010 Census, divided the Tucson area into three Federal Congressional districts (the first, second and third of Arizona). The city center is in the 3rd District, represented by Raul Grijalva, a Democrat, since 2003, while the more affluent residential areas to the south and east are in the 2nd District, represented by Republican Martha McSally since 2015, and the exurbs north and west between Tucson and Phoenix in the 3rd District are represented by Democrat Ann Kirkpatrick since 2008. The United States Postal Service operates post offices in Tucson. The Tucson Main Post Office is located at 1501 South Cherrybell Stravenue.", "targets": "Who represents Tucson's city center in Congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30574bf98d804603b2d8128f9d521f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, Tucson and Pima County support the Democratic Party, as opposed the state's largest metropolitan area, Phoenix, which usually supports the Republican Party. Congressional redistricting in 2013, following the publication of the 2010 Census, divided the Tucson area into three Federal Congressional districts (the first, second and third of Arizona). The city center is in the 3rd District, represented by Raul Grijalva, a Democrat, since 2003, while the more affluent residential areas to the south and east are in the 2nd District, represented by Republican Martha McSally since 2015, and the exurbs north and west between Tucson and Phoenix in the 3rd District are represented by Democrat Ann Kirkpatrick since 2008. The United States Postal Service operates post offices in Tucson. The Tucson Main Post Office is located at 1501 South Cherrybell Stravenue.", "targets": "Who represent's Tucson's wealthy areas in Congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32834b580ffc423f8907a9a314f547a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The canal is 193.30 km (120.11 mi) long, 24 m (79 ft) deep and 205 metres (673 ft) wide as of 2010. It consists of the northern access channel of 22 km (14 mi), the canal itself of 162.25 km (100.82 mi) and the southern access channel of 9 km (5.6 mi). The canal is a single lane with passing places in the \"Ballah By-Pass\" and the Great Bitter Lake. It contains no locks; seawater flows freely through the canal. In general, the canal north of the Bitter Lakes flows north in winter and south in summer. The current south of the lakes changes with the tide at Suez.", "targets": "How long is Suez canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32834b580ffc423f8907a9a314f547a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The canal is 193.30 km (120.11 mi) long, 24 m (79 ft) deep and 205 metres (673 ft) wide as of 2010. It consists of the northern access channel of 22 km (14 mi), the canal itself of 162.25 km (100.82 mi) and the southern access channel of 9 km (5.6 mi). The canal is a single lane with passing places in the \"Ballah By-Pass\" and the Great Bitter Lake. It contains no locks; seawater flows freely through the canal. In general, the canal north of the Bitter Lakes flows north in winter and south in summer. The current south of the lakes changes with the tide at Suez.", "targets": "How deep is Suez canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32834b580ffc423f8907a9a314f547a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The canal is 193.30 km (120.11 mi) long, 24 m (79 ft) deep and 205 metres (673 ft) wide as of 2010. It consists of the northern access channel of 22 km (14 mi), the canal itself of 162.25 km (100.82 mi) and the southern access channel of 9 km (5.6 mi). The canal is a single lane with passing places in the \"Ballah By-Pass\" and the Great Bitter Lake. It contains no locks; seawater flows freely through the canal. In general, the canal north of the Bitter Lakes flows north in winter and south in summer. The current south of the lakes changes with the tide at Suez.", "targets": "How wide is Suez canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32834b580ffc423f8907a9a314f547a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The canal is 193.30 km (120.11 mi) long, 24 m (79 ft) deep and 205 metres (673 ft) wide as of 2010. It consists of the northern access channel of 22 km (14 mi), the canal itself of 162.25 km (100.82 mi) and the southern access channel of 9 km (5.6 mi). The canal is a single lane with passing places in the \"Ballah By-Pass\" and the Great Bitter Lake. It contains no locks; seawater flows freely through the canal. In general, the canal north of the Bitter Lakes flows north in winter and south in summer. The current south of the lakes changes with the tide at Suez.", "targets": "How many locks are contained in Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32834b580ffc423f8907a9a314f547a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The canal is 193.30 km (120.11 mi) long, 24 m (79 ft) deep and 205 metres (673 ft) wide as of 2010. It consists of the northern access channel of 22 km (14 mi), the canal itself of 162.25 km (100.82 mi) and the southern access channel of 9 km (5.6 mi). The canal is a single lane with passing places in the \"Ballah By-Pass\" and the Great Bitter Lake. It contains no locks; seawater flows freely through the canal. In general, the canal north of the Bitter Lakes flows north in winter and south in summer. The current south of the lakes changes with the tide at Suez.", "targets": "What direction does the canal north of Bitter lakes flow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "When did a post-punk revival start happening in England and the Colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "What early sign heralded the post-punk revival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "When did some of the darker post-punk bands start to appear in the indie scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "The post-punk revival bands bring in a fanbase from what subculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "What band played music similar to that of the early British post-punk bands of the late '70s as recently as 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "When was the post-punk revival in British and American cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "Who were the most commercially successful bands of the post-punk revival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "When did the commercially successful post-punk bands begin to hit the scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "What was the earliest sign of the post-punk revival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2b1a2db534344b4857f828263e576c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the turn of the 21st century, a post-punk revival developed in British and American alternative and indie rock, which soon started appearing in other countries, as well. The earliest sign of a revival was the emergence of various underground bands in the mid-'90s. However, the first commercially successful bands \u2013 the Strokes, Franz Ferdinand, Interpol, Neils Children and Editors \u2013 surfaced in the late 1990s to early 2000s, as did several dance-oriented bands such as the Rapture, Radio 4 and LCD Soundsystem. Additionally, some darker post-punk bands began to appear in the indie music scene in the 2010s, including Cold Cave, She Wants Revenge, Eagulls, the Soft Moon, She Past Away and Light Asylum, who were also affiliated with the darkwave revival, as well as A Place to Bury Strangers, who combined early post-punk and shoegaze. These bands tend to draw a fanbase who are a combination of the indie music subculture, older post-punk fans and the current goth subculture. In the 2010s, Savages played a music reminiscent of early British post-punk bands of the late '70s.", "targets": "Which dark post-punk bands began to emmerge in the indie scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd239b9b312446b8e88d98bdcf12c05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 transmits in 3 bands: E2, E5B, and E6. In each frequency band two coherent sub-signals have been detected with a phase shift of 90 degrees (in quadrature). These signal components are further referred to as \"I\" and \"Q\". The \"I\" components have shorter codes and are likely to be intended for the open service. The \"Q\" components have much longer codes, are more interference resistive, and are probably intended for the restricted service. IQ modulation has been the method in both wired and wireless digital modulation since morsetting carrier signal 100 years ago.", "targets": "What frequency bands does Compass-M1 transmit in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd239b9b312446b8e88d98bdcf12c05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 transmits in 3 bands: E2, E5B, and E6. In each frequency band two coherent sub-signals have been detected with a phase shift of 90 degrees (in quadrature). These signal components are further referred to as \"I\" and \"Q\". The \"I\" components have shorter codes and are likely to be intended for the open service. The \"Q\" components have much longer codes, are more interference resistive, and are probably intended for the restricted service. IQ modulation has been the method in both wired and wireless digital modulation since morsetting carrier signal 100 years ago.", "targets": "What is the phase shift of the sub-signals detected in each frequency band used by  Compass-M1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd239b9b312446b8e88d98bdcf12c05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 transmits in 3 bands: E2, E5B, and E6. In each frequency band two coherent sub-signals have been detected with a phase shift of 90 degrees (in quadrature). These signal components are further referred to as \"I\" and \"Q\". The \"I\" components have shorter codes and are likely to be intended for the open service. The \"Q\" components have much longer codes, are more interference resistive, and are probably intended for the restricted service. IQ modulation has been the method in both wired and wireless digital modulation since morsetting carrier signal 100 years ago.", "targets": "What are the two sub-signals in each frequency band referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd239b9b312446b8e88d98bdcf12c05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 transmits in 3 bands: E2, E5B, and E6. In each frequency band two coherent sub-signals have been detected with a phase shift of 90 degrees (in quadrature). These signal components are further referred to as \"I\" and \"Q\". The \"I\" components have shorter codes and are likely to be intended for the open service. The \"Q\" components have much longer codes, are more interference resistive, and are probably intended for the restricted service. IQ modulation has been the method in both wired and wireless digital modulation since morsetting carrier signal 100 years ago.", "targets": "What is the intended purpose of the \"I\" component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd239b9b312446b8e88d98bdcf12c05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 transmits in 3 bands: E2, E5B, and E6. In each frequency band two coherent sub-signals have been detected with a phase shift of 90 degrees (in quadrature). These signal components are further referred to as \"I\" and \"Q\". The \"I\" components have shorter codes and are likely to be intended for the open service. The \"Q\" components have much longer codes, are more interference resistive, and are probably intended for the restricted service. IQ modulation has been the method in both wired and wireless digital modulation since morsetting carrier signal 100 years ago.", "targets": "What is the intended purpose of the \"Q\" component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e506bb4eb348c28dd269f944e336e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the vertical and dipole antennas are simple in construction and relatively inexpensive. The dipole antenna, which is the basis for most antenna designs, is a balanced component, with equal but opposite voltages and currents applied at its two terminals through a balanced transmission line (or to a coaxial transmission line through a so-called balun). The vertical antenna, on the other hand, is a monopole antenna. It is typically connected to the inner conductor of a coaxial transmission line (or a matching network); the shield of the transmission line is connected to ground. In this way, the ground (or any large conductive surface) plays the role of the second conductor of a dipole, thereby forming a complete circuit. Since monopole antennas rely on a conductive ground, a so-called grounding structure may be employed to provide a better ground contact to the earth or which itself acts as a ground plane to perform that function regardless of (or in absence of) an actual contact with the earth.", "targets": "Are basic antennas expensive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e506bb4eb348c28dd269f944e336e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the vertical and dipole antennas are simple in construction and relatively inexpensive. The dipole antenna, which is the basis for most antenna designs, is a balanced component, with equal but opposite voltages and currents applied at its two terminals through a balanced transmission line (or to a coaxial transmission line through a so-called balun). The vertical antenna, on the other hand, is a monopole antenna. It is typically connected to the inner conductor of a coaxial transmission line (or a matching network); the shield of the transmission line is connected to ground. In this way, the ground (or any large conductive surface) plays the role of the second conductor of a dipole, thereby forming a complete circuit. Since monopole antennas rely on a conductive ground, a so-called grounding structure may be employed to provide a better ground contact to the earth or which itself acts as a ground plane to perform that function regardless of (or in absence of) an actual contact with the earth.", "targets": "What is the foundation most often used when creating new antenna models?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e506bb4eb348c28dd269f944e336e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the vertical and dipole antennas are simple in construction and relatively inexpensive. The dipole antenna, which is the basis for most antenna designs, is a balanced component, with equal but opposite voltages and currents applied at its two terminals through a balanced transmission line (or to a coaxial transmission line through a so-called balun). The vertical antenna, on the other hand, is a monopole antenna. It is typically connected to the inner conductor of a coaxial transmission line (or a matching network); the shield of the transmission line is connected to ground. In this way, the ground (or any large conductive surface) plays the role of the second conductor of a dipole, thereby forming a complete circuit. Since monopole antennas rely on a conductive ground, a so-called grounding structure may be employed to provide a better ground contact to the earth or which itself acts as a ground plane to perform that function regardless of (or in absence of) an actual contact with the earth.", "targets": "What category do vertical antennas fall under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e506bb4eb348c28dd269f944e336e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the vertical and dipole antennas are simple in construction and relatively inexpensive. The dipole antenna, which is the basis for most antenna designs, is a balanced component, with equal but opposite voltages and currents applied at its two terminals through a balanced transmission line (or to a coaxial transmission line through a so-called balun). The vertical antenna, on the other hand, is a monopole antenna. It is typically connected to the inner conductor of a coaxial transmission line (or a matching network); the shield of the transmission line is connected to ground. In this way, the ground (or any large conductive surface) plays the role of the second conductor of a dipole, thereby forming a complete circuit. Since monopole antennas rely on a conductive ground, a so-called grounding structure may be employed to provide a better ground contact to the earth or which itself acts as a ground plane to perform that function regardless of (or in absence of) an actual contact with the earth.", "targets": "What is used to close the circuit of a dipole antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "Which group did Jens Galschi\u00f8t lead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "What did Galschi\u00f8t construct in Hong Kong in reference to the Tiananmen Square protests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "Galschi\u00f8t and two fellow protesters were denied to entry to Hong Kong for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "Which American actress was questioned at the Hong Kong airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "A legislator said that by allowing Farrow to enter Hong Kong while denying others was a violation to what policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "What group did Jens Galschi\u00f8t lead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "What structure did Jens Galschi\u00f8t build to monumentalize the Tianamen Square protests in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "Why was Jens Galschi\u00f8t made to leave Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9153f76402d464688c72f312ca29513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Color Orange democracy group, led by Danish sculptor Jens Galschi\u00f8t, originally planned to join the Hong Kong Alliance relay and paint the \"Pillar of Shame\", a structure he built in Hong Kong to commemorate the 1989 Tiananmen Square protests. However, Galschi\u00f8t and two other people were denied entry to Hong Kong on April 26, 2008 due to \"immigration reasons\" and were forced to leave Hong Kong. In response, Lee Cheuk Yan, vice chairman of the Hong Kong Alliance in Support of Patriotic Democratic Movements in China, said, \"It's outrageous that the government is willing to sacrifice the image of Hong Kong because of the torch relay.\" Hollywood actress Mia Farrow was also briefly questioned at the Hong Kong airport though officials allowed her to enter. She later gave a speech criticizing China's relations with Sudan in Hong Kong, as there was also a small minority of people protesting about China's role in the crisis of Darfur. Legislator Cheung Man Kwong have also said the government's decision allowing Farrow to enter while denying others is a double standard and a violation to Hong Kong's one country, two systems policy.", "targets": "Which actress from America was initially held and then gave a speech about China and Sudan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87076256a1d848e4bbf17d52bdb4bc41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico.", "targets": "What is a name for the reduced complement of genetic material necessary for an organism to live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87076256a1d848e4bbf17d52bdb4bc41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both in vivo and in silico.", "targets": "In what experimental contexts are experiments being carried out on minimal genomes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What types of programs help to redistribute wealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What is the level of inequality in underdeveloped countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What introduces inequality to a country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What leads to lower income inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What profession does Simon Kuznets have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What did Kuznets argue resulted from stages of development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What does a country acquire as it develops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What do the owners of more capital end up having?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68dd50f07fa842318ea4cb3196166bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Simon Kuznets argued that levels of economic inequality are in large part the result of stages of development. According to Kuznets, countries with low levels of development have relatively equal distributions of wealth. As a country develops, it acquires more capital, which leads to the owners of this capital having more wealth and income and introducing inequality. Eventually, through various possible redistribution mechanisms such as social welfare programs, more developed countries move back to lower levels of inequality.", "targets": "What do redistribution mechanisms lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-252d4138b5e2422e8c6a9d42a0a35da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 197,790 people, 84,549 households, and 43,627 families residing in the city. The population density was 3,292.6 people per square mile (1,271.3/km\u00b2). There were 92,282 housing units at an average density of 1,536.2 per square mile (593.1/km\u00b2). The racial makeup of the city was 38.3% White, 57.2% African American, 0.2% Native American, 1.3% Asian, 0.1% Pacific Islander, 1.5% from other races, and 1.5% from two or more races. Hispanic or Latino of any race were 2.6% of the population.", "targets": "In 2000, how many families lived in Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-252d4138b5e2422e8c6a9d42a0a35da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 197,790 people, 84,549 households, and 43,627 families residing in the city. The population density was 3,292.6 people per square mile (1,271.3/km\u00b2). There were 92,282 housing units at an average density of 1,536.2 per square mile (593.1/km\u00b2). The racial makeup of the city was 38.3% White, 57.2% African American, 0.2% Native American, 1.3% Asian, 0.1% Pacific Islander, 1.5% from other races, and 1.5% from two or more races. Hispanic or Latino of any race were 2.6% of the population.", "targets": "As of 2000, how many people lived in Richmond per square kilometer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-252d4138b5e2422e8c6a9d42a0a35da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 197,790 people, 84,549 households, and 43,627 families residing in the city. The population density was 3,292.6 people per square mile (1,271.3/km\u00b2). There were 92,282 housing units at an average density of 1,536.2 per square mile (593.1/km\u00b2). The racial makeup of the city was 38.3% White, 57.2% African American, 0.2% Native American, 1.3% Asian, 0.1% Pacific Islander, 1.5% from other races, and 1.5% from two or more races. Hispanic or Latino of any race were 2.6% of the population.", "targets": "What percentage of the Richmond population of 2000 was Pacific Islander?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-252d4138b5e2422e8c6a9d42a0a35da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 197,790 people, 84,549 households, and 43,627 families residing in the city. The population density was 3,292.6 people per square mile (1,271.3/km\u00b2). There were 92,282 housing units at an average density of 1,536.2 per square mile (593.1/km\u00b2). The racial makeup of the city was 38.3% White, 57.2% African American, 0.2% Native American, 1.3% Asian, 0.1% Pacific Islander, 1.5% from other races, and 1.5% from two or more races. Hispanic or Latino of any race were 2.6% of the population.", "targets": "What was the largest racial group in Richmond as of 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-252d4138b5e2422e8c6a9d42a0a35da3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 197,790 people, 84,549 households, and 43,627 families residing in the city. The population density was 3,292.6 people per square mile (1,271.3/km\u00b2). There were 92,282 housing units at an average density of 1,536.2 per square mile (593.1/km\u00b2). The racial makeup of the city was 38.3% White, 57.2% African American, 0.2% Native American, 1.3% Asian, 0.1% Pacific Islander, 1.5% from other races, and 1.5% from two or more races. Hispanic or Latino of any race were 2.6% of the population.", "targets": "In 2000, what percentage of Richmond residents were multiracial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6564b30ae53a475c970d0dc5ba88d6a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival has been celebrated for centuries. The tradition was likely established under Venetian rule around the 16th century. It may have been influenced by Greek traditions, such as festivities for deities such as Dionysus. The celebration originally involved dressing in costumes and holding masked balls or visiting friends. In the twentieth century it became an organized event held during the 10 days preceding Lent (according to the Greek Orthodox calendar). The festival is celebrated almost exclusively in the city of Limassol.", "targets": "How long has Carnival been celebrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6564b30ae53a475c970d0dc5ba88d6a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival has been celebrated for centuries. The tradition was likely established under Venetian rule around the 16th century. It may have been influenced by Greek traditions, such as festivities for deities such as Dionysus. The celebration originally involved dressing in costumes and holding masked balls or visiting friends. In the twentieth century it became an organized event held during the 10 days preceding Lent (according to the Greek Orthodox calendar). The festival is celebrated almost exclusively in the city of Limassol.", "targets": "Under whose rule was Carnival established in the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6564b30ae53a475c970d0dc5ba88d6a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival has been celebrated for centuries. The tradition was likely established under Venetian rule around the 16th century. It may have been influenced by Greek traditions, such as festivities for deities such as Dionysus. The celebration originally involved dressing in costumes and holding masked balls or visiting friends. In the twentieth century it became an organized event held during the 10 days preceding Lent (according to the Greek Orthodox calendar). The festival is celebrated almost exclusively in the city of Limassol.", "targets": "Dionysus was a deity in whose tradition? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6564b30ae53a475c970d0dc5ba88d6a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival has been celebrated for centuries. The tradition was likely established under Venetian rule around the 16th century. It may have been influenced by Greek traditions, such as festivities for deities such as Dionysus. The celebration originally involved dressing in costumes and holding masked balls or visiting friends. In the twentieth century it became an organized event held during the 10 days preceding Lent (according to the Greek Orthodox calendar). The festival is celebrated almost exclusively in the city of Limassol.", "targets": "In what century did the Carnival become an organized event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6564b30ae53a475c970d0dc5ba88d6a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival has been celebrated for centuries. The tradition was likely established under Venetian rule around the 16th century. It may have been influenced by Greek traditions, such as festivities for deities such as Dionysus. The celebration originally involved dressing in costumes and holding masked balls or visiting friends. In the twentieth century it became an organized event held during the 10 days preceding Lent (according to the Greek Orthodox calendar). The festival is celebrated almost exclusively in the city of Limassol.", "targets": "What city almost exclusively celebrates the Carnival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "Who manufactured \"Elixir Sulfanilamide\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What was one of the things the Federal Food, Drug and Cosmetic Act do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What year did Congress pass the Federal Food, Drug, and Cosmetic Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What drug killed 100 people in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What is Diethylene Glycol commonly used for now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What company manufactured Elixir Sulfanilamide? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What drug killed over 100 people in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "Diethylene glycol is mainly used today as what liquid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "What law did Congress pass following the Elixir Sulfanilamide incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fc9902b14c44fd7936506f5fa87df50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937 over 100 people died after ingesting \"Elixir Sulfanilamide\" manufactured by S.E. Massengill Company of Tennessee. The product was formulated in diethylene glycol, a highly toxic solvent that is now widely used as antifreeze. Under the laws extant at that time, prosecution of the manufacturer was possible only under the technicality that the product had been called an \"elixir\", which literally implied a solution in ethanol. In response to this episode, the U.S. Congress passed the Federal Food, Drug, and Cosmetic Act of 1938, which for the first time required pre-market demonstration of safety before a drug could be sold, and explicitly prohibited false therapeutic claims.", "targets": "The name \"elixir\" implied a solution in what liquid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ff35b8d1ee4a97957eaca7c2ad6674", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the book had barely hinted at human evolution, it quickly became central to the debate as mental and moral qualities were seen as spiritual aspects of the immaterial soul, and it was believed that animals did not have spiritual qualities. This conflict could be reconciled by supposing there was some supernatural intervention on the path leading to humans, or viewing evolution as a purposeful and progressive ascent to mankind's position at the head of nature. While many conservative theologians accepted evolution, Charles Hodge argued in his 1874 critique \"What is Darwinism?\" that \"Darwinism\", defined narrowly as including rejection of design, was atheism though he accepted that Asa Gray did not reject design. Asa Gray responded that this charge misrepresented Darwin's text. By the early 20th century, four noted authors of The Fundamentals were explicitly open to the possibility that God created through evolution, but fundamentalism inspired the American creation\u2013evolution controversy that began in the 1920s. Some conservative Roman Catholic writers and influential Jesuits opposed evolution in the late 19th and early 20th century, but other Catholic writers, starting with Mivart, pointed out that early Church Fathers had not interpreted Genesis literally in this area. The Vatican stated its official position in a 1950 papal encyclical, which held that evolution was not inconsistent with Catholic teaching.", "targets": "How did people attempt to rationalize or reconcile the concept of natural selection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ff35b8d1ee4a97957eaca7c2ad6674", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the book had barely hinted at human evolution, it quickly became central to the debate as mental and moral qualities were seen as spiritual aspects of the immaterial soul, and it was believed that animals did not have spiritual qualities. This conflict could be reconciled by supposing there was some supernatural intervention on the path leading to humans, or viewing evolution as a purposeful and progressive ascent to mankind's position at the head of nature. While many conservative theologians accepted evolution, Charles Hodge argued in his 1874 critique \"What is Darwinism?\" that \"Darwinism\", defined narrowly as including rejection of design, was atheism though he accepted that Asa Gray did not reject design. Asa Gray responded that this charge misrepresented Darwin's text. By the early 20th century, four noted authors of The Fundamentals were explicitly open to the possibility that God created through evolution, but fundamentalism inspired the American creation\u2013evolution controversy that began in the 1920s. Some conservative Roman Catholic writers and influential Jesuits opposed evolution in the late 19th and early 20th century, but other Catholic writers, starting with Mivart, pointed out that early Church Fathers had not interpreted Genesis literally in this area. The Vatican stated its official position in a 1950 papal encyclical, which held that evolution was not inconsistent with Catholic teaching.", "targets": "Which scientist argued that Darwinism was atheism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ff35b8d1ee4a97957eaca7c2ad6674", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the book had barely hinted at human evolution, it quickly became central to the debate as mental and moral qualities were seen as spiritual aspects of the immaterial soul, and it was believed that animals did not have spiritual qualities. This conflict could be reconciled by supposing there was some supernatural intervention on the path leading to humans, or viewing evolution as a purposeful and progressive ascent to mankind's position at the head of nature. While many conservative theologians accepted evolution, Charles Hodge argued in his 1874 critique \"What is Darwinism?\" that \"Darwinism\", defined narrowly as including rejection of design, was atheism though he accepted that Asa Gray did not reject design. Asa Gray responded that this charge misrepresented Darwin's text. By the early 20th century, four noted authors of The Fundamentals were explicitly open to the possibility that God created through evolution, but fundamentalism inspired the American creation\u2013evolution controversy that began in the 1920s. Some conservative Roman Catholic writers and influential Jesuits opposed evolution in the late 19th and early 20th century, but other Catholic writers, starting with Mivart, pointed out that early Church Fathers had not interpreted Genesis literally in this area. The Vatican stated its official position in a 1950 papal encyclical, which held that evolution was not inconsistent with Catholic teaching.", "targets": "What controversy around Darwin's book began in the 1920s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ff35b8d1ee4a97957eaca7c2ad6674", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the book had barely hinted at human evolution, it quickly became central to the debate as mental and moral qualities were seen as spiritual aspects of the immaterial soul, and it was believed that animals did not have spiritual qualities. This conflict could be reconciled by supposing there was some supernatural intervention on the path leading to humans, or viewing evolution as a purposeful and progressive ascent to mankind's position at the head of nature. While many conservative theologians accepted evolution, Charles Hodge argued in his 1874 critique \"What is Darwinism?\" that \"Darwinism\", defined narrowly as including rejection of design, was atheism though he accepted that Asa Gray did not reject design. Asa Gray responded that this charge misrepresented Darwin's text. By the early 20th century, four noted authors of The Fundamentals were explicitly open to the possibility that God created through evolution, but fundamentalism inspired the American creation\u2013evolution controversy that began in the 1920s. Some conservative Roman Catholic writers and influential Jesuits opposed evolution in the late 19th and early 20th century, but other Catholic writers, starting with Mivart, pointed out that early Church Fathers had not interpreted Genesis literally in this area. The Vatican stated its official position in a 1950 papal encyclical, which held that evolution was not inconsistent with Catholic teaching.", "targets": "What official position did the Vatican take on the subject of evolution in 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57625c4b613c4bee889ad3bba93c2dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uprisings and demands by African leaders led the UN to assume direct responsibility over the territory. It recognised the South West Africa People's Organisation (SWAPO) as the official representative of the Namibian people in 1973. Namibia, however, remained under South African administration during this time as South-West Africa. Following internal violence, South Africa installed an interim administration in Namibia in 1985. Namibia obtained full independence from South Africa in 1990, with the exception of Walvis Bay and the Penguin Islands, which remained under South African control until 1994.", "targets": "What does SWAPO stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57625c4b613c4bee889ad3bba93c2dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uprisings and demands by African leaders led the UN to assume direct responsibility over the territory. It recognised the South West Africa People's Organisation (SWAPO) as the official representative of the Namibian people in 1973. Namibia, however, remained under South African administration during this time as South-West Africa. Following internal violence, South Africa installed an interim administration in Namibia in 1985. Namibia obtained full independence from South Africa in 1990, with the exception of Walvis Bay and the Penguin Islands, which remained under South African control until 1994.", "targets": "When was SWAPO designated as the representative of Namibian people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57625c4b613c4bee889ad3bba93c2dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uprisings and demands by African leaders led the UN to assume direct responsibility over the territory. It recognised the South West Africa People's Organisation (SWAPO) as the official representative of the Namibian people in 1973. Namibia, however, remained under South African administration during this time as South-West Africa. Following internal violence, South Africa installed an interim administration in Namibia in 1985. Namibia obtained full independence from South Africa in 1990, with the exception of Walvis Bay and the Penguin Islands, which remained under South African control until 1994.", "targets": "When Namibia was under South African administration, what was it called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57625c4b613c4bee889ad3bba93c2dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uprisings and demands by African leaders led the UN to assume direct responsibility over the territory. It recognised the South West Africa People's Organisation (SWAPO) as the official representative of the Namibian people in 1973. Namibia, however, remained under South African administration during this time as South-West Africa. Following internal violence, South Africa installed an interim administration in Namibia in 1985. Namibia obtained full independence from South Africa in 1990, with the exception of Walvis Bay and the Penguin Islands, which remained under South African control until 1994.", "targets": "Why did South Africa install an interim administration in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57625c4b613c4bee889ad3bba93c2dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uprisings and demands by African leaders led the UN to assume direct responsibility over the territory. It recognised the South West Africa People's Organisation (SWAPO) as the official representative of the Namibian people in 1973. Namibia, however, remained under South African administration during this time as South-West Africa. Following internal violence, South Africa installed an interim administration in Namibia in 1985. Namibia obtained full independence from South Africa in 1990, with the exception of Walvis Bay and the Penguin Islands, which remained under South African control until 1994.", "targets": "When did Namibia obtain full independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0964216a4b9c4892a3135f2cadb916db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of the town was changed by a later charter of Charles I by at once the formal separation from Portsmouth and the recognition of Southampton as a county, In the charter dated 27 June 1640 the formal title of the town became 'The Town and County of the Town of Southampton'. These charters and Royal Grants, of which there were many, also set out the governance and regulation of the town and port which remained the 'constitution' of the town until the local government organisation of the later Victorian period which from about 1888 saw the setting up of County Councils across England and Wales and including Hampshire County Council who now took on some of the function of Government in Southampton Town. In this regime, The Town and County of the Town of Southampton also became a county borough with shared responsibility for aspects of local government. On 24 February 1964 the status changed again by a Charter of Elizabeth II, creating the City and County of the City of Southampton.", "targets": "What king's charter recognized Southampton as its own county?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0964216a4b9c4892a3135f2cadb916db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of the town was changed by a later charter of Charles I by at once the formal separation from Portsmouth and the recognition of Southampton as a county, In the charter dated 27 June 1640 the formal title of the town became 'The Town and County of the Town of Southampton'. These charters and Royal Grants, of which there were many, also set out the governance and regulation of the town and port which remained the 'constitution' of the town until the local government organisation of the later Victorian period which from about 1888 saw the setting up of County Councils across England and Wales and including Hampshire County Council who now took on some of the function of Government in Southampton Town. In this regime, The Town and County of the Town of Southampton also became a county borough with shared responsibility for aspects of local government. On 24 February 1964 the status changed again by a Charter of Elizabeth II, creating the City and County of the City of Southampton.", "targets": "What year did Southampton receive the charter naming it 'The Town and County of the Town of Southampton'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0964216a4b9c4892a3135f2cadb916db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of the town was changed by a later charter of Charles I by at once the formal separation from Portsmouth and the recognition of Southampton as a county, In the charter dated 27 June 1640 the formal title of the town became 'The Town and County of the Town of Southampton'. These charters and Royal Grants, of which there were many, also set out the governance and regulation of the town and port which remained the 'constitution' of the town until the local government organisation of the later Victorian period which from about 1888 saw the setting up of County Councils across England and Wales and including Hampshire County Council who now took on some of the function of Government in Southampton Town. In this regime, The Town and County of the Town of Southampton also became a county borough with shared responsibility for aspects of local government. On 24 February 1964 the status changed again by a Charter of Elizabeth II, creating the City and County of the City of Southampton.", "targets": "What era in history saw local government begin setting up County Councils in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0964216a4b9c4892a3135f2cadb916db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of the town was changed by a later charter of Charles I by at once the formal separation from Portsmouth and the recognition of Southampton as a county, In the charter dated 27 June 1640 the formal title of the town became 'The Town and County of the Town of Southampton'. These charters and Royal Grants, of which there were many, also set out the governance and regulation of the town and port which remained the 'constitution' of the town until the local government organisation of the later Victorian period which from about 1888 saw the setting up of County Councils across England and Wales and including Hampshire County Council who now took on some of the function of Government in Southampton Town. In this regime, The Town and County of the Town of Southampton also became a county borough with shared responsibility for aspects of local government. On 24 February 1964 the status changed again by a Charter of Elizabeth II, creating the City and County of the City of Southampton.", "targets": "After 1888, which Council took over some governance of Southampton Town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0964216a4b9c4892a3135f2cadb916db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of the town was changed by a later charter of Charles I by at once the formal separation from Portsmouth and the recognition of Southampton as a county, In the charter dated 27 June 1640 the formal title of the town became 'The Town and County of the Town of Southampton'. These charters and Royal Grants, of which there were many, also set out the governance and regulation of the town and port which remained the 'constitution' of the town until the local government organisation of the later Victorian period which from about 1888 saw the setting up of County Councils across England and Wales and including Hampshire County Council who now took on some of the function of Government in Southampton Town. In this regime, The Town and County of the Town of Southampton also became a county borough with shared responsibility for aspects of local government. On 24 February 1964 the status changed again by a Charter of Elizabeth II, creating the City and County of the City of Southampton.", "targets": "What was the year that Queen Elizabeth II's charter created the City and County of the City of Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b58480274ba244038641a5bba5224d8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth has a post-war shopping area in the city centre with substantial pedestrianisation. At the west end of the zone inside a grade II listed building is the Pannier Market that was completed in 1959 \u2013 pannier meaning \"basket\" from French, so it translates as \"basket market\". In terms of retail floorspace, Plymouth is ranked in the top five in the South West, and 29th nationally. Plymouth was one of the first ten British cities to trial the new Business Improvement District initiative. The Tinside Pool is situated at the foot of the Hoe and became a grade II listed building in 1998 before being restored to its 1930s look for \u00a33.4 million.", "targets": "What notable shop is located in a grade II listed building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b58480274ba244038641a5bba5224d8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth has a post-war shopping area in the city centre with substantial pedestrianisation. At the west end of the zone inside a grade II listed building is the Pannier Market that was completed in 1959 \u2013 pannier meaning \"basket\" from French, so it translates as \"basket market\". In terms of retail floorspace, Plymouth is ranked in the top five in the South West, and 29th nationally. Plymouth was one of the first ten British cities to trial the new Business Improvement District initiative. The Tinside Pool is situated at the foot of the Hoe and became a grade II listed building in 1998 before being restored to its 1930s look for \u00a33.4 million.", "targets": "In what year was Pannier Market finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b58480274ba244038641a5bba5224d8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth has a post-war shopping area in the city centre with substantial pedestrianisation. At the west end of the zone inside a grade II listed building is the Pannier Market that was completed in 1959 \u2013 pannier meaning \"basket\" from French, so it translates as \"basket market\". In terms of retail floorspace, Plymouth is ranked in the top five in the South West, and 29th nationally. Plymouth was one of the first ten British cities to trial the new Business Improvement District initiative. The Tinside Pool is situated at the foot of the Hoe and became a grade II listed building in 1998 before being restored to its 1930s look for \u00a33.4 million.", "targets": "What is Plymouth's national rank in retail floorspace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b58480274ba244038641a5bba5224d8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth has a post-war shopping area in the city centre with substantial pedestrianisation. At the west end of the zone inside a grade II listed building is the Pannier Market that was completed in 1959 \u2013 pannier meaning \"basket\" from French, so it translates as \"basket market\". In terms of retail floorspace, Plymouth is ranked in the top five in the South West, and 29th nationally. Plymouth was one of the first ten British cities to trial the new Business Improvement District initiative. The Tinside Pool is situated at the foot of the Hoe and became a grade II listed building in 1998 before being restored to its 1930s look for \u00a33.4 million.", "targets": "What notable location was named a grade II listed building in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b58480274ba244038641a5bba5224d8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth has a post-war shopping area in the city centre with substantial pedestrianisation. At the west end of the zone inside a grade II listed building is the Pannier Market that was completed in 1959 \u2013 pannier meaning \"basket\" from French, so it translates as \"basket market\". In terms of retail floorspace, Plymouth is ranked in the top five in the South West, and 29th nationally. Plymouth was one of the first ten British cities to trial the new Business Improvement District initiative. The Tinside Pool is situated at the foot of the Hoe and became a grade II listed building in 1998 before being restored to its 1930s look for \u00a33.4 million.", "targets": "What was the cost to restore Tinside Pool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-425475f70b98475ba624160294ff7868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 19 November 1968, following progressive economic decline, the Ke\u00efta regime was overthrown in a bloodless military coup led by Moussa Traor\u00e9, a day which is now commemorated as Liberation Day. The subsequent military-led regime, with Traor\u00e9 as president, attempted to reform the economy. His efforts were frustrated by political turmoil and a devastating drought between 1968 to 1974, in which famine killed thousands of people. The Traor\u00e9 regime faced student unrest beginning in the late 1970s and three coup attempts. The Traor\u00e9 regime repressed all dissenters until the late 1980s.", "targets": "What regime was overthrown in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-425475f70b98475ba624160294ff7868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 19 November 1968, following progressive economic decline, the Ke\u00efta regime was overthrown in a bloodless military coup led by Moussa Traor\u00e9, a day which is now commemorated as Liberation Day. The subsequent military-led regime, with Traor\u00e9 as president, attempted to reform the economy. His efforts were frustrated by political turmoil and a devastating drought between 1968 to 1974, in which famine killed thousands of people. The Traor\u00e9 regime faced student unrest beginning in the late 1970s and three coup attempts. The Traor\u00e9 regime repressed all dissenters until the late 1980s.", "targets": "Who led the military on what is now celebrated Liberation Day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-425475f70b98475ba624160294ff7868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 19 November 1968, following progressive economic decline, the Ke\u00efta regime was overthrown in a bloodless military coup led by Moussa Traor\u00e9, a day which is now commemorated as Liberation Day. The subsequent military-led regime, with Traor\u00e9 as president, attempted to reform the economy. His efforts were frustrated by political turmoil and a devastating drought between 1968 to 1974, in which famine killed thousands of people. The Traor\u00e9 regime faced student unrest beginning in the late 1970s and three coup attempts. The Traor\u00e9 regime repressed all dissenters until the late 1980s.", "targets": "What position did Moussa Traor\u00e9 take on as a result of his success?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-425475f70b98475ba624160294ff7868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 19 November 1968, following progressive economic decline, the Ke\u00efta regime was overthrown in a bloodless military coup led by Moussa Traor\u00e9, a day which is now commemorated as Liberation Day. The subsequent military-led regime, with Traor\u00e9 as president, attempted to reform the economy. His efforts were frustrated by political turmoil and a devastating drought between 1968 to 1974, in which famine killed thousands of people. The Traor\u00e9 regime faced student unrest beginning in the late 1970s and three coup attempts. The Traor\u00e9 regime repressed all dissenters until the late 1980s.", "targets": "Between what years did famine and drought afflict the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-425475f70b98475ba624160294ff7868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 19 November 1968, following progressive economic decline, the Ke\u00efta regime was overthrown in a bloodless military coup led by Moussa Traor\u00e9, a day which is now commemorated as Liberation Day. The subsequent military-led regime, with Traor\u00e9 as president, attempted to reform the economy. His efforts were frustrated by political turmoil and a devastating drought between 1968 to 1974, in which famine killed thousands of people. The Traor\u00e9 regime faced student unrest beginning in the late 1970s and three coup attempts. The Traor\u00e9 regime repressed all dissenters until the late 1980s.", "targets": "In the 1970's how many attempts were there the overthrow the govenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84fe07b02cb140a9b075ef603820cbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism district would comprise several key areas in the city; the Marina District, Ducktown, Chelsea, South Inlet, Bader Field, and Gardner's Basin. Also included are 10 roadways that lead into the district, including several in the city's northern end, or North Beach. Gardner's Basin, which is home to the Atlantic City Aquarium, was initially left out of the tourism district, while a residential neighborhood in the Chelsea section was removed from the final boundaries, owing to complaints from the city. Also, the inclusion of Bader Field in the district was controversial and received much scrutiny from mayor Lorenzo Langford, who cast the lone \"no\" vote on the creation of the district citing its inclusion.", "targets": "How many roadways will be included in the district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84fe07b02cb140a9b075ef603820cbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism district would comprise several key areas in the city; the Marina District, Ducktown, Chelsea, South Inlet, Bader Field, and Gardner's Basin. Also included are 10 roadways that lead into the district, including several in the city's northern end, or North Beach. Gardner's Basin, which is home to the Atlantic City Aquarium, was initially left out of the tourism district, while a residential neighborhood in the Chelsea section was removed from the final boundaries, owing to complaints from the city. Also, the inclusion of Bader Field in the district was controversial and received much scrutiny from mayor Lorenzo Langford, who cast the lone \"no\" vote on the creation of the district citing its inclusion.", "targets": "What place is home to the Atlantic City Aquarium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84fe07b02cb140a9b075ef603820cbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism district would comprise several key areas in the city; the Marina District, Ducktown, Chelsea, South Inlet, Bader Field, and Gardner's Basin. Also included are 10 roadways that lead into the district, including several in the city's northern end, or North Beach. Gardner's Basin, which is home to the Atlantic City Aquarium, was initially left out of the tourism district, while a residential neighborhood in the Chelsea section was removed from the final boundaries, owing to complaints from the city. Also, the inclusion of Bader Field in the district was controversial and received much scrutiny from mayor Lorenzo Langford, who cast the lone \"no\" vote on the creation of the district citing its inclusion.", "targets": "What place was originally left off of the tourism district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84fe07b02cb140a9b075ef603820cbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism district would comprise several key areas in the city; the Marina District, Ducktown, Chelsea, South Inlet, Bader Field, and Gardner's Basin. Also included are 10 roadways that lead into the district, including several in the city's northern end, or North Beach. Gardner's Basin, which is home to the Atlantic City Aquarium, was initially left out of the tourism district, while a residential neighborhood in the Chelsea section was removed from the final boundaries, owing to complaints from the city. Also, the inclusion of Bader Field in the district was controversial and received much scrutiny from mayor Lorenzo Langford, who cast the lone \"no\" vote on the creation of the district citing its inclusion.", "targets": "Where was the residential neighborhood that was removed from the final boundaries of the district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84fe07b02cb140a9b075ef603820cbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism district would comprise several key areas in the city; the Marina District, Ducktown, Chelsea, South Inlet, Bader Field, and Gardner's Basin. Also included are 10 roadways that lead into the district, including several in the city's northern end, or North Beach. Gardner's Basin, which is home to the Atlantic City Aquarium, was initially left out of the tourism district, while a residential neighborhood in the Chelsea section was removed from the final boundaries, owing to complaints from the city. Also, the inclusion of Bader Field in the district was controversial and received much scrutiny from mayor Lorenzo Langford, who cast the lone \"no\" vote on the creation of the district citing its inclusion.", "targets": "Who cast the lone \"no\" vote on the creation of the district citing Bader Field's inclusion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65d73fbc90c149c7898edd080d45d8db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual Southampton Boat Show is held in September each year, with over 600 exhibitors present. It runs for just over a week at Mayflower Park on the city's waterfront, where it has been held since 1968. The Boat Show itself is the climax of Sea City, which runs from April to September each year to celebrate Southampton's links with the sea.", "targets": "In what month each year is the Southampton Boat Show held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65d73fbc90c149c7898edd080d45d8db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual Southampton Boat Show is held in September each year, with over 600 exhibitors present. It runs for just over a week at Mayflower Park on the city's waterfront, where it has been held since 1968. The Boat Show itself is the climax of Sea City, which runs from April to September each year to celebrate Southampton's links with the sea.", "targets": "What waterfront park hosts the Boat Show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65d73fbc90c149c7898edd080d45d8db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual Southampton Boat Show is held in September each year, with over 600 exhibitors present. It runs for just over a week at Mayflower Park on the city's waterfront, where it has been held since 1968. The Boat Show itself is the climax of Sea City, which runs from April to September each year to celebrate Southampton's links with the sea.", "targets": "When was the Boat Show first held in Mayflower Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65d73fbc90c149c7898edd080d45d8db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual Southampton Boat Show is held in September each year, with over 600 exhibitors present. It runs for just over a week at Mayflower Park on the city's waterfront, where it has been held since 1968. The Boat Show itself is the climax of Sea City, which runs from April to September each year to celebrate Southampton's links with the sea.", "targets": "What Southampton festival culminates in the Boat Show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65d73fbc90c149c7898edd080d45d8db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual Southampton Boat Show is held in September each year, with over 600 exhibitors present. It runs for just over a week at Mayflower Park on the city's waterfront, where it has been held since 1968. The Boat Show itself is the climax of Sea City, which runs from April to September each year to celebrate Southampton's links with the sea.", "targets": "Attendees of the Boat Show can expect to see at least how many exhibitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d80b59cc09c04a07906dd81bbb24dd0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ramanuja (c. 1037\u20131137) was the foremost proponent of the philosophy of Vi\u015bi\u1e63\u1e6d\u0101dvaita or qualified non-dualism. Vi\u015bi\u1e63\u1e6d\u0101dvaita advocated the concept of a Supreme Being with essential qualities or attributes. Vi\u015bi\u1e63\u1e6d\u0101dvaitins argued against the Advaitin conception of Brahman as an impersonal empty oneness. They saw Brahman as an eternal oneness, but also as the source of all creation, which was omnipresent and actively involved in existence. To them the sense of subject-object perception was illusory and a sign of ignorance. However, the individual's sense of self was not a complete illusion since it was derived from the universal beingness that is Brahman. Ramanuja saw Vishnu as a personification of Brahman.", "targets": "What is the philosophy of dualism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d80b59cc09c04a07906dd81bbb24dd0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ramanuja (c. 1037\u20131137) was the foremost proponent of the philosophy of Vi\u015bi\u1e63\u1e6d\u0101dvaita or qualified non-dualism. Vi\u015bi\u1e63\u1e6d\u0101dvaita advocated the concept of a Supreme Being with essential qualities or attributes. Vi\u015bi\u1e63\u1e6d\u0101dvaitins argued against the Advaitin conception of Brahman as an impersonal empty oneness. They saw Brahman as an eternal oneness, but also as the source of all creation, which was omnipresent and actively involved in existence. To them the sense of subject-object perception was illusory and a sign of ignorance. However, the individual's sense of self was not a complete illusion since it was derived from the universal beingness that is Brahman. Ramanuja saw Vishnu as a personification of Brahman.", "targets": "Who was the leader in pushing the philosophy of Visistadvaita?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d80b59cc09c04a07906dd81bbb24dd0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ramanuja (c. 1037\u20131137) was the foremost proponent of the philosophy of Vi\u015bi\u1e63\u1e6d\u0101dvaita or qualified non-dualism. Vi\u015bi\u1e63\u1e6d\u0101dvaita advocated the concept of a Supreme Being with essential qualities or attributes. Vi\u015bi\u1e63\u1e6d\u0101dvaitins argued against the Advaitin conception of Brahman as an impersonal empty oneness. They saw Brahman as an eternal oneness, but also as the source of all creation, which was omnipresent and actively involved in existence. To them the sense of subject-object perception was illusory and a sign of ignorance. However, the individual's sense of self was not a complete illusion since it was derived from the universal beingness that is Brahman. Ramanuja saw Vishnu as a personification of Brahman.", "targets": "When did Ramanuja live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d80b59cc09c04a07906dd81bbb24dd0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ramanuja (c. 1037\u20131137) was the foremost proponent of the philosophy of Vi\u015bi\u1e63\u1e6d\u0101dvaita or qualified non-dualism. Vi\u015bi\u1e63\u1e6d\u0101dvaita advocated the concept of a Supreme Being with essential qualities or attributes. Vi\u015bi\u1e63\u1e6d\u0101dvaitins argued against the Advaitin conception of Brahman as an impersonal empty oneness. They saw Brahman as an eternal oneness, but also as the source of all creation, which was omnipresent and actively involved in existence. To them the sense of subject-object perception was illusory and a sign of ignorance. However, the individual's sense of self was not a complete illusion since it was derived from the universal beingness that is Brahman. Ramanuja saw Vishnu as a personification of Brahman.", "targets": "For the existence of what did the Visistadvaita philosophy argue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d80b59cc09c04a07906dd81bbb24dd0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ramanuja (c. 1037\u20131137) was the foremost proponent of the philosophy of Vi\u015bi\u1e63\u1e6d\u0101dvaita or qualified non-dualism. Vi\u015bi\u1e63\u1e6d\u0101dvaita advocated the concept of a Supreme Being with essential qualities or attributes. Vi\u015bi\u1e63\u1e6d\u0101dvaitins argued against the Advaitin conception of Brahman as an impersonal empty oneness. They saw Brahman as an eternal oneness, but also as the source of all creation, which was omnipresent and actively involved in existence. To them the sense of subject-object perception was illusory and a sign of ignorance. However, the individual's sense of self was not a complete illusion since it was derived from the universal beingness that is Brahman. Ramanuja saw Vishnu as a personification of Brahman.", "targets": "What being did Ramanuja believe was the personification of Brahman"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d5d3bc593446a0bc857c416f9c645d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Germans expected to negotiate an end to the war but immediately ordered an advance on Paris; by 15 September Moltke issued the orders for an investment of Paris and on 20 September the encirclement was complete. Bismarck met Favre on 18 September at the Ch\u00e2teau de Ferri\u00e8res and demanded a frontier immune to a French war of revenge, which included Strasbourg, Alsace and most the Moselle department in Lorraine of which Metz was the capital. In return for an armistice for the French to elect a National Assembly, Bismarck demanded the surrender of Strasbourg and the fortress city of Toul. To allow supplies into Paris, one of the perimeter forts had to be handed over. Favre was unaware that the real aim of Bismarck in making such extortionate demands was to establish a durable peace on the new western frontier of Germany, preferably by a peace with a friendly government, on terms acceptable to French public opinion. An impregnable military frontier was an inferior alternative to him, favoured only by the militant nationalists on the German side.", "targets": "What did the Germans expect to negotiate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d5d3bc593446a0bc857c416f9c645d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Germans expected to negotiate an end to the war but immediately ordered an advance on Paris; by 15 September Moltke issued the orders for an investment of Paris and on 20 September the encirclement was complete. Bismarck met Favre on 18 September at the Ch\u00e2teau de Ferri\u00e8res and demanded a frontier immune to a French war of revenge, which included Strasbourg, Alsace and most the Moselle department in Lorraine of which Metz was the capital. In return for an armistice for the French to elect a National Assembly, Bismarck demanded the surrender of Strasbourg and the fortress city of Toul. To allow supplies into Paris, one of the perimeter forts had to be handed over. Favre was unaware that the real aim of Bismarck in making such extortionate demands was to establish a durable peace on the new western frontier of Germany, preferably by a peace with a friendly government, on terms acceptable to French public opinion. An impregnable military frontier was an inferior alternative to him, favoured only by the militant nationalists on the German side.", "targets": "On what date was the encirclement of Paris complete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d5d3bc593446a0bc857c416f9c645d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Germans expected to negotiate an end to the war but immediately ordered an advance on Paris; by 15 September Moltke issued the orders for an investment of Paris and on 20 September the encirclement was complete. Bismarck met Favre on 18 September at the Ch\u00e2teau de Ferri\u00e8res and demanded a frontier immune to a French war of revenge, which included Strasbourg, Alsace and most the Moselle department in Lorraine of which Metz was the capital. In return for an armistice for the French to elect a National Assembly, Bismarck demanded the surrender of Strasbourg and the fortress city of Toul. To allow supplies into Paris, one of the perimeter forts had to be handed over. Favre was unaware that the real aim of Bismarck in making such extortionate demands was to establish a durable peace on the new western frontier of Germany, preferably by a peace with a friendly government, on terms acceptable to French public opinion. An impregnable military frontier was an inferior alternative to him, favoured only by the militant nationalists on the German side.", "targets": "Bismarck and Favre met on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d5d3bc593446a0bc857c416f9c645d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Germans expected to negotiate an end to the war but immediately ordered an advance on Paris; by 15 September Moltke issued the orders for an investment of Paris and on 20 September the encirclement was complete. Bismarck met Favre on 18 September at the Ch\u00e2teau de Ferri\u00e8res and demanded a frontier immune to a French war of revenge, which included Strasbourg, Alsace and most the Moselle department in Lorraine of which Metz was the capital. In return for an armistice for the French to elect a National Assembly, Bismarck demanded the surrender of Strasbourg and the fortress city of Toul. To allow supplies into Paris, one of the perimeter forts had to be handed over. Favre was unaware that the real aim of Bismarck in making such extortionate demands was to establish a durable peace on the new western frontier of Germany, preferably by a peace with a friendly government, on terms acceptable to French public opinion. An impregnable military frontier was an inferior alternative to him, favoured only by the militant nationalists on the German side.", "targets": "What was the location of Bismarck and Favre's meeting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d5d3bc593446a0bc857c416f9c645d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Germans expected to negotiate an end to the war but immediately ordered an advance on Paris; by 15 September Moltke issued the orders for an investment of Paris and on 20 September the encirclement was complete. Bismarck met Favre on 18 September at the Ch\u00e2teau de Ferri\u00e8res and demanded a frontier immune to a French war of revenge, which included Strasbourg, Alsace and most the Moselle department in Lorraine of which Metz was the capital. In return for an armistice for the French to elect a National Assembly, Bismarck demanded the surrender of Strasbourg and the fortress city of Toul. To allow supplies into Paris, one of the perimeter forts had to be handed over. Favre was unaware that the real aim of Bismarck in making such extortionate demands was to establish a durable peace on the new western frontier of Germany, preferably by a peace with a friendly government, on terms acceptable to French public opinion. An impregnable military frontier was an inferior alternative to him, favoured only by the militant nationalists on the German side.", "targets": "Bismarck demanded the surrender of Strasbourg and what fortress city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11a6bd322bdd4287917010b1ff3e0789", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida is among the three states with the most severe felony disenfranchisement laws. Florida requires felons to have completed sentencing, parole and/or probation, and then seven years later, to apply individually for restoration of voting privileges. As in other aspects of the criminal justice system, this law has disproportionate effects for minorities. As a result, according to Brent Staples, based on data from The Sentencing Project, the effect of Florida's law is such that in 2014 \"[m]ore than one in ten Floridians \u2013 and nearly one in four African-American Floridians \u2013 are shut out of the polls because of felony convictions.\"", "targets": "How severe are Florida disenfranchisement laws "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11a6bd322bdd4287917010b1ff3e0789", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida is among the three states with the most severe felony disenfranchisement laws. Florida requires felons to have completed sentencing, parole and/or probation, and then seven years later, to apply individually for restoration of voting privileges. As in other aspects of the criminal justice system, this law has disproportionate effects for minorities. As a result, according to Brent Staples, based on data from The Sentencing Project, the effect of Florida's law is such that in 2014 \"[m]ore than one in ten Floridians \u2013 and nearly one in four African-American Floridians \u2013 are shut out of the polls because of felony convictions.\"", "targets": "What doe s the law require for criminals "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11a6bd322bdd4287917010b1ff3e0789", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida is among the three states with the most severe felony disenfranchisement laws. Florida requires felons to have completed sentencing, parole and/or probation, and then seven years later, to apply individually for restoration of voting privileges. As in other aspects of the criminal justice system, this law has disproportionate effects for minorities. As a result, according to Brent Staples, based on data from The Sentencing Project, the effect of Florida's law is such that in 2014 \"[m]ore than one in ten Floridians \u2013 and nearly one in four African-American Floridians \u2013 are shut out of the polls because of felony convictions.\"", "targets": "Who does this law effect most "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11a6bd322bdd4287917010b1ff3e0789", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida is among the three states with the most severe felony disenfranchisement laws. Florida requires felons to have completed sentencing, parole and/or probation, and then seven years later, to apply individually for restoration of voting privileges. As in other aspects of the criminal justice system, this law has disproportionate effects for minorities. As a result, according to Brent Staples, based on data from The Sentencing Project, the effect of Florida's law is such that in 2014 \"[m]ore than one in ten Floridians \u2013 and nearly one in four African-American Floridians \u2013 are shut out of the polls because of felony convictions.\"", "targets": "How does it effect elections "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ba913c99ee44fe9dfe422f98e3a19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received a higher wages.", "targets": "When did secondary education emerge in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ba913c99ee44fe9dfe422f98e3a19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received a higher wages.", "targets": "Why was secondary school introduced in the U.S?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ba913c99ee44fe9dfe422f98e3a19a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received a higher wages.", "targets": "Who benefited from secondary schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-147a3a1aa31e4613a0fc00a163c6a6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1971 Local Government White Paper proposed abolishing county boroughs, which would have left Plymouth, a town of 250,000 people, being administered from a council based at the smaller Exeter, on the other side of the county. This led to Plymouth lobbying for the creation of a Tamarside county, to include Plymouth, Torpoint, Saltash, and the rural hinterland. The campaign was not successful, and Plymouth ceased to be a county borough on 1 April 1974 with responsibility for education, social services, highways and libraries transferred to Devon County Council. All powers returned when the city become a unitary authority on 1 April 1998 under recommendations of the Banham Commission.", "targets": "What was the population of Plymouth in 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-147a3a1aa31e4613a0fc00a163c6a6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1971 Local Government White Paper proposed abolishing county boroughs, which would have left Plymouth, a town of 250,000 people, being administered from a council based at the smaller Exeter, on the other side of the county. This led to Plymouth lobbying for the creation of a Tamarside county, to include Plymouth, Torpoint, Saltash, and the rural hinterland. The campaign was not successful, and Plymouth ceased to be a county borough on 1 April 1974 with responsibility for education, social services, highways and libraries transferred to Devon County Council. All powers returned when the city become a unitary authority on 1 April 1998 under recommendations of the Banham Commission.", "targets": "What document suggested that county boroughs be eliminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-147a3a1aa31e4613a0fc00a163c6a6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1971 Local Government White Paper proposed abolishing county boroughs, which would have left Plymouth, a town of 250,000 people, being administered from a council based at the smaller Exeter, on the other side of the county. This led to Plymouth lobbying for the creation of a Tamarside county, to include Plymouth, Torpoint, Saltash, and the rural hinterland. The campaign was not successful, and Plymouth ceased to be a county borough on 1 April 1974 with responsibility for education, social services, highways and libraries transferred to Devon County Council. All powers returned when the city become a unitary authority on 1 April 1998 under recommendations of the Banham Commission.", "targets": "What county did Plymouth unsuccessfully attempt to see created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-147a3a1aa31e4613a0fc00a163c6a6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1971 Local Government White Paper proposed abolishing county boroughs, which would have left Plymouth, a town of 250,000 people, being administered from a council based at the smaller Exeter, on the other side of the county. This led to Plymouth lobbying for the creation of a Tamarside county, to include Plymouth, Torpoint, Saltash, and the rural hinterland. The campaign was not successful, and Plymouth ceased to be a county borough on 1 April 1974 with responsibility for education, social services, highways and libraries transferred to Devon County Council. All powers returned when the city become a unitary authority on 1 April 1998 under recommendations of the Banham Commission.", "targets": "On what date did Plymouth's county status end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-147a3a1aa31e4613a0fc00a163c6a6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1971 Local Government White Paper proposed abolishing county boroughs, which would have left Plymouth, a town of 250,000 people, being administered from a council based at the smaller Exeter, on the other side of the county. This led to Plymouth lobbying for the creation of a Tamarside county, to include Plymouth, Torpoint, Saltash, and the rural hinterland. The campaign was not successful, and Plymouth ceased to be a county borough on 1 April 1974 with responsibility for education, social services, highways and libraries transferred to Devon County Council. All powers returned when the city become a unitary authority on 1 April 1998 under recommendations of the Banham Commission.", "targets": "What body proposed that Plymouth become a unitary council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c2a6dc0ead44e0b80067481fbe1cd4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB implements connections to storage devices using a set of standards called the USB mass storage device class (MSC or UMS). This was at first intended for traditional magnetic and optical drives and has been extended to support flash drives. It has also been extended to support a wide variety of novel devices as many systems can be controlled with the familiar metaphor of file manipulation within directories. The process of making a novel device look like a familiar device is also known as extension. The ability to boot a write-locked SD card with a USB adapter is particularly advantageous for maintaining the integrity and non-corruptible, pristine state of the booting medium.", "targets": "What do USB's implement connections to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c2a6dc0ead44e0b80067481fbe1cd4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB implements connections to storage devices using a set of standards called the USB mass storage device class (MSC or UMS). This was at first intended for traditional magnetic and optical drives and has been extended to support flash drives. It has also been extended to support a wide variety of novel devices as many systems can be controlled with the familiar metaphor of file manipulation within directories. The process of making a novel device look like a familiar device is also known as extension. The ability to boot a write-locked SD card with a USB adapter is particularly advantageous for maintaining the integrity and non-corruptible, pristine state of the booting medium.", "targets": "What are the standards called that implement connections to storage devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c2a6dc0ead44e0b80067481fbe1cd4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB implements connections to storage devices using a set of standards called the USB mass storage device class (MSC or UMS). This was at first intended for traditional magnetic and optical drives and has been extended to support flash drives. It has also been extended to support a wide variety of novel devices as many systems can be controlled with the familiar metaphor of file manipulation within directories. The process of making a novel device look like a familiar device is also known as extension. The ability to boot a write-locked SD card with a USB adapter is particularly advantageous for maintaining the integrity and non-corruptible, pristine state of the booting medium.", "targets": "What is the process of making a novel device look like a familiar device?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c2a6dc0ead44e0b80067481fbe1cd4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB implements connections to storage devices using a set of standards called the USB mass storage device class (MSC or UMS). This was at first intended for traditional magnetic and optical drives and has been extended to support flash drives. It has also been extended to support a wide variety of novel devices as many systems can be controlled with the familiar metaphor of file manipulation within directories. The process of making a novel device look like a familiar device is also known as extension. The ability to boot a write-locked SD card with a USB adapter is particularly advantageous for maintaining the integrity and non-corruptible, pristine state of the booting medium.", "targets": "Why is the ability to boot write-locked SD cards with a USB adapter advantageous for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ae1f3c6b4f49019725ab05ae52d50b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An MP3 file is made up of MP3 frames, which consist of a header and a data block. This sequence of frames is called an elementary stream. Due to the \"byte reservoir\", frames are not independent items and cannot usually be extracted on arbitrary frame boundaries. The MP3 Data blocks contain the (compressed) audio information in terms of frequencies and amplitudes. The diagram shows that the MP3 Header consists of a sync word, which is used to identify the beginning of a valid frame. This is followed by a bit indicating that this is the MPEG standard and two bits that indicate that layer 3 is used; hence MPEG-1 Audio Layer 3 or MP3. After this, the values will differ, depending on the MP3 file. ISO/IEC 11172-3 defines the range of values for each section of the header along with the specification of the header. Most MP3 files today contain ID3 metadata, which precedes or follows the MP3 frames, as noted in the diagram.", "targets": "A header and data block together make up what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ae1f3c6b4f49019725ab05ae52d50b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An MP3 file is made up of MP3 frames, which consist of a header and a data block. This sequence of frames is called an elementary stream. Due to the \"byte reservoir\", frames are not independent items and cannot usually be extracted on arbitrary frame boundaries. The MP3 Data blocks contain the (compressed) audio information in terms of frequencies and amplitudes. The diagram shows that the MP3 Header consists of a sync word, which is used to identify the beginning of a valid frame. This is followed by a bit indicating that this is the MPEG standard and two bits that indicate that layer 3 is used; hence MPEG-1 Audio Layer 3 or MP3. After this, the values will differ, depending on the MP3 file. ISO/IEC 11172-3 defines the range of values for each section of the header along with the specification of the header. Most MP3 files today contain ID3 metadata, which precedes or follows the MP3 frames, as noted in the diagram.", "targets": "What is a sequence of MP3 frames called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ae1f3c6b4f49019725ab05ae52d50b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An MP3 file is made up of MP3 frames, which consist of a header and a data block. This sequence of frames is called an elementary stream. Due to the \"byte reservoir\", frames are not independent items and cannot usually be extracted on arbitrary frame boundaries. The MP3 Data blocks contain the (compressed) audio information in terms of frequencies and amplitudes. The diagram shows that the MP3 Header consists of a sync word, which is used to identify the beginning of a valid frame. This is followed by a bit indicating that this is the MPEG standard and two bits that indicate that layer 3 is used; hence MPEG-1 Audio Layer 3 or MP3. After this, the values will differ, depending on the MP3 file. ISO/IEC 11172-3 defines the range of values for each section of the header along with the specification of the header. Most MP3 files today contain ID3 metadata, which precedes or follows the MP3 frames, as noted in the diagram.", "targets": "What is used to identify the begining of a valid frame of an MP3 header?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ae1f3c6b4f49019725ab05ae52d50b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An MP3 file is made up of MP3 frames, which consist of a header and a data block. This sequence of frames is called an elementary stream. Due to the \"byte reservoir\", frames are not independent items and cannot usually be extracted on arbitrary frame boundaries. The MP3 Data blocks contain the (compressed) audio information in terms of frequencies and amplitudes. The diagram shows that the MP3 Header consists of a sync word, which is used to identify the beginning of a valid frame. This is followed by a bit indicating that this is the MPEG standard and two bits that indicate that layer 3 is used; hence MPEG-1 Audio Layer 3 or MP3. After this, the values will differ, depending on the MP3 file. ISO/IEC 11172-3 defines the range of values for each section of the header along with the specification of the header. Most MP3 files today contain ID3 metadata, which precedes or follows the MP3 frames, as noted in the diagram.", "targets": "How many bits are needed to indicate that layer 3 is used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ae1f3c6b4f49019725ab05ae52d50b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An MP3 file is made up of MP3 frames, which consist of a header and a data block. This sequence of frames is called an elementary stream. Due to the \"byte reservoir\", frames are not independent items and cannot usually be extracted on arbitrary frame boundaries. The MP3 Data blocks contain the (compressed) audio information in terms of frequencies and amplitudes. The diagram shows that the MP3 Header consists of a sync word, which is used to identify the beginning of a valid frame. This is followed by a bit indicating that this is the MPEG standard and two bits that indicate that layer 3 is used; hence MPEG-1 Audio Layer 3 or MP3. After this, the values will differ, depending on the MP3 file. ISO/IEC 11172-3 defines the range of values for each section of the header along with the specification of the header. Most MP3 files today contain ID3 metadata, which precedes or follows the MP3 frames, as noted in the diagram.", "targets": "MP3 files today contain what kind of metadeta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a56ad119fa49cc92713f24fcd93ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A sequence of events, or series of events, is a sequence of items, facts, events, actions, changes, or procedural steps, arranged in time order (chronological order), often with causality relationships among the items. Because of causality, cause precedes effect, or cause and effect may appear together in a single item, but effect never precedes cause. A sequence of events can be presented in text, tables, charts, or timelines. The description of the items or events may include a timestamp. A sequence of events that includes the time along with place or location information to describe a sequential path may be referred to as a world line.", "targets": "What may the description of events include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a56ad119fa49cc92713f24fcd93ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A sequence of events, or series of events, is a sequence of items, facts, events, actions, changes, or procedural steps, arranged in time order (chronological order), often with causality relationships among the items. Because of causality, cause precedes effect, or cause and effect may appear together in a single item, but effect never precedes cause. A sequence of events can be presented in text, tables, charts, or timelines. The description of the items or events may include a timestamp. A sequence of events that includes the time along with place or location information to describe a sequential path may be referred to as a world line.", "targets": "What never precedes cause because of causality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a56ad119fa49cc92713f24fcd93ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A sequence of events, or series of events, is a sequence of items, facts, events, actions, changes, or procedural steps, arranged in time order (chronological order), often with causality relationships among the items. Because of causality, cause precedes effect, or cause and effect may appear together in a single item, but effect never precedes cause. A sequence of events can be presented in text, tables, charts, or timelines. The description of the items or events may include a timestamp. A sequence of events that includes the time along with place or location information to describe a sequential path may be referred to as a world line.", "targets": "A sequence of events used to describe a sequential path can be referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a56ad119fa49cc92713f24fcd93ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A sequence of events, or series of events, is a sequence of items, facts, events, actions, changes, or procedural steps, arranged in time order (chronological order), often with causality relationships among the items. Because of causality, cause precedes effect, or cause and effect may appear together in a single item, but effect never precedes cause. A sequence of events can be presented in text, tables, charts, or timelines. The description of the items or events may include a timestamp. A sequence of events that includes the time along with place or location information to describe a sequential path may be referred to as a world line.", "targets": "In what ways can a sequence of events be presented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a56ad119fa49cc92713f24fcd93ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A sequence of events, or series of events, is a sequence of items, facts, events, actions, changes, or procedural steps, arranged in time order (chronological order), often with causality relationships among the items. Because of causality, cause precedes effect, or cause and effect may appear together in a single item, but effect never precedes cause. A sequence of events can be presented in text, tables, charts, or timelines. The description of the items or events may include a timestamp. A sequence of events that includes the time along with place or location information to describe a sequential path may be referred to as a world line.", "targets": "What is another way of phrasing \"time order\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-709537ebb816434499ad77190a332136", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Thein Sein's first ever visit to the UK and a meeting with Prime Minister David Cameron, the Myanmar president declared that all of his nation's political prisoners will be released by the end of 2013, in addition to a statement of support for the well-being of the Rohingya Muslim community. In a speech at Chatham House, he revealed that \"We [Myanmar government] are reviewing all cases. I guarantee to you that by the end of this year, there will be no prisoners of conscience in Myanmar.\", in addition to expressing a desire to strengthen links between the UK and Myanmar's military forces.", "targets": "What official was the first to visit the grounds of Great Britain from Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-709537ebb816434499ad77190a332136", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Thein Sein's first ever visit to the UK and a meeting with Prime Minister David Cameron, the Myanmar president declared that all of his nation's political prisoners will be released by the end of 2013, in addition to a statement of support for the well-being of the Rohingya Muslim community. In a speech at Chatham House, he revealed that \"We [Myanmar government] are reviewing all cases. I guarantee to you that by the end of this year, there will be no prisoners of conscience in Myanmar.\", in addition to expressing a desire to strengthen links between the UK and Myanmar's military forces.", "targets": "Who did the official from Myanmar meet with ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-709537ebb816434499ad77190a332136", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Thein Sein's first ever visit to the UK and a meeting with Prime Minister David Cameron, the Myanmar president declared that all of his nation's political prisoners will be released by the end of 2013, in addition to a statement of support for the well-being of the Rohingya Muslim community. In a speech at Chatham House, he revealed that \"We [Myanmar government] are reviewing all cases. I guarantee to you that by the end of this year, there will be no prisoners of conscience in Myanmar.\", in addition to expressing a desire to strengthen links between the UK and Myanmar's military forces.", "targets": "What was the outcome of the meeting ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-709537ebb816434499ad77190a332136", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Thein Sein's first ever visit to the UK and a meeting with Prime Minister David Cameron, the Myanmar president declared that all of his nation's political prisoners will be released by the end of 2013, in addition to a statement of support for the well-being of the Rohingya Muslim community. In a speech at Chatham House, he revealed that \"We [Myanmar government] are reviewing all cases. I guarantee to you that by the end of this year, there will be no prisoners of conscience in Myanmar.\", in addition to expressing a desire to strengthen links between the UK and Myanmar's military forces.", "targets": "Where did the official make his announcement of the meetings outcome ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-709537ebb816434499ad77190a332136", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Thein Sein's first ever visit to the UK and a meeting with Prime Minister David Cameron, the Myanmar president declared that all of his nation's political prisoners will be released by the end of 2013, in addition to a statement of support for the well-being of the Rohingya Muslim community. In a speech at Chatham House, he revealed that \"We [Myanmar government] are reviewing all cases. I guarantee to you that by the end of this year, there will be no prisoners of conscience in Myanmar.\", in addition to expressing a desire to strengthen links between the UK and Myanmar's military forces.", "targets": "What would the official like to see happen between the two countries ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8905b83ae2414def859a8eeb03dd6557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unit testing is a software development process that involves synchronized application of a broad spectrum of defect prevention and detection strategies in order to reduce software development risks, time, and costs. It is performed by the software developer or engineer during the construction phase of the software development lifecycle. Rather than replace traditional QA focuses, it augments it. Unit testing aims to eliminate construction errors before code is promoted to QA; this strategy is intended to increase the quality of the resulting software as well as the efficiency of the overall development and QA process.", "targets": "What is the main reasoning behind Unit testing that involves synchronization of the application on a broad spectrum? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8905b83ae2414def859a8eeb03dd6557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unit testing is a software development process that involves synchronized application of a broad spectrum of defect prevention and detection strategies in order to reduce software development risks, time, and costs. It is performed by the software developer or engineer during the construction phase of the software development lifecycle. Rather than replace traditional QA focuses, it augments it. Unit testing aims to eliminate construction errors before code is promoted to QA; this strategy is intended to increase the quality of the resulting software as well as the efficiency of the overall development and QA process.", "targets": "Who performs the Unit testing phase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8905b83ae2414def859a8eeb03dd6557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unit testing is a software development process that involves synchronized application of a broad spectrum of defect prevention and detection strategies in order to reduce software development risks, time, and costs. It is performed by the software developer or engineer during the construction phase of the software development lifecycle. Rather than replace traditional QA focuses, it augments it. Unit testing aims to eliminate construction errors before code is promoted to QA; this strategy is intended to increase the quality of the resulting software as well as the efficiency of the overall development and QA process.", "targets": "What does Unit testing look to eliminate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8905b83ae2414def859a8eeb03dd6557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unit testing is a software development process that involves synchronized application of a broad spectrum of defect prevention and detection strategies in order to reduce software development risks, time, and costs. It is performed by the software developer or engineer during the construction phase of the software development lifecycle. Rather than replace traditional QA focuses, it augments it. Unit testing aims to eliminate construction errors before code is promoted to QA; this strategy is intended to increase the quality of the resulting software as well as the efficiency of the overall development and QA process.", "targets": "By elimination construction errors, what is the expected end result?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82557711782040ff97a4d3f80b1dce48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenians enjoy many different native and foreign foods. Arguably the favorite food is khorovats an Armenian-styled barbecue. Lavash is a very popular Armenian flat bread, and Armenian paklava is a popular dessert made from filo dough. Other famous Armenian foods include the kabob (a skewer of marinated roasted meat and vegetables), various dolmas (minced lamb, or beef meat and rice wrapped in grape leaves, cabbage leaves, or stuffed into hollowed vegetables), and pilaf, a rice dish. Also, ghapama, a rice-stuffed pumpkin dish, and many different salads are popular in Armenian culture. Fruits play a large part in the Armenian diet. Apricots (Prunus armeniaca, also known as Armenian Plum) have been grown in Armenia for centuries and have a reputation for having an especially good flavor. Peaches are popular as well, as are grapes, figs, pomegranates, and melons. Preserves are made from many fruits, including cornelian cherries, young walnuts, sea buckthorn, mulberries, sour cherries, and many others.", "targets": "What is khorovats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82557711782040ff97a4d3f80b1dce48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenians enjoy many different native and foreign foods. Arguably the favorite food is khorovats an Armenian-styled barbecue. Lavash is a very popular Armenian flat bread, and Armenian paklava is a popular dessert made from filo dough. Other famous Armenian foods include the kabob (a skewer of marinated roasted meat and vegetables), various dolmas (minced lamb, or beef meat and rice wrapped in grape leaves, cabbage leaves, or stuffed into hollowed vegetables), and pilaf, a rice dish. Also, ghapama, a rice-stuffed pumpkin dish, and many different salads are popular in Armenian culture. Fruits play a large part in the Armenian diet. Apricots (Prunus armeniaca, also known as Armenian Plum) have been grown in Armenia for centuries and have a reputation for having an especially good flavor. Peaches are popular as well, as are grapes, figs, pomegranates, and melons. Preserves are made from many fruits, including cornelian cherries, young walnuts, sea buckthorn, mulberries, sour cherries, and many others.", "targets": "What is lavash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82557711782040ff97a4d3f80b1dce48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenians enjoy many different native and foreign foods. Arguably the favorite food is khorovats an Armenian-styled barbecue. Lavash is a very popular Armenian flat bread, and Armenian paklava is a popular dessert made from filo dough. Other famous Armenian foods include the kabob (a skewer of marinated roasted meat and vegetables), various dolmas (minced lamb, or beef meat and rice wrapped in grape leaves, cabbage leaves, or stuffed into hollowed vegetables), and pilaf, a rice dish. Also, ghapama, a rice-stuffed pumpkin dish, and many different salads are popular in Armenian culture. Fruits play a large part in the Armenian diet. Apricots (Prunus armeniaca, also known as Armenian Plum) have been grown in Armenia for centuries and have a reputation for having an especially good flavor. Peaches are popular as well, as are grapes, figs, pomegranates, and melons. Preserves are made from many fruits, including cornelian cherries, young walnuts, sea buckthorn, mulberries, sour cherries, and many others.", "targets": "What is paklava?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82557711782040ff97a4d3f80b1dce48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenians enjoy many different native and foreign foods. Arguably the favorite food is khorovats an Armenian-styled barbecue. Lavash is a very popular Armenian flat bread, and Armenian paklava is a popular dessert made from filo dough. Other famous Armenian foods include the kabob (a skewer of marinated roasted meat and vegetables), various dolmas (minced lamb, or beef meat and rice wrapped in grape leaves, cabbage leaves, or stuffed into hollowed vegetables), and pilaf, a rice dish. Also, ghapama, a rice-stuffed pumpkin dish, and many different salads are popular in Armenian culture. Fruits play a large part in the Armenian diet. Apricots (Prunus armeniaca, also known as Armenian Plum) have been grown in Armenia for centuries and have a reputation for having an especially good flavor. Peaches are popular as well, as are grapes, figs, pomegranates, and melons. Preserves are made from many fruits, including cornelian cherries, young walnuts, sea buckthorn, mulberries, sour cherries, and many others.", "targets": "What is a kabob?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82557711782040ff97a4d3f80b1dce48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenians enjoy many different native and foreign foods. Arguably the favorite food is khorovats an Armenian-styled barbecue. Lavash is a very popular Armenian flat bread, and Armenian paklava is a popular dessert made from filo dough. Other famous Armenian foods include the kabob (a skewer of marinated roasted meat and vegetables), various dolmas (minced lamb, or beef meat and rice wrapped in grape leaves, cabbage leaves, or stuffed into hollowed vegetables), and pilaf, a rice dish. Also, ghapama, a rice-stuffed pumpkin dish, and many different salads are popular in Armenian culture. Fruits play a large part in the Armenian diet. Apricots (Prunus armeniaca, also known as Armenian Plum) have been grown in Armenia for centuries and have a reputation for having an especially good flavor. Peaches are popular as well, as are grapes, figs, pomegranates, and melons. Preserves are made from many fruits, including cornelian cherries, young walnuts, sea buckthorn, mulberries, sour cherries, and many others.", "targets": "What is ghapama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cac26b1baa4c62988412c9b961ace9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A loblolly pine, known as the \"Eisenhower Pine\", was located on Augusta's 17th hole, approximately 210 yards (192 m) from the Masters tee. President Dwight D. Eisenhower, an Augusta National member, hit the tree so many times that, at a 1956 club meeting, he proposed that it be cut down. Not wanting to offend the president, the club's chairman, Clifford Roberts, immediately adjourned the meeting rather than reject the request. The tree was removed in February 2014 after an ice storm caused it significant damage.", "targets": "At what Augusta hole was the Eisenhower Pine located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cac26b1baa4c62988412c9b961ace9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A loblolly pine, known as the \"Eisenhower Pine\", was located on Augusta's 17th hole, approximately 210 yards (192 m) from the Masters tee. President Dwight D. Eisenhower, an Augusta National member, hit the tree so many times that, at a 1956 club meeting, he proposed that it be cut down. Not wanting to offend the president, the club's chairman, Clifford Roberts, immediately adjourned the meeting rather than reject the request. The tree was removed in February 2014 after an ice storm caused it significant damage.", "targets": "How many meters away from the Masters tee on Augusta's 17th was the Eisenhower Pine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cac26b1baa4c62988412c9b961ace9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A loblolly pine, known as the \"Eisenhower Pine\", was located on Augusta's 17th hole, approximately 210 yards (192 m) from the Masters tee. President Dwight D. Eisenhower, an Augusta National member, hit the tree so many times that, at a 1956 club meeting, he proposed that it be cut down. Not wanting to offend the president, the club's chairman, Clifford Roberts, immediately adjourned the meeting rather than reject the request. The tree was removed in February 2014 after an ice storm caused it significant damage.", "targets": "What did Eisenhower want to be done to the Eisenhower Pine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cac26b1baa4c62988412c9b961ace9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A loblolly pine, known as the \"Eisenhower Pine\", was located on Augusta's 17th hole, approximately 210 yards (192 m) from the Masters tee. President Dwight D. Eisenhower, an Augusta National member, hit the tree so many times that, at a 1956 club meeting, he proposed that it be cut down. Not wanting to offend the president, the club's chairman, Clifford Roberts, immediately adjourned the meeting rather than reject the request. The tree was removed in February 2014 after an ice storm caused it significant damage.", "targets": "What damaged the Eisenhower Pine in February 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cac26b1baa4c62988412c9b961ace9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A loblolly pine, known as the \"Eisenhower Pine\", was located on Augusta's 17th hole, approximately 210 yards (192 m) from the Masters tee. President Dwight D. Eisenhower, an Augusta National member, hit the tree so many times that, at a 1956 club meeting, he proposed that it be cut down. Not wanting to offend the president, the club's chairman, Clifford Roberts, immediately adjourned the meeting rather than reject the request. The tree was removed in February 2014 after an ice storm caused it significant damage.", "targets": "In what year did Eisenhower propose that the pine tree named after him be removed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f611aabd53459bb00b7b7d0361d65a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Therapsids descended from pelycosaurs in the Middle Permian, about 265 million years ago, and became the dominant land vertebrates. They differ from basal eupelycosaurs in several features of the skull and jaws, including: larger temporal fenestrae and incisors which are equal in size. The therapsid lineage leading to mammals went through a series of stages, beginning with animals that were very like their pelycosaur ancestors and ending with probainognathian cynodonts, some of which could easily be mistaken for mammals. Those stages were characterized by:", "targets": "From which dinosaur group did Therapsids descend from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f611aabd53459bb00b7b7d0361d65a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Therapsids descended from pelycosaurs in the Middle Permian, about 265 million years ago, and became the dominant land vertebrates. They differ from basal eupelycosaurs in several features of the skull and jaws, including: larger temporal fenestrae and incisors which are equal in size. The therapsid lineage leading to mammals went through a series of stages, beginning with animals that were very like their pelycosaur ancestors and ending with probainognathian cynodonts, some of which could easily be mistaken for mammals. Those stages were characterized by:", "targets": "Around what time did Therapsids become the dominant land animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f611aabd53459bb00b7b7d0361d65a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Therapsids descended from pelycosaurs in the Middle Permian, about 265 million years ago, and became the dominant land vertebrates. They differ from basal eupelycosaurs in several features of the skull and jaws, including: larger temporal fenestrae and incisors which are equal in size. The therapsid lineage leading to mammals went through a series of stages, beginning with animals that were very like their pelycosaur ancestors and ending with probainognathian cynodonts, some of which could easily be mistaken for mammals. Those stages were characterized by:", "targets": "At which group did Therapsids end with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e44cea1b32ae431cb00a6f59e68bef3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to view MUSE encoded discs, it was necessary to have a MUSE decoder in addition to a compatible player. There are televisions with MUSE decoding built-in and set top tuners with decoders that can provide the proper MUSE input. Equipment prices were high, especially for early HDTVs which generally eclipsed US$10,000, and even in Japan the market for MUSE was tiny. Players and discs were never officially sold in North America, although several distributors imported MUSE discs along with other import titles. Terminator 2: Judgment Day, Lawrence of Arabia, A League of Their Own, Bugsy, Close Encounters of the Third Kind, Bram Stoker's Dracula and Chaplin were among the theatrical releases available on MUSE LDs. Several documentaries, including one about Formula One at Japan's Suzuka Circuit were also released.", "targets": "What was the price for early HDTVs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e44cea1b32ae431cb00a6f59e68bef3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to view MUSE encoded discs, it was necessary to have a MUSE decoder in addition to a compatible player. There are televisions with MUSE decoding built-in and set top tuners with decoders that can provide the proper MUSE input. Equipment prices were high, especially for early HDTVs which generally eclipsed US$10,000, and even in Japan the market for MUSE was tiny. Players and discs were never officially sold in North America, although several distributors imported MUSE discs along with other import titles. Terminator 2: Judgment Day, Lawrence of Arabia, A League of Their Own, Bugsy, Close Encounters of the Third Kind, Bram Stoker's Dracula and Chaplin were among the theatrical releases available on MUSE LDs. Several documentaries, including one about Formula One at Japan's Suzuka Circuit were also released.", "targets": "Did MUSE have a large or small target market, even in Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e44cea1b32ae431cb00a6f59e68bef3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to view MUSE encoded discs, it was necessary to have a MUSE decoder in addition to a compatible player. There are televisions with MUSE decoding built-in and set top tuners with decoders that can provide the proper MUSE input. Equipment prices were high, especially for early HDTVs which generally eclipsed US$10,000, and even in Japan the market for MUSE was tiny. Players and discs were never officially sold in North America, although several distributors imported MUSE discs along with other import titles. Terminator 2: Judgment Day, Lawrence of Arabia, A League of Their Own, Bugsy, Close Encounters of the Third Kind, Bram Stoker's Dracula and Chaplin were among the theatrical releases available on MUSE LDs. Several documentaries, including one about Formula One at Japan's Suzuka Circuit were also released.", "targets": "What were some movies that were released on MUSE LaserDiscs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376d0038afc444aea12593455d6a48d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Army, British officers who initially trained at the company's own academy at the Addiscombe Military Seminary, always outranked Indians, no matter how long their service. The highest rank to which an Indian soldier could aspire was Subadar-Major (or Rissaldar-Major in cavalry units), effectively a senior subaltern equivalent. Promotion for both British and Indian soldiers was strictly by seniority, so Indian soldiers rarely reached the commissioned ranks of Jamadar or Subadar before they were middle aged at best. They received no training in administration or leadership to make them independent of their British officers.", "targets": "What was the name of EIC military company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376d0038afc444aea12593455d6a48d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Army, British officers who initially trained at the company's own academy at the Addiscombe Military Seminary, always outranked Indians, no matter how long their service. The highest rank to which an Indian soldier could aspire was Subadar-Major (or Rissaldar-Major in cavalry units), effectively a senior subaltern equivalent. Promotion for both British and Indian soldiers was strictly by seniority, so Indian soldiers rarely reached the commissioned ranks of Jamadar or Subadar before they were middle aged at best. They received no training in administration or leadership to make them independent of their British officers.", "targets": "what was the  highest rank an Indian could be in the EIC army"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376d0038afc444aea12593455d6a48d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Army, British officers who initially trained at the company's own academy at the Addiscombe Military Seminary, always outranked Indians, no matter how long their service. The highest rank to which an Indian soldier could aspire was Subadar-Major (or Rissaldar-Major in cavalry units), effectively a senior subaltern equivalent. Promotion for both British and Indian soldiers was strictly by seniority, so Indian soldiers rarely reached the commissioned ranks of Jamadar or Subadar before they were middle aged at best. They received no training in administration or leadership to make them independent of their British officers.", "targets": "While in EIC army  the British officer outrank the indian officer they  both promoted based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48178bcd84a14e628d970f0c272df768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Such a theory would be true with higher probability, because it cannot be attacked so easily: to falsify the first one, it is sufficient to find that the sun has stopped rising; to falsify the second one, one additionally needs the assumption that the given day has not yet been reached. Popper held that it is the least likely, or most easily falsifiable, or simplest theory (attributes which he identified as all the same thing) that explains known facts that one should rationally prefer. His opposition to positivism, which held that it is the theory most likely to be true that one should prefer, here becomes very apparent. It is impossible, Popper argues, to ensure a theory to be true; it is more important that its falsity can be detected as easily as possible.", "targets": "Which type of theory is most falsifiable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48178bcd84a14e628d970f0c272df768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Such a theory would be true with higher probability, because it cannot be attacked so easily: to falsify the first one, it is sufficient to find that the sun has stopped rising; to falsify the second one, one additionally needs the assumption that the given day has not yet been reached. Popper held that it is the least likely, or most easily falsifiable, or simplest theory (attributes which he identified as all the same thing) that explains known facts that one should rationally prefer. His opposition to positivism, which held that it is the theory most likely to be true that one should prefer, here becomes very apparent. It is impossible, Popper argues, to ensure a theory to be true; it is more important that its falsity can be detected as easily as possible.", "targets": "What school of philosophy does Popper's thinking on induction oppose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48178bcd84a14e628d970f0c272df768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Such a theory would be true with higher probability, because it cannot be attacked so easily: to falsify the first one, it is sufficient to find that the sun has stopped rising; to falsify the second one, one additionally needs the assumption that the given day has not yet been reached. Popper held that it is the least likely, or most easily falsifiable, or simplest theory (attributes which he identified as all the same thing) that explains known facts that one should rationally prefer. His opposition to positivism, which held that it is the theory most likely to be true that one should prefer, here becomes very apparent. It is impossible, Popper argues, to ensure a theory to be true; it is more important that its falsity can be detected as easily as possible.", "targets": "For Popper, knowing that a theory is true is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48178bcd84a14e628d970f0c272df768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Such a theory would be true with higher probability, because it cannot be attacked so easily: to falsify the first one, it is sufficient to find that the sun has stopped rising; to falsify the second one, one additionally needs the assumption that the given day has not yet been reached. Popper held that it is the least likely, or most easily falsifiable, or simplest theory (attributes which he identified as all the same thing) that explains known facts that one should rationally prefer. His opposition to positivism, which held that it is the theory most likely to be true that one should prefer, here becomes very apparent. It is impossible, Popper argues, to ensure a theory to be true; it is more important that its falsity can be detected as easily as possible.", "targets": "What quality of a useful theory must be easily detectable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1a5d41b863c434e82ce798494d76d03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A plethora of anti-aircraft gun systems of smaller calibre were available to the German Wehrmacht combined forces, and among them the 1940-origin Flakvierling quadruple-20 mm-gun antiaircraft weapon system was one of the most often-seen weapons, seeing service on both land and sea. The similar Allied smaller-calibre air-defence weapons systems of the American forces were also quite capable, although they receive little attention. Their needs could cogently be met with smaller-calibre ordnance beyond using the usual singly-mounted M2 .50 caliber machine gun atop a tank's turret, as four of the ground-used \"heavy barrel\" (M2HB) guns were mounted together on the American Maxson firm's M45 Quadmount weapons system (as a direct answer to the Flakvierling),which were often mounted on the back of a half-track to form the Half Track, M16 GMC, Anti-Aircraft. Although of less power than Germany's 20 mm systems, the typical 4 or 5 combat batteries of an Army AAA battalion were often spread many kilometers apart from each other, rapidly attaching and detaching to larger ground combat units to provide welcome defence from enemy aircraft.", "targets": "What was one of the most often seen weapons that was used both on land and sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1a5d41b863c434e82ce798494d76d03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A plethora of anti-aircraft gun systems of smaller calibre were available to the German Wehrmacht combined forces, and among them the 1940-origin Flakvierling quadruple-20 mm-gun antiaircraft weapon system was one of the most often-seen weapons, seeing service on both land and sea. The similar Allied smaller-calibre air-defence weapons systems of the American forces were also quite capable, although they receive little attention. Their needs could cogently be met with smaller-calibre ordnance beyond using the usual singly-mounted M2 .50 caliber machine gun atop a tank's turret, as four of the ground-used \"heavy barrel\" (M2HB) guns were mounted together on the American Maxson firm's M45 Quadmount weapons system (as a direct answer to the Flakvierling),which were often mounted on the back of a half-track to form the Half Track, M16 GMC, Anti-Aircraft. Although of less power than Germany's 20 mm systems, the typical 4 or 5 combat batteries of an Army AAA battalion were often spread many kilometers apart from each other, rapidly attaching and detaching to larger ground combat units to provide welcome defence from enemy aircraft.", "targets": "What weapons system did American troops use but received minute attention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1a5d41b863c434e82ce798494d76d03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A plethora of anti-aircraft gun systems of smaller calibre were available to the German Wehrmacht combined forces, and among them the 1940-origin Flakvierling quadruple-20 mm-gun antiaircraft weapon system was one of the most often-seen weapons, seeing service on both land and sea. The similar Allied smaller-calibre air-defence weapons systems of the American forces were also quite capable, although they receive little attention. Their needs could cogently be met with smaller-calibre ordnance beyond using the usual singly-mounted M2 .50 caliber machine gun atop a tank's turret, as four of the ground-used \"heavy barrel\" (M2HB) guns were mounted together on the American Maxson firm's M45 Quadmount weapons system (as a direct answer to the Flakvierling),which were often mounted on the back of a half-track to form the Half Track, M16 GMC, Anti-Aircraft. Although of less power than Germany's 20 mm systems, the typical 4 or 5 combat batteries of an Army AAA battalion were often spread many kilometers apart from each other, rapidly attaching and detaching to larger ground combat units to provide welcome defence from enemy aircraft.", "targets": "How many of the M2HB guns were mounted together on the M45 Quadmount weapons system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1a5d41b863c434e82ce798494d76d03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A plethora of anti-aircraft gun systems of smaller calibre were available to the German Wehrmacht combined forces, and among them the 1940-origin Flakvierling quadruple-20 mm-gun antiaircraft weapon system was one of the most often-seen weapons, seeing service on both land and sea. The similar Allied smaller-calibre air-defence weapons systems of the American forces were also quite capable, although they receive little attention. Their needs could cogently be met with smaller-calibre ordnance beyond using the usual singly-mounted M2 .50 caliber machine gun atop a tank's turret, as four of the ground-used \"heavy barrel\" (M2HB) guns were mounted together on the American Maxson firm's M45 Quadmount weapons system (as a direct answer to the Flakvierling),which were often mounted on the back of a half-track to form the Half Track, M16 GMC, Anti-Aircraft. Although of less power than Germany's 20 mm systems, the typical 4 or 5 combat batteries of an Army AAA battalion were often spread many kilometers apart from each other, rapidly attaching and detaching to larger ground combat units to provide welcome defence from enemy aircraft.", "targets": "This system was a direct answer to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1a5d41b863c434e82ce798494d76d03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A plethora of anti-aircraft gun systems of smaller calibre were available to the German Wehrmacht combined forces, and among them the 1940-origin Flakvierling quadruple-20 mm-gun antiaircraft weapon system was one of the most often-seen weapons, seeing service on both land and sea. The similar Allied smaller-calibre air-defence weapons systems of the American forces were also quite capable, although they receive little attention. Their needs could cogently be met with smaller-calibre ordnance beyond using the usual singly-mounted M2 .50 caliber machine gun atop a tank's turret, as four of the ground-used \"heavy barrel\" (M2HB) guns were mounted together on the American Maxson firm's M45 Quadmount weapons system (as a direct answer to the Flakvierling),which were often mounted on the back of a half-track to form the Half Track, M16 GMC, Anti-Aircraft. Although of less power than Germany's 20 mm systems, the typical 4 or 5 combat batteries of an Army AAA battalion were often spread many kilometers apart from each other, rapidly attaching and detaching to larger ground combat units to provide welcome defence from enemy aircraft.", "targets": "The combat batteries of an Army AAA battalion were often spread how far apart from each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0b92d233b7f428f8208f7d7634b961e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prime Minister's executive office is usually called the Office of the Prime Minister in the case of the Canada and other Commonwealth countries, it is called Cabinet Office in United Kingdom. Some Prime Minister's office do include the role of Cabinet. In other countries, it is called the Prime Minister's Department or the Department of the Prime Minister and Cabinet as for Australia.", "targets": "What is the head of government's office called in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0b92d233b7f428f8208f7d7634b961e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prime Minister's executive office is usually called the Office of the Prime Minister in the case of the Canada and other Commonwealth countries, it is called Cabinet Office in United Kingdom. Some Prime Minister's office do include the role of Cabinet. In other countries, it is called the Prime Minister's Department or the Department of the Prime Minister and Cabinet as for Australia.", "targets": "What is the head of government's office called in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f332275a73249d78ab2a6c8be8facb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida High Speed Rail was a proposed government backed high-speed rail system that would have connected Miami, Orlando, and Tampa. The first phase was planned to connect Orlando and Tampa and was offered federal funding, but it was turned down by Governor Rick Scott in 2011. The second phase of the line was envisioned to connect Miami. By 2014, a private project known as All Aboard Florida by a company of the historic Florida East Coast Railway began construction of a higher-speed rail line in South Florida that is planned to eventually terminate at Orlando International Airport.", "targets": "Along with Orlando, what city would have been connected to Miami via Florida High Speed Rail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f332275a73249d78ab2a6c8be8facb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida High Speed Rail was a proposed government backed high-speed rail system that would have connected Miami, Orlando, and Tampa. The first phase was planned to connect Orlando and Tampa and was offered federal funding, but it was turned down by Governor Rick Scott in 2011. The second phase of the line was envisioned to connect Miami. By 2014, a private project known as All Aboard Florida by a company of the historic Florida East Coast Railway began construction of a higher-speed rail line in South Florida that is planned to eventually terminate at Orlando International Airport.", "targets": "Who was the governor of Florida in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f332275a73249d78ab2a6c8be8facb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida High Speed Rail was a proposed government backed high-speed rail system that would have connected Miami, Orlando, and Tampa. The first phase was planned to connect Orlando and Tampa and was offered federal funding, but it was turned down by Governor Rick Scott in 2011. The second phase of the line was envisioned to connect Miami. By 2014, a private project known as All Aboard Florida by a company of the historic Florida East Coast Railway began construction of a higher-speed rail line in South Florida that is planned to eventually terminate at Orlando International Airport.", "targets": "In what year did All Aboard Florida begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f332275a73249d78ab2a6c8be8facb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida High Speed Rail was a proposed government backed high-speed rail system that would have connected Miami, Orlando, and Tampa. The first phase was planned to connect Orlando and Tampa and was offered federal funding, but it was turned down by Governor Rick Scott in 2011. The second phase of the line was envisioned to connect Miami. By 2014, a private project known as All Aboard Florida by a company of the historic Florida East Coast Railway began construction of a higher-speed rail line in South Florida that is planned to eventually terminate at Orlando International Airport.", "targets": "From South Florida, where will All Aboard Florida stretch to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f332275a73249d78ab2a6c8be8facb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Florida High Speed Rail was a proposed government backed high-speed rail system that would have connected Miami, Orlando, and Tampa. The first phase was planned to connect Orlando and Tampa and was offered federal funding, but it was turned down by Governor Rick Scott in 2011. The second phase of the line was envisioned to connect Miami. By 2014, a private project known as All Aboard Florida by a company of the historic Florida East Coast Railway began construction of a higher-speed rail line in South Florida that is planned to eventually terminate at Orlando International Airport.", "targets": "What company is responsible for All Aboard Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40992ba13077483983d70323e2abbeec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing sufficient base drive current is a key problem in the use of bipolar transistors as switches. The transistor provides current gain, allowing a relatively large current in the collector to be switched by a much smaller current into the base terminal. The ratio of these currents varies depending on the type of transistor, and even for a particular type, varies depending on the collector current. In the example light-switch circuit shown, the resistor is chosen to provide enough base current to ensure the transistor will be saturated.", "targets": "What is a major problem with using bipolar transistors as switches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40992ba13077483983d70323e2abbeec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing sufficient base drive current is a key problem in the use of bipolar transistors as switches. The transistor provides current gain, allowing a relatively large current in the collector to be switched by a much smaller current into the base terminal. The ratio of these currents varies depending on the type of transistor, and even for a particular type, varies depending on the collector current. In the example light-switch circuit shown, the resistor is chosen to provide enough base current to ensure the transistor will be saturated.", "targets": "What does the transistor provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40992ba13077483983d70323e2abbeec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing sufficient base drive current is a key problem in the use of bipolar transistors as switches. The transistor provides current gain, allowing a relatively large current in the collector to be switched by a much smaller current into the base terminal. The ratio of these currents varies depending on the type of transistor, and even for a particular type, varies depending on the collector current. In the example light-switch circuit shown, the resistor is chosen to provide enough base current to ensure the transistor will be saturated.", "targets": "What determines the current ratio in transistors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40992ba13077483983d70323e2abbeec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing sufficient base drive current is a key problem in the use of bipolar transistors as switches. The transistor provides current gain, allowing a relatively large current in the collector to be switched by a much smaller current into the base terminal. The ratio of these currents varies depending on the type of transistor, and even for a particular type, varies depending on the collector current. In the example light-switch circuit shown, the resistor is chosen to provide enough base current to ensure the transistor will be saturated.", "targets": "If the type of transistor is the same what determines the current ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ff6a174f3c41b8ae91634b320bcd08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The novel is renowned for its warmth and humor, despite dealing with the serious issues of rape and racial inequality. The narrator's father, Atticus Finch, has served as a moral hero for many readers and as a model of integrity for lawyers. One critic explains the novel's impact by writing, \"In the twentieth century, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the most enduring fictional image of racial heroism.\"", "targets": "What two serious moral issues are dealt with in the novel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ff6a174f3c41b8ae91634b320bcd08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The novel is renowned for its warmth and humor, despite dealing with the serious issues of rape and racial inequality. The narrator's father, Atticus Finch, has served as a moral hero for many readers and as a model of integrity for lawyers. One critic explains the novel's impact by writing, \"In the twentieth century, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the most enduring fictional image of racial heroism.\"", "targets": "Who is the protagonist of the novel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0735e1868d0440379cb01e40836d1ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church canon law also includes the main five rites (groups) of churches which are in full union with the Roman Catholic Church and the Supreme Pontiff:", "targets": "What is another name for the collections of other Catholic churches led by the Supreme Pontiff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0735e1868d0440379cb01e40836d1ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church canon law also includes the main five rites (groups) of churches which are in full union with the Roman Catholic Church and the Supreme Pontiff:", "targets": "How many major rites exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0735e1868d0440379cb01e40836d1ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church canon law also includes the main five rites (groups) of churches which are in full union with the Roman Catholic Church and the Supreme Pontiff:", "targets": "Who is the leader of the Roman Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0735e1868d0440379cb01e40836d1ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church canon law also includes the main five rites (groups) of churches which are in full union with the Roman Catholic Church and the Supreme Pontiff:", "targets": "What term characterizes the intersection of the rites with the Roman Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0735e1868d0440379cb01e40836d1ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Catholic Church canon law also includes the main five rites (groups) of churches which are in full union with the Roman Catholic Church and the Supreme Pontiff:", "targets": "Which denomination is led by the Supreme Pontiff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fd56a952d5c4d4ba5f903967ff1653c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unpopulated boards are usually bare-board tested for \"shorts\" and \"opens\". A short is a connection between two points that should not be connected. An open is a missing connection between points that should be connected. For high-volume production a fixture or a rigid needle adapter is used to make contact with copper lands on the board. Building the adapter is a significant fixed cost and is only economical for high-volume or high-value production. For small or medium volume production flying probe testers are used where test probes are moved over the board by an XY drive to make contact with the copper lands. The CAM system instructs the electrical tester to apply a voltage to each contact point as required and to check that this voltage appears on the appropriate contact points and only on these.", "targets": "What are bare-board tests looking for besides \"opens\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fd56a952d5c4d4ba5f903967ff1653c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unpopulated boards are usually bare-board tested for \"shorts\" and \"opens\". A short is a connection between two points that should not be connected. An open is a missing connection between points that should be connected. For high-volume production a fixture or a rigid needle adapter is used to make contact with copper lands on the board. Building the adapter is a significant fixed cost and is only economical for high-volume or high-value production. For small or medium volume production flying probe testers are used where test probes are moved over the board by an XY drive to make contact with the copper lands. The CAM system instructs the electrical tester to apply a voltage to each contact point as required and to check that this voltage appears on the appropriate contact points and only on these.", "targets": "What conductive metal are the lands on a circuit board made out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fd56a952d5c4d4ba5f903967ff1653c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unpopulated boards are usually bare-board tested for \"shorts\" and \"opens\". A short is a connection between two points that should not be connected. An open is a missing connection between points that should be connected. For high-volume production a fixture or a rigid needle adapter is used to make contact with copper lands on the board. Building the adapter is a significant fixed cost and is only economical for high-volume or high-value production. For small or medium volume production flying probe testers are used where test probes are moved over the board by an XY drive to make contact with the copper lands. The CAM system instructs the electrical tester to apply a voltage to each contact point as required and to check that this voltage appears on the appropriate contact points and only on these.", "targets": "What's an absent connection that needs to be linked up on an unpopulated board called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fd56a952d5c4d4ba5f903967ff1653c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unpopulated boards are usually bare-board tested for \"shorts\" and \"opens\". A short is a connection between two points that should not be connected. An open is a missing connection between points that should be connected. For high-volume production a fixture or a rigid needle adapter is used to make contact with copper lands on the board. Building the adapter is a significant fixed cost and is only economical for high-volume or high-value production. For small or medium volume production flying probe testers are used where test probes are moved over the board by an XY drive to make contact with the copper lands. The CAM system instructs the electrical tester to apply a voltage to each contact point as required and to check that this voltage appears on the appropriate contact points and only on these.", "targets": "What does a flying probe tester deliver to the contact points during testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fd56a952d5c4d4ba5f903967ff1653c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unpopulated boards are usually bare-board tested for \"shorts\" and \"opens\". A short is a connection between two points that should not be connected. An open is a missing connection between points that should be connected. For high-volume production a fixture or a rigid needle adapter is used to make contact with copper lands on the board. Building the adapter is a significant fixed cost and is only economical for high-volume or high-value production. For small or medium volume production flying probe testers are used where test probes are moved over the board by an XY drive to make contact with the copper lands. The CAM system instructs the electrical tester to apply a voltage to each contact point as required and to check that this voltage appears on the appropriate contact points and only on these.", "targets": "What system tells the flying probe where to go and what to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a87b6e462d8d4c06b3ac4f0e36261dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Engineering was established in 1920, however, early courses in civil and mechanical engineering were a part of the College of Science since the 1870s. Today the college, housed in the Fitzpatrick, Cushing, and Stinson-Remick Halls of Engineering, includes five departments of study \u2013 aerospace and mechanical engineering, chemical and biomolecular engineering, civil engineering and geological sciences, computer science and engineering, and electrical engineering \u2013 with eight B.S. degrees offered. Additionally, the college offers five-year dual degree programs with the Colleges of Arts and Letters and of Business awarding additional B.A. and Master of Business Administration (MBA) degrees, respectively.", "targets": "How many BS level degrees are offered in the College of Engineering at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a87b6e462d8d4c06b3ac4f0e36261dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Engineering was established in 1920, however, early courses in civil and mechanical engineering were a part of the College of Science since the 1870s. Today the college, housed in the Fitzpatrick, Cushing, and Stinson-Remick Halls of Engineering, includes five departments of study \u2013 aerospace and mechanical engineering, chemical and biomolecular engineering, civil engineering and geological sciences, computer science and engineering, and electrical engineering \u2013 with eight B.S. degrees offered. Additionally, the college offers five-year dual degree programs with the Colleges of Arts and Letters and of Business awarding additional B.A. and Master of Business Administration (MBA) degrees, respectively.", "targets": "In what year was the College of Engineering at Notre Dame formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a87b6e462d8d4c06b3ac4f0e36261dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Engineering was established in 1920, however, early courses in civil and mechanical engineering were a part of the College of Science since the 1870s. Today the college, housed in the Fitzpatrick, Cushing, and Stinson-Remick Halls of Engineering, includes five departments of study \u2013 aerospace and mechanical engineering, chemical and biomolecular engineering, civil engineering and geological sciences, computer science and engineering, and electrical engineering \u2013 with eight B.S. degrees offered. Additionally, the college offers five-year dual degree programs with the Colleges of Arts and Letters and of Business awarding additional B.A. and Master of Business Administration (MBA) degrees, respectively.", "targets": "Before the creation of the College of Engineering similar studies were carried out at which Notre Dame college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a87b6e462d8d4c06b3ac4f0e36261dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Engineering was established in 1920, however, early courses in civil and mechanical engineering were a part of the College of Science since the 1870s. Today the college, housed in the Fitzpatrick, Cushing, and Stinson-Remick Halls of Engineering, includes five departments of study \u2013 aerospace and mechanical engineering, chemical and biomolecular engineering, civil engineering and geological sciences, computer science and engineering, and electrical engineering \u2013 with eight B.S. degrees offered. Additionally, the college offers five-year dual degree programs with the Colleges of Arts and Letters and of Business awarding additional B.A. and Master of Business Administration (MBA) degrees, respectively.", "targets": "How many departments are within the Stinson-Remick Hall of Engineering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a87b6e462d8d4c06b3ac4f0e36261dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The College of Engineering was established in 1920, however, early courses in civil and mechanical engineering were a part of the College of Science since the 1870s. Today the college, housed in the Fitzpatrick, Cushing, and Stinson-Remick Halls of Engineering, includes five departments of study \u2013 aerospace and mechanical engineering, chemical and biomolecular engineering, civil engineering and geological sciences, computer science and engineering, and electrical engineering \u2013 with eight B.S. degrees offered. Additionally, the college offers five-year dual degree programs with the Colleges of Arts and Letters and of Business awarding additional B.A. and Master of Business Administration (MBA) degrees, respectively.", "targets": "The College of Science began to offer civil engineering courses beginning at what time at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d22ad4fa9e4baab97f7c935acc371c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Encompasses both secular and religious styles, the design and style made by Muslims and their construction of buildings and structures in Islamic culture included the architectural types: the Mosque, the Tomb, the Palace and the Fort. Perhaps the most important expression of Islamic art is architecture, particularly that of the mosque. Through Islamic architecture, effects of varying cultures within Islamic civilization can be illustrated. Generally, the use of Islamic geometric patterns and foliage based arabesques were striking. There was also the use of decorative calligraphy instead of pictures which were haram (forbidden) in mosque architecture. Note that in secular architecture, human and animal representation was indeed present.", "targets": "What is considered the most important work of Islamic architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d22ad4fa9e4baab97f7c935acc371c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Encompasses both secular and religious styles, the design and style made by Muslims and their construction of buildings and structures in Islamic culture included the architectural types: the Mosque, the Tomb, the Palace and the Fort. Perhaps the most important expression of Islamic art is architecture, particularly that of the mosque. Through Islamic architecture, effects of varying cultures within Islamic civilization can be illustrated. Generally, the use of Islamic geometric patterns and foliage based arabesques were striking. There was also the use of decorative calligraphy instead of pictures which were haram (forbidden) in mosque architecture. Note that in secular architecture, human and animal representation was indeed present.", "targets": "What type of decorations are used in Muslim world decorative art rather than pictures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d22ad4fa9e4baab97f7c935acc371c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Encompasses both secular and religious styles, the design and style made by Muslims and their construction of buildings and structures in Islamic culture included the architectural types: the Mosque, the Tomb, the Palace and the Fort. Perhaps the most important expression of Islamic art is architecture, particularly that of the mosque. Through Islamic architecture, effects of varying cultures within Islamic civilization can be illustrated. Generally, the use of Islamic geometric patterns and foliage based arabesques were striking. There was also the use of decorative calligraphy instead of pictures which were haram (forbidden) in mosque architecture. Note that in secular architecture, human and animal representation was indeed present.", "targets": "What is the definition of haram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d22ad4fa9e4baab97f7c935acc371c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Encompasses both secular and religious styles, the design and style made by Muslims and their construction of buildings and structures in Islamic culture included the architectural types: the Mosque, the Tomb, the Palace and the Fort. Perhaps the most important expression of Islamic art is architecture, particularly that of the mosque. Through Islamic architecture, effects of varying cultures within Islamic civilization can be illustrated. Generally, the use of Islamic geometric patterns and foliage based arabesques were striking. There was also the use of decorative calligraphy instead of pictures which were haram (forbidden) in mosque architecture. Note that in secular architecture, human and animal representation was indeed present.", "targets": "Where in Muslim architecture are pictures forbidden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d22ad4fa9e4baab97f7c935acc371c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Encompasses both secular and religious styles, the design and style made by Muslims and their construction of buildings and structures in Islamic culture included the architectural types: the Mosque, the Tomb, the Palace and the Fort. Perhaps the most important expression of Islamic art is architecture, particularly that of the mosque. Through Islamic architecture, effects of varying cultures within Islamic civilization can be illustrated. Generally, the use of Islamic geometric patterns and foliage based arabesques were striking. There was also the use of decorative calligraphy instead of pictures which were haram (forbidden) in mosque architecture. Note that in secular architecture, human and animal representation was indeed present.", "targets": "Where is one permitted to use representations of humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da234be21964b66a27a350e6d5ed3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.", "targets": "When was the first madrasa started in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da234be21964b66a27a350e6d5ed3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.", "targets": "What country has many students that attend Al-Rashid Islamic Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da234be21964b66a27a350e6d5ed3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.", "targets": "Where is Al-Rashid Islamic Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da234be21964b66a27a350e6d5ed3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.", "targets": "What organization did Shaykh Muhammad Alsahareef start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45bba25aa99f4da6851375e8abe4b178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of the Federal Register publishes the Federal Register, Code of Federal Regulations, and United States Statutes at Large, among others. It also administers the Electoral College.", "targets": "What office publishes the Federal Register?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45bba25aa99f4da6851375e8abe4b178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of the Federal Register publishes the Federal Register, Code of Federal Regulations, and United States Statutes at Large, among others. It also administers the Electoral College.", "targets": "What office administers the Electoral College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45bba25aa99f4da6851375e8abe4b178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of the Federal Register publishes the Federal Register, Code of Federal Regulations, and United States Statutes at Large, among others. It also administers the Electoral College.", "targets": "Which office publishes the Code of Federal Regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45bba25aa99f4da6851375e8abe4b178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of the Federal Register publishes the Federal Register, Code of Federal Regulations, and United States Statutes at Large, among others. It also administers the Electoral College.", "targets": "Which office publishes the United States Statutes at Large?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98900875c1fe4b68bd9d43320d86b42a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 1917, it was possible for someone who was not a priest, but only in minor orders, to become a cardinal (see \"lay cardinals\", below), but they were enrolled only in the order of cardinal deacons. For example, in the 16th century, Reginald Pole was a cardinal for 18 years before he was ordained a priest. In 1917 it was established that all cardinals, even cardinal deacons, had to be priests, and, in 1962, Pope John XXIII set the norm that all cardinals be ordained as bishops, even if they are only priests at the time of appointment. As a consequence of these two changes, canon 351 of the 1983 Code of Canon Law requires that a cardinal be at least in the order of priesthood at his appointment, and that those who are not already bishops must receive episcopal consecration. Several cardinals aged over 80 or close to it when appointed have obtained dispensation from the rule of having to be a bishop. These were all appointed cardinal-deacons, but one of them, Roberto Tucci, lived long enough to exercise the right of option and be promoted to the rank of cardinal-priest.", "targets": "In what year did the practice of allowing non priests to become Cardinals stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98900875c1fe4b68bd9d43320d86b42a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 1917, it was possible for someone who was not a priest, but only in minor orders, to become a cardinal (see \"lay cardinals\", below), but they were enrolled only in the order of cardinal deacons. For example, in the 16th century, Reginald Pole was a cardinal for 18 years before he was ordained a priest. In 1917 it was established that all cardinals, even cardinal deacons, had to be priests, and, in 1962, Pope John XXIII set the norm that all cardinals be ordained as bishops, even if they are only priests at the time of appointment. As a consequence of these two changes, canon 351 of the 1983 Code of Canon Law requires that a cardinal be at least in the order of priesthood at his appointment, and that those who are not already bishops must receive episcopal consecration. Several cardinals aged over 80 or close to it when appointed have obtained dispensation from the rule of having to be a bishop. These were all appointed cardinal-deacons, but one of them, Roberto Tucci, lived long enough to exercise the right of option and be promoted to the rank of cardinal-priest.", "targets": "In what year was it declared that Cardinals had to be bishops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f4a4e3757fb44e19a27b14251aae4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlements at Tilsit gave Napoleon time to organize his empire. One of his major objectives became enforcing the Continental System against the British. He decided to focus his attention on the Kingdom of Portugal, which consistently violated his trade prohibitions. After defeat in the War of the Oranges in 1801, Portugal adopted a double-sided policy. At first, John VI agreed to close his ports to British trade. The situation changed dramatically after the Franco-Spanish defeat at Trafalgar; John grew bolder and officially resumed diplomatic and trade relations with Britain.", "targets": "Where did the agreements that gave Napoleon time to structure his empire take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f4a4e3757fb44e19a27b14251aae4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlements at Tilsit gave Napoleon time to organize his empire. One of his major objectives became enforcing the Continental System against the British. He decided to focus his attention on the Kingdom of Portugal, which consistently violated his trade prohibitions. After defeat in the War of the Oranges in 1801, Portugal adopted a double-sided policy. At first, John VI agreed to close his ports to British trade. The situation changed dramatically after the Franco-Spanish defeat at Trafalgar; John grew bolder and officially resumed diplomatic and trade relations with Britain.", "targets": "One of Napoleon's primary goals was to enforce the Continental System against whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f4a4e3757fb44e19a27b14251aae4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlements at Tilsit gave Napoleon time to organize his empire. One of his major objectives became enforcing the Continental System against the British. He decided to focus his attention on the Kingdom of Portugal, which consistently violated his trade prohibitions. After defeat in the War of the Oranges in 1801, Portugal adopted a double-sided policy. At first, John VI agreed to close his ports to British trade. The situation changed dramatically after the Franco-Spanish defeat at Trafalgar; John grew bolder and officially resumed diplomatic and trade relations with Britain.", "targets": "Napoleon chose to focus his attention on which country that flouted his trade restrictions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f4a4e3757fb44e19a27b14251aae4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlements at Tilsit gave Napoleon time to organize his empire. One of his major objectives became enforcing the Continental System against the British. He decided to focus his attention on the Kingdom of Portugal, which consistently violated his trade prohibitions. After defeat in the War of the Oranges in 1801, Portugal adopted a double-sided policy. At first, John VI agreed to close his ports to British trade. The situation changed dramatically after the Franco-Spanish defeat at Trafalgar; John grew bolder and officially resumed diplomatic and trade relations with Britain.", "targets": "In what year did Portugal experience defeat in the War of the Oranges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f4a4e3757fb44e19a27b14251aae4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlements at Tilsit gave Napoleon time to organize his empire. One of his major objectives became enforcing the Continental System against the British. He decided to focus his attention on the Kingdom of Portugal, which consistently violated his trade prohibitions. After defeat in the War of the Oranges in 1801, Portugal adopted a double-sided policy. At first, John VI agreed to close his ports to British trade. The situation changed dramatically after the Franco-Spanish defeat at Trafalgar; John grew bolder and officially resumed diplomatic and trade relations with Britain.", "targets": "After the Franco-Spanish loss at Trafalgar, John VI resumed relations with what nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd111d7f53043a3991fe72b6494f183", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ismailis differ from Twelvers because they had living imams for centuries after the last Twelver Imam went into concealment. They followed Isma'il ibn Jafar, elder brother of Musa al-Kadhim, as the rightful Imam after his father Ja'far al-Sadiq. The Ismailis believe that whether Imam Ismail did or did not die before Imam Ja'far, he had passed on the mantle of the imamate to his son Mu\u1e25ammad ibn Ismail as the next imam. Thus, their line of imams is as follows (the years of their individual imamats during the Common Era are given in brackets):", "targets": "How do Ismailis differ from Twelvers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd111d7f53043a3991fe72b6494f183", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ismailis differ from Twelvers because they had living imams for centuries after the last Twelver Imam went into concealment. They followed Isma'il ibn Jafar, elder brother of Musa al-Kadhim, as the rightful Imam after his father Ja'far al-Sadiq. The Ismailis believe that whether Imam Ismail did or did not die before Imam Ja'far, he had passed on the mantle of the imamate to his son Mu\u1e25ammad ibn Ismail as the next imam. Thus, their line of imams is as follows (the years of their individual imamats during the Common Era are given in brackets):", "targets": "Who is the elder brother of Musa al-Kadhim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd111d7f53043a3991fe72b6494f183", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ismailis differ from Twelvers because they had living imams for centuries after the last Twelver Imam went into concealment. They followed Isma'il ibn Jafar, elder brother of Musa al-Kadhim, as the rightful Imam after his father Ja'far al-Sadiq. The Ismailis believe that whether Imam Ismail did or did not die before Imam Ja'far, he had passed on the mantle of the imamate to his son Mu\u1e25ammad ibn Ismail as the next imam. Thus, their line of imams is as follows (the years of their individual imamats during the Common Era are given in brackets):", "targets": "Who is the father of Isma'il ibn Jafar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd111d7f53043a3991fe72b6494f183", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ismailis differ from Twelvers because they had living imams for centuries after the last Twelver Imam went into concealment. They followed Isma'il ibn Jafar, elder brother of Musa al-Kadhim, as the rightful Imam after his father Ja'far al-Sadiq. The Ismailis believe that whether Imam Ismail did or did not die before Imam Ja'far, he had passed on the mantle of the imamate to his son Mu\u1e25ammad ibn Ismail as the next imam. Thus, their line of imams is as follows (the years of their individual imamats during the Common Era are given in brackets):", "targets": "What did Imam Ismail pass on to his son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-195d1a7f5a6d4050bc57e40dde6b7cb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain a number of architects are active in the neoclassical style. Two new university Libraries, Quinlan Terry's Maitland Robinson Library at Downing College and ADAM Architecture's Sackler Library illustrate that the approach taken can range from the traditional, in the former case, to the unconventional, in the latter case. Recently, Prince Charles came under controversy for promoting a classically designed development on the land of the former Chelsea Barracks in London. Writing to the Qatari Royal family (who were funding the development through the property development company Qatari Diar) he condemned the accepted modernist plans, instead advocating a classical approach. His appeal was met with success and the plans were withdrawn. A new design by architecture house Dixon Jones is currently being drafted.", "targets": "Who has stirred controversy for development and design of Chelsea Barracks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-195d1a7f5a6d4050bc57e40dde6b7cb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain a number of architects are active in the neoclassical style. Two new university Libraries, Quinlan Terry's Maitland Robinson Library at Downing College and ADAM Architecture's Sackler Library illustrate that the approach taken can range from the traditional, in the former case, to the unconventional, in the latter case. Recently, Prince Charles came under controversy for promoting a classically designed development on the land of the former Chelsea Barracks in London. Writing to the Qatari Royal family (who were funding the development through the property development company Qatari Diar) he condemned the accepted modernist plans, instead advocating a classical approach. His appeal was met with success and the plans were withdrawn. A new design by architecture house Dixon Jones is currently being drafted.", "targets": "What family was funding the development of former Chelsea Barracks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-195d1a7f5a6d4050bc57e40dde6b7cb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain a number of architects are active in the neoclassical style. Two new university Libraries, Quinlan Terry's Maitland Robinson Library at Downing College and ADAM Architecture's Sackler Library illustrate that the approach taken can range from the traditional, in the former case, to the unconventional, in the latter case. Recently, Prince Charles came under controversy for promoting a classically designed development on the land of the former Chelsea Barracks in London. Writing to the Qatari Royal family (who were funding the development through the property development company Qatari Diar) he condemned the accepted modernist plans, instead advocating a classical approach. His appeal was met with success and the plans were withdrawn. A new design by architecture house Dixon Jones is currently being drafted.", "targets": "What new library illustrates the traditional style of neoclassicism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-195d1a7f5a6d4050bc57e40dde6b7cb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain a number of architects are active in the neoclassical style. Two new university Libraries, Quinlan Terry's Maitland Robinson Library at Downing College and ADAM Architecture's Sackler Library illustrate that the approach taken can range from the traditional, in the former case, to the unconventional, in the latter case. Recently, Prince Charles came under controversy for promoting a classically designed development on the land of the former Chelsea Barracks in London. Writing to the Qatari Royal family (who were funding the development through the property development company Qatari Diar) he condemned the accepted modernist plans, instead advocating a classical approach. His appeal was met with success and the plans were withdrawn. A new design by architecture house Dixon Jones is currently being drafted.", "targets": "What is the name of the library that illustrates the unconventional style of neoclassical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-195d1a7f5a6d4050bc57e40dde6b7cb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain a number of architects are active in the neoclassical style. Two new university Libraries, Quinlan Terry's Maitland Robinson Library at Downing College and ADAM Architecture's Sackler Library illustrate that the approach taken can range from the traditional, in the former case, to the unconventional, in the latter case. Recently, Prince Charles came under controversy for promoting a classically designed development on the land of the former Chelsea Barracks in London. Writing to the Qatari Royal family (who were funding the development through the property development company Qatari Diar) he condemned the accepted modernist plans, instead advocating a classical approach. His appeal was met with success and the plans were withdrawn. A new design by architecture house Dixon Jones is currently being drafted.", "targets": "Is neoclassical design current in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b98385fef8f4fd99e1bdf5efae4814c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jewellery collection, containing over 6000 items is one of the finest and most comprehensive collections of jewellery in the world and includes works dating from Ancient Egypt to the present day, as well as jewellery designs on paper. The museum owns pieces by renowned jewelers Cartier, Jean Schlumberger, Peter Carl Faberg\u00e9, Hemmerle and Lalique. Other items in the collection include diamond dress ornaments made for Catherine the Great, bracelet clasps once belonging to Marie Antoinette, and the Beauharnais emerald necklace presented by Napoleon to his adopted daughter Hortense de Beauharnais in 1806. The museum also collects international modern jewellery by designers such as Gijs Bakker, Onno Boekhoudt, Peter Chang, Gerda Flockinger, Lucy Sarneel, Dorothea Pr\u00fchl and Wendy Ramshaw, and African and Asian traditional jewellery. Major bequests include Reverend Chauncy Hare Townshend's collection of 154 gems bequeathed in 1869, Lady Cory's 1951 gift of major diamond jewellery from the 18th and 19th centuries, and jewellery scholar Dame Joan Evans' 1977 gift of more than 800 jewels dating from the Middle Ages to the early 19th century. A new jewellery gallery, funded by William and Judith Bollinger, opened on 24 May 2008.", "targets": "Approximately how many items comprise the jewelry collection of the V&A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b98385fef8f4fd99e1bdf5efae4814c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jewellery collection, containing over 6000 items is one of the finest and most comprehensive collections of jewellery in the world and includes works dating from Ancient Egypt to the present day, as well as jewellery designs on paper. The museum owns pieces by renowned jewelers Cartier, Jean Schlumberger, Peter Carl Faberg\u00e9, Hemmerle and Lalique. Other items in the collection include diamond dress ornaments made for Catherine the Great, bracelet clasps once belonging to Marie Antoinette, and the Beauharnais emerald necklace presented by Napoleon to his adopted daughter Hortense de Beauharnais in 1806. The museum also collects international modern jewellery by designers such as Gijs Bakker, Onno Boekhoudt, Peter Chang, Gerda Flockinger, Lucy Sarneel, Dorothea Pr\u00fchl and Wendy Ramshaw, and African and Asian traditional jewellery. Major bequests include Reverend Chauncy Hare Townshend's collection of 154 gems bequeathed in 1869, Lady Cory's 1951 gift of major diamond jewellery from the 18th and 19th centuries, and jewellery scholar Dame Joan Evans' 1977 gift of more than 800 jewels dating from the Middle Ages to the early 19th century. A new jewellery gallery, funded by William and Judith Bollinger, opened on 24 May 2008.", "targets": "The earliest items in the jewelry collection come from which ancient civilization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b98385fef8f4fd99e1bdf5efae4814c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jewellery collection, containing over 6000 items is one of the finest and most comprehensive collections of jewellery in the world and includes works dating from Ancient Egypt to the present day, as well as jewellery designs on paper. The museum owns pieces by renowned jewelers Cartier, Jean Schlumberger, Peter Carl Faberg\u00e9, Hemmerle and Lalique. Other items in the collection include diamond dress ornaments made for Catherine the Great, bracelet clasps once belonging to Marie Antoinette, and the Beauharnais emerald necklace presented by Napoleon to his adopted daughter Hortense de Beauharnais in 1806. The museum also collects international modern jewellery by designers such as Gijs Bakker, Onno Boekhoudt, Peter Chang, Gerda Flockinger, Lucy Sarneel, Dorothea Pr\u00fchl and Wendy Ramshaw, and African and Asian traditional jewellery. Major bequests include Reverend Chauncy Hare Townshend's collection of 154 gems bequeathed in 1869, Lady Cory's 1951 gift of major diamond jewellery from the 18th and 19th centuries, and jewellery scholar Dame Joan Evans' 1977 gift of more than 800 jewels dating from the Middle Ages to the early 19th century. A new jewellery gallery, funded by William and Judith Bollinger, opened on 24 May 2008.", "targets": "In which year was Reverend Chauncy Hare Townshend's collection of gems was bequeathed to the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b98385fef8f4fd99e1bdf5efae4814c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jewellery collection, containing over 6000 items is one of the finest and most comprehensive collections of jewellery in the world and includes works dating from Ancient Egypt to the present day, as well as jewellery designs on paper. The museum owns pieces by renowned jewelers Cartier, Jean Schlumberger, Peter Carl Faberg\u00e9, Hemmerle and Lalique. Other items in the collection include diamond dress ornaments made for Catherine the Great, bracelet clasps once belonging to Marie Antoinette, and the Beauharnais emerald necklace presented by Napoleon to his adopted daughter Hortense de Beauharnais in 1806. The museum also collects international modern jewellery by designers such as Gijs Bakker, Onno Boekhoudt, Peter Chang, Gerda Flockinger, Lucy Sarneel, Dorothea Pr\u00fchl and Wendy Ramshaw, and African and Asian traditional jewellery. Major bequests include Reverend Chauncy Hare Townshend's collection of 154 gems bequeathed in 1869, Lady Cory's 1951 gift of major diamond jewellery from the 18th and 19th centuries, and jewellery scholar Dame Joan Evans' 1977 gift of more than 800 jewels dating from the Middle Ages to the early 19th century. A new jewellery gallery, funded by William and Judith Bollinger, opened on 24 May 2008.", "targets": "Approximately how many gems in Reverend Chauncy Hare Townshend's collection was given to the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b98385fef8f4fd99e1bdf5efae4814c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jewellery collection, containing over 6000 items is one of the finest and most comprehensive collections of jewellery in the world and includes works dating from Ancient Egypt to the present day, as well as jewellery designs on paper. The museum owns pieces by renowned jewelers Cartier, Jean Schlumberger, Peter Carl Faberg\u00e9, Hemmerle and Lalique. Other items in the collection include diamond dress ornaments made for Catherine the Great, bracelet clasps once belonging to Marie Antoinette, and the Beauharnais emerald necklace presented by Napoleon to his adopted daughter Hortense de Beauharnais in 1806. The museum also collects international modern jewellery by designers such as Gijs Bakker, Onno Boekhoudt, Peter Chang, Gerda Flockinger, Lucy Sarneel, Dorothea Pr\u00fchl and Wendy Ramshaw, and African and Asian traditional jewellery. Major bequests include Reverend Chauncy Hare Townshend's collection of 154 gems bequeathed in 1869, Lady Cory's 1951 gift of major diamond jewellery from the 18th and 19th centuries, and jewellery scholar Dame Joan Evans' 1977 gift of more than 800 jewels dating from the Middle Ages to the early 19th century. A new jewellery gallery, funded by William and Judith Bollinger, opened on 24 May 2008.", "targets": "Who funded the new jewelry gallery that opened in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3780d019a8584581a50361b1be1c8179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical narratives of manga tend to focus either on its recent, post-WWII history, or on attempts to demonstrates deep roots in the past, such as to the Ch\u014dj\u016b-jinbutsu-giga picture scroll of the 12th and 13th centuries, or the early 19th-century Hokusai Manga. The first historical overview of Japanese comics was Seiki Hosokibara's Nihon Manga-Shi[i] in 1924. Early post-war Japanese criticism was mostly of a left-wing political nature until the 1986 publication for Tomofusa Kure's Modern Manga: The Complete Picture,[j] which de-emphasized politics in favour of formal aspects, such as structure and a \"grammar\" of comics. The field of manga studies increased rapidly, with numerous books on the subject appearing in the 1990s. Formal theories of manga have focused on developing a \"manga expression theory\",[k] with emphasis on spatial relationships in the structure of images on the page, distinguishing the medium from film or literature, in which the flow of time is the basic organizing element. Comics studies courses have proliferated at Japanese universities, and Japan Society for Studies in Cartoon and Comics (ja)[l] was established in 2001 to promote comics scholarship. The publication of Frederik L. Schodt's Manga! Manga! The World of Japanese Comics in 1983 led to the spread of use of the word manga outside Japan to mean \"Japanese comics\" or \"Japanese-style comics\".", "targets": "Which historical overview did Seiki Hosokibara create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3780d019a8584581a50361b1be1c8179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical narratives of manga tend to focus either on its recent, post-WWII history, or on attempts to demonstrates deep roots in the past, such as to the Ch\u014dj\u016b-jinbutsu-giga picture scroll of the 12th and 13th centuries, or the early 19th-century Hokusai Manga. The first historical overview of Japanese comics was Seiki Hosokibara's Nihon Manga-Shi[i] in 1924. Early post-war Japanese criticism was mostly of a left-wing political nature until the 1986 publication for Tomofusa Kure's Modern Manga: The Complete Picture,[j] which de-emphasized politics in favour of formal aspects, such as structure and a \"grammar\" of comics. The field of manga studies increased rapidly, with numerous books on the subject appearing in the 1990s. Formal theories of manga have focused on developing a \"manga expression theory\",[k] with emphasis on spatial relationships in the structure of images on the page, distinguishing the medium from film or literature, in which the flow of time is the basic organizing element. Comics studies courses have proliferated at Japanese universities, and Japan Society for Studies in Cartoon and Comics (ja)[l] was established in 2001 to promote comics scholarship. The publication of Frederik L. Schodt's Manga! Manga! The World of Japanese Comics in 1983 led to the spread of use of the word manga outside Japan to mean \"Japanese comics\" or \"Japanese-style comics\".", "targets": "When did Hosokibara create Nihon Manga-Shi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3780d019a8584581a50361b1be1c8179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical narratives of manga tend to focus either on its recent, post-WWII history, or on attempts to demonstrates deep roots in the past, such as to the Ch\u014dj\u016b-jinbutsu-giga picture scroll of the 12th and 13th centuries, or the early 19th-century Hokusai Manga. The first historical overview of Japanese comics was Seiki Hosokibara's Nihon Manga-Shi[i] in 1924. Early post-war Japanese criticism was mostly of a left-wing political nature until the 1986 publication for Tomofusa Kure's Modern Manga: The Complete Picture,[j] which de-emphasized politics in favour of formal aspects, such as structure and a \"grammar\" of comics. The field of manga studies increased rapidly, with numerous books on the subject appearing in the 1990s. Formal theories of manga have focused on developing a \"manga expression theory\",[k] with emphasis on spatial relationships in the structure of images on the page, distinguishing the medium from film or literature, in which the flow of time is the basic organizing element. Comics studies courses have proliferated at Japanese universities, and Japan Society for Studies in Cartoon and Comics (ja)[l] was established in 2001 to promote comics scholarship. The publication of Frederik L. Schodt's Manga! Manga! The World of Japanese Comics in 1983 led to the spread of use of the word manga outside Japan to mean \"Japanese comics\" or \"Japanese-style comics\".", "targets": "What was created in 2001 to give students comic scholarships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3780d019a8584581a50361b1be1c8179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical narratives of manga tend to focus either on its recent, post-WWII history, or on attempts to demonstrates deep roots in the past, such as to the Ch\u014dj\u016b-jinbutsu-giga picture scroll of the 12th and 13th centuries, or the early 19th-century Hokusai Manga. The first historical overview of Japanese comics was Seiki Hosokibara's Nihon Manga-Shi[i] in 1924. Early post-war Japanese criticism was mostly of a left-wing political nature until the 1986 publication for Tomofusa Kure's Modern Manga: The Complete Picture,[j] which de-emphasized politics in favour of formal aspects, such as structure and a \"grammar\" of comics. The field of manga studies increased rapidly, with numerous books on the subject appearing in the 1990s. Formal theories of manga have focused on developing a \"manga expression theory\",[k] with emphasis on spatial relationships in the structure of images on the page, distinguishing the medium from film or literature, in which the flow of time is the basic organizing element. Comics studies courses have proliferated at Japanese universities, and Japan Society for Studies in Cartoon and Comics (ja)[l] was established in 2001 to promote comics scholarship. The publication of Frederik L. Schodt's Manga! Manga! The World of Japanese Comics in 1983 led to the spread of use of the word manga outside Japan to mean \"Japanese comics\" or \"Japanese-style comics\".", "targets": "Who helped the rest of the world use the word manga outside of Japan's borders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3780d019a8584581a50361b1be1c8179", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical narratives of manga tend to focus either on its recent, post-WWII history, or on attempts to demonstrates deep roots in the past, such as to the Ch\u014dj\u016b-jinbutsu-giga picture scroll of the 12th and 13th centuries, or the early 19th-century Hokusai Manga. The first historical overview of Japanese comics was Seiki Hosokibara's Nihon Manga-Shi[i] in 1924. Early post-war Japanese criticism was mostly of a left-wing political nature until the 1986 publication for Tomofusa Kure's Modern Manga: The Complete Picture,[j] which de-emphasized politics in favour of formal aspects, such as structure and a \"grammar\" of comics. The field of manga studies increased rapidly, with numerous books on the subject appearing in the 1990s. Formal theories of manga have focused on developing a \"manga expression theory\",[k] with emphasis on spatial relationships in the structure of images on the page, distinguishing the medium from film or literature, in which the flow of time is the basic organizing element. Comics studies courses have proliferated at Japanese universities, and Japan Society for Studies in Cartoon and Comics (ja)[l] was established in 2001 to promote comics scholarship. The publication of Frederik L. Schodt's Manga! Manga! The World of Japanese Comics in 1983 led to the spread of use of the word manga outside Japan to mean \"Japanese comics\" or \"Japanese-style comics\".", "targets": "What publication is Schodt responsible for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f75f7c281e24a01a0b0e52de37d4d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism industry began in the early 19th century when foreigners visited the Alps, traveled to the bases of the mountains to enjoy the scenery, and stayed at the spa-resorts. Large hotels were built during the Belle \u00c9poque; cog-railways, built early in the 20th century, brought tourists to ever higher elevations, with the Jungfraubahn terminating at the Jungfraujoch, well above the eternal snow-line, after going through a tunnel in Eiger. During this period winter sports were slowly introduced: in 1882 the first figure skating championship was held in St. Moritz, and downhill skiing became a popular sport with English visitors early in the 20th century, as the first ski-lift was installed in 1908 above Grindelwald.", "targets": "When did the tourism industry begin? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f75f7c281e24a01a0b0e52de37d4d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism industry began in the early 19th century when foreigners visited the Alps, traveled to the bases of the mountains to enjoy the scenery, and stayed at the spa-resorts. Large hotels were built during the Belle \u00c9poque; cog-railways, built early in the 20th century, brought tourists to ever higher elevations, with the Jungfraubahn terminating at the Jungfraujoch, well above the eternal snow-line, after going through a tunnel in Eiger. During this period winter sports were slowly introduced: in 1882 the first figure skating championship was held in St. Moritz, and downhill skiing became a popular sport with English visitors early in the 20th century, as the first ski-lift was installed in 1908 above Grindelwald.", "targets": "When were large hotels built in the Alps? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f75f7c281e24a01a0b0e52de37d4d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism industry began in the early 19th century when foreigners visited the Alps, traveled to the bases of the mountains to enjoy the scenery, and stayed at the spa-resorts. Large hotels were built during the Belle \u00c9poque; cog-railways, built early in the 20th century, brought tourists to ever higher elevations, with the Jungfraubahn terminating at the Jungfraujoch, well above the eternal snow-line, after going through a tunnel in Eiger. During this period winter sports were slowly introduced: in 1882 the first figure skating championship was held in St. Moritz, and downhill skiing became a popular sport with English visitors early in the 20th century, as the first ski-lift was installed in 1908 above Grindelwald.", "targets": "When were cog-railways built in the Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f75f7c281e24a01a0b0e52de37d4d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism industry began in the early 19th century when foreigners visited the Alps, traveled to the bases of the mountains to enjoy the scenery, and stayed at the spa-resorts. Large hotels were built during the Belle \u00c9poque; cog-railways, built early in the 20th century, brought tourists to ever higher elevations, with the Jungfraubahn terminating at the Jungfraujoch, well above the eternal snow-line, after going through a tunnel in Eiger. During this period winter sports were slowly introduced: in 1882 the first figure skating championship was held in St. Moritz, and downhill skiing became a popular sport with English visitors early in the 20th century, as the first ski-lift was installed in 1908 above Grindelwald.", "targets": "When was the first figure skating championship held? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f75f7c281e24a01a0b0e52de37d4d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourism industry began in the early 19th century when foreigners visited the Alps, traveled to the bases of the mountains to enjoy the scenery, and stayed at the spa-resorts. Large hotels were built during the Belle \u00c9poque; cog-railways, built early in the 20th century, brought tourists to ever higher elevations, with the Jungfraubahn terminating at the Jungfraujoch, well above the eternal snow-line, after going through a tunnel in Eiger. During this period winter sports were slowly introduced: in 1882 the first figure skating championship was held in St. Moritz, and downhill skiing became a popular sport with English visitors early in the 20th century, as the first ski-lift was installed in 1908 above Grindelwald.", "targets": "Where was the first figure skating championship held? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0372c31f9a0497f8fdea516aa5a417e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question to be answered is whether a listed species will be harmed by the action and, if so, how the harm can be minimized. If harm cannot be avoided, the project agency can seek an exemption from the Endangered Species Committee, an ad hoc panel composed of members from the executive branch and at least one appointee from the state where the project is to occur. Five of the seven committee members must vote for the exemption to allow taking (to harass, harm, pursue, hunt, shoot, wound, kill, trap, capture, or collect, or significant habitat modification, or to attempt to engage in any such conduct) of listed species.", "targets": "What is the primary consideration for determining if projects may be carried out in areas with endangered species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0372c31f9a0497f8fdea516aa5a417e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question to be answered is whether a listed species will be harmed by the action and, if so, how the harm can be minimized. If harm cannot be avoided, the project agency can seek an exemption from the Endangered Species Committee, an ad hoc panel composed of members from the executive branch and at least one appointee from the state where the project is to occur. Five of the seven committee members must vote for the exemption to allow taking (to harass, harm, pursue, hunt, shoot, wound, kill, trap, capture, or collect, or significant habitat modification, or to attempt to engage in any such conduct) of listed species.", "targets": "If a species may be harmed, who holds final say on whether the project may proceed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0372c31f9a0497f8fdea516aa5a417e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question to be answered is whether a listed species will be harmed by the action and, if so, how the harm can be minimized. If harm cannot be avoided, the project agency can seek an exemption from the Endangered Species Committee, an ad hoc panel composed of members from the executive branch and at least one appointee from the state where the project is to occur. Five of the seven committee members must vote for the exemption to allow taking (to harass, harm, pursue, hunt, shoot, wound, kill, trap, capture, or collect, or significant habitat modification, or to attempt to engage in any such conduct) of listed species.", "targets": "How many members are on the ad hoc panel that allows project exemptions for cases where a species may harmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0372c31f9a0497f8fdea516aa5a417e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question to be answered is whether a listed species will be harmed by the action and, if so, how the harm can be minimized. If harm cannot be avoided, the project agency can seek an exemption from the Endangered Species Committee, an ad hoc panel composed of members from the executive branch and at least one appointee from the state where the project is to occur. Five of the seven committee members must vote for the exemption to allow taking (to harass, harm, pursue, hunt, shoot, wound, kill, trap, capture, or collect, or significant habitat modification, or to attempt to engage in any such conduct) of listed species.", "targets": "How many votes must be in favor of the exemption in order to award the exemption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0372c31f9a0497f8fdea516aa5a417e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question to be answered is whether a listed species will be harmed by the action and, if so, how the harm can be minimized. If harm cannot be avoided, the project agency can seek an exemption from the Endangered Species Committee, an ad hoc panel composed of members from the executive branch and at least one appointee from the state where the project is to occur. Five of the seven committee members must vote for the exemption to allow taking (to harass, harm, pursue, hunt, shoot, wound, kill, trap, capture, or collect, or significant habitat modification, or to attempt to engage in any such conduct) of listed species.", "targets": "What is one specific requirement regarding the make-up of the exmeption panel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9bf7ed54f84bb3b622e971a5e60ea1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palermo is Sicily's cultural, economic and touristic capital. It is a city rich in history, culture, art, music and food. Numerous tourists are attracted to the city for its good Mediterranean weather, its renowned gastronomy and restaurants, its Romanesque, Gothic and Baroque churches, palaces and buildings, and its nightlife and music. Palermo is the main Sicilian industrial and commercial center: the main industrial sectors include tourism, services, commerce and agriculture. Palermo currently has an international airport, and a significant underground economy.[citation needed] In fact, for cultural, artistic and economic reasons, Palermo was one of the largest cities in the Mediterranean and is now among the top tourist destinations in both Italy and Europe. The city is also going through careful redevelopment, preparing to become one of the major cities of the Euro-Mediterranean area.", "targets": "What types of churches attract tourists to Palermo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9bf7ed54f84bb3b622e971a5e60ea1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palermo is Sicily's cultural, economic and touristic capital. It is a city rich in history, culture, art, music and food. Numerous tourists are attracted to the city for its good Mediterranean weather, its renowned gastronomy and restaurants, its Romanesque, Gothic and Baroque churches, palaces and buildings, and its nightlife and music. Palermo is the main Sicilian industrial and commercial center: the main industrial sectors include tourism, services, commerce and agriculture. Palermo currently has an international airport, and a significant underground economy.[citation needed] In fact, for cultural, artistic and economic reasons, Palermo was one of the largest cities in the Mediterranean and is now among the top tourist destinations in both Italy and Europe. The city is also going through careful redevelopment, preparing to become one of the major cities of the Euro-Mediterranean area.", "targets": "Which town is Sicily's primary industrial and commercial center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9bf7ed54f84bb3b622e971a5e60ea1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palermo is Sicily's cultural, economic and touristic capital. It is a city rich in history, culture, art, music and food. Numerous tourists are attracted to the city for its good Mediterranean weather, its renowned gastronomy and restaurants, its Romanesque, Gothic and Baroque churches, palaces and buildings, and its nightlife and music. Palermo is the main Sicilian industrial and commercial center: the main industrial sectors include tourism, services, commerce and agriculture. Palermo currently has an international airport, and a significant underground economy.[citation needed] In fact, for cultural, artistic and economic reasons, Palermo was one of the largest cities in the Mediterranean and is now among the top tourist destinations in both Italy and Europe. The city is also going through careful redevelopment, preparing to become one of the major cities of the Euro-Mediterranean area.", "targets": "What are Palermo's four main industrial sectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ea1c063c5a48f68d9dad2065caf665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious function of clothing is to improve the comfort of the wearer, by protecting the wearer from the elements. In hot climates, clothing provides protection from sunburn or wind damage, while in cold climates its thermal insulation properties are generally more important. Shelter usually reduces the functional need for clothing. For example, coats, hats, gloves, and other superficial layers are normally removed when entering a warm home, particularly if one is residing or sleeping there. Similarly, clothing has seasonal and regional aspects, so that thinner materials and fewer layers of clothing are generally worn in warmer seasons and regions than in colder ones.", "targets": "What obvious improvement does clothing bestow upon the wearer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ea1c063c5a48f68d9dad2065caf665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious function of clothing is to improve the comfort of the wearer, by protecting the wearer from the elements. In hot climates, clothing provides protection from sunburn or wind damage, while in cold climates its thermal insulation properties are generally more important. Shelter usually reduces the functional need for clothing. For example, coats, hats, gloves, and other superficial layers are normally removed when entering a warm home, particularly if one is residing or sleeping there. Similarly, clothing has seasonal and regional aspects, so that thinner materials and fewer layers of clothing are generally worn in warmer seasons and regions than in colder ones.", "targets": "In what type of climate does clothing protect against sunburn and wind damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ea1c063c5a48f68d9dad2065caf665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious function of clothing is to improve the comfort of the wearer, by protecting the wearer from the elements. In hot climates, clothing provides protection from sunburn or wind damage, while in cold climates its thermal insulation properties are generally more important. Shelter usually reduces the functional need for clothing. For example, coats, hats, gloves, and other superficial layers are normally removed when entering a warm home, particularly if one is residing or sleeping there. Similarly, clothing has seasonal and regional aspects, so that thinner materials and fewer layers of clothing are generally worn in warmer seasons and regions than in colder ones.", "targets": "What property of clothing is important in cold climates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ea1c063c5a48f68d9dad2065caf665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious function of clothing is to improve the comfort of the wearer, by protecting the wearer from the elements. In hot climates, clothing provides protection from sunburn or wind damage, while in cold climates its thermal insulation properties are generally more important. Shelter usually reduces the functional need for clothing. For example, coats, hats, gloves, and other superficial layers are normally removed when entering a warm home, particularly if one is residing or sleeping there. Similarly, clothing has seasonal and regional aspects, so that thinner materials and fewer layers of clothing are generally worn in warmer seasons and regions than in colder ones.", "targets": "What has seasonal and regional aspects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ea1c063c5a48f68d9dad2065caf665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious function of clothing is to improve the comfort of the wearer, by protecting the wearer from the elements. In hot climates, clothing provides protection from sunburn or wind damage, while in cold climates its thermal insulation properties are generally more important. Shelter usually reduces the functional need for clothing. For example, coats, hats, gloves, and other superficial layers are normally removed when entering a warm home, particularly if one is residing or sleeping there. Similarly, clothing has seasonal and regional aspects, so that thinner materials and fewer layers of clothing are generally worn in warmer seasons and regions than in colder ones.", "targets": "What type of material tends to be worn in warmer seasons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e748964b8f24fc69e115d062b7714c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Researchers include biologists, geologists, oceanographers, physicists, astronomers, glaciologists, and meteorologists. Geologists tend to study plate tectonics, meteorites from outer space, and resources from the breakup of the supercontinent Gondwana. Glaciologists in Antarctica are concerned with the study of the history and dynamics of floating ice, seasonal snow, glaciers, and ice sheets. Biologists, in addition to examining the wildlife, are interested in how harsh temperatures and the presence of people affect adaptation and survival strategies in a wide variety of organisms. Medical physicians have made discoveries concerning the spreading of viruses and the body's response to extreme seasonal temperatures. Astrophysicists at Amundsen\u2013Scott South Pole Station study the celestial dome and cosmic microwave background radiation. Many astronomical observations are better made from the interior of Antarctica than from most surface locations because of the high elevation, which results in a thin atmosphere; low temperature, which minimizes the amount of water vapour in the atmosphere; and absence of light pollution, thus allowing for a view of space clearer than anywhere else on Earth. Antarctic ice serves as both the shield and the detection medium for the largest neutrino telescope in the world, built 2 km (1.2 mi) below Amundsen\u2013Scott station.", "targets": "What group of scientists study tectonics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e748964b8f24fc69e115d062b7714c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Researchers include biologists, geologists, oceanographers, physicists, astronomers, glaciologists, and meteorologists. Geologists tend to study plate tectonics, meteorites from outer space, and resources from the breakup of the supercontinent Gondwana. Glaciologists in Antarctica are concerned with the study of the history and dynamics of floating ice, seasonal snow, glaciers, and ice sheets. Biologists, in addition to examining the wildlife, are interested in how harsh temperatures and the presence of people affect adaptation and survival strategies in a wide variety of organisms. Medical physicians have made discoveries concerning the spreading of viruses and the body's response to extreme seasonal temperatures. Astrophysicists at Amundsen\u2013Scott South Pole Station study the celestial dome and cosmic microwave background radiation. Many astronomical observations are better made from the interior of Antarctica than from most surface locations because of the high elevation, which results in a thin atmosphere; low temperature, which minimizes the amount of water vapour in the atmosphere; and absence of light pollution, thus allowing for a view of space clearer than anywhere else on Earth. Antarctic ice serves as both the shield and the detection medium for the largest neutrino telescope in the world, built 2 km (1.2 mi) below Amundsen\u2013Scott station.", "targets": "Who is interested in the effects of harsh environment on humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e748964b8f24fc69e115d062b7714c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Researchers include biologists, geologists, oceanographers, physicists, astronomers, glaciologists, and meteorologists. Geologists tend to study plate tectonics, meteorites from outer space, and resources from the breakup of the supercontinent Gondwana. Glaciologists in Antarctica are concerned with the study of the history and dynamics of floating ice, seasonal snow, glaciers, and ice sheets. Biologists, in addition to examining the wildlife, are interested in how harsh temperatures and the presence of people affect adaptation and survival strategies in a wide variety of organisms. Medical physicians have made discoveries concerning the spreading of viruses and the body's response to extreme seasonal temperatures. Astrophysicists at Amundsen\u2013Scott South Pole Station study the celestial dome and cosmic microwave background radiation. Many astronomical observations are better made from the interior of Antarctica than from most surface locations because of the high elevation, which results in a thin atmosphere; low temperature, which minimizes the amount of water vapour in the atmosphere; and absence of light pollution, thus allowing for a view of space clearer than anywhere else on Earth. Antarctic ice serves as both the shield and the detection medium for the largest neutrino telescope in the world, built 2 km (1.2 mi) below Amundsen\u2013Scott station.", "targets": "Which science is concerned with the study of the dynamics of ice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e748964b8f24fc69e115d062b7714c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Researchers include biologists, geologists, oceanographers, physicists, astronomers, glaciologists, and meteorologists. Geologists tend to study plate tectonics, meteorites from outer space, and resources from the breakup of the supercontinent Gondwana. Glaciologists in Antarctica are concerned with the study of the history and dynamics of floating ice, seasonal snow, glaciers, and ice sheets. Biologists, in addition to examining the wildlife, are interested in how harsh temperatures and the presence of people affect adaptation and survival strategies in a wide variety of organisms. Medical physicians have made discoveries concerning the spreading of viruses and the body's response to extreme seasonal temperatures. Astrophysicists at Amundsen\u2013Scott South Pole Station study the celestial dome and cosmic microwave background radiation. Many astronomical observations are better made from the interior of Antarctica than from most surface locations because of the high elevation, which results in a thin atmosphere; low temperature, which minimizes the amount of water vapour in the atmosphere; and absence of light pollution, thus allowing for a view of space clearer than anywhere else on Earth. Antarctic ice serves as both the shield and the detection medium for the largest neutrino telescope in the world, built 2 km (1.2 mi) below Amundsen\u2013Scott station.", "targets": "What kind of observations use  the high elevations and thin atmosphere for viewing space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e748964b8f24fc69e115d062b7714c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Researchers include biologists, geologists, oceanographers, physicists, astronomers, glaciologists, and meteorologists. Geologists tend to study plate tectonics, meteorites from outer space, and resources from the breakup of the supercontinent Gondwana. Glaciologists in Antarctica are concerned with the study of the history and dynamics of floating ice, seasonal snow, glaciers, and ice sheets. Biologists, in addition to examining the wildlife, are interested in how harsh temperatures and the presence of people affect adaptation and survival strategies in a wide variety of organisms. Medical physicians have made discoveries concerning the spreading of viruses and the body's response to extreme seasonal temperatures. Astrophysicists at Amundsen\u2013Scott South Pole Station study the celestial dome and cosmic microwave background radiation. Many astronomical observations are better made from the interior of Antarctica than from most surface locations because of the high elevation, which results in a thin atmosphere; low temperature, which minimizes the amount of water vapour in the atmosphere; and absence of light pollution, thus allowing for a view of space clearer than anywhere else on Earth. Antarctic ice serves as both the shield and the detection medium for the largest neutrino telescope in the world, built 2 km (1.2 mi) below Amundsen\u2013Scott station.", "targets": "Where is the largest neutrino telescope on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7d3bce6b1d40e98468ed61d50f4008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami has a tropical monsoon climate (K\u00f6ppen climate classification Am) with hot and humid summers and short, warm winters, with a marked drier season in the winter. Its sea-level elevation, coastal location, position just above the Tropic of Cancer, and proximity to the Gulf Stream shapes its climate. With January averaging 67.2 \u00b0F (19.6 \u00b0C), winter features mild to warm temperatures; cool air usually settles after the passage of a cold front, which produces much of the little amount of rainfall during the season. Lows occasionally fall below 50 \u00b0F (10 \u00b0C), but very rarely below 35 \u00b0F (2 \u00b0C). Highs generally range between 70\u201377 \u00b0F (21\u201325 \u00b0C).", "targets": "What is Miami's K\u00f6ppen climate classification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7d3bce6b1d40e98468ed61d50f4008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami has a tropical monsoon climate (K\u00f6ppen climate classification Am) with hot and humid summers and short, warm winters, with a marked drier season in the winter. Its sea-level elevation, coastal location, position just above the Tropic of Cancer, and proximity to the Gulf Stream shapes its climate. With January averaging 67.2 \u00b0F (19.6 \u00b0C), winter features mild to warm temperatures; cool air usually settles after the passage of a cold front, which produces much of the little amount of rainfall during the season. Lows occasionally fall below 50 \u00b0F (10 \u00b0C), but very rarely below 35 \u00b0F (2 \u00b0C). Highs generally range between 70\u201377 \u00b0F (21\u201325 \u00b0C).", "targets": "What type of weather does Miami have in the summer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7d3bce6b1d40e98468ed61d50f4008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami has a tropical monsoon climate (K\u00f6ppen climate classification Am) with hot and humid summers and short, warm winters, with a marked drier season in the winter. Its sea-level elevation, coastal location, position just above the Tropic of Cancer, and proximity to the Gulf Stream shapes its climate. With January averaging 67.2 \u00b0F (19.6 \u00b0C), winter features mild to warm temperatures; cool air usually settles after the passage of a cold front, which produces much of the little amount of rainfall during the season. Lows occasionally fall below 50 \u00b0F (10 \u00b0C), but very rarely below 35 \u00b0F (2 \u00b0C). Highs generally range between 70\u201377 \u00b0F (21\u201325 \u00b0C).", "targets": "In degrees Celsius, what is the average January temperature in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7d3bce6b1d40e98468ed61d50f4008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami has a tropical monsoon climate (K\u00f6ppen climate classification Am) with hot and humid summers and short, warm winters, with a marked drier season in the winter. Its sea-level elevation, coastal location, position just above the Tropic of Cancer, and proximity to the Gulf Stream shapes its climate. With January averaging 67.2 \u00b0F (19.6 \u00b0C), winter features mild to warm temperatures; cool air usually settles after the passage of a cold front, which produces much of the little amount of rainfall during the season. Lows occasionally fall below 50 \u00b0F (10 \u00b0C), but very rarely below 35 \u00b0F (2 \u00b0C). Highs generally range between 70\u201377 \u00b0F (21\u201325 \u00b0C).", "targets": "In degrees Fahrenheit, what is the normal range of high temperatures in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7d3bce6b1d40e98468ed61d50f4008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami has a tropical monsoon climate (K\u00f6ppen climate classification Am) with hot and humid summers and short, warm winters, with a marked drier season in the winter. Its sea-level elevation, coastal location, position just above the Tropic of Cancer, and proximity to the Gulf Stream shapes its climate. With January averaging 67.2 \u00b0F (19.6 \u00b0C), winter features mild to warm temperatures; cool air usually settles after the passage of a cold front, which produces much of the little amount of rainfall during the season. Lows occasionally fall below 50 \u00b0F (10 \u00b0C), but very rarely below 35 \u00b0F (2 \u00b0C). Highs generally range between 70\u201377 \u00b0F (21\u201325 \u00b0C).", "targets": "In degrees Celsius, what temperature does Miami rarely see?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226f6dd8f6e141ddaeab037eec355bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The problem of the flow of time, as it has been treated in analytic philosophy, owes its beginning to a paper written by J. M. E. McTaggart. In this paper McTaggart proposes two \"temporal series\". The first series, which means to account for our intuitions about temporal becoming, or the moving Now, is called the A-series. The A-series orders events according to their being in the past, present or future, simpliciter and in comparison to each other. The B-series eliminates all reference to the present, and the associated temporal modalities of past and future, and orders all events by the temporal relations earlier than and later than.", "targets": "Who started the discussion within analytic philosophy on the problem of the flow of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226f6dd8f6e141ddaeab037eec355bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The problem of the flow of time, as it has been treated in analytic philosophy, owes its beginning to a paper written by J. M. E. McTaggart. In this paper McTaggart proposes two \"temporal series\". The first series, which means to account for our intuitions about temporal becoming, or the moving Now, is called the A-series. The A-series orders events according to their being in the past, present or future, simpliciter and in comparison to each other. The B-series eliminates all reference to the present, and the associated temporal modalities of past and future, and orders all events by the temporal relations earlier than and later than.", "targets": "How many \"temporal series\" did McTaggart propose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226f6dd8f6e141ddaeab037eec355bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The problem of the flow of time, as it has been treated in analytic philosophy, owes its beginning to a paper written by J. M. E. McTaggart. In this paper McTaggart proposes two \"temporal series\". The first series, which means to account for our intuitions about temporal becoming, or the moving Now, is called the A-series. The A-series orders events according to their being in the past, present or future, simpliciter and in comparison to each other. The B-series eliminates all reference to the present, and the associated temporal modalities of past and future, and orders all events by the temporal relations earlier than and later than.", "targets": "What was McTaggart's first series called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226f6dd8f6e141ddaeab037eec355bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The problem of the flow of time, as it has been treated in analytic philosophy, owes its beginning to a paper written by J. M. E. McTaggart. In this paper McTaggart proposes two \"temporal series\". The first series, which means to account for our intuitions about temporal becoming, or the moving Now, is called the A-series. The A-series orders events according to their being in the past, present or future, simpliciter and in comparison to each other. The B-series eliminates all reference to the present, and the associated temporal modalities of past and future, and orders all events by the temporal relations earlier than and later than.", "targets": "The A-Series orders events according to their being in the past, present or future and in comparison to what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226f6dd8f6e141ddaeab037eec355bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The problem of the flow of time, as it has been treated in analytic philosophy, owes its beginning to a paper written by J. M. E. McTaggart. In this paper McTaggart proposes two \"temporal series\". The first series, which means to account for our intuitions about temporal becoming, or the moving Now, is called the A-series. The A-series orders events according to their being in the past, present or future, simpliciter and in comparison to each other. The B-series eliminates all reference to the present, and the associated temporal modalities of past and future, and orders all events by the temporal relations earlier than and later than.", "targets": "What is McTaggart's second series called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8df6dc82514c6c911afe4638e58b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II - the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011 and the act was current till 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; pending the outcome of an anticipated election during October 2011,[dated info] the new Act is expected to be in effect as of 1 July 2013.", "targets": "When was the Canada Corporations Act, Part II repealed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8df6dc82514c6c911afe4638e58b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II - the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011 and the act was current till 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; pending the outcome of an anticipated election during October 2011,[dated info] the new Act is expected to be in effect as of 1 July 2013.", "targets": "What did the creation of the Canada Not-for-Profit Corporations Act mean for NPOs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8df6dc82514c6c911afe4638e58b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II - the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011 and the act was current till 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; pending the outcome of an anticipated election during October 2011,[dated info] the new Act is expected to be in effect as of 1 July 2013.", "targets": "When did Ontario adopt the Canada Not-for-Profit Corporations Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8df6dc82514c6c911afe4638e58b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II - the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011 and the act was current till 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; pending the outcome of an anticipated election during October 2011,[dated info] the new Act is expected to be in effect as of 1 July 2013.", "targets": "When does Ontario expect the Canada Not-for-Profits Corpaoations Act to go into effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8df6dc82514c6c911afe4638e58b73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II - the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011 and the act was current till 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; pending the outcome of an anticipated election during October 2011,[dated info] the new Act is expected to be in effect as of 1 July 2013.", "targets": "When was the Canada Not-for-Profit corporations Act last ammended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "When did the high school education movement occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What impact did the high school education movement have on the presence of skilled workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What impact did the high school education movement have on the wages of skilled workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What impacts gender inequality in wages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What contributed to the decreased inequality between trained and untrained workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "When was the mass high school education movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What did the increase in skilled workers lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "How did the education during the high school education movement differ from the subsequent high school education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What is very important for the growth of the economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4cc6f3a6bd4757897326c9de226140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the mass high school education movement from 1910\u20131940, there was an increase in skilled workers, which led to a decrease in the price of skilled labor. High school education during the period was designed to equip students with necessary skill sets to be able to perform at work. In fact, it differs from the present high school education, which is regarded as a stepping-stone to acquire college and advanced degrees. This decrease in wages caused a period of compression and decreased inequality between skilled and unskilled workers. Education is very important for the growth of the economy, however educational inequality in gender also influence towards the economy. Lagerlof and Galor stated that gender inequality in education can result to low economic growth, and continued gender inequality in education, thus creating a poverty trap. It is suggested that a large gap in male and female education may indicate backwardness and so may be associated with lower economic growth, which can explain why there is economic inequality between countries.", "targets": "What can result in creating a poverty trap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f4acd068d646238d7677e188a61eef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chief Deputy Whip is the primary assistant to the whip, who is the chief vote counter for his or her party. The current chief deputy majority whip is Republican Patrick McHenry. Within the House Republican Conference, the chief deputy whip is the highest appointed position and often a launching pad for future positions in the House Leadership. The House Democratic Conference has multiple chief deputy whips, led by a Senior Chief Deputy Whip, which is the highest appointed position within the House Democratic Caucus. The current senior chief deputy minority whip, John Lewis, has held his post since 1991.", "targets": "Who is the chief vote counter for party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f4acd068d646238d7677e188a61eef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chief Deputy Whip is the primary assistant to the whip, who is the chief vote counter for his or her party. The current chief deputy majority whip is Republican Patrick McHenry. Within the House Republican Conference, the chief deputy whip is the highest appointed position and often a launching pad for future positions in the House Leadership. The House Democratic Conference has multiple chief deputy whips, led by a Senior Chief Deputy Whip, which is the highest appointed position within the House Democratic Caucus. The current senior chief deputy minority whip, John Lewis, has held his post since 1991.", "targets": "Who holds the highest appointed Republican position in House?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f4acd068d646238d7677e188a61eef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chief Deputy Whip is the primary assistant to the whip, who is the chief vote counter for his or her party. The current chief deputy majority whip is Republican Patrick McHenry. Within the House Republican Conference, the chief deputy whip is the highest appointed position and often a launching pad for future positions in the House Leadership. The House Democratic Conference has multiple chief deputy whips, led by a Senior Chief Deputy Whip, which is the highest appointed position within the House Democratic Caucus. The current senior chief deputy minority whip, John Lewis, has held his post since 1991.", "targets": "Who is the leader of chief deputy whips in democratic conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f4acd068d646238d7677e188a61eef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chief Deputy Whip is the primary assistant to the whip, who is the chief vote counter for his or her party. The current chief deputy majority whip is Republican Patrick McHenry. Within the House Republican Conference, the chief deputy whip is the highest appointed position and often a launching pad for future positions in the House Leadership. The House Democratic Conference has multiple chief deputy whips, led by a Senior Chief Deputy Whip, which is the highest appointed position within the House Democratic Caucus. The current senior chief deputy minority whip, John Lewis, has held his post since 1991.", "targets": "How long has democratic leader of whips held position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d314e2baf044cf89025b6bc89c5f068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism collectively considers itself the only true heir to the Jewish tradition. The Orthodox Jewish movements consider all non-Orthodox Jewish movements to be unacceptable deviations from authentic Judaism; both because of other denominations' doubt concerning the verbal revelation of Written and Oral Torah, and because of their rejection of Halakhic precedent as binding. As such, Orthodox Jewish groups characterize non-Orthodox forms of Judaism as heretical; see the article on Relationships between Jewish religious movements.", "targets": "What considers itself the only true heir to the Jewish tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d314e2baf044cf89025b6bc89c5f068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism collectively considers itself the only true heir to the Jewish tradition. The Orthodox Jewish movements consider all non-Orthodox Jewish movements to be unacceptable deviations from authentic Judaism; both because of other denominations' doubt concerning the verbal revelation of Written and Oral Torah, and because of their rejection of Halakhic precedent as binding. As such, Orthodox Jewish groups characterize non-Orthodox forms of Judaism as heretical; see the article on Relationships between Jewish religious movements.", "targets": "What do Orthodox Jewish movements consider all other non-orthodox moments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d314e2baf044cf89025b6bc89c5f068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism collectively considers itself the only true heir to the Jewish tradition. The Orthodox Jewish movements consider all non-Orthodox Jewish movements to be unacceptable deviations from authentic Judaism; both because of other denominations' doubt concerning the verbal revelation of Written and Oral Torah, and because of their rejection of Halakhic precedent as binding. As such, Orthodox Jewish groups characterize non-Orthodox forms of Judaism as heretical; see the article on Relationships between Jewish religious movements.", "targets": "What do Orthodox jewish groups characterize non-orthodox form of Judiasm as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d314e2baf044cf89025b6bc89c5f068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism collectively considers itself the only true heir to the Jewish tradition. The Orthodox Jewish movements consider all non-Orthodox Jewish movements to be unacceptable deviations from authentic Judaism; both because of other denominations' doubt concerning the verbal revelation of Written and Oral Torah, and because of their rejection of Halakhic precedent as binding. As such, Orthodox Jewish groups characterize non-Orthodox forms of Judaism as heretical; see the article on Relationships between Jewish religious movements.", "targets": "Orthodox Jewish groups reject what precedent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65fc506ea0c24166ad2bb70ce60f4dd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With regards to Mexican drug cartels, Oklahoma City has traditionally been the territory of the notorious Ju\u00e1rez Cartel, but the Sinaloa Cartel has been reported as trying to establish a foothold in Oklahoma City. There are many rival gangs in Oklahoma City, one whose headquarters has been established in the city, the Southside Locos, traditionally known as Sure\u00f1os.", "targets": "What cartel has been known to be in Oklahoma city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a86469e91fe4e66ab1b1a1ae8baa8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism is a major industry owing to the city's climate, its beaches, and numerous tourist attractions such as Balboa Park, Belmont amusement park, San Diego Zoo, San Diego Zoo Safari Park, and SeaWorld San Diego. San Diego's Spanish and Mexican heritage is reflected in the many historic sites across the city, such as Mission San Diego de Alcala and Old Town San Diego State Historic Park. Also, the local craft brewing industry attracts an increasing number of visitors for \"beer tours\" and the annual San Diego Beer Week in November; San Diego has been called \"America's Craft Beer Capital.\"", "targets": "What type of tours attract a large number of visitors to San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a86469e91fe4e66ab1b1a1ae8baa8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism is a major industry owing to the city's climate, its beaches, and numerous tourist attractions such as Balboa Park, Belmont amusement park, San Diego Zoo, San Diego Zoo Safari Park, and SeaWorld San Diego. San Diego's Spanish and Mexican heritage is reflected in the many historic sites across the city, such as Mission San Diego de Alcala and Old Town San Diego State Historic Park. Also, the local craft brewing industry attracts an increasing number of visitors for \"beer tours\" and the annual San Diego Beer Week in November; San Diego has been called \"America's Craft Beer Capital.\"", "targets": "What big event takes place in San Diego in November?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a86469e91fe4e66ab1b1a1ae8baa8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism is a major industry owing to the city's climate, its beaches, and numerous tourist attractions such as Balboa Park, Belmont amusement park, San Diego Zoo, San Diego Zoo Safari Park, and SeaWorld San Diego. San Diego's Spanish and Mexican heritage is reflected in the many historic sites across the city, such as Mission San Diego de Alcala and Old Town San Diego State Historic Park. Also, the local craft brewing industry attracts an increasing number of visitors for \"beer tours\" and the annual San Diego Beer Week in November; San Diego has been called \"America's Craft Beer Capital.\"", "targets": "What historical mission is a major tourist attraction in San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a86469e91fe4e66ab1b1a1ae8baa8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism is a major industry owing to the city's climate, its beaches, and numerous tourist attractions such as Balboa Park, Belmont amusement park, San Diego Zoo, San Diego Zoo Safari Park, and SeaWorld San Diego. San Diego's Spanish and Mexican heritage is reflected in the many historic sites across the city, such as Mission San Diego de Alcala and Old Town San Diego State Historic Park. Also, the local craft brewing industry attracts an increasing number of visitors for \"beer tours\" and the annual San Diego Beer Week in November; San Diego has been called \"America's Craft Beer Capital.\"", "targets": "What popular park in San Diego is home to the San Diego Zoo, SeaWorld, and countless museums?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a86469e91fe4e66ab1b1a1ae8baa8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism is a major industry owing to the city's climate, its beaches, and numerous tourist attractions such as Balboa Park, Belmont amusement park, San Diego Zoo, San Diego Zoo Safari Park, and SeaWorld San Diego. San Diego's Spanish and Mexican heritage is reflected in the many historic sites across the city, such as Mission San Diego de Alcala and Old Town San Diego State Historic Park. Also, the local craft brewing industry attracts an increasing number of visitors for \"beer tours\" and the annual San Diego Beer Week in November; San Diego has been called \"America's Craft Beer Capital.\"", "targets": "What nickname has the city  been given as a result of its extensive craft beer industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27ec43302196419ab9eb278f38727106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "King Matthias Corvinus of Hungary (1458\u20131490) was one of the most prominent figures of the period, directing campaigns to the West, conquering Bohemia in answer to the Pope's call for help against the Hussite Protestants. Also, in resolving political hostilities with the German emperor Frederick III of Habsburg, he invaded his western domains. Matthew organized the Black Army of mercenary soldiers; it was considered as the biggest army of its time. Using this powerful tool, the Hungarian king led wars against the Turkish armies and stopped the Ottomans during his reign. After the death of Matthew, and with end of the Black Army, the Ottoman Empire grew in strength and Central Europe was defenseless. At the Battle of Moh\u00e1cs, the forces of the Ottoman Empire annihilated the Hungarian army and Louis II of Hungary drowned in the Csele Creek while trying to escape. The leader of the Hungarian army, P\u00e1l Tomori, also died in the battle. This is considered to be one of the final battles of Medieval times.", "targets": "How did Louis II of Hungary die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27ec43302196419ab9eb278f38727106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "King Matthias Corvinus of Hungary (1458\u20131490) was one of the most prominent figures of the period, directing campaigns to the West, conquering Bohemia in answer to the Pope's call for help against the Hussite Protestants. Also, in resolving political hostilities with the German emperor Frederick III of Habsburg, he invaded his western domains. Matthew organized the Black Army of mercenary soldiers; it was considered as the biggest army of its time. Using this powerful tool, the Hungarian king led wars against the Turkish armies and stopped the Ottomans during his reign. After the death of Matthew, and with end of the Black Army, the Ottoman Empire grew in strength and Central Europe was defenseless. At the Battle of Moh\u00e1cs, the forces of the Ottoman Empire annihilated the Hungarian army and Louis II of Hungary drowned in the Csele Creek while trying to escape. The leader of the Hungarian army, P\u00e1l Tomori, also died in the battle. This is considered to be one of the final battles of Medieval times.", "targets": "Who was the leader of the Hungarian army at the Battle of Moh\u00e1cs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27ec43302196419ab9eb278f38727106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "King Matthias Corvinus of Hungary (1458\u20131490) was one of the most prominent figures of the period, directing campaigns to the West, conquering Bohemia in answer to the Pope's call for help against the Hussite Protestants. Also, in resolving political hostilities with the German emperor Frederick III of Habsburg, he invaded his western domains. Matthew organized the Black Army of mercenary soldiers; it was considered as the biggest army of its time. Using this powerful tool, the Hungarian king led wars against the Turkish armies and stopped the Ottomans during his reign. After the death of Matthew, and with end of the Black Army, the Ottoman Empire grew in strength and Central Europe was defenseless. At the Battle of Moh\u00e1cs, the forces of the Ottoman Empire annihilated the Hungarian army and Louis II of Hungary drowned in the Csele Creek while trying to escape. The leader of the Hungarian army, P\u00e1l Tomori, also died in the battle. This is considered to be one of the final battles of Medieval times.", "targets": "In what years did Matthias Corvinus reign as King of Hungary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27ec43302196419ab9eb278f38727106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "King Matthias Corvinus of Hungary (1458\u20131490) was one of the most prominent figures of the period, directing campaigns to the West, conquering Bohemia in answer to the Pope's call for help against the Hussite Protestants. Also, in resolving political hostilities with the German emperor Frederick III of Habsburg, he invaded his western domains. Matthew organized the Black Army of mercenary soldiers; it was considered as the biggest army of its time. Using this powerful tool, the Hungarian king led wars against the Turkish armies and stopped the Ottomans during his reign. After the death of Matthew, and with end of the Black Army, the Ottoman Empire grew in strength and Central Europe was defenseless. At the Battle of Moh\u00e1cs, the forces of the Ottoman Empire annihilated the Hungarian army and Louis II of Hungary drowned in the Csele Creek while trying to escape. The leader of the Hungarian army, P\u00e1l Tomori, also died in the battle. This is considered to be one of the final battles of Medieval times.", "targets": "Who did Matthias defeat to conquer Bohemia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27ec43302196419ab9eb278f38727106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "King Matthias Corvinus of Hungary (1458\u20131490) was one of the most prominent figures of the period, directing campaigns to the West, conquering Bohemia in answer to the Pope's call for help against the Hussite Protestants. Also, in resolving political hostilities with the German emperor Frederick III of Habsburg, he invaded his western domains. Matthew organized the Black Army of mercenary soldiers; it was considered as the biggest army of its time. Using this powerful tool, the Hungarian king led wars against the Turkish armies and stopped the Ottomans during his reign. After the death of Matthew, and with end of the Black Army, the Ottoman Empire grew in strength and Central Europe was defenseless. At the Battle of Moh\u00e1cs, the forces of the Ottoman Empire annihilated the Hungarian army and Louis II of Hungary drowned in the Csele Creek while trying to escape. The leader of the Hungarian army, P\u00e1l Tomori, also died in the battle. This is considered to be one of the final battles of Medieval times.", "targets": "Who opposed the Hungarian army at the Battle of Moh\u00e1cs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959a3ff90ef4495991cbdbb15412400c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The findings and insights of speech perception and articulation research complicate the traditional and somewhat intuitive idea of interchangeable allophones being perceived as the same phoneme. First, interchanged allophones of the same phoneme can result in unrecognizable words. Second, actual speech, even at a word level, is highly co-articulated, so it is problematic to expect to be able to splice words into simple segments without affecting speech perception.", "targets": "How do speech perception and articulation findings and insights affect previous and more traditional ideas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959a3ff90ef4495991cbdbb15412400c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The findings and insights of speech perception and articulation research complicate the traditional and somewhat intuitive idea of interchangeable allophones being perceived as the same phoneme. First, interchanged allophones of the same phoneme can result in unrecognizable words. Second, actual speech, even at a word level, is highly co-articulated, so it is problematic to expect to be able to splice words into simple segments without affecting speech perception.", "targets": "How does interchanging allophones of the same pheneme render words?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959a3ff90ef4495991cbdbb15412400c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The findings and insights of speech perception and articulation research complicate the traditional and somewhat intuitive idea of interchangeable allophones being perceived as the same phoneme. First, interchanged allophones of the same phoneme can result in unrecognizable words. Second, actual speech, even at a word level, is highly co-articulated, so it is problematic to expect to be able to splice words into simple segments without affecting speech perception.", "targets": "What does splicing words affect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b84dd7034c4b878d9dd30a8486345b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft responded with its Internet Explorer in 1995, also heavily influenced by Mosaic, initiating the industry's first browser war. Bundled with Windows, Internet Explorer gained dominance in the web browser market; Internet Explorer usage share peaked at over 95% by 2002.", "targets": "Who released the Internet Explorer browser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b84dd7034c4b878d9dd30a8486345b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft responded with its Internet Explorer in 1995, also heavily influenced by Mosaic, initiating the industry's first browser war. Bundled with Windows, Internet Explorer gained dominance in the web browser market; Internet Explorer usage share peaked at over 95% by 2002.", "targets": "When did Microsoft release Internet Explorer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b84dd7034c4b878d9dd30a8486345b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft responded with its Internet Explorer in 1995, also heavily influenced by Mosaic, initiating the industry's first browser war. Bundled with Windows, Internet Explorer gained dominance in the web browser market; Internet Explorer usage share peaked at over 95% by 2002.", "targets": "The release of Internet Explorer started the first what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b84dd7034c4b878d9dd30a8486345b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft responded with its Internet Explorer in 1995, also heavily influenced by Mosaic, initiating the industry's first browser war. Bundled with Windows, Internet Explorer gained dominance in the web browser market; Internet Explorer usage share peaked at over 95% by 2002.", "targets": "What was bundled with Internet Explorer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82437b9360414e87afdd5a1025432a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outward urban expansion is now prevented by the Metropolitan Green Belt, although the built-up area extends beyond the boundary in places, resulting in a separately defined Greater London Urban Area. Beyond this is the vast London commuter belt. Greater London is split for some purposes into Inner London and Outer London. The city is split by the River Thames into North and South, with an informal central London area in its interior. The coordinates of the nominal centre of London, traditionally considered to be the original Eleanor Cross at Charing Cross near the junction of Trafalgar Square and Whitehall, are approximately 51\u00b030\u203226\u2033N 00\u00b007\u203239\u2033W\ufeff / \ufeff51.50722\u00b0N 0.12750\u00b0W\ufeff / 51.50722; -0.12750.", "targets": "What statutory policy minimizes outward expansion of urban London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82437b9360414e87afdd5a1025432a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outward urban expansion is now prevented by the Metropolitan Green Belt, although the built-up area extends beyond the boundary in places, resulting in a separately defined Greater London Urban Area. Beyond this is the vast London commuter belt. Greater London is split for some purposes into Inner London and Outer London. The city is split by the River Thames into North and South, with an informal central London area in its interior. The coordinates of the nominal centre of London, traditionally considered to be the original Eleanor Cross at Charing Cross near the junction of Trafalgar Square and Whitehall, are approximately 51\u00b030\u203226\u2033N 00\u00b007\u203239\u2033W\ufeff / \ufeff51.50722\u00b0N 0.12750\u00b0W\ufeff / 51.50722; -0.12750.", "targets": "Greater London is divided into what two groups of boroughs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82437b9360414e87afdd5a1025432a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outward urban expansion is now prevented by the Metropolitan Green Belt, although the built-up area extends beyond the boundary in places, resulting in a separately defined Greater London Urban Area. Beyond this is the vast London commuter belt. Greater London is split for some purposes into Inner London and Outer London. The city is split by the River Thames into North and South, with an informal central London area in its interior. The coordinates of the nominal centre of London, traditionally considered to be the original Eleanor Cross at Charing Cross near the junction of Trafalgar Square and Whitehall, are approximately 51\u00b030\u203226\u2033N 00\u00b007\u203239\u2033W\ufeff / \ufeff51.50722\u00b0N 0.12750\u00b0W\ufeff / 51.50722; -0.12750.", "targets": "Where is the centre of London said to be located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82437b9360414e87afdd5a1025432a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outward urban expansion is now prevented by the Metropolitan Green Belt, although the built-up area extends beyond the boundary in places, resulting in a separately defined Greater London Urban Area. Beyond this is the vast London commuter belt. Greater London is split for some purposes into Inner London and Outer London. The city is split by the River Thames into North and South, with an informal central London area in its interior. The coordinates of the nominal centre of London, traditionally considered to be the original Eleanor Cross at Charing Cross near the junction of Trafalgar Square and Whitehall, are approximately 51\u00b030\u203226\u2033N 00\u00b007\u203239\u2033W\ufeff / \ufeff51.50722\u00b0N 0.12750\u00b0W\ufeff / 51.50722; -0.12750.", "targets": "In which directions does the River Thames divide the City of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82437b9360414e87afdd5a1025432a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outward urban expansion is now prevented by the Metropolitan Green Belt, although the built-up area extends beyond the boundary in places, resulting in a separately defined Greater London Urban Area. Beyond this is the vast London commuter belt. Greater London is split for some purposes into Inner London and Outer London. The city is split by the River Thames into North and South, with an informal central London area in its interior. The coordinates of the nominal centre of London, traditionally considered to be the original Eleanor Cross at Charing Cross near the junction of Trafalgar Square and Whitehall, are approximately 51\u00b030\u203226\u2033N 00\u00b007\u203239\u2033W\ufeff / \ufeff51.50722\u00b0N 0.12750\u00b0W\ufeff / 51.50722; -0.12750.", "targets": "What metropolitan area lies beyond the Metropolitan Green Belt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb78b45288bd44058e6eba489072b9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The declining trend however continued into season eight, as total viewers numbers fell by 5\u201310% for early episodes compared to season seven, and by 9% for the finale. In season nine, Idol's six-year extended streak of perfection in the ratings was broken, when NBC's coverage of the 2010 Winter Olympics on February 17 beat Idol in the same time slot with 30.1 million viewers over Idol's 18.4 million. Nevertheless, American Idol overall finished its ninth season as the most watched TV series for the sixth year running, breaking the previous record of five consecutive seasons achieved by CBS' All in the Family and NBC's The Cosby Show.", "targets": "Which television network aired the Winter Olympics in 2010? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb78b45288bd44058e6eba489072b9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The declining trend however continued into season eight, as total viewers numbers fell by 5\u201310% for early episodes compared to season seven, and by 9% for the finale. In season nine, Idol's six-year extended streak of perfection in the ratings was broken, when NBC's coverage of the 2010 Winter Olympics on February 17 beat Idol in the same time slot with 30.1 million viewers over Idol's 18.4 million. Nevertheless, American Idol overall finished its ninth season as the most watched TV series for the sixth year running, breaking the previous record of five consecutive seasons achieved by CBS' All in the Family and NBC's The Cosby Show.", "targets": "Which television network originally aired All in the Family? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb78b45288bd44058e6eba489072b9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The declining trend however continued into season eight, as total viewers numbers fell by 5\u201310% for early episodes compared to season seven, and by 9% for the finale. In season nine, Idol's six-year extended streak of perfection in the ratings was broken, when NBC's coverage of the 2010 Winter Olympics on February 17 beat Idol in the same time slot with 30.1 million viewers over Idol's 18.4 million. Nevertheless, American Idol overall finished its ninth season as the most watched TV series for the sixth year running, breaking the previous record of five consecutive seasons achieved by CBS' All in the Family and NBC's The Cosby Show.", "targets": "In what year did NBC beat American Idol in the ratings for the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb78b45288bd44058e6eba489072b9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The declining trend however continued into season eight, as total viewers numbers fell by 5\u201310% for early episodes compared to season seven, and by 9% for the finale. In season nine, Idol's six-year extended streak of perfection in the ratings was broken, when NBC's coverage of the 2010 Winter Olympics on February 17 beat Idol in the same time slot with 30.1 million viewers over Idol's 18.4 million. Nevertheless, American Idol overall finished its ninth season as the most watched TV series for the sixth year running, breaking the previous record of five consecutive seasons achieved by CBS' All in the Family and NBC's The Cosby Show.", "targets": "What finally beat Idol in the ratings during season nine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb78b45288bd44058e6eba489072b9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The declining trend however continued into season eight, as total viewers numbers fell by 5\u201310% for early episodes compared to season seven, and by 9% for the finale. In season nine, Idol's six-year extended streak of perfection in the ratings was broken, when NBC's coverage of the 2010 Winter Olympics on February 17 beat Idol in the same time slot with 30.1 million viewers over Idol's 18.4 million. Nevertheless, American Idol overall finished its ninth season as the most watched TV series for the sixth year running, breaking the previous record of five consecutive seasons achieved by CBS' All in the Family and NBC's The Cosby Show.", "targets": "How many people watched the 2010 Winter Olympics on February 17 as compared to the 18.4 million who tuned into Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb78b45288bd44058e6eba489072b9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The declining trend however continued into season eight, as total viewers numbers fell by 5\u201310% for early episodes compared to season seven, and by 9% for the finale. In season nine, Idol's six-year extended streak of perfection in the ratings was broken, when NBC's coverage of the 2010 Winter Olympics on February 17 beat Idol in the same time slot with 30.1 million viewers over Idol's 18.4 million. Nevertheless, American Idol overall finished its ninth season as the most watched TV series for the sixth year running, breaking the previous record of five consecutive seasons achieved by CBS' All in the Family and NBC's The Cosby Show.", "targets": "At the end of season nine, American Idol remained on top as the most watched show for how many years in a row?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b560b97ccd9649adadd143463f4bec92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wherever the Magisterial Reformation, which received support from the ruling authorities, took place, the result was a reformed national Protestant church envisioned to be a part of the whole invisible church, but disagreeing, in certain important points of doctrine and doctrine-linked practice, with what had until then been considered the normative reference point on such matters, namely the Papacy and central authority of the Roman Catholic Church. The Reformed churches thus believed in some form of Catholicity, founded on their doctrines of the five solas and a visible ecclesiastical organization based on the 14th and 15th century Conciliar movement, rejecting the papacy and papal infallibility in favor of ecumenical councils, but rejecting the latest ecumenical council, the Council of Trent. Religious unity therefore became not one of doctrine and identity but one of invisible character, wherein the unity was one of faith in Jesus Christ, not common identity, doctrine, belief, and collaborative action.", "targets": "Who supported the Magisterial Reformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b560b97ccd9649adadd143463f4bec92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wherever the Magisterial Reformation, which received support from the ruling authorities, took place, the result was a reformed national Protestant church envisioned to be a part of the whole invisible church, but disagreeing, in certain important points of doctrine and doctrine-linked practice, with what had until then been considered the normative reference point on such matters, namely the Papacy and central authority of the Roman Catholic Church. The Reformed churches thus believed in some form of Catholicity, founded on their doctrines of the five solas and a visible ecclesiastical organization based on the 14th and 15th century Conciliar movement, rejecting the papacy and papal infallibility in favor of ecumenical councils, but rejecting the latest ecumenical council, the Council of Trent. Religious unity therefore became not one of doctrine and identity but one of invisible character, wherein the unity was one of faith in Jesus Christ, not common identity, doctrine, belief, and collaborative action.", "targets": "The Reformed churches based their beliefs about ecclesiastical organization on what movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b560b97ccd9649adadd143463f4bec92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wherever the Magisterial Reformation, which received support from the ruling authorities, took place, the result was a reformed national Protestant church envisioned to be a part of the whole invisible church, but disagreeing, in certain important points of doctrine and doctrine-linked practice, with what had until then been considered the normative reference point on such matters, namely the Papacy and central authority of the Roman Catholic Church. The Reformed churches thus believed in some form of Catholicity, founded on their doctrines of the five solas and a visible ecclesiastical organization based on the 14th and 15th century Conciliar movement, rejecting the papacy and papal infallibility in favor of ecumenical councils, but rejecting the latest ecumenical council, the Council of Trent. Religious unity therefore became not one of doctrine and identity but one of invisible character, wherein the unity was one of faith in Jesus Christ, not common identity, doctrine, belief, and collaborative action.", "targets": "What are the doctrines of the Reformed churches called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b560b97ccd9649adadd143463f4bec92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wherever the Magisterial Reformation, which received support from the ruling authorities, took place, the result was a reformed national Protestant church envisioned to be a part of the whole invisible church, but disagreeing, in certain important points of doctrine and doctrine-linked practice, with what had until then been considered the normative reference point on such matters, namely the Papacy and central authority of the Roman Catholic Church. The Reformed churches thus believed in some form of Catholicity, founded on their doctrines of the five solas and a visible ecclesiastical organization based on the 14th and 15th century Conciliar movement, rejecting the papacy and papal infallibility in favor of ecumenical councils, but rejecting the latest ecumenical council, the Council of Trent. Religious unity therefore became not one of doctrine and identity but one of invisible character, wherein the unity was one of faith in Jesus Christ, not common identity, doctrine, belief, and collaborative action.", "targets": "What ecumenical council did the Reformed churches reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b560b97ccd9649adadd143463f4bec92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wherever the Magisterial Reformation, which received support from the ruling authorities, took place, the result was a reformed national Protestant church envisioned to be a part of the whole invisible church, but disagreeing, in certain important points of doctrine and doctrine-linked practice, with what had until then been considered the normative reference point on such matters, namely the Papacy and central authority of the Roman Catholic Church. The Reformed churches thus believed in some form of Catholicity, founded on their doctrines of the five solas and a visible ecclesiastical organization based on the 14th and 15th century Conciliar movement, rejecting the papacy and papal infallibility in favor of ecumenical councils, but rejecting the latest ecumenical council, the Council of Trent. Religious unity therefore became not one of doctrine and identity but one of invisible character, wherein the unity was one of faith in Jesus Christ, not common identity, doctrine, belief, and collaborative action.", "targets": "What type of character became central to religious unity in Reformed churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08eb18becf614babab52ae7385d7992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These processes are also important in biological responses to pollution; for example, sulfate-reducing bacteria are largely responsible for the production of the highly toxic forms of mercury (methyl- and dimethylmercury) in the environment. Non-respiratory anaerobes use fermentation to generate energy and reducing power, secreting metabolic by-products (such as ethanol in brewing) as waste. Facultative anaerobes can switch between fermentation and different terminal electron acceptors depending on the environmental conditions in which they find themselves.", "targets": "What is sulfate-reducing bacteria accountable for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08eb18becf614babab52ae7385d7992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These processes are also important in biological responses to pollution; for example, sulfate-reducing bacteria are largely responsible for the production of the highly toxic forms of mercury (methyl- and dimethylmercury) in the environment. Non-respiratory anaerobes use fermentation to generate energy and reducing power, secreting metabolic by-products (such as ethanol in brewing) as waste. Facultative anaerobes can switch between fermentation and different terminal electron acceptors depending on the environmental conditions in which they find themselves.", "targets": "What is the by-product of non-repiratory anaerobes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08eb18becf614babab52ae7385d7992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These processes are also important in biological responses to pollution; for example, sulfate-reducing bacteria are largely responsible for the production of the highly toxic forms of mercury (methyl- and dimethylmercury) in the environment. Non-respiratory anaerobes use fermentation to generate energy and reducing power, secreting metabolic by-products (such as ethanol in brewing) as waste. Facultative anaerobes can switch between fermentation and different terminal electron acceptors depending on the environmental conditions in which they find themselves.", "targets": "How can anaerobes adjust to the surrounding environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2118db2969b34d5a9c80870c3b3ce9f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A hunter-gatherer is a human living in a society in which most or all food is obtained by foraging (collecting wild plants and pursuing wild animals), in contrast to agricultural societies, which rely mainly on domesticated species.", "targets": "What kind of human lives by collecting wild flora and fauna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2118db2969b34d5a9c80870c3b3ce9f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A hunter-gatherer is a human living in a society in which most or all food is obtained by foraging (collecting wild plants and pursuing wild animals), in contrast to agricultural societies, which rely mainly on domesticated species.", "targets": "What type of society relies on domestication for producing food?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2118db2969b34d5a9c80870c3b3ce9f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A hunter-gatherer is a human living in a society in which most or all food is obtained by foraging (collecting wild plants and pursuing wild animals), in contrast to agricultural societies, which rely mainly on domesticated species.", "targets": "What type of plants and animals do agricultural groups harvest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1f80752e074fe1adcae68096718361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both AC-3 and DTS surround audio were clumsily implemented on LaserDiscs, leading to some interesting player- and disc-dependent issues. A disc that included AC-3 audio forfeited the right analog audio channel to the modulated AC-3 RF stream. If the player did not have an AC-3 output available, the next most attractive playback option would be the digital Dolby Surround or stereo audio tracks. The reason for this is the RF signal needs to bypass the audio circuitry in order to be properly processed by the demodulator. If either the player did not support digital audio tracks (common in older players), or the disc did not include digital audio tracks at all (uncommon for a disc which is mastered with an AC-3 track), the only remaining option was to fall back to a monophonic presentation of the left analog audio track. However, many older analog-only players not only failed to output AC-3 streams correctly, but were not even aware of their potential existence. Such a player will happily play the analog audio tracks verbatim, resulting in garbage (static) output in the right channel.", "targets": "Which channel would not work in conjunction with AC-3 audio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1f80752e074fe1adcae68096718361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both AC-3 and DTS surround audio were clumsily implemented on LaserDiscs, leading to some interesting player- and disc-dependent issues. A disc that included AC-3 audio forfeited the right analog audio channel to the modulated AC-3 RF stream. If the player did not have an AC-3 output available, the next most attractive playback option would be the digital Dolby Surround or stereo audio tracks. The reason for this is the RF signal needs to bypass the audio circuitry in order to be properly processed by the demodulator. If either the player did not support digital audio tracks (common in older players), or the disc did not include digital audio tracks at all (uncommon for a disc which is mastered with an AC-3 track), the only remaining option was to fall back to a monophonic presentation of the left analog audio track. However, many older analog-only players not only failed to output AC-3 streams correctly, but were not even aware of their potential existence. Such a player will happily play the analog audio tracks verbatim, resulting in garbage (static) output in the right channel.", "targets": "What audio playback options were available if an AC-3 output was not present?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1f80752e074fe1adcae68096718361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both AC-3 and DTS surround audio were clumsily implemented on LaserDiscs, leading to some interesting player- and disc-dependent issues. A disc that included AC-3 audio forfeited the right analog audio channel to the modulated AC-3 RF stream. If the player did not have an AC-3 output available, the next most attractive playback option would be the digital Dolby Surround or stereo audio tracks. The reason for this is the RF signal needs to bypass the audio circuitry in order to be properly processed by the demodulator. If either the player did not support digital audio tracks (common in older players), or the disc did not include digital audio tracks at all (uncommon for a disc which is mastered with an AC-3 track), the only remaining option was to fall back to a monophonic presentation of the left analog audio track. However, many older analog-only players not only failed to output AC-3 streams correctly, but were not even aware of their potential existence. Such a player will happily play the analog audio tracks verbatim, resulting in garbage (static) output in the right channel.", "targets": "What happens to the right channel in a player that doesn't recognize AC-3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec0e03e08c3475ca4170cd8d78bf4e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant anatomy is the study of the structure of plant cells and tissues, whereas plant morphology is the study of their external form. All plants are multicellular eukaryotes, their DNA stored in nuclei. The characteristic features of plant cells that distinguish them from those of animals and fungi include a primary cell wall composed of the polysaccharides cellulose, hemicellulose and pectin,  larger vacuoles than in animal cells and the presence of plastids with unique photosynthetic and biosynthetic functions as in the chloroplasts. Other plastids contain storage products such as starch (amyloplasts) or lipids (elaioplasts). Uniquely, streptophyte cells and those of the green algal order Trentepohliales divide by construction of a phragmoplast as a template for building a cell plate late in cell division.", "targets": "What is the study of the inside of plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec0e03e08c3475ca4170cd8d78bf4e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant anatomy is the study of the structure of plant cells and tissues, whereas plant morphology is the study of their external form. All plants are multicellular eukaryotes, their DNA stored in nuclei. The characteristic features of plant cells that distinguish them from those of animals and fungi include a primary cell wall composed of the polysaccharides cellulose, hemicellulose and pectin,  larger vacuoles than in animal cells and the presence of plastids with unique photosynthetic and biosynthetic functions as in the chloroplasts. Other plastids contain storage products such as starch (amyloplasts) or lipids (elaioplasts). Uniquely, streptophyte cells and those of the green algal order Trentepohliales divide by construction of a phragmoplast as a template for building a cell plate late in cell division.", "targets": "What is the study of the outside of plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec0e03e08c3475ca4170cd8d78bf4e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant anatomy is the study of the structure of plant cells and tissues, whereas plant morphology is the study of their external form. All plants are multicellular eukaryotes, their DNA stored in nuclei. The characteristic features of plant cells that distinguish them from those of animals and fungi include a primary cell wall composed of the polysaccharides cellulose, hemicellulose and pectin,  larger vacuoles than in animal cells and the presence of plastids with unique photosynthetic and biosynthetic functions as in the chloroplasts. Other plastids contain storage products such as starch (amyloplasts) or lipids (elaioplasts). Uniquely, streptophyte cells and those of the green algal order Trentepohliales divide by construction of a phragmoplast as a template for building a cell plate late in cell division.", "targets": "How are plants different from animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec0e03e08c3475ca4170cd8d78bf4e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant anatomy is the study of the structure of plant cells and tissues, whereas plant morphology is the study of their external form. All plants are multicellular eukaryotes, their DNA stored in nuclei. The characteristic features of plant cells that distinguish them from those of animals and fungi include a primary cell wall composed of the polysaccharides cellulose, hemicellulose and pectin,  larger vacuoles than in animal cells and the presence of plastids with unique photosynthetic and biosynthetic functions as in the chloroplasts. Other plastids contain storage products such as starch (amyloplasts) or lipids (elaioplasts). Uniquely, streptophyte cells and those of the green algal order Trentepohliales divide by construction of a phragmoplast as a template for building a cell plate late in cell division.", "targets": "Where do plants store their DNA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec0e03e08c3475ca4170cd8d78bf4e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant anatomy is the study of the structure of plant cells and tissues, whereas plant morphology is the study of their external form. All plants are multicellular eukaryotes, their DNA stored in nuclei. The characteristic features of plant cells that distinguish them from those of animals and fungi include a primary cell wall composed of the polysaccharides cellulose, hemicellulose and pectin,  larger vacuoles than in animal cells and the presence of plastids with unique photosynthetic and biosynthetic functions as in the chloroplasts. Other plastids contain storage products such as starch (amyloplasts) or lipids (elaioplasts). Uniquely, streptophyte cells and those of the green algal order Trentepohliales divide by construction of a phragmoplast as a template for building a cell plate late in cell division.", "targets": "Are the vacuoles of plant cells larger or smaller than animal cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8eb21a2e8f4cbd87cf3a9926821316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 July 2010, the British government agreed to help pay for the new airport using taxpayer money. In November 2011 a new deal between the British government and South African civil engineering company Basil Read was signed and the airport was scheduled to open in February 2016, with flights to and from South Africa and the UK. In March 2015 South African airline Comair became the preferred bidder to provide weekly air service between the island and Johannesburg, starting from 2016.", "targets": "When did the British government agree to help pay for the new airport in Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8eb21a2e8f4cbd87cf3a9926821316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 July 2010, the British government agreed to help pay for the new airport using taxpayer money. In November 2011 a new deal between the British government and South African civil engineering company Basil Read was signed and the airport was scheduled to open in February 2016, with flights to and from South Africa and the UK. In March 2015 South African airline Comair became the preferred bidder to provide weekly air service between the island and Johannesburg, starting from 2016.", "targets": "Which south african company is helping to engineer the airport? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8eb21a2e8f4cbd87cf3a9926821316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 July 2010, the British government agreed to help pay for the new airport using taxpayer money. In November 2011 a new deal between the British government and South African civil engineering company Basil Read was signed and the airport was scheduled to open in February 2016, with flights to and from South Africa and the UK. In March 2015 South African airline Comair became the preferred bidder to provide weekly air service between the island and Johannesburg, starting from 2016.", "targets": "The new airport opening date is when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8eb21a2e8f4cbd87cf3a9926821316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 July 2010, the British government agreed to help pay for the new airport using taxpayer money. In November 2011 a new deal between the British government and South African civil engineering company Basil Read was signed and the airport was scheduled to open in February 2016, with flights to and from South Africa and the UK. In March 2015 South African airline Comair became the preferred bidder to provide weekly air service between the island and Johannesburg, starting from 2016.", "targets": "Which countries will be able to fly to Saint Helena using the airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8eb21a2e8f4cbd87cf3a9926821316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 July 2010, the British government agreed to help pay for the new airport using taxpayer money. In November 2011 a new deal between the British government and South African civil engineering company Basil Read was signed and the airport was scheduled to open in February 2016, with flights to and from South Africa and the UK. In March 2015 South African airline Comair became the preferred bidder to provide weekly air service between the island and Johannesburg, starting from 2016.", "targets": "Which airline will provide weekly service to Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19b70c5c5fd44307bc3d613adc02bbfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common misperception is that the Supreme Court is the only court that may determine constitutionality; the power is exercised even by the inferior courts. But only Supreme Court decisions are binding across the nation. Decisions of a Court of Appeals, for instance, are binding only in the circuit over which the court has jurisdiction.", "targets": "Which courts decisions are binding across the entire United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da40bb6ea7984aec868e8cb1833468e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the band's six-night stand at New York's Uris Theatre in May 1974, Brian May collapsed and was diagnosed as having hepatitis. While recuperating, May was initially absent when the band started work on their third album, but he returned midway through the recording process. Released in 1974, Sheer Heart Attack reached number two in the United Kingdom, sold well throughout Europe, and went gold in the United States. It gave the band their first real experience of international success, and was a hit on both sides of the Atlantic. The album experimented with a variety of musical genres, including British music hall, heavy metal, ballads, ragtime, and Caribbean. At this point, Queen started to move away from the progressive tendencies of their first two releases into a more radio-friendly, song-orientated style. Sheer Heart Attack introduced new sound and melody patterns that would be refined on their next album, A Night at the Opera.", "targets": "What was Brian May diagnosed with after collapsing in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da40bb6ea7984aec868e8cb1833468e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the band's six-night stand at New York's Uris Theatre in May 1974, Brian May collapsed and was diagnosed as having hepatitis. While recuperating, May was initially absent when the band started work on their third album, but he returned midway through the recording process. Released in 1974, Sheer Heart Attack reached number two in the United Kingdom, sold well throughout Europe, and went gold in the United States. It gave the band their first real experience of international success, and was a hit on both sides of the Atlantic. The album experimented with a variety of musical genres, including British music hall, heavy metal, ballads, ragtime, and Caribbean. At this point, Queen started to move away from the progressive tendencies of their first two releases into a more radio-friendly, song-orientated style. Sheer Heart Attack introduced new sound and melody patterns that would be refined on their next album, A Night at the Opera.", "targets": "What was the name of Queen's third album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da40bb6ea7984aec868e8cb1833468e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the band's six-night stand at New York's Uris Theatre in May 1974, Brian May collapsed and was diagnosed as having hepatitis. While recuperating, May was initially absent when the band started work on their third album, but he returned midway through the recording process. Released in 1974, Sheer Heart Attack reached number two in the United Kingdom, sold well throughout Europe, and went gold in the United States. It gave the band their first real experience of international success, and was a hit on both sides of the Atlantic. The album experimented with a variety of musical genres, including British music hall, heavy metal, ballads, ragtime, and Caribbean. At this point, Queen started to move away from the progressive tendencies of their first two releases into a more radio-friendly, song-orientated style. Sheer Heart Attack introduced new sound and melody patterns that would be refined on their next album, A Night at the Opera.", "targets": "What Queen album was released after Sheer Heart Attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da40bb6ea7984aec868e8cb1833468e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the band's six-night stand at New York's Uris Theatre in May 1974, Brian May collapsed and was diagnosed as having hepatitis. While recuperating, May was initially absent when the band started work on their third album, but he returned midway through the recording process. Released in 1974, Sheer Heart Attack reached number two in the United Kingdom, sold well throughout Europe, and went gold in the United States. It gave the band their first real experience of international success, and was a hit on both sides of the Atlantic. The album experimented with a variety of musical genres, including British music hall, heavy metal, ballads, ragtime, and Caribbean. At this point, Queen started to move away from the progressive tendencies of their first two releases into a more radio-friendly, song-orientated style. Sheer Heart Attack introduced new sound and melody patterns that would be refined on their next album, A Night at the Opera.", "targets": "Queen's Sheer Heart Attack reached what number on the United Kingdom charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da40bb6ea7984aec868e8cb1833468e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the band's six-night stand at New York's Uris Theatre in May 1974, Brian May collapsed and was diagnosed as having hepatitis. While recuperating, May was initially absent when the band started work on their third album, but he returned midway through the recording process. Released in 1974, Sheer Heart Attack reached number two in the United Kingdom, sold well throughout Europe, and went gold in the United States. It gave the band their first real experience of international success, and was a hit on both sides of the Atlantic. The album experimented with a variety of musical genres, including British music hall, heavy metal, ballads, ragtime, and Caribbean. At this point, Queen started to move away from the progressive tendencies of their first two releases into a more radio-friendly, song-orientated style. Sheer Heart Attack introduced new sound and melody patterns that would be refined on their next album, A Night at the Opera.", "targets": "What was the name of the venue where Brian May collapsed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7edfb2965f34fbbaf94be6dab7253ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Blair announced in September 2006 that he would quit as leader within the year, though he had been under pressure to quit earlier than May 2007 in order to get a new leader in place before the May elections which were expected to be disastrous for Labour. In the event, the party did lose power in Scotland to a minority Scottish National Party government at the 2007 elections and, shortly after this, Blair resigned as Prime Minister and was replaced by his Chancellor, Gordon Brown. Although the party experienced a brief rise in the polls after this, its popularity soon slumped to its lowest level since the days of Michael Foot. During May 2008, Labour suffered heavy defeats in the London mayoral election, local elections and the loss in the Crewe and Nantwich by-election, culminating in the party registering its worst ever opinion poll result since records began in 1943, of 23%, with many citing Brown's leadership as a key factor. Membership of the party also reached a low ebb, falling to 156,205 by the end of 2009: over 40 per cent of the 405,000 peak reached in 1997 and thought to be the lowest total since the party was founded.", "targets": "When did Blair announce he was quitting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7edfb2965f34fbbaf94be6dab7253ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Blair announced in September 2006 that he would quit as leader within the year, though he had been under pressure to quit earlier than May 2007 in order to get a new leader in place before the May elections which were expected to be disastrous for Labour. In the event, the party did lose power in Scotland to a minority Scottish National Party government at the 2007 elections and, shortly after this, Blair resigned as Prime Minister and was replaced by his Chancellor, Gordon Brown. Although the party experienced a brief rise in the polls after this, its popularity soon slumped to its lowest level since the days of Michael Foot. During May 2008, Labour suffered heavy defeats in the London mayoral election, local elections and the loss in the Crewe and Nantwich by-election, culminating in the party registering its worst ever opinion poll result since records began in 1943, of 23%, with many citing Brown's leadership as a key factor. Membership of the party also reached a low ebb, falling to 156,205 by the end of 2009: over 40 per cent of the 405,000 peak reached in 1997 and thought to be the lowest total since the party was founded.", "targets": "When were the next elections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7edfb2965f34fbbaf94be6dab7253ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Blair announced in September 2006 that he would quit as leader within the year, though he had been under pressure to quit earlier than May 2007 in order to get a new leader in place before the May elections which were expected to be disastrous for Labour. In the event, the party did lose power in Scotland to a minority Scottish National Party government at the 2007 elections and, shortly after this, Blair resigned as Prime Minister and was replaced by his Chancellor, Gordon Brown. Although the party experienced a brief rise in the polls after this, its popularity soon slumped to its lowest level since the days of Michael Foot. During May 2008, Labour suffered heavy defeats in the London mayoral election, local elections and the loss in the Crewe and Nantwich by-election, culminating in the party registering its worst ever opinion poll result since records began in 1943, of 23%, with many citing Brown's leadership as a key factor. Membership of the party also reached a low ebb, falling to 156,205 by the end of 2009: over 40 per cent of the 405,000 peak reached in 1997 and thought to be the lowest total since the party was founded.", "targets": "Who did Labour lose power in the election to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7edfb2965f34fbbaf94be6dab7253ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Blair announced in September 2006 that he would quit as leader within the year, though he had been under pressure to quit earlier than May 2007 in order to get a new leader in place before the May elections which were expected to be disastrous for Labour. In the event, the party did lose power in Scotland to a minority Scottish National Party government at the 2007 elections and, shortly after this, Blair resigned as Prime Minister and was replaced by his Chancellor, Gordon Brown. Although the party experienced a brief rise in the polls after this, its popularity soon slumped to its lowest level since the days of Michael Foot. During May 2008, Labour suffered heavy defeats in the London mayoral election, local elections and the loss in the Crewe and Nantwich by-election, culminating in the party registering its worst ever opinion poll result since records began in 1943, of 23%, with many citing Brown's leadership as a key factor. Membership of the party also reached a low ebb, falling to 156,205 by the end of 2009: over 40 per cent of the 405,000 peak reached in 1997 and thought to be the lowest total since the party was founded.", "targets": "Who was Blair replaced by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7edfb2965f34fbbaf94be6dab7253ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Blair announced in September 2006 that he would quit as leader within the year, though he had been under pressure to quit earlier than May 2007 in order to get a new leader in place before the May elections which were expected to be disastrous for Labour. In the event, the party did lose power in Scotland to a minority Scottish National Party government at the 2007 elections and, shortly after this, Blair resigned as Prime Minister and was replaced by his Chancellor, Gordon Brown. Although the party experienced a brief rise in the polls after this, its popularity soon slumped to its lowest level since the days of Michael Foot. During May 2008, Labour suffered heavy defeats in the London mayoral election, local elections and the loss in the Crewe and Nantwich by-election, culminating in the party registering its worst ever opinion poll result since records began in 1943, of 23%, with many citing Brown's leadership as a key factor. Membership of the party also reached a low ebb, falling to 156,205 by the end of 2009: over 40 per cent of the 405,000 peak reached in 1997 and thought to be the lowest total since the party was founded.", "targets": "What was the party membership at the end of 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c59ee5e8e444b029e2c7481d01f9e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Old Chinese, (e.g. Classical Chinese) most words were monosyllabic and there was a close correspondence between characters and words. In modern Chinese (esp. Mandarin Chinese), characters do not necessarily correspond to words; indeed the majority of Chinese words today consist of two or more characters due to the merging and loss of sounds in the Chinese language over time. Rather, a character almost always corresponds to a single syllable that is also a morpheme. However, there are a few exceptions to this general correspondence, including bisyllabic morphemes (written with two characters), bimorphemic syllables (written with two characters) and cases where a single character represents a polysyllabic word or phrase.", "targets": "What are most words in Old Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c59ee5e8e444b029e2c7481d01f9e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Old Chinese, (e.g. Classical Chinese) most words were monosyllabic and there was a close correspondence between characters and words. In modern Chinese (esp. Mandarin Chinese), characters do not necessarily correspond to words; indeed the majority of Chinese words today consist of two or more characters due to the merging and loss of sounds in the Chinese language over time. Rather, a character almost always corresponds to a single syllable that is also a morpheme. However, there are a few exceptions to this general correspondence, including bisyllabic morphemes (written with two characters), bimorphemic syllables (written with two characters) and cases where a single character represents a polysyllabic word or phrase.", "targets": "What almost always corresponds to a single syllable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c59ee5e8e444b029e2c7481d01f9e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Old Chinese, (e.g. Classical Chinese) most words were monosyllabic and there was a close correspondence between characters and words. In modern Chinese (esp. Mandarin Chinese), characters do not necessarily correspond to words; indeed the majority of Chinese words today consist of two or more characters due to the merging and loss of sounds in the Chinese language over time. Rather, a character almost always corresponds to a single syllable that is also a morpheme. However, there are a few exceptions to this general correspondence, including bisyllabic morphemes (written with two characters), bimorphemic syllables (written with two characters) and cases where a single character represents a polysyllabic word or phrase.", "targets": "What is written with two characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f46882a87184a42944b30cb1c66d2ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ammunition and shells fired by these weapons are usually fitted with different types of fuses (barometric, time-delay, or proximity) to explode close to the airborne target, releasing a shower of fast metal fragments. For shorter-range work, a lighter weapon with a higher rate of fire is required, to increase a hit probability on a fast airborne target. Weapons between 20 mm and 40 mm caliber have been widely used in this role. Smaller weapons, typically .50 caliber or even 8 mm rifle caliber guns have been used in the smallest mounts.", "targets": "What are two types of fuses used for shells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f46882a87184a42944b30cb1c66d2ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ammunition and shells fired by these weapons are usually fitted with different types of fuses (barometric, time-delay, or proximity) to explode close to the airborne target, releasing a shower of fast metal fragments. For shorter-range work, a lighter weapon with a higher rate of fire is required, to increase a hit probability on a fast airborne target. Weapons between 20 mm and 40 mm caliber have been widely used in this role. Smaller weapons, typically .50 caliber or even 8 mm rifle caliber guns have been used in the smallest mounts.", "targets": "At shorter ranges a light weapon with what is used on fast targets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f46882a87184a42944b30cb1c66d2ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ammunition and shells fired by these weapons are usually fitted with different types of fuses (barometric, time-delay, or proximity) to explode close to the airborne target, releasing a shower of fast metal fragments. For shorter-range work, a lighter weapon with a higher rate of fire is required, to increase a hit probability on a fast airborne target. Weapons between 20 mm and 40 mm caliber have been widely used in this role. Smaller weapons, typically .50 caliber or even 8 mm rifle caliber guns have been used in the smallest mounts.", "targets": "What size of weapon calibers are better hitting at short range fast targets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f46882a87184a42944b30cb1c66d2ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ammunition and shells fired by these weapons are usually fitted with different types of fuses (barometric, time-delay, or proximity) to explode close to the airborne target, releasing a shower of fast metal fragments. For shorter-range work, a lighter weapon with a higher rate of fire is required, to increase a hit probability on a fast airborne target. Weapons between 20 mm and 40 mm caliber have been widely used in this role. Smaller weapons, typically .50 caliber or even 8 mm rifle caliber guns have been used in the smallest mounts.", "targets": "Smaller .50 caliber and 8 millimeter guns have been used in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12dc7777533d4b91bc0670256d364fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2014 study by the Pew Research Center, 57% of the population of the city identified themselves as Christians, with 25% professing attendance at a variety of churches that could be considered Protestant, and 29% professing Roman Catholic beliefs. while 33% claim no religious affiliation. The same study says that other religions (including Judaism, Buddhism, Islam, and Hinduism) collectively make up about 10% of the population.", "targets": "In 2014, what percentage of the city identified as Christian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12dc7777533d4b91bc0670256d364fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2014 study by the Pew Research Center, 57% of the population of the city identified themselves as Christians, with 25% professing attendance at a variety of churches that could be considered Protestant, and 29% professing Roman Catholic beliefs. while 33% claim no religious affiliation. The same study says that other religions (including Judaism, Buddhism, Islam, and Hinduism) collectively make up about 10% of the population.", "targets": "In 2014, what percentage of the city identified as Protestant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12dc7777533d4b91bc0670256d364fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2014 study by the Pew Research Center, 57% of the population of the city identified themselves as Christians, with 25% professing attendance at a variety of churches that could be considered Protestant, and 29% professing Roman Catholic beliefs. while 33% claim no religious affiliation. The same study says that other religions (including Judaism, Buddhism, Islam, and Hinduism) collectively make up about 10% of the population.", "targets": "In 2014, what percent of the City of Boston was Catholic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12dc7777533d4b91bc0670256d364fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2014 study by the Pew Research Center, 57% of the population of the city identified themselves as Christians, with 25% professing attendance at a variety of churches that could be considered Protestant, and 29% professing Roman Catholic beliefs. while 33% claim no religious affiliation. The same study says that other religions (including Judaism, Buddhism, Islam, and Hinduism) collectively make up about 10% of the population.", "targets": "In 2014, what percentage of Bostons residents did not claim to belong to any religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12dc7777533d4b91bc0670256d364fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2014 study by the Pew Research Center, 57% of the population of the city identified themselves as Christians, with 25% professing attendance at a variety of churches that could be considered Protestant, and 29% professing Roman Catholic beliefs. while 33% claim no religious affiliation. The same study says that other religions (including Judaism, Buddhism, Islam, and Hinduism) collectively make up about 10% of the population.", "targets": "In 2014, other religions mad eup what percentage of the citys population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0202a7017a849cca1583746648f8a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With modern insights into quantum mechanics and technology that can accelerate particles close to the speed of light, particle physics has devised a Standard Model to describe forces between particles smaller than atoms. The Standard Model predicts that exchanged particles called gauge bosons are the fundamental means by which forces are emitted and absorbed. Only four main interactions are known: in order of decreasing strength, they are: strong, electromagnetic, weak, and gravitational.:2\u201310:79 High-energy particle physics observations made during the 1970s and 1980s confirmed that the weak and electromagnetic forces are expressions of a more fundamental electroweak interaction.", "targets": "What has partical physics made to describe sub-atomic forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0202a7017a849cca1583746648f8a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With modern insights into quantum mechanics and technology that can accelerate particles close to the speed of light, particle physics has devised a Standard Model to describe forces between particles smaller than atoms. The Standard Model predicts that exchanged particles called gauge bosons are the fundamental means by which forces are emitted and absorbed. Only four main interactions are known: in order of decreasing strength, they are: strong, electromagnetic, weak, and gravitational.:2\u201310:79 High-energy particle physics observations made during the 1970s and 1980s confirmed that the weak and electromagnetic forces are expressions of a more fundamental electroweak interaction.", "targets": "What are the exchanged particles predicted by the standard Model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0202a7017a849cca1583746648f8a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With modern insights into quantum mechanics and technology that can accelerate particles close to the speed of light, particle physics has devised a Standard Model to describe forces between particles smaller than atoms. The Standard Model predicts that exchanged particles called gauge bosons are the fundamental means by which forces are emitted and absorbed. Only four main interactions are known: in order of decreasing strength, they are: strong, electromagnetic, weak, and gravitational.:2\u201310:79 High-energy particle physics observations made during the 1970s and 1980s confirmed that the weak and electromagnetic forces are expressions of a more fundamental electroweak interaction.", "targets": "What is the strongest main interaction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0202a7017a849cca1583746648f8a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With modern insights into quantum mechanics and technology that can accelerate particles close to the speed of light, particle physics has devised a Standard Model to describe forces between particles smaller than atoms. The Standard Model predicts that exchanged particles called gauge bosons are the fundamental means by which forces are emitted and absorbed. Only four main interactions are known: in order of decreasing strength, they are: strong, electromagnetic, weak, and gravitational.:2\u201310:79 High-energy particle physics observations made during the 1970s and 1980s confirmed that the weak and electromagnetic forces are expressions of a more fundamental electroweak interaction.", "targets": "What is the weakest main interaction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0202a7017a849cca1583746648f8a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With modern insights into quantum mechanics and technology that can accelerate particles close to the speed of light, particle physics has devised a Standard Model to describe forces between particles smaller than atoms. The Standard Model predicts that exchanged particles called gauge bosons are the fundamental means by which forces are emitted and absorbed. Only four main interactions are known: in order of decreasing strength, they are: strong, electromagnetic, weak, and gravitational.:2\u201310:79 High-energy particle physics observations made during the 1970s and 1980s confirmed that the weak and electromagnetic forces are expressions of a more fundamental electroweak interaction.", "targets": "What are weak and electromatic forces expressions of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea15ffc35274475a713accb73276961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the traditional color of warning and danger. In the Middle Ages, a red flag announced that the defenders of a town or castle would fight to defend it, and a red flag hoisted by a warship meant they would show no mercy to their enemy. In Britain, in the early days of motoring, motor cars had to follow a man with a red flag who would warn horse-drawn vehicles, before the Locomotives on Highways Act 1896 abolished this law. In automobile races, the red flag is raised if there is danger to the drivers. In international football, a player who has made a serious violation of the rules is shown a red penalty card and ejected from the game.", "targets": "What did a red flag signal in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea15ffc35274475a713accb73276961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the traditional color of warning and danger. In the Middle Ages, a red flag announced that the defenders of a town or castle would fight to defend it, and a red flag hoisted by a warship meant they would show no mercy to their enemy. In Britain, in the early days of motoring, motor cars had to follow a man with a red flag who would warn horse-drawn vehicles, before the Locomotives on Highways Act 1896 abolished this law. In automobile races, the red flag is raised if there is danger to the drivers. In international football, a player who has made a serious violation of the rules is shown a red penalty card and ejected from the game.", "targets": "What was the importance of a red flag flown by a warship in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea15ffc35274475a713accb73276961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the traditional color of warning and danger. In the Middle Ages, a red flag announced that the defenders of a town or castle would fight to defend it, and a red flag hoisted by a warship meant they would show no mercy to their enemy. In Britain, in the early days of motoring, motor cars had to follow a man with a red flag who would warn horse-drawn vehicles, before the Locomotives on Highways Act 1896 abolished this law. In automobile races, the red flag is raised if there is danger to the drivers. In international football, a player who has made a serious violation of the rules is shown a red penalty card and ejected from the game.", "targets": "Which British law forbade cars from following a bearer of a red flag as a warning to horse drawn vehicles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea15ffc35274475a713accb73276961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the traditional color of warning and danger. In the Middle Ages, a red flag announced that the defenders of a town or castle would fight to defend it, and a red flag hoisted by a warship meant they would show no mercy to their enemy. In Britain, in the early days of motoring, motor cars had to follow a man with a red flag who would warn horse-drawn vehicles, before the Locomotives on Highways Act 1896 abolished this law. In automobile races, the red flag is raised if there is danger to the drivers. In international football, a player who has made a serious violation of the rules is shown a red penalty card and ejected from the game.", "targets": "Under what circimstance is a red flag flown in auto racing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea15ffc35274475a713accb73276961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the traditional color of warning and danger. In the Middle Ages, a red flag announced that the defenders of a town or castle would fight to defend it, and a red flag hoisted by a warship meant they would show no mercy to their enemy. In Britain, in the early days of motoring, motor cars had to follow a man with a red flag who would warn horse-drawn vehicles, before the Locomotives on Highways Act 1896 abolished this law. In automobile races, the red flag is raised if there is danger to the drivers. In international football, a player who has made a serious violation of the rules is shown a red penalty card and ejected from the game.", "targets": "What is a football player shown before being ejected from a match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c96ca7355c4b018aed0db4bcaaac77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kumari Ghar is a palace in the center of the Kathmandu city, next to the Durbar square where a Royal Kumari selected from several Kumaris resides. Kumari, or Kumari Devi, is the tradition of worshipping young pre-pubescent girls as manifestations of the divine female energy or devi in South Asian countries. In Nepal the selection process is very rigorous. Kumari is believed to be the bodily incarnation of the goddess Taleju (the Nepali name for Durga) until she menstruates, after which it is believed that the goddess vacates her body. Serious illness or a major loss of blood from an injury are also causes for her to revert to common status. The current Royal Kumari, Matina Shakya, age four, was installed in October 2008 by the Maoist government that replaced the monarchy.", "targets": "What is Durga called in Nepali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c96ca7355c4b018aed0db4bcaaac77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kumari Ghar is a palace in the center of the Kathmandu city, next to the Durbar square where a Royal Kumari selected from several Kumaris resides. Kumari, or Kumari Devi, is the tradition of worshipping young pre-pubescent girls as manifestations of the divine female energy or devi in South Asian countries. In Nepal the selection process is very rigorous. Kumari is believed to be the bodily incarnation of the goddess Taleju (the Nepali name for Durga) until she menstruates, after which it is believed that the goddess vacates her body. Serious illness or a major loss of blood from an injury are also causes for her to revert to common status. The current Royal Kumari, Matina Shakya, age four, was installed in October 2008 by the Maoist government that replaced the monarchy.", "targets": "How long is Kumari believed to incarnate Taleju?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c96ca7355c4b018aed0db4bcaaac77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kumari Ghar is a palace in the center of the Kathmandu city, next to the Durbar square where a Royal Kumari selected from several Kumaris resides. Kumari, or Kumari Devi, is the tradition of worshipping young pre-pubescent girls as manifestations of the divine female energy or devi in South Asian countries. In Nepal the selection process is very rigorous. Kumari is believed to be the bodily incarnation of the goddess Taleju (the Nepali name for Durga) until she menstruates, after which it is believed that the goddess vacates her body. Serious illness or a major loss of blood from an injury are also causes for her to revert to common status. The current Royal Kumari, Matina Shakya, age four, was installed in October 2008 by the Maoist government that replaced the monarchy.", "targets": "Who was the Royal Kumari as of late 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c96ca7355c4b018aed0db4bcaaac77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kumari Ghar is a palace in the center of the Kathmandu city, next to the Durbar square where a Royal Kumari selected from several Kumaris resides. Kumari, or Kumari Devi, is the tradition of worshipping young pre-pubescent girls as manifestations of the divine female energy or devi in South Asian countries. In Nepal the selection process is very rigorous. Kumari is believed to be the bodily incarnation of the goddess Taleju (the Nepali name for Durga) until she menstruates, after which it is believed that the goddess vacates her body. Serious illness or a major loss of blood from an injury are also causes for her to revert to common status. The current Royal Kumari, Matina Shakya, age four, was installed in October 2008 by the Maoist government that replaced the monarchy.", "targets": "What type of government did Nepal have after the monarchy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "When did the Olympic torch reach Bangkok?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "Who is the Green World Foundation chairwoman who refused to participate in the relay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "The media was told that the Chinese supplied with shirts and transportation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "When did the torch go through Bankok?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "The relay route was a little over how many kilometers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "Who were told they would be banned from reentering Thailand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bed85134c6b74bc2841c0925f9cd6e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Thailand: The April 18 relay through Bangkok was the Olympic flame's first visit to Thailand. The relay covered just over 10 km, and included Bangkok's Chinatown. The torch was carried past Democracy Monument, Chitralada Palace and a number of other city landmarks. M.R. Narisa Chakrabongse, Green World Foundation (GWF) chairwoman, withdrew from the torch-running ceremony, protesting against China's actions in Tibet. Several hundred protesters were present, along with Olympic supporters. Thai authorities threatened to arrest foreign protesters and ban them from future entry into Thailand. A coalition of Thai human rights groups announced that it would organise a \"small demonstration\" during the relay, and several hundred people did indeed take part in protests, facing Beijing supporters. Intended torchbearer Mom Rajawongse Narissara Chakrabongse boycotted the relay, to protest against China's actions in Tibet. In Bangkok, students told the media that the Chinese Embassy provided them with transportation and gave them shirts to wear.", "targets": "What scheduled bearer of the torch boycotted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7161070133524c2187765eeb67d480fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Price controls exacerbated the crisis in the US. The system limited the price of \"old oil\" (that which had already been discovered) while allowing newly discovered oil to be sold at a higher price to encourage investment. Predictably, old oil was withdrawn from the market, creating greater scarcity. The rule also discouraged development of alternative energies. The rule had been intended to promote oil exploration. Scarcity was addressed by rationing (as in many countries). Motorists faced long lines at gas stations beginning in summer 1972 and increasing by summer 1973.", "targets": "What made the oil crisis worse in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7161070133524c2187765eeb67d480fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Price controls exacerbated the crisis in the US. The system limited the price of \"old oil\" (that which had already been discovered) while allowing newly discovered oil to be sold at a higher price to encourage investment. Predictably, old oil was withdrawn from the market, creating greater scarcity. The rule also discouraged development of alternative energies. The rule had been intended to promote oil exploration. Scarcity was addressed by rationing (as in many countries). Motorists faced long lines at gas stations beginning in summer 1972 and increasing by summer 1973.", "targets": "Why are newly discovered oil sold at a higher price?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7161070133524c2187765eeb67d480fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Price controls exacerbated the crisis in the US. The system limited the price of \"old oil\" (that which had already been discovered) while allowing newly discovered oil to be sold at a higher price to encourage investment. Predictably, old oil was withdrawn from the market, creating greater scarcity. The rule also discouraged development of alternative energies. The rule had been intended to promote oil exploration. Scarcity was addressed by rationing (as in many countries). Motorists faced long lines at gas stations beginning in summer 1972 and increasing by summer 1973.", "targets": "Why was old oil withdrawn from the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7161070133524c2187765eeb67d480fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Price controls exacerbated the crisis in the US. The system limited the price of \"old oil\" (that which had already been discovered) while allowing newly discovered oil to be sold at a higher price to encourage investment. Predictably, old oil was withdrawn from the market, creating greater scarcity. The rule also discouraged development of alternative energies. The rule had been intended to promote oil exploration. Scarcity was addressed by rationing (as in many countries). Motorists faced long lines at gas stations beginning in summer 1972 and increasing by summer 1973.", "targets": "How was scarcity managed in many countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aea6d0aa82de4404be21bc04849b35c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hinduism the spiritual teacher is known as a guru, and, in many traditions of Hinduism - especially those common in the West - the emphasis on spiritual mentorship is extremely high, with gurus often exercising a great deal of control over the lives of their disciples.", "targets": "What is the name of the spiritual teacher in Hinduism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aea6d0aa82de4404be21bc04849b35c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hinduism the spiritual teacher is known as a guru, and, in many traditions of Hinduism - especially those common in the West - the emphasis on spiritual mentorship is extremely high, with gurus often exercising a great deal of control over the lives of their disciples.", "targets": "Is the focus on spiritual mentorship in Hinduism high or low?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aea6d0aa82de4404be21bc04849b35c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hinduism the spiritual teacher is known as a guru, and, in many traditions of Hinduism - especially those common in the West - the emphasis on spiritual mentorship is extremely high, with gurus often exercising a great deal of control over the lives of their disciples.", "targets": "Who do gurus control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aea6d0aa82de4404be21bc04849b35c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hinduism the spiritual teacher is known as a guru, and, in many traditions of Hinduism - especially those common in the West - the emphasis on spiritual mentorship is extremely high, with gurus often exercising a great deal of control over the lives of their disciples.", "targets": "In what area is it common for spiritual mentorship to be extremely high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f57d38941b45059c67b411a5d1c091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is an official, express written agreement that states use to legally bind themselves. A treaty is the official document which expresses that agreement in words; and it is also the objective outcome of a ceremonial occasion which acknowledges the parties and their defined relationships.", "targets": "How are the agreements in a treaty expressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f57d38941b45059c67b411a5d1c091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is an official, express written agreement that states use to legally bind themselves. A treaty is the official document which expresses that agreement in words; and it is also the objective outcome of a ceremonial occasion which acknowledges the parties and their defined relationships.", "targets": "How are states that enter into a treaty bound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f57d38941b45059c67b411a5d1c091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is an official, express written agreement that states use to legally bind themselves. A treaty is the official document which expresses that agreement in words; and it is also the objective outcome of a ceremonial occasion which acknowledges the parties and their defined relationships.", "targets": "What is an official document which expresses an agreement between two states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f57d38941b45059c67b411a5d1c091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is an official, express written agreement that states use to legally bind themselves. A treaty is the official document which expresses that agreement in words; and it is also the objective outcome of a ceremonial occasion which acknowledges the parties and their defined relationships.", "targets": "What is an objective outcome of a ceremonial occasion which acknowledges the defined relationships of its parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f57d38941b45059c67b411a5d1c091", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is an official, express written agreement that states use to legally bind themselves. A treaty is the official document which expresses that agreement in words; and it is also the objective outcome of a ceremonial occasion which acknowledges the parties and their defined relationships.", "targets": "Who is responsible for the legally-bound obligations of the parties to a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dee944700bf47e5bfbb41507e1a8fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting with Republican Nicholas Longworth in 1925, and continued through the Democrats' control of the House from 1931 to 1995, save for Republican majorities in 1947\u201349 and 1953\u201355, all majority leaders have directly ascended to the Speakership brought upon by the retirement of the incumbent. The only exceptions during this period were Charles A. Halleck who became Republican House leader and Minority Leader from 1959 to 1965, Hale Boggs who died in a plane crash, and Dick Gephardt who became the Democrats' House leader but as Minority Leader since his party lost control in the 1994 midterm elections. Since 1995, the only Majority Leader to become Speaker is John Boehner, though indirectly as his party lost control in the 2006 midterms elections. He subsequently served as Republican House leader and Minority Leader from 2007 to 2011 and then was elected Speaker when the House reconvened in 2011. In 1998, with Speaker Newt Gingrich announcing his resignation, both Majority Leader Dick Armey and Majority Whip Tom DeLay did not contest the Speakership which eventually went to Chief Deputy Whip Dennis Hastert.", "targets": "Between majority leader and speaker what roles did Boehner have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dee944700bf47e5bfbb41507e1a8fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting with Republican Nicholas Longworth in 1925, and continued through the Democrats' control of the House from 1931 to 1995, save for Republican majorities in 1947\u201349 and 1953\u201355, all majority leaders have directly ascended to the Speakership brought upon by the retirement of the incumbent. The only exceptions during this period were Charles A. Halleck who became Republican House leader and Minority Leader from 1959 to 1965, Hale Boggs who died in a plane crash, and Dick Gephardt who became the Democrats' House leader but as Minority Leader since his party lost control in the 1994 midterm elections. Since 1995, the only Majority Leader to become Speaker is John Boehner, though indirectly as his party lost control in the 2006 midterms elections. He subsequently served as Republican House leader and Minority Leader from 2007 to 2011 and then was elected Speaker when the House reconvened in 2011. In 1998, with Speaker Newt Gingrich announcing his resignation, both Majority Leader Dick Armey and Majority Whip Tom DeLay did not contest the Speakership which eventually went to Chief Deputy Whip Dennis Hastert.", "targets": "What republican majority leader died in a plane crash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dee944700bf47e5bfbb41507e1a8fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting with Republican Nicholas Longworth in 1925, and continued through the Democrats' control of the House from 1931 to 1995, save for Republican majorities in 1947\u201349 and 1953\u201355, all majority leaders have directly ascended to the Speakership brought upon by the retirement of the incumbent. The only exceptions during this period were Charles A. Halleck who became Republican House leader and Minority Leader from 1959 to 1965, Hale Boggs who died in a plane crash, and Dick Gephardt who became the Democrats' House leader but as Minority Leader since his party lost control in the 1994 midterm elections. Since 1995, the only Majority Leader to become Speaker is John Boehner, though indirectly as his party lost control in the 2006 midterms elections. He subsequently served as Republican House leader and Minority Leader from 2007 to 2011 and then was elected Speaker when the House reconvened in 2011. In 1998, with Speaker Newt Gingrich announcing his resignation, both Majority Leader Dick Armey and Majority Whip Tom DeLay did not contest the Speakership which eventually went to Chief Deputy Whip Dennis Hastert.", "targets": "Since 1995 who is the only majority leader to become speaker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dee944700bf47e5bfbb41507e1a8fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting with Republican Nicholas Longworth in 1925, and continued through the Democrats' control of the House from 1931 to 1995, save for Republican majorities in 1947\u201349 and 1953\u201355, all majority leaders have directly ascended to the Speakership brought upon by the retirement of the incumbent. The only exceptions during this period were Charles A. Halleck who became Republican House leader and Minority Leader from 1959 to 1965, Hale Boggs who died in a plane crash, and Dick Gephardt who became the Democrats' House leader but as Minority Leader since his party lost control in the 1994 midterm elections. Since 1995, the only Majority Leader to become Speaker is John Boehner, though indirectly as his party lost control in the 2006 midterms elections. He subsequently served as Republican House leader and Minority Leader from 2007 to 2011 and then was elected Speaker when the House reconvened in 2011. In 1998, with Speaker Newt Gingrich announcing his resignation, both Majority Leader Dick Armey and Majority Whip Tom DeLay did not contest the Speakership which eventually went to Chief Deputy Whip Dennis Hastert.", "targets": "Who succeeded Newt Gingrich as Speaker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79858e355d5b4858b6a4860f543073c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.", "targets": "How many Muslim students are there in Kerala?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79858e355d5b4858b6a4860f543073c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.", "targets": "How many Muslim teachers are there in Kerala?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79858e355d5b4858b6a4860f543073c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.", "targets": "Who determines the content taught in Arabic public schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79858e355d5b4858b6a4860f543073c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.", "targets": "What types of programs provide traditional Islamic teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79858e355d5b4858b6a4860f543073c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.", "targets": "What is the format of school for girls and boys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9730bd5e2804b93a707443499817f30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 14th century, French kings sought to expand their influence at the expense of the territorial holdings of the nobility. They ran into difficulties when attempting to confiscate the holdings of the English kings in southern France, leading to the Hundred Years' War, waged from 1337 to 1453. Early in the war the English under Edward III (r. 1327\u201377) and his son Edward, the Black Prince (d. 1376),[AF] won the battles of Cr\u00e9cy and Poitiers, captured the city of Calais, and won control of much of France.[AG] The resulting stresses almost caused the disintegration of the French kingdom during the early years of the war. In the early 15th century, France again came close to dissolving, but in the late 1420s the military successes of Joan of Arc (d. 1431) led to the victory of the French and the capture of the last English possessions in southern France in 1453. The price was high, as the population of France at the end of the Wars was likely half what it had been at the start of the conflict. Conversely, the Wars had a positive effect on English national identity, doing much to fuse the various local identities into a national English ideal. The conflict with France also helped create a national culture in England separate from French culture, which had previously been the dominant influence. The dominance of the English longbow began during early stages of the Hundred Years' War, and cannon appeared on the battlefield at Cr\u00e9cy in 1346.", "targets": "When did the Hundred Years' War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9730bd5e2804b93a707443499817f30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 14th century, French kings sought to expand their influence at the expense of the territorial holdings of the nobility. They ran into difficulties when attempting to confiscate the holdings of the English kings in southern France, leading to the Hundred Years' War, waged from 1337 to 1453. Early in the war the English under Edward III (r. 1327\u201377) and his son Edward, the Black Prince (d. 1376),[AF] won the battles of Cr\u00e9cy and Poitiers, captured the city of Calais, and won control of much of France.[AG] The resulting stresses almost caused the disintegration of the French kingdom during the early years of the war. In the early 15th century, France again came close to dissolving, but in the late 1420s the military successes of Joan of Arc (d. 1431) led to the victory of the French and the capture of the last English possessions in southern France in 1453. The price was high, as the population of France at the end of the Wars was likely half what it had been at the start of the conflict. Conversely, the Wars had a positive effect on English national identity, doing much to fuse the various local identities into a national English ideal. The conflict with France also helped create a national culture in England separate from French culture, which had previously been the dominant influence. The dominance of the English longbow began during early stages of the Hundred Years' War, and cannon appeared on the battlefield at Cr\u00e9cy in 1346.", "targets": "What was the nickname of Edward III's son Edward?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9730bd5e2804b93a707443499817f30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 14th century, French kings sought to expand their influence at the expense of the territorial holdings of the nobility. They ran into difficulties when attempting to confiscate the holdings of the English kings in southern France, leading to the Hundred Years' War, waged from 1337 to 1453. Early in the war the English under Edward III (r. 1327\u201377) and his son Edward, the Black Prince (d. 1376),[AF] won the battles of Cr\u00e9cy and Poitiers, captured the city of Calais, and won control of much of France.[AG] The resulting stresses almost caused the disintegration of the French kingdom during the early years of the war. In the early 15th century, France again came close to dissolving, but in the late 1420s the military successes of Joan of Arc (d. 1431) led to the victory of the French and the capture of the last English possessions in southern France in 1453. The price was high, as the population of France at the end of the Wars was likely half what it had been at the start of the conflict. Conversely, the Wars had a positive effect on English national identity, doing much to fuse the various local identities into a national English ideal. The conflict with France also helped create a national culture in England separate from French culture, which had previously been the dominant influence. The dominance of the English longbow began during early stages of the Hundred Years' War, and cannon appeared on the battlefield at Cr\u00e9cy in 1346.", "targets": "When did the reign of Edward III begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9730bd5e2804b93a707443499817f30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 14th century, French kings sought to expand their influence at the expense of the territorial holdings of the nobility. They ran into difficulties when attempting to confiscate the holdings of the English kings in southern France, leading to the Hundred Years' War, waged from 1337 to 1453. Early in the war the English under Edward III (r. 1327\u201377) and his son Edward, the Black Prince (d. 1376),[AF] won the battles of Cr\u00e9cy and Poitiers, captured the city of Calais, and won control of much of France.[AG] The resulting stresses almost caused the disintegration of the French kingdom during the early years of the war. In the early 15th century, France again came close to dissolving, but in the late 1420s the military successes of Joan of Arc (d. 1431) led to the victory of the French and the capture of the last English possessions in southern France in 1453. The price was high, as the population of France at the end of the Wars was likely half what it had been at the start of the conflict. Conversely, the Wars had a positive effect on English national identity, doing much to fuse the various local identities into a national English ideal. The conflict with France also helped create a national culture in England separate from French culture, which had previously been the dominant influence. The dominance of the English longbow began during early stages of the Hundred Years' War, and cannon appeared on the battlefield at Cr\u00e9cy in 1346.", "targets": "Along with Poitiers, what was the site of a notable victory by Edward III's England over the French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9730bd5e2804b93a707443499817f30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 14th century, French kings sought to expand their influence at the expense of the territorial holdings of the nobility. They ran into difficulties when attempting to confiscate the holdings of the English kings in southern France, leading to the Hundred Years' War, waged from 1337 to 1453. Early in the war the English under Edward III (r. 1327\u201377) and his son Edward, the Black Prince (d. 1376),[AF] won the battles of Cr\u00e9cy and Poitiers, captured the city of Calais, and won control of much of France.[AG] The resulting stresses almost caused the disintegration of the French kingdom during the early years of the war. In the early 15th century, France again came close to dissolving, but in the late 1420s the military successes of Joan of Arc (d. 1431) led to the victory of the French and the capture of the last English possessions in southern France in 1453. The price was high, as the population of France at the end of the Wars was likely half what it had been at the start of the conflict. Conversely, the Wars had a positive effect on English national identity, doing much to fuse the various local identities into a national English ideal. The conflict with France also helped create a national culture in England separate from French culture, which had previously been the dominant influence. The dominance of the English longbow began during early stages of the Hundred Years' War, and cannon appeared on the battlefield at Cr\u00e9cy in 1346.", "targets": "What decade saw the victories of Joan of Arc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b39ee4d7c14a2e87fb8812bd38d687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006\u201307, researchers from the Wildlife Conservation Society studied gorillas in heavily forested regions centered on the Ouesso district of the Sangha Region. They suggest a population on the order of 125,000 Western Lowland Gorillas, whose isolation from humans has been largely preserved by inhospitable swamps.", "targets": "Which group studied gorillas in 2006-07?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b39ee4d7c14a2e87fb8812bd38d687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006\u201307, researchers from the Wildlife Conservation Society studied gorillas in heavily forested regions centered on the Ouesso district of the Sangha Region. They suggest a population on the order of 125,000 Western Lowland Gorillas, whose isolation from humans has been largely preserved by inhospitable swamps.", "targets": "What region is home to the gorillas studied by the Wildlife Conservation Society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b39ee4d7c14a2e87fb8812bd38d687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006\u201307, researchers from the Wildlife Conservation Society studied gorillas in heavily forested regions centered on the Ouesso district of the Sangha Region. They suggest a population on the order of 125,000 Western Lowland Gorillas, whose isolation from humans has been largely preserved by inhospitable swamps.", "targets": "What was responsible for maintaining the separation between the gorillas and humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbd2d3eb4a846cb8ab4035f1a837261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-standard bit rates up to 640 kbit/s can be achieved with the LAME encoder and the freeformat option, although few MP3 players can play those files. According to the ISO standard, decoders are only required to be able to decode streams up to 320 kbit/s.", "targets": "The LAME encoder allows bit rates that are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbd2d3eb4a846cb8ab4035f1a837261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-standard bit rates up to 640 kbit/s can be achieved with the LAME encoder and the freeformat option, although few MP3 players can play those files. According to the ISO standard, decoders are only required to be able to decode streams up to 320 kbit/s.", "targets": "Even though few MP3 players can play it, LAME also offers which option?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbd2d3eb4a846cb8ab4035f1a837261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-standard bit rates up to 640 kbit/s can be achieved with the LAME encoder and the freeformat option, although few MP3 players can play those files. According to the ISO standard, decoders are only required to be able to decode streams up to 320 kbit/s.", "targets": "What is the highest bit rate the LAME encoder allows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbd2d3eb4a846cb8ab4035f1a837261", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-standard bit rates up to 640 kbit/s can be achieved with the LAME encoder and the freeformat option, although few MP3 players can play those files. According to the ISO standard, decoders are only required to be able to decode streams up to 320 kbit/s.", "targets": "The ISO standard dictates that decoders only need to be able to decode streams that have how high of a bit rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1643070a7ace43c88bd61346f94c7d13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoor lighting is usually accomplished using light fixtures, and is a key part of interior design. Lighting can also be an intrinsic component of landscape projects.", "targets": "What type of fixtures do you use for indoor lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1643070a7ace43c88bd61346f94c7d13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoor lighting is usually accomplished using light fixtures, and is a key part of interior design. Lighting can also be an intrinsic component of landscape projects.", "targets": "What is considered a key part of interior design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1643070a7ace43c88bd61346f94c7d13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoor lighting is usually accomplished using light fixtures, and is a key part of interior design. Lighting can also be an intrinsic component of landscape projects.", "targets": "What can be a intrinsic component of landscaping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1643070a7ace43c88bd61346f94c7d13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoor lighting is usually accomplished using light fixtures, and is a key part of interior design. Lighting can also be an intrinsic component of landscape projects.", "targets": "What type of fixtures are used typically used for indoor lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1643070a7ace43c88bd61346f94c7d13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indoor lighting is usually accomplished using light fixtures, and is a key part of interior design. Lighting can also be an intrinsic component of landscape projects.", "targets": "What can be used as a intrinsic component of landscape projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f4eb20d685c4d4ca3d7c04e8e5ab380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first large, diverse lineage of short-tailed avialans to evolve were the enantiornithes, or \"opposite birds\", so named because the construction of their shoulder bones was in reverse to that of modern birds. Enantiornithes occupied a wide array of ecological niches, from sand-probing shorebirds and fish-eaters to tree-dwelling forms and seed-eaters. While they were the dominant group of avialans during the Cretaceous period, enantiornithes became extinct along with many other dinosaur groups at the end of the Mesozoic era.", "targets": "What were the first large, diverse lineage of short-tailed avialans to evolve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f4eb20d685c4d4ca3d7c04e8e5ab380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first large, diverse lineage of short-tailed avialans to evolve were the enantiornithes, or \"opposite birds\", so named because the construction of their shoulder bones was in reverse to that of modern birds. Enantiornithes occupied a wide array of ecological niches, from sand-probing shorebirds and fish-eaters to tree-dwelling forms and seed-eaters. While they were the dominant group of avialans during the Cretaceous period, enantiornithes became extinct along with many other dinosaur groups at the end of the Mesozoic era.", "targets": "Because of the construction of their shoulder bones, what were the enantiornithes called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f4eb20d685c4d4ca3d7c04e8e5ab380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first large, diverse lineage of short-tailed avialans to evolve were the enantiornithes, or \"opposite birds\", so named because the construction of their shoulder bones was in reverse to that of modern birds. Enantiornithes occupied a wide array of ecological niches, from sand-probing shorebirds and fish-eaters to tree-dwelling forms and seed-eaters. While they were the dominant group of avialans during the Cretaceous period, enantiornithes became extinct along with many other dinosaur groups at the end of the Mesozoic era.", "targets": "What was the dominant group of avialans during the Cretaceous period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f4eb20d685c4d4ca3d7c04e8e5ab380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first large, diverse lineage of short-tailed avialans to evolve were the enantiornithes, or \"opposite birds\", so named because the construction of their shoulder bones was in reverse to that of modern birds. Enantiornithes occupied a wide array of ecological niches, from sand-probing shorebirds and fish-eaters to tree-dwelling forms and seed-eaters. While they were the dominant group of avialans during the Cretaceous period, enantiornithes became extinct along with many other dinosaur groups at the end of the Mesozoic era.", "targets": "When did enantiornithes become extinct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aafcf6e35e046bdbbc5ad3009515735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time the Mongols imported Central Asian Muslims to serve as administrators in China, the Mongols also sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, using foreigners to curtail the power of the local peoples of both lands. Han Chinese were moved to Central Asian areas like Besh Baliq, Almaliq, and Samarqand by the Mongols where they worked as artisans and farmers. Alans were recruited into the Mongol forces with one unit called \"Right Alan Guard\" which was combined with \"recently surrendered\" soldiers, Mongols, and Chinese soldiers stationed in the area of the former Kingdom of Qocho and in Besh Balikh the Mongols established a Chinese military colony led by Chinese general Qi Kongzhi (Ch'i Kung-chih). After the Mongol conquest of Central Asia by Genghis Khan, foreigners were chosen as administrators and co-management with Chinese and Qara-Khitays (Khitans) of gardens and fields in Samarqand was put upon the Muslims as a requirement since Muslims were not allowed to manage without them. The Mongol appointed Governor of Samarqand was a Qara-Khitay (Khitan), held the title Taishi, familiar with Chinese culture his name was Ahai", "targets": "Who did the Mongols bring to China as administrators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aafcf6e35e046bdbbc5ad3009515735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time the Mongols imported Central Asian Muslims to serve as administrators in China, the Mongols also sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, using foreigners to curtail the power of the local peoples of both lands. Han Chinese were moved to Central Asian areas like Besh Baliq, Almaliq, and Samarqand by the Mongols where they worked as artisans and farmers. Alans were recruited into the Mongol forces with one unit called \"Right Alan Guard\" which was combined with \"recently surrendered\" soldiers, Mongols, and Chinese soldiers stationed in the area of the former Kingdom of Qocho and in Besh Balikh the Mongols established a Chinese military colony led by Chinese general Qi Kongzhi (Ch'i Kung-chih). After the Mongol conquest of Central Asia by Genghis Khan, foreigners were chosen as administrators and co-management with Chinese and Qara-Khitays (Khitans) of gardens and fields in Samarqand was put upon the Muslims as a requirement since Muslims were not allowed to manage without them. The Mongol appointed Governor of Samarqand was a Qara-Khitay (Khitan), held the title Taishi, familiar with Chinese culture his name was Ahai", "targets": "Who did the Mongols send to Bukhara as administrators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aafcf6e35e046bdbbc5ad3009515735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time the Mongols imported Central Asian Muslims to serve as administrators in China, the Mongols also sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, using foreigners to curtail the power of the local peoples of both lands. Han Chinese were moved to Central Asian areas like Besh Baliq, Almaliq, and Samarqand by the Mongols where they worked as artisans and farmers. Alans were recruited into the Mongol forces with one unit called \"Right Alan Guard\" which was combined with \"recently surrendered\" soldiers, Mongols, and Chinese soldiers stationed in the area of the former Kingdom of Qocho and in Besh Balikh the Mongols established a Chinese military colony led by Chinese general Qi Kongzhi (Ch'i Kung-chih). After the Mongol conquest of Central Asia by Genghis Khan, foreigners were chosen as administrators and co-management with Chinese and Qara-Khitays (Khitans) of gardens and fields in Samarqand was put upon the Muslims as a requirement since Muslims were not allowed to manage without them. The Mongol appointed Governor of Samarqand was a Qara-Khitay (Khitan), held the title Taishi, familiar with Chinese culture his name was Ahai", "targets": "Where in Central Asia did the Han Chinese move?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aafcf6e35e046bdbbc5ad3009515735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time the Mongols imported Central Asian Muslims to serve as administrators in China, the Mongols also sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, using foreigners to curtail the power of the local peoples of both lands. Han Chinese were moved to Central Asian areas like Besh Baliq, Almaliq, and Samarqand by the Mongols where they worked as artisans and farmers. Alans were recruited into the Mongol forces with one unit called \"Right Alan Guard\" which was combined with \"recently surrendered\" soldiers, Mongols, and Chinese soldiers stationed in the area of the former Kingdom of Qocho and in Besh Balikh the Mongols established a Chinese military colony led by Chinese general Qi Kongzhi (Ch'i Kung-chih). After the Mongol conquest of Central Asia by Genghis Khan, foreigners were chosen as administrators and co-management with Chinese and Qara-Khitays (Khitans) of gardens and fields in Samarqand was put upon the Muslims as a requirement since Muslims were not allowed to manage without them. The Mongol appointed Governor of Samarqand was a Qara-Khitay (Khitan), held the title Taishi, familiar with Chinese culture his name was Ahai", "targets": "What types of work did the Han do in Central Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aafcf6e35e046bdbbc5ad3009515735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same time the Mongols imported Central Asian Muslims to serve as administrators in China, the Mongols also sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, using foreigners to curtail the power of the local peoples of both lands. Han Chinese were moved to Central Asian areas like Besh Baliq, Almaliq, and Samarqand by the Mongols where they worked as artisans and farmers. Alans were recruited into the Mongol forces with one unit called \"Right Alan Guard\" which was combined with \"recently surrendered\" soldiers, Mongols, and Chinese soldiers stationed in the area of the former Kingdom of Qocho and in Besh Balikh the Mongols established a Chinese military colony led by Chinese general Qi Kongzhi (Ch'i Kung-chih). After the Mongol conquest of Central Asia by Genghis Khan, foreigners were chosen as administrators and co-management with Chinese and Qara-Khitays (Khitans) of gardens and fields in Samarqand was put upon the Muslims as a requirement since Muslims were not allowed to manage without them. The Mongol appointed Governor of Samarqand was a Qara-Khitay (Khitan), held the title Taishi, familiar with Chinese culture his name was Ahai", "targets": "Who was made Governor of Samarqand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09168c8fcb00427e984d59a99b96835c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early reports of Europeans reaching this area include those of the Venetian Alvise Cadamosto's voyage of 1455, the 1479\u20131480 voyage by Flemish-French trader Eustache de la Fosse, and Diogo C\u00e3o. In the 1480s this Portuguese explorer reached the Congo River and the lands of Bakongo, setting up the foundations of modern Angola, some 4200 km down the African coast from Guinea-Bissau.", "targets": "When was Alvise Cadamosto's voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09168c8fcb00427e984d59a99b96835c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early reports of Europeans reaching this area include those of the Venetian Alvise Cadamosto's voyage of 1455, the 1479\u20131480 voyage by Flemish-French trader Eustache de la Fosse, and Diogo C\u00e3o. In the 1480s this Portuguese explorer reached the Congo River and the lands of Bakongo, setting up the foundations of modern Angola, some 4200 km down the African coast from Guinea-Bissau.", "targets": "When was Eustache de la Fosse's voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09168c8fcb00427e984d59a99b96835c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early reports of Europeans reaching this area include those of the Venetian Alvise Cadamosto's voyage of 1455, the 1479\u20131480 voyage by Flemish-French trader Eustache de la Fosse, and Diogo C\u00e3o. In the 1480s this Portuguese explorer reached the Congo River and the lands of Bakongo, setting up the foundations of modern Angola, some 4200 km down the African coast from Guinea-Bissau.", "targets": "What was the name of the Portuguese explorer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09168c8fcb00427e984d59a99b96835c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early reports of Europeans reaching this area include those of the Venetian Alvise Cadamosto's voyage of 1455, the 1479\u20131480 voyage by Flemish-French trader Eustache de la Fosse, and Diogo C\u00e3o. In the 1480s this Portuguese explorer reached the Congo River and the lands of Bakongo, setting up the foundations of modern Angola, some 4200 km down the African coast from Guinea-Bissau.", "targets": "What river did Diogo Cao reach in the 1480's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09168c8fcb00427e984d59a99b96835c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early reports of Europeans reaching this area include those of the Venetian Alvise Cadamosto's voyage of 1455, the 1479\u20131480 voyage by Flemish-French trader Eustache de la Fosse, and Diogo C\u00e3o. In the 1480s this Portuguese explorer reached the Congo River and the lands of Bakongo, setting up the foundations of modern Angola, some 4200 km down the African coast from Guinea-Bissau.", "targets": "What country is about 4200 km from Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f17428be5f42a7a712a5375195fc5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest single sensory feature is the aboral organ (at the opposite end from the mouth). Its main component is a statocyst, a balance sensor consisting of a statolith, a solid particle supported on four bundles of cilia, called \"balancers\", that sense its orientation. The statocyst is protected by a transparent dome made of long, immobile cilia. A ctenophore does not automatically try to keep the statolith resting equally on all the balancers. Instead its response is determined by the animal's \"mood\", in other words the overall state of the nervous system. For example, if a ctenophore with trailing tentacles captures prey, it will often put some comb rows into reverse, spinning the mouth towards the prey.", "targets": "What is the largest sensory feature of the ctenophora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f17428be5f42a7a712a5375195fc5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest single sensory feature is the aboral organ (at the opposite end from the mouth). Its main component is a statocyst, a balance sensor consisting of a statolith, a solid particle supported on four bundles of cilia, called \"balancers\", that sense its orientation. The statocyst is protected by a transparent dome made of long, immobile cilia. A ctenophore does not automatically try to keep the statolith resting equally on all the balancers. Instead its response is determined by the animal's \"mood\", in other words the overall state of the nervous system. For example, if a ctenophore with trailing tentacles captures prey, it will often put some comb rows into reverse, spinning the mouth towards the prey.", "targets": "Where is the aboral organ located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f17428be5f42a7a712a5375195fc5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest single sensory feature is the aboral organ (at the opposite end from the mouth). Its main component is a statocyst, a balance sensor consisting of a statolith, a solid particle supported on four bundles of cilia, called \"balancers\", that sense its orientation. The statocyst is protected by a transparent dome made of long, immobile cilia. A ctenophore does not automatically try to keep the statolith resting equally on all the balancers. Instead its response is determined by the animal's \"mood\", in other words the overall state of the nervous system. For example, if a ctenophore with trailing tentacles captures prey, it will often put some comb rows into reverse, spinning the mouth towards the prey.", "targets": "What protects the statocyst?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f17428be5f42a7a712a5375195fc5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest single sensory feature is the aboral organ (at the opposite end from the mouth). Its main component is a statocyst, a balance sensor consisting of a statolith, a solid particle supported on four bundles of cilia, called \"balancers\", that sense its orientation. The statocyst is protected by a transparent dome made of long, immobile cilia. A ctenophore does not automatically try to keep the statolith resting equally on all the balancers. Instead its response is determined by the animal's \"mood\", in other words the overall state of the nervous system. For example, if a ctenophore with trailing tentacles captures prey, it will often put some comb rows into reverse, spinning the mouth towards the prey.", "targets": "What is the main component of the aboral organ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f17428be5f42a7a712a5375195fc5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest single sensory feature is the aboral organ (at the opposite end from the mouth). Its main component is a statocyst, a balance sensor consisting of a statolith, a solid particle supported on four bundles of cilia, called \"balancers\", that sense its orientation. The statocyst is protected by a transparent dome made of long, immobile cilia. A ctenophore does not automatically try to keep the statolith resting equally on all the balancers. Instead its response is determined by the animal's \"mood\", in other words the overall state of the nervous system. For example, if a ctenophore with trailing tentacles captures prey, it will often put some comb rows into reverse, spinning the mouth towards the prey.", "targets": "What is a statocyst?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c17d4989e44f5998e21154564a2e58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Models suggest that Neptune's troposphere is banded by clouds of varying compositions depending on altitude. The upper-level clouds lie at pressures below one bar, where the temperature is suitable for methane to condense. For pressures between one and five bars (100 and 500 kPa), clouds of ammonia and hydrogen sulfide are thought to form. Above a pressure of five bars, the clouds may consist of ammonia, ammonium sulfide, hydrogen sulfide and water. Deeper clouds of water ice should be found at pressures of about 50 bars (5.0 MPa), where the temperature reaches 273 K (0 \u00b0C). Underneath, clouds of ammonia and hydrogen sulfide may be found.", "targets": "What is Neptune's clouds competition variants dependent on? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c17d4989e44f5998e21154564a2e58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Models suggest that Neptune's troposphere is banded by clouds of varying compositions depending on altitude. The upper-level clouds lie at pressures below one bar, where the temperature is suitable for methane to condense. For pressures between one and five bars (100 and 500 kPa), clouds of ammonia and hydrogen sulfide are thought to form. Above a pressure of five bars, the clouds may consist of ammonia, ammonium sulfide, hydrogen sulfide and water. Deeper clouds of water ice should be found at pressures of about 50 bars (5.0 MPa), where the temperature reaches 273 K (0 \u00b0C). Underneath, clouds of ammonia and hydrogen sulfide may be found.", "targets": "Which clouds on Neptune are suitable for methane to condense?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c17d4989e44f5998e21154564a2e58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Models suggest that Neptune's troposphere is banded by clouds of varying compositions depending on altitude. The upper-level clouds lie at pressures below one bar, where the temperature is suitable for methane to condense. For pressures between one and five bars (100 and 500 kPa), clouds of ammonia and hydrogen sulfide are thought to form. Above a pressure of five bars, the clouds may consist of ammonia, ammonium sulfide, hydrogen sulfide and water. Deeper clouds of water ice should be found at pressures of about 50 bars (5.0 MPa), where the temperature reaches 273 K (0 \u00b0C). Underneath, clouds of ammonia and hydrogen sulfide may be found.", "targets": "What clouds form between one and five bars on Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c17d4989e44f5998e21154564a2e58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Models suggest that Neptune's troposphere is banded by clouds of varying compositions depending on altitude. The upper-level clouds lie at pressures below one bar, where the temperature is suitable for methane to condense. For pressures between one and five bars (100 and 500 kPa), clouds of ammonia and hydrogen sulfide are thought to form. Above a pressure of five bars, the clouds may consist of ammonia, ammonium sulfide, hydrogen sulfide and water. Deeper clouds of water ice should be found at pressures of about 50 bars (5.0 MPa), where the temperature reaches 273 K (0 \u00b0C). Underneath, clouds of ammonia and hydrogen sulfide may be found.", "targets": "On Neptune, what do clouds above five bars consist of? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c17d4989e44f5998e21154564a2e58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Models suggest that Neptune's troposphere is banded by clouds of varying compositions depending on altitude. The upper-level clouds lie at pressures below one bar, where the temperature is suitable for methane to condense. For pressures between one and five bars (100 and 500 kPa), clouds of ammonia and hydrogen sulfide are thought to form. Above a pressure of five bars, the clouds may consist of ammonia, ammonium sulfide, hydrogen sulfide and water. Deeper clouds of water ice should be found at pressures of about 50 bars (5.0 MPa), where the temperature reaches 273 K (0 \u00b0C). Underneath, clouds of ammonia and hydrogen sulfide may be found.", "targets": "What is the temperature on Neptune's clouds that are at 50 bars? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14d27d27d2a40f698c8cf5aa870bbce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predators may be put to use in conservation efforts to control introduced species. Although the aim in this situation is to remove the introduced species entirely, keeping its abundance down is often the only possibility. Predators from its natural range may be introduced to control populations, though in some cases this has little effect, and may even cause unforeseen problems. Besides their use in conservation biology, predators are also important for controlling pests in agriculture. Natural predators are an environmentally friendly and sustainable way of reducing damage to crops, and are one alternative to the use of chemical agents such as pesticides.", "targets": "How can natural predators benefit crops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14d27d27d2a40f698c8cf5aa870bbce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predators may be put to use in conservation efforts to control introduced species. Although the aim in this situation is to remove the introduced species entirely, keeping its abundance down is often the only possibility. Predators from its natural range may be introduced to control populations, though in some cases this has little effect, and may even cause unforeseen problems. Besides their use in conservation biology, predators are also important for controlling pests in agriculture. Natural predators are an environmentally friendly and sustainable way of reducing damage to crops, and are one alternative to the use of chemical agents such as pesticides.", "targets": "How are predators beneficial to agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14d27d27d2a40f698c8cf5aa870bbce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predators may be put to use in conservation efforts to control introduced species. Although the aim in this situation is to remove the introduced species entirely, keeping its abundance down is often the only possibility. Predators from its natural range may be introduced to control populations, though in some cases this has little effect, and may even cause unforeseen problems. Besides their use in conservation biology, predators are also important for controlling pests in agriculture. Natural predators are an environmentally friendly and sustainable way of reducing damage to crops, and are one alternative to the use of chemical agents such as pesticides.", "targets": "If removing an introduced species entirely isn't a posibility, what is the next best outcome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14d27d27d2a40f698c8cf5aa870bbce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predators may be put to use in conservation efforts to control introduced species. Although the aim in this situation is to remove the introduced species entirely, keeping its abundance down is often the only possibility. Predators from its natural range may be introduced to control populations, though in some cases this has little effect, and may even cause unforeseen problems. Besides their use in conservation biology, predators are also important for controlling pests in agriculture. Natural predators are an environmentally friendly and sustainable way of reducing damage to crops, and are one alternative to the use of chemical agents such as pesticides.", "targets": "Predators are used in conservation to reduce what type of species from the environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06752aabefe4c85b33381424147ff90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emperor Julian made a short-lived attempt to revive traditional and Hellenistic religion and to affirm the special status of Judaism, but in 380 under Theodosius I, Nicene Christianity became the official state religion of the Roman Empire. Pleas for religious tolerance from traditionalists such as the senator Symmachus (d. 402) were rejected. Christianity became increasingly popular. Heretics as well as non-Christians were subject to exclusion from public life or persecution, but Rome's original religious hierarchy and many aspects of its ritual influenced Christian forms, and many pre-Christian beliefs and practices survived in Christian festivals and local traditions.", "targets": "What emperor tried to revive traditional religious practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06752aabefe4c85b33381424147ff90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emperor Julian made a short-lived attempt to revive traditional and Hellenistic religion and to affirm the special status of Judaism, but in 380 under Theodosius I, Nicene Christianity became the official state religion of the Roman Empire. Pleas for religious tolerance from traditionalists such as the senator Symmachus (d. 402) were rejected. Christianity became increasingly popular. Heretics as well as non-Christians were subject to exclusion from public life or persecution, but Rome's original religious hierarchy and many aspects of its ritual influenced Christian forms, and many pre-Christian beliefs and practices survived in Christian festivals and local traditions.", "targets": "What was proclaimed the state religion under Theodosius I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06752aabefe4c85b33381424147ff90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emperor Julian made a short-lived attempt to revive traditional and Hellenistic religion and to affirm the special status of Judaism, but in 380 under Theodosius I, Nicene Christianity became the official state religion of the Roman Empire. Pleas for religious tolerance from traditionalists such as the senator Symmachus (d. 402) were rejected. Christianity became increasingly popular. Heretics as well as non-Christians were subject to exclusion from public life or persecution, but Rome's original religious hierarchy and many aspects of its ritual influenced Christian forms, and many pre-Christian beliefs and practices survived in Christian festivals and local traditions.", "targets": "What pleas were rejected by the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06752aabefe4c85b33381424147ff90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emperor Julian made a short-lived attempt to revive traditional and Hellenistic religion and to affirm the special status of Judaism, but in 380 under Theodosius I, Nicene Christianity became the official state religion of the Roman Empire. Pleas for religious tolerance from traditionalists such as the senator Symmachus (d. 402) were rejected. Christianity became increasingly popular. Heretics as well as non-Christians were subject to exclusion from public life or persecution, but Rome's original religious hierarchy and many aspects of its ritual influenced Christian forms, and many pre-Christian beliefs and practices survived in Christian festivals and local traditions.", "targets": "What group was excluded or persecuted by the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06752aabefe4c85b33381424147ff90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emperor Julian made a short-lived attempt to revive traditional and Hellenistic religion and to affirm the special status of Judaism, but in 380 under Theodosius I, Nicene Christianity became the official state religion of the Roman Empire. Pleas for religious tolerance from traditionalists such as the senator Symmachus (d. 402) were rejected. Christianity became increasingly popular. Heretics as well as non-Christians were subject to exclusion from public life or persecution, but Rome's original religious hierarchy and many aspects of its ritual influenced Christian forms, and many pre-Christian beliefs and practices survived in Christian festivals and local traditions.", "targets": "What aspects of Roman religion influenced Christian forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cc0d8210084c7c9599ae4b23fa2bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a chapter of The Mathematical Foundations of Quantum Mechanics, von Neumann deeply analyzed the so-called measurement problem. He concluded that the entire physical universe could be made subject to the universal wave function. Since something \"outside the calculation\" was needed to collapse the wave function, von Neumann concluded that the collapse was caused by the consciousness of the experimenter (although this view was accepted by Eugene Wigner, the Von Neumann\u2013Wigner interpretation never gained acceptance amongst the majority of physicists).", "targets": "What results came from von Neumann's deep analysis of the measurement problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cc0d8210084c7c9599ae4b23fa2bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a chapter of The Mathematical Foundations of Quantum Mechanics, von Neumann deeply analyzed the so-called measurement problem. He concluded that the entire physical universe could be made subject to the universal wave function. Since something \"outside the calculation\" was needed to collapse the wave function, von Neumann concluded that the collapse was caused by the consciousness of the experimenter (although this view was accepted by Eugene Wigner, the Von Neumann\u2013Wigner interpretation never gained acceptance amongst the majority of physicists).", "targets": "What \"outside of calculation\" variable could initiate collapse in von Neumann's conclusion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cc0d8210084c7c9599ae4b23fa2bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a chapter of The Mathematical Foundations of Quantum Mechanics, von Neumann deeply analyzed the so-called measurement problem. He concluded that the entire physical universe could be made subject to the universal wave function. Since something \"outside the calculation\" was needed to collapse the wave function, von Neumann concluded that the collapse was caused by the consciousness of the experimenter (although this view was accepted by Eugene Wigner, the Von Neumann\u2013Wigner interpretation never gained acceptance amongst the majority of physicists).", "targets": "Were von Neumann's conclusions of collapse of entire universe cause accepted widely?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5ff0a102e24afa952786e0a7517116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clodius formed armed gangs that terrorised the city and eventually began to attack Pompey's followers, who in response funded counter-gangs formed by Titus Annius Milo. The political alliance of the triumvirate was crumbling. Domitius Ahenobarbus ran for the consulship in 55 BC promising to take Caesar's command from him. Eventually, the triumvirate was renewed at Lucca. Pompey and Crassus were promised the consulship in 55 BC, and Caesar's term as governor was extended for five years. Crassus led an ill-fated expedition with legions led by his son, Caesar's lieutenant, against the Kingdom of Parthia. This resulted in his defeat and death at the Battle of Carrhae. Finally, Pompey's wife, Julia, who was Caesar's daughter, died in childbirth. This event severed the last remaining bond between Pompey and Caesar.", "targets": "Who was responsible for the attacks on followers of Pompey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5ff0a102e24afa952786e0a7517116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clodius formed armed gangs that terrorised the city and eventually began to attack Pompey's followers, who in response funded counter-gangs formed by Titus Annius Milo. The political alliance of the triumvirate was crumbling. Domitius Ahenobarbus ran for the consulship in 55 BC promising to take Caesar's command from him. Eventually, the triumvirate was renewed at Lucca. Pompey and Crassus were promised the consulship in 55 BC, and Caesar's term as governor was extended for five years. Crassus led an ill-fated expedition with legions led by his son, Caesar's lieutenant, against the Kingdom of Parthia. This resulted in his defeat and death at the Battle of Carrhae. Finally, Pompey's wife, Julia, who was Caesar's daughter, died in childbirth. This event severed the last remaining bond between Pompey and Caesar.", "targets": "What political position were Pompey and Crassus assured they would receive in 55 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5ff0a102e24afa952786e0a7517116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clodius formed armed gangs that terrorised the city and eventually began to attack Pompey's followers, who in response funded counter-gangs formed by Titus Annius Milo. The political alliance of the triumvirate was crumbling. Domitius Ahenobarbus ran for the consulship in 55 BC promising to take Caesar's command from him. Eventually, the triumvirate was renewed at Lucca. Pompey and Crassus were promised the consulship in 55 BC, and Caesar's term as governor was extended for five years. Crassus led an ill-fated expedition with legions led by his son, Caesar's lieutenant, against the Kingdom of Parthia. This resulted in his defeat and death at the Battle of Carrhae. Finally, Pompey's wife, Julia, who was Caesar's daughter, died in childbirth. This event severed the last remaining bond between Pompey and Caesar.", "targets": "What caused the death of Julius Caesar's female offspring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5ff0a102e24afa952786e0a7517116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clodius formed armed gangs that terrorised the city and eventually began to attack Pompey's followers, who in response funded counter-gangs formed by Titus Annius Milo. The political alliance of the triumvirate was crumbling. Domitius Ahenobarbus ran for the consulship in 55 BC promising to take Caesar's command from him. Eventually, the triumvirate was renewed at Lucca. Pompey and Crassus were promised the consulship in 55 BC, and Caesar's term as governor was extended for five years. Crassus led an ill-fated expedition with legions led by his son, Caesar's lieutenant, against the Kingdom of Parthia. This resulted in his defeat and death at the Battle of Carrhae. Finally, Pompey's wife, Julia, who was Caesar's daughter, died in childbirth. This event severed the last remaining bond between Pompey and Caesar.", "targets": "Which individual ran for consul in 55 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5ff0a102e24afa952786e0a7517116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clodius formed armed gangs that terrorised the city and eventually began to attack Pompey's followers, who in response funded counter-gangs formed by Titus Annius Milo. The political alliance of the triumvirate was crumbling. Domitius Ahenobarbus ran for the consulship in 55 BC promising to take Caesar's command from him. Eventually, the triumvirate was renewed at Lucca. Pompey and Crassus were promised the consulship in 55 BC, and Caesar's term as governor was extended for five years. Crassus led an ill-fated expedition with legions led by his son, Caesar's lieutenant, against the Kingdom of Parthia. This resulted in his defeat and death at the Battle of Carrhae. Finally, Pompey's wife, Julia, who was Caesar's daughter, died in childbirth. This event severed the last remaining bond between Pompey and Caesar.", "targets": "Who was responsible for an expedition against the Parthian Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d283a8ed6bea41608f5a39171918f9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the day of the abdication, the Oireachtas, the parliament of the Irish Free State, removed all direct mention of the monarch from the Irish constitution. The next day, it passed the External Relations Act, which gave the monarch limited authority (strictly on the advice of the government) to appoint diplomatic representatives for Ireland and to be involved in the making of foreign treaties. The two acts made the Irish Free State a republic in essence without removing its links to the Commonwealth.", "targets": "What is the Oireachtas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d283a8ed6bea41608f5a39171918f9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the day of the abdication, the Oireachtas, the parliament of the Irish Free State, removed all direct mention of the monarch from the Irish constitution. The next day, it passed the External Relations Act, which gave the monarch limited authority (strictly on the advice of the government) to appoint diplomatic representatives for Ireland and to be involved in the making of foreign treaties. The two acts made the Irish Free State a republic in essence without removing its links to the Commonwealth.", "targets": "What did the Oireachtas remove from the Irish constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d283a8ed6bea41608f5a39171918f9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the day of the abdication, the Oireachtas, the parliament of the Irish Free State, removed all direct mention of the monarch from the Irish constitution. The next day, it passed the External Relations Act, which gave the monarch limited authority (strictly on the advice of the government) to appoint diplomatic representatives for Ireland and to be involved in the making of foreign treaties. The two acts made the Irish Free State a republic in essence without removing its links to the Commonwealth.", "targets": "Which act gave the monarch limited authority in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d283a8ed6bea41608f5a39171918f9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the day of the abdication, the Oireachtas, the parliament of the Irish Free State, removed all direct mention of the monarch from the Irish constitution. The next day, it passed the External Relations Act, which gave the monarch limited authority (strictly on the advice of the government) to appoint diplomatic representatives for Ireland and to be involved in the making of foreign treaties. The two acts made the Irish Free State a republic in essence without removing its links to the Commonwealth.", "targets": "What day did the Oireachtas pass an act that started to establish Ireland as a republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0749ee0d8c5c493a9391083e10abe068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another form of recordable LaserDisc that is completely playback-compatible with the LaserDisc format (unlike CRVdisc with its caddy enclosure) is the RLV, or Recordable LaserVision disc. It was developed and first marketed by the Optical Disc Corporation (ODC, now ODC Nimbus) in 1984. RLV discs, like CRVdisc, are also a WORM technology, and function exactly like a CD-R disc. RLV discs look almost exactly like standard LaserDiscs, and can play in any standard LaserDisc player after they have been recorded.", "targets": "What does the acronym RLV stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0749ee0d8c5c493a9391083e10abe068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another form of recordable LaserDisc that is completely playback-compatible with the LaserDisc format (unlike CRVdisc with its caddy enclosure) is the RLV, or Recordable LaserVision disc. It was developed and first marketed by the Optical Disc Corporation (ODC, now ODC Nimbus) in 1984. RLV discs, like CRVdisc, are also a WORM technology, and function exactly like a CD-R disc. RLV discs look almost exactly like standard LaserDiscs, and can play in any standard LaserDisc player after they have been recorded.", "targets": "Which company originally developed and marketed the RLV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0749ee0d8c5c493a9391083e10abe068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another form of recordable LaserDisc that is completely playback-compatible with the LaserDisc format (unlike CRVdisc with its caddy enclosure) is the RLV, or Recordable LaserVision disc. It was developed and first marketed by the Optical Disc Corporation (ODC, now ODC Nimbus) in 1984. RLV discs, like CRVdisc, are also a WORM technology, and function exactly like a CD-R disc. RLV discs look almost exactly like standard LaserDiscs, and can play in any standard LaserDisc player after they have been recorded.", "targets": "In what year did ODC develop the Recordable LaserVision Disc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b43054b0b17476499cc988c833c5631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British colonial rule introduced Western elements of culture to Burma. Burma's education system is modelled after that of the United Kingdom. Colonial architectural influences are most evident in major cities such as Yangon. Many ethnic minorities, particularly the Karen in the southeast and the Kachin and Chin who populate the north and northeast, practice Christianity. According to the The World Factbook, the Burman population is 68% and the ethnic groups constitute 32%. However, the exiled leaders and organisations claims that ethnic population is 40%, which is implicitly contrasted with CIA report (official US report).", "targets": "What evidence of previous rule is evident in the buildings in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b43054b0b17476499cc988c833c5631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British colonial rule introduced Western elements of culture to Burma. Burma's education system is modelled after that of the United Kingdom. Colonial architectural influences are most evident in major cities such as Yangon. Many ethnic minorities, particularly the Karen in the southeast and the Kachin and Chin who populate the north and northeast, practice Christianity. According to the The World Factbook, the Burman population is 68% and the ethnic groups constitute 32%. However, the exiled leaders and organisations claims that ethnic population is 40%, which is implicitly contrasted with CIA report (official US report).", "targets": "What part of the Burmese population is considered not a part of the mainstream group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b43054b0b17476499cc988c833c5631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British colonial rule introduced Western elements of culture to Burma. Burma's education system is modelled after that of the United Kingdom. Colonial architectural influences are most evident in major cities such as Yangon. Many ethnic minorities, particularly the Karen in the southeast and the Kachin and Chin who populate the north and northeast, practice Christianity. According to the The World Factbook, the Burman population is 68% and the ethnic groups constitute 32%. However, the exiled leaders and organisations claims that ethnic population is 40%, which is implicitly contrasted with CIA report (official US report).", "targets": "Do opinions differ on the numbers for that population is considered not a part of the mainstream"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b43054b0b17476499cc988c833c5631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British colonial rule introduced Western elements of culture to Burma. Burma's education system is modelled after that of the United Kingdom. Colonial architectural influences are most evident in major cities such as Yangon. Many ethnic minorities, particularly the Karen in the southeast and the Kachin and Chin who populate the north and northeast, practice Christianity. According to the The World Factbook, the Burman population is 68% and the ethnic groups constitute 32%. However, the exiled leaders and organisations claims that ethnic population is 40%, which is implicitly contrasted with CIA report (official US report).", "targets": "What is the name of the group that reported the information regarding the populace in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f9132a55c6d4fa4a78eac77ebaa1bcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to the tree structure of the filter bank, pre-echo problems are made worse, as the combined impulse response of the two filter banks does not, and cannot, provide an optimum solution in time/frequency resolution. Additionally, the combining of the two filter banks' outputs creates aliasing problems that must be handled partially by the \"aliasing compensation\" stage; however, that creates excess energy to be coded in the frequency domain, thereby decreasing coding efficiency.[citation needed]", "targets": "What kind of structure does a filter bank have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f9132a55c6d4fa4a78eac77ebaa1bcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to the tree structure of the filter bank, pre-echo problems are made worse, as the combined impulse response of the two filter banks does not, and cannot, provide an optimum solution in time/frequency resolution. Additionally, the combining of the two filter banks' outputs creates aliasing problems that must be handled partially by the \"aliasing compensation\" stage; however, that creates excess energy to be coded in the frequency domain, thereby decreasing coding efficiency.[citation needed]", "targets": "Due to a specific kind of structure, what kind of problems are made worse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f9132a55c6d4fa4a78eac77ebaa1bcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to the tree structure of the filter bank, pre-echo problems are made worse, as the combined impulse response of the two filter banks does not, and cannot, provide an optimum solution in time/frequency resolution. Additionally, the combining of the two filter banks' outputs creates aliasing problems that must be handled partially by the \"aliasing compensation\" stage; however, that creates excess energy to be coded in the frequency domain, thereby decreasing coding efficiency.[citation needed]", "targets": "What kind of resolution are the filter banks unable to provide an optimal solution for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f9132a55c6d4fa4a78eac77ebaa1bcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to the tree structure of the filter bank, pre-echo problems are made worse, as the combined impulse response of the two filter banks does not, and cannot, provide an optimum solution in time/frequency resolution. Additionally, the combining of the two filter banks' outputs creates aliasing problems that must be handled partially by the \"aliasing compensation\" stage; however, that creates excess energy to be coded in the frequency domain, thereby decreasing coding efficiency.[citation needed]", "targets": "Combining two filter banks' outputs creates what kind of problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f9132a55c6d4fa4a78eac77ebaa1bcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to the tree structure of the filter bank, pre-echo problems are made worse, as the combined impulse response of the two filter banks does not, and cannot, provide an optimum solution in time/frequency resolution. Additionally, the combining of the two filter banks' outputs creates aliasing problems that must be handled partially by the \"aliasing compensation\" stage; however, that creates excess energy to be coded in the frequency domain, thereby decreasing coding efficiency.[citation needed]", "targets": "The need to code excess energy in the frequency domain decreases what kind of efficiency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd29a8c2973445998e5d60fa258812c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A vertical toolbar known as the charms (accessed by swiping from the right edge of a touchscreen, or pointing the cursor at hotspots in the right corners of a screen) provides access to system and app-related functions, such as search, sharing, device management, settings, and a Start button. The traditional desktop environment for running desktop applications is accessed via a tile on the Start screen. The Start button on the taskbar from previous versions of Windows has been converted into a hotspot in the lower-left corner of the screen, which displays a large tooltip displaying a thumbnail of the Start screen. Swiping from the left edge of a touchscreen or clicking in the top-left corner of the screen allows one to switch between apps and Desktop. Pointing the cursor in the top-left corner of the screen and moving down reveals a thumbnail list of active apps. Aside from the removal of the Start button and the replacement of the Aero Glass theme with a flatter and solid-colored design, the desktop interface on Windows 8 is similar to that of Windows 7.", "targets": "What is charms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd29a8c2973445998e5d60fa258812c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A vertical toolbar known as the charms (accessed by swiping from the right edge of a touchscreen, or pointing the cursor at hotspots in the right corners of a screen) provides access to system and app-related functions, such as search, sharing, device management, settings, and a Start button. The traditional desktop environment for running desktop applications is accessed via a tile on the Start screen. The Start button on the taskbar from previous versions of Windows has been converted into a hotspot in the lower-left corner of the screen, which displays a large tooltip displaying a thumbnail of the Start screen. Swiping from the left edge of a touchscreen or clicking in the top-left corner of the screen allows one to switch between apps and Desktop. Pointing the cursor in the top-left corner of the screen and moving down reveals a thumbnail list of active apps. Aside from the removal of the Start button and the replacement of the Aero Glass theme with a flatter and solid-colored design, the desktop interface on Windows 8 is similar to that of Windows 7.", "targets": "What is the purpose of charms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd29a8c2973445998e5d60fa258812c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A vertical toolbar known as the charms (accessed by swiping from the right edge of a touchscreen, or pointing the cursor at hotspots in the right corners of a screen) provides access to system and app-related functions, such as search, sharing, device management, settings, and a Start button. The traditional desktop environment for running desktop applications is accessed via a tile on the Start screen. The Start button on the taskbar from previous versions of Windows has been converted into a hotspot in the lower-left corner of the screen, which displays a large tooltip displaying a thumbnail of the Start screen. Swiping from the left edge of a touchscreen or clicking in the top-left corner of the screen allows one to switch between apps and Desktop. Pointing the cursor in the top-left corner of the screen and moving down reveals a thumbnail list of active apps. Aside from the removal of the Start button and the replacement of the Aero Glass theme with a flatter and solid-colored design, the desktop interface on Windows 8 is similar to that of Windows 7.", "targets": "How is an active list of apps accessed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd29a8c2973445998e5d60fa258812c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A vertical toolbar known as the charms (accessed by swiping from the right edge of a touchscreen, or pointing the cursor at hotspots in the right corners of a screen) provides access to system and app-related functions, such as search, sharing, device management, settings, and a Start button. The traditional desktop environment for running desktop applications is accessed via a tile on the Start screen. The Start button on the taskbar from previous versions of Windows has been converted into a hotspot in the lower-left corner of the screen, which displays a large tooltip displaying a thumbnail of the Start screen. Swiping from the left edge of a touchscreen or clicking in the top-left corner of the screen allows one to switch between apps and Desktop. Pointing the cursor in the top-left corner of the screen and moving down reveals a thumbnail list of active apps. Aside from the removal of the Start button and the replacement of the Aero Glass theme with a flatter and solid-colored design, the desktop interface on Windows 8 is similar to that of Windows 7.", "targets": "What does swiping from the left edge of the screen do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd29a8c2973445998e5d60fa258812c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A vertical toolbar known as the charms (accessed by swiping from the right edge of a touchscreen, or pointing the cursor at hotspots in the right corners of a screen) provides access to system and app-related functions, such as search, sharing, device management, settings, and a Start button. The traditional desktop environment for running desktop applications is accessed via a tile on the Start screen. The Start button on the taskbar from previous versions of Windows has been converted into a hotspot in the lower-left corner of the screen, which displays a large tooltip displaying a thumbnail of the Start screen. Swiping from the left edge of a touchscreen or clicking in the top-left corner of the screen allows one to switch between apps and Desktop. Pointing the cursor in the top-left corner of the screen and moving down reveals a thumbnail list of active apps. Aside from the removal of the Start button and the replacement of the Aero Glass theme with a flatter and solid-colored design, the desktop interface on Windows 8 is similar to that of Windows 7.", "targets": "How is the traditional desktop evironment opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc0e43a9564f4d0896f5ac00556398cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the 1945\u20131949 expulsion of Germans from the northern part of former East Prussia was often conducted in a violent and aggressive way by Soviet officials, the present Russian inhabitants of the Kaliningrad Oblast have much less animosity towards Germans. German names have been revived in commercial Russian trade and there is sometimes talk of reverting Kaliningrad's name to its historic name of K\u00f6nigsberg. The city centre of Kaliningrad was completely rebuilt, as British bombs in 1944 and the Soviet siege in 1945 had left it in nothing but ruins.", "targets": "What has since been considered in Kalinigrad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc0e43a9564f4d0896f5ac00556398cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the 1945\u20131949 expulsion of Germans from the northern part of former East Prussia was often conducted in a violent and aggressive way by Soviet officials, the present Russian inhabitants of the Kaliningrad Oblast have much less animosity towards Germans. German names have been revived in commercial Russian trade and there is sometimes talk of reverting Kaliningrad's name to its historic name of K\u00f6nigsberg. The city centre of Kaliningrad was completely rebuilt, as British bombs in 1944 and the Soviet siege in 1945 had left it in nothing but ruins.", "targets": "What city was completely rebuilt after the Russians and Germans had bombed it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc0e43a9564f4d0896f5ac00556398cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the 1945\u20131949 expulsion of Germans from the northern part of former East Prussia was often conducted in a violent and aggressive way by Soviet officials, the present Russian inhabitants of the Kaliningrad Oblast have much less animosity towards Germans. German names have been revived in commercial Russian trade and there is sometimes talk of reverting Kaliningrad's name to its historic name of K\u00f6nigsberg. The city centre of Kaliningrad was completely rebuilt, as British bombs in 1944 and the Soviet siege in 1945 had left it in nothing but ruins.", "targets": "How was the removal of the Germans in East Prussia usually handled by the Russians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30ac0534c84882b5c43309845950e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France used the right moment and occupied Alger in 1830. In 1831 Muhammad Ali of Egypt, who was the most powerful vassal of the Ottoman Empire, claimed independence. Ottoman forces were defeated in a number of battles, and Egyptians were ready to capture Constantinople, which forced the sultan Mahmud II to seek for Russian military aid. 10 000 Russian army corps landed on the Bosphorus shores in 1833 and helped to prevent the capture of Constantinople, thus the possible disappearance of the Ottoman Empire was prevented.", "targets": "In what year did France move into Alger?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30ac0534c84882b5c43309845950e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France used the right moment and occupied Alger in 1830. In 1831 Muhammad Ali of Egypt, who was the most powerful vassal of the Ottoman Empire, claimed independence. Ottoman forces were defeated in a number of battles, and Egyptians were ready to capture Constantinople, which forced the sultan Mahmud II to seek for Russian military aid. 10 000 Russian army corps landed on the Bosphorus shores in 1833 and helped to prevent the capture of Constantinople, thus the possible disappearance of the Ottoman Empire was prevented.", "targets": "In 1831, who was the strongest vassal of the Ottoman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30ac0534c84882b5c43309845950e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France used the right moment and occupied Alger in 1830. In 1831 Muhammad Ali of Egypt, who was the most powerful vassal of the Ottoman Empire, claimed independence. Ottoman forces were defeated in a number of battles, and Egyptians were ready to capture Constantinople, which forced the sultan Mahmud II to seek for Russian military aid. 10 000 Russian army corps landed on the Bosphorus shores in 1833 and helped to prevent the capture of Constantinople, thus the possible disappearance of the Ottoman Empire was prevented.", "targets": "Who wanted to take over Constantinople?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30ac0534c84882b5c43309845950e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France used the right moment and occupied Alger in 1830. In 1831 Muhammad Ali of Egypt, who was the most powerful vassal of the Ottoman Empire, claimed independence. Ottoman forces were defeated in a number of battles, and Egyptians were ready to capture Constantinople, which forced the sultan Mahmud II to seek for Russian military aid. 10 000 Russian army corps landed on the Bosphorus shores in 1833 and helped to prevent the capture of Constantinople, thus the possible disappearance of the Ottoman Empire was prevented.", "targets": "What military force did Mahmud II ask for aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a30ac0534c84882b5c43309845950e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France used the right moment and occupied Alger in 1830. In 1831 Muhammad Ali of Egypt, who was the most powerful vassal of the Ottoman Empire, claimed independence. Ottoman forces were defeated in a number of battles, and Egyptians were ready to capture Constantinople, which forced the sultan Mahmud II to seek for Russian military aid. 10 000 Russian army corps landed on the Bosphorus shores in 1833 and helped to prevent the capture of Constantinople, thus the possible disappearance of the Ottoman Empire was prevented.", "targets": "How many Russians troops were sent to the Bosphorus shores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68359c445e674083adf68e2538d377eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of residential elevators do not use a traditional elevator shaft, machine room, and elevator hoistway. This allows an elevator to be installed where a traditional elevator may not fit, and simplifies installation. The ASME board first approved machine-room-less systems in a revision of the ASME A17.1 in 2007. Machine-room-less elevators have been available commercially since the mid 1990s, however cost and overall size prevented their adoption to the residential elevator market until around 2010.", "targets": "What types of elevators occassionaly do not use a traditional elevator shaft, machine room or hoistway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68359c445e674083adf68e2538d377eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of residential elevators do not use a traditional elevator shaft, machine room, and elevator hoistway. This allows an elevator to be installed where a traditional elevator may not fit, and simplifies installation. The ASME board first approved machine-room-less systems in a revision of the ASME A17.1 in 2007. Machine-room-less elevators have been available commercially since the mid 1990s, however cost and overall size prevented their adoption to the residential elevator market until around 2010.", "targets": "In what year were Machine-room-less elevators first allowed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68359c445e674083adf68e2538d377eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of residential elevators do not use a traditional elevator shaft, machine room, and elevator hoistway. This allows an elevator to be installed where a traditional elevator may not fit, and simplifies installation. The ASME board first approved machine-room-less systems in a revision of the ASME A17.1 in 2007. Machine-room-less elevators have been available commercially since the mid 1990s, however cost and overall size prevented their adoption to the residential elevator market until around 2010.", "targets": "This decision reflected a revision of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68359c445e674083adf68e2538d377eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of residential elevators do not use a traditional elevator shaft, machine room, and elevator hoistway. This allows an elevator to be installed where a traditional elevator may not fit, and simplifies installation. The ASME board first approved machine-room-less systems in a revision of the ASME A17.1 in 2007. Machine-room-less elevators have been available commercially since the mid 1990s, however cost and overall size prevented their adoption to the residential elevator market until around 2010.", "targets": "What benefits does this serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8646578cd15d4515816a87815d10c894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fire service, known as the Barun Yantra Karyalaya, opened its first station in Kathmandu in 1937 with a single vehicle. An iron tower was erected to monitor the city and watch for fire. As a precautionary measure, firemen were sent to the areas which were designated as accident-prone areas. In 1944, the fire service was extended to the neighboring cities of Lalitpur and Bhaktapur. In 1966, a fire service was established in Kathmandu airport. In 1975, a West German government donation added seven fire engines to Kathmandu's fire service. The fire service in the city is also overlooked by an international non-governmental organization, the Firefighters Volunteer Association of Nepal (FAN), which was established in 2000 with the purpose of raising public awareness about fire and improving safety.", "targets": "What is Kathmandu's fire department called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8646578cd15d4515816a87815d10c894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fire service, known as the Barun Yantra Karyalaya, opened its first station in Kathmandu in 1937 with a single vehicle. An iron tower was erected to monitor the city and watch for fire. As a precautionary measure, firemen were sent to the areas which were designated as accident-prone areas. In 1944, the fire service was extended to the neighboring cities of Lalitpur and Bhaktapur. In 1966, a fire service was established in Kathmandu airport. In 1975, a West German government donation added seven fire engines to Kathmandu's fire service. The fire service in the city is also overlooked by an international non-governmental organization, the Firefighters Volunteer Association of Nepal (FAN), which was established in 2000 with the purpose of raising public awareness about fire and improving safety.", "targets": "What year saw the founding of Kathmandu's fire department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8646578cd15d4515816a87815d10c894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fire service, known as the Barun Yantra Karyalaya, opened its first station in Kathmandu in 1937 with a single vehicle. An iron tower was erected to monitor the city and watch for fire. As a precautionary measure, firemen were sent to the areas which were designated as accident-prone areas. In 1944, the fire service was extended to the neighboring cities of Lalitpur and Bhaktapur. In 1966, a fire service was established in Kathmandu airport. In 1975, a West German government donation added seven fire engines to Kathmandu's fire service. The fire service in the city is also overlooked by an international non-governmental organization, the Firefighters Volunteer Association of Nepal (FAN), which was established in 2000 with the purpose of raising public awareness about fire and improving safety.", "targets": "When did Bhaktapur receive coverage from the fire department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8646578cd15d4515816a87815d10c894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fire service, known as the Barun Yantra Karyalaya, opened its first station in Kathmandu in 1937 with a single vehicle. An iron tower was erected to monitor the city and watch for fire. As a precautionary measure, firemen were sent to the areas which were designated as accident-prone areas. In 1944, the fire service was extended to the neighboring cities of Lalitpur and Bhaktapur. In 1966, a fire service was established in Kathmandu airport. In 1975, a West German government donation added seven fire engines to Kathmandu's fire service. The fire service in the city is also overlooked by an international non-governmental organization, the Firefighters Volunteer Association of Nepal (FAN), which was established in 2000 with the purpose of raising public awareness about fire and improving safety.", "targets": "How many fire trucks did West Germany donate to Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8646578cd15d4515816a87815d10c894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fire service, known as the Barun Yantra Karyalaya, opened its first station in Kathmandu in 1937 with a single vehicle. An iron tower was erected to monitor the city and watch for fire. As a precautionary measure, firemen were sent to the areas which were designated as accident-prone areas. In 1944, the fire service was extended to the neighboring cities of Lalitpur and Bhaktapur. In 1966, a fire service was established in Kathmandu airport. In 1975, a West German government donation added seven fire engines to Kathmandu's fire service. The fire service in the city is also overlooked by an international non-governmental organization, the Firefighters Volunteer Association of Nepal (FAN), which was established in 2000 with the purpose of raising public awareness about fire and improving safety.", "targets": "What is the mission of FAN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0143e885864f4f5d9d70fc50403c89c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "METRO Transit is the city's public transit company. The main transfer terminal is located downtown at NW 5th Street and Hudson Avenue. METRO Transit maintains limited coverage of the city's main street grid using a hub-and-spoke system from the main terminal, making many journeys impractical due to the rather small number of bus routes offered and that most trips require a transfer downtown. The city has recognized that transit as a major issue for the rapidly growing and urbanizing city and has initiated several studies in recent times to improve upon the existing bus system starting with a plan known as the Fixed Guideway Study. This study identified several potential commuter transit routes from the suburbs into downtown OKC as well as feeder-line bus and/or rail routes throughout the city.", "targets": "What is Oklahoma Cities transit company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0143e885864f4f5d9d70fc50403c89c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "METRO Transit is the city's public transit company. The main transfer terminal is located downtown at NW 5th Street and Hudson Avenue. METRO Transit maintains limited coverage of the city's main street grid using a hub-and-spoke system from the main terminal, making many journeys impractical due to the rather small number of bus routes offered and that most trips require a transfer downtown. The city has recognized that transit as a major issue for the rapidly growing and urbanizing city and has initiated several studies in recent times to improve upon the existing bus system starting with a plan known as the Fixed Guideway Study. This study identified several potential commuter transit routes from the suburbs into downtown OKC as well as feeder-line bus and/or rail routes throughout the city.", "targets": "What is the name of the plan that is being made to enhance the bus system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1543e602d804de58c38b13e59f8305e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world's oldest football competition is the FA Cup, which was founded by C. W. Alcock and has been contested by English teams since 1872. The first official international football match also took place in 1872, between Scotland and England in Glasgow, again at the instigation of C. W. Alcock. England is also home to the world's first football league, which was founded in Birmingham in 1888 by Aston Villa director William McGregor. The original format contained 12 clubs from the Midlands and Northern England.", "targets": "What is C.W. Alcock responsible for founding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1543e602d804de58c38b13e59f8305e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world's oldest football competition is the FA Cup, which was founded by C. W. Alcock and has been contested by English teams since 1872. The first official international football match also took place in 1872, between Scotland and England in Glasgow, again at the instigation of C. W. Alcock. England is also home to the world's first football league, which was founded in Birmingham in 1888 by Aston Villa director William McGregor. The original format contained 12 clubs from the Midlands and Northern England.", "targets": "How long has the FA Cup been contested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1543e602d804de58c38b13e59f8305e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world's oldest football competition is the FA Cup, which was founded by C. W. Alcock and has been contested by English teams since 1872. The first official international football match also took place in 1872, between Scotland and England in Glasgow, again at the instigation of C. W. Alcock. England is also home to the world's first football league, which was founded in Birmingham in 1888 by Aston Villa director William McGregor. The original format contained 12 clubs from the Midlands and Northern England.", "targets": "Who founded the worlds first football league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1543e602d804de58c38b13e59f8305e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world's oldest football competition is the FA Cup, which was founded by C. W. Alcock and has been contested by English teams since 1872. The first official international football match also took place in 1872, between Scotland and England in Glasgow, again at the instigation of C. W. Alcock. England is also home to the world's first football league, which was founded in Birmingham in 1888 by Aston Villa director William McGregor. The original format contained 12 clubs from the Midlands and Northern England.", "targets": "How many clubs where in the first football league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1543e602d804de58c38b13e59f8305e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The world's oldest football competition is the FA Cup, which was founded by C. W. Alcock and has been contested by English teams since 1872. The first official international football match also took place in 1872, between Scotland and England in Glasgow, again at the instigation of C. W. Alcock. England is also home to the world's first football league, which was founded in Birmingham in 1888 by Aston Villa director William McGregor. The original format contained 12 clubs from the Midlands and Northern England.", "targets": "What country is the home of the first football league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0b6c0dbb774ed6b9f97f9c0cecaa0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central oscillator generates a self-sustaining rhythm and is driven by two interacting feedback loops that are active at different times of day. The morning loop consists of CCA1 (Circadian and Clock-Associated 1) and LHY (Late Elongated Hypocotyl), which encode closely related MYB transcription factors that regulate circadian rhythms in Arabidopsis, as well as PRR 7 and 9 (Pseudo-Response Regulators.) The evening loop consists of GI (Gigantea) and ELF4, both involved in regulation of flowering time genes. When CCA1 and LHY are overexpressed (under constant light or dark conditions), plants become arrhythmic, and mRNA signals reduce, contributing to a negative feedback loop. Gene expression of CCA1 and LHY oscillates and peaks in the early morning, whereas TOC1 gene expression oscillates and peaks in the early evening. While it was previously hypothesised that these three genes model a negative feedback loop in which over-expressed CCA1 and LHY repress TOC1 and over-expressed TOC1 is a positive regulator of CCA1 and LHY, it was shown in 2012 by Andrew Millar and others that TOC1 in fact serves as a repressor not only of CCA1, LHY, and PRR7 and 9 in the morning loop but also of GI and ELF4 in the evening loop. This finding and further computational modeling of TOC1 gene functions and interactions suggest a reframing of the plant circadian clock as a triple negative-component repressilator model rather than the positive/negative-element feedback loop characterizing the clock in mammals.", "targets": "What produces a self-sustaining rhythm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0b6c0dbb774ed6b9f97f9c0cecaa0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central oscillator generates a self-sustaining rhythm and is driven by two interacting feedback loops that are active at different times of day. The morning loop consists of CCA1 (Circadian and Clock-Associated 1) and LHY (Late Elongated Hypocotyl), which encode closely related MYB transcription factors that regulate circadian rhythms in Arabidopsis, as well as PRR 7 and 9 (Pseudo-Response Regulators.) The evening loop consists of GI (Gigantea) and ELF4, both involved in regulation of flowering time genes. When CCA1 and LHY are overexpressed (under constant light or dark conditions), plants become arrhythmic, and mRNA signals reduce, contributing to a negative feedback loop. Gene expression of CCA1 and LHY oscillates and peaks in the early morning, whereas TOC1 gene expression oscillates and peaks in the early evening. While it was previously hypothesised that these three genes model a negative feedback loop in which over-expressed CCA1 and LHY repress TOC1 and over-expressed TOC1 is a positive regulator of CCA1 and LHY, it was shown in 2012 by Andrew Millar and others that TOC1 in fact serves as a repressor not only of CCA1, LHY, and PRR7 and 9 in the morning loop but also of GI and ELF4 in the evening loop. This finding and further computational modeling of TOC1 gene functions and interactions suggest a reframing of the plant circadian clock as a triple negative-component repressilator model rather than the positive/negative-element feedback loop characterizing the clock in mammals.", "targets": "When do the CCA1  and LHY function?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0b6c0dbb774ed6b9f97f9c0cecaa0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central oscillator generates a self-sustaining rhythm and is driven by two interacting feedback loops that are active at different times of day. The morning loop consists of CCA1 (Circadian and Clock-Associated 1) and LHY (Late Elongated Hypocotyl), which encode closely related MYB transcription factors that regulate circadian rhythms in Arabidopsis, as well as PRR 7 and 9 (Pseudo-Response Regulators.) The evening loop consists of GI (Gigantea) and ELF4, both involved in regulation of flowering time genes. When CCA1 and LHY are overexpressed (under constant light or dark conditions), plants become arrhythmic, and mRNA signals reduce, contributing to a negative feedback loop. Gene expression of CCA1 and LHY oscillates and peaks in the early morning, whereas TOC1 gene expression oscillates and peaks in the early evening. While it was previously hypothesised that these three genes model a negative feedback loop in which over-expressed CCA1 and LHY repress TOC1 and over-expressed TOC1 is a positive regulator of CCA1 and LHY, it was shown in 2012 by Andrew Millar and others that TOC1 in fact serves as a repressor not only of CCA1, LHY, and PRR7 and 9 in the morning loop but also of GI and ELF4 in the evening loop. This finding and further computational modeling of TOC1 gene functions and interactions suggest a reframing of the plant circadian clock as a triple negative-component repressilator model rather than the positive/negative-element feedback loop characterizing the clock in mammals.", "targets": "Which loop that consists of GI and ELF4 functions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0b6c0dbb774ed6b9f97f9c0cecaa0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central oscillator generates a self-sustaining rhythm and is driven by two interacting feedback loops that are active at different times of day. The morning loop consists of CCA1 (Circadian and Clock-Associated 1) and LHY (Late Elongated Hypocotyl), which encode closely related MYB transcription factors that regulate circadian rhythms in Arabidopsis, as well as PRR 7 and 9 (Pseudo-Response Regulators.) The evening loop consists of GI (Gigantea) and ELF4, both involved in regulation of flowering time genes. When CCA1 and LHY are overexpressed (under constant light or dark conditions), plants become arrhythmic, and mRNA signals reduce, contributing to a negative feedback loop. Gene expression of CCA1 and LHY oscillates and peaks in the early morning, whereas TOC1 gene expression oscillates and peaks in the early evening. While it was previously hypothesised that these three genes model a negative feedback loop in which over-expressed CCA1 and LHY repress TOC1 and over-expressed TOC1 is a positive regulator of CCA1 and LHY, it was shown in 2012 by Andrew Millar and others that TOC1 in fact serves as a repressor not only of CCA1, LHY, and PRR7 and 9 in the morning loop but also of GI and ELF4 in the evening loop. This finding and further computational modeling of TOC1 gene functions and interactions suggest a reframing of the plant circadian clock as a triple negative-component repressilator model rather than the positive/negative-element feedback loop characterizing the clock in mammals.", "targets": "What was the previous belief of feedback in the gene loop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0b6c0dbb774ed6b9f97f9c0cecaa0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central oscillator generates a self-sustaining rhythm and is driven by two interacting feedback loops that are active at different times of day. The morning loop consists of CCA1 (Circadian and Clock-Associated 1) and LHY (Late Elongated Hypocotyl), which encode closely related MYB transcription factors that regulate circadian rhythms in Arabidopsis, as well as PRR 7 and 9 (Pseudo-Response Regulators.) The evening loop consists of GI (Gigantea) and ELF4, both involved in regulation of flowering time genes. When CCA1 and LHY are overexpressed (under constant light or dark conditions), plants become arrhythmic, and mRNA signals reduce, contributing to a negative feedback loop. Gene expression of CCA1 and LHY oscillates and peaks in the early morning, whereas TOC1 gene expression oscillates and peaks in the early evening. While it was previously hypothesised that these three genes model a negative feedback loop in which over-expressed CCA1 and LHY repress TOC1 and over-expressed TOC1 is a positive regulator of CCA1 and LHY, it was shown in 2012 by Andrew Millar and others that TOC1 in fact serves as a repressor not only of CCA1, LHY, and PRR7 and 9 in the morning loop but also of GI and ELF4 in the evening loop. This finding and further computational modeling of TOC1 gene functions and interactions suggest a reframing of the plant circadian clock as a triple negative-component repressilator model rather than the positive/negative-element feedback loop characterizing the clock in mammals.", "targets": "What researcher showed that the gene  feedback loop serves as a repressor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f465dcdd9f749009ca15bb46a6e779f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the next five days, private conferences were held to determine Luther's fate. The Emperor presented the final draft of the Edict of Worms on 25 May 1521, declaring Luther an outlaw, banning his literature, and requiring his arrest: \"We want him to be apprehended and punished as a notorious heretic.\" It also made it a crime for anyone in Germany to give Luther food or shelter. It permitted anyone to kill Luther without legal consequence.", "targets": "How was the fate of Luther decided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f465dcdd9f749009ca15bb46a6e779f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the next five days, private conferences were held to determine Luther's fate. The Emperor presented the final draft of the Edict of Worms on 25 May 1521, declaring Luther an outlaw, banning his literature, and requiring his arrest: \"We want him to be apprehended and punished as a notorious heretic.\" It also made it a crime for anyone in Germany to give Luther food or shelter. It permitted anyone to kill Luther without legal consequence.", "targets": "When was the Edict of Worms presented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f465dcdd9f749009ca15bb46a6e779f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the next five days, private conferences were held to determine Luther's fate. The Emperor presented the final draft of the Edict of Worms on 25 May 1521, declaring Luther an outlaw, banning his literature, and requiring his arrest: \"We want him to be apprehended and punished as a notorious heretic.\" It also made it a crime for anyone in Germany to give Luther food or shelter. It permitted anyone to kill Luther without legal consequence.", "targets": "Who presented the Edict of Worms declaring Luther to be an outlaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f465dcdd9f749009ca15bb46a6e779f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the next five days, private conferences were held to determine Luther's fate. The Emperor presented the final draft of the Edict of Worms on 25 May 1521, declaring Luther an outlaw, banning his literature, and requiring his arrest: \"We want him to be apprehended and punished as a notorious heretic.\" It also made it a crime for anyone in Germany to give Luther food or shelter. It permitted anyone to kill Luther without legal consequence.", "targets": "Besides declaring Luther to be an outlaw and banning his works, what else was decided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f465dcdd9f749009ca15bb46a6e779f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the next five days, private conferences were held to determine Luther's fate. The Emperor presented the final draft of the Edict of Worms on 25 May 1521, declaring Luther an outlaw, banning his literature, and requiring his arrest: \"We want him to be apprehended and punished as a notorious heretic.\" It also made it a crime for anyone in Germany to give Luther food or shelter. It permitted anyone to kill Luther without legal consequence.", "targets": "What could anyone do to Martin Luther without legal consequence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "How many staff members did Imperial submit assessments of for the REF assessment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "In the 2014 rankings produced by Times Higher Education, what position was Imperial ranked for GPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "How many units of assessment did Imperial submit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "How highly was Imperial ranked in \"research power\" in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "How many staff members did Imperial claim to have in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "What does REF stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "What was the percentage of Imperials research that was seemed to be 3*?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "What did the REF give Imperial as an overall GPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a481b01e15754475ab0affc5b8a9b985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperial submitted a total of 1,257 staff across 14 units of assessment to the 2014 Research Excellence Framework (REF) assessment. In the REF results 46% of Imperial's submitted research was classified as 4*, 44% as 3*, 9% as 2* and 1% as 1*, giving an overall GPA of 3.36. In rankings produced by Times Higher Education based upon the REF results Imperial was ranked 2nd overall for GPA and 8th for \"research power\" (compared to 6th and 7th respectively in the equivalent rankings for the RAE 2008).", "targets": "What was Imperial's overall GPA rank according to the Times Higher Education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53be9c6f2bc542b3863fa72f605e6b2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's famous 9-page paper started life as a talk at Princeton and then became a paper in Germany, which was eventually translated into English. His interest in economics that led to that paper began as follows: When lecturing at Berlin in 1928 and 1929 he spent his summers back home in Budapest, and so did the economist Nicholas Kaldor, and they hit it off. Kaldor recommended that von Neumann read a book by the mathematical economist L\u00e9on Walras. Von Neumann found some faults in that book and corrected them, for example, replacing equations by inequalities. He noticed that Walras's General Equilibrium Theory and Walras' Law, which led to systems of simultaneous linear equations, could produce the absurd result that the profit could be maximized by producing and selling a negative quantity of a product. He replaced the equations by inequalities, introduced dynamic equilibria, among other things, and eventually produced the paper.", "targets": "When did von Neumann's interest in economics begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53be9c6f2bc542b3863fa72f605e6b2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's famous 9-page paper started life as a talk at Princeton and then became a paper in Germany, which was eventually translated into English. His interest in economics that led to that paper began as follows: When lecturing at Berlin in 1928 and 1929 he spent his summers back home in Budapest, and so did the economist Nicholas Kaldor, and they hit it off. Kaldor recommended that von Neumann read a book by the mathematical economist L\u00e9on Walras. Von Neumann found some faults in that book and corrected them, for example, replacing equations by inequalities. He noticed that Walras's General Equilibrium Theory and Walras' Law, which led to systems of simultaneous linear equations, could produce the absurd result that the profit could be maximized by producing and selling a negative quantity of a product. He replaced the equations by inequalities, introduced dynamic equilibria, among other things, and eventually produced the paper.", "targets": "What economist did von Neumann get to know that spurred the interest in economics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53be9c6f2bc542b3863fa72f605e6b2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's famous 9-page paper started life as a talk at Princeton and then became a paper in Germany, which was eventually translated into English. His interest in economics that led to that paper began as follows: When lecturing at Berlin in 1928 and 1929 he spent his summers back home in Budapest, and so did the economist Nicholas Kaldor, and they hit it off. Kaldor recommended that von Neumann read a book by the mathematical economist L\u00e9on Walras. Von Neumann found some faults in that book and corrected them, for example, replacing equations by inequalities. He noticed that Walras's General Equilibrium Theory and Walras' Law, which led to systems of simultaneous linear equations, could produce the absurd result that the profit could be maximized by producing and selling a negative quantity of a product. He replaced the equations by inequalities, introduced dynamic equilibria, among other things, and eventually produced the paper.", "targets": "In who's book did von Neuman find errors in the author's equations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b82622ad4364977ba17d65960453b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were 1.2 million people living in the greater Palermo area, 655,875 of which resided in the City boundaries, of whom 47.4% were male and 52.6% were female. People under age 15 totalled 15.6% compared to pensioners who composed 17.2% of the population. This compares with the Italian average of 14.1% people under 15 years and 20.2% pensioners. The average age of a Palermo resident is 40.4 compared to the Italian average of 42.8. In the ten years between 2001 and 2010, the population of Palermo declined by 4.5%, while the population of Italy, as a whole, grew by 6.0%. The reason for Palermo's decline is a population flight to the suburbs, and to Northern Italy. The current birth rate of Palermo is 10.2 births per 1,000 inhabitants compared to the Italian average of 9.3 births.", "targets": "How many people were living in the Palermo area in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b82622ad4364977ba17d65960453b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were 1.2 million people living in the greater Palermo area, 655,875 of which resided in the City boundaries, of whom 47.4% were male and 52.6% were female. People under age 15 totalled 15.6% compared to pensioners who composed 17.2% of the population. This compares with the Italian average of 14.1% people under 15 years and 20.2% pensioners. The average age of a Palermo resident is 40.4 compared to the Italian average of 42.8. In the ten years between 2001 and 2010, the population of Palermo declined by 4.5%, while the population of Italy, as a whole, grew by 6.0%. The reason for Palermo's decline is a population flight to the suburbs, and to Northern Italy. The current birth rate of Palermo is 10.2 births per 1,000 inhabitants compared to the Italian average of 9.3 births.", "targets": "What percentage of Palermo residents were female in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b82622ad4364977ba17d65960453b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were 1.2 million people living in the greater Palermo area, 655,875 of which resided in the City boundaries, of whom 47.4% were male and 52.6% were female. People under age 15 totalled 15.6% compared to pensioners who composed 17.2% of the population. This compares with the Italian average of 14.1% people under 15 years and 20.2% pensioners. The average age of a Palermo resident is 40.4 compared to the Italian average of 42.8. In the ten years between 2001 and 2010, the population of Palermo declined by 4.5%, while the population of Italy, as a whole, grew by 6.0%. The reason for Palermo's decline is a population flight to the suburbs, and to Northern Italy. The current birth rate of Palermo is 10.2 births per 1,000 inhabitants compared to the Italian average of 9.3 births.", "targets": "What is the average age of a Palermo resident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b82622ad4364977ba17d65960453b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were 1.2 million people living in the greater Palermo area, 655,875 of which resided in the City boundaries, of whom 47.4% were male and 52.6% were female. People under age 15 totalled 15.6% compared to pensioners who composed 17.2% of the population. This compares with the Italian average of 14.1% people under 15 years and 20.2% pensioners. The average age of a Palermo resident is 40.4 compared to the Italian average of 42.8. In the ten years between 2001 and 2010, the population of Palermo declined by 4.5%, while the population of Italy, as a whole, grew by 6.0%. The reason for Palermo's decline is a population flight to the suburbs, and to Northern Italy. The current birth rate of Palermo is 10.2 births per 1,000 inhabitants compared to the Italian average of 9.3 births.", "targets": "Why has Palermo's population declined from 2001 to 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380aa725fc1141ffb0e9ff30c2152bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1987, as China began opening to Western capital investment, Spielberg shot the first American film in Shanghai since the 1930s, an adaptation of J. G. Ballard's autobiographical novel Empire of the Sun, starring John Malkovich and a young Christian Bale. The film garnered much praise from critics and was nominated for several Oscars, but did not yield substantial box office revenues. Reviewer Andrew Sarris called it the best film of the year and later included it among the best films of the decade. Spielberg was also a co-producer of the 1987 film *batteries not included.", "targets": "Until the 1980s, when had an American film last been shot in Shanghai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380aa725fc1141ffb0e9ff30c2152bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1987, as China began opening to Western capital investment, Spielberg shot the first American film in Shanghai since the 1930s, an adaptation of J. G. Ballard's autobiographical novel Empire of the Sun, starring John Malkovich and a young Christian Bale. The film garnered much praise from critics and was nominated for several Oscars, but did not yield substantial box office revenues. Reviewer Andrew Sarris called it the best film of the year and later included it among the best films of the decade. Spielberg was also a co-producer of the 1987 film *batteries not included.", "targets": "Who wrote 'Empire of the Sun'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380aa725fc1141ffb0e9ff30c2152bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1987, as China began opening to Western capital investment, Spielberg shot the first American film in Shanghai since the 1930s, an adaptation of J. G. Ballard's autobiographical novel Empire of the Sun, starring John Malkovich and a young Christian Bale. The film garnered much praise from critics and was nominated for several Oscars, but did not yield substantial box office revenues. Reviewer Andrew Sarris called it the best film of the year and later included it among the best films of the decade. Spielberg was also a co-producer of the 1987 film *batteries not included.", "targets": "Who starred in 'Empire of the Sun'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380aa725fc1141ffb0e9ff30c2152bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1987, as China began opening to Western capital investment, Spielberg shot the first American film in Shanghai since the 1930s, an adaptation of J. G. Ballard's autobiographical novel Empire of the Sun, starring John Malkovich and a young Christian Bale. The film garnered much praise from critics and was nominated for several Oscars, but did not yield substantial box office revenues. Reviewer Andrew Sarris called it the best film of the year and later included it among the best films of the decade. Spielberg was also a co-producer of the 1987 film *batteries not included.", "targets": "Who thought 'Empire of the Sun' was the best film of the year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380aa725fc1141ffb0e9ff30c2152bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1987, as China began opening to Western capital investment, Spielberg shot the first American film in Shanghai since the 1930s, an adaptation of J. G. Ballard's autobiographical novel Empire of the Sun, starring John Malkovich and a young Christian Bale. The film garnered much praise from critics and was nominated for several Oscars, but did not yield substantial box office revenues. Reviewer Andrew Sarris called it the best film of the year and later included it among the best films of the decade. Spielberg was also a co-producer of the 1987 film *batteries not included.", "targets": "What was Spielberg's role on 'Batteries Not Included'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3665867f3013465bbe0e750b88a67a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the \"footprint\" of the Astra 2D satellite was smaller than that of Astra 2A, from which it was previously broadcast encrypted, it meant that viewers with appropriate equipment were able to receive BBC channels \"free-to-air\" over much of Western Europe. Consequently, some rights concerns have needed to be resolved with programme providers such as Hollywood studios and sporting organisations, which have expressed concern about the unencrypted signal leaking out. This led to some broadcasts being made unavailable on the Sky Digital platform, such as Scottish Premier League and Scottish Cup football, while on other platforms such broadcasts were not disrupted. Later, when rights contracts were renewed, this problem was resolved.", "targets": "With the right tools, what area could get free BBC broadcasts from Astra 2D?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3665867f3013465bbe0e750b88a67a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the \"footprint\" of the Astra 2D satellite was smaller than that of Astra 2A, from which it was previously broadcast encrypted, it meant that viewers with appropriate equipment were able to receive BBC channels \"free-to-air\" over much of Western Europe. Consequently, some rights concerns have needed to be resolved with programme providers such as Hollywood studios and sporting organisations, which have expressed concern about the unencrypted signal leaking out. This led to some broadcasts being made unavailable on the Sky Digital platform, such as Scottish Premier League and Scottish Cup football, while on other platforms such broadcasts were not disrupted. Later, when rights contracts were renewed, this problem was resolved.", "targets": "What are some entities that have taken issue with the possibility that BBC programming was being viewed for free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3665867f3013465bbe0e750b88a67a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the \"footprint\" of the Astra 2D satellite was smaller than that of Astra 2A, from which it was previously broadcast encrypted, it meant that viewers with appropriate equipment were able to receive BBC channels \"free-to-air\" over much of Western Europe. Consequently, some rights concerns have needed to be resolved with programme providers such as Hollywood studios and sporting organisations, which have expressed concern about the unencrypted signal leaking out. This led to some broadcasts being made unavailable on the Sky Digital platform, such as Scottish Premier League and Scottish Cup football, while on other platforms such broadcasts were not disrupted. Later, when rights contracts were renewed, this problem was resolved.", "targets": "On what service were some shows removed as a result of issues over rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3665867f3013465bbe0e750b88a67a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the \"footprint\" of the Astra 2D satellite was smaller than that of Astra 2A, from which it was previously broadcast encrypted, it meant that viewers with appropriate equipment were able to receive BBC channels \"free-to-air\" over much of Western Europe. Consequently, some rights concerns have needed to be resolved with programme providers such as Hollywood studios and sporting organisations, which have expressed concern about the unencrypted signal leaking out. This led to some broadcasts being made unavailable on the Sky Digital platform, such as Scottish Premier League and Scottish Cup football, while on other platforms such broadcasts were not disrupted. Later, when rights contracts were renewed, this problem was resolved.", "targets": "What are two specific broadcasts suspended on Sky Digital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d50692369db4ccc92500437a1ac8f6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This branch of Protestantism is distinguished by belief in the baptism with the Holy Spirit as an experience separate from conversion that enables a Christian to live a Holy Spirit\u2013filled and empowered life. This empowerment includes the use of spiritual gifts such as speaking in tongues and divine healing\u2014two other defining characteristics of Pentecostalism. Because of their commitment to biblical authority, spiritual gifts, and the miraculous, Pentecostals tend to see their movement as reflecting the same kind of spiritual power and teachings that were found in the Apostolic Age of the early church. For this reason, some Pentecostals also use the term Apostolic or Full Gospel to describe their movement.", "targets": "Give two examples of spiritual gifts."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d50692369db4ccc92500437a1ac8f6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This branch of Protestantism is distinguished by belief in the baptism with the Holy Spirit as an experience separate from conversion that enables a Christian to live a Holy Spirit\u2013filled and empowered life. This empowerment includes the use of spiritual gifts such as speaking in tongues and divine healing\u2014two other defining characteristics of Pentecostalism. Because of their commitment to biblical authority, spiritual gifts, and the miraculous, Pentecostals tend to see their movement as reflecting the same kind of spiritual power and teachings that were found in the Apostolic Age of the early church. For this reason, some Pentecostals also use the term Apostolic or Full Gospel to describe their movement.", "targets": "What are other terms used to describe Pentecostalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d50692369db4ccc92500437a1ac8f6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This branch of Protestantism is distinguished by belief in the baptism with the Holy Spirit as an experience separate from conversion that enables a Christian to live a Holy Spirit\u2013filled and empowered life. This empowerment includes the use of spiritual gifts such as speaking in tongues and divine healing\u2014two other defining characteristics of Pentecostalism. Because of their commitment to biblical authority, spiritual gifts, and the miraculous, Pentecostals tend to see their movement as reflecting the same kind of spiritual power and teachings that were found in the Apostolic Age of the early church. For this reason, some Pentecostals also use the term Apostolic or Full Gospel to describe their movement.", "targets": "Pentecostals liken their teachings to those of what age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d50692369db4ccc92500437a1ac8f6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This branch of Protestantism is distinguished by belief in the baptism with the Holy Spirit as an experience separate from conversion that enables a Christian to live a Holy Spirit\u2013filled and empowered life. This empowerment includes the use of spiritual gifts such as speaking in tongues and divine healing\u2014two other defining characteristics of Pentecostalism. Because of their commitment to biblical authority, spiritual gifts, and the miraculous, Pentecostals tend to see their movement as reflecting the same kind of spiritual power and teachings that were found in the Apostolic Age of the early church. For this reason, some Pentecostals also use the term Apostolic or Full Gospel to describe their movement.", "targets": "Pentecostals believe in baptism with what entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d50692369db4ccc92500437a1ac8f6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This branch of Protestantism is distinguished by belief in the baptism with the Holy Spirit as an experience separate from conversion that enables a Christian to live a Holy Spirit\u2013filled and empowered life. This empowerment includes the use of spiritual gifts such as speaking in tongues and divine healing\u2014two other defining characteristics of Pentecostalism. Because of their commitment to biblical authority, spiritual gifts, and the miraculous, Pentecostals tend to see their movement as reflecting the same kind of spiritual power and teachings that were found in the Apostolic Age of the early church. For this reason, some Pentecostals also use the term Apostolic or Full Gospel to describe their movement.", "targets": "What three things are Pentecostals committed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c44af45f519b4c40bcecc738524a8945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although testing can determine the correctness of software under the assumption of some specific hypotheses (see hierarchy of testing difficulty below), testing cannot identify all the defects within software. Instead, it furnishes a criticism or comparison that compares the state and behavior of the product against oracles\u2014principles or mechanisms by which someone might recognize a problem. These oracles may include (but are not limited to) specifications, contracts, comparable products, past versions of the same product, inferences about intended or expected purpose, user or customer expectations, relevant standards, applicable laws, or other criteria.", "targets": "What can testing not completely find?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c44af45f519b4c40bcecc738524a8945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although testing can determine the correctness of software under the assumption of some specific hypotheses (see hierarchy of testing difficulty below), testing cannot identify all the defects within software. Instead, it furnishes a criticism or comparison that compares the state and behavior of the product against oracles\u2014principles or mechanisms by which someone might recognize a problem. These oracles may include (but are not limited to) specifications, contracts, comparable products, past versions of the same product, inferences about intended or expected purpose, user or customer expectations, relevant standards, applicable laws, or other criteria.", "targets": "While looking for bugs, what else can testing do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c44af45f519b4c40bcecc738524a8945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although testing can determine the correctness of software under the assumption of some specific hypotheses (see hierarchy of testing difficulty below), testing cannot identify all the defects within software. Instead, it furnishes a criticism or comparison that compares the state and behavior of the product against oracles\u2014principles or mechanisms by which someone might recognize a problem. These oracles may include (but are not limited to) specifications, contracts, comparable products, past versions of the same product, inferences about intended or expected purpose, user or customer expectations, relevant standards, applicable laws, or other criteria.", "targets": "What does the software compare during testing against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c44af45f519b4c40bcecc738524a8945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although testing can determine the correctness of software under the assumption of some specific hypotheses (see hierarchy of testing difficulty below), testing cannot identify all the defects within software. Instead, it furnishes a criticism or comparison that compares the state and behavior of the product against oracles\u2014principles or mechanisms by which someone might recognize a problem. These oracles may include (but are not limited to) specifications, contracts, comparable products, past versions of the same product, inferences about intended or expected purpose, user or customer expectations, relevant standards, applicable laws, or other criteria.", "targets": "What make up the oracle during testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "What type of view do Christians take on God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "How much can belief in God vary in Hinduism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "Does hinduism only believe in a single god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "What view does the Jewish community take on God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "What kind of religion is Hinduism considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "What type of religion is Judaism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "What type of religion is Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feffb98bc97d4ecf91bf3cbcc5dd26d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no clear consensus on the nature or even the existence of God. The Abrahamic conceptions of God include the monotheistic definition of God in Judaism, the trinitarian view of Christians, and the Islamic concept of God. The dharmic religions differ in their view of the divine: views of God in Hinduism vary by region, sect, and caste, ranging from monotheistic to polytheistic to atheistic. Divinity was recognized by the historical Buddha, particularly \u015aakra and Brahma. However, other sentient beings, including gods, can at best only play a supportive role in one's personal path to salvation. Conceptions of God in the latter developments of the Mahayana tradition give a more prominent place to notions of the divine.[citation needed]", "targets": "How many gods do the Hindu's have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77069b7b5acf453998d4a45401f2e9b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of these external defeats, the Guangxu Emperor initiated the Hundred Days' Reform of 1898. Newer, more radical advisers such as Kang Youwei were given positions of influence. The emperor issued a series of edicts and plans were made to reorganize the bureaucracy, restructure the school system, and appoint new officials. Opposition from the bureaucracy was immediate and intense. Although she had been involved in the initial reforms, the empress dowager stepped in to call them off, arrested and executed several reformers, and took over day-to-day control of policy. Yet many of the plans stayed in place, and the goals of reform were implanted.", "targets": "What did the emperor do in response to so many defeats by the Europeans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77069b7b5acf453998d4a45401f2e9b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of these external defeats, the Guangxu Emperor initiated the Hundred Days' Reform of 1898. Newer, more radical advisers such as Kang Youwei were given positions of influence. The emperor issued a series of edicts and plans were made to reorganize the bureaucracy, restructure the school system, and appoint new officials. Opposition from the bureaucracy was immediate and intense. Although she had been involved in the initial reforms, the empress dowager stepped in to call them off, arrested and executed several reformers, and took over day-to-day control of policy. Yet many of the plans stayed in place, and the goals of reform were implanted.", "targets": "Name an advisor to Guangxu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77069b7b5acf453998d4a45401f2e9b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of these external defeats, the Guangxu Emperor initiated the Hundred Days' Reform of 1898. Newer, more radical advisers such as Kang Youwei were given positions of influence. The emperor issued a series of edicts and plans were made to reorganize the bureaucracy, restructure the school system, and appoint new officials. Opposition from the bureaucracy was immediate and intense. Although she had been involved in the initial reforms, the empress dowager stepped in to call them off, arrested and executed several reformers, and took over day-to-day control of policy. Yet many of the plans stayed in place, and the goals of reform were implanted.", "targets": "Who took over the policy of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed42efadb2049eb9ad9f6a4042fcfc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the official Twenty-Four Histories, the History of Ming compiled in 1739 by the subsequent Qing dynasty (1644\u20131912), the Ming dynasty established the \"\u00c9-L\u00ec-S\u012b Army-Civilian Marshal Office\" (Chinese: \u4fc4\u529b\u601d\u8ecd\u6c11\u5143\u5e25\u5e9c) in western Tibet and installed the \"\u00dc-Tsang Itinerant High Commandery\" and \"Amdo-Kham Itinerant High Commandery\" to administer Kham. The Mingshi states that administrative offices were set up under these high commanderies, including one Itinerant Commandery, three Pacification Commissioner's Offices, six Expedition Commissioner's Offices, four Wanhu offices (myriarchies, in command of 10,000 households each) and seventeen Qianhu offices (chiliarchies, each in command of 1,000 households).", "targets": "What years did the Qing dynasty rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed42efadb2049eb9ad9f6a4042fcfc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the official Twenty-Four Histories, the History of Ming compiled in 1739 by the subsequent Qing dynasty (1644\u20131912), the Ming dynasty established the \"\u00c9-L\u00ec-S\u012b Army-Civilian Marshal Office\" (Chinese: \u4fc4\u529b\u601d\u8ecd\u6c11\u5143\u5e25\u5e9c) in western Tibet and installed the \"\u00dc-Tsang Itinerant High Commandery\" and \"Amdo-Kham Itinerant High Commandery\" to administer Kham. The Mingshi states that administrative offices were set up under these high commanderies, including one Itinerant Commandery, three Pacification Commissioner's Offices, six Expedition Commissioner's Offices, four Wanhu offices (myriarchies, in command of 10,000 households each) and seventeen Qianhu offices (chiliarchies, each in command of 1,000 households).", "targets": "what year was the history of Ming produced? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed42efadb2049eb9ad9f6a4042fcfc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the official Twenty-Four Histories, the History of Ming compiled in 1739 by the subsequent Qing dynasty (1644\u20131912), the Ming dynasty established the \"\u00c9-L\u00ec-S\u012b Army-Civilian Marshal Office\" (Chinese: \u4fc4\u529b\u601d\u8ecd\u6c11\u5143\u5e25\u5e9c) in western Tibet and installed the \"\u00dc-Tsang Itinerant High Commandery\" and \"Amdo-Kham Itinerant High Commandery\" to administer Kham. The Mingshi states that administrative offices were set up under these high commanderies, including one Itinerant Commandery, three Pacification Commissioner's Offices, six Expedition Commissioner's Offices, four Wanhu offices (myriarchies, in command of 10,000 households each) and seventeen Qianhu offices (chiliarchies, each in command of 1,000 households).", "targets": "What did the Ming dynasty create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed42efadb2049eb9ad9f6a4042fcfc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the official Twenty-Four Histories, the History of Ming compiled in 1739 by the subsequent Qing dynasty (1644\u20131912), the Ming dynasty established the \"\u00c9-L\u00ec-S\u012b Army-Civilian Marshal Office\" (Chinese: \u4fc4\u529b\u601d\u8ecd\u6c11\u5143\u5e25\u5e9c) in western Tibet and installed the \"\u00dc-Tsang Itinerant High Commandery\" and \"Amdo-Kham Itinerant High Commandery\" to administer Kham. The Mingshi states that administrative offices were set up under these high commanderies, including one Itinerant Commandery, three Pacification Commissioner's Offices, six Expedition Commissioner's Offices, four Wanhu offices (myriarchies, in command of 10,000 households each) and seventeen Qianhu offices (chiliarchies, each in command of 1,000 households).", "targets": "How many Qianhu offices were there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed42efadb2049eb9ad9f6a4042fcfc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the official Twenty-Four Histories, the History of Ming compiled in 1739 by the subsequent Qing dynasty (1644\u20131912), the Ming dynasty established the \"\u00c9-L\u00ec-S\u012b Army-Civilian Marshal Office\" (Chinese: \u4fc4\u529b\u601d\u8ecd\u6c11\u5143\u5e25\u5e9c) in western Tibet and installed the \"\u00dc-Tsang Itinerant High Commandery\" and \"Amdo-Kham Itinerant High Commandery\" to administer Kham. The Mingshi states that administrative offices were set up under these high commanderies, including one Itinerant Commandery, three Pacification Commissioner's Offices, six Expedition Commissioner's Offices, four Wanhu offices (myriarchies, in command of 10,000 households each) and seventeen Qianhu offices (chiliarchies, each in command of 1,000 households).", "targets": "where was the \u00c9-L\u00ec-S\u012b Army-Civilian Marshal Office established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95e2d51c54144d5c9fbe30cad35cf2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freedom of the press is ostensibly officially guaranteed by the government, but independent press outlets remain restricted, as does a substantial amount of web content. According to the Institute for War & Peace Reporting, access is blocked to local and foreign websites including avesta.tj, Tjknews.com, ferghana.ru, centrasia.ru and journalists are often obstructed from reporting on controversial events. In practice, no public criticism of the regime is tolerated and all direct protest is severely suppressed and does not receive coverage in the local media.", "targets": "Even though Tajikistan has freedom of the press, what is the problem with it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95e2d51c54144d5c9fbe30cad35cf2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freedom of the press is ostensibly officially guaranteed by the government, but independent press outlets remain restricted, as does a substantial amount of web content. According to the Institute for War & Peace Reporting, access is blocked to local and foreign websites including avesta.tj, Tjknews.com, ferghana.ru, centrasia.ru and journalists are often obstructed from reporting on controversial events. In practice, no public criticism of the regime is tolerated and all direct protest is severely suppressed and does not receive coverage in the local media.", "targets": "What is not tolerated by the government in respect to media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95e2d51c54144d5c9fbe30cad35cf2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freedom of the press is ostensibly officially guaranteed by the government, but independent press outlets remain restricted, as does a substantial amount of web content. According to the Institute for War & Peace Reporting, access is blocked to local and foreign websites including avesta.tj, Tjknews.com, ferghana.ru, centrasia.ru and journalists are often obstructed from reporting on controversial events. In practice, no public criticism of the regime is tolerated and all direct protest is severely suppressed and does not receive coverage in the local media.", "targets": "What is not covered by local media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95e2d51c54144d5c9fbe30cad35cf2d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freedom of the press is ostensibly officially guaranteed by the government, but independent press outlets remain restricted, as does a substantial amount of web content. According to the Institute for War & Peace Reporting, access is blocked to local and foreign websites including avesta.tj, Tjknews.com, ferghana.ru, centrasia.ru and journalists are often obstructed from reporting on controversial events. In practice, no public criticism of the regime is tolerated and all direct protest is severely suppressed and does not receive coverage in the local media.", "targets": "What access is blocked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f052dddb17b043aba013d633793eb304", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic history of indigenous peoples of the Americas primarily focus on Human Y-chromosome DNA haplogroups and Human mitochondrial DNA haplogroups. \"Y-DNA\" is passed solely along the patrilineal line, from father to son, while \"mtDNA\" is passed down the matrilineal line, from mother to offspring of both sexes. Neither recombines, and thus Y-DNA and mtDNA change only by chance mutation at each generation with no intermixture between parents' genetic material. Autosomal \"atDNA\" markers are also used, but differ from mtDNA or Y-DNA in that they overlap significantly. AtDNA is generally used to measure the average continent-of-ancestry genetic admixture in the entire human genome and related isolated populations.", "targets": "What does the genetic history of indigenous peoples of the Americas primarily focus on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f052dddb17b043aba013d633793eb304", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic history of indigenous peoples of the Americas primarily focus on Human Y-chromosome DNA haplogroups and Human mitochondrial DNA haplogroups. \"Y-DNA\" is passed solely along the patrilineal line, from father to son, while \"mtDNA\" is passed down the matrilineal line, from mother to offspring of both sexes. Neither recombines, and thus Y-DNA and mtDNA change only by chance mutation at each generation with no intermixture between parents' genetic material. Autosomal \"atDNA\" markers are also used, but differ from mtDNA or Y-DNA in that they overlap significantly. AtDNA is generally used to measure the average continent-of-ancestry genetic admixture in the entire human genome and related isolated populations.", "targets": "How is Y-DNA passed along?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f052dddb17b043aba013d633793eb304", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic history of indigenous peoples of the Americas primarily focus on Human Y-chromosome DNA haplogroups and Human mitochondrial DNA haplogroups. \"Y-DNA\" is passed solely along the patrilineal line, from father to son, while \"mtDNA\" is passed down the matrilineal line, from mother to offspring of both sexes. Neither recombines, and thus Y-DNA and mtDNA change only by chance mutation at each generation with no intermixture between parents' genetic material. Autosomal \"atDNA\" markers are also used, but differ from mtDNA or Y-DNA in that they overlap significantly. AtDNA is generally used to measure the average continent-of-ancestry genetic admixture in the entire human genome and related isolated populations.", "targets": "What is the only way that Y-DNA and mtDNA change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f052dddb17b043aba013d633793eb304", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic history of indigenous peoples of the Americas primarily focus on Human Y-chromosome DNA haplogroups and Human mitochondrial DNA haplogroups. \"Y-DNA\" is passed solely along the patrilineal line, from father to son, while \"mtDNA\" is passed down the matrilineal line, from mother to offspring of both sexes. Neither recombines, and thus Y-DNA and mtDNA change only by chance mutation at each generation with no intermixture between parents' genetic material. Autosomal \"atDNA\" markers are also used, but differ from mtDNA or Y-DNA in that they overlap significantly. AtDNA is generally used to measure the average continent-of-ancestry genetic admixture in the entire human genome and related isolated populations.", "targets": "Which type of DNA is passed from the mother to offspring of both genders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f052dddb17b043aba013d633793eb304", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic history of indigenous peoples of the Americas primarily focus on Human Y-chromosome DNA haplogroups and Human mitochondrial DNA haplogroups. \"Y-DNA\" is passed solely along the patrilineal line, from father to son, while \"mtDNA\" is passed down the matrilineal line, from mother to offspring of both sexes. Neither recombines, and thus Y-DNA and mtDNA change only by chance mutation at each generation with no intermixture between parents' genetic material. Autosomal \"atDNA\" markers are also used, but differ from mtDNA or Y-DNA in that they overlap significantly. AtDNA is generally used to measure the average continent-of-ancestry genetic admixture in the entire human genome and related isolated populations.", "targets": "What is AtDNA generally only used to measure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbded301695453599df037109aa8d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "48 of Switzerland's mountains are 4,000 metres (13,000 ft) above sea in altitude or higher. At 4,634 m (15,203 ft), Monte Rosa is the highest, although the Matterhorn (4,478 m or 14,692 ft) is often regarded as the most famous. Both are located within the Pennine Alps in the canton of Valais. The section of the Bernese Alps above the deep glacial Lauterbrunnen valley, containing 72 waterfalls, is well known for the Jungfrau (4,158 m or 13,642 ft) Eiger and M\u00f6nch, and the many picturesque valleys in the region. In the southeast the long Engadin Valley, encompassing the St. Moritz area in canton of Graub\u00fcnden, is also well known; the highest peak in the neighbouring Bernina Alps is Piz Bernina (4,049 m or 13,284 ft).", "targets": "What is the highest mountain in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbded301695453599df037109aa8d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "48 of Switzerland's mountains are 4,000 metres (13,000 ft) above sea in altitude or higher. At 4,634 m (15,203 ft), Monte Rosa is the highest, although the Matterhorn (4,478 m or 14,692 ft) is often regarded as the most famous. Both are located within the Pennine Alps in the canton of Valais. The section of the Bernese Alps above the deep glacial Lauterbrunnen valley, containing 72 waterfalls, is well known for the Jungfrau (4,158 m or 13,642 ft) Eiger and M\u00f6nch, and the many picturesque valleys in the region. In the southeast the long Engadin Valley, encompassing the St. Moritz area in canton of Graub\u00fcnden, is also well known; the highest peak in the neighbouring Bernina Alps is Piz Bernina (4,049 m or 13,284 ft).", "targets": "What is often regarded as the most famous mountain in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbded301695453599df037109aa8d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "48 of Switzerland's mountains are 4,000 metres (13,000 ft) above sea in altitude or higher. At 4,634 m (15,203 ft), Monte Rosa is the highest, although the Matterhorn (4,478 m or 14,692 ft) is often regarded as the most famous. Both are located within the Pennine Alps in the canton of Valais. The section of the Bernese Alps above the deep glacial Lauterbrunnen valley, containing 72 waterfalls, is well known for the Jungfrau (4,158 m or 13,642 ft) Eiger and M\u00f6nch, and the many picturesque valleys in the region. In the southeast the long Engadin Valley, encompassing the St. Moritz area in canton of Graub\u00fcnden, is also well known; the highest peak in the neighbouring Bernina Alps is Piz Bernina (4,049 m or 13,284 ft).", "targets": "How many of Switzerland's mountains are at least 4000 meters above sea level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dbded301695453599df037109aa8d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "48 of Switzerland's mountains are 4,000 metres (13,000 ft) above sea in altitude or higher. At 4,634 m (15,203 ft), Monte Rosa is the highest, although the Matterhorn (4,478 m or 14,692 ft) is often regarded as the most famous. Both are located within the Pennine Alps in the canton of Valais. The section of the Bernese Alps above the deep glacial Lauterbrunnen valley, containing 72 waterfalls, is well known for the Jungfrau (4,158 m or 13,642 ft) Eiger and M\u00f6nch, and the many picturesque valleys in the region. In the southeast the long Engadin Valley, encompassing the St. Moritz area in canton of Graub\u00fcnden, is also well known; the highest peak in the neighbouring Bernina Alps is Piz Bernina (4,049 m or 13,284 ft).", "targets": "Where are both Monte Rosa and Matterhorn located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6fe59cefd5409190ca5366720f5620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season was co-hosted by Ryan Seacrest and Brian Dunkleman. Dunkleman quit thereafter, making Seacrest the sole emcee of the show starting with season two.", "targets": "Who was the only host of American Idol after season one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6fe59cefd5409190ca5366720f5620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season was co-hosted by Ryan Seacrest and Brian Dunkleman. Dunkleman quit thereafter, making Seacrest the sole emcee of the show starting with season two.", "targets": "Which host quit after the first season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d33abea1c045a09f8d13fbb20db94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the period following World War I the Near East and the Middle East coexisted, but they were not always seen as distinct. Bertram Lenox Simpson, a colonial officer killed eventually in China, uses the terms together in his 1910 book, The Conflict of Color, as \"the Near and Middle East.\" The total super-region consisted of \"India, Afghanistan, Persia, Arabistan, Asia Minor, and last, but not least, Egypt.\" Simpson (under his pen-name, Weale) explains that this entire region \"is politically one region \u2013 in spite of the divisions into which it is academically divided.\" His own term revives \"the Nearer East\" as opposed to \"the Far East.\"", "targets": "The Near East and the Middle East coexisted until what period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d33abea1c045a09f8d13fbb20db94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the period following World War I the Near East and the Middle East coexisted, but they were not always seen as distinct. Bertram Lenox Simpson, a colonial officer killed eventually in China, uses the terms together in his 1910 book, The Conflict of Color, as \"the Near and Middle East.\" The total super-region consisted of \"India, Afghanistan, Persia, Arabistan, Asia Minor, and last, but not least, Egypt.\" Simpson (under his pen-name, Weale) explains that this entire region \"is politically one region \u2013 in spite of the divisions into which it is academically divided.\" His own term revives \"the Nearer East\" as opposed to \"the Far East.\"", "targets": "Who was the colonial officer killed in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d33abea1c045a09f8d13fbb20db94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the period following World War I the Near East and the Middle East coexisted, but they were not always seen as distinct. Bertram Lenox Simpson, a colonial officer killed eventually in China, uses the terms together in his 1910 book, The Conflict of Color, as \"the Near and Middle East.\" The total super-region consisted of \"India, Afghanistan, Persia, Arabistan, Asia Minor, and last, but not least, Egypt.\" Simpson (under his pen-name, Weale) explains that this entire region \"is politically one region \u2013 in spite of the divisions into which it is academically divided.\" His own term revives \"the Nearer East\" as opposed to \"the Far East.\"", "targets": "Who wrote the 1910 book 'The Conflict of Color'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d33abea1c045a09f8d13fbb20db94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the period following World War I the Near East and the Middle East coexisted, but they were not always seen as distinct. Bertram Lenox Simpson, a colonial officer killed eventually in China, uses the terms together in his 1910 book, The Conflict of Color, as \"the Near and Middle East.\" The total super-region consisted of \"India, Afghanistan, Persia, Arabistan, Asia Minor, and last, but not least, Egypt.\" Simpson (under his pen-name, Weale) explains that this entire region \"is politically one region \u2013 in spite of the divisions into which it is academically divided.\" His own term revives \"the Nearer East\" as opposed to \"the Far East.\"", "targets": "What was Simpson's pen-name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac653e6b5967487380374a1c752701ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A broad operational definition is sometimes used to encompass the complexity of these diverse phenomena, where a gene is defined as a union of genomic sequences encoding a coherent set of potentially overlapping functional products. This definition categorizes genes by their functional products (proteins or RNA) rather than their specific DNA loci, with regulatory elements classified as gene-associated regions.", "targets": "What sort of definition can be used to conveniently encompass the complexity of diverse phenomena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac653e6b5967487380374a1c752701ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A broad operational definition is sometimes used to encompass the complexity of these diverse phenomena, where a gene is defined as a union of genomic sequences encoding a coherent set of potentially overlapping functional products. This definition categorizes genes by their functional products (proteins or RNA) rather than their specific DNA loci, with regulatory elements classified as gene-associated regions.", "targets": "What is the broad operational definition of a gene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac653e6b5967487380374a1c752701ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A broad operational definition is sometimes used to encompass the complexity of these diverse phenomena, where a gene is defined as a union of genomic sequences encoding a coherent set of potentially overlapping functional products. This definition categorizes genes by their functional products (proteins or RNA) rather than their specific DNA loci, with regulatory elements classified as gene-associated regions.", "targets": "What does the typical definition of a gene categorize genes by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac653e6b5967487380374a1c752701ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A broad operational definition is sometimes used to encompass the complexity of these diverse phenomena, where a gene is defined as a union of genomic sequences encoding a coherent set of potentially overlapping functional products. This definition categorizes genes by their functional products (proteins or RNA) rather than their specific DNA loci, with regulatory elements classified as gene-associated regions.", "targets": "What does the broad operational definition of gene categorize genes by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac653e6b5967487380374a1c752701ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A broad operational definition is sometimes used to encompass the complexity of these diverse phenomena, where a gene is defined as a union of genomic sequences encoding a coherent set of potentially overlapping functional products. This definition categorizes genes by their functional products (proteins or RNA) rather than their specific DNA loci, with regulatory elements classified as gene-associated regions.", "targets": "What does the broad operational definition of a gene classify as gene-associated regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8772c26d169e44f5ad7412679510a530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most modern air defence systems are fairly mobile. Even the larger systems tend to be mounted on trailers and are designed to be fairly quickly broken down or set up. In the past, this was not always the case. Early missile systems were cumbersome and required much infrastructure; many could not be moved at all. With the diversification of air defence there has been much more emphasis on mobility. Most modern systems are usually either self-propelled (i.e. guns or missiles are mounted on a truck or tracked chassis) or easily towed. Even systems that consist of many components (transporter/erector/launchers, radars, command posts etc.) benefit from being mounted on a fleet of vehicles. In general, a fixed system can be identified, attacked and destroyed whereas a mobile system can show up in places where it is not expected. Soviet systems especially concentrate on mobility, after the lessons learnt in the Vietnam war between the USA and Vietnam. For more information on this part of the conflict, see SA-2 Guideline.", "targets": "Contemporary air defence systems are usually what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8772c26d169e44f5ad7412679510a530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most modern air defence systems are fairly mobile. Even the larger systems tend to be mounted on trailers and are designed to be fairly quickly broken down or set up. In the past, this was not always the case. Early missile systems were cumbersome and required much infrastructure; many could not be moved at all. With the diversification of air defence there has been much more emphasis on mobility. Most modern systems are usually either self-propelled (i.e. guns or missiles are mounted on a truck or tracked chassis) or easily towed. Even systems that consist of many components (transporter/erector/launchers, radars, command posts etc.) benefit from being mounted on a fleet of vehicles. In general, a fixed system can be identified, attacked and destroyed whereas a mobile system can show up in places where it is not expected. Soviet systems especially concentrate on mobility, after the lessons learnt in the Vietnam war between the USA and Vietnam. For more information on this part of the conflict, see SA-2 Guideline.", "targets": "What are larger weapon systems usually mounted on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8772c26d169e44f5ad7412679510a530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most modern air defence systems are fairly mobile. Even the larger systems tend to be mounted on trailers and are designed to be fairly quickly broken down or set up. In the past, this was not always the case. Early missile systems were cumbersome and required much infrastructure; many could not be moved at all. With the diversification of air defence there has been much more emphasis on mobility. Most modern systems are usually either self-propelled (i.e. guns or missiles are mounted on a truck or tracked chassis) or easily towed. Even systems that consist of many components (transporter/erector/launchers, radars, command posts etc.) benefit from being mounted on a fleet of vehicles. In general, a fixed system can be identified, attacked and destroyed whereas a mobile system can show up in places where it is not expected. Soviet systems especially concentrate on mobility, after the lessons learnt in the Vietnam war between the USA and Vietnam. For more information on this part of the conflict, see SA-2 Guideline.", "targets": "Radars, command posts and other such things are usually mounted on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8772c26d169e44f5ad7412679510a530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most modern air defence systems are fairly mobile. Even the larger systems tend to be mounted on trailers and are designed to be fairly quickly broken down or set up. In the past, this was not always the case. Early missile systems were cumbersome and required much infrastructure; many could not be moved at all. With the diversification of air defence there has been much more emphasis on mobility. Most modern systems are usually either self-propelled (i.e. guns or missiles are mounted on a truck or tracked chassis) or easily towed. Even systems that consist of many components (transporter/erector/launchers, radars, command posts etc.) benefit from being mounted on a fleet of vehicles. In general, a fixed system can be identified, attacked and destroyed whereas a mobile system can show up in places where it is not expected. Soviet systems especially concentrate on mobility, after the lessons learnt in the Vietnam war between the USA and Vietnam. For more information on this part of the conflict, see SA-2 Guideline.", "targets": "A mobile weapons system is likely to pop up where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8772c26d169e44f5ad7412679510a530", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most modern air defence systems are fairly mobile. Even the larger systems tend to be mounted on trailers and are designed to be fairly quickly broken down or set up. In the past, this was not always the case. Early missile systems were cumbersome and required much infrastructure; many could not be moved at all. With the diversification of air defence there has been much more emphasis on mobility. Most modern systems are usually either self-propelled (i.e. guns or missiles are mounted on a truck or tracked chassis) or easily towed. Even systems that consist of many components (transporter/erector/launchers, radars, command posts etc.) benefit from being mounted on a fleet of vehicles. In general, a fixed system can be identified, attacked and destroyed whereas a mobile system can show up in places where it is not expected. Soviet systems especially concentrate on mobility, after the lessons learnt in the Vietnam war between the USA and Vietnam. For more information on this part of the conflict, see SA-2 Guideline.", "targets": "What systems are really geared toward mobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6901c99e80fd408fb11c0b96754f9ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Referred to as \"Hyderabadi\", the residents of Hyderabad are predominantly Telugu and Urdu speaking people, with minority Bengali, Gujarati (including Memon), Kannada (including Nawayathi), Malayalam, Marathi, Marwari, Odia, Punjabi, Tamil and Uttar Pradeshi communities. Hyderabad is home to a unique dialect of Urdu called Hyderabadi Urdu, which is a type of Dakhini, and is the mother tongue of most Hyderabadi Muslims, a unique community who owe much of their history, language, cuisine, and culture to Hyderabad, and the various dynasties who previously ruled. Hadhrami Arabs, African Arabs, Armenians, Abyssinians, Iranians, Pathans and Turkish people are also present; these communities, of which the Hadhrami are the largest, declined after Hyderabad State became part of the Indian Union, as they lost the patronage of the Nizams.", "targets": "What are the people who live in Hyderabad called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6901c99e80fd408fb11c0b96754f9ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Referred to as \"Hyderabadi\", the residents of Hyderabad are predominantly Telugu and Urdu speaking people, with minority Bengali, Gujarati (including Memon), Kannada (including Nawayathi), Malayalam, Marathi, Marwari, Odia, Punjabi, Tamil and Uttar Pradeshi communities. Hyderabad is home to a unique dialect of Urdu called Hyderabadi Urdu, which is a type of Dakhini, and is the mother tongue of most Hyderabadi Muslims, a unique community who owe much of their history, language, cuisine, and culture to Hyderabad, and the various dynasties who previously ruled. Hadhrami Arabs, African Arabs, Armenians, Abyssinians, Iranians, Pathans and Turkish people are also present; these communities, of which the Hadhrami are the largest, declined after Hyderabad State became part of the Indian Union, as they lost the patronage of the Nizams.", "targets": "There are two main languages spoken by the people of Hyderabad, what are they?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6901c99e80fd408fb11c0b96754f9ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Referred to as \"Hyderabadi\", the residents of Hyderabad are predominantly Telugu and Urdu speaking people, with minority Bengali, Gujarati (including Memon), Kannada (including Nawayathi), Malayalam, Marathi, Marwari, Odia, Punjabi, Tamil and Uttar Pradeshi communities. Hyderabad is home to a unique dialect of Urdu called Hyderabadi Urdu, which is a type of Dakhini, and is the mother tongue of most Hyderabadi Muslims, a unique community who owe much of their history, language, cuisine, and culture to Hyderabad, and the various dynasties who previously ruled. Hadhrami Arabs, African Arabs, Armenians, Abyssinians, Iranians, Pathans and Turkish people are also present; these communities, of which the Hadhrami are the largest, declined after Hyderabad State became part of the Indian Union, as they lost the patronage of the Nizams.", "targets": "What is the main language of most Muslims from Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6901c99e80fd408fb11c0b96754f9ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Referred to as \"Hyderabadi\", the residents of Hyderabad are predominantly Telugu and Urdu speaking people, with minority Bengali, Gujarati (including Memon), Kannada (including Nawayathi), Malayalam, Marathi, Marwari, Odia, Punjabi, Tamil and Uttar Pradeshi communities. Hyderabad is home to a unique dialect of Urdu called Hyderabadi Urdu, which is a type of Dakhini, and is the mother tongue of most Hyderabadi Muslims, a unique community who owe much of their history, language, cuisine, and culture to Hyderabad, and the various dynasties who previously ruled. Hadhrami Arabs, African Arabs, Armenians, Abyssinians, Iranians, Pathans and Turkish people are also present; these communities, of which the Hadhrami are the largest, declined after Hyderabad State became part of the Indian Union, as they lost the patronage of the Nizams.", "targets": "Which is the largest ethnic community in Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6901c99e80fd408fb11c0b96754f9ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Referred to as \"Hyderabadi\", the residents of Hyderabad are predominantly Telugu and Urdu speaking people, with minority Bengali, Gujarati (including Memon), Kannada (including Nawayathi), Malayalam, Marathi, Marwari, Odia, Punjabi, Tamil and Uttar Pradeshi communities. Hyderabad is home to a unique dialect of Urdu called Hyderabadi Urdu, which is a type of Dakhini, and is the mother tongue of most Hyderabadi Muslims, a unique community who owe much of their history, language, cuisine, and culture to Hyderabad, and the various dynasties who previously ruled. Hadhrami Arabs, African Arabs, Armenians, Abyssinians, Iranians, Pathans and Turkish people are also present; these communities, of which the Hadhrami are the largest, declined after Hyderabad State became part of the Indian Union, as they lost the patronage of the Nizams.", "targets": "Hyderabadi is a type of what langauge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a2cfdb3faf4992aaff92e4449f1e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest producers of cotton, currently (2009), are China and India, with annual production of about 34 million bales and 33.4 million bales, respectively; most of this production is consumed by their respective textile industries. The largest exporters of raw cotton are the United States, with sales of $4.9 billion, and Africa, with sales of $2.1 billion. The total international trade is estimated to be $12 billion. Africa's share of the cotton trade has doubled since 1980. Neither area has a significant domestic textile industry, textile manufacturing having moved to developing nations in Eastern and South Asia such as India and China. In Africa, cotton is grown by numerous small holders. Dunavant Enterprises, based in Memphis, Tennessee, is the leading cotton broker in Africa, with hundreds of purchasing agents. It operates cotton gins in Uganda, Mozambique, and Zambia. In Zambia, it often offers loans for seed and expenses to the 180,000 small farmers who grow cotton for it, as well as advice on farming methods. Cargill also purchases cotton in Africa for export.", "targets": "In 2009 what were the largest producers of cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a2cfdb3faf4992aaff92e4449f1e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest producers of cotton, currently (2009), are China and India, with annual production of about 34 million bales and 33.4 million bales, respectively; most of this production is consumed by their respective textile industries. The largest exporters of raw cotton are the United States, with sales of $4.9 billion, and Africa, with sales of $2.1 billion. The total international trade is estimated to be $12 billion. Africa's share of the cotton trade has doubled since 1980. Neither area has a significant domestic textile industry, textile manufacturing having moved to developing nations in Eastern and South Asia such as India and China. In Africa, cotton is grown by numerous small holders. Dunavant Enterprises, based in Memphis, Tennessee, is the leading cotton broker in Africa, with hundreds of purchasing agents. It operates cotton gins in Uganda, Mozambique, and Zambia. In Zambia, it often offers loans for seed and expenses to the 180,000 small farmers who grow cotton for it, as well as advice on farming methods. Cargill also purchases cotton in Africa for export.", "targets": "How do the US and Africa rank as exporters of cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a2cfdb3faf4992aaff92e4449f1e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest producers of cotton, currently (2009), are China and India, with annual production of about 34 million bales and 33.4 million bales, respectively; most of this production is consumed by their respective textile industries. The largest exporters of raw cotton are the United States, with sales of $4.9 billion, and Africa, with sales of $2.1 billion. The total international trade is estimated to be $12 billion. Africa's share of the cotton trade has doubled since 1980. Neither area has a significant domestic textile industry, textile manufacturing having moved to developing nations in Eastern and South Asia such as India and China. In Africa, cotton is grown by numerous small holders. Dunavant Enterprises, based in Memphis, Tennessee, is the leading cotton broker in Africa, with hundreds of purchasing agents. It operates cotton gins in Uganda, Mozambique, and Zambia. In Zambia, it often offers loans for seed and expenses to the 180,000 small farmers who grow cotton for it, as well as advice on farming methods. Cargill also purchases cotton in Africa for export.", "targets": "What is the combined international trade in cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a2cfdb3faf4992aaff92e4449f1e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest producers of cotton, currently (2009), are China and India, with annual production of about 34 million bales and 33.4 million bales, respectively; most of this production is consumed by their respective textile industries. The largest exporters of raw cotton are the United States, with sales of $4.9 billion, and Africa, with sales of $2.1 billion. The total international trade is estimated to be $12 billion. Africa's share of the cotton trade has doubled since 1980. Neither area has a significant domestic textile industry, textile manufacturing having moved to developing nations in Eastern and South Asia such as India and China. In Africa, cotton is grown by numerous small holders. Dunavant Enterprises, based in Memphis, Tennessee, is the leading cotton broker in Africa, with hundreds of purchasing agents. It operates cotton gins in Uganda, Mozambique, and Zambia. In Zambia, it often offers loans for seed and expenses to the 180,000 small farmers who grow cotton for it, as well as advice on farming methods. Cargill also purchases cotton in Africa for export.", "targets": "What company is the top cotton broker in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a2cfdb3faf4992aaff92e4449f1e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest producers of cotton, currently (2009), are China and India, with annual production of about 34 million bales and 33.4 million bales, respectively; most of this production is consumed by their respective textile industries. The largest exporters of raw cotton are the United States, with sales of $4.9 billion, and Africa, with sales of $2.1 billion. The total international trade is estimated to be $12 billion. Africa's share of the cotton trade has doubled since 1980. Neither area has a significant domestic textile industry, textile manufacturing having moved to developing nations in Eastern and South Asia such as India and China. In Africa, cotton is grown by numerous small holders. Dunavant Enterprises, based in Memphis, Tennessee, is the leading cotton broker in Africa, with hundreds of purchasing agents. It operates cotton gins in Uganda, Mozambique, and Zambia. In Zambia, it often offers loans for seed and expenses to the 180,000 small farmers who grow cotton for it, as well as advice on farming methods. Cargill also purchases cotton in Africa for export.", "targets": "Where is Dunavant Enterprises based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b33a80e20044fabe85b47922c5da6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The radiation pattern of an antenna is a plot of the relative field strength of the radio waves emitted by the antenna at different angles. It is typically represented by a three-dimensional graph, or polar plots of the horizontal and vertical cross sections. The pattern of an ideal isotropic antenna, which radiates equally in all directions, would look like a sphere. Many nondirectional antennas, such as monopoles and dipoles, emit equal power in all horizontal directions, with the power dropping off at higher and lower angles; this is called an omnidirectional pattern and when plotted looks like a torus or donut.", "targets": "A plot of the radiation behaviors of an antenna would show what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b33a80e20044fabe85b47922c5da6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The radiation pattern of an antenna is a plot of the relative field strength of the radio waves emitted by the antenna at different angles. It is typically represented by a three-dimensional graph, or polar plots of the horizontal and vertical cross sections. The pattern of an ideal isotropic antenna, which radiates equally in all directions, would look like a sphere. Many nondirectional antennas, such as monopoles and dipoles, emit equal power in all horizontal directions, with the power dropping off at higher and lower angles; this is called an omnidirectional pattern and when plotted looks like a torus or donut.", "targets": "What type of pictoral aid is often used to show this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b33a80e20044fabe85b47922c5da6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The radiation pattern of an antenna is a plot of the relative field strength of the radio waves emitted by the antenna at different angles. It is typically represented by a three-dimensional graph, or polar plots of the horizontal and vertical cross sections. The pattern of an ideal isotropic antenna, which radiates equally in all directions, would look like a sphere. Many nondirectional antennas, such as monopoles and dipoles, emit equal power in all horizontal directions, with the power dropping off at higher and lower angles; this is called an omnidirectional pattern and when plotted looks like a torus or donut.", "targets": " A sphere shows what type of antennas radiation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b33a80e20044fabe85b47922c5da6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The radiation pattern of an antenna is a plot of the relative field strength of the radio waves emitted by the antenna at different angles. It is typically represented by a three-dimensional graph, or polar plots of the horizontal and vertical cross sections. The pattern of an ideal isotropic antenna, which radiates equally in all directions, would look like a sphere. Many nondirectional antennas, such as monopoles and dipoles, emit equal power in all horizontal directions, with the power dropping off at higher and lower angles; this is called an omnidirectional pattern and when plotted looks like a torus or donut.", "targets": "Dipoles are considered to be what antenna type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b33a80e20044fabe85b47922c5da6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The radiation pattern of an antenna is a plot of the relative field strength of the radio waves emitted by the antenna at different angles. It is typically represented by a three-dimensional graph, or polar plots of the horizontal and vertical cross sections. The pattern of an ideal isotropic antenna, which radiates equally in all directions, would look like a sphere. Many nondirectional antennas, such as monopoles and dipoles, emit equal power in all horizontal directions, with the power dropping off at higher and lower angles; this is called an omnidirectional pattern and when plotted looks like a torus or donut.", "targets": "What would an omnidirectional antenna look like if plotted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "Where is the Longmenshan Fault located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "What is the average slip in the Beichuan Fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "How large was the slip 30 km northeast of the fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "What was the vertical average slip on the Guanxian-Anxian fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "What was the horizontal average slip on the Guanxian-Anxian fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "Where is the Longmen shan fault located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "Where are the Beichuan and Guanxian-Anxian Faults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "What was the average vertical slip in the Beichaun Fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "What was the horizontal slippage in the Beichuan Fault at the epicenter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb4ccf26d3340d28af40534a0c862c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Longmen Shan Fault System is situated in the eastern border of the Tibetan Plateau and contains several faults. This earthquake ruptured at least two imbricate structures in Longmen Shan Fault System, i.e. the Beichuan Fault and the Guanxian\u2013Anxian Fault. In the epicentral area, the average slip in Beichuan Fault was about 3.5 metres (11 ft) vertical, 3.5 metres (11 ft) horizontal-parallel to the fault, and 4.8 metres (16 ft) horizontal-perpendicular to the fault. In the area about 30 kilometres (19 mi) northeast of the epicenter, the surface slip on Beichuan Fault was almost purely dextral strike-slip up to about 3 metres (9.8 ft), while the average slip in Guanxian\u2013Anxian Fault was about 2 metres (6 ft 7 in) vertical and 2.3 metres (7 ft 7 in) horizontal.", "targets": "What was the horizontal slippage perpendicular to the fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a421f21b8e4c92aa3bacdae2a1b9c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2008 Microsoft announced that 10 million Xbox 360s had been sold and that it was the \"first current generation gaming console\" to surpass the 10 million figure in the US. In the US, the Xbox 360 was the leader in current-generation home console sales until June 2008, when it was surpassed by the Wii. The Xbox 360 has sold a total of 870,000 units in Canada as of August 1, 2008. Between January 2011 and October 2013, the Xbox 360 was the best-selling console in the United States for these 32 consecutive months.", "targets": "What sales figure was the 360 the first console of its generation to surpass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a421f21b8e4c92aa3bacdae2a1b9c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2008 Microsoft announced that 10 million Xbox 360s had been sold and that it was the \"first current generation gaming console\" to surpass the 10 million figure in the US. In the US, the Xbox 360 was the leader in current-generation home console sales until June 2008, when it was surpassed by the Wii. The Xbox 360 has sold a total of 870,000 units in Canada as of August 1, 2008. Between January 2011 and October 2013, the Xbox 360 was the best-selling console in the United States for these 32 consecutive months.", "targets": "When did the 360 surrender its lead in total sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a421f21b8e4c92aa3bacdae2a1b9c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2008 Microsoft announced that 10 million Xbox 360s had been sold and that it was the \"first current generation gaming console\" to surpass the 10 million figure in the US. In the US, the Xbox 360 was the leader in current-generation home console sales until June 2008, when it was surpassed by the Wii. The Xbox 360 has sold a total of 870,000 units in Canada as of August 1, 2008. Between January 2011 and October 2013, the Xbox 360 was the best-selling console in the United States for these 32 consecutive months.", "targets": "What console eventually passed the 360 in total sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a421f21b8e4c92aa3bacdae2a1b9c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2008 Microsoft announced that 10 million Xbox 360s had been sold and that it was the \"first current generation gaming console\" to surpass the 10 million figure in the US. In the US, the Xbox 360 was the leader in current-generation home console sales until June 2008, when it was surpassed by the Wii. The Xbox 360 has sold a total of 870,000 units in Canada as of August 1, 2008. Between January 2011 and October 2013, the Xbox 360 was the best-selling console in the United States for these 32 consecutive months.", "targets": "During what 32-month later period was the 360 the best selling console?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4a421f21b8e4c92aa3bacdae2a1b9c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2008 Microsoft announced that 10 million Xbox 360s had been sold and that it was the \"first current generation gaming console\" to surpass the 10 million figure in the US. In the US, the Xbox 360 was the leader in current-generation home console sales until June 2008, when it was surpassed by the Wii. The Xbox 360 has sold a total of 870,000 units in Canada as of August 1, 2008. Between January 2011 and October 2013, the Xbox 360 was the best-selling console in the United States for these 32 consecutive months.", "targets": "When did the Xbox achieve 10 million units sold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35d0490b91f3490d86bf8adab1bca76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Catalan, unstressed vowels reduce to five: /e \u025b/ > [e]; /o \u0254/ > [o]; /a u i/ remain distinct. This reduction pattern, inherited from Proto-Romance, is also found in Italian and Portuguese. Some Western dialects present further reduction or vowel harmony in some cases.", "targets": "What do unstressed vowels reduce to in Western Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35d0490b91f3490d86bf8adab1bca76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Catalan, unstressed vowels reduce to five: /e \u025b/ > [e]; /o \u0254/ > [o]; /a u i/ remain distinct. This reduction pattern, inherited from Proto-Romance, is also found in Italian and Portuguese. Some Western dialects present further reduction or vowel harmony in some cases.", "targets": "Which letters remain distinct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35d0490b91f3490d86bf8adab1bca76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Catalan, unstressed vowels reduce to five: /e \u025b/ > [e]; /o \u0254/ > [o]; /a u i/ remain distinct. This reduction pattern, inherited from Proto-Romance, is also found in Italian and Portuguese. Some Western dialects present further reduction or vowel harmony in some cases.", "targets": "Where did this pattern come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35d0490b91f3490d86bf8adab1bca76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Catalan, unstressed vowels reduce to five: /e \u025b/ > [e]; /o \u0254/ > [o]; /a u i/ remain distinct. This reduction pattern, inherited from Proto-Romance, is also found in Italian and Portuguese. Some Western dialects present further reduction or vowel harmony in some cases.", "targets": "In what other languages is this pattern found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35d0490b91f3490d86bf8adab1bca76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western Catalan, unstressed vowels reduce to five: /e \u025b/ > [e]; /o \u0254/ > [o]; /a u i/ remain distinct. This reduction pattern, inherited from Proto-Romance, is also found in Italian and Portuguese. Some Western dialects present further reduction or vowel harmony in some cases.", "targets": "What do other Western dialects sometimes  offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-256ff7241fb74df9a19c8cc256fa4ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's culture is a mixture of the various sources of its population: Native American, Spanish-Caribbean, English, Irish, and Scots cultures were evident in the 17th century, and became part of the dominant British culture. English is the primary and official language. Due to 160 years of immigration from Portuguese Atlantic islands (primarily the Azores, though also from Madeira and the Cape Verde Islands), a portion of the population also speaks Portuguese. There are strong British influences, together with Afro-Caribbean ones.", "targets": "What is considered the primary language of Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-256ff7241fb74df9a19c8cc256fa4ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's culture is a mixture of the various sources of its population: Native American, Spanish-Caribbean, English, Irish, and Scots cultures were evident in the 17th century, and became part of the dominant British culture. English is the primary and official language. Due to 160 years of immigration from Portuguese Atlantic islands (primarily the Azores, though also from Madeira and the Cape Verde Islands), a portion of the population also speaks Portuguese. There are strong British influences, together with Afro-Caribbean ones.", "targets": "What is a lesser spoken, secondary language in Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-256ff7241fb74df9a19c8cc256fa4ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's culture is a mixture of the various sources of its population: Native American, Spanish-Caribbean, English, Irish, and Scots cultures were evident in the 17th century, and became part of the dominant British culture. English is the primary and official language. Due to 160 years of immigration from Portuguese Atlantic islands (primarily the Azores, though also from Madeira and the Cape Verde Islands), a portion of the population also speaks Portuguese. There are strong British influences, together with Afro-Caribbean ones.", "targets": "What are the greatest influences to Bermudian culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-256ff7241fb74df9a19c8cc256fa4ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's culture is a mixture of the various sources of its population: Native American, Spanish-Caribbean, English, Irish, and Scots cultures were evident in the 17th century, and became part of the dominant British culture. English is the primary and official language. Due to 160 years of immigration from Portuguese Atlantic islands (primarily the Azores, though also from Madeira and the Cape Verde Islands), a portion of the population also speaks Portuguese. There are strong British influences, together with Afro-Caribbean ones.", "targets": "Which cultures claim to be a dominant source of Bermuda's cultural heritage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d9ac484dfb45e998e50345fc58d4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the Board of Rites and Lifan Yuan performed some duties of a foreign office, they fell short of developing into a professional foreign service. It was not until 1861 \u2014 a year after losing the Second Opium War to the Anglo-French coalition \u2014 that the Qing government bowed to foreign pressure and created a proper foreign affairs office known as the Zongli Yamen. The office was originally intended to be temporary and was staffed by officials seconded from the Grand Council. However, as dealings with foreigners became increasingly complicated and frequent, the office grew in size and importance, aided by revenue from customs duties which came under its direct jurisdiction.", "targets": "What was the foreign service called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d9ac484dfb45e998e50345fc58d4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the Board of Rites and Lifan Yuan performed some duties of a foreign office, they fell short of developing into a professional foreign service. It was not until 1861 \u2014 a year after losing the Second Opium War to the Anglo-French coalition \u2014 that the Qing government bowed to foreign pressure and created a proper foreign affairs office known as the Zongli Yamen. The office was originally intended to be temporary and was staffed by officials seconded from the Grand Council. However, as dealings with foreigners became increasingly complicated and frequent, the office grew in size and importance, aided by revenue from customs duties which came under its direct jurisdiction.", "targets": "Who performed the tasks of the Zongli Yamen before it was created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01d9ac484dfb45e998e50345fc58d4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the Board of Rites and Lifan Yuan performed some duties of a foreign office, they fell short of developing into a professional foreign service. It was not until 1861 \u2014 a year after losing the Second Opium War to the Anglo-French coalition \u2014 that the Qing government bowed to foreign pressure and created a proper foreign affairs office known as the Zongli Yamen. The office was originally intended to be temporary and was staffed by officials seconded from the Grand Council. However, as dealings with foreigners became increasingly complicated and frequent, the office grew in size and importance, aided by revenue from customs duties which came under its direct jurisdiction.", "targets": "What was the war called fought between the British and French against the Qing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27234f04f64c45808d1bc74f997e50b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Water, Sanitation and Hygiene (WSH) program of the Gates Foundation was launched in mid-2005 as a \"Learning Initiative,\" and became a full-fledged program under the Global Development Division in early 2010. The Foundation has since 2005 undertaken a wide range of efforts in the WASH sector involving research, experimentation, reflection, advocacy, and field implementation. In 2009, the Foundation decided to refocus its WASH effort mainly on sustainable sanitation services for the poor, using non-piped sanitation services (i.e. without the use of sewers), and less on water supply. This was because the sanitation sector was generally receiving less attention from other donors and from governments, and because the Foundation believed it had the potential to make a real difference through strategic investments.", "targets": "What was the WSH program launched in 2005"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27234f04f64c45808d1bc74f997e50b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Water, Sanitation and Hygiene (WSH) program of the Gates Foundation was launched in mid-2005 as a \"Learning Initiative,\" and became a full-fledged program under the Global Development Division in early 2010. The Foundation has since 2005 undertaken a wide range of efforts in the WASH sector involving research, experimentation, reflection, advocacy, and field implementation. In 2009, the Foundation decided to refocus its WASH effort mainly on sustainable sanitation services for the poor, using non-piped sanitation services (i.e. without the use of sewers), and less on water supply. This was because the sanitation sector was generally receiving less attention from other donors and from governments, and because the Foundation believed it had the potential to make a real difference through strategic investments.", "targets": "When did the WSH become a full fledeged program"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27234f04f64c45808d1bc74f997e50b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Water, Sanitation and Hygiene (WSH) program of the Gates Foundation was launched in mid-2005 as a \"Learning Initiative,\" and became a full-fledged program under the Global Development Division in early 2010. The Foundation has since 2005 undertaken a wide range of efforts in the WASH sector involving research, experimentation, reflection, advocacy, and field implementation. In 2009, the Foundation decided to refocus its WASH effort mainly on sustainable sanitation services for the poor, using non-piped sanitation services (i.e. without the use of sewers), and less on water supply. This was because the sanitation sector was generally receiving less attention from other donors and from governments, and because the Foundation believed it had the potential to make a real difference through strategic investments.", "targets": "What efforts have the WSH taken "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27234f04f64c45808d1bc74f997e50b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Water, Sanitation and Hygiene (WSH) program of the Gates Foundation was launched in mid-2005 as a \"Learning Initiative,\" and became a full-fledged program under the Global Development Division in early 2010. The Foundation has since 2005 undertaken a wide range of efforts in the WASH sector involving research, experimentation, reflection, advocacy, and field implementation. In 2009, the Foundation decided to refocus its WASH effort mainly on sustainable sanitation services for the poor, using non-piped sanitation services (i.e. without the use of sewers), and less on water supply. This was because the sanitation sector was generally receiving less attention from other donors and from governments, and because the Foundation believed it had the potential to make a real difference through strategic investments.", "targets": "What did the foundation decide in 2009 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27234f04f64c45808d1bc74f997e50b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Water, Sanitation and Hygiene (WSH) program of the Gates Foundation was launched in mid-2005 as a \"Learning Initiative,\" and became a full-fledged program under the Global Development Division in early 2010. The Foundation has since 2005 undertaken a wide range of efforts in the WASH sector involving research, experimentation, reflection, advocacy, and field implementation. In 2009, the Foundation decided to refocus its WASH effort mainly on sustainable sanitation services for the poor, using non-piped sanitation services (i.e. without the use of sewers), and less on water supply. This was because the sanitation sector was generally receiving less attention from other donors and from governments, and because the Foundation believed it had the potential to make a real difference through strategic investments.", "targets": "WHy did the foundation make the switch "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "With the help of his mom, what foundation did Kanye create early in his career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "What is the goal of the Kanye West Foundation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "What was founded by Kanye West and his mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "In What year did the Kanye West Foundation Partner with Strong American Schools? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "Where was the \"Kanye West Foundation\" founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "What other mission besides dropout and illiteracy rates did the Kanye West Foundation seek to improve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "What campaign did the Kanye West Foundation partner with in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3532cdea1d64981aeded2734ac20707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West, alongside his mother, founded the \"Kanye West Foundation\" in Chicago in 2003, tasked with a mission to battle dropout and illiteracy rates, while partnering with community organizations to provide underprivileged youth access to music education. In 2007, the West and the Foundation partnered with Strong American Schools as part of their \"Ed in '08\" campaign. As spokesman for the campaign, West appeared in a series of PSAs for the organization, and hosted an inaugural benefit concert in August of that year.", "targets": "In what month was the inaugural concert held for the \"Ed in '08\" campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "Paraffin wax is an example of what kind of storage media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "The first Glauber's salt heating system was first used where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "What are some examples of phase change materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "What are the approximate temperatures that can be delivered by phase change materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "What was the name of the heating system that first used Glauber's salt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "Why are salts good  for thermal storage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9f9be307cc84ea6b430104bb9d2b769", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phase change materials such as paraffin wax and Glauber's salt are another thermal storage media. These materials are inexpensive, readily available, and can deliver domestically useful temperatures (approximately 64 \u00b0C or 147 \u00b0F). The \"Dover House\" (in Dover, Massachusetts) was the first to use a Glauber's salt heating system, in 1948. Solar energy can also be stored at high temperatures using molten salts. Salts are an effective storage medium because they are low-cost, have a high specific heat capacity and can deliver heat at temperatures compatible with conventional power systems. The Solar Two used this method of energy storage, allowing it to store 1.44 terajoules (400,000 kWh) in its 68 cubic metres storage tank with an annual storage efficiency of about 99%.", "targets": "How much energy was the Solar Two able to store using salts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a2377e942f4755ba6e929f78ef1603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is considered the most advanced country in Southwest Asia and the Middle East in economic and industrial development. Israel's quality university education and the establishment of a highly motivated and educated populace is largely responsible for spurring the country's high technology boom and rapid economic development. In 2010, it joined the OECD. The country is ranked 3rd in the region and 38th worldwide on the World Bank's Ease of Doing Business Index as well as in the World Economic Forum's Global Competitiveness Report. It has the second-largest number of startup companies in the world (after the United States) and the largest number of NASDAQ-listed companies outside North America.", "targets": "Who is considered the most advanced country in Southwest Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a2377e942f4755ba6e929f78ef1603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is considered the most advanced country in Southwest Asia and the Middle East in economic and industrial development. Israel's quality university education and the establishment of a highly motivated and educated populace is largely responsible for spurring the country's high technology boom and rapid economic development. In 2010, it joined the OECD. The country is ranked 3rd in the region and 38th worldwide on the World Bank's Ease of Doing Business Index as well as in the World Economic Forum's Global Competitiveness Report. It has the second-largest number of startup companies in the world (after the United States) and the largest number of NASDAQ-listed companies outside North America.", "targets": "When did Israel join the OECD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24a2377e942f4755ba6e929f78ef1603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is considered the most advanced country in Southwest Asia and the Middle East in economic and industrial development. Israel's quality university education and the establishment of a highly motivated and educated populace is largely responsible for spurring the country's high technology boom and rapid economic development. In 2010, it joined the OECD. The country is ranked 3rd in the region and 38th worldwide on the World Bank's Ease of Doing Business Index as well as in the World Economic Forum's Global Competitiveness Report. It has the second-largest number of startup companies in the world (after the United States) and the largest number of NASDAQ-listed companies outside North America.", "targets": "Where does Israel rank in number of startup companies in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa457c425a7f4feca6e5158f65bf4986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is served by various private schools, as well as parochial Roman Catholic schools operated by the Archdiocese of Detroit. As of 2013[update] there are four Catholic grade schools and three Catholic high schools in the City of Detroit, with all of them in the city's west side. The Archdiocese of Detroit lists a number of primary and secondary schools in the metro area as Catholic education has emigrated to the suburbs. Of the three Catholic high schools in the city, two are operated by the Society of Jesus and the third is co-sponsored by the Sisters, Servants of the Immaculate Heart of Mary and the Congregation of St. Basil.", "targets": "How many Catholic high schools are in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa457c425a7f4feca6e5158f65bf4986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is served by various private schools, as well as parochial Roman Catholic schools operated by the Archdiocese of Detroit. As of 2013[update] there are four Catholic grade schools and three Catholic high schools in the City of Detroit, with all of them in the city's west side. The Archdiocese of Detroit lists a number of primary and secondary schools in the metro area as Catholic education has emigrated to the suburbs. Of the three Catholic high schools in the city, two are operated by the Society of Jesus and the third is co-sponsored by the Sisters, Servants of the Immaculate Heart of Mary and the Congregation of St. Basil.", "targets": "How many Catholic grade schools are in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa457c425a7f4feca6e5158f65bf4986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is served by various private schools, as well as parochial Roman Catholic schools operated by the Archdiocese of Detroit. As of 2013[update] there are four Catholic grade schools and three Catholic high schools in the City of Detroit, with all of them in the city's west side. The Archdiocese of Detroit lists a number of primary and secondary schools in the metro area as Catholic education has emigrated to the suburbs. Of the three Catholic high schools in the city, two are operated by the Society of Jesus and the third is co-sponsored by the Sisters, Servants of the Immaculate Heart of Mary and the Congregation of St. Basil.", "targets": "Two of the three Catholic high schools are operated by which religious group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa457c425a7f4feca6e5158f65bf4986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is served by various private schools, as well as parochial Roman Catholic schools operated by the Archdiocese of Detroit. As of 2013[update] there are four Catholic grade schools and three Catholic high schools in the City of Detroit, with all of them in the city's west side. The Archdiocese of Detroit lists a number of primary and secondary schools in the metro area as Catholic education has emigrated to the suburbs. Of the three Catholic high schools in the city, two are operated by the Society of Jesus and the third is co-sponsored by the Sisters, Servants of the Immaculate Heart of Mary and the Congregation of St. Basil.", "targets": "On which side of the city of the city are all of the Catholic schools located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf9747169b140a3abab9450109b6b50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Republic has also maintained its hold on power in Iran in spite of US economic sanctions, and has created or assisted like-minded Shia terrorist groups in Iraq, Egypt, Syria, Jordan (SCIRI) and Lebanon (Hezbollah) (two Muslim countries that also have large Shiite populations). During the 2006 Israel-Lebanon conflict, the Iranian government enjoyed something of a resurgence in popularity amongst the predominantly Sunni \"Arab street,\" due to its support for Hezbollah and to President Mahmoud Ahmadinejad's vehement opposition to the United States and his call that Israel shall vanish.", "targets": "What Republic has maintained its control of Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf9747169b140a3abab9450109b6b50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Republic has also maintained its hold on power in Iran in spite of US economic sanctions, and has created or assisted like-minded Shia terrorist groups in Iraq, Egypt, Syria, Jordan (SCIRI) and Lebanon (Hezbollah) (two Muslim countries that also have large Shiite populations). During the 2006 Israel-Lebanon conflict, the Iranian government enjoyed something of a resurgence in popularity amongst the predominantly Sunni \"Arab street,\" due to its support for Hezbollah and to President Mahmoud Ahmadinejad's vehement opposition to the United States and his call that Israel shall vanish.", "targets": "Iran has assisted what type of groups in Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf9747169b140a3abab9450109b6b50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Republic has also maintained its hold on power in Iran in spite of US economic sanctions, and has created or assisted like-minded Shia terrorist groups in Iraq, Egypt, Syria, Jordan (SCIRI) and Lebanon (Hezbollah) (two Muslim countries that also have large Shiite populations). During the 2006 Israel-Lebanon conflict, the Iranian government enjoyed something of a resurgence in popularity amongst the predominantly Sunni \"Arab street,\" due to its support for Hezbollah and to President Mahmoud Ahmadinejad's vehement opposition to the United States and his call that Israel shall vanish.", "targets": "What type of sanctions has the US directed at Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf9747169b140a3abab9450109b6b50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Republic has also maintained its hold on power in Iran in spite of US economic sanctions, and has created or assisted like-minded Shia terrorist groups in Iraq, Egypt, Syria, Jordan (SCIRI) and Lebanon (Hezbollah) (two Muslim countries that also have large Shiite populations). During the 2006 Israel-Lebanon conflict, the Iranian government enjoyed something of a resurgence in popularity amongst the predominantly Sunni \"Arab street,\" due to its support for Hezbollah and to President Mahmoud Ahmadinejad's vehement opposition to the United States and his call that Israel shall vanish.", "targets": "When did the Iranian government enjoy something of a resurgence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf9747169b140a3abab9450109b6b50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Republic has also maintained its hold on power in Iran in spite of US economic sanctions, and has created or assisted like-minded Shia terrorist groups in Iraq, Egypt, Syria, Jordan (SCIRI) and Lebanon (Hezbollah) (two Muslim countries that also have large Shiite populations). During the 2006 Israel-Lebanon conflict, the Iranian government enjoyed something of a resurgence in popularity amongst the predominantly Sunni \"Arab street,\" due to its support for Hezbollah and to President Mahmoud Ahmadinejad's vehement opposition to the United States and his call that Israel shall vanish.", "targets": "Who stated he wanted Israel to vanish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788ddd4da58543abbe0ed9a68e17eb5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computer science, built upon a foundation of theoretical linguistics, discrete mathematics, and electrical engineering, studies the nature and limits of computation. Subfields include computability, computational complexity, database design, computer networking, artificial intelligence, and the design of computer hardware. One area in which advances in computing have contributed to more general scientific development is by facilitating large-scale archiving of scientific data. Contemporary computer science typically distinguishes itself by emphasising mathematical 'theory' in contrast to the practical emphasis of software engineering.", "targets": "What science is based on linguistics, mathematics, and engineering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788ddd4da58543abbe0ed9a68e17eb5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computer science, built upon a foundation of theoretical linguistics, discrete mathematics, and electrical engineering, studies the nature and limits of computation. Subfields include computability, computational complexity, database design, computer networking, artificial intelligence, and the design of computer hardware. One area in which advances in computing have contributed to more general scientific development is by facilitating large-scale archiving of scientific data. Contemporary computer science typically distinguishes itself by emphasising mathematical 'theory' in contrast to the practical emphasis of software engineering.", "targets": "How has computer science helped science as a whole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788ddd4da58543abbe0ed9a68e17eb5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computer science, built upon a foundation of theoretical linguistics, discrete mathematics, and electrical engineering, studies the nature and limits of computation. Subfields include computability, computational complexity, database design, computer networking, artificial intelligence, and the design of computer hardware. One area in which advances in computing have contributed to more general scientific development is by facilitating large-scale archiving of scientific data. Contemporary computer science typically distinguishes itself by emphasising mathematical 'theory' in contrast to the practical emphasis of software engineering.", "targets": "What is the differing characteristic of contemporary computer science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e6ed110e69439a9997690d1d293ba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 19, 2006, ESPN announced the purchase of a minority stake in the AFL. This deal included television rights for the ESPN family of networks. ESPN would televise a minimum of 17 regular season games, most on Monday nights, and nine playoff games, including ArenaBowl XXI on ABC. The deal resulted in added exposure on ESPN's SportsCenter. However, after the original AFL filed for bankruptcy, this arrangement did not carry over to the new AFL, which is a separate legal entity.", "targets": "On what date did ESPN buy a minority share of the AFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e6ed110e69439a9997690d1d293ba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 19, 2006, ESPN announced the purchase of a minority stake in the AFL. This deal included television rights for the ESPN family of networks. ESPN would televise a minimum of 17 regular season games, most on Monday nights, and nine playoff games, including ArenaBowl XXI on ABC. The deal resulted in added exposure on ESPN's SportsCenter. However, after the original AFL filed for bankruptcy, this arrangement did not carry over to the new AFL, which is a separate legal entity.", "targets": "At minimum, how many regular season games did the AFL agree to broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e6ed110e69439a9997690d1d293ba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 19, 2006, ESPN announced the purchase of a minority stake in the AFL. This deal included television rights for the ESPN family of networks. ESPN would televise a minimum of 17 regular season games, most on Monday nights, and nine playoff games, including ArenaBowl XXI on ABC. The deal resulted in added exposure on ESPN's SportsCenter. However, after the original AFL filed for bankruptcy, this arrangement did not carry over to the new AFL, which is a separate legal entity.", "targets": "On what day would most of the games televised on the ESPN networks be played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e6ed110e69439a9997690d1d293ba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 19, 2006, ESPN announced the purchase of a minority stake in the AFL. This deal included television rights for the ESPN family of networks. ESPN would televise a minimum of 17 regular season games, most on Monday nights, and nine playoff games, including ArenaBowl XXI on ABC. The deal resulted in added exposure on ESPN's SportsCenter. However, after the original AFL filed for bankruptcy, this arrangement did not carry over to the new AFL, which is a separate legal entity.", "targets": "What network broadcast ArenaBowl XXI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e6ed110e69439a9997690d1d293ba0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 19, 2006, ESPN announced the purchase of a minority stake in the AFL. This deal included television rights for the ESPN family of networks. ESPN would televise a minimum of 17 regular season games, most on Monday nights, and nine playoff games, including ArenaBowl XXI on ABC. The deal resulted in added exposure on ESPN's SportsCenter. However, after the original AFL filed for bankruptcy, this arrangement did not carry over to the new AFL, which is a separate legal entity.", "targets": "Under the deal, how many AFL playoff games did ESPN broadcast each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9add2416eb8c4ddaa017d517999901a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, Judea became a frontier region between the Seleucid Empire and Ptolemaic Egypt and therefore was often the frontline of the Syrian wars, changing hands several times during these conflicts. Under the Hellenistic kingdoms, Judea was ruled by the hereditary office of the High Priest of Israel as a Hellenistic vassal. This period also saw the rise of a Hellenistic Judaism, which first developed in the Jewish diaspora of Alexandria and Antioch, and then spread to Judea. The major literary product of this cultural syncretism is the Septuagint translation of the Hebrew Bible from Biblical Hebrew and Biblical Aramaic to Koin\u00e9 Greek. The reason for the production of this translation seems to be that many of the Alexandrian Jews had lost the ability to speak Hebrew and Aramaic.", "targets": "What are was in between the Seleucid Empire and Ptolemaic Egypt during Hellenistic times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9add2416eb8c4ddaa017d517999901a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, Judea became a frontier region between the Seleucid Empire and Ptolemaic Egypt and therefore was often the frontline of the Syrian wars, changing hands several times during these conflicts. Under the Hellenistic kingdoms, Judea was ruled by the hereditary office of the High Priest of Israel as a Hellenistic vassal. This period also saw the rise of a Hellenistic Judaism, which first developed in the Jewish diaspora of Alexandria and Antioch, and then spread to Judea. The major literary product of this cultural syncretism is the Septuagint translation of the Hebrew Bible from Biblical Hebrew and Biblical Aramaic to Koin\u00e9 Greek. The reason for the production of this translation seems to be that many of the Alexandrian Jews had lost the ability to speak Hebrew and Aramaic.", "targets": "What religion rose in Judea durring the Hellenistic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9add2416eb8c4ddaa017d517999901a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, Judea became a frontier region between the Seleucid Empire and Ptolemaic Egypt and therefore was often the frontline of the Syrian wars, changing hands several times during these conflicts. Under the Hellenistic kingdoms, Judea was ruled by the hereditary office of the High Priest of Israel as a Hellenistic vassal. This period also saw the rise of a Hellenistic Judaism, which first developed in the Jewish diaspora of Alexandria and Antioch, and then spread to Judea. The major literary product of this cultural syncretism is the Septuagint translation of the Hebrew Bible from Biblical Hebrew and Biblical Aramaic to Koin\u00e9 Greek. The reason for the production of this translation seems to be that many of the Alexandrian Jews had lost the ability to speak Hebrew and Aramaic.", "targets": "Hellenistic Judaism was developed in Alexandria and what other region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9add2416eb8c4ddaa017d517999901a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, Judea became a frontier region between the Seleucid Empire and Ptolemaic Egypt and therefore was often the frontline of the Syrian wars, changing hands several times during these conflicts. Under the Hellenistic kingdoms, Judea was ruled by the hereditary office of the High Priest of Israel as a Hellenistic vassal. This period also saw the rise of a Hellenistic Judaism, which first developed in the Jewish diaspora of Alexandria and Antioch, and then spread to Judea. The major literary product of this cultural syncretism is the Septuagint translation of the Hebrew Bible from Biblical Hebrew and Biblical Aramaic to Koin\u00e9 Greek. The reason for the production of this translation seems to be that many of the Alexandrian Jews had lost the ability to speak Hebrew and Aramaic.", "targets": "Judea was ruled by whom during the Hellenistic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9add2416eb8c4ddaa017d517999901a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, Judea became a frontier region between the Seleucid Empire and Ptolemaic Egypt and therefore was often the frontline of the Syrian wars, changing hands several times during these conflicts. Under the Hellenistic kingdoms, Judea was ruled by the hereditary office of the High Priest of Israel as a Hellenistic vassal. This period also saw the rise of a Hellenistic Judaism, which first developed in the Jewish diaspora of Alexandria and Antioch, and then spread to Judea. The major literary product of this cultural syncretism is the Septuagint translation of the Hebrew Bible from Biblical Hebrew and Biblical Aramaic to Koin\u00e9 Greek. The reason for the production of this translation seems to be that many of the Alexandrian Jews had lost the ability to speak Hebrew and Aramaic.", "targets": "I couldn't could up with another question. But i need to fill this space because I can't submit the hit. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c47531e404946c4a95d9f28fc5973d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public Safety Canada\u2019s Canadian Cyber Incident Response Centre (CCIRC) is responsible for mitigating and responding to threats to Canada\u2019s critical infrastructure and cyber systems. The CCIRC provides support to mitigate cyber threats, technical support to respond and recover from targeted cyber attacks, and provides online tools for members of Canada\u2019s critical infrastructure sectors. The CCIRC posts regular cyber security bulletins on the Public Safety Canada website. The CCIRC also operates an online reporting tool where individuals and organizations can report a cyber incident. Canada's Cyber Security Strategy is part of a larger, integrated approach to critical infrastructure protection, and functions as a counterpart document to the National Strategy and Action Plan for Critical Infrastructure.", "targets": "What does CCIRC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c47531e404946c4a95d9f28fc5973d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public Safety Canada\u2019s Canadian Cyber Incident Response Centre (CCIRC) is responsible for mitigating and responding to threats to Canada\u2019s critical infrastructure and cyber systems. The CCIRC provides support to mitigate cyber threats, technical support to respond and recover from targeted cyber attacks, and provides online tools for members of Canada\u2019s critical infrastructure sectors. The CCIRC posts regular cyber security bulletins on the Public Safety Canada website. The CCIRC also operates an online reporting tool where individuals and organizations can report a cyber incident. Canada's Cyber Security Strategy is part of a larger, integrated approach to critical infrastructure protection, and functions as a counterpart document to the National Strategy and Action Plan for Critical Infrastructure.", "targets": "Who is resposible for mitigating and responding to threats to Canada's critical infrastructure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c47531e404946c4a95d9f28fc5973d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public Safety Canada\u2019s Canadian Cyber Incident Response Centre (CCIRC) is responsible for mitigating and responding to threats to Canada\u2019s critical infrastructure and cyber systems. The CCIRC provides support to mitigate cyber threats, technical support to respond and recover from targeted cyber attacks, and provides online tools for members of Canada\u2019s critical infrastructure sectors. The CCIRC posts regular cyber security bulletins on the Public Safety Canada website. The CCIRC also operates an online reporting tool where individuals and organizations can report a cyber incident. Canada's Cyber Security Strategy is part of a larger, integrated approach to critical infrastructure protection, and functions as a counterpart document to the National Strategy and Action Plan for Critical Infrastructure.", "targets": "Where does the CCIRC post regular cyber security bulletins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c47531e404946c4a95d9f28fc5973d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public Safety Canada\u2019s Canadian Cyber Incident Response Centre (CCIRC) is responsible for mitigating and responding to threats to Canada\u2019s critical infrastructure and cyber systems. The CCIRC provides support to mitigate cyber threats, technical support to respond and recover from targeted cyber attacks, and provides online tools for members of Canada\u2019s critical infrastructure sectors. The CCIRC posts regular cyber security bulletins on the Public Safety Canada website. The CCIRC also operates an online reporting tool where individuals and organizations can report a cyber incident. Canada's Cyber Security Strategy is part of a larger, integrated approach to critical infrastructure protection, and functions as a counterpart document to the National Strategy and Action Plan for Critical Infrastructure.", "targets": "What functions as a counterpart document to the National Strategy and Action Plan for Critical Infrastructure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f7e669d8fe40c5a4aba6d9ba651ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popular neighborhood known as the Tower District is centered around the historic Tower Theatre, which is included on the National List of Historic Places. The theater was built in 1939 and is at Olive and Wishon Avenues in the heart of the Tower District. (The name of the theater refers to a well-known landmark water tower, which is actually in another nearby area). The Tower District neighborhood is just north of downtown Fresno proper, and one-half mile south of Fresno City College. Although the neighborhood was known as a residential area prior, the early commercial establishments of the Tower District began with small shops and services that flocked to the area shortly after World War II. The character of small local businesses largely remains today. To some extent, the businesses of the Tower District were developed due to the proximity of the original Fresno Normal School, (later renamed California State University at Fresno). In 1916 the college moved to what is now the site of Fresno City College one-half mile north of the Tower District.", "targets": "The Tower District is centered around which historic theatre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f7e669d8fe40c5a4aba6d9ba651ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popular neighborhood known as the Tower District is centered around the historic Tower Theatre, which is included on the National List of Historic Places. The theater was built in 1939 and is at Olive and Wishon Avenues in the heart of the Tower District. (The name of the theater refers to a well-known landmark water tower, which is actually in another nearby area). The Tower District neighborhood is just north of downtown Fresno proper, and one-half mile south of Fresno City College. Although the neighborhood was known as a residential area prior, the early commercial establishments of the Tower District began with small shops and services that flocked to the area shortly after World War II. The character of small local businesses largely remains today. To some extent, the businesses of the Tower District were developed due to the proximity of the original Fresno Normal School, (later renamed California State University at Fresno). In 1916 the college moved to what is now the site of Fresno City College one-half mile north of the Tower District.", "targets": "When was the Tower Theatre built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f7e669d8fe40c5a4aba6d9ba651ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popular neighborhood known as the Tower District is centered around the historic Tower Theatre, which is included on the National List of Historic Places. The theater was built in 1939 and is at Olive and Wishon Avenues in the heart of the Tower District. (The name of the theater refers to a well-known landmark water tower, which is actually in another nearby area). The Tower District neighborhood is just north of downtown Fresno proper, and one-half mile south of Fresno City College. Although the neighborhood was known as a residential area prior, the early commercial establishments of the Tower District began with small shops and services that flocked to the area shortly after World War II. The character of small local businesses largely remains today. To some extent, the businesses of the Tower District were developed due to the proximity of the original Fresno Normal School, (later renamed California State University at Fresno). In 1916 the college moved to what is now the site of Fresno City College one-half mile north of the Tower District.", "targets": "From what landmark within Fresno does the Tower Theatre get its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f7e669d8fe40c5a4aba6d9ba651ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popular neighborhood known as the Tower District is centered around the historic Tower Theatre, which is included on the National List of Historic Places. The theater was built in 1939 and is at Olive and Wishon Avenues in the heart of the Tower District. (The name of the theater refers to a well-known landmark water tower, which is actually in another nearby area). The Tower District neighborhood is just north of downtown Fresno proper, and one-half mile south of Fresno City College. Although the neighborhood was known as a residential area prior, the early commercial establishments of the Tower District began with small shops and services that flocked to the area shortly after World War II. The character of small local businesses largely remains today. To some extent, the businesses of the Tower District were developed due to the proximity of the original Fresno Normal School, (later renamed California State University at Fresno). In 1916 the college moved to what is now the site of Fresno City College one-half mile north of the Tower District.", "targets": "What was the original name of California State University at Fresno?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f7e669d8fe40c5a4aba6d9ba651ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popular neighborhood known as the Tower District is centered around the historic Tower Theatre, which is included on the National List of Historic Places. The theater was built in 1939 and is at Olive and Wishon Avenues in the heart of the Tower District. (The name of the theater refers to a well-known landmark water tower, which is actually in another nearby area). The Tower District neighborhood is just north of downtown Fresno proper, and one-half mile south of Fresno City College. Although the neighborhood was known as a residential area prior, the early commercial establishments of the Tower District began with small shops and services that flocked to the area shortly after World War II. The character of small local businesses largely remains today. To some extent, the businesses of the Tower District were developed due to the proximity of the original Fresno Normal School, (later renamed California State University at Fresno). In 1916 the college moved to what is now the site of Fresno City College one-half mile north of the Tower District.", "targets": "How far is Fresno City College from the Tower District?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520881190d1c40baab70475218cbc285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Democratic voters dominated areas of the state with a high percentage of racial minorities and transplanted white liberals from the northeastern United States, known colloquially as \"snowbirds\". South Florida and the Miami metropolitan area are dominated by both racial minorities and white liberals. Because of this, the area has consistently voted as one of the most Democratic areas of the state. The Daytona Beach area is similar demographically and the city of Orlando has a large Hispanic population, which has often favored Democrats. Republicans, made up mostly of white conservatives, have dominated throughout much of the rest of Florida, particularly in the more rural and suburban areas. This is characteristic of its voter base throughout the Deep South.", "targets": "What did democrat voters do in 1998 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520881190d1c40baab70475218cbc285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Democratic voters dominated areas of the state with a high percentage of racial minorities and transplanted white liberals from the northeastern United States, known colloquially as \"snowbirds\". South Florida and the Miami metropolitan area are dominated by both racial minorities and white liberals. Because of this, the area has consistently voted as one of the most Democratic areas of the state. The Daytona Beach area is similar demographically and the city of Orlando has a large Hispanic population, which has often favored Democrats. Republicans, made up mostly of white conservatives, have dominated throughout much of the rest of Florida, particularly in the more rural and suburban areas. This is characteristic of its voter base throughout the Deep South.", "targets": "What are snowbirds "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520881190d1c40baab70475218cbc285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Democratic voters dominated areas of the state with a high percentage of racial minorities and transplanted white liberals from the northeastern United States, known colloquially as \"snowbirds\". South Florida and the Miami metropolitan area are dominated by both racial minorities and white liberals. Because of this, the area has consistently voted as one of the most Democratic areas of the state. The Daytona Beach area is similar demographically and the city of Orlando has a large Hispanic population, which has often favored Democrats. Republicans, made up mostly of white conservatives, have dominated throughout much of the rest of Florida, particularly in the more rural and suburban areas. This is characteristic of its voter base throughout the Deep South.", "targets": "What party dominates South Florida and Miami "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520881190d1c40baab70475218cbc285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Democratic voters dominated areas of the state with a high percentage of racial minorities and transplanted white liberals from the northeastern United States, known colloquially as \"snowbirds\". South Florida and the Miami metropolitan area are dominated by both racial minorities and white liberals. Because of this, the area has consistently voted as one of the most Democratic areas of the state. The Daytona Beach area is similar demographically and the city of Orlando has a large Hispanic population, which has often favored Democrats. Republicans, made up mostly of white conservatives, have dominated throughout much of the rest of Florida, particularly in the more rural and suburban areas. This is characteristic of its voter base throughout the Deep South.", "targets": "which party dominates most of the rest of florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe058a6e27e849339f4eee78ca6fcbcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once the meditator achieves a strong and powerful concentration (jh\u0101na, Sanskrit \u0927\u094d\u092f\u093e\u0928 dhy\u0101na), his mind is ready to penetrate and gain insight (vipassan\u0101) into the ultimate nature of reality, eventually obtaining release from all suffering. The cultivation of mindfulness is essential to mental concentration, which is needed to achieve insight.", "targets": "What is powerful concentration called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe058a6e27e849339f4eee78ca6fcbcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once the meditator achieves a strong and powerful concentration (jh\u0101na, Sanskrit \u0927\u094d\u092f\u093e\u0928 dhy\u0101na), his mind is ready to penetrate and gain insight (vipassan\u0101) into the ultimate nature of reality, eventually obtaining release from all suffering. The cultivation of mindfulness is essential to mental concentration, which is needed to achieve insight.", "targets": "What is the term when the mind is ready to penetrate and gain insight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe058a6e27e849339f4eee78ca6fcbcb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once the meditator achieves a strong and powerful concentration (jh\u0101na, Sanskrit \u0927\u094d\u092f\u093e\u0928 dhy\u0101na), his mind is ready to penetrate and gain insight (vipassan\u0101) into the ultimate nature of reality, eventually obtaining release from all suffering. The cultivation of mindfulness is essential to mental concentration, which is needed to achieve insight.", "targets": "Mindfulness is essential to concentration, which is neede to achieve what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07bb9dd70b554d27b41127c55ef082b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final two contestants were Lee DeWyze and Bowersox. DeWyze was declared the winner during the May 26 finale. No new song was used as coronation song this year; instead, the two finalists each released a cover song \u2013 DeWyze chose U2's \"Beautiful Day\", and Bowersox chose Patty Griffin's \"Up to the Mountain\". This is the first season where neither finalist achieved significant album sales.", "targets": "Who was the winner of American Idols ninth season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07bb9dd70b554d27b41127c55ef082b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final two contestants were Lee DeWyze and Bowersox. DeWyze was declared the winner during the May 26 finale. No new song was used as coronation song this year; instead, the two finalists each released a cover song \u2013 DeWyze chose U2's \"Beautiful Day\", and Bowersox chose Patty Griffin's \"Up to the Mountain\". This is the first season where neither finalist achieved significant album sales.", "targets": "What U2 song was released by Lee DeWyze after winning American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07bb9dd70b554d27b41127c55ef082b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final two contestants were Lee DeWyze and Bowersox. DeWyze was declared the winner during the May 26 finale. No new song was used as coronation song this year; instead, the two finalists each released a cover song \u2013 DeWyze chose U2's \"Beautiful Day\", and Bowersox chose Patty Griffin's \"Up to the Mountain\". This is the first season where neither finalist achieved significant album sales.", "targets": "When was the finale held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07bb9dd70b554d27b41127c55ef082b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final two contestants were Lee DeWyze and Bowersox. DeWyze was declared the winner during the May 26 finale. No new song was used as coronation song this year; instead, the two finalists each released a cover song \u2013 DeWyze chose U2's \"Beautiful Day\", and Bowersox chose Patty Griffin's \"Up to the Mountain\". This is the first season where neither finalist achieved significant album sales.", "targets": "Who won this season of Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07bb9dd70b554d27b41127c55ef082b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final two contestants were Lee DeWyze and Bowersox. DeWyze was declared the winner during the May 26 finale. No new song was used as coronation song this year; instead, the two finalists each released a cover song \u2013 DeWyze chose U2's \"Beautiful Day\", and Bowersox chose Patty Griffin's \"Up to the Mountain\". This is the first season where neither finalist achieved significant album sales.", "targets": "What song did DeWyze cover for his first release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07bb9dd70b554d27b41127c55ef082b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final two contestants were Lee DeWyze and Bowersox. DeWyze was declared the winner during the May 26 finale. No new song was used as coronation song this year; instead, the two finalists each released a cover song \u2013 DeWyze chose U2's \"Beautiful Day\", and Bowersox chose Patty Griffin's \"Up to the Mountain\". This is the first season where neither finalist achieved significant album sales.", "targets": "Which song did Bowersox cover for her first release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "What was the name of the fisherman in lore that saw a vision of Saint Peter near the Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "What type of fish did the Abbey receive from Thames fisherman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "What kind of monks lived at the Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "Who, till this day still gives the Abbey a fish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "Who along with the King Edgar established the monks at the Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "Who supposedly had a vison of Saint Peter on the River Thames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "Who first gifted salmon to the abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "Who still gives salmon to the abbey today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7e8e5754c8948f58f3213a77c99c144", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first reports of the abbey are based on a late tradition claiming that a young fisherman called Aldrich on the River Thames saw a vision of Saint Peter near the site. This seems to be quoted to justify the gifts of salmon from Thames fishermen that the abbey received in later years. In the present era, the Fishmonger's Company still gives a salmon every year. The proven origins are that in the 960s or early 970s, Saint Dunstan, assisted by King Edgar, installed a community of Benedictine monks here.", "targets": "When was the monk community installed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04b2080b7315407eaac22cd0405a206e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan shares many traits with its neighboring Romance languages. However, despite being mostly situated in the Iberian Peninsula, Catalan differs more from Iberian Romance (such as Spanish and Portuguese) in terms of vocabulary, pronunciation, and grammar than from Gallo-Romance (Occitan, French, Gallo-Italic languages, etc.). These similarities are most notable with Occitan.", "targets": "What does Catalan have in common with other Romance languages in the same area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04b2080b7315407eaac22cd0405a206e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan shares many traits with its neighboring Romance languages. However, despite being mostly situated in the Iberian Peninsula, Catalan differs more from Iberian Romance (such as Spanish and Portuguese) in terms of vocabulary, pronunciation, and grammar than from Gallo-Romance (Occitan, French, Gallo-Italic languages, etc.). These similarities are most notable with Occitan.", "targets": "Where is Catalonia located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04b2080b7315407eaac22cd0405a206e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan shares many traits with its neighboring Romance languages. However, despite being mostly situated in the Iberian Peninsula, Catalan differs more from Iberian Romance (such as Spanish and Portuguese) in terms of vocabulary, pronunciation, and grammar than from Gallo-Romance (Occitan, French, Gallo-Italic languages, etc.). These similarities are most notable with Occitan.", "targets": "What other Iberian Romance languages are found in this area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04b2080b7315407eaac22cd0405a206e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan shares many traits with its neighboring Romance languages. However, despite being mostly situated in the Iberian Peninsula, Catalan differs more from Iberian Romance (such as Spanish and Portuguese) in terms of vocabulary, pronunciation, and grammar than from Gallo-Romance (Occitan, French, Gallo-Italic languages, etc.). These similarities are most notable with Occitan.", "targets": "Besides vocabulary and grammar, what other diffinence is there from other similar area languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04b2080b7315407eaac22cd0405a206e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan shares many traits with its neighboring Romance languages. However, despite being mostly situated in the Iberian Peninsula, Catalan differs more from Iberian Romance (such as Spanish and Portuguese) in terms of vocabulary, pronunciation, and grammar than from Gallo-Romance (Occitan, French, Gallo-Italic languages, etc.). These similarities are most notable with Occitan.", "targets": "What are these similar Latin derived languages called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "Where is an inn typically located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "In addition to providing for the needs of travelers what was another typical use for an inn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "How old are some of the inns in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "Aside from lodging, what amenities are often offered at inns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "What road is an inn often located near?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "How many thousand years ago did the Romans build their road system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "About how old are the oldest inns in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab568f3f4464928a9b4580c2b7a670d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inns are buildings where travellers can seek lodging and, usually, food and drink. They are typically located in the country or along a highway. In Europe, they possibly first sprang up when the Romans built a system of roads two millennia ago.[citation needed] Some inns in Europe are several centuries old. In addition to providing for the needs of travellers, inns traditionally acted as community gathering places.", "targets": "What role did inns serve other than housing travelers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6083647ba1ea4082bb6e5da3d3f59dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several of the city's large general museums are located near the Boulevard. On Boulevard proper are the Virginia Historical Society and the Virginia Museum of Fine Arts, lending their name to what is sometimes called the Museum District. Nearby on Broad Street is the Science Museum of Virginia, housed in the neoclassical former 1919 Broad Street Union Station. Immediately adjacent is the Children's Museum of Richmond, and two blocks away, the Virginia Center for Architecture. Within the downtown are the Library of Virginia and the Valentine Richmond History Center. Elsewhere are the Virginia Holocaust Museum and the Old Dominion Railway Museum.", "targets": "What architectural style was the 1919 Broad Street Union Station constructed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6083647ba1ea4082bb6e5da3d3f59dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several of the city's large general museums are located near the Boulevard. On Boulevard proper are the Virginia Historical Society and the Virginia Museum of Fine Arts, lending their name to what is sometimes called the Museum District. Nearby on Broad Street is the Science Museum of Virginia, housed in the neoclassical former 1919 Broad Street Union Station. Immediately adjacent is the Children's Museum of Richmond, and two blocks away, the Virginia Center for Architecture. Within the downtown are the Library of Virginia and the Valentine Richmond History Center. Elsewhere are the Virginia Holocaust Museum and the Old Dominion Railway Museum.", "targets": "How far away from the Virginia Center for Architecture is the Children's Museum of Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6083647ba1ea4082bb6e5da3d3f59dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several of the city's large general museums are located near the Boulevard. On Boulevard proper are the Virginia Historical Society and the Virginia Museum of Fine Arts, lending their name to what is sometimes called the Museum District. Nearby on Broad Street is the Science Museum of Virginia, housed in the neoclassical former 1919 Broad Street Union Station. Immediately adjacent is the Children's Museum of Richmond, and two blocks away, the Virginia Center for Architecture. Within the downtown are the Library of Virginia and the Valentine Richmond History Center. Elsewhere are the Virginia Holocaust Museum and the Old Dominion Railway Museum.", "targets": "What district of Richmond is the Virginia Historical Society located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6083647ba1ea4082bb6e5da3d3f59dda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several of the city's large general museums are located near the Boulevard. On Boulevard proper are the Virginia Historical Society and the Virginia Museum of Fine Arts, lending their name to what is sometimes called the Museum District. Nearby on Broad Street is the Science Museum of Virginia, housed in the neoclassical former 1919 Broad Street Union Station. Immediately adjacent is the Children's Museum of Richmond, and two blocks away, the Virginia Center for Architecture. Within the downtown are the Library of Virginia and the Valentine Richmond History Center. Elsewhere are the Virginia Holocaust Museum and the Old Dominion Railway Museum.", "targets": "What museum is next to the Science Museum of Virginia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeac37b8f064427da755e17f910fab77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest type of MP3 file uses one bit rate for the entire file: this is known as Constant Bit Rate (CBR) encoding. Using a constant bit rate makes encoding simpler and faster. However, it is also possible to create files where the bit rate changes throughout the file. These are known as Variable Bit Rate (VBR) files. The idea behind this is that, in any piece of audio, some parts will be much easier to compress, such as silence or music containing only a few instruments, while others will be more difficult to compress. So, the overall quality of the file may be increased by using a lower bit rate for the less complex passages and a higher one for the more complex parts. With some encoders, it is possible to specify a given quality, and the encoder will vary the bit rate accordingly. Users who know a particular \"quality setting\" that is transparent to their ears can use this value when encoding all of their music, and generally speaking not need to worry about performing personal listening tests on each piece of music to determine the correct bit rate.", "targets": "How many bit rates does the simplest type of MP3 file use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeac37b8f064427da755e17f910fab77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest type of MP3 file uses one bit rate for the entire file: this is known as Constant Bit Rate (CBR) encoding. Using a constant bit rate makes encoding simpler and faster. However, it is also possible to create files where the bit rate changes throughout the file. These are known as Variable Bit Rate (VBR) files. The idea behind this is that, in any piece of audio, some parts will be much easier to compress, such as silence or music containing only a few instruments, while others will be more difficult to compress. So, the overall quality of the file may be increased by using a lower bit rate for the less complex passages and a higher one for the more complex parts. With some encoders, it is possible to specify a given quality, and the encoder will vary the bit rate accordingly. Users who know a particular \"quality setting\" that is transparent to their ears can use this value when encoding all of their music, and generally speaking not need to worry about performing personal listening tests on each piece of music to determine the correct bit rate.", "targets": "What does CBR stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeac37b8f064427da755e17f910fab77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest type of MP3 file uses one bit rate for the entire file: this is known as Constant Bit Rate (CBR) encoding. Using a constant bit rate makes encoding simpler and faster. However, it is also possible to create files where the bit rate changes throughout the file. These are known as Variable Bit Rate (VBR) files. The idea behind this is that, in any piece of audio, some parts will be much easier to compress, such as silence or music containing only a few instruments, while others will be more difficult to compress. So, the overall quality of the file may be increased by using a lower bit rate for the less complex passages and a higher one for the more complex parts. With some encoders, it is possible to specify a given quality, and the encoder will vary the bit rate accordingly. Users who know a particular \"quality setting\" that is transparent to their ears can use this value when encoding all of their music, and generally speaking not need to worry about performing personal listening tests on each piece of music to determine the correct bit rate.", "targets": "What does VBR stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeac37b8f064427da755e17f910fab77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest type of MP3 file uses one bit rate for the entire file: this is known as Constant Bit Rate (CBR) encoding. Using a constant bit rate makes encoding simpler and faster. However, it is also possible to create files where the bit rate changes throughout the file. These are known as Variable Bit Rate (VBR) files. The idea behind this is that, in any piece of audio, some parts will be much easier to compress, such as silence or music containing only a few instruments, while others will be more difficult to compress. So, the overall quality of the file may be increased by using a lower bit rate for the less complex passages and a higher one for the more complex parts. With some encoders, it is possible to specify a given quality, and the encoder will vary the bit rate accordingly. Users who know a particular \"quality setting\" that is transparent to their ears can use this value when encoding all of their music, and generally speaking not need to worry about performing personal listening tests on each piece of music to determine the correct bit rate.", "targets": "Aside from silence, which sections of music highlight parts that are easier to compress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeac37b8f064427da755e17f910fab77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest type of MP3 file uses one bit rate for the entire file: this is known as Constant Bit Rate (CBR) encoding. Using a constant bit rate makes encoding simpler and faster. However, it is also possible to create files where the bit rate changes throughout the file. These are known as Variable Bit Rate (VBR) files. The idea behind this is that, in any piece of audio, some parts will be much easier to compress, such as silence or music containing only a few instruments, while others will be more difficult to compress. So, the overall quality of the file may be increased by using a lower bit rate for the less complex passages and a higher one for the more complex parts. With some encoders, it is possible to specify a given quality, and the encoder will vary the bit rate accordingly. Users who know a particular \"quality setting\" that is transparent to their ears can use this value when encoding all of their music, and generally speaking not need to worry about performing personal listening tests on each piece of music to determine the correct bit rate.", "targets": "What value do users need to know when encoding their music to help avoid them having to do tests on each piece of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea35c7a4ea57482492602f79cb18d094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts alone make almost all of a plant cell's amino acids in their stroma except the sulfur-containing ones like cysteine and methionine. Cysteine is made in the chloroplast (the proplastid too) but it is also synthesized in the cytosol and mitochondria, probably because it has trouble crossing membranes to get to where it is needed. The chloroplast is known to make the precursors to methionine but it is unclear whether the organelle carries out the last leg of the pathway or if it happens in the cytosol.", "targets": "Where do chloroplasts make amino acids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea35c7a4ea57482492602f79cb18d094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts alone make almost all of a plant cell's amino acids in their stroma except the sulfur-containing ones like cysteine and methionine. Cysteine is made in the chloroplast (the proplastid too) but it is also synthesized in the cytosol and mitochondria, probably because it has trouble crossing membranes to get to where it is needed. The chloroplast is known to make the precursors to methionine but it is unclear whether the organelle carries out the last leg of the pathway or if it happens in the cytosol.", "targets": "Which amino acids contain sulfur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea35c7a4ea57482492602f79cb18d094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts alone make almost all of a plant cell's amino acids in their stroma except the sulfur-containing ones like cysteine and methionine. Cysteine is made in the chloroplast (the proplastid too) but it is also synthesized in the cytosol and mitochondria, probably because it has trouble crossing membranes to get to where it is needed. The chloroplast is known to make the precursors to methionine but it is unclear whether the organelle carries out the last leg of the pathway or if it happens in the cytosol.", "targets": "What is the problem with cysteine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea35c7a4ea57482492602f79cb18d094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts alone make almost all of a plant cell's amino acids in their stroma except the sulfur-containing ones like cysteine and methionine. Cysteine is made in the chloroplast (the proplastid too) but it is also synthesized in the cytosol and mitochondria, probably because it has trouble crossing membranes to get to where it is needed. The chloroplast is known to make the precursors to methionine but it is unclear whether the organelle carries out the last leg of the pathway or if it happens in the cytosol.", "targets": "What are we unsure of about how chloroplasts make methionine precursors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8dd8fa1752489287a9e15a0da80e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper coined the term \"critical rationalism\" to describe his philosophy. Concerning the method of science, the term indicates his rejection of classical empiricism, and the classical observationalist-inductivist account of science that had grown out of it. Popper argued strongly against the latter, holding that scientific theories are abstract in nature, and can be tested only indirectly, by reference to their implications. He also held that scientific theory, and human knowledge generally, is irreducibly conjectural or hypothetical, and is generated by the creative imagination to solve problems that have arisen in specific historico-cultural settings.", "targets": "What term did Popper use for his philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8dd8fa1752489287a9e15a0da80e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper coined the term \"critical rationalism\" to describe his philosophy. Concerning the method of science, the term indicates his rejection of classical empiricism, and the classical observationalist-inductivist account of science that had grown out of it. Popper argued strongly against the latter, holding that scientific theories are abstract in nature, and can be tested only indirectly, by reference to their implications. He also held that scientific theory, and human knowledge generally, is irreducibly conjectural or hypothetical, and is generated by the creative imagination to solve problems that have arisen in specific historico-cultural settings.", "targets": "Which account of scientific method did Popper's repudiate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8dd8fa1752489287a9e15a0da80e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper coined the term \"critical rationalism\" to describe his philosophy. Concerning the method of science, the term indicates his rejection of classical empiricism, and the classical observationalist-inductivist account of science that had grown out of it. Popper argued strongly against the latter, holding that scientific theories are abstract in nature, and can be tested only indirectly, by reference to their implications. He also held that scientific theory, and human knowledge generally, is irreducibly conjectural or hypothetical, and is generated by the creative imagination to solve problems that have arisen in specific historico-cultural settings.", "targets": "What was Popper's position on classical empiricism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8dd8fa1752489287a9e15a0da80e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper coined the term \"critical rationalism\" to describe his philosophy. Concerning the method of science, the term indicates his rejection of classical empiricism, and the classical observationalist-inductivist account of science that had grown out of it. Popper argued strongly against the latter, holding that scientific theories are abstract in nature, and can be tested only indirectly, by reference to their implications. He also held that scientific theory, and human knowledge generally, is irreducibly conjectural or hypothetical, and is generated by the creative imagination to solve problems that have arisen in specific historico-cultural settings.", "targets": "According to Popper, what is the only way one can test scientific theories because they are necessarily abstract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8ce432d4bd4e0c8c426459c598556d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime numbers have influenced many artists and writers. The French composer Olivier Messiaen used prime numbers to create ametrical music through \"natural phenomena\". In works such as La Nativit\u00e9 du Seigneur (1935) and Quatre \u00e9tudes de rythme (1949\u201350), he simultaneously employs motifs with lengths given by different prime numbers to create unpredictable rhythms: the primes 41, 43, 47 and 53 appear in the third \u00e9tude, \"Neumes rythmiques\". According to Messiaen this way of composing was \"inspired by the movements of nature, movements of free and unequal durations\".", "targets": "Which French composer wrote ametrical music using prime numbers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8ce432d4bd4e0c8c426459c598556d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime numbers have influenced many artists and writers. The French composer Olivier Messiaen used prime numbers to create ametrical music through \"natural phenomena\". In works such as La Nativit\u00e9 du Seigneur (1935) and Quatre \u00e9tudes de rythme (1949\u201350), he simultaneously employs motifs with lengths given by different prime numbers to create unpredictable rhythms: the primes 41, 43, 47 and 53 appear in the third \u00e9tude, \"Neumes rythmiques\". According to Messiaen this way of composing was \"inspired by the movements of nature, movements of free and unequal durations\".", "targets": "What is one work by Olivier Messiaen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8ce432d4bd4e0c8c426459c598556d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime numbers have influenced many artists and writers. The French composer Olivier Messiaen used prime numbers to create ametrical music through \"natural phenomena\". In works such as La Nativit\u00e9 du Seigneur (1935) and Quatre \u00e9tudes de rythme (1949\u201350), he simultaneously employs motifs with lengths given by different prime numbers to create unpredictable rhythms: the primes 41, 43, 47 and 53 appear in the third \u00e9tude, \"Neumes rythmiques\". According to Messiaen this way of composing was \"inspired by the movements of nature, movements of free and unequal durations\".", "targets": "What is another piece created by Olivier Messiaen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8ce432d4bd4e0c8c426459c598556d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime numbers have influenced many artists and writers. The French composer Olivier Messiaen used prime numbers to create ametrical music through \"natural phenomena\". In works such as La Nativit\u00e9 du Seigneur (1935) and Quatre \u00e9tudes de rythme (1949\u201350), he simultaneously employs motifs with lengths given by different prime numbers to create unpredictable rhythms: the primes 41, 43, 47 and 53 appear in the third \u00e9tude, \"Neumes rythmiques\". According to Messiaen this way of composing was \"inspired by the movements of nature, movements of free and unequal durations\".", "targets": "In which etude of Neumes rythmiques do the primes 41, 43, 47 and 53 appear in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8ce432d4bd4e0c8c426459c598556d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime numbers have influenced many artists and writers. The French composer Olivier Messiaen used prime numbers to create ametrical music through \"natural phenomena\". In works such as La Nativit\u00e9 du Seigneur (1935) and Quatre \u00e9tudes de rythme (1949\u201350), he simultaneously employs motifs with lengths given by different prime numbers to create unpredictable rhythms: the primes 41, 43, 47 and 53 appear in the third \u00e9tude, \"Neumes rythmiques\". According to Messiaen this way of composing was \"inspired by the movements of nature, movements of free and unequal durations\".", "targets": "Messiaen says that composition with prime numbers was inspired by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e75b5d6e83649efaafaf3641626c4ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary's complete sinlessness and concomitant exemption from any taint from the first moment of her existence was a doctrine familiar to Greek theologians of Byzantium. Beginning with St. Gregory Nazianzen, his explanation of the \"purification\" of Jesus and Mary at the circumcision (Luke 2:22) prompted him to consider the primary meaning of \"purification\" in Christology (and by extension in Mariology) to refer to a perfectly sinless nature that manifested itself in glory in a moment of grace (e.g., Jesus at his Baptism). St. Gregory Nazianzen designated Mary as \"prokathartheisa (prepurified).\" Gregory likely attempted to solve the riddle of the Purification of Jesus and Mary in the Temple through considering the human natures of Jesus and Mary as equally holy and therefore both purified in this manner of grace and glory. Gregory's doctrines surrounding Mary's purification were likely related to the burgeoning commemoration of the Mother of God in and around Constantinople very close to the date of Christmas. Nazianzen's title of Mary at the Annunciation as \"prepurified\" was subsequently adopted by all theologians interested in his Mariology to justify the Byzantine equivalent of the Immaculate Conception. This is especially apparent in the Fathers St. Sophronios of Jerusalem and St. John Damascene, who will be treated below in this article at the section on Church Fathers. About the time of Damascene, the public celebration of the \"Conception of St. Ann [i.e., of the Theotokos in her womb]\" was becoming popular. After this period, the \"purification\" of the perfect natures of Jesus and Mary would not only mean moments of grace and glory at the Incarnation and Baptism and other public Byzantine liturgical feasts, but purification was eventually associated with the feast of Mary's very conception (along with her Presentation in the Temple as a toddler) by Orthodox authors of the 2nd millennium (e.g., St. Nicholas Cabasilas and Joseph Bryennius).", "targets": "What Empire held  Grecian teachers of the virginity of Mary's conception ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e75b5d6e83649efaafaf3641626c4ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary's complete sinlessness and concomitant exemption from any taint from the first moment of her existence was a doctrine familiar to Greek theologians of Byzantium. Beginning with St. Gregory Nazianzen, his explanation of the \"purification\" of Jesus and Mary at the circumcision (Luke 2:22) prompted him to consider the primary meaning of \"purification\" in Christology (and by extension in Mariology) to refer to a perfectly sinless nature that manifested itself in glory in a moment of grace (e.g., Jesus at his Baptism). St. Gregory Nazianzen designated Mary as \"prokathartheisa (prepurified).\" Gregory likely attempted to solve the riddle of the Purification of Jesus and Mary in the Temple through considering the human natures of Jesus and Mary as equally holy and therefore both purified in this manner of grace and glory. Gregory's doctrines surrounding Mary's purification were likely related to the burgeoning commemoration of the Mother of God in and around Constantinople very close to the date of Christmas. Nazianzen's title of Mary at the Annunciation as \"prepurified\" was subsequently adopted by all theologians interested in his Mariology to justify the Byzantine equivalent of the Immaculate Conception. This is especially apparent in the Fathers St. Sophronios of Jerusalem and St. John Damascene, who will be treated below in this article at the section on Church Fathers. About the time of Damascene, the public celebration of the \"Conception of St. Ann [i.e., of the Theotokos in her womb]\" was becoming popular. After this period, the \"purification\" of the perfect natures of Jesus and Mary would not only mean moments of grace and glory at the Incarnation and Baptism and other public Byzantine liturgical feasts, but purification was eventually associated with the feast of Mary's very conception (along with her Presentation in the Temple as a toddler) by Orthodox authors of the 2nd millennium (e.g., St. Nicholas Cabasilas and Joseph Bryennius).", "targets": "Who gave a reason for the purging of evil for the Blessed Virgin and her first child ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e75b5d6e83649efaafaf3641626c4ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary's complete sinlessness and concomitant exemption from any taint from the first moment of her existence was a doctrine familiar to Greek theologians of Byzantium. Beginning with St. Gregory Nazianzen, his explanation of the \"purification\" of Jesus and Mary at the circumcision (Luke 2:22) prompted him to consider the primary meaning of \"purification\" in Christology (and by extension in Mariology) to refer to a perfectly sinless nature that manifested itself in glory in a moment of grace (e.g., Jesus at his Baptism). St. Gregory Nazianzen designated Mary as \"prokathartheisa (prepurified).\" Gregory likely attempted to solve the riddle of the Purification of Jesus and Mary in the Temple through considering the human natures of Jesus and Mary as equally holy and therefore both purified in this manner of grace and glory. Gregory's doctrines surrounding Mary's purification were likely related to the burgeoning commemoration of the Mother of God in and around Constantinople very close to the date of Christmas. Nazianzen's title of Mary at the Annunciation as \"prepurified\" was subsequently adopted by all theologians interested in his Mariology to justify the Byzantine equivalent of the Immaculate Conception. This is especially apparent in the Fathers St. Sophronios of Jerusalem and St. John Damascene, who will be treated below in this article at the section on Church Fathers. About the time of Damascene, the public celebration of the \"Conception of St. Ann [i.e., of the Theotokos in her womb]\" was becoming popular. After this period, the \"purification\" of the perfect natures of Jesus and Mary would not only mean moments of grace and glory at the Incarnation and Baptism and other public Byzantine liturgical feasts, but purification was eventually associated with the feast of Mary's very conception (along with her Presentation in the Temple as a toddler) by Orthodox authors of the 2nd millennium (e.g., St. Nicholas Cabasilas and Joseph Bryennius).", "targets": "What procedure was being performed while he gave his reasoning ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e75b5d6e83649efaafaf3641626c4ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary's complete sinlessness and concomitant exemption from any taint from the first moment of her existence was a doctrine familiar to Greek theologians of Byzantium. Beginning with St. Gregory Nazianzen, his explanation of the \"purification\" of Jesus and Mary at the circumcision (Luke 2:22) prompted him to consider the primary meaning of \"purification\" in Christology (and by extension in Mariology) to refer to a perfectly sinless nature that manifested itself in glory in a moment of grace (e.g., Jesus at his Baptism). St. Gregory Nazianzen designated Mary as \"prokathartheisa (prepurified).\" Gregory likely attempted to solve the riddle of the Purification of Jesus and Mary in the Temple through considering the human natures of Jesus and Mary as equally holy and therefore both purified in this manner of grace and glory. Gregory's doctrines surrounding Mary's purification were likely related to the burgeoning commemoration of the Mother of God in and around Constantinople very close to the date of Christmas. Nazianzen's title of Mary at the Annunciation as \"prepurified\" was subsequently adopted by all theologians interested in his Mariology to justify the Byzantine equivalent of the Immaculate Conception. This is especially apparent in the Fathers St. Sophronios of Jerusalem and St. John Damascene, who will be treated below in this article at the section on Church Fathers. About the time of Damascene, the public celebration of the \"Conception of St. Ann [i.e., of the Theotokos in her womb]\" was becoming popular. After this period, the \"purification\" of the perfect natures of Jesus and Mary would not only mean moments of grace and glory at the Incarnation and Baptism and other public Byzantine liturgical feasts, but purification was eventually associated with the feast of Mary's very conception (along with her Presentation in the Temple as a toddler) by Orthodox authors of the 2nd millennium (e.g., St. Nicholas Cabasilas and Joseph Bryennius).", "targets": "Who was compelled to write of this instance that was also an author of one of the book of the Bible ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e75b5d6e83649efaafaf3641626c4ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary's complete sinlessness and concomitant exemption from any taint from the first moment of her existence was a doctrine familiar to Greek theologians of Byzantium. Beginning with St. Gregory Nazianzen, his explanation of the \"purification\" of Jesus and Mary at the circumcision (Luke 2:22) prompted him to consider the primary meaning of \"purification\" in Christology (and by extension in Mariology) to refer to a perfectly sinless nature that manifested itself in glory in a moment of grace (e.g., Jesus at his Baptism). St. Gregory Nazianzen designated Mary as \"prokathartheisa (prepurified).\" Gregory likely attempted to solve the riddle of the Purification of Jesus and Mary in the Temple through considering the human natures of Jesus and Mary as equally holy and therefore both purified in this manner of grace and glory. Gregory's doctrines surrounding Mary's purification were likely related to the burgeoning commemoration of the Mother of God in and around Constantinople very close to the date of Christmas. Nazianzen's title of Mary at the Annunciation as \"prepurified\" was subsequently adopted by all theologians interested in his Mariology to justify the Byzantine equivalent of the Immaculate Conception. This is especially apparent in the Fathers St. Sophronios of Jerusalem and St. John Damascene, who will be treated below in this article at the section on Church Fathers. About the time of Damascene, the public celebration of the \"Conception of St. Ann [i.e., of the Theotokos in her womb]\" was becoming popular. After this period, the \"purification\" of the perfect natures of Jesus and Mary would not only mean moments of grace and glory at the Incarnation and Baptism and other public Byzantine liturgical feasts, but purification was eventually associated with the feast of Mary's very conception (along with her Presentation in the Temple as a toddler) by Orthodox authors of the 2nd millennium (e.g., St. Nicholas Cabasilas and Joseph Bryennius).", "targets": "What became associated with the celebration of Mary's inception in the womb ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-546cbcc328cf4f13a6cea8601fe98f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1914, advertising executive Albert Lasker obtained a large block of the club's shares and before the 1916 season assumed majority ownership of the franchise. Lasker brought in a wealthy partner, Charles Weeghman, the proprietor of a popular chain of lunch counters who had previously owned the Chicago Whales of the short-lived Federal League. As principal owners, the pair moved the club from the West Side Grounds to the much newer Weeghman Park, which had been constructed for the Whales only two years earlier, where they remain to this day. The Cubs responded by winning a pennant in the war-shortened season of 1918, where they played a part in another team's curse: the Boston Red Sox defeated Grover Cleveland Alexander's Cubs four games to two in the 1918 World Series, Boston's last Series championship until 2004.", "targets": "Who obtained a large block of the Cub's shares in 1914?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-546cbcc328cf4f13a6cea8601fe98f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1914, advertising executive Albert Lasker obtained a large block of the club's shares and before the 1916 season assumed majority ownership of the franchise. Lasker brought in a wealthy partner, Charles Weeghman, the proprietor of a popular chain of lunch counters who had previously owned the Chicago Whales of the short-lived Federal League. As principal owners, the pair moved the club from the West Side Grounds to the much newer Weeghman Park, which had been constructed for the Whales only two years earlier, where they remain to this day. The Cubs responded by winning a pennant in the war-shortened season of 1918, where they played a part in another team's curse: the Boston Red Sox defeated Grover Cleveland Alexander's Cubs four games to two in the 1918 World Series, Boston's last Series championship until 2004.", "targets": "Who assumed majority ownership of the Cubs franchise by the 1916 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-546cbcc328cf4f13a6cea8601fe98f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1914, advertising executive Albert Lasker obtained a large block of the club's shares and before the 1916 season assumed majority ownership of the franchise. Lasker brought in a wealthy partner, Charles Weeghman, the proprietor of a popular chain of lunch counters who had previously owned the Chicago Whales of the short-lived Federal League. As principal owners, the pair moved the club from the West Side Grounds to the much newer Weeghman Park, which had been constructed for the Whales only two years earlier, where they remain to this day. The Cubs responded by winning a pennant in the war-shortened season of 1918, where they played a part in another team's curse: the Boston Red Sox defeated Grover Cleveland Alexander's Cubs four games to two in the 1918 World Series, Boston's last Series championship until 2004.", "targets": "Who did Albert Lasker bring in to be his partner of the Chicago Cubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-546cbcc328cf4f13a6cea8601fe98f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1914, advertising executive Albert Lasker obtained a large block of the club's shares and before the 1916 season assumed majority ownership of the franchise. Lasker brought in a wealthy partner, Charles Weeghman, the proprietor of a popular chain of lunch counters who had previously owned the Chicago Whales of the short-lived Federal League. As principal owners, the pair moved the club from the West Side Grounds to the much newer Weeghman Park, which had been constructed for the Whales only two years earlier, where they remain to this day. The Cubs responded by winning a pennant in the war-shortened season of 1918, where they played a part in another team's curse: the Boston Red Sox defeated Grover Cleveland Alexander's Cubs four games to two in the 1918 World Series, Boston's last Series championship until 2004.", "targets": "Where did the Cubs move to after leaving the West Side Grounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bd85346998141389e97a76a500c51ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of uranium in its natural oxide form dates back to at least the year 79 CE, when it was used to add a yellow color to ceramic glazes. Yellow glass with 1% uranium oxide was found in a Roman villa on Cape Posillipo in the Bay of Naples, Italy, by R. T. Gunther of the University of Oxford in 1912. Starting in the late Middle Ages, pitchblende was extracted from the Habsburg silver mines in Joachimsthal, Bohemia (now J\u00e1chymov in the Czech Republic), and was used as a coloring agent in the local glassmaking industry. In the early 19th century, the world's only known sources of uranium ore were these mines.", "targets": "What was the earliest year in recorded history that uranium oxide was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bd85346998141389e97a76a500c51ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of uranium in its natural oxide form dates back to at least the year 79 CE, when it was used to add a yellow color to ceramic glazes. Yellow glass with 1% uranium oxide was found in a Roman villa on Cape Posillipo in the Bay of Naples, Italy, by R. T. Gunther of the University of Oxford in 1912. Starting in the late Middle Ages, pitchblende was extracted from the Habsburg silver mines in Joachimsthal, Bohemia (now J\u00e1chymov in the Czech Republic), and was used as a coloring agent in the local glassmaking industry. In the early 19th century, the world's only known sources of uranium ore were these mines.", "targets": "In what county was glass with uranium oxide content found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bd85346998141389e97a76a500c51ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of uranium in its natural oxide form dates back to at least the year 79 CE, when it was used to add a yellow color to ceramic glazes. Yellow glass with 1% uranium oxide was found in a Roman villa on Cape Posillipo in the Bay of Naples, Italy, by R. T. Gunther of the University of Oxford in 1912. Starting in the late Middle Ages, pitchblende was extracted from the Habsburg silver mines in Joachimsthal, Bohemia (now J\u00e1chymov in the Czech Republic), and was used as a coloring agent in the local glassmaking industry. In the early 19th century, the world's only known sources of uranium ore were these mines.", "targets": "What color of ceramic glaze was extracted from uranium oxide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bd85346998141389e97a76a500c51ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of uranium in its natural oxide form dates back to at least the year 79 CE, when it was used to add a yellow color to ceramic glazes. Yellow glass with 1% uranium oxide was found in a Roman villa on Cape Posillipo in the Bay of Naples, Italy, by R. T. Gunther of the University of Oxford in 1912. Starting in the late Middle Ages, pitchblende was extracted from the Habsburg silver mines in Joachimsthal, Bohemia (now J\u00e1chymov in the Czech Republic), and was used as a coloring agent in the local glassmaking industry. In the early 19th century, the world's only known sources of uranium ore were these mines.", "targets": "In what year was yellow uranium oxide glass discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bd85346998141389e97a76a500c51ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of uranium in its natural oxide form dates back to at least the year 79 CE, when it was used to add a yellow color to ceramic glazes. Yellow glass with 1% uranium oxide was found in a Roman villa on Cape Posillipo in the Bay of Naples, Italy, by R. T. Gunther of the University of Oxford in 1912. Starting in the late Middle Ages, pitchblende was extracted from the Habsburg silver mines in Joachimsthal, Bohemia (now J\u00e1chymov in the Czech Republic), and was used as a coloring agent in the local glassmaking industry. In the early 19th century, the world's only known sources of uranium ore were these mines.", "targets": "What institution did R.T. Gunther belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-336089ab055942c98dd31e9abc1b530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1877, John Wanamaker opened the United State's first modern department store in a former Pennsylvania Railroad freight terminal in Philadelphia. Wanamakers was the first department store to offer fixed prices marked on every article and also introduced electrical illumination (1878), the telephone (1879), and the use of pneumatic tubes to transport cash and documents (1880) to the department store business. Subsequent department stores founded in Philadelphia included Strawbridge and Clothier, Gimbels, Lit Brothers, and Snellenbergs.", "targets": "Who opened the original \"modern\" department store in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-336089ab055942c98dd31e9abc1b530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1877, John Wanamaker opened the United State's first modern department store in a former Pennsylvania Railroad freight terminal in Philadelphia. Wanamakers was the first department store to offer fixed prices marked on every article and also introduced electrical illumination (1878), the telephone (1879), and the use of pneumatic tubes to transport cash and documents (1880) to the department store business. Subsequent department stores founded in Philadelphia included Strawbridge and Clothier, Gimbels, Lit Brothers, and Snellenbergs.", "targets": "What feature made Wanamakers different from other stores at the time? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-336089ab055942c98dd31e9abc1b530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1877, John Wanamaker opened the United State's first modern department store in a former Pennsylvania Railroad freight terminal in Philadelphia. Wanamakers was the first department store to offer fixed prices marked on every article and also introduced electrical illumination (1878), the telephone (1879), and the use of pneumatic tubes to transport cash and documents (1880) to the department store business. Subsequent department stores founded in Philadelphia included Strawbridge and Clothier, Gimbels, Lit Brothers, and Snellenbergs.", "targets": "How were important documents and money transported throughout the store? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-336089ab055942c98dd31e9abc1b530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1877, John Wanamaker opened the United State's first modern department store in a former Pennsylvania Railroad freight terminal in Philadelphia. Wanamakers was the first department store to offer fixed prices marked on every article and also introduced electrical illumination (1878), the telephone (1879), and the use of pneumatic tubes to transport cash and documents (1880) to the department store business. Subsequent department stores founded in Philadelphia included Strawbridge and Clothier, Gimbels, Lit Brothers, and Snellenbergs.", "targets": "When was electric lighting first installed and used in the store? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-336089ab055942c98dd31e9abc1b530b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1877, John Wanamaker opened the United State's first modern department store in a former Pennsylvania Railroad freight terminal in Philadelphia. Wanamakers was the first department store to offer fixed prices marked on every article and also introduced electrical illumination (1878), the telephone (1879), and the use of pneumatic tubes to transport cash and documents (1880) to the department store business. Subsequent department stores founded in Philadelphia included Strawbridge and Clothier, Gimbels, Lit Brothers, and Snellenbergs.", "targets": "In what state was Wanamakers established? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f319a32e9d15405e923e979bef39e2a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 27, 1964, the massive Good Friday earthquake killed 133 people and destroyed several villages and portions of large coastal communities, mainly by the resultant tsunamis and landslides. It was the second-most-powerful earthquake in the recorded history of the world, with a moment magnitude of 9.2. It was over one thousand times more powerful than the 1989 San Francisco earthquake. The time of day (5:36 pm), time of year and location of the epicenter were all cited as factors in potentially sparing thousands of lives, particularly in Anchorage.", "targets": "What major event happened in Alaska on March 27, 1964 killing 133 people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f319a32e9d15405e923e979bef39e2a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 27, 1964, the massive Good Friday earthquake killed 133 people and destroyed several villages and portions of large coastal communities, mainly by the resultant tsunamis and landslides. It was the second-most-powerful earthquake in the recorded history of the world, with a moment magnitude of 9.2. It was over one thousand times more powerful than the 1989 San Francisco earthquake. The time of day (5:36 pm), time of year and location of the epicenter were all cited as factors in potentially sparing thousands of lives, particularly in Anchorage.", "targets": "Did the earthquake or resulting tsunamis and landslides do the most damage to Alaskan communities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f319a32e9d15405e923e979bef39e2a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 27, 1964, the massive Good Friday earthquake killed 133 people and destroyed several villages and portions of large coastal communities, mainly by the resultant tsunamis and landslides. It was the second-most-powerful earthquake in the recorded history of the world, with a moment magnitude of 9.2. It was over one thousand times more powerful than the 1989 San Francisco earthquake. The time of day (5:36 pm), time of year and location of the epicenter were all cited as factors in potentially sparing thousands of lives, particularly in Anchorage.", "targets": "How did the Good Friday earthquake compare to other documented earthquakes in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f319a32e9d15405e923e979bef39e2a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 27, 1964, the massive Good Friday earthquake killed 133 people and destroyed several villages and portions of large coastal communities, mainly by the resultant tsunamis and landslides. It was the second-most-powerful earthquake in the recorded history of the world, with a moment magnitude of 9.2. It was over one thousand times more powerful than the 1989 San Francisco earthquake. The time of day (5:36 pm), time of year and location of the epicenter were all cited as factors in potentially sparing thousands of lives, particularly in Anchorage.", "targets": "Which factors concerning the Good Friday earthquake do some believe caused a higher survival rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f319a32e9d15405e923e979bef39e2a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 27, 1964, the massive Good Friday earthquake killed 133 people and destroyed several villages and portions of large coastal communities, mainly by the resultant tsunamis and landslides. It was the second-most-powerful earthquake in the recorded history of the world, with a moment magnitude of 9.2. It was over one thousand times more powerful than the 1989 San Francisco earthquake. The time of day (5:36 pm), time of year and location of the epicenter were all cited as factors in potentially sparing thousands of lives, particularly in Anchorage.", "targets": "How did the Good Friday earthquake compare to the 1989 San Francisco earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8cd2a42f9b4f40ab9103893325b73c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many globally popular sports had modern rules codified in the British Isles, including golf, association football, cricket, rugby, snooker and darts, as well as many minor sports such as croquet, bowls, pitch and putt, water polo and handball. A number of sports are popular throughout the British Isles, the most prominent of which is association football. While this is organised separately in different national associations, leagues and national teams, even within the UK, it is a common passion in all parts of the islands. Rugby union is also widely enjoyed across the islands with four national teams from England, Ireland, Scotland and Wales. The British and Irish Lions is a team chosen from each national team and undertakes tours of the southern hemisphere rugby playing nations every four years. Ireland play as a united team, represented by players from both Northern Ireland and the Republic. These national rugby teams play each other each year for the Triple Crown as part of the Six Nations Championship. Also since 2001 the professional club teams of Ireland, Scotland, Wales and Italy compete against each other in the RaboDirect Pro12.", "targets": "What are some of the minor sports in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8cd2a42f9b4f40ab9103893325b73c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many globally popular sports had modern rules codified in the British Isles, including golf, association football, cricket, rugby, snooker and darts, as well as many minor sports such as croquet, bowls, pitch and putt, water polo and handball. A number of sports are popular throughout the British Isles, the most prominent of which is association football. While this is organised separately in different national associations, leagues and national teams, even within the UK, it is a common passion in all parts of the islands. Rugby union is also widely enjoyed across the islands with four national teams from England, Ireland, Scotland and Wales. The British and Irish Lions is a team chosen from each national team and undertakes tours of the southern hemisphere rugby playing nations every four years. Ireland play as a united team, represented by players from both Northern Ireland and the Republic. These national rugby teams play each other each year for the Triple Crown as part of the Six Nations Championship. Also since 2001 the professional club teams of Ireland, Scotland, Wales and Italy compete against each other in the RaboDirect Pro12.", "targets": "What is the most popular sport in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8cd2a42f9b4f40ab9103893325b73c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many globally popular sports had modern rules codified in the British Isles, including golf, association football, cricket, rugby, snooker and darts, as well as many minor sports such as croquet, bowls, pitch and putt, water polo and handball. A number of sports are popular throughout the British Isles, the most prominent of which is association football. While this is organised separately in different national associations, leagues and national teams, even within the UK, it is a common passion in all parts of the islands. Rugby union is also widely enjoyed across the islands with four national teams from England, Ireland, Scotland and Wales. The British and Irish Lions is a team chosen from each national team and undertakes tours of the southern hemisphere rugby playing nations every four years. Ireland play as a united team, represented by players from both Northern Ireland and the Republic. These national rugby teams play each other each year for the Triple Crown as part of the Six Nations Championship. Also since 2001 the professional club teams of Ireland, Scotland, Wales and Italy compete against each other in the RaboDirect Pro12.", "targets": "How many national Ruby teams are there in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8cd2a42f9b4f40ab9103893325b73c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many globally popular sports had modern rules codified in the British Isles, including golf, association football, cricket, rugby, snooker and darts, as well as many minor sports such as croquet, bowls, pitch and putt, water polo and handball. A number of sports are popular throughout the British Isles, the most prominent of which is association football. While this is organised separately in different national associations, leagues and national teams, even within the UK, it is a common passion in all parts of the islands. Rugby union is also widely enjoyed across the islands with four national teams from England, Ireland, Scotland and Wales. The British and Irish Lions is a team chosen from each national team and undertakes tours of the southern hemisphere rugby playing nations every four years. Ireland play as a united team, represented by players from both Northern Ireland and the Republic. These national rugby teams play each other each year for the Triple Crown as part of the Six Nations Championship. Also since 2001 the professional club teams of Ireland, Scotland, Wales and Italy compete against each other in the RaboDirect Pro12.", "targets": "In which hemisphere do the rugby playing countries meet once every four years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a8cd2a42f9b4f40ab9103893325b73c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many globally popular sports had modern rules codified in the British Isles, including golf, association football, cricket, rugby, snooker and darts, as well as many minor sports such as croquet, bowls, pitch and putt, water polo and handball. A number of sports are popular throughout the British Isles, the most prominent of which is association football. While this is organised separately in different national associations, leagues and national teams, even within the UK, it is a common passion in all parts of the islands. Rugby union is also widely enjoyed across the islands with four national teams from England, Ireland, Scotland and Wales. The British and Irish Lions is a team chosen from each national team and undertakes tours of the southern hemisphere rugby playing nations every four years. Ireland play as a united team, represented by players from both Northern Ireland and the Republic. These national rugby teams play each other each year for the Triple Crown as part of the Six Nations Championship. Also since 2001 the professional club teams of Ireland, Scotland, Wales and Italy compete against each other in the RaboDirect Pro12.", "targets": "How often do the national rugby teams play for the Triple Crown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202cd1eb1cf841f886fe8adce0290aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC domestic television channels do not broadcast advertisements; they are instead funded by a television licence fee which TV viewers are required to pay annually. This includes viewers who watch real-time streams of the BBC's channels online or via their mobile phone. The BBC's international television channels are funded by advertisements and subscription.", "targets": "How often are people required to remit the TV license fee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202cd1eb1cf841f886fe8adce0290aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC domestic television channels do not broadcast advertisements; they are instead funded by a television licence fee which TV viewers are required to pay annually. This includes viewers who watch real-time streams of the BBC's channels online or via their mobile phone. The BBC's international television channels are funded by advertisements and subscription.", "targets": "How do the BBC's non-domestic channels generate revenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23431d4699bc422f97f1c699f505e105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes it is desired to bring a database back to a previous state (for many reasons, e.g., cases when the database is found corrupted due to a software error, or if it has been updated with erroneous data). To achieve this a backup operation is done occasionally or continuously, where each desired database state (i.e., the values of its data and their embedding in database's data structures) is kept within dedicated backup files (many techniques exist to do this effectively). When this state is needed, i.e., when it is decided by a database administrator to bring the database back to this state (e.g., by specifying this state by a desired point in time when the database was in this state), these files are utilized to restore that state.", "targets": "Name a reason to take a database backward in time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23431d4699bc422f97f1c699f505e105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes it is desired to bring a database back to a previous state (for many reasons, e.g., cases when the database is found corrupted due to a software error, or if it has been updated with erroneous data). To achieve this a backup operation is done occasionally or continuously, where each desired database state (i.e., the values of its data and their embedding in database's data structures) is kept within dedicated backup files (many techniques exist to do this effectively). When this state is needed, i.e., when it is decided by a database administrator to bring the database back to this state (e.g., by specifying this state by a desired point in time when the database was in this state), these files are utilized to restore that state.", "targets": "Is each database backup kept in the same file?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23431d4699bc422f97f1c699f505e105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes it is desired to bring a database back to a previous state (for many reasons, e.g., cases when the database is found corrupted due to a software error, or if it has been updated with erroneous data). To achieve this a backup operation is done occasionally or continuously, where each desired database state (i.e., the values of its data and their embedding in database's data structures) is kept within dedicated backup files (many techniques exist to do this effectively). When this state is needed, i.e., when it is decided by a database administrator to bring the database back to this state (e.g., by specifying this state by a desired point in time when the database was in this state), these files are utilized to restore that state.", "targets": "Who can restore a database that has been corrupted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23431d4699bc422f97f1c699f505e105", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes it is desired to bring a database back to a previous state (for many reasons, e.g., cases when the database is found corrupted due to a software error, or if it has been updated with erroneous data). To achieve this a backup operation is done occasionally or continuously, where each desired database state (i.e., the values of its data and their embedding in database's data structures) is kept within dedicated backup files (many techniques exist to do this effectively). When this state is needed, i.e., when it is decided by a database administrator to bring the database back to this state (e.g., by specifying this state by a desired point in time when the database was in this state), these files are utilized to restore that state.", "targets": "What parameter is requiret to restore a database?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cb0e97a1b6544309eb66840c61bc31e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2010 study by Bray et al., using SNP microarray techniques and linkage analysis found that when assuming Druze and Palestinian Arab populations to represent the reference to world Jewry ancestor genome, between 35 to 55 percent of the modern Ashkenazi genome can possibly be of European origin, and that European \"admixture is considerably higher than previous estimates by studies that used the Y chromosome\" with this reference point. Assuming this reference point the linkage disequilibrium in the Ashkenazi Jewish population was interpreted as \"matches signs of interbreeding or 'admixture' between Middle Eastern and European populations\". On the Bray et al. tree, Ashkenazi Jews were found to be a genetically more divergent population than Russians, Orcadians, French, Basques, Italians, Sardinians and Tuscans. The study also observed that Ashkenazim are more diverse than their Middle Eastern relatives, which was counterintuitive because Ashkenazim are supposed to be a subset, not a superset, of their assumed geographical source population. Bray et al. therefore postulate that these results reflect not the population antiquity but a history of mixing between genetically distinct populations in Europe. However, it's possible that the relaxation of marriage prescription in the ancestors of Ashkenazim that drove their heterozygosity up, while the maintenance of the FBD rule in native Middle Easterners have been keeping their heterozygosity values in check. Ashkenazim distinctiveness as found in the Bray et al. study, therefore, may come from their ethnic endogamy (ethnic inbreeding), which allowed them to \"mine\" their ancestral gene pool in the context of relative reproductive isolation from European neighbors, and not from clan endogamy (clan inbreeding). Consequently, their higher diversity compared to Middle Easterners stems from the latter's marriage practices, not necessarily from the former's admixture with Europeans.", "targets": "What percentage of the modern Ashkenazi genome could possibly be of European origin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cb0e97a1b6544309eb66840c61bc31e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2010 study by Bray et al., using SNP microarray techniques and linkage analysis found that when assuming Druze and Palestinian Arab populations to represent the reference to world Jewry ancestor genome, between 35 to 55 percent of the modern Ashkenazi genome can possibly be of European origin, and that European \"admixture is considerably higher than previous estimates by studies that used the Y chromosome\" with this reference point. Assuming this reference point the linkage disequilibrium in the Ashkenazi Jewish population was interpreted as \"matches signs of interbreeding or 'admixture' between Middle Eastern and European populations\". On the Bray et al. tree, Ashkenazi Jews were found to be a genetically more divergent population than Russians, Orcadians, French, Basques, Italians, Sardinians and Tuscans. The study also observed that Ashkenazim are more diverse than their Middle Eastern relatives, which was counterintuitive because Ashkenazim are supposed to be a subset, not a superset, of their assumed geographical source population. Bray et al. therefore postulate that these results reflect not the population antiquity but a history of mixing between genetically distinct populations in Europe. However, it's possible that the relaxation of marriage prescription in the ancestors of Ashkenazim that drove their heterozygosity up, while the maintenance of the FBD rule in native Middle Easterners have been keeping their heterozygosity values in check. Ashkenazim distinctiveness as found in the Bray et al. study, therefore, may come from their ethnic endogamy (ethnic inbreeding), which allowed them to \"mine\" their ancestral gene pool in the context of relative reproductive isolation from European neighbors, and not from clan endogamy (clan inbreeding). Consequently, their higher diversity compared to Middle Easterners stems from the latter's marriage practices, not necessarily from the former's admixture with Europeans.", "targets": "Is the percentage of admixture in the modern Ashkenazi genome higher or lower than previously thought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cb0e97a1b6544309eb66840c61bc31e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2010 study by Bray et al., using SNP microarray techniques and linkage analysis found that when assuming Druze and Palestinian Arab populations to represent the reference to world Jewry ancestor genome, between 35 to 55 percent of the modern Ashkenazi genome can possibly be of European origin, and that European \"admixture is considerably higher than previous estimates by studies that used the Y chromosome\" with this reference point. Assuming this reference point the linkage disequilibrium in the Ashkenazi Jewish population was interpreted as \"matches signs of interbreeding or 'admixture' between Middle Eastern and European populations\". On the Bray et al. tree, Ashkenazi Jews were found to be a genetically more divergent population than Russians, Orcadians, French, Basques, Italians, Sardinians and Tuscans. The study also observed that Ashkenazim are more diverse than their Middle Eastern relatives, which was counterintuitive because Ashkenazim are supposed to be a subset, not a superset, of their assumed geographical source population. Bray et al. therefore postulate that these results reflect not the population antiquity but a history of mixing between genetically distinct populations in Europe. However, it's possible that the relaxation of marriage prescription in the ancestors of Ashkenazim that drove their heterozygosity up, while the maintenance of the FBD rule in native Middle Easterners have been keeping their heterozygosity values in check. Ashkenazim distinctiveness as found in the Bray et al. study, therefore, may come from their ethnic endogamy (ethnic inbreeding), which allowed them to \"mine\" their ancestral gene pool in the context of relative reproductive isolation from European neighbors, and not from clan endogamy (clan inbreeding). Consequently, their higher diversity compared to Middle Easterners stems from the latter's marriage practices, not necessarily from the former's admixture with Europeans.", "targets": "Were Ashkenazi Jews found to be a more or less genetically divergent population than Russians, Orcadians, French, and Basques?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cb0e97a1b6544309eb66840c61bc31e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2010 study by Bray et al., using SNP microarray techniques and linkage analysis found that when assuming Druze and Palestinian Arab populations to represent the reference to world Jewry ancestor genome, between 35 to 55 percent of the modern Ashkenazi genome can possibly be of European origin, and that European \"admixture is considerably higher than previous estimates by studies that used the Y chromosome\" with this reference point. Assuming this reference point the linkage disequilibrium in the Ashkenazi Jewish population was interpreted as \"matches signs of interbreeding or 'admixture' between Middle Eastern and European populations\". On the Bray et al. tree, Ashkenazi Jews were found to be a genetically more divergent population than Russians, Orcadians, French, Basques, Italians, Sardinians and Tuscans. The study also observed that Ashkenazim are more diverse than their Middle Eastern relatives, which was counterintuitive because Ashkenazim are supposed to be a subset, not a superset, of their assumed geographical source population. Bray et al. therefore postulate that these results reflect not the population antiquity but a history of mixing between genetically distinct populations in Europe. However, it's possible that the relaxation of marriage prescription in the ancestors of Ashkenazim that drove their heterozygosity up, while the maintenance of the FBD rule in native Middle Easterners have been keeping their heterozygosity values in check. Ashkenazim distinctiveness as found in the Bray et al. study, therefore, may come from their ethnic endogamy (ethnic inbreeding), which allowed them to \"mine\" their ancestral gene pool in the context of relative reproductive isolation from European neighbors, and not from clan endogamy (clan inbreeding). Consequently, their higher diversity compared to Middle Easterners stems from the latter's marriage practices, not necessarily from the former's admixture with Europeans.", "targets": "In one study it was found that the Ashkenazim were more or less diverse than their Middle Eastern relatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cb0e97a1b6544309eb66840c61bc31e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2010 study by Bray et al., using SNP microarray techniques and linkage analysis found that when assuming Druze and Palestinian Arab populations to represent the reference to world Jewry ancestor genome, between 35 to 55 percent of the modern Ashkenazi genome can possibly be of European origin, and that European \"admixture is considerably higher than previous estimates by studies that used the Y chromosome\" with this reference point. Assuming this reference point the linkage disequilibrium in the Ashkenazi Jewish population was interpreted as \"matches signs of interbreeding or 'admixture' between Middle Eastern and European populations\". On the Bray et al. tree, Ashkenazi Jews were found to be a genetically more divergent population than Russians, Orcadians, French, Basques, Italians, Sardinians and Tuscans. The study also observed that Ashkenazim are more diverse than their Middle Eastern relatives, which was counterintuitive because Ashkenazim are supposed to be a subset, not a superset, of their assumed geographical source population. Bray et al. therefore postulate that these results reflect not the population antiquity but a history of mixing between genetically distinct populations in Europe. However, it's possible that the relaxation of marriage prescription in the ancestors of Ashkenazim that drove their heterozygosity up, while the maintenance of the FBD rule in native Middle Easterners have been keeping their heterozygosity values in check. Ashkenazim distinctiveness as found in the Bray et al. study, therefore, may come from their ethnic endogamy (ethnic inbreeding), which allowed them to \"mine\" their ancestral gene pool in the context of relative reproductive isolation from European neighbors, and not from clan endogamy (clan inbreeding). Consequently, their higher diversity compared to Middle Easterners stems from the latter's marriage practices, not necessarily from the former's admixture with Europeans.", "targets": "Were the Ashkenazim thought to be a subset or superset of their assumed geographical source population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d705acaf15d648d2b6dee2791e6fb11a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tucson metro area is served by many local television stations and is the 68th largest designated market area (DMA) in the U.S. with 433,310 homes (0.39% of the total U.S.). It is limited to the three counties of southeastern Arizona (Pima, Santa Cruz, and Cochise) The major television networks serving Tucson are: KVOA 4 (NBC), KGUN 9 (ABC), KMSB-TV 11 (Fox), KOLD-TV 13 (CBS), KTTU 18 (My Network TV) and KWBA 58 (The CW). KUAT-TV 6 is a PBS affiliate run by the University of Arizona (as is sister station KUAS 27).", "targets": "What is Tucson's NBC station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d705acaf15d648d2b6dee2791e6fb11a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tucson metro area is served by many local television stations and is the 68th largest designated market area (DMA) in the U.S. with 433,310 homes (0.39% of the total U.S.). It is limited to the three counties of southeastern Arizona (Pima, Santa Cruz, and Cochise) The major television networks serving Tucson are: KVOA 4 (NBC), KGUN 9 (ABC), KMSB-TV 11 (Fox), KOLD-TV 13 (CBS), KTTU 18 (My Network TV) and KWBA 58 (The CW). KUAT-TV 6 is a PBS affiliate run by the University of Arizona (as is sister station KUAS 27).", "targets": "What is Tucson's ABC station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d705acaf15d648d2b6dee2791e6fb11a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tucson metro area is served by many local television stations and is the 68th largest designated market area (DMA) in the U.S. with 433,310 homes (0.39% of the total U.S.). It is limited to the three counties of southeastern Arizona (Pima, Santa Cruz, and Cochise) The major television networks serving Tucson are: KVOA 4 (NBC), KGUN 9 (ABC), KMSB-TV 11 (Fox), KOLD-TV 13 (CBS), KTTU 18 (My Network TV) and KWBA 58 (The CW). KUAT-TV 6 is a PBS affiliate run by the University of Arizona (as is sister station KUAS 27).", "targets": "What is Tucson's Fox station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d705acaf15d648d2b6dee2791e6fb11a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tucson metro area is served by many local television stations and is the 68th largest designated market area (DMA) in the U.S. with 433,310 homes (0.39% of the total U.S.). It is limited to the three counties of southeastern Arizona (Pima, Santa Cruz, and Cochise) The major television networks serving Tucson are: KVOA 4 (NBC), KGUN 9 (ABC), KMSB-TV 11 (Fox), KOLD-TV 13 (CBS), KTTU 18 (My Network TV) and KWBA 58 (The CW). KUAT-TV 6 is a PBS affiliate run by the University of Arizona (as is sister station KUAS 27).", "targets": "What is Tucson's CBS station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d705acaf15d648d2b6dee2791e6fb11a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tucson metro area is served by many local television stations and is the 68th largest designated market area (DMA) in the U.S. with 433,310 homes (0.39% of the total U.S.). It is limited to the three counties of southeastern Arizona (Pima, Santa Cruz, and Cochise) The major television networks serving Tucson are: KVOA 4 (NBC), KGUN 9 (ABC), KMSB-TV 11 (Fox), KOLD-TV 13 (CBS), KTTU 18 (My Network TV) and KWBA 58 (The CW). KUAT-TV 6 is a PBS affiliate run by the University of Arizona (as is sister station KUAS 27).", "targets": "What is Tucson's PBS station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76c449f62de647219b2451bc2f51243b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FDR's New Deal programs often contained equal opportunity clauses stating \"no discrimination shall be made on account of race, color or creed\",:11 but the true forerunner to affirmative action was the Interior Secretary of the time, Harold L. Ickes. Ickes prohibited discrimination in hiring for Public Works Administration funded projects and oversaw not only the institution of a quota system, where contractors were required to employ a fixed percentage of Black workers, by Robert C. Weaver and Clark Foreman,:12 but also the equal pay of women proposed by Harry Hopkins.:14FDR's largest contribution to affirmative action, however, lay in his Executive Order 8802 which prohibited discrimination in the defense industry or government.:22 The executive order promoted the idea that if taxpayer funds were accepted through a government contract, then all taxpayers should have an equal opportunity to work through the contractor.:23\u20134 To enforce this idea, Roosevelt created the Fair Employment Practices Committee (FEPC) with the power to investigate hiring practices by government contractors.:22", "targets": "Who was the true backer of the cause of affirmative action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76c449f62de647219b2451bc2f51243b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FDR's New Deal programs often contained equal opportunity clauses stating \"no discrimination shall be made on account of race, color or creed\",:11 but the true forerunner to affirmative action was the Interior Secretary of the time, Harold L. Ickes. Ickes prohibited discrimination in hiring for Public Works Administration funded projects and oversaw not only the institution of a quota system, where contractors were required to employ a fixed percentage of Black workers, by Robert C. Weaver and Clark Foreman,:12 but also the equal pay of women proposed by Harry Hopkins.:14FDR's largest contribution to affirmative action, however, lay in his Executive Order 8802 which prohibited discrimination in the defense industry or government.:22 The executive order promoted the idea that if taxpayer funds were accepted through a government contract, then all taxpayers should have an equal opportunity to work through the contractor.:23\u20134 To enforce this idea, Roosevelt created the Fair Employment Practices Committee (FEPC) with the power to investigate hiring practices by government contractors.:22", "targets": "What position of power did Harold L. Ickes hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76c449f62de647219b2451bc2f51243b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FDR's New Deal programs often contained equal opportunity clauses stating \"no discrimination shall be made on account of race, color or creed\",:11 but the true forerunner to affirmative action was the Interior Secretary of the time, Harold L. Ickes. Ickes prohibited discrimination in hiring for Public Works Administration funded projects and oversaw not only the institution of a quota system, where contractors were required to employ a fixed percentage of Black workers, by Robert C. Weaver and Clark Foreman,:12 but also the equal pay of women proposed by Harry Hopkins.:14FDR's largest contribution to affirmative action, however, lay in his Executive Order 8802 which prohibited discrimination in the defense industry or government.:22 The executive order promoted the idea that if taxpayer funds were accepted through a government contract, then all taxpayers should have an equal opportunity to work through the contractor.:23\u20134 To enforce this idea, Roosevelt created the Fair Employment Practices Committee (FEPC) with the power to investigate hiring practices by government contractors.:22", "targets": "The first introduction of a quota system mandated that contractors had to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76c449f62de647219b2451bc2f51243b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FDR's New Deal programs often contained equal opportunity clauses stating \"no discrimination shall be made on account of race, color or creed\",:11 but the true forerunner to affirmative action was the Interior Secretary of the time, Harold L. Ickes. Ickes prohibited discrimination in hiring for Public Works Administration funded projects and oversaw not only the institution of a quota system, where contractors were required to employ a fixed percentage of Black workers, by Robert C. Weaver and Clark Foreman,:12 but also the equal pay of women proposed by Harry Hopkins.:14FDR's largest contribution to affirmative action, however, lay in his Executive Order 8802 which prohibited discrimination in the defense industry or government.:22 The executive order promoted the idea that if taxpayer funds were accepted through a government contract, then all taxpayers should have an equal opportunity to work through the contractor.:23\u20134 To enforce this idea, Roosevelt created the Fair Employment Practices Committee (FEPC) with the power to investigate hiring practices by government contractors.:22", "targets": "Which piece of legislation prevented any discrimination in the defense industry and government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76c449f62de647219b2451bc2f51243b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FDR's New Deal programs often contained equal opportunity clauses stating \"no discrimination shall be made on account of race, color or creed\",:11 but the true forerunner to affirmative action was the Interior Secretary of the time, Harold L. Ickes. Ickes prohibited discrimination in hiring for Public Works Administration funded projects and oversaw not only the institution of a quota system, where contractors were required to employ a fixed percentage of Black workers, by Robert C. Weaver and Clark Foreman,:12 but also the equal pay of women proposed by Harry Hopkins.:14FDR's largest contribution to affirmative action, however, lay in his Executive Order 8802 which prohibited discrimination in the defense industry or government.:22 The executive order promoted the idea that if taxpayer funds were accepted through a government contract, then all taxpayers should have an equal opportunity to work through the contractor.:23\u20134 To enforce this idea, Roosevelt created the Fair Employment Practices Committee (FEPC) with the power to investigate hiring practices by government contractors.:22", "targets": "What does the FEPC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b2f5001d360495e88d47ef6cb2efe68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire conquered Ukraine during World War I and was planning on either annexing it or installing a puppet king, but was defeated by the Entente, with major involvement by the Ukrainian Bolsheviks. After conquering the rest of Ukraine from the Whites, Ukraine joined the USSR and was enlarged (gaining Crimea and then Eastern Galicia), whence a process of Ukrainization was begun, with encouragement from Moscow.", "targets": "What nation conquered Ukraine during the First World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b2f5001d360495e88d47ef6cb2efe68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire conquered Ukraine during World War I and was planning on either annexing it or installing a puppet king, but was defeated by the Entente, with major involvement by the Ukrainian Bolsheviks. After conquering the rest of Ukraine from the Whites, Ukraine joined the USSR and was enlarged (gaining Crimea and then Eastern Galicia), whence a process of Ukrainization was begun, with encouragement from Moscow.", "targets": "What alliance defeated the German Empire in World War I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b2f5001d360495e88d47ef6cb2efe68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire conquered Ukraine during World War I and was planning on either annexing it or installing a puppet king, but was defeated by the Entente, with major involvement by the Ukrainian Bolsheviks. After conquering the rest of Ukraine from the Whites, Ukraine joined the USSR and was enlarged (gaining Crimea and then Eastern Galicia), whence a process of Ukrainization was begun, with encouragement from Moscow.", "targets": "What Ukrainian political group was involved in the defeat of the German Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b2f5001d360495e88d47ef6cb2efe68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire conquered Ukraine during World War I and was planning on either annexing it or installing a puppet king, but was defeated by the Entente, with major involvement by the Ukrainian Bolsheviks. After conquering the rest of Ukraine from the Whites, Ukraine joined the USSR and was enlarged (gaining Crimea and then Eastern Galicia), whence a process of Ukrainization was begun, with encouragement from Moscow.", "targets": "Who did the Ukrainian Bolsheviks conquer the Ukraine from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cae9bbdbee9472fb9f4aa0565a79d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, many different schools of thought developed. Athens, with its multiple philosophical schools, continued to remain the center of philosophical thought. However Athens had now lost her political freedom and Hellenistic philosophy is a reflection of this new difficult period. In this political climate, Hellenistic philosophers went in search of goals such as ataraxia (un-disturbedness), autarky (self-sufficiency) and apatheia (freedom from suffering), which would allow them to wrest well-being or eudaimonia out of the most difficult turns of fortune. This occupation with the inner life, with personal inner liberty and with the pursuit of eudaimonia is what all Hellenistic philosophical schools have in common.", "targets": "What city remained the center of philosophical thought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cae9bbdbee9472fb9f4aa0565a79d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, many different schools of thought developed. Athens, with its multiple philosophical schools, continued to remain the center of philosophical thought. However Athens had now lost her political freedom and Hellenistic philosophy is a reflection of this new difficult period. In this political climate, Hellenistic philosophers went in search of goals such as ataraxia (un-disturbedness), autarky (self-sufficiency) and apatheia (freedom from suffering), which would allow them to wrest well-being or eudaimonia out of the most difficult turns of fortune. This occupation with the inner life, with personal inner liberty and with the pursuit of eudaimonia is what all Hellenistic philosophical schools have in common.", "targets": "What does ataraxia mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cae9bbdbee9472fb9f4aa0565a79d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, many different schools of thought developed. Athens, with its multiple philosophical schools, continued to remain the center of philosophical thought. However Athens had now lost her political freedom and Hellenistic philosophy is a reflection of this new difficult period. In this political climate, Hellenistic philosophers went in search of goals such as ataraxia (un-disturbedness), autarky (self-sufficiency) and apatheia (freedom from suffering), which would allow them to wrest well-being or eudaimonia out of the most difficult turns of fortune. This occupation with the inner life, with personal inner liberty and with the pursuit of eudaimonia is what all Hellenistic philosophical schools have in common.", "targets": "What does autarky mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cae9bbdbee9472fb9f4aa0565a79d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hellenistic period, many different schools of thought developed. Athens, with its multiple philosophical schools, continued to remain the center of philosophical thought. However Athens had now lost her political freedom and Hellenistic philosophy is a reflection of this new difficult period. In this political climate, Hellenistic philosophers went in search of goals such as ataraxia (un-disturbedness), autarky (self-sufficiency) and apatheia (freedom from suffering), which would allow them to wrest well-being or eudaimonia out of the most difficult turns of fortune. This occupation with the inner life, with personal inner liberty and with the pursuit of eudaimonia is what all Hellenistic philosophical schools have in common.", "targets": "What does apatheia mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7b629e1b2a404ba2d4939a222c16a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clinical pharmacist's role involves creating a comprehensive drug therapy plan for patient-specific problems, identifying goals of therapy, and reviewing all prescribed medications prior to dispensing and administration to the patient. The review process often involves an evaluation of the appropriateness of the drug therapy (e.g., drug choice, dose, route, frequency, and duration of therapy) and its efficacy. The pharmacist must also monitor for potential drug interactions, adverse drug reactions, and assess patient drug allergies while designing and initiating a drug therapy plan.", "targets": "What is one example of what a clinical pharmacist's duties entail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7b629e1b2a404ba2d4939a222c16a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clinical pharmacist's role involves creating a comprehensive drug therapy plan for patient-specific problems, identifying goals of therapy, and reviewing all prescribed medications prior to dispensing and administration to the patient. The review process often involves an evaluation of the appropriateness of the drug therapy (e.g., drug choice, dose, route, frequency, and duration of therapy) and its efficacy. The pharmacist must also monitor for potential drug interactions, adverse drug reactions, and assess patient drug allergies while designing and initiating a drug therapy plan.", "targets": "What is involved in a review of prescribed medications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7b629e1b2a404ba2d4939a222c16a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clinical pharmacist's role involves creating a comprehensive drug therapy plan for patient-specific problems, identifying goals of therapy, and reviewing all prescribed medications prior to dispensing and administration to the patient. The review process often involves an evaluation of the appropriateness of the drug therapy (e.g., drug choice, dose, route, frequency, and duration of therapy) and its efficacy. The pharmacist must also monitor for potential drug interactions, adverse drug reactions, and assess patient drug allergies while designing and initiating a drug therapy plan.", "targets": "What are the components of drug therapy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7b629e1b2a404ba2d4939a222c16a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clinical pharmacist's role involves creating a comprehensive drug therapy plan for patient-specific problems, identifying goals of therapy, and reviewing all prescribed medications prior to dispensing and administration to the patient. The review process often involves an evaluation of the appropriateness of the drug therapy (e.g., drug choice, dose, route, frequency, and duration of therapy) and its efficacy. The pharmacist must also monitor for potential drug interactions, adverse drug reactions, and assess patient drug allergies while designing and initiating a drug therapy plan.", "targets": "What are some other factors a pharmacist must monitor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-148fd97472054583bb345daa0809acd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylighting is the oldest method of interior lighting. Daylighting is simply designing a space to use as much natural light as possible. This decreases energy consumption and costs, and requires less heating and cooling from the building. Daylighting has also been proven to have positive effects on patients in hospitals as well as work and school performance. Due to a lack of information that indicate the likely energy savings, daylighting schemes are not yet popular among most buildings.", "targets": "What is the oldest method of interior lighting? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-148fd97472054583bb345daa0809acd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylighting is the oldest method of interior lighting. Daylighting is simply designing a space to use as much natural light as possible. This decreases energy consumption and costs, and requires less heating and cooling from the building. Daylighting has also been proven to have positive effects on patients in hospitals as well as work and school performance. Due to a lack of information that indicate the likely energy savings, daylighting schemes are not yet popular among most buildings.", "targets": "Daylighting has been proven to have negative effects on people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3d7a77f1b8b47a886de7cbedb7f247f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France took control of Algeria in 1830 but began in earnest to rebuild its worldwide empire after 1850, concentrating chiefly in North and West Africa, as well as South-East Asia, with other conquests in Central and East Africa, as well as the South Pacific. Republicans, at first hostile to empire, only became supportive when Germany started to build her own colonial empire. As it developed, the new empire took on roles of trade with France, supplying raw materials and purchasing manufactured items, as well as lending prestige to the motherland and spreading French civilization and language as well as Catholicism. It also provided crucial manpower in both World Wars.", "targets": "When did France take control of Algeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3d7a77f1b8b47a886de7cbedb7f247f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France took control of Algeria in 1830 but began in earnest to rebuild its worldwide empire after 1850, concentrating chiefly in North and West Africa, as well as South-East Asia, with other conquests in Central and East Africa, as well as the South Pacific. Republicans, at first hostile to empire, only became supportive when Germany started to build her own colonial empire. As it developed, the new empire took on roles of trade with France, supplying raw materials and purchasing manufactured items, as well as lending prestige to the motherland and spreading French civilization and language as well as Catholicism. It also provided crucial manpower in both World Wars.", "targets": "When did France begin in earnest to rebuild its global empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3d7a77f1b8b47a886de7cbedb7f247f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France took control of Algeria in 1830 but began in earnest to rebuild its worldwide empire after 1850, concentrating chiefly in North and West Africa, as well as South-East Asia, with other conquests in Central and East Africa, as well as the South Pacific. Republicans, at first hostile to empire, only became supportive when Germany started to build her own colonial empire. As it developed, the new empire took on roles of trade with France, supplying raw materials and purchasing manufactured items, as well as lending prestige to the motherland and spreading French civilization and language as well as Catholicism. It also provided crucial manpower in both World Wars.", "targets": "What religion did the French spread along with their imperialism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3d7a77f1b8b47a886de7cbedb7f247f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France took control of Algeria in 1830 but began in earnest to rebuild its worldwide empire after 1850, concentrating chiefly in North and West Africa, as well as South-East Asia, with other conquests in Central and East Africa, as well as the South Pacific. Republicans, at first hostile to empire, only became supportive when Germany started to build her own colonial empire. As it developed, the new empire took on roles of trade with France, supplying raw materials and purchasing manufactured items, as well as lending prestige to the motherland and spreading French civilization and language as well as Catholicism. It also provided crucial manpower in both World Wars.", "targets": "Where did France focus its efforts to rebuild its empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3d7a77f1b8b47a886de7cbedb7f247f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France took control of Algeria in 1830 but began in earnest to rebuild its worldwide empire after 1850, concentrating chiefly in North and West Africa, as well as South-East Asia, with other conquests in Central and East Africa, as well as the South Pacific. Republicans, at first hostile to empire, only became supportive when Germany started to build her own colonial empire. As it developed, the new empire took on roles of trade with France, supplying raw materials and purchasing manufactured items, as well as lending prestige to the motherland and spreading French civilization and language as well as Catholicism. It also provided crucial manpower in both World Wars.", "targets": "When did French Republicans back building the French empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f3cc6f559e46eebc9772f9512d2477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After receiving his J.D. from Boston College Law School, Kerry worked in Massachusetts as an Assistant District Attorney. He served as Lieutenant Governor of Massachusetts under Michael Dukakis from 1983 to 1985 and was elected to the U.S. Senate in 1984 and was sworn in the following January. On the Senate Foreign Relations Committee, he led a series of hearings from 1987 to 1989 which were a precursor to the Iran\u2013Contra affair. Kerry was re-elected to additional terms in 1990, 1996, 2002 and 2008. In 2002, Kerry voted to authorize the President \"to use force, if necessary, to disarm Saddam Hussein\", but warned that the administration should exhaust its diplomatic avenues before launching war.", "targets": "Where did Kerry get a law degree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f3cc6f559e46eebc9772f9512d2477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After receiving his J.D. from Boston College Law School, Kerry worked in Massachusetts as an Assistant District Attorney. He served as Lieutenant Governor of Massachusetts under Michael Dukakis from 1983 to 1985 and was elected to the U.S. Senate in 1984 and was sworn in the following January. On the Senate Foreign Relations Committee, he led a series of hearings from 1987 to 1989 which were a precursor to the Iran\u2013Contra affair. Kerry was re-elected to additional terms in 1990, 1996, 2002 and 2008. In 2002, Kerry voted to authorize the President \"to use force, if necessary, to disarm Saddam Hussein\", but warned that the administration should exhaust its diplomatic avenues before launching war.", "targets": "Who was Kerry an Lt. Gov. for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f3cc6f559e46eebc9772f9512d2477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After receiving his J.D. from Boston College Law School, Kerry worked in Massachusetts as an Assistant District Attorney. He served as Lieutenant Governor of Massachusetts under Michael Dukakis from 1983 to 1985 and was elected to the U.S. Senate in 1984 and was sworn in the following January. On the Senate Foreign Relations Committee, he led a series of hearings from 1987 to 1989 which were a precursor to the Iran\u2013Contra affair. Kerry was re-elected to additional terms in 1990, 1996, 2002 and 2008. In 2002, Kerry voted to authorize the President \"to use force, if necessary, to disarm Saddam Hussein\", but warned that the administration should exhaust its diplomatic avenues before launching war.", "targets": "When did Kerry become a Senator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f3cc6f559e46eebc9772f9512d2477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After receiving his J.D. from Boston College Law School, Kerry worked in Massachusetts as an Assistant District Attorney. He served as Lieutenant Governor of Massachusetts under Michael Dukakis from 1983 to 1985 and was elected to the U.S. Senate in 1984 and was sworn in the following January. On the Senate Foreign Relations Committee, he led a series of hearings from 1987 to 1989 which were a precursor to the Iran\u2013Contra affair. Kerry was re-elected to additional terms in 1990, 1996, 2002 and 2008. In 2002, Kerry voted to authorize the President \"to use force, if necessary, to disarm Saddam Hussein\", but warned that the administration should exhaust its diplomatic avenues before launching war.", "targets": "Where was Kerry an Lt. Gov.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f3cc6f559e46eebc9772f9512d2477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After receiving his J.D. from Boston College Law School, Kerry worked in Massachusetts as an Assistant District Attorney. He served as Lieutenant Governor of Massachusetts under Michael Dukakis from 1983 to 1985 and was elected to the U.S. Senate in 1984 and was sworn in the following January. On the Senate Foreign Relations Committee, he led a series of hearings from 1987 to 1989 which were a precursor to the Iran\u2013Contra affair. Kerry was re-elected to additional terms in 1990, 1996, 2002 and 2008. In 2002, Kerry voted to authorize the President \"to use force, if necessary, to disarm Saddam Hussein\", but warned that the administration should exhaust its diplomatic avenues before launching war.", "targets": "When was Kerry an Lt. Gov.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c8bb20774d44c73bc8a25d02e53cc2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The scale of humanitarian aid to the poor and unstable regions of the world grows, but it is highly vulnerable to corruption, with food aid, construction and other highly valued assistance as the most at risk. Food aid can be directly and physically diverted from its intended destination, or indirectly through the manipulation of assessments, targeting, registration and distributions to favor certain groups or individuals.", "targets": "Along with food aid, what is most at risk in these countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c8bb20774d44c73bc8a25d02e53cc2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The scale of humanitarian aid to the poor and unstable regions of the world grows, but it is highly vulnerable to corruption, with food aid, construction and other highly valued assistance as the most at risk. Food aid can be directly and physically diverted from its intended destination, or indirectly through the manipulation of assessments, targeting, registration and distributions to favor certain groups or individuals.", "targets": "How is food aid usually directly redirected from the people it should go to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c8bb20774d44c73bc8a25d02e53cc2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The scale of humanitarian aid to the poor and unstable regions of the world grows, but it is highly vulnerable to corruption, with food aid, construction and other highly valued assistance as the most at risk. Food aid can be directly and physically diverted from its intended destination, or indirectly through the manipulation of assessments, targeting, registration and distributions to favor certain groups or individuals.", "targets": "Food aid can also be indirectly diverted from its intended recipients through the manipulation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdff1d3ed82744a39b35671dcf9a3e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As regards publication titles it is, however, a common typographic practice among both British and U.S. publishers to capitalise significant words (and in the United States, this is often applied to headings, too). This family of typographic conventions is usually called title case. For example, R. M. Ritter's Oxford Manual of Style (2002) suggests capitalising \"the first word and all nouns, pronouns, adjectives, verbs and adverbs, but generally not articles, conjunctions and short prepositions\". This is an old form of emphasis, similar to the more modern practice of using a larger or boldface font for titles. The rules for which words to capitalise are not based on any grammatically inherent correct/incorrect distinction and are not universally standardized; they are arbitrary and differ between style guides, although in most styles they tend to follow a few strong conventions, as follows:", "targets": "What is capitalization of significant words applied to in the United States besides titles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdff1d3ed82744a39b35671dcf9a3e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As regards publication titles it is, however, a common typographic practice among both British and U.S. publishers to capitalise significant words (and in the United States, this is often applied to headings, too). This family of typographic conventions is usually called title case. For example, R. M. Ritter's Oxford Manual of Style (2002) suggests capitalising \"the first word and all nouns, pronouns, adjectives, verbs and adverbs, but generally not articles, conjunctions and short prepositions\". This is an old form of emphasis, similar to the more modern practice of using a larger or boldface font for titles. The rules for which words to capitalise are not based on any grammatically inherent correct/incorrect distinction and are not universally standardized; they are arbitrary and differ between style guides, although in most styles they tend to follow a few strong conventions, as follows:", "targets": "Capitalization of significant words refers to which family of typographic conventions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdff1d3ed82744a39b35671dcf9a3e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As regards publication titles it is, however, a common typographic practice among both British and U.S. publishers to capitalise significant words (and in the United States, this is often applied to headings, too). This family of typographic conventions is usually called title case. For example, R. M. Ritter's Oxford Manual of Style (2002) suggests capitalising \"the first word and all nouns, pronouns, adjectives, verbs and adverbs, but generally not articles, conjunctions and short prepositions\". This is an old form of emphasis, similar to the more modern practice of using a larger or boldface font for titles. The rules for which words to capitalise are not based on any grammatically inherent correct/incorrect distinction and are not universally standardized; they are arbitrary and differ between style guides, although in most styles they tend to follow a few strong conventions, as follows:", "targets": "Which book of literature standards suggests capitalizing the first word and all nouns, pronouns, adjectives, verbs, and adverbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdff1d3ed82744a39b35671dcf9a3e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As regards publication titles it is, however, a common typographic practice among both British and U.S. publishers to capitalise significant words (and in the United States, this is often applied to headings, too). This family of typographic conventions is usually called title case. For example, R. M. Ritter's Oxford Manual of Style (2002) suggests capitalising \"the first word and all nouns, pronouns, adjectives, verbs and adverbs, but generally not articles, conjunctions and short prepositions\". This is an old form of emphasis, similar to the more modern practice of using a larger or boldface font for titles. The rules for which words to capitalise are not based on any grammatically inherent correct/incorrect distinction and are not universally standardized; they are arbitrary and differ between style guides, although in most styles they tend to follow a few strong conventions, as follows:", "targets": "The use of bold fonts and capilization in titles falls under which unusual grammatical distinction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777602f9fe0049b09691e296486746a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city remained in the hands of Christian troops until 1102, when the Almoravids retook the city and restored the Muslim religion. Although the self-styled 'Emperor of All Spain', Alfonso VI of Le\u00f3n and Castile, drove them from the city, he was not strong enough to hold it. The Christians set it afire before abandoning it, and the Almoravid Masdali took possession on 5 May 1109. The event was commemorated in a poem by Ibn Khafaja in which he thanked Yusuf ibn Tashfin for the city's liberation.The declining power of the Almoravids coincided with the rise of a new dynasty in North Africa, the Almohads, who seized control of the peninsula from the year 1145, although their entry into Valencia was deterred by Ibn Mardanis, King of Valencia and Murcia until 1171, at which time the city finally fell to the North Africans. The two Muslim dynasties would rule Valencia for more than a century.", "targets": "In what year did Christian troops lose control of Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777602f9fe0049b09691e296486746a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city remained in the hands of Christian troops until 1102, when the Almoravids retook the city and restored the Muslim religion. Although the self-styled 'Emperor of All Spain', Alfonso VI of Le\u00f3n and Castile, drove them from the city, he was not strong enough to hold it. The Christians set it afire before abandoning it, and the Almoravid Masdali took possession on 5 May 1109. The event was commemorated in a poem by Ibn Khafaja in which he thanked Yusuf ibn Tashfin for the city's liberation.The declining power of the Almoravids coincided with the rise of a new dynasty in North Africa, the Almohads, who seized control of the peninsula from the year 1145, although their entry into Valencia was deterred by Ibn Mardanis, King of Valencia and Murcia until 1171, at which time the city finally fell to the North Africans. The two Muslim dynasties would rule Valencia for more than a century.", "targets": "Who called himself the Emperor of All Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777602f9fe0049b09691e296486746a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city remained in the hands of Christian troops until 1102, when the Almoravids retook the city and restored the Muslim religion. Although the self-styled 'Emperor of All Spain', Alfonso VI of Le\u00f3n and Castile, drove them from the city, he was not strong enough to hold it. The Christians set it afire before abandoning it, and the Almoravid Masdali took possession on 5 May 1109. The event was commemorated in a poem by Ibn Khafaja in which he thanked Yusuf ibn Tashfin for the city's liberation.The declining power of the Almoravids coincided with the rise of a new dynasty in North Africa, the Almohads, who seized control of the peninsula from the year 1145, although their entry into Valencia was deterred by Ibn Mardanis, King of Valencia and Murcia until 1171, at which time the city finally fell to the North Africans. The two Muslim dynasties would rule Valencia for more than a century.", "targets": "Who wrote poetry about Valencia's capture by the Almoravids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777602f9fe0049b09691e296486746a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city remained in the hands of Christian troops until 1102, when the Almoravids retook the city and restored the Muslim religion. Although the self-styled 'Emperor of All Spain', Alfonso VI of Le\u00f3n and Castile, drove them from the city, he was not strong enough to hold it. The Christians set it afire before abandoning it, and the Almoravid Masdali took possession on 5 May 1109. The event was commemorated in a poem by Ibn Khafaja in which he thanked Yusuf ibn Tashfin for the city's liberation.The declining power of the Almoravids coincided with the rise of a new dynasty in North Africa, the Almohads, who seized control of the peninsula from the year 1145, although their entry into Valencia was deterred by Ibn Mardanis, King of Valencia and Murcia until 1171, at which time the city finally fell to the North Africans. The two Muslim dynasties would rule Valencia for more than a century.", "targets": "When did the Almohads gain control of the peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777602f9fe0049b09691e296486746a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city remained in the hands of Christian troops until 1102, when the Almoravids retook the city and restored the Muslim religion. Although the self-styled 'Emperor of All Spain', Alfonso VI of Le\u00f3n and Castile, drove them from the city, he was not strong enough to hold it. The Christians set it afire before abandoning it, and the Almoravid Masdali took possession on 5 May 1109. The event was commemorated in a poem by Ibn Khafaja in which he thanked Yusuf ibn Tashfin for the city's liberation.The declining power of the Almoravids coincided with the rise of a new dynasty in North Africa, the Almohads, who seized control of the peninsula from the year 1145, although their entry into Valencia was deterred by Ibn Mardanis, King of Valencia and Murcia until 1171, at which time the city finally fell to the North Africans. The two Muslim dynasties would rule Valencia for more than a century.", "targets": "Who prevented the Almohads from entering Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b09ae3b1947f4acaae7178573235e047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of biological race has declined significantly in frequency of use in physical anthropology in the United States during the 20th century. A majority of physical anthropologists in the United States have rejected the concept of biological races. Since 1932, an increasing number of college textbooks introducing physical anthropology have rejected race as a valid concept: from 1932 to 1976, only seven out of thirty-two rejected race; from 1975 to 1984, thirteen out of thirty-three rejected race; from 1985 to 1993, thirteen out of nineteen rejected race. According to one academic journal entry, where 78 percent of the articles in the 1931 Journal of Physical Anthropology employed these or nearly synonymous terms reflecting a bio-race paradigm, only 36 percent did so in 1965, and just 28 percent did in 1996.", "targets": "What concept's use has declined significantly in the U.S. during the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b09ae3b1947f4acaae7178573235e047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of biological race has declined significantly in frequency of use in physical anthropology in the United States during the 20th century. A majority of physical anthropologists in the United States have rejected the concept of biological races. Since 1932, an increasing number of college textbooks introducing physical anthropology have rejected race as a valid concept: from 1932 to 1976, only seven out of thirty-two rejected race; from 1975 to 1984, thirteen out of thirty-three rejected race; from 1985 to 1993, thirteen out of nineteen rejected race. According to one academic journal entry, where 78 percent of the articles in the 1931 Journal of Physical Anthropology employed these or nearly synonymous terms reflecting a bio-race paradigm, only 36 percent did so in 1965, and just 28 percent did in 1996.", "targets": "The majority of what group in the U.S. has rejected the concept of biological races?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b09ae3b1947f4acaae7178573235e047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of biological race has declined significantly in frequency of use in physical anthropology in the United States during the 20th century. A majority of physical anthropologists in the United States have rejected the concept of biological races. Since 1932, an increasing number of college textbooks introducing physical anthropology have rejected race as a valid concept: from 1932 to 1976, only seven out of thirty-two rejected race; from 1975 to 1984, thirteen out of thirty-three rejected race; from 1985 to 1993, thirteen out of nineteen rejected race. According to one academic journal entry, where 78 percent of the articles in the 1931 Journal of Physical Anthropology employed these or nearly synonymous terms reflecting a bio-race paradigm, only 36 percent did so in 1965, and just 28 percent did in 1996.", "targets": "What textbooks introducing anthropology have rejected race as a valid concept since 1932?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b09ae3b1947f4acaae7178573235e047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of biological race has declined significantly in frequency of use in physical anthropology in the United States during the 20th century. A majority of physical anthropologists in the United States have rejected the concept of biological races. Since 1932, an increasing number of college textbooks introducing physical anthropology have rejected race as a valid concept: from 1932 to 1976, only seven out of thirty-two rejected race; from 1975 to 1984, thirteen out of thirty-three rejected race; from 1985 to 1993, thirteen out of nineteen rejected race. According to one academic journal entry, where 78 percent of the articles in the 1931 Journal of Physical Anthropology employed these or nearly synonymous terms reflecting a bio-race paradigm, only 36 percent did so in 1965, and just 28 percent did in 1996.", "targets": "How many books out of 33, from 1975 to 1984, rejected race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b09ae3b1947f4acaae7178573235e047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of biological race has declined significantly in frequency of use in physical anthropology in the United States during the 20th century. A majority of physical anthropologists in the United States have rejected the concept of biological races. Since 1932, an increasing number of college textbooks introducing physical anthropology have rejected race as a valid concept: from 1932 to 1976, only seven out of thirty-two rejected race; from 1975 to 1984, thirteen out of thirty-three rejected race; from 1985 to 1993, thirteen out of nineteen rejected race. According to one academic journal entry, where 78 percent of the articles in the 1931 Journal of Physical Anthropology employed these or nearly synonymous terms reflecting a bio-race paradigm, only 36 percent did so in 1965, and just 28 percent did in 1996.", "targets": "What percentage of articles in 1996 employed a bio-race paradigm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06f613ab0004cc2934ef026f2b93e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A revised version of the ABC logo was introduced for promotions for the 2013\u201314 season during the network's upfront presentation on May 14, 2013, and officially introduced on-air on June 17 (although some affiliates implemented the new design prior to then), as part of an overhaul of ABC's identity by design agency LoyalKaspar. The updated logo carries a simpler gloss design than the previous version, and contains lettering more closely resembling Paul Rand's original version of the circle logo. The logo is displayed on-air, online and in print advertising in four variants shading the respective color used with the circle design's native black coloring: a gold version is primarily used on entertainment-oriented outlets (such as ABC.com, WATCH ABC, and by ABC Studios) and the on-screen bug; steel blue and dark grey versions are used primarily by ABC News; a red version is used for ESPN on ABC, while all four variants are used selectively in advertising and by affiliates. A new custom typeface, \"ABC Modern\" (which was inspired by the logotype), was also created for use in advertising and other promotional materials.", "targets": "In 2013, ABC's identity was revamped by what design agency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06f613ab0004cc2934ef026f2b93e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A revised version of the ABC logo was introduced for promotions for the 2013\u201314 season during the network's upfront presentation on May 14, 2013, and officially introduced on-air on June 17 (although some affiliates implemented the new design prior to then), as part of an overhaul of ABC's identity by design agency LoyalKaspar. The updated logo carries a simpler gloss design than the previous version, and contains lettering more closely resembling Paul Rand's original version of the circle logo. The logo is displayed on-air, online and in print advertising in four variants shading the respective color used with the circle design's native black coloring: a gold version is primarily used on entertainment-oriented outlets (such as ABC.com, WATCH ABC, and by ABC Studios) and the on-screen bug; steel blue and dark grey versions are used primarily by ABC News; a red version is used for ESPN on ABC, while all four variants are used selectively in advertising and by affiliates. A new custom typeface, \"ABC Modern\" (which was inspired by the logotype), was also created for use in advertising and other promotional materials.", "targets": "How many variants is the new ABC logo currently displayed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06f613ab0004cc2934ef026f2b93e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A revised version of the ABC logo was introduced for promotions for the 2013\u201314 season during the network's upfront presentation on May 14, 2013, and officially introduced on-air on June 17 (although some affiliates implemented the new design prior to then), as part of an overhaul of ABC's identity by design agency LoyalKaspar. The updated logo carries a simpler gloss design than the previous version, and contains lettering more closely resembling Paul Rand's original version of the circle logo. The logo is displayed on-air, online and in print advertising in four variants shading the respective color used with the circle design's native black coloring: a gold version is primarily used on entertainment-oriented outlets (such as ABC.com, WATCH ABC, and by ABC Studios) and the on-screen bug; steel blue and dark grey versions are used primarily by ABC News; a red version is used for ESPN on ABC, while all four variants are used selectively in advertising and by affiliates. A new custom typeface, \"ABC Modern\" (which was inspired by the logotype), was also created for use in advertising and other promotional materials.", "targets": "What new typeface was created for ABC for use in advertising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06f613ab0004cc2934ef026f2b93e16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A revised version of the ABC logo was introduced for promotions for the 2013\u201314 season during the network's upfront presentation on May 14, 2013, and officially introduced on-air on June 17 (although some affiliates implemented the new design prior to then), as part of an overhaul of ABC's identity by design agency LoyalKaspar. The updated logo carries a simpler gloss design than the previous version, and contains lettering more closely resembling Paul Rand's original version of the circle logo. The logo is displayed on-air, online and in print advertising in four variants shading the respective color used with the circle design's native black coloring: a gold version is primarily used on entertainment-oriented outlets (such as ABC.com, WATCH ABC, and by ABC Studios) and the on-screen bug; steel blue and dark grey versions are used primarily by ABC News; a red version is used for ESPN on ABC, while all four variants are used selectively in advertising and by affiliates. A new custom typeface, \"ABC Modern\" (which was inspired by the logotype), was also created for use in advertising and other promotional materials.", "targets": "What network uses a red version of the new ABC logo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13496a8448af41ae8309127e473c3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different societies apply differing criteria regarding who is classified as \"black\", and these social constructs have also changed over time. In a number of countries, societal variables affect classification as much as skin color, and the social criteria for \"blackness\" vary. For example, in North America the term black people is not necessarily an indicator of skin color or majority ethnic ancestry, but it is instead a socially based racial classification related to being African American, with a family history associated with institutionalized slavery. In South Africa and Latin America, for instance, mixed-race people are generally not classified as \"black.\" In South Pacific regions such as Australia and Melanesia, European colonists applied the term \"black\" or it was used by populations with different histories and ethnic origin.", "targets": "Do all societies use the term \"black\" the same?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13496a8448af41ae8309127e473c3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different societies apply differing criteria regarding who is classified as \"black\", and these social constructs have also changed over time. In a number of countries, societal variables affect classification as much as skin color, and the social criteria for \"blackness\" vary. For example, in North America the term black people is not necessarily an indicator of skin color or majority ethnic ancestry, but it is instead a socially based racial classification related to being African American, with a family history associated with institutionalized slavery. In South Africa and Latin America, for instance, mixed-race people are generally not classified as \"black.\" In South Pacific regions such as Australia and Melanesia, European colonists applied the term \"black\" or it was used by populations with different histories and ethnic origin.", "targets": "What factors can affect the classification of \"blackness\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13496a8448af41ae8309127e473c3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different societies apply differing criteria regarding who is classified as \"black\", and these social constructs have also changed over time. In a number of countries, societal variables affect classification as much as skin color, and the social criteria for \"blackness\" vary. For example, in North America the term black people is not necessarily an indicator of skin color or majority ethnic ancestry, but it is instead a socially based racial classification related to being African American, with a family history associated with institutionalized slavery. In South Africa and Latin America, for instance, mixed-race people are generally not classified as \"black.\" In South Pacific regions such as Australia and Melanesia, European colonists applied the term \"black\" or it was used by populations with different histories and ethnic origin.", "targets": "Are mixed race people classified as black?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13496a8448af41ae8309127e473c3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different societies apply differing criteria regarding who is classified as \"black\", and these social constructs have also changed over time. In a number of countries, societal variables affect classification as much as skin color, and the social criteria for \"blackness\" vary. For example, in North America the term black people is not necessarily an indicator of skin color or majority ethnic ancestry, but it is instead a socially based racial classification related to being African American, with a family history associated with institutionalized slavery. In South Africa and Latin America, for instance, mixed-race people are generally not classified as \"black.\" In South Pacific regions such as Australia and Melanesia, European colonists applied the term \"black\" or it was used by populations with different histories and ethnic origin.", "targets": "How is the term \"black\" defined in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13496a8448af41ae8309127e473c3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different societies apply differing criteria regarding who is classified as \"black\", and these social constructs have also changed over time. In a number of countries, societal variables affect classification as much as skin color, and the social criteria for \"blackness\" vary. For example, in North America the term black people is not necessarily an indicator of skin color or majority ethnic ancestry, but it is instead a socially based racial classification related to being African American, with a family history associated with institutionalized slavery. In South Africa and Latin America, for instance, mixed-race people are generally not classified as \"black.\" In South Pacific regions such as Australia and Melanesia, European colonists applied the term \"black\" or it was used by populations with different histories and ethnic origin.", "targets": "How did European Colonists use the term \"Black\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8df0c97b19740999cb71b181d6cf8dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvin Gardens, the leading yellow property on the board shown, is actually a misspelling of the original location name, \"Marven Gardens\". The misspelling was said to have been introduced by Charles Todd and passed on when his home-made Monopoly board was copied by Charles Darrow and thence Parker Brothers. It was not until 1995 that Parker Brothers acknowledged this mistake and formally apologized to the residents of Marven Gardens for the misspelling although the spelling error was not corrected.", "targets": "What popular property in Monopoly was actually a misspelling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8df0c97b19740999cb71b181d6cf8dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvin Gardens, the leading yellow property on the board shown, is actually a misspelling of the original location name, \"Marven Gardens\". The misspelling was said to have been introduced by Charles Todd and passed on when his home-made Monopoly board was copied by Charles Darrow and thence Parker Brothers. It was not until 1995 that Parker Brothers acknowledged this mistake and formally apologized to the residents of Marven Gardens for the misspelling although the spelling error was not corrected.", "targets": "What is the name of the original property that Marvin Gardens takes its name from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8df0c97b19740999cb71b181d6cf8dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvin Gardens, the leading yellow property on the board shown, is actually a misspelling of the original location name, \"Marven Gardens\". The misspelling was said to have been introduced by Charles Todd and passed on when his home-made Monopoly board was copied by Charles Darrow and thence Parker Brothers. It was not until 1995 that Parker Brothers acknowledged this mistake and formally apologized to the residents of Marven Gardens for the misspelling although the spelling error was not corrected.", "targets": "Whose game did Parker Brothers model the board game after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8df0c97b19740999cb71b181d6cf8dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvin Gardens, the leading yellow property on the board shown, is actually a misspelling of the original location name, \"Marven Gardens\". The misspelling was said to have been introduced by Charles Todd and passed on when his home-made Monopoly board was copied by Charles Darrow and thence Parker Brothers. It was not until 1995 that Parker Brothers acknowledged this mistake and formally apologized to the residents of Marven Gardens for the misspelling although the spelling error was not corrected.", "targets": "In what year did Parker Brothers acknowledge and apologize for a spelling error in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8df0c97b19740999cb71b181d6cf8dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvin Gardens, the leading yellow property on the board shown, is actually a misspelling of the original location name, \"Marven Gardens\". The misspelling was said to have been introduced by Charles Todd and passed on when his home-made Monopoly board was copied by Charles Darrow and thence Parker Brothers. It was not until 1995 that Parker Brothers acknowledged this mistake and formally apologized to the residents of Marven Gardens for the misspelling although the spelling error was not corrected.", "targets": "Who copied Charles Todd's Monopoly board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47be898d4aba45d1b266ccd5e6d4dd25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's residential neighborhoods contain architectural styles ranging from classic 19th-century and early-20th-century designs to ranch-style houses. Among these homes are a number of kit houses built in the early 20th century. Contemporary-style houses are farther from the downtown district. Surrounding the University of Michigan campus are houses and apartment complexes occupied primarily by student renters. Tower Plaza, a 26-story condominium building located between the University of Michigan campus and downtown, is the tallest building in Ann Arbor. The 19th-century buildings and streetscape of the Old West Side neighborhood have been preserved virtually intact; in 1972, the district was listed on the National Register of Historic Places, and it is further protected by city ordinances and a nonprofit preservation group.", "targets": "Which century does the Kit houses belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47be898d4aba45d1b266ccd5e6d4dd25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's residential neighborhoods contain architectural styles ranging from classic 19th-century and early-20th-century designs to ranch-style houses. Among these homes are a number of kit houses built in the early 20th century. Contemporary-style houses are farther from the downtown district. Surrounding the University of Michigan campus are houses and apartment complexes occupied primarily by student renters. Tower Plaza, a 26-story condominium building located between the University of Michigan campus and downtown, is the tallest building in Ann Arbor. The 19th-century buildings and streetscape of the Old West Side neighborhood have been preserved virtually intact; in 1972, the district was listed on the National Register of Historic Places, and it is further protected by city ordinances and a nonprofit preservation group.", "targets": "Who primarily occupies the complexes surrounding the University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47be898d4aba45d1b266ccd5e6d4dd25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's residential neighborhoods contain architectural styles ranging from classic 19th-century and early-20th-century designs to ranch-style houses. Among these homes are a number of kit houses built in the early 20th century. Contemporary-style houses are farther from the downtown district. Surrounding the University of Michigan campus are houses and apartment complexes occupied primarily by student renters. Tower Plaza, a 26-story condominium building located between the University of Michigan campus and downtown, is the tallest building in Ann Arbor. The 19th-century buildings and streetscape of the Old West Side neighborhood have been preserved virtually intact; in 1972, the district was listed on the National Register of Historic Places, and it is further protected by city ordinances and a nonprofit preservation group.", "targets": "Which is the tallest building in Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47be898d4aba45d1b266ccd5e6d4dd25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's residential neighborhoods contain architectural styles ranging from classic 19th-century and early-20th-century designs to ranch-style houses. Among these homes are a number of kit houses built in the early 20th century. Contemporary-style houses are farther from the downtown district. Surrounding the University of Michigan campus are houses and apartment complexes occupied primarily by student renters. Tower Plaza, a 26-story condominium building located between the University of Michigan campus and downtown, is the tallest building in Ann Arbor. The 19th-century buildings and streetscape of the Old West Side neighborhood have been preserved virtually intact; in 1972, the district was listed on the National Register of Historic Places, and it is further protected by city ordinances and a nonprofit preservation group.", "targets": "When was the city listed on the National Register of historic Places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c319a85e9d654d6d93b73d38e09c9cb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Paul II's visits to his native country in 1979 and 1983 brought support to the budding solidarity movement and encouraged the growing anti-communist fervor there. In 1979, less than a year after becoming pope, John Paul celebrated Mass in Victory Square in Warsaw and ended his sermon with a call to \"renew the face\" of Poland: Let Thy Spirit descend! Let Thy Spirit descend and renew the face of the land! This land! These words were very meaningful for the Polish citizens who understood them as the incentive for the democratic changes.", "targets": "What pope as a native of Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c319a85e9d654d6d93b73d38e09c9cb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Paul II's visits to his native country in 1979 and 1983 brought support to the budding solidarity movement and encouraged the growing anti-communist fervor there. In 1979, less than a year after becoming pope, John Paul celebrated Mass in Victory Square in Warsaw and ended his sermon with a call to \"renew the face\" of Poland: Let Thy Spirit descend! Let Thy Spirit descend and renew the face of the land! This land! These words were very meaningful for the Polish citizens who understood them as the incentive for the democratic changes.", "targets": "What did John Paul II's visits in 1979 and 1983 encourage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c319a85e9d654d6d93b73d38e09c9cb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Paul II's visits to his native country in 1979 and 1983 brought support to the budding solidarity movement and encouraged the growing anti-communist fervor there. In 1979, less than a year after becoming pope, John Paul celebrated Mass in Victory Square in Warsaw and ended his sermon with a call to \"renew the face\" of Poland: Let Thy Spirit descend! Let Thy Spirit descend and renew the face of the land! This land! These words were very meaningful for the Polish citizens who understood them as the incentive for the democratic changes.", "targets": "How long had John Paul II been the pope in 1979?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c319a85e9d654d6d93b73d38e09c9cb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Paul II's visits to his native country in 1979 and 1983 brought support to the budding solidarity movement and encouraged the growing anti-communist fervor there. In 1979, less than a year after becoming pope, John Paul celebrated Mass in Victory Square in Warsaw and ended his sermon with a call to \"renew the face\" of Poland: Let Thy Spirit descend! Let Thy Spirit descend and renew the face of the land! This land! These words were very meaningful for the Polish citizens who understood them as the incentive for the democratic changes.", "targets": "Where did John Paul II celebrate Mass in Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c319a85e9d654d6d93b73d38e09c9cb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Paul II's visits to his native country in 1979 and 1983 brought support to the budding solidarity movement and encouraged the growing anti-communist fervor there. In 1979, less than a year after becoming pope, John Paul celebrated Mass in Victory Square in Warsaw and ended his sermon with a call to \"renew the face\" of Poland: Let Thy Spirit descend! Let Thy Spirit descend and renew the face of the land! This land! These words were very meaningful for the Polish citizens who understood them as the incentive for the democratic changes.", "targets": "What did the Polish citizens understand the subtext of John Paul II's words to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85a2d269e8f34bc7b6578c5fd6eebde0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Conservatives, the main disappointment was the loss of Edinburgh Pentlands, the seat of former party leader David McLetchie, to the SNP. McLetchie was elected on the Lothian regional list and the Conservatives suffered a net loss of five seats, with leader Annabel Goldie claiming that their support had held firm. Nevertheless, she too announced she would step down as leader of the party. Cameron congratulated the SNP on their victory but vowed to campaign for the Union in the independence referendum.", "targets": "The loss of Edinburgh Pentlands really disappointed whom the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85a2d269e8f34bc7b6578c5fd6eebde0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Conservatives, the main disappointment was the loss of Edinburgh Pentlands, the seat of former party leader David McLetchie, to the SNP. McLetchie was elected on the Lothian regional list and the Conservatives suffered a net loss of five seats, with leader Annabel Goldie claiming that their support had held firm. Nevertheless, she too announced she would step down as leader of the party. Cameron congratulated the SNP on their victory but vowed to campaign for the Union in the independence referendum.", "targets": "What was the seat of former party leader David McLetchie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85a2d269e8f34bc7b6578c5fd6eebde0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Conservatives, the main disappointment was the loss of Edinburgh Pentlands, the seat of former party leader David McLetchie, to the SNP. McLetchie was elected on the Lothian regional list and the Conservatives suffered a net loss of five seats, with leader Annabel Goldie claiming that their support had held firm. Nevertheless, she too announced she would step down as leader of the party. Cameron congratulated the SNP on their victory but vowed to campaign for the Union in the independence referendum.", "targets": "What net loss did the Conservatives suffer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85a2d269e8f34bc7b6578c5fd6eebde0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Conservatives, the main disappointment was the loss of Edinburgh Pentlands, the seat of former party leader David McLetchie, to the SNP. McLetchie was elected on the Lothian regional list and the Conservatives suffered a net loss of five seats, with leader Annabel Goldie claiming that their support had held firm. Nevertheless, she too announced she would step down as leader of the party. Cameron congratulated the SNP on their victory but vowed to campaign for the Union in the independence referendum.", "targets": "Who announced she would step down as leader of the Conservatives? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85a2d269e8f34bc7b6578c5fd6eebde0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Conservatives, the main disappointment was the loss of Edinburgh Pentlands, the seat of former party leader David McLetchie, to the SNP. McLetchie was elected on the Lothian regional list and the Conservatives suffered a net loss of five seats, with leader Annabel Goldie claiming that their support had held firm. Nevertheless, she too announced she would step down as leader of the party. Cameron congratulated the SNP on their victory but vowed to campaign for the Union in the independence referendum.", "targets": "Who congratulated the SNP while vowing to campaign against their referendum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1217426d774341979ce4634e563d00b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jochi died in 1226, during his father's lifetime. Some scholars, notably Ratchnevsky, have commented on the possibility that Jochi was secretly poisoned by an order from Genghis Khan. Rashid al-Din reports that the great Khan sent for his sons in the spring of 1223, and while his brothers heeded the order, Jochi remained in Khorasan. Juzjani suggests that the disagreement arose from a quarrel between Jochi and his brothers in the siege of Urgench. Jochi had attempted to protect Urgench from destruction, as it belonged to territory allocated to him as a fief. He concludes his story with the clearly apocryphal statement by Jochi: \"Genghis Khan is mad to have massacred so many people and laid waste so many lands. I would be doing a service if I killed my father when he is hunting, made an alliance with Sultan Muhammad, brought this land to life and gave assistance and support to the Muslims.\" Juzjani claims that it was in response to hearing of these plans that Genghis Khan ordered his son secretly poisoned; however, as Sultan Muhammad was already dead in 1223, the accuracy of this story is questionable.", "targets": "Jochi's death occurred in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1217426d774341979ce4634e563d00b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jochi died in 1226, during his father's lifetime. Some scholars, notably Ratchnevsky, have commented on the possibility that Jochi was secretly poisoned by an order from Genghis Khan. Rashid al-Din reports that the great Khan sent for his sons in the spring of 1223, and while his brothers heeded the order, Jochi remained in Khorasan. Juzjani suggests that the disagreement arose from a quarrel between Jochi and his brothers in the siege of Urgench. Jochi had attempted to protect Urgench from destruction, as it belonged to territory allocated to him as a fief. He concludes his story with the clearly apocryphal statement by Jochi: \"Genghis Khan is mad to have massacred so many people and laid waste so many lands. I would be doing a service if I killed my father when he is hunting, made an alliance with Sultan Muhammad, brought this land to life and gave assistance and support to the Muslims.\" Juzjani claims that it was in response to hearing of these plans that Genghis Khan ordered his son secretly poisoned; however, as Sultan Muhammad was already dead in 1223, the accuracy of this story is questionable.", "targets": "Where did Jochi remain after Genghis Khan sent for his sons in the spring of 1223?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1217426d774341979ce4634e563d00b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jochi died in 1226, during his father's lifetime. Some scholars, notably Ratchnevsky, have commented on the possibility that Jochi was secretly poisoned by an order from Genghis Khan. Rashid al-Din reports that the great Khan sent for his sons in the spring of 1223, and while his brothers heeded the order, Jochi remained in Khorasan. Juzjani suggests that the disagreement arose from a quarrel between Jochi and his brothers in the siege of Urgench. Jochi had attempted to protect Urgench from destruction, as it belonged to territory allocated to him as a fief. He concludes his story with the clearly apocryphal statement by Jochi: \"Genghis Khan is mad to have massacred so many people and laid waste so many lands. I would be doing a service if I killed my father when he is hunting, made an alliance with Sultan Muhammad, brought this land to life and gave assistance and support to the Muslims.\" Juzjani claims that it was in response to hearing of these plans that Genghis Khan ordered his son secretly poisoned; however, as Sultan Muhammad was already dead in 1223, the accuracy of this story is questionable.", "targets": "Which territory did Jochi try to protect that may have led to a dispute with his brothers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1217426d774341979ce4634e563d00b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jochi died in 1226, during his father's lifetime. Some scholars, notably Ratchnevsky, have commented on the possibility that Jochi was secretly poisoned by an order from Genghis Khan. Rashid al-Din reports that the great Khan sent for his sons in the spring of 1223, and while his brothers heeded the order, Jochi remained in Khorasan. Juzjani suggests that the disagreement arose from a quarrel between Jochi and his brothers in the siege of Urgench. Jochi had attempted to protect Urgench from destruction, as it belonged to territory allocated to him as a fief. He concludes his story with the clearly apocryphal statement by Jochi: \"Genghis Khan is mad to have massacred so many people and laid waste so many lands. I would be doing a service if I killed my father when he is hunting, made an alliance with Sultan Muhammad, brought this land to life and gave assistance and support to the Muslims.\" Juzjani claims that it was in response to hearing of these plans that Genghis Khan ordered his son secretly poisoned; however, as Sultan Muhammad was already dead in 1223, the accuracy of this story is questionable.", "targets": "Who did Jochi reportedly enlist to help him stop his father's massacres? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1217426d774341979ce4634e563d00b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jochi died in 1226, during his father's lifetime. Some scholars, notably Ratchnevsky, have commented on the possibility that Jochi was secretly poisoned by an order from Genghis Khan. Rashid al-Din reports that the great Khan sent for his sons in the spring of 1223, and while his brothers heeded the order, Jochi remained in Khorasan. Juzjani suggests that the disagreement arose from a quarrel between Jochi and his brothers in the siege of Urgench. Jochi had attempted to protect Urgench from destruction, as it belonged to territory allocated to him as a fief. He concludes his story with the clearly apocryphal statement by Jochi: \"Genghis Khan is mad to have massacred so many people and laid waste so many lands. I would be doing a service if I killed my father when he is hunting, made an alliance with Sultan Muhammad, brought this land to life and gave assistance and support to the Muslims.\" Juzjani claims that it was in response to hearing of these plans that Genghis Khan ordered his son secretly poisoned; however, as Sultan Muhammad was already dead in 1223, the accuracy of this story is questionable.", "targets": "Why is Jochi's reported alliance with the Muslims historically suspect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f29e7ecc2ac546718849ba5ae8352fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Columbia founded Epic Records in 1953. In 1956, Conkling left Columbia, he would help establish the National Academy of Recording Arts and Sciences before eventually becoming the first president of the newly launched Warner Bros. Records, and Goddard Lieberson began the first of two stints as head of the record company. In 1958, Columbia founded another label, Date Records, which initially issued rockabilly music.", "targets": "In what year was Epic Records created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f29e7ecc2ac546718849ba5ae8352fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Columbia founded Epic Records in 1953. In 1956, Conkling left Columbia, he would help establish the National Academy of Recording Arts and Sciences before eventually becoming the first president of the newly launched Warner Bros. Records, and Goddard Lieberson began the first of two stints as head of the record company. In 1958, Columbia founded another label, Date Records, which initially issued rockabilly music.", "targets": "What company created Epic Records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f29e7ecc2ac546718849ba5ae8352fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Columbia founded Epic Records in 1953. In 1956, Conkling left Columbia, he would help establish the National Academy of Recording Arts and Sciences before eventually becoming the first president of the newly launched Warner Bros. Records, and Goddard Lieberson began the first of two stints as head of the record company. In 1958, Columbia founded another label, Date Records, which initially issued rockabilly music.", "targets": "Who was one of the creators of the National Academy of Recording Arts and Sciences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f29e7ecc2ac546718849ba5ae8352fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Columbia founded Epic Records in 1953. In 1956, Conkling left Columbia, he would help establish the National Academy of Recording Arts and Sciences before eventually becoming the first president of the newly launched Warner Bros. Records, and Goddard Lieberson began the first of two stints as head of the record company. In 1958, Columbia founded another label, Date Records, which initially issued rockabilly music.", "targets": "What did Conkling later go on to lead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f29e7ecc2ac546718849ba5ae8352fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Columbia founded Epic Records in 1953. In 1956, Conkling left Columbia, he would help establish the National Academy of Recording Arts and Sciences before eventually becoming the first president of the newly launched Warner Bros. Records, and Goddard Lieberson began the first of two stints as head of the record company. In 1958, Columbia founded another label, Date Records, which initially issued rockabilly music.", "targets": "What type of music was Date Records known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "What country was given the name Terra Australis instead of Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "Who was credited with popularizing the use of name Terra Australis to Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "In what year did Matthew Flinders write his book A Voyage to Terra Australis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "What did people once believe could not be found further south than Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "What explorer gave the name of Terra Australis to Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "What was the name of Flinders book about his trip to Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "When did Flinders write his book of discovery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f966f740274367bed3a87e89fed23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Integral to the story of the origin of the name \"Antarctica\" is how it was not named Terra Australis\u2014this name was given to Australia instead, and it was because of a mistake made by people who decided that a significant landmass would not be found farther south than Australia. Explorer Matthew Flinders, in particular, has been credited with popularizing the transfer of the name Terra Australis to Australia. He justified the titling of his book A Voyage to Terra Australis (1814) by writing in the introduction:", "targets": "What event caused people to misname Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1e2a10d3b349178597237791258624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvel discontinued its Marvel Adventures imprint in March 2012, and replaced them with a line of two titles connected to the Marvel Universe TV block. Also in March, Marvel announced its Marvel ReEvolution initiative that included Infinite Comics, a line of digital comics, Marvel AR, an application software that provides an augmented reality experience to readers and Marvel NOW!, a relaunch of most of the company's major titles with different creative teams. Marvel NOW! also saw the debut of new flagship titles including Uncanny Avengers and All-New X-Men.", "targets": "When did the Marvel Adventures line cease publishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1e2a10d3b349178597237791258624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvel discontinued its Marvel Adventures imprint in March 2012, and replaced them with a line of two titles connected to the Marvel Universe TV block. Also in March, Marvel announced its Marvel ReEvolution initiative that included Infinite Comics, a line of digital comics, Marvel AR, an application software that provides an augmented reality experience to readers and Marvel NOW!, a relaunch of most of the company's major titles with different creative teams. Marvel NOW! also saw the debut of new flagship titles including Uncanny Avengers and All-New X-Men.", "targets": "Infinite Comics is related to what comics media platform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1e2a10d3b349178597237791258624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvel discontinued its Marvel Adventures imprint in March 2012, and replaced them with a line of two titles connected to the Marvel Universe TV block. Also in March, Marvel announced its Marvel ReEvolution initiative that included Infinite Comics, a line of digital comics, Marvel AR, an application software that provides an augmented reality experience to readers and Marvel NOW!, a relaunch of most of the company's major titles with different creative teams. Marvel NOW! also saw the debut of new flagship titles including Uncanny Avengers and All-New X-Men.", "targets": "What are two new titles under the Marvel NOW! line of comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1e2a10d3b349178597237791258624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvel discontinued its Marvel Adventures imprint in March 2012, and replaced them with a line of two titles connected to the Marvel Universe TV block. Also in March, Marvel announced its Marvel ReEvolution initiative that included Infinite Comics, a line of digital comics, Marvel AR, an application software that provides an augmented reality experience to readers and Marvel NOW!, a relaunch of most of the company's major titles with different creative teams. Marvel NOW! also saw the debut of new flagship titles including Uncanny Avengers and All-New X-Men.", "targets": "Marvel NOW!, Infinite Comics, and Marvel AR are under the umbrella of what in house business endeavor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef1e2a10d3b349178597237791258624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Marvel discontinued its Marvel Adventures imprint in March 2012, and replaced them with a line of two titles connected to the Marvel Universe TV block. Also in March, Marvel announced its Marvel ReEvolution initiative that included Infinite Comics, a line of digital comics, Marvel AR, an application software that provides an augmented reality experience to readers and Marvel NOW!, a relaunch of most of the company's major titles with different creative teams. Marvel NOW! also saw the debut of new flagship titles including Uncanny Avengers and All-New X-Men.", "targets": "What does the AR in Marvel AR stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18c5aa5c2ea449692c6f3fa7536e95a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lutheran theologian Franz Pieper observed that Luther's teaching about the state of the Christian's soul after death differed from the later Lutheran theologians such as Johann Gerhard. Lessing (1755) had earlier reached the same conclusion in his analysis of Lutheran orthodoxy on this issue.", "targets": "Who noticed that Luther's view of the soul after death differed from later theologians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18c5aa5c2ea449692c6f3fa7536e95a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lutheran theologian Franz Pieper observed that Luther's teaching about the state of the Christian's soul after death differed from the later Lutheran theologians such as Johann Gerhard. Lessing (1755) had earlier reached the same conclusion in his analysis of Lutheran orthodoxy on this issue.", "targets": "What theologian differed in views about the soul from Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18c5aa5c2ea449692c6f3fa7536e95a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lutheran theologian Franz Pieper observed that Luther's teaching about the state of the Christian's soul after death differed from the later Lutheran theologians such as Johann Gerhard. Lessing (1755) had earlier reached the same conclusion in his analysis of Lutheran orthodoxy on this issue.", "targets": "Who else observed that Luther view of souls was different form later views?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18c5aa5c2ea449692c6f3fa7536e95a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lutheran theologian Franz Pieper observed that Luther's teaching about the state of the Christian's soul after death differed from the later Lutheran theologians such as Johann Gerhard. Lessing (1755) had earlier reached the same conclusion in his analysis of Lutheran orthodoxy on this issue.", "targets": "When did Gerhard Lessing reach his conclusions about Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ca55c2fca374cb0b5afdf5872cfc41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The next three popes, including Pope Emeritus Benedict XVI, were created cardinals by him. His immediate successor, Albino Luciani, who took the name John Paul I, was created a cardinal in the consistory of 5 March 1973. Karol Wojty\u0142a was created a cardinal in the consistory of 26 June 1967. Joseph Ratzinger was created a cardinal in the small four-appointment consistory of 27 June 1977, which also included Bernardin Gantin from Benin, Africa. This became the last of Paul VI's consistories before his death in August 1978. Pope Paul was asked towards the end of his papacy whether he would retire at age 80, he replied \"Kings can abdicate, Popes cannot.\"[citation needed]", "targets": "How many future popes did Paul VI create first as cardinals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ca55c2fca374cb0b5afdf5872cfc41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The next three popes, including Pope Emeritus Benedict XVI, were created cardinals by him. His immediate successor, Albino Luciani, who took the name John Paul I, was created a cardinal in the consistory of 5 March 1973. Karol Wojty\u0142a was created a cardinal in the consistory of 26 June 1967. Joseph Ratzinger was created a cardinal in the small four-appointment consistory of 27 June 1977, which also included Bernardin Gantin from Benin, Africa. This became the last of Paul VI's consistories before his death in August 1978. Pope Paul was asked towards the end of his papacy whether he would retire at age 80, he replied \"Kings can abdicate, Popes cannot.\"[citation needed]", "targets": "Who was made a cardinal by Paul VI on June 27 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ca55c2fca374cb0b5afdf5872cfc41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The next three popes, including Pope Emeritus Benedict XVI, were created cardinals by him. His immediate successor, Albino Luciani, who took the name John Paul I, was created a cardinal in the consistory of 5 March 1973. Karol Wojty\u0142a was created a cardinal in the consistory of 26 June 1967. Joseph Ratzinger was created a cardinal in the small four-appointment consistory of 27 June 1977, which also included Bernardin Gantin from Benin, Africa. This became the last of Paul VI's consistories before his death in August 1978. Pope Paul was asked towards the end of his papacy whether he would retire at age 80, he replied \"Kings can abdicate, Popes cannot.\"[citation needed]", "targets": "What future pope was made a cardinal by Paul VI on June 26, 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ca55c2fca374cb0b5afdf5872cfc41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The next three popes, including Pope Emeritus Benedict XVI, were created cardinals by him. His immediate successor, Albino Luciani, who took the name John Paul I, was created a cardinal in the consistory of 5 March 1973. Karol Wojty\u0142a was created a cardinal in the consistory of 26 June 1967. Joseph Ratzinger was created a cardinal in the small four-appointment consistory of 27 June 1977, which also included Bernardin Gantin from Benin, Africa. This became the last of Paul VI's consistories before his death in August 1978. Pope Paul was asked towards the end of his papacy whether he would retire at age 80, he replied \"Kings can abdicate, Popes cannot.\"[citation needed]", "targets": "In what year did Paul VI die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ca55c2fca374cb0b5afdf5872cfc41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The next three popes, including Pope Emeritus Benedict XVI, were created cardinals by him. His immediate successor, Albino Luciani, who took the name John Paul I, was created a cardinal in the consistory of 5 March 1973. Karol Wojty\u0142a was created a cardinal in the consistory of 26 June 1967. Joseph Ratzinger was created a cardinal in the small four-appointment consistory of 27 June 1977, which also included Bernardin Gantin from Benin, Africa. This became the last of Paul VI's consistories before his death in August 1978. Pope Paul was asked towards the end of his papacy whether he would retire at age 80, he replied \"Kings can abdicate, Popes cannot.\"[citation needed]", "targets": "What name did Albino Luciani take as a pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c4ccd494e4bdca9256e8758d11f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hitler's interest in this strategy forced G\u00f6ring and Jeschonnek to review the air war against Britain in January 1941. This led to G\u00f6ring and Jeschonnek agreeing to Hitler's Directive 23, Directions for operations against the British War Economy, which was published on 6 February 1941 and gave aerial interdiction of British imports by sea top priority. This strategy had been recognised before the war, but Operation Eagle Attack and the following Battle of Britain had got in the way of striking at Britain's sea communications and diverted German air strength to the campaign against the RAF and its supporting structures. The OKL had always regarded the interdiction of sea communications of less importance than bombing land-based aircraft industries.", "targets": "What was Hitler's Directive 23?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c4ccd494e4bdca9256e8758d11f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hitler's interest in this strategy forced G\u00f6ring and Jeschonnek to review the air war against Britain in January 1941. This led to G\u00f6ring and Jeschonnek agreeing to Hitler's Directive 23, Directions for operations against the British War Economy, which was published on 6 February 1941 and gave aerial interdiction of British imports by sea top priority. This strategy had been recognised before the war, but Operation Eagle Attack and the following Battle of Britain had got in the way of striking at Britain's sea communications and diverted German air strength to the campaign against the RAF and its supporting structures. The OKL had always regarded the interdiction of sea communications of less importance than bombing land-based aircraft industries.", "targets": "What was a top priority of Directive 23?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c4ccd494e4bdca9256e8758d11f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hitler's interest in this strategy forced G\u00f6ring and Jeschonnek to review the air war against Britain in January 1941. This led to G\u00f6ring and Jeschonnek agreeing to Hitler's Directive 23, Directions for operations against the British War Economy, which was published on 6 February 1941 and gave aerial interdiction of British imports by sea top priority. This strategy had been recognised before the war, but Operation Eagle Attack and the following Battle of Britain had got in the way of striking at Britain's sea communications and diverted German air strength to the campaign against the RAF and its supporting structures. The OKL had always regarded the interdiction of sea communications of less importance than bombing land-based aircraft industries.", "targets": "What prevented the targeting of sea communications before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e94c4ccd494e4bdca9256e8758d11f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hitler's interest in this strategy forced G\u00f6ring and Jeschonnek to review the air war against Britain in January 1941. This led to G\u00f6ring and Jeschonnek agreeing to Hitler's Directive 23, Directions for operations against the British War Economy, which was published on 6 February 1941 and gave aerial interdiction of British imports by sea top priority. This strategy had been recognised before the war, but Operation Eagle Attack and the following Battle of Britain had got in the way of striking at Britain's sea communications and diverted German air strength to the campaign against the RAF and its supporting structures. The OKL had always regarded the interdiction of sea communications of less importance than bombing land-based aircraft industries.", "targets": "What was considered more important than the interdiction of sea communications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41626484d2441cba4d8a146153af141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Voyager 2 flyby mission, the next step in scientific exploration of the Neptunian system, is considered to be a Flagship orbital mission. Such a hypothetical mission is envisioned to be possible at in the late 2020s or early 2030s. However, there have been a couple of discussions to launch Neptune missions sooner. In 2003, there was a proposal in NASA's \"Vision Missions Studies\" for a \"Neptune Orbiter with Probes\" mission that does Cassini-level science. Another, more recent proposal was for Argo, a flyby spacecraft to be launched in 2019, that would visit Jupiter, Saturn, Neptune, and a Kuiper belt object. The focus would be on Neptune and its largest moon Triton to be investigated around 2029. The proposed New Horizons 2 mission (which was later scrapped) might also have done a close flyby of the Neptunian system.", "targets": "When is the next hypothetical mission to Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41626484d2441cba4d8a146153af141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Voyager 2 flyby mission, the next step in scientific exploration of the Neptunian system, is considered to be a Flagship orbital mission. Such a hypothetical mission is envisioned to be possible at in the late 2020s or early 2030s. However, there have been a couple of discussions to launch Neptune missions sooner. In 2003, there was a proposal in NASA's \"Vision Missions Studies\" for a \"Neptune Orbiter with Probes\" mission that does Cassini-level science. Another, more recent proposal was for Argo, a flyby spacecraft to be launched in 2019, that would visit Jupiter, Saturn, Neptune, and a Kuiper belt object. The focus would be on Neptune and its largest moon Triton to be investigated around 2029. The proposed New Horizons 2 mission (which was later scrapped) might also have done a close flyby of the Neptunian system.", "targets": "What about Neptune did NASA propose in 2003 in their \"Vision Missions Studies\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41626484d2441cba4d8a146153af141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Voyager 2 flyby mission, the next step in scientific exploration of the Neptunian system, is considered to be a Flagship orbital mission. Such a hypothetical mission is envisioned to be possible at in the late 2020s or early 2030s. However, there have been a couple of discussions to launch Neptune missions sooner. In 2003, there was a proposal in NASA's \"Vision Missions Studies\" for a \"Neptune Orbiter with Probes\" mission that does Cassini-level science. Another, more recent proposal was for Argo, a flyby spacecraft to be launched in 2019, that would visit Jupiter, Saturn, Neptune, and a Kuiper belt object. The focus would be on Neptune and its largest moon Triton to be investigated around 2029. The proposed New Horizons 2 mission (which was later scrapped) might also have done a close flyby of the Neptunian system.", "targets": "When will Argo be launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41626484d2441cba4d8a146153af141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Voyager 2 flyby mission, the next step in scientific exploration of the Neptunian system, is considered to be a Flagship orbital mission. Such a hypothetical mission is envisioned to be possible at in the late 2020s or early 2030s. However, there have been a couple of discussions to launch Neptune missions sooner. In 2003, there was a proposal in NASA's \"Vision Missions Studies\" for a \"Neptune Orbiter with Probes\" mission that does Cassini-level science. Another, more recent proposal was for Argo, a flyby spacecraft to be launched in 2019, that would visit Jupiter, Saturn, Neptune, and a Kuiper belt object. The focus would be on Neptune and its largest moon Triton to be investigated around 2029. The proposed New Horizons 2 mission (which was later scrapped) might also have done a close flyby of the Neptunian system.", "targets": "What will Argo visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41626484d2441cba4d8a146153af141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Voyager 2 flyby mission, the next step in scientific exploration of the Neptunian system, is considered to be a Flagship orbital mission. Such a hypothetical mission is envisioned to be possible at in the late 2020s or early 2030s. However, there have been a couple of discussions to launch Neptune missions sooner. In 2003, there was a proposal in NASA's \"Vision Missions Studies\" for a \"Neptune Orbiter with Probes\" mission that does Cassini-level science. Another, more recent proposal was for Argo, a flyby spacecraft to be launched in 2019, that would visit Jupiter, Saturn, Neptune, and a Kuiper belt object. The focus would be on Neptune and its largest moon Triton to be investigated around 2029. The proposed New Horizons 2 mission (which was later scrapped) might also have done a close flyby of the Neptunian system.", "targets": "When can we expect Argo to visit Triton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bbf039ac274e37a29bb45d8bb328b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 May 2010, May and Taylor announced that they were quitting their record label, EMI, after almost 40 years. On 20 August 2010, Queen's manager Jim Beach put out a Newsletter stating that the band had signed a new contract with Universal Music. During an interview for Hardtalk on the BBC on 22 September, May confirmed that the band's new deal was with Island Records, a subsidiary of Universal Music Group. For the first time since the late 1980s, Queen's catalogue will have the same distributor worldwide, as their current North American label\u2014Hollywood Records\u2014is currently distributed by Universal (for a time in the late 1980s, Queen was on EMI-owned Capitol Records in the US).", "targets": "What record label did May and Taylor leave in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bbf039ac274e37a29bb45d8bb328b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 May 2010, May and Taylor announced that they were quitting their record label, EMI, after almost 40 years. On 20 August 2010, Queen's manager Jim Beach put out a Newsletter stating that the band had signed a new contract with Universal Music. During an interview for Hardtalk on the BBC on 22 September, May confirmed that the band's new deal was with Island Records, a subsidiary of Universal Music Group. For the first time since the late 1980s, Queen's catalogue will have the same distributor worldwide, as their current North American label\u2014Hollywood Records\u2014is currently distributed by Universal (for a time in the late 1980s, Queen was on EMI-owned Capitol Records in the US).", "targets": "What label did Queen join in August 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bbf039ac274e37a29bb45d8bb328b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 May 2010, May and Taylor announced that they were quitting their record label, EMI, after almost 40 years. On 20 August 2010, Queen's manager Jim Beach put out a Newsletter stating that the band had signed a new contract with Universal Music. During an interview for Hardtalk on the BBC on 22 September, May confirmed that the band's new deal was with Island Records, a subsidiary of Universal Music Group. For the first time since the late 1980s, Queen's catalogue will have the same distributor worldwide, as their current North American label\u2014Hollywood Records\u2014is currently distributed by Universal (for a time in the late 1980s, Queen was on EMI-owned Capitol Records in the US).", "targets": "What program interviewed Queen on 22 September 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bbf039ac274e37a29bb45d8bb328b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 May 2010, May and Taylor announced that they were quitting their record label, EMI, after almost 40 years. On 20 August 2010, Queen's manager Jim Beach put out a Newsletter stating that the band had signed a new contract with Universal Music. During an interview for Hardtalk on the BBC on 22 September, May confirmed that the band's new deal was with Island Records, a subsidiary of Universal Music Group. For the first time since the late 1980s, Queen's catalogue will have the same distributor worldwide, as their current North American label\u2014Hollywood Records\u2014is currently distributed by Universal (for a time in the late 1980s, Queen was on EMI-owned Capitol Records in the US).", "targets": "Island records is a subsidiary of what group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b632aa34a71044bea9aac9d47cfe417c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Performance of classical music repertoire requires a proficiency in sight-reading and ensemble playing, harmonic principles, strong ear training (to correct and adjust pitches by ear), knowledge of performance practice (e.g., Baroque ornamentation), and a familiarity with the style/musical idiom expected for a given composer or musical work (e.g., a Brahms symphony or a Mozart concerto).", "targets": "Performance of classical music requires proficiency in what type of reading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b632aa34a71044bea9aac9d47cfe417c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Performance of classical music repertoire requires a proficiency in sight-reading and ensemble playing, harmonic principles, strong ear training (to correct and adjust pitches by ear), knowledge of performance practice (e.g., Baroque ornamentation), and a familiarity with the style/musical idiom expected for a given composer or musical work (e.g., a Brahms symphony or a Mozart concerto).", "targets": "Performance of classical music requires proficiency in what type of principles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b632aa34a71044bea9aac9d47cfe417c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Performance of classical music repertoire requires a proficiency in sight-reading and ensemble playing, harmonic principles, strong ear training (to correct and adjust pitches by ear), knowledge of performance practice (e.g., Baroque ornamentation), and a familiarity with the style/musical idiom expected for a given composer or musical work (e.g., a Brahms symphony or a Mozart concerto).", "targets": "Familiarty with the style expected for any given composer is required for what kind of performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96140114b7444136a8f640a88ab3de3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By spring 1950, Stalin believed the strategic situation had changed. The Soviets had detonated their first nuclear bomb in September 1949; American soldiers had fully withdrawn from Korea; the Americans had not intervened to stop the communist victory in China, and Stalin calculated that the Americans would be even less willing to fight in Korea\u2014which had seemingly much less strategic significance. The Soviets had also cracked the codes used by the US to communicate with the US embassy in Moscow, and reading these dispatches convinced Stalin that Korea did not have the importance to the US that would warrant a nuclear confrontation. Stalin began a more aggressive strategy in Asia based on these developments, including promising economic and military aid to China through the Sino\u2013Soviet Friendship, Alliance, and Mutual Assistance Treaty.", "targets": "When did the Soviets first detonate a nuclear bomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96140114b7444136a8f640a88ab3de3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By spring 1950, Stalin believed the strategic situation had changed. The Soviets had detonated their first nuclear bomb in September 1949; American soldiers had fully withdrawn from Korea; the Americans had not intervened to stop the communist victory in China, and Stalin calculated that the Americans would be even less willing to fight in Korea\u2014which had seemingly much less strategic significance. The Soviets had also cracked the codes used by the US to communicate with the US embassy in Moscow, and reading these dispatches convinced Stalin that Korea did not have the importance to the US that would warrant a nuclear confrontation. Stalin began a more aggressive strategy in Asia based on these developments, including promising economic and military aid to China through the Sino\u2013Soviet Friendship, Alliance, and Mutual Assistance Treaty.", "targets": "What treaty did Stalin and China enter into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96140114b7444136a8f640a88ab3de3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By spring 1950, Stalin believed the strategic situation had changed. The Soviets had detonated their first nuclear bomb in September 1949; American soldiers had fully withdrawn from Korea; the Americans had not intervened to stop the communist victory in China, and Stalin calculated that the Americans would be even less willing to fight in Korea\u2014which had seemingly much less strategic significance. The Soviets had also cracked the codes used by the US to communicate with the US embassy in Moscow, and reading these dispatches convinced Stalin that Korea did not have the importance to the US that would warrant a nuclear confrontation. Stalin began a more aggressive strategy in Asia based on these developments, including promising economic and military aid to China through the Sino\u2013Soviet Friendship, Alliance, and Mutual Assistance Treaty.", "targets": "What country did not prevent a Communist victory in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96140114b7444136a8f640a88ab3de3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By spring 1950, Stalin believed the strategic situation had changed. The Soviets had detonated their first nuclear bomb in September 1949; American soldiers had fully withdrawn from Korea; the Americans had not intervened to stop the communist victory in China, and Stalin calculated that the Americans would be even less willing to fight in Korea\u2014which had seemingly much less strategic significance. The Soviets had also cracked the codes used by the US to communicate with the US embassy in Moscow, and reading these dispatches convinced Stalin that Korea did not have the importance to the US that would warrant a nuclear confrontation. Stalin began a more aggressive strategy in Asia based on these developments, including promising economic and military aid to China through the Sino\u2013Soviet Friendship, Alliance, and Mutual Assistance Treaty.", "targets": "Who was convinced that the US did was no longer interested in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96140114b7444136a8f640a88ab3de3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By spring 1950, Stalin believed the strategic situation had changed. The Soviets had detonated their first nuclear bomb in September 1949; American soldiers had fully withdrawn from Korea; the Americans had not intervened to stop the communist victory in China, and Stalin calculated that the Americans would be even less willing to fight in Korea\u2014which had seemingly much less strategic significance. The Soviets had also cracked the codes used by the US to communicate with the US embassy in Moscow, and reading these dispatches convinced Stalin that Korea did not have the importance to the US that would warrant a nuclear confrontation. Stalin began a more aggressive strategy in Asia based on these developments, including promising economic and military aid to China through the Sino\u2013Soviet Friendship, Alliance, and Mutual Assistance Treaty.", "targets": "Where did Stalin engage in an aggressive political strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be44d2b8001346eeab54a7ab79943ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, Roman architecture was modified as their urban requirements changed, and the civil engineering and building construction technology became developed and refined. The Roman concrete has remained a riddle, and even after more than 2,000 years some Roman structures still stand magnificently. The architectural style of the capital city was emulated by other urban centers under Roman control and influence. Roman cities were well planned, efficiently managed and neatly maintained.[citation needed]", "targets": "What was a primary cause of the modification of Roman architectural elements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be44d2b8001346eeab54a7ab79943ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, Roman architecture was modified as their urban requirements changed, and the civil engineering and building construction technology became developed and refined. The Roman concrete has remained a riddle, and even after more than 2,000 years some Roman structures still stand magnificently. The architectural style of the capital city was emulated by other urban centers under Roman control and influence. Roman cities were well planned, efficiently managed and neatly maintained.[citation needed]", "targets": "What Roman construction material has continued to be a mystery to this day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be44d2b8001346eeab54a7ab79943ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, Roman architecture was modified as their urban requirements changed, and the civil engineering and building construction technology became developed and refined. The Roman concrete has remained a riddle, and even after more than 2,000 years some Roman structures still stand magnificently. The architectural style of the capital city was emulated by other urban centers under Roman control and influence. Roman cities were well planned, efficiently managed and neatly maintained.[citation needed]", "targets": "Do any Roman structures still exist in our time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be44d2b8001346eeab54a7ab79943ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, Roman architecture was modified as their urban requirements changed, and the civil engineering and building construction technology became developed and refined. The Roman concrete has remained a riddle, and even after more than 2,000 years some Roman structures still stand magnificently. The architectural style of the capital city was emulated by other urban centers under Roman control and influence. Roman cities were well planned, efficiently managed and neatly maintained.[citation needed]", "targets": "What facet of the capital city was emulated by other urban centers in the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70e6842008d4cd09bee7e51ab5bda1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although England's first away kits were blue, England's traditional away colours are red shirts, white shorts and red socks. In 1996, England's away kit was changed to grey shirts, shorts and socks. This kit was only worn three times, including against Germany in the semi-final of Euro 96 but the deviation from the traditional red was unpopular with supporters and the England away kit remained red until 2011, when a navy blue away kit was introduced. The away kit is also sometimes worn during home matches, when a new edition has been released to promote it.", "targets": "What color were England's first away kits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70e6842008d4cd09bee7e51ab5bda1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although England's first away kits were blue, England's traditional away colours are red shirts, white shorts and red socks. In 1996, England's away kit was changed to grey shirts, shorts and socks. This kit was only worn three times, including against Germany in the semi-final of Euro 96 but the deviation from the traditional red was unpopular with supporters and the England away kit remained red until 2011, when a navy blue away kit was introduced. The away kit is also sometimes worn during home matches, when a new edition has been released to promote it.", "targets": "What color are the socks traditionally worn in England's away kits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70e6842008d4cd09bee7e51ab5bda1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although England's first away kits were blue, England's traditional away colours are red shirts, white shorts and red socks. In 1996, England's away kit was changed to grey shirts, shorts and socks. This kit was only worn three times, including against Germany in the semi-final of Euro 96 but the deviation from the traditional red was unpopular with supporters and the England away kit remained red until 2011, when a navy blue away kit was introduced. The away kit is also sometimes worn during home matches, when a new edition has been released to promote it.", "targets": "Three times in 1996, England wore what color socks in their away kits instead of the traditional red socks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70e6842008d4cd09bee7e51ab5bda1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although England's first away kits were blue, England's traditional away colours are red shirts, white shorts and red socks. In 1996, England's away kit was changed to grey shirts, shorts and socks. This kit was only worn three times, including against Germany in the semi-final of Euro 96 but the deviation from the traditional red was unpopular with supporters and the England away kit remained red until 2011, when a navy blue away kit was introduced. The away kit is also sometimes worn during home matches, when a new edition has been released to promote it.", "targets": "In 2011, England introduced a new away kit in what color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70e6842008d4cd09bee7e51ab5bda1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although England's first away kits were blue, England's traditional away colours are red shirts, white shorts and red socks. In 1996, England's away kit was changed to grey shirts, shorts and socks. This kit was only worn three times, including against Germany in the semi-final of Euro 96 but the deviation from the traditional red was unpopular with supporters and the England away kit remained red until 2011, when a navy blue away kit was introduced. The away kit is also sometimes worn during home matches, when a new edition has been released to promote it.", "targets": "When a new edition of England's away kit has been introduced, the kit is sometimes worn during what type of matches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5b3673bcb7944d793d51fd11559aa23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relations between Ashkenazim and Sephardim have not always been warm. North African Sepharadim and Berber Jews were often looked upon by Ashkenazim as second-class citizens during the first decade after the creation of Israel. This has led to protest movements such as the Israeli Black Panthers led by Saadia Marciano a Moroccan Jew. Nowadays, relations are getting better. In some instances, Ashkenazi communities have accepted significant numbers of Sephardi newcomers, sometimes resulting in intermarriage.", "targets": "In the past have relations between Ashkenazim and Sephardim tended to be warm or cold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5b3673bcb7944d793d51fd11559aa23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relations between Ashkenazim and Sephardim have not always been warm. North African Sepharadim and Berber Jews were often looked upon by Ashkenazim as second-class citizens during the first decade after the creation of Israel. This has led to protest movements such as the Israeli Black Panthers led by Saadia Marciano a Moroccan Jew. Nowadays, relations are getting better. In some instances, Ashkenazi communities have accepted significant numbers of Sephardi newcomers, sometimes resulting in intermarriage.", "targets": "What did Saadia Marciano do with the Israeli Black Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5b3673bcb7944d793d51fd11559aa23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relations between Ashkenazim and Sephardim have not always been warm. North African Sepharadim and Berber Jews were often looked upon by Ashkenazim as second-class citizens during the first decade after the creation of Israel. This has led to protest movements such as the Israeli Black Panthers led by Saadia Marciano a Moroccan Jew. Nowadays, relations are getting better. In some instances, Ashkenazi communities have accepted significant numbers of Sephardi newcomers, sometimes resulting in intermarriage.", "targets": "How did the Ashkenazim view north African Sepharadim and Berber Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5b3673bcb7944d793d51fd11559aa23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relations between Ashkenazim and Sephardim have not always been warm. North African Sepharadim and Berber Jews were often looked upon by Ashkenazim as second-class citizens during the first decade after the creation of Israel. This has led to protest movements such as the Israeli Black Panthers led by Saadia Marciano a Moroccan Jew. Nowadays, relations are getting better. In some instances, Ashkenazi communities have accepted significant numbers of Sephardi newcomers, sometimes resulting in intermarriage.", "targets": "Who led the Israeli Black Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5b3673bcb7944d793d51fd11559aa23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relations between Ashkenazim and Sephardim have not always been warm. North African Sepharadim and Berber Jews were often looked upon by Ashkenazim as second-class citizens during the first decade after the creation of Israel. This has led to protest movements such as the Israeli Black Panthers led by Saadia Marciano a Moroccan Jew. Nowadays, relations are getting better. In some instances, Ashkenazi communities have accepted significant numbers of Sephardi newcomers, sometimes resulting in intermarriage.", "targets": "Where was Saadia Marciano from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d49dfa68844ce0be5fe0318f2aa812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central garden was redesigned by Kim Wilkie and opened as the John Madejski Garden, on 5 July 2005. The design is a subtle blend of the traditional and modern, the layout is formal; there is an elliptical water feature lined in stone with steps around the edge which may be drained to use the area for receptions, gatherings or exhibition purposes. This is in front of the bronze doors leading to the refreshment rooms, a central path flanked by lawns leads to the sculpture gallery; the north, east and west sides have herbaceous borders along the museum walls with paths in front which continues along the south fa\u00e7ade; in the two corners by the north fa\u00e7ade there is planted an American Sweetgum tree; the southern, eastern and western edges of the lawns have glass planters which contain orange and lemon trees in summer, these are replaced by bay trees in winter.", "targets": "Who redesigned the central garden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d49dfa68844ce0be5fe0318f2aa812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central garden was redesigned by Kim Wilkie and opened as the John Madejski Garden, on 5 July 2005. The design is a subtle blend of the traditional and modern, the layout is formal; there is an elliptical water feature lined in stone with steps around the edge which may be drained to use the area for receptions, gatherings or exhibition purposes. This is in front of the bronze doors leading to the refreshment rooms, a central path flanked by lawns leads to the sculpture gallery; the north, east and west sides have herbaceous borders along the museum walls with paths in front which continues along the south fa\u00e7ade; in the two corners by the north fa\u00e7ade there is planted an American Sweetgum tree; the southern, eastern and western edges of the lawns have glass planters which contain orange and lemon trees in summer, these are replaced by bay trees in winter.", "targets": "The redesigned central garden opened in 2005 with what new moniker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d49dfa68844ce0be5fe0318f2aa812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central garden was redesigned by Kim Wilkie and opened as the John Madejski Garden, on 5 July 2005. The design is a subtle blend of the traditional and modern, the layout is formal; there is an elliptical water feature lined in stone with steps around the edge which may be drained to use the area for receptions, gatherings or exhibition purposes. This is in front of the bronze doors leading to the refreshment rooms, a central path flanked by lawns leads to the sculpture gallery; the north, east and west sides have herbaceous borders along the museum walls with paths in front which continues along the south fa\u00e7ade; in the two corners by the north fa\u00e7ade there is planted an American Sweetgum tree; the southern, eastern and western edges of the lawns have glass planters which contain orange and lemon trees in summer, these are replaced by bay trees in winter.", "targets": "What shape is the water feature in the John Madejski Garden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d49dfa68844ce0be5fe0318f2aa812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central garden was redesigned by Kim Wilkie and opened as the John Madejski Garden, on 5 July 2005. The design is a subtle blend of the traditional and modern, the layout is formal; there is an elliptical water feature lined in stone with steps around the edge which may be drained to use the area for receptions, gatherings or exhibition purposes. This is in front of the bronze doors leading to the refreshment rooms, a central path flanked by lawns leads to the sculpture gallery; the north, east and west sides have herbaceous borders along the museum walls with paths in front which continues along the south fa\u00e7ade; in the two corners by the north fa\u00e7ade there is planted an American Sweetgum tree; the southern, eastern and western edges of the lawns have glass planters which contain orange and lemon trees in summer, these are replaced by bay trees in winter.", "targets": "The steps around the water feature can be drained for what uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d49dfa68844ce0be5fe0318f2aa812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central garden was redesigned by Kim Wilkie and opened as the John Madejski Garden, on 5 July 2005. The design is a subtle blend of the traditional and modern, the layout is formal; there is an elliptical water feature lined in stone with steps around the edge which may be drained to use the area for receptions, gatherings or exhibition purposes. This is in front of the bronze doors leading to the refreshment rooms, a central path flanked by lawns leads to the sculpture gallery; the north, east and west sides have herbaceous borders along the museum walls with paths in front which continues along the south fa\u00e7ade; in the two corners by the north fa\u00e7ade there is planted an American Sweetgum tree; the southern, eastern and western edges of the lawns have glass planters which contain orange and lemon trees in summer, these are replaced by bay trees in winter.", "targets": "Which tree species is planted in the two corners by the north facade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7f61bbddef4742ad9e4422717f06bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several companies, refusing to pay the licensing fee or having been rejected by Nintendo, found ways to circumvent the console's authentication system. Most of these companies created circuits that used a voltage spike to temporarily disable the 10NES chip in the NES. A few unlicensed games released in Europe and Australia came in the form of a dongle that would be connected to a licensed game, in order to use the licensed game's 10NES chip for authentication. In order to combat unlicensed games, Nintendo of America threatened retailers who sold them with losing their supply of licensed titles. In addition, multiple revisions were made to the NES PCBs to prevent these games from working.", "targets": "Companies did what in an effort to circumvent Nintendo's console authentication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7f61bbddef4742ad9e4422717f06bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several companies, refusing to pay the licensing fee or having been rejected by Nintendo, found ways to circumvent the console's authentication system. Most of these companies created circuits that used a voltage spike to temporarily disable the 10NES chip in the NES. A few unlicensed games released in Europe and Australia came in the form of a dongle that would be connected to a licensed game, in order to use the licensed game's 10NES chip for authentication. In order to combat unlicensed games, Nintendo of America threatened retailers who sold them with losing their supply of licensed titles. In addition, multiple revisions were made to the NES PCBs to prevent these games from working.", "targets": "Why did the companies circumvent the authentication system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7f61bbddef4742ad9e4422717f06bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several companies, refusing to pay the licensing fee or having been rejected by Nintendo, found ways to circumvent the console's authentication system. Most of these companies created circuits that used a voltage spike to temporarily disable the 10NES chip in the NES. A few unlicensed games released in Europe and Australia came in the form of a dongle that would be connected to a licensed game, in order to use the licensed game's 10NES chip for authentication. In order to combat unlicensed games, Nintendo of America threatened retailers who sold them with losing their supply of licensed titles. In addition, multiple revisions were made to the NES PCBs to prevent these games from working.", "targets": "Where did unlicensed games feature a dongle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7f61bbddef4742ad9e4422717f06bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several companies, refusing to pay the licensing fee or having been rejected by Nintendo, found ways to circumvent the console's authentication system. Most of these companies created circuits that used a voltage spike to temporarily disable the 10NES chip in the NES. A few unlicensed games released in Europe and Australia came in the form of a dongle that would be connected to a licensed game, in order to use the licensed game's 10NES chip for authentication. In order to combat unlicensed games, Nintendo of America threatened retailers who sold them with losing their supply of licensed titles. In addition, multiple revisions were made to the NES PCBs to prevent these games from working.", "targets": "What did Nintendo do to curb unlicensed game sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b259b36852a04efd8f7a7595a3fded7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is the first newspaper to have borne that name, lending it to numerous other papers around the world, including The Times of India (founded in 1838), The Straits Times (Singapore) (1845), The New York Times (1851), The Irish Times (1859), Le Temps (France) (1861-1942), the Cape Times (South Africa) (1872), the Los Angeles Times (1881), The Seattle Times (1891), The Manila Times (1898), The Daily Times (Malawi) (1900), El Tiempo (Colombia) (1911), The Canberra Times (1926), and The Times (Malta) (1935). In these countries, the newspaper is often referred to as The London Times or The Times of London.", "targets": "What year did The Times of India start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b259b36852a04efd8f7a7595a3fded7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is the first newspaper to have borne that name, lending it to numerous other papers around the world, including The Times of India (founded in 1838), The Straits Times (Singapore) (1845), The New York Times (1851), The Irish Times (1859), Le Temps (France) (1861-1942), the Cape Times (South Africa) (1872), the Los Angeles Times (1881), The Seattle Times (1891), The Manila Times (1898), The Daily Times (Malawi) (1900), El Tiempo (Colombia) (1911), The Canberra Times (1926), and The Times (Malta) (1935). In these countries, the newspaper is often referred to as The London Times or The Times of London.", "targets": "What year did The Strait Times (Singapore) start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b259b36852a04efd8f7a7595a3fded7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is the first newspaper to have borne that name, lending it to numerous other papers around the world, including The Times of India (founded in 1838), The Straits Times (Singapore) (1845), The New York Times (1851), The Irish Times (1859), Le Temps (France) (1861-1942), the Cape Times (South Africa) (1872), the Los Angeles Times (1881), The Seattle Times (1891), The Manila Times (1898), The Daily Times (Malawi) (1900), El Tiempo (Colombia) (1911), The Canberra Times (1926), and The Times (Malta) (1935). In these countries, the newspaper is often referred to as The London Times or The Times of London.", "targets": "What year did The New York Times start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b259b36852a04efd8f7a7595a3fded7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is the first newspaper to have borne that name, lending it to numerous other papers around the world, including The Times of India (founded in 1838), The Straits Times (Singapore) (1845), The New York Times (1851), The Irish Times (1859), Le Temps (France) (1861-1942), the Cape Times (South Africa) (1872), the Los Angeles Times (1881), The Seattle Times (1891), The Manila Times (1898), The Daily Times (Malawi) (1900), El Tiempo (Colombia) (1911), The Canberra Times (1926), and The Times (Malta) (1935). In these countries, the newspaper is often referred to as The London Times or The Times of London.", "targets": "What year did the Irish Times start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b259b36852a04efd8f7a7595a3fded7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is the first newspaper to have borne that name, lending it to numerous other papers around the world, including The Times of India (founded in 1838), The Straits Times (Singapore) (1845), The New York Times (1851), The Irish Times (1859), Le Temps (France) (1861-1942), the Cape Times (South Africa) (1872), the Los Angeles Times (1881), The Seattle Times (1891), The Manila Times (1898), The Daily Times (Malawi) (1900), El Tiempo (Colombia) (1911), The Canberra Times (1926), and The Times (Malta) (1935). In these countries, the newspaper is often referred to as The London Times or The Times of London.", "targets": "What year did the Cape Times (South Africa) start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a0d28146fb4784872fd0751ac45d3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Ladies are the women's football club affiliated to Arsenal. Founded in 1987, they turned semi-professional in 2002 and are managed by Clare Wheatley. Arsenal Ladies are the most successful team in English women's football. In the 2008\u201309 season, they won all three major English trophies \u2013 the FA Women's Premier League, FA Women's Cup and FA Women's Premier League Cup, and, as of 2009, were the only English side to have won the UEFA Women's Cup, having done so in the 2006\u201307 season as part of a unique quadruple. The men's and women's clubs are formally separate entities but have quite close ties; Arsenal Ladies are entitled to play once a season at the Emirates Stadium, though they usually play their home matches at Boreham Wood.", "targets": "At what stadium do Arsenal Ladies usually play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a0d28146fb4784872fd0751ac45d3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Ladies are the women's football club affiliated to Arsenal. Founded in 1987, they turned semi-professional in 2002 and are managed by Clare Wheatley. Arsenal Ladies are the most successful team in English women's football. In the 2008\u201309 season, they won all three major English trophies \u2013 the FA Women's Premier League, FA Women's Cup and FA Women's Premier League Cup, and, as of 2009, were the only English side to have won the UEFA Women's Cup, having done so in the 2006\u201307 season as part of a unique quadruple. The men's and women's clubs are formally separate entities but have quite close ties; Arsenal Ladies are entitled to play once a season at the Emirates Stadium, though they usually play their home matches at Boreham Wood.", "targets": "By 2009 what competition has Arsenal Ladies been the only ladies team to have won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a0d28146fb4784872fd0751ac45d3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Ladies are the women's football club affiliated to Arsenal. Founded in 1987, they turned semi-professional in 2002 and are managed by Clare Wheatley. Arsenal Ladies are the most successful team in English women's football. In the 2008\u201309 season, they won all three major English trophies \u2013 the FA Women's Premier League, FA Women's Cup and FA Women's Premier League Cup, and, as of 2009, were the only English side to have won the UEFA Women's Cup, having done so in the 2006\u201307 season as part of a unique quadruple. The men's and women's clubs are formally separate entities but have quite close ties; Arsenal Ladies are entitled to play once a season at the Emirates Stadium, though they usually play their home matches at Boreham Wood.", "targets": "When did the Arsenal Ladies team become semi-professional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a0d28146fb4784872fd0751ac45d3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Ladies are the women's football club affiliated to Arsenal. Founded in 1987, they turned semi-professional in 2002 and are managed by Clare Wheatley. Arsenal Ladies are the most successful team in English women's football. In the 2008\u201309 season, they won all three major English trophies \u2013 the FA Women's Premier League, FA Women's Cup and FA Women's Premier League Cup, and, as of 2009, were the only English side to have won the UEFA Women's Cup, having done so in the 2006\u201307 season as part of a unique quadruple. The men's and women's clubs are formally separate entities but have quite close ties; Arsenal Ladies are entitled to play once a season at the Emirates Stadium, though they usually play their home matches at Boreham Wood.", "targets": "How does Arsenal Ladies rank as compared with other English women's football teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a0d28146fb4784872fd0751ac45d3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Ladies are the women's football club affiliated to Arsenal. Founded in 1987, they turned semi-professional in 2002 and are managed by Clare Wheatley. Arsenal Ladies are the most successful team in English women's football. In the 2008\u201309 season, they won all three major English trophies \u2013 the FA Women's Premier League, FA Women's Cup and FA Women's Premier League Cup, and, as of 2009, were the only English side to have won the UEFA Women's Cup, having done so in the 2006\u201307 season as part of a unique quadruple. The men's and women's clubs are formally separate entities but have quite close ties; Arsenal Ladies are entitled to play once a season at the Emirates Stadium, though they usually play their home matches at Boreham Wood.", "targets": "What is the name of the football club affiliated with Arsenal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55b963400bdf441f8467ec52cdad9112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The personal copying exemption in the copyright law of EU member states stems from the EU Copyright Directive of 2001, which is generally devised to allow EU members to enact laws sanctioning making copies without authorization, as long as they are for personal, noncommerical use. The Copyright Directive was not intended to legitimize file-sharing, but rather the common practice of space shifting copyright-protected content from a legally purchased CD (for example) to certain kinds of devices and media, provided rights holders are compensated and no copy protection measures are circumvented. Rights-holder compensation takes various forms, depending on the country, but is generally either a levy on \"recording\" devices and media, or a tax on the content itself. In some countries, such as Canada, the applicability of such laws to copying onto general-purpose storage devices like computer hard drives, portable media players, and phones, for which no levies are collected, has been the subject of debate and further efforts to reform copyright law.", "targets": "What directive in 2001 let European Union countries to enact laws that allowed making copies for personal use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55b963400bdf441f8467ec52cdad9112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The personal copying exemption in the copyright law of EU member states stems from the EU Copyright Directive of 2001, which is generally devised to allow EU members to enact laws sanctioning making copies without authorization, as long as they are for personal, noncommerical use. The Copyright Directive was not intended to legitimize file-sharing, but rather the common practice of space shifting copyright-protected content from a legally purchased CD (for example) to certain kinds of devices and media, provided rights holders are compensated and no copy protection measures are circumvented. Rights-holder compensation takes various forms, depending on the country, but is generally either a levy on \"recording\" devices and media, or a tax on the content itself. In some countries, such as Canada, the applicability of such laws to copying onto general-purpose storage devices like computer hard drives, portable media players, and phones, for which no levies are collected, has been the subject of debate and further efforts to reform copyright law.", "targets": "What was the directive NOT intended for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55b963400bdf441f8467ec52cdad9112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The personal copying exemption in the copyright law of EU member states stems from the EU Copyright Directive of 2001, which is generally devised to allow EU members to enact laws sanctioning making copies without authorization, as long as they are for personal, noncommerical use. The Copyright Directive was not intended to legitimize file-sharing, but rather the common practice of space shifting copyright-protected content from a legally purchased CD (for example) to certain kinds of devices and media, provided rights holders are compensated and no copy protection measures are circumvented. Rights-holder compensation takes various forms, depending on the country, but is generally either a levy on \"recording\" devices and media, or a tax on the content itself. In some countries, such as Canada, the applicability of such laws to copying onto general-purpose storage devices like computer hard drives, portable media players, and phones, for which no levies are collected, has been the subject of debate and further efforts to reform copyright law.", "targets": "Compensation to the rights-holder is generally a levy or what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55b963400bdf441f8467ec52cdad9112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The personal copying exemption in the copyright law of EU member states stems from the EU Copyright Directive of 2001, which is generally devised to allow EU members to enact laws sanctioning making copies without authorization, as long as they are for personal, noncommerical use. The Copyright Directive was not intended to legitimize file-sharing, but rather the common practice of space shifting copyright-protected content from a legally purchased CD (for example) to certain kinds of devices and media, provided rights holders are compensated and no copy protection measures are circumvented. Rights-holder compensation takes various forms, depending on the country, but is generally either a levy on \"recording\" devices and media, or a tax on the content itself. In some countries, such as Canada, the applicability of such laws to copying onto general-purpose storage devices like computer hard drives, portable media players, and phones, for which no levies are collected, has been the subject of debate and further efforts to reform copyright law.", "targets": "What is an example of a country that has no levies collected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55b963400bdf441f8467ec52cdad9112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The personal copying exemption in the copyright law of EU member states stems from the EU Copyright Directive of 2001, which is generally devised to allow EU members to enact laws sanctioning making copies without authorization, as long as they are for personal, noncommerical use. The Copyright Directive was not intended to legitimize file-sharing, but rather the common practice of space shifting copyright-protected content from a legally purchased CD (for example) to certain kinds of devices and media, provided rights holders are compensated and no copy protection measures are circumvented. Rights-holder compensation takes various forms, depending on the country, but is generally either a levy on \"recording\" devices and media, or a tax on the content itself. In some countries, such as Canada, the applicability of such laws to copying onto general-purpose storage devices like computer hard drives, portable media players, and phones, for which no levies are collected, has been the subject of debate and further efforts to reform copyright law.", "targets": "What are examples of general purpose storage devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ed70e4242cb4556bd02485e47452186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg features a number of prominent parks, of which several are of cultural and historical interest: the Parc de l'Orangerie, laid out as a French garden by Andr\u00e9 le N\u00f4tre and remodeled as an English garden on behalf of Jos\u00e9phine de Beauharnais, now displaying noteworthy French gardens, a neo-classical castle and a small zoo; the Parc de la Citadelle, built around impressive remains of the 17th-century fortress erected close to the Rhine by Vauban; the Parc de Pourtal\u00e8s, laid out in English style around a baroque castle (heavily restored in the 19th century) that now houses a small three-star hotel, and featuring an open-air museum of international contemporary sculpture. The Jardin botanique de l'Universit\u00e9 de Strasbourg (botanical garden) was created under the German administration next to the Observatory of Strasbourg, built in 1881, and still owns some greenhouses of those times. The Parc des Contades, although the oldest park of the city, was completely remodeled after World War II. The futuristic Parc des Poteries is an example of European park-conception in the late 1990s. The Jardin des deux Rives, spread over Strasbourg and Kehl on both sides of the Rhine opened in 2004 and is the most extended (60-hectare) park of the agglomeration. The most recent park is Parc du Heyritz (8,7 ha), opened in 2014 along a canal facing the h\u00f4pital civil.", "targets": "Who designed the Parc de l'Orangerie? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ed70e4242cb4556bd02485e47452186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg features a number of prominent parks, of which several are of cultural and historical interest: the Parc de l'Orangerie, laid out as a French garden by Andr\u00e9 le N\u00f4tre and remodeled as an English garden on behalf of Jos\u00e9phine de Beauharnais, now displaying noteworthy French gardens, a neo-classical castle and a small zoo; the Parc de la Citadelle, built around impressive remains of the 17th-century fortress erected close to the Rhine by Vauban; the Parc de Pourtal\u00e8s, laid out in English style around a baroque castle (heavily restored in the 19th century) that now houses a small three-star hotel, and featuring an open-air museum of international contemporary sculpture. The Jardin botanique de l'Universit\u00e9 de Strasbourg (botanical garden) was created under the German administration next to the Observatory of Strasbourg, built in 1881, and still owns some greenhouses of those times. The Parc des Contades, although the oldest park of the city, was completely remodeled after World War II. The futuristic Parc des Poteries is an example of European park-conception in the late 1990s. The Jardin des deux Rives, spread over Strasbourg and Kehl on both sides of the Rhine opened in 2004 and is the most extended (60-hectare) park of the agglomeration. The most recent park is Parc du Heyritz (8,7 ha), opened in 2014 along a canal facing the h\u00f4pital civil.", "targets": "What park has a small zoo in it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ed70e4242cb4556bd02485e47452186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg features a number of prominent parks, of which several are of cultural and historical interest: the Parc de l'Orangerie, laid out as a French garden by Andr\u00e9 le N\u00f4tre and remodeled as an English garden on behalf of Jos\u00e9phine de Beauharnais, now displaying noteworthy French gardens, a neo-classical castle and a small zoo; the Parc de la Citadelle, built around impressive remains of the 17th-century fortress erected close to the Rhine by Vauban; the Parc de Pourtal\u00e8s, laid out in English style around a baroque castle (heavily restored in the 19th century) that now houses a small three-star hotel, and featuring an open-air museum of international contemporary sculpture. The Jardin botanique de l'Universit\u00e9 de Strasbourg (botanical garden) was created under the German administration next to the Observatory of Strasbourg, built in 1881, and still owns some greenhouses of those times. The Parc des Contades, although the oldest park of the city, was completely remodeled after World War II. The futuristic Parc des Poteries is an example of European park-conception in the late 1990s. The Jardin des deux Rives, spread over Strasbourg and Kehl on both sides of the Rhine opened in 2004 and is the most extended (60-hectare) park of the agglomeration. The most recent park is Parc du Heyritz (8,7 ha), opened in 2014 along a canal facing the h\u00f4pital civil.", "targets": "What park is built close to the Rhine by Vauban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ed70e4242cb4556bd02485e47452186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg features a number of prominent parks, of which several are of cultural and historical interest: the Parc de l'Orangerie, laid out as a French garden by Andr\u00e9 le N\u00f4tre and remodeled as an English garden on behalf of Jos\u00e9phine de Beauharnais, now displaying noteworthy French gardens, a neo-classical castle and a small zoo; the Parc de la Citadelle, built around impressive remains of the 17th-century fortress erected close to the Rhine by Vauban; the Parc de Pourtal\u00e8s, laid out in English style around a baroque castle (heavily restored in the 19th century) that now houses a small three-star hotel, and featuring an open-air museum of international contemporary sculpture. The Jardin botanique de l'Universit\u00e9 de Strasbourg (botanical garden) was created under the German administration next to the Observatory of Strasbourg, built in 1881, and still owns some greenhouses of those times. The Parc des Contades, although the oldest park of the city, was completely remodeled after World War II. The futuristic Parc des Poteries is an example of European park-conception in the late 1990s. The Jardin des deux Rives, spread over Strasbourg and Kehl on both sides of the Rhine opened in 2004 and is the most extended (60-hectare) park of the agglomeration. The most recent park is Parc du Heyritz (8,7 ha), opened in 2014 along a canal facing the h\u00f4pital civil.", "targets": "What year was the Observatory of Strasbourg built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ed70e4242cb4556bd02485e47452186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strasbourg features a number of prominent parks, of which several are of cultural and historical interest: the Parc de l'Orangerie, laid out as a French garden by Andr\u00e9 le N\u00f4tre and remodeled as an English garden on behalf of Jos\u00e9phine de Beauharnais, now displaying noteworthy French gardens, a neo-classical castle and a small zoo; the Parc de la Citadelle, built around impressive remains of the 17th-century fortress erected close to the Rhine by Vauban; the Parc de Pourtal\u00e8s, laid out in English style around a baroque castle (heavily restored in the 19th century) that now houses a small three-star hotel, and featuring an open-air museum of international contemporary sculpture. The Jardin botanique de l'Universit\u00e9 de Strasbourg (botanical garden) was created under the German administration next to the Observatory of Strasbourg, built in 1881, and still owns some greenhouses of those times. The Parc des Contades, although the oldest park of the city, was completely remodeled after World War II. The futuristic Parc des Poteries is an example of European park-conception in the late 1990s. The Jardin des deux Rives, spread over Strasbourg and Kehl on both sides of the Rhine opened in 2004 and is the most extended (60-hectare) park of the agglomeration. The most recent park is Parc du Heyritz (8,7 ha), opened in 2014 along a canal facing the h\u00f4pital civil.", "targets": "What is the oldest park in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee69f7353824471485ed2ddcd1293da2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With nitrides containing aluminium, most often AlGaN and AlGaInN, even shorter wavelengths are achievable. Ultraviolet LEDs in a range of wavelengths are becoming available on the market. Near-UV emitters at wavelengths around 375\u2013395 nm are already cheap and often encountered, for example, as black light lamp replacements for inspection of anti-counterfeiting UV watermarks in some documents and paper currencies. Shorter-wavelength diodes, while substantially more expensive, are commercially available for wavelengths down to 240 nm. As the photosensitivity of microorganisms approximately matches the absorption spectrum of DNA, with a peak at about 260 nm, UV LED emitting at 250\u2013270 nm are to be expected in prospective disinfection and sterilization devices. Recent research has shown that commercially available UVA LEDs (365 nm) are already effective disinfection and sterilization devices. UV-C wavelengths were obtained in laboratories using aluminium nitride (210 nm), boron nitride (215 nm) and diamond (235 nm).", "targets": "What substance does nitrides contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee69f7353824471485ed2ddcd1293da2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With nitrides containing aluminium, most often AlGaN and AlGaInN, even shorter wavelengths are achievable. Ultraviolet LEDs in a range of wavelengths are becoming available on the market. Near-UV emitters at wavelengths around 375\u2013395 nm are already cheap and often encountered, for example, as black light lamp replacements for inspection of anti-counterfeiting UV watermarks in some documents and paper currencies. Shorter-wavelength diodes, while substantially more expensive, are commercially available for wavelengths down to 240 nm. As the photosensitivity of microorganisms approximately matches the absorption spectrum of DNA, with a peak at about 260 nm, UV LED emitting at 250\u2013270 nm are to be expected in prospective disinfection and sterilization devices. Recent research has shown that commercially available UVA LEDs (365 nm) are already effective disinfection and sterilization devices. UV-C wavelengths were obtained in laboratories using aluminium nitride (210 nm), boron nitride (215 nm) and diamond (235 nm).", "targets": "What sort of LEDs are becoming more available on the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee69f7353824471485ed2ddcd1293da2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With nitrides containing aluminium, most often AlGaN and AlGaInN, even shorter wavelengths are achievable. Ultraviolet LEDs in a range of wavelengths are becoming available on the market. Near-UV emitters at wavelengths around 375\u2013395 nm are already cheap and often encountered, for example, as black light lamp replacements for inspection of anti-counterfeiting UV watermarks in some documents and paper currencies. Shorter-wavelength diodes, while substantially more expensive, are commercially available for wavelengths down to 240 nm. As the photosensitivity of microorganisms approximately matches the absorption spectrum of DNA, with a peak at about 260 nm, UV LED emitting at 250\u2013270 nm are to be expected in prospective disinfection and sterilization devices. Recent research has shown that commercially available UVA LEDs (365 nm) are already effective disinfection and sterilization devices. UV-C wavelengths were obtained in laboratories using aluminium nitride (210 nm), boron nitride (215 nm) and diamond (235 nm).", "targets": "What is the range of wavelengths for cheap UV LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee69f7353824471485ed2ddcd1293da2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With nitrides containing aluminium, most often AlGaN and AlGaInN, even shorter wavelengths are achievable. Ultraviolet LEDs in a range of wavelengths are becoming available on the market. Near-UV emitters at wavelengths around 375\u2013395 nm are already cheap and often encountered, for example, as black light lamp replacements for inspection of anti-counterfeiting UV watermarks in some documents and paper currencies. Shorter-wavelength diodes, while substantially more expensive, are commercially available for wavelengths down to 240 nm. As the photosensitivity of microorganisms approximately matches the absorption spectrum of DNA, with a peak at about 260 nm, UV LED emitting at 250\u2013270 nm are to be expected in prospective disinfection and sterilization devices. Recent research has shown that commercially available UVA LEDs (365 nm) are already effective disinfection and sterilization devices. UV-C wavelengths were obtained in laboratories using aluminium nitride (210 nm), boron nitride (215 nm) and diamond (235 nm).", "targets": "Shorter wavelength diodes provide wavelengths as low as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee69f7353824471485ed2ddcd1293da2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With nitrides containing aluminium, most often AlGaN and AlGaInN, even shorter wavelengths are achievable. Ultraviolet LEDs in a range of wavelengths are becoming available on the market. Near-UV emitters at wavelengths around 375\u2013395 nm are already cheap and often encountered, for example, as black light lamp replacements for inspection of anti-counterfeiting UV watermarks in some documents and paper currencies. Shorter-wavelength diodes, while substantially more expensive, are commercially available for wavelengths down to 240 nm. As the photosensitivity of microorganisms approximately matches the absorption spectrum of DNA, with a peak at about 260 nm, UV LED emitting at 250\u2013270 nm are to be expected in prospective disinfection and sterilization devices. Recent research has shown that commercially available UVA LEDs (365 nm) are already effective disinfection and sterilization devices. UV-C wavelengths were obtained in laboratories using aluminium nitride (210 nm), boron nitride (215 nm) and diamond (235 nm).", "targets": "What UV wavelengths are found in sterilization devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ddcf87aca747fea9108b6d0bd0c0a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the objects from everyday life that we can bump into, touch or squeeze are composed of atoms. This atomic matter is in turn made up of interacting subatomic particles\u2014usually a nucleus of protons and neutrons, and a cloud of orbiting electrons. Typically, science considers these composite particles matter because they have both rest mass and volume. By contrast, massless particles, such as photons, are not considered matter, because they have neither rest mass nor volume. However, not all particles with rest mass have a classical volume, since fundamental particles such as quarks and leptons (sometimes equated with matter) are considered \"point particles\" with no effective size or volume. Nevertheless, quarks and leptons together make up \"ordinary matter\", and their interactions contribute to the effective volume of the composite particles that make up ordinary matter.", "targets": "What kind of particles make up every object in the world that can be touched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ddcf87aca747fea9108b6d0bd0c0a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the objects from everyday life that we can bump into, touch or squeeze are composed of atoms. This atomic matter is in turn made up of interacting subatomic particles\u2014usually a nucleus of protons and neutrons, and a cloud of orbiting electrons. Typically, science considers these composite particles matter because they have both rest mass and volume. By contrast, massless particles, such as photons, are not considered matter, because they have neither rest mass nor volume. However, not all particles with rest mass have a classical volume, since fundamental particles such as quarks and leptons (sometimes equated with matter) are considered \"point particles\" with no effective size or volume. Nevertheless, quarks and leptons together make up \"ordinary matter\", and their interactions contribute to the effective volume of the composite particles that make up ordinary matter.", "targets": "The smaller particles that make up atoms, like protons and neutrons, are what kind of particles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ddcf87aca747fea9108b6d0bd0c0a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the objects from everyday life that we can bump into, touch or squeeze are composed of atoms. This atomic matter is in turn made up of interacting subatomic particles\u2014usually a nucleus of protons and neutrons, and a cloud of orbiting electrons. Typically, science considers these composite particles matter because they have both rest mass and volume. By contrast, massless particles, such as photons, are not considered matter, because they have neither rest mass nor volume. However, not all particles with rest mass have a classical volume, since fundamental particles such as quarks and leptons (sometimes equated with matter) are considered \"point particles\" with no effective size or volume. Nevertheless, quarks and leptons together make up \"ordinary matter\", and their interactions contribute to the effective volume of the composite particles that make up ordinary matter.", "targets": "What subatomic particle has no volume or rest mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ddcf87aca747fea9108b6d0bd0c0a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the objects from everyday life that we can bump into, touch or squeeze are composed of atoms. This atomic matter is in turn made up of interacting subatomic particles\u2014usually a nucleus of protons and neutrons, and a cloud of orbiting electrons. Typically, science considers these composite particles matter because they have both rest mass and volume. By contrast, massless particles, such as photons, are not considered matter, because they have neither rest mass nor volume. However, not all particles with rest mass have a classical volume, since fundamental particles such as quarks and leptons (sometimes equated with matter) are considered \"point particles\" with no effective size or volume. Nevertheless, quarks and leptons together make up \"ordinary matter\", and their interactions contribute to the effective volume of the composite particles that make up ordinary matter.", "targets": "What  kind of particles are quarks and leptons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93ddcf87aca747fea9108b6d0bd0c0a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the objects from everyday life that we can bump into, touch or squeeze are composed of atoms. This atomic matter is in turn made up of interacting subatomic particles\u2014usually a nucleus of protons and neutrons, and a cloud of orbiting electrons. Typically, science considers these composite particles matter because they have both rest mass and volume. By contrast, massless particles, such as photons, are not considered matter, because they have neither rest mass nor volume. However, not all particles with rest mass have a classical volume, since fundamental particles such as quarks and leptons (sometimes equated with matter) are considered \"point particles\" with no effective size or volume. Nevertheless, quarks and leptons together make up \"ordinary matter\", and their interactions contribute to the effective volume of the composite particles that make up ordinary matter.", "targets": "Despite not having size or volume themselves, quarks and leptons contribute to what measure of composite particles in matter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-726a5ef36a634e708587d6c028a5230e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the early 1990s, Estonia is involved in active trilateral Baltic states co-operation with Latvia and Lithuania, and Nordic-Baltic co-operation with the Nordic countries. The Baltic Council is the joint forum of the interparliamentary Baltic Assembly (BA) and the intergovernmental Baltic Council of Ministers (BCM). Nordic-Baltic Eight (NB-8) is the joint co-operation of the governments of Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, Norway and Sweden. Nordic-Baltic Six (NB-6), comprising Nordic-Baltic countries that are European Union member states, is a framework for meetings on EU related issues. Parliamentary co-operation between the Baltic Assembly and Nordic Council began in 1989. Annual summits take place, and in addition meetings are organised on all possible levels: speakers, presidiums, commissions, and individual members. The Nordic Council of Ministers has an office in Tallinn with a subsidiary in Tartu and information points in Narva, Valga and P\u00e4rnu. Joint Nordic-Baltic projects include the education programme Nordplus and mobility programmes for business and industry and for public administration.", "targets": "Which Baltic countries have cooperated with Estonia since the early 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-726a5ef36a634e708587d6c028a5230e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the early 1990s, Estonia is involved in active trilateral Baltic states co-operation with Latvia and Lithuania, and Nordic-Baltic co-operation with the Nordic countries. The Baltic Council is the joint forum of the interparliamentary Baltic Assembly (BA) and the intergovernmental Baltic Council of Ministers (BCM). Nordic-Baltic Eight (NB-8) is the joint co-operation of the governments of Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, Norway and Sweden. Nordic-Baltic Six (NB-6), comprising Nordic-Baltic countries that are European Union member states, is a framework for meetings on EU related issues. Parliamentary co-operation between the Baltic Assembly and Nordic Council began in 1989. Annual summits take place, and in addition meetings are organised on all possible levels: speakers, presidiums, commissions, and individual members. The Nordic Council of Ministers has an office in Tallinn with a subsidiary in Tartu and information points in Narva, Valga and P\u00e4rnu. Joint Nordic-Baltic projects include the education programme Nordplus and mobility programmes for business and industry and for public administration.", "targets": "What is the combined group of the interparliamentary Baltic Assembly and the intergovernmental Baltic Council of Ministers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-726a5ef36a634e708587d6c028a5230e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the early 1990s, Estonia is involved in active trilateral Baltic states co-operation with Latvia and Lithuania, and Nordic-Baltic co-operation with the Nordic countries. The Baltic Council is the joint forum of the interparliamentary Baltic Assembly (BA) and the intergovernmental Baltic Council of Ministers (BCM). Nordic-Baltic Eight (NB-8) is the joint co-operation of the governments of Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, Norway and Sweden. Nordic-Baltic Six (NB-6), comprising Nordic-Baltic countries that are European Union member states, is a framework for meetings on EU related issues. Parliamentary co-operation between the Baltic Assembly and Nordic Council began in 1989. Annual summits take place, and in addition meetings are organised on all possible levels: speakers, presidiums, commissions, and individual members. The Nordic Council of Ministers has an office in Tallinn with a subsidiary in Tartu and information points in Narva, Valga and P\u00e4rnu. Joint Nordic-Baltic projects include the education programme Nordplus and mobility programmes for business and industry and for public administration.", "targets": "What is the name of the joint group that Estonia shares with Denmark and 7 other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-726a5ef36a634e708587d6c028a5230e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the early 1990s, Estonia is involved in active trilateral Baltic states co-operation with Latvia and Lithuania, and Nordic-Baltic co-operation with the Nordic countries. The Baltic Council is the joint forum of the interparliamentary Baltic Assembly (BA) and the intergovernmental Baltic Council of Ministers (BCM). Nordic-Baltic Eight (NB-8) is the joint co-operation of the governments of Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, Norway and Sweden. Nordic-Baltic Six (NB-6), comprising Nordic-Baltic countries that are European Union member states, is a framework for meetings on EU related issues. Parliamentary co-operation between the Baltic Assembly and Nordic Council began in 1989. Annual summits take place, and in addition meetings are organised on all possible levels: speakers, presidiums, commissions, and individual members. The Nordic Council of Ministers has an office in Tallinn with a subsidiary in Tartu and information points in Narva, Valga and P\u00e4rnu. Joint Nordic-Baltic projects include the education programme Nordplus and mobility programmes for business and industry and for public administration.", "targets": "What year did Parliamentary co-operation between the Baltic Assembly and Nordic Council start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ea4a3be63b4a10abdb3d1c35332755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolution had less obvious applications to anatomy and morphology, and at first had little impact on the research of the anatomist Thomas Henry Huxley. Despite this, Huxley strongly supported Darwin on evolution; though he called for experiments to show whether natural selection could form new species, and questioned if Darwin's gradualism was sufficient without sudden leaps to cause speciation. Huxley wanted science to be secular, without religious interference, and his article in the April 1860 Westminster Review promoted scientific naturalism over natural theology, praising Darwin for \"extending the domination of Science over regions of thought into which she has, as yet, hardly penetrated\" and coining the term \"Darwinism\" as part of his efforts to secularise and professionalise science. Huxley gained influence, and initiated the X Club, which used the journal Nature to promote evolution and naturalism, shaping much of late Victorian science. Later, the German morphologist Ernst Haeckel would convince Huxley that comparative anatomy and palaeontology could be used to reconstruct evolutionary genealogies.", "targets": "Who supported Darwin's theories on evolution despite it having little impact on his own research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ea4a3be63b4a10abdb3d1c35332755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolution had less obvious applications to anatomy and morphology, and at first had little impact on the research of the anatomist Thomas Henry Huxley. Despite this, Huxley strongly supported Darwin on evolution; though he called for experiments to show whether natural selection could form new species, and questioned if Darwin's gradualism was sufficient without sudden leaps to cause speciation. Huxley wanted science to be secular, without religious interference, and his article in the April 1860 Westminster Review promoted scientific naturalism over natural theology, praising Darwin for \"extending the domination of Science over regions of thought into which she has, as yet, hardly penetrated\" and coining the term \"Darwinism\" as part of his efforts to secularise and professionalise science. Huxley gained influence, and initiated the X Club, which used the journal Nature to promote evolution and naturalism, shaping much of late Victorian science. Later, the German morphologist Ernst Haeckel would convince Huxley that comparative anatomy and palaeontology could be used to reconstruct evolutionary genealogies.", "targets": "What did Huxley's 1860 article in the Westminster Review promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ea4a3be63b4a10abdb3d1c35332755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolution had less obvious applications to anatomy and morphology, and at first had little impact on the research of the anatomist Thomas Henry Huxley. Despite this, Huxley strongly supported Darwin on evolution; though he called for experiments to show whether natural selection could form new species, and questioned if Darwin's gradualism was sufficient without sudden leaps to cause speciation. Huxley wanted science to be secular, without religious interference, and his article in the April 1860 Westminster Review promoted scientific naturalism over natural theology, praising Darwin for \"extending the domination of Science over regions of thought into which she has, as yet, hardly penetrated\" and coining the term \"Darwinism\" as part of his efforts to secularise and professionalise science. Huxley gained influence, and initiated the X Club, which used the journal Nature to promote evolution and naturalism, shaping much of late Victorian science. Later, the German morphologist Ernst Haeckel would convince Huxley that comparative anatomy and palaeontology could be used to reconstruct evolutionary genealogies.", "targets": "Why did Huxley coin the name \"Darwinism?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ea4a3be63b4a10abdb3d1c35332755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolution had less obvious applications to anatomy and morphology, and at first had little impact on the research of the anatomist Thomas Henry Huxley. Despite this, Huxley strongly supported Darwin on evolution; though he called for experiments to show whether natural selection could form new species, and questioned if Darwin's gradualism was sufficient without sudden leaps to cause speciation. Huxley wanted science to be secular, without religious interference, and his article in the April 1860 Westminster Review promoted scientific naturalism over natural theology, praising Darwin for \"extending the domination of Science over regions of thought into which she has, as yet, hardly penetrated\" and coining the term \"Darwinism\" as part of his efforts to secularise and professionalise science. Huxley gained influence, and initiated the X Club, which used the journal Nature to promote evolution and naturalism, shaping much of late Victorian science. Later, the German morphologist Ernst Haeckel would convince Huxley that comparative anatomy and palaeontology could be used to reconstruct evolutionary genealogies.", "targets": "What did the morphologist Ernst Haeckel convince Huxley of about comparative anatomy and paleontology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dba4d33b74a248a497a6f77f47f89894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike animals, many plant cells, particularly those of the parenchyma, do not terminally differentiate, remaining totipotent with the ability to give rise to a new individual plant. Exceptions include highly lignified cells, the sclerenchyma and xylem which are dead at maturity, and the phloem sieve tubes which lack nuclei. While plants use many of the same epigenetic mechanisms as animals, such as chromatin remodeling, an alternative hypothesis is that plants set their gene expression patterns using positional information from the environment and surrounding cells to determine their developmental fate.", "targets": "Does cell division end in plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dba4d33b74a248a497a6f77f47f89894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike animals, many plant cells, particularly those of the parenchyma, do not terminally differentiate, remaining totipotent with the ability to give rise to a new individual plant. Exceptions include highly lignified cells, the sclerenchyma and xylem which are dead at maturity, and the phloem sieve tubes which lack nuclei. While plants use many of the same epigenetic mechanisms as animals, such as chromatin remodeling, an alternative hypothesis is that plants set their gene expression patterns using positional information from the environment and surrounding cells to determine their developmental fate.", "targets": "What happens when a plant remains totipotent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dba4d33b74a248a497a6f77f47f89894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike animals, many plant cells, particularly those of the parenchyma, do not terminally differentiate, remaining totipotent with the ability to give rise to a new individual plant. Exceptions include highly lignified cells, the sclerenchyma and xylem which are dead at maturity, and the phloem sieve tubes which lack nuclei. While plants use many of the same epigenetic mechanisms as animals, such as chromatin remodeling, an alternative hypothesis is that plants set their gene expression patterns using positional information from the environment and surrounding cells to determine their developmental fate.", "targets": "Why do phloem sieve tubes stop forming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dba4d33b74a248a497a6f77f47f89894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike animals, many plant cells, particularly those of the parenchyma, do not terminally differentiate, remaining totipotent with the ability to give rise to a new individual plant. Exceptions include highly lignified cells, the sclerenchyma and xylem which are dead at maturity, and the phloem sieve tubes which lack nuclei. While plants use many of the same epigenetic mechanisms as animals, such as chromatin remodeling, an alternative hypothesis is that plants set their gene expression patterns using positional information from the environment and surrounding cells to determine their developmental fate.", "targets": "Why are plants able to stop and start dividing cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dba4d33b74a248a497a6f77f47f89894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike animals, many plant cells, particularly those of the parenchyma, do not terminally differentiate, remaining totipotent with the ability to give rise to a new individual plant. Exceptions include highly lignified cells, the sclerenchyma and xylem which are dead at maturity, and the phloem sieve tubes which lack nuclei. While plants use many of the same epigenetic mechanisms as animals, such as chromatin remodeling, an alternative hypothesis is that plants set their gene expression patterns using positional information from the environment and surrounding cells to determine their developmental fate.", "targets": "Are lignified cells able to continue dividing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9783d0beb651479c8581bfb1bf2c9917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is evidence of induced copper deficiency in those taking 100\u2013300 mg of zinc daily. A 2007 trial observed that elderly men taking 80 mg daily were hospitalized for urinary complications more often than those taking a placebo. The USDA RDA is 11 and 8 mg Zn/day for men and women, respectively. Levels of 100\u2013300 mg may interfere with the utilization of copper and iron or adversely affect cholesterol. Levels of zinc in excess of 500 ppm in soil interfere with the ability of plants to absorb other essential metals, such as iron and manganese. There is also a condition called the zinc shakes or \"zinc chills\" that can be induced by the inhalation of freshly formed zinc oxide formed during the welding of galvanized materials. Zinc is a common ingredient of denture cream which may contain between 17 and 38 mg of zinc per gram. There have been claims of disability, and even death, due to excessive use of these products.", "targets": "What kind of deficiency is common from taking 100-300mg of zinc daily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9783d0beb651479c8581bfb1bf2c9917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is evidence of induced copper deficiency in those taking 100\u2013300 mg of zinc daily. A 2007 trial observed that elderly men taking 80 mg daily were hospitalized for urinary complications more often than those taking a placebo. The USDA RDA is 11 and 8 mg Zn/day for men and women, respectively. Levels of 100\u2013300 mg may interfere with the utilization of copper and iron or adversely affect cholesterol. Levels of zinc in excess of 500 ppm in soil interfere with the ability of plants to absorb other essential metals, such as iron and manganese. There is also a condition called the zinc shakes or \"zinc chills\" that can be induced by the inhalation of freshly formed zinc oxide formed during the welding of galvanized materials. Zinc is a common ingredient of denture cream which may contain between 17 and 38 mg of zinc per gram. There have been claims of disability, and even death, due to excessive use of these products.", "targets": "What kind of complications were seen in men taking 80mg zinc a day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9783d0beb651479c8581bfb1bf2c9917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is evidence of induced copper deficiency in those taking 100\u2013300 mg of zinc daily. A 2007 trial observed that elderly men taking 80 mg daily were hospitalized for urinary complications more often than those taking a placebo. The USDA RDA is 11 and 8 mg Zn/day for men and women, respectively. Levels of 100\u2013300 mg may interfere with the utilization of copper and iron or adversely affect cholesterol. Levels of zinc in excess of 500 ppm in soil interfere with the ability of plants to absorb other essential metals, such as iron and manganese. There is also a condition called the zinc shakes or \"zinc chills\" that can be induced by the inhalation of freshly formed zinc oxide formed during the welding of galvanized materials. Zinc is a common ingredient of denture cream which may contain between 17 and 38 mg of zinc per gram. There have been claims of disability, and even death, due to excessive use of these products.", "targets": "Having an excess of 500ppm of zinc in soil interferes with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9783d0beb651479c8581bfb1bf2c9917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is evidence of induced copper deficiency in those taking 100\u2013300 mg of zinc daily. A 2007 trial observed that elderly men taking 80 mg daily were hospitalized for urinary complications more often than those taking a placebo. The USDA RDA is 11 and 8 mg Zn/day for men and women, respectively. Levels of 100\u2013300 mg may interfere with the utilization of copper and iron or adversely affect cholesterol. Levels of zinc in excess of 500 ppm in soil interfere with the ability of plants to absorb other essential metals, such as iron and manganese. There is also a condition called the zinc shakes or \"zinc chills\" that can be induced by the inhalation of freshly formed zinc oxide formed during the welding of galvanized materials. Zinc is a common ingredient of denture cream which may contain between 17 and 38 mg of zinc per gram. There have been claims of disability, and even death, due to excessive use of these products.", "targets": "What is caused by inhaling freshly formed zinc oxide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9783d0beb651479c8581bfb1bf2c9917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is evidence of induced copper deficiency in those taking 100\u2013300 mg of zinc daily. A 2007 trial observed that elderly men taking 80 mg daily were hospitalized for urinary complications more often than those taking a placebo. The USDA RDA is 11 and 8 mg Zn/day for men and women, respectively. Levels of 100\u2013300 mg may interfere with the utilization of copper and iron or adversely affect cholesterol. Levels of zinc in excess of 500 ppm in soil interfere with the ability of plants to absorb other essential metals, such as iron and manganese. There is also a condition called the zinc shakes or \"zinc chills\" that can be induced by the inhalation of freshly formed zinc oxide formed during the welding of galvanized materials. Zinc is a common ingredient of denture cream which may contain between 17 and 38 mg of zinc per gram. There have been claims of disability, and even death, due to excessive use of these products.", "targets": "People have claimed that the excessive use of what common product has caused disability and death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687a034c2c1447c7b30d074ca1fca17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Menander (c. 130 BC), the Kingdom appears to have fragmented, with several 'kings' attested contemporaneously in different regions. This inevitably weakened the Greek position, and territory seems to have been lost progressively. Around 70 BC, the western regions of Arachosia and Paropamisadae were lost to tribal invasions, presumably by those tribes responsible for the end of the Bactrian kingdom. The resulting Indo-Scythian kingdom seems to have gradually pushed the remaining Indo-Greek kingdom towards the east. The Indo-Greek kingdom appears to have lingered on in western Punjab until about 10 AD when finally ended by the Indo-Scythians.", "targets": "When did Menander die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687a034c2c1447c7b30d074ca1fca17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Menander (c. 130 BC), the Kingdom appears to have fragmented, with several 'kings' attested contemporaneously in different regions. This inevitably weakened the Greek position, and territory seems to have been lost progressively. Around 70 BC, the western regions of Arachosia and Paropamisadae were lost to tribal invasions, presumably by those tribes responsible for the end of the Bactrian kingdom. The resulting Indo-Scythian kingdom seems to have gradually pushed the remaining Indo-Greek kingdom towards the east. The Indo-Greek kingdom appears to have lingered on in western Punjab until about 10 AD when finally ended by the Indo-Scythians.", "targets": "What kingdom forced the Indo-Greek kingdom to the east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687a034c2c1447c7b30d074ca1fca17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Menander (c. 130 BC), the Kingdom appears to have fragmented, with several 'kings' attested contemporaneously in different regions. This inevitably weakened the Greek position, and territory seems to have been lost progressively. Around 70 BC, the western regions of Arachosia and Paropamisadae were lost to tribal invasions, presumably by those tribes responsible for the end of the Bactrian kingdom. The resulting Indo-Scythian kingdom seems to have gradually pushed the remaining Indo-Greek kingdom towards the east. The Indo-Greek kingdom appears to have lingered on in western Punjab until about 10 AD when finally ended by the Indo-Scythians.", "targets": "Around 70 BC, Arachosia and what other region where taken over by tribal invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687a034c2c1447c7b30d074ca1fca17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Menander (c. 130 BC), the Kingdom appears to have fragmented, with several 'kings' attested contemporaneously in different regions. This inevitably weakened the Greek position, and territory seems to have been lost progressively. Around 70 BC, the western regions of Arachosia and Paropamisadae were lost to tribal invasions, presumably by those tribes responsible for the end of the Bactrian kingdom. The resulting Indo-Scythian kingdom seems to have gradually pushed the remaining Indo-Greek kingdom towards the east. The Indo-Greek kingdom appears to have lingered on in western Punjab until about 10 AD when finally ended by the Indo-Scythians.", "targets": "I couldn't could up with another question. But i need to fill this space because I can't submit the hit. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687a034c2c1447c7b30d074ca1fca17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Menander (c. 130 BC), the Kingdom appears to have fragmented, with several 'kings' attested contemporaneously in different regions. This inevitably weakened the Greek position, and territory seems to have been lost progressively. Around 70 BC, the western regions of Arachosia and Paropamisadae were lost to tribal invasions, presumably by those tribes responsible for the end of the Bactrian kingdom. The resulting Indo-Scythian kingdom seems to have gradually pushed the remaining Indo-Greek kingdom towards the east. The Indo-Greek kingdom appears to have lingered on in western Punjab until about 10 AD when finally ended by the Indo-Scythians.", "targets": "I couldn't could up with another question. But i need to fill this space because I can't submit the hit. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-858d25f7de2a463bb2d4e12ee91b98ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chronicle provides a mythic tale of Oleg's death. A sorcerer prophesies that the death of the Grand Prince would be associated with a certain horse. Oleg has the horse sequestered, and it later dies. Oleg goes to visit the horse and stands over the carcass, gloating that he had outlived the threat, when a snake strikes him from among the bones, and he soon becomes ill and dies. The Chronicle reports that Prince Igor succeeded Oleg in 913, and after some brief conflicts with the Drevlians and the Pechenegs, a period of peace ensued for over twenty years.", "targets": "What known document tells of the death of Oleg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-858d25f7de2a463bb2d4e12ee91b98ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chronicle provides a mythic tale of Oleg's death. A sorcerer prophesies that the death of the Grand Prince would be associated with a certain horse. Oleg has the horse sequestered, and it later dies. Oleg goes to visit the horse and stands over the carcass, gloating that he had outlived the threat, when a snake strikes him from among the bones, and he soon becomes ill and dies. The Chronicle reports that Prince Igor succeeded Oleg in 913, and after some brief conflicts with the Drevlians and the Pechenegs, a period of peace ensued for over twenty years.", "targets": "What was prophesised by a sorcerer involving Oleg's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-858d25f7de2a463bb2d4e12ee91b98ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chronicle provides a mythic tale of Oleg's death. A sorcerer prophesies that the death of the Grand Prince would be associated with a certain horse. Oleg has the horse sequestered, and it later dies. Oleg goes to visit the horse and stands over the carcass, gloating that he had outlived the threat, when a snake strikes him from among the bones, and he soon becomes ill and dies. The Chronicle reports that Prince Igor succeeded Oleg in 913, and after some brief conflicts with the Drevlians and the Pechenegs, a period of peace ensued for over twenty years.", "targets": "WHo succeeded Oleg in 913?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-858d25f7de2a463bb2d4e12ee91b98ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chronicle provides a mythic tale of Oleg's death. A sorcerer prophesies that the death of the Grand Prince would be associated with a certain horse. Oleg has the horse sequestered, and it later dies. Oleg goes to visit the horse and stands over the carcass, gloating that he had outlived the threat, when a snake strikes him from among the bones, and he soon becomes ill and dies. The Chronicle reports that Prince Igor succeeded Oleg in 913, and after some brief conflicts with the Drevlians and the Pechenegs, a period of peace ensued for over twenty years.", "targets": "What does Oleg do to his horse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b788cff14508417f87e46fe96d4c734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 19, 2013, West was leaving LAX as he was surrounded by dozens of paparazzi. West became increasingly agitated as a photographer, Daniel Ramos, continued to ask him why people were not allowed to speak in his presence. West then says, \"I told you don't talk to me, right? You trying to get me in trouble so I steal off on you and have to pay you like $250,000 and shit.\" Then he allegedly charged the man and grabbed him and his camera. The incident captured by TMZ, took place for a few seconds before a female voice can be heard telling West to stop. West then released the man, and his camera, and drove away from the scene. Medics were later called to the scene on behalf of the photographer who was grabbed. It was reported West could be charged with felony attempted robbery behind the matter. However, the charges were reduced to misdemeanor criminal battery and attempted grand theft. In March 2014, West was sentenced to serve two years' probation for the misdemeanor battery conviction and required to attend 24 anger management sessions, perform 250 hours of community service and pay restitution to Ramos.", "targets": "What paparazzi member did Kanye attack at LAX in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b788cff14508417f87e46fe96d4c734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 19, 2013, West was leaving LAX as he was surrounded by dozens of paparazzi. West became increasingly agitated as a photographer, Daniel Ramos, continued to ask him why people were not allowed to speak in his presence. West then says, \"I told you don't talk to me, right? You trying to get me in trouble so I steal off on you and have to pay you like $250,000 and shit.\" Then he allegedly charged the man and grabbed him and his camera. The incident captured by TMZ, took place for a few seconds before a female voice can be heard telling West to stop. West then released the man, and his camera, and drove away from the scene. Medics were later called to the scene on behalf of the photographer who was grabbed. It was reported West could be charged with felony attempted robbery behind the matter. However, the charges were reduced to misdemeanor criminal battery and attempted grand theft. In March 2014, West was sentenced to serve two years' probation for the misdemeanor battery conviction and required to attend 24 anger management sessions, perform 250 hours of community service and pay restitution to Ramos.", "targets": "What was Kanye convicted for after his paparazzi attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b788cff14508417f87e46fe96d4c734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 19, 2013, West was leaving LAX as he was surrounded by dozens of paparazzi. West became increasingly agitated as a photographer, Daniel Ramos, continued to ask him why people were not allowed to speak in his presence. West then says, \"I told you don't talk to me, right? You trying to get me in trouble so I steal off on you and have to pay you like $250,000 and shit.\" Then he allegedly charged the man and grabbed him and his camera. The incident captured by TMZ, took place for a few seconds before a female voice can be heard telling West to stop. West then released the man, and his camera, and drove away from the scene. Medics were later called to the scene on behalf of the photographer who was grabbed. It was reported West could be charged with felony attempted robbery behind the matter. However, the charges were reduced to misdemeanor criminal battery and attempted grand theft. In March 2014, West was sentenced to serve two years' probation for the misdemeanor battery conviction and required to attend 24 anger management sessions, perform 250 hours of community service and pay restitution to Ramos.", "targets": "What was the name of the man who was hassling West outside of LAX that West later attacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b788cff14508417f87e46fe96d4c734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 19, 2013, West was leaving LAX as he was surrounded by dozens of paparazzi. West became increasingly agitated as a photographer, Daniel Ramos, continued to ask him why people were not allowed to speak in his presence. West then says, \"I told you don't talk to me, right? You trying to get me in trouble so I steal off on you and have to pay you like $250,000 and shit.\" Then he allegedly charged the man and grabbed him and his camera. The incident captured by TMZ, took place for a few seconds before a female voice can be heard telling West to stop. West then released the man, and his camera, and drove away from the scene. Medics were later called to the scene on behalf of the photographer who was grabbed. It was reported West could be charged with felony attempted robbery behind the matter. However, the charges were reduced to misdemeanor criminal battery and attempted grand theft. In March 2014, West was sentenced to serve two years' probation for the misdemeanor battery conviction and required to attend 24 anger management sessions, perform 250 hours of community service and pay restitution to Ramos.", "targets": "How many years' probation was Kanye supposed to serve for this altercation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b788cff14508417f87e46fe96d4c734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 19, 2013, West was leaving LAX as he was surrounded by dozens of paparazzi. West became increasingly agitated as a photographer, Daniel Ramos, continued to ask him why people were not allowed to speak in his presence. West then says, \"I told you don't talk to me, right? You trying to get me in trouble so I steal off on you and have to pay you like $250,000 and shit.\" Then he allegedly charged the man and grabbed him and his camera. The incident captured by TMZ, took place for a few seconds before a female voice can be heard telling West to stop. West then released the man, and his camera, and drove away from the scene. Medics were later called to the scene on behalf of the photographer who was grabbed. It was reported West could be charged with felony attempted robbery behind the matter. However, the charges were reduced to misdemeanor criminal battery and attempted grand theft. In March 2014, West was sentenced to serve two years' probation for the misdemeanor battery conviction and required to attend 24 anger management sessions, perform 250 hours of community service and pay restitution to Ramos.", "targets": "He had to attend 24 sessions of what kind of therapy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b788cff14508417f87e46fe96d4c734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 19, 2013, West was leaving LAX as he was surrounded by dozens of paparazzi. West became increasingly agitated as a photographer, Daniel Ramos, continued to ask him why people were not allowed to speak in his presence. West then says, \"I told you don't talk to me, right? You trying to get me in trouble so I steal off on you and have to pay you like $250,000 and shit.\" Then he allegedly charged the man and grabbed him and his camera. The incident captured by TMZ, took place for a few seconds before a female voice can be heard telling West to stop. West then released the man, and his camera, and drove away from the scene. Medics were later called to the scene on behalf of the photographer who was grabbed. It was reported West could be charged with felony attempted robbery behind the matter. However, the charges were reduced to misdemeanor criminal battery and attempted grand theft. In March 2014, West was sentenced to serve two years' probation for the misdemeanor battery conviction and required to attend 24 anger management sessions, perform 250 hours of community service and pay restitution to Ramos.", "targets": "How many hours of community service did Kanye receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd036fbd21cf423a88cd9c9bd6273868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This process begins when the user inputs a Uniform Resource Locator (URL), for example wikipedia dot org, into the browser. The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted. The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP). Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files. Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.", "targets": "What does URL stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd036fbd21cf423a88cd9c9bd6273868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This process begins when the user inputs a Uniform Resource Locator (URL), for example wikipedia dot org, into the browser. The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted. The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP). Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files. Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.", "targets": "What is the determining factor in how a URL will be interpreted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd036fbd21cf423a88cd9c9bd6273868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This process begins when the user inputs a Uniform Resource Locator (URL), for example wikipedia dot org, into the browser. The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted. The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP). Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files. Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.", "targets": "What does http stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd036fbd21cf423a88cd9c9bd6273868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This process begins when the user inputs a Uniform Resource Locator (URL), for example wikipedia dot org, into the browser. The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted. The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP). Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files. Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.", "targets": "What does ftp stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd036fbd21cf423a88cd9c9bd6273868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This process begins when the user inputs a Uniform Resource Locator (URL), for example wikipedia dot org, into the browser. The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted. The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP). Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files. Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.", "targets": "A news: prefix is given to the user's what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1696fa90a0954da39ac0c1af59fc717c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By about 1910,[note 1] bound collections of empty sleeves with a paperboard or leather cover, similar to a photograph album, were sold as record albums that customers could use to store their records (the term \"record album\" was printed on some covers). These albums came in both 10-inch and 12-inch sizes. The covers of these bound books were wider and taller than the records inside, allowing the record album to be placed on a shelf upright, like a book, suspending the fragile records above the shelf and protecting them.", "targets": "When could record album covers first be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1696fa90a0954da39ac0c1af59fc717c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By about 1910,[note 1] bound collections of empty sleeves with a paperboard or leather cover, similar to a photograph album, were sold as record albums that customers could use to store their records (the term \"record album\" was printed on some covers). These albums came in both 10-inch and 12-inch sizes. The covers of these bound books were wider and taller than the records inside, allowing the record album to be placed on a shelf upright, like a book, suspending the fragile records above the shelf and protecting them.", "targets": "What were early record album covers made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1696fa90a0954da39ac0c1af59fc717c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By about 1910,[note 1] bound collections of empty sleeves with a paperboard or leather cover, similar to a photograph album, were sold as record albums that customers could use to store their records (the term \"record album\" was printed on some covers). These albums came in both 10-inch and 12-inch sizes. The covers of these bound books were wider and taller than the records inside, allowing the record album to be placed on a shelf upright, like a book, suspending the fragile records above the shelf and protecting them.", "targets": "What sizes were record album covers available in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1696fa90a0954da39ac0c1af59fc717c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By about 1910,[note 1] bound collections of empty sleeves with a paperboard or leather cover, similar to a photograph album, were sold as record albums that customers could use to store their records (the term \"record album\" was printed on some covers). These albums came in both 10-inch and 12-inch sizes. The covers of these bound books were wider and taller than the records inside, allowing the record album to be placed on a shelf upright, like a book, suspending the fragile records above the shelf and protecting them.", "targets": "How were record album covers intended to be stored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1696fa90a0954da39ac0c1af59fc717c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By about 1910,[note 1] bound collections of empty sleeves with a paperboard or leather cover, similar to a photograph album, were sold as record albums that customers could use to store their records (the term \"record album\" was printed on some covers). These albums came in both 10-inch and 12-inch sizes. The covers of these bound books were wider and taller than the records inside, allowing the record album to be placed on a shelf upright, like a book, suspending the fragile records above the shelf and protecting them.", "targets": "What was the purpose of record album covers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cce9477e3481f9fb2d39440c56119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Partly because of low sanitation coverage about 17,000 children die each year because of diarrhoea. Another challenge is low cost recovery due to water tariffs that are among the lowest in the world. This in turn requires government subsidies even for operating costs, a situation that has been aggravated by salary increases without tariff increases after the Arab Spring. Poor operation of facilities, such as water and wastewater treatment plants, as well as limited government accountability and transparency, are also issues.", "targets": "Because of low sanitation coverage 17,000 Egyptian children to die each year from what condition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cce9477e3481f9fb2d39440c56119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Partly because of low sanitation coverage about 17,000 children die each year because of diarrhoea. Another challenge is low cost recovery due to water tariffs that are among the lowest in the world. This in turn requires government subsidies even for operating costs, a situation that has been aggravated by salary increases without tariff increases after the Arab Spring. Poor operation of facilities, such as water and wastewater treatment plants, as well as limited government accountability and transparency, are also issues.", "targets": "Relative to other countries of world how do Egypts's water tariffs compare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f93cce9477e3481f9fb2d39440c56119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Partly because of low sanitation coverage about 17,000 children die each year because of diarrhoea. Another challenge is low cost recovery due to water tariffs that are among the lowest in the world. This in turn requires government subsidies even for operating costs, a situation that has been aggravated by salary increases without tariff increases after the Arab Spring. Poor operation of facilities, such as water and wastewater treatment plants, as well as limited government accountability and transparency, are also issues.", "targets": "Due to low waer tariffs, what is required to maintain water treatment operation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "Who wrote the biography entitled Life of Antony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "Life of Antony played an important role in the spreading of ascetic ideals in what religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "The biography, Life of Antony, also resembles of the life of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "The so-called Athanasian Creed draws upon the phraseology of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "About whom did he write his most widely-read work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "Why was this work considered to be important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "How did he depict Anthony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "What does the Athanasian Creed draw upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2595f7d92ca041268a93f07717c64f68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His biography of Anthony the Great entitled Life of Antony(\u0392\u03af\u03bf\u03c2 \u03ba\u03b1\u1f76 \u03a0\u03bf\u03bb\u03b9\u03c4\u03b5\u03af\u03b1 \u03a0\u03b1\u03c4\u03c1\u1f78\u03c2 \u1f08\u03bd\u03c4\u03c9\u03bd\u03af\u03bf\u03c5, Vita Antonii) became his most widely-read work. Translated into several languages, it played an important role in the spreading of the ascetic ideal in Eastern and Western Christianity. Depicting Anthony as an illiterate and holy man who through his existence in a primordial landscape has an absolute connection to the divine truth, the biography also resembles the life of his biographer Athanasius. It later served as an inspiration to Christian monastics in both the East and the West. The so-called Athanasian Creed dates from well after Athanasius's death and draws upon the phraseology of Augustine's De trinitate.", "targets": "Whose life did Anthony's resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4046d0b4c3eb480ba5d6246a7680d729", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A solar chimney (or thermal chimney, in this context) is a passive solar ventilation system composed of a vertical shaft connecting the interior and exterior of a building. As the chimney warms, the air inside is heated causing an updraft that pulls air through the building. Performance can be improved by using glazing and thermal mass materials in a way that mimics greenhouses.", "targets": "What kind of system is a solar chimney?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4046d0b4c3eb480ba5d6246a7680d729", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A solar chimney (or thermal chimney, in this context) is a passive solar ventilation system composed of a vertical shaft connecting the interior and exterior of a building. As the chimney warms, the air inside is heated causing an updraft that pulls air through the building. Performance can be improved by using glazing and thermal mass materials in a way that mimics greenhouses.", "targets": "What is a solar chimney?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4046d0b4c3eb480ba5d6246a7680d729", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A solar chimney (or thermal chimney, in this context) is a passive solar ventilation system composed of a vertical shaft connecting the interior and exterior of a building. As the chimney warms, the air inside is heated causing an updraft that pulls air through the building. Performance can be improved by using glazing and thermal mass materials in a way that mimics greenhouses.", "targets": "What is a solar chimney made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4046d0b4c3eb480ba5d6246a7680d729", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A solar chimney (or thermal chimney, in this context) is a passive solar ventilation system composed of a vertical shaft connecting the interior and exterior of a building. As the chimney warms, the air inside is heated causing an updraft that pulls air through the building. Performance can be improved by using glazing and thermal mass materials in a way that mimics greenhouses.", "targets": "How can the performance of a solar chimney be improved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "When did the numbers of free people of color increase dramatically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "How were the laws in New York abolished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "How long did it take for states like New York to abolish all slave laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "Who in the south were urging their churches to free their slaves in the south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "When were the last slaves freed in New York state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "When did the number of free people of color begin to increase in the North and South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "Who implored slaveholders to free their slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "What caused many slaveholder to free their slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "How much did the percentage of free people in the South change from 1782 to 1810?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "What is it called when it takes several years for slaves to be freed in a program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "The last slave in New York was freed when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "What caused Quaker and Methodist preachers to want to free slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "In 1810, how many black people were considered free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21214a189f324b329b0dd525a5e59b01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the American Revolutionary War, the number and proportion of free people of color increased markedly in the North and the South as slaves were freed. Most northern states abolished slavery, sometimes, like New York, in programs of gradual emancipation that took more than two decades to be completed. The last slaves in New York were not freed until 1827. In connection with the Second Great Awakening, Quaker and Methodist preachers in the South urged slaveholders to free their slaves. Revolutionary ideals led many men to free their slaves, some by deed and others by will, so that from 1782 to 1810, the percentage of free people of color rose from less than one percent to nearly 10 percent of blacks in the South.", "targets": "What caused many men to free slaves from 1782 to 1810?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4e62a471047619caa14dd98b918bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The collection of drawings includes over 10,000 British and 2,000 old master works, including works by: D\u00fcrer, Giovanni Benedetto Castiglione, Bernardo Buontalenti, Rembrandt, Antonio Verrio, Paul Sandby, John Russell, Angelica Kauffman, John Flaxman, Hugh Douglas Hamilton, Thomas Rowlandson, William Kilburn, Thomas Girtin, Jean Auguste Dominique Ingres, David Wilkie, John Martin, Samuel Palmer, Sir Edwin Henry Landseer, Lord Frederic Leighton, Sir Samuel Luke Fildes and Aubrey Beardsley. Modern British artists represented in the collection include: Paul Nash, Percy Wyndham Lewis, Eric Gill, Stanley Spencer, John Piper, Graham Sutherland, Lucian Freud and David Hockney.", "targets": "Approximately how many British drawings are included in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4e62a471047619caa14dd98b918bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The collection of drawings includes over 10,000 British and 2,000 old master works, including works by: D\u00fcrer, Giovanni Benedetto Castiglione, Bernardo Buontalenti, Rembrandt, Antonio Verrio, Paul Sandby, John Russell, Angelica Kauffman, John Flaxman, Hugh Douglas Hamilton, Thomas Rowlandson, William Kilburn, Thomas Girtin, Jean Auguste Dominique Ingres, David Wilkie, John Martin, Samuel Palmer, Sir Edwin Henry Landseer, Lord Frederic Leighton, Sir Samuel Luke Fildes and Aubrey Beardsley. Modern British artists represented in the collection include: Paul Nash, Percy Wyndham Lewis, Eric Gill, Stanley Spencer, John Piper, Graham Sutherland, Lucian Freud and David Hockney.", "targets": "Approximately how many old masters works are included in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4e62a471047619caa14dd98b918bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The collection of drawings includes over 10,000 British and 2,000 old master works, including works by: D\u00fcrer, Giovanni Benedetto Castiglione, Bernardo Buontalenti, Rembrandt, Antonio Verrio, Paul Sandby, John Russell, Angelica Kauffman, John Flaxman, Hugh Douglas Hamilton, Thomas Rowlandson, William Kilburn, Thomas Girtin, Jean Auguste Dominique Ingres, David Wilkie, John Martin, Samuel Palmer, Sir Edwin Henry Landseer, Lord Frederic Leighton, Sir Samuel Luke Fildes and Aubrey Beardsley. Modern British artists represented in the collection include: Paul Nash, Percy Wyndham Lewis, Eric Gill, Stanley Spencer, John Piper, Graham Sutherland, Lucian Freud and David Hockney.", "targets": "Which famous Germain Renaissance painter and printmaker is represented in the drawings collection of the V&A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4e62a471047619caa14dd98b918bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The collection of drawings includes over 10,000 British and 2,000 old master works, including works by: D\u00fcrer, Giovanni Benedetto Castiglione, Bernardo Buontalenti, Rembrandt, Antonio Verrio, Paul Sandby, John Russell, Angelica Kauffman, John Flaxman, Hugh Douglas Hamilton, Thomas Rowlandson, William Kilburn, Thomas Girtin, Jean Auguste Dominique Ingres, David Wilkie, John Martin, Samuel Palmer, Sir Edwin Henry Landseer, Lord Frederic Leighton, Sir Samuel Luke Fildes and Aubrey Beardsley. Modern British artists represented in the collection include: Paul Nash, Percy Wyndham Lewis, Eric Gill, Stanley Spencer, John Piper, Graham Sutherland, Lucian Freud and David Hockney.", "targets": "Which famous Dutch artist who painted The Night Watch is represented in the drawings collection of the V&A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4e62a471047619caa14dd98b918bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The collection of drawings includes over 10,000 British and 2,000 old master works, including works by: D\u00fcrer, Giovanni Benedetto Castiglione, Bernardo Buontalenti, Rembrandt, Antonio Verrio, Paul Sandby, John Russell, Angelica Kauffman, John Flaxman, Hugh Douglas Hamilton, Thomas Rowlandson, William Kilburn, Thomas Girtin, Jean Auguste Dominique Ingres, David Wilkie, John Martin, Samuel Palmer, Sir Edwin Henry Landseer, Lord Frederic Leighton, Sir Samuel Luke Fildes and Aubrey Beardsley. Modern British artists represented in the collection include: Paul Nash, Percy Wyndham Lewis, Eric Gill, Stanley Spencer, John Piper, Graham Sutherland, Lucian Freud and David Hockney.", "targets": "Which famous French artist who painted the Grande Odalisque of 1814 is represented in the drawings collection of the V&A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-895e791fc5e44c4ca59b13f1b59e99a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key characteristic of classical music that distinguishes it from popular music and folk music is that the repertoire tends to be written down in musical notation, creating a musical part or score. This score typically determines details of rhythm, pitch, and, where two or more musicians (whether singers or instrumentalists) are involved, how the various parts are coordinated. The written quality of the music has enabled a high level of complexity within them: J.S. Bach's fugues, for instance, achieve a remarkable marriage of boldly distinctive melodic lines weaving in counterpoint yet creating a coherent harmonic logic that would be impossible in the heat of live improvisation. The use of written notation also preserves a record of the works and enables Classical musicians to perform music from many centuries ago. Musical notation enables 2000s-era performers to sing a choral work from the 1300s Renaissance era or a 1700s Baroque concerto with many of the features of the music (the melodies, lyrics, forms, and rhythms) being reproduced.", "targets": "J.S. Bach's fugues create a coherent harmonic logic that would be impossible for what other style of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-895e791fc5e44c4ca59b13f1b59e99a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key characteristic of classical music that distinguishes it from popular music and folk music is that the repertoire tends to be written down in musical notation, creating a musical part or score. This score typically determines details of rhythm, pitch, and, where two or more musicians (whether singers or instrumentalists) are involved, how the various parts are coordinated. The written quality of the music has enabled a high level of complexity within them: J.S. Bach's fugues, for instance, achieve a remarkable marriage of boldly distinctive melodic lines weaving in counterpoint yet creating a coherent harmonic logic that would be impossible in the heat of live improvisation. The use of written notation also preserves a record of the works and enables Classical musicians to perform music from many centuries ago. Musical notation enables 2000s-era performers to sing a choral work from the 1300s Renaissance era or a 1700s Baroque concerto with many of the features of the music (the melodies, lyrics, forms, and rhythms) being reproduced.", "targets": "The score determines how various parts are coordinated, pitch, and what other detail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-895e791fc5e44c4ca59b13f1b59e99a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key characteristic of classical music that distinguishes it from popular music and folk music is that the repertoire tends to be written down in musical notation, creating a musical part or score. This score typically determines details of rhythm, pitch, and, where two or more musicians (whether singers or instrumentalists) are involved, how the various parts are coordinated. The written quality of the music has enabled a high level of complexity within them: J.S. Bach's fugues, for instance, achieve a remarkable marriage of boldly distinctive melodic lines weaving in counterpoint yet creating a coherent harmonic logic that would be impossible in the heat of live improvisation. The use of written notation also preserves a record of the works and enables Classical musicians to perform music from many centuries ago. Musical notation enables 2000s-era performers to sing a choral work from the 1300s Renaissance era or a 1700s Baroque concerto with many of the features of the music (the melodies, lyrics, forms, and rhythms) being reproduced.", "targets": "What has allowed Classical musicians to perform music from many centuries ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-895e791fc5e44c4ca59b13f1b59e99a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key characteristic of classical music that distinguishes it from popular music and folk music is that the repertoire tends to be written down in musical notation, creating a musical part or score. This score typically determines details of rhythm, pitch, and, where two or more musicians (whether singers or instrumentalists) are involved, how the various parts are coordinated. The written quality of the music has enabled a high level of complexity within them: J.S. Bach's fugues, for instance, achieve a remarkable marriage of boldly distinctive melodic lines weaving in counterpoint yet creating a coherent harmonic logic that would be impossible in the heat of live improvisation. The use of written notation also preserves a record of the works and enables Classical musicians to perform music from many centuries ago. Musical notation enables 2000s-era performers to sing a choral work from the 1300s Renaissance era or a 1700s Baroque concerto with many of the features of the music (the melodies, lyrics, forms, and rhythms) being reproduced.", "targets": "Who's fugues achieve a remarkable marriage of boldly distinctive melodic lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf06a45c88f4446954caee55b4be697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 10,000 years ago, when the ice melted after the last glacial period, late Paleolithic communities were established along the lake shores and in cave systems. Evidence of human habitation has been found in caves near Vercors, close to Grenoble; in Austria the Mondsee culture shows evidence of houses built on piles to keep them dry. Standing stones have been found in Alpine areas of France and Italy. The rock drawings in Valcamonica are more than 5000 years old; more than 200,000 drawings and etchings have been identified at the site.", "targets": "When were late Paleolithic communities established along the lake shores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf06a45c88f4446954caee55b4be697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 10,000 years ago, when the ice melted after the last glacial period, late Paleolithic communities were established along the lake shores and in cave systems. Evidence of human habitation has been found in caves near Vercors, close to Grenoble; in Austria the Mondsee culture shows evidence of houses built on piles to keep them dry. Standing stones have been found in Alpine areas of France and Italy. The rock drawings in Valcamonica are more than 5000 years old; more than 200,000 drawings and etchings have been identified at the site.", "targets": "What has been found in caves near Vercors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf06a45c88f4446954caee55b4be697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 10,000 years ago, when the ice melted after the last glacial period, late Paleolithic communities were established along the lake shores and in cave systems. Evidence of human habitation has been found in caves near Vercors, close to Grenoble; in Austria the Mondsee culture shows evidence of houses built on piles to keep them dry. Standing stones have been found in Alpine areas of France and Italy. The rock drawings in Valcamonica are more than 5000 years old; more than 200,000 drawings and etchings have been identified at the site.", "targets": "Why were houses built on piles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf06a45c88f4446954caee55b4be697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 10,000 years ago, when the ice melted after the last glacial period, late Paleolithic communities were established along the lake shores and in cave systems. Evidence of human habitation has been found in caves near Vercors, close to Grenoble; in Austria the Mondsee culture shows evidence of houses built on piles to keep them dry. Standing stones have been found in Alpine areas of France and Italy. The rock drawings in Valcamonica are more than 5000 years old; more than 200,000 drawings and etchings have been identified at the site.", "targets": "What have been found in Alpine areas of France and Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bf06a45c88f4446954caee55b4be697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 10,000 years ago, when the ice melted after the last glacial period, late Paleolithic communities were established along the lake shores and in cave systems. Evidence of human habitation has been found in caves near Vercors, close to Grenoble; in Austria the Mondsee culture shows evidence of houses built on piles to keep them dry. Standing stones have been found in Alpine areas of France and Italy. The rock drawings in Valcamonica are more than 5000 years old; more than 200,000 drawings and etchings have been identified at the site.", "targets": "How old are rock drawings in Valcamonica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2de34d1e732a435d8545f6ec79218487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Helena is one of the most remote islands in the world, has one commercial airport under construction, and travel to the island is by ship only. A large military airfield is located on Ascension Island, with two Friday flights to RAF Brize Norton, England (as from September 2010). These RAF flights offer a limited number of seats to civilians.", "targets": "How many commercial airports are under construction in Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2de34d1e732a435d8545f6ec79218487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Helena is one of the most remote islands in the world, has one commercial airport under construction, and travel to the island is by ship only. A large military airfield is located on Ascension Island, with two Friday flights to RAF Brize Norton, England (as from September 2010). These RAF flights offer a limited number of seats to civilians.", "targets": "What is the only method of travel currently available to Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2de34d1e732a435d8545f6ec79218487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Helena is one of the most remote islands in the world, has one commercial airport under construction, and travel to the island is by ship only. A large military airfield is located on Ascension Island, with two Friday flights to RAF Brize Norton, England (as from September 2010). These RAF flights offer a limited number of seats to civilians.", "targets": "A large airfield is located on what portion of the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2de34d1e732a435d8545f6ec79218487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Helena is one of the most remote islands in the world, has one commercial airport under construction, and travel to the island is by ship only. A large military airfield is located on Ascension Island, with two Friday flights to RAF Brize Norton, England (as from September 2010). These RAF flights offer a limited number of seats to civilians.", "targets": "What kind of flights are offered to limited civilians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b829b01d8db4af68d52e8e6067e98f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhist scholars have produced a number of intellectual theories, philosophies and world view concepts (see, for example, Abhidharma, Buddhist philosophy and Reality in Buddhism). Some schools of Buddhism discourage doctrinal study, and some regard it as essential practice.", "targets": "What are some of the theories and philosophies produced by Buddhist scholars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b829b01d8db4af68d52e8e6067e98f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhist scholars have produced a number of intellectual theories, philosophies and world view concepts (see, for example, Abhidharma, Buddhist philosophy and Reality in Buddhism). Some schools of Buddhism discourage doctrinal study, and some regard it as essential practice.", "targets": "Does Buddhism encourage or discourage doctrinal studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b829b01d8db4af68d52e8e6067e98f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhist scholars have produced a number of intellectual theories, philosophies and world view concepts (see, for example, Abhidharma, Buddhist philosophy and Reality in Buddhism). Some schools of Buddhism discourage doctrinal study, and some regard it as essential practice.", "targets": "Who has produced a number of theories and concepts such as Abhidharma and Reality in Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b829b01d8db4af68d52e8e6067e98f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhist scholars have produced a number of intellectual theories, philosophies and world view concepts (see, for example, Abhidharma, Buddhist philosophy and Reality in Buddhism). Some schools of Buddhism discourage doctrinal study, and some regard it as essential practice.", "targets": "Some schools within Buddhism discourage what type of study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b49972326c460e86646d3ae1e4c311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to \"spruce up\" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.", "targets": "Which society was Feynman elected to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b49972326c460e86646d3ae1e4c311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to \"spruce up\" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.", "targets": "After 3 years at Caltech what lectures did Feynman produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b49972326c460e86646d3ae1e4c311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to \"spruce up\" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.", "targets": "Why did publisher change the cover picture on Feynman's book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b49972326c460e86646d3ae1e4c311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to \"spruce up\" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.", "targets": "In his book, Feynman was shown playing what instrument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24b49972326c460e86646d3ae1e4c311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman was elected a Foreign Member of the Royal Society (ForMemRS) in 1965. At this time in the early 1960s, Feynman exhausted himself by working on multiple major projects at the same time, including a request, while at Caltech, to \"spruce up\" the teaching of undergraduates. After three years devoted to the task, he produced a series of lectures that eventually became The Feynman Lectures on Physics. He wanted a picture of a drumhead sprinkled with powder to show the modes of vibration at the beginning of the book. Concerned over the connections to drugs and rock and roll that could be made from the image, the publishers changed the cover to plain red, though they included a picture of him playing drums in the foreword. The Feynman Lectures on Physics occupied two physicists, Robert B. Leighton and Matthew Sands, as part-time co-authors for several years. Even though the books were not adopted by most universities as textbooks, they continue to sell well because they provide a deep understanding of physics. Many of his lectures and miscellaneous talks were turned into other books, including The Character of Physical Law, QED: The Strange Theory of Light and Matter, Statistical Mechanics, Lectures on Gravitation, and the Feynman Lectures on Computation.", "targets": "What was the name of the book Feynman wrote over light and matter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75dce77187e04cf2ba7b95f4e0c877c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times Digital Archive (1785\u20132008) is freely accessible via Gale databases to readers affiliated with subscribing academic, public, and school libraries.", "targets": "What is the name of the digital archive that holds The Times historical archive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75dce77187e04cf2ba7b95f4e0c877c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times Digital Archive (1785\u20132008) is freely accessible via Gale databases to readers affiliated with subscribing academic, public, and school libraries.", "targets": "The Times historical archive is freely accessible online from what database?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75dce77187e04cf2ba7b95f4e0c877c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times Digital Archive (1785\u20132008) is freely accessible via Gale databases to readers affiliated with subscribing academic, public, and school libraries.", "targets": "What kind of reader can subscribe to the digital archive of The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c6acf6133564bb1b909dd757ccdb94f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boudhanath, (also written Bouddhanath, Bodhnath, Baudhanath or the Kh\u0101sa Chaitya), is one of the holiest Buddhist sites in Nepal, along with Swayambhu. It is a very popular tourist site. Boudhanath is known as Kh\u0101sti by Newars and as Bauddha or Bodhn\u0101th by speakers of Nepali. Located about 11 km (7 mi) from the center and northeastern outskirts of Kathmandu, the stupa's massive mandala makes it one of the largest spherical stupas in Nepal. Boudhanath became a UNESCO World Heritage Site in 1979.", "targets": "To what religion is Boudhanath holy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c6acf6133564bb1b909dd757ccdb94f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boudhanath, (also written Bouddhanath, Bodhnath, Baudhanath or the Kh\u0101sa Chaitya), is one of the holiest Buddhist sites in Nepal, along with Swayambhu. It is a very popular tourist site. Boudhanath is known as Kh\u0101sti by Newars and as Bauddha or Bodhn\u0101th by speakers of Nepali. Located about 11 km (7 mi) from the center and northeastern outskirts of Kathmandu, the stupa's massive mandala makes it one of the largest spherical stupas in Nepal. Boudhanath became a UNESCO World Heritage Site in 1979.", "targets": "What do the Newars call Boudhanath?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c6acf6133564bb1b909dd757ccdb94f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boudhanath, (also written Bouddhanath, Bodhnath, Baudhanath or the Kh\u0101sa Chaitya), is one of the holiest Buddhist sites in Nepal, along with Swayambhu. It is a very popular tourist site. Boudhanath is known as Kh\u0101sti by Newars and as Bauddha or Bodhn\u0101th by speakers of Nepali. Located about 11 km (7 mi) from the center and northeastern outskirts of Kathmandu, the stupa's massive mandala makes it one of the largest spherical stupas in Nepal. Boudhanath became a UNESCO World Heritage Site in 1979.", "targets": "What is Boudhanath called in Nepali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c6acf6133564bb1b909dd757ccdb94f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boudhanath, (also written Bouddhanath, Bodhnath, Baudhanath or the Kh\u0101sa Chaitya), is one of the holiest Buddhist sites in Nepal, along with Swayambhu. It is a very popular tourist site. Boudhanath is known as Kh\u0101sti by Newars and as Bauddha or Bodhn\u0101th by speakers of Nepali. Located about 11 km (7 mi) from the center and northeastern outskirts of Kathmandu, the stupa's massive mandala makes it one of the largest spherical stupas in Nepal. Boudhanath became a UNESCO World Heritage Site in 1979.", "targets": "How far is Boudhanath from Kathmandu in miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c6acf6133564bb1b909dd757ccdb94f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boudhanath, (also written Bouddhanath, Bodhnath, Baudhanath or the Kh\u0101sa Chaitya), is one of the holiest Buddhist sites in Nepal, along with Swayambhu. It is a very popular tourist site. Boudhanath is known as Kh\u0101sti by Newars and as Bauddha or Bodhn\u0101th by speakers of Nepali. Located about 11 km (7 mi) from the center and northeastern outskirts of Kathmandu, the stupa's massive mandala makes it one of the largest spherical stupas in Nepal. Boudhanath became a UNESCO World Heritage Site in 1979.", "targets": "When did UNESCO make Boudhanath a World Heritage Site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a4c4f3787145618644e7a4cc60bdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to identifying rocks in the field, petrologists identify rock samples in the laboratory. Two of the primary methods for identifying rocks in the laboratory are through optical microscopy and by using an electron microprobe. In an optical mineralogy analysis, thin sections of rock samples are analyzed through a petrographic microscope, where the minerals can be identified through their different properties in plane-polarized and cross-polarized light, including their birefringence, pleochroism, twinning, and interference properties with a conoscopic lens. In the electron microprobe, individual locations are analyzed for their exact chemical compositions and variation in composition within individual crystals. Stable and radioactive isotope studies provide insight into the geochemical evolution of rock units.", "targets": "What do petrologists use electron microprobes in the laboratory for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a4c4f3787145618644e7a4cc60bdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to identifying rocks in the field, petrologists identify rock samples in the laboratory. Two of the primary methods for identifying rocks in the laboratory are through optical microscopy and by using an electron microprobe. In an optical mineralogy analysis, thin sections of rock samples are analyzed through a petrographic microscope, where the minerals can be identified through their different properties in plane-polarized and cross-polarized light, including their birefringence, pleochroism, twinning, and interference properties with a conoscopic lens. In the electron microprobe, individual locations are analyzed for their exact chemical compositions and variation in composition within individual crystals. Stable and radioactive isotope studies provide insight into the geochemical evolution of rock units.", "targets": "What properties are analyzed with a conoscopic lens by petrologists? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a4c4f3787145618644e7a4cc60bdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to identifying rocks in the field, petrologists identify rock samples in the laboratory. Two of the primary methods for identifying rocks in the laboratory are through optical microscopy and by using an electron microprobe. In an optical mineralogy analysis, thin sections of rock samples are analyzed through a petrographic microscope, where the minerals can be identified through their different properties in plane-polarized and cross-polarized light, including their birefringence, pleochroism, twinning, and interference properties with a conoscopic lens. In the electron microprobe, individual locations are analyzed for their exact chemical compositions and variation in composition within individual crystals. Stable and radioactive isotope studies provide insight into the geochemical evolution of rock units.", "targets": "Stable and radioactive isotope studies provide insight into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a4c4f3787145618644e7a4cc60bdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to identifying rocks in the field, petrologists identify rock samples in the laboratory. Two of the primary methods for identifying rocks in the laboratory are through optical microscopy and by using an electron microprobe. In an optical mineralogy analysis, thin sections of rock samples are analyzed through a petrographic microscope, where the minerals can be identified through their different properties in plane-polarized and cross-polarized light, including their birefringence, pleochroism, twinning, and interference properties with a conoscopic lens. In the electron microprobe, individual locations are analyzed for their exact chemical compositions and variation in composition within individual crystals. Stable and radioactive isotope studies provide insight into the geochemical evolution of rock units.", "targets": "Petrologists identify rock samples in the field and where else? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a4c4f3787145618644e7a4cc60bdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to identifying rocks in the field, petrologists identify rock samples in the laboratory. Two of the primary methods for identifying rocks in the laboratory are through optical microscopy and by using an electron microprobe. In an optical mineralogy analysis, thin sections of rock samples are analyzed through a petrographic microscope, where the minerals can be identified through their different properties in plane-polarized and cross-polarized light, including their birefringence, pleochroism, twinning, and interference properties with a conoscopic lens. In the electron microprobe, individual locations are analyzed for their exact chemical compositions and variation in composition within individual crystals. Stable and radioactive isotope studies provide insight into the geochemical evolution of rock units.", "targets": "What type of microscope is used by petrologists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b90f9e257854fada9f78271cfa7237d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Internet caf\u00e9s that provide net access, office applications and multiplayer gaming are also a common sight in the country, while mobile internet on 3G and 4G- LTE cellphone networks and Wi-Fi connections can be found almost everywhere. 3G/4G mobile internet usage has been on a sharp increase in recent years, with a 340% increase between August 2011 and August 2012. The United Nations International Telecommunication Union ranks Greece among the top 30 countries with a highly developed information and communications infrastructure.", "targets": "In recent years, what usage has risen dramatically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b90f9e257854fada9f78271cfa7237d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Internet caf\u00e9s that provide net access, office applications and multiplayer gaming are also a common sight in the country, while mobile internet on 3G and 4G- LTE cellphone networks and Wi-Fi connections can be found almost everywhere. 3G/4G mobile internet usage has been on a sharp increase in recent years, with a 340% increase between August 2011 and August 2012. The United Nations International Telecommunication Union ranks Greece among the top 30 countries with a highly developed information and communications infrastructure.", "targets": "How much did internet usage increase in one year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b90f9e257854fada9f78271cfa7237d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Internet caf\u00e9s that provide net access, office applications and multiplayer gaming are also a common sight in the country, while mobile internet on 3G and 4G- LTE cellphone networks and Wi-Fi connections can be found almost everywhere. 3G/4G mobile internet usage has been on a sharp increase in recent years, with a 340% increase between August 2011 and August 2012. The United Nations International Telecommunication Union ranks Greece among the top 30 countries with a highly developed information and communications infrastructure.", "targets": "Where does Greece rank in the work with communications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9959aa705f024e3fbf5d6b1cd53da231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Australia's most prominent and well known schools are based in Melbourne. Of the top twenty high schools in Australia according to the Better Education ranking, six are located in Melbourne. There has also been a rapid increase in the number of International students studying in the city. Furthermore, Melbourne was ranked the world's fourth top university city in 2008 after London, Boston and Tokyo in a poll commissioned by the Royal Melbourne Institute of Technology. Melbourne is the home of seven public universities: the University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT University), Deakin University, La Trobe University, Swinburne University of Technology and Victoria University.", "targets": "How many of the top twenty high school sin Australia are located in Mebourne according to the Better Education ranking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9959aa705f024e3fbf5d6b1cd53da231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Australia's most prominent and well known schools are based in Melbourne. Of the top twenty high schools in Australia according to the Better Education ranking, six are located in Melbourne. There has also been a rapid increase in the number of International students studying in the city. Furthermore, Melbourne was ranked the world's fourth top university city in 2008 after London, Boston and Tokyo in a poll commissioned by the Royal Melbourne Institute of Technology. Melbourne is the home of seven public universities: the University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT University), Deakin University, La Trobe University, Swinburne University of Technology and Victoria University.", "targets": "According to the Toyal Melbourne Institute of Technology, how did Melborne rank as a top university city in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9959aa705f024e3fbf5d6b1cd53da231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Australia's most prominent and well known schools are based in Melbourne. Of the top twenty high schools in Australia according to the Better Education ranking, six are located in Melbourne. There has also been a rapid increase in the number of International students studying in the city. Furthermore, Melbourne was ranked the world's fourth top university city in 2008 after London, Boston and Tokyo in a poll commissioned by the Royal Melbourne Institute of Technology. Melbourne is the home of seven public universities: the University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT University), Deakin University, La Trobe University, Swinburne University of Technology and Victoria University.", "targets": "How many public universities are located in Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9959aa705f024e3fbf5d6b1cd53da231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Australia's most prominent and well known schools are based in Melbourne. Of the top twenty high schools in Australia according to the Better Education ranking, six are located in Melbourne. There has also been a rapid increase in the number of International students studying in the city. Furthermore, Melbourne was ranked the world's fourth top university city in 2008 after London, Boston and Tokyo in a poll commissioned by the Royal Melbourne Institute of Technology. Melbourne is the home of seven public universities: the University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT University), Deakin University, La Trobe University, Swinburne University of Technology and Victoria University.", "targets": "Is the University of Melbourne a public or private institution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9959aa705f024e3fbf5d6b1cd53da231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Australia's most prominent and well known schools are based in Melbourne. Of the top twenty high schools in Australia according to the Better Education ranking, six are located in Melbourne. There has also been a rapid increase in the number of International students studying in the city. Furthermore, Melbourne was ranked the world's fourth top university city in 2008 after London, Boston and Tokyo in a poll commissioned by the Royal Melbourne Institute of Technology. Melbourne is the home of seven public universities: the University of Melbourne, Monash University, Royal Melbourne Institute of Technology (RMIT University), Deakin University, La Trobe University, Swinburne University of Technology and Victoria University.", "targets": "Has there been a recent increase or decrease in international students studying in Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc1a7191a48d4f988bcc0ffbbeb22724", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's strong economy is promoting redevelopment, and major projects are proposed, including the city's first skyscrapers on the waterfront. The three towers proposed will stand 23 storeys high and will be surrounded by smaller apartment blocks, office blocks and shops. There are also plans for a 15-storey hotel at the Ocean Village marina, and a 21-storey hotel on the north eastern corner of the city centre, as part of a \u00a3100m development.", "targets": "What type of tall buildings are being planned on Southampton's waterfront?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc1a7191a48d4f988bcc0ffbbeb22724", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's strong economy is promoting redevelopment, and major projects are proposed, including the city's first skyscrapers on the waterfront. The three towers proposed will stand 23 storeys high and will be surrounded by smaller apartment blocks, office blocks and shops. There are also plans for a 15-storey hotel at the Ocean Village marina, and a 21-storey hotel on the north eastern corner of the city centre, as part of a \u00a3100m development.", "targets": "How many stories tall will each of the three proposed towers be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc1a7191a48d4f988bcc0ffbbeb22724", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's strong economy is promoting redevelopment, and major projects are proposed, including the city's first skyscrapers on the waterfront. The three towers proposed will stand 23 storeys high and will be surrounded by smaller apartment blocks, office blocks and shops. There are also plans for a 15-storey hotel at the Ocean Village marina, and a 21-storey hotel on the north eastern corner of the city centre, as part of a \u00a3100m development.", "targets": "What marina in Southampton may get a 15-story high hotel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc1a7191a48d4f988bcc0ffbbeb22724", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's strong economy is promoting redevelopment, and major projects are proposed, including the city's first skyscrapers on the waterfront. The three towers proposed will stand 23 storeys high and will be surrounded by smaller apartment blocks, office blocks and shops. There are also plans for a 15-storey hotel at the Ocean Village marina, and a 21-storey hotel on the north eastern corner of the city centre, as part of a \u00a3100m development.", "targets": "What factor is very strong in Southampton that encourages redevelopment of the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc1a7191a48d4f988bcc0ffbbeb22724", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's strong economy is promoting redevelopment, and major projects are proposed, including the city's first skyscrapers on the waterfront. The three towers proposed will stand 23 storeys high and will be surrounded by smaller apartment blocks, office blocks and shops. There are also plans for a 15-storey hotel at the Ocean Village marina, and a 21-storey hotel on the north eastern corner of the city centre, as part of a \u00a3100m development.", "targets": "What's the projected budget of the development plan that includes the new hotels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a46465292ac4bcca0a8386727760b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early Christian writers who speak of the shape of the particular gibbet on which Jesus died invariably describe it as having a cross-beam. For instance, the Epistle of Barnabas, which was certainly earlier than 135, and may have been of the 1st century AD, the time when the gospel accounts of the death of Jesus were written, likened it to the letter T (the Greek letter tau, which had the numeric value of 300), and to the position assumed by Moses in Exodus 17:11\u201312. Justin Martyr (100\u2013165) explicitly says the cross of Christ was of two-beam shape: \"That lamb which was commanded to be wholly roasted was a symbol of the suffering of the cross which Christ would undergo. For the lamb, which is roasted, is roasted and dressed up in the form of the cross. For one spit is transfixed right through from the lower parts up to the head, and one across the back, to which are attached the legs of the lamb.\" Irenaeus, who died around the end of the 2nd century, speaks of the cross as having \"five extremities, two in length, two in breadth, and one in the middle, on which [last] the person rests who is fixed by the nails.\"", "targets": "What Epistle described the cross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a46465292ac4bcca0a8386727760b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early Christian writers who speak of the shape of the particular gibbet on which Jesus died invariably describe it as having a cross-beam. For instance, the Epistle of Barnabas, which was certainly earlier than 135, and may have been of the 1st century AD, the time when the gospel accounts of the death of Jesus were written, likened it to the letter T (the Greek letter tau, which had the numeric value of 300), and to the position assumed by Moses in Exodus 17:11\u201312. Justin Martyr (100\u2013165) explicitly says the cross of Christ was of two-beam shape: \"That lamb which was commanded to be wholly roasted was a symbol of the suffering of the cross which Christ would undergo. For the lamb, which is roasted, is roasted and dressed up in the form of the cross. For one spit is transfixed right through from the lower parts up to the head, and one across the back, to which are attached the legs of the lamb.\" Irenaeus, who died around the end of the 2nd century, speaks of the cross as having \"five extremities, two in length, two in breadth, and one in the middle, on which [last] the person rests who is fixed by the nails.\"", "targets": "Who says with certainty that the cross was made out of two beams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a46465292ac4bcca0a8386727760b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early Christian writers who speak of the shape of the particular gibbet on which Jesus died invariably describe it as having a cross-beam. For instance, the Epistle of Barnabas, which was certainly earlier than 135, and may have been of the 1st century AD, the time when the gospel accounts of the death of Jesus were written, likened it to the letter T (the Greek letter tau, which had the numeric value of 300), and to the position assumed by Moses in Exodus 17:11\u201312. Justin Martyr (100\u2013165) explicitly says the cross of Christ was of two-beam shape: \"That lamb which was commanded to be wholly roasted was a symbol of the suffering of the cross which Christ would undergo. For the lamb, which is roasted, is roasted and dressed up in the form of the cross. For one spit is transfixed right through from the lower parts up to the head, and one across the back, to which are attached the legs of the lamb.\" Irenaeus, who died around the end of the 2nd century, speaks of the cross as having \"five extremities, two in length, two in breadth, and one in the middle, on which [last] the person rests who is fixed by the nails.\"", "targets": "Why was that type of cross important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a46465292ac4bcca0a8386727760b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early Christian writers who speak of the shape of the particular gibbet on which Jesus died invariably describe it as having a cross-beam. For instance, the Epistle of Barnabas, which was certainly earlier than 135, and may have been of the 1st century AD, the time when the gospel accounts of the death of Jesus were written, likened it to the letter T (the Greek letter tau, which had the numeric value of 300), and to the position assumed by Moses in Exodus 17:11\u201312. Justin Martyr (100\u2013165) explicitly says the cross of Christ was of two-beam shape: \"That lamb which was commanded to be wholly roasted was a symbol of the suffering of the cross which Christ would undergo. For the lamb, which is roasted, is roasted and dressed up in the form of the cross. For one spit is transfixed right through from the lower parts up to the head, and one across the back, to which are attached the legs of the lamb.\" Irenaeus, who died around the end of the 2nd century, speaks of the cross as having \"five extremities, two in length, two in breadth, and one in the middle, on which [last] the person rests who is fixed by the nails.\"", "targets": "How many ends did the cross supposedly have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a46465292ac4bcca0a8386727760b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early Christian writers who speak of the shape of the particular gibbet on which Jesus died invariably describe it as having a cross-beam. For instance, the Epistle of Barnabas, which was certainly earlier than 135, and may have been of the 1st century AD, the time when the gospel accounts of the death of Jesus were written, likened it to the letter T (the Greek letter tau, which had the numeric value of 300), and to the position assumed by Moses in Exodus 17:11\u201312. Justin Martyr (100\u2013165) explicitly says the cross of Christ was of two-beam shape: \"That lamb which was commanded to be wholly roasted was a symbol of the suffering of the cross which Christ would undergo. For the lamb, which is roasted, is roasted and dressed up in the form of the cross. For one spit is transfixed right through from the lower parts up to the head, and one across the back, to which are attached the legs of the lamb.\" Irenaeus, who died around the end of the 2nd century, speaks of the cross as having \"five extremities, two in length, two in breadth, and one in the middle, on which [last] the person rests who is fixed by the nails.\"", "targets": "How is one attached to the cross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f9b92101c244c2b37a17ae8b608310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Software faults occur through the following processes. A programmer makes an error (mistake), which results in a defect (fault, bug) in the software source code. If this defect is executed, in certain situations the system will produce wrong results, causing a failure. Not all defects will necessarily result in failures. For example, defects in dead code will never result in failures. A defect can turn into a failure when the environment is changed. Examples of these changes in environment include the software being run on a new computer hardware platform, alterations in source data, or interacting with different software. A single defect may result in a wide range of failure symptoms.", "targets": "What is the first step that leads to a software failure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f9b92101c244c2b37a17ae8b608310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Software faults occur through the following processes. A programmer makes an error (mistake), which results in a defect (fault, bug) in the software source code. If this defect is executed, in certain situations the system will produce wrong results, causing a failure. Not all defects will necessarily result in failures. For example, defects in dead code will never result in failures. A defect can turn into a failure when the environment is changed. Examples of these changes in environment include the software being run on a new computer hardware platform, alterations in source data, or interacting with different software. A single defect may result in a wide range of failure symptoms.", "targets": "What is the result of the programmer making a mistake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f9b92101c244c2b37a17ae8b608310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Software faults occur through the following processes. A programmer makes an error (mistake), which results in a defect (fault, bug) in the software source code. If this defect is executed, in certain situations the system will produce wrong results, causing a failure. Not all defects will necessarily result in failures. For example, defects in dead code will never result in failures. A defect can turn into a failure when the environment is changed. Examples of these changes in environment include the software being run on a new computer hardware platform, alterations in source data, or interacting with different software. A single defect may result in a wide range of failure symptoms.", "targets": "When can software defects in dead code cause problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8b293be981f40678e9239259f74c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area's many colleges and universities make Boston an international center of higher education and medicine, and the city is considered to be a world leader in innovation. Boston's economic base also includes finance, professional and business services, biotechnology, information technology, and government activities. Households in the city claim the highest average rate of philanthropy in the United States; businesses and institutions rank amongst the top in the country for environmental sustainability and investment. The city has one of the highest costs of living in the United States, though it remains high on world livability rankings.", "targets": "What ranks in the top of the country for investment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8b293be981f40678e9239259f74c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area's many colleges and universities make Boston an international center of higher education and medicine, and the city is considered to be a world leader in innovation. Boston's economic base also includes finance, professional and business services, biotechnology, information technology, and government activities. Households in the city claim the highest average rate of philanthropy in the United States; businesses and institutions rank amongst the top in the country for environmental sustainability and investment. The city has one of the highest costs of living in the United States, though it remains high on world livability rankings.", "targets": "Households in Boston claim the highest average rate of what in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8b293be981f40678e9239259f74c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area's many colleges and universities make Boston an international center of higher education and medicine, and the city is considered to be a world leader in innovation. Boston's economic base also includes finance, professional and business services, biotechnology, information technology, and government activities. Households in the city claim the highest average rate of philanthropy in the United States; businesses and institutions rank amongst the top in the country for environmental sustainability and investment. The city has one of the highest costs of living in the United States, though it remains high on world livability rankings.", "targets": "Bostons businesses rank top in the country for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8b293be981f40678e9239259f74c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area's many colleges and universities make Boston an international center of higher education and medicine, and the city is considered to be a world leader in innovation. Boston's economic base also includes finance, professional and business services, biotechnology, information technology, and government activities. Households in the city claim the highest average rate of philanthropy in the United States; businesses and institutions rank amongst the top in the country for environmental sustainability and investment. The city has one of the highest costs of living in the United States, though it remains high on world livability rankings.", "targets": "Where does Boston rank as far as cost of living in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8b293be981f40678e9239259f74c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area's many colleges and universities make Boston an international center of higher education and medicine, and the city is considered to be a world leader in innovation. Boston's economic base also includes finance, professional and business services, biotechnology, information technology, and government activities. Households in the city claim the highest average rate of philanthropy in the United States; businesses and institutions rank amongst the top in the country for environmental sustainability and investment. The city has one of the highest costs of living in the United States, though it remains high on world livability rankings.", "targets": "How does Boston rank on world livability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8b293be981f40678e9239259f74c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area's many colleges and universities make Boston an international center of higher education and medicine, and the city is considered to be a world leader in innovation. Boston's economic base also includes finance, professional and business services, biotechnology, information technology, and government activities. Households in the city claim the highest average rate of philanthropy in the United States; businesses and institutions rank amongst the top in the country for environmental sustainability and investment. The city has one of the highest costs of living in the United States, though it remains high on world livability rankings.", "targets": "Boston is internationally known for education and medicine because of its many what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa7aabfa1634b2b8b0985b3ff6a0707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The topography of the state is roughly defined by the Continental Divide, which splits much of the state into distinct eastern and western regions. Most of Montana's 100 or more named mountain ranges are concentrated in the western half of the state, most of which is geologically and geographically part of the Northern Rocky Mountains. The Absaroka and Beartooth ranges in the south-central part of the state are technically part of the Central Rocky Mountains. The Rocky Mountain Front is a significant feature in the north-central portion of the state, and there are a number of isolated island ranges that interrupt the prairie landscape common in the central and eastern parts of the state. About 60 percent of the state is prairie, part of the northern Great Plains.", "targets": "Where are most of the states mountain ranges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa7aabfa1634b2b8b0985b3ff6a0707", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The topography of the state is roughly defined by the Continental Divide, which splits much of the state into distinct eastern and western regions. Most of Montana's 100 or more named mountain ranges are concentrated in the western half of the state, most of which is geologically and geographically part of the Northern Rocky Mountains. The Absaroka and Beartooth ranges in the south-central part of the state are technically part of the Central Rocky Mountains. The Rocky Mountain Front is a significant feature in the north-central portion of the state, and there are a number of isolated island ranges that interrupt the prairie landscape common in the central and eastern parts of the state. About 60 percent of the state is prairie, part of the northern Great Plains.", "targets": "How much of the state is prarie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f205ce82832c4106801140aa6f9a4fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Cao's defeat at the naval Battle of Red Cliffs in 208 AD, China was divided into three spheres of influence, with Cao Cao dominating the north, Sun Quan (182\u2013252 AD) dominating the south, and Liu Bei (161\u2013223 AD) dominating the west. Cao Cao died in March 220 AD. By December his son Cao Pi (187\u2013226 AD) had Emperor Xian relinquish the throne to him and is known posthumously as Emperor Wen of Wei. This formally ended the Han dynasty and initiated an age of conflict between three states: Cao Wei, Eastern Wu, and Shu Han.", "targets": "Who was defeated at the Battle of Red Cliffs in 208 AD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f205ce82832c4106801140aa6f9a4fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Cao's defeat at the naval Battle of Red Cliffs in 208 AD, China was divided into three spheres of influence, with Cao Cao dominating the north, Sun Quan (182\u2013252 AD) dominating the south, and Liu Bei (161\u2013223 AD) dominating the west. Cao Cao died in March 220 AD. By December his son Cao Pi (187\u2013226 AD) had Emperor Xian relinquish the throne to him and is known posthumously as Emperor Wen of Wei. This formally ended the Han dynasty and initiated an age of conflict between three states: Cao Wei, Eastern Wu, and Shu Han.", "targets": "Who did Emperor Xian give his throne to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f205ce82832c4106801140aa6f9a4fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Cao's defeat at the naval Battle of Red Cliffs in 208 AD, China was divided into three spheres of influence, with Cao Cao dominating the north, Sun Quan (182\u2013252 AD) dominating the south, and Liu Bei (161\u2013223 AD) dominating the west. Cao Cao died in March 220 AD. By December his son Cao Pi (187\u2013226 AD) had Emperor Xian relinquish the throne to him and is known posthumously as Emperor Wen of Wei. This formally ended the Han dynasty and initiated an age of conflict between three states: Cao Wei, Eastern Wu, and Shu Han.", "targets": "What state was in a conflict with Eastern Wu, and Shu Han?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f205ce82832c4106801140aa6f9a4fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Cao's defeat at the naval Battle of Red Cliffs in 208 AD, China was divided into three spheres of influence, with Cao Cao dominating the north, Sun Quan (182\u2013252 AD) dominating the south, and Liu Bei (161\u2013223 AD) dominating the west. Cao Cao died in March 220 AD. By December his son Cao Pi (187\u2013226 AD) had Emperor Xian relinquish the throne to him and is known posthumously as Emperor Wen of Wei. This formally ended the Han dynasty and initiated an age of conflict between three states: Cao Wei, Eastern Wu, and Shu Han.", "targets": "Who was in control of the south of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f205ce82832c4106801140aa6f9a4fc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After Cao's defeat at the naval Battle of Red Cliffs in 208 AD, China was divided into three spheres of influence, with Cao Cao dominating the north, Sun Quan (182\u2013252 AD) dominating the south, and Liu Bei (161\u2013223 AD) dominating the west. Cao Cao died in March 220 AD. By December his son Cao Pi (187\u2013226 AD) had Emperor Xian relinquish the throne to him and is known posthumously as Emperor Wen of Wei. This formally ended the Han dynasty and initiated an age of conflict between three states: Cao Wei, Eastern Wu, and Shu Han.", "targets": "In what month did Cao Cao die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac5897913dbf4c1cb9e3bdee8ccb26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 June 1950, the United Nations Security Council unanimously condemned the North Korean invasion of the Republic of Korea, with UN Security Council Resolution 82. The Soviet Union, a veto-wielding power, had boycotted the Council meetings since January 1950, protesting that the Republic of China (Taiwan), not the People's Republic of China, held a permanent seat in the UN Security Council. After debating the matter, the Security Council, on 27 June 1950, published Resolution 83 recommending member states provide military assistance to the Republic of Korea. On 27 June President Truman ordered U.S. air and sea forces to help the South Korean regime. On 4 July the Soviet Deputy Foreign Minister accused the United States of starting armed intervention on behalf of South Korea.", "targets": "Who condemned the actions of North Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac5897913dbf4c1cb9e3bdee8ccb26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 June 1950, the United Nations Security Council unanimously condemned the North Korean invasion of the Republic of Korea, with UN Security Council Resolution 82. The Soviet Union, a veto-wielding power, had boycotted the Council meetings since January 1950, protesting that the Republic of China (Taiwan), not the People's Republic of China, held a permanent seat in the UN Security Council. After debating the matter, the Security Council, on 27 June 1950, published Resolution 83 recommending member states provide military assistance to the Republic of Korea. On 27 June President Truman ordered U.S. air and sea forces to help the South Korean regime. On 4 July the Soviet Deputy Foreign Minister accused the United States of starting armed intervention on behalf of South Korea.", "targets": "Which permanent member of the UN Security Council boycotted council meetings in protest of Taiwan's seat in the United Nations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac5897913dbf4c1cb9e3bdee8ccb26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 June 1950, the United Nations Security Council unanimously condemned the North Korean invasion of the Republic of Korea, with UN Security Council Resolution 82. The Soviet Union, a veto-wielding power, had boycotted the Council meetings since January 1950, protesting that the Republic of China (Taiwan), not the People's Republic of China, held a permanent seat in the UN Security Council. After debating the matter, the Security Council, on 27 June 1950, published Resolution 83 recommending member states provide military assistance to the Republic of Korea. On 27 June President Truman ordered U.S. air and sea forces to help the South Korean regime. On 4 July the Soviet Deputy Foreign Minister accused the United States of starting armed intervention on behalf of South Korea.", "targets": "What resolution encouraged Security Council Members to send military assistance to the Republic of Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac5897913dbf4c1cb9e3bdee8ccb26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 June 1950, the United Nations Security Council unanimously condemned the North Korean invasion of the Republic of Korea, with UN Security Council Resolution 82. The Soviet Union, a veto-wielding power, had boycotted the Council meetings since January 1950, protesting that the Republic of China (Taiwan), not the People's Republic of China, held a permanent seat in the UN Security Council. After debating the matter, the Security Council, on 27 June 1950, published Resolution 83 recommending member states provide military assistance to the Republic of Korea. On 27 June President Truman ordered U.S. air and sea forces to help the South Korean regime. On 4 July the Soviet Deputy Foreign Minister accused the United States of starting armed intervention on behalf of South Korea.", "targets": "Who accused the United States of beginning an armed intervention in South Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac5897913dbf4c1cb9e3bdee8ccb26dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 June 1950, the United Nations Security Council unanimously condemned the North Korean invasion of the Republic of Korea, with UN Security Council Resolution 82. The Soviet Union, a veto-wielding power, had boycotted the Council meetings since January 1950, protesting that the Republic of China (Taiwan), not the People's Republic of China, held a permanent seat in the UN Security Council. After debating the matter, the Security Council, on 27 June 1950, published Resolution 83 recommending member states provide military assistance to the Republic of Korea. On 27 June President Truman ordered U.S. air and sea forces to help the South Korean regime. On 4 July the Soviet Deputy Foreign Minister accused the United States of starting armed intervention on behalf of South Korea.", "targets": "What did UN Security Council Resolution 82 accomplish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086ed3cf4a624b13a7beda73521bde58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roofs are traditionally constructed from Alpine rocks such as pieces of schist, gneiss or slate. Such chalets are typically found in the higher parts of the valleys, as in the Maurienne valley in Savoy, where the amount of snow during the cold months is important. The inclination of the roof cannot exceed 40%, allowing the snow to stay on top, thereby functioning as insulation from the cold. In the lower areas where the forests are widespread, wooden tiles are traditionally used. Commonly made of Norway spruce, they are called \"tavaillon\". The Alpine regions are multicultural and linguistically diverse. Dialects are common, and vary from valley to valley and region to region. In the Slavic Alps alone 19 dialects have been identified. Some of the French dialects spoken in the French, Swiss and Italian alps of Aosta Valley derive from Arpitan, while the southern part of the western range is related to Old Proven\u00e7al; the German dialects derive from Germanic tribal languages. Romansh, spoken by two percent of the population in southeast Switzerland, is an ancient Rhaeto-Romanic language derived from Latin, remnants of ancient Celtic languages and perhaps Etruscan.", "targets": "What are roofs traditionally constructed from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086ed3cf4a624b13a7beda73521bde58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roofs are traditionally constructed from Alpine rocks such as pieces of schist, gneiss or slate. Such chalets are typically found in the higher parts of the valleys, as in the Maurienne valley in Savoy, where the amount of snow during the cold months is important. The inclination of the roof cannot exceed 40%, allowing the snow to stay on top, thereby functioning as insulation from the cold. In the lower areas where the forests are widespread, wooden tiles are traditionally used. Commonly made of Norway spruce, they are called \"tavaillon\". The Alpine regions are multicultural and linguistically diverse. Dialects are common, and vary from valley to valley and region to region. In the Slavic Alps alone 19 dialects have been identified. Some of the French dialects spoken in the French, Swiss and Italian alps of Aosta Valley derive from Arpitan, while the southern part of the western range is related to Old Proven\u00e7al; the German dialects derive from Germanic tribal languages. Romansh, spoken by two percent of the population in southeast Switzerland, is an ancient Rhaeto-Romanic language derived from Latin, remnants of ancient Celtic languages and perhaps Etruscan.", "targets": "Where are chalets typically used for roof construction found?? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086ed3cf4a624b13a7beda73521bde58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roofs are traditionally constructed from Alpine rocks such as pieces of schist, gneiss or slate. Such chalets are typically found in the higher parts of the valleys, as in the Maurienne valley in Savoy, where the amount of snow during the cold months is important. The inclination of the roof cannot exceed 40%, allowing the snow to stay on top, thereby functioning as insulation from the cold. In the lower areas where the forests are widespread, wooden tiles are traditionally used. Commonly made of Norway spruce, they are called \"tavaillon\". The Alpine regions are multicultural and linguistically diverse. Dialects are common, and vary from valley to valley and region to region. In the Slavic Alps alone 19 dialects have been identified. Some of the French dialects spoken in the French, Swiss and Italian alps of Aosta Valley derive from Arpitan, while the southern part of the western range is related to Old Proven\u00e7al; the German dialects derive from Germanic tribal languages. Romansh, spoken by two percent of the population in southeast Switzerland, is an ancient Rhaeto-Romanic language derived from Latin, remnants of ancient Celtic languages and perhaps Etruscan.", "targets": "The inclination of the roof cannot exceed how much? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086ed3cf4a624b13a7beda73521bde58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roofs are traditionally constructed from Alpine rocks such as pieces of schist, gneiss or slate. Such chalets are typically found in the higher parts of the valleys, as in the Maurienne valley in Savoy, where the amount of snow during the cold months is important. The inclination of the roof cannot exceed 40%, allowing the snow to stay on top, thereby functioning as insulation from the cold. In the lower areas where the forests are widespread, wooden tiles are traditionally used. Commonly made of Norway spruce, they are called \"tavaillon\". The Alpine regions are multicultural and linguistically diverse. Dialects are common, and vary from valley to valley and region to region. In the Slavic Alps alone 19 dialects have been identified. Some of the French dialects spoken in the French, Swiss and Italian alps of Aosta Valley derive from Arpitan, while the southern part of the western range is related to Old Proven\u00e7al; the German dialects derive from Germanic tribal languages. Romansh, spoken by two percent of the population in southeast Switzerland, is an ancient Rhaeto-Romanic language derived from Latin, remnants of ancient Celtic languages and perhaps Etruscan.", "targets": "How many dialects have been identified in the Slavic Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086ed3cf4a624b13a7beda73521bde58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roofs are traditionally constructed from Alpine rocks such as pieces of schist, gneiss or slate. Such chalets are typically found in the higher parts of the valleys, as in the Maurienne valley in Savoy, where the amount of snow during the cold months is important. The inclination of the roof cannot exceed 40%, allowing the snow to stay on top, thereby functioning as insulation from the cold. In the lower areas where the forests are widespread, wooden tiles are traditionally used. Commonly made of Norway spruce, they are called \"tavaillon\". The Alpine regions are multicultural and linguistically diverse. Dialects are common, and vary from valley to valley and region to region. In the Slavic Alps alone 19 dialects have been identified. Some of the French dialects spoken in the French, Swiss and Italian alps of Aosta Valley derive from Arpitan, while the southern part of the western range is related to Old Proven\u00e7al; the German dialects derive from Germanic tribal languages. Romansh, spoken by two percent of the population in southeast Switzerland, is an ancient Rhaeto-Romanic language derived from Latin, remnants of ancient Celtic languages and perhaps Etruscan.", "targets": "What language is spoken by two percent of the population in southeast Switzerland? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2cb77ec2fab44d880d8ddb04fc6dea0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is mountainous and has therefore fostered the development of many distinct local cultures. Linguistically speaking, Zhejiang is extremely diverse. Most inhabitants of Zhejiang speak Wu, but the Wu dialects are very diverse, especially in the south, where one valley may speak a dialect completely unintelligible to the next valley a few kilometers away. Other varieties of Chinese are spoken as well, mostly along the borders; Mandarin and Huizhou dialects are spoken on the border with Anhui, while Min dialects are spoken on the border with Fujian. (See Hangzhou dialect, Shaoxing dialect, Ningbo dialect, Wenzhou dialect, Taizhou dialect, Jinhua dialect, and Quzhou dialect for more information).", "targets": "How diverse is Zhejiang, linguistically speaking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2cb77ec2fab44d880d8ddb04fc6dea0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is mountainous and has therefore fostered the development of many distinct local cultures. Linguistically speaking, Zhejiang is extremely diverse. Most inhabitants of Zhejiang speak Wu, but the Wu dialects are very diverse, especially in the south, where one valley may speak a dialect completely unintelligible to the next valley a few kilometers away. Other varieties of Chinese are spoken as well, mostly along the borders; Mandarin and Huizhou dialects are spoken on the border with Anhui, while Min dialects are spoken on the border with Fujian. (See Hangzhou dialect, Shaoxing dialect, Ningbo dialect, Wenzhou dialect, Taizhou dialect, Jinhua dialect, and Quzhou dialect for more information).", "targets": "What do most inhabitants of Zhejiang speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2cb77ec2fab44d880d8ddb04fc6dea0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is mountainous and has therefore fostered the development of many distinct local cultures. Linguistically speaking, Zhejiang is extremely diverse. Most inhabitants of Zhejiang speak Wu, but the Wu dialects are very diverse, especially in the south, where one valley may speak a dialect completely unintelligible to the next valley a few kilometers away. Other varieties of Chinese are spoken as well, mostly along the borders; Mandarin and Huizhou dialects are spoken on the border with Anhui, while Min dialects are spoken on the border with Fujian. (See Hangzhou dialect, Shaoxing dialect, Ningbo dialect, Wenzhou dialect, Taizhou dialect, Jinhua dialect, and Quzhou dialect for more information).", "targets": "Mandarin and Huizhou dialects are spoken on the border where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2cb77ec2fab44d880d8ddb04fc6dea0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is mountainous and has therefore fostered the development of many distinct local cultures. Linguistically speaking, Zhejiang is extremely diverse. Most inhabitants of Zhejiang speak Wu, but the Wu dialects are very diverse, especially in the south, where one valley may speak a dialect completely unintelligible to the next valley a few kilometers away. Other varieties of Chinese are spoken as well, mostly along the borders; Mandarin and Huizhou dialects are spoken on the border with Anhui, while Min dialects are spoken on the border with Fujian. (See Hangzhou dialect, Shaoxing dialect, Ningbo dialect, Wenzhou dialect, Taizhou dialect, Jinhua dialect, and Quzhou dialect for more information).", "targets": "Min dialects are spoken on the border where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2cb77ec2fab44d880d8ddb04fc6dea0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is mountainous and has therefore fostered the development of many distinct local cultures. Linguistically speaking, Zhejiang is extremely diverse. Most inhabitants of Zhejiang speak Wu, but the Wu dialects are very diverse, especially in the south, where one valley may speak a dialect completely unintelligible to the next valley a few kilometers away. Other varieties of Chinese are spoken as well, mostly along the borders; Mandarin and Huizhou dialects are spoken on the border with Anhui, while Min dialects are spoken on the border with Fujian. (See Hangzhou dialect, Shaoxing dialect, Ningbo dialect, Wenzhou dialect, Taizhou dialect, Jinhua dialect, and Quzhou dialect for more information).", "targets": "What type of geography is Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a19ad0aab67438fbd959fbe5ab672a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The slowing sales growth has been attributed to the maturing PC market, which constituted 66% of Dell's sales, and analysts suggested that Dell needed to make inroads into non-PC businesses segments such as storage, services and servers. Dell's price advantage was tied to its ultra-lean manufacturing for desktop PCs, but this became less important as savings became harder to find inside the company's supply chain, and as competitors such as Hewlett-Packard and Acer made their PC manufacturing operations more efficient to match Dell, weakening Dell's traditional price differentiation. Throughout the entire PC industry, declines in prices along with commensurate increases in performance meant that Dell had fewer opportunities to upsell to their customers (a lucrative strategy of encouraging buyers to upgrade the processor or memory). As a result, the company was selling a greater proportion of inexpensive PCs than before, which eroded profit margins. The laptop segment had become the fastest-growing of the PC market, but Dell produced low-cost notebooks in China like other PC manufacturers which eliminated Dell's manufacturing cost advantages, plus Dell's reliance on Internet sales meant that it missed out on growing notebook sales in big box stores. CNET has suggested that Dell was getting trapped in the increasing commoditization of high volume low margin computers, which prevented it from offering more exciting devices that consumers demanded.", "targets": "What market made up the majority of Dell's sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a19ad0aab67438fbd959fbe5ab672a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The slowing sales growth has been attributed to the maturing PC market, which constituted 66% of Dell's sales, and analysts suggested that Dell needed to make inroads into non-PC businesses segments such as storage, services and servers. Dell's price advantage was tied to its ultra-lean manufacturing for desktop PCs, but this became less important as savings became harder to find inside the company's supply chain, and as competitors such as Hewlett-Packard and Acer made their PC manufacturing operations more efficient to match Dell, weakening Dell's traditional price differentiation. Throughout the entire PC industry, declines in prices along with commensurate increases in performance meant that Dell had fewer opportunities to upsell to their customers (a lucrative strategy of encouraging buyers to upgrade the processor or memory). As a result, the company was selling a greater proportion of inexpensive PCs than before, which eroded profit margins. The laptop segment had become the fastest-growing of the PC market, but Dell produced low-cost notebooks in China like other PC manufacturers which eliminated Dell's manufacturing cost advantages, plus Dell's reliance on Internet sales meant that it missed out on growing notebook sales in big box stores. CNET has suggested that Dell was getting trapped in the increasing commoditization of high volume low margin computers, which prevented it from offering more exciting devices that consumers demanded.", "targets": "What advantage did Dell hold in the PC market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a19ad0aab67438fbd959fbe5ab672a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The slowing sales growth has been attributed to the maturing PC market, which constituted 66% of Dell's sales, and analysts suggested that Dell needed to make inroads into non-PC businesses segments such as storage, services and servers. Dell's price advantage was tied to its ultra-lean manufacturing for desktop PCs, but this became less important as savings became harder to find inside the company's supply chain, and as competitors such as Hewlett-Packard and Acer made their PC manufacturing operations more efficient to match Dell, weakening Dell's traditional price differentiation. Throughout the entire PC industry, declines in prices along with commensurate increases in performance meant that Dell had fewer opportunities to upsell to their customers (a lucrative strategy of encouraging buyers to upgrade the processor or memory). As a result, the company was selling a greater proportion of inexpensive PCs than before, which eroded profit margins. The laptop segment had become the fastest-growing of the PC market, but Dell produced low-cost notebooks in China like other PC manufacturers which eliminated Dell's manufacturing cost advantages, plus Dell's reliance on Internet sales meant that it missed out on growing notebook sales in big box stores. CNET has suggested that Dell was getting trapped in the increasing commoditization of high volume low margin computers, which prevented it from offering more exciting devices that consumers demanded.", "targets": "What operation did Hewlett Packard and Acer make more efficient to compete with Dell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a19ad0aab67438fbd959fbe5ab672a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The slowing sales growth has been attributed to the maturing PC market, which constituted 66% of Dell's sales, and analysts suggested that Dell needed to make inroads into non-PC businesses segments such as storage, services and servers. Dell's price advantage was tied to its ultra-lean manufacturing for desktop PCs, but this became less important as savings became harder to find inside the company's supply chain, and as competitors such as Hewlett-Packard and Acer made their PC manufacturing operations more efficient to match Dell, weakening Dell's traditional price differentiation. Throughout the entire PC industry, declines in prices along with commensurate increases in performance meant that Dell had fewer opportunities to upsell to their customers (a lucrative strategy of encouraging buyers to upgrade the processor or memory). As a result, the company was selling a greater proportion of inexpensive PCs than before, which eroded profit margins. The laptop segment had become the fastest-growing of the PC market, but Dell produced low-cost notebooks in China like other PC manufacturers which eliminated Dell's manufacturing cost advantages, plus Dell's reliance on Internet sales meant that it missed out on growing notebook sales in big box stores. CNET has suggested that Dell was getting trapped in the increasing commoditization of high volume low margin computers, which prevented it from offering more exciting devices that consumers demanded.", "targets": "Where did Dell miss out on sales due to relying on the internet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a19ad0aab67438fbd959fbe5ab672a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The slowing sales growth has been attributed to the maturing PC market, which constituted 66% of Dell's sales, and analysts suggested that Dell needed to make inroads into non-PC businesses segments such as storage, services and servers. Dell's price advantage was tied to its ultra-lean manufacturing for desktop PCs, but this became less important as savings became harder to find inside the company's supply chain, and as competitors such as Hewlett-Packard and Acer made their PC manufacturing operations more efficient to match Dell, weakening Dell's traditional price differentiation. Throughout the entire PC industry, declines in prices along with commensurate increases in performance meant that Dell had fewer opportunities to upsell to their customers (a lucrative strategy of encouraging buyers to upgrade the processor or memory). As a result, the company was selling a greater proportion of inexpensive PCs than before, which eroded profit margins. The laptop segment had become the fastest-growing of the PC market, but Dell produced low-cost notebooks in China like other PC manufacturers which eliminated Dell's manufacturing cost advantages, plus Dell's reliance on Internet sales meant that it missed out on growing notebook sales in big box stores. CNET has suggested that Dell was getting trapped in the increasing commoditization of high volume low margin computers, which prevented it from offering more exciting devices that consumers demanded.", "targets": "What company stated that Dell was preventing itself from innovating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d366adb0eb6b46bb822af19e12b91eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After about 1840, Georgian conventions were slowly abandoned as a number of revival styles, including Gothic Revival, that had originated in the Georgian period, developed and contested in Victorian architecture, and in the case of Gothic became better researched, and closer to their originals. Neoclassical architecture remained popular, and was the opponent of Gothic in the Battle of the Styles of the early Victorian period. In the United States the Federalist Style contained many elements of Georgian style, but incorporated revolutionary symbols.", "targets": "What year did Georgian architecture begin to be abandoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d366adb0eb6b46bb822af19e12b91eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After about 1840, Georgian conventions were slowly abandoned as a number of revival styles, including Gothic Revival, that had originated in the Georgian period, developed and contested in Victorian architecture, and in the case of Gothic became better researched, and closer to their originals. Neoclassical architecture remained popular, and was the opponent of Gothic in the Battle of the Styles of the early Victorian period. In the United States the Federalist Style contained many elements of Georgian style, but incorporated revolutionary symbols.", "targets": "What was the rivalry between Gothic Revival and Neoclassical referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d366adb0eb6b46bb822af19e12b91eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After about 1840, Georgian conventions were slowly abandoned as a number of revival styles, including Gothic Revival, that had originated in the Georgian period, developed and contested in Victorian architecture, and in the case of Gothic became better researched, and closer to their originals. Neoclassical architecture remained popular, and was the opponent of Gothic in the Battle of the Styles of the early Victorian period. In the United States the Federalist Style contained many elements of Georgian style, but incorporated revolutionary symbols.", "targets": "When was the Battle of the Styles contested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d366adb0eb6b46bb822af19e12b91eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After about 1840, Georgian conventions were slowly abandoned as a number of revival styles, including Gothic Revival, that had originated in the Georgian period, developed and contested in Victorian architecture, and in the case of Gothic became better researched, and closer to their originals. Neoclassical architecture remained popular, and was the opponent of Gothic in the Battle of the Styles of the early Victorian period. In the United States the Federalist Style contained many elements of Georgian style, but incorporated revolutionary symbols.", "targets": "What style from the United States used many elements of Georgian style but with revolutionary symbols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b97138c7154e928e83e01d30a02beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were no anamorphic LaserDisc titles available in the US except for promotional purposes. Upon purchase of a Toshiba 16:9 television viewers had the option of selecting a number of Warner Bros. 16:9 films. Titles include Unforgiven, Grumpy Old Men, The Fugitive, and Free Willy. The Japanese lineup of titles was different. A series of releases under the banner \"SQUEEZE LD\" from Pioneer of mostly Carolco titles included Basic Instinct, Stargate, Terminator 2: Judgment Day, Showgirls, Cutthroat Island, and Cliffhanger. Terminator 2 was released twice in Squeeze LD, the second release being THX certified and a notable improvement over the first.", "targets": "Which movie was released twice on Squeeze LD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b97138c7154e928e83e01d30a02beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were no anamorphic LaserDisc titles available in the US except for promotional purposes. Upon purchase of a Toshiba 16:9 television viewers had the option of selecting a number of Warner Bros. 16:9 films. Titles include Unforgiven, Grumpy Old Men, The Fugitive, and Free Willy. The Japanese lineup of titles was different. A series of releases under the banner \"SQUEEZE LD\" from Pioneer of mostly Carolco titles included Basic Instinct, Stargate, Terminator 2: Judgment Day, Showgirls, Cutthroat Island, and Cliffhanger. Terminator 2 was released twice in Squeeze LD, the second release being THX certified and a notable improvement over the first.", "targets": "What improvement was added to Terminator 2's second Squeeze LD release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b97138c7154e928e83e01d30a02beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were no anamorphic LaserDisc titles available in the US except for promotional purposes. Upon purchase of a Toshiba 16:9 television viewers had the option of selecting a number of Warner Bros. 16:9 films. Titles include Unforgiven, Grumpy Old Men, The Fugitive, and Free Willy. The Japanese lineup of titles was different. A series of releases under the banner \"SQUEEZE LD\" from Pioneer of mostly Carolco titles included Basic Instinct, Stargate, Terminator 2: Judgment Day, Showgirls, Cutthroat Island, and Cliffhanger. Terminator 2 was released twice in Squeeze LD, the second release being THX certified and a notable improvement over the first.", "targets": "What Warner Brothers films were available in 16:9 aspect ratio Squeeze LDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b97138c7154e928e83e01d30a02beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were no anamorphic LaserDisc titles available in the US except for promotional purposes. Upon purchase of a Toshiba 16:9 television viewers had the option of selecting a number of Warner Bros. 16:9 films. Titles include Unforgiven, Grumpy Old Men, The Fugitive, and Free Willy. The Japanese lineup of titles was different. A series of releases under the banner \"SQUEEZE LD\" from Pioneer of mostly Carolco titles included Basic Instinct, Stargate, Terminator 2: Judgment Day, Showgirls, Cutthroat Island, and Cliffhanger. Terminator 2 was released twice in Squeeze LD, the second release being THX certified and a notable improvement over the first.", "targets": "What films were available for Japanese market Squeeze LDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4952414bad42fa9846bfb7e64915f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertions of Chinese philosophy began to integrate concepts of Western philosophy, as steps toward modernization. By the time of the Xinhai Revolution in 1911, there were many calls, such as the May Fourth Movement, to completely abolish the old imperial institutions and practices of China. There were attempts to incorporate democracy, republicanism, and industrialism into Chinese philosophy, notably by Sun Yat-Sen (S\u016bn y\u00ec xi\u0101n, in one Mandarin form of the name) at the beginning of the 20th century. Mao Zedong (M\u00e1o z\u00e9 d\u014dng) added Marxist-Leninist thought. When the Communist Party of China took over power, previous schools of thought, excepting notably Legalism, were denounced as backward, and later even purged during the Cultural Revolution.", "targets": "Why did Chinese philosophy begin to mix with western concepts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4952414bad42fa9846bfb7e64915f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertions of Chinese philosophy began to integrate concepts of Western philosophy, as steps toward modernization. By the time of the Xinhai Revolution in 1911, there were many calls, such as the May Fourth Movement, to completely abolish the old imperial institutions and practices of China. There were attempts to incorporate democracy, republicanism, and industrialism into Chinese philosophy, notably by Sun Yat-Sen (S\u016bn y\u00ec xi\u0101n, in one Mandarin form of the name) at the beginning of the 20th century. Mao Zedong (M\u00e1o z\u00e9 d\u014dng) added Marxist-Leninist thought. When the Communist Party of China took over power, previous schools of thought, excepting notably Legalism, were denounced as backward, and later even purged during the Cultural Revolution.", "targets": "When did the Xinhai Revolution begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4952414bad42fa9846bfb7e64915f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertions of Chinese philosophy began to integrate concepts of Western philosophy, as steps toward modernization. By the time of the Xinhai Revolution in 1911, there were many calls, such as the May Fourth Movement, to completely abolish the old imperial institutions and practices of China. There were attempts to incorporate democracy, republicanism, and industrialism into Chinese philosophy, notably by Sun Yat-Sen (S\u016bn y\u00ec xi\u0101n, in one Mandarin form of the name) at the beginning of the 20th century. Mao Zedong (M\u00e1o z\u00e9 d\u014dng) added Marxist-Leninist thought. When the Communist Party of China took over power, previous schools of thought, excepting notably Legalism, were denounced as backward, and later even purged during the Cultural Revolution.", "targets": "What is the May Forth Movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4952414bad42fa9846bfb7e64915f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertions of Chinese philosophy began to integrate concepts of Western philosophy, as steps toward modernization. By the time of the Xinhai Revolution in 1911, there were many calls, such as the May Fourth Movement, to completely abolish the old imperial institutions and practices of China. There were attempts to incorporate democracy, republicanism, and industrialism into Chinese philosophy, notably by Sun Yat-Sen (S\u016bn y\u00ec xi\u0101n, in one Mandarin form of the name) at the beginning of the 20th century. Mao Zedong (M\u00e1o z\u00e9 d\u014dng) added Marxist-Leninist thought. When the Communist Party of China took over power, previous schools of thought, excepting notably Legalism, were denounced as backward, and later even purged during the Cultural Revolution.", "targets": "What did Marxist-Leninst add to Chinese philosophy? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f4952414bad42fa9846bfb7e64915f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The assertions of Chinese philosophy began to integrate concepts of Western philosophy, as steps toward modernization. By the time of the Xinhai Revolution in 1911, there were many calls, such as the May Fourth Movement, to completely abolish the old imperial institutions and practices of China. There were attempts to incorporate democracy, republicanism, and industrialism into Chinese philosophy, notably by Sun Yat-Sen (S\u016bn y\u00ec xi\u0101n, in one Mandarin form of the name) at the beginning of the 20th century. Mao Zedong (M\u00e1o z\u00e9 d\u014dng) added Marxist-Leninist thought. When the Communist Party of China took over power, previous schools of thought, excepting notably Legalism, were denounced as backward, and later even purged during the Cultural Revolution.", "targets": "During what event was Legalism abolished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e1dfd13a2747c89b22492ae8b3beda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Created by Takashi Okazaki, Afro Samurai was initially a doujinshi, or manga series, which was then made into an animated series by Studio Gonzo. In 2007 the animated series debuted on American cable television on the Spike TV channel (Denison, 2010). The series was produced for American viewers which \u201cembodies the trend... comparing hip-hop artists to samurai warriors, an image some rappers claim for themselves (Solomon, 2009). The storyline keeps in tone with the perception of a samurais finding vengeance against someone who has wronged him. Starring the voice of well known American actor Samuel L. Jackson, \u201cAfro is the second-strongest fighter in a futuristic, yet, still feudal Japan and seeks revenge upon the gunman who killed his father\u201d (King 2008). Due to its popularity, Afro Samurai was adopted into a full feature animated film and also became titles on gaming consoles such as the PlayStation 3 and Xbox. Not only has the samurai culture been adopted into animation and video games, it can also be seen in comic books.", "targets": "Who created Afro Samurai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e1dfd13a2747c89b22492ae8b3beda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Created by Takashi Okazaki, Afro Samurai was initially a doujinshi, or manga series, which was then made into an animated series by Studio Gonzo. In 2007 the animated series debuted on American cable television on the Spike TV channel (Denison, 2010). The series was produced for American viewers which \u201cembodies the trend... comparing hip-hop artists to samurai warriors, an image some rappers claim for themselves (Solomon, 2009). The storyline keeps in tone with the perception of a samurais finding vengeance against someone who has wronged him. Starring the voice of well known American actor Samuel L. Jackson, \u201cAfro is the second-strongest fighter in a futuristic, yet, still feudal Japan and seeks revenge upon the gunman who killed his father\u201d (King 2008). Due to its popularity, Afro Samurai was adopted into a full feature animated film and also became titles on gaming consoles such as the PlayStation 3 and Xbox. Not only has the samurai culture been adopted into animation and video games, it can also be seen in comic books.", "targets": "Who made Afro Samurai into an animated TV show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e1dfd13a2747c89b22492ae8b3beda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Created by Takashi Okazaki, Afro Samurai was initially a doujinshi, or manga series, which was then made into an animated series by Studio Gonzo. In 2007 the animated series debuted on American cable television on the Spike TV channel (Denison, 2010). The series was produced for American viewers which \u201cembodies the trend... comparing hip-hop artists to samurai warriors, an image some rappers claim for themselves (Solomon, 2009). The storyline keeps in tone with the perception of a samurais finding vengeance against someone who has wronged him. Starring the voice of well known American actor Samuel L. Jackson, \u201cAfro is the second-strongest fighter in a futuristic, yet, still feudal Japan and seeks revenge upon the gunman who killed his father\u201d (King 2008). Due to its popularity, Afro Samurai was adopted into a full feature animated film and also became titles on gaming consoles such as the PlayStation 3 and Xbox. Not only has the samurai culture been adopted into animation and video games, it can also be seen in comic books.", "targets": "When did Afro Samurai first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e1dfd13a2747c89b22492ae8b3beda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Created by Takashi Okazaki, Afro Samurai was initially a doujinshi, or manga series, which was then made into an animated series by Studio Gonzo. In 2007 the animated series debuted on American cable television on the Spike TV channel (Denison, 2010). The series was produced for American viewers which \u201cembodies the trend... comparing hip-hop artists to samurai warriors, an image some rappers claim for themselves (Solomon, 2009). The storyline keeps in tone with the perception of a samurais finding vengeance against someone who has wronged him. Starring the voice of well known American actor Samuel L. Jackson, \u201cAfro is the second-strongest fighter in a futuristic, yet, still feudal Japan and seeks revenge upon the gunman who killed his father\u201d (King 2008). Due to its popularity, Afro Samurai was adopted into a full feature animated film and also became titles on gaming consoles such as the PlayStation 3 and Xbox. Not only has the samurai culture been adopted into animation and video games, it can also be seen in comic books.", "targets": "On what channel did Afro Samurai air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e1dfd13a2747c89b22492ae8b3beda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Created by Takashi Okazaki, Afro Samurai was initially a doujinshi, or manga series, which was then made into an animated series by Studio Gonzo. In 2007 the animated series debuted on American cable television on the Spike TV channel (Denison, 2010). The series was produced for American viewers which \u201cembodies the trend... comparing hip-hop artists to samurai warriors, an image some rappers claim for themselves (Solomon, 2009). The storyline keeps in tone with the perception of a samurais finding vengeance against someone who has wronged him. Starring the voice of well known American actor Samuel L. Jackson, \u201cAfro is the second-strongest fighter in a futuristic, yet, still feudal Japan and seeks revenge upon the gunman who killed his father\u201d (King 2008). Due to its popularity, Afro Samurai was adopted into a full feature animated film and also became titles on gaming consoles such as the PlayStation 3 and Xbox. Not only has the samurai culture been adopted into animation and video games, it can also be seen in comic books.", "targets": "Who was the star voice actor of Afro Samurai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2693839adcbd42fda23c927ac5490ffe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire reached its greatest territorial extent during the 2nd century AD; the following two centuries witnessed the slow decline of Roman control over its outlying territories. Economic issues, including inflation, and external pressure on the frontiers combined to make the 3rd century politically unstable, with emperors coming to the throne only to be rapidly replaced by new usurpers. Military expenses increased steadily during the 3rd century, mainly in response to the war with Sassanid Persia, which revived in the middle of the 3rd century. The army doubled in size, and cavalry and smaller units replaced the legion as the main tactical unit. The need for revenue led to increased taxes and a decline in numbers of the curial, or landowning, class, and decreasing numbers of them willing to shoulder the burdens of holding office in their native towns. More bureaucrats were needed in the central administration to deal with the needs of the army, which led to complaints from civilians that there were more tax-collectors in the empire than tax-payers.", "targets": "In what century did the Roman Empire achieve its greatest extent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2693839adcbd42fda23c927ac5490ffe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire reached its greatest territorial extent during the 2nd century AD; the following two centuries witnessed the slow decline of Roman control over its outlying territories. Economic issues, including inflation, and external pressure on the frontiers combined to make the 3rd century politically unstable, with emperors coming to the throne only to be rapidly replaced by new usurpers. Military expenses increased steadily during the 3rd century, mainly in response to the war with Sassanid Persia, which revived in the middle of the 3rd century. The army doubled in size, and cavalry and smaller units replaced the legion as the main tactical unit. The need for revenue led to increased taxes and a decline in numbers of the curial, or landowning, class, and decreasing numbers of them willing to shoulder the burdens of holding office in their native towns. More bureaucrats were needed in the central administration to deal with the needs of the army, which led to complaints from civilians that there were more tax-collectors in the empire than tax-payers.", "targets": "In what century did the revival of Persia occur under the Sassanids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2693839adcbd42fda23c927ac5490ffe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire reached its greatest territorial extent during the 2nd century AD; the following two centuries witnessed the slow decline of Roman control over its outlying territories. Economic issues, including inflation, and external pressure on the frontiers combined to make the 3rd century politically unstable, with emperors coming to the throne only to be rapidly replaced by new usurpers. Military expenses increased steadily during the 3rd century, mainly in response to the war with Sassanid Persia, which revived in the middle of the 3rd century. The army doubled in size, and cavalry and smaller units replaced the legion as the main tactical unit. The need for revenue led to increased taxes and a decline in numbers of the curial, or landowning, class, and decreasing numbers of them willing to shoulder the burdens of holding office in their native towns. More bureaucrats were needed in the central administration to deal with the needs of the army, which led to complaints from civilians that there were more tax-collectors in the empire than tax-payers.", "targets": "How much did the size of the Roman army increase in the 3rd century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2693839adcbd42fda23c927ac5490ffe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire reached its greatest territorial extent during the 2nd century AD; the following two centuries witnessed the slow decline of Roman control over its outlying territories. Economic issues, including inflation, and external pressure on the frontiers combined to make the 3rd century politically unstable, with emperors coming to the throne only to be rapidly replaced by new usurpers. Military expenses increased steadily during the 3rd century, mainly in response to the war with Sassanid Persia, which revived in the middle of the 3rd century. The army doubled in size, and cavalry and smaller units replaced the legion as the main tactical unit. The need for revenue led to increased taxes and a decline in numbers of the curial, or landowning, class, and decreasing numbers of them willing to shoulder the burdens of holding office in their native towns. More bureaucrats were needed in the central administration to deal with the needs of the army, which led to complaints from civilians that there were more tax-collectors in the empire than tax-payers.", "targets": "What did the need for increased revenue to pay for the Roman army lead to an increase in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2693839adcbd42fda23c927ac5490ffe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire reached its greatest territorial extent during the 2nd century AD; the following two centuries witnessed the slow decline of Roman control over its outlying territories. Economic issues, including inflation, and external pressure on the frontiers combined to make the 3rd century politically unstable, with emperors coming to the throne only to be rapidly replaced by new usurpers. Military expenses increased steadily during the 3rd century, mainly in response to the war with Sassanid Persia, which revived in the middle of the 3rd century. The army doubled in size, and cavalry and smaller units replaced the legion as the main tactical unit. The need for revenue led to increased taxes and a decline in numbers of the curial, or landowning, class, and decreasing numbers of them willing to shoulder the burdens of holding office in their native towns. More bureaucrats were needed in the central administration to deal with the needs of the army, which led to complaints from civilians that there were more tax-collectors in the empire than tax-payers.", "targets": "What is another term for the Roman landowning class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "How many miles is Catalina Highway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "What town is near the top of Mt. Lemmon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "What area has a ski lift?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "What two winter sports would you do at the mountain range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "How long is Catalina Highway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "What activities are popular in the mountains of Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "Where is Summerhaven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "What is in Ski Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6a5a11b5740423b8f1be8f4342d201a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalina Highway stretches 25 miles (40 km) and the entire mountain range is one of Tucson's most popular vacation spots for cycling, hiking, rock climbing, camping, birding, and wintertime snowboarding and skiing. Near the top of Mt. Lemmon is the town of Summerhaven. In Summerhaven, visitors will find log houses and cabins, a general store, and various shops, as well as numerous hiking trails. Near Summerhaven is the road to Ski Valley which hosts a ski lift, several runs, a giftshop, and nearby restaurant.", "targets": "What is in Summerhaven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9424a5b1ffd540f984e14ada7f592901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's football team has made 73 appearances in the top 10 of the AP poll since 1936 (including 5 at #1) and has won eight Big Ten conference championships since 1903. At one time, Northwestern had the longest losing streak in Division I-A, losing 34 consecutive games between 1979 and 1982. They did not appear in a bowl game after 1949 until the 1996 Rose Bowl. The team did not win a bowl since the 1949 Rose Bowl until the 2013 Gator Bowl. Following the sudden death of football coach Randy Walker in 2006, 31-year-old former All-American Northwestern linebacker Pat Fitzgerald assumed the position, becoming the youngest Division I FBS coach at the time.", "targets": "How many appearances has Northwestern's football team made in the top 10 AP poll since 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9424a5b1ffd540f984e14ada7f592901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's football team has made 73 appearances in the top 10 of the AP poll since 1936 (including 5 at #1) and has won eight Big Ten conference championships since 1903. At one time, Northwestern had the longest losing streak in Division I-A, losing 34 consecutive games between 1979 and 1982. They did not appear in a bowl game after 1949 until the 1996 Rose Bowl. The team did not win a bowl since the 1949 Rose Bowl until the 2013 Gator Bowl. Following the sudden death of football coach Randy Walker in 2006, 31-year-old former All-American Northwestern linebacker Pat Fitzgerald assumed the position, becoming the youngest Division I FBS coach at the time.", "targets": "How many consecutive games did Northwestern lose during it's longest losing streak between 1979 and 1982?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9424a5b1ffd540f984e14ada7f592901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's football team has made 73 appearances in the top 10 of the AP poll since 1936 (including 5 at #1) and has won eight Big Ten conference championships since 1903. At one time, Northwestern had the longest losing streak in Division I-A, losing 34 consecutive games between 1979 and 1982. They did not appear in a bowl game after 1949 until the 1996 Rose Bowl. The team did not win a bowl since the 1949 Rose Bowl until the 2013 Gator Bowl. Following the sudden death of football coach Randy Walker in 2006, 31-year-old former All-American Northwestern linebacker Pat Fitzgerald assumed the position, becoming the youngest Division I FBS coach at the time.", "targets": "What was the first bowl game Northwestern appeared in after 1949?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9424a5b1ffd540f984e14ada7f592901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's football team has made 73 appearances in the top 10 of the AP poll since 1936 (including 5 at #1) and has won eight Big Ten conference championships since 1903. At one time, Northwestern had the longest losing streak in Division I-A, losing 34 consecutive games between 1979 and 1982. They did not appear in a bowl game after 1949 until the 1996 Rose Bowl. The team did not win a bowl since the 1949 Rose Bowl until the 2013 Gator Bowl. Following the sudden death of football coach Randy Walker in 2006, 31-year-old former All-American Northwestern linebacker Pat Fitzgerald assumed the position, becoming the youngest Division I FBS coach at the time.", "targets": "What was the first bowl won by Northwestern after the 1949 Rose Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9424a5b1ffd540f984e14ada7f592901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's football team has made 73 appearances in the top 10 of the AP poll since 1936 (including 5 at #1) and has won eight Big Ten conference championships since 1903. At one time, Northwestern had the longest losing streak in Division I-A, losing 34 consecutive games between 1979 and 1982. They did not appear in a bowl game after 1949 until the 1996 Rose Bowl. The team did not win a bowl since the 1949 Rose Bowl until the 2013 Gator Bowl. Following the sudden death of football coach Randy Walker in 2006, 31-year-old former All-American Northwestern linebacker Pat Fitzgerald assumed the position, becoming the youngest Division I FBS coach at the time.", "targets": "In 2006, which Northwestern linebacker became the youngest Division/FBS coach at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2a150eba3b465285c5e98e0b698986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under these complex circumstances regional names are less useful. They are more historical than an accurate gauge of operations. The Directorate of Intelligence, one of four directorates into which the CIA is divided, includes the Office of Near Eastern and South Asian Analysis (NESA). Its duties are defined as \"support on Middle Eastern and North African countries, as well as on the South Asian nations of India, Pakistan, and Afghanistan.\" The total range of countries is in fact the same as the State Department's Near East, but the names do not correspond. The Near East of the NESA is the same as the Middle East defined in the CIA-published on-line resource, The World Factbook. Its list of countries is limited by the Red Sea, comprises the entire eastern coast of the Mediterranean, including Israel, Turkey, the small nations of the Caucasus, Iran and the states of the Arabian Peninsula.", "targets": "The Near East of the NESA is the same as the Middle East define in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2a150eba3b465285c5e98e0b698986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under these complex circumstances regional names are less useful. They are more historical than an accurate gauge of operations. The Directorate of Intelligence, one of four directorates into which the CIA is divided, includes the Office of Near Eastern and South Asian Analysis (NESA). Its duties are defined as \"support on Middle Eastern and North African countries, as well as on the South Asian nations of India, Pakistan, and Afghanistan.\" The total range of countries is in fact the same as the State Department's Near East, but the names do not correspond. The Near East of the NESA is the same as the Middle East defined in the CIA-published on-line resource, The World Factbook. Its list of countries is limited by the Red Sea, comprises the entire eastern coast of the Mediterranean, including Israel, Turkey, the small nations of the Caucasus, Iran and the states of the Arabian Peninsula.", "targets": "What does NESA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2a150eba3b465285c5e98e0b698986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under these complex circumstances regional names are less useful. They are more historical than an accurate gauge of operations. The Directorate of Intelligence, one of four directorates into which the CIA is divided, includes the Office of Near Eastern and South Asian Analysis (NESA). Its duties are defined as \"support on Middle Eastern and North African countries, as well as on the South Asian nations of India, Pakistan, and Afghanistan.\" The total range of countries is in fact the same as the State Department's Near East, but the names do not correspond. The Near East of the NESA is the same as the Middle East defined in the CIA-published on-line resource, The World Factbook. Its list of countries is limited by the Red Sea, comprises the entire eastern coast of the Mediterranean, including Israel, Turkey, the small nations of the Caucasus, Iran and the states of the Arabian Peninsula.", "targets": "Whose duties are defined as \"support on Middle Eastern and North African countries?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a695545db8d8425a8c86aea2bdb3f924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Housekeeping genes are critical for carrying out basic cell functions and so are expressed at a relatively constant level (constitutively). Since their expression is constant, housekeeping genes are used as experimental controls when analysing gene expression. Not all essential genes are housekeeping genes since some essential genes are developmentally regulated or expressed at certain times during the organism's life cycle.", "targets": "What type of genes are necessary for performing basic cell functions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a695545db8d8425a8c86aea2bdb3f924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Housekeeping genes are critical for carrying out basic cell functions and so are expressed at a relatively constant level (constitutively). Since their expression is constant, housekeeping genes are used as experimental controls when analysing gene expression. Not all essential genes are housekeeping genes since some essential genes are developmentally regulated or expressed at certain times during the organism's life cycle.", "targets": "At what relative level are housekeeping genes expressed at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a695545db8d8425a8c86aea2bdb3f924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Housekeeping genes are critical for carrying out basic cell functions and so are expressed at a relatively constant level (constitutively). Since their expression is constant, housekeeping genes are used as experimental controls when analysing gene expression. Not all essential genes are housekeeping genes since some essential genes are developmentally regulated or expressed at certain times during the organism's life cycle.", "targets": "When investigating gene expression, what type of genes are used as a control for experiments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a695545db8d8425a8c86aea2bdb3f924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Housekeeping genes are critical for carrying out basic cell functions and so are expressed at a relatively constant level (constitutively). Since their expression is constant, housekeeping genes are used as experimental controls when analysing gene expression. Not all essential genes are housekeeping genes since some essential genes are developmentally regulated or expressed at certain times during the organism's life cycle.", "targets": "How are some essential genes regulated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a695545db8d8425a8c86aea2bdb3f924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Housekeeping genes are critical for carrying out basic cell functions and so are expressed at a relatively constant level (constitutively). Since their expression is constant, housekeeping genes are used as experimental controls when analysing gene expression. Not all essential genes are housekeeping genes since some essential genes are developmentally regulated or expressed at certain times during the organism's life cycle.", "targets": "When are some essential genes expressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fafb714e30914d9ab1a374c48fd599b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regular international ferry service provided by Brittany Ferries operates from Millbay taking cars and foot passengers directly to France (Roscoff) and Spain (Santander) on the three ferries, MV Armorique, MV Bretagne and MV Pont-Aven. There is a passenger ferry between Stonehouse and the Cornish hamlet of Cremyll, which is believed to have operated continuously since 1204. There is also a pedestrian ferry from the Mayflower Steps to Mount Batten, and an alternative to using the Tamar Bridge via the Torpoint Ferry (vehicle and pedestrian) across the River Tamar.", "targets": "Who operates the ferry to Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fafb714e30914d9ab1a374c48fd599b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regular international ferry service provided by Brittany Ferries operates from Millbay taking cars and foot passengers directly to France (Roscoff) and Spain (Santander) on the three ferries, MV Armorique, MV Bretagne and MV Pont-Aven. There is a passenger ferry between Stonehouse and the Cornish hamlet of Cremyll, which is believed to have operated continuously since 1204. There is also a pedestrian ferry from the Mayflower Steps to Mount Batten, and an alternative to using the Tamar Bridge via the Torpoint Ferry (vehicle and pedestrian) across the River Tamar.", "targets": "Where does the ferry to France terminate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fafb714e30914d9ab1a374c48fd599b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regular international ferry service provided by Brittany Ferries operates from Millbay taking cars and foot passengers directly to France (Roscoff) and Spain (Santander) on the three ferries, MV Armorique, MV Bretagne and MV Pont-Aven. There is a passenger ferry between Stonehouse and the Cornish hamlet of Cremyll, which is believed to have operated continuously since 1204. There is also a pedestrian ferry from the Mayflower Steps to Mount Batten, and an alternative to using the Tamar Bridge via the Torpoint Ferry (vehicle and pedestrian) across the River Tamar.", "targets": "Along with MV Bretagne and MV Pont-Aven, what ferry operates between Plymouth and the continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fafb714e30914d9ab1a374c48fd599b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regular international ferry service provided by Brittany Ferries operates from Millbay taking cars and foot passengers directly to France (Roscoff) and Spain (Santander) on the three ferries, MV Armorique, MV Bretagne and MV Pont-Aven. There is a passenger ferry between Stonehouse and the Cornish hamlet of Cremyll, which is believed to have operated continuously since 1204. There is also a pedestrian ferry from the Mayflower Steps to Mount Batten, and an alternative to using the Tamar Bridge via the Torpoint Ferry (vehicle and pedestrian) across the River Tamar.", "targets": "A passenger ferry operates between Cremyll and what location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fafb714e30914d9ab1a374c48fd599b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regular international ferry service provided by Brittany Ferries operates from Millbay taking cars and foot passengers directly to France (Roscoff) and Spain (Santander) on the three ferries, MV Armorique, MV Bretagne and MV Pont-Aven. There is a passenger ferry between Stonehouse and the Cornish hamlet of Cremyll, which is believed to have operated continuously since 1204. There is also a pedestrian ferry from the Mayflower Steps to Mount Batten, and an alternative to using the Tamar Bridge via the Torpoint Ferry (vehicle and pedestrian) across the River Tamar.", "targets": "When did the Cremyll-Stonehouse ferry first operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76eb405d1cbc4a32b8e58926f06b826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nea Moni Monastery on Chios was established by Constantine Monomachos in 1043\u20131056. The exceptional mosaic decoration of the dome showing probably the nine orders of the angels was destroyed in 1822 but other panels survived (Theotokos with raised hands, four evangelists with seraphim, scenes from Christ's life and an interesting Anastasis where King Salomon bears resemblance to Constantine Monomachos). In comparison with Osios Loukas Nea Moni mosaics contain more figures, detail, landscape and setting.", "targets": "Where is the Nea Moni Monastery located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76eb405d1cbc4a32b8e58926f06b826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nea Moni Monastery on Chios was established by Constantine Monomachos in 1043\u20131056. The exceptional mosaic decoration of the dome showing probably the nine orders of the angels was destroyed in 1822 but other panels survived (Theotokos with raised hands, four evangelists with seraphim, scenes from Christ's life and an interesting Anastasis where King Salomon bears resemblance to Constantine Monomachos). In comparison with Osios Loukas Nea Moni mosaics contain more figures, detail, landscape and setting.", "targets": "Who established the Nea Moni Monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76eb405d1cbc4a32b8e58926f06b826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nea Moni Monastery on Chios was established by Constantine Monomachos in 1043\u20131056. The exceptional mosaic decoration of the dome showing probably the nine orders of the angels was destroyed in 1822 but other panels survived (Theotokos with raised hands, four evangelists with seraphim, scenes from Christ's life and an interesting Anastasis where King Salomon bears resemblance to Constantine Monomachos). In comparison with Osios Loukas Nea Moni mosaics contain more figures, detail, landscape and setting.", "targets": "When was the Nea Moni Monastery established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76eb405d1cbc4a32b8e58926f06b826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nea Moni Monastery on Chios was established by Constantine Monomachos in 1043\u20131056. The exceptional mosaic decoration of the dome showing probably the nine orders of the angels was destroyed in 1822 but other panels survived (Theotokos with raised hands, four evangelists with seraphim, scenes from Christ's life and an interesting Anastasis where King Salomon bears resemblance to Constantine Monomachos). In comparison with Osios Loukas Nea Moni mosaics contain more figures, detail, landscape and setting.", "targets": "When was the mosaic at the Nea Moni Monastery destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76eb405d1cbc4a32b8e58926f06b826b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nea Moni Monastery on Chios was established by Constantine Monomachos in 1043\u20131056. The exceptional mosaic decoration of the dome showing probably the nine orders of the angels was destroyed in 1822 but other panels survived (Theotokos with raised hands, four evangelists with seraphim, scenes from Christ's life and an interesting Anastasis where King Salomon bears resemblance to Constantine Monomachos). In comparison with Osios Loukas Nea Moni mosaics contain more figures, detail, landscape and setting.", "targets": "The Nea Moni mosaics are more detailed than what what other famous mosaics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f628533114445ba8a0cec00d5e03361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the election approached, other prominent citizens and politicians from both parties urged Eisenhower to run for president. In January 1948, after learning of plans in New Hampshire to elect delegates supporting him for the forthcoming Republican National Convention, Eisenhower stated through the Army that he was \"not available for and could not accept nomination to high political office\"; \"life-long professional soldiers\", he wrote, \"in the absence of some obvious and overriding reason, [should] abstain from seeking high political office\". Eisenhower maintained no political party affiliation during this time. Many believed he was forgoing his only opportunity to be president; Republican Thomas E. Dewey was considered the other probable winner, would presumably serve two terms, and Eisenhower, at age 66 in 1956, would then be too old.", "targets": "What state's delegates were considering supporting Eisenhower in 1948?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f628533114445ba8a0cec00d5e03361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the election approached, other prominent citizens and politicians from both parties urged Eisenhower to run for president. In January 1948, after learning of plans in New Hampshire to elect delegates supporting him for the forthcoming Republican National Convention, Eisenhower stated through the Army that he was \"not available for and could not accept nomination to high political office\"; \"life-long professional soldiers\", he wrote, \"in the absence of some obvious and overriding reason, [should] abstain from seeking high political office\". Eisenhower maintained no political party affiliation during this time. Many believed he was forgoing his only opportunity to be president; Republican Thomas E. Dewey was considered the other probable winner, would presumably serve two terms, and Eisenhower, at age 66 in 1956, would then be too old.", "targets": "How old would Eisenhower be in 1956?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f628533114445ba8a0cec00d5e03361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the election approached, other prominent citizens and politicians from both parties urged Eisenhower to run for president. In January 1948, after learning of plans in New Hampshire to elect delegates supporting him for the forthcoming Republican National Convention, Eisenhower stated through the Army that he was \"not available for and could not accept nomination to high political office\"; \"life-long professional soldiers\", he wrote, \"in the absence of some obvious and overriding reason, [should] abstain from seeking high political office\". Eisenhower maintained no political party affiliation during this time. Many believed he was forgoing his only opportunity to be president; Republican Thomas E. Dewey was considered the other probable winner, would presumably serve two terms, and Eisenhower, at age 66 in 1956, would then be too old.", "targets": "Why was it unlikely that Eisenhower would run for president in 1956?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f628533114445ba8a0cec00d5e03361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the election approached, other prominent citizens and politicians from both parties urged Eisenhower to run for president. In January 1948, after learning of plans in New Hampshire to elect delegates supporting him for the forthcoming Republican National Convention, Eisenhower stated through the Army that he was \"not available for and could not accept nomination to high political office\"; \"life-long professional soldiers\", he wrote, \"in the absence of some obvious and overriding reason, [should] abstain from seeking high political office\". Eisenhower maintained no political party affiliation during this time. Many believed he was forgoing his only opportunity to be president; Republican Thomas E. Dewey was considered the other probable winner, would presumably serve two terms, and Eisenhower, at age 66 in 1956, would then be too old.", "targets": "Who was it assumed would win the election of 1948?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28a8d9f10cbf4f6dae8a5f74dd01364b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Second World War, Canada possessed the fourth-largest air force and fifth-largest naval surface fleet in the world, as well as the largest volunteer army ever fielded. Conscription for overseas service was introduced only near the end of the war, and only 2,400 conscripts actually made it into battle. Originally, Canada was thought to have had the third-largest navy in the world, but with the fall of the Soviet Union, new data based on Japanese and Soviet sources found that to be incorrect.", "targets": "Canada had which biggest army during the Second World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28a8d9f10cbf4f6dae8a5f74dd01364b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Second World War, Canada possessed the fourth-largest air force and fifth-largest naval surface fleet in the world, as well as the largest volunteer army ever fielded. Conscription for overseas service was introduced only near the end of the war, and only 2,400 conscripts actually made it into battle. Originally, Canada was thought to have had the third-largest navy in the world, but with the fall of the Soviet Union, new data based on Japanese and Soviet sources found that to be incorrect.", "targets": "What country fell providing with more information on Canada's army size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28a8d9f10cbf4f6dae8a5f74dd01364b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the Second World War, Canada possessed the fourth-largest air force and fifth-largest naval surface fleet in the world, as well as the largest volunteer army ever fielded. Conscription for overseas service was introduced only near the end of the war, and only 2,400 conscripts actually made it into battle. Originally, Canada was thought to have had the third-largest navy in the world, but with the fall of the Soviet Union, new data based on Japanese and Soviet sources found that to be incorrect.", "targets": "Which other country had a sizable naval army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58231af8ed134e5cb4c748652a70dc1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 5 March, Nasser's security coterie arrested thousands of participants in the uprising. As a ruse to rally opposition against a return to the pre-1952 order, the RCC decreed an end to restrictions on monarchy-era parties and the Free Officers' withdrawal from politics. The RCC succeeded in provoking the beneficiaries of the revolution, namely the workers, peasants, and petty bourgeois, to oppose the decrees, with one million transport workers launching a strike and thousands of peasants entering Cairo in protest in late March. Naguib sought to crackdown on the protesters, but his requests were rebuffed by the heads of the security forces. On 29 March, Nasser announced the decrees' revocation in response to the \"impulse of the street.\" Between April and June, hundreds of Naguib's supporters in the military were either arrested or dismissed, and Mohieddin was informally exiled to Switzerland to represent the RCC abroad. King Saud of Saudi Arabia attempted to mend relations between Nasser and Naguib, but to no avail.", "targets": "What group went on strike as a result of the turmoil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58231af8ed134e5cb4c748652a70dc1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 5 March, Nasser's security coterie arrested thousands of participants in the uprising. As a ruse to rally opposition against a return to the pre-1952 order, the RCC decreed an end to restrictions on monarchy-era parties and the Free Officers' withdrawal from politics. The RCC succeeded in provoking the beneficiaries of the revolution, namely the workers, peasants, and petty bourgeois, to oppose the decrees, with one million transport workers launching a strike and thousands of peasants entering Cairo in protest in late March. Naguib sought to crackdown on the protesters, but his requests were rebuffed by the heads of the security forces. On 29 March, Nasser announced the decrees' revocation in response to the \"impulse of the street.\" Between April and June, hundreds of Naguib's supporters in the military were either arrested or dismissed, and Mohieddin was informally exiled to Switzerland to represent the RCC abroad. King Saud of Saudi Arabia attempted to mend relations between Nasser and Naguib, but to no avail.", "targets": "What group claimed to be leaving the political scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58231af8ed134e5cb4c748652a70dc1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 5 March, Nasser's security coterie arrested thousands of participants in the uprising. As a ruse to rally opposition against a return to the pre-1952 order, the RCC decreed an end to restrictions on monarchy-era parties and the Free Officers' withdrawal from politics. The RCC succeeded in provoking the beneficiaries of the revolution, namely the workers, peasants, and petty bourgeois, to oppose the decrees, with one million transport workers launching a strike and thousands of peasants entering Cairo in protest in late March. Naguib sought to crackdown on the protesters, but his requests were rebuffed by the heads of the security forces. On 29 March, Nasser announced the decrees' revocation in response to the \"impulse of the street.\" Between April and June, hundreds of Naguib's supporters in the military were either arrested or dismissed, and Mohieddin was informally exiled to Switzerland to represent the RCC abroad. King Saud of Saudi Arabia attempted to mend relations between Nasser and Naguib, but to no avail.", "targets": "Who was sent to Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58231af8ed134e5cb4c748652a70dc1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 5 March, Nasser's security coterie arrested thousands of participants in the uprising. As a ruse to rally opposition against a return to the pre-1952 order, the RCC decreed an end to restrictions on monarchy-era parties and the Free Officers' withdrawal from politics. The RCC succeeded in provoking the beneficiaries of the revolution, namely the workers, peasants, and petty bourgeois, to oppose the decrees, with one million transport workers launching a strike and thousands of peasants entering Cairo in protest in late March. Naguib sought to crackdown on the protesters, but his requests were rebuffed by the heads of the security forces. On 29 March, Nasser announced the decrees' revocation in response to the \"impulse of the street.\" Between April and June, hundreds of Naguib's supporters in the military were either arrested or dismissed, and Mohieddin was informally exiled to Switzerland to represent the RCC abroad. King Saud of Saudi Arabia attempted to mend relations between Nasser and Naguib, but to no avail.", "targets": "What nation tried to mediate between Nasser and Naguib?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9262701d41ef4ee495f291595c15c6a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period was preceded by the Nara period and began in 794 A.D after the movement of the capital of Japan to Heian-ky\u014d (present day Ky\u014dto\u4eac\u90fd), by the 50th emperor, Emperor Kanmu. Kanmu first tried to move the capital to Nagaoka-ky\u014d, but a series of disasters befell the city, prompting the emperor to relocate the capital a second time, to Heian. The Heian Period is considered a high point in Japanese culture that later generations have always admired. The period is also noted for the rise of the samurai class, which would eventually take power and start the feudal period of Japan.", "targets": "What was the name of the period before the Heian era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9262701d41ef4ee495f291595c15c6a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period was preceded by the Nara period and began in 794 A.D after the movement of the capital of Japan to Heian-ky\u014d (present day Ky\u014dto\u4eac\u90fd), by the 50th emperor, Emperor Kanmu. Kanmu first tried to move the capital to Nagaoka-ky\u014d, but a series of disasters befell the city, prompting the emperor to relocate the capital a second time, to Heian. The Heian Period is considered a high point in Japanese culture that later generations have always admired. The period is also noted for the rise of the samurai class, which would eventually take power and start the feudal period of Japan.", "targets": "The Heian period began in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9262701d41ef4ee495f291595c15c6a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period was preceded by the Nara period and began in 794 A.D after the movement of the capital of Japan to Heian-ky\u014d (present day Ky\u014dto\u4eac\u90fd), by the 50th emperor, Emperor Kanmu. Kanmu first tried to move the capital to Nagaoka-ky\u014d, but a series of disasters befell the city, prompting the emperor to relocate the capital a second time, to Heian. The Heian Period is considered a high point in Japanese culture that later generations have always admired. The period is also noted for the rise of the samurai class, which would eventually take power and start the feudal period of Japan.", "targets": "What warrior class rose during the Heian era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9262701d41ef4ee495f291595c15c6a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period was preceded by the Nara period and began in 794 A.D after the movement of the capital of Japan to Heian-ky\u014d (present day Ky\u014dto\u4eac\u90fd), by the 50th emperor, Emperor Kanmu. Kanmu first tried to move the capital to Nagaoka-ky\u014d, but a series of disasters befell the city, prompting the emperor to relocate the capital a second time, to Heian. The Heian Period is considered a high point in Japanese culture that later generations have always admired. The period is also noted for the rise of the samurai class, which would eventually take power and start the feudal period of Japan.", "targets": "Heian-kyo is now what present-day city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9262701d41ef4ee495f291595c15c6a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Heian period was preceded by the Nara period and began in 794 A.D after the movement of the capital of Japan to Heian-ky\u014d (present day Ky\u014dto\u4eac\u90fd), by the 50th emperor, Emperor Kanmu. Kanmu first tried to move the capital to Nagaoka-ky\u014d, but a series of disasters befell the city, prompting the emperor to relocate the capital a second time, to Heian. The Heian Period is considered a high point in Japanese culture that later generations have always admired. The period is also noted for the rise of the samurai class, which would eventually take power and start the feudal period of Japan.", "targets": "What was the name of the emperor who moved Japan's capital to Heian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1865fdaa4bc04da984a6859700d21793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pal\u00e1cio da Alvorada is the official residence of the President of Brazil. The palace was designed, along with the rest of the city of Bras\u00edlia, by Oscar Niemeyer and inaugurated in 1958. One of the first structures built in the republic's new capital city, the \"Alvorada\" lies on a peninsula at the margins of Lake Parano\u00e1. The principles of simplicity and modernity, that in the past characterized the great works of architecture, motivated Niemeyer. The viewer has an impression of looking at a glass box, softly landed on the ground with the support of thin external columns. The building has an area of 7,000 m2 with three floors consisting of the basement, landing, and second floor. The auditorium, kitchen, laundry, medical center, and administration offices are at basement level. The rooms used by the presidency for official receptions are on the landing. The second floor has four suites, two apartments, and various private rooms which make up the residential part of the palace. The building also has a library, a heated Olympic-sized swimming pool, a music room, two dining rooms and various meeting rooms. A chapel and heliport are in adjacent buildings.", "targets": "Where does Brazil's president live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1865fdaa4bc04da984a6859700d21793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pal\u00e1cio da Alvorada is the official residence of the President of Brazil. The palace was designed, along with the rest of the city of Bras\u00edlia, by Oscar Niemeyer and inaugurated in 1958. One of the first structures built in the republic's new capital city, the \"Alvorada\" lies on a peninsula at the margins of Lake Parano\u00e1. The principles of simplicity and modernity, that in the past characterized the great works of architecture, motivated Niemeyer. The viewer has an impression of looking at a glass box, softly landed on the ground with the support of thin external columns. The building has an area of 7,000 m2 with three floors consisting of the basement, landing, and second floor. The auditorium, kitchen, laundry, medical center, and administration offices are at basement level. The rooms used by the presidency for official receptions are on the landing. The second floor has four suites, two apartments, and various private rooms which make up the residential part of the palace. The building also has a library, a heated Olympic-sized swimming pool, a music room, two dining rooms and various meeting rooms. A chapel and heliport are in adjacent buildings.", "targets": "What principles of architecture was the Alvorada designed with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1865fdaa4bc04da984a6859700d21793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pal\u00e1cio da Alvorada is the official residence of the President of Brazil. The palace was designed, along with the rest of the city of Bras\u00edlia, by Oscar Niemeyer and inaugurated in 1958. One of the first structures built in the republic's new capital city, the \"Alvorada\" lies on a peninsula at the margins of Lake Parano\u00e1. The principles of simplicity and modernity, that in the past characterized the great works of architecture, motivated Niemeyer. The viewer has an impression of looking at a glass box, softly landed on the ground with the support of thin external columns. The building has an area of 7,000 m2 with three floors consisting of the basement, landing, and second floor. The auditorium, kitchen, laundry, medical center, and administration offices are at basement level. The rooms used by the presidency for official receptions are on the landing. The second floor has four suites, two apartments, and various private rooms which make up the residential part of the palace. The building also has a library, a heated Olympic-sized swimming pool, a music room, two dining rooms and various meeting rooms. A chapel and heliport are in adjacent buildings.", "targets": "How large is the Alvorada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1865fdaa4bc04da984a6859700d21793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pal\u00e1cio da Alvorada is the official residence of the President of Brazil. The palace was designed, along with the rest of the city of Bras\u00edlia, by Oscar Niemeyer and inaugurated in 1958. One of the first structures built in the republic's new capital city, the \"Alvorada\" lies on a peninsula at the margins of Lake Parano\u00e1. The principles of simplicity and modernity, that in the past characterized the great works of architecture, motivated Niemeyer. The viewer has an impression of looking at a glass box, softly landed on the ground with the support of thin external columns. The building has an area of 7,000 m2 with three floors consisting of the basement, landing, and second floor. The auditorium, kitchen, laundry, medical center, and administration offices are at basement level. The rooms used by the presidency for official receptions are on the landing. The second floor has four suites, two apartments, and various private rooms which make up the residential part of the palace. The building also has a library, a heated Olympic-sized swimming pool, a music room, two dining rooms and various meeting rooms. A chapel and heliport are in adjacent buildings.", "targets": "How many floors does the Alvorada have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1865fdaa4bc04da984a6859700d21793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pal\u00e1cio da Alvorada is the official residence of the President of Brazil. The palace was designed, along with the rest of the city of Bras\u00edlia, by Oscar Niemeyer and inaugurated in 1958. One of the first structures built in the republic's new capital city, the \"Alvorada\" lies on a peninsula at the margins of Lake Parano\u00e1. The principles of simplicity and modernity, that in the past characterized the great works of architecture, motivated Niemeyer. The viewer has an impression of looking at a glass box, softly landed on the ground with the support of thin external columns. The building has an area of 7,000 m2 with three floors consisting of the basement, landing, and second floor. The auditorium, kitchen, laundry, medical center, and administration offices are at basement level. The rooms used by the presidency for official receptions are on the landing. The second floor has four suites, two apartments, and various private rooms which make up the residential part of the palace. The building also has a library, a heated Olympic-sized swimming pool, a music room, two dining rooms and various meeting rooms. A chapel and heliport are in adjacent buildings.", "targets": "When did Brasilia's presidential residence open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ae7b69aea14c5c827aedea511b2224", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many nonprofit organizations find it difficult to create consistent messaging that resonates with their various stakeholders as marketing budgets are minimal or nonexistent. Marketing is in many cases a taboo word that NPOs or others don't like to associate with such community benefit organizations. There are strategic ways in which nonprofits can leverage their access to various community stakeholders to get their name and cause recognized by the public, but it is imperative to have an outreach strategy which includes a financial plan to execute that outreach/marketing strategy, particularly if the organization has plans to rebrand or expand their initiaives.", "targets": "What kind of marketing budgets do NPOs usually have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ae7b69aea14c5c827aedea511b2224", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many nonprofit organizations find it difficult to create consistent messaging that resonates with their various stakeholders as marketing budgets are minimal or nonexistent. Marketing is in many cases a taboo word that NPOs or others don't like to associate with such community benefit organizations. There are strategic ways in which nonprofits can leverage their access to various community stakeholders to get their name and cause recognized by the public, but it is imperative to have an outreach strategy which includes a financial plan to execute that outreach/marketing strategy, particularly if the organization has plans to rebrand or expand their initiaives.", "targets": "Why is marketing harder for NPOs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ae7b69aea14c5c827aedea511b2224", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many nonprofit organizations find it difficult to create consistent messaging that resonates with their various stakeholders as marketing budgets are minimal or nonexistent. Marketing is in many cases a taboo word that NPOs or others don't like to associate with such community benefit organizations. There are strategic ways in which nonprofits can leverage their access to various community stakeholders to get their name and cause recognized by the public, but it is imperative to have an outreach strategy which includes a financial plan to execute that outreach/marketing strategy, particularly if the organization has plans to rebrand or expand their initiaives.", "targets": "What does an NPO need to have in order to begin thinking about expansion or rebranding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ae7b69aea14c5c827aedea511b2224", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many nonprofit organizations find it difficult to create consistent messaging that resonates with their various stakeholders as marketing budgets are minimal or nonexistent. Marketing is in many cases a taboo word that NPOs or others don't like to associate with such community benefit organizations. There are strategic ways in which nonprofits can leverage their access to various community stakeholders to get their name and cause recognized by the public, but it is imperative to have an outreach strategy which includes a financial plan to execute that outreach/marketing strategy, particularly if the organization has plans to rebrand or expand their initiaives.", "targets": "What is a moer low-key way that NPOs can get access to marketing and word of mouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-426a21772670424a8b4781534d4aeea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of a gene continues to be refined as new phenomena are discovered. For example, regulatory regions of a gene can be far removed from its coding regions, and coding regions can be split into several exons. Some viruses store their genome in RNA instead of DNA and some gene products are functional non-coding RNAs. Therefore, a broad, modern working definition of a gene is any discrete locus of heritable, genomic sequence which affect an organism's traits by being expressed as a functional product or by regulation of gene expression.", "targets": "What can regulatory regions of a gene be far removed from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-426a21772670424a8b4781534d4aeea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of a gene continues to be refined as new phenomena are discovered. For example, regulatory regions of a gene can be far removed from its coding regions, and coding regions can be split into several exons. Some viruses store their genome in RNA instead of DNA and some gene products are functional non-coding RNAs. Therefore, a broad, modern working definition of a gene is any discrete locus of heritable, genomic sequence which affect an organism's traits by being expressed as a functional product or by regulation of gene expression.", "targets": "What can coding regions be split into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-426a21772670424a8b4781534d4aeea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of a gene continues to be refined as new phenomena are discovered. For example, regulatory regions of a gene can be far removed from its coding regions, and coding regions can be split into several exons. Some viruses store their genome in RNA instead of DNA and some gene products are functional non-coding RNAs. Therefore, a broad, modern working definition of a gene is any discrete locus of heritable, genomic sequence which affect an organism's traits by being expressed as a functional product or by regulation of gene expression.", "targets": "What do some viruses store their genome in instead of DNA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-426a21772670424a8b4781534d4aeea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of a gene continues to be refined as new phenomena are discovered. For example, regulatory regions of a gene can be far removed from its coding regions, and coding regions can be split into several exons. Some viruses store their genome in RNA instead of DNA and some gene products are functional non-coding RNAs. Therefore, a broad, modern working definition of a gene is any discrete locus of heritable, genomic sequence which affect an organism's traits by being expressed as a functional product or by regulation of gene expression.", "targets": "What are some gene products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-426a21772670424a8b4781534d4aeea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of a gene continues to be refined as new phenomena are discovered. For example, regulatory regions of a gene can be far removed from its coding regions, and coding regions can be split into several exons. Some viruses store their genome in RNA instead of DNA and some gene products are functional non-coding RNAs. Therefore, a broad, modern working definition of a gene is any discrete locus of heritable, genomic sequence which affect an organism's traits by being expressed as a functional product or by regulation of gene expression.", "targets": "What is a broad, modern working definition of a gene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5f4545d43ab4044885e394333a8a8e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1915, Bell made the first ceremonial transcontinental telephone call. Calling from the AT&T head office at 15 Dey Street in New York City, Bell was heard by Thomas Watson at 333 Grant Avenue in San Francisco. The New York Times reported:", "targets": "In what month and year did Bell telephone across the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5f4545d43ab4044885e394333a8a8e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1915, Bell made the first ceremonial transcontinental telephone call. Calling from the AT&T head office at 15 Dey Street in New York City, Bell was heard by Thomas Watson at 333 Grant Avenue in San Francisco. The New York Times reported:", "targets": "What company office did Bell make the original cross country phone call from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5f4545d43ab4044885e394333a8a8e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1915, Bell made the first ceremonial transcontinental telephone call. Calling from the AT&T head office at 15 Dey Street in New York City, Bell was heard by Thomas Watson at 333 Grant Avenue in San Francisco. The New York Times reported:", "targets": "What city did Bell make the first cross country call from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5f4545d43ab4044885e394333a8a8e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1915, Bell made the first ceremonial transcontinental telephone call. Calling from the AT&T head office at 15 Dey Street in New York City, Bell was heard by Thomas Watson at 333 Grant Avenue in San Francisco. The New York Times reported:", "targets": "What city did Bell make the first cross country call to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5f4545d43ab4044885e394333a8a8e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1915, Bell made the first ceremonial transcontinental telephone call. Calling from the AT&T head office at 15 Dey Street in New York City, Bell was heard by Thomas Watson at 333 Grant Avenue in San Francisco. The New York Times reported:", "targets": "Who was on the other end of the first cross country phone call?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30db9652bf4d48e48673778e74a8afb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XIV gained the throne in 1643 and acted increasingly aggressively to force the Huguenots to convert. At first he sent missionaries, backed by a fund to financially reward converts to Catholicism. Then he imposed penalties, closed Huguenot schools and excluded them from favored professions. Escalating, he instituted dragonnades, which included the occupation and looting of Huguenot homes by military troops, in an effort to forcibly convert them. In 1685, he issued the Edict of Fontainebleau, revoking the Edict of Nantes and declaring Protestantism illegal.[citation needed]", "targets": "Who became king in 1643?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30db9652bf4d48e48673778e74a8afb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XIV gained the throne in 1643 and acted increasingly aggressively to force the Huguenots to convert. At first he sent missionaries, backed by a fund to financially reward converts to Catholicism. Then he imposed penalties, closed Huguenot schools and excluded them from favored professions. Escalating, he instituted dragonnades, which included the occupation and looting of Huguenot homes by military troops, in an effort to forcibly convert them. In 1685, he issued the Edict of Fontainebleau, revoking the Edict of Nantes and declaring Protestantism illegal.[citation needed]", "targets": "How did the new king react to the Huguenots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30db9652bf4d48e48673778e74a8afb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XIV gained the throne in 1643 and acted increasingly aggressively to force the Huguenots to convert. At first he sent missionaries, backed by a fund to financially reward converts to Catholicism. Then he imposed penalties, closed Huguenot schools and excluded them from favored professions. Escalating, he instituted dragonnades, which included the occupation and looting of Huguenot homes by military troops, in an effort to forcibly convert them. In 1685, he issued the Edict of Fontainebleau, revoking the Edict of Nantes and declaring Protestantism illegal.[citation needed]", "targets": "What was the king's first approach to the Huguenots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30db9652bf4d48e48673778e74a8afb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XIV gained the throne in 1643 and acted increasingly aggressively to force the Huguenots to convert. At first he sent missionaries, backed by a fund to financially reward converts to Catholicism. Then he imposed penalties, closed Huguenot schools and excluded them from favored professions. Escalating, he instituted dragonnades, which included the occupation and looting of Huguenot homes by military troops, in an effort to forcibly convert them. In 1685, he issued the Edict of Fontainebleau, revoking the Edict of Nantes and declaring Protestantism illegal.[citation needed]", "targets": "What did the king do to regarding Huguenot education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30db9652bf4d48e48673778e74a8afb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis XIV gained the throne in 1643 and acted increasingly aggressively to force the Huguenots to convert. At first he sent missionaries, backed by a fund to financially reward converts to Catholicism. Then he imposed penalties, closed Huguenot schools and excluded them from favored professions. Escalating, he instituted dragonnades, which included the occupation and looting of Huguenot homes by military troops, in an effort to forcibly convert them. In 1685, he issued the Edict of Fontainebleau, revoking the Edict of Nantes and declaring Protestantism illegal.[citation needed]", "targets": "The practice of occupying and looting Huguenot homes was called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885b4a972e494bd1a5b06fd53206d0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatives to pesticides are available and include methods of cultivation, use of biological pest controls (such as pheromones and microbial pesticides), genetic engineering, and methods of interfering with insect breeding. Application of composted yard waste has also been used as a way of controlling pests. These methods are becoming increasingly popular and often are safer than traditional chemical pesticides. In addition, EPA is registering reduced-risk conventional pesticides in increasing numbers.", "targets": "What is one thing that can be used in place of pesticides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885b4a972e494bd1a5b06fd53206d0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatives to pesticides are available and include methods of cultivation, use of biological pest controls (such as pheromones and microbial pesticides), genetic engineering, and methods of interfering with insect breeding. Application of composted yard waste has also been used as a way of controlling pests. These methods are becoming increasingly popular and often are safer than traditional chemical pesticides. In addition, EPA is registering reduced-risk conventional pesticides in increasing numbers.", "targets": "What natural product can be used to control pests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885b4a972e494bd1a5b06fd53206d0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatives to pesticides are available and include methods of cultivation, use of biological pest controls (such as pheromones and microbial pesticides), genetic engineering, and methods of interfering with insect breeding. Application of composted yard waste has also been used as a way of controlling pests. These methods are becoming increasingly popular and often are safer than traditional chemical pesticides. In addition, EPA is registering reduced-risk conventional pesticides in increasing numbers.", "targets": "Why are alternative methods of pest control gaining popularity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885b4a972e494bd1a5b06fd53206d0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatives to pesticides are available and include methods of cultivation, use of biological pest controls (such as pheromones and microbial pesticides), genetic engineering, and methods of interfering with insect breeding. Application of composted yard waste has also been used as a way of controlling pests. These methods are becoming increasingly popular and often are safer than traditional chemical pesticides. In addition, EPA is registering reduced-risk conventional pesticides in increasing numbers.", "targets": "What agency has offered acceptance of safer pesticides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885b4a972e494bd1a5b06fd53206d0dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatives to pesticides are available and include methods of cultivation, use of biological pest controls (such as pheromones and microbial pesticides), genetic engineering, and methods of interfering with insect breeding. Application of composted yard waste has also been used as a way of controlling pests. These methods are becoming increasingly popular and often are safer than traditional chemical pesticides. In addition, EPA is registering reduced-risk conventional pesticides in increasing numbers.", "targets": "What is one non chemical way of dealing with pests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950df01104c74b5e928e76c160c69ce0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The definition of antenna gain or power gain already includes the effect of the antenna's efficiency. Therefore, if one is trying to radiate a signal toward a receiver using a transmitter of a given power, one need only compare the gain of various antennas rather than considering the efficiency as well. This is likewise true for a receiving antenna at very high (especially microwave) frequencies, where the point is to receive a signal which is strong compared to the receiver's noise temperature. However, in the case of a directional antenna used for receiving signals with the intention of rejecting interference from different directions, one is no longer concerned with the antenna efficiency, as discussed above. In this case, rather than quoting the antenna gain, one would be more concerned with the directive gain which does not include the effect of antenna (in)efficiency. The directive gain of an antenna can be computed from the published gain divided by the antenna's efficiency.", "targets": "What else is also known as power gain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950df01104c74b5e928e76c160c69ce0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The definition of antenna gain or power gain already includes the effect of the antenna's efficiency. Therefore, if one is trying to radiate a signal toward a receiver using a transmitter of a given power, one need only compare the gain of various antennas rather than considering the efficiency as well. This is likewise true for a receiving antenna at very high (especially microwave) frequencies, where the point is to receive a signal which is strong compared to the receiver's noise temperature. However, in the case of a directional antenna used for receiving signals with the intention of rejecting interference from different directions, one is no longer concerned with the antenna efficiency, as discussed above. In this case, rather than quoting the antenna gain, one would be more concerned with the directive gain which does not include the effect of antenna (in)efficiency. The directive gain of an antenna can be computed from the published gain divided by the antenna's efficiency.", "targets": "What is used to signal toward a reciever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950df01104c74b5e928e76c160c69ce0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The definition of antenna gain or power gain already includes the effect of the antenna's efficiency. Therefore, if one is trying to radiate a signal toward a receiver using a transmitter of a given power, one need only compare the gain of various antennas rather than considering the efficiency as well. This is likewise true for a receiving antenna at very high (especially microwave) frequencies, where the point is to receive a signal which is strong compared to the receiver's noise temperature. However, in the case of a directional antenna used for receiving signals with the intention of rejecting interference from different directions, one is no longer concerned with the antenna efficiency, as discussed above. In this case, rather than quoting the antenna gain, one would be more concerned with the directive gain which does not include the effect of antenna (in)efficiency. The directive gain of an antenna can be computed from the published gain divided by the antenna's efficiency.", "targets": "Which gain does not iclude the effect of an antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950df01104c74b5e928e76c160c69ce0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The definition of antenna gain or power gain already includes the effect of the antenna's efficiency. Therefore, if one is trying to radiate a signal toward a receiver using a transmitter of a given power, one need only compare the gain of various antennas rather than considering the efficiency as well. This is likewise true for a receiving antenna at very high (especially microwave) frequencies, where the point is to receive a signal which is strong compared to the receiver's noise temperature. However, in the case of a directional antenna used for receiving signals with the intention of rejecting interference from different directions, one is no longer concerned with the antenna efficiency, as discussed above. In this case, rather than quoting the antenna gain, one would be more concerned with the directive gain which does not include the effect of antenna (in)efficiency. The directive gain of an antenna can be computed from the published gain divided by the antenna's efficiency.", "targets": "Wats divided by the antennas efficiency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5068028dbb4361b50854f1fd7045c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is the world's most expensive office market for the last three years according to world property journal (2015) report. As of 2015[update] the residential property in London is worth $2.2 trillion - same value as that of Brazil annual GDP. The city has the highest property prices of any European city according to the Office for National Statistics and the European Office of Statistics. On average the price per square metre in central London is \u20ac24,252 (April 2014). This is higher than the property prices in other G8 European capital cities; Berlin \u20ac3,306, Rome \u20ac6,188 and Paris \u20ac11,229.", "targets": "London's residential property value is equivalent to what nation's GDP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5068028dbb4361b50854f1fd7045c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is the world's most expensive office market for the last three years according to world property journal (2015) report. As of 2015[update] the residential property in London is worth $2.2 trillion - same value as that of Brazil annual GDP. The city has the highest property prices of any European city according to the Office for National Statistics and the European Office of Statistics. On average the price per square metre in central London is \u20ac24,252 (April 2014). This is higher than the property prices in other G8 European capital cities; Berlin \u20ac3,306, Rome \u20ac6,188 and Paris \u20ac11,229.", "targets": "What is the average price of property per square meter in central London as of April 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5068028dbb4361b50854f1fd7045c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is the world's most expensive office market for the last three years according to world property journal (2015) report. As of 2015[update] the residential property in London is worth $2.2 trillion - same value as that of Brazil annual GDP. The city has the highest property prices of any European city according to the Office for National Statistics and the European Office of Statistics. On average the price per square metre in central London is \u20ac24,252 (April 2014). This is higher than the property prices in other G8 European capital cities; Berlin \u20ac3,306, Rome \u20ac6,188 and Paris \u20ac11,229.", "targets": "A World Property Journal report has ranked London as the most expensive office market in the world for how many consecutive years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5068028dbb4361b50854f1fd7045c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is the world's most expensive office market for the last three years according to world property journal (2015) report. As of 2015[update] the residential property in London is worth $2.2 trillion - same value as that of Brazil annual GDP. The city has the highest property prices of any European city according to the Office for National Statistics and the European Office of Statistics. On average the price per square metre in central London is \u20ac24,252 (April 2014). This is higher than the property prices in other G8 European capital cities; Berlin \u20ac3,306, Rome \u20ac6,188 and Paris \u20ac11,229.", "targets": "What city has the highest prices for property in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5068028dbb4361b50854f1fd7045c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is the world's most expensive office market for the last three years according to world property journal (2015) report. As of 2015[update] the residential property in London is worth $2.2 trillion - same value as that of Brazil annual GDP. The city has the highest property prices of any European city according to the Office for National Statistics and the European Office of Statistics. On average the price per square metre in central London is \u20ac24,252 (April 2014). This is higher than the property prices in other G8 European capital cities; Berlin \u20ac3,306, Rome \u20ac6,188 and Paris \u20ac11,229.", "targets": "What is the average property price per square meter in Berlin as of April 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2503e5c1418e4a378947485ec218cfcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1875, with the strengthening of self-rule, the urban and rural districts (Kreise) within each province (sometimes within each governorate) formed a corporation with common tasks and assets (schools, traffic installations, hospitals, cultural institutions, jails etc.) called the Provinzialverband (provincial association). Initially the assemblies of the urban and rural districts elected representatives for the provincial diets (Provinziallandtage), which were thus indirectly elected. As of 1919 the provincial diets (or as to governorate diets, the so-called Kommunallandtage) were directly elected by the citizens of the provinces (or governorates, respectively). These parliaments legislated within the competences transferred to the provincial associations. The provincial diet of East Prussia elected a provincial executive body (government), the provincial committee (Provinzialausschuss), and a head of province, the Landeshauptmann (\"Land Captain\"; till the 1880s titled Landdirektor, land director).", "targets": "What were common task of the corporation formed by the urban and rural districts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2503e5c1418e4a378947485ec218cfcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1875, with the strengthening of self-rule, the urban and rural districts (Kreise) within each province (sometimes within each governorate) formed a corporation with common tasks and assets (schools, traffic installations, hospitals, cultural institutions, jails etc.) called the Provinzialverband (provincial association). Initially the assemblies of the urban and rural districts elected representatives for the provincial diets (Provinziallandtage), which were thus indirectly elected. As of 1919 the provincial diets (or as to governorate diets, the so-called Kommunallandtage) were directly elected by the citizens of the provinces (or governorates, respectively). These parliaments legislated within the competences transferred to the provincial associations. The provincial diet of East Prussia elected a provincial executive body (government), the provincial committee (Provinzialausschuss), and a head of province, the Landeshauptmann (\"Land Captain\"; till the 1880s titled Landdirektor, land director).", "targets": "What was the name of the corporation that looked over common task?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2503e5c1418e4a378947485ec218cfcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1875, with the strengthening of self-rule, the urban and rural districts (Kreise) within each province (sometimes within each governorate) formed a corporation with common tasks and assets (schools, traffic installations, hospitals, cultural institutions, jails etc.) called the Provinzialverband (provincial association). Initially the assemblies of the urban and rural districts elected representatives for the provincial diets (Provinziallandtage), which were thus indirectly elected. As of 1919 the provincial diets (or as to governorate diets, the so-called Kommunallandtage) were directly elected by the citizens of the provinces (or governorates, respectively). These parliaments legislated within the competences transferred to the provincial associations. The provincial diet of East Prussia elected a provincial executive body (government), the provincial committee (Provinzialausschuss), and a head of province, the Landeshauptmann (\"Land Captain\"; till the 1880s titled Landdirektor, land director).", "targets": "What has since happened from 1919 that involve the provincial diets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93f7378f8bd547df8ed0e2b303eba650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the First World War, Plymouth was the port of entry for many troops from around the Empire and also developed as a facility for the manufacture of munitions. Although major units of the Royal Navy moved to the safety of Scapa Flow, Devonport was an important base for escort vessels and repairs. Flying boats operated from Mount Batten.", "targets": "What was the primary base of the Royal navy during World War I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93f7378f8bd547df8ed0e2b303eba650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the First World War, Plymouth was the port of entry for many troops from around the Empire and also developed as a facility for the manufacture of munitions. Although major units of the Royal Navy moved to the safety of Scapa Flow, Devonport was an important base for escort vessels and repairs. Flying boats operated from Mount Batten.", "targets": "What sorts of ships were based in Davenport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93f7378f8bd547df8ed0e2b303eba650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the First World War, Plymouth was the port of entry for many troops from around the Empire and also developed as a facility for the manufacture of munitions. Although major units of the Royal Navy moved to the safety of Scapa Flow, Devonport was an important base for escort vessels and repairs. Flying boats operated from Mount Batten.", "targets": "What location provided a base for flying boats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-983cf8791bd4458ea33cd0a114da44cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Genius, the James Gleick-authored biography, Feynman tried LSD during his professorship at Caltech. Somewhat embarrassed by his actions, he largely sidestepped the issue when dictating his anecdotes; he mentions it in passing in the \"O Americano, Outra Vez\" section, while the \"Altered States\" chapter in Surely You're Joking, Mr. Feynman! describes only marijuana and ketamine experiences at John Lilly's famed sensory deprivation tanks, as a way of studying consciousness. Feynman gave up alcohol when he began to show vague, early signs of alcoholism, as he did not want to do anything that could damage his brain\u2014the same reason given in \"O Americano, Outra Vez\" for his reluctance to experiment with LSD.", "targets": "What substance did Feynman give up later in life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-983cf8791bd4458ea33cd0a114da44cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Genius, the James Gleick-authored biography, Feynman tried LSD during his professorship at Caltech. Somewhat embarrassed by his actions, he largely sidestepped the issue when dictating his anecdotes; he mentions it in passing in the \"O Americano, Outra Vez\" section, while the \"Altered States\" chapter in Surely You're Joking, Mr. Feynman! describes only marijuana and ketamine experiences at John Lilly's famed sensory deprivation tanks, as a way of studying consciousness. Feynman gave up alcohol when he began to show vague, early signs of alcoholism, as he did not want to do anything that could damage his brain\u2014the same reason given in \"O Americano, Outra Vez\" for his reluctance to experiment with LSD.", "targets": "Why did Feynman give up alcohol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-983cf8791bd4458ea33cd0a114da44cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Genius, the James Gleick-authored biography, Feynman tried LSD during his professorship at Caltech. Somewhat embarrassed by his actions, he largely sidestepped the issue when dictating his anecdotes; he mentions it in passing in the \"O Americano, Outra Vez\" section, while the \"Altered States\" chapter in Surely You're Joking, Mr. Feynman! describes only marijuana and ketamine experiences at John Lilly's famed sensory deprivation tanks, as a way of studying consciousness. Feynman gave up alcohol when he began to show vague, early signs of alcoholism, as he did not want to do anything that could damage his brain\u2014the same reason given in \"O Americano, Outra Vez\" for his reluctance to experiment with LSD.", "targets": "Which illicit drug did Feynman try at Caltech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-983cf8791bd4458ea33cd0a114da44cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Genius, the James Gleick-authored biography, Feynman tried LSD during his professorship at Caltech. Somewhat embarrassed by his actions, he largely sidestepped the issue when dictating his anecdotes; he mentions it in passing in the \"O Americano, Outra Vez\" section, while the \"Altered States\" chapter in Surely You're Joking, Mr. Feynman! describes only marijuana and ketamine experiences at John Lilly's famed sensory deprivation tanks, as a way of studying consciousness. Feynman gave up alcohol when he began to show vague, early signs of alcoholism, as he did not want to do anything that could damage his brain\u2014the same reason given in \"O Americano, Outra Vez\" for his reluctance to experiment with LSD.", "targets": "In what book did he talk about his LSD use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a07662022cd4583a1fe332259dffc7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-June 1940, when international attention was focused on the German invasion of France, Soviet NKVD troops raided border posts in Lithuania, Estonia and Latvia. State administrations were liquidated and replaced by Soviet cadres, in which 34,250 Latvians, 75,000 Lithuanians and almost 60,000 Estonians were deported or killed. Elections were held with single pro-Soviet candidates listed for many positions, with resulting peoples assemblies immediately requesting admission into the USSR, which was granted by the Soviet Union. The USSR annexed the whole of Lithuania, including the Scheschupe area, which was to be given to Germany.", "targets": "Who invaded the countries of Lithuania, Estonia and Latvia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a07662022cd4583a1fe332259dffc7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-June 1940, when international attention was focused on the German invasion of France, Soviet NKVD troops raided border posts in Lithuania, Estonia and Latvia. State administrations were liquidated and replaced by Soviet cadres, in which 34,250 Latvians, 75,000 Lithuanians and almost 60,000 Estonians were deported or killed. Elections were held with single pro-Soviet candidates listed for many positions, with resulting peoples assemblies immediately requesting admission into the USSR, which was granted by the Soviet Union. The USSR annexed the whole of Lithuania, including the Scheschupe area, which was to be given to Germany.", "targets": "What region of Lithuania was to be turned over to the Nazis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a07662022cd4583a1fe332259dffc7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-June 1940, when international attention was focused on the German invasion of France, Soviet NKVD troops raided border posts in Lithuania, Estonia and Latvia. State administrations were liquidated and replaced by Soviet cadres, in which 34,250 Latvians, 75,000 Lithuanians and almost 60,000 Estonians were deported or killed. Elections were held with single pro-Soviet candidates listed for many positions, with resulting peoples assemblies immediately requesting admission into the USSR, which was granted by the Soviet Union. The USSR annexed the whole of Lithuania, including the Scheschupe area, which was to be given to Germany.", "targets": "Of the three countries invaded, which lost the least amount of people through deportation or loss of life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a07662022cd4583a1fe332259dffc7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-June 1940, when international attention was focused on the German invasion of France, Soviet NKVD troops raided border posts in Lithuania, Estonia and Latvia. State administrations were liquidated and replaced by Soviet cadres, in which 34,250 Latvians, 75,000 Lithuanians and almost 60,000 Estonians were deported or killed. Elections were held with single pro-Soviet candidates listed for many positions, with resulting peoples assemblies immediately requesting admission into the USSR, which was granted by the Soviet Union. The USSR annexed the whole of Lithuania, including the Scheschupe area, which was to be given to Germany.", "targets": "How did these countries become part of the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3374060ff5e64f428b8b317659b7b6ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her Silver Jubilee in 1977, the crowds and celebrations were genuinely enthusiastic, but in the 1980s, public criticism of the royal family increased, as the personal and working lives of Elizabeth's children came under media scrutiny. Elizabeth's popularity sank to a low point in the 1990s. Under pressure from public opinion, she began to pay income tax for the first time, and Buckingham Palace was opened to the public. Discontent with the monarchy reached its peak on the death of Diana, Princess of Wales, though Elizabeth's personal popularity and support for the monarchy rebounded after her live television broadcast to the world five days after Diana's death.", "targets": "When was Elizabeth's Silver Jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3374060ff5e64f428b8b317659b7b6ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her Silver Jubilee in 1977, the crowds and celebrations were genuinely enthusiastic, but in the 1980s, public criticism of the royal family increased, as the personal and working lives of Elizabeth's children came under media scrutiny. Elizabeth's popularity sank to a low point in the 1990s. Under pressure from public opinion, she began to pay income tax for the first time, and Buckingham Palace was opened to the public. Discontent with the monarchy reached its peak on the death of Diana, Princess of Wales, though Elizabeth's personal popularity and support for the monarchy rebounded after her live television broadcast to the world five days after Diana's death.", "targets": "What increased in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3374060ff5e64f428b8b317659b7b6ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her Silver Jubilee in 1977, the crowds and celebrations were genuinely enthusiastic, but in the 1980s, public criticism of the royal family increased, as the personal and working lives of Elizabeth's children came under media scrutiny. Elizabeth's popularity sank to a low point in the 1990s. Under pressure from public opinion, she began to pay income tax for the first time, and Buckingham Palace was opened to the public. Discontent with the monarchy reached its peak on the death of Diana, Princess of Wales, though Elizabeth's personal popularity and support for the monarchy rebounded after her live television broadcast to the world five days after Diana's death.", "targets": "What was the main subject of public criticism in the 80's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3374060ff5e64f428b8b317659b7b6ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her Silver Jubilee in 1977, the crowds and celebrations were genuinely enthusiastic, but in the 1980s, public criticism of the royal family increased, as the personal and working lives of Elizabeth's children came under media scrutiny. Elizabeth's popularity sank to a low point in the 1990s. Under pressure from public opinion, she began to pay income tax for the first time, and Buckingham Palace was opened to the public. Discontent with the monarchy reached its peak on the death of Diana, Princess of Wales, though Elizabeth's personal popularity and support for the monarchy rebounded after her live television broadcast to the world five days after Diana's death.", "targets": "What attribute of Elizabeth fell to  low in the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3374060ff5e64f428b8b317659b7b6ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her Silver Jubilee in 1977, the crowds and celebrations were genuinely enthusiastic, but in the 1980s, public criticism of the royal family increased, as the personal and working lives of Elizabeth's children came under media scrutiny. Elizabeth's popularity sank to a low point in the 1990s. Under pressure from public opinion, she began to pay income tax for the first time, and Buckingham Palace was opened to the public. Discontent with the monarchy reached its peak on the death of Diana, Princess of Wales, though Elizabeth's personal popularity and support for the monarchy rebounded after her live television broadcast to the world five days after Diana's death.", "targets": "What did Elizabeth start paying in the 1990 s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe8fc1a91614d4a8852deccc839ab5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles \"Wag\" Bennett, one of the judges at the 1966 competition, was impressed with Schwarzenegger and he offered to coach him. As Schwarzenegger had little money, Bennett invited him to stay in his crowded family home above one of his two gyms in Forest Gate, London, England. Yorton's leg definition had been judged superior, and Schwarzenegger, under a training program devised by Bennett, concentrated on improving the muscle definition and power in his legs. Staying in the East End of London helped Schwarzenegger improve his rudimentary grasp of the English language. Also in 1966, Schwarzenegger had the opportunity to meet childhood idol Reg Park, who became his friend and mentor. The training paid off and, in 1967, Schwarzenegger won the title for the first time, becoming the youngest ever Mr. Universe at the age of 20. He would go on to win the title a further three times. Schwarzenegger then flew back to Munich, training for four to six hours daily, attending business school and working in a health club (Rolf Putziger's gym where he worked and trained from 1966\u20131968), returning in 1968 to London to win his next Mr. Universe title. He frequently told Roger C. Field, his English coach and friend in Munich at that time, \"I'm going to become the greatest actor!\"", "targets": "Which of the bodybuilders Schwarzenegger idolized as a kid did he meet in 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe8fc1a91614d4a8852deccc839ab5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles \"Wag\" Bennett, one of the judges at the 1966 competition, was impressed with Schwarzenegger and he offered to coach him. As Schwarzenegger had little money, Bennett invited him to stay in his crowded family home above one of his two gyms in Forest Gate, London, England. Yorton's leg definition had been judged superior, and Schwarzenegger, under a training program devised by Bennett, concentrated on improving the muscle definition and power in his legs. Staying in the East End of London helped Schwarzenegger improve his rudimentary grasp of the English language. Also in 1966, Schwarzenegger had the opportunity to meet childhood idol Reg Park, who became his friend and mentor. The training paid off and, in 1967, Schwarzenegger won the title for the first time, becoming the youngest ever Mr. Universe at the age of 20. He would go on to win the title a further three times. Schwarzenegger then flew back to Munich, training for four to six hours daily, attending business school and working in a health club (Rolf Putziger's gym where he worked and trained from 1966\u20131968), returning in 1968 to London to win his next Mr. Universe title. He frequently told Roger C. Field, his English coach and friend in Munich at that time, \"I'm going to become the greatest actor!\"", "targets": "Which part of his body did Schwarzenegger work to develop with Coach Bennett?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe8fc1a91614d4a8852deccc839ab5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles \"Wag\" Bennett, one of the judges at the 1966 competition, was impressed with Schwarzenegger and he offered to coach him. As Schwarzenegger had little money, Bennett invited him to stay in his crowded family home above one of his two gyms in Forest Gate, London, England. Yorton's leg definition had been judged superior, and Schwarzenegger, under a training program devised by Bennett, concentrated on improving the muscle definition and power in his legs. Staying in the East End of London helped Schwarzenegger improve his rudimentary grasp of the English language. Also in 1966, Schwarzenegger had the opportunity to meet childhood idol Reg Park, who became his friend and mentor. The training paid off and, in 1967, Schwarzenegger won the title for the first time, becoming the youngest ever Mr. Universe at the age of 20. He would go on to win the title a further three times. Schwarzenegger then flew back to Munich, training for four to six hours daily, attending business school and working in a health club (Rolf Putziger's gym where he worked and trained from 1966\u20131968), returning in 1968 to London to win his next Mr. Universe title. He frequently told Roger C. Field, his English coach and friend in Munich at that time, \"I'm going to become the greatest actor!\"", "targets": "How many total times has Schwarzenegger won the Mr. Universe title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffe8fc1a91614d4a8852deccc839ab5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles \"Wag\" Bennett, one of the judges at the 1966 competition, was impressed with Schwarzenegger and he offered to coach him. As Schwarzenegger had little money, Bennett invited him to stay in his crowded family home above one of his two gyms in Forest Gate, London, England. Yorton's leg definition had been judged superior, and Schwarzenegger, under a training program devised by Bennett, concentrated on improving the muscle definition and power in his legs. Staying in the East End of London helped Schwarzenegger improve his rudimentary grasp of the English language. Also in 1966, Schwarzenegger had the opportunity to meet childhood idol Reg Park, who became his friend and mentor. The training paid off and, in 1967, Schwarzenegger won the title for the first time, becoming the youngest ever Mr. Universe at the age of 20. He would go on to win the title a further three times. Schwarzenegger then flew back to Munich, training for four to six hours daily, attending business school and working in a health club (Rolf Putziger's gym where he worked and trained from 1966\u20131968), returning in 1968 to London to win his next Mr. Universe title. He frequently told Roger C. Field, his English coach and friend in Munich at that time, \"I'm going to become the greatest actor!\"", "targets": "Who owned the gym Schwarzenegger worked in during the late sixties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7889b8a18884740be95d8111270e71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many components of the immune system are typically cellular in nature and not associated with any specific organ; but rather are embedded or circulating in various tissues located throughout the body.", "targets": "The structure of immune system components can be described as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7889b8a18884740be95d8111270e71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many components of the immune system are typically cellular in nature and not associated with any specific organ; but rather are embedded or circulating in various tissues located throughout the body.", "targets": "Are immune tissues typically fixed with specific organs usually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7889b8a18884740be95d8111270e71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many components of the immune system are typically cellular in nature and not associated with any specific organ; but rather are embedded or circulating in various tissues located throughout the body.", "targets": "What is one way the cellular structures of the immune system are housed in the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7889b8a18884740be95d8111270e71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many components of the immune system are typically cellular in nature and not associated with any specific organ; but rather are embedded or circulating in various tissues located throughout the body.", "targets": "What is another way these tissues are housed within the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fe4b370eea74f4799ec7bc070e78218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before going to Iberia, Napoleon decided to address several lingering issues with the Russians. At the Congress of Erfurt in October 1808, Napoleon hoped to keep Russia on his side during the upcoming struggle in Spain and during any potential conflict against Austria. The two sides reached an agreement, the Erfurt Convention, that called upon Britain to cease its war against France, that recognized the Russian conquest of Finland from Sweden, and that affirmed Russian support for France in a possible war against Austria \"to the best of its ability.\" Napoleon then returned to France and prepared for war. The Grande Arm\u00e9e, under the Emperor's personal command, rapidly crossed the Ebro River in November 1808 and inflicted a series of crushing defeats against the Spanish forces. After clearing the last Spanish force guarding the capital at Somosierra, Napoleon entered Madrid on 4 December with 80,000 troops. He then unleashed his soldiers against Moore and the British forces. The British were swiftly driven to the coast, and they withdrew from Spain entirely after a last stand at the Battle of Corunna in January 1809.", "targets": "At which 1808 meeting did Napoleon attempt to keep the Russians on his side for future conflicts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fe4b370eea74f4799ec7bc070e78218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before going to Iberia, Napoleon decided to address several lingering issues with the Russians. At the Congress of Erfurt in October 1808, Napoleon hoped to keep Russia on his side during the upcoming struggle in Spain and during any potential conflict against Austria. The two sides reached an agreement, the Erfurt Convention, that called upon Britain to cease its war against France, that recognized the Russian conquest of Finland from Sweden, and that affirmed Russian support for France in a possible war against Austria \"to the best of its ability.\" Napoleon then returned to France and prepared for war. The Grande Arm\u00e9e, under the Emperor's personal command, rapidly crossed the Ebro River in November 1808 and inflicted a series of crushing defeats against the Spanish forces. After clearing the last Spanish force guarding the capital at Somosierra, Napoleon entered Madrid on 4 December with 80,000 troops. He then unleashed his soldiers against Moore and the British forces. The British were swiftly driven to the coast, and they withdrew from Spain entirely after a last stand at the Battle of Corunna in January 1809.", "targets": "In what year was the Congress of Erfurt held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fe4b370eea74f4799ec7bc070e78218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before going to Iberia, Napoleon decided to address several lingering issues with the Russians. At the Congress of Erfurt in October 1808, Napoleon hoped to keep Russia on his side during the upcoming struggle in Spain and during any potential conflict against Austria. The two sides reached an agreement, the Erfurt Convention, that called upon Britain to cease its war against France, that recognized the Russian conquest of Finland from Sweden, and that affirmed Russian support for France in a possible war against Austria \"to the best of its ability.\" Napoleon then returned to France and prepared for war. The Grande Arm\u00e9e, under the Emperor's personal command, rapidly crossed the Ebro River in November 1808 and inflicted a series of crushing defeats against the Spanish forces. After clearing the last Spanish force guarding the capital at Somosierra, Napoleon entered Madrid on 4 December with 80,000 troops. He then unleashed his soldiers against Moore and the British forces. The British were swiftly driven to the coast, and they withdrew from Spain entirely after a last stand at the Battle of Corunna in January 1809.", "targets": "The Erfurt Convention insisted that Britain stop war against which nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fe4b370eea74f4799ec7bc070e78218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before going to Iberia, Napoleon decided to address several lingering issues with the Russians. At the Congress of Erfurt in October 1808, Napoleon hoped to keep Russia on his side during the upcoming struggle in Spain and during any potential conflict against Austria. The two sides reached an agreement, the Erfurt Convention, that called upon Britain to cease its war against France, that recognized the Russian conquest of Finland from Sweden, and that affirmed Russian support for France in a possible war against Austria \"to the best of its ability.\" Napoleon then returned to France and prepared for war. The Grande Arm\u00e9e, under the Emperor's personal command, rapidly crossed the Ebro River in November 1808 and inflicted a series of crushing defeats against the Spanish forces. After clearing the last Spanish force guarding the capital at Somosierra, Napoleon entered Madrid on 4 December with 80,000 troops. He then unleashed his soldiers against Moore and the British forces. The British were swiftly driven to the coast, and they withdrew from Spain entirely after a last stand at the Battle of Corunna in January 1809.", "targets": "The Erfurt Convention recognized the Russian takeover of which formerly Swedish possession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fe4b370eea74f4799ec7bc070e78218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before going to Iberia, Napoleon decided to address several lingering issues with the Russians. At the Congress of Erfurt in October 1808, Napoleon hoped to keep Russia on his side during the upcoming struggle in Spain and during any potential conflict against Austria. The two sides reached an agreement, the Erfurt Convention, that called upon Britain to cease its war against France, that recognized the Russian conquest of Finland from Sweden, and that affirmed Russian support for France in a possible war against Austria \"to the best of its ability.\" Napoleon then returned to France and prepared for war. The Grande Arm\u00e9e, under the Emperor's personal command, rapidly crossed the Ebro River in November 1808 and inflicted a series of crushing defeats against the Spanish forces. After clearing the last Spanish force guarding the capital at Somosierra, Napoleon entered Madrid on 4 December with 80,000 troops. He then unleashed his soldiers against Moore and the British forces. The British were swiftly driven to the coast, and they withdrew from Spain entirely after a last stand at the Battle of Corunna in January 1809.", "targets": "When was the Battle of Corunna fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bcd15ef280f464c872c7ebd3134640a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazil's Atlantic Forest is considered one such hotspot, containing roughly 20,000 plant species, 1,350 vertebrates, and millions of insects, about half of which occur nowhere else.[citation needed] The island of Madagascar and India are also particularly notable. Colombia is characterized by high biodiversity, with the highest rate of species by area unit worldwide and it has the largest number of endemics (species that are not found naturally anywhere else) of any country. About 10% of the species of the Earth can be found in Colombia, including over 1,900 species of bird, more than in Europe and North America combined, Colombia has 10% of the world\u2019s mammals species, 14% of the amphibian species, and 18% of the bird species of the world. Madagascar dry deciduous forests and lowland rainforests possess a high ratio of endemism.[citation needed] Since the island separated from mainland Africa 66 million years ago, many species and ecosystems have evolved independently.[citation needed] Indonesia's 17,000 islands cover 735,355 square miles (1,904,560 km2) and contain 10% of the world's flowering plants, 12% of mammals, and 17% of reptiles, amphibians and birds\u2014along with nearly 240 million people. Many regions of high biodiversity and/or endemism arise from specialized habitats which require unusual adaptations, for example, alpine environments in high mountains, or Northern European peat bogs.[citation needed]", "targets": "How many plant species does Brazil's Atlantic Forest contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bcd15ef280f464c872c7ebd3134640a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazil's Atlantic Forest is considered one such hotspot, containing roughly 20,000 plant species, 1,350 vertebrates, and millions of insects, about half of which occur nowhere else.[citation needed] The island of Madagascar and India are also particularly notable. Colombia is characterized by high biodiversity, with the highest rate of species by area unit worldwide and it has the largest number of endemics (species that are not found naturally anywhere else) of any country. About 10% of the species of the Earth can be found in Colombia, including over 1,900 species of bird, more than in Europe and North America combined, Colombia has 10% of the world\u2019s mammals species, 14% of the amphibian species, and 18% of the bird species of the world. Madagascar dry deciduous forests and lowland rainforests possess a high ratio of endemism.[citation needed] Since the island separated from mainland Africa 66 million years ago, many species and ecosystems have evolved independently.[citation needed] Indonesia's 17,000 islands cover 735,355 square miles (1,904,560 km2) and contain 10% of the world's flowering plants, 12% of mammals, and 17% of reptiles, amphibians and birds\u2014along with nearly 240 million people. Many regions of high biodiversity and/or endemism arise from specialized habitats which require unusual adaptations, for example, alpine environments in high mountains, or Northern European peat bogs.[citation needed]", "targets": "How many vertebrates does Brazil's Atlantic Forest contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bcd15ef280f464c872c7ebd3134640a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazil's Atlantic Forest is considered one such hotspot, containing roughly 20,000 plant species, 1,350 vertebrates, and millions of insects, about half of which occur nowhere else.[citation needed] The island of Madagascar and India are also particularly notable. Colombia is characterized by high biodiversity, with the highest rate of species by area unit worldwide and it has the largest number of endemics (species that are not found naturally anywhere else) of any country. About 10% of the species of the Earth can be found in Colombia, including over 1,900 species of bird, more than in Europe and North America combined, Colombia has 10% of the world\u2019s mammals species, 14% of the amphibian species, and 18% of the bird species of the world. Madagascar dry deciduous forests and lowland rainforests possess a high ratio of endemism.[citation needed] Since the island separated from mainland Africa 66 million years ago, many species and ecosystems have evolved independently.[citation needed] Indonesia's 17,000 islands cover 735,355 square miles (1,904,560 km2) and contain 10% of the world's flowering plants, 12% of mammals, and 17% of reptiles, amphibians and birds\u2014along with nearly 240 million people. Many regions of high biodiversity and/or endemism arise from specialized habitats which require unusual adaptations, for example, alpine environments in high mountains, or Northern European peat bogs.[citation needed]", "targets": "Which country has the highest rate of species by area unit worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bcd15ef280f464c872c7ebd3134640a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazil's Atlantic Forest is considered one such hotspot, containing roughly 20,000 plant species, 1,350 vertebrates, and millions of insects, about half of which occur nowhere else.[citation needed] The island of Madagascar and India are also particularly notable. Colombia is characterized by high biodiversity, with the highest rate of species by area unit worldwide and it has the largest number of endemics (species that are not found naturally anywhere else) of any country. About 10% of the species of the Earth can be found in Colombia, including over 1,900 species of bird, more than in Europe and North America combined, Colombia has 10% of the world\u2019s mammals species, 14% of the amphibian species, and 18% of the bird species of the world. Madagascar dry deciduous forests and lowland rainforests possess a high ratio of endemism.[citation needed] Since the island separated from mainland Africa 66 million years ago, many species and ecosystems have evolved independently.[citation needed] Indonesia's 17,000 islands cover 735,355 square miles (1,904,560 km2) and contain 10% of the world's flowering plants, 12% of mammals, and 17% of reptiles, amphibians and birds\u2014along with nearly 240 million people. Many regions of high biodiversity and/or endemism arise from specialized habitats which require unusual adaptations, for example, alpine environments in high mountains, or Northern European peat bogs.[citation needed]", "targets": "Which country has about 10% of the species on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bcd15ef280f464c872c7ebd3134640a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazil's Atlantic Forest is considered one such hotspot, containing roughly 20,000 plant species, 1,350 vertebrates, and millions of insects, about half of which occur nowhere else.[citation needed] The island of Madagascar and India are also particularly notable. Colombia is characterized by high biodiversity, with the highest rate of species by area unit worldwide and it has the largest number of endemics (species that are not found naturally anywhere else) of any country. About 10% of the species of the Earth can be found in Colombia, including over 1,900 species of bird, more than in Europe and North America combined, Colombia has 10% of the world\u2019s mammals species, 14% of the amphibian species, and 18% of the bird species of the world. Madagascar dry deciduous forests and lowland rainforests possess a high ratio of endemism.[citation needed] Since the island separated from mainland Africa 66 million years ago, many species and ecosystems have evolved independently.[citation needed] Indonesia's 17,000 islands cover 735,355 square miles (1,904,560 km2) and contain 10% of the world's flowering plants, 12% of mammals, and 17% of reptiles, amphibians and birds\u2014along with nearly 240 million people. Many regions of high biodiversity and/or endemism arise from specialized habitats which require unusual adaptations, for example, alpine environments in high mountains, or Northern European peat bogs.[citation needed]", "targets": "What island separated from mainland Africa 66 million years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfbedaa5ddfc40d18eb7cc65c495f461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Continental Portugal's 89,015 km2 (34,369 sq mi) territory is serviced by four international airports located near the principal cities of Lisbon, Porto, Faro and Beja. Lisbon's geographical position makes it a stopover for many foreign airlines at several airports within the country. The primary flag-carrier is TAP Portugal, although many other domestic airlines provide services within and without the country. The government decided to build a new airport outside Lisbon, in Alcochete, to replace Lisbon Portela Airport, though this plan has been stalled due to the austerity. Currently, the most important airports are in Lisbon, Porto, Faro, Funchal (Madeira), and Ponta Delgada (Azores), managed by the national airport authority group ANA \u2013 Aeroportos de Portugal.", "targets": "How much land does the Continental Portugal cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfbedaa5ddfc40d18eb7cc65c495f461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Continental Portugal's 89,015 km2 (34,369 sq mi) territory is serviced by four international airports located near the principal cities of Lisbon, Porto, Faro and Beja. Lisbon's geographical position makes it a stopover for many foreign airlines at several airports within the country. The primary flag-carrier is TAP Portugal, although many other domestic airlines provide services within and without the country. The government decided to build a new airport outside Lisbon, in Alcochete, to replace Lisbon Portela Airport, though this plan has been stalled due to the austerity. Currently, the most important airports are in Lisbon, Porto, Faro, Funchal (Madeira), and Ponta Delgada (Azores), managed by the national airport authority group ANA \u2013 Aeroportos de Portugal.", "targets": "How many national airports does Portugal have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfbedaa5ddfc40d18eb7cc65c495f461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Continental Portugal's 89,015 km2 (34,369 sq mi) territory is serviced by four international airports located near the principal cities of Lisbon, Porto, Faro and Beja. Lisbon's geographical position makes it a stopover for many foreign airlines at several airports within the country. The primary flag-carrier is TAP Portugal, although many other domestic airlines provide services within and without the country. The government decided to build a new airport outside Lisbon, in Alcochete, to replace Lisbon Portela Airport, though this plan has been stalled due to the austerity. Currently, the most important airports are in Lisbon, Porto, Faro, Funchal (Madeira), and Ponta Delgada (Azores), managed by the national airport authority group ANA \u2013 Aeroportos de Portugal.", "targets": "Near what cities are the Portuguese airports located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfbedaa5ddfc40d18eb7cc65c495f461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Continental Portugal's 89,015 km2 (34,369 sq mi) territory is serviced by four international airports located near the principal cities of Lisbon, Porto, Faro and Beja. Lisbon's geographical position makes it a stopover for many foreign airlines at several airports within the country. The primary flag-carrier is TAP Portugal, although many other domestic airlines provide services within and without the country. The government decided to build a new airport outside Lisbon, in Alcochete, to replace Lisbon Portela Airport, though this plan has been stalled due to the austerity. Currently, the most important airports are in Lisbon, Porto, Faro, Funchal (Madeira), and Ponta Delgada (Azores), managed by the national airport authority group ANA \u2013 Aeroportos de Portugal.", "targets": "Why is Lisbon a popular stopover for many foreign airlines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfbedaa5ddfc40d18eb7cc65c495f461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Continental Portugal's 89,015 km2 (34,369 sq mi) territory is serviced by four international airports located near the principal cities of Lisbon, Porto, Faro and Beja. Lisbon's geographical position makes it a stopover for many foreign airlines at several airports within the country. The primary flag-carrier is TAP Portugal, although many other domestic airlines provide services within and without the country. The government decided to build a new airport outside Lisbon, in Alcochete, to replace Lisbon Portela Airport, though this plan has been stalled due to the austerity. Currently, the most important airports are in Lisbon, Porto, Faro, Funchal (Madeira), and Ponta Delgada (Azores), managed by the national airport authority group ANA \u2013 Aeroportos de Portugal.", "targets": "What is the primary flag-carrier in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22de976e8ac747b18182bb88a11fa379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word Ottoman is a historical anglicisation of the name of Osman I, the founder of the Empire and of the ruling House of Osman (also known as the Ottoman dynasty). Osman's name in turn was derived from the Persian form of the name \u02bfUthm\u0101n \u0639\u062b\u0645\u0627\u0646 of ultimately Arabic origin. In Ottoman Turkish, the empire was referred to as Devlet-i \u02bfAliyye-yi \u02bfOsm\u00e2niyye (\u062f\u064e\u0648\u0652\u0644\u064e\u062a\u0650 \u0639\u064e\u0644\u0650\u064a\u0651\u0647\u0654 \u0639\u064f\u062b\u0645\u064e\u0627\u0646\u0650\u06cc\u0651\u0647), (literally \"The Supreme State of the Ottomans\") or alternatively Osmanl\u0131 Devleti (\u0639\u062b\u0645\u0627\u0646\u0644\u0649 \u062f\u0648\u0644\u062a\u0649).[dn 5] In Modern Turkish, it is known as Osmanl\u0131 \u0130mparatorlu\u011fu (\"Ottoman Empire\") or Osmanl\u0131 Devleti (\"The Ottoman State\").", "targets": "An anglicization of the name Osman I results in what word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22de976e8ac747b18182bb88a11fa379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word Ottoman is a historical anglicisation of the name of Osman I, the founder of the Empire and of the ruling House of Osman (also known as the Ottoman dynasty). Osman's name in turn was derived from the Persian form of the name \u02bfUthm\u0101n \u0639\u062b\u0645\u0627\u0646 of ultimately Arabic origin. In Ottoman Turkish, the empire was referred to as Devlet-i \u02bfAliyye-yi \u02bfOsm\u00e2niyye (\u062f\u064e\u0648\u0652\u0644\u064e\u062a\u0650 \u0639\u064e\u0644\u0650\u064a\u0651\u0647\u0654 \u0639\u064f\u062b\u0645\u064e\u0627\u0646\u0650\u06cc\u0651\u0647), (literally \"The Supreme State of the Ottomans\") or alternatively Osmanl\u0131 Devleti (\u0639\u062b\u0645\u0627\u0646\u0644\u0649 \u062f\u0648\u0644\u062a\u0649).[dn 5] In Modern Turkish, it is known as Osmanl\u0131 \u0130mparatorlu\u011fu (\"Ottoman Empire\") or Osmanl\u0131 Devleti (\"The Ottoman State\").", "targets": "What house was the founder of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22de976e8ac747b18182bb88a11fa379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word Ottoman is a historical anglicisation of the name of Osman I, the founder of the Empire and of the ruling House of Osman (also known as the Ottoman dynasty). Osman's name in turn was derived from the Persian form of the name \u02bfUthm\u0101n \u0639\u062b\u0645\u0627\u0646 of ultimately Arabic origin. In Ottoman Turkish, the empire was referred to as Devlet-i \u02bfAliyye-yi \u02bfOsm\u00e2niyye (\u062f\u064e\u0648\u0652\u0644\u064e\u062a\u0650 \u0639\u064e\u0644\u0650\u064a\u0651\u0647\u0654 \u0639\u064f\u062b\u0645\u064e\u0627\u0646\u0650\u06cc\u0651\u0647), (literally \"The Supreme State of the Ottomans\") or alternatively Osmanl\u0131 Devleti (\u0639\u062b\u0645\u0627\u0646\u0644\u0649 \u062f\u0648\u0644\u062a\u0649).[dn 5] In Modern Turkish, it is known as Osmanl\u0131 \u0130mparatorlu\u011fu (\"Ottoman Empire\") or Osmanl\u0131 Devleti (\"The Ottoman State\").", "targets": "What was another name for the Ottoman Dynasty? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22de976e8ac747b18182bb88a11fa379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word Ottoman is a historical anglicisation of the name of Osman I, the founder of the Empire and of the ruling House of Osman (also known as the Ottoman dynasty). Osman's name in turn was derived from the Persian form of the name \u02bfUthm\u0101n \u0639\u062b\u0645\u0627\u0646 of ultimately Arabic origin. In Ottoman Turkish, the empire was referred to as Devlet-i \u02bfAliyye-yi \u02bfOsm\u00e2niyye (\u062f\u064e\u0648\u0652\u0644\u064e\u062a\u0650 \u0639\u064e\u0644\u0650\u064a\u0651\u0647\u0654 \u0639\u064f\u062b\u0645\u064e\u0627\u0646\u0650\u06cc\u0651\u0647), (literally \"The Supreme State of the Ottomans\") or alternatively Osmanl\u0131 Devleti (\u0639\u062b\u0645\u0627\u0646\u0644\u0649 \u062f\u0648\u0644\u062a\u0649).[dn 5] In Modern Turkish, it is known as Osmanl\u0131 \u0130mparatorlu\u011fu (\"Ottoman Empire\") or Osmanl\u0131 Devleti (\"The Ottoman State\").", "targets": "What is the origin of Osman's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22de976e8ac747b18182bb88a11fa379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word Ottoman is a historical anglicisation of the name of Osman I, the founder of the Empire and of the ruling House of Osman (also known as the Ottoman dynasty). Osman's name in turn was derived from the Persian form of the name \u02bfUthm\u0101n \u0639\u062b\u0645\u0627\u0646 of ultimately Arabic origin. In Ottoman Turkish, the empire was referred to as Devlet-i \u02bfAliyye-yi \u02bfOsm\u00e2niyye (\u062f\u064e\u0648\u0652\u0644\u064e\u062a\u0650 \u0639\u064e\u0644\u0650\u064a\u0651\u0647\u0654 \u0639\u064f\u062b\u0645\u064e\u0627\u0646\u0650\u06cc\u0651\u0647), (literally \"The Supreme State of the Ottomans\") or alternatively Osmanl\u0131 Devleti (\u0639\u062b\u0645\u0627\u0646\u0644\u0649 \u062f\u0648\u0644\u062a\u0649).[dn 5] In Modern Turkish, it is known as Osmanl\u0131 \u0130mparatorlu\u011fu (\"Ottoman Empire\") or Osmanl\u0131 Devleti (\"The Ottoman State\").", "targets": "In a literal sense what was the Ottoman empire referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305dbd5acbc74893953dbd2a665cac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For his second album, Late Registration (2005), he collaborated with film score composer Jon Brion and drew influence from non-rap influences such as English trip hop group Portishead. Blending West's primary soulful hip hop production with Brion's elaborate chamber pop orchestration, the album experimentally incorporated a wide array of different genres and prominent orchestral elements, including string arrangements, piano chords, brass flecks, and horn riffs among other symphonic instrumentation. It also incorporated a myriad of foreign and vintage instruments not typical in popular music, let alone hip hop, such as a celesta, harpsichord, Chamberlin, CS-80 analog synthesizer, Chinese bells and berimbau, vibraphones, and marimba. Rolling Stone described Late Registration as West claiming \"the whole world of music as hip-hop turf\" chronicling the album as \"his mad quest to explode every clich\u00e9 about hip-hop identity.\" Critic Robert Christgau wrote that \"there's never been hip-hop so complex and subtle musically.\" For a period of time, Kanye West stood as the sole current pop star to tour with a string section, as audible on his 2006 live album Late Orchestration.", "targets": "What composer did Kanye collaborate with for his second record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305dbd5acbc74893953dbd2a665cac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For his second album, Late Registration (2005), he collaborated with film score composer Jon Brion and drew influence from non-rap influences such as English trip hop group Portishead. Blending West's primary soulful hip hop production with Brion's elaborate chamber pop orchestration, the album experimentally incorporated a wide array of different genres and prominent orchestral elements, including string arrangements, piano chords, brass flecks, and horn riffs among other symphonic instrumentation. It also incorporated a myriad of foreign and vintage instruments not typical in popular music, let alone hip hop, such as a celesta, harpsichord, Chamberlin, CS-80 analog synthesizer, Chinese bells and berimbau, vibraphones, and marimba. Rolling Stone described Late Registration as West claiming \"the whole world of music as hip-hop turf\" chronicling the album as \"his mad quest to explode every clich\u00e9 about hip-hop identity.\" Critic Robert Christgau wrote that \"there's never been hip-hop so complex and subtle musically.\" For a period of time, Kanye West stood as the sole current pop star to tour with a string section, as audible on his 2006 live album Late Orchestration.", "targets": "What classical elements did Brion bring to the production of Kanye's album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305dbd5acbc74893953dbd2a665cac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For his second album, Late Registration (2005), he collaborated with film score composer Jon Brion and drew influence from non-rap influences such as English trip hop group Portishead. Blending West's primary soulful hip hop production with Brion's elaborate chamber pop orchestration, the album experimentally incorporated a wide array of different genres and prominent orchestral elements, including string arrangements, piano chords, brass flecks, and horn riffs among other symphonic instrumentation. It also incorporated a myriad of foreign and vintage instruments not typical in popular music, let alone hip hop, such as a celesta, harpsichord, Chamberlin, CS-80 analog synthesizer, Chinese bells and berimbau, vibraphones, and marimba. Rolling Stone described Late Registration as West claiming \"the whole world of music as hip-hop turf\" chronicling the album as \"his mad quest to explode every clich\u00e9 about hip-hop identity.\" Critic Robert Christgau wrote that \"there's never been hip-hop so complex and subtle musically.\" For a period of time, Kanye West stood as the sole current pop star to tour with a string section, as audible on his 2006 live album Late Orchestration.", "targets": "What sort of orchestra did Kanye tour with while promoting his second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305dbd5acbc74893953dbd2a665cac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For his second album, Late Registration (2005), he collaborated with film score composer Jon Brion and drew influence from non-rap influences such as English trip hop group Portishead. Blending West's primary soulful hip hop production with Brion's elaborate chamber pop orchestration, the album experimentally incorporated a wide array of different genres and prominent orchestral elements, including string arrangements, piano chords, brass flecks, and horn riffs among other symphonic instrumentation. It also incorporated a myriad of foreign and vintage instruments not typical in popular music, let alone hip hop, such as a celesta, harpsichord, Chamberlin, CS-80 analog synthesizer, Chinese bells and berimbau, vibraphones, and marimba. Rolling Stone described Late Registration as West claiming \"the whole world of music as hip-hop turf\" chronicling the album as \"his mad quest to explode every clich\u00e9 about hip-hop identity.\" Critic Robert Christgau wrote that \"there's never been hip-hop so complex and subtle musically.\" For a period of time, Kanye West stood as the sole current pop star to tour with a string section, as audible on his 2006 live album Late Orchestration.", "targets": "What composer did Kanye West work with for his second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305dbd5acbc74893953dbd2a665cac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For his second album, Late Registration (2005), he collaborated with film score composer Jon Brion and drew influence from non-rap influences such as English trip hop group Portishead. Blending West's primary soulful hip hop production with Brion's elaborate chamber pop orchestration, the album experimentally incorporated a wide array of different genres and prominent orchestral elements, including string arrangements, piano chords, brass flecks, and horn riffs among other symphonic instrumentation. It also incorporated a myriad of foreign and vintage instruments not typical in popular music, let alone hip hop, such as a celesta, harpsichord, Chamberlin, CS-80 analog synthesizer, Chinese bells and berimbau, vibraphones, and marimba. Rolling Stone described Late Registration as West claiming \"the whole world of music as hip-hop turf\" chronicling the album as \"his mad quest to explode every clich\u00e9 about hip-hop identity.\" Critic Robert Christgau wrote that \"there's never been hip-hop so complex and subtle musically.\" For a period of time, Kanye West stood as the sole current pop star to tour with a string section, as audible on his 2006 live album Late Orchestration.", "targets": "What English trip-hop group helped influence Kanye on his second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02715d7baaf64169886db8d362dc51fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's mass of 1.0243\u00d71026 kg, is intermediate between Earth and the larger gas giants: it is 17 times that of Earth but just 1/19th that of Jupiter.[d] Its gravity at 1 bar is 11.15 m/s2, 1.14 times the surface gravity of Earth, and surpassed only by Jupiter. Neptune's equatorial radius of 24,764 km is nearly four times that of Earth. Neptune, like Uranus, is an ice giant, a subclass of giant planet, due to their smaller size and higher concentrations of volatiles relative to Jupiter and Saturn. In the search for extrasolar planets, Neptune has been used as a metonym: discovered bodies of similar mass are often referred to as \"Neptunes\", just as scientists refer to various extrasolar bodies as \"Jupiters\".", "targets": "What is Neptune's mass? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02715d7baaf64169886db8d362dc51fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's mass of 1.0243\u00d71026 kg, is intermediate between Earth and the larger gas giants: it is 17 times that of Earth but just 1/19th that of Jupiter.[d] Its gravity at 1 bar is 11.15 m/s2, 1.14 times the surface gravity of Earth, and surpassed only by Jupiter. Neptune's equatorial radius of 24,764 km is nearly four times that of Earth. Neptune, like Uranus, is an ice giant, a subclass of giant planet, due to their smaller size and higher concentrations of volatiles relative to Jupiter and Saturn. In the search for extrasolar planets, Neptune has been used as a metonym: discovered bodies of similar mass are often referred to as \"Neptunes\", just as scientists refer to various extrasolar bodies as \"Jupiters\".", "targets": "How much more mass does Neptune have compared to Earth? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02715d7baaf64169886db8d362dc51fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's mass of 1.0243\u00d71026 kg, is intermediate between Earth and the larger gas giants: it is 17 times that of Earth but just 1/19th that of Jupiter.[d] Its gravity at 1 bar is 11.15 m/s2, 1.14 times the surface gravity of Earth, and surpassed only by Jupiter. Neptune's equatorial radius of 24,764 km is nearly four times that of Earth. Neptune, like Uranus, is an ice giant, a subclass of giant planet, due to their smaller size and higher concentrations of volatiles relative to Jupiter and Saturn. In the search for extrasolar planets, Neptune has been used as a metonym: discovered bodies of similar mass are often referred to as \"Neptunes\", just as scientists refer to various extrasolar bodies as \"Jupiters\".", "targets": "What is Neptune's gravity at 1 bar? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02715d7baaf64169886db8d362dc51fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's mass of 1.0243\u00d71026 kg, is intermediate between Earth and the larger gas giants: it is 17 times that of Earth but just 1/19th that of Jupiter.[d] Its gravity at 1 bar is 11.15 m/s2, 1.14 times the surface gravity of Earth, and surpassed only by Jupiter. Neptune's equatorial radius of 24,764 km is nearly four times that of Earth. Neptune, like Uranus, is an ice giant, a subclass of giant planet, due to their smaller size and higher concentrations of volatiles relative to Jupiter and Saturn. In the search for extrasolar planets, Neptune has been used as a metonym: discovered bodies of similar mass are often referred to as \"Neptunes\", just as scientists refer to various extrasolar bodies as \"Jupiters\".", "targets": "What is Neptune's equatorial radius? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02715d7baaf64169886db8d362dc51fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neptune's mass of 1.0243\u00d71026 kg, is intermediate between Earth and the larger gas giants: it is 17 times that of Earth but just 1/19th that of Jupiter.[d] Its gravity at 1 bar is 11.15 m/s2, 1.14 times the surface gravity of Earth, and surpassed only by Jupiter. Neptune's equatorial radius of 24,764 km is nearly four times that of Earth. Neptune, like Uranus, is an ice giant, a subclass of giant planet, due to their smaller size and higher concentrations of volatiles relative to Jupiter and Saturn. In the search for extrasolar planets, Neptune has been used as a metonym: discovered bodies of similar mass are often referred to as \"Neptunes\", just as scientists refer to various extrasolar bodies as \"Jupiters\".", "targets": "What is Neptune referred to due to it's size and concentration of volatiles? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f75e685ed4574583840a84111ecbd3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Egypt is considered to be a regional and middle power, with significant cultural, political, and military influence in North Africa, the Middle East and the Muslim world. Its economy is one of the largest and most diversified in the Middle East, with sectors such as tourism, agriculture, industry and services at almost equal production levels. In 2011, longtime President Hosni Mubarak stepped down amid mass protests. Later elections saw the rise of the Muslim Brotherhood, which was ousted by the army a year later amid mass protests.", "targets": "What leader stepped down in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f75e685ed4574583840a84111ecbd3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Egypt is considered to be a regional and middle power, with significant cultural, political, and military influence in North Africa, the Middle East and the Muslim world. Its economy is one of the largest and most diversified in the Middle East, with sectors such as tourism, agriculture, industry and services at almost equal production levels. In 2011, longtime President Hosni Mubarak stepped down amid mass protests. Later elections saw the rise of the Muslim Brotherhood, which was ousted by the army a year later amid mass protests.", "targets": "What party rose to power after 2011 resignation of Egypt leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f75e685ed4574583840a84111ecbd3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Egypt is considered to be a regional and middle power, with significant cultural, political, and military influence in North Africa, the Middle East and the Muslim world. Its economy is one of the largest and most diversified in the Middle East, with sectors such as tourism, agriculture, industry and services at almost equal production levels. In 2011, longtime President Hosni Mubarak stepped down amid mass protests. Later elections saw the rise of the Muslim Brotherhood, which was ousted by the army a year later amid mass protests.", "targets": "What economic sectors does Egypt have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f75e685ed4574583840a84111ecbd3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Egypt is considered to be a regional and middle power, with significant cultural, political, and military influence in North Africa, the Middle East and the Muslim world. Its economy is one of the largest and most diversified in the Middle East, with sectors such as tourism, agriculture, industry and services at almost equal production levels. In 2011, longtime President Hosni Mubarak stepped down amid mass protests. Later elections saw the rise of the Muslim Brotherhood, which was ousted by the army a year later amid mass protests.", "targets": "What influence does Egypt have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39942f4625d54576a7376a63eaa4abdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since annelids are soft-bodied, their fossils are rare \u2013 mostly jaws and the mineralized tubes that some of the species secreted. Although some late Ediacaran fossils may represent annelids, the oldest known fossil that is identified with confidence comes from about 518 million years ago in the early Cambrian period. Fossils of most modern mobile polychaete groups appeared by the end of the Carboniferous, about 299 million years ago. Palaeontologists disagree about whether some body fossils from the mid Ordovician, about 472 to 461 million years ago, are the remains of oligochaetes, and the earliest indisputable fossils of the group appear in the Tertiary period, which began 65 million years ago.", "targets": "Why are annelid fossils rare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39942f4625d54576a7376a63eaa4abdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since annelids are soft-bodied, their fossils are rare \u2013 mostly jaws and the mineralized tubes that some of the species secreted. Although some late Ediacaran fossils may represent annelids, the oldest known fossil that is identified with confidence comes from about 518 million years ago in the early Cambrian period. Fossils of most modern mobile polychaete groups appeared by the end of the Carboniferous, about 299 million years ago. Palaeontologists disagree about whether some body fossils from the mid Ordovician, about 472 to 461 million years ago, are the remains of oligochaetes, and the earliest indisputable fossils of the group appear in the Tertiary period, which began 65 million years ago.", "targets": "What fossil signs of annelids are found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39942f4625d54576a7376a63eaa4abdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since annelids are soft-bodied, their fossils are rare \u2013 mostly jaws and the mineralized tubes that some of the species secreted. Although some late Ediacaran fossils may represent annelids, the oldest known fossil that is identified with confidence comes from about 518 million years ago in the early Cambrian period. Fossils of most modern mobile polychaete groups appeared by the end of the Carboniferous, about 299 million years ago. Palaeontologists disagree about whether some body fossils from the mid Ordovician, about 472 to 461 million years ago, are the remains of oligochaetes, and the earliest indisputable fossils of the group appear in the Tertiary period, which began 65 million years ago.", "targets": "How old is the earliest annelid fossil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39942f4625d54576a7376a63eaa4abdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since annelids are soft-bodied, their fossils are rare \u2013 mostly jaws and the mineralized tubes that some of the species secreted. Although some late Ediacaran fossils may represent annelids, the oldest known fossil that is identified with confidence comes from about 518 million years ago in the early Cambrian period. Fossils of most modern mobile polychaete groups appeared by the end of the Carboniferous, about 299 million years ago. Palaeontologists disagree about whether some body fossils from the mid Ordovician, about 472 to 461 million years ago, are the remains of oligochaetes, and the earliest indisputable fossils of the group appear in the Tertiary period, which began 65 million years ago.", "targets": "What types of annelids appeared 299 million years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39942f4625d54576a7376a63eaa4abdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since annelids are soft-bodied, their fossils are rare \u2013 mostly jaws and the mineralized tubes that some of the species secreted. Although some late Ediacaran fossils may represent annelids, the oldest known fossil that is identified with confidence comes from about 518 million years ago in the early Cambrian period. Fossils of most modern mobile polychaete groups appeared by the end of the Carboniferous, about 299 million years ago. Palaeontologists disagree about whether some body fossils from the mid Ordovician, about 472 to 461 million years ago, are the remains of oligochaetes, and the earliest indisputable fossils of the group appear in the Tertiary period, which began 65 million years ago.", "targets": "What period started around 472 million years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b155d019854df092638bb7753c03c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French population numbered about 75,000 and was heavily concentrated along the St. Lawrence River valley, with some also in Acadia (present-day New Brunswick and parts of Nova Scotia, including \u00cele Royale (present-day Cape Breton Island)). Fewer lived in New Orleans, Biloxi, Mississippi, Mobile, Alabama and small settlements in the Illinois Country, hugging the east side of the Mississippi River and its tributaries. French fur traders and trappers traveled throughout the St. Lawrence and Mississippi watersheds, did business with local tribes, and often married Indian women. Traders married daughters of chiefs, creating high-ranking unions.", "targets": "What was French population in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b155d019854df092638bb7753c03c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French population numbered about 75,000 and was heavily concentrated along the St. Lawrence River valley, with some also in Acadia (present-day New Brunswick and parts of Nova Scotia, including \u00cele Royale (present-day Cape Breton Island)). Fewer lived in New Orleans, Biloxi, Mississippi, Mobile, Alabama and small settlements in the Illinois Country, hugging the east side of the Mississippi River and its tributaries. French fur traders and trappers traveled throughout the St. Lawrence and Mississippi watersheds, did business with local tribes, and often married Indian women. Traders married daughters of chiefs, creating high-ranking unions.", "targets": "Where were French North Americans settled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b155d019854df092638bb7753c03c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French population numbered about 75,000 and was heavily concentrated along the St. Lawrence River valley, with some also in Acadia (present-day New Brunswick and parts of Nova Scotia, including \u00cele Royale (present-day Cape Breton Island)). Fewer lived in New Orleans, Biloxi, Mississippi, Mobile, Alabama and small settlements in the Illinois Country, hugging the east side of the Mississippi River and its tributaries. French fur traders and trappers traveled throughout the St. Lawrence and Mississippi watersheds, did business with local tribes, and often married Indian women. Traders married daughters of chiefs, creating high-ranking unions.", "targets": "Where did French fur trappers travel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61ca25ec388e4f0f802cf78120980092", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jim Foster, a promotions manager with the National Football League, conceived of indoor football while watching an indoor soccer match at Madison Square Garden in 1981. While at the game, he wrote his idea on a 9x12 envelope, with sketches of the field and notes on gameplay. He presented the idea to a few friends at the NFL offices, where he received praise and encouragement for his concept. After solidifying the rules and a business plan, and supplemented with sketches by a professional artist, Foster presented his idea to various television networks. He reached an agreement with NBC for a \"test game\".", "targets": "Who was Jim Foster's employer prior to his founding the Arena Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61ca25ec388e4f0f802cf78120980092", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jim Foster, a promotions manager with the National Football League, conceived of indoor football while watching an indoor soccer match at Madison Square Garden in 1981. While at the game, he wrote his idea on a 9x12 envelope, with sketches of the field and notes on gameplay. He presented the idea to a few friends at the NFL offices, where he received praise and encouragement for his concept. After solidifying the rules and a business plan, and supplemented with sketches by a professional artist, Foster presented his idea to various television networks. He reached an agreement with NBC for a \"test game\".", "targets": "What was Jim Foster viewing when he came up with the idea for arena football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61ca25ec388e4f0f802cf78120980092", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jim Foster, a promotions manager with the National Football League, conceived of indoor football while watching an indoor soccer match at Madison Square Garden in 1981. While at the game, he wrote his idea on a 9x12 envelope, with sketches of the field and notes on gameplay. He presented the idea to a few friends at the NFL offices, where he received praise and encouragement for his concept. After solidifying the rules and a business plan, and supplemented with sketches by a professional artist, Foster presented his idea to various television networks. He reached an agreement with NBC for a \"test game\".", "targets": "Where was Jim Foster when he came up with the idea for arena football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61ca25ec388e4f0f802cf78120980092", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jim Foster, a promotions manager with the National Football League, conceived of indoor football while watching an indoor soccer match at Madison Square Garden in 1981. While at the game, he wrote his idea on a 9x12 envelope, with sketches of the field and notes on gameplay. He presented the idea to a few friends at the NFL offices, where he received praise and encouragement for his concept. After solidifying the rules and a business plan, and supplemented with sketches by a professional artist, Foster presented his idea to various television networks. He reached an agreement with NBC for a \"test game\".", "targets": "In what year did Jim Foster conceive of the idea of arena football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61ca25ec388e4f0f802cf78120980092", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jim Foster, a promotions manager with the National Football League, conceived of indoor football while watching an indoor soccer match at Madison Square Garden in 1981. While at the game, he wrote his idea on a 9x12 envelope, with sketches of the field and notes on gameplay. He presented the idea to a few friends at the NFL offices, where he received praise and encouragement for his concept. After solidifying the rules and a business plan, and supplemented with sketches by a professional artist, Foster presented his idea to various television networks. He reached an agreement with NBC for a \"test game\".", "targets": "What television network agreed to broadcast an arena football test game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What service did Verizon customers need to use to stream the game on their smartphones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "On what service could the ESPN Deportes broadcast be streamed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What CBS website provided a stream?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "On what game console was the CBS Sports app available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What version of Windows supported the CBS sports app?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What was the domain name of the site that streamed the Super Bowl 50 game? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "Which game console could viewers stream the game on? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "Which smartphone customers were the only people who could stream the game on their phones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What app did viewers use to watch the game on their smartphones? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "Which wireless company had exclusive streaming rights on mobile phones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "Which mobile service were Verizon customers able to watch Super Bowl 50 on their phones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What did CBS provide of the Super Bowl 50 broadcast for its website, some apps and media players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "What cellular carrier had the only contract for the Super Bowl to be shown on smartphones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e1ff429156440b9a6a1d498293d443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS provided digital streams of the game via CBSSports.com, and the CBS Sports apps on tablets, Windows 10, Xbox One and other digital media players (such as Chromecast and Roku). Due to Verizon Communications exclusivity, streaming on smartphones was only provided to Verizon Wireless customers via the NFL Mobile service. The ESPN Deportes Spanish broadcast was made available through WatchESPN.", "targets": "Where was the ESPN Deportes Spanish version of Super Bowl 50 available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e07658ad90f4848bc891a05f0812ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, people at Eton have occasionally been guilty of antisemitism. For a time, new admissions were called 'Jews' by their fellow Collegers. In 1945, the school introduced a nationality statute conditioning entry on the applicant's father being British by birth. The statute was removed after the intervention of Prime Minister Harold Macmillan in the 1960s after it came to the attention of Oxford's Wykeham Professor of Logic, A. J. Ayer, himself Jewish and an Old Etonian, who \"suspected a whiff of anti-semitism\".", "targets": "What were new students once called by others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e07658ad90f4848bc891a05f0812ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, people at Eton have occasionally been guilty of antisemitism. For a time, new admissions were called 'Jews' by their fellow Collegers. In 1945, the school introduced a nationality statute conditioning entry on the applicant's father being British by birth. The statute was removed after the intervention of Prime Minister Harold Macmillan in the 1960s after it came to the attention of Oxford's Wykeham Professor of Logic, A. J. Ayer, himself Jewish and an Old Etonian, who \"suspected a whiff of anti-semitism\".", "targets": "What stipulation did the school base entrance on in 1945?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e07658ad90f4848bc891a05f0812ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, people at Eton have occasionally been guilty of antisemitism. For a time, new admissions were called 'Jews' by their fellow Collegers. In 1945, the school introduced a nationality statute conditioning entry on the applicant's father being British by birth. The statute was removed after the intervention of Prime Minister Harold Macmillan in the 1960s after it came to the attention of Oxford's Wykeham Professor of Logic, A. J. Ayer, himself Jewish and an Old Etonian, who \"suspected a whiff of anti-semitism\".", "targets": "For what reason as the 1945 entrance stipulation removed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e07658ad90f4848bc891a05f0812ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, people at Eton have occasionally been guilty of antisemitism. For a time, new admissions were called 'Jews' by their fellow Collegers. In 1945, the school introduced a nationality statute conditioning entry on the applicant's father being British by birth. The statute was removed after the intervention of Prime Minister Harold Macmillan in the 1960s after it came to the attention of Oxford's Wykeham Professor of Logic, A. J. Ayer, himself Jewish and an Old Etonian, who \"suspected a whiff of anti-semitism\".", "targets": "Who decided to remove the 1945 entrance stipulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-742c9a446fcd46c190325be1f5b46b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Codd's paper was picked up by two people at Berkeley, Eugene Wong and Michael Stonebraker. They started a project known as INGRES using funding that had already been allocated for a geographical database project and student programmers to produce code. Beginning in 1973, INGRES delivered its first test products which were generally ready for widespread use in 1979. INGRES was similar to System R in a number of ways, including the use of a \"language\" for data access, known as QUEL. Over time, INGRES moved to the emerging SQL standard.", "targets": "Who used Codd's paper at Berkeley to improve a geographical database?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-742c9a446fcd46c190325be1f5b46b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Codd's paper was picked up by two people at Berkeley, Eugene Wong and Michael Stonebraker. They started a project known as INGRES using funding that had already been allocated for a geographical database project and student programmers to produce code. Beginning in 1973, INGRES delivered its first test products which were generally ready for widespread use in 1979. INGRES was similar to System R in a number of ways, including the use of a \"language\" for data access, known as QUEL. Over time, INGRES moved to the emerging SQL standard.", "targets": "What was the name of the project to create a geographical database?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-742c9a446fcd46c190325be1f5b46b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Codd's paper was picked up by two people at Berkeley, Eugene Wong and Michael Stonebraker. They started a project known as INGRES using funding that had already been allocated for a geographical database project and student programmers to produce code. Beginning in 1973, INGRES delivered its first test products which were generally ready for widespread use in 1979. INGRES was similar to System R in a number of ways, including the use of a \"language\" for data access, known as QUEL. Over time, INGRES moved to the emerging SQL standard.", "targets": "When was INGRES first tested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-742c9a446fcd46c190325be1f5b46b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Codd's paper was picked up by two people at Berkeley, Eugene Wong and Michael Stonebraker. They started a project known as INGRES using funding that had already been allocated for a geographical database project and student programmers to produce code. Beginning in 1973, INGRES delivered its first test products which were generally ready for widespread use in 1979. INGRES was similar to System R in a number of ways, including the use of a \"language\" for data access, known as QUEL. Over time, INGRES moved to the emerging SQL standard.", "targets": "What computer language was used in INGRES to access data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-742c9a446fcd46c190325be1f5b46b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Codd's paper was picked up by two people at Berkeley, Eugene Wong and Michael Stonebraker. They started a project known as INGRES using funding that had already been allocated for a geographical database project and student programmers to produce code. Beginning in 1973, INGRES delivered its first test products which were generally ready for widespread use in 1979. INGRES was similar to System R in a number of ways, including the use of a \"language\" for data access, known as QUEL. Over time, INGRES moved to the emerging SQL standard.", "targets": "Is QUEL still used to access data in INGRES?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139a7cc576784dbcb2ab1cba660ddaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, there are issues of connections between different electrical services, particularly connecting intercity lines with sections electrified for commuter traffic, but also between commuter lines built to different standards. This can cause electrification of certain connections to be very expensive simply because of the implications on the sections it is connecting. Many lines have come to be overlaid with multiple electrification standards for different trains to avoid having to replace the existing rolling stock on those lines. Obviously, this requires that the economics of a particular connection must be more compelling and this has prevented complete electrification of many lines. In a few cases, there are diesel trains running along completely electrified routes and this can be due to incompatibility of electrification standards along the route.", "targets": "What is the other issue that comes to sight when using electrification system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139a7cc576784dbcb2ab1cba660ddaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, there are issues of connections between different electrical services, particularly connecting intercity lines with sections electrified for commuter traffic, but also between commuter lines built to different standards. This can cause electrification of certain connections to be very expensive simply because of the implications on the sections it is connecting. Many lines have come to be overlaid with multiple electrification standards for different trains to avoid having to replace the existing rolling stock on those lines. Obviously, this requires that the economics of a particular connection must be more compelling and this has prevented complete electrification of many lines. In a few cases, there are diesel trains running along completely electrified routes and this can be due to incompatibility of electrification standards along the route.", "targets": "Why the commuter lines built to different standards can cause be complicated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139a7cc576784dbcb2ab1cba660ddaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, there are issues of connections between different electrical services, particularly connecting intercity lines with sections electrified for commuter traffic, but also between commuter lines built to different standards. This can cause electrification of certain connections to be very expensive simply because of the implications on the sections it is connecting. Many lines have come to be overlaid with multiple electrification standards for different trains to avoid having to replace the existing rolling stock on those lines. Obviously, this requires that the economics of a particular connection must be more compelling and this has prevented complete electrification of many lines. In a few cases, there are diesel trains running along completely electrified routes and this can be due to incompatibility of electrification standards along the route.", "targets": "What is the solution many lines came up with in order to avoid replacing present rolling stock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139a7cc576784dbcb2ab1cba660ddaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, there are issues of connections between different electrical services, particularly connecting intercity lines with sections electrified for commuter traffic, but also between commuter lines built to different standards. This can cause electrification of certain connections to be very expensive simply because of the implications on the sections it is connecting. Many lines have come to be overlaid with multiple electrification standards for different trains to avoid having to replace the existing rolling stock on those lines. Obviously, this requires that the economics of a particular connection must be more compelling and this has prevented complete electrification of many lines. In a few cases, there are diesel trains running along completely electrified routes and this can be due to incompatibility of electrification standards along the route.", "targets": "Why are disel trains  still used on electrified routes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d56679dd684368913de8d546fdf983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As some szlachta were poorer than some non-noble gentry, some particularly impoverished szlachta were forced to become tenants of the wealthier gentry. In doing so, however, these szlachta retained all their constitutional prerogatives, as it was not wealth or lifestyle (obtainable by the gentry), but hereditary juridical status, that determined nobility.", "targets": "What ultimately determined nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d56679dd684368913de8d546fdf983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As some szlachta were poorer than some non-noble gentry, some particularly impoverished szlachta were forced to become tenants of the wealthier gentry. In doing so, however, these szlachta retained all their constitutional prerogatives, as it was not wealth or lifestyle (obtainable by the gentry), but hereditary juridical status, that determined nobility.", "targets": "What were some impoverished szlachta forced to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d56679dd684368913de8d546fdf983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As some szlachta were poorer than some non-noble gentry, some particularly impoverished szlachta were forced to become tenants of the wealthier gentry. In doing so, however, these szlachta retained all their constitutional prerogatives, as it was not wealth or lifestyle (obtainable by the gentry), but hereditary juridical status, that determined nobility.", "targets": "Did the tenants of the wealthier genrty lose their nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12d56679dd684368913de8d546fdf983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As some szlachta were poorer than some non-noble gentry, some particularly impoverished szlachta were forced to become tenants of the wealthier gentry. In doing so, however, these szlachta retained all their constitutional prerogatives, as it was not wealth or lifestyle (obtainable by the gentry), but hereditary juridical status, that determined nobility.", "targets": "What was one noble thing the poor szlachta did?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64c1200e3a741c8b2c70d35b2916398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, \"Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity\". Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best \u2013 the former because doing so is unnecessary and the latter because it can prove futile \u2013 thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.:115\u2013147", "targets": "Which book did Terry Eastland write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64c1200e3a741c8b2c70d35b2916398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, \"Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity\". Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best \u2013 the former because doing so is unnecessary and the latter because it can prove futile \u2013 thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.:115\u2013147", "targets": "What did Eastland believe the founders of affirmative action did not consider?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64c1200e3a741c8b2c70d35b2916398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, \"Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity\". Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best \u2013 the former because doing so is unnecessary and the latter because it can prove futile \u2013 thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.:115\u2013147", "targets": "Outside of promoting diversity, was does Eastland believe the other reason to be in favor of affirmative action is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64c1200e3a741c8b2c70d35b2916398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, \"Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity\". Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best \u2013 the former because doing so is unnecessary and the latter because it can prove futile \u2013 thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.:115\u2013147", "targets": "Why does Sowell believe that there is little to no incentive for the preferred minority groups to perform at their best?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64c1200e3a741c8b2c70d35b2916398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terry Eastland, the author who wrote From Ending Affirmative Action: The Case for Colorblind Justice states, \"Most arguments for affirmative action fall into two categories: remedying past discrimination and promoting diversity\". Eastland believes that the founders of affirmative action did not anticipate how the benefits of affirmative action would go to those who did not need it, mostly middle class minorities. Additionally, she argues that affirmative action carries with it a stigma that can create feelings of self-doubt and entitlement in minorities. Eastland believes that affirmative action is a great risk that only sometimes pays off, and that without it we would be able to compete more freely with one another. Libertarian economist Thomas Sowell identified what he says are negative results of affirmative action in his book, Affirmative Action Around the World: An Empirical Study. Sowell writes that affirmative action policies encourage non-preferred groups to designate themselves as members of preferred groups [i.e., primary beneficiaries of affirmative action] to take advantage of group preference policies; that they tend to benefit primarily the most fortunate among the preferred group (e.g., upper and middle class blacks), often to the detriment of the least fortunate among the non-preferred groups (e.g., poor white or Asian); that they reduce the incentives of both the preferred and non-preferred to perform at their best \u2013 the former because doing so is unnecessary and the latter because it can prove futile \u2013 thereby resulting in net losses for society as a whole; and that they engender animosity toward preferred groups as well.:115\u2013147", "targets": "What argument does Sowell make in his claim that non - preferred minorities have less incentive to perform at their best?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8179a8542ab4f61ba8a50107d2f2666", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location in the Pacific Ring of Fire, Seattle is in a major earthquake zone. On February 28, 2001, the magnitude 6.8 Nisqually earthquake did significant architectural damage, especially in the Pioneer Square area (built on reclaimed land, as are the Industrial District and part of the city center), but caused only one fatality. Other strong quakes occurred on January 26, 1700 (estimated at 9 magnitude), December 14, 1872 (7.3 or 7.4), April 13, 1949 (7.1), and April 29, 1965 (6.5). The 1965 quake caused three deaths in Seattle directly, and one more by heart failure. Although the Seattle Fault passes just south of the city center, neither it nor the Cascadia subduction zone has caused an earthquake since the city's founding. The Cascadia subduction zone poses the threat of an earthquake of magnitude 9.0 or greater, capable of seriously damaging the city and collapsing many buildings, especially in zones built on fill.", "targets": "What hazardous geologic area does Seattle inhabit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8179a8542ab4f61ba8a50107d2f2666", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location in the Pacific Ring of Fire, Seattle is in a major earthquake zone. On February 28, 2001, the magnitude 6.8 Nisqually earthquake did significant architectural damage, especially in the Pioneer Square area (built on reclaimed land, as are the Industrial District and part of the city center), but caused only one fatality. Other strong quakes occurred on January 26, 1700 (estimated at 9 magnitude), December 14, 1872 (7.3 or 7.4), April 13, 1949 (7.1), and April 29, 1965 (6.5). The 1965 quake caused three deaths in Seattle directly, and one more by heart failure. Although the Seattle Fault passes just south of the city center, neither it nor the Cascadia subduction zone has caused an earthquake since the city's founding. The Cascadia subduction zone poses the threat of an earthquake of magnitude 9.0 or greater, capable of seriously damaging the city and collapsing many buildings, especially in zones built on fill.", "targets": "What type of land area is at most risk of earthquake damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8179a8542ab4f61ba8a50107d2f2666", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location in the Pacific Ring of Fire, Seattle is in a major earthquake zone. On February 28, 2001, the magnitude 6.8 Nisqually earthquake did significant architectural damage, especially in the Pioneer Square area (built on reclaimed land, as are the Industrial District and part of the city center), but caused only one fatality. Other strong quakes occurred on January 26, 1700 (estimated at 9 magnitude), December 14, 1872 (7.3 or 7.4), April 13, 1949 (7.1), and April 29, 1965 (6.5). The 1965 quake caused three deaths in Seattle directly, and one more by heart failure. Although the Seattle Fault passes just south of the city center, neither it nor the Cascadia subduction zone has caused an earthquake since the city's founding. The Cascadia subduction zone poses the threat of an earthquake of magnitude 9.0 or greater, capable of seriously damaging the city and collapsing many buildings, especially in zones built on fill.", "targets": "What was the magnitude of the Nisqually quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8179a8542ab4f61ba8a50107d2f2666", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location in the Pacific Ring of Fire, Seattle is in a major earthquake zone. On February 28, 2001, the magnitude 6.8 Nisqually earthquake did significant architectural damage, especially in the Pioneer Square area (built on reclaimed land, as are the Industrial District and part of the city center), but caused only one fatality. Other strong quakes occurred on January 26, 1700 (estimated at 9 magnitude), December 14, 1872 (7.3 or 7.4), April 13, 1949 (7.1), and April 29, 1965 (6.5). The 1965 quake caused three deaths in Seattle directly, and one more by heart failure. Although the Seattle Fault passes just south of the city center, neither it nor the Cascadia subduction zone has caused an earthquake since the city's founding. The Cascadia subduction zone poses the threat of an earthquake of magnitude 9.0 or greater, capable of seriously damaging the city and collapsing many buildings, especially in zones built on fill.", "targets": "On what date did the Nisqually earthquake occur that damaged the Pioneer Square area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8179a8542ab4f61ba8a50107d2f2666", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location in the Pacific Ring of Fire, Seattle is in a major earthquake zone. On February 28, 2001, the magnitude 6.8 Nisqually earthquake did significant architectural damage, especially in the Pioneer Square area (built on reclaimed land, as are the Industrial District and part of the city center), but caused only one fatality. Other strong quakes occurred on January 26, 1700 (estimated at 9 magnitude), December 14, 1872 (7.3 or 7.4), April 13, 1949 (7.1), and April 29, 1965 (6.5). The 1965 quake caused three deaths in Seattle directly, and one more by heart failure. Although the Seattle Fault passes just south of the city center, neither it nor the Cascadia subduction zone has caused an earthquake since the city's founding. The Cascadia subduction zone poses the threat of an earthquake of magnitude 9.0 or greater, capable of seriously damaging the city and collapsing many buildings, especially in zones built on fill.", "targets": "What is the amount of magnitude possible on the Cascadia subduction zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb075820c29d4b21bddba31ac57b3068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although there were a number of department stores in Australia for much of the 20th Century, including chains such as Grace Bros. and Waltons, many disappeared during the 1980s and 1990s. Today Myer and David Jones, located nationally, are practically the national department stores duopoly in Australia. When Russian-born migrant, Sidney Myer, came to Australia in 1899 he formed the Myer retail group with his brother, Elcon Myer. In 1900, they opened the first Myer department store, in Bendigo, Victoria. Since then, the Myer retail group has grown to be Australia's largest retailer. Both, Myer and David Jones, are up-market chains, offering a wide variety of products from mid-range names to luxury brands. Other retail chain stores such as Target (unrelated to the American chain of the same name), Venture (now defunct), Kmart and Big W, also located nationally, are considered to be Australia's discount department stores. Harris Scarfe, though only operating in four states and one territory, is a department store using both the large full-line and small discount department store formats. Most department stores in Australia have their own credit card companies, each having their own benefits while the discount department stores do not have their own credit card rights.", "targets": "What were some of the original Australian department stores? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb075820c29d4b21bddba31ac57b3068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although there were a number of department stores in Australia for much of the 20th Century, including chains such as Grace Bros. and Waltons, many disappeared during the 1980s and 1990s. Today Myer and David Jones, located nationally, are practically the national department stores duopoly in Australia. When Russian-born migrant, Sidney Myer, came to Australia in 1899 he formed the Myer retail group with his brother, Elcon Myer. In 1900, they opened the first Myer department store, in Bendigo, Victoria. Since then, the Myer retail group has grown to be Australia's largest retailer. Both, Myer and David Jones, are up-market chains, offering a wide variety of products from mid-range names to luxury brands. Other retail chain stores such as Target (unrelated to the American chain of the same name), Venture (now defunct), Kmart and Big W, also located nationally, are considered to be Australia's discount department stores. Harris Scarfe, though only operating in four states and one territory, is a department store using both the large full-line and small discount department store formats. Most department stores in Australia have their own credit card companies, each having their own benefits while the discount department stores do not have their own credit card rights.", "targets": "When did Sydney Myer come to Australia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb075820c29d4b21bddba31ac57b3068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although there were a number of department stores in Australia for much of the 20th Century, including chains such as Grace Bros. and Waltons, many disappeared during the 1980s and 1990s. Today Myer and David Jones, located nationally, are practically the national department stores duopoly in Australia. When Russian-born migrant, Sidney Myer, came to Australia in 1899 he formed the Myer retail group with his brother, Elcon Myer. In 1900, they opened the first Myer department store, in Bendigo, Victoria. Since then, the Myer retail group has grown to be Australia's largest retailer. Both, Myer and David Jones, are up-market chains, offering a wide variety of products from mid-range names to luxury brands. Other retail chain stores such as Target (unrelated to the American chain of the same name), Venture (now defunct), Kmart and Big W, also located nationally, are considered to be Australia's discount department stores. Harris Scarfe, though only operating in four states and one territory, is a department store using both the large full-line and small discount department store formats. Most department stores in Australia have their own credit card companies, each having their own benefits while the discount department stores do not have their own credit card rights.", "targets": "Where did the Myer Retail Group open it's first store? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb075820c29d4b21bddba31ac57b3068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although there were a number of department stores in Australia for much of the 20th Century, including chains such as Grace Bros. and Waltons, many disappeared during the 1980s and 1990s. Today Myer and David Jones, located nationally, are practically the national department stores duopoly in Australia. When Russian-born migrant, Sidney Myer, came to Australia in 1899 he formed the Myer retail group with his brother, Elcon Myer. In 1900, they opened the first Myer department store, in Bendigo, Victoria. Since then, the Myer retail group has grown to be Australia's largest retailer. Both, Myer and David Jones, are up-market chains, offering a wide variety of products from mid-range names to luxury brands. Other retail chain stores such as Target (unrelated to the American chain of the same name), Venture (now defunct), Kmart and Big W, also located nationally, are considered to be Australia's discount department stores. Harris Scarfe, though only operating in four states and one territory, is a department store using both the large full-line and small discount department store formats. Most department stores in Australia have their own credit card companies, each having their own benefits while the discount department stores do not have their own credit card rights.", "targets": "What type of department stores are Myer and David Jones? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb075820c29d4b21bddba31ac57b3068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although there were a number of department stores in Australia for much of the 20th Century, including chains such as Grace Bros. and Waltons, many disappeared during the 1980s and 1990s. Today Myer and David Jones, located nationally, are practically the national department stores duopoly in Australia. When Russian-born migrant, Sidney Myer, came to Australia in 1899 he formed the Myer retail group with his brother, Elcon Myer. In 1900, they opened the first Myer department store, in Bendigo, Victoria. Since then, the Myer retail group has grown to be Australia's largest retailer. Both, Myer and David Jones, are up-market chains, offering a wide variety of products from mid-range names to luxury brands. Other retail chain stores such as Target (unrelated to the American chain of the same name), Venture (now defunct), Kmart and Big W, also located nationally, are considered to be Australia's discount department stores. Harris Scarfe, though only operating in four states and one territory, is a department store using both the large full-line and small discount department store formats. Most department stores in Australia have their own credit card companies, each having their own benefits while the discount department stores do not have their own credit card rights.", "targets": "What department store brand is now out of business in Australia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-808a35584bc6497eabfd5dbe6d78174c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early decades of the twentieth century when there was a growing nostalgia for its sense of order, the style was revived and adapted and in the United States came to be known as the Colonial Revival. In Canada the United Empire Loyalists embraced Georgian architecture as a sign of their fealty to Britain, and the Georgian style was dominant in the country for most of the first half of the 19th century. The Grange, for example, a manor built in Toronto, was built in 1817. In Montreal, English born architect John Ostell worked on a significant number of remarkable constructions in the Georgian style such as the Old Montreal Custom House and the Grand s\u00e9minaire de Montr\u00e9al.", "targets": "What was the revival of Georgian style in twentieth century United States called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-808a35584bc6497eabfd5dbe6d78174c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early decades of the twentieth century when there was a growing nostalgia for its sense of order, the style was revived and adapted and in the United States came to be known as the Colonial Revival. In Canada the United Empire Loyalists embraced Georgian architecture as a sign of their fealty to Britain, and the Georgian style was dominant in the country for most of the first half of the 19th century. The Grange, for example, a manor built in Toronto, was built in 1817. In Montreal, English born architect John Ostell worked on a significant number of remarkable constructions in the Georgian style such as the Old Montreal Custom House and the Grand s\u00e9minaire de Montr\u00e9al.", "targets": "Which Canadian group embraced Georgian architecture as a sign of fealty to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-808a35584bc6497eabfd5dbe6d78174c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early decades of the twentieth century when there was a growing nostalgia for its sense of order, the style was revived and adapted and in the United States came to be known as the Colonial Revival. In Canada the United Empire Loyalists embraced Georgian architecture as a sign of their fealty to Britain, and the Georgian style was dominant in the country for most of the first half of the 19th century. The Grange, for example, a manor built in Toronto, was built in 1817. In Montreal, English born architect John Ostell worked on a significant number of remarkable constructions in the Georgian style such as the Old Montreal Custom House and the Grand s\u00e9minaire de Montr\u00e9al.", "targets": "What English born architect designed the Old Montreal Custom House?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-808a35584bc6497eabfd5dbe6d78174c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early decades of the twentieth century when there was a growing nostalgia for its sense of order, the style was revived and adapted and in the United States came to be known as the Colonial Revival. In Canada the United Empire Loyalists embraced Georgian architecture as a sign of their fealty to Britain, and the Georgian style was dominant in the country for most of the first half of the 19th century. The Grange, for example, a manor built in Toronto, was built in 1817. In Montreal, English born architect John Ostell worked on a significant number of remarkable constructions in the Georgian style such as the Old Montreal Custom House and the Grand s\u00e9minaire de Montr\u00e9al.", "targets": "What Toronto building was built in 1817?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4ecc88ef66546d2b2e7cbf059a0acd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DDT, sprayed on the walls of houses, is an organochlorine that has been used to fight malaria since the 1950s. Recent policy statements by the World Health Organization have given stronger support to this approach. However, DDT and other organochlorine pesticides have been banned in most countries worldwide because of their persistence in the environment and human toxicity. DDT use is not always effective, as resistance to DDT was identified in Africa as early as 1955, and by 1972 nineteen species of mosquito worldwide were resistant to DDT.", "targets": "What kind of pesticide is DDT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4ecc88ef66546d2b2e7cbf059a0acd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DDT, sprayed on the walls of houses, is an organochlorine that has been used to fight malaria since the 1950s. Recent policy statements by the World Health Organization have given stronger support to this approach. However, DDT and other organochlorine pesticides have been banned in most countries worldwide because of their persistence in the environment and human toxicity. DDT use is not always effective, as resistance to DDT was identified in Africa as early as 1955, and by 1972 nineteen species of mosquito worldwide were resistant to DDT.", "targets": "Why have DDTs been banned in some areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4ecc88ef66546d2b2e7cbf059a0acd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DDT, sprayed on the walls of houses, is an organochlorine that has been used to fight malaria since the 1950s. Recent policy statements by the World Health Organization have given stronger support to this approach. However, DDT and other organochlorine pesticides have been banned in most countries worldwide because of their persistence in the environment and human toxicity. DDT use is not always effective, as resistance to DDT was identified in Africa as early as 1955, and by 1972 nineteen species of mosquito worldwide were resistant to DDT.", "targets": "Is DDT 100% guaranteed to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4ecc88ef66546d2b2e7cbf059a0acd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "DDT, sprayed on the walls of houses, is an organochlorine that has been used to fight malaria since the 1950s. Recent policy statements by the World Health Organization have given stronger support to this approach. However, DDT and other organochlorine pesticides have been banned in most countries worldwide because of their persistence in the environment and human toxicity. DDT use is not always effective, as resistance to DDT was identified in Africa as early as 1955, and by 1972 nineteen species of mosquito worldwide were resistant to DDT.", "targets": "How may species have been found to be resistant to DDT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ba0b1337ed4624bfd67879d8cdab19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2004 Madonna embarked on the Re-Invention World Tour in the U.S., Canada, and Europe. It became the highest-grossing tour of 2004, earning around $120 million and became the subject of her documentary I'm Going to Tell You a Secret. In November 2004, she was inducted into the UK Music Hall of Fame as one of its five founding members, along with The Beatles, Elvis Presley, Bob Marley, and U2. In January 2005, Madonna performed a cover version of the John Lennon song \"Imagine\" at Tsunami Aid. She also performed at the Live 8 benefit concert in London in July 2005.", "targets": "When was the Re-Invention World Tour kick off?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ba0b1337ed4624bfd67879d8cdab19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2004 Madonna embarked on the Re-Invention World Tour in the U.S., Canada, and Europe. It became the highest-grossing tour of 2004, earning around $120 million and became the subject of her documentary I'm Going to Tell You a Secret. In November 2004, she was inducted into the UK Music Hall of Fame as one of its five founding members, along with The Beatles, Elvis Presley, Bob Marley, and U2. In January 2005, Madonna performed a cover version of the John Lennon song \"Imagine\" at Tsunami Aid. She also performed at the Live 8 benefit concert in London in July 2005.", "targets": "HOw much did the tour earn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ba0b1337ed4624bfd67879d8cdab19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2004 Madonna embarked on the Re-Invention World Tour in the U.S., Canada, and Europe. It became the highest-grossing tour of 2004, earning around $120 million and became the subject of her documentary I'm Going to Tell You a Secret. In November 2004, she was inducted into the UK Music Hall of Fame as one of its five founding members, along with The Beatles, Elvis Presley, Bob Marley, and U2. In January 2005, Madonna performed a cover version of the John Lennon song \"Imagine\" at Tsunami Aid. She also performed at the Live 8 benefit concert in London in July 2005.", "targets": "What was Madonna's documentary called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ba0b1337ed4624bfd67879d8cdab19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2004 Madonna embarked on the Re-Invention World Tour in the U.S., Canada, and Europe. It became the highest-grossing tour of 2004, earning around $120 million and became the subject of her documentary I'm Going to Tell You a Secret. In November 2004, she was inducted into the UK Music Hall of Fame as one of its five founding members, along with The Beatles, Elvis Presley, Bob Marley, and U2. In January 2005, Madonna performed a cover version of the John Lennon song \"Imagine\" at Tsunami Aid. She also performed at the Live 8 benefit concert in London in July 2005.", "targets": "When was Madonna inducted into the UK Hall of Fame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ba0b1337ed4624bfd67879d8cdab19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2004 Madonna embarked on the Re-Invention World Tour in the U.S., Canada, and Europe. It became the highest-grossing tour of 2004, earning around $120 million and became the subject of her documentary I'm Going to Tell You a Secret. In November 2004, she was inducted into the UK Music Hall of Fame as one of its five founding members, along with The Beatles, Elvis Presley, Bob Marley, and U2. In January 2005, Madonna performed a cover version of the John Lennon song \"Imagine\" at Tsunami Aid. She also performed at the Live 8 benefit concert in London in July 2005.", "targets": "When did Madonna perform at the Live 8 benefit concert in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c34c580a15454fbc8ef35768dd1aa16d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abomasum is the fourth and final stomach compartment in ruminants. It is a close equivalent of a monogastric stomach (e.g., those in humans or pigs), and digesta is processed here in much the same way. It serves primarily as a site for acid hydrolysis of microbial and dietary protein, preparing these protein sources for further digestion and absorption in the small intestine. Digesta is finally moved into the small intestine, where the digestion and absorption of nutrients occurs. Microbes produced in the reticulo-rumen are also digested in the small intestine.", "targets": "What is the fourth and final stomach compartment in ruminants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c34c580a15454fbc8ef35768dd1aa16d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abomasum is the fourth and final stomach compartment in ruminants. It is a close equivalent of a monogastric stomach (e.g., those in humans or pigs), and digesta is processed here in much the same way. It serves primarily as a site for acid hydrolysis of microbial and dietary protein, preparing these protein sources for further digestion and absorption in the small intestine. Digesta is finally moved into the small intestine, where the digestion and absorption of nutrients occurs. Microbes produced in the reticulo-rumen are also digested in the small intestine.", "targets": "What is the abomasums close equivalent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c34c580a15454fbc8ef35768dd1aa16d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abomasum is the fourth and final stomach compartment in ruminants. It is a close equivalent of a monogastric stomach (e.g., those in humans or pigs), and digesta is processed here in much the same way. It serves primarily as a site for acid hydrolysis of microbial and dietary protein, preparing these protein sources for further digestion and absorption in the small intestine. Digesta is finally moved into the small intestine, where the digestion and absorption of nutrients occurs. Microbes produced in the reticulo-rumen are also digested in the small intestine.", "targets": "What does this site serve primarily as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c34c580a15454fbc8ef35768dd1aa16d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abomasum is the fourth and final stomach compartment in ruminants. It is a close equivalent of a monogastric stomach (e.g., those in humans or pigs), and digesta is processed here in much the same way. It serves primarily as a site for acid hydrolysis of microbial and dietary protein, preparing these protein sources for further digestion and absorption in the small intestine. Digesta is finally moved into the small intestine, where the digestion and absorption of nutrients occurs. Microbes produced in the reticulo-rumen are also digested in the small intestine.", "targets": "What happens to digesta when it moves to the small intestine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c34c580a15454fbc8ef35768dd1aa16d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abomasum is the fourth and final stomach compartment in ruminants. It is a close equivalent of a monogastric stomach (e.g., those in humans or pigs), and digesta is processed here in much the same way. It serves primarily as a site for acid hydrolysis of microbial and dietary protein, preparing these protein sources for further digestion and absorption in the small intestine. Digesta is finally moved into the small intestine, where the digestion and absorption of nutrients occurs. Microbes produced in the reticulo-rumen are also digested in the small intestine.", "targets": "What is also digested in the small intestine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-410b1ba0c907472eb4fde34a72f3dcc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded as the School of Commerce and Finance in 1917, the Olin Business School was named after entrepreneur John M. Olin in 1988. The school's academic programs include BSBA, MBA, Professional MBA (PMBA), Executive MBA (EMBA), MS in Finance, MS in Supply Chain Management, MS in Customer Analytics, Master of Accounting, Global Master of Finance Dual Degree program, and Doctorate programs, as well as non-degree executive education. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University.", "targets": "When was Olin Business School founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-410b1ba0c907472eb4fde34a72f3dcc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded as the School of Commerce and Finance in 1917, the Olin Business School was named after entrepreneur John M. Olin in 1988. The school's academic programs include BSBA, MBA, Professional MBA (PMBA), Executive MBA (EMBA), MS in Finance, MS in Supply Chain Management, MS in Customer Analytics, Master of Accounting, Global Master of Finance Dual Degree program, and Doctorate programs, as well as non-degree executive education. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University.", "targets": "What was the original name of Olin Business School? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-410b1ba0c907472eb4fde34a72f3dcc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded as the School of Commerce and Finance in 1917, the Olin Business School was named after entrepreneur John M. Olin in 1988. The school's academic programs include BSBA, MBA, Professional MBA (PMBA), Executive MBA (EMBA), MS in Finance, MS in Supply Chain Management, MS in Customer Analytics, Master of Accounting, Global Master of Finance Dual Degree program, and Doctorate programs, as well as non-degree executive education. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University.", "targets": "When was Olin Business School named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-410b1ba0c907472eb4fde34a72f3dcc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded as the School of Commerce and Finance in 1917, the Olin Business School was named after entrepreneur John M. Olin in 1988. The school's academic programs include BSBA, MBA, Professional MBA (PMBA), Executive MBA (EMBA), MS in Finance, MS in Supply Chain Management, MS in Customer Analytics, Master of Accounting, Global Master of Finance Dual Degree program, and Doctorate programs, as well as non-degree executive education. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University.", "targets": "After whom is Olin Business School named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-410b1ba0c907472eb4fde34a72f3dcc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded as the School of Commerce and Finance in 1917, the Olin Business School was named after entrepreneur John M. Olin in 1988. The school's academic programs include BSBA, MBA, Professional MBA (PMBA), Executive MBA (EMBA), MS in Finance, MS in Supply Chain Management, MS in Customer Analytics, Master of Accounting, Global Master of Finance Dual Degree program, and Doctorate programs, as well as non-degree executive education. In 2002, an Executive MBA program was established in Shanghai, in cooperation with Fudan University.", "targets": "Where was an Executive MBA program established by Washington University in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13d439908043e7bace0765a5869bb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Czech people gained widespread national pride during the mid-eighteenth century, inspired by the Age of Enlightenment a half-century earlier. Czech historians began to emphasize their people's accomplishments from the fifteenth through the seventeenth centuries, rebelling against the Counter-Reformation (which had denigrated Czech and other non-Latin languages). Czech philologists studied sixteenth-century texts, advocating the return of the language to high culture. This period is known as the Czech National Revival (or Renascence).", "targets": "What did the Czechs as a people gain during the mid-18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13d439908043e7bace0765a5869bb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Czech people gained widespread national pride during the mid-eighteenth century, inspired by the Age of Enlightenment a half-century earlier. Czech historians began to emphasize their people's accomplishments from the fifteenth through the seventeenth centuries, rebelling against the Counter-Reformation (which had denigrated Czech and other non-Latin languages). Czech philologists studied sixteenth-century texts, advocating the return of the language to high culture. This period is known as the Czech National Revival (or Renascence).", "targets": "What inspired the Czech's national pride?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13d439908043e7bace0765a5869bb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Czech people gained widespread national pride during the mid-eighteenth century, inspired by the Age of Enlightenment a half-century earlier. Czech historians began to emphasize their people's accomplishments from the fifteenth through the seventeenth centuries, rebelling against the Counter-Reformation (which had denigrated Czech and other non-Latin languages). Czech philologists studied sixteenth-century texts, advocating the return of the language to high culture. This period is known as the Czech National Revival (or Renascence).", "targets": "What did Czech historians emphasize about their countrymen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13d439908043e7bace0765a5869bb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Czech people gained widespread national pride during the mid-eighteenth century, inspired by the Age of Enlightenment a half-century earlier. Czech historians began to emphasize their people's accomplishments from the fifteenth through the seventeenth centuries, rebelling against the Counter-Reformation (which had denigrated Czech and other non-Latin languages). Czech philologists studied sixteenth-century texts, advocating the return of the language to high culture. This period is known as the Czech National Revival (or Renascence).", "targets": "What did Czech philologists advocate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13d439908043e7bace0765a5869bb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Czech people gained widespread national pride during the mid-eighteenth century, inspired by the Age of Enlightenment a half-century earlier. Czech historians began to emphasize their people's accomplishments from the fifteenth through the seventeenth centuries, rebelling against the Counter-Reformation (which had denigrated Czech and other non-Latin languages). Czech philologists studied sixteenth-century texts, advocating the return of the language to high culture. This period is known as the Czech National Revival (or Renascence).", "targets": "What is the period during the mid-eighteenth century also remembered as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c958a474a4e479f81940551e0b626f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 a salary survey revealed the differences in remuneration between different roles, sectors and locations in the construction and built environment industry. The results showed that areas of particularly strong growth in the construction industry, such as the Middle East, yield higher average salaries than in the UK for example. The average earning for a professional in the construction industry in the Middle East, across all sectors, job types and levels of experience, is \u00a342,090, compared to \u00a326,719 in the UK. This trend is not necessarily due to the fact that more affluent roles are available, however, as architects with 14 or more years experience working in the Middle East earn on average \u00a343,389 per annum, compared to \u00a340,000 in the UK. Some construction workers in the US/Canada have made more than $100,000 annually, depending on their trade.", "targets": "What is the average construction salary in the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c958a474a4e479f81940551e0b626f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 a salary survey revealed the differences in remuneration between different roles, sectors and locations in the construction and built environment industry. The results showed that areas of particularly strong growth in the construction industry, such as the Middle East, yield higher average salaries than in the UK for example. The average earning for a professional in the construction industry in the Middle East, across all sectors, job types and levels of experience, is \u00a342,090, compared to \u00a326,719 in the UK. This trend is not necessarily due to the fact that more affluent roles are available, however, as architects with 14 or more years experience working in the Middle East earn on average \u00a343,389 per annum, compared to \u00a340,000 in the UK. Some construction workers in the US/Canada have made more than $100,000 annually, depending on their trade.", "targets": "What is the average construction salary in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c958a474a4e479f81940551e0b626f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 a salary survey revealed the differences in remuneration between different roles, sectors and locations in the construction and built environment industry. The results showed that areas of particularly strong growth in the construction industry, such as the Middle East, yield higher average salaries than in the UK for example. The average earning for a professional in the construction industry in the Middle East, across all sectors, job types and levels of experience, is \u00a342,090, compared to \u00a326,719 in the UK. This trend is not necessarily due to the fact that more affluent roles are available, however, as architects with 14 or more years experience working in the Middle East earn on average \u00a343,389 per annum, compared to \u00a340,000 in the UK. Some construction workers in the US/Canada have made more than $100,000 annually, depending on their trade.", "targets": "Where have some workers made more than $100,000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "In which season were contestants first allowed to use musical instruments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "Who was in charge of the American Idol band in season eleven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "In what season did American Idol start airing on Thursday nights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "Who was the leader of the American Idol band in season five?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "Who led the American Idol band between seasons four and nine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "Who led the American Idol band after Rickey Minor's departure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d44b2369ccad4ad38a269c086e6b2960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the exception of seasons one and two, the contestants in the semifinals onwards perform in front of a studio audience. They perform with a full band in the finals. From season four to season nine, the American Idol band was led by Rickey Minor; from season ten onwards, Ray Chew. Assistance may also be given by vocal coaches and song arrangers, such as Michael Orland and Debra Byrd to contestants behind the scene. Starting with season seven, contestants may perform with a musical instrument from the Hollywood rounds onwards. In the first nine seasons, performances were usually aired live on Tuesday nights, followed by the results shows on Wednesdays in the United States and Canada, but moved to Wednesdays and Thursdays in season ten.", "targets": "What season were contestants allowed use a musical instrument when they sing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6279f8e8601f483c8f7c89275df885ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The books written later in the Abbasid period in Iran are more anti Umayyad. Iran was Sunni at the time. There was much anti Arab feeling in Iran after the fall of the Persian empire. This anti Arab feeling also influenced the books on Islamic history. Al-Tabri was also written in Iran during that period. Al-Tabri was a huge collection including all the text that he could find, from all the sources. It was a collection preserving everything for future generations to codify and for future generations to judge if it was true or false.", "targets": "In the later Abbasid era, what branch of Islam did Iran adhere to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6279f8e8601f483c8f7c89275df885ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The books written later in the Abbasid period in Iran are more anti Umayyad. Iran was Sunni at the time. There was much anti Arab feeling in Iran after the fall of the Persian empire. This anti Arab feeling also influenced the books on Islamic history. Al-Tabri was also written in Iran during that period. Al-Tabri was a huge collection including all the text that he could find, from all the sources. It was a collection preserving everything for future generations to codify and for future generations to judge if it was true or false.", "targets": "What notable work of Islamic history was written in Iran during the later Abbasid period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6279f8e8601f483c8f7c89275df885ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The books written later in the Abbasid period in Iran are more anti Umayyad. Iran was Sunni at the time. There was much anti Arab feeling in Iran after the fall of the Persian empire. This anti Arab feeling also influenced the books on Islamic history. Al-Tabri was also written in Iran during that period. Al-Tabri was a huge collection including all the text that he could find, from all the sources. It was a collection preserving everything for future generations to codify and for future generations to judge if it was true or false.", "targets": "What group was notably disliked in Iran after the Persian Empire fell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7feff6b335234435b26045311276c23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another issue has been the use of a hypopodium as a standing platform to support the feet, given that the hands may not have been able to support the weight. In the 17th century Rasmus Bartholin considered a number of analytical scenarios of that topic. In the 20th century, forensic pathologist Frederick Zugibe performed a number of crucifixion experiments by using ropes to hang human subjects at various angles and hand positions. His experiments support an angled suspension, and a two-beamed cross, and perhaps some form of foot support, given that in an Aufbinden form of suspension from a straight stake (as used by the Nazis in the Dachau concentration camp during World War II), death comes rather quickly.", "targets": "What was said to be used as a platform for crucifixion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7feff6b335234435b26045311276c23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another issue has been the use of a hypopodium as a standing platform to support the feet, given that the hands may not have been able to support the weight. In the 17th century Rasmus Bartholin considered a number of analytical scenarios of that topic. In the 20th century, forensic pathologist Frederick Zugibe performed a number of crucifixion experiments by using ropes to hang human subjects at various angles and hand positions. His experiments support an angled suspension, and a two-beamed cross, and perhaps some form of foot support, given that in an Aufbinden form of suspension from a straight stake (as used by the Nazis in the Dachau concentration camp during World War II), death comes rather quickly.", "targets": "Why was a platform used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7feff6b335234435b26045311276c23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another issue has been the use of a hypopodium as a standing platform to support the feet, given that the hands may not have been able to support the weight. In the 17th century Rasmus Bartholin considered a number of analytical scenarios of that topic. In the 20th century, forensic pathologist Frederick Zugibe performed a number of crucifixion experiments by using ropes to hang human subjects at various angles and hand positions. His experiments support an angled suspension, and a two-beamed cross, and perhaps some form of foot support, given that in an Aufbinden form of suspension from a straight stake (as used by the Nazis in the Dachau concentration camp during World War II), death comes rather quickly.", "targets": "Who considered this topic in the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7feff6b335234435b26045311276c23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another issue has been the use of a hypopodium as a standing platform to support the feet, given that the hands may not have been able to support the weight. In the 17th century Rasmus Bartholin considered a number of analytical scenarios of that topic. In the 20th century, forensic pathologist Frederick Zugibe performed a number of crucifixion experiments by using ropes to hang human subjects at various angles and hand positions. His experiments support an angled suspension, and a two-beamed cross, and perhaps some form of foot support, given that in an Aufbinden form of suspension from a straight stake (as used by the Nazis in the Dachau concentration camp during World War II), death comes rather quickly.", "targets": "Who performed crucifixion experiments in the 20th century to test theories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7feff6b335234435b26045311276c23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another issue has been the use of a hypopodium as a standing platform to support the feet, given that the hands may not have been able to support the weight. In the 17th century Rasmus Bartholin considered a number of analytical scenarios of that topic. In the 20th century, forensic pathologist Frederick Zugibe performed a number of crucifixion experiments by using ropes to hang human subjects at various angles and hand positions. His experiments support an angled suspension, and a two-beamed cross, and perhaps some form of foot support, given that in an Aufbinden form of suspension from a straight stake (as used by the Nazis in the Dachau concentration camp during World War II), death comes rather quickly.", "targets": "Who also used suspension as a form of punishment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9e49dff26c429c9e9bea79dc278118", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pala Empire (Bengali: \u09aa\u09be\u09b2 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af Pal Samrajy\u00f4) flourished during the Classical period of India, and may be dated during 750\u20131174 CE. Founded by Gopala I, it was ruled by a Buddhist dynasty from Bengal in the eastern region of the Indian subcontinent. Though the Palas were followers of the Mahayana and Tantric schools of Buddhism, they also patronised Shaivism and Vaishnavism. The morpheme Pala, meaning \"protector\", was used as an ending for the names of all the Pala monarchs. The empire reached its peak under Dharmapala and Devapala. Dharmapala is believed to have conquered Kanauj and extended his sway up to the farthest limits of India in the northwest. The Pala Empire can be considered as the golden era of Bengal in many ways. Dharmapala founded the Vikramashila and revived Nalanda, considered one of the first great universities in recorded history. Nalanda reached its height under the patronage of the Pala Empire. The Palas also built many viharas. They maintained close cultural and commercial ties with countries of Southeast Asia and Tibet. Sea trade added greatly to the prosperity of the Pala kingdom. The Arab merchant Suleiman notes the enormity of the Pala army in his memoirs.", "targets": "During what span of time did the Pala Empire thrive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9e49dff26c429c9e9bea79dc278118", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pala Empire (Bengali: \u09aa\u09be\u09b2 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af Pal Samrajy\u00f4) flourished during the Classical period of India, and may be dated during 750\u20131174 CE. Founded by Gopala I, it was ruled by a Buddhist dynasty from Bengal in the eastern region of the Indian subcontinent. Though the Palas were followers of the Mahayana and Tantric schools of Buddhism, they also patronised Shaivism and Vaishnavism. The morpheme Pala, meaning \"protector\", was used as an ending for the names of all the Pala monarchs. The empire reached its peak under Dharmapala and Devapala. Dharmapala is believed to have conquered Kanauj and extended his sway up to the farthest limits of India in the northwest. The Pala Empire can be considered as the golden era of Bengal in many ways. Dharmapala founded the Vikramashila and revived Nalanda, considered one of the first great universities in recorded history. Nalanda reached its height under the patronage of the Pala Empire. The Palas also built many viharas. They maintained close cultural and commercial ties with countries of Southeast Asia and Tibet. Sea trade added greatly to the prosperity of the Pala kingdom. The Arab merchant Suleiman notes the enormity of the Pala army in his memoirs.", "targets": "What style of belief system did the Pala Empire favor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9e49dff26c429c9e9bea79dc278118", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pala Empire (Bengali: \u09aa\u09be\u09b2 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af Pal Samrajy\u00f4) flourished during the Classical period of India, and may be dated during 750\u20131174 CE. Founded by Gopala I, it was ruled by a Buddhist dynasty from Bengal in the eastern region of the Indian subcontinent. Though the Palas were followers of the Mahayana and Tantric schools of Buddhism, they also patronised Shaivism and Vaishnavism. The morpheme Pala, meaning \"protector\", was used as an ending for the names of all the Pala monarchs. The empire reached its peak under Dharmapala and Devapala. Dharmapala is believed to have conquered Kanauj and extended his sway up to the farthest limits of India in the northwest. The Pala Empire can be considered as the golden era of Bengal in many ways. Dharmapala founded the Vikramashila and revived Nalanda, considered one of the first great universities in recorded history. Nalanda reached its height under the patronage of the Pala Empire. The Palas also built many viharas. They maintained close cultural and commercial ties with countries of Southeast Asia and Tibet. Sea trade added greatly to the prosperity of the Pala kingdom. The Arab merchant Suleiman notes the enormity of the Pala army in his memoirs.", "targets": "What is the term used to describe the Pala Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9e49dff26c429c9e9bea79dc278118", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pala Empire (Bengali: \u09aa\u09be\u09b2 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af Pal Samrajy\u00f4) flourished during the Classical period of India, and may be dated during 750\u20131174 CE. Founded by Gopala I, it was ruled by a Buddhist dynasty from Bengal in the eastern region of the Indian subcontinent. Though the Palas were followers of the Mahayana and Tantric schools of Buddhism, they also patronised Shaivism and Vaishnavism. The morpheme Pala, meaning \"protector\", was used as an ending for the names of all the Pala monarchs. The empire reached its peak under Dharmapala and Devapala. Dharmapala is believed to have conquered Kanauj and extended his sway up to the farthest limits of India in the northwest. The Pala Empire can be considered as the golden era of Bengal in many ways. Dharmapala founded the Vikramashila and revived Nalanda, considered one of the first great universities in recorded history. Nalanda reached its height under the patronage of the Pala Empire. The Palas also built many viharas. They maintained close cultural and commercial ties with countries of Southeast Asia and Tibet. Sea trade added greatly to the prosperity of the Pala kingdom. The Arab merchant Suleiman notes the enormity of the Pala army in his memoirs.", "targets": "What educational center reached it height during the Pala rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9e49dff26c429c9e9bea79dc278118", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pala Empire (Bengali: \u09aa\u09be\u09b2 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af Pal Samrajy\u00f4) flourished during the Classical period of India, and may be dated during 750\u20131174 CE. Founded by Gopala I, it was ruled by a Buddhist dynasty from Bengal in the eastern region of the Indian subcontinent. Though the Palas were followers of the Mahayana and Tantric schools of Buddhism, they also patronised Shaivism and Vaishnavism. The morpheme Pala, meaning \"protector\", was used as an ending for the names of all the Pala monarchs. The empire reached its peak under Dharmapala and Devapala. Dharmapala is believed to have conquered Kanauj and extended his sway up to the farthest limits of India in the northwest. The Pala Empire can be considered as the golden era of Bengal in many ways. Dharmapala founded the Vikramashila and revived Nalanda, considered one of the first great universities in recorded history. Nalanda reached its height under the patronage of the Pala Empire. The Palas also built many viharas. They maintained close cultural and commercial ties with countries of Southeast Asia and Tibet. Sea trade added greatly to the prosperity of the Pala kingdom. The Arab merchant Suleiman notes the enormity of the Pala army in his memoirs.", "targets": "What ruler founded the Pala dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a673b203cc49e09ebe49fae7f55b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phagocytosis is an important feature of cellular innate immunity performed by cells called 'phagocytes' that engulf, or eat, pathogens or particles. Phagocytes generally patrol the body searching for pathogens, but can be called to specific locations by cytokines. Once a pathogen has been engulfed by a phagocyte, it becomes trapped in an intracellular vesicle called a phagosome, which subsequently fuses with another vesicle called a lysosome to form a phagolysosome. The pathogen is killed by the activity of digestive enzymes or following a respiratory burst that releases free radicals into the phagolysosome. Phagocytosis evolved as a means of acquiring nutrients, but this role was extended in phagocytes to include engulfment of pathogens as a defense mechanism. Phagocytosis probably represents the oldest form of host defense, as phagocytes have been identified in both vertebrate and invertebrate animals.", "targets": "What type of cells engulf or eat pathogens and foreign particles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a673b203cc49e09ebe49fae7f55b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phagocytosis is an important feature of cellular innate immunity performed by cells called 'phagocytes' that engulf, or eat, pathogens or particles. Phagocytes generally patrol the body searching for pathogens, but can be called to specific locations by cytokines. Once a pathogen has been engulfed by a phagocyte, it becomes trapped in an intracellular vesicle called a phagosome, which subsequently fuses with another vesicle called a lysosome to form a phagolysosome. The pathogen is killed by the activity of digestive enzymes or following a respiratory burst that releases free radicals into the phagolysosome. Phagocytosis evolved as a means of acquiring nutrients, but this role was extended in phagocytes to include engulfment of pathogens as a defense mechanism. Phagocytosis probably represents the oldest form of host defense, as phagocytes have been identified in both vertebrate and invertebrate animals.", "targets": "Phagocytes can be called to a specific location by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a673b203cc49e09ebe49fae7f55b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phagocytosis is an important feature of cellular innate immunity performed by cells called 'phagocytes' that engulf, or eat, pathogens or particles. Phagocytes generally patrol the body searching for pathogens, but can be called to specific locations by cytokines. Once a pathogen has been engulfed by a phagocyte, it becomes trapped in an intracellular vesicle called a phagosome, which subsequently fuses with another vesicle called a lysosome to form a phagolysosome. The pathogen is killed by the activity of digestive enzymes or following a respiratory burst that releases free radicals into the phagolysosome. Phagocytosis evolved as a means of acquiring nutrients, but this role was extended in phagocytes to include engulfment of pathogens as a defense mechanism. Phagocytosis probably represents the oldest form of host defense, as phagocytes have been identified in both vertebrate and invertebrate animals.", "targets": "When a pathogen has been eaten by a phagocyte it becomes trapped in what vesicle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a673b203cc49e09ebe49fae7f55b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phagocytosis is an important feature of cellular innate immunity performed by cells called 'phagocytes' that engulf, or eat, pathogens or particles. Phagocytes generally patrol the body searching for pathogens, but can be called to specific locations by cytokines. Once a pathogen has been engulfed by a phagocyte, it becomes trapped in an intracellular vesicle called a phagosome, which subsequently fuses with another vesicle called a lysosome to form a phagolysosome. The pathogen is killed by the activity of digestive enzymes or following a respiratory burst that releases free radicals into the phagolysosome. Phagocytosis evolved as a means of acquiring nutrients, but this role was extended in phagocytes to include engulfment of pathogens as a defense mechanism. Phagocytosis probably represents the oldest form of host defense, as phagocytes have been identified in both vertebrate and invertebrate animals.", "targets": "What is formed when a phagosome fuses with a lysosome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a673b203cc49e09ebe49fae7f55b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Phagocytosis is an important feature of cellular innate immunity performed by cells called 'phagocytes' that engulf, or eat, pathogens or particles. Phagocytes generally patrol the body searching for pathogens, but can be called to specific locations by cytokines. Once a pathogen has been engulfed by a phagocyte, it becomes trapped in an intracellular vesicle called a phagosome, which subsequently fuses with another vesicle called a lysosome to form a phagolysosome. The pathogen is killed by the activity of digestive enzymes or following a respiratory burst that releases free radicals into the phagolysosome. Phagocytosis evolved as a means of acquiring nutrients, but this role was extended in phagocytes to include engulfment of pathogens as a defense mechanism. Phagocytosis probably represents the oldest form of host defense, as phagocytes have been identified in both vertebrate and invertebrate animals.", "targets": "Phagocytosis first evolved as means of doing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea102c21d4942a59e89301de7df0d26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1584, Elizabeth I granted a charter to Sir Walter Raleigh, for whom the state capital is named, for land in present-day North Carolina (then part of the territory of Virginia). It was the second American territory which the English attempted to colonize. Raleigh established two colonies on the coast in the late 1580s, but both failed. The fate of the \"Lost Colony\" of Roanoke Island remains one of the most widely debated mysteries of American history. Virginia Dare, the first English child to be born in North America, was born on Roanoke Island on August 18, 1587; Dare County is named for her.", "targets": "Who is the North Carolina state capital named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea102c21d4942a59e89301de7df0d26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1584, Elizabeth I granted a charter to Sir Walter Raleigh, for whom the state capital is named, for land in present-day North Carolina (then part of the territory of Virginia). It was the second American territory which the English attempted to colonize. Raleigh established two colonies on the coast in the late 1580s, but both failed. The fate of the \"Lost Colony\" of Roanoke Island remains one of the most widely debated mysteries of American history. Virginia Dare, the first English child to be born in North America, was born on Roanoke Island on August 18, 1587; Dare County is named for her.", "targets": "Who granted the charter for Sir Walter Raleigh to travel to present day North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea102c21d4942a59e89301de7df0d26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1584, Elizabeth I granted a charter to Sir Walter Raleigh, for whom the state capital is named, for land in present-day North Carolina (then part of the territory of Virginia). It was the second American territory which the English attempted to colonize. Raleigh established two colonies on the coast in the late 1580s, but both failed. The fate of the \"Lost Colony\" of Roanoke Island remains one of the most widely debated mysteries of American history. Virginia Dare, the first English child to be born in North America, was born on Roanoke Island on August 18, 1587; Dare County is named for her.", "targets": "What year did Elizabeth I grant the charter to Raleigh to travel to North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea102c21d4942a59e89301de7df0d26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1584, Elizabeth I granted a charter to Sir Walter Raleigh, for whom the state capital is named, for land in present-day North Carolina (then part of the territory of Virginia). It was the second American territory which the English attempted to colonize. Raleigh established two colonies on the coast in the late 1580s, but both failed. The fate of the \"Lost Colony\" of Roanoke Island remains one of the most widely debated mysteries of American history. Virginia Dare, the first English child to be born in North America, was born on Roanoke Island on August 18, 1587; Dare County is named for her.", "targets": "What was the second american territory the English attempted to colonize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea102c21d4942a59e89301de7df0d26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1584, Elizabeth I granted a charter to Sir Walter Raleigh, for whom the state capital is named, for land in present-day North Carolina (then part of the territory of Virginia). It was the second American territory which the English attempted to colonize. Raleigh established two colonies on the coast in the late 1580s, but both failed. The fate of the \"Lost Colony\" of Roanoke Island remains one of the most widely debated mysteries of American history. Virginia Dare, the first English child to be born in North America, was born on Roanoke Island on August 18, 1587; Dare County is named for her.", "targets": "How many colonies did Raleigh establish on the coast of carolina in 1580?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-214287352b1e46c78c92a37bede3299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the introduction of the brown tree snake, Guam was home to several endemic bird species. Among them were the Guam rail (or ko'ko' bird in Chamorro) and the Guam flycatcher, both common throughout the island. Today the flycatcher is entirely extinct while the Guam rail is extinct in the wild but bred in captivity by the Division of Aquatic and Wildlife Resources. The devastation caused by the snake has been significant over the past several decades. As many as twelve bird species are believed to have been driven to extinction. According to many elders, ko'ko' birds were common in Guam before World War II.", "targets": "What are the names of the two native birds in Guam before the brown snake intrusion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-214287352b1e46c78c92a37bede3299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the introduction of the brown tree snake, Guam was home to several endemic bird species. Among them were the Guam rail (or ko'ko' bird in Chamorro) and the Guam flycatcher, both common throughout the island. Today the flycatcher is entirely extinct while the Guam rail is extinct in the wild but bred in captivity by the Division of Aquatic and Wildlife Resources. The devastation caused by the snake has been significant over the past several decades. As many as twelve bird species are believed to have been driven to extinction. According to many elders, ko'ko' birds were common in Guam before World War II.", "targets": "How many bird species have been driven to extinction in Guam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-214287352b1e46c78c92a37bede3299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the introduction of the brown tree snake, Guam was home to several endemic bird species. Among them were the Guam rail (or ko'ko' bird in Chamorro) and the Guam flycatcher, both common throughout the island. Today the flycatcher is entirely extinct while the Guam rail is extinct in the wild but bred in captivity by the Division of Aquatic and Wildlife Resources. The devastation caused by the snake has been significant over the past several decades. As many as twelve bird species are believed to have been driven to extinction. According to many elders, ko'ko' birds were common in Guam before World War II.", "targets": "What other bird was very common before WWII according to the elders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef19ef485cb144c884195c3f03ba073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 8, the leaders of Russia, Ukraine, and Belarus secretly met in Belavezhskaya Pushcha, in western Belarus, and signed the Belavezha Accords, which proclaimed the Soviet Union had ceased to exist and announced formation of the Commonwealth of Independent States (CIS) as a looser association to take its place. They also invited other republics to join the CIS. Gorbachev called it an unconstitutional coup. However, by this time there was no longer any reasonable doubt that, as the preamble of the Accords put it, \"the USSR, as a subject of international law and a geopolitical reality, is ceasing its existence.\"", "targets": "Where was the secret meeting of the leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef19ef485cb144c884195c3f03ba073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 8, the leaders of Russia, Ukraine, and Belarus secretly met in Belavezhskaya Pushcha, in western Belarus, and signed the Belavezha Accords, which proclaimed the Soviet Union had ceased to exist and announced formation of the Commonwealth of Independent States (CIS) as a looser association to take its place. They also invited other republics to join the CIS. Gorbachev called it an unconstitutional coup. However, by this time there was no longer any reasonable doubt that, as the preamble of the Accords put it, \"the USSR, as a subject of international law and a geopolitical reality, is ceasing its existence.\"", "targets": "What was signed at the secret meeting in Balarus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef19ef485cb144c884195c3f03ba073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 8, the leaders of Russia, Ukraine, and Belarus secretly met in Belavezhskaya Pushcha, in western Belarus, and signed the Belavezha Accords, which proclaimed the Soviet Union had ceased to exist and announced formation of the Commonwealth of Independent States (CIS) as a looser association to take its place. They also invited other republics to join the CIS. Gorbachev called it an unconstitutional coup. However, by this time there was no longer any reasonable doubt that, as the preamble of the Accords put it, \"the USSR, as a subject of international law and a geopolitical reality, is ceasing its existence.\"", "targets": "When was the meeting held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef19ef485cb144c884195c3f03ba073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 8, the leaders of Russia, Ukraine, and Belarus secretly met in Belavezhskaya Pushcha, in western Belarus, and signed the Belavezha Accords, which proclaimed the Soviet Union had ceased to exist and announced formation of the Commonwealth of Independent States (CIS) as a looser association to take its place. They also invited other republics to join the CIS. Gorbachev called it an unconstitutional coup. However, by this time there was no longer any reasonable doubt that, as the preamble of the Accords put it, \"the USSR, as a subject of international law and a geopolitical reality, is ceasing its existence.\"", "targets": "What was formed to replace the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef19ef485cb144c884195c3f03ba073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 8, the leaders of Russia, Ukraine, and Belarus secretly met in Belavezhskaya Pushcha, in western Belarus, and signed the Belavezha Accords, which proclaimed the Soviet Union had ceased to exist and announced formation of the Commonwealth of Independent States (CIS) as a looser association to take its place. They also invited other republics to join the CIS. Gorbachev called it an unconstitutional coup. However, by this time there was no longer any reasonable doubt that, as the preamble of the Accords put it, \"the USSR, as a subject of international law and a geopolitical reality, is ceasing its existence.\"", "targets": "What was coming to an end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5b958af4f840d8beab7a62f7e342d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a leaked cable revealed that Shell claims to have inserted staff into all the main ministries of the Nigerian government and know \"everything that was being done in those ministries\", according to Shell's top executive in Nigeria. The same executive also boasted that the Nigerian government had forgotten about the extent of Shell's infiltration. Documents released in 2009 (but not used in the court case) reveal that Shell regularly made payments to the Nigerian military in order to prevent protests.", "targets": "A 2010 leaked communication revealed that Shell claimed to have inserted what into which entities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5b958af4f840d8beab7a62f7e342d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a leaked cable revealed that Shell claims to have inserted staff into all the main ministries of the Nigerian government and know \"everything that was being done in those ministries\", according to Shell's top executive in Nigeria. The same executive also boasted that the Nigerian government had forgotten about the extent of Shell's infiltration. Documents released in 2009 (but not used in the court case) reveal that Shell regularly made payments to the Nigerian military in order to prevent protests.", "targets": "The same leaked communication revealed Shell claimed to know what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5b958af4f840d8beab7a62f7e342d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a leaked cable revealed that Shell claims to have inserted staff into all the main ministries of the Nigerian government and know \"everything that was being done in those ministries\", according to Shell's top executive in Nigeria. The same executive also boasted that the Nigerian government had forgotten about the extent of Shell's infiltration. Documents released in 2009 (but not used in the court case) reveal that Shell regularly made payments to the Nigerian military in order to prevent protests.", "targets": "About what did the Shell executive boast in relation to the leaked communication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5b958af4f840d8beab7a62f7e342d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a leaked cable revealed that Shell claims to have inserted staff into all the main ministries of the Nigerian government and know \"everything that was being done in those ministries\", according to Shell's top executive in Nigeria. The same executive also boasted that the Nigerian government had forgotten about the extent of Shell's infiltration. Documents released in 2009 (but not used in the court case) reveal that Shell regularly made payments to the Nigerian military in order to prevent protests.", "targets": "Documents released in 2009 showed that Shell made regular payments to which entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5b958af4f840d8beab7a62f7e342d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a leaked cable revealed that Shell claims to have inserted staff into all the main ministries of the Nigerian government and know \"everything that was being done in those ministries\", according to Shell's top executive in Nigeria. The same executive also boasted that the Nigerian government had forgotten about the extent of Shell's infiltration. Documents released in 2009 (but not used in the court case) reveal that Shell regularly made payments to the Nigerian military in order to prevent protests.", "targets": "For what purpose did Shell make regular payments to the entity cited in the documents released in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bab386b80b0a485e86f945ddb9e94b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccol\u00f2 Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.", "targets": "What was the source of educational material in Early Modern age universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bab386b80b0a485e86f945ddb9e94b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccol\u00f2 Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.", "targets": "What sources did Early Modern age universities rely on for medical curricula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bab386b80b0a485e86f945ddb9e94b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccol\u00f2 Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.", "targets": "The concentration on students to live honorable lives is an example of what form of thought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bab386b80b0a485e86f945ddb9e94b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccol\u00f2 Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.", "targets": "Niccol\u00f2 Leoniceno was a professor of what subject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bab386b80b0a485e86f945ddb9e94b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy (and astrology), law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccol\u00f2 Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.", "targets": "Which individual added a humanist view into the Corpus Juris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59eda47bfc7547dd98d45b2c9ef75db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous passage in Burke's Reflections was his description of the events of 5\u20136 October 1789 and the part of Marie-Antoinette in them. Burke's account differs little from modern historians who have used primary sources. His use of flowery language to describe it, however, provoked both praise and criticism. Philip Francis wrote to Burke saying that what he wrote of Marie-Antoinette was \"pure foppery\". Edward Gibbon, however, reacted differently: \"I adore his chivalry\". Burke was informed by an Englishman who had talked with the Duchesse de Biron, that when Marie-Antoinette was reading the passage, she burst into tears and took considerable time to finish reading it. Price had rejoiced that the French king had been \"led in triumph\" during the October Days, but to Burke this symbolised the opposing revolutionary sentiment of the Jacobins and the natural sentiments of those who shared his own view with horror\u2014that the ungallant assault on Marie-Antoinette\u2014was a cowardly attack on a defenceless woman.", "targets": "Who was featured in the most well-known part of Burke's Reflections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59eda47bfc7547dd98d45b2c9ef75db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous passage in Burke's Reflections was his description of the events of 5\u20136 October 1789 and the part of Marie-Antoinette in them. Burke's account differs little from modern historians who have used primary sources. His use of flowery language to describe it, however, provoked both praise and criticism. Philip Francis wrote to Burke saying that what he wrote of Marie-Antoinette was \"pure foppery\". Edward Gibbon, however, reacted differently: \"I adore his chivalry\". Burke was informed by an Englishman who had talked with the Duchesse de Biron, that when Marie-Antoinette was reading the passage, she burst into tears and took considerable time to finish reading it. Price had rejoiced that the French king had been \"led in triumph\" during the October Days, but to Burke this symbolised the opposing revolutionary sentiment of the Jacobins and the natural sentiments of those who shared his own view with horror\u2014that the ungallant assault on Marie-Antoinette\u2014was a cowardly attack on a defenceless woman.", "targets": "Who said Burke wrote 'pure foppery' about Marie-Antoinette?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59eda47bfc7547dd98d45b2c9ef75db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous passage in Burke's Reflections was his description of the events of 5\u20136 October 1789 and the part of Marie-Antoinette in them. Burke's account differs little from modern historians who have used primary sources. His use of flowery language to describe it, however, provoked both praise and criticism. Philip Francis wrote to Burke saying that what he wrote of Marie-Antoinette was \"pure foppery\". Edward Gibbon, however, reacted differently: \"I adore his chivalry\". Burke was informed by an Englishman who had talked with the Duchesse de Biron, that when Marie-Antoinette was reading the passage, she burst into tears and took considerable time to finish reading it. Price had rejoiced that the French king had been \"led in triumph\" during the October Days, but to Burke this symbolised the opposing revolutionary sentiment of the Jacobins and the natural sentiments of those who shared his own view with horror\u2014that the ungallant assault on Marie-Antoinette\u2014was a cowardly attack on a defenceless woman.", "targets": "Who adored Burke's chivalry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59eda47bfc7547dd98d45b2c9ef75db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous passage in Burke's Reflections was his description of the events of 5\u20136 October 1789 and the part of Marie-Antoinette in them. Burke's account differs little from modern historians who have used primary sources. His use of flowery language to describe it, however, provoked both praise and criticism. Philip Francis wrote to Burke saying that what he wrote of Marie-Antoinette was \"pure foppery\". Edward Gibbon, however, reacted differently: \"I adore his chivalry\". Burke was informed by an Englishman who had talked with the Duchesse de Biron, that when Marie-Antoinette was reading the passage, she burst into tears and took considerable time to finish reading it. Price had rejoiced that the French king had been \"led in triumph\" during the October Days, but to Burke this symbolised the opposing revolutionary sentiment of the Jacobins and the natural sentiments of those who shared his own view with horror\u2014that the ungallant assault on Marie-Antoinette\u2014was a cowardly attack on a defenceless woman.", "targets": "How did Marie-Antoinette react to Burke's writing about her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ea01dfe83e4e079987724c4da6554a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary is heavy on romantic sentimental ballads which mostly use acoustic instruments (though bass guitar is usually used) such as acoustic guitars, pianos, saxophones, and sometimes an orchestral set. The electric guitars are normally faint and high-pitched. However, recent adult contemporary music may usually feature synthesizers (and other electronics, such as drum machines).", "targets": "What type of song is frequently seen in the adult contemporary genre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ea01dfe83e4e079987724c4da6554a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary is heavy on romantic sentimental ballads which mostly use acoustic instruments (though bass guitar is usually used) such as acoustic guitars, pianos, saxophones, and sometimes an orchestral set. The electric guitars are normally faint and high-pitched. However, recent adult contemporary music may usually feature synthesizers (and other electronics, such as drum machines).", "targets": "Along with synthesizers, what electronic instruments sometimes appear in modern adult contemporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ea01dfe83e4e079987724c4da6554a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary is heavy on romantic sentimental ballads which mostly use acoustic instruments (though bass guitar is usually used) such as acoustic guitars, pianos, saxophones, and sometimes an orchestral set. The electric guitars are normally faint and high-pitched. However, recent adult contemporary music may usually feature synthesizers (and other electronics, such as drum machines).", "targets": "What general type of instruments tend to be used in adult contemporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ea01dfe83e4e079987724c4da6554a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary is heavy on romantic sentimental ballads which mostly use acoustic instruments (though bass guitar is usually used) such as acoustic guitars, pianos, saxophones, and sometimes an orchestral set. The electric guitars are normally faint and high-pitched. However, recent adult contemporary music may usually feature synthesizers (and other electronics, such as drum machines).", "targets": "What electric instrument is often seen in adult contemporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ea01dfe83e4e079987724c4da6554a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary is heavy on romantic sentimental ballads which mostly use acoustic instruments (though bass guitar is usually used) such as acoustic guitars, pianos, saxophones, and sometimes an orchestral set. The electric guitars are normally faint and high-pitched. However, recent adult contemporary music may usually feature synthesizers (and other electronics, such as drum machines).", "targets": "Along with being faint, what characteristic is usually present in electric guitars used in adult contemporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd322e660cd4bf98b04b2cf5c5b2627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, a BeiDou-1 ground terminal cost around CN\u00a520,000RMB (US$2,929), almost 10 times the price of a contemporary GPS terminal. The price of the terminals was explained as being due to the cost of imported microchips. At the China High-Tech Fair ELEXCON of November 2009 in Shenzhen, a BeiDou terminal priced at CN\u00a53,000RMB was presented.", "targets": "How much did a BeiDou-1 ground terminal cost in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd322e660cd4bf98b04b2cf5c5b2627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, a BeiDou-1 ground terminal cost around CN\u00a520,000RMB (US$2,929), almost 10 times the price of a contemporary GPS terminal. The price of the terminals was explained as being due to the cost of imported microchips. At the China High-Tech Fair ELEXCON of November 2009 in Shenzhen, a BeiDou terminal priced at CN\u00a53,000RMB was presented.", "targets": "How much more did a BeiDou-1 ground terminal cost than a current GPS terminal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd322e660cd4bf98b04b2cf5c5b2627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, a BeiDou-1 ground terminal cost around CN\u00a520,000RMB (US$2,929), almost 10 times the price of a contemporary GPS terminal. The price of the terminals was explained as being due to the cost of imported microchips. At the China High-Tech Fair ELEXCON of November 2009 in Shenzhen, a BeiDou terminal priced at CN\u00a53,000RMB was presented.", "targets": "Why is a BeiDou-1 ground terminal so expensive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd322e660cd4bf98b04b2cf5c5b2627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, a BeiDou-1 ground terminal cost around CN\u00a520,000RMB (US$2,929), almost 10 times the price of a contemporary GPS terminal. The price of the terminals was explained as being due to the cost of imported microchips. At the China High-Tech Fair ELEXCON of November 2009 in Shenzhen, a BeiDou terminal priced at CN\u00a53,000RMB was presented.", "targets": "Where was the ELEXCON fair held in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd322e660cd4bf98b04b2cf5c5b2627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, a BeiDou-1 ground terminal cost around CN\u00a520,000RMB (US$2,929), almost 10 times the price of a contemporary GPS terminal. The price of the terminals was explained as being due to the cost of imported microchips. At the China High-Tech Fair ELEXCON of November 2009 in Shenzhen, a BeiDou terminal priced at CN\u00a53,000RMB was presented.", "targets": "What was presented at the ELEXCON fair in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "What is the most prominent religion in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "Under what immediate jurisdiction of the Catholic Church does New Haven fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "How many yeshivas are located in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "With what religious movement do many Puerto Ricans in New Haven associate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "In addition to Jews, what other religious community comprises a large share of the non-Catholic population of New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "In terms of religious affiliation, what is the most prevalent religion in the city? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "There are several religious group that have seem rise in demographics, one of which is popular among African Americans being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082df51b0ec34c1e8b8ea19bfa02b94a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is a predominantly Roman Catholic city, as the city's Dominican, Irish, Italian, Mexican, Ecuadorian, and Puerto Rican populations are overwhelmingly Catholic. The city is part of the Archdiocese of Hartford. Jews also make up a considerable portion of the population, as do Black Baptists. There is a growing number of (mostly Puerto Rican) Pentecostals as well. There are churches for all major branches of Christianity within the city, multiple store-front churches, ministries (especially in working-class Latino and Black neighborhoods), a mosque, many synagogues (including two yeshivas), and other places of worship; the level of religious diversity in the city is high.", "targets": "However Christianity can be found within the city, particularly which neighborhoods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c325c0763b5418ba2c3b6720444abaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some design instances, materials used on walls and furniture play a key role in the lighting effect< for example dark paint tends to absorb light, making the room appear smaller and more dim than it is, whereas light paint does the opposite. In addition to paint, reflective surfaces also have an effect on lighting design.", "targets": "What type of paint tends to absorb light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c325c0763b5418ba2c3b6720444abaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some design instances, materials used on walls and furniture play a key role in the lighting effect< for example dark paint tends to absorb light, making the room appear smaller and more dim than it is, whereas light paint does the opposite. In addition to paint, reflective surfaces also have an effect on lighting design.", "targets": "What kind of paint makes a room a room look larger and brighter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3532a6afcebf476b9d09a77692786d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The form of the verb varies with person (first, second and third), number (singular and plural), tense (present and past), and mood (indicative, subjunctive and imperative). Old English also sometimes uses compound constructions to express other verbal aspects, the future and the passive voice; in these we see the beginnings of the compound tenses of Modern English. Old English verbs include strong verbs, which form the past tense by altering the root vowel, and weak verbs, which use a suffix such as -de. As in Modern English, and peculiar to the Germanic languages, the verbs formed two great classes: weak (regular), and strong (irregular). Like today, Old English had fewer strong verbs, and many of these have over time decayed into weak forms. Then, as now, dental suffixes indicated the past tense of the weak verbs, as in work and worked.", "targets": "Along with the present, what was a verb tense in Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3532a6afcebf476b9d09a77692786d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The form of the verb varies with person (first, second and third), number (singular and plural), tense (present and past), and mood (indicative, subjunctive and imperative). Old English also sometimes uses compound constructions to express other verbal aspects, the future and the passive voice; in these we see the beginnings of the compound tenses of Modern English. Old English verbs include strong verbs, which form the past tense by altering the root vowel, and weak verbs, which use a suffix such as -de. As in Modern English, and peculiar to the Germanic languages, the verbs formed two great classes: weak (regular), and strong (irregular). Like today, Old English had fewer strong verbs, and many of these have over time decayed into weak forms. Then, as now, dental suffixes indicated the past tense of the weak verbs, as in work and worked.", "targets": "What were the three moods that caused verb variation in Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3532a6afcebf476b9d09a77692786d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The form of the verb varies with person (first, second and third), number (singular and plural), tense (present and past), and mood (indicative, subjunctive and imperative). Old English also sometimes uses compound constructions to express other verbal aspects, the future and the passive voice; in these we see the beginnings of the compound tenses of Modern English. Old English verbs include strong verbs, which form the past tense by altering the root vowel, and weak verbs, which use a suffix such as -de. As in Modern English, and peculiar to the Germanic languages, the verbs formed two great classes: weak (regular), and strong (irregular). Like today, Old English had fewer strong verbs, and many of these have over time decayed into weak forms. Then, as now, dental suffixes indicated the past tense of the weak verbs, as in work and worked.", "targets": "Along with the first and second, what person influenced verb variation in Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3532a6afcebf476b9d09a77692786d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The form of the verb varies with person (first, second and third), number (singular and plural), tense (present and past), and mood (indicative, subjunctive and imperative). Old English also sometimes uses compound constructions to express other verbal aspects, the future and the passive voice; in these we see the beginnings of the compound tenses of Modern English. Old English verbs include strong verbs, which form the past tense by altering the root vowel, and weak verbs, which use a suffix such as -de. As in Modern English, and peculiar to the Germanic languages, the verbs formed two great classes: weak (regular), and strong (irregular). Like today, Old English had fewer strong verbs, and many of these have over time decayed into weak forms. Then, as now, dental suffixes indicated the past tense of the weak verbs, as in work and worked.", "targets": "What is an example of a suffix used by Old English weak verbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3532a6afcebf476b9d09a77692786d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The form of the verb varies with person (first, second and third), number (singular and plural), tense (present and past), and mood (indicative, subjunctive and imperative). Old English also sometimes uses compound constructions to express other verbal aspects, the future and the passive voice; in these we see the beginnings of the compound tenses of Modern English. Old English verbs include strong verbs, which form the past tense by altering the root vowel, and weak verbs, which use a suffix such as -de. As in Modern English, and peculiar to the Germanic languages, the verbs formed two great classes: weak (regular), and strong (irregular). Like today, Old English had fewer strong verbs, and many of these have over time decayed into weak forms. Then, as now, dental suffixes indicated the past tense of the weak verbs, as in work and worked.", "targets": "How did Old English strong verbs express the past tense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5283028f294f43859ee526d385fe542b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seemingly, multitasking would cause a computer that is switching between several programs to run more slowly, in direct proportion to the number of programs it is running, but most programs spend much of their time waiting for slow input/output devices to complete their tasks. If a program is waiting for the user to click on the mouse or press a key on the keyboard, then it will not take a \"time slice\" until the event it is waiting for has occurred. This frees up time for other programs to execute so that many programs may be run simultaneously without unacceptable speed loss.", "targets": "Multitasking would seemingly cause a computer to run in what fashion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5283028f294f43859ee526d385fe542b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seemingly, multitasking would cause a computer that is switching between several programs to run more slowly, in direct proportion to the number of programs it is running, but most programs spend much of their time waiting for slow input/output devices to complete their tasks. If a program is waiting for the user to click on the mouse or press a key on the keyboard, then it will not take a \"time slice\" until the event it is waiting for has occurred. This frees up time for other programs to execute so that many programs may be run simultaneously without unacceptable speed loss.", "targets": "What do a lot of programs spend time waiting for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aed8018fd8548599576396d13add4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A primary purpose of testing is to detect software failures so that defects may be discovered and corrected. Testing cannot establish that a product functions properly under all conditions but can only establish that it does not function properly under specific conditions. The scope of software testing often includes examination of code as well as execution of that code in various environments and conditions as well as examining the aspects of code: does it do what it is supposed to do and do what it needs to do. In the current culture of software development, a testing organization may be separate from the development team. There are various roles for testing team members. Information derived from software testing may be used to correct the process by which software is developed.", "targets": "What is the primamry reason for testing software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aed8018fd8548599576396d13add4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A primary purpose of testing is to detect software failures so that defects may be discovered and corrected. Testing cannot establish that a product functions properly under all conditions but can only establish that it does not function properly under specific conditions. The scope of software testing often includes examination of code as well as execution of that code in various environments and conditions as well as examining the aspects of code: does it do what it is supposed to do and do what it needs to do. In the current culture of software development, a testing organization may be separate from the development team. There are various roles for testing team members. Information derived from software testing may be used to correct the process by which software is developed.", "targets": "What can testing software not fully completely establish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aed8018fd8548599576396d13add4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A primary purpose of testing is to detect software failures so that defects may be discovered and corrected. Testing cannot establish that a product functions properly under all conditions but can only establish that it does not function properly under specific conditions. The scope of software testing often includes examination of code as well as execution of that code in various environments and conditions as well as examining the aspects of code: does it do what it is supposed to do and do what it needs to do. In the current culture of software development, a testing organization may be separate from the development team. There are various roles for testing team members. Information derived from software testing may be used to correct the process by which software is developed.", "targets": "What does the scope of testing the software also look at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aed8018fd8548599576396d13add4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A primary purpose of testing is to detect software failures so that defects may be discovered and corrected. Testing cannot establish that a product functions properly under all conditions but can only establish that it does not function properly under specific conditions. The scope of software testing often includes examination of code as well as execution of that code in various environments and conditions as well as examining the aspects of code: does it do what it is supposed to do and do what it needs to do. In the current culture of software development, a testing organization may be separate from the development team. There are various roles for testing team members. Information derived from software testing may be used to correct the process by which software is developed.", "targets": "Which two teams would you normally separate when writing and testing software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e321f798940848326b180de88d618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ship transport is an important component of Melbourne's transport system. The Port of Melbourne is Australia's largest container and general cargo port and also its busiest. The port handled two million shipping containers in a 12-month period during 2007, making it one of the top five ports in the Southern Hemisphere. Station Pier on Port Phillip Bay is the main passenger ship terminal with cruise ships and the Spirit of Tasmania ferries which cross Bass Strait to Tasmania docking there. Ferries and water taxis run from berths along the Yarra River as far upstream as South Yarra and across Port Phillip Bay.", "targets": "Which port is Australia's largest container and general cargo port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e321f798940848326b180de88d618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ship transport is an important component of Melbourne's transport system. The Port of Melbourne is Australia's largest container and general cargo port and also its busiest. The port handled two million shipping containers in a 12-month period during 2007, making it one of the top five ports in the Southern Hemisphere. Station Pier on Port Phillip Bay is the main passenger ship terminal with cruise ships and the Spirit of Tasmania ferries which cross Bass Strait to Tasmania docking there. Ferries and water taxis run from berths along the Yarra River as far upstream as South Yarra and across Port Phillip Bay.", "targets": "How far upstream to water taxis run along the Yarra River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e321f798940848326b180de88d618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ship transport is an important component of Melbourne's transport system. The Port of Melbourne is Australia's largest container and general cargo port and also its busiest. The port handled two million shipping containers in a 12-month period during 2007, making it one of the top five ports in the Southern Hemisphere. Station Pier on Port Phillip Bay is the main passenger ship terminal with cruise ships and the Spirit of Tasmania ferries which cross Bass Strait to Tasmania docking there. Ferries and water taxis run from berths along the Yarra River as far upstream as South Yarra and across Port Phillip Bay.", "targets": "How many shipping containers did the Port of Melbourne handle during a 12-month period in 2007, making it one of the top five ports in the Southern Hemisphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e321f798940848326b180de88d618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ship transport is an important component of Melbourne's transport system. The Port of Melbourne is Australia's largest container and general cargo port and also its busiest. The port handled two million shipping containers in a 12-month period during 2007, making it one of the top five ports in the Southern Hemisphere. Station Pier on Port Phillip Bay is the main passenger ship terminal with cruise ships and the Spirit of Tasmania ferries which cross Bass Strait to Tasmania docking there. Ferries and water taxis run from berths along the Yarra River as far upstream as South Yarra and across Port Phillip Bay.", "targets": "Which is Australia's busiest port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e321f798940848326b180de88d618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ship transport is an important component of Melbourne's transport system. The Port of Melbourne is Australia's largest container and general cargo port and also its busiest. The port handled two million shipping containers in a 12-month period during 2007, making it one of the top five ports in the Southern Hemisphere. Station Pier on Port Phillip Bay is the main passenger ship terminal with cruise ships and the Spirit of Tasmania ferries which cross Bass Strait to Tasmania docking there. Ferries and water taxis run from berths along the Yarra River as far upstream as South Yarra and across Port Phillip Bay.", "targets": "Where is Station Pier located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18c05aeb2c974c74ade4fad9aef32fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value judgement definition of literature considers it to exclusively include writing that possesses high quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition. This is the definition used in the Encyclop\u00e6dia Britannica Eleventh Edition (1910\u201311) when it classifies literature as \"the best expression of the best thought reduced to writing.\" However, this has the result that there is no objective definition of what constitutes \"literature\"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.", "targets": "What is the main component of the qualitative judgment definition of literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18c05aeb2c974c74ade4fad9aef32fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value judgement definition of literature considers it to exclusively include writing that possesses high quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition. This is the definition used in the Encyclop\u00e6dia Britannica Eleventh Edition (1910\u201311) when it classifies literature as \"the best expression of the best thought reduced to writing.\" However, this has the result that there is no objective definition of what constitutes \"literature\"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.", "targets": "What French term for value-based literature literally translates as \"fine writing?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18c05aeb2c974c74ade4fad9aef32fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value judgement definition of literature considers it to exclusively include writing that possesses high quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition. This is the definition used in the Encyclop\u00e6dia Britannica Eleventh Edition (1910\u201311) when it classifies literature as \"the best expression of the best thought reduced to writing.\" However, this has the result that there is no objective definition of what constitutes \"literature\"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.", "targets": "Encyclopedia Britannica defined literature in its 1911 editions how?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18c05aeb2c974c74ade4fad9aef32fff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The value judgement definition of literature considers it to exclusively include writing that possesses high quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition. This is the definition used in the Encyclop\u00e6dia Britannica Eleventh Edition (1910\u201311) when it classifies literature as \"the best expression of the best thought reduced to writing.\" However, this has the result that there is no objective definition of what constitutes \"literature\"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.", "targets": "What effect does the evolving definition of literature have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0c48a3cd5c440aa5bb48dcf1963be1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The kingdom grew to its largest extent under Mithridates VI, who conquered Colchis, Cappadocia, Paphlagonia, Bithynia, Lesser Armenia, the Bosporan Kingdom, the Greek colonies of the Tauric Chersonesos and for a brief time the Roman province of Asia. Mithridates VI, himself of mixed Persian and Greek ancestry, presented himself as the protector of the Greeks against the 'barbarians' of Rome styling himself as \"King Mithridates Eupator Dionysus.\" and as the \"great liberator\". Mithridates also depicted himself with the anastole hairstyle of Alexander and used the symbolism of Herakles whom the Macedonian kings claimed descend from. After a long struggle with Rome in the Mithridatic wars, Pontus was defeated, part of it was incorporated into the Roman Republic as the province Bithynia and Pontus and the eastern half survived as a client kingdom.", "targets": "Who ruled when the Kingdom of Pontus' was at it's biggest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0c48a3cd5c440aa5bb48dcf1963be1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The kingdom grew to its largest extent under Mithridates VI, who conquered Colchis, Cappadocia, Paphlagonia, Bithynia, Lesser Armenia, the Bosporan Kingdom, the Greek colonies of the Tauric Chersonesos and for a brief time the Roman province of Asia. Mithridates VI, himself of mixed Persian and Greek ancestry, presented himself as the protector of the Greeks against the 'barbarians' of Rome styling himself as \"King Mithridates Eupator Dionysus.\" and as the \"great liberator\". Mithridates also depicted himself with the anastole hairstyle of Alexander and used the symbolism of Herakles whom the Macedonian kings claimed descend from. After a long struggle with Rome in the Mithridatic wars, Pontus was defeated, part of it was incorporated into the Roman Republic as the province Bithynia and Pontus and the eastern half survived as a client kingdom.", "targets": "Who called themselves King Mithridates Eupator Dionysus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0c48a3cd5c440aa5bb48dcf1963be1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The kingdom grew to its largest extent under Mithridates VI, who conquered Colchis, Cappadocia, Paphlagonia, Bithynia, Lesser Armenia, the Bosporan Kingdom, the Greek colonies of the Tauric Chersonesos and for a brief time the Roman province of Asia. Mithridates VI, himself of mixed Persian and Greek ancestry, presented himself as the protector of the Greeks against the 'barbarians' of Rome styling himself as \"King Mithridates Eupator Dionysus.\" and as the \"great liberator\". Mithridates also depicted himself with the anastole hairstyle of Alexander and used the symbolism of Herakles whom the Macedonian kings claimed descend from. After a long struggle with Rome in the Mithridatic wars, Pontus was defeated, part of it was incorporated into the Roman Republic as the province Bithynia and Pontus and the eastern half survived as a client kingdom.", "targets": "What hairstyle did Mithridates IV copy from Alexander?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0c48a3cd5c440aa5bb48dcf1963be1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The kingdom grew to its largest extent under Mithridates VI, who conquered Colchis, Cappadocia, Paphlagonia, Bithynia, Lesser Armenia, the Bosporan Kingdom, the Greek colonies of the Tauric Chersonesos and for a brief time the Roman province of Asia. Mithridates VI, himself of mixed Persian and Greek ancestry, presented himself as the protector of the Greeks against the 'barbarians' of Rome styling himself as \"King Mithridates Eupator Dionysus.\" and as the \"great liberator\". Mithridates also depicted himself with the anastole hairstyle of Alexander and used the symbolism of Herakles whom the Macedonian kings claimed descend from. After a long struggle with Rome in the Mithridatic wars, Pontus was defeated, part of it was incorporated into the Roman Republic as the province Bithynia and Pontus and the eastern half survived as a client kingdom.", "targets": "Who did the Macedoniankings claim Mithridates IV descended from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0c48a3cd5c440aa5bb48dcf1963be1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The kingdom grew to its largest extent under Mithridates VI, who conquered Colchis, Cappadocia, Paphlagonia, Bithynia, Lesser Armenia, the Bosporan Kingdom, the Greek colonies of the Tauric Chersonesos and for a brief time the Roman province of Asia. Mithridates VI, himself of mixed Persian and Greek ancestry, presented himself as the protector of the Greeks against the 'barbarians' of Rome styling himself as \"King Mithridates Eupator Dionysus.\" and as the \"great liberator\". Mithridates also depicted himself with the anastole hairstyle of Alexander and used the symbolism of Herakles whom the Macedonian kings claimed descend from. After a long struggle with Rome in the Mithridatic wars, Pontus was defeated, part of it was incorporated into the Roman Republic as the province Bithynia and Pontus and the eastern half survived as a client kingdom.", "targets": "Pontus was defeated in what wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f03749a9b4bf9b2f221f290f23ef7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, they broke up in 1979, but remained close friends. Then in 1984 they renewed their romance, and in November 1985, they married, already having had a son, Max Samuel. After three and a half years of marriage, however, many of the same competing stresses of their careers caused them to divorce in 1989. They agreed to maintain homes near each other as to facilitate the shared custody and parenting of their son.:403 Their divorce was recorded as the third most costly celebrity divorce in history.", "targets": "When did Spielberg and Irving initially break up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f03749a9b4bf9b2f221f290f23ef7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, they broke up in 1979, but remained close friends. Then in 1984 they renewed their romance, and in November 1985, they married, already having had a son, Max Samuel. After three and a half years of marriage, however, many of the same competing stresses of their careers caused them to divorce in 1989. They agreed to maintain homes near each other as to facilitate the shared custody and parenting of their son.:403 Their divorce was recorded as the third most costly celebrity divorce in history.", "targets": "When did Spielberg and Irving get back together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f03749a9b4bf9b2f221f290f23ef7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, they broke up in 1979, but remained close friends. Then in 1984 they renewed their romance, and in November 1985, they married, already having had a son, Max Samuel. After three and a half years of marriage, however, many of the same competing stresses of their careers caused them to divorce in 1989. They agreed to maintain homes near each other as to facilitate the shared custody and parenting of their son.:403 Their divorce was recorded as the third most costly celebrity divorce in history.", "targets": "When did Spielberg and Irving marry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f03749a9b4bf9b2f221f290f23ef7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, they broke up in 1979, but remained close friends. Then in 1984 they renewed their romance, and in November 1985, they married, already having had a son, Max Samuel. After three and a half years of marriage, however, many of the same competing stresses of their careers caused them to divorce in 1989. They agreed to maintain homes near each other as to facilitate the shared custody and parenting of their son.:403 Their divorce was recorded as the third most costly celebrity divorce in history.", "targets": "When did Spielberg and Irving divorce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f03749a9b4bf9b2f221f290f23ef7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, they broke up in 1979, but remained close friends. Then in 1984 they renewed their romance, and in November 1985, they married, already having had a son, Max Samuel. After three and a half years of marriage, however, many of the same competing stresses of their careers caused them to divorce in 1989. They agreed to maintain homes near each other as to facilitate the shared custody and parenting of their son.:403 Their divorce was recorded as the third most costly celebrity divorce in history.", "targets": "How expensive was Spielberg and Irving's divorce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e48093d1ff48298b9acb4c75cdb6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton was named \"fittest city in the UK\" in 2006 by Men's Fitness magazine. The results were based on the incidence of heart disease, the amount of junk food and alcohol consumed, and the level of gym membership. In 2007, it had slipped one place behind London, but was still ranked first when it came to the parks and green spaces available for exercise and the amount of television watched by Sotonians was the lowest in the country. Speedway racing took place at Banister Court Stadium in the pre-war era. It returned in the 1940s after WW2 and the Saints operated until the stadium closed down at the end of 1963. A training track operated in the 1950s in the Hamble area.", "targets": "What magazine awarded Southampton \"fittest city in the UK\" in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e48093d1ff48298b9acb4c75cdb6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton was named \"fittest city in the UK\" in 2006 by Men's Fitness magazine. The results were based on the incidence of heart disease, the amount of junk food and alcohol consumed, and the level of gym membership. In 2007, it had slipped one place behind London, but was still ranked first when it came to the parks and green spaces available for exercise and the amount of television watched by Sotonians was the lowest in the country. Speedway racing took place at Banister Court Stadium in the pre-war era. It returned in the 1940s after WW2 and the Saints operated until the stadium closed down at the end of 1963. A training track operated in the 1950s in the Hamble area.", "targets": "How many spots did Southampton lose in the \"fittest city\" rankings for 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e48093d1ff48298b9acb4c75cdb6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton was named \"fittest city in the UK\" in 2006 by Men's Fitness magazine. The results were based on the incidence of heart disease, the amount of junk food and alcohol consumed, and the level of gym membership. In 2007, it had slipped one place behind London, but was still ranked first when it came to the parks and green spaces available for exercise and the amount of television watched by Sotonians was the lowest in the country. Speedway racing took place at Banister Court Stadium in the pre-war era. It returned in the 1940s after WW2 and the Saints operated until the stadium closed down at the end of 1963. A training track operated in the 1950s in the Hamble area.", "targets": "Who was the \"fittest city in the UK\" ahead of Southampton in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e48093d1ff48298b9acb4c75cdb6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton was named \"fittest city in the UK\" in 2006 by Men's Fitness magazine. The results were based on the incidence of heart disease, the amount of junk food and alcohol consumed, and the level of gym membership. In 2007, it had slipped one place behind London, but was still ranked first when it came to the parks and green spaces available for exercise and the amount of television watched by Sotonians was the lowest in the country. Speedway racing took place at Banister Court Stadium in the pre-war era. It returned in the 1940s after WW2 and the Saints operated until the stadium closed down at the end of 1963. A training track operated in the 1950s in the Hamble area.", "targets": "During the pre-war period, where was speedway racing held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e48093d1ff48298b9acb4c75cdb6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton was named \"fittest city in the UK\" in 2006 by Men's Fitness magazine. The results were based on the incidence of heart disease, the amount of junk food and alcohol consumed, and the level of gym membership. In 2007, it had slipped one place behind London, but was still ranked first when it came to the parks and green spaces available for exercise and the amount of television watched by Sotonians was the lowest in the country. Speedway racing took place at Banister Court Stadium in the pre-war era. It returned in the 1940s after WW2 and the Saints operated until the stadium closed down at the end of 1963. A training track operated in the 1950s in the Hamble area.", "targets": "What year did Banister Court Stadium close its doors for good?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-165c7e6edef543a8892d73a2a3d60900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the film Knute Rockne, All American, Knute Rockne (played by Pat O'Brien) delivers the famous \"Win one for the Gipper\" speech, at which point the background music swells with the \"Notre Dame Victory March\". George Gipp was played by Ronald Reagan, whose nickname \"The Gipper\" was derived from this role. This scene was parodied in the movie Airplane! with the same background music, only this time honoring George Zipp, one of Ted Striker's former comrades. The song also was prominent in the movie Rudy, with Sean Astin as Daniel \"Rudy\" Ruettiger, who harbored dreams of playing football at the University of Notre Dame despite significant obstacles.", "targets": "Ronald Reagan had a nickname, what was it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-165c7e6edef543a8892d73a2a3d60900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the film Knute Rockne, All American, Knute Rockne (played by Pat O'Brien) delivers the famous \"Win one for the Gipper\" speech, at which point the background music swells with the \"Notre Dame Victory March\". George Gipp was played by Ronald Reagan, whose nickname \"The Gipper\" was derived from this role. This scene was parodied in the movie Airplane! with the same background music, only this time honoring George Zipp, one of Ted Striker's former comrades. The song also was prominent in the movie Rudy, with Sean Astin as Daniel \"Rudy\" Ruettiger, who harbored dreams of playing football at the University of Notre Dame despite significant obstacles.", "targets": "In what film did a parody of the \"Win one for the Gipper\" speech appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-165c7e6edef543a8892d73a2a3d60900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the film Knute Rockne, All American, Knute Rockne (played by Pat O'Brien) delivers the famous \"Win one for the Gipper\" speech, at which point the background music swells with the \"Notre Dame Victory March\". George Gipp was played by Ronald Reagan, whose nickname \"The Gipper\" was derived from this role. This scene was parodied in the movie Airplane! with the same background music, only this time honoring George Zipp, one of Ted Striker's former comrades. The song also was prominent in the movie Rudy, with Sean Astin as Daniel \"Rudy\" Ruettiger, who harbored dreams of playing football at the University of Notre Dame despite significant obstacles.", "targets": "Who starred as Daniel Ruettiger in the film Rudy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-165c7e6edef543a8892d73a2a3d60900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the film Knute Rockne, All American, Knute Rockne (played by Pat O'Brien) delivers the famous \"Win one for the Gipper\" speech, at which point the background music swells with the \"Notre Dame Victory March\". George Gipp was played by Ronald Reagan, whose nickname \"The Gipper\" was derived from this role. This scene was parodied in the movie Airplane! with the same background music, only this time honoring George Zipp, one of Ted Striker's former comrades. The song also was prominent in the movie Rudy, with Sean Astin as Daniel \"Rudy\" Ruettiger, who harbored dreams of playing football at the University of Notre Dame despite significant obstacles.", "targets": "Which person was a former comrade to Ted Striker in the film Airplane!?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-165c7e6edef543a8892d73a2a3d60900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the film Knute Rockne, All American, Knute Rockne (played by Pat O'Brien) delivers the famous \"Win one for the Gipper\" speech, at which point the background music swells with the \"Notre Dame Victory March\". George Gipp was played by Ronald Reagan, whose nickname \"The Gipper\" was derived from this role. This scene was parodied in the movie Airplane! with the same background music, only this time honoring George Zipp, one of Ted Striker's former comrades. The song also was prominent in the movie Rudy, with Sean Astin as Daniel \"Rudy\" Ruettiger, who harbored dreams of playing football at the University of Notre Dame despite significant obstacles.", "targets": "Pat O'Brien portrayed which person in the film Knute Rockne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e205586455eb450e879a0f45417eedc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lawrence Houston, head counsel of the SSU, CIG, and, later CIA, was a principle draftsman of the National Security Act of 1947 which dissolved the NIA and the CIG, and established both the National Security Council and the Central Intelligence Agency. In 1949, Houston would help draft the Central Intelligence Agency Act, (Public law 81-110) which authorized the agency to use confidential fiscal and administrative procedures, and exempted it from most limitations on the use of Federal funds. It also exempted the CIA from having to disclose its \"organization, functions, officials, titles, salaries, or numbers of personnel employed.\" It created the program \"PL-110\", to handle defectors and other \"essential aliens\" who fell outside normal immigration procedures.", "targets": "Which act got rid of the NIA and the CIG?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e205586455eb450e879a0f45417eedc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lawrence Houston, head counsel of the SSU, CIG, and, later CIA, was a principle draftsman of the National Security Act of 1947 which dissolved the NIA and the CIG, and established both the National Security Council and the Central Intelligence Agency. In 1949, Houston would help draft the Central Intelligence Agency Act, (Public law 81-110) which authorized the agency to use confidential fiscal and administrative procedures, and exempted it from most limitations on the use of Federal funds. It also exempted the CIA from having to disclose its \"organization, functions, officials, titles, salaries, or numbers of personnel employed.\" It created the program \"PL-110\", to handle defectors and other \"essential aliens\" who fell outside normal immigration procedures.", "targets": "What program handled \"essential aliens\" that did not fall under normal immigration policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e205586455eb450e879a0f45417eedc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lawrence Houston, head counsel of the SSU, CIG, and, later CIA, was a principle draftsman of the National Security Act of 1947 which dissolved the NIA and the CIG, and established both the National Security Council and the Central Intelligence Agency. In 1949, Houston would help draft the Central Intelligence Agency Act, (Public law 81-110) which authorized the agency to use confidential fiscal and administrative procedures, and exempted it from most limitations on the use of Federal funds. It also exempted the CIA from having to disclose its \"organization, functions, officials, titles, salaries, or numbers of personnel employed.\" It created the program \"PL-110\", to handle defectors and other \"essential aliens\" who fell outside normal immigration procedures.", "targets": "Lawrence Houston helped to draft what act in 1949?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9a30c3a7f14f46ab6bd7ce1c30a345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discussions of strategy in the mid Ming dynasty focused primarily on recovery of the Ordos region, which the Mongols used as a rallying base to stage raids into Ming China. Norbu states that the Ming dynasty, preoccupied with the Mongol threat to the north, could not spare additional armed forces to enforce or back up their claim of sovereignty over Tibet; instead, they relied on \"Confucian instruments of tribute relations\" of heaping unlimited number of titles and gifts on Tibetan lamas through acts of diplomacy. Sperling states that the delicate relationship between the Ming and Tibet was \"the last time a united China had to deal with an independent Tibet,\" that there was a potential for armed conflict at their borders, and that the ultimate goal of Ming foreign policy with Tibet was not subjugation but \"avoidance of any kind of Tibetan threat.\" P. Christiaan Klieger argues that the Ming court's patronage of high Tibetan lamas \"was designed to help stabilize border regions and protect trade routes.\"", "targets": "What did the mid Ming dynasty discussion focus mainly on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9a30c3a7f14f46ab6bd7ce1c30a345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discussions of strategy in the mid Ming dynasty focused primarily on recovery of the Ordos region, which the Mongols used as a rallying base to stage raids into Ming China. Norbu states that the Ming dynasty, preoccupied with the Mongol threat to the north, could not spare additional armed forces to enforce or back up their claim of sovereignty over Tibet; instead, they relied on \"Confucian instruments of tribute relations\" of heaping unlimited number of titles and gifts on Tibetan lamas through acts of diplomacy. Sperling states that the delicate relationship between the Ming and Tibet was \"the last time a united China had to deal with an independent Tibet,\" that there was a potential for armed conflict at their borders, and that the ultimate goal of Ming foreign policy with Tibet was not subjugation but \"avoidance of any kind of Tibetan threat.\" P. Christiaan Klieger argues that the Ming court's patronage of high Tibetan lamas \"was designed to help stabilize border regions and protect trade routes.\"", "targets": "Who used the the Ordos region as a place to stage raids? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9a30c3a7f14f46ab6bd7ce1c30a345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discussions of strategy in the mid Ming dynasty focused primarily on recovery of the Ordos region, which the Mongols used as a rallying base to stage raids into Ming China. Norbu states that the Ming dynasty, preoccupied with the Mongol threat to the north, could not spare additional armed forces to enforce or back up their claim of sovereignty over Tibet; instead, they relied on \"Confucian instruments of tribute relations\" of heaping unlimited number of titles and gifts on Tibetan lamas through acts of diplomacy. Sperling states that the delicate relationship between the Ming and Tibet was \"the last time a united China had to deal with an independent Tibet,\" that there was a potential for armed conflict at their borders, and that the ultimate goal of Ming foreign policy with Tibet was not subjugation but \"avoidance of any kind of Tibetan threat.\" P. Christiaan Klieger argues that the Ming court's patronage of high Tibetan lamas \"was designed to help stabilize border regions and protect trade routes.\"", "targets": "Where were the Mongols trying to raise? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9a30c3a7f14f46ab6bd7ce1c30a345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discussions of strategy in the mid Ming dynasty focused primarily on recovery of the Ordos region, which the Mongols used as a rallying base to stage raids into Ming China. Norbu states that the Ming dynasty, preoccupied with the Mongol threat to the north, could not spare additional armed forces to enforce or back up their claim of sovereignty over Tibet; instead, they relied on \"Confucian instruments of tribute relations\" of heaping unlimited number of titles and gifts on Tibetan lamas through acts of diplomacy. Sperling states that the delicate relationship between the Ming and Tibet was \"the last time a united China had to deal with an independent Tibet,\" that there was a potential for armed conflict at their borders, and that the ultimate goal of Ming foreign policy with Tibet was not subjugation but \"avoidance of any kind of Tibetan threat.\" P. Christiaan Klieger argues that the Ming court's patronage of high Tibetan lamas \"was designed to help stabilize border regions and protect trade routes.\"", "targets": "Why did P. Christiaan Klieger believe that the Ming court supported high Tibetan lamas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "What issue did Spielberg address in his movie Schindler's List?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "What issue did Spielberg address in his movie Amistad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "What issue did Spielberg address in his movie Munich?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "How long has Steven Spielberg had his career so far?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "In what film did Spielberg address humanistic issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "In what film did Spielberg cover the slave trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "In what films did Spielberg address war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "In what film did Spielberg address terrorism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-918b98d7a6b349cdbb550e5d8e89029d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a career spanning more than four decades, Spielberg's films have covered many themes and genres. Spielberg's early science-fiction and adventure films were seen as archetypes of modern Hollywood blockbuster filmmaking. In later years, his films began addressing humanistic issues such as the Holocaust (in Schindler's List), the transatlantic slave trade (in Amistad), war (in Empire of the Sun, Saving Private Ryan, War Horse and Bridge of Spies) and terrorism (in Munich). His other films include Close Encounters of the Third Kind, the Indiana Jones film series, and A.I. Artificial Intelligence.", "targets": "What type of films did Spielberg find early success with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14e6bc839dc4f55b539ecfea56e3dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A multilateral treaty is concluded among several countries. The agreement establishes rights and obligations between each party and every other party. Multilateral treaties are often regional.[citation needed] Treaties of \"mutual guarantee\" are international compacts, e.g., the Treaty of Locarno which guarantees each signatory against attack from another.", "targets": "What is a treaty concluded among several countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14e6bc839dc4f55b539ecfea56e3dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A multilateral treaty is concluded among several countries. The agreement establishes rights and obligations between each party and every other party. Multilateral treaties are often regional.[citation needed] Treaties of \"mutual guarantee\" are international compacts, e.g., the Treaty of Locarno which guarantees each signatory against attack from another.", "targets": "Between which parties does a multilateral treaty establish rights and obligations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14e6bc839dc4f55b539ecfea56e3dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A multilateral treaty is concluded among several countries. The agreement establishes rights and obligations between each party and every other party. Multilateral treaties are often regional.[citation needed] Treaties of \"mutual guarantee\" are international compacts, e.g., the Treaty of Locarno which guarantees each signatory against attack from another.", "targets": "The Treaty of Locarno guarantees each signatory against what from another signatory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14e6bc839dc4f55b539ecfea56e3dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A multilateral treaty is concluded among several countries. The agreement establishes rights and obligations between each party and every other party. Multilateral treaties are often regional.[citation needed] Treaties of \"mutual guarantee\" are international compacts, e.g., the Treaty of Locarno which guarantees each signatory against attack from another.", "targets": "What type of treaty is a mutual guarantee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14e6bc839dc4f55b539ecfea56e3dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A multilateral treaty is concluded among several countries. The agreement establishes rights and obligations between each party and every other party. Multilateral treaties are often regional.[citation needed] Treaties of \"mutual guarantee\" are international compacts, e.g., the Treaty of Locarno which guarantees each signatory against attack from another.", "targets": "Multilateral treaties are often entered into by countries that share the same what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b30cc0df147918c6f174ed34f7161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metal's distinctive natural green patina has long been coveted by architects and designers. The final patina is a particularly durable layer that is highly resistant to atmospheric corrosion, thereby protecting the underlying metal against further weathering. It can be a mixture of carbonate and sulfate compounds in various amounts, depending upon environmental conditions such as sulfur-containing acid rain. Architectural copper and its alloys can also be 'finished' to embark a particular look, feel, and/or color. Finishes include mechanical surface treatments, chemical coloring, and coatings.", "targets": "What pigment color is natural to copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b30cc0df147918c6f174ed34f7161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metal's distinctive natural green patina has long been coveted by architects and designers. The final patina is a particularly durable layer that is highly resistant to atmospheric corrosion, thereby protecting the underlying metal against further weathering. It can be a mixture of carbonate and sulfate compounds in various amounts, depending upon environmental conditions such as sulfur-containing acid rain. Architectural copper and its alloys can also be 'finished' to embark a particular look, feel, and/or color. Finishes include mechanical surface treatments, chemical coloring, and coatings.", "targets": "What property does the final patina on cooper have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b30cc0df147918c6f174ed34f7161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metal's distinctive natural green patina has long been coveted by architects and designers. The final patina is a particularly durable layer that is highly resistant to atmospheric corrosion, thereby protecting the underlying metal against further weathering. It can be a mixture of carbonate and sulfate compounds in various amounts, depending upon environmental conditions such as sulfur-containing acid rain. Architectural copper and its alloys can also be 'finished' to embark a particular look, feel, and/or color. Finishes include mechanical surface treatments, chemical coloring, and coatings.", "targets": "What mixture of compounds is the final patina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b30cc0df147918c6f174ed34f7161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metal's distinctive natural green patina has long been coveted by architects and designers. The final patina is a particularly durable layer that is highly resistant to atmospheric corrosion, thereby protecting the underlying metal against further weathering. It can be a mixture of carbonate and sulfate compounds in various amounts, depending upon environmental conditions such as sulfur-containing acid rain. Architectural copper and its alloys can also be 'finished' to embark a particular look, feel, and/or color. Finishes include mechanical surface treatments, chemical coloring, and coatings.", "targets": "What conditions effect the mixture of carbonate and sulfate in copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-349b30cc0df147918c6f174ed34f7161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The metal's distinctive natural green patina has long been coveted by architects and designers. The final patina is a particularly durable layer that is highly resistant to atmospheric corrosion, thereby protecting the underlying metal against further weathering. It can be a mixture of carbonate and sulfate compounds in various amounts, depending upon environmental conditions such as sulfur-containing acid rain. Architectural copper and its alloys can also be 'finished' to embark a particular look, feel, and/or color. Finishes include mechanical surface treatments, chemical coloring, and coatings.", "targets": "What can be done to copper to give it a certain look?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272f950269824d7abeca7056c1772944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dietary minerals are inorganic chemical elements required by living organisms, other than the four elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules. The term \"mineral\" is archaic, since the intent is to describe simply the less common elements in the diet. Some are heavier than the four just mentioned, including several metals, which often occur as ions in the body. Some dietitians recommend that these be supplied from foods in which they occur naturally, or at least as complex compounds, or sometimes even from natural inorganic sources (such as calcium carbonate from ground oyster shells). Some minerals are absorbed much more readily in the ionic forms found in such sources. On the other hand, minerals are often artificially added to the diet as supplements; the most famous is likely iodine in iodized salt which prevents goiter.", "targets": "What kind of element are dietary minerals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272f950269824d7abeca7056c1772944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dietary minerals are inorganic chemical elements required by living organisms, other than the four elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules. The term \"mineral\" is archaic, since the intent is to describe simply the less common elements in the diet. Some are heavier than the four just mentioned, including several metals, which often occur as ions in the body. Some dietitians recommend that these be supplied from foods in which they occur naturally, or at least as complex compounds, or sometimes even from natural inorganic sources (such as calcium carbonate from ground oyster shells). Some minerals are absorbed much more readily in the ionic forms found in such sources. On the other hand, minerals are often artificially added to the diet as supplements; the most famous is likely iodine in iodized salt which prevents goiter.", "targets": "What was the term \"mineral\" originally meant to describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272f950269824d7abeca7056c1772944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dietary minerals are inorganic chemical elements required by living organisms, other than the four elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules. The term \"mineral\" is archaic, since the intent is to describe simply the less common elements in the diet. Some are heavier than the four just mentioned, including several metals, which often occur as ions in the body. Some dietitians recommend that these be supplied from foods in which they occur naturally, or at least as complex compounds, or sometimes even from natural inorganic sources (such as calcium carbonate from ground oyster shells). Some minerals are absorbed much more readily in the ionic forms found in such sources. On the other hand, minerals are often artificially added to the diet as supplements; the most famous is likely iodine in iodized salt which prevents goiter.", "targets": "In what form are some metals commonly found in the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272f950269824d7abeca7056c1772944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dietary minerals are inorganic chemical elements required by living organisms, other than the four elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules. The term \"mineral\" is archaic, since the intent is to describe simply the less common elements in the diet. Some are heavier than the four just mentioned, including several metals, which often occur as ions in the body. Some dietitians recommend that these be supplied from foods in which they occur naturally, or at least as complex compounds, or sometimes even from natural inorganic sources (such as calcium carbonate from ground oyster shells). Some minerals are absorbed much more readily in the ionic forms found in such sources. On the other hand, minerals are often artificially added to the diet as supplements; the most famous is likely iodine in iodized salt which prevents goiter.", "targets": "In what form should minerals be to be absorbed easier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-272f950269824d7abeca7056c1772944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dietary minerals are inorganic chemical elements required by living organisms, other than the four elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules. The term \"mineral\" is archaic, since the intent is to describe simply the less common elements in the diet. Some are heavier than the four just mentioned, including several metals, which often occur as ions in the body. Some dietitians recommend that these be supplied from foods in which they occur naturally, or at least as complex compounds, or sometimes even from natural inorganic sources (such as calcium carbonate from ground oyster shells). Some minerals are absorbed much more readily in the ionic forms found in such sources. On the other hand, minerals are often artificially added to the diet as supplements; the most famous is likely iodine in iodized salt which prevents goiter.", "targets": "What is the most famous mineral that is artificially added that prevents goiter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedca751ccc140a893bb5497c0118fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "EU member countries have shown support for ambitious renewable energy goals. In 2010, Eurobarometer polled the twenty-seven EU member states about the target \"to increase the share of renewable energy in the EU by 20 percent by 2020\". Most people in all twenty-seven countries either approved of the target or called for it to go further. Across the EU, 57 percent thought the proposed goal was \"about right\" and 16 percent thought it was \"too modest.\" In comparison, 19 percent said it was \"too ambitious\".", "targets": "Who has shown support for ambitious renewable energy goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedca751ccc140a893bb5497c0118fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "EU member countries have shown support for ambitious renewable energy goals. In 2010, Eurobarometer polled the twenty-seven EU member states about the target \"to increase the share of renewable energy in the EU by 20 percent by 2020\". Most people in all twenty-seven countries either approved of the target or called for it to go further. Across the EU, 57 percent thought the proposed goal was \"about right\" and 16 percent thought it was \"too modest.\" In comparison, 19 percent said it was \"too ambitious\".", "targets": "What group polled the 27 EU member states in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedca751ccc140a893bb5497c0118fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "EU member countries have shown support for ambitious renewable energy goals. In 2010, Eurobarometer polled the twenty-seven EU member states about the target \"to increase the share of renewable energy in the EU by 20 percent by 2020\". Most people in all twenty-seven countries either approved of the target or called for it to go further. Across the EU, 57 percent thought the proposed goal was \"about right\" and 16 percent thought it was \"too modest.\" In comparison, 19 percent said it was \"too ambitious\".", "targets": "The goal was to increase the share of renewable energy in the EU by 20 percent in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3527dab245439ea6b7f7e943a731c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal discipline is administered by congregation elders. When a baptized member is accused of committing a serious sin\u2014usually cases of sexual misconduct or charges of apostasy for disputing Jehovah's Witness doctrines\u2014a judicial committee is formed to determine guilt, provide help and possibly administer discipline. Disfellowshipping, a form of shunning, is the strongest form of discipline, administered to an offender deemed unrepentant. Contact with disfellowshipped individuals is limited to direct family members living in the same home, and with congregation elders who may invite disfellowshipped persons to apply for reinstatement; formal business dealings may continue if contractually or financially obliged. Witnesses are taught that avoiding social and spiritual interaction with disfellowshipped individuals keeps the congregation free from immoral influence and that \"losing precious fellowship with loved ones may help [the shunned individual] to come 'to his senses,' see the seriousness of his wrong, and take steps to return to Jehovah.\" The practice of shunning may also serve to deter other members from dissident behavior. Members who disassociate (formally resign) are described in Watch Tower Society literature as wicked and are also shunned. Expelled individuals may eventually be reinstated to the congregation if deemed repentant by elders in the congregation in which the disfellowshipping was enforced. Reproof is a lesser form of discipline given formally by a judicial committee to a baptized Witness who is considered repentant of serious sin; the reproved person temporarily loses conspicuous privileges of service, but suffers no restriction of social or spiritual fellowship. Marking, a curtailing of social but not spiritual fellowship, is practiced if a baptized member persists in a course of action regarded as a violation of Bible principles but not a serious sin.[note 4]", "targets": "Who administers formal discipline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3527dab245439ea6b7f7e943a731c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal discipline is administered by congregation elders. When a baptized member is accused of committing a serious sin\u2014usually cases of sexual misconduct or charges of apostasy for disputing Jehovah's Witness doctrines\u2014a judicial committee is formed to determine guilt, provide help and possibly administer discipline. Disfellowshipping, a form of shunning, is the strongest form of discipline, administered to an offender deemed unrepentant. Contact with disfellowshipped individuals is limited to direct family members living in the same home, and with congregation elders who may invite disfellowshipped persons to apply for reinstatement; formal business dealings may continue if contractually or financially obliged. Witnesses are taught that avoiding social and spiritual interaction with disfellowshipped individuals keeps the congregation free from immoral influence and that \"losing precious fellowship with loved ones may help [the shunned individual] to come 'to his senses,' see the seriousness of his wrong, and take steps to return to Jehovah.\" The practice of shunning may also serve to deter other members from dissident behavior. Members who disassociate (formally resign) are described in Watch Tower Society literature as wicked and are also shunned. Expelled individuals may eventually be reinstated to the congregation if deemed repentant by elders in the congregation in which the disfellowshipping was enforced. Reproof is a lesser form of discipline given formally by a judicial committee to a baptized Witness who is considered repentant of serious sin; the reproved person temporarily loses conspicuous privileges of service, but suffers no restriction of social or spiritual fellowship. Marking, a curtailing of social but not spiritual fellowship, is practiced if a baptized member persists in a course of action regarded as a violation of Bible principles but not a serious sin.[note 4]", "targets": "What is formed when a baptized member is accused of doing something serious enough for Jehovah Witnesses to take notice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3527dab245439ea6b7f7e943a731c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal discipline is administered by congregation elders. When a baptized member is accused of committing a serious sin\u2014usually cases of sexual misconduct or charges of apostasy for disputing Jehovah's Witness doctrines\u2014a judicial committee is formed to determine guilt, provide help and possibly administer discipline. Disfellowshipping, a form of shunning, is the strongest form of discipline, administered to an offender deemed unrepentant. Contact with disfellowshipped individuals is limited to direct family members living in the same home, and with congregation elders who may invite disfellowshipped persons to apply for reinstatement; formal business dealings may continue if contractually or financially obliged. Witnesses are taught that avoiding social and spiritual interaction with disfellowshipped individuals keeps the congregation free from immoral influence and that \"losing precious fellowship with loved ones may help [the shunned individual] to come 'to his senses,' see the seriousness of his wrong, and take steps to return to Jehovah.\" The practice of shunning may also serve to deter other members from dissident behavior. Members who disassociate (formally resign) are described in Watch Tower Society literature as wicked and are also shunned. Expelled individuals may eventually be reinstated to the congregation if deemed repentant by elders in the congregation in which the disfellowshipping was enforced. Reproof is a lesser form of discipline given formally by a judicial committee to a baptized Witness who is considered repentant of serious sin; the reproved person temporarily loses conspicuous privileges of service, but suffers no restriction of social or spiritual fellowship. Marking, a curtailing of social but not spiritual fellowship, is practiced if a baptized member persists in a course of action regarded as a violation of Bible principles but not a serious sin.[note 4]", "targets": "What is the strongest form of discipline the Jehovah Witnesses' judicial committee can render?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3527dab245439ea6b7f7e943a731c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal discipline is administered by congregation elders. When a baptized member is accused of committing a serious sin\u2014usually cases of sexual misconduct or charges of apostasy for disputing Jehovah's Witness doctrines\u2014a judicial committee is formed to determine guilt, provide help and possibly administer discipline. Disfellowshipping, a form of shunning, is the strongest form of discipline, administered to an offender deemed unrepentant. Contact with disfellowshipped individuals is limited to direct family members living in the same home, and with congregation elders who may invite disfellowshipped persons to apply for reinstatement; formal business dealings may continue if contractually or financially obliged. Witnesses are taught that avoiding social and spiritual interaction with disfellowshipped individuals keeps the congregation free from immoral influence and that \"losing precious fellowship with loved ones may help [the shunned individual] to come 'to his senses,' see the seriousness of his wrong, and take steps to return to Jehovah.\" The practice of shunning may also serve to deter other members from dissident behavior. Members who disassociate (formally resign) are described in Watch Tower Society literature as wicked and are also shunned. Expelled individuals may eventually be reinstated to the congregation if deemed repentant by elders in the congregation in which the disfellowshipping was enforced. Reproof is a lesser form of discipline given formally by a judicial committee to a baptized Witness who is considered repentant of serious sin; the reproved person temporarily loses conspicuous privileges of service, but suffers no restriction of social or spiritual fellowship. Marking, a curtailing of social but not spiritual fellowship, is practiced if a baptized member persists in a course of action regarded as a violation of Bible principles but not a serious sin.[note 4]", "targets": "What do Jehovah Witnesses describe anyone who formally resign from the church as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3527dab245439ea6b7f7e943a731c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal discipline is administered by congregation elders. When a baptized member is accused of committing a serious sin\u2014usually cases of sexual misconduct or charges of apostasy for disputing Jehovah's Witness doctrines\u2014a judicial committee is formed to determine guilt, provide help and possibly administer discipline. Disfellowshipping, a form of shunning, is the strongest form of discipline, administered to an offender deemed unrepentant. Contact with disfellowshipped individuals is limited to direct family members living in the same home, and with congregation elders who may invite disfellowshipped persons to apply for reinstatement; formal business dealings may continue if contractually or financially obliged. Witnesses are taught that avoiding social and spiritual interaction with disfellowshipped individuals keeps the congregation free from immoral influence and that \"losing precious fellowship with loved ones may help [the shunned individual] to come 'to his senses,' see the seriousness of his wrong, and take steps to return to Jehovah.\" The practice of shunning may also serve to deter other members from dissident behavior. Members who disassociate (formally resign) are described in Watch Tower Society literature as wicked and are also shunned. Expelled individuals may eventually be reinstated to the congregation if deemed repentant by elders in the congregation in which the disfellowshipping was enforced. Reproof is a lesser form of discipline given formally by a judicial committee to a baptized Witness who is considered repentant of serious sin; the reproved person temporarily loses conspicuous privileges of service, but suffers no restriction of social or spiritual fellowship. Marking, a curtailing of social but not spiritual fellowship, is practiced if a baptized member persists in a course of action regarded as a violation of Bible principles but not a serious sin.[note 4]", "targets": "What are Jehovah Witnesses taught that avoiding social and spiritual interaction with disfellowshipped individuals does?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "What is the main executive body of the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Who is the sole governing authority capable of initiating legislative proposals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Which authority figure is designated to schedule and set the work of the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "For each of the 28 member states, how many Commissioner's are represented for each one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Who is the current President and the High Representative for Foreign and Security Policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Which article of the Treaty on European Union states that Commissioners should be completely independent and not take instructions from any Government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Who sets the agenda for the EU's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "How are decisions made on behave of the EU made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Which country refused to content to changes in the Treaty of Lisbon 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6bd88f4d22436087dfbd52f55f9379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Commission is the main executive body of the European Union. Article 17(1) of the Treaty on European Union states the Commission should \"promote the general interest of the Union\" while Article 17(3) adds that Commissioners should be \"completely independent\" and not \"take instructions from any Government\". Under article 17(2), \"Union legislative acts may only be adopted on the basis of a Commission proposal, except where the Treaties provide otherwise.\" This means that the Commission has a monopoly on initiating the legislative procedure, although the Council is the \"de facto catalyst of many legislative initiatives\". The Parliament can also formally request the Commission to submit a legislative proposal but the Commission can reject such a suggestion, giving reasons. The Commission's President (currently an ex-Luxembourg Prime Minister, Jean-Claude Juncker) sets the agenda for the EU's work. Decisions are taken by a simple majority vote, usually through a \"written procedure\" of circulating the proposals and adopting if there are no objections.[citation needed] Since Ireland refused to consent to changes in the Treaty of Lisbon 2007, there remains one Commissioner for each of the 28 member states, including the President and the High Representative for Foreign and Security Policy (currently Federica Mogherini). The Commissioners (and most importantly, the portfolios they will hold) are bargained over intensively by the member states. The Commissioners, as a block, are then subject to a qualified majority vote of the Council to approve, and majority approval of the Parliament. The proposal to make the Commissioners be drawn from the elected Parliament, was not adopted in the Treaty of Lisbon. This means Commissioners are, through the appointment process, the unelected subordinates of member state governments.", "targets": "Who are the un-elected subordinates of member state governments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c1097b5e02407d9117dfec23ef8f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad Ali Pasha evolved the military from one that convened under the tradition of the corv\u00e9e to a great modernised army. He introduced conscription of the male peasantry in 19th century Egypt, and took a novel approach to create his great army, strengthening it with numbers and in skill. Education and training of the new soldiers was not an option; the new concepts were furthermore enforced by isolation. The men were held in barracks to avoid distraction of their growth as a military unit to be reckoned with. The resentment for the military way of life eventually faded from the men and a new ideology took hold, one of nationalism and pride. It was with the help of this newly reborn martial unit that Muhammad Ali imposed his rule over Egypt.", "targets": "Who modernized Egyptian army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c1097b5e02407d9117dfec23ef8f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad Ali Pasha evolved the military from one that convened under the tradition of the corv\u00e9e to a great modernised army. He introduced conscription of the male peasantry in 19th century Egypt, and took a novel approach to create his great army, strengthening it with numbers and in skill. Education and training of the new soldiers was not an option; the new concepts were furthermore enforced by isolation. The men were held in barracks to avoid distraction of their growth as a military unit to be reckoned with. The resentment for the military way of life eventually faded from the men and a new ideology took hold, one of nationalism and pride. It was with the help of this newly reborn martial unit that Muhammad Ali imposed his rule over Egypt.", "targets": "In what 2 ways was Army improved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c1097b5e02407d9117dfec23ef8f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad Ali Pasha evolved the military from one that convened under the tradition of the corv\u00e9e to a great modernised army. He introduced conscription of the male peasantry in 19th century Egypt, and took a novel approach to create his great army, strengthening it with numbers and in skill. Education and training of the new soldiers was not an option; the new concepts were furthermore enforced by isolation. The men were held in barracks to avoid distraction of their growth as a military unit to be reckoned with. The resentment for the military way of life eventually faded from the men and a new ideology took hold, one of nationalism and pride. It was with the help of this newly reborn martial unit that Muhammad Ali imposed his rule over Egypt.", "targets": "Why did military use barracks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c1097b5e02407d9117dfec23ef8f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad Ali Pasha evolved the military from one that convened under the tradition of the corv\u00e9e to a great modernised army. He introduced conscription of the male peasantry in 19th century Egypt, and took a novel approach to create his great army, strengthening it with numbers and in skill. Education and training of the new soldiers was not an option; the new concepts were furthermore enforced by isolation. The men were held in barracks to avoid distraction of their growth as a military unit to be reckoned with. The resentment for the military way of life eventually faded from the men and a new ideology took hold, one of nationalism and pride. It was with the help of this newly reborn martial unit that Muhammad Ali imposed his rule over Egypt.", "targets": "What traits grew among military men that helped Ali maintain rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deff2100fffa43fba932329a9d16dce5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been pointed out that Khmer and Indonesian classical arts were concerned with depicting the life of the gods, but to the Southeast Asian mind the life of the gods was the life of the peoples themselves\u2014joyous, earthy, yet divine. The Tai, coming late into Southeast Asia, brought with them some Chinese artistic traditions, but they soon shed them in favour of the Khmer and Mon traditions, and the only indications of their earlier contact with Chinese arts were in the style of their temples, especially the tapering roof, and in their lacquerware.", "targets": "What did the Khmer & Indonesian classical arts depict of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deff2100fffa43fba932329a9d16dce5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been pointed out that Khmer and Indonesian classical arts were concerned with depicting the life of the gods, but to the Southeast Asian mind the life of the gods was the life of the peoples themselves\u2014joyous, earthy, yet divine. The Tai, coming late into Southeast Asia, brought with them some Chinese artistic traditions, but they soon shed them in favour of the Khmer and Mon traditions, and the only indications of their earlier contact with Chinese arts were in the style of their temples, especially the tapering roof, and in their lacquerware.", "targets": "Which group brought with them the Chinese artistic traditions to the Southeast Asian country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deff2100fffa43fba932329a9d16dce5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been pointed out that Khmer and Indonesian classical arts were concerned with depicting the life of the gods, but to the Southeast Asian mind the life of the gods was the life of the peoples themselves\u2014joyous, earthy, yet divine. The Tai, coming late into Southeast Asia, brought with them some Chinese artistic traditions, but they soon shed them in favour of the Khmer and Mon traditions, and the only indications of their earlier contact with Chinese arts were in the style of their temples, especially the tapering roof, and in their lacquerware.", "targets": "According to the Southeast Asian people, the life of the Gods were comparable to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8c08a713ad149e198edf606a006fb9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern color theory, also known as the RGB color model, red, green and blue are additive primary colors. Red, green and blue light combined together makes white light, and these three colors, combined in different mixtures, can produce nearly any other color. This is the principle that is used to make all of the colors on your computer screen and your television. For example, purple on a computer screen is made by a similar formula to used by Cennino Cennini in the Renaissance to make violet, but using additive colors and light instead of pigment: it is created by combining red and blue light at equal intensity on a black screen. Violet is made on a computer screen in a similar way, but with a greater amount of blue light and less red light.", "targets": "Which colors are part of the RGB model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8c08a713ad149e198edf606a006fb9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern color theory, also known as the RGB color model, red, green and blue are additive primary colors. Red, green and blue light combined together makes white light, and these three colors, combined in different mixtures, can produce nearly any other color. This is the principle that is used to make all of the colors on your computer screen and your television. For example, purple on a computer screen is made by a similar formula to used by Cennino Cennini in the Renaissance to make violet, but using additive colors and light instead of pigment: it is created by combining red and blue light at equal intensity on a black screen. Violet is made on a computer screen in a similar way, but with a greater amount of blue light and less red light.", "targets": "What color light is created when one mixes red, green, and blue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8c08a713ad149e198edf606a006fb9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern color theory, also known as the RGB color model, red, green and blue are additive primary colors. Red, green and blue light combined together makes white light, and these three colors, combined in different mixtures, can produce nearly any other color. This is the principle that is used to make all of the colors on your computer screen and your television. For example, purple on a computer screen is made by a similar formula to used by Cennino Cennini in the Renaissance to make violet, but using additive colors and light instead of pigment: it is created by combining red and blue light at equal intensity on a black screen. Violet is made on a computer screen in a similar way, but with a greater amount of blue light and less red light.", "targets": "The RGB color model has three colors in it that are described as what kind of colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8c08a713ad149e198edf606a006fb9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern color theory, also known as the RGB color model, red, green and blue are additive primary colors. Red, green and blue light combined together makes white light, and these three colors, combined in different mixtures, can produce nearly any other color. This is the principle that is used to make all of the colors on your computer screen and your television. For example, purple on a computer screen is made by a similar formula to used by Cennino Cennini in the Renaissance to make violet, but using additive colors and light instead of pigment: it is created by combining red and blue light at equal intensity on a black screen. Violet is made on a computer screen in a similar way, but with a greater amount of blue light and less red light.", "targets": "Which era did Cennino Cennini actively paint in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8c08a713ad149e198edf606a006fb9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern color theory, also known as the RGB color model, red, green and blue are additive primary colors. Red, green and blue light combined together makes white light, and these three colors, combined in different mixtures, can produce nearly any other color. This is the principle that is used to make all of the colors on your computer screen and your television. For example, purple on a computer screen is made by a similar formula to used by Cennino Cennini in the Renaissance to make violet, but using additive colors and light instead of pigment: it is created by combining red and blue light at equal intensity on a black screen. Violet is made on a computer screen in a similar way, but with a greater amount of blue light and less red light.", "targets": "What colors are used to create purple on a computer screen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2e0ce43899445529b3944bb4ef815eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2012, an armed conflict broke out in northern Mali, which Tuareg rebels took control of by April and declared the secession of a new state, Azawad. The conflict was complicated by a military coup that took place in March and later fighting between Tuareg and Islamist rebels. In response to Islamist territorial gains, the French military launched Op\u00e9ration Serval in January 2013. A month later, Malian and French forces recaptured most of the north. Presidential elections were held on 28 July 2013, with a second round run-off held on 11 August, and legislative elections were held on 24 November and 15 December 2013.", "targets": "What area of Mali did conflict arise in January of 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2e0ce43899445529b3944bb4ef815eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2012, an armed conflict broke out in northern Mali, which Tuareg rebels took control of by April and declared the secession of a new state, Azawad. The conflict was complicated by a military coup that took place in March and later fighting between Tuareg and Islamist rebels. In response to Islamist territorial gains, the French military launched Op\u00e9ration Serval in January 2013. A month later, Malian and French forces recaptured most of the north. Presidential elections were held on 28 July 2013, with a second round run-off held on 11 August, and legislative elections were held on 24 November and 15 December 2013.", "targets": "What were the rebels named in the conflict of 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2e0ce43899445529b3944bb4ef815eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2012, an armed conflict broke out in northern Mali, which Tuareg rebels took control of by April and declared the secession of a new state, Azawad. The conflict was complicated by a military coup that took place in March and later fighting between Tuareg and Islamist rebels. In response to Islamist territorial gains, the French military launched Op\u00e9ration Serval in January 2013. A month later, Malian and French forces recaptured most of the north. Presidential elections were held on 28 July 2013, with a second round run-off held on 11 August, and legislative elections were held on 24 November and 15 December 2013.", "targets": "What was the name that the rebels declared as a new state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2e0ce43899445529b3944bb4ef815eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2012, an armed conflict broke out in northern Mali, which Tuareg rebels took control of by April and declared the secession of a new state, Azawad. The conflict was complicated by a military coup that took place in March and later fighting between Tuareg and Islamist rebels. In response to Islamist territorial gains, the French military launched Op\u00e9ration Serval in January 2013. A month later, Malian and French forces recaptured most of the north. Presidential elections were held on 28 July 2013, with a second round run-off held on 11 August, and legislative elections were held on 24 November and 15 December 2013.", "targets": "What country sent military in response to terrorism in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2e0ce43899445529b3944bb4ef815eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2012, an armed conflict broke out in northern Mali, which Tuareg rebels took control of by April and declared the secession of a new state, Azawad. The conflict was complicated by a military coup that took place in March and later fighting between Tuareg and Islamist rebels. In response to Islamist territorial gains, the French military launched Op\u00e9ration Serval in January 2013. A month later, Malian and French forces recaptured most of the north. Presidential elections were held on 28 July 2013, with a second round run-off held on 11 August, and legislative elections were held on 24 November and 15 December 2013.", "targets": "On July 28 2013 what type of elections were held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c1d02a325242499d0fc781ca562442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indonesia is the largest country in Southeast Asia and it also the largest archipelago in the world by size (according to the CIA World Factbook). Geologically, the Indonesian Archipelago is one of the most volcanically active regions in the world. Geological uplifts in the region have also produced some impressive mountains, culminating in Puncak Jaya in Papua, Indonesia at 5,030 metres (16,500 feet), on the island of New Guinea; it is the only place where ice glaciers can be found in Southeast Asia. The second tallest peak is Mount Kinabalu in Sabah, Malaysia on the island of Borneo with a height of 4,095 metres (13,435 feet). The highest mountain in Southeast Asia is Hkakabo Razi at 5,967 meters and can be found in northern Burma sharing the same range of its parent peak, Mount Everest.", "targets": "Name the largest country in Southeast Asia."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c1d02a325242499d0fc781ca562442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indonesia is the largest country in Southeast Asia and it also the largest archipelago in the world by size (according to the CIA World Factbook). Geologically, the Indonesian Archipelago is one of the most volcanically active regions in the world. Geological uplifts in the region have also produced some impressive mountains, culminating in Puncak Jaya in Papua, Indonesia at 5,030 metres (16,500 feet), on the island of New Guinea; it is the only place where ice glaciers can be found in Southeast Asia. The second tallest peak is Mount Kinabalu in Sabah, Malaysia on the island of Borneo with a height of 4,095 metres (13,435 feet). The highest mountain in Southeast Asia is Hkakabo Razi at 5,967 meters and can be found in northern Burma sharing the same range of its parent peak, Mount Everest.", "targets": "Geologically what is Indonesia's region most active for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a8de564c32a4eb680db731fd2100b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2006, the Bill & Melinda Gates Foundation was split into two entities: the Bill & Melinda Gates Foundation Trust, which manages the endowment assets and the Bill & Melinda Gates Foundation, which \"... conducts all operations and grantmaking work, and it is the entity from which all grants are made\". Also announced was the decision to \"... spend all of [the Trust's] resources within 20 years after Bill's and Melinda's deaths\". This would close the Bill & Melinda Gates Foundation Trust and effectively end the Bill & Melinda Gates Foundation. In the same announcement it was reiterated that Warren Buffett \"... has stipulated that the proceeds from the Berkshire Hathaway shares he still owns at death are to be used for philanthropic purposes within 10 years after his estate has been settled\".", "targets": "What two entities was the foundation split into in october 2016"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a8de564c32a4eb680db731fd2100b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2006, the Bill & Melinda Gates Foundation was split into two entities: the Bill & Melinda Gates Foundation Trust, which manages the endowment assets and the Bill & Melinda Gates Foundation, which \"... conducts all operations and grantmaking work, and it is the entity from which all grants are made\". Also announced was the decision to \"... spend all of [the Trust's] resources within 20 years after Bill's and Melinda's deaths\". This would close the Bill & Melinda Gates Foundation Trust and effectively end the Bill & Melinda Gates Foundation. In the same announcement it was reiterated that Warren Buffett \"... has stipulated that the proceeds from the Berkshire Hathaway shares he still owns at death are to be used for philanthropic purposes within 10 years after his estate has been settled\".", "targets": "When must the trust resources be spent"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a8de564c32a4eb680db731fd2100b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2006, the Bill & Melinda Gates Foundation was split into two entities: the Bill & Melinda Gates Foundation Trust, which manages the endowment assets and the Bill & Melinda Gates Foundation, which \"... conducts all operations and grantmaking work, and it is the entity from which all grants are made\". Also announced was the decision to \"... spend all of [the Trust's] resources within 20 years after Bill's and Melinda's deaths\". This would close the Bill & Melinda Gates Foundation Trust and effectively end the Bill & Melinda Gates Foundation. In the same announcement it was reiterated that Warren Buffett \"... has stipulated that the proceeds from the Berkshire Hathaway shares he still owns at death are to be used for philanthropic purposes within 10 years after his estate has been settled\".", "targets": "What does warren Buffet stipulate his berkshire hathaway  shares be used for in the 10 year period after his death "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac11571fe9d47f89b6b6a10a5db91ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. Barth\u00e9lemy has a small airport known as Gustaf III Airport on the north coast of the island that is served by small regional commercial aircraft and charters. The nearest airport with a runway length sufficient to land a typical commercial jet airliner is on the neighboring island of Sint Maarten: Princess Juliana International Airport, which acts as a hub, providing connecting flights with regional carriers to St. Barth\u00e9lemy. Several international airlines and domestic Caribbean airlines operate in this sector.", "targets": "Where is the airport located on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac11571fe9d47f89b6b6a10a5db91ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. Barth\u00e9lemy has a small airport known as Gustaf III Airport on the north coast of the island that is served by small regional commercial aircraft and charters. The nearest airport with a runway length sufficient to land a typical commercial jet airliner is on the neighboring island of Sint Maarten: Princess Juliana International Airport, which acts as a hub, providing connecting flights with regional carriers to St. Barth\u00e9lemy. Several international airlines and domestic Caribbean airlines operate in this sector.", "targets": "What other than small commercial aircraft can land at the airport on St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac11571fe9d47f89b6b6a10a5db91ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. Barth\u00e9lemy has a small airport known as Gustaf III Airport on the north coast of the island that is served by small regional commercial aircraft and charters. The nearest airport with a runway length sufficient to land a typical commercial jet airliner is on the neighboring island of Sint Maarten: Princess Juliana International Airport, which acts as a hub, providing connecting flights with regional carriers to St. Barth\u00e9lemy. Several international airlines and domestic Caribbean airlines operate in this sector.", "targets": "What is the name of the nearest large commercial airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac11571fe9d47f89b6b6a10a5db91ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. Barth\u00e9lemy has a small airport known as Gustaf III Airport on the north coast of the island that is served by small regional commercial aircraft and charters. The nearest airport with a runway length sufficient to land a typical commercial jet airliner is on the neighboring island of Sint Maarten: Princess Juliana International Airport, which acts as a hub, providing connecting flights with regional carriers to St. Barth\u00e9lemy. Several international airlines and domestic Caribbean airlines operate in this sector.", "targets": "What Island is the nearest major airport located on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac11571fe9d47f89b6b6a10a5db91ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. Barth\u00e9lemy has a small airport known as Gustaf III Airport on the north coast of the island that is served by small regional commercial aircraft and charters. The nearest airport with a runway length sufficient to land a typical commercial jet airliner is on the neighboring island of Sint Maarten: Princess Juliana International Airport, which acts as a hub, providing connecting flights with regional carriers to St. Barth\u00e9lemy. Several international airlines and domestic Caribbean airlines operate in this sector.", "targets": "What is the name of the airport in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e05653a5a381409cb4fe6771dba037a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the Speaker of the House, the Minority Leaders are typically experienced lawmakers when they win election to this position. When Nancy Pelosi, D-CA, became Minority Leader in the 108th Congress, she had served in the House nearly 20 years and had served as minority whip in the 107th Congress. When her predecessor, Richard Gephardt, D-MO, became minority leader in the 104th House, he had been in the House for almost 20 years, had served as chairman of the Democratic Caucus for four years, had been a 1988 presidential candidate, and had been majority leader from June 1989 until Republicans captured control of the House in the November 1994 elections. Gephardt's predecessor in the minority leadership position was Robert Michel, R-IL, who became GOP Leader in 1981 after spending 24 years in the House. Michel's predecessor, Republican John Rhodes of Arizona, was elected Minority Leader in 1973 after 20 years of House service.", "targets": "Are minority leaders usually experienced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e05653a5a381409cb4fe6771dba037a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the Speaker of the House, the Minority Leaders are typically experienced lawmakers when they win election to this position. When Nancy Pelosi, D-CA, became Minority Leader in the 108th Congress, she had served in the House nearly 20 years and had served as minority whip in the 107th Congress. When her predecessor, Richard Gephardt, D-MO, became minority leader in the 104th House, he had been in the House for almost 20 years, had served as chairman of the Democratic Caucus for four years, had been a 1988 presidential candidate, and had been majority leader from June 1989 until Republicans captured control of the House in the November 1994 elections. Gephardt's predecessor in the minority leadership position was Robert Michel, R-IL, who became GOP Leader in 1981 after spending 24 years in the House. Michel's predecessor, Republican John Rhodes of Arizona, was elected Minority Leader in 1973 after 20 years of House service.", "targets": "In what congress did Nancy Pelosi bdcome minority leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e05653a5a381409cb4fe6771dba037a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the Speaker of the House, the Minority Leaders are typically experienced lawmakers when they win election to this position. When Nancy Pelosi, D-CA, became Minority Leader in the 108th Congress, she had served in the House nearly 20 years and had served as minority whip in the 107th Congress. When her predecessor, Richard Gephardt, D-MO, became minority leader in the 104th House, he had been in the House for almost 20 years, had served as chairman of the Democratic Caucus for four years, had been a 1988 presidential candidate, and had been majority leader from June 1989 until Republicans captured control of the House in the November 1994 elections. Gephardt's predecessor in the minority leadership position was Robert Michel, R-IL, who became GOP Leader in 1981 after spending 24 years in the House. Michel's predecessor, Republican John Rhodes of Arizona, was elected Minority Leader in 1973 after 20 years of House service.", "targets": "How long had Richard Gephart served in house prior to being elected to minority leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e05653a5a381409cb4fe6771dba037a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the Speaker of the House, the Minority Leaders are typically experienced lawmakers when they win election to this position. When Nancy Pelosi, D-CA, became Minority Leader in the 108th Congress, she had served in the House nearly 20 years and had served as minority whip in the 107th Congress. When her predecessor, Richard Gephardt, D-MO, became minority leader in the 104th House, he had been in the House for almost 20 years, had served as chairman of the Democratic Caucus for four years, had been a 1988 presidential candidate, and had been majority leader from June 1989 until Republicans captured control of the House in the November 1994 elections. Gephardt's predecessor in the minority leadership position was Robert Michel, R-IL, who became GOP Leader in 1981 after spending 24 years in the House. Michel's predecessor, Republican John Rhodes of Arizona, was elected Minority Leader in 1973 after 20 years of House service.", "targets": "When was Robert Michel elected minority leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e05653a5a381409cb4fe6771dba037a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the Speaker of the House, the Minority Leaders are typically experienced lawmakers when they win election to this position. When Nancy Pelosi, D-CA, became Minority Leader in the 108th Congress, she had served in the House nearly 20 years and had served as minority whip in the 107th Congress. When her predecessor, Richard Gephardt, D-MO, became minority leader in the 104th House, he had been in the House for almost 20 years, had served as chairman of the Democratic Caucus for four years, had been a 1988 presidential candidate, and had been majority leader from June 1989 until Republicans captured control of the House in the November 1994 elections. Gephardt's predecessor in the minority leadership position was Robert Michel, R-IL, who became GOP Leader in 1981 after spending 24 years in the House. Michel's predecessor, Republican John Rhodes of Arizona, was elected Minority Leader in 1973 after 20 years of House service.", "targets": "John Rhodes served as minority leader beginning in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "Who introduced the first quantized model of the atom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "When was the first quantized model of the atom introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "Why was the first quantized model of the atom introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "In classical electrodynamics, a charge moving in a circle should do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "Who modeled the atom in 1913, challenging Rutherford's model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "What was predicted to happen to a nucleus-orbiting electron under Rutherford's model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2abaf2eefecf448fbdfcfe53d7dfe445", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Niels Bohr introduced the first quantized model of the atom in 1913, in an attempt to overcome a major shortcoming of Rutherford's classical model. In classical electrodynamics, a charge moving in a circle should radiate electromagnetic radiation. If that charge were to be an electron orbiting a nucleus, the radiation would cause it to lose energy and spiral down into the nucleus. Bohr solved this paradox with explicit reference to Planck's work: an electron in a Bohr atom could only have certain defined energies En", "targets": "What statement did Bohr make about the electron of an atom, citing Planck's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f85d3a64a214f3a83bfba918105d23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He continued his winning streak in the 1971\u201374 competitions. In 1975, Schwarzenegger was once again in top form, and won the title for the sixth consecutive time, beating Franco Columbu. After the 1975 Mr. Olympia contest, Schwarzenegger announced his retirement from professional bodybuilding.", "targets": "Who did Schwarzenegger beat to win his sixth Mr. Olympia in a row?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f85d3a64a214f3a83bfba918105d23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He continued his winning streak in the 1971\u201374 competitions. In 1975, Schwarzenegger was once again in top form, and won the title for the sixth consecutive time, beating Franco Columbu. After the 1975 Mr. Olympia contest, Schwarzenegger announced his retirement from professional bodybuilding.", "targets": "What year did Schwarzenegger quit competing as a professional bodybuilder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f85d3a64a214f3a83bfba918105d23f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He continued his winning streak in the 1971\u201374 competitions. In 1975, Schwarzenegger was once again in top form, and won the title for the sixth consecutive time, beating Franco Columbu. After the 1975 Mr. Olympia contest, Schwarzenegger announced his retirement from professional bodybuilding.", "targets": "What was Schwarzenegger's last competition before retirement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f502dd652f69486ea621c0eee2cf7587", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, Nasser applied to the Royal Military Academy for army officer training, but his police record of anti-government protest initially blocked his entry. Disappointed, he enrolled in the law school at King Fuad University, but quit after one semester to reapply to the Military Academy. From his readings, Nasser, who frequently spoke of \"dignity, glory, and freedom\" in his youth, became enchanted with the stories of national liberators and heroic conquerors; a military career became his chief priority.", "targets": "What was Nasser's goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f502dd652f69486ea621c0eee2cf7587", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, Nasser applied to the Royal Military Academy for army officer training, but his police record of anti-government protest initially blocked his entry. Disappointed, he enrolled in the law school at King Fuad University, but quit after one semester to reapply to the Military Academy. From his readings, Nasser, who frequently spoke of \"dignity, glory, and freedom\" in his youth, became enchanted with the stories of national liberators and heroic conquerors; a military career became his chief priority.", "targets": "Where did Nasser apply in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f502dd652f69486ea621c0eee2cf7587", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, Nasser applied to the Royal Military Academy for army officer training, but his police record of anti-government protest initially blocked his entry. Disappointed, he enrolled in the law school at King Fuad University, but quit after one semester to reapply to the Military Academy. From his readings, Nasser, who frequently spoke of \"dignity, glory, and freedom\" in his youth, became enchanted with the stories of national liberators and heroic conquerors; a military career became his chief priority.", "targets": "Why was Nasser rejected from the Academy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f502dd652f69486ea621c0eee2cf7587", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, Nasser applied to the Royal Military Academy for army officer training, but his police record of anti-government protest initially blocked his entry. Disappointed, he enrolled in the law school at King Fuad University, but quit after one semester to reapply to the Military Academy. From his readings, Nasser, who frequently spoke of \"dignity, glory, and freedom\" in his youth, became enchanted with the stories of national liberators and heroic conquerors; a military career became his chief priority.", "targets": "Where did Nasser attend law school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f502dd652f69486ea621c0eee2cf7587", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, Nasser applied to the Royal Military Academy for army officer training, but his police record of anti-government protest initially blocked his entry. Disappointed, he enrolled in the law school at King Fuad University, but quit after one semester to reapply to the Military Academy. From his readings, Nasser, who frequently spoke of \"dignity, glory, and freedom\" in his youth, became enchanted with the stories of national liberators and heroic conquerors; a military career became his chief priority.", "targets": "How long did Nasser attend law school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a3a0dd28af48448896e842861f8900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 July, Iraqi army officers Abdel Karim Qasim and Abdel Salam Aref overthrew the Iraqi monarchy and, the next day, Iraqi prime minister and Nasser's chief Arab antagonist, Nuri al-Said, was killed. Nasser recognized the new government and stated that \"any attack on Iraq was tantamount to an attack on the UAR\". On 15 July, US marines landed in Lebanon, and British special forces in Jordan, upon the request of those countries' governments to prevent them from falling to pro-Nasser forces. Nasser felt that the revolution in Iraq left the road for pan-Arab unity unblocked. On 19 July, for the first time, he declared that he was opting for full Arab union, although he had no plan to merge Iraq with the UAR. While most members of the Iraqi Revolutionary Command Council (RCC) favored Iraqi-UAR unity, Qasim sought to keep Iraq independent and resented Nasser's large popular base in the country.", "targets": "What two men overthrew the Iraqi monarchy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a3a0dd28af48448896e842861f8900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 July, Iraqi army officers Abdel Karim Qasim and Abdel Salam Aref overthrew the Iraqi monarchy and, the next day, Iraqi prime minister and Nasser's chief Arab antagonist, Nuri al-Said, was killed. Nasser recognized the new government and stated that \"any attack on Iraq was tantamount to an attack on the UAR\". On 15 July, US marines landed in Lebanon, and British special forces in Jordan, upon the request of those countries' governments to prevent them from falling to pro-Nasser forces. Nasser felt that the revolution in Iraq left the road for pan-Arab unity unblocked. On 19 July, for the first time, he declared that he was opting for full Arab union, although he had no plan to merge Iraq with the UAR. While most members of the Iraqi Revolutionary Command Council (RCC) favored Iraqi-UAR unity, Qasim sought to keep Iraq independent and resented Nasser's large popular base in the country.", "targets": "What anti-Nasser Iraqi was assassinated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a3a0dd28af48448896e842861f8900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 July, Iraqi army officers Abdel Karim Qasim and Abdel Salam Aref overthrew the Iraqi monarchy and, the next day, Iraqi prime minister and Nasser's chief Arab antagonist, Nuri al-Said, was killed. Nasser recognized the new government and stated that \"any attack on Iraq was tantamount to an attack on the UAR\". On 15 July, US marines landed in Lebanon, and British special forces in Jordan, upon the request of those countries' governments to prevent them from falling to pro-Nasser forces. Nasser felt that the revolution in Iraq left the road for pan-Arab unity unblocked. On 19 July, for the first time, he declared that he was opting for full Arab union, although he had no plan to merge Iraq with the UAR. While most members of the Iraqi Revolutionary Command Council (RCC) favored Iraqi-UAR unity, Qasim sought to keep Iraq independent and resented Nasser's large popular base in the country.", "targets": "Where did US Marines land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a3a0dd28af48448896e842861f8900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 July, Iraqi army officers Abdel Karim Qasim and Abdel Salam Aref overthrew the Iraqi monarchy and, the next day, Iraqi prime minister and Nasser's chief Arab antagonist, Nuri al-Said, was killed. Nasser recognized the new government and stated that \"any attack on Iraq was tantamount to an attack on the UAR\". On 15 July, US marines landed in Lebanon, and British special forces in Jordan, upon the request of those countries' governments to prevent them from falling to pro-Nasser forces. Nasser felt that the revolution in Iraq left the road for pan-Arab unity unblocked. On 19 July, for the first time, he declared that he was opting for full Arab union, although he had no plan to merge Iraq with the UAR. While most members of the Iraqi Revolutionary Command Council (RCC) favored Iraqi-UAR unity, Qasim sought to keep Iraq independent and resented Nasser's large popular base in the country.", "targets": "Why did Jordan and Lebanon seek outside aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a3a0dd28af48448896e842861f8900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 14 July, Iraqi army officers Abdel Karim Qasim and Abdel Salam Aref overthrew the Iraqi monarchy and, the next day, Iraqi prime minister and Nasser's chief Arab antagonist, Nuri al-Said, was killed. Nasser recognized the new government and stated that \"any attack on Iraq was tantamount to an attack on the UAR\". On 15 July, US marines landed in Lebanon, and British special forces in Jordan, upon the request of those countries' governments to prevent them from falling to pro-Nasser forces. Nasser felt that the revolution in Iraq left the road for pan-Arab unity unblocked. On 19 July, for the first time, he declared that he was opting for full Arab union, although he had no plan to merge Iraq with the UAR. While most members of the Iraqi Revolutionary Command Council (RCC) favored Iraqi-UAR unity, Qasim sought to keep Iraq independent and resented Nasser's large popular base in the country.", "targets": "How did Nasser see the prospects for Arab unity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eea8c269aec448aa08fd5b58cafdce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The song \"Tom's Diner\" by Suzanne Vega was the first song used by Karlheinz Brandenburg to develop the MP3. Brandenburg adopted the song for testing purposes, listening to it again and again each time refining the scheme, making sure it did not adversely affect the subtlety of Vega's voice.", "targets": "What was the name of the first song used to develop the MP3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eea8c269aec448aa08fd5b58cafdce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The song \"Tom's Diner\" by Suzanne Vega was the first song used by Karlheinz Brandenburg to develop the MP3. Brandenburg adopted the song for testing purposes, listening to it again and again each time refining the scheme, making sure it did not adversely affect the subtlety of Vega's voice.", "targets": "Who was the artist of the first song used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eea8c269aec448aa08fd5b58cafdce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The song \"Tom's Diner\" by Suzanne Vega was the first song used by Karlheinz Brandenburg to develop the MP3. Brandenburg adopted the song for testing purposes, listening to it again and again each time refining the scheme, making sure it did not adversely affect the subtlety of Vega's voice.", "targets": "Who adjusted the song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eea8c269aec448aa08fd5b58cafdce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The song \"Tom's Diner\" by Suzanne Vega was the first song used by Karlheinz Brandenburg to develop the MP3. Brandenburg adopted the song for testing purposes, listening to it again and again each time refining the scheme, making sure it did not adversely affect the subtlety of Vega's voice.", "targets": "The song was listened to multiple times to try and refine what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2eea8c269aec448aa08fd5b58cafdce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The song \"Tom's Diner\" by Suzanne Vega was the first song used by Karlheinz Brandenburg to develop the MP3. Brandenburg adopted the song for testing purposes, listening to it again and again each time refining the scheme, making sure it did not adversely affect the subtlety of Vega's voice.", "targets": "What particular aspect of the artists voice was he trying to preserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "What year did the Enlightenment begin according to French historians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "Recent historians begin the period of Enlightenment in the 1620's which was also the start of what revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "A variety of movements such as liberalism and neoclassicism's intellectual heritage can be traced back to what period of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "What was the French term for philosophers in the period of Enlightenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "In what year did Louis XIV die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "In what year did the French Revolution begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e5c6fa73e6046c9b603172be3905948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French historians traditionally place the Enlightenment between 1715, the year that Louis XIV died, and 1789, the beginning of the French Revolution. Some recent historians begin the period in the 1620s, with the start of the scientific revolution. The Philosophes, the French term for the philosophers of the period, widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons and coffee houses, and through printed books and pamphlets. The ideas of the Enlightenment undermined the authority of the monarchy and the church, and paved the way for the revolutions of the 18th and 19th centuries. A variety of 19th-century movements, including liberalism and neo-classicism, trace their intellectual heritage back to the Enlightenment.", "targets": "In what decade did the scientific revolution begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a4df8281e004a17a587ba5b3c4092b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 6th century BCE, Taoist teacher Lao Tzu espoused a series of naturalistic concepts with some elements of humanistic philosophy. The Silver Rule of Confucianism from Analects XV.24, is an example of ethical philosophy based on human values rather than the supernatural. Humanistic thought is also contained in other Confucian classics, e.g., as recorded in Zuo Zhuan, Ji Liang says, \"People is the zhu (master, lord, dominance, owner or origin) of gods. So, to sage kings, people first, gods second\"; Neishi Guo says, \"Gods, clever, righteous and wholehearted, comply with human.\" Taoist and Confucian secularism contain elements of moral thought devoid of religious authority or deism however they only partly resembled our modern concept of secularism.", "targets": "When were humanism beliefs mixed with another philosophy by a Taoist thinker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a4df8281e004a17a587ba5b3c4092b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 6th century BCE, Taoist teacher Lao Tzu espoused a series of naturalistic concepts with some elements of humanistic philosophy. The Silver Rule of Confucianism from Analects XV.24, is an example of ethical philosophy based on human values rather than the supernatural. Humanistic thought is also contained in other Confucian classics, e.g., as recorded in Zuo Zhuan, Ji Liang says, \"People is the zhu (master, lord, dominance, owner or origin) of gods. So, to sage kings, people first, gods second\"; Neishi Guo says, \"Gods, clever, righteous and wholehearted, comply with human.\" Taoist and Confucian secularism contain elements of moral thought devoid of religious authority or deism however they only partly resembled our modern concept of secularism.", "targets": "What is an example of Humanism based philosophy that focused on ethics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a4df8281e004a17a587ba5b3c4092b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 6th century BCE, Taoist teacher Lao Tzu espoused a series of naturalistic concepts with some elements of humanistic philosophy. The Silver Rule of Confucianism from Analects XV.24, is an example of ethical philosophy based on human values rather than the supernatural. Humanistic thought is also contained in other Confucian classics, e.g., as recorded in Zuo Zhuan, Ji Liang says, \"People is the zhu (master, lord, dominance, owner or origin) of gods. So, to sage kings, people first, gods second\"; Neishi Guo says, \"Gods, clever, righteous and wholehearted, comply with human.\" Taoist and Confucian secularism contain elements of moral thought devoid of religious authority or deism however they only partly resembled our modern concept of secularism.", "targets": "Who can be credited with saying essentially humans are the gods of gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a4df8281e004a17a587ba5b3c4092b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 6th century BCE, Taoist teacher Lao Tzu espoused a series of naturalistic concepts with some elements of humanistic philosophy. The Silver Rule of Confucianism from Analects XV.24, is an example of ethical philosophy based on human values rather than the supernatural. Humanistic thought is also contained in other Confucian classics, e.g., as recorded in Zuo Zhuan, Ji Liang says, \"People is the zhu (master, lord, dominance, owner or origin) of gods. So, to sage kings, people first, gods second\"; Neishi Guo says, \"Gods, clever, righteous and wholehearted, comply with human.\" Taoist and Confucian secularism contain elements of moral thought devoid of religious authority or deism however they only partly resembled our modern concept of secularism.", "targets": "Where could you read this information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae65aacdca1487c856ae0ac4b61d04c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1857, the colonial government strengthened and expanded its infrastructure via the court system, legal procedures, and statutes. The Indian Penal Code came into being. In education, Thomas Babington Macaulay had made schooling a priority for the Raj in his famous minute of February 1835 and succeeded in implementing the use of English as the medium of instruction. By 1890 some 60,000 Indians had matriculated. The Indian economy grew at about 1% per year from 1880 to 1920, and the population also grew at 1%. However, from 1910s Indian private industry began to grow significantly. India built a modern railway system in the late 19th century which was the fourth largest in the world. The British Raj invested heavily in infrastructure, including canals and irrigation systems in addition to railways, telegraphy, roads and ports. However, historians have been bitterly divided on issues of economic history, with the Nationalist school arguing that India was poorer at the end of British rule than at the beginning and that impoverishment occurred because of the British.", "targets": "What did the Colonial government expand by legal means?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae65aacdca1487c856ae0ac4b61d04c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1857, the colonial government strengthened and expanded its infrastructure via the court system, legal procedures, and statutes. The Indian Penal Code came into being. In education, Thomas Babington Macaulay had made schooling a priority for the Raj in his famous minute of February 1835 and succeeded in implementing the use of English as the medium of instruction. By 1890 some 60,000 Indians had matriculated. The Indian economy grew at about 1% per year from 1880 to 1920, and the population also grew at 1%. However, from 1910s Indian private industry began to grow significantly. India built a modern railway system in the late 19th century which was the fourth largest in the world. The British Raj invested heavily in infrastructure, including canals and irrigation systems in addition to railways, telegraphy, roads and ports. However, historians have been bitterly divided on issues of economic history, with the Nationalist school arguing that India was poorer at the end of British rule than at the beginning and that impoverishment occurred because of the British.", "targets": "What new law was created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae65aacdca1487c856ae0ac4b61d04c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1857, the colonial government strengthened and expanded its infrastructure via the court system, legal procedures, and statutes. The Indian Penal Code came into being. In education, Thomas Babington Macaulay had made schooling a priority for the Raj in his famous minute of February 1835 and succeeded in implementing the use of English as the medium of instruction. By 1890 some 60,000 Indians had matriculated. The Indian economy grew at about 1% per year from 1880 to 1920, and the population also grew at 1%. However, from 1910s Indian private industry began to grow significantly. India built a modern railway system in the late 19th century which was the fourth largest in the world. The British Raj invested heavily in infrastructure, including canals and irrigation systems in addition to railways, telegraphy, roads and ports. However, historians have been bitterly divided on issues of economic history, with the Nationalist school arguing that India was poorer at the end of British rule than at the beginning and that impoverishment occurred because of the British.", "targets": "Who insisted that schooling be a priority in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae65aacdca1487c856ae0ac4b61d04c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1857, the colonial government strengthened and expanded its infrastructure via the court system, legal procedures, and statutes. The Indian Penal Code came into being. In education, Thomas Babington Macaulay had made schooling a priority for the Raj in his famous minute of February 1835 and succeeded in implementing the use of English as the medium of instruction. By 1890 some 60,000 Indians had matriculated. The Indian economy grew at about 1% per year from 1880 to 1920, and the population also grew at 1%. However, from 1910s Indian private industry began to grow significantly. India built a modern railway system in the late 19th century which was the fourth largest in the world. The British Raj invested heavily in infrastructure, including canals and irrigation systems in addition to railways, telegraphy, roads and ports. However, historians have been bitterly divided on issues of economic history, with the Nationalist school arguing that India was poorer at the end of British rule than at the beginning and that impoverishment occurred because of the British.", "targets": "When did India build the forth largest rail system in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae65aacdca1487c856ae0ac4b61d04c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1857, the colonial government strengthened and expanded its infrastructure via the court system, legal procedures, and statutes. The Indian Penal Code came into being. In education, Thomas Babington Macaulay had made schooling a priority for the Raj in his famous minute of February 1835 and succeeded in implementing the use of English as the medium of instruction. By 1890 some 60,000 Indians had matriculated. The Indian economy grew at about 1% per year from 1880 to 1920, and the population also grew at 1%. However, from 1910s Indian private industry began to grow significantly. India built a modern railway system in the late 19th century which was the fourth largest in the world. The British Raj invested heavily in infrastructure, including canals and irrigation systems in addition to railways, telegraphy, roads and ports. However, historians have been bitterly divided on issues of economic history, with the Nationalist school arguing that India was poorer at the end of British rule than at the beginning and that impoverishment occurred because of the British.", "targets": "In what feature of management did the British invest heavily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e583af49044a44957c64dbdb7dfec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a foreign language, Dutch is mainly taught in primary and secondary schools in areas adjacent to the Netherlands and Flanders. In French-speaking Belgium, over 300,000 pupils are enrolled in Dutch courses, followed by over 23,000 in the German states of Lower Saxony and North Rhine-Westphalia, and about 7,000 in the French region of Nord-Pas-de-Calais (of which 4,550 are in primary school). At an academic level, the largest number of faculties of neerlandistiek can be found in Germany (30 universities), followed by France (20 universities) and the United Kingdom (5 universities).", "targets": "About how many students in Belgium are studying Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e583af49044a44957c64dbdb7dfec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a foreign language, Dutch is mainly taught in primary and secondary schools in areas adjacent to the Netherlands and Flanders. In French-speaking Belgium, over 300,000 pupils are enrolled in Dutch courses, followed by over 23,000 in the German states of Lower Saxony and North Rhine-Westphalia, and about 7,000 in the French region of Nord-Pas-de-Calais (of which 4,550 are in primary school). At an academic level, the largest number of faculties of neerlandistiek can be found in Germany (30 universities), followed by France (20 universities) and the United Kingdom (5 universities).", "targets": "How many primary school students are learning Dutch in Nord-Pas-de-Calais?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e583af49044a44957c64dbdb7dfec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a foreign language, Dutch is mainly taught in primary and secondary schools in areas adjacent to the Netherlands and Flanders. In French-speaking Belgium, over 300,000 pupils are enrolled in Dutch courses, followed by over 23,000 in the German states of Lower Saxony and North Rhine-Westphalia, and about 7,000 in the French region of Nord-Pas-de-Calais (of which 4,550 are in primary school). At an academic level, the largest number of faculties of neerlandistiek can be found in Germany (30 universities), followed by France (20 universities) and the United Kingdom (5 universities).", "targets": "What country has the most universities offering courses in neerlandistiek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e583af49044a44957c64dbdb7dfec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a foreign language, Dutch is mainly taught in primary and secondary schools in areas adjacent to the Netherlands and Flanders. In French-speaking Belgium, over 300,000 pupils are enrolled in Dutch courses, followed by over 23,000 in the German states of Lower Saxony and North Rhine-Westphalia, and about 7,000 in the French region of Nord-Pas-de-Calais (of which 4,550 are in primary school). At an academic level, the largest number of faculties of neerlandistiek can be found in Germany (30 universities), followed by France (20 universities) and the United Kingdom (5 universities).", "targets": "How many universities in France offer neerlandistiek courses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e583af49044a44957c64dbdb7dfec9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a foreign language, Dutch is mainly taught in primary and secondary schools in areas adjacent to the Netherlands and Flanders. In French-speaking Belgium, over 300,000 pupils are enrolled in Dutch courses, followed by over 23,000 in the German states of Lower Saxony and North Rhine-Westphalia, and about 7,000 in the French region of Nord-Pas-de-Calais (of which 4,550 are in primary school). At an academic level, the largest number of faculties of neerlandistiek can be found in Germany (30 universities), followed by France (20 universities) and the United Kingdom (5 universities).", "targets": "Besides North Rhine-Westphalia, which German state has the most pupils of Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f01ec6d4ba714482ae0fbb378ef69498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spectrum emitted by a blackbody radiator at temperatures of incandescent bulbs does not match the sensitivity characteristics of the human eye; the light emitted does not appear white, and most is not in the range of wavelengths at which the eye is most sensitive. Tungsten filaments radiate mostly infrared radiation at temperatures where they remain solid \u2013 below 3,695 K (3,422 \u00b0C; 6,191 \u00b0F). Donald L. Klipstein explains it this way: \"An ideal thermal radiator produces visible light most efficiently at temperatures around 6,300 \u00b0C (6,600 K; 11,400 \u00b0F). Even at this high temperature, a lot of the radiation is either infrared or ultraviolet, and the theoretical luminous efficacy (LER) is 95 lumens per watt.\" No known material can be used as a filament at this ideal temperature, which is hotter than the sun's surface. An upper limit for incandescent lamp luminous efficacy (LER) is around 52 lumens per watt, the theoretical value emitted by tungsten at its melting point.", "targets": "At what temperature does a thermal radiator most efficiently produce light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f01ec6d4ba714482ae0fbb378ef69498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spectrum emitted by a blackbody radiator at temperatures of incandescent bulbs does not match the sensitivity characteristics of the human eye; the light emitted does not appear white, and most is not in the range of wavelengths at which the eye is most sensitive. Tungsten filaments radiate mostly infrared radiation at temperatures where they remain solid \u2013 below 3,695 K (3,422 \u00b0C; 6,191 \u00b0F). Donald L. Klipstein explains it this way: \"An ideal thermal radiator produces visible light most efficiently at temperatures around 6,300 \u00b0C (6,600 K; 11,400 \u00b0F). Even at this high temperature, a lot of the radiation is either infrared or ultraviolet, and the theoretical luminous efficacy (LER) is 95 lumens per watt.\" No known material can be used as a filament at this ideal temperature, which is hotter than the sun's surface. An upper limit for incandescent lamp luminous efficacy (LER) is around 52 lumens per watt, the theoretical value emitted by tungsten at its melting point.", "targets": "What is the upper limit for LER of an incandescent lamp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f01ec6d4ba714482ae0fbb378ef69498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spectrum emitted by a blackbody radiator at temperatures of incandescent bulbs does not match the sensitivity characteristics of the human eye; the light emitted does not appear white, and most is not in the range of wavelengths at which the eye is most sensitive. Tungsten filaments radiate mostly infrared radiation at temperatures where they remain solid \u2013 below 3,695 K (3,422 \u00b0C; 6,191 \u00b0F). Donald L. Klipstein explains it this way: \"An ideal thermal radiator produces visible light most efficiently at temperatures around 6,300 \u00b0C (6,600 K; 11,400 \u00b0F). Even at this high temperature, a lot of the radiation is either infrared or ultraviolet, and the theoretical luminous efficacy (LER) is 95 lumens per watt.\" No known material can be used as a filament at this ideal temperature, which is hotter than the sun's surface. An upper limit for incandescent lamp luminous efficacy (LER) is around 52 lumens per watt, the theoretical value emitted by tungsten at its melting point.", "targets": "What type of radiation makes up the majority of tungsten filament emissions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f01ec6d4ba714482ae0fbb378ef69498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spectrum emitted by a blackbody radiator at temperatures of incandescent bulbs does not match the sensitivity characteristics of the human eye; the light emitted does not appear white, and most is not in the range of wavelengths at which the eye is most sensitive. Tungsten filaments radiate mostly infrared radiation at temperatures where they remain solid \u2013 below 3,695 K (3,422 \u00b0C; 6,191 \u00b0F). Donald L. Klipstein explains it this way: \"An ideal thermal radiator produces visible light most efficiently at temperatures around 6,300 \u00b0C (6,600 K; 11,400 \u00b0F). Even at this high temperature, a lot of the radiation is either infrared or ultraviolet, and the theoretical luminous efficacy (LER) is 95 lumens per watt.\" No known material can be used as a filament at this ideal temperature, which is hotter than the sun's surface. An upper limit for incandescent lamp luminous efficacy (LER) is around 52 lumens per watt, the theoretical value emitted by tungsten at its melting point.", "targets": "What is the flaw in the color of light produced by an incandescent bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f01ec6d4ba714482ae0fbb378ef69498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spectrum emitted by a blackbody radiator at temperatures of incandescent bulbs does not match the sensitivity characteristics of the human eye; the light emitted does not appear white, and most is not in the range of wavelengths at which the eye is most sensitive. Tungsten filaments radiate mostly infrared radiation at temperatures where they remain solid \u2013 below 3,695 K (3,422 \u00b0C; 6,191 \u00b0F). Donald L. Klipstein explains it this way: \"An ideal thermal radiator produces visible light most efficiently at temperatures around 6,300 \u00b0C (6,600 K; 11,400 \u00b0F). Even at this high temperature, a lot of the radiation is either infrared or ultraviolet, and the theoretical luminous efficacy (LER) is 95 lumens per watt.\" No known material can be used as a filament at this ideal temperature, which is hotter than the sun's surface. An upper limit for incandescent lamp luminous efficacy (LER) is around 52 lumens per watt, the theoretical value emitted by tungsten at its melting point.", "targets": "What is the theoretical LER value of tungsten at its melting point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb9787c4d36482b84e89510c71048ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wiesner kept up the pressure, even making the disagreement public during a two-day September visit by the President to Marshall Space Flight Center. Wiesner blurted out \"No, that's no good\" in front of the press, during a presentation by von Braun. Webb jumped in and defended von Braun, until Kennedy ended the squabble by stating that the matter was \"still subject to final review\". Webb held firm, and issued a request for proposal to candidate Lunar Excursion Module (LEM) contractors. Wiesner finally relented, unwilling to settle the dispute once and for all in Kennedy's office, because of the President's involvement with the October Cuban missile crisis, and fear of Kennedy's support for Webb. NASA announced the selection of Grumman as the LEM contractor in November 1962.", "targets": "Who was keeping pressure and showing disagreements for the LOR, even in front of the President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb9787c4d36482b84e89510c71048ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wiesner kept up the pressure, even making the disagreement public during a two-day September visit by the President to Marshall Space Flight Center. Wiesner blurted out \"No, that's no good\" in front of the press, during a presentation by von Braun. Webb jumped in and defended von Braun, until Kennedy ended the squabble by stating that the matter was \"still subject to final review\". Webb held firm, and issued a request for proposal to candidate Lunar Excursion Module (LEM) contractors. Wiesner finally relented, unwilling to settle the dispute once and for all in Kennedy's office, because of the President's involvement with the October Cuban missile crisis, and fear of Kennedy's support for Webb. NASA announced the selection of Grumman as the LEM contractor in November 1962.", "targets": "What did Wiesner shout out in front of the press during a presentation by von Braun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb9787c4d36482b84e89510c71048ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wiesner kept up the pressure, even making the disagreement public during a two-day September visit by the President to Marshall Space Flight Center. Wiesner blurted out \"No, that's no good\" in front of the press, during a presentation by von Braun. Webb jumped in and defended von Braun, until Kennedy ended the squabble by stating that the matter was \"still subject to final review\". Webb held firm, and issued a request for proposal to candidate Lunar Excursion Module (LEM) contractors. Wiesner finally relented, unwilling to settle the dispute once and for all in Kennedy's office, because of the President's involvement with the October Cuban missile crisis, and fear of Kennedy's support for Webb. NASA announced the selection of Grumman as the LEM contractor in November 1962.", "targets": "What does the acronym LEM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb9787c4d36482b84e89510c71048ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wiesner kept up the pressure, even making the disagreement public during a two-day September visit by the President to Marshall Space Flight Center. Wiesner blurted out \"No, that's no good\" in front of the press, during a presentation by von Braun. Webb jumped in and defended von Braun, until Kennedy ended the squabble by stating that the matter was \"still subject to final review\". Webb held firm, and issued a request for proposal to candidate Lunar Excursion Module (LEM) contractors. Wiesner finally relented, unwilling to settle the dispute once and for all in Kennedy's office, because of the President's involvement with the October Cuban missile crisis, and fear of Kennedy's support for Webb. NASA announced the selection of Grumman as the LEM contractor in November 1962.", "targets": "Who was announced as the LEM contractor in November 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd60ea10f194dc0a8c59f4643cb5058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 19th century, the South used a colloquial term, the one-drop rule, to classify as black a person of any known African ancestry. This practice of hypodescent was not put into law until the early 20th century. Legally the definition varied from state to state. Racial definition was more flexible in the 18th and 19th centuries before the American Civil War. For instance, President Thomas Jefferson held persons who were legally white (less than 25% black) according to Virginia law at the time, but, because they were born to slave mothers, they were born into slavery, according to the principle of partus sequitur ventrem, which Virginia adopted into law in 1662.", "targets": "What did the \"one-drop\" rule do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd60ea10f194dc0a8c59f4643cb5058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 19th century, the South used a colloquial term, the one-drop rule, to classify as black a person of any known African ancestry. This practice of hypodescent was not put into law until the early 20th century. Legally the definition varied from state to state. Racial definition was more flexible in the 18th and 19th centuries before the American Civil War. For instance, President Thomas Jefferson held persons who were legally white (less than 25% black) according to Virginia law at the time, but, because they were born to slave mothers, they were born into slavery, according to the principle of partus sequitur ventrem, which Virginia adopted into law in 1662.", "targets": "When was the \"one-drop\" rule put into place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd60ea10f194dc0a8c59f4643cb5058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 19th century, the South used a colloquial term, the one-drop rule, to classify as black a person of any known African ancestry. This practice of hypodescent was not put into law until the early 20th century. Legally the definition varied from state to state. Racial definition was more flexible in the 18th and 19th centuries before the American Civil War. For instance, President Thomas Jefferson held persons who were legally white (less than 25% black) according to Virginia law at the time, but, because they were born to slave mothers, they were born into slavery, according to the principle of partus sequitur ventrem, which Virginia adopted into law in 1662.", "targets": "When was racial definition more flexible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd60ea10f194dc0a8c59f4643cb5058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 19th century, the South used a colloquial term, the one-drop rule, to classify as black a person of any known African ancestry. This practice of hypodescent was not put into law until the early 20th century. Legally the definition varied from state to state. Racial definition was more flexible in the 18th and 19th centuries before the American Civil War. For instance, President Thomas Jefferson held persons who were legally white (less than 25% black) according to Virginia law at the time, but, because they were born to slave mothers, they were born into slavery, according to the principle of partus sequitur ventrem, which Virginia adopted into law in 1662.", "targets": "What war changed the way the United States looked at race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bd60ea10f194dc0a8c59f4643cb5058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 19th century, the South used a colloquial term, the one-drop rule, to classify as black a person of any known African ancestry. This practice of hypodescent was not put into law until the early 20th century. Legally the definition varied from state to state. Racial definition was more flexible in the 18th and 19th centuries before the American Civil War. For instance, President Thomas Jefferson held persons who were legally white (less than 25% black) according to Virginia law at the time, but, because they were born to slave mothers, they were born into slavery, according to the principle of partus sequitur ventrem, which Virginia adopted into law in 1662.", "targets": "When did Virginia adopt The Principle of Partus Sequitur Ventrem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4564212c32574d74ab0b6915fd9f470d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late medieval period, cotton became known as an imported fiber in northern Europe, without any knowledge of how it was derived, other than that it was a plant. Because Herodotus had written in his Histories, Book III, 106, that in India trees grew in the wild producing wool, it was assumed that the plant was a tree, rather than a shrub. This aspect is retained in the name for cotton in several Germanic languages, such as German Baumwolle, which translates as \"tree wool\" (Baum means \"tree\"; Wolle means \"wool\"). Noting its similarities to wool, people in the region could only imagine that cotton must be produced by plant-borne sheep. John Mandeville, writing in 1350, stated as fact the now-preposterous belief: \"There grew there [India] a wonderful tree which bore tiny lambs on the endes of its branches. These branches were so pliable that they bent down to allow the lambs to feed when they are hungrie  [sic].\" (See Vegetable Lamb of Tartary.) By the end of the 16th century, cotton was cultivated throughout the warmer regions in Asia and the Americas.", "targets": "In the late medieval period in Europe as what was cotton viewed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4564212c32574d74ab0b6915fd9f470d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late medieval period, cotton became known as an imported fiber in northern Europe, without any knowledge of how it was derived, other than that it was a plant. Because Herodotus had written in his Histories, Book III, 106, that in India trees grew in the wild producing wool, it was assumed that the plant was a tree, rather than a shrub. This aspect is retained in the name for cotton in several Germanic languages, such as German Baumwolle, which translates as \"tree wool\" (Baum means \"tree\"; Wolle means \"wool\"). Noting its similarities to wool, people in the region could only imagine that cotton must be produced by plant-borne sheep. John Mandeville, writing in 1350, stated as fact the now-preposterous belief: \"There grew there [India] a wonderful tree which bore tiny lambs on the endes of its branches. These branches were so pliable that they bent down to allow the lambs to feed when they are hungrie  [sic].\" (See Vegetable Lamb of Tartary.) By the end of the 16th century, cotton was cultivated throughout the warmer regions in Asia and the Americas.", "targets": "What 1350 writer stated that cotton was produced by sheep that grew on trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4564212c32574d74ab0b6915fd9f470d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late medieval period, cotton became known as an imported fiber in northern Europe, without any knowledge of how it was derived, other than that it was a plant. Because Herodotus had written in his Histories, Book III, 106, that in India trees grew in the wild producing wool, it was assumed that the plant was a tree, rather than a shrub. This aspect is retained in the name for cotton in several Germanic languages, such as German Baumwolle, which translates as \"tree wool\" (Baum means \"tree\"; Wolle means \"wool\"). Noting its similarities to wool, people in the region could only imagine that cotton must be produced by plant-borne sheep. John Mandeville, writing in 1350, stated as fact the now-preposterous belief: \"There grew there [India] a wonderful tree which bore tiny lambs on the endes of its branches. These branches were so pliable that they bent down to allow the lambs to feed when they are hungrie  [sic].\" (See Vegetable Lamb of Tartary.) By the end of the 16th century, cotton was cultivated throughout the warmer regions in Asia and the Americas.", "targets": "What ancient writer gave later eras the idea that cotton might be a tree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4564212c32574d74ab0b6915fd9f470d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late medieval period, cotton became known as an imported fiber in northern Europe, without any knowledge of how it was derived, other than that it was a plant. Because Herodotus had written in his Histories, Book III, 106, that in India trees grew in the wild producing wool, it was assumed that the plant was a tree, rather than a shrub. This aspect is retained in the name for cotton in several Germanic languages, such as German Baumwolle, which translates as \"tree wool\" (Baum means \"tree\"; Wolle means \"wool\"). Noting its similarities to wool, people in the region could only imagine that cotton must be produced by plant-borne sheep. John Mandeville, writing in 1350, stated as fact the now-preposterous belief: \"There grew there [India] a wonderful tree which bore tiny lambs on the endes of its branches. These branches were so pliable that they bent down to allow the lambs to feed when they are hungrie  [sic].\" (See Vegetable Lamb of Tartary.) By the end of the 16th century, cotton was cultivated throughout the warmer regions in Asia and the Americas.", "targets": "By the end of what century was cotton grown in the Americas and Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4564212c32574d74ab0b6915fd9f470d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late medieval period, cotton became known as an imported fiber in northern Europe, without any knowledge of how it was derived, other than that it was a plant. Because Herodotus had written in his Histories, Book III, 106, that in India trees grew in the wild producing wool, it was assumed that the plant was a tree, rather than a shrub. This aspect is retained in the name for cotton in several Germanic languages, such as German Baumwolle, which translates as \"tree wool\" (Baum means \"tree\"; Wolle means \"wool\"). Noting its similarities to wool, people in the region could only imagine that cotton must be produced by plant-borne sheep. John Mandeville, writing in 1350, stated as fact the now-preposterous belief: \"There grew there [India] a wonderful tree which bore tiny lambs on the endes of its branches. These branches were so pliable that they bent down to allow the lambs to feed when they are hungrie  [sic].\" (See Vegetable Lamb of Tartary.) By the end of the 16th century, cotton was cultivated throughout the warmer regions in Asia and the Americas.", "targets": "Why was it easy for people to believe that cotton grew on sheep that grew in plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95615a51e123417c9440a3ec6d3ff458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. Pleasurable work conditions are ranked as being more preferable than a high salary and implacable work. NPOs are encouraged to pay as much as they are able, and offer a low stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.", "targets": "Can Npos match the wages of public and private sector employers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95615a51e123417c9440a3ec6d3ff458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. Pleasurable work conditions are ranked as being more preferable than a high salary and implacable work. NPOs are encouraged to pay as much as they are able, and offer a low stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.", "targets": "What should NPOs focus on offering employees instead of high wages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95615a51e123417c9440a3ec6d3ff458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. Pleasurable work conditions are ranked as being more preferable than a high salary and implacable work. NPOs are encouraged to pay as much as they are able, and offer a low stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.", "targets": "What is better than having high pay at an NPO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95615a51e123417c9440a3ec6d3ff458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. Pleasurable work conditions are ranked as being more preferable than a high salary and implacable work. NPOs are encouraged to pay as much as they are able, and offer a low stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.", "targets": "How much should an NPO pay employees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95615a51e123417c9440a3ec6d3ff458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. Pleasurable work conditions are ranked as being more preferable than a high salary and implacable work. NPOs are encouraged to pay as much as they are able, and offer a low stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.", "targets": "What are other incentives that NPO emplotees can be offered instead of higher wages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcb730ca306c45d2ad0585cba13c6ccb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, von Neumann became a commissioner of the AEC. He accepted this position and used it to further the production of compact hydrogen bombs suitable for Intercontinental ballistic missile delivery. He involved himself in correcting the severe shortage of tritium and lithium 6 needed for these compact weapons, and he argued against settling for the intermediate range missiles that the Army wanted. He was adamant that H-bombs delivered into the heart of enemy territory by an ICBM would be the most effective weapon possible, and that the relative inaccuracy of the missile wouldn't be a problem with an H-bomb. He said the Russians would probably be building a similar weapon system, which turned out to be the case. Despite his disagreement with Oppenheimer over the need for a crash program to develop the hydrogen bomb, he testified on the latter's behalf at the 1954 Oppenheimer security hearing, at which he asserted that Oppenheimer was loyal, and praised him for his helpfulness once the program went ahead.", "targets": "In what year did von Neumann become commissioner of the AEC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcb730ca306c45d2ad0585cba13c6ccb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, von Neumann became a commissioner of the AEC. He accepted this position and used it to further the production of compact hydrogen bombs suitable for Intercontinental ballistic missile delivery. He involved himself in correcting the severe shortage of tritium and lithium 6 needed for these compact weapons, and he argued against settling for the intermediate range missiles that the Army wanted. He was adamant that H-bombs delivered into the heart of enemy territory by an ICBM would be the most effective weapon possible, and that the relative inaccuracy of the missile wouldn't be a problem with an H-bomb. He said the Russians would probably be building a similar weapon system, which turned out to be the case. Despite his disagreement with Oppenheimer over the need for a crash program to develop the hydrogen bomb, he testified on the latter's behalf at the 1954 Oppenheimer security hearing, at which he asserted that Oppenheimer was loyal, and praised him for his helpfulness once the program went ahead.", "targets": "What were compact hydrogen bombs useful for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcb730ca306c45d2ad0585cba13c6ccb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, von Neumann became a commissioner of the AEC. He accepted this position and used it to further the production of compact hydrogen bombs suitable for Intercontinental ballistic missile delivery. He involved himself in correcting the severe shortage of tritium and lithium 6 needed for these compact weapons, and he argued against settling for the intermediate range missiles that the Army wanted. He was adamant that H-bombs delivered into the heart of enemy territory by an ICBM would be the most effective weapon possible, and that the relative inaccuracy of the missile wouldn't be a problem with an H-bomb. He said the Russians would probably be building a similar weapon system, which turned out to be the case. Despite his disagreement with Oppenheimer over the need for a crash program to develop the hydrogen bomb, he testified on the latter's behalf at the 1954 Oppenheimer security hearing, at which he asserted that Oppenheimer was loyal, and praised him for his helpfulness once the program went ahead.", "targets": "What was the concern with longer range ICBM with Hbomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcb730ca306c45d2ad0585cba13c6ccb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955, von Neumann became a commissioner of the AEC. He accepted this position and used it to further the production of compact hydrogen bombs suitable for Intercontinental ballistic missile delivery. He involved himself in correcting the severe shortage of tritium and lithium 6 needed for these compact weapons, and he argued against settling for the intermediate range missiles that the Army wanted. He was adamant that H-bombs delivered into the heart of enemy territory by an ICBM would be the most effective weapon possible, and that the relative inaccuracy of the missile wouldn't be a problem with an H-bomb. He said the Russians would probably be building a similar weapon system, which turned out to be the case. Despite his disagreement with Oppenheimer over the need for a crash program to develop the hydrogen bomb, he testified on the latter's behalf at the 1954 Oppenheimer security hearing, at which he asserted that Oppenheimer was loyal, and praised him for his helpfulness once the program went ahead.", "targets": "Von Neumann testified at whose hearing about loyalty and help?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18eec02440245b9b32322d834294b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The centrality of the \"separation\" concept to the Religion Clauses of the Constitution was made explicit in Everson v. Board of Education, 330 U.S. 1 (1947), a case dealing with a New Jersey law that allowed government funds to pay for transportation of students to both public and Catholic schools. This was the first case in which the court applied the Establishment Clause to the laws of a state, having interpreted the due process clause of the Fourteenth Amendment as applying the Bill of Rights to the states as well as the federal legislature. Citing Jefferson, the court concluded that \"The First Amendment has erected a wall between church and state. That wall must be kept high and impregnable. We could not approve the slightest breach.\"", "targets": "When was the centrality of the \"separation\" concept to the Religion Clauses of the Constitution made explicit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18eec02440245b9b32322d834294b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The centrality of the \"separation\" concept to the Religion Clauses of the Constitution was made explicit in Everson v. Board of Education, 330 U.S. 1 (1947), a case dealing with a New Jersey law that allowed government funds to pay for transportation of students to both public and Catholic schools. This was the first case in which the court applied the Establishment Clause to the laws of a state, having interpreted the due process clause of the Fourteenth Amendment as applying the Bill of Rights to the states as well as the federal legislature. Citing Jefferson, the court concluded that \"The First Amendment has erected a wall between church and state. That wall must be kept high and impregnable. We could not approve the slightest breach.\"", "targets": "What was the topic of the Everson v. Board of Education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18eec02440245b9b32322d834294b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The centrality of the \"separation\" concept to the Religion Clauses of the Constitution was made explicit in Everson v. Board of Education, 330 U.S. 1 (1947), a case dealing with a New Jersey law that allowed government funds to pay for transportation of students to both public and Catholic schools. This was the first case in which the court applied the Establishment Clause to the laws of a state, having interpreted the due process clause of the Fourteenth Amendment as applying the Bill of Rights to the states as well as the federal legislature. Citing Jefferson, the court concluded that \"The First Amendment has erected a wall between church and state. That wall must be kept high and impregnable. We could not approve the slightest breach.\"", "targets": "What case was the concept relevant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18eec02440245b9b32322d834294b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The centrality of the \"separation\" concept to the Religion Clauses of the Constitution was made explicit in Everson v. Board of Education, 330 U.S. 1 (1947), a case dealing with a New Jersey law that allowed government funds to pay for transportation of students to both public and Catholic schools. This was the first case in which the court applied the Establishment Clause to the laws of a state, having interpreted the due process clause of the Fourteenth Amendment as applying the Bill of Rights to the states as well as the federal legislature. Citing Jefferson, the court concluded that \"The First Amendment has erected a wall between church and state. That wall must be kept high and impregnable. We could not approve the slightest breach.\"", "targets": "What was the case of Everson v. Board of Education the first instance of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18eec02440245b9b32322d834294b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The centrality of the \"separation\" concept to the Religion Clauses of the Constitution was made explicit in Everson v. Board of Education, 330 U.S. 1 (1947), a case dealing with a New Jersey law that allowed government funds to pay for transportation of students to both public and Catholic schools. This was the first case in which the court applied the Establishment Clause to the laws of a state, having interpreted the due process clause of the Fourteenth Amendment as applying the Bill of Rights to the states as well as the federal legislature. Citing Jefferson, the court concluded that \"The First Amendment has erected a wall between church and state. That wall must be kept high and impregnable. We could not approve the slightest breach.\"", "targets": "How must the wall separating church and state be kept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3267f6e8e04e968e7f458e37af0659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wound colonization refers to nonreplicating microorganisms within the wound, while in infected wounds, replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these exist in either a mutualistic or commensal relationship with the host. An example of the former is the anaerobic bacteria species, which colonizes the mammalian colon, and an example of the latter is various species of staphylococcus that exist on human skin. Neither of these colonizations are considered infections. The difference between an infection and a colonization is often only a matter of circumstance. Non-pathogenic organisms can become pathogenic given specific conditions, and even the most virulent organism requires certain circumstances to cause a compromising infection. Some colonizing bacteria, such as Corynebacteria sp. and viridans streptococci, prevent the adhesion and colonization of pathogenic bacteria and thus have a symbiotic relationship with the host, preventing infection and speeding wound healing.", "targets": "What does wound colonization refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3267f6e8e04e968e7f458e37af0659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wound colonization refers to nonreplicating microorganisms within the wound, while in infected wounds, replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these exist in either a mutualistic or commensal relationship with the host. An example of the former is the anaerobic bacteria species, which colonizes the mammalian colon, and an example of the latter is various species of staphylococcus that exist on human skin. Neither of these colonizations are considered infections. The difference between an infection and a colonization is often only a matter of circumstance. Non-pathogenic organisms can become pathogenic given specific conditions, and even the most virulent organism requires certain circumstances to cause a compromising infection. Some colonizing bacteria, such as Corynebacteria sp. and viridans streptococci, prevent the adhesion and colonization of pathogenic bacteria and thus have a symbiotic relationship with the host, preventing infection and speeding wound healing.", "targets": "What type of organisms exist and injure tissue in infected wounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3267f6e8e04e968e7f458e37af0659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wound colonization refers to nonreplicating microorganisms within the wound, while in infected wounds, replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these exist in either a mutualistic or commensal relationship with the host. An example of the former is the anaerobic bacteria species, which colonizes the mammalian colon, and an example of the latter is various species of staphylococcus that exist on human skin. Neither of these colonizations are considered infections. The difference between an infection and a colonization is often only a matter of circumstance. Non-pathogenic organisms can become pathogenic given specific conditions, and even the most virulent organism requires certain circumstances to cause a compromising infection. Some colonizing bacteria, such as Corynebacteria sp. and viridans streptococci, prevent the adhesion and colonization of pathogenic bacteria and thus have a symbiotic relationship with the host, preventing infection and speeding wound healing.", "targets": "What are all multcellular organisms colonized to some degree by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3267f6e8e04e968e7f458e37af0659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wound colonization refers to nonreplicating microorganisms within the wound, while in infected wounds, replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these exist in either a mutualistic or commensal relationship with the host. An example of the former is the anaerobic bacteria species, which colonizes the mammalian colon, and an example of the latter is various species of staphylococcus that exist on human skin. Neither of these colonizations are considered infections. The difference between an infection and a colonization is often only a matter of circumstance. Non-pathogenic organisms can become pathogenic given specific conditions, and even the most virulent organism requires certain circumstances to cause a compromising infection. Some colonizing bacteria, such as Corynebacteria sp. and viridans streptococci, prevent the adhesion and colonization of pathogenic bacteria and thus have a symbiotic relationship with the host, preventing infection and speeding wound healing.", "targets": "What's the difference between an infection and a colonization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3267f6e8e04e968e7f458e37af0659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wound colonization refers to nonreplicating microorganisms within the wound, while in infected wounds, replicating organisms exist and tissue is injured. All multicellular organisms are colonized to some degree by extrinsic organisms, and the vast majority of these exist in either a mutualistic or commensal relationship with the host. An example of the former is the anaerobic bacteria species, which colonizes the mammalian colon, and an example of the latter is various species of staphylococcus that exist on human skin. Neither of these colonizations are considered infections. The difference between an infection and a colonization is often only a matter of circumstance. Non-pathogenic organisms can become pathogenic given specific conditions, and even the most virulent organism requires certain circumstances to cause a compromising infection. Some colonizing bacteria, such as Corynebacteria sp. and viridans streptococci, prevent the adhesion and colonization of pathogenic bacteria and thus have a symbiotic relationship with the host, preventing infection and speeding wound healing.", "targets": "What species colonizes the mammalian colon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db997dcff42b48f798657bb90fcefa78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran (/a\u026a\u02c8r\u00e6n/ or i/\u026a\u02c8r\u0251\u02d0n/; Persian: Ir\u0101n \u2013 \u0627\u06cc\u0631\u0627\u0646\u200e\u200e [\u0294i\u02d0\u02c8\u027e\u0252\u02d0n] ( listen)), also known as Persia (/\u02c8p\u025c\u02d0r\u0292\u0259/ or /\u02c8p\u025c\u02d0r\u0283\u0259/), officially the Islamic Republic of Iran (\u062c\u0645\u0647\u0648\u0631\u06cc \u0627\u0633\u0644\u0627\u0645\u06cc \u0627\u06cc\u0631\u0627\u0646 \u2013 Jomhuri ye Esl\u0101mi ye Ir\u0101n [d\u0361\u0292omhu\u02d0\u02cc\u027eije esl\u0252\u02d0\u02ccmije \u0294i\u02d0\u02c8\u027e\u0252\u02d0n]), is a sovereign state in Western Asia. It is bordered to the northwest by Armenia, the de facto Nagorno-Karabakh Republic, and Azerbaijan; to the north by Kazakhstan and Russia across the Caspian Sea; to the northeast by Turkmenistan; to the east by Afghanistan and Pakistan; to the south by the Persian Gulf and the Gulf of Oman; and to the west by Turkey and Iraq. Comprising a land area of 1,648,195 km2 (636,372 sq mi), it is the second-largest country in the Middle East and the 18th-largest in the world. With 78.4 million inhabitants, Iran is the world's 17th-most-populous country. It is the only country that has both a Caspian Sea and an Indian Ocean coastline. Iran has long been of geostrategic importance because of its central location in Eurasia and Western Asia, and its proximity to the Strait of Hormuz.", "targets": "Which country borders Iran to Iran's northwest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db997dcff42b48f798657bb90fcefa78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran (/a\u026a\u02c8r\u00e6n/ or i/\u026a\u02c8r\u0251\u02d0n/; Persian: Ir\u0101n \u2013 \u0627\u06cc\u0631\u0627\u0646\u200e\u200e [\u0294i\u02d0\u02c8\u027e\u0252\u02d0n] ( listen)), also known as Persia (/\u02c8p\u025c\u02d0r\u0292\u0259/ or /\u02c8p\u025c\u02d0r\u0283\u0259/), officially the Islamic Republic of Iran (\u062c\u0645\u0647\u0648\u0631\u06cc \u0627\u0633\u0644\u0627\u0645\u06cc \u0627\u06cc\u0631\u0627\u0646 \u2013 Jomhuri ye Esl\u0101mi ye Ir\u0101n [d\u0361\u0292omhu\u02d0\u02cc\u027eije esl\u0252\u02d0\u02ccmije \u0294i\u02d0\u02c8\u027e\u0252\u02d0n]), is a sovereign state in Western Asia. It is bordered to the northwest by Armenia, the de facto Nagorno-Karabakh Republic, and Azerbaijan; to the north by Kazakhstan and Russia across the Caspian Sea; to the northeast by Turkmenistan; to the east by Afghanistan and Pakistan; to the south by the Persian Gulf and the Gulf of Oman; and to the west by Turkey and Iraq. Comprising a land area of 1,648,195 km2 (636,372 sq mi), it is the second-largest country in the Middle East and the 18th-largest in the world. With 78.4 million inhabitants, Iran is the world's 17th-most-populous country. It is the only country that has both a Caspian Sea and an Indian Ocean coastline. Iran has long been of geostrategic importance because of its central location in Eurasia and Western Asia, and its proximity to the Strait of Hormuz.", "targets": "How many people live in Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db997dcff42b48f798657bb90fcefa78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran (/a\u026a\u02c8r\u00e6n/ or i/\u026a\u02c8r\u0251\u02d0n/; Persian: Ir\u0101n \u2013 \u0627\u06cc\u0631\u0627\u0646\u200e\u200e [\u0294i\u02d0\u02c8\u027e\u0252\u02d0n] ( listen)), also known as Persia (/\u02c8p\u025c\u02d0r\u0292\u0259/ or /\u02c8p\u025c\u02d0r\u0283\u0259/), officially the Islamic Republic of Iran (\u062c\u0645\u0647\u0648\u0631\u06cc \u0627\u0633\u0644\u0627\u0645\u06cc \u0627\u06cc\u0631\u0627\u0646 \u2013 Jomhuri ye Esl\u0101mi ye Ir\u0101n [d\u0361\u0292omhu\u02d0\u02cc\u027eije esl\u0252\u02d0\u02ccmije \u0294i\u02d0\u02c8\u027e\u0252\u02d0n]), is a sovereign state in Western Asia. It is bordered to the northwest by Armenia, the de facto Nagorno-Karabakh Republic, and Azerbaijan; to the north by Kazakhstan and Russia across the Caspian Sea; to the northeast by Turkmenistan; to the east by Afghanistan and Pakistan; to the south by the Persian Gulf and the Gulf of Oman; and to the west by Turkey and Iraq. Comprising a land area of 1,648,195 km2 (636,372 sq mi), it is the second-largest country in the Middle East and the 18th-largest in the world. With 78.4 million inhabitants, Iran is the world's 17th-most-populous country. It is the only country that has both a Caspian Sea and an Indian Ocean coastline. Iran has long been of geostrategic importance because of its central location in Eurasia and Western Asia, and its proximity to the Strait of Hormuz.", "targets": "What is Iran's land mass in square miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db997dcff42b48f798657bb90fcefa78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran (/a\u026a\u02c8r\u00e6n/ or i/\u026a\u02c8r\u0251\u02d0n/; Persian: Ir\u0101n \u2013 \u0627\u06cc\u0631\u0627\u0646\u200e\u200e [\u0294i\u02d0\u02c8\u027e\u0252\u02d0n] ( listen)), also known as Persia (/\u02c8p\u025c\u02d0r\u0292\u0259/ or /\u02c8p\u025c\u02d0r\u0283\u0259/), officially the Islamic Republic of Iran (\u062c\u0645\u0647\u0648\u0631\u06cc \u0627\u0633\u0644\u0627\u0645\u06cc \u0627\u06cc\u0631\u0627\u0646 \u2013 Jomhuri ye Esl\u0101mi ye Ir\u0101n [d\u0361\u0292omhu\u02d0\u02cc\u027eije esl\u0252\u02d0\u02ccmije \u0294i\u02d0\u02c8\u027e\u0252\u02d0n]), is a sovereign state in Western Asia. It is bordered to the northwest by Armenia, the de facto Nagorno-Karabakh Republic, and Azerbaijan; to the north by Kazakhstan and Russia across the Caspian Sea; to the northeast by Turkmenistan; to the east by Afghanistan and Pakistan; to the south by the Persian Gulf and the Gulf of Oman; and to the west by Turkey and Iraq. Comprising a land area of 1,648,195 km2 (636,372 sq mi), it is the second-largest country in the Middle East and the 18th-largest in the world. With 78.4 million inhabitants, Iran is the world's 17th-most-populous country. It is the only country that has both a Caspian Sea and an Indian Ocean coastline. Iran has long been of geostrategic importance because of its central location in Eurasia and Western Asia, and its proximity to the Strait of Hormuz.", "targets": "What is the unofficial name for Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db997dcff42b48f798657bb90fcefa78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran (/a\u026a\u02c8r\u00e6n/ or i/\u026a\u02c8r\u0251\u02d0n/; Persian: Ir\u0101n \u2013 \u0627\u06cc\u0631\u0627\u0646\u200e\u200e [\u0294i\u02d0\u02c8\u027e\u0252\u02d0n] ( listen)), also known as Persia (/\u02c8p\u025c\u02d0r\u0292\u0259/ or /\u02c8p\u025c\u02d0r\u0283\u0259/), officially the Islamic Republic of Iran (\u062c\u0645\u0647\u0648\u0631\u06cc \u0627\u0633\u0644\u0627\u0645\u06cc \u0627\u06cc\u0631\u0627\u0646 \u2013 Jomhuri ye Esl\u0101mi ye Ir\u0101n [d\u0361\u0292omhu\u02d0\u02cc\u027eije esl\u0252\u02d0\u02ccmije \u0294i\u02d0\u02c8\u027e\u0252\u02d0n]), is a sovereign state in Western Asia. It is bordered to the northwest by Armenia, the de facto Nagorno-Karabakh Republic, and Azerbaijan; to the north by Kazakhstan and Russia across the Caspian Sea; to the northeast by Turkmenistan; to the east by Afghanistan and Pakistan; to the south by the Persian Gulf and the Gulf of Oman; and to the west by Turkey and Iraq. Comprising a land area of 1,648,195 km2 (636,372 sq mi), it is the second-largest country in the Middle East and the 18th-largest in the world. With 78.4 million inhabitants, Iran is the world's 17th-most-populous country. It is the only country that has both a Caspian Sea and an Indian Ocean coastline. Iran has long been of geostrategic importance because of its central location in Eurasia and Western Asia, and its proximity to the Strait of Hormuz.", "targets": "What is Iran's official country name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab343947edd464a91fae6a8b3ce7ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1592, and again in 1597, Toyotomi Hideyoshi, aiming to invade China (\u5510\u5165\u308a) through Korea, mobilized an army of 160,000 peasants and samurai and deployed them to Korea. (See Hideyoshi's invasions of Korea, Ch\u014dsen-seibatsu (\u671d\u9bae\u5f81\u4f10?). Taking advantage of arquebus mastery and extensive wartime experience from the Sengoku period, Japanese samurai armies made major gains in most of Korea. Kato Kiyomasa advanced to Orangkai territory (present-day Manchuria) bordering Korea to the northeast and crossed the border into Manchuria, but withdrew after retaliatory attacks from the Jurchens there, as it was clear he had outpaced the rest of the Japanese invasion force. A few of the more famous samurai generals of this war were Kat\u014d Kiyomasa, Konishi Yukinaga, and Shimazu Yoshihiro. Shimazu Yoshihiro led some 7,000 samurai and, despite being heavily outnumbered, defeated a host of allied Ming and Korean forces at the Battle of Sacheon in 1598, near the conclusion of the campaigns. Yoshihiro was feared as Oni-Shimazu (\"Shimazu ogre\") and his nickname spread across not only Korea but to Ming Dynasty China. In spite of the superiority of Japanese land forces, ultimately the two expeditions failed (though they did devastate the Korean landmass) from factors such as Korean naval superiority (which, led by Admiral Yi Sun-shin, harassed Japanese supply lines continuously throughout the wars, resulting in supply shortages on land), the commitment of sizeable Ming forces to Korea, Korean guerrilla actions, the underestimation of resistance by Japanese commanders (in the first campaign of 1592, Korean defenses on land were caught unprepared, under-trained, and under-armed; they were rapidly overrun, with only a limited number of successfully resistant engagements against the more-experienced and battle-hardened Japanese forces - in the second campaign of 1597, Korean and Ming forces proved to be a far more difficult challenge and, with the support of continued Korean naval superiority, limited Japanese gains to parts southeastern Korea), and wavering Japanese commitment to the campaigns as the wars dragged on. The final death blow to the Japanese campaigns in Korea came with Hideyoshi's death in late 1598 and the recall of all Japanese forces in Korea by the Council of Five Elders (established by Hideyoshi to oversee the transition from his regency to that of his son Hideyori).", "targets": "When did Toyotomi Hideyoshi first send an army to Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab343947edd464a91fae6a8b3ce7ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1592, and again in 1597, Toyotomi Hideyoshi, aiming to invade China (\u5510\u5165\u308a) through Korea, mobilized an army of 160,000 peasants and samurai and deployed them to Korea. (See Hideyoshi's invasions of Korea, Ch\u014dsen-seibatsu (\u671d\u9bae\u5f81\u4f10?). Taking advantage of arquebus mastery and extensive wartime experience from the Sengoku period, Japanese samurai armies made major gains in most of Korea. Kato Kiyomasa advanced to Orangkai territory (present-day Manchuria) bordering Korea to the northeast and crossed the border into Manchuria, but withdrew after retaliatory attacks from the Jurchens there, as it was clear he had outpaced the rest of the Japanese invasion force. A few of the more famous samurai generals of this war were Kat\u014d Kiyomasa, Konishi Yukinaga, and Shimazu Yoshihiro. Shimazu Yoshihiro led some 7,000 samurai and, despite being heavily outnumbered, defeated a host of allied Ming and Korean forces at the Battle of Sacheon in 1598, near the conclusion of the campaigns. Yoshihiro was feared as Oni-Shimazu (\"Shimazu ogre\") and his nickname spread across not only Korea but to Ming Dynasty China. In spite of the superiority of Japanese land forces, ultimately the two expeditions failed (though they did devastate the Korean landmass) from factors such as Korean naval superiority (which, led by Admiral Yi Sun-shin, harassed Japanese supply lines continuously throughout the wars, resulting in supply shortages on land), the commitment of sizeable Ming forces to Korea, Korean guerrilla actions, the underestimation of resistance by Japanese commanders (in the first campaign of 1592, Korean defenses on land were caught unprepared, under-trained, and under-armed; they were rapidly overrun, with only a limited number of successfully resistant engagements against the more-experienced and battle-hardened Japanese forces - in the second campaign of 1597, Korean and Ming forces proved to be a far more difficult challenge and, with the support of continued Korean naval superiority, limited Japanese gains to parts southeastern Korea), and wavering Japanese commitment to the campaigns as the wars dragged on. The final death blow to the Japanese campaigns in Korea came with Hideyoshi's death in late 1598 and the recall of all Japanese forces in Korea by the Council of Five Elders (established by Hideyoshi to oversee the transition from his regency to that of his son Hideyori).", "targets": "When did Toyotomi Hideyoshi send an army to Korea a second time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab343947edd464a91fae6a8b3ce7ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1592, and again in 1597, Toyotomi Hideyoshi, aiming to invade China (\u5510\u5165\u308a) through Korea, mobilized an army of 160,000 peasants and samurai and deployed them to Korea. (See Hideyoshi's invasions of Korea, Ch\u014dsen-seibatsu (\u671d\u9bae\u5f81\u4f10?). Taking advantage of arquebus mastery and extensive wartime experience from the Sengoku period, Japanese samurai armies made major gains in most of Korea. Kato Kiyomasa advanced to Orangkai territory (present-day Manchuria) bordering Korea to the northeast and crossed the border into Manchuria, but withdrew after retaliatory attacks from the Jurchens there, as it was clear he had outpaced the rest of the Japanese invasion force. A few of the more famous samurai generals of this war were Kat\u014d Kiyomasa, Konishi Yukinaga, and Shimazu Yoshihiro. Shimazu Yoshihiro led some 7,000 samurai and, despite being heavily outnumbered, defeated a host of allied Ming and Korean forces at the Battle of Sacheon in 1598, near the conclusion of the campaigns. Yoshihiro was feared as Oni-Shimazu (\"Shimazu ogre\") and his nickname spread across not only Korea but to Ming Dynasty China. In spite of the superiority of Japanese land forces, ultimately the two expeditions failed (though they did devastate the Korean landmass) from factors such as Korean naval superiority (which, led by Admiral Yi Sun-shin, harassed Japanese supply lines continuously throughout the wars, resulting in supply shortages on land), the commitment of sizeable Ming forces to Korea, Korean guerrilla actions, the underestimation of resistance by Japanese commanders (in the first campaign of 1592, Korean defenses on land were caught unprepared, under-trained, and under-armed; they were rapidly overrun, with only a limited number of successfully resistant engagements against the more-experienced and battle-hardened Japanese forces - in the second campaign of 1597, Korean and Ming forces proved to be a far more difficult challenge and, with the support of continued Korean naval superiority, limited Japanese gains to parts southeastern Korea), and wavering Japanese commitment to the campaigns as the wars dragged on. The final death blow to the Japanese campaigns in Korea came with Hideyoshi's death in late 1598 and the recall of all Japanese forces in Korea by the Council of Five Elders (established by Hideyoshi to oversee the transition from his regency to that of his son Hideyori).", "targets": "How many troops did Toyotomi Hideyoshi send to Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab343947edd464a91fae6a8b3ce7ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1592, and again in 1597, Toyotomi Hideyoshi, aiming to invade China (\u5510\u5165\u308a) through Korea, mobilized an army of 160,000 peasants and samurai and deployed them to Korea. (See Hideyoshi's invasions of Korea, Ch\u014dsen-seibatsu (\u671d\u9bae\u5f81\u4f10?). Taking advantage of arquebus mastery and extensive wartime experience from the Sengoku period, Japanese samurai armies made major gains in most of Korea. Kato Kiyomasa advanced to Orangkai territory (present-day Manchuria) bordering Korea to the northeast and crossed the border into Manchuria, but withdrew after retaliatory attacks from the Jurchens there, as it was clear he had outpaced the rest of the Japanese invasion force. A few of the more famous samurai generals of this war were Kat\u014d Kiyomasa, Konishi Yukinaga, and Shimazu Yoshihiro. Shimazu Yoshihiro led some 7,000 samurai and, despite being heavily outnumbered, defeated a host of allied Ming and Korean forces at the Battle of Sacheon in 1598, near the conclusion of the campaigns. Yoshihiro was feared as Oni-Shimazu (\"Shimazu ogre\") and his nickname spread across not only Korea but to Ming Dynasty China. In spite of the superiority of Japanese land forces, ultimately the two expeditions failed (though they did devastate the Korean landmass) from factors such as Korean naval superiority (which, led by Admiral Yi Sun-shin, harassed Japanese supply lines continuously throughout the wars, resulting in supply shortages on land), the commitment of sizeable Ming forces to Korea, Korean guerrilla actions, the underestimation of resistance by Japanese commanders (in the first campaign of 1592, Korean defenses on land were caught unprepared, under-trained, and under-armed; they were rapidly overrun, with only a limited number of successfully resistant engagements against the more-experienced and battle-hardened Japanese forces - in the second campaign of 1597, Korean and Ming forces proved to be a far more difficult challenge and, with the support of continued Korean naval superiority, limited Japanese gains to parts southeastern Korea), and wavering Japanese commitment to the campaigns as the wars dragged on. The final death blow to the Japanese campaigns in Korea came with Hideyoshi's death in late 1598 and the recall of all Japanese forces in Korea by the Council of Five Elders (established by Hideyoshi to oversee the transition from his regency to that of his son Hideyori).", "targets": "When was the Battle of Sacheon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab343947edd464a91fae6a8b3ce7ece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1592, and again in 1597, Toyotomi Hideyoshi, aiming to invade China (\u5510\u5165\u308a) through Korea, mobilized an army of 160,000 peasants and samurai and deployed them to Korea. (See Hideyoshi's invasions of Korea, Ch\u014dsen-seibatsu (\u671d\u9bae\u5f81\u4f10?). Taking advantage of arquebus mastery and extensive wartime experience from the Sengoku period, Japanese samurai armies made major gains in most of Korea. Kato Kiyomasa advanced to Orangkai territory (present-day Manchuria) bordering Korea to the northeast and crossed the border into Manchuria, but withdrew after retaliatory attacks from the Jurchens there, as it was clear he had outpaced the rest of the Japanese invasion force. A few of the more famous samurai generals of this war were Kat\u014d Kiyomasa, Konishi Yukinaga, and Shimazu Yoshihiro. Shimazu Yoshihiro led some 7,000 samurai and, despite being heavily outnumbered, defeated a host of allied Ming and Korean forces at the Battle of Sacheon in 1598, near the conclusion of the campaigns. Yoshihiro was feared as Oni-Shimazu (\"Shimazu ogre\") and his nickname spread across not only Korea but to Ming Dynasty China. In spite of the superiority of Japanese land forces, ultimately the two expeditions failed (though they did devastate the Korean landmass) from factors such as Korean naval superiority (which, led by Admiral Yi Sun-shin, harassed Japanese supply lines continuously throughout the wars, resulting in supply shortages on land), the commitment of sizeable Ming forces to Korea, Korean guerrilla actions, the underestimation of resistance by Japanese commanders (in the first campaign of 1592, Korean defenses on land were caught unprepared, under-trained, and under-armed; they were rapidly overrun, with only a limited number of successfully resistant engagements against the more-experienced and battle-hardened Japanese forces - in the second campaign of 1597, Korean and Ming forces proved to be a far more difficult challenge and, with the support of continued Korean naval superiority, limited Japanese gains to parts southeastern Korea), and wavering Japanese commitment to the campaigns as the wars dragged on. The final death blow to the Japanese campaigns in Korea came with Hideyoshi's death in late 1598 and the recall of all Japanese forces in Korea by the Council of Five Elders (established by Hideyoshi to oversee the transition from his regency to that of his son Hideyori).", "targets": "When did Toyotomi Hideyoshi die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe69587a4c7240fcb04c6b155c0eb313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 March 1978, a PLO guerilla raid from Lebanon led to the Coastal Road Massacre. Israel responded by launching an invasion of southern Lebanon to destroy the PLO bases south of the Litani River. Most PLO fighters withdrew, but Israel was able to secure southern Lebanon until a UN force and the Lebanese army could take over. The PLO soon resumed its policy of attacks against Israel. In the next few years, the PLO infiltrated the south and kept up a sporadic shelling across the border. Israel carried out numerous retaliatory attacks by air and on the ground.", "targets": "When did the Coastal Road Massacre occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe69587a4c7240fcb04c6b155c0eb313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 March 1978, a PLO guerilla raid from Lebanon led to the Coastal Road Massacre. Israel responded by launching an invasion of southern Lebanon to destroy the PLO bases south of the Litani River. Most PLO fighters withdrew, but Israel was able to secure southern Lebanon until a UN force and the Lebanese army could take over. The PLO soon resumed its policy of attacks against Israel. In the next few years, the PLO infiltrated the south and kept up a sporadic shelling across the border. Israel carried out numerous retaliatory attacks by air and on the ground.", "targets": "Who secured southern Lebanon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe69587a4c7240fcb04c6b155c0eb313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 March 1978, a PLO guerilla raid from Lebanon led to the Coastal Road Massacre. Israel responded by launching an invasion of southern Lebanon to destroy the PLO bases south of the Litani River. Most PLO fighters withdrew, but Israel was able to secure southern Lebanon until a UN force and the Lebanese army could take over. The PLO soon resumed its policy of attacks against Israel. In the next few years, the PLO infiltrated the south and kept up a sporadic shelling across the border. Israel carried out numerous retaliatory attacks by air and on the ground.", "targets": "Where were the PLO bases located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22257ea6429444a89ece68cc731f8d1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses have been accused of having policies and culture that help to conceal cases of sexual abuse within the organization. The religion has been criticized for its \"two witness rule\" for church discipline, based on its application of scriptures at Deuteronomy 19:15 and Matthew 18:15-17, which requires sexual abuse to be substantiated by secondary evidence if the accused person denies any wrongdoing. In cases where corroboration is lacking, the Watch Tower Society's instruction is that \"the elders will leave the matter in Jehovah's hands\". A former member of the church\u2019s headquarters staff, Barbara Anderson, says the policy effectively requires that there be another witness to an act of molestation, \"which is an impossibility\". Anderson says the policies \"protect pedophiles rather than protect the children.\" Jehovah's Witnesses maintain that they have a strong policy to protect children, adding that the best way to protect children is by educating parents; they also state that they do not sponsor activities that separate children from parents.", "targets": "What are Jehovah's Witnesses accused of concealing within their organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22257ea6429444a89ece68cc731f8d1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses have been accused of having policies and culture that help to conceal cases of sexual abuse within the organization. The religion has been criticized for its \"two witness rule\" for church discipline, based on its application of scriptures at Deuteronomy 19:15 and Matthew 18:15-17, which requires sexual abuse to be substantiated by secondary evidence if the accused person denies any wrongdoing. In cases where corroboration is lacking, the Watch Tower Society's instruction is that \"the elders will leave the matter in Jehovah's hands\". A former member of the church\u2019s headquarters staff, Barbara Anderson, says the policy effectively requires that there be another witness to an act of molestation, \"which is an impossibility\". Anderson says the policies \"protect pedophiles rather than protect the children.\" Jehovah's Witnesses maintain that they have a strong policy to protect children, adding that the best way to protect children is by educating parents; they also state that they do not sponsor activities that separate children from parents.", "targets": "Whose hands should elders leave allegations of sexual abuse in when the accused person denies wrongdoing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22257ea6429444a89ece68cc731f8d1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses have been accused of having policies and culture that help to conceal cases of sexual abuse within the organization. The religion has been criticized for its \"two witness rule\" for church discipline, based on its application of scriptures at Deuteronomy 19:15 and Matthew 18:15-17, which requires sexual abuse to be substantiated by secondary evidence if the accused person denies any wrongdoing. In cases where corroboration is lacking, the Watch Tower Society's instruction is that \"the elders will leave the matter in Jehovah's hands\". A former member of the church\u2019s headquarters staff, Barbara Anderson, says the policy effectively requires that there be another witness to an act of molestation, \"which is an impossibility\". Anderson says the policies \"protect pedophiles rather than protect the children.\" Jehovah's Witnesses maintain that they have a strong policy to protect children, adding that the best way to protect children is by educating parents; they also state that they do not sponsor activities that separate children from parents.", "targets": "Who does Barbara Anderson feel the church's policy regarding sexual abuse protects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22257ea6429444a89ece68cc731f8d1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses have been accused of having policies and culture that help to conceal cases of sexual abuse within the organization. The religion has been criticized for its \"two witness rule\" for church discipline, based on its application of scriptures at Deuteronomy 19:15 and Matthew 18:15-17, which requires sexual abuse to be substantiated by secondary evidence if the accused person denies any wrongdoing. In cases where corroboration is lacking, the Watch Tower Society's instruction is that \"the elders will leave the matter in Jehovah's hands\". A former member of the church\u2019s headquarters staff, Barbara Anderson, says the policy effectively requires that there be another witness to an act of molestation, \"which is an impossibility\". Anderson says the policies \"protect pedophiles rather than protect the children.\" Jehovah's Witnesses maintain that they have a strong policy to protect children, adding that the best way to protect children is by educating parents; they also state that they do not sponsor activities that separate children from parents.", "targets": "What do Jehovah's Witnesses maintain they want to protect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22257ea6429444a89ece68cc731f8d1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses have been accused of having policies and culture that help to conceal cases of sexual abuse within the organization. The religion has been criticized for its \"two witness rule\" for church discipline, based on its application of scriptures at Deuteronomy 19:15 and Matthew 18:15-17, which requires sexual abuse to be substantiated by secondary evidence if the accused person denies any wrongdoing. In cases where corroboration is lacking, the Watch Tower Society's instruction is that \"the elders will leave the matter in Jehovah's hands\". A former member of the church\u2019s headquarters staff, Barbara Anderson, says the policy effectively requires that there be another witness to an act of molestation, \"which is an impossibility\". Anderson says the policies \"protect pedophiles rather than protect the children.\" Jehovah's Witnesses maintain that they have a strong policy to protect children, adding that the best way to protect children is by educating parents; they also state that they do not sponsor activities that separate children from parents.", "targets": "Jehovah's Witnesses do not sponsor activities when the result is the separation of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "Where did Hokkien originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "What dialect is Hokkien closely related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "What is Hokkien?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "Where is Hokkien spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "Where did Hokkien originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "What language is Hokkien closely related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "What language is Hokkien distantly related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139f8be5f45b4d53a0754acf8e3c9762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien /h\u0252\u02c8ki\u025bn/ (traditional Chinese: \u798f\u5efa\u8a71; simplified Chinese: \u798f\u5efa\u8bdd; pinyin: F\u00faji\u00e0nhu\u00e0; Pe\u030dh-\u014de-j\u012b: Hok-ki\u00e0n o\u0113) or Quanzhang (Quanzhou\u2013Zhangzhou / Chinchew\u2013Changchew; BP: Zu\u00e1nzi\u016b\u2013Zi\u0101ngzi\u016b) is a group of mutually intelligible Min Nan Chinese dialects spoken throughout Southeast Asia, Taiwan, and by many other overseas Chinese. Hokkien originated from a dialect in southern Fujian. It is closely related to the Teochew, though mutual comprehension is difficult, and is somewhat more distantly related to Hainanese. Besides Hokkien, there are also other Min and Hakka dialects in Fujian province, most of which are not mutually intelligible with Hokkien.", "targets": "Min and Hakka dialects are found where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-699e5a8a645f45cd8ca45ab7605b83c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubist contribution to the 1912 Salon d'Automne created scandal regarding the use of government owned buildings, such as the Grand Palais, to exhibit such artwork. The indignation of the politician Jean Pierre Philippe Lampu\u00e9 made the front page of Le Journal, 5 October 1912. The controversy spread to the Municipal Council of Paris, leading to a debate in the Chambre des D\u00e9put\u00e9s about the use of public funds to provide the venue for such art. The Cubists were defended by the Socialist deputy, Marcel Sembat.", "targets": "Which politician made the front page of Le Journa in 1912 for his indignation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-699e5a8a645f45cd8ca45ab7605b83c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubist contribution to the 1912 Salon d'Automne created scandal regarding the use of government owned buildings, such as the Grand Palais, to exhibit such artwork. The indignation of the politician Jean Pierre Philippe Lampu\u00e9 made the front page of Le Journal, 5 October 1912. The controversy spread to the Municipal Council of Paris, leading to a debate in the Chambre des D\u00e9put\u00e9s about the use of public funds to provide the venue for such art. The Cubists were defended by the Socialist deputy, Marcel Sembat.", "targets": "Who defended the Cubists in the controversy of 1912?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-699e5a8a645f45cd8ca45ab7605b83c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubist contribution to the 1912 Salon d'Automne created scandal regarding the use of government owned buildings, such as the Grand Palais, to exhibit such artwork. The indignation of the politician Jean Pierre Philippe Lampu\u00e9 made the front page of Le Journal, 5 October 1912. The controversy spread to the Municipal Council of Paris, leading to a debate in the Chambre des D\u00e9put\u00e9s about the use of public funds to provide the venue for such art. The Cubists were defended by the Socialist deputy, Marcel Sembat.", "targets": "Towards which social topic did the Cubists  at the Salon d'Automne creat contrevesy towards? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89a4ed4d1243491691739cd995cb7ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is the name given in most English-speaking countries to the set of architectural styles current between 1714 and 1830. It is eponymous for the first four British monarchs of the House of Hanover\u2014George I, George II, George III, and George IV\u2014who reigned in continuous succession from August 1714 to June 1830. The style was revived in the late 19th century in the United States as Colonial Revival architecture and in the early 20th century in Great Britain as Neo-Georgian architecture; in both it is also called Georgian Revival architecture. In America the term \"Georgian\" is generally used to describe all building from the period, regardless of style; in Britain it is generally restricted to buildings that are \"architectural in intention\", and have stylistic characteristics that are typical of the period, though that covers a wide range.", "targets": "Who were the British monarchs of the House of Hanover from August 1714 to June 1830?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89a4ed4d1243491691739cd995cb7ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is the name given in most English-speaking countries to the set of architectural styles current between 1714 and 1830. It is eponymous for the first four British monarchs of the House of Hanover\u2014George I, George II, George III, and George IV\u2014who reigned in continuous succession from August 1714 to June 1830. The style was revived in the late 19th century in the United States as Colonial Revival architecture and in the early 20th century in Great Britain as Neo-Georgian architecture; in both it is also called Georgian Revival architecture. In America the term \"Georgian\" is generally used to describe all building from the period, regardless of style; in Britain it is generally restricted to buildings that are \"architectural in intention\", and have stylistic characteristics that are typical of the period, though that covers a wide range.", "targets": "What was the 19th century revival of Georgian architecture in the United States referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89a4ed4d1243491691739cd995cb7ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is the name given in most English-speaking countries to the set of architectural styles current between 1714 and 1830. It is eponymous for the first four British monarchs of the House of Hanover\u2014George I, George II, George III, and George IV\u2014who reigned in continuous succession from August 1714 to June 1830. The style was revived in the late 19th century in the United States as Colonial Revival architecture and in the early 20th century in Great Britain as Neo-Georgian architecture; in both it is also called Georgian Revival architecture. In America the term \"Georgian\" is generally used to describe all building from the period, regardless of style; in Britain it is generally restricted to buildings that are \"architectural in intention\", and have stylistic characteristics that are typical of the period, though that covers a wide range.", "targets": "Between what years was Georgian architecture in style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89a4ed4d1243491691739cd995cb7ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is the name given in most English-speaking countries to the set of architectural styles current between 1714 and 1830. It is eponymous for the first four British monarchs of the House of Hanover\u2014George I, George II, George III, and George IV\u2014who reigned in continuous succession from August 1714 to June 1830. The style was revived in the late 19th century in the United States as Colonial Revival architecture and in the early 20th century in Great Britain as Neo-Georgian architecture; in both it is also called Georgian Revival architecture. In America the term \"Georgian\" is generally used to describe all building from the period, regardless of style; in Britain it is generally restricted to buildings that are \"architectural in intention\", and have stylistic characteristics that are typical of the period, though that covers a wide range.", "targets": "What was the name given to the 20th century Great British revival Georgian architecture."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89a4ed4d1243491691739cd995cb7ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is the name given in most English-speaking countries to the set of architectural styles current between 1714 and 1830. It is eponymous for the first four British monarchs of the House of Hanover\u2014George I, George II, George III, and George IV\u2014who reigned in continuous succession from August 1714 to June 1830. The style was revived in the late 19th century in the United States as Colonial Revival architecture and in the early 20th century in Great Britain as Neo-Georgian architecture; in both it is also called Georgian Revival architecture. In America the term \"Georgian\" is generally used to describe all building from the period, regardless of style; in Britain it is generally restricted to buildings that are \"architectural in intention\", and have stylistic characteristics that are typical of the period, though that covers a wide range.", "targets": "What was the name of the house of the monarchs in power from 1714 and 1830?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7428f10bfd149dfb3f6f9591c3c9760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gherman Titov became the first Soviet cosmonaut to exercise manual control of his Vostok 2 craft on August 6, 1961. The Soviet Union demonstrated 24-hour launch pad turnaround and the capability to launch two piloted spacecraft, Vostok 3 and Vostok 4, in essentially identical orbits, on August 11 and 12, 1962. The two spacecraft came within approximately 6.5 kilometers (4.0 mi) of one another, close enough for radio communication. Vostok 4 also set a record of nearly four days in space. Though the two craft's orbits were as nearly identical as possible given the accuracy of the launch rocket's guidance system, slight variations still existed which drew the two craft at first as close to each other as 6.5 kilometers (3.5 nautical miles), then as far apart as 2,850 kilometers (1,540 nautical miles). There were no maneuvering rockets on the Vostok to permit space rendezvous, required to keep two spacecraft a controlled distance apart.", "targets": "What first person from the USSR controlled their own spacecraft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7428f10bfd149dfb3f6f9591c3c9760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gherman Titov became the first Soviet cosmonaut to exercise manual control of his Vostok 2 craft on August 6, 1961. The Soviet Union demonstrated 24-hour launch pad turnaround and the capability to launch two piloted spacecraft, Vostok 3 and Vostok 4, in essentially identical orbits, on August 11 and 12, 1962. The two spacecraft came within approximately 6.5 kilometers (4.0 mi) of one another, close enough for radio communication. Vostok 4 also set a record of nearly four days in space. Though the two craft's orbits were as nearly identical as possible given the accuracy of the launch rocket's guidance system, slight variations still existed which drew the two craft at first as close to each other as 6.5 kilometers (3.5 nautical miles), then as far apart as 2,850 kilometers (1,540 nautical miles). There were no maneuvering rockets on the Vostok to permit space rendezvous, required to keep two spacecraft a controlled distance apart.", "targets": "Gherman Titov from the USSR drove his own spacecraft on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7428f10bfd149dfb3f6f9591c3c9760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gherman Titov became the first Soviet cosmonaut to exercise manual control of his Vostok 2 craft on August 6, 1961. The Soviet Union demonstrated 24-hour launch pad turnaround and the capability to launch two piloted spacecraft, Vostok 3 and Vostok 4, in essentially identical orbits, on August 11 and 12, 1962. The two spacecraft came within approximately 6.5 kilometers (4.0 mi) of one another, close enough for radio communication. Vostok 4 also set a record of nearly four days in space. Though the two craft's orbits were as nearly identical as possible given the accuracy of the launch rocket's guidance system, slight variations still existed which drew the two craft at first as close to each other as 6.5 kilometers (3.5 nautical miles), then as far apart as 2,850 kilometers (1,540 nautical miles). There were no maneuvering rockets on the Vostok to permit space rendezvous, required to keep two spacecraft a controlled distance apart.", "targets": "Radio communication was possible between which two spacecrafts in August 11 and 12, 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-293b223e0b3a45438045aa8d1aeebe88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To make pulp from wood, a chemical pulping process separates lignin from cellulose fibres. This is accomplished by dissolving lignin in a cooking liquor, so that it may be washed from the cellulose; this preserves the length of the cellulose fibres. Paper made from chemical pulps are also known as wood-free papers\u2013not to be confused with tree-free paper; this is because they do not contain lignin, which deteriorates over time. The pulp can also be bleached to produce white paper, but this consumes 5% of the fibres; chemical pulping processes are not used to make paper made from cotton, which is already 90% cellulose.", "targets": "What is separated from the cellulose fibres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-293b223e0b3a45438045aa8d1aeebe88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To make pulp from wood, a chemical pulping process separates lignin from cellulose fibres. This is accomplished by dissolving lignin in a cooking liquor, so that it may be washed from the cellulose; this preserves the length of the cellulose fibres. Paper made from chemical pulps are also known as wood-free papers\u2013not to be confused with tree-free paper; this is because they do not contain lignin, which deteriorates over time. The pulp can also be bleached to produce white paper, but this consumes 5% of the fibres; chemical pulping processes are not used to make paper made from cotton, which is already 90% cellulose.", "targets": "What type of paper is paper made from chemical pulps known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-293b223e0b3a45438045aa8d1aeebe88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To make pulp from wood, a chemical pulping process separates lignin from cellulose fibres. This is accomplished by dissolving lignin in a cooking liquor, so that it may be washed from the cellulose; this preserves the length of the cellulose fibres. Paper made from chemical pulps are also known as wood-free papers\u2013not to be confused with tree-free paper; this is because they do not contain lignin, which deteriorates over time. The pulp can also be bleached to produce white paper, but this consumes 5% of the fibres; chemical pulping processes are not used to make paper made from cotton, which is already 90% cellulose.", "targets": "What percentage of fibres are wasted in the bleaching process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-293b223e0b3a45438045aa8d1aeebe88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To make pulp from wood, a chemical pulping process separates lignin from cellulose fibres. This is accomplished by dissolving lignin in a cooking liquor, so that it may be washed from the cellulose; this preserves the length of the cellulose fibres. Paper made from chemical pulps are also known as wood-free papers\u2013not to be confused with tree-free paper; this is because they do not contain lignin, which deteriorates over time. The pulp can also be bleached to produce white paper, but this consumes 5% of the fibres; chemical pulping processes are not used to make paper made from cotton, which is already 90% cellulose.", "targets": "What percentage of cotton is cellulose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbaa2cd162c4ae4b7210603134a2a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A very high resolution source may require more bandwidth than available in order to be transmitted without loss of fidelity. The lossy compression that is used in all digital HDTV storage and transmission systems will distort the received picture, when compared to the uncompressed source.", "targets": "If more bandwith is required than is available, a very high resolution source my not be able to transmitted without loss of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbaa2cd162c4ae4b7210603134a2a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A very high resolution source may require more bandwidth than available in order to be transmitted without loss of fidelity. The lossy compression that is used in all digital HDTV storage and transmission systems will distort the received picture, when compared to the uncompressed source.", "targets": "The compression used in all HDTV storage and transmission systems will do what if resolution is too high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbaa2cd162c4ae4b7210603134a2a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A very high resolution source may require more bandwidth than available in order to be transmitted without loss of fidelity. The lossy compression that is used in all digital HDTV storage and transmission systems will distort the received picture, when compared to the uncompressed source.", "targets": "A very high resolution source may require more of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bdfbaeb065e4b989184dda14519ffde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kirant Mundhum is one of the indigenous animistic practices of Nepal. It is practiced by Kirat people. Some animistic aspects of Kirant beliefs, such as ancestor worship (worship of Ajima) are also found in Newars of Kirant origin. Ancient religious sites believed to be worshipped by ancient Kirats, such as Pashupatinath, Wanga Akash Bhairabh (Yalambar) and Ajima are now worshipped by people of all Dharmic religions in Kathmandu. Kirats who have migrated from other parts of Nepal to Kathmandu practice Mundhum in the city.", "targets": "What type of religion is Kirant Mundhum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bdfbaeb065e4b989184dda14519ffde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kirant Mundhum is one of the indigenous animistic practices of Nepal. It is practiced by Kirat people. Some animistic aspects of Kirant beliefs, such as ancestor worship (worship of Ajima) are also found in Newars of Kirant origin. Ancient religious sites believed to be worshipped by ancient Kirats, such as Pashupatinath, Wanga Akash Bhairabh (Yalambar) and Ajima are now worshipped by people of all Dharmic religions in Kathmandu. Kirats who have migrated from other parts of Nepal to Kathmandu practice Mundhum in the city.", "targets": "Who follows the Kirant Mudhum faith?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bdfbaeb065e4b989184dda14519ffde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kirant Mundhum is one of the indigenous animistic practices of Nepal. It is practiced by Kirat people. Some animistic aspects of Kirant beliefs, such as ancestor worship (worship of Ajima) are also found in Newars of Kirant origin. Ancient religious sites believed to be worshipped by ancient Kirats, such as Pashupatinath, Wanga Akash Bhairabh (Yalambar) and Ajima are now worshipped by people of all Dharmic religions in Kathmandu. Kirats who have migrated from other parts of Nepal to Kathmandu practice Mundhum in the city.", "targets": "Who worshipped at Wanga Akash Bhairabh in ancient times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bdfbaeb065e4b989184dda14519ffde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kirant Mundhum is one of the indigenous animistic practices of Nepal. It is practiced by Kirat people. Some animistic aspects of Kirant beliefs, such as ancestor worship (worship of Ajima) are also found in Newars of Kirant origin. Ancient religious sites believed to be worshipped by ancient Kirats, such as Pashupatinath, Wanga Akash Bhairabh (Yalambar) and Ajima are now worshipped by people of all Dharmic religions in Kathmandu. Kirats who have migrated from other parts of Nepal to Kathmandu practice Mundhum in the city.", "targets": "What is another name for ancestor worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1146c6a150445a98c959348b2407c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some have described the internal strife between various people groups as a form of imperialism or colonialism. This internal form is distinct from informal U.S. imperialism in the form of political and financial hegemony. This internal form of imperialism is also distinct from the United States' formation of \"colonies\" abroad. Through the treatment of its indigenous peoples during westward expansion, the United States took on the form of an imperial power prior to any attempts at external imperialism. This internal form of empire has been referred to as \"internal colonialism\". Participation in the African slave trade and the subsequent treatment of its 12 to 15 million Africans is viewed by some to be a more modern extension of America's \"internal colonialism\". However, this internal colonialism faced resistance, as external colonialism did, but the anti-colonial presence was far less prominent due to the nearly complete dominance that the United States was able to assert over both indigenous peoples and African-Americans. In his lecture on April 16, 2003, Edward Said made a bold statement on modern imperialism in the United States, whom he described as using aggressive means of attack towards the contemporary Orient, \"due to their backward living, lack of democracy and the violation of women\u2019s rights. The western world forgets during this process of converting the other that enlightenment and democracy are concepts that not all will agree upon\".", "targets": "Some people describe what between individuals or groups as imperialism or colonialism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1146c6a150445a98c959348b2407c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some have described the internal strife between various people groups as a form of imperialism or colonialism. This internal form is distinct from informal U.S. imperialism in the form of political and financial hegemony. This internal form of imperialism is also distinct from the United States' formation of \"colonies\" abroad. Through the treatment of its indigenous peoples during westward expansion, the United States took on the form of an imperial power prior to any attempts at external imperialism. This internal form of empire has been referred to as \"internal colonialism\". Participation in the African slave trade and the subsequent treatment of its 12 to 15 million Africans is viewed by some to be a more modern extension of America's \"internal colonialism\". However, this internal colonialism faced resistance, as external colonialism did, but the anti-colonial presence was far less prominent due to the nearly complete dominance that the United States was able to assert over both indigenous peoples and African-Americans. In his lecture on April 16, 2003, Edward Said made a bold statement on modern imperialism in the United States, whom he described as using aggressive means of attack towards the contemporary Orient, \"due to their backward living, lack of democracy and the violation of women\u2019s rights. The western world forgets during this process of converting the other that enlightenment and democracy are concepts that not all will agree upon\".", "targets": "the US expansion Westward could be viewed as what type of colonialism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1146c6a150445a98c959348b2407c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some have described the internal strife between various people groups as a form of imperialism or colonialism. This internal form is distinct from informal U.S. imperialism in the form of political and financial hegemony. This internal form of imperialism is also distinct from the United States' formation of \"colonies\" abroad. Through the treatment of its indigenous peoples during westward expansion, the United States took on the form of an imperial power prior to any attempts at external imperialism. This internal form of empire has been referred to as \"internal colonialism\". Participation in the African slave trade and the subsequent treatment of its 12 to 15 million Africans is viewed by some to be a more modern extension of America's \"internal colonialism\". However, this internal colonialism faced resistance, as external colonialism did, but the anti-colonial presence was far less prominent due to the nearly complete dominance that the United States was able to assert over both indigenous peoples and African-Americans. In his lecture on April 16, 2003, Edward Said made a bold statement on modern imperialism in the United States, whom he described as using aggressive means of attack towards the contemporary Orient, \"due to their backward living, lack of democracy and the violation of women\u2019s rights. The western world forgets during this process of converting the other that enlightenment and democracy are concepts that not all will agree upon\".", "targets": "How many Africans were brought into the United States during the slave trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1146c6a150445a98c959348b2407c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some have described the internal strife between various people groups as a form of imperialism or colonialism. This internal form is distinct from informal U.S. imperialism in the form of political and financial hegemony. This internal form of imperialism is also distinct from the United States' formation of \"colonies\" abroad. Through the treatment of its indigenous peoples during westward expansion, the United States took on the form of an imperial power prior to any attempts at external imperialism. This internal form of empire has been referred to as \"internal colonialism\". Participation in the African slave trade and the subsequent treatment of its 12 to 15 million Africans is viewed by some to be a more modern extension of America's \"internal colonialism\". However, this internal colonialism faced resistance, as external colonialism did, but the anti-colonial presence was far less prominent due to the nearly complete dominance that the United States was able to assert over both indigenous peoples and African-Americans. In his lecture on April 16, 2003, Edward Said made a bold statement on modern imperialism in the United States, whom he described as using aggressive means of attack towards the contemporary Orient, \"due to their backward living, lack of democracy and the violation of women\u2019s rights. The western world forgets during this process of converting the other that enlightenment and democracy are concepts that not all will agree upon\".", "targets": "Who does Edward Said say is being attacked by US imperialism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e387bf1955e44a0f85e5cdf904f05896", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After defeating the Visigoths in only a few months, the Umayyad Caliphate started expanding rapidly in the peninsula. Beginning in 711, the land that is now Portugal became part of the vast Umayyad Caliphate's empire of Damascus, which stretched from the Indus river in the Indian sub-continent (now Pakistan) up to the South of France, until its collapse in 750. That year the west of the empire gained its independence under Abd-ar-Rahman I with the establishment of the Emirate of C\u00f3rdoba. After almost two centuries, the Emirate became the Caliphate of C\u00f3rdoba in 929, until its dissolution a century later in 1031 into no less than 23 small kingdoms, called Taifa kingdoms.", "targets": "How long did it take the Umayyad Caliphate to defeat the Visigoths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e387bf1955e44a0f85e5cdf904f05896", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After defeating the Visigoths in only a few months, the Umayyad Caliphate started expanding rapidly in the peninsula. Beginning in 711, the land that is now Portugal became part of the vast Umayyad Caliphate's empire of Damascus, which stretched from the Indus river in the Indian sub-continent (now Pakistan) up to the South of France, until its collapse in 750. That year the west of the empire gained its independence under Abd-ar-Rahman I with the establishment of the Emirate of C\u00f3rdoba. After almost two centuries, the Emirate became the Caliphate of C\u00f3rdoba in 929, until its dissolution a century later in 1031 into no less than 23 small kingdoms, called Taifa kingdoms.", "targets": "In what year did Portugal become a part of Umayyad Caliphate's empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e387bf1955e44a0f85e5cdf904f05896", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After defeating the Visigoths in only a few months, the Umayyad Caliphate started expanding rapidly in the peninsula. Beginning in 711, the land that is now Portugal became part of the vast Umayyad Caliphate's empire of Damascus, which stretched from the Indus river in the Indian sub-continent (now Pakistan) up to the South of France, until its collapse in 750. That year the west of the empire gained its independence under Abd-ar-Rahman I with the establishment of the Emirate of C\u00f3rdoba. After almost two centuries, the Emirate became the Caliphate of C\u00f3rdoba in 929, until its dissolution a century later in 1031 into no less than 23 small kingdoms, called Taifa kingdoms.", "targets": "In which year did Umayyad Caliphate's empire collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e387bf1955e44a0f85e5cdf904f05896", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After defeating the Visigoths in only a few months, the Umayyad Caliphate started expanding rapidly in the peninsula. Beginning in 711, the land that is now Portugal became part of the vast Umayyad Caliphate's empire of Damascus, which stretched from the Indus river in the Indian sub-continent (now Pakistan) up to the South of France, until its collapse in 750. That year the west of the empire gained its independence under Abd-ar-Rahman I with the establishment of the Emirate of C\u00f3rdoba. After almost two centuries, the Emirate became the Caliphate of C\u00f3rdoba in 929, until its dissolution a century later in 1031 into no less than 23 small kingdoms, called Taifa kingdoms.", "targets": "Under whom did the Western part of Umayyad Caliphate's empire gain its independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e387bf1955e44a0f85e5cdf904f05896", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After defeating the Visigoths in only a few months, the Umayyad Caliphate started expanding rapidly in the peninsula. Beginning in 711, the land that is now Portugal became part of the vast Umayyad Caliphate's empire of Damascus, which stretched from the Indus river in the Indian sub-continent (now Pakistan) up to the South of France, until its collapse in 750. That year the west of the empire gained its independence under Abd-ar-Rahman I with the establishment of the Emirate of C\u00f3rdoba. After almost two centuries, the Emirate became the Caliphate of C\u00f3rdoba in 929, until its dissolution a century later in 1031 into no less than 23 small kingdoms, called Taifa kingdoms.", "targets": "How long did it take the Emirate to become the Caliphate of Codoba?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "Which Louisiana venue was one of three considered for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "Which Florida venue was one of three considered for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "Which California venue was one of three considered for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What venue in Miami was a candidate for the site of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What site is located in the San Francisco Bay Area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What is the name of San Francisco's stadium when looked at as a possibility for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What was the name of New Orleans' superdome at the time that Super Bowl 50 took place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What was the given name of Miami's stadium at the time of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What three stadiums did the NFL decide between for the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "How many sites did the NFL narrow down Super Bowl 50's location to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "One of the sites, Merceds-Benz Superdome, is located where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What is the name of the stadium in Miami that was considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What was the third city that was considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What is the name of the stadium in San Francisco Bay Area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What Florida stadium was considered for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What New Orleans stadium was considered for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88c8e82a799447c9533ae35eb0e7dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league eventually narrowed the bids to three sites: New Orleans' Mercedes-Benz Superdome, Miami's Sun Life Stadium, and the San Francisco Bay Area's Levi's Stadium.", "targets": "What is the name of the stadium where Super Bowl 50 was played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "Whose technology enabled the Space Race between the Soviet Union and the united States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "Who was able to launch the first orbiting satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "Who was the first human in space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "When did Apollo 11 land on the moon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "On what date did the Space Race begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "Sputnik 1 started orbiting on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "Who was the first person in space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2154bda28c634fc99e3bd4cf7e6f06fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race was a 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for supremacy in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, enabled by captured German rocket technology and personnel. The technological superiority required for such supremacy was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, unmanned space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon. The competition began on August 2, 1955, when the Soviet Union responded to the US announcement four days earlier of intent to launch artificial satellites for the International Geophysical Year, by declaring they would also launch a satellite \"in the near future\". The Soviet Union beat the US to this, with the October 4, 1957 orbiting of Sputnik 1, and later beat the US to the first human in space, Yuri Gagarin, on April 12, 1961. The Space Race peaked with the July 20, 1969 US landing of the first humans on the Moon with Apollo 11. The USSR tried but failed manned lunar missions, and eventually cancelled them and concentrated on Earth orbital space stations. A period of d\u00e9tente followed with the April 1972 agreement on a co-operative Apollo\u2013Soyuz Test Project, resulting in the July 1975 rendezvous in Earth orbit of a US astronaut crew with a Soviet cosmonaut crew.", "targets": "What was the date that the first human reached space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8645657db444cabafb3e1b768cb82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas is a large, state-sponsored university, with five campuses. KU features the College of Liberal Arts & Sciences, which includes the School of the Arts and the School of Public Affairs & Administration; and the schools of Architecture, Design & Planning; Business; Education; Engineering; Health Professions; Journalism & Mass Communications; Law; Medicine; Music; Nursing; Pharmacy; and Social Welfare. The university offers more than 345 degree programs.", "targets": "How many campuses are run by KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8645657db444cabafb3e1b768cb82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas is a large, state-sponsored university, with five campuses. KU features the College of Liberal Arts & Sciences, which includes the School of the Arts and the School of Public Affairs & Administration; and the schools of Architecture, Design & Planning; Business; Education; Engineering; Health Professions; Journalism & Mass Communications; Law; Medicine; Music; Nursing; Pharmacy; and Social Welfare. The university offers more than 345 degree programs.", "targets": "What term describes the nature of how the university is partially funded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8645657db444cabafb3e1b768cb82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas is a large, state-sponsored university, with five campuses. KU features the College of Liberal Arts & Sciences, which includes the School of the Arts and the School of Public Affairs & Administration; and the schools of Architecture, Design & Planning; Business; Education; Engineering; Health Professions; Journalism & Mass Communications; Law; Medicine; Music; Nursing; Pharmacy; and Social Welfare. The university offers more than 345 degree programs.", "targets": "What are two parts of the University of Kansas house in the College of Liberal Arts and Sciences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e8645657db444cabafb3e1b768cb82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas is a large, state-sponsored university, with five campuses. KU features the College of Liberal Arts & Sciences, which includes the School of the Arts and the School of Public Affairs & Administration; and the schools of Architecture, Design & Planning; Business; Education; Engineering; Health Professions; Journalism & Mass Communications; Law; Medicine; Music; Nursing; Pharmacy; and Social Welfare. The university offers more than 345 degree programs.", "targets": "At least how many different degree-granting programs exist at KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e493a7431d324378a28967eb19d0ce63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the league expanded with the addition of two new franchises to play in 2014, the Los Angeles Kiss (owned by Gene Simmons and Paul Stanley of the legendary rock band Kiss) and the Portland Thunder.", "targets": "What was the name of the Los Angeles-based team added in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e493a7431d324378a28967eb19d0ce63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the league expanded with the addition of two new franchises to play in 2014, the Los Angeles Kiss (owned by Gene Simmons and Paul Stanley of the legendary rock band Kiss) and the Portland Thunder.", "targets": "Along with Paul Stanley, who owned the Los Angeles Kiss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e493a7431d324378a28967eb19d0ce63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the league expanded with the addition of two new franchises to play in 2014, the Los Angeles Kiss (owned by Gene Simmons and Paul Stanley of the legendary rock band Kiss) and the Portland Thunder.", "targets": "Other than the Los Angeles Kiss, what expansion team entered in the league in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e493a7431d324378a28967eb19d0ce63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, the league expanded with the addition of two new franchises to play in 2014, the Los Angeles Kiss (owned by Gene Simmons and Paul Stanley of the legendary rock band Kiss) and the Portland Thunder.", "targets": "Paul Stanley and Gene Simmons are members of what musical group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1eea45f8cf490da7f80d3ed89f0e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism has a long tradition in German history. The Holy Roman Empire comprised many petty states numbering more than 300 around 1796. The number of territories was greatly reduced during the Napoleonic Wars (1796\u20131814). After the Congress of Vienna (1815), 39 states formed the German Confederation. The Confederation was dissolved after the Austro-Prussian War and replaced by a North German Federation under Prussian hegemony; this war left Prussia dominant in Germany, and German nationalism would compel the remaining independent states to ally with Prussia in the Franco-Prussian War of 1870\u201371, and then to accede to the crowning of King Wilhelm of Prussia as German Emperor. The new German Empire included 25 states (three of them, Hanseatic cities) and the imperial territory of Alsace-Lorraine. The empire was dominated by Prussia, which controlled 65% of the territory and 62% of the population. After the territorial losses of the Treaty of Versailles, the remaining states continued as republics of a new German federation. These states were gradually de facto abolished and reduced to provinces under the Nazi regime via the Gleichschaltung process, as the states administratively were largely superseded by the Nazi Gau system.", "targets": "The Holy Roman Empire comprised of how many petty states? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1eea45f8cf490da7f80d3ed89f0e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism has a long tradition in German history. The Holy Roman Empire comprised many petty states numbering more than 300 around 1796. The number of territories was greatly reduced during the Napoleonic Wars (1796\u20131814). After the Congress of Vienna (1815), 39 states formed the German Confederation. The Confederation was dissolved after the Austro-Prussian War and replaced by a North German Federation under Prussian hegemony; this war left Prussia dominant in Germany, and German nationalism would compel the remaining independent states to ally with Prussia in the Franco-Prussian War of 1870\u201371, and then to accede to the crowning of King Wilhelm of Prussia as German Emperor. The new German Empire included 25 states (three of them, Hanseatic cities) and the imperial territory of Alsace-Lorraine. The empire was dominated by Prussia, which controlled 65% of the territory and 62% of the population. After the territorial losses of the Treaty of Versailles, the remaining states continued as republics of a new German federation. These states were gradually de facto abolished and reduced to provinces under the Nazi regime via the Gleichschaltung process, as the states administratively were largely superseded by the Nazi Gau system.", "targets": "The number of territories was greatly reduced during what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1eea45f8cf490da7f80d3ed89f0e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism has a long tradition in German history. The Holy Roman Empire comprised many petty states numbering more than 300 around 1796. The number of territories was greatly reduced during the Napoleonic Wars (1796\u20131814). After the Congress of Vienna (1815), 39 states formed the German Confederation. The Confederation was dissolved after the Austro-Prussian War and replaced by a North German Federation under Prussian hegemony; this war left Prussia dominant in Germany, and German nationalism would compel the remaining independent states to ally with Prussia in the Franco-Prussian War of 1870\u201371, and then to accede to the crowning of King Wilhelm of Prussia as German Emperor. The new German Empire included 25 states (three of them, Hanseatic cities) and the imperial territory of Alsace-Lorraine. The empire was dominated by Prussia, which controlled 65% of the territory and 62% of the population. After the territorial losses of the Treaty of Versailles, the remaining states continued as republics of a new German federation. These states were gradually de facto abolished and reduced to provinces under the Nazi regime via the Gleichschaltung process, as the states administratively were largely superseded by the Nazi Gau system.", "targets": "A North German Federation under Prussian hegemony replaced what confederation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1eea45f8cf490da7f80d3ed89f0e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism has a long tradition in German history. The Holy Roman Empire comprised many petty states numbering more than 300 around 1796. The number of territories was greatly reduced during the Napoleonic Wars (1796\u20131814). After the Congress of Vienna (1815), 39 states formed the German Confederation. The Confederation was dissolved after the Austro-Prussian War and replaced by a North German Federation under Prussian hegemony; this war left Prussia dominant in Germany, and German nationalism would compel the remaining independent states to ally with Prussia in the Franco-Prussian War of 1870\u201371, and then to accede to the crowning of King Wilhelm of Prussia as German Emperor. The new German Empire included 25 states (three of them, Hanseatic cities) and the imperial territory of Alsace-Lorraine. The empire was dominated by Prussia, which controlled 65% of the territory and 62% of the population. After the territorial losses of the Treaty of Versailles, the remaining states continued as republics of a new German federation. These states were gradually de facto abolished and reduced to provinces under the Nazi regime via the Gleichschaltung process, as the states administratively were largely superseded by the Nazi Gau system.", "targets": "How much of the population did Prussia control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc1eea45f8cf490da7f80d3ed89f0e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism has a long tradition in German history. The Holy Roman Empire comprised many petty states numbering more than 300 around 1796. The number of territories was greatly reduced during the Napoleonic Wars (1796\u20131814). After the Congress of Vienna (1815), 39 states formed the German Confederation. The Confederation was dissolved after the Austro-Prussian War and replaced by a North German Federation under Prussian hegemony; this war left Prussia dominant in Germany, and German nationalism would compel the remaining independent states to ally with Prussia in the Franco-Prussian War of 1870\u201371, and then to accede to the crowning of King Wilhelm of Prussia as German Emperor. The new German Empire included 25 states (three of them, Hanseatic cities) and the imperial territory of Alsace-Lorraine. The empire was dominated by Prussia, which controlled 65% of the territory and 62% of the population. After the territorial losses of the Treaty of Versailles, the remaining states continued as republics of a new German federation. These states were gradually de facto abolished and reduced to provinces under the Nazi regime via the Gleichschaltung process, as the states administratively were largely superseded by the Nazi Gau system.", "targets": "How much of the land did Prussia control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a10efbc68a84ecda97dfc2fbd6c7d73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among Richmond's most interesting architectural features is its Cast-iron architecture. Second only to New Orleans in its concentration of cast iron work, the city is home to a unique collection of cast iron porches, balconies, fences, and finials. Richmond's position as a center of iron production helped to fuel its popularity within the city. At the height of production in the 1890, 25 foundries operated in the city employing nearly 3,500 metal workers. This number is seven times the number of general construction workers being employed in Richmond at the time which illustrates the importance of its iron exports. Porches and fences in urban neighborhoods such as Jackson Ward, Church Hill, and Monroe Ward are particularly elaborate, often featuring ornate iron casts never replicated outside of Richmond. In some cases cast were made for a single residential or commercial application.", "targets": "What United States city has the most cast iron architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a10efbc68a84ecda97dfc2fbd6c7d73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among Richmond's most interesting architectural features is its Cast-iron architecture. Second only to New Orleans in its concentration of cast iron work, the city is home to a unique collection of cast iron porches, balconies, fences, and finials. Richmond's position as a center of iron production helped to fuel its popularity within the city. At the height of production in the 1890, 25 foundries operated in the city employing nearly 3,500 metal workers. This number is seven times the number of general construction workers being employed in Richmond at the time which illustrates the importance of its iron exports. Porches and fences in urban neighborhoods such as Jackson Ward, Church Hill, and Monroe Ward are particularly elaborate, often featuring ornate iron casts never replicated outside of Richmond. In some cases cast were made for a single residential or commercial application.", "targets": "In what year did iron production in Richmond peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a10efbc68a84ecda97dfc2fbd6c7d73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among Richmond's most interesting architectural features is its Cast-iron architecture. Second only to New Orleans in its concentration of cast iron work, the city is home to a unique collection of cast iron porches, balconies, fences, and finials. Richmond's position as a center of iron production helped to fuel its popularity within the city. At the height of production in the 1890, 25 foundries operated in the city employing nearly 3,500 metal workers. This number is seven times the number of general construction workers being employed in Richmond at the time which illustrates the importance of its iron exports. Porches and fences in urban neighborhoods such as Jackson Ward, Church Hill, and Monroe Ward are particularly elaborate, often featuring ornate iron casts never replicated outside of Richmond. In some cases cast were made for a single residential or commercial application.", "targets": "How many more iron workers than construction workers were being employed in Richmond in 1890?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a10efbc68a84ecda97dfc2fbd6c7d73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among Richmond's most interesting architectural features is its Cast-iron architecture. Second only to New Orleans in its concentration of cast iron work, the city is home to a unique collection of cast iron porches, balconies, fences, and finials. Richmond's position as a center of iron production helped to fuel its popularity within the city. At the height of production in the 1890, 25 foundries operated in the city employing nearly 3,500 metal workers. This number is seven times the number of general construction workers being employed in Richmond at the time which illustrates the importance of its iron exports. Porches and fences in urban neighborhoods such as Jackson Ward, Church Hill, and Monroe Ward are particularly elaborate, often featuring ornate iron casts never replicated outside of Richmond. In some cases cast were made for a single residential or commercial application.", "targets": "Along with Jackson and Monroe Wards, what neighborhood notably features cast-iron fences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-851d5d311249441290f4e812481209a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various methods have been used in the history of the American colonies and the United States but only five methods are currently used. Historically, burning, crushing, breaking on wheel, and bludgeoning were used for a small number of executions, while hanging was the most common method. The last person burned at the stake was a black slave in South Carolina in August 1825. The last person to be hanged in chains was a murderer named John Marshall in West Virginia on April 4, 1913. Although beheading was a legal method in Utah from 1851 to 1888, it was never used.", "targets": "How many execution methods are currently used in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-851d5d311249441290f4e812481209a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various methods have been used in the history of the American colonies and the United States but only five methods are currently used. Historically, burning, crushing, breaking on wheel, and bludgeoning were used for a small number of executions, while hanging was the most common method. The last person burned at the stake was a black slave in South Carolina in August 1825. The last person to be hanged in chains was a murderer named John Marshall in West Virginia on April 4, 1913. Although beheading was a legal method in Utah from 1851 to 1888, it was never used.", "targets": "What was the most common historical method of execution in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-851d5d311249441290f4e812481209a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various methods have been used in the history of the American colonies and the United States but only five methods are currently used. Historically, burning, crushing, breaking on wheel, and bludgeoning were used for a small number of executions, while hanging was the most common method. The last person burned at the stake was a black slave in South Carolina in August 1825. The last person to be hanged in chains was a murderer named John Marshall in West Virginia on April 4, 1913. Although beheading was a legal method in Utah from 1851 to 1888, it was never used.", "targets": "In what state did the last burning at the stake take place in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-851d5d311249441290f4e812481209a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various methods have been used in the history of the American colonies and the United States but only five methods are currently used. Historically, burning, crushing, breaking on wheel, and bludgeoning were used for a small number of executions, while hanging was the most common method. The last person burned at the stake was a black slave in South Carolina in August 1825. The last person to be hanged in chains was a murderer named John Marshall in West Virginia on April 4, 1913. Although beheading was a legal method in Utah from 1851 to 1888, it was never used.", "targets": "Who was the last person hanged in chains in the Untied States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-851d5d311249441290f4e812481209a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various methods have been used in the history of the American colonies and the United States but only five methods are currently used. Historically, burning, crushing, breaking on wheel, and bludgeoning were used for a small number of executions, while hanging was the most common method. The last person burned at the stake was a black slave in South Carolina in August 1825. The last person to be hanged in chains was a murderer named John Marshall in West Virginia on April 4, 1913. Although beheading was a legal method in Utah from 1851 to 1888, it was never used.", "targets": "When was execution by beheading ended in Utah?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8812727b02a0482581d75af9a291107d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Seurat, the roots of cubism are to be found in the two distinct tendencies of C\u00e9zanne's later work: first his breaking of the painted surface into small multifaceted areas of paint, thereby emphasizing the plural viewpoint given by binocular vision, and second his interest in the simplification of natural forms into cylinders, spheres, and cones. However, the cubists explored this concept further than C\u00e9zanne. They represented all the surfaces of depicted objects in a single picture plane, as if the objects had all their faces visible at the same time. This new kind of depiction revolutionized the way objects could be visualized in painting and art.", "targets": "Besides Seurat where else are the beginnigs of Cubism found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8812727b02a0482581d75af9a291107d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Seurat, the roots of cubism are to be found in the two distinct tendencies of C\u00e9zanne's later work: first his breaking of the painted surface into small multifaceted areas of paint, thereby emphasizing the plural viewpoint given by binocular vision, and second his interest in the simplification of natural forms into cylinders, spheres, and cones. However, the cubists explored this concept further than C\u00e9zanne. They represented all the surfaces of depicted objects in a single picture plane, as if the objects had all their faces visible at the same time. This new kind of depiction revolutionized the way objects could be visualized in painting and art.", "targets": "Cubists exploration of the concept of the simplification of forms into cones cylinders and spheres was further explored by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8812727b02a0482581d75af9a291107d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Seurat, the roots of cubism are to be found in the two distinct tendencies of C\u00e9zanne's later work: first his breaking of the painted surface into small multifaceted areas of paint, thereby emphasizing the plural viewpoint given by binocular vision, and second his interest in the simplification of natural forms into cylinders, spheres, and cones. However, the cubists explored this concept further than C\u00e9zanne. They represented all the surfaces of depicted objects in a single picture plane, as if the objects had all their faces visible at the same time. This new kind of depiction revolutionized the way objects could be visualized in painting and art.", "targets": "Cubism revolutionized the way things could be seen in art how? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a101134e95fb48ef8340f1ae309de39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the beginning of the study of electricity non conductive materials like glass, porcelain, paper and mica have been used as insulators. These materials some decades later were also well-suited for further use as the dielectric for the first capacitors. Paper capacitors made by sandwiching a strip of impregnated paper between strips of metal, and rolling the result into a cylinder were commonly used in the late 19century; their manufacture started in 1876, and they were used from the early 20th century as decoupling capacitors in telecommunications (telephony).", "targets": "Besides porcelain, paper and mica, what other non conductive material was used as an insulator? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a101134e95fb48ef8340f1ae309de39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the beginning of the study of electricity non conductive materials like glass, porcelain, paper and mica have been used as insulators. These materials some decades later were also well-suited for further use as the dielectric for the first capacitors. Paper capacitors made by sandwiching a strip of impregnated paper between strips of metal, and rolling the result into a cylinder were commonly used in the late 19century; their manufacture started in 1876, and they were used from the early 20th century as decoupling capacitors in telecommunications (telephony).", "targets": "For what use were non conductive materials used in the first capacitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a101134e95fb48ef8340f1ae309de39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the beginning of the study of electricity non conductive materials like glass, porcelain, paper and mica have been used as insulators. These materials some decades later were also well-suited for further use as the dielectric for the first capacitors. Paper capacitors made by sandwiching a strip of impregnated paper between strips of metal, and rolling the result into a cylinder were commonly used in the late 19century; their manufacture started in 1876, and they were used from the early 20th century as decoupling capacitors in telecommunications (telephony).", "targets": "What was layered between strips of metal in order to create paper capacitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a101134e95fb48ef8340f1ae309de39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the beginning of the study of electricity non conductive materials like glass, porcelain, paper and mica have been used as insulators. These materials some decades later were also well-suited for further use as the dielectric for the first capacitors. Paper capacitors made by sandwiching a strip of impregnated paper between strips of metal, and rolling the result into a cylinder were commonly used in the late 19century; their manufacture started in 1876, and they were used from the early 20th century as decoupling capacitors in telecommunications (telephony).", "targets": "When were paper capacitors first manufactured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a101134e95fb48ef8340f1ae309de39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the beginning of the study of electricity non conductive materials like glass, porcelain, paper and mica have been used as insulators. These materials some decades later were also well-suited for further use as the dielectric for the first capacitors. Paper capacitors made by sandwiching a strip of impregnated paper between strips of metal, and rolling the result into a cylinder were commonly used in the late 19century; their manufacture started in 1876, and they were used from the early 20th century as decoupling capacitors in telecommunications (telephony).", "targets": "What other use did paper capacitors serve in the telecommunications industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e777b91204cf1add0e8074b17a56d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contemporary Liberal Party generally advocates economic liberalism (see New Right). Historically, the party has supported a higher degree of economic protectionism and interventionism than it has in recent decades. However, from its foundation the party has identified itself as anti-socialist. Strong opposition to socialism and communism in Australia and abroad was one of its founding principles. The party's founder and longest-serving leader Robert Menzies envisaged that Australia's middle class would form its main constituency.", "targets": "What is economic liberalism sometimes also referred to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e777b91204cf1add0e8074b17a56d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contemporary Liberal Party generally advocates economic liberalism (see New Right). Historically, the party has supported a higher degree of economic protectionism and interventionism than it has in recent decades. However, from its foundation the party has identified itself as anti-socialist. Strong opposition to socialism and communism in Australia and abroad was one of its founding principles. The party's founder and longest-serving leader Robert Menzies envisaged that Australia's middle class would form its main constituency.", "targets": "Does the Liberal Party of Australia consider itself socialist or anti-socialist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e777b91204cf1add0e8074b17a56d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contemporary Liberal Party generally advocates economic liberalism (see New Right). Historically, the party has supported a higher degree of economic protectionism and interventionism than it has in recent decades. However, from its foundation the party has identified itself as anti-socialist. Strong opposition to socialism and communism in Australia and abroad was one of its founding principles. The party's founder and longest-serving leader Robert Menzies envisaged that Australia's middle class would form its main constituency.", "targets": "Who was the Liberal Party of Australia's longest-serving leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76e777b91204cf1add0e8074b17a56d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contemporary Liberal Party generally advocates economic liberalism (see New Right). Historically, the party has supported a higher degree of economic protectionism and interventionism than it has in recent decades. However, from its foundation the party has identified itself as anti-socialist. Strong opposition to socialism and communism in Australia and abroad was one of its founding principles. The party's founder and longest-serving leader Robert Menzies envisaged that Australia's middle class would form its main constituency.", "targets": "Who founded Australia's liberal party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2182114fc9ba461f88fcbdd2fb53e5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants depend on certain edaphic (soil) and climatic factors in their environment but can modify these factors too. For example, they can change their environment's albedo, increase runoff interception, stabilize mineral soils and develop their organic content, and affect local temperature. Plants compete with other organisms in their ecosystem for resources. They interact with their neighbours at a variety of spatial scales in groups, populations and communities that collectively constitute vegetation. Regions with characteristic vegetation types and dominant plants as well as similar abiotic and biotic factors, climate, and geography make up biomes like tundra or tropical rainforest.", "targets": "On what do plants depend in their environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2182114fc9ba461f88fcbdd2fb53e5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants depend on certain edaphic (soil) and climatic factors in their environment but can modify these factors too. For example, they can change their environment's albedo, increase runoff interception, stabilize mineral soils and develop their organic content, and affect local temperature. Plants compete with other organisms in their ecosystem for resources. They interact with their neighbours at a variety of spatial scales in groups, populations and communities that collectively constitute vegetation. Regions with characteristic vegetation types and dominant plants as well as similar abiotic and biotic factors, climate, and geography make up biomes like tundra or tropical rainforest.", "targets": "How do plants interact with other species in their environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2182114fc9ba461f88fcbdd2fb53e5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants depend on certain edaphic (soil) and climatic factors in their environment but can modify these factors too. For example, they can change their environment's albedo, increase runoff interception, stabilize mineral soils and develop their organic content, and affect local temperature. Plants compete with other organisms in their ecosystem for resources. They interact with their neighbours at a variety of spatial scales in groups, populations and communities that collectively constitute vegetation. Regions with characteristic vegetation types and dominant plants as well as similar abiotic and biotic factors, climate, and geography make up biomes like tundra or tropical rainforest.", "targets": "What is the collection of plants in the environment called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2182114fc9ba461f88fcbdd2fb53e5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants depend on certain edaphic (soil) and climatic factors in their environment but can modify these factors too. For example, they can change their environment's albedo, increase runoff interception, stabilize mineral soils and develop their organic content, and affect local temperature. Plants compete with other organisms in their ecosystem for resources. They interact with their neighbours at a variety of spatial scales in groups, populations and communities that collectively constitute vegetation. Regions with characteristic vegetation types and dominant plants as well as similar abiotic and biotic factors, climate, and geography make up biomes like tundra or tropical rainforest.", "targets": "What are groupings of similar plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81474cb9b24f4e3d9864c00896297120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presently, the Central African Republic has active television services, radio stations, internet service providers, and mobile phone carriers; Socatel is the leading provider for both internet and mobile phone access throughout the country. The primary governmental regulating bodies of telecommunications are the Minist\u00e8re des Postes and T\u00e9l\u00e9communications et des Nouvelles Technologies. In addition, the Central African Republic receives international support on telecommunication related operations from ITU Telecommunication Development Sector (ITU-D) within the International Telecommunication Union to improve infrastructure.", "targets": "What is the major telecommunications provider in CAR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81474cb9b24f4e3d9864c00896297120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presently, the Central African Republic has active television services, radio stations, internet service providers, and mobile phone carriers; Socatel is the leading provider for both internet and mobile phone access throughout the country. The primary governmental regulating bodies of telecommunications are the Minist\u00e8re des Postes and T\u00e9l\u00e9communications et des Nouvelles Technologies. In addition, the Central African Republic receives international support on telecommunication related operations from ITU Telecommunication Development Sector (ITU-D) within the International Telecommunication Union to improve infrastructure.", "targets": "Which body regulated communications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81474cb9b24f4e3d9864c00896297120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presently, the Central African Republic has active television services, radio stations, internet service providers, and mobile phone carriers; Socatel is the leading provider for both internet and mobile phone access throughout the country. The primary governmental regulating bodies of telecommunications are the Minist\u00e8re des Postes and T\u00e9l\u00e9communications et des Nouvelles Technologies. In addition, the Central African Republic receives international support on telecommunication related operations from ITU Telecommunication Development Sector (ITU-D) within the International Telecommunication Union to improve infrastructure.", "targets": "What type of access is available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81474cb9b24f4e3d9864c00896297120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presently, the Central African Republic has active television services, radio stations, internet service providers, and mobile phone carriers; Socatel is the leading provider for both internet and mobile phone access throughout the country. The primary governmental regulating bodies of telecommunications are the Minist\u00e8re des Postes and T\u00e9l\u00e9communications et des Nouvelles Technologies. In addition, the Central African Republic receives international support on telecommunication related operations from ITU Telecommunication Development Sector (ITU-D) within the International Telecommunication Union to improve infrastructure.", "targets": "Who assists CAR with telecommunications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81474cb9b24f4e3d9864c00896297120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presently, the Central African Republic has active television services, radio stations, internet service providers, and mobile phone carriers; Socatel is the leading provider for both internet and mobile phone access throughout the country. The primary governmental regulating bodies of telecommunications are the Minist\u00e8re des Postes and T\u00e9l\u00e9communications et des Nouvelles Technologies. In addition, the Central African Republic receives international support on telecommunication related operations from ITU Telecommunication Development Sector (ITU-D) within the International Telecommunication Union to improve infrastructure.", "targets": "What does the CAR get help with with regards to communication from ITU-D?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "Why was Prince Hall Freemasonry formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "When was Prince Hall Freemasonry formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "What happened when the UGLE was formed in 1813?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "What did Africian Lodge, Number 459 become after they were removed from the UGLE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "What was Africian Lodge, Number 1 considered after they changed from Africian Lodge, Number 459?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "What exists today because of the refusal of early American lodges to admit African Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "In what year was Prince Hall admitted into the British military lodge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "When was the African Lodge, number 459, formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "When was the UGLE formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3224bdb6242486d95a0adcb1e8cf679", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Hall Freemasonry exists because of the refusal of early American lodges to admit African-Americans. In 1775, an African-American named Prince Hall, along with fourteen other African-Americans, was initiated into a British military lodge with a warrant from the Grand Lodge of Ireland, having failed to obtain admission from the other lodges in Boston. When the military Lodge left North America, those fifteen men were given the authority to meet as a Lodge, but not to initiate Masons. In 1784, these individuals obtained a Warrant from the Premier Grand Lodge of England (GLE) and formed African Lodge, Number 459. When the UGLE was formed in 1813, all U.S.-based Lodges were stricken from their rolls \u2013 due largely to the War of 1812. Thus, separated from both UGLE and any concordantly recognised U.S. Grand Lodge, African Lodge re-titled itself as the African Lodge, Number 1 \u2013 and became a de facto \"Grand Lodge\" (this Lodge is not to be confused with the various Grand Lodges on the Continent of Africa). As with the rest of U.S. Freemasonry, Prince Hall Freemasonry soon grew and organised on a Grand Lodge system for each state.", "targets": "The African Lodge re-titled itself what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26eae2be0eaf40f29d335b185d741f39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Fire Department consists over 300 full-time firefighters. These firefighters operate out of 19 companies located throughout the city: 16 engine companies, two tower companies, and one ladder company. Training, Fire Marshall, Operations, and Administration are the divisions of the department. The department operates on a 24/48 schedule and had a Class 1 ISO rating until late 2008, when ISO officially lowered it to Class 3. Russell (Rusty) Thomas served as Fire Chief until June 2008, and was succeeded by Chief Thomas Carr in November 2008.", "targets": "How many companies are there in the City of Charleston Fire Department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26eae2be0eaf40f29d335b185d741f39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Fire Department consists over 300 full-time firefighters. These firefighters operate out of 19 companies located throughout the city: 16 engine companies, two tower companies, and one ladder company. Training, Fire Marshall, Operations, and Administration are the divisions of the department. The department operates on a 24/48 schedule and had a Class 1 ISO rating until late 2008, when ISO officially lowered it to Class 3. Russell (Rusty) Thomas served as Fire Chief until June 2008, and was succeeded by Chief Thomas Carr in November 2008.", "targets": "How many full time firefighters do Charleston have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26eae2be0eaf40f29d335b185d741f39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Fire Department consists over 300 full-time firefighters. These firefighters operate out of 19 companies located throughout the city: 16 engine companies, two tower companies, and one ladder company. Training, Fire Marshall, Operations, and Administration are the divisions of the department. The department operates on a 24/48 schedule and had a Class 1 ISO rating until late 2008, when ISO officially lowered it to Class 3. Russell (Rusty) Thomas served as Fire Chief until June 2008, and was succeeded by Chief Thomas Carr in November 2008.", "targets": "Who was the Fire Chief until June 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26eae2be0eaf40f29d335b185d741f39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Fire Department consists over 300 full-time firefighters. These firefighters operate out of 19 companies located throughout the city: 16 engine companies, two tower companies, and one ladder company. Training, Fire Marshall, Operations, and Administration are the divisions of the department. The department operates on a 24/48 schedule and had a Class 1 ISO rating until late 2008, when ISO officially lowered it to Class 3. Russell (Rusty) Thomas served as Fire Chief until June 2008, and was succeeded by Chief Thomas Carr in November 2008.", "targets": "Who became the Fire Chief in November 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26eae2be0eaf40f29d335b185d741f39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Fire Department consists over 300 full-time firefighters. These firefighters operate out of 19 companies located throughout the city: 16 engine companies, two tower companies, and one ladder company. Training, Fire Marshall, Operations, and Administration are the divisions of the department. The department operates on a 24/48 schedule and had a Class 1 ISO rating until late 2008, when ISO officially lowered it to Class 3. Russell (Rusty) Thomas served as Fire Chief until June 2008, and was succeeded by Chief Thomas Carr in November 2008.", "targets": "How many tower companies does the fire department have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-925534ec0d824993b1d35d07e8b33313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To clean up pollution, the federal and local governments implemented numerous plans including the constant monitoring and reporting of environmental conditions, such as ozone and nitrogen oxides. When the levels of these two pollutants reached critical levels, contingency actions were implemented which included closing factories, changing school hours, and extending the A day without a car program to two days of the week. The government also instituted industrial technology improvements, a strict biannual vehicle emission inspection and the reformulation of gasoline and diesel fuels. The introduction of Metrob\u00fas bus rapid transit and the Ecobici bike-sharing were among efforts to encourage alternate, greener forms of transportation.", "targets": "What is the bus system called in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-925534ec0d824993b1d35d07e8b33313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To clean up pollution, the federal and local governments implemented numerous plans including the constant monitoring and reporting of environmental conditions, such as ozone and nitrogen oxides. When the levels of these two pollutants reached critical levels, contingency actions were implemented which included closing factories, changing school hours, and extending the A day without a car program to two days of the week. The government also instituted industrial technology improvements, a strict biannual vehicle emission inspection and the reformulation of gasoline and diesel fuels. The introduction of Metrob\u00fas bus rapid transit and the Ecobici bike-sharing were among efforts to encourage alternate, greener forms of transportation.", "targets": "What is the bike-sharing program called in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-925534ec0d824993b1d35d07e8b33313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To clean up pollution, the federal and local governments implemented numerous plans including the constant monitoring and reporting of environmental conditions, such as ozone and nitrogen oxides. When the levels of these two pollutants reached critical levels, contingency actions were implemented which included closing factories, changing school hours, and extending the A day without a car program to two days of the week. The government also instituted industrial technology improvements, a strict biannual vehicle emission inspection and the reformulation of gasoline and diesel fuels. The introduction of Metrob\u00fas bus rapid transit and the Ecobici bike-sharing were among efforts to encourage alternate, greener forms of transportation.", "targets": "How many days a week does the city encourage people to go without a car?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-925534ec0d824993b1d35d07e8b33313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To clean up pollution, the federal and local governments implemented numerous plans including the constant monitoring and reporting of environmental conditions, such as ozone and nitrogen oxides. When the levels of these two pollutants reached critical levels, contingency actions were implemented which included closing factories, changing school hours, and extending the A day without a car program to two days of the week. The government also instituted industrial technology improvements, a strict biannual vehicle emission inspection and the reformulation of gasoline and diesel fuels. The introduction of Metrob\u00fas bus rapid transit and the Ecobici bike-sharing were among efforts to encourage alternate, greener forms of transportation.", "targets": "What pollutants does the city closely monitor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-925534ec0d824993b1d35d07e8b33313", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To clean up pollution, the federal and local governments implemented numerous plans including the constant monitoring and reporting of environmental conditions, such as ozone and nitrogen oxides. When the levels of these two pollutants reached critical levels, contingency actions were implemented which included closing factories, changing school hours, and extending the A day without a car program to two days of the week. The government also instituted industrial technology improvements, a strict biannual vehicle emission inspection and the reformulation of gasoline and diesel fuels. The introduction of Metrob\u00fas bus rapid transit and the Ecobici bike-sharing were among efforts to encourage alternate, greener forms of transportation.", "targets": "How often do citizens need to get their cars examined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2f9ade5f5f4f9e9ee4b8e7128c7ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Han government, the emperor was the supreme judge and lawgiver, the commander-in-chief of the armed forces and sole designator of official nominees appointed to the top posts in central and local administrations; those who earned a 600-dan salary-rank or higher. Theoretically, there were no limits to his power. However, state organs with competing interests and institutions such as the court conference (tingyi \u5ef7\u8b70)\u2014where ministers were convened to reach majority consensus on an issue\u2014pressured the emperor to accept the advice of his ministers on policy decisions. If the emperor rejected a court conference decision, he risked alienating his high ministers. Nevertheless, emperors sometimes did reject the majority opinion reached at court conferences.", "targets": "Who was responsible for nominations of local administrators in the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2f9ade5f5f4f9e9ee4b8e7128c7ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Han government, the emperor was the supreme judge and lawgiver, the commander-in-chief of the armed forces and sole designator of official nominees appointed to the top posts in central and local administrations; those who earned a 600-dan salary-rank or higher. Theoretically, there were no limits to his power. However, state organs with competing interests and institutions such as the court conference (tingyi \u5ef7\u8b70)\u2014where ministers were convened to reach majority consensus on an issue\u2014pressured the emperor to accept the advice of his ministers on policy decisions. If the emperor rejected a court conference decision, he risked alienating his high ministers. Nevertheless, emperors sometimes did reject the majority opinion reached at court conferences.", "targets": "Was the emperor able to reject an opinion that was made by the court conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2f9ade5f5f4f9e9ee4b8e7128c7ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Han government, the emperor was the supreme judge and lawgiver, the commander-in-chief of the armed forces and sole designator of official nominees appointed to the top posts in central and local administrations; those who earned a 600-dan salary-rank or higher. Theoretically, there were no limits to his power. However, state organs with competing interests and institutions such as the court conference (tingyi \u5ef7\u8b70)\u2014where ministers were convened to reach majority consensus on an issue\u2014pressured the emperor to accept the advice of his ministers on policy decisions. If the emperor rejected a court conference decision, he risked alienating his high ministers. Nevertheless, emperors sometimes did reject the majority opinion reached at court conferences.", "targets": "What did the emperor risk if he did not accept the decisions of the court conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2f9ade5f5f4f9e9ee4b8e7128c7ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Han government, the emperor was the supreme judge and lawgiver, the commander-in-chief of the armed forces and sole designator of official nominees appointed to the top posts in central and local administrations; those who earned a 600-dan salary-rank or higher. Theoretically, there were no limits to his power. However, state organs with competing interests and institutions such as the court conference (tingyi \u5ef7\u8b70)\u2014where ministers were convened to reach majority consensus on an issue\u2014pressured the emperor to accept the advice of his ministers on policy decisions. If the emperor rejected a court conference decision, he risked alienating his high ministers. Nevertheless, emperors sometimes did reject the majority opinion reached at court conferences.", "targets": "Who often placed pressure on the emperor in regards to local policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d2f9ade5f5f4f9e9ee4b8e7128c7ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Han government, the emperor was the supreme judge and lawgiver, the commander-in-chief of the armed forces and sole designator of official nominees appointed to the top posts in central and local administrations; those who earned a 600-dan salary-rank or higher. Theoretically, there were no limits to his power. However, state organs with competing interests and institutions such as the court conference (tingyi \u5ef7\u8b70)\u2014where ministers were convened to reach majority consensus on an issue\u2014pressured the emperor to accept the advice of his ministers on policy decisions. If the emperor rejected a court conference decision, he risked alienating his high ministers. Nevertheless, emperors sometimes did reject the majority opinion reached at court conferences.", "targets": "Who was considered to be the supreme judge in Han government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be4328c3618f4158b73321f4aec55b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intellectuals such as Robert Darnton and J\u00fcrgen Habermas have focused on the social conditions of the Enlightenment. Habermas described the creation of the \"bourgeois public sphere\" in 18th-century Europe, containing the new venues and modes of communication allowing for rational exchange. Habermas said that the public sphere was bourgeois, egalitarian, rational, and independent from the state, making it the ideal venue for intellectuals to critically examine contemporary politics and society, away from the interference of established authority. While the public sphere is generally an integral component of the social study of the Enlightenment, other historians have questioned whether the public sphere had these characteristics.", "targets": "What aspect of the Enlightenment did Robert Darnton and Jurgen Habermas focus on within the Enlightenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be4328c3618f4158b73321f4aec55b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intellectuals such as Robert Darnton and J\u00fcrgen Habermas have focused on the social conditions of the Enlightenment. Habermas described the creation of the \"bourgeois public sphere\" in 18th-century Europe, containing the new venues and modes of communication allowing for rational exchange. Habermas said that the public sphere was bourgeois, egalitarian, rational, and independent from the state, making it the ideal venue for intellectuals to critically examine contemporary politics and society, away from the interference of established authority. While the public sphere is generally an integral component of the social study of the Enlightenment, other historians have questioned whether the public sphere had these characteristics.", "targets": "How did Habermas describe the public sphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be4328c3618f4158b73321f4aec55b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intellectuals such as Robert Darnton and J\u00fcrgen Habermas have focused on the social conditions of the Enlightenment. Habermas described the creation of the \"bourgeois public sphere\" in 18th-century Europe, containing the new venues and modes of communication allowing for rational exchange. Habermas said that the public sphere was bourgeois, egalitarian, rational, and independent from the state, making it the ideal venue for intellectuals to critically examine contemporary politics and society, away from the interference of established authority. While the public sphere is generally an integral component of the social study of the Enlightenment, other historians have questioned whether the public sphere had these characteristics.", "targets": "The new venues and modes of communication allowing for rational exchange were given what term by Habermas in 18th century Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473aca0a77bd4bda805eaa93cc48a8ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite odds of four to one, the III Corps launched a risky attack. The French were routed and the III Corps captured Vionville, blocking any further escape attempts to the west. Once blocked from retreat, the French in the fortress of Metz had no choice but to engage in a fight that would see the last major cavalry engagement in Western Europe. The battle soon erupted, and III Corps was shattered by incessant cavalry charges, losing over half its soldiers. The German Official History recorded 15,780 casualties and French casualties of 13,761 men.", "targets": "What odds were at stake for the attack launched by the III Corps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473aca0a77bd4bda805eaa93cc48a8ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite odds of four to one, the III Corps launched a risky attack. The French were routed and the III Corps captured Vionville, blocking any further escape attempts to the west. Once blocked from retreat, the French in the fortress of Metz had no choice but to engage in a fight that would see the last major cavalry engagement in Western Europe. The battle soon erupted, and III Corps was shattered by incessant cavalry charges, losing over half its soldiers. The German Official History recorded 15,780 casualties and French casualties of 13,761 men.", "targets": "What town were the III Corps able to capture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473aca0a77bd4bda805eaa93cc48a8ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite odds of four to one, the III Corps launched a risky attack. The French were routed and the III Corps captured Vionville, blocking any further escape attempts to the west. Once blocked from retreat, the French in the fortress of Metz had no choice but to engage in a fight that would see the last major cavalry engagement in Western Europe. The battle soon erupted, and III Corps was shattered by incessant cavalry charges, losing over half its soldiers. The German Official History recorded 15,780 casualties and French casualties of 13,761 men.", "targets": "In capturing Vionville, what was further blocked in the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473aca0a77bd4bda805eaa93cc48a8ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite odds of four to one, the III Corps launched a risky attack. The French were routed and the III Corps captured Vionville, blocking any further escape attempts to the west. Once blocked from retreat, the French in the fortress of Metz had no choice but to engage in a fight that would see the last major cavalry engagement in Western Europe. The battle soon erupted, and III Corps was shattered by incessant cavalry charges, losing over half its soldiers. The German Official History recorded 15,780 casualties and French casualties of 13,761 men.", "targets": "With battle at Metz, what factor shattered the efforts of III Corps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473aca0a77bd4bda805eaa93cc48a8ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite odds of four to one, the III Corps launched a risky attack. The French were routed and the III Corps captured Vionville, blocking any further escape attempts to the west. Once blocked from retreat, the French in the fortress of Metz had no choice but to engage in a fight that would see the last major cavalry engagement in Western Europe. The battle soon erupted, and III Corps was shattered by incessant cavalry charges, losing over half its soldiers. The German Official History recorded 15,780 casualties and French casualties of 13,761 men.", "targets": "The Germans recorded how many causualties in the battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16519e1ee194cc4b0c756ac3c10d585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenneth Samuel Wuest holds that all three original New Testament verses' usages reflect a derisive element in the term Christian to refer to followers of Christ who did not acknowledge the emperor of Rome. The city of Antioch, where someone gave them the name Christians, had a reputation for coming up with such nicknames. However Peter's apparent endorsement of the term led to its being preferred over \"Nazarenes\" and the term Christianoi from 1 Peter becomes the standard term in the Early Church Fathers from Ignatius and Polycarp onwards.", "targets": "Kenneth Samuel Wuest believes that the Biblical Christian term referenced people who did not acknowledge who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16519e1ee194cc4b0c756ac3c10d585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenneth Samuel Wuest holds that all three original New Testament verses' usages reflect a derisive element in the term Christian to refer to followers of Christ who did not acknowledge the emperor of Rome. The city of Antioch, where someone gave them the name Christians, had a reputation for coming up with such nicknames. However Peter's apparent endorsement of the term led to its being preferred over \"Nazarenes\" and the term Christianoi from 1 Peter becomes the standard term in the Early Church Fathers from Ignatius and Polycarp onwards.", "targets": "In what city did the term Christians start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16519e1ee194cc4b0c756ac3c10d585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenneth Samuel Wuest holds that all three original New Testament verses' usages reflect a derisive element in the term Christian to refer to followers of Christ who did not acknowledge the emperor of Rome. The city of Antioch, where someone gave them the name Christians, had a reputation for coming up with such nicknames. However Peter's apparent endorsement of the term led to its being preferred over \"Nazarenes\" and the term Christianoi from 1 Peter becomes the standard term in the Early Church Fathers from Ignatius and Polycarp onwards.", "targets": "When Peter endorsed the term, the term Christian was used instead of what other term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7e81c6769fa4581a611a6b605171ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the incidental music for the 2005 revived series has been composed by Murray Gold and Ben Foster and has been performed by the BBC National Orchestra of Wales from the 2005 Christmas episode \"The Christmas Invasion\" onwards. A concert featuring the orchestra performing music from the first two series took place on 19 November 2006 to raise money for Children in Need. David Tennant hosted the event, introducing the different sections of the concert. Murray Gold and Russell T Davies answered questions during the interval and Daleks and Cybermen appeared whilst music from their stories was played. The concert aired on BBCi on Christmas Day 2006. A Doctor Who Prom was celebrated on 27 July 2008 in the Royal Albert Hall as part of the annual BBC Proms. The BBC Philharmonic and the London Philharmonic Choir performed Murray Gold's compositions for the series, conducted by Ben Foster, as well as a selection of classics based on the theme of space and time. The event was presented by Freema Agyeman and guest-presented by various other stars of the show with numerous monsters participating in the proceedings. It also featured the specially filmed mini-episode \"Music of the Spheres\", written by Russell T Davies and starring David Tennant.", "targets": "Who has performed all the Doctor Who music since the 2005 Christmas special?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7e81c6769fa4581a611a6b605171ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the incidental music for the 2005 revived series has been composed by Murray Gold and Ben Foster and has been performed by the BBC National Orchestra of Wales from the 2005 Christmas episode \"The Christmas Invasion\" onwards. A concert featuring the orchestra performing music from the first two series took place on 19 November 2006 to raise money for Children in Need. David Tennant hosted the event, introducing the different sections of the concert. Murray Gold and Russell T Davies answered questions during the interval and Daleks and Cybermen appeared whilst music from their stories was played. The concert aired on BBCi on Christmas Day 2006. A Doctor Who Prom was celebrated on 27 July 2008 in the Royal Albert Hall as part of the annual BBC Proms. The BBC Philharmonic and the London Philharmonic Choir performed Murray Gold's compositions for the series, conducted by Ben Foster, as well as a selection of classics based on the theme of space and time. The event was presented by Freema Agyeman and guest-presented by various other stars of the show with numerous monsters participating in the proceedings. It also featured the specially filmed mini-episode \"Music of the Spheres\", written by Russell T Davies and starring David Tennant.", "targets": "Who performed a benefit concert for the charity Children in Need?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7e81c6769fa4581a611a6b605171ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the incidental music for the 2005 revived series has been composed by Murray Gold and Ben Foster and has been performed by the BBC National Orchestra of Wales from the 2005 Christmas episode \"The Christmas Invasion\" onwards. A concert featuring the orchestra performing music from the first two series took place on 19 November 2006 to raise money for Children in Need. David Tennant hosted the event, introducing the different sections of the concert. Murray Gold and Russell T Davies answered questions during the interval and Daleks and Cybermen appeared whilst music from their stories was played. The concert aired on BBCi on Christmas Day 2006. A Doctor Who Prom was celebrated on 27 July 2008 in the Royal Albert Hall as part of the annual BBC Proms. The BBC Philharmonic and the London Philharmonic Choir performed Murray Gold's compositions for the series, conducted by Ben Foster, as well as a selection of classics based on the theme of space and time. The event was presented by Freema Agyeman and guest-presented by various other stars of the show with numerous monsters participating in the proceedings. It also featured the specially filmed mini-episode \"Music of the Spheres\", written by Russell T Davies and starring David Tennant.", "targets": "When was a Doctor Who Prom performed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7e81c6769fa4581a611a6b605171ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the incidental music for the 2005 revived series has been composed by Murray Gold and Ben Foster and has been performed by the BBC National Orchestra of Wales from the 2005 Christmas episode \"The Christmas Invasion\" onwards. A concert featuring the orchestra performing music from the first two series took place on 19 November 2006 to raise money for Children in Need. David Tennant hosted the event, introducing the different sections of the concert. Murray Gold and Russell T Davies answered questions during the interval and Daleks and Cybermen appeared whilst music from their stories was played. The concert aired on BBCi on Christmas Day 2006. A Doctor Who Prom was celebrated on 27 July 2008 in the Royal Albert Hall as part of the annual BBC Proms. The BBC Philharmonic and the London Philharmonic Choir performed Murray Gold's compositions for the series, conducted by Ben Foster, as well as a selection of classics based on the theme of space and time. The event was presented by Freema Agyeman and guest-presented by various other stars of the show with numerous monsters participating in the proceedings. It also featured the specially filmed mini-episode \"Music of the Spheres\", written by Russell T Davies and starring David Tennant.", "targets": "What Doctor Who mini-episode was shown during the Prom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7e81c6769fa4581a611a6b605171ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All the incidental music for the 2005 revived series has been composed by Murray Gold and Ben Foster and has been performed by the BBC National Orchestra of Wales from the 2005 Christmas episode \"The Christmas Invasion\" onwards. A concert featuring the orchestra performing music from the first two series took place on 19 November 2006 to raise money for Children in Need. David Tennant hosted the event, introducing the different sections of the concert. Murray Gold and Russell T Davies answered questions during the interval and Daleks and Cybermen appeared whilst music from their stories was played. The concert aired on BBCi on Christmas Day 2006. A Doctor Who Prom was celebrated on 27 July 2008 in the Royal Albert Hall as part of the annual BBC Proms. The BBC Philharmonic and the London Philharmonic Choir performed Murray Gold's compositions for the series, conducted by Ben Foster, as well as a selection of classics based on the theme of space and time. The event was presented by Freema Agyeman and guest-presented by various other stars of the show with numerous monsters participating in the proceedings. It also featured the specially filmed mini-episode \"Music of the Spheres\", written by Russell T Davies and starring David Tennant.", "targets": "Who has composed the Doctor Who incidental music since 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79e4eb8242b947e783289e0750b2c1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magic was practiced widely, and these too, were a continuation from earlier times. Throughout the Hellenistic world, people would consult oracles, and use charms and figurines to deter misfortune or to cast spells. Also developed in this era was the complex system of astrology, which sought to determine a person's character and future in the movements of the sun, moon, and planets. Astrology was widely associated with the cult of Tyche (luck, fortune), which grew in popularity during this period.", "targets": "How would people ward off misfortune in Hellenistic times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79e4eb8242b947e783289e0750b2c1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magic was practiced widely, and these too, were a continuation from earlier times. Throughout the Hellenistic world, people would consult oracles, and use charms and figurines to deter misfortune or to cast spells. Also developed in this era was the complex system of astrology, which sought to determine a person's character and future in the movements of the sun, moon, and planets. Astrology was widely associated with the cult of Tyche (luck, fortune), which grew in popularity during this period.", "targets": "What is the complex system based on the sun, moon, and planets movements that determine your personality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79e4eb8242b947e783289e0750b2c1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magic was practiced widely, and these too, were a continuation from earlier times. Throughout the Hellenistic world, people would consult oracles, and use charms and figurines to deter misfortune or to cast spells. Also developed in this era was the complex system of astrology, which sought to determine a person's character and future in the movements of the sun, moon, and planets. Astrology was widely associated with the cult of Tyche (luck, fortune), which grew in popularity during this period.", "targets": "Astrology was associated with which cult?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79e4eb8242b947e783289e0750b2c1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magic was practiced widely, and these too, were a continuation from earlier times. Throughout the Hellenistic world, people would consult oracles, and use charms and figurines to deter misfortune or to cast spells. Also developed in this era was the complex system of astrology, which sought to determine a person's character and future in the movements of the sun, moon, and planets. Astrology was widely associated with the cult of Tyche (luck, fortune), which grew in popularity during this period.", "targets": "What does Tyche mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79e4eb8242b947e783289e0750b2c1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Magic was practiced widely, and these too, were a continuation from earlier times. Throughout the Hellenistic world, people would consult oracles, and use charms and figurines to deter misfortune or to cast spells. Also developed in this era was the complex system of astrology, which sought to determine a person's character and future in the movements of the sun, moon, and planets. Astrology was widely associated with the cult of Tyche (luck, fortune), which grew in popularity during this period.", "targets": "What was the trajectory of Astrology during Hellenistic times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9e34c1b24f4889871427045137fb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many centuries, wealthy and powerful members of the szlachta sought to gain legal privileges over their peers. Few szlachta were wealthy enough to be known as magnates (karmazyni\u2014the \"Crimsons\", from the crimson colour of their boots). A proper magnate should be able to trace noble ancestors back for many generations and own at least 20 villages or estates. He should also hold a major office in the Commonwealth.", "targets": "What did powerful leaders of szlachta sought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9e34c1b24f4889871427045137fb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many centuries, wealthy and powerful members of the szlachta sought to gain legal privileges over their peers. Few szlachta were wealthy enough to be known as magnates (karmazyni\u2014the \"Crimsons\", from the crimson colour of their boots). A proper magnate should be able to trace noble ancestors back for many generations and own at least 20 villages or estates. He should also hold a major office in the Commonwealth.", "targets": "What were most szlachtas class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9e34c1b24f4889871427045137fb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many centuries, wealthy and powerful members of the szlachta sought to gain legal privileges over their peers. Few szlachta were wealthy enough to be known as magnates (karmazyni\u2014the \"Crimsons\", from the crimson colour of their boots). A proper magnate should be able to trace noble ancestors back for many generations and own at least 20 villages or estates. He should also hold a major office in the Commonwealth.", "targets": "What is another name for magnates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9e34c1b24f4889871427045137fb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many centuries, wealthy and powerful members of the szlachta sought to gain legal privileges over their peers. Few szlachta were wealthy enough to be known as magnates (karmazyni\u2014the \"Crimsons\", from the crimson colour of their boots). A proper magnate should be able to trace noble ancestors back for many generations and own at least 20 villages or estates. He should also hold a major office in the Commonwealth.", "targets": "A proper magnates own what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9e34c1b24f4889871427045137fb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many centuries, wealthy and powerful members of the szlachta sought to gain legal privileges over their peers. Few szlachta were wealthy enough to be known as magnates (karmazyni\u2014the \"Crimsons\", from the crimson colour of their boots). A proper magnate should be able to trace noble ancestors back for many generations and own at least 20 villages or estates. He should also hold a major office in the Commonwealth.", "targets": "Who is properly in the major office in the commonwealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-903e7c6cd6214734b700584d48b56b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of large animals (c. 8000 BC) resulted in a dramatic increase in social inequality in most of the areas where it occurred; New Guinea being a notable exception. Possession of livestock allowed competition between households and resulted in inherited inequalities of wealth. Neolithic pastoralists who controlled large herds gradually acquired more livestock, and this made economic inequalities more pronounced. However, evidence of social inequality is still disputed, as settlements such as Catal Huyuk reveal a striking lack of difference in the size of homes and burial sites, suggesting a more egalitarian society with no evidence of the concept of capital, although some homes do appear slightly larger or more elaborately decorated than others.", "targets": "What caused a major increase in social inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-903e7c6cd6214734b700584d48b56b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of large animals (c. 8000 BC) resulted in a dramatic increase in social inequality in most of the areas where it occurred; New Guinea being a notable exception. Possession of livestock allowed competition between households and resulted in inherited inequalities of wealth. Neolithic pastoralists who controlled large herds gradually acquired more livestock, and this made economic inequalities more pronounced. However, evidence of social inequality is still disputed, as settlements such as Catal Huyuk reveal a striking lack of difference in the size of homes and burial sites, suggesting a more egalitarian society with no evidence of the concept of capital, although some homes do appear slightly larger or more elaborately decorated than others.", "targets": "What started competition between families for wealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-903e7c6cd6214734b700584d48b56b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of large animals (c. 8000 BC) resulted in a dramatic increase in social inequality in most of the areas where it occurred; New Guinea being a notable exception. Possession of livestock allowed competition between households and resulted in inherited inequalities of wealth. Neolithic pastoralists who controlled large herds gradually acquired more livestock, and this made economic inequalities more pronounced. However, evidence of social inequality is still disputed, as settlements such as Catal Huyuk reveal a striking lack of difference in the size of homes and burial sites, suggesting a more egalitarian society with no evidence of the concept of capital, although some homes do appear slightly larger or more elaborately decorated than others.", "targets": "Who was in possession of large herds that would produce more livestock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-903e7c6cd6214734b700584d48b56b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestication of large animals (c. 8000 BC) resulted in a dramatic increase in social inequality in most of the areas where it occurred; New Guinea being a notable exception. Possession of livestock allowed competition between households and resulted in inherited inequalities of wealth. Neolithic pastoralists who controlled large herds gradually acquired more livestock, and this made economic inequalities more pronounced. However, evidence of social inequality is still disputed, as settlements such as Catal Huyuk reveal a striking lack of difference in the size of homes and burial sites, suggesting a more egalitarian society with no evidence of the concept of capital, although some homes do appear slightly larger or more elaborately decorated than others.", "targets": "What settlement featured equal sized homes with little evidence of capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b4c42e5c2341b7a57605aef1d535ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardigan formed up his unit and charged the length of the Valley of the Balaclava, under fire from Russian batteries in the hills. The charge of the Light Brigade caused 278 casualties of the 700-man unit. The Light Brigade was memorialized in the famous poem by Alfred Lord Tennyson, \"The Charge of the Light Brigade.\" Although traditionally the charge of the Light Brigade was looked upon as a glorious but wasted sacrifice of good men and horses, recent historians say that the charge of the Light Brigade did succeed in at least some of its objectives. The aim of any cavalry charge is to scatter the enemy lines and frighten the enemy off the battlefield. The charge of the Light Brigade had so unnerved the Russian cavalry, which had previously been routed by the Heavy Brigade, that the Russian Cavalry was set to full-scale flight by the subsequent charge of the Light Brigade.:252", "targets": "Who led the charge on the Valley of Balaclava?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b4c42e5c2341b7a57605aef1d535ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardigan formed up his unit and charged the length of the Valley of the Balaclava, under fire from Russian batteries in the hills. The charge of the Light Brigade caused 278 casualties of the 700-man unit. The Light Brigade was memorialized in the famous poem by Alfred Lord Tennyson, \"The Charge of the Light Brigade.\" Although traditionally the charge of the Light Brigade was looked upon as a glorious but wasted sacrifice of good men and horses, recent historians say that the charge of the Light Brigade did succeed in at least some of its objectives. The aim of any cavalry charge is to scatter the enemy lines and frighten the enemy off the battlefield. The charge of the Light Brigade had so unnerved the Russian cavalry, which had previously been routed by the Heavy Brigade, that the Russian Cavalry was set to full-scale flight by the subsequent charge of the Light Brigade.:252", "targets": "Who was Cardigan under fire from when advancing on the Valley of Balaclava?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b4c42e5c2341b7a57605aef1d535ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardigan formed up his unit and charged the length of the Valley of the Balaclava, under fire from Russian batteries in the hills. The charge of the Light Brigade caused 278 casualties of the 700-man unit. The Light Brigade was memorialized in the famous poem by Alfred Lord Tennyson, \"The Charge of the Light Brigade.\" Although traditionally the charge of the Light Brigade was looked upon as a glorious but wasted sacrifice of good men and horses, recent historians say that the charge of the Light Brigade did succeed in at least some of its objectives. The aim of any cavalry charge is to scatter the enemy lines and frighten the enemy off the battlefield. The charge of the Light Brigade had so unnerved the Russian cavalry, which had previously been routed by the Heavy Brigade, that the Russian Cavalry was set to full-scale flight by the subsequent charge of the Light Brigade.:252", "targets": "How many people did Cardigan lose during the Light Brigade?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b4c42e5c2341b7a57605aef1d535ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardigan formed up his unit and charged the length of the Valley of the Balaclava, under fire from Russian batteries in the hills. The charge of the Light Brigade caused 278 casualties of the 700-man unit. The Light Brigade was memorialized in the famous poem by Alfred Lord Tennyson, \"The Charge of the Light Brigade.\" Although traditionally the charge of the Light Brigade was looked upon as a glorious but wasted sacrifice of good men and horses, recent historians say that the charge of the Light Brigade did succeed in at least some of its objectives. The aim of any cavalry charge is to scatter the enemy lines and frighten the enemy off the battlefield. The charge of the Light Brigade had so unnerved the Russian cavalry, which had previously been routed by the Heavy Brigade, that the Russian Cavalry was set to full-scale flight by the subsequent charge of the Light Brigade.:252", "targets": "Who wrote the famous poem about the Light Brigade? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b4c42e5c2341b7a57605aef1d535ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardigan formed up his unit and charged the length of the Valley of the Balaclava, under fire from Russian batteries in the hills. The charge of the Light Brigade caused 278 casualties of the 700-man unit. The Light Brigade was memorialized in the famous poem by Alfred Lord Tennyson, \"The Charge of the Light Brigade.\" Although traditionally the charge of the Light Brigade was looked upon as a glorious but wasted sacrifice of good men and horses, recent historians say that the charge of the Light Brigade did succeed in at least some of its objectives. The aim of any cavalry charge is to scatter the enemy lines and frighten the enemy off the battlefield. The charge of the Light Brigade had so unnerved the Russian cavalry, which had previously been routed by the Heavy Brigade, that the Russian Cavalry was set to full-scale flight by the subsequent charge of the Light Brigade.:252", "targets": "What was the name of the poem that memorialized the Light Brigade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2ab0b2fca242358bf083e035acb703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2016, the Eton College beagling club was accused by the League Against Cruel Sports of undertaking an illegal hare hunt. The allegations were accompanied by a video of the Eton Beagles chasing a hare, as 'the hunt staff urge the beagles on and make no efforts to call the dogs off.' A spokesman representing Eton College released the following statement: \"Eton College takes its legal responsibilities extremely seriously and expects all school activities to comply with the law. We are investigating this allegation as a matter of urgency and will be co-operating fully with the relevant authorities.\" ", "targets": "What was Eton's beagle club accused of in January 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2ab0b2fca242358bf083e035acb703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2016, the Eton College beagling club was accused by the League Against Cruel Sports of undertaking an illegal hare hunt. The allegations were accompanied by a video of the Eton Beagles chasing a hare, as 'the hunt staff urge the beagles on and make no efforts to call the dogs off.' A spokesman representing Eton College released the following statement: \"Eton College takes its legal responsibilities extremely seriously and expects all school activities to comply with the law. We are investigating this allegation as a matter of urgency and will be co-operating fully with the relevant authorities.\" ", "targets": "What evidence was brought forth of a potential hare hunt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2ab0b2fca242358bf083e035acb703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2016, the Eton College beagling club was accused by the League Against Cruel Sports of undertaking an illegal hare hunt. The allegations were accompanied by a video of the Eton Beagles chasing a hare, as 'the hunt staff urge the beagles on and make no efforts to call the dogs off.' A spokesman representing Eton College released the following statement: \"Eton College takes its legal responsibilities extremely seriously and expects all school activities to comply with the law. We are investigating this allegation as a matter of urgency and will be co-operating fully with the relevant authorities.\" ", "targets": "Did Eton's official statement say that they took the matter seriously or frivilously?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4d3b511fbe462c9e16d429c6f9e4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bandolim (Portuguese for \"mandolin\") was a favourite instrument within the Portuguese bourgeoisie of the 19th century, but its rapid spread took it to other places, joining other instruments. Today you can see mandolins as part of the traditional and folk culture of Portuguese singing groups and the majority of the mandolin scene in Portugal is in Madeira Island. Madeira has over 17 active mandolin Orchestras and Tunas. The mandolin virtuoso Fabio Machado is one of Portugal's most accomplished mandolin players. The Portuguese influence brought the mandolin to Brazil.", "targets": "What does bandolim mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4d3b511fbe462c9e16d429c6f9e4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bandolim (Portuguese for \"mandolin\") was a favourite instrument within the Portuguese bourgeoisie of the 19th century, but its rapid spread took it to other places, joining other instruments. Today you can see mandolins as part of the traditional and folk culture of Portuguese singing groups and the majority of the mandolin scene in Portugal is in Madeira Island. Madeira has over 17 active mandolin Orchestras and Tunas. The mandolin virtuoso Fabio Machado is one of Portugal's most accomplished mandolin players. The Portuguese influence brought the mandolin to Brazil.", "targets": "When was the bandolim porpular among the Portugese bourgeoisie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4d3b511fbe462c9e16d429c6f9e4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bandolim (Portuguese for \"mandolin\") was a favourite instrument within the Portuguese bourgeoisie of the 19th century, but its rapid spread took it to other places, joining other instruments. Today you can see mandolins as part of the traditional and folk culture of Portuguese singing groups and the majority of the mandolin scene in Portugal is in Madeira Island. Madeira has over 17 active mandolin Orchestras and Tunas. The mandolin virtuoso Fabio Machado is one of Portugal's most accomplished mandolin players. The Portuguese influence brought the mandolin to Brazil.", "targets": "Where can you see mandolins a part of in Portgal? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4d3b511fbe462c9e16d429c6f9e4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bandolim (Portuguese for \"mandolin\") was a favourite instrument within the Portuguese bourgeoisie of the 19th century, but its rapid spread took it to other places, joining other instruments. Today you can see mandolins as part of the traditional and folk culture of Portuguese singing groups and the majority of the mandolin scene in Portugal is in Madeira Island. Madeira has over 17 active mandolin Orchestras and Tunas. The mandolin virtuoso Fabio Machado is one of Portugal's most accomplished mandolin players. The Portuguese influence brought the mandolin to Brazil.", "targets": "Where is the Portuguese mandolin scene located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4d3b511fbe462c9e16d429c6f9e4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bandolim (Portuguese for \"mandolin\") was a favourite instrument within the Portuguese bourgeoisie of the 19th century, but its rapid spread took it to other places, joining other instruments. Today you can see mandolins as part of the traditional and folk culture of Portuguese singing groups and the majority of the mandolin scene in Portugal is in Madeira Island. Madeira has over 17 active mandolin Orchestras and Tunas. The mandolin virtuoso Fabio Machado is one of Portugal's most accomplished mandolin players. The Portuguese influence brought the mandolin to Brazil.", "targets": "How many active mandolin orchestras does the Madiera Island have? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What changes impressed Gaddafi in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What Egyptian leader impressed Gaddafi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What book instructed Gaddafi in how to stage a coup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "Name one event that occurred in the Arab world during Gaddafi 's childhood that influenced his life."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What political ideology did Nasser implement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What was the nationality of a significant number of teachers in Sabha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "When did the United Arab Republic end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What notable event occurred in 1952?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "From what city did Voice of the Arabs broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792b3267f692428791f2bb22912d4c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many teachers at Sabha were Egyptian, and for the first time Gaddafi had access to pan-Arab newspapers and radio broadcasts, most notably the Cairo-based Voice of the Arabs. Growing up, Gaddafi witnessed significant events rock the Arab world, including the 1948 Arab\u2013Israeli War, the Egyptian Revolution of 1952, the Suez Crisis of 1956, and the short-lived existence of the United Arab Republic between 1958 and 1961. Gaddafi admired the political changes implemented in the Arab Republic of Egypt under his hero, President Gamal Abdel Nasser. Nasser argued for Arab nationalism; the rejection of Western colonialism, neo-colonialism, and Zionism; and a transition from capitalism to socialism. Nasser's book, Philosophy of the Revolution, was a key influence on Gaddafi; outlining how to initiate a coup, it has been described as \"the inspiration and blueprint of [Gaddafi's] revolution.\"", "targets": "What political leader did Gaddafi greatly admire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bd951e4820d4c1ca4cb3ca7339f6bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Nixon administration, advancements in affirmative action became less prevalent. \"During the brief Ford administration, affirmative action took a back seat, while enforcement stumbled along.\":145 Equal rights was still an important subject to many Americans, yet the world was changing and new issues were being raised. People began to look at affirmative action as a glorified issue of the past and now there were other areas that needed focus. \"Of all the triumphs that have marked this as America's Century \u2013...none is more inspiring, if incomplete, than our pursuit of racial justice.\"", "targets": "In terms of advancement, what happened to the progression of affirmative action after the Nixon administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bd951e4820d4c1ca4cb3ca7339f6bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Nixon administration, advancements in affirmative action became less prevalent. \"During the brief Ford administration, affirmative action took a back seat, while enforcement stumbled along.\":145 Equal rights was still an important subject to many Americans, yet the world was changing and new issues were being raised. People began to look at affirmative action as a glorified issue of the past and now there were other areas that needed focus. \"Of all the triumphs that have marked this as America's Century \u2013...none is more inspiring, if incomplete, than our pursuit of racial justice.\"", "targets": "What was one of the primary reasons that the issue of affirmative action lost its momentum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bd951e4820d4c1ca4cb3ca7339f6bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Nixon administration, advancements in affirmative action became less prevalent. \"During the brief Ford administration, affirmative action took a back seat, while enforcement stumbled along.\":145 Equal rights was still an important subject to many Americans, yet the world was changing and new issues were being raised. People began to look at affirmative action as a glorified issue of the past and now there were other areas that needed focus. \"Of all the triumphs that have marked this as America's Century \u2013...none is more inspiring, if incomplete, than our pursuit of racial justice.\"", "targets": "Which administration allowed affirmative action to take a backseat to other issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2954d3081a6544b9890561c936bdeebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By far the largest military action in which the United States engaged during this era was the War of 1812. With Britain locked in a major war with Napoleon's France, its policy was to block American shipments to France. The United States sought to remain neutral while pursuing overseas trade. Britain cut the trade and impressed seamen on American ships into the Royal Navy, despite intense protests. Britain supported an Indian insurrection in the American Midwest, with the goal of creating an Indian state there that would block American expansion. The United States finally declared war on the United Kingdom in 1812, the first time the U.S. had officially declared war. Not hopeful of defeating the Royal Navy, the U.S. attacked the British Empire by invading British Canada, hoping to use captured territory as a bargaining chip. The invasion of Canada was a debacle, though concurrent wars with Native Americans on the western front (Tecumseh's War and the Creek War) were more successful. After defeating Napoleon in 1814, Britain sent large veteran armies to invade New York, raid Washington and capture the key control of the Mississippi River at New Orleans. The New York invasion was a fiasco after the much larger British army retreated to Canada. The raiders succeeded in the burning of Washington on 25 August 1814, but were repulsed in their Chesapeake Bay Campaign at the Battle of Baltimore and the British commander killed. The major invasion in Louisiana was stopped by a one-sided military battle that killed the top three British generals and thousands of soldiers. The winners were the commanding general of the Battle of New Orleans, Major General Andrew Jackson, who became president and the Americans who basked in a victory over a much more powerful nation. The peace treaty proved successful, and the U.S. and Britain never again went to war. The losers were the Indians, who never gained the independent territory in the Midwest promised by Britain.", "targets": "What was the biggest war the US got involved with in the early 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2954d3081a6544b9890561c936bdeebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By far the largest military action in which the United States engaged during this era was the War of 1812. With Britain locked in a major war with Napoleon's France, its policy was to block American shipments to France. The United States sought to remain neutral while pursuing overseas trade. Britain cut the trade and impressed seamen on American ships into the Royal Navy, despite intense protests. Britain supported an Indian insurrection in the American Midwest, with the goal of creating an Indian state there that would block American expansion. The United States finally declared war on the United Kingdom in 1812, the first time the U.S. had officially declared war. Not hopeful of defeating the Royal Navy, the U.S. attacked the British Empire by invading British Canada, hoping to use captured territory as a bargaining chip. The invasion of Canada was a debacle, though concurrent wars with Native Americans on the western front (Tecumseh's War and the Creek War) were more successful. After defeating Napoleon in 1814, Britain sent large veteran armies to invade New York, raid Washington and capture the key control of the Mississippi River at New Orleans. The New York invasion was a fiasco after the much larger British army retreated to Canada. The raiders succeeded in the burning of Washington on 25 August 1814, but were repulsed in their Chesapeake Bay Campaign at the Battle of Baltimore and the British commander killed. The major invasion in Louisiana was stopped by a one-sided military battle that killed the top three British generals and thousands of soldiers. The winners were the commanding general of the Battle of New Orleans, Major General Andrew Jackson, who became president and the Americans who basked in a victory over a much more powerful nation. The peace treaty proved successful, and the U.S. and Britain never again went to war. The losers were the Indians, who never gained the independent territory in the Midwest promised by Britain.", "targets": "What conflict caused Britain to blockade trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2954d3081a6544b9890561c936bdeebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By far the largest military action in which the United States engaged during this era was the War of 1812. With Britain locked in a major war with Napoleon's France, its policy was to block American shipments to France. The United States sought to remain neutral while pursuing overseas trade. Britain cut the trade and impressed seamen on American ships into the Royal Navy, despite intense protests. Britain supported an Indian insurrection in the American Midwest, with the goal of creating an Indian state there that would block American expansion. The United States finally declared war on the United Kingdom in 1812, the first time the U.S. had officially declared war. Not hopeful of defeating the Royal Navy, the U.S. attacked the British Empire by invading British Canada, hoping to use captured territory as a bargaining chip. The invasion of Canada was a debacle, though concurrent wars with Native Americans on the western front (Tecumseh's War and the Creek War) were more successful. After defeating Napoleon in 1814, Britain sent large veteran armies to invade New York, raid Washington and capture the key control of the Mississippi River at New Orleans. The New York invasion was a fiasco after the much larger British army retreated to Canada. The raiders succeeded in the burning of Washington on 25 August 1814, but were repulsed in their Chesapeake Bay Campaign at the Battle of Baltimore and the British commander killed. The major invasion in Louisiana was stopped by a one-sided military battle that killed the top three British generals and thousands of soldiers. The winners were the commanding general of the Battle of New Orleans, Major General Andrew Jackson, who became president and the Americans who basked in a victory over a much more powerful nation. The peace treaty proved successful, and the U.S. and Britain never again went to war. The losers were the Indians, who never gained the independent territory in the Midwest promised by Britain.", "targets": "What uprising did Britain support in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2954d3081a6544b9890561c936bdeebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By far the largest military action in which the United States engaged during this era was the War of 1812. With Britain locked in a major war with Napoleon's France, its policy was to block American shipments to France. The United States sought to remain neutral while pursuing overseas trade. Britain cut the trade and impressed seamen on American ships into the Royal Navy, despite intense protests. Britain supported an Indian insurrection in the American Midwest, with the goal of creating an Indian state there that would block American expansion. The United States finally declared war on the United Kingdom in 1812, the first time the U.S. had officially declared war. Not hopeful of defeating the Royal Navy, the U.S. attacked the British Empire by invading British Canada, hoping to use captured territory as a bargaining chip. The invasion of Canada was a debacle, though concurrent wars with Native Americans on the western front (Tecumseh's War and the Creek War) were more successful. After defeating Napoleon in 1814, Britain sent large veteran armies to invade New York, raid Washington and capture the key control of the Mississippi River at New Orleans. The New York invasion was a fiasco after the much larger British army retreated to Canada. The raiders succeeded in the burning of Washington on 25 August 1814, but were repulsed in their Chesapeake Bay Campaign at the Battle of Baltimore and the British commander killed. The major invasion in Louisiana was stopped by a one-sided military battle that killed the top three British generals and thousands of soldiers. The winners were the commanding general of the Battle of New Orleans, Major General Andrew Jackson, who became president and the Americans who basked in a victory over a much more powerful nation. The peace treaty proved successful, and the U.S. and Britain never again went to war. The losers were the Indians, who never gained the independent territory in the Midwest promised by Britain.", "targets": "What country was the first the US ever declared war upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2954d3081a6544b9890561c936bdeebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By far the largest military action in which the United States engaged during this era was the War of 1812. With Britain locked in a major war with Napoleon's France, its policy was to block American shipments to France. The United States sought to remain neutral while pursuing overseas trade. Britain cut the trade and impressed seamen on American ships into the Royal Navy, despite intense protests. Britain supported an Indian insurrection in the American Midwest, with the goal of creating an Indian state there that would block American expansion. The United States finally declared war on the United Kingdom in 1812, the first time the U.S. had officially declared war. Not hopeful of defeating the Royal Navy, the U.S. attacked the British Empire by invading British Canada, hoping to use captured territory as a bargaining chip. The invasion of Canada was a debacle, though concurrent wars with Native Americans on the western front (Tecumseh's War and the Creek War) were more successful. After defeating Napoleon in 1814, Britain sent large veteran armies to invade New York, raid Washington and capture the key control of the Mississippi River at New Orleans. The New York invasion was a fiasco after the much larger British army retreated to Canada. The raiders succeeded in the burning of Washington on 25 August 1814, but were repulsed in their Chesapeake Bay Campaign at the Battle of Baltimore and the British commander killed. The major invasion in Louisiana was stopped by a one-sided military battle that killed the top three British generals and thousands of soldiers. The winners were the commanding general of the Battle of New Orleans, Major General Andrew Jackson, who became president and the Americans who basked in a victory over a much more powerful nation. The peace treaty proved successful, and the U.S. and Britain never again went to war. The losers were the Indians, who never gained the independent territory in the Midwest promised by Britain.", "targets": "What was the initial US strategy in the War of 1812?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02ab0eafda034a04bf086415676263e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were 230,233 households, 29.4% of which had children under the age of 18 living with them, 43.4% were married couples living together, 13.9% had a female householder with no husband present, and 37.4% were non-families. One person households account for 30.5% of all households and 8.7% of all households had someone living alone who is 65 years of age or older. The average household size was 2.47 and the average family size was 3.11.", "targets": "How many households were in Oklahoma city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02ab0eafda034a04bf086415676263e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were 230,233 households, 29.4% of which had children under the age of 18 living with them, 43.4% were married couples living together, 13.9% had a female householder with no husband present, and 37.4% were non-families. One person households account for 30.5% of all households and 8.7% of all households had someone living alone who is 65 years of age or older. The average household size was 2.47 and the average family size was 3.11.", "targets": "What demographic was the most percentage of the households in total?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02ab0eafda034a04bf086415676263e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were 230,233 households, 29.4% of which had children under the age of 18 living with them, 43.4% were married couples living together, 13.9% had a female householder with no husband present, and 37.4% were non-families. One person households account for 30.5% of all households and 8.7% of all households had someone living alone who is 65 years of age or older. The average household size was 2.47 and the average family size was 3.11.", "targets": "What is the average size for households?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02ab0eafda034a04bf086415676263e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were 230,233 households, 29.4% of which had children under the age of 18 living with them, 43.4% were married couples living together, 13.9% had a female householder with no husband present, and 37.4% were non-families. One person households account for 30.5% of all households and 8.7% of all households had someone living alone who is 65 years of age or older. The average household size was 2.47 and the average family size was 3.11.", "targets": "What is the average size for families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02ab0eafda034a04bf086415676263e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were 230,233 households, 29.4% of which had children under the age of 18 living with them, 43.4% were married couples living together, 13.9% had a female householder with no husband present, and 37.4% were non-families. One person households account for 30.5% of all households and 8.7% of all households had someone living alone who is 65 years of age or older. The average household size was 2.47 and the average family size was 3.11.", "targets": "What is the second highest demographic for households?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1f00ada09846cbbedc737e359536a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several systems were proposed as the new standard for the US, including the Japanese MUSE system, but all were rejected by the FCC because of their higher bandwidth requirements. At this time, the number of television channels was growing rapidly and bandwidth was already a problem. A new standard had to be more efficient, needing less bandwidth for HDTV than the existing NTSC.", "targets": "Why did the FCC reject systems such as MUSE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1f00ada09846cbbedc737e359536a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several systems were proposed as the new standard for the US, including the Japanese MUSE system, but all were rejected by the FCC because of their higher bandwidth requirements. At this time, the number of television channels was growing rapidly and bandwidth was already a problem. A new standard had to be more efficient, needing less bandwidth for HDTV than the existing NTSC.", "targets": "What was increasing and consuming a lot of bandwidth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1f00ada09846cbbedc737e359536a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several systems were proposed as the new standard for the US, including the Japanese MUSE system, but all were rejected by the FCC because of their higher bandwidth requirements. At this time, the number of television channels was growing rapidly and bandwidth was already a problem. A new standard had to be more efficient, needing less bandwidth for HDTV than the existing NTSC.", "targets": "Who rejected systems such as MUSE as the new standard for the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1f00ada09846cbbedc737e359536a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several systems were proposed as the new standard for the US, including the Japanese MUSE system, but all were rejected by the FCC because of their higher bandwidth requirements. At this time, the number of television channels was growing rapidly and bandwidth was already a problem. A new standard had to be more efficient, needing less bandwidth for HDTV than the existing NTSC.", "targets": "What was one of the requirements for a new standard system in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1f00ada09846cbbedc737e359536a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several systems were proposed as the new standard for the US, including the Japanese MUSE system, but all were rejected by the FCC because of their higher bandwidth requirements. At this time, the number of television channels was growing rapidly and bandwidth was already a problem. A new standard had to be more efficient, needing less bandwidth for HDTV than the existing NTSC.", "targets": "What was the existing system at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df8f3e8802ea4935b7939b61b5e7552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Biblioth\u00e8que nationale et universitaire (BNU) is, with its collection of more than 3,000,000 titles, the second largest library in France after the Biblioth\u00e8que nationale de France. It was founded by the German administration after the complete destruction of the previous municipal library in 1871 and holds the unique status of being simultaneously a students' and a national library. The Strasbourg municipal library had been marked erroneously as \"City Hall\" in a French commercial map, which had been captured and used by the German artillery to lay their guns. A librarian from Munich later pointed out \"...that the destruction of the precious collection was not the fault of a German artillery officer, who used the French map, but of the slovenly and inaccurate scholarship of a Frenchman.\"", "targets": "What is the second largest library in France? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df8f3e8802ea4935b7939b61b5e7552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Biblioth\u00e8que nationale et universitaire (BNU) is, with its collection of more than 3,000,000 titles, the second largest library in France after the Biblioth\u00e8que nationale de France. It was founded by the German administration after the complete destruction of the previous municipal library in 1871 and holds the unique status of being simultaneously a students' and a national library. The Strasbourg municipal library had been marked erroneously as \"City Hall\" in a French commercial map, which had been captured and used by the German artillery to lay their guns. A librarian from Munich later pointed out \"...that the destruction of the precious collection was not the fault of a German artillery officer, who used the French map, but of the slovenly and inaccurate scholarship of a Frenchman.\"", "targets": "How many titles does the library have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df8f3e8802ea4935b7939b61b5e7552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Biblioth\u00e8que nationale et universitaire (BNU) is, with its collection of more than 3,000,000 titles, the second largest library in France after the Biblioth\u00e8que nationale de France. It was founded by the German administration after the complete destruction of the previous municipal library in 1871 and holds the unique status of being simultaneously a students' and a national library. The Strasbourg municipal library had been marked erroneously as \"City Hall\" in a French commercial map, which had been captured and used by the German artillery to lay their guns. A librarian from Munich later pointed out \"...that the destruction of the precious collection was not the fault of a German artillery officer, who used the French map, but of the slovenly and inaccurate scholarship of a Frenchman.\"", "targets": "Who founded the library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df8f3e8802ea4935b7939b61b5e7552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Biblioth\u00e8que nationale et universitaire (BNU) is, with its collection of more than 3,000,000 titles, the second largest library in France after the Biblioth\u00e8que nationale de France. It was founded by the German administration after the complete destruction of the previous municipal library in 1871 and holds the unique status of being simultaneously a students' and a national library. The Strasbourg municipal library had been marked erroneously as \"City Hall\" in a French commercial map, which had been captured and used by the German artillery to lay their guns. A librarian from Munich later pointed out \"...that the destruction of the precious collection was not the fault of a German artillery officer, who used the French map, but of the slovenly and inaccurate scholarship of a Frenchman.\"", "targets": "When was the previous library destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df8f3e8802ea4935b7939b61b5e7552f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Biblioth\u00e8que nationale et universitaire (BNU) is, with its collection of more than 3,000,000 titles, the second largest library in France after the Biblioth\u00e8que nationale de France. It was founded by the German administration after the complete destruction of the previous municipal library in 1871 and holds the unique status of being simultaneously a students' and a national library. The Strasbourg municipal library had been marked erroneously as \"City Hall\" in a French commercial map, which had been captured and used by the German artillery to lay their guns. A librarian from Munich later pointed out \"...that the destruction of the precious collection was not the fault of a German artillery officer, who used the French map, but of the slovenly and inaccurate scholarship of a Frenchman.\"", "targets": "What was the library marked as on the map?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f551f0574844d68a4f20d67115bc1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religions in Zhejiang are Chinese folk religions, Taoist traditions and Chinese Buddhism. According to surveys conducted in 2007 and 2009, 23.02% of the population believes and is involved in cults of ancestors, while 2.62% of the population identifies as Christian, decreasing from 3.92% in 2004. The reports didn't give figures for other types of religion; 74.36% of the population may be either irreligious or involved in worship of nature deities, Buddhism, Confucianism, Taoism, folk religious sects, and small minorities of Muslims.", "targets": "What is another predominant religion of Zhejiang besides Chinese folk religions and Taoist traditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f551f0574844d68a4f20d67115bc1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religions in Zhejiang are Chinese folk religions, Taoist traditions and Chinese Buddhism. According to surveys conducted in 2007 and 2009, 23.02% of the population believes and is involved in cults of ancestors, while 2.62% of the population identifies as Christian, decreasing from 3.92% in 2004. The reports didn't give figures for other types of religion; 74.36% of the population may be either irreligious or involved in worship of nature deities, Buddhism, Confucianism, Taoism, folk religious sects, and small minorities of Muslims.", "targets": "According to surveys in 2007 and 2009, what percent of the population believes in cults of ancestors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f551f0574844d68a4f20d67115bc1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religions in Zhejiang are Chinese folk religions, Taoist traditions and Chinese Buddhism. According to surveys conducted in 2007 and 2009, 23.02% of the population believes and is involved in cults of ancestors, while 2.62% of the population identifies as Christian, decreasing from 3.92% in 2004. The reports didn't give figures for other types of religion; 74.36% of the population may be either irreligious or involved in worship of nature deities, Buddhism, Confucianism, Taoism, folk religious sects, and small minorities of Muslims.", "targets": "According to surveys in 2007 and 2009, what percent of the population identifies as Christian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f551f0574844d68a4f20d67115bc1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religions in Zhejiang are Chinese folk religions, Taoist traditions and Chinese Buddhism. According to surveys conducted in 2007 and 2009, 23.02% of the population believes and is involved in cults of ancestors, while 2.62% of the population identifies as Christian, decreasing from 3.92% in 2004. The reports didn't give figures for other types of religion; 74.36% of the population may be either irreligious or involved in worship of nature deities, Buddhism, Confucianism, Taoism, folk religious sects, and small minorities of Muslims.", "targets": "What percent of the population identified as Christians in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f551f0574844d68a4f20d67115bc1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religions in Zhejiang are Chinese folk religions, Taoist traditions and Chinese Buddhism. According to surveys conducted in 2007 and 2009, 23.02% of the population believes and is involved in cults of ancestors, while 2.62% of the population identifies as Christian, decreasing from 3.92% in 2004. The reports didn't give figures for other types of religion; 74.36% of the population may be either irreligious or involved in worship of nature deities, Buddhism, Confucianism, Taoism, folk religious sects, and small minorities of Muslims.", "targets": "What percent of the population may be irreligious?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "\"An Account of Further Discoveries in Air\" was published by who in 1775?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "What was the occupation of Joseph Priestley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "The symbol for mercuric oxide is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "By sunlight, what compound did  Priestley concentrate on to make the gas he called \"dephlogisticated air\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "What chemical did Priestley use in his experiments on oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "What did Priestley name the gas his experiment produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "In what year did Priestley publish the findings of his experiments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "Why is Priestley usually given credit for being first to discover oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2724d0f62658484eac93fec39b670e7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the meantime, on August 1, 1774, an experiment conducted by the British clergyman Joseph Priestley focused sunlight on mercuric oxide (HgO) inside a glass tube, which liberated a gas he named \"dephlogisticated air\". He noted that candles burned brighter in the gas and that a mouse was more active and lived longer while breathing it. After breathing the gas himself, he wrote: \"The feeling of it to my lungs was not sensibly different from that of common air, but I fancied that my breast felt peculiarly light and easy for some time afterwards.\" Priestley published his findings in 1775 in a paper titled \"An Account of Further Discoveries in Air\" which was included in the second volume of his book titled Experiments and Observations on Different Kinds of Air. Because he published his findings first, Priestley is usually given priority in the discovery.", "targets": "What effect did breathing Priestley's discovered gas have on the experiment's mouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fde762709c2a473e96d646ff377c83eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War marked the ascendancy of France to the position of pre-eminent power on the Continent,:411 the continued decline of the Ottoman Empire, and the beginning of a decline for Tsarist Russia. As Fuller notes, \"Russia had been beaten on the Crimean peninsula, and the military feared that it would inevitably be beaten again unless steps were taken to surmount its military weakness.\" The Crimean War marks the demise of the Concert of Europe, the balance of power that had dominated Europe since the Congress of Vienna in 1815, and which had included France, Russia, Austria and the United Kingdom.", "targets": "France rose to power after what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fde762709c2a473e96d646ff377c83eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War marked the ascendancy of France to the position of pre-eminent power on the Continent,:411 the continued decline of the Ottoman Empire, and the beginning of a decline for Tsarist Russia. As Fuller notes, \"Russia had been beaten on the Crimean peninsula, and the military feared that it would inevitably be beaten again unless steps were taken to surmount its military weakness.\" The Crimean War marks the demise of the Concert of Europe, the balance of power that had dominated Europe since the Congress of Vienna in 1815, and which had included France, Russia, Austria and the United Kingdom.", "targets": "What empire declined after the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fde762709c2a473e96d646ff377c83eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War marked the ascendancy of France to the position of pre-eminent power on the Continent,:411 the continued decline of the Ottoman Empire, and the beginning of a decline for Tsarist Russia. As Fuller notes, \"Russia had been beaten on the Crimean peninsula, and the military feared that it would inevitably be beaten again unless steps were taken to surmount its military weakness.\" The Crimean War marks the demise of the Concert of Europe, the balance of power that had dominated Europe since the Congress of Vienna in 1815, and which had included France, Russia, Austria and the United Kingdom.", "targets": "The Crimean war marked the end of what dominant European power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6594fca4a62485a84248d89f06dc601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal \"academic value\" to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.", "targets": "What is not as common in open education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6594fca4a62485a84248d89f06dc601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal \"academic value\" to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.", "targets": "Which University offers conventional degrees? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6594fca4a62485a84248d89f06dc601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal \"academic value\" to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.", "targets": "What do most open education sources offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What effect does trade with poorer countries have on the workers in richer countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What effect does trade with richer countries have on the workers in poorer countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What has a bigger impact on the United States' economy more than trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What has replaced lower skilled workers in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What scale does trade liberalization shift economic inequality from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "When rich countries trade with poor countries, whose wages increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What does Paul Krugmen think has had an observable effect on inequality in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "Compared to other causes, the effect of trade on inequality in America is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075232b04a3a4b5896410f26fa1ded1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trade liberalization may shift economic inequality from a global to a domestic scale. When rich countries trade with poor countries, the low-skilled workers in the rich countries may see reduced wages as a result of the competition, while low-skilled workers in the poor countries may see increased wages. Trade economist Paul Krugman estimates that trade liberalisation has had a measurable effect on the rising inequality in the United States. He attributes this trend to increased trade with poor countries and the fragmentation of the means of production, resulting in low skilled jobs becoming more tradeable. However, he concedes that the effect of trade on inequality in America is minor when compared to other causes, such as technological innovation, a view shared by other experts. Empirical economists Max Roser and Jesus Crespo-Cuaresma find support in the data that international trade is increasing income inequality. They empirically confirm the predictions of the Stolper\u2013Samuelson theorem regarding the effects of international trade on the distribution of incomes. Lawrence Katz estimates that trade has only accounted for 5-15% of rising income inequality. Robert Lawrence argues that technological innovation and automation has meant that low-skilled jobs have been replaced by machine labor in wealthier nations, and that wealthier countries no longer have significant numbers of low-skilled manufacturing workers that could be affected by competition from poor countries.", "targets": "What has technological innovation and automation replaced low-skilled jobs with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65cf274f66d7403a93fc098b414feb02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the lengthy Iraq disarmament crisis culminated with an American demand that Iraqi President Saddam Hussein leave Iraq, which was refused, a coalition led by the United States and the United Kingdom fought the Iraqi army in the 2003 invasion of Iraq. Approximately 250,000 United States troops, with support from 45,000 British, 2,000 Australian and 200 Polish combat forces, entered Iraq primarily through their staging area in Kuwait. (Turkey had refused to permit its territory to be used for an invasion from the north.) Coalition forces also supported Iraqi Kurdish militia, estimated to number upwards of 50,000. After approximately three weeks of fighting, Hussein and the Ba'ath Party were forcibly removed, followed by 9 years of military presence by the United States and the coalition fighting alongside the newly elected Iraqi government against various insurgent groups.", "targets": "What demand did the US make before invading Iraq in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65cf274f66d7403a93fc098b414feb02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the lengthy Iraq disarmament crisis culminated with an American demand that Iraqi President Saddam Hussein leave Iraq, which was refused, a coalition led by the United States and the United Kingdom fought the Iraqi army in the 2003 invasion of Iraq. Approximately 250,000 United States troops, with support from 45,000 British, 2,000 Australian and 200 Polish combat forces, entered Iraq primarily through their staging area in Kuwait. (Turkey had refused to permit its territory to be used for an invasion from the north.) Coalition forces also supported Iraqi Kurdish militia, estimated to number upwards of 50,000. After approximately three weeks of fighting, Hussein and the Ba'ath Party were forcibly removed, followed by 9 years of military presence by the United States and the coalition fighting alongside the newly elected Iraqi government against various insurgent groups.", "targets": "How many US troops participated in the invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65cf274f66d7403a93fc098b414feb02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the lengthy Iraq disarmament crisis culminated with an American demand that Iraqi President Saddam Hussein leave Iraq, which was refused, a coalition led by the United States and the United Kingdom fought the Iraqi army in the 2003 invasion of Iraq. Approximately 250,000 United States troops, with support from 45,000 British, 2,000 Australian and 200 Polish combat forces, entered Iraq primarily through their staging area in Kuwait. (Turkey had refused to permit its territory to be used for an invasion from the north.) Coalition forces also supported Iraqi Kurdish militia, estimated to number upwards of 50,000. After approximately three weeks of fighting, Hussein and the Ba'ath Party were forcibly removed, followed by 9 years of military presence by the United States and the coalition fighting alongside the newly elected Iraqi government against various insurgent groups.", "targets": "What country refused to allow forces to stage within it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65cf274f66d7403a93fc098b414feb02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the lengthy Iraq disarmament crisis culminated with an American demand that Iraqi President Saddam Hussein leave Iraq, which was refused, a coalition led by the United States and the United Kingdom fought the Iraqi army in the 2003 invasion of Iraq. Approximately 250,000 United States troops, with support from 45,000 British, 2,000 Australian and 200 Polish combat forces, entered Iraq primarily through their staging area in Kuwait. (Turkey had refused to permit its territory to be used for an invasion from the north.) Coalition forces also supported Iraqi Kurdish militia, estimated to number upwards of 50,000. After approximately three weeks of fighting, Hussein and the Ba'ath Party were forcibly removed, followed by 9 years of military presence by the United States and the coalition fighting alongside the newly elected Iraqi government against various insurgent groups.", "targets": "How long did the first phase of fighting last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65cf274f66d7403a93fc098b414feb02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the lengthy Iraq disarmament crisis culminated with an American demand that Iraqi President Saddam Hussein leave Iraq, which was refused, a coalition led by the United States and the United Kingdom fought the Iraqi army in the 2003 invasion of Iraq. Approximately 250,000 United States troops, with support from 45,000 British, 2,000 Australian and 200 Polish combat forces, entered Iraq primarily through their staging area in Kuwait. (Turkey had refused to permit its territory to be used for an invasion from the north.) Coalition forces also supported Iraqi Kurdish militia, estimated to number upwards of 50,000. After approximately three weeks of fighting, Hussein and the Ba'ath Party were forcibly removed, followed by 9 years of military presence by the United States and the coalition fighting alongside the newly elected Iraqi government against various insurgent groups.", "targets": "How long did the US and its coalition partners have to occupy Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c08dcb573ef44b1bc62380adde13ccd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consuls of the Roman Republic were the highest ranking ordinary magistrates; each consul served for one year. Consuls had supreme power in both civil and military matters. While in the city of Rome, the consuls were the head of the Roman government. They would preside over the senate and the assemblies. While abroad, each consul would command an army. His authority abroad would be nearly absolute. Praetors administered civil law and commanded provincial armies. Every five years, two censors were elected for an 18-month term, during which they would conduct a census. During the census, they could enroll citizens in the senate, or purge them from the senate. Aediles were officers elected to conduct domestic affairs in Rome, such as managing public games and shows. The quaestors would usually assist the consuls in Rome, and the governors in the provinces. Their duties were often financial.", "targets": "Which official had supremacy in both civil and military matters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c08dcb573ef44b1bc62380adde13ccd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consuls of the Roman Republic were the highest ranking ordinary magistrates; each consul served for one year. Consuls had supreme power in both civil and military matters. While in the city of Rome, the consuls were the head of the Roman government. They would preside over the senate and the assemblies. While abroad, each consul would command an army. His authority abroad would be nearly absolute. Praetors administered civil law and commanded provincial armies. Every five years, two censors were elected for an 18-month term, during which they would conduct a census. During the census, they could enroll citizens in the senate, or purge them from the senate. Aediles were officers elected to conduct domestic affairs in Rome, such as managing public games and shows. The quaestors would usually assist the consuls in Rome, and the governors in the provinces. Their duties were often financial.", "targets": "Who was responsible for the adminstration of civil laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c08dcb573ef44b1bc62380adde13ccd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consuls of the Roman Republic were the highest ranking ordinary magistrates; each consul served for one year. Consuls had supreme power in both civil and military matters. While in the city of Rome, the consuls were the head of the Roman government. They would preside over the senate and the assemblies. While abroad, each consul would command an army. His authority abroad would be nearly absolute. Praetors administered civil law and commanded provincial armies. Every five years, two censors were elected for an 18-month term, during which they would conduct a census. During the census, they could enroll citizens in the senate, or purge them from the senate. Aediles were officers elected to conduct domestic affairs in Rome, such as managing public games and shows. The quaestors would usually assist the consuls in Rome, and the governors in the provinces. Their duties were often financial.", "targets": "Who was responsible for the handling of the Roman census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c08dcb573ef44b1bc62380adde13ccd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consuls of the Roman Republic were the highest ranking ordinary magistrates; each consul served for one year. Consuls had supreme power in both civil and military matters. While in the city of Rome, the consuls were the head of the Roman government. They would preside over the senate and the assemblies. While abroad, each consul would command an army. His authority abroad would be nearly absolute. Praetors administered civil law and commanded provincial armies. Every five years, two censors were elected for an 18-month term, during which they would conduct a census. During the census, they could enroll citizens in the senate, or purge them from the senate. Aediles were officers elected to conduct domestic affairs in Rome, such as managing public games and shows. The quaestors would usually assist the consuls in Rome, and the governors in the provinces. Their duties were often financial.", "targets": "How long could an elected censor remain in office for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c08dcb573ef44b1bc62380adde13ccd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consuls of the Roman Republic were the highest ranking ordinary magistrates; each consul served for one year. Consuls had supreme power in both civil and military matters. While in the city of Rome, the consuls were the head of the Roman government. They would preside over the senate and the assemblies. While abroad, each consul would command an army. His authority abroad would be nearly absolute. Praetors administered civil law and commanded provincial armies. Every five years, two censors were elected for an 18-month term, during which they would conduct a census. During the census, they could enroll citizens in the senate, or purge them from the senate. Aediles were officers elected to conduct domestic affairs in Rome, such as managing public games and shows. The quaestors would usually assist the consuls in Rome, and the governors in the provinces. Their duties were often financial.", "targets": "What officer primarily had duties over finance matters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ef266b991764ab4a6be6d2208ed8ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the few bright spots during this season were the midseason crime dramedy Castle as well as the success of two family sitcoms that anchored the network's revamped Wednesday comedy lineup, The Middle and Modern Family, the latter of which was both a critical and commercial success. Shark Tank (based on the Dragon's Den reality format) also became a midseason sleeper hit on Sundays in the spring of 2010; the following season, it became the tentpole of the network's Friday night schedule, gradually helping make ABC a strong competitor (after being paired with 20/20 and beginning with the 2012\u201313 season, the Tim Allen sitcom Last Man Standing) against CBS' long-dominant drama/reality lineup on that night for the first time since the \"TGIF\" lineup ended in 2000.", "targets": "What two comedies were featured on ABC's new Wednesday comedy lineup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ef266b991764ab4a6be6d2208ed8ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the few bright spots during this season were the midseason crime dramedy Castle as well as the success of two family sitcoms that anchored the network's revamped Wednesday comedy lineup, The Middle and Modern Family, the latter of which was both a critical and commercial success. Shark Tank (based on the Dragon's Den reality format) also became a midseason sleeper hit on Sundays in the spring of 2010; the following season, it became the tentpole of the network's Friday night schedule, gradually helping make ABC a strong competitor (after being paired with 20/20 and beginning with the 2012\u201313 season, the Tim Allen sitcom Last Man Standing) against CBS' long-dominant drama/reality lineup on that night for the first time since the \"TGIF\" lineup ended in 2000.", "targets": "Shark Tank was based on what other reality show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ef266b991764ab4a6be6d2208ed8ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the few bright spots during this season were the midseason crime dramedy Castle as well as the success of two family sitcoms that anchored the network's revamped Wednesday comedy lineup, The Middle and Modern Family, the latter of which was both a critical and commercial success. Shark Tank (based on the Dragon's Den reality format) also became a midseason sleeper hit on Sundays in the spring of 2010; the following season, it became the tentpole of the network's Friday night schedule, gradually helping make ABC a strong competitor (after being paired with 20/20 and beginning with the 2012\u201313 season, the Tim Allen sitcom Last Man Standing) against CBS' long-dominant drama/reality lineup on that night for the first time since the \"TGIF\" lineup ended in 2000.", "targets": "What day of the week did Shark Tank debut on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ef266b991764ab4a6be6d2208ed8ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the few bright spots during this season were the midseason crime dramedy Castle as well as the success of two family sitcoms that anchored the network's revamped Wednesday comedy lineup, The Middle and Modern Family, the latter of which was both a critical and commercial success. Shark Tank (based on the Dragon's Den reality format) also became a midseason sleeper hit on Sundays in the spring of 2010; the following season, it became the tentpole of the network's Friday night schedule, gradually helping make ABC a strong competitor (after being paired with 20/20 and beginning with the 2012\u201313 season, the Tim Allen sitcom Last Man Standing) against CBS' long-dominant drama/reality lineup on that night for the first time since the \"TGIF\" lineup ended in 2000.", "targets": "In 2012-13, ABC debuted a comedy Last Man Standing starring who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dbba841d09b4f31b0d4cc880200ecaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To relieve pressure from the expected German attack into Alsace-Lorraine, Napoleon III and the French high command planned a seaborne invasion of northern Germany as soon as war began. The French expected the invasion to divert German troops and to encourage Denmark to join in the war, with its 50,000-strong army and the Royal Danish Navy. It was discovered that Prussia had recently built defences around the big North German ports, including coastal artillery batteries with Krupp heavy artillery, which with a range of 4,000 yards (3,700 m), had double the range of French naval guns. The French Navy lacked the heavy guns to engage the coastal defences and the topography of the Prussian coast made a seaborne invasion of northern Germany impossible.", "targets": "What did Napoleon III plan to relieve pressure from an expected German attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dbba841d09b4f31b0d4cc880200ecaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To relieve pressure from the expected German attack into Alsace-Lorraine, Napoleon III and the French high command planned a seaborne invasion of northern Germany as soon as war began. The French expected the invasion to divert German troops and to encourage Denmark to join in the war, with its 50,000-strong army and the Royal Danish Navy. It was discovered that Prussia had recently built defences around the big North German ports, including coastal artillery batteries with Krupp heavy artillery, which with a range of 4,000 yards (3,700 m), had double the range of French naval guns. The French Navy lacked the heavy guns to engage the coastal defences and the topography of the Prussian coast made a seaborne invasion of northern Germany impossible.", "targets": "What country were the French hoping to be allied with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dbba841d09b4f31b0d4cc880200ecaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To relieve pressure from the expected German attack into Alsace-Lorraine, Napoleon III and the French high command planned a seaborne invasion of northern Germany as soon as war began. The French expected the invasion to divert German troops and to encourage Denmark to join in the war, with its 50,000-strong army and the Royal Danish Navy. It was discovered that Prussia had recently built defences around the big North German ports, including coastal artillery batteries with Krupp heavy artillery, which with a range of 4,000 yards (3,700 m), had double the range of French naval guns. The French Navy lacked the heavy guns to engage the coastal defences and the topography of the Prussian coast made a seaborne invasion of northern Germany impossible.", "targets": "What military strength could Denmark to France in a war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dbba841d09b4f31b0d4cc880200ecaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To relieve pressure from the expected German attack into Alsace-Lorraine, Napoleon III and the French high command planned a seaborne invasion of northern Germany as soon as war began. The French expected the invasion to divert German troops and to encourage Denmark to join in the war, with its 50,000-strong army and the Royal Danish Navy. It was discovered that Prussia had recently built defences around the big North German ports, including coastal artillery batteries with Krupp heavy artillery, which with a range of 4,000 yards (3,700 m), had double the range of French naval guns. The French Navy lacked the heavy guns to engage the coastal defences and the topography of the Prussian coast made a seaborne invasion of northern Germany impossible.", "targets": "What had Prussia been discovered building around big north German ports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dbba841d09b4f31b0d4cc880200ecaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To relieve pressure from the expected German attack into Alsace-Lorraine, Napoleon III and the French high command planned a seaborne invasion of northern Germany as soon as war began. The French expected the invasion to divert German troops and to encourage Denmark to join in the war, with its 50,000-strong army and the Royal Danish Navy. It was discovered that Prussia had recently built defences around the big North German ports, including coastal artillery batteries with Krupp heavy artillery, which with a range of 4,000 yards (3,700 m), had double the range of French naval guns. The French Navy lacked the heavy guns to engage the coastal defences and the topography of the Prussian coast made a seaborne invasion of northern Germany impossible.", "targets": "What did the French navy lack in engaging coastal defenses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e375a093fcf44ac081ff195ee6fb303b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several reasons an otherwise valid and agreed upon treaty may be rejected as a binding international agreement, most of which involve problems created at the formation of the treaty.[citation needed] For example, the serial Japan-Korea treaties of 1905, 1907 and 1910 were protested; and they were confirmed as \"already null and void\" in the 1965 Treaty on Basic Relations between Japan and the Republic of Korea.", "targets": "When are most of the problems created that might result in an otherwise valid treaty being rejected as a binding international agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e375a093fcf44ac081ff195ee6fb303b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several reasons an otherwise valid and agreed upon treaty may be rejected as a binding international agreement, most of which involve problems created at the formation of the treaty.[citation needed] For example, the serial Japan-Korea treaties of 1905, 1907 and 1910 were protested; and they were confirmed as \"already null and void\" in the 1965 Treaty on Basic Relations between Japan and the Republic of Korea.", "targets": "What treaties between Japan and Korea are examples of treaties that were declared null and void?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e375a093fcf44ac081ff195ee6fb303b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several reasons an otherwise valid and agreed upon treaty may be rejected as a binding international agreement, most of which involve problems created at the formation of the treaty.[citation needed] For example, the serial Japan-Korea treaties of 1905, 1907 and 1910 were protested; and they were confirmed as \"already null and void\" in the 1965 Treaty on Basic Relations between Japan and the Republic of Korea.", "targets": "In what treaty were the serial Japan-Korea treaties of 1905, 1907, and 1910 confirmed as \"already null and void?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e375a093fcf44ac081ff195ee6fb303b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several reasons an otherwise valid and agreed upon treaty may be rejected as a binding international agreement, most of which involve problems created at the formation of the treaty.[citation needed] For example, the serial Japan-Korea treaties of 1905, 1907 and 1910 were protested; and they were confirmed as \"already null and void\" in the 1965 Treaty on Basic Relations between Japan and the Republic of Korea.", "targets": "Which two states signed a treaty that declared previous treaties between the two from 1905, 1907, and 1910 to be already void?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e375a093fcf44ac081ff195ee6fb303b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several reasons an otherwise valid and agreed upon treaty may be rejected as a binding international agreement, most of which involve problems created at the formation of the treaty.[citation needed] For example, the serial Japan-Korea treaties of 1905, 1907 and 1910 were protested; and they were confirmed as \"already null and void\" in the 1965 Treaty on Basic Relations between Japan and the Republic of Korea.", "targets": "An otherwise valid and agreed upon treaty may be rejected as what for several reasons most of which involve problems created at the formation of a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5a77b0dd8045fca30d0ad0f8617a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City is served by two primary airports, Will Rogers World Airport and the much smaller Wiley Post Airport (incidentally, the two honorees died in the same plane crash in Alaska) Will Rogers World Airport is the state's busiest commercial airport, with over 3.6 million passengers annually. Tinker Air Force Base, in southeast Oklahoma City, is the largest military air depot in the nation; a major maintenance and deployment facility for the Navy and the Air Force, and the second largest military institution in the state (after Fort Sill in Lawton).", "targets": "Which airport is the busiest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5a77b0dd8045fca30d0ad0f8617a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City is served by two primary airports, Will Rogers World Airport and the much smaller Wiley Post Airport (incidentally, the two honorees died in the same plane crash in Alaska) Will Rogers World Airport is the state's busiest commercial airport, with over 3.6 million passengers annually. Tinker Air Force Base, in southeast Oklahoma City, is the largest military air depot in the nation; a major maintenance and deployment facility for the Navy and the Air Force, and the second largest military institution in the state (after Fort Sill in Lawton).", "targets": "How many people travel through Will Rogers World Airport each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5a77b0dd8045fca30d0ad0f8617a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City is served by two primary airports, Will Rogers World Airport and the much smaller Wiley Post Airport (incidentally, the two honorees died in the same plane crash in Alaska) Will Rogers World Airport is the state's busiest commercial airport, with over 3.6 million passengers annually. Tinker Air Force Base, in southeast Oklahoma City, is the largest military air depot in the nation; a major maintenance and deployment facility for the Navy and the Air Force, and the second largest military institution in the state (after Fort Sill in Lawton).", "targets": "What is the name of the largest military base in the nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c41c362507b47f6bdac0e757760e77a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city developed around the Roman settlement Pons Aelius and was named after the castle built in 1080 by Robert Curthose, William the Conqueror's eldest son. The city grew as an important centre for the wool trade in the 14th century, and later became a major coal mining area. The port developed in the 16th century and, along with the shipyards lower down the River Tyne, was amongst the world's largest shipbuilding and ship-repairing centres. Newcastle's economy includes corporate headquarters, learning, digital technology, retail, tourism and cultural centres, from which the city contributes \u00a313 billion towards the United Kingdom's GVA. Among its icons are Newcastle Brown Ale; Newcastle United football club; and the Tyne Bridge. It has hosted the world's most popular half marathon, the Great North Run, since it began in 1981.", "targets": "Who built a castle in Newcastle in 1080?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c41c362507b47f6bdac0e757760e77a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city developed around the Roman settlement Pons Aelius and was named after the castle built in 1080 by Robert Curthose, William the Conqueror's eldest son. The city grew as an important centre for the wool trade in the 14th century, and later became a major coal mining area. The port developed in the 16th century and, along with the shipyards lower down the River Tyne, was amongst the world's largest shipbuilding and ship-repairing centres. Newcastle's economy includes corporate headquarters, learning, digital technology, retail, tourism and cultural centres, from which the city contributes \u00a313 billion towards the United Kingdom's GVA. Among its icons are Newcastle Brown Ale; Newcastle United football club; and the Tyne Bridge. It has hosted the world's most popular half marathon, the Great North Run, since it began in 1981.", "targets": "What trade was the city an important center of in the 14th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c41c362507b47f6bdac0e757760e77a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city developed around the Roman settlement Pons Aelius and was named after the castle built in 1080 by Robert Curthose, William the Conqueror's eldest son. The city grew as an important centre for the wool trade in the 14th century, and later became a major coal mining area. The port developed in the 16th century and, along with the shipyards lower down the River Tyne, was amongst the world's largest shipbuilding and ship-repairing centres. Newcastle's economy includes corporate headquarters, learning, digital technology, retail, tourism and cultural centres, from which the city contributes \u00a313 billion towards the United Kingdom's GVA. Among its icons are Newcastle Brown Ale; Newcastle United football club; and the Tyne Bridge. It has hosted the world's most popular half marathon, the Great North Run, since it began in 1981.", "targets": "What resource was mined in the Newcastle area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c41c362507b47f6bdac0e757760e77a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city developed around the Roman settlement Pons Aelius and was named after the castle built in 1080 by Robert Curthose, William the Conqueror's eldest son. The city grew as an important centre for the wool trade in the 14th century, and later became a major coal mining area. The port developed in the 16th century and, along with the shipyards lower down the River Tyne, was amongst the world's largest shipbuilding and ship-repairing centres. Newcastle's economy includes corporate headquarters, learning, digital technology, retail, tourism and cultural centres, from which the city contributes \u00a313 billion towards the United Kingdom's GVA. Among its icons are Newcastle Brown Ale; Newcastle United football club; and the Tyne Bridge. It has hosted the world's most popular half marathon, the Great North Run, since it began in 1981.", "targets": "What century was Newcastle's port developed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c41c362507b47f6bdac0e757760e77a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city developed around the Roman settlement Pons Aelius and was named after the castle built in 1080 by Robert Curthose, William the Conqueror's eldest son. The city grew as an important centre for the wool trade in the 14th century, and later became a major coal mining area. The port developed in the 16th century and, along with the shipyards lower down the River Tyne, was amongst the world's largest shipbuilding and ship-repairing centres. Newcastle's economy includes corporate headquarters, learning, digital technology, retail, tourism and cultural centres, from which the city contributes \u00a313 billion towards the United Kingdom's GVA. Among its icons are Newcastle Brown Ale; Newcastle United football club; and the Tyne Bridge. It has hosted the world's most popular half marathon, the Great North Run, since it began in 1981.", "targets": "What globally popular half marathon began in 1981?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bb970ffc8b4cf0a591cfa54d5239e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Health Services Group is a joint formation that includes over 120 general or specialized units and detachments providing health services to the Canadian Armed Forces. With few exceptions, all elements are under command of the Surgeon General for domestic support and force generation, or temporarily assigned under command of a deployed Joint Task Force through Canadian Joint Operations Command.", "targets": "Who does The Health Services Group serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bb970ffc8b4cf0a591cfa54d5239e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Health Services Group is a joint formation that includes over 120 general or specialized units and detachments providing health services to the Canadian Armed Forces. With few exceptions, all elements are under command of the Surgeon General for domestic support and force generation, or temporarily assigned under command of a deployed Joint Task Force through Canadian Joint Operations Command.", "targets": "Who can temporarily be assigned the Health Serviced Group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bb970ffc8b4cf0a591cfa54d5239e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Health Services Group is a joint formation that includes over 120 general or specialized units and detachments providing health services to the Canadian Armed Forces. With few exceptions, all elements are under command of the Surgeon General for domestic support and force generation, or temporarily assigned under command of a deployed Joint Task Force through Canadian Joint Operations Command.", "targets": "What type of support does The Health Services Group provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba5ce297234843909a7fb71fb724992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Greek has, in addition to Standard Modern Greek or Dimotiki, a wide variety of dialects of varying levels of mutual intelligibility, including Cypriot, Pontic, Cappadocian, Griko and Tsakonian (the only surviving representative of ancient Doric Greek). Yevanic is the language of the Romaniotes, and survives in small communities in Greece, New York and Israel. In addition to Greek, many Greeks in Greece and the Diaspora are bilingual in other languages or dialects such as English, Arvanitika/Albanian, Aromanian, Macedonian Slavic, Russian and Turkish.", "targets": "What is different about the use of Greek language today as opposed to the language of the past ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba5ce297234843909a7fb71fb724992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Greek has, in addition to Standard Modern Greek or Dimotiki, a wide variety of dialects of varying levels of mutual intelligibility, including Cypriot, Pontic, Cappadocian, Griko and Tsakonian (the only surviving representative of ancient Doric Greek). Yevanic is the language of the Romaniotes, and survives in small communities in Greece, New York and Israel. In addition to Greek, many Greeks in Greece and the Diaspora are bilingual in other languages or dialects such as English, Arvanitika/Albanian, Aromanian, Macedonian Slavic, Russian and Turkish.", "targets": "What are some of the local jargon used in Greek speaking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba5ce297234843909a7fb71fb724992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Greek has, in addition to Standard Modern Greek or Dimotiki, a wide variety of dialects of varying levels of mutual intelligibility, including Cypriot, Pontic, Cappadocian, Griko and Tsakonian (the only surviving representative of ancient Doric Greek). Yevanic is the language of the Romaniotes, and survives in small communities in Greece, New York and Israel. In addition to Greek, many Greeks in Greece and the Diaspora are bilingual in other languages or dialects such as English, Arvanitika/Albanian, Aromanian, Macedonian Slavic, Russian and Turkish.", "targets": "What language still survives as the representation of the one of the three religious orders of historic Greece ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba5ce297234843909a7fb71fb724992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Greek has, in addition to Standard Modern Greek or Dimotiki, a wide variety of dialects of varying levels of mutual intelligibility, including Cypriot, Pontic, Cappadocian, Griko and Tsakonian (the only surviving representative of ancient Doric Greek). Yevanic is the language of the Romaniotes, and survives in small communities in Greece, New York and Israel. In addition to Greek, many Greeks in Greece and the Diaspora are bilingual in other languages or dialects such as English, Arvanitika/Albanian, Aromanian, Macedonian Slavic, Russian and Turkish.", "targets": "What ancient language is still in use today in some of the minuscule societies in the Grecian world ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba5ce297234843909a7fb71fb724992d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Greek has, in addition to Standard Modern Greek or Dimotiki, a wide variety of dialects of varying levels of mutual intelligibility, including Cypriot, Pontic, Cappadocian, Griko and Tsakonian (the only surviving representative of ancient Doric Greek). Yevanic is the language of the Romaniotes, and survives in small communities in Greece, New York and Israel. In addition to Greek, many Greeks in Greece and the Diaspora are bilingual in other languages or dialects such as English, Arvanitika/Albanian, Aromanian, Macedonian Slavic, Russian and Turkish.", "targets": "Do the people of Greek ascendancy only speak Grecian languages ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92d04cef7c944a9a658fdc88afe741f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High levels of precipitation cause the glaciers to descend to permafrost levels in some areas whereas in other, more arid regions, glaciers remain above about the 3,500 m (11,483 ft) level. The 1,817 square kilometres (702 sq mi) of the Alps covered by glaciers in 1876 had shrunk to 1,342 km2 (518 sq mi) by 1973, resulting in decreased river run-off levels. Forty percent of the glaciation in Austria has disappeared since 1850, and 30% of that in Switzerland.", "targets": "What cause the glaciers to descend to permafrost levels in some areas? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92d04cef7c944a9a658fdc88afe741f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High levels of precipitation cause the glaciers to descend to permafrost levels in some areas whereas in other, more arid regions, glaciers remain above about the 3,500 m (11,483 ft) level. The 1,817 square kilometres (702 sq mi) of the Alps covered by glaciers in 1876 had shrunk to 1,342 km2 (518 sq mi) by 1973, resulting in decreased river run-off levels. Forty percent of the glaciation in Austria has disappeared since 1850, and 30% of that in Switzerland.", "targets": "From 1876 to 1973, how much did the glaciers that covered the Alps shrink?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92d04cef7c944a9a658fdc88afe741f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High levels of precipitation cause the glaciers to descend to permafrost levels in some areas whereas in other, more arid regions, glaciers remain above about the 3,500 m (11,483 ft) level. The 1,817 square kilometres (702 sq mi) of the Alps covered by glaciers in 1876 had shrunk to 1,342 km2 (518 sq mi) by 1973, resulting in decreased river run-off levels. Forty percent of the glaciation in Austria has disappeared since 1850, and 30% of that in Switzerland.", "targets": "What resulted from the loss of the area the glaciers over the Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92d04cef7c944a9a658fdc88afe741f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High levels of precipitation cause the glaciers to descend to permafrost levels in some areas whereas in other, more arid regions, glaciers remain above about the 3,500 m (11,483 ft) level. The 1,817 square kilometres (702 sq mi) of the Alps covered by glaciers in 1876 had shrunk to 1,342 km2 (518 sq mi) by 1973, resulting in decreased river run-off levels. Forty percent of the glaciation in Austria has disappeared since 1850, and 30% of that in Switzerland.", "targets": "How much of the glaciation in Austria disappeared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92d04cef7c944a9a658fdc88afe741f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High levels of precipitation cause the glaciers to descend to permafrost levels in some areas whereas in other, more arid regions, glaciers remain above about the 3,500 m (11,483 ft) level. The 1,817 square kilometres (702 sq mi) of the Alps covered by glaciers in 1876 had shrunk to 1,342 km2 (518 sq mi) by 1973, resulting in decreased river run-off levels. Forty percent of the glaciation in Austria has disappeared since 1850, and 30% of that in Switzerland.", "targets": "How much of the glaciation disappeared in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1516154a4313439aa9e443be1df788b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although lacking historical connections to the Middle East, Japan was the country most dependent on Arab oil. 71% of its imported oil came from the Middle East in 1970. On November 7, 1973, the Saudi and Kuwaiti governments declared Japan a \"nonfriendly\" country to encourage it to change its noninvolvement policy. It received a 5% production cut in December, causing a panic. On November 22, Japan issued a statement \"asserting that Israel should withdraw from all of the 1967 territories, advocating Palestinian self-determination, and threatening to reconsider its policy toward Israel if Israel refused to accept these preconditions\". By December 25, Japan was considered an Arab-friendly state.", "targets": "Which country is the most dependent on Arab oil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1516154a4313439aa9e443be1df788b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although lacking historical connections to the Middle East, Japan was the country most dependent on Arab oil. 71% of its imported oil came from the Middle East in 1970. On November 7, 1973, the Saudi and Kuwaiti governments declared Japan a \"nonfriendly\" country to encourage it to change its noninvolvement policy. It received a 5% production cut in December, causing a panic. On November 22, Japan issued a statement \"asserting that Israel should withdraw from all of the 1967 territories, advocating Palestinian self-determination, and threatening to reconsider its policy toward Israel if Israel refused to accept these preconditions\". By December 25, Japan was considered an Arab-friendly state.", "targets": "How much imported oil came from the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1516154a4313439aa9e443be1df788b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although lacking historical connections to the Middle East, Japan was the country most dependent on Arab oil. 71% of its imported oil came from the Middle East in 1970. On November 7, 1973, the Saudi and Kuwaiti governments declared Japan a \"nonfriendly\" country to encourage it to change its noninvolvement policy. It received a 5% production cut in December, causing a panic. On November 22, Japan issued a statement \"asserting that Israel should withdraw from all of the 1967 territories, advocating Palestinian self-determination, and threatening to reconsider its policy toward Israel if Israel refused to accept these preconditions\". By December 25, Japan was considered an Arab-friendly state.", "targets": "To force Japan to be more involved in the crisis, what did Saudi and Kuwaiti government do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1516154a4313439aa9e443be1df788b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although lacking historical connections to the Middle East, Japan was the country most dependent on Arab oil. 71% of its imported oil came from the Middle East in 1970. On November 7, 1973, the Saudi and Kuwaiti governments declared Japan a \"nonfriendly\" country to encourage it to change its noninvolvement policy. It received a 5% production cut in December, causing a panic. On November 22, Japan issued a statement \"asserting that Israel should withdraw from all of the 1967 territories, advocating Palestinian self-determination, and threatening to reconsider its policy toward Israel if Israel refused to accept these preconditions\". By December 25, Japan was considered an Arab-friendly state.", "targets": "When did Japan release a statement to tell Israelis to withdraw from the Palestine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1516154a4313439aa9e443be1df788b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although lacking historical connections to the Middle East, Japan was the country most dependent on Arab oil. 71% of its imported oil came from the Middle East in 1970. On November 7, 1973, the Saudi and Kuwaiti governments declared Japan a \"nonfriendly\" country to encourage it to change its noninvolvement policy. It received a 5% production cut in December, causing a panic. On November 22, Japan issued a statement \"asserting that Israel should withdraw from all of the 1967 territories, advocating Palestinian self-determination, and threatening to reconsider its policy toward Israel if Israel refused to accept these preconditions\". By December 25, Japan was considered an Arab-friendly state.", "targets": "When was Japan accepted as an Arab-friendly state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab017f4108904863a4ff98162c6bfed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Huguenots settled in Bedfordshire, one of the main centres of the British lace industry at the time. Although 19th century sources have asserted that some of these refugees were lacemakers and contributed to the East Midlands lace industry, this is contentious. The only reference to immigrant lacemakers in this period is of twenty-five widows who settled in Dover, and there is no contemporary documentation to support there being Huguenot lacemakers in Bedfordshire. The implication that the style of lace known as 'Bucks Point' demonstrates a Huguenot influence, being a \"combination of Mechlin patterns on Lille ground\", is fallacious: what is now known as Mechlin lace did not develop until first half of the eighteenth century and lace with Mechlin patterns and Lille ground did not appear until the end of the 18th century, when it was widely copied throughout Europe.", "targets": "What industry was centered in Bedfordshire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab017f4108904863a4ff98162c6bfed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Huguenots settled in Bedfordshire, one of the main centres of the British lace industry at the time. Although 19th century sources have asserted that some of these refugees were lacemakers and contributed to the East Midlands lace industry, this is contentious. The only reference to immigrant lacemakers in this period is of twenty-five widows who settled in Dover, and there is no contemporary documentation to support there being Huguenot lacemakers in Bedfordshire. The implication that the style of lace known as 'Bucks Point' demonstrates a Huguenot influence, being a \"combination of Mechlin patterns on Lille ground\", is fallacious: what is now known as Mechlin lace did not develop until first half of the eighteenth century and lace with Mechlin patterns and Lille ground did not appear until the end of the 18th century, when it was widely copied throughout Europe.", "targets": "What style of lace is erroneously believed by some to have Huguenot influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab017f4108904863a4ff98162c6bfed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Huguenots settled in Bedfordshire, one of the main centres of the British lace industry at the time. Although 19th century sources have asserted that some of these refugees were lacemakers and contributed to the East Midlands lace industry, this is contentious. The only reference to immigrant lacemakers in this period is of twenty-five widows who settled in Dover, and there is no contemporary documentation to support there being Huguenot lacemakers in Bedfordshire. The implication that the style of lace known as 'Bucks Point' demonstrates a Huguenot influence, being a \"combination of Mechlin patterns on Lille ground\", is fallacious: what is now known as Mechlin lace did not develop until first half of the eighteenth century and lace with Mechlin patterns and Lille ground did not appear until the end of the 18th century, when it was widely copied throughout Europe.", "targets": "What reference is there to Huguenot lacemakers in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab017f4108904863a4ff98162c6bfed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Huguenots settled in Bedfordshire, one of the main centres of the British lace industry at the time. Although 19th century sources have asserted that some of these refugees were lacemakers and contributed to the East Midlands lace industry, this is contentious. The only reference to immigrant lacemakers in this period is of twenty-five widows who settled in Dover, and there is no contemporary documentation to support there being Huguenot lacemakers in Bedfordshire. The implication that the style of lace known as 'Bucks Point' demonstrates a Huguenot influence, being a \"combination of Mechlin patterns on Lille ground\", is fallacious: what is now known as Mechlin lace did not develop until first half of the eighteenth century and lace with Mechlin patterns and Lille ground did not appear until the end of the 18th century, when it was widely copied throughout Europe.", "targets": "When did Mechlin lace develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2474bfd2e5244088bb2b66799ecef1cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two groups of invertebrates have notably complex brains: arthropods (insects, crustaceans, arachnids, and others), and cephalopods (octopuses, squids, and similar molluscs). The brains of arthropods and cephalopods arise from twin parallel nerve cords that extend through the body of the animal. Arthropods have a central brain with three divisions and large optical lobes behind each eye for visual processing. Cephalopods such as the octopus and squid have the largest brains of any invertebrates.", "targets": "Which two groups of invertebrates have complex brains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2474bfd2e5244088bb2b66799ecef1cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two groups of invertebrates have notably complex brains: arthropods (insects, crustaceans, arachnids, and others), and cephalopods (octopuses, squids, and similar molluscs). The brains of arthropods and cephalopods arise from twin parallel nerve cords that extend through the body of the animal. Arthropods have a central brain with three divisions and large optical lobes behind each eye for visual processing. Cephalopods such as the octopus and squid have the largest brains of any invertebrates.", "targets": "Arthropods and cephalopods have brains that come from a pair of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2474bfd2e5244088bb2b66799ecef1cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two groups of invertebrates have notably complex brains: arthropods (insects, crustaceans, arachnids, and others), and cephalopods (octopuses, squids, and similar molluscs). The brains of arthropods and cephalopods arise from twin parallel nerve cords that extend through the body of the animal. Arthropods have a central brain with three divisions and large optical lobes behind each eye for visual processing. Cephalopods such as the octopus and squid have the largest brains of any invertebrates.", "targets": "The invertebrates with the largest brain are what two animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68055f30c9d64a789c927a6f8d916d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of puberty can have important psychological and social consequences. Early maturing boys are usually taller and stronger than their friends. They have the advantage in capturing the attention of potential partners and in becoming hand-picked for sports. Pubescent boys often tend to have a good body image, are more confident, secure, and more independent. Late maturing boys can be less confident because of poor body image when comparing themselves to already developed friends and peers. However, early puberty is not always positive for boys; early sexual maturation in boys can be accompanied by increased aggressiveness due to the surge of hormones that affect them. Because they appear older than their peers, pubescent boys may face increased social pressure to conform to adult norms; society may view them as more emotionally advanced, despite the fact that their cognitive and social development may lag behind their appearance. Studies have shown that early maturing boys are more likely to be sexually active and are more likely to participate in risky behaviors.", "targets": "Are sexual actvity and risky behaviors more likely in boys that mature early or later?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68055f30c9d64a789c927a6f8d916d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of puberty can have important psychological and social consequences. Early maturing boys are usually taller and stronger than their friends. They have the advantage in capturing the attention of potential partners and in becoming hand-picked for sports. Pubescent boys often tend to have a good body image, are more confident, secure, and more independent. Late maturing boys can be less confident because of poor body image when comparing themselves to already developed friends and peers. However, early puberty is not always positive for boys; early sexual maturation in boys can be accompanied by increased aggressiveness due to the surge of hormones that affect them. Because they appear older than their peers, pubescent boys may face increased social pressure to conform to adult norms; society may view them as more emotionally advanced, despite the fact that their cognitive and social development may lag behind their appearance. Studies have shown that early maturing boys are more likely to be sexually active and are more likely to participate in risky behaviors.", "targets": "Increased aggresiveness and early sexual maturation in adolescent boys are due to a surge of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68055f30c9d64a789c927a6f8d916d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of puberty can have important psychological and social consequences. Early maturing boys are usually taller and stronger than their friends. They have the advantage in capturing the attention of potential partners and in becoming hand-picked for sports. Pubescent boys often tend to have a good body image, are more confident, secure, and more independent. Late maturing boys can be less confident because of poor body image when comparing themselves to already developed friends and peers. However, early puberty is not always positive for boys; early sexual maturation in boys can be accompanied by increased aggressiveness due to the surge of hormones that affect them. Because they appear older than their peers, pubescent boys may face increased social pressure to conform to adult norms; society may view them as more emotionally advanced, despite the fact that their cognitive and social development may lag behind their appearance. Studies have shown that early maturing boys are more likely to be sexually active and are more likely to participate in risky behaviors.", "targets": "Are early or late maturing boys generally taller and stronger than their friends?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68055f30c9d64a789c927a6f8d916d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of puberty can have important psychological and social consequences. Early maturing boys are usually taller and stronger than their friends. They have the advantage in capturing the attention of potential partners and in becoming hand-picked for sports. Pubescent boys often tend to have a good body image, are more confident, secure, and more independent. Late maturing boys can be less confident because of poor body image when comparing themselves to already developed friends and peers. However, early puberty is not always positive for boys; early sexual maturation in boys can be accompanied by increased aggressiveness due to the surge of hormones that affect them. Because they appear older than their peers, pubescent boys may face increased social pressure to conform to adult norms; society may view them as more emotionally advanced, despite the fact that their cognitive and social development may lag behind their appearance. Studies have shown that early maturing boys are more likely to be sexually active and are more likely to participate in risky behaviors.", "targets": "What is one reason a late maturing boy may be less confident when comparing himself to others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecb832cf517b4d24b72dfe1114b08f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different cultures have evolved various ways of creating clothes out of cloth. One approach simply involves draping the cloth. Many people wore, and still wear, garments consisting of rectangles of cloth wrapped to fit \u2013 for example, the dhoti for men and the sari for women in the Indian subcontinent, the Scottish kilt or the Javanese sarong. The clothes may simply be tied up, as is the case of the first two garments; or pins or belts hold the garments in place, as in the case of the latter two. The precious cloth remains uncut, and people of various sizes or the same person at different sizes can wear the garment.", "targets": "Various cultures have come up with ways of making clothes from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecb832cf517b4d24b72dfe1114b08f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different cultures have evolved various ways of creating clothes out of cloth. One approach simply involves draping the cloth. Many people wore, and still wear, garments consisting of rectangles of cloth wrapped to fit \u2013 for example, the dhoti for men and the sari for women in the Indian subcontinent, the Scottish kilt or the Javanese sarong. The clothes may simply be tied up, as is the case of the first two garments; or pins or belts hold the garments in place, as in the case of the latter two. The precious cloth remains uncut, and people of various sizes or the same person at different sizes can wear the garment.", "targets": "Many people still wear clothes that are what shape?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecb832cf517b4d24b72dfe1114b08f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different cultures have evolved various ways of creating clothes out of cloth. One approach simply involves draping the cloth. Many people wore, and still wear, garments consisting of rectangles of cloth wrapped to fit \u2013 for example, the dhoti for men and the sari for women in the Indian subcontinent, the Scottish kilt or the Javanese sarong. The clothes may simply be tied up, as is the case of the first two garments; or pins or belts hold the garments in place, as in the case of the latter two. The precious cloth remains uncut, and people of various sizes or the same person at different sizes can wear the garment.", "targets": "What nationality wears kilts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecb832cf517b4d24b72dfe1114b08f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different cultures have evolved various ways of creating clothes out of cloth. One approach simply involves draping the cloth. Many people wore, and still wear, garments consisting of rectangles of cloth wrapped to fit \u2013 for example, the dhoti for men and the sari for women in the Indian subcontinent, the Scottish kilt or the Javanese sarong. The clothes may simply be tied up, as is the case of the first two garments; or pins or belts hold the garments in place, as in the case of the latter two. The precious cloth remains uncut, and people of various sizes or the same person at different sizes can wear the garment.", "targets": "Pins or belts hold what in place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecb832cf517b4d24b72dfe1114b08f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different cultures have evolved various ways of creating clothes out of cloth. One approach simply involves draping the cloth. Many people wore, and still wear, garments consisting of rectangles of cloth wrapped to fit \u2013 for example, the dhoti for men and the sari for women in the Indian subcontinent, the Scottish kilt or the Javanese sarong. The clothes may simply be tied up, as is the case of the first two garments; or pins or belts hold the garments in place, as in the case of the latter two. The precious cloth remains uncut, and people of various sizes or the same person at different sizes can wear the garment.", "targets": "What precious material may remain uncut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a2eaad1ac7e43758f9bfad243e3ea06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nineteenth-century fictional depictions of John were heavily influenced by Sir Walter Scott's historical romance, Ivanhoe, which presented \"an almost totally unfavourable picture\" of the king; the work drew on Victorian histories of the period and on Shakespeare's play. Scott's work influenced the late 19th-century children's writer Howard Pyle's book The Merry Adventures of Robin Hood, which in turn established John as the principal villain within the traditional Robin Hood narrative. During the 20th century, John was normally depicted in fictional books and films alongside Robin Hood. Sam De Grasse's role as John in the black-and-white 1922 film version shows John committing numerous atrocities and acts of torture. Claude Rains played John in the 1938 colour version alongside Errol Flynn, starting a trend for films to depict John as an \"effeminate ... arrogant and cowardly stay-at-home\". The character of John acts either to highlight the virtues of King Richard, or contrasts with the Sheriff of Nottingham, who is usually the \"swashbuckling villain\" opposing Robin. An extreme version of this trend can be seen in the Disney cartoon version, for example, which depicts John, voiced by Peter Ustinov, as a \"cowardly, thumbsucking lion\". Popular works that depict John beyond the Robin Hood legends, such as James Goldman's play and later film, The Lion in Winter, set in 1183, commonly present him as an \"effete weakling\", in this instance contrasted with the more masculine Henry II, or as a tyrant, as in A. A. Milne's poem for children, \"King John's Christmas\".", "targets": "What heavily influenced nineteenth-century fictional depictions of John?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a2eaad1ac7e43758f9bfad243e3ea06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nineteenth-century fictional depictions of John were heavily influenced by Sir Walter Scott's historical romance, Ivanhoe, which presented \"an almost totally unfavourable picture\" of the king; the work drew on Victorian histories of the period and on Shakespeare's play. Scott's work influenced the late 19th-century children's writer Howard Pyle's book The Merry Adventures of Robin Hood, which in turn established John as the principal villain within the traditional Robin Hood narrative. During the 20th century, John was normally depicted in fictional books and films alongside Robin Hood. Sam De Grasse's role as John in the black-and-white 1922 film version shows John committing numerous atrocities and acts of torture. Claude Rains played John in the 1938 colour version alongside Errol Flynn, starting a trend for films to depict John as an \"effeminate ... arrogant and cowardly stay-at-home\". The character of John acts either to highlight the virtues of King Richard, or contrasts with the Sheriff of Nottingham, who is usually the \"swashbuckling villain\" opposing Robin. An extreme version of this trend can be seen in the Disney cartoon version, for example, which depicts John, voiced by Peter Ustinov, as a \"cowardly, thumbsucking lion\". Popular works that depict John beyond the Robin Hood legends, such as James Goldman's play and later film, The Lion in Winter, set in 1183, commonly present him as an \"effete weakling\", in this instance contrasted with the more masculine Henry II, or as a tyrant, as in A. A. Milne's poem for children, \"King John's Christmas\".", "targets": "Who played John in 1938?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a2eaad1ac7e43758f9bfad243e3ea06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nineteenth-century fictional depictions of John were heavily influenced by Sir Walter Scott's historical romance, Ivanhoe, which presented \"an almost totally unfavourable picture\" of the king; the work drew on Victorian histories of the period and on Shakespeare's play. Scott's work influenced the late 19th-century children's writer Howard Pyle's book The Merry Adventures of Robin Hood, which in turn established John as the principal villain within the traditional Robin Hood narrative. During the 20th century, John was normally depicted in fictional books and films alongside Robin Hood. Sam De Grasse's role as John in the black-and-white 1922 film version shows John committing numerous atrocities and acts of torture. Claude Rains played John in the 1938 colour version alongside Errol Flynn, starting a trend for films to depict John as an \"effeminate ... arrogant and cowardly stay-at-home\". The character of John acts either to highlight the virtues of King Richard, or contrasts with the Sheriff of Nottingham, who is usually the \"swashbuckling villain\" opposing Robin. An extreme version of this trend can be seen in the Disney cartoon version, for example, which depicts John, voiced by Peter Ustinov, as a \"cowardly, thumbsucking lion\". Popular works that depict John beyond the Robin Hood legends, such as James Goldman's play and later film, The Lion in Winter, set in 1183, commonly present him as an \"effete weakling\", in this instance contrasted with the more masculine Henry II, or as a tyrant, as in A. A. Milne's poem for children, \"King John's Christmas\".", "targets": "Who was John depicted alongside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19b57dd931e14eee9ce007823dff31bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first web browser was invented in 1990 by Sir Tim Berners-Lee. Berners-Lee is the director of the World Wide Web Consortium (W3C), which oversees the Web's continued development, and is also the founder of the World Wide Web Foundation. His browser was called WorldWideWeb and later renamed Nexus.", "targets": "When was the first browser created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19b57dd931e14eee9ce007823dff31bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first web browser was invented in 1990 by Sir Tim Berners-Lee. Berners-Lee is the director of the World Wide Web Consortium (W3C), which oversees the Web's continued development, and is also the founder of the World Wide Web Foundation. His browser was called WorldWideWeb and later renamed Nexus.", "targets": "Who invented the first browser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19b57dd931e14eee9ce007823dff31bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first web browser was invented in 1990 by Sir Tim Berners-Lee. Berners-Lee is the director of the World Wide Web Consortium (W3C), which oversees the Web's continued development, and is also the founder of the World Wide Web Foundation. His browser was called WorldWideWeb and later renamed Nexus.", "targets": "What was Berners-Lee a director of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19b57dd931e14eee9ce007823dff31bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first web browser was invented in 1990 by Sir Tim Berners-Lee. Berners-Lee is the director of the World Wide Web Consortium (W3C), which oversees the Web's continued development, and is also the founder of the World Wide Web Foundation. His browser was called WorldWideWeb and later renamed Nexus.", "targets": "What organization did Berners-Lee create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-878ac66b01c54e68bec9ad18af23c044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern scholars, such as Fielding H. Garrison, are of the opinion that the origin of the science of geology can be traced to Persia after the Muslim conquests had come to an end. Abu al-Rayhan al-Biruni (973\u20131048 CE) was one of the earliest Persian geologists, whose works included the earliest writings on the geology of India, hypothesizing that the Indian subcontinent was once a sea. Drawing from Greek and Indian scientific literature that were not destroyed by the Muslim conquests, the Persian scholar Ibn Sina (Avicenna, 981\u20131037) proposed detailed explanations for the formation of mountains, the origin of earthquakes, and other topics central to modern geology, which provided an essential foundation for the later development of the science. In China, the polymath Shen Kuo (1031\u20131095) formulated a hypothesis for the process of land formation: based on his observation of fossil animal shells in a geological stratum in a mountain hundreds of miles from the ocean, he inferred that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "Fielding H. Garrison believes that the science of geology can be traced to where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-878ac66b01c54e68bec9ad18af23c044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern scholars, such as Fielding H. Garrison, are of the opinion that the origin of the science of geology can be traced to Persia after the Muslim conquests had come to an end. Abu al-Rayhan al-Biruni (973\u20131048 CE) was one of the earliest Persian geologists, whose works included the earliest writings on the geology of India, hypothesizing that the Indian subcontinent was once a sea. Drawing from Greek and Indian scientific literature that were not destroyed by the Muslim conquests, the Persian scholar Ibn Sina (Avicenna, 981\u20131037) proposed detailed explanations for the formation of mountains, the origin of earthquakes, and other topics central to modern geology, which provided an essential foundation for the later development of the science. In China, the polymath Shen Kuo (1031\u20131095) formulated a hypothesis for the process of land formation: based on his observation of fossil animal shells in a geological stratum in a mountain hundreds of miles from the ocean, he inferred that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "Living from 973\u20131048 CE he was one of the earliest Persian geologists, what was his name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-878ac66b01c54e68bec9ad18af23c044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern scholars, such as Fielding H. Garrison, are of the opinion that the origin of the science of geology can be traced to Persia after the Muslim conquests had come to an end. Abu al-Rayhan al-Biruni (973\u20131048 CE) was one of the earliest Persian geologists, whose works included the earliest writings on the geology of India, hypothesizing that the Indian subcontinent was once a sea. Drawing from Greek and Indian scientific literature that were not destroyed by the Muslim conquests, the Persian scholar Ibn Sina (Avicenna, 981\u20131037) proposed detailed explanations for the formation of mountains, the origin of earthquakes, and other topics central to modern geology, which provided an essential foundation for the later development of the science. In China, the polymath Shen Kuo (1031\u20131095) formulated a hypothesis for the process of land formation: based on his observation of fossil animal shells in a geological stratum in a mountain hundreds of miles from the ocean, he inferred that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "In China, this person inferred that the land was formed by erosion of the mountains and by silt deposition, what was his name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-878ac66b01c54e68bec9ad18af23c044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern scholars, such as Fielding H. Garrison, are of the opinion that the origin of the science of geology can be traced to Persia after the Muslim conquests had come to an end. Abu al-Rayhan al-Biruni (973\u20131048 CE) was one of the earliest Persian geologists, whose works included the earliest writings on the geology of India, hypothesizing that the Indian subcontinent was once a sea. Drawing from Greek and Indian scientific literature that were not destroyed by the Muslim conquests, the Persian scholar Ibn Sina (Avicenna, 981\u20131037) proposed detailed explanations for the formation of mountains, the origin of earthquakes, and other topics central to modern geology, which provided an essential foundation for the later development of the science. In China, the polymath Shen Kuo (1031\u20131095) formulated a hypothesis for the process of land formation: based on his observation of fossil animal shells in a geological stratum in a mountain hundreds of miles from the ocean, he inferred that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "This person proposed explanations for the origins of earthquakes and the formation of mountains, what was his name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-878ac66b01c54e68bec9ad18af23c044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern scholars, such as Fielding H. Garrison, are of the opinion that the origin of the science of geology can be traced to Persia after the Muslim conquests had come to an end. Abu al-Rayhan al-Biruni (973\u20131048 CE) was one of the earliest Persian geologists, whose works included the earliest writings on the geology of India, hypothesizing that the Indian subcontinent was once a sea. Drawing from Greek and Indian scientific literature that were not destroyed by the Muslim conquests, the Persian scholar Ibn Sina (Avicenna, 981\u20131037) proposed detailed explanations for the formation of mountains, the origin of earthquakes, and other topics central to modern geology, which provided an essential foundation for the later development of the science. In China, the polymath Shen Kuo (1031\u20131095) formulated a hypothesis for the process of land formation: based on his observation of fossil animal shells in a geological stratum in a mountain hundreds of miles from the ocean, he inferred that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "What prompted Shen Kuo to believe the land was formed by erosion of the mountains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6624312355b24ea195d3ed20f5b3a2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nontrinitarians, such as Unitarians, Christadelphians and Jehovah's Witnesses also acknowledge Mary as the biological mother of Jesus Christ, but do not recognise Marian titles such as \"Mother of God\" as these groups generally reject Christ's divinity. Since Nontrinitarian churches are typically also mortalist, the issue of praying to Mary, whom they would consider \"asleep\", awaiting resurrection, does not arise. Emanuel Swedenborg says God as he is in himself could not directly approach evil spirits to redeem those spirits without destroying them (Exodus 33:20, John 1:18), so God impregnated Mary, who gave Jesus Christ access to the evil heredity of the human race, which he could approach, redeem and save.", "targets": "According to Nontrinitarian belief, what is Mary's relationship to Jesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6624312355b24ea195d3ed20f5b3a2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nontrinitarians, such as Unitarians, Christadelphians and Jehovah's Witnesses also acknowledge Mary as the biological mother of Jesus Christ, but do not recognise Marian titles such as \"Mother of God\" as these groups generally reject Christ's divinity. Since Nontrinitarian churches are typically also mortalist, the issue of praying to Mary, whom they would consider \"asleep\", awaiting resurrection, does not arise. Emanuel Swedenborg says God as he is in himself could not directly approach evil spirits to redeem those spirits without destroying them (Exodus 33:20, John 1:18), so God impregnated Mary, who gave Jesus Christ access to the evil heredity of the human race, which he could approach, redeem and save.", "targets": "Which Nontrinitarian theologian says that God cannot approach eveil spirits to redeem them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6624312355b24ea195d3ed20f5b3a2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nontrinitarians, such as Unitarians, Christadelphians and Jehovah's Witnesses also acknowledge Mary as the biological mother of Jesus Christ, but do not recognise Marian titles such as \"Mother of God\" as these groups generally reject Christ's divinity. Since Nontrinitarian churches are typically also mortalist, the issue of praying to Mary, whom they would consider \"asleep\", awaiting resurrection, does not arise. Emanuel Swedenborg says God as he is in himself could not directly approach evil spirits to redeem those spirits without destroying them (Exodus 33:20, John 1:18), so God impregnated Mary, who gave Jesus Christ access to the evil heredity of the human race, which he could approach, redeem and save.", "targets": "Unittarians, Christadelphians and Jehovah's Witnesses are examples of what kind of church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6624312355b24ea195d3ed20f5b3a2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nontrinitarians, such as Unitarians, Christadelphians and Jehovah's Witnesses also acknowledge Mary as the biological mother of Jesus Christ, but do not recognise Marian titles such as \"Mother of God\" as these groups generally reject Christ's divinity. Since Nontrinitarian churches are typically also mortalist, the issue of praying to Mary, whom they would consider \"asleep\", awaiting resurrection, does not arise. Emanuel Swedenborg says God as he is in himself could not directly approach evil spirits to redeem those spirits without destroying them (Exodus 33:20, John 1:18), so God impregnated Mary, who gave Jesus Christ access to the evil heredity of the human race, which he could approach, redeem and save.", "targets": "\"Mother of God\" is an example of what kind of title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c103ba70cc4751833582e4465cdaa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the major developments in the military sphere during the Late Middle Ages was the increased use of infantry and light cavalry. The English also employed longbowmen, but other countries were unable to create similar forces with the same success. Armour continued to advance, spurred by the increasing power of crossbows, and plate armour was developed to protect soldiers from crossbows as well as the hand-held guns that were developed. Pole arms reached new prominence with the development of the Flemish and Swiss infantry armed with pikes and other long spears.", "targets": "Along with light cavalry, what military arm was used with increasing frequency in the Late Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c103ba70cc4751833582e4465cdaa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the major developments in the military sphere during the Late Middle Ages was the increased use of infantry and light cavalry. The English also employed longbowmen, but other countries were unable to create similar forces with the same success. Armour continued to advance, spurred by the increasing power of crossbows, and plate armour was developed to protect soldiers from crossbows as well as the hand-held guns that were developed. Pole arms reached new prominence with the development of the Flemish and Swiss infantry armed with pikes and other long spears.", "targets": "What troops were uniquely successful in English service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c103ba70cc4751833582e4465cdaa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the major developments in the military sphere during the Late Middle Ages was the increased use of infantry and light cavalry. The English also employed longbowmen, but other countries were unable to create similar forces with the same success. Armour continued to advance, spurred by the increasing power of crossbows, and plate armour was developed to protect soldiers from crossbows as well as the hand-held guns that were developed. Pole arms reached new prominence with the development of the Flemish and Swiss infantry armed with pikes and other long spears.", "targets": "What influenced the increasing development of armor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c103ba70cc4751833582e4465cdaa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the major developments in the military sphere during the Late Middle Ages was the increased use of infantry and light cavalry. The English also employed longbowmen, but other countries were unable to create similar forces with the same success. Armour continued to advance, spurred by the increasing power of crossbows, and plate armour was developed to protect soldiers from crossbows as well as the hand-held guns that were developed. Pole arms reached new prominence with the development of the Flemish and Swiss infantry armed with pikes and other long spears.", "targets": "What weapons were notably employed by the Swiss infantry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c103ba70cc4751833582e4465cdaa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the major developments in the military sphere during the Late Middle Ages was the increased use of infantry and light cavalry. The English also employed longbowmen, but other countries were unable to create similar forces with the same success. Armour continued to advance, spurred by the increasing power of crossbows, and plate armour was developed to protect soldiers from crossbows as well as the hand-held guns that were developed. Pole arms reached new prominence with the development of the Flemish and Swiss infantry armed with pikes and other long spears.", "targets": "Along with crossbows, what was plate armor designed to defend against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e176bfa0f774b118d8a24fd95f72ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a vacuum is indicated by the amount of matter remaining in the system, so that a high quality vacuum is one with very little matter left in it. Vacuum is primarily measured by its absolute pressure, but a complete characterization requires further parameters, such as temperature and chemical composition. One of the most important parameters is the mean free path (MFP) of residual gases, which indicates the average distance that molecules will travel between collisions with each other. As the gas density decreases, the MFP increases, and when the MFP is longer than the chamber, pump, spacecraft, or other objects present, the continuum assumptions of fluid mechanics do not apply. This vacuum state is called high vacuum, and the study of fluid flows in this regime is called particle gas dynamics. The MFP of air at atmospheric pressure is very short, 70 nm, but at 100 mPa (~6997100000000000000\u26601\u00d710\u22123 Torr) the MFP of room temperature air is roughly 100 mm, which is on the order of everyday objects such as vacuum tubes. The Crookes radiometer turns when the MFP is larger than the size of the vanes.", "targets": "What indicated the quality of a vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e176bfa0f774b118d8a24fd95f72ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a vacuum is indicated by the amount of matter remaining in the system, so that a high quality vacuum is one with very little matter left in it. Vacuum is primarily measured by its absolute pressure, but a complete characterization requires further parameters, such as temperature and chemical composition. One of the most important parameters is the mean free path (MFP) of residual gases, which indicates the average distance that molecules will travel between collisions with each other. As the gas density decreases, the MFP increases, and when the MFP is longer than the chamber, pump, spacecraft, or other objects present, the continuum assumptions of fluid mechanics do not apply. This vacuum state is called high vacuum, and the study of fluid flows in this regime is called particle gas dynamics. The MFP of air at atmospheric pressure is very short, 70 nm, but at 100 mPa (~6997100000000000000\u26601\u00d710\u22123 Torr) the MFP of room temperature air is roughly 100 mm, which is on the order of everyday objects such as vacuum tubes. The Crookes radiometer turns when the MFP is larger than the size of the vanes.", "targets": "How is vacuum generally measured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e176bfa0f774b118d8a24fd95f72ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a vacuum is indicated by the amount of matter remaining in the system, so that a high quality vacuum is one with very little matter left in it. Vacuum is primarily measured by its absolute pressure, but a complete characterization requires further parameters, such as temperature and chemical composition. One of the most important parameters is the mean free path (MFP) of residual gases, which indicates the average distance that molecules will travel between collisions with each other. As the gas density decreases, the MFP increases, and when the MFP is longer than the chamber, pump, spacecraft, or other objects present, the continuum assumptions of fluid mechanics do not apply. This vacuum state is called high vacuum, and the study of fluid flows in this regime is called particle gas dynamics. The MFP of air at atmospheric pressure is very short, 70 nm, but at 100 mPa (~6997100000000000000\u26601\u00d710\u22123 Torr) the MFP of room temperature air is roughly 100 mm, which is on the order of everyday objects such as vacuum tubes. The Crookes radiometer turns when the MFP is larger than the size of the vanes.", "targets": "What does the MFP of residual gases show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e176bfa0f774b118d8a24fd95f72ab4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The quality of a vacuum is indicated by the amount of matter remaining in the system, so that a high quality vacuum is one with very little matter left in it. Vacuum is primarily measured by its absolute pressure, but a complete characterization requires further parameters, such as temperature and chemical composition. One of the most important parameters is the mean free path (MFP) of residual gases, which indicates the average distance that molecules will travel between collisions with each other. As the gas density decreases, the MFP increases, and when the MFP is longer than the chamber, pump, spacecraft, or other objects present, the continuum assumptions of fluid mechanics do not apply. This vacuum state is called high vacuum, and the study of fluid flows in this regime is called particle gas dynamics. The MFP of air at atmospheric pressure is very short, 70 nm, but at 100 mPa (~6997100000000000000\u26601\u00d710\u22123 Torr) the MFP of room temperature air is roughly 100 mm, which is on the order of everyday objects such as vacuum tubes. The Crookes radiometer turns when the MFP is larger than the size of the vanes.", "targets": "What is particle gas dynamics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520ca34474c14d73aadf664fec798ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Armed Forces are today funded by approximately $20.1 billion annually and are presently ranked 74th in size compared to the world's other armed forces by number of total personnel, and 58th in terms of active personnel, standing at a strength of roughly 68,000, plus 27,000 reservists, 5000 Rangers, and 19,000 supplementary reserves, bringing the total force to approximately 119,000. The number of primary reserve personnel is expected to go up to 30,000 by 2020, and the number of active to at least 70,000. In addition, 5000 rangers and 19,000 supplementary personnel will be serving. If this happens the total strength would be around 124,000. These individuals serve on numerous CF bases located in all regions of the country, and are governed by the Queen's Regulations and Orders and the National Defence Act.", "targets": "What is Today's annual cost of the Canadian Forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520ca34474c14d73aadf664fec798ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Armed Forces are today funded by approximately $20.1 billion annually and are presently ranked 74th in size compared to the world's other armed forces by number of total personnel, and 58th in terms of active personnel, standing at a strength of roughly 68,000, plus 27,000 reservists, 5000 Rangers, and 19,000 supplementary reserves, bringing the total force to approximately 119,000. The number of primary reserve personnel is expected to go up to 30,000 by 2020, and the number of active to at least 70,000. In addition, 5000 rangers and 19,000 supplementary personnel will be serving. If this happens the total strength would be around 124,000. These individuals serve on numerous CF bases located in all regions of the country, and are governed by the Queen's Regulations and Orders and the National Defence Act.", "targets": "How are the Canadian forces ranked in size compared to other military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520ca34474c14d73aadf664fec798ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Armed Forces are today funded by approximately $20.1 billion annually and are presently ranked 74th in size compared to the world's other armed forces by number of total personnel, and 58th in terms of active personnel, standing at a strength of roughly 68,000, plus 27,000 reservists, 5000 Rangers, and 19,000 supplementary reserves, bringing the total force to approximately 119,000. The number of primary reserve personnel is expected to go up to 30,000 by 2020, and the number of active to at least 70,000. In addition, 5000 rangers and 19,000 supplementary personnel will be serving. If this happens the total strength would be around 124,000. These individuals serve on numerous CF bases located in all regions of the country, and are governed by the Queen's Regulations and Orders and the National Defence Act.", "targets": "What is the total force of the Canadian Forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520ca34474c14d73aadf664fec798ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Armed Forces are today funded by approximately $20.1 billion annually and are presently ranked 74th in size compared to the world's other armed forces by number of total personnel, and 58th in terms of active personnel, standing at a strength of roughly 68,000, plus 27,000 reservists, 5000 Rangers, and 19,000 supplementary reserves, bringing the total force to approximately 119,000. The number of primary reserve personnel is expected to go up to 30,000 by 2020, and the number of active to at least 70,000. In addition, 5000 rangers and 19,000 supplementary personnel will be serving. If this happens the total strength would be around 124,000. These individuals serve on numerous CF bases located in all regions of the country, and are governed by the Queen's Regulations and Orders and the National Defence Act.", "targets": "By what date is the primary reserve personnel estimated to go up by 30,000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-520ca34474c14d73aadf664fec798ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Armed Forces are today funded by approximately $20.1 billion annually and are presently ranked 74th in size compared to the world's other armed forces by number of total personnel, and 58th in terms of active personnel, standing at a strength of roughly 68,000, plus 27,000 reservists, 5000 Rangers, and 19,000 supplementary reserves, bringing the total force to approximately 119,000. The number of primary reserve personnel is expected to go up to 30,000 by 2020, and the number of active to at least 70,000. In addition, 5000 rangers and 19,000 supplementary personnel will be serving. If this happens the total strength would be around 124,000. These individuals serve on numerous CF bases located in all regions of the country, and are governed by the Queen's Regulations and Orders and the National Defence Act.", "targets": "What is the total amount of Canadian Forces estimated to be in 2020?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e9c0c2cbb741fb8064d502dd936753", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One species in particular received widespread attention\u2014the whooping crane. The species' historical range extended from central Canada South to Mexico, and from Utah to the Atlantic coast. Unregulated hunting and habitat loss contributed to a steady decline in the whooping crane population until, by 1890, it had disappeared from its primary breeding range in the north central United States. It would be another eight years before the first national law regulating wildlife commerce was signed, and another two years before the first version of the endangered species act was passed. The whooping crane population by 1941 was estimated at about only 16 birds still in the wild.", "targets": "What was the historical range of the whooping crane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e9c0c2cbb741fb8064d502dd936753", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One species in particular received widespread attention\u2014the whooping crane. The species' historical range extended from central Canada South to Mexico, and from Utah to the Atlantic coast. Unregulated hunting and habitat loss contributed to a steady decline in the whooping crane population until, by 1890, it had disappeared from its primary breeding range in the north central United States. It would be another eight years before the first national law regulating wildlife commerce was signed, and another two years before the first version of the endangered species act was passed. The whooping crane population by 1941 was estimated at about only 16 birds still in the wild.", "targets": "What two issues caused steady decline in the whooping crane population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e9c0c2cbb741fb8064d502dd936753", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One species in particular received widespread attention\u2014the whooping crane. The species' historical range extended from central Canada South to Mexico, and from Utah to the Atlantic coast. Unregulated hunting and habitat loss contributed to a steady decline in the whooping crane population until, by 1890, it had disappeared from its primary breeding range in the north central United States. It would be another eight years before the first national law regulating wildlife commerce was signed, and another two years before the first version of the endangered species act was passed. The whooping crane population by 1941 was estimated at about only 16 birds still in the wild.", "targets": "What was the estimated population of the whooping crane in 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e9c0c2cbb741fb8064d502dd936753", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One species in particular received widespread attention\u2014the whooping crane. The species' historical range extended from central Canada South to Mexico, and from Utah to the Atlantic coast. Unregulated hunting and habitat loss contributed to a steady decline in the whooping crane population until, by 1890, it had disappeared from its primary breeding range in the north central United States. It would be another eight years before the first national law regulating wildlife commerce was signed, and another two years before the first version of the endangered species act was passed. The whooping crane population by 1941 was estimated at about only 16 birds still in the wild.", "targets": "How many years after the noted absence of the whooping crane from its breeding range did the first law regulating wildlife commerce pass"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "What restaurant chain did Kanye aspire to open in his native Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "How many restaurants did Kanye open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "What happened to the Fatburger chains that Kanye established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "What was the name of the restaurant Kanye annouced he was opening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "How many  of Kanye's Fatburger restaurants were actually opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "When was Kanye's last Fatburger restaurant closed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70960dbaca44078b709e6a0423e97e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2008, West revealed plans to open 10 Fatburger restaurants in the Chicago area; the first was set to open in September 2008 in Orland Park. The second followed in January 2009, while a third location is yet to be revealed, although the process is being finalized. His company, KW Foods LLC, bought the rights to the chain in Chicago. Ultimately, in 2009, only two locations actually opened. In February 2011, West shut down the Fatburger located in Orland Park. Later that year, the remaining Beverly location also was shuttered.", "targets": "What is the name of Kanye West's food company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243848c37b5438fa50b7a3938c25159", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An antenna lead-in is the transmission line (or feed line) which connects the antenna to a transmitter or receiver. The antenna feed may refer to all components connecting the antenna to the transmitter or receiver, such as an impedance matching network in addition to the transmission line. In a so-called aperture antenna, such as a horn or parabolic dish, the \"feed\" may also refer to a basic antenna inside the entire system (normally at the focus of the parabolic dish or at the throat of a horn) which could be considered the one active element in that antenna system. A microwave antenna may also be fed directly from a waveguide in place of a (conductive) transmission line.", "targets": "What is mainly responsible for the connection of the antenna to its end destinations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243848c37b5438fa50b7a3938c25159", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An antenna lead-in is the transmission line (or feed line) which connects the antenna to a transmitter or receiver. The antenna feed may refer to all components connecting the antenna to the transmitter or receiver, such as an impedance matching network in addition to the transmission line. In a so-called aperture antenna, such as a horn or parabolic dish, the \"feed\" may also refer to a basic antenna inside the entire system (normally at the focus of the parabolic dish or at the throat of a horn) which could be considered the one active element in that antenna system. A microwave antenna may also be fed directly from a waveguide in place of a (conductive) transmission line.", "targets": "What is the group of elements used to join the elements of an antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243848c37b5438fa50b7a3938c25159", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An antenna lead-in is the transmission line (or feed line) which connects the antenna to a transmitter or receiver. The antenna feed may refer to all components connecting the antenna to the transmitter or receiver, such as an impedance matching network in addition to the transmission line. In a so-called aperture antenna, such as a horn or parabolic dish, the \"feed\" may also refer to a basic antenna inside the entire system (normally at the focus of the parabolic dish or at the throat of a horn) which could be considered the one active element in that antenna system. A microwave antenna may also be fed directly from a waveguide in place of a (conductive) transmission line.", "targets": "What are the type of antennas used with satellite television called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243848c37b5438fa50b7a3938c25159", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An antenna lead-in is the transmission line (or feed line) which connects the antenna to a transmitter or receiver. The antenna feed may refer to all components connecting the antenna to the transmitter or receiver, such as an impedance matching network in addition to the transmission line. In a so-called aperture antenna, such as a horn or parabolic dish, the \"feed\" may also refer to a basic antenna inside the entire system (normally at the focus of the parabolic dish or at the throat of a horn) which could be considered the one active element in that antenna system. A microwave antenna may also be fed directly from a waveguide in place of a (conductive) transmission line.", "targets": "What can be used in place of  a standard transmission line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8411772e58b49f68dc83798c3733e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of World War II Soviet troops occupied southern Sakhalin Island and the Kuril Islands, making them part of the RSFSR. The status of the southernmost Kurils remains in dispute with Japan.", "targets": "Along with Sakhalin Island, what islands were occupied by the Soviets after the Second World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8411772e58b49f68dc83798c3733e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of World War II Soviet troops occupied southern Sakhalin Island and the Kuril Islands, making them part of the RSFSR. The status of the southernmost Kurils remains in dispute with Japan.", "targets": "What administrative division did Sakhalin Island become a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8411772e58b49f68dc83798c3733e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of World War II Soviet troops occupied southern Sakhalin Island and the Kuril Islands, making them part of the RSFSR. The status of the southernmost Kurils remains in dispute with Japan.", "targets": "The ownership of what islands are disputed with Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5da1b249c5094945912de71c0d38202e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some modern day nations and regions in which Sharia law is ostensibly practiced, heresy remains an offense punishable by death. One example is the 1989 fatwa issued by the government of Iran, offering a substantial bounty for anyone who succeeds in the assassination of author Salman Rushdie, whose writings were declared as heretical.", "targets": "What type of law is still in practice in which heresy results in execution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5da1b249c5094945912de71c0d38202e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some modern day nations and regions in which Sharia law is ostensibly practiced, heresy remains an offense punishable by death. One example is the 1989 fatwa issued by the government of Iran, offering a substantial bounty for anyone who succeeds in the assassination of author Salman Rushdie, whose writings were declared as heretical.", "targets": "What author was declared a heretic and had a bounty placed on his head by the government of Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f065b4dd3c8043d886b55d655f62fe6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronze Age arrived circa 1500 BC when people in the region were turning copper into bronze, growing rice and domesticating poultry and pigs; they were among the first people in the world to do so. Human remains and artifacts from this era were discovered in Monywa District in the Sagaing Division. The Iron Age began around 500 BC with the emergence of iron-working settlements in an area south of present-day Mandalay. Evidence also shows the presence of rice-growing settlements of large villages and small towns that traded with their surroundings as far as China between 500 BC and 200 AD. Iron Age Burmese cultures also had influences from outside sources such as India and Thailand, as seen in their funerary practices concerning child burials. This indicates some form of communication between groups in Myanmar and other places, possibly through trade.", "targets": "By what name is the era in the 3rd millennium around 1500 BC known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f065b4dd3c8043d886b55d655f62fe6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronze Age arrived circa 1500 BC when people in the region were turning copper into bronze, growing rice and domesticating poultry and pigs; they were among the first people in the world to do so. Human remains and artifacts from this era were discovered in Monywa District in the Sagaing Division. The Iron Age began around 500 BC with the emergence of iron-working settlements in an area south of present-day Mandalay. Evidence also shows the presence of rice-growing settlements of large villages and small towns that traded with their surroundings as far as China between 500 BC and 200 AD. Iron Age Burmese cultures also had influences from outside sources such as India and Thailand, as seen in their funerary practices concerning child burials. This indicates some form of communication between groups in Myanmar and other places, possibly through trade.", "targets": "What events of significance to human development occurred during the Bronze Age ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f065b4dd3c8043d886b55d655f62fe6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronze Age arrived circa 1500 BC when people in the region were turning copper into bronze, growing rice and domesticating poultry and pigs; they were among the first people in the world to do so. Human remains and artifacts from this era were discovered in Monywa District in the Sagaing Division. The Iron Age began around 500 BC with the emergence of iron-working settlements in an area south of present-day Mandalay. Evidence also shows the presence of rice-growing settlements of large villages and small towns that traded with their surroundings as far as China between 500 BC and 200 AD. Iron Age Burmese cultures also had influences from outside sources such as India and Thailand, as seen in their funerary practices concerning child burials. This indicates some form of communication between groups in Myanmar and other places, possibly through trade.", "targets": "What event evolving animals are the Myanmar also accredited with being the first to accomplish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f065b4dd3c8043d886b55d655f62fe6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronze Age arrived circa 1500 BC when people in the region were turning copper into bronze, growing rice and domesticating poultry and pigs; they were among the first people in the world to do so. Human remains and artifacts from this era were discovered in Monywa District in the Sagaing Division. The Iron Age began around 500 BC with the emergence of iron-working settlements in an area south of present-day Mandalay. Evidence also shows the presence of rice-growing settlements of large villages and small towns that traded with their surroundings as far as China between 500 BC and 200 AD. Iron Age Burmese cultures also had influences from outside sources such as India and Thailand, as seen in their funerary practices concerning child burials. This indicates some form of communication between groups in Myanmar and other places, possibly through trade.", "targets": "When did the Age of Iron begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f065b4dd3c8043d886b55d655f62fe6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronze Age arrived circa 1500 BC when people in the region were turning copper into bronze, growing rice and domesticating poultry and pigs; they were among the first people in the world to do so. Human remains and artifacts from this era were discovered in Monywa District in the Sagaing Division. The Iron Age began around 500 BC with the emergence of iron-working settlements in an area south of present-day Mandalay. Evidence also shows the presence of rice-growing settlements of large villages and small towns that traded with their surroundings as far as China between 500 BC and 200 AD. Iron Age Burmese cultures also had influences from outside sources such as India and Thailand, as seen in their funerary practices concerning child burials. This indicates some form of communication between groups in Myanmar and other places, possibly through trade.", "targets": "What events punctuate the beginning of the Iron Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6071ed84cdd4d32bfc92571fb154894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nigeria is a Federal Republic modelled after the United States, with executive power exercised by the president. It is influenced by the Westminster System model[citation needed] in the composition and management of the upper and lower houses of the bicameral legislature. The president presides as both Head of State and head of the national executive; the leader is elected by popular vote to a maximum of two 4-year terms. In the March 28, 2015 presidential election, General Muhammadu Buhari emerged victorious to become the Federal President of Nigeria, defeating then incumbent Goodluck Jonathan.", "targets": "What is Nigeria's form of government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6071ed84cdd4d32bfc92571fb154894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nigeria is a Federal Republic modelled after the United States, with executive power exercised by the president. It is influenced by the Westminster System model[citation needed] in the composition and management of the upper and lower houses of the bicameral legislature. The president presides as both Head of State and head of the national executive; the leader is elected by popular vote to a maximum of two 4-year terms. In the March 28, 2015 presidential election, General Muhammadu Buhari emerged victorious to become the Federal President of Nigeria, defeating then incumbent Goodluck Jonathan.", "targets": "What houses does the Nigerian legislature have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6071ed84cdd4d32bfc92571fb154894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nigeria is a Federal Republic modelled after the United States, with executive power exercised by the president. It is influenced by the Westminster System model[citation needed] in the composition and management of the upper and lower houses of the bicameral legislature. The president presides as both Head of State and head of the national executive; the leader is elected by popular vote to a maximum of two 4-year terms. In the March 28, 2015 presidential election, General Muhammadu Buhari emerged victorious to become the Federal President of Nigeria, defeating then incumbent Goodluck Jonathan.", "targets": "How many times can a Nigerian president be elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6071ed84cdd4d32bfc92571fb154894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nigeria is a Federal Republic modelled after the United States, with executive power exercised by the president. It is influenced by the Westminster System model[citation needed] in the composition and management of the upper and lower houses of the bicameral legislature. The president presides as both Head of State and head of the national executive; the leader is elected by popular vote to a maximum of two 4-year terms. In the March 28, 2015 presidential election, General Muhammadu Buhari emerged victorious to become the Federal President of Nigeria, defeating then incumbent Goodluck Jonathan.", "targets": "Who won the 2015 Nigerian presidential election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6071ed84cdd4d32bfc92571fb154894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nigeria is a Federal Republic modelled after the United States, with executive power exercised by the president. It is influenced by the Westminster System model[citation needed] in the composition and management of the upper and lower houses of the bicameral legislature. The president presides as both Head of State and head of the national executive; the leader is elected by popular vote to a maximum of two 4-year terms. In the March 28, 2015 presidential election, General Muhammadu Buhari emerged victorious to become the Federal President of Nigeria, defeating then incumbent Goodluck Jonathan.", "targets": "Who lost the 2015 Nigerian presidential election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6bee53f5bc40e999acdeeb1831afe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These Christmas music marathons typically start during the week before Thanksgiving Day and end after Christmas Day, or sometimes extending to New Year's Day. Afterwards, the stations usually resume their normal music fare. Several stations begin the holiday format much earlier, at the beginning of November. The roots of this tradition can be traced back to the beautiful music and easy listening stations of the 1960s and 1970s.", "targets": "When does Christmas music on AC format stations usually begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6bee53f5bc40e999acdeeb1831afe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These Christmas music marathons typically start during the week before Thanksgiving Day and end after Christmas Day, or sometimes extending to New Year's Day. Afterwards, the stations usually resume their normal music fare. Several stations begin the holiday format much earlier, at the beginning of November. The roots of this tradition can be traced back to the beautiful music and easy listening stations of the 1960s and 1970s.", "targets": "When is the earlier of the two times that Christmas music on adult contemporary stations typically ends?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6bee53f5bc40e999acdeeb1831afe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These Christmas music marathons typically start during the week before Thanksgiving Day and end after Christmas Day, or sometimes extending to New Year's Day. Afterwards, the stations usually resume their normal music fare. Several stations begin the holiday format much earlier, at the beginning of November. The roots of this tradition can be traced back to the beautiful music and easy listening stations of the 1960s and 1970s.", "targets": "When is the later of the two times that Christmas music on adult contemporary stations usually ends?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6bee53f5bc40e999acdeeb1831afe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These Christmas music marathons typically start during the week before Thanksgiving Day and end after Christmas Day, or sometimes extending to New Year's Day. Afterwards, the stations usually resume their normal music fare. Several stations begin the holiday format much earlier, at the beginning of November. The roots of this tradition can be traced back to the beautiful music and easy listening stations of the 1960s and 1970s.", "targets": "When is the earliest an AC station will switch to a Christmas format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b6bee53f5bc40e999acdeeb1831afe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These Christmas music marathons typically start during the week before Thanksgiving Day and end after Christmas Day, or sometimes extending to New Year's Day. Afterwards, the stations usually resume their normal music fare. Several stations begin the holiday format much earlier, at the beginning of November. The roots of this tradition can be traced back to the beautiful music and easy listening stations of the 1960s and 1970s.", "targets": "What two formats pioneered the Christmas music tradition in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What large cat has a particular taste for dogs no matter how big the dog is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What is a typical predator of dogs in places such as Turkmenistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What two reptiles kill dogs and consume them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What big cat has a tendency to attack dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What big cats in Indonesia also attack dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What type of reptiles eat dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-916fcb3d7ea649c3af8f4daa02c9a0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coyotes and big cats have also been known to attack dogs. Leopards in particular are known to have a predilection for dogs, and have been recorded to kill and consume them regardless of the dog's size or ferocity. Tigers in Manchuria, Indochina, Indonesia, and Malaysia are reputed to kill dogs with the same vigor as leopards. Striped hyenas are major predators of village dogs in Turkmenistan, India, and the Caucasus. Reptiles such as alligators and pythons have been known to kill and eat dogs.", "targets": "What is a known predator of village dogs in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3978e3aade6349da96648f74539855bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic structure of the Empire was defined by its geopolitical structure. The Ottoman Empire stood between the West and the East, thus blocking the land route eastward and forcing Spanish and Portuguese navigators to set sail in search of a new route to the Orient. The Empire controlled the spice route that Marco Polo once used. When Vasco da Gama bypassed Ottoman controlled routes and established direct trade links with India in 1498, and Christopher Columbus first journeyed to the Bahamas in 1492, the Ottoman Empire was at its zenith.", "targets": "What serviced as the foundation for the structure of the economy of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3978e3aade6349da96648f74539855bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic structure of the Empire was defined by its geopolitical structure. The Ottoman Empire stood between the West and the East, thus blocking the land route eastward and forcing Spanish and Portuguese navigators to set sail in search of a new route to the Orient. The Empire controlled the spice route that Marco Polo once used. When Vasco da Gama bypassed Ottoman controlled routes and established direct trade links with India in 1498, and Christopher Columbus first journeyed to the Bahamas in 1492, the Ottoman Empire was at its zenith.", "targets": "The Ottoman Empire caused navigators from which two nations to find another route to the Orient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3978e3aade6349da96648f74539855bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic structure of the Empire was defined by its geopolitical structure. The Ottoman Empire stood between the West and the East, thus blocking the land route eastward and forcing Spanish and Portuguese navigators to set sail in search of a new route to the Orient. The Empire controlled the spice route that Marco Polo once used. When Vasco da Gama bypassed Ottoman controlled routes and established direct trade links with India in 1498, and Christopher Columbus first journeyed to the Bahamas in 1492, the Ottoman Empire was at its zenith.", "targets": "Who once used the spice route that the Ottoman Empire controlled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3978e3aade6349da96648f74539855bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic structure of the Empire was defined by its geopolitical structure. The Ottoman Empire stood between the West and the East, thus blocking the land route eastward and forcing Spanish and Portuguese navigators to set sail in search of a new route to the Orient. The Empire controlled the spice route that Marco Polo once used. When Vasco da Gama bypassed Ottoman controlled routes and established direct trade links with India in 1498, and Christopher Columbus first journeyed to the Bahamas in 1492, the Ottoman Empire was at its zenith.", "targets": "When were direct trade links established with India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3978e3aade6349da96648f74539855bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic structure of the Empire was defined by its geopolitical structure. The Ottoman Empire stood between the West and the East, thus blocking the land route eastward and forcing Spanish and Portuguese navigators to set sail in search of a new route to the Orient. The Empire controlled the spice route that Marco Polo once used. When Vasco da Gama bypassed Ottoman controlled routes and established direct trade links with India in 1498, and Christopher Columbus first journeyed to the Bahamas in 1492, the Ottoman Empire was at its zenith.", "targets": "When did Christopher Columbus sail to the Bahamas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d33a730e79044d8bcbaa94d99b70f3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004 the Central African Republic Bush War began as forces opposed to Boziz\u00e9 took up arms against his government. In May 2005 Boziz\u00e9 won a presidential election that excluded Patass\u00e9 and in 2006 fighting continued between the government and the rebels. In November 2006, Boziz\u00e9's government requested French military support to help them repel rebels who had taken control of towns in the country's northern regions. Though the initially public details of the agreement pertained to logistics and intelligence, the French assistance eventually included strikes by Mirage jets against rebel positions.", "targets": "What war started in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d33a730e79044d8bcbaa94d99b70f3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004 the Central African Republic Bush War began as forces opposed to Boziz\u00e9 took up arms against his government. In May 2005 Boziz\u00e9 won a presidential election that excluded Patass\u00e9 and in 2006 fighting continued between the government and the rebels. In November 2006, Boziz\u00e9's government requested French military support to help them repel rebels who had taken control of towns in the country's northern regions. Though the initially public details of the agreement pertained to logistics and intelligence, the French assistance eventually included strikes by Mirage jets against rebel positions.", "targets": "In what way did Bozize made his rule legitimate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d33a730e79044d8bcbaa94d99b70f3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004 the Central African Republic Bush War began as forces opposed to Boziz\u00e9 took up arms against his government. In May 2005 Boziz\u00e9 won a presidential election that excluded Patass\u00e9 and in 2006 fighting continued between the government and the rebels. In November 2006, Boziz\u00e9's government requested French military support to help them repel rebels who had taken control of towns in the country's northern regions. Though the initially public details of the agreement pertained to logistics and intelligence, the French assistance eventually included strikes by Mirage jets against rebel positions.", "targets": "When did CAR ask for assistance from the French against rebels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d33a730e79044d8bcbaa94d99b70f3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004 the Central African Republic Bush War began as forces opposed to Boziz\u00e9 took up arms against his government. In May 2005 Boziz\u00e9 won a presidential election that excluded Patass\u00e9 and in 2006 fighting continued between the government and the rebels. In November 2006, Boziz\u00e9's government requested French military support to help them repel rebels who had taken control of towns in the country's northern regions. Though the initially public details of the agreement pertained to logistics and intelligence, the French assistance eventually included strikes by Mirage jets against rebel positions.", "targets": "How did the French assist against the rebels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d33a730e79044d8bcbaa94d99b70f3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004 the Central African Republic Bush War began as forces opposed to Boziz\u00e9 took up arms against his government. In May 2005 Boziz\u00e9 won a presidential election that excluded Patass\u00e9 and in 2006 fighting continued between the government and the rebels. In November 2006, Boziz\u00e9's government requested French military support to help them repel rebels who had taken control of towns in the country's northern regions. Though the initially public details of the agreement pertained to logistics and intelligence, the French assistance eventually included strikes by Mirage jets against rebel positions.", "targets": "What did the rebels take over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a12ef6b8108540a6aa0502b7f5ef0f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He reminded the council fathers that only a few years earlier Pope Pius XII had issued the encyclical Mystici corporis about the mystical body of Christ. He asked them not to repeat or create new dogmatic definitions but to explain in simple words how the Church sees itself. He thanked the representatives of other Christian communities for their attendance and asked for their forgiveness if the Catholic Church is guilty for the separation. He also reminded the Council Fathers that many bishops from the east could not attend because the governments in the East did not permit their journeys.", "targets": "What edict did Pope Pius XXIII issue regarding the body of Christ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a12ef6b8108540a6aa0502b7f5ef0f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He reminded the council fathers that only a few years earlier Pope Pius XII had issued the encyclical Mystici corporis about the mystical body of Christ. He asked them not to repeat or create new dogmatic definitions but to explain in simple words how the Church sees itself. He thanked the representatives of other Christian communities for their attendance and asked for their forgiveness if the Catholic Church is guilty for the separation. He also reminded the Council Fathers that many bishops from the east could not attend because the governments in the East did not permit their journeys.", "targets": "How is the body of Christ regarded by Catholic liturgy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a12ef6b8108540a6aa0502b7f5ef0f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He reminded the council fathers that only a few years earlier Pope Pius XII had issued the encyclical Mystici corporis about the mystical body of Christ. He asked them not to repeat or create new dogmatic definitions but to explain in simple words how the Church sees itself. He thanked the representatives of other Christian communities for their attendance and asked for their forgiveness if the Catholic Church is guilty for the separation. He also reminded the Council Fathers that many bishops from the east could not attend because the governments in the East did not permit their journeys.", "targets": "What type of language did Paul VI want to the church to relay dogma in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a12ef6b8108540a6aa0502b7f5ef0f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He reminded the council fathers that only a few years earlier Pope Pius XII had issued the encyclical Mystici corporis about the mystical body of Christ. He asked them not to repeat or create new dogmatic definitions but to explain in simple words how the Church sees itself. He thanked the representatives of other Christian communities for their attendance and asked for their forgiveness if the Catholic Church is guilty for the separation. He also reminded the Council Fathers that many bishops from the east could not attend because the governments in the East did not permit their journeys.", "targets": "From what area were bishops prevented from attending the ecumenical meeting of Paul VI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a12ef6b8108540a6aa0502b7f5ef0f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He reminded the council fathers that only a few years earlier Pope Pius XII had issued the encyclical Mystici corporis about the mystical body of Christ. He asked them not to repeat or create new dogmatic definitions but to explain in simple words how the Church sees itself. He thanked the representatives of other Christian communities for their attendance and asked for their forgiveness if the Catholic Church is guilty for the separation. He also reminded the Council Fathers that many bishops from the east could not attend because the governments in the East did not permit their journeys.", "targets": "What did Paul VI ask other Christian faiths forgiveness for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac922cc4ef32462c88f98bc0561c46d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All birds lay amniotic eggs with hard shells made mostly of calcium carbonate. Hole and burrow nesting species tend to lay white or pale eggs, while open nesters lay camouflaged eggs. There are many exceptions to this pattern, however; the ground-nesting nightjars have pale eggs, and camouflage is instead provided by their plumage. Species that are victims of brood parasites have varying egg colours to improve the chances of spotting a parasite's egg, which forces female parasites to match their eggs to those of their hosts.", "targets": "What kind of eggs to all birds lay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac922cc4ef32462c88f98bc0561c46d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All birds lay amniotic eggs with hard shells made mostly of calcium carbonate. Hole and burrow nesting species tend to lay white or pale eggs, while open nesters lay camouflaged eggs. There are many exceptions to this pattern, however; the ground-nesting nightjars have pale eggs, and camouflage is instead provided by their plumage. Species that are victims of brood parasites have varying egg colours to improve the chances of spotting a parasite's egg, which forces female parasites to match their eggs to those of their hosts.", "targets": "All birds lay eggs with hard shells made mostly out of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac922cc4ef32462c88f98bc0561c46d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All birds lay amniotic eggs with hard shells made mostly of calcium carbonate. Hole and burrow nesting species tend to lay white or pale eggs, while open nesters lay camouflaged eggs. There are many exceptions to this pattern, however; the ground-nesting nightjars have pale eggs, and camouflage is instead provided by their plumage. Species that are victims of brood parasites have varying egg colours to improve the chances of spotting a parasite's egg, which forces female parasites to match their eggs to those of their hosts.", "targets": "What type of birds lay white or pale eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac922cc4ef32462c88f98bc0561c46d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All birds lay amniotic eggs with hard shells made mostly of calcium carbonate. Hole and burrow nesting species tend to lay white or pale eggs, while open nesters lay camouflaged eggs. There are many exceptions to this pattern, however; the ground-nesting nightjars have pale eggs, and camouflage is instead provided by their plumage. Species that are victims of brood parasites have varying egg colours to improve the chances of spotting a parasite's egg, which forces female parasites to match their eggs to those of their hosts.", "targets": "What kind of eggs do open nesters lay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360c319cdb3f4370bc9bc1b164097b9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hunter-gatherers would eventually flourish all over the Americas, primarily based in the Great Plains of the United States and Canada, with offshoots as far east as the Gasp\u00e9 Peninsula on the Atlantic coast, and as far south as Chile, Monte Verde.[citation needed] American hunter-gatherers were spread over a wide geographical area, thus there were regional variations in lifestyles. However, all the individual groups shared a common style of stone tool production, making knapping styles and progress identifiable. This early Paleo-Indian period lithic reduction tool adaptations have been found across the Americas, utilized by highly mobile bands consisting of approximately 25 to 50 members of an extended family.", "targets": "Where did the North American hunter-gathers mostly live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360c319cdb3f4370bc9bc1b164097b9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hunter-gatherers would eventually flourish all over the Americas, primarily based in the Great Plains of the United States and Canada, with offshoots as far east as the Gasp\u00e9 Peninsula on the Atlantic coast, and as far south as Chile, Monte Verde.[citation needed] American hunter-gatherers were spread over a wide geographical area, thus there were regional variations in lifestyles. However, all the individual groups shared a common style of stone tool production, making knapping styles and progress identifiable. This early Paleo-Indian period lithic reduction tool adaptations have been found across the Americas, utilized by highly mobile bands consisting of approximately 25 to 50 members of an extended family.", "targets": "What basic trait do all hunter-gatherers share?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360c319cdb3f4370bc9bc1b164097b9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hunter-gatherers would eventually flourish all over the Americas, primarily based in the Great Plains of the United States and Canada, with offshoots as far east as the Gasp\u00e9 Peninsula on the Atlantic coast, and as far south as Chile, Monte Verde.[citation needed] American hunter-gatherers were spread over a wide geographical area, thus there were regional variations in lifestyles. However, all the individual groups shared a common style of stone tool production, making knapping styles and progress identifiable. This early Paleo-Indian period lithic reduction tool adaptations have been found across the Americas, utilized by highly mobile bands consisting of approximately 25 to 50 members of an extended family.", "targets": "What is it about the tool styles that is remarkable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360c319cdb3f4370bc9bc1b164097b9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hunter-gatherers would eventually flourish all over the Americas, primarily based in the Great Plains of the United States and Canada, with offshoots as far east as the Gasp\u00e9 Peninsula on the Atlantic coast, and as far south as Chile, Monte Verde.[citation needed] American hunter-gatherers were spread over a wide geographical area, thus there were regional variations in lifestyles. However, all the individual groups shared a common style of stone tool production, making knapping styles and progress identifiable. This early Paleo-Indian period lithic reduction tool adaptations have been found across the Americas, utilized by highly mobile bands consisting of approximately 25 to 50 members of an extended family.", "targets": "Where have early Paleo -Indian tools been found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-360c319cdb3f4370bc9bc1b164097b9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hunter-gatherers would eventually flourish all over the Americas, primarily based in the Great Plains of the United States and Canada, with offshoots as far east as the Gasp\u00e9 Peninsula on the Atlantic coast, and as far south as Chile, Monte Verde.[citation needed] American hunter-gatherers were spread over a wide geographical area, thus there were regional variations in lifestyles. However, all the individual groups shared a common style of stone tool production, making knapping styles and progress identifiable. This early Paleo-Indian period lithic reduction tool adaptations have been found across the Americas, utilized by highly mobile bands consisting of approximately 25 to 50 members of an extended family.", "targets": "How many members did the mobile tool-making hunters often have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e73ed45874c346439138f781358892f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The depression had devastating effects in virtually every country, rich or poor. International trade plunged by half to two-thirds, as did personal income, tax revenue, prices and profits. Cities all around the world were hit hard, especially those dependent on heavy industry. Construction was virtually halted in many countries. Farming and rural areas suffered as crop prices fell by roughly 60 percent. Facing plummeting demand with few alternate sources of jobs, areas dependent on primary sector industries suffered the most.", "targets": "Where did the depression cause negative effects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e73ed45874c346439138f781358892f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The depression had devastating effects in virtually every country, rich or poor. International trade plunged by half to two-thirds, as did personal income, tax revenue, prices and profits. Cities all around the world were hit hard, especially those dependent on heavy industry. Construction was virtually halted in many countries. Farming and rural areas suffered as crop prices fell by roughly 60 percent. Facing plummeting demand with few alternate sources of jobs, areas dependent on primary sector industries suffered the most.", "targets": "How much did international trade fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e73ed45874c346439138f781358892f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The depression had devastating effects in virtually every country, rich or poor. International trade plunged by half to two-thirds, as did personal income, tax revenue, prices and profits. Cities all around the world were hit hard, especially those dependent on heavy industry. Construction was virtually halted in many countries. Farming and rural areas suffered as crop prices fell by roughly 60 percent. Facing plummeting demand with few alternate sources of jobs, areas dependent on primary sector industries suffered the most.", "targets": "What happened to construction during the Depression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e73ed45874c346439138f781358892f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The depression had devastating effects in virtually every country, rich or poor. International trade plunged by half to two-thirds, as did personal income, tax revenue, prices and profits. Cities all around the world were hit hard, especially those dependent on heavy industry. Construction was virtually halted in many countries. Farming and rural areas suffered as crop prices fell by roughly 60 percent. Facing plummeting demand with few alternate sources of jobs, areas dependent on primary sector industries suffered the most.", "targets": "How far did crop prices fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0927a81b93e4b76826403e3b17dad0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glass was used extensively during the Middle Ages. Anglo-Saxon glass has been found across England during archaeological excavations of both settlement and cemetery sites. Glass in the Anglo-Saxon period was used in the manufacture of a range of objects including vessels, beads, windows and was also used in jewelry. From the 10th-century onwards, glass was employed in stained glass windows of churches and cathedrals, with famous examples at Chartres Cathedral and the Basilica of Saint Denis. By the 14th-century, architects were designing buildings with walls of stained glass such as Sainte-Chapelle, Paris, (1203\u20131248) and the East end of Gloucester Cathedral. Stained glass had a major revival with Gothic Revival architecture in the 19th-century. With the Renaissance, and a change in architectural style, the use of large stained glass windows became less prevalent. The use of domestic stained glass increased until most substantial houses had glass windows. These were initially small panes leaded together, but with the changes in technology, glass could be manufactured relatively cheaply in increasingly larger sheets. This led to larger window panes, and, in the 20th-century, to much larger windows in ordinary domestic and commercial buildings.", "targets": "When did stained glass make a big comeback?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0927a81b93e4b76826403e3b17dad0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glass was used extensively during the Middle Ages. Anglo-Saxon glass has been found across England during archaeological excavations of both settlement and cemetery sites. Glass in the Anglo-Saxon period was used in the manufacture of a range of objects including vessels, beads, windows and was also used in jewelry. From the 10th-century onwards, glass was employed in stained glass windows of churches and cathedrals, with famous examples at Chartres Cathedral and the Basilica of Saint Denis. By the 14th-century, architects were designing buildings with walls of stained glass such as Sainte-Chapelle, Paris, (1203\u20131248) and the East end of Gloucester Cathedral. Stained glass had a major revival with Gothic Revival architecture in the 19th-century. With the Renaissance, and a change in architectural style, the use of large stained glass windows became less prevalent. The use of domestic stained glass increased until most substantial houses had glass windows. These were initially small panes leaded together, but with the changes in technology, glass could be manufactured relatively cheaply in increasingly larger sheets. This led to larger window panes, and, in the 20th-century, to much larger windows in ordinary domestic and commercial buildings.", "targets": "When did stained glass begin to be used for places of worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0927a81b93e4b76826403e3b17dad0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glass was used extensively during the Middle Ages. Anglo-Saxon glass has been found across England during archaeological excavations of both settlement and cemetery sites. Glass in the Anglo-Saxon period was used in the manufacture of a range of objects including vessels, beads, windows and was also used in jewelry. From the 10th-century onwards, glass was employed in stained glass windows of churches and cathedrals, with famous examples at Chartres Cathedral and the Basilica of Saint Denis. By the 14th-century, architects were designing buildings with walls of stained glass such as Sainte-Chapelle, Paris, (1203\u20131248) and the East end of Gloucester Cathedral. Stained glass had a major revival with Gothic Revival architecture in the 19th-century. With the Renaissance, and a change in architectural style, the use of large stained glass windows became less prevalent. The use of domestic stained glass increased until most substantial houses had glass windows. These were initially small panes leaded together, but with the changes in technology, glass could be manufactured relatively cheaply in increasingly larger sheets. This led to larger window panes, and, in the 20th-century, to much larger windows in ordinary domestic and commercial buildings.", "targets": "When did big windows of stained glass become less common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0927a81b93e4b76826403e3b17dad0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glass was used extensively during the Middle Ages. Anglo-Saxon glass has been found across England during archaeological excavations of both settlement and cemetery sites. Glass in the Anglo-Saxon period was used in the manufacture of a range of objects including vessels, beads, windows and was also used in jewelry. From the 10th-century onwards, glass was employed in stained glass windows of churches and cathedrals, with famous examples at Chartres Cathedral and the Basilica of Saint Denis. By the 14th-century, architects were designing buildings with walls of stained glass such as Sainte-Chapelle, Paris, (1203\u20131248) and the East end of Gloucester Cathedral. Stained glass had a major revival with Gothic Revival architecture in the 19th-century. With the Renaissance, and a change in architectural style, the use of large stained glass windows became less prevalent. The use of domestic stained glass increased until most substantial houses had glass windows. These were initially small panes leaded together, but with the changes in technology, glass could be manufactured relatively cheaply in increasingly larger sheets. This led to larger window panes, and, in the 20th-century, to much larger windows in ordinary domestic and commercial buildings.", "targets": "What 13th-century building is an example of stained glass walls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0927a81b93e4b76826403e3b17dad0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Glass was used extensively during the Middle Ages. Anglo-Saxon glass has been found across England during archaeological excavations of both settlement and cemetery sites. Glass in the Anglo-Saxon period was used in the manufacture of a range of objects including vessels, beads, windows and was also used in jewelry. From the 10th-century onwards, glass was employed in stained glass windows of churches and cathedrals, with famous examples at Chartres Cathedral and the Basilica of Saint Denis. By the 14th-century, architects were designing buildings with walls of stained glass such as Sainte-Chapelle, Paris, (1203\u20131248) and the East end of Gloucester Cathedral. Stained glass had a major revival with Gothic Revival architecture in the 19th-century. With the Renaissance, and a change in architectural style, the use of large stained glass windows became less prevalent. The use of domestic stained glass increased until most substantial houses had glass windows. These were initially small panes leaded together, but with the changes in technology, glass could be manufactured relatively cheaply in increasingly larger sheets. This led to larger window panes, and, in the 20th-century, to much larger windows in ordinary domestic and commercial buildings.", "targets": "What did technological changes allow regular homes to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cbce6d0a6c6406a9ad88db39a526957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egyptian President Anwar Sadat had a mother who was a dark-skinned Nubian Sudanese woman and a father who was a lighter-skinned Egyptian. In response to an advertisement for an acting position, as a young man he said, \"I am not white but I am not exactly black either. My blackness is tending to reddish\".", "targets": "Who was the Egyptian President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cbce6d0a6c6406a9ad88db39a526957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egyptian President Anwar Sadat had a mother who was a dark-skinned Nubian Sudanese woman and a father who was a lighter-skinned Egyptian. In response to an advertisement for an acting position, as a young man he said, \"I am not white but I am not exactly black either. My blackness is tending to reddish\".", "targets": "What ethnicity was his mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cbce6d0a6c6406a9ad88db39a526957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egyptian President Anwar Sadat had a mother who was a dark-skinned Nubian Sudanese woman and a father who was a lighter-skinned Egyptian. In response to an advertisement for an acting position, as a young man he said, \"I am not white but I am not exactly black either. My blackness is tending to reddish\".", "targets": "What ethnicity was his father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cbce6d0a6c6406a9ad88db39a526957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egyptian President Anwar Sadat had a mother who was a dark-skinned Nubian Sudanese woman and a father who was a lighter-skinned Egyptian. In response to an advertisement for an acting position, as a young man he said, \"I am not white but I am not exactly black either. My blackness is tending to reddish\".", "targets": "What color did he refer to himself as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6a02407f1b4fff8a0f0e3e03877328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic feature of angiosperms is the flower. Flowers show remarkable variation in form and elaboration, and provide the most trustworthy external characteristics for establishing relationships among angiosperm species. The function of the flower is to ensure fertilization of the ovule and development of fruit containing seeds. The floral apparatus may arise terminally on a shoot or from the axil of a leaf (where the petiole attaches to the stem). Occasionally, as in violets, a flower arises singly in the axil of an ordinary foliage-leaf. More typically, the flower-bearing portion of the plant is sharply distinguished from the foliage-bearing or vegetative portion, and forms a more or less elaborate branch-system called an inflorescence.", "targets": "What is the defining feature of angiosperms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6a02407f1b4fff8a0f0e3e03877328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic feature of angiosperms is the flower. Flowers show remarkable variation in form and elaboration, and provide the most trustworthy external characteristics for establishing relationships among angiosperm species. The function of the flower is to ensure fertilization of the ovule and development of fruit containing seeds. The floral apparatus may arise terminally on a shoot or from the axil of a leaf (where the petiole attaches to the stem). Occasionally, as in violets, a flower arises singly in the axil of an ordinary foliage-leaf. More typically, the flower-bearing portion of the plant is sharply distinguished from the foliage-bearing or vegetative portion, and forms a more or less elaborate branch-system called an inflorescence.", "targets": "What characteristic flowers show variation in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6a02407f1b4fff8a0f0e3e03877328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic feature of angiosperms is the flower. Flowers show remarkable variation in form and elaboration, and provide the most trustworthy external characteristics for establishing relationships among angiosperm species. The function of the flower is to ensure fertilization of the ovule and development of fruit containing seeds. The floral apparatus may arise terminally on a shoot or from the axil of a leaf (where the petiole attaches to the stem). Occasionally, as in violets, a flower arises singly in the axil of an ordinary foliage-leaf. More typically, the flower-bearing portion of the plant is sharply distinguished from the foliage-bearing or vegetative portion, and forms a more or less elaborate branch-system called an inflorescence.", "targets": "What do flowers provide the best external feature for doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6a02407f1b4fff8a0f0e3e03877328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic feature of angiosperms is the flower. Flowers show remarkable variation in form and elaboration, and provide the most trustworthy external characteristics for establishing relationships among angiosperm species. The function of the flower is to ensure fertilization of the ovule and development of fruit containing seeds. The floral apparatus may arise terminally on a shoot or from the axil of a leaf (where the petiole attaches to the stem). Occasionally, as in violets, a flower arises singly in the axil of an ordinary foliage-leaf. More typically, the flower-bearing portion of the plant is sharply distinguished from the foliage-bearing or vegetative portion, and forms a more or less elaborate branch-system called an inflorescence.", "targets": "What is it the function of the flower to ensure fertilization of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f6a02407f1b4fff8a0f0e3e03877328", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The characteristic feature of angiosperms is the flower. Flowers show remarkable variation in form and elaboration, and provide the most trustworthy external characteristics for establishing relationships among angiosperm species. The function of the flower is to ensure fertilization of the ovule and development of fruit containing seeds. The floral apparatus may arise terminally on a shoot or from the axil of a leaf (where the petiole attaches to the stem). Occasionally, as in violets, a flower arises singly in the axil of an ordinary foliage-leaf. More typically, the flower-bearing portion of the plant is sharply distinguished from the foliage-bearing or vegetative portion, and forms a more or less elaborate branch-system called an inflorescence.", "targets": "What is the name of a branch system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ded4bb737f34f1d8958a4b6a27f1ad3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth Council is currently undertaking a project of urban redevelopment called the \"Vision for Plymouth\" launched by the architect David Mackay and backed by both Plymouth City Council and the Plymouth Chamber of Commerce (PCC). Its projects range from shopping centres, a cruise terminal, a boulevard and to increase the population to 300,000 and build 33,000 dwellings.", "targets": "What is the name of Plymouth Council's urban redevelopment project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ded4bb737f34f1d8958a4b6a27f1ad3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth Council is currently undertaking a project of urban redevelopment called the \"Vision for Plymouth\" launched by the architect David Mackay and backed by both Plymouth City Council and the Plymouth Chamber of Commerce (PCC). Its projects range from shopping centres, a cruise terminal, a boulevard and to increase the population to 300,000 and build 33,000 dwellings.", "targets": "What architect is in charge of the \"\"Vision for Plymouth\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ded4bb737f34f1d8958a4b6a27f1ad3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth Council is currently undertaking a project of urban redevelopment called the \"Vision for Plymouth\" launched by the architect David Mackay and backed by both Plymouth City Council and the Plymouth Chamber of Commerce (PCC). Its projects range from shopping centres, a cruise terminal, a boulevard and to increase the population to 300,000 and build 33,000 dwellings.", "targets": "Along with Plymouth Council, what body supports the \"Vision for Plymouth\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ded4bb737f34f1d8958a4b6a27f1ad3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth Council is currently undertaking a project of urban redevelopment called the \"Vision for Plymouth\" launched by the architect David Mackay and backed by both Plymouth City Council and the Plymouth Chamber of Commerce (PCC). Its projects range from shopping centres, a cruise terminal, a boulevard and to increase the population to 300,000 and build 33,000 dwellings.", "targets": "What is the population goal of the \"Vision for Plymouth\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ded4bb737f34f1d8958a4b6a27f1ad3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth Council is currently undertaking a project of urban redevelopment called the \"Vision for Plymouth\" launched by the architect David Mackay and backed by both Plymouth City Council and the Plymouth Chamber of Commerce (PCC). Its projects range from shopping centres, a cruise terminal, a boulevard and to increase the population to 300,000 and build 33,000 dwellings.", "targets": "How many residences does the \"Vision for Plymouth\" seek to build?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3b418e7fe444daad5c52bb4561487f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ozawa's \"Northern Force\" had four aircraft carriers, two obsolete battleships partly converted to carriers, three cruisers and nine destroyers. The carriers had only 108 planes. The force was not spotted by the Allies until 16:40 on 24 October. At 20:00 Toyoda ordered all remaining Japanese forces to attack. Halsey saw an opportunity to destroy the remnants of the Japanese carrier force. The U.S. Third Fleet was formidable \u2013 nine large carriers, eight light carriers, six battleships, 17 cruisers, 63 destroyers and 1,000 planes \u2013 and completely outgunned Ozawa's force. Halsey's ships set out in pursuit of Ozawa just after midnight. U.S. commanders ignored reports that Kurita had turned back towards San Bernardino Strait. They had taken the bait set by Ozawa. On the morning of 25 October Ozawa launched 75 planes. Most were shot down by U.S. fighter patrols. By 08:00 U.S. fighters had destroyed the screen of Japanese fighters and were hitting ships. By evening, they had sunk the carriers Zuikaku, Zuih\u014d, and Chiyoda, and a destroyer. The fourth carrier, Chitose, and a cruiser were disabled and later sank.", "targets": "When did the allies spot Ozawa's \"Northern Force\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3b418e7fe444daad5c52bb4561487f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ozawa's \"Northern Force\" had four aircraft carriers, two obsolete battleships partly converted to carriers, three cruisers and nine destroyers. The carriers had only 108 planes. The force was not spotted by the Allies until 16:40 on 24 October. At 20:00 Toyoda ordered all remaining Japanese forces to attack. Halsey saw an opportunity to destroy the remnants of the Japanese carrier force. The U.S. Third Fleet was formidable \u2013 nine large carriers, eight light carriers, six battleships, 17 cruisers, 63 destroyers and 1,000 planes \u2013 and completely outgunned Ozawa's force. Halsey's ships set out in pursuit of Ozawa just after midnight. U.S. commanders ignored reports that Kurita had turned back towards San Bernardino Strait. They had taken the bait set by Ozawa. On the morning of 25 October Ozawa launched 75 planes. Most were shot down by U.S. fighter patrols. By 08:00 U.S. fighters had destroyed the screen of Japanese fighters and were hitting ships. By evening, they had sunk the carriers Zuikaku, Zuih\u014d, and Chiyoda, and a destroyer. The fourth carrier, Chitose, and a cruiser were disabled and later sank.", "targets": "How many aircraft carriers were in Ozawa's \"Northern Force\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3b418e7fe444daad5c52bb4561487f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ozawa's \"Northern Force\" had four aircraft carriers, two obsolete battleships partly converted to carriers, three cruisers and nine destroyers. The carriers had only 108 planes. The force was not spotted by the Allies until 16:40 on 24 October. At 20:00 Toyoda ordered all remaining Japanese forces to attack. Halsey saw an opportunity to destroy the remnants of the Japanese carrier force. The U.S. Third Fleet was formidable \u2013 nine large carriers, eight light carriers, six battleships, 17 cruisers, 63 destroyers and 1,000 planes \u2013 and completely outgunned Ozawa's force. Halsey's ships set out in pursuit of Ozawa just after midnight. U.S. commanders ignored reports that Kurita had turned back towards San Bernardino Strait. They had taken the bait set by Ozawa. On the morning of 25 October Ozawa launched 75 planes. Most were shot down by U.S. fighter patrols. By 08:00 U.S. fighters had destroyed the screen of Japanese fighters and were hitting ships. By evening, they had sunk the carriers Zuikaku, Zuih\u014d, and Chiyoda, and a destroyer. The fourth carrier, Chitose, and a cruiser were disabled and later sank.", "targets": "How many planes were in the U.S. 3rd Fleet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3b418e7fe444daad5c52bb4561487f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ozawa's \"Northern Force\" had four aircraft carriers, two obsolete battleships partly converted to carriers, three cruisers and nine destroyers. The carriers had only 108 planes. The force was not spotted by the Allies until 16:40 on 24 October. At 20:00 Toyoda ordered all remaining Japanese forces to attack. Halsey saw an opportunity to destroy the remnants of the Japanese carrier force. The U.S. Third Fleet was formidable \u2013 nine large carriers, eight light carriers, six battleships, 17 cruisers, 63 destroyers and 1,000 planes \u2013 and completely outgunned Ozawa's force. Halsey's ships set out in pursuit of Ozawa just after midnight. U.S. commanders ignored reports that Kurita had turned back towards San Bernardino Strait. They had taken the bait set by Ozawa. On the morning of 25 October Ozawa launched 75 planes. Most were shot down by U.S. fighter patrols. By 08:00 U.S. fighters had destroyed the screen of Japanese fighters and were hitting ships. By evening, they had sunk the carriers Zuikaku, Zuih\u014d, and Chiyoda, and a destroyer. The fourth carrier, Chitose, and a cruiser were disabled and later sank.", "targets": "How many cruisers were in the U.S. Third Fleet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af3b418e7fe444daad5c52bb4561487f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ozawa's \"Northern Force\" had four aircraft carriers, two obsolete battleships partly converted to carriers, three cruisers and nine destroyers. The carriers had only 108 planes. The force was not spotted by the Allies until 16:40 on 24 October. At 20:00 Toyoda ordered all remaining Japanese forces to attack. Halsey saw an opportunity to destroy the remnants of the Japanese carrier force. The U.S. Third Fleet was formidable \u2013 nine large carriers, eight light carriers, six battleships, 17 cruisers, 63 destroyers and 1,000 planes \u2013 and completely outgunned Ozawa's force. Halsey's ships set out in pursuit of Ozawa just after midnight. U.S. commanders ignored reports that Kurita had turned back towards San Bernardino Strait. They had taken the bait set by Ozawa. On the morning of 25 October Ozawa launched 75 planes. Most were shot down by U.S. fighter patrols. By 08:00 U.S. fighters had destroyed the screen of Japanese fighters and were hitting ships. By evening, they had sunk the carriers Zuikaku, Zuih\u014d, and Chiyoda, and a destroyer. The fourth carrier, Chitose, and a cruiser were disabled and later sank.", "targets": "How many destroyers were in the U.S. Third Fleet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c58f8ed460af42ceba48cc6f1e376be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, about 48 percent of Malians were younger than 12 years old, 49 percent were 15\u201364 years old, and 3 percent were 65 and older. The median age was 15.9 years. The birth rate in 2014 is 45.53 births per 1,000, and the total fertility rate (in 2012) was 6.4 children per woman. The death rate in 2007 was 16.5 deaths per 1,000. Life expectancy at birth was 53.06 years total (51.43 for males and 54.73 for females). Mali has one of the world's highest rates of infant mortality, with 106 deaths per 1,000 live births in 2007.", "targets": "In 2007 what percent of people were 12 and under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c58f8ed460af42ceba48cc6f1e376be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, about 48 percent of Malians were younger than 12 years old, 49 percent were 15\u201364 years old, and 3 percent were 65 and older. The median age was 15.9 years. The birth rate in 2014 is 45.53 births per 1,000, and the total fertility rate (in 2012) was 6.4 children per woman. The death rate in 2007 was 16.5 deaths per 1,000. Life expectancy at birth was 53.06 years total (51.43 for males and 54.73 for females). Mali has one of the world's highest rates of infant mortality, with 106 deaths per 1,000 live births in 2007.", "targets": "What was the total fertility rate per woman as of 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c58f8ed460af42ceba48cc6f1e376be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, about 48 percent of Malians were younger than 12 years old, 49 percent were 15\u201364 years old, and 3 percent were 65 and older. The median age was 15.9 years. The birth rate in 2014 is 45.53 births per 1,000, and the total fertility rate (in 2012) was 6.4 children per woman. The death rate in 2007 was 16.5 deaths per 1,000. Life expectancy at birth was 53.06 years total (51.43 for males and 54.73 for females). Mali has one of the world's highest rates of infant mortality, with 106 deaths per 1,000 live births in 2007.", "targets": "In 2007 what was the death rate per 1000 people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c58f8ed460af42ceba48cc6f1e376be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, about 48 percent of Malians were younger than 12 years old, 49 percent were 15\u201364 years old, and 3 percent were 65 and older. The median age was 15.9 years. The birth rate in 2014 is 45.53 births per 1,000, and the total fertility rate (in 2012) was 6.4 children per woman. The death rate in 2007 was 16.5 deaths per 1,000. Life expectancy at birth was 53.06 years total (51.43 for males and 54.73 for females). Mali has one of the world's highest rates of infant mortality, with 106 deaths per 1,000 live births in 2007.", "targets": "Mali has one of the highest rates of what type of mortality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c58f8ed460af42ceba48cc6f1e376be9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, about 48 percent of Malians were younger than 12 years old, 49 percent were 15\u201364 years old, and 3 percent were 65 and older. The median age was 15.9 years. The birth rate in 2014 is 45.53 births per 1,000, and the total fertility rate (in 2012) was 6.4 children per woman. The death rate in 2007 was 16.5 deaths per 1,000. Life expectancy at birth was 53.06 years total (51.43 for males and 54.73 for females). Mali has one of the world's highest rates of infant mortality, with 106 deaths per 1,000 live births in 2007.", "targets": "For both men and women average life expectancy is how many years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccd691411f3c42c2980026f6af26f76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A more accurate description of the hydrogen atom comes from a purely quantum mechanical treatment that uses the Schr\u00f6dinger equation, Dirac equation or even the Feynman path integral formulation to calculate the probability density of the electron around the proton. The most complicated treatments allow for the small effects of special relativity and vacuum polarization. In the quantum mechanical treatment, the electron in a ground state hydrogen atom has no angular momentum at all\u2014an illustration of how the \"planetary orbit\" conception of electron motion differs from reality.", "targets": "What kind of movement does the electron not have in ground state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e45ffe6005749ea9ee7308207d42f5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first session ended in a solemn ceremony on 8 December 1962 with the next session scheduled to occur in 1963 from 12 May to 29 June \u2013 this was announced on 12 November 1962. John XXIII's closing speech made subtle references to Pope Pius IX, and he had expressed the desire to see Pius IX beatified and eventually canonized. In his journal in 1959 during a spiritual retreat, John XXIII made this remark: \"I always think of Pius IX of holy and glorious memory, and by imitating him in his sacrifices, I would like to be worthy to celebrate his canonization\".", "targets": "A solemn ceremony ended the first session on what day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e45ffe6005749ea9ee7308207d42f5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first session ended in a solemn ceremony on 8 December 1962 with the next session scheduled to occur in 1963 from 12 May to 29 June \u2013 this was announced on 12 November 1962. John XXIII's closing speech made subtle references to Pope Pius IX, and he had expressed the desire to see Pius IX beatified and eventually canonized. In his journal in 1959 during a spiritual retreat, John XXIII made this remark: \"I always think of Pius IX of holy and glorious memory, and by imitating him in his sacrifices, I would like to be worthy to celebrate his canonization\".", "targets": "When was the next session scheduled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e45ffe6005749ea9ee7308207d42f5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first session ended in a solemn ceremony on 8 December 1962 with the next session scheduled to occur in 1963 from 12 May to 29 June \u2013 this was announced on 12 November 1962. John XXIII's closing speech made subtle references to Pope Pius IX, and he had expressed the desire to see Pius IX beatified and eventually canonized. In his journal in 1959 during a spiritual retreat, John XXIII made this remark: \"I always think of Pius IX of holy and glorious memory, and by imitating him in his sacrifices, I would like to be worthy to celebrate his canonization\".", "targets": "When was the next session announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e45ffe6005749ea9ee7308207d42f5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first session ended in a solemn ceremony on 8 December 1962 with the next session scheduled to occur in 1963 from 12 May to 29 June \u2013 this was announced on 12 November 1962. John XXIII's closing speech made subtle references to Pope Pius IX, and he had expressed the desire to see Pius IX beatified and eventually canonized. In his journal in 1959 during a spiritual retreat, John XXIII made this remark: \"I always think of Pius IX of holy and glorious memory, and by imitating him in his sacrifices, I would like to be worthy to celebrate his canonization\".", "targets": "Who did John XXIII wish to see canonized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc45370d06f4d51b8d7e15d380a4cd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to pressure from film studios wanting to increase their production, as the major networks began airing theatrically released films, ABC joined CBS and NBC in broadcasting films on Sunday nights in 1962, with the launch of the ABC Sunday Night Movie, which debuted a year behind its competitors and was initially presented in black-and-white. Despite a significant increase in viewership (with its audience share having increased to 33% from the 15% share it had in 1953), ABC remained in third place; the company had a total revenue of $15.5 million, a third of the revenue pulled in by CBS at the same period. To catch up, ABC followed up The Flintstones with another animated series from Hanna-Barbera, The Jetsons, which debuted on September 23, 1962 as the first television series to be broadcast in color on the network. On April 1, 1963, ABC debuted the soap opera General Hospital, which would go on to become the television network's long-running entertainment program. That year also saw the premiere of The Fugitive (on September 17), a drama series centering on a man on the run after being accused of committing a murder he did not commit.", "targets": "What was the title of ABC's broadcast film program that debuted on Sundays in 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc45370d06f4d51b8d7e15d380a4cd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to pressure from film studios wanting to increase their production, as the major networks began airing theatrically released films, ABC joined CBS and NBC in broadcasting films on Sunday nights in 1962, with the launch of the ABC Sunday Night Movie, which debuted a year behind its competitors and was initially presented in black-and-white. Despite a significant increase in viewership (with its audience share having increased to 33% from the 15% share it had in 1953), ABC remained in third place; the company had a total revenue of $15.5 million, a third of the revenue pulled in by CBS at the same period. To catch up, ABC followed up The Flintstones with another animated series from Hanna-Barbera, The Jetsons, which debuted on September 23, 1962 as the first television series to be broadcast in color on the network. On April 1, 1963, ABC debuted the soap opera General Hospital, which would go on to become the television network's long-running entertainment program. That year also saw the premiere of The Fugitive (on September 17), a drama series centering on a man on the run after being accused of committing a murder he did not commit.", "targets": "What was ABC's revenue in 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc45370d06f4d51b8d7e15d380a4cd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to pressure from film studios wanting to increase their production, as the major networks began airing theatrically released films, ABC joined CBS and NBC in broadcasting films on Sunday nights in 1962, with the launch of the ABC Sunday Night Movie, which debuted a year behind its competitors and was initially presented in black-and-white. Despite a significant increase in viewership (with its audience share having increased to 33% from the 15% share it had in 1953), ABC remained in third place; the company had a total revenue of $15.5 million, a third of the revenue pulled in by CBS at the same period. To catch up, ABC followed up The Flintstones with another animated series from Hanna-Barbera, The Jetsons, which debuted on September 23, 1962 as the first television series to be broadcast in color on the network. On April 1, 1963, ABC debuted the soap opera General Hospital, which would go on to become the television network's long-running entertainment program. That year also saw the premiere of The Fugitive (on September 17), a drama series centering on a man on the run after being accused of committing a murder he did not commit.", "targets": "What production company produced the animated series The Flintstones for ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc45370d06f4d51b8d7e15d380a4cd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to pressure from film studios wanting to increase their production, as the major networks began airing theatrically released films, ABC joined CBS and NBC in broadcasting films on Sunday nights in 1962, with the launch of the ABC Sunday Night Movie, which debuted a year behind its competitors and was initially presented in black-and-white. Despite a significant increase in viewership (with its audience share having increased to 33% from the 15% share it had in 1953), ABC remained in third place; the company had a total revenue of $15.5 million, a third of the revenue pulled in by CBS at the same period. To catch up, ABC followed up The Flintstones with another animated series from Hanna-Barbera, The Jetsons, which debuted on September 23, 1962 as the first television series to be broadcast in color on the network. On April 1, 1963, ABC debuted the soap opera General Hospital, which would go on to become the television network's long-running entertainment program. That year also saw the premiere of The Fugitive (on September 17), a drama series centering on a man on the run after being accused of committing a murder he did not commit.", "targets": "What was the first series to be televised in color on ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc45370d06f4d51b8d7e15d380a4cd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to pressure from film studios wanting to increase their production, as the major networks began airing theatrically released films, ABC joined CBS and NBC in broadcasting films on Sunday nights in 1962, with the launch of the ABC Sunday Night Movie, which debuted a year behind its competitors and was initially presented in black-and-white. Despite a significant increase in viewership (with its audience share having increased to 33% from the 15% share it had in 1953), ABC remained in third place; the company had a total revenue of $15.5 million, a third of the revenue pulled in by CBS at the same period. To catch up, ABC followed up The Flintstones with another animated series from Hanna-Barbera, The Jetsons, which debuted on September 23, 1962 as the first television series to be broadcast in color on the network. On April 1, 1963, ABC debuted the soap opera General Hospital, which would go on to become the television network's long-running entertainment program. That year also saw the premiere of The Fugitive (on September 17), a drama series centering on a man on the run after being accused of committing a murder he did not commit.", "targets": "When did General Hospital first debut on ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e33e05231034e9aaa7e522f1766c5f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Mark Zandi testified to the Financial Crisis Inquiry Commission in January 2010: \"The securitization markets also remain impaired, as investors anticipate more loan losses. Investors are also uncertain about coming legal and accounting rule changes and regulatory reforms. Private bond issuance of residential and commercial mortgage-backed securities, asset-backed securities, and CDOs peaked in 2006 at close to $2 trillion...In 2009, private issuance was less than $150 billion, and almost all of it was asset-backed issuance supported by the Federal Reserve's TALF program to aid credit card, auto and small-business lenders. Issuance of residential and commercial mortgage-backed securities and CDOs remains dormant.\"", "targets": "What economist testified to the Financial Crisis Inquiry Commission in January 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e33e05231034e9aaa7e522f1766c5f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Mark Zandi testified to the Financial Crisis Inquiry Commission in January 2010: \"The securitization markets also remain impaired, as investors anticipate more loan losses. Investors are also uncertain about coming legal and accounting rule changes and regulatory reforms. Private bond issuance of residential and commercial mortgage-backed securities, asset-backed securities, and CDOs peaked in 2006 at close to $2 trillion...In 2009, private issuance was less than $150 billion, and almost all of it was asset-backed issuance supported by the Federal Reserve's TALF program to aid credit card, auto and small-business lenders. Issuance of residential and commercial mortgage-backed securities and CDOs remains dormant.\"", "targets": "In January 2010, what markets did Mark Zandi testify about that remain impaired and investors anticipate more loan losses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e33e05231034e9aaa7e522f1766c5f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Mark Zandi testified to the Financial Crisis Inquiry Commission in January 2010: \"The securitization markets also remain impaired, as investors anticipate more loan losses. Investors are also uncertain about coming legal and accounting rule changes and regulatory reforms. Private bond issuance of residential and commercial mortgage-backed securities, asset-backed securities, and CDOs peaked in 2006 at close to $2 trillion...In 2009, private issuance was less than $150 billion, and almost all of it was asset-backed issuance supported by the Federal Reserve's TALF program to aid credit card, auto and small-business lenders. Issuance of residential and commercial mortgage-backed securities and CDOs remains dormant.\"", "targets": "What was the value of CDOs at their peak in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e33e05231034e9aaa7e522f1766c5f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Mark Zandi testified to the Financial Crisis Inquiry Commission in January 2010: \"The securitization markets also remain impaired, as investors anticipate more loan losses. Investors are also uncertain about coming legal and accounting rule changes and regulatory reforms. Private bond issuance of residential and commercial mortgage-backed securities, asset-backed securities, and CDOs peaked in 2006 at close to $2 trillion...In 2009, private issuance was less than $150 billion, and almost all of it was asset-backed issuance supported by the Federal Reserve's TALF program to aid credit card, auto and small-business lenders. Issuance of residential and commercial mortgage-backed securities and CDOs remains dormant.\"", "targets": "What was the private issuance of CDOs in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e33e05231034e9aaa7e522f1766c5f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Mark Zandi testified to the Financial Crisis Inquiry Commission in January 2010: \"The securitization markets also remain impaired, as investors anticipate more loan losses. Investors are also uncertain about coming legal and accounting rule changes and regulatory reforms. Private bond issuance of residential and commercial mortgage-backed securities, asset-backed securities, and CDOs peaked in 2006 at close to $2 trillion...In 2009, private issuance was less than $150 billion, and almost all of it was asset-backed issuance supported by the Federal Reserve's TALF program to aid credit card, auto and small-business lenders. Issuance of residential and commercial mortgage-backed securities and CDOs remains dormant.\"", "targets": "Almost all of the asset-backed issuance in 2009 was supported by what Federal Reserve program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c51bae91e5946ee9ee8f8916bb9aa03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal classification of this group has undergone considerable revision. The Cronquist system, proposed by Arthur Cronquist in 1968 and published in its full form in 1981, is still widely used but is no longer believed to accurately reflect phylogeny. A consensus about how the flowering plants should be arranged has recently begun to emerge through the work of the Angiosperm Phylogeny Group (APG), which published an influential reclassification of the angiosperms in 1998. Updates incorporating more recent research were published as APG II in 2003 and as APG III in 2009.", "targets": "What consensus is the AGP trying to reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c51bae91e5946ee9ee8f8916bb9aa03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal classification of this group has undergone considerable revision. The Cronquist system, proposed by Arthur Cronquist in 1968 and published in its full form in 1981, is still widely used but is no longer believed to accurately reflect phylogeny. A consensus about how the flowering plants should be arranged has recently begun to emerge through the work of the Angiosperm Phylogeny Group (APG), which published an influential reclassification of the angiosperms in 1998. Updates incorporating more recent research were published as APG II in 2003 and as APG III in 2009.", "targets": "What internal component has undergone considerable revision?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c51bae91e5946ee9ee8f8916bb9aa03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal classification of this group has undergone considerable revision. The Cronquist system, proposed by Arthur Cronquist in 1968 and published in its full form in 1981, is still widely used but is no longer believed to accurately reflect phylogeny. A consensus about how the flowering plants should be arranged has recently begun to emerge through the work of the Angiosperm Phylogeny Group (APG), which published an influential reclassification of the angiosperms in 1998. Updates incorporating more recent research were published as APG II in 2003 and as APG III in 2009.", "targets": "What system did Arthur Cronquist put forth in 1968, but not publish in full form until 1981?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c51bae91e5946ee9ee8f8916bb9aa03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal classification of this group has undergone considerable revision. The Cronquist system, proposed by Arthur Cronquist in 1968 and published in its full form in 1981, is still widely used but is no longer believed to accurately reflect phylogeny. A consensus about how the flowering plants should be arranged has recently begun to emerge through the work of the Angiosperm Phylogeny Group (APG), which published an influential reclassification of the angiosperms in 1998. Updates incorporating more recent research were published as APG II in 2003 and as APG III in 2009.", "targets": "Who published an influential reclassification of the angiosperms in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a212d22d47dc48bca4852b577458ac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are a special type of a plant cell organelle called a plastid, though the two terms are sometimes used interchangeably. There are many other types of plastids, which carry out various functions. All chloroplasts in a plant are descended from undifferentiated proplastids found in the zygote, or fertilized egg. Proplastids are commonly found in an adult plant's apical meristems. Chloroplasts do not normally develop from proplastids in root tip meristems\u2014instead, the formation of starch-storing amyloplasts is more common.", "targets": "What is sometimes used interchangeably with 'plastids'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a212d22d47dc48bca4852b577458ac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are a special type of a plant cell organelle called a plastid, though the two terms are sometimes used interchangeably. There are many other types of plastids, which carry out various functions. All chloroplasts in a plant are descended from undifferentiated proplastids found in the zygote, or fertilized egg. Proplastids are commonly found in an adult plant's apical meristems. Chloroplasts do not normally develop from proplastids in root tip meristems\u2014instead, the formation of starch-storing amyloplasts is more common.", "targets": "What do a plant's chloroplasts descend from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a212d22d47dc48bca4852b577458ac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are a special type of a plant cell organelle called a plastid, though the two terms are sometimes used interchangeably. There are many other types of plastids, which carry out various functions. All chloroplasts in a plant are descended from undifferentiated proplastids found in the zygote, or fertilized egg. Proplastids are commonly found in an adult plant's apical meristems. Chloroplasts do not normally develop from proplastids in root tip meristems\u2014instead, the formation of starch-storing amyloplasts is more common.", "targets": "Where are Proplastids usually found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a212d22d47dc48bca4852b577458ac30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are a special type of a plant cell organelle called a plastid, though the two terms are sometimes used interchangeably. There are many other types of plastids, which carry out various functions. All chloroplasts in a plant are descended from undifferentiated proplastids found in the zygote, or fertilized egg. Proplastids are commonly found in an adult plant's apical meristems. Chloroplasts do not normally develop from proplastids in root tip meristems\u2014instead, the formation of starch-storing amyloplasts is more common.", "targets": "What is more often seen in root tip maristems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc8ce3daff342aebf6d86aa622407e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aonuma had anticipated creating a Zelda game for what would later be called the Wii, but had assumed that he would need to complete Twilight Princess first. His team began work developing a pointing-based interface for the bow and arrow, and Aonuma found that aiming directly at the screen gave the game a new feel, just like the DS control scheme for Phantom Hourglass. Aonuma felt confident this was the only way to proceed, but worried about consumers who had been anticipating a GameCube release. Developing two versions would mean delaying the previously announced 2005 release, still disappointing the consumer. Satoru Iwata felt that having both versions would satisfy users in the end, even though they would have to wait for the finished product. Aonuma then started working on both versions in parallel.[o]", "targets": "What kind of interface was used for in-game archery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc8ce3daff342aebf6d86aa622407e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aonuma had anticipated creating a Zelda game for what would later be called the Wii, but had assumed that he would need to complete Twilight Princess first. His team began work developing a pointing-based interface for the bow and arrow, and Aonuma found that aiming directly at the screen gave the game a new feel, just like the DS control scheme for Phantom Hourglass. Aonuma felt confident this was the only way to proceed, but worried about consumers who had been anticipating a GameCube release. Developing two versions would mean delaying the previously announced 2005 release, still disappointing the consumer. Satoru Iwata felt that having both versions would satisfy users in the end, even though they would have to wait for the finished product. Aonuma then started working on both versions in parallel.[o]", "targets": "What was the originally-planned launch year for Twilight Princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc8ce3daff342aebf6d86aa622407e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aonuma had anticipated creating a Zelda game for what would later be called the Wii, but had assumed that he would need to complete Twilight Princess first. His team began work developing a pointing-based interface for the bow and arrow, and Aonuma found that aiming directly at the screen gave the game a new feel, just like the DS control scheme for Phantom Hourglass. Aonuma felt confident this was the only way to proceed, but worried about consumers who had been anticipating a GameCube release. Developing two versions would mean delaying the previously announced 2005 release, still disappointing the consumer. Satoru Iwata felt that having both versions would satisfy users in the end, even though they would have to wait for the finished product. Aonuma then started working on both versions in parallel.[o]", "targets": "Which Nintendo employee was confident in the potential of developing two versions of Twilight Princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc8ce3daff342aebf6d86aa622407e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aonuma had anticipated creating a Zelda game for what would later be called the Wii, but had assumed that he would need to complete Twilight Princess first. His team began work developing a pointing-based interface for the bow and arrow, and Aonuma found that aiming directly at the screen gave the game a new feel, just like the DS control scheme for Phantom Hourglass. Aonuma felt confident this was the only way to proceed, but worried about consumers who had been anticipating a GameCube release. Developing two versions would mean delaying the previously announced 2005 release, still disappointing the consumer. Satoru Iwata felt that having both versions would satisfy users in the end, even though they would have to wait for the finished product. Aonuma then started working on both versions in parallel.[o]", "targets": "What was the original release date for Gamecube?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e74e4fa53414b39b7c6d4c49f60f405", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston is surrounded by the \"Greater Boston\" region and is contiguously bordered by the cities and towns of Winthrop, Revere, Chelsea, Everett, Somerville, Cambridge, Newton, Brookline, Needham, Dedham, Canton, Milton, and Quincy. The Charles River separates Boston from Watertown and the majority of Cambridge, and the mass of Boston from its own Charlestown neighborhood. To the east lie Boston Harbor and the Boston Harbor Islands National Recreation Area (which includes part of the city's territory, specifically Calf Island, Gallops Island, Great Brewster Island, Green Island, Little Brewster Island, Little Calf Island, Long Island, Lovells Island, Middle Brewster Island, Nixes Mate, Outer Brewster Island, Rainsford Island, Shag Rocks, Spectacle Island, The Graves, and Thompson Island). The Neponset River forms the boundary between Boston's southern neighborhoods and the city of Quincy and the town of Milton. The Mystic River separates Charlestown from Chelsea and Everett, and Chelsea Creek and Boston Harbor separate East Boston from Boston proper.", "targets": "What is the name of the region that surrounds Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e74e4fa53414b39b7c6d4c49f60f405", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston is surrounded by the \"Greater Boston\" region and is contiguously bordered by the cities and towns of Winthrop, Revere, Chelsea, Everett, Somerville, Cambridge, Newton, Brookline, Needham, Dedham, Canton, Milton, and Quincy. The Charles River separates Boston from Watertown and the majority of Cambridge, and the mass of Boston from its own Charlestown neighborhood. To the east lie Boston Harbor and the Boston Harbor Islands National Recreation Area (which includes part of the city's territory, specifically Calf Island, Gallops Island, Great Brewster Island, Green Island, Little Brewster Island, Little Calf Island, Long Island, Lovells Island, Middle Brewster Island, Nixes Mate, Outer Brewster Island, Rainsford Island, Shag Rocks, Spectacle Island, The Graves, and Thompson Island). The Neponset River forms the boundary between Boston's southern neighborhoods and the city of Quincy and the town of Milton. The Mystic River separates Charlestown from Chelsea and Everett, and Chelsea Creek and Boston Harbor separate East Boston from Boston proper.", "targets": "What river seperates Boston from Charlestown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e74e4fa53414b39b7c6d4c49f60f405", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston is surrounded by the \"Greater Boston\" region and is contiguously bordered by the cities and towns of Winthrop, Revere, Chelsea, Everett, Somerville, Cambridge, Newton, Brookline, Needham, Dedham, Canton, Milton, and Quincy. The Charles River separates Boston from Watertown and the majority of Cambridge, and the mass of Boston from its own Charlestown neighborhood. To the east lie Boston Harbor and the Boston Harbor Islands National Recreation Area (which includes part of the city's territory, specifically Calf Island, Gallops Island, Great Brewster Island, Green Island, Little Brewster Island, Little Calf Island, Long Island, Lovells Island, Middle Brewster Island, Nixes Mate, Outer Brewster Island, Rainsford Island, Shag Rocks, Spectacle Island, The Graves, and Thompson Island). The Neponset River forms the boundary between Boston's southern neighborhoods and the city of Quincy and the town of Milton. The Mystic River separates Charlestown from Chelsea and Everett, and Chelsea Creek and Boston Harbor separate East Boston from Boston proper.", "targets": "What direction from Boston is Boston Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e74e4fa53414b39b7c6d4c49f60f405", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston is surrounded by the \"Greater Boston\" region and is contiguously bordered by the cities and towns of Winthrop, Revere, Chelsea, Everett, Somerville, Cambridge, Newton, Brookline, Needham, Dedham, Canton, Milton, and Quincy. The Charles River separates Boston from Watertown and the majority of Cambridge, and the mass of Boston from its own Charlestown neighborhood. To the east lie Boston Harbor and the Boston Harbor Islands National Recreation Area (which includes part of the city's territory, specifically Calf Island, Gallops Island, Great Brewster Island, Green Island, Little Brewster Island, Little Calf Island, Long Island, Lovells Island, Middle Brewster Island, Nixes Mate, Outer Brewster Island, Rainsford Island, Shag Rocks, Spectacle Island, The Graves, and Thompson Island). The Neponset River forms the boundary between Boston's southern neighborhoods and the city of Quincy and the town of Milton. The Mystic River separates Charlestown from Chelsea and Everett, and Chelsea Creek and Boston Harbor separate East Boston from Boston proper.", "targets": "Calf Island and Green Island are considered part of what National Recreation Area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-764e5310b3e74762a8caf6230129eb5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For some species of waders, migration success depends on the availability of certain key food resources at stopover points along the migration route. This gives the migrants an opportunity to refuel for the next leg of the voyage. Some examples of important stopover locations are the Bay of Fundy and Delaware Bay.", "targets": "What does successful migration depend on for some waders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-764e5310b3e74762a8caf6230129eb5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For some species of waders, migration success depends on the availability of certain key food resources at stopover points along the migration route. This gives the migrants an opportunity to refuel for the next leg of the voyage. Some examples of important stopover locations are the Bay of Fundy and Delaware Bay.", "targets": "Where do migrants refuel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-764e5310b3e74762a8caf6230129eb5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For some species of waders, migration success depends on the availability of certain key food resources at stopover points along the migration route. This gives the migrants an opportunity to refuel for the next leg of the voyage. Some examples of important stopover locations are the Bay of Fundy and Delaware Bay.", "targets": "Where is an important stopover location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-764e5310b3e74762a8caf6230129eb5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For some species of waders, migration success depends on the availability of certain key food resources at stopover points along the migration route. This gives the migrants an opportunity to refuel for the next leg of the voyage. Some examples of important stopover locations are the Bay of Fundy and Delaware Bay.", "targets": "What is another stopover location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c701660683214a08bc325805c8aa7231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reason for this is that a quantum disjunction, unlike the case for classical disjunction, can be true even when both of the disjuncts are false and this is, in turn, attributable to the fact that it is frequently the case, in quantum mechanics, that a pair of alternatives are semantically determinate, while each of its members are necessarily indeterminate. This latter property can be illustrated by a simple example. Suppose we are dealing with particles (such as electrons) of semi-integral spin (angular momentum) for which there are only two possible values: positive or negative. Then, a principle of indetermination establishes that the spin, relative to two different directions (e.g., x and y) results in a pair of incompatible quantities. Suppose that the state \u0278 of a certain electron verifies the proposition \"the spin of the electron in the x direction is positive.\" By the principle of indeterminacy, the value of the spin in the direction y will be completely indeterminate for \u0278. Hence, \u0278 can verify neither the proposition \"the spin in the direction of y is positive\" nor the proposition \"the spin in the direction of y is negative.\" Nevertheless, the disjunction of the propositions \"the spin in the direction of y is positive or the spin in the direction of y is negative\" must be true for \u0278. In the case of distribution, it is therefore possible to have a situation in which , while .", "targets": "What is the difference of quantum disjunction from classic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c701660683214a08bc325805c8aa7231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reason for this is that a quantum disjunction, unlike the case for classical disjunction, can be true even when both of the disjuncts are false and this is, in turn, attributable to the fact that it is frequently the case, in quantum mechanics, that a pair of alternatives are semantically determinate, while each of its members are necessarily indeterminate. This latter property can be illustrated by a simple example. Suppose we are dealing with particles (such as electrons) of semi-integral spin (angular momentum) for which there are only two possible values: positive or negative. Then, a principle of indetermination establishes that the spin, relative to two different directions (e.g., x and y) results in a pair of incompatible quantities. Suppose that the state \u0278 of a certain electron verifies the proposition \"the spin of the electron in the x direction is positive.\" By the principle of indeterminacy, the value of the spin in the direction y will be completely indeterminate for \u0278. Hence, \u0278 can verify neither the proposition \"the spin in the direction of y is positive\" nor the proposition \"the spin in the direction of y is negative.\" Nevertheless, the disjunction of the propositions \"the spin in the direction of y is positive or the spin in the direction of y is negative\" must be true for \u0278. In the case of distribution, it is therefore possible to have a situation in which , while .", "targets": "What is frequently the case in quantum mechanics when a pair of alternatives are semantically determinate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c701660683214a08bc325805c8aa7231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reason for this is that a quantum disjunction, unlike the case for classical disjunction, can be true even when both of the disjuncts are false and this is, in turn, attributable to the fact that it is frequently the case, in quantum mechanics, that a pair of alternatives are semantically determinate, while each of its members are necessarily indeterminate. This latter property can be illustrated by a simple example. Suppose we are dealing with particles (such as electrons) of semi-integral spin (angular momentum) for which there are only two possible values: positive or negative. Then, a principle of indetermination establishes that the spin, relative to two different directions (e.g., x and y) results in a pair of incompatible quantities. Suppose that the state \u0278 of a certain electron verifies the proposition \"the spin of the electron in the x direction is positive.\" By the principle of indeterminacy, the value of the spin in the direction y will be completely indeterminate for \u0278. Hence, \u0278 can verify neither the proposition \"the spin in the direction of y is positive\" nor the proposition \"the spin in the direction of y is negative.\" Nevertheless, the disjunction of the propositions \"the spin in the direction of y is positive or the spin in the direction of y is negative\" must be true for \u0278. In the case of distribution, it is therefore possible to have a situation in which , while .", "targets": "How can quantum disjuction be illustrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea73f5d5830b4f1e8e8da3bcb9cb24bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 February, the 28th Marine Regiment reached the summit of Suribachi, prompting the now famous Raising the Flag on Iwo Jima picture. Navy Secretary James Forrestal, upon seeing the flag, remarked \"there will be a Marine Corps for the next 500 years.\" The flag raising is often cited as the most reproduced photograph of all time and became the archetypal representation not only of that battle, but of the entire Pacific War. For the rest of February, the Americans pushed north, and by 1 March, had taken two-thirds of the island. But it was not until 26 March that the island was finally secured. The Japanese fought to the last man, killing 6,800 Marines and wounding nearly 20,000 more. The Japanese losses totaled well over 20,000 men killed, and only 1,083 prisoners were taken. Historians debate whether it was strategically worth the casualties sustained.", "targets": "What marine regiment reached the summit of Mount Suribachi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea73f5d5830b4f1e8e8da3bcb9cb24bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 February, the 28th Marine Regiment reached the summit of Suribachi, prompting the now famous Raising the Flag on Iwo Jima picture. Navy Secretary James Forrestal, upon seeing the flag, remarked \"there will be a Marine Corps for the next 500 years.\" The flag raising is often cited as the most reproduced photograph of all time and became the archetypal representation not only of that battle, but of the entire Pacific War. For the rest of February, the Americans pushed north, and by 1 March, had taken two-thirds of the island. But it was not until 26 March that the island was finally secured. The Japanese fought to the last man, killing 6,800 Marines and wounding nearly 20,000 more. The Japanese losses totaled well over 20,000 men killed, and only 1,083 prisoners were taken. Historians debate whether it was strategically worth the casualties sustained.", "targets": "When was the summit of Mount Suribachi reached by U.S. marines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea73f5d5830b4f1e8e8da3bcb9cb24bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 February, the 28th Marine Regiment reached the summit of Suribachi, prompting the now famous Raising the Flag on Iwo Jima picture. Navy Secretary James Forrestal, upon seeing the flag, remarked \"there will be a Marine Corps for the next 500 years.\" The flag raising is often cited as the most reproduced photograph of all time and became the archetypal representation not only of that battle, but of the entire Pacific War. For the rest of February, the Americans pushed north, and by 1 March, had taken two-thirds of the island. But it was not until 26 March that the island was finally secured. The Japanese fought to the last man, killing 6,800 Marines and wounding nearly 20,000 more. The Japanese losses totaled well over 20,000 men killed, and only 1,083 prisoners were taken. Historians debate whether it was strategically worth the casualties sustained.", "targets": "Who said \"there will be a Marine Corps for the next 500 years\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea73f5d5830b4f1e8e8da3bcb9cb24bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 February, the 28th Marine Regiment reached the summit of Suribachi, prompting the now famous Raising the Flag on Iwo Jima picture. Navy Secretary James Forrestal, upon seeing the flag, remarked \"there will be a Marine Corps for the next 500 years.\" The flag raising is often cited as the most reproduced photograph of all time and became the archetypal representation not only of that battle, but of the entire Pacific War. For the rest of February, the Americans pushed north, and by 1 March, had taken two-thirds of the island. But it was not until 26 March that the island was finally secured. The Japanese fought to the last man, killing 6,800 Marines and wounding nearly 20,000 more. The Japanese losses totaled well over 20,000 men killed, and only 1,083 prisoners were taken. Historians debate whether it was strategically worth the casualties sustained.", "targets": "When was the island of Iwo Jima secured by the Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea73f5d5830b4f1e8e8da3bcb9cb24bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 February, the 28th Marine Regiment reached the summit of Suribachi, prompting the now famous Raising the Flag on Iwo Jima picture. Navy Secretary James Forrestal, upon seeing the flag, remarked \"there will be a Marine Corps for the next 500 years.\" The flag raising is often cited as the most reproduced photograph of all time and became the archetypal representation not only of that battle, but of the entire Pacific War. For the rest of February, the Americans pushed north, and by 1 March, had taken two-thirds of the island. But it was not until 26 March that the island was finally secured. The Japanese fought to the last man, killing 6,800 Marines and wounding nearly 20,000 more. The Japanese losses totaled well over 20,000 men killed, and only 1,083 prisoners were taken. Historians debate whether it was strategically worth the casualties sustained.", "targets": "How many Japanese prisoners were taken on Iwo Jima?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ec016269eb4777a6fd162072f0ccc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although browsers are primarily intended to use the World Wide Web, they can also be used to access information provided by web servers in private networks or files in file systems.", "targets": "The primary function of a browser is to use what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ec016269eb4777a6fd162072f0ccc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although browsers are primarily intended to use the World Wide Web, they can also be used to access information provided by web servers in private networks or files in file systems.", "targets": "In addition to accessing the Internet, browsers can also access info that is put there by web servers in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ec016269eb4777a6fd162072f0ccc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although browsers are primarily intended to use the World Wide Web, they can also be used to access information provided by web servers in private networks or files in file systems.", "targets": "A browser can also access files where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8a1676846c94b3cb5f717821f83cef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was incorporated in 1837 under the ward system of representation. The ward designation is the progenitor of the eleven current-day geographically oriented Houston City Council districts. Locations in Houston are generally classified as either being inside or outside the Interstate 610 Loop. The inside encompasses the central business district and many residential neighborhoods that predate World War II. More recently, high-density residential areas have been developed within the loop. The city's outlying areas, suburbs and enclaves are located outside of the loop. Beltway 8 encircles the city another 5 miles (8.0 km) farther out.", "targets": "What system of incorporation was used in 1837 by Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8a1676846c94b3cb5f717821f83cef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was incorporated in 1837 under the ward system of representation. The ward designation is the progenitor of the eleven current-day geographically oriented Houston City Council districts. Locations in Houston are generally classified as either being inside or outside the Interstate 610 Loop. The inside encompasses the central business district and many residential neighborhoods that predate World War II. More recently, high-density residential areas have been developed within the loop. The city's outlying areas, suburbs and enclaves are located outside of the loop. Beltway 8 encircles the city another 5 miles (8.0 km) farther out.", "targets": "What is the present day system being used by Houston for representation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8a1676846c94b3cb5f717821f83cef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was incorporated in 1837 under the ward system of representation. The ward designation is the progenitor of the eleven current-day geographically oriented Houston City Council districts. Locations in Houston are generally classified as either being inside or outside the Interstate 610 Loop. The inside encompasses the central business district and many residential neighborhoods that predate World War II. More recently, high-density residential areas have been developed within the loop. The city's outlying areas, suburbs and enclaves are located outside of the loop. Beltway 8 encircles the city another 5 miles (8.0 km) farther out.", "targets": "What highway is used to designate locations in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8a1676846c94b3cb5f717821f83cef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was incorporated in 1837 under the ward system of representation. The ward designation is the progenitor of the eleven current-day geographically oriented Houston City Council districts. Locations in Houston are generally classified as either being inside or outside the Interstate 610 Loop. The inside encompasses the central business district and many residential neighborhoods that predate World War II. More recently, high-density residential areas have been developed within the loop. The city's outlying areas, suburbs and enclaves are located outside of the loop. Beltway 8 encircles the city another 5 miles (8.0 km) farther out.", "targets": "Beside older pre-World War II residences, what is found inside the Loop? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8a1676846c94b3cb5f717821f83cef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was incorporated in 1837 under the ward system of representation. The ward designation is the progenitor of the eleven current-day geographically oriented Houston City Council districts. Locations in Houston are generally classified as either being inside or outside the Interstate 610 Loop. The inside encompasses the central business district and many residential neighborhoods that predate World War II. More recently, high-density residential areas have been developed within the loop. The city's outlying areas, suburbs and enclaves are located outside of the loop. Beltway 8 encircles the city another 5 miles (8.0 km) farther out.", "targets": "What highway circles the outer areas of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1d0fdeee4c34c5093085a9cbfeaccff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, Dahabshiil Group acquired a majority stake in Somtel Network, a Hargeisa-based telecommunications firm specialising in high speed broadband, mobile internet, LTE services, mobile money transfer and mobile phone services. The acquisition provided Dahabshiil with the necessary platform for a subsequent expansion into mobile banking, a growth industry in the regional banking sector. In 2014, Somalia's three largest telecommunication operators, Hormuud Telecom, NationLink and Somtel, also signed an interconnection agreement. The cooperative deal will see the firms establish the Somali Telecommunication Company (STC), which will allow their mobile clients to communicate across the three networks.", "targets": "What year did Dahabhiil acquire the majority of Somtal network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1d0fdeee4c34c5093085a9cbfeaccff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, Dahabshiil Group acquired a majority stake in Somtel Network, a Hargeisa-based telecommunications firm specialising in high speed broadband, mobile internet, LTE services, mobile money transfer and mobile phone services. The acquisition provided Dahabshiil with the necessary platform for a subsequent expansion into mobile banking, a growth industry in the regional banking sector. In 2014, Somalia's three largest telecommunication operators, Hormuud Telecom, NationLink and Somtel, also signed an interconnection agreement. The cooperative deal will see the firms establish the Somali Telecommunication Company (STC), which will allow their mobile clients to communicate across the three networks.", "targets": "Where is Somtal network located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1d0fdeee4c34c5093085a9cbfeaccff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, Dahabshiil Group acquired a majority stake in Somtel Network, a Hargeisa-based telecommunications firm specialising in high speed broadband, mobile internet, LTE services, mobile money transfer and mobile phone services. The acquisition provided Dahabshiil with the necessary platform for a subsequent expansion into mobile banking, a growth industry in the regional banking sector. In 2014, Somalia's three largest telecommunication operators, Hormuud Telecom, NationLink and Somtel, also signed an interconnection agreement. The cooperative deal will see the firms establish the Somali Telecommunication Company (STC), which will allow their mobile clients to communicate across the three networks.", "targets": "Buying Somtal Network allowed Dahabshiil to expand into what type of banking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1d0fdeee4c34c5093085a9cbfeaccff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, Dahabshiil Group acquired a majority stake in Somtel Network, a Hargeisa-based telecommunications firm specialising in high speed broadband, mobile internet, LTE services, mobile money transfer and mobile phone services. The acquisition provided Dahabshiil with the necessary platform for a subsequent expansion into mobile banking, a growth industry in the regional banking sector. In 2014, Somalia's three largest telecommunication operators, Hormuud Telecom, NationLink and Somtel, also signed an interconnection agreement. The cooperative deal will see the firms establish the Somali Telecommunication Company (STC), which will allow their mobile clients to communicate across the three networks.", "targets": "STC stands for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1d0fdeee4c34c5093085a9cbfeaccff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, Dahabshiil Group acquired a majority stake in Somtel Network, a Hargeisa-based telecommunications firm specialising in high speed broadband, mobile internet, LTE services, mobile money transfer and mobile phone services. The acquisition provided Dahabshiil with the necessary platform for a subsequent expansion into mobile banking, a growth industry in the regional banking sector. In 2014, Somalia's three largest telecommunication operators, Hormuud Telecom, NationLink and Somtel, also signed an interconnection agreement. The cooperative deal will see the firms establish the Somali Telecommunication Company (STC), which will allow their mobile clients to communicate across the three networks.", "targets": "The STC allows its customers to communicate across how many networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5445bcf39bf4437d84a1dc3ef025c8d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620 the Huguenots were on the defensive, and the government increasingly applied pressure. A series of three small civil wars known as the Huguenot rebellions broke out, mainly in southwestern France, between 1621 and 1629. revolted against royal authority. The uprising occurred a decade following the death of Henry IV, a Huguenot before converting to Catholicism, who had protected Protestants through the Edict of Nantes. His successor Louis XIII, under the regency of his Italian Catholic mother Marie de' Medici, became more intolerant of Protestantism. The Huguenots respond by establishing independent political and military structures, establishing diplomatic contacts with foreign powers, and openly revolting against central power. The rebellions were implacably suppressed by the French Crown.[citation needed]", "targets": "When did these rebellions take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5445bcf39bf4437d84a1dc3ef025c8d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620 the Huguenots were on the defensive, and the government increasingly applied pressure. A series of three small civil wars known as the Huguenot rebellions broke out, mainly in southwestern France, between 1621 and 1629. revolted against royal authority. The uprising occurred a decade following the death of Henry IV, a Huguenot before converting to Catholicism, who had protected Protestants through the Edict of Nantes. His successor Louis XIII, under the regency of his Italian Catholic mother Marie de' Medici, became more intolerant of Protestantism. The Huguenots respond by establishing independent political and military structures, establishing diplomatic contacts with foreign powers, and openly revolting against central power. The rebellions were implacably suppressed by the French Crown.[citation needed]", "targets": "Where did these uprisings take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5445bcf39bf4437d84a1dc3ef025c8d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620 the Huguenots were on the defensive, and the government increasingly applied pressure. A series of three small civil wars known as the Huguenot rebellions broke out, mainly in southwestern France, between 1621 and 1629. revolted against royal authority. The uprising occurred a decade following the death of Henry IV, a Huguenot before converting to Catholicism, who had protected Protestants through the Edict of Nantes. His successor Louis XIII, under the regency of his Italian Catholic mother Marie de' Medici, became more intolerant of Protestantism. The Huguenots respond by establishing independent political and military structures, establishing diplomatic contacts with foreign powers, and openly revolting against central power. The rebellions were implacably suppressed by the French Crown.[citation needed]", "targets": "What King and former Huguenot looked out for the welfare of the group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5445bcf39bf4437d84a1dc3ef025c8d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620 the Huguenots were on the defensive, and the government increasingly applied pressure. A series of three small civil wars known as the Huguenot rebellions broke out, mainly in southwestern France, between 1621 and 1629. revolted against royal authority. The uprising occurred a decade following the death of Henry IV, a Huguenot before converting to Catholicism, who had protected Protestants through the Edict of Nantes. His successor Louis XIII, under the regency of his Italian Catholic mother Marie de' Medici, became more intolerant of Protestantism. The Huguenots respond by establishing independent political and military structures, establishing diplomatic contacts with foreign powers, and openly revolting against central power. The rebellions were implacably suppressed by the French Crown.[citation needed]", "targets": "Which successor to Henry resumed persecution of the Huguenots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5445bcf39bf4437d84a1dc3ef025c8d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1620 the Huguenots were on the defensive, and the government increasingly applied pressure. A series of three small civil wars known as the Huguenot rebellions broke out, mainly in southwestern France, between 1621 and 1629. revolted against royal authority. The uprising occurred a decade following the death of Henry IV, a Huguenot before converting to Catholicism, who had protected Protestants through the Edict of Nantes. His successor Louis XIII, under the regency of his Italian Catholic mother Marie de' Medici, became more intolerant of Protestantism. The Huguenots respond by establishing independent political and military structures, establishing diplomatic contacts with foreign powers, and openly revolting against central power. The rebellions were implacably suppressed by the French Crown.[citation needed]", "targets": "What were the civil wars caused by the Huguenots called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c95ca6c3a274a1f99d28b80817b37a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime ideals are the points of algebro-geometric objects, via the notion of the spectrum of a ring. Arithmetic geometry also benefits from this notion, and many concepts exist in both geometry and number theory. For example, factorization or ramification of prime ideals when lifted to an extension field, a basic problem of algebraic number theory, bears some resemblance with ramification in geometry. Such ramification questions occur even in number-theoretic questions solely concerned with integers. For example, prime ideals in the ring of integers of quadratic number fields can be used in proving quadratic reciprocity, a statement that concerns the solvability of quadratic equations", "targets": "What are the points of algebro-geometric objects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c95ca6c3a274a1f99d28b80817b37a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime ideals are the points of algebro-geometric objects, via the notion of the spectrum of a ring. Arithmetic geometry also benefits from this notion, and many concepts exist in both geometry and number theory. For example, factorization or ramification of prime ideals when lifted to an extension field, a basic problem of algebraic number theory, bears some resemblance with ramification in geometry. Such ramification questions occur even in number-theoretic questions solely concerned with integers. For example, prime ideals in the ring of integers of quadratic number fields can be used in proving quadratic reciprocity, a statement that concerns the solvability of quadratic equations", "targets": "What does factorization of prime ideals approximate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c95ca6c3a274a1f99d28b80817b37a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime ideals are the points of algebro-geometric objects, via the notion of the spectrum of a ring. Arithmetic geometry also benefits from this notion, and many concepts exist in both geometry and number theory. For example, factorization or ramification of prime ideals when lifted to an extension field, a basic problem of algebraic number theory, bears some resemblance with ramification in geometry. Such ramification questions occur even in number-theoretic questions solely concerned with integers. For example, prime ideals in the ring of integers of quadratic number fields can be used in proving quadratic reciprocity, a statement that concerns the solvability of quadratic equations", "targets": "In what type of ring can prime ideals be used for validating quadratic reciprocity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c95ca6c3a274a1f99d28b80817b37a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prime ideals are the points of algebro-geometric objects, via the notion of the spectrum of a ring. Arithmetic geometry also benefits from this notion, and many concepts exist in both geometry and number theory. For example, factorization or ramification of prime ideals when lifted to an extension field, a basic problem of algebraic number theory, bears some resemblance with ramification in geometry. Such ramification questions occur even in number-theoretic questions solely concerned with integers. For example, prime ideals in the ring of integers of quadratic number fields can be used in proving quadratic reciprocity, a statement that concerns the solvability of quadratic equations", "targets": "What does quadratic reciprocity seek to achieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b916f340200a40f0a7b4779feffd6b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev's inability to alleviate any of Armenia's problems created disillusionment among the Armenians and fed a growing hunger for independence. In May 1990, the New Armenian Army (NAA) was established, serving as a defence force separate from the Soviet Red Army. Clashes soon broke out between the NAA and Soviet Internal Security Forces (MVD) troops based in Yerevan when Armenians decided to commemorate the establishment of the 1918 First Republic of Armenia. The violence resulted in the deaths of five Armenians killed in a shootout with the MVD at the railway station. Witnesses there claimed that the MVD used excessive force and that they had instigated the fighting.", "targets": "What does NAA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b916f340200a40f0a7b4779feffd6b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev's inability to alleviate any of Armenia's problems created disillusionment among the Armenians and fed a growing hunger for independence. In May 1990, the New Armenian Army (NAA) was established, serving as a defence force separate from the Soviet Red Army. Clashes soon broke out between the NAA and Soviet Internal Security Forces (MVD) troops based in Yerevan when Armenians decided to commemorate the establishment of the 1918 First Republic of Armenia. The violence resulted in the deaths of five Armenians killed in a shootout with the MVD at the railway station. Witnesses there claimed that the MVD used excessive force and that they had instigated the fighting.", "targets": "When was the NAA formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b916f340200a40f0a7b4779feffd6b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev's inability to alleviate any of Armenia's problems created disillusionment among the Armenians and fed a growing hunger for independence. In May 1990, the New Armenian Army (NAA) was established, serving as a defence force separate from the Soviet Red Army. Clashes soon broke out between the NAA and Soviet Internal Security Forces (MVD) troops based in Yerevan when Armenians decided to commemorate the establishment of the 1918 First Republic of Armenia. The violence resulted in the deaths of five Armenians killed in a shootout with the MVD at the railway station. Witnesses there claimed that the MVD used excessive force and that they had instigated the fighting.", "targets": "Who started the fight between the MVD and the NAA in 1918?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b916f340200a40f0a7b4779feffd6b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev's inability to alleviate any of Armenia's problems created disillusionment among the Armenians and fed a growing hunger for independence. In May 1990, the New Armenian Army (NAA) was established, serving as a defence force separate from the Soviet Red Army. Clashes soon broke out between the NAA and Soviet Internal Security Forces (MVD) troops based in Yerevan when Armenians decided to commemorate the establishment of the 1918 First Republic of Armenia. The violence resulted in the deaths of five Armenians killed in a shootout with the MVD at the railway station. Witnesses there claimed that the MVD used excessive force and that they had instigated the fighting.", "targets": "How many people died as a result of the MVD and NAA clash in 1918?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf9c7a41dea4efdac6b10ee813bd242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955 American nuclear arms policy became one aimed primarily at arms control as opposed to disarmament. The failure of negotiations over arms until 1955 was due mainly to the refusal of the Russians to permit any sort of inspections. In talks located in London that year, they expressed a willingness to discuss inspections; the tables were then turned on Eisenhower, when he responded with an unwillingness on the part of the U.S. to permit inspections. In May of that year the Russians agreed to sign a treaty giving independence to Austria, and paved the way for a Geneva summit with the U.S., U.K. and France. At the Geneva Conference Eisenhower presented a proposal called \"Open Skies\" to facilitate disarmament, which included plans for Russia and the U.S. to provide mutual access to each other's skies for open surveillance of military infrastructure. Russian leader Nikita Khrushchev dismissed the proposal out of hand.", "targets": "Why did nuclear arms negotiations with Russia fail prior to 1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf9c7a41dea4efdac6b10ee813bd242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955 American nuclear arms policy became one aimed primarily at arms control as opposed to disarmament. The failure of negotiations over arms until 1955 was due mainly to the refusal of the Russians to permit any sort of inspections. In talks located in London that year, they expressed a willingness to discuss inspections; the tables were then turned on Eisenhower, when he responded with an unwillingness on the part of the U.S. to permit inspections. In May of that year the Russians agreed to sign a treaty giving independence to Austria, and paved the way for a Geneva summit with the U.S., U.K. and France. At the Geneva Conference Eisenhower presented a proposal called \"Open Skies\" to facilitate disarmament, which included plans for Russia and the U.S. to provide mutual access to each other's skies for open surveillance of military infrastructure. Russian leader Nikita Khrushchev dismissed the proposal out of hand.", "targets": "In what city did the US and Russia conduct nuclear talks in 1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf9c7a41dea4efdac6b10ee813bd242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955 American nuclear arms policy became one aimed primarily at arms control as opposed to disarmament. The failure of negotiations over arms until 1955 was due mainly to the refusal of the Russians to permit any sort of inspections. In talks located in London that year, they expressed a willingness to discuss inspections; the tables were then turned on Eisenhower, when he responded with an unwillingness on the part of the U.S. to permit inspections. In May of that year the Russians agreed to sign a treaty giving independence to Austria, and paved the way for a Geneva summit with the U.S., U.K. and France. At the Geneva Conference Eisenhower presented a proposal called \"Open Skies\" to facilitate disarmament, which included plans for Russia and the U.S. to provide mutual access to each other's skies for open surveillance of military infrastructure. Russian leader Nikita Khrushchev dismissed the proposal out of hand.", "targets": "Who refused to permit nuclear weapons inspections in the wake of the 1955 talks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf9c7a41dea4efdac6b10ee813bd242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955 American nuclear arms policy became one aimed primarily at arms control as opposed to disarmament. The failure of negotiations over arms until 1955 was due mainly to the refusal of the Russians to permit any sort of inspections. In talks located in London that year, they expressed a willingness to discuss inspections; the tables were then turned on Eisenhower, when he responded with an unwillingness on the part of the U.S. to permit inspections. In May of that year the Russians agreed to sign a treaty giving independence to Austria, and paved the way for a Geneva summit with the U.S., U.K. and France. At the Geneva Conference Eisenhower presented a proposal called \"Open Skies\" to facilitate disarmament, which included plans for Russia and the U.S. to provide mutual access to each other's skies for open surveillance of military infrastructure. Russian leader Nikita Khrushchev dismissed the proposal out of hand.", "targets": "In May of 1955, a treaty was signed giving independence to what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf9c7a41dea4efdac6b10ee813bd242", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1955 American nuclear arms policy became one aimed primarily at arms control as opposed to disarmament. The failure of negotiations over arms until 1955 was due mainly to the refusal of the Russians to permit any sort of inspections. In talks located in London that year, they expressed a willingness to discuss inspections; the tables were then turned on Eisenhower, when he responded with an unwillingness on the part of the U.S. to permit inspections. In May of that year the Russians agreed to sign a treaty giving independence to Austria, and paved the way for a Geneva summit with the U.S., U.K. and France. At the Geneva Conference Eisenhower presented a proposal called \"Open Skies\" to facilitate disarmament, which included plans for Russia and the U.S. to provide mutual access to each other's skies for open surveillance of military infrastructure. Russian leader Nikita Khrushchev dismissed the proposal out of hand.", "targets": "What was the plan Eisenhower presented at the Geneva Conference called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8a770bfbce441d8fca1372f20dc891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times was the first newspaper to send war correspondents to cover particular conflicts. W. H. Russell, the paper's correspondent with the army in the Crimean War, was immensely influential with his dispatches back to England.", "targets": "The Times was the first newspaper to send correspondents to what kind of event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8a770bfbce441d8fca1372f20dc891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times was the first newspaper to send war correspondents to cover particular conflicts. W. H. Russell, the paper's correspondent with the army in the Crimean War, was immensely influential with his dispatches back to England.", "targets": "Who was The Times first correspondent with an army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8a770bfbce441d8fca1372f20dc891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times was the first newspaper to send war correspondents to cover particular conflicts. W. H. Russell, the paper's correspondent with the army in the Crimean War, was immensely influential with his dispatches back to England.", "targets": "Which war did The Times first cover using correspondents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14b9b7867374483a823c66e47ca6e7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the elements usually must be soluble in the liquid state, they may not always be soluble in the solid state. If the metals remain soluble when solid, the alloy forms a solid solution, becoming a homogeneous structure consisting of identical crystals, called a phase. If the mixture cools and the constituents become insoluble, they may separate to form two or more different types of crystals, creating a heterogeneous microstructure of different phases. However, in other alloys, the insoluble elements may not separate until after crystallization occurs. These alloys are called intermetallic alloys because, if cooled very quickly, they first crystallize as a homogeneous phase, but they are supersaturated with the secondary constituents. As time passes, the atoms of these supersaturated alloys separate within the crystals, forming intermetallic phases that serve to reinforce the crystals internally.", "targets": "What causes an alloy to form a solid solution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14b9b7867374483a823c66e47ca6e7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the elements usually must be soluble in the liquid state, they may not always be soluble in the solid state. If the metals remain soluble when solid, the alloy forms a solid solution, becoming a homogeneous structure consisting of identical crystals, called a phase. If the mixture cools and the constituents become insoluble, they may separate to form two or more different types of crystals, creating a heterogeneous microstructure of different phases. However, in other alloys, the insoluble elements may not separate until after crystallization occurs. These alloys are called intermetallic alloys because, if cooled very quickly, they first crystallize as a homogeneous phase, but they are supersaturated with the secondary constituents. As time passes, the atoms of these supersaturated alloys separate within the crystals, forming intermetallic phases that serve to reinforce the crystals internally.", "targets": "What is the purpose of intermetallic phases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14b9b7867374483a823c66e47ca6e7dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the elements usually must be soluble in the liquid state, they may not always be soluble in the solid state. If the metals remain soluble when solid, the alloy forms a solid solution, becoming a homogeneous structure consisting of identical crystals, called a phase. If the mixture cools and the constituents become insoluble, they may separate to form two or more different types of crystals, creating a heterogeneous microstructure of different phases. However, in other alloys, the insoluble elements may not separate until after crystallization occurs. These alloys are called intermetallic alloys because, if cooled very quickly, they first crystallize as a homogeneous phase, but they are supersaturated with the secondary constituents. As time passes, the atoms of these supersaturated alloys separate within the crystals, forming intermetallic phases that serve to reinforce the crystals internally.", "targets": "What are alloys called when the insoluble elements don't separate until after crystallization occurs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b2f26bc80784aaa97eb8c461c51be94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI is organized into functional branches and the Office of the Director, which contains most administrative offices. An executive assistant director manages each branch. Each branch is then divided into offices and divisions, each headed by an assistant director. The various divisions are further divided into sub-branches, led by deputy assistant directors. Within these sub-branches there are various sections headed by section chiefs. Section chiefs are ranked analogous to special agents in charge.", "targets": "What office contains the FBI's administrative offices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b2f26bc80784aaa97eb8c461c51be94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI is organized into functional branches and the Office of the Director, which contains most administrative offices. An executive assistant director manages each branch. Each branch is then divided into offices and divisions, each headed by an assistant director. The various divisions are further divided into sub-branches, led by deputy assistant directors. Within these sub-branches there are various sections headed by section chiefs. Section chiefs are ranked analogous to special agents in charge.", "targets": "Who manages each FBI branch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b2f26bc80784aaa97eb8c461c51be94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI is organized into functional branches and the Office of the Director, which contains most administrative offices. An executive assistant director manages each branch. Each branch is then divided into offices and divisions, each headed by an assistant director. The various divisions are further divided into sub-branches, led by deputy assistant directors. Within these sub-branches there are various sections headed by section chiefs. Section chiefs are ranked analogous to special agents in charge.", "targets": "What is a FBI branch divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b2f26bc80784aaa97eb8c461c51be94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI is organized into functional branches and the Office of the Director, which contains most administrative offices. An executive assistant director manages each branch. Each branch is then divided into offices and divisions, each headed by an assistant director. The various divisions are further divided into sub-branches, led by deputy assistant directors. Within these sub-branches there are various sections headed by section chiefs. Section chiefs are ranked analogous to special agents in charge.", "targets": "Who heads an office or division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b2f26bc80784aaa97eb8c461c51be94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI is organized into functional branches and the Office of the Director, which contains most administrative offices. An executive assistant director manages each branch. Each branch is then divided into offices and divisions, each headed by an assistant director. The various divisions are further divided into sub-branches, led by deputy assistant directors. Within these sub-branches there are various sections headed by section chiefs. Section chiefs are ranked analogous to special agents in charge.", "targets": "Who leaders the sub-divisions of offices or divisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7bebc9f83a446c8a5b280b0a32ed14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first permanent settler was Jonathan Lambert, from Salem, Massachusetts, United States, who arrived at the islands in December 1810 with two other men. Lambert publicly declared the islands his property and named them the Islands of Refreshment. After being joined by an Andrew Millet, three of the four men died in 1812; however, the survivor among the original three permanent settlers, Thomas Currie (or Tommaso Corri) remained as a farmer on the island.", "targets": "what was the name of the first long term settler? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7bebc9f83a446c8a5b280b0a32ed14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first permanent settler was Jonathan Lambert, from Salem, Massachusetts, United States, who arrived at the islands in December 1810 with two other men. Lambert publicly declared the islands his property and named them the Islands of Refreshment. After being joined by an Andrew Millet, three of the four men died in 1812; however, the survivor among the original three permanent settlers, Thomas Currie (or Tommaso Corri) remained as a farmer on the island.", "targets": "what year did the first permanent settler arrive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7bebc9f83a446c8a5b280b0a32ed14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first permanent settler was Jonathan Lambert, from Salem, Massachusetts, United States, who arrived at the islands in December 1810 with two other men. Lambert publicly declared the islands his property and named them the Islands of Refreshment. After being joined by an Andrew Millet, three of the four men died in 1812; however, the survivor among the original three permanent settlers, Thomas Currie (or Tommaso Corri) remained as a farmer on the island.", "targets": "what did one of the settlers rename the islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "At what age did Fr\u00e9d\u00e9ric move to Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "How many public performances was Fr\u00e9d\u00e9ric estimated to have given during the remainder of his life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "In what year did Fr\u00e9d\u00e9ric obtain citizenship in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "In what area had Fr\u00e9d\u00e9ric's most productive period of composition taken place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "What was Fr\u00e9d\u00e9ric's most likely cause of death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "Where did he end up living when he was 21?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "How many public shows did he perform during the last years of his life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "What other composer did Chopin develop a friendship with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "What year did he gain citizenship in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "What is the name of the woman he had a relationship with from 1837-847?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "At what age did Chopin move to Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "During the last 18 years he lived about how many times did Chopin perform in public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "What year did Chopin become a citizen of France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "In the last years of his life who was the person that supported him financially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "In what year did Chopin become a French citizen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "Who gave Chopin money in the last years of his life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ec2187a49e14815acccd065707640f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 21 he settled in Paris. Thereafter, during the last 18 years of his life, he gave only some 30 public performances, preferring the more intimate atmosphere of the salon. He supported himself by selling his compositions and teaching piano, for which he was in high demand. Chopin formed a friendship with Franz Liszt and was admired by many of his musical contemporaries, including Robert Schumann. In 1835 he obtained French citizenship. After a failed engagement to Maria Wodzi\u0144ska, from 1837 to 1847 he maintained an often troubled relationship with the French writer George Sand. A brief and unhappy visit to Majorca with Sand in 1838\u201339 was one of his most productive periods of composition. In his last years, he was financially supported by his admirer Jane Stirling, who also arranged for him to visit Scotland in 1848. Through most of his life, Chopin suffered from poor health. He died in Paris in 1849, probably of tuberculosis.", "targets": "What was the likely cause of death for Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ae414271cc41cf91472e8a8f6748aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most legal theorists believe that the rule of law has purely formal characteristics, meaning that the law must be publicly declared, with prospective application, and possess the characteristics of generality, equality, and certainty, but there are no requirements with regard to the content of the law. Others, including a few legal theorists, believe that the rule of law necessarily entails protection of individual rights. Within legal theory, these two approaches to the rule of law are seen as the two basic alternatives, respectively labelled the formal and substantive approaches. Still, there are other views as well. Some believe that democracy is part of the rule of law.", "targets": "According to legal theorists, what characteristics must the rule of law have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ae414271cc41cf91472e8a8f6748aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most legal theorists believe that the rule of law has purely formal characteristics, meaning that the law must be publicly declared, with prospective application, and possess the characteristics of generality, equality, and certainty, but there are no requirements with regard to the content of the law. Others, including a few legal theorists, believe that the rule of law necessarily entails protection of individual rights. Within legal theory, these two approaches to the rule of law are seen as the two basic alternatives, respectively labelled the formal and substantive approaches. Still, there are other views as well. Some believe that democracy is part of the rule of law.", "targets": "According to some, what is the rule of law is formed to protect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ae414271cc41cf91472e8a8f6748aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most legal theorists believe that the rule of law has purely formal characteristics, meaning that the law must be publicly declared, with prospective application, and possess the characteristics of generality, equality, and certainty, but there are no requirements with regard to the content of the law. Others, including a few legal theorists, believe that the rule of law necessarily entails protection of individual rights. Within legal theory, these two approaches to the rule of law are seen as the two basic alternatives, respectively labelled the formal and substantive approaches. Still, there are other views as well. Some believe that democracy is part of the rule of law.", "targets": "What system of government is considered as a component of the rule of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ae414271cc41cf91472e8a8f6748aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most legal theorists believe that the rule of law has purely formal characteristics, meaning that the law must be publicly declared, with prospective application, and possess the characteristics of generality, equality, and certainty, but there are no requirements with regard to the content of the law. Others, including a few legal theorists, believe that the rule of law necessarily entails protection of individual rights. Within legal theory, these two approaches to the rule of law are seen as the two basic alternatives, respectively labelled the formal and substantive approaches. Still, there are other views as well. Some believe that democracy is part of the rule of law.", "targets": "According to some legal theorists, for what are there no requirements for something to be considered a law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ae414271cc41cf91472e8a8f6748aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most legal theorists believe that the rule of law has purely formal characteristics, meaning that the law must be publicly declared, with prospective application, and possess the characteristics of generality, equality, and certainty, but there are no requirements with regard to the content of the law. Others, including a few legal theorists, believe that the rule of law necessarily entails protection of individual rights. Within legal theory, these two approaches to the rule of law are seen as the two basic alternatives, respectively labelled the formal and substantive approaches. Still, there are other views as well. Some believe that democracy is part of the rule of law.", "targets": "What are the two approaches to defining the concept of the rule of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26e1e6638c584f5aba89a0c46405f4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several explanations have been offered for Yale\u2019s representation in national elections since the end of the Vietnam War. Various sources note the spirit of campus activism that has existed at Yale since the 1960s, and the intellectual influence of Reverend William Sloane Coffin on many of the future candidates. Yale President Richard Levin attributes the run to Yale\u2019s focus on creating \"a laboratory for future leaders,\" an institutional priority that began during the tenure of Yale Presidents Alfred Whitney Griswold and Kingman Brewster. Richard H. Brodhead, former dean of Yale College and now president of Duke University, stated: \"We do give very significant attention to orientation to the community in our admissions, and there is a very strong tradition of volunteerism at Yale.\" Yale historian Gaddis Smith notes \"an ethos of organized activity\" at Yale during the 20th century that led John Kerry to lead the Yale Political Union's Liberal Party, George Pataki the Conservative Party, and Joseph Lieberman to manage the Yale Daily News. Camille Paglia points to a history of networking and elitism: \"It has to do with a web of friendships and affiliations built up in school.\" CNN suggests that George W. Bush benefited from preferential admissions policies for the \"son and grandson of alumni\", and for a \"member of a politically influential family.\" New York Times correspondent Elisabeth Bumiller and The Atlantic Monthly correspondent James Fallows credit the culture of community and cooperation that exists between students, faculty, and administration, which downplays self-interest and reinforces commitment to others.", "targets": "Why did President Levin believe there were so many Yale alumni presidential candidates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26e1e6638c584f5aba89a0c46405f4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several explanations have been offered for Yale\u2019s representation in national elections since the end of the Vietnam War. Various sources note the spirit of campus activism that has existed at Yale since the 1960s, and the intellectual influence of Reverend William Sloane Coffin on many of the future candidates. Yale President Richard Levin attributes the run to Yale\u2019s focus on creating \"a laboratory for future leaders,\" an institutional priority that began during the tenure of Yale Presidents Alfred Whitney Griswold and Kingman Brewster. Richard H. Brodhead, former dean of Yale College and now president of Duke University, stated: \"We do give very significant attention to orientation to the community in our admissions, and there is a very strong tradition of volunteerism at Yale.\" Yale historian Gaddis Smith notes \"an ethos of organized activity\" at Yale during the 20th century that led John Kerry to lead the Yale Political Union's Liberal Party, George Pataki the Conservative Party, and Joseph Lieberman to manage the Yale Daily News. Camille Paglia points to a history of networking and elitism: \"It has to do with a web of friendships and affiliations built up in school.\" CNN suggests that George W. Bush benefited from preferential admissions policies for the \"son and grandson of alumni\", and for a \"member of a politically influential family.\" New York Times correspondent Elisabeth Bumiller and The Atlantic Monthly correspondent James Fallows credit the culture of community and cooperation that exists between students, faculty, and administration, which downplays self-interest and reinforces commitment to others.", "targets": "Why did Richard Brodhead believe there were so many Yale alumni presidential candidates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26e1e6638c584f5aba89a0c46405f4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several explanations have been offered for Yale\u2019s representation in national elections since the end of the Vietnam War. Various sources note the spirit of campus activism that has existed at Yale since the 1960s, and the intellectual influence of Reverend William Sloane Coffin on many of the future candidates. Yale President Richard Levin attributes the run to Yale\u2019s focus on creating \"a laboratory for future leaders,\" an institutional priority that began during the tenure of Yale Presidents Alfred Whitney Griswold and Kingman Brewster. Richard H. Brodhead, former dean of Yale College and now president of Duke University, stated: \"We do give very significant attention to orientation to the community in our admissions, and there is a very strong tradition of volunteerism at Yale.\" Yale historian Gaddis Smith notes \"an ethos of organized activity\" at Yale during the 20th century that led John Kerry to lead the Yale Political Union's Liberal Party, George Pataki the Conservative Party, and Joseph Lieberman to manage the Yale Daily News. Camille Paglia points to a history of networking and elitism: \"It has to do with a web of friendships and affiliations built up in school.\" CNN suggests that George W. Bush benefited from preferential admissions policies for the \"son and grandson of alumni\", and for a \"member of a politically influential family.\" New York Times correspondent Elisabeth Bumiller and The Atlantic Monthly correspondent James Fallows credit the culture of community and cooperation that exists between students, faculty, and administration, which downplays self-interest and reinforces commitment to others.", "targets": "Why did Gaddis Smith believe John Kerry led Yale's Political Union Liberal Party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26e1e6638c584f5aba89a0c46405f4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several explanations have been offered for Yale\u2019s representation in national elections since the end of the Vietnam War. Various sources note the spirit of campus activism that has existed at Yale since the 1960s, and the intellectual influence of Reverend William Sloane Coffin on many of the future candidates. Yale President Richard Levin attributes the run to Yale\u2019s focus on creating \"a laboratory for future leaders,\" an institutional priority that began during the tenure of Yale Presidents Alfred Whitney Griswold and Kingman Brewster. Richard H. Brodhead, former dean of Yale College and now president of Duke University, stated: \"We do give very significant attention to orientation to the community in our admissions, and there is a very strong tradition of volunteerism at Yale.\" Yale historian Gaddis Smith notes \"an ethos of organized activity\" at Yale during the 20th century that led John Kerry to lead the Yale Political Union's Liberal Party, George Pataki the Conservative Party, and Joseph Lieberman to manage the Yale Daily News. Camille Paglia points to a history of networking and elitism: \"It has to do with a web of friendships and affiliations built up in school.\" CNN suggests that George W. Bush benefited from preferential admissions policies for the \"son and grandson of alumni\", and for a \"member of a politically influential family.\" New York Times correspondent Elisabeth Bumiller and The Atlantic Monthly correspondent James Fallows credit the culture of community and cooperation that exists between students, faculty, and administration, which downplays self-interest and reinforces commitment to others.", "targets": "Why does CNN believe George W. Bush was accepted into Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26e1e6638c584f5aba89a0c46405f4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several explanations have been offered for Yale\u2019s representation in national elections since the end of the Vietnam War. Various sources note the spirit of campus activism that has existed at Yale since the 1960s, and the intellectual influence of Reverend William Sloane Coffin on many of the future candidates. Yale President Richard Levin attributes the run to Yale\u2019s focus on creating \"a laboratory for future leaders,\" an institutional priority that began during the tenure of Yale Presidents Alfred Whitney Griswold and Kingman Brewster. Richard H. Brodhead, former dean of Yale College and now president of Duke University, stated: \"We do give very significant attention to orientation to the community in our admissions, and there is a very strong tradition of volunteerism at Yale.\" Yale historian Gaddis Smith notes \"an ethos of organized activity\" at Yale during the 20th century that led John Kerry to lead the Yale Political Union's Liberal Party, George Pataki the Conservative Party, and Joseph Lieberman to manage the Yale Daily News. Camille Paglia points to a history of networking and elitism: \"It has to do with a web of friendships and affiliations built up in school.\" CNN suggests that George W. Bush benefited from preferential admissions policies for the \"son and grandson of alumni\", and for a \"member of a politically influential family.\" New York Times correspondent Elisabeth Bumiller and The Atlantic Monthly correspondent James Fallows credit the culture of community and cooperation that exists between students, faculty, and administration, which downplays self-interest and reinforces commitment to others.", "targets": "What does Elisabeth Bumiller believe the reasoning behind the amount of political Yale alumni is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceef796075564cafb533d2c2ac7d83c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The population of Paris today is lower than its historical peak of 2.9 million in 1921. The principal reasons were a significant decline in household size, and a dramatic migration of residents to the suburbs between 1962 and 1975. Factors in the migration included de-industrialisation, high rent, the gentrification of many inner quarters, the transformation of living space into offices, and greater affluence among working families. The city's population loss came to an end in the 21st century; the population estimate of July 2004 showed a population increase for the first time since 1954, and the population reached 2,234,000 by 2009.", "targets": "What is Paris' peak population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceef796075564cafb533d2c2ac7d83c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The population of Paris today is lower than its historical peak of 2.9 million in 1921. The principal reasons were a significant decline in household size, and a dramatic migration of residents to the suburbs between 1962 and 1975. Factors in the migration included de-industrialisation, high rent, the gentrification of many inner quarters, the transformation of living space into offices, and greater affluence among working families. The city's population loss came to an end in the 21st century; the population estimate of July 2004 showed a population increase for the first time since 1954, and the population reached 2,234,000 by 2009.", "targets": "When was Paris' population peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceef796075564cafb533d2c2ac7d83c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The population of Paris today is lower than its historical peak of 2.9 million in 1921. The principal reasons were a significant decline in household size, and a dramatic migration of residents to the suburbs between 1962 and 1975. Factors in the migration included de-industrialisation, high rent, the gentrification of many inner quarters, the transformation of living space into offices, and greater affluence among working families. The city's population loss came to an end in the 21st century; the population estimate of July 2004 showed a population increase for the first time since 1954, and the population reached 2,234,000 by 2009.", "targets": "What year was the first population increase since 1954?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceef796075564cafb533d2c2ac7d83c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The population of Paris today is lower than its historical peak of 2.9 million in 1921. The principal reasons were a significant decline in household size, and a dramatic migration of residents to the suburbs between 1962 and 1975. Factors in the migration included de-industrialisation, high rent, the gentrification of many inner quarters, the transformation of living space into offices, and greater affluence among working families. The city's population loss came to an end in the 21st century; the population estimate of July 2004 showed a population increase for the first time since 1954, and the population reached 2,234,000 by 2009.", "targets": "What was the population in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99d91d5f8a0346f59fc8b12262143bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cotton is used to make a number of textile products. These include terrycloth for highly absorbent bath towels and robes; denim for blue jeans; cambric, popularly used in the manufacture of blue work shirts (from which we get the term \"blue-collar\"); and corduroy, seersucker, and cotton twill. Socks, underwear, and most T-shirts are made from cotton. Bed sheets often are made from cotton. Cotton also is used to make yarn used in crochet and knitting. Fabric also can be made from recycled or recovered cotton that otherwise would be thrown away during the spinning, weaving, or cutting process. While many fabrics are made completely of cotton, some materials blend cotton with other fibers, including rayon and synthetic fibers such as polyester. It can either be used in knitted or woven fabrics, as it can be blended with elastine to make a stretchier thread for knitted fabrics, and apparel such as stretch jeans.", "targets": "For what is cotton used to make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99d91d5f8a0346f59fc8b12262143bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cotton is used to make a number of textile products. These include terrycloth for highly absorbent bath towels and robes; denim for blue jeans; cambric, popularly used in the manufacture of blue work shirts (from which we get the term \"blue-collar\"); and corduroy, seersucker, and cotton twill. Socks, underwear, and most T-shirts are made from cotton. Bed sheets often are made from cotton. Cotton also is used to make yarn used in crochet and knitting. Fabric also can be made from recycled or recovered cotton that otherwise would be thrown away during the spinning, weaving, or cutting process. While many fabrics are made completely of cotton, some materials blend cotton with other fibers, including rayon and synthetic fibers such as polyester. It can either be used in knitted or woven fabrics, as it can be blended with elastine to make a stretchier thread for knitted fabrics, and apparel such as stretch jeans.", "targets": "Besides new cotton fibers, what type of fibers can be used to make cotton products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99d91d5f8a0346f59fc8b12262143bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cotton is used to make a number of textile products. These include terrycloth for highly absorbent bath towels and robes; denim for blue jeans; cambric, popularly used in the manufacture of blue work shirts (from which we get the term \"blue-collar\"); and corduroy, seersucker, and cotton twill. Socks, underwear, and most T-shirts are made from cotton. Bed sheets often are made from cotton. Cotton also is used to make yarn used in crochet and knitting. Fabric also can be made from recycled or recovered cotton that otherwise would be thrown away during the spinning, weaving, or cutting process. While many fabrics are made completely of cotton, some materials blend cotton with other fibers, including rayon and synthetic fibers such as polyester. It can either be used in knitted or woven fabrics, as it can be blended with elastine to make a stretchier thread for knitted fabrics, and apparel such as stretch jeans.", "targets": "With what is cotton often blended to make a new style of fabric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99d91d5f8a0346f59fc8b12262143bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cotton is used to make a number of textile products. These include terrycloth for highly absorbent bath towels and robes; denim for blue jeans; cambric, popularly used in the manufacture of blue work shirts (from which we get the term \"blue-collar\"); and corduroy, seersucker, and cotton twill. Socks, underwear, and most T-shirts are made from cotton. Bed sheets often are made from cotton. Cotton also is used to make yarn used in crochet and knitting. Fabric also can be made from recycled or recovered cotton that otherwise would be thrown away during the spinning, weaving, or cutting process. While many fabrics are made completely of cotton, some materials blend cotton with other fibers, including rayon and synthetic fibers such as polyester. It can either be used in knitted or woven fabrics, as it can be blended with elastine to make a stretchier thread for knitted fabrics, and apparel such as stretch jeans.", "targets": "What kinds of fabrics can be made from blended fibers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99d91d5f8a0346f59fc8b12262143bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cotton is used to make a number of textile products. These include terrycloth for highly absorbent bath towels and robes; denim for blue jeans; cambric, popularly used in the manufacture of blue work shirts (from which we get the term \"blue-collar\"); and corduroy, seersucker, and cotton twill. Socks, underwear, and most T-shirts are made from cotton. Bed sheets often are made from cotton. Cotton also is used to make yarn used in crochet and knitting. Fabric also can be made from recycled or recovered cotton that otherwise would be thrown away during the spinning, weaving, or cutting process. While many fabrics are made completely of cotton, some materials blend cotton with other fibers, including rayon and synthetic fibers such as polyester. It can either be used in knitted or woven fabrics, as it can be blended with elastine to make a stretchier thread for knitted fabrics, and apparel such as stretch jeans.", "targets": "For what can cotton yarn be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5079f6b8a349c4b3cba3350ad44ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a trend of declining population density since World War II, the city has seen increased density in the inner and western suburbs, aided in part by Victorian Government planning, such as Postcode 3000 and Melbourne 2030 which have aimed to curtail urban sprawl. According to the Australian Bureau of Statistics as of June 2013, inner city Melbourne had the highest population density with 12,400 people per km2. Surrounding inner city suburbs experienced an increase in population density between 2012 and 2013; Carlton (9,000 people per km2) and Fitzroy (7,900).", "targets": "What have Postcode 3000 and Melbourne 2030 aimed to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5079f6b8a349c4b3cba3350ad44ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a trend of declining population density since World War II, the city has seen increased density in the inner and western suburbs, aided in part by Victorian Government planning, such as Postcode 3000 and Melbourne 2030 which have aimed to curtail urban sprawl. According to the Australian Bureau of Statistics as of June 2013, inner city Melbourne had the highest population density with 12,400 people per km2. Surrounding inner city suburbs experienced an increase in population density between 2012 and 2013; Carlton (9,000 people per km2) and Fitzroy (7,900).", "targets": "How many people did Carlton have per km2 between 2012 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5079f6b8a349c4b3cba3350ad44ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a trend of declining population density since World War II, the city has seen increased density in the inner and western suburbs, aided in part by Victorian Government planning, such as Postcode 3000 and Melbourne 2030 which have aimed to curtail urban sprawl. According to the Australian Bureau of Statistics as of June 2013, inner city Melbourne had the highest population density with 12,400 people per km2. Surrounding inner city suburbs experienced an increase in population density between 2012 and 2013; Carlton (9,000 people per km2) and Fitzroy (7,900).", "targets": "How many people did Fitzroy have per km2 between 2012 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5079f6b8a349c4b3cba3350ad44ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a trend of declining population density since World War II, the city has seen increased density in the inner and western suburbs, aided in part by Victorian Government planning, such as Postcode 3000 and Melbourne 2030 which have aimed to curtail urban sprawl. According to the Australian Bureau of Statistics as of June 2013, inner city Melbourne had the highest population density with 12,400 people per km2. Surrounding inner city suburbs experienced an increase in population density between 2012 and 2013; Carlton (9,000 people per km2) and Fitzroy (7,900).", "targets": "According to the Australian Bureau of Statistics as of June 2013, inner city Melbourne had a population density of how many people per km2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce4dd892b2d947558b6fd10fe157b9a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on implicit learning. It can best be summarized as remember how to do something. Procedural memory is primarily employed in learning motor skills and should be considered a subset of implicit memory. It is revealed when one does better in a given task due only to repetition - no new explicit memories have been formed, but one is unconsciously accessing aspects of those previous experiences. Procedural memory involved in motor learning depends on the cerebellum and basal ganglia.", "targets": "What is another term for procedural memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce4dd892b2d947558b6fd10fe157b9a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on implicit learning. It can best be summarized as remember how to do something. Procedural memory is primarily employed in learning motor skills and should be considered a subset of implicit memory. It is revealed when one does better in a given task due only to repetition - no new explicit memories have been formed, but one is unconsciously accessing aspects of those previous experiences. Procedural memory involved in motor learning depends on the cerebellum and basal ganglia.", "targets": "If bob remembered how to bake a cake after seeing this on television what memory is he using?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce4dd892b2d947558b6fd10fe157b9a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on implicit learning. It can best be summarized as remember how to do something. Procedural memory is primarily employed in learning motor skills and should be considered a subset of implicit memory. It is revealed when one does better in a given task due only to repetition - no new explicit memories have been formed, but one is unconsciously accessing aspects of those previous experiences. Procedural memory involved in motor learning depends on the cerebellum and basal ganglia.", "targets": "What set of skills is reliant on procedural memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce4dd892b2d947558b6fd10fe157b9a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on implicit learning. It can best be summarized as remember how to do something. Procedural memory is primarily employed in learning motor skills and should be considered a subset of implicit memory. It is revealed when one does better in a given task due only to repetition - no new explicit memories have been formed, but one is unconsciously accessing aspects of those previous experiences. Procedural memory involved in motor learning depends on the cerebellum and basal ganglia.", "targets": "If Bob does throws 15 more free throws than he did last week, how many more explicit memories has he gained?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-739aa6f2d6814f82a2f3246ec285fbed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is one of the most environmentally activist municipalities in the nation. The city first proposed its Sustainable City Plan in 1992 and in 1994, was one of the first cities in the nation to formally adopt a comprehensive sustainability plan, setting waste reduction and water conservation policies for both public and private sector through its Office of Sustainability and the Environment. Eighty-two percent of the city's public works vehicles now run on alternative fuels, including nearly 100% of the municipal bus system, making it among the largest such fleets in the country. Santa Monica fleet vehicles and Buses now source their natural gas from Redeem, a Southern California-based supplier of renewable and sustainable natural gas obtained from non-fracked methane biogas generated from organic landfill waste.", "targets": "In what two years were the first Sustainable City Plan's introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-739aa6f2d6814f82a2f3246ec285fbed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is one of the most environmentally activist municipalities in the nation. The city first proposed its Sustainable City Plan in 1992 and in 1994, was one of the first cities in the nation to formally adopt a comprehensive sustainability plan, setting waste reduction and water conservation policies for both public and private sector through its Office of Sustainability and the Environment. Eighty-two percent of the city's public works vehicles now run on alternative fuels, including nearly 100% of the municipal bus system, making it among the largest such fleets in the country. Santa Monica fleet vehicles and Buses now source their natural gas from Redeem, a Southern California-based supplier of renewable and sustainable natural gas obtained from non-fracked methane biogas generated from organic landfill waste.", "targets": "What percent of the city's public work's vehicles use alternate fuels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-739aa6f2d6814f82a2f3246ec285fbed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is one of the most environmentally activist municipalities in the nation. The city first proposed its Sustainable City Plan in 1992 and in 1994, was one of the first cities in the nation to formally adopt a comprehensive sustainability plan, setting waste reduction and water conservation policies for both public and private sector through its Office of Sustainability and the Environment. Eighty-two percent of the city's public works vehicles now run on alternative fuels, including nearly 100% of the municipal bus system, making it among the largest such fleets in the country. Santa Monica fleet vehicles and Buses now source their natural gas from Redeem, a Southern California-based supplier of renewable and sustainable natural gas obtained from non-fracked methane biogas generated from organic landfill waste.", "targets": "Water conservation policies have been adopted by what two sectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-739aa6f2d6814f82a2f3246ec285fbed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is one of the most environmentally activist municipalities in the nation. The city first proposed its Sustainable City Plan in 1992 and in 1994, was one of the first cities in the nation to formally adopt a comprehensive sustainability plan, setting waste reduction and water conservation policies for both public and private sector through its Office of Sustainability and the Environment. Eighty-two percent of the city's public works vehicles now run on alternative fuels, including nearly 100% of the municipal bus system, making it among the largest such fleets in the country. Santa Monica fleet vehicles and Buses now source their natural gas from Redeem, a Southern California-based supplier of renewable and sustainable natural gas obtained from non-fracked methane biogas generated from organic landfill waste.", "targets": "What percent of the bus systems use alternate fuels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-739aa6f2d6814f82a2f3246ec285fbed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is one of the most environmentally activist municipalities in the nation. The city first proposed its Sustainable City Plan in 1992 and in 1994, was one of the first cities in the nation to formally adopt a comprehensive sustainability plan, setting waste reduction and water conservation policies for both public and private sector through its Office of Sustainability and the Environment. Eighty-two percent of the city's public works vehicles now run on alternative fuels, including nearly 100% of the municipal bus system, making it among the largest such fleets in the country. Santa Monica fleet vehicles and Buses now source their natural gas from Redeem, a Southern California-based supplier of renewable and sustainable natural gas obtained from non-fracked methane biogas generated from organic landfill waste.", "targets": "What company provides the city with natural gas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7041e1b337144d48997cd2e6a37b612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bronx native Nancy Savoca's 1989 comedy, True Love, explores two Italian-American Bronx sweethearts in the days before their wedding. The film, which debuted Annabella Sciorra and Ron Eldard as the betrothed couple, won the Grand Jury Prize at that year's Sundance Film Festival. The CBS television sitcom Becker, 1998\u20132004, was more ambiguous. The show starred Ted Danson as Dr. John Becker, a doctor who operated a small practice and was constantly annoyed by his patients, co-workers, friends, and practically everything and everybody else in his world. It showed his everyday life as a doctor working in a small clinic in the Bronx.", "targets": "When was 'True Love' released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7041e1b337144d48997cd2e6a37b612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bronx native Nancy Savoca's 1989 comedy, True Love, explores two Italian-American Bronx sweethearts in the days before their wedding. The film, which debuted Annabella Sciorra and Ron Eldard as the betrothed couple, won the Grand Jury Prize at that year's Sundance Film Festival. The CBS television sitcom Becker, 1998\u20132004, was more ambiguous. The show starred Ted Danson as Dr. John Becker, a doctor who operated a small practice and was constantly annoyed by his patients, co-workers, friends, and practically everything and everybody else in his world. It showed his everyday life as a doctor working in a small clinic in the Bronx.", "targets": "What genre was 'True Love'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7041e1b337144d48997cd2e6a37b612e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bronx native Nancy Savoca's 1989 comedy, True Love, explores two Italian-American Bronx sweethearts in the days before their wedding. The film, which debuted Annabella Sciorra and Ron Eldard as the betrothed couple, won the Grand Jury Prize at that year's Sundance Film Festival. The CBS television sitcom Becker, 1998\u20132004, was more ambiguous. The show starred Ted Danson as Dr. John Becker, a doctor who operated a small practice and was constantly annoyed by his patients, co-workers, friends, and practically everything and everybody else in his world. It showed his everyday life as a doctor working in a small clinic in the Bronx.", "targets": "Who starred in 'True Love'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f74f66aa0ff44f3198aac9d805c2ad7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A famous example of Spielberg working with the same professionals is his long-time collaboration with John Williams and the use of his musical scores in all of his films since The Sugarland Express (except Bridge of Spies, The Color Purple and Twilight Zone: The Movie). One of Spielberg's trademarks is his use of music by Williams to add to the visual impact of his scenes and to try and create a lasting picture and sound of the film in the memories of the film audience. These visual scenes often uses images of the sun (e.g. Empire of the Sun, Saving Private Ryan, the final scene of Jurassic Park, and the end credits of Indiana Jones and the Last Crusade (where they ride into the sunset)), of which the last two feature a Williams score at that end scene. Spielberg is a contemporary of filmmakers George Lucas, Francis Ford Coppola, Martin Scorsese, John Milius, and Brian De Palma, collectively known as the \"Movie Brats\". Aside from his principal role as a director, Spielberg has acted as a producer for a considerable number of films, including early hits for Joe Dante and Robert Zemeckis. Spielberg has often never worked with the same screenwriter in his films, beside Tony Kushner and David Koepp, who have written a few of his films more than once.", "targets": "What are the only Spielberg films since Sugarland Express to not have music by John Williams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f74f66aa0ff44f3198aac9d805c2ad7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A famous example of Spielberg working with the same professionals is his long-time collaboration with John Williams and the use of his musical scores in all of his films since The Sugarland Express (except Bridge of Spies, The Color Purple and Twilight Zone: The Movie). One of Spielberg's trademarks is his use of music by Williams to add to the visual impact of his scenes and to try and create a lasting picture and sound of the film in the memories of the film audience. These visual scenes often uses images of the sun (e.g. Empire of the Sun, Saving Private Ryan, the final scene of Jurassic Park, and the end credits of Indiana Jones and the Last Crusade (where they ride into the sunset)), of which the last two feature a Williams score at that end scene. Spielberg is a contemporary of filmmakers George Lucas, Francis Ford Coppola, Martin Scorsese, John Milius, and Brian De Palma, collectively known as the \"Movie Brats\". Aside from his principal role as a director, Spielberg has acted as a producer for a considerable number of films, including early hits for Joe Dante and Robert Zemeckis. Spielberg has often never worked with the same screenwriter in his films, beside Tony Kushner and David Koepp, who have written a few of his films more than once.", "targets": "What happens at the end of 'Indiana Jones and the Last Crusade'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f74f66aa0ff44f3198aac9d805c2ad7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A famous example of Spielberg working with the same professionals is his long-time collaboration with John Williams and the use of his musical scores in all of his films since The Sugarland Express (except Bridge of Spies, The Color Purple and Twilight Zone: The Movie). One of Spielberg's trademarks is his use of music by Williams to add to the visual impact of his scenes and to try and create a lasting picture and sound of the film in the memories of the film audience. These visual scenes often uses images of the sun (e.g. Empire of the Sun, Saving Private Ryan, the final scene of Jurassic Park, and the end credits of Indiana Jones and the Last Crusade (where they ride into the sunset)), of which the last two feature a Williams score at that end scene. Spielberg is a contemporary of filmmakers George Lucas, Francis Ford Coppola, Martin Scorsese, John Milius, and Brian De Palma, collectively known as the \"Movie Brats\". Aside from his principal role as a director, Spielberg has acted as a producer for a considerable number of films, including early hits for Joe Dante and Robert Zemeckis. Spielberg has often never worked with the same screenwriter in his films, beside Tony Kushner and David Koepp, who have written a few of his films more than once.", "targets": "Who are the 'Movie Brats', besides Spielberg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f74f66aa0ff44f3198aac9d805c2ad7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A famous example of Spielberg working with the same professionals is his long-time collaboration with John Williams and the use of his musical scores in all of his films since The Sugarland Express (except Bridge of Spies, The Color Purple and Twilight Zone: The Movie). One of Spielberg's trademarks is his use of music by Williams to add to the visual impact of his scenes and to try and create a lasting picture and sound of the film in the memories of the film audience. These visual scenes often uses images of the sun (e.g. Empire of the Sun, Saving Private Ryan, the final scene of Jurassic Park, and the end credits of Indiana Jones and the Last Crusade (where they ride into the sunset)), of which the last two feature a Williams score at that end scene. Spielberg is a contemporary of filmmakers George Lucas, Francis Ford Coppola, Martin Scorsese, John Milius, and Brian De Palma, collectively known as the \"Movie Brats\". Aside from his principal role as a director, Spielberg has acted as a producer for a considerable number of films, including early hits for Joe Dante and Robert Zemeckis. Spielberg has often never worked with the same screenwriter in his films, beside Tony Kushner and David Koepp, who have written a few of his films more than once.", "targets": "Who are the only screenwriters Spielberg has worked with on more than one film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "Which borough of New York hosts the US Open Tennis championships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "The Wanamaker Mile is an event by which annual track and field meeting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "The oldest, longest horse races in the US are located in NYC called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "Which years did NYC host the PGA golf championships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "The Amateur Boxing Golden Gloves are held at which location in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "In what borough is the National Tennis Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "What tennis Grand Slam event is held at the National Tennis Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "How many people completed the New York Marathon in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "What annual sporting competition features the Wanamaker Mile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c71ff069fcce4e358a4c38f98034ec25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annual United States Open Tennis Championships is one of the world's four Grand Slam tennis tournaments and is held at the National Tennis Center in Flushing Meadows-Corona Park, Queens. The New York Marathon is one of the world's largest, and the 2004\u20132006 events hold the top three places in the marathons with the largest number of finishers, including 37,866 finishers in 2006. The Millrose Games is an annual track and field meet whose featured event is the Wanamaker Mile. Boxing is also a prominent part of the city's sporting scene, with events like the Amateur Boxing Golden Gloves being held at Madison Square Garden each year. The city is also considered the host of the Belmont Stakes, the last, longest and oldest of horse racing's Triple Crown races, held just over the city's border at Belmont Park on the first or second Sunday of June. The city also hosted the 1932 U.S. Open golf tournament and the 1930 and 1939 PGA Championships, and has been host city for both events several times, most notably for nearby Winged Foot Golf Club.", "targets": "At what venue does the Amateur Boxing Golden Gloves take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4cee00acdd47998e68c54616260ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the biggest and most advanced economy in east and central Africa, and has an affluent urban minority, it has a Human Development Index (HDI) of 0.519, ranked 145 out of 186 in the world. As of 2005, 17.7% of Kenyans lived on less than $1.25 a day. The important agricultural sector is one of the least developed and largely inefficient, employing 75% of the workforce compared to less than 3% in the food secure developed countries. Kenya is usually classified as a frontier market or occasionally an emerging market, but it is not one of the least developed countries.", "targets": "What is Kenya's HDI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4cee00acdd47998e68c54616260ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the biggest and most advanced economy in east and central Africa, and has an affluent urban minority, it has a Human Development Index (HDI) of 0.519, ranked 145 out of 186 in the world. As of 2005, 17.7% of Kenyans lived on less than $1.25 a day. The important agricultural sector is one of the least developed and largely inefficient, employing 75% of the workforce compared to less than 3% in the food secure developed countries. Kenya is usually classified as a frontier market or occasionally an emerging market, but it is not one of the least developed countries.", "targets": "Who is the biggest and most advanced economy in east and central Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4cee00acdd47998e68c54616260ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the biggest and most advanced economy in east and central Africa, and has an affluent urban minority, it has a Human Development Index (HDI) of 0.519, ranked 145 out of 186 in the world. As of 2005, 17.7% of Kenyans lived on less than $1.25 a day. The important agricultural sector is one of the least developed and largely inefficient, employing 75% of the workforce compared to less than 3% in the food secure developed countries. Kenya is usually classified as a frontier market or occasionally an emerging market, but it is not one of the least developed countries.", "targets": "How much does 17.7% of the population live on a day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4cee00acdd47998e68c54616260ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the biggest and most advanced economy in east and central Africa, and has an affluent urban minority, it has a Human Development Index (HDI) of 0.519, ranked 145 out of 186 in the world. As of 2005, 17.7% of Kenyans lived on less than $1.25 a day. The important agricultural sector is one of the least developed and largely inefficient, employing 75% of the workforce compared to less than 3% in the food secure developed countries. Kenya is usually classified as a frontier market or occasionally an emerging market, but it is not one of the least developed countries.", "targets": "What kind of market is Kenya considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53fd0f53714e4048a7916cb334cdfb0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earth deity had power over the ghostly world, and it is believed that she was the deity behind the oracle. The older tales mentioned two dragons who were perhaps intentionally conflated. A female dragon named Delphyne (\u03b4\u03b5\u03bb\u03c6\u03cd\u03c2, \"womb\"), who is obviously connected with Delphi and Apollo Delphinios, and a male serpent Typhon (\u03c4\u03cd\u03c6\u03b5\u03b9\u03bd, \"to smoke\"), the adversary of Zeus in the Titanomachy, who the narrators confused with Python. Python was the good daemon (\u1f00\u03b3\u03b1\u03b8\u1f78\u03c2 \u03b4\u03b1\u03af\u03bc\u03c9\u03bd) of the temple as it appears in Minoan religion, but she was represented as a dragon, as often happens in Northern European folklore as well as in the East.", "targets": "Who was the adversary of Zeus in the titanomachy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53fd0f53714e4048a7916cb334cdfb0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earth deity had power over the ghostly world, and it is believed that she was the deity behind the oracle. The older tales mentioned two dragons who were perhaps intentionally conflated. A female dragon named Delphyne (\u03b4\u03b5\u03bb\u03c6\u03cd\u03c2, \"womb\"), who is obviously connected with Delphi and Apollo Delphinios, and a male serpent Typhon (\u03c4\u03cd\u03c6\u03b5\u03b9\u03bd, \"to smoke\"), the adversary of Zeus in the Titanomachy, who the narrators confused with Python. Python was the good daemon (\u1f00\u03b3\u03b1\u03b8\u1f78\u03c2 \u03b4\u03b1\u03af\u03bc\u03c9\u03bd) of the temple as it appears in Minoan religion, but she was represented as a dragon, as often happens in Northern European folklore as well as in the East.", "targets": "Who did the narrator confuse with Phyton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53fd0f53714e4048a7916cb334cdfb0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earth deity had power over the ghostly world, and it is believed that she was the deity behind the oracle. The older tales mentioned two dragons who were perhaps intentionally conflated. A female dragon named Delphyne (\u03b4\u03b5\u03bb\u03c6\u03cd\u03c2, \"womb\"), who is obviously connected with Delphi and Apollo Delphinios, and a male serpent Typhon (\u03c4\u03cd\u03c6\u03b5\u03b9\u03bd, \"to smoke\"), the adversary of Zeus in the Titanomachy, who the narrators confused with Python. Python was the good daemon (\u1f00\u03b3\u03b1\u03b8\u1f78\u03c2 \u03b4\u03b1\u03af\u03bc\u03c9\u03bd) of the temple as it appears in Minoan religion, but she was represented as a dragon, as often happens in Northern European folklore as well as in the East.", "targets": "Who was represented as a dragon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0289f013cfef47fe9dd92d1990e393c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanctions imposed by the United States and European countries against the former military government, coupled with boycotts and other direct pressure on corporations by supporters of the democracy movement, have resulted in the withdrawal from the country of most US and many European companies. On 13 April 2012 British Prime Minister David Cameron called for the economic sanctions on Myanmar to be suspended in the wake of the pro-democracy party gaining 43 seats out of a possible 45 in the 2012 by-elections with the party leader, Aung San Suu Kyi becoming a member of the Burmese parliament.", "targets": "How are international businesses discouraged from operating in Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0289f013cfef47fe9dd92d1990e393c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanctions imposed by the United States and European countries against the former military government, coupled with boycotts and other direct pressure on corporations by supporters of the democracy movement, have resulted in the withdrawal from the country of most US and many European companies. On 13 April 2012 British Prime Minister David Cameron called for the economic sanctions on Myanmar to be suspended in the wake of the pro-democracy party gaining 43 seats out of a possible 45 in the 2012 by-elections with the party leader, Aung San Suu Kyi becoming a member of the Burmese parliament.", "targets": "What was the result for internationals companies attempting to conduct business in Burma ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0289f013cfef47fe9dd92d1990e393c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanctions imposed by the United States and European countries against the former military government, coupled with boycotts and other direct pressure on corporations by supporters of the democracy movement, have resulted in the withdrawal from the country of most US and many European companies. On 13 April 2012 British Prime Minister David Cameron called for the economic sanctions on Myanmar to be suspended in the wake of the pro-democracy party gaining 43 seats out of a possible 45 in the 2012 by-elections with the party leader, Aung San Suu Kyi becoming a member of the Burmese parliament.", "targets": "Who called for the sanctions in Burma to be given reprieve ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0289f013cfef47fe9dd92d1990e393c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanctions imposed by the United States and European countries against the former military government, coupled with boycotts and other direct pressure on corporations by supporters of the democracy movement, have resulted in the withdrawal from the country of most US and many European companies. On 13 April 2012 British Prime Minister David Cameron called for the economic sanctions on Myanmar to be suspended in the wake of the pro-democracy party gaining 43 seats out of a possible 45 in the 2012 by-elections with the party leader, Aung San Suu Kyi becoming a member of the Burmese parliament.", "targets": "What did Aung San Suu Kyi become a part of in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a53864c0f54b66a4a7b90340ea126f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further line in the directive stressed the need to inflict the heaviest losses possible, but also to intensify the air war in order to create the impression an amphibious assault on Britain was planned for 1941. However, meteorological conditions over Britain were not favourable for flying and prevented an escalation in air operations. Airfields became water-logged and the 18 Kampfgruppen (bomber groups) of the Luftwaffe's Kampfgeschwadern (bomber wings) were relocated to Germany for rest and re-equipment.", "targets": "What was inflicting heavy losses and increasing the air war designed to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a53864c0f54b66a4a7b90340ea126f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further line in the directive stressed the need to inflict the heaviest losses possible, but also to intensify the air war in order to create the impression an amphibious assault on Britain was planned for 1941. However, meteorological conditions over Britain were not favourable for flying and prevented an escalation in air operations. Airfields became water-logged and the 18 Kampfgruppen (bomber groups) of the Luftwaffe's Kampfgeschwadern (bomber wings) were relocated to Germany for rest and re-equipment.", "targets": "What was preventing escalation of air operations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a53864c0f54b66a4a7b90340ea126f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further line in the directive stressed the need to inflict the heaviest losses possible, but also to intensify the air war in order to create the impression an amphibious assault on Britain was planned for 1941. However, meteorological conditions over Britain were not favourable for flying and prevented an escalation in air operations. Airfields became water-logged and the 18 Kampfgruppen (bomber groups) of the Luftwaffe's Kampfgeschwadern (bomber wings) were relocated to Germany for rest and re-equipment.", "targets": "What happened to airfields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a53864c0f54b66a4a7b90340ea126f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further line in the directive stressed the need to inflict the heaviest losses possible, but also to intensify the air war in order to create the impression an amphibious assault on Britain was planned for 1941. However, meteorological conditions over Britain were not favourable for flying and prevented an escalation in air operations. Airfields became water-logged and the 18 Kampfgruppen (bomber groups) of the Luftwaffe's Kampfgeschwadern (bomber wings) were relocated to Germany for rest and re-equipment.", "targets": "How many bomber groups were relocated to Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1307f10ca3e3436ab0fbb31f7d9e081f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern petroleum industry started in 1846 with the discovery of the process of refining kerosene from coal by Nova Scotian Abraham Pineo Gesner. Ignacy \u0141ukasiewicz improved Gesner's method to develop a means of refining kerosene from the more readily available \"rock oil\" (\"petr-oleum\") seeps in 1852 and the first rock oil mine was built in B\u00f3brka, near Krosno in Galicia in the following year. In 1854, Benjamin Silliman, a science professor at Yale University in New Haven, was the first to fractionate petroleum by distillation. These discoveries rapidly spread around the world.", "targets": "When did the modern petroleum industry start? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1307f10ca3e3436ab0fbb31f7d9e081f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern petroleum industry started in 1846 with the discovery of the process of refining kerosene from coal by Nova Scotian Abraham Pineo Gesner. Ignacy \u0141ukasiewicz improved Gesner's method to develop a means of refining kerosene from the more readily available \"rock oil\" (\"petr-oleum\") seeps in 1852 and the first rock oil mine was built in B\u00f3brka, near Krosno in Galicia in the following year. In 1854, Benjamin Silliman, a science professor at Yale University in New Haven, was the first to fractionate petroleum by distillation. These discoveries rapidly spread around the world.", "targets": "What started the modern petroleum industry ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1307f10ca3e3436ab0fbb31f7d9e081f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern petroleum industry started in 1846 with the discovery of the process of refining kerosene from coal by Nova Scotian Abraham Pineo Gesner. Ignacy \u0141ukasiewicz improved Gesner's method to develop a means of refining kerosene from the more readily available \"rock oil\" (\"petr-oleum\") seeps in 1852 and the first rock oil mine was built in B\u00f3brka, near Krosno in Galicia in the following year. In 1854, Benjamin Silliman, a science professor at Yale University in New Haven, was the first to fractionate petroleum by distillation. These discoveries rapidly spread around the world.", "targets": "Who discovered the process of refining kerosene from coal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1307f10ca3e3436ab0fbb31f7d9e081f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern petroleum industry started in 1846 with the discovery of the process of refining kerosene from coal by Nova Scotian Abraham Pineo Gesner. Ignacy \u0141ukasiewicz improved Gesner's method to develop a means of refining kerosene from the more readily available \"rock oil\" (\"petr-oleum\") seeps in 1852 and the first rock oil mine was built in B\u00f3brka, near Krosno in Galicia in the following year. In 1854, Benjamin Silliman, a science professor at Yale University in New Haven, was the first to fractionate petroleum by distillation. These discoveries rapidly spread around the world.", "targets": "Who improved Gesner's  of refining kerosene from coal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1307f10ca3e3436ab0fbb31f7d9e081f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern petroleum industry started in 1846 with the discovery of the process of refining kerosene from coal by Nova Scotian Abraham Pineo Gesner. Ignacy \u0141ukasiewicz improved Gesner's method to develop a means of refining kerosene from the more readily available \"rock oil\" (\"petr-oleum\") seeps in 1852 and the first rock oil mine was built in B\u00f3brka, near Krosno in Galicia in the following year. In 1854, Benjamin Silliman, a science professor at Yale University in New Haven, was the first to fractionate petroleum by distillation. These discoveries rapidly spread around the world.", "targets": "Where was the first Rock Oil mine built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a68e1afb1614febb3fb467463a880fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.", "targets": "Who was made Secretary of State for Education in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a68e1afb1614febb3fb467463a880fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.", "targets": "What kind of school did Thatcher end the compulsion for existing schools to convert to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a68e1afb1614febb3fb467463a880fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.", "targets": "What party was in power when Margaret Thatcher was made Secretary of State for Education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19fbf34ea17c4e6d9d240278f2a03a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his assistant Charles Sumner Tainter jointly invented a wireless telephone, named a photophone, which allowed for the transmission of both sounds and normal human conversations on a beam of light. Both men later became full associates in the Volta Laboratory Association.", "targets": "What did Bell call his cord-free phone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19fbf34ea17c4e6d9d240278f2a03a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his assistant Charles Sumner Tainter jointly invented a wireless telephone, named a photophone, which allowed for the transmission of both sounds and normal human conversations on a beam of light. Both men later became full associates in the Volta Laboratory Association.", "targets": "Who did Bell invent the cord-free phone with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19fbf34ea17c4e6d9d240278f2a03a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his assistant Charles Sumner Tainter jointly invented a wireless telephone, named a photophone, which allowed for the transmission of both sounds and normal human conversations on a beam of light. Both men later became full associates in the Volta Laboratory Association.", "targets": "What did Bell's cord-free phone use to transmit messages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19fbf34ea17c4e6d9d240278f2a03a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his assistant Charles Sumner Tainter jointly invented a wireless telephone, named a photophone, which allowed for the transmission of both sounds and normal human conversations on a beam of light. Both men later became full associates in the Volta Laboratory Association.", "targets": "What lab association did Bell and Tainter both eventually join?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19fbf34ea17c4e6d9d240278f2a03a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his assistant Charles Sumner Tainter jointly invented a wireless telephone, named a photophone, which allowed for the transmission of both sounds and normal human conversations on a beam of light. Both men later became full associates in the Volta Laboratory Association.", "targets": "In the photophone, light carried sound and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaf5420d7dd74298b9f4704389ed6455", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2006 study found Ashkenazi Jews to be a clear, homogeneous genetic subgroup. Strikingly, regardless of the place of origin, Ashkenazi Jews can be grouped in the same genetic cohort \u2013 that is, regardless of whether an Ashkenazi Jew's ancestors came from Poland, Russia, Hungary, Lithuania, or any other place with a historical Jewish population, they belong to the same ethnic group. The research demonstrates the endogamy of the Jewish population in Europe and lends further credence to the idea of Ashkenazi Jews as an ethnic group. Moreover, though intermarriage among Jews of Ashkenazi descent has become increasingly common, many Haredi Jews, particularly members of Hasidic or Hareidi sects, continue to marry exclusively fellow Ashkenazi Jews. This trend keeps Ashkenazi genes prevalent and also helps researchers further study the genes of Ashkenazi Jews with relative ease. It is noteworthy that these Haredi Jews often have extremely large families.", "targets": "A 2006 study found Ashkenazi Jews to be a what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaf5420d7dd74298b9f4704389ed6455", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2006 study found Ashkenazi Jews to be a clear, homogeneous genetic subgroup. Strikingly, regardless of the place of origin, Ashkenazi Jews can be grouped in the same genetic cohort \u2013 that is, regardless of whether an Ashkenazi Jew's ancestors came from Poland, Russia, Hungary, Lithuania, or any other place with a historical Jewish population, they belong to the same ethnic group. The research demonstrates the endogamy of the Jewish population in Europe and lends further credence to the idea of Ashkenazi Jews as an ethnic group. Moreover, though intermarriage among Jews of Ashkenazi descent has become increasingly common, many Haredi Jews, particularly members of Hasidic or Hareidi sects, continue to marry exclusively fellow Ashkenazi Jews. This trend keeps Ashkenazi genes prevalent and also helps researchers further study the genes of Ashkenazi Jews with relative ease. It is noteworthy that these Haredi Jews often have extremely large families.", "targets": "Ashkenazi Jews, regardless of their place of origin, belong to the same what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaf5420d7dd74298b9f4704389ed6455", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2006 study found Ashkenazi Jews to be a clear, homogeneous genetic subgroup. Strikingly, regardless of the place of origin, Ashkenazi Jews can be grouped in the same genetic cohort \u2013 that is, regardless of whether an Ashkenazi Jew's ancestors came from Poland, Russia, Hungary, Lithuania, or any other place with a historical Jewish population, they belong to the same ethnic group. The research demonstrates the endogamy of the Jewish population in Europe and lends further credence to the idea of Ashkenazi Jews as an ethnic group. Moreover, though intermarriage among Jews of Ashkenazi descent has become increasingly common, many Haredi Jews, particularly members of Hasidic or Hareidi sects, continue to marry exclusively fellow Ashkenazi Jews. This trend keeps Ashkenazi genes prevalent and also helps researchers further study the genes of Ashkenazi Jews with relative ease. It is noteworthy that these Haredi Jews often have extremely large families.", "targets": "Members of which two Haredi Jewish sects continue to marry exclusively within the Ashkenazi Jewish population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaf5420d7dd74298b9f4704389ed6455", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2006 study found Ashkenazi Jews to be a clear, homogeneous genetic subgroup. Strikingly, regardless of the place of origin, Ashkenazi Jews can be grouped in the same genetic cohort \u2013 that is, regardless of whether an Ashkenazi Jew's ancestors came from Poland, Russia, Hungary, Lithuania, or any other place with a historical Jewish population, they belong to the same ethnic group. The research demonstrates the endogamy of the Jewish population in Europe and lends further credence to the idea of Ashkenazi Jews as an ethnic group. Moreover, though intermarriage among Jews of Ashkenazi descent has become increasingly common, many Haredi Jews, particularly members of Hasidic or Hareidi sects, continue to marry exclusively fellow Ashkenazi Jews. This trend keeps Ashkenazi genes prevalent and also helps researchers further study the genes of Ashkenazi Jews with relative ease. It is noteworthy that these Haredi Jews often have extremely large families.", "targets": "Do Haredi Jews tend to have large or small families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dbb2b4ae7254522b09c05625e8d41b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the scandal, actress Brigitte Nielsen came forward and stated that she too had an affair with Schwarzenegger while he was in a relationship with Shriver, saying, \"Maybe I wouldn't have got into it if he said 'I'm going to marry Maria' and this is dead serious, but he didn't, and our affair carried on.\" When asked in 2014 \"Of all the things you are famous for \u2026 which are you least proud of?\", Schwarzenegger replied \"I'm least proud of the mistakes I made that caused my family pain and split us up\".", "targets": "What actress claimed she also carried on an affair with Schwarzenegger while he was with Shriver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8d787f859e4a6396fb74cfd5d9c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city uses the strong-mayor version of the mayor-council form of government, which is headed by one mayor, in whom executive authority is vested. Elected at-large, the mayor is limited to two consecutive four-year terms under the city's home rule charter, but can run for the position again after an intervening term. The Mayor is Jim Kenney, who replaced Michael Nutter, who served two terms from 2009 to January 2016. Kenney, as all Philadelphia mayors have been since 1952, is a member of the Democratic Party, which tends to dominate local politics so thoroughly that the Democratic Mayoral primary is often more widely covered than the general election. The legislative branch, the Philadelphia City Council, consists of ten council members representing individual districts and seven members elected at large. Democrats currently hold 14 seats, with Republicans representing two allotted at-large seats for the minority party, as well as the Northeast-based Tenth District. The current council president is Darrell Clarke.", "targets": "What type of government does Philadelphia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8d787f859e4a6396fb74cfd5d9c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city uses the strong-mayor version of the mayor-council form of government, which is headed by one mayor, in whom executive authority is vested. Elected at-large, the mayor is limited to two consecutive four-year terms under the city's home rule charter, but can run for the position again after an intervening term. The Mayor is Jim Kenney, who replaced Michael Nutter, who served two terms from 2009 to January 2016. Kenney, as all Philadelphia mayors have been since 1952, is a member of the Democratic Party, which tends to dominate local politics so thoroughly that the Democratic Mayoral primary is often more widely covered than the general election. The legislative branch, the Philadelphia City Council, consists of ten council members representing individual districts and seven members elected at large. Democrats currently hold 14 seats, with Republicans representing two allotted at-large seats for the minority party, as well as the Northeast-based Tenth District. The current council president is Darrell Clarke.", "targets": "How many terms can a mayor serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8d787f859e4a6396fb74cfd5d9c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city uses the strong-mayor version of the mayor-council form of government, which is headed by one mayor, in whom executive authority is vested. Elected at-large, the mayor is limited to two consecutive four-year terms under the city's home rule charter, but can run for the position again after an intervening term. The Mayor is Jim Kenney, who replaced Michael Nutter, who served two terms from 2009 to January 2016. Kenney, as all Philadelphia mayors have been since 1952, is a member of the Democratic Party, which tends to dominate local politics so thoroughly that the Democratic Mayoral primary is often more widely covered than the general election. The legislative branch, the Philadelphia City Council, consists of ten council members representing individual districts and seven members elected at large. Democrats currently hold 14 seats, with Republicans representing two allotted at-large seats for the minority party, as well as the Northeast-based Tenth District. The current council president is Darrell Clarke.", "targets": "Who is the current mayor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8d787f859e4a6396fb74cfd5d9c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city uses the strong-mayor version of the mayor-council form of government, which is headed by one mayor, in whom executive authority is vested. Elected at-large, the mayor is limited to two consecutive four-year terms under the city's home rule charter, but can run for the position again after an intervening term. The Mayor is Jim Kenney, who replaced Michael Nutter, who served two terms from 2009 to January 2016. Kenney, as all Philadelphia mayors have been since 1952, is a member of the Democratic Party, which tends to dominate local politics so thoroughly that the Democratic Mayoral primary is often more widely covered than the general election. The legislative branch, the Philadelphia City Council, consists of ten council members representing individual districts and seven members elected at large. Democrats currently hold 14 seats, with Republicans representing two allotted at-large seats for the minority party, as well as the Northeast-based Tenth District. The current council president is Darrell Clarke.", "targets": "What party does the mayor represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa8d787f859e4a6396fb74cfd5d9c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city uses the strong-mayor version of the mayor-council form of government, which is headed by one mayor, in whom executive authority is vested. Elected at-large, the mayor is limited to two consecutive four-year terms under the city's home rule charter, but can run for the position again after an intervening term. The Mayor is Jim Kenney, who replaced Michael Nutter, who served two terms from 2009 to January 2016. Kenney, as all Philadelphia mayors have been since 1952, is a member of the Democratic Party, which tends to dominate local politics so thoroughly that the Democratic Mayoral primary is often more widely covered than the general election. The legislative branch, the Philadelphia City Council, consists of ten council members representing individual districts and seven members elected at large. Democrats currently hold 14 seats, with Republicans representing two allotted at-large seats for the minority party, as well as the Northeast-based Tenth District. The current council president is Darrell Clarke.", "targets": "What is the legislative branch called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0c3362cd39452aa24da133653ab476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The movement which would become The United Methodist Church began in the mid-18th century within the Church of England. A small group of students, including John Wesley, Charles Wesley and George Whitefield, met on the Oxford University campus. They focused on Bible study, methodical study of scripture and living a holy life. Other students mocked them, saying they were the \"Holy Club\" and \"the Methodists\", being methodical and exceptionally detailed in their Bible study, opinions and disciplined lifestyle. Eventually, the so-called Methodists started individual societies or classes for members of the Church of England who wanted to live a more religious life.", "targets": "When did the movement that would become The United Methodist Church begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0c3362cd39452aa24da133653ab476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The movement which would become The United Methodist Church began in the mid-18th century within the Church of England. A small group of students, including John Wesley, Charles Wesley and George Whitefield, met on the Oxford University campus. They focused on Bible study, methodical study of scripture and living a holy life. Other students mocked them, saying they were the \"Holy Club\" and \"the Methodists\", being methodical and exceptionally detailed in their Bible study, opinions and disciplined lifestyle. Eventually, the so-called Methodists started individual societies or classes for members of the Church of England who wanted to live a more religious life.", "targets": "Where did the movement that would become The United Methodist Church begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf0c3362cd39452aa24da133653ab476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The movement which would become The United Methodist Church began in the mid-18th century within the Church of England. A small group of students, including John Wesley, Charles Wesley and George Whitefield, met on the Oxford University campus. They focused on Bible study, methodical study of scripture and living a holy life. Other students mocked them, saying they were the \"Holy Club\" and \"the Methodists\", being methodical and exceptionally detailed in their Bible study, opinions and disciplined lifestyle. Eventually, the so-called Methodists started individual societies or classes for members of the Church of England who wanted to live a more religious life.", "targets": "Why was the student group called \"the Methodists?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92f53f358e6943e6b37855753dd43702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Required attendance at school is 10 years for males and 11 years for females (2001). The adult literacy rate is 99.0% (2002). In 2010, there were 1,918 students who were taught by 109 teachers (98 certified and 11 uncertified). The teacher-pupil ratio for primary schools in Tuvalu is around 1:18 for all schools with the exception of Nauti School, which has a teacher-student ratio of 1:27. Nauti School on Funafuti is the largest primary in Tuvalu with more than 900 students (45 percent of the total primary school enrolment). The pupil-teacher ratio for Tuvalu is low compared to the Pacific region (ratio of 1:29).", "targets": "What is the required education for males on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92f53f358e6943e6b37855753dd43702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Required attendance at school is 10 years for males and 11 years for females (2001). The adult literacy rate is 99.0% (2002). In 2010, there were 1,918 students who were taught by 109 teachers (98 certified and 11 uncertified). The teacher-pupil ratio for primary schools in Tuvalu is around 1:18 for all schools with the exception of Nauti School, which has a teacher-student ratio of 1:27. Nauti School on Funafuti is the largest primary in Tuvalu with more than 900 students (45 percent of the total primary school enrolment). The pupil-teacher ratio for Tuvalu is low compared to the Pacific region (ratio of 1:29).", "targets": "How long are females required to go to school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92f53f358e6943e6b37855753dd43702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Required attendance at school is 10 years for males and 11 years for females (2001). The adult literacy rate is 99.0% (2002). In 2010, there were 1,918 students who were taught by 109 teachers (98 certified and 11 uncertified). The teacher-pupil ratio for primary schools in Tuvalu is around 1:18 for all schools with the exception of Nauti School, which has a teacher-student ratio of 1:27. Nauti School on Funafuti is the largest primary in Tuvalu with more than 900 students (45 percent of the total primary school enrolment). The pupil-teacher ratio for Tuvalu is low compared to the Pacific region (ratio of 1:29).", "targets": "What was the literacy rate on Tuvalu in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92f53f358e6943e6b37855753dd43702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Required attendance at school is 10 years for males and 11 years for females (2001). The adult literacy rate is 99.0% (2002). In 2010, there were 1,918 students who were taught by 109 teachers (98 certified and 11 uncertified). The teacher-pupil ratio for primary schools in Tuvalu is around 1:18 for all schools with the exception of Nauti School, which has a teacher-student ratio of 1:27. Nauti School on Funafuti is the largest primary in Tuvalu with more than 900 students (45 percent of the total primary school enrolment). The pupil-teacher ratio for Tuvalu is low compared to the Pacific region (ratio of 1:29).", "targets": "How many students were in Tuvalu schools in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92f53f358e6943e6b37855753dd43702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Required attendance at school is 10 years for males and 11 years for females (2001). The adult literacy rate is 99.0% (2002). In 2010, there were 1,918 students who were taught by 109 teachers (98 certified and 11 uncertified). The teacher-pupil ratio for primary schools in Tuvalu is around 1:18 for all schools with the exception of Nauti School, which has a teacher-student ratio of 1:27. Nauti School on Funafuti is the largest primary in Tuvalu with more than 900 students (45 percent of the total primary school enrolment). The pupil-teacher ratio for Tuvalu is low compared to the Pacific region (ratio of 1:29).", "targets": "What si the teacher-student ratio for Tuvalu schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399ab0cca37447189e494ce21a2b4381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Estonia joined the European Union's Nordic Battle Group. It has also shown continued interest in joining the Nordic Council. Whereas in 1992 Russia accounted for 92% of Estonia's international trade, today there is extensive economic interdependence between Estonia and its Nordic neighbours: three quarters of foreign investment in Estonia originates in the Nordic countries (principally Finland and Sweden), to which Estonia sends 42% of its exports (as compared to 6.5% going to Russia, 8.8% to Latvia, and 4.7% to Lithuania). On the other hand, the Estonian political system, its flat rate of income tax, and its non-welfare-state model distinguish it from the Nordic countries and their Nordic model, and indeed from many other European countries.", "targets": "When did Estonia join the European Union's Nordic Battle Group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399ab0cca37447189e494ce21a2b4381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Estonia joined the European Union's Nordic Battle Group. It has also shown continued interest in joining the Nordic Council. Whereas in 1992 Russia accounted for 92% of Estonia's international trade, today there is extensive economic interdependence between Estonia and its Nordic neighbours: three quarters of foreign investment in Estonia originates in the Nordic countries (principally Finland and Sweden), to which Estonia sends 42% of its exports (as compared to 6.5% going to Russia, 8.8% to Latvia, and 4.7% to Lithuania). On the other hand, the Estonian political system, its flat rate of income tax, and its non-welfare-state model distinguish it from the Nordic countries and their Nordic model, and indeed from many other European countries.", "targets": "What government institution did Estonia continue to show desire in joining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399ab0cca37447189e494ce21a2b4381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Estonia joined the European Union's Nordic Battle Group. It has also shown continued interest in joining the Nordic Council. Whereas in 1992 Russia accounted for 92% of Estonia's international trade, today there is extensive economic interdependence between Estonia and its Nordic neighbours: three quarters of foreign investment in Estonia originates in the Nordic countries (principally Finland and Sweden), to which Estonia sends 42% of its exports (as compared to 6.5% going to Russia, 8.8% to Latvia, and 4.7% to Lithuania). On the other hand, the Estonian political system, its flat rate of income tax, and its non-welfare-state model distinguish it from the Nordic countries and their Nordic model, and indeed from many other European countries.", "targets": "What percentage of Estonia's foreign trade was held by Russia in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399ab0cca37447189e494ce21a2b4381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, Estonia joined the European Union's Nordic Battle Group. It has also shown continued interest in joining the Nordic Council. Whereas in 1992 Russia accounted for 92% of Estonia's international trade, today there is extensive economic interdependence between Estonia and its Nordic neighbours: three quarters of foreign investment in Estonia originates in the Nordic countries (principally Finland and Sweden), to which Estonia sends 42% of its exports (as compared to 6.5% going to Russia, 8.8% to Latvia, and 4.7% to Lithuania). On the other hand, the Estonian political system, its flat rate of income tax, and its non-welfare-state model distinguish it from the Nordic countries and their Nordic model, and indeed from many other European countries.", "targets": "What percentage of Estonia exports are sent to Nordic countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e841f17ee15140f7b3be8cb23b38ef70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1530s and 1540s, printed images of Luther that emphasized his monumental size were crucial to the spread of Protestantism. In contrast to images of frail Catholic saints, Luther was presented as a stout man with a \"double chin, strong mouth, piercing deep-set eyes, fleshy face, and squat neck.\" He was shown to be physically imposing, an equal in stature to the secular German princes with whom he would join forces to spread Lutheranism. His large body also let the viewer know that he did not shun earthly pleasures like drinking\u2014behavior that was a stark contrast to the ascetic life of the medieval religious orders. Famous images from this period include the woodcuts by Hans Brosamer (1530) and Lucas Cranach the Elder and Lucas Cranach the Younger (1546).", "targets": "What kind of images of Luther were used to advertise Protestantism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e841f17ee15140f7b3be8cb23b38ef70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1530s and 1540s, printed images of Luther that emphasized his monumental size were crucial to the spread of Protestantism. In contrast to images of frail Catholic saints, Luther was presented as a stout man with a \"double chin, strong mouth, piercing deep-set eyes, fleshy face, and squat neck.\" He was shown to be physically imposing, an equal in stature to the secular German princes with whom he would join forces to spread Lutheranism. His large body also let the viewer know that he did not shun earthly pleasures like drinking\u2014behavior that was a stark contrast to the ascetic life of the medieval religious orders. Famous images from this period include the woodcuts by Hans Brosamer (1530) and Lucas Cranach the Elder and Lucas Cranach the Younger (1546).", "targets": "In contrast how were Catholic saints portrayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e841f17ee15140f7b3be8cb23b38ef70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1530s and 1540s, printed images of Luther that emphasized his monumental size were crucial to the spread of Protestantism. In contrast to images of frail Catholic saints, Luther was presented as a stout man with a \"double chin, strong mouth, piercing deep-set eyes, fleshy face, and squat neck.\" He was shown to be physically imposing, an equal in stature to the secular German princes with whom he would join forces to spread Lutheranism. His large body also let the viewer know that he did not shun earthly pleasures like drinking\u2014behavior that was a stark contrast to the ascetic life of the medieval religious orders. Famous images from this period include the woodcuts by Hans Brosamer (1530) and Lucas Cranach the Elder and Lucas Cranach the Younger (1546).", "targets": "How was Luther presented as an image to spread Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e841f17ee15140f7b3be8cb23b38ef70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1530s and 1540s, printed images of Luther that emphasized his monumental size were crucial to the spread of Protestantism. In contrast to images of frail Catholic saints, Luther was presented as a stout man with a \"double chin, strong mouth, piercing deep-set eyes, fleshy face, and squat neck.\" He was shown to be physically imposing, an equal in stature to the secular German princes with whom he would join forces to spread Lutheranism. His large body also let the viewer know that he did not shun earthly pleasures like drinking\u2014behavior that was a stark contrast to the ascetic life of the medieval religious orders. Famous images from this period include the woodcuts by Hans Brosamer (1530) and Lucas Cranach the Elder and Lucas Cranach the Younger (1546).", "targets": "What was the image of Luther a contrast to the life of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e841f17ee15140f7b3be8cb23b38ef70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1530s and 1540s, printed images of Luther that emphasized his monumental size were crucial to the spread of Protestantism. In contrast to images of frail Catholic saints, Luther was presented as a stout man with a \"double chin, strong mouth, piercing deep-set eyes, fleshy face, and squat neck.\" He was shown to be physically imposing, an equal in stature to the secular German princes with whom he would join forces to spread Lutheranism. His large body also let the viewer know that he did not shun earthly pleasures like drinking\u2014behavior that was a stark contrast to the ascetic life of the medieval religious orders. Famous images from this period include the woodcuts by Hans Brosamer (1530) and Lucas Cranach the Elder and Lucas Cranach the Younger (1546).", "targets": "When were images being used to promote the spread of Lutheranism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f499a9e3d343ae86688cf50fe792f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When power is lost in a traction elevator system, all elevators will initially come to a halt. One by one, each car in the group will return to the lobby floor, open its doors and shut down. People in the remaining elevators may see an indicator light or hear a voice announcement informing them that the elevator will return to the lobby shortly. Once all cars have successfully returned, the system will then automatically select one or more cars to be used for normal operations and these cars will return to service. The car(s) selected to run under emergency power can be manually overridden by a key or strip switch in the lobby. In order to help prevent entrapment, when the system detects that it is running low on power, it will bring the running cars to the lobby or nearest floor, open the doors and shut down.", "targets": "What sequence of events happens when the power shuts off in a traction elevator and the elevators all stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f499a9e3d343ae86688cf50fe792f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When power is lost in a traction elevator system, all elevators will initially come to a halt. One by one, each car in the group will return to the lobby floor, open its doors and shut down. People in the remaining elevators may see an indicator light or hear a voice announcement informing them that the elevator will return to the lobby shortly. Once all cars have successfully returned, the system will then automatically select one or more cars to be used for normal operations and these cars will return to service. The car(s) selected to run under emergency power can be manually overridden by a key or strip switch in the lobby. In order to help prevent entrapment, when the system detects that it is running low on power, it will bring the running cars to the lobby or nearest floor, open the doors and shut down.", "targets": "What do any passengers experience at this point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f499a9e3d343ae86688cf50fe792f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When power is lost in a traction elevator system, all elevators will initially come to a halt. One by one, each car in the group will return to the lobby floor, open its doors and shut down. People in the remaining elevators may see an indicator light or hear a voice announcement informing them that the elevator will return to the lobby shortly. Once all cars have successfully returned, the system will then automatically select one or more cars to be used for normal operations and these cars will return to service. The car(s) selected to run under emergency power can be manually overridden by a key or strip switch in the lobby. In order to help prevent entrapment, when the system detects that it is running low on power, it will bring the running cars to the lobby or nearest floor, open the doors and shut down.", "targets": "After all cars go to the lobby, what is the next step?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f499a9e3d343ae86688cf50fe792f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When power is lost in a traction elevator system, all elevators will initially come to a halt. One by one, each car in the group will return to the lobby floor, open its doors and shut down. People in the remaining elevators may see an indicator light or hear a voice announcement informing them that the elevator will return to the lobby shortly. Once all cars have successfully returned, the system will then automatically select one or more cars to be used for normal operations and these cars will return to service. The car(s) selected to run under emergency power can be manually overridden by a key or strip switch in the lobby. In order to help prevent entrapment, when the system detects that it is running low on power, it will bring the running cars to the lobby or nearest floor, open the doors and shut down.", "targets": "How are the selected cars then readied for passengers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f499a9e3d343ae86688cf50fe792f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When power is lost in a traction elevator system, all elevators will initially come to a halt. One by one, each car in the group will return to the lobby floor, open its doors and shut down. People in the remaining elevators may see an indicator light or hear a voice announcement informing them that the elevator will return to the lobby shortly. Once all cars have successfully returned, the system will then automatically select one or more cars to be used for normal operations and these cars will return to service. The car(s) selected to run under emergency power can be manually overridden by a key or strip switch in the lobby. In order to help prevent entrapment, when the system detects that it is running low on power, it will bring the running cars to the lobby or nearest floor, open the doors and shut down.", "targets": "What is a safety feature to prevent entrapment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d30f383507e497d856ca1e754e13efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annelids are bilaterally symmetrical, triploblastic, coelomate, invertebrate organisms. They also have parapodia for locomotion. Most textbooks still use the traditional division into polychaetes (almost all marine), oligochaetes (which include earthworms) and leech-like species. Cladistic research since 1997 has radically changed this scheme, viewing leeches as a sub-group of oligochaetes and oligochaetes as a sub-group of polychaetes. In addition, the Pogonophora, Echiura and Sipuncula, previously regarded as separate phyla, are now regarded as sub-groups of polychaetes. Annelids are considered members of the Lophotrochozoa, a \"super-phylum\" of protostomes that also includes molluscs, brachiopods, flatworms and nemerteans.", "targets": "What kind of symmetry do annelids have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d30f383507e497d856ca1e754e13efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annelids are bilaterally symmetrical, triploblastic, coelomate, invertebrate organisms. They also have parapodia for locomotion. Most textbooks still use the traditional division into polychaetes (almost all marine), oligochaetes (which include earthworms) and leech-like species. Cladistic research since 1997 has radically changed this scheme, viewing leeches as a sub-group of oligochaetes and oligochaetes as a sub-group of polychaetes. In addition, the Pogonophora, Echiura and Sipuncula, previously regarded as separate phyla, are now regarded as sub-groups of polychaetes. Annelids are considered members of the Lophotrochozoa, a \"super-phylum\" of protostomes that also includes molluscs, brachiopods, flatworms and nemerteans.", "targets": "What do annelids use to move?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d30f383507e497d856ca1e754e13efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annelids are bilaterally symmetrical, triploblastic, coelomate, invertebrate organisms. They also have parapodia for locomotion. Most textbooks still use the traditional division into polychaetes (almost all marine), oligochaetes (which include earthworms) and leech-like species. Cladistic research since 1997 has radically changed this scheme, viewing leeches as a sub-group of oligochaetes and oligochaetes as a sub-group of polychaetes. In addition, the Pogonophora, Echiura and Sipuncula, previously regarded as separate phyla, are now regarded as sub-groups of polychaetes. Annelids are considered members of the Lophotrochozoa, a \"super-phylum\" of protostomes that also includes molluscs, brachiopods, flatworms and nemerteans.", "targets": "Which subtype of annelids includes most marine worms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d30f383507e497d856ca1e754e13efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annelids are bilaterally symmetrical, triploblastic, coelomate, invertebrate organisms. They also have parapodia for locomotion. Most textbooks still use the traditional division into polychaetes (almost all marine), oligochaetes (which include earthworms) and leech-like species. Cladistic research since 1997 has radically changed this scheme, viewing leeches as a sub-group of oligochaetes and oligochaetes as a sub-group of polychaetes. In addition, the Pogonophora, Echiura and Sipuncula, previously regarded as separate phyla, are now regarded as sub-groups of polychaetes. Annelids are considered members of the Lophotrochozoa, a \"super-phylum\" of protostomes that also includes molluscs, brachiopods, flatworms and nemerteans.", "targets": "Which subtype of annelids includes earthworms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d30f383507e497d856ca1e754e13efc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The annelids are bilaterally symmetrical, triploblastic, coelomate, invertebrate organisms. They also have parapodia for locomotion. Most textbooks still use the traditional division into polychaetes (almost all marine), oligochaetes (which include earthworms) and leech-like species. Cladistic research since 1997 has radically changed this scheme, viewing leeches as a sub-group of oligochaetes and oligochaetes as a sub-group of polychaetes. In addition, the Pogonophora, Echiura and Sipuncula, previously regarded as separate phyla, are now regarded as sub-groups of polychaetes. Annelids are considered members of the Lophotrochozoa, a \"super-phylum\" of protostomes that also includes molluscs, brachiopods, flatworms and nemerteans.", "targets": "Since 1997, what are leeches seen as a subgroup of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dec0df7b8b249b7b373795150bf6676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the time of the first landing in 1969, it was decided to use an existing Saturn V to launch the Skylab orbital laboratory pre-built on the ground, replacing the original plan to construct it in orbit from several Saturn IB launches; this eliminated Apollo 20. NASA's yearly budget also began to shrink in light of the successful landing, and NASA also had to make funds available for the development of the upcoming Space Shuttle. By 1971, the decision was made to also cancel missions 18 and 19. The two unused Saturn Vs became museum exhibits at the John F. Kennedy Space Center on Merritt Island, Florida, George C. Marshall Space Center in Huntsville, Alabama, Michoud Assembly Facility in New Orleans, Louisiana, and Lyndon B. Johnson Space Center in Houston, Texas.", "targets": "What Apollo mission was first cancelled due to not being needed to build the Skylab in space, as it was pre-built on the ground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dec0df7b8b249b7b373795150bf6676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the time of the first landing in 1969, it was decided to use an existing Saturn V to launch the Skylab orbital laboratory pre-built on the ground, replacing the original plan to construct it in orbit from several Saturn IB launches; this eliminated Apollo 20. NASA's yearly budget also began to shrink in light of the successful landing, and NASA also had to make funds available for the development of the upcoming Space Shuttle. By 1971, the decision was made to also cancel missions 18 and 19. The two unused Saturn Vs became museum exhibits at the John F. Kennedy Space Center on Merritt Island, Florida, George C. Marshall Space Center in Huntsville, Alabama, Michoud Assembly Facility in New Orleans, Louisiana, and Lyndon B. Johnson Space Center in Houston, Texas.", "targets": "What happened to NASA's budget after the first successful moon landing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dec0df7b8b249b7b373795150bf6676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the time of the first landing in 1969, it was decided to use an existing Saturn V to launch the Skylab orbital laboratory pre-built on the ground, replacing the original plan to construct it in orbit from several Saturn IB launches; this eliminated Apollo 20. NASA's yearly budget also began to shrink in light of the successful landing, and NASA also had to make funds available for the development of the upcoming Space Shuttle. By 1971, the decision was made to also cancel missions 18 and 19. The two unused Saturn Vs became museum exhibits at the John F. Kennedy Space Center on Merritt Island, Florida, George C. Marshall Space Center in Huntsville, Alabama, Michoud Assembly Facility in New Orleans, Louisiana, and Lyndon B. Johnson Space Center in Houston, Texas.", "targets": "After Apollo missions 18 and 19 were cancelled, what happened to the Saturn Vs that were never used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dec0df7b8b249b7b373795150bf6676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the time of the first landing in 1969, it was decided to use an existing Saturn V to launch the Skylab orbital laboratory pre-built on the ground, replacing the original plan to construct it in orbit from several Saturn IB launches; this eliminated Apollo 20. NASA's yearly budget also began to shrink in light of the successful landing, and NASA also had to make funds available for the development of the upcoming Space Shuttle. By 1971, the decision was made to also cancel missions 18 and 19. The two unused Saturn Vs became museum exhibits at the John F. Kennedy Space Center on Merritt Island, Florida, George C. Marshall Space Center in Huntsville, Alabama, Michoud Assembly Facility in New Orleans, Louisiana, and Lyndon B. Johnson Space Center in Houston, Texas.", "targets": "What year was the decision made to cancel Apollo missions 18 and 19?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be6712e99474d799ae1ff2a40178e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1274, the Mongol-founded Yuan dynasty in China sent a force of some 40,000 men and 900 ships to invade Japan in northern Ky\u016bsh\u016b. Japan mustered a mere 10,000 samurai to meet this threat. The invading army was harassed by major thunderstorms throughout the invasion, which aided the defenders by inflicting heavy casualties. The Yuan army was eventually recalled and the invasion was called off. The Mongol invaders used small bombs, which was likely the first appearance of bombs and gunpowder in Japan.", "targets": "Which Chinese dynasty was founded by Mongols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be6712e99474d799ae1ff2a40178e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1274, the Mongol-founded Yuan dynasty in China sent a force of some 40,000 men and 900 ships to invade Japan in northern Ky\u016bsh\u016b. Japan mustered a mere 10,000 samurai to meet this threat. The invading army was harassed by major thunderstorms throughout the invasion, which aided the defenders by inflicting heavy casualties. The Yuan army was eventually recalled and the invasion was called off. The Mongol invaders used small bombs, which was likely the first appearance of bombs and gunpowder in Japan.", "targets": "How many troops did the Yuan send to invade Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be6712e99474d799ae1ff2a40178e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1274, the Mongol-founded Yuan dynasty in China sent a force of some 40,000 men and 900 ships to invade Japan in northern Ky\u016bsh\u016b. Japan mustered a mere 10,000 samurai to meet this threat. The invading army was harassed by major thunderstorms throughout the invasion, which aided the defenders by inflicting heavy casualties. The Yuan army was eventually recalled and the invasion was called off. The Mongol invaders used small bombs, which was likely the first appearance of bombs and gunpowder in Japan.", "targets": "How many ships did the Yuan send to invade Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be6712e99474d799ae1ff2a40178e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1274, the Mongol-founded Yuan dynasty in China sent a force of some 40,000 men and 900 ships to invade Japan in northern Ky\u016bsh\u016b. Japan mustered a mere 10,000 samurai to meet this threat. The invading army was harassed by major thunderstorms throughout the invasion, which aided the defenders by inflicting heavy casualties. The Yuan army was eventually recalled and the invasion was called off. The Mongol invaders used small bombs, which was likely the first appearance of bombs and gunpowder in Japan.", "targets": "Where did the Yuan invade Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be6712e99474d799ae1ff2a40178e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1274, the Mongol-founded Yuan dynasty in China sent a force of some 40,000 men and 900 ships to invade Japan in northern Ky\u016bsh\u016b. Japan mustered a mere 10,000 samurai to meet this threat. The invading army was harassed by major thunderstorms throughout the invasion, which aided the defenders by inflicting heavy casualties. The Yuan army was eventually recalled and the invasion was called off. The Mongol invaders used small bombs, which was likely the first appearance of bombs and gunpowder in Japan.", "targets": "How many samurai did Japan defeat the Yuan invasion with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db4f53f14ef3468785e19119c8d669d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the band left for a world tour with each member in Zandra Rhodes-created costumes and accompanied with banks of lights and effects. They toured the US as headliners, and played in Canada for the first time. In September, after an acromonious split with Trident, the band negotiated themselves out of their Trident Studios contract and searched for new management. One of the options they considered was an offer from Led Zeppelin's manager, Peter Grant. Grant wanted them to sign with Led Zeppelin's own production company, Swan Song Records. The band found the contract unacceptable and instead contacted Elton John's manager, John Reid, who accepted the position.", "targets": "Who created the costumes for Queen's 1975 tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db4f53f14ef3468785e19119c8d669d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the band left for a world tour with each member in Zandra Rhodes-created costumes and accompanied with banks of lights and effects. They toured the US as headliners, and played in Canada for the first time. In September, after an acromonious split with Trident, the band negotiated themselves out of their Trident Studios contract and searched for new management. One of the options they considered was an offer from Led Zeppelin's manager, Peter Grant. Grant wanted them to sign with Led Zeppelin's own production company, Swan Song Records. The band found the contract unacceptable and instead contacted Elton John's manager, John Reid, who accepted the position.", "targets": "What country did Queen play in for the first time in 1975?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db4f53f14ef3468785e19119c8d669d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the band left for a world tour with each member in Zandra Rhodes-created costumes and accompanied with banks of lights and effects. They toured the US as headliners, and played in Canada for the first time. In September, after an acromonious split with Trident, the band negotiated themselves out of their Trident Studios contract and searched for new management. One of the options they considered was an offer from Led Zeppelin's manager, Peter Grant. Grant wanted them to sign with Led Zeppelin's own production company, Swan Song Records. The band found the contract unacceptable and instead contacted Elton John's manager, John Reid, who accepted the position.", "targets": "Queen had a bitter split with what management company in 1975?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db4f53f14ef3468785e19119c8d669d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the band left for a world tour with each member in Zandra Rhodes-created costumes and accompanied with banks of lights and effects. They toured the US as headliners, and played in Canada for the first time. In September, after an acromonious split with Trident, the band negotiated themselves out of their Trident Studios contract and searched for new management. One of the options they considered was an offer from Led Zeppelin's manager, Peter Grant. Grant wanted them to sign with Led Zeppelin's own production company, Swan Song Records. The band found the contract unacceptable and instead contacted Elton John's manager, John Reid, who accepted the position.", "targets": "What manager of Led Zeppelin tried to sign Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db4f53f14ef3468785e19119c8d669d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the band left for a world tour with each member in Zandra Rhodes-created costumes and accompanied with banks of lights and effects. They toured the US as headliners, and played in Canada for the first time. In September, after an acromonious split with Trident, the band negotiated themselves out of their Trident Studios contract and searched for new management. One of the options they considered was an offer from Led Zeppelin's manager, Peter Grant. Grant wanted them to sign with Led Zeppelin's own production company, Swan Song Records. The band found the contract unacceptable and instead contacted Elton John's manager, John Reid, who accepted the position.", "targets": "Whom did Queen eventually sign with after rejecting the Swan Song records contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0603c64214e746faa88e99cd7723607b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The length and nature of parental care varies widely amongst different orders and species. At one extreme, parental care in megapodes ends at hatching; the newly hatched chick digs itself out of the nest mound without parental assistance and can fend for itself immediately. At the other extreme, many seabirds have extended periods of parental care, the longest being that of the great frigatebird, whose chicks take up to six months to fledge and are fed by the parents for up to an additional 14 months. The chick guard stage describes the period of breeding during which one of the adult birds is permanently present at the nest after chicks have hatched. The main purpose of the guard stage is to aid offspring to thermoregulate and protect them from predation.", "targets": "When does parental care end in megapodes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0603c64214e746faa88e99cd7723607b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The length and nature of parental care varies widely amongst different orders and species. At one extreme, parental care in megapodes ends at hatching; the newly hatched chick digs itself out of the nest mound without parental assistance and can fend for itself immediately. At the other extreme, many seabirds have extended periods of parental care, the longest being that of the great frigatebird, whose chicks take up to six months to fledge and are fed by the parents for up to an additional 14 months. The chick guard stage describes the period of breeding during which one of the adult birds is permanently present at the nest after chicks have hatched. The main purpose of the guard stage is to aid offspring to thermoregulate and protect them from predation.", "targets": "What type of seabird has the longest period of parental care?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0603c64214e746faa88e99cd7723607b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The length and nature of parental care varies widely amongst different orders and species. At one extreme, parental care in megapodes ends at hatching; the newly hatched chick digs itself out of the nest mound without parental assistance and can fend for itself immediately. At the other extreme, many seabirds have extended periods of parental care, the longest being that of the great frigatebird, whose chicks take up to six months to fledge and are fed by the parents for up to an additional 14 months. The chick guard stage describes the period of breeding during which one of the adult birds is permanently present at the nest after chicks have hatched. The main purpose of the guard stage is to aid offspring to thermoregulate and protect them from predation.", "targets": "What is the period of breeding during which one of the adult birds is always present at the nest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f06044393678457d930cc6a2e7db5006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.", "targets": "What is the process of adding structure to real property or construction of buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f06044393678457d930cc6a2e7db5006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.", "targets": "The majority of building construction jobs are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f06044393678457d930cc6a2e7db5006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.", "targets": "Who acts as laborer, paymaster, and design team for a renovation project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f06044393678457d930cc6a2e7db5006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.", "targets": "What are some examples of undesirable end results of a project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f06044393678457d930cc6a2e7db5006", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building construction is the process of adding structure to real property or construction of buildings. The majority of building construction jobs are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. Although building construction projects typically include various common elements, such as design, financial, estimating and legal considerations, many projects of varying sizes reach undesirable end results, such as structural collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.", "targets": "What do those in the field do to ensure a positive outcome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d8db87b68543779b44078ad7bfa353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Obesity can unfavourably alter hormonal and metabolic status via resistance to the hormone leptin, and a vicious cycle may occur in which insulin/leptin resistance and obesity aggravate one another. The vicious cycle is putatively fuelled by continuously high insulin/leptin stimulation and fat storage, as a result of high intake of strongly insulin/leptin stimulating foods and energy. Both insulin and leptin normally function as satiety signals to the hypothalamus in the brain; however, insulin/leptin resistance may reduce this signal and therefore allow continued overfeeding despite large body fat stores. In addition, reduced leptin signalling to the brain may reduce leptin's normal effect to maintain an appropriately high metabolic rate.", "targets": "Obesity can cause resistance to which hormone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d8db87b68543779b44078ad7bfa353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Obesity can unfavourably alter hormonal and metabolic status via resistance to the hormone leptin, and a vicious cycle may occur in which insulin/leptin resistance and obesity aggravate one another. The vicious cycle is putatively fuelled by continuously high insulin/leptin stimulation and fat storage, as a result of high intake of strongly insulin/leptin stimulating foods and energy. Both insulin and leptin normally function as satiety signals to the hypothalamus in the brain; however, insulin/leptin resistance may reduce this signal and therefore allow continued overfeeding despite large body fat stores. In addition, reduced leptin signalling to the brain may reduce leptin's normal effect to maintain an appropriately high metabolic rate.", "targets": "In the so called vicious cycle, what aggravates obesity to continue the cycle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d8db87b68543779b44078ad7bfa353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Obesity can unfavourably alter hormonal and metabolic status via resistance to the hormone leptin, and a vicious cycle may occur in which insulin/leptin resistance and obesity aggravate one another. The vicious cycle is putatively fuelled by continuously high insulin/leptin stimulation and fat storage, as a result of high intake of strongly insulin/leptin stimulating foods and energy. Both insulin and leptin normally function as satiety signals to the hypothalamus in the brain; however, insulin/leptin resistance may reduce this signal and therefore allow continued overfeeding despite large body fat stores. In addition, reduced leptin signalling to the brain may reduce leptin's normal effect to maintain an appropriately high metabolic rate.", "targets": "A characteristic of the cycle other than fat storage is a continuously high stimulation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d8db87b68543779b44078ad7bfa353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Obesity can unfavourably alter hormonal and metabolic status via resistance to the hormone leptin, and a vicious cycle may occur in which insulin/leptin resistance and obesity aggravate one another. The vicious cycle is putatively fuelled by continuously high insulin/leptin stimulation and fat storage, as a result of high intake of strongly insulin/leptin stimulating foods and energy. Both insulin and leptin normally function as satiety signals to the hypothalamus in the brain; however, insulin/leptin resistance may reduce this signal and therefore allow continued overfeeding despite large body fat stores. In addition, reduced leptin signalling to the brain may reduce leptin's normal effect to maintain an appropriately high metabolic rate.", "targets": "What function do insulin and leptin normally provide in the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d8db87b68543779b44078ad7bfa353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Obesity can unfavourably alter hormonal and metabolic status via resistance to the hormone leptin, and a vicious cycle may occur in which insulin/leptin resistance and obesity aggravate one another. The vicious cycle is putatively fuelled by continuously high insulin/leptin stimulation and fat storage, as a result of high intake of strongly insulin/leptin stimulating foods and energy. Both insulin and leptin normally function as satiety signals to the hypothalamus in the brain; however, insulin/leptin resistance may reduce this signal and therefore allow continued overfeeding despite large body fat stores. In addition, reduced leptin signalling to the brain may reduce leptin's normal effect to maintain an appropriately high metabolic rate.", "targets": "What effect does insulin/leptin resistance have on the function of insulin/leptin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9346f6c244b40d0b4b83b591651c65b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After they each performed, both were deemed equal until Apollo decreed they play and sing at the same time. As Apollo played the lyre, this was easy to do. Marsyas could not do this, as he only knew how to use the flute and could not sing at the same time. Apollo was declared the winner because of this. Apollo flayed Marsyas alive in a cave near Celaenae in Phrygia for his hubris to challenge a god. He then nailed Marsyas' shaggy skin to a nearby pine-tree. Marsyas' blood turned into the river Marsyas.", "targets": "What instrument did Apolo play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9346f6c244b40d0b4b83b591651c65b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After they each performed, both were deemed equal until Apollo decreed they play and sing at the same time. As Apollo played the lyre, this was easy to do. Marsyas could not do this, as he only knew how to use the flute and could not sing at the same time. Apollo was declared the winner because of this. Apollo flayed Marsyas alive in a cave near Celaenae in Phrygia for his hubris to challenge a god. He then nailed Marsyas' shaggy skin to a nearby pine-tree. Marsyas' blood turned into the river Marsyas.", "targets": "What instrument did Marsyas know how to play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9346f6c244b40d0b4b83b591651c65b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After they each performed, both were deemed equal until Apollo decreed they play and sing at the same time. As Apollo played the lyre, this was easy to do. Marsyas could not do this, as he only knew how to use the flute and could not sing at the same time. Apollo was declared the winner because of this. Apollo flayed Marsyas alive in a cave near Celaenae in Phrygia for his hubris to challenge a god. He then nailed Marsyas' shaggy skin to a nearby pine-tree. Marsyas' blood turned into the river Marsyas.", "targets": "Who could not sing at the same time he played the flute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9346f6c244b40d0b4b83b591651c65b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After they each performed, both were deemed equal until Apollo decreed they play and sing at the same time. As Apollo played the lyre, this was easy to do. Marsyas could not do this, as he only knew how to use the flute and could not sing at the same time. Apollo was declared the winner because of this. Apollo flayed Marsyas alive in a cave near Celaenae in Phrygia for his hubris to challenge a god. He then nailed Marsyas' shaggy skin to a nearby pine-tree. Marsyas' blood turned into the river Marsyas.", "targets": "What is said to have turned into the river Marsyas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b80d14bd924f849ceb40822dfd152b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Droney's health was poor and Kerry had decided to run for his position in the 1978 election should Droney drop out. However, Droney was re-elected and his health improved; he went on to re-assume many of the duties that he had delegated to Kerry. Kerry thus decided to leave, departing in 1979 with assistant DA Roanne Sragow to set up their own law firm. Kerry also worked as a commentator for WCVB-TV and co-founded a bakery, Kilvert & Forbes Ltd., with businessman and former Kennedy aide K. Dun Gifford.", "targets": "When did Kerry consider running for president if Droney didn't?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b80d14bd924f849ceb40822dfd152b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Droney's health was poor and Kerry had decided to run for his position in the 1978 election should Droney drop out. However, Droney was re-elected and his health improved; he went on to re-assume many of the duties that he had delegated to Kerry. Kerry thus decided to leave, departing in 1979 with assistant DA Roanne Sragow to set up their own law firm. Kerry also worked as a commentator for WCVB-TV and co-founded a bakery, Kilvert & Forbes Ltd., with businessman and former Kennedy aide K. Dun Gifford.", "targets": "When did Kerry leave the DA's office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b80d14bd924f849ceb40822dfd152b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Droney's health was poor and Kerry had decided to run for his position in the 1978 election should Droney drop out. However, Droney was re-elected and his health improved; he went on to re-assume many of the duties that he had delegated to Kerry. Kerry thus decided to leave, departing in 1979 with assistant DA Roanne Sragow to set up their own law firm. Kerry also worked as a commentator for WCVB-TV and co-founded a bakery, Kilvert & Forbes Ltd., with businessman and former Kennedy aide K. Dun Gifford.", "targets": "Who left the DA's office with Kerry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b80d14bd924f849ceb40822dfd152b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Droney's health was poor and Kerry had decided to run for his position in the 1978 election should Droney drop out. However, Droney was re-elected and his health improved; he went on to re-assume many of the duties that he had delegated to Kerry. Kerry thus decided to leave, departing in 1979 with assistant DA Roanne Sragow to set up their own law firm. Kerry also worked as a commentator for WCVB-TV and co-founded a bakery, Kilvert & Forbes Ltd., with businessman and former Kennedy aide K. Dun Gifford.", "targets": "What bakery did Kerry co-found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b80d14bd924f849ceb40822dfd152b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Droney's health was poor and Kerry had decided to run for his position in the 1978 election should Droney drop out. However, Droney was re-elected and his health improved; he went on to re-assume many of the duties that he had delegated to Kerry. Kerry thus decided to leave, departing in 1979 with assistant DA Roanne Sragow to set up their own law firm. Kerry also worked as a commentator for WCVB-TV and co-founded a bakery, Kilvert & Forbes Ltd., with businessman and former Kennedy aide K. Dun Gifford.", "targets": "Who did Kerry start a bakery with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fd333c3e3064865b8176f181bd7e551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to popular belief, Genghis Khan did not conquer all the areas ultimately part of the Mongol Empire. At the time of his death, the Mongol Empire stretched from the Caspian Sea to the Sea of Japan. The empire's expansion continued for a generation or more after Genghis's death in 1227. Under Genghis's successor \u00d6gedei Khan the speed of expansion reached its peak. Mongol armies pushed into Persia, finished off the Western Xia and the remnants of the Khwarezmids, and came into conflict with the imperial Song dynasty of China, starting a war that lasted until 1279 and that concluded with the Mongols gaining control of all of China. They also pushed further into Russia and eastern Europe.", "targets": "What sea bordered Genghis Khan's empire to the east when he died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fd333c3e3064865b8176f181bd7e551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to popular belief, Genghis Khan did not conquer all the areas ultimately part of the Mongol Empire. At the time of his death, the Mongol Empire stretched from the Caspian Sea to the Sea of Japan. The empire's expansion continued for a generation or more after Genghis's death in 1227. Under Genghis's successor \u00d6gedei Khan the speed of expansion reached its peak. Mongol armies pushed into Persia, finished off the Western Xia and the remnants of the Khwarezmids, and came into conflict with the imperial Song dynasty of China, starting a war that lasted until 1279 and that concluded with the Mongols gaining control of all of China. They also pushed further into Russia and eastern Europe.", "targets": "What body of water sat to the west of the Mongol Empire when Genghis Khan died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fd333c3e3064865b8176f181bd7e551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to popular belief, Genghis Khan did not conquer all the areas ultimately part of the Mongol Empire. At the time of his death, the Mongol Empire stretched from the Caspian Sea to the Sea of Japan. The empire's expansion continued for a generation or more after Genghis's death in 1227. Under Genghis's successor \u00d6gedei Khan the speed of expansion reached its peak. Mongol armies pushed into Persia, finished off the Western Xia and the remnants of the Khwarezmids, and came into conflict with the imperial Song dynasty of China, starting a war that lasted until 1279 and that concluded with the Mongols gaining control of all of China. They also pushed further into Russia and eastern Europe.", "targets": "Who led the most rapid expansion of the Mongol Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fd333c3e3064865b8176f181bd7e551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to popular belief, Genghis Khan did not conquer all the areas ultimately part of the Mongol Empire. At the time of his death, the Mongol Empire stretched from the Caspian Sea to the Sea of Japan. The empire's expansion continued for a generation or more after Genghis's death in 1227. Under Genghis's successor \u00d6gedei Khan the speed of expansion reached its peak. Mongol armies pushed into Persia, finished off the Western Xia and the remnants of the Khwarezmids, and came into conflict with the imperial Song dynasty of China, starting a war that lasted until 1279 and that concluded with the Mongols gaining control of all of China. They also pushed further into Russia and eastern Europe.", "targets": "What year was the conflict with the Song dynasty concluded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0fb997a9822419f91993cd7ab4ed536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 April 1944 Sir Patrick Abercrombie's Plan for Plymouth to rebuild the bomb-damaged city was published; it called for demolition of the few remaining pre-War buildings in the city centre to make way for their replacement with wide, parallel, modern boulevards aligned east\u2013west linked by a north\u2013south avenue (Armada Way) linking the railway station with the vista of Plymouth Hoe. A peripheral road system connecting the historic Barbican on the east and Union Street to the west determines the principal form of the city centre, even following pedestrianisation of the shopping centre in the late 1980s, and continues to inform the present 'Vision for Plymouth' developed by a team led by Barcelona-based architect David MacKay in 2003 which calls for revivification of the city centre with mixed-use and residential. In suburban areas, post-War prefabs had already begun to appear by 1946, and over 1,000 permanent council houses were built each year from 1951\u201357 according to the Modernist zoned low-density garden city model advocated by Abercrombie. By 1964 over 20,000 new homes had been built, more than 13,500 of them permanent council homes and 853 built by the Admiralty. Plymouth is home to 28 parks with an average size of 45,638 square metres (491,240 sq ft). Its largest park is Central Park, with other sizeable green spaces including Victoria Park, Freedom Fields Park, Alexandra Park, Devonport Park and the Hoe.", "targets": "On what date was the publication of the Plan for Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0fb997a9822419f91993cd7ab4ed536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 April 1944 Sir Patrick Abercrombie's Plan for Plymouth to rebuild the bomb-damaged city was published; it called for demolition of the few remaining pre-War buildings in the city centre to make way for their replacement with wide, parallel, modern boulevards aligned east\u2013west linked by a north\u2013south avenue (Armada Way) linking the railway station with the vista of Plymouth Hoe. A peripheral road system connecting the historic Barbican on the east and Union Street to the west determines the principal form of the city centre, even following pedestrianisation of the shopping centre in the late 1980s, and continues to inform the present 'Vision for Plymouth' developed by a team led by Barcelona-based architect David MacKay in 2003 which calls for revivification of the city centre with mixed-use and residential. In suburban areas, post-War prefabs had already begun to appear by 1946, and over 1,000 permanent council houses were built each year from 1951\u201357 according to the Modernist zoned low-density garden city model advocated by Abercrombie. By 1964 over 20,000 new homes had been built, more than 13,500 of them permanent council homes and 853 built by the Admiralty. Plymouth is home to 28 parks with an average size of 45,638 square metres (491,240 sq ft). Its largest park is Central Park, with other sizeable green spaces including Victoria Park, Freedom Fields Park, Alexandra Park, Devonport Park and the Hoe.", "targets": "Who wrote the Plan for Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0fb997a9822419f91993cd7ab4ed536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 April 1944 Sir Patrick Abercrombie's Plan for Plymouth to rebuild the bomb-damaged city was published; it called for demolition of the few remaining pre-War buildings in the city centre to make way for their replacement with wide, parallel, modern boulevards aligned east\u2013west linked by a north\u2013south avenue (Armada Way) linking the railway station with the vista of Plymouth Hoe. A peripheral road system connecting the historic Barbican on the east and Union Street to the west determines the principal form of the city centre, even following pedestrianisation of the shopping centre in the late 1980s, and continues to inform the present 'Vision for Plymouth' developed by a team led by Barcelona-based architect David MacKay in 2003 which calls for revivification of the city centre with mixed-use and residential. In suburban areas, post-War prefabs had already begun to appear by 1946, and over 1,000 permanent council houses were built each year from 1951\u201357 according to the Modernist zoned low-density garden city model advocated by Abercrombie. By 1964 over 20,000 new homes had been built, more than 13,500 of them permanent council homes and 853 built by the Admiralty. Plymouth is home to 28 parks with an average size of 45,638 square metres (491,240 sq ft). Its largest park is Central Park, with other sizeable green spaces including Victoria Park, Freedom Fields Park, Alexandra Park, Devonport Park and the Hoe.", "targets": "What street was intended to connect Plymouth Hoe to the railroad station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0fb997a9822419f91993cd7ab4ed536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 April 1944 Sir Patrick Abercrombie's Plan for Plymouth to rebuild the bomb-damaged city was published; it called for demolition of the few remaining pre-War buildings in the city centre to make way for their replacement with wide, parallel, modern boulevards aligned east\u2013west linked by a north\u2013south avenue (Armada Way) linking the railway station with the vista of Plymouth Hoe. A peripheral road system connecting the historic Barbican on the east and Union Street to the west determines the principal form of the city centre, even following pedestrianisation of the shopping centre in the late 1980s, and continues to inform the present 'Vision for Plymouth' developed by a team led by Barcelona-based architect David MacKay in 2003 which calls for revivification of the city centre with mixed-use and residential. In suburban areas, post-War prefabs had already begun to appear by 1946, and over 1,000 permanent council houses were built each year from 1951\u201357 according to the Modernist zoned low-density garden city model advocated by Abercrombie. By 1964 over 20,000 new homes had been built, more than 13,500 of them permanent council homes and 853 built by the Admiralty. Plymouth is home to 28 parks with an average size of 45,638 square metres (491,240 sq ft). Its largest park is Central Park, with other sizeable green spaces including Victoria Park, Freedom Fields Park, Alexandra Park, Devonport Park and the Hoe.", "targets": "Who headed the team that created the 'Vision for Plymouth'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0fb997a9822419f91993cd7ab4ed536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 April 1944 Sir Patrick Abercrombie's Plan for Plymouth to rebuild the bomb-damaged city was published; it called for demolition of the few remaining pre-War buildings in the city centre to make way for their replacement with wide, parallel, modern boulevards aligned east\u2013west linked by a north\u2013south avenue (Armada Way) linking the railway station with the vista of Plymouth Hoe. A peripheral road system connecting the historic Barbican on the east and Union Street to the west determines the principal form of the city centre, even following pedestrianisation of the shopping centre in the late 1980s, and continues to inform the present 'Vision for Plymouth' developed by a team led by Barcelona-based architect David MacKay in 2003 which calls for revivification of the city centre with mixed-use and residential. In suburban areas, post-War prefabs had already begun to appear by 1946, and over 1,000 permanent council houses were built each year from 1951\u201357 according to the Modernist zoned low-density garden city model advocated by Abercrombie. By 1964 over 20,000 new homes had been built, more than 13,500 of them permanent council homes and 853 built by the Admiralty. Plymouth is home to 28 parks with an average size of 45,638 square metres (491,240 sq ft). Its largest park is Central Park, with other sizeable green spaces including Victoria Park, Freedom Fields Park, Alexandra Park, Devonport Park and the Hoe.", "targets": "How many parks exist in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294e8e6efd014b2c9d1db0ecb4ee969e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arts & Sciences at Washington University comprises three divisions: the College of Arts & Sciences, the Graduate School of Arts & Sciences, and University College in Arts & Sciences. Barbara Schaal is Dean of the Faculty of Arts & Sciences. James E. McLeod was the Vice Chancellor for Students and Dean of the College of Arts & Sciences; according to a University news release he died at the University's Barnes-Jewish Hospital on Tuesday, September 6, 2011 of renal failure as a result of a two-year-long struggle with cancer. Richard J. Smith is Dean of the Graduate School of Arts & Sciences.", "targets": "How many divisions make up Arts & Sciences at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294e8e6efd014b2c9d1db0ecb4ee969e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arts & Sciences at Washington University comprises three divisions: the College of Arts & Sciences, the Graduate School of Arts & Sciences, and University College in Arts & Sciences. Barbara Schaal is Dean of the Faculty of Arts & Sciences. James E. McLeod was the Vice Chancellor for Students and Dean of the College of Arts & Sciences; according to a University news release he died at the University's Barnes-Jewish Hospital on Tuesday, September 6, 2011 of renal failure as a result of a two-year-long struggle with cancer. Richard J. Smith is Dean of the Graduate School of Arts & Sciences.", "targets": "Who is the Dean of Faculty of Arts & Sciences at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294e8e6efd014b2c9d1db0ecb4ee969e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arts & Sciences at Washington University comprises three divisions: the College of Arts & Sciences, the Graduate School of Arts & Sciences, and University College in Arts & Sciences. Barbara Schaal is Dean of the Faculty of Arts & Sciences. James E. McLeod was the Vice Chancellor for Students and Dean of the College of Arts & Sciences; according to a University news release he died at the University's Barnes-Jewish Hospital on Tuesday, September 6, 2011 of renal failure as a result of a two-year-long struggle with cancer. Richard J. Smith is Dean of the Graduate School of Arts & Sciences.", "targets": "When did James Mcleod pass away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294e8e6efd014b2c9d1db0ecb4ee969e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arts & Sciences at Washington University comprises three divisions: the College of Arts & Sciences, the Graduate School of Arts & Sciences, and University College in Arts & Sciences. Barbara Schaal is Dean of the Faculty of Arts & Sciences. James E. McLeod was the Vice Chancellor for Students and Dean of the College of Arts & Sciences; according to a University news release he died at the University's Barnes-Jewish Hospital on Tuesday, September 6, 2011 of renal failure as a result of a two-year-long struggle with cancer. Richard J. Smith is Dean of the Graduate School of Arts & Sciences.", "targets": "What positions did James Mcleod hold at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294e8e6efd014b2c9d1db0ecb4ee969e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arts & Sciences at Washington University comprises three divisions: the College of Arts & Sciences, the Graduate School of Arts & Sciences, and University College in Arts & Sciences. Barbara Schaal is Dean of the Faculty of Arts & Sciences. James E. McLeod was the Vice Chancellor for Students and Dean of the College of Arts & Sciences; according to a University news release he died at the University's Barnes-Jewish Hospital on Tuesday, September 6, 2011 of renal failure as a result of a two-year-long struggle with cancer. Richard J. Smith is Dean of the Graduate School of Arts & Sciences.", "targets": "What position does Richard J. Smith hold at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1b10505ce0848bbb99a502992eedff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As reflected in the 2010 United States Census, Alaska has a total of 355 incorporated cities and census-designated places (CDPs). The tally of cities includes four unified municipalities, essentially the equivalent of a consolidated city\u2013county. The majority of these communities are located in the rural expanse of Alaska known as \"The Bush\" and are unconnected to the contiguous North American road network. The table at the bottom of this section lists the 100 largest cities and census-designated places in Alaska, in population order.", "targets": "What are CDPs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1b10505ce0848bbb99a502992eedff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As reflected in the 2010 United States Census, Alaska has a total of 355 incorporated cities and census-designated places (CDPs). The tally of cities includes four unified municipalities, essentially the equivalent of a consolidated city\u2013county. The majority of these communities are located in the rural expanse of Alaska known as \"The Bush\" and are unconnected to the contiguous North American road network. The table at the bottom of this section lists the 100 largest cities and census-designated places in Alaska, in population order.", "targets": "How many incorporated cities and CDPs does Alaska have, according to the 2010 Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1b10505ce0848bbb99a502992eedff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As reflected in the 2010 United States Census, Alaska has a total of 355 incorporated cities and census-designated places (CDPs). The tally of cities includes four unified municipalities, essentially the equivalent of a consolidated city\u2013county. The majority of these communities are located in the rural expanse of Alaska known as \"The Bush\" and are unconnected to the contiguous North American road network. The table at the bottom of this section lists the 100 largest cities and census-designated places in Alaska, in population order.", "targets": "Are the majority of CDPs connected or disconnected from the North American road network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1b10505ce0848bbb99a502992eedff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As reflected in the 2010 United States Census, Alaska has a total of 355 incorporated cities and census-designated places (CDPs). The tally of cities includes four unified municipalities, essentially the equivalent of a consolidated city\u2013county. The majority of these communities are located in the rural expanse of Alaska known as \"The Bush\" and are unconnected to the contiguous North American road network. The table at the bottom of this section lists the 100 largest cities and census-designated places in Alaska, in population order.", "targets": "In what area are the majority of cities and CDPS located in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffdbabc954f47f2b953f918b7c90dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, from 1971 to 1975, NBA teams played preseason exhibitions against American Basketball Association teams. In the early days of the NBA, league clubs sometimes challenged the legendary barnstorming Harlem Globetrotters, with mixed success. The NBA has played preseason games in Europe and Asia. In the 2006 and 2007 seasons, the NBA and the primary European club competition, the Euroleague, conducted a preseason tournament featuring two NBA teams and the finalists from that year's Euroleague.[citation needed] In the 1998-99 and 2011-12 seasons, teams were limited to only two preseason games due to lockouts.", "targets": "When did the NBA play preseason games against the ABA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffdbabc954f47f2b953f918b7c90dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, from 1971 to 1975, NBA teams played preseason exhibitions against American Basketball Association teams. In the early days of the NBA, league clubs sometimes challenged the legendary barnstorming Harlem Globetrotters, with mixed success. The NBA has played preseason games in Europe and Asia. In the 2006 and 2007 seasons, the NBA and the primary European club competition, the Euroleague, conducted a preseason tournament featuring two NBA teams and the finalists from that year's Euroleague.[citation needed] In the 1998-99 and 2011-12 seasons, teams were limited to only two preseason games due to lockouts.", "targets": "What legendary team did the NBA sometimes formerly play against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffdbabc954f47f2b953f918b7c90dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, from 1971 to 1975, NBA teams played preseason exhibitions against American Basketball Association teams. In the early days of the NBA, league clubs sometimes challenged the legendary barnstorming Harlem Globetrotters, with mixed success. The NBA has played preseason games in Europe and Asia. In the 2006 and 2007 seasons, the NBA and the primary European club competition, the Euroleague, conducted a preseason tournament featuring two NBA teams and the finalists from that year's Euroleague.[citation needed] In the 1998-99 and 2011-12 seasons, teams were limited to only two preseason games due to lockouts.", "targets": "On what continents have NBA teams played preseason games outside the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffdbabc954f47f2b953f918b7c90dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, from 1971 to 1975, NBA teams played preseason exhibitions against American Basketball Association teams. In the early days of the NBA, league clubs sometimes challenged the legendary barnstorming Harlem Globetrotters, with mixed success. The NBA has played preseason games in Europe and Asia. In the 2006 and 2007 seasons, the NBA and the primary European club competition, the Euroleague, conducted a preseason tournament featuring two NBA teams and the finalists from that year's Euroleague.[citation needed] In the 1998-99 and 2011-12 seasons, teams were limited to only two preseason games due to lockouts.", "targets": "How many preseason games were NBA teams limited to in the 2011-12 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffdbabc954f47f2b953f918b7c90dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, from 1971 to 1975, NBA teams played preseason exhibitions against American Basketball Association teams. In the early days of the NBA, league clubs sometimes challenged the legendary barnstorming Harlem Globetrotters, with mixed success. The NBA has played preseason games in Europe and Asia. In the 2006 and 2007 seasons, the NBA and the primary European club competition, the Euroleague, conducted a preseason tournament featuring two NBA teams and the finalists from that year's Euroleague.[citation needed] In the 1998-99 and 2011-12 seasons, teams were limited to only two preseason games due to lockouts.", "targets": "What is the main European basketball club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-445a4c5d216e470496a6f843299d1495", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after these rumors, neither Tesla nor Edison won the prize (although Edison did receive one of 38 possible bids in 1915 and Tesla did receive one of 38 possible bids in 1937).", "targets": "How many possible bids for the prize were there in 1915?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-445a4c5d216e470496a6f843299d1495", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after these rumors, neither Tesla nor Edison won the prize (although Edison did receive one of 38 possible bids in 1915 and Tesla did receive one of 38 possible bids in 1937).", "targets": "Who received a bid in 1915?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-445a4c5d216e470496a6f843299d1495", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after these rumors, neither Tesla nor Edison won the prize (although Edison did receive one of 38 possible bids in 1915 and Tesla did receive one of 38 possible bids in 1937).", "targets": "In what year did Tesla receive a Nobel Prize bid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd70576b4cd348039642538343f27ae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jones comments that \"Chopin's unique position as a composer, despite the fact that virtually everything he wrote was for the piano, has rarely been questioned.\" He also notes that Chopin was fortunate to arrive in Paris in 1831\u2014\"the artistic environment, the publishers who were willing to print his music, the wealthy and aristocratic who paid what Chopin asked for their lessons\"\u2014and these factors, as well as his musical genius, also fuelled his contemporary and later reputation. While his illness and his love-affairs conform to some of the stereotypes of romanticism, the rarity of his public recitals (as opposed to performances at fashionable Paris soir\u00e9es) led Arthur Hutchings to suggest that \"his lack of Byronic flamboyance [and] his aristocratic reclusiveness make him exceptional\" among his romantic contemporaries, such as Liszt and Henri Herz.", "targets": "Arthur Hutchings stated that Chopin's lack of what made him special?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd70576b4cd348039642538343f27ae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jones comments that \"Chopin's unique position as a composer, despite the fact that virtually everything he wrote was for the piano, has rarely been questioned.\" He also notes that Chopin was fortunate to arrive in Paris in 1831\u2014\"the artistic environment, the publishers who were willing to print his music, the wealthy and aristocratic who paid what Chopin asked for their lessons\"\u2014and these factors, as well as his musical genius, also fuelled his contemporary and later reputation. While his illness and his love-affairs conform to some of the stereotypes of romanticism, the rarity of his public recitals (as opposed to performances at fashionable Paris soir\u00e9es) led Arthur Hutchings to suggest that \"his lack of Byronic flamboyance [and] his aristocratic reclusiveness make him exceptional\" among his romantic contemporaries, such as Liszt and Henri Herz.", "targets": "Who were two of Chopin's contemporaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd70576b4cd348039642538343f27ae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jones comments that \"Chopin's unique position as a composer, despite the fact that virtually everything he wrote was for the piano, has rarely been questioned.\" He also notes that Chopin was fortunate to arrive in Paris in 1831\u2014\"the artistic environment, the publishers who were willing to print his music, the wealthy and aristocratic who paid what Chopin asked for their lessons\"\u2014and these factors, as well as his musical genius, also fuelled his contemporary and later reputation. While his illness and his love-affairs conform to some of the stereotypes of romanticism, the rarity of his public recitals (as opposed to performances at fashionable Paris soir\u00e9es) led Arthur Hutchings to suggest that \"his lack of Byronic flamboyance [and] his aristocratic reclusiveness make him exceptional\" among his romantic contemporaries, such as Liszt and Henri Herz.", "targets": "What place was considered lucky for Chopin to have arrived at considering how much he charged for piano lessons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd70576b4cd348039642538343f27ae7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jones comments that \"Chopin's unique position as a composer, despite the fact that virtually everything he wrote was for the piano, has rarely been questioned.\" He also notes that Chopin was fortunate to arrive in Paris in 1831\u2014\"the artistic environment, the publishers who were willing to print his music, the wealthy and aristocratic who paid what Chopin asked for their lessons\"\u2014and these factors, as well as his musical genius, also fuelled his contemporary and later reputation. While his illness and his love-affairs conform to some of the stereotypes of romanticism, the rarity of his public recitals (as opposed to performances at fashionable Paris soir\u00e9es) led Arthur Hutchings to suggest that \"his lack of Byronic flamboyance [and] his aristocratic reclusiveness make him exceptional\" among his romantic contemporaries, such as Liszt and Henri Herz.", "targets": "Who said Chopin was unlike his romantic contemporaries Liszt and Henri Herz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86222ec137744e58a991663d8e69d9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recently, articles in various financial periodicals, most notably Forbes magazine, have pointed to Fidel Castro, General Secretary of the Republic of Cuba since 1959, of likely being the beneficiary of up to $900 million, based on \"his control\" of state-owned companies. Opponents of his regime claim that he has used money amassed through weapons sales, narcotics, international loans, and confiscation of private property to enrich himself and his political cronies who hold his dictatorship together, and that the $900 million published by Forbes is merely a portion of his assets, although that needs to be proven.", "targets": "What magazine had articles about Castro benefiting from corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86222ec137744e58a991663d8e69d9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recently, articles in various financial periodicals, most notably Forbes magazine, have pointed to Fidel Castro, General Secretary of the Republic of Cuba since 1959, of likely being the beneficiary of up to $900 million, based on \"his control\" of state-owned companies. Opponents of his regime claim that he has used money amassed through weapons sales, narcotics, international loans, and confiscation of private property to enrich himself and his political cronies who hold his dictatorship together, and that the $900 million published by Forbes is merely a portion of his assets, although that needs to be proven.", "targets": "The $900 million Forbes said Castro took may only be what of his total assets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86222ec137744e58a991663d8e69d9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recently, articles in various financial periodicals, most notably Forbes magazine, have pointed to Fidel Castro, General Secretary of the Republic of Cuba since 1959, of likely being the beneficiary of up to $900 million, based on \"his control\" of state-owned companies. Opponents of his regime claim that he has used money amassed through weapons sales, narcotics, international loans, and confiscation of private property to enrich himself and his political cronies who hold his dictatorship together, and that the $900 million published by Forbes is merely a portion of his assets, although that needs to be proven.", "targets": "What is Fidel Castro's official title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cec00e2d823c4ee5ae63d1ed2bbe4406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many assembled PCBs are static sensitive, and therefore must be placed in antistatic bags during transport. When handling these boards, the user must be grounded (earthed). Improper handling techniques might transmit an accumulated static charge through the board, damaging or destroying components. Even bare boards are sometimes static sensitive. Traces have become so fine that it's quite possible to blow an etch off the board (or change its characteristics) with a static charge. This is especially true on non-traditional PCBs such as MCMs and microwave PCBs.", "targets": "What special protection are most PCBs shipped in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cec00e2d823c4ee5ae63d1ed2bbe4406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many assembled PCBs are static sensitive, and therefore must be placed in antistatic bags during transport. When handling these boards, the user must be grounded (earthed). Improper handling techniques might transmit an accumulated static charge through the board, damaging or destroying components. Even bare boards are sometimes static sensitive. Traces have become so fine that it's quite possible to blow an etch off the board (or change its characteristics) with a static charge. This is especially true on non-traditional PCBs such as MCMs and microwave PCBs.", "targets": "What force can easily change or even completely destroy an etch on a PCB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cec00e2d823c4ee5ae63d1ed2bbe4406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many assembled PCBs are static sensitive, and therefore must be placed in antistatic bags during transport. When handling these boards, the user must be grounded (earthed). Improper handling techniques might transmit an accumulated static charge through the board, damaging or destroying components. Even bare boards are sometimes static sensitive. Traces have become so fine that it's quite possible to blow an etch off the board (or change its characteristics) with a static charge. This is especially true on non-traditional PCBs such as MCMs and microwave PCBs.", "targets": "What's another term for \"grounded\" in the context of PCBs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cec00e2d823c4ee5ae63d1ed2bbe4406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many assembled PCBs are static sensitive, and therefore must be placed in antistatic bags during transport. When handling these boards, the user must be grounded (earthed). Improper handling techniques might transmit an accumulated static charge through the board, damaging or destroying components. Even bare boards are sometimes static sensitive. Traces have become so fine that it's quite possible to blow an etch off the board (or change its characteristics) with a static charge. This is especially true on non-traditional PCBs such as MCMs and microwave PCBs.", "targets": "Non-traditional PCBs include microwave PCBs and what other type of board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cec00e2d823c4ee5ae63d1ed2bbe4406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many assembled PCBs are static sensitive, and therefore must be placed in antistatic bags during transport. When handling these boards, the user must be grounded (earthed). Improper handling techniques might transmit an accumulated static charge through the board, damaging or destroying components. Even bare boards are sometimes static sensitive. Traces have become so fine that it's quite possible to blow an etch off the board (or change its characteristics) with a static charge. This is especially true on non-traditional PCBs such as MCMs and microwave PCBs.", "targets": "What class of PCBs are even more susceptible to static than standard ones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc7f14c1e8e4ddc8ba08afb39d02f53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another point of interest is the Old Town. In the centre are the large Marktkirche (Church St. Georgii et Jacobi, preaching venue of the bishop of the Lutheran Landeskirche Hannovers) and the Old Town Hall. Nearby are the Leibniz House, the Nolte House, and the Beguine Tower. A very nice quarter of the Old Town is the Kreuz-Church-Quarter around the Kreuz Church with many nice little lanes. Nearby is the old royal sports hall, now called the Ballhof theatre. On the edge of the Old Town are the Market Hall, the Leine Palace, and the ruin of the Aegidien Church which is now a monument to the victims of war and violence. Through the Marstall Gate you arrive at the bank of the river Leine, where the world-famous Nanas of Niki de Saint-Phalle are located. They are part of the Mile of Sculptures, which starts from Trammplatz, leads along the river bank, crosses K\u00f6nigsworther Square, and ends at the entrance of the Georgengarten. Near the Old Town is the district of Calenberger Neustadt where the Catholic Basilica Minor of St. Clemens, the Reformed Church and the Lutheran Neust\u00e4dter Hof- und Stadtkirche St. Johannis are located.", "targets": "Where are the large Martkirche located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc7f14c1e8e4ddc8ba08afb39d02f53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another point of interest is the Old Town. In the centre are the large Marktkirche (Church St. Georgii et Jacobi, preaching venue of the bishop of the Lutheran Landeskirche Hannovers) and the Old Town Hall. Nearby are the Leibniz House, the Nolte House, and the Beguine Tower. A very nice quarter of the Old Town is the Kreuz-Church-Quarter around the Kreuz Church with many nice little lanes. Nearby is the old royal sports hall, now called the Ballhof theatre. On the edge of the Old Town are the Market Hall, the Leine Palace, and the ruin of the Aegidien Church which is now a monument to the victims of war and violence. Through the Marstall Gate you arrive at the bank of the river Leine, where the world-famous Nanas of Niki de Saint-Phalle are located. They are part of the Mile of Sculptures, which starts from Trammplatz, leads along the river bank, crosses K\u00f6nigsworther Square, and ends at the entrance of the Georgengarten. Near the Old Town is the district of Calenberger Neustadt where the Catholic Basilica Minor of St. Clemens, the Reformed Church and the Lutheran Neust\u00e4dter Hof- und Stadtkirche St. Johannis are located.", "targets": "What is the old royal sports hall now called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc7f14c1e8e4ddc8ba08afb39d02f53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another point of interest is the Old Town. In the centre are the large Marktkirche (Church St. Georgii et Jacobi, preaching venue of the bishop of the Lutheran Landeskirche Hannovers) and the Old Town Hall. Nearby are the Leibniz House, the Nolte House, and the Beguine Tower. A very nice quarter of the Old Town is the Kreuz-Church-Quarter around the Kreuz Church with many nice little lanes. Nearby is the old royal sports hall, now called the Ballhof theatre. On the edge of the Old Town are the Market Hall, the Leine Palace, and the ruin of the Aegidien Church which is now a monument to the victims of war and violence. Through the Marstall Gate you arrive at the bank of the river Leine, where the world-famous Nanas of Niki de Saint-Phalle are located. They are part of the Mile of Sculptures, which starts from Trammplatz, leads along the river bank, crosses K\u00f6nigsworther Square, and ends at the entrance of the Georgengarten. Near the Old Town is the district of Calenberger Neustadt where the Catholic Basilica Minor of St. Clemens, the Reformed Church and the Lutheran Neust\u00e4dter Hof- und Stadtkirche St. Johannis are located.", "targets": "What is the name of the momument to the victims of war and violence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc7f14c1e8e4ddc8ba08afb39d02f53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another point of interest is the Old Town. In the centre are the large Marktkirche (Church St. Georgii et Jacobi, preaching venue of the bishop of the Lutheran Landeskirche Hannovers) and the Old Town Hall. Nearby are the Leibniz House, the Nolte House, and the Beguine Tower. A very nice quarter of the Old Town is the Kreuz-Church-Quarter around the Kreuz Church with many nice little lanes. Nearby is the old royal sports hall, now called the Ballhof theatre. On the edge of the Old Town are the Market Hall, the Leine Palace, and the ruin of the Aegidien Church which is now a monument to the victims of war and violence. Through the Marstall Gate you arrive at the bank of the river Leine, where the world-famous Nanas of Niki de Saint-Phalle are located. They are part of the Mile of Sculptures, which starts from Trammplatz, leads along the river bank, crosses K\u00f6nigsworther Square, and ends at the entrance of the Georgengarten. Near the Old Town is the district of Calenberger Neustadt where the Catholic Basilica Minor of St. Clemens, the Reformed Church and the Lutheran Neust\u00e4dter Hof- und Stadtkirche St. Johannis are located.", "targets": "What world famous landmark is located on the bank of the Leine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc7f14c1e8e4ddc8ba08afb39d02f53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another point of interest is the Old Town. In the centre are the large Marktkirche (Church St. Georgii et Jacobi, preaching venue of the bishop of the Lutheran Landeskirche Hannovers) and the Old Town Hall. Nearby are the Leibniz House, the Nolte House, and the Beguine Tower. A very nice quarter of the Old Town is the Kreuz-Church-Quarter around the Kreuz Church with many nice little lanes. Nearby is the old royal sports hall, now called the Ballhof theatre. On the edge of the Old Town are the Market Hall, the Leine Palace, and the ruin of the Aegidien Church which is now a monument to the victims of war and violence. Through the Marstall Gate you arrive at the bank of the river Leine, where the world-famous Nanas of Niki de Saint-Phalle are located. They are part of the Mile of Sculptures, which starts from Trammplatz, leads along the river bank, crosses K\u00f6nigsworther Square, and ends at the entrance of the Georgengarten. Near the Old Town is the district of Calenberger Neustadt where the Catholic Basilica Minor of St. Clemens, the Reformed Church and the Lutheran Neust\u00e4dter Hof- und Stadtkirche St. Johannis are located.", "targets": "Where does the Mile of Sculptures start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db86453dea524fb79ab70cc1e33077e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1940, the Sovereign could appoint a person as a Commander, Officer or Member of the Order of the British Empire for gallantry for acts of bravery (not in the face of the enemy) below the level required for the George Medal. The grade was determined by the same criteria as usual, and not by the level of gallantry (and with more junior people instead receiving the British Empire Medal). Oddly, this meant that it was awarded for lesser acts of gallantry than the George Medal, but, as an Order, was worn before it and listed before it in post-nominal initials. From 14 January 1958, these awards were designated the Order of the British Empire for Gallantry.", "targets": "From what year could the Sovereign appoint a person as Commander, Officer or Member of the Order of the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db86453dea524fb79ab70cc1e33077e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1940, the Sovereign could appoint a person as a Commander, Officer or Member of the Order of the British Empire for gallantry for acts of bravery (not in the face of the enemy) below the level required for the George Medal. The grade was determined by the same criteria as usual, and not by the level of gallantry (and with more junior people instead receiving the British Empire Medal). Oddly, this meant that it was awarded for lesser acts of gallantry than the George Medal, but, as an Order, was worn before it and listed before it in post-nominal initials. From 14 January 1958, these awards were designated the Order of the British Empire for Gallantry.", "targets": "Of what acts did the Members of the Order of the British Empire appoint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db86453dea524fb79ab70cc1e33077e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1940, the Sovereign could appoint a person as a Commander, Officer or Member of the Order of the British Empire for gallantry for acts of bravery (not in the face of the enemy) below the level required for the George Medal. The grade was determined by the same criteria as usual, and not by the level of gallantry (and with more junior people instead receiving the British Empire Medal). Oddly, this meant that it was awarded for lesser acts of gallantry than the George Medal, but, as an Order, was worn before it and listed before it in post-nominal initials. From 14 January 1958, these awards were designated the Order of the British Empire for Gallantry.", "targets": "When was the awards designated the Order of the British Empire for Gallantry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db86453dea524fb79ab70cc1e33077e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1940, the Sovereign could appoint a person as a Commander, Officer or Member of the Order of the British Empire for gallantry for acts of bravery (not in the face of the enemy) below the level required for the George Medal. The grade was determined by the same criteria as usual, and not by the level of gallantry (and with more junior people instead receiving the British Empire Medal). Oddly, this meant that it was awarded for lesser acts of gallantry than the George Medal, but, as an Order, was worn before it and listed before it in post-nominal initials. From 14 January 1958, these awards were designated the Order of the British Empire for Gallantry.", "targets": "What grade was determined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce668807f10d44f0adf7ccc9976b611e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second period of international expansion is linked to that of the ESPN network in the 1990s, and policies enacted in the 2000s by Disney Media Networks (which included the expansion of several of the company's U.S.-based cable networks including Disney Channel and its spinoffs Toon Disney, Playhouse Disney and Jetix; although Disney also sold its 33% stake in European sports channel Eurosport for $155 million in June 2000). In contrast to Disney's other channels, ABC is broadcast in the United States, although the network's programming is syndicated in many countries. The policy regarding wholly owned international networks was revived in 2004 when on September 27 of that year, ABC announced the launch of ABC1, a free-to-air channel in the United Kingdom owned by the ABC Group. However, on September 8, 2007, Disney announced that it would discontinue ABC1 citing to the channel's inability to attain sustainable viewership. With ABC1's shutdown that October, the company's attempt to develop ABC International were discontinued.", "targets": "How much did Disney sell it's stake in Eurosport for in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce668807f10d44f0adf7ccc9976b611e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second period of international expansion is linked to that of the ESPN network in the 1990s, and policies enacted in the 2000s by Disney Media Networks (which included the expansion of several of the company's U.S.-based cable networks including Disney Channel and its spinoffs Toon Disney, Playhouse Disney and Jetix; although Disney also sold its 33% stake in European sports channel Eurosport for $155 million in June 2000). In contrast to Disney's other channels, ABC is broadcast in the United States, although the network's programming is syndicated in many countries. The policy regarding wholly owned international networks was revived in 2004 when on September 27 of that year, ABC announced the launch of ABC1, a free-to-air channel in the United Kingdom owned by the ABC Group. However, on September 8, 2007, Disney announced that it would discontinue ABC1 citing to the channel's inability to attain sustainable viewership. With ABC1's shutdown that October, the company's attempt to develop ABC International were discontinued.", "targets": "What network was launched by ABC in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce668807f10d44f0adf7ccc9976b611e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second period of international expansion is linked to that of the ESPN network in the 1990s, and policies enacted in the 2000s by Disney Media Networks (which included the expansion of several of the company's U.S.-based cable networks including Disney Channel and its spinoffs Toon Disney, Playhouse Disney and Jetix; although Disney also sold its 33% stake in European sports channel Eurosport for $155 million in June 2000). In contrast to Disney's other channels, ABC is broadcast in the United States, although the network's programming is syndicated in many countries. The policy regarding wholly owned international networks was revived in 2004 when on September 27 of that year, ABC announced the launch of ABC1, a free-to-air channel in the United Kingdom owned by the ABC Group. However, on September 8, 2007, Disney announced that it would discontinue ABC1 citing to the channel's inability to attain sustainable viewership. With ABC1's shutdown that October, the company's attempt to develop ABC International were discontinued.", "targets": "When was ABC1 discontinued because of low viewership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce668807f10d44f0adf7ccc9976b611e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second period of international expansion is linked to that of the ESPN network in the 1990s, and policies enacted in the 2000s by Disney Media Networks (which included the expansion of several of the company's U.S.-based cable networks including Disney Channel and its spinoffs Toon Disney, Playhouse Disney and Jetix; although Disney also sold its 33% stake in European sports channel Eurosport for $155 million in June 2000). In contrast to Disney's other channels, ABC is broadcast in the United States, although the network's programming is syndicated in many countries. The policy regarding wholly owned international networks was revived in 2004 when on September 27 of that year, ABC announced the launch of ABC1, a free-to-air channel in the United Kingdom owned by the ABC Group. However, on September 8, 2007, Disney announced that it would discontinue ABC1 citing to the channel's inability to attain sustainable viewership. With ABC1's shutdown that October, the company's attempt to develop ABC International were discontinued.", "targets": "What developmental network was discontinued after the shutdown of ABC1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce668807f10d44f0adf7ccc9976b611e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A second period of international expansion is linked to that of the ESPN network in the 1990s, and policies enacted in the 2000s by Disney Media Networks (which included the expansion of several of the company's U.S.-based cable networks including Disney Channel and its spinoffs Toon Disney, Playhouse Disney and Jetix; although Disney also sold its 33% stake in European sports channel Eurosport for $155 million in June 2000). In contrast to Disney's other channels, ABC is broadcast in the United States, although the network's programming is syndicated in many countries. The policy regarding wholly owned international networks was revived in 2004 when on September 27 of that year, ABC announced the launch of ABC1, a free-to-air channel in the United Kingdom owned by the ABC Group. However, on September 8, 2007, Disney announced that it would discontinue ABC1 citing to the channel's inability to attain sustainable viewership. With ABC1's shutdown that October, the company's attempt to develop ABC International were discontinued.", "targets": "What country is ABC broadcast in, in contrast to Disney's other channels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cde8a451f7dd440f890ae61dd06628fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia is a bilingual city: Valencian and Spanish are the two official languages. Spanish is official in all of Spain, whereas Valencian is official in the Valencian Country, as well as in Catalonia and the Balearic Islands, where it receives the name of Catalan. Despite the differentiated denomination, the distinct dialectal traits and political tension between Catalonia and the Valencian Country, Catalan and Valencian are mutually intelligible and are considered two varieties of the same language.\nValencian has been historically repressed in favour of Spanish. The effects have been more noticeable in the city proper, whereas the language has remained active in the rural and metropolitan areas. After the Castille-Aragon unification, a Spanish-speaking elite established itself in the city. In more recent history, the establishment of Franco's military and administrative apparatus in Valencia further excluded Valencian from public life. Valencian recovered its official status, prestige and use in education after the transition to democracy in 1978. However, due to industrialisation in recent decades, Valencia has attracted immigration from other regions in Spain, and hence there is also a demographic factor for its declining social use. Due to a combination of these reasons, Valencia has become the bastion of anti-Catalan blaverism, which celebrates Valencian as merely folkloric, but rejects the existing standard which was adapted from Catalan orthography.\nSpanish is currently the predominant language in the city proper but, thanks to the education system, most Valencians have basic knowledge of both Spanish and Valencian, and either can be used in the city. Valencia is therefore the second biggest Catalan-speaking city after Barcelona. Institutional buildings and streets are named in Valencian. The city is also home to many pro-Valencian political and civil organisations. Furthermore, education entirely in Valencian is offered in more than 70 state-owned schools in the city, as well as by the University of Valencia across all disciplines.", "targets": "How many official languages does Valencia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cde8a451f7dd440f890ae61dd06628fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia is a bilingual city: Valencian and Spanish are the two official languages. Spanish is official in all of Spain, whereas Valencian is official in the Valencian Country, as well as in Catalonia and the Balearic Islands, where it receives the name of Catalan. Despite the differentiated denomination, the distinct dialectal traits and political tension between Catalonia and the Valencian Country, Catalan and Valencian are mutually intelligible and are considered two varieties of the same language.\nValencian has been historically repressed in favour of Spanish. The effects have been more noticeable in the city proper, whereas the language has remained active in the rural and metropolitan areas. After the Castille-Aragon unification, a Spanish-speaking elite established itself in the city. In more recent history, the establishment of Franco's military and administrative apparatus in Valencia further excluded Valencian from public life. Valencian recovered its official status, prestige and use in education after the transition to democracy in 1978. However, due to industrialisation in recent decades, Valencia has attracted immigration from other regions in Spain, and hence there is also a demographic factor for its declining social use. Due to a combination of these reasons, Valencia has become the bastion of anti-Catalan blaverism, which celebrates Valencian as merely folkloric, but rejects the existing standard which was adapted from Catalan orthography.\nSpanish is currently the predominant language in the city proper but, thanks to the education system, most Valencians have basic knowledge of both Spanish and Valencian, and either can be used in the city. Valencia is therefore the second biggest Catalan-speaking city after Barcelona. Institutional buildings and streets are named in Valencian. The city is also home to many pro-Valencian political and civil organisations. Furthermore, education entirely in Valencian is offered in more than 70 state-owned schools in the city, as well as by the University of Valencia across all disciplines.", "targets": "What is very similar to Valencian and is considered another variety of the same language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cde8a451f7dd440f890ae61dd06628fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia is a bilingual city: Valencian and Spanish are the two official languages. Spanish is official in all of Spain, whereas Valencian is official in the Valencian Country, as well as in Catalonia and the Balearic Islands, where it receives the name of Catalan. Despite the differentiated denomination, the distinct dialectal traits and political tension between Catalonia and the Valencian Country, Catalan and Valencian are mutually intelligible and are considered two varieties of the same language.\nValencian has been historically repressed in favour of Spanish. The effects have been more noticeable in the city proper, whereas the language has remained active in the rural and metropolitan areas. After the Castille-Aragon unification, a Spanish-speaking elite established itself in the city. In more recent history, the establishment of Franco's military and administrative apparatus in Valencia further excluded Valencian from public life. Valencian recovered its official status, prestige and use in education after the transition to democracy in 1978. However, due to industrialisation in recent decades, Valencia has attracted immigration from other regions in Spain, and hence there is also a demographic factor for its declining social use. Due to a combination of these reasons, Valencia has become the bastion of anti-Catalan blaverism, which celebrates Valencian as merely folkloric, but rejects the existing standard which was adapted from Catalan orthography.\nSpanish is currently the predominant language in the city proper but, thanks to the education system, most Valencians have basic knowledge of both Spanish and Valencian, and either can be used in the city. Valencia is therefore the second biggest Catalan-speaking city after Barcelona. Institutional buildings and streets are named in Valencian. The city is also home to many pro-Valencian political and civil organisations. Furthermore, education entirely in Valencian is offered in more than 70 state-owned schools in the city, as well as by the University of Valencia across all disciplines.", "targets": "What language is official in Valencia besides Valencian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cde8a451f7dd440f890ae61dd06628fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia is a bilingual city: Valencian and Spanish are the two official languages. Spanish is official in all of Spain, whereas Valencian is official in the Valencian Country, as well as in Catalonia and the Balearic Islands, where it receives the name of Catalan. Despite the differentiated denomination, the distinct dialectal traits and political tension between Catalonia and the Valencian Country, Catalan and Valencian are mutually intelligible and are considered two varieties of the same language.\nValencian has been historically repressed in favour of Spanish. The effects have been more noticeable in the city proper, whereas the language has remained active in the rural and metropolitan areas. After the Castille-Aragon unification, a Spanish-speaking elite established itself in the city. In more recent history, the establishment of Franco's military and administrative apparatus in Valencia further excluded Valencian from public life. Valencian recovered its official status, prestige and use in education after the transition to democracy in 1978. However, due to industrialisation in recent decades, Valencia has attracted immigration from other regions in Spain, and hence there is also a demographic factor for its declining social use. Due to a combination of these reasons, Valencia has become the bastion of anti-Catalan blaverism, which celebrates Valencian as merely folkloric, but rejects the existing standard which was adapted from Catalan orthography.\nSpanish is currently the predominant language in the city proper but, thanks to the education system, most Valencians have basic knowledge of both Spanish and Valencian, and either can be used in the city. Valencia is therefore the second biggest Catalan-speaking city after Barcelona. Institutional buildings and streets are named in Valencian. The city is also home to many pro-Valencian political and civil organisations. Furthermore, education entirely in Valencian is offered in more than 70 state-owned schools in the city, as well as by the University of Valencia across all disciplines.", "targets": "How many schools offer education completely in Valencian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cde8a451f7dd440f890ae61dd06628fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia is a bilingual city: Valencian and Spanish are the two official languages. Spanish is official in all of Spain, whereas Valencian is official in the Valencian Country, as well as in Catalonia and the Balearic Islands, where it receives the name of Catalan. Despite the differentiated denomination, the distinct dialectal traits and political tension between Catalonia and the Valencian Country, Catalan and Valencian are mutually intelligible and are considered two varieties of the same language.\nValencian has been historically repressed in favour of Spanish. The effects have been more noticeable in the city proper, whereas the language has remained active in the rural and metropolitan areas. After the Castille-Aragon unification, a Spanish-speaking elite established itself in the city. In more recent history, the establishment of Franco's military and administrative apparatus in Valencia further excluded Valencian from public life. Valencian recovered its official status, prestige and use in education after the transition to democracy in 1978. However, due to industrialisation in recent decades, Valencia has attracted immigration from other regions in Spain, and hence there is also a demographic factor for its declining social use. Due to a combination of these reasons, Valencia has become the bastion of anti-Catalan blaverism, which celebrates Valencian as merely folkloric, but rejects the existing standard which was adapted from Catalan orthography.\nSpanish is currently the predominant language in the city proper but, thanks to the education system, most Valencians have basic knowledge of both Spanish and Valencian, and either can be used in the city. Valencia is therefore the second biggest Catalan-speaking city after Barcelona. Institutional buildings and streets are named in Valencian. The city is also home to many pro-Valencian political and civil organisations. Furthermore, education entirely in Valencian is offered in more than 70 state-owned schools in the city, as well as by the University of Valencia across all disciplines.", "targets": "When did Valencian regain its offical status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ff9577a55cd4e9da453b27671542d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occasional severe flooding is experienced. There was the Great Mississippi Flood of 1927, the Great Flood of 1993, and widespread flooding and mudslides caused by the 1982-1983 El Ni\u00f1o event in the western United States. Localized flooding can, however, occur anywhere, and mudslides from heavy rain can cause problems in any mountainous area, particularly the Southwest. Large stretches of desert shrub in the west can fuel the spread of wildfires. The narrow canyons of many mountain areas in the west and severe thunderstorm activity during the summer lead to sometimes devastating flash floods as well, while Nor'Easter snowstorms can bring activity to a halt throughout the Northeast (although heavy snowstorms can occur almost anywhere).", "targets": "The Great Mississippi occurred during what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ff9577a55cd4e9da453b27671542d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occasional severe flooding is experienced. There was the Great Mississippi Flood of 1927, the Great Flood of 1993, and widespread flooding and mudslides caused by the 1982-1983 El Ni\u00f1o event in the western United States. Localized flooding can, however, occur anywhere, and mudslides from heavy rain can cause problems in any mountainous area, particularly the Southwest. Large stretches of desert shrub in the west can fuel the spread of wildfires. The narrow canyons of many mountain areas in the west and severe thunderstorm activity during the summer lead to sometimes devastating flash floods as well, while Nor'Easter snowstorms can bring activity to a halt throughout the Northeast (although heavy snowstorms can occur almost anywhere).", "targets": "What fuels wildfires and causes them to spread in the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ff9577a55cd4e9da453b27671542d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occasional severe flooding is experienced. There was the Great Mississippi Flood of 1927, the Great Flood of 1993, and widespread flooding and mudslides caused by the 1982-1983 El Ni\u00f1o event in the western United States. Localized flooding can, however, occur anywhere, and mudslides from heavy rain can cause problems in any mountainous area, particularly the Southwest. Large stretches of desert shrub in the west can fuel the spread of wildfires. The narrow canyons of many mountain areas in the west and severe thunderstorm activity during the summer lead to sometimes devastating flash floods as well, while Nor'Easter snowstorms can bring activity to a halt throughout the Northeast (although heavy snowstorms can occur almost anywhere).", "targets": "What type of storms can cause most activity to stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ff9577a55cd4e9da453b27671542d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occasional severe flooding is experienced. There was the Great Mississippi Flood of 1927, the Great Flood of 1993, and widespread flooding and mudslides caused by the 1982-1983 El Ni\u00f1o event in the western United States. Localized flooding can, however, occur anywhere, and mudslides from heavy rain can cause problems in any mountainous area, particularly the Southwest. Large stretches of desert shrub in the west can fuel the spread of wildfires. The narrow canyons of many mountain areas in the west and severe thunderstorm activity during the summer lead to sometimes devastating flash floods as well, while Nor'Easter snowstorms can bring activity to a halt throughout the Northeast (although heavy snowstorms can occur almost anywhere).", "targets": "What is the name of the event that caused major flooding in the western US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086c297eb2e24a279528235aa7dfb239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the expulsion of the German population ethnic Russians, Belarusians, and Ukrainians were settled in the northern part. In the Soviet part of the region, a policy of eliminating all remnants of German history was pursued. All German place names were replaced by new Russian names. The exclave was a military zone, which was closed to foreigners; Soviet citizens could only enter with special permission. In 1967 the remnants of K\u00f6nigsberg Castle were demolished on the orders of Leonid Brezhnev to make way for a new \"House of the Soviets\".", "targets": "Once the German populations was removed, what three groups  settled into the nothern area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086c297eb2e24a279528235aa7dfb239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the expulsion of the German population ethnic Russians, Belarusians, and Ukrainians were settled in the northern part. In the Soviet part of the region, a policy of eliminating all remnants of German history was pursued. All German place names were replaced by new Russian names. The exclave was a military zone, which was closed to foreigners; Soviet citizens could only enter with special permission. In 1967 the remnants of K\u00f6nigsberg Castle were demolished on the orders of Leonid Brezhnev to make way for a new \"House of the Soviets\".", "targets": "In the Soviet section to the north, what did they want to expel from their land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-086c297eb2e24a279528235aa7dfb239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the expulsion of the German population ethnic Russians, Belarusians, and Ukrainians were settled in the northern part. In the Soviet part of the region, a policy of eliminating all remnants of German history was pursued. All German place names were replaced by new Russian names. The exclave was a military zone, which was closed to foreigners; Soviet citizens could only enter with special permission. In 1967 the remnants of K\u00f6nigsberg Castle were demolished on the orders of Leonid Brezhnev to make way for a new \"House of the Soviets\".", "targets": "What else happened in the northern part of East Prussia in the now Russian area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c68a03bc6e2947a5a207991e94c63c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This Main Building, and the library collection, was entirely destroyed by a fire in April 1879, and the school closed immediately and students were sent home. The university founder, Fr. Sorin and the president at the time, the Rev. William Corby, immediately planned for the rebuilding of the structure that had housed virtually the entire University. Construction was started on the 17th of May and by the incredible zeal of administrator and workers the building was completed before the fall semester of 1879. The library collection was also rebuilt and stayed housed in the new Main Building for years afterwards. Around the time of the fire, a music hall was opened. Eventually becoming known as Washington Hall, it hosted plays and musical acts put on by the school. By 1880, a science program was established at the university, and a Science Hall (today LaFortune Student Center) was built in 1883. The hall housed multiple classrooms and science labs needed for early research at the university.", "targets": "What was the music hall at Notre Dame called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c68a03bc6e2947a5a207991e94c63c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This Main Building, and the library collection, was entirely destroyed by a fire in April 1879, and the school closed immediately and students were sent home. The university founder, Fr. Sorin and the president at the time, the Rev. William Corby, immediately planned for the rebuilding of the structure that had housed virtually the entire University. Construction was started on the 17th of May and by the incredible zeal of administrator and workers the building was completed before the fall semester of 1879. The library collection was also rebuilt and stayed housed in the new Main Building for years afterwards. Around the time of the fire, a music hall was opened. Eventually becoming known as Washington Hall, it hosted plays and musical acts put on by the school. By 1880, a science program was established at the university, and a Science Hall (today LaFortune Student Center) was built in 1883. The hall housed multiple classrooms and science labs needed for early research at the university.", "targets": "In what year was the Main Building at Notre Dame razed in a fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c68a03bc6e2947a5a207991e94c63c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This Main Building, and the library collection, was entirely destroyed by a fire in April 1879, and the school closed immediately and students were sent home. The university founder, Fr. Sorin and the president at the time, the Rev. William Corby, immediately planned for the rebuilding of the structure that had housed virtually the entire University. Construction was started on the 17th of May and by the incredible zeal of administrator and workers the building was completed before the fall semester of 1879. The library collection was also rebuilt and stayed housed in the new Main Building for years afterwards. Around the time of the fire, a music hall was opened. Eventually becoming known as Washington Hall, it hosted plays and musical acts put on by the school. By 1880, a science program was established at the university, and a Science Hall (today LaFortune Student Center) was built in 1883. The hall housed multiple classrooms and science labs needed for early research at the university.", "targets": "Who was the president of Notre Dame in 1879?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c68a03bc6e2947a5a207991e94c63c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This Main Building, and the library collection, was entirely destroyed by a fire in April 1879, and the school closed immediately and students were sent home. The university founder, Fr. Sorin and the president at the time, the Rev. William Corby, immediately planned for the rebuilding of the structure that had housed virtually the entire University. Construction was started on the 17th of May and by the incredible zeal of administrator and workers the building was completed before the fall semester of 1879. The library collection was also rebuilt and stayed housed in the new Main Building for years afterwards. Around the time of the fire, a music hall was opened. Eventually becoming known as Washington Hall, it hosted plays and musical acts put on by the school. By 1880, a science program was established at the university, and a Science Hall (today LaFortune Student Center) was built in 1883. The hall housed multiple classrooms and science labs needed for early research at the university.", "targets": "On what date was the rebuilding of The Main Building begun at Notre Dame after the fire that claimed the previous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c68a03bc6e2947a5a207991e94c63c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This Main Building, and the library collection, was entirely destroyed by a fire in April 1879, and the school closed immediately and students were sent home. The university founder, Fr. Sorin and the president at the time, the Rev. William Corby, immediately planned for the rebuilding of the structure that had housed virtually the entire University. Construction was started on the 17th of May and by the incredible zeal of administrator and workers the building was completed before the fall semester of 1879. The library collection was also rebuilt and stayed housed in the new Main Building for years afterwards. Around the time of the fire, a music hall was opened. Eventually becoming known as Washington Hall, it hosted plays and musical acts put on by the school. By 1880, a science program was established at the university, and a Science Hall (today LaFortune Student Center) was built in 1883. The hall housed multiple classrooms and science labs needed for early research at the university.", "targets": "What did the Science Hall at Notre Dame come to be known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b53c0ef5fa04524b9ca77e157b81c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "German philosophers have helped shape western philosophy from as early as the Middle Ages (Albertus Magnus). Later, Leibniz (17th century) and most importantly Kant played central roles in the history of philosophy. Kantianism inspired the work of Schopenhauer and Nietzsche as well as German idealism defended by Fichte and Hegel. Engels helped develop communist theory in the second half of the 19th century while Heidegger and Gadamer pursued the tradition of German philosophy in the 20th century. A number of German intellectuals were also influential in sociology, most notably Adorno, Habermas, Horkheimer, Luhmann, Simmel, T\u00f6nnies, and Weber. The University of Berlin founded in 1810 by linguist and philosopher Wilhelm von Humboldt served as an influential model for a number of modern western universities.", "targets": "Who is a German philosopher from the middle ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b53c0ef5fa04524b9ca77e157b81c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "German philosophers have helped shape western philosophy from as early as the Middle Ages (Albertus Magnus). Later, Leibniz (17th century) and most importantly Kant played central roles in the history of philosophy. Kantianism inspired the work of Schopenhauer and Nietzsche as well as German idealism defended by Fichte and Hegel. Engels helped develop communist theory in the second half of the 19th century while Heidegger and Gadamer pursued the tradition of German philosophy in the 20th century. A number of German intellectuals were also influential in sociology, most notably Adorno, Habermas, Horkheimer, Luhmann, Simmel, T\u00f6nnies, and Weber. The University of Berlin founded in 1810 by linguist and philosopher Wilhelm von Humboldt served as an influential model for a number of modern western universities.", "targets": "When was Leibniz an active philosopher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b53c0ef5fa04524b9ca77e157b81c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "German philosophers have helped shape western philosophy from as early as the Middle Ages (Albertus Magnus). Later, Leibniz (17th century) and most importantly Kant played central roles in the history of philosophy. Kantianism inspired the work of Schopenhauer and Nietzsche as well as German idealism defended by Fichte and Hegel. Engels helped develop communist theory in the second half of the 19th century while Heidegger and Gadamer pursued the tradition of German philosophy in the 20th century. A number of German intellectuals were also influential in sociology, most notably Adorno, Habermas, Horkheimer, Luhmann, Simmel, T\u00f6nnies, and Weber. The University of Berlin founded in 1810 by linguist and philosopher Wilhelm von Humboldt served as an influential model for a number of modern western universities.", "targets": "What German philosopher inspired Schopenhauer and Nietzsche?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b53c0ef5fa04524b9ca77e157b81c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "German philosophers have helped shape western philosophy from as early as the Middle Ages (Albertus Magnus). Later, Leibniz (17th century) and most importantly Kant played central roles in the history of philosophy. Kantianism inspired the work of Schopenhauer and Nietzsche as well as German idealism defended by Fichte and Hegel. Engels helped develop communist theory in the second half of the 19th century while Heidegger and Gadamer pursued the tradition of German philosophy in the 20th century. A number of German intellectuals were also influential in sociology, most notably Adorno, Habermas, Horkheimer, Luhmann, Simmel, T\u00f6nnies, and Weber. The University of Berlin founded in 1810 by linguist and philosopher Wilhelm von Humboldt served as an influential model for a number of modern western universities.", "targets": "In the late 19th century, which German philosopher helped develop the idea of communism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b53c0ef5fa04524b9ca77e157b81c47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "German philosophers have helped shape western philosophy from as early as the Middle Ages (Albertus Magnus). Later, Leibniz (17th century) and most importantly Kant played central roles in the history of philosophy. Kantianism inspired the work of Schopenhauer and Nietzsche as well as German idealism defended by Fichte and Hegel. Engels helped develop communist theory in the second half of the 19th century while Heidegger and Gadamer pursued the tradition of German philosophy in the 20th century. A number of German intellectuals were also influential in sociology, most notably Adorno, Habermas, Horkheimer, Luhmann, Simmel, T\u00f6nnies, and Weber. The University of Berlin founded in 1810 by linguist and philosopher Wilhelm von Humboldt served as an influential model for a number of modern western universities.", "targets": "When was the University of Berlin founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59b784f416734682ad7d473194101219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego was ranked as the 20th-safest city in America in 2013 by Business Insider. According to Forbes magazine, San Diego was the ninth-safest city in the top 10 list of safest cities in the U.S. in 2010. Like most major cities, San Diego had a declining crime rate from 1990 to 2000. Crime in San Diego increased in the early 2000s. In 2004, San Diego had the sixth lowest crime rate of any U.S. city with over half a million residents. From 2002 to 2006, the crime rate overall dropped 0.8%, though not evenly by category. While violent crime decreased 12.4% during this period, property crime increased 1.1%. Total property crimes per 100,000 people were lower than the national average in 2008.", "targets": "What happened to the crime rate in San Diego between 1990 and 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59b784f416734682ad7d473194101219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego was ranked as the 20th-safest city in America in 2013 by Business Insider. According to Forbes magazine, San Diego was the ninth-safest city in the top 10 list of safest cities in the U.S. in 2010. Like most major cities, San Diego had a declining crime rate from 1990 to 2000. Crime in San Diego increased in the early 2000s. In 2004, San Diego had the sixth lowest crime rate of any U.S. city with over half a million residents. From 2002 to 2006, the crime rate overall dropped 0.8%, though not evenly by category. While violent crime decreased 12.4% during this period, property crime increased 1.1%. Total property crimes per 100,000 people were lower than the national average in 2008.", "targets": "What did Business Insider call San Diego in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59b784f416734682ad7d473194101219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego was ranked as the 20th-safest city in America in 2013 by Business Insider. According to Forbes magazine, San Diego was the ninth-safest city in the top 10 list of safest cities in the U.S. in 2010. Like most major cities, San Diego had a declining crime rate from 1990 to 2000. Crime in San Diego increased in the early 2000s. In 2004, San Diego had the sixth lowest crime rate of any U.S. city with over half a million residents. From 2002 to 2006, the crime rate overall dropped 0.8%, though not evenly by category. While violent crime decreased 12.4% during this period, property crime increased 1.1%. Total property crimes per 100,000 people were lower than the national average in 2008.", "targets": "In what place did Forbes rank San Diego on it's top 10 list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59b784f416734682ad7d473194101219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego was ranked as the 20th-safest city in America in 2013 by Business Insider. According to Forbes magazine, San Diego was the ninth-safest city in the top 10 list of safest cities in the U.S. in 2010. Like most major cities, San Diego had a declining crime rate from 1990 to 2000. Crime in San Diego increased in the early 2000s. In 2004, San Diego had the sixth lowest crime rate of any U.S. city with over half a million residents. From 2002 to 2006, the crime rate overall dropped 0.8%, though not evenly by category. While violent crime decreased 12.4% during this period, property crime increased 1.1%. Total property crimes per 100,000 people were lower than the national average in 2008.", "targets": "What percentage did the crime rate in San Diego drop from 2002 to 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59b784f416734682ad7d473194101219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego was ranked as the 20th-safest city in America in 2013 by Business Insider. According to Forbes magazine, San Diego was the ninth-safest city in the top 10 list of safest cities in the U.S. in 2010. Like most major cities, San Diego had a declining crime rate from 1990 to 2000. Crime in San Diego increased in the early 2000s. In 2004, San Diego had the sixth lowest crime rate of any U.S. city with over half a million residents. From 2002 to 2006, the crime rate overall dropped 0.8%, though not evenly by category. While violent crime decreased 12.4% during this period, property crime increased 1.1%. Total property crimes per 100,000 people were lower than the national average in 2008.", "targets": "What type of crime increased between 2002 and 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c5aeff5f17a41f0be46bf1b88c53ccf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first direct elections for native Kenyans to the Legislative Council took place in 1957. Despite British hopes of handing power to \"moderate\" local rivals, it was the Kenya African National Union (KANU) of Jomo Kenyatta that formed a government. The Colony of Kenya and the Protectorate of Kenya each came to an end on 12 December 1963 with independence being conferred on all of Kenya. The United Kingdom ceded sovereignty over the Colony of Kenya and, under an agreement dated 8 October 1963, the Sultan of Zanzibar agreed that simultaneous with independence for the Colony of Kenya, the Sultan would cease to have sovereignty over the Protectorate of Kenya so that all of Kenya would be one sovereign, independent state. In this way, Kenya became an independent country under the Kenya Independence Act 1963 of the United Kingdom. Exactly 12 months later on 12 December 1964, Kenya became a republic under the name \"Republic of Kenya\".", "targets": "When was the first direct elections for native Kenyans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c5aeff5f17a41f0be46bf1b88c53ccf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first direct elections for native Kenyans to the Legislative Council took place in 1957. Despite British hopes of handing power to \"moderate\" local rivals, it was the Kenya African National Union (KANU) of Jomo Kenyatta that formed a government. The Colony of Kenya and the Protectorate of Kenya each came to an end on 12 December 1963 with independence being conferred on all of Kenya. The United Kingdom ceded sovereignty over the Colony of Kenya and, under an agreement dated 8 October 1963, the Sultan of Zanzibar agreed that simultaneous with independence for the Colony of Kenya, the Sultan would cease to have sovereignty over the Protectorate of Kenya so that all of Kenya would be one sovereign, independent state. In this way, Kenya became an independent country under the Kenya Independence Act 1963 of the United Kingdom. Exactly 12 months later on 12 December 1964, Kenya became a republic under the name \"Republic of Kenya\".", "targets": "Who formed the government in Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c5aeff5f17a41f0be46bf1b88c53ccf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first direct elections for native Kenyans to the Legislative Council took place in 1957. Despite British hopes of handing power to \"moderate\" local rivals, it was the Kenya African National Union (KANU) of Jomo Kenyatta that formed a government. The Colony of Kenya and the Protectorate of Kenya each came to an end on 12 December 1963 with independence being conferred on all of Kenya. The United Kingdom ceded sovereignty over the Colony of Kenya and, under an agreement dated 8 October 1963, the Sultan of Zanzibar agreed that simultaneous with independence for the Colony of Kenya, the Sultan would cease to have sovereignty over the Protectorate of Kenya so that all of Kenya would be one sovereign, independent state. In this way, Kenya became an independent country under the Kenya Independence Act 1963 of the United Kingdom. Exactly 12 months later on 12 December 1964, Kenya became a republic under the name \"Republic of Kenya\".", "targets": "When did the different colonies come together and form Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c5aeff5f17a41f0be46bf1b88c53ccf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first direct elections for native Kenyans to the Legislative Council took place in 1957. Despite British hopes of handing power to \"moderate\" local rivals, it was the Kenya African National Union (KANU) of Jomo Kenyatta that formed a government. The Colony of Kenya and the Protectorate of Kenya each came to an end on 12 December 1963 with independence being conferred on all of Kenya. The United Kingdom ceded sovereignty over the Colony of Kenya and, under an agreement dated 8 October 1963, the Sultan of Zanzibar agreed that simultaneous with independence for the Colony of Kenya, the Sultan would cease to have sovereignty over the Protectorate of Kenya so that all of Kenya would be one sovereign, independent state. In this way, Kenya became an independent country under the Kenya Independence Act 1963 of the United Kingdom. Exactly 12 months later on 12 December 1964, Kenya became a republic under the name \"Republic of Kenya\".", "targets": "When did Kenya become an independent country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c5aeff5f17a41f0be46bf1b88c53ccf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first direct elections for native Kenyans to the Legislative Council took place in 1957. Despite British hopes of handing power to \"moderate\" local rivals, it was the Kenya African National Union (KANU) of Jomo Kenyatta that formed a government. The Colony of Kenya and the Protectorate of Kenya each came to an end on 12 December 1963 with independence being conferred on all of Kenya. The United Kingdom ceded sovereignty over the Colony of Kenya and, under an agreement dated 8 October 1963, the Sultan of Zanzibar agreed that simultaneous with independence for the Colony of Kenya, the Sultan would cease to have sovereignty over the Protectorate of Kenya so that all of Kenya would be one sovereign, independent state. In this way, Kenya became an independent country under the Kenya Independence Act 1963 of the United Kingdom. Exactly 12 months later on 12 December 1964, Kenya became a republic under the name \"Republic of Kenya\".", "targets": "What did Kenya name itself on December 12, 1964? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "What is one kind of therapy that may be used when a patience has an infection, but it has not been identified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "Where do doctors perform microorganism identification testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "What kinds of antibiotics are most commonly used for empirical therapy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "At what stage does a doctor begin empirical therapy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "How long does the identification process take?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "What happens when a doctor doesn't know the microorganism yet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "What happens in empirical therapy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6184c198924f3192219c68110c1a59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In empirical therapy, a patient has proven or suspected infection, but the responsible microorganism is not yet unidentified. While the microorgainsim is being identified the doctor will usually administer the best choice of antibiotic that will be most active against the likely cause of infection usually a broad spectrum antibiotic. Empirical therapy is usually initiated before the doctor knows the exact identification of microorgansim causing the infection as the identification process make take several days in the laboratory.", "targets": "When is empirical started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69de21455cb7484eb0746f41c5cb936e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 119,500 males within the city and 117,400 females. The 20\u201324 age range is the most populous, with an estimated 32,300 people falling in this age range. Next largest is the 25\u201329 range with 24,700 people and then 30\u201334 years with 17,800. By population, Southampton is the largest monocentric city in the South East England region and the second largest on the South Coast after Plymouth.", "targets": "Are there more males or females in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69de21455cb7484eb0746f41c5cb936e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 119,500 males within the city and 117,400 females. The 20\u201324 age range is the most populous, with an estimated 32,300 people falling in this age range. Next largest is the 25\u201329 range with 24,700 people and then 30\u201334 years with 17,800. By population, Southampton is the largest monocentric city in the South East England region and the second largest on the South Coast after Plymouth.", "targets": "What age range contains the most people from Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69de21455cb7484eb0746f41c5cb936e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 119,500 males within the city and 117,400 females. The 20\u201324 age range is the most populous, with an estimated 32,300 people falling in this age range. Next largest is the 25\u201329 range with 24,700 people and then 30\u201334 years with 17,800. By population, Southampton is the largest monocentric city in the South East England region and the second largest on the South Coast after Plymouth.", "targets": "How many people between the ages of 30 and 34 live in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69de21455cb7484eb0746f41c5cb936e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 119,500 males within the city and 117,400 females. The 20\u201324 age range is the most populous, with an estimated 32,300 people falling in this age range. Next largest is the 25\u201329 range with 24,700 people and then 30\u201334 years with 17,800. By population, Southampton is the largest monocentric city in the South East England region and the second largest on the South Coast after Plymouth.", "targets": "How many women live in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69de21455cb7484eb0746f41c5cb936e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 119,500 males within the city and 117,400 females. The 20\u201324 age range is the most populous, with an estimated 32,300 people falling in this age range. Next largest is the 25\u201329 range with 24,700 people and then 30\u201334 years with 17,800. By population, Southampton is the largest monocentric city in the South East England region and the second largest on the South Coast after Plymouth.", "targets": "What's the only monocentric city on the South Coast larger than Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccd03d13e920419fa99c2428b9b091f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspond to heartwood and sapwood. In a large log the sapwood, because of the time in the life of the tree when it was grown, may be inferior in hardness, strength, and toughness to equally sound heartwood from the same log. In a smaller tree, the reverse may be true.", "targets": "When a big tree is cut up, will the pieces of wood differ or all be the same?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccd03d13e920419fa99c2428b9b091f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspond to heartwood and sapwood. In a large log the sapwood, because of the time in the life of the tree when it was grown, may be inferior in hardness, strength, and toughness to equally sound heartwood from the same log. In a smaller tree, the reverse may be true.", "targets": "In a large log, will the heartwood or sapwood usually be stronger and tougher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccd03d13e920419fa99c2428b9b091f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspond to heartwood and sapwood. In a large log the sapwood, because of the time in the life of the tree when it was grown, may be inferior in hardness, strength, and toughness to equally sound heartwood from the same log. In a smaller tree, the reverse may be true.", "targets": "If you need really hard, strong wood from a small tree, would it likely be better to use the heartwood or sapwood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccd03d13e920419fa99c2428b9b091f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspond to heartwood and sapwood. In a large log the sapwood, because of the time in the life of the tree when it was grown, may be inferior in hardness, strength, and toughness to equally sound heartwood from the same log. In a smaller tree, the reverse may be true.", "targets": "Besides big trees, what trees are more likely to have a range of different kinds of wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58e56aac13ec4dcea6dd4efef9499fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser played a significant part in the strengthening of African solidarity in the late 1950s and early 1960s, although his continental leadership role had increasingly passed to Algeria since 1962. During this period, Nasser made Egypt a refuge for anti-colonial leaders from several African countries and allowed the broadcast of anti-colonial propaganda from Cairo. Beginning in 1958, Nasser had a key role in the discussions among African leaders that led to the establishment of the Organisation of African Unity (OAU) in 1963.", "targets": "What continent did Nasser help to attain political stability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58e56aac13ec4dcea6dd4efef9499fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser played a significant part in the strengthening of African solidarity in the late 1950s and early 1960s, although his continental leadership role had increasingly passed to Algeria since 1962. During this period, Nasser made Egypt a refuge for anti-colonial leaders from several African countries and allowed the broadcast of anti-colonial propaganda from Cairo. Beginning in 1958, Nasser had a key role in the discussions among African leaders that led to the establishment of the Organisation of African Unity (OAU) in 1963.", "targets": "Who did Nasser give asylum to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58e56aac13ec4dcea6dd4efef9499fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser played a significant part in the strengthening of African solidarity in the late 1950s and early 1960s, although his continental leadership role had increasingly passed to Algeria since 1962. During this period, Nasser made Egypt a refuge for anti-colonial leaders from several African countries and allowed the broadcast of anti-colonial propaganda from Cairo. Beginning in 1958, Nasser had a key role in the discussions among African leaders that led to the establishment of the Organisation of African Unity (OAU) in 1963.", "targets": "What type of programming was broadcast from Cairo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58e56aac13ec4dcea6dd4efef9499fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser played a significant part in the strengthening of African solidarity in the late 1950s and early 1960s, although his continental leadership role had increasingly passed to Algeria since 1962. During this period, Nasser made Egypt a refuge for anti-colonial leaders from several African countries and allowed the broadcast of anti-colonial propaganda from Cairo. Beginning in 1958, Nasser had a key role in the discussions among African leaders that led to the establishment of the Organisation of African Unity (OAU) in 1963.", "targets": "What African group did Nasser help to form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58e56aac13ec4dcea6dd4efef9499fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser played a significant part in the strengthening of African solidarity in the late 1950s and early 1960s, although his continental leadership role had increasingly passed to Algeria since 1962. During this period, Nasser made Egypt a refuge for anti-colonial leaders from several African countries and allowed the broadcast of anti-colonial propaganda from Cairo. Beginning in 1958, Nasser had a key role in the discussions among African leaders that led to the establishment of the Organisation of African Unity (OAU) in 1963.", "targets": "What year was the OAU formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d679482d741a4babb881ca448a987eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 is an experimental satellite launched for signal testing and validation and for the frequency filing on 14 April 2007. The role of Compass-M1 for Compass is similar to the role of the GIOVE satellites for the Galileo system. The orbit of Compass-M1 is nearly circular, has an altitude of 21,150 km and an inclination of 55.5 degrees.", "targets": "When was the Compass-M1 satellite launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d679482d741a4babb881ca448a987eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 is an experimental satellite launched for signal testing and validation and for the frequency filing on 14 April 2007. The role of Compass-M1 for Compass is similar to the role of the GIOVE satellites for the Galileo system. The orbit of Compass-M1 is nearly circular, has an altitude of 21,150 km and an inclination of 55.5 degrees.", "targets": "What is the purpose of the Compass-M1 satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d679482d741a4babb881ca448a987eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 is an experimental satellite launched for signal testing and validation and for the frequency filing on 14 April 2007. The role of Compass-M1 for Compass is similar to the role of the GIOVE satellites for the Galileo system. The orbit of Compass-M1 is nearly circular, has an altitude of 21,150 km and an inclination of 55.5 degrees.", "targets": "The purpose of the Compass-M1 satellite is similar to the purpose of what other satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d679482d741a4babb881ca448a987eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 is an experimental satellite launched for signal testing and validation and for the frequency filing on 14 April 2007. The role of Compass-M1 for Compass is similar to the role of the GIOVE satellites for the Galileo system. The orbit of Compass-M1 is nearly circular, has an altitude of 21,150 km and an inclination of 55.5 degrees.", "targets": "What is the altitude of the Compass-M1 satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d679482d741a4babb881ca448a987eea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compass-M1 is an experimental satellite launched for signal testing and validation and for the frequency filing on 14 April 2007. The role of Compass-M1 for Compass is similar to the role of the GIOVE satellites for the Galileo system. The orbit of Compass-M1 is nearly circular, has an altitude of 21,150 km and an inclination of 55.5 degrees.", "targets": "What is the inclination of the Compass-M1 satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c832d8606f43098b21f93a77f93a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents have attacked Hayek as a leading promoter of \"neoliberalism\". A British scholar, Samuel Brittan, concluded in 2010, \"Hayek's book [The Constitution of Liberty] is still probably the most comprehensive statement of the underlying ideas of the moderate free market philosophy espoused by neoliberals.\" Brittan adds that although Raymond Plant (2009) comes out in the end against Hayek's doctrines, Plant gives The Constitution of Liberty a \"more thorough and fair-minded analysis than it has received even from its professed adherents\".", "targets": "What term do those who disagree with Hayek use to describe his ideals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c832d8606f43098b21f93a77f93a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents have attacked Hayek as a leading promoter of \"neoliberalism\". A British scholar, Samuel Brittan, concluded in 2010, \"Hayek's book [The Constitution of Liberty] is still probably the most comprehensive statement of the underlying ideas of the moderate free market philosophy espoused by neoliberals.\" Brittan adds that although Raymond Plant (2009) comes out in the end against Hayek's doctrines, Plant gives The Constitution of Liberty a \"more thorough and fair-minded analysis than it has received even from its professed adherents\".", "targets": "Who was it that claimed Hayek's The Constitution of Liberty to be an thorough example of neoliberal philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c832d8606f43098b21f93a77f93a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents have attacked Hayek as a leading promoter of \"neoliberalism\". A British scholar, Samuel Brittan, concluded in 2010, \"Hayek's book [The Constitution of Liberty] is still probably the most comprehensive statement of the underlying ideas of the moderate free market philosophy espoused by neoliberals.\" Brittan adds that although Raymond Plant (2009) comes out in the end against Hayek's doctrines, Plant gives The Constitution of Liberty a \"more thorough and fair-minded analysis than it has received even from its professed adherents\".", "targets": "Whose ideals does Brittan believe to win out over Hayek's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99c3d95fa8f4007b73c0736010fbc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jat-reflex rules are not without exception. For example, when short jat is preceded by r, in most Ijekavian dialects developed into /re/ or, occasionally, /ri/. The prefix pr\u011b- (\"trans-, over-\") when long became pre- in eastern Ijekavian dialects but to prije- in western dialects; in Ikavian pronunciation, it also evolved into pre- or prije- due to potential ambiguity with pri- (\"approach, come close to\"). For verbs that had -\u011bti in their infinitive, the past participle ending -\u011bl evolved into -io in Ijekavian Neo\u0161tokavian.", "targets": "To what did the ending -ei evolve into in Ijekavian Neostokavian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99c3d95fa8f4007b73c0736010fbc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jat-reflex rules are not without exception. For example, when short jat is preceded by r, in most Ijekavian dialects developed into /re/ or, occasionally, /ri/. The prefix pr\u011b- (\"trans-, over-\") when long became pre- in eastern Ijekavian dialects but to prije- in western dialects; in Ikavian pronunciation, it also evolved into pre- or prije- due to potential ambiguity with pri- (\"approach, come close to\"). For verbs that had -\u011bti in their infinitive, the past participle ending -\u011bl evolved into -io in Ijekavian Neo\u0161tokavian.", "targets": "What is the western equivalent of the prefix \"pre\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99c3d95fa8f4007b73c0736010fbc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jat-reflex rules are not without exception. For example, when short jat is preceded by r, in most Ijekavian dialects developed into /re/ or, occasionally, /ri/. The prefix pr\u011b- (\"trans-, over-\") when long became pre- in eastern Ijekavian dialects but to prije- in western dialects; in Ikavian pronunciation, it also evolved into pre- or prije- due to potential ambiguity with pri- (\"approach, come close to\"). For verbs that had -\u011bti in their infinitive, the past participle ending -\u011bl evolved into -io in Ijekavian Neo\u0161tokavian.", "targets": "Why did pre or prije develop rather than the symboled \"pre\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99c3d95fa8f4007b73c0736010fbc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The jat-reflex rules are not without exception. For example, when short jat is preceded by r, in most Ijekavian dialects developed into /re/ or, occasionally, /ri/. The prefix pr\u011b- (\"trans-, over-\") when long became pre- in eastern Ijekavian dialects but to prije- in western dialects; in Ikavian pronunciation, it also evolved into pre- or prije- due to potential ambiguity with pri- (\"approach, come close to\"). For verbs that had -\u011bti in their infinitive, the past participle ending -\u011bl evolved into -io in Ijekavian Neo\u0161tokavian.", "targets": "What is the meaning of \"pri\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6193e3424bb4e8dab79e7bb2871a792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John met the rebel leaders at Runnymede, near Windsor Castle, on 15 June 1215. Langton's efforts at mediation created a charter capturing the proposed peace agreement; it was later renamed Magna Carta, or \"Great Charter\". The charter went beyond simply addressing specific baronial complaints, and formed a wider proposal for political reform, albeit one focusing on the rights of free men, not serfs and unfree labour. It promised the protection of church rights, protection from illegal imprisonment, access to swift justice, new taxation only with baronial consent and limitations on scutage and other feudal payments. A council of twenty-five barons would be created to monitor and ensure John's future adherence to the charter, whilst the rebel army would stand down and London would be surrendered to the king.", "targets": "When did John meet the rebel leaders at Runnymede?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6193e3424bb4e8dab79e7bb2871a792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John met the rebel leaders at Runnymede, near Windsor Castle, on 15 June 1215. Langton's efforts at mediation created a charter capturing the proposed peace agreement; it was later renamed Magna Carta, or \"Great Charter\". The charter went beyond simply addressing specific baronial complaints, and formed a wider proposal for political reform, albeit one focusing on the rights of free men, not serfs and unfree labour. It promised the protection of church rights, protection from illegal imprisonment, access to swift justice, new taxation only with baronial consent and limitations on scutage and other feudal payments. A council of twenty-five barons would be created to monitor and ensure John's future adherence to the charter, whilst the rebel army would stand down and London would be surrendered to the king.", "targets": "A council of how many barons was created to monitor John's future adherence to the charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6193e3424bb4e8dab79e7bb2871a792", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John met the rebel leaders at Runnymede, near Windsor Castle, on 15 June 1215. Langton's efforts at mediation created a charter capturing the proposed peace agreement; it was later renamed Magna Carta, or \"Great Charter\". The charter went beyond simply addressing specific baronial complaints, and formed a wider proposal for political reform, albeit one focusing on the rights of free men, not serfs and unfree labour. It promised the protection of church rights, protection from illegal imprisonment, access to swift justice, new taxation only with baronial consent and limitations on scutage and other feudal payments. A council of twenty-five barons would be created to monitor and ensure John's future adherence to the charter, whilst the rebel army would stand down and London would be surrendered to the king.", "targets": "The peace agreement was renamed what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c5fa00b1144c55925b038f4aa819f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, Korolev was given the go-ahead to develop the R-7 Semyorka rocket, which represented a major advance from the German design. Although some of its components (notably boosters) still resembled the German G-4, the new rocket incorporated staged design, a completely new control system, and a new fuel. It was successfully tested on August 21, 1957 and became the world's first fully operational ICBM the following month. It would later be used to launch the first satellite into space, and derivatives would launch all piloted Soviet spacecraft.", "targets": "Who began developing the  R-7 Semyorka rocket?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c5fa00b1144c55925b038f4aa819f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, Korolev was given the go-ahead to develop the R-7 Semyorka rocket, which represented a major advance from the German design. Although some of its components (notably boosters) still resembled the German G-4, the new rocket incorporated staged design, a completely new control system, and a new fuel. It was successfully tested on August 21, 1957 and became the world's first fully operational ICBM the following month. It would later be used to launch the first satellite into space, and derivatives would launch all piloted Soviet spacecraft.", "targets": " R-7 Semyorka rocket resembled closely to what other missile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c5fa00b1144c55925b038f4aa819f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, Korolev was given the go-ahead to develop the R-7 Semyorka rocket, which represented a major advance from the German design. Although some of its components (notably boosters) still resembled the German G-4, the new rocket incorporated staged design, a completely new control system, and a new fuel. It was successfully tested on August 21, 1957 and became the world's first fully operational ICBM the following month. It would later be used to launch the first satellite into space, and derivatives would launch all piloted Soviet spacecraft.", "targets": "When was the R-7 Semyorka rocket tested successfully?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c5fa00b1144c55925b038f4aa819f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, Korolev was given the go-ahead to develop the R-7 Semyorka rocket, which represented a major advance from the German design. Although some of its components (notably boosters) still resembled the German G-4, the new rocket incorporated staged design, a completely new control system, and a new fuel. It was successfully tested on August 21, 1957 and became the world's first fully operational ICBM the following month. It would later be used to launch the first satellite into space, and derivatives would launch all piloted Soviet spacecraft.", "targets": "The first satellite launched into space used what rocket?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6138705177874be6a9fcb4f765008353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna entered mainstream films in February 1985, beginning with a brief appearance as a club singer in Vision Quest, a romantic drama film. Its soundtrack contained two new singles, her U.S. number-one single, \"Crazy for You\" and \"Gambler\". She also appeared in the comedy Desperately Seeking Susan in March 1985, a film which introduced the song \"Into the Groove\", her first number one single in the United Kingdom. Although Madonna was not the lead actress for the film, her profile was such that the movie widely became considered (and marketed) as a Madonna vehicle. The New York Times film critic Vincent Canby named it one of the ten best films of 1985.", "targets": "When did Madonna enter mainstream films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6138705177874be6a9fcb4f765008353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna entered mainstream films in February 1985, beginning with a brief appearance as a club singer in Vision Quest, a romantic drama film. Its soundtrack contained two new singles, her U.S. number-one single, \"Crazy for You\" and \"Gambler\". She also appeared in the comedy Desperately Seeking Susan in March 1985, a film which introduced the song \"Into the Groove\", her first number one single in the United Kingdom. Although Madonna was not the lead actress for the film, her profile was such that the movie widely became considered (and marketed) as a Madonna vehicle. The New York Times film critic Vincent Canby named it one of the ten best films of 1985.", "targets": "What is the name of the romantic drama film that Madonna starred in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6138705177874be6a9fcb4f765008353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna entered mainstream films in February 1985, beginning with a brief appearance as a club singer in Vision Quest, a romantic drama film. Its soundtrack contained two new singles, her U.S. number-one single, \"Crazy for You\" and \"Gambler\". She also appeared in the comedy Desperately Seeking Susan in March 1985, a film which introduced the song \"Into the Groove\", her first number one single in the United Kingdom. Although Madonna was not the lead actress for the film, her profile was such that the movie widely became considered (and marketed) as a Madonna vehicle. The New York Times film critic Vincent Canby named it one of the ten best films of 1985.", "targets": "When did Madonna appear in the comedy Desperately Seeking Susan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6138705177874be6a9fcb4f765008353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna entered mainstream films in February 1985, beginning with a brief appearance as a club singer in Vision Quest, a romantic drama film. Its soundtrack contained two new singles, her U.S. number-one single, \"Crazy for You\" and \"Gambler\". She also appeared in the comedy Desperately Seeking Susan in March 1985, a film which introduced the song \"Into the Groove\", her first number one single in the United Kingdom. Although Madonna was not the lead actress for the film, her profile was such that the movie widely became considered (and marketed) as a Madonna vehicle. The New York Times film critic Vincent Canby named it one of the ten best films of 1985.", "targets": "What is the name of Madonna's two new singles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6138705177874be6a9fcb4f765008353", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna entered mainstream films in February 1985, beginning with a brief appearance as a club singer in Vision Quest, a romantic drama film. Its soundtrack contained two new singles, her U.S. number-one single, \"Crazy for You\" and \"Gambler\". She also appeared in the comedy Desperately Seeking Susan in March 1985, a film which introduced the song \"Into the Groove\", her first number one single in the United Kingdom. Although Madonna was not the lead actress for the film, her profile was such that the movie widely became considered (and marketed) as a Madonna vehicle. The New York Times film critic Vincent Canby named it one of the ten best films of 1985.", "targets": "What song did the comedy Desperately Seeking Susan promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54b6788c4b444a89b97313244683dc50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are four public institutes of technology in Indonesia that owned by the government of Indonesia. Other than that, there are hundreds other institute that owned by private or other institutions.", "targets": "How many government-owned public institutes of technology does Indonesia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb4cf345ae0549048bd4f72d6db9d1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the twentieth century, the U.S. Army had mobilized the U.S. Volunteers on four separate occasions during each of the major wars of the nineteenth century. During World War I, the \"National Army\" was organized to fight the conflict, replacing the concept of U.S. Volunteers. It was demobilized at the end of World War I, and was replaced by the Regular Army, the Organized Reserve Corps, and the State Militias. In the 1920s and 1930s, the \"career\" soldiers were known as the \"Regular Army\" with the \"Enlisted Reserve Corps\" and \"Officer Reserve Corps\" augmented to fill vacancies when needed.", "targets": "What was organized to replace the concept of U.S. Volunteers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb4cf345ae0549048bd4f72d6db9d1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the twentieth century, the U.S. Army had mobilized the U.S. Volunteers on four separate occasions during each of the major wars of the nineteenth century. During World War I, the \"National Army\" was organized to fight the conflict, replacing the concept of U.S. Volunteers. It was demobilized at the end of World War I, and was replaced by the Regular Army, the Organized Reserve Corps, and the State Militias. In the 1920s and 1930s, the \"career\" soldiers were known as the \"Regular Army\" with the \"Enlisted Reserve Corps\" and \"Officer Reserve Corps\" augmented to fill vacancies when needed.", "targets": "When was the National Army demobilized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb4cf345ae0549048bd4f72d6db9d1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the twentieth century, the U.S. Army had mobilized the U.S. Volunteers on four separate occasions during each of the major wars of the nineteenth century. During World War I, the \"National Army\" was organized to fight the conflict, replacing the concept of U.S. Volunteers. It was demobilized at the end of World War I, and was replaced by the Regular Army, the Organized Reserve Corps, and the State Militias. In the 1920s and 1930s, the \"career\" soldiers were known as the \"Regular Army\" with the \"Enlisted Reserve Corps\" and \"Officer Reserve Corps\" augmented to fill vacancies when needed.", "targets": "Who filled vacancies in the Regular Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people were confirmed dead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people were confirmed dead only in the Sichuan province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people were left homeless because of the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people lived in the affected area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How much money was dedicated to rebuild ravaged areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people died in Sichuan Province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many were injured in Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people are listed as missing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How many people are homeless because of the quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5868bf90f303458094fddd40daae5d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Official figures (as of July 21, 2008 12:00 CST) stated that 69,197 were confirmed dead, including 68,636 in Sichuan province, and 374,176 injured, with 18,222 listed as missing. The earthquake left about 4.8 million people homeless, though the number could be as high as 11 million. Approximately 15 million people lived in the affected area. It was the deadliest earthquake to hit China since the 1976 Tangshan earthquake, which killed at least 240,000 people, and the strongest in the country since the 1950 Chayu earthquake, which registered at 8.5 on the Richter magnitude scale. It is the 21st deadliest earthquake of all time. On November 6, 2008, the central government announced that it would spend 1 trillion RMB (about US $146.5 billion) over the next three years to rebuild areas ravaged by the earthquake, as part of the Chinese economic stimulus program.", "targets": "How high could the homeless number possibly go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf22ccae64e34536bb95343095ed421d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strongest element of style noted by critics and reviewers is Lee's talent for narration, which in an early review in Time was called \"tactile brilliance\". Writing a decade later, another scholar noted, \"Harper Lee has a remarkable gift of story-telling. Her art is visual, and with cinematographic fluidity and subtlety we see a scene melting into another scene without jolts of transition.\" Lee combines the narrator's voice of a child observing her surroundings with a grown woman's reflecting on her childhood, using the ambiguity of this voice combined with the narrative technique of flashback to play intricately with perspectives. This narrative method allows Lee to tell a \"delightfully deceptive\" story that mixes the simplicity of childhood observation with adult situations complicated by hidden motivations and unquestioned tradition. However, at times the blending causes reviewers to question Scout's preternatural vocabulary and depth of understanding. Both Harding LeMay and the novelist and literary critic Granville Hicks expressed doubt that children as sheltered as Scout and Jem could understand the complexities and horrors involved in the trial for Tom Robinson's life.", "targets": "What is Lee's strongest style of writing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf22ccae64e34536bb95343095ed421d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strongest element of style noted by critics and reviewers is Lee's talent for narration, which in an early review in Time was called \"tactile brilliance\". Writing a decade later, another scholar noted, \"Harper Lee has a remarkable gift of story-telling. Her art is visual, and with cinematographic fluidity and subtlety we see a scene melting into another scene without jolts of transition.\" Lee combines the narrator's voice of a child observing her surroundings with a grown woman's reflecting on her childhood, using the ambiguity of this voice combined with the narrative technique of flashback to play intricately with perspectives. This narrative method allows Lee to tell a \"delightfully deceptive\" story that mixes the simplicity of childhood observation with adult situations complicated by hidden motivations and unquestioned tradition. However, at times the blending causes reviewers to question Scout's preternatural vocabulary and depth of understanding. Both Harding LeMay and the novelist and literary critic Granville Hicks expressed doubt that children as sheltered as Scout and Jem could understand the complexities and horrors involved in the trial for Tom Robinson's life.", "targets": "What narrative technique does Lee use to combine the adult's perspective with the child's observations??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c2338c7b713418fa412cbdb05c76f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These limitations have caused problems. For example, before 2005, DST in Israel varied each year and was skipped some years. Windows 95 used rules correct for 1995 only, causing problems in later years. In Windows 98, Microsoft marked Israel as not having DST, forcing Israeli users to shift their computer clocks manually twice a year. The 2005 Israeli Daylight Saving Law established predictable rules using the Jewish calendar but Windows zone files could not represent the rules' dates in a year-independent way. Partial workarounds, which mishandled older time stamps, included manually switching zone files every year and a Microsoft tool that switches zones automatically. In 2013, Israel standardized its daylight saving time according to the Gregorian calendar.", "targets": "What single year did Windows 95 use to apply rules to Israel's time changes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c2338c7b713418fa412cbdb05c76f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These limitations have caused problems. For example, before 2005, DST in Israel varied each year and was skipped some years. Windows 95 used rules correct for 1995 only, causing problems in later years. In Windows 98, Microsoft marked Israel as not having DST, forcing Israeli users to shift their computer clocks manually twice a year. The 2005 Israeli Daylight Saving Law established predictable rules using the Jewish calendar but Windows zone files could not represent the rules' dates in a year-independent way. Partial workarounds, which mishandled older time stamps, included manually switching zone files every year and a Microsoft tool that switches zones automatically. In 2013, Israel standardized its daylight saving time according to the Gregorian calendar.", "targets": "Because the schedule in Israel was always changing, what did Microsoft do with the release of Windows 98?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c2338c7b713418fa412cbdb05c76f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These limitations have caused problems. For example, before 2005, DST in Israel varied each year and was skipped some years. Windows 95 used rules correct for 1995 only, causing problems in later years. In Windows 98, Microsoft marked Israel as not having DST, forcing Israeli users to shift their computer clocks manually twice a year. The 2005 Israeli Daylight Saving Law established predictable rules using the Jewish calendar but Windows zone files could not represent the rules' dates in a year-independent way. Partial workarounds, which mishandled older time stamps, included manually switching zone files every year and a Microsoft tool that switches zones automatically. In 2013, Israel standardized its daylight saving time according to the Gregorian calendar.", "targets": "How often would Israeli users running Windows 98 need to manually adjust the time on their machines to stay current?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c2338c7b713418fa412cbdb05c76f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These limitations have caused problems. For example, before 2005, DST in Israel varied each year and was skipped some years. Windows 95 used rules correct for 1995 only, causing problems in later years. In Windows 98, Microsoft marked Israel as not having DST, forcing Israeli users to shift their computer clocks manually twice a year. The 2005 Israeli Daylight Saving Law established predictable rules using the Jewish calendar but Windows zone files could not represent the rules' dates in a year-independent way. Partial workarounds, which mishandled older time stamps, included manually switching zone files every year and a Microsoft tool that switches zones automatically. In 2013, Israel standardized its daylight saving time according to the Gregorian calendar.", "targets": "What law regulated the rules for time shifts in Israel according to the Jewish calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c2338c7b713418fa412cbdb05c76f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These limitations have caused problems. For example, before 2005, DST in Israel varied each year and was skipped some years. Windows 95 used rules correct for 1995 only, causing problems in later years. In Windows 98, Microsoft marked Israel as not having DST, forcing Israeli users to shift their computer clocks manually twice a year. The 2005 Israeli Daylight Saving Law established predictable rules using the Jewish calendar but Windows zone files could not represent the rules' dates in a year-independent way. Partial workarounds, which mishandled older time stamps, included manually switching zone files every year and a Microsoft tool that switches zones automatically. In 2013, Israel standardized its daylight saving time according to the Gregorian calendar.", "targets": "Although the schedule in Israel became predictable after 2005, there were still problems in Windows until Israel adjusted DST to what calendar in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4db35b2dac84332b0f525ad739ecf27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another effective way to decrease the transmission rate of infectious diseases is to recognize the effects of small-world networks. In epidemics, there are often extensive interactions within hubs or groups of infected individuals and other interactions within discrete hubs of susceptible individuals. Despite the low interaction between discrete hubs, the disease can jump to and spread in a susceptible hub via a single or few interactions with an infected hub. Thus, infection rates in small-world networks can be reduced somewhat if interactions between individuals within infected hubs are eliminated (Figure 1). However, infection rates can be drastically reduced if the main focus is on the prevention of transmission jumps between hubs. The use of needle exchange programs in areas with a high density of drug users with HIV is an example of the successful implementation of this treatment method.  Another example is the use of ring culling or vaccination of potentially susceptible livestock in adjacent farms to prevent the spread of the foot-and-mouth virus in 2001.", "targets": "Recognizing the effects of small-world networks allows one to decrease what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4db35b2dac84332b0f525ad739ecf27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another effective way to decrease the transmission rate of infectious diseases is to recognize the effects of small-world networks. In epidemics, there are often extensive interactions within hubs or groups of infected individuals and other interactions within discrete hubs of susceptible individuals. Despite the low interaction between discrete hubs, the disease can jump to and spread in a susceptible hub via a single or few interactions with an infected hub. Thus, infection rates in small-world networks can be reduced somewhat if interactions between individuals within infected hubs are eliminated (Figure 1). However, infection rates can be drastically reduced if the main focus is on the prevention of transmission jumps between hubs. The use of needle exchange programs in areas with a high density of drug users with HIV is an example of the successful implementation of this treatment method.  Another example is the use of ring culling or vaccination of potentially susceptible livestock in adjacent farms to prevent the spread of the foot-and-mouth virus in 2001.", "targets": "What type of interactions happen within groups of infected individuals in epidemics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4db35b2dac84332b0f525ad739ecf27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another effective way to decrease the transmission rate of infectious diseases is to recognize the effects of small-world networks. In epidemics, there are often extensive interactions within hubs or groups of infected individuals and other interactions within discrete hubs of susceptible individuals. Despite the low interaction between discrete hubs, the disease can jump to and spread in a susceptible hub via a single or few interactions with an infected hub. Thus, infection rates in small-world networks can be reduced somewhat if interactions between individuals within infected hubs are eliminated (Figure 1). However, infection rates can be drastically reduced if the main focus is on the prevention of transmission jumps between hubs. The use of needle exchange programs in areas with a high density of drug users with HIV is an example of the successful implementation of this treatment method.  Another example is the use of ring culling or vaccination of potentially susceptible livestock in adjacent farms to prevent the spread of the foot-and-mouth virus in 2001.", "targets": "What is a way of drastically reducing infection rates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4db35b2dac84332b0f525ad739ecf27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another effective way to decrease the transmission rate of infectious diseases is to recognize the effects of small-world networks. In epidemics, there are often extensive interactions within hubs or groups of infected individuals and other interactions within discrete hubs of susceptible individuals. Despite the low interaction between discrete hubs, the disease can jump to and spread in a susceptible hub via a single or few interactions with an infected hub. Thus, infection rates in small-world networks can be reduced somewhat if interactions between individuals within infected hubs are eliminated (Figure 1). However, infection rates can be drastically reduced if the main focus is on the prevention of transmission jumps between hubs. The use of needle exchange programs in areas with a high density of drug users with HIV is an example of the successful implementation of this treatment method.  Another example is the use of ring culling or vaccination of potentially susceptible livestock in adjacent farms to prevent the spread of the foot-and-mouth virus in 2001.", "targets": "What is an example of a success implementation of preventing transmission jumps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4db35b2dac84332b0f525ad739ecf27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another effective way to decrease the transmission rate of infectious diseases is to recognize the effects of small-world networks. In epidemics, there are often extensive interactions within hubs or groups of infected individuals and other interactions within discrete hubs of susceptible individuals. Despite the low interaction between discrete hubs, the disease can jump to and spread in a susceptible hub via a single or few interactions with an infected hub. Thus, infection rates in small-world networks can be reduced somewhat if interactions between individuals within infected hubs are eliminated (Figure 1). However, infection rates can be drastically reduced if the main focus is on the prevention of transmission jumps between hubs. The use of needle exchange programs in areas with a high density of drug users with HIV is an example of the successful implementation of this treatment method.  Another example is the use of ring culling or vaccination of potentially susceptible livestock in adjacent farms to prevent the spread of the foot-and-mouth virus in 2001.", "targets": "When was vaccination used to prevent the spread of the foot-and-mouth virus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "What Carolina player was injured in the NFC Championship Game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "What injury did Thomas Davis suffer in the NFC Championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "How many times had Thomas Davis torn his ACL in his career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "How many years has Thomas Davis played in the NFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "What injury did Thomas Davis suffer from repeatedly, for a total of three times, during his career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "What body part did Thomas Davis break during the NFC Championship Game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "How many years has Thomas Davis played in the NFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "What game did Thomas Davis say he would play in, despite breaking a bone earlier on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "How many ACL injuries has Thomas Davis had during his career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "What injury did Thomas Davis suffer during the playoff games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "How many years had Thomas Davis played in the league when he broke his arm during the NFC Championship game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b33ceb56fa64630bdc8b8924a60fa2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carolina suffered a major setback when Thomas Davis, an 11-year veteran who had already overcome three ACL tears in his career, went down with a broken arm in the NFC Championship Game. Despite this, he insisted he would still find a way to play in the Super Bowl. His prediction turned out to be accurate.", "targets": "Who suffered a broken arm in the NFC Championship Game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beed4dc474d84474a4284a6d393afee5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with other public schools, a scheme was devised towards the end of the 19th century to familiarize privileged schoolboys with social conditions in deprived areas. The project of establishing an 'Eton Mission' in the crowded district of Hackney Wick in east London was started at the beginning of 1880, and lasted until 1971 when it was decided that a more local project (at Dorney) would be more realistic. However over the years much money was raised for the Eton Mission, a fine church by G. F. Bodley was erected, many Etonians visited, and stimulated among other things the Eton Manor Boys' Club, a notable rowing club which has survived the Mission itself, and the 59 Club for motorcyclists.", "targets": "Which club at Eaton is for motorcyclists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beed4dc474d84474a4284a6d393afee5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with other public schools, a scheme was devised towards the end of the 19th century to familiarize privileged schoolboys with social conditions in deprived areas. The project of establishing an 'Eton Mission' in the crowded district of Hackney Wick in east London was started at the beginning of 1880, and lasted until 1971 when it was decided that a more local project (at Dorney) would be more realistic. However over the years much money was raised for the Eton Mission, a fine church by G. F. Bodley was erected, many Etonians visited, and stimulated among other things the Eton Manor Boys' Club, a notable rowing club which has survived the Mission itself, and the 59 Club for motorcyclists.", "targets": "What was the purpose for creating an Eton Mission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beed4dc474d84474a4284a6d393afee5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with other public schools, a scheme was devised towards the end of the 19th century to familiarize privileged schoolboys with social conditions in deprived areas. The project of establishing an 'Eton Mission' in the crowded district of Hackney Wick in east London was started at the beginning of 1880, and lasted until 1971 when it was decided that a more local project (at Dorney) would be more realistic. However over the years much money was raised for the Eton Mission, a fine church by G. F. Bodley was erected, many Etonians visited, and stimulated among other things the Eton Manor Boys' Club, a notable rowing club which has survived the Mission itself, and the 59 Club for motorcyclists.", "targets": "What is Eton's rowing club called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beed4dc474d84474a4284a6d393afee5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with other public schools, a scheme was devised towards the end of the 19th century to familiarize privileged schoolboys with social conditions in deprived areas. The project of establishing an 'Eton Mission' in the crowded district of Hackney Wick in east London was started at the beginning of 1880, and lasted until 1971 when it was decided that a more local project (at Dorney) would be more realistic. However over the years much money was raised for the Eton Mission, a fine church by G. F. Bodley was erected, many Etonians visited, and stimulated among other things the Eton Manor Boys' Club, a notable rowing club which has survived the Mission itself, and the 59 Club for motorcyclists.", "targets": "Why did construction of Eton Mission cease in 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beed4dc474d84474a4284a6d393afee5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with other public schools, a scheme was devised towards the end of the 19th century to familiarize privileged schoolboys with social conditions in deprived areas. The project of establishing an 'Eton Mission' in the crowded district of Hackney Wick in east London was started at the beginning of 1880, and lasted until 1971 when it was decided that a more local project (at Dorney) would be more realistic. However over the years much money was raised for the Eton Mission, a fine church by G. F. Bodley was erected, many Etonians visited, and stimulated among other things the Eton Manor Boys' Club, a notable rowing club which has survived the Mission itself, and the 59 Club for motorcyclists.", "targets": "Where was the Eton Mission originally to be located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9a7444e9d9e42db9f1d72b37f7aadae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The empire went into decline thereafter. The Mughals suffered several blows due to invasions from Marathas and Afghans. During the decline of the Mughal Empire, several smaller states rose to fill the power vacuum and themselves were contributing factors to the decline. In 1737, the Maratha general Bajirao of the Maratha Empire invaded and plundered Delhi. Under the general Amir Khan Umrao Al Udat, the Mughal Emperor sent 8,000 troops to drive away the 5,000 Maratha cavalry soldiers. Baji Rao, however, easily routed the novice Mughal general and the rest of the imperial Mughal army fled. In 1737, in the final defeat of Mughal Empire, the commander-in-chief of the Mughal Army, Nizam-ul-mulk, was routed at Bhopal by the Maratha army. This essentially brought an end to the Mughal Empire. In 1739, Nader Shah, emperor of Iran, defeated the Mughal army at the Battle of Karnal. After this victory, Nader captured and sacked Delhi, carrying away many treasures, including the Peacock Throne. The Mughal dynasty was reduced to puppet rulers by 1757. The remnants of the Mughal dynasty were finally defeated during the Indian Rebellion of 1857, also called the 1857 War of Independence, and the remains of the empire were formally taken over by the British while the Government of India Act 1858 let the British Crown assume direct control of India in the form of the new British Raj.", "targets": "What groups invaded and damaged the Mughals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9a7444e9d9e42db9f1d72b37f7aadae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The empire went into decline thereafter. The Mughals suffered several blows due to invasions from Marathas and Afghans. During the decline of the Mughal Empire, several smaller states rose to fill the power vacuum and themselves were contributing factors to the decline. In 1737, the Maratha general Bajirao of the Maratha Empire invaded and plundered Delhi. Under the general Amir Khan Umrao Al Udat, the Mughal Emperor sent 8,000 troops to drive away the 5,000 Maratha cavalry soldiers. Baji Rao, however, easily routed the novice Mughal general and the rest of the imperial Mughal army fled. In 1737, in the final defeat of Mughal Empire, the commander-in-chief of the Mughal Army, Nizam-ul-mulk, was routed at Bhopal by the Maratha army. This essentially brought an end to the Mughal Empire. In 1739, Nader Shah, emperor of Iran, defeated the Mughal army at the Battle of Karnal. After this victory, Nader captured and sacked Delhi, carrying away many treasures, including the Peacock Throne. The Mughal dynasty was reduced to puppet rulers by 1757. The remnants of the Mughal dynasty were finally defeated during the Indian Rebellion of 1857, also called the 1857 War of Independence, and the remains of the empire were formally taken over by the British while the Government of India Act 1858 let the British Crown assume direct control of India in the form of the new British Raj.", "targets": "Who attacked and plundered Delhi in 1737?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9a7444e9d9e42db9f1d72b37f7aadae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The empire went into decline thereafter. The Mughals suffered several blows due to invasions from Marathas and Afghans. During the decline of the Mughal Empire, several smaller states rose to fill the power vacuum and themselves were contributing factors to the decline. In 1737, the Maratha general Bajirao of the Maratha Empire invaded and plundered Delhi. Under the general Amir Khan Umrao Al Udat, the Mughal Emperor sent 8,000 troops to drive away the 5,000 Maratha cavalry soldiers. Baji Rao, however, easily routed the novice Mughal general and the rest of the imperial Mughal army fled. In 1737, in the final defeat of Mughal Empire, the commander-in-chief of the Mughal Army, Nizam-ul-mulk, was routed at Bhopal by the Maratha army. This essentially brought an end to the Mughal Empire. In 1739, Nader Shah, emperor of Iran, defeated the Mughal army at the Battle of Karnal. After this victory, Nader captured and sacked Delhi, carrying away many treasures, including the Peacock Throne. The Mughal dynasty was reduced to puppet rulers by 1757. The remnants of the Mughal dynasty were finally defeated during the Indian Rebellion of 1857, also called the 1857 War of Independence, and the remains of the empire were formally taken over by the British while the Government of India Act 1858 let the British Crown assume direct control of India in the form of the new British Raj.", "targets": "Who was the final Commander-in-chief of the Mughal army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9a7444e9d9e42db9f1d72b37f7aadae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The empire went into decline thereafter. The Mughals suffered several blows due to invasions from Marathas and Afghans. During the decline of the Mughal Empire, several smaller states rose to fill the power vacuum and themselves were contributing factors to the decline. In 1737, the Maratha general Bajirao of the Maratha Empire invaded and plundered Delhi. Under the general Amir Khan Umrao Al Udat, the Mughal Emperor sent 8,000 troops to drive away the 5,000 Maratha cavalry soldiers. Baji Rao, however, easily routed the novice Mughal general and the rest of the imperial Mughal army fled. In 1737, in the final defeat of Mughal Empire, the commander-in-chief of the Mughal Army, Nizam-ul-mulk, was routed at Bhopal by the Maratha army. This essentially brought an end to the Mughal Empire. In 1739, Nader Shah, emperor of Iran, defeated the Mughal army at the Battle of Karnal. After this victory, Nader captured and sacked Delhi, carrying away many treasures, including the Peacock Throne. The Mughal dynasty was reduced to puppet rulers by 1757. The remnants of the Mughal dynasty were finally defeated during the Indian Rebellion of 1857, also called the 1857 War of Independence, and the remains of the empire were formally taken over by the British while the Government of India Act 1858 let the British Crown assume direct control of India in the form of the new British Raj.", "targets": "What was the site of the final battle for the Mughals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9a7444e9d9e42db9f1d72b37f7aadae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The empire went into decline thereafter. The Mughals suffered several blows due to invasions from Marathas and Afghans. During the decline of the Mughal Empire, several smaller states rose to fill the power vacuum and themselves were contributing factors to the decline. In 1737, the Maratha general Bajirao of the Maratha Empire invaded and plundered Delhi. Under the general Amir Khan Umrao Al Udat, the Mughal Emperor sent 8,000 troops to drive away the 5,000 Maratha cavalry soldiers. Baji Rao, however, easily routed the novice Mughal general and the rest of the imperial Mughal army fled. In 1737, in the final defeat of Mughal Empire, the commander-in-chief of the Mughal Army, Nizam-ul-mulk, was routed at Bhopal by the Maratha army. This essentially brought an end to the Mughal Empire. In 1739, Nader Shah, emperor of Iran, defeated the Mughal army at the Battle of Karnal. After this victory, Nader captured and sacked Delhi, carrying away many treasures, including the Peacock Throne. The Mughal dynasty was reduced to puppet rulers by 1757. The remnants of the Mughal dynasty were finally defeated during the Indian Rebellion of 1857, also called the 1857 War of Independence, and the remains of the empire were formally taken over by the British while the Government of India Act 1858 let the British Crown assume direct control of India in the form of the new British Raj.", "targets": "What was the Indian Rebellion of 1857 also called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What do Muslims believe that Trinitism too closely resembles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "Which belief is expected to never try and visualize God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What is the most basic belief of the Muslim religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What religious text helps reinforce to Muslims that Christianity is more like polytheism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What is the meaning behind the Muslim concept of tawhid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What religion believes that all theist worship the same god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What is the trinity in Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What do monotheists believe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf14547533a4e879edf2fe4828dd853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Monotheists hold that there is only one god, and may claim that the one true god is worshiped in different religions under different names. The view that all theists actually worship the same god, whether they know it or not, is especially emphasized in Hinduism and Sikhism. In Christianity, the doctrine of the Trinity describes God as one God in three persons. The Trinity comprises God the Father, God the Son (Jesus), and God the Holy Spirit. Islam's most fundamental concept is tawhid (meaning \"oneness\" or \"uniqueness\"). God is described in the Quran as: \"Say: He is Allah, the One and Only; Allah, the Eternal, Absolute; He begetteth not, nor is He begotten; And there is none like unto Him.\" Muslims repudiate the Christian doctrine of the Trinity and divinity of Jesus, comparing it to polytheism. In Islam, God is beyond all comprehension or equal and does not resemble any of his creations in any way. Thus, Muslims are not iconodules, and are not expected to visualize God.", "targets": "What do Muslims think of Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "What event were Chopin and Sand at on 26 July 1840?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "What anniversary was the July Revolution that Sand and Chopin were present at a dress rehearsal for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "At whose funeral did Chopin play in 1839?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "What instrument did Chopin play at  Adolphe Nourrit's funeral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "What piece did Chopin play at  Adolphe Nourrit's funeral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "Chopin attended the funeral of who in 1839?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "What did Chopin play at the funeral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "What was the dress rehearsal for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860214ab09dd473b960fb5d411de8140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the funeral of the tenor Adolphe Nourrit in Paris in 1839, Chopin made a rare appearance at the organ, playing a transcription of Franz Schubert's lied Die Gestirne. On 26 July 1840 Chopin and Sand were present at the dress rehearsal of Berlioz's Grande symphonie fun\u00e8bre et triomphale, composed to commemorate the tenth anniversary of the July Revolution. Chopin was reportedly unimpressed with the composition.", "targets": "It was in commemoration of the tenth anniversary of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9188016bbfbf4beba613a8b2cb780f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first record of the name Israel (as ysr\u1ec9\ua723r) occurs in the Merneptah stele, erected for Egyptian Pharaoh Merneptah c. 1209 BCE, \"Israel is laid waste and his seed is not.\" This \"Israel\" was a cultural and probably political entity of the central highlands, well enough established to be perceived by the Egyptians as a possible challenge to their hegemony, but an ethnic group rather than an organised state; Ancestors of the Israelites may have included Semites native to Canaan and the Sea Peoples. McNutt says, \"It is probably safe to assume that sometime during Iron Age a population began to identify itself as 'Israelite'\", differentiating itself from the Canaanites through such markers as the prohibition of intermarriage, an emphasis on family history and genealogy, and religion.", "targets": "When does the first record of the name Israel occurs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9188016bbfbf4beba613a8b2cb780f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first record of the name Israel (as ysr\u1ec9\ua723r) occurs in the Merneptah stele, erected for Egyptian Pharaoh Merneptah c. 1209 BCE, \"Israel is laid waste and his seed is not.\" This \"Israel\" was a cultural and probably political entity of the central highlands, well enough established to be perceived by the Egyptians as a possible challenge to their hegemony, but an ethnic group rather than an organised state; Ancestors of the Israelites may have included Semites native to Canaan and the Sea Peoples. McNutt says, \"It is probably safe to assume that sometime during Iron Age a population began to identify itself as 'Israelite'\", differentiating itself from the Canaanites through such markers as the prohibition of intermarriage, an emphasis on family history and genealogy, and religion.", "targets": "Who did the ancestors of Israelites include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9188016bbfbf4beba613a8b2cb780f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first record of the name Israel (as ysr\u1ec9\ua723r) occurs in the Merneptah stele, erected for Egyptian Pharaoh Merneptah c. 1209 BCE, \"Israel is laid waste and his seed is not.\" This \"Israel\" was a cultural and probably political entity of the central highlands, well enough established to be perceived by the Egyptians as a possible challenge to their hegemony, but an ethnic group rather than an organised state; Ancestors of the Israelites may have included Semites native to Canaan and the Sea Peoples. McNutt says, \"It is probably safe to assume that sometime during Iron Age a population began to identify itself as 'Israelite'\", differentiating itself from the Canaanites through such markers as the prohibition of intermarriage, an emphasis on family history and genealogy, and religion.", "targets": "What did Canaanites prohibit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f84ca198c374a61b2b8303a9056ba7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legal process to change the definition of the kilogram is already underway, but it had been decided that no final decision would be made before the next meeting of the General Conference on Weights and Measures in 2011. (For more detailed information, see kilogram definitions.) The Planck constant is a leading contender to form the basis of the new definition, although not the only one. Possible new definitions include \"the mass of a body at rest whose equivalent energy equals the energy of photons whose frequencies sum to 7050135639273999999\u2660135639274\u00d71042 Hz\", or simply \"the kilogram is defined so that the Planck constant equals 6966662606895999999\u26606.62606896\u00d710\u221234 J\u22c5s\".", "targets": "Where would the decision to change the definition of the kilogram have occured at the earliest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f84ca198c374a61b2b8303a9056ba7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legal process to change the definition of the kilogram is already underway, but it had been decided that no final decision would be made before the next meeting of the General Conference on Weights and Measures in 2011. (For more detailed information, see kilogram definitions.) The Planck constant is a leading contender to form the basis of the new definition, although not the only one. Possible new definitions include \"the mass of a body at rest whose equivalent energy equals the energy of photons whose frequencies sum to 7050135639273999999\u2660135639274\u00d71042 Hz\", or simply \"the kilogram is defined so that the Planck constant equals 6966662606895999999\u26606.62606896\u00d710\u221234 J\u22c5s\".", "targets": "Was the Planck constant the only option for redefining the kilogram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f84ca198c374a61b2b8303a9056ba7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legal process to change the definition of the kilogram is already underway, but it had been decided that no final decision would be made before the next meeting of the General Conference on Weights and Measures in 2011. (For more detailed information, see kilogram definitions.) The Planck constant is a leading contender to form the basis of the new definition, although not the only one. Possible new definitions include \"the mass of a body at rest whose equivalent energy equals the energy of photons whose frequencies sum to 7050135639273999999\u2660135639274\u00d71042 Hz\", or simply \"the kilogram is defined so that the Planck constant equals 6966662606895999999\u26606.62606896\u00d710\u221234 J\u22c5s\".", "targets": "The mass of a resting body with what energy would be equal to a kilogram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f84ca198c374a61b2b8303a9056ba7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legal process to change the definition of the kilogram is already underway, but it had been decided that no final decision would be made before the next meeting of the General Conference on Weights and Measures in 2011. (For more detailed information, see kilogram definitions.) The Planck constant is a leading contender to form the basis of the new definition, although not the only one. Possible new definitions include \"the mass of a body at rest whose equivalent energy equals the energy of photons whose frequencies sum to 7050135639273999999\u2660135639274\u00d71042 Hz\", or simply \"the kilogram is defined so that the Planck constant equals 6966662606895999999\u26606.62606896\u00d710\u221234 J\u22c5s\".", "targets": "A kilogram could be definined as having a Planck constant of what value?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-261627c2a2a94b88bb352039c16101ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Avialans diversified into a wide variety of forms during the Cretaceous Period. Many groups retained primitive characteristics, such as clawed wings and teeth, though the latter were lost independently in a number of avialan groups, including modern birds (Aves). While the earliest forms, such as Archaeopteryx and Jeholornis, retained the long bony tails of their ancestors, the tails of more advanced avialans were shortened with the advent of the pygostyle bone in the group Pygostylia. In the late Cretaceous, around 95 million years ago, the ancestor of all modern birds also evolved a better sense of smell.", "targets": "During which time period did avialans diversify into a wide variety of forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-261627c2a2a94b88bb352039c16101ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Avialans diversified into a wide variety of forms during the Cretaceous Period. Many groups retained primitive characteristics, such as clawed wings and teeth, though the latter were lost independently in a number of avialan groups, including modern birds (Aves). While the earliest forms, such as Archaeopteryx and Jeholornis, retained the long bony tails of their ancestors, the tails of more advanced avialans were shortened with the advent of the pygostyle bone in the group Pygostylia. In the late Cretaceous, around 95 million years ago, the ancestor of all modern birds also evolved a better sense of smell.", "targets": "Which forms retained the long bony tails of their ancestors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-261627c2a2a94b88bb352039c16101ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Avialans diversified into a wide variety of forms during the Cretaceous Period. Many groups retained primitive characteristics, such as clawed wings and teeth, though the latter were lost independently in a number of avialan groups, including modern birds (Aves). While the earliest forms, such as Archaeopteryx and Jeholornis, retained the long bony tails of their ancestors, the tails of more advanced avialans were shortened with the advent of the pygostyle bone in the group Pygostylia. In the late Cretaceous, around 95 million years ago, the ancestor of all modern birds also evolved a better sense of smell.", "targets": "When did the ancestor of all modern birds evolve a better sense of smell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-261627c2a2a94b88bb352039c16101ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Avialans diversified into a wide variety of forms during the Cretaceous Period. Many groups retained primitive characteristics, such as clawed wings and teeth, though the latter were lost independently in a number of avialan groups, including modern birds (Aves). While the earliest forms, such as Archaeopteryx and Jeholornis, retained the long bony tails of their ancestors, the tails of more advanced avialans were shortened with the advent of the pygostyle bone in the group Pygostylia. In the late Cretaceous, around 95 million years ago, the ancestor of all modern birds also evolved a better sense of smell.", "targets": "How long ago was the late Cretaceous period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-337fc0a263964a38950a04afb84aeda3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The description or representation of individual and group identity is a central task for psychologists, sociologists and anthropologists and those of other disciplines where \"identity\" needs to be mapped and defined. How should one describe the identity of another, in ways which encompass both their idiosyncratic qualities and their group memberships or identifications, both of which can shift according to circumstance? Following on from the work of Kelly, Erikson, Tajfel and others Weinreich's Identity Structure Analysis (ISA), is \"a structural representation of the individual's existential experience, in which the relationships between self and other agents are organised in relatively stable structures over time \u2026 with the emphasis on the socio-cultural milieu in which self relates to other agents and institutions\" (Weinreich and Saunderson, (eds) 2003, p1). Using constructs drawn from the salient discourses of the individual, the group and cultural norms, the practical operationalisation of ISA provides a methodology that maps how these are used by the individual, applied across time and milieus by the \"situated self\" to appraise self and other agents and institutions (for example, resulting in the individual's evaluation of self and significant others and institutions).[citation needed]", "targets": "The central task for psychologists, sociologists, and anthropologists is to describe what topics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-337fc0a263964a38950a04afb84aeda3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The description or representation of individual and group identity is a central task for psychologists, sociologists and anthropologists and those of other disciplines where \"identity\" needs to be mapped and defined. How should one describe the identity of another, in ways which encompass both their idiosyncratic qualities and their group memberships or identifications, both of which can shift according to circumstance? Following on from the work of Kelly, Erikson, Tajfel and others Weinreich's Identity Structure Analysis (ISA), is \"a structural representation of the individual's existential experience, in which the relationships between self and other agents are organised in relatively stable structures over time \u2026 with the emphasis on the socio-cultural milieu in which self relates to other agents and institutions\" (Weinreich and Saunderson, (eds) 2003, p1). Using constructs drawn from the salient discourses of the individual, the group and cultural norms, the practical operationalisation of ISA provides a methodology that maps how these are used by the individual, applied across time and milieus by the \"situated self\" to appraise self and other agents and institutions (for example, resulting in the individual's evaluation of self and significant others and institutions).[citation needed]", "targets": "Who developed the ISA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-337fc0a263964a38950a04afb84aeda3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The description or representation of individual and group identity is a central task for psychologists, sociologists and anthropologists and those of other disciplines where \"identity\" needs to be mapped and defined. How should one describe the identity of another, in ways which encompass both their idiosyncratic qualities and their group memberships or identifications, both of which can shift according to circumstance? Following on from the work of Kelly, Erikson, Tajfel and others Weinreich's Identity Structure Analysis (ISA), is \"a structural representation of the individual's existential experience, in which the relationships between self and other agents are organised in relatively stable structures over time \u2026 with the emphasis on the socio-cultural milieu in which self relates to other agents and institutions\" (Weinreich and Saunderson, (eds) 2003, p1). Using constructs drawn from the salient discourses of the individual, the group and cultural norms, the practical operationalisation of ISA provides a methodology that maps how these are used by the individual, applied across time and milieus by the \"situated self\" to appraise self and other agents and institutions (for example, resulting in the individual's evaluation of self and significant others and institutions).[citation needed]", "targets": "ISA stands for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbfa809397b48a4ba4ffe907b25d55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The SI unit of pressure is the pascal (symbol Pa), but vacuum is often measured in torrs, named for Torricelli, an early Italian physicist (1608\u20131647). A torr is equal to the displacement of a millimeter of mercury (mmHg) in a manometer with 1 torr equaling 133.3223684 pascals above absolute zero pressure. Vacuum is often also measured on the barometric scale or as a percentage of atmospheric pressure in bars or atmospheres. Low vacuum is often measured in millimeters of mercury (mmHg) or pascals (Pa) below standard atmospheric pressure. \"Below atmospheric\" means that the absolute pressure is equal to the current atmospheric pressure.", "targets": "Absolute pressure  being equal to current atmospheric pressure means what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbfa809397b48a4ba4ffe907b25d55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The SI unit of pressure is the pascal (symbol Pa), but vacuum is often measured in torrs, named for Torricelli, an early Italian physicist (1608\u20131647). A torr is equal to the displacement of a millimeter of mercury (mmHg) in a manometer with 1 torr equaling 133.3223684 pascals above absolute zero pressure. Vacuum is often also measured on the barometric scale or as a percentage of atmospheric pressure in bars or atmospheres. Low vacuum is often measured in millimeters of mercury (mmHg) or pascals (Pa) below standard atmospheric pressure. \"Below atmospheric\" means that the absolute pressure is equal to the current atmospheric pressure.", "targets": "What is a torr equal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbfa809397b48a4ba4ffe907b25d55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The SI unit of pressure is the pascal (symbol Pa), but vacuum is often measured in torrs, named for Torricelli, an early Italian physicist (1608\u20131647). A torr is equal to the displacement of a millimeter of mercury (mmHg) in a manometer with 1 torr equaling 133.3223684 pascals above absolute zero pressure. Vacuum is often also measured on the barometric scale or as a percentage of atmospheric pressure in bars or atmospheres. Low vacuum is often measured in millimeters of mercury (mmHg) or pascals (Pa) below standard atmospheric pressure. \"Below atmospheric\" means that the absolute pressure is equal to the current atmospheric pressure.", "targets": "What is another often used options to measure vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43411ed96e4140ce92d25ac55c32ecea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA works in partnership with governments, along with other United Nations agencies, communities, NGOs, foundations and the private sector, to raise awareness and mobilize the support and resources needed to achieve its mission to promote the rights and health of women and young people.", "targets": "UNFPA's mission is to promote the rights and health of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43411ed96e4140ce92d25ac55c32ecea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA works in partnership with governments, along with other United Nations agencies, communities, NGOs, foundations and the private sector, to raise awareness and mobilize the support and resources needed to achieve its mission to promote the rights and health of women and young people.", "targets": "With whom does UNFPA work in partnership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43411ed96e4140ce92d25ac55c32ecea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA works in partnership with governments, along with other United Nations agencies, communities, NGOs, foundations and the private sector, to raise awareness and mobilize the support and resources needed to achieve its mission to promote the rights and health of women and young people.", "targets": "With what sort of agencies does UNFPA work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43411ed96e4140ce92d25ac55c32ecea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA works in partnership with governments, along with other United Nations agencies, communities, NGOs, foundations and the private sector, to raise awareness and mobilize the support and resources needed to achieve its mission to promote the rights and health of women and young people.", "targets": "In addition to mobilizing support and resources, what does UNFPA do with its partners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43411ed96e4140ce92d25ac55c32ecea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA works in partnership with governments, along with other United Nations agencies, communities, NGOs, foundations and the private sector, to raise awareness and mobilize the support and resources needed to achieve its mission to promote the rights and health of women and young people.", "targets": "Who does UNFPA work with in addition to government and U.N. agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb48a6c389344935857767a0aec88462", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, computer engineers at research institutions throughout the United States began to link their computers together using telecommunications technology. The effort was funded by ARPA (now DARPA), and the computer network that resulted was called the ARPANET. The technologies that made the Arpanet possible spread and evolved.", "targets": "Who funded the linking of computers around the US in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb48a6c389344935857767a0aec88462", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, computer engineers at research institutions throughout the United States began to link their computers together using telecommunications technology. The effort was funded by ARPA (now DARPA), and the computer network that resulted was called the ARPANET. The technologies that made the Arpanet possible spread and evolved.", "targets": "ARPA is now known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82750bf9dca476dbd6accf3a91cf7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Madonna had a role in A League of Their Own as Mae Mordabito, a baseball player on an all-women's team. She recorded the film's theme song, \"This Used to Be My Playground\", which became a Hot 100 number one hit. The same year, she founded her own entertainment company, Maverick, consisting of a record company (Maverick Records), a film production company (Maverick Films), and associated music publishing, television broadcasting, book publishing and merchandising divisions. The deal was a joint venture with Time Warner and paid Madonna an advance of $60 million. It gave her 20% royalties from the music proceedings, one of the highest rates in the industry, equaled at that time only by Michael Jackson's royalty rate established a year earlier with Sony. The first release from the venture was Madonna's book, titled Sex. It consisted of sexually provocative and explicit images, photographed by Steven Meisel. The book received strong negative reaction from the media and the general public, but sold 1.5 million copies at $50 each in a matter of days. At the same time she released her fifth studio album, Erotica, which debuted at number two on the Billboard 200. Its title track peaked at number three on the Billboard Hot 100. Erotica also produced five singles: \"Deeper and Deeper\", \"Bad Girl\", \"Fever\", \"Rain\" and \"Bye Bye Baby\". Madonna had provocative imagery featured in the erotic thriller, Body of Evidence, a film which contained scenes of sadomasochism and bondage. It was poorly received by critics. She also starred in the film Dangerous Game, which was released straight to video in North America. The New York Times described the film as \"angry and painful, and the pain feels real.\"", "targets": "Who did Madonna play in the role A League Of Their Own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82750bf9dca476dbd6accf3a91cf7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Madonna had a role in A League of Their Own as Mae Mordabito, a baseball player on an all-women's team. She recorded the film's theme song, \"This Used to Be My Playground\", which became a Hot 100 number one hit. The same year, she founded her own entertainment company, Maverick, consisting of a record company (Maverick Records), a film production company (Maverick Films), and associated music publishing, television broadcasting, book publishing and merchandising divisions. The deal was a joint venture with Time Warner and paid Madonna an advance of $60 million. It gave her 20% royalties from the music proceedings, one of the highest rates in the industry, equaled at that time only by Michael Jackson's royalty rate established a year earlier with Sony. The first release from the venture was Madonna's book, titled Sex. It consisted of sexually provocative and explicit images, photographed by Steven Meisel. The book received strong negative reaction from the media and the general public, but sold 1.5 million copies at $50 each in a matter of days. At the same time she released her fifth studio album, Erotica, which debuted at number two on the Billboard 200. Its title track peaked at number three on the Billboard Hot 100. Erotica also produced five singles: \"Deeper and Deeper\", \"Bad Girl\", \"Fever\", \"Rain\" and \"Bye Bye Baby\". Madonna had provocative imagery featured in the erotic thriller, Body of Evidence, a film which contained scenes of sadomasochism and bondage. It was poorly received by critics. She also starred in the film Dangerous Game, which was released straight to video in North America. The New York Times described the film as \"angry and painful, and the pain feels real.\"", "targets": "What is the film's theme song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82750bf9dca476dbd6accf3a91cf7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Madonna had a role in A League of Their Own as Mae Mordabito, a baseball player on an all-women's team. She recorded the film's theme song, \"This Used to Be My Playground\", which became a Hot 100 number one hit. The same year, she founded her own entertainment company, Maverick, consisting of a record company (Maverick Records), a film production company (Maverick Films), and associated music publishing, television broadcasting, book publishing and merchandising divisions. The deal was a joint venture with Time Warner and paid Madonna an advance of $60 million. It gave her 20% royalties from the music proceedings, one of the highest rates in the industry, equaled at that time only by Michael Jackson's royalty rate established a year earlier with Sony. The first release from the venture was Madonna's book, titled Sex. It consisted of sexually provocative and explicit images, photographed by Steven Meisel. The book received strong negative reaction from the media and the general public, but sold 1.5 million copies at $50 each in a matter of days. At the same time she released her fifth studio album, Erotica, which debuted at number two on the Billboard 200. Its title track peaked at number three on the Billboard Hot 100. Erotica also produced five singles: \"Deeper and Deeper\", \"Bad Girl\", \"Fever\", \"Rain\" and \"Bye Bye Baby\". Madonna had provocative imagery featured in the erotic thriller, Body of Evidence, a film which contained scenes of sadomasochism and bondage. It was poorly received by critics. She also starred in the film Dangerous Game, which was released straight to video in North America. The New York Times described the film as \"angry and painful, and the pain feels real.\"", "targets": "When did Madonna open her own entertainment company, Maverick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82750bf9dca476dbd6accf3a91cf7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Madonna had a role in A League of Their Own as Mae Mordabito, a baseball player on an all-women's team. She recorded the film's theme song, \"This Used to Be My Playground\", which became a Hot 100 number one hit. The same year, she founded her own entertainment company, Maverick, consisting of a record company (Maverick Records), a film production company (Maverick Films), and associated music publishing, television broadcasting, book publishing and merchandising divisions. The deal was a joint venture with Time Warner and paid Madonna an advance of $60 million. It gave her 20% royalties from the music proceedings, one of the highest rates in the industry, equaled at that time only by Michael Jackson's royalty rate established a year earlier with Sony. The first release from the venture was Madonna's book, titled Sex. It consisted of sexually provocative and explicit images, photographed by Steven Meisel. The book received strong negative reaction from the media and the general public, but sold 1.5 million copies at $50 each in a matter of days. At the same time she released her fifth studio album, Erotica, which debuted at number two on the Billboard 200. Its title track peaked at number three on the Billboard Hot 100. Erotica also produced five singles: \"Deeper and Deeper\", \"Bad Girl\", \"Fever\", \"Rain\" and \"Bye Bye Baby\". Madonna had provocative imagery featured in the erotic thriller, Body of Evidence, a film which contained scenes of sadomasochism and bondage. It was poorly received by critics. She also starred in the film Dangerous Game, which was released straight to video in North America. The New York Times described the film as \"angry and painful, and the pain feels real.\"", "targets": "How much was the royalties paid to Madonna for the music proceedings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82750bf9dca476dbd6accf3a91cf7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, Madonna had a role in A League of Their Own as Mae Mordabito, a baseball player on an all-women's team. She recorded the film's theme song, \"This Used to Be My Playground\", which became a Hot 100 number one hit. The same year, she founded her own entertainment company, Maverick, consisting of a record company (Maverick Records), a film production company (Maverick Films), and associated music publishing, television broadcasting, book publishing and merchandising divisions. The deal was a joint venture with Time Warner and paid Madonna an advance of $60 million. It gave her 20% royalties from the music proceedings, one of the highest rates in the industry, equaled at that time only by Michael Jackson's royalty rate established a year earlier with Sony. The first release from the venture was Madonna's book, titled Sex. It consisted of sexually provocative and explicit images, photographed by Steven Meisel. The book received strong negative reaction from the media and the general public, but sold 1.5 million copies at $50 each in a matter of days. At the same time she released her fifth studio album, Erotica, which debuted at number two on the Billboard 200. Its title track peaked at number three on the Billboard Hot 100. Erotica also produced five singles: \"Deeper and Deeper\", \"Bad Girl\", \"Fever\", \"Rain\" and \"Bye Bye Baby\". Madonna had provocative imagery featured in the erotic thriller, Body of Evidence, a film which contained scenes of sadomasochism and bondage. It was poorly received by critics. She also starred in the film Dangerous Game, which was released straight to video in North America. The New York Times described the film as \"angry and painful, and the pain feels real.\"", "targets": "What was the name of the erotic thriller that shows scenes of sadomasochism and bondage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b5cbd71530e4e9e8982a5bbd35b4cda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan has inherited the typical vowel system of Vulgar Latin, with seven stressed phonemes: /a \u025b e i \u0254 o u/, a common feature in Western Romance, except Spanish. Balearic has also instances of stressed /\u0259/. Dialects differ in the different degrees of vowel reduction, and the incidence of the pair /\u025b e/.", "targets": "Where does Catalan get its vowel system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b5cbd71530e4e9e8982a5bbd35b4cda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan has inherited the typical vowel system of Vulgar Latin, with seven stressed phonemes: /a \u025b e i \u0254 o u/, a common feature in Western Romance, except Spanish. Balearic has also instances of stressed /\u0259/. Dialects differ in the different degrees of vowel reduction, and the incidence of the pair /\u025b e/.", "targets": "How many stressed phenoms are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b5cbd71530e4e9e8982a5bbd35b4cda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan has inherited the typical vowel system of Vulgar Latin, with seven stressed phonemes: /a \u025b e i \u0254 o u/, a common feature in Western Romance, except Spanish. Balearic has also instances of stressed /\u0259/. Dialects differ in the different degrees of vowel reduction, and the incidence of the pair /\u025b e/.", "targets": "Where is this a common feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b5cbd71530e4e9e8982a5bbd35b4cda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan has inherited the typical vowel system of Vulgar Latin, with seven stressed phonemes: /a \u025b e i \u0254 o u/, a common feature in Western Romance, except Spanish. Balearic has also instances of stressed /\u0259/. Dialects differ in the different degrees of vowel reduction, and the incidence of the pair /\u025b e/.", "targets": "What is the exception to this common characteristic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b5cbd71530e4e9e8982a5bbd35b4cda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan has inherited the typical vowel system of Vulgar Latin, with seven stressed phonemes: /a \u025b e i \u0254 o u/, a common feature in Western Romance, except Spanish. Balearic has also instances of stressed /\u0259/. Dialects differ in the different degrees of vowel reduction, and the incidence of the pair /\u025b e/.", "targets": "What differs in vowel reduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3728c971205a45a59d3f0ee9c761ca76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "HDTV technology was introduced in the United States in the late 1980s and made official in 1993 by the Digital HDTV Grand Alliance, a group of television, electronic equipment, communications companies consisting of AT&T Bell Labs, General Instrument, Philips, Sarnoff, Thomson, Zenith and the Massachusetts Institute of Technology. Field testing of HDTV at 199 sites in the United States was completed August 14, 1994. The first public HDTV broadcast in the United States occurred on July 23, 1996 when the Raleigh, North Carolina television station WRAL-HD began broadcasting from the existing tower of WRAL-TV southeast of Raleigh, winning a race to be first with the HD Model Station in Washington, D.C., which began broadcasting July 31, 1996 with the callsign WHD-TV, based out of the facilities of NBC owned and operated station WRC-TV. The American Advanced Television Systems Committee (ATSC) HDTV system had its public launch on October 29, 1998, during the live coverage of astronaut John Glenn's return mission to space on board the Space Shuttle Discovery. The signal was transmitted coast-to-coast, and was seen by the public in science centers, and other public theaters specially equipped to receive and display the broadcast.", "targets": "When was HDTV introduced in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3728c971205a45a59d3f0ee9c761ca76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "HDTV technology was introduced in the United States in the late 1980s and made official in 1993 by the Digital HDTV Grand Alliance, a group of television, electronic equipment, communications companies consisting of AT&T Bell Labs, General Instrument, Philips, Sarnoff, Thomson, Zenith and the Massachusetts Institute of Technology. Field testing of HDTV at 199 sites in the United States was completed August 14, 1994. The first public HDTV broadcast in the United States occurred on July 23, 1996 when the Raleigh, North Carolina television station WRAL-HD began broadcasting from the existing tower of WRAL-TV southeast of Raleigh, winning a race to be first with the HD Model Station in Washington, D.C., which began broadcasting July 31, 1996 with the callsign WHD-TV, based out of the facilities of NBC owned and operated station WRC-TV. The American Advanced Television Systems Committee (ATSC) HDTV system had its public launch on October 29, 1998, during the live coverage of astronaut John Glenn's return mission to space on board the Space Shuttle Discovery. The signal was transmitted coast-to-coast, and was seen by the public in science centers, and other public theaters specially equipped to receive and display the broadcast.", "targets": "Who made HDTV official in 1993?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3728c971205a45a59d3f0ee9c761ca76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "HDTV technology was introduced in the United States in the late 1980s and made official in 1993 by the Digital HDTV Grand Alliance, a group of television, electronic equipment, communications companies consisting of AT&T Bell Labs, General Instrument, Philips, Sarnoff, Thomson, Zenith and the Massachusetts Institute of Technology. Field testing of HDTV at 199 sites in the United States was completed August 14, 1994. The first public HDTV broadcast in the United States occurred on July 23, 1996 when the Raleigh, North Carolina television station WRAL-HD began broadcasting from the existing tower of WRAL-TV southeast of Raleigh, winning a race to be first with the HD Model Station in Washington, D.C., which began broadcasting July 31, 1996 with the callsign WHD-TV, based out of the facilities of NBC owned and operated station WRC-TV. The American Advanced Television Systems Committee (ATSC) HDTV system had its public launch on October 29, 1998, during the live coverage of astronaut John Glenn's return mission to space on board the Space Shuttle Discovery. The signal was transmitted coast-to-coast, and was seen by the public in science centers, and other public theaters specially equipped to receive and display the broadcast.", "targets": "AT&T, Philips, Zenith, and MIT, among others, made up what group in the 90's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3728c971205a45a59d3f0ee9c761ca76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "HDTV technology was introduced in the United States in the late 1980s and made official in 1993 by the Digital HDTV Grand Alliance, a group of television, electronic equipment, communications companies consisting of AT&T Bell Labs, General Instrument, Philips, Sarnoff, Thomson, Zenith and the Massachusetts Institute of Technology. Field testing of HDTV at 199 sites in the United States was completed August 14, 1994. The first public HDTV broadcast in the United States occurred on July 23, 1996 when the Raleigh, North Carolina television station WRAL-HD began broadcasting from the existing tower of WRAL-TV southeast of Raleigh, winning a race to be first with the HD Model Station in Washington, D.C., which began broadcasting July 31, 1996 with the callsign WHD-TV, based out of the facilities of NBC owned and operated station WRC-TV. The American Advanced Television Systems Committee (ATSC) HDTV system had its public launch on October 29, 1998, during the live coverage of astronaut John Glenn's return mission to space on board the Space Shuttle Discovery. The signal was transmitted coast-to-coast, and was seen by the public in science centers, and other public theaters specially equipped to receive and display the broadcast.", "targets": "When did the first public HDTV broadcast happen in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3728c971205a45a59d3f0ee9c761ca76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "HDTV technology was introduced in the United States in the late 1980s and made official in 1993 by the Digital HDTV Grand Alliance, a group of television, electronic equipment, communications companies consisting of AT&T Bell Labs, General Instrument, Philips, Sarnoff, Thomson, Zenith and the Massachusetts Institute of Technology. Field testing of HDTV at 199 sites in the United States was completed August 14, 1994. The first public HDTV broadcast in the United States occurred on July 23, 1996 when the Raleigh, North Carolina television station WRAL-HD began broadcasting from the existing tower of WRAL-TV southeast of Raleigh, winning a race to be first with the HD Model Station in Washington, D.C., which began broadcasting July 31, 1996 with the callsign WHD-TV, based out of the facilities of NBC owned and operated station WRC-TV. The American Advanced Television Systems Committee (ATSC) HDTV system had its public launch on October 29, 1998, during the live coverage of astronaut John Glenn's return mission to space on board the Space Shuttle Discovery. The signal was transmitted coast-to-coast, and was seen by the public in science centers, and other public theaters specially equipped to receive and display the broadcast.", "targets": "What does ATSC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d22cdf96164318b68cd10c0f562c8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85\u201390%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA.", "targets": "What two types of organisms have remarkable differences in their genomic composition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d22cdf96164318b68cd10c0f562c8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85\u201390%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA.", "targets": "What type of organizing can be observed in eukaryote genomes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93d22cdf96164318b68cd10c0f562c8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When talking about genome composition, one should distinguish between prokaryotes and eukaryotes as the big differences on contents structure they have. In prokaryotes, most of the genome (85\u201390%) is non-repetitive DNA, which means coding DNA mainly forms it, while non-coding regions only take a small part. On the contrary, eukaryotes have the feature of exon-intron organization of protein coding genes; the variation of repetitive DNA content in eukaryotes is also extremely high. In mammals and plants, the major part of the genome is composed of repetitive DNA.", "targets": "In what types of eukaryotes is there a large amount of non-coding DNA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-166dc1d03a254c36a7c6da32a960baea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers control functions at many utilities, including coordination of telecommunications, the power grid, nuclear power plants, and valve opening and closing in water and gas networks. The Internet is a potential attack vector for such machines if connected, but the Stuxnet worm demonstrated that even equipment controlled by computers not connected to the Internet can be vulnerable to physical damage caused by malicious commands sent to industrial equipment (in that case uranium enrichment centrifuges) which are infected via removable media. In 2014, the Computer Emergency Readiness Team, a division of the Department of Homeland Security, investigated 79 hacking incidents at energy companies.", "targets": "What is a potential attack vector for utilities such as the power grid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-166dc1d03a254c36a7c6da32a960baea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers control functions at many utilities, including coordination of telecommunications, the power grid, nuclear power plants, and valve opening and closing in water and gas networks. The Internet is a potential attack vector for such machines if connected, but the Stuxnet worm demonstrated that even equipment controlled by computers not connected to the Internet can be vulnerable to physical damage caused by malicious commands sent to industrial equipment (in that case uranium enrichment centrifuges) which are infected via removable media. In 2014, the Computer Emergency Readiness Team, a division of the Department of Homeland Security, investigated 79 hacking incidents at energy companies.", "targets": "What demonstrated equipment controlled by computers not connected to the internet can also be vulnerable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-166dc1d03a254c36a7c6da32a960baea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers control functions at many utilities, including coordination of telecommunications, the power grid, nuclear power plants, and valve opening and closing in water and gas networks. The Internet is a potential attack vector for such machines if connected, but the Stuxnet worm demonstrated that even equipment controlled by computers not connected to the Internet can be vulnerable to physical damage caused by malicious commands sent to industrial equipment (in that case uranium enrichment centrifuges) which are infected via removable media. In 2014, the Computer Emergency Readiness Team, a division of the Department of Homeland Security, investigated 79 hacking incidents at energy companies.", "targets": "When did the Computer Emergency Readiness Team investigate 79 hacking incidents at energy companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-166dc1d03a254c36a7c6da32a960baea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers control functions at many utilities, including coordination of telecommunications, the power grid, nuclear power plants, and valve opening and closing in water and gas networks. The Internet is a potential attack vector for such machines if connected, but the Stuxnet worm demonstrated that even equipment controlled by computers not connected to the Internet can be vulnerable to physical damage caused by malicious commands sent to industrial equipment (in that case uranium enrichment centrifuges) which are infected via removable media. In 2014, the Computer Emergency Readiness Team, a division of the Department of Homeland Security, investigated 79 hacking incidents at energy companies.", "targets": "What department does the Computer Emergency Readiness Team belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-166dc1d03a254c36a7c6da32a960baea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers control functions at many utilities, including coordination of telecommunications, the power grid, nuclear power plants, and valve opening and closing in water and gas networks. The Internet is a potential attack vector for such machines if connected, but the Stuxnet worm demonstrated that even equipment controlled by computers not connected to the Internet can be vulnerable to physical damage caused by malicious commands sent to industrial equipment (in that case uranium enrichment centrifuges) which are infected via removable media. In 2014, the Computer Emergency Readiness Team, a division of the Department of Homeland Security, investigated 79 hacking incidents at energy companies.", "targets": "How did the Stuxnet worm infect industrial equipment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13eaf6ed15f34e769bf9b421e5124fb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "6th-century BCE pre-Socratic Greek philosophers Thales of Miletus and Xenophanes of Colophon were the first in the region to attempt to explain the world in terms of human reason rather than myth and tradition, thus can be said to be the first Greek humanists. Thales questioned the notion of anthropomorphic gods and Xenophanes refused to recognise the gods of his time and reserved the divine for the principle of unity in the universe. These Ionian Greeks were the first thinkers to assert that nature is available to be studied separately from the supernatural realm. Anaxagoras brought philosophy and the spirit of rational inquiry from Ionia to Athens. Pericles, the leader of Athens during the period of its greatest glory was an admirer of Anaxagoras. Other influential pre-Socratics or rational philosophers include Protagoras (like Anaxagoras a friend of Pericles), known for his famous dictum \"man is the measure of all things\" and Democritus, who proposed that matter was composed of atoms. Little of the written work of these early philosophers survives and they are known mainly from fragments and quotations in other writers, principally Plato and Aristotle. The historian Thucydides, noted for his scientific and rational approach to history, is also much admired by later humanists. In the 3rd century BCE, Epicurus became known for his concise phrasing of the problem of evil, lack of belief in the afterlife, and human-centred approaches to achieving eudaimonia. He was also the first Greek philosopher to admit women to his school as a rule.", "targets": "Who was one of the first Greeks to adopt a humanistic outlook?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13eaf6ed15f34e769bf9b421e5124fb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "6th-century BCE pre-Socratic Greek philosophers Thales of Miletus and Xenophanes of Colophon were the first in the region to attempt to explain the world in terms of human reason rather than myth and tradition, thus can be said to be the first Greek humanists. Thales questioned the notion of anthropomorphic gods and Xenophanes refused to recognise the gods of his time and reserved the divine for the principle of unity in the universe. These Ionian Greeks were the first thinkers to assert that nature is available to be studied separately from the supernatural realm. Anaxagoras brought philosophy and the spirit of rational inquiry from Ionia to Athens. Pericles, the leader of Athens during the period of its greatest glory was an admirer of Anaxagoras. Other influential pre-Socratics or rational philosophers include Protagoras (like Anaxagoras a friend of Pericles), known for his famous dictum \"man is the measure of all things\" and Democritus, who proposed that matter was composed of atoms. Little of the written work of these early philosophers survives and they are known mainly from fragments and quotations in other writers, principally Plato and Aristotle. The historian Thucydides, noted for his scientific and rational approach to history, is also much admired by later humanists. In the 3rd century BCE, Epicurus became known for his concise phrasing of the problem of evil, lack of belief in the afterlife, and human-centred approaches to achieving eudaimonia. He was also the first Greek philosopher to admit women to his school as a rule.", "targets": "Where did this type of thinking next travel to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13eaf6ed15f34e769bf9b421e5124fb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "6th-century BCE pre-Socratic Greek philosophers Thales of Miletus and Xenophanes of Colophon were the first in the region to attempt to explain the world in terms of human reason rather than myth and tradition, thus can be said to be the first Greek humanists. Thales questioned the notion of anthropomorphic gods and Xenophanes refused to recognise the gods of his time and reserved the divine for the principle of unity in the universe. These Ionian Greeks were the first thinkers to assert that nature is available to be studied separately from the supernatural realm. Anaxagoras brought philosophy and the spirit of rational inquiry from Ionia to Athens. Pericles, the leader of Athens during the period of its greatest glory was an admirer of Anaxagoras. Other influential pre-Socratics or rational philosophers include Protagoras (like Anaxagoras a friend of Pericles), known for his famous dictum \"man is the measure of all things\" and Democritus, who proposed that matter was composed of atoms. Little of the written work of these early philosophers survives and they are known mainly from fragments and quotations in other writers, principally Plato and Aristotle. The historian Thucydides, noted for his scientific and rational approach to history, is also much admired by later humanists. In the 3rd century BCE, Epicurus became known for his concise phrasing of the problem of evil, lack of belief in the afterlife, and human-centred approaches to achieving eudaimonia. He was also the first Greek philosopher to admit women to his school as a rule.", "targets": "Who first introduced the idea that matter is made of atoms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13eaf6ed15f34e769bf9b421e5124fb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "6th-century BCE pre-Socratic Greek philosophers Thales of Miletus and Xenophanes of Colophon were the first in the region to attempt to explain the world in terms of human reason rather than myth and tradition, thus can be said to be the first Greek humanists. Thales questioned the notion of anthropomorphic gods and Xenophanes refused to recognise the gods of his time and reserved the divine for the principle of unity in the universe. These Ionian Greeks were the first thinkers to assert that nature is available to be studied separately from the supernatural realm. Anaxagoras brought philosophy and the spirit of rational inquiry from Ionia to Athens. Pericles, the leader of Athens during the period of its greatest glory was an admirer of Anaxagoras. Other influential pre-Socratics or rational philosophers include Protagoras (like Anaxagoras a friend of Pericles), known for his famous dictum \"man is the measure of all things\" and Democritus, who proposed that matter was composed of atoms. Little of the written work of these early philosophers survives and they are known mainly from fragments and quotations in other writers, principally Plato and Aristotle. The historian Thucydides, noted for his scientific and rational approach to history, is also much admired by later humanists. In the 3rd century BCE, Epicurus became known for his concise phrasing of the problem of evil, lack of belief in the afterlife, and human-centred approaches to achieving eudaimonia. He was also the first Greek philosopher to admit women to his school as a rule.", "targets": "Who was the first person to provide education opportunities to females?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c82b3d1f643508393c8f1a3fa7268", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke Energy Center for the Performing Arts complex houses the Raleigh Memorial Auditorium, the Fletcher Opera Theater, the Kennedy Theatre, and the Meymandi Concert Hall. In 2008, a new theatre space, the Meymandi Theatre at the Murphey School, was opened in the restored auditorium of the historic Murphey School. Theater performances are also offered at the Raleigh Little Theatre, Long View Center, Ira David Wood III Pullen Park Theatre, and Stewart and Thompson Theaters at North Carolina State University.", "targets": "Where is the Raleigh Memorial Auditorium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c82b3d1f643508393c8f1a3fa7268", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke Energy Center for the Performing Arts complex houses the Raleigh Memorial Auditorium, the Fletcher Opera Theater, the Kennedy Theatre, and the Meymandi Concert Hall. In 2008, a new theatre space, the Meymandi Theatre at the Murphey School, was opened in the restored auditorium of the historic Murphey School. Theater performances are also offered at the Raleigh Little Theatre, Long View Center, Ira David Wood III Pullen Park Theatre, and Stewart and Thompson Theaters at North Carolina State University.", "targets": "What other theater is in the Duke Energy Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c82b3d1f643508393c8f1a3fa7268", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke Energy Center for the Performing Arts complex houses the Raleigh Memorial Auditorium, the Fletcher Opera Theater, the Kennedy Theatre, and the Meymandi Concert Hall. In 2008, a new theatre space, the Meymandi Theatre at the Murphey School, was opened in the restored auditorium of the historic Murphey School. Theater performances are also offered at the Raleigh Little Theatre, Long View Center, Ira David Wood III Pullen Park Theatre, and Stewart and Thompson Theaters at North Carolina State University.", "targets": "When did the Meymandi Theater open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c82b3d1f643508393c8f1a3fa7268", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke Energy Center for the Performing Arts complex houses the Raleigh Memorial Auditorium, the Fletcher Opera Theater, the Kennedy Theatre, and the Meymandi Concert Hall. In 2008, a new theatre space, the Meymandi Theatre at the Murphey School, was opened in the restored auditorium of the historic Murphey School. Theater performances are also offered at the Raleigh Little Theatre, Long View Center, Ira David Wood III Pullen Park Theatre, and Stewart and Thompson Theaters at North Carolina State University.", "targets": "Where else can one see a theater performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c82b3d1f643508393c8f1a3fa7268", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke Energy Center for the Performing Arts complex houses the Raleigh Memorial Auditorium, the Fletcher Opera Theater, the Kennedy Theatre, and the Meymandi Concert Hall. In 2008, a new theatre space, the Meymandi Theatre at the Murphey School, was opened in the restored auditorium of the historic Murphey School. Theater performances are also offered at the Raleigh Little Theatre, Long View Center, Ira David Wood III Pullen Park Theatre, and Stewart and Thompson Theaters at North Carolina State University.", "targets": "What theaters are at North Carolina State University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e45d2ae64fcf47b2b289e26b39f50135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Race\" is still sometimes used within forensic anthropology (when analyzing skeletal remains), biomedical research, and race-based medicine. Brace has criticized this, the practice of forensic anthropologists for using the controversial concept \"race\" out of convention when they in fact should be talking about regional ancestry. He argues that while forensic anthropologists can determine that a skeletal remain comes from a person with ancestors in a specific region of Africa, categorizing that skeletal as being \"black\" is a socially constructed category that is only meaningful in the particular context of the United States, and which is not itself scientifically valid.", "targets": "What type of anthropology is \"race\" sometimes still used within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e45d2ae64fcf47b2b289e26b39f50135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Race\" is still sometimes used within forensic anthropology (when analyzing skeletal remains), biomedical research, and race-based medicine. Brace has criticized this, the practice of forensic anthropologists for using the controversial concept \"race\" out of convention when they in fact should be talking about regional ancestry. He argues that while forensic anthropologists can determine that a skeletal remain comes from a person with ancestors in a specific region of Africa, categorizing that skeletal as being \"black\" is a socially constructed category that is only meaningful in the particular context of the United States, and which is not itself scientifically valid.", "targets": "What term would Brace prefer forensic anthropologists use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e45d2ae64fcf47b2b289e26b39f50135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Race\" is still sometimes used within forensic anthropology (when analyzing skeletal remains), biomedical research, and race-based medicine. Brace has criticized this, the practice of forensic anthropologists for using the controversial concept \"race\" out of convention when they in fact should be talking about regional ancestry. He argues that while forensic anthropologists can determine that a skeletal remain comes from a person with ancestors in a specific region of Africa, categorizing that skeletal as being \"black\" is a socially constructed category that is only meaningful in the particular context of the United States, and which is not itself scientifically valid.", "targets": "What can forensic anthropologists determine about the ancestors of someone from their skeletal remains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e45d2ae64fcf47b2b289e26b39f50135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Race\" is still sometimes used within forensic anthropology (when analyzing skeletal remains), biomedical research, and race-based medicine. Brace has criticized this, the practice of forensic anthropologists for using the controversial concept \"race\" out of convention when they in fact should be talking about regional ancestry. He argues that while forensic anthropologists can determine that a skeletal remain comes from a person with ancestors in a specific region of Africa, categorizing that skeletal as being \"black\" is a socially constructed category that is only meaningful in the particular context of the United States, and which is not itself scientifically valid.", "targets": "What does Brace feel the term \"black\" in meaningful in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e45d2ae64fcf47b2b289e26b39f50135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Race\" is still sometimes used within forensic anthropology (when analyzing skeletal remains), biomedical research, and race-based medicine. Brace has criticized this, the practice of forensic anthropologists for using the controversial concept \"race\" out of convention when they in fact should be talking about regional ancestry. He argues that while forensic anthropologists can determine that a skeletal remain comes from a person with ancestors in a specific region of Africa, categorizing that skeletal as being \"black\" is a socially constructed category that is only meaningful in the particular context of the United States, and which is not itself scientifically valid.", "targets": "Why is it bad that a category is merely socially constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476a967328ad4a268f01beb4cb645902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 7 September 1940, one year into the war, London was bombed by the Luftwaffe for 57 consecutive nights. More than one million London houses were destroyed or damaged and more than 40,000 civilians were killed, almost half of them in London. Ports and industrial centres outside London were also attacked. The main Atlantic sea port of Liverpool was bombed, causing nearly 4,000 deaths within the Merseyside area during the war. The North Sea port of Hull, a convenient and easily found target or secondary target for bombers unable to locate their primary targets, was subjected to 86 raids in the Hull Blitz during the war, with a conservative estimate of 1,200 civilians killed and 95 percent of its housing stock destroyed or damaged. Other ports including Bristol, Cardiff, Portsmouth, Plymouth, Southampton and Swansea were also bombed, as were the industrial cities of Birmingham, Belfast, Coventry, Glasgow, Manchester and Sheffield. Birmingham and Coventry were chosen because of the Spitfire and tank factories in Birmingham and the many munitions factories in Coventry. The city centre of Coventry was almost destroyed, as was Coventry Cathedral.", "targets": "How many nights did the Luftwaffe bomb London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476a967328ad4a268f01beb4cb645902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 7 September 1940, one year into the war, London was bombed by the Luftwaffe for 57 consecutive nights. More than one million London houses were destroyed or damaged and more than 40,000 civilians were killed, almost half of them in London. Ports and industrial centres outside London were also attacked. The main Atlantic sea port of Liverpool was bombed, causing nearly 4,000 deaths within the Merseyside area during the war. The North Sea port of Hull, a convenient and easily found target or secondary target for bombers unable to locate their primary targets, was subjected to 86 raids in the Hull Blitz during the war, with a conservative estimate of 1,200 civilians killed and 95 percent of its housing stock destroyed or damaged. Other ports including Bristol, Cardiff, Portsmouth, Plymouth, Southampton and Swansea were also bombed, as were the industrial cities of Birmingham, Belfast, Coventry, Glasgow, Manchester and Sheffield. Birmingham and Coventry were chosen because of the Spitfire and tank factories in Birmingham and the many munitions factories in Coventry. The city centre of Coventry was almost destroyed, as was Coventry Cathedral.", "targets": "What north sea port was the secondary target for bombers that could not find their primary target?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476a967328ad4a268f01beb4cb645902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 7 September 1940, one year into the war, London was bombed by the Luftwaffe for 57 consecutive nights. More than one million London houses were destroyed or damaged and more than 40,000 civilians were killed, almost half of them in London. Ports and industrial centres outside London were also attacked. The main Atlantic sea port of Liverpool was bombed, causing nearly 4,000 deaths within the Merseyside area during the war. The North Sea port of Hull, a convenient and easily found target or secondary target for bombers unable to locate their primary targets, was subjected to 86 raids in the Hull Blitz during the war, with a conservative estimate of 1,200 civilians killed and 95 percent of its housing stock destroyed or damaged. Other ports including Bristol, Cardiff, Portsmouth, Plymouth, Southampton and Swansea were also bombed, as were the industrial cities of Birmingham, Belfast, Coventry, Glasgow, Manchester and Sheffield. Birmingham and Coventry were chosen because of the Spitfire and tank factories in Birmingham and the many munitions factories in Coventry. The city centre of Coventry was almost destroyed, as was Coventry Cathedral.", "targets": "How many homes in London were destroyed in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476a967328ad4a268f01beb4cb645902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 7 September 1940, one year into the war, London was bombed by the Luftwaffe for 57 consecutive nights. More than one million London houses were destroyed or damaged and more than 40,000 civilians were killed, almost half of them in London. Ports and industrial centres outside London were also attacked. The main Atlantic sea port of Liverpool was bombed, causing nearly 4,000 deaths within the Merseyside area during the war. The North Sea port of Hull, a convenient and easily found target or secondary target for bombers unable to locate their primary targets, was subjected to 86 raids in the Hull Blitz during the war, with a conservative estimate of 1,200 civilians killed and 95 percent of its housing stock destroyed or damaged. Other ports including Bristol, Cardiff, Portsmouth, Plymouth, Southampton and Swansea were also bombed, as were the industrial cities of Birmingham, Belfast, Coventry, Glasgow, Manchester and Sheffield. Birmingham and Coventry were chosen because of the Spitfire and tank factories in Birmingham and the many munitions factories in Coventry. The city centre of Coventry was almost destroyed, as was Coventry Cathedral.", "targets": "How many people were killed in Liverpool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476a967328ad4a268f01beb4cb645902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 7 September 1940, one year into the war, London was bombed by the Luftwaffe for 57 consecutive nights. More than one million London houses were destroyed or damaged and more than 40,000 civilians were killed, almost half of them in London. Ports and industrial centres outside London were also attacked. The main Atlantic sea port of Liverpool was bombed, causing nearly 4,000 deaths within the Merseyside area during the war. The North Sea port of Hull, a convenient and easily found target or secondary target for bombers unable to locate their primary targets, was subjected to 86 raids in the Hull Blitz during the war, with a conservative estimate of 1,200 civilians killed and 95 percent of its housing stock destroyed or damaged. Other ports including Bristol, Cardiff, Portsmouth, Plymouth, Southampton and Swansea were also bombed, as were the industrial cities of Birmingham, Belfast, Coventry, Glasgow, Manchester and Sheffield. Birmingham and Coventry were chosen because of the Spitfire and tank factories in Birmingham and the many munitions factories in Coventry. The city centre of Coventry was almost destroyed, as was Coventry Cathedral.", "targets": "Which city centre was destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aad8012aa74342d7bd10ff0aa62c2fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14th Street is a main numbered street in Manhattan. It begins at Avenue C and ends at West Street. Its length is 3.4 km (2.1 mi). It has six subway stations:", "targets": "Where does 14th Street begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aad8012aa74342d7bd10ff0aa62c2fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14th Street is a main numbered street in Manhattan. It begins at Avenue C and ends at West Street. Its length is 3.4 km (2.1 mi). It has six subway stations:", "targets": "Where does 14th Street end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aad8012aa74342d7bd10ff0aa62c2fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14th Street is a main numbered street in Manhattan. It begins at Avenue C and ends at West Street. Its length is 3.4 km (2.1 mi). It has six subway stations:", "targets": "How many subway stations are on 14th Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aad8012aa74342d7bd10ff0aa62c2fae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14th Street is a main numbered street in Manhattan. It begins at Avenue C and ends at West Street. Its length is 3.4 km (2.1 mi). It has six subway stations:", "targets": "What is the length of 14th Street in miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e670cc8d4fac43409d5a5cf2f5f4b793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Sultanate of Oman: Muscat was the torch's only stop in the Middle East, on April 14. The relay covered 20 km. No protests or incidents were reported. One of the torchbearers was Syrian actress Sulaf Fawakherji.", "targets": "Which Middle East location was the only area the torch visited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e670cc8d4fac43409d5a5cf2f5f4b793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Sultanate of Oman: Muscat was the torch's only stop in the Middle East, on April 14. The relay covered 20 km. No protests or incidents were reported. One of the torchbearers was Syrian actress Sulaf Fawakherji.", "targets": "When did the torch arrive in Muscat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e670cc8d4fac43409d5a5cf2f5f4b793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Sultanate of Oman: Muscat was the torch's only stop in the Middle East, on April 14. The relay covered 20 km. No protests or incidents were reported. One of the torchbearers was Syrian actress Sulaf Fawakherji.", "targets": "Which actress carried the torch for part of the route?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e670cc8d4fac43409d5a5cf2f5f4b793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Sultanate of Oman: Muscat was the torch's only stop in the Middle East, on April 14. The relay covered 20 km. No protests or incidents were reported. One of the torchbearers was Syrian actress Sulaf Fawakherji.", "targets": "Where was the only place the Olympic torch was carried in the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e670cc8d4fac43409d5a5cf2f5f4b793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Sultanate of Oman: Muscat was the torch's only stop in the Middle East, on April 14. The relay covered 20 km. No protests or incidents were reported. One of the torchbearers was Syrian actress Sulaf Fawakherji.", "targets": "How far was the relay route in kilometers in the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e670cc8d4fac43409d5a5cf2f5f4b793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Sultanate of Oman: Muscat was the torch's only stop in the Middle East, on April 14. The relay covered 20 km. No protests or incidents were reported. One of the torchbearers was Syrian actress Sulaf Fawakherji.", "targets": "What is the name of the Syrian actress who was one to bear the torch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1200bcb085094c5e8142c48f213e27b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When revolutionary France declared war on Great Britain in 1793, the United States sought to remain neutral, but the Jay Treaty, which was favorable to Great Britain, angered the French government, which viewed it as a violation of the 1778 Treaty of Alliance. French privateers began to seize U.S. vessels, which led to an undeclared \"Quasi-War\" between the two nations. Fought at sea from 1798 to 1800, the United States won a string of victories in the Caribbean. George Washington was called out of retirement to head a \"provisional army\" in case of invasion by France, but President John Adams managed to negotiate a truce, in which France agreed to terminate the prior alliance and cease its attacks.", "targets": "What was the US policy when France declared war on England in 1793?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1200bcb085094c5e8142c48f213e27b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When revolutionary France declared war on Great Britain in 1793, the United States sought to remain neutral, but the Jay Treaty, which was favorable to Great Britain, angered the French government, which viewed it as a violation of the 1778 Treaty of Alliance. French privateers began to seize U.S. vessels, which led to an undeclared \"Quasi-War\" between the two nations. Fought at sea from 1798 to 1800, the United States won a string of victories in the Caribbean. George Washington was called out of retirement to head a \"provisional army\" in case of invasion by France, but President John Adams managed to negotiate a truce, in which France agreed to terminate the prior alliance and cease its attacks.", "targets": "What treaty with England conflicted with the United States' Treaty of Alliance with France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1200bcb085094c5e8142c48f213e27b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When revolutionary France declared war on Great Britain in 1793, the United States sought to remain neutral, but the Jay Treaty, which was favorable to Great Britain, angered the French government, which viewed it as a violation of the 1778 Treaty of Alliance. French privateers began to seize U.S. vessels, which led to an undeclared \"Quasi-War\" between the two nations. Fought at sea from 1798 to 1800, the United States won a string of victories in the Caribbean. George Washington was called out of retirement to head a \"provisional army\" in case of invasion by France, but President John Adams managed to negotiate a truce, in which France agreed to terminate the prior alliance and cease its attacks.", "targets": "Where did US ships and French privateers fight between 1798 and 1800?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1200bcb085094c5e8142c48f213e27b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When revolutionary France declared war on Great Britain in 1793, the United States sought to remain neutral, but the Jay Treaty, which was favorable to Great Britain, angered the French government, which viewed it as a violation of the 1778 Treaty of Alliance. French privateers began to seize U.S. vessels, which led to an undeclared \"Quasi-War\" between the two nations. Fought at sea from 1798 to 1800, the United States won a string of victories in the Caribbean. George Washington was called out of retirement to head a \"provisional army\" in case of invasion by France, but President John Adams managed to negotiate a truce, in which France agreed to terminate the prior alliance and cease its attacks.", "targets": "What US President negotiated a truce with France to end the undeclared war at sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1200bcb085094c5e8142c48f213e27b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When revolutionary France declared war on Great Britain in 1793, the United States sought to remain neutral, but the Jay Treaty, which was favorable to Great Britain, angered the French government, which viewed it as a violation of the 1778 Treaty of Alliance. French privateers began to seize U.S. vessels, which led to an undeclared \"Quasi-War\" between the two nations. Fought at sea from 1798 to 1800, the United States won a string of victories in the Caribbean. George Washington was called out of retirement to head a \"provisional army\" in case of invasion by France, but President John Adams managed to negotiate a truce, in which France agreed to terminate the prior alliance and cease its attacks.", "targets": "When was the Treaty of Alliance with France signed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-606220e9332549eeb4899a5118a24db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Tuvalu is based on the staple of coconut and the many species of fish found in the ocean and lagoons of the atolls. Desserts made on the islands include coconut and coconut milk, instead of animal milk. The traditional foods eaten in Tuvalu are pulaka, taro, bananas, breadfruit and coconut. Tuvaluans also eat seafood, including coconut crab and fish from the lagoon and ocean. A traditional food source is seabirds (taketake or black noddy and akiaki or white tern), with pork being eaten mostly at fateles (or parties with dancing to celebrate events).", "targets": "What is the stable protein  of Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-606220e9332549eeb4899a5118a24db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Tuvalu is based on the staple of coconut and the many species of fish found in the ocean and lagoons of the atolls. Desserts made on the islands include coconut and coconut milk, instead of animal milk. The traditional foods eaten in Tuvalu are pulaka, taro, bananas, breadfruit and coconut. Tuvaluans also eat seafood, including coconut crab and fish from the lagoon and ocean. A traditional food source is seabirds (taketake or black noddy and akiaki or white tern), with pork being eaten mostly at fateles (or parties with dancing to celebrate events).", "targets": "What vegetable features in the Tuvalu diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-606220e9332549eeb4899a5118a24db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Tuvalu is based on the staple of coconut and the many species of fish found in the ocean and lagoons of the atolls. Desserts made on the islands include coconut and coconut milk, instead of animal milk. The traditional foods eaten in Tuvalu are pulaka, taro, bananas, breadfruit and coconut. Tuvaluans also eat seafood, including coconut crab and fish from the lagoon and ocean. A traditional food source is seabirds (taketake or black noddy and akiaki or white tern), with pork being eaten mostly at fateles (or parties with dancing to celebrate events).", "targets": "What kind of milk has been replaced with coconut milk on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-606220e9332549eeb4899a5118a24db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Tuvalu is based on the staple of coconut and the many species of fish found in the ocean and lagoons of the atolls. Desserts made on the islands include coconut and coconut milk, instead of animal milk. The traditional foods eaten in Tuvalu are pulaka, taro, bananas, breadfruit and coconut. Tuvaluans also eat seafood, including coconut crab and fish from the lagoon and ocean. A traditional food source is seabirds (taketake or black noddy and akiaki or white tern), with pork being eaten mostly at fateles (or parties with dancing to celebrate events).", "targets": "What type of meat is eaten on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-606220e9332549eeb4899a5118a24db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cuisine of Tuvalu is based on the staple of coconut and the many species of fish found in the ocean and lagoons of the atolls. Desserts made on the islands include coconut and coconut milk, instead of animal milk. The traditional foods eaten in Tuvalu are pulaka, taro, bananas, breadfruit and coconut. Tuvaluans also eat seafood, including coconut crab and fish from the lagoon and ocean. A traditional food source is seabirds (taketake or black noddy and akiaki or white tern), with pork being eaten mostly at fateles (or parties with dancing to celebrate events).", "targets": "At what event is pork traditionally eaten on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-664d295949394f3b91c605422e0ec2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the three-year transition period ended with Nasser's official assumption of power, his domestic and independent foreign policies increasingly collided with the regional interests of the UK and France. The latter condemned his strong support for Algerian independence, and the UK's Eden government was agitated by Nasser's campaign against the Baghdad Pact. In addition, Nasser's adherence to neutralism regarding the Cold War, recognition of communist China, and arms deal with the Eastern bloc alienated the United States. On 19 July 1956, the US and UK abruptly withdrew their offer to finance construction of the Aswan Dam, citing concerns that Egypt's economy would be overwhelmed by the project.", "targets": "With what two nations did Nasser's foreign policy clash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-664d295949394f3b91c605422e0ec2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the three-year transition period ended with Nasser's official assumption of power, his domestic and independent foreign policies increasingly collided with the regional interests of the UK and France. The latter condemned his strong support for Algerian independence, and the UK's Eden government was agitated by Nasser's campaign against the Baghdad Pact. In addition, Nasser's adherence to neutralism regarding the Cold War, recognition of communist China, and arms deal with the Eastern bloc alienated the United States. On 19 July 1956, the US and UK abruptly withdrew their offer to finance construction of the Aswan Dam, citing concerns that Egypt's economy would be overwhelmed by the project.", "targets": "What construction project suffered from foreign political retaliation against Nasser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-664d295949394f3b91c605422e0ec2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the three-year transition period ended with Nasser's official assumption of power, his domestic and independent foreign policies increasingly collided with the regional interests of the UK and France. The latter condemned his strong support for Algerian independence, and the UK's Eden government was agitated by Nasser's campaign against the Baghdad Pact. In addition, Nasser's adherence to neutralism regarding the Cold War, recognition of communist China, and arms deal with the Eastern bloc alienated the United States. On 19 July 1956, the US and UK abruptly withdrew their offer to finance construction of the Aswan Dam, citing concerns that Egypt's economy would be overwhelmed by the project.", "targets": "What communist country did Nasser and Egypt recognize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-664d295949394f3b91c605422e0ec2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the three-year transition period ended with Nasser's official assumption of power, his domestic and independent foreign policies increasingly collided with the regional interests of the UK and France. The latter condemned his strong support for Algerian independence, and the UK's Eden government was agitated by Nasser's campaign against the Baghdad Pact. In addition, Nasser's adherence to neutralism regarding the Cold War, recognition of communist China, and arms deal with the Eastern bloc alienated the United States. On 19 July 1956, the US and UK abruptly withdrew their offer to finance construction of the Aswan Dam, citing concerns that Egypt's economy would be overwhelmed by the project.", "targets": "France was angered by Nasser's support of the independence of what people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-664d295949394f3b91c605422e0ec2f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the three-year transition period ended with Nasser's official assumption of power, his domestic and independent foreign policies increasingly collided with the regional interests of the UK and France. The latter condemned his strong support for Algerian independence, and the UK's Eden government was agitated by Nasser's campaign against the Baghdad Pact. In addition, Nasser's adherence to neutralism regarding the Cold War, recognition of communist China, and arms deal with the Eastern bloc alienated the United States. On 19 July 1956, the US and UK abruptly withdrew their offer to finance construction of the Aswan Dam, citing concerns that Egypt's economy would be overwhelmed by the project.", "targets": "The UK was chafed by Nasser's opposition to what agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13621eae3b784ee9bf68d26d69583fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jefferson's metaphor of a wall of separation has been cited repeatedly by the U.S. Supreme Court. In Reynolds v. United States (1879) the Court wrote that Jefferson's comments \"may be accepted almost as an authoritative declaration of the scope and effect of the [First] Amendment.\" In Everson v. Board of Education (1947), Justice Hugo Black wrote: \"In the words of Thomas Jefferson, the clause against establishment of religion by law was intended to erect a wall of separation between church and state.\"", "targets": "Who made a metaphor about a wall of separation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13621eae3b784ee9bf68d26d69583fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jefferson's metaphor of a wall of separation has been cited repeatedly by the U.S. Supreme Court. In Reynolds v. United States (1879) the Court wrote that Jefferson's comments \"may be accepted almost as an authoritative declaration of the scope and effect of the [First] Amendment.\" In Everson v. Board of Education (1947), Justice Hugo Black wrote: \"In the words of Thomas Jefferson, the clause against establishment of religion by law was intended to erect a wall of separation between church and state.\"", "targets": "What has the U.S. Supreme Court repeatedly cited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13621eae3b784ee9bf68d26d69583fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jefferson's metaphor of a wall of separation has been cited repeatedly by the U.S. Supreme Court. In Reynolds v. United States (1879) the Court wrote that Jefferson's comments \"may be accepted almost as an authoritative declaration of the scope and effect of the [First] Amendment.\" In Everson v. Board of Education (1947), Justice Hugo Black wrote: \"In the words of Thomas Jefferson, the clause against establishment of religion by law was intended to erect a wall of separation between church and state.\"", "targets": "When was the case of Reynolds v. United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13621eae3b784ee9bf68d26d69583fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jefferson's metaphor of a wall of separation has been cited repeatedly by the U.S. Supreme Court. In Reynolds v. United States (1879) the Court wrote that Jefferson's comments \"may be accepted almost as an authoritative declaration of the scope and effect of the [First] Amendment.\" In Everson v. Board of Education (1947), Justice Hugo Black wrote: \"In the words of Thomas Jefferson, the clause against establishment of religion by law was intended to erect a wall of separation between church and state.\"", "targets": "What did the Court write about Jefferson's comments as it related to the scope and effect of the First Amendment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13621eae3b784ee9bf68d26d69583fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jefferson's metaphor of a wall of separation has been cited repeatedly by the U.S. Supreme Court. In Reynolds v. United States (1879) the Court wrote that Jefferson's comments \"may be accepted almost as an authoritative declaration of the scope and effect of the [First] Amendment.\" In Everson v. Board of Education (1947), Justice Hugo Black wrote: \"In the words of Thomas Jefferson, the clause against establishment of religion by law was intended to erect a wall of separation between church and state.\"", "targets": "What was the clause against establishment of religion by law intended to erect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29ed8b4adf42b58c10e3555103cae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly two-thirds of all murders in Michigan in 2011 occurred in Detroit. Although the rate of violent crime dropped 11 percent in 2008, violent crime in Detroit has not declined as much as the national average from 2007 to 2011. The violent crime rate is one of the highest in the United States. Neighborhoodscout.com reported a crime rate of 62.18 per 1,000 residents for property crimes, and 16.73 per 1,000 for violent crimes (compared to national figures of 32 per 1,000 for property crimes and 5 per 1,000 for violent crime in 2008).", "targets": "What fraction of Michigan's homicides occurred in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29ed8b4adf42b58c10e3555103cae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly two-thirds of all murders in Michigan in 2011 occurred in Detroit. Although the rate of violent crime dropped 11 percent in 2008, violent crime in Detroit has not declined as much as the national average from 2007 to 2011. The violent crime rate is one of the highest in the United States. Neighborhoodscout.com reported a crime rate of 62.18 per 1,000 residents for property crimes, and 16.73 per 1,000 for violent crimes (compared to national figures of 32 per 1,000 for property crimes and 5 per 1,000 for violent crime in 2008).", "targets": "What is Detroit's rate of property crime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29ed8b4adf42b58c10e3555103cae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly two-thirds of all murders in Michigan in 2011 occurred in Detroit. Although the rate of violent crime dropped 11 percent in 2008, violent crime in Detroit has not declined as much as the national average from 2007 to 2011. The violent crime rate is one of the highest in the United States. Neighborhoodscout.com reported a crime rate of 62.18 per 1,000 residents for property crimes, and 16.73 per 1,000 for violent crimes (compared to national figures of 32 per 1,000 for property crimes and 5 per 1,000 for violent crime in 2008).", "targets": "What was the national rate of violent crimes in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29ed8b4adf42b58c10e3555103cae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly two-thirds of all murders in Michigan in 2011 occurred in Detroit. Although the rate of violent crime dropped 11 percent in 2008, violent crime in Detroit has not declined as much as the national average from 2007 to 2011. The violent crime rate is one of the highest in the United States. Neighborhoodscout.com reported a crime rate of 62.18 per 1,000 residents for property crimes, and 16.73 per 1,000 for violent crimes (compared to national figures of 32 per 1,000 for property crimes and 5 per 1,000 for violent crime in 2008).", "targets": "What was Detroit's rate of violent crimes in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24785adb6b54cbaab71f71ec8b1671f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important factor was that during the Middle Ages a large proportion of the population would have been illiterate and so pictures on a sign were more useful than words as a means of identifying a public house. For this reason there was often no reason to write the establishment's name on the sign and inns opened without a formal written name, the name being derived later from the illustration on the pub's sign.", "targets": "In what historical period was a large portion of the population illiterate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24785adb6b54cbaab71f71ec8b1671f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important factor was that during the Middle Ages a large proportion of the population would have been illiterate and so pictures on a sign were more useful than words as a means of identifying a public house. For this reason there was often no reason to write the establishment's name on the sign and inns opened without a formal written name, the name being derived later from the illustration on the pub's sign.", "targets": "From where did pubs without written names derive their names?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c907a121b42a096648017e663d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina provides a large range of recreational activities, from swimming at the beach to skiing in the mountains. North Carolina offers fall colors, freshwater and saltwater fishing, hunting, birdwatching, agritourism, ATV trails, ballooning, rock climbing, biking, hiking, skiing, boating and sailing, camping, canoeing, caving (spelunking), gardens, and arboretums. North Carolina has theme parks, aquariums, museums, historic sites, lighthouses, elegant theaters, concert halls, and fine dining.", "targets": "Fishing, hunting, and birdwatching are what kind of activities that are provided in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c907a121b42a096648017e663d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina provides a large range of recreational activities, from swimming at the beach to skiing in the mountains. North Carolina offers fall colors, freshwater and saltwater fishing, hunting, birdwatching, agritourism, ATV trails, ballooning, rock climbing, biking, hiking, skiing, boating and sailing, camping, canoeing, caving (spelunking), gardens, and arboretums. North Carolina has theme parks, aquariums, museums, historic sites, lighthouses, elegant theaters, concert halls, and fine dining.", "targets": "In the Fall, people go to North Carolina to see what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c907a121b42a096648017e663d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina provides a large range of recreational activities, from swimming at the beach to skiing in the mountains. North Carolina offers fall colors, freshwater and saltwater fishing, hunting, birdwatching, agritourism, ATV trails, ballooning, rock climbing, biking, hiking, skiing, boating and sailing, camping, canoeing, caving (spelunking), gardens, and arboretums. North Carolina has theme parks, aquariums, museums, historic sites, lighthouses, elegant theaters, concert halls, and fine dining.", "targets": "What is another name for caving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "The Times is based in what major British city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "What year did the initial incarnation of The Times start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "What was the original name of The Times before changing its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "The Times and its sister paper The Sunday Times are published by what company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "The Times, owned by News UK, is itself owned by what major corporation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "The Times and its sister paper The Sunday Times are published by what company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "What year did The Times change its name from The Daily Universal Register?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d171dbcead494d6ba94b130f88aa72b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times is a British daily national newspaper based in London. It began in 1785 under the title The Daily Universal Register and became The Times on 1 January 1788. The Times and its sister paper The Sunday Times (founded in 1821) are published by Times Newspapers, since 1981 a subsidiary of News UK, itself wholly owned by the News Corp group headed by Rupert Murdoch. The Times and The Sunday Times do not share editorial staff, were founded independently and have only had common ownership since 1967.", "targets": "What year did The Daily Universal Register initially start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b843b8e38d47a0909839e46e35c235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's system, in October 1872, Alexander Bell opened his \"School of Vocal Physiology and Mechanics of Speech\" in Boston, which attracted a large number of deaf pupils, with his first class numbering 30 students. While he was working as a private tutor, one of his most famous pupils was Helen Keller, who came to him as a young child unable to see, hear, or speak. She was later to say that Bell dedicated his life to the penetration of that \"inhuman silence which separates and estranges.\" In 1893, Keller performed the sod-breaking ceremony for the construction of the new Bell's new Volta Bureau, dedicated to \"the increase and diffusion of knowledge relating to the deaf\".", "targets": "What city did Bell decide to return to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b843b8e38d47a0909839e46e35c235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's system, in October 1872, Alexander Bell opened his \"School of Vocal Physiology and Mechanics of Speech\" in Boston, which attracted a large number of deaf pupils, with his first class numbering 30 students. While he was working as a private tutor, one of his most famous pupils was Helen Keller, who came to him as a young child unable to see, hear, or speak. She was later to say that Bell dedicated his life to the penetration of that \"inhuman silence which separates and estranges.\" In 1893, Keller performed the sod-breaking ceremony for the construction of the new Bell's new Volta Bureau, dedicated to \"the increase and diffusion of knowledge relating to the deaf\".", "targets": "In what year did Bell open his own school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b843b8e38d47a0909839e46e35c235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's system, in October 1872, Alexander Bell opened his \"School of Vocal Physiology and Mechanics of Speech\" in Boston, which attracted a large number of deaf pupils, with his first class numbering 30 students. While he was working as a private tutor, one of his most famous pupils was Helen Keller, who came to him as a young child unable to see, hear, or speak. She was later to say that Bell dedicated his life to the penetration of that \"inhuman silence which separates and estranges.\" In 1893, Keller performed the sod-breaking ceremony for the construction of the new Bell's new Volta Bureau, dedicated to \"the increase and diffusion of knowledge relating to the deaf\".", "targets": "How many people were in Bell's first class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b843b8e38d47a0909839e46e35c235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's system, in October 1872, Alexander Bell opened his \"School of Vocal Physiology and Mechanics of Speech\" in Boston, which attracted a large number of deaf pupils, with his first class numbering 30 students. While he was working as a private tutor, one of his most famous pupils was Helen Keller, who came to him as a young child unable to see, hear, or speak. She was later to say that Bell dedicated his life to the penetration of that \"inhuman silence which separates and estranges.\" In 1893, Keller performed the sod-breaking ceremony for the construction of the new Bell's new Volta Bureau, dedicated to \"the increase and diffusion of knowledge relating to the deaf\".", "targets": "Which of Bell's students is the most well known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718ccb4d833342ba9af214a5e58340e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chain department stores grew rapidly after 1920, and provided competition for the downtown upscale department stores, as well as local department stores in small cities. J. C. Penney had four stores in 1908, 312 in 1920, and 1452 in 1930. Sears, Roebuck & Company, a giant mail-order house, opened its first eight retail stores in 1925, and operated 338 by 1930, and 595 by 1940. The chains reached a middle-class audience, that was more interested in value than in upscale fashions. Sears was a pioneer in creating department stores that catered to men as well as women, especially with lines of hardware and building materials. It deemphasized the latest fashions in favor of practicality and durability, and allowed customers to select goods without the aid of a clerk. Its stores were oriented to motorists \u2013 set apart from existing business districts amid residential areas occupied by their target audience; had ample, free, off-street parking; and communicated a clear corporate identity. In the 1930s, the company designed fully air-conditioned, \"windowless\" stores whose layout was driven wholly by merchandising concerns.", "targets": "How many stores was J. C. Penny operating in 1930?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718ccb4d833342ba9af214a5e58340e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chain department stores grew rapidly after 1920, and provided competition for the downtown upscale department stores, as well as local department stores in small cities. J. C. Penney had four stores in 1908, 312 in 1920, and 1452 in 1930. Sears, Roebuck & Company, a giant mail-order house, opened its first eight retail stores in 1925, and operated 338 by 1930, and 595 by 1940. The chains reached a middle-class audience, that was more interested in value than in upscale fashions. Sears was a pioneer in creating department stores that catered to men as well as women, especially with lines of hardware and building materials. It deemphasized the latest fashions in favor of practicality and durability, and allowed customers to select goods without the aid of a clerk. Its stores were oriented to motorists \u2013 set apart from existing business districts amid residential areas occupied by their target audience; had ample, free, off-street parking; and communicated a clear corporate identity. In the 1930s, the company designed fully air-conditioned, \"windowless\" stores whose layout was driven wholly by merchandising concerns.", "targets": "What demographic were most stores focusing on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718ccb4d833342ba9af214a5e58340e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chain department stores grew rapidly after 1920, and provided competition for the downtown upscale department stores, as well as local department stores in small cities. J. C. Penney had four stores in 1908, 312 in 1920, and 1452 in 1930. Sears, Roebuck & Company, a giant mail-order house, opened its first eight retail stores in 1925, and operated 338 by 1930, and 595 by 1940. The chains reached a middle-class audience, that was more interested in value than in upscale fashions. Sears was a pioneer in creating department stores that catered to men as well as women, especially with lines of hardware and building materials. It deemphasized the latest fashions in favor of practicality and durability, and allowed customers to select goods without the aid of a clerk. Its stores were oriented to motorists \u2013 set apart from existing business districts amid residential areas occupied by their target audience; had ample, free, off-street parking; and communicated a clear corporate identity. In the 1930s, the company designed fully air-conditioned, \"windowless\" stores whose layout was driven wholly by merchandising concerns.", "targets": "What store was one of the first to offer shopping choices for both men and women at the same time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-718ccb4d833342ba9af214a5e58340e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chain department stores grew rapidly after 1920, and provided competition for the downtown upscale department stores, as well as local department stores in small cities. J. C. Penney had four stores in 1908, 312 in 1920, and 1452 in 1930. Sears, Roebuck & Company, a giant mail-order house, opened its first eight retail stores in 1925, and operated 338 by 1930, and 595 by 1940. The chains reached a middle-class audience, that was more interested in value than in upscale fashions. Sears was a pioneer in creating department stores that catered to men as well as women, especially with lines of hardware and building materials. It deemphasized the latest fashions in favor of practicality and durability, and allowed customers to select goods without the aid of a clerk. Its stores were oriented to motorists \u2013 set apart from existing business districts amid residential areas occupied by their target audience; had ample, free, off-street parking; and communicated a clear corporate identity. In the 1930s, the company designed fully air-conditioned, \"windowless\" stores whose layout was driven wholly by merchandising concerns.", "targets": "How many stores was Sears operating in 1940?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02394af30f845cead063010ebe2a0c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton (i/sa\u028a\u03b8\u02c8\u00e6mpt\u0259n, -h\u00e6mpt\u0259n/) is the largest city in the ceremonial county of Hampshire on the south coast of England, and is situated 75 miles (121 km) south-west of London and 19 miles (31 km) north-west of Portsmouth. Southampton is a major port and the closest city to the New Forest. It lies at the northernmost point of Southampton Water at the confluence of the River Test and River Itchen, with the River Hamble joining to the south of the urban area. The city, which is a unitary authority, has an estimated population of 253,651. The city's name is sometimes abbreviated in writing to \"So'ton\" or \"Soton\", and a resident of Southampton is called a Sotonian.", "targets": "What's the estimated population of Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02394af30f845cead063010ebe2a0c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton (i/sa\u028a\u03b8\u02c8\u00e6mpt\u0259n, -h\u00e6mpt\u0259n/) is the largest city in the ceremonial county of Hampshire on the south coast of England, and is situated 75 miles (121 km) south-west of London and 19 miles (31 km) north-west of Portsmouth. Southampton is a major port and the closest city to the New Forest. It lies at the northernmost point of Southampton Water at the confluence of the River Test and River Itchen, with the River Hamble joining to the south of the urban area. The city, which is a unitary authority, has an estimated population of 253,651. The city's name is sometimes abbreviated in writing to \"So'ton\" or \"Soton\", and a resident of Southampton is called a Sotonian.", "targets": "What could you call someone who lives in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02394af30f845cead063010ebe2a0c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton (i/sa\u028a\u03b8\u02c8\u00e6mpt\u0259n, -h\u00e6mpt\u0259n/) is the largest city in the ceremonial county of Hampshire on the south coast of England, and is situated 75 miles (121 km) south-west of London and 19 miles (31 km) north-west of Portsmouth. Southampton is a major port and the closest city to the New Forest. It lies at the northernmost point of Southampton Water at the confluence of the River Test and River Itchen, with the River Hamble joining to the south of the urban area. The city, which is a unitary authority, has an estimated population of 253,651. The city's name is sometimes abbreviated in writing to \"So'ton\" or \"Soton\", and a resident of Southampton is called a Sotonian.", "targets": "In what ceremonial county is Southampton located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02394af30f845cead063010ebe2a0c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton (i/sa\u028a\u03b8\u02c8\u00e6mpt\u0259n, -h\u00e6mpt\u0259n/) is the largest city in the ceremonial county of Hampshire on the south coast of England, and is situated 75 miles (121 km) south-west of London and 19 miles (31 km) north-west of Portsmouth. Southampton is a major port and the closest city to the New Forest. It lies at the northernmost point of Southampton Water at the confluence of the River Test and River Itchen, with the River Hamble joining to the south of the urban area. The city, which is a unitary authority, has an estimated population of 253,651. The city's name is sometimes abbreviated in writing to \"So'ton\" or \"Soton\", and a resident of Southampton is called a Sotonian.", "targets": "How many miles away from London is Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02394af30f845cead063010ebe2a0c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton (i/sa\u028a\u03b8\u02c8\u00e6mpt\u0259n, -h\u00e6mpt\u0259n/) is the largest city in the ceremonial county of Hampshire on the south coast of England, and is situated 75 miles (121 km) south-west of London and 19 miles (31 km) north-west of Portsmouth. Southampton is a major port and the closest city to the New Forest. It lies at the northernmost point of Southampton Water at the confluence of the River Test and River Itchen, with the River Hamble joining to the south of the urban area. The city, which is a unitary authority, has an estimated population of 253,651. The city's name is sometimes abbreviated in writing to \"So'ton\" or \"Soton\", and a resident of Southampton is called a Sotonian.", "targets": "In which direction would you travel from Portsmouth to reach Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0176a0dcf70547bfac0d670047e9d0d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Apollo program, also known as Project Apollo, was the third United States human spaceflight program carried out by the National Aeronautics and Space Administration (NASA), which accomplished landing the first humans on the Moon from 1969 to 1972. First conceived during Dwight D. Eisenhower's administration as a three-man spacecraft to follow the one-man Project Mercury which put the first Americans in space, Apollo was later dedicated to President John F. Kennedy's national goal of \"landing a man on the Moon and returning him safely to the Earth\" by the end of the 1960s, which he proposed in a May 25, 1961, address to Congress. Project Mercury was followed by the two-man Project Gemini (1962\u201366). The first manned flight of Apollo was in 1968.", "targets": "What project put the first Americans into space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0176a0dcf70547bfac0d670047e9d0d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Apollo program, also known as Project Apollo, was the third United States human spaceflight program carried out by the National Aeronautics and Space Administration (NASA), which accomplished landing the first humans on the Moon from 1969 to 1972. First conceived during Dwight D. Eisenhower's administration as a three-man spacecraft to follow the one-man Project Mercury which put the first Americans in space, Apollo was later dedicated to President John F. Kennedy's national goal of \"landing a man on the Moon and returning him safely to the Earth\" by the end of the 1960s, which he proposed in a May 25, 1961, address to Congress. Project Mercury was followed by the two-man Project Gemini (1962\u201366). The first manned flight of Apollo was in 1968.", "targets": "What program was created to carry out these projects and missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0176a0dcf70547bfac0d670047e9d0d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Apollo program, also known as Project Apollo, was the third United States human spaceflight program carried out by the National Aeronautics and Space Administration (NASA), which accomplished landing the first humans on the Moon from 1969 to 1972. First conceived during Dwight D. Eisenhower's administration as a three-man spacecraft to follow the one-man Project Mercury which put the first Americans in space, Apollo was later dedicated to President John F. Kennedy's national goal of \"landing a man on the Moon and returning him safely to the Earth\" by the end of the 1960s, which he proposed in a May 25, 1961, address to Congress. Project Mercury was followed by the two-man Project Gemini (1962\u201366). The first manned flight of Apollo was in 1968.", "targets": "What year did the first manned Apollo flight occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0176a0dcf70547bfac0d670047e9d0d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Apollo program, also known as Project Apollo, was the third United States human spaceflight program carried out by the National Aeronautics and Space Administration (NASA), which accomplished landing the first humans on the Moon from 1969 to 1972. First conceived during Dwight D. Eisenhower's administration as a three-man spacecraft to follow the one-man Project Mercury which put the first Americans in space, Apollo was later dedicated to President John F. Kennedy's national goal of \"landing a man on the Moon and returning him safely to the Earth\" by the end of the 1960s, which he proposed in a May 25, 1961, address to Congress. Project Mercury was followed by the two-man Project Gemini (1962\u201366). The first manned flight of Apollo was in 1968.", "targets": "What President is credited with the original notion of putting Americans in space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0176a0dcf70547bfac0d670047e9d0d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Apollo program, also known as Project Apollo, was the third United States human spaceflight program carried out by the National Aeronautics and Space Administration (NASA), which accomplished landing the first humans on the Moon from 1969 to 1972. First conceived during Dwight D. Eisenhower's administration as a three-man spacecraft to follow the one-man Project Mercury which put the first Americans in space, Apollo was later dedicated to President John F. Kennedy's national goal of \"landing a man on the Moon and returning him safely to the Earth\" by the end of the 1960s, which he proposed in a May 25, 1961, address to Congress. Project Mercury was followed by the two-man Project Gemini (1962\u201366). The first manned flight of Apollo was in 1968.", "targets": "How many people were on the project that followed Project Mercury?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f9242d14af8489685cadd6c00d4f29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other things, the Information Management Group is responsible for the conduct of electronic warfare and the protection of the Armed Forces' communications and computer networks. Within the group, this operational role is fulfilled by the Canadian Forces Information Operations Group, headquartered at CFS Leitrim in Ottawa, which operates the following units: the Canadian Forces Information Operations Group Headquarters (CFIOGHQ), the Canadian Forces Electronic Warfare Centre (CFEWC), the Canadian Forces Network Operation Centre (CFNOC), the Canadian Forces Signals Intelligence Operations Centre (CFSOC), the Canadian Forces Station (CFS) Leitrim, and the 764 Communications Squadron. In June 2011 the Canadian Armed Forces Chief of Force Development announced the establishment of a new organization, the Directorate of Cybernetics, headed by a Brigadier General, the Director General Cyber (DG Cyber). Within that directorate the newly established CAF Cyber Task Force, has been tasked to design and build cyber warfare capabilities for the Canadian Armed Forces.", "targets": "What is the the Information Management Group responsible for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f9242d14af8489685cadd6c00d4f29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other things, the Information Management Group is responsible for the conduct of electronic warfare and the protection of the Armed Forces' communications and computer networks. Within the group, this operational role is fulfilled by the Canadian Forces Information Operations Group, headquartered at CFS Leitrim in Ottawa, which operates the following units: the Canadian Forces Information Operations Group Headquarters (CFIOGHQ), the Canadian Forces Electronic Warfare Centre (CFEWC), the Canadian Forces Network Operation Centre (CFNOC), the Canadian Forces Signals Intelligence Operations Centre (CFSOC), the Canadian Forces Station (CFS) Leitrim, and the 764 Communications Squadron. In June 2011 the Canadian Armed Forces Chief of Force Development announced the establishment of a new organization, the Directorate of Cybernetics, headed by a Brigadier General, the Director General Cyber (DG Cyber). Within that directorate the newly established CAF Cyber Task Force, has been tasked to design and build cyber warfare capabilities for the Canadian Armed Forces.", "targets": "Where is the Information Management Group located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f9242d14af8489685cadd6c00d4f29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other things, the Information Management Group is responsible for the conduct of electronic warfare and the protection of the Armed Forces' communications and computer networks. Within the group, this operational role is fulfilled by the Canadian Forces Information Operations Group, headquartered at CFS Leitrim in Ottawa, which operates the following units: the Canadian Forces Information Operations Group Headquarters (CFIOGHQ), the Canadian Forces Electronic Warfare Centre (CFEWC), the Canadian Forces Network Operation Centre (CFNOC), the Canadian Forces Signals Intelligence Operations Centre (CFSOC), the Canadian Forces Station (CFS) Leitrim, and the 764 Communications Squadron. In June 2011 the Canadian Armed Forces Chief of Force Development announced the establishment of a new organization, the Directorate of Cybernetics, headed by a Brigadier General, the Director General Cyber (DG Cyber). Within that directorate the newly established CAF Cyber Task Force, has been tasked to design and build cyber warfare capabilities for the Canadian Armed Forces.", "targets": "What is the task of the CAF Cyber Task Force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f9242d14af8489685cadd6c00d4f29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other things, the Information Management Group is responsible for the conduct of electronic warfare and the protection of the Armed Forces' communications and computer networks. Within the group, this operational role is fulfilled by the Canadian Forces Information Operations Group, headquartered at CFS Leitrim in Ottawa, which operates the following units: the Canadian Forces Information Operations Group Headquarters (CFIOGHQ), the Canadian Forces Electronic Warfare Centre (CFEWC), the Canadian Forces Network Operation Centre (CFNOC), the Canadian Forces Signals Intelligence Operations Centre (CFSOC), the Canadian Forces Station (CFS) Leitrim, and the 764 Communications Squadron. In June 2011 the Canadian Armed Forces Chief of Force Development announced the establishment of a new organization, the Directorate of Cybernetics, headed by a Brigadier General, the Director General Cyber (DG Cyber). Within that directorate the newly established CAF Cyber Task Force, has been tasked to design and build cyber warfare capabilities for the Canadian Armed Forces.", "targets": "When was the Directorate of Cybernetics established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f9242d14af8489685cadd6c00d4f29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other things, the Information Management Group is responsible for the conduct of electronic warfare and the protection of the Armed Forces' communications and computer networks. Within the group, this operational role is fulfilled by the Canadian Forces Information Operations Group, headquartered at CFS Leitrim in Ottawa, which operates the following units: the Canadian Forces Information Operations Group Headquarters (CFIOGHQ), the Canadian Forces Electronic Warfare Centre (CFEWC), the Canadian Forces Network Operation Centre (CFNOC), the Canadian Forces Signals Intelligence Operations Centre (CFSOC), the Canadian Forces Station (CFS) Leitrim, and the 764 Communications Squadron. In June 2011 the Canadian Armed Forces Chief of Force Development announced the establishment of a new organization, the Directorate of Cybernetics, headed by a Brigadier General, the Director General Cyber (DG Cyber). Within that directorate the newly established CAF Cyber Task Force, has been tasked to design and build cyber warfare capabilities for the Canadian Armed Forces.", "targets": "Who heads the Directorate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c8131e4f74438c8b55dca88d8bece5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The African Great Lakes region, which Kenya is a part of, has been inhabited by humans since the Lower Paleolithic period. By the first millennium AD, the Bantu expansion had reached the area from West-Central Africa. The borders of the modern state consequently comprise the crossroads of the Niger-Congo, Nilo-Saharan and Afroasiatic areas of the continent, representing most major ethnolinguistic groups found in Africa. Bantu and Nilotic populations together constitute around 97% of the nation's residents. European and Arab presence in coastal Mombasa dates to the Early Modern period; European exploration of the interior began in the 19th century. The British Empire established the East Africa Protectorate in 1895, which starting in 1920 gave way to the Kenya Colony. Kenya obtained independence in December 1963. Following a referendum in August 2010 and adoption of a new constitution, Kenya is now divided into 47 semi-autonomous counties, governed by elected governors.", "targets": "How long has the African Great Lakes region been inhabited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c8131e4f74438c8b55dca88d8bece5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The African Great Lakes region, which Kenya is a part of, has been inhabited by humans since the Lower Paleolithic period. By the first millennium AD, the Bantu expansion had reached the area from West-Central Africa. The borders of the modern state consequently comprise the crossroads of the Niger-Congo, Nilo-Saharan and Afroasiatic areas of the continent, representing most major ethnolinguistic groups found in Africa. Bantu and Nilotic populations together constitute around 97% of the nation's residents. European and Arab presence in coastal Mombasa dates to the Early Modern period; European exploration of the interior began in the 19th century. The British Empire established the East Africa Protectorate in 1895, which starting in 1920 gave way to the Kenya Colony. Kenya obtained independence in December 1963. Following a referendum in August 2010 and adoption of a new constitution, Kenya is now divided into 47 semi-autonomous counties, governed by elected governors.", "targets": "When did the Bantu expansion reach the area from West-Central Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c8131e4f74438c8b55dca88d8bece5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The African Great Lakes region, which Kenya is a part of, has been inhabited by humans since the Lower Paleolithic period. By the first millennium AD, the Bantu expansion had reached the area from West-Central Africa. The borders of the modern state consequently comprise the crossroads of the Niger-Congo, Nilo-Saharan and Afroasiatic areas of the continent, representing most major ethnolinguistic groups found in Africa. Bantu and Nilotic populations together constitute around 97% of the nation's residents. European and Arab presence in coastal Mombasa dates to the Early Modern period; European exploration of the interior began in the 19th century. The British Empire established the East Africa Protectorate in 1895, which starting in 1920 gave way to the Kenya Colony. Kenya obtained independence in December 1963. Following a referendum in August 2010 and adoption of a new constitution, Kenya is now divided into 47 semi-autonomous counties, governed by elected governors.", "targets": "Where is 97% of the population located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c8131e4f74438c8b55dca88d8bece5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The African Great Lakes region, which Kenya is a part of, has been inhabited by humans since the Lower Paleolithic period. By the first millennium AD, the Bantu expansion had reached the area from West-Central Africa. The borders of the modern state consequently comprise the crossroads of the Niger-Congo, Nilo-Saharan and Afroasiatic areas of the continent, representing most major ethnolinguistic groups found in Africa. Bantu and Nilotic populations together constitute around 97% of the nation's residents. European and Arab presence in coastal Mombasa dates to the Early Modern period; European exploration of the interior began in the 19th century. The British Empire established the East Africa Protectorate in 1895, which starting in 1920 gave way to the Kenya Colony. Kenya obtained independence in December 1963. Following a referendum in August 2010 and adoption of a new constitution, Kenya is now divided into 47 semi-autonomous counties, governed by elected governors.", "targets": "When did the exploration of the interior begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c8131e4f74438c8b55dca88d8bece5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The African Great Lakes region, which Kenya is a part of, has been inhabited by humans since the Lower Paleolithic period. By the first millennium AD, the Bantu expansion had reached the area from West-Central Africa. The borders of the modern state consequently comprise the crossroads of the Niger-Congo, Nilo-Saharan and Afroasiatic areas of the continent, representing most major ethnolinguistic groups found in Africa. Bantu and Nilotic populations together constitute around 97% of the nation's residents. European and Arab presence in coastal Mombasa dates to the Early Modern period; European exploration of the interior began in the 19th century. The British Empire established the East Africa Protectorate in 1895, which starting in 1920 gave way to the Kenya Colony. Kenya obtained independence in December 1963. Following a referendum in August 2010 and adoption of a new constitution, Kenya is now divided into 47 semi-autonomous counties, governed by elected governors.", "targets": "When did Kenya obtain independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bac57af4700743a699ce61929e1f4f7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, the Paris region is served by a light rail network of nine lines, the tramway: Line T1 runs from Asni\u00e8res-Gennevilliers to Noisy-le-Sec, line T2 runs from Pont de Bezons to Porte de Versailles, line T3a runs from Pont du Garigliano to Porte de Vincennes, line T3b runs from Porte de Vincennes to Porte de la Chapelle, line T5 runs from Saint-Denis to Garges-Sarcelles, line T6 runs from Ch\u00e2tillon to Velizy, line T7 runs from Villejuif to Athis-Mons, line T8 runs from Saint-Denis to \u00c9pinay-sur-Seine and Villetaneuse, all of which are operated by the R\u00e9gie Autonome des Transports Parisiens, and line T4 runs from Bondy RER to Aulnay-sous-Bois, which is operated by the state rail carrier SNCF. Five new light rail lines are currently in various stages of development.", "targets": "Where does line T1 run from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bac57af4700743a699ce61929e1f4f7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, the Paris region is served by a light rail network of nine lines, the tramway: Line T1 runs from Asni\u00e8res-Gennevilliers to Noisy-le-Sec, line T2 runs from Pont de Bezons to Porte de Versailles, line T3a runs from Pont du Garigliano to Porte de Vincennes, line T3b runs from Porte de Vincennes to Porte de la Chapelle, line T5 runs from Saint-Denis to Garges-Sarcelles, line T6 runs from Ch\u00e2tillon to Velizy, line T7 runs from Villejuif to Athis-Mons, line T8 runs from Saint-Denis to \u00c9pinay-sur-Seine and Villetaneuse, all of which are operated by the R\u00e9gie Autonome des Transports Parisiens, and line T4 runs from Bondy RER to Aulnay-sous-Bois, which is operated by the state rail carrier SNCF. Five new light rail lines are currently in various stages of development.", "targets": "Where does line T2 run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bac57af4700743a699ce61929e1f4f7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, the Paris region is served by a light rail network of nine lines, the tramway: Line T1 runs from Asni\u00e8res-Gennevilliers to Noisy-le-Sec, line T2 runs from Pont de Bezons to Porte de Versailles, line T3a runs from Pont du Garigliano to Porte de Vincennes, line T3b runs from Porte de Vincennes to Porte de la Chapelle, line T5 runs from Saint-Denis to Garges-Sarcelles, line T6 runs from Ch\u00e2tillon to Velizy, line T7 runs from Villejuif to Athis-Mons, line T8 runs from Saint-Denis to \u00c9pinay-sur-Seine and Villetaneuse, all of which are operated by the R\u00e9gie Autonome des Transports Parisiens, and line T4 runs from Bondy RER to Aulnay-sous-Bois, which is operated by the state rail carrier SNCF. Five new light rail lines are currently in various stages of development.", "targets": "How many lines are in the rail network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bac57af4700743a699ce61929e1f4f7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, the Paris region is served by a light rail network of nine lines, the tramway: Line T1 runs from Asni\u00e8res-Gennevilliers to Noisy-le-Sec, line T2 runs from Pont de Bezons to Porte de Versailles, line T3a runs from Pont du Garigliano to Porte de Vincennes, line T3b runs from Porte de Vincennes to Porte de la Chapelle, line T5 runs from Saint-Denis to Garges-Sarcelles, line T6 runs from Ch\u00e2tillon to Velizy, line T7 runs from Villejuif to Athis-Mons, line T8 runs from Saint-Denis to \u00c9pinay-sur-Seine and Villetaneuse, all of which are operated by the R\u00e9gie Autonome des Transports Parisiens, and line T4 runs from Bondy RER to Aulnay-sous-Bois, which is operated by the state rail carrier SNCF. Five new light rail lines are currently in various stages of development.", "targets": "where does T5 run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bac57af4700743a699ce61929e1f4f7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, the Paris region is served by a light rail network of nine lines, the tramway: Line T1 runs from Asni\u00e8res-Gennevilliers to Noisy-le-Sec, line T2 runs from Pont de Bezons to Porte de Versailles, line T3a runs from Pont du Garigliano to Porte de Vincennes, line T3b runs from Porte de Vincennes to Porte de la Chapelle, line T5 runs from Saint-Denis to Garges-Sarcelles, line T6 runs from Ch\u00e2tillon to Velizy, line T7 runs from Villejuif to Athis-Mons, line T8 runs from Saint-Denis to \u00c9pinay-sur-Seine and Villetaneuse, all of which are operated by the R\u00e9gie Autonome des Transports Parisiens, and line T4 runs from Bondy RER to Aulnay-sous-Bois, which is operated by the state rail carrier SNCF. Five new light rail lines are currently in various stages of development.", "targets": "Who operates these lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7541eb1004b403f94cee154c2e42d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab's geography mostly consists of the alluvial plain of the Indus River and its four major tributaries in Pakistan, the Jhelum, Chenab, Ravi, and Sutlej rivers. There are several mountainous regions, including the Sulaiman Mountains in the southwest part of the province, and Margalla Hills, Salt Range, and Pothohar Plateau in the north. Agriculture is the chief source of income and employment in Punjab; wheat and cotton are the principal crops. Since independence, Punjab has become the seat of political and economic power; it remains the most industrialised province of Pakistan. It counts for 39.2% of large scale manufacturing and 70% of small scale manufacturing in the country. Its capital Lahore is a major regional cultural, historical, and economic centre.", "targets": "What plain is Punjab in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7541eb1004b403f94cee154c2e42d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab's geography mostly consists of the alluvial plain of the Indus River and its four major tributaries in Pakistan, the Jhelum, Chenab, Ravi, and Sutlej rivers. There are several mountainous regions, including the Sulaiman Mountains in the southwest part of the province, and Margalla Hills, Salt Range, and Pothohar Plateau in the north. Agriculture is the chief source of income and employment in Punjab; wheat and cotton are the principal crops. Since independence, Punjab has become the seat of political and economic power; it remains the most industrialised province of Pakistan. It counts for 39.2% of large scale manufacturing and 70% of small scale manufacturing in the country. Its capital Lahore is a major regional cultural, historical, and economic centre.", "targets": "What are the Indus River's tributaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7541eb1004b403f94cee154c2e42d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab's geography mostly consists of the alluvial plain of the Indus River and its four major tributaries in Pakistan, the Jhelum, Chenab, Ravi, and Sutlej rivers. There are several mountainous regions, including the Sulaiman Mountains in the southwest part of the province, and Margalla Hills, Salt Range, and Pothohar Plateau in the north. Agriculture is the chief source of income and employment in Punjab; wheat and cotton are the principal crops. Since independence, Punjab has become the seat of political and economic power; it remains the most industrialised province of Pakistan. It counts for 39.2% of large scale manufacturing and 70% of small scale manufacturing in the country. Its capital Lahore is a major regional cultural, historical, and economic centre.", "targets": "How much of Pakistan's large-scale manufacturing is in Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7541eb1004b403f94cee154c2e42d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab's geography mostly consists of the alluvial plain of the Indus River and its four major tributaries in Pakistan, the Jhelum, Chenab, Ravi, and Sutlej rivers. There are several mountainous regions, including the Sulaiman Mountains in the southwest part of the province, and Margalla Hills, Salt Range, and Pothohar Plateau in the north. Agriculture is the chief source of income and employment in Punjab; wheat and cotton are the principal crops. Since independence, Punjab has become the seat of political and economic power; it remains the most industrialised province of Pakistan. It counts for 39.2% of large scale manufacturing and 70% of small scale manufacturing in the country. Its capital Lahore is a major regional cultural, historical, and economic centre.", "targets": "How much of Pakistan's small-scale manufacturing is in Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7541eb1004b403f94cee154c2e42d14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab's geography mostly consists of the alluvial plain of the Indus River and its four major tributaries in Pakistan, the Jhelum, Chenab, Ravi, and Sutlej rivers. There are several mountainous regions, including the Sulaiman Mountains in the southwest part of the province, and Margalla Hills, Salt Range, and Pothohar Plateau in the north. Agriculture is the chief source of income and employment in Punjab; wheat and cotton are the principal crops. Since independence, Punjab has become the seat of political and economic power; it remains the most industrialised province of Pakistan. It counts for 39.2% of large scale manufacturing and 70% of small scale manufacturing in the country. Its capital Lahore is a major regional cultural, historical, and economic centre.", "targets": "What crops does Punjab grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118db628380945e3bf90835cc1e04ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In prokaryotes, transcription occurs in the cytoplasm; for very long transcripts, translation may begin at the 5' end of the RNA while the 3' end is still being transcribed. In eukaryotes, transcription occurs in the nucleus, where the cell's DNA is stored. The RNA molecule produced by the polymerase is known as the primary transcript and undergoes post-transcriptional modifications before being exported to the cytoplasm for translation. One of the modifications performed is the splicing of introns which are sequences in the transcribed region that do not encode protein. Alternative splicing mechanisms can result in mature transcripts from the same gene having different sequences and thus coding for different proteins. This is a major form of regulation in eukaryotic cells and also occurs in some prokaryotes.:7.5", "targets": "Where does transcription occur in prokaryotes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118db628380945e3bf90835cc1e04ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In prokaryotes, transcription occurs in the cytoplasm; for very long transcripts, translation may begin at the 5' end of the RNA while the 3' end is still being transcribed. In eukaryotes, transcription occurs in the nucleus, where the cell's DNA is stored. The RNA molecule produced by the polymerase is known as the primary transcript and undergoes post-transcriptional modifications before being exported to the cytoplasm for translation. One of the modifications performed is the splicing of introns which are sequences in the transcribed region that do not encode protein. Alternative splicing mechanisms can result in mature transcripts from the same gene having different sequences and thus coding for different proteins. This is a major form of regulation in eukaryotic cells and also occurs in some prokaryotes.:7.5", "targets": "If the transcription is very long, where on the RNA may translation begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118db628380945e3bf90835cc1e04ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In prokaryotes, transcription occurs in the cytoplasm; for very long transcripts, translation may begin at the 5' end of the RNA while the 3' end is still being transcribed. In eukaryotes, transcription occurs in the nucleus, where the cell's DNA is stored. The RNA molecule produced by the polymerase is known as the primary transcript and undergoes post-transcriptional modifications before being exported to the cytoplasm for translation. One of the modifications performed is the splicing of introns which are sequences in the transcribed region that do not encode protein. Alternative splicing mechanisms can result in mature transcripts from the same gene having different sequences and thus coding for different proteins. This is a major form of regulation in eukaryotic cells and also occurs in some prokaryotes.:7.5", "targets": "Where does transcription occur in eukaryotes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118db628380945e3bf90835cc1e04ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In prokaryotes, transcription occurs in the cytoplasm; for very long transcripts, translation may begin at the 5' end of the RNA while the 3' end is still being transcribed. In eukaryotes, transcription occurs in the nucleus, where the cell's DNA is stored. The RNA molecule produced by the polymerase is known as the primary transcript and undergoes post-transcriptional modifications before being exported to the cytoplasm for translation. One of the modifications performed is the splicing of introns which are sequences in the transcribed region that do not encode protein. Alternative splicing mechanisms can result in mature transcripts from the same gene having different sequences and thus coding for different proteins. This is a major form of regulation in eukaryotic cells and also occurs in some prokaryotes.:7.5", "targets": "Where does a eukaryote store the cell's DNA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118db628380945e3bf90835cc1e04ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In prokaryotes, transcription occurs in the cytoplasm; for very long transcripts, translation may begin at the 5' end of the RNA while the 3' end is still being transcribed. In eukaryotes, transcription occurs in the nucleus, where the cell's DNA is stored. The RNA molecule produced by the polymerase is known as the primary transcript and undergoes post-transcriptional modifications before being exported to the cytoplasm for translation. One of the modifications performed is the splicing of introns which are sequences in the transcribed region that do not encode protein. Alternative splicing mechanisms can result in mature transcripts from the same gene having different sequences and thus coding for different proteins. This is a major form of regulation in eukaryotic cells and also occurs in some prokaryotes.:7.5", "targets": "What is the RNA molecule produced by the polymerase known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a4f3abc63cf4e308e93ad78acd949fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship between ethnic Greek identity and Greek Orthodox religion continued after the creation of the Modern Greek state in 1830. According to the second article of the first Greek constitution of 1822, a Greek was defined as any Christian resident of the Kingdom of Greece, a clause removed by 1840. A century later, when the Treaty of Lausanne was signed between Greece and Turkey in 1923, the two countries agreed to use religion as the determinant for ethnic identity for the purposes of population exchange, although most of the Greeks displaced (over a million of the total 1.5 million) had already been driven out by the time the agreement was signed.[note 1] The Greek genocide, in particular the harsh removal of Pontian Greeks from the southern shore area of the Black Sea, contemporaneous with and following the failed Greek Asia Minor Campaign, was part of this process of Turkification of the Ottoman Empire and the placement of its economy and trade, then largely in Greek hands under ethnic Turkish control.", "targets": "When was the Greece that we know today officially formed ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a4f3abc63cf4e308e93ad78acd949fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship between ethnic Greek identity and Greek Orthodox religion continued after the creation of the Modern Greek state in 1830. According to the second article of the first Greek constitution of 1822, a Greek was defined as any Christian resident of the Kingdom of Greece, a clause removed by 1840. A century later, when the Treaty of Lausanne was signed between Greece and Turkey in 1923, the two countries agreed to use religion as the determinant for ethnic identity for the purposes of population exchange, although most of the Greeks displaced (over a million of the total 1.5 million) had already been driven out by the time the agreement was signed.[note 1] The Greek genocide, in particular the harsh removal of Pontian Greeks from the southern shore area of the Black Sea, contemporaneous with and following the failed Greek Asia Minor Campaign, was part of this process of Turkification of the Ottoman Empire and the placement of its economy and trade, then largely in Greek hands under ethnic Turkish control.", "targets": "Is this identifying factor for official citizens of Greece still in effect today ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a4f3abc63cf4e308e93ad78acd949fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship between ethnic Greek identity and Greek Orthodox religion continued after the creation of the Modern Greek state in 1830. According to the second article of the first Greek constitution of 1822, a Greek was defined as any Christian resident of the Kingdom of Greece, a clause removed by 1840. A century later, when the Treaty of Lausanne was signed between Greece and Turkey in 1923, the two countries agreed to use religion as the determinant for ethnic identity for the purposes of population exchange, although most of the Greeks displaced (over a million of the total 1.5 million) had already been driven out by the time the agreement was signed.[note 1] The Greek genocide, in particular the harsh removal of Pontian Greeks from the southern shore area of the Black Sea, contemporaneous with and following the failed Greek Asia Minor Campaign, was part of this process of Turkification of the Ottoman Empire and the placement of its economy and trade, then largely in Greek hands under ethnic Turkish control.", "targets": "How did the original  Constitution identify its society members ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a4f3abc63cf4e308e93ad78acd949fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship between ethnic Greek identity and Greek Orthodox religion continued after the creation of the Modern Greek state in 1830. According to the second article of the first Greek constitution of 1822, a Greek was defined as any Christian resident of the Kingdom of Greece, a clause removed by 1840. A century later, when the Treaty of Lausanne was signed between Greece and Turkey in 1923, the two countries agreed to use religion as the determinant for ethnic identity for the purposes of population exchange, although most of the Greeks displaced (over a million of the total 1.5 million) had already been driven out by the time the agreement was signed.[note 1] The Greek genocide, in particular the harsh removal of Pontian Greeks from the southern shore area of the Black Sea, contemporaneous with and following the failed Greek Asia Minor Campaign, was part of this process of Turkification of the Ottoman Empire and the placement of its economy and trade, then largely in Greek hands under ethnic Turkish control.", "targets": "When was the original Grecian constitution formed ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a4f3abc63cf4e308e93ad78acd949fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship between ethnic Greek identity and Greek Orthodox religion continued after the creation of the Modern Greek state in 1830. According to the second article of the first Greek constitution of 1822, a Greek was defined as any Christian resident of the Kingdom of Greece, a clause removed by 1840. A century later, when the Treaty of Lausanne was signed between Greece and Turkey in 1923, the two countries agreed to use religion as the determinant for ethnic identity for the purposes of population exchange, although most of the Greeks displaced (over a million of the total 1.5 million) had already been driven out by the time the agreement was signed.[note 1] The Greek genocide, in particular the harsh removal of Pontian Greeks from the southern shore area of the Black Sea, contemporaneous with and following the failed Greek Asia Minor Campaign, was part of this process of Turkification of the Ottoman Empire and the placement of its economy and trade, then largely in Greek hands under ethnic Turkish control.", "targets": "What factor was used to expel or include citizens in the  Lausanne Treaty ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "What team received the opening kickoff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who was at the receiving end of a 22-yard pass from Peyton Manning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who lost 3 yards on a tackle by Shaq Thompson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who kicked a field goal for Denver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who ran the ball twice for 20 yards on this drive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "How many yards was the pass on the first drive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who tackled Ronnie Hillman for a loss of yardage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who kicked the field goal for Denver on the first drive of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "This was the first time that the Carolina team faced what in the post season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Which team had the first kickoff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who did Peyton Manning complete an 18 yard pass to on the opening drive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Which Denver player took the ball to the Panthers 14 yard line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "Who scored the first points for Denver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65bec47b1f645deac244de66ac19a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Denver took the opening kickoff and started out strong with Peyton Manning completing an 18-yard pass to tight end Owen Daniels and a 22-yard throw to receiver Andre Caldwell. A pair of carries by C. J. Anderson moved the ball up 20 yards to the Panthers 14-yard line, but Carolina's defense dug in over the next three plays. First, linebacker Shaq Thompson tackled Ronnie Hillman for a 3-yard loss. Then after an incompletion, Thomas Davis tackled Anderson for a 1-yard gain on third down, forcing Denver to settle for a 3\u20130 lead on a Brandon McManus 34-yard field goal. The score marked the first time in the entire postseason that Carolina was facing a deficit.", "targets": "What did Carolina face in the opening drive that they had not faced the entire postseason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "Who approved a resolution concerning human rights on April 1, 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "The concern was over what in China and Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "What date was the protest which was led by Gere and Tutu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "When was a resolution agreed to about Chinese human rights issues in San Francisco?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "Who approved the resolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "Where was a protest planned in San Francisco?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2dbd4dbf446439cc0692c48998030", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 1, 2008, the San Francisco Board of Supervisors approved a resolution addressing human rights concerns when the Beijing Olympic torch arrives in San Francisco on April 9. The resolution would welcome the torch with \"alarm and protest at the failure of China to meet its past solemn promises to the international community, including the citizens of San Francisco, to cease the egregious and ongoing human rights abuses in China and occupied Tibet.\" On April 8, numerous protests were planned including one at the city's United Nations Plaza led by actor Richard Gere and Archbishop Desmond Tutu.", "targets": "What actor was scheduled to attend a San Francisco Olympic protest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "When did the torch arrive in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "Who was the first torchbearer in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "Where was the torch event started in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "Where did the torch relay end in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "How many torchbearers participated in the relay event in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "When was the relay event held in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "Who handed the torch to Lee Lai Shan, the first torchbearer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "What was used to get the torch across the Shing Mun River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "How many torchbearers carried the torch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afef9586076f431fa2ac0b2121499d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Hong Kong: The event was held in Hong Kong on May 2. In the ceremony held at the Hong Kong Cultural Centre in Tsim Sha Tsui, Chief Executive Donald Tsang handed the torch to the first torchbearer, Olympic medalist Lee Lai Shan. The torch relay then traveled through Nathan Road, Lantau Link, Sha Tin (crossed Shing Mun River via a dragon boat, which had been never used before in the history of Olympic torch relays), Victoria Harbour (crossed by Tin Hau, a VIP vessel managed by the Marine Department) before ending in Golden Bauhinia Square in Wan Chai. A total of 120 torchbearers were selected to participate in the event consisting of celebrities, athletes and pro-Beijing camp politicians. No politicians from the pro-democracy camp were selected as torchbearers. One torchbearer could not participate due to flight delay. It was estimated that more than 200,000 spectators came out and watched the relay. Many enthusiastic supporters wore red shirts and waved large Chinese flags. According to Hong Kong Chief Secretary for Administration Henry Tang, 3,000 police were deployed to ensure order.", "targets": "The torchbearers included athletes, celebrities and who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7b777c912d410bab9769e1a9bab2c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Austria, the Austrian Constitution of 1920 (based on a draft by Hans Kelsen) introduced judicial review of legislative acts for their constitutionality. This function is performed by the Constitutional Court (Verfassungsgerichtshof), which is also charged with the review of administrative acts on whether they violate constitutionally guaranteed rights. Other than that, administrative acts are reviewed by the Administrative Court (Verwaltungsgerichtshof). The Supreme Court (Oberste Gerichtshof (OGH)), stands at the top of Austria's system of \"ordinary courts\" (ordentliche Gerichte) as the final instance in issues of private law and criminal law.", "targets": "What document established judicial oversight of legislation in Austria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7b777c912d410bab9769e1a9bab2c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Austria, the Austrian Constitution of 1920 (based on a draft by Hans Kelsen) introduced judicial review of legislative acts for their constitutionality. This function is performed by the Constitutional Court (Verfassungsgerichtshof), which is also charged with the review of administrative acts on whether they violate constitutionally guaranteed rights. Other than that, administrative acts are reviewed by the Administrative Court (Verwaltungsgerichtshof). The Supreme Court (Oberste Gerichtshof (OGH)), stands at the top of Austria's system of \"ordinary courts\" (ordentliche Gerichte) as the final instance in issues of private law and criminal law.", "targets": "What court is charged with the responsibility of deciding the constitutionality of laws in Austria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7b777c912d410bab9769e1a9bab2c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Austria, the Austrian Constitution of 1920 (based on a draft by Hans Kelsen) introduced judicial review of legislative acts for their constitutionality. This function is performed by the Constitutional Court (Verfassungsgerichtshof), which is also charged with the review of administrative acts on whether they violate constitutionally guaranteed rights. Other than that, administrative acts are reviewed by the Administrative Court (Verwaltungsgerichtshof). The Supreme Court (Oberste Gerichtshof (OGH)), stands at the top of Austria's system of \"ordinary courts\" (ordentliche Gerichte) as the final instance in issues of private law and criminal law.", "targets": "What is the German word for this constitutional high court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7b777c912d410bab9769e1a9bab2c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Austria, the Austrian Constitution of 1920 (based on a draft by Hans Kelsen) introduced judicial review of legislative acts for their constitutionality. This function is performed by the Constitutional Court (Verfassungsgerichtshof), which is also charged with the review of administrative acts on whether they violate constitutionally guaranteed rights. Other than that, administrative acts are reviewed by the Administrative Court (Verwaltungsgerichtshof). The Supreme Court (Oberste Gerichtshof (OGH)), stands at the top of Austria's system of \"ordinary courts\" (ordentliche Gerichte) as the final instance in issues of private law and criminal law.", "targets": "What is the Constitutional Court's power over the executive branch of Austrian government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7b777c912d410bab9769e1a9bab2c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Austria, the Austrian Constitution of 1920 (based on a draft by Hans Kelsen) introduced judicial review of legislative acts for their constitutionality. This function is performed by the Constitutional Court (Verfassungsgerichtshof), which is also charged with the review of administrative acts on whether they violate constitutionally guaranteed rights. Other than that, administrative acts are reviewed by the Administrative Court (Verwaltungsgerichtshof). The Supreme Court (Oberste Gerichtshof (OGH)), stands at the top of Austria's system of \"ordinary courts\" (ordentliche Gerichte) as the final instance in issues of private law and criminal law.", "targets": "The Supreme Court of Austria is known by what German name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d9ca78c384845aa8370ccdd52ad444a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CD-Vs are not to be confused with Video CDs (which are all-digital and can only be played on VCD players, DVD players, CD-i players, computers, and later-model LaserDisc players, such as the DVL series from Pioneer that can also play DVDs). CD-Vs can only be played back on LaserDisc players with CD-V capability. VSDs were the same as CD-Vs, but without the audio CD tracks. CD-Vs were somewhat popular for a brief time worldwide, but soon faded from view. VSDs were popular only in Japan and other parts of Asia, and were never fully introduced to the rest of the world.", "targets": "What were VSDs lacking that CD-Vs included?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d9ca78c384845aa8370ccdd52ad444a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CD-Vs are not to be confused with Video CDs (which are all-digital and can only be played on VCD players, DVD players, CD-i players, computers, and later-model LaserDisc players, such as the DVL series from Pioneer that can also play DVDs). CD-Vs can only be played back on LaserDisc players with CD-V capability. VSDs were the same as CD-Vs, but without the audio CD tracks. CD-Vs were somewhat popular for a brief time worldwide, but soon faded from view. VSDs were popular only in Japan and other parts of Asia, and were never fully introduced to the rest of the world.", "targets": "In what areas of the world were VSDs popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d9ca78c384845aa8370ccdd52ad444a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CD-Vs are not to be confused with Video CDs (which are all-digital and can only be played on VCD players, DVD players, CD-i players, computers, and later-model LaserDisc players, such as the DVL series from Pioneer that can also play DVDs). CD-Vs can only be played back on LaserDisc players with CD-V capability. VSDs were the same as CD-Vs, but without the audio CD tracks. CD-Vs were somewhat popular for a brief time worldwide, but soon faded from view. VSDs were popular only in Japan and other parts of Asia, and were never fully introduced to the rest of the world.", "targets": "Were VSDs or CD-Vs all digital and also playable on DVD players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11c5606ee7ea4ad2a12cd418d78f754e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a speech before the Organization of American States in November 2013, Kerry remarked that the era of the Monroe Doctrine was over. He went on to explain, \"The relationship that we seek and that we have worked hard to foster is not about a United States declaration about how and when it will intervene in the affairs of other American states. It's about all of our countries viewing one another as equals, sharing responsibilities, cooperating on security issues, and adhering not to doctrine, but to the decisions that we make as partners to advance the values and the interests that we share.\"", "targets": "Where did Kerry speak in Nov 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11c5606ee7ea4ad2a12cd418d78f754e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a speech before the Organization of American States in November 2013, Kerry remarked that the era of the Monroe Doctrine was over. He went on to explain, \"The relationship that we seek and that we have worked hard to foster is not about a United States declaration about how and when it will intervene in the affairs of other American states. It's about all of our countries viewing one another as equals, sharing responsibilities, cooperating on security issues, and adhering not to doctrine, but to the decisions that we make as partners to advance the values and the interests that we share.\"", "targets": "What did Kerry say had ended, in the Nov 2013 speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11c5606ee7ea4ad2a12cd418d78f754e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a speech before the Organization of American States in November 2013, Kerry remarked that the era of the Monroe Doctrine was over. He went on to explain, \"The relationship that we seek and that we have worked hard to foster is not about a United States declaration about how and when it will intervene in the affairs of other American states. It's about all of our countries viewing one another as equals, sharing responsibilities, cooperating on security issues, and adhering not to doctrine, but to the decisions that we make as partners to advance the values and the interests that we share.\"", "targets": "When did Kerry speak to the OAS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f8b47c9dde244dba080bbf8396a11cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, New York State Attorney General Robert Abrams filed suit in the United States District Court for the Northern District of New York to compel GE to pay for the cleanup of what was claimed to be more than 100,000 tons of chemicals dumped from their plant in Waterford, New York. In 1999, the company agreed to pay a $250 million settlement in connection with claims it polluted the Housatonic River (Pittsfield, Massachusetts) and other sites with polychlorinated biphenyls (PCBs) and other hazardous substances.", "targets": "Which New York State Attorney General filed suit in US District Court to force GE to pay for the cleanup of chemicals dumped by their plant in Waterford, NY?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f8b47c9dde244dba080bbf8396a11cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, New York State Attorney General Robert Abrams filed suit in the United States District Court for the Northern District of New York to compel GE to pay for the cleanup of what was claimed to be more than 100,000 tons of chemicals dumped from their plant in Waterford, New York. In 1999, the company agreed to pay a $250 million settlement in connection with claims it polluted the Housatonic River (Pittsfield, Massachusetts) and other sites with polychlorinated biphenyls (PCBs) and other hazardous substances.", "targets": "How much did GE agree to pay in claims for the pollution it caused in the Housatonic River and other sites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f8b47c9dde244dba080bbf8396a11cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, New York State Attorney General Robert Abrams filed suit in the United States District Court for the Northern District of New York to compel GE to pay for the cleanup of what was claimed to be more than 100,000 tons of chemicals dumped from their plant in Waterford, New York. In 1999, the company agreed to pay a $250 million settlement in connection with claims it polluted the Housatonic River (Pittsfield, Massachusetts) and other sites with polychlorinated biphenyls (PCBs) and other hazardous substances.", "targets": "How many tons of PCBs were claimed to have been dumped by GE's Waterford Plant in the 1983 lawsuit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f8b47c9dde244dba080bbf8396a11cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, New York State Attorney General Robert Abrams filed suit in the United States District Court for the Northern District of New York to compel GE to pay for the cleanup of what was claimed to be more than 100,000 tons of chemicals dumped from their plant in Waterford, New York. In 1999, the company agreed to pay a $250 million settlement in connection with claims it polluted the Housatonic River (Pittsfield, Massachusetts) and other sites with polychlorinated biphenyls (PCBs) and other hazardous substances.", "targets": "In which year was a settlement reached regarding GE's pollution of the Housatonic River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f8b47c9dde244dba080bbf8396a11cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, New York State Attorney General Robert Abrams filed suit in the United States District Court for the Northern District of New York to compel GE to pay for the cleanup of what was claimed to be more than 100,000 tons of chemicals dumped from their plant in Waterford, New York. In 1999, the company agreed to pay a $250 million settlement in connection with claims it polluted the Housatonic River (Pittsfield, Massachusetts) and other sites with polychlorinated biphenyls (PCBs) and other hazardous substances.", "targets": "What was the location of the pollution caused by GE in the Housatonic River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b30373b04ab4780882265f66c695e2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This does not mean that samurai women were always powerless. Powerful women both wisely and unwisely wielded power at various occasions. After Ashikaga Yoshimasa, 8th shogun of the Muromachi shogunate, lost interest in politics, his wife Hino Tomiko largely ruled in his place. Nene, wife of Toyotomi Hideyoshi, was known to overrule her husband's decisions at times and Yodo-dono, his concubine, became the de facto master of Osaka castle and the Toyotomi clan after Hideyoshi's death. Tachibana Ginchiyo was chosen to lead the Tachibana clan after her father's death. Chiyo, wife of Yamauchi Kazutoyo, has long been considered the ideal samurai wife. According to legend, she made her kimono out of a quilted patchwork of bits of old cloth and saved pennies to buy her husband a magnificent horse, on which he rode to many victories. The fact that Chiyo (though she is better known as \"Wife of Yamauchi Kazutoyo\") is held in such high esteem for her economic sense is illuminating in the light of the fact that she never produced an heir and the Yamauchi clan was succeeded by Kazutoyo's younger brother. The source of power for women may have been that samurai left their finances to their wives.", "targets": "Who was Ashikaga Yoshimasa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b30373b04ab4780882265f66c695e2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This does not mean that samurai women were always powerless. Powerful women both wisely and unwisely wielded power at various occasions. After Ashikaga Yoshimasa, 8th shogun of the Muromachi shogunate, lost interest in politics, his wife Hino Tomiko largely ruled in his place. Nene, wife of Toyotomi Hideyoshi, was known to overrule her husband's decisions at times and Yodo-dono, his concubine, became the de facto master of Osaka castle and the Toyotomi clan after Hideyoshi's death. Tachibana Ginchiyo was chosen to lead the Tachibana clan after her father's death. Chiyo, wife of Yamauchi Kazutoyo, has long been considered the ideal samurai wife. According to legend, she made her kimono out of a quilted patchwork of bits of old cloth and saved pennies to buy her husband a magnificent horse, on which he rode to many victories. The fact that Chiyo (though she is better known as \"Wife of Yamauchi Kazutoyo\") is held in such high esteem for her economic sense is illuminating in the light of the fact that she never produced an heir and the Yamauchi clan was succeeded by Kazutoyo's younger brother. The source of power for women may have been that samurai left their finances to their wives.", "targets": "Who was Ashikaga Yoshimasa's wife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b30373b04ab4780882265f66c695e2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This does not mean that samurai women were always powerless. Powerful women both wisely and unwisely wielded power at various occasions. After Ashikaga Yoshimasa, 8th shogun of the Muromachi shogunate, lost interest in politics, his wife Hino Tomiko largely ruled in his place. Nene, wife of Toyotomi Hideyoshi, was known to overrule her husband's decisions at times and Yodo-dono, his concubine, became the de facto master of Osaka castle and the Toyotomi clan after Hideyoshi's death. Tachibana Ginchiyo was chosen to lead the Tachibana clan after her father's death. Chiyo, wife of Yamauchi Kazutoyo, has long been considered the ideal samurai wife. According to legend, she made her kimono out of a quilted patchwork of bits of old cloth and saved pennies to buy her husband a magnificent horse, on which he rode to many victories. The fact that Chiyo (though she is better known as \"Wife of Yamauchi Kazutoyo\") is held in such high esteem for her economic sense is illuminating in the light of the fact that she never produced an heir and the Yamauchi clan was succeeded by Kazutoyo's younger brother. The source of power for women may have been that samurai left their finances to their wives.", "targets": "Why did Ashikaga let his wife take over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b30373b04ab4780882265f66c695e2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This does not mean that samurai women were always powerless. Powerful women both wisely and unwisely wielded power at various occasions. After Ashikaga Yoshimasa, 8th shogun of the Muromachi shogunate, lost interest in politics, his wife Hino Tomiko largely ruled in his place. Nene, wife of Toyotomi Hideyoshi, was known to overrule her husband's decisions at times and Yodo-dono, his concubine, became the de facto master of Osaka castle and the Toyotomi clan after Hideyoshi's death. Tachibana Ginchiyo was chosen to lead the Tachibana clan after her father's death. Chiyo, wife of Yamauchi Kazutoyo, has long been considered the ideal samurai wife. According to legend, she made her kimono out of a quilted patchwork of bits of old cloth and saved pennies to buy her husband a magnificent horse, on which he rode to many victories. The fact that Chiyo (though she is better known as \"Wife of Yamauchi Kazutoyo\") is held in such high esteem for her economic sense is illuminating in the light of the fact that she never produced an heir and the Yamauchi clan was succeeded by Kazutoyo's younger brother. The source of power for women may have been that samurai left their finances to their wives.", "targets": "Who was Nene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b30373b04ab4780882265f66c695e2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This does not mean that samurai women were always powerless. Powerful women both wisely and unwisely wielded power at various occasions. After Ashikaga Yoshimasa, 8th shogun of the Muromachi shogunate, lost interest in politics, his wife Hino Tomiko largely ruled in his place. Nene, wife of Toyotomi Hideyoshi, was known to overrule her husband's decisions at times and Yodo-dono, his concubine, became the de facto master of Osaka castle and the Toyotomi clan after Hideyoshi's death. Tachibana Ginchiyo was chosen to lead the Tachibana clan after her father's death. Chiyo, wife of Yamauchi Kazutoyo, has long been considered the ideal samurai wife. According to legend, she made her kimono out of a quilted patchwork of bits of old cloth and saved pennies to buy her husband a magnificent horse, on which he rode to many victories. The fact that Chiyo (though she is better known as \"Wife of Yamauchi Kazutoyo\") is held in such high esteem for her economic sense is illuminating in the light of the fact that she never produced an heir and the Yamauchi clan was succeeded by Kazutoyo's younger brother. The source of power for women may have been that samurai left their finances to their wives.", "targets": "Who was Yodo-dono the concubine of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd823c4ec992433398a2fe54dee7cdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian film industry is known as Nollywood (a portmanteau of Nigeria and Hollywood) and is now the 2nd-largest producer of movies in the world. Nigerian film studios are based in Lagos, Kano and Enugu, forming a major portion of the local economy of these cities. Nigerian cinema is Africa's largest movie industry in terms of both value and the number of movies produced per year. Although Nigerian films have been produced since the 1960s, the country's film industry has been aided by the rise of affordable digital filming and editing technologies.", "targets": "When did the Nigerian film industry begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd823c4ec992433398a2fe54dee7cdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian film industry is known as Nollywood (a portmanteau of Nigeria and Hollywood) and is now the 2nd-largest producer of movies in the world. Nigerian film studios are based in Lagos, Kano and Enugu, forming a major portion of the local economy of these cities. Nigerian cinema is Africa's largest movie industry in terms of both value and the number of movies produced per year. Although Nigerian films have been produced since the 1960s, the country's film industry has been aided by the rise of affordable digital filming and editing technologies.", "targets": "Which African country has the continent's largest movie industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd823c4ec992433398a2fe54dee7cdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian film industry is known as Nollywood (a portmanteau of Nigeria and Hollywood) and is now the 2nd-largest producer of movies in the world. Nigerian film studios are based in Lagos, Kano and Enugu, forming a major portion of the local economy of these cities. Nigerian cinema is Africa's largest movie industry in terms of both value and the number of movies produced per year. Although Nigerian films have been produced since the 1960s, the country's film industry has been aided by the rise of affordable digital filming and editing technologies.", "targets": "Which cities are Nigeria's movie studios located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd823c4ec992433398a2fe54dee7cdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian film industry is known as Nollywood (a portmanteau of Nigeria and Hollywood) and is now the 2nd-largest producer of movies in the world. Nigerian film studios are based in Lagos, Kano and Enugu, forming a major portion of the local economy of these cities. Nigerian cinema is Africa's largest movie industry in terms of both value and the number of movies produced per year. Although Nigerian films have been produced since the 1960s, the country's film industry has been aided by the rise of affordable digital filming and editing technologies.", "targets": "What is the nickname for Nigeria's movie industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd823c4ec992433398a2fe54dee7cdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian film industry is known as Nollywood (a portmanteau of Nigeria and Hollywood) and is now the 2nd-largest producer of movies in the world. Nigerian film studios are based in Lagos, Kano and Enugu, forming a major portion of the local economy of these cities. Nigerian cinema is Africa's largest movie industry in terms of both value and the number of movies produced per year. Although Nigerian films have been produced since the 1960s, the country's film industry has been aided by the rise of affordable digital filming and editing technologies.", "targets": "Where does Nigeria's movie industry rank worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f52838d587f4257a55c1160227a891b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner explain the credit crisis via the implosion of the shadow banking system, which had grown to nearly equal the importance of the traditional commercial banking sector as described above. Without the ability to obtain investor funds in exchange for most types of mortgage-backed securities or asset-backed commercial paper, investment banks and other entities in the shadow banking system could not provide funds to mortgage firms and other corporations.", "targets": "Economist Paul Krugman explained the credit crisis via the implosion of which system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f52838d587f4257a55c1160227a891b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner explain the credit crisis via the implosion of the shadow banking system, which had grown to nearly equal the importance of the traditional commercial banking sector as described above. Without the ability to obtain investor funds in exchange for most types of mortgage-backed securities or asset-backed commercial paper, investment banks and other entities in the shadow banking system could not provide funds to mortgage firms and other corporations.", "targets": "What is the system with nearly equal the importance of traditional commercial banking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f52838d587f4257a55c1160227a891b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner explain the credit crisis via the implosion of the shadow banking system, which had grown to nearly equal the importance of the traditional commercial banking sector as described above. Without the ability to obtain investor funds in exchange for most types of mortgage-backed securities or asset-backed commercial paper, investment banks and other entities in the shadow banking system could not provide funds to mortgage firms and other corporations.", "targets": "The shadow banking system could not provide funds to mortgage firms and other corporations without the ability to obtain which funds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f52838d587f4257a55c1160227a891b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner explain the credit crisis via the implosion of the shadow banking system, which had grown to nearly equal the importance of the traditional commercial banking sector as described above. Without the ability to obtain investor funds in exchange for most types of mortgage-backed securities or asset-backed commercial paper, investment banks and other entities in the shadow banking system could not provide funds to mortgage firms and other corporations.", "targets": "What was Timothy Geithner's position during the fall of 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f81735debfe64ad5b06f860065b1b6ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, August Vollmer introduced other reforms, including education requirements for police officers. O.W. Wilson, a student of Vollmer, helped reduce corruption and introduce professionalism in Wichita, Kansas, and later in the Chicago Police Department. Strategies employed by O.W. Wilson included rotating officers from community to community to reduce their vulnerability to corruption, establishing of a non-partisan police board to help govern the police force, a strict merit system for promotions within the department, and an aggressive recruiting drive with higher police salaries to attract professionally qualified officers. During the professionalism era of policing, law enforcement agencies concentrated on dealing with felonies and other serious crime, rather than broader focus on crime prevention.", "targets": "Who was O.W. Wilson a student of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f81735debfe64ad5b06f860065b1b6ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, August Vollmer introduced other reforms, including education requirements for police officers. O.W. Wilson, a student of Vollmer, helped reduce corruption and introduce professionalism in Wichita, Kansas, and later in the Chicago Police Department. Strategies employed by O.W. Wilson included rotating officers from community to community to reduce their vulnerability to corruption, establishing of a non-partisan police board to help govern the police force, a strict merit system for promotions within the department, and an aggressive recruiting drive with higher police salaries to attract professionally qualified officers. During the professionalism era of policing, law enforcement agencies concentrated on dealing with felonies and other serious crime, rather than broader focus on crime prevention.", "targets": "Who introduced education requirements for US police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f81735debfe64ad5b06f860065b1b6ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, August Vollmer introduced other reforms, including education requirements for police officers. O.W. Wilson, a student of Vollmer, helped reduce corruption and introduce professionalism in Wichita, Kansas, and later in the Chicago Police Department. Strategies employed by O.W. Wilson included rotating officers from community to community to reduce their vulnerability to corruption, establishing of a non-partisan police board to help govern the police force, a strict merit system for promotions within the department, and an aggressive recruiting drive with higher police salaries to attract professionally qualified officers. During the professionalism era of policing, law enforcement agencies concentrated on dealing with felonies and other serious crime, rather than broader focus on crime prevention.", "targets": "Why did Wilson rotate officers between communities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f81735debfe64ad5b06f860065b1b6ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, August Vollmer introduced other reforms, including education requirements for police officers. O.W. Wilson, a student of Vollmer, helped reduce corruption and introduce professionalism in Wichita, Kansas, and later in the Chicago Police Department. Strategies employed by O.W. Wilson included rotating officers from community to community to reduce their vulnerability to corruption, establishing of a non-partisan police board to help govern the police force, a strict merit system for promotions within the department, and an aggressive recruiting drive with higher police salaries to attract professionally qualified officers. During the professionalism era of policing, law enforcement agencies concentrated on dealing with felonies and other serious crime, rather than broader focus on crime prevention.", "targets": "Where did Wilson reduce police corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f81735debfe64ad5b06f860065b1b6ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, August Vollmer introduced other reforms, including education requirements for police officers. O.W. Wilson, a student of Vollmer, helped reduce corruption and introduce professionalism in Wichita, Kansas, and later in the Chicago Police Department. Strategies employed by O.W. Wilson included rotating officers from community to community to reduce their vulnerability to corruption, establishing of a non-partisan police board to help govern the police force, a strict merit system for promotions within the department, and an aggressive recruiting drive with higher police salaries to attract professionally qualified officers. During the professionalism era of policing, law enforcement agencies concentrated on dealing with felonies and other serious crime, rather than broader focus on crime prevention.", "targets": "How did Wilson recruit more qualified police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec8254c6af54b58b1250cac7b5c1b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some earlier unpublished studies had been prepared, not until the early 1970s was true textual criticism applied to the Book of Mormon. At that time BYU Professor Ellis Rasmussen and his associates were asked by the LDS Church to begin preparation for a new edition of the Holy Scriptures. One aspect of that effort entailed digitizing the text and preparing appropriate footnotes, another aspect required establishing the most dependable text. To that latter end, Stanley R. Larson (a Rasmussen graduate student) set about applying modern text critical standards to the manuscripts and early editions of the Book of Mormon as his thesis project \u2013 which he completed in 1974. To that end, Larson carefully examined the Original Manuscript (the one dictated by Joseph Smith to his scribes) and the Printer\u2019s Manuscript (the copy Oliver Cowdery prepared for the Printer in 1829\u20131830), and compared them with the 1st, 2nd, and 3rd editions of the Book of Mormon to determine what sort of changes had occurred over time and to make judgments as to which readings were the most original. Larson proceeded to publish a useful set of well-argued articles on the phenomena which he had discovered. Many of his observations were included as improvements in the 1981 LDS edition of the Book of Mormon.", "targets": "When did textual criticism applied to the Book of Mormon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec8254c6af54b58b1250cac7b5c1b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some earlier unpublished studies had been prepared, not until the early 1970s was true textual criticism applied to the Book of Mormon. At that time BYU Professor Ellis Rasmussen and his associates were asked by the LDS Church to begin preparation for a new edition of the Holy Scriptures. One aspect of that effort entailed digitizing the text and preparing appropriate footnotes, another aspect required establishing the most dependable text. To that latter end, Stanley R. Larson (a Rasmussen graduate student) set about applying modern text critical standards to the manuscripts and early editions of the Book of Mormon as his thesis project \u2013 which he completed in 1974. To that end, Larson carefully examined the Original Manuscript (the one dictated by Joseph Smith to his scribes) and the Printer\u2019s Manuscript (the copy Oliver Cowdery prepared for the Printer in 1829\u20131830), and compared them with the 1st, 2nd, and 3rd editions of the Book of Mormon to determine what sort of changes had occurred over time and to make judgments as to which readings were the most original. Larson proceeded to publish a useful set of well-argued articles on the phenomena which he had discovered. Many of his observations were included as improvements in the 1981 LDS edition of the Book of Mormon.", "targets": "What was one portion of preparing a new edition of the Holy Scriptures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec8254c6af54b58b1250cac7b5c1b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some earlier unpublished studies had been prepared, not until the early 1970s was true textual criticism applied to the Book of Mormon. At that time BYU Professor Ellis Rasmussen and his associates were asked by the LDS Church to begin preparation for a new edition of the Holy Scriptures. One aspect of that effort entailed digitizing the text and preparing appropriate footnotes, another aspect required establishing the most dependable text. To that latter end, Stanley R. Larson (a Rasmussen graduate student) set about applying modern text critical standards to the manuscripts and early editions of the Book of Mormon as his thesis project \u2013 which he completed in 1974. To that end, Larson carefully examined the Original Manuscript (the one dictated by Joseph Smith to his scribes) and the Printer\u2019s Manuscript (the copy Oliver Cowdery prepared for the Printer in 1829\u20131830), and compared them with the 1st, 2nd, and 3rd editions of the Book of Mormon to determine what sort of changes had occurred over time and to make judgments as to which readings were the most original. Larson proceeded to publish a useful set of well-argued articles on the phenomena which he had discovered. Many of his observations were included as improvements in the 1981 LDS edition of the Book of Mormon.", "targets": "How was the most reliable version of the Holy Scriptures determined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec8254c6af54b58b1250cac7b5c1b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some earlier unpublished studies had been prepared, not until the early 1970s was true textual criticism applied to the Book of Mormon. At that time BYU Professor Ellis Rasmussen and his associates were asked by the LDS Church to begin preparation for a new edition of the Holy Scriptures. One aspect of that effort entailed digitizing the text and preparing appropriate footnotes, another aspect required establishing the most dependable text. To that latter end, Stanley R. Larson (a Rasmussen graduate student) set about applying modern text critical standards to the manuscripts and early editions of the Book of Mormon as his thesis project \u2013 which he completed in 1974. To that end, Larson carefully examined the Original Manuscript (the one dictated by Joseph Smith to his scribes) and the Printer\u2019s Manuscript (the copy Oliver Cowdery prepared for the Printer in 1829\u20131830), and compared them with the 1st, 2nd, and 3rd editions of the Book of Mormon to determine what sort of changes had occurred over time and to make judgments as to which readings were the most original. Larson proceeded to publish a useful set of well-argued articles on the phenomena which he had discovered. Many of his observations were included as improvements in the 1981 LDS edition of the Book of Mormon.", "targets": "When did Larson finish his project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fec8254c6af54b58b1250cac7b5c1b91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some earlier unpublished studies had been prepared, not until the early 1970s was true textual criticism applied to the Book of Mormon. At that time BYU Professor Ellis Rasmussen and his associates were asked by the LDS Church to begin preparation for a new edition of the Holy Scriptures. One aspect of that effort entailed digitizing the text and preparing appropriate footnotes, another aspect required establishing the most dependable text. To that latter end, Stanley R. Larson (a Rasmussen graduate student) set about applying modern text critical standards to the manuscripts and early editions of the Book of Mormon as his thesis project \u2013 which he completed in 1974. To that end, Larson carefully examined the Original Manuscript (the one dictated by Joseph Smith to his scribes) and the Printer\u2019s Manuscript (the copy Oliver Cowdery prepared for the Printer in 1829\u20131830), and compared them with the 1st, 2nd, and 3rd editions of the Book of Mormon to determine what sort of changes had occurred over time and to make judgments as to which readings were the most original. Larson proceeded to publish a useful set of well-argued articles on the phenomena which he had discovered. Many of his observations were included as improvements in the 1981 LDS edition of the Book of Mormon.", "targets": "Whose observations were included in the 1981 publication of the Book of Mormon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "What drugs reduce the risk of death and other events in people with high blood pressure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "Who conducted the review on Thiazide Antihypertensive drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "What were Thiazide Antihypertensive drugs used with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "What do ACE inhibitors do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "In what year did Cochrane release the report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "What reduces the risk of new onset kidney diseases and death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "What type of drugs reduced the risk of strokes and heart disease for people with high blood pressure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119071c5471645d8af6411e77618105c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2009 Cochrane review concluded that thiazide antihypertensive drugs reduce the risk of death (RR 0.89), stroke (RR 0.63), coronary heart disease (RR 0.84), and cardiovascular events (RR 0.70) in people with high blood pressure. In the ensuring years other classes of antihypertensive drug were developed and found wide acceptance in combination therapy, including loop diuretics (Lasix/furosemide, Hoechst Pharmaceuticals, 1963), beta blockers (ICI Pharmaceuticals, 1964) ACE inhibitors, and angiotensin receptor blockers. ACE inhibitors reduce the risk of new onset kidney disease [RR 0.71] and death [RR 0.84] in diabetic patients, irrespective of whether they have hypertension.", "targets": "In what year was thiazide antihypertensive drugs shown to help those with heart problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35c31f16c2cf451eae44147937ee4107", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda has developed a proud Rugby Union community. The Bermuda Rugby Union team won the 2011 Caribbean championships, defeating Guyana in the final. They previously beat The Bahamas and Mexico to take the crown. Rugby 7's is also played, with four rounds scheduled to take place in the 2011\u20132012 season. The Bermuda 7's team competed in the 2011 Las Vegas 7's, defeating the Mexican team. There are four clubs on the island: (1) Police (2) Mariners (3) Teachers (4) Renegades. There is a men's and women's competition\u2013current league champions are Police (Men) (winning the title for the first time since the 1990s) and Renegades (women's). Games are currently played at Warwick Academy. Bermuda u/19 team won the 2010 Caribbean Championships.", "targets": "Who won the 2011 Caribbean championships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35c31f16c2cf451eae44147937ee4107", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda has developed a proud Rugby Union community. The Bermuda Rugby Union team won the 2011 Caribbean championships, defeating Guyana in the final. They previously beat The Bahamas and Mexico to take the crown. Rugby 7's is also played, with four rounds scheduled to take place in the 2011\u20132012 season. The Bermuda 7's team competed in the 2011 Las Vegas 7's, defeating the Mexican team. There are four clubs on the island: (1) Police (2) Mariners (3) Teachers (4) Renegades. There is a men's and women's competition\u2013current league champions are Police (Men) (winning the title for the first time since the 1990s) and Renegades (women's). Games are currently played at Warwick Academy. Bermuda u/19 team won the 2010 Caribbean Championships.", "targets": "How many clubs are on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35c31f16c2cf451eae44147937ee4107", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda has developed a proud Rugby Union community. The Bermuda Rugby Union team won the 2011 Caribbean championships, defeating Guyana in the final. They previously beat The Bahamas and Mexico to take the crown. Rugby 7's is also played, with four rounds scheduled to take place in the 2011\u20132012 season. The Bermuda 7's team competed in the 2011 Las Vegas 7's, defeating the Mexican team. There are four clubs on the island: (1) Police (2) Mariners (3) Teachers (4) Renegades. There is a men's and women's competition\u2013current league champions are Police (Men) (winning the title for the first time since the 1990s) and Renegades (women's). Games are currently played at Warwick Academy. Bermuda u/19 team won the 2010 Caribbean Championships.", "targets": "Who are the reigning league champions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35c31f16c2cf451eae44147937ee4107", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda has developed a proud Rugby Union community. The Bermuda Rugby Union team won the 2011 Caribbean championships, defeating Guyana in the final. They previously beat The Bahamas and Mexico to take the crown. Rugby 7's is also played, with four rounds scheduled to take place in the 2011\u20132012 season. The Bermuda 7's team competed in the 2011 Las Vegas 7's, defeating the Mexican team. There are four clubs on the island: (1) Police (2) Mariners (3) Teachers (4) Renegades. There is a men's and women's competition\u2013current league champions are Police (Men) (winning the title for the first time since the 1990s) and Renegades (women's). Games are currently played at Warwick Academy. Bermuda u/19 team won the 2010 Caribbean Championships.", "targets": "Where are the Women's games played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35c31f16c2cf451eae44147937ee4107", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda has developed a proud Rugby Union community. The Bermuda Rugby Union team won the 2011 Caribbean championships, defeating Guyana in the final. They previously beat The Bahamas and Mexico to take the crown. Rugby 7's is also played, with four rounds scheduled to take place in the 2011\u20132012 season. The Bermuda 7's team competed in the 2011 Las Vegas 7's, defeating the Mexican team. There are four clubs on the island: (1) Police (2) Mariners (3) Teachers (4) Renegades. There is a men's and women's competition\u2013current league champions are Police (Men) (winning the title for the first time since the 1990s) and Renegades (women's). Games are currently played at Warwick Academy. Bermuda u/19 team won the 2010 Caribbean Championships.", "targets": "What did the Bermuda u/19 team win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a065a3a3a94554970ef0ed5906f944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Middle Ages represented a period of upheaval in Europe. The epidemic known as the Black Death and an associated famine caused demographic catastrophe in Europe as the population plummeted. Dynastic struggles and wars of conquest kept many of the states of Europe at war for much of the period. In the Balkans, the Ottoman Empire, a Turkish state originating in Anatolia, encroached steadily on former Byzantine lands, culminating in the Fall of Constantinople in 1453.", "targets": "What era was characterized by turmoil in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a065a3a3a94554970ef0ed5906f944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Middle Ages represented a period of upheaval in Europe. The epidemic known as the Black Death and an associated famine caused demographic catastrophe in Europe as the population plummeted. Dynastic struggles and wars of conquest kept many of the states of Europe at war for much of the period. In the Balkans, the Ottoman Empire, a Turkish state originating in Anatolia, encroached steadily on former Byzantine lands, culminating in the Fall of Constantinople in 1453.", "targets": "What disease plagued Europe during the Late Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a065a3a3a94554970ef0ed5906f944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Middle Ages represented a period of upheaval in Europe. The epidemic known as the Black Death and an associated famine caused demographic catastrophe in Europe as the population plummeted. Dynastic struggles and wars of conquest kept many of the states of Europe at war for much of the period. In the Balkans, the Ottoman Empire, a Turkish state originating in Anatolia, encroached steadily on former Byzantine lands, culminating in the Fall of Constantinople in 1453.", "targets": "Which new regime appeared in the Balkan region during the Late Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a065a3a3a94554970ef0ed5906f944", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Middle Ages represented a period of upheaval in Europe. The epidemic known as the Black Death and an associated famine caused demographic catastrophe in Europe as the population plummeted. Dynastic struggles and wars of conquest kept many of the states of Europe at war for much of the period. In the Balkans, the Ottoman Empire, a Turkish state originating in Anatolia, encroached steadily on former Byzantine lands, culminating in the Fall of Constantinople in 1453.", "targets": "When did the Ottoman Empire conquer Constantinople?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af65ddbdbd8342ce9583c83147706a1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crusaders in the Holy Land also adopted mosaic decoration under local Byzantine influence. During their 12th-century reconstruction of the Church of the Holy Sepulchre in Jerusalem they complemented the existing Byzantine mosaics with new ones. Almost nothing of them survived except the \"Ascension of Christ\" in the Latin Chapel (now confusingly surrounded by many 20th-century mosaics). More substantial fragments were preserved from the 12th-century mosaic decoration of the Church of the Nativity in Bethlehem. The mosaics in the nave are arranged in five horizontal bands with the figures of the ancestors of Christ, Councils of the Church and angels. In the apses the Annunciation, the Nativity, Adoration of the Magi and Dormition of the Blessed Virgin can be seen. The program of redecoration of the church was completed in 1169 as a unique collaboration of the Byzantine emperor, the king of Jerusalem and the Latin Church.", "targets": "Where is the Church of the Holy Sepulchre located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af65ddbdbd8342ce9583c83147706a1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crusaders in the Holy Land also adopted mosaic decoration under local Byzantine influence. During their 12th-century reconstruction of the Church of the Holy Sepulchre in Jerusalem they complemented the existing Byzantine mosaics with new ones. Almost nothing of them survived except the \"Ascension of Christ\" in the Latin Chapel (now confusingly surrounded by many 20th-century mosaics). More substantial fragments were preserved from the 12th-century mosaic decoration of the Church of the Nativity in Bethlehem. The mosaics in the nave are arranged in five horizontal bands with the figures of the ancestors of Christ, Councils of the Church and angels. In the apses the Annunciation, the Nativity, Adoration of the Magi and Dormition of the Blessed Virgin can be seen. The program of redecoration of the church was completed in 1169 as a unique collaboration of the Byzantine emperor, the king of Jerusalem and the Latin Church.", "targets": "Where is the mosaic \"Ascension of Christ\" located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af65ddbdbd8342ce9583c83147706a1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crusaders in the Holy Land also adopted mosaic decoration under local Byzantine influence. During their 12th-century reconstruction of the Church of the Holy Sepulchre in Jerusalem they complemented the existing Byzantine mosaics with new ones. Almost nothing of them survived except the \"Ascension of Christ\" in the Latin Chapel (now confusingly surrounded by many 20th-century mosaics). More substantial fragments were preserved from the 12th-century mosaic decoration of the Church of the Nativity in Bethlehem. The mosaics in the nave are arranged in five horizontal bands with the figures of the ancestors of Christ, Councils of the Church and angels. In the apses the Annunciation, the Nativity, Adoration of the Magi and Dormition of the Blessed Virgin can be seen. The program of redecoration of the church was completed in 1169 as a unique collaboration of the Byzantine emperor, the king of Jerusalem and the Latin Church.", "targets": "What nation influenced the Crusaders mosaic styles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af65ddbdbd8342ce9583c83147706a1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crusaders in the Holy Land also adopted mosaic decoration under local Byzantine influence. During their 12th-century reconstruction of the Church of the Holy Sepulchre in Jerusalem they complemented the existing Byzantine mosaics with new ones. Almost nothing of them survived except the \"Ascension of Christ\" in the Latin Chapel (now confusingly surrounded by many 20th-century mosaics). More substantial fragments were preserved from the 12th-century mosaic decoration of the Church of the Nativity in Bethlehem. The mosaics in the nave are arranged in five horizontal bands with the figures of the ancestors of Christ, Councils of the Church and angels. In the apses the Annunciation, the Nativity, Adoration of the Magi and Dormition of the Blessed Virgin can be seen. The program of redecoration of the church was completed in 1169 as a unique collaboration of the Byzantine emperor, the king of Jerusalem and the Latin Church.", "targets": "What is the name of the lone surviving mosaic of the Crusader period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af65ddbdbd8342ce9583c83147706a1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crusaders in the Holy Land also adopted mosaic decoration under local Byzantine influence. During their 12th-century reconstruction of the Church of the Holy Sepulchre in Jerusalem they complemented the existing Byzantine mosaics with new ones. Almost nothing of them survived except the \"Ascension of Christ\" in the Latin Chapel (now confusingly surrounded by many 20th-century mosaics). More substantial fragments were preserved from the 12th-century mosaic decoration of the Church of the Nativity in Bethlehem. The mosaics in the nave are arranged in five horizontal bands with the figures of the ancestors of Christ, Councils of the Church and angels. In the apses the Annunciation, the Nativity, Adoration of the Magi and Dormition of the Blessed Virgin can be seen. The program of redecoration of the church was completed in 1169 as a unique collaboration of the Byzantine emperor, the king of Jerusalem and the Latin Church.", "targets": "The Byzantine emperor, the king of Jerusalem and the Latin Church came together in what year to redecorate the Church of the Holy Sepulchre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-515a89ac8c5349ebbd9f1013a74f5b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The epidermis is typically 10 to 30 cells thick; its main function is to provide a waterproof layer. Its outermost cells are constantly lost; its bottommost cells are constantly dividing and pushing upward. The middle layer, the dermis, is 15 to 40 times thicker than the epidermis. The dermis is made up of many components, such as bony structures and blood vessels. The hypodermis is made up of adipose tissue. Its job is to store lipids, and to provide cushioning and insulation. The thickness of this layer varies widely from species to species.", "targets": "What is the typical thickness of the epidermis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-515a89ac8c5349ebbd9f1013a74f5b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The epidermis is typically 10 to 30 cells thick; its main function is to provide a waterproof layer. Its outermost cells are constantly lost; its bottommost cells are constantly dividing and pushing upward. The middle layer, the dermis, is 15 to 40 times thicker than the epidermis. The dermis is made up of many components, such as bony structures and blood vessels. The hypodermis is made up of adipose tissue. Its job is to store lipids, and to provide cushioning and insulation. The thickness of this layer varies widely from species to species.", "targets": "What is the main function of the epidermis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-515a89ac8c5349ebbd9f1013a74f5b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The epidermis is typically 10 to 30 cells thick; its main function is to provide a waterproof layer. Its outermost cells are constantly lost; its bottommost cells are constantly dividing and pushing upward. The middle layer, the dermis, is 15 to 40 times thicker than the epidermis. The dermis is made up of many components, such as bony structures and blood vessels. The hypodermis is made up of adipose tissue. Its job is to store lipids, and to provide cushioning and insulation. The thickness of this layer varies widely from species to species.", "targets": "How much more thicker is the dermis to the epidermis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-515a89ac8c5349ebbd9f1013a74f5b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The epidermis is typically 10 to 30 cells thick; its main function is to provide a waterproof layer. Its outermost cells are constantly lost; its bottommost cells are constantly dividing and pushing upward. The middle layer, the dermis, is 15 to 40 times thicker than the epidermis. The dermis is made up of many components, such as bony structures and blood vessels. The hypodermis is made up of adipose tissue. Its job is to store lipids, and to provide cushioning and insulation. The thickness of this layer varies widely from species to species.", "targets": "What is the dermis mainly consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-515a89ac8c5349ebbd9f1013a74f5b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The epidermis is typically 10 to 30 cells thick; its main function is to provide a waterproof layer. Its outermost cells are constantly lost; its bottommost cells are constantly dividing and pushing upward. The middle layer, the dermis, is 15 to 40 times thicker than the epidermis. The dermis is made up of many components, such as bony structures and blood vessels. The hypodermis is made up of adipose tissue. Its job is to store lipids, and to provide cushioning and insulation. The thickness of this layer varies widely from species to species.", "targets": "What does the Hyperdermis consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b48c9683a43c2ab08fc9fd6b1224a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is a cosmopolitan city due to the multi-ethnic and multi-cultural presence of the vast Indian bureaucracy and political system. The city's capital status has amplified the importance of national events and holidays. National events such as Republic Day, Independence Day and Gandhi Jayanti (Gandhi's birthday) are celebrated with great enthusiasm in New Delhi and the rest of India. On India's Independence Day (15 August) the Prime Minister of India addresses the nation from the Red Fort. Most Delhiites celebrate the day by flying kites, which are considered a symbol of freedom. The Republic Day Parade is a large cultural and military parade showcasing India's cultural diversity and military might.", "targets": "What is the name of the holiday celebrated in India that occurs on Gandhi's Birthday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b48c9683a43c2ab08fc9fd6b1224a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is a cosmopolitan city due to the multi-ethnic and multi-cultural presence of the vast Indian bureaucracy and political system. The city's capital status has amplified the importance of national events and holidays. National events such as Republic Day, Independence Day and Gandhi Jayanti (Gandhi's birthday) are celebrated with great enthusiasm in New Delhi and the rest of India. On India's Independence Day (15 August) the Prime Minister of India addresses the nation from the Red Fort. Most Delhiites celebrate the day by flying kites, which are considered a symbol of freedom. The Republic Day Parade is a large cultural and military parade showcasing India's cultural diversity and military might.", "targets": "What is the date of India's Independence Day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b48c9683a43c2ab08fc9fd6b1224a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is a cosmopolitan city due to the multi-ethnic and multi-cultural presence of the vast Indian bureaucracy and political system. The city's capital status has amplified the importance of national events and holidays. National events such as Republic Day, Independence Day and Gandhi Jayanti (Gandhi's birthday) are celebrated with great enthusiasm in New Delhi and the rest of India. On India's Independence Day (15 August) the Prime Minister of India addresses the nation from the Red Fort. Most Delhiites celebrate the day by flying kites, which are considered a symbol of freedom. The Republic Day Parade is a large cultural and military parade showcasing India's cultural diversity and military might.", "targets": "On Indian Independence Day, the Prime Minister addresses the nation from what location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b48c9683a43c2ab08fc9fd6b1224a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is a cosmopolitan city due to the multi-ethnic and multi-cultural presence of the vast Indian bureaucracy and political system. The city's capital status has amplified the importance of national events and holidays. National events such as Republic Day, Independence Day and Gandhi Jayanti (Gandhi's birthday) are celebrated with great enthusiasm in New Delhi and the rest of India. On India's Independence Day (15 August) the Prime Minister of India addresses the nation from the Red Fort. Most Delhiites celebrate the day by flying kites, which are considered a symbol of freedom. The Republic Day Parade is a large cultural and military parade showcasing India's cultural diversity and military might.", "targets": "On Indian Independence Day, kites are flown by citizens which symbolize what concept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370b48c9683a43c2ab08fc9fd6b1224a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is a cosmopolitan city due to the multi-ethnic and multi-cultural presence of the vast Indian bureaucracy and political system. The city's capital status has amplified the importance of national events and holidays. National events such as Republic Day, Independence Day and Gandhi Jayanti (Gandhi's birthday) are celebrated with great enthusiasm in New Delhi and the rest of India. On India's Independence Day (15 August) the Prime Minister of India addresses the nation from the Red Fort. Most Delhiites celebrate the day by flying kites, which are considered a symbol of freedom. The Republic Day Parade is a large cultural and military parade showcasing India's cultural diversity and military might.", "targets": "What New Delhi celebration showcases India's cultural diversity and military power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25858a8814c4423ca67e76021c3babb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baden Powell praised \"Mr Darwin's masterly volume [supporting] the grand principle of the self-evolving powers of nature\". In America, Asa Gray argued that evolution is the secondary effect, or modus operandi, of the first cause, design, and published a pamphlet defending the book in terms of theistic evolution, Natural Selection is not inconsistent with Natural Theology. Theistic evolution became a popular compromise, and St. George Jackson Mivart was among those accepting evolution but attacking Darwin's naturalistic mechanism. Eventually it was realised that supernatural intervention could not be a scientific explanation, and naturalistic mechanisms such as neo-Lamarckism were favoured over natural selection as being more compatible with purpose.", "targets": "What was Baden Powell's opinion of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25858a8814c4423ca67e76021c3babb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baden Powell praised \"Mr Darwin's masterly volume [supporting] the grand principle of the self-evolving powers of nature\". In America, Asa Gray argued that evolution is the secondary effect, or modus operandi, of the first cause, design, and published a pamphlet defending the book in terms of theistic evolution, Natural Selection is not inconsistent with Natural Theology. Theistic evolution became a popular compromise, and St. George Jackson Mivart was among those accepting evolution but attacking Darwin's naturalistic mechanism. Eventually it was realised that supernatural intervention could not be a scientific explanation, and naturalistic mechanisms such as neo-Lamarckism were favoured over natural selection as being more compatible with purpose.", "targets": "What did the pamphlet that Asa Gray published defend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25858a8814c4423ca67e76021c3babb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baden Powell praised \"Mr Darwin's masterly volume [supporting] the grand principle of the self-evolving powers of nature\". In America, Asa Gray argued that evolution is the secondary effect, or modus operandi, of the first cause, design, and published a pamphlet defending the book in terms of theistic evolution, Natural Selection is not inconsistent with Natural Theology. Theistic evolution became a popular compromise, and St. George Jackson Mivart was among those accepting evolution but attacking Darwin's naturalistic mechanism. Eventually it was realised that supernatural intervention could not be a scientific explanation, and naturalistic mechanisms such as neo-Lamarckism were favoured over natural selection as being more compatible with purpose.", "targets": "What was a way that theologians compromised with the information in Darwin's book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25858a8814c4423ca67e76021c3babb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baden Powell praised \"Mr Darwin's masterly volume [supporting] the grand principle of the self-evolving powers of nature\". In America, Asa Gray argued that evolution is the secondary effect, or modus operandi, of the first cause, design, and published a pamphlet defending the book in terms of theistic evolution, Natural Selection is not inconsistent with Natural Theology. Theistic evolution became a popular compromise, and St. George Jackson Mivart was among those accepting evolution but attacking Darwin's naturalistic mechanism. Eventually it was realised that supernatural intervention could not be a scientific explanation, and naturalistic mechanisms such as neo-Lamarckism were favoured over natural selection as being more compatible with purpose.", "targets": "What was later realized that caused naturalistic mechanisms such as neo-Lamarckism to be embraced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723d893d918749bd8e47282fe021ef90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years a large number of wartime recordings relating to the Blitz have been made available on audiobooks such as The Blitz, The Home Front and British War Broadcasting. These collections include period interviews with civilians, servicemen, aircrew, politicians and Civil Defence personnel, as well as Blitz actuality recordings, news bulletins and public information broadcasts. Notable interviews include Thomas Alderson, the first recipient of the George Cross, John Cormack, who survived eight days trapped beneath rubble on Clydeside, and Herbert Morrison's famous \"Britain shall not burn\" appeal for more fireguards in December 1940.", "targets": "What are the audiobooks with wartime recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723d893d918749bd8e47282fe021ef90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years a large number of wartime recordings relating to the Blitz have been made available on audiobooks such as The Blitz, The Home Front and British War Broadcasting. These collections include period interviews with civilians, servicemen, aircrew, politicians and Civil Defence personnel, as well as Blitz actuality recordings, news bulletins and public information broadcasts. Notable interviews include Thomas Alderson, the first recipient of the George Cross, John Cormack, who survived eight days trapped beneath rubble on Clydeside, and Herbert Morrison's famous \"Britain shall not burn\" appeal for more fireguards in December 1940.", "targets": "What are some of the things included in these recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723d893d918749bd8e47282fe021ef90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years a large number of wartime recordings relating to the Blitz have been made available on audiobooks such as The Blitz, The Home Front and British War Broadcasting. These collections include period interviews with civilians, servicemen, aircrew, politicians and Civil Defence personnel, as well as Blitz actuality recordings, news bulletins and public information broadcasts. Notable interviews include Thomas Alderson, the first recipient of the George Cross, John Cormack, who survived eight days trapped beneath rubble on Clydeside, and Herbert Morrison's famous \"Britain shall not burn\" appeal for more fireguards in December 1940.", "targets": "What is one of the notable recordings included?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-723d893d918749bd8e47282fe021ef90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years a large number of wartime recordings relating to the Blitz have been made available on audiobooks such as The Blitz, The Home Front and British War Broadcasting. These collections include period interviews with civilians, servicemen, aircrew, politicians and Civil Defence personnel, as well as Blitz actuality recordings, news bulletins and public information broadcasts. Notable interviews include Thomas Alderson, the first recipient of the George Cross, John Cormack, who survived eight days trapped beneath rubble on Clydeside, and Herbert Morrison's famous \"Britain shall not burn\" appeal for more fireguards in December 1940.", "targets": "What is a second recording that is of note?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fe31320bc39449bab2391c84c0904ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hogeschool is used in Belgium and in the Netherlands. The hogeschool has many similarities to the Fachhochschule in the German language areas and to the ammattikorkeakoulu in Finland.", "targets": "What term is used in Belgium and the Netherlands to refer to an institution like a German Fachhochschule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-412fa5206e8640d58f831fdd54f90eb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the leading art groups of China are based in Nanjing; they include the Qianxian Dance Company, Nanjing Dance Company, Jiangsu Peking Opera Institute and Nanjing Xiaohonghua Art Company among others.", "targets": "Where do some of the country's most prominent art groups call home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-412fa5206e8640d58f831fdd54f90eb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the leading art groups of China are based in Nanjing; they include the Qianxian Dance Company, Nanjing Dance Company, Jiangsu Peking Opera Institute and Nanjing Xiaohonghua Art Company among others.", "targets": "Which opera company is based in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-412fa5206e8640d58f831fdd54f90eb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the leading art groups of China are based in Nanjing; they include the Qianxian Dance Company, Nanjing Dance Company, Jiangsu Peking Opera Institute and Nanjing Xiaohonghua Art Company among others.", "targets": "What art company is based in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-412fa5206e8640d58f831fdd54f90eb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the leading art groups of China are based in Nanjing; they include the Qianxian Dance Company, Nanjing Dance Company, Jiangsu Peking Opera Institute and Nanjing Xiaohonghua Art Company among others.", "targets": "Name two dance groups that are based in Nanjing:"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36aae1a138be44d1bb8737d9854e29fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the United States has no de jure official language, English is the dominant language of business, education, government, religion, media, culture, civil society, and the public sphere. Virtually all state and federal government agencies and large corporations use English as their internal working language, especially at the management level. Some states, such as New Mexico, provide bilingual legislated notices and official documents, in Spanish and English, and other commonly used languages. By 2015, there was a trend that most Americans and American residents who are of Hispanic descent speak only English in the home.", "targets": "Is there such a thing as bilingual state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36aae1a138be44d1bb8737d9854e29fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the United States has no de jure official language, English is the dominant language of business, education, government, religion, media, culture, civil society, and the public sphere. Virtually all state and federal government agencies and large corporations use English as their internal working language, especially at the management level. Some states, such as New Mexico, provide bilingual legislated notices and official documents, in Spanish and English, and other commonly used languages. By 2015, there was a trend that most Americans and American residents who are of Hispanic descent speak only English in the home.", "targets": "Do American Hispanics speak English in the home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36aae1a138be44d1bb8737d9854e29fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the United States has no de jure official language, English is the dominant language of business, education, government, religion, media, culture, civil society, and the public sphere. Virtually all state and federal government agencies and large corporations use English as their internal working language, especially at the management level. Some states, such as New Mexico, provide bilingual legislated notices and official documents, in Spanish and English, and other commonly used languages. By 2015, there was a trend that most Americans and American residents who are of Hispanic descent speak only English in the home.", "targets": "What language is spoken in the U.S.A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36aae1a138be44d1bb8737d9854e29fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the United States has no de jure official language, English is the dominant language of business, education, government, religion, media, culture, civil society, and the public sphere. Virtually all state and federal government agencies and large corporations use English as their internal working language, especially at the management level. Some states, such as New Mexico, provide bilingual legislated notices and official documents, in Spanish and English, and other commonly used languages. By 2015, there was a trend that most Americans and American residents who are of Hispanic descent speak only English in the home.", "targets": "Is there an official language of the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "When did the inhabitants of the British Isles begin drinking ale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "With the Roman road network, what were the first inns called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "How did the alewife let people know that her brew was ready?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "What did King Edgar decree in 965?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "During what historical epoch did Britons begin drinking ale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "In what century did the Romans arrive in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "What was the Latin term for the Roman inns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "In what century did the Romans leave Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f15aea86e44708965c1f907d75688f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inhabitants of the British Isles have been drinking ale since the Bronze Age, but it was with the arrival of the Roman Empire in its shores in the 1st Century, and the construction of the Roman road networks that the first inns, called tabernae, in which travellers could obtain refreshment began to appear. After the departure of Roman authority in the 5th Century and the fall of the Romano-British kingdoms, the Anglo-Saxons established alehouses that grew out of domestic dwellings, the Anglo-Saxon alewife would put a green bush up on a pole to let people know her brew was ready. These alehouses quickly evolved into meeting houses for the folk to socially congregate, gossip and arrange mutual help within their communities. Herein lies the origin of the modern public house, or \"Pub\" as it is colloquially called in England. They rapidly spread across the Kingdom, becoming so commonplace that in 965 King Edgar decreed that there should be no more than one alehouse per village.", "targets": "What color bush did an Anglo-Saxon woman raise to indicate that her ale was done brewing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b78c07fdddcb4f2a812dedb9cdc2d658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stems mainly provide support to the leaves and reproductive structures, but can store water in succulent plants such as cacti, food as in potato tubers, or reproduce vegetatively as in the stolons of strawberry plants or in the process of layering. Leaves gather sunlight and carry out photosynthesis. Large, flat, flexible, green leaves are called foliage leaves. Gymnosperms, such as conifers, cycads, Ginkgo, and gnetophytes are seed-producing plants with open seeds. Angiosperms are seed-producing plants that produce flowers and have enclosed seeds. Woody plants, such as azaleas and oaks, undergo a secondary growth phase resulting in two additional types of tissues: wood (secondary xylem) and bark (secondary phloem and cork). All gymnosperms and many angiosperms are woody plants. Some plants reproduce sexually, some asexually, and some via both means.", "targets": "What are the stems used for in cacti?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b78c07fdddcb4f2a812dedb9cdc2d658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stems mainly provide support to the leaves and reproductive structures, but can store water in succulent plants such as cacti, food as in potato tubers, or reproduce vegetatively as in the stolons of strawberry plants or in the process of layering. Leaves gather sunlight and carry out photosynthesis. Large, flat, flexible, green leaves are called foliage leaves. Gymnosperms, such as conifers, cycads, Ginkgo, and gnetophytes are seed-producing plants with open seeds. Angiosperms are seed-producing plants that produce flowers and have enclosed seeds. Woody plants, such as azaleas and oaks, undergo a secondary growth phase resulting in two additional types of tissues: wood (secondary xylem) and bark (secondary phloem and cork). All gymnosperms and many angiosperms are woody plants. Some plants reproduce sexually, some asexually, and some via both means.", "targets": "For what are leaves used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b78c07fdddcb4f2a812dedb9cdc2d658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stems mainly provide support to the leaves and reproductive structures, but can store water in succulent plants such as cacti, food as in potato tubers, or reproduce vegetatively as in the stolons of strawberry plants or in the process of layering. Leaves gather sunlight and carry out photosynthesis. Large, flat, flexible, green leaves are called foliage leaves. Gymnosperms, such as conifers, cycads, Ginkgo, and gnetophytes are seed-producing plants with open seeds. Angiosperms are seed-producing plants that produce flowers and have enclosed seeds. Woody plants, such as azaleas and oaks, undergo a secondary growth phase resulting in two additional types of tissues: wood (secondary xylem) and bark (secondary phloem and cork). All gymnosperms and many angiosperms are woody plants. Some plants reproduce sexually, some asexually, and some via both means.", "targets": "What are angiosperms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b78c07fdddcb4f2a812dedb9cdc2d658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stems mainly provide support to the leaves and reproductive structures, but can store water in succulent plants such as cacti, food as in potato tubers, or reproduce vegetatively as in the stolons of strawberry plants or in the process of layering. Leaves gather sunlight and carry out photosynthesis. Large, flat, flexible, green leaves are called foliage leaves. Gymnosperms, such as conifers, cycads, Ginkgo, and gnetophytes are seed-producing plants with open seeds. Angiosperms are seed-producing plants that produce flowers and have enclosed seeds. Woody plants, such as azaleas and oaks, undergo a secondary growth phase resulting in two additional types of tissues: wood (secondary xylem) and bark (secondary phloem and cork). All gymnosperms and many angiosperms are woody plants. Some plants reproduce sexually, some asexually, and some via both means.", "targets": "What kind of plants are gymnosperms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b78c07fdddcb4f2a812dedb9cdc2d658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stems mainly provide support to the leaves and reproductive structures, but can store water in succulent plants such as cacti, food as in potato tubers, or reproduce vegetatively as in the stolons of strawberry plants or in the process of layering. Leaves gather sunlight and carry out photosynthesis. Large, flat, flexible, green leaves are called foliage leaves. Gymnosperms, such as conifers, cycads, Ginkgo, and gnetophytes are seed-producing plants with open seeds. Angiosperms are seed-producing plants that produce flowers and have enclosed seeds. Woody plants, such as azaleas and oaks, undergo a secondary growth phase resulting in two additional types of tissues: wood (secondary xylem) and bark (secondary phloem and cork). All gymnosperms and many angiosperms are woody plants. Some plants reproduce sexually, some asexually, and some via both means.", "targets": "What kind of leaves are large and flat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653c2a1c6f354a7bb2dc3fd402404f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 121 BC, Han forces expelled the Xiongnu from a vast territory spanning the Hexi Corridor to Lop Nur. They repelled a joint Xiongnu-Qiang invasion of this northwestern territory in 111 BC. In that year, the Han court established four new frontier commanderies in this region: Jiuquan, Zhangyi, Dunhuang, and Wuwei. The majority of people on the frontier were soldiers. On occasion, the court forcibly moved peasant farmers to new frontier settlements, along with government-owned slaves and convicts who performed hard labor. The court also encouraged commoners, such as farmers, merchants, landowners, and hired laborers, to voluntarily migrate to the frontier.", "targets": "Who made up a majority of the people on the frontier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653c2a1c6f354a7bb2dc3fd402404f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 121 BC, Han forces expelled the Xiongnu from a vast territory spanning the Hexi Corridor to Lop Nur. They repelled a joint Xiongnu-Qiang invasion of this northwestern territory in 111 BC. In that year, the Han court established four new frontier commanderies in this region: Jiuquan, Zhangyi, Dunhuang, and Wuwei. The majority of people on the frontier were soldiers. On occasion, the court forcibly moved peasant farmers to new frontier settlements, along with government-owned slaves and convicts who performed hard labor. The court also encouraged commoners, such as farmers, merchants, landowners, and hired laborers, to voluntarily migrate to the frontier.", "targets": "Who forced peasant farmers to move to new settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653c2a1c6f354a7bb2dc3fd402404f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 121 BC, Han forces expelled the Xiongnu from a vast territory spanning the Hexi Corridor to Lop Nur. They repelled a joint Xiongnu-Qiang invasion of this northwestern territory in 111 BC. In that year, the Han court established four new frontier commanderies in this region: Jiuquan, Zhangyi, Dunhuang, and Wuwei. The majority of people on the frontier were soldiers. On occasion, the court forcibly moved peasant farmers to new frontier settlements, along with government-owned slaves and convicts who performed hard labor. The court also encouraged commoners, such as farmers, merchants, landowners, and hired laborers, to voluntarily migrate to the frontier.", "targets": "In what year did Han forces stop a joint Xiongnu-Qiang invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653c2a1c6f354a7bb2dc3fd402404f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 121 BC, Han forces expelled the Xiongnu from a vast territory spanning the Hexi Corridor to Lop Nur. They repelled a joint Xiongnu-Qiang invasion of this northwestern territory in 111 BC. In that year, the Han court established four new frontier commanderies in this region: Jiuquan, Zhangyi, Dunhuang, and Wuwei. The majority of people on the frontier were soldiers. On occasion, the court forcibly moved peasant farmers to new frontier settlements, along with government-owned slaves and convicts who performed hard labor. The court also encouraged commoners, such as farmers, merchants, landowners, and hired laborers, to voluntarily migrate to the frontier.", "targets": "Where were landowners encouraged to migrate willingly to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653c2a1c6f354a7bb2dc3fd402404f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 121 BC, Han forces expelled the Xiongnu from a vast territory spanning the Hexi Corridor to Lop Nur. They repelled a joint Xiongnu-Qiang invasion of this northwestern territory in 111 BC. In that year, the Han court established four new frontier commanderies in this region: Jiuquan, Zhangyi, Dunhuang, and Wuwei. The majority of people on the frontier were soldiers. On occasion, the court forcibly moved peasant farmers to new frontier settlements, along with government-owned slaves and convicts who performed hard labor. The court also encouraged commoners, such as farmers, merchants, landowners, and hired laborers, to voluntarily migrate to the frontier.", "targets": "How many commanderies in the new frontier were created by the Han court in the year 111 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b137d66ea4eb418c9ab2de964abd5acc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1938 Otto Hahn and Fritz Strassmann discovered nuclear fission with radiochemical methods, and in 1939 Lise Meitner and Otto Robert Frisch wrote the first theoretical interpretation of the fission process, which was later improved by Niels Bohr and John A. Wheeler. Further developments took place during World War II, which led to the practical application of radar and the development and use of the atomic bomb. Though the process had begun with the invention of the cyclotron by Ernest O. Lawrence in the 1930s, physics in the postwar period entered into a phase of what historians have called \"Big Science\", requiring massive machines, budgets, and laboratories in order to test their theories and move into new frontiers. The primary patron of physics became state governments, who recognized that the support of \"basic\" research could often lead to technologies useful to both military and industrial applications. Currently, general relativity and quantum mechanics are inconsistent with each other, and efforts are underway to unify the two.", "targets": "Who discovered nuclear fission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b137d66ea4eb418c9ab2de964abd5acc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1938 Otto Hahn and Fritz Strassmann discovered nuclear fission with radiochemical methods, and in 1939 Lise Meitner and Otto Robert Frisch wrote the first theoretical interpretation of the fission process, which was later improved by Niels Bohr and John A. Wheeler. Further developments took place during World War II, which led to the practical application of radar and the development and use of the atomic bomb. Though the process had begun with the invention of the cyclotron by Ernest O. Lawrence in the 1930s, physics in the postwar period entered into a phase of what historians have called \"Big Science\", requiring massive machines, budgets, and laboratories in order to test their theories and move into new frontiers. The primary patron of physics became state governments, who recognized that the support of \"basic\" research could often lead to technologies useful to both military and industrial applications. Currently, general relativity and quantum mechanics are inconsistent with each other, and efforts are underway to unify the two.", "targets": "Who edited the first paper about nuclear fission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b137d66ea4eb418c9ab2de964abd5acc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1938 Otto Hahn and Fritz Strassmann discovered nuclear fission with radiochemical methods, and in 1939 Lise Meitner and Otto Robert Frisch wrote the first theoretical interpretation of the fission process, which was later improved by Niels Bohr and John A. Wheeler. Further developments took place during World War II, which led to the practical application of radar and the development and use of the atomic bomb. Though the process had begun with the invention of the cyclotron by Ernest O. Lawrence in the 1930s, physics in the postwar period entered into a phase of what historians have called \"Big Science\", requiring massive machines, budgets, and laboratories in order to test their theories and move into new frontiers. The primary patron of physics became state governments, who recognized that the support of \"basic\" research could often lead to technologies useful to both military and industrial applications. Currently, general relativity and quantum mechanics are inconsistent with each other, and efforts are underway to unify the two.", "targets": "What event was going on during the creation of the atomic bomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b137d66ea4eb418c9ab2de964abd5acc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1938 Otto Hahn and Fritz Strassmann discovered nuclear fission with radiochemical methods, and in 1939 Lise Meitner and Otto Robert Frisch wrote the first theoretical interpretation of the fission process, which was later improved by Niels Bohr and John A. Wheeler. Further developments took place during World War II, which led to the practical application of radar and the development and use of the atomic bomb. Though the process had begun with the invention of the cyclotron by Ernest O. Lawrence in the 1930s, physics in the postwar period entered into a phase of what historians have called \"Big Science\", requiring massive machines, budgets, and laboratories in order to test their theories and move into new frontiers. The primary patron of physics became state governments, who recognized that the support of \"basic\" research could often lead to technologies useful to both military and industrial applications. Currently, general relativity and quantum mechanics are inconsistent with each other, and efforts are underway to unify the two.", "targets": "The atomic bomb was a part of which movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b137d66ea4eb418c9ab2de964abd5acc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1938 Otto Hahn and Fritz Strassmann discovered nuclear fission with radiochemical methods, and in 1939 Lise Meitner and Otto Robert Frisch wrote the first theoretical interpretation of the fission process, which was later improved by Niels Bohr and John A. Wheeler. Further developments took place during World War II, which led to the practical application of radar and the development and use of the atomic bomb. Though the process had begun with the invention of the cyclotron by Ernest O. Lawrence in the 1930s, physics in the postwar period entered into a phase of what historians have called \"Big Science\", requiring massive machines, budgets, and laboratories in order to test their theories and move into new frontiers. The primary patron of physics became state governments, who recognized that the support of \"basic\" research could often lead to technologies useful to both military and industrial applications. Currently, general relativity and quantum mechanics are inconsistent with each other, and efforts are underway to unify the two.", "targets": "What is the problem with general relativity and quantum mechanics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fba1ac8b455d41d2ba3dbc3988b23ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Army is headed by the Commander of the Canadian Army and administered through four divisions\u2014the 2nd Canadian Division, the 3rd Canadian Division, the 4th Canadian Division and the 5th Canadian Division\u2014the Canadian Army Doctrine and Training System and the Canadian Army Headquarters.", "targets": "Who heads the Canadian Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fba1ac8b455d41d2ba3dbc3988b23ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Army is headed by the Commander of the Canadian Army and administered through four divisions\u2014the 2nd Canadian Division, the 3rd Canadian Division, the 4th Canadian Division and the 5th Canadian Division\u2014the Canadian Army Doctrine and Training System and the Canadian Army Headquarters.", "targets": "How many divisions are there in the Canadian Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fba1ac8b455d41d2ba3dbc3988b23ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Army is headed by the Commander of the Canadian Army and administered through four divisions\u2014the 2nd Canadian Division, the 3rd Canadian Division, the 4th Canadian Division and the 5th Canadian Division\u2014the Canadian Army Doctrine and Training System and the Canadian Army Headquarters.", "targets": "What are the four divisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fba1ac8b455d41d2ba3dbc3988b23ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Army is headed by the Commander of the Canadian Army and administered through four divisions\u2014the 2nd Canadian Division, the 3rd Canadian Division, the 4th Canadian Division and the 5th Canadian Division\u2014the Canadian Army Doctrine and Training System and the Canadian Army Headquarters.", "targets": "What division is the Canadian Army Doctrine of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fba1ac8b455d41d2ba3dbc3988b23ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Army is headed by the Commander of the Canadian Army and administered through four divisions\u2014the 2nd Canadian Division, the 3rd Canadian Division, the 4th Canadian Division and the 5th Canadian Division\u2014the Canadian Army Doctrine and Training System and the Canadian Army Headquarters.", "targets": "The Canadian Army Headquarters are located in what division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c22cecbd634acdb3aac0f618daea0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To Popper, who was an anti-justificationist, traditional philosophy is misled by the false principle of sufficient reason. He thinks that no assumption can ever be or needs ever to be justified, so a lack of justification is not a justification for doubt. Instead, theories should be tested and scrutinised. It is not the goal to bless theories with claims of certainty or justification, but to eliminate errors in them. He writes, \"there are no such things as good positive reasons; nor do we need such things [...] But [philosophers] obviously cannot quite bring [themselves] to believe that this is my opinion, let alone that it is right\" (The Philosophy of Karl Popper, p. 1043)", "targets": "According to Popper, what is not grounds for doubt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c22cecbd634acdb3aac0f618daea0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To Popper, who was an anti-justificationist, traditional philosophy is misled by the false principle of sufficient reason. He thinks that no assumption can ever be or needs ever to be justified, so a lack of justification is not a justification for doubt. Instead, theories should be tested and scrutinised. It is not the goal to bless theories with claims of certainty or justification, but to eliminate errors in them. He writes, \"there are no such things as good positive reasons; nor do we need such things [...] But [philosophers] obviously cannot quite bring [themselves] to believe that this is my opinion, let alone that it is right\" (The Philosophy of Karl Popper, p. 1043)", "targets": "What principle of traditional philosophy did Popper take an anti-justificationist stance against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c22cecbd634acdb3aac0f618daea0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To Popper, who was an anti-justificationist, traditional philosophy is misled by the false principle of sufficient reason. He thinks that no assumption can ever be or needs ever to be justified, so a lack of justification is not a justification for doubt. Instead, theories should be tested and scrutinised. It is not the goal to bless theories with claims of certainty or justification, but to eliminate errors in them. He writes, \"there are no such things as good positive reasons; nor do we need such things [...] But [philosophers] obviously cannot quite bring [themselves] to believe that this is my opinion, let alone that it is right\" (The Philosophy of Karl Popper, p. 1043)", "targets": "What does Popper believe is essential to do to theories instead of justification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c22cecbd634acdb3aac0f618daea0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To Popper, who was an anti-justificationist, traditional philosophy is misled by the false principle of sufficient reason. He thinks that no assumption can ever be or needs ever to be justified, so a lack of justification is not a justification for doubt. Instead, theories should be tested and scrutinised. It is not the goal to bless theories with claims of certainty or justification, but to eliminate errors in them. He writes, \"there are no such things as good positive reasons; nor do we need such things [...] But [philosophers] obviously cannot quite bring [themselves] to believe that this is my opinion, let alone that it is right\" (The Philosophy of Karl Popper, p. 1043)", "targets": "What don't we need to look for about theories in Popper's view?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11434629f2ca41098280583a8bf575d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "So an additional problem beyond canceling the unwanted reactance is of matching the remaining resistive impedance to the characteristic impedance of the transmission line. In principle this can always be done with a transformer, however the turns ratio of a transformer is not adjustable. A general matching network with at least two adjustments can be made to correct both components of impedance. Matching networks using discrete inductors and capacitors will have losses associated with those components, and will have power restrictions when used for transmitting. Avoiding these difficulties, commercial antennas are generally designed with fixed matching elements or feeding strategies to get an approximate match to standard coax, such as 50 or 75 Ohms. Antennas based on the dipole (rather than vertical antennas) should include a balun in between the transmission line and antenna element, which may be integrated into any such matching network.", "targets": "What is not adjustable when it comes to a transformer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11434629f2ca41098280583a8bf575d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "So an additional problem beyond canceling the unwanted reactance is of matching the remaining resistive impedance to the characteristic impedance of the transmission line. In principle this can always be done with a transformer, however the turns ratio of a transformer is not adjustable. A general matching network with at least two adjustments can be made to correct both components of impedance. Matching networks using discrete inductors and capacitors will have losses associated with those components, and will have power restrictions when used for transmitting. Avoiding these difficulties, commercial antennas are generally designed with fixed matching elements or feeding strategies to get an approximate match to standard coax, such as 50 or 75 Ohms. Antennas based on the dipole (rather than vertical antennas) should include a balun in between the transmission line and antenna element, which may be integrated into any such matching network.", "targets": "How many ohms are in are in a standard coax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11434629f2ca41098280583a8bf575d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "So an additional problem beyond canceling the unwanted reactance is of matching the remaining resistive impedance to the characteristic impedance of the transmission line. In principle this can always be done with a transformer, however the turns ratio of a transformer is not adjustable. A general matching network with at least two adjustments can be made to correct both components of impedance. Matching networks using discrete inductors and capacitors will have losses associated with those components, and will have power restrictions when used for transmitting. Avoiding these difficulties, commercial antennas are generally designed with fixed matching elements or feeding strategies to get an approximate match to standard coax, such as 50 or 75 Ohms. Antennas based on the dipole (rather than vertical antennas) should include a balun in between the transmission line and antenna element, which may be integrated into any such matching network.", "targets": "A general matching network needs a minimum of how many adjustments to correct all components of impedance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11434629f2ca41098280583a8bf575d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "So an additional problem beyond canceling the unwanted reactance is of matching the remaining resistive impedance to the characteristic impedance of the transmission line. In principle this can always be done with a transformer, however the turns ratio of a transformer is not adjustable. A general matching network with at least two adjustments can be made to correct both components of impedance. Matching networks using discrete inductors and capacitors will have losses associated with those components, and will have power restrictions when used for transmitting. Avoiding these difficulties, commercial antennas are generally designed with fixed matching elements or feeding strategies to get an approximate match to standard coax, such as 50 or 75 Ohms. Antennas based on the dipole (rather than vertical antennas) should include a balun in between the transmission line and antenna element, which may be integrated into any such matching network.", "targets": "What is included between the transmission line and the antenna element?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11434629f2ca41098280583a8bf575d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "So an additional problem beyond canceling the unwanted reactance is of matching the remaining resistive impedance to the characteristic impedance of the transmission line. In principle this can always be done with a transformer, however the turns ratio of a transformer is not adjustable. A general matching network with at least two adjustments can be made to correct both components of impedance. Matching networks using discrete inductors and capacitors will have losses associated with those components, and will have power restrictions when used for transmitting. Avoiding these difficulties, commercial antennas are generally designed with fixed matching elements or feeding strategies to get an approximate match to standard coax, such as 50 or 75 Ohms. Antennas based on the dipole (rather than vertical antennas) should include a balun in between the transmission line and antenna element, which may be integrated into any such matching network.", "targets": "A balun should be integrated into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d3d4c2e0e44821a2262d8deb631b59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having initially announced a new album entitled So Help Me God slated for a 2014 release, in March 2015 West announced that the album would instead be tentatively called SWISH. Later that month, West was awarded an honorary doctorate by the School of the Art Institute of Chicago for his contributions to music, fashion, and popular culture, officially making him an honorary DFA. The next month, West headlined at the Glastonbury Festival in the UK, despite a petition signed by almost 135,000 people against his appearance. At one point, he told the audience: \"You are now watching the greatest living rock star on the planet.\" Media outlets, including social media sites such as Twitter, were sharply divided on his performance. NME stated, \"The decision to book West for the slot has proved controversial since its announcement, and the show itself appeared to polarise both Glastonbury goers and those who tuned in to watch on their TVs.\" The publication added that \"he's letting his music speak for and prove itself.\" The Guardian said that \"his set has a potent ferocity \u2013 but there are gaps and stutters, and he cuts a strangely lone figure in front of the vast crowd.\"", "targets": "What did Kanye change the title of his next planned album from So Help Me God to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d3d4c2e0e44821a2262d8deb631b59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having initially announced a new album entitled So Help Me God slated for a 2014 release, in March 2015 West announced that the album would instead be tentatively called SWISH. Later that month, West was awarded an honorary doctorate by the School of the Art Institute of Chicago for his contributions to music, fashion, and popular culture, officially making him an honorary DFA. The next month, West headlined at the Glastonbury Festival in the UK, despite a petition signed by almost 135,000 people against his appearance. At one point, he told the audience: \"You are now watching the greatest living rock star on the planet.\" Media outlets, including social media sites such as Twitter, were sharply divided on his performance. NME stated, \"The decision to book West for the slot has proved controversial since its announcement, and the show itself appeared to polarise both Glastonbury goers and those who tuned in to watch on their TVs.\" The publication added that \"he's letting his music speak for and prove itself.\" The Guardian said that \"his set has a potent ferocity \u2013 but there are gaps and stutters, and he cuts a strangely lone figure in front of the vast crowd.\"", "targets": "From which institution did Kanye receive an honorary doctorate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d3d4c2e0e44821a2262d8deb631b59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having initially announced a new album entitled So Help Me God slated for a 2014 release, in March 2015 West announced that the album would instead be tentatively called SWISH. Later that month, West was awarded an honorary doctorate by the School of the Art Institute of Chicago for his contributions to music, fashion, and popular culture, officially making him an honorary DFA. The next month, West headlined at the Glastonbury Festival in the UK, despite a petition signed by almost 135,000 people against his appearance. At one point, he told the audience: \"You are now watching the greatest living rock star on the planet.\" Media outlets, including social media sites such as Twitter, were sharply divided on his performance. NME stated, \"The decision to book West for the slot has proved controversial since its announcement, and the show itself appeared to polarise both Glastonbury goers and those who tuned in to watch on their TVs.\" The publication added that \"he's letting his music speak for and prove itself.\" The Guardian said that \"his set has a potent ferocity \u2013 but there are gaps and stutters, and he cuts a strangely lone figure in front of the vast crowd.\"", "targets": "How many people signed a petition to keep Kanye from performing at Glastonbury Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d3d4c2e0e44821a2262d8deb631b59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having initially announced a new album entitled So Help Me God slated for a 2014 release, in March 2015 West announced that the album would instead be tentatively called SWISH. Later that month, West was awarded an honorary doctorate by the School of the Art Institute of Chicago for his contributions to music, fashion, and popular culture, officially making him an honorary DFA. The next month, West headlined at the Glastonbury Festival in the UK, despite a petition signed by almost 135,000 people against his appearance. At one point, he told the audience: \"You are now watching the greatest living rock star on the planet.\" Media outlets, including social media sites such as Twitter, were sharply divided on his performance. NME stated, \"The decision to book West for the slot has proved controversial since its announcement, and the show itself appeared to polarise both Glastonbury goers and those who tuned in to watch on their TVs.\" The publication added that \"he's letting his music speak for and prove itself.\" The Guardian said that \"his set has a potent ferocity \u2013 but there are gaps and stutters, and he cuts a strangely lone figure in front of the vast crowd.\"", "targets": "What was the original name of Kanye's album \"SWISH\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d3d4c2e0e44821a2262d8deb631b59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having initially announced a new album entitled So Help Me God slated for a 2014 release, in March 2015 West announced that the album would instead be tentatively called SWISH. Later that month, West was awarded an honorary doctorate by the School of the Art Institute of Chicago for his contributions to music, fashion, and popular culture, officially making him an honorary DFA. The next month, West headlined at the Glastonbury Festival in the UK, despite a petition signed by almost 135,000 people against his appearance. At one point, he told the audience: \"You are now watching the greatest living rock star on the planet.\" Media outlets, including social media sites such as Twitter, were sharply divided on his performance. NME stated, \"The decision to book West for the slot has proved controversial since its announcement, and the show itself appeared to polarise both Glastonbury goers and those who tuned in to watch on their TVs.\" The publication added that \"he's letting his music speak for and prove itself.\" The Guardian said that \"his set has a potent ferocity \u2013 but there are gaps and stutters, and he cuts a strangely lone figure in front of the vast crowd.\"", "targets": "What school awarded Kanye west an honorary doctorate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8d3d4c2e0e44821a2262d8deb631b59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having initially announced a new album entitled So Help Me God slated for a 2014 release, in March 2015 West announced that the album would instead be tentatively called SWISH. Later that month, West was awarded an honorary doctorate by the School of the Art Institute of Chicago for his contributions to music, fashion, and popular culture, officially making him an honorary DFA. The next month, West headlined at the Glastonbury Festival in the UK, despite a petition signed by almost 135,000 people against his appearance. At one point, he told the audience: \"You are now watching the greatest living rock star on the planet.\" Media outlets, including social media sites such as Twitter, were sharply divided on his performance. NME stated, \"The decision to book West for the slot has proved controversial since its announcement, and the show itself appeared to polarise both Glastonbury goers and those who tuned in to watch on their TVs.\" The publication added that \"he's letting his music speak for and prove itself.\" The Guardian said that \"his set has a potent ferocity \u2013 but there are gaps and stutters, and he cuts a strangely lone figure in front of the vast crowd.\"", "targets": "How many people petitioned his show at the Glastonbury Music Festival in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fd9409e23c4510abc728b6a1c3cfb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interiors of the three refreshment rooms were assigned to different designers. The Green Dining Room 1866\u201368 was the work of Philip Webb and William Morris, and displays Elizabethan influences. The lower part of the walls are panelled in wood with a band of paintings depicting fruit and the occasional figure, with moulded plaster foliage on the main part of the wall and a plaster frieze around the decorated ceiling and stained-glass windows by Edward Burne-Jones. The Centre Refreshment Room 1865\u201377 was designed in a Renaissance style by James Gamble, the walls and even the Ionic columns are covered in decorative and moulded ceramic tile, the ceiling consists of elaborate designs on enamelled metal sheets and matching stained-glass windows, the marble fireplace was designed and sculpted by Alfred Stevens and was removed from Dorchester House prior to that building's demolition in 1929. The Grill Room 1876\u201381 was designed by Sir Edward Poynter, the lower part of the walls consist of blue and white tiles with various figures and foliage enclosed by wood panelling, above there are large tiled scenes with figures depicting the four seasons and the twelve months these were painted by ladies from the Art School then based in the museum, the windows are also stained glass, there is an elaborate cast-iron grill still in place.", "targets": "Who were responsible for the interior decorations of the Green Dining Room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fd9409e23c4510abc728b6a1c3cfb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interiors of the three refreshment rooms were assigned to different designers. The Green Dining Room 1866\u201368 was the work of Philip Webb and William Morris, and displays Elizabethan influences. The lower part of the walls are panelled in wood with a band of paintings depicting fruit and the occasional figure, with moulded plaster foliage on the main part of the wall and a plaster frieze around the decorated ceiling and stained-glass windows by Edward Burne-Jones. The Centre Refreshment Room 1865\u201377 was designed in a Renaissance style by James Gamble, the walls and even the Ionic columns are covered in decorative and moulded ceramic tile, the ceiling consists of elaborate designs on enamelled metal sheets and matching stained-glass windows, the marble fireplace was designed and sculpted by Alfred Stevens and was removed from Dorchester House prior to that building's demolition in 1929. The Grill Room 1876\u201381 was designed by Sir Edward Poynter, the lower part of the walls consist of blue and white tiles with various figures and foliage enclosed by wood panelling, above there are large tiled scenes with figures depicting the four seasons and the twelve months these were painted by ladies from the Art School then based in the museum, the windows are also stained glass, there is an elaborate cast-iron grill still in place.", "targets": "Who designed the ceiling and stained-glass windows of the Green Dining Room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fd9409e23c4510abc728b6a1c3cfb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interiors of the three refreshment rooms were assigned to different designers. The Green Dining Room 1866\u201368 was the work of Philip Webb and William Morris, and displays Elizabethan influences. The lower part of the walls are panelled in wood with a band of paintings depicting fruit and the occasional figure, with moulded plaster foliage on the main part of the wall and a plaster frieze around the decorated ceiling and stained-glass windows by Edward Burne-Jones. The Centre Refreshment Room 1865\u201377 was designed in a Renaissance style by James Gamble, the walls and even the Ionic columns are covered in decorative and moulded ceramic tile, the ceiling consists of elaborate designs on enamelled metal sheets and matching stained-glass windows, the marble fireplace was designed and sculpted by Alfred Stevens and was removed from Dorchester House prior to that building's demolition in 1929. The Grill Room 1876\u201381 was designed by Sir Edward Poynter, the lower part of the walls consist of blue and white tiles with various figures and foliage enclosed by wood panelling, above there are large tiled scenes with figures depicting the four seasons and the twelve months these were painted by ladies from the Art School then based in the museum, the windows are also stained glass, there is an elaborate cast-iron grill still in place.", "targets": "Who was responsible for the decorations of the Centre Refreshment Room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fd9409e23c4510abc728b6a1c3cfb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interiors of the three refreshment rooms were assigned to different designers. The Green Dining Room 1866\u201368 was the work of Philip Webb and William Morris, and displays Elizabethan influences. The lower part of the walls are panelled in wood with a band of paintings depicting fruit and the occasional figure, with moulded plaster foliage on the main part of the wall and a plaster frieze around the decorated ceiling and stained-glass windows by Edward Burne-Jones. The Centre Refreshment Room 1865\u201377 was designed in a Renaissance style by James Gamble, the walls and even the Ionic columns are covered in decorative and moulded ceramic tile, the ceiling consists of elaborate designs on enamelled metal sheets and matching stained-glass windows, the marble fireplace was designed and sculpted by Alfred Stevens and was removed from Dorchester House prior to that building's demolition in 1929. The Grill Room 1876\u201381 was designed by Sir Edward Poynter, the lower part of the walls consist of blue and white tiles with various figures and foliage enclosed by wood panelling, above there are large tiled scenes with figures depicting the four seasons and the twelve months these were painted by ladies from the Art School then based in the museum, the windows are also stained glass, there is an elaborate cast-iron grill still in place.", "targets": "Who designed and sculpted the marble fireplace in the Centre Refreshment Room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fd9409e23c4510abc728b6a1c3cfb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The interiors of the three refreshment rooms were assigned to different designers. The Green Dining Room 1866\u201368 was the work of Philip Webb and William Morris, and displays Elizabethan influences. The lower part of the walls are panelled in wood with a band of paintings depicting fruit and the occasional figure, with moulded plaster foliage on the main part of the wall and a plaster frieze around the decorated ceiling and stained-glass windows by Edward Burne-Jones. The Centre Refreshment Room 1865\u201377 was designed in a Renaissance style by James Gamble, the walls and even the Ionic columns are covered in decorative and moulded ceramic tile, the ceiling consists of elaborate designs on enamelled metal sheets and matching stained-glass windows, the marble fireplace was designed and sculpted by Alfred Stevens and was removed from Dorchester House prior to that building's demolition in 1929. The Grill Room 1876\u201381 was designed by Sir Edward Poynter, the lower part of the walls consist of blue and white tiles with various figures and foliage enclosed by wood panelling, above there are large tiled scenes with figures depicting the four seasons and the twelve months these were painted by ladies from the Art School then based in the museum, the windows are also stained glass, there is an elaborate cast-iron grill still in place.", "targets": "Who was responsible for the decorations of the Grill Room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a776905195431b9edcecee619691ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 23, 1990, Leonid Kravchuk was elected to replace Ivashko as parliament chairman. On July 30, Parliament adopted a resolution on military service ordering Ukrainian soldiers \"in regions of national conflict such as Armenia and Azerbaijan\" to return to Ukrainian territory. On August 1, Parliament voted overwhelmingly to shut down the Chernobyl Nuclear Power Plant. On August 3, it adopted a law on the economic sovereignty of the Ukrainian republic. On August 19, the first Ukrainian Catholic liturgy in 44 years was celebrated at St. George Cathedral. On September 5\u20137, the International Symposium on the Great Famine of 1932\u20131933 was held in Kiev. On September 8, The first \"Youth for Christ\" rally since 1933 took place held in Lviv, with 40,000 participants. In September 28\u201330, the Green Party of Ukraine held its founding congress. On September 30, nearly 100,000 people marched in Kiev to protest against the new union treaty proposed by Gorbachev.", "targets": "Who would succeed Ivashko as the chairman of Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a776905195431b9edcecee619691ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 23, 1990, Leonid Kravchuk was elected to replace Ivashko as parliament chairman. On July 30, Parliament adopted a resolution on military service ordering Ukrainian soldiers \"in regions of national conflict such as Armenia and Azerbaijan\" to return to Ukrainian territory. On August 1, Parliament voted overwhelmingly to shut down the Chernobyl Nuclear Power Plant. On August 3, it adopted a law on the economic sovereignty of the Ukrainian republic. On August 19, the first Ukrainian Catholic liturgy in 44 years was celebrated at St. George Cathedral. On September 5\u20137, the International Symposium on the Great Famine of 1932\u20131933 was held in Kiev. On September 8, The first \"Youth for Christ\" rally since 1933 took place held in Lviv, with 40,000 participants. In September 28\u201330, the Green Party of Ukraine held its founding congress. On September 30, nearly 100,000 people marched in Kiev to protest against the new union treaty proposed by Gorbachev.", "targets": "What did Parliament vote to shut down in August?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a776905195431b9edcecee619691ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 23, 1990, Leonid Kravchuk was elected to replace Ivashko as parliament chairman. On July 30, Parliament adopted a resolution on military service ordering Ukrainian soldiers \"in regions of national conflict such as Armenia and Azerbaijan\" to return to Ukrainian territory. On August 1, Parliament voted overwhelmingly to shut down the Chernobyl Nuclear Power Plant. On August 3, it adopted a law on the economic sovereignty of the Ukrainian republic. On August 19, the first Ukrainian Catholic liturgy in 44 years was celebrated at St. George Cathedral. On September 5\u20137, the International Symposium on the Great Famine of 1932\u20131933 was held in Kiev. On September 8, The first \"Youth for Christ\" rally since 1933 took place held in Lviv, with 40,000 participants. In September 28\u201330, the Green Party of Ukraine held its founding congress. On September 30, nearly 100,000 people marched in Kiev to protest against the new union treaty proposed by Gorbachev.", "targets": "Where was the August 9 liturgy held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a776905195431b9edcecee619691ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 23, 1990, Leonid Kravchuk was elected to replace Ivashko as parliament chairman. On July 30, Parliament adopted a resolution on military service ordering Ukrainian soldiers \"in regions of national conflict such as Armenia and Azerbaijan\" to return to Ukrainian territory. On August 1, Parliament voted overwhelmingly to shut down the Chernobyl Nuclear Power Plant. On August 3, it adopted a law on the economic sovereignty of the Ukrainian republic. On August 19, the first Ukrainian Catholic liturgy in 44 years was celebrated at St. George Cathedral. On September 5\u20137, the International Symposium on the Great Famine of 1932\u20131933 was held in Kiev. On September 8, The first \"Youth for Christ\" rally since 1933 took place held in Lviv, with 40,000 participants. In September 28\u201330, the Green Party of Ukraine held its founding congress. On September 30, nearly 100,000 people marched in Kiev to protest against the new union treaty proposed by Gorbachev.", "targets": "Prior to the September 8th rally when was the last Youth for Christ rally held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a776905195431b9edcecee619691ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 23, 1990, Leonid Kravchuk was elected to replace Ivashko as parliament chairman. On July 30, Parliament adopted a resolution on military service ordering Ukrainian soldiers \"in regions of national conflict such as Armenia and Azerbaijan\" to return to Ukrainian territory. On August 1, Parliament voted overwhelmingly to shut down the Chernobyl Nuclear Power Plant. On August 3, it adopted a law on the economic sovereignty of the Ukrainian republic. On August 19, the first Ukrainian Catholic liturgy in 44 years was celebrated at St. George Cathedral. On September 5\u20137, the International Symposium on the Great Famine of 1932\u20131933 was held in Kiev. On September 8, The first \"Youth for Christ\" rally since 1933 took place held in Lviv, with 40,000 participants. In September 28\u201330, the Green Party of Ukraine held its founding congress. On September 30, nearly 100,000 people marched in Kiev to protest against the new union treaty proposed by Gorbachev.", "targets": "How many people attended the Youth for Christ rally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4995981b157e4efb8a681670e196fffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another class of knights were granted land by the prince, allowing them the economic ability to serve the prince militarily. A Polish nobleman living at the time prior to the 15th century was referred to as a \"rycerz\", very roughly equivalent to the English \"knight,\" the critical difference being the status of \"rycerz\" was almost strictly hereditary; the class of all such individuals was known as the \"rycerstwo\". Representing the wealthier families of Poland and itinerant knights from abroad seeking their fortunes, this other class of rycerstwo, which became the szlachta/nobility (\"szlachta\" becomes the proper term for Polish nobility beginning about the 15th century), gradually formed apart from Mieszko I's and his successors' elite retinues. This rycerstwo/nobility obtained more privileges granting them favored status. They were absolved from particular burdens and obligations under ducal law, resulting in the belief only rycerstwo (those combining military prowess with high/noble birth) could serve as officials in state administration.", "targets": "WHat was a polish nobleman referred to as before the 15th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4995981b157e4efb8a681670e196fffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another class of knights were granted land by the prince, allowing them the economic ability to serve the prince militarily. A Polish nobleman living at the time prior to the 15th century was referred to as a \"rycerz\", very roughly equivalent to the English \"knight,\" the critical difference being the status of \"rycerz\" was almost strictly hereditary; the class of all such individuals was known as the \"rycerstwo\". Representing the wealthier families of Poland and itinerant knights from abroad seeking their fortunes, this other class of rycerstwo, which became the szlachta/nobility (\"szlachta\" becomes the proper term for Polish nobility beginning about the 15th century), gradually formed apart from Mieszko I's and his successors' elite retinues. This rycerstwo/nobility obtained more privileges granting them favored status. They were absolved from particular burdens and obligations under ducal law, resulting in the belief only rycerstwo (those combining military prowess with high/noble birth) could serve as officials in state administration.", "targets": "What is roughly the same to the english version of rycerz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4995981b157e4efb8a681670e196fffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another class of knights were granted land by the prince, allowing them the economic ability to serve the prince militarily. A Polish nobleman living at the time prior to the 15th century was referred to as a \"rycerz\", very roughly equivalent to the English \"knight,\" the critical difference being the status of \"rycerz\" was almost strictly hereditary; the class of all such individuals was known as the \"rycerstwo\". Representing the wealthier families of Poland and itinerant knights from abroad seeking their fortunes, this other class of rycerstwo, which became the szlachta/nobility (\"szlachta\" becomes the proper term for Polish nobility beginning about the 15th century), gradually formed apart from Mieszko I's and his successors' elite retinues. This rycerstwo/nobility obtained more privileges granting them favored status. They were absolved from particular burdens and obligations under ducal law, resulting in the belief only rycerstwo (those combining military prowess with high/noble birth) could serve as officials in state administration.", "targets": "What people did the rycerstwo class represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4995981b157e4efb8a681670e196fffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another class of knights were granted land by the prince, allowing them the economic ability to serve the prince militarily. A Polish nobleman living at the time prior to the 15th century was referred to as a \"rycerz\", very roughly equivalent to the English \"knight,\" the critical difference being the status of \"rycerz\" was almost strictly hereditary; the class of all such individuals was known as the \"rycerstwo\". Representing the wealthier families of Poland and itinerant knights from abroad seeking their fortunes, this other class of rycerstwo, which became the szlachta/nobility (\"szlachta\" becomes the proper term for Polish nobility beginning about the 15th century), gradually formed apart from Mieszko I's and his successors' elite retinues. This rycerstwo/nobility obtained more privileges granting them favored status. They were absolved from particular burdens and obligations under ducal law, resulting in the belief only rycerstwo (those combining military prowess with high/noble birth) could serve as officials in state administration.", "targets": "What positive did the szlachta class receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4995981b157e4efb8a681670e196fffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another class of knights were granted land by the prince, allowing them the economic ability to serve the prince militarily. A Polish nobleman living at the time prior to the 15th century was referred to as a \"rycerz\", very roughly equivalent to the English \"knight,\" the critical difference being the status of \"rycerz\" was almost strictly hereditary; the class of all such individuals was known as the \"rycerstwo\". Representing the wealthier families of Poland and itinerant knights from abroad seeking their fortunes, this other class of rycerstwo, which became the szlachta/nobility (\"szlachta\" becomes the proper term for Polish nobility beginning about the 15th century), gradually formed apart from Mieszko I's and his successors' elite retinues. This rycerstwo/nobility obtained more privileges granting them favored status. They were absolved from particular burdens and obligations under ducal law, resulting in the belief only rycerstwo (those combining military prowess with high/noble birth) could serve as officials in state administration.", "targets": "What did ducal law implement for the rycerstwo/nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34fd52f7f9064cd3a086dbf318c274b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, the first Nanjing Yangtze River Bridge was completed, and served as the only bridge crossing over the Lower Yangtze in eastern China at that time. The bridge was a source of pride and an important symbol of modern China, having been built and designed by the Chinese themselves following failed surveys by other nations and the reliance on and then rejection of Soviet expertise. Begun in 1960 and opened to traffic in 1968, the bridge is a two-tiered road and rail design spanning 4,600 metres on the upper deck, with approximately 1,580 metres spanning the river itself. Since then four more bridges and two tunnels have been built. Going in the downstream direction, the Yangtze crossings in Nanjing are: Dashengguan Bridge, Line 10 Metro Tunnel, Third Bridge, Nanjing Yangtze River Tunnel, First Bridge, Second Bridge and Fourth Bridge.", "targets": "When was the very first Nanjing Yangtze River Bridge finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34fd52f7f9064cd3a086dbf318c274b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, the first Nanjing Yangtze River Bridge was completed, and served as the only bridge crossing over the Lower Yangtze in eastern China at that time. The bridge was a source of pride and an important symbol of modern China, having been built and designed by the Chinese themselves following failed surveys by other nations and the reliance on and then rejection of Soviet expertise. Begun in 1960 and opened to traffic in 1968, the bridge is a two-tiered road and rail design spanning 4,600 metres on the upper deck, with approximately 1,580 metres spanning the river itself. Since then four more bridges and two tunnels have been built. Going in the downstream direction, the Yangtze crossings in Nanjing are: Dashengguan Bridge, Line 10 Metro Tunnel, Third Bridge, Nanjing Yangtze River Tunnel, First Bridge, Second Bridge and Fourth Bridge.", "targets": "What was the symbolism of the bridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34fd52f7f9064cd3a086dbf318c274b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, the first Nanjing Yangtze River Bridge was completed, and served as the only bridge crossing over the Lower Yangtze in eastern China at that time. The bridge was a source of pride and an important symbol of modern China, having been built and designed by the Chinese themselves following failed surveys by other nations and the reliance on and then rejection of Soviet expertise. Begun in 1960 and opened to traffic in 1968, the bridge is a two-tiered road and rail design spanning 4,600 metres on the upper deck, with approximately 1,580 metres spanning the river itself. Since then four more bridges and two tunnels have been built. Going in the downstream direction, the Yangtze crossings in Nanjing are: Dashengguan Bridge, Line 10 Metro Tunnel, Third Bridge, Nanjing Yangtze River Tunnel, First Bridge, Second Bridge and Fourth Bridge.", "targets": "When did the Nanjing Yangtze River Bridge first open for traffic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34fd52f7f9064cd3a086dbf318c274b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, the first Nanjing Yangtze River Bridge was completed, and served as the only bridge crossing over the Lower Yangtze in eastern China at that time. The bridge was a source of pride and an important symbol of modern China, having been built and designed by the Chinese themselves following failed surveys by other nations and the reliance on and then rejection of Soviet expertise. Begun in 1960 and opened to traffic in 1968, the bridge is a two-tiered road and rail design spanning 4,600 metres on the upper deck, with approximately 1,580 metres spanning the river itself. Since then four more bridges and two tunnels have been built. Going in the downstream direction, the Yangtze crossings in Nanjing are: Dashengguan Bridge, Line 10 Metro Tunnel, Third Bridge, Nanjing Yangtze River Tunnel, First Bridge, Second Bridge and Fourth Bridge.", "targets": "What type of design is the bridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34fd52f7f9064cd3a086dbf318c274b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, the first Nanjing Yangtze River Bridge was completed, and served as the only bridge crossing over the Lower Yangtze in eastern China at that time. The bridge was a source of pride and an important symbol of modern China, having been built and designed by the Chinese themselves following failed surveys by other nations and the reliance on and then rejection of Soviet expertise. Begun in 1960 and opened to traffic in 1968, the bridge is a two-tiered road and rail design spanning 4,600 metres on the upper deck, with approximately 1,580 metres spanning the river itself. Since then four more bridges and two tunnels have been built. Going in the downstream direction, the Yangtze crossings in Nanjing are: Dashengguan Bridge, Line 10 Metro Tunnel, Third Bridge, Nanjing Yangtze River Tunnel, First Bridge, Second Bridge and Fourth Bridge.", "targets": "How many more bridges have been built since the first one was completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a154d8455ee4069a6aaba4101dfd584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dreyfus writes that after the Phagmodrupa lost its centralizing power over Tibet in 1434, several attempts by other families to establish hegemonies failed over the next two centuries until 1642 with the 5th Dalai Lama's effective hegemony over Tibet.", "targets": "Who lost their power over Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a154d8455ee4069a6aaba4101dfd584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dreyfus writes that after the Phagmodrupa lost its centralizing power over Tibet in 1434, several attempts by other families to establish hegemonies failed over the next two centuries until 1642 with the 5th Dalai Lama's effective hegemony over Tibet.", "targets": "What year did the Phagmodrupa lose their power over Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a154d8455ee4069a6aaba4101dfd584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dreyfus writes that after the Phagmodrupa lost its centralizing power over Tibet in 1434, several attempts by other families to establish hegemonies failed over the next two centuries until 1642 with the 5th Dalai Lama's effective hegemony over Tibet.", "targets": "What year did the 5th Dalai lama start to dominate over Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a154d8455ee4069a6aaba4101dfd584", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dreyfus writes that after the Phagmodrupa lost its centralizing power over Tibet in 1434, several attempts by other families to establish hegemonies failed over the next two centuries until 1642 with the 5th Dalai Lama's effective hegemony over Tibet.", "targets": "What did the other families fail to establish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eeaa8b5076f41af8a91a467d15fc40f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a proud history of theatre. Stephen Kemble of the famous Kemble family successfully managed the original Theatre Royal, Newcastle for fifteen years (1791\u20131806). He brought members of his famous acting family such as Sarah Siddons and John Kemble out of London to Newcastle. Stephen Kemble guided the theatre through many celebrated seasons. The original Theatre Royal in Newcastle was opened on 21 January 1788 and was located on Mosley Street. It was demolished to make way for Grey Street, where its replacement was built.", "targets": "What does Newcastle have a proud history of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eeaa8b5076f41af8a91a467d15fc40f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a proud history of theatre. Stephen Kemble of the famous Kemble family successfully managed the original Theatre Royal, Newcastle for fifteen years (1791\u20131806). He brought members of his famous acting family such as Sarah Siddons and John Kemble out of London to Newcastle. Stephen Kemble guided the theatre through many celebrated seasons. The original Theatre Royal in Newcastle was opened on 21 January 1788 and was located on Mosley Street. It was demolished to make way for Grey Street, where its replacement was built.", "targets": "Who managed the original Theatre Royal in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eeaa8b5076f41af8a91a467d15fc40f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a proud history of theatre. Stephen Kemble of the famous Kemble family successfully managed the original Theatre Royal, Newcastle for fifteen years (1791\u20131806). He brought members of his famous acting family such as Sarah Siddons and John Kemble out of London to Newcastle. Stephen Kemble guided the theatre through many celebrated seasons. The original Theatre Royal in Newcastle was opened on 21 January 1788 and was located on Mosley Street. It was demolished to make way for Grey Street, where its replacement was built.", "targets": "What did Stephen Kemble guide the Theatre Royal through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eeaa8b5076f41af8a91a467d15fc40f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a proud history of theatre. Stephen Kemble of the famous Kemble family successfully managed the original Theatre Royal, Newcastle for fifteen years (1791\u20131806). He brought members of his famous acting family such as Sarah Siddons and John Kemble out of London to Newcastle. Stephen Kemble guided the theatre through many celebrated seasons. The original Theatre Royal in Newcastle was opened on 21 January 1788 and was located on Mosley Street. It was demolished to make way for Grey Street, where its replacement was built.", "targets": "When did the theater in Newcastle originally open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eeaa8b5076f41af8a91a467d15fc40f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a proud history of theatre. Stephen Kemble of the famous Kemble family successfully managed the original Theatre Royal, Newcastle for fifteen years (1791\u20131806). He brought members of his famous acting family such as Sarah Siddons and John Kemble out of London to Newcastle. Stephen Kemble guided the theatre through many celebrated seasons. The original Theatre Royal in Newcastle was opened on 21 January 1788 and was located on Mosley Street. It was demolished to make way for Grey Street, where its replacement was built.", "targets": "On what street was the Theatre Royal's replacement built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9159db9b8f524edeb124b424fb93e0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late eighteenth- and early nineteenth-century Germany, three pioneer physical educators \u2013 Johann Friedrich GutsMuths (1759\u20131839) and Friedrich Ludwig Jahn (1778\u20131852) \u2013 created exercises for boys and young men on apparatus they had designed that ultimately led to what is considered modern gymnastics. Don Francisco Amor\u00f3s y Ondeano, was born on February 19, 1770 in Valence and died on August 8, 1848 in Paris. He was a Spanish colonel, and the first person to introduce educative gymnastic in France. Jahn promoted the use of parallel bars, rings and high bar in international competition.", "targets": "What two Germans were known for creating exercises on apparauses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9159db9b8f524edeb124b424fb93e0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late eighteenth- and early nineteenth-century Germany, three pioneer physical educators \u2013 Johann Friedrich GutsMuths (1759\u20131839) and Friedrich Ludwig Jahn (1778\u20131852) \u2013 created exercises for boys and young men on apparatus they had designed that ultimately led to what is considered modern gymnastics. Don Francisco Amor\u00f3s y Ondeano, was born on February 19, 1770 in Valence and died on August 8, 1848 in Paris. He was a Spanish colonel, and the first person to introduce educative gymnastic in France. Jahn promoted the use of parallel bars, rings and high bar in international competition.", "targets": "What did the exercises lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9159db9b8f524edeb124b424fb93e0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late eighteenth- and early nineteenth-century Germany, three pioneer physical educators \u2013 Johann Friedrich GutsMuths (1759\u20131839) and Friedrich Ludwig Jahn (1778\u20131852) \u2013 created exercises for boys and young men on apparatus they had designed that ultimately led to what is considered modern gymnastics. Don Francisco Amor\u00f3s y Ondeano, was born on February 19, 1770 in Valence and died on August 8, 1848 in Paris. He was a Spanish colonel, and the first person to introduce educative gymnastic in France. Jahn promoted the use of parallel bars, rings and high bar in international competition.", "targets": "Who introduced educative gymnastics in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9159db9b8f524edeb124b424fb93e0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late eighteenth- and early nineteenth-century Germany, three pioneer physical educators \u2013 Johann Friedrich GutsMuths (1759\u20131839) and Friedrich Ludwig Jahn (1778\u20131852) \u2013 created exercises for boys and young men on apparatus they had designed that ultimately led to what is considered modern gymnastics. Don Francisco Amor\u00f3s y Ondeano, was born on February 19, 1770 in Valence and died on August 8, 1848 in Paris. He was a Spanish colonel, and the first person to introduce educative gymnastic in France. Jahn promoted the use of parallel bars, rings and high bar in international competition.", "targets": "What did Jahn promote the use of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4dbe4d760e42ec8a0b09e95947d59b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Annelids with blood vessels use metanephridia to remove soluble waste products, while those without use protonephridia. Both of these systems use a two-stage filtration process, in which fluid and waste products are first extracted and these are filtered again to re-absorb any re-usable materials while dumping toxic and spent materials as urine. The difference is that protonephridia combine both filtration stages in the same organ, while metanephridia perform only the second filtration and rely on other mechanisms for the first \u2013 in annelids special filter cells in the walls of the blood vessels let fluids and other small molecules pass into the coelomic fluid, where it circulates to the metanephridia. In annelids the points at which fluid enters the protonephridia or metanephridia are on the forward side of a septum while the second-stage filter and the nephridiopore (exit opening in the body wall) are in the following segment. As a result, the hindmost segment (before the growth zone and pygidium) has no structure that extracts its wastes, as there is no following segment to filter and discharge them, while the first segment contains an extraction structure that passes wastes to the second, but does not contain the structures that re-filter and discharge urine.", "targets": "What do metanephridia remove?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4dbe4d760e42ec8a0b09e95947d59b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Annelids with blood vessels use metanephridia to remove soluble waste products, while those without use protonephridia. Both of these systems use a two-stage filtration process, in which fluid and waste products are first extracted and these are filtered again to re-absorb any re-usable materials while dumping toxic and spent materials as urine. The difference is that protonephridia combine both filtration stages in the same organ, while metanephridia perform only the second filtration and rely on other mechanisms for the first \u2013 in annelids special filter cells in the walls of the blood vessels let fluids and other small molecules pass into the coelomic fluid, where it circulates to the metanephridia. In annelids the points at which fluid enters the protonephridia or metanephridia are on the forward side of a septum while the second-stage filter and the nephridiopore (exit opening in the body wall) are in the following segment. As a result, the hindmost segment (before the growth zone and pygidium) has no structure that extracts its wastes, as there is no following segment to filter and discharge them, while the first segment contains an extraction structure that passes wastes to the second, but does not contain the structures that re-filter and discharge urine.", "targets": "What do annelids without blood vessels do to remove waste?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4dbe4d760e42ec8a0b09e95947d59b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Annelids with blood vessels use metanephridia to remove soluble waste products, while those without use protonephridia. Both of these systems use a two-stage filtration process, in which fluid and waste products are first extracted and these are filtered again to re-absorb any re-usable materials while dumping toxic and spent materials as urine. The difference is that protonephridia combine both filtration stages in the same organ, while metanephridia perform only the second filtration and rely on other mechanisms for the first \u2013 in annelids special filter cells in the walls of the blood vessels let fluids and other small molecules pass into the coelomic fluid, where it circulates to the metanephridia. In annelids the points at which fluid enters the protonephridia or metanephridia are on the forward side of a septum while the second-stage filter and the nephridiopore (exit opening in the body wall) are in the following segment. As a result, the hindmost segment (before the growth zone and pygidium) has no structure that extracts its wastes, as there is no following segment to filter and discharge them, while the first segment contains an extraction structure that passes wastes to the second, but does not contain the structures that re-filter and discharge urine.", "targets": "How many stages are there in annelids' waste filtration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4dbe4d760e42ec8a0b09e95947d59b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Annelids with blood vessels use metanephridia to remove soluble waste products, while those without use protonephridia. Both of these systems use a two-stage filtration process, in which fluid and waste products are first extracted and these are filtered again to re-absorb any re-usable materials while dumping toxic and spent materials as urine. The difference is that protonephridia combine both filtration stages in the same organ, while metanephridia perform only the second filtration and rely on other mechanisms for the first \u2013 in annelids special filter cells in the walls of the blood vessels let fluids and other small molecules pass into the coelomic fluid, where it circulates to the metanephridia. In annelids the points at which fluid enters the protonephridia or metanephridia are on the forward side of a septum while the second-stage filter and the nephridiopore (exit opening in the body wall) are in the following segment. As a result, the hindmost segment (before the growth zone and pygidium) has no structure that extracts its wastes, as there is no following segment to filter and discharge them, while the first segment contains an extraction structure that passes wastes to the second, but does not contain the structures that re-filter and discharge urine.", "targets": "What annelid system combines both filtration states in one organ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c05419c859440387218af00ece1399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n.", "targets": "How many prime numbers exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c05419c859440387218af00ece1399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n.", "targets": "Who established the amount of prime numbers in existence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c05419c859440387218af00ece1399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n.", "targets": "What type of behavior in primes is it possible to determine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c05419c859440387218af00ece1399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n.", "targets": "What theorem states that the probability that a number n is prime is inversely proportional to its logarithm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c05419c859440387218af00ece1399", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are infinitely many primes, as demonstrated by Euclid around 300 BC. There is no known simple formula that separates prime numbers from composite numbers. However, the distribution of primes, that is to say, the statistical behaviour of primes in the large, can be modelled. The first result in that direction is the prime number theorem, proven at the end of the 19th century, which says that the probability that a given, randomly chosen number n is prime is inversely proportional to its number of digits, or to the logarithm of n.", "targets": "When was the prime number theorem proven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88adcdb2ca0b441491dbdcd756ab93f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saharan cheetah (northwest African cheetah) lives in Algeria, Togo, Niger, Mali, Benin, and Burkina Faso. There remain fewer than 250 mature cheetahs, which are very cautious, fleeing any human presence. The cheetah avoids the sun from April to October, seeking the shelter of shrubs such as balanites and acacias. They are unusually pale. The other cheetah subspecies (northeast African cheetah) lives in Chad, Sudan and the eastern region of Niger. However, it is currently extinct in the wild of Egypt and Libya. They are approximately 2,000 mature individuals left in the wild.", "targets": "How many cheetahs remain in the Northwest Africa area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88adcdb2ca0b441491dbdcd756ab93f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saharan cheetah (northwest African cheetah) lives in Algeria, Togo, Niger, Mali, Benin, and Burkina Faso. There remain fewer than 250 mature cheetahs, which are very cautious, fleeing any human presence. The cheetah avoids the sun from April to October, seeking the shelter of shrubs such as balanites and acacias. They are unusually pale. The other cheetah subspecies (northeast African cheetah) lives in Chad, Sudan and the eastern region of Niger. However, it is currently extinct in the wild of Egypt and Libya. They are approximately 2,000 mature individuals left in the wild.", "targets": "What months do the cheetah's avoid the sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88adcdb2ca0b441491dbdcd756ab93f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saharan cheetah (northwest African cheetah) lives in Algeria, Togo, Niger, Mali, Benin, and Burkina Faso. There remain fewer than 250 mature cheetahs, which are very cautious, fleeing any human presence. The cheetah avoids the sun from April to October, seeking the shelter of shrubs such as balanites and acacias. They are unusually pale. The other cheetah subspecies (northeast African cheetah) lives in Chad, Sudan and the eastern region of Niger. However, it is currently extinct in the wild of Egypt and Libya. They are approximately 2,000 mature individuals left in the wild.", "targets": "How many many cheetah's are left in the wild?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8106b7eb7e3a4b4595570c9a4c2a472f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though proportionality is confined to the proportional seats to prevent a part from being overrepresented, several restrictions apply in the assignation of the seats; namely, that no party can have more than 63% of all seats, both uninominal and plurinominal. In the 2006 elections leftist PRD got the absolute majority in the direct uninominal elections, securing 34 of the 40 FPP seats. As such, the PRD was not assigned any plurinominal seat to comply with the law that prevents over-representation. The overall composition of the Legislative Assembly is:", "targets": "What is the maximum percentage of seats a single party can control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8106b7eb7e3a4b4595570c9a4c2a472f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though proportionality is confined to the proportional seats to prevent a part from being overrepresented, several restrictions apply in the assignation of the seats; namely, that no party can have more than 63% of all seats, both uninominal and plurinominal. In the 2006 elections leftist PRD got the absolute majority in the direct uninominal elections, securing 34 of the 40 FPP seats. As such, the PRD was not assigned any plurinominal seat to comply with the law that prevents over-representation. The overall composition of the Legislative Assembly is:", "targets": "How many seats of the uninominal elections did the PRD get in the 2006 elections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8106b7eb7e3a4b4595570c9a4c2a472f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though proportionality is confined to the proportional seats to prevent a part from being overrepresented, several restrictions apply in the assignation of the seats; namely, that no party can have more than 63% of all seats, both uninominal and plurinominal. In the 2006 elections leftist PRD got the absolute majority in the direct uninominal elections, securing 34 of the 40 FPP seats. As such, the PRD was not assigned any plurinominal seat to comply with the law that prevents over-representation. The overall composition of the Legislative Assembly is:", "targets": "Why does the government prevent more than 63% of a party to control the legislature? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26c289ab0c249fbb41603151b640813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 16, 2007, ABC began to phase in a new imaging campaign for the upcoming 2007\u201308 season, \"Start Here\". Also developed by Troika, the on-air design was intended to emphasize the availability of ABC content across multiple platforms (in particular, using a system of icons representing different devices, such as television, computers and mobile devices), and \"simplify and bring a lot more consistency and continuity to the visual representation of ABC\". The ABC logo was also significantly redesigned as part of the transition, with a glossy \"ball\" effect that was specifically designed for HD. On-air, the logo was accompanied by animated water and ribbon effects. Red ribbons were used to represent the entertainment division, while blue ribbons were used for ABC News.", "targets": "What was the name for the imaging campaign ABC began in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26c289ab0c249fbb41603151b640813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 16, 2007, ABC began to phase in a new imaging campaign for the upcoming 2007\u201308 season, \"Start Here\". Also developed by Troika, the on-air design was intended to emphasize the availability of ABC content across multiple platforms (in particular, using a system of icons representing different devices, such as television, computers and mobile devices), and \"simplify and bring a lot more consistency and continuity to the visual representation of ABC\". The ABC logo was also significantly redesigned as part of the transition, with a glossy \"ball\" effect that was specifically designed for HD. On-air, the logo was accompanied by animated water and ribbon effects. Red ribbons were used to represent the entertainment division, while blue ribbons were used for ABC News.", "targets": "Who developed the 2007 imaging campaign for ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26c289ab0c249fbb41603151b640813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 16, 2007, ABC began to phase in a new imaging campaign for the upcoming 2007\u201308 season, \"Start Here\". Also developed by Troika, the on-air design was intended to emphasize the availability of ABC content across multiple platforms (in particular, using a system of icons representing different devices, such as television, computers and mobile devices), and \"simplify and bring a lot more consistency and continuity to the visual representation of ABC\". The ABC logo was also significantly redesigned as part of the transition, with a glossy \"ball\" effect that was specifically designed for HD. On-air, the logo was accompanied by animated water and ribbon effects. Red ribbons were used to represent the entertainment division, while blue ribbons were used for ABC News.", "targets": "Red ribbons in the logo were used to represent which division of ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26c289ab0c249fbb41603151b640813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 16, 2007, ABC began to phase in a new imaging campaign for the upcoming 2007\u201308 season, \"Start Here\". Also developed by Troika, the on-air design was intended to emphasize the availability of ABC content across multiple platforms (in particular, using a system of icons representing different devices, such as television, computers and mobile devices), and \"simplify and bring a lot more consistency and continuity to the visual representation of ABC\". The ABC logo was also significantly redesigned as part of the transition, with a glossy \"ball\" effect that was specifically designed for HD. On-air, the logo was accompanied by animated water and ribbon effects. Red ribbons were used to represent the entertainment division, while blue ribbons were used for ABC News.", "targets": "Blue ribbons in the logo were used to represent which division of ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbb80eab511a42b9b0f7bd3e4bba531e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With third parties like Namco, Square Enix, Electronic Arts, Sega, and Hudson Soft all making games for the iPod, Apple's MP3 player has taken steps towards entering the video game handheld console market. Even video game magazines like GamePro and EGM have reviewed and rated most of their games as of late.", "targets": "What are the names of companies producing video games for Apple's MP3 player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbb80eab511a42b9b0f7bd3e4bba531e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With third parties like Namco, Square Enix, Electronic Arts, Sega, and Hudson Soft all making games for the iPod, Apple's MP3 player has taken steps towards entering the video game handheld console market. Even video game magazines like GamePro and EGM have reviewed and rated most of their games as of late.", "targets": "What market can Apple participate in now that it has a variety of games available for iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbb80eab511a42b9b0f7bd3e4bba531e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With third parties like Namco, Square Enix, Electronic Arts, Sega, and Hudson Soft all making games for the iPod, Apple's MP3 player has taken steps towards entering the video game handheld console market. Even video game magazines like GamePro and EGM have reviewed and rated most of their games as of late.", "targets": "What two publications have covered iPod games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781901e657854c61b38fcab6d68091aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic conquest also brought with it the adoption of Arabic script for writing Persian and much later, Kurdish, Pashto and Balochi. All three were adapted to the writing by the addition of a few letters. This development probably occurred some time during the second half of the 8th century, when the old middle Persian script began dwindling in usage. The Arabic script remains in use in contemporary modern Persian. Tajik script was first Latinised in the 1920s under the then Soviet nationality policy. The script was however subsequently Cyrillicized in the 1930s by the Soviet government.", "targets": "What was the new form of writing introduced by the spread of Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781901e657854c61b38fcab6d68091aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic conquest also brought with it the adoption of Arabic script for writing Persian and much later, Kurdish, Pashto and Balochi. All three were adapted to the writing by the addition of a few letters. This development probably occurred some time during the second half of the 8th century, when the old middle Persian script began dwindling in usage. The Arabic script remains in use in contemporary modern Persian. Tajik script was first Latinised in the 1920s under the then Soviet nationality policy. The script was however subsequently Cyrillicized in the 1930s by the Soviet government.", "targets": "When did usage of Middle Persian script fall off?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781901e657854c61b38fcab6d68091aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic conquest also brought with it the adoption of Arabic script for writing Persian and much later, Kurdish, Pashto and Balochi. All three were adapted to the writing by the addition of a few letters. This development probably occurred some time during the second half of the 8th century, when the old middle Persian script began dwindling in usage. The Arabic script remains in use in contemporary modern Persian. Tajik script was first Latinised in the 1920s under the then Soviet nationality policy. The script was however subsequently Cyrillicized in the 1930s by the Soviet government.", "targets": "What script was converted to Latin in the 1920s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781901e657854c61b38fcab6d68091aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic conquest also brought with it the adoption of Arabic script for writing Persian and much later, Kurdish, Pashto and Balochi. All three were adapted to the writing by the addition of a few letters. This development probably occurred some time during the second half of the 8th century, when the old middle Persian script began dwindling in usage. The Arabic script remains in use in contemporary modern Persian. Tajik script was first Latinised in the 1920s under the then Soviet nationality policy. The script was however subsequently Cyrillicized in the 1930s by the Soviet government.", "targets": "When was Tajik script converted to Cyrillic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781901e657854c61b38fcab6d68091aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic conquest also brought with it the adoption of Arabic script for writing Persian and much later, Kurdish, Pashto and Balochi. All three were adapted to the writing by the addition of a few letters. This development probably occurred some time during the second half of the 8th century, when the old middle Persian script began dwindling in usage. The Arabic script remains in use in contemporary modern Persian. Tajik script was first Latinised in the 1920s under the then Soviet nationality policy. The script was however subsequently Cyrillicized in the 1930s by the Soviet government.", "targets": "Who catalyzed the conversion of Tajik script into Cyrillic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26acafd578804e9c8d0b80976a35b4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy sources unsuitable for mobile power plants, such as nuclear power, renewable hydroelectricity, or wind power can be used. According to widely accepted global energy reserve statistics, the reserves of liquid fuel are much less than gas and coal (at 42, 167 and 416 years respectively). Most countries with large rail networks do not have significant oil reserves and those that did, like the United States and Britain, have exhausted much of their reserves and have suffered declining oil output for decades. Therefore, there is also a strong economic incentive to substitute other fuels for oil. Rail electrification is often considered an important route towards consumption pattern reform. However, there are no reliable, peer-reviewed studies available to assist in rational public debate on this critical issue, although there are untranslated Soviet studies from the 1980s.", "targets": "Can renewable source of electricity be used in mobile power plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26acafd578804e9c8d0b80976a35b4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy sources unsuitable for mobile power plants, such as nuclear power, renewable hydroelectricity, or wind power can be used. According to widely accepted global energy reserve statistics, the reserves of liquid fuel are much less than gas and coal (at 42, 167 and 416 years respectively). Most countries with large rail networks do not have significant oil reserves and those that did, like the United States and Britain, have exhausted much of their reserves and have suffered declining oil output for decades. Therefore, there is also a strong economic incentive to substitute other fuels for oil. Rail electrification is often considered an important route towards consumption pattern reform. However, there are no reliable, peer-reviewed studies available to assist in rational public debate on this critical issue, although there are untranslated Soviet studies from the 1980s.", "targets": "What is the recent incentive in  order to overcome oil scarcity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26acafd578804e9c8d0b80976a35b4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy sources unsuitable for mobile power plants, such as nuclear power, renewable hydroelectricity, or wind power can be used. According to widely accepted global energy reserve statistics, the reserves of liquid fuel are much less than gas and coal (at 42, 167 and 416 years respectively). Most countries with large rail networks do not have significant oil reserves and those that did, like the United States and Britain, have exhausted much of their reserves and have suffered declining oil output for decades. Therefore, there is also a strong economic incentive to substitute other fuels for oil. Rail electrification is often considered an important route towards consumption pattern reform. However, there are no reliable, peer-reviewed studies available to assist in rational public debate on this critical issue, although there are untranslated Soviet studies from the 1980s.", "targets": "What type of natural resources is more scarce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26acafd578804e9c8d0b80976a35b4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy sources unsuitable for mobile power plants, such as nuclear power, renewable hydroelectricity, or wind power can be used. According to widely accepted global energy reserve statistics, the reserves of liquid fuel are much less than gas and coal (at 42, 167 and 416 years respectively). Most countries with large rail networks do not have significant oil reserves and those that did, like the United States and Britain, have exhausted much of their reserves and have suffered declining oil output for decades. Therefore, there is also a strong economic incentive to substitute other fuels for oil. Rail electrification is often considered an important route towards consumption pattern reform. However, there are no reliable, peer-reviewed studies available to assist in rational public debate on this critical issue, although there are untranslated Soviet studies from the 1980s.", "targets": "What research can be used in the future if translated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66350ef9a020457cb95c593ef7f36958", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bridgwater was developed during the Industrial Revolution as the area's leading port. The River Parrett was navigable by large ships as far as Bridgwater. Cargoes were then loaded onto smaller boats at Langport Quay, next to the Bridgwater Bridge, to be carried further up river to Langport; or they could turn off at Burrowbridge and then travel via the River Tone to Taunton. The Parrett is now only navigable as far as Dunball Wharf. Bridgwater, in the 19th and 20th centuries, was a centre for the manufacture of bricks and clay roof tiles, and later cellophane, but those industries have now stopped. With its good links to the motorway system, Bridgwater has developed as a distribution hub for companies such as Argos, Toolstation, Morrisons and Gerber Juice. AgustaWestland manufactures helicopters in Yeovil, and Normalair Garratt, builder of aircraft oxygen systems, is also based in the town. Many towns have encouraged small-scale light industries, such as Crewkerne's Ariel Motor Company, one of the UK's smallest car manufacturers.", "targets": "What is the leading port of somerset "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66350ef9a020457cb95c593ef7f36958", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bridgwater was developed during the Industrial Revolution as the area's leading port. The River Parrett was navigable by large ships as far as Bridgwater. Cargoes were then loaded onto smaller boats at Langport Quay, next to the Bridgwater Bridge, to be carried further up river to Langport; or they could turn off at Burrowbridge and then travel via the River Tone to Taunton. The Parrett is now only navigable as far as Dunball Wharf. Bridgwater, in the 19th and 20th centuries, was a centre for the manufacture of bricks and clay roof tiles, and later cellophane, but those industries have now stopped. With its good links to the motorway system, Bridgwater has developed as a distribution hub for companies such as Argos, Toolstation, Morrisons and Gerber Juice. AgustaWestland manufactures helicopters in Yeovil, and Normalair Garratt, builder of aircraft oxygen systems, is also based in the town. Many towns have encouraged small-scale light industries, such as Crewkerne's Ariel Motor Company, one of the UK's smallest car manufacturers.", "targets": "what was manufacture in Bridgeport in the 19th and 20th century"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66350ef9a020457cb95c593ef7f36958", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bridgwater was developed during the Industrial Revolution as the area's leading port. The River Parrett was navigable by large ships as far as Bridgwater. Cargoes were then loaded onto smaller boats at Langport Quay, next to the Bridgwater Bridge, to be carried further up river to Langport; or they could turn off at Burrowbridge and then travel via the River Tone to Taunton. The Parrett is now only navigable as far as Dunball Wharf. Bridgwater, in the 19th and 20th centuries, was a centre for the manufacture of bricks and clay roof tiles, and later cellophane, but those industries have now stopped. With its good links to the motorway system, Bridgwater has developed as a distribution hub for companies such as Argos, Toolstation, Morrisons and Gerber Juice. AgustaWestland manufactures helicopters in Yeovil, and Normalair Garratt, builder of aircraft oxygen systems, is also based in the town. Many towns have encouraged small-scale light industries, such as Crewkerne's Ariel Motor Company, one of the UK's smallest car manufacturers.", "targets": "The good motor system presently allows for "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66350ef9a020457cb95c593ef7f36958", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bridgwater was developed during the Industrial Revolution as the area's leading port. The River Parrett was navigable by large ships as far as Bridgwater. Cargoes were then loaded onto smaller boats at Langport Quay, next to the Bridgwater Bridge, to be carried further up river to Langport; or they could turn off at Burrowbridge and then travel via the River Tone to Taunton. The Parrett is now only navigable as far as Dunball Wharf. Bridgwater, in the 19th and 20th centuries, was a centre for the manufacture of bricks and clay roof tiles, and later cellophane, but those industries have now stopped. With its good links to the motorway system, Bridgwater has developed as a distribution hub for companies such as Argos, Toolstation, Morrisons and Gerber Juice. AgustaWestland manufactures helicopters in Yeovil, and Normalair Garratt, builder of aircraft oxygen systems, is also based in the town. Many towns have encouraged small-scale light industries, such as Crewkerne's Ariel Motor Company, one of the UK's smallest car manufacturers.", "targets": "where are aircraft manufactured "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66350ef9a020457cb95c593ef7f36958", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bridgwater was developed during the Industrial Revolution as the area's leading port. The River Parrett was navigable by large ships as far as Bridgwater. Cargoes were then loaded onto smaller boats at Langport Quay, next to the Bridgwater Bridge, to be carried further up river to Langport; or they could turn off at Burrowbridge and then travel via the River Tone to Taunton. The Parrett is now only navigable as far as Dunball Wharf. Bridgwater, in the 19th and 20th centuries, was a centre for the manufacture of bricks and clay roof tiles, and later cellophane, but those industries have now stopped. With its good links to the motorway system, Bridgwater has developed as a distribution hub for companies such as Argos, Toolstation, Morrisons and Gerber Juice. AgustaWestland manufactures helicopters in Yeovil, and Normalair Garratt, builder of aircraft oxygen systems, is also based in the town. Many towns have encouraged small-scale light industries, such as Crewkerne's Ariel Motor Company, one of the UK's smallest car manufacturers.", "targets": "What do many towns encourage "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f818d6dd3bd9415683ee63c21d5587e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death of Braddock, William Shirley assumed command of British forces in North America. At a meeting in Albany in December 1755, he laid out his plans for 1756. In addition to renewing the efforts to capture Niagara, Crown Point and Duquesne, he proposed attacks on Fort Frontenac on the north shore of Lake Ontario and an expedition through the wilderness of the Maine district and down the Chaudi\u00e8re River to attack the city of Quebec. Bogged down by disagreements and disputes with others, including William Johnson and New York's Governor Sir Charles Hardy, Shirley's plan had little support.", "targets": "After Braddock died, who controlled North American British forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f818d6dd3bd9415683ee63c21d5587e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death of Braddock, William Shirley assumed command of British forces in North America. At a meeting in Albany in December 1755, he laid out his plans for 1756. In addition to renewing the efforts to capture Niagara, Crown Point and Duquesne, he proposed attacks on Fort Frontenac on the north shore of Lake Ontario and an expedition through the wilderness of the Maine district and down the Chaudi\u00e8re River to attack the city of Quebec. Bogged down by disagreements and disputes with others, including William Johnson and New York's Governor Sir Charles Hardy, Shirley's plan had little support.", "targets": "In what meeting did Shirley lay out plans for 1756?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f818d6dd3bd9415683ee63c21d5587e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death of Braddock, William Shirley assumed command of British forces in North America. At a meeting in Albany in December 1755, he laid out his plans for 1756. In addition to renewing the efforts to capture Niagara, Crown Point and Duquesne, he proposed attacks on Fort Frontenac on the north shore of Lake Ontario and an expedition through the wilderness of the Maine district and down the Chaudi\u00e8re River to attack the city of Quebec. Bogged down by disagreements and disputes with others, including William Johnson and New York's Governor Sir Charles Hardy, Shirley's plan had little support.", "targets": "What proposed attacks did Shirley plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f818d6dd3bd9415683ee63c21d5587e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the death of Braddock, William Shirley assumed command of British forces in North America. At a meeting in Albany in December 1755, he laid out his plans for 1756. In addition to renewing the efforts to capture Niagara, Crown Point and Duquesne, he proposed attacks on Fort Frontenac on the north shore of Lake Ontario and an expedition through the wilderness of the Maine district and down the Chaudi\u00e8re River to attack the city of Quebec. Bogged down by disagreements and disputes with others, including William Johnson and New York's Governor Sir Charles Hardy, Shirley's plan had little support.", "targets": "Where was Shirley planning an expedition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "What group is the enemy of the protagonist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "Which movie was Spectre originally featured in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "Which three personalities from previous films appear in Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "Which actor plays the role of Mr. Hinx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "What role is performed by Monica Bellucci?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "Which recurring James Bond characters appear in Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "What actress portrays Dr. Madeleine Swann in Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "What actor portrays Mr. Hinx in Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aef039fdb6144509b4e3b9236788e7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story sees Bond pitted against the global criminal organisation Spectre, marking the group's first appearance in an Eon Productions film since 1971's Diamonds Are Forever,[N 2] and tying Craig's series of films together with an overarching storyline. Several recurring James Bond characters, including M, Q and Eve Moneypenny return, with the new additions of L\u00e9a Seydoux as Dr. Madeleine Swann, Dave Bautista as Mr. Hinx, Andrew Scott as Max Denbigh and Monica Bellucci as Lucia Sciarra.", "targets": "When was Diamonds are Forever released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcc9a7380b4dcfa10c969bcd9ea766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have a very efficient system for diffusing oxygen into the blood; birds have a ten times greater surface area to gas exchange volume than mammals. As a result, birds have more blood in their capillaries per unit of volume of lung than a mammal. The arteries are composed of thick elastic muscles to withstand the pressure of the ventricular constriction, and become more rigid as they move away from the heart. Blood moves through the arteries, which undergo vasoconstriction, and into arterioles which act as a transportation system to distribute primarily oxygen as well as nutrients to all tissues of the body. As the arterioles move away from the heart and into individual organs and tissues they are further divided to increase surface area and slow blood flow. Travelling through the arterioles blood moves into the capillaries where gas exchange can occur. Capillaries are organized into capillary beds in tissues, it is here that blood exchanges oxygen for carbon dioxide waste. In the capillary beds blood flow is slowed to allow maximum diffusion of oxygen into the tissues. Once the blood has become deoxygenated it travels through venules then veins and back to the heart. Veins, unlike arteries, are thin and rigid as they do not need to withstand extreme pressure. As blood travels through the venules to the veins a funneling occurs called vasodilation bringing blood back to the heart. Once the blood reaches the heart it moves first into the right atrium, then the right ventricle to be pumped through the lungs for further gas exchange of carbon dioxide waste for oxygen. Oxygenated blood then flows from the lungs through the left atrium to the left ventricle where it is pumped out to the body.", "targets": "Why are birds' arteries composed of thick elastic muscles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcc9a7380b4dcfa10c969bcd9ea766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have a very efficient system for diffusing oxygen into the blood; birds have a ten times greater surface area to gas exchange volume than mammals. As a result, birds have more blood in their capillaries per unit of volume of lung than a mammal. The arteries are composed of thick elastic muscles to withstand the pressure of the ventricular constriction, and become more rigid as they move away from the heart. Blood moves through the arteries, which undergo vasoconstriction, and into arterioles which act as a transportation system to distribute primarily oxygen as well as nutrients to all tissues of the body. As the arterioles move away from the heart and into individual organs and tissues they are further divided to increase surface area and slow blood flow. Travelling through the arterioles blood moves into the capillaries where gas exchange can occur. Capillaries are organized into capillary beds in tissues, it is here that blood exchanges oxygen for carbon dioxide waste. In the capillary beds blood flow is slowed to allow maximum diffusion of oxygen into the tissues. Once the blood has become deoxygenated it travels through venules then veins and back to the heart. Veins, unlike arteries, are thin and rigid as they do not need to withstand extreme pressure. As blood travels through the venules to the veins a funneling occurs called vasodilation bringing blood back to the heart. Once the blood reaches the heart it moves first into the right atrium, then the right ventricle to be pumped through the lungs for further gas exchange of carbon dioxide waste for oxygen. Oxygenated blood then flows from the lungs through the left atrium to the left ventricle where it is pumped out to the body.", "targets": "What moves through the arteries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcc9a7380b4dcfa10c969bcd9ea766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have a very efficient system for diffusing oxygen into the blood; birds have a ten times greater surface area to gas exchange volume than mammals. As a result, birds have more blood in their capillaries per unit of volume of lung than a mammal. The arteries are composed of thick elastic muscles to withstand the pressure of the ventricular constriction, and become more rigid as they move away from the heart. Blood moves through the arteries, which undergo vasoconstriction, and into arterioles which act as a transportation system to distribute primarily oxygen as well as nutrients to all tissues of the body. As the arterioles move away from the heart and into individual organs and tissues they are further divided to increase surface area and slow blood flow. Travelling through the arterioles blood moves into the capillaries where gas exchange can occur. Capillaries are organized into capillary beds in tissues, it is here that blood exchanges oxygen for carbon dioxide waste. In the capillary beds blood flow is slowed to allow maximum diffusion of oxygen into the tissues. Once the blood has become deoxygenated it travels through venules then veins and back to the heart. Veins, unlike arteries, are thin and rigid as they do not need to withstand extreme pressure. As blood travels through the venules to the veins a funneling occurs called vasodilation bringing blood back to the heart. Once the blood reaches the heart it moves first into the right atrium, then the right ventricle to be pumped through the lungs for further gas exchange of carbon dioxide waste for oxygen. Oxygenated blood then flows from the lungs through the left atrium to the left ventricle where it is pumped out to the body.", "targets": "What is organized into capillary beds in tissues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10dcc9a7380b4dcfa10c969bcd9ea766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have a very efficient system for diffusing oxygen into the blood; birds have a ten times greater surface area to gas exchange volume than mammals. As a result, birds have more blood in their capillaries per unit of volume of lung than a mammal. The arteries are composed of thick elastic muscles to withstand the pressure of the ventricular constriction, and become more rigid as they move away from the heart. Blood moves through the arteries, which undergo vasoconstriction, and into arterioles which act as a transportation system to distribute primarily oxygen as well as nutrients to all tissues of the body. As the arterioles move away from the heart and into individual organs and tissues they are further divided to increase surface area and slow blood flow. Travelling through the arterioles blood moves into the capillaries where gas exchange can occur. Capillaries are organized into capillary beds in tissues, it is here that blood exchanges oxygen for carbon dioxide waste. In the capillary beds blood flow is slowed to allow maximum diffusion of oxygen into the tissues. Once the blood has become deoxygenated it travels through venules then veins and back to the heart. Veins, unlike arteries, are thin and rigid as they do not need to withstand extreme pressure. As blood travels through the venules to the veins a funneling occurs called vasodilation bringing blood back to the heart. Once the blood reaches the heart it moves first into the right atrium, then the right ventricle to be pumped through the lungs for further gas exchange of carbon dioxide waste for oxygen. Oxygenated blood then flows from the lungs through the left atrium to the left ventricle where it is pumped out to the body.", "targets": "What is the funneling that occurs that brings blood back to the heart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40dba3394584a16af3033efc97b424a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was later infuriated when Egypt and Syria planned the Yom Kippur War against Israel without consulting him, and was angered when Egypt conceded to peace talks rather than continuing the war. Gaddafi become openly hostile to Egypt's leader, calling for Sadat's overthrow, and when Sudanese President Gaafar Nimeiry took Sadat's side, Gaddafi by 1975 sponsored the Sudan People's Liberation Army to overthrow Nimeiry. Focusing his attention elsewhere in Africa, in late 1972 and early 1973, Libya invaded Chad to annex the uranium-rich Aouzou Strip. Offering financial incentives, he successfully convinced 8 African states to break off diplomatic relations with Israel in 1973. Intent on propagating Islam, in 1973 Gaddafi founded the Islamic Call Society, which had opened 132 centres across Africa within a decade. In 1973 he converted Gabonese President Omar Bongo, an action which he repeated three years later with Jean-B\u00e9del Bokassa, president of the Central African Republic.", "targets": "Who was allied with Egypt during the Yom Kippur War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40dba3394584a16af3033efc97b424a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was later infuriated when Egypt and Syria planned the Yom Kippur War against Israel without consulting him, and was angered when Egypt conceded to peace talks rather than continuing the war. Gaddafi become openly hostile to Egypt's leader, calling for Sadat's overthrow, and when Sudanese President Gaafar Nimeiry took Sadat's side, Gaddafi by 1975 sponsored the Sudan People's Liberation Army to overthrow Nimeiry. Focusing his attention elsewhere in Africa, in late 1972 and early 1973, Libya invaded Chad to annex the uranium-rich Aouzou Strip. Offering financial incentives, he successfully convinced 8 African states to break off diplomatic relations with Israel in 1973. Intent on propagating Islam, in 1973 Gaddafi founded the Islamic Call Society, which had opened 132 centres across Africa within a decade. In 1973 he converted Gabonese President Omar Bongo, an action which he repeated three years later with Jean-B\u00e9del Bokassa, president of the Central African Republic.", "targets": "Who was the president of Sudan in 1975?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40dba3394584a16af3033efc97b424a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was later infuriated when Egypt and Syria planned the Yom Kippur War against Israel without consulting him, and was angered when Egypt conceded to peace talks rather than continuing the war. Gaddafi become openly hostile to Egypt's leader, calling for Sadat's overthrow, and when Sudanese President Gaafar Nimeiry took Sadat's side, Gaddafi by 1975 sponsored the Sudan People's Liberation Army to overthrow Nimeiry. Focusing his attention elsewhere in Africa, in late 1972 and early 1973, Libya invaded Chad to annex the uranium-rich Aouzou Strip. Offering financial incentives, he successfully convinced 8 African states to break off diplomatic relations with Israel in 1973. Intent on propagating Islam, in 1973 Gaddafi founded the Islamic Call Society, which had opened 132 centres across Africa within a decade. In 1973 he converted Gabonese President Omar Bongo, an action which he repeated three years later with Jean-B\u00e9del Bokassa, president of the Central African Republic.", "targets": "What revolutionary group sought to overthrow the president of Sudan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40dba3394584a16af3033efc97b424a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was later infuriated when Egypt and Syria planned the Yom Kippur War against Israel without consulting him, and was angered when Egypt conceded to peace talks rather than continuing the war. Gaddafi become openly hostile to Egypt's leader, calling for Sadat's overthrow, and when Sudanese President Gaafar Nimeiry took Sadat's side, Gaddafi by 1975 sponsored the Sudan People's Liberation Army to overthrow Nimeiry. Focusing his attention elsewhere in Africa, in late 1972 and early 1973, Libya invaded Chad to annex the uranium-rich Aouzou Strip. Offering financial incentives, he successfully convinced 8 African states to break off diplomatic relations with Israel in 1973. Intent on propagating Islam, in 1973 Gaddafi founded the Islamic Call Society, which had opened 132 centres across Africa within a decade. In 1973 he converted Gabonese President Omar Bongo, an action which he repeated three years later with Jean-B\u00e9del Bokassa, president of the Central African Republic.", "targets": "Prior to the Libyan invasion, what country was the Aouzou Strip a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40dba3394584a16af3033efc97b424a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was later infuriated when Egypt and Syria planned the Yom Kippur War against Israel without consulting him, and was angered when Egypt conceded to peace talks rather than continuing the war. Gaddafi become openly hostile to Egypt's leader, calling for Sadat's overthrow, and when Sudanese President Gaafar Nimeiry took Sadat's side, Gaddafi by 1975 sponsored the Sudan People's Liberation Army to overthrow Nimeiry. Focusing his attention elsewhere in Africa, in late 1972 and early 1973, Libya invaded Chad to annex the uranium-rich Aouzou Strip. Offering financial incentives, he successfully convinced 8 African states to break off diplomatic relations with Israel in 1973. Intent on propagating Islam, in 1973 Gaddafi founded the Islamic Call Society, which had opened 132 centres across Africa within a decade. In 1973 he converted Gabonese President Omar Bongo, an action which he repeated three years later with Jean-B\u00e9del Bokassa, president of the Central African Republic.", "targets": "What element did the Aouzou Strip possess a great deal of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6494def281945eb8e577f8a84e41dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's endorsement in the Republican primary of the 2008 U.S. presidential election was highly sought; despite being good friends with candidates Rudy Giuliani and Senator John McCain, Schwarzenegger remained neutral throughout 2007 and early 2008. Giuliani dropped out of the presidential race on January 30, 2008, largely because of a poor showing in Florida, and endorsed McCain. Later that night, Schwarzenegger was in the audience at a Republican debate at the Ronald Reagan Presidential Library in California. The following day, he endorsed McCain, joking, \"It's Rudy's fault!\" (in reference to his friendships with both candidates and that he could not make up his mind). Schwarzenegger's endorsement was thought to be a boost for Senator McCain's campaign; both spoke about their concerns for the environment and economy.", "targets": "Who did Schwarzenegger finally endorse in the 2008 Republican primary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6494def281945eb8e577f8a84e41dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's endorsement in the Republican primary of the 2008 U.S. presidential election was highly sought; despite being good friends with candidates Rudy Giuliani and Senator John McCain, Schwarzenegger remained neutral throughout 2007 and early 2008. Giuliani dropped out of the presidential race on January 30, 2008, largely because of a poor showing in Florida, and endorsed McCain. Later that night, Schwarzenegger was in the audience at a Republican debate at the Ronald Reagan Presidential Library in California. The following day, he endorsed McCain, joking, \"It's Rudy's fault!\" (in reference to his friendships with both candidates and that he could not make up his mind). Schwarzenegger's endorsement was thought to be a boost for Senator McCain's campaign; both spoke about their concerns for the environment and economy.", "targets": "Which candidate withdrew from the presidential race in January of 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6494def281945eb8e577f8a84e41dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's endorsement in the Republican primary of the 2008 U.S. presidential election was highly sought; despite being good friends with candidates Rudy Giuliani and Senator John McCain, Schwarzenegger remained neutral throughout 2007 and early 2008. Giuliani dropped out of the presidential race on January 30, 2008, largely because of a poor showing in Florida, and endorsed McCain. Later that night, Schwarzenegger was in the audience at a Republican debate at the Ronald Reagan Presidential Library in California. The following day, he endorsed McCain, joking, \"It's Rudy's fault!\" (in reference to his friendships with both candidates and that he could not make up his mind). Schwarzenegger's endorsement was thought to be a boost for Senator McCain's campaign; both spoke about their concerns for the environment and economy.", "targets": "On which two major issues did McCain and Schwarzenegger publicly agree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb7f2250a380475ba2965197c678fb6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Positioned asymmetrically around the South Pole and largely south of the Antarctic Circle, Antarctica is the southernmost continent and is surrounded by the Southern Ocean; alternatively, it may be considered to be surrounded by the southern Pacific, Atlantic, and Indian Oceans, or by the southern waters of the World Ocean. It covers more than 14,000,000 km2 (5,400,000 sq mi), making it the fifth-largest continent, about 1.3 times as large as Europe. The coastline measures 17,968 km (11,165 mi) and is mostly characterized by ice formations, as the following table shows:", "targets": "What is the southern most continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb7f2250a380475ba2965197c678fb6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Positioned asymmetrically around the South Pole and largely south of the Antarctic Circle, Antarctica is the southernmost continent and is surrounded by the Southern Ocean; alternatively, it may be considered to be surrounded by the southern Pacific, Atlantic, and Indian Oceans, or by the southern waters of the World Ocean. It covers more than 14,000,000 km2 (5,400,000 sq mi), making it the fifth-largest continent, about 1.3 times as large as Europe. The coastline measures 17,968 km (11,165 mi) and is mostly characterized by ice formations, as the following table shows:", "targets": "What is the size of Antarctica in square miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb7f2250a380475ba2965197c678fb6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Positioned asymmetrically around the South Pole and largely south of the Antarctic Circle, Antarctica is the southernmost continent and is surrounded by the Southern Ocean; alternatively, it may be considered to be surrounded by the southern Pacific, Atlantic, and Indian Oceans, or by the southern waters of the World Ocean. It covers more than 14,000,000 km2 (5,400,000 sq mi), making it the fifth-largest continent, about 1.3 times as large as Europe. The coastline measures 17,968 km (11,165 mi) and is mostly characterized by ice formations, as the following table shows:", "targets": "What is Antarctica's ranking among the continents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb7f2250a380475ba2965197c678fb6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Positioned asymmetrically around the South Pole and largely south of the Antarctic Circle, Antarctica is the southernmost continent and is surrounded by the Southern Ocean; alternatively, it may be considered to be surrounded by the southern Pacific, Atlantic, and Indian Oceans, or by the southern waters of the World Ocean. It covers more than 14,000,000 km2 (5,400,000 sq mi), making it the fifth-largest continent, about 1.3 times as large as Europe. The coastline measures 17,968 km (11,165 mi) and is mostly characterized by ice formations, as the following table shows:", "targets": "How many miles long is Antarctica's coast line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-079a07bb16d64c9b97f54ad3ddd63aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For months each side had been building forward rifle pits and defensive positions, which resulted in many skirmishes. Artillery fire aiming to gain superiority over the enemy guns.:450\u2013462 September saw the final assault. On 5 September, another French bombardment (the sixth) was followed by an assault by the French Army on 8 September resulting in the capture of the Malakoff by the French, and following their failure to retake it, the collapse of the Russian defences. Meanwhile, the British captured the Great Redan, just south of the city of Sevastopol. The Russians retreated to the north, blowing up their magazines and the city fell on 9 September 1855 after a 337-day-long siege.:106", "targets": "What was being built that caused unpremeditated fighting on each side?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-079a07bb16d64c9b97f54ad3ddd63aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For months each side had been building forward rifle pits and defensive positions, which resulted in many skirmishes. Artillery fire aiming to gain superiority over the enemy guns.:450\u2013462 September saw the final assault. On 5 September, another French bombardment (the sixth) was followed by an assault by the French Army on 8 September resulting in the capture of the Malakoff by the French, and following their failure to retake it, the collapse of the Russian defences. Meanwhile, the British captured the Great Redan, just south of the city of Sevastopol. The Russians retreated to the north, blowing up their magazines and the city fell on 9 September 1855 after a 337-day-long siege.:106", "targets": "What month did the capture of Malakoff take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-079a07bb16d64c9b97f54ad3ddd63aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For months each side had been building forward rifle pits and defensive positions, which resulted in many skirmishes. Artillery fire aiming to gain superiority over the enemy guns.:450\u2013462 September saw the final assault. On 5 September, another French bombardment (the sixth) was followed by an assault by the French Army on 8 September resulting in the capture of the Malakoff by the French, and following their failure to retake it, the collapse of the Russian defences. Meanwhile, the British captured the Great Redan, just south of the city of Sevastopol. The Russians retreated to the north, blowing up their magazines and the city fell on 9 September 1855 after a 337-day-long siege.:106", "targets": "Who captured Malakoff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-079a07bb16d64c9b97f54ad3ddd63aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For months each side had been building forward rifle pits and defensive positions, which resulted in many skirmishes. Artillery fire aiming to gain superiority over the enemy guns.:450\u2013462 September saw the final assault. On 5 September, another French bombardment (the sixth) was followed by an assault by the French Army on 8 September resulting in the capture of the Malakoff by the French, and following their failure to retake it, the collapse of the Russian defences. Meanwhile, the British captured the Great Redan, just south of the city of Sevastopol. The Russians retreated to the north, blowing up their magazines and the city fell on 9 September 1855 after a 337-day-long siege.:106", "targets": "Who failed to take back Malakoff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-079a07bb16d64c9b97f54ad3ddd63aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For months each side had been building forward rifle pits and defensive positions, which resulted in many skirmishes. Artillery fire aiming to gain superiority over the enemy guns.:450\u2013462 September saw the final assault. On 5 September, another French bombardment (the sixth) was followed by an assault by the French Army on 8 September resulting in the capture of the Malakoff by the French, and following their failure to retake it, the collapse of the Russian defences. Meanwhile, the British captured the Great Redan, just south of the city of Sevastopol. The Russians retreated to the north, blowing up their magazines and the city fell on 9 September 1855 after a 337-day-long siege.:106", "targets": "Who took control of the Great Redan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912cd8830116478086f2d38b8e778822", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main international airport serving Kathmandu and thus Nepal is the Tribhuvan International Airport, located about six kilometers (6 km (3.7 mi)) from the city centre. Operated by the Civil Aviation Authority of Nepal it has two terminals, one domestic and one international. At present, about 22 international airlines connect Nepal to other destinations in Europe, Asia and the Middle East, to cities such as Istanbul, Delhi, Kolkata, Singapore, Bangkok, Kuala Lumpur, Dhaka, Islamabad, Paro, Lhasa, Chengdu, and Guangzhou. A recent extension to the international terminal has made the distance to the airplanes shorter and in October 2009 it became possible to fly directly to Kathmandu from Amsterdam with Arkefly. Since 2013, Turkish Airlines connects Istanbul to Kathmandu. Regionally, several Nepali airlines operate from the city, including Agni Air, Buddha Air, Cosmic Air, Nepal Airlines and Yeti Airlines, to other major towns across Nepal.", "targets": "What is Nepal's primary airport for international travel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912cd8830116478086f2d38b8e778822", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main international airport serving Kathmandu and thus Nepal is the Tribhuvan International Airport, located about six kilometers (6 km (3.7 mi)) from the city centre. Operated by the Civil Aviation Authority of Nepal it has two terminals, one domestic and one international. At present, about 22 international airlines connect Nepal to other destinations in Europe, Asia and the Middle East, to cities such as Istanbul, Delhi, Kolkata, Singapore, Bangkok, Kuala Lumpur, Dhaka, Islamabad, Paro, Lhasa, Chengdu, and Guangzhou. A recent extension to the international terminal has made the distance to the airplanes shorter and in October 2009 it became possible to fly directly to Kathmandu from Amsterdam with Arkefly. Since 2013, Turkish Airlines connects Istanbul to Kathmandu. Regionally, several Nepali airlines operate from the city, including Agni Air, Buddha Air, Cosmic Air, Nepal Airlines and Yeti Airlines, to other major towns across Nepal.", "targets": "Starting in the center of Kathmandu, how many kilometers must one travel to reach Tribhuvan International Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912cd8830116478086f2d38b8e778822", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main international airport serving Kathmandu and thus Nepal is the Tribhuvan International Airport, located about six kilometers (6 km (3.7 mi)) from the city centre. Operated by the Civil Aviation Authority of Nepal it has two terminals, one domestic and one international. At present, about 22 international airlines connect Nepal to other destinations in Europe, Asia and the Middle East, to cities such as Istanbul, Delhi, Kolkata, Singapore, Bangkok, Kuala Lumpur, Dhaka, Islamabad, Paro, Lhasa, Chengdu, and Guangzhou. A recent extension to the international terminal has made the distance to the airplanes shorter and in October 2009 it became possible to fly directly to Kathmandu from Amsterdam with Arkefly. Since 2013, Turkish Airlines connects Istanbul to Kathmandu. Regionally, several Nepali airlines operate from the city, including Agni Air, Buddha Air, Cosmic Air, Nepal Airlines and Yeti Airlines, to other major towns across Nepal.", "targets": "How many airlines use Tribhuvan International for international flights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912cd8830116478086f2d38b8e778822", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main international airport serving Kathmandu and thus Nepal is the Tribhuvan International Airport, located about six kilometers (6 km (3.7 mi)) from the city centre. Operated by the Civil Aviation Authority of Nepal it has two terminals, one domestic and one international. At present, about 22 international airlines connect Nepal to other destinations in Europe, Asia and the Middle East, to cities such as Istanbul, Delhi, Kolkata, Singapore, Bangkok, Kuala Lumpur, Dhaka, Islamabad, Paro, Lhasa, Chengdu, and Guangzhou. A recent extension to the international terminal has made the distance to the airplanes shorter and in October 2009 it became possible to fly directly to Kathmandu from Amsterdam with Arkefly. Since 2013, Turkish Airlines connects Istanbul to Kathmandu. Regionally, several Nepali airlines operate from the city, including Agni Air, Buddha Air, Cosmic Air, Nepal Airlines and Yeti Airlines, to other major towns across Nepal.", "targets": "From what city does Arkefly offer nonstop flights to Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912cd8830116478086f2d38b8e778822", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main international airport serving Kathmandu and thus Nepal is the Tribhuvan International Airport, located about six kilometers (6 km (3.7 mi)) from the city centre. Operated by the Civil Aviation Authority of Nepal it has two terminals, one domestic and one international. At present, about 22 international airlines connect Nepal to other destinations in Europe, Asia and the Middle East, to cities such as Istanbul, Delhi, Kolkata, Singapore, Bangkok, Kuala Lumpur, Dhaka, Islamabad, Paro, Lhasa, Chengdu, and Guangzhou. A recent extension to the international terminal has made the distance to the airplanes shorter and in October 2009 it became possible to fly directly to Kathmandu from Amsterdam with Arkefly. Since 2013, Turkish Airlines connects Istanbul to Kathmandu. Regionally, several Nepali airlines operate from the city, including Agni Air, Buddha Air, Cosmic Air, Nepal Airlines and Yeti Airlines, to other major towns across Nepal.", "targets": "Who operates flights between Kathmandu and Istanbul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7af40d62e144f48df446763015fc50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St Helena Online is a not-for-profit internet news service run from the UK by a former print and BBC journalist, working in partnership with Saint FM and the St Helena Independent.", "targets": "Who runs Saint Helena online?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7af40d62e144f48df446763015fc50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St Helena Online is a not-for-profit internet news service run from the UK by a former print and BBC journalist, working in partnership with Saint FM and the St Helena Independent.", "targets": "Who is partnered with Saint Helena online?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "What did the US share?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "Who did the US share the satellite images with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "How many Chinese troops were involved in the rescue efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "When did groups from South Korea, Japan, and others arrive in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "What did the U.S. share with China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "What was included in the the Air Force C-17 supplies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9954dbe038847b7bc5eb9808b85f535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 16, rescue groups from South Korea, Japan, Singapore, Russia and Taiwan arrived to join the rescue effort. The United States shared some of its satellite images of the quake-stricken areas with Chinese authorities. During the weekend, the US sent into China two U.S. Air Force C-17's carrying supplies, which included tents and generators. Xinhua reported 135,000 Chinese troops and medics were involved in the rescue effort across 58 counties and cities.", "targets": "How many Chinese troops and medics were involved in the relief efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be09fd27f8cc45f7933c09b408b3e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century several mandolin orchestras (Estudiantinas) were active in Belgium. Today only a few groups remain: Royal Estudiantina la Napolitaine (founded in 1904) in Antwerp, Brasschaats mandoline orkest in Brasschaat and an orchestra in Mons (Bergen). Gerda Abts is a well known mandolin virtuoso in Belgium. She is also mandolin teacher and gives lessons in the music academies of Lier, Wijnegem and Brasschaat. She is now also professor mandolin at the music high school \u201cKoninklijk Conservatorium Artesis Hogeschool Antwerpen\u201d. She also gives various concerts each year in different ensembles. She is in close contact to the Brasschaat mandolin Orchestra.", "targets": "What is an Etsudiantinas? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be09fd27f8cc45f7933c09b408b3e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century several mandolin orchestras (Estudiantinas) were active in Belgium. Today only a few groups remain: Royal Estudiantina la Napolitaine (founded in 1904) in Antwerp, Brasschaats mandoline orkest in Brasschaat and an orchestra in Mons (Bergen). Gerda Abts is a well known mandolin virtuoso in Belgium. She is also mandolin teacher and gives lessons in the music academies of Lier, Wijnegem and Brasschaat. She is now also professor mandolin at the music high school \u201cKoninklijk Conservatorium Artesis Hogeschool Antwerpen\u201d. She also gives various concerts each year in different ensembles. She is in close contact to the Brasschaat mandolin Orchestra.", "targets": "Where were the Estudiantinas active in during the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be09fd27f8cc45f7933c09b408b3e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century several mandolin orchestras (Estudiantinas) were active in Belgium. Today only a few groups remain: Royal Estudiantina la Napolitaine (founded in 1904) in Antwerp, Brasschaats mandoline orkest in Brasschaat and an orchestra in Mons (Bergen). Gerda Abts is a well known mandolin virtuoso in Belgium. She is also mandolin teacher and gives lessons in the music academies of Lier, Wijnegem and Brasschaat. She is now also professor mandolin at the music high school \u201cKoninklijk Conservatorium Artesis Hogeschool Antwerpen\u201d. She also gives various concerts each year in different ensembles. She is in close contact to the Brasschaat mandolin Orchestra.", "targets": "What groups remain today? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be09fd27f8cc45f7933c09b408b3e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century several mandolin orchestras (Estudiantinas) were active in Belgium. Today only a few groups remain: Royal Estudiantina la Napolitaine (founded in 1904) in Antwerp, Brasschaats mandoline orkest in Brasschaat and an orchestra in Mons (Bergen). Gerda Abts is a well known mandolin virtuoso in Belgium. She is also mandolin teacher and gives lessons in the music academies of Lier, Wijnegem and Brasschaat. She is now also professor mandolin at the music high school \u201cKoninklijk Conservatorium Artesis Hogeschool Antwerpen\u201d. She also gives various concerts each year in different ensembles. She is in close contact to the Brasschaat mandolin Orchestra.", "targets": "Where is Gerda Abts well know in? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be09fd27f8cc45f7933c09b408b3e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century several mandolin orchestras (Estudiantinas) were active in Belgium. Today only a few groups remain: Royal Estudiantina la Napolitaine (founded in 1904) in Antwerp, Brasschaats mandoline orkest in Brasschaat and an orchestra in Mons (Bergen). Gerda Abts is a well known mandolin virtuoso in Belgium. She is also mandolin teacher and gives lessons in the music academies of Lier, Wijnegem and Brasschaat. She is now also professor mandolin at the music high school \u201cKoninklijk Conservatorium Artesis Hogeschool Antwerpen\u201d. She also gives various concerts each year in different ensembles. She is in close contact to the Brasschaat mandolin Orchestra.", "targets": "Where is Gerda Abst a professor mandolin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ba838fcb30043e2bb40f30d3a2eca17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang was the site of the Neolithic cultures of the Hemudu and Liangzhu. A 2007 analysis of the DNA recovered from human remains in the archeological sites of prehistoric peoples along the Yangtze River shows high frequencies of haplogroup O1 in the Liangzhu culture, linking them to Austronesian and Tai-Kadai peoples.", "targets": "What kind of cultures were the Hemudu and Liangzhu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ba838fcb30043e2bb40f30d3a2eca17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang was the site of the Neolithic cultures of the Hemudu and Liangzhu. A 2007 analysis of the DNA recovered from human remains in the archeological sites of prehistoric peoples along the Yangtze River shows high frequencies of haplogroup O1 in the Liangzhu culture, linking them to Austronesian and Tai-Kadai peoples.", "targets": "Where was the site of the Hemudu and LIangzhu cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ba838fcb30043e2bb40f30d3a2eca17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang was the site of the Neolithic cultures of the Hemudu and Liangzhu. A 2007 analysis of the DNA recovered from human remains in the archeological sites of prehistoric peoples along the Yangtze River shows high frequencies of haplogroup O1 in the Liangzhu culture, linking them to Austronesian and Tai-Kadai peoples.", "targets": "What year was there an analysis of the DNA recovered from human remains in Liangzhu culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ba838fcb30043e2bb40f30d3a2eca17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang was the site of the Neolithic cultures of the Hemudu and Liangzhu. A 2007 analysis of the DNA recovered from human remains in the archeological sites of prehistoric peoples along the Yangtze River shows high frequencies of haplogroup O1 in the Liangzhu culture, linking them to Austronesian and Tai-Kadai peoples.", "targets": "Which culture were the Austronesian and Tai-Kadai peoples linked to in the DNA analysis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ba838fcb30043e2bb40f30d3a2eca17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang was the site of the Neolithic cultures of the Hemudu and Liangzhu. A 2007 analysis of the DNA recovered from human remains in the archeological sites of prehistoric peoples along the Yangtze River shows high frequencies of haplogroup O1 in the Liangzhu culture, linking them to Austronesian and Tai-Kadai peoples.", "targets": "What haplogroup did a DNA analysis of the Liangzhu culture reveal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4251d3b968034840963282bc75a59900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In temperate softwoods there often is a marked difference between latewood and earlywood. The latewood will be denser than that formed early in the season. When examined under a microscope the cells of dense latewood are seen to be very thick-walled and with very small cell cavities, while those formed first in the season have thin walls and large cell cavities. The strength is in the walls, not the cavities. Hence the greater the proportion of latewood the greater the density and strength. In choosing a piece of pine where strength or stiffness is the important consideration, the principal thing to observe is the comparative amounts of earlywood and latewood. The width of ring is not nearly so important as the proportion and nature of the latewood in the ring.", "targets": "What kind of softwoods often have significant differences in their earlywood and latewood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4251d3b968034840963282bc75a59900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In temperate softwoods there often is a marked difference between latewood and earlywood. The latewood will be denser than that formed early in the season. When examined under a microscope the cells of dense latewood are seen to be very thick-walled and with very small cell cavities, while those formed first in the season have thin walls and large cell cavities. The strength is in the walls, not the cavities. Hence the greater the proportion of latewood the greater the density and strength. In choosing a piece of pine where strength or stiffness is the important consideration, the principal thing to observe is the comparative amounts of earlywood and latewood. The width of ring is not nearly so important as the proportion and nature of the latewood in the ring.", "targets": "Is latewood denser or less dense than earlywood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4251d3b968034840963282bc75a59900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In temperate softwoods there often is a marked difference between latewood and earlywood. The latewood will be denser than that formed early in the season. When examined under a microscope the cells of dense latewood are seen to be very thick-walled and with very small cell cavities, while those formed first in the season have thin walls and large cell cavities. The strength is in the walls, not the cavities. Hence the greater the proportion of latewood the greater the density and strength. In choosing a piece of pine where strength or stiffness is the important consideration, the principal thing to observe is the comparative amounts of earlywood and latewood. The width of ring is not nearly so important as the proportion and nature of the latewood in the ring.", "targets": "Does strength come from the walls or cavities of wood cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4251d3b968034840963282bc75a59900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In temperate softwoods there often is a marked difference between latewood and earlywood. The latewood will be denser than that formed early in the season. When examined under a microscope the cells of dense latewood are seen to be very thick-walled and with very small cell cavities, while those formed first in the season have thin walls and large cell cavities. The strength is in the walls, not the cavities. Hence the greater the proportion of latewood the greater the density and strength. In choosing a piece of pine where strength or stiffness is the important consideration, the principal thing to observe is the comparative amounts of earlywood and latewood. The width of ring is not nearly so important as the proportion and nature of the latewood in the ring.", "targets": "Are the cell walls of earlywood thick or thin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4251d3b968034840963282bc75a59900", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In temperate softwoods there often is a marked difference between latewood and earlywood. The latewood will be denser than that formed early in the season. When examined under a microscope the cells of dense latewood are seen to be very thick-walled and with very small cell cavities, while those formed first in the season have thin walls and large cell cavities. The strength is in the walls, not the cavities. Hence the greater the proportion of latewood the greater the density and strength. In choosing a piece of pine where strength or stiffness is the important consideration, the principal thing to observe is the comparative amounts of earlywood and latewood. The width of ring is not nearly so important as the proportion and nature of the latewood in the ring.", "targets": "What general size are the cavities in the cells of very dense latewood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddc76102225a4cd0b6530e576d469ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boston Red Sox, a founding member of the American League of Major League Baseball in 1901, play their home games at Fenway Park, near Kenmore Square in the city's Fenway section. Built in 1912, it is the oldest sports arena or stadium in active use in the United States among the four major professional American sports leagues, encompassing Major League Baseball, the National Football League, National Basketball Association, and the National Hockey League. Boston was the site of the first game of the first modern World Series, in 1903. The series was played between the AL Champion Boston Americans and the NL champion Pittsburgh Pirates. Persistent reports that the team was known in 1903 as the \"Boston Pilgrims\" appear to be unfounded. Boston's first professional baseball team was the Red Stockings, one of the charter members of the National Association in 1871, and of the National League in 1876. The team played under that name until 1883, under the name Beaneaters until 1911, and under the name Braves from 1912 until they moved to Milwaukee after the 1952 season. Since 1966 they have played in Atlanta as the Atlanta Braves.", "targets": "Who plays their games at Fenway park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddc76102225a4cd0b6530e576d469ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boston Red Sox, a founding member of the American League of Major League Baseball in 1901, play their home games at Fenway Park, near Kenmore Square in the city's Fenway section. Built in 1912, it is the oldest sports arena or stadium in active use in the United States among the four major professional American sports leagues, encompassing Major League Baseball, the National Football League, National Basketball Association, and the National Hockey League. Boston was the site of the first game of the first modern World Series, in 1903. The series was played between the AL Champion Boston Americans and the NL champion Pittsburgh Pirates. Persistent reports that the team was known in 1903 as the \"Boston Pilgrims\" appear to be unfounded. Boston's first professional baseball team was the Red Stockings, one of the charter members of the National Association in 1871, and of the National League in 1876. The team played under that name until 1883, under the name Beaneaters until 1911, and under the name Braves from 1912 until they moved to Milwaukee after the 1952 season. Since 1966 they have played in Atlanta as the Atlanta Braves.", "targets": "Where is Fenway park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddc76102225a4cd0b6530e576d469ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boston Red Sox, a founding member of the American League of Major League Baseball in 1901, play their home games at Fenway Park, near Kenmore Square in the city's Fenway section. Built in 1912, it is the oldest sports arena or stadium in active use in the United States among the four major professional American sports leagues, encompassing Major League Baseball, the National Football League, National Basketball Association, and the National Hockey League. Boston was the site of the first game of the first modern World Series, in 1903. The series was played between the AL Champion Boston Americans and the NL champion Pittsburgh Pirates. Persistent reports that the team was known in 1903 as the \"Boston Pilgrims\" appear to be unfounded. Boston's first professional baseball team was the Red Stockings, one of the charter members of the National Association in 1871, and of the National League in 1876. The team played under that name until 1883, under the name Beaneaters until 1911, and under the name Braves from 1912 until they moved to Milwaukee after the 1952 season. Since 1966 they have played in Atlanta as the Atlanta Braves.", "targets": "What year was the first game of the first world series played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddc76102225a4cd0b6530e576d469ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boston Red Sox, a founding member of the American League of Major League Baseball in 1901, play their home games at Fenway Park, near Kenmore Square in the city's Fenway section. Built in 1912, it is the oldest sports arena or stadium in active use in the United States among the four major professional American sports leagues, encompassing Major League Baseball, the National Football League, National Basketball Association, and the National Hockey League. Boston was the site of the first game of the first modern World Series, in 1903. The series was played between the AL Champion Boston Americans and the NL champion Pittsburgh Pirates. Persistent reports that the team was known in 1903 as the \"Boston Pilgrims\" appear to be unfounded. Boston's first professional baseball team was the Red Stockings, one of the charter members of the National Association in 1871, and of the National League in 1876. The team played under that name until 1883, under the name Beaneaters until 1911, and under the name Braves from 1912 until they moved to Milwaukee after the 1952 season. Since 1966 they have played in Atlanta as the Atlanta Braves.", "targets": "What year was fenway Park built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddc76102225a4cd0b6530e576d469ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Boston Red Sox, a founding member of the American League of Major League Baseball in 1901, play their home games at Fenway Park, near Kenmore Square in the city's Fenway section. Built in 1912, it is the oldest sports arena or stadium in active use in the United States among the four major professional American sports leagues, encompassing Major League Baseball, the National Football League, National Basketball Association, and the National Hockey League. Boston was the site of the first game of the first modern World Series, in 1903. The series was played between the AL Champion Boston Americans and the NL champion Pittsburgh Pirates. Persistent reports that the team was known in 1903 as the \"Boston Pilgrims\" appear to be unfounded. Boston's first professional baseball team was the Red Stockings, one of the charter members of the National Association in 1871, and of the National League in 1876. The team played under that name until 1883, under the name Beaneaters until 1911, and under the name Braves from 1912 until they moved to Milwaukee after the 1952 season. Since 1966 they have played in Atlanta as the Atlanta Braves.", "targets": "What was the name of Bostons first baseball team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05d53dc612ce454dbb38dc7794fa7c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basilica of Saint Denis is generally cited as the first truly Gothic building, however the distinction is best reserved for the choir, of which the ambulatory remains intact. Noyon Cathedral, also in France, saw the earliest completion of a rebuilding of an entire cathedral in the new style from 1150 to 1231. While using all those features that came to be known as Gothic, including pointed arches, flying buttresses and ribbed vaulting, the builders continued to employ many of the features and much of the character of Romanesque architecture including round-headed arch throughout the building, varying the shape to pointed where it was functionally practical to do so.", "targets": "What is considered the first truly Gothic building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05d53dc612ce454dbb38dc7794fa7c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basilica of Saint Denis is generally cited as the first truly Gothic building, however the distinction is best reserved for the choir, of which the ambulatory remains intact. Noyon Cathedral, also in France, saw the earliest completion of a rebuilding of an entire cathedral in the new style from 1150 to 1231. While using all those features that came to be known as Gothic, including pointed arches, flying buttresses and ribbed vaulting, the builders continued to employ many of the features and much of the character of Romanesque architecture including round-headed arch throughout the building, varying the shape to pointed where it was functionally practical to do so.", "targets": "Which cathedral was first to be rebuilt in the new style from 1150 to 1231?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05d53dc612ce454dbb38dc7794fa7c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basilica of Saint Denis is generally cited as the first truly Gothic building, however the distinction is best reserved for the choir, of which the ambulatory remains intact. Noyon Cathedral, also in France, saw the earliest completion of a rebuilding of an entire cathedral in the new style from 1150 to 1231. While using all those features that came to be known as Gothic, including pointed arches, flying buttresses and ribbed vaulting, the builders continued to employ many of the features and much of the character of Romanesque architecture including round-headed arch throughout the building, varying the shape to pointed where it was functionally practical to do so.", "targets": "What is one of the features that have come to be considered as an important part of the Gothic style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05d53dc612ce454dbb38dc7794fa7c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basilica of Saint Denis is generally cited as the first truly Gothic building, however the distinction is best reserved for the choir, of which the ambulatory remains intact. Noyon Cathedral, also in France, saw the earliest completion of a rebuilding of an entire cathedral in the new style from 1150 to 1231. While using all those features that came to be known as Gothic, including pointed arches, flying buttresses and ribbed vaulting, the builders continued to employ many of the features and much of the character of Romanesque architecture including round-headed arch throughout the building, varying the shape to pointed where it was functionally practical to do so.", "targets": "What is one of the features that have come to be considered as an important part of the Gothic style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05d53dc612ce454dbb38dc7794fa7c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Basilica of Saint Denis is generally cited as the first truly Gothic building, however the distinction is best reserved for the choir, of which the ambulatory remains intact. Noyon Cathedral, also in France, saw the earliest completion of a rebuilding of an entire cathedral in the new style from 1150 to 1231. While using all those features that came to be known as Gothic, including pointed arches, flying buttresses and ribbed vaulting, the builders continued to employ many of the features and much of the character of Romanesque architecture including round-headed arch throughout the building, varying the shape to pointed where it was functionally practical to do so.", "targets": "What is one of the features that have come to be considered as an important part of the Gothic style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-176068c33b534841a28f9ac009c516f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, Daylight Saving Time was abandoned in the years after the war (with some notable exceptions including Canada, the UK, France, and Ireland for example). However, it was brought back for periods of time in many different places during the following decades, and commonly during the Second World War. It became widely adopted, particularly in North America and Europe starting in the 1970s as a result of the 1970s energy crisis.", "targets": "What event in the 1970s led more regions of North America to use DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-176068c33b534841a28f9ac009c516f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, Daylight Saving Time was abandoned in the years after the war (with some notable exceptions including Canada, the UK, France, and Ireland for example). However, it was brought back for periods of time in many different places during the following decades, and commonly during the Second World War. It became widely adopted, particularly in North America and Europe starting in the 1970s as a result of the 1970s energy crisis.", "targets": "What country joined Canada, the UK, and Ireland in continuing to observe Daylight Saving Time after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-176068c33b534841a28f9ac009c516f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, Daylight Saving Time was abandoned in the years after the war (with some notable exceptions including Canada, the UK, France, and Ireland for example). However, it was brought back for periods of time in many different places during the following decades, and commonly during the Second World War. It became widely adopted, particularly in North America and Europe starting in the 1970s as a result of the 1970s energy crisis.", "targets": "Daylight Saving Time was used commonly during what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-176068c33b534841a28f9ac009c516f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, Daylight Saving Time was abandoned in the years after the war (with some notable exceptions including Canada, the UK, France, and Ireland for example). However, it was brought back for periods of time in many different places during the following decades, and commonly during the Second World War. It became widely adopted, particularly in North America and Europe starting in the 1970s as a result of the 1970s energy crisis.", "targets": "Along with North America, what continent was affected heavily by the 1970s energy crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7183157bcb9c457282c5eb24b370c9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain genera of Gram-positive bacteria, such as Bacillus, Clostridium, Sporohalobacter, Anaerobacter, and Heliobacterium, can form highly resistant, dormant structures called endospores. In almost all cases, one endospore is formed and this is not a reproductive process, although Anaerobacter can make up to seven endospores in a single cell. Endospores have a central core of cytoplasm containing DNA and ribosomes surrounded by a cortex layer and protected by an impermeable and rigid coat. Dipicolinic acid is a chemical compound that composes 5% to 15% of the dry weight of bacterial spores. It is implicated as responsible for the heat resistance of the endospore.", "targets": "What are highly resistant dormant structures of certain gram-positive bacteria called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7183157bcb9c457282c5eb24b370c9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain genera of Gram-positive bacteria, such as Bacillus, Clostridium, Sporohalobacter, Anaerobacter, and Heliobacterium, can form highly resistant, dormant structures called endospores. In almost all cases, one endospore is formed and this is not a reproductive process, although Anaerobacter can make up to seven endospores in a single cell. Endospores have a central core of cytoplasm containing DNA and ribosomes surrounded by a cortex layer and protected by an impermeable and rigid coat. Dipicolinic acid is a chemical compound that composes 5% to 15% of the dry weight of bacterial spores. It is implicated as responsible for the heat resistance of the endospore.", "targets": "Is creating endospore a reproductive process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7183157bcb9c457282c5eb24b370c9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain genera of Gram-positive bacteria, such as Bacillus, Clostridium, Sporohalobacter, Anaerobacter, and Heliobacterium, can form highly resistant, dormant structures called endospores. In almost all cases, one endospore is formed and this is not a reproductive process, although Anaerobacter can make up to seven endospores in a single cell. Endospores have a central core of cytoplasm containing DNA and ribosomes surrounded by a cortex layer and protected by an impermeable and rigid coat. Dipicolinic acid is a chemical compound that composes 5% to 15% of the dry weight of bacterial spores. It is implicated as responsible for the heat resistance of the endospore.", "targets": "What are ribosomes in endospores are enclosed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7183157bcb9c457282c5eb24b370c9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain genera of Gram-positive bacteria, such as Bacillus, Clostridium, Sporohalobacter, Anaerobacter, and Heliobacterium, can form highly resistant, dormant structures called endospores. In almost all cases, one endospore is formed and this is not a reproductive process, although Anaerobacter can make up to seven endospores in a single cell. Endospores have a central core of cytoplasm containing DNA and ribosomes surrounded by a cortex layer and protected by an impermeable and rigid coat. Dipicolinic acid is a chemical compound that composes 5% to 15% of the dry weight of bacterial spores. It is implicated as responsible for the heat resistance of the endospore.", "targets": "What chemical compound comprises 5% to 15% of the dry weight of bacterial spores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70afd9ee8af44062ab99781173476af5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defined dogma of the Immaculate Conception regards original sin only, saying that Mary was preserved from any stain (in Latin, macula or labes, the second of these two synonymous words being the one used in the formal definition). The proclaimed Roman Catholic dogma states \"that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Saviour of the human race, was preserved free from all stain of original sin.\" Therefore, being always free from original sin, the doctrine teaches that from her conception Mary received the sanctifying grace that would normally come with baptism after birth.", "targets": "What is the Immaculate Conception a representation of the avoidance of ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70afd9ee8af44062ab99781173476af5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defined dogma of the Immaculate Conception regards original sin only, saying that Mary was preserved from any stain (in Latin, macula or labes, the second of these two synonymous words being the one used in the formal definition). The proclaimed Roman Catholic dogma states \"that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Saviour of the human race, was preserved free from all stain of original sin.\" Therefore, being always free from original sin, the doctrine teaches that from her conception Mary received the sanctifying grace that would normally come with baptism after birth.", "targets": "What was Mary prevented from having to endure ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70afd9ee8af44062ab99781173476af5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defined dogma of the Immaculate Conception regards original sin only, saying that Mary was preserved from any stain (in Latin, macula or labes, the second of these two synonymous words being the one used in the formal definition). The proclaimed Roman Catholic dogma states \"that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Saviour of the human race, was preserved free from all stain of original sin.\" Therefore, being always free from original sin, the doctrine teaches that from her conception Mary received the sanctifying grace that would normally come with baptism after birth.", "targets": "Who was believed to have prevented this from occurring to Mary ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70afd9ee8af44062ab99781173476af5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defined dogma of the Immaculate Conception regards original sin only, saying that Mary was preserved from any stain (in Latin, macula or labes, the second of these two synonymous words being the one used in the formal definition). The proclaimed Roman Catholic dogma states \"that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Saviour of the human race, was preserved free from all stain of original sin.\" Therefore, being always free from original sin, the doctrine teaches that from her conception Mary received the sanctifying grace that would normally come with baptism after birth.", "targets": "What was the outcome of preventing Mary from having to endure such an injustice ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70afd9ee8af44062ab99781173476af5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defined dogma of the Immaculate Conception regards original sin only, saying that Mary was preserved from any stain (in Latin, macula or labes, the second of these two synonymous words being the one used in the formal definition). The proclaimed Roman Catholic dogma states \"that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Saviour of the human race, was preserved free from all stain of original sin.\" Therefore, being always free from original sin, the doctrine teaches that from her conception Mary received the sanctifying grace that would normally come with baptism after birth.", "targets": "What normally followed the delivery of a child by a woman in Mary time period ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513ca8dec7a74ba3842f6d9176a564a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman traveled to Brazil, where he gave courses at the BCPF (Brazilian Center for Physics Research) and near the end of his life schemed to visit the Russian land of Tuva, a dream that, because of Cold War bureaucratic problems, never became reality. The day after he died, a letter arrived for him from the Soviet government, giving him authorization to travel to Tuva. Later Feynman's daughter Michelle would realize this journey. Out of his enthusiastic interest in reaching Tuva came the phrase \"Tuva or Bust\" (also the title of a book about his efforts to get there), which was tossed about frequently amongst his circle of friends in hope that they, one day, could see it firsthand. The documentary movie, Genghis Blues, mentions some of his attempts to communicate with Tuva and chronicles the successful journey there by his friends. Responding to Hubert Humphrey's congratulation for his Nobel Prize, Feynman admitted to a long admiration for the then vice president.", "targets": "Where did Feynman work at in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513ca8dec7a74ba3842f6d9176a564a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman traveled to Brazil, where he gave courses at the BCPF (Brazilian Center for Physics Research) and near the end of his life schemed to visit the Russian land of Tuva, a dream that, because of Cold War bureaucratic problems, never became reality. The day after he died, a letter arrived for him from the Soviet government, giving him authorization to travel to Tuva. Later Feynman's daughter Michelle would realize this journey. Out of his enthusiastic interest in reaching Tuva came the phrase \"Tuva or Bust\" (also the title of a book about his efforts to get there), which was tossed about frequently amongst his circle of friends in hope that they, one day, could see it firsthand. The documentary movie, Genghis Blues, mentions some of his attempts to communicate with Tuva and chronicles the successful journey there by his friends. Responding to Hubert Humphrey's congratulation for his Nobel Prize, Feynman admitted to a long admiration for the then vice president.", "targets": "Which place in Russia could Feynman not visit, but wished to do so?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513ca8dec7a74ba3842f6d9176a564a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman traveled to Brazil, where he gave courses at the BCPF (Brazilian Center for Physics Research) and near the end of his life schemed to visit the Russian land of Tuva, a dream that, because of Cold War bureaucratic problems, never became reality. The day after he died, a letter arrived for him from the Soviet government, giving him authorization to travel to Tuva. Later Feynman's daughter Michelle would realize this journey. Out of his enthusiastic interest in reaching Tuva came the phrase \"Tuva or Bust\" (also the title of a book about his efforts to get there), which was tossed about frequently amongst his circle of friends in hope that they, one day, could see it firsthand. The documentary movie, Genghis Blues, mentions some of his attempts to communicate with Tuva and chronicles the successful journey there by his friends. Responding to Hubert Humphrey's congratulation for his Nobel Prize, Feynman admitted to a long admiration for the then vice president.", "targets": "When was Feynman allowed to go to Tuva?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513ca8dec7a74ba3842f6d9176a564a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman traveled to Brazil, where he gave courses at the BCPF (Brazilian Center for Physics Research) and near the end of his life schemed to visit the Russian land of Tuva, a dream that, because of Cold War bureaucratic problems, never became reality. The day after he died, a letter arrived for him from the Soviet government, giving him authorization to travel to Tuva. Later Feynman's daughter Michelle would realize this journey. Out of his enthusiastic interest in reaching Tuva came the phrase \"Tuva or Bust\" (also the title of a book about his efforts to get there), which was tossed about frequently amongst his circle of friends in hope that they, one day, could see it firsthand. The documentary movie, Genghis Blues, mentions some of his attempts to communicate with Tuva and chronicles the successful journey there by his friends. Responding to Hubert Humphrey's congratulation for his Nobel Prize, Feynman admitted to a long admiration for the then vice president.", "targets": "What is the name of the film that discusses Feynman's attempt to get to Tuva?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513ca8dec7a74ba3842f6d9176a564a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman traveled to Brazil, where he gave courses at the BCPF (Brazilian Center for Physics Research) and near the end of his life schemed to visit the Russian land of Tuva, a dream that, because of Cold War bureaucratic problems, never became reality. The day after he died, a letter arrived for him from the Soviet government, giving him authorization to travel to Tuva. Later Feynman's daughter Michelle would realize this journey. Out of his enthusiastic interest in reaching Tuva came the phrase \"Tuva or Bust\" (also the title of a book about his efforts to get there), which was tossed about frequently amongst his circle of friends in hope that they, one day, could see it firsthand. The documentary movie, Genghis Blues, mentions some of his attempts to communicate with Tuva and chronicles the successful journey there by his friends. Responding to Hubert Humphrey's congratulation for his Nobel Prize, Feynman admitted to a long admiration for the then vice president.", "targets": "Who went to Tuva in Feynman's stead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-489502e364614307841b0fbe15e5cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedients feel it is incumbent upon them to accept punishment because of their belief in the validity of the social contract, which is held to bind all to obey the laws that a government meeting certain standards of legitimacy has established, or else suffer the penalties set out in the law. Other civil disobedients who favor the existence of government still don't believe in the legitimacy of their particular government, or don't believe in the legitimacy of a particular law it has enacted. And still other civil disobedients, being anarchists, don't believe in the legitimacy of any government, and therefore see no need to accept punishment for a violation of criminal law that does not infringe the rights of others.", "targets": "What do some civil disobedient people feel the need to acknowledge."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-489502e364614307841b0fbe15e5cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedients feel it is incumbent upon them to accept punishment because of their belief in the validity of the social contract, which is held to bind all to obey the laws that a government meeting certain standards of legitimacy has established, or else suffer the penalties set out in the law. Other civil disobedients who favor the existence of government still don't believe in the legitimacy of their particular government, or don't believe in the legitimacy of a particular law it has enacted. And still other civil disobedients, being anarchists, don't believe in the legitimacy of any government, and therefore see no need to accept punishment for a violation of criminal law that does not infringe the rights of others.", "targets": "Why is the need for acceptance of punishment needed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-489502e364614307841b0fbe15e5cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedients feel it is incumbent upon them to accept punishment because of their belief in the validity of the social contract, which is held to bind all to obey the laws that a government meeting certain standards of legitimacy has established, or else suffer the penalties set out in the law. Other civil disobedients who favor the existence of government still don't believe in the legitimacy of their particular government, or don't believe in the legitimacy of a particular law it has enacted. And still other civil disobedients, being anarchists, don't believe in the legitimacy of any government, and therefore see no need to accept punishment for a violation of criminal law that does not infringe the rights of others.", "targets": "What do some people protest against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-489502e364614307841b0fbe15e5cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedients feel it is incumbent upon them to accept punishment because of their belief in the validity of the social contract, which is held to bind all to obey the laws that a government meeting certain standards of legitimacy has established, or else suffer the penalties set out in the law. Other civil disobedients who favor the existence of government still don't believe in the legitimacy of their particular government, or don't believe in the legitimacy of a particular law it has enacted. And still other civil disobedients, being anarchists, don't believe in the legitimacy of any government, and therefore see no need to accept punishment for a violation of criminal law that does not infringe the rights of others.", "targets": "What is the group called that does not agree with government at all?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-489502e364614307841b0fbe15e5cb5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some civil disobedients feel it is incumbent upon them to accept punishment because of their belief in the validity of the social contract, which is held to bind all to obey the laws that a government meeting certain standards of legitimacy has established, or else suffer the penalties set out in the law. Other civil disobedients who favor the existence of government still don't believe in the legitimacy of their particular government, or don't believe in the legitimacy of a particular law it has enacted. And still other civil disobedients, being anarchists, don't believe in the legitimacy of any government, and therefore see no need to accept punishment for a violation of criminal law that does not infringe the rights of others.", "targets": "Anarchists do not want to accept punishment for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ebee9dd1bb4424868d60d6dfbb55a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "J. Barrie Jones suggests that \"amongst the works that Chopin intended for concert use, the four ballades and four scherzos stand supreme\", and adds that \"the Barcarolle Op. 60 stands apart as an example of Chopin's rich harmonic palette coupled with an Italianate warmth of melody.\" Temperley opines that these works, which contain \"immense variety of mood, thematic material and structural detail\", are based on an extended \"departure and return\" form; \"the more the middle section is extended, and the further it departs in key, mood and theme, from the opening idea, the more important and dramatic is the reprise when it at last comes.\"", "targets": "What piece does J. Barrie Jones pinpoint as a great example of Chopin's palette?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ebee9dd1bb4424868d60d6dfbb55a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "J. Barrie Jones suggests that \"amongst the works that Chopin intended for concert use, the four ballades and four scherzos stand supreme\", and adds that \"the Barcarolle Op. 60 stands apart as an example of Chopin's rich harmonic palette coupled with an Italianate warmth of melody.\" Temperley opines that these works, which contain \"immense variety of mood, thematic material and structural detail\", are based on an extended \"departure and return\" form; \"the more the middle section is extended, and the further it departs in key, mood and theme, from the opening idea, the more important and dramatic is the reprise when it at last comes.\"", "targets": "What does J. Barrie Jones feel stands supreme of Chopin's concert pieces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ebee9dd1bb4424868d60d6dfbb55a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "J. Barrie Jones suggests that \"amongst the works that Chopin intended for concert use, the four ballades and four scherzos stand supreme\", and adds that \"the Barcarolle Op. 60 stands apart as an example of Chopin's rich harmonic palette coupled with an Italianate warmth of melody.\" Temperley opines that these works, which contain \"immense variety of mood, thematic material and structural detail\", are based on an extended \"departure and return\" form; \"the more the middle section is extended, and the further it departs in key, mood and theme, from the opening idea, the more important and dramatic is the reprise when it at last comes.\"", "targets": "What form does Temperley feel that Chopin's ballades and scherzos are based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-962c3456f2124d6b920561bc2d87b015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger then went against the advice of fellow Republican strategists and appointed a Democrat, Susan Kennedy, as his Chief of Staff. Schwarzenegger gradually moved towards a more politically moderate position, determined to build a winning legacy with only a short time to go until the next gubernatorial election.", "targets": "Who did Schwarzenegger choose as Chief of Staff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1761e1a386d04355891a12fd601a0df7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BC onwards Prakrit and Pali literature in the north and the Sangam literature in southern India started to flourish. Wootz steel originated in south India in the 3rd century BC and was exported to foreign countries. Various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or \"Golden Age of India\". During this period, aspects of Indian civilization, administration, culture, and religion (Hinduism and Buddhism) spread to much of Asia, while kingdoms in southern India had maritime business links with the Roman Empire from around 77 CE. Indian cultural influence spread over many parts of Southeast Asia which led to the establishment of Indianized kingdoms in Southeast Asia (Greater India).", "targets": "What empire conquered most of the subcontinent in the 3rd and 4th centuries BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1761e1a386d04355891a12fd601a0df7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BC onwards Prakrit and Pali literature in the north and the Sangam literature in southern India started to flourish. Wootz steel originated in south India in the 3rd century BC and was exported to foreign countries. Various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or \"Golden Age of India\". During this period, aspects of Indian civilization, administration, culture, and religion (Hinduism and Buddhism) spread to much of Asia, while kingdoms in southern India had maritime business links with the Roman Empire from around 77 CE. Indian cultural influence spread over many parts of Southeast Asia which led to the establishment of Indianized kingdoms in Southeast Asia (Greater India).", "targets": "After the 3rd century BC, what style of literature grew in northern area of the subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1761e1a386d04355891a12fd601a0df7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BC onwards Prakrit and Pali literature in the north and the Sangam literature in southern India started to flourish. Wootz steel originated in south India in the 3rd century BC and was exported to foreign countries. Various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or \"Golden Age of India\". During this period, aspects of Indian civilization, administration, culture, and religion (Hinduism and Buddhism) spread to much of Asia, while kingdoms in southern India had maritime business links with the Roman Empire from around 77 CE. Indian cultural influence spread over many parts of Southeast Asia which led to the establishment of Indianized kingdoms in Southeast Asia (Greater India).", "targets": "What form of metal was developed and  exported from southern India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1761e1a386d04355891a12fd601a0df7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BC onwards Prakrit and Pali literature in the north and the Sangam literature in southern India started to flourish. Wootz steel originated in south India in the 3rd century BC and was exported to foreign countries. Various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or \"Golden Age of India\". During this period, aspects of Indian civilization, administration, culture, and religion (Hinduism and Buddhism) spread to much of Asia, while kingdoms in southern India had maritime business links with the Roman Empire from around 77 CE. Indian cultural influence spread over many parts of Southeast Asia which led to the establishment of Indianized kingdoms in Southeast Asia (Greater India).", "targets": "What was the period following 3rd century BC and extending 1500 years called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1761e1a386d04355891a12fd601a0df7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BC onwards Prakrit and Pali literature in the north and the Sangam literature in southern India started to flourish. Wootz steel originated in south India in the 3rd century BC and was exported to foreign countries. Various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or \"Golden Age of India\". During this period, aspects of Indian civilization, administration, culture, and religion (Hinduism and Buddhism) spread to much of Asia, while kingdoms in southern India had maritime business links with the Roman Empire from around 77 CE. Indian cultural influence spread over many parts of Southeast Asia which led to the establishment of Indianized kingdoms in Southeast Asia (Greater India).", "targets": "What was the foremost dynasty of the the Golden Age period? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-530918cbdae54fdba396a078cfcab406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Science Foundation Network (NSFNET) was a program of coordinated, evolving projects sponsored by the National Science Foundation (NSF) beginning in 1985 to promote advanced research and education networking in the United States. NSFNET was also the name given to several nationwide backbone networks operating at speeds of 56 kbit/s, 1.5 Mbit/s (T1), and 45 Mbit/s (T3) that were constructed to support NSF's networking initiatives from 1985-1995. Initially created to link researchers to the nation's NSF-funded supercomputing centers, through further public funding and private industry partnerships it developed into a major part of the Internet backbone.", "targets": "What is NSFNET"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-530918cbdae54fdba396a078cfcab406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Science Foundation Network (NSFNET) was a program of coordinated, evolving projects sponsored by the National Science Foundation (NSF) beginning in 1985 to promote advanced research and education networking in the United States. NSFNET was also the name given to several nationwide backbone networks operating at speeds of 56 kbit/s, 1.5 Mbit/s (T1), and 45 Mbit/s (T3) that were constructed to support NSF's networking initiatives from 1985-1995. Initially created to link researchers to the nation's NSF-funded supercomputing centers, through further public funding and private industry partnerships it developed into a major part of the Internet backbone.", "targets": "What did NSFNET promote"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-530918cbdae54fdba396a078cfcab406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Science Foundation Network (NSFNET) was a program of coordinated, evolving projects sponsored by the National Science Foundation (NSF) beginning in 1985 to promote advanced research and education networking in the United States. NSFNET was also the name given to several nationwide backbone networks operating at speeds of 56 kbit/s, 1.5 Mbit/s (T1), and 45 Mbit/s (T3) that were constructed to support NSF's networking initiatives from 1985-1995. Initially created to link researchers to the nation's NSF-funded supercomputing centers, through further public funding and private industry partnerships it developed into a major part of the Internet backbone.", "targets": "What did NSFNET eventually provide"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545f462972e240fba9df2804f3d1ea32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger, who dreamed of moving to the U.S. since the age of 10, and saw bodybuilding as the avenue through which to do so, realized his dream by moving to the United States in September 1968 at the age of 21, speaking little English. There he trained at Gold's Gym in Venice, Los Angeles, California, under Joe Weider. From 1970 to 1974, one of Schwarzenegger's weight training partners was Ric Drasin, a professional wrestler who designed the original Gold's Gym logo in 1973. Schwarzenegger also became good friends with professional wrestler Superstar Billy Graham. In 1970, at age 23, he captured his first Mr. Olympia title in New York, and would go on to win the title a total of seven times.", "targets": "How old was Schwarzenegger when he started hoping he'd move to America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545f462972e240fba9df2804f3d1ea32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger, who dreamed of moving to the U.S. since the age of 10, and saw bodybuilding as the avenue through which to do so, realized his dream by moving to the United States in September 1968 at the age of 21, speaking little English. There he trained at Gold's Gym in Venice, Los Angeles, California, under Joe Weider. From 1970 to 1974, one of Schwarzenegger's weight training partners was Ric Drasin, a professional wrestler who designed the original Gold's Gym logo in 1973. Schwarzenegger also became good friends with professional wrestler Superstar Billy Graham. In 1970, at age 23, he captured his first Mr. Olympia title in New York, and would go on to win the title a total of seven times.", "targets": "How old was Schwarzenegger when he moved to the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545f462972e240fba9df2804f3d1ea32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger, who dreamed of moving to the U.S. since the age of 10, and saw bodybuilding as the avenue through which to do so, realized his dream by moving to the United States in September 1968 at the age of 21, speaking little English. There he trained at Gold's Gym in Venice, Los Angeles, California, under Joe Weider. From 1970 to 1974, one of Schwarzenegger's weight training partners was Ric Drasin, a professional wrestler who designed the original Gold's Gym logo in 1973. Schwarzenegger also became good friends with professional wrestler Superstar Billy Graham. In 1970, at age 23, he captured his first Mr. Olympia title in New York, and would go on to win the title a total of seven times.", "targets": "In what state did Schwarzenegger claim his first Mr. Olympia title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545f462972e240fba9df2804f3d1ea32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger, who dreamed of moving to the U.S. since the age of 10, and saw bodybuilding as the avenue through which to do so, realized his dream by moving to the United States in September 1968 at the age of 21, speaking little English. There he trained at Gold's Gym in Venice, Los Angeles, California, under Joe Weider. From 1970 to 1974, one of Schwarzenegger's weight training partners was Ric Drasin, a professional wrestler who designed the original Gold's Gym logo in 1973. Schwarzenegger also became good friends with professional wrestler Superstar Billy Graham. In 1970, at age 23, he captured his first Mr. Olympia title in New York, and would go on to win the title a total of seven times.", "targets": "What's the name of the professional wrestler who designed the first logo for Gold's Gym?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620a4dbb21864a0fbd69c6e437ddd720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Ridgway was appointed Supreme Commander, Korea; he regrouped the UN forces for successful counterattacks, while General James Van Fleet assumed command of the U.S. Eighth Army. Further attacks slowly depleted the PVA and KPA forces; Operations Courageous (23\u201328 March 1951) and Tomahawk (23 March 1951) were a joint ground and airborne infilltration meant to trap Chinese forces between Kaesong and Seoul. UN forces advanced to \"Line Kansas\", north of the 38th parallel. The 187th Airborne Regimental Combat Team's (\"Rakkasans\") second of two combat jumps was on Easter Sunday, 1951, at Munsan-ni, South Korea, codenamed Operation Tomahawk. The mission was to get behind Chinese forces and block their movement north. The 60th Indian Parachute Field Ambulance provided the medical cover for the operations, dropping an ADS and a surgical team and treating over 400 battle casualties apart from the civilian casualties that formed the core of their objective as the unit was on a humanitarian mission.", "targets": "Who was appointed Supreme Commander in Korea after the removal of General MacArthur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620a4dbb21864a0fbd69c6e437ddd720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Ridgway was appointed Supreme Commander, Korea; he regrouped the UN forces for successful counterattacks, while General James Van Fleet assumed command of the U.S. Eighth Army. Further attacks slowly depleted the PVA and KPA forces; Operations Courageous (23\u201328 March 1951) and Tomahawk (23 March 1951) were a joint ground and airborne infilltration meant to trap Chinese forces between Kaesong and Seoul. UN forces advanced to \"Line Kansas\", north of the 38th parallel. The 187th Airborne Regimental Combat Team's (\"Rakkasans\") second of two combat jumps was on Easter Sunday, 1951, at Munsan-ni, South Korea, codenamed Operation Tomahawk. The mission was to get behind Chinese forces and block their movement north. The 60th Indian Parachute Field Ambulance provided the medical cover for the operations, dropping an ADS and a surgical team and treating over 400 battle casualties apart from the civilian casualties that formed the core of their objective as the unit was on a humanitarian mission.", "targets": "What was the goal of Operation Tomahawk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620a4dbb21864a0fbd69c6e437ddd720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Ridgway was appointed Supreme Commander, Korea; he regrouped the UN forces for successful counterattacks, while General James Van Fleet assumed command of the U.S. Eighth Army. Further attacks slowly depleted the PVA and KPA forces; Operations Courageous (23\u201328 March 1951) and Tomahawk (23 March 1951) were a joint ground and airborne infilltration meant to trap Chinese forces between Kaesong and Seoul. UN forces advanced to \"Line Kansas\", north of the 38th parallel. The 187th Airborne Regimental Combat Team's (\"Rakkasans\") second of two combat jumps was on Easter Sunday, 1951, at Munsan-ni, South Korea, codenamed Operation Tomahawk. The mission was to get behind Chinese forces and block their movement north. The 60th Indian Parachute Field Ambulance provided the medical cover for the operations, dropping an ADS and a surgical team and treating over 400 battle casualties apart from the civilian casualties that formed the core of their objective as the unit was on a humanitarian mission.", "targets": "Who was responsible for supply humanitarian aid to civilians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-620a4dbb21864a0fbd69c6e437ddd720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Ridgway was appointed Supreme Commander, Korea; he regrouped the UN forces for successful counterattacks, while General James Van Fleet assumed command of the U.S. Eighth Army. Further attacks slowly depleted the PVA and KPA forces; Operations Courageous (23\u201328 March 1951) and Tomahawk (23 March 1951) were a joint ground and airborne infilltration meant to trap Chinese forces between Kaesong and Seoul. UN forces advanced to \"Line Kansas\", north of the 38th parallel. The 187th Airborne Regimental Combat Team's (\"Rakkasans\") second of two combat jumps was on Easter Sunday, 1951, at Munsan-ni, South Korea, codenamed Operation Tomahawk. The mission was to get behind Chinese forces and block their movement north. The 60th Indian Parachute Field Ambulance provided the medical cover for the operations, dropping an ADS and a surgical team and treating over 400 battle casualties apart from the civilian casualties that formed the core of their objective as the unit was on a humanitarian mission.", "targets": "Under the guidance of Generals Van Fleet and Ridgway, joint forces were able to achieve what goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f29ff5915f243c98854bab788bcca3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is conjectured that a progressive decline in hormone levels with age is partially responsible for weakened immune responses in aging individuals. Conversely, some hormones are regulated by the immune system, notably thyroid hormone activity. The age-related decline in immune function is also related to decreasing vitamin D levels in the elderly. As people age, two things happen that negatively affect their vitamin D levels. First, they stay indoors more due to decreased activity levels. This means that they get less sun and therefore produce less cholecalciferol via UVB radiation. Second, as a person ages the skin becomes less adept at producing vitamin D.", "targets": "What is partially responsible for weakened immune response in older individuals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f29ff5915f243c98854bab788bcca3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is conjectured that a progressive decline in hormone levels with age is partially responsible for weakened immune responses in aging individuals. Conversely, some hormones are regulated by the immune system, notably thyroid hormone activity. The age-related decline in immune function is also related to decreasing vitamin D levels in the elderly. As people age, two things happen that negatively affect their vitamin D levels. First, they stay indoors more due to decreased activity levels. This means that they get less sun and therefore produce less cholecalciferol via UVB radiation. Second, as a person ages the skin becomes less adept at producing vitamin D.", "targets": "As a person gets older, what does the skin produce less of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f29ff5915f243c98854bab788bcca3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is conjectured that a progressive decline in hormone levels with age is partially responsible for weakened immune responses in aging individuals. Conversely, some hormones are regulated by the immune system, notably thyroid hormone activity. The age-related decline in immune function is also related to decreasing vitamin D levels in the elderly. As people age, two things happen that negatively affect their vitamin D levels. First, they stay indoors more due to decreased activity levels. This means that they get less sun and therefore produce less cholecalciferol via UVB radiation. Second, as a person ages the skin becomes less adept at producing vitamin D.", "targets": "The production of what signalling molecules is regulated by the immune system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f29ff5915f243c98854bab788bcca3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is conjectured that a progressive decline in hormone levels with age is partially responsible for weakened immune responses in aging individuals. Conversely, some hormones are regulated by the immune system, notably thyroid hormone activity. The age-related decline in immune function is also related to decreasing vitamin D levels in the elderly. As people age, two things happen that negatively affect their vitamin D levels. First, they stay indoors more due to decreased activity levels. This means that they get less sun and therefore produce less cholecalciferol via UVB radiation. Second, as a person ages the skin becomes less adept at producing vitamin D.", "targets": "Older people get less sun and produce less of what chemical via UVB radiation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08824a8a775445cea57c0295c061d476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The strength of beers has climbed during the later years of the 20th century. Vetter 33, a 10.5% abv (33 degrees Plato, hence Vetter \"33\") doppelbock, was listed in the 1994 Guinness Book of World Records as the strongest beer at that time, though Samichlaus, by the Swiss brewer H\u00fcrlimann, had also been listed by the Guinness Book of World Records as the strongest at 14% abv. Since then, some brewers have used champagne yeasts to increase the alcohol content of their beers. Samuel Adams reached 20% abv with Millennium, and then surpassed that amount to 25.6% abv with Utopias. The strongest beer brewed in Britain was Baz's Super Brew by Parish Brewery, a 23% abv beer. In September 2011, the Scottish brewery BrewDog produced Ghost Deer, which, at 28%, they claim to be the world's strongest beer produced by fermentation alone.", "targets": "How much alcohol is contained in the beer Vetter 33?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08824a8a775445cea57c0295c061d476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The strength of beers has climbed during the later years of the 20th century. Vetter 33, a 10.5% abv (33 degrees Plato, hence Vetter \"33\") doppelbock, was listed in the 1994 Guinness Book of World Records as the strongest beer at that time, though Samichlaus, by the Swiss brewer H\u00fcrlimann, had also been listed by the Guinness Book of World Records as the strongest at 14% abv. Since then, some brewers have used champagne yeasts to increase the alcohol content of their beers. Samuel Adams reached 20% abv with Millennium, and then surpassed that amount to 25.6% abv with Utopias. The strongest beer brewed in Britain was Baz's Super Brew by Parish Brewery, a 23% abv beer. In September 2011, the Scottish brewery BrewDog produced Ghost Deer, which, at 28%, they claim to be the world's strongest beer produced by fermentation alone.", "targets": "What was the strongest beer in 1994 according to the Guinness Book of World Records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08824a8a775445cea57c0295c061d476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The strength of beers has climbed during the later years of the 20th century. Vetter 33, a 10.5% abv (33 degrees Plato, hence Vetter \"33\") doppelbock, was listed in the 1994 Guinness Book of World Records as the strongest beer at that time, though Samichlaus, by the Swiss brewer H\u00fcrlimann, had also been listed by the Guinness Book of World Records as the strongest at 14% abv. Since then, some brewers have used champagne yeasts to increase the alcohol content of their beers. Samuel Adams reached 20% abv with Millennium, and then surpassed that amount to 25.6% abv with Utopias. The strongest beer brewed in Britain was Baz's Super Brew by Parish Brewery, a 23% abv beer. In September 2011, the Scottish brewery BrewDog produced Ghost Deer, which, at 28%, they claim to be the world's strongest beer produced by fermentation alone.", "targets": "What brewing company produced the beer Millennium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08824a8a775445cea57c0295c061d476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The strength of beers has climbed during the later years of the 20th century. Vetter 33, a 10.5% abv (33 degrees Plato, hence Vetter \"33\") doppelbock, was listed in the 1994 Guinness Book of World Records as the strongest beer at that time, though Samichlaus, by the Swiss brewer H\u00fcrlimann, had also been listed by the Guinness Book of World Records as the strongest at 14% abv. Since then, some brewers have used champagne yeasts to increase the alcohol content of their beers. Samuel Adams reached 20% abv with Millennium, and then surpassed that amount to 25.6% abv with Utopias. The strongest beer brewed in Britain was Baz's Super Brew by Parish Brewery, a 23% abv beer. In September 2011, the Scottish brewery BrewDog produced Ghost Deer, which, at 28%, they claim to be the world's strongest beer produced by fermentation alone.", "targets": "What year did the brewing company BrewDog start producing a beer called Ghost Deer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08824a8a775445cea57c0295c061d476", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The strength of beers has climbed during the later years of the 20th century. Vetter 33, a 10.5% abv (33 degrees Plato, hence Vetter \"33\") doppelbock, was listed in the 1994 Guinness Book of World Records as the strongest beer at that time, though Samichlaus, by the Swiss brewer H\u00fcrlimann, had also been listed by the Guinness Book of World Records as the strongest at 14% abv. Since then, some brewers have used champagne yeasts to increase the alcohol content of their beers. Samuel Adams reached 20% abv with Millennium, and then surpassed that amount to 25.6% abv with Utopias. The strongest beer brewed in Britain was Baz's Super Brew by Parish Brewery, a 23% abv beer. In September 2011, the Scottish brewery BrewDog produced Ghost Deer, which, at 28%, they claim to be the world's strongest beer produced by fermentation alone.", "targets": "What do brewing companies sometimes use to give more alcohol content to their beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793caec40bf74ce1b12c8bff8bf3d8ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The high-speed observation deck elevators accelerate to a world-record certified speed of 1,010 metres per minute (61 km/h) in 16 seconds, and then it slows down for arrival with subtle air pressure sensations. The door opens after 37 seconds from the 5th floor. Special features include aerodynamic car and counterweights, and cabin pressure control to help passengers adapt smoothly to pressure changes. The downwards journey is completed at a reduced speed of 600 meters per minute, with the doors opening at the 52nd second.", "targets": "How fast do the observation deck elevators travel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793caec40bf74ce1b12c8bff8bf3d8ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The high-speed observation deck elevators accelerate to a world-record certified speed of 1,010 metres per minute (61 km/h) in 16 seconds, and then it slows down for arrival with subtle air pressure sensations. The door opens after 37 seconds from the 5th floor. Special features include aerodynamic car and counterweights, and cabin pressure control to help passengers adapt smoothly to pressure changes. The downwards journey is completed at a reduced speed of 600 meters per minute, with the doors opening at the 52nd second.", "targets": "This speed holds what record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793caec40bf74ce1b12c8bff8bf3d8ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The high-speed observation deck elevators accelerate to a world-record certified speed of 1,010 metres per minute (61 km/h) in 16 seconds, and then it slows down for arrival with subtle air pressure sensations. The door opens after 37 seconds from the 5th floor. Special features include aerodynamic car and counterweights, and cabin pressure control to help passengers adapt smoothly to pressure changes. The downwards journey is completed at a reduced speed of 600 meters per minute, with the doors opening at the 52nd second.", "targets": "What does cabin pressure control do? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793caec40bf74ce1b12c8bff8bf3d8ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The high-speed observation deck elevators accelerate to a world-record certified speed of 1,010 metres per minute (61 km/h) in 16 seconds, and then it slows down for arrival with subtle air pressure sensations. The door opens after 37 seconds from the 5th floor. Special features include aerodynamic car and counterweights, and cabin pressure control to help passengers adapt smoothly to pressure changes. The downwards journey is completed at a reduced speed of 600 meters per minute, with the doors opening at the 52nd second.", "targets": "How fast does the elevator drop down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793caec40bf74ce1b12c8bff8bf3d8ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The high-speed observation deck elevators accelerate to a world-record certified speed of 1,010 metres per minute (61 km/h) in 16 seconds, and then it slows down for arrival with subtle air pressure sensations. The door opens after 37 seconds from the 5th floor. Special features include aerodynamic car and counterweights, and cabin pressure control to help passengers adapt smoothly to pressure changes. The downwards journey is completed at a reduced speed of 600 meters per minute, with the doors opening at the 52nd second.", "targets": "At what floor do the doors open on the way down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "How many people comprised the Tibetan exile community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "India refused China's request that the Tibetan exile community be avoided because they said India is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "Where is the exiled Tibetan government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "How many Tibetan exiles are said to be in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "A wholesale ban on what was denied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "What Olympic group was denied by India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "What deteriorated between India and China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2538ce7f9a8741f887f62639702844b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India rejected Chinese demands that the torch route be clear of India's 150,000-strong Tibetan exile community, by which they required a ban on congregation near the curtailed 3 km route. In response Indian officials said India was a democracy, and \"a wholesale ban on protests was out of the question\". Contradicting some other reports, Indian officials also refused permission to the \"Olympic Holy Flame Protection Unit\". The combined effect is a \"rapid deterioration\" of relations between India and China. Meanwhile, the Tibetan government in exile, which is based in India, has stated that it did not support the disruption of the Olympic torch relay.", "targets": "Who said they did not support relay interruptions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecfc975b75104232b58ac8e50a72f71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While hardware may be a source of insecurity, such as with microchip vulnerabilities maliciously introduced during the manufacturing process, hardware-based or assisted computer security also offers an alternative to software-only computer security. Using devices and methods such as dongles, trusted platform modules, intrusion-aware cases, drive locks, disabling USB ports, and mobile-enabled access may be considered more secure due to the physical access (or sophisticated backdoor access) required in order to be compromised. Each of these is covered in more detail below.", "targets": "Microchips vulnerabilities are introduced when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecfc975b75104232b58ac8e50a72f71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While hardware may be a source of insecurity, such as with microchip vulnerabilities maliciously introduced during the manufacturing process, hardware-based or assisted computer security also offers an alternative to software-only computer security. Using devices and methods such as dongles, trusted platform modules, intrusion-aware cases, drive locks, disabling USB ports, and mobile-enabled access may be considered more secure due to the physical access (or sophisticated backdoor access) required in order to be compromised. Each of these is covered in more detail below.", "targets": "What offers an alternative to soft-ware only computer security?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecfc975b75104232b58ac8e50a72f71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While hardware may be a source of insecurity, such as with microchip vulnerabilities maliciously introduced during the manufacturing process, hardware-based or assisted computer security also offers an alternative to software-only computer security. Using devices and methods such as dongles, trusted platform modules, intrusion-aware cases, drive locks, disabling USB ports, and mobile-enabled access may be considered more secure due to the physical access (or sophisticated backdoor access) required in order to be compromised. Each of these is covered in more detail below.", "targets": "What can hardware be a source of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecfc975b75104232b58ac8e50a72f71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While hardware may be a source of insecurity, such as with microchip vulnerabilities maliciously introduced during the manufacturing process, hardware-based or assisted computer security also offers an alternative to software-only computer security. Using devices and methods such as dongles, trusted platform modules, intrusion-aware cases, drive locks, disabling USB ports, and mobile-enabled access may be considered more secure due to the physical access (or sophisticated backdoor access) required in order to be compromised. Each of these is covered in more detail below.", "targets": "What is required in order for hardware to be compromised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af9cb752750249eca8db5d832956d74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some other cultures do not recognize a homosexual/heterosexual/bisexual distinction. It is common to distinguish a person's sexuality according to their sexual role (active/passive; insertive/penetrated). In this distinction, the passive role is typically associated with femininity and/or inferiority, while the active role is typically associated with masculinity and/or superiority. For example, an investigation of a small Brazilian fishing village revealed three sexual categories for men: men who have sex only with men (consistently in a passive role), men who have sex only with women, and men who have sex with women and men (consistently in an active role). While men who consistently occupied the passive role were recognized as a distinct group by locals, men who have sex with only women, and men who have sex with women and men, were not differentiated. Little is known about same-sex attracted females, or sexual behavior between females in these cultures.", "targets": "What is a common way to determine a persons sexuality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af9cb752750249eca8db5d832956d74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some other cultures do not recognize a homosexual/heterosexual/bisexual distinction. It is common to distinguish a person's sexuality according to their sexual role (active/passive; insertive/penetrated). In this distinction, the passive role is typically associated with femininity and/or inferiority, while the active role is typically associated with masculinity and/or superiority. For example, an investigation of a small Brazilian fishing village revealed three sexual categories for men: men who have sex only with men (consistently in a passive role), men who have sex only with women, and men who have sex with women and men (consistently in an active role). While men who consistently occupied the passive role were recognized as a distinct group by locals, men who have sex with only women, and men who have sex with women and men, were not differentiated. Little is known about same-sex attracted females, or sexual behavior between females in these cultures.", "targets": "When deteerming sexual preference this way what is the passive role associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af9cb752750249eca8db5d832956d74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some other cultures do not recognize a homosexual/heterosexual/bisexual distinction. It is common to distinguish a person's sexuality according to their sexual role (active/passive; insertive/penetrated). In this distinction, the passive role is typically associated with femininity and/or inferiority, while the active role is typically associated with masculinity and/or superiority. For example, an investigation of a small Brazilian fishing village revealed three sexual categories for men: men who have sex only with men (consistently in a passive role), men who have sex only with women, and men who have sex with women and men (consistently in an active role). While men who consistently occupied the passive role were recognized as a distinct group by locals, men who have sex with only women, and men who have sex with women and men, were not differentiated. Little is known about same-sex attracted females, or sexual behavior between females in these cultures.", "targets": "When determining sexual preference this way what is the active role associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af9cb752750249eca8db5d832956d74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some other cultures do not recognize a homosexual/heterosexual/bisexual distinction. It is common to distinguish a person's sexuality according to their sexual role (active/passive; insertive/penetrated). In this distinction, the passive role is typically associated with femininity and/or inferiority, while the active role is typically associated with masculinity and/or superiority. For example, an investigation of a small Brazilian fishing village revealed three sexual categories for men: men who have sex only with men (consistently in a passive role), men who have sex only with women, and men who have sex with women and men (consistently in an active role). While men who consistently occupied the passive role were recognized as a distinct group by locals, men who have sex with only women, and men who have sex with women and men, were not differentiated. Little is known about same-sex attracted females, or sexual behavior between females in these cultures.", "targets": "How much is known about lesbians and bisexual women in these cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a163434832944af8a87ab3fa5af280e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest attestation of human presence in Galicia has been found in the Eir\u00f3s Cave, in the municipality of Triacastela, which has preserved animal remains and Neanderthal stone objects from the Middle Paleolithic. The earliest culture to have left significant architectural traces is the Megalithic culture which expanded along the western European coasts during the Neolithic and Calcolithic eras. Thousands of Megalithic tumuli are distributed throughout the country, but mostly along the coastal areas. Within each tumulus is a stone burial chamber known locally as anta (dolmen), frequently preceded by a corridor. Galicia was later fully affected by the Bell Beaker culture. While its rich mineral deposits - tin and gold - led to the development of Bronze Age metallurgy, and to the commerce of bronze and gold items all along the Atlantic fa\u00e7ade of Western Europe, where a common elite's culture evolved during the Atlantic Bronze Age.", "targets": "Where in Galicia has the oldest evidence of humans been found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a163434832944af8a87ab3fa5af280e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest attestation of human presence in Galicia has been found in the Eir\u00f3s Cave, in the municipality of Triacastela, which has preserved animal remains and Neanderthal stone objects from the Middle Paleolithic. The earliest culture to have left significant architectural traces is the Megalithic culture which expanded along the western European coasts during the Neolithic and Calcolithic eras. Thousands of Megalithic tumuli are distributed throughout the country, but mostly along the coastal areas. Within each tumulus is a stone burial chamber known locally as anta (dolmen), frequently preceded by a corridor. Galicia was later fully affected by the Bell Beaker culture. While its rich mineral deposits - tin and gold - led to the development of Bronze Age metallurgy, and to the commerce of bronze and gold items all along the Atlantic fa\u00e7ade of Western Europe, where a common elite's culture evolved during the Atlantic Bronze Age.", "targets": "Which municipality is this in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a163434832944af8a87ab3fa5af280e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest attestation of human presence in Galicia has been found in the Eir\u00f3s Cave, in the municipality of Triacastela, which has preserved animal remains and Neanderthal stone objects from the Middle Paleolithic. The earliest culture to have left significant architectural traces is the Megalithic culture which expanded along the western European coasts during the Neolithic and Calcolithic eras. Thousands of Megalithic tumuli are distributed throughout the country, but mostly along the coastal areas. Within each tumulus is a stone burial chamber known locally as anta (dolmen), frequently preceded by a corridor. Galicia was later fully affected by the Bell Beaker culture. While its rich mineral deposits - tin and gold - led to the development of Bronze Age metallurgy, and to the commerce of bronze and gold items all along the Atlantic fa\u00e7ade of Western Europe, where a common elite's culture evolved during the Atlantic Bronze Age.", "targets": "What is the oldest culture whose structures have been found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a163434832944af8a87ab3fa5af280e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest attestation of human presence in Galicia has been found in the Eir\u00f3s Cave, in the municipality of Triacastela, which has preserved animal remains and Neanderthal stone objects from the Middle Paleolithic. The earliest culture to have left significant architectural traces is the Megalithic culture which expanded along the western European coasts during the Neolithic and Calcolithic eras. Thousands of Megalithic tumuli are distributed throughout the country, but mostly along the coastal areas. Within each tumulus is a stone burial chamber known locally as anta (dolmen), frequently preceded by a corridor. Galicia was later fully affected by the Bell Beaker culture. While its rich mineral deposits - tin and gold - led to the development of Bronze Age metallurgy, and to the commerce of bronze and gold items all along the Atlantic fa\u00e7ade of Western Europe, where a common elite's culture evolved during the Atlantic Bronze Age.", "targets": "Which two minerals found in abundance in Galicia were used during Bronze Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7c7a9706c14b7d9646144da4d0539e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use.", "targets": "What is the process of constructing a building or infrastructure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7c7a9706c14b7d9646144da4d0539e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use.", "targets": "What typically involves mass production of similar items without a designated purchaser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7c7a9706c14b7d9646144da4d0539e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use.", "targets": "What percentile of gross domestic product is construction comprised of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7c7a9706c14b7d9646144da4d0539e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use.", "targets": "What three things are needed for construction to take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c7c7a9706c14b7d9646144da4d0539e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction is the process of constructing a building or infrastructure. Construction differs from manufacturing in that manufacturing typically involves mass production of similar items without a designated purchaser, while construction typically takes place on location for a known client. Construction as an industry comprises six to nine percent of the gross domestic product of developed countries. Construction starts with planning,[citation needed] design, and financing and continues until the project is built and ready for use.", "targets": "Construction takes place on location for who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5a0372b865416abf464841b9dab1a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the nearby parish of Stoke Damerel the first dockyard, HMNB Devonport, opened in 1690 on the eastern bank of the River Tamar. Further docks were built here in 1727, 1762 and 1793. The settlement that developed here was called \"Dock\" or \"Plymouth Dock\" at the time, and a new town, separate from Plymouth, grew up. In 1712 there were 318 men employed and by 1733 it had grown to a population of 3,000 people.", "targets": "In what year was HMNB Davenport established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5a0372b865416abf464841b9dab1a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the nearby parish of Stoke Damerel the first dockyard, HMNB Devonport, opened in 1690 on the eastern bank of the River Tamar. Further docks were built here in 1727, 1762 and 1793. The settlement that developed here was called \"Dock\" or \"Plymouth Dock\" at the time, and a new town, separate from Plymouth, grew up. In 1712 there were 318 men employed and by 1733 it had grown to a population of 3,000 people.", "targets": "What river was adjacent to HMNB Davenport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5a0372b865416abf464841b9dab1a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the nearby parish of Stoke Damerel the first dockyard, HMNB Devonport, opened in 1690 on the eastern bank of the River Tamar. Further docks were built here in 1727, 1762 and 1793. The settlement that developed here was called \"Dock\" or \"Plymouth Dock\" at the time, and a new town, separate from Plymouth, grew up. In 1712 there were 318 men employed and by 1733 it had grown to a population of 3,000 people.", "targets": "How many male workers were present in Plymouth Dock circa 1712?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5a0372b865416abf464841b9dab1a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the nearby parish of Stoke Damerel the first dockyard, HMNB Devonport, opened in 1690 on the eastern bank of the River Tamar. Further docks were built here in 1727, 1762 and 1793. The settlement that developed here was called \"Dock\" or \"Plymouth Dock\" at the time, and a new town, separate from Plymouth, grew up. In 1712 there were 318 men employed and by 1733 it had grown to a population of 3,000 people.", "targets": "What was the 1733 population of Plymouth Dock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5a0372b865416abf464841b9dab1a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the nearby parish of Stoke Damerel the first dockyard, HMNB Devonport, opened in 1690 on the eastern bank of the River Tamar. Further docks were built here in 1727, 1762 and 1793. The settlement that developed here was called \"Dock\" or \"Plymouth Dock\" at the time, and a new town, separate from Plymouth, grew up. In 1712 there were 318 men employed and by 1733 it had grown to a population of 3,000 people.", "targets": "In what parish was HMNB Davenport located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3524a633a6984c80a59a39940e6c3b37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though much of Enlightenment political thought was dominated by social contract theorists, both David Hume and Adam Ferguson criticized this camp. Hume's essay Of the Original Contract argues that governments derived from consent are rarely seen, and civil government is grounded in a ruler's habitual authority and force. It is precisely because of the ruler's authority over-and-against the subject, that the subject tacitly consents; Hume says that the subjects would \"never imagine that their consent made him sovereign\", rather the authority did so. Similarly, Ferguson did not believe citizens built the state, rather polities grew out of social development. In his 1767 An Essay on the History of Civil Society, Ferguson uses the four stages of progress, a theory that was very popular in Scotland at the time, to explain how humans advance from a hunting and gathering society to a commercial and civil society without \"signing\" a social contract.", "targets": "In what work did Ferguson explain how humans advanced from a hunting and gathering society to a commercial and civil society without \"signing\" a social contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3524a633a6984c80a59a39940e6c3b37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though much of Enlightenment political thought was dominated by social contract theorists, both David Hume and Adam Ferguson criticized this camp. Hume's essay Of the Original Contract argues that governments derived from consent are rarely seen, and civil government is grounded in a ruler's habitual authority and force. It is precisely because of the ruler's authority over-and-against the subject, that the subject tacitly consents; Hume says that the subjects would \"never imagine that their consent made him sovereign\", rather the authority did so. Similarly, Ferguson did not believe citizens built the state, rather polities grew out of social development. In his 1767 An Essay on the History of Civil Society, Ferguson uses the four stages of progress, a theory that was very popular in Scotland at the time, to explain how humans advance from a hunting and gathering society to a commercial and civil society without \"signing\" a social contract.", "targets": "In what year did Ferguson publish An Essay on the History of Civil Society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3524a633a6984c80a59a39940e6c3b37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though much of Enlightenment political thought was dominated by social contract theorists, both David Hume and Adam Ferguson criticized this camp. Hume's essay Of the Original Contract argues that governments derived from consent are rarely seen, and civil government is grounded in a ruler's habitual authority and force. It is precisely because of the ruler's authority over-and-against the subject, that the subject tacitly consents; Hume says that the subjects would \"never imagine that their consent made him sovereign\", rather the authority did so. Similarly, Ferguson did not believe citizens built the state, rather polities grew out of social development. In his 1767 An Essay on the History of Civil Society, Ferguson uses the four stages of progress, a theory that was very popular in Scotland at the time, to explain how humans advance from a hunting and gathering society to a commercial and civil society without \"signing\" a social contract.", "targets": "How many stages of progress did Ferguson theorize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3524a633a6984c80a59a39940e6c3b37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though much of Enlightenment political thought was dominated by social contract theorists, both David Hume and Adam Ferguson criticized this camp. Hume's essay Of the Original Contract argues that governments derived from consent are rarely seen, and civil government is grounded in a ruler's habitual authority and force. It is precisely because of the ruler's authority over-and-against the subject, that the subject tacitly consents; Hume says that the subjects would \"never imagine that their consent made him sovereign\", rather the authority did so. Similarly, Ferguson did not believe citizens built the state, rather polities grew out of social development. In his 1767 An Essay on the History of Civil Society, Ferguson uses the four stages of progress, a theory that was very popular in Scotland at the time, to explain how humans advance from a hunting and gathering society to a commercial and civil society without \"signing\" a social contract.", "targets": "Who, along with Adam Ferguson, criticized the idea of social contract theorists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f48ad442b0c435687163626dbb596c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eritrea's ethnic groups each have their own styles of music and accompanying dances. Amongst the Tigrinya, the best known traditional musical genre is the guaila. Traditional instruments of Eritrean folk music include the stringed krar, kebero, begena, masenqo and the wata (a distant/rudimentary cousin of the violin). The most popular Eritrean artist is the Tigrinya singer Helen Meles, who is noted for her powerful voice and wide singing range. Other prominent local musicians include the Kunama singer Dehab Faytinga, Ruth Abraha, Bereket Mengisteab, Yemane Baria, and the late Abraham Afewerki.", "targets": "What is the best know musical genre amongst the Tigrinya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f48ad442b0c435687163626dbb596c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eritrea's ethnic groups each have their own styles of music and accompanying dances. Amongst the Tigrinya, the best known traditional musical genre is the guaila. Traditional instruments of Eritrean folk music include the stringed krar, kebero, begena, masenqo and the wata (a distant/rudimentary cousin of the violin). The most popular Eritrean artist is the Tigrinya singer Helen Meles, who is noted for her powerful voice and wide singing range. Other prominent local musicians include the Kunama singer Dehab Faytinga, Ruth Abraha, Bereket Mengisteab, Yemane Baria, and the late Abraham Afewerki.", "targets": "What is the Eritrean traditional instrument, the wata?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f48ad442b0c435687163626dbb596c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eritrea's ethnic groups each have their own styles of music and accompanying dances. Amongst the Tigrinya, the best known traditional musical genre is the guaila. Traditional instruments of Eritrean folk music include the stringed krar, kebero, begena, masenqo and the wata (a distant/rudimentary cousin of the violin). The most popular Eritrean artist is the Tigrinya singer Helen Meles, who is noted for her powerful voice and wide singing range. Other prominent local musicians include the Kunama singer Dehab Faytinga, Ruth Abraha, Bereket Mengisteab, Yemane Baria, and the late Abraham Afewerki.", "targets": "Who is the most popular Eritrean singing artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f48ad442b0c435687163626dbb596c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eritrea's ethnic groups each have their own styles of music and accompanying dances. Amongst the Tigrinya, the best known traditional musical genre is the guaila. Traditional instruments of Eritrean folk music include the stringed krar, kebero, begena, masenqo and the wata (a distant/rudimentary cousin of the violin). The most popular Eritrean artist is the Tigrinya singer Helen Meles, who is noted for her powerful voice and wide singing range. Other prominent local musicians include the Kunama singer Dehab Faytinga, Ruth Abraha, Bereket Mengisteab, Yemane Baria, and the late Abraham Afewerki.", "targets": "What is Helen Meles noted for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f48ad442b0c435687163626dbb596c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eritrea's ethnic groups each have their own styles of music and accompanying dances. Amongst the Tigrinya, the best known traditional musical genre is the guaila. Traditional instruments of Eritrean folk music include the stringed krar, kebero, begena, masenqo and the wata (a distant/rudimentary cousin of the violin). The most popular Eritrean artist is the Tigrinya singer Helen Meles, who is noted for her powerful voice and wide singing range. Other prominent local musicians include the Kunama singer Dehab Faytinga, Ruth Abraha, Bereket Mengisteab, Yemane Baria, and the late Abraham Afewerki.", "targets": "Who, in Eritrea, have their own styles of music and  accompanying dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ab107f4f654348920ce127c1658221", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek never produced the book-length treatment of \"the dynamics of capital\" that he had promised in the Pure Theory of Capital. After 1941, he continued to publish works on the economics of information, political philosophy, the theory of law, and psychology, but seldom on macroeconomics. At the University of Chicago, Hayek was not part of the economics department and did not influence the rebirth of neoclassical theory which took place there (see Chicago school of economics). When, in 1974, he shared the Nobel Memorial Prize in Economics with Gunnar Myrdal, the latter complained about being paired with an \"ideologue\". Milton Friedman declared himself \"an enormous admirer of Hayek, but not for his economics. I think Prices and Production is a very flawed book. I think his [Pure Theory of Capital] is unreadable. On the other hand, The Road to Serfdom is one of the great books of our time.\"", "targets": "What topic did Hayek never write a book about as he said he would?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ab107f4f654348920ce127c1658221", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek never produced the book-length treatment of \"the dynamics of capital\" that he had promised in the Pure Theory of Capital. After 1941, he continued to publish works on the economics of information, political philosophy, the theory of law, and psychology, but seldom on macroeconomics. At the University of Chicago, Hayek was not part of the economics department and did not influence the rebirth of neoclassical theory which took place there (see Chicago school of economics). When, in 1974, he shared the Nobel Memorial Prize in Economics with Gunnar Myrdal, the latter complained about being paired with an \"ideologue\". Milton Friedman declared himself \"an enormous admirer of Hayek, but not for his economics. I think Prices and Production is a very flawed book. I think his [Pure Theory of Capital] is unreadable. On the other hand, The Road to Serfdom is one of the great books of our time.\"", "targets": "What topic did Hayek shy away from following Pure Theory of Capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ab107f4f654348920ce127c1658221", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek never produced the book-length treatment of \"the dynamics of capital\" that he had promised in the Pure Theory of Capital. After 1941, he continued to publish works on the economics of information, political philosophy, the theory of law, and psychology, but seldom on macroeconomics. At the University of Chicago, Hayek was not part of the economics department and did not influence the rebirth of neoclassical theory which took place there (see Chicago school of economics). When, in 1974, he shared the Nobel Memorial Prize in Economics with Gunnar Myrdal, the latter complained about being paired with an \"ideologue\". Milton Friedman declared himself \"an enormous admirer of Hayek, but not for his economics. I think Prices and Production is a very flawed book. I think his [Pure Theory of Capital] is unreadable. On the other hand, The Road to Serfdom is one of the great books of our time.\"", "targets": "What did Gunnar Myrdal call Hayek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ab107f4f654348920ce127c1658221", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek never produced the book-length treatment of \"the dynamics of capital\" that he had promised in the Pure Theory of Capital. After 1941, he continued to publish works on the economics of information, political philosophy, the theory of law, and psychology, but seldom on macroeconomics. At the University of Chicago, Hayek was not part of the economics department and did not influence the rebirth of neoclassical theory which took place there (see Chicago school of economics). When, in 1974, he shared the Nobel Memorial Prize in Economics with Gunnar Myrdal, the latter complained about being paired with an \"ideologue\". Milton Friedman declared himself \"an enormous admirer of Hayek, but not for his economics. I think Prices and Production is a very flawed book. I think his [Pure Theory of Capital] is unreadable. On the other hand, The Road to Serfdom is one of the great books of our time.\"", "targets": "Which of Hayeks books did Milton Friedman praise most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ab107f4f654348920ce127c1658221", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek never produced the book-length treatment of \"the dynamics of capital\" that he had promised in the Pure Theory of Capital. After 1941, he continued to publish works on the economics of information, political philosophy, the theory of law, and psychology, but seldom on macroeconomics. At the University of Chicago, Hayek was not part of the economics department and did not influence the rebirth of neoclassical theory which took place there (see Chicago school of economics). When, in 1974, he shared the Nobel Memorial Prize in Economics with Gunnar Myrdal, the latter complained about being paired with an \"ideologue\". Milton Friedman declared himself \"an enormous admirer of Hayek, but not for his economics. I think Prices and Production is a very flawed book. I think his [Pure Theory of Capital] is unreadable. On the other hand, The Road to Serfdom is one of the great books of our time.\"", "targets": "Which whom did Hayek share a Nobel prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e1ba3d69754d6587266f9882fd0d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holometabolism, or complete metamorphosis, is where the insect changes in four stages, an egg or embryo, a larva, a pupa and the adult or imago. In these species, an egg hatches to produce a larva, which is generally worm-like in form. This worm-like form can be one of several varieties: eruciform (caterpillar-like), scarabaeiform (grub-like), campodeiform (elongated, flattened and active), elateriform (wireworm-like) or vermiform (maggot-like). The larva grows and eventually becomes a pupa, a stage marked by reduced movement and often sealed within a cocoon. There are three types of pupae: obtect, exarate or coarctate. Obtect pupae are compact, with the legs and other appendages enclosed. Exarate pupae have their legs and other appendages free and extended. Coarctate pupae develop inside the larval skin.:151 Insects undergo considerable change in form during the pupal stage, and emerge as adults. Butterflies are a well-known example of insects that undergo complete metamorphosis, although most insects use this life cycle. Some insects have evolved this system to hypermetamorphosis.", "targets": "What is a complete metamorphosis called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e1ba3d69754d6587266f9882fd0d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holometabolism, or complete metamorphosis, is where the insect changes in four stages, an egg or embryo, a larva, a pupa and the adult or imago. In these species, an egg hatches to produce a larva, which is generally worm-like in form. This worm-like form can be one of several varieties: eruciform (caterpillar-like), scarabaeiform (grub-like), campodeiform (elongated, flattened and active), elateriform (wireworm-like) or vermiform (maggot-like). The larva grows and eventually becomes a pupa, a stage marked by reduced movement and often sealed within a cocoon. There are three types of pupae: obtect, exarate or coarctate. Obtect pupae are compact, with the legs and other appendages enclosed. Exarate pupae have their legs and other appendages free and extended. Coarctate pupae develop inside the larval skin.:151 Insects undergo considerable change in form during the pupal stage, and emerge as adults. Butterflies are a well-known example of insects that undergo complete metamorphosis, although most insects use this life cycle. Some insects have evolved this system to hypermetamorphosis.", "targets": "How many stages happen in complete metamorphosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e1ba3d69754d6587266f9882fd0d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holometabolism, or complete metamorphosis, is where the insect changes in four stages, an egg or embryo, a larva, a pupa and the adult or imago. In these species, an egg hatches to produce a larva, which is generally worm-like in form. This worm-like form can be one of several varieties: eruciform (caterpillar-like), scarabaeiform (grub-like), campodeiform (elongated, flattened and active), elateriform (wireworm-like) or vermiform (maggot-like). The larva grows and eventually becomes a pupa, a stage marked by reduced movement and often sealed within a cocoon. There are three types of pupae: obtect, exarate or coarctate. Obtect pupae are compact, with the legs and other appendages enclosed. Exarate pupae have their legs and other appendages free and extended. Coarctate pupae develop inside the larval skin.:151 Insects undergo considerable change in form during the pupal stage, and emerge as adults. Butterflies are a well-known example of insects that undergo complete metamorphosis, although most insects use this life cycle. Some insects have evolved this system to hypermetamorphosis.", "targets": "What is another word for egg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e1ba3d69754d6587266f9882fd0d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holometabolism, or complete metamorphosis, is where the insect changes in four stages, an egg or embryo, a larva, a pupa and the adult or imago. In these species, an egg hatches to produce a larva, which is generally worm-like in form. This worm-like form can be one of several varieties: eruciform (caterpillar-like), scarabaeiform (grub-like), campodeiform (elongated, flattened and active), elateriform (wireworm-like) or vermiform (maggot-like). The larva grows and eventually becomes a pupa, a stage marked by reduced movement and often sealed within a cocoon. There are three types of pupae: obtect, exarate or coarctate. Obtect pupae are compact, with the legs and other appendages enclosed. Exarate pupae have their legs and other appendages free and extended. Coarctate pupae develop inside the larval skin.:151 Insects undergo considerable change in form during the pupal stage, and emerge as adults. Butterflies are a well-known example of insects that undergo complete metamorphosis, although most insects use this life cycle. Some insects have evolved this system to hypermetamorphosis.", "targets": "What is an imago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e1ba3d69754d6587266f9882fd0d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holometabolism, or complete metamorphosis, is where the insect changes in four stages, an egg or embryo, a larva, a pupa and the adult or imago. In these species, an egg hatches to produce a larva, which is generally worm-like in form. This worm-like form can be one of several varieties: eruciform (caterpillar-like), scarabaeiform (grub-like), campodeiform (elongated, flattened and active), elateriform (wireworm-like) or vermiform (maggot-like). The larva grows and eventually becomes a pupa, a stage marked by reduced movement and often sealed within a cocoon. There are three types of pupae: obtect, exarate or coarctate. Obtect pupae are compact, with the legs and other appendages enclosed. Exarate pupae have their legs and other appendages free and extended. Coarctate pupae develop inside the larval skin.:151 Insects undergo considerable change in form during the pupal stage, and emerge as adults. Butterflies are a well-known example of insects that undergo complete metamorphosis, although most insects use this life cycle. Some insects have evolved this system to hypermetamorphosis.", "targets": "Name an example of an insect that undergoes complete metamorphosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58e169ffa744454b0d490c190b59a65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 June 1995, the Southern Baptist Convention voted to adopt a resolution renouncing its racist roots and apologizing for its past defense of slavery. More than 20,000 Southern Baptists registered for the meeting in Atlanta. The resolution declared that messengers, as SBC delegates are called, \"unwaveringly denounce racism, in all its forms, as deplorable sin\" and \"lament and repudiate historic acts of evil such as slavery from which we continue to reap a bitter harvest.\" It offered an apology to all African-Americans for \"condoning and/or perpetuating individual and systemic racism in our lifetime\" and repentance for \"racism of which we have been guilty, whether consciously or unconsciously.\" Although Southern Baptists have condemned racism in the past, this was the first time the predominantly white convention had dealt specifically with the issue of slavery.", "targets": "When did the Southern Baptist Convention vote to adopt a resolution renouncing its racist roots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58e169ffa744454b0d490c190b59a65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 June 1995, the Southern Baptist Convention voted to adopt a resolution renouncing its racist roots and apologizing for its past defense of slavery. More than 20,000 Southern Baptists registered for the meeting in Atlanta. The resolution declared that messengers, as SBC delegates are called, \"unwaveringly denounce racism, in all its forms, as deplorable sin\" and \"lament and repudiate historic acts of evil such as slavery from which we continue to reap a bitter harvest.\" It offered an apology to all African-Americans for \"condoning and/or perpetuating individual and systemic racism in our lifetime\" and repentance for \"racism of which we have been guilty, whether consciously or unconsciously.\" Although Southern Baptists have condemned racism in the past, this was the first time the predominantly white convention had dealt specifically with the issue of slavery.", "targets": "How many Baptists registered for the meeting in Atlanta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58e169ffa744454b0d490c190b59a65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 20 June 1995, the Southern Baptist Convention voted to adopt a resolution renouncing its racist roots and apologizing for its past defense of slavery. More than 20,000 Southern Baptists registered for the meeting in Atlanta. The resolution declared that messengers, as SBC delegates are called, \"unwaveringly denounce racism, in all its forms, as deplorable sin\" and \"lament and repudiate historic acts of evil such as slavery from which we continue to reap a bitter harvest.\" It offered an apology to all African-Americans for \"condoning and/or perpetuating individual and systemic racism in our lifetime\" and repentance for \"racism of which we have been guilty, whether consciously or unconsciously.\" Although Southern Baptists have condemned racism in the past, this was the first time the predominantly white convention had dealt specifically with the issue of slavery.", "targets": "SBC delegates are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a2e424be1a4055b211a9b30c754dd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technology magazine T3 gave the Super Slim model a positive review, stating the console is almost \"nostalgic\" in the design similarities to the original \"fat\" model, \"While we don\u2019t know whether it will play PS3 games or Blu-ray discs any differently yet, the look and feel of the new PS3 Slim is an obvious homage to the original PS3, minus the considerable excess weight. Immediately we would be concerned about the durability of the top loading tray that feels like it could be yanked straight out off the console, but ultimately it all feels like Sony's nostalgic way of signing off the current generation console in anticipation for the PS4.\"", "targets": "What magazine described the Super Slim as \"nostalgic\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a2e424be1a4055b211a9b30c754dd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technology magazine T3 gave the Super Slim model a positive review, stating the console is almost \"nostalgic\" in the design similarities to the original \"fat\" model, \"While we don\u2019t know whether it will play PS3 games or Blu-ray discs any differently yet, the look and feel of the new PS3 Slim is an obvious homage to the original PS3, minus the considerable excess weight. Immediately we would be concerned about the durability of the top loading tray that feels like it could be yanked straight out off the console, but ultimately it all feels like Sony's nostalgic way of signing off the current generation console in anticipation for the PS4.\"", "targets": "What PlayStation 3 model did T3 feel the Super Slim's design was paying homage to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a2e424be1a4055b211a9b30c754dd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technology magazine T3 gave the Super Slim model a positive review, stating the console is almost \"nostalgic\" in the design similarities to the original \"fat\" model, \"While we don\u2019t know whether it will play PS3 games or Blu-ray discs any differently yet, the look and feel of the new PS3 Slim is an obvious homage to the original PS3, minus the considerable excess weight. Immediately we would be concerned about the durability of the top loading tray that feels like it could be yanked straight out off the console, but ultimately it all feels like Sony's nostalgic way of signing off the current generation console in anticipation for the PS4.\"", "targets": "According to T3, what was the main differentiator between the \"fat\" PS3 and the Super Slim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a2e424be1a4055b211a9b30c754dd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technology magazine T3 gave the Super Slim model a positive review, stating the console is almost \"nostalgic\" in the design similarities to the original \"fat\" model, \"While we don\u2019t know whether it will play PS3 games or Blu-ray discs any differently yet, the look and feel of the new PS3 Slim is an obvious homage to the original PS3, minus the considerable excess weight. Immediately we would be concerned about the durability of the top loading tray that feels like it could be yanked straight out off the console, but ultimately it all feels like Sony's nostalgic way of signing off the current generation console in anticipation for the PS4.\"", "targets": "What hardware element did T3 feel might have issues with durability? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a2e424be1a4055b211a9b30c754dd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technology magazine T3 gave the Super Slim model a positive review, stating the console is almost \"nostalgic\" in the design similarities to the original \"fat\" model, \"While we don\u2019t know whether it will play PS3 games or Blu-ray discs any differently yet, the look and feel of the new PS3 Slim is an obvious homage to the original PS3, minus the considerable excess weight. Immediately we would be concerned about the durability of the top loading tray that feels like it could be yanked straight out off the console, but ultimately it all feels like Sony's nostalgic way of signing off the current generation console in anticipation for the PS4.\"", "targets": "T3 felt Sony was saying goodbye to past models in preparation for what next-generation console?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a2ccdae6264719b7261f4db9716b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News reports indicate that the poorer, rural villages were hardest hit. Swaminathan Krishnan, assistant professor of civil engineering and geophysics at the California Institute of Technology said: \"the earthquake occurred in the rural part of China. Presumably, many of the buildings were just built; they were not designed, so to speak.\" Swaminathan Krishnan further added: \"There are very strong building codes in China, which take care of earthquake issues and seismic design issues. But many of these buildings presumably were quite old and probably were not built with any regulations overseeing them.\"", "targets": "What areas were the hardest hit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a2ccdae6264719b7261f4db9716b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News reports indicate that the poorer, rural villages were hardest hit. Swaminathan Krishnan, assistant professor of civil engineering and geophysics at the California Institute of Technology said: \"the earthquake occurred in the rural part of China. Presumably, many of the buildings were just built; they were not designed, so to speak.\" Swaminathan Krishnan further added: \"There are very strong building codes in China, which take care of earthquake issues and seismic design issues. But many of these buildings presumably were quite old and probably were not built with any regulations overseeing them.\"", "targets": "Who was an assistant professor of civil engineering and geophysics at the California Institute of Technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a2ccdae6264719b7261f4db9716b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News reports indicate that the poorer, rural villages were hardest hit. Swaminathan Krishnan, assistant professor of civil engineering and geophysics at the California Institute of Technology said: \"the earthquake occurred in the rural part of China. Presumably, many of the buildings were just built; they were not designed, so to speak.\" Swaminathan Krishnan further added: \"There are very strong building codes in China, which take care of earthquake issues and seismic design issues. But many of these buildings presumably were quite old and probably were not built with any regulations overseeing them.\"", "targets": "What part of China did the earthquake occur in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a2ccdae6264719b7261f4db9716b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News reports indicate that the poorer, rural villages were hardest hit. Swaminathan Krishnan, assistant professor of civil engineering and geophysics at the California Institute of Technology said: \"the earthquake occurred in the rural part of China. Presumably, many of the buildings were just built; they were not designed, so to speak.\" Swaminathan Krishnan further added: \"There are very strong building codes in China, which take care of earthquake issues and seismic design issues. But many of these buildings presumably were quite old and probably were not built with any regulations overseeing them.\"", "targets": "What did Swaminathan Krishnan mean when he said the buildings were just built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a2ccdae6264719b7261f4db9716b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News reports indicate that the poorer, rural villages were hardest hit. Swaminathan Krishnan, assistant professor of civil engineering and geophysics at the California Institute of Technology said: \"the earthquake occurred in the rural part of China. Presumably, many of the buildings were just built; they were not designed, so to speak.\" Swaminathan Krishnan further added: \"There are very strong building codes in China, which take care of earthquake issues and seismic design issues. But many of these buildings presumably were quite old and probably were not built with any regulations overseeing them.\"", "targets": "What manner of building codes are there in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a2ccdae6264719b7261f4db9716b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News reports indicate that the poorer, rural villages were hardest hit. Swaminathan Krishnan, assistant professor of civil engineering and geophysics at the California Institute of Technology said: \"the earthquake occurred in the rural part of China. Presumably, many of the buildings were just built; they were not designed, so to speak.\" Swaminathan Krishnan further added: \"There are very strong building codes in China, which take care of earthquake issues and seismic design issues. But many of these buildings presumably were quite old and probably were not built with any regulations overseeing them.\"", "targets": "What were many of these old buildings built without?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15cecba021c74d2c98fd02d11756d567", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest shareholder on the Arsenal board is American sports tycoon Stan Kroenke. Kroenke first launched a bid for the club in April 2007, and faced competition for shares from Red and White Securities, which acquired its first shares off David Dein in August 2007. Red & White Securities was co-owned by Russian billionaire Alisher Usmanov and Iranian London-based financier Farhad Moshiri, though Usmanov bought Moshiri's stake in 2016. Kroenke came close to the 30% takeover threshold in November 2009, when he increased his holding to 18,594 shares (29.9%). In April 2011, Kroenke achieved a full takeover by purchasing the shareholdings of Nina Bracewell-Smith and Danny Fiszman, taking his shareholding to 62.89%. As of June 2015, Kroenke owns 41,698 shares (67.02%) and Red & White Securities own 18,695 shares (30.04%). Ivan Gazidis has been the club's Chief Executive since 2009.", "targets": "What individual is the biggest shareholder on the Arsenal board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15cecba021c74d2c98fd02d11756d567", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest shareholder on the Arsenal board is American sports tycoon Stan Kroenke. Kroenke first launched a bid for the club in April 2007, and faced competition for shares from Red and White Securities, which acquired its first shares off David Dein in August 2007. Red & White Securities was co-owned by Russian billionaire Alisher Usmanov and Iranian London-based financier Farhad Moshiri, though Usmanov bought Moshiri's stake in 2016. Kroenke came close to the 30% takeover threshold in November 2009, when he increased his holding to 18,594 shares (29.9%). In April 2011, Kroenke achieved a full takeover by purchasing the shareholdings of Nina Bracewell-Smith and Danny Fiszman, taking his shareholding to 62.89%. As of June 2015, Kroenke owns 41,698 shares (67.02%) and Red & White Securities own 18,695 shares (30.04%). Ivan Gazidis has been the club's Chief Executive since 2009.", "targets": "What percentage of shares in Arsenal did Kroenke own by 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15cecba021c74d2c98fd02d11756d567", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest shareholder on the Arsenal board is American sports tycoon Stan Kroenke. Kroenke first launched a bid for the club in April 2007, and faced competition for shares from Red and White Securities, which acquired its first shares off David Dein in August 2007. Red & White Securities was co-owned by Russian billionaire Alisher Usmanov and Iranian London-based financier Farhad Moshiri, though Usmanov bought Moshiri's stake in 2016. Kroenke came close to the 30% takeover threshold in November 2009, when he increased his holding to 18,594 shares (29.9%). In April 2011, Kroenke achieved a full takeover by purchasing the shareholdings of Nina Bracewell-Smith and Danny Fiszman, taking his shareholding to 62.89%. As of June 2015, Kroenke owns 41,698 shares (67.02%) and Red & White Securities own 18,695 shares (30.04%). Ivan Gazidis has been the club's Chief Executive since 2009.", "targets": "Who is Arsenal's Chief Executive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15cecba021c74d2c98fd02d11756d567", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest shareholder on the Arsenal board is American sports tycoon Stan Kroenke. Kroenke first launched a bid for the club in April 2007, and faced competition for shares from Red and White Securities, which acquired its first shares off David Dein in August 2007. Red & White Securities was co-owned by Russian billionaire Alisher Usmanov and Iranian London-based financier Farhad Moshiri, though Usmanov bought Moshiri's stake in 2016. Kroenke came close to the 30% takeover threshold in November 2009, when he increased his holding to 18,594 shares (29.9%). In April 2011, Kroenke achieved a full takeover by purchasing the shareholdings of Nina Bracewell-Smith and Danny Fiszman, taking his shareholding to 62.89%. As of June 2015, Kroenke owns 41,698 shares (67.02%) and Red & White Securities own 18,695 shares (30.04%). Ivan Gazidis has been the club's Chief Executive since 2009.", "targets": "Who is Kroenke's chief competitor for Arsenal stock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15cecba021c74d2c98fd02d11756d567", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest shareholder on the Arsenal board is American sports tycoon Stan Kroenke. Kroenke first launched a bid for the club in April 2007, and faced competition for shares from Red and White Securities, which acquired its first shares off David Dein in August 2007. Red & White Securities was co-owned by Russian billionaire Alisher Usmanov and Iranian London-based financier Farhad Moshiri, though Usmanov bought Moshiri's stake in 2016. Kroenke came close to the 30% takeover threshold in November 2009, when he increased his holding to 18,594 shares (29.9%). In April 2011, Kroenke achieved a full takeover by purchasing the shareholdings of Nina Bracewell-Smith and Danny Fiszman, taking his shareholding to 62.89%. As of June 2015, Kroenke owns 41,698 shares (67.02%) and Red & White Securities own 18,695 shares (30.04%). Ivan Gazidis has been the club's Chief Executive since 2009.", "targets": "In what year did Kreonke achieve take over of Arsenal stock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4619c75ae8c342b99d5a124d6b974d56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides increased efficiency of power plants, there was an increase in efficiency (between 1950 and 1973) of the railway utilization of this electricity with energy-intensity dropping from 218 to 124 kwh/10,000 gross tonne-km (of both passenger and freight trains) or a 43% drop. Since energy-intensity is the inverse of energy-efficiency it drops as efficiency goes up. But most of this 43% decrease in energy-intensity also benefited diesel traction. The conversion of wheel bearings from plain to roller, increase of train weight, converting single track lines to double track (or partially double track), and the elimination of obsolete 2-axle freight cars increased the energy-efficiency of all types of traction: electric, diesel, and steam. However, there remained a 12\u201315% reduction of energy-intensity that only benefited electric traction (and not diesel). This was due to improvements in locomotives, more widespread use of regenerative braking (which in 1989 recycled 2.65% of the electric energy used for traction,) remote control of substations, better handling of the locomotive by the locomotive crew, and improvements in automation. Thus the overall efficiency of electric traction as compared to diesel more than doubled between 1950 and the mid-1970s in the Soviet Union. But after 1974 (thru 1980) there was no improvement in energy-intensity (wh/tonne-km) in part due to increasing speeds of passenger and freight trains.", "targets": "What caused the energy efficiency to go up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4619c75ae8c342b99d5a124d6b974d56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides increased efficiency of power plants, there was an increase in efficiency (between 1950 and 1973) of the railway utilization of this electricity with energy-intensity dropping from 218 to 124 kwh/10,000 gross tonne-km (of both passenger and freight trains) or a 43% drop. Since energy-intensity is the inverse of energy-efficiency it drops as efficiency goes up. But most of this 43% decrease in energy-intensity also benefited diesel traction. The conversion of wheel bearings from plain to roller, increase of train weight, converting single track lines to double track (or partially double track), and the elimination of obsolete 2-axle freight cars increased the energy-efficiency of all types of traction: electric, diesel, and steam. However, there remained a 12\u201315% reduction of energy-intensity that only benefited electric traction (and not diesel). This was due to improvements in locomotives, more widespread use of regenerative braking (which in 1989 recycled 2.65% of the electric energy used for traction,) remote control of substations, better handling of the locomotive by the locomotive crew, and improvements in automation. Thus the overall efficiency of electric traction as compared to diesel more than doubled between 1950 and the mid-1970s in the Soviet Union. But after 1974 (thru 1980) there was no improvement in energy-intensity (wh/tonne-km) in part due to increasing speeds of passenger and freight trains.", "targets": "What type of locomotives got improved during 1950-1973 in Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4619c75ae8c342b99d5a124d6b974d56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides increased efficiency of power plants, there was an increase in efficiency (between 1950 and 1973) of the railway utilization of this electricity with energy-intensity dropping from 218 to 124 kwh/10,000 gross tonne-km (of both passenger and freight trains) or a 43% drop. Since energy-intensity is the inverse of energy-efficiency it drops as efficiency goes up. But most of this 43% decrease in energy-intensity also benefited diesel traction. The conversion of wheel bearings from plain to roller, increase of train weight, converting single track lines to double track (or partially double track), and the elimination of obsolete 2-axle freight cars increased the energy-efficiency of all types of traction: electric, diesel, and steam. However, there remained a 12\u201315% reduction of energy-intensity that only benefited electric traction (and not diesel). This was due to improvements in locomotives, more widespread use of regenerative braking (which in 1989 recycled 2.65% of the electric energy used for traction,) remote control of substations, better handling of the locomotive by the locomotive crew, and improvements in automation. Thus the overall efficiency of electric traction as compared to diesel more than doubled between 1950 and the mid-1970s in the Soviet Union. But after 1974 (thru 1980) there was no improvement in energy-intensity (wh/tonne-km) in part due to increasing speeds of passenger and freight trains.", "targets": "How much of energy was saved and re-used due to regenerative braking in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4619c75ae8c342b99d5a124d6b974d56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides increased efficiency of power plants, there was an increase in efficiency (between 1950 and 1973) of the railway utilization of this electricity with energy-intensity dropping from 218 to 124 kwh/10,000 gross tonne-km (of both passenger and freight trains) or a 43% drop. Since energy-intensity is the inverse of energy-efficiency it drops as efficiency goes up. But most of this 43% decrease in energy-intensity also benefited diesel traction. The conversion of wheel bearings from plain to roller, increase of train weight, converting single track lines to double track (or partially double track), and the elimination of obsolete 2-axle freight cars increased the energy-efficiency of all types of traction: electric, diesel, and steam. However, there remained a 12\u201315% reduction of energy-intensity that only benefited electric traction (and not diesel). This was due to improvements in locomotives, more widespread use of regenerative braking (which in 1989 recycled 2.65% of the electric energy used for traction,) remote control of substations, better handling of the locomotive by the locomotive crew, and improvements in automation. Thus the overall efficiency of electric traction as compared to diesel more than doubled between 1950 and the mid-1970s in the Soviet Union. But after 1974 (thru 1980) there was no improvement in energy-intensity (wh/tonne-km) in part due to increasing speeds of passenger and freight trains.", "targets": "Was there an energy efficiency improvement in the period 1974 through 1980?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4619c75ae8c342b99d5a124d6b974d56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides increased efficiency of power plants, there was an increase in efficiency (between 1950 and 1973) of the railway utilization of this electricity with energy-intensity dropping from 218 to 124 kwh/10,000 gross tonne-km (of both passenger and freight trains) or a 43% drop. Since energy-intensity is the inverse of energy-efficiency it drops as efficiency goes up. But most of this 43% decrease in energy-intensity also benefited diesel traction. The conversion of wheel bearings from plain to roller, increase of train weight, converting single track lines to double track (or partially double track), and the elimination of obsolete 2-axle freight cars increased the energy-efficiency of all types of traction: electric, diesel, and steam. However, there remained a 12\u201315% reduction of energy-intensity that only benefited electric traction (and not diesel). This was due to improvements in locomotives, more widespread use of regenerative braking (which in 1989 recycled 2.65% of the electric energy used for traction,) remote control of substations, better handling of the locomotive by the locomotive crew, and improvements in automation. Thus the overall efficiency of electric traction as compared to diesel more than doubled between 1950 and the mid-1970s in the Soviet Union. But after 1974 (thru 1980) there was no improvement in energy-intensity (wh/tonne-km) in part due to increasing speeds of passenger and freight trains.", "targets": "Elimination of what helped the efficiency of diesel traction to go up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-820a7a2b6e2142498f3c4caef71c9d0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1814, a secret organization called the Filiki Eteria (Society of Friends) was founded with the aim of liberating Greece. The Filiki Eteria planned to launch revolution in the Peloponnese, the Danubian Principalities and Constantinople. The first of these revolts began on 6 March 1821 in the Danubian Principalities under the leadership of Alexandros Ypsilantis, but it was soon put down by the Ottomans. The events in the north spurred the Greeks of the Peloponnese into action and on 17 March 1821 the Maniots declared war on the Ottomans.", "targets": "In which year did the Society of Friends begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-820a7a2b6e2142498f3c4caef71c9d0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1814, a secret organization called the Filiki Eteria (Society of Friends) was founded with the aim of liberating Greece. The Filiki Eteria planned to launch revolution in the Peloponnese, the Danubian Principalities and Constantinople. The first of these revolts began on 6 March 1821 in the Danubian Principalities under the leadership of Alexandros Ypsilantis, but it was soon put down by the Ottomans. The events in the north spurred the Greeks of the Peloponnese into action and on 17 March 1821 the Maniots declared war on the Ottomans.", "targets": "The Society of Friends goal was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-820a7a2b6e2142498f3c4caef71c9d0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1814, a secret organization called the Filiki Eteria (Society of Friends) was founded with the aim of liberating Greece. The Filiki Eteria planned to launch revolution in the Peloponnese, the Danubian Principalities and Constantinople. The first of these revolts began on 6 March 1821 in the Danubian Principalities under the leadership of Alexandros Ypsilantis, but it was soon put down by the Ottomans. The events in the north spurred the Greeks of the Peloponnese into action and on 17 March 1821 the Maniots declared war on the Ottomans.", "targets": "The Society of Friends was also known by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-820a7a2b6e2142498f3c4caef71c9d0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1814, a secret organization called the Filiki Eteria (Society of Friends) was founded with the aim of liberating Greece. The Filiki Eteria planned to launch revolution in the Peloponnese, the Danubian Principalities and Constantinople. The first of these revolts began on 6 March 1821 in the Danubian Principalities under the leadership of Alexandros Ypsilantis, but it was soon put down by the Ottomans. The events in the north spurred the Greeks of the Peloponnese into action and on 17 March 1821 the Maniots declared war on the Ottomans.", "targets": "The first of several revolutions began when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-820a7a2b6e2142498f3c4caef71c9d0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1814, a secret organization called the Filiki Eteria (Society of Friends) was founded with the aim of liberating Greece. The Filiki Eteria planned to launch revolution in the Peloponnese, the Danubian Principalities and Constantinople. The first of these revolts began on 6 March 1821 in the Danubian Principalities under the leadership of Alexandros Ypsilantis, but it was soon put down by the Ottomans. The events in the north spurred the Greeks of the Peloponnese into action and on 17 March 1821 the Maniots declared war on the Ottomans.", "targets": "War was started with the Ottomans when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f0611b7835436b9d9817c41f923b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political interest groups have stated that these laws remove important restrictions on governmental authority, and are a dangerous encroachment on civil liberties, possible unconstitutional violations of the Fourth Amendment. On 30 July 2003, the American Civil Liberties Union (ACLU) filed the first legal challenge against Section 215 of the Patriot Act, claiming that it allows the FBI to violate a citizen's First Amendment rights, Fourth Amendment rights, and right to due process, by granting the government the right to search a person's business, bookstore, and library records in a terrorist investigation, without disclosing to the individual that records were being searched. Also, governing bodies in a number of communities have passed symbolic resolutions against the act.", "targets": "When did the ACLU first challenge the Patriot Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f0611b7835436b9d9817c41f923b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political interest groups have stated that these laws remove important restrictions on governmental authority, and are a dangerous encroachment on civil liberties, possible unconstitutional violations of the Fourth Amendment. On 30 July 2003, the American Civil Liberties Union (ACLU) filed the first legal challenge against Section 215 of the Patriot Act, claiming that it allows the FBI to violate a citizen's First Amendment rights, Fourth Amendment rights, and right to due process, by granting the government the right to search a person's business, bookstore, and library records in a terrorist investigation, without disclosing to the individual that records were being searched. Also, governing bodies in a number of communities have passed symbolic resolutions against the act.", "targets": "What rights did the ACLU say the Patriot Act violated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f0611b7835436b9d9817c41f923b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political interest groups have stated that these laws remove important restrictions on governmental authority, and are a dangerous encroachment on civil liberties, possible unconstitutional violations of the Fourth Amendment. On 30 July 2003, the American Civil Liberties Union (ACLU) filed the first legal challenge against Section 215 of the Patriot Act, claiming that it allows the FBI to violate a citizen's First Amendment rights, Fourth Amendment rights, and right to due process, by granting the government the right to search a person's business, bookstore, and library records in a terrorist investigation, without disclosing to the individual that records were being searched. Also, governing bodies in a number of communities have passed symbolic resolutions against the act.", "targets": "What did Section 215 of the Patriot Act allow the FBI to search?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f0611b7835436b9d9817c41f923b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political interest groups have stated that these laws remove important restrictions on governmental authority, and are a dangerous encroachment on civil liberties, possible unconstitutional violations of the Fourth Amendment. On 30 July 2003, the American Civil Liberties Union (ACLU) filed the first legal challenge against Section 215 of the Patriot Act, claiming that it allows the FBI to violate a citizen's First Amendment rights, Fourth Amendment rights, and right to due process, by granting the government the right to search a person's business, bookstore, and library records in a terrorist investigation, without disclosing to the individual that records were being searched. Also, governing bodies in a number of communities have passed symbolic resolutions against the act.", "targets": "Who passed symbolic resolutions against the Patriot Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a57a7c6ec3142a1ad079d394cccc934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long period of political instability has resulted in depressed economic activity, deteriorating social conditions, and increased macroeconomic imbalances. It takes longer on average to register a new business in Guinea-Bissau (233 days or about 33 weeks) than in any other country in the world except Suriname. [The Economist, Pocket World in Figures, 2008 Edition, London: Profile Books]", "targets": "Political instability has resulted in what type of economic activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a57a7c6ec3142a1ad079d394cccc934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long period of political instability has resulted in depressed economic activity, deteriorating social conditions, and increased macroeconomic imbalances. It takes longer on average to register a new business in Guinea-Bissau (233 days or about 33 weeks) than in any other country in the world except Suriname. [The Economist, Pocket World in Figures, 2008 Edition, London: Profile Books]", "targets": "Political instability has resulted in what description of social conditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a57a7c6ec3142a1ad079d394cccc934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long period of political instability has resulted in depressed economic activity, deteriorating social conditions, and increased macroeconomic imbalances. It takes longer on average to register a new business in Guinea-Bissau (233 days or about 33 weeks) than in any other country in the world except Suriname. [The Economist, Pocket World in Figures, 2008 Edition, London: Profile Books]", "targets": "What type of imbalances have increased as a result of the instability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a57a7c6ec3142a1ad079d394cccc934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long period of political instability has resulted in depressed economic activity, deteriorating social conditions, and increased macroeconomic imbalances. It takes longer on average to register a new business in Guinea-Bissau (233 days or about 33 weeks) than in any other country in the world except Suriname. [The Economist, Pocket World in Figures, 2008 Edition, London: Profile Books]", "targets": "How long does it take to register a business in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a57a7c6ec3142a1ad079d394cccc934", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A long period of political instability has resulted in depressed economic activity, deteriorating social conditions, and increased macroeconomic imbalances. It takes longer on average to register a new business in Guinea-Bissau (233 days or about 33 weeks) than in any other country in the world except Suriname. [The Economist, Pocket World in Figures, 2008 Edition, London: Profile Books]", "targets": "What is the one country that takes longer than Guinea-Bissau to register a business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dd18c77fb404e3ba1474d90fae94f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rankine cycle and most practical steam engines have a water pump to recycle or top up the boiler water, so that they may be run continuously. Utility and industrial boilers commonly use multi-stage centrifugal pumps; however, other types are used. Another means of supplying lower-pressure boiler feed water is an injector, which uses a steam jet usually supplied from the boiler. Injectors became popular in the 1850s but are no longer widely used, except in applications such as steam locomotives.", "targets": "What device is used to recycle the boiler water in most steam engines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dd18c77fb404e3ba1474d90fae94f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rankine cycle and most practical steam engines have a water pump to recycle or top up the boiler water, so that they may be run continuously. Utility and industrial boilers commonly use multi-stage centrifugal pumps; however, other types are used. Another means of supplying lower-pressure boiler feed water is an injector, which uses a steam jet usually supplied from the boiler. Injectors became popular in the 1850s but are no longer widely used, except in applications such as steam locomotives.", "targets": "What types of pumps are typically used in industrial boilers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dd18c77fb404e3ba1474d90fae94f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rankine cycle and most practical steam engines have a water pump to recycle or top up the boiler water, so that they may be run continuously. Utility and industrial boilers commonly use multi-stage centrifugal pumps; however, other types are used. Another means of supplying lower-pressure boiler feed water is an injector, which uses a steam jet usually supplied from the boiler. Injectors became popular in the 1850s but are no longer widely used, except in applications such as steam locomotives.", "targets": "In what decade were injectors widely used in steam engines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dd18c77fb404e3ba1474d90fae94f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rankine cycle and most practical steam engines have a water pump to recycle or top up the boiler water, so that they may be run continuously. Utility and industrial boilers commonly use multi-stage centrifugal pumps; however, other types are used. Another means of supplying lower-pressure boiler feed water is an injector, which uses a steam jet usually supplied from the boiler. Injectors became popular in the 1850s but are no longer widely used, except in applications such as steam locomotives.", "targets": "What is a notable application of injectors today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dd18c77fb404e3ba1474d90fae94f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rankine cycle and most practical steam engines have a water pump to recycle or top up the boiler water, so that they may be run continuously. Utility and industrial boilers commonly use multi-stage centrifugal pumps; however, other types are used. Another means of supplying lower-pressure boiler feed water is an injector, which uses a steam jet usually supplied from the boiler. Injectors became popular in the 1850s but are no longer widely used, except in applications such as steam locomotives.", "targets": "What are injectors used to supply?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe11c3b42843455aa1e50052dc976f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab is Pakistan's second largest province in terms of land area at 205,344 km2 (79,284 sq mi), after Balochistan, and is located at the north western edge of the geologic Indian plate in South Asia. The province is bordered by Kashmir (Azad Kashmir, Pakistan and Jammu and Kashmir, India) to the northeast, the Indian states of Punjab and Rajasthan to the east, the Pakistani province of Sindh to the south, the province of Balochistan to the southwest, the province of Khyber Pakhtunkhwa to the west, and the Islamabad Capital Territory to the north.", "targets": "How large is Punjab compared to the other three provinces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe11c3b42843455aa1e50052dc976f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab is Pakistan's second largest province in terms of land area at 205,344 km2 (79,284 sq mi), after Balochistan, and is located at the north western edge of the geologic Indian plate in South Asia. The province is bordered by Kashmir (Azad Kashmir, Pakistan and Jammu and Kashmir, India) to the northeast, the Indian states of Punjab and Rajasthan to the east, the Pakistani province of Sindh to the south, the province of Balochistan to the southwest, the province of Khyber Pakhtunkhwa to the west, and the Islamabad Capital Territory to the north.", "targets": "What is Pakistan's largest province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe11c3b42843455aa1e50052dc976f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab is Pakistan's second largest province in terms of land area at 205,344 km2 (79,284 sq mi), after Balochistan, and is located at the north western edge of the geologic Indian plate in South Asia. The province is bordered by Kashmir (Azad Kashmir, Pakistan and Jammu and Kashmir, India) to the northeast, the Indian states of Punjab and Rajasthan to the east, the Pakistani province of Sindh to the south, the province of Balochistan to the southwest, the province of Khyber Pakhtunkhwa to the west, and the Islamabad Capital Territory to the north.", "targets": "How many square miles is Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe11c3b42843455aa1e50052dc976f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab is Pakistan's second largest province in terms of land area at 205,344 km2 (79,284 sq mi), after Balochistan, and is located at the north western edge of the geologic Indian plate in South Asia. The province is bordered by Kashmir (Azad Kashmir, Pakistan and Jammu and Kashmir, India) to the northeast, the Indian states of Punjab and Rajasthan to the east, the Pakistani province of Sindh to the south, the province of Balochistan to the southwest, the province of Khyber Pakhtunkhwa to the west, and the Islamabad Capital Territory to the north.", "targets": "What Indian states are on the east side of Punjab, Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe11c3b42843455aa1e50052dc976f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab is Pakistan's second largest province in terms of land area at 205,344 km2 (79,284 sq mi), after Balochistan, and is located at the north western edge of the geologic Indian plate in South Asia. The province is bordered by Kashmir (Azad Kashmir, Pakistan and Jammu and Kashmir, India) to the northeast, the Indian states of Punjab and Rajasthan to the east, the Pakistani province of Sindh to the south, the province of Balochistan to the southwest, the province of Khyber Pakhtunkhwa to the west, and the Islamabad Capital Territory to the north.", "targets": "What Pakistani province is south of Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207f662eea174aefaf9cbd50a54cda3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard operates several arts, cultural, and scientific museums. The Harvard Art Museums comprises three museums. The Arthur M. Sackler Museum includes collections of ancient, Asian, Islamic and later Indian art, the Busch-Reisinger Museum, formerly the Germanic Museum, covers central and northern European art, and the Fogg Museum of Art, covers Western art from the Middle Ages to the present emphasizing Italian early Renaissance, British pre-Raphaelite, and 19th-century French art. The Harvard Museum of Natural History includes the Harvard Mineralogical Museum, Harvard University Herbaria featuring the Blaschka Glass Flowers exhibit, and the Museum of Comparative Zoology. Other museums include the Carpenter Center for the Visual Arts, designed by Le Corbusier, housing the film archive, the Peabody Museum of Archaeology and Ethnology, specializing in the cultural history and civilizations of the Western Hemisphere, and the Semitic Museum featuring artifacts from excavations in the Middle East.", "targets": "How many museums comprise Harvard Art Museums?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207f662eea174aefaf9cbd50a54cda3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard operates several arts, cultural, and scientific museums. The Harvard Art Museums comprises three museums. The Arthur M. Sackler Museum includes collections of ancient, Asian, Islamic and later Indian art, the Busch-Reisinger Museum, formerly the Germanic Museum, covers central and northern European art, and the Fogg Museum of Art, covers Western art from the Middle Ages to the present emphasizing Italian early Renaissance, British pre-Raphaelite, and 19th-century French art. The Harvard Museum of Natural History includes the Harvard Mineralogical Museum, Harvard University Herbaria featuring the Blaschka Glass Flowers exhibit, and the Museum of Comparative Zoology. Other museums include the Carpenter Center for the Visual Arts, designed by Le Corbusier, housing the film archive, the Peabody Museum of Archaeology and Ethnology, specializing in the cultural history and civilizations of the Western Hemisphere, and the Semitic Museum featuring artifacts from excavations in the Middle East.", "targets": "What does the Fogg Museum of Art cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-207f662eea174aefaf9cbd50a54cda3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard operates several arts, cultural, and scientific museums. The Harvard Art Museums comprises three museums. The Arthur M. Sackler Museum includes collections of ancient, Asian, Islamic and later Indian art, the Busch-Reisinger Museum, formerly the Germanic Museum, covers central and northern European art, and the Fogg Museum of Art, covers Western art from the Middle Ages to the present emphasizing Italian early Renaissance, British pre-Raphaelite, and 19th-century French art. The Harvard Museum of Natural History includes the Harvard Mineralogical Museum, Harvard University Herbaria featuring the Blaschka Glass Flowers exhibit, and the Museum of Comparative Zoology. Other museums include the Carpenter Center for the Visual Arts, designed by Le Corbusier, housing the film archive, the Peabody Museum of Archaeology and Ethnology, specializing in the cultural history and civilizations of the Western Hemisphere, and the Semitic Museum featuring artifacts from excavations in the Middle East.", "targets": "What museum specializes in cultural history and civilizations of the Western Hemisphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691bd32fe9f34fcdaa7fe78b57b90dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is no convincing evidence for meditation in pre-Buddhist early Brahminic texts, Wynne argues that formless meditation originated in the Brahminic or Shramanic tradition, based on strong parallels between Upanishadic cosmological statements and the meditative goals of the two teachers of the Buddha as recorded in the early Buddhist texts. He mentions less likely possibilities as well. Having argued that the cosmological statements in the Upanishads also reflect a contemplative tradition, he argues that the Nasadiya Sukta contains evidence for a contemplative tradition, even as early as the late Rig Vedic period.", "targets": "In pre-buddhist early Brahminic texts there is no evidence for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691bd32fe9f34fcdaa7fe78b57b90dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is no convincing evidence for meditation in pre-Buddhist early Brahminic texts, Wynne argues that formless meditation originated in the Brahminic or Shramanic tradition, based on strong parallels between Upanishadic cosmological statements and the meditative goals of the two teachers of the Buddha as recorded in the early Buddhist texts. He mentions less likely possibilities as well. Having argued that the cosmological statements in the Upanishads also reflect a contemplative tradition, he argues that the Nasadiya Sukta contains evidence for a contemplative tradition, even as early as the late Rig Vedic period.", "targets": "The upanishads statements reflect what type of tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691bd32fe9f34fcdaa7fe78b57b90dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is no convincing evidence for meditation in pre-Buddhist early Brahminic texts, Wynne argues that formless meditation originated in the Brahminic or Shramanic tradition, based on strong parallels between Upanishadic cosmological statements and the meditative goals of the two teachers of the Buddha as recorded in the early Buddhist texts. He mentions less likely possibilities as well. Having argued that the cosmological statements in the Upanishads also reflect a contemplative tradition, he argues that the Nasadiya Sukta contains evidence for a contemplative tradition, even as early as the late Rig Vedic period.", "targets": "What contains evidence for a contemplative tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-083b0a114e5c4431887ace58ab2137cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space. Computers are small enough to fit into mobile devices, and mobile computers can be powered by small batteries. Personal computers in their various forms are icons of the Information Age and are generally considered as \"computers\". However, the embedded computers found in many devices from MP3 players to fighter aircraft and from electronic toys to industrial robots are the most numerous.", "targets": "Computers in today's age are based on what that make them much faster than earlier computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-083b0a114e5c4431887ace58ab2137cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space. Computers are small enough to fit into mobile devices, and mobile computers can be powered by small batteries. Personal computers in their various forms are icons of the Information Age and are generally considered as \"computers\". However, the embedded computers found in many devices from MP3 players to fighter aircraft and from electronic toys to industrial robots are the most numerous.", "targets": "How much more powerful are modern computers versus early computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab501abc09874c919397d756ebaa0b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several commentators have suggested that if the liquidity crisis continues, an extended recession or worse could occur. The continuing development of the crisis has prompted fears of a global economic collapse although there are now many cautiously optimistic forecasters in addition to some prominent sources who remain negative. The financial crisis is likely to yield the biggest banking shakeout since the savings-and-loan meltdown. Investment bank UBS stated on October 6 that 2008 would see a clear global recession, with recovery unlikely for at least two years. Three days later UBS economists announced that the \"beginning of the end\" of the crisis had begun, with the world starting to make the necessary actions to fix the crisis: capital injection by governments; injection made systemically; interest rate cuts to help borrowers. The United Kingdom had started systemic injection, and the world's central banks were now cutting interest rates. UBS emphasized the United States needed to implement systemic injection. UBS further emphasized that this fixes only the financial crisis, but that in economic terms \"the worst is still to come\". UBS quantified their expected recession durations on October 16: the Eurozone's would last two quarters, the United States' would last three quarters, and the United Kingdom's would last four quarters. The economic crisis in Iceland involved all three of the country's major banks. Relative to the size of its economy, Iceland\u2019s banking collapse is the largest suffered by any country in economic history.", "targets": "In 2008, what type collapse was feared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab501abc09874c919397d756ebaa0b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several commentators have suggested that if the liquidity crisis continues, an extended recession or worse could occur. The continuing development of the crisis has prompted fears of a global economic collapse although there are now many cautiously optimistic forecasters in addition to some prominent sources who remain negative. The financial crisis is likely to yield the biggest banking shakeout since the savings-and-loan meltdown. Investment bank UBS stated on October 6 that 2008 would see a clear global recession, with recovery unlikely for at least two years. Three days later UBS economists announced that the \"beginning of the end\" of the crisis had begun, with the world starting to make the necessary actions to fix the crisis: capital injection by governments; injection made systemically; interest rate cuts to help borrowers. The United Kingdom had started systemic injection, and the world's central banks were now cutting interest rates. UBS emphasized the United States needed to implement systemic injection. UBS further emphasized that this fixes only the financial crisis, but that in economic terms \"the worst is still to come\". UBS quantified their expected recession durations on October 16: the Eurozone's would last two quarters, the United States' would last three quarters, and the United Kingdom's would last four quarters. The economic crisis in Iceland involved all three of the country's major banks. Relative to the size of its economy, Iceland\u2019s banking collapse is the largest suffered by any country in economic history.", "targets": "What investment bank stated on October 6 that 2008 would see a global recession lasting for at least two years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab501abc09874c919397d756ebaa0b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several commentators have suggested that if the liquidity crisis continues, an extended recession or worse could occur. The continuing development of the crisis has prompted fears of a global economic collapse although there are now many cautiously optimistic forecasters in addition to some prominent sources who remain negative. The financial crisis is likely to yield the biggest banking shakeout since the savings-and-loan meltdown. Investment bank UBS stated on October 6 that 2008 would see a clear global recession, with recovery unlikely for at least two years. Three days later UBS economists announced that the \"beginning of the end\" of the crisis had begun, with the world starting to make the necessary actions to fix the crisis: capital injection by governments; injection made systemically; interest rate cuts to help borrowers. The United Kingdom had started systemic injection, and the world's central banks were now cutting interest rates. UBS emphasized the United States needed to implement systemic injection. UBS further emphasized that this fixes only the financial crisis, but that in economic terms \"the worst is still to come\". UBS quantified their expected recession durations on October 16: the Eurozone's would last two quarters, the United States' would last three quarters, and the United Kingdom's would last four quarters. The economic crisis in Iceland involved all three of the country's major banks. Relative to the size of its economy, Iceland\u2019s banking collapse is the largest suffered by any country in economic history.", "targets": "On October 16, 2008, how long did UBS predict the United States' recession would last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab501abc09874c919397d756ebaa0b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several commentators have suggested that if the liquidity crisis continues, an extended recession or worse could occur. The continuing development of the crisis has prompted fears of a global economic collapse although there are now many cautiously optimistic forecasters in addition to some prominent sources who remain negative. The financial crisis is likely to yield the biggest banking shakeout since the savings-and-loan meltdown. Investment bank UBS stated on October 6 that 2008 would see a clear global recession, with recovery unlikely for at least two years. Three days later UBS economists announced that the \"beginning of the end\" of the crisis had begun, with the world starting to make the necessary actions to fix the crisis: capital injection by governments; injection made systemically; interest rate cuts to help borrowers. The United Kingdom had started systemic injection, and the world's central banks were now cutting interest rates. UBS emphasized the United States needed to implement systemic injection. UBS further emphasized that this fixes only the financial crisis, but that in economic terms \"the worst is still to come\". UBS quantified their expected recession durations on October 16: the Eurozone's would last two quarters, the United States' would last three quarters, and the United Kingdom's would last four quarters. The economic crisis in Iceland involved all three of the country's major banks. Relative to the size of its economy, Iceland\u2019s banking collapse is the largest suffered by any country in economic history.", "targets": "Relative to the size of its economy, what country's banking collapse was the largest experienced by any country in economic history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab501abc09874c919397d756ebaa0b90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several commentators have suggested that if the liquidity crisis continues, an extended recession or worse could occur. The continuing development of the crisis has prompted fears of a global economic collapse although there are now many cautiously optimistic forecasters in addition to some prominent sources who remain negative. The financial crisis is likely to yield the biggest banking shakeout since the savings-and-loan meltdown. Investment bank UBS stated on October 6 that 2008 would see a clear global recession, with recovery unlikely for at least two years. Three days later UBS economists announced that the \"beginning of the end\" of the crisis had begun, with the world starting to make the necessary actions to fix the crisis: capital injection by governments; injection made systemically; interest rate cuts to help borrowers. The United Kingdom had started systemic injection, and the world's central banks were now cutting interest rates. UBS emphasized the United States needed to implement systemic injection. UBS further emphasized that this fixes only the financial crisis, but that in economic terms \"the worst is still to come\". UBS quantified their expected recession durations on October 16: the Eurozone's would last two quarters, the United States' would last three quarters, and the United Kingdom's would last four quarters. The economic crisis in Iceland involved all three of the country's major banks. Relative to the size of its economy, Iceland\u2019s banking collapse is the largest suffered by any country in economic history.", "targets": "What was one of the actions taken by government to fix the financial crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5000b678c8d94d1fa212fe0e4fc25407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cuba, like many Spanish territories, wanted to break free from Spain. A pro-independence movement in Cuba was supported by the U.S., and Cuban guerrilla leaders wanted annexation to the United States, but Cuban revolutionary leader Jos\u00e9 Mart\u00ed called for Cuban nationhood. When the U.S. battleship Maine sank in Havana Harbor, the U.S. blamed Spain and the Spanish\u2013American War broke out in 1898. After the U.S. won, Spain relinquished claim of sovereignty over territories, including Cuba. The U.S. administered Cuba as a protectorate until 1902. Several decades later in 1959, the corrupt Cuban government of U.S.-backed Fulgencio Batista was overthrown by Fidel Castro. Castro installed a Marxist\u2013Leninist government allied with the Soviet Union, which has been in power ever since.", "targets": "What country was Cuba a territory of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5000b678c8d94d1fa212fe0e4fc25407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cuba, like many Spanish territories, wanted to break free from Spain. A pro-independence movement in Cuba was supported by the U.S., and Cuban guerrilla leaders wanted annexation to the United States, but Cuban revolutionary leader Jos\u00e9 Mart\u00ed called for Cuban nationhood. When the U.S. battleship Maine sank in Havana Harbor, the U.S. blamed Spain and the Spanish\u2013American War broke out in 1898. After the U.S. won, Spain relinquished claim of sovereignty over territories, including Cuba. The U.S. administered Cuba as a protectorate until 1902. Several decades later in 1959, the corrupt Cuban government of U.S.-backed Fulgencio Batista was overthrown by Fidel Castro. Castro installed a Marxist\u2013Leninist government allied with the Soviet Union, which has been in power ever since.", "targets": "What battleship sunk in the Havana Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5000b678c8d94d1fa212fe0e4fc25407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cuba, like many Spanish territories, wanted to break free from Spain. A pro-independence movement in Cuba was supported by the U.S., and Cuban guerrilla leaders wanted annexation to the United States, but Cuban revolutionary leader Jos\u00e9 Mart\u00ed called for Cuban nationhood. When the U.S. battleship Maine sank in Havana Harbor, the U.S. blamed Spain and the Spanish\u2013American War broke out in 1898. After the U.S. won, Spain relinquished claim of sovereignty over territories, including Cuba. The U.S. administered Cuba as a protectorate until 1902. Several decades later in 1959, the corrupt Cuban government of U.S.-backed Fulgencio Batista was overthrown by Fidel Castro. Castro installed a Marxist\u2013Leninist government allied with the Soviet Union, which has been in power ever since.", "targets": "When did Fidel Castro overthrow the Cuban government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5000b678c8d94d1fa212fe0e4fc25407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cuba, like many Spanish territories, wanted to break free from Spain. A pro-independence movement in Cuba was supported by the U.S., and Cuban guerrilla leaders wanted annexation to the United States, but Cuban revolutionary leader Jos\u00e9 Mart\u00ed called for Cuban nationhood. When the U.S. battleship Maine sank in Havana Harbor, the U.S. blamed Spain and the Spanish\u2013American War broke out in 1898. After the U.S. won, Spain relinquished claim of sovereignty over territories, including Cuba. The U.S. administered Cuba as a protectorate until 1902. Several decades later in 1959, the corrupt Cuban government of U.S.-backed Fulgencio Batista was overthrown by Fidel Castro. Castro installed a Marxist\u2013Leninist government allied with the Soviet Union, which has been in power ever since.", "targets": "What government did Castro install?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ecb7a9b02d4e80a86cbac1e1aaba62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the latter half of the 18th century, grain, timber and then coal were Plymouth's main imports. During this time the real source of wealth was from the neighbouring town of Plymouth Dock (renamed in 1824 to Devonport) and the major employer in the entire region was the dockyard. The Three Towns conurbation of Plymouth, Stonehouse and Devonport enjoyed some prosperity during the late 18th and early 19th century and were enriched by a series of neo-classical urban developments designed by London architect John Foulston. Foulston was important for both Devonport and Plymouth and was responsible for several grand public buildings, many now destroyed, including the Athenaeum, the Theatre Royal and Royal Hotel, and much of Union Street.", "targets": "Along with coal and grain, what was the most important import in 18th century Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ecb7a9b02d4e80a86cbac1e1aaba62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the latter half of the 18th century, grain, timber and then coal were Plymouth's main imports. During this time the real source of wealth was from the neighbouring town of Plymouth Dock (renamed in 1824 to Devonport) and the major employer in the entire region was the dockyard. The Three Towns conurbation of Plymouth, Stonehouse and Devonport enjoyed some prosperity during the late 18th and early 19th century and were enriched by a series of neo-classical urban developments designed by London architect John Foulston. Foulston was important for both Devonport and Plymouth and was responsible for several grand public buildings, many now destroyed, including the Athenaeum, the Theatre Royal and Royal Hotel, and much of Union Street.", "targets": "What was the new name given to Plymouth Dock in 1824?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ecb7a9b02d4e80a86cbac1e1aaba62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the latter half of the 18th century, grain, timber and then coal were Plymouth's main imports. During this time the real source of wealth was from the neighbouring town of Plymouth Dock (renamed in 1824 to Devonport) and the major employer in the entire region was the dockyard. The Three Towns conurbation of Plymouth, Stonehouse and Devonport enjoyed some prosperity during the late 18th and early 19th century and were enriched by a series of neo-classical urban developments designed by London architect John Foulston. Foulston was important for both Devonport and Plymouth and was responsible for several grand public buildings, many now destroyed, including the Athenaeum, the Theatre Royal and Royal Hotel, and much of Union Street.", "targets": "Along with Plymouth and Devonport, what settlement comprised the Three Towns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ecb7a9b02d4e80a86cbac1e1aaba62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the latter half of the 18th century, grain, timber and then coal were Plymouth's main imports. During this time the real source of wealth was from the neighbouring town of Plymouth Dock (renamed in 1824 to Devonport) and the major employer in the entire region was the dockyard. The Three Towns conurbation of Plymouth, Stonehouse and Devonport enjoyed some prosperity during the late 18th and early 19th century and were enriched by a series of neo-classical urban developments designed by London architect John Foulston. Foulston was important for both Devonport and Plymouth and was responsible for several grand public buildings, many now destroyed, including the Athenaeum, the Theatre Royal and Royal Hotel, and much of Union Street.", "targets": "What architect was noted for his neoclassical designs in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ecb7a9b02d4e80a86cbac1e1aaba62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the latter half of the 18th century, grain, timber and then coal were Plymouth's main imports. During this time the real source of wealth was from the neighbouring town of Plymouth Dock (renamed in 1824 to Devonport) and the major employer in the entire region was the dockyard. The Three Towns conurbation of Plymouth, Stonehouse and Devonport enjoyed some prosperity during the late 18th and early 19th century and were enriched by a series of neo-classical urban developments designed by London architect John Foulston. Foulston was important for both Devonport and Plymouth and was responsible for several grand public buildings, many now destroyed, including the Athenaeum, the Theatre Royal and Royal Hotel, and much of Union Street.", "targets": "On what street did many of the buildings designed by John Foulston reside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be6e7ade59a747e181b490eb01e0064b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California.", "targets": "Which fault can produce a magnitude earthquake of 8.0?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be6e7ade59a747e181b490eb01e0064b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California.", "targets": "What magnitude of earthquake can many faults produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be6e7ade59a747e181b490eb01e0064b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California.", "targets": "Other than the San Jacinto Fault, and the Elsinore Fault, name one other fault."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be6e7ade59a747e181b490eb01e0064b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California.", "targets": "Which organization released a California Earthquake forecast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be6e7ade59a747e181b490eb01e0064b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many faults are able to produce a magnitude 6.7+ earthquake, such as the San Andreas Fault, which can produce a magnitude 8.0 event. Other faults include the San Jacinto Fault, the Puente Hills Fault, and the Elsinore Fault Zone. The USGS has released a California Earthquake forecast which models Earthquake occurrence in California.", "targets": "The earthquake forecast models what features of earthquakes in California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4727e5c55b2e41dea989860bbd569f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 4 January 2016, Barcelona's transfer ban ended. The same day, they registered 77 players across all categories and ages, and both last summer signings Arda Turan and Aleix Vidal became eligible to play with the first team. On 10 February, qualifying for the sixth Copa del Rey final in the last eight seasons, Luis Enrique\u2019s Barcelona broke the club's record of 28 consecutive games unbeaten in all competitions set by Guardiola\u2019s team in the 2010\u201311 season, with a 1\u20131 draw with Valencia in the second leg of the 2015\u201316 Copa del Rey.", "targets": "How many players did Barcelona list on the day their transfer ban ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4727e5c55b2e41dea989860bbd569f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 4 January 2016, Barcelona's transfer ban ended. The same day, they registered 77 players across all categories and ages, and both last summer signings Arda Turan and Aleix Vidal became eligible to play with the first team. On 10 February, qualifying for the sixth Copa del Rey final in the last eight seasons, Luis Enrique\u2019s Barcelona broke the club's record of 28 consecutive games unbeaten in all competitions set by Guardiola\u2019s team in the 2010\u201311 season, with a 1\u20131 draw with Valencia in the second leg of the 2015\u201316 Copa del Rey.", "targets": "What event in February did Barcelona qualify for for the sixth time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4727e5c55b2e41dea989860bbd569f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 4 January 2016, Barcelona's transfer ban ended. The same day, they registered 77 players across all categories and ages, and both last summer signings Arda Turan and Aleix Vidal became eligible to play with the first team. On 10 February, qualifying for the sixth Copa del Rey final in the last eight seasons, Luis Enrique\u2019s Barcelona broke the club's record of 28 consecutive games unbeaten in all competitions set by Guardiola\u2019s team in the 2010\u201311 season, with a 1\u20131 draw with Valencia in the second leg of the 2015\u201316 Copa del Rey.", "targets": "How many consecutive wins did Barcelona have in 2010-11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4727e5c55b2e41dea989860bbd569f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 4 January 2016, Barcelona's transfer ban ended. The same day, they registered 77 players across all categories and ages, and both last summer signings Arda Turan and Aleix Vidal became eligible to play with the first team. On 10 February, qualifying for the sixth Copa del Rey final in the last eight seasons, Luis Enrique\u2019s Barcelona broke the club's record of 28 consecutive games unbeaten in all competitions set by Guardiola\u2019s team in the 2010\u201311 season, with a 1\u20131 draw with Valencia in the second leg of the 2015\u201316 Copa del Rey.", "targets": "With which team did Barcelona have a 1-1 draw in the 2015-16 Copa del Rey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4727e5c55b2e41dea989860bbd569f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 4 January 2016, Barcelona's transfer ban ended. The same day, they registered 77 players across all categories and ages, and both last summer signings Arda Turan and Aleix Vidal became eligible to play with the first team. On 10 February, qualifying for the sixth Copa del Rey final in the last eight seasons, Luis Enrique\u2019s Barcelona broke the club's record of 28 consecutive games unbeaten in all competitions set by Guardiola\u2019s team in the 2010\u201311 season, with a 1\u20131 draw with Valencia in the second leg of the 2015\u201316 Copa del Rey.", "targets": "Besides Arda Turan, what other player became eligible to play in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac27262e6d4549318c9a412f6b8fa99b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pomors are distinguished by the presence of Y Haplogroup N among them. Postulated to originate from southeast Asia, it is found at high rates in Uralic peoples. Its presence in Pomors (called \"Northern Russians\" in the report) attests to the non-Slavic tribes (mixing with Finnic tribes of northern Eurasia). Autosomally, Russians are generally similar to populations in central-eastern Europe but some northern Russians are intermediate to Finno-Ugric groups.", "targets": "What is distinguished by the presence of Y Haplogroup N?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac27262e6d4549318c9a412f6b8fa99b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pomors are distinguished by the presence of Y Haplogroup N among them. Postulated to originate from southeast Asia, it is found at high rates in Uralic peoples. Its presence in Pomors (called \"Northern Russians\" in the report) attests to the non-Slavic tribes (mixing with Finnic tribes of northern Eurasia). Autosomally, Russians are generally similar to populations in central-eastern Europe but some northern Russians are intermediate to Finno-Ugric groups.", "targets": "Pomors are distinguished by the presence of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac27262e6d4549318c9a412f6b8fa99b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pomors are distinguished by the presence of Y Haplogroup N among them. Postulated to originate from southeast Asia, it is found at high rates in Uralic peoples. Its presence in Pomors (called \"Northern Russians\" in the report) attests to the non-Slavic tribes (mixing with Finnic tribes of northern Eurasia). Autosomally, Russians are generally similar to populations in central-eastern Europe but some northern Russians are intermediate to Finno-Ugric groups.", "targets": "Y Haplogroup N are found at high rates in who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac27262e6d4549318c9a412f6b8fa99b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pomors are distinguished by the presence of Y Haplogroup N among them. Postulated to originate from southeast Asia, it is found at high rates in Uralic peoples. Its presence in Pomors (called \"Northern Russians\" in the report) attests to the non-Slavic tribes (mixing with Finnic tribes of northern Eurasia). Autosomally, Russians are generally similar to populations in central-eastern Europe but some northern Russians are intermediate to Finno-Ugric groups.", "targets": "Russians are generally similar to populations in what region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac27262e6d4549318c9a412f6b8fa99b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pomors are distinguished by the presence of Y Haplogroup N among them. Postulated to originate from southeast Asia, it is found at high rates in Uralic peoples. Its presence in Pomors (called \"Northern Russians\" in the report) attests to the non-Slavic tribes (mixing with Finnic tribes of northern Eurasia). Autosomally, Russians are generally similar to populations in central-eastern Europe but some northern Russians are intermediate to Finno-Ugric groups.", "targets": "Pomors are also known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e766ca46ce4c628453a920b874a331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hydrography of the current delta is characterized by the delta's main arms, disconnected arms (Hollandse IJssel, Linge, Vecht, etc.) and smaller rivers and streams. Many rivers have been closed (\"dammed\") and now serve as drainage channels for the numerous polders. The construction of Delta Works changed the Delta in the second half of the 20th Century fundamentally. Currently Rhine water runs into the sea, or into former marine bays now separated from the sea, in five places, namely at the mouths of the Nieuwe Merwede, Nieuwe Waterway (Nieuwe Maas), Dordtse Kil, Spui and IJssel.", "targets": "What do closed rivers serve as after they close?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e766ca46ce4c628453a920b874a331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hydrography of the current delta is characterized by the delta's main arms, disconnected arms (Hollandse IJssel, Linge, Vecht, etc.) and smaller rivers and streams. Many rivers have been closed (\"dammed\") and now serve as drainage channels for the numerous polders. The construction of Delta Works changed the Delta in the second half of the 20th Century fundamentally. Currently Rhine water runs into the sea, or into former marine bays now separated from the sea, in five places, namely at the mouths of the Nieuwe Merwede, Nieuwe Waterway (Nieuwe Maas), Dordtse Kil, Spui and IJssel.", "targets": "What changed the Rhine's Delta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e766ca46ce4c628453a920b874a331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hydrography of the current delta is characterized by the delta's main arms, disconnected arms (Hollandse IJssel, Linge, Vecht, etc.) and smaller rivers and streams. Many rivers have been closed (\"dammed\") and now serve as drainage channels for the numerous polders. The construction of Delta Works changed the Delta in the second half of the 20th Century fundamentally. Currently Rhine water runs into the sea, or into former marine bays now separated from the sea, in five places, namely at the mouths of the Nieuwe Merwede, Nieuwe Waterway (Nieuwe Maas), Dordtse Kil, Spui and IJssel.", "targets": "What is the term for closing off rivers that are no longer connected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e766ca46ce4c628453a920b874a331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hydrography of the current delta is characterized by the delta's main arms, disconnected arms (Hollandse IJssel, Linge, Vecht, etc.) and smaller rivers and streams. Many rivers have been closed (\"dammed\") and now serve as drainage channels for the numerous polders. The construction of Delta Works changed the Delta in the second half of the 20th Century fundamentally. Currently Rhine water runs into the sea, or into former marine bays now separated from the sea, in five places, namely at the mouths of the Nieuwe Merwede, Nieuwe Waterway (Nieuwe Maas), Dordtse Kil, Spui and IJssel.", "targets": "When was the construction that changed the Rhine's Delta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a516f65cb424013ba938b9ffccf7518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of the replacement bishop Gregory in 345, Constans used his influence to allow Athanasius to return to Alexandria in October 345, amidst the enthusiastic demonstrations of the populace. This began a \"golden decade\" of peace and prosperity, during which time Athanasius assembled several documents relating to his exiles and returns from exile in the Apology Against the Arians. However, upon Constans's death in 350, another civil war broke out, which left pro-Arian Constantius as sole emperor. An Alexandria local council in 350 replaced (or reaffirmed) Athanasius in his see.", "targets": "Who did he have to thank for his ability to come back to Alexandria in 345?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a516f65cb424013ba938b9ffccf7518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of the replacement bishop Gregory in 345, Constans used his influence to allow Athanasius to return to Alexandria in October 345, amidst the enthusiastic demonstrations of the populace. This began a \"golden decade\" of peace and prosperity, during which time Athanasius assembled several documents relating to his exiles and returns from exile in the Apology Against the Arians. However, upon Constans's death in 350, another civil war broke out, which left pro-Arian Constantius as sole emperor. An Alexandria local council in 350 replaced (or reaffirmed) Athanasius in his see.", "targets": "Were the people glad to have him home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a516f65cb424013ba938b9ffccf7518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of the replacement bishop Gregory in 345, Constans used his influence to allow Athanasius to return to Alexandria in October 345, amidst the enthusiastic demonstrations of the populace. This began a \"golden decade\" of peace and prosperity, during which time Athanasius assembled several documents relating to his exiles and returns from exile in the Apology Against the Arians. However, upon Constans's death in 350, another civil war broke out, which left pro-Arian Constantius as sole emperor. An Alexandria local council in 350 replaced (or reaffirmed) Athanasius in his see.", "targets": "In what writing did he recount his time in exiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a516f65cb424013ba938b9ffccf7518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of the replacement bishop Gregory in 345, Constans used his influence to allow Athanasius to return to Alexandria in October 345, amidst the enthusiastic demonstrations of the populace. This began a \"golden decade\" of peace and prosperity, during which time Athanasius assembled several documents relating to his exiles and returns from exile in the Apology Against the Arians. However, upon Constans's death in 350, another civil war broke out, which left pro-Arian Constantius as sole emperor. An Alexandria local council in 350 replaced (or reaffirmed) Athanasius in his see.", "targets": "What happened when Constans died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a516f65cb424013ba938b9ffccf7518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of the replacement bishop Gregory in 345, Constans used his influence to allow Athanasius to return to Alexandria in October 345, amidst the enthusiastic demonstrations of the populace. This began a \"golden decade\" of peace and prosperity, during which time Athanasius assembled several documents relating to his exiles and returns from exile in the Apology Against the Arians. However, upon Constans's death in 350, another civil war broke out, which left pro-Arian Constantius as sole emperor. An Alexandria local council in 350 replaced (or reaffirmed) Athanasius in his see.", "targets": "Did the new emperor agree or disagree with the Arians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3e56105367642d58ee290327d8757dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Orthodox Judaism, Jewish law today is based on the commandments in the Torah, as viewed through the discussions and debates contained in classical rabbinic literature, especially the Mishnah and the Talmud. Orthodox Judaism thus holds that the halakha represents the \"will of God\", either directly, or as closely to directly as possible. The laws are from the word of God in the Torah, using a set of rules also revealed by God to Moses on Mount Sinai, and have been derived with the utmost accuracy and care, and thus the Oral Law is considered to be no less the word of God. If some of the details of Jewish law may have been lost over the millennia, they were reconstructed in accordance with internally consistent rules; see The 13 rules by which Jewish law was derived.", "targets": "What is jewish law today based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3e56105367642d58ee290327d8757dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Orthodox Judaism, Jewish law today is based on the commandments in the Torah, as viewed through the discussions and debates contained in classical rabbinic literature, especially the Mishnah and the Talmud. Orthodox Judaism thus holds that the halakha represents the \"will of God\", either directly, or as closely to directly as possible. The laws are from the word of God in the Torah, using a set of rules also revealed by God to Moses on Mount Sinai, and have been derived with the utmost accuracy and care, and thus the Oral Law is considered to be no less the word of God. If some of the details of Jewish law may have been lost over the millennia, they were reconstructed in accordance with internally consistent rules; see The 13 rules by which Jewish law was derived.", "targets": "what does the halakha represent to orthodox judiasm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3e56105367642d58ee290327d8757dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Orthodox Judaism, Jewish law today is based on the commandments in the Torah, as viewed through the discussions and debates contained in classical rabbinic literature, especially the Mishnah and the Talmud. Orthodox Judaism thus holds that the halakha represents the \"will of God\", either directly, or as closely to directly as possible. The laws are from the word of God in the Torah, using a set of rules also revealed by God to Moses on Mount Sinai, and have been derived with the utmost accuracy and care, and thus the Oral Law is considered to be no less the word of God. If some of the details of Jewish law may have been lost over the millennia, they were reconstructed in accordance with internally consistent rules; see The 13 rules by which Jewish law was derived.", "targets": "Where were the rules about the Torah revealed to Moses by God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3e56105367642d58ee290327d8757dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Orthodox Judaism, Jewish law today is based on the commandments in the Torah, as viewed through the discussions and debates contained in classical rabbinic literature, especially the Mishnah and the Talmud. Orthodox Judaism thus holds that the halakha represents the \"will of God\", either directly, or as closely to directly as possible. The laws are from the word of God in the Torah, using a set of rules also revealed by God to Moses on Mount Sinai, and have been derived with the utmost accuracy and care, and thus the Oral Law is considered to be no less the word of God. If some of the details of Jewish law may have been lost over the millennia, they were reconstructed in accordance with internally consistent rules; see The 13 rules by which Jewish law was derived.", "targets": "How many rules are jewish law derived from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3e56105367642d58ee290327d8757dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Orthodox Judaism, Jewish law today is based on the commandments in the Torah, as viewed through the discussions and debates contained in classical rabbinic literature, especially the Mishnah and the Talmud. Orthodox Judaism thus holds that the halakha represents the \"will of God\", either directly, or as closely to directly as possible. The laws are from the word of God in the Torah, using a set of rules also revealed by God to Moses on Mount Sinai, and have been derived with the utmost accuracy and care, and thus the Oral Law is considered to be no less the word of God. If some of the details of Jewish law may have been lost over the millennia, they were reconstructed in accordance with internally consistent rules; see The 13 rules by which Jewish law was derived.", "targets": "What law is considered to be no less the word of god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd95b804efa4cca885dd5dc38357b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The RCC attempted to suppress regional and tribal affiliation, replacing it with a unified pan-Libyan identity. In doing so, they tried discrediting tribal leaders as agents of the old regime, and in August 1971 a Sabha military court tried many of them for counter-revolutionary activity. Long-standing administrative boundaries were re-drawn, crossing tribal boundaries, while pro-revolutionary modernizers replaced traditional leaders, but the communities they served often rejected them. Realizing the failures of the modernizers, Gaddafi created the Arab Socialist Union (ASU), a mass mobilization vanguard party of which he was president. The ASU recognized the RCC as its \"Supreme Leading Authority\", and was designed to further revolutionary enthusiasm throughout the country.", "targets": "What sort of identity was promoted by the RCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd95b804efa4cca885dd5dc38357b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The RCC attempted to suppress regional and tribal affiliation, replacing it with a unified pan-Libyan identity. In doing so, they tried discrediting tribal leaders as agents of the old regime, and in August 1971 a Sabha military court tried many of them for counter-revolutionary activity. Long-standing administrative boundaries were re-drawn, crossing tribal boundaries, while pro-revolutionary modernizers replaced traditional leaders, but the communities they served often rejected them. Realizing the failures of the modernizers, Gaddafi created the Arab Socialist Union (ASU), a mass mobilization vanguard party of which he was president. The ASU recognized the RCC as its \"Supreme Leading Authority\", and was designed to further revolutionary enthusiasm throughout the country.", "targets": "What identities did the RCC try to dissuade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd95b804efa4cca885dd5dc38357b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The RCC attempted to suppress regional and tribal affiliation, replacing it with a unified pan-Libyan identity. In doing so, they tried discrediting tribal leaders as agents of the old regime, and in August 1971 a Sabha military court tried many of them for counter-revolutionary activity. Long-standing administrative boundaries were re-drawn, crossing tribal boundaries, while pro-revolutionary modernizers replaced traditional leaders, but the communities they served often rejected them. Realizing the failures of the modernizers, Gaddafi created the Arab Socialist Union (ASU), a mass mobilization vanguard party of which he was president. The ASU recognized the RCC as its \"Supreme Leading Authority\", and was designed to further revolutionary enthusiasm throughout the country.", "targets": "Where was the military court located that tried the tribal leaders in 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd95b804efa4cca885dd5dc38357b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The RCC attempted to suppress regional and tribal affiliation, replacing it with a unified pan-Libyan identity. In doing so, they tried discrediting tribal leaders as agents of the old regime, and in August 1971 a Sabha military court tried many of them for counter-revolutionary activity. Long-standing administrative boundaries were re-drawn, crossing tribal boundaries, while pro-revolutionary modernizers replaced traditional leaders, but the communities they served often rejected them. Realizing the failures of the modernizers, Gaddafi created the Arab Socialist Union (ASU), a mass mobilization vanguard party of which he was president. The ASU recognized the RCC as its \"Supreme Leading Authority\", and was designed to further revolutionary enthusiasm throughout the country.", "targets": "What were tribal leaders accused of in 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbd95b804efa4cca885dd5dc38357b80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The RCC attempted to suppress regional and tribal affiliation, replacing it with a unified pan-Libyan identity. In doing so, they tried discrediting tribal leaders as agents of the old regime, and in August 1971 a Sabha military court tried many of them for counter-revolutionary activity. Long-standing administrative boundaries were re-drawn, crossing tribal boundaries, while pro-revolutionary modernizers replaced traditional leaders, but the communities they served often rejected them. Realizing the failures of the modernizers, Gaddafi created the Arab Socialist Union (ASU), a mass mobilization vanguard party of which he was president. The ASU recognized the RCC as its \"Supreme Leading Authority\", and was designed to further revolutionary enthusiasm throughout the country.", "targets": "Of what party did Gaddafi become president in this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "Who authored Whitehead's biography that is considered to be the most reliable description of Whitehead's life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "Why was no Nachlass left behind after Whitehead's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "What was Whitehead's opinion on privacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "What did the author of Whitehead's biography comment on the first page regarding the difficulty of obtaining information about Whitehead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "How many volumes is the biography of Whitehead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "Who wrote the biography of Whitehead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "What was Whitehead's wish upon his death for his family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e55f0a50d5c4faf94f1e38aa99b7288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two volume biography of Whitehead by Victor Lowe is the most definitive presentation of the life of Whitehead. However, many details of Whitehead's life remain obscure because he left no Nachlass; his family carried out his instructions that all of his papers be destroyed after his death. Additionally, Whitehead was known for his \"almost fanatical belief in the right to privacy\", and for writing very few personal letters of the kind that would help to gain insight on his life. This led to Lowe himself remarking on the first page of Whitehead's biography, \"No professional biographer in his right mind would touch him.\"", "targets": "What did Whitehead believe in so profusely that it was difficult to write a biography on him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "How many number one Billboard singles were released by American Idol contestants in the shows first decade? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "Who is the president of Mediabase? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "Who was the most successful American Idol winner on radio as of 2010? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "How many number ones have Idol singers achieved on Billboard charts in just the first ten years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "Who authored books on Billboard charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "How many contestants had at least one million radio spins by 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1adbf38a4ff6434295537cbbd3dcf902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various American Idol alumni had success on various record charts around the world; in the U.S. they had achieved 345 number ones on the Billboard charts in its first ten years. According to Fred Bronson, author of books on the Billboard charts, no other entity has ever created as many hit-making artists and best-selling albums and singles. In 2007, American Idol alums accounted for 2.1% of all music sales. Its alumni have a massive impact on radio; in 2007, American Idol had become \"a dominant force in radio\" according to the president of the research company Mediabase which monitors radio stations Rich Meyer. By 2010, four winners each had more than a million radio spins, with Kelly Clarkson leading the field with over four million spins.", "targets": "How many radio spins did Kelly Clarkson have by 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f5b19a3394f28af98b33b6c8d931e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange, and pink. \"White\" grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. Grapes are typically an ellipsoid shape resembling a prolate spheroid.", "targets": "What color are white grapes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f5b19a3394f28af98b33b6c8d931e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange, and pink. \"White\" grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. Grapes are typically an ellipsoid shape resembling a prolate spheroid.", "targets": "What gene makes grapes purple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f5b19a3394f28af98b33b6c8d931e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange, and pink. \"White\" grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. Grapes are typically an ellipsoid shape resembling a prolate spheroid.", "targets": "What shape do grapes usually resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f5b19a3394f28af98b33b6c8d931e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange, and pink. \"White\" grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. Grapes are typically an ellipsoid shape resembling a prolate spheroid.", "targets": "What type of food are grapes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f5b19a3394f28af98b33b6c8d931e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange, and pink. \"White\" grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. Grapes are typically an ellipsoid shape resembling a prolate spheroid.", "targets": "How many grapes are generally in a cluster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-178ff7466d61428197f99eb5db67a78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conventionally, Iranian languages are grouped in \"western\" and \"eastern\" branches. These terms have little meaning with respect to Old Avestan as that stage of the language may predate the settling of the Iranian peoples into western and eastern groups. The geographic terms also have little meaning when applied to Younger Avestan since it isn't known where that dialect (or dialects) was spoken either. Certain is only that Avestan (all forms) and Old Persian are distinct, and since Old Persian is \"western\", and Avestan was not Old Persian, Avestan acquired a default assignment to \"eastern\". Confusing the issue is the introduction of a western Iranian substrate in later Avestan compositions and redactions undertaken at the centers of imperial power in western Iran (either in the south-west in Persia, or in the north-west in Nisa/Parthia and Ecbatana/Media).", "targets": "What are the two main divisions of Iranian tongues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-178ff7466d61428197f99eb5db67a78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conventionally, Iranian languages are grouped in \"western\" and \"eastern\" branches. These terms have little meaning with respect to Old Avestan as that stage of the language may predate the settling of the Iranian peoples into western and eastern groups. The geographic terms also have little meaning when applied to Younger Avestan since it isn't known where that dialect (or dialects) was spoken either. Certain is only that Avestan (all forms) and Old Persian are distinct, and since Old Persian is \"western\", and Avestan was not Old Persian, Avestan acquired a default assignment to \"eastern\". Confusing the issue is the introduction of a western Iranian substrate in later Avestan compositions and redactions undertaken at the centers of imperial power in western Iran (either in the south-west in Persia, or in the north-west in Nisa/Parthia and Ecbatana/Media).", "targets": "Which language is associated with the western branch of Iranian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-178ff7466d61428197f99eb5db67a78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conventionally, Iranian languages are grouped in \"western\" and \"eastern\" branches. These terms have little meaning with respect to Old Avestan as that stage of the language may predate the settling of the Iranian peoples into western and eastern groups. The geographic terms also have little meaning when applied to Younger Avestan since it isn't known where that dialect (or dialects) was spoken either. Certain is only that Avestan (all forms) and Old Persian are distinct, and since Old Persian is \"western\", and Avestan was not Old Persian, Avestan acquired a default assignment to \"eastern\". Confusing the issue is the introduction of a western Iranian substrate in later Avestan compositions and redactions undertaken at the centers of imperial power in western Iran (either in the south-west in Persia, or in the north-west in Nisa/Parthia and Ecbatana/Media).", "targets": "Which language is associated with the eastern branch of Iranian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2140edc9e97c409ebdd8ce05abbc641f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry would later state that \"the widespread irregularities make it impossible to know for certain that the [Ohio] outcome reflected the will of the voters.\" In the same article, Democratic National Committee Chairman Howard Dean said \"I'm not confident that the election in Ohio was fairly decided... We know that there was substantial voter suppression, and the machines were not reliable. It should not be a surprise that the Republicans are willing to do things that are unethical to manipulate elections. That's what we suspect has happened.\"", "targets": "What did Kerry say affected the ability to know if the results of the Ohio vote was unbiased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2140edc9e97c409ebdd8ce05abbc641f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry would later state that \"the widespread irregularities make it impossible to know for certain that the [Ohio] outcome reflected the will of the voters.\" In the same article, Democratic National Committee Chairman Howard Dean said \"I'm not confident that the election in Ohio was fairly decided... We know that there was substantial voter suppression, and the machines were not reliable. It should not be a surprise that the Republicans are willing to do things that are unethical to manipulate elections. That's what we suspect has happened.\"", "targets": "Which Democratic official supported Kerry's theory about the Ohio votes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2140edc9e97c409ebdd8ce05abbc641f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry would later state that \"the widespread irregularities make it impossible to know for certain that the [Ohio] outcome reflected the will of the voters.\" In the same article, Democratic National Committee Chairman Howard Dean said \"I'm not confident that the election in Ohio was fairly decided... We know that there was substantial voter suppression, and the machines were not reliable. It should not be a surprise that the Republicans are willing to do things that are unethical to manipulate elections. That's what we suspect has happened.\"", "targets": "What was said about the devices used to collect the votes, in Ohio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2140edc9e97c409ebdd8ce05abbc641f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry would later state that \"the widespread irregularities make it impossible to know for certain that the [Ohio] outcome reflected the will of the voters.\" In the same article, Democratic National Committee Chairman Howard Dean said \"I'm not confident that the election in Ohio was fairly decided... We know that there was substantial voter suppression, and the machines were not reliable. It should not be a surprise that the Republicans are willing to do things that are unethical to manipulate elections. That's what we suspect has happened.\"", "targets": "Who was targeted for defrauding the electoral process, in Ohio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60c97f94e57740178ff25b2a338b06c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 2004 former Technikons have either been merged with traditional Universities to form Comprehensive Universities or have become Universities of Technology, however the Universities of Technology have not to date acquired all of the traditional rights and privileges of a University (such as the ability to confer a wide range of degrees).", "targets": "When did Technikons start being integrated with traditional South African universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-624848ad232a4b06a957139f594b73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of ship categories, Greek companies have 22.6% of the world's tankers and 16.1% of the world's bulk carriers (in dwt). An additional equivalent of 27.45% of the world's tanker dwt is on order, with another 12.7% of bulk carriers also on order. Shipping accounts for an estimated 6% of Greek GDP, employs about 160,000 people (4% of the workforce), and represents 1/3 of the country's trade deficit. Earnings from shipping amounted to \u20ac14.1 billion in 2011, while between 2000 and 2010 Greek shipping contributed a total of \u20ac140 billion (half of the country's public debt in 2009 and 3.5 times the receipts from the European Union in the period 2000\u20132013). The 2011 ECSA report showed that there are approximately 750 Greek shipping companies in operation.", "targets": "How many of the world's tankers do Greek companies own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-624848ad232a4b06a957139f594b73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of ship categories, Greek companies have 22.6% of the world's tankers and 16.1% of the world's bulk carriers (in dwt). An additional equivalent of 27.45% of the world's tanker dwt is on order, with another 12.7% of bulk carriers also on order. Shipping accounts for an estimated 6% of Greek GDP, employs about 160,000 people (4% of the workforce), and represents 1/3 of the country's trade deficit. Earnings from shipping amounted to \u20ac14.1 billion in 2011, while between 2000 and 2010 Greek shipping contributed a total of \u20ac140 billion (half of the country's public debt in 2009 and 3.5 times the receipts from the European Union in the period 2000\u20132013). The 2011 ECSA report showed that there are approximately 750 Greek shipping companies in operation.", "targets": "What percentage of the world's bulk carriers are Greece's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-624848ad232a4b06a957139f594b73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of ship categories, Greek companies have 22.6% of the world's tankers and 16.1% of the world's bulk carriers (in dwt). An additional equivalent of 27.45% of the world's tanker dwt is on order, with another 12.7% of bulk carriers also on order. Shipping accounts for an estimated 6% of Greek GDP, employs about 160,000 people (4% of the workforce), and represents 1/3 of the country's trade deficit. Earnings from shipping amounted to \u20ac14.1 billion in 2011, while between 2000 and 2010 Greek shipping contributed a total of \u20ac140 billion (half of the country's public debt in 2009 and 3.5 times the receipts from the European Union in the period 2000\u20132013). The 2011 ECSA report showed that there are approximately 750 Greek shipping companies in operation.", "targets": "What percentage of Greece's GDP does shipping account for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-624848ad232a4b06a957139f594b73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of ship categories, Greek companies have 22.6% of the world's tankers and 16.1% of the world's bulk carriers (in dwt). An additional equivalent of 27.45% of the world's tanker dwt is on order, with another 12.7% of bulk carriers also on order. Shipping accounts for an estimated 6% of Greek GDP, employs about 160,000 people (4% of the workforce), and represents 1/3 of the country's trade deficit. Earnings from shipping amounted to \u20ac14.1 billion in 2011, while between 2000 and 2010 Greek shipping contributed a total of \u20ac140 billion (half of the country's public debt in 2009 and 3.5 times the receipts from the European Union in the period 2000\u20132013). The 2011 ECSA report showed that there are approximately 750 Greek shipping companies in operation.", "targets": "What did earnings from Greece's shipping amount to in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-624848ad232a4b06a957139f594b73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of ship categories, Greek companies have 22.6% of the world's tankers and 16.1% of the world's bulk carriers (in dwt). An additional equivalent of 27.45% of the world's tanker dwt is on order, with another 12.7% of bulk carriers also on order. Shipping accounts for an estimated 6% of Greek GDP, employs about 160,000 people (4% of the workforce), and represents 1/3 of the country's trade deficit. Earnings from shipping amounted to \u20ac14.1 billion in 2011, while between 2000 and 2010 Greek shipping contributed a total of \u20ac140 billion (half of the country's public debt in 2009 and 3.5 times the receipts from the European Union in the period 2000\u20132013). The 2011 ECSA report showed that there are approximately 750 Greek shipping companies in operation.", "targets": "How many Greek shipping companies were in operation in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4e56604f7454591b32a218b9c138dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival in Haiti started in 1804 in the capital Port-au-Prince after the declaration of independence. The Port-au-Prince Carnival is one of the largest in North America. It is known as Kanaval in the Creole language. It starts in January, known as \"Pre-Kanaval\", while the main carnival activities begin in February. In July 2012, Haiti had another carnival called Kanaval de Fleur. Beautiful costumes, floats, Rara parades, masks, foods, and popular rasin music (like Boukman Eksperyans, Foula Vodoule, Tokay, Boukan Ginen, Eritaj, etc.) and kompa bands (such as T-Vice, Djakout No. 1, Sweet Micky, Krey\u00f2l La, D.P. Express, Mizik Mizik, Ram, T-Micky, Carimi, Djakout Mizik, and Scorpio Fever) play for dancers in the streets of the plaza of Champ-de-Mars. An annual song competition takes place.", "targets": "What year did the Carnival start in Haiti?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4e56604f7454591b32a218b9c138dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival in Haiti started in 1804 in the capital Port-au-Prince after the declaration of independence. The Port-au-Prince Carnival is one of the largest in North America. It is known as Kanaval in the Creole language. It starts in January, known as \"Pre-Kanaval\", while the main carnival activities begin in February. In July 2012, Haiti had another carnival called Kanaval de Fleur. Beautiful costumes, floats, Rara parades, masks, foods, and popular rasin music (like Boukman Eksperyans, Foula Vodoule, Tokay, Boukan Ginen, Eritaj, etc.) and kompa bands (such as T-Vice, Djakout No. 1, Sweet Micky, Krey\u00f2l La, D.P. Express, Mizik Mizik, Ram, T-Micky, Carimi, Djakout Mizik, and Scorpio Fever) play for dancers in the streets of the plaza of Champ-de-Mars. An annual song competition takes place.", "targets": "What event precipitated the Carnival starting in Haiti?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4e56604f7454591b32a218b9c138dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival in Haiti started in 1804 in the capital Port-au-Prince after the declaration of independence. The Port-au-Prince Carnival is one of the largest in North America. It is known as Kanaval in the Creole language. It starts in January, known as \"Pre-Kanaval\", while the main carnival activities begin in February. In July 2012, Haiti had another carnival called Kanaval de Fleur. Beautiful costumes, floats, Rara parades, masks, foods, and popular rasin music (like Boukman Eksperyans, Foula Vodoule, Tokay, Boukan Ginen, Eritaj, etc.) and kompa bands (such as T-Vice, Djakout No. 1, Sweet Micky, Krey\u00f2l La, D.P. Express, Mizik Mizik, Ram, T-Micky, Carimi, Djakout Mizik, and Scorpio Fever) play for dancers in the streets of the plaza of Champ-de-Mars. An annual song competition takes place.", "targets": "What is the Carnival known as in the Creole language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4e56604f7454591b32a218b9c138dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival in Haiti started in 1804 in the capital Port-au-Prince after the declaration of independence. The Port-au-Prince Carnival is one of the largest in North America. It is known as Kanaval in the Creole language. It starts in January, known as \"Pre-Kanaval\", while the main carnival activities begin in February. In July 2012, Haiti had another carnival called Kanaval de Fleur. Beautiful costumes, floats, Rara parades, masks, foods, and popular rasin music (like Boukman Eksperyans, Foula Vodoule, Tokay, Boukan Ginen, Eritaj, etc.) and kompa bands (such as T-Vice, Djakout No. 1, Sweet Micky, Krey\u00f2l La, D.P. Express, Mizik Mizik, Ram, T-Micky, Carimi, Djakout Mizik, and Scorpio Fever) play for dancers in the streets of the plaza of Champ-de-Mars. An annual song competition takes place.", "targets": "What type of bands play for dancers in the streets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4e56604f7454591b32a218b9c138dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival in Haiti started in 1804 in the capital Port-au-Prince after the declaration of independence. The Port-au-Prince Carnival is one of the largest in North America. It is known as Kanaval in the Creole language. It starts in January, known as \"Pre-Kanaval\", while the main carnival activities begin in February. In July 2012, Haiti had another carnival called Kanaval de Fleur. Beautiful costumes, floats, Rara parades, masks, foods, and popular rasin music (like Boukman Eksperyans, Foula Vodoule, Tokay, Boukan Ginen, Eritaj, etc.) and kompa bands (such as T-Vice, Djakout No. 1, Sweet Micky, Krey\u00f2l La, D.P. Express, Mizik Mizik, Ram, T-Micky, Carimi, Djakout Mizik, and Scorpio Fever) play for dancers in the streets of the plaza of Champ-de-Mars. An annual song competition takes place.", "targets": "What type of annual competition takes place during Kanavel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fae4f8bdae34ef1a2848d3e9ee88a25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria are further divided into lithotrophs that use inorganic electron donors and organotrophs that use organic compounds as electron donors. Chemotrophic organisms use the respective electron donors for energy conservation (by aerobic/anaerobic respiration or fermentation) and biosynthetic reactions (e.g., carbon dioxide fixation), whereas phototrophic organisms use them only for biosynthetic purposes. Respiratory organisms use chemical compounds as a source of energy by taking electrons from the reduced substrate and transferring them to a terminal electron acceptor in a redox reaction. This reaction releases energy that can be used to synthesise ATP and drive metabolism. In aerobic organisms, oxygen is used as the electron acceptor. In anaerobic organisms other inorganic compounds, such as nitrate, sulfate or carbon dioxide are used as electron acceptors. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively.", "targets": "What do lithotrophs use ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fae4f8bdae34ef1a2848d3e9ee88a25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria are further divided into lithotrophs that use inorganic electron donors and organotrophs that use organic compounds as electron donors. Chemotrophic organisms use the respective electron donors for energy conservation (by aerobic/anaerobic respiration or fermentation) and biosynthetic reactions (e.g., carbon dioxide fixation), whereas phototrophic organisms use them only for biosynthetic purposes. Respiratory organisms use chemical compounds as a source of energy by taking electrons from the reduced substrate and transferring them to a terminal electron acceptor in a redox reaction. This reaction releases energy that can be used to synthesise ATP and drive metabolism. In aerobic organisms, oxygen is used as the electron acceptor. In anaerobic organisms other inorganic compounds, such as nitrate, sulfate or carbon dioxide are used as electron acceptors. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively.", "targets": "What type of electron donors organotrophs use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fae4f8bdae34ef1a2848d3e9ee88a25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria are further divided into lithotrophs that use inorganic electron donors and organotrophs that use organic compounds as electron donors. Chemotrophic organisms use the respective electron donors for energy conservation (by aerobic/anaerobic respiration or fermentation) and biosynthetic reactions (e.g., carbon dioxide fixation), whereas phototrophic organisms use them only for biosynthetic purposes. Respiratory organisms use chemical compounds as a source of energy by taking electrons from the reduced substrate and transferring them to a terminal electron acceptor in a redox reaction. This reaction releases energy that can be used to synthesise ATP and drive metabolism. In aerobic organisms, oxygen is used as the electron acceptor. In anaerobic organisms other inorganic compounds, such as nitrate, sulfate or carbon dioxide are used as electron acceptors. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively.", "targets": "In what organisms is oxygen used as eelectron acceptor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fae4f8bdae34ef1a2848d3e9ee88a25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria are further divided into lithotrophs that use inorganic electron donors and organotrophs that use organic compounds as electron donors. Chemotrophic organisms use the respective electron donors for energy conservation (by aerobic/anaerobic respiration or fermentation) and biosynthetic reactions (e.g., carbon dioxide fixation), whereas phototrophic organisms use them only for biosynthetic purposes. Respiratory organisms use chemical compounds as a source of energy by taking electrons from the reduced substrate and transferring them to a terminal electron acceptor in a redox reaction. This reaction releases energy that can be used to synthesise ATP and drive metabolism. In aerobic organisms, oxygen is used as the electron acceptor. In anaerobic organisms other inorganic compounds, such as nitrate, sulfate or carbon dioxide are used as electron acceptors. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively.", "targets": "What do respiratory organisms use as electron donors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d2727e521a4c2ba443d5e7a6019b65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many instruments today associated with popular music filled important roles in early classical music, such as bagpipes, vihuelas, hurdy-gurdies, and some woodwind instruments. On the other hand, instruments such as the acoustic guitar, once associated mainly with popular music, gained prominence in classical music in the 19th and 20th centuries.", "targets": "In what did the bagpipe fill an important role?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d2727e521a4c2ba443d5e7a6019b65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many instruments today associated with popular music filled important roles in early classical music, such as bagpipes, vihuelas, hurdy-gurdies, and some woodwind instruments. On the other hand, instruments such as the acoustic guitar, once associated mainly with popular music, gained prominence in classical music in the 19th and 20th centuries.", "targets": "What instrument gained prominence in the 19th and 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d2727e521a4c2ba443d5e7a6019b65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many instruments today associated with popular music filled important roles in early classical music, such as bagpipes, vihuelas, hurdy-gurdies, and some woodwind instruments. On the other hand, instruments such as the acoustic guitar, once associated mainly with popular music, gained prominence in classical music in the 19th and 20th centuries.", "targets": "Vihuelas and hurdy-gurdies are currently associated with what type of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04d6be396227478d84e40bd956b3bb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The federal government of the United States has mandated that \"in data collection and presentation, federal agencies are required to use a minimum of two ethnicities: 'Hispanic or Latino' and 'Not Hispanic or Latino'.\" The Census Bureau defines \"Hispanic or Latino\" as \"a person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin regardless of race.\" For discussion of the meaning and scope of the Hispanic or Latino ethnicity, see the Hispanic and Latino Americans and Racial and ethnic demographics of the United States articles.", "targets": "How many ethnicities or federal agencies required to use in data collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04d6be396227478d84e40bd956b3bb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The federal government of the United States has mandated that \"in data collection and presentation, federal agencies are required to use a minimum of two ethnicities: 'Hispanic or Latino' and 'Not Hispanic or Latino'.\" The Census Bureau defines \"Hispanic or Latino\" as \"a person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin regardless of race.\" For discussion of the meaning and scope of the Hispanic or Latino ethnicity, see the Hispanic and Latino Americans and Racial and ethnic demographics of the United States articles.", "targets": "How would a person of Cuban origin be listed by the US Census Bureau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04d6be396227478d84e40bd956b3bb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The federal government of the United States has mandated that \"in data collection and presentation, federal agencies are required to use a minimum of two ethnicities: 'Hispanic or Latino' and 'Not Hispanic or Latino'.\" The Census Bureau defines \"Hispanic or Latino\" as \"a person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin regardless of race.\" For discussion of the meaning and scope of the Hispanic or Latino ethnicity, see the Hispanic and Latino Americans and Racial and ethnic demographics of the United States articles.", "targets": "Aside from Hispanic or Latino, what other ethnicity are federal agencies required to use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04d6be396227478d84e40bd956b3bb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The federal government of the United States has mandated that \"in data collection and presentation, federal agencies are required to use a minimum of two ethnicities: 'Hispanic or Latino' and 'Not Hispanic or Latino'.\" The Census Bureau defines \"Hispanic or Latino\" as \"a person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin regardless of race.\" For discussion of the meaning and scope of the Hispanic or Latino ethnicity, see the Hispanic and Latino Americans and Racial and ethnic demographics of the United States articles.", "targets": "In which ethnic category would a person of Mexican origin be listed by the US Census Bureau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04d6be396227478d84e40bd956b3bb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The federal government of the United States has mandated that \"in data collection and presentation, federal agencies are required to use a minimum of two ethnicities: 'Hispanic or Latino' and 'Not Hispanic or Latino'.\" The Census Bureau defines \"Hispanic or Latino\" as \"a person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin regardless of race.\" For discussion of the meaning and scope of the Hispanic or Latino ethnicity, see the Hispanic and Latino Americans and Racial and ethnic demographics of the United States articles.", "targets": "In what ethnic category would a person from Puerto Rico to be listed in the United States Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bdab4e67f38455595e9cc7451924cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From earliest days, Virginia, and Richmond in particular, have welcomed live theatrical performances. From Lewis Hallam's early productions of Shakespeare in Williamsburg, the focus shifted to Richmond's antebellum prominence as a main colonial and early 19th century performance venue for such celebrated American and English actors as William Macready, Edwin Forrest, and the Booth family. In the 20th century, Richmonders' love of theater continued with many amateur troupes and regular touring professional productions. In the 1960s a small renaissance or golden age accompanied the growth of professional dinner theaters and the fostering of theater by the Virginia Museum, reaching a peak in the 1970s with the establishment of a resident Equity company at the Virginia Museum Theater (now the Leslie Cheek) and the birth of Theatre IV, a company that continues to this day.", "targets": "In what city did Lewis Hallam present Shakespeare's plays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bdab4e67f38455595e9cc7451924cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From earliest days, Virginia, and Richmond in particular, have welcomed live theatrical performances. From Lewis Hallam's early productions of Shakespeare in Williamsburg, the focus shifted to Richmond's antebellum prominence as a main colonial and early 19th century performance venue for such celebrated American and English actors as William Macready, Edwin Forrest, and the Booth family. In the 20th century, Richmonders' love of theater continued with many amateur troupes and regular touring professional productions. In the 1960s a small renaissance or golden age accompanied the growth of professional dinner theaters and the fostering of theater by the Virginia Museum, reaching a peak in the 1970s with the establishment of a resident Equity company at the Virginia Museum Theater (now the Leslie Cheek) and the birth of Theatre IV, a company that continues to this day.", "targets": "What family of actors notably performed in 19th century Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bdab4e67f38455595e9cc7451924cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From earliest days, Virginia, and Richmond in particular, have welcomed live theatrical performances. From Lewis Hallam's early productions of Shakespeare in Williamsburg, the focus shifted to Richmond's antebellum prominence as a main colonial and early 19th century performance venue for such celebrated American and English actors as William Macready, Edwin Forrest, and the Booth family. In the 20th century, Richmonders' love of theater continued with many amateur troupes and regular touring professional productions. In the 1960s a small renaissance or golden age accompanied the growth of professional dinner theaters and the fostering of theater by the Virginia Museum, reaching a peak in the 1970s with the establishment of a resident Equity company at the Virginia Museum Theater (now the Leslie Cheek) and the birth of Theatre IV, a company that continues to this day.", "targets": "What is Virginia Museum Theater known as today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bdab4e67f38455595e9cc7451924cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From earliest days, Virginia, and Richmond in particular, have welcomed live theatrical performances. From Lewis Hallam's early productions of Shakespeare in Williamsburg, the focus shifted to Richmond's antebellum prominence as a main colonial and early 19th century performance venue for such celebrated American and English actors as William Macready, Edwin Forrest, and the Booth family. In the 20th century, Richmonders' love of theater continued with many amateur troupes and regular touring professional productions. In the 1960s a small renaissance or golden age accompanied the growth of professional dinner theaters and the fostering of theater by the Virginia Museum, reaching a peak in the 1970s with the establishment of a resident Equity company at the Virginia Museum Theater (now the Leslie Cheek) and the birth of Theatre IV, a company that continues to this day.", "targets": "During what decade did the Virginia Museum most significantly work to promote theater in Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9d3b803d0d4f0181757102d73490bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others argue that the rule of law has survived but was transformed to allow for the exercise of discretion by administrators. For much of American history, the dominant notion of the rule of law, in this setting, has been some version of A. V. Dicey's: \u201cno man is punishable or can be lawfully made to suffer in body or goods except for a distinct breach of law established in the ordinary legal manner before the ordinary Courts of the land.\u201d That is, individuals should be able to challenge an administrative order by bringing suit in a court of general jurisdiction. As the dockets of worker compensation commissions, public utility commissions and other agencies burgeoned, it soon became apparent that letting judges decide for themselves all the facts in a dispute (such as the extent of an injury in a worker's compensation case) would overwhelm the courts and destroy the advantages of specialization that led to the creation of administrative agencies in the first place. Even Charles Evans Hughes, a Chief Justice of the United States, believed \u201cyou must have administration, and you must have administration by administrative officers.\u201d By 1941, a compromise had emerged. If administrators adopted procedures that more-or-less tracked \"the ordinary legal manner\" of the courts, further review of the facts by \"the ordinary Courts of the land\" was unnecessary. That is, if you had your \"day in commission,\" the rule of law did not require a further \"day in court.\" Thus Dicey's rule of law was recast into a purely procedural form.", "targets": "When was a compromise reached over administrative procedures for law determination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9d3b803d0d4f0181757102d73490bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others argue that the rule of law has survived but was transformed to allow for the exercise of discretion by administrators. For much of American history, the dominant notion of the rule of law, in this setting, has been some version of A. V. Dicey's: \u201cno man is punishable or can be lawfully made to suffer in body or goods except for a distinct breach of law established in the ordinary legal manner before the ordinary Courts of the land.\u201d That is, individuals should be able to challenge an administrative order by bringing suit in a court of general jurisdiction. As the dockets of worker compensation commissions, public utility commissions and other agencies burgeoned, it soon became apparent that letting judges decide for themselves all the facts in a dispute (such as the extent of an injury in a worker's compensation case) would overwhelm the courts and destroy the advantages of specialization that led to the creation of administrative agencies in the first place. Even Charles Evans Hughes, a Chief Justice of the United States, believed \u201cyou must have administration, and you must have administration by administrative officers.\u201d By 1941, a compromise had emerged. If administrators adopted procedures that more-or-less tracked \"the ordinary legal manner\" of the courts, further review of the facts by \"the ordinary Courts of the land\" was unnecessary. That is, if you had your \"day in commission,\" the rule of law did not require a further \"day in court.\" Thus Dicey's rule of law was recast into a purely procedural form.", "targets": "Who can determine if a law should be approached differently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9d3b803d0d4f0181757102d73490bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others argue that the rule of law has survived but was transformed to allow for the exercise of discretion by administrators. For much of American history, the dominant notion of the rule of law, in this setting, has been some version of A. V. Dicey's: \u201cno man is punishable or can be lawfully made to suffer in body or goods except for a distinct breach of law established in the ordinary legal manner before the ordinary Courts of the land.\u201d That is, individuals should be able to challenge an administrative order by bringing suit in a court of general jurisdiction. As the dockets of worker compensation commissions, public utility commissions and other agencies burgeoned, it soon became apparent that letting judges decide for themselves all the facts in a dispute (such as the extent of an injury in a worker's compensation case) would overwhelm the courts and destroy the advantages of specialization that led to the creation of administrative agencies in the first place. Even Charles Evans Hughes, a Chief Justice of the United States, believed \u201cyou must have administration, and you must have administration by administrative officers.\u201d By 1941, a compromise had emerged. If administrators adopted procedures that more-or-less tracked \"the ordinary legal manner\" of the courts, further review of the facts by \"the ordinary Courts of the land\" was unnecessary. That is, if you had your \"day in commission,\" the rule of law did not require a further \"day in court.\" Thus Dicey's rule of law was recast into a purely procedural form.", "targets": "Who should be able to challenge administrative orders in court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9d3b803d0d4f0181757102d73490bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others argue that the rule of law has survived but was transformed to allow for the exercise of discretion by administrators. For much of American history, the dominant notion of the rule of law, in this setting, has been some version of A. V. Dicey's: \u201cno man is punishable or can be lawfully made to suffer in body or goods except for a distinct breach of law established in the ordinary legal manner before the ordinary Courts of the land.\u201d That is, individuals should be able to challenge an administrative order by bringing suit in a court of general jurisdiction. As the dockets of worker compensation commissions, public utility commissions and other agencies burgeoned, it soon became apparent that letting judges decide for themselves all the facts in a dispute (such as the extent of an injury in a worker's compensation case) would overwhelm the courts and destroy the advantages of specialization that led to the creation of administrative agencies in the first place. Even Charles Evans Hughes, a Chief Justice of the United States, believed \u201cyou must have administration, and you must have administration by administrative officers.\u201d By 1941, a compromise had emerged. If administrators adopted procedures that more-or-less tracked \"the ordinary legal manner\" of the courts, further review of the facts by \"the ordinary Courts of the land\" was unnecessary. That is, if you had your \"day in commission,\" the rule of law did not require a further \"day in court.\" Thus Dicey's rule of law was recast into a purely procedural form.", "targets": "Who was Charles Evans Hughes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "For which country did George VI stop using the title Emperor but continue to use the title of King?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "In what month and year did George VI discontinue using the title Emperor of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "In 1949 what country solely proclaimed independence from the Commonwealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "What Child of George VI ascended the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "What was the name used after the dissolution of the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "What year was Britain and allies victorious in the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "When did India and Pakistan gain independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "What title did George have in India prior to 1948?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2b3b69f31024cb8b17ee7ad2d2140bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During George's reign the break-up of the British Empire and its transition into the Commonwealth of Nations accelerated. The parliament of the Irish Free State removed direct mention of the monarch from the country's constitution on the day of his accession. From 1939, the Empire and Commonwealth, except Ireland, was at war with Nazi Germany. War with Italy and Japan followed in 1940 and 1941, respectively. Though Britain and its allies were ultimately victorious in 1945, the United States and the Soviet Union rose as pre-eminent world powers and the British Empire declined. After the independence of India and Pakistan in 1947, George remained as king of both countries, but the title Emperor of India was abandoned in June 1948. Ireland formally declared itself a republic and left the Commonwealth in 1949, and India became a republic within the Commonwealth the following year. George adopted the new title of Head of the Commonwealth. He was beset by health problems in the later years of his reign. His elder daughter, Elizabeth, succeeded him.", "targets": "What did Ireland declare itself in 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b024cf6ab4788804fbb0b39cc30a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The uses of copper in art were not limited to currency: it was used by Renaissance sculptors, in photographic technology known as the daguerreotype, and the Statue of Liberty. Copper plating and copper sheathing for ships' hulls was widespread; the ships of Christopher Columbus were among the earliest to have this feature. The Norddeutsche Affinerie in Hamburg was the first modern electroplating plant starting its production in 1876. The German scientist Gottfried Osann invented powder metallurgy in 1830 while determining the metal's atomic mass; around then it was discovered that the amount and type of alloying element (e.g., tin) to copper would affect bell tones. Flash smelting was developed by Outokumpu in Finland and first applied at Harjavalta in 1949; the energy-efficient process accounts for 50% of the world's primary copper production.", "targets": "Who used copper to produce art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b024cf6ab4788804fbb0b39cc30a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The uses of copper in art were not limited to currency: it was used by Renaissance sculptors, in photographic technology known as the daguerreotype, and the Statue of Liberty. Copper plating and copper sheathing for ships' hulls was widespread; the ships of Christopher Columbus were among the earliest to have this feature. The Norddeutsche Affinerie in Hamburg was the first modern electroplating plant starting its production in 1876. The German scientist Gottfried Osann invented powder metallurgy in 1830 while determining the metal's atomic mass; around then it was discovered that the amount and type of alloying element (e.g., tin) to copper would affect bell tones. Flash smelting was developed by Outokumpu in Finland and first applied at Harjavalta in 1949; the energy-efficient process accounts for 50% of the world's primary copper production.", "targets": "What is the photographic technology that uses copper called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b024cf6ab4788804fbb0b39cc30a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The uses of copper in art were not limited to currency: it was used by Renaissance sculptors, in photographic technology known as the daguerreotype, and the Statue of Liberty. Copper plating and copper sheathing for ships' hulls was widespread; the ships of Christopher Columbus were among the earliest to have this feature. The Norddeutsche Affinerie in Hamburg was the first modern electroplating plant starting its production in 1876. The German scientist Gottfried Osann invented powder metallurgy in 1830 while determining the metal's atomic mass; around then it was discovered that the amount and type of alloying element (e.g., tin) to copper would affect bell tones. Flash smelting was developed by Outokumpu in Finland and first applied at Harjavalta in 1949; the energy-efficient process accounts for 50% of the world's primary copper production.", "targets": "What famous NY city landmark is made from copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b024cf6ab4788804fbb0b39cc30a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The uses of copper in art were not limited to currency: it was used by Renaissance sculptors, in photographic technology known as the daguerreotype, and the Statue of Liberty. Copper plating and copper sheathing for ships' hulls was widespread; the ships of Christopher Columbus were among the earliest to have this feature. The Norddeutsche Affinerie in Hamburg was the first modern electroplating plant starting its production in 1876. The German scientist Gottfried Osann invented powder metallurgy in 1830 while determining the metal's atomic mass; around then it was discovered that the amount and type of alloying element (e.g., tin) to copper would affect bell tones. Flash smelting was developed by Outokumpu in Finland and first applied at Harjavalta in 1949; the energy-efficient process accounts for 50% of the world's primary copper production.", "targets": "What famous explorers ships was one of the first to have it's hulls made of copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b024cf6ab4788804fbb0b39cc30a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The uses of copper in art were not limited to currency: it was used by Renaissance sculptors, in photographic technology known as the daguerreotype, and the Statue of Liberty. Copper plating and copper sheathing for ships' hulls was widespread; the ships of Christopher Columbus were among the earliest to have this feature. The Norddeutsche Affinerie in Hamburg was the first modern electroplating plant starting its production in 1876. The German scientist Gottfried Osann invented powder metallurgy in 1830 while determining the metal's atomic mass; around then it was discovered that the amount and type of alloying element (e.g., tin) to copper would affect bell tones. Flash smelting was developed by Outokumpu in Finland and first applied at Harjavalta in 1949; the energy-efficient process accounts for 50% of the world's primary copper production.", "targets": "When did The Norddeutsche Affinerie electroplating plant first begin production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ef9230d1de4a958650ba3940d25358", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is little consensus on the precise beginning of the Age of Enlightenment; the beginning of the 18th century (1701) or the middle of the 17th century (1650) are often used as epochs. French historians usually place the period, called the Si\u00e8cle des Lumi\u00e8res (Century of Enlightenments), between 1715 and 1789, from the beginning of the reign of Louis XV until the French Revolution. If taken back to the mid-17th century, the Enlightenment would trace its origins to Descartes' Discourse on Method, published in 1637. In France, many cited the publication of Isaac Newton's Principia Mathematica in 1687. It is argued by several historians and philosophers that the beginning of the Enlightenment is when Descartes shifted the epistemological basis from external authority to internal certainty by his cogito ergo sum published in 1637. As to its end, most scholars use the last years of the century, often choosing the French Revolution of 1789 or the beginning of the Napoleonic Wars (1804\u201315) as a convenient point in time with which to date the end of the Enlightenment.", "targets": "Most scholars use the beginning of the Napoleonic Wars or which other battle as a convenient date to end the Enlightenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ef9230d1de4a958650ba3940d25358", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is little consensus on the precise beginning of the Age of Enlightenment; the beginning of the 18th century (1701) or the middle of the 17th century (1650) are often used as epochs. French historians usually place the period, called the Si\u00e8cle des Lumi\u00e8res (Century of Enlightenments), between 1715 and 1789, from the beginning of the reign of Louis XV until the French Revolution. If taken back to the mid-17th century, the Enlightenment would trace its origins to Descartes' Discourse on Method, published in 1637. In France, many cited the publication of Isaac Newton's Principia Mathematica in 1687. It is argued by several historians and philosophers that the beginning of the Enlightenment is when Descartes shifted the epistemological basis from external authority to internal certainty by his cogito ergo sum published in 1637. As to its end, most scholars use the last years of the century, often choosing the French Revolution of 1789 or the beginning of the Napoleonic Wars (1804\u201315) as a convenient point in time with which to date the end of the Enlightenment.", "targets": "French historians generally use the beginning of which King's reign to date the start of the Enlightenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ef9230d1de4a958650ba3940d25358", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is little consensus on the precise beginning of the Age of Enlightenment; the beginning of the 18th century (1701) or the middle of the 17th century (1650) are often used as epochs. French historians usually place the period, called the Si\u00e8cle des Lumi\u00e8res (Century of Enlightenments), between 1715 and 1789, from the beginning of the reign of Louis XV until the French Revolution. If taken back to the mid-17th century, the Enlightenment would trace its origins to Descartes' Discourse on Method, published in 1637. In France, many cited the publication of Isaac Newton's Principia Mathematica in 1687. It is argued by several historians and philosophers that the beginning of the Enlightenment is when Descartes shifted the epistemological basis from external authority to internal certainty by his cogito ergo sum published in 1637. As to its end, most scholars use the last years of the century, often choosing the French Revolution of 1789 or the beginning of the Napoleonic Wars (1804\u201315) as a convenient point in time with which to date the end of the Enlightenment.", "targets": "What do French historians commonly call the Age of Enlightenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ef9230d1de4a958650ba3940d25358", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is little consensus on the precise beginning of the Age of Enlightenment; the beginning of the 18th century (1701) or the middle of the 17th century (1650) are often used as epochs. French historians usually place the period, called the Si\u00e8cle des Lumi\u00e8res (Century of Enlightenments), between 1715 and 1789, from the beginning of the reign of Louis XV until the French Revolution. If taken back to the mid-17th century, the Enlightenment would trace its origins to Descartes' Discourse on Method, published in 1637. In France, many cited the publication of Isaac Newton's Principia Mathematica in 1687. It is argued by several historians and philosophers that the beginning of the Enlightenment is when Descartes shifted the epistemological basis from external authority to internal certainty by his cogito ergo sum published in 1637. As to its end, most scholars use the last years of the century, often choosing the French Revolution of 1789 or the beginning of the Napoleonic Wars (1804\u201315) as a convenient point in time with which to date the end of the Enlightenment.", "targets": "In what year was Descartes' Discourse on Method published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ef9230d1de4a958650ba3940d25358", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is little consensus on the precise beginning of the Age of Enlightenment; the beginning of the 18th century (1701) or the middle of the 17th century (1650) are often used as epochs. French historians usually place the period, called the Si\u00e8cle des Lumi\u00e8res (Century of Enlightenments), between 1715 and 1789, from the beginning of the reign of Louis XV until the French Revolution. If taken back to the mid-17th century, the Enlightenment would trace its origins to Descartes' Discourse on Method, published in 1637. In France, many cited the publication of Isaac Newton's Principia Mathematica in 1687. It is argued by several historians and philosophers that the beginning of the Enlightenment is when Descartes shifted the epistemological basis from external authority to internal certainty by his cogito ergo sum published in 1637. As to its end, most scholars use the last years of the century, often choosing the French Revolution of 1789 or the beginning of the Napoleonic Wars (1804\u201315) as a convenient point in time with which to date the end of the Enlightenment.", "targets": "In what year was Issaac Newton's Principia Mathematica published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370660988733402182cf019e0f852d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Capacitors may catastrophically fail when subjected to voltages or currents beyond their rating, or as they reach their normal end of life. Dielectric or metal interconnection failures may create arcing that vaporizes the dielectric fluid, resulting in case bulging, rupture, or even an explosion. Capacitors used in RF or sustained high-current applications can overheat, especially in the center of the capacitor rolls. Capacitors used within high-energy capacitor banks can violently explode when a short in one capacitor causes sudden dumping of energy stored in the rest of the bank into the failing unit. High voltage vacuum capacitors can generate soft X-rays even during normal operation. Proper containment, fusing, and preventive maintenance can help to minimize these hazards.", "targets": "What could cause the failure of a capacitor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370660988733402182cf019e0f852d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Capacitors may catastrophically fail when subjected to voltages or currents beyond their rating, or as they reach their normal end of life. Dielectric or metal interconnection failures may create arcing that vaporizes the dielectric fluid, resulting in case bulging, rupture, or even an explosion. Capacitors used in RF or sustained high-current applications can overheat, especially in the center of the capacitor rolls. Capacitors used within high-energy capacitor banks can violently explode when a short in one capacitor causes sudden dumping of energy stored in the rest of the bank into the failing unit. High voltage vacuum capacitors can generate soft X-rays even during normal operation. Proper containment, fusing, and preventive maintenance can help to minimize these hazards.", "targets": "What can happen to capacitors used in high current applications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370660988733402182cf019e0f852d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Capacitors may catastrophically fail when subjected to voltages or currents beyond their rating, or as they reach their normal end of life. Dielectric or metal interconnection failures may create arcing that vaporizes the dielectric fluid, resulting in case bulging, rupture, or even an explosion. Capacitors used in RF or sustained high-current applications can overheat, especially in the center of the capacitor rolls. Capacitors used within high-energy capacitor banks can violently explode when a short in one capacitor causes sudden dumping of energy stored in the rest of the bank into the failing unit. High voltage vacuum capacitors can generate soft X-rays even during normal operation. Proper containment, fusing, and preventive maintenance can help to minimize these hazards.", "targets": "What can happen to capacitors used in high energy capacitor banks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370660988733402182cf019e0f852d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Capacitors may catastrophically fail when subjected to voltages or currents beyond their rating, or as they reach their normal end of life. Dielectric or metal interconnection failures may create arcing that vaporizes the dielectric fluid, resulting in case bulging, rupture, or even an explosion. Capacitors used in RF or sustained high-current applications can overheat, especially in the center of the capacitor rolls. Capacitors used within high-energy capacitor banks can violently explode when a short in one capacitor causes sudden dumping of energy stored in the rest of the bank into the failing unit. High voltage vacuum capacitors can generate soft X-rays even during normal operation. Proper containment, fusing, and preventive maintenance can help to minimize these hazards.", "targets": "What type of capacitors can generate soft x-rays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-370660988733402182cf019e0f852d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Capacitors may catastrophically fail when subjected to voltages or currents beyond their rating, or as they reach their normal end of life. Dielectric or metal interconnection failures may create arcing that vaporizes the dielectric fluid, resulting in case bulging, rupture, or even an explosion. Capacitors used in RF or sustained high-current applications can overheat, especially in the center of the capacitor rolls. Capacitors used within high-energy capacitor banks can violently explode when a short in one capacitor causes sudden dumping of energy stored in the rest of the bank into the failing unit. High voltage vacuum capacitors can generate soft X-rays even during normal operation. Proper containment, fusing, and preventive maintenance can help to minimize these hazards.", "targets": "What is one way to help minimize capacitor dangers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37a7e5aac30417db7ef46f8cd772856", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in April 1985, Madonna embarked on her first concert tour in North America, The Virgin Tour, with the Beastie Boys as her opening act. She progressed from playing CBGB and the Mudd Club to playing large sporting arenas. At that time she released two more hit singles from the album, \"Angel\" and \"Dress You Up\". In July, Penthouse and Playboy magazines published a number of nude photos of Madonna, taken in New York in 1978. She had posed for the photographs as she needed money at the time, and was paid as little as $25 a session. The publication of the photos caused a media uproar, but Madonna remained \"unapologetic and defiant\". The photographs were ultimately sold for up to $100,000. She referred to these events at the 1985 outdoor Live Aid charity concert, saying that she would not take her jacket off because \"[the media] might hold it against me ten years from now.\"", "targets": "When was Madonna's first concert tour in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37a7e5aac30417db7ef46f8cd772856", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in April 1985, Madonna embarked on her first concert tour in North America, The Virgin Tour, with the Beastie Boys as her opening act. She progressed from playing CBGB and the Mudd Club to playing large sporting arenas. At that time she released two more hit singles from the album, \"Angel\" and \"Dress You Up\". In July, Penthouse and Playboy magazines published a number of nude photos of Madonna, taken in New York in 1978. She had posed for the photographs as she needed money at the time, and was paid as little as $25 a session. The publication of the photos caused a media uproar, but Madonna remained \"unapologetic and defiant\". The photographs were ultimately sold for up to $100,000. She referred to these events at the 1985 outdoor Live Aid charity concert, saying that she would not take her jacket off because \"[the media] might hold it against me ten years from now.\"", "targets": "Who were the opening act for Madonna's concert The Virgin tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37a7e5aac30417db7ef46f8cd772856", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in April 1985, Madonna embarked on her first concert tour in North America, The Virgin Tour, with the Beastie Boys as her opening act. She progressed from playing CBGB and the Mudd Club to playing large sporting arenas. At that time she released two more hit singles from the album, \"Angel\" and \"Dress You Up\". In July, Penthouse and Playboy magazines published a number of nude photos of Madonna, taken in New York in 1978. She had posed for the photographs as she needed money at the time, and was paid as little as $25 a session. The publication of the photos caused a media uproar, but Madonna remained \"unapologetic and defiant\". The photographs were ultimately sold for up to $100,000. She referred to these events at the 1985 outdoor Live Aid charity concert, saying that she would not take her jacket off because \"[the media] might hold it against me ten years from now.\"", "targets": "When did Madonna have nude photos taken of her in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37a7e5aac30417db7ef46f8cd772856", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in April 1985, Madonna embarked on her first concert tour in North America, The Virgin Tour, with the Beastie Boys as her opening act. She progressed from playing CBGB and the Mudd Club to playing large sporting arenas. At that time she released two more hit singles from the album, \"Angel\" and \"Dress You Up\". In July, Penthouse and Playboy magazines published a number of nude photos of Madonna, taken in New York in 1978. She had posed for the photographs as she needed money at the time, and was paid as little as $25 a session. The publication of the photos caused a media uproar, but Madonna remained \"unapologetic and defiant\". The photographs were ultimately sold for up to $100,000. She referred to these events at the 1985 outdoor Live Aid charity concert, saying that she would not take her jacket off because \"[the media] might hold it against me ten years from now.\"", "targets": "How much was Madonna's nude photos were finally sold for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a37a7e5aac30417db7ef46f8cd772856", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in April 1985, Madonna embarked on her first concert tour in North America, The Virgin Tour, with the Beastie Boys as her opening act. She progressed from playing CBGB and the Mudd Club to playing large sporting arenas. At that time she released two more hit singles from the album, \"Angel\" and \"Dress You Up\". In July, Penthouse and Playboy magazines published a number of nude photos of Madonna, taken in New York in 1978. She had posed for the photographs as she needed money at the time, and was paid as little as $25 a session. The publication of the photos caused a media uproar, but Madonna remained \"unapologetic and defiant\". The photographs were ultimately sold for up to $100,000. She referred to these events at the 1985 outdoor Live Aid charity concert, saying that she would not take her jacket off because \"[the media] might hold it against me ten years from now.\"", "targets": "When was the Live Aid Charity Concert held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b7c495ba0248e4a5112dd43f73cc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Benito Ju\u00e1rez was re-elected in the general election of 1867 in which he received strong liberal support, especially in Chihuahua. Luis Terrazas was confirmed by the people of Chihuahua to be governor of the state. But soon after the election, President Ju\u00e1rez had another crisis on his hands; the Ju\u00e1rez administration was suspected to be involved in the assassination of the military chief Jos\u00e9 Mar\u00eda Patoni executed by General Canto in August 1868. General Canto turned himself over to Donato Guerra. Canto was sentenced to death, but later his sentence changed to 10 years imprisonment. The sense of injustice gave rise to a new rebellion in 1869 that threatened the federal government. In response, the Ju\u00e1rez administration took drastic measures by temporarily suspending constitutional rights, but the governor of Chihuahua did not support this action. Hostilities continued to increase especially after the election of 1871 which was perceived to be fraudulent. A new popular leader arose among the rebels, Porfirio D\u00edaz. The federal government was successful in quelling rebellions in Durango an Chihuahua. On July 18, 1872, President Ju\u00e1rez died from a heart attack; soon after, many of his supporters ceased the fighting. Peace returned to Chihuahua and the new government was led by Governor Antonio Ochoa (formerly a co-owner of the Batopilas silver mines) in 1873 after Luis Terrazas finished his term in 1872.", "targets": "Benito Juarez was reelected in which year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b7c495ba0248e4a5112dd43f73cc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Benito Ju\u00e1rez was re-elected in the general election of 1867 in which he received strong liberal support, especially in Chihuahua. Luis Terrazas was confirmed by the people of Chihuahua to be governor of the state. But soon after the election, President Ju\u00e1rez had another crisis on his hands; the Ju\u00e1rez administration was suspected to be involved in the assassination of the military chief Jos\u00e9 Mar\u00eda Patoni executed by General Canto in August 1868. General Canto turned himself over to Donato Guerra. Canto was sentenced to death, but later his sentence changed to 10 years imprisonment. The sense of injustice gave rise to a new rebellion in 1869 that threatened the federal government. In response, the Ju\u00e1rez administration took drastic measures by temporarily suspending constitutional rights, but the governor of Chihuahua did not support this action. Hostilities continued to increase especially after the election of 1871 which was perceived to be fraudulent. A new popular leader arose among the rebels, Porfirio D\u00edaz. The federal government was successful in quelling rebellions in Durango an Chihuahua. On July 18, 1872, President Ju\u00e1rez died from a heart attack; soon after, many of his supporters ceased the fighting. Peace returned to Chihuahua and the new government was led by Governor Antonio Ochoa (formerly a co-owner of the Batopilas silver mines) in 1873 after Luis Terrazas finished his term in 1872.", "targets": "Which state gave Juarez a particularly notably strong support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b7c495ba0248e4a5112dd43f73cc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Benito Ju\u00e1rez was re-elected in the general election of 1867 in which he received strong liberal support, especially in Chihuahua. Luis Terrazas was confirmed by the people of Chihuahua to be governor of the state. But soon after the election, President Ju\u00e1rez had another crisis on his hands; the Ju\u00e1rez administration was suspected to be involved in the assassination of the military chief Jos\u00e9 Mar\u00eda Patoni executed by General Canto in August 1868. General Canto turned himself over to Donato Guerra. Canto was sentenced to death, but later his sentence changed to 10 years imprisonment. The sense of injustice gave rise to a new rebellion in 1869 that threatened the federal government. In response, the Ju\u00e1rez administration took drastic measures by temporarily suspending constitutional rights, but the governor of Chihuahua did not support this action. Hostilities continued to increase especially after the election of 1871 which was perceived to be fraudulent. A new popular leader arose among the rebels, Porfirio D\u00edaz. The federal government was successful in quelling rebellions in Durango an Chihuahua. On July 18, 1872, President Ju\u00e1rez died from a heart attack; soon after, many of his supporters ceased the fighting. Peace returned to Chihuahua and the new government was led by Governor Antonio Ochoa (formerly a co-owner of the Batopilas silver mines) in 1873 after Luis Terrazas finished his term in 1872.", "targets": "Who was confirmed to be the president of the state of Chihuahua?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b7c495ba0248e4a5112dd43f73cc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Benito Ju\u00e1rez was re-elected in the general election of 1867 in which he received strong liberal support, especially in Chihuahua. Luis Terrazas was confirmed by the people of Chihuahua to be governor of the state. But soon after the election, President Ju\u00e1rez had another crisis on his hands; the Ju\u00e1rez administration was suspected to be involved in the assassination of the military chief Jos\u00e9 Mar\u00eda Patoni executed by General Canto in August 1868. General Canto turned himself over to Donato Guerra. Canto was sentenced to death, but later his sentence changed to 10 years imprisonment. The sense of injustice gave rise to a new rebellion in 1869 that threatened the federal government. In response, the Ju\u00e1rez administration took drastic measures by temporarily suspending constitutional rights, but the governor of Chihuahua did not support this action. Hostilities continued to increase especially after the election of 1871 which was perceived to be fraudulent. A new popular leader arose among the rebels, Porfirio D\u00edaz. The federal government was successful in quelling rebellions in Durango an Chihuahua. On July 18, 1872, President Ju\u00e1rez died from a heart attack; soon after, many of his supporters ceased the fighting. Peace returned to Chihuahua and the new government was led by Governor Antonio Ochoa (formerly a co-owner of the Batopilas silver mines) in 1873 after Luis Terrazas finished his term in 1872.", "targets": "Which general turned himself over to Donato Guerra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b7c495ba0248e4a5112dd43f73cc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Benito Ju\u00e1rez was re-elected in the general election of 1867 in which he received strong liberal support, especially in Chihuahua. Luis Terrazas was confirmed by the people of Chihuahua to be governor of the state. But soon after the election, President Ju\u00e1rez had another crisis on his hands; the Ju\u00e1rez administration was suspected to be involved in the assassination of the military chief Jos\u00e9 Mar\u00eda Patoni executed by General Canto in August 1868. General Canto turned himself over to Donato Guerra. Canto was sentenced to death, but later his sentence changed to 10 years imprisonment. The sense of injustice gave rise to a new rebellion in 1869 that threatened the federal government. In response, the Ju\u00e1rez administration took drastic measures by temporarily suspending constitutional rights, but the governor of Chihuahua did not support this action. Hostilities continued to increase especially after the election of 1871 which was perceived to be fraudulent. A new popular leader arose among the rebels, Porfirio D\u00edaz. The federal government was successful in quelling rebellions in Durango an Chihuahua. On July 18, 1872, President Ju\u00e1rez died from a heart attack; soon after, many of his supporters ceased the fighting. Peace returned to Chihuahua and the new government was led by Governor Antonio Ochoa (formerly a co-owner of the Batopilas silver mines) in 1873 after Luis Terrazas finished his term in 1872.", "targets": "Which year's election was perceived to be fraudulent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "How many different languages are spoken in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "What was the population in London in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "Where does London's urban area rank in terms of population within the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "How many people are in London's Metropolitan area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "What years was London considered the world's most populous city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "From the 2011 census, London is second in population in the EU to which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "During what time did London have the world's largest population, city-wise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "Approximately how many languages are spoken in the Greater London area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "As of mid-2014, London's population forms what percentage of the entire United Kingdom population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b032fbc3d34e59ba2628cf62dc4c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has a diverse range of peoples and cultures, and more than 300 languages are spoken within Greater London. The Office for National Statistics estimated its mid-2014 population to be 8,538,689, the largest of any municipality in the European Union, and accounting for 12.5 percent of the UK population. London's urban area is the second most populous in the EU, after Paris, with 9,787,426 inhabitants according to the 2011 census. The city's metropolitan area is one of the most populous in Europe with 13,879,757 inhabitants,[note 4] while the Greater London Authority states the population of the city-region (covering a large part of the south east) as 22.7 million. London was the world's most populous city from around 1831 to 1925.", "targets": "What is the population of metropolitan London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e495f6ee3e1345d89320b65be72c4c4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the works of Shakespeare have been a particularly fertile ground for textual criticism\u2014both because the texts, as transmitted, contain a considerable amount of variation, and because the effort and expense of producing superior editions of his works have always been widely viewed as worthwhile. The principles of textual criticism, although originally developed and refined for works of antiquity, the Bible, and Shakespeare, have been applied to many works, extending backwards from the present to the earliest known written documents, in Mesopotamia and Egypt\u2014a period of about five millennia. However, the application of textual criticism to non-religious works does not antedate the invention of printing. While Christianity has been relatively receptive to textual criticism, application of it to the Jewish (Masoretic) Torah and the Qur'an is, to the devout, taboo.[citation needed]", "targets": "What is one reasons Shakespeare is a good place to focus on textual criticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e495f6ee3e1345d89320b65be72c4c4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the works of Shakespeare have been a particularly fertile ground for textual criticism\u2014both because the texts, as transmitted, contain a considerable amount of variation, and because the effort and expense of producing superior editions of his works have always been widely viewed as worthwhile. The principles of textual criticism, although originally developed and refined for works of antiquity, the Bible, and Shakespeare, have been applied to many works, extending backwards from the present to the earliest known written documents, in Mesopotamia and Egypt\u2014a period of about five millennia. However, the application of textual criticism to non-religious works does not antedate the invention of printing. While Christianity has been relatively receptive to textual criticism, application of it to the Jewish (Masoretic) Torah and the Qur'an is, to the devout, taboo.[citation needed]", "targets": "Name two of the oldest civilizations that textual criticism has focused on."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e495f6ee3e1345d89320b65be72c4c4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the works of Shakespeare have been a particularly fertile ground for textual criticism\u2014both because the texts, as transmitted, contain a considerable amount of variation, and because the effort and expense of producing superior editions of his works have always been widely viewed as worthwhile. The principles of textual criticism, although originally developed and refined for works of antiquity, the Bible, and Shakespeare, have been applied to many works, extending backwards from the present to the earliest known written documents, in Mesopotamia and Egypt\u2014a period of about five millennia. However, the application of textual criticism to non-religious works does not antedate the invention of printing. While Christianity has been relatively receptive to textual criticism, application of it to the Jewish (Masoretic) Torah and the Qur'an is, to the devout, taboo.[citation needed]", "targets": "Why is there opposition to textual criticism of Jewish and Muslim religious books?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e495f6ee3e1345d89320b65be72c4c4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the works of Shakespeare have been a particularly fertile ground for textual criticism\u2014both because the texts, as transmitted, contain a considerable amount of variation, and because the effort and expense of producing superior editions of his works have always been widely viewed as worthwhile. The principles of textual criticism, although originally developed and refined for works of antiquity, the Bible, and Shakespeare, have been applied to many works, extending backwards from the present to the earliest known written documents, in Mesopotamia and Egypt\u2014a period of about five millennia. However, the application of textual criticism to non-religious works does not antedate the invention of printing. While Christianity has been relatively receptive to textual criticism, application of it to the Jewish (Masoretic) Torah and the Qur'an is, to the devout, taboo.[citation needed]", "targets": "Aside from Shakespeare, what is another book that is a major focus of textual criticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e495f6ee3e1345d89320b65be72c4c4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the works of Shakespeare have been a particularly fertile ground for textual criticism\u2014both because the texts, as transmitted, contain a considerable amount of variation, and because the effort and expense of producing superior editions of his works have always been widely viewed as worthwhile. The principles of textual criticism, although originally developed and refined for works of antiquity, the Bible, and Shakespeare, have been applied to many works, extending backwards from the present to the earliest known written documents, in Mesopotamia and Egypt\u2014a period of about five millennia. However, the application of textual criticism to non-religious works does not antedate the invention of printing. While Christianity has been relatively receptive to textual criticism, application of it to the Jewish (Masoretic) Torah and the Qur'an is, to the devout, taboo.[citation needed]", "targets": "Over approximately what expanse of time can textual criticism be applied to written works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a68077e328433c98ea455eb90830b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers believe that the first Russian settlement in Alaska was established in the 17th century. According to this hypothesis, in 1648 several koches of Semyon Dezhnyov's expedition came ashore in Alaska by storm and founded this settlement. This hypothesis is based on the testimony of Chukchi geographer Nikolai Daurkin, who had visited Alaska in 1764\u20131765 and who had reported on a village on the Kheuveren River, populated by \"bearded men\" who \"pray to the icons\". Some modern researchers associate Kheuveren with Koyuk River.", "targets": "During what time period do some researchers believe Russians settled in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a68077e328433c98ea455eb90830b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers believe that the first Russian settlement in Alaska was established in the 17th century. According to this hypothesis, in 1648 several koches of Semyon Dezhnyov's expedition came ashore in Alaska by storm and founded this settlement. This hypothesis is based on the testimony of Chukchi geographer Nikolai Daurkin, who had visited Alaska in 1764\u20131765 and who had reported on a village on the Kheuveren River, populated by \"bearded men\" who \"pray to the icons\". Some modern researchers associate Kheuveren with Koyuk River.", "targets": "Whose expedidion potentially landed in Alaska during a storm and founded a settlement in 1648?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a68077e328433c98ea455eb90830b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers believe that the first Russian settlement in Alaska was established in the 17th century. According to this hypothesis, in 1648 several koches of Semyon Dezhnyov's expedition came ashore in Alaska by storm and founded this settlement. This hypothesis is based on the testimony of Chukchi geographer Nikolai Daurkin, who had visited Alaska in 1764\u20131765 and who had reported on a village on the Kheuveren River, populated by \"bearded men\" who \"pray to the icons\". Some modern researchers associate Kheuveren with Koyuk River.", "targets": "Whom did Nikolai Durkin say lived in a village on the Kheuveren River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a68077e328433c98ea455eb90830b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers believe that the first Russian settlement in Alaska was established in the 17th century. According to this hypothesis, in 1648 several koches of Semyon Dezhnyov's expedition came ashore in Alaska by storm and founded this settlement. This hypothesis is based on the testimony of Chukchi geographer Nikolai Daurkin, who had visited Alaska in 1764\u20131765 and who had reported on a village on the Kheuveren River, populated by \"bearded men\" who \"pray to the icons\". Some modern researchers associate Kheuveren with Koyuk River.", "targets": "During which years did Nikolai Durkin visit Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0882fe55fb64dccbeab0f6c4118be6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing provides students with the opportunity to learn by participating in two-way communication forums. Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise isolated educational facilities. Students from diverse communities and backgrounds can come together to learn about one another, although language barriers will continue to persist. Such students are able to explore, communicate, analyze and share information and ideas with one another. Through videoconferencing, students can visit other parts of the world to speak with their peers, and visit museums and educational facilities. Such virtual field trips can provide enriched learning opportunities to students, especially those in geographically isolated locations, and to the economically disadvantaged. Small schools can use these technologies to pool resources and provide courses, such as in foreign languages, which could not otherwise be offered.", "targets": "What can videoconferencing offer students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0882fe55fb64dccbeab0f6c4118be6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing provides students with the opportunity to learn by participating in two-way communication forums. Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise isolated educational facilities. Students from diverse communities and backgrounds can come together to learn about one another, although language barriers will continue to persist. Such students are able to explore, communicate, analyze and share information and ideas with one another. Through videoconferencing, students can visit other parts of the world to speak with their peers, and visit museums and educational facilities. Such virtual field trips can provide enriched learning opportunities to students, especially those in geographically isolated locations, and to the economically disadvantaged. Small schools can use these technologies to pool resources and provide courses, such as in foreign languages, which could not otherwise be offered.", "targets": "Who can benefit from two-way communication forums?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0882fe55fb64dccbeab0f6c4118be6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing provides students with the opportunity to learn by participating in two-way communication forums. Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise isolated educational facilities. Students from diverse communities and backgrounds can come together to learn about one another, although language barriers will continue to persist. Such students are able to explore, communicate, analyze and share information and ideas with one another. Through videoconferencing, students can visit other parts of the world to speak with their peers, and visit museums and educational facilities. Such virtual field trips can provide enriched learning opportunities to students, especially those in geographically isolated locations, and to the economically disadvantaged. Small schools can use these technologies to pool resources and provide courses, such as in foreign languages, which could not otherwise be offered.", "targets": "What is a major barrier to videoconferencing between some communities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0882fe55fb64dccbeab0f6c4118be6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing provides students with the opportunity to learn by participating in two-way communication forums. Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise isolated educational facilities. Students from diverse communities and backgrounds can come together to learn about one another, although language barriers will continue to persist. Such students are able to explore, communicate, analyze and share information and ideas with one another. Through videoconferencing, students can visit other parts of the world to speak with their peers, and visit museums and educational facilities. Such virtual field trips can provide enriched learning opportunities to students, especially those in geographically isolated locations, and to the economically disadvantaged. Small schools can use these technologies to pool resources and provide courses, such as in foreign languages, which could not otherwise be offered.", "targets": "What is one example of how students can benefit from videoconferencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0882fe55fb64dccbeab0f6c4118be6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing provides students with the opportunity to learn by participating in two-way communication forums. Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise isolated educational facilities. Students from diverse communities and backgrounds can come together to learn about one another, although language barriers will continue to persist. Such students are able to explore, communicate, analyze and share information and ideas with one another. Through videoconferencing, students can visit other parts of the world to speak with their peers, and visit museums and educational facilities. Such virtual field trips can provide enriched learning opportunities to students, especially those in geographically isolated locations, and to the economically disadvantaged. Small schools can use these technologies to pool resources and provide courses, such as in foreign languages, which could not otherwise be offered.", "targets": "What is one experience that students using videoconferencing can achieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd30f4cb310463e98723264581f18fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1227, during the fall of Yinchuan, the capital of Western Xia, Genghis Khan died. The exact cause of his death remains a mystery, and is variously attributed to being killed in action against the Western Xia, illness, falling from his horse, or wounds sustained in hunting or battle. According to The Secret History of the Mongols Genghis Khan fell from his horse while hunting and died because of the injury. He was already old and tired from his journeys. The Galician\u2013Volhynian Chronicle alleges he was killed by the Western Xia in battle, while Marco Polo wrote that he died after the infection of an arrow wound he received during his final campaign. Later Mongol chronicles connect Genghis' death with a Western Xia princess taken as war booty. One chronicle from the early 17th century even relates the legend that the princess hid a small dagger and stabbed him, though some Mongol authors have doubted this version and suspected it to be an invention by the rival Oirads.", "targets": "Genghis Khan was in the process of taking what capital city when he died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd30f4cb310463e98723264581f18fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1227, during the fall of Yinchuan, the capital of Western Xia, Genghis Khan died. The exact cause of his death remains a mystery, and is variously attributed to being killed in action against the Western Xia, illness, falling from his horse, or wounds sustained in hunting or battle. According to The Secret History of the Mongols Genghis Khan fell from his horse while hunting and died because of the injury. He was already old and tired from his journeys. The Galician\u2013Volhynian Chronicle alleges he was killed by the Western Xia in battle, while Marco Polo wrote that he died after the infection of an arrow wound he received during his final campaign. Later Mongol chronicles connect Genghis' death with a Western Xia princess taken as war booty. One chronicle from the early 17th century even relates the legend that the princess hid a small dagger and stabbed him, though some Mongol authors have doubted this version and suspected it to be an invention by the rival Oirads.", "targets": "What does the Secret History say Genghis Khan was doing when he sustained his mortal injuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd30f4cb310463e98723264581f18fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1227, during the fall of Yinchuan, the capital of Western Xia, Genghis Khan died. The exact cause of his death remains a mystery, and is variously attributed to being killed in action against the Western Xia, illness, falling from his horse, or wounds sustained in hunting or battle. According to The Secret History of the Mongols Genghis Khan fell from his horse while hunting and died because of the injury. He was already old and tired from his journeys. The Galician\u2013Volhynian Chronicle alleges he was killed by the Western Xia in battle, while Marco Polo wrote that he died after the infection of an arrow wound he received during his final campaign. Later Mongol chronicles connect Genghis' death with a Western Xia princess taken as war booty. One chronicle from the early 17th century even relates the legend that the princess hid a small dagger and stabbed him, though some Mongol authors have doubted this version and suspected it to be an invention by the rival Oirads.", "targets": "What weapon did Marco Pole report as the cause of Genghis Khan's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd30f4cb310463e98723264581f18fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1227, during the fall of Yinchuan, the capital of Western Xia, Genghis Khan died. The exact cause of his death remains a mystery, and is variously attributed to being killed in action against the Western Xia, illness, falling from his horse, or wounds sustained in hunting or battle. According to The Secret History of the Mongols Genghis Khan fell from his horse while hunting and died because of the injury. He was already old and tired from his journeys. The Galician\u2013Volhynian Chronicle alleges he was killed by the Western Xia in battle, while Marco Polo wrote that he died after the infection of an arrow wound he received during his final campaign. Later Mongol chronicles connect Genghis' death with a Western Xia princess taken as war booty. One chronicle from the early 17th century even relates the legend that the princess hid a small dagger and stabbed him, though some Mongol authors have doubted this version and suspected it to be an invention by the rival Oirads.", "targets": "Later chronicles of Genghis Khan's death implicate a princess from what empire in his death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd30f4cb310463e98723264581f18fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1227, during the fall of Yinchuan, the capital of Western Xia, Genghis Khan died. The exact cause of his death remains a mystery, and is variously attributed to being killed in action against the Western Xia, illness, falling from his horse, or wounds sustained in hunting or battle. According to The Secret History of the Mongols Genghis Khan fell from his horse while hunting and died because of the injury. He was already old and tired from his journeys. The Galician\u2013Volhynian Chronicle alleges he was killed by the Western Xia in battle, while Marco Polo wrote that he died after the infection of an arrow wound he received during his final campaign. Later Mongol chronicles connect Genghis' death with a Western Xia princess taken as war booty. One chronicle from the early 17th century even relates the legend that the princess hid a small dagger and stabbed him, though some Mongol authors have doubted this version and suspected it to be an invention by the rival Oirads.", "targets": "Which rival of the Mongols is suspected of inventing the story that Genghis Khan was murdered by a captured princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7126bee240954ce9b582cb31c9d7d357", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazilian census data (PNAD, 1999) indicate that 2.55 million 10-14 year-olds were illegally holding jobs. They were joined by 3.7 million 15-17 year-olds and about 375,000 5-9 year-olds. Due to the raised age restriction of 14, at least half of the recorded young workers had been employed illegally which lead to many not being protect by important labour laws. Although substantial time has passed since the time of regulated child labour, there is still a large number of children working illegally in Brazil. Many children are used by drug cartels to sell and carry drugs, guns, and other illegal substances because of their perception of innocence. This type of work that youth are taking part in is very dangerous due to the physical and psychological implications that come with these jobs. Yet despite the hazards that come with working with drug dealers, there has been an increase in this area of employment throughout the country.", "targets": "In 1999 how many children were working illegally in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7126bee240954ce9b582cb31c9d7d357", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazilian census data (PNAD, 1999) indicate that 2.55 million 10-14 year-olds were illegally holding jobs. They were joined by 3.7 million 15-17 year-olds and about 375,000 5-9 year-olds. Due to the raised age restriction of 14, at least half of the recorded young workers had been employed illegally which lead to many not being protect by important labour laws. Although substantial time has passed since the time of regulated child labour, there is still a large number of children working illegally in Brazil. Many children are used by drug cartels to sell and carry drugs, guns, and other illegal substances because of their perception of innocence. This type of work that youth are taking part in is very dangerous due to the physical and psychological implications that come with these jobs. Yet despite the hazards that come with working with drug dealers, there has been an increase in this area of employment throughout the country.", "targets": "What do drug cartels do with child workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7126bee240954ce9b582cb31c9d7d357", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazilian census data (PNAD, 1999) indicate that 2.55 million 10-14 year-olds were illegally holding jobs. They were joined by 3.7 million 15-17 year-olds and about 375,000 5-9 year-olds. Due to the raised age restriction of 14, at least half of the recorded young workers had been employed illegally which lead to many not being protect by important labour laws. Although substantial time has passed since the time of regulated child labour, there is still a large number of children working illegally in Brazil. Many children are used by drug cartels to sell and carry drugs, guns, and other illegal substances because of their perception of innocence. This type of work that youth are taking part in is very dangerous due to the physical and psychological implications that come with these jobs. Yet despite the hazards that come with working with drug dealers, there has been an increase in this area of employment throughout the country.", "targets": "What are the risks of child labour in drug cartels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7126bee240954ce9b582cb31c9d7d357", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brazilian census data (PNAD, 1999) indicate that 2.55 million 10-14 year-olds were illegally holding jobs. They were joined by 3.7 million 15-17 year-olds and about 375,000 5-9 year-olds. Due to the raised age restriction of 14, at least half of the recorded young workers had been employed illegally which lead to many not being protect by important labour laws. Although substantial time has passed since the time of regulated child labour, there is still a large number of children working illegally in Brazil. Many children are used by drug cartels to sell and carry drugs, guns, and other illegal substances because of their perception of innocence. This type of work that youth are taking part in is very dangerous due to the physical and psychological implications that come with these jobs. Yet despite the hazards that come with working with drug dealers, there has been an increase in this area of employment throughout the country.", "targets": "Has these dangers caused and increase or decrease in child labour with drug cartels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf161ef1eba846ba8a2590a3acf33cf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is known in Iranian linguistic history as the \"Middle Iranian\" era is thought to begin around the 4th century BCE lasting through the 9th century. Linguistically the Middle Iranian languages are conventionally classified into two main groups, Western and Eastern.", "targets": "When did the age of Middle Iranian come to a close?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf161ef1eba846ba8a2590a3acf33cf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "What is known in Iranian linguistic history as the \"Middle Iranian\" era is thought to begin around the 4th century BCE lasting through the 9th century. Linguistically the Middle Iranian languages are conventionally classified into two main groups, Western and Eastern.", "targets": "What are the two main divisions of Middle Iranian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbd4e90c90f347ea8598213f8e13c3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson is commonly known as \"The Old Pueblo\". While the exact origin of this nickname is uncertain, it is commonly traced back to Mayor R. N. \"Bob\" Leatherwood. When rail service was established to the city on March 20, 1880, Leatherwood celebrated the fact by sending telegrams to various leaders, including the President of the United States and the Pope, announcing that the \"ancient and honorable pueblo\" of Tucson was now connected by rail to the outside world. The term became popular with newspaper writers who often abbreviated it as \"A. and H. Pueblo\". This in turn transformed into the current form of \"The Old Pueblo\".", "targets": "Who is thought to have led to calling Tucson 'The Old Pueblo'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbd4e90c90f347ea8598213f8e13c3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson is commonly known as \"The Old Pueblo\". While the exact origin of this nickname is uncertain, it is commonly traced back to Mayor R. N. \"Bob\" Leatherwood. When rail service was established to the city on March 20, 1880, Leatherwood celebrated the fact by sending telegrams to various leaders, including the President of the United States and the Pope, announcing that the \"ancient and honorable pueblo\" of Tucson was now connected by rail to the outside world. The term became popular with newspaper writers who often abbreviated it as \"A. and H. Pueblo\". This in turn transformed into the current form of \"The Old Pueblo\".", "targets": "When did Tucson get a railroad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbd4e90c90f347ea8598213f8e13c3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson is commonly known as \"The Old Pueblo\". While the exact origin of this nickname is uncertain, it is commonly traced back to Mayor R. N. \"Bob\" Leatherwood. When rail service was established to the city on March 20, 1880, Leatherwood celebrated the fact by sending telegrams to various leaders, including the President of the United States and the Pope, announcing that the \"ancient and honorable pueblo\" of Tucson was now connected by rail to the outside world. The term became popular with newspaper writers who often abbreviated it as \"A. and H. Pueblo\". This in turn transformed into the current form of \"The Old Pueblo\".", "targets": "What did Leatherwood call Tucson in a telegram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbd4e90c90f347ea8598213f8e13c3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson is commonly known as \"The Old Pueblo\". While the exact origin of this nickname is uncertain, it is commonly traced back to Mayor R. N. \"Bob\" Leatherwood. When rail service was established to the city on March 20, 1880, Leatherwood celebrated the fact by sending telegrams to various leaders, including the President of the United States and the Pope, announcing that the \"ancient and honorable pueblo\" of Tucson was now connected by rail to the outside world. The term became popular with newspaper writers who often abbreviated it as \"A. and H. Pueblo\". This in turn transformed into the current form of \"The Old Pueblo\".", "targets": "How did newspapers abbreviate Leatherwood's phrase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbd4e90c90f347ea8598213f8e13c3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson is commonly known as \"The Old Pueblo\". While the exact origin of this nickname is uncertain, it is commonly traced back to Mayor R. N. \"Bob\" Leatherwood. When rail service was established to the city on March 20, 1880, Leatherwood celebrated the fact by sending telegrams to various leaders, including the President of the United States and the Pope, announcing that the \"ancient and honorable pueblo\" of Tucson was now connected by rail to the outside world. The term became popular with newspaper writers who often abbreviated it as \"A. and H. Pueblo\". This in turn transformed into the current form of \"The Old Pueblo\".", "targets": "Who were among the recipients of Leatherwood's telegram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aac2420a14a94592b24284ac5f686165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "where the uncertainty is given as the standard deviation of the measured value from its expected value. There are a number of other such pairs of physically measurable values which obey a similar rule. One example is time vs. energy. The either-or nature of uncertainty forces measurement attempts to choose between trade offs, and given that they are quanta, the trade offs often take the form of either-or (as in Fourier analysis), rather than the compromises and gray areas of time series analysis.", "targets": " What measurable value obeys a similar rule of angular momentum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aac2420a14a94592b24284ac5f686165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "where the uncertainty is given as the standard deviation of the measured value from its expected value. There are a number of other such pairs of physically measurable values which obey a similar rule. One example is time vs. energy. The either-or nature of uncertainty forces measurement attempts to choose between trade offs, and given that they are quanta, the trade offs often take the form of either-or (as in Fourier analysis), rather than the compromises and gray areas of time series analysis.", "targets": "What forces measurement attempts to choose between trade-offs, in quanta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aac2420a14a94592b24284ac5f686165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "where the uncertainty is given as the standard deviation of the measured value from its expected value. There are a number of other such pairs of physically measurable values which obey a similar rule. One example is time vs. energy. The either-or nature of uncertainty forces measurement attempts to choose between trade offs, and given that they are quanta, the trade offs often take the form of either-or (as in Fourier analysis), rather than the compromises and gray areas of time series analysis.", "targets": "What form do measurement attempt trade-offs for quanta take the form of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aac2420a14a94592b24284ac5f686165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "where the uncertainty is given as the standard deviation of the measured value from its expected value. There are a number of other such pairs of physically measurable values which obey a similar rule. One example is time vs. energy. The either-or nature of uncertainty forces measurement attempts to choose between trade offs, and given that they are quanta, the trade offs often take the form of either-or (as in Fourier analysis), rather than the compromises and gray areas of time series analysis.", "targets": "How is uncertainly measured in this experience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aac2420a14a94592b24284ac5f686165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "where the uncertainty is given as the standard deviation of the measured value from its expected value. There are a number of other such pairs of physically measurable values which obey a similar rule. One example is time vs. energy. The either-or nature of uncertainty forces measurement attempts to choose between trade offs, and given that they are quanta, the trade offs often take the form of either-or (as in Fourier analysis), rather than the compromises and gray areas of time series analysis.", "targets": "What type of analysis fits the either-or nature of the uncertainty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aac2420a14a94592b24284ac5f686165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "where the uncertainty is given as the standard deviation of the measured value from its expected value. There are a number of other such pairs of physically measurable values which obey a similar rule. One example is time vs. energy. The either-or nature of uncertainty forces measurement attempts to choose between trade offs, and given that they are quanta, the trade offs often take the form of either-or (as in Fourier analysis), rather than the compromises and gray areas of time series analysis.", "targets": "What example is given as another paired relationship of uncertainly related to standard deviation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adbe1e06536e48fda48f832383b47391", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patass\u00e9 purged many of the Kolingba elements from the government and Kolingba supporters accused Patass\u00e9's government of conducting a \"witch hunt\" against the Yakoma. A new constitution was approved on 28 December 1994 but had little impact on the country's politics. In 1996\u20131997, reflecting steadily decreasing public confidence in the government's erratic behaviour, three mutinies against Patass\u00e9's administration were accompanied by widespread destruction of property and heightened ethnic tension. During this time (1996) the Peace Corps evacuated all its volunteers to neighboring Cameroon. To date, the Peace Corps has not returned to the Central African Republic. The Bangui Agreements, signed in January 1997, provided for the deployment of an inter-African military mission, to Central African Republic and re-entry of ex-mutineers into the government on 7 April 1997. The inter-African military mission was later replaced by a U.N. peacekeeping force (MINURCA).", "targets": "When was the new constitution for CAR approved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adbe1e06536e48fda48f832383b47391", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patass\u00e9 purged many of the Kolingba elements from the government and Kolingba supporters accused Patass\u00e9's government of conducting a \"witch hunt\" against the Yakoma. A new constitution was approved on 28 December 1994 but had little impact on the country's politics. In 1996\u20131997, reflecting steadily decreasing public confidence in the government's erratic behaviour, three mutinies against Patass\u00e9's administration were accompanied by widespread destruction of property and heightened ethnic tension. During this time (1996) the Peace Corps evacuated all its volunteers to neighboring Cameroon. To date, the Peace Corps has not returned to the Central African Republic. The Bangui Agreements, signed in January 1997, provided for the deployment of an inter-African military mission, to Central African Republic and re-entry of ex-mutineers into the government on 7 April 1997. The inter-African military mission was later replaced by a U.N. peacekeeping force (MINURCA).", "targets": "When did a mutiny form against Patasse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adbe1e06536e48fda48f832383b47391", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patass\u00e9 purged many of the Kolingba elements from the government and Kolingba supporters accused Patass\u00e9's government of conducting a \"witch hunt\" against the Yakoma. A new constitution was approved on 28 December 1994 but had little impact on the country's politics. In 1996\u20131997, reflecting steadily decreasing public confidence in the government's erratic behaviour, three mutinies against Patass\u00e9's administration were accompanied by widespread destruction of property and heightened ethnic tension. During this time (1996) the Peace Corps evacuated all its volunteers to neighboring Cameroon. To date, the Peace Corps has not returned to the Central African Republic. The Bangui Agreements, signed in January 1997, provided for the deployment of an inter-African military mission, to Central African Republic and re-entry of ex-mutineers into the government on 7 April 1997. The inter-African military mission was later replaced by a U.N. peacekeeping force (MINURCA).", "targets": "The mutinies caused what effects on the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adbe1e06536e48fda48f832383b47391", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patass\u00e9 purged many of the Kolingba elements from the government and Kolingba supporters accused Patass\u00e9's government of conducting a \"witch hunt\" against the Yakoma. A new constitution was approved on 28 December 1994 but had little impact on the country's politics. In 1996\u20131997, reflecting steadily decreasing public confidence in the government's erratic behaviour, three mutinies against Patass\u00e9's administration were accompanied by widespread destruction of property and heightened ethnic tension. During this time (1996) the Peace Corps evacuated all its volunteers to neighboring Cameroon. To date, the Peace Corps has not returned to the Central African Republic. The Bangui Agreements, signed in January 1997, provided for the deployment of an inter-African military mission, to Central African Republic and re-entry of ex-mutineers into the government on 7 April 1997. The inter-African military mission was later replaced by a U.N. peacekeeping force (MINURCA).", "targets": "What agreement gave the authority for deployment of military intervention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adbe1e06536e48fda48f832383b47391", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patass\u00e9 purged many of the Kolingba elements from the government and Kolingba supporters accused Patass\u00e9's government of conducting a \"witch hunt\" against the Yakoma. A new constitution was approved on 28 December 1994 but had little impact on the country's politics. In 1996\u20131997, reflecting steadily decreasing public confidence in the government's erratic behaviour, three mutinies against Patass\u00e9's administration were accompanied by widespread destruction of property and heightened ethnic tension. During this time (1996) the Peace Corps evacuated all its volunteers to neighboring Cameroon. To date, the Peace Corps has not returned to the Central African Republic. The Bangui Agreements, signed in January 1997, provided for the deployment of an inter-African military mission, to Central African Republic and re-entry of ex-mutineers into the government on 7 April 1997. The inter-African military mission was later replaced by a U.N. peacekeeping force (MINURCA).", "targets": "Where did the peace corps evacuate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c426f431c344eaf98f5c1971c44a9f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1925 the British adopted a new instrument developed by Vickers. It was a mechanical analogue computer Predictor AA No 1. Given the target height its operators tracked the target and the predictor produced bearing, quadrant elevation and fuse setting. These were passed electrically to the guns where they were displayed on repeater dials to the layers who 'matched pointers' (target data and the gun's actual data) to lay the guns. This system of repeater electrical dials built on the arrangements introduced by British coast artillery in the 1880s, and coast artillery was the background of many AA officers. Similar systems were adopted in other countries and for example the later Sperry device, designated M3A3 in the US was also used by Britain as the Predictor AA No 2. Height finders were also increasing in size, in Britain, the World War I Barr & Stroud UB 2 (7 feet optical base) was replaced by the UB 7 (9 feet optical base) and the UB 10 (18 feet optical base, only used on static AA sites). Goertz in Germany and Levallois in France produced 5 metre instruments. However, in most countries the main effort in HAA guns until the mid-1930s was improving existing ones, although various new designs were on drawing boards.", "targets": "What year did the British adopt the new Vickers instrument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c426f431c344eaf98f5c1971c44a9f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1925 the British adopted a new instrument developed by Vickers. It was a mechanical analogue computer Predictor AA No 1. Given the target height its operators tracked the target and the predictor produced bearing, quadrant elevation and fuse setting. These were passed electrically to the guns where they were displayed on repeater dials to the layers who 'matched pointers' (target data and the gun's actual data) to lay the guns. This system of repeater electrical dials built on the arrangements introduced by British coast artillery in the 1880s, and coast artillery was the background of many AA officers. Similar systems were adopted in other countries and for example the later Sperry device, designated M3A3 in the US was also used by Britain as the Predictor AA No 2. Height finders were also increasing in size, in Britain, the World War I Barr & Stroud UB 2 (7 feet optical base) was replaced by the UB 7 (9 feet optical base) and the UB 10 (18 feet optical base, only used on static AA sites). Goertz in Germany and Levallois in France produced 5 metre instruments. However, in most countries the main effort in HAA guns until the mid-1930s was improving existing ones, although various new designs were on drawing boards.", "targets": "What was the Vickers device adopted by the British named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c426f431c344eaf98f5c1971c44a9f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1925 the British adopted a new instrument developed by Vickers. It was a mechanical analogue computer Predictor AA No 1. Given the target height its operators tracked the target and the predictor produced bearing, quadrant elevation and fuse setting. These were passed electrically to the guns where they were displayed on repeater dials to the layers who 'matched pointers' (target data and the gun's actual data) to lay the guns. This system of repeater electrical dials built on the arrangements introduced by British coast artillery in the 1880s, and coast artillery was the background of many AA officers. Similar systems were adopted in other countries and for example the later Sperry device, designated M3A3 in the US was also used by Britain as the Predictor AA No 2. Height finders were also increasing in size, in Britain, the World War I Barr & Stroud UB 2 (7 feet optical base) was replaced by the UB 7 (9 feet optical base) and the UB 10 (18 feet optical base, only used on static AA sites). Goertz in Germany and Levallois in France produced 5 metre instruments. However, in most countries the main effort in HAA guns until the mid-1930s was improving existing ones, although various new designs were on drawing boards.", "targets": "What was the designation name of the Sperry device in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c426f431c344eaf98f5c1971c44a9f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1925 the British adopted a new instrument developed by Vickers. It was a mechanical analogue computer Predictor AA No 1. Given the target height its operators tracked the target and the predictor produced bearing, quadrant elevation and fuse setting. These were passed electrically to the guns where they were displayed on repeater dials to the layers who 'matched pointers' (target data and the gun's actual data) to lay the guns. This system of repeater electrical dials built on the arrangements introduced by British coast artillery in the 1880s, and coast artillery was the background of many AA officers. Similar systems were adopted in other countries and for example the later Sperry device, designated M3A3 in the US was also used by Britain as the Predictor AA No 2. Height finders were also increasing in size, in Britain, the World War I Barr & Stroud UB 2 (7 feet optical base) was replaced by the UB 7 (9 feet optical base) and the UB 10 (18 feet optical base, only used on static AA sites). Goertz in Germany and Levallois in France produced 5 metre instruments. However, in most countries the main effort in HAA guns until the mid-1930s was improving existing ones, although various new designs were on drawing boards.", "targets": "What did the British designate the Sperry device as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c426f431c344eaf98f5c1971c44a9f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1925 the British adopted a new instrument developed by Vickers. It was a mechanical analogue computer Predictor AA No 1. Given the target height its operators tracked the target and the predictor produced bearing, quadrant elevation and fuse setting. These were passed electrically to the guns where they were displayed on repeater dials to the layers who 'matched pointers' (target data and the gun's actual data) to lay the guns. This system of repeater electrical dials built on the arrangements introduced by British coast artillery in the 1880s, and coast artillery was the background of many AA officers. Similar systems were adopted in other countries and for example the later Sperry device, designated M3A3 in the US was also used by Britain as the Predictor AA No 2. Height finders were also increasing in size, in Britain, the World War I Barr & Stroud UB 2 (7 feet optical base) was replaced by the UB 7 (9 feet optical base) and the UB 10 (18 feet optical base, only used on static AA sites). Goertz in Germany and Levallois in France produced 5 metre instruments. However, in most countries the main effort in HAA guns until the mid-1930s was improving existing ones, although various new designs were on drawing boards.", "targets": "What replaced the UB 2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "Which two entities in Medieval France had police duties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "How were the Marshal and Constable of France formally classified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "What was the Marshal's force called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "What was the Constable's force called, in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "What was the Constable's force called, in French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "Which two entities in Medieval France had police duties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "How were the Marshal and Constable of France formally classified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "What was the Marshal's force called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "What was the Constable's force called, in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eec51a3317d0436d9fd812a6161b095c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France during the Middle Ages, there were two Great Officers of the Crown of France with police responsibilities: The Marshal of France and the Constable of France. The military policing responsibilities of the Marshal of France were delegated to the Marshal's provost, whose force was known as the Marshalcy because its authority ultimately derived from the Marshal. The marshalcy dates back to the Hundred Years' 'War, and some historians trace it back to the early 12th century. Another organisation, the Constabulary (French: Conn\u00e9tablie), was under the command of the Constable of France. The constabulary was regularised as a military body in 1337. Under King Francis I (who reigned 1515\u20131547), the Mar\u00e9chauss\u00e9e was merged with the Constabulary. The resulting force was also known as the Mar\u00e9chauss\u00e9e, or, formally, the Constabulary and Marshalcy of France.", "targets": "What was the Constable's force called, in French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dec4485e6df94b4eb7bb554a25433254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organizational structure as shown above is responsible for the peacetime organization, equipping, and training of aerospace units for operational missions. When required to support operational missions, the Secretary of Defense (SECDEF) directs the Secretary of the Air Force (SECAF) to execute a Change in Operational Control (CHOP) of these units from their administrative alignment to the operational command of a Regional Combatant Commander (CCDR). In the case of AFSPC, AFSOC, PACAF, and USAFE units, forces are normally employed in-place under their existing CCDR. Likewise, AMC forces operating in support roles retain their componency to USTRANSCOM unless chopped to a Regional CCDR.", "targets": "Who directs the Secretary of the Air Force during operational missions? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dec4485e6df94b4eb7bb554a25433254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organizational structure as shown above is responsible for the peacetime organization, equipping, and training of aerospace units for operational missions. When required to support operational missions, the Secretary of Defense (SECDEF) directs the Secretary of the Air Force (SECAF) to execute a Change in Operational Control (CHOP) of these units from their administrative alignment to the operational command of a Regional Combatant Commander (CCDR). In the case of AFSPC, AFSOC, PACAF, and USAFE units, forces are normally employed in-place under their existing CCDR. Likewise, AMC forces operating in support roles retain their componency to USTRANSCOM unless chopped to a Regional CCDR.", "targets": "What does the abbreviation CHOP stand for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dec4485e6df94b4eb7bb554a25433254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organizational structure as shown above is responsible for the peacetime organization, equipping, and training of aerospace units for operational missions. When required to support operational missions, the Secretary of Defense (SECDEF) directs the Secretary of the Air Force (SECAF) to execute a Change in Operational Control (CHOP) of these units from their administrative alignment to the operational command of a Regional Combatant Commander (CCDR). In the case of AFSPC, AFSOC, PACAF, and USAFE units, forces are normally employed in-place under their existing CCDR. Likewise, AMC forces operating in support roles retain their componency to USTRANSCOM unless chopped to a Regional CCDR.", "targets": "Who does the AMC forces usually retain their componency to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dec4485e6df94b4eb7bb554a25433254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organizational structure as shown above is responsible for the peacetime organization, equipping, and training of aerospace units for operational missions. When required to support operational missions, the Secretary of Defense (SECDEF) directs the Secretary of the Air Force (SECAF) to execute a Change in Operational Control (CHOP) of these units from their administrative alignment to the operational command of a Regional Combatant Commander (CCDR). In the case of AFSPC, AFSOC, PACAF, and USAFE units, forces are normally employed in-place under their existing CCDR. Likewise, AMC forces operating in support roles retain their componency to USTRANSCOM unless chopped to a Regional CCDR.", "targets": "Who is in charge of these Change in Operational Control missions? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295fecdf8f2d4e719b20cfcced3ad27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most samurai were bound by a code of honor and were expected to set an example for those below them. A notable part of their code is seppuku (\u5207\u8179, seppuku?) or hara kiri, which allowed a disgraced samurai to regain his honor by passing into death, where samurai were still beholden to social rules. Whilst there are many romanticized characterizations of samurai behavior such as the writing of Bushido (\u6b66\u58eb\u9053, Bushid\u014d?) in 1905, studies of Kobudo and traditional Bud\u014d indicate that the samurai were as practical on the battlefield as were any other warrior.", "targets": "What was a synonym for seppuku?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295fecdf8f2d4e719b20cfcced3ad27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most samurai were bound by a code of honor and were expected to set an example for those below them. A notable part of their code is seppuku (\u5207\u8179, seppuku?) or hara kiri, which allowed a disgraced samurai to regain his honor by passing into death, where samurai were still beholden to social rules. Whilst there are many romanticized characterizations of samurai behavior such as the writing of Bushido (\u6b66\u58eb\u9053, Bushid\u014d?) in 1905, studies of Kobudo and traditional Bud\u014d indicate that the samurai were as practical on the battlefield as were any other warrior.", "targets": "What was the reason for seppuku?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295fecdf8f2d4e719b20cfcced3ad27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most samurai were bound by a code of honor and were expected to set an example for those below them. A notable part of their code is seppuku (\u5207\u8179, seppuku?) or hara kiri, which allowed a disgraced samurai to regain his honor by passing into death, where samurai were still beholden to social rules. Whilst there are many romanticized characterizations of samurai behavior such as the writing of Bushido (\u6b66\u58eb\u9053, Bushid\u014d?) in 1905, studies of Kobudo and traditional Bud\u014d indicate that the samurai were as practical on the battlefield as were any other warrior.", "targets": "How idealistic were samurai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295fecdf8f2d4e719b20cfcced3ad27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most samurai were bound by a code of honor and were expected to set an example for those below them. A notable part of their code is seppuku (\u5207\u8179, seppuku?) or hara kiri, which allowed a disgraced samurai to regain his honor by passing into death, where samurai were still beholden to social rules. Whilst there are many romanticized characterizations of samurai behavior such as the writing of Bushido (\u6b66\u58eb\u9053, Bushid\u014d?) in 1905, studies of Kobudo and traditional Bud\u014d indicate that the samurai were as practical on the battlefield as were any other warrior.", "targets": "How were samurai unrealistically portrayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eb6cac369884d30915fa58e35666e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanistic psychology is a psychological perspective which rose to prominence in the mid-20th century in response to Sigmund Freud's psychoanalytic theory and B. F. Skinner's Behaviorism. The approach emphasizes an individual's inherent drive towards self-actualization and creativity. Psychologists Carl Rogers and Abraham Maslow introduced a positive, humanistic psychology in response to what they viewed as the overly pessimistic view of psychoanalysis in the early 1960s. Other sources include the philosophies of existentialism and phenomenology.", "targets": "Who wotked with Carl Rogers on humanistic phycology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eb6cac369884d30915fa58e35666e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanistic psychology is a psychological perspective which rose to prominence in the mid-20th century in response to Sigmund Freud's psychoanalytic theory and B. F. Skinner's Behaviorism. The approach emphasizes an individual's inherent drive towards self-actualization and creativity. Psychologists Carl Rogers and Abraham Maslow introduced a positive, humanistic psychology in response to what they viewed as the overly pessimistic view of psychoanalysis in the early 1960s. Other sources include the philosophies of existentialism and phenomenology.", "targets": "What is human phycology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eb6cac369884d30915fa58e35666e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanistic psychology is a psychological perspective which rose to prominence in the mid-20th century in response to Sigmund Freud's psychoanalytic theory and B. F. Skinner's Behaviorism. The approach emphasizes an individual's inherent drive towards self-actualization and creativity. Psychologists Carl Rogers and Abraham Maslow introduced a positive, humanistic psychology in response to what they viewed as the overly pessimistic view of psychoanalysis in the early 1960s. Other sources include the philosophies of existentialism and phenomenology.", "targets": "In what century did humanistic phycology rise in prominence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eb6cac369884d30915fa58e35666e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanistic psychology is a psychological perspective which rose to prominence in the mid-20th century in response to Sigmund Freud's psychoanalytic theory and B. F. Skinner's Behaviorism. The approach emphasizes an individual's inherent drive towards self-actualization and creativity. Psychologists Carl Rogers and Abraham Maslow introduced a positive, humanistic psychology in response to what they viewed as the overly pessimistic view of psychoanalysis in the early 1960s. Other sources include the philosophies of existentialism and phenomenology.", "targets": "They introduced it in response to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e67c08af8f04ef194fb761f0a4c18a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Nations estimates that the population in 2009 was at 154,729,000, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometre. National census results in the past few decades have been disputed. The results of the most recent census were released in December 2006 and gave a population of 140,003,542. The only breakdown available was by gender: males numbered 71,709,859, females numbered 68,293,08. On June 2012, President Goodluck Jonathan said that Nigerians should limit their number of children.", "targets": "What was Nigeria's population in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e67c08af8f04ef194fb761f0a4c18a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Nations estimates that the population in 2009 was at 154,729,000, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometre. National census results in the past few decades have been disputed. The results of the most recent census were released in December 2006 and gave a population of 140,003,542. The only breakdown available was by gender: males numbered 71,709,859, females numbered 68,293,08. On June 2012, President Goodluck Jonathan said that Nigerians should limit their number of children.", "targets": "How much of Nigeria's population in 2009 was rural?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e67c08af8f04ef194fb761f0a4c18a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Nations estimates that the population in 2009 was at 154,729,000, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometre. National census results in the past few decades have been disputed. The results of the most recent census were released in December 2006 and gave a population of 140,003,542. The only breakdown available was by gender: males numbered 71,709,859, females numbered 68,293,08. On June 2012, President Goodluck Jonathan said that Nigerians should limit their number of children.", "targets": "How much of Nigeria's population in 2009 was urban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e67c08af8f04ef194fb761f0a4c18a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Nations estimates that the population in 2009 was at 154,729,000, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometre. National census results in the past few decades have been disputed. The results of the most recent census were released in December 2006 and gave a population of 140,003,542. The only breakdown available was by gender: males numbered 71,709,859, females numbered 68,293,08. On June 2012, President Goodluck Jonathan said that Nigerians should limit their number of children.", "targets": "What was Nigeria's population density in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e67c08af8f04ef194fb761f0a4c18a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Nations estimates that the population in 2009 was at 154,729,000, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometre. National census results in the past few decades have been disputed. The results of the most recent census were released in December 2006 and gave a population of 140,003,542. The only breakdown available was by gender: males numbered 71,709,859, females numbered 68,293,08. On June 2012, President Goodluck Jonathan said that Nigerians should limit their number of children.", "targets": "When did President Goodluck Jonathan advocate limiting childbirth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aaead08ae7a4a8d9815f0a367d02569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian defence policy today is based on the Canada First Defence Strategy, introduced in 2008. Based on that strategy, the Canadian military is oriented and being equipped to carry out six core missions within Canada, in North America and globally. Specifically, the Canadian Armed Forces are tasked with having the capacity to:", "targets": "What is Canada's defense policy based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aaead08ae7a4a8d9815f0a367d02569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian defence policy today is based on the Canada First Defence Strategy, introduced in 2008. Based on that strategy, the Canadian military is oriented and being equipped to carry out six core missions within Canada, in North America and globally. Specifically, the Canadian Armed Forces are tasked with having the capacity to:", "targets": "When was the Canada First Defence Strategy introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aaead08ae7a4a8d9815f0a367d02569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian defence policy today is based on the Canada First Defence Strategy, introduced in 2008. Based on that strategy, the Canadian military is oriented and being equipped to carry out six core missions within Canada, in North America and globally. Specifically, the Canadian Armed Forces are tasked with having the capacity to:", "targets": "How many missions are carried out internally in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aaead08ae7a4a8d9815f0a367d02569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian defence policy today is based on the Canada First Defence Strategy, introduced in 2008. Based on that strategy, the Canadian military is oriented and being equipped to carry out six core missions within Canada, in North America and globally. Specifically, the Canadian Armed Forces are tasked with having the capacity to:", "targets": "What other location does the Canada First Defence Strategy Cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9d48ba8033648689e362ceb4a5ee368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To extend and consolidate the dynasty's control in Central Asia, the Kangxi Emperor personally led a series of military campaigns against the Dzungars in Outer Mongolia. The Kangxi Emperor was able to successfully expel Galdan's invading forces from these regions, which were then incorporated into the empire. Galdan was eventually killed in the Dzungar\u2013Qing War. In 1683, Qing forces received the surrender of Taiwan from Zheng Keshuang, grandson of Koxinga, who had conquered Taiwan from the Dutch colonists as a base against the Qing. Zheng Keshuang was awarded the title \"Duke Haicheng\" (\u6d77\u6f84\u516c) and was inducted into the Han Chinese Plain Red Banner of the Eight Banners when he moved to Beijing. Several Ming princes had accompanied Koxinga to Taiwan in 1661-1662, including the Prince of Ningjing Zhu Shugui and Prince Zhu Honghuan (\u6731\u5f18\u6853), son of Zhu Yihai, where they lived in the Kingdom of Tungning. The Qing sent the 17 Ming princes still living on Taiwan in 1683 back to mainland China where they spent the rest of their lives in exile since their lives were spared from execution. Winning Taiwan freed Kangxi's forces for series of battles over Albazin, the far eastern outpost of the Tsardom of Russia. Zheng's former soldiers on Taiwan like the rattan shield troops were also inducted into the Eight Banners and used by the Qing against Russian Cossacks at Albazin. The 1689 Treaty of Nerchinsk was China's first formal treaty with a European power and kept the border peaceful for the better part of two centuries. After Galdan's death, his followers, as adherents to Tibetan Buddhism, attempted to control the choice of the next Dalai Lama. Kangxi dispatched two armies to Lhasa, the capital of Tibet, and installed a Dalai Lama sympathetic to the Qing.", "targets": "Who did Kangxi fight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9d48ba8033648689e362ceb4a5ee368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To extend and consolidate the dynasty's control in Central Asia, the Kangxi Emperor personally led a series of military campaigns against the Dzungars in Outer Mongolia. The Kangxi Emperor was able to successfully expel Galdan's invading forces from these regions, which were then incorporated into the empire. Galdan was eventually killed in the Dzungar\u2013Qing War. In 1683, Qing forces received the surrender of Taiwan from Zheng Keshuang, grandson of Koxinga, who had conquered Taiwan from the Dutch colonists as a base against the Qing. Zheng Keshuang was awarded the title \"Duke Haicheng\" (\u6d77\u6f84\u516c) and was inducted into the Han Chinese Plain Red Banner of the Eight Banners when he moved to Beijing. Several Ming princes had accompanied Koxinga to Taiwan in 1661-1662, including the Prince of Ningjing Zhu Shugui and Prince Zhu Honghuan (\u6731\u5f18\u6853), son of Zhu Yihai, where they lived in the Kingdom of Tungning. The Qing sent the 17 Ming princes still living on Taiwan in 1683 back to mainland China where they spent the rest of their lives in exile since their lives were spared from execution. Winning Taiwan freed Kangxi's forces for series of battles over Albazin, the far eastern outpost of the Tsardom of Russia. Zheng's former soldiers on Taiwan like the rattan shield troops were also inducted into the Eight Banners and used by the Qing against Russian Cossacks at Albazin. The 1689 Treaty of Nerchinsk was China's first formal treaty with a European power and kept the border peaceful for the better part of two centuries. After Galdan's death, his followers, as adherents to Tibetan Buddhism, attempted to control the choice of the next Dalai Lama. Kangxi dispatched two armies to Lhasa, the capital of Tibet, and installed a Dalai Lama sympathetic to the Qing.", "targets": "When was Galdan killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9d48ba8033648689e362ceb4a5ee368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To extend and consolidate the dynasty's control in Central Asia, the Kangxi Emperor personally led a series of military campaigns against the Dzungars in Outer Mongolia. The Kangxi Emperor was able to successfully expel Galdan's invading forces from these regions, which were then incorporated into the empire. Galdan was eventually killed in the Dzungar\u2013Qing War. In 1683, Qing forces received the surrender of Taiwan from Zheng Keshuang, grandson of Koxinga, who had conquered Taiwan from the Dutch colonists as a base against the Qing. Zheng Keshuang was awarded the title \"Duke Haicheng\" (\u6d77\u6f84\u516c) and was inducted into the Han Chinese Plain Red Banner of the Eight Banners when he moved to Beijing. Several Ming princes had accompanied Koxinga to Taiwan in 1661-1662, including the Prince of Ningjing Zhu Shugui and Prince Zhu Honghuan (\u6731\u5f18\u6853), son of Zhu Yihai, where they lived in the Kingdom of Tungning. The Qing sent the 17 Ming princes still living on Taiwan in 1683 back to mainland China where they spent the rest of their lives in exile since their lives were spared from execution. Winning Taiwan freed Kangxi's forces for series of battles over Albazin, the far eastern outpost of the Tsardom of Russia. Zheng's former soldiers on Taiwan like the rattan shield troops were also inducted into the Eight Banners and used by the Qing against Russian Cossacks at Albazin. The 1689 Treaty of Nerchinsk was China's first formal treaty with a European power and kept the border peaceful for the better part of two centuries. After Galdan's death, his followers, as adherents to Tibetan Buddhism, attempted to control the choice of the next Dalai Lama. Kangxi dispatched two armies to Lhasa, the capital of Tibet, and installed a Dalai Lama sympathetic to the Qing.", "targets": "Where did Kangxi lead an army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9d48ba8033648689e362ceb4a5ee368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To extend and consolidate the dynasty's control in Central Asia, the Kangxi Emperor personally led a series of military campaigns against the Dzungars in Outer Mongolia. The Kangxi Emperor was able to successfully expel Galdan's invading forces from these regions, which were then incorporated into the empire. Galdan was eventually killed in the Dzungar\u2013Qing War. In 1683, Qing forces received the surrender of Taiwan from Zheng Keshuang, grandson of Koxinga, who had conquered Taiwan from the Dutch colonists as a base against the Qing. Zheng Keshuang was awarded the title \"Duke Haicheng\" (\u6d77\u6f84\u516c) and was inducted into the Han Chinese Plain Red Banner of the Eight Banners when he moved to Beijing. Several Ming princes had accompanied Koxinga to Taiwan in 1661-1662, including the Prince of Ningjing Zhu Shugui and Prince Zhu Honghuan (\u6731\u5f18\u6853), son of Zhu Yihai, where they lived in the Kingdom of Tungning. The Qing sent the 17 Ming princes still living on Taiwan in 1683 back to mainland China where they spent the rest of their lives in exile since their lives were spared from execution. Winning Taiwan freed Kangxi's forces for series of battles over Albazin, the far eastern outpost of the Tsardom of Russia. Zheng's former soldiers on Taiwan like the rattan shield troops were also inducted into the Eight Banners and used by the Qing against Russian Cossacks at Albazin. The 1689 Treaty of Nerchinsk was China's first formal treaty with a European power and kept the border peaceful for the better part of two centuries. After Galdan's death, his followers, as adherents to Tibetan Buddhism, attempted to control the choice of the next Dalai Lama. Kangxi dispatched two armies to Lhasa, the capital of Tibet, and installed a Dalai Lama sympathetic to the Qing.", "targets": "When did Taiwan fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9d48ba8033648689e362ceb4a5ee368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To extend and consolidate the dynasty's control in Central Asia, the Kangxi Emperor personally led a series of military campaigns against the Dzungars in Outer Mongolia. The Kangxi Emperor was able to successfully expel Galdan's invading forces from these regions, which were then incorporated into the empire. Galdan was eventually killed in the Dzungar\u2013Qing War. In 1683, Qing forces received the surrender of Taiwan from Zheng Keshuang, grandson of Koxinga, who had conquered Taiwan from the Dutch colonists as a base against the Qing. Zheng Keshuang was awarded the title \"Duke Haicheng\" (\u6d77\u6f84\u516c) and was inducted into the Han Chinese Plain Red Banner of the Eight Banners when he moved to Beijing. Several Ming princes had accompanied Koxinga to Taiwan in 1661-1662, including the Prince of Ningjing Zhu Shugui and Prince Zhu Honghuan (\u6731\u5f18\u6853), son of Zhu Yihai, where they lived in the Kingdom of Tungning. The Qing sent the 17 Ming princes still living on Taiwan in 1683 back to mainland China where they spent the rest of their lives in exile since their lives were spared from execution. Winning Taiwan freed Kangxi's forces for series of battles over Albazin, the far eastern outpost of the Tsardom of Russia. Zheng's former soldiers on Taiwan like the rattan shield troops were also inducted into the Eight Banners and used by the Qing against Russian Cossacks at Albazin. The 1689 Treaty of Nerchinsk was China's first formal treaty with a European power and kept the border peaceful for the better part of two centuries. After Galdan's death, his followers, as adherents to Tibetan Buddhism, attempted to control the choice of the next Dalai Lama. Kangxi dispatched two armies to Lhasa, the capital of Tibet, and installed a Dalai Lama sympathetic to the Qing.", "targets": "What European country did Kangxi fight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ca5cefcafe477caaeb8f4dc0b490e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, \"I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski.\" (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that \"ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology\". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.", "targets": "Which fellow Vienna native was Hayek friends with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ca5cefcafe477caaeb8f4dc0b490e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, \"I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski.\" (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that \"ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology\". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.", "targets": "Who is the only exception from whom Hayek claims to have learned more than he did from Popper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ca5cefcafe477caaeb8f4dc0b490e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, \"I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski.\" (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that \"ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology\". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.", "targets": "Hayek dedicated many of his papers to Popper based on a dedication Popper made to him in which of his work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ca5cefcafe477caaeb8f4dc0b490e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, \"I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski.\" (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that \"ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology\". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.", "targets": "Which of Popper's works was the first to grasp Hayek's attention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ca5cefcafe477caaeb8f4dc0b490e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, \"I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski.\" (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that \"ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology\". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.", "targets": "Popper was present for which notable Mont Pelerin Society event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "What did the magazines catering to post-punk interest do to alienate their readers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "Many of the big players in the post-punk scene began leaning away from what as time progressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "What writer advocated \"overground brightness\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "Which magazine tied to the post-punk movement lost half of its circulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "What did the club-oriented scene emphasize instead of the experimental seriousness of earlier post-punk groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "What did authors and artists begin advocating for instead of the underground scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "What began to alienate the readers from publications such as NME?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "Who did Paul Morley collaborate with on the Art of Noise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "What did the Art of Noise hope to accomplish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10b2251fd8fc49e3b430e4f6f1cf33e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, during this period, major figures and artists in the scene began leaning away from underground aesthetics. In the music press, the increasingly esoteric writing of post-punk publications soon began to alienate their readerships; it is estimated that within several years, NME suffered the loss of half its circulation. Writers like Paul Morley began advocating \"overground brightness\" instead of the experimental sensibilities promoted in early years. Morley's own musical collaboration with engineer Gary Langan and programmer J. J. Jeczalik, the Art of Noise, would attempt to bring sampled and electronic sounds to the pop mainstream. A variety of more pop-oriented groups, including ABC, the Associates, Adam and the Ants and Bow Wow Wow (the latter two managed by former Sex Pistols manager Malcolm McLaren) emerged in tandem with the development of the New Romantic subcultural scene. Emphasizing glamour, fashion, and escapism in distinction to the experimental seriousness of earlier post-punk groups, the club-oriented scene drew some suspicion from denizens of the movement.", "targets": "Which new cultural movement began to emphasize glam, escapism and fashion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf15e9468fd940a282abcf3e6653cb6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institutes of technology in Venezuela were developed in the 1950s as an option for post-secondary education in technical and scientific courses, after the polytechnic French concepts. At that time, technical education was considered essential for the development of a sound middle class economy.", "targets": "What type of economy was technical education in Venezuela intended to support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf15e9468fd940a282abcf3e6653cb6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institutes of technology in Venezuela were developed in the 1950s as an option for post-secondary education in technical and scientific courses, after the polytechnic French concepts. At that time, technical education was considered essential for the development of a sound middle class economy.", "targets": "When did Venezuela begin to create institutes of technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c23771830641ef9cd3a872d58b3919", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other religions that form a small percentage are Buddhism and Sikhism. The Lahaulis of Lahaul and Spiti region are mainly Buddhists. Sikhs mostly live in towns and cities and constitute 1.16% of the state population. For example, they form 10% of the population in Una District adjoining the state of Punjab and 17% in Shimla, the state capital. The Buddhists constitute 1.15% are mainly natives and tribals from Lahaul and Spiti, where they form majority of 60% and Kinnaur where they form 40%, however the bulk are refugees from Tibet. The Muslims constitute slightly 2.18% of the population of Himachal Pradesh.", "targets": "What other religions form a small percentage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c23771830641ef9cd3a872d58b3919", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other religions that form a small percentage are Buddhism and Sikhism. The Lahaulis of Lahaul and Spiti region are mainly Buddhists. Sikhs mostly live in towns and cities and constitute 1.16% of the state population. For example, they form 10% of the population in Una District adjoining the state of Punjab and 17% in Shimla, the state capital. The Buddhists constitute 1.15% are mainly natives and tribals from Lahaul and Spiti, where they form majority of 60% and Kinnaur where they form 40%, however the bulk are refugees from Tibet. The Muslims constitute slightly 2.18% of the population of Himachal Pradesh.", "targets": "Who are mainly Buddhists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c23771830641ef9cd3a872d58b3919", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other religions that form a small percentage are Buddhism and Sikhism. The Lahaulis of Lahaul and Spiti region are mainly Buddhists. Sikhs mostly live in towns and cities and constitute 1.16% of the state population. For example, they form 10% of the population in Una District adjoining the state of Punjab and 17% in Shimla, the state capital. The Buddhists constitute 1.15% are mainly natives and tribals from Lahaul and Spiti, where they form majority of 60% and Kinnaur where they form 40%, however the bulk are refugees from Tibet. The Muslims constitute slightly 2.18% of the population of Himachal Pradesh.", "targets": "What is the Muslim population in Himachal Pradesh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c23771830641ef9cd3a872d58b3919", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other religions that form a small percentage are Buddhism and Sikhism. The Lahaulis of Lahaul and Spiti region are mainly Buddhists. Sikhs mostly live in towns and cities and constitute 1.16% of the state population. For example, they form 10% of the population in Una District adjoining the state of Punjab and 17% in Shimla, the state capital. The Buddhists constitute 1.15% are mainly natives and tribals from Lahaul and Spiti, where they form majority of 60% and Kinnaur where they form 40%, however the bulk are refugees from Tibet. The Muslims constitute slightly 2.18% of the population of Himachal Pradesh.", "targets": "Where do Sikhs mostly live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51c23771830641ef9cd3a872d58b3919", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other religions that form a small percentage are Buddhism and Sikhism. The Lahaulis of Lahaul and Spiti region are mainly Buddhists. Sikhs mostly live in towns and cities and constitute 1.16% of the state population. For example, they form 10% of the population in Una District adjoining the state of Punjab and 17% in Shimla, the state capital. The Buddhists constitute 1.15% are mainly natives and tribals from Lahaul and Spiti, where they form majority of 60% and Kinnaur where they form 40%, however the bulk are refugees from Tibet. The Muslims constitute slightly 2.18% of the population of Himachal Pradesh.", "targets": "HOw much of the population do Sikh's make up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d585a98ad76c45458a03b27e3f8febec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September, Germany invaded Poland from the west. Within the first few days of the invasion, Germany began conducting massacres of Polish and Jewish civilians and POWs. These executions took place in over 30 towns and villages in the first month of German occupation. The Luftwaffe also took part by strafing fleeing civilian refugees on roads and carrying out a bombing campaign. The Soviet Union assisted German air forces by allowing them to use signals broadcast by the Soviet radio station at Minsk allegedly \"for urgent aeronautical experiments\".", "targets": "How did the Russians communicate to the Germans in regards to bombing civilians trying to flee cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d585a98ad76c45458a03b27e3f8febec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September, Germany invaded Poland from the west. Within the first few days of the invasion, Germany began conducting massacres of Polish and Jewish civilians and POWs. These executions took place in over 30 towns and villages in the first month of German occupation. The Luftwaffe also took part by strafing fleeing civilian refugees on roads and carrying out a bombing campaign. The Soviet Union assisted German air forces by allowing them to use signals broadcast by the Soviet radio station at Minsk allegedly \"for urgent aeronautical experiments\".", "targets": "What day did German invade Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d585a98ad76c45458a03b27e3f8febec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September, Germany invaded Poland from the west. Within the first few days of the invasion, Germany began conducting massacres of Polish and Jewish civilians and POWs. These executions took place in over 30 towns and villages in the first month of German occupation. The Luftwaffe also took part by strafing fleeing civilian refugees on roads and carrying out a bombing campaign. The Soviet Union assisted German air forces by allowing them to use signals broadcast by the Soviet radio station at Minsk allegedly \"for urgent aeronautical experiments\".", "targets": "How long did the Germans massacre Polish and Jewish civilians? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4151739d8e4b4876bc05a64b15e573fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanskrit has also influenced Sino-Tibetan languages through the spread of Buddhist texts in translation. Buddhism was spread to China by Mahayana missionaries sent by Ashoka, mostly through translations of Buddhist Hybrid Sanskrit. Many terms were transliterated directly and added to the Chinese vocabulary. Chinese words like \u524e\u90a3 ch\u00e0n\u00e0 (Devanagari: \u0915\u094d\u0937\u0923 k\u1e63a\u1e47a 'instantaneous period') were borrowed from Sanskrit. Many Sanskrit texts survive only in Tibetan collections of commentaries to the Buddhist teachings, the Tengyur.", "targets": "What in the use of Sanskrit has influenced Sino-Tibetan languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4151739d8e4b4876bc05a64b15e573fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanskrit has also influenced Sino-Tibetan languages through the spread of Buddhist texts in translation. Buddhism was spread to China by Mahayana missionaries sent by Ashoka, mostly through translations of Buddhist Hybrid Sanskrit. Many terms were transliterated directly and added to the Chinese vocabulary. Chinese words like \u524e\u90a3 ch\u00e0n\u00e0 (Devanagari: \u0915\u094d\u0937\u0923 k\u1e63a\u1e47a 'instantaneous period') were borrowed from Sanskrit. Many Sanskrit texts survive only in Tibetan collections of commentaries to the Buddhist teachings, the Tengyur.", "targets": "What religion was spread to China through Sanskrit translations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4151739d8e4b4876bc05a64b15e573fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanskrit has also influenced Sino-Tibetan languages through the spread of Buddhist texts in translation. Buddhism was spread to China by Mahayana missionaries sent by Ashoka, mostly through translations of Buddhist Hybrid Sanskrit. Many terms were transliterated directly and added to the Chinese vocabulary. Chinese words like \u524e\u90a3 ch\u00e0n\u00e0 (Devanagari: \u0915\u094d\u0937\u0923 k\u1e63a\u1e47a 'instantaneous period') were borrowed from Sanskrit. Many Sanskrit texts survive only in Tibetan collections of commentaries to the Buddhist teachings, the Tengyur.", "targets": "Who sent missionaries to China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4151739d8e4b4876bc05a64b15e573fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanskrit has also influenced Sino-Tibetan languages through the spread of Buddhist texts in translation. Buddhism was spread to China by Mahayana missionaries sent by Ashoka, mostly through translations of Buddhist Hybrid Sanskrit. Many terms were transliterated directly and added to the Chinese vocabulary. Chinese words like \u524e\u90a3 ch\u00e0n\u00e0 (Devanagari: \u0915\u094d\u0937\u0923 k\u1e63a\u1e47a 'instantaneous period') were borrowed from Sanskrit. Many Sanskrit texts survive only in Tibetan collections of commentaries to the Buddhist teachings, the Tengyur.", "targets": "What were transliterated and added to the Chinese language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4151739d8e4b4876bc05a64b15e573fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sanskrit has also influenced Sino-Tibetan languages through the spread of Buddhist texts in translation. Buddhism was spread to China by Mahayana missionaries sent by Ashoka, mostly through translations of Buddhist Hybrid Sanskrit. Many terms were transliterated directly and added to the Chinese vocabulary. Chinese words like \u524e\u90a3 ch\u00e0n\u00e0 (Devanagari: \u0915\u094d\u0937\u0923 k\u1e63a\u1e47a 'instantaneous period') were borrowed from Sanskrit. Many Sanskrit texts survive only in Tibetan collections of commentaries to the Buddhist teachings, the Tengyur.", "targets": "Where do many Sanskrit texts survive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3ff1018f054406a94032d765a57a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In physics, energy is a property of objects which can be transferred to other objects or converted into different forms. The \"ability of a system to perform work\" is a common description, but it is difficult to give one single comprehensive definition of energy because of its many forms. For instance, in SI units, energy is measured in joules, and one joule is defined \"mechanically\", being the energy transferred to an object by the mechanical work of moving it a distance of 1 metre against a force of 1 newton.[note 1] However, there are many other definitions of energy, depending on the context, such as thermal energy, radiant energy, electromagnetic, nuclear, etc., where definitions are derived that are the most convenient.", "targets": "What is a property of objects which can be transferred to other objects or converted into different forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3ff1018f054406a94032d765a57a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In physics, energy is a property of objects which can be transferred to other objects or converted into different forms. The \"ability of a system to perform work\" is a common description, but it is difficult to give one single comprehensive definition of energy because of its many forms. For instance, in SI units, energy is measured in joules, and one joule is defined \"mechanically\", being the energy transferred to an object by the mechanical work of moving it a distance of 1 metre against a force of 1 newton.[note 1] However, there are many other definitions of energy, depending on the context, such as thermal energy, radiant energy, electromagnetic, nuclear, etc., where definitions are derived that are the most convenient.", "targets": "In SI units, energy is measured in what measurement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3ff1018f054406a94032d765a57a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In physics, energy is a property of objects which can be transferred to other objects or converted into different forms. The \"ability of a system to perform work\" is a common description, but it is difficult to give one single comprehensive definition of energy because of its many forms. For instance, in SI units, energy is measured in joules, and one joule is defined \"mechanically\", being the energy transferred to an object by the mechanical work of moving it a distance of 1 metre against a force of 1 newton.[note 1] However, there are many other definitions of energy, depending on the context, such as thermal energy, radiant energy, electromagnetic, nuclear, etc., where definitions are derived that are the most convenient.", "targets": "Mechanically, one joule is defined as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5df8fee90a40492786b9bcd07f1800f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Act of 1973 (ESA; 16 U.S.C. \u00a7 1531 et seq.) is one of the few dozens of United States environmental laws passed in the 1970s, and serves as the enacting legislation to carry out the provisions outlined in The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The ESA was signed into law by President Richard Nixon on December 28, 1973, it was designed to protect critically imperiled species from extinction as a \"consequence of economic growth and development untempered by adequate concern and conservation.\" The U.S. Supreme Court found that \"the plain intent of Congress in enacting\" the ESA \"was to halt and reverse the trend toward species extinction, whatever the cost.\" The Act is administered by two federal agencies, the United States Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA).", "targets": "Which president signed the Act into law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5df8fee90a40492786b9bcd07f1800f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Act of 1973 (ESA; 16 U.S.C. \u00a7 1531 et seq.) is one of the few dozens of United States environmental laws passed in the 1970s, and serves as the enacting legislation to carry out the provisions outlined in The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The ESA was signed into law by President Richard Nixon on December 28, 1973, it was designed to protect critically imperiled species from extinction as a \"consequence of economic growth and development untempered by adequate concern and conservation.\" The U.S. Supreme Court found that \"the plain intent of Congress in enacting\" the ESA \"was to halt and reverse the trend toward species extinction, whatever the cost.\" The Act is administered by two federal agencies, the United States Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA).", "targets": "On what day was the Endangered Species Act signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5df8fee90a40492786b9bcd07f1800f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Act of 1973 (ESA; 16 U.S.C. \u00a7 1531 et seq.) is one of the few dozens of United States environmental laws passed in the 1970s, and serves as the enacting legislation to carry out the provisions outlined in The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The ESA was signed into law by President Richard Nixon on December 28, 1973, it was designed to protect critically imperiled species from extinction as a \"consequence of economic growth and development untempered by adequate concern and conservation.\" The U.S. Supreme Court found that \"the plain intent of Congress in enacting\" the ESA \"was to halt and reverse the trend toward species extinction, whatever the cost.\" The Act is administered by two federal agencies, the United States Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA).", "targets": "What did the Supreme Court cite as the intent of Congress in enacting the Endangered Species Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5df8fee90a40492786b9bcd07f1800f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Act of 1973 (ESA; 16 U.S.C. \u00a7 1531 et seq.) is one of the few dozens of United States environmental laws passed in the 1970s, and serves as the enacting legislation to carry out the provisions outlined in The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The ESA was signed into law by President Richard Nixon on December 28, 1973, it was designed to protect critically imperiled species from extinction as a \"consequence of economic growth and development untempered by adequate concern and conservation.\" The U.S. Supreme Court found that \"the plain intent of Congress in enacting\" the ESA \"was to halt and reverse the trend toward species extinction, whatever the cost.\" The Act is administered by two federal agencies, the United States Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA).", "targets": "Which two federal agencies administer the Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5df8fee90a40492786b9bcd07f1800f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Act of 1973 (ESA; 16 U.S.C. \u00a7 1531 et seq.) is one of the few dozens of United States environmental laws passed in the 1970s, and serves as the enacting legislation to carry out the provisions outlined in The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The ESA was signed into law by President Richard Nixon on December 28, 1973, it was designed to protect critically imperiled species from extinction as a \"consequence of economic growth and development untempered by adequate concern and conservation.\" The U.S. Supreme Court found that \"the plain intent of Congress in enacting\" the ESA \"was to halt and reverse the trend toward species extinction, whatever the cost.\" The Act is administered by two federal agencies, the United States Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA).", "targets": "In what year did the Endangered Species Act become law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0075e56dbd44ebea68023899bdc2176", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami International Airport serves as the primary international airport of the Greater Miami Area. One of the busiest international airports in the world, Miami International Airport caters to over 35 million passengers a year. The airport is a major hub and the single largest international gateway for American Airlines. Miami International is the busiest airport in Florida, and is the United States' second-largest international port of entry for foreign air passengers behind New York's John F. Kennedy International Airport, and is the seventh-largest such gateway in the world. The airport's extensive international route network includes non-stop flights to over seventy international cities in North and South America, Europe, Asia, and the Middle East.", "targets": "How many passengers use Miami International Airport annually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0075e56dbd44ebea68023899bdc2176", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami International Airport serves as the primary international airport of the Greater Miami Area. One of the busiest international airports in the world, Miami International Airport caters to over 35 million passengers a year. The airport is a major hub and the single largest international gateway for American Airlines. Miami International is the busiest airport in Florida, and is the United States' second-largest international port of entry for foreign air passengers behind New York's John F. Kennedy International Airport, and is the seventh-largest such gateway in the world. The airport's extensive international route network includes non-stop flights to over seventy international cities in North and South America, Europe, Asia, and the Middle East.", "targets": "What airline uses Miami International as its biggest international gateway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0075e56dbd44ebea68023899bdc2176", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami International Airport serves as the primary international airport of the Greater Miami Area. One of the busiest international airports in the world, Miami International Airport caters to over 35 million passengers a year. The airport is a major hub and the single largest international gateway for American Airlines. Miami International is the busiest airport in Florida, and is the United States' second-largest international port of entry for foreign air passengers behind New York's John F. Kennedy International Airport, and is the seventh-largest such gateway in the world. The airport's extensive international route network includes non-stop flights to over seventy international cities in North and South America, Europe, Asia, and the Middle East.", "targets": "What airport is the largest international port of entry for overseas air travelers in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0075e56dbd44ebea68023899bdc2176", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami International Airport serves as the primary international airport of the Greater Miami Area. One of the busiest international airports in the world, Miami International Airport caters to over 35 million passengers a year. The airport is a major hub and the single largest international gateway for American Airlines. Miami International is the busiest airport in Florida, and is the United States' second-largest international port of entry for foreign air passengers behind New York's John F. Kennedy International Airport, and is the seventh-largest such gateway in the world. The airport's extensive international route network includes non-stop flights to over seventy international cities in North and South America, Europe, Asia, and the Middle East.", "targets": "From Miami International Airport, to approximately how many non-American cities can one fly nonstop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a333a43d92431ba10f10f49cadf93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds (Aves) are a group of endothermic vertebrates, characterised by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a lightweight but strong skeleton. Birds live worldwide and range in size from the 5 cm (2 in) bee hummingbird to the 2.75 m (9 ft) ostrich. They rank as the class of tetrapods with the most living species, at approximately ten thousand, with more than half of these being passerines, sometimes known as perching birds or, less accurately, as songbirds.", "targets": "What is a group of endothermic vertebrates characterised by feathers and toothless beaked jaws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a333a43d92431ba10f10f49cadf93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds (Aves) are a group of endothermic vertebrates, characterised by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a lightweight but strong skeleton. Birds live worldwide and range in size from the 5 cm (2 in) bee hummingbird to the 2.75 m (9 ft) ostrich. They rank as the class of tetrapods with the most living species, at approximately ten thousand, with more than half of these being passerines, sometimes known as perching birds or, less accurately, as songbirds.", "targets": "What is the smallest bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a333a43d92431ba10f10f49cadf93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds (Aves) are a group of endothermic vertebrates, characterised by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a lightweight but strong skeleton. Birds live worldwide and range in size from the 5 cm (2 in) bee hummingbird to the 2.75 m (9 ft) ostrich. They rank as the class of tetrapods with the most living species, at approximately ten thousand, with more than half of these being passerines, sometimes known as perching birds or, less accurately, as songbirds.", "targets": "What is the largest bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a333a43d92431ba10f10f49cadf93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds (Aves) are a group of endothermic vertebrates, characterised by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a lightweight but strong skeleton. Birds live worldwide and range in size from the 5 cm (2 in) bee hummingbird to the 2.75 m (9 ft) ostrich. They rank as the class of tetrapods with the most living species, at approximately ten thousand, with more than half of these being passerines, sometimes known as perching birds or, less accurately, as songbirds.", "targets": "What is the size of the smallest bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a333a43d92431ba10f10f49cadf93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds (Aves) are a group of endothermic vertebrates, characterised by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a lightweight but strong skeleton. Birds live worldwide and range in size from the 5 cm (2 in) bee hummingbird to the 2.75 m (9 ft) ostrich. They rank as the class of tetrapods with the most living species, at approximately ten thousand, with more than half of these being passerines, sometimes known as perching birds or, less accurately, as songbirds.", "targets": "What is the size of the largest bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48451fe84eeb4f27bd6325b8fdd2ad04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In China, which uses simplified Chinese characters, the Xi\u00e0nd\u00e0i H\u00e0ny\u01d4 Ch\u00e1ngy\u00f2ng Z\u00ecbi\u01ceo (\u73b0\u4ee3\u6c49\u8bed\u5e38\u7528\u5b57\u8868, Chart of Common Characters of Modern Chinese) lists 2,500 common characters and 1,000 less-than-common characters, while the Xi\u00e0nd\u00e0i H\u00e0ny\u01d4 T\u014dngy\u00f2ng Z\u00ecbi\u01ceo (\u73b0\u4ee3\u6c49\u8bed\u901a\u7528\u5b57\u8868, Chart of Generally Utilized Characters of Modern Chinese) lists 7,000 characters, including the 3,500 characters already listed above. GB2312, an early version of the national encoding standard used in the People's Republic of China, has 6,763 code points. GB18030, the modern, mandatory standard, has a much higher number. The New H\u00e0ny\u01d4 Shu\u01d0p\u00edng K\u01ceosh\u00ec (\u6c49\u8bed\u6c34\u5e73\u8003\u8bd5, Chinese Proficiency Test) covers approximately 2,600 characters at its highest level (level six).", "targets": "What country uses simplified Chinese characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48451fe84eeb4f27bd6325b8fdd2ad04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In China, which uses simplified Chinese characters, the Xi\u00e0nd\u00e0i H\u00e0ny\u01d4 Ch\u00e1ngy\u00f2ng Z\u00ecbi\u01ceo (\u73b0\u4ee3\u6c49\u8bed\u5e38\u7528\u5b57\u8868, Chart of Common Characters of Modern Chinese) lists 2,500 common characters and 1,000 less-than-common characters, while the Xi\u00e0nd\u00e0i H\u00e0ny\u01d4 T\u014dngy\u00f2ng Z\u00ecbi\u01ceo (\u73b0\u4ee3\u6c49\u8bed\u901a\u7528\u5b57\u8868, Chart of Generally Utilized Characters of Modern Chinese) lists 7,000 characters, including the 3,500 characters already listed above. GB2312, an early version of the national encoding standard used in the People's Republic of China, has 6,763 code points. GB18030, the modern, mandatory standard, has a much higher number. The New H\u00e0ny\u01d4 Shu\u01d0p\u00edng K\u01ceosh\u00ec (\u6c49\u8bed\u6c34\u5e73\u8003\u8bd5, Chinese Proficiency Test) covers approximately 2,600 characters at its highest level (level six).", "targets": "What lists 2,500 common characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48451fe84eeb4f27bd6325b8fdd2ad04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In China, which uses simplified Chinese characters, the Xi\u00e0nd\u00e0i H\u00e0ny\u01d4 Ch\u00e1ngy\u00f2ng Z\u00ecbi\u01ceo (\u73b0\u4ee3\u6c49\u8bed\u5e38\u7528\u5b57\u8868, Chart of Common Characters of Modern Chinese) lists 2,500 common characters and 1,000 less-than-common characters, while the Xi\u00e0nd\u00e0i H\u00e0ny\u01d4 T\u014dngy\u00f2ng Z\u00ecbi\u01ceo (\u73b0\u4ee3\u6c49\u8bed\u901a\u7528\u5b57\u8868, Chart of Generally Utilized Characters of Modern Chinese) lists 7,000 characters, including the 3,500 characters already listed above. GB2312, an early version of the national encoding standard used in the People's Republic of China, has 6,763 code points. GB18030, the modern, mandatory standard, has a much higher number. The New H\u00e0ny\u01d4 Shu\u01d0p\u00edng K\u01ceosh\u00ec (\u6c49\u8bed\u6c34\u5e73\u8003\u8bd5, Chinese Proficiency Test) covers approximately 2,600 characters at its highest level (level six).", "targets": "What is an early version of the national encoding standard used in the people's public of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81f08636303f452d89d7441d263ccac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939 the Regierungsbezirk Zichenau was annexed by Germany and incorporated into East Prussia. Parts of it were transferred to other regions, e.g. Suwa\u0142ki to Regierungsbezirk Gumbinnen and Soldau to Regierungsbezirk Allenstein. Despite Nazi propaganda presenting all of the regions annexed as possessing significant German populations that wanted reunification with Germany, the Reich's statistics of late 1939 show that only 31,000 out of 994,092 people in this territory were ethnic Germans.[citation needed]", "targets": "In what year was the Regierungsbezirk Zichenau annexed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81f08636303f452d89d7441d263ccac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939 the Regierungsbezirk Zichenau was annexed by Germany and incorporated into East Prussia. Parts of it were transferred to other regions, e.g. Suwa\u0142ki to Regierungsbezirk Gumbinnen and Soldau to Regierungsbezirk Allenstein. Despite Nazi propaganda presenting all of the regions annexed as possessing significant German populations that wanted reunification with Germany, the Reich's statistics of late 1939 show that only 31,000 out of 994,092 people in this territory were ethnic Germans.[citation needed]", "targets": "What other parts of East Prussia were transferred after the annexation of Zichenau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81f08636303f452d89d7441d263ccac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939 the Regierungsbezirk Zichenau was annexed by Germany and incorporated into East Prussia. Parts of it were transferred to other regions, e.g. Suwa\u0142ki to Regierungsbezirk Gumbinnen and Soldau to Regierungsbezirk Allenstein. Despite Nazi propaganda presenting all of the regions annexed as possessing significant German populations that wanted reunification with Germany, the Reich's statistics of late 1939 show that only 31,000 out of 994,092 people in this territory were ethnic Germans.[citation needed]", "targets": "Despite all the propaganda that ws presented to the East Prussians what did German populations want within the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "When was the torch in Istanbul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "Where did the torch end up in Istanbul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "Where did the torch start in Instanbul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "Who protested for their compatriots who were in Xinjiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "What city was the Olympic Torch at on April 3rd?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "What is the name of the place in the city where the torch relay started in Turkey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "Where did the torch relay finish in Turkey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "What people in Turkey protested for their people living in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dbdbebc0e544fa08752dd0804b7d8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Turkey: The torch relay leg in Istanbul, held on April 3, started on Sultanahmet Square and finished in Taksim Square. Uyghurs living in Turkey protested at Chinese treatment of their compatriots living in Xinjiang. Several protesters who tried to disrupt the relay were promptly arrested by the police.", "targets": "What happened to protesters who tried to interrupt the carrying of the torch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b026d0a15b9d45c88927214e7bfb6d93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's estrangement from the USSR enabled Yugoslavia to obtain US aid via the Economic Cooperation Administration (ECA), the same US aid institution which administered the Marshall Plan. Still, he did not agree to align with the West, which was a common consequence of accepting American aid at the time. After Stalin's death in 1953, relations with the USSR were relaxed and he began to receive aid as well from the COMECON. In this way, Tito played East-West antagonism to his advantage. Instead of choosing sides, he was instrumental in kick-starting the Non-Aligned Movement, which would function as a 'third way' for countries interested in staying outside of the East-West divide.", "targets": "Which country gave Yugoslavia aid when Tito became estranged from the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b026d0a15b9d45c88927214e7bfb6d93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's estrangement from the USSR enabled Yugoslavia to obtain US aid via the Economic Cooperation Administration (ECA), the same US aid institution which administered the Marshall Plan. Still, he did not agree to align with the West, which was a common consequence of accepting American aid at the time. After Stalin's death in 1953, relations with the USSR were relaxed and he began to receive aid as well from the COMECON. In this way, Tito played East-West antagonism to his advantage. Instead of choosing sides, he was instrumental in kick-starting the Non-Aligned Movement, which would function as a 'third way' for countries interested in staying outside of the East-West divide.", "targets": "What agency distributed aid to Yugoslavia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b026d0a15b9d45c88927214e7bfb6d93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's estrangement from the USSR enabled Yugoslavia to obtain US aid via the Economic Cooperation Administration (ECA), the same US aid institution which administered the Marshall Plan. Still, he did not agree to align with the West, which was a common consequence of accepting American aid at the time. After Stalin's death in 1953, relations with the USSR were relaxed and he began to receive aid as well from the COMECON. In this way, Tito played East-West antagonism to his advantage. Instead of choosing sides, he was instrumental in kick-starting the Non-Aligned Movement, which would function as a 'third way' for countries interested in staying outside of the East-West divide.", "targets": "What plan was also administered by the ECA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b026d0a15b9d45c88927214e7bfb6d93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's estrangement from the USSR enabled Yugoslavia to obtain US aid via the Economic Cooperation Administration (ECA), the same US aid institution which administered the Marshall Plan. Still, he did not agree to align with the West, which was a common consequence of accepting American aid at the time. After Stalin's death in 1953, relations with the USSR were relaxed and he began to receive aid as well from the COMECON. In this way, Tito played East-West antagonism to his advantage. Instead of choosing sides, he was instrumental in kick-starting the Non-Aligned Movement, which would function as a 'third way' for countries interested in staying outside of the East-West divide.", "targets": "Which leader feared that accepting American aid meant aligning with the West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b026d0a15b9d45c88927214e7bfb6d93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's estrangement from the USSR enabled Yugoslavia to obtain US aid via the Economic Cooperation Administration (ECA), the same US aid institution which administered the Marshall Plan. Still, he did not agree to align with the West, which was a common consequence of accepting American aid at the time. After Stalin's death in 1953, relations with the USSR were relaxed and he began to receive aid as well from the COMECON. In this way, Tito played East-West antagonism to his advantage. Instead of choosing sides, he was instrumental in kick-starting the Non-Aligned Movement, which would function as a 'third way' for countries interested in staying outside of the East-West divide.", "targets": "In what year did Stalin die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc21e16a7d2047b692896f6ef042ab2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Ethnologue, the lexical similarity between Catalan and other Romance languages is: 87% with Italian; 85% with Portuguese; 80% with Spanish; 76% with Ladin; 75% with Sardinian; and 73% with Romanian.", "targets": "What is the similarity between Catalan and Italian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc21e16a7d2047b692896f6ef042ab2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Ethnologue, the lexical similarity between Catalan and other Romance languages is: 87% with Italian; 85% with Portuguese; 80% with Spanish; 76% with Ladin; 75% with Sardinian; and 73% with Romanian.", "targets": "Hoe similar is Catalan to Portuguese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc21e16a7d2047b692896f6ef042ab2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Ethnologue, the lexical similarity between Catalan and other Romance languages is: 87% with Italian; 85% with Portuguese; 80% with Spanish; 76% with Ladin; 75% with Sardinian; and 73% with Romanian.", "targets": "What is the percent relationship of Catalan to Spanish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc21e16a7d2047b692896f6ef042ab2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Ethnologue, the lexical similarity between Catalan and other Romance languages is: 87% with Italian; 85% with Portuguese; 80% with Spanish; 76% with Ladin; 75% with Sardinian; and 73% with Romanian.", "targets": "What is the relationship similarity to Ladin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc21e16a7d2047b692896f6ef042ab2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Ethnologue, the lexical similarity between Catalan and other Romance languages is: 87% with Italian; 85% with Portuguese; 80% with Spanish; 76% with Ladin; 75% with Sardinian; and 73% with Romanian.", "targets": "How related is Sardinian to Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e89029da21740858f41c74c273c041b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Avison, the leading British composer of concertos in the 18th century, was born in Newcastle upon Tyne in 1709 and died there in 1770. Basil Hume, Archbishop of Westminster, was born in the city in 1923. Vice Admiral Cuthbert Collingwood, 1st Baron Collingwood, was born in the city. Ironmaster, metallurgist, and member of parliament Isaac Lowthian Bell was born in the city in 1816. Other notable people born in or associated with Newcastle include: engineer and industrialist Lord Armstrong, engineer and father of the modern steam railways George Stephenson, his son, also an engineer, Robert Stephenson, engineer and inventor of the steam turbine Sir Charles Parsons, inventor of the incandescent light bulb Sir Joseph Swan, modernist poet Basil Bunting, and Lord Chief Justice Peter Taylor. Portuguese writer E\u00e7a de Queiroz was a diplomat in Newcastle from late 1874 until April 1879\u2014his most productive literary period. Former Prime Minister of Thailand Abhisit Vejjajiva, was born in the city.", "targets": "What year did Charles Avison die in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e89029da21740858f41c74c273c041b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Avison, the leading British composer of concertos in the 18th century, was born in Newcastle upon Tyne in 1709 and died there in 1770. Basil Hume, Archbishop of Westminster, was born in the city in 1923. Vice Admiral Cuthbert Collingwood, 1st Baron Collingwood, was born in the city. Ironmaster, metallurgist, and member of parliament Isaac Lowthian Bell was born in the city in 1816. Other notable people born in or associated with Newcastle include: engineer and industrialist Lord Armstrong, engineer and father of the modern steam railways George Stephenson, his son, also an engineer, Robert Stephenson, engineer and inventor of the steam turbine Sir Charles Parsons, inventor of the incandescent light bulb Sir Joseph Swan, modernist poet Basil Bunting, and Lord Chief Justice Peter Taylor. Portuguese writer E\u00e7a de Queiroz was a diplomat in Newcastle from late 1874 until April 1879\u2014his most productive literary period. Former Prime Minister of Thailand Abhisit Vejjajiva, was born in the city.", "targets": "What title did Newcastle native Basil Hume achieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e89029da21740858f41c74c273c041b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Avison, the leading British composer of concertos in the 18th century, was born in Newcastle upon Tyne in 1709 and died there in 1770. Basil Hume, Archbishop of Westminster, was born in the city in 1923. Vice Admiral Cuthbert Collingwood, 1st Baron Collingwood, was born in the city. Ironmaster, metallurgist, and member of parliament Isaac Lowthian Bell was born in the city in 1816. Other notable people born in or associated with Newcastle include: engineer and industrialist Lord Armstrong, engineer and father of the modern steam railways George Stephenson, his son, also an engineer, Robert Stephenson, engineer and inventor of the steam turbine Sir Charles Parsons, inventor of the incandescent light bulb Sir Joseph Swan, modernist poet Basil Bunting, and Lord Chief Justice Peter Taylor. Portuguese writer E\u00e7a de Queiroz was a diplomat in Newcastle from late 1874 until April 1879\u2014his most productive literary period. Former Prime Minister of Thailand Abhisit Vejjajiva, was born in the city.", "targets": "Who is known as the father of the modern steam railways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e89029da21740858f41c74c273c041b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Avison, the leading British composer of concertos in the 18th century, was born in Newcastle upon Tyne in 1709 and died there in 1770. Basil Hume, Archbishop of Westminster, was born in the city in 1923. Vice Admiral Cuthbert Collingwood, 1st Baron Collingwood, was born in the city. Ironmaster, metallurgist, and member of parliament Isaac Lowthian Bell was born in the city in 1816. Other notable people born in or associated with Newcastle include: engineer and industrialist Lord Armstrong, engineer and father of the modern steam railways George Stephenson, his son, also an engineer, Robert Stephenson, engineer and inventor of the steam turbine Sir Charles Parsons, inventor of the incandescent light bulb Sir Joseph Swan, modernist poet Basil Bunting, and Lord Chief Justice Peter Taylor. Portuguese writer E\u00e7a de Queiroz was a diplomat in Newcastle from late 1874 until April 1879\u2014his most productive literary period. Former Prime Minister of Thailand Abhisit Vejjajiva, was born in the city.", "targets": "What did Sir Charles Parsons invent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e89029da21740858f41c74c273c041b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Avison, the leading British composer of concertos in the 18th century, was born in Newcastle upon Tyne in 1709 and died there in 1770. Basil Hume, Archbishop of Westminster, was born in the city in 1923. Vice Admiral Cuthbert Collingwood, 1st Baron Collingwood, was born in the city. Ironmaster, metallurgist, and member of parliament Isaac Lowthian Bell was born in the city in 1816. Other notable people born in or associated with Newcastle include: engineer and industrialist Lord Armstrong, engineer and father of the modern steam railways George Stephenson, his son, also an engineer, Robert Stephenson, engineer and inventor of the steam turbine Sir Charles Parsons, inventor of the incandescent light bulb Sir Joseph Swan, modernist poet Basil Bunting, and Lord Chief Justice Peter Taylor. Portuguese writer E\u00e7a de Queiroz was a diplomat in Newcastle from late 1874 until April 1879\u2014his most productive literary period. Former Prime Minister of Thailand Abhisit Vejjajiva, was born in the city.", "targets": "What country was Abhisit Vejjajiva prime minister of, despite having been born in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dd1b9b461ea42138fd661740ab0ee35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person can be exposed to uranium (or its radioactive daughters, such as radon) by inhaling dust in air or by ingesting contaminated water and food. The amount of uranium in air is usually very small; however, people who work in factories that process phosphate fertilizers, live near government facilities that made or tested nuclear weapons, live or work near a modern battlefield where depleted uranium weapons have been used, or live or work near a coal-fired power plant, facilities that mine or process uranium ore, or enrich uranium for reactor fuel, may have increased exposure to uranium. Houses or structures that are over uranium deposits (either natural or man-made slag deposits) may have an increased incidence of exposure to radon gas. The Occupational Safety and Health Administration (OSHA) has set the permissible exposure limit for uranium exposure in the workplace as 0.25 mg/m3 over an 8-hour workday. The National Institute for Occupational Safety and Health (NIOSH) has set a recommended exposure limit (REL) of 0.2 mg/m3 over an 8-hour workday and a short-term limit of 0.6 mg/m3. At levels of 10 mg/m3, uranium is immediately dangerous to life and health.", "targets": "What is OSHA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dd1b9b461ea42138fd661740ab0ee35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person can be exposed to uranium (or its radioactive daughters, such as radon) by inhaling dust in air or by ingesting contaminated water and food. The amount of uranium in air is usually very small; however, people who work in factories that process phosphate fertilizers, live near government facilities that made or tested nuclear weapons, live or work near a modern battlefield where depleted uranium weapons have been used, or live or work near a coal-fired power plant, facilities that mine or process uranium ore, or enrich uranium for reactor fuel, may have increased exposure to uranium. Houses or structures that are over uranium deposits (either natural or man-made slag deposits) may have an increased incidence of exposure to radon gas. The Occupational Safety and Health Administration (OSHA) has set the permissible exposure limit for uranium exposure in the workplace as 0.25 mg/m3 over an 8-hour workday. The National Institute for Occupational Safety and Health (NIOSH) has set a recommended exposure limit (REL) of 0.2 mg/m3 over an 8-hour workday and a short-term limit of 0.6 mg/m3. At levels of 10 mg/m3, uranium is immediately dangerous to life and health.", "targets": "What is the OSHA uranium exposure limit for an 8-hour workday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dd1b9b461ea42138fd661740ab0ee35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person can be exposed to uranium (or its radioactive daughters, such as radon) by inhaling dust in air or by ingesting contaminated water and food. The amount of uranium in air is usually very small; however, people who work in factories that process phosphate fertilizers, live near government facilities that made or tested nuclear weapons, live or work near a modern battlefield where depleted uranium weapons have been used, or live or work near a coal-fired power plant, facilities that mine or process uranium ore, or enrich uranium for reactor fuel, may have increased exposure to uranium. Houses or structures that are over uranium deposits (either natural or man-made slag deposits) may have an increased incidence of exposure to radon gas. The Occupational Safety and Health Administration (OSHA) has set the permissible exposure limit for uranium exposure in the workplace as 0.25 mg/m3 over an 8-hour workday. The National Institute for Occupational Safety and Health (NIOSH) has set a recommended exposure limit (REL) of 0.2 mg/m3 over an 8-hour workday and a short-term limit of 0.6 mg/m3. At levels of 10 mg/m3, uranium is immediately dangerous to life and health.", "targets": "What does REL stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dd1b9b461ea42138fd661740ab0ee35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person can be exposed to uranium (or its radioactive daughters, such as radon) by inhaling dust in air or by ingesting contaminated water and food. The amount of uranium in air is usually very small; however, people who work in factories that process phosphate fertilizers, live near government facilities that made or tested nuclear weapons, live or work near a modern battlefield where depleted uranium weapons have been used, or live or work near a coal-fired power plant, facilities that mine or process uranium ore, or enrich uranium for reactor fuel, may have increased exposure to uranium. Houses or structures that are over uranium deposits (either natural or man-made slag deposits) may have an increased incidence of exposure to radon gas. The Occupational Safety and Health Administration (OSHA) has set the permissible exposure limit for uranium exposure in the workplace as 0.25 mg/m3 over an 8-hour workday. The National Institute for Occupational Safety and Health (NIOSH) has set a recommended exposure limit (REL) of 0.2 mg/m3 over an 8-hour workday and a short-term limit of 0.6 mg/m3. At levels of 10 mg/m3, uranium is immediately dangerous to life and health.", "targets": "What is the NIOSH uranium exposure standard over an 8-hour workday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dd1b9b461ea42138fd661740ab0ee35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person can be exposed to uranium (or its radioactive daughters, such as radon) by inhaling dust in air or by ingesting contaminated water and food. The amount of uranium in air is usually very small; however, people who work in factories that process phosphate fertilizers, live near government facilities that made or tested nuclear weapons, live or work near a modern battlefield where depleted uranium weapons have been used, or live or work near a coal-fired power plant, facilities that mine or process uranium ore, or enrich uranium for reactor fuel, may have increased exposure to uranium. Houses or structures that are over uranium deposits (either natural or man-made slag deposits) may have an increased incidence of exposure to radon gas. The Occupational Safety and Health Administration (OSHA) has set the permissible exposure limit for uranium exposure in the workplace as 0.25 mg/m3 over an 8-hour workday. The National Institute for Occupational Safety and Health (NIOSH) has set a recommended exposure limit (REL) of 0.2 mg/m3 over an 8-hour workday and a short-term limit of 0.6 mg/m3. At levels of 10 mg/m3, uranium is immediately dangerous to life and health.", "targets": "At what level of exposure does uranium become imminently dangerous to health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddd49a2483840e8a0234ad0641a3768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bird species have established breeding populations in areas to which they have been introduced by humans. Some of these introductions have been deliberate; the ring-necked pheasant, for example, has been introduced around the world as a game bird. Others have been accidental, such as the establishment of wild monk parakeets in several North American cities after their escape from captivity. Some species, including cattle egret, yellow-headed caracara and galah, have spread naturally far beyond their original ranges as agricultural practices created suitable new habitat.", "targets": "The ring-necked pheasant has been introduced as what kind of bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddd49a2483840e8a0234ad0641a3768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bird species have established breeding populations in areas to which they have been introduced by humans. Some of these introductions have been deliberate; the ring-necked pheasant, for example, has been introduced around the world as a game bird. Others have been accidental, such as the establishment of wild monk parakeets in several North American cities after their escape from captivity. Some species, including cattle egret, yellow-headed caracara and galah, have spread naturally far beyond their original ranges as agricultural practices created suitable new habitat.", "targets": "Why have some species spread naturally far beyond their original ranges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddd49a2483840e8a0234ad0641a3768", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bird species have established breeding populations in areas to which they have been introduced by humans. Some of these introductions have been deliberate; the ring-necked pheasant, for example, has been introduced around the world as a game bird. Others have been accidental, such as the establishment of wild monk parakeets in several North American cities after their escape from captivity. Some species, including cattle egret, yellow-headed caracara and galah, have spread naturally far beyond their original ranges as agricultural practices created suitable new habitat.", "targets": "Where have many birds established breeding populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc393c74456740d6845d2eac9ba28eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first PCBs used through-hole technology, mounting electronic components by leads inserted through holes on one side of the board and soldered onto copper traces on the other side. Boards may be single-sided, with an unplated component side, or more compact double-sided boards, with components soldered on both sides. Horizontal installation of through-hole parts with two axial leads (such as resistors, capacitors, and diodes) is done by bending the leads 90 degrees in the same direction, inserting the part in the board (often bending leads located on the back of the board in opposite directions to improve the part's mechanical strength), soldering the leads, and trimming off the ends. Leads may be soldered either manually or by a wave soldering machine.", "targets": "If a lead wasn't soldered manually, what device was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc393c74456740d6845d2eac9ba28eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first PCBs used through-hole technology, mounting electronic components by leads inserted through holes on one side of the board and soldered onto copper traces on the other side. Boards may be single-sided, with an unplated component side, or more compact double-sided boards, with components soldered on both sides. Horizontal installation of through-hole parts with two axial leads (such as resistors, capacitors, and diodes) is done by bending the leads 90 degrees in the same direction, inserting the part in the board (often bending leads located on the back of the board in opposite directions to improve the part's mechanical strength), soldering the leads, and trimming off the ends. Leads may be soldered either manually or by a wave soldering machine.", "targets": "Which type of PCB construction technique was used first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc393c74456740d6845d2eac9ba28eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first PCBs used through-hole technology, mounting electronic components by leads inserted through holes on one side of the board and soldered onto copper traces on the other side. Boards may be single-sided, with an unplated component side, or more compact double-sided boards, with components soldered on both sides. Horizontal installation of through-hole parts with two axial leads (such as resistors, capacitors, and diodes) is done by bending the leads 90 degrees in the same direction, inserting the part in the board (often bending leads located on the back of the board in opposite directions to improve the part's mechanical strength), soldering the leads, and trimming off the ends. Leads may be soldered either manually or by a wave soldering machine.", "targets": "In through-hole construction, what are the leads on the front attached to on the back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc393c74456740d6845d2eac9ba28eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first PCBs used through-hole technology, mounting electronic components by leads inserted through holes on one side of the board and soldered onto copper traces on the other side. Boards may be single-sided, with an unplated component side, or more compact double-sided boards, with components soldered on both sides. Horizontal installation of through-hole parts with two axial leads (such as resistors, capacitors, and diodes) is done by bending the leads 90 degrees in the same direction, inserting the part in the board (often bending leads located on the back of the board in opposite directions to improve the part's mechanical strength), soldering the leads, and trimming off the ends. Leads may be soldered either manually or by a wave soldering machine.", "targets": "For boards with two sides, to what angle are leads bent to in order to install them horizontally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc393c74456740d6845d2eac9ba28eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first PCBs used through-hole technology, mounting electronic components by leads inserted through holes on one side of the board and soldered onto copper traces on the other side. Boards may be single-sided, with an unplated component side, or more compact double-sided boards, with components soldered on both sides. Horizontal installation of through-hole parts with two axial leads (such as resistors, capacitors, and diodes) is done by bending the leads 90 degrees in the same direction, inserting the part in the board (often bending leads located on the back of the board in opposite directions to improve the part's mechanical strength), soldering the leads, and trimming off the ends. Leads may be soldered either manually or by a wave soldering machine.", "targets": "What is improved by bending leads in opposite directions on the back of double-sided PCBs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0286d12a1e4918a7e2efd58aa4878e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many public high schools are located in the borough including the elite Bronx High School of Science, Celia Cruz Bronx High School of Music, DeWitt Clinton High School, High School for Violin and Dance, Bronx Leadership Academy 2, Bronx International High School, the School for Excellence, the Morris Academy for Collaborative Study, Wings Academy for young adults, The Bronx School for Law, Government and Justice, Validus Preparatory Academy, The Eagle Academy For Young Men, Bronx Expeditionary Learning High School, Bronx Academy of Letters, Herbert H. Lehman High School and High School of American Studies. The Bronx is also home to three of New York City's most prestigious private, secular schools: Fieldston, Horace Mann, and Riverdale Country School.", "targets": "Which of NYC's prestigious nonreligious private schools are in the Bronx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0286d12a1e4918a7e2efd58aa4878e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many public high schools are located in the borough including the elite Bronx High School of Science, Celia Cruz Bronx High School of Music, DeWitt Clinton High School, High School for Violin and Dance, Bronx Leadership Academy 2, Bronx International High School, the School for Excellence, the Morris Academy for Collaborative Study, Wings Academy for young adults, The Bronx School for Law, Government and Justice, Validus Preparatory Academy, The Eagle Academy For Young Men, Bronx Expeditionary Learning High School, Bronx Academy of Letters, Herbert H. Lehman High School and High School of American Studies. The Bronx is also home to three of New York City's most prestigious private, secular schools: Fieldston, Horace Mann, and Riverdale Country School.", "targets": "Where is the Validus Prepatory Academy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0286d12a1e4918a7e2efd58aa4878e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many public high schools are located in the borough including the elite Bronx High School of Science, Celia Cruz Bronx High School of Music, DeWitt Clinton High School, High School for Violin and Dance, Bronx Leadership Academy 2, Bronx International High School, the School for Excellence, the Morris Academy for Collaborative Study, Wings Academy for young adults, The Bronx School for Law, Government and Justice, Validus Preparatory Academy, The Eagle Academy For Young Men, Bronx Expeditionary Learning High School, Bronx Academy of Letters, Herbert H. Lehman High School and High School of American Studies. The Bronx is also home to three of New York City's most prestigious private, secular schools: Fieldston, Horace Mann, and Riverdale Country School.", "targets": "Where is the High School for Violin and Dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0286d12a1e4918a7e2efd58aa4878e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many public high schools are located in the borough including the elite Bronx High School of Science, Celia Cruz Bronx High School of Music, DeWitt Clinton High School, High School for Violin and Dance, Bronx Leadership Academy 2, Bronx International High School, the School for Excellence, the Morris Academy for Collaborative Study, Wings Academy for young adults, The Bronx School for Law, Government and Justice, Validus Preparatory Academy, The Eagle Academy For Young Men, Bronx Expeditionary Learning High School, Bronx Academy of Letters, Herbert H. Lehman High School and High School of American Studies. The Bronx is also home to three of New York City's most prestigious private, secular schools: Fieldston, Horace Mann, and Riverdale Country School.", "targets": "Where is the School for Excellence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0286d12a1e4918a7e2efd58aa4878e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many public high schools are located in the borough including the elite Bronx High School of Science, Celia Cruz Bronx High School of Music, DeWitt Clinton High School, High School for Violin and Dance, Bronx Leadership Academy 2, Bronx International High School, the School for Excellence, the Morris Academy for Collaborative Study, Wings Academy for young adults, The Bronx School for Law, Government and Justice, Validus Preparatory Academy, The Eagle Academy For Young Men, Bronx Expeditionary Learning High School, Bronx Academy of Letters, Herbert H. Lehman High School and High School of American Studies. The Bronx is also home to three of New York City's most prestigious private, secular schools: Fieldston, Horace Mann, and Riverdale Country School.", "targets": "Where is the DeWitt Clinton High School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeb0cf4d066445d698b483300179b1d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The battle secured the beachheads of the U.S. Sixth Army on Leyte against attack from the sea, broke the back of Japanese naval power and opened the way for an advance to the Ryukyu Islands in 1945. The only significant Japanese naval operation afterwards was the disastrous Operation Ten-Go in April 1945. Kurita's force had begun the battle with five battleships; when he returned to Japan, only Yamato was combat-worthy. Nishimura's sunken Yamashiro was the last battleship in history to engage another in combat.", "targets": "What were the Leyte beachheads of the U.S. Sixth Army secured from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeb0cf4d066445d698b483300179b1d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The battle secured the beachheads of the U.S. Sixth Army on Leyte against attack from the sea, broke the back of Japanese naval power and opened the way for an advance to the Ryukyu Islands in 1945. The only significant Japanese naval operation afterwards was the disastrous Operation Ten-Go in April 1945. Kurita's force had begun the battle with five battleships; when he returned to Japan, only Yamato was combat-worthy. Nishimura's sunken Yamashiro was the last battleship in history to engage another in combat.", "targets": "When did Operation Ten-Go occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeb0cf4d066445d698b483300179b1d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The battle secured the beachheads of the U.S. Sixth Army on Leyte against attack from the sea, broke the back of Japanese naval power and opened the way for an advance to the Ryukyu Islands in 1945. The only significant Japanese naval operation afterwards was the disastrous Operation Ten-Go in April 1945. Kurita's force had begun the battle with five battleships; when he returned to Japan, only Yamato was combat-worthy. Nishimura's sunken Yamashiro was the last battleship in history to engage another in combat.", "targets": "How many battleships did Kurita begin Operation Ten-Go with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeb0cf4d066445d698b483300179b1d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The battle secured the beachheads of the U.S. Sixth Army on Leyte against attack from the sea, broke the back of Japanese naval power and opened the way for an advance to the Ryukyu Islands in 1945. The only significant Japanese naval operation afterwards was the disastrous Operation Ten-Go in April 1945. Kurita's force had begun the battle with five battleships; when he returned to Japan, only Yamato was combat-worthy. Nishimura's sunken Yamashiro was the last battleship in history to engage another in combat.", "targets": "What was the last battleship in history to engage in combat with another battleship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeb0cf4d066445d698b483300179b1d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The battle secured the beachheads of the U.S. Sixth Army on Leyte against attack from the sea, broke the back of Japanese naval power and opened the way for an advance to the Ryukyu Islands in 1945. The only significant Japanese naval operation afterwards was the disastrous Operation Ten-Go in April 1945. Kurita's force had begun the battle with five battleships; when he returned to Japan, only Yamato was combat-worthy. Nishimura's sunken Yamashiro was the last battleship in history to engage another in combat.", "targets": "Which battleship was still capable of combat when Kurita returned to Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14791ba0de7450781c33cb81bd3866f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decision problems are one of the central objects of study in computational complexity theory. A decision problem is a special type of computational problem whose answer is either yes or no, or alternately either 1 or 0. A decision problem can be viewed as a formal language, where the members of the language are instances whose output is yes, and the non-members are those instances whose output is no. The objective is to decide, with the aid of an algorithm, whether a given input string is a member of the formal language under consideration. If the algorithm deciding this problem returns the answer yes, the algorithm is said to accept the input string, otherwise it is said to reject the input.", "targets": "What kind of problems are one of the main topics studied in computational complexity theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14791ba0de7450781c33cb81bd3866f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decision problems are one of the central objects of study in computational complexity theory. A decision problem is a special type of computational problem whose answer is either yes or no, or alternately either 1 or 0. A decision problem can be viewed as a formal language, where the members of the language are instances whose output is yes, and the non-members are those instances whose output is no. The objective is to decide, with the aid of an algorithm, whether a given input string is a member of the formal language under consideration. If the algorithm deciding this problem returns the answer yes, the algorithm is said to accept the input string, otherwise it is said to reject the input.", "targets": "What are the two simple word responses to a decision problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14791ba0de7450781c33cb81bd3866f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decision problems are one of the central objects of study in computational complexity theory. A decision problem is a special type of computational problem whose answer is either yes or no, or alternately either 1 or 0. A decision problem can be viewed as a formal language, where the members of the language are instances whose output is yes, and the non-members are those instances whose output is no. The objective is to decide, with the aid of an algorithm, whether a given input string is a member of the formal language under consideration. If the algorithm deciding this problem returns the answer yes, the algorithm is said to accept the input string, otherwise it is said to reject the input.", "targets": "What are the two integer responses to a decision problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14791ba0de7450781c33cb81bd3866f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decision problems are one of the central objects of study in computational complexity theory. A decision problem is a special type of computational problem whose answer is either yes or no, or alternately either 1 or 0. A decision problem can be viewed as a formal language, where the members of the language are instances whose output is yes, and the non-members are those instances whose output is no. The objective is to decide, with the aid of an algorithm, whether a given input string is a member of the formal language under consideration. If the algorithm deciding this problem returns the answer yes, the algorithm is said to accept the input string, otherwise it is said to reject the input.", "targets": "What will the output be for a member of the language of a decision problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14791ba0de7450781c33cb81bd3866f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decision problems are one of the central objects of study in computational complexity theory. A decision problem is a special type of computational problem whose answer is either yes or no, or alternately either 1 or 0. A decision problem can be viewed as a formal language, where the members of the language are instances whose output is yes, and the non-members are those instances whose output is no. The objective is to decide, with the aid of an algorithm, whether a given input string is a member of the formal language under consideration. If the algorithm deciding this problem returns the answer yes, the algorithm is said to accept the input string, otherwise it is said to reject the input.", "targets": "What answer denotes that an algorithm has accepted an input string?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd4cabc7aeb4b1e8e8ab9ef7bd08a9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibetan music often involves chanting in Tibetan or Sanskrit, as an integral part of the religion. These chants are complex, often recitations of sacred texts or in celebration of various festivals. Yang chanting, performed without metrical timing, is accompanied by resonant drums and low, sustained syllables. Other styles include those unique to the various schools of Tibetan Buddhism, such as the classical music of the popular Gelugpa school, and the romantic music of the Nyingmapa, Sakyapa and Kagyupa schools.", "targets": "In what languages is Tibetan music often chanted in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd4cabc7aeb4b1e8e8ab9ef7bd08a9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibetan music often involves chanting in Tibetan or Sanskrit, as an integral part of the religion. These chants are complex, often recitations of sacred texts or in celebration of various festivals. Yang chanting, performed without metrical timing, is accompanied by resonant drums and low, sustained syllables. Other styles include those unique to the various schools of Tibetan Buddhism, such as the classical music of the popular Gelugpa school, and the romantic music of the Nyingmapa, Sakyapa and Kagyupa schools.", "targets": "What do the chants often contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd4cabc7aeb4b1e8e8ab9ef7bd08a9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibetan music often involves chanting in Tibetan or Sanskrit, as an integral part of the religion. These chants are complex, often recitations of sacred texts or in celebration of various festivals. Yang chanting, performed without metrical timing, is accompanied by resonant drums and low, sustained syllables. Other styles include those unique to the various schools of Tibetan Buddhism, such as the classical music of the popular Gelugpa school, and the romantic music of the Nyingmapa, Sakyapa and Kagyupa schools.", "targets": "What type of chanting is performed without metrical timing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bd4cabc7aeb4b1e8e8ab9ef7bd08a9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibetan music often involves chanting in Tibetan or Sanskrit, as an integral part of the religion. These chants are complex, often recitations of sacred texts or in celebration of various festivals. Yang chanting, performed without metrical timing, is accompanied by resonant drums and low, sustained syllables. Other styles include those unique to the various schools of Tibetan Buddhism, such as the classical music of the popular Gelugpa school, and the romantic music of the Nyingmapa, Sakyapa and Kagyupa schools.", "targets": "What type of music comes from the popular Gelugpa school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e998fd5fb246f1b313b8b8804a614c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A BBC audience research survey conducted in 1972 found that, by their own definition of violence (\"any act[s] which may cause physical and/or psychological injury, hurt or death to persons, animals or property, whether intentional or accidental\") Doctor Who was the most violent of the drama programmes the corporation produced at the time. The same report found that 3% of the surveyed audience regarded the show as \"very unsuitable\" for family viewing. Responding to the findings of the survey in The Times newspaper, journalist Philip Howard maintained that, \"to compare the violence of Dr Who, sired by a horse-laugh out of a nightmare, with the more realistic violence of other television series, where actors who look like human beings bleed paint that looks like blood, is like comparing Monopoly with the property market in London: both are fantasies, but one is meant to be taken seriously.\"", "targets": "Which show was voted most violent of the BBC shows in a 1972 survey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e998fd5fb246f1b313b8b8804a614c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A BBC audience research survey conducted in 1972 found that, by their own definition of violence (\"any act[s] which may cause physical and/or psychological injury, hurt or death to persons, animals or property, whether intentional or accidental\") Doctor Who was the most violent of the drama programmes the corporation produced at the time. The same report found that 3% of the surveyed audience regarded the show as \"very unsuitable\" for family viewing. Responding to the findings of the survey in The Times newspaper, journalist Philip Howard maintained that, \"to compare the violence of Dr Who, sired by a horse-laugh out of a nightmare, with the more realistic violence of other television series, where actors who look like human beings bleed paint that looks like blood, is like comparing Monopoly with the property market in London: both are fantasies, but one is meant to be taken seriously.\"", "targets": "How many of the survey respondents considered Doctor Who very unsuitable for family viewing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e998fd5fb246f1b313b8b8804a614c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A BBC audience research survey conducted in 1972 found that, by their own definition of violence (\"any act[s] which may cause physical and/or psychological injury, hurt or death to persons, animals or property, whether intentional or accidental\") Doctor Who was the most violent of the drama programmes the corporation produced at the time. The same report found that 3% of the surveyed audience regarded the show as \"very unsuitable\" for family viewing. Responding to the findings of the survey in The Times newspaper, journalist Philip Howard maintained that, \"to compare the violence of Dr Who, sired by a horse-laugh out of a nightmare, with the more realistic violence of other television series, where actors who look like human beings bleed paint that looks like blood, is like comparing Monopoly with the property market in London: both are fantasies, but one is meant to be taken seriously.\"", "targets": "What journalist wrote an article defending Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e998fd5fb246f1b313b8b8804a614c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A BBC audience research survey conducted in 1972 found that, by their own definition of violence (\"any act[s] which may cause physical and/or psychological injury, hurt or death to persons, animals or property, whether intentional or accidental\") Doctor Who was the most violent of the drama programmes the corporation produced at the time. The same report found that 3% of the surveyed audience regarded the show as \"very unsuitable\" for family viewing. Responding to the findings of the survey in The Times newspaper, journalist Philip Howard maintained that, \"to compare the violence of Dr Who, sired by a horse-laugh out of a nightmare, with the more realistic violence of other television series, where actors who look like human beings bleed paint that looks like blood, is like comparing Monopoly with the property market in London: both are fantasies, but one is meant to be taken seriously.\"", "targets": "In his defense of Doctor Who, what did Philip Howard compare to the London property market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e998fd5fb246f1b313b8b8804a614c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A BBC audience research survey conducted in 1972 found that, by their own definition of violence (\"any act[s] which may cause physical and/or psychological injury, hurt or death to persons, animals or property, whether intentional or accidental\") Doctor Who was the most violent of the drama programmes the corporation produced at the time. The same report found that 3% of the surveyed audience regarded the show as \"very unsuitable\" for family viewing. Responding to the findings of the survey in The Times newspaper, journalist Philip Howard maintained that, \"to compare the violence of Dr Who, sired by a horse-laugh out of a nightmare, with the more realistic violence of other television series, where actors who look like human beings bleed paint that looks like blood, is like comparing Monopoly with the property market in London: both are fantasies, but one is meant to be taken seriously.\"", "targets": "What publication did Philip Howard work for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94c9931ca624a2c9e2756a76c154d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In verbs, 1st person present indicative desinence is -e (\u2205 in verbs of the 2nd and 3rd conjugation), or -o.\nE.g. parle, tem, sent (Valencian); parlo, temo, sento (Northwestern). In verbs, 1st person present indicative desinence is -o, -i or \u2205 in all conjugations.\nE.g. parlo (Central), parl (Balearic), parli (Northern), ('I speak').", "targets": "What language is parle or tem ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94c9931ca624a2c9e2756a76c154d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In verbs, 1st person present indicative desinence is -e (\u2205 in verbs of the 2nd and 3rd conjugation), or -o.\nE.g. parle, tem, sent (Valencian); parlo, temo, sento (Northwestern). In verbs, 1st person present indicative desinence is -o, -i or \u2205 in all conjugations.\nE.g. parlo (Central), parl (Balearic), parli (Northern), ('I speak').", "targets": "What language  is parlo or temo ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94c9931ca624a2c9e2756a76c154d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In verbs, 1st person present indicative desinence is -e (\u2205 in verbs of the 2nd and 3rd conjugation), or -o.\nE.g. parle, tem, sent (Valencian); parlo, temo, sento (Northwestern). In verbs, 1st person present indicative desinence is -o, -i or \u2205 in all conjugations.\nE.g. parlo (Central), parl (Balearic), parli (Northern), ('I speak').", "targets": "What language is parl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94c9931ca624a2c9e2756a76c154d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In verbs, 1st person present indicative desinence is -e (\u2205 in verbs of the 2nd and 3rd conjugation), or -o.\nE.g. parle, tem, sent (Valencian); parlo, temo, sento (Northwestern). In verbs, 1st person present indicative desinence is -o, -i or \u2205 in all conjugations.\nE.g. parlo (Central), parl (Balearic), parli (Northern), ('I speak').", "targets": "What language form is parli?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11447ae721164ebd9e7a5f96dd548d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a number of radio news agencies based in Somalia. Established during the colonial period, Radio Mogadishu initially broadcast news items in both Somali and Italian. The station was modernized with Russian assistance following independence in 1960, and began offering home service in Somali, Amharic and Oromo. After closing down operations in the early 1990s due to the civil war, the station was officially re-opened in the early 2000s by the Transitional National Government. In the late 2000s, Radio Mogadishu also launched a complementary website of the same name, with news items in Somali, Arabic and English.", "targets": "When was Radio Mogadishu established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11447ae721164ebd9e7a5f96dd548d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a number of radio news agencies based in Somalia. Established during the colonial period, Radio Mogadishu initially broadcast news items in both Somali and Italian. The station was modernized with Russian assistance following independence in 1960, and began offering home service in Somali, Amharic and Oromo. After closing down operations in the early 1990s due to the civil war, the station was officially re-opened in the early 2000s by the Transitional National Government. In the late 2000s, Radio Mogadishu also launched a complementary website of the same name, with news items in Somali, Arabic and English.", "targets": "What languages di Radio Mogadishu originally broadcast in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11447ae721164ebd9e7a5f96dd548d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a number of radio news agencies based in Somalia. Established during the colonial period, Radio Mogadishu initially broadcast news items in both Somali and Italian. The station was modernized with Russian assistance following independence in 1960, and began offering home service in Somali, Amharic and Oromo. After closing down operations in the early 1990s due to the civil war, the station was officially re-opened in the early 2000s by the Transitional National Government. In the late 2000s, Radio Mogadishu also launched a complementary website of the same name, with news items in Somali, Arabic and English.", "targets": "What countrys assistance helped Radio Mogadishu modernize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11447ae721164ebd9e7a5f96dd548d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a number of radio news agencies based in Somalia. Established during the colonial period, Radio Mogadishu initially broadcast news items in both Somali and Italian. The station was modernized with Russian assistance following independence in 1960, and began offering home service in Somali, Amharic and Oromo. After closing down operations in the early 1990s due to the civil war, the station was officially re-opened in the early 2000s by the Transitional National Government. In the late 2000s, Radio Mogadishu also launched a complementary website of the same name, with news items in Somali, Arabic and English.", "targets": "What type of services were offered in Somali, Amharic, and Oromo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cec5cdf549b45cd822636ed289dc7bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countering Krugman, Peter J. Wallison wrote: \"It is not true that every bubble\u2014even a large bubble\u2014has the potential to cause a financial crisis when it deflates.\" Wallison notes that other developed countries had \"large bubbles during the 1997\u20132007 period\" but \"the losses associated with mortgage delinquencies and defaults when these bubbles deflated were far lower than the losses suffered in the United States when the 1997\u20132007 [bubble] deflated.\" According to Wallison, the reason the U.S. residential housing bubble (as opposed to other types of bubbles) led to financial crisis was that it was supported by a huge number of substandard loans \u2013 generally with low or no downpayments.", "targets": "Peter J. Wallison believes that the huge number of these loans led to the financial crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cec5cdf549b45cd822636ed289dc7bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countering Krugman, Peter J. Wallison wrote: \"It is not true that every bubble\u2014even a large bubble\u2014has the potential to cause a financial crisis when it deflates.\" Wallison notes that other developed countries had \"large bubbles during the 1997\u20132007 period\" but \"the losses associated with mortgage delinquencies and defaults when these bubbles deflated were far lower than the losses suffered in the United States when the 1997\u20132007 [bubble] deflated.\" According to Wallison, the reason the U.S. residential housing bubble (as opposed to other types of bubbles) led to financial crisis was that it was supported by a huge number of substandard loans \u2013 generally with low or no downpayments.", "targets": "What type downpayments do substandard loans generally have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cec5cdf549b45cd822636ed289dc7bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countering Krugman, Peter J. Wallison wrote: \"It is not true that every bubble\u2014even a large bubble\u2014has the potential to cause a financial crisis when it deflates.\" Wallison notes that other developed countries had \"large bubbles during the 1997\u20132007 period\" but \"the losses associated with mortgage delinquencies and defaults when these bubbles deflated were far lower than the losses suffered in the United States when the 1997\u20132007 [bubble] deflated.\" According to Wallison, the reason the U.S. residential housing bubble (as opposed to other types of bubbles) led to financial crisis was that it was supported by a huge number of substandard loans \u2013 generally with low or no downpayments.", "targets": "According to Peter J. Wallison, why did the U.S. residential housing bubble led to financial crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cec5cdf549b45cd822636ed289dc7bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countering Krugman, Peter J. Wallison wrote: \"It is not true that every bubble\u2014even a large bubble\u2014has the potential to cause a financial crisis when it deflates.\" Wallison notes that other developed countries had \"large bubbles during the 1997\u20132007 period\" but \"the losses associated with mortgage delinquencies and defaults when these bubbles deflated were far lower than the losses suffered in the United States when the 1997\u20132007 [bubble] deflated.\" According to Wallison, the reason the U.S. residential housing bubble (as opposed to other types of bubbles) led to financial crisis was that it was supported by a huge number of substandard loans \u2013 generally with low or no downpayments.", "targets": "Other countries had large residential housing bubbles that deflated during what years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cec5cdf549b45cd822636ed289dc7bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countering Krugman, Peter J. Wallison wrote: \"It is not true that every bubble\u2014even a large bubble\u2014has the potential to cause a financial crisis when it deflates.\" Wallison notes that other developed countries had \"large bubbles during the 1997\u20132007 period\" but \"the losses associated with mortgage delinquencies and defaults when these bubbles deflated were far lower than the losses suffered in the United States when the 1997\u20132007 [bubble] deflated.\" According to Wallison, the reason the U.S. residential housing bubble (as opposed to other types of bubbles) led to financial crisis was that it was supported by a huge number of substandard loans \u2013 generally with low or no downpayments.", "targets": "Peter J. Wallison's conclusions regarding the financial crisis are not in agreement with this economist's views?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565191d770ad44c4862261618c5d6bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 45 rpm discs also came in a variety known as extended play (EP), which achieved up to 10\u201315 minutes play at the expense of attenuating (and possibly compressing) the sound to reduce the width required by the groove. EP discs were cheaper to produce, and were used in cases where unit sales were likely to be more limited or to reissue LP albums on the smaller format for those people who had only 45 rpm players. LP albums could be purchased 1 EP at a time, with four items per EP, or in a boxed set with 3 EPs or 12 items. The large center hole on 45s allows for easier handling by jukebox mechanisms. EPs were generally discontinued by the late 1950s in the U.S. as three- and four-speed record players replaced the individual 45 players. One indication of the decline of the 45 rpm EP is that the last Columbia Records reissue of Frank Sinatra songs on 45 rpm EP records, called Frank Sinatra (Columbia B-2641) was issued on December 7, 1959. The EP lasted considerably longer in Europe, and was a popular format during the 1960s for recordings by artists such as Serge Gainsbourg and the Beatles.", "targets": "What do the initials EP stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565191d770ad44c4862261618c5d6bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 45 rpm discs also came in a variety known as extended play (EP), which achieved up to 10\u201315 minutes play at the expense of attenuating (and possibly compressing) the sound to reduce the width required by the groove. EP discs were cheaper to produce, and were used in cases where unit sales were likely to be more limited or to reissue LP albums on the smaller format for those people who had only 45 rpm players. LP albums could be purchased 1 EP at a time, with four items per EP, or in a boxed set with 3 EPs or 12 items. The large center hole on 45s allows for easier handling by jukebox mechanisms. EPs were generally discontinued by the late 1950s in the U.S. as three- and four-speed record players replaced the individual 45 players. One indication of the decline of the 45 rpm EP is that the last Columbia Records reissue of Frank Sinatra songs on 45 rpm EP records, called Frank Sinatra (Columbia B-2641) was issued on December 7, 1959. The EP lasted considerably longer in Europe, and was a popular format during the 1960s for recordings by artists such as Serge Gainsbourg and the Beatles.", "targets": "Why were 45s more popular with jukeboxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565191d770ad44c4862261618c5d6bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 45 rpm discs also came in a variety known as extended play (EP), which achieved up to 10\u201315 minutes play at the expense of attenuating (and possibly compressing) the sound to reduce the width required by the groove. EP discs were cheaper to produce, and were used in cases where unit sales were likely to be more limited or to reissue LP albums on the smaller format for those people who had only 45 rpm players. LP albums could be purchased 1 EP at a time, with four items per EP, or in a boxed set with 3 EPs or 12 items. The large center hole on 45s allows for easier handling by jukebox mechanisms. EPs were generally discontinued by the late 1950s in the U.S. as three- and four-speed record players replaced the individual 45 players. One indication of the decline of the 45 rpm EP is that the last Columbia Records reissue of Frank Sinatra songs on 45 rpm EP records, called Frank Sinatra (Columbia B-2641) was issued on December 7, 1959. The EP lasted considerably longer in Europe, and was a popular format during the 1960s for recordings by artists such as Serge Gainsbourg and the Beatles.", "targets": "What format was phased out by the end of the 1950s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565191d770ad44c4862261618c5d6bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 45 rpm discs also came in a variety known as extended play (EP), which achieved up to 10\u201315 minutes play at the expense of attenuating (and possibly compressing) the sound to reduce the width required by the groove. EP discs were cheaper to produce, and were used in cases where unit sales were likely to be more limited or to reissue LP albums on the smaller format for those people who had only 45 rpm players. LP albums could be purchased 1 EP at a time, with four items per EP, or in a boxed set with 3 EPs or 12 items. The large center hole on 45s allows for easier handling by jukebox mechanisms. EPs were generally discontinued by the late 1950s in the U.S. as three- and four-speed record players replaced the individual 45 players. One indication of the decline of the 45 rpm EP is that the last Columbia Records reissue of Frank Sinatra songs on 45 rpm EP records, called Frank Sinatra (Columbia B-2641) was issued on December 7, 1959. The EP lasted considerably longer in Europe, and was a popular format during the 1960s for recordings by artists such as Serge Gainsbourg and the Beatles.", "targets": "What was a benefit of EPs over LPs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f8cca00d4b14a7b9306b55800d0ab3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Helena is divided into eight districts, each with a community centre. The districts also serve as statistical subdivisions. The island is a single electoral area and elects twelve representatives to the Legislative Council of fifteen.", "targets": "How many districts is the island of Saint Helena divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f8cca00d4b14a7b9306b55800d0ab3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Helena is divided into eight districts, each with a community centre. The districts also serve as statistical subdivisions. The island is a single electoral area and elects twelve representatives to the Legislative Council of fifteen.", "targets": "What do the districts also serve as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4c5affae1e482884255d3d205f699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fans of professional wrestling have their own subculture, comparable to those of science fiction, video games, or comic books (in some cases, the \"fandoms\" overlap; in recent years, some professional wrestlers, particularly those who nurture an anti-establishment rebel persona, such as CM Punk, have made guest appearances at comic book conventions). Those who are interested in the backstage occurrences, future storylines, and reasonings behind company decisions read newsletters written by journalists with inside ties to the wrestling industry. These \"rags\" or \"dirt sheets\" have expanded into the Internet, where their information can be dispensed on an up-to-the-minute basis. Some have expanded into radio shows.", "targets": "What do the fans have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4c5affae1e482884255d3d205f699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fans of professional wrestling have their own subculture, comparable to those of science fiction, video games, or comic books (in some cases, the \"fandoms\" overlap; in recent years, some professional wrestlers, particularly those who nurture an anti-establishment rebel persona, such as CM Punk, have made guest appearances at comic book conventions). Those who are interested in the backstage occurrences, future storylines, and reasonings behind company decisions read newsletters written by journalists with inside ties to the wrestling industry. These \"rags\" or \"dirt sheets\" have expanded into the Internet, where their information can be dispensed on an up-to-the-minute basis. Some have expanded into radio shows.", "targets": "What sometimes happens with fandoms? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4c5affae1e482884255d3d205f699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fans of professional wrestling have their own subculture, comparable to those of science fiction, video games, or comic books (in some cases, the \"fandoms\" overlap; in recent years, some professional wrestlers, particularly those who nurture an anti-establishment rebel persona, such as CM Punk, have made guest appearances at comic book conventions). Those who are interested in the backstage occurrences, future storylines, and reasonings behind company decisions read newsletters written by journalists with inside ties to the wrestling industry. These \"rags\" or \"dirt sheets\" have expanded into the Internet, where their information can be dispensed on an up-to-the-minute basis. Some have expanded into radio shows.", "targets": "Where have some wrestlers appeared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed1a85bf00fc4044abefb39bf72a239a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have been domesticated by humans both as pets and for practical purposes. Colourful birds, such as parrots and mynas, are bred in captivity or kept as pets, a practice that has led to the illegal trafficking of some endangered species. Falcons and cormorants have long been used for hunting and fishing, respectively. Messenger pigeons, used since at least 1 AD, remained important as recently as World War II. Today, such activities are more common either as hobbies, for entertainment and tourism, or for sports such as pigeon racing.", "targets": "Why have birds been domesticated by humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed1a85bf00fc4044abefb39bf72a239a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have been domesticated by humans both as pets and for practical purposes. Colourful birds, such as parrots and mynas, are bred in captivity or kept as pets, a practice that has led to the illegal trafficking of some endangered species. Falcons and cormorants have long been used for hunting and fishing, respectively. Messenger pigeons, used since at least 1 AD, remained important as recently as World War II. Today, such activities are more common either as hobbies, for entertainment and tourism, or for sports such as pigeon racing.", "targets": "What type of birds are bred in captivity or kept as pets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed1a85bf00fc4044abefb39bf72a239a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have been domesticated by humans both as pets and for practical purposes. Colourful birds, such as parrots and mynas, are bred in captivity or kept as pets, a practice that has led to the illegal trafficking of some endangered species. Falcons and cormorants have long been used for hunting and fishing, respectively. Messenger pigeons, used since at least 1 AD, remained important as recently as World War II. Today, such activities are more common either as hobbies, for entertainment and tourism, or for sports such as pigeon racing.", "targets": "How long have messenger pigeons been used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13d191f0806c4b40bdcfe5dbdc1d75dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, the first high definition video conferencing systems, produced by LifeSize Communications, were displayed at the Interop trade show in Las Vegas, Nevada, able to provide video at 30 frames per second with a 1280 by 720 display resolution. Polycom introduced its first high definition video conferencing system to the market in 2006. As of the 2010s, high definition resolution for videoconferencing became a popular feature, with most major suppliers in the videoconferencing market offering it.", "targets": "What year was the first HD video conferencing system displayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13d191f0806c4b40bdcfe5dbdc1d75dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, the first high definition video conferencing systems, produced by LifeSize Communications, were displayed at the Interop trade show in Las Vegas, Nevada, able to provide video at 30 frames per second with a 1280 by 720 display resolution. Polycom introduced its first high definition video conferencing system to the market in 2006. As of the 2010s, high definition resolution for videoconferencing became a popular feature, with most major suppliers in the videoconferencing market offering it.", "targets": "Who produced the first high definition video conferencing system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13d191f0806c4b40bdcfe5dbdc1d75dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, the first high definition video conferencing systems, produced by LifeSize Communications, were displayed at the Interop trade show in Las Vegas, Nevada, able to provide video at 30 frames per second with a 1280 by 720 display resolution. Polycom introduced its first high definition video conferencing system to the market in 2006. As of the 2010s, high definition resolution for videoconferencing became a popular feature, with most major suppliers in the videoconferencing market offering it.", "targets": "Where was the first HD video conferencing system displayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13d191f0806c4b40bdcfe5dbdc1d75dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, the first high definition video conferencing systems, produced by LifeSize Communications, were displayed at the Interop trade show in Las Vegas, Nevada, able to provide video at 30 frames per second with a 1280 by 720 display resolution. Polycom introduced its first high definition video conferencing system to the market in 2006. As of the 2010s, high definition resolution for videoconferencing became a popular feature, with most major suppliers in the videoconferencing market offering it.", "targets": "What company introduced the first HD video conferencing system to the general market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13d191f0806c4b40bdcfe5dbdc1d75dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, the first high definition video conferencing systems, produced by LifeSize Communications, were displayed at the Interop trade show in Las Vegas, Nevada, able to provide video at 30 frames per second with a 1280 by 720 display resolution. Polycom introduced its first high definition video conferencing system to the market in 2006. As of the 2010s, high definition resolution for videoconferencing became a popular feature, with most major suppliers in the videoconferencing market offering it.", "targets": "What was the resolution of the first HD video conferencing system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the three sources of European Union law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What is European Union Law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the main sources of primary law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the secondary sources of primary law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the two bodies that make up the European Union's legislature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What is European Union law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What effect does European Union law have on laws of member states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the three sources of European Union law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the main legislative bodies of the European Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the three main sources of European Union law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What are the main sources of primary law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "What is the legislature of the European Union comprised of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906f0a91853c4ea5846878522f8b26eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European Union law is a body of treaties and legislation, such as Regulations and Directives, which have direct effect or indirect effect on the laws of European Union member states. The three sources of European Union law are primary law, secondary law and supplementary law. The main sources of primary law are the Treaties establishing the European Union. Secondary sources include regulations and directives which are based on the Treaties. The legislature of the European Union is principally composed of the European Parliament and the Council of the European Union, which under the Treaties may establish secondary law to pursue the objective set out in the Treaties.", "targets": "How many sources of European Union law are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d51c656a37334fa5b7c971359a493648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hesburgh is also credited with transforming the face of Notre Dame by making it a coeducational institution. In the mid-1960s Notre Dame and Saint Mary's College developed a co-exchange program whereby several hundred students took classes not offered at their home institution, an arrangement that added undergraduate women to a campus that already had a few women in the graduate schools. After extensive debate, merging with St. Mary's was rejected, primarily because of the differential in faculty qualifications and pay scales. \"In American college education,\" explained the Rev. Charles E. Sheedy, C.S.C., Notre Dame's Dean of Arts and Letters, \"certain features formerly considered advantageous and enviable are now seen as anachronistic and out of place.... In this environment of diversity, the integration of the sexes is a normal and expected aspect, replacing separatism.\" Thomas Blantz, C.S.C., Notre Dame's Vice President of Student Affairs, added that coeducation \"opened up a whole other pool of very bright students.\" Two of the male residence halls were converted for the newly admitted female students that first year, while two others were converted for the next school year. In 1971 Mary Ann Proctor became the first female undergraduate; she transferred from St. Mary's College. In 1972 the first woman to graduate was Angela Sienko, who earned a bachelor's degree in marketing.", "targets": "What type of educational institute is Hesburgh given credit for creating at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d51c656a37334fa5b7c971359a493648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hesburgh is also credited with transforming the face of Notre Dame by making it a coeducational institution. In the mid-1960s Notre Dame and Saint Mary's College developed a co-exchange program whereby several hundred students took classes not offered at their home institution, an arrangement that added undergraduate women to a campus that already had a few women in the graduate schools. After extensive debate, merging with St. Mary's was rejected, primarily because of the differential in faculty qualifications and pay scales. \"In American college education,\" explained the Rev. Charles E. Sheedy, C.S.C., Notre Dame's Dean of Arts and Letters, \"certain features formerly considered advantageous and enviable are now seen as anachronistic and out of place.... In this environment of diversity, the integration of the sexes is a normal and expected aspect, replacing separatism.\" Thomas Blantz, C.S.C., Notre Dame's Vice President of Student Affairs, added that coeducation \"opened up a whole other pool of very bright students.\" Two of the male residence halls were converted for the newly admitted female students that first year, while two others were converted for the next school year. In 1971 Mary Ann Proctor became the first female undergraduate; she transferred from St. Mary's College. In 1972 the first woman to graduate was Angela Sienko, who earned a bachelor's degree in marketing.", "targets": "Which role did Charles Sheedy have at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d51c656a37334fa5b7c971359a493648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hesburgh is also credited with transforming the face of Notre Dame by making it a coeducational institution. In the mid-1960s Notre Dame and Saint Mary's College developed a co-exchange program whereby several hundred students took classes not offered at their home institution, an arrangement that added undergraduate women to a campus that already had a few women in the graduate schools. After extensive debate, merging with St. Mary's was rejected, primarily because of the differential in faculty qualifications and pay scales. \"In American college education,\" explained the Rev. Charles E. Sheedy, C.S.C., Notre Dame's Dean of Arts and Letters, \"certain features formerly considered advantageous and enviable are now seen as anachronistic and out of place.... In this environment of diversity, the integration of the sexes is a normal and expected aspect, replacing separatism.\" Thomas Blantz, C.S.C., Notre Dame's Vice President of Student Affairs, added that coeducation \"opened up a whole other pool of very bright students.\" Two of the male residence halls were converted for the newly admitted female students that first year, while two others were converted for the next school year. In 1971 Mary Ann Proctor became the first female undergraduate; she transferred from St. Mary's College. In 1972 the first woman to graduate was Angela Sienko, who earned a bachelor's degree in marketing.", "targets": "What title did Thomas Blantz have at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d51c656a37334fa5b7c971359a493648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hesburgh is also credited with transforming the face of Notre Dame by making it a coeducational institution. In the mid-1960s Notre Dame and Saint Mary's College developed a co-exchange program whereby several hundred students took classes not offered at their home institution, an arrangement that added undergraduate women to a campus that already had a few women in the graduate schools. After extensive debate, merging with St. Mary's was rejected, primarily because of the differential in faculty qualifications and pay scales. \"In American college education,\" explained the Rev. Charles E. Sheedy, C.S.C., Notre Dame's Dean of Arts and Letters, \"certain features formerly considered advantageous and enviable are now seen as anachronistic and out of place.... In this environment of diversity, the integration of the sexes is a normal and expected aspect, replacing separatism.\" Thomas Blantz, C.S.C., Notre Dame's Vice President of Student Affairs, added that coeducation \"opened up a whole other pool of very bright students.\" Two of the male residence halls were converted for the newly admitted female students that first year, while two others were converted for the next school year. In 1971 Mary Ann Proctor became the first female undergraduate; she transferred from St. Mary's College. In 1972 the first woman to graduate was Angela Sienko, who earned a bachelor's degree in marketing.", "targets": "In what year did Notre Dame have its earliest undergraduate that was female?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d51c656a37334fa5b7c971359a493648", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hesburgh is also credited with transforming the face of Notre Dame by making it a coeducational institution. In the mid-1960s Notre Dame and Saint Mary's College developed a co-exchange program whereby several hundred students took classes not offered at their home institution, an arrangement that added undergraduate women to a campus that already had a few women in the graduate schools. After extensive debate, merging with St. Mary's was rejected, primarily because of the differential in faculty qualifications and pay scales. \"In American college education,\" explained the Rev. Charles E. Sheedy, C.S.C., Notre Dame's Dean of Arts and Letters, \"certain features formerly considered advantageous and enviable are now seen as anachronistic and out of place.... In this environment of diversity, the integration of the sexes is a normal and expected aspect, replacing separatism.\" Thomas Blantz, C.S.C., Notre Dame's Vice President of Student Affairs, added that coeducation \"opened up a whole other pool of very bright students.\" Two of the male residence halls were converted for the newly admitted female students that first year, while two others were converted for the next school year. In 1971 Mary Ann Proctor became the first female undergraduate; she transferred from St. Mary's College. In 1972 the first woman to graduate was Angela Sienko, who earned a bachelor's degree in marketing.", "targets": "With what institute did Notre Dame agree to an exchange program in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "Where was the only African destination for the torch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "When did the torch arrive in Dar es Salaam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "Where did the route start for the torch in Dar es Salaam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "Where was the solitary place the relay was held in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "What is the name of the railway where the Olympic torch relay began in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "Where did the relay terminate in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "What country paid for the stadium through aid money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc4a62ce09b345c7a91ca1c7972d1725", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Tanzania: Dar es Salaam was the torch's only stop in Africa, on April 13. The relay began at the grand terminal of the TAZARA Railway, which was China's largest foreign aid project of the 1970s, and continued for 5 km through the old city to the Benjamin Mkapa National Stadium in Temeke, which was built with Chinese aid in 2005. The torch was lit by Vice-President Ali Mohamed Shein. About a thousand people followed the relay, waving the Olympic flag. The only noted instance of protest was Nobel Peace Prize laureate Wangari Maathai's withdrawal from the list of torchbearers, in protest against human rights abuses in Tibet.", "targets": "Who it the torch in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f0cdf90d3941328abc2ee9b17d6f8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comparing diets among Western countries, researchers have discovered that although the French tend to eat higher levels of animal fat, the incidence of heart disease remains low in France. This phenomenon has been termed the French paradox, and is thought to occur from protective benefits of regularly consuming red wine. Apart from potential benefits of alcohol itself, including reduced platelet aggregation and vasodilation, polyphenols (e.g., resveratrol) mainly in the grape skin provide other suspected health benefits, such as:", "targets": "What do people in France eat more of that in most western countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f0cdf90d3941328abc2ee9b17d6f8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comparing diets among Western countries, researchers have discovered that although the French tend to eat higher levels of animal fat, the incidence of heart disease remains low in France. This phenomenon has been termed the French paradox, and is thought to occur from protective benefits of regularly consuming red wine. Apart from potential benefits of alcohol itself, including reduced platelet aggregation and vasodilation, polyphenols (e.g., resveratrol) mainly in the grape skin provide other suspected health benefits, such as:", "targets": "What kind of the wine is regularly consumed by the French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f0cdf90d3941328abc2ee9b17d6f8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comparing diets among Western countries, researchers have discovered that although the French tend to eat higher levels of animal fat, the incidence of heart disease remains low in France. This phenomenon has been termed the French paradox, and is thought to occur from protective benefits of regularly consuming red wine. Apart from potential benefits of alcohol itself, including reduced platelet aggregation and vasodilation, polyphenols (e.g., resveratrol) mainly in the grape skin provide other suspected health benefits, such as:", "targets": "What is the phenomenon that shows that the French have less heart disease, even though they eat more animal fat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f0cdf90d3941328abc2ee9b17d6f8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comparing diets among Western countries, researchers have discovered that although the French tend to eat higher levels of animal fat, the incidence of heart disease remains low in France. This phenomenon has been termed the French paradox, and is thought to occur from protective benefits of regularly consuming red wine. Apart from potential benefits of alcohol itself, including reduced platelet aggregation and vasodilation, polyphenols (e.g., resveratrol) mainly in the grape skin provide other suspected health benefits, such as:", "targets": "What is a potential health benefit from drinking alcohol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d73d6169c444c79a1da54f7bc540524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1590\u20131712 the Dutch also possessed one of the strongest and fastest navies in the world, allowing for their varied conquests including breaking the Portuguese sphere of influence on the Indian Ocean and in the Orient, as well as a lucrative slave trade from Africa and the Pacific.", "targets": "The Dutch had one of the strongest and fastest navies in the world during what time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d73d6169c444c79a1da54f7bc540524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1590\u20131712 the Dutch also possessed one of the strongest and fastest navies in the world, allowing for their varied conquests including breaking the Portuguese sphere of influence on the Indian Ocean and in the Orient, as well as a lucrative slave trade from Africa and the Pacific.", "targets": "The Dutch operated a slave trade from which locations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d73d6169c444c79a1da54f7bc540524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1590\u20131712 the Dutch also possessed one of the strongest and fastest navies in the world, allowing for their varied conquests including breaking the Portuguese sphere of influence on the Indian Ocean and in the Orient, as well as a lucrative slave trade from Africa and the Pacific.", "targets": "What was one of the conquests of the Dutch Navy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28068ca009bd4db5b389698a125683ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At its greatest extent, the Achaemenid Empire included the modern territories of Iran, Azerbaijan, Armenia, Georgia, Turkey, much of the Black Sea coastal regions, northeastern Greece and southern Bulgaria (Thrace), northern Greece and Macedonia (Paeonia and Ancient Macedon), Iraq, Syria, Lebanon, Jordan, Israel, Palestine, all significant ancient population centers of ancient Egypt as far west as Libya, Kuwait, northern Saudi Arabia, parts of the UAE and Oman, Pakistan, Afghanistan, and much of Central Asia, making it the first world government and the largest empire the world had yet seen.", "targets": "What was the first world goverment the world had seen at the time it existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28068ca009bd4db5b389698a125683ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At its greatest extent, the Achaemenid Empire included the modern territories of Iran, Azerbaijan, Armenia, Georgia, Turkey, much of the Black Sea coastal regions, northeastern Greece and southern Bulgaria (Thrace), northern Greece and Macedonia (Paeonia and Ancient Macedon), Iraq, Syria, Lebanon, Jordan, Israel, Palestine, all significant ancient population centers of ancient Egypt as far west as Libya, Kuwait, northern Saudi Arabia, parts of the UAE and Oman, Pakistan, Afghanistan, and much of Central Asia, making it the first world government and the largest empire the world had yet seen.", "targets": "What was the largest empire the world had seen at the time it existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28068ca009bd4db5b389698a125683ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At its greatest extent, the Achaemenid Empire included the modern territories of Iran, Azerbaijan, Armenia, Georgia, Turkey, much of the Black Sea coastal regions, northeastern Greece and southern Bulgaria (Thrace), northern Greece and Macedonia (Paeonia and Ancient Macedon), Iraq, Syria, Lebanon, Jordan, Israel, Palestine, all significant ancient population centers of ancient Egypt as far west as Libya, Kuwait, northern Saudi Arabia, parts of the UAE and Oman, Pakistan, Afghanistan, and much of Central Asia, making it the first world government and the largest empire the world had yet seen.", "targets": "What sea did the Achaemenid Empire control the majority of the coastal regions of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28068ca009bd4db5b389698a125683ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At its greatest extent, the Achaemenid Empire included the modern territories of Iran, Azerbaijan, Armenia, Georgia, Turkey, much of the Black Sea coastal regions, northeastern Greece and southern Bulgaria (Thrace), northern Greece and Macedonia (Paeonia and Ancient Macedon), Iraq, Syria, Lebanon, Jordan, Israel, Palestine, all significant ancient population centers of ancient Egypt as far west as Libya, Kuwait, northern Saudi Arabia, parts of the UAE and Oman, Pakistan, Afghanistan, and much of Central Asia, making it the first world government and the largest empire the world had yet seen.", "targets": "The Achaemenid Empire expanded into what part of Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28068ca009bd4db5b389698a125683ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At its greatest extent, the Achaemenid Empire included the modern territories of Iran, Azerbaijan, Armenia, Georgia, Turkey, much of the Black Sea coastal regions, northeastern Greece and southern Bulgaria (Thrace), northern Greece and Macedonia (Paeonia and Ancient Macedon), Iraq, Syria, Lebanon, Jordan, Israel, Palestine, all significant ancient population centers of ancient Egypt as far west as Libya, Kuwait, northern Saudi Arabia, parts of the UAE and Oman, Pakistan, Afghanistan, and much of Central Asia, making it the first world government and the largest empire the world had yet seen.", "targets": "The Achaemenid Empire controlled all of the significant settlements of what ancient country during its greatest extent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f809c7301f48a18fd7262db1ebc194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the CD versus LP sound quality debates common in the audiophile community, some videophiles argue that LaserDisc maintains a \"smoother\", more \"film-like\", natural image while DVD still looks slightly more artificial. Early DVD demo discs often had compression or encoding problems, lending additional support to such claims at the time. However, the video signal-to-noise ratio and bandwidth of LaserDisc are substantially less than that of DVDs, making DVDs appear sharper and clearer to most viewers.", "targets": "Which format is considered to look most realistic, LaserDisc or DVD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f809c7301f48a18fd7262db1ebc194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the CD versus LP sound quality debates common in the audiophile community, some videophiles argue that LaserDisc maintains a \"smoother\", more \"film-like\", natural image while DVD still looks slightly more artificial. Early DVD demo discs often had compression or encoding problems, lending additional support to such claims at the time. However, the video signal-to-noise ratio and bandwidth of LaserDisc are substantially less than that of DVDs, making DVDs appear sharper and clearer to most viewers.", "targets": "Which format, LaserDisc or DVD, is said to appear sharper and clearer to most viewers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f809c7301f48a18fd7262db1ebc194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similar to the CD versus LP sound quality debates common in the audiophile community, some videophiles argue that LaserDisc maintains a \"smoother\", more \"film-like\", natural image while DVD still looks slightly more artificial. Early DVD demo discs often had compression or encoding problems, lending additional support to such claims at the time. However, the video signal-to-noise ratio and bandwidth of LaserDisc are substantially less than that of DVDs, making DVDs appear sharper and clearer to most viewers.", "targets": "What features do LaserDiscs lack in, causing DVDs to appear sharper and clearer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10f0b043bab474f8bce879be956e5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is home to a number of orchestras offering season programs. These include the Mexico City Philharmonic, which performs at the Sala Ollin Yoliztli; the National Symphony Orchestra, whose home base is the Palacio de Bellas Artes (Palace of the Fine Arts), a masterpiece of art nouveau and art dec\u00f3 styles; the Philharmonic Orchestra of the National Autonomous University of Mexico (OFUNAM), and the Miner\u00eda Symphony Orchestra, both of which perform at the Sala Nezahualc\u00f3yotl, which was the first wrap-around concert hall in the Western Hemisphere when inaugurated in 1976. There are also many smaller ensembles that enrich the city's musical scene, including the Carlos Ch\u00e1vez Youth Symphony, the New World Orchestra (Orquesta del Nuevo Mundo), the National Polytechnical Symphony and the Bellas Artes Chamber Orchestra (Orquesta de C\u00e1mara de Bellas Artes).", "targets": "Where does the Mexico City Philharmonic perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10f0b043bab474f8bce879be956e5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is home to a number of orchestras offering season programs. These include the Mexico City Philharmonic, which performs at the Sala Ollin Yoliztli; the National Symphony Orchestra, whose home base is the Palacio de Bellas Artes (Palace of the Fine Arts), a masterpiece of art nouveau and art dec\u00f3 styles; the Philharmonic Orchestra of the National Autonomous University of Mexico (OFUNAM), and the Miner\u00eda Symphony Orchestra, both of which perform at the Sala Nezahualc\u00f3yotl, which was the first wrap-around concert hall in the Western Hemisphere when inaugurated in 1976. There are also many smaller ensembles that enrich the city's musical scene, including the Carlos Ch\u00e1vez Youth Symphony, the New World Orchestra (Orquesta del Nuevo Mundo), the National Polytechnical Symphony and the Bellas Artes Chamber Orchestra (Orquesta de C\u00e1mara de Bellas Artes).", "targets": "When was the first wrap-around concert hall in the Western Hemisphere opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10f0b043bab474f8bce879be956e5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is home to a number of orchestras offering season programs. These include the Mexico City Philharmonic, which performs at the Sala Ollin Yoliztli; the National Symphony Orchestra, whose home base is the Palacio de Bellas Artes (Palace of the Fine Arts), a masterpiece of art nouveau and art dec\u00f3 styles; the Philharmonic Orchestra of the National Autonomous University of Mexico (OFUNAM), and the Miner\u00eda Symphony Orchestra, both of which perform at the Sala Nezahualc\u00f3yotl, which was the first wrap-around concert hall in the Western Hemisphere when inaugurated in 1976. There are also many smaller ensembles that enrich the city's musical scene, including the Carlos Ch\u00e1vez Youth Symphony, the New World Orchestra (Orquesta del Nuevo Mundo), the National Polytechnical Symphony and the Bellas Artes Chamber Orchestra (Orquesta de C\u00e1mara de Bellas Artes).", "targets": "What is the name of one of the main orchestras of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10f0b043bab474f8bce879be956e5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is home to a number of orchestras offering season programs. These include the Mexico City Philharmonic, which performs at the Sala Ollin Yoliztli; the National Symphony Orchestra, whose home base is the Palacio de Bellas Artes (Palace of the Fine Arts), a masterpiece of art nouveau and art dec\u00f3 styles; the Philharmonic Orchestra of the National Autonomous University of Mexico (OFUNAM), and the Miner\u00eda Symphony Orchestra, both of which perform at the Sala Nezahualc\u00f3yotl, which was the first wrap-around concert hall in the Western Hemisphere when inaugurated in 1976. There are also many smaller ensembles that enrich the city's musical scene, including the Carlos Ch\u00e1vez Youth Symphony, the New World Orchestra (Orquesta del Nuevo Mundo), the National Polytechnical Symphony and the Bellas Artes Chamber Orchestra (Orquesta de C\u00e1mara de Bellas Artes).", "targets": "The Palace of Fine Arts hosts what main symphony? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10f0b043bab474f8bce879be956e5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is home to a number of orchestras offering season programs. These include the Mexico City Philharmonic, which performs at the Sala Ollin Yoliztli; the National Symphony Orchestra, whose home base is the Palacio de Bellas Artes (Palace of the Fine Arts), a masterpiece of art nouveau and art dec\u00f3 styles; the Philharmonic Orchestra of the National Autonomous University of Mexico (OFUNAM), and the Miner\u00eda Symphony Orchestra, both of which perform at the Sala Nezahualc\u00f3yotl, which was the first wrap-around concert hall in the Western Hemisphere when inaugurated in 1976. There are also many smaller ensembles that enrich the city's musical scene, including the Carlos Ch\u00e1vez Youth Symphony, the New World Orchestra (Orquesta del Nuevo Mundo), the National Polytechnical Symphony and the Bellas Artes Chamber Orchestra (Orquesta de C\u00e1mara de Bellas Artes).", "targets": "What does OFUNAM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e88af531440455bbb8e676b63b21dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Golden Age of Mandolins, France had a history with the mandolin, with mandolinists playing in Paris until the Napoleonic Wars. The players, teachers and composers included Giovanni Fouchetti, Eduardo Mezzacapo, Gabriele Leon, and Gervasio. During the Golden age itself (1880s-1920s), the mandolin had a strong presence in France. Prominent mandolin players or composers included Jules Cottin and his sister Madeleine Cottin, Jean Pietrapertosa, and Edgar Bara. Paris had dozens of \"estudiantina\" mandolin orchestras in the early 1900s. Mandolin magazines included L'Estudiantina, Le Plectre, \u00c9cole de la mandolie.", "targets": "Prior to what age did France have a history with the mandolin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e88af531440455bbb8e676b63b21dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Golden Age of Mandolins, France had a history with the mandolin, with mandolinists playing in Paris until the Napoleonic Wars. The players, teachers and composers included Giovanni Fouchetti, Eduardo Mezzacapo, Gabriele Leon, and Gervasio. During the Golden age itself (1880s-1920s), the mandolin had a strong presence in France. Prominent mandolin players or composers included Jules Cottin and his sister Madeleine Cottin, Jean Pietrapertosa, and Edgar Bara. Paris had dozens of \"estudiantina\" mandolin orchestras in the early 1900s. Mandolin magazines included L'Estudiantina, Le Plectre, \u00c9cole de la mandolie.", "targets": "Where in France did the mandolinists play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e88af531440455bbb8e676b63b21dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Golden Age of Mandolins, France had a history with the mandolin, with mandolinists playing in Paris until the Napoleonic Wars. The players, teachers and composers included Giovanni Fouchetti, Eduardo Mezzacapo, Gabriele Leon, and Gervasio. During the Golden age itself (1880s-1920s), the mandolin had a strong presence in France. Prominent mandolin players or composers included Jules Cottin and his sister Madeleine Cottin, Jean Pietrapertosa, and Edgar Bara. Paris had dozens of \"estudiantina\" mandolin orchestras in the early 1900s. Mandolin magazines included L'Estudiantina, Le Plectre, \u00c9cole de la mandolie.", "targets": "When did the mandolinists stop playing in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e88af531440455bbb8e676b63b21dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Golden Age of Mandolins, France had a history with the mandolin, with mandolinists playing in Paris until the Napoleonic Wars. The players, teachers and composers included Giovanni Fouchetti, Eduardo Mezzacapo, Gabriele Leon, and Gervasio. During the Golden age itself (1880s-1920s), the mandolin had a strong presence in France. Prominent mandolin players or composers included Jules Cottin and his sister Madeleine Cottin, Jean Pietrapertosa, and Edgar Bara. Paris had dozens of \"estudiantina\" mandolin orchestras in the early 1900s. Mandolin magazines included L'Estudiantina, Le Plectre, \u00c9cole de la mandolie.", "targets": "Who were the players and composers during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e88af531440455bbb8e676b63b21dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Golden Age of Mandolins, France had a history with the mandolin, with mandolinists playing in Paris until the Napoleonic Wars. The players, teachers and composers included Giovanni Fouchetti, Eduardo Mezzacapo, Gabriele Leon, and Gervasio. During the Golden age itself (1880s-1920s), the mandolin had a strong presence in France. Prominent mandolin players or composers included Jules Cottin and his sister Madeleine Cottin, Jean Pietrapertosa, and Edgar Bara. Paris had dozens of \"estudiantina\" mandolin orchestras in the early 1900s. Mandolin magazines included L'Estudiantina, Le Plectre, \u00c9cole de la mandolie.", "targets": "What years was considered the Golden Age of Mandolins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-137b81d7066f4de5950c6e9dc7868bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 17, 1752, the Governor-General of New France, Marquis de la Jonqui\u00e8re, died and was temporarily replaced by Charles le Moyne de Longueuil. His permanent replacement, the Marquis Duquesne, did not arrive in New France until 1752 to take over the post. The continuing British activity in the Ohio territories prompted Longueuil to dispatch another expedition to the area under the command of Charles Michel de Langlade, an officer in the Troupes de la Marine. Langlade was given 300 men, including French-Canadians and warriors of the Ottawa. His objective was to punish the Miami people of Pickawillany for not following C\u00e9loron's orders to cease trading with the British. On June 21, the French war party attacked the trading centre at Pickawillany, capturing three traders and killing 14 people of the Miami nation, including Old Briton. He was reportedly ritually cannibalized by some aboriginal members of the expedition.", "targets": "What Governor in charge of New France died in 1752?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-137b81d7066f4de5950c6e9dc7868bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 17, 1752, the Governor-General of New France, Marquis de la Jonqui\u00e8re, died and was temporarily replaced by Charles le Moyne de Longueuil. His permanent replacement, the Marquis Duquesne, did not arrive in New France until 1752 to take over the post. The continuing British activity in the Ohio territories prompted Longueuil to dispatch another expedition to the area under the command of Charles Michel de Langlade, an officer in the Troupes de la Marine. Langlade was given 300 men, including French-Canadians and warriors of the Ottawa. His objective was to punish the Miami people of Pickawillany for not following C\u00e9loron's orders to cease trading with the British. On June 21, the French war party attacked the trading centre at Pickawillany, capturing three traders and killing 14 people of the Miami nation, including Old Briton. He was reportedly ritually cannibalized by some aboriginal members of the expedition.", "targets": "How many were in Langlades expedition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-137b81d7066f4de5950c6e9dc7868bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 17, 1752, the Governor-General of New France, Marquis de la Jonqui\u00e8re, died and was temporarily replaced by Charles le Moyne de Longueuil. His permanent replacement, the Marquis Duquesne, did not arrive in New France until 1752 to take over the post. The continuing British activity in the Ohio territories prompted Longueuil to dispatch another expedition to the area under the command of Charles Michel de Langlade, an officer in the Troupes de la Marine. Langlade was given 300 men, including French-Canadians and warriors of the Ottawa. His objective was to punish the Miami people of Pickawillany for not following C\u00e9loron's orders to cease trading with the British. On June 21, the French war party attacked the trading centre at Pickawillany, capturing three traders and killing 14 people of the Miami nation, including Old Briton. He was reportedly ritually cannibalized by some aboriginal members of the expedition.", "targets": "Was was the plan for Langlades mission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-137b81d7066f4de5950c6e9dc7868bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 17, 1752, the Governor-General of New France, Marquis de la Jonqui\u00e8re, died and was temporarily replaced by Charles le Moyne de Longueuil. His permanent replacement, the Marquis Duquesne, did not arrive in New France until 1752 to take over the post. The continuing British activity in the Ohio territories prompted Longueuil to dispatch another expedition to the area under the command of Charles Michel de Langlade, an officer in the Troupes de la Marine. Langlade was given 300 men, including French-Canadians and warriors of the Ottawa. His objective was to punish the Miami people of Pickawillany for not following C\u00e9loron's orders to cease trading with the British. On June 21, the French war party attacked the trading centre at Pickawillany, capturing three traders and killing 14 people of the Miami nation, including Old Briton. He was reportedly ritually cannibalized by some aboriginal members of the expedition.", "targets": "What was result of French attack of trading centre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0534a01f680f48e6a62afde64096540a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evidence for the effectiveness of measures to prevent the development of asthma is weak. Some show promise including: limiting smoke exposure both in utero and after delivery, breastfeeding, and increased exposure to daycare or large families but none are well supported enough to be recommended for this indication. Early pet exposure may be useful. Results from exposure to pets at other times are inconclusive and it is only recommended that pets be removed from the home if a person has allergic symptoms to said pet. Dietary restrictions during pregnancy or when breast feeding have not been found to be effective and thus are not recommended. Reducing or eliminating compounds known to sensitive people from the work place may be effective. It is not clear if annual influenza vaccinations effects the risk of exacerbations. Immunization; however, is recommended by the World Health Organization. Smoking bans are effective in decreasing exacerbations of asthma.", "targets": "What is weak that is not helping prevent the development of asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0534a01f680f48e6a62afde64096540a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evidence for the effectiveness of measures to prevent the development of asthma is weak. Some show promise including: limiting smoke exposure both in utero and after delivery, breastfeeding, and increased exposure to daycare or large families but none are well supported enough to be recommended for this indication. Early pet exposure may be useful. Results from exposure to pets at other times are inconclusive and it is only recommended that pets be removed from the home if a person has allergic symptoms to said pet. Dietary restrictions during pregnancy or when breast feeding have not been found to be effective and thus are not recommended. Reducing or eliminating compounds known to sensitive people from the work place may be effective. It is not clear if annual influenza vaccinations effects the risk of exacerbations. Immunization; however, is recommended by the World Health Organization. Smoking bans are effective in decreasing exacerbations of asthma.", "targets": "What preventative measures always work to prevent asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0534a01f680f48e6a62afde64096540a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evidence for the effectiveness of measures to prevent the development of asthma is weak. Some show promise including: limiting smoke exposure both in utero and after delivery, breastfeeding, and increased exposure to daycare or large families but none are well supported enough to be recommended for this indication. Early pet exposure may be useful. Results from exposure to pets at other times are inconclusive and it is only recommended that pets be removed from the home if a person has allergic symptoms to said pet. Dietary restrictions during pregnancy or when breast feeding have not been found to be effective and thus are not recommended. Reducing or eliminating compounds known to sensitive people from the work place may be effective. It is not clear if annual influenza vaccinations effects the risk of exacerbations. Immunization; however, is recommended by the World Health Organization. Smoking bans are effective in decreasing exacerbations of asthma.", "targets": "What has been determined about dietry restrictions during pregnancy and when breast feeding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0534a01f680f48e6a62afde64096540a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evidence for the effectiveness of measures to prevent the development of asthma is weak. Some show promise including: limiting smoke exposure both in utero and after delivery, breastfeeding, and increased exposure to daycare or large families but none are well supported enough to be recommended for this indication. Early pet exposure may be useful. Results from exposure to pets at other times are inconclusive and it is only recommended that pets be removed from the home if a person has allergic symptoms to said pet. Dietary restrictions during pregnancy or when breast feeding have not been found to be effective and thus are not recommended. Reducing or eliminating compounds known to sensitive people from the work place may be effective. It is not clear if annual influenza vaccinations effects the risk of exacerbations. Immunization; however, is recommended by the World Health Organization. Smoking bans are effective in decreasing exacerbations of asthma.", "targets": "Why are smoking bans in place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0534a01f680f48e6a62afde64096540a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evidence for the effectiveness of measures to prevent the development of asthma is weak. Some show promise including: limiting smoke exposure both in utero and after delivery, breastfeeding, and increased exposure to daycare or large families but none are well supported enough to be recommended for this indication. Early pet exposure may be useful. Results from exposure to pets at other times are inconclusive and it is only recommended that pets be removed from the home if a person has allergic symptoms to said pet. Dietary restrictions during pregnancy or when breast feeding have not been found to be effective and thus are not recommended. Reducing or eliminating compounds known to sensitive people from the work place may be effective. It is not clear if annual influenza vaccinations effects the risk of exacerbations. Immunization; however, is recommended by the World Health Organization. Smoking bans are effective in decreasing exacerbations of asthma.", "targets": "Who recoomends immunizations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae27fd5b1244638a73e81b0b134ba32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece attracts more than 16 million tourists each year, thus contributing 18.2% to the nation's GDP in 2008 according to an OECD report. The same survey showed that the average tourist expenditure while in Greece was $1,073, ranking Greece 10th in the world. The number of jobs directly or indirectly related to the tourism sector were 840,000 in 2008 and represented 19% of the country's total labor force. In 2009, Greece welcomed over 19.3 million tourists, a major increase from the 17.7 million tourists the country welcomed in 2008.", "targets": "How many millions of tourists does Greece attract each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae27fd5b1244638a73e81b0b134ba32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece attracts more than 16 million tourists each year, thus contributing 18.2% to the nation's GDP in 2008 according to an OECD report. The same survey showed that the average tourist expenditure while in Greece was $1,073, ranking Greece 10th in the world. The number of jobs directly or indirectly related to the tourism sector were 840,000 in 2008 and represented 19% of the country's total labor force. In 2009, Greece welcomed over 19.3 million tourists, a major increase from the 17.7 million tourists the country welcomed in 2008.", "targets": "What part of Greece's GDP is accounted for by tourism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae27fd5b1244638a73e81b0b134ba32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece attracts more than 16 million tourists each year, thus contributing 18.2% to the nation's GDP in 2008 according to an OECD report. The same survey showed that the average tourist expenditure while in Greece was $1,073, ranking Greece 10th in the world. The number of jobs directly or indirectly related to the tourism sector were 840,000 in 2008 and represented 19% of the country's total labor force. In 2009, Greece welcomed over 19.3 million tourists, a major increase from the 17.7 million tourists the country welcomed in 2008.", "targets": "What did the 2008 OECD report show the average tourist expenditure while in Greece was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae27fd5b1244638a73e81b0b134ba32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece attracts more than 16 million tourists each year, thus contributing 18.2% to the nation's GDP in 2008 according to an OECD report. The same survey showed that the average tourist expenditure while in Greece was $1,073, ranking Greece 10th in the world. The number of jobs directly or indirectly related to the tourism sector were 840,000 in 2008 and represented 19% of the country's total labor force. In 2009, Greece welcomed over 19.3 million tourists, a major increase from the 17.7 million tourists the country welcomed in 2008.", "targets": "How many jobs in 2008 in Greece were somehow related to the tourism industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae27fd5b1244638a73e81b0b134ba32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece attracts more than 16 million tourists each year, thus contributing 18.2% to the nation's GDP in 2008 according to an OECD report. The same survey showed that the average tourist expenditure while in Greece was $1,073, ranking Greece 10th in the world. The number of jobs directly or indirectly related to the tourism sector were 840,000 in 2008 and represented 19% of the country's total labor force. In 2009, Greece welcomed over 19.3 million tourists, a major increase from the 17.7 million tourists the country welcomed in 2008.", "targets": "How many tourists did Greece welcome in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1b79addf98145ef95c94b85a1a2c014", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In certain cases compound words and set phrases may be contracted into single characters. Some of these can be considered logograms, where characters represent whole words rather than syllable-morphemes, though these are generally instead considered ligatures or abbreviations (similar to scribal abbreviations, such as & for \"et\"), and as non-standard. These do see use, particularly in handwriting or decoration, but also in some cases in print. In Chinese, these ligatures are called h\u00e9w\u00e9n (\u5408\u6587), h\u00e9sh\u016b (\u5408\u66f8) or h\u00e9t\u01d0z\u00ec (\u5408\u4f53\u5b57), and in the special case of combining two characters, these are known as \"two-syllable Chinese characters\" (\u53cc\u97f3\u8282\u6c49\u5b57, \u96d9\u97f3\u7bc0\u6f22\u5b57).", "targets": "What may be contracted into single characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1b79addf98145ef95c94b85a1a2c014", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In certain cases compound words and set phrases may be contracted into single characters. Some of these can be considered logograms, where characters represent whole words rather than syllable-morphemes, though these are generally instead considered ligatures or abbreviations (similar to scribal abbreviations, such as & for \"et\"), and as non-standard. These do see use, particularly in handwriting or decoration, but also in some cases in print. In Chinese, these ligatures are called h\u00e9w\u00e9n (\u5408\u6587), h\u00e9sh\u016b (\u5408\u66f8) or h\u00e9t\u01d0z\u00ec (\u5408\u4f53\u5b57), and in the special case of combining two characters, these are known as \"two-syllable Chinese characters\" (\u53cc\u97f3\u8282\u6c49\u5b57, \u96d9\u97f3\u7bc0\u6f22\u5b57).", "targets": "What can be considered as set phrases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1b79addf98145ef95c94b85a1a2c014", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In certain cases compound words and set phrases may be contracted into single characters. Some of these can be considered logograms, where characters represent whole words rather than syllable-morphemes, though these are generally instead considered ligatures or abbreviations (similar to scribal abbreviations, such as & for \"et\"), and as non-standard. These do see use, particularly in handwriting or decoration, but also in some cases in print. In Chinese, these ligatures are called h\u00e9w\u00e9n (\u5408\u6587), h\u00e9sh\u016b (\u5408\u66f8) or h\u00e9t\u01d0z\u00ec (\u5408\u4f53\u5b57), and in the special case of combining two characters, these are known as \"two-syllable Chinese characters\" (\u53cc\u97f3\u8282\u6c49\u5b57, \u96d9\u97f3\u7bc0\u6f22\u5b57).", "targets": "What are logograms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04eca8e5b4854e38bf5a7eff6fd52b13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the negative consequences of sleep deprivation, sleep and the intertwined circadian system have been shown to have strong regulatory effects on immunological functions affecting both the innate and the adaptive immunity. First, during the early slow-wave-sleep stage, a sudden drop in blood levels of cortisol, epinephrine, and norepinephrine induce increased blood levels of the hormones leptin, pituitary growth hormone, and prolactin. These signals induce a pro-inflammatory state through the production of the pro-inflammatory cytokines interleukin-1, interleukin-12, TNF-alpha and IFN-gamma. These cytokines then stimulate immune functions such as immune cells activation, proliferation, and differentiation. It is during this time that undifferentiated, or less differentiated, like na\u00efve and central memory T cells, peak (i.e. during a time of a slowly evolving adaptive immune response). In addition to these effects, the milieu of hormones produced at this time (leptin, pituitary growth hormone, and prolactin) support the interactions between APCs and T-cells, a shift of the Th1/Th2 cytokine balance towards one that supports Th1, an increase in overall Th cell proliferation, and na\u00efve T cell migration to lymph nodes. This milieu is also thought to support the formation of long-lasting immune memory through the initiation of Th1 immune responses.", "targets": "Drop in the blood levels of cortisol and epinephrine results in increase levels of what hormones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04eca8e5b4854e38bf5a7eff6fd52b13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the negative consequences of sleep deprivation, sleep and the intertwined circadian system have been shown to have strong regulatory effects on immunological functions affecting both the innate and the adaptive immunity. First, during the early slow-wave-sleep stage, a sudden drop in blood levels of cortisol, epinephrine, and norepinephrine induce increased blood levels of the hormones leptin, pituitary growth hormone, and prolactin. These signals induce a pro-inflammatory state through the production of the pro-inflammatory cytokines interleukin-1, interleukin-12, TNF-alpha and IFN-gamma. These cytokines then stimulate immune functions such as immune cells activation, proliferation, and differentiation. It is during this time that undifferentiated, or less differentiated, like na\u00efve and central memory T cells, peak (i.e. during a time of a slowly evolving adaptive immune response). In addition to these effects, the milieu of hormones produced at this time (leptin, pituitary growth hormone, and prolactin) support the interactions between APCs and T-cells, a shift of the Th1/Th2 cytokine balance towards one that supports Th1, an increase in overall Th cell proliferation, and na\u00efve T cell migration to lymph nodes. This milieu is also thought to support the formation of long-lasting immune memory through the initiation of Th1 immune responses.", "targets": "Hormones released during sleep support the interaction of T-cells and what species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04eca8e5b4854e38bf5a7eff6fd52b13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the negative consequences of sleep deprivation, sleep and the intertwined circadian system have been shown to have strong regulatory effects on immunological functions affecting both the innate and the adaptive immunity. First, during the early slow-wave-sleep stage, a sudden drop in blood levels of cortisol, epinephrine, and norepinephrine induce increased blood levels of the hormones leptin, pituitary growth hormone, and prolactin. These signals induce a pro-inflammatory state through the production of the pro-inflammatory cytokines interleukin-1, interleukin-12, TNF-alpha and IFN-gamma. These cytokines then stimulate immune functions such as immune cells activation, proliferation, and differentiation. It is during this time that undifferentiated, or less differentiated, like na\u00efve and central memory T cells, peak (i.e. during a time of a slowly evolving adaptive immune response). In addition to these effects, the milieu of hormones produced at this time (leptin, pituitary growth hormone, and prolactin) support the interactions between APCs and T-cells, a shift of the Th1/Th2 cytokine balance towards one that supports Th1, an increase in overall Th cell proliferation, and na\u00efve T cell migration to lymph nodes. This milieu is also thought to support the formation of long-lasting immune memory through the initiation of Th1 immune responses.", "targets": "Sleep hormones shift the cytokine balance to which cytokine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04eca8e5b4854e38bf5a7eff6fd52b13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the negative consequences of sleep deprivation, sleep and the intertwined circadian system have been shown to have strong regulatory effects on immunological functions affecting both the innate and the adaptive immunity. First, during the early slow-wave-sleep stage, a sudden drop in blood levels of cortisol, epinephrine, and norepinephrine induce increased blood levels of the hormones leptin, pituitary growth hormone, and prolactin. These signals induce a pro-inflammatory state through the production of the pro-inflammatory cytokines interleukin-1, interleukin-12, TNF-alpha and IFN-gamma. These cytokines then stimulate immune functions such as immune cells activation, proliferation, and differentiation. It is during this time that undifferentiated, or less differentiated, like na\u00efve and central memory T cells, peak (i.e. during a time of a slowly evolving adaptive immune response). In addition to these effects, the milieu of hormones produced at this time (leptin, pituitary growth hormone, and prolactin) support the interactions between APCs and T-cells, a shift of the Th1/Th2 cytokine balance towards one that supports Th1, an increase in overall Th cell proliferation, and na\u00efve T cell migration to lymph nodes. This milieu is also thought to support the formation of long-lasting immune memory through the initiation of Th1 immune responses.", "targets": "Sleep hormone release supports formation of immune memory by initiating what immune response?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e714c43f87b849df9b563154084d08c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war years Universal did have a co-production arrangement with producer Walter Wanger and his partner, director Fritz Lang, lending the studio some amount of prestige productions. Universal's core audience base was still found in the neighborhood movie theaters, and the studio continued to please the public with low- to medium-budget films. Basil Rathbone and Nigel Bruce in new Sherlock Holmes mysteries (1942\u201346), teenage musicals with Gloria Jean, Donald O'Connor, and Peggy Ryan (1942\u201343), and screen adaptations of radio's Inner Sanctum Mysteries with Lon Chaney, Jr. (1943\u201345). Alfred Hitchcock was also borrowed for two films from Selznick International Pictures: Saboteur (1942) and Shadow of a Doubt (1943).", "targets": "Who was the directorial partner of Walter Wanger?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e714c43f87b849df9b563154084d08c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war years Universal did have a co-production arrangement with producer Walter Wanger and his partner, director Fritz Lang, lending the studio some amount of prestige productions. Universal's core audience base was still found in the neighborhood movie theaters, and the studio continued to please the public with low- to medium-budget films. Basil Rathbone and Nigel Bruce in new Sherlock Holmes mysteries (1942\u201346), teenage musicals with Gloria Jean, Donald O'Connor, and Peggy Ryan (1942\u201343), and screen adaptations of radio's Inner Sanctum Mysteries with Lon Chaney, Jr. (1943\u201345). Alfred Hitchcock was also borrowed for two films from Selznick International Pictures: Saboteur (1942) and Shadow of a Doubt (1943).", "targets": "In what period did Basil Rathbone star in a series of Sherlock Holmes films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e714c43f87b849df9b563154084d08c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war years Universal did have a co-production arrangement with producer Walter Wanger and his partner, director Fritz Lang, lending the studio some amount of prestige productions. Universal's core audience base was still found in the neighborhood movie theaters, and the studio continued to please the public with low- to medium-budget films. Basil Rathbone and Nigel Bruce in new Sherlock Holmes mysteries (1942\u201346), teenage musicals with Gloria Jean, Donald O'Connor, and Peggy Ryan (1942\u201343), and screen adaptations of radio's Inner Sanctum Mysteries with Lon Chaney, Jr. (1943\u201345). Alfred Hitchcock was also borrowed for two films from Selznick International Pictures: Saboteur (1942) and Shadow of a Doubt (1943).", "targets": "In what period did film versions of Inner Sanctum Mysteries appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e714c43f87b849df9b563154084d08c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war years Universal did have a co-production arrangement with producer Walter Wanger and his partner, director Fritz Lang, lending the studio some amount of prestige productions. Universal's core audience base was still found in the neighborhood movie theaters, and the studio continued to please the public with low- to medium-budget films. Basil Rathbone and Nigel Bruce in new Sherlock Holmes mysteries (1942\u201346), teenage musicals with Gloria Jean, Donald O'Connor, and Peggy Ryan (1942\u201343), and screen adaptations of radio's Inner Sanctum Mysteries with Lon Chaney, Jr. (1943\u201345). Alfred Hitchcock was also borrowed for two films from Selznick International Pictures: Saboteur (1942) and Shadow of a Doubt (1943).", "targets": "What was the studio that Alfred Hitchcock normally worked for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e714c43f87b849df9b563154084d08c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war years Universal did have a co-production arrangement with producer Walter Wanger and his partner, director Fritz Lang, lending the studio some amount of prestige productions. Universal's core audience base was still found in the neighborhood movie theaters, and the studio continued to please the public with low- to medium-budget films. Basil Rathbone and Nigel Bruce in new Sherlock Holmes mysteries (1942\u201346), teenage musicals with Gloria Jean, Donald O'Connor, and Peggy Ryan (1942\u201343), and screen adaptations of radio's Inner Sanctum Mysteries with Lon Chaney, Jr. (1943\u201345). Alfred Hitchcock was also borrowed for two films from Selznick International Pictures: Saboteur (1942) and Shadow of a Doubt (1943).", "targets": "In what year was Shadow of a Doubt produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba32ae4ff1854cba85db48492d0a3faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther sympathised with some of the peasants' grievances, as he showed in his response to the Twelve Articles in May 1525, but he reminded the aggrieved to obey the temporal authorities. During a tour of Thuringia, he became enraged at the widespread burning of convents, monasteries, bishops' palaces, and libraries. In Against the Murderous, Thieving Hordes of Peasants, written on his return to Wittenberg, he gave his interpretation of the Gospel teaching on wealth, condemned the violence as the devil's work, and called for the nobles to put down the rebels like mad dogs:", "targets": "Who did Luther remind the peasants to obey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba32ae4ff1854cba85db48492d0a3faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther sympathised with some of the peasants' grievances, as he showed in his response to the Twelve Articles in May 1525, but he reminded the aggrieved to obey the temporal authorities. During a tour of Thuringia, he became enraged at the widespread burning of convents, monasteries, bishops' palaces, and libraries. In Against the Murderous, Thieving Hordes of Peasants, written on his return to Wittenberg, he gave his interpretation of the Gospel teaching on wealth, condemned the violence as the devil's work, and called for the nobles to put down the rebels like mad dogs:", "targets": "Where did Luther become angry at the widespread destruction of church property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba32ae4ff1854cba85db48492d0a3faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther sympathised with some of the peasants' grievances, as he showed in his response to the Twelve Articles in May 1525, but he reminded the aggrieved to obey the temporal authorities. During a tour of Thuringia, he became enraged at the widespread burning of convents, monasteries, bishops' palaces, and libraries. In Against the Murderous, Thieving Hordes of Peasants, written on his return to Wittenberg, he gave his interpretation of the Gospel teaching on wealth, condemned the violence as the devil's work, and called for the nobles to put down the rebels like mad dogs:", "targets": "What did Luther call the revolting peasants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba32ae4ff1854cba85db48492d0a3faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther sympathised with some of the peasants' grievances, as he showed in his response to the Twelve Articles in May 1525, but he reminded the aggrieved to obey the temporal authorities. During a tour of Thuringia, he became enraged at the widespread burning of convents, monasteries, bishops' palaces, and libraries. In Against the Murderous, Thieving Hordes of Peasants, written on his return to Wittenberg, he gave his interpretation of the Gospel teaching on wealth, condemned the violence as the devil's work, and called for the nobles to put down the rebels like mad dogs:", "targets": "How did Luther express the destruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba32ae4ff1854cba85db48492d0a3faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther sympathised with some of the peasants' grievances, as he showed in his response to the Twelve Articles in May 1525, but he reminded the aggrieved to obey the temporal authorities. During a tour of Thuringia, he became enraged at the widespread burning of convents, monasteries, bishops' palaces, and libraries. In Against the Murderous, Thieving Hordes of Peasants, written on his return to Wittenberg, he gave his interpretation of the Gospel teaching on wealth, condemned the violence as the devil's work, and called for the nobles to put down the rebels like mad dogs:", "targets": "Who did Luther call on to stop the revolt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "What events ended the war with Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "On what date did Japan surrender?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "What changed in the ruling of Japan after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "Where did Japan's surrender occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "What was the process called whereby the leader of Japan stepped down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "What nation were the allies against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "What nations comprised the Axis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "What cities were destroyed by atom bombs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "When did the Soviet Union invade Manchuria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50d1ed5571d549c89ec52bd8bd59d948", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pacific War saw the Allied powers pitted against the Empire of Japan, the latter briefly aided by Thailand and to a much lesser extent by its Axis allies, Germany and Italy. The war culminated in the atomic bombings of Hiroshima and Nagasaki, and other large aerial bomb attacks by the United States Army Air Forces, accompanied by the Soviet invasion of Manchuria on 8 August 1945, resulting in the Japanese announcement of intent to surrender on 15 August 1945. The formal and official surrender of Japan took place aboard the battleship USS Missouri in Tokyo Bay on 2 September 1945. Following its defeat, Japan's Shinto Emperor stepped down as the divine leader through the Shinto Directive, because the Allied Powers believed this was the major political cause of Japan's military aggression and deconstruction process soon took place to install a new liberal-democratic constitution to the Japanese public as the current Constitution of Japan.", "targets": "When did Japan surrender?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe45875d5c046e58a278c210825c237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early civilisations in Myanmar included the Tibeto-Burman-speaking Pyu city-states in Upper Burma and the Mon kingdoms in Lower Burma. In the 9th century, the Bamar people entered the upper Irrawaddy valley and, following the establishment of the Pagan Kingdom in the 1050s, the Burmese language, culture and Theravada Buddhism slowly became dominant in the country. The Pagan Kingdom fell due to the Mongol invasions and several warring states emerged. In the 16th century, reunified by the Taungoo Dynasty, the country was for a brief period the largest empire in the history of Southeast Asia. The early 19th century Konbaung Dynasty ruled over an area that included modern Myanmar and briefly controlled Manipur and Assam as well. The British conquered Myanmar after three Anglo-Burmese Wars in the 19th century and the country became a British colony. Myanmar became an independent nation in 1948, initially as a democratic nation and then, following a coup d'\u00e9tat in 1962, a military dictatorship.", "targets": "What were the names of some of the early cultures located in Myanmar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe45875d5c046e58a278c210825c237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early civilisations in Myanmar included the Tibeto-Burman-speaking Pyu city-states in Upper Burma and the Mon kingdoms in Lower Burma. In the 9th century, the Bamar people entered the upper Irrawaddy valley and, following the establishment of the Pagan Kingdom in the 1050s, the Burmese language, culture and Theravada Buddhism slowly became dominant in the country. The Pagan Kingdom fell due to the Mongol invasions and several warring states emerged. In the 16th century, reunified by the Taungoo Dynasty, the country was for a brief period the largest empire in the history of Southeast Asia. The early 19th century Konbaung Dynasty ruled over an area that included modern Myanmar and briefly controlled Manipur and Assam as well. The British conquered Myanmar after three Anglo-Burmese Wars in the 19th century and the country became a British colony. Myanmar became an independent nation in 1948, initially as a democratic nation and then, following a coup d'\u00e9tat in 1962, a military dictatorship.", "targets": "When did the dominant religion of Myanmar become something outside of the mainstream ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe45875d5c046e58a278c210825c237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early civilisations in Myanmar included the Tibeto-Burman-speaking Pyu city-states in Upper Burma and the Mon kingdoms in Lower Burma. In the 9th century, the Bamar people entered the upper Irrawaddy valley and, following the establishment of the Pagan Kingdom in the 1050s, the Burmese language, culture and Theravada Buddhism slowly became dominant in the country. The Pagan Kingdom fell due to the Mongol invasions and several warring states emerged. In the 16th century, reunified by the Taungoo Dynasty, the country was for a brief period the largest empire in the history of Southeast Asia. The early 19th century Konbaung Dynasty ruled over an area that included modern Myanmar and briefly controlled Manipur and Assam as well. The British conquered Myanmar after three Anglo-Burmese Wars in the 19th century and the country became a British colony. Myanmar became an independent nation in 1948, initially as a democratic nation and then, following a coup d'\u00e9tat in 1962, a military dictatorship.", "targets": "What caused the downfall of the downfall of the the original kingdom in Myanmar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe45875d5c046e58a278c210825c237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early civilisations in Myanmar included the Tibeto-Burman-speaking Pyu city-states in Upper Burma and the Mon kingdoms in Lower Burma. In the 9th century, the Bamar people entered the upper Irrawaddy valley and, following the establishment of the Pagan Kingdom in the 1050s, the Burmese language, culture and Theravada Buddhism slowly became dominant in the country. The Pagan Kingdom fell due to the Mongol invasions and several warring states emerged. In the 16th century, reunified by the Taungoo Dynasty, the country was for a brief period the largest empire in the history of Southeast Asia. The early 19th century Konbaung Dynasty ruled over an area that included modern Myanmar and briefly controlled Manipur and Assam as well. The British conquered Myanmar after three Anglo-Burmese Wars in the 19th century and the country became a British colony. Myanmar became an independent nation in 1948, initially as a democratic nation and then, following a coup d'\u00e9tat in 1962, a military dictatorship.", "targets": "Whose rule  was Myanmar under when it was one of the most massive kingdoms in Southeast Asia ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe45875d5c046e58a278c210825c237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early civilisations in Myanmar included the Tibeto-Burman-speaking Pyu city-states in Upper Burma and the Mon kingdoms in Lower Burma. In the 9th century, the Bamar people entered the upper Irrawaddy valley and, following the establishment of the Pagan Kingdom in the 1050s, the Burmese language, culture and Theravada Buddhism slowly became dominant in the country. The Pagan Kingdom fell due to the Mongol invasions and several warring states emerged. In the 16th century, reunified by the Taungoo Dynasty, the country was for a brief period the largest empire in the history of Southeast Asia. The early 19th century Konbaung Dynasty ruled over an area that included modern Myanmar and briefly controlled Manipur and Assam as well. The British conquered Myanmar after three Anglo-Burmese Wars in the 19th century and the country became a British colony. Myanmar became an independent nation in 1948, initially as a democratic nation and then, following a coup d'\u00e9tat in 1962, a military dictatorship.", "targets": "When did was Myanmar ruled by the Taungoo Dynasty ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91c9f942dc0143c383f5cecdcd90facd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around the end of the 19th century and into the 20th century, the Meiji era was marked by the reign of the Meiji Emperor. During this time, Japan started its modernization and rose to world power status. This era name means \"Enlightened Rule\". In Japan, the Meiji Restoration started in the 1860s, marking the rapid modernization by the Japanese themselves along European lines. Much research has focused on the issues of discontinuity versus continuity with the previous Tokugawa Period. In the 1960s younger Japanese scholars led by Irokawa Daikichi, reacted against the bureaucratic superstate, and began searching for the historic role of the common people . They avoided the elite, and focused not on political events but on social forces and attitudes. They rejected both Marxism and modernization theory as alien and confining. They stressed the importance of popular energies in the development of modern Japan. They enlarged history by using the methods of social history. It was not until the beginning of the Meiji Era that the Japanese government began taking modernization seriously. Japan expanded its military production base by opening arsenals in various locations. The hyobusho (war office) was replaced with a War Department and a Naval Department. The samurai class suffered great disappointment the following years.", "targets": "What was the Meija era marked by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91c9f942dc0143c383f5cecdcd90facd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around the end of the 19th century and into the 20th century, the Meiji era was marked by the reign of the Meiji Emperor. During this time, Japan started its modernization and rose to world power status. This era name means \"Enlightened Rule\". In Japan, the Meiji Restoration started in the 1860s, marking the rapid modernization by the Japanese themselves along European lines. Much research has focused on the issues of discontinuity versus continuity with the previous Tokugawa Period. In the 1960s younger Japanese scholars led by Irokawa Daikichi, reacted against the bureaucratic superstate, and began searching for the historic role of the common people . They avoided the elite, and focused not on political events but on social forces and attitudes. They rejected both Marxism and modernization theory as alien and confining. They stressed the importance of popular energies in the development of modern Japan. They enlarged history by using the methods of social history. It was not until the beginning of the Meiji Era that the Japanese government began taking modernization seriously. Japan expanded its military production base by opening arsenals in various locations. The hyobusho (war office) was replaced with a War Department and a Naval Department. The samurai class suffered great disappointment the following years.", "targets": "How did Japan rise to be a world power during the Meja era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91c9f942dc0143c383f5cecdcd90facd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around the end of the 19th century and into the 20th century, the Meiji era was marked by the reign of the Meiji Emperor. During this time, Japan started its modernization and rose to world power status. This era name means \"Enlightened Rule\". In Japan, the Meiji Restoration started in the 1860s, marking the rapid modernization by the Japanese themselves along European lines. Much research has focused on the issues of discontinuity versus continuity with the previous Tokugawa Period. In the 1960s younger Japanese scholars led by Irokawa Daikichi, reacted against the bureaucratic superstate, and began searching for the historic role of the common people . They avoided the elite, and focused not on political events but on social forces and attitudes. They rejected both Marxism and modernization theory as alien and confining. They stressed the importance of popular energies in the development of modern Japan. They enlarged history by using the methods of social history. It was not until the beginning of the Meiji Era that the Japanese government began taking modernization seriously. Japan expanded its military production base by opening arsenals in various locations. The hyobusho (war office) was replaced with a War Department and a Naval Department. The samurai class suffered great disappointment the following years.", "targets": "When did the Meija restoration begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91c9f942dc0143c383f5cecdcd90facd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around the end of the 19th century and into the 20th century, the Meiji era was marked by the reign of the Meiji Emperor. During this time, Japan started its modernization and rose to world power status. This era name means \"Enlightened Rule\". In Japan, the Meiji Restoration started in the 1860s, marking the rapid modernization by the Japanese themselves along European lines. Much research has focused on the issues of discontinuity versus continuity with the previous Tokugawa Period. In the 1960s younger Japanese scholars led by Irokawa Daikichi, reacted against the bureaucratic superstate, and began searching for the historic role of the common people . They avoided the elite, and focused not on political events but on social forces and attitudes. They rejected both Marxism and modernization theory as alien and confining. They stressed the importance of popular energies in the development of modern Japan. They enlarged history by using the methods of social history. It was not until the beginning of the Meiji Era that the Japanese government began taking modernization seriously. Japan expanded its military production base by opening arsenals in various locations. The hyobusho (war office) was replaced with a War Department and a Naval Department. The samurai class suffered great disappointment the following years.", "targets": "What does \"Meija era\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91c9f942dc0143c383f5cecdcd90facd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around the end of the 19th century and into the 20th century, the Meiji era was marked by the reign of the Meiji Emperor. During this time, Japan started its modernization and rose to world power status. This era name means \"Enlightened Rule\". In Japan, the Meiji Restoration started in the 1860s, marking the rapid modernization by the Japanese themselves along European lines. Much research has focused on the issues of discontinuity versus continuity with the previous Tokugawa Period. In the 1960s younger Japanese scholars led by Irokawa Daikichi, reacted against the bureaucratic superstate, and began searching for the historic role of the common people . They avoided the elite, and focused not on political events but on social forces and attitudes. They rejected both Marxism and modernization theory as alien and confining. They stressed the importance of popular energies in the development of modern Japan. They enlarged history by using the methods of social history. It was not until the beginning of the Meiji Era that the Japanese government began taking modernization seriously. Japan expanded its military production base by opening arsenals in various locations. The hyobusho (war office) was replaced with a War Department and a Naval Department. The samurai class suffered great disappointment the following years.", "targets": "What did Irokawa Daikichi act out against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc659d6302c5476fabe509b3324dc79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1939, he received news from his sisters that his mother was dying. On 10 February 1939, Pope Pius XI died. Roncalli was unable to see his mother for the end as the death of a pontiff meant that he would have to stay at his post until the election of a new pontiff. Unfortunately, she died on 20 February 1939, during the nine days of mourning for the late Pius XI. He was sent a letter by Cardinal Eugenio Pacelli, and Roncalli later recalled that it was probably the last letter Pacelli sent until his election as Pope Pius XII on 2 March 1939. Roncalli expressed happiness that Pacelli was elected, and, on radio, listened to the coronation of the new pontiff. ", "targets": "When did he hear that his mother was dying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc659d6302c5476fabe509b3324dc79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1939, he received news from his sisters that his mother was dying. On 10 February 1939, Pope Pius XI died. Roncalli was unable to see his mother for the end as the death of a pontiff meant that he would have to stay at his post until the election of a new pontiff. Unfortunately, she died on 20 February 1939, during the nine days of mourning for the late Pius XI. He was sent a letter by Cardinal Eugenio Pacelli, and Roncalli later recalled that it was probably the last letter Pacelli sent until his election as Pope Pius XII on 2 March 1939. Roncalli expressed happiness that Pacelli was elected, and, on radio, listened to the coronation of the new pontiff. ", "targets": "When did Pope Pius XI die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc659d6302c5476fabe509b3324dc79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1939, he received news from his sisters that his mother was dying. On 10 February 1939, Pope Pius XI died. Roncalli was unable to see his mother for the end as the death of a pontiff meant that he would have to stay at his post until the election of a new pontiff. Unfortunately, she died on 20 February 1939, during the nine days of mourning for the late Pius XI. He was sent a letter by Cardinal Eugenio Pacelli, and Roncalli later recalled that it was probably the last letter Pacelli sent until his election as Pope Pius XII on 2 March 1939. Roncalli expressed happiness that Pacelli was elected, and, on radio, listened to the coronation of the new pontiff. ", "targets": "When did his mother die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc659d6302c5476fabe509b3324dc79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1939, he received news from his sisters that his mother was dying. On 10 February 1939, Pope Pius XI died. Roncalli was unable to see his mother for the end as the death of a pontiff meant that he would have to stay at his post until the election of a new pontiff. Unfortunately, she died on 20 February 1939, during the nine days of mourning for the late Pius XI. He was sent a letter by Cardinal Eugenio Pacelli, and Roncalli later recalled that it was probably the last letter Pacelli sent until his election as Pope Pius XII on 2 March 1939. Roncalli expressed happiness that Pacelli was elected, and, on radio, listened to the coronation of the new pontiff. ", "targets": "Who sent him the letter informing him of his mother's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc659d6302c5476fabe509b3324dc79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1939, he received news from his sisters that his mother was dying. On 10 February 1939, Pope Pius XI died. Roncalli was unable to see his mother for the end as the death of a pontiff meant that he would have to stay at his post until the election of a new pontiff. Unfortunately, she died on 20 February 1939, during the nine days of mourning for the late Pius XI. He was sent a letter by Cardinal Eugenio Pacelli, and Roncalli later recalled that it was probably the last letter Pacelli sent until his election as Pope Pius XII on 2 March 1939. Roncalli expressed happiness that Pacelli was elected, and, on radio, listened to the coronation of the new pontiff. ", "targets": "When was Pope Pius XII elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf7e54f34cc4dc78d60f2b11b538068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya has a warm and humid tropical climate on its Indian Ocean coastline. The climate is cooler in the savannah grasslands around the capital city, Nairobi, and especially closer to Mount Kenya, which has snow permanently on its peaks. Further inland, in the Nyanza region, there is a hot and dry climate which becomes humid around Lake Victoria, the largest tropical fresh-water lake in the world. This gives way to temperate and forested hilly areas in the neighboring western region. The north-eastern regions along the border with Somalia and Ethiopia are arid and semi-arid areas with near-desert landscapes. Kenya is known for its safaris, diverse climate and geography, and expansive wildlife reserves and national parks such as the East and West Tsavo National Park, the Maasai Mara, Lake Nakuru National Park, and Aberdares National Park. Kenya has several world heritage sites such as Lamu and numerous beaches, including in Diani, Bamburi and Kilifi, where international yachting competitions are held every year.", "targets": "What type of climate does Kenya have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf7e54f34cc4dc78d60f2b11b538068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya has a warm and humid tropical climate on its Indian Ocean coastline. The climate is cooler in the savannah grasslands around the capital city, Nairobi, and especially closer to Mount Kenya, which has snow permanently on its peaks. Further inland, in the Nyanza region, there is a hot and dry climate which becomes humid around Lake Victoria, the largest tropical fresh-water lake in the world. This gives way to temperate and forested hilly areas in the neighboring western region. The north-eastern regions along the border with Somalia and Ethiopia are arid and semi-arid areas with near-desert landscapes. Kenya is known for its safaris, diverse climate and geography, and expansive wildlife reserves and national parks such as the East and West Tsavo National Park, the Maasai Mara, Lake Nakuru National Park, and Aberdares National Park. Kenya has several world heritage sites such as Lamu and numerous beaches, including in Diani, Bamburi and Kilifi, where international yachting competitions are held every year.", "targets": "How is the climate near the savannah grasslands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf7e54f34cc4dc78d60f2b11b538068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya has a warm and humid tropical climate on its Indian Ocean coastline. The climate is cooler in the savannah grasslands around the capital city, Nairobi, and especially closer to Mount Kenya, which has snow permanently on its peaks. Further inland, in the Nyanza region, there is a hot and dry climate which becomes humid around Lake Victoria, the largest tropical fresh-water lake in the world. This gives way to temperate and forested hilly areas in the neighboring western region. The north-eastern regions along the border with Somalia and Ethiopia are arid and semi-arid areas with near-desert landscapes. Kenya is known for its safaris, diverse climate and geography, and expansive wildlife reserves and national parks such as the East and West Tsavo National Park, the Maasai Mara, Lake Nakuru National Park, and Aberdares National Park. Kenya has several world heritage sites such as Lamu and numerous beaches, including in Diani, Bamburi and Kilifi, where international yachting competitions are held every year.", "targets": "What mountain has snow on it all year round?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf7e54f34cc4dc78d60f2b11b538068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya has a warm and humid tropical climate on its Indian Ocean coastline. The climate is cooler in the savannah grasslands around the capital city, Nairobi, and especially closer to Mount Kenya, which has snow permanently on its peaks. Further inland, in the Nyanza region, there is a hot and dry climate which becomes humid around Lake Victoria, the largest tropical fresh-water lake in the world. This gives way to temperate and forested hilly areas in the neighboring western region. The north-eastern regions along the border with Somalia and Ethiopia are arid and semi-arid areas with near-desert landscapes. Kenya is known for its safaris, diverse climate and geography, and expansive wildlife reserves and national parks such as the East and West Tsavo National Park, the Maasai Mara, Lake Nakuru National Park, and Aberdares National Park. Kenya has several world heritage sites such as Lamu and numerous beaches, including in Diani, Bamburi and Kilifi, where international yachting competitions are held every year.", "targets": "What regions do the north-eastern part of the country boarder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdf7e54f34cc4dc78d60f2b11b538068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya has a warm and humid tropical climate on its Indian Ocean coastline. The climate is cooler in the savannah grasslands around the capital city, Nairobi, and especially closer to Mount Kenya, which has snow permanently on its peaks. Further inland, in the Nyanza region, there is a hot and dry climate which becomes humid around Lake Victoria, the largest tropical fresh-water lake in the world. This gives way to temperate and forested hilly areas in the neighboring western region. The north-eastern regions along the border with Somalia and Ethiopia are arid and semi-arid areas with near-desert landscapes. Kenya is known for its safaris, diverse climate and geography, and expansive wildlife reserves and national parks such as the East and West Tsavo National Park, the Maasai Mara, Lake Nakuru National Park, and Aberdares National Park. Kenya has several world heritage sites such as Lamu and numerous beaches, including in Diani, Bamburi and Kilifi, where international yachting competitions are held every year.", "targets": "What is Kenya known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da7f6ba5ed8f47b49e000c5ffa38bf45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of the First Army, Prince Frederick Charles ordered a massed artillery attack against Canrobert's position at St. Privat to prevent the Guards attack from failing too. At 19:00 the 3rd Division of Fransecky's II Corps of the Second Army advanced across Ravine while the XII Corps cleared out the nearby town of Roncourt and with the survivors of the 1st Guards Infantry Division launched a fresh attack against the ruins of St. Privat. At 20:00, the arrival of the Prussian 4th Infantry Division of the II Corps and with the Prussian right flank on Mance Ravine, the line stabilised. By then, the Prussians of the 1st Guards Infantry Division and the XII and II Corps captured St. Privat forcing the decimated French forces to withdraw. With the Prussians exhausted from the fighting, the French were now able to mount a counter-attack. General Bourbaki, however, refused to commit the reserves of the French Old Guard to the battle because, by that time, he considered the overall situation a 'defeat'. By 22:00, firing largely died down across the battlefield for the night. The next morning, the French Army of the Rhine, rather than resume the battle with an attack of its own against the battle-weary German armies, retreated to Metz where they were besieged and forced to surrender two months later.", "targets": "Which prince ordered an artillery attack against Canrobert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da7f6ba5ed8f47b49e000c5ffa38bf45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of the First Army, Prince Frederick Charles ordered a massed artillery attack against Canrobert's position at St. Privat to prevent the Guards attack from failing too. At 19:00 the 3rd Division of Fransecky's II Corps of the Second Army advanced across Ravine while the XII Corps cleared out the nearby town of Roncourt and with the survivors of the 1st Guards Infantry Division launched a fresh attack against the ruins of St. Privat. At 20:00, the arrival of the Prussian 4th Infantry Division of the II Corps and with the Prussian right flank on Mance Ravine, the line stabilised. By then, the Prussians of the 1st Guards Infantry Division and the XII and II Corps captured St. Privat forcing the decimated French forces to withdraw. With the Prussians exhausted from the fighting, the French were now able to mount a counter-attack. General Bourbaki, however, refused to commit the reserves of the French Old Guard to the battle because, by that time, he considered the overall situation a 'defeat'. By 22:00, firing largely died down across the battlefield for the night. The next morning, the French Army of the Rhine, rather than resume the battle with an attack of its own against the battle-weary German armies, retreated to Metz where they were besieged and forced to surrender two months later.", "targets": "Which army's defeat compelled Prince Charles to attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da7f6ba5ed8f47b49e000c5ffa38bf45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of the First Army, Prince Frederick Charles ordered a massed artillery attack against Canrobert's position at St. Privat to prevent the Guards attack from failing too. At 19:00 the 3rd Division of Fransecky's II Corps of the Second Army advanced across Ravine while the XII Corps cleared out the nearby town of Roncourt and with the survivors of the 1st Guards Infantry Division launched a fresh attack against the ruins of St. Privat. At 20:00, the arrival of the Prussian 4th Infantry Division of the II Corps and with the Prussian right flank on Mance Ravine, the line stabilised. By then, the Prussians of the 1st Guards Infantry Division and the XII and II Corps captured St. Privat forcing the decimated French forces to withdraw. With the Prussians exhausted from the fighting, the French were now able to mount a counter-attack. General Bourbaki, however, refused to commit the reserves of the French Old Guard to the battle because, by that time, he considered the overall situation a 'defeat'. By 22:00, firing largely died down across the battlefield for the night. The next morning, the French Army of the Rhine, rather than resume the battle with an attack of its own against the battle-weary German armies, retreated to Metz where they were besieged and forced to surrender two months later.", "targets": "As the Second Army pushed into Ravine, the XII Corps cleared out which adjacent town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da7f6ba5ed8f47b49e000c5ffa38bf45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of the First Army, Prince Frederick Charles ordered a massed artillery attack against Canrobert's position at St. Privat to prevent the Guards attack from failing too. At 19:00 the 3rd Division of Fransecky's II Corps of the Second Army advanced across Ravine while the XII Corps cleared out the nearby town of Roncourt and with the survivors of the 1st Guards Infantry Division launched a fresh attack against the ruins of St. Privat. At 20:00, the arrival of the Prussian 4th Infantry Division of the II Corps and with the Prussian right flank on Mance Ravine, the line stabilised. By then, the Prussians of the 1st Guards Infantry Division and the XII and II Corps captured St. Privat forcing the decimated French forces to withdraw. With the Prussians exhausted from the fighting, the French were now able to mount a counter-attack. General Bourbaki, however, refused to commit the reserves of the French Old Guard to the battle because, by that time, he considered the overall situation a 'defeat'. By 22:00, firing largely died down across the battlefield for the night. The next morning, the French Army of the Rhine, rather than resume the battle with an attack of its own against the battle-weary German armies, retreated to Metz where they were besieged and forced to surrender two months later.", "targets": "The surving soldiers of the 1st Guards Infantry Division launched a new attack against what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da7f6ba5ed8f47b49e000c5ffa38bf45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of the First Army, Prince Frederick Charles ordered a massed artillery attack against Canrobert's position at St. Privat to prevent the Guards attack from failing too. At 19:00 the 3rd Division of Fransecky's II Corps of the Second Army advanced across Ravine while the XII Corps cleared out the nearby town of Roncourt and with the survivors of the 1st Guards Infantry Division launched a fresh attack against the ruins of St. Privat. At 20:00, the arrival of the Prussian 4th Infantry Division of the II Corps and with the Prussian right flank on Mance Ravine, the line stabilised. By then, the Prussians of the 1st Guards Infantry Division and the XII and II Corps captured St. Privat forcing the decimated French forces to withdraw. With the Prussians exhausted from the fighting, the French were now able to mount a counter-attack. General Bourbaki, however, refused to commit the reserves of the French Old Guard to the battle because, by that time, he considered the overall situation a 'defeat'. By 22:00, firing largely died down across the battlefield for the night. The next morning, the French Army of the Rhine, rather than resume the battle with an attack of its own against the battle-weary German armies, retreated to Metz where they were besieged and forced to surrender two months later.", "targets": "Which army was forced to retreat to Metz and surrender two months later?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7192035720e4ea2a3ec1f0ac5715b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order not to let the routine administration take over the running of the empire, the Qing emperors made sure that all important matters were decided in the \"Inner Court,\" which was dominated by the imperial family and Manchu nobility and which was located in the northern part of the Forbidden City. The core institution of the inner court was the Grand Council.[g] It emerged in the 1720s under the reign of the Yongzheng Emperor as a body charged with handling Qing military campaigns against the Mongols, but it soon took over other military and administrative duties and served to centralize authority under the crown. The Grand Councillors[h] served as a sort of privy council to the emperor.", "targets": "Who controlled the \"Inner Court\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7192035720e4ea2a3ec1f0ac5715b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order not to let the routine administration take over the running of the empire, the Qing emperors made sure that all important matters were decided in the \"Inner Court,\" which was dominated by the imperial family and Manchu nobility and which was located in the northern part of the Forbidden City. The core institution of the inner court was the Grand Council.[g] It emerged in the 1720s under the reign of the Yongzheng Emperor as a body charged with handling Qing military campaigns against the Mongols, but it soon took over other military and administrative duties and served to centralize authority under the crown. The Grand Councillors[h] served as a sort of privy council to the emperor.", "targets": "Where was the Inner Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7192035720e4ea2a3ec1f0ac5715b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order not to let the routine administration take over the running of the empire, the Qing emperors made sure that all important matters were decided in the \"Inner Court,\" which was dominated by the imperial family and Manchu nobility and which was located in the northern part of the Forbidden City. The core institution of the inner court was the Grand Council.[g] It emerged in the 1720s under the reign of the Yongzheng Emperor as a body charged with handling Qing military campaigns against the Mongols, but it soon took over other military and administrative duties and served to centralize authority under the crown. The Grand Councillors[h] served as a sort of privy council to the emperor.", "targets": "What was the Grand Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57190baf09f54e0182b0c36c6aab3671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Pharmacy Technician in the UK is considered a health care professional and often does not work under the direct supervision of a pharmacist (if employed in a hospital pharmacy) but instead is supervised and managed by other senior pharmacy technicians. In the UK the role of a PhT has grown and responsibility has been passed on to them to manage the pharmacy department and specialised areas in pharmacy practice allowing pharmacists the time to specialise in their expert field as medication consultants spending more time working with patients and in research. A pharmacy technician once qualified has to register as a professional on the General Pharmaceutical Council (GPhC) register. The GPhC is the governing body for pharmacy health care professionals and this is who regulates the practice of pharmacists and pharmacy technicians.", "targets": "Who oversees a Pharmacy Technician in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57190baf09f54e0182b0c36c6aab3671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Pharmacy Technician in the UK is considered a health care professional and often does not work under the direct supervision of a pharmacist (if employed in a hospital pharmacy) but instead is supervised and managed by other senior pharmacy technicians. In the UK the role of a PhT has grown and responsibility has been passed on to them to manage the pharmacy department and specialised areas in pharmacy practice allowing pharmacists the time to specialise in their expert field as medication consultants spending more time working with patients and in research. A pharmacy technician once qualified has to register as a professional on the General Pharmaceutical Council (GPhC) register. The GPhC is the governing body for pharmacy health care professionals and this is who regulates the practice of pharmacists and pharmacy technicians.", "targets": "With what body must a pharmacy technician register?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57190baf09f54e0182b0c36c6aab3671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Pharmacy Technician in the UK is considered a health care professional and often does not work under the direct supervision of a pharmacist (if employed in a hospital pharmacy) but instead is supervised and managed by other senior pharmacy technicians. In the UK the role of a PhT has grown and responsibility has been passed on to them to manage the pharmacy department and specialised areas in pharmacy practice allowing pharmacists the time to specialise in their expert field as medication consultants spending more time working with patients and in research. A pharmacy technician once qualified has to register as a professional on the General Pharmaceutical Council (GPhC) register. The GPhC is the governing body for pharmacy health care professionals and this is who regulates the practice of pharmacists and pharmacy technicians.", "targets": "What is a main duty of the GPhC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57190baf09f54e0182b0c36c6aab3671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Pharmacy Technician in the UK is considered a health care professional and often does not work under the direct supervision of a pharmacist (if employed in a hospital pharmacy) but instead is supervised and managed by other senior pharmacy technicians. In the UK the role of a PhT has grown and responsibility has been passed on to them to manage the pharmacy department and specialised areas in pharmacy practice allowing pharmacists the time to specialise in their expert field as medication consultants spending more time working with patients and in research. A pharmacy technician once qualified has to register as a professional on the General Pharmaceutical Council (GPhC) register. The GPhC is the governing body for pharmacy health care professionals and this is who regulates the practice of pharmacists and pharmacy technicians.", "targets": "What type of professional is a Pharmacy Technician considered to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57190baf09f54e0182b0c36c6aab3671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Pharmacy Technician in the UK is considered a health care professional and often does not work under the direct supervision of a pharmacist (if employed in a hospital pharmacy) but instead is supervised and managed by other senior pharmacy technicians. In the UK the role of a PhT has grown and responsibility has been passed on to them to manage the pharmacy department and specialised areas in pharmacy practice allowing pharmacists the time to specialise in their expert field as medication consultants spending more time working with patients and in research. A pharmacy technician once qualified has to register as a professional on the General Pharmaceutical Council (GPhC) register. The GPhC is the governing body for pharmacy health care professionals and this is who regulates the practice of pharmacists and pharmacy technicians.", "targets": "What types of responsibilities might a pharmacy technician have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2359e0b0254e4bab9de6f8b56a97b63c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years, AC has spawned subgenres including \"hot AC\", \"soft AC\" (also known as \"lite AC\"), \"urban AC\", \"rhythmic AC\", and \"Christian AC\" (a softer type of contemporary Christian music). Some stations play only \"hot AC\", \"soft AC\", or only one of the variety of subgenres. Therefore, it is not usually considered a specific genre of music; it is merely an assemblage of selected tracks from musicians of many different genres.", "targets": "What is lite AC otherwise known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2359e0b0254e4bab9de6f8b56a97b63c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years, AC has spawned subgenres including \"hot AC\", \"soft AC\" (also known as \"lite AC\"), \"urban AC\", \"rhythmic AC\", and \"Christian AC\" (a softer type of contemporary Christian music). Some stations play only \"hot AC\", \"soft AC\", or only one of the variety of subgenres. Therefore, it is not usually considered a specific genre of music; it is merely an assemblage of selected tracks from musicians of many different genres.", "targets": "What is Christian AC a subgenre of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2359e0b0254e4bab9de6f8b56a97b63c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years, AC has spawned subgenres including \"hot AC\", \"soft AC\" (also known as \"lite AC\"), \"urban AC\", \"rhythmic AC\", and \"Christian AC\" (a softer type of contemporary Christian music). Some stations play only \"hot AC\", \"soft AC\", or only one of the variety of subgenres. Therefore, it is not usually considered a specific genre of music; it is merely an assemblage of selected tracks from musicians of many different genres.", "targets": "Along with hot, soft, urban and Christian AC, what is another prominent time of adult contemporary music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f9a342dc7749f586097f4d1bab00db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1939, Dr. Peter Goldmark and his staff at Columbia Records and at CBS Laboratories undertook efforts to address problems of recording and playing back narrow grooves and developing an inexpensive, reliable consumer playback system. It took about eight years of study, except when it was suspended because of World War II. Finally, the 12-inch (30 cm) Long Play (LP) 33 1\u20443 rpm microgroove record album was introduced by the Columbia Record Company at a New York press conference on June 18, 1948.", "targets": "What caused a delay in the production of high quality records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f9a342dc7749f586097f4d1bab00db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1939, Dr. Peter Goldmark and his staff at Columbia Records and at CBS Laboratories undertook efforts to address problems of recording and playing back narrow grooves and developing an inexpensive, reliable consumer playback system. It took about eight years of study, except when it was suspended because of World War II. Finally, the 12-inch (30 cm) Long Play (LP) 33 1\u20443 rpm microgroove record album was introduced by the Columbia Record Company at a New York press conference on June 18, 1948.", "targets": "Who released the 12 inch LP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f9a342dc7749f586097f4d1bab00db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1939, Dr. Peter Goldmark and his staff at Columbia Records and at CBS Laboratories undertook efforts to address problems of recording and playing back narrow grooves and developing an inexpensive, reliable consumer playback system. It took about eight years of study, except when it was suspended because of World War II. Finally, the 12-inch (30 cm) Long Play (LP) 33 1\u20443 rpm microgroove record album was introduced by the Columbia Record Company at a New York press conference on June 18, 1948.", "targets": "On what date was the 12 inch LP released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f9a342dc7749f586097f4d1bab00db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1939, Dr. Peter Goldmark and his staff at Columbia Records and at CBS Laboratories undertook efforts to address problems of recording and playing back narrow grooves and developing an inexpensive, reliable consumer playback system. It took about eight years of study, except when it was suspended because of World War II. Finally, the 12-inch (30 cm) Long Play (LP) 33 1\u20443 rpm microgroove record album was introduced by the Columbia Record Company at a New York press conference on June 18, 1948.", "targets": "In what city was the 12 in LP released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f9a342dc7749f586097f4d1bab00db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1939, Dr. Peter Goldmark and his staff at Columbia Records and at CBS Laboratories undertook efforts to address problems of recording and playing back narrow grooves and developing an inexpensive, reliable consumer playback system. It took about eight years of study, except when it was suspended because of World War II. Finally, the 12-inch (30 cm) Long Play (LP) 33 1\u20443 rpm microgroove record album was introduced by the Columbia Record Company at a New York press conference on June 18, 1948.", "targets": "How long did it take Columbia to produce a consumer friendly long play record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6da5fea8c8ea4d769fd128d471d03bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the classical restaurants, Paris has several other kinds of traditional eating places. The caf\u00e9 arrived in Paris in the 17th century, when the beverage was first brought from Turkey, and by the 18th century Parisian caf\u00e9s were centres of the city's political and cultural life. The Cafe Procope on the Left Bank dates from this period. In the 20th century, the caf\u00e9s of the Left Bank, especially Caf\u00e9 de la Rotonde and Le D\u00f4me Caf\u00e9 in Montparnasse and Caf\u00e9 de Flore and Les Deux Magots on Boulevard Saint Germain, all still in business, were important meeting places for painters, writers and philosophers. A bistro is a type of eating place loosely defined as a neighbourhood restaurant with a modest decor and prices and a regular clientele and a congenial atmosphere. Its name is said to have come in 1814 from the Russian soldiers who occupied the city; \"bistro\" means \"quickly\" in Russian, and they wanted their meals served rapidly so they could get back their encampment. Real bistros are increasingly rare in Paris, due to rising costs, competition from cheaper ethnic restaurants, and different eating habits of Parisian diners. A brasserie originally was a tavern located next to a brewery, which served beer and food at any hour. Beginning with the Paris Exposition of 1867; it became a popular kind of restaurant which featured beer and other beverages served by young women in the national costume associated with the beverage, particular German costumes for beer. Now brasseries, like caf\u00e9s, serve food and drinks throughout the day.", "targets": "When was the first cafe opened in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6da5fea8c8ea4d769fd128d471d03bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the classical restaurants, Paris has several other kinds of traditional eating places. The caf\u00e9 arrived in Paris in the 17th century, when the beverage was first brought from Turkey, and by the 18th century Parisian caf\u00e9s were centres of the city's political and cultural life. The Cafe Procope on the Left Bank dates from this period. In the 20th century, the caf\u00e9s of the Left Bank, especially Caf\u00e9 de la Rotonde and Le D\u00f4me Caf\u00e9 in Montparnasse and Caf\u00e9 de Flore and Les Deux Magots on Boulevard Saint Germain, all still in business, were important meeting places for painters, writers and philosophers. A bistro is a type of eating place loosely defined as a neighbourhood restaurant with a modest decor and prices and a regular clientele and a congenial atmosphere. Its name is said to have come in 1814 from the Russian soldiers who occupied the city; \"bistro\" means \"quickly\" in Russian, and they wanted their meals served rapidly so they could get back their encampment. Real bistros are increasingly rare in Paris, due to rising costs, competition from cheaper ethnic restaurants, and different eating habits of Parisian diners. A brasserie originally was a tavern located next to a brewery, which served beer and food at any hour. Beginning with the Paris Exposition of 1867; it became a popular kind of restaurant which featured beer and other beverages served by young women in the national costume associated with the beverage, particular German costumes for beer. Now brasseries, like caf\u00e9s, serve food and drinks throughout the day.", "targets": "What is the oldest cafe in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6da5fea8c8ea4d769fd128d471d03bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the classical restaurants, Paris has several other kinds of traditional eating places. The caf\u00e9 arrived in Paris in the 17th century, when the beverage was first brought from Turkey, and by the 18th century Parisian caf\u00e9s were centres of the city's political and cultural life. The Cafe Procope on the Left Bank dates from this period. In the 20th century, the caf\u00e9s of the Left Bank, especially Caf\u00e9 de la Rotonde and Le D\u00f4me Caf\u00e9 in Montparnasse and Caf\u00e9 de Flore and Les Deux Magots on Boulevard Saint Germain, all still in business, were important meeting places for painters, writers and philosophers. A bistro is a type of eating place loosely defined as a neighbourhood restaurant with a modest decor and prices and a regular clientele and a congenial atmosphere. Its name is said to have come in 1814 from the Russian soldiers who occupied the city; \"bistro\" means \"quickly\" in Russian, and they wanted their meals served rapidly so they could get back their encampment. Real bistros are increasingly rare in Paris, due to rising costs, competition from cheaper ethnic restaurants, and different eating habits of Parisian diners. A brasserie originally was a tavern located next to a brewery, which served beer and food at any hour. Beginning with the Paris Exposition of 1867; it became a popular kind of restaurant which featured beer and other beverages served by young women in the national costume associated with the beverage, particular German costumes for beer. Now brasseries, like caf\u00e9s, serve food and drinks throughout the day.", "targets": "What type of eating place is defined as a neighborhood restaurant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6da5fea8c8ea4d769fd128d471d03bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the classical restaurants, Paris has several other kinds of traditional eating places. The caf\u00e9 arrived in Paris in the 17th century, when the beverage was first brought from Turkey, and by the 18th century Parisian caf\u00e9s were centres of the city's political and cultural life. The Cafe Procope on the Left Bank dates from this period. In the 20th century, the caf\u00e9s of the Left Bank, especially Caf\u00e9 de la Rotonde and Le D\u00f4me Caf\u00e9 in Montparnasse and Caf\u00e9 de Flore and Les Deux Magots on Boulevard Saint Germain, all still in business, were important meeting places for painters, writers and philosophers. A bistro is a type of eating place loosely defined as a neighbourhood restaurant with a modest decor and prices and a regular clientele and a congenial atmosphere. Its name is said to have come in 1814 from the Russian soldiers who occupied the city; \"bistro\" means \"quickly\" in Russian, and they wanted their meals served rapidly so they could get back their encampment. Real bistros are increasingly rare in Paris, due to rising costs, competition from cheaper ethnic restaurants, and different eating habits of Parisian diners. A brasserie originally was a tavern located next to a brewery, which served beer and food at any hour. Beginning with the Paris Exposition of 1867; it became a popular kind of restaurant which featured beer and other beverages served by young women in the national costume associated with the beverage, particular German costumes for beer. Now brasseries, like caf\u00e9s, serve food and drinks throughout the day.", "targets": "When was the brasserie made popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b2a15b7e1284ce4b8df1a6ceb807665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds that contain a carbon-copper bond are known as organocopper compounds. They are very reactive towards oxygen to form copper(I) oxide and have many uses in chemistry. They are synthesized by treating copper(I) compounds with Grignard reagents, terminal alkynes or organolithium reagents; in particular, the last reaction described produces a Gilman reagent. These can undergo substitution with alkyl halides to form coupling products; as such, they are important in the field of organic synthesis. Copper(I) acetylide is highly shock-sensitive but is an intermediate in reactions such as the Cadiot-Chodkiewicz coupling and the Sonogashira coupling. Conjugate addition to enones and carbocupration of alkynes can also be achieved with organocopper compounds. Copper(I) forms a variety of weak complexes with alkenes and carbon monoxide, especially in the presence of amine ligands.", "targets": "What are compounds that have a carbon-copper bond called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b2a15b7e1284ce4b8df1a6ceb807665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds that contain a carbon-copper bond are known as organocopper compounds. They are very reactive towards oxygen to form copper(I) oxide and have many uses in chemistry. They are synthesized by treating copper(I) compounds with Grignard reagents, terminal alkynes or organolithium reagents; in particular, the last reaction described produces a Gilman reagent. These can undergo substitution with alkyl halides to form coupling products; as such, they are important in the field of organic synthesis. Copper(I) acetylide is highly shock-sensitive but is an intermediate in reactions such as the Cadiot-Chodkiewicz coupling and the Sonogashira coupling. Conjugate addition to enones and carbocupration of alkynes can also be achieved with organocopper compounds. Copper(I) forms a variety of weak complexes with alkenes and carbon monoxide, especially in the presence of amine ligands.", "targets": "What does organocopper compounds reactions toward oxygen form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b2a15b7e1284ce4b8df1a6ceb807665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds that contain a carbon-copper bond are known as organocopper compounds. They are very reactive towards oxygen to form copper(I) oxide and have many uses in chemistry. They are synthesized by treating copper(I) compounds with Grignard reagents, terminal alkynes or organolithium reagents; in particular, the last reaction described produces a Gilman reagent. These can undergo substitution with alkyl halides to form coupling products; as such, they are important in the field of organic synthesis. Copper(I) acetylide is highly shock-sensitive but is an intermediate in reactions such as the Cadiot-Chodkiewicz coupling and the Sonogashira coupling. Conjugate addition to enones and carbocupration of alkynes can also be achieved with organocopper compounds. Copper(I) forms a variety of weak complexes with alkenes and carbon monoxide, especially in the presence of amine ligands.", "targets": "What is produced when copper compounds are treated with organolithium reagents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b2a15b7e1284ce4b8df1a6ceb807665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds that contain a carbon-copper bond are known as organocopper compounds. They are very reactive towards oxygen to form copper(I) oxide and have many uses in chemistry. They are synthesized by treating copper(I) compounds with Grignard reagents, terminal alkynes or organolithium reagents; in particular, the last reaction described produces a Gilman reagent. These can undergo substitution with alkyl halides to form coupling products; as such, they are important in the field of organic synthesis. Copper(I) acetylide is highly shock-sensitive but is an intermediate in reactions such as the Cadiot-Chodkiewicz coupling and the Sonogashira coupling. Conjugate addition to enones and carbocupration of alkynes can also be achieved with organocopper compounds. Copper(I) forms a variety of weak complexes with alkenes and carbon monoxide, especially in the presence of amine ligands.", "targets": "Coupling products can be made by substituting Gilman reagent with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b2a15b7e1284ce4b8df1a6ceb807665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds that contain a carbon-copper bond are known as organocopper compounds. They are very reactive towards oxygen to form copper(I) oxide and have many uses in chemistry. They are synthesized by treating copper(I) compounds with Grignard reagents, terminal alkynes or organolithium reagents; in particular, the last reaction described produces a Gilman reagent. These can undergo substitution with alkyl halides to form coupling products; as such, they are important in the field of organic synthesis. Copper(I) acetylide is highly shock-sensitive but is an intermediate in reactions such as the Cadiot-Chodkiewicz coupling and the Sonogashira coupling. Conjugate addition to enones and carbocupration of alkynes can also be achieved with organocopper compounds. Copper(I) forms a variety of weak complexes with alkenes and carbon monoxide, especially in the presence of amine ligands.", "targets": "Which form of copper is shock sensitive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefc45236b7148afa6b3be4c9ebe0b07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, India suspended military aid to Myanmar over the issue of human rights abuses by the ruling junta, although it has preserved extensive commercial ties, which provide the regime with much-needed revenue. The thaw in relations began on 28 November 2011, when Belarusian Prime Minister Mikhail Myasnikovich and his wife Ludmila arrived in the capital, Naypyidaw, the same day as the country received a visit by US Secretary of State Hillary Rodham Clinton, who also met with pro-democracy opposition leader Aung San Suu Kyi. International relations progress indicators continued in September 2012 when Aung San Suu Kyi visited to the US followed by Myanmar's reformist president visit to the United Nations.", "targets": "Why did India stop supporting the military in Myanmar in 2008 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefc45236b7148afa6b3be4c9ebe0b07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, India suspended military aid to Myanmar over the issue of human rights abuses by the ruling junta, although it has preserved extensive commercial ties, which provide the regime with much-needed revenue. The thaw in relations began on 28 November 2011, when Belarusian Prime Minister Mikhail Myasnikovich and his wife Ludmila arrived in the capital, Naypyidaw, the same day as the country received a visit by US Secretary of State Hillary Rodham Clinton, who also met with pro-democracy opposition leader Aung San Suu Kyi. International relations progress indicators continued in September 2012 when Aung San Suu Kyi visited to the US followed by Myanmar's reformist president visit to the United Nations.", "targets": "Did the military sanctions imposed by India affect the business workings of it's relations in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefc45236b7148afa6b3be4c9ebe0b07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, India suspended military aid to Myanmar over the issue of human rights abuses by the ruling junta, although it has preserved extensive commercial ties, which provide the regime with much-needed revenue. The thaw in relations began on 28 November 2011, when Belarusian Prime Minister Mikhail Myasnikovich and his wife Ludmila arrived in the capital, Naypyidaw, the same day as the country received a visit by US Secretary of State Hillary Rodham Clinton, who also met with pro-democracy opposition leader Aung San Suu Kyi. International relations progress indicators continued in September 2012 when Aung San Suu Kyi visited to the US followed by Myanmar's reformist president visit to the United Nations.", "targets": "Who helped to improve the relations between India and Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefc45236b7148afa6b3be4c9ebe0b07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, India suspended military aid to Myanmar over the issue of human rights abuses by the ruling junta, although it has preserved extensive commercial ties, which provide the regime with much-needed revenue. The thaw in relations began on 28 November 2011, when Belarusian Prime Minister Mikhail Myasnikovich and his wife Ludmila arrived in the capital, Naypyidaw, the same day as the country received a visit by US Secretary of State Hillary Rodham Clinton, who also met with pro-democracy opposition leader Aung San Suu Kyi. International relations progress indicators continued in September 2012 when Aung San Suu Kyi visited to the US followed by Myanmar's reformist president visit to the United Nations.", "targets": "What city in Burma was visited by the envoy from India "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb46f333097340a79d18083f93aeb19e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Burma preoccupied by the Chinese threat, Ayutthaya recovered its territories by 1770, and went on to capture Lan Na by 1776. Burma and Siam went to war until 1855, but all resulted in a stalemate, exchanging Tenasserim (to Burma) and Lan Na (to Ayutthaya). Faced with a powerful China and a resurgent Ayutthaya in the east, King Bodawpaya turned west, acquiring Arakan (1785), Manipur (1814) and Assam (1817). It was the second-largest empire in Burmese history but also one with a long ill-defined border with British India.", "targets": "What was the event called that caused  Ayutthaya  to reclaim lost territories ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb46f333097340a79d18083f93aeb19e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Burma preoccupied by the Chinese threat, Ayutthaya recovered its territories by 1770, and went on to capture Lan Na by 1776. Burma and Siam went to war until 1855, but all resulted in a stalemate, exchanging Tenasserim (to Burma) and Lan Na (to Ayutthaya). Faced with a powerful China and a resurgent Ayutthaya in the east, King Bodawpaya turned west, acquiring Arakan (1785), Manipur (1814) and Assam (1817). It was the second-largest empire in Burmese history but also one with a long ill-defined border with British India.", "targets": "In what year did  Ayutthaya capture Lan Na  ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb46f333097340a79d18083f93aeb19e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Burma preoccupied by the Chinese threat, Ayutthaya recovered its territories by 1770, and went on to capture Lan Na by 1776. Burma and Siam went to war until 1855, but all resulted in a stalemate, exchanging Tenasserim (to Burma) and Lan Na (to Ayutthaya). Faced with a powerful China and a resurgent Ayutthaya in the east, King Bodawpaya turned west, acquiring Arakan (1785), Manipur (1814) and Assam (1817). It was the second-largest empire in Burmese history but also one with a long ill-defined border with British India.", "targets": "What country was Burma at war with with until 1855 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb46f333097340a79d18083f93aeb19e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Burma preoccupied by the Chinese threat, Ayutthaya recovered its territories by 1770, and went on to capture Lan Na by 1776. Burma and Siam went to war until 1855, but all resulted in a stalemate, exchanging Tenasserim (to Burma) and Lan Na (to Ayutthaya). Faced with a powerful China and a resurgent Ayutthaya in the east, King Bodawpaya turned west, acquiring Arakan (1785), Manipur (1814) and Assam (1817). It was the second-largest empire in Burmese history but also one with a long ill-defined border with British India.", "targets": "Who managed to eventually control the territory of Arakan "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-add1aada2a594f708cf0604ed271cc7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also founded in 1935 and based in Detroit the Michigan Chronicle is one of the oldest and most respected African-American weekly newspapers in America. Covering politics, entertainment, sports and community events. The Detroit television market is the 11th largest in the United States; according to estimates that do not include audiences located in large areas of Ontario, Canada (Windsor and its surrounding area on broadcast and cable TV, as well as several other cable markets in Ontario, such as the city of Ottawa) which receive and watch Detroit television stations.", "targets": "What newspaper was founded in 1935?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-add1aada2a594f708cf0604ed271cc7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also founded in 1935 and based in Detroit the Michigan Chronicle is one of the oldest and most respected African-American weekly newspapers in America. Covering politics, entertainment, sports and community events. The Detroit television market is the 11th largest in the United States; according to estimates that do not include audiences located in large areas of Ontario, Canada (Windsor and its surrounding area on broadcast and cable TV, as well as several other cable markets in Ontario, such as the city of Ottawa) which receive and watch Detroit television stations.", "targets": "How is Detroit's TV market ranked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-add1aada2a594f708cf0604ed271cc7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also founded in 1935 and based in Detroit the Michigan Chronicle is one of the oldest and most respected African-American weekly newspapers in America. Covering politics, entertainment, sports and community events. The Detroit television market is the 11th largest in the United States; according to estimates that do not include audiences located in large areas of Ontario, Canada (Windsor and its surrounding area on broadcast and cable TV, as well as several other cable markets in Ontario, such as the city of Ottawa) which receive and watch Detroit television stations.", "targets": "How often does the Michigan Chronicle publish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-add1aada2a594f708cf0604ed271cc7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also founded in 1935 and based in Detroit the Michigan Chronicle is one of the oldest and most respected African-American weekly newspapers in America. Covering politics, entertainment, sports and community events. The Detroit television market is the 11th largest in the United States; according to estimates that do not include audiences located in large areas of Ontario, Canada (Windsor and its surrounding area on broadcast and cable TV, as well as several other cable markets in Ontario, such as the city of Ottawa) which receive and watch Detroit television stations.", "targets": "What province of Canada is a large consumer of Detroit programming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "Who won American Idols fourteenth season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "Who came in second on American Idol in season 14?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "Who came in third on American Idol in season 14?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "What was the name of Nick Fradianis victory song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "What song did Jax release after coming in third on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "Who won this season of Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "Who was the runner up of Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "What was Nick's coronation song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "What was Beckham's first release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b710a07c61c48a887372e0e418f39c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nick Fradiani won the season, defeating Clark Beckham. By winning, Fradiani became the first winner from the Northeast region. Fradiani released \"Beautiful Life\" as his coronation single while Beckham released \"Champion\". Jax, the third place finalist, also released a single called \"Forcefield\".", "targets": "Which contestant came in third place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dda277f1fda24301b81a87ec3572958e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detailed licensing records were kept, giving the Public House, its address, owner, licensee and misdemeanours of the licensees, often going back for hundreds of years[citation needed]. Many of these records survive and can be viewed, for example, at the London Metropolitan Archives centre.", "targets": "Where can historical licensing records be examined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dda277f1fda24301b81a87ec3572958e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detailed licensing records were kept, giving the Public House, its address, owner, licensee and misdemeanours of the licensees, often going back for hundreds of years[citation needed]. Many of these records survive and can be viewed, for example, at the London Metropolitan Archives centre.", "targets": "Along with a public house's address, licensee, and the licensee's misdemeanors, what information was kept in licensing records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e87682c17d73435982a2e96421b377a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain staples of classical music are often used commercially (either in advertising or in movie soundtracks). In television commercials, several passages have become clich\u00e9d, particularly the opening of Richard Strauss' Also sprach Zarathustra (made famous in the film 2001: A Space Odyssey) and the opening section \"O Fortuna\" of Carl Orff's Carmina Burana, often used in the horror genre; other examples include the Dies Irae from the Verdi Requiem, Edvard Grieg's In the Hall of the Mountain King from Peer Gynt, the opening bars of Beethoven's Symphony No. 5, Wagner's Ride of the Valkyries from Die Walk\u00fcre, Rimsky-Korsakov's Flight of the Bumblebee, and excerpts of Aaron Copland's Rodeo.", "targets": "How are staples of classical music often used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e87682c17d73435982a2e96421b377a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain staples of classical music are often used commercially (either in advertising or in movie soundtracks). In television commercials, several passages have become clich\u00e9d, particularly the opening of Richard Strauss' Also sprach Zarathustra (made famous in the film 2001: A Space Odyssey) and the opening section \"O Fortuna\" of Carl Orff's Carmina Burana, often used in the horror genre; other examples include the Dies Irae from the Verdi Requiem, Edvard Grieg's In the Hall of the Mountain King from Peer Gynt, the opening bars of Beethoven's Symphony No. 5, Wagner's Ride of the Valkyries from Die Walk\u00fcre, Rimsky-Korsakov's Flight of the Bumblebee, and excerpts of Aaron Copland's Rodeo.", "targets": "TV commercials using Richard Strauss' Also sprach Zarathustra have now become what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e87682c17d73435982a2e96421b377a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain staples of classical music are often used commercially (either in advertising or in movie soundtracks). In television commercials, several passages have become clich\u00e9d, particularly the opening of Richard Strauss' Also sprach Zarathustra (made famous in the film 2001: A Space Odyssey) and the opening section \"O Fortuna\" of Carl Orff's Carmina Burana, often used in the horror genre; other examples include the Dies Irae from the Verdi Requiem, Edvard Grieg's In the Hall of the Mountain King from Peer Gynt, the opening bars of Beethoven's Symphony No. 5, Wagner's Ride of the Valkyries from Die Walk\u00fcre, Rimsky-Korsakov's Flight of the Bumblebee, and excerpts of Aaron Copland's Rodeo.", "targets": "What piece is often used in the horror genre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e87682c17d73435982a2e96421b377a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain staples of classical music are often used commercially (either in advertising or in movie soundtracks). In television commercials, several passages have become clich\u00e9d, particularly the opening of Richard Strauss' Also sprach Zarathustra (made famous in the film 2001: A Space Odyssey) and the opening section \"O Fortuna\" of Carl Orff's Carmina Burana, often used in the horror genre; other examples include the Dies Irae from the Verdi Requiem, Edvard Grieg's In the Hall of the Mountain King from Peer Gynt, the opening bars of Beethoven's Symphony No. 5, Wagner's Ride of the Valkyries from Die Walk\u00fcre, Rimsky-Korsakov's Flight of the Bumblebee, and excerpts of Aaron Copland's Rodeo.", "targets": "Who wrote Ride of the Valkyries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e87682c17d73435982a2e96421b377a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Certain staples of classical music are often used commercially (either in advertising or in movie soundtracks). In television commercials, several passages have become clich\u00e9d, particularly the opening of Richard Strauss' Also sprach Zarathustra (made famous in the film 2001: A Space Odyssey) and the opening section \"O Fortuna\" of Carl Orff's Carmina Burana, often used in the horror genre; other examples include the Dies Irae from the Verdi Requiem, Edvard Grieg's In the Hall of the Mountain King from Peer Gynt, the opening bars of Beethoven's Symphony No. 5, Wagner's Ride of the Valkyries from Die Walk\u00fcre, Rimsky-Korsakov's Flight of the Bumblebee, and excerpts of Aaron Copland's Rodeo.", "targets": "Who wrote in the Hall of the Mountain King?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bafacddb13c4851baf377356fa87c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Excess water intake, without replenishment of sodium and potassium salts, leads to hyponatremia, which can further lead to water intoxication at more dangerous levels. A well-publicized case occurred in 2007, when Jennifer Strange died while participating in a water-drinking contest. More usually, the condition occurs in long-distance endurance events (such as marathon or triathlon competition and training) and causes gradual mental dulling, headache, drowsiness, weakness, and confusion; extreme cases may result in coma, convulsions, and death. The primary damage comes from swelling of the brain, caused by increased osmosis as blood salinity decreases. Effective fluid replacement techniques include water aid stations during running/cycling races, trainers providing water during team games, such as soccer, and devices such as Camel Baks, which can provide water for a person without making it too hard to drink the water.", "targets": "Hyponatremia is the term that refers to which action by a human?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bafacddb13c4851baf377356fa87c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Excess water intake, without replenishment of sodium and potassium salts, leads to hyponatremia, which can further lead to water intoxication at more dangerous levels. A well-publicized case occurred in 2007, when Jennifer Strange died while participating in a water-drinking contest. More usually, the condition occurs in long-distance endurance events (such as marathon or triathlon competition and training) and causes gradual mental dulling, headache, drowsiness, weakness, and confusion; extreme cases may result in coma, convulsions, and death. The primary damage comes from swelling of the brain, caused by increased osmosis as blood salinity decreases. Effective fluid replacement techniques include water aid stations during running/cycling races, trainers providing water during team games, such as soccer, and devices such as Camel Baks, which can provide water for a person without making it too hard to drink the water.", "targets": "In 2007, what kind of contest was Jennifer Strange participating in upon her death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bafacddb13c4851baf377356fa87c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Excess water intake, without replenishment of sodium and potassium salts, leads to hyponatremia, which can further lead to water intoxication at more dangerous levels. A well-publicized case occurred in 2007, when Jennifer Strange died while participating in a water-drinking contest. More usually, the condition occurs in long-distance endurance events (such as marathon or triathlon competition and training) and causes gradual mental dulling, headache, drowsiness, weakness, and confusion; extreme cases may result in coma, convulsions, and death. The primary damage comes from swelling of the brain, caused by increased osmosis as blood salinity decreases. Effective fluid replacement techniques include water aid stations during running/cycling races, trainers providing water during team games, such as soccer, and devices such as Camel Baks, which can provide water for a person without making it too hard to drink the water.", "targets": "In which specific kind of events can one often find people drinking too much water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bafacddb13c4851baf377356fa87c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Excess water intake, without replenishment of sodium and potassium salts, leads to hyponatremia, which can further lead to water intoxication at more dangerous levels. A well-publicized case occurred in 2007, when Jennifer Strange died while participating in a water-drinking contest. More usually, the condition occurs in long-distance endurance events (such as marathon or triathlon competition and training) and causes gradual mental dulling, headache, drowsiness, weakness, and confusion; extreme cases may result in coma, convulsions, and death. The primary damage comes from swelling of the brain, caused by increased osmosis as blood salinity decreases. Effective fluid replacement techniques include water aid stations during running/cycling races, trainers providing water during team games, such as soccer, and devices such as Camel Baks, which can provide water for a person without making it too hard to drink the water.", "targets": "When a human is suffering from hyponatremia, what is the main cause of damage that may occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bafacddb13c4851baf377356fa87c68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Excess water intake, without replenishment of sodium and potassium salts, leads to hyponatremia, which can further lead to water intoxication at more dangerous levels. A well-publicized case occurred in 2007, when Jennifer Strange died while participating in a water-drinking contest. More usually, the condition occurs in long-distance endurance events (such as marathon or triathlon competition and training) and causes gradual mental dulling, headache, drowsiness, weakness, and confusion; extreme cases may result in coma, convulsions, and death. The primary damage comes from swelling of the brain, caused by increased osmosis as blood salinity decreases. Effective fluid replacement techniques include water aid stations during running/cycling races, trainers providing water during team games, such as soccer, and devices such as Camel Baks, which can provide water for a person without making it too hard to drink the water.", "targets": "Damage to the brain occurs because of the increase in which process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9d0f281908a4b81909f715fdbc7674e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939, the Bureau began compiling a custodial detention list with the names of those who would be taken into custody in the event of war with Axis nations. The majority of the names on the list belonged to Issei community leaders, as the FBI investigation built on an existing Naval Intelligence index that had focused on Japanese Americans in Hawaii and the West Coast, but many German and Italian nationals also found their way onto the secret list. Robert Shivers, head of the Honolulu office, obtained permission from Hoover to start detaining those on the list on December 7, 1941, while bombs were still falling over Pearl Harbor. Mass arrests and searches of homes (in most cases conducted without warrants) began a few hours after the attack, and over the next several weeks more than 5,500 Issei men were taken into FBI custody. On February 19, 1942, President Franklin Roosevelt issued Executive Order 9066, authorizing the removal of Japanese Americans from the West Coast. FBI Director Hoover opposed the subsequent mass removal and confinement of Japanese Americans authorized under Executive Order 9066, but Roosevelt prevailed. The vast majority went along with the subsequent exclusion orders, but in a handful of cases where Japanese Americans refused to obey the new military regulations, FBI agents handled their arrests. The Bureau continued surveillance on Japanese Americans throughout the war, conducting background checks on applicants for resettlement outside camp, and entering the camps (usually without the permission of War Relocation Authority officials) and grooming informants in order to monitor dissidents and \"troublemakers.\" After the war, the FBI was assigned to protect returning Japanese Americans from attacks by hostile white communities.", "targets": "When did the Bureau begin compiling a custodial detention list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9d0f281908a4b81909f715fdbc7674e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939, the Bureau began compiling a custodial detention list with the names of those who would be taken into custody in the event of war with Axis nations. The majority of the names on the list belonged to Issei community leaders, as the FBI investigation built on an existing Naval Intelligence index that had focused on Japanese Americans in Hawaii and the West Coast, but many German and Italian nationals also found their way onto the secret list. Robert Shivers, head of the Honolulu office, obtained permission from Hoover to start detaining those on the list on December 7, 1941, while bombs were still falling over Pearl Harbor. Mass arrests and searches of homes (in most cases conducted without warrants) began a few hours after the attack, and over the next several weeks more than 5,500 Issei men were taken into FBI custody. On February 19, 1942, President Franklin Roosevelt issued Executive Order 9066, authorizing the removal of Japanese Americans from the West Coast. FBI Director Hoover opposed the subsequent mass removal and confinement of Japanese Americans authorized under Executive Order 9066, but Roosevelt prevailed. The vast majority went along with the subsequent exclusion orders, but in a handful of cases where Japanese Americans refused to obey the new military regulations, FBI agents handled their arrests. The Bureau continued surveillance on Japanese Americans throughout the war, conducting background checks on applicants for resettlement outside camp, and entering the camps (usually without the permission of War Relocation Authority officials) and grooming informants in order to monitor dissidents and \"troublemakers.\" After the war, the FBI was assigned to protect returning Japanese Americans from attacks by hostile white communities.", "targets": "When would the people on the custodial detention list be arrested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9d0f281908a4b81909f715fdbc7674e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939, the Bureau began compiling a custodial detention list with the names of those who would be taken into custody in the event of war with Axis nations. The majority of the names on the list belonged to Issei community leaders, as the FBI investigation built on an existing Naval Intelligence index that had focused on Japanese Americans in Hawaii and the West Coast, but many German and Italian nationals also found their way onto the secret list. Robert Shivers, head of the Honolulu office, obtained permission from Hoover to start detaining those on the list on December 7, 1941, while bombs were still falling over Pearl Harbor. Mass arrests and searches of homes (in most cases conducted without warrants) began a few hours after the attack, and over the next several weeks more than 5,500 Issei men were taken into FBI custody. On February 19, 1942, President Franklin Roosevelt issued Executive Order 9066, authorizing the removal of Japanese Americans from the West Coast. FBI Director Hoover opposed the subsequent mass removal and confinement of Japanese Americans authorized under Executive Order 9066, but Roosevelt prevailed. The vast majority went along with the subsequent exclusion orders, but in a handful of cases where Japanese Americans refused to obey the new military regulations, FBI agents handled their arrests. The Bureau continued surveillance on Japanese Americans throughout the war, conducting background checks on applicants for resettlement outside camp, and entering the camps (usually without the permission of War Relocation Authority officials) and grooming informants in order to monitor dissidents and \"troublemakers.\" After the war, the FBI was assigned to protect returning Japanese Americans from attacks by hostile white communities.", "targets": "Who were the majority of names on the custodial detention list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9d0f281908a4b81909f715fdbc7674e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939, the Bureau began compiling a custodial detention list with the names of those who would be taken into custody in the event of war with Axis nations. The majority of the names on the list belonged to Issei community leaders, as the FBI investigation built on an existing Naval Intelligence index that had focused on Japanese Americans in Hawaii and the West Coast, but many German and Italian nationals also found their way onto the secret list. Robert Shivers, head of the Honolulu office, obtained permission from Hoover to start detaining those on the list on December 7, 1941, while bombs were still falling over Pearl Harbor. Mass arrests and searches of homes (in most cases conducted without warrants) began a few hours after the attack, and over the next several weeks more than 5,500 Issei men were taken into FBI custody. On February 19, 1942, President Franklin Roosevelt issued Executive Order 9066, authorizing the removal of Japanese Americans from the West Coast. FBI Director Hoover opposed the subsequent mass removal and confinement of Japanese Americans authorized under Executive Order 9066, but Roosevelt prevailed. The vast majority went along with the subsequent exclusion orders, but in a handful of cases where Japanese Americans refused to obey the new military regulations, FBI agents handled their arrests. The Bureau continued surveillance on Japanese Americans throughout the war, conducting background checks on applicants for resettlement outside camp, and entering the camps (usually without the permission of War Relocation Authority officials) and grooming informants in order to monitor dissidents and \"troublemakers.\" After the war, the FBI was assigned to protect returning Japanese Americans from attacks by hostile white communities.", "targets": "When was Pearl Harbor bombed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9d0f281908a4b81909f715fdbc7674e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1939, the Bureau began compiling a custodial detention list with the names of those who would be taken into custody in the event of war with Axis nations. The majority of the names on the list belonged to Issei community leaders, as the FBI investigation built on an existing Naval Intelligence index that had focused on Japanese Americans in Hawaii and the West Coast, but many German and Italian nationals also found their way onto the secret list. Robert Shivers, head of the Honolulu office, obtained permission from Hoover to start detaining those on the list on December 7, 1941, while bombs were still falling over Pearl Harbor. Mass arrests and searches of homes (in most cases conducted without warrants) began a few hours after the attack, and over the next several weeks more than 5,500 Issei men were taken into FBI custody. On February 19, 1942, President Franklin Roosevelt issued Executive Order 9066, authorizing the removal of Japanese Americans from the West Coast. FBI Director Hoover opposed the subsequent mass removal and confinement of Japanese Americans authorized under Executive Order 9066, but Roosevelt prevailed. The vast majority went along with the subsequent exclusion orders, but in a handful of cases where Japanese Americans refused to obey the new military regulations, FBI agents handled their arrests. The Bureau continued surveillance on Japanese Americans throughout the war, conducting background checks on applicants for resettlement outside camp, and entering the camps (usually without the permission of War Relocation Authority officials) and grooming informants in order to monitor dissidents and \"troublemakers.\" After the war, the FBI was assigned to protect returning Japanese Americans from attacks by hostile white communities.", "targets": "What group did the FBI continue surveillance on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6903d2a9bfd431d8f9a962f98b83d40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 November at the Korean western front, the PVA 13th Army Group attacked and overran the ROK II Corps at the Battle of the Ch'ongch'on River, and then decimated the US 2nd Infantry Division on the UN forces' right flank. The UN Command retreated; the U.S. Eighth Army's retreat (the longest in US Army history) was made possible because of the Turkish Brigade's successful, but very costly, rear-guard delaying action near Kunuri that slowed the PVA attack for two days (27\u201329 November). On 27 November at the Korean eastern front, a U.S. 7th Infantry Division Regimental Combat Team (3,000 soldiers) and the U.S. 1st Marine Division (12,000\u201315,000 marines) were unprepared for the PVA 9th Army Group's three-pronged encirclement tactics at the Battle of Chosin Reservoir, but they managed to escape under Air Force and X Corps support fire\u2014albeit with some 15,000 collective casualties.", "targets": "Whose retreat during the Korean war was the longest in the history of the US Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6903d2a9bfd431d8f9a962f98b83d40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 November at the Korean western front, the PVA 13th Army Group attacked and overran the ROK II Corps at the Battle of the Ch'ongch'on River, and then decimated the US 2nd Infantry Division on the UN forces' right flank. The UN Command retreated; the U.S. Eighth Army's retreat (the longest in US Army history) was made possible because of the Turkish Brigade's successful, but very costly, rear-guard delaying action near Kunuri that slowed the PVA attack for two days (27\u201329 November). On 27 November at the Korean eastern front, a U.S. 7th Infantry Division Regimental Combat Team (3,000 soldiers) and the U.S. 1st Marine Division (12,000\u201315,000 marines) were unprepared for the PVA 9th Army Group's three-pronged encirclement tactics at the Battle of Chosin Reservoir, but they managed to escape under Air Force and X Corps support fire\u2014albeit with some 15,000 collective casualties.", "targets": "Whose actions helped the Eighth Army be able to retreat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6903d2a9bfd431d8f9a962f98b83d40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 November at the Korean western front, the PVA 13th Army Group attacked and overran the ROK II Corps at the Battle of the Ch'ongch'on River, and then decimated the US 2nd Infantry Division on the UN forces' right flank. The UN Command retreated; the U.S. Eighth Army's retreat (the longest in US Army history) was made possible because of the Turkish Brigade's successful, but very costly, rear-guard delaying action near Kunuri that slowed the PVA attack for two days (27\u201329 November). On 27 November at the Korean eastern front, a U.S. 7th Infantry Division Regimental Combat Team (3,000 soldiers) and the U.S. 1st Marine Division (12,000\u201315,000 marines) were unprepared for the PVA 9th Army Group's three-pronged encirclement tactics at the Battle of Chosin Reservoir, but they managed to escape under Air Force and X Corps support fire\u2014albeit with some 15,000 collective casualties.", "targets": "How many casualties did the 1st Marines face at the Battle of Chosin Reservoir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6903d2a9bfd431d8f9a962f98b83d40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 November at the Korean western front, the PVA 13th Army Group attacked and overran the ROK II Corps at the Battle of the Ch'ongch'on River, and then decimated the US 2nd Infantry Division on the UN forces' right flank. The UN Command retreated; the U.S. Eighth Army's retreat (the longest in US Army history) was made possible because of the Turkish Brigade's successful, but very costly, rear-guard delaying action near Kunuri that slowed the PVA attack for two days (27\u201329 November). On 27 November at the Korean eastern front, a U.S. 7th Infantry Division Regimental Combat Team (3,000 soldiers) and the U.S. 1st Marine Division (12,000\u201315,000 marines) were unprepared for the PVA 9th Army Group's three-pronged encirclement tactics at the Battle of Chosin Reservoir, but they managed to escape under Air Force and X Corps support fire\u2014albeit with some 15,000 collective casualties.", "targets": "What tactics of the PVA were US and ROK troops not prepared to handle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e248e1bb0ebd4f42bea5b739d34e77d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, Federal Records Centers exist in each region that house materials owned by Federal agencies. Federal Records Centers are not open for public research. For example, the FRC in Lenexa, Kansas holds items from the treatment of John F. Kennedy after his fatal shooting in 1963.", "targets": "Where are some of the items relevant to JFKs medical treatments housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e248e1bb0ebd4f42bea5b739d34e77d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, Federal Records Centers exist in each region that house materials owned by Federal agencies. Federal Records Centers are not open for public research. For example, the FRC in Lenexa, Kansas holds items from the treatment of John F. Kennedy after his fatal shooting in 1963.", "targets": "Federal Records Centers are particularly unhelpful to what type of research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e248e1bb0ebd4f42bea5b739d34e77d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, Federal Records Centers exist in each region that house materials owned by Federal agencies. Federal Records Centers are not open for public research. For example, the FRC in Lenexa, Kansas holds items from the treatment of John F. Kennedy after his fatal shooting in 1963.", "targets": "Which Federal Records Center houses materials relevant to JFKs assassination? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e248e1bb0ebd4f42bea5b739d34e77d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, Federal Records Centers exist in each region that house materials owned by Federal agencies. Federal Records Centers are not open for public research. For example, the FRC in Lenexa, Kansas holds items from the treatment of John F. Kennedy after his fatal shooting in 1963.", "targets": "When was JFK shot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "When was the Polio vaccine created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "Who announced that SV40 was not associated with cancer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "Who identified the SV40 virus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "What was a complication of the SV40 virus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "Who funded the Polio vaccine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "In what year was the polio vaccine created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "Who created the polio vaccine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "What virus caused tumors in most mammals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "Who identified the SV40 virus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e306c18603e475089dced85cbd436c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years 1940-1955, the rate of decline in the U.S. death rate accelerated from 2% per year to 8% per year, then returned to the historical rate of 2% per year. The dramatic decline in the immediate post-war years has been attributed to the rapid development of new treatments and vaccines for infectious disease that occurred during these years. Vaccine development continued to accelerate, with the most notable achievement of the period being Jonas Salk's 1954 development of the polio vaccine under the funding of the non-profit National Foundation for Infantile Paralysis. The vaccine process was never patented, but was instead given to pharmaceutical companies to manufacture as a low-cost generic. In 1960 Maurice Hilleman of Merck Sharp & Dohme identified the SV40 virus, which was later shown to cause tumors in many mammalian species. It was later determined that SV40 was present as a contaminant in polio vaccine lots that had been administered to 90% of the children in the United States. The contamination appears to have originated both in the original cell stock and in monkey tissue used for production. In 2004 the United States Cancer Institute announced that it had concluded that SV40 is not associated with cancer in people.", "targets": "SV40 was present in what vaccine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d6cabe184a4a908d90b24922e3df02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Married women tend to sport headscarves referred to as shaash. They also often cover their upper body with a shawl, which is known as garbasaar. Unmarried or young women, however, do not always cover their heads. Traditional Arabian garb, such as the jilbab and abaya, is also commonly worn.", "targets": "What is the name of the headscarf worn by married women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d6cabe184a4a908d90b24922e3df02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Married women tend to sport headscarves referred to as shaash. They also often cover their upper body with a shawl, which is known as garbasaar. Unmarried or young women, however, do not always cover their heads. Traditional Arabian garb, such as the jilbab and abaya, is also commonly worn.", "targets": "What is the name of the shawl that married women wear on their upper bodies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d6cabe184a4a908d90b24922e3df02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Married women tend to sport headscarves referred to as shaash. They also often cover their upper body with a shawl, which is known as garbasaar. Unmarried or young women, however, do not always cover their heads. Traditional Arabian garb, such as the jilbab and abaya, is also commonly worn.", "targets": "Along with abaya, what is a traditional Arab garment sometimes worn by Somali women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-caa8a3399a61453d9454e7cfc87e12bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1547, Francis was in Malacca (Malaysia) waiting to return to Goa (India) when he met a low-ranked samurai named Anjiro (possibly spelled \"Yajiro\"). Anjiro was not an intellectual, but he impressed Xavier because he took careful notes of everything he said in church. Xavier made the decision to go to Japan in part because this low-ranking samurai convinced him in Portuguese that the Japanese people were highly educated and eager to learn. They were hard workers and respectful of authority. In their laws and customs they were led by reason, and, should the Christian faith convince them of its truth, they would accept it en masse.", "targets": "Where was Malacca?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-caa8a3399a61453d9454e7cfc87e12bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1547, Francis was in Malacca (Malaysia) waiting to return to Goa (India) when he met a low-ranked samurai named Anjiro (possibly spelled \"Yajiro\"). Anjiro was not an intellectual, but he impressed Xavier because he took careful notes of everything he said in church. Xavier made the decision to go to Japan in part because this low-ranking samurai convinced him in Portuguese that the Japanese people were highly educated and eager to learn. They were hard workers and respectful of authority. In their laws and customs they were led by reason, and, should the Christian faith convince them of its truth, they would accept it en masse.", "targets": "Where was Goa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-caa8a3399a61453d9454e7cfc87e12bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1547, Francis was in Malacca (Malaysia) waiting to return to Goa (India) when he met a low-ranked samurai named Anjiro (possibly spelled \"Yajiro\"). Anjiro was not an intellectual, but he impressed Xavier because he took careful notes of everything he said in church. Xavier made the decision to go to Japan in part because this low-ranking samurai convinced him in Portuguese that the Japanese people were highly educated and eager to learn. They were hard workers and respectful of authority. In their laws and customs they were led by reason, and, should the Christian faith convince them of its truth, they would accept it en masse.", "targets": "Who impressed Xavier by taking notes in church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-caa8a3399a61453d9454e7cfc87e12bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1547, Francis was in Malacca (Malaysia) waiting to return to Goa (India) when he met a low-ranked samurai named Anjiro (possibly spelled \"Yajiro\"). Anjiro was not an intellectual, but he impressed Xavier because he took careful notes of everything he said in church. Xavier made the decision to go to Japan in part because this low-ranking samurai convinced him in Portuguese that the Japanese people were highly educated and eager to learn. They were hard workers and respectful of authority. In their laws and customs they were led by reason, and, should the Christian faith convince them of its truth, they would accept it en masse.", "targets": "In what language did Anjiro speak to Xavier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-caa8a3399a61453d9454e7cfc87e12bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1547, Francis was in Malacca (Malaysia) waiting to return to Goa (India) when he met a low-ranked samurai named Anjiro (possibly spelled \"Yajiro\"). Anjiro was not an intellectual, but he impressed Xavier because he took careful notes of everything he said in church. Xavier made the decision to go to Japan in part because this low-ranking samurai convinced him in Portuguese that the Japanese people were highly educated and eager to learn. They were hard workers and respectful of authority. In their laws and customs they were led by reason, and, should the Christian faith convince them of its truth, they would accept it en masse.", "targets": "How did Anjiro think the Japanese would accept Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c19353cd34425c932415ae9a09859d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hasidic or Chasidic Judaism overlaps significantly with Haredi Judaism in its engagement with the secular and commercial world, and in regard to social issues. It precedes the later and differs in its genesis and emerged focus. The movement originated in Eastern Europe (what is now Belarus and Ukraine) in the 18th century. Founded by Israel ben Eliezer, known as the Baal Shem Tov (1698\u20131760), it emerged in an age of persecution of the Jewish people, when a schism existed between scholarly and common European Jews. In addition to bridging this class gap, Hasidic teachings sought to reintroduce joy in the performance of the commandments and in prayer through the popularisation of Jewish mysticism (this joy had been suppressed in the intense intellectual study of the Talmud). The Ba'al Shem Tov sought to combine rigorous scholarship with more emotional mitzvah observance. In a practical sense, what distinguishes Hasidic Judaism from other forms of Haredi Judaism is the close-knit organization of Hasidic communities centered on a Rebbe (sometimes translated as \"Grand Rabbi\"), and various customs and modes of dress particular to each community. In some cases, there are religious ideological distinctions between Hasidic groups, as well. Another phenomenon that sets Hasidic Judaism apart from general Haredi Judaism is the strong emphasis placed on speaking Yiddish; in (many) Hasidic households and communities, Yiddish is spoken exclusively.", "targets": "What overlaps significantly with Hasidic Judiasm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c19353cd34425c932415ae9a09859d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hasidic or Chasidic Judaism overlaps significantly with Haredi Judaism in its engagement with the secular and commercial world, and in regard to social issues. It precedes the later and differs in its genesis and emerged focus. The movement originated in Eastern Europe (what is now Belarus and Ukraine) in the 18th century. Founded by Israel ben Eliezer, known as the Baal Shem Tov (1698\u20131760), it emerged in an age of persecution of the Jewish people, when a schism existed between scholarly and common European Jews. In addition to bridging this class gap, Hasidic teachings sought to reintroduce joy in the performance of the commandments and in prayer through the popularisation of Jewish mysticism (this joy had been suppressed in the intense intellectual study of the Talmud). The Ba'al Shem Tov sought to combine rigorous scholarship with more emotional mitzvah observance. In a practical sense, what distinguishes Hasidic Judaism from other forms of Haredi Judaism is the close-knit organization of Hasidic communities centered on a Rebbe (sometimes translated as \"Grand Rabbi\"), and various customs and modes of dress particular to each community. In some cases, there are religious ideological distinctions between Hasidic groups, as well. Another phenomenon that sets Hasidic Judaism apart from general Haredi Judaism is the strong emphasis placed on speaking Yiddish; in (many) Hasidic households and communities, Yiddish is spoken exclusively.", "targets": "What overlaps significantly with Haredi Judiasm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c19353cd34425c932415ae9a09859d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hasidic or Chasidic Judaism overlaps significantly with Haredi Judaism in its engagement with the secular and commercial world, and in regard to social issues. It precedes the later and differs in its genesis and emerged focus. The movement originated in Eastern Europe (what is now Belarus and Ukraine) in the 18th century. Founded by Israel ben Eliezer, known as the Baal Shem Tov (1698\u20131760), it emerged in an age of persecution of the Jewish people, when a schism existed between scholarly and common European Jews. In addition to bridging this class gap, Hasidic teachings sought to reintroduce joy in the performance of the commandments and in prayer through the popularisation of Jewish mysticism (this joy had been suppressed in the intense intellectual study of the Talmud). The Ba'al Shem Tov sought to combine rigorous scholarship with more emotional mitzvah observance. In a practical sense, what distinguishes Hasidic Judaism from other forms of Haredi Judaism is the close-knit organization of Hasidic communities centered on a Rebbe (sometimes translated as \"Grand Rabbi\"), and various customs and modes of dress particular to each community. In some cases, there are religious ideological distinctions between Hasidic groups, as well. Another phenomenon that sets Hasidic Judaism apart from general Haredi Judaism is the strong emphasis placed on speaking Yiddish; in (many) Hasidic households and communities, Yiddish is spoken exclusively.", "targets": "Who founded what is known as the Baal Shem Tov?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c19353cd34425c932415ae9a09859d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hasidic or Chasidic Judaism overlaps significantly with Haredi Judaism in its engagement with the secular and commercial world, and in regard to social issues. It precedes the later and differs in its genesis and emerged focus. The movement originated in Eastern Europe (what is now Belarus and Ukraine) in the 18th century. Founded by Israel ben Eliezer, known as the Baal Shem Tov (1698\u20131760), it emerged in an age of persecution of the Jewish people, when a schism existed between scholarly and common European Jews. In addition to bridging this class gap, Hasidic teachings sought to reintroduce joy in the performance of the commandments and in prayer through the popularisation of Jewish mysticism (this joy had been suppressed in the intense intellectual study of the Talmud). The Ba'al Shem Tov sought to combine rigorous scholarship with more emotional mitzvah observance. In a practical sense, what distinguishes Hasidic Judaism from other forms of Haredi Judaism is the close-knit organization of Hasidic communities centered on a Rebbe (sometimes translated as \"Grand Rabbi\"), and various customs and modes of dress particular to each community. In some cases, there are religious ideological distinctions between Hasidic groups, as well. Another phenomenon that sets Hasidic Judaism apart from general Haredi Judaism is the strong emphasis placed on speaking Yiddish; in (many) Hasidic households and communities, Yiddish is spoken exclusively.", "targets": "What sought to combine rigourous scholarship with more emotional mitzvah observance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c19353cd34425c932415ae9a09859d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hasidic or Chasidic Judaism overlaps significantly with Haredi Judaism in its engagement with the secular and commercial world, and in regard to social issues. It precedes the later and differs in its genesis and emerged focus. The movement originated in Eastern Europe (what is now Belarus and Ukraine) in the 18th century. Founded by Israel ben Eliezer, known as the Baal Shem Tov (1698\u20131760), it emerged in an age of persecution of the Jewish people, when a schism existed between scholarly and common European Jews. In addition to bridging this class gap, Hasidic teachings sought to reintroduce joy in the performance of the commandments and in prayer through the popularisation of Jewish mysticism (this joy had been suppressed in the intense intellectual study of the Talmud). The Ba'al Shem Tov sought to combine rigorous scholarship with more emotional mitzvah observance. In a practical sense, what distinguishes Hasidic Judaism from other forms of Haredi Judaism is the close-knit organization of Hasidic communities centered on a Rebbe (sometimes translated as \"Grand Rabbi\"), and various customs and modes of dress particular to each community. In some cases, there are religious ideological distinctions between Hasidic groups, as well. Another phenomenon that sets Hasidic Judaism apart from general Haredi Judaism is the strong emphasis placed on speaking Yiddish; in (many) Hasidic households and communities, Yiddish is spoken exclusively.", "targets": "What is the spoken word known as in Hasidic Judiasm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-180a4aa342014fa5920312f25bc91cff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historical accounts state that the island was discovered on 21 May 1502 by the Galician navigator Jo\u00e3o da Nova sailing at the service of Portugal, and that he named it \"Santa Helena\" after Helena of Constantinople. Another theory holds that the island found by da Nova was actually Tristan da Cunha, 2,430 kilometres (1,510 mi) to the south, and that Saint Helena was discovered by some of the ships attached to the squadron of Est\u00eav\u00e3o da Gama expedition on 30 July 1503 (as reported in the account of clerk Thom\u00e9 Lopes). However, a paper published in 2015 reviewed the discovery date and dismissed the 18 August as too late for da Nova to make a discovery and then return to Lisbon by 11 September 1502, whether he sailed from St Helena or Tristan da Cunha. It demonstrates the 21 May is probably a Protestant rather than Catholic or Orthodox feast-day, first quoted in 1596 by Jan Huyghen van Linschoten, who was probably mistaken because the island was discovered several decades before the Reformation and start of Protestantism. The alternative discovery date of 3 May, the Catholic feast-day for the finding of the True Cross by Saint Helena in Jerusalem, quoted by Odoardo Duarte Lopes and Sir Thomas Herbert is suggested as being historically more credible.", "targets": "What date was the island discovered on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-180a4aa342014fa5920312f25bc91cff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historical accounts state that the island was discovered on 21 May 1502 by the Galician navigator Jo\u00e3o da Nova sailing at the service of Portugal, and that he named it \"Santa Helena\" after Helena of Constantinople. Another theory holds that the island found by da Nova was actually Tristan da Cunha, 2,430 kilometres (1,510 mi) to the south, and that Saint Helena was discovered by some of the ships attached to the squadron of Est\u00eav\u00e3o da Gama expedition on 30 July 1503 (as reported in the account of clerk Thom\u00e9 Lopes). However, a paper published in 2015 reviewed the discovery date and dismissed the 18 August as too late for da Nova to make a discovery and then return to Lisbon by 11 September 1502, whether he sailed from St Helena or Tristan da Cunha. It demonstrates the 21 May is probably a Protestant rather than Catholic or Orthodox feast-day, first quoted in 1596 by Jan Huyghen van Linschoten, who was probably mistaken because the island was discovered several decades before the Reformation and start of Protestantism. The alternative discovery date of 3 May, the Catholic feast-day for the finding of the True Cross by Saint Helena in Jerusalem, quoted by Odoardo Duarte Lopes and Sir Thomas Herbert is suggested as being historically more credible.", "targets": "What navigator discovered the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-180a4aa342014fa5920312f25bc91cff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historical accounts state that the island was discovered on 21 May 1502 by the Galician navigator Jo\u00e3o da Nova sailing at the service of Portugal, and that he named it \"Santa Helena\" after Helena of Constantinople. Another theory holds that the island found by da Nova was actually Tristan da Cunha, 2,430 kilometres (1,510 mi) to the south, and that Saint Helena was discovered by some of the ships attached to the squadron of Est\u00eav\u00e3o da Gama expedition on 30 July 1503 (as reported in the account of clerk Thom\u00e9 Lopes). However, a paper published in 2015 reviewed the discovery date and dismissed the 18 August as too late for da Nova to make a discovery and then return to Lisbon by 11 September 1502, whether he sailed from St Helena or Tristan da Cunha. It demonstrates the 21 May is probably a Protestant rather than Catholic or Orthodox feast-day, first quoted in 1596 by Jan Huyghen van Linschoten, who was probably mistaken because the island was discovered several decades before the Reformation and start of Protestantism. The alternative discovery date of 3 May, the Catholic feast-day for the finding of the True Cross by Saint Helena in Jerusalem, quoted by Odoardo Duarte Lopes and Sir Thomas Herbert is suggested as being historically more credible.", "targets": "What country was Jo\u00e3o da Nova doing service for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-180a4aa342014fa5920312f25bc91cff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historical accounts state that the island was discovered on 21 May 1502 by the Galician navigator Jo\u00e3o da Nova sailing at the service of Portugal, and that he named it \"Santa Helena\" after Helena of Constantinople. Another theory holds that the island found by da Nova was actually Tristan da Cunha, 2,430 kilometres (1,510 mi) to the south, and that Saint Helena was discovered by some of the ships attached to the squadron of Est\u00eav\u00e3o da Gama expedition on 30 July 1503 (as reported in the account of clerk Thom\u00e9 Lopes). However, a paper published in 2015 reviewed the discovery date and dismissed the 18 August as too late for da Nova to make a discovery and then return to Lisbon by 11 September 1502, whether he sailed from St Helena or Tristan da Cunha. It demonstrates the 21 May is probably a Protestant rather than Catholic or Orthodox feast-day, first quoted in 1596 by Jan Huyghen van Linschoten, who was probably mistaken because the island was discovered several decades before the Reformation and start of Protestantism. The alternative discovery date of 3 May, the Catholic feast-day for the finding of the True Cross by Saint Helena in Jerusalem, quoted by Odoardo Duarte Lopes and Sir Thomas Herbert is suggested as being historically more credible.", "targets": "What person is Saint Helena Island named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be2f6a82ce534c78bb5783f14a34f82c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where old disc recordings are considered to be of artistic or historic interest, from before the era of tape or where no tape master exists, archivists play back the disc on suitable equipment and record the result, typically onto a digital format, which can be copied and manipulated to remove analog flaws without any further damage to the source recording. For example, Nimbus Records uses a specially built horn record player to transfer 78s. Anyone can do this using a standard record player with a suitable pickup, a phono-preamp (pre-amplifier) and a typical personal computer. However, for accurate transfer, professional archivists carefully choose the correct stylus shape and diameter, tracking weight, equalisation curve and other playback parameters and use high-quality analogue-to-digital converters.", "targets": "Is it difficult to transfer recording from historic interest to newer technologies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be2f6a82ce534c78bb5783f14a34f82c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where old disc recordings are considered to be of artistic or historic interest, from before the era of tape or where no tape master exists, archivists play back the disc on suitable equipment and record the result, typically onto a digital format, which can be copied and manipulated to remove analog flaws without any further damage to the source recording. For example, Nimbus Records uses a specially built horn record player to transfer 78s. Anyone can do this using a standard record player with a suitable pickup, a phono-preamp (pre-amplifier) and a typical personal computer. However, for accurate transfer, professional archivists carefully choose the correct stylus shape and diameter, tracking weight, equalisation curve and other playback parameters and use high-quality analogue-to-digital converters.", "targets": "What would offer the highest quality transfers of historic interest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be2f6a82ce534c78bb5783f14a34f82c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where old disc recordings are considered to be of artistic or historic interest, from before the era of tape or where no tape master exists, archivists play back the disc on suitable equipment and record the result, typically onto a digital format, which can be copied and manipulated to remove analog flaws without any further damage to the source recording. For example, Nimbus Records uses a specially built horn record player to transfer 78s. Anyone can do this using a standard record player with a suitable pickup, a phono-preamp (pre-amplifier) and a typical personal computer. However, for accurate transfer, professional archivists carefully choose the correct stylus shape and diameter, tracking weight, equalisation curve and other playback parameters and use high-quality analogue-to-digital converters.", "targets": "What would a hobbiest need to transfer historic recordings to digital formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be2f6a82ce534c78bb5783f14a34f82c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where old disc recordings are considered to be of artistic or historic interest, from before the era of tape or where no tape master exists, archivists play back the disc on suitable equipment and record the result, typically onto a digital format, which can be copied and manipulated to remove analog flaws without any further damage to the source recording. For example, Nimbus Records uses a specially built horn record player to transfer 78s. Anyone can do this using a standard record player with a suitable pickup, a phono-preamp (pre-amplifier) and a typical personal computer. However, for accurate transfer, professional archivists carefully choose the correct stylus shape and diameter, tracking weight, equalisation curve and other playback parameters and use high-quality analogue-to-digital converters.", "targets": "Is an original destroyed when transferred to digital format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be2f6a82ce534c78bb5783f14a34f82c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where old disc recordings are considered to be of artistic or historic interest, from before the era of tape or where no tape master exists, archivists play back the disc on suitable equipment and record the result, typically onto a digital format, which can be copied and manipulated to remove analog flaws without any further damage to the source recording. For example, Nimbus Records uses a specially built horn record player to transfer 78s. Anyone can do this using a standard record player with a suitable pickup, a phono-preamp (pre-amplifier) and a typical personal computer. However, for accurate transfer, professional archivists carefully choose the correct stylus shape and diameter, tracking weight, equalisation curve and other playback parameters and use high-quality analogue-to-digital converters.", "targets": "What is one benefit of transferring an older format to a newer format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e04b76b09447ff933ab6c1b2c7d3cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps, his most notable letter was his Festal Letter, written to his Church in Alexandria when he was in exile, as he could not be in their presence. This letter shows clearly his stand that accepting Jesus is the Divine Son of God is not optional but necessary; \"I know moreover that not only this thing saddens you, but also the fact that while others have obtained the churches by violence, you are meanwhile cast out from your places. For they hold the places, but you the Apostolic Faith. They are, it is true, in the places, but outside of the true Faith; while you are outside the places indeed, but the Faith, within you. Let us consider whether is the greater, the place or the Faith. Clearly the true Faith. Who then has lost more, or who possesses more? He who holds the place, or he who holds the Faith?", "targets": "Did Athanasius feel that it was important to believe that Jesus was the Son of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e04b76b09447ff933ab6c1b2c7d3cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps, his most notable letter was his Festal Letter, written to his Church in Alexandria when he was in exile, as he could not be in their presence. This letter shows clearly his stand that accepting Jesus is the Divine Son of God is not optional but necessary; \"I know moreover that not only this thing saddens you, but also the fact that while others have obtained the churches by violence, you are meanwhile cast out from your places. For they hold the places, but you the Apostolic Faith. They are, it is true, in the places, but outside of the true Faith; while you are outside the places indeed, but the Faith, within you. Let us consider whether is the greater, the place or the Faith. Clearly the true Faith. Who then has lost more, or who possesses more? He who holds the place, or he who holds the Faith?", "targets": "Did his place more value on his Faith or where he was living?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e04b76b09447ff933ab6c1b2c7d3cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps, his most notable letter was his Festal Letter, written to his Church in Alexandria when he was in exile, as he could not be in their presence. This letter shows clearly his stand that accepting Jesus is the Divine Son of God is not optional but necessary; \"I know moreover that not only this thing saddens you, but also the fact that while others have obtained the churches by violence, you are meanwhile cast out from your places. For they hold the places, but you the Apostolic Faith. They are, it is true, in the places, but outside of the true Faith; while you are outside the places indeed, but the Faith, within you. Let us consider whether is the greater, the place or the Faith. Clearly the true Faith. Who then has lost more, or who possesses more? He who holds the place, or he who holds the Faith?", "targets": "Did he think that the people that had exiled him were true believers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e04b76b09447ff933ab6c1b2c7d3cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps, his most notable letter was his Festal Letter, written to his Church in Alexandria when he was in exile, as he could not be in their presence. This letter shows clearly his stand that accepting Jesus is the Divine Son of God is not optional but necessary; \"I know moreover that not only this thing saddens you, but also the fact that while others have obtained the churches by violence, you are meanwhile cast out from your places. For they hold the places, but you the Apostolic Faith. They are, it is true, in the places, but outside of the true Faith; while you are outside the places indeed, but the Faith, within you. Let us consider whether is the greater, the place or the Faith. Clearly the true Faith. Who then has lost more, or who possesses more? He who holds the place, or he who holds the Faith?", "targets": "Where did Athanasius think Faith resides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e04b76b09447ff933ab6c1b2c7d3cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps, his most notable letter was his Festal Letter, written to his Church in Alexandria when he was in exile, as he could not be in their presence. This letter shows clearly his stand that accepting Jesus is the Divine Son of God is not optional but necessary; \"I know moreover that not only this thing saddens you, but also the fact that while others have obtained the churches by violence, you are meanwhile cast out from your places. For they hold the places, but you the Apostolic Faith. They are, it is true, in the places, but outside of the true Faith; while you are outside the places indeed, but the Faith, within you. Let us consider whether is the greater, the place or the Faith. Clearly the true Faith. Who then has lost more, or who possesses more? He who holds the place, or he who holds the Faith?", "targets": "Who was the Festal Letter written for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec52bdfd4a42404bb47662852bb212e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The company's 14 member Board of Directors is responsible for overall corporate management. As of Cathie Black's resignation in November 2010 its membership (by affiliation and year of joining) included: Alain J. P. Belda '08 (Alcoa), William R. Brody '07 (Salk Institute / Johns Hopkins University), Kenneth Chenault '98 (American Express), Michael L. Eskew '05 (UPS), Shirley Ann Jackson '05 (Rensselaer Polytechnic Institute), Andrew N. Liveris '10 (Dow Chemical), W. James McNerney, Jr. '09 (Boeing), James W. Owens '06 (Caterpillar), Samuel J. Palmisano '00 (IBM), Joan Spero '04 (Doris Duke Charitable Foundation), Sidney Taurel '01 (Eli Lilly), and Lorenzo Zambrano '03 (Cemex).", "targets": "IBM has how many members on its Board of Directors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec52bdfd4a42404bb47662852bb212e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The company's 14 member Board of Directors is responsible for overall corporate management. As of Cathie Black's resignation in November 2010 its membership (by affiliation and year of joining) included: Alain J. P. Belda '08 (Alcoa), William R. Brody '07 (Salk Institute / Johns Hopkins University), Kenneth Chenault '98 (American Express), Michael L. Eskew '05 (UPS), Shirley Ann Jackson '05 (Rensselaer Polytechnic Institute), Andrew N. Liveris '10 (Dow Chemical), W. James McNerney, Jr. '09 (Boeing), James W. Owens '06 (Caterpillar), Samuel J. Palmisano '00 (IBM), Joan Spero '04 (Doris Duke Charitable Foundation), Sidney Taurel '01 (Eli Lilly), and Lorenzo Zambrano '03 (Cemex).", "targets": "What board member resigned in November 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec52bdfd4a42404bb47662852bb212e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The company's 14 member Board of Directors is responsible for overall corporate management. As of Cathie Black's resignation in November 2010 its membership (by affiliation and year of joining) included: Alain J. P. Belda '08 (Alcoa), William R. Brody '07 (Salk Institute / Johns Hopkins University), Kenneth Chenault '98 (American Express), Michael L. Eskew '05 (UPS), Shirley Ann Jackson '05 (Rensselaer Polytechnic Institute), Andrew N. Liveris '10 (Dow Chemical), W. James McNerney, Jr. '09 (Boeing), James W. Owens '06 (Caterpillar), Samuel J. Palmisano '00 (IBM), Joan Spero '04 (Doris Duke Charitable Foundation), Sidney Taurel '01 (Eli Lilly), and Lorenzo Zambrano '03 (Cemex).", "targets": "What year did William R. Brody join the IBM Board of Directors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec52bdfd4a42404bb47662852bb212e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The company's 14 member Board of Directors is responsible for overall corporate management. As of Cathie Black's resignation in November 2010 its membership (by affiliation and year of joining) included: Alain J. P. Belda '08 (Alcoa), William R. Brody '07 (Salk Institute / Johns Hopkins University), Kenneth Chenault '98 (American Express), Michael L. Eskew '05 (UPS), Shirley Ann Jackson '05 (Rensselaer Polytechnic Institute), Andrew N. Liveris '10 (Dow Chemical), W. James McNerney, Jr. '09 (Boeing), James W. Owens '06 (Caterpillar), Samuel J. Palmisano '00 (IBM), Joan Spero '04 (Doris Duke Charitable Foundation), Sidney Taurel '01 (Eli Lilly), and Lorenzo Zambrano '03 (Cemex).", "targets": "Kenneth Chenault is affiliated with what company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec52bdfd4a42404bb47662852bb212e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The company's 14 member Board of Directors is responsible for overall corporate management. As of Cathie Black's resignation in November 2010 its membership (by affiliation and year of joining) included: Alain J. P. Belda '08 (Alcoa), William R. Brody '07 (Salk Institute / Johns Hopkins University), Kenneth Chenault '98 (American Express), Michael L. Eskew '05 (UPS), Shirley Ann Jackson '05 (Rensselaer Polytechnic Institute), Andrew N. Liveris '10 (Dow Chemical), W. James McNerney, Jr. '09 (Boeing), James W. Owens '06 (Caterpillar), Samuel J. Palmisano '00 (IBM), Joan Spero '04 (Doris Duke Charitable Foundation), Sidney Taurel '01 (Eli Lilly), and Lorenzo Zambrano '03 (Cemex).", "targets": "Who is the most recent member to join the IBM Board of Directors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "What two business drive Bermuda's economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "What type of climate does Bermuda have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "Bermuda stands as a northern point in what susposed area of strange activity and disappearances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "What protects the island from storms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "What are Bermuda's largest economic sectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "What occurance is the greatest factor affecting Bermuda's economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "Why is the Bermuda Triangle an area of interest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "Why is the island safe from full hurricane devastation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f61b802bc0149269c26c14aed79ce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's economy is based on offshore insurance and reinsurance, and tourism, the two largest economic sectors. Bermuda had one of the world's highest GDP per capita for most of the 20th century and several years beyond. Recently, its economic status has been affected by the global recession. It has a subtropical climate. Bermuda is the northernmost point of the Bermuda Triangle, a region of sea in which, according to legend, a number of aircraft and surface vessels have disappeared under supposedly unexplained or mysterious circumstances. The island is in the hurricane belt and prone to severe weather. However, it is somewhat protected from the full force of a hurricane by the coral reef that surrounds the island.", "targets": "What is the climate of Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e0b2f7b113947a2a9211cf12f124a43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Reformation was a religious movement, it also had a strong impact on all other aspects of life: marriage and family, education, the humanities and sciences, the political and social order, the economy, and the arts. Protestant churches reject the idea of a celibate priesthood and thus allow their clergy to marry. Many of their families contributed to the development of intellectual elites in their countries. Since about 1950, women have entered the ministry, and some have assumed leading positions (e.g. bishops), in most Protestant churches.", "targets": "What religious movement affected education, politics, the economy, and marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e0b2f7b113947a2a9211cf12f124a43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Reformation was a religious movement, it also had a strong impact on all other aspects of life: marriage and family, education, the humanities and sciences, the political and social order, the economy, and the arts. Protestant churches reject the idea of a celibate priesthood and thus allow their clergy to marry. Many of their families contributed to the development of intellectual elites in their countries. Since about 1950, women have entered the ministry, and some have assumed leading positions (e.g. bishops), in most Protestant churches.", "targets": "What churches let their clergy marry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e0b2f7b113947a2a9211cf12f124a43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Reformation was a religious movement, it also had a strong impact on all other aspects of life: marriage and family, education, the humanities and sciences, the political and social order, the economy, and the arts. Protestant churches reject the idea of a celibate priesthood and thus allow their clergy to marry. Many of their families contributed to the development of intellectual elites in their countries. Since about 1950, women have entered the ministry, and some have assumed leading positions (e.g. bishops), in most Protestant churches.", "targets": "When did women join the Protestant ministry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e0b2f7b113947a2a9211cf12f124a43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Reformation was a religious movement, it also had a strong impact on all other aspects of life: marriage and family, education, the humanities and sciences, the political and social order, the economy, and the arts. Protestant churches reject the idea of a celibate priesthood and thus allow their clergy to marry. Many of their families contributed to the development of intellectual elites in their countries. Since about 1950, women have entered the ministry, and some have assumed leading positions (e.g. bishops), in most Protestant churches.", "targets": "What types of churches have women had leading positions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e0b2f7b113947a2a9211cf12f124a43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Reformation was a religious movement, it also had a strong impact on all other aspects of life: marriage and family, education, the humanities and sciences, the political and social order, the economy, and the arts. Protestant churches reject the idea of a celibate priesthood and thus allow their clergy to marry. Many of their families contributed to the development of intellectual elites in their countries. Since about 1950, women have entered the ministry, and some have assumed leading positions (e.g. bishops), in most Protestant churches.", "targets": "What priesthood rules do Protestant churches reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d06da944d942e589d84827215ad7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A language-independent alternative used in many countries is to hold up one's two fists with the index knuckle of the left hand against the index knuckle of the right hand. Then, starting with January from the little knuckle of the left hand, count knuckle, space, knuckle, space through the months. A knuckle represents a month of 31 days, and a space represents a short month (a 28- or 29-day February or any 30-day month). The junction between the hands is not counted, so the two index knuckles represent July and August.", "targets": "Why would a knuckle -space count be used to determine months?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d06da944d942e589d84827215ad7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A language-independent alternative used in many countries is to hold up one's two fists with the index knuckle of the left hand against the index knuckle of the right hand. Then, starting with January from the little knuckle of the left hand, count knuckle, space, knuckle, space through the months. A knuckle represents a month of 31 days, and a space represents a short month (a 28- or 29-day February or any 30-day month). The junction between the hands is not counted, so the two index knuckles represent July and August.", "targets": "A knuckle count is a month of how many days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d06da944d942e589d84827215ad7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A language-independent alternative used in many countries is to hold up one's two fists with the index knuckle of the left hand against the index knuckle of the right hand. Then, starting with January from the little knuckle of the left hand, count knuckle, space, knuckle, space through the months. A knuckle represents a month of 31 days, and a space represents a short month (a 28- or 29-day February or any 30-day month). The junction between the hands is not counted, so the two index knuckles represent July and August.", "targets": "The space between knuckles is what kind of month?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d06da944d942e589d84827215ad7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A language-independent alternative used in many countries is to hold up one's two fists with the index knuckle of the left hand against the index knuckle of the right hand. Then, starting with January from the little knuckle of the left hand, count knuckle, space, knuckle, space through the months. A knuckle represents a month of 31 days, and a space represents a short month (a 28- or 29-day February or any 30-day month). The junction between the hands is not counted, so the two index knuckles represent July and August.", "targets": "What are held together for a knuckle-space month count?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "The New York Giants and the New York Jets place at which stadium in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "When was the most recent superbowl held in NYC for football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "Along what the New York Jets, what NFL team is based in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "What stadium do the New York Jets call home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "What city is MetLife Stadium located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "What Super Bowl took place at MetLife Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24b0ba3fed64fb29891d4aa9f09236a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is represented in the National Football League by the New York Giants and the New York Jets, although both teams play their home games at MetLife Stadium in nearby East Rutherford, New Jersey, which hosted Super Bowl XLVIII in 2014.", "targets": "In what year did a Super Bowl occur at MetLife Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0d708e21d8443ca0304adfb48de23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeological finds suggest that the area has been inhabited since the stone age. Following the Roman invasion of Britain in AD 43 and the conquering of the local Britons in 70 AD the fortress settlement of Clausentum was established. It was an important trading port and defensive outpost of Winchester, at the site of modern Bitterne Manor. Clausentum was defended by a wall and two ditches and is thought to have contained a bath house. Clausentum was not abandoned until around 410.", "targets": "What year did the Romans invade Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0d708e21d8443ca0304adfb48de23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeological finds suggest that the area has been inhabited since the stone age. Following the Roman invasion of Britain in AD 43 and the conquering of the local Britons in 70 AD the fortress settlement of Clausentum was established. It was an important trading port and defensive outpost of Winchester, at the site of modern Bitterne Manor. Clausentum was defended by a wall and two ditches and is thought to have contained a bath house. Clausentum was not abandoned until around 410.", "targets": "What ancient settlement was established after Rome invaded and the Britons were conquered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0d708e21d8443ca0304adfb48de23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeological finds suggest that the area has been inhabited since the stone age. Following the Roman invasion of Britain in AD 43 and the conquering of the local Britons in 70 AD the fortress settlement of Clausentum was established. It was an important trading port and defensive outpost of Winchester, at the site of modern Bitterne Manor. Clausentum was defended by a wall and two ditches and is thought to have contained a bath house. Clausentum was not abandoned until around 410.", "targets": "According to evidence found, in what archaeological age were there first inhabitants in the area of Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0d708e21d8443ca0304adfb48de23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeological finds suggest that the area has been inhabited since the stone age. Following the Roman invasion of Britain in AD 43 and the conquering of the local Britons in 70 AD the fortress settlement of Clausentum was established. It was an important trading port and defensive outpost of Winchester, at the site of modern Bitterne Manor. Clausentum was defended by a wall and two ditches and is thought to have contained a bath house. Clausentum was not abandoned until around 410.", "targets": "What is the site of Clausentum called now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0d708e21d8443ca0304adfb48de23c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeological finds suggest that the area has been inhabited since the stone age. Following the Roman invasion of Britain in AD 43 and the conquering of the local Britons in 70 AD the fortress settlement of Clausentum was established. It was an important trading port and defensive outpost of Winchester, at the site of modern Bitterne Manor. Clausentum was defended by a wall and two ditches and is thought to have contained a bath house. Clausentum was not abandoned until around 410.", "targets": "In addition to two ditches, what was Clausentum's defense from invaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edfd7572725423bb2ba68c765614736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with growing separatism, Gorbachev sought to restructure the Soviet Union into a less centralized state. On August 20, 1991, the Russian SFSR was scheduled to sign a New Union Treaty that would have converted the Soviet Union into a federation of independent republics with a common president, foreign policy and military. It was strongly supported by the Central Asian republics, which needed the economic advantages of a common market to prosper. However, it would have meant some degree of continued Communist Party control over economic and social life.", "targets": "What was Gorbachev attempting to decentralize? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edfd7572725423bb2ba68c765614736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with growing separatism, Gorbachev sought to restructure the Soviet Union into a less centralized state. On August 20, 1991, the Russian SFSR was scheduled to sign a New Union Treaty that would have converted the Soviet Union into a federation of independent republics with a common president, foreign policy and military. It was strongly supported by the Central Asian republics, which needed the economic advantages of a common market to prosper. However, it would have meant some degree of continued Communist Party control over economic and social life.", "targets": "What was supposed to be signed on August 20?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edfd7572725423bb2ba68c765614736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with growing separatism, Gorbachev sought to restructure the Soviet Union into a less centralized state. On August 20, 1991, the Russian SFSR was scheduled to sign a New Union Treaty that would have converted the Soviet Union into a federation of independent republics with a common president, foreign policy and military. It was strongly supported by the Central Asian republics, which needed the economic advantages of a common market to prosper. However, it would have meant some degree of continued Communist Party control over economic and social life.", "targets": "Who supported the treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edfd7572725423bb2ba68c765614736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Faced with growing separatism, Gorbachev sought to restructure the Soviet Union into a less centralized state. On August 20, 1991, the Russian SFSR was scheduled to sign a New Union Treaty that would have converted the Soviet Union into a federation of independent republics with a common president, foreign policy and military. It was strongly supported by the Central Asian republics, which needed the economic advantages of a common market to prosper. However, it would have meant some degree of continued Communist Party control over economic and social life.", "targets": "What would have maintained power if the treaty was signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "In what year did the earthquake in Sichuan occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "What was the earthquake named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "How many people were killed as a result?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "What year did the Sichuan earthquake take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "What did the quake measure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "What day did the earthquake occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "What time of the day did the quake happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3db7ac05bdf0413eb533ea35d6a8a3c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2008 Sichuan earthquake or the Great Sichuan earthquake, measured at 8.0 Ms and 7.9 Mw, and occurred at 02:28:01 PM China Standard Time at epicenter (06:28:01 UTC) on May 12 in Sichuan province, killed 69,197 people and left 18,222 missing.", "targets": "How many people died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f89c57e3a24d39b210b64f1e4049d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 5th-century Ravenna, the capital of the Western Roman Empire, became the center of late Roman mosaic art. The Mausoleum of Galla Placidia was decorated with mosaics of high artistic quality in 425\u2013430. The vaults of the small, cross-shaped structure are clad with mosaics on blue background. The central motif above the crossing is a golden cross in the middle of the starry sky. Another great building established by Galla Placidia was the church of San Giovanni Evangelista. She erected it in fulfillment of a vow that she made having escaped from a deadly storm in 425 on the sea voyage from Constantinople to Ravenna. The mosaics depicted the storm, portraits of members of the western and eastern imperial family and the bishop of Ravenna, Peter Chrysologus. They are known only from Renaissance sources because almost all were destroyed in 1747.", "targets": "In the 5th century what was the capital of the Western Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f89c57e3a24d39b210b64f1e4049d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 5th-century Ravenna, the capital of the Western Roman Empire, became the center of late Roman mosaic art. The Mausoleum of Galla Placidia was decorated with mosaics of high artistic quality in 425\u2013430. The vaults of the small, cross-shaped structure are clad with mosaics on blue background. The central motif above the crossing is a golden cross in the middle of the starry sky. Another great building established by Galla Placidia was the church of San Giovanni Evangelista. She erected it in fulfillment of a vow that she made having escaped from a deadly storm in 425 on the sea voyage from Constantinople to Ravenna. The mosaics depicted the storm, portraits of members of the western and eastern imperial family and the bishop of Ravenna, Peter Chrysologus. They are known only from Renaissance sources because almost all were destroyed in 1747.", "targets": "What years was the Mausoleum of Galla Placidia decorated with mosaics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f89c57e3a24d39b210b64f1e4049d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 5th-century Ravenna, the capital of the Western Roman Empire, became the center of late Roman mosaic art. The Mausoleum of Galla Placidia was decorated with mosaics of high artistic quality in 425\u2013430. The vaults of the small, cross-shaped structure are clad with mosaics on blue background. The central motif above the crossing is a golden cross in the middle of the starry sky. Another great building established by Galla Placidia was the church of San Giovanni Evangelista. She erected it in fulfillment of a vow that she made having escaped from a deadly storm in 425 on the sea voyage from Constantinople to Ravenna. The mosaics depicted the storm, portraits of members of the western and eastern imperial family and the bishop of Ravenna, Peter Chrysologus. They are known only from Renaissance sources because almost all were destroyed in 1747.", "targets": "What other famous landmark in Ravenna was established by Galla Placidia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f89c57e3a24d39b210b64f1e4049d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 5th-century Ravenna, the capital of the Western Roman Empire, became the center of late Roman mosaic art. The Mausoleum of Galla Placidia was decorated with mosaics of high artistic quality in 425\u2013430. The vaults of the small, cross-shaped structure are clad with mosaics on blue background. The central motif above the crossing is a golden cross in the middle of the starry sky. Another great building established by Galla Placidia was the church of San Giovanni Evangelista. She erected it in fulfillment of a vow that she made having escaped from a deadly storm in 425 on the sea voyage from Constantinople to Ravenna. The mosaics depicted the storm, portraits of members of the western and eastern imperial family and the bishop of Ravenna, Peter Chrysologus. They are known only from Renaissance sources because almost all were destroyed in 1747.", "targets": "Why did Galla Placidia erect the church of San Giovanni Evangelista?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f89c57e3a24d39b210b64f1e4049d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 5th-century Ravenna, the capital of the Western Roman Empire, became the center of late Roman mosaic art. The Mausoleum of Galla Placidia was decorated with mosaics of high artistic quality in 425\u2013430. The vaults of the small, cross-shaped structure are clad with mosaics on blue background. The central motif above the crossing is a golden cross in the middle of the starry sky. Another great building established by Galla Placidia was the church of San Giovanni Evangelista. She erected it in fulfillment of a vow that she made having escaped from a deadly storm in 425 on the sea voyage from Constantinople to Ravenna. The mosaics depicted the storm, portraits of members of the western and eastern imperial family and the bishop of Ravenna, Peter Chrysologus. They are known only from Renaissance sources because almost all were destroyed in 1747.", "targets": "When were most of the mosaics at the church of San Giovanni Evangelista destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a57fc2622014e0792f1666b4cda6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a \"depression\".", "targets": "In which book did Feynman talk about the Manhattan project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a57fc2622014e0792f1666b4cda6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a \"depression\".", "targets": "What was his reasoning in helping make the atomic bomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a57fc2622014e0792f1666b4cda6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a \"depression\".", "targets": "After feeling guilty for helping make an atomic bomb, Feynman went through what mental disorder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a57fc2622014e0792f1666b4cda6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman alludes to his thoughts on the justification for getting involved in the Manhattan project in The Pleasure of Finding Things Out. He felt the possibility of Nazi Germany developing the bomb before the Allies was a compelling reason to help with its development for the U.S. He goes on to say that it was an error on his part not to reconsider the situation once Germany was defeated. In the same publication, Feynman also talks about his worries in the atomic bomb age, feeling for some considerable time that there was a high risk that the bomb would be used again soon, so that it was pointless to build for the future. Later he describes this period as a \"depression\".", "targets": "What did Feynman think of his part in making the bomb after Germany had been defeated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c57b06847474aafa765246730580249", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jethro Burns, best known as half of the comedy duo Homer and Jethro, was also the first important jazz mandolinist. Tiny Moore popularized the mandolin in Western swing music. He initially played an 8-string Gibson but switched after 1952 to a 5-string solidbody electric instrument built by Paul Bigsby. Modern players David Grisman, Sam Bush, and Mike Marshall, among others, have worked since the early 1970s to demonstrate the mandolin's versatility for all styles of music. Chris Thile of California is a well-known player, and has accomplished many feats of traditional bluegrass, classical, contemporary pop and rock; the band Nickel Creek featured his playing in its blend of traditional and pop styles, and he now plays in his band Punch Brothers. Most commonly associated with bluegrass, mandolin has been used a lot in country music over the years. Some well-known players include Marty Stuart, Vince Gill, and Ricky Skaggs.", "targets": "What is Jethro Burns commonly known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c57b06847474aafa765246730580249", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jethro Burns, best known as half of the comedy duo Homer and Jethro, was also the first important jazz mandolinist. Tiny Moore popularized the mandolin in Western swing music. He initially played an 8-string Gibson but switched after 1952 to a 5-string solidbody electric instrument built by Paul Bigsby. Modern players David Grisman, Sam Bush, and Mike Marshall, among others, have worked since the early 1970s to demonstrate the mandolin's versatility for all styles of music. Chris Thile of California is a well-known player, and has accomplished many feats of traditional bluegrass, classical, contemporary pop and rock; the band Nickel Creek featured his playing in its blend of traditional and pop styles, and he now plays in his band Punch Brothers. Most commonly associated with bluegrass, mandolin has been used a lot in country music over the years. Some well-known players include Marty Stuart, Vince Gill, and Ricky Skaggs.", "targets": "What type of music did Jethro Burns play? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c57b06847474aafa765246730580249", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jethro Burns, best known as half of the comedy duo Homer and Jethro, was also the first important jazz mandolinist. Tiny Moore popularized the mandolin in Western swing music. He initially played an 8-string Gibson but switched after 1952 to a 5-string solidbody electric instrument built by Paul Bigsby. Modern players David Grisman, Sam Bush, and Mike Marshall, among others, have worked since the early 1970s to demonstrate the mandolin's versatility for all styles of music. Chris Thile of California is a well-known player, and has accomplished many feats of traditional bluegrass, classical, contemporary pop and rock; the band Nickel Creek featured his playing in its blend of traditional and pop styles, and he now plays in his band Punch Brothers. Most commonly associated with bluegrass, mandolin has been used a lot in country music over the years. Some well-known players include Marty Stuart, Vince Gill, and Ricky Skaggs.", "targets": "Who popularized the mandolin in Western Swing Music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c57b06847474aafa765246730580249", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jethro Burns, best known as half of the comedy duo Homer and Jethro, was also the first important jazz mandolinist. Tiny Moore popularized the mandolin in Western swing music. He initially played an 8-string Gibson but switched after 1952 to a 5-string solidbody electric instrument built by Paul Bigsby. Modern players David Grisman, Sam Bush, and Mike Marshall, among others, have worked since the early 1970s to demonstrate the mandolin's versatility for all styles of music. Chris Thile of California is a well-known player, and has accomplished many feats of traditional bluegrass, classical, contemporary pop and rock; the band Nickel Creek featured his playing in its blend of traditional and pop styles, and he now plays in his band Punch Brothers. Most commonly associated with bluegrass, mandolin has been used a lot in country music over the years. Some well-known players include Marty Stuart, Vince Gill, and Ricky Skaggs.", "targets": "Who was well known for important works of traditional blugrass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c57b06847474aafa765246730580249", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jethro Burns, best known as half of the comedy duo Homer and Jethro, was also the first important jazz mandolinist. Tiny Moore popularized the mandolin in Western swing music. He initially played an 8-string Gibson but switched after 1952 to a 5-string solidbody electric instrument built by Paul Bigsby. Modern players David Grisman, Sam Bush, and Mike Marshall, among others, have worked since the early 1970s to demonstrate the mandolin's versatility for all styles of music. Chris Thile of California is a well-known player, and has accomplished many feats of traditional bluegrass, classical, contemporary pop and rock; the band Nickel Creek featured his playing in its blend of traditional and pop styles, and he now plays in his band Punch Brothers. Most commonly associated with bluegrass, mandolin has been used a lot in country music over the years. Some well-known players include Marty Stuart, Vince Gill, and Ricky Skaggs.", "targets": "Who are othe rwell know players? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21be0f16710a48f98c5d0f23e35bd07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Near East\" remained popular in diplomatic, trade and journalistic circles, but a variation soon developed among the scholars and the men of the cloth and their associates: \"the Nearer East,\" reverting to the classical and then more scholarly distinction of \"nearer\" and \"farther.\" They undoubtedly saw a need to separate the Biblical lands from the terrain of the Ottoman Empire. The Christians saw the country as the land of the Old and New Testaments, where Christianity had developed. The scholars in the field of studies that eventually became Biblical archaeology attempted to define it on the basis of archaeology.", "targets": "What remained popular in diplomatic, trade and journalistic circles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21be0f16710a48f98c5d0f23e35bd07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Near East\" remained popular in diplomatic, trade and journalistic circles, but a variation soon developed among the scholars and the men of the cloth and their associates: \"the Nearer East,\" reverting to the classical and then more scholarly distinction of \"nearer\" and \"farther.\" They undoubtedly saw a need to separate the Biblical lands from the terrain of the Ottoman Empire. The Christians saw the country as the land of the Old and New Testaments, where Christianity had developed. The scholars in the field of studies that eventually became Biblical archaeology attempted to define it on the basis of archaeology.", "targets": "What variation soon developed among the scholars and the men of the cloth and their associates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21be0f16710a48f98c5d0f23e35bd07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Near East\" remained popular in diplomatic, trade and journalistic circles, but a variation soon developed among the scholars and the men of the cloth and their associates: \"the Nearer East,\" reverting to the classical and then more scholarly distinction of \"nearer\" and \"farther.\" They undoubtedly saw a need to separate the Biblical lands from the terrain of the Ottoman Empire. The Christians saw the country as the land of the Old and New Testaments, where Christianity had developed. The scholars in the field of studies that eventually became Biblical archaeology attempted to define it on the basis of archaeology.", "targets": "There was a need to separate what from the terrain of the Ottoman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21be0f16710a48f98c5d0f23e35bd07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Near East\" remained popular in diplomatic, trade and journalistic circles, but a variation soon developed among the scholars and the men of the cloth and their associates: \"the Nearer East,\" reverting to the classical and then more scholarly distinction of \"nearer\" and \"farther.\" They undoubtedly saw a need to separate the Biblical lands from the terrain of the Ottoman Empire. The Christians saw the country as the land of the Old and New Testaments, where Christianity had developed. The scholars in the field of studies that eventually became Biblical archaeology attempted to define it on the basis of archaeology.", "targets": "What did the Christians see the country as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21be0f16710a48f98c5d0f23e35bd07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Near East\" remained popular in diplomatic, trade and journalistic circles, but a variation soon developed among the scholars and the men of the cloth and their associates: \"the Nearer East,\" reverting to the classical and then more scholarly distinction of \"nearer\" and \"farther.\" They undoubtedly saw a need to separate the Biblical lands from the terrain of the Ottoman Empire. The Christians saw the country as the land of the Old and New Testaments, where Christianity had developed. The scholars in the field of studies that eventually became Biblical archaeology attempted to define it on the basis of archaeology.", "targets": "How did the scholars attempt their definition? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777b23dd877e48af96b27fc37930bf12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is some international commonality in the way political parties are recognized, and in how they operate, there are often many differences, and some are significant. Many political parties have an ideological core, but some do not, and many represent very different ideologies than they did when first founded. In democracies, political parties are elected by the electorate to run a government. Many countries have numerous powerful political parties, such as Germany and India and some nations have one-party systems, such as China. The United States is a two-party system, with its two most powerful parties being the Democratic Party and the Republican Party.", "targets": "What are the two most powerful political parties in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777b23dd877e48af96b27fc37930bf12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is some international commonality in the way political parties are recognized, and in how they operate, there are often many differences, and some are significant. Many political parties have an ideological core, but some do not, and many represent very different ideologies than they did when first founded. In democracies, political parties are elected by the electorate to run a government. Many countries have numerous powerful political parties, such as Germany and India and some nations have one-party systems, such as China. The United States is a two-party system, with its two most powerful parties being the Democratic Party and the Republican Party.", "targets": "Name a nation that has a one-party political system."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777b23dd877e48af96b27fc37930bf12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is some international commonality in the way political parties are recognized, and in how they operate, there are often many differences, and some are significant. Many political parties have an ideological core, but some do not, and many represent very different ideologies than they did when first founded. In democracies, political parties are elected by the electorate to run a government. Many countries have numerous powerful political parties, such as Germany and India and some nations have one-party systems, such as China. The United States is a two-party system, with its two most powerful parties being the Democratic Party and the Republican Party.", "targets": "How are political parties elected in democracies? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777b23dd877e48af96b27fc37930bf12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is some international commonality in the way political parties are recognized, and in how they operate, there are often many differences, and some are significant. Many political parties have an ideological core, but some do not, and many represent very different ideologies than they did when first founded. In democracies, political parties are elected by the electorate to run a government. Many countries have numerous powerful political parties, such as Germany and India and some nations have one-party systems, such as China. The United States is a two-party system, with its two most powerful parties being the Democratic Party and the Republican Party.", "targets": "What are some countries that have multiple powerful political parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b05922d552b04cc795860198f8fb8dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious knowledge or \"vision\" was indicated as a result of practice both within and outside of the Buddhist fold. According to the Sama\u00f1\u00f1aphala Sutta, this sort of vision arose for the Buddhist adept as a result of the perfection of \"meditation\" coupled with the perfection of \"discipline\" (Pali s\u012bla; Skt. \u015b\u012bla). Some of the Buddha's meditative techniques were shared with other traditions of his day, but the idea that ethics are causally related to the attainment of \"transcendent wisdom\" (Pali pa\u00f1\u00f1\u0101; Skt. praj\u00f1\u0101) was original.[web 18]", "targets": "Religious knowledge is also known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b05922d552b04cc795860198f8fb8dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious knowledge or \"vision\" was indicated as a result of practice both within and outside of the Buddhist fold. According to the Sama\u00f1\u00f1aphala Sutta, this sort of vision arose for the Buddhist adept as a result of the perfection of \"meditation\" coupled with the perfection of \"discipline\" (Pali s\u012bla; Skt. \u015b\u012bla). Some of the Buddha's meditative techniques were shared with other traditions of his day, but the idea that ethics are causally related to the attainment of \"transcendent wisdom\" (Pali pa\u00f1\u00f1\u0101; Skt. praj\u00f1\u0101) was original.[web 18]", "targets": "What type of techniques were shared with other traditions of his day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b05922d552b04cc795860198f8fb8dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious knowledge or \"vision\" was indicated as a result of practice both within and outside of the Buddhist fold. According to the Sama\u00f1\u00f1aphala Sutta, this sort of vision arose for the Buddhist adept as a result of the perfection of \"meditation\" coupled with the perfection of \"discipline\" (Pali s\u012bla; Skt. \u015b\u012bla). Some of the Buddha's meditative techniques were shared with other traditions of his day, but the idea that ethics are causally related to the attainment of \"transcendent wisdom\" (Pali pa\u00f1\u00f1\u0101; Skt. praj\u00f1\u0101) was original.[web 18]", "targets": "There is an idea where ethics are causally related to the attainment of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b734529e3b46ca9deeab00de278e71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's private jet made an emergency landing at Van Nuys Airport on June 19, 2009, after the pilot reported smoke coming from the cockpit, according to a statement released by the governor's press secretary. No one was harmed in the incident.", "targets": "At what airport was Schwarzenegger's jet forced to make an emergency landing in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3596450fdd3b42e79e77f7fe99b64f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chemistry is similar to the chemistry of the late first-row transition metals nickel and copper, though it has a filled d-shell, so its compounds are diamagnetic and mostly colorless. The ionic radii of zinc and magnesium happen to be nearly identical. Because of this some of their salts have the same crystal structure and in circumstances where ionic radius is a determining factor zinc and magnesium chemistries have much in common. Otherwise there is little similarity. Zinc tends to form bonds with a greater degree of covalency and it forms much more stable complexes with N- and S- donors. Complexes of zinc are mostly 4- or 6- coordinate although 5-coordinate complexes are known.", "targets": "Because zinc has a filled d-shell, its compounds are usually what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3596450fdd3b42e79e77f7fe99b64f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chemistry is similar to the chemistry of the late first-row transition metals nickel and copper, though it has a filled d-shell, so its compounds are diamagnetic and mostly colorless. The ionic radii of zinc and magnesium happen to be nearly identical. Because of this some of their salts have the same crystal structure and in circumstances where ionic radius is a determining factor zinc and magnesium chemistries have much in common. Otherwise there is little similarity. Zinc tends to form bonds with a greater degree of covalency and it forms much more stable complexes with N- and S- donors. Complexes of zinc are mostly 4- or 6- coordinate although 5-coordinate complexes are known.", "targets": "The ionic radii of what two elements are almost identical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3596450fdd3b42e79e77f7fe99b64f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chemistry is similar to the chemistry of the late first-row transition metals nickel and copper, though it has a filled d-shell, so its compounds are diamagnetic and mostly colorless. The ionic radii of zinc and magnesium happen to be nearly identical. Because of this some of their salts have the same crystal structure and in circumstances where ionic radius is a determining factor zinc and magnesium chemistries have much in common. Otherwise there is little similarity. Zinc tends to form bonds with a greater degree of covalency and it forms much more stable complexes with N- and S- donors. Complexes of zinc are mostly 4- or 6- coordinate although 5-coordinate complexes are known.", "targets": "What is the determining factor where zinc and magnesium are very similar chemically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3596450fdd3b42e79e77f7fe99b64f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chemistry is similar to the chemistry of the late first-row transition metals nickel and copper, though it has a filled d-shell, so its compounds are diamagnetic and mostly colorless. The ionic radii of zinc and magnesium happen to be nearly identical. Because of this some of their salts have the same crystal structure and in circumstances where ionic radius is a determining factor zinc and magnesium chemistries have much in common. Otherwise there is little similarity. Zinc tends to form bonds with a greater degree of covalency and it forms much more stable complexes with N- and S- donors. Complexes of zinc are mostly 4- or 6- coordinate although 5-coordinate complexes are known.", "targets": "Whit what donors does zinc form stable complexes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6c7ebf15be6463e994a0ef671b44cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 1, 1953, ABC's New York City flagship stations \u2013 WJZ, WJZ-FM and WJZ-TV \u2013 changed their respective callsigns to WABC, WABC-FM and WABC-TV, and moved their operations to facilities at 7 West 66th Street, one block away from Central Park. The WABC call letters were previously used by the flagship station of CBS Radio (now WCBS (AM)) until 1946. The WJZ calls would later be reassigned to the then-ABC affiliate in Baltimore in 1959, in an historical nod to the fact that WJZ was originally established by the Baltimore station's owner at the time, Westinghouse.", "targets": "When did ABC's New York flagship stations change their call signs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6c7ebf15be6463e994a0ef671b44cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 1, 1953, ABC's New York City flagship stations \u2013 WJZ, WJZ-FM and WJZ-TV \u2013 changed their respective callsigns to WABC, WABC-FM and WABC-TV, and moved their operations to facilities at 7 West 66th Street, one block away from Central Park. The WABC call letters were previously used by the flagship station of CBS Radio (now WCBS (AM)) until 1946. The WJZ calls would later be reassigned to the then-ABC affiliate in Baltimore in 1959, in an historical nod to the fact that WJZ was originally established by the Baltimore station's owner at the time, Westinghouse.", "targets": "Where did the ABC New York flagship stations move their facilities to in 1953?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6c7ebf15be6463e994a0ef671b44cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 1, 1953, ABC's New York City flagship stations \u2013 WJZ, WJZ-FM and WJZ-TV \u2013 changed their respective callsigns to WABC, WABC-FM and WABC-TV, and moved their operations to facilities at 7 West 66th Street, one block away from Central Park. The WABC call letters were previously used by the flagship station of CBS Radio (now WCBS (AM)) until 1946. The WJZ calls would later be reassigned to the then-ABC affiliate in Baltimore in 1959, in an historical nod to the fact that WJZ was originally established by the Baltimore station's owner at the time, Westinghouse.", "targets": "The WJZ callsign would then be assigned to an ABC affiliate in what city in 1959?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5735aa4573d64392956baa0ab48eebc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "South West England has a favoured location when the Azores High pressure area extends north-eastwards towards the UK, particularly in summer. Coastal areas have average annual sunshine totals over 1,600 hours.", "targets": "How many hours of sunshine does the South West England region get each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5735aa4573d64392956baa0ab48eebc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "South West England has a favoured location when the Azores High pressure area extends north-eastwards towards the UK, particularly in summer. Coastal areas have average annual sunshine totals over 1,600 hours.", "targets": "What region of England benefits from the extension of the Azores High pressure area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39b193dbb88745cb8ec6fbe177b2edee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Floodlights can be used to illuminate outdoor playing fields or work zones during nighttime hours. The most common type of floodlights are metal halide and high pressure sodium lights.", "targets": "What kind of light is used to illuminate outdoor playing fields at night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "What does \"Jamahiriya\" mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "What was Gaddafi's role in jamahiriya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "List two reasons why Libya become an \"international pariah.\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "Name two significant events in 1986 that demonstrated the world's view of Libya."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "How did Gaddafi lose power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "What was Libya's socialist government called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "Why did Libya become an \"international pariah\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "How did the world respond to Libya in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "How did Gaddafi lose power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "How did Gaddafi die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "What does the term Jamahiriya mean in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "In what year did Gaddafi found the Jamahiriya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "Along with Egypt, what nation did Libya have border issues with in this era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "What terrorist bombing was Gaddafi's Libya supposedly involved in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a783f7990e74a938b6c361c1d843311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Gaddafi dissolved the Republic and created a new socialist state, the Jamahiriya (\"state of the masses\"). Officially adopting a symbolic role in governance, he retained power as military commander-in-chief and head of the Revolutionary Committees responsible for policing and suppressing opponents. Overseeing unsuccessful border conflicts with Egypt and Chad, Gaddafi's support for foreign militants and alleged responsibility for the Lockerbie bombing led to Libya's label of \"international pariah\". A particularly hostile relationship developed with the United States and United Kingdom, resulting in the 1986 U.S. bombing of Libya and United Nations-imposed economic sanctions. Rejecting his earlier ideological commitments, from 1999 Gaddafi encouraged economic privatization and sought rapprochement with Western nations, also embracing Pan-Africanism and helping to establish the African Union. Amid the Arab Spring, in 2011 an anti-Gaddafist uprising led by the National Transitional Council (NTC) broke out, resulting in the Libyan Civil War. NATO intervened militarily on the side of the NTC, bringing about the government's downfall. Retreating to Sirte, Gaddafi was captured and killed by NTC militants.", "targets": "In what year did the United states bomb Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "What year did Carrie Underwood win American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "How many record has Carrie Underwood sold since winning American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "What was the first song released by Carrie Underwood after winning American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "Which American Idol contestant has won the biggest number of Grammy Awards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "When was the winner declared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "Who was the winner of this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "What song did the two finalists release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9cc7064b6144cc09693d137b982f46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2005, Carrie Underwood was announced the winner, with Bice the runner-up. Both Underwood and Bice released the coronation song \"Inside Your Heaven\". Underwood has since sold 65 million records worldwide, and become the most successful Idol contestant in the U.S., selling over 14 million albums copies in the U.S. and has more  Underwood has won seven Grammy Awards, the most Grammys by an \"American Idol\" alumnus.", "targets": "How many records has Underwood sold in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "What are two landmarks in Rome used in filming Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "Which group was responsible for the C-X75s featured in Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "For which auto maker did Williams first develop the C-X75?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "How many engines did the C-X75 originally have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "Where in England were scenes shot that represented a location in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "What bridge in Rome was a filming location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "What two cars were featured in a chase scene along the banks of the Tiber River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "Which Formula One racing team developed the C-X75's used for filming."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6e2f0d7ab448f3b678311868789750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Filming temporarily returned to England to shoot scenes at Blenheim Palace in Oxfordshire, which stood in for a location in Rome, before moving on to the city itself for a five-week shoot across the city, with locations including the Ponte Sisto bridge and the Roman Forum. The production faced opposition from a variety of special interest groups and city authorities, who were concerned about the potential for damage to historical sites around the city, and problems with graffiti and rubbish appearing in the film. A car chase scene set along the banks of the Tiber River and through the streets of Rome featured an Aston Martin DB10 and a Jaguar C-X75. The C-X75 was originally developed as a hybrid electric vehicle with four independent electric engines powered by two jet turbines, before the project was cancelled. The version used for filming was converted to use a conventional internal combustion engine, to minimise the potential for disruption from mechanical problems with the complex hybrid system. The C-X75s used for filming were developed by the engineering division of Formula One racing team Williams, who built the original C-X75 prototype for Jaguar.", "targets": "What company did the Williams Formula One team originally build the C-X75 prototype for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-133019edb71b4ba48f469386942dfd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the T\u00e1vora affair, the new Count of Oeiras knew no opposition. Made \"Marquis of Pombal\" in 1770, he effectively ruled Portugal until Joseph I's death in 1779. However, historians also argue that Pombal\u2019s \"enlightenment,\" while far-reaching, was primarily a mechanism for enhancing autocracy at the expense of individual liberty and especially an apparatus for crushing opposition, suppressing criticism, and furthering colonial economic exploitation as well as intensifying book censorship and consolidating personal control and profit.", "targets": "In which year was the Count of Oeiras made the Marquis of Pambal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-133019edb71b4ba48f469386942dfd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the T\u00e1vora affair, the new Count of Oeiras knew no opposition. Made \"Marquis of Pombal\" in 1770, he effectively ruled Portugal until Joseph I's death in 1779. However, historians also argue that Pombal\u2019s \"enlightenment,\" while far-reaching, was primarily a mechanism for enhancing autocracy at the expense of individual liberty and especially an apparatus for crushing opposition, suppressing criticism, and furthering colonial economic exploitation as well as intensifying book censorship and consolidating personal control and profit.", "targets": "How long did the Marquis of Pombal rule Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-133019edb71b4ba48f469386942dfd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the T\u00e1vora affair, the new Count of Oeiras knew no opposition. Made \"Marquis of Pombal\" in 1770, he effectively ruled Portugal until Joseph I's death in 1779. However, historians also argue that Pombal\u2019s \"enlightenment,\" while far-reaching, was primarily a mechanism for enhancing autocracy at the expense of individual liberty and especially an apparatus for crushing opposition, suppressing criticism, and furthering colonial economic exploitation as well as intensifying book censorship and consolidating personal control and profit.", "targets": "What did Pombal's enlightenment promote at the expense of individual liberty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-133019edb71b4ba48f469386942dfd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the T\u00e1vora affair, the new Count of Oeiras knew no opposition. Made \"Marquis of Pombal\" in 1770, he effectively ruled Portugal until Joseph I's death in 1779. However, historians also argue that Pombal\u2019s \"enlightenment,\" while far-reaching, was primarily a mechanism for enhancing autocracy at the expense of individual liberty and especially an apparatus for crushing opposition, suppressing criticism, and furthering colonial economic exploitation as well as intensifying book censorship and consolidating personal control and profit.", "targets": "Was the new Count of Oeiras opposed by anyone after the Tavora affair?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-133019edb71b4ba48f469386942dfd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the T\u00e1vora affair, the new Count of Oeiras knew no opposition. Made \"Marquis of Pombal\" in 1770, he effectively ruled Portugal until Joseph I's death in 1779. However, historians also argue that Pombal\u2019s \"enlightenment,\" while far-reaching, was primarily a mechanism for enhancing autocracy at the expense of individual liberty and especially an apparatus for crushing opposition, suppressing criticism, and furthering colonial economic exploitation as well as intensifying book censorship and consolidating personal control and profit.", "targets": "What was Pombal's \"enlightenment\" an apparatus for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5bbf216d974fe5a2bd8f4babfad2a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consent will also be invalidated if it was induced by the fraudulent conduct of another party, or by the direct or indirect \"corruption\" of its representative by another party to the treaty. Coercion of either a representative, or the state itself through the threat or use of force, if used to obtain the consent of that state to a treaty, will invalidate that consent.", "targets": "What type of conduct of a party to a treaty can invalidate the consent of another party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5bbf216d974fe5a2bd8f4babfad2a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consent will also be invalidated if it was induced by the fraudulent conduct of another party, or by the direct or indirect \"corruption\" of its representative by another party to the treaty. Coercion of either a representative, or the state itself through the threat or use of force, if used to obtain the consent of that state to a treaty, will invalidate that consent.", "targets": "What type of action, either direct or indirect, of a state's representative by another type of party to a treaty can invalidate a state's consent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5bbf216d974fe5a2bd8f4babfad2a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consent will also be invalidated if it was induced by the fraudulent conduct of another party, or by the direct or indirect \"corruption\" of its representative by another party to the treaty. Coercion of either a representative, or the state itself through the threat or use of force, if used to obtain the consent of that state to a treaty, will invalidate that consent.", "targets": "Coercion of a representative or a state itself will result in what happening to its consent to a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5bbf216d974fe5a2bd8f4babfad2a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consent will also be invalidated if it was induced by the fraudulent conduct of another party, or by the direct or indirect \"corruption\" of its representative by another party to the treaty. Coercion of either a representative, or the state itself through the threat or use of force, if used to obtain the consent of that state to a treaty, will invalidate that consent.", "targets": "Coercion of a state or its what through the threat or use of force, if used to obtain the consent of that state to a treaty, will invalidate that consent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d5bbf216d974fe5a2bd8f4babfad2a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consent will also be invalidated if it was induced by the fraudulent conduct of another party, or by the direct or indirect \"corruption\" of its representative by another party to the treaty. Coercion of either a representative, or the state itself through the threat or use of force, if used to obtain the consent of that state to a treaty, will invalidate that consent.", "targets": "What must  be true of coercion through the threat or use of force of a party to treaty for it to invalidate the state's consent to a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36743791225e42ab899ebaab26817b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Lee spent over two and a half years writing To Kill a Mockingbird. The book was published on July 11, 1960. After rejecting the \"Watchman\" title, it was initially re-titled Atticus, but Lee renamed it \"To Kill a Mockingbird\" to reflect that the story went beyond just a character portrait. The editorial team at Lippincott warned Lee that she would probably sell only several thousand copies. In 1964, Lee recalled her hopes for the book when she said, \"I never expected any sort of success with 'Mockingbird.' ... I was hoping for a quick and merciful death at the hands of the reviewers but, at the same time, I sort of hoped someone would like it enough to give me encouragement. Public encouragement. I hoped for a little, as I said, but I got rather a whole lot, and in some ways this was just about as frightening as the quick, merciful death I'd expected.\" Instead of a \"quick and merciful death\", Reader's Digest Condensed Books chose the book for reprinting in part, which gave it a wide readership immediately. Since the original publication, the book has never been out of print.", "targets": "What date did To Kill a Mockingbird begin to circulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36743791225e42ab899ebaab26817b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Lee spent over two and a half years writing To Kill a Mockingbird. The book was published on July 11, 1960. After rejecting the \"Watchman\" title, it was initially re-titled Atticus, but Lee renamed it \"To Kill a Mockingbird\" to reflect that the story went beyond just a character portrait. The editorial team at Lippincott warned Lee that she would probably sell only several thousand copies. In 1964, Lee recalled her hopes for the book when she said, \"I never expected any sort of success with 'Mockingbird.' ... I was hoping for a quick and merciful death at the hands of the reviewers but, at the same time, I sort of hoped someone would like it enough to give me encouragement. Public encouragement. I hoped for a little, as I said, but I got rather a whole lot, and in some ways this was just about as frightening as the quick, merciful death I'd expected.\" Instead of a \"quick and merciful death\", Reader's Digest Condensed Books chose the book for reprinting in part, which gave it a wide readership immediately. Since the original publication, the book has never been out of print.", "targets": "How long did Lee spend writing the book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36743791225e42ab899ebaab26817b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Lee spent over two and a half years writing To Kill a Mockingbird. The book was published on July 11, 1960. After rejecting the \"Watchman\" title, it was initially re-titled Atticus, but Lee renamed it \"To Kill a Mockingbird\" to reflect that the story went beyond just a character portrait. The editorial team at Lippincott warned Lee that she would probably sell only several thousand copies. In 1964, Lee recalled her hopes for the book when she said, \"I never expected any sort of success with 'Mockingbird.' ... I was hoping for a quick and merciful death at the hands of the reviewers but, at the same time, I sort of hoped someone would like it enough to give me encouragement. Public encouragement. I hoped for a little, as I said, but I got rather a whole lot, and in some ways this was just about as frightening as the quick, merciful death I'd expected.\" Instead of a \"quick and merciful death\", Reader's Digest Condensed Books chose the book for reprinting in part, which gave it a wide readership immediately. Since the original publication, the book has never been out of print.", "targets": "What publication's partial reprinting gave the book wide public exposure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "If two thirds of the Rhine flows through the Maas, where doe the other one third flow through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "The Rhine redistributes into the Ijssel and what other body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "What does the Nederrikn's name change into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "Where does the Lek join? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "If two thirds of the Rhine flows through Waal, where does the other third flow through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "Other than the Ijssel, where does the water from the Pannerdens Kanaal redsitrubute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "How much of the Rhine flow does Ijssel carry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "What does the Nederrijn change it's name to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a23964f7664e50b16c3975cc632592", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other third of the water flows through the Pannerdens Kanaal and redistributes in the IJssel and Nederrijn. The IJssel branch carries one ninth of the water flow of the Rhine north into the IJsselmeer (a former bay), while the Nederrijn carries approximately two ninths of the flow west along a route parallel to the Waal. However, at Wijk bij Duurstede, the Nederrijn changes its name and becomes the Lek. It flows farther west, to rejoin the Noord River into the Nieuwe Maas and to the North Sea.", "targets": "Where does the Nederrijn change it's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4130d94d6bbb477694e03203b3558359", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, Universal-International resumed their series of Arabian Nights films, many starring Tony Curtis. The studio also had a success with monster and science fiction films produced by William Alland, with many directed by Jack Arnold. Other successes were the melodramas directed by Douglas Sirk and produced by Ross Hunter, although for film critics they were not so well thought of on first release as they have since become. Among Universal-International's stable of stars were Rock Hudson, Tony Curtis, Jeff Chandler, Audie Murphy, and John Gavin.", "targets": "Who did many of Universal-International's Arabian Nights films feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4130d94d6bbb477694e03203b3558359", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, Universal-International resumed their series of Arabian Nights films, many starring Tony Curtis. The studio also had a success with monster and science fiction films produced by William Alland, with many directed by Jack Arnold. Other successes were the melodramas directed by Douglas Sirk and produced by Ross Hunter, although for film critics they were not so well thought of on first release as they have since become. Among Universal-International's stable of stars were Rock Hudson, Tony Curtis, Jeff Chandler, Audie Murphy, and John Gavin.", "targets": "Who notably produced monster and science fiction films for Universal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4130d94d6bbb477694e03203b3558359", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, Universal-International resumed their series of Arabian Nights films, many starring Tony Curtis. The studio also had a success with monster and science fiction films produced by William Alland, with many directed by Jack Arnold. Other successes were the melodramas directed by Douglas Sirk and produced by Ross Hunter, although for film critics they were not so well thought of on first release as they have since become. Among Universal-International's stable of stars were Rock Hudson, Tony Curtis, Jeff Chandler, Audie Murphy, and John Gavin.", "targets": "What Universal director was known for his melodramas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4130d94d6bbb477694e03203b3558359", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, Universal-International resumed their series of Arabian Nights films, many starring Tony Curtis. The studio also had a success with monster and science fiction films produced by William Alland, with many directed by Jack Arnold. Other successes were the melodramas directed by Douglas Sirk and produced by Ross Hunter, although for film critics they were not so well thought of on first release as they have since become. Among Universal-International's stable of stars were Rock Hudson, Tony Curtis, Jeff Chandler, Audie Murphy, and John Gavin.", "targets": "Who directed monster movies for Universal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4130d94d6bbb477694e03203b3558359", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, Universal-International resumed their series of Arabian Nights films, many starring Tony Curtis. The studio also had a success with monster and science fiction films produced by William Alland, with many directed by Jack Arnold. Other successes were the melodramas directed by Douglas Sirk and produced by Ross Hunter, although for film critics they were not so well thought of on first release as they have since become. Among Universal-International's stable of stars were Rock Hudson, Tony Curtis, Jeff Chandler, Audie Murphy, and John Gavin.", "targets": "Who produced melodramas for Universal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3079827f0f024a60ae30a587449765f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Nigeria was taken from the Niger River running through the country. This name was allegedly coined in the late 19th century by British journalist Flora Shaw, she was inspired by the name of the river, in preference to terms such as \"Central Sudan\". The origin of the name ''Nigeria'' came from the name of the Niger River. The word ( Niger )  is an alteration of the Tuareg name egerew n-igerewen used by inhabitants along the middle reaches of the river around Timbuktu prior to 19th-century European colonialism. Egerew n-igerewen means River of the Rivers.", "targets": "What is Nigeria named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3079827f0f024a60ae30a587449765f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Nigeria was taken from the Niger River running through the country. This name was allegedly coined in the late 19th century by British journalist Flora Shaw, she was inspired by the name of the river, in preference to terms such as \"Central Sudan\". The origin of the name ''Nigeria'' came from the name of the Niger River. The word ( Niger )  is an alteration of the Tuareg name egerew n-igerewen used by inhabitants along the middle reaches of the river around Timbuktu prior to 19th-century European colonialism. Egerew n-igerewen means River of the Rivers.", "targets": "Who came up with the name Nigeria in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3079827f0f024a60ae30a587449765f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Nigeria was taken from the Niger River running through the country. This name was allegedly coined in the late 19th century by British journalist Flora Shaw, she was inspired by the name of the river, in preference to terms such as \"Central Sudan\". The origin of the name ''Nigeria'' came from the name of the Niger River. The word ( Niger )  is an alteration of the Tuareg name egerew n-igerewen used by inhabitants along the middle reaches of the river around Timbuktu prior to 19th-century European colonialism. Egerew n-igerewen means River of the Rivers.", "targets": "What was Nigeria's region called by the British before the name Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3079827f0f024a60ae30a587449765f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Nigeria was taken from the Niger River running through the country. This name was allegedly coined in the late 19th century by British journalist Flora Shaw, she was inspired by the name of the river, in preference to terms such as \"Central Sudan\". The origin of the name ''Nigeria'' came from the name of the Niger River. The word ( Niger )  is an alteration of the Tuareg name egerew n-igerewen used by inhabitants along the middle reaches of the river around Timbuktu prior to 19th-century European colonialism. Egerew n-igerewen means River of the Rivers.", "targets": "What language does the name of the Niger River come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3079827f0f024a60ae30a587449765f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Nigeria was taken from the Niger River running through the country. This name was allegedly coined in the late 19th century by British journalist Flora Shaw, she was inspired by the name of the river, in preference to terms such as \"Central Sudan\". The origin of the name ''Nigeria'' came from the name of the Niger River. The word ( Niger )  is an alteration of the Tuareg name egerew n-igerewen used by inhabitants along the middle reaches of the river around Timbuktu prior to 19th-century European colonialism. Egerew n-igerewen means River of the Rivers.", "targets": "Which river reaches Timbuktu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571bcb3c681b4077ba3761e2d63cf4cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last decades of the 19th century saw concerted political campaigns for Irish home rule. Ireland had been united with Britain into the United Kingdom of Great Britain and Ireland with the Act of Union 1800 after the Irish Rebellion of 1798, and had suffered a severe famine between 1845 and 1852. Home rule was supported by the British Prime minister, William Gladstone, who hoped that Ireland might follow in Canada's footsteps as a Dominion within the empire, but his 1886 Home Rule bill was defeated in Parliament. Although the bill, if passed, would have granted Ireland less autonomy within the UK than the Canadian provinces had within their own federation, many MPs feared that a partially independent Ireland might pose a security threat to Great Britain or mark the beginning of the break-up of the empire. A second Home Rule bill was also defeated for similar reasons. A third bill was passed by Parliament in 1914, but not implemented because of the outbreak of the First World War leading to the 1916 Easter Rising.", "targets": "Which British Prime Minister first supported home rule of Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571bcb3c681b4077ba3761e2d63cf4cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last decades of the 19th century saw concerted political campaigns for Irish home rule. Ireland had been united with Britain into the United Kingdom of Great Britain and Ireland with the Act of Union 1800 after the Irish Rebellion of 1798, and had suffered a severe famine between 1845 and 1852. Home rule was supported by the British Prime minister, William Gladstone, who hoped that Ireland might follow in Canada's footsteps as a Dominion within the empire, but his 1886 Home Rule bill was defeated in Parliament. Although the bill, if passed, would have granted Ireland less autonomy within the UK than the Canadian provinces had within their own federation, many MPs feared that a partially independent Ireland might pose a security threat to Great Britain or mark the beginning of the break-up of the empire. A second Home Rule bill was also defeated for similar reasons. A third bill was passed by Parliament in 1914, but not implemented because of the outbreak of the First World War leading to the 1916 Easter Rising.", "targets": "The first Home Rule bill would have given Ireland less self-control than what other territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571bcb3c681b4077ba3761e2d63cf4cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last decades of the 19th century saw concerted political campaigns for Irish home rule. Ireland had been united with Britain into the United Kingdom of Great Britain and Ireland with the Act of Union 1800 after the Irish Rebellion of 1798, and had suffered a severe famine between 1845 and 1852. Home rule was supported by the British Prime minister, William Gladstone, who hoped that Ireland might follow in Canada's footsteps as a Dominion within the empire, but his 1886 Home Rule bill was defeated in Parliament. Although the bill, if passed, would have granted Ireland less autonomy within the UK than the Canadian provinces had within their own federation, many MPs feared that a partially independent Ireland might pose a security threat to Great Britain or mark the beginning of the break-up of the empire. A second Home Rule bill was also defeated for similar reasons. A third bill was passed by Parliament in 1914, but not implemented because of the outbreak of the First World War leading to the 1916 Easter Rising.", "targets": "When was the Easter Rising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571bcb3c681b4077ba3761e2d63cf4cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last decades of the 19th century saw concerted political campaigns for Irish home rule. Ireland had been united with Britain into the United Kingdom of Great Britain and Ireland with the Act of Union 1800 after the Irish Rebellion of 1798, and had suffered a severe famine between 1845 and 1852. Home rule was supported by the British Prime minister, William Gladstone, who hoped that Ireland might follow in Canada's footsteps as a Dominion within the empire, but his 1886 Home Rule bill was defeated in Parliament. Although the bill, if passed, would have granted Ireland less autonomy within the UK than the Canadian provinces had within their own federation, many MPs feared that a partially independent Ireland might pose a security threat to Great Britain or mark the beginning of the break-up of the empire. A second Home Rule bill was also defeated for similar reasons. A third bill was passed by Parliament in 1914, but not implemented because of the outbreak of the First World War leading to the 1916 Easter Rising.", "targets": "When was a Home Rule bill passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571bcb3c681b4077ba3761e2d63cf4cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last decades of the 19th century saw concerted political campaigns for Irish home rule. Ireland had been united with Britain into the United Kingdom of Great Britain and Ireland with the Act of Union 1800 after the Irish Rebellion of 1798, and had suffered a severe famine between 1845 and 1852. Home rule was supported by the British Prime minister, William Gladstone, who hoped that Ireland might follow in Canada's footsteps as a Dominion within the empire, but his 1886 Home Rule bill was defeated in Parliament. Although the bill, if passed, would have granted Ireland less autonomy within the UK than the Canadian provinces had within their own federation, many MPs feared that a partially independent Ireland might pose a security threat to Great Britain or mark the beginning of the break-up of the empire. A second Home Rule bill was also defeated for similar reasons. A third bill was passed by Parliament in 1914, but not implemented because of the outbreak of the First World War leading to the 1916 Easter Rising.", "targets": "The passed Home Rule Bill wasn't implemented because of which war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d884748c8004937a923e3708d963c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The President, who is elected to a five-year term, has an executive role: the current President is An\u00edbal Cavaco Silva. The Assembly of the Republic is a single chamber parliament composed of 230 deputies elected for a four-year term. The Government is headed by the Prime Minister (currently Ant\u00f3nio Costa) and includes Ministers and Secretaries of State. The Courts are organized into several levels, among the judicial, administrative and fiscal branches. The Supreme Courts are institutions of last resort/appeal. A thirteen-member Constitutional Court oversees the constitutionality of the laws.", "targets": "For how many years is the Portugal president elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d884748c8004937a923e3708d963c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The President, who is elected to a five-year term, has an executive role: the current President is An\u00edbal Cavaco Silva. The Assembly of the Republic is a single chamber parliament composed of 230 deputies elected for a four-year term. The Government is headed by the Prime Minister (currently Ant\u00f3nio Costa) and includes Ministers and Secretaries of State. The Courts are organized into several levels, among the judicial, administrative and fiscal branches. The Supreme Courts are institutions of last resort/appeal. A thirteen-member Constitutional Court oversees the constitutionality of the laws.", "targets": "Who is the current president of Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d884748c8004937a923e3708d963c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The President, who is elected to a five-year term, has an executive role: the current President is An\u00edbal Cavaco Silva. The Assembly of the Republic is a single chamber parliament composed of 230 deputies elected for a four-year term. The Government is headed by the Prime Minister (currently Ant\u00f3nio Costa) and includes Ministers and Secretaries of State. The Courts are organized into several levels, among the judicial, administrative and fiscal branches. The Supreme Courts are institutions of last resort/appeal. A thirteen-member Constitutional Court oversees the constitutionality of the laws.", "targets": "How many deputies make up the Assembly of the Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d884748c8004937a923e3708d963c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The President, who is elected to a five-year term, has an executive role: the current President is An\u00edbal Cavaco Silva. The Assembly of the Republic is a single chamber parliament composed of 230 deputies elected for a four-year term. The Government is headed by the Prime Minister (currently Ant\u00f3nio Costa) and includes Ministers and Secretaries of State. The Courts are organized into several levels, among the judicial, administrative and fiscal branches. The Supreme Courts are institutions of last resort/appeal. A thirteen-member Constitutional Court oversees the constitutionality of the laws.", "targets": "For how long of a term are deputies elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d884748c8004937a923e3708d963c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The President, who is elected to a five-year term, has an executive role: the current President is An\u00edbal Cavaco Silva. The Assembly of the Republic is a single chamber parliament composed of 230 deputies elected for a four-year term. The Government is headed by the Prime Minister (currently Ant\u00f3nio Costa) and includes Ministers and Secretaries of State. The Courts are organized into several levels, among the judicial, administrative and fiscal branches. The Supreme Courts are institutions of last resort/appeal. A thirteen-member Constitutional Court oversees the constitutionality of the laws.", "targets": "How many members sit on the Constitutional Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "What year did Tesla die? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "What was named \"The Tesla\" in his honor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "Where did Tesla live for much of his life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "What was Tesla's reputation in popular culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "How did Tesla finance his work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "What year did Tesla die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "What did the General Conference on Weights and Measures name after Tesla in 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "When did people once again start to show an interest in Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e8c1ff4ec4c7e800dfc61eaeccfea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was renowned for his achievements and showmanship, eventually earning him a reputation in popular culture as an archetypal \"mad scientist\". His patents earned him a considerable amount of money, much of which was used to finance his own projects with varying degrees of success.:121,154 He lived most of his life in a series of New York hotels, through his retirement. Tesla died on 7 January 1943. His work fell into relative obscurity after his death, but in 1960 the General Conference on Weights and Measures named the SI unit of magnetic flux density the tesla in his honor. There has been a resurgence in popular interest in Tesla since the 1990s.", "targets": "Other than his scientific achievements what was Tesla famous for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a30e8b482d749f8970448038a679ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The women's division of professional wrestling has maintained a recognized world champion since 1937, when Mildred Burke won the original World Women's title. She then formed the World Women's Wrestling Association in the early 1950s and recognized herself as the first champion, although the championship would be vacated upon her retirement in 1956. The NWA, however, ceased to acknowledge Burke as their Women's World champion in 1954, and instead acknowledged June Byers as champion after a controversial finish to a high-profile match between Burke and Byers that year. Upon Byers' retirement in 1964, The Fabulous Moolah, who won a junior heavyweight version of the NWA World Women's Championship (the predecessor to the WWE's Women's Championship) in a tournament back in 1958, was recognized by most NWA promoters as champion by default.", "targets": "Who won the women's title in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a30e8b482d749f8970448038a679ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The women's division of professional wrestling has maintained a recognized world champion since 1937, when Mildred Burke won the original World Women's title. She then formed the World Women's Wrestling Association in the early 1950s and recognized herself as the first champion, although the championship would be vacated upon her retirement in 1956. The NWA, however, ceased to acknowledge Burke as their Women's World champion in 1954, and instead acknowledged June Byers as champion after a controversial finish to a high-profile match between Burke and Byers that year. Upon Byers' retirement in 1964, The Fabulous Moolah, who won a junior heavyweight version of the NWA World Women's Championship (the predecessor to the WWE's Women's Championship) in a tournament back in 1958, was recognized by most NWA promoters as champion by default.", "targets": "What did Mildred Burke form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a30e8b482d749f8970448038a679ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The women's division of professional wrestling has maintained a recognized world champion since 1937, when Mildred Burke won the original World Women's title. She then formed the World Women's Wrestling Association in the early 1950s and recognized herself as the first champion, although the championship would be vacated upon her retirement in 1956. The NWA, however, ceased to acknowledge Burke as their Women's World champion in 1954, and instead acknowledged June Byers as champion after a controversial finish to a high-profile match between Burke and Byers that year. Upon Byers' retirement in 1964, The Fabulous Moolah, who won a junior heavyweight version of the NWA World Women's Championship (the predecessor to the WWE's Women's Championship) in a tournament back in 1958, was recognized by most NWA promoters as champion by default.", "targets": "What year did June Byers retire? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a30e8b482d749f8970448038a679ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The women's division of professional wrestling has maintained a recognized world champion since 1937, when Mildred Burke won the original World Women's title. She then formed the World Women's Wrestling Association in the early 1950s and recognized herself as the first champion, although the championship would be vacated upon her retirement in 1956. The NWA, however, ceased to acknowledge Burke as their Women's World champion in 1954, and instead acknowledged June Byers as champion after a controversial finish to a high-profile match between Burke and Byers that year. Upon Byers' retirement in 1964, The Fabulous Moolah, who won a junior heavyweight version of the NWA World Women's Championship (the predecessor to the WWE's Women's Championship) in a tournament back in 1958, was recognized by most NWA promoters as champion by default.", "targets": "What year did Mildred Burke retire? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35b78cc717a147f194d99b94f33e88b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Super Slim model of PS3 has received positive reviews. Gaming website Spong praised the new Super Slim's quietness, stating \"The most noticeable noise comes when the drive seeks a new area of the disc, such as when starting to load a game, and this occurs infrequently.\" They added that the fans are quieter than that of Slim, and went on to praise the new smaller, lighter size. Criticism was placed on the new disc loader, stating: \"The cover can be moved by hand if you wish, there's also an eject button to do the work for you, but there is no software eject from the triangle button menus in the Xross Media Bar (XMB) interface. In addition, you have to close the cover by hand, which can be a bit fiddly if it's upright, and the PS3 won't start reading a disc unless you do [close the cover].\" They also said there is no real drop in retail price.", "targets": "What quality of the PS3 Super Slim was the website Spong excited about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35b78cc717a147f194d99b94f33e88b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Super Slim model of PS3 has received positive reviews. Gaming website Spong praised the new Super Slim's quietness, stating \"The most noticeable noise comes when the drive seeks a new area of the disc, such as when starting to load a game, and this occurs infrequently.\" They added that the fans are quieter than that of Slim, and went on to praise the new smaller, lighter size. Criticism was placed on the new disc loader, stating: \"The cover can be moved by hand if you wish, there's also an eject button to do the work for you, but there is no software eject from the triangle button menus in the Xross Media Bar (XMB) interface. In addition, you have to close the cover by hand, which can be a bit fiddly if it's upright, and the PS3 won't start reading a disc unless you do [close the cover].\" They also said there is no real drop in retail price.", "targets": "In addition to quieter fans and drive, what change from the other models did Spong praise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35b78cc717a147f194d99b94f33e88b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Super Slim model of PS3 has received positive reviews. Gaming website Spong praised the new Super Slim's quietness, stating \"The most noticeable noise comes when the drive seeks a new area of the disc, such as when starting to load a game, and this occurs infrequently.\" They added that the fans are quieter than that of Slim, and went on to praise the new smaller, lighter size. Criticism was placed on the new disc loader, stating: \"The cover can be moved by hand if you wish, there's also an eject button to do the work for you, but there is no software eject from the triangle button menus in the Xross Media Bar (XMB) interface. In addition, you have to close the cover by hand, which can be a bit fiddly if it's upright, and the PS3 won't start reading a disc unless you do [close the cover].\" They also said there is no real drop in retail price.", "targets": "What piece of the PS3 Super Slim's hardware did Spong say was too \"fiddly\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35b78cc717a147f194d99b94f33e88b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Super Slim model of PS3 has received positive reviews. Gaming website Spong praised the new Super Slim's quietness, stating \"The most noticeable noise comes when the drive seeks a new area of the disc, such as when starting to load a game, and this occurs infrequently.\" They added that the fans are quieter than that of Slim, and went on to praise the new smaller, lighter size. Criticism was placed on the new disc loader, stating: \"The cover can be moved by hand if you wish, there's also an eject button to do the work for you, but there is no software eject from the triangle button menus in the Xross Media Bar (XMB) interface. In addition, you have to close the cover by hand, which can be a bit fiddly if it's upright, and the PS3 won't start reading a disc unless you do [close the cover].\" They also said there is no real drop in retail price.", "targets": "What did Spong said you have to do to the disc loader before the console will start reading the disc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eff92eee4c4463c8da592b68e901dc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western powers, largely unsatisfied with the Treaty of Nanjing, gave grudging support to the Qing government during the Taiping and Nian Rebellions. China's income fell sharply during the wars as vast areas of farmland were destroyed, millions of lives were lost, and countless armies were raised and equipped to fight the rebels. In 1854, Britain tried to re-negotiate the Treaty of Nanjing, inserting clauses allowing British commercial access to Chinese rivers and the creation of a permanent British embassy at Beijing.", "targets": "Were the European empires satisfied or unsatisfied by the Treaty of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eff92eee4c4463c8da592b68e901dc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western powers, largely unsatisfied with the Treaty of Nanjing, gave grudging support to the Qing government during the Taiping and Nian Rebellions. China's income fell sharply during the wars as vast areas of farmland were destroyed, millions of lives were lost, and countless armies were raised and equipped to fight the rebels. In 1854, Britain tried to re-negotiate the Treaty of Nanjing, inserting clauses allowing British commercial access to Chinese rivers and the creation of a permanent British embassy at Beijing.", "targets": "Who did the Europeans support during the Rebellions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eff92eee4c4463c8da592b68e901dc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Western powers, largely unsatisfied with the Treaty of Nanjing, gave grudging support to the Qing government during the Taiping and Nian Rebellions. China's income fell sharply during the wars as vast areas of farmland were destroyed, millions of lives were lost, and countless armies were raised and equipped to fight the rebels. In 1854, Britain tried to re-negotiate the Treaty of Nanjing, inserting clauses allowing British commercial access to Chinese rivers and the creation of a permanent British embassy at Beijing.", "targets": "When did the British try to redo the Treaty of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f692516b6354cbb9ad1c94ca8a2cafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Higher education systems, that are influenced by the French education system set at the end of the 18th century, use a terminology derived by reference to the French \u00c9cole polytechnique. Such terms include \u00c9coles Polytechniques (Algeria, Belgium, Canada, France, Switzerland, Tunisia), Escola Polit\u00e9cnica (Brasil, Spain), Polytechnicum (Eastern Europe).", "targets": "In Eastern Europe, what is the word for an institute of technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f692516b6354cbb9ad1c94ca8a2cafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Higher education systems, that are influenced by the French education system set at the end of the 18th century, use a terminology derived by reference to the French \u00c9cole polytechnique. Such terms include \u00c9coles Polytechniques (Algeria, Belgium, Canada, France, Switzerland, Tunisia), Escola Polit\u00e9cnica (Brasil, Spain), Polytechnicum (Eastern Europe).", "targets": "What century in France's history included the French \u00c9cole polytechnique that influenced education systems in other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f692516b6354cbb9ad1c94ca8a2cafc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Higher education systems, that are influenced by the French education system set at the end of the 18th century, use a terminology derived by reference to the French \u00c9cole polytechnique. Such terms include \u00c9coles Polytechniques (Algeria, Belgium, Canada, France, Switzerland, Tunisia), Escola Polit\u00e9cnica (Brasil, Spain), Polytechnicum (Eastern Europe).", "targets": "What term in Brasil and Spain refers to a polytechnic institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea1cdb533774d618f6212a415b9c063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from the United Nations headquarters, the Swiss Confederation is host to many UN agencies, like the World Health Organization (WHO), the International Labour Organization (ILO), the International Telecommunication Union (ITU), the United Nations High Commissioner for Refugees (UNHCR) and about 200 other international organisations, including the World Trade Organization and the World Intellectual Property Organization. The annual meetings of the World Economic Forum in Davos bring together top international business and political leaders from Switzerland and foreign countries to discuss important issues facing the world, including health and the environment. Additionally the headquarters of the Bank for International Settlements (BIS) are located in Basel since 1930.", "targets": "Besides the U.N. Headquarters, who hosts many U.N. agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea1cdb533774d618f6212a415b9c063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from the United Nations headquarters, the Swiss Confederation is host to many UN agencies, like the World Health Organization (WHO), the International Labour Organization (ILO), the International Telecommunication Union (ITU), the United Nations High Commissioner for Refugees (UNHCR) and about 200 other international organisations, including the World Trade Organization and the World Intellectual Property Organization. The annual meetings of the World Economic Forum in Davos bring together top international business and political leaders from Switzerland and foreign countries to discuss important issues facing the world, including health and the environment. Additionally the headquarters of the Bank for International Settlements (BIS) are located in Basel since 1930.", "targets": "What does the ILO stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea1cdb533774d618f6212a415b9c063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from the United Nations headquarters, the Swiss Confederation is host to many UN agencies, like the World Health Organization (WHO), the International Labour Organization (ILO), the International Telecommunication Union (ITU), the United Nations High Commissioner for Refugees (UNHCR) and about 200 other international organisations, including the World Trade Organization and the World Intellectual Property Organization. The annual meetings of the World Economic Forum in Davos bring together top international business and political leaders from Switzerland and foreign countries to discuss important issues facing the world, including health and the environment. Additionally the headquarters of the Bank for International Settlements (BIS) are located in Basel since 1930.", "targets": "What is disucussed at the World Economic Forum in Davos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea1cdb533774d618f6212a415b9c063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from the United Nations headquarters, the Swiss Confederation is host to many UN agencies, like the World Health Organization (WHO), the International Labour Organization (ILO), the International Telecommunication Union (ITU), the United Nations High Commissioner for Refugees (UNHCR) and about 200 other international organisations, including the World Trade Organization and the World Intellectual Property Organization. The annual meetings of the World Economic Forum in Davos bring together top international business and political leaders from Switzerland and foreign countries to discuss important issues facing the world, including health and the environment. Additionally the headquarters of the Bank for International Settlements (BIS) are located in Basel since 1930.", "targets": "What does BIS stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea1cdb533774d618f6212a415b9c063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from the United Nations headquarters, the Swiss Confederation is host to many UN agencies, like the World Health Organization (WHO), the International Labour Organization (ILO), the International Telecommunication Union (ITU), the United Nations High Commissioner for Refugees (UNHCR) and about 200 other international organisations, including the World Trade Organization and the World Intellectual Property Organization. The annual meetings of the World Economic Forum in Davos bring together top international business and political leaders from Switzerland and foreign countries to discuss important issues facing the world, including health and the environment. Additionally the headquarters of the Bank for International Settlements (BIS) are located in Basel since 1930.", "targets": "What does UNHCR stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-183a0b3f551f4b3da43e70b1373f6e2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent\u2019s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.", "targets": "What is one area in which peer groups can have positive influences on an individual?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-183a0b3f551f4b3da43e70b1373f6e2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent\u2019s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.", "targets": "What are some of the negative experiences that peer pressure can influence during adolescence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-183a0b3f551f4b3da43e70b1373f6e2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent\u2019s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.", "targets": "At what age does succeptability to peer pressure peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-183a0b3f551f4b3da43e70b1373f6e2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent\u2019s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.", "targets": "What are some social skills that peer groups offer members the opportunity to develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76add8a08994821a133560d8aa1b727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, for the 40th anniversary of the network's founding, ID sequences had the logo appear in a gold CGI design on a blue background, accompanied by the slogan \"That Special Feeling\" in a script font. Ten years later, in 1993, the \"ABC Circle\" logo reverted to its classic white-on-black color scheme, but with gloss effects on both the circle and the letters, and a bronze border surrounding the circle. The ABC logo first appeared as a on-screen bug in the 1993\u201394 season, appearing initially only for 60 seconds at the beginning of an act or segment, before appearing throughout programs (except during commercial breaks) beginning in the 1995\u201396 season; the respective iterations of the translucent logo bug were also incorporated within program promotions until the 2011\u201312 season.", "targets": "In which season did the ABC logo first appear as an on-screen bug?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76add8a08994821a133560d8aa1b727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, for the 40th anniversary of the network's founding, ID sequences had the logo appear in a gold CGI design on a blue background, accompanied by the slogan \"That Special Feeling\" in a script font. Ten years later, in 1993, the \"ABC Circle\" logo reverted to its classic white-on-black color scheme, but with gloss effects on both the circle and the letters, and a bronze border surrounding the circle. The ABC logo first appeared as a on-screen bug in the 1993\u201394 season, appearing initially only for 60 seconds at the beginning of an act or segment, before appearing throughout programs (except during commercial breaks) beginning in the 1995\u201396 season; the respective iterations of the translucent logo bug were also incorporated within program promotions until the 2011\u201312 season.", "targets": "When did the logo bug begin appearing throughout the entire program for ABC shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76add8a08994821a133560d8aa1b727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, for the 40th anniversary of the network's founding, ID sequences had the logo appear in a gold CGI design on a blue background, accompanied by the slogan \"That Special Feeling\" in a script font. Ten years later, in 1993, the \"ABC Circle\" logo reverted to its classic white-on-black color scheme, but with gloss effects on both the circle and the letters, and a bronze border surrounding the circle. The ABC logo first appeared as a on-screen bug in the 1993\u201394 season, appearing initially only for 60 seconds at the beginning of an act or segment, before appearing throughout programs (except during commercial breaks) beginning in the 1995\u201396 season; the respective iterations of the translucent logo bug were also incorporated within program promotions until the 2011\u201312 season.", "targets": "In what year was the 40th anniversary of ABC's founding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c76add8a08994821a133560d8aa1b727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, for the 40th anniversary of the network's founding, ID sequences had the logo appear in a gold CGI design on a blue background, accompanied by the slogan \"That Special Feeling\" in a script font. Ten years later, in 1993, the \"ABC Circle\" logo reverted to its classic white-on-black color scheme, but with gloss effects on both the circle and the letters, and a bronze border surrounding the circle. The ABC logo first appeared as a on-screen bug in the 1993\u201394 season, appearing initially only for 60 seconds at the beginning of an act or segment, before appearing throughout programs (except during commercial breaks) beginning in the 1995\u201396 season; the respective iterations of the translucent logo bug were also incorporated within program promotions until the 2011\u201312 season.", "targets": "What slogan accompanied the 40th anniversary logo for ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-362ad26b008f4f97be1fc4cce55eda95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Antarctica (US English i/\u00e6nt\u02c8\u0251\u02d0rkt\u026ak\u0259/, UK English /\u00e6n\u02c8t\u0251\u02d0kt\u026ak\u0259/ or /\u00e6n\u02c8t\u0251\u02d0t\u026ak\u0259/ or /\u00e6n\u02c8\u0251\u02d0t\u026ak\u0259/)[Note 1] is Earth's southernmost continent, containing the geographic South Pole. It is situated in the Antarctic region of the Southern Hemisphere, almost entirely south of the Antarctic Circle, and is surrounded by the Southern Ocean. At 14,000,000 square kilometres (5,400,000 square miles), it is the fifth-largest continent in area after Asia, Africa, North America, and South America. For comparison, Antarctica is nearly twice the size of Australia. About 98% of Antarctica is covered by ice that averages 1.9 km (1.2 mi; 6,200 ft) in thickness, which extends to all but the northernmost reaches of the Antarctic Peninsula.", "targets": "What is the Earth's most southern continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-362ad26b008f4f97be1fc4cce55eda95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Antarctica (US English i/\u00e6nt\u02c8\u0251\u02d0rkt\u026ak\u0259/, UK English /\u00e6n\u02c8t\u0251\u02d0kt\u026ak\u0259/ or /\u00e6n\u02c8t\u0251\u02d0t\u026ak\u0259/ or /\u00e6n\u02c8\u0251\u02d0t\u026ak\u0259/)[Note 1] is Earth's southernmost continent, containing the geographic South Pole. It is situated in the Antarctic region of the Southern Hemisphere, almost entirely south of the Antarctic Circle, and is surrounded by the Southern Ocean. At 14,000,000 square kilometres (5,400,000 square miles), it is the fifth-largest continent in area after Asia, Africa, North America, and South America. For comparison, Antarctica is nearly twice the size of Australia. About 98% of Antarctica is covered by ice that averages 1.9 km (1.2 mi; 6,200 ft) in thickness, which extends to all but the northernmost reaches of the Antarctic Peninsula.", "targets": "Which pole is located in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-362ad26b008f4f97be1fc4cce55eda95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Antarctica (US English i/\u00e6nt\u02c8\u0251\u02d0rkt\u026ak\u0259/, UK English /\u00e6n\u02c8t\u0251\u02d0kt\u026ak\u0259/ or /\u00e6n\u02c8t\u0251\u02d0t\u026ak\u0259/ or /\u00e6n\u02c8\u0251\u02d0t\u026ak\u0259/)[Note 1] is Earth's southernmost continent, containing the geographic South Pole. It is situated in the Antarctic region of the Southern Hemisphere, almost entirely south of the Antarctic Circle, and is surrounded by the Southern Ocean. At 14,000,000 square kilometres (5,400,000 square miles), it is the fifth-largest continent in area after Asia, Africa, North America, and South America. For comparison, Antarctica is nearly twice the size of Australia. About 98% of Antarctica is covered by ice that averages 1.9 km (1.2 mi; 6,200 ft) in thickness, which extends to all but the northernmost reaches of the Antarctic Peninsula.", "targets": "What ocean surrounds Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-362ad26b008f4f97be1fc4cce55eda95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Antarctica (US English i/\u00e6nt\u02c8\u0251\u02d0rkt\u026ak\u0259/, UK English /\u00e6n\u02c8t\u0251\u02d0kt\u026ak\u0259/ or /\u00e6n\u02c8t\u0251\u02d0t\u026ak\u0259/ or /\u00e6n\u02c8\u0251\u02d0t\u026ak\u0259/)[Note 1] is Earth's southernmost continent, containing the geographic South Pole. It is situated in the Antarctic region of the Southern Hemisphere, almost entirely south of the Antarctic Circle, and is surrounded by the Southern Ocean. At 14,000,000 square kilometres (5,400,000 square miles), it is the fifth-largest continent in area after Asia, Africa, North America, and South America. For comparison, Antarctica is nearly twice the size of Australia. About 98% of Antarctica is covered by ice that averages 1.9 km (1.2 mi; 6,200 ft) in thickness, which extends to all but the northernmost reaches of the Antarctic Peninsula.", "targets": "What is the size of Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-362ad26b008f4f97be1fc4cce55eda95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Antarctica (US English i/\u00e6nt\u02c8\u0251\u02d0rkt\u026ak\u0259/, UK English /\u00e6n\u02c8t\u0251\u02d0kt\u026ak\u0259/ or /\u00e6n\u02c8t\u0251\u02d0t\u026ak\u0259/ or /\u00e6n\u02c8\u0251\u02d0t\u026ak\u0259/)[Note 1] is Earth's southernmost continent, containing the geographic South Pole. It is situated in the Antarctic region of the Southern Hemisphere, almost entirely south of the Antarctic Circle, and is surrounded by the Southern Ocean. At 14,000,000 square kilometres (5,400,000 square miles), it is the fifth-largest continent in area after Asia, Africa, North America, and South America. For comparison, Antarctica is nearly twice the size of Australia. About 98% of Antarctica is covered by ice that averages 1.9 km (1.2 mi; 6,200 ft) in thickness, which extends to all but the northernmost reaches of the Antarctic Peninsula.", "targets": "How much of Antarctica is ice covered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71e7f20010e24b0b90a9f3688cb8c0da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Academic higher education in Estonia is divided into three levels: bachelor's, master's, and doctoral studies. In some specialties (basic medical studies, veterinary, pharmacy, dentistry, architect-engineer, and a classroom teacher programme) the bachelor's and master's levels are integrated into one unit. Estonian public universities have significantly more autonomy than applied higher education institutions. In addition to organising the academic life of the university, universities can create new curricula, establish admission terms and conditions, approve the budget, approve the development plan, elect the rector, and make restricted decisions in matters concerning assets. Estonia has a moderate number of public and private universities. The largest public universities are the University of Tartu, Tallinn University of Technology, Tallinn University, Estonian University of Life Sciences, Estonian Academy of Arts; the largest private university is Estonian Business School.", "targets": "What are the three levels of higher learning in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71e7f20010e24b0b90a9f3688cb8c0da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Academic higher education in Estonia is divided into three levels: bachelor's, master's, and doctoral studies. In some specialties (basic medical studies, veterinary, pharmacy, dentistry, architect-engineer, and a classroom teacher programme) the bachelor's and master's levels are integrated into one unit. Estonian public universities have significantly more autonomy than applied higher education institutions. In addition to organising the academic life of the university, universities can create new curricula, establish admission terms and conditions, approve the budget, approve the development plan, elect the rector, and make restricted decisions in matters concerning assets. Estonia has a moderate number of public and private universities. The largest public universities are the University of Tartu, Tallinn University of Technology, Tallinn University, Estonian University of Life Sciences, Estonian Academy of Arts; the largest private university is Estonian Business School.", "targets": "What medical fields have their bachelor's and master's levels combined into one unit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71e7f20010e24b0b90a9f3688cb8c0da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Academic higher education in Estonia is divided into three levels: bachelor's, master's, and doctoral studies. In some specialties (basic medical studies, veterinary, pharmacy, dentistry, architect-engineer, and a classroom teacher programme) the bachelor's and master's levels are integrated into one unit. Estonian public universities have significantly more autonomy than applied higher education institutions. In addition to organising the academic life of the university, universities can create new curricula, establish admission terms and conditions, approve the budget, approve the development plan, elect the rector, and make restricted decisions in matters concerning assets. Estonia has a moderate number of public and private universities. The largest public universities are the University of Tartu, Tallinn University of Technology, Tallinn University, Estonian University of Life Sciences, Estonian Academy of Arts; the largest private university is Estonian Business School.", "targets": "What do Estonian public universities have more of than higher education institutions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71e7f20010e24b0b90a9f3688cb8c0da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Academic higher education in Estonia is divided into three levels: bachelor's, master's, and doctoral studies. In some specialties (basic medical studies, veterinary, pharmacy, dentistry, architect-engineer, and a classroom teacher programme) the bachelor's and master's levels are integrated into one unit. Estonian public universities have significantly more autonomy than applied higher education institutions. In addition to organising the academic life of the university, universities can create new curricula, establish admission terms and conditions, approve the budget, approve the development plan, elect the rector, and make restricted decisions in matters concerning assets. Estonia has a moderate number of public and private universities. The largest public universities are the University of Tartu, Tallinn University of Technology, Tallinn University, Estonian University of Life Sciences, Estonian Academy of Arts; the largest private university is Estonian Business School.", "targets": "What is the largest private university in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-320d7f51c56442a083bc827e51046454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gradual weakening of the Marathas in the aftermath of the three Anglo-Maratha wars, the British also secured the Ganges-Jumna Doab, the Delhi-Agra region, parts of Bundelkhand, Broach, some districts of Gujarat, the fort of Ahmmadnagar, province of Cuttack (which included Mughalbandi/the coastal part of Odisha, Garjat/the princely states of Odisha, Balasore Port, parts of Midnapore district of West Bengal), Bombay (Mumbai) and the surrounding areas, leading to a formal end of the Maratha empire and firm establishment of the British East India Company in India.", "targets": "how many Anglo Maratha wars were there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-320d7f51c56442a083bc827e51046454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gradual weakening of the Marathas in the aftermath of the three Anglo-Maratha wars, the British also secured the Ganges-Jumna Doab, the Delhi-Agra region, parts of Bundelkhand, Broach, some districts of Gujarat, the fort of Ahmmadnagar, province of Cuttack (which included Mughalbandi/the coastal part of Odisha, Garjat/the princely states of Odisha, Balasore Port, parts of Midnapore district of West Bengal), Bombay (Mumbai) and the surrounding areas, leading to a formal end of the Maratha empire and firm establishment of the British East India Company in India.", "targets": "What empire ended after the three Anglo- Maratha wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-320d7f51c56442a083bc827e51046454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gradual weakening of the Marathas in the aftermath of the three Anglo-Maratha wars, the British also secured the Ganges-Jumna Doab, the Delhi-Agra region, parts of Bundelkhand, Broach, some districts of Gujarat, the fort of Ahmmadnagar, province of Cuttack (which included Mughalbandi/the coastal part of Odisha, Garjat/the princely states of Odisha, Balasore Port, parts of Midnapore district of West Bengal), Bombay (Mumbai) and the surrounding areas, leading to a formal end of the Maratha empire and firm establishment of the British East India Company in India.", "targets": "With the formal end of Maratha Empire the EIC created a  firm hold on what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-320d7f51c56442a083bc827e51046454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gradual weakening of the Marathas in the aftermath of the three Anglo-Maratha wars, the British also secured the Ganges-Jumna Doab, the Delhi-Agra region, parts of Bundelkhand, Broach, some districts of Gujarat, the fort of Ahmmadnagar, province of Cuttack (which included Mughalbandi/the coastal part of Odisha, Garjat/the princely states of Odisha, Balasore Port, parts of Midnapore district of West Bengal), Bombay (Mumbai) and the surrounding areas, leading to a formal end of the Maratha empire and firm establishment of the British East India Company in India.", "targets": "Was the Maratha Empire ended quick or gradual?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-320d7f51c56442a083bc827e51046454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the gradual weakening of the Marathas in the aftermath of the three Anglo-Maratha wars, the British also secured the Ganges-Jumna Doab, the Delhi-Agra region, parts of Bundelkhand, Broach, some districts of Gujarat, the fort of Ahmmadnagar, province of Cuttack (which included Mughalbandi/the coastal part of Odisha, Garjat/the princely states of Odisha, Balasore Port, parts of Midnapore district of West Bengal), Bombay (Mumbai) and the surrounding areas, leading to a formal end of the Maratha empire and firm establishment of the British East India Company in India.", "targets": "what country  took over the fort of Ahmmadnagar that then became part of the cause for the Maratha Emprie to end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43300fa784584686a2c9eca88d97338d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A knot is a particular type of imperfection in a piece of wood; it will affect the technical properties of the wood, usually reducing the local strength and increasing the tendency for splitting along the wood grain, but may be exploited for visual effect. In a longitudinally sawn plank, a knot will appear as a roughly circular \"solid\" (usually darker) piece of wood around which the grain of the rest of the wood \"flows\" (parts and rejoins). Within a knot, the direction of the wood (grain direction) is up to 90 degrees different from the grain direction of the regular wood.", "targets": "What is the sort of circular imperfection in a piece of wood called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43300fa784584686a2c9eca88d97338d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A knot is a particular type of imperfection in a piece of wood; it will affect the technical properties of the wood, usually reducing the local strength and increasing the tendency for splitting along the wood grain, but may be exploited for visual effect. In a longitudinally sawn plank, a knot will appear as a roughly circular \"solid\" (usually darker) piece of wood around which the grain of the rest of the wood \"flows\" (parts and rejoins). Within a knot, the direction of the wood (grain direction) is up to 90 degrees different from the grain direction of the regular wood.", "targets": "What property of wood does a knot usually reduce in the wood around it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43300fa784584686a2c9eca88d97338d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A knot is a particular type of imperfection in a piece of wood; it will affect the technical properties of the wood, usually reducing the local strength and increasing the tendency for splitting along the wood grain, but may be exploited for visual effect. In a longitudinally sawn plank, a knot will appear as a roughly circular \"solid\" (usually darker) piece of wood around which the grain of the rest of the wood \"flows\" (parts and rejoins). Within a knot, the direction of the wood (grain direction) is up to 90 degrees different from the grain direction of the regular wood.", "targets": "In what direction is wood often sawn so that a knot appears as a solid circle that the grain flows around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43300fa784584686a2c9eca88d97338d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A knot is a particular type of imperfection in a piece of wood; it will affect the technical properties of the wood, usually reducing the local strength and increasing the tendency for splitting along the wood grain, but may be exploited for visual effect. In a longitudinally sawn plank, a knot will appear as a roughly circular \"solid\" (usually darker) piece of wood around which the grain of the rest of the wood \"flows\" (parts and rejoins). Within a knot, the direction of the wood (grain direction) is up to 90 degrees different from the grain direction of the regular wood.", "targets": "Are knots usually lighter or darker than the surrounding wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43300fa784584686a2c9eca88d97338d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A knot is a particular type of imperfection in a piece of wood; it will affect the technical properties of the wood, usually reducing the local strength and increasing the tendency for splitting along the wood grain, but may be exploited for visual effect. In a longitudinally sawn plank, a knot will appear as a roughly circular \"solid\" (usually darker) piece of wood around which the grain of the rest of the wood \"flows\" (parts and rejoins). Within a knot, the direction of the wood (grain direction) is up to 90 degrees different from the grain direction of the regular wood.", "targets": "The direction of grain in a knot can differ by as much as how many degrees from the regular wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11f3f39984a4731b0a618de4b0b1ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after World War II, the Japanese government also instituted a series of orthographic reforms. Some characters were given simplified forms called shinjitai \u65b0\u5b57\u4f53 (lit. \"new character forms\", the older forms were then labelled the ky\u016bjitai \u65e7\u5b57\u4f53, lit. \"old character forms\"). The number of characters in common use was restricted, and formal lists of characters to be learned during each grade of school were established, first the 1850-character t\u014dy\u014d kanji \u5f53\u7528\u6f22\u5b57 list in 1945, the 1945-character j\u014dy\u014d kanji \u5e38\u7528\u6f22\u5b57 list in 1981, and a 2136-character reformed version of the j\u014dy\u014d kanji in 2010. Many variant forms of characters and obscure alternatives for common characters were officially discouraged. This was done with the goal of facilitating learning for children and simplifying kanji use in literature and periodicals. These are simply guidelines, hence many characters outside these standards are still widely known and commonly used, especially those used for personal and place names (for the latter, see jinmeiy\u014d kanji),[citation needed] as well as for some common words such as \"dragon\" (Japanese kana: \u305f\u3064, R\u014dmaji: tatsu) in which both the shinjitai \u7adc and the ky\u016bjitai \u9f8d forms of the kanji are both acceptable and widely known amongst native Japanese speakers.", "targets": "What did the Japanese government institute? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11f3f39984a4731b0a618de4b0b1ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after World War II, the Japanese government also instituted a series of orthographic reforms. Some characters were given simplified forms called shinjitai \u65b0\u5b57\u4f53 (lit. \"new character forms\", the older forms were then labelled the ky\u016bjitai \u65e7\u5b57\u4f53, lit. \"old character forms\"). The number of characters in common use was restricted, and formal lists of characters to be learned during each grade of school were established, first the 1850-character t\u014dy\u014d kanji \u5f53\u7528\u6f22\u5b57 list in 1945, the 1945-character j\u014dy\u014d kanji \u5e38\u7528\u6f22\u5b57 list in 1981, and a 2136-character reformed version of the j\u014dy\u014d kanji in 2010. Many variant forms of characters and obscure alternatives for common characters were officially discouraged. This was done with the goal of facilitating learning for children and simplifying kanji use in literature and periodicals. These are simply guidelines, hence many characters outside these standards are still widely known and commonly used, especially those used for personal and place names (for the latter, see jinmeiy\u014d kanji),[citation needed] as well as for some common words such as \"dragon\" (Japanese kana: \u305f\u3064, R\u014dmaji: tatsu) in which both the shinjitai \u7adc and the ky\u016bjitai \u9f8d forms of the kanji are both acceptable and widely known amongst native Japanese speakers.", "targets": "What was restricted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a11f3f39984a4731b0a618de4b0b1ac4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after World War II, the Japanese government also instituted a series of orthographic reforms. Some characters were given simplified forms called shinjitai \u65b0\u5b57\u4f53 (lit. \"new character forms\", the older forms were then labelled the ky\u016bjitai \u65e7\u5b57\u4f53, lit. \"old character forms\"). The number of characters in common use was restricted, and formal lists of characters to be learned during each grade of school were established, first the 1850-character t\u014dy\u014d kanji \u5f53\u7528\u6f22\u5b57 list in 1945, the 1945-character j\u014dy\u014d kanji \u5e38\u7528\u6f22\u5b57 list in 1981, and a 2136-character reformed version of the j\u014dy\u014d kanji in 2010. Many variant forms of characters and obscure alternatives for common characters were officially discouraged. This was done with the goal of facilitating learning for children and simplifying kanji use in literature and periodicals. These are simply guidelines, hence many characters outside these standards are still widely known and commonly used, especially those used for personal and place names (for the latter, see jinmeiy\u014d kanji),[citation needed] as well as for some common words such as \"dragon\" (Japanese kana: \u305f\u3064, R\u014dmaji: tatsu) in which both the shinjitai \u7adc and the ky\u016bjitai \u9f8d forms of the kanji are both acceptable and widely known amongst native Japanese speakers.", "targets": "When was the 2136 character reformed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbdab6699dd4476e8c1585b2ca54c4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the early Ming government enacted a law, later rescinded, which forbade Han Chinese to learn the tenets of Tibetan Buddhism. There is little detailed evidence of Chinese\u2014especially lay Chinese\u2014studying Tibetan Buddhism until the Republican era (1912\u20131949). Despite these missions on behalf of the Hongwu Emperor, Morris Rossabi writes that the Yongle Emperor (r. 1402\u20131424) \"was the first Ming ruler actively to seek an extension of relations with Tibet.\"", "targets": "Who created a law that did not allow Han Chinese to learn the beliefs of Tibetan Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbdab6699dd4476e8c1585b2ca54c4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the early Ming government enacted a law, later rescinded, which forbade Han Chinese to learn the tenets of Tibetan Buddhism. There is little detailed evidence of Chinese\u2014especially lay Chinese\u2014studying Tibetan Buddhism until the Republican era (1912\u20131949). Despite these missions on behalf of the Hongwu Emperor, Morris Rossabi writes that the Yongle Emperor (r. 1402\u20131424) \"was the first Ming ruler actively to seek an extension of relations with Tibet.\"", "targets": "What years did the Yongle Emperor reign? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbdab6699dd4476e8c1585b2ca54c4a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the early Ming government enacted a law, later rescinded, which forbade Han Chinese to learn the tenets of Tibetan Buddhism. There is little detailed evidence of Chinese\u2014especially lay Chinese\u2014studying Tibetan Buddhism until the Republican era (1912\u20131949). Despite these missions on behalf of the Hongwu Emperor, Morris Rossabi writes that the Yongle Emperor (r. 1402\u20131424) \"was the first Ming ruler actively to seek an extension of relations with Tibet.\"", "targets": "Who worked towards obtaining a extension of relations with Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What is the foundation of the United States federal government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "In the Unites States what sets out the boundaries of federal law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What is defined as the official codification of federal statutory law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What is compromised of many levels of codified and uncodified forms of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "The constitution set boundaries for case law that originates from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What is the foundation of the U.S. federal government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What sets out the boundries of federal law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What two forms of law make up the laws of the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What is th eofficial compilation of federal statutory law called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What different kinds of law make up the laws of the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What is the most important document in the US, setting the boundries for all other laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "What branch of gevernment is responsible for ratifing treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "With branch of government deals with new regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42d46f6b2ee14e9393a176cf1a84a075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of the United States comprises many levels of codified and uncodified forms of law, of which the most important is the United States Constitution, the foundation of the federal government of the United States. The Constitution sets out the boundaries of federal law, which consists of acts of Congress, treaties ratified by the Senate, regulations promulgated by the executive branch, and case law originating from the federal judiciary. The United States Code is the official compilation and codification of general and permanent federal statutory law.", "targets": "Who's responsibility is case law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "The design of USB is asymmetrical in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "How many devices may be connected to a host controller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "How are USB devices linked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "What HUB is built into the host controller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "The design of the USB is asymmetrical in its what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "How many devices can be connected to a host controller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "What hub is built into the host controller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "A USB host may implement how many host controllers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69825060be7946bab6e1d8ff92f785e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design architecture of USB is asymmetrical in its topology, consisting of a host, a multitude of downstream USB ports, and multiple peripheral devices connected in a tiered-star topology. Additional USB hubs may be included in the tiers, allowing branching into a tree structure with up to five tier levels. A USB host may implement multiple host controllers and each host controller may provide one or more USB ports. Up to 127 devices, including hub devices if present, may be connected to a single host controller. USB devices are linked in series through hubs. One hub\u2014built into the host controller\u2014is the root hub.", "targets": "How many USB ports may a host controller provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d944ca9802a41c2adad7a2a5eae1d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many solar photovoltaic power stations have been built, mainly in Europe. As of July 2012, the largest photovoltaic (PV) power plants in the world are the Agua Caliente Solar Project (USA, 247 MW), Charanka Solar Park (India, 214 MW), Golmud Solar Park (China, 200 MW), Perovo Solar Park (Russia 100 MW), Sarnia Photovoltaic Power Plant (Canada, 97 MW), Brandenburg-Briest Solarpark (Germany 91 MW), Solarpark Finow Tower (Germany 84.7 MW), Montalto di Castro Photovoltaic Power Station (Italy, 84.2 MW), Eggebek Solar Park (Germany 83.6 MW), Senftenberg Solarpark (Germany 82 MW), Finsterwalde Solar Park (Germany, 80.7 MW), Okhotnykovo Solar Park (Russia, 80 MW), Lopburi Solar Farm (Thailand 73.16 MW), Rovigo Photovoltaic Power Plant (Italy, 72 MW), and the Lieberose Photovoltaic Park (Germany, 71.8 MW).", "targets": "Where have the majority of photovoltaic power stations been built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d944ca9802a41c2adad7a2a5eae1d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many solar photovoltaic power stations have been built, mainly in Europe. As of July 2012, the largest photovoltaic (PV) power plants in the world are the Agua Caliente Solar Project (USA, 247 MW), Charanka Solar Park (India, 214 MW), Golmud Solar Park (China, 200 MW), Perovo Solar Park (Russia 100 MW), Sarnia Photovoltaic Power Plant (Canada, 97 MW), Brandenburg-Briest Solarpark (Germany 91 MW), Solarpark Finow Tower (Germany 84.7 MW), Montalto di Castro Photovoltaic Power Station (Italy, 84.2 MW), Eggebek Solar Park (Germany 83.6 MW), Senftenberg Solarpark (Germany 82 MW), Finsterwalde Solar Park (Germany, 80.7 MW), Okhotnykovo Solar Park (Russia, 80 MW), Lopburi Solar Farm (Thailand 73.16 MW), Rovigo Photovoltaic Power Plant (Italy, 72 MW), and the Lieberose Photovoltaic Park (Germany, 71.8 MW).", "targets": "Where is Charanka Solar Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d944ca9802a41c2adad7a2a5eae1d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many solar photovoltaic power stations have been built, mainly in Europe. As of July 2012, the largest photovoltaic (PV) power plants in the world are the Agua Caliente Solar Project (USA, 247 MW), Charanka Solar Park (India, 214 MW), Golmud Solar Park (China, 200 MW), Perovo Solar Park (Russia 100 MW), Sarnia Photovoltaic Power Plant (Canada, 97 MW), Brandenburg-Briest Solarpark (Germany 91 MW), Solarpark Finow Tower (Germany 84.7 MW), Montalto di Castro Photovoltaic Power Station (Italy, 84.2 MW), Eggebek Solar Park (Germany 83.6 MW), Senftenberg Solarpark (Germany 82 MW), Finsterwalde Solar Park (Germany, 80.7 MW), Okhotnykovo Solar Park (Russia, 80 MW), Lopburi Solar Farm (Thailand 73.16 MW), Rovigo Photovoltaic Power Plant (Italy, 72 MW), and the Lieberose Photovoltaic Park (Germany, 71.8 MW).", "targets": "Where is the Agua Caliente Solar Project located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-257cc1acab6645ca9ef45327e55b75a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is the home of the most visited art museum in the world, the Louvre, as well as the Mus\u00e9e d'Orsay, noted for its collection of French Impressionist art, and the Mus\u00e9e National d'Art Moderne, a museum of modern and contemporary art. The notable architectural landmarks of Paris include Notre Dame Cathedral (12th century); the Sainte-Chapelle (13th century); the Eiffel Tower (1889); and the Basilica of Sacr\u00e9-C\u0153ur on Montmartre (1914). In 2014 Paris received 22.4 million visitors, making it one of the world's top tourist destinations. Paris is also known for its fashion, particularly the twice-yearly Paris Fashion Week, and for its haute cuisine, and three-star restaurants. Most of France's major universities and grandes \u00e9coles are located in Paris, as are France's major newspapers, including Le Monde, Le Figaro, and Lib\u00e9ration.", "targets": "What is the most visited art museum in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-257cc1acab6645ca9ef45327e55b75a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is the home of the most visited art museum in the world, the Louvre, as well as the Mus\u00e9e d'Orsay, noted for its collection of French Impressionist art, and the Mus\u00e9e National d'Art Moderne, a museum of modern and contemporary art. The notable architectural landmarks of Paris include Notre Dame Cathedral (12th century); the Sainte-Chapelle (13th century); the Eiffel Tower (1889); and the Basilica of Sacr\u00e9-C\u0153ur on Montmartre (1914). In 2014 Paris received 22.4 million visitors, making it one of the world's top tourist destinations. Paris is also known for its fashion, particularly the twice-yearly Paris Fashion Week, and for its haute cuisine, and three-star restaurants. Most of France's major universities and grandes \u00e9coles are located in Paris, as are France's major newspapers, including Le Monde, Le Figaro, and Lib\u00e9ration.", "targets": "what is the Musee de Orsay known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-257cc1acab6645ca9ef45327e55b75a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is the home of the most visited art museum in the world, the Louvre, as well as the Mus\u00e9e d'Orsay, noted for its collection of French Impressionist art, and the Mus\u00e9e National d'Art Moderne, a museum of modern and contemporary art. The notable architectural landmarks of Paris include Notre Dame Cathedral (12th century); the Sainte-Chapelle (13th century); the Eiffel Tower (1889); and the Basilica of Sacr\u00e9-C\u0153ur on Montmartre (1914). In 2014 Paris received 22.4 million visitors, making it one of the world's top tourist destinations. Paris is also known for its fashion, particularly the twice-yearly Paris Fashion Week, and for its haute cuisine, and three-star restaurants. Most of France's major universities and grandes \u00e9coles are located in Paris, as are France's major newspapers, including Le Monde, Le Figaro, and Lib\u00e9ration.", "targets": "In what year was the Eiffel Tower built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-257cc1acab6645ca9ef45327e55b75a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is the home of the most visited art museum in the world, the Louvre, as well as the Mus\u00e9e d'Orsay, noted for its collection of French Impressionist art, and the Mus\u00e9e National d'Art Moderne, a museum of modern and contemporary art. The notable architectural landmarks of Paris include Notre Dame Cathedral (12th century); the Sainte-Chapelle (13th century); the Eiffel Tower (1889); and the Basilica of Sacr\u00e9-C\u0153ur on Montmartre (1914). In 2014 Paris received 22.4 million visitors, making it one of the world's top tourist destinations. Paris is also known for its fashion, particularly the twice-yearly Paris Fashion Week, and for its haute cuisine, and three-star restaurants. Most of France's major universities and grandes \u00e9coles are located in Paris, as are France's major newspapers, including Le Monde, Le Figaro, and Lib\u00e9ration.", "targets": "How many visitors did Paris receive in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-257cc1acab6645ca9ef45327e55b75a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is the home of the most visited art museum in the world, the Louvre, as well as the Mus\u00e9e d'Orsay, noted for its collection of French Impressionist art, and the Mus\u00e9e National d'Art Moderne, a museum of modern and contemporary art. The notable architectural landmarks of Paris include Notre Dame Cathedral (12th century); the Sainte-Chapelle (13th century); the Eiffel Tower (1889); and the Basilica of Sacr\u00e9-C\u0153ur on Montmartre (1914). In 2014 Paris received 22.4 million visitors, making it one of the world's top tourist destinations. Paris is also known for its fashion, particularly the twice-yearly Paris Fashion Week, and for its haute cuisine, and three-star restaurants. Most of France's major universities and grandes \u00e9coles are located in Paris, as are France's major newspapers, including Le Monde, Le Figaro, and Lib\u00e9ration.", "targets": "In what century was the Notre Dame Cathedral built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d21e64892354bf2a02aeb82c7e86e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wilhelm Erb's (1874) \"intensive\" theory, that a pain signal can be generated by intense enough stimulation of any sensory receptor, has been soundly disproved. Some sensory fibers do not differentiate between noxious and non-noxious stimuli, while others, nociceptors, respond only to noxious, high intensity stimuli. At the peripheral end of the nociceptor, noxious stimuli generate currents that, above a given threshold, begin to send signals along the nerve fiber to the spinal cord. The \"specificity\" (whether it responds to thermal, chemical or mechanical features of its environment) of a nociceptor is determined by which ion channels it expresses at its peripheral end. Dozens of different types of nociceptor ion channels have so far been identified, and their exact functions are still being determined.", "targets": "What type of signal can be generated by intense enough stimulation of any sensory receptor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d21e64892354bf2a02aeb82c7e86e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wilhelm Erb's (1874) \"intensive\" theory, that a pain signal can be generated by intense enough stimulation of any sensory receptor, has been soundly disproved. Some sensory fibers do not differentiate between noxious and non-noxious stimuli, while others, nociceptors, respond only to noxious, high intensity stimuli. At the peripheral end of the nociceptor, noxious stimuli generate currents that, above a given threshold, begin to send signals along the nerve fiber to the spinal cord. The \"specificity\" (whether it responds to thermal, chemical or mechanical features of its environment) of a nociceptor is determined by which ion channels it expresses at its peripheral end. Dozens of different types of nociceptor ion channels have so far been identified, and their exact functions are still being determined.", "targets": "What types of stimuli can't some sensory fibers differentiate between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d21e64892354bf2a02aeb82c7e86e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wilhelm Erb's (1874) \"intensive\" theory, that a pain signal can be generated by intense enough stimulation of any sensory receptor, has been soundly disproved. Some sensory fibers do not differentiate between noxious and non-noxious stimuli, while others, nociceptors, respond only to noxious, high intensity stimuli. At the peripheral end of the nociceptor, noxious stimuli generate currents that, above a given threshold, begin to send signals along the nerve fiber to the spinal cord. The \"specificity\" (whether it responds to thermal, chemical or mechanical features of its environment) of a nociceptor is determined by which ion channels it expresses at its peripheral end. Dozens of different types of nociceptor ion channels have so far been identified, and their exact functions are still being determined.", "targets": "What type of stimuli do nociceptors response to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d21e64892354bf2a02aeb82c7e86e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wilhelm Erb's (1874) \"intensive\" theory, that a pain signal can be generated by intense enough stimulation of any sensory receptor, has been soundly disproved. Some sensory fibers do not differentiate between noxious and non-noxious stimuli, while others, nociceptors, respond only to noxious, high intensity stimuli. At the peripheral end of the nociceptor, noxious stimuli generate currents that, above a given threshold, begin to send signals along the nerve fiber to the spinal cord. The \"specificity\" (whether it responds to thermal, chemical or mechanical features of its environment) of a nociceptor is determined by which ion channels it expresses at its peripheral end. Dozens of different types of nociceptor ion channels have so far been identified, and their exact functions are still being determined.", "targets": "How many different types of ion channels have so far been identified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d21e64892354bf2a02aeb82c7e86e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wilhelm Erb's (1874) \"intensive\" theory, that a pain signal can be generated by intense enough stimulation of any sensory receptor, has been soundly disproved. Some sensory fibers do not differentiate between noxious and non-noxious stimuli, while others, nociceptors, respond only to noxious, high intensity stimuli. At the peripheral end of the nociceptor, noxious stimuli generate currents that, above a given threshold, begin to send signals along the nerve fiber to the spinal cord. The \"specificity\" (whether it responds to thermal, chemical or mechanical features of its environment) of a nociceptor is determined by which ion channels it expresses at its peripheral end. Dozens of different types of nociceptor ion channels have so far been identified, and their exact functions are still being determined.", "targets": "What does stimuli generate to send signals along a nerve fiber?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c0c67801374ea3bf189a90747c78db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Courts have distinguished between two types of civil disobedience: \"Indirect civil disobedience involves violating a law which is not, itself, the object of protest, whereas direct civil disobedience involves protesting the existence of a particular law by breaking that law.\" During the Vietnam War, courts typically refused to excuse the perpetrators of illegal protests from punishment on the basis of their challenging the legality of the Vietnam War; the courts ruled it was a political question. The necessity defense has sometimes been used as a shadow defense by civil disobedients to deny guilt without denouncing their politically motivated acts, and to present their political beliefs in the courtroom. However, court cases such as U.S. v. Schoon have greatly curtailed the availability of the political necessity defense. Likewise, when Carter Wentworth was charged for his role in the Clamshell Alliance's 1977 illegal occupation of the Seabrook Station Nuclear Power Plant, the judge instructed the jury to disregard his competing harms defense, and he was found guilty. Fully Informed Jury Association activists have sometimes handed out educational leaflets inside courthouses despite admonitions not to; according to FIJA, many of them have escaped prosecution because \"prosecutors have reasoned (correctly) that if they arrest fully informed jury leafleters, the leaflets will have to be given to the leafleter's own jury as evidence.\"", "targets": "What is violating a law which is not the goal of the protest called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c0c67801374ea3bf189a90747c78db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Courts have distinguished between two types of civil disobedience: \"Indirect civil disobedience involves violating a law which is not, itself, the object of protest, whereas direct civil disobedience involves protesting the existence of a particular law by breaking that law.\" During the Vietnam War, courts typically refused to excuse the perpetrators of illegal protests from punishment on the basis of their challenging the legality of the Vietnam War; the courts ruled it was a political question. The necessity defense has sometimes been used as a shadow defense by civil disobedients to deny guilt without denouncing their politically motivated acts, and to present their political beliefs in the courtroom. However, court cases such as U.S. v. Schoon have greatly curtailed the availability of the political necessity defense. Likewise, when Carter Wentworth was charged for his role in the Clamshell Alliance's 1977 illegal occupation of the Seabrook Station Nuclear Power Plant, the judge instructed the jury to disregard his competing harms defense, and he was found guilty. Fully Informed Jury Association activists have sometimes handed out educational leaflets inside courthouses despite admonitions not to; according to FIJA, many of them have escaped prosecution because \"prosecutors have reasoned (correctly) that if they arrest fully informed jury leafleters, the leaflets will have to be given to the leafleter's own jury as evidence.\"", "targets": "When the law is a direct target of the protest, what is this called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c0c67801374ea3bf189a90747c78db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Courts have distinguished between two types of civil disobedience: \"Indirect civil disobedience involves violating a law which is not, itself, the object of protest, whereas direct civil disobedience involves protesting the existence of a particular law by breaking that law.\" During the Vietnam War, courts typically refused to excuse the perpetrators of illegal protests from punishment on the basis of their challenging the legality of the Vietnam War; the courts ruled it was a political question. The necessity defense has sometimes been used as a shadow defense by civil disobedients to deny guilt without denouncing their politically motivated acts, and to present their political beliefs in the courtroom. However, court cases such as U.S. v. Schoon have greatly curtailed the availability of the political necessity defense. Likewise, when Carter Wentworth was charged for his role in the Clamshell Alliance's 1977 illegal occupation of the Seabrook Station Nuclear Power Plant, the judge instructed the jury to disregard his competing harms defense, and he was found guilty. Fully Informed Jury Association activists have sometimes handed out educational leaflets inside courthouses despite admonitions not to; according to FIJA, many of them have escaped prosecution because \"prosecutors have reasoned (correctly) that if they arrest fully informed jury leafleters, the leaflets will have to be given to the leafleter's own jury as evidence.\"", "targets": "What US war caused a high amount of civil disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c0c67801374ea3bf189a90747c78db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Courts have distinguished between two types of civil disobedience: \"Indirect civil disobedience involves violating a law which is not, itself, the object of protest, whereas direct civil disobedience involves protesting the existence of a particular law by breaking that law.\" During the Vietnam War, courts typically refused to excuse the perpetrators of illegal protests from punishment on the basis of their challenging the legality of the Vietnam War; the courts ruled it was a political question. The necessity defense has sometimes been used as a shadow defense by civil disobedients to deny guilt without denouncing their politically motivated acts, and to present their political beliefs in the courtroom. However, court cases such as U.S. v. Schoon have greatly curtailed the availability of the political necessity defense. Likewise, when Carter Wentworth was charged for his role in the Clamshell Alliance's 1977 illegal occupation of the Seabrook Station Nuclear Power Plant, the judge instructed the jury to disregard his competing harms defense, and he was found guilty. Fully Informed Jury Association activists have sometimes handed out educational leaflets inside courthouses despite admonitions not to; according to FIJA, many of them have escaped prosecution because \"prosecutors have reasoned (correctly) that if they arrest fully informed jury leafleters, the leaflets will have to be given to the leafleter's own jury as evidence.\"", "targets": "What type of defense is sometimes used in court by protestors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c0c67801374ea3bf189a90747c78db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Courts have distinguished between two types of civil disobedience: \"Indirect civil disobedience involves violating a law which is not, itself, the object of protest, whereas direct civil disobedience involves protesting the existence of a particular law by breaking that law.\" During the Vietnam War, courts typically refused to excuse the perpetrators of illegal protests from punishment on the basis of their challenging the legality of the Vietnam War; the courts ruled it was a political question. The necessity defense has sometimes been used as a shadow defense by civil disobedients to deny guilt without denouncing their politically motivated acts, and to present their political beliefs in the courtroom. However, court cases such as U.S. v. Schoon have greatly curtailed the availability of the political necessity defense. Likewise, when Carter Wentworth was charged for his role in the Clamshell Alliance's 1977 illegal occupation of the Seabrook Station Nuclear Power Plant, the judge instructed the jury to disregard his competing harms defense, and he was found guilty. Fully Informed Jury Association activists have sometimes handed out educational leaflets inside courthouses despite admonitions not to; according to FIJA, many of them have escaped prosecution because \"prosecutors have reasoned (correctly) that if they arrest fully informed jury leafleters, the leaflets will have to be given to the leafleter's own jury as evidence.\"", "targets": "Why are people who distribute leaflets inside courthouses not been arrested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d36f7cbb1e344d1992ab948de6887c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The PlayStation Store is an online virtual market available to users of Sony's PlayStation 3 (PS3) and PlayStation Portable (PSP) game consoles via the PlayStation Network. The Store offers a range of downloadable content both for purchase and available free of charge. Available content includes full games, add-on content, playable demos, themes and game and movie trailers. The service is accessible through an icon on the XMB on PS3 and PSP. The PS3 store can also be accessed on PSP via a Remote Play connection to PS3. The PSP store is also available via the PC application, Media Go. As of September 24, 2009, there have been over 600 million downloads from the PlayStation Store worldwide.", "targets": "Where can you buy downloadable content for the PSP and PS3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d36f7cbb1e344d1992ab948de6887c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The PlayStation Store is an online virtual market available to users of Sony's PlayStation 3 (PS3) and PlayStation Portable (PSP) game consoles via the PlayStation Network. The Store offers a range of downloadable content both for purchase and available free of charge. Available content includes full games, add-on content, playable demos, themes and game and movie trailers. The service is accessible through an icon on the XMB on PS3 and PSP. The PS3 store can also be accessed on PSP via a Remote Play connection to PS3. The PSP store is also available via the PC application, Media Go. As of September 24, 2009, there have been over 600 million downloads from the PlayStation Store worldwide.", "targets": "What do you click on in the PS3 interface to get to the PlayStation Store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d36f7cbb1e344d1992ab948de6887c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The PlayStation Store is an online virtual market available to users of Sony's PlayStation 3 (PS3) and PlayStation Portable (PSP) game consoles via the PlayStation Network. The Store offers a range of downloadable content both for purchase and available free of charge. Available content includes full games, add-on content, playable demos, themes and game and movie trailers. The service is accessible through an icon on the XMB on PS3 and PSP. The PS3 store can also be accessed on PSP via a Remote Play connection to PS3. The PSP store is also available via the PC application, Media Go. As of September 24, 2009, there have been over 600 million downloads from the PlayStation Store worldwide.", "targets": "What connection would you go through to go to the PS3 store from a PSP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d36f7cbb1e344d1992ab948de6887c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The PlayStation Store is an online virtual market available to users of Sony's PlayStation 3 (PS3) and PlayStation Portable (PSP) game consoles via the PlayStation Network. The Store offers a range of downloadable content both for purchase and available free of charge. Available content includes full games, add-on content, playable demos, themes and game and movie trailers. The service is accessible through an icon on the XMB on PS3 and PSP. The PS3 store can also be accessed on PSP via a Remote Play connection to PS3. The PSP store is also available via the PC application, Media Go. As of September 24, 2009, there have been over 600 million downloads from the PlayStation Store worldwide.", "targets": "How many unique downloads had there been from the PlayStation Store by late 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d36f7cbb1e344d1992ab948de6887c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The PlayStation Store is an online virtual market available to users of Sony's PlayStation 3 (PS3) and PlayStation Portable (PSP) game consoles via the PlayStation Network. The Store offers a range of downloadable content both for purchase and available free of charge. Available content includes full games, add-on content, playable demos, themes and game and movie trailers. The service is accessible through an icon on the XMB on PS3 and PSP. The PS3 store can also be accessed on PSP via a Remote Play connection to PS3. The PSP store is also available via the PC application, Media Go. As of September 24, 2009, there have been over 600 million downloads from the PlayStation Store worldwide.", "targets": "From a PC, what application can you use to visit the PlayStation Store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0c7e12263e4923976074d8d413cc4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a parliamentary representative democratic republic in which the Prime Minister of Estonia is the head of government and which includes a multi-party system. The political culture is stable in Estonia, where power is held between two and three parties that have been in politics for a long time. This situation is similar to other countries in Northern Europe. The former Prime Minister of Estonia, Andrus Ansip, is also Europe's longest-serving Prime Minister (from 2005 until 2014). The current Estonian Prime Minister is Taavi R\u00f5ivas, who is the former Minister of Social Affairs and the head of the Estonian Reform Party.", "targets": "Who is the leader of Estonia's government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0c7e12263e4923976074d8d413cc4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a parliamentary representative democratic republic in which the Prime Minister of Estonia is the head of government and which includes a multi-party system. The political culture is stable in Estonia, where power is held between two and three parties that have been in politics for a long time. This situation is similar to other countries in Northern Europe. The former Prime Minister of Estonia, Andrus Ansip, is also Europe's longest-serving Prime Minister (from 2005 until 2014). The current Estonian Prime Minister is Taavi R\u00f5ivas, who is the former Minister of Social Affairs and the head of the Estonian Reform Party.", "targets": "What political structure aids the Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0c7e12263e4923976074d8d413cc4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a parliamentary representative democratic republic in which the Prime Minister of Estonia is the head of government and which includes a multi-party system. The political culture is stable in Estonia, where power is held between two and three parties that have been in politics for a long time. This situation is similar to other countries in Northern Europe. The former Prime Minister of Estonia, Andrus Ansip, is also Europe's longest-serving Prime Minister (from 2005 until 2014). The current Estonian Prime Minister is Taavi R\u00f5ivas, who is the former Minister of Social Affairs and the head of the Estonian Reform Party.", "targets": "The political scene of Estonia is similar to other countries in what continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0c7e12263e4923976074d8d413cc4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia is a parliamentary representative democratic republic in which the Prime Minister of Estonia is the head of government and which includes a multi-party system. The political culture is stable in Estonia, where power is held between two and three parties that have been in politics for a long time. This situation is similar to other countries in Northern Europe. The former Prime Minister of Estonia, Andrus Ansip, is also Europe's longest-serving Prime Minister (from 2005 until 2014). The current Estonian Prime Minister is Taavi R\u00f5ivas, who is the former Minister of Social Affairs and the head of the Estonian Reform Party.", "targets": "Who is Europe's longest serving Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335a88e4dbf34de3b9691b960b35783e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In manufacturing the glass bulb, a type of \"ribbon machine\" is used. A continuous ribbon of glass is passed along a conveyor belt, heated in a furnace, and then blown by precisely aligned air nozzles through holes in the conveyor belt into molds. Thus the glass bulbs are created. After the bulbs are blown, and cooled, they are cut off the ribbon machine; a typical machine of this sort produces 50,000 bulbs per hour. The filament and its supports are assembled on a glass stem, which is fused to the bulb. The air is pumped out of the bulb, and the evacuation tube in the stem press is sealed by a flame. The bulb is then inserted into the lamp base, and the whole assembly tested.", "targets": "What type of machine manufactures glass light bulbs."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335a88e4dbf34de3b9691b960b35783e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In manufacturing the glass bulb, a type of \"ribbon machine\" is used. A continuous ribbon of glass is passed along a conveyor belt, heated in a furnace, and then blown by precisely aligned air nozzles through holes in the conveyor belt into molds. Thus the glass bulbs are created. After the bulbs are blown, and cooled, they are cut off the ribbon machine; a typical machine of this sort produces 50,000 bulbs per hour. The filament and its supports are assembled on a glass stem, which is fused to the bulb. The air is pumped out of the bulb, and the evacuation tube in the stem press is sealed by a flame. The bulb is then inserted into the lamp base, and the whole assembly tested.", "targets": "How many bulbs does the average ribbon machine produce per hour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335a88e4dbf34de3b9691b960b35783e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In manufacturing the glass bulb, a type of \"ribbon machine\" is used. A continuous ribbon of glass is passed along a conveyor belt, heated in a furnace, and then blown by precisely aligned air nozzles through holes in the conveyor belt into molds. Thus the glass bulbs are created. After the bulbs are blown, and cooled, they are cut off the ribbon machine; a typical machine of this sort produces 50,000 bulbs per hour. The filament and its supports are assembled on a glass stem, which is fused to the bulb. The air is pumped out of the bulb, and the evacuation tube in the stem press is sealed by a flame. The bulb is then inserted into the lamp base, and the whole assembly tested.", "targets": "How is the filament attached to the bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335a88e4dbf34de3b9691b960b35783e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In manufacturing the glass bulb, a type of \"ribbon machine\" is used. A continuous ribbon of glass is passed along a conveyor belt, heated in a furnace, and then blown by precisely aligned air nozzles through holes in the conveyor belt into molds. Thus the glass bulbs are created. After the bulbs are blown, and cooled, they are cut off the ribbon machine; a typical machine of this sort produces 50,000 bulbs per hour. The filament and its supports are assembled on a glass stem, which is fused to the bulb. The air is pumped out of the bulb, and the evacuation tube in the stem press is sealed by a flame. The bulb is then inserted into the lamp base, and the whole assembly tested.", "targets": "How is the evacuation tube sealed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335a88e4dbf34de3b9691b960b35783e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In manufacturing the glass bulb, a type of \"ribbon machine\" is used. A continuous ribbon of glass is passed along a conveyor belt, heated in a furnace, and then blown by precisely aligned air nozzles through holes in the conveyor belt into molds. Thus the glass bulbs are created. After the bulbs are blown, and cooled, they are cut off the ribbon machine; a typical machine of this sort produces 50,000 bulbs per hour. The filament and its supports are assembled on a glass stem, which is fused to the bulb. The air is pumped out of the bulb, and the evacuation tube in the stem press is sealed by a flame. The bulb is then inserted into the lamp base, and the whole assembly tested.", "targets": "What blows the glass bulbs into their characteristic shape?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a5d3a69b3664eee9c969c89e50a0712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 9th century, the Pecheneg nomads began an uneasy relationship with Kievan Rus\u2032. For over two centuries they launched sporadic raids into the lands of Rus\u2032, which sometimes escalated into full-scale wars (such as the 920 war on the Pechenegs by Igor of Kiev reported in the Primary Chronicle), but there were also temporary military alliances (e.g. the 943 Byzantine campaign by Igor). In 968, the Pechenegs attacked and besieged the city of Kiev. Some speculation exists that the Pechenegs drove off the Tivertsi and the Ulichs to the regions of the upper Dniester river in Bukovina. The Byzantine Empire was known to support the Pechenegs in their military campaigns against the Eastern Slavic states.[citation needed]", "targets": "How early did the relationship begin between the Pecheneg and the Rus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a5d3a69b3664eee9c969c89e50a0712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 9th century, the Pecheneg nomads began an uneasy relationship with Kievan Rus\u2032. For over two centuries they launched sporadic raids into the lands of Rus\u2032, which sometimes escalated into full-scale wars (such as the 920 war on the Pechenegs by Igor of Kiev reported in the Primary Chronicle), but there were also temporary military alliances (e.g. the 943 Byzantine campaign by Igor). In 968, the Pechenegs attacked and besieged the city of Kiev. Some speculation exists that the Pechenegs drove off the Tivertsi and the Ulichs to the regions of the upper Dniester river in Bukovina. The Byzantine Empire was known to support the Pechenegs in their military campaigns against the Eastern Slavic states.[citation needed]", "targets": "What did the Pecheneg frequesntly do over the span of two centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a5d3a69b3664eee9c969c89e50a0712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 9th century, the Pecheneg nomads began an uneasy relationship with Kievan Rus\u2032. For over two centuries they launched sporadic raids into the lands of Rus\u2032, which sometimes escalated into full-scale wars (such as the 920 war on the Pechenegs by Igor of Kiev reported in the Primary Chronicle), but there were also temporary military alliances (e.g. the 943 Byzantine campaign by Igor). In 968, the Pechenegs attacked and besieged the city of Kiev. Some speculation exists that the Pechenegs drove off the Tivertsi and the Ulichs to the regions of the upper Dniester river in Bukovina. The Byzantine Empire was known to support the Pechenegs in their military campaigns against the Eastern Slavic states.[citation needed]", "targets": "What year did the Pechenges attack the city of Kiev?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a5d3a69b3664eee9c969c89e50a0712", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 9th century, the Pecheneg nomads began an uneasy relationship with Kievan Rus\u2032. For over two centuries they launched sporadic raids into the lands of Rus\u2032, which sometimes escalated into full-scale wars (such as the 920 war on the Pechenegs by Igor of Kiev reported in the Primary Chronicle), but there were also temporary military alliances (e.g. the 943 Byzantine campaign by Igor). In 968, the Pechenegs attacked and besieged the city of Kiev. Some speculation exists that the Pechenegs drove off the Tivertsi and the Ulichs to the regions of the upper Dniester river in Bukovina. The Byzantine Empire was known to support the Pechenegs in their military campaigns against the Eastern Slavic states.[citation needed]", "targets": "Whichgroup was known to support the Pecheneges in their military efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc41c0c668f641f9abd107b163cfd422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton City Council has developed twinning links with Le Havre in France (since 1973), Rems-Murr-Kreis in Germany (since 1991), Trieste in Italy (since 2002); Hampton, Virginia in USA, Qingdao in China (since 1998), and Busan in South Korea (since 1978).", "targets": "What city in France does Southampton City Council have a twinning link with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc41c0c668f641f9abd107b163cfd422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton City Council has developed twinning links with Le Havre in France (since 1973), Rems-Murr-Kreis in Germany (since 1991), Trieste in Italy (since 2002); Hampton, Virginia in USA, Qingdao in China (since 1998), and Busan in South Korea (since 1978).", "targets": "Which Italian city did Southampton City Council establish a twinning link with in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc41c0c668f641f9abd107b163cfd422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton City Council has developed twinning links with Le Havre in France (since 1973), Rems-Murr-Kreis in Germany (since 1991), Trieste in Italy (since 2002); Hampton, Virginia in USA, Qingdao in China (since 1998), and Busan in South Korea (since 1978).", "targets": "What's the only city in the USA with a twinning link to Southampton City Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc41c0c668f641f9abd107b163cfd422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton City Council has developed twinning links with Le Havre in France (since 1973), Rems-Murr-Kreis in Germany (since 1991), Trieste in Italy (since 2002); Hampton, Virginia in USA, Qingdao in China (since 1998), and Busan in South Korea (since 1978).", "targets": "What year did Southampton City Council link with Busan, South Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc41c0c668f641f9abd107b163cfd422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton City Council has developed twinning links with Le Havre in France (since 1973), Rems-Murr-Kreis in Germany (since 1991), Trieste in Italy (since 2002); Hampton, Virginia in USA, Qingdao in China (since 1998), and Busan in South Korea (since 1978).", "targets": "In what country does Southampton City Council have a twinning link with Rems-Murr-Kreis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984f235a8ff4318813f00a1b4c293cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bush and Kerry met for the third and final debate at Arizona State University on October 13. 51 million viewers watched the debate which was moderated by Bob Schieffer of CBS News. However, at the time of the ASU debate, there were 15.2 million viewers tuned in to watch the Major League Baseball playoffs broadcast simultaneously. After Kerry, responding to a question about gay rights, reminded the audience that Vice President Cheney's daughter was a lesbian, Cheney responded with a statement calling himself \"a pretty angry father\" due to Kerry using Cheney's daughter's sexual orientation for his political purposes.", "targets": "How many debates were there in total, between Kerry and Bush?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984f235a8ff4318813f00a1b4c293cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bush and Kerry met for the third and final debate at Arizona State University on October 13. 51 million viewers watched the debate which was moderated by Bob Schieffer of CBS News. However, at the time of the ASU debate, there were 15.2 million viewers tuned in to watch the Major League Baseball playoffs broadcast simultaneously. After Kerry, responding to a question about gay rights, reminded the audience that Vice President Cheney's daughter was a lesbian, Cheney responded with a statement calling himself \"a pretty angry father\" due to Kerry using Cheney's daughter's sexual orientation for his political purposes.", "targets": "Where was the final debate, between Kerry and Bush held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984f235a8ff4318813f00a1b4c293cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bush and Kerry met for the third and final debate at Arizona State University on October 13. 51 million viewers watched the debate which was moderated by Bob Schieffer of CBS News. However, at the time of the ASU debate, there were 15.2 million viewers tuned in to watch the Major League Baseball playoffs broadcast simultaneously. After Kerry, responding to a question about gay rights, reminded the audience that Vice President Cheney's daughter was a lesbian, Cheney responded with a statement calling himself \"a pretty angry father\" due to Kerry using Cheney's daughter's sexual orientation for his political purposes.", "targets": "What was the next biggest competitor for television viewers, next to the debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984f235a8ff4318813f00a1b4c293cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bush and Kerry met for the third and final debate at Arizona State University on October 13. 51 million viewers watched the debate which was moderated by Bob Schieffer of CBS News. However, at the time of the ASU debate, there were 15.2 million viewers tuned in to watch the Major League Baseball playoffs broadcast simultaneously. After Kerry, responding to a question about gay rights, reminded the audience that Vice President Cheney's daughter was a lesbian, Cheney responded with a statement calling himself \"a pretty angry father\" due to Kerry using Cheney's daughter's sexual orientation for his political purposes.", "targets": "Who did Kerry publicize as a lesbian while discussing gay rights, some time after the debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984f235a8ff4318813f00a1b4c293cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bush and Kerry met for the third and final debate at Arizona State University on October 13. 51 million viewers watched the debate which was moderated by Bob Schieffer of CBS News. However, at the time of the ASU debate, there were 15.2 million viewers tuned in to watch the Major League Baseball playoffs broadcast simultaneously. After Kerry, responding to a question about gay rights, reminded the audience that Vice President Cheney's daughter was a lesbian, Cheney responded with a statement calling himself \"a pretty angry father\" due to Kerry using Cheney's daughter's sexual orientation for his political purposes.", "targets": "What did Cheney refer to him as, after hearing Kerry's comments about his daughter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ad7a6cbf35448a8ef20333ffff1072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temperatures below 0 \u00b0C (32 \u00b0F) or above 25 \u00b0C (77 \u00b0F) are rare. Cork Airport records an average of 1,227.9 millimetres (4.029 ft) of precipitation annually, most of which is rain. The airport records an average of 7 days of hail and 11 days of snow or sleet a year; though it only records lying snow for 2 days of the year. The low altitude of the city, and moderating influences of the harbour, mean that lying snow very rarely occurs in the city itself. There are on average 204 \"rainy\" days a year (over 0.2 millimetres (0.0079 in) of rainfall), of which there are 73 days with \"heavy rain\" (over 5 millimetres (0.20 in)). Cork is also a generally foggy city, with an average of 97 days of fog a year, most common during mornings and during winter. Despite this, however, Cork is also one of Ireland's sunniest cities, with an average of 3.9 hours of sunshine every day and only having 67 days where there is no \"recordable sunshine\", mostly during and around winter.", "targets": "How much precipitation does Cork usually receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ad7a6cbf35448a8ef20333ffff1072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temperatures below 0 \u00b0C (32 \u00b0F) or above 25 \u00b0C (77 \u00b0F) are rare. Cork Airport records an average of 1,227.9 millimetres (4.029 ft) of precipitation annually, most of which is rain. The airport records an average of 7 days of hail and 11 days of snow or sleet a year; though it only records lying snow for 2 days of the year. The low altitude of the city, and moderating influences of the harbour, mean that lying snow very rarely occurs in the city itself. There are on average 204 \"rainy\" days a year (over 0.2 millimetres (0.0079 in) of rainfall), of which there are 73 days with \"heavy rain\" (over 5 millimetres (0.20 in)). Cork is also a generally foggy city, with an average of 97 days of fog a year, most common during mornings and during winter. Despite this, however, Cork is also one of Ireland's sunniest cities, with an average of 3.9 hours of sunshine every day and only having 67 days where there is no \"recordable sunshine\", mostly during and around winter.", "targets": "What is usually the type of precipitation that Cork receives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ad7a6cbf35448a8ef20333ffff1072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temperatures below 0 \u00b0C (32 \u00b0F) or above 25 \u00b0C (77 \u00b0F) are rare. Cork Airport records an average of 1,227.9 millimetres (4.029 ft) of precipitation annually, most of which is rain. The airport records an average of 7 days of hail and 11 days of snow or sleet a year; though it only records lying snow for 2 days of the year. The low altitude of the city, and moderating influences of the harbour, mean that lying snow very rarely occurs in the city itself. There are on average 204 \"rainy\" days a year (over 0.2 millimetres (0.0079 in) of rainfall), of which there are 73 days with \"heavy rain\" (over 5 millimetres (0.20 in)). Cork is also a generally foggy city, with an average of 97 days of fog a year, most common during mornings and during winter. Despite this, however, Cork is also one of Ireland's sunniest cities, with an average of 3.9 hours of sunshine every day and only having 67 days where there is no \"recordable sunshine\", mostly during and around winter.", "targets": "How long does snow hang around in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ad7a6cbf35448a8ef20333ffff1072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temperatures below 0 \u00b0C (32 \u00b0F) or above 25 \u00b0C (77 \u00b0F) are rare. Cork Airport records an average of 1,227.9 millimetres (4.029 ft) of precipitation annually, most of which is rain. The airport records an average of 7 days of hail and 11 days of snow or sleet a year; though it only records lying snow for 2 days of the year. The low altitude of the city, and moderating influences of the harbour, mean that lying snow very rarely occurs in the city itself. There are on average 204 \"rainy\" days a year (over 0.2 millimetres (0.0079 in) of rainfall), of which there are 73 days with \"heavy rain\" (over 5 millimetres (0.20 in)). Cork is also a generally foggy city, with an average of 97 days of fog a year, most common during mornings and during winter. Despite this, however, Cork is also one of Ireland's sunniest cities, with an average of 3.9 hours of sunshine every day and only having 67 days where there is no \"recordable sunshine\", mostly during and around winter.", "targets": "What is the atmosphere typically like in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ad7a6cbf35448a8ef20333ffff1072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temperatures below 0 \u00b0C (32 \u00b0F) or above 25 \u00b0C (77 \u00b0F) are rare. Cork Airport records an average of 1,227.9 millimetres (4.029 ft) of precipitation annually, most of which is rain. The airport records an average of 7 days of hail and 11 days of snow or sleet a year; though it only records lying snow for 2 days of the year. The low altitude of the city, and moderating influences of the harbour, mean that lying snow very rarely occurs in the city itself. There are on average 204 \"rainy\" days a year (over 0.2 millimetres (0.0079 in) of rainfall), of which there are 73 days with \"heavy rain\" (over 5 millimetres (0.20 in)). Cork is also a generally foggy city, with an average of 97 days of fog a year, most common during mornings and during winter. Despite this, however, Cork is also one of Ireland's sunniest cities, with an average of 3.9 hours of sunshine every day and only having 67 days where there is no \"recordable sunshine\", mostly during and around winter.", "targets": "How many foggy days does Cork usually have per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f380345f2ad40ac93aeefa050038c61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers are required to be registered with the Teaching Council; under Section 30 of the Teaching Council Act 2001, a person employed in any capacity in a recognised teaching post - who is not registered with the Teaching Council - may not be paid from Oireachtas funds.", "targets": "With whom are teachers required to register?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f380345f2ad40ac93aeefa050038c61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers are required to be registered with the Teaching Council; under Section 30 of the Teaching Council Act 2001, a person employed in any capacity in a recognised teaching post - who is not registered with the Teaching Council - may not be paid from Oireachtas funds.", "targets": "What part of the Teaching Council Act requires registration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f380345f2ad40ac93aeefa050038c61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers are required to be registered with the Teaching Council; under Section 30 of the Teaching Council Act 2001, a person employed in any capacity in a recognised teaching post - who is not registered with the Teaching Council - may not be paid from Oireachtas funds.", "targets": "When was the Teaching Council Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f380345f2ad40ac93aeefa050038c61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers are required to be registered with the Teaching Council; under Section 30 of the Teaching Council Act 2001, a person employed in any capacity in a recognised teaching post - who is not registered with the Teaching Council - may not be paid from Oireachtas funds.", "targets": "What funds cannot be used if a teacher is not registered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f005cec044154240b34e46eea9aa729f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Found in applications as diverse as industrial fans, blowers and pumps, machine tools, household appliances, power tools, and disk drives, electric motors can be powered by direct current (DC) sources, such as from batteries, motor vehicles or rectifiers, or by alternating current (AC) sources, such as from the power grid, inverters or generators. Small motors may be found in electric watches. General-purpose motors with highly standardized dimensions and characteristics provide convenient mechanical power for industrial use. The largest of electric motors are used for ship propulsion, pipeline compression and pumped-storage applications with ratings reaching 100 megawatts. Electric motors may be classified by electric power source type, internal construction, application, type of motion output, and so on.", "targets": "What is the largest rating of an electric motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f005cec044154240b34e46eea9aa729f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Found in applications as diverse as industrial fans, blowers and pumps, machine tools, household appliances, power tools, and disk drives, electric motors can be powered by direct current (DC) sources, such as from batteries, motor vehicles or rectifiers, or by alternating current (AC) sources, such as from the power grid, inverters or generators. Small motors may be found in electric watches. General-purpose motors with highly standardized dimensions and characteristics provide convenient mechanical power for industrial use. The largest of electric motors are used for ship propulsion, pipeline compression and pumped-storage applications with ratings reaching 100 megawatts. Electric motors may be classified by electric power source type, internal construction, application, type of motion output, and so on.", "targets": "What is the main example of a DC power source?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f005cec044154240b34e46eea9aa729f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Found in applications as diverse as industrial fans, blowers and pumps, machine tools, household appliances, power tools, and disk drives, electric motors can be powered by direct current (DC) sources, such as from batteries, motor vehicles or rectifiers, or by alternating current (AC) sources, such as from the power grid, inverters or generators. Small motors may be found in electric watches. General-purpose motors with highly standardized dimensions and characteristics provide convenient mechanical power for industrial use. The largest of electric motors are used for ship propulsion, pipeline compression and pumped-storage applications with ratings reaching 100 megawatts. Electric motors may be classified by electric power source type, internal construction, application, type of motion output, and so on.", "targets": "What does AC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f005cec044154240b34e46eea9aa729f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Found in applications as diverse as industrial fans, blowers and pumps, machine tools, household appliances, power tools, and disk drives, electric motors can be powered by direct current (DC) sources, such as from batteries, motor vehicles or rectifiers, or by alternating current (AC) sources, such as from the power grid, inverters or generators. Small motors may be found in electric watches. General-purpose motors with highly standardized dimensions and characteristics provide convenient mechanical power for industrial use. The largest of electric motors are used for ship propulsion, pipeline compression and pumped-storage applications with ratings reaching 100 megawatts. Electric motors may be classified by electric power source type, internal construction, application, type of motion output, and so on.", "targets": "What does DC stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f005cec044154240b34e46eea9aa729f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Found in applications as diverse as industrial fans, blowers and pumps, machine tools, household appliances, power tools, and disk drives, electric motors can be powered by direct current (DC) sources, such as from batteries, motor vehicles or rectifiers, or by alternating current (AC) sources, such as from the power grid, inverters or generators. Small motors may be found in electric watches. General-purpose motors with highly standardized dimensions and characteristics provide convenient mechanical power for industrial use. The largest of electric motors are used for ship propulsion, pipeline compression and pumped-storage applications with ratings reaching 100 megawatts. Electric motors may be classified by electric power source type, internal construction, application, type of motion output, and so on.", "targets": "In what device are small motors commonly found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fae94821d84ae7b334d9bfef43e631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1045, the Byzantine Empire conquered Bagratid Armenia. Soon, the other Armenian states fell under Byzantine control as well. The Byzantine rule was short lived, as in 1071 Seljuk Turks defeated the Byzantines and conquered Armenia at the Battle of Manzikert, establishing the Seljuk Empire. To escape death or servitude at the hands of those who had assassinated his relative, Gagik II, King of Ani, an Armenian named Roupen, went with some of his countrymen into the gorges of the Taurus Mountains and then into Tarsus of Cilicia. The Byzantine governor of the palace gave them shelter where the Armenian Kingdom of Cilicia was eventually established on 6 January 1198 under King Leo I, a descendant of Prince Roupen.", "targets": "Who vanquished Bagratid Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fae94821d84ae7b334d9bfef43e631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1045, the Byzantine Empire conquered Bagratid Armenia. Soon, the other Armenian states fell under Byzantine control as well. The Byzantine rule was short lived, as in 1071 Seljuk Turks defeated the Byzantines and conquered Armenia at the Battle of Manzikert, establishing the Seljuk Empire. To escape death or servitude at the hands of those who had assassinated his relative, Gagik II, King of Ani, an Armenian named Roupen, went with some of his countrymen into the gorges of the Taurus Mountains and then into Tarsus of Cilicia. The Byzantine governor of the palace gave them shelter where the Armenian Kingdom of Cilicia was eventually established on 6 January 1198 under King Leo I, a descendant of Prince Roupen.", "targets": "When did the Seljuk Turks beat the Byzantines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fae94821d84ae7b334d9bfef43e631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1045, the Byzantine Empire conquered Bagratid Armenia. Soon, the other Armenian states fell under Byzantine control as well. The Byzantine rule was short lived, as in 1071 Seljuk Turks defeated the Byzantines and conquered Armenia at the Battle of Manzikert, establishing the Seljuk Empire. To escape death or servitude at the hands of those who had assassinated his relative, Gagik II, King of Ani, an Armenian named Roupen, went with some of his countrymen into the gorges of the Taurus Mountains and then into Tarsus of Cilicia. The Byzantine governor of the palace gave them shelter where the Armenian Kingdom of Cilicia was eventually established on 6 January 1198 under King Leo I, a descendant of Prince Roupen.", "targets": "When was Cilicia founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fae94821d84ae7b334d9bfef43e631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1045, the Byzantine Empire conquered Bagratid Armenia. Soon, the other Armenian states fell under Byzantine control as well. The Byzantine rule was short lived, as in 1071 Seljuk Turks defeated the Byzantines and conquered Armenia at the Battle of Manzikert, establishing the Seljuk Empire. To escape death or servitude at the hands of those who had assassinated his relative, Gagik II, King of Ani, an Armenian named Roupen, went with some of his countrymen into the gorges of the Taurus Mountains and then into Tarsus of Cilicia. The Byzantine governor of the palace gave them shelter where the Armenian Kingdom of Cilicia was eventually established on 6 January 1198 under King Leo I, a descendant of Prince Roupen.", "targets": "What was the outcome of the Battle of Manzikert for the Seljuk Turks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fae94821d84ae7b334d9bfef43e631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1045, the Byzantine Empire conquered Bagratid Armenia. Soon, the other Armenian states fell under Byzantine control as well. The Byzantine rule was short lived, as in 1071 Seljuk Turks defeated the Byzantines and conquered Armenia at the Battle of Manzikert, establishing the Seljuk Empire. To escape death or servitude at the hands of those who had assassinated his relative, Gagik II, King of Ani, an Armenian named Roupen, went with some of his countrymen into the gorges of the Taurus Mountains and then into Tarsus of Cilicia. The Byzantine governor of the palace gave them shelter where the Armenian Kingdom of Cilicia was eventually established on 6 January 1198 under King Leo I, a descendant of Prince Roupen.", "targets": "Where did Roupen find refuge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a1e589d25d423292f8e1ad5912a5bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB 2.0 High-Speed Inter-Chip (HSIC) is a chip-to-chip variant of USB 2.0 that eliminates the conventional analog transceivers found in normal USB. It was adopted as a standard by the USB Implementers Forum in 2007. The HSIC physical layer uses about 50% less power and 75% less board area compared to traditional USB 2.0. HSIC uses two signals at 1.2 V and has a throughput of 480 Mbit/s. Maximum PCB trace length for HSIC is 10 cm. It does not have low enough latency to support RAM memory sharing between two chips.", "targets": "USB 2.0 High-Speed Inter-Chip (HSIC) is a what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a1e589d25d423292f8e1ad5912a5bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB 2.0 High-Speed Inter-Chip (HSIC) is a chip-to-chip variant of USB 2.0 that eliminates the conventional analog transceivers found in normal USB. It was adopted as a standard by the USB Implementers Forum in 2007. The HSIC physical layer uses about 50% less power and 75% less board area compared to traditional USB 2.0. HSIC uses two signals at 1.2 V and has a throughput of 480 Mbit/s. Maximum PCB trace length for HSIC is 10 cm. It does not have low enough latency to support RAM memory sharing between two chips.", "targets": "What does USB 2.0 High-Speed Inter-Chip eliminate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a1e589d25d423292f8e1ad5912a5bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "USB 2.0 High-Speed Inter-Chip (HSIC) is a chip-to-chip variant of USB 2.0 that eliminates the conventional analog transceivers found in normal USB. It was adopted as a standard by the USB Implementers Forum in 2007. The HSIC physical layer uses about 50% less power and 75% less board area compared to traditional USB 2.0. HSIC uses two signals at 1.2 V and has a throughput of 480 Mbit/s. Maximum PCB trace length for HSIC is 10 cm. It does not have low enough latency to support RAM memory sharing between two chips.", "targets": "When was the USB 2.0 High-Speed Inter-Chip adopted as the standard by the USB Implementers Forum"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30ea85d928c44bda9edccf0c8fa9bcef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, most heat-treatable alloys are precipitation hardening alloys, which produce the opposite effects that steel does. When heated to form a solution and then cooled quickly, these alloys become much softer than normal, during the diffusionless transformation, and then harden as they age. The solutes in these alloys will precipitate over time, forming intermetallic phases, which are difficult to discern from the base metal. Unlike steel, in which the solid solution separates to form different crystal phases, precipitation hardening alloys separate to form different phases within the same crystal. These intermetallic alloys appear homogeneous in crystal structure, but tend to behave heterogeneous, becoming hard and somewhat brittle.", "targets": "Precipitation hardening alloys produce the opposite effects of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30ea85d928c44bda9edccf0c8fa9bcef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, most heat-treatable alloys are precipitation hardening alloys, which produce the opposite effects that steel does. When heated to form a solution and then cooled quickly, these alloys become much softer than normal, during the diffusionless transformation, and then harden as they age. The solutes in these alloys will precipitate over time, forming intermetallic phases, which are difficult to discern from the base metal. Unlike steel, in which the solid solution separates to form different crystal phases, precipitation hardening alloys separate to form different phases within the same crystal. These intermetallic alloys appear homogeneous in crystal structure, but tend to behave heterogeneous, becoming hard and somewhat brittle.", "targets": "Precipitation hardening alloys are sometimes also?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30ea85d928c44bda9edccf0c8fa9bcef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, most heat-treatable alloys are precipitation hardening alloys, which produce the opposite effects that steel does. When heated to form a solution and then cooled quickly, these alloys become much softer than normal, during the diffusionless transformation, and then harden as they age. The solutes in these alloys will precipitate over time, forming intermetallic phases, which are difficult to discern from the base metal. Unlike steel, in which the solid solution separates to form different crystal phases, precipitation hardening alloys separate to form different phases within the same crystal. These intermetallic alloys appear homogeneous in crystal structure, but tend to behave heterogeneous, becoming hard and somewhat brittle.", "targets": "What makes alloys more softer than normal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd01bdb108543bd80b908a8af142a35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 May 1966 it resumed printing news on the front page - previously the front page featured small advertisements, usually of interest to the moneyed classes in British society. In 1967, members of the Astor family sold the paper to Canadian publishing magnate Roy Thomson. His Thomson Corporation brought it under the same ownership as The Sunday Times to form Times Newspapers Limited.", "targets": "In what year did The Times resume printing news on the front page instead of small advertisements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd01bdb108543bd80b908a8af142a35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 May 1966 it resumed printing news on the front page - previously the front page featured small advertisements, usually of interest to the moneyed classes in British society. In 1967, members of the Astor family sold the paper to Canadian publishing magnate Roy Thomson. His Thomson Corporation brought it under the same ownership as The Sunday Times to form Times Newspapers Limited.", "targets": "In 1967, what well-known family sold The Times to a Canadian publishing magnate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd01bdb108543bd80b908a8af142a35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 May 1966 it resumed printing news on the front page - previously the front page featured small advertisements, usually of interest to the moneyed classes in British society. In 1967, members of the Astor family sold the paper to Canadian publishing magnate Roy Thomson. His Thomson Corporation brought it under the same ownership as The Sunday Times to form Times Newspapers Limited.", "targets": "In 1967, which Canadian publishing magnate bought The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd01bdb108543bd80b908a8af142a35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 May 1966 it resumed printing news on the front page - previously the front page featured small advertisements, usually of interest to the moneyed classes in British society. In 1967, members of the Astor family sold the paper to Canadian publishing magnate Roy Thomson. His Thomson Corporation brought it under the same ownership as The Sunday Times to form Times Newspapers Limited.", "targets": "What is the name of the corporation that bought The Times in 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcd01bdb108543bd80b908a8af142a35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 May 1966 it resumed printing news on the front page - previously the front page featured small advertisements, usually of interest to the moneyed classes in British society. In 1967, members of the Astor family sold the paper to Canadian publishing magnate Roy Thomson. His Thomson Corporation brought it under the same ownership as The Sunday Times to form Times Newspapers Limited.", "targets": "Which other newspaper was brought under the same ownership as The Times in 1967 to form Times Newspapers Limited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-867a909a627c49319c5ce83f471bd2dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free oxygen also occurs in solution in the world's water bodies. The increased solubility of O\n2 at lower temperatures (see Physical properties) has important implications for ocean life, as polar oceans support a much higher density of life due to their higher oxygen content. Water polluted with plant nutrients such as nitrates or phosphates may stimulate growth of algae by a process called eutrophication and the decay of these organisms and other biomaterials may reduce amounts of O\n2 in eutrophic water bodies. Scientists assess this aspect of water quality by measuring the water's biochemical oxygen demand, or the amount of O\n2 needed to restore it to a normal concentration.", "targets": "Where on Earth is free oxygen found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-867a909a627c49319c5ce83f471bd2dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free oxygen also occurs in solution in the world's water bodies. The increased solubility of O\n2 at lower temperatures (see Physical properties) has important implications for ocean life, as polar oceans support a much higher density of life due to their higher oxygen content. Water polluted with plant nutrients such as nitrates or phosphates may stimulate growth of algae by a process called eutrophication and the decay of these organisms and other biomaterials may reduce amounts of O\n2 in eutrophic water bodies. Scientists assess this aspect of water quality by measuring the water's biochemical oxygen demand, or the amount of O\n2 needed to restore it to a normal concentration.", "targets": "At what temperatures is O2 more soluble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-867a909a627c49319c5ce83f471bd2dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free oxygen also occurs in solution in the world's water bodies. The increased solubility of O\n2 at lower temperatures (see Physical properties) has important implications for ocean life, as polar oceans support a much higher density of life due to their higher oxygen content. Water polluted with plant nutrients such as nitrates or phosphates may stimulate growth of algae by a process called eutrophication and the decay of these organisms and other biomaterials may reduce amounts of O\n2 in eutrophic water bodies. Scientists assess this aspect of water quality by measuring the water's biochemical oxygen demand, or the amount of O\n2 needed to restore it to a normal concentration.", "targets": "Why do polar water bodies support a higher amount of life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-867a909a627c49319c5ce83f471bd2dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free oxygen also occurs in solution in the world's water bodies. The increased solubility of O\n2 at lower temperatures (see Physical properties) has important implications for ocean life, as polar oceans support a much higher density of life due to their higher oxygen content. Water polluted with plant nutrients such as nitrates or phosphates may stimulate growth of algae by a process called eutrophication and the decay of these organisms and other biomaterials may reduce amounts of O\n2 in eutrophic water bodies. Scientists assess this aspect of water quality by measuring the water's biochemical oxygen demand, or the amount of O\n2 needed to restore it to a normal concentration.", "targets": "Pollution of water by nitrates and phosphates will encourage the growth of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-867a909a627c49319c5ce83f471bd2dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free oxygen also occurs in solution in the world's water bodies. The increased solubility of O\n2 at lower temperatures (see Physical properties) has important implications for ocean life, as polar oceans support a much higher density of life due to their higher oxygen content. Water polluted with plant nutrients such as nitrates or phosphates may stimulate growth of algae by a process called eutrophication and the decay of these organisms and other biomaterials may reduce amounts of O\n2 in eutrophic water bodies. Scientists assess this aspect of water quality by measuring the water's biochemical oxygen demand, or the amount of O\n2 needed to restore it to a normal concentration.", "targets": "What measurement do scientists used to determine the quality of water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34ab0731c4a4c1a8aa38e5cdf8ac68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In anglophone academic works, theories regarding imperialism are often based on the British experience. The term \"Imperialism\" was originally introduced into English in its present sense in the late 1870s by opponents of the allegedly aggressive and ostentatious imperial policies of British prime Minister Benjamin Disraeli. It was shortly appropriated by supporters of \"imperialism\" such as Joseph Chamberlain. For some, imperialism designated a policy of idealism and philanthropy; others alleged that it was characterized by political self-interest, and a growing number associated it with capitalist greed. Liberal John A. Hobson and Marxist Vladimir Lenin added a more theoretical macroeconomic connotation to the term. Lenin in particular exerted substantial influence over later Marxist conceptions of imperialism with his work Imperialism, the Highest Stage of Capitalism. In his writings Lenin portrayed Imperialism as a natural extension of capitalism that arose from need for capitalist economies to constantly expand investment, material resources and manpower in such a way that necessitated colonial expansion. This conception of imperialism as a structural feature of capitalism is echoed by later Marxist theoreticians. Many theoreticians on the left have followed in emphasizing the structural or systemic character of \"imperialism\". Such writers have expanded the time period associated with the term so that it now designates neither a policy, nor a short space of decades in the late 19th century, but a world system extending over a period of centuries, often going back to Christopher Columbus and, in some accounts, to the Crusades. As the application of the term has expanded, its meaning has shifted along five distinct but often parallel axes: the moral, the economic, the systemic, the cultural, and the temporal. Those changes reflect - among other shifts in sensibility - a growing unease, even squeamishness, with the fact of power, specifically, Western power.", "targets": "Theories on imperialism use which country as a model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34ab0731c4a4c1a8aa38e5cdf8ac68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In anglophone academic works, theories regarding imperialism are often based on the British experience. The term \"Imperialism\" was originally introduced into English in its present sense in the late 1870s by opponents of the allegedly aggressive and ostentatious imperial policies of British prime Minister Benjamin Disraeli. It was shortly appropriated by supporters of \"imperialism\" such as Joseph Chamberlain. For some, imperialism designated a policy of idealism and philanthropy; others alleged that it was characterized by political self-interest, and a growing number associated it with capitalist greed. Liberal John A. Hobson and Marxist Vladimir Lenin added a more theoretical macroeconomic connotation to the term. Lenin in particular exerted substantial influence over later Marxist conceptions of imperialism with his work Imperialism, the Highest Stage of Capitalism. In his writings Lenin portrayed Imperialism as a natural extension of capitalism that arose from need for capitalist economies to constantly expand investment, material resources and manpower in such a way that necessitated colonial expansion. This conception of imperialism as a structural feature of capitalism is echoed by later Marxist theoreticians. Many theoreticians on the left have followed in emphasizing the structural or systemic character of \"imperialism\". Such writers have expanded the time period associated with the term so that it now designates neither a policy, nor a short space of decades in the late 19th century, but a world system extending over a period of centuries, often going back to Christopher Columbus and, in some accounts, to the Crusades. As the application of the term has expanded, its meaning has shifted along five distinct but often parallel axes: the moral, the economic, the systemic, the cultural, and the temporal. Those changes reflect - among other shifts in sensibility - a growing unease, even squeamishness, with the fact of power, specifically, Western power.", "targets": "When did the term imperialism first come to be used by its current definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34ab0731c4a4c1a8aa38e5cdf8ac68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In anglophone academic works, theories regarding imperialism are often based on the British experience. The term \"Imperialism\" was originally introduced into English in its present sense in the late 1870s by opponents of the allegedly aggressive and ostentatious imperial policies of British prime Minister Benjamin Disraeli. It was shortly appropriated by supporters of \"imperialism\" such as Joseph Chamberlain. For some, imperialism designated a policy of idealism and philanthropy; others alleged that it was characterized by political self-interest, and a growing number associated it with capitalist greed. Liberal John A. Hobson and Marxist Vladimir Lenin added a more theoretical macroeconomic connotation to the term. Lenin in particular exerted substantial influence over later Marxist conceptions of imperialism with his work Imperialism, the Highest Stage of Capitalism. In his writings Lenin portrayed Imperialism as a natural extension of capitalism that arose from need for capitalist economies to constantly expand investment, material resources and manpower in such a way that necessitated colonial expansion. This conception of imperialism as a structural feature of capitalism is echoed by later Marxist theoreticians. Many theoreticians on the left have followed in emphasizing the structural or systemic character of \"imperialism\". Such writers have expanded the time period associated with the term so that it now designates neither a policy, nor a short space of decades in the late 19th century, but a world system extending over a period of centuries, often going back to Christopher Columbus and, in some accounts, to the Crusades. As the application of the term has expanded, its meaning has shifted along five distinct but often parallel axes: the moral, the economic, the systemic, the cultural, and the temporal. Those changes reflect - among other shifts in sensibility - a growing unease, even squeamishness, with the fact of power, specifically, Western power.", "targets": "What was the idealized value of imperialism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34ab0731c4a4c1a8aa38e5cdf8ac68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In anglophone academic works, theories regarding imperialism are often based on the British experience. The term \"Imperialism\" was originally introduced into English in its present sense in the late 1870s by opponents of the allegedly aggressive and ostentatious imperial policies of British prime Minister Benjamin Disraeli. It was shortly appropriated by supporters of \"imperialism\" such as Joseph Chamberlain. For some, imperialism designated a policy of idealism and philanthropy; others alleged that it was characterized by political self-interest, and a growing number associated it with capitalist greed. Liberal John A. Hobson and Marxist Vladimir Lenin added a more theoretical macroeconomic connotation to the term. Lenin in particular exerted substantial influence over later Marxist conceptions of imperialism with his work Imperialism, the Highest Stage of Capitalism. In his writings Lenin portrayed Imperialism as a natural extension of capitalism that arose from need for capitalist economies to constantly expand investment, material resources and manpower in such a way that necessitated colonial expansion. This conception of imperialism as a structural feature of capitalism is echoed by later Marxist theoreticians. Many theoreticians on the left have followed in emphasizing the structural or systemic character of \"imperialism\". Such writers have expanded the time period associated with the term so that it now designates neither a policy, nor a short space of decades in the late 19th century, but a world system extending over a period of centuries, often going back to Christopher Columbus and, in some accounts, to the Crusades. As the application of the term has expanded, its meaning has shifted along five distinct but often parallel axes: the moral, the economic, the systemic, the cultural, and the temporal. Those changes reflect - among other shifts in sensibility - a growing unease, even squeamishness, with the fact of power, specifically, Western power.", "targets": "According to Lenin why must capitalistic countries have an imperialistic policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea27482663847cd90803a54f3dcf446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2011\u201312 season, Arsenal celebrated their 125th year anniversary. The celebrations included a modified version of the current crest worn on their jerseys for the season. The crest was all white, surrounded by 15 oak leaves to the right and 15 laurel leaves to the left. The oak leaves represent the 15 founding members of the club who met at the Royal Oak pub. The 15 laurel leaves represent the design detail on the six pence pieces paid by the founding fathers to establish the club. The laurel leaves also represent strength. To complete the crest, 1886 and 2011 are shown on either sides of the motto \"Forward\" at the bottom of the crest.", "targets": "What celebration did Arsenal have in the 2011-12 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea27482663847cd90803a54f3dcf446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2011\u201312 season, Arsenal celebrated their 125th year anniversary. The celebrations included a modified version of the current crest worn on their jerseys for the season. The crest was all white, surrounded by 15 oak leaves to the right and 15 laurel leaves to the left. The oak leaves represent the 15 founding members of the club who met at the Royal Oak pub. The 15 laurel leaves represent the design detail on the six pence pieces paid by the founding fathers to establish the club. The laurel leaves also represent strength. To complete the crest, 1886 and 2011 are shown on either sides of the motto \"Forward\" at the bottom of the crest.", "targets": "What do the 15 oak leaves on the anniversary crest indicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea27482663847cd90803a54f3dcf446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2011\u201312 season, Arsenal celebrated their 125th year anniversary. The celebrations included a modified version of the current crest worn on their jerseys for the season. The crest was all white, surrounded by 15 oak leaves to the right and 15 laurel leaves to the left. The oak leaves represent the 15 founding members of the club who met at the Royal Oak pub. The 15 laurel leaves represent the design detail on the six pence pieces paid by the founding fathers to establish the club. The laurel leaves also represent strength. To complete the crest, 1886 and 2011 are shown on either sides of the motto \"Forward\" at the bottom of the crest.", "targets": "What dates are depicted on the Arsenal anniversary crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea27482663847cd90803a54f3dcf446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2011\u201312 season, Arsenal celebrated their 125th year anniversary. The celebrations included a modified version of the current crest worn on their jerseys for the season. The crest was all white, surrounded by 15 oak leaves to the right and 15 laurel leaves to the left. The oak leaves represent the 15 founding members of the club who met at the Royal Oak pub. The 15 laurel leaves represent the design detail on the six pence pieces paid by the founding fathers to establish the club. The laurel leaves also represent strength. To complete the crest, 1886 and 2011 are shown on either sides of the motto \"Forward\" at the bottom of the crest.", "targets": "What motto is shown on the Arsenal club anniversary crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea27482663847cd90803a54f3dcf446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2011\u201312 season, Arsenal celebrated their 125th year anniversary. The celebrations included a modified version of the current crest worn on their jerseys for the season. The crest was all white, surrounded by 15 oak leaves to the right and 15 laurel leaves to the left. The oak leaves represent the 15 founding members of the club who met at the Royal Oak pub. The 15 laurel leaves represent the design detail on the six pence pieces paid by the founding fathers to establish the club. The laurel leaves also represent strength. To complete the crest, 1886 and 2011 are shown on either sides of the motto \"Forward\" at the bottom of the crest.", "targets": "Where did the Arsenal team wear the anniversary crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de5a3ee98edb4a3dba1eb8f4cab0d0c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many non-incandescent light sources, such as the fluorescent lamp, high-intensity discharge lamps and LED lamps, which have higher luminous efficiency, and some have been designed to be retrofitted in fixtures for incandescent lights. These devices produce light by luminescence. These lamps produce discrete spectral lines and do not have the broad \"tail\" of invisible infrared emissions. By careful selection of which electron energy level transitions are used, and fluorescent coatings which modify the spectral distribution, the spectrum emitted can be tuned to mimic the appearance of incandescent sources, or other different color temperatures of white light. Due to the discrete spectral lines rather than a continuous spectrum, the light is not ideal for applications such as photography and cinematography.", "targets": "Do fluorescent lights have a higher or lower luminous efficiency than incandescents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de5a3ee98edb4a3dba1eb8f4cab0d0c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many non-incandescent light sources, such as the fluorescent lamp, high-intensity discharge lamps and LED lamps, which have higher luminous efficiency, and some have been designed to be retrofitted in fixtures for incandescent lights. These devices produce light by luminescence. These lamps produce discrete spectral lines and do not have the broad \"tail\" of invisible infrared emissions. By careful selection of which electron energy level transitions are used, and fluorescent coatings which modify the spectral distribution, the spectrum emitted can be tuned to mimic the appearance of incandescent sources, or other different color temperatures of white light. Due to the discrete spectral lines rather than a continuous spectrum, the light is not ideal for applications such as photography and cinematography.", "targets": "How can luminescent light sources be modified to resemble the appearance of incandescents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de5a3ee98edb4a3dba1eb8f4cab0d0c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many non-incandescent light sources, such as the fluorescent lamp, high-intensity discharge lamps and LED lamps, which have higher luminous efficiency, and some have been designed to be retrofitted in fixtures for incandescent lights. These devices produce light by luminescence. These lamps produce discrete spectral lines and do not have the broad \"tail\" of invisible infrared emissions. By careful selection of which electron energy level transitions are used, and fluorescent coatings which modify the spectral distribution, the spectrum emitted can be tuned to mimic the appearance of incandescent sources, or other different color temperatures of white light. Due to the discrete spectral lines rather than a continuous spectrum, the light is not ideal for applications such as photography and cinematography.", "targets": "Why are luminescent light sources not ideal for photography?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19d31f637c07406c999334b92f694763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 20th century Valencia remained the third most populous city of Spain as its population tripled, rising from 213,550 inhabitants in 1900 to 739,014 in 2000. Valencia was also third in industrial and economic development; notable milestones include urban expansion of the city in the latter 1800s, the creation of the Banco de Valencia in 1900, construction of the Central and Columbus markets, and the construction of the Gare du Nord railway station, completed in 1921. The new century was marked in Valencia with a major event, the Valencian regional exhibition of 1909 (La Exposici\u00f3n Regional Valenciana de 1909), which emulated the national and universal expositions held in other cities. This production was promoted by the Ateneo Mercantil de Valencia (Mercantile Athenaeum of Valencia), especially by its chairman, Tom\u00e1s Tr\u00e9nor y Palavicino, and had the support of the Government and the Crown; it was officially inaugurated by King Alfonso XIII himself.", "targets": "What was Valencia's population in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19d31f637c07406c999334b92f694763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 20th century Valencia remained the third most populous city of Spain as its population tripled, rising from 213,550 inhabitants in 1900 to 739,014 in 2000. Valencia was also third in industrial and economic development; notable milestones include urban expansion of the city in the latter 1800s, the creation of the Banco de Valencia in 1900, construction of the Central and Columbus markets, and the construction of the Gare du Nord railway station, completed in 1921. The new century was marked in Valencia with a major event, the Valencian regional exhibition of 1909 (La Exposici\u00f3n Regional Valenciana de 1909), which emulated the national and universal expositions held in other cities. This production was promoted by the Ateneo Mercantil de Valencia (Mercantile Athenaeum of Valencia), especially by its chairman, Tom\u00e1s Tr\u00e9nor y Palavicino, and had the support of the Government and the Crown; it was officially inaugurated by King Alfonso XIII himself.", "targets": "Where did Valencia rank in economic development among Spanish cities in the 1900s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19d31f637c07406c999334b92f694763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 20th century Valencia remained the third most populous city of Spain as its population tripled, rising from 213,550 inhabitants in 1900 to 739,014 in 2000. Valencia was also third in industrial and economic development; notable milestones include urban expansion of the city in the latter 1800s, the creation of the Banco de Valencia in 1900, construction of the Central and Columbus markets, and the construction of the Gare du Nord railway station, completed in 1921. The new century was marked in Valencia with a major event, the Valencian regional exhibition of 1909 (La Exposici\u00f3n Regional Valenciana de 1909), which emulated the national and universal expositions held in other cities. This production was promoted by the Ateneo Mercantil de Valencia (Mercantile Athenaeum of Valencia), especially by its chairman, Tom\u00e1s Tr\u00e9nor y Palavicino, and had the support of the Government and the Crown; it was officially inaugurated by King Alfonso XIII himself.", "targets": "Where did Valencia rank in size among Spanish cities in the 1900s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19d31f637c07406c999334b92f694763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 20th century Valencia remained the third most populous city of Spain as its population tripled, rising from 213,550 inhabitants in 1900 to 739,014 in 2000. Valencia was also third in industrial and economic development; notable milestones include urban expansion of the city in the latter 1800s, the creation of the Banco de Valencia in 1900, construction of the Central and Columbus markets, and the construction of the Gare du Nord railway station, completed in 1921. The new century was marked in Valencia with a major event, the Valencian regional exhibition of 1909 (La Exposici\u00f3n Regional Valenciana de 1909), which emulated the national and universal expositions held in other cities. This production was promoted by the Ateneo Mercantil de Valencia (Mercantile Athenaeum of Valencia), especially by its chairman, Tom\u00e1s Tr\u00e9nor y Palavicino, and had the support of the Government and the Crown; it was officially inaugurated by King Alfonso XIII himself.", "targets": "When was the Gare du Nord station finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19d31f637c07406c999334b92f694763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 20th century Valencia remained the third most populous city of Spain as its population tripled, rising from 213,550 inhabitants in 1900 to 739,014 in 2000. Valencia was also third in industrial and economic development; notable milestones include urban expansion of the city in the latter 1800s, the creation of the Banco de Valencia in 1900, construction of the Central and Columbus markets, and the construction of the Gare du Nord railway station, completed in 1921. The new century was marked in Valencia with a major event, the Valencian regional exhibition of 1909 (La Exposici\u00f3n Regional Valenciana de 1909), which emulated the national and universal expositions held in other cities. This production was promoted by the Ateneo Mercantil de Valencia (Mercantile Athenaeum of Valencia), especially by its chairman, Tom\u00e1s Tr\u00e9nor y Palavicino, and had the support of the Government and the Crown; it was officially inaugurated by King Alfonso XIII himself.", "targets": "When was the Valencian regional exhibition held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295b1d5911d54fa699779fe173abc4bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first lighting used on an airport was during the latter part of the 1920s; in the 1930s approach lighting came into use. These indicated the proper direction and angle of descent. The colours and flash intervals of these lights became standardized under the International Civil Aviation Organization (ICAO). In the 1940s, the slope-line approach system was introduced. This consisted of two rows of lights that formed a funnel indicating an aircraft's position on the glideslope. Additional lights indicated incorrect altitude and direction.", "targets": "When was the first lighting used on an airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295b1d5911d54fa699779fe173abc4bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first lighting used on an airport was during the latter part of the 1920s; in the 1930s approach lighting came into use. These indicated the proper direction and angle of descent. The colours and flash intervals of these lights became standardized under the International Civil Aviation Organization (ICAO). In the 1940s, the slope-line approach system was introduced. This consisted of two rows of lights that formed a funnel indicating an aircraft's position on the glideslope. Additional lights indicated incorrect altitude and direction.", "targets": "When did approach lighting come into use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295b1d5911d54fa699779fe173abc4bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first lighting used on an airport was during the latter part of the 1920s; in the 1930s approach lighting came into use. These indicated the proper direction and angle of descent. The colours and flash intervals of these lights became standardized under the International Civil Aviation Organization (ICAO). In the 1940s, the slope-line approach system was introduced. This consisted of two rows of lights that formed a funnel indicating an aircraft's position on the glideslope. Additional lights indicated incorrect altitude and direction.", "targets": "When was the slope-line approach system introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295b1d5911d54fa699779fe173abc4bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first lighting used on an airport was during the latter part of the 1920s; in the 1930s approach lighting came into use. These indicated the proper direction and angle of descent. The colours and flash intervals of these lights became standardized under the International Civil Aviation Organization (ICAO). In the 1940s, the slope-line approach system was introduced. This consisted of two rows of lights that formed a funnel indicating an aircraft's position on the glideslope. Additional lights indicated incorrect altitude and direction.", "targets": "What indicated the proper direction and angle of descent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-295b1d5911d54fa699779fe173abc4bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first lighting used on an airport was during the latter part of the 1920s; in the 1930s approach lighting came into use. These indicated the proper direction and angle of descent. The colours and flash intervals of these lights became standardized under the International Civil Aviation Organization (ICAO). In the 1940s, the slope-line approach system was introduced. This consisted of two rows of lights that formed a funnel indicating an aircraft's position on the glideslope. Additional lights indicated incorrect altitude and direction.", "targets": "What consisted of two rows of lights that formed a funnel, indicating an aircraft's position on the glidescope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f40cf16a3834073b95c748391c9def8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 1200 BC, the Dorians, another Greek-speaking people, followed from Epirus. Traditionally, historians have believed that the Dorian invasion caused the collapse of the Mycenaean civilization, but it is likely the main attack was made by seafaring raiders (sea peoples) who sailed into the eastern Mediterranean around 1180 BC. The Dorian invasion was followed by a poorly attested period of migrations, appropriately called the Greek Dark Ages, but by 800 BC the landscape of Archaic and Classical Greece was discernible.", "targets": "What group of people came with others who left the geographical and historical region in southeastern Europe, now a mutual  region between Greece and Albania ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f40cf16a3834073b95c748391c9def8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 1200 BC, the Dorians, another Greek-speaking people, followed from Epirus. Traditionally, historians have believed that the Dorian invasion caused the collapse of the Mycenaean civilization, but it is likely the main attack was made by seafaring raiders (sea peoples) who sailed into the eastern Mediterranean around 1180 BC. The Dorian invasion was followed by a poorly attested period of migrations, appropriately called the Greek Dark Ages, but by 800 BC the landscape of Archaic and Classical Greece was discernible.", "targets": "When did these groups make the migration ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f40cf16a3834073b95c748391c9def8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 1200 BC, the Dorians, another Greek-speaking people, followed from Epirus. Traditionally, historians have believed that the Dorian invasion caused the collapse of the Mycenaean civilization, but it is likely the main attack was made by seafaring raiders (sea peoples) who sailed into the eastern Mediterranean around 1180 BC. The Dorian invasion was followed by a poorly attested period of migrations, appropriately called the Greek Dark Ages, but by 800 BC the landscape of Archaic and Classical Greece was discernible.", "targets": "What civilization is the group credited with putting an end to ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f40cf16a3834073b95c748391c9def8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 1200 BC, the Dorians, another Greek-speaking people, followed from Epirus. Traditionally, historians have believed that the Dorian invasion caused the collapse of the Mycenaean civilization, but it is likely the main attack was made by seafaring raiders (sea peoples) who sailed into the eastern Mediterranean around 1180 BC. The Dorian invasion was followed by a poorly attested period of migrations, appropriately called the Greek Dark Ages, but by 800 BC the landscape of Archaic and Classical Greece was discernible.", "targets": "Is it believed that they truly are responsible in full for the collapse ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f40cf16a3834073b95c748391c9def8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 1200 BC, the Dorians, another Greek-speaking people, followed from Epirus. Traditionally, historians have believed that the Dorian invasion caused the collapse of the Mycenaean civilization, but it is likely the main attack was made by seafaring raiders (sea peoples) who sailed into the eastern Mediterranean around 1180 BC. The Dorian invasion was followed by a poorly attested period of migrations, appropriately called the Greek Dark Ages, but by 800 BC the landscape of Archaic and Classical Greece was discernible.", "targets": "What areas were being explored by others in  by sea faring vessels and when are they believed to have arrived  ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4158a4d07ec4ecea0731446a2cfa45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In European history, the Middle Ages or medieval period lasted from the 5th to the 15th century. It began with the collapse of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. The Middle Ages is the middle period of the three traditional divisions of Western history: Antiquity, Medieval period, and Modern period. The Medieval period is itself subdivided into the Early, the High, and the Late Middle Ages.", "targets": "In what century did the Middle Ages begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4158a4d07ec4ecea0731446a2cfa45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In European history, the Middle Ages or medieval period lasted from the 5th to the 15th century. It began with the collapse of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. The Middle Ages is the middle period of the three traditional divisions of Western history: Antiquity, Medieval period, and Modern period. The Medieval period is itself subdivided into the Early, the High, and the Late Middle Ages.", "targets": "What century saw the end of the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4158a4d07ec4ecea0731446a2cfa45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In European history, the Middle Ages or medieval period lasted from the 5th to the 15th century. It began with the collapse of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. The Middle Ages is the middle period of the three traditional divisions of Western history: Antiquity, Medieval period, and Modern period. The Medieval period is itself subdivided into the Early, the High, and the Late Middle Ages.", "targets": "What event marked the beginning of the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4158a4d07ec4ecea0731446a2cfa45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In European history, the Middle Ages or medieval period lasted from the 5th to the 15th century. It began with the collapse of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. The Middle Ages is the middle period of the three traditional divisions of Western history: Antiquity, Medieval period, and Modern period. The Medieval period is itself subdivided into the Early, the High, and the Late Middle Ages.", "targets": "Along with the Renaissance, what era occurred at the end of the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4158a4d07ec4ecea0731446a2cfa45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In European history, the Middle Ages or medieval period lasted from the 5th to the 15th century. It began with the collapse of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. The Middle Ages is the middle period of the three traditional divisions of Western history: Antiquity, Medieval period, and Modern period. The Medieval period is itself subdivided into the Early, the High, and the Late Middle Ages.", "targets": "What is the first period of the three that Western history is traditionally divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145dcf4be5234fafb448131841accd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1980s green became the color of a number of new European political parties organized around an agenda of environmentalism. Green was chosen for its association with nature, health, and growth. The largest green party in Europe is Alliance '90/The Greens (German: B\u00fcndnis 90/Die Gr\u00fcnen) in Germany, which was formed in 1993 from the merger of the German Green Party, founded in West Germany in 1980, and Alliance 90, founded during the Revolution of 1989\u20131990 in East Germany. In the 2009 federal elections, the party won 10.7% of the votes and 68 out of 622 seats in the Bundestag.", "targets": "What is the largest green party in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145dcf4be5234fafb448131841accd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1980s green became the color of a number of new European political parties organized around an agenda of environmentalism. Green was chosen for its association with nature, health, and growth. The largest green party in Europe is Alliance '90/The Greens (German: B\u00fcndnis 90/Die Gr\u00fcnen) in Germany, which was formed in 1993 from the merger of the German Green Party, founded in West Germany in 1980, and Alliance 90, founded during the Revolution of 1989\u20131990 in East Germany. In the 2009 federal elections, the party won 10.7% of the votes and 68 out of 622 seats in the Bundestag.", "targets": "Why was green chosen for a number of new European political parties in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145dcf4be5234fafb448131841accd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1980s green became the color of a number of new European political parties organized around an agenda of environmentalism. Green was chosen for its association with nature, health, and growth. The largest green party in Europe is Alliance '90/The Greens (German: B\u00fcndnis 90/Die Gr\u00fcnen) in Germany, which was formed in 1993 from the merger of the German Green Party, founded in West Germany in 1980, and Alliance 90, founded during the Revolution of 1989\u20131990 in East Germany. In the 2009 federal elections, the party won 10.7% of the votes and 68 out of 622 seats in the Bundestag.", "targets": "When was the German green party founded in West Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e358fe1ae6d941fdbcf5dd62c7798821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars now believe that the Arian Party was not monolithic, but held drastically different theological views that spanned the early Christian theological spectrum. They supported the tenets of Origenist thought and theology, but had little else in common. Moreover, many labelled \"Arian\" did not consider themselves followers of Arius. In addition, non-Homoousian bishops disagreed with being labeled as followers of Arius, since Arius was merely a presbyter, while they were fully ordained bishops. However, others point to the Council of Nicaea as proof in and of itself that Arianism was a real theological ideology.[citation needed]", "targets": "Did all Arians believe the same things?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e358fe1ae6d941fdbcf5dd62c7798821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars now believe that the Arian Party was not monolithic, but held drastically different theological views that spanned the early Christian theological spectrum. They supported the tenets of Origenist thought and theology, but had little else in common. Moreover, many labelled \"Arian\" did not consider themselves followers of Arius. In addition, non-Homoousian bishops disagreed with being labeled as followers of Arius, since Arius was merely a presbyter, while they were fully ordained bishops. However, others point to the Council of Nicaea as proof in and of itself that Arianism was a real theological ideology.[citation needed]", "targets": "Were Arians also Origenists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e358fe1ae6d941fdbcf5dd62c7798821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars now believe that the Arian Party was not monolithic, but held drastically different theological views that spanned the early Christian theological spectrum. They supported the tenets of Origenist thought and theology, but had little else in common. Moreover, many labelled \"Arian\" did not consider themselves followers of Arius. In addition, non-Homoousian bishops disagreed with being labeled as followers of Arius, since Arius was merely a presbyter, while they were fully ordained bishops. However, others point to the Council of Nicaea as proof in and of itself that Arianism was a real theological ideology.[citation needed]", "targets": "Did the bishops consider themselves Arians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e358fe1ae6d941fdbcf5dd62c7798821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars now believe that the Arian Party was not monolithic, but held drastically different theological views that spanned the early Christian theological spectrum. They supported the tenets of Origenist thought and theology, but had little else in common. Moreover, many labelled \"Arian\" did not consider themselves followers of Arius. In addition, non-Homoousian bishops disagreed with being labeled as followers of Arius, since Arius was merely a presbyter, while they were fully ordained bishops. However, others point to the Council of Nicaea as proof in and of itself that Arianism was a real theological ideology.[citation needed]", "targets": "What did the Council of Nicaea decide about Arianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e358fe1ae6d941fdbcf5dd62c7798821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars now believe that the Arian Party was not monolithic, but held drastically different theological views that spanned the early Christian theological spectrum. They supported the tenets of Origenist thought and theology, but had little else in common. Moreover, many labelled \"Arian\" did not consider themselves followers of Arius. In addition, non-Homoousian bishops disagreed with being labeled as followers of Arius, since Arius was merely a presbyter, while they were fully ordained bishops. However, others point to the Council of Nicaea as proof in and of itself that Arianism was a real theological ideology.[citation needed]", "targets": "Did Arians have one set of beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f9c242d32f40b3b1eb90204bced40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States shares land borders with Canada (to the north) and Mexico (to the south), and a territorial water border with Russia in the northwest, and two territorial water borders in the southeast between Florida and Cuba, and Florida and the Bahamas. The contiguous forty-eight states are otherwise bounded by the Pacific Ocean on the west, the Atlantic Ocean on the east, and the Gulf of Mexico to the southeast. Alaska borders the Pacific Ocean to the south, the Bering Strait to the west, and the Arctic Ocean to the north, while Hawaii lies far to the southwest of the mainland in the Pacific Ocean.", "targets": "Who does the US share land borders with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f9c242d32f40b3b1eb90204bced40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States shares land borders with Canada (to the north) and Mexico (to the south), and a territorial water border with Russia in the northwest, and two territorial water borders in the southeast between Florida and Cuba, and Florida and the Bahamas. The contiguous forty-eight states are otherwise bounded by the Pacific Ocean on the west, the Atlantic Ocean on the east, and the Gulf of Mexico to the southeast. Alaska borders the Pacific Ocean to the south, the Bering Strait to the west, and the Arctic Ocean to the north, while Hawaii lies far to the southwest of the mainland in the Pacific Ocean.", "targets": "Who does the US share water borders with in the northwest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f9c242d32f40b3b1eb90204bced40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States shares land borders with Canada (to the north) and Mexico (to the south), and a territorial water border with Russia in the northwest, and two territorial water borders in the southeast between Florida and Cuba, and Florida and the Bahamas. The contiguous forty-eight states are otherwise bounded by the Pacific Ocean on the west, the Atlantic Ocean on the east, and the Gulf of Mexico to the southeast. Alaska borders the Pacific Ocean to the south, the Bering Strait to the west, and the Arctic Ocean to the north, while Hawaii lies far to the southwest of the mainland in the Pacific Ocean.", "targets": "How many contiguous states are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f9c242d32f40b3b1eb90204bced40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States shares land borders with Canada (to the north) and Mexico (to the south), and a territorial water border with Russia in the northwest, and two territorial water borders in the southeast between Florida and Cuba, and Florida and the Bahamas. The contiguous forty-eight states are otherwise bounded by the Pacific Ocean on the west, the Atlantic Ocean on the east, and the Gulf of Mexico to the southeast. Alaska borders the Pacific Ocean to the south, the Bering Strait to the west, and the Arctic Ocean to the north, while Hawaii lies far to the southwest of the mainland in the Pacific Ocean.", "targets": "Which ocean does Alaska border to the south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919aec152409473b865a0a941eb5b089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stanley Crouch wrote in a New York Daily News piece \"Obama's mother is of white U.S. stock. His father is a black Kenyan,\" in a column entitled \"What Obama Isn't: Black Like Me.\" During the 2008 campaign, the African-American columnist David Ehrenstein of the LA Times accused white liberals of flocking to Obama because he was a \"Magic Negro\", a term that refers to a black person with no past who simply appears to assist the mainstream white (as cultural protagonists/drivers) agenda. Ehrenstein went on to say \"He's there to assuage white 'guilt' they feel over the role of slavery and racial segregation in American history.\"", "targets": "Who wrote an article in the New York Dail News about Obama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919aec152409473b865a0a941eb5b089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stanley Crouch wrote in a New York Daily News piece \"Obama's mother is of white U.S. stock. His father is a black Kenyan,\" in a column entitled \"What Obama Isn't: Black Like Me.\" During the 2008 campaign, the African-American columnist David Ehrenstein of the LA Times accused white liberals of flocking to Obama because he was a \"Magic Negro\", a term that refers to a black person with no past who simply appears to assist the mainstream white (as cultural protagonists/drivers) agenda. Ehrenstein went on to say \"He's there to assuage white 'guilt' they feel over the role of slavery and racial segregation in American history.\"", "targets": "What did David Ehrenstein call Obama in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919aec152409473b865a0a941eb5b089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stanley Crouch wrote in a New York Daily News piece \"Obama's mother is of white U.S. stock. His father is a black Kenyan,\" in a column entitled \"What Obama Isn't: Black Like Me.\" During the 2008 campaign, the African-American columnist David Ehrenstein of the LA Times accused white liberals of flocking to Obama because he was a \"Magic Negro\", a term that refers to a black person with no past who simply appears to assist the mainstream white (as cultural protagonists/drivers) agenda. Ehrenstein went on to say \"He's there to assuage white 'guilt' they feel over the role of slavery and racial segregation in American history.\"", "targets": "What did Ehrenstein say Obama does for white people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919aec152409473b865a0a941eb5b089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stanley Crouch wrote in a New York Daily News piece \"Obama's mother is of white U.S. stock. His father is a black Kenyan,\" in a column entitled \"What Obama Isn't: Black Like Me.\" During the 2008 campaign, the African-American columnist David Ehrenstein of the LA Times accused white liberals of flocking to Obama because he was a \"Magic Negro\", a term that refers to a black person with no past who simply appears to assist the mainstream white (as cultural protagonists/drivers) agenda. Ehrenstein went on to say \"He's there to assuage white 'guilt' they feel over the role of slavery and racial segregation in American history.\"", "targets": "What was the title of Crouch's article?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eda2d48d6c543a599e2b17980149bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passive air defence is defined by NATO as \"Passive measures taken for the physical defence and protection of personnel, essential installations and equipment in order to minimize the effectiveness of air and/or missile attack\". It remains a vital activity by ground forces and includes camouflage and concealment to avoid detection by reconnaissance and attacking aircraft. Measures such as camouflaging important buildings were common in the Second World War. During the Cold War the runways and taxiways of some airfields were painted green.", "targets": "What does NATO define as passive measures to protect people, buildings and equipment from air or missile attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eda2d48d6c543a599e2b17980149bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passive air defence is defined by NATO as \"Passive measures taken for the physical defence and protection of personnel, essential installations and equipment in order to minimize the effectiveness of air and/or missile attack\". It remains a vital activity by ground forces and includes camouflage and concealment to avoid detection by reconnaissance and attacking aircraft. Measures such as camouflaging important buildings were common in the Second World War. During the Cold War the runways and taxiways of some airfields were painted green.", "targets": "Which group is heavily responsible for passive air defence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eda2d48d6c543a599e2b17980149bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passive air defence is defined by NATO as \"Passive measures taken for the physical defence and protection of personnel, essential installations and equipment in order to minimize the effectiveness of air and/or missile attack\". It remains a vital activity by ground forces and includes camouflage and concealment to avoid detection by reconnaissance and attacking aircraft. Measures such as camouflaging important buildings were common in the Second World War. During the Cold War the runways and taxiways of some airfields were painted green.", "targets": "Passive air defence includes camouflage and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eda2d48d6c543a599e2b17980149bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passive air defence is defined by NATO as \"Passive measures taken for the physical defence and protection of personnel, essential installations and equipment in order to minimize the effectiveness of air and/or missile attack\". It remains a vital activity by ground forces and includes camouflage and concealment to avoid detection by reconnaissance and attacking aircraft. Measures such as camouflaging important buildings were common in the Second World War. During the Cold War the runways and taxiways of some airfields were painted green.", "targets": "What was camouflaged during World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eda2d48d6c543a599e2b17980149bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passive air defence is defined by NATO as \"Passive measures taken for the physical defence and protection of personnel, essential installations and equipment in order to minimize the effectiveness of air and/or missile attack\". It remains a vital activity by ground forces and includes camouflage and concealment to avoid detection by reconnaissance and attacking aircraft. Measures such as camouflaging important buildings were common in the Second World War. During the Cold War the runways and taxiways of some airfields were painted green.", "targets": "Some airfield runways were painted green during what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27f2c16f484b4c67904265a69518e5ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The West Coast of the continental United States and areas of Alaska (including the Aleutian Islands, the Alaskan Peninsula and southern Alaskan coast) make up part of the Pacific Ring of Fire, an area of heavy tectonic and volcanic activity that is the source of 90% of the world's earthquakes.[citation needed] The American Northwest sees the highest concentration of active volcanoes in the United States, in Washington, Oregon and northern California along the Cascade Mountains. There are several active volcanoes located in the islands of Hawaii, including Kilauea in ongoing eruption since 1983, but they do not typically adversely affect the inhabitants of the islands. There has not been a major life-threatening eruption on the Hawaiian islands since the 17th century. Volcanic eruptions can occasionally be devastating, such as in the 1980 eruption of Mount St. Helens in Washington.", "targets": "What is the area in the pacific known for heavy volcanic activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27f2c16f484b4c67904265a69518e5ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The West Coast of the continental United States and areas of Alaska (including the Aleutian Islands, the Alaskan Peninsula and southern Alaskan coast) make up part of the Pacific Ring of Fire, an area of heavy tectonic and volcanic activity that is the source of 90% of the world's earthquakes.[citation needed] The American Northwest sees the highest concentration of active volcanoes in the United States, in Washington, Oregon and northern California along the Cascade Mountains. There are several active volcanoes located in the islands of Hawaii, including Kilauea in ongoing eruption since 1983, but they do not typically adversely affect the inhabitants of the islands. There has not been a major life-threatening eruption on the Hawaiian islands since the 17th century. Volcanic eruptions can occasionally be devastating, such as in the 1980 eruption of Mount St. Helens in Washington.", "targets": "Which Hawaiin volcano has been erupting since 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27f2c16f484b4c67904265a69518e5ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The West Coast of the continental United States and areas of Alaska (including the Aleutian Islands, the Alaskan Peninsula and southern Alaskan coast) make up part of the Pacific Ring of Fire, an area of heavy tectonic and volcanic activity that is the source of 90% of the world's earthquakes.[citation needed] The American Northwest sees the highest concentration of active volcanoes in the United States, in Washington, Oregon and northern California along the Cascade Mountains. There are several active volcanoes located in the islands of Hawaii, including Kilauea in ongoing eruption since 1983, but they do not typically adversely affect the inhabitants of the islands. There has not been a major life-threatening eruption on the Hawaiian islands since the 17th century. Volcanic eruptions can occasionally be devastating, such as in the 1980 eruption of Mount St. Helens in Washington.", "targets": "The Pacific Ring of Fire contains what percentage of the earthquakes on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27f2c16f484b4c67904265a69518e5ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The West Coast of the continental United States and areas of Alaska (including the Aleutian Islands, the Alaskan Peninsula and southern Alaskan coast) make up part of the Pacific Ring of Fire, an area of heavy tectonic and volcanic activity that is the source of 90% of the world's earthquakes.[citation needed] The American Northwest sees the highest concentration of active volcanoes in the United States, in Washington, Oregon and northern California along the Cascade Mountains. There are several active volcanoes located in the islands of Hawaii, including Kilauea in ongoing eruption since 1983, but they do not typically adversely affect the inhabitants of the islands. There has not been a major life-threatening eruption on the Hawaiian islands since the 17th century. Volcanic eruptions can occasionally be devastating, such as in the 1980 eruption of Mount St. Helens in Washington.", "targets": "When was the last time that the Hawaiin islands experienced a life threatening volcanic eruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27f2c16f484b4c67904265a69518e5ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The West Coast of the continental United States and areas of Alaska (including the Aleutian Islands, the Alaskan Peninsula and southern Alaskan coast) make up part of the Pacific Ring of Fire, an area of heavy tectonic and volcanic activity that is the source of 90% of the world's earthquakes.[citation needed] The American Northwest sees the highest concentration of active volcanoes in the United States, in Washington, Oregon and northern California along the Cascade Mountains. There are several active volcanoes located in the islands of Hawaii, including Kilauea in ongoing eruption since 1983, but they do not typically adversely affect the inhabitants of the islands. There has not been a major life-threatening eruption on the Hawaiian islands since the 17th century. Volcanic eruptions can occasionally be devastating, such as in the 1980 eruption of Mount St. Helens in Washington.", "targets": "What year did Mt St. Helens erupt causing devastating damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af82379d590941b8bcc5ff88d8497eee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located approximately 250 kilometres (160 mi) east of Puerto Rico and the nearer Virgin Islands, St. Barth\u00e9lemy lies immediately southeast of the islands of Saint Martin and Anguilla. It is one of the Renaissance Islands. St. Barth\u00e9lemy is separated from Saint Martin by the Saint-Barth\u00e9lemy Channel. It lies northeast of Saba and St Eustatius, and north of St Kitts. Some small satellite islets belong to St. Barth\u00e9lemy including \u00cele Chevreau (\u00cele Bonhomme), \u00cele Fr\u00e9gate, \u00cele Toc Vers, \u00cele Tortue and Gros \u00celets (\u00celots Syndare). A much bigger islet, \u00cele Fourchue, lies on the north of the island, in the Saint-Barth\u00e9lemy Channel. Other rocky islets which include Coco, the Roques (or little Turtle rocks), the Goat, and the Sugarloaf.", "targets": "How many Miles East of Puerto Rico is St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af82379d590941b8bcc5ff88d8497eee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located approximately 250 kilometres (160 mi) east of Puerto Rico and the nearer Virgin Islands, St. Barth\u00e9lemy lies immediately southeast of the islands of Saint Martin and Anguilla. It is one of the Renaissance Islands. St. Barth\u00e9lemy is separated from Saint Martin by the Saint-Barth\u00e9lemy Channel. It lies northeast of Saba and St Eustatius, and north of St Kitts. Some small satellite islets belong to St. Barth\u00e9lemy including \u00cele Chevreau (\u00cele Bonhomme), \u00cele Fr\u00e9gate, \u00cele Toc Vers, \u00cele Tortue and Gros \u00celets (\u00celots Syndare). A much bigger islet, \u00cele Fourchue, lies on the north of the island, in the Saint-Barth\u00e9lemy Channel. Other rocky islets which include Coco, the Roques (or little Turtle rocks), the Goat, and the Sugarloaf.", "targets": "What lies between St. Barts and Saint Martin island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af82379d590941b8bcc5ff88d8497eee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located approximately 250 kilometres (160 mi) east of Puerto Rico and the nearer Virgin Islands, St. Barth\u00e9lemy lies immediately southeast of the islands of Saint Martin and Anguilla. It is one of the Renaissance Islands. St. Barth\u00e9lemy is separated from Saint Martin by the Saint-Barth\u00e9lemy Channel. It lies northeast of Saba and St Eustatius, and north of St Kitts. Some small satellite islets belong to St. Barth\u00e9lemy including \u00cele Chevreau (\u00cele Bonhomme), \u00cele Fr\u00e9gate, \u00cele Toc Vers, \u00cele Tortue and Gros \u00celets (\u00celots Syndare). A much bigger islet, \u00cele Fourchue, lies on the north of the island, in the Saint-Barth\u00e9lemy Channel. Other rocky islets which include Coco, the Roques (or little Turtle rocks), the Goat, and the Sugarloaf.", "targets": "What does \"Roques\" mean in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af82379d590941b8bcc5ff88d8497eee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located approximately 250 kilometres (160 mi) east of Puerto Rico and the nearer Virgin Islands, St. Barth\u00e9lemy lies immediately southeast of the islands of Saint Martin and Anguilla. It is one of the Renaissance Islands. St. Barth\u00e9lemy is separated from Saint Martin by the Saint-Barth\u00e9lemy Channel. It lies northeast of Saba and St Eustatius, and north of St Kitts. Some small satellite islets belong to St. Barth\u00e9lemy including \u00cele Chevreau (\u00cele Bonhomme), \u00cele Fr\u00e9gate, \u00cele Toc Vers, \u00cele Tortue and Gros \u00celets (\u00celots Syndare). A much bigger islet, \u00cele Fourchue, lies on the north of the island, in the Saint-Barth\u00e9lemy Channel. Other rocky islets which include Coco, the Roques (or little Turtle rocks), the Goat, and the Sugarloaf.", "targets": "St. Barts is one of the what group of islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af82379d590941b8bcc5ff88d8497eee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located approximately 250 kilometres (160 mi) east of Puerto Rico and the nearer Virgin Islands, St. Barth\u00e9lemy lies immediately southeast of the islands of Saint Martin and Anguilla. It is one of the Renaissance Islands. St. Barth\u00e9lemy is separated from Saint Martin by the Saint-Barth\u00e9lemy Channel. It lies northeast of Saba and St Eustatius, and north of St Kitts. Some small satellite islets belong to St. Barth\u00e9lemy including \u00cele Chevreau (\u00cele Bonhomme), \u00cele Fr\u00e9gate, \u00cele Toc Vers, \u00cele Tortue and Gros \u00celets (\u00celots Syndare). A much bigger islet, \u00cele Fourchue, lies on the north of the island, in the Saint-Barth\u00e9lemy Channel. Other rocky islets which include Coco, the Roques (or little Turtle rocks), the Goat, and the Sugarloaf.", "targets": "What is \u00cele Fr\u00e9gate in relation to St Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbf314ff28b4c0eb0cd0b50c820e4ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prizes are awarded on the results of trials (internal exams), GCSE and AS-levels. In addition, many subjects and activities have specially endowed prizes, several of which are awarded by visiting experts. The most prestigious is the Newcastle Scholarship, awarded on the strength of an examination, consisting of two papers in philosophical theology, moral theory and applied ethics. Also of note are the Gladstone Memorial Prize and the Coutts Prize, awarded on the results of trials and AS-level examinations in C; and the Huxley Prize, awarded for a project on a scientific subject. Other specialist prizes include the Newcastle Classical Prize; the Rosebery Exhibition for History; the Queen\u2019s Prizes for French and German; the Duke of Newcastle\u2019s Russian Prize; the Beddington Spanish Prize; the Strafford and Bowman Shakespeare Prizes; the Tomline and Russell Prizes in Mathematics; the Sotheby Prize for History of Art; the Waddington Prize for Theology and Philosophy; the Birley Prize for History; The Lower Boy Rosebery Prize and the Wilder Prize for Theology. Prizes are awarded too for excellence in such activities as painting, sculpture, ceramics, playing musical instruments, musical composition, declamation, silverwork, and design.", "targets": "For what is the Huxley prize awarded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbf314ff28b4c0eb0cd0b50c820e4ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prizes are awarded on the results of trials (internal exams), GCSE and AS-levels. In addition, many subjects and activities have specially endowed prizes, several of which are awarded by visiting experts. The most prestigious is the Newcastle Scholarship, awarded on the strength of an examination, consisting of two papers in philosophical theology, moral theory and applied ethics. Also of note are the Gladstone Memorial Prize and the Coutts Prize, awarded on the results of trials and AS-level examinations in C; and the Huxley Prize, awarded for a project on a scientific subject. Other specialist prizes include the Newcastle Classical Prize; the Rosebery Exhibition for History; the Queen\u2019s Prizes for French and German; the Duke of Newcastle\u2019s Russian Prize; the Beddington Spanish Prize; the Strafford and Bowman Shakespeare Prizes; the Tomline and Russell Prizes in Mathematics; the Sotheby Prize for History of Art; the Waddington Prize for Theology and Philosophy; the Birley Prize for History; The Lower Boy Rosebery Prize and the Wilder Prize for Theology. Prizes are awarded too for excellence in such activities as painting, sculpture, ceramics, playing musical instruments, musical composition, declamation, silverwork, and design.", "targets": "Which two prizes are dedicated to mathematics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbf314ff28b4c0eb0cd0b50c820e4ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prizes are awarded on the results of trials (internal exams), GCSE and AS-levels. In addition, many subjects and activities have specially endowed prizes, several of which are awarded by visiting experts. The most prestigious is the Newcastle Scholarship, awarded on the strength of an examination, consisting of two papers in philosophical theology, moral theory and applied ethics. Also of note are the Gladstone Memorial Prize and the Coutts Prize, awarded on the results of trials and AS-level examinations in C; and the Huxley Prize, awarded for a project on a scientific subject. Other specialist prizes include the Newcastle Classical Prize; the Rosebery Exhibition for History; the Queen\u2019s Prizes for French and German; the Duke of Newcastle\u2019s Russian Prize; the Beddington Spanish Prize; the Strafford and Bowman Shakespeare Prizes; the Tomline and Russell Prizes in Mathematics; the Sotheby Prize for History of Art; the Waddington Prize for Theology and Philosophy; the Birley Prize for History; The Lower Boy Rosebery Prize and the Wilder Prize for Theology. Prizes are awarded too for excellence in such activities as painting, sculpture, ceramics, playing musical instruments, musical composition, declamation, silverwork, and design.", "targets": "What artistic accomplishments can earn students a prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbf314ff28b4c0eb0cd0b50c820e4ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prizes are awarded on the results of trials (internal exams), GCSE and AS-levels. In addition, many subjects and activities have specially endowed prizes, several of which are awarded by visiting experts. The most prestigious is the Newcastle Scholarship, awarded on the strength of an examination, consisting of two papers in philosophical theology, moral theory and applied ethics. Also of note are the Gladstone Memorial Prize and the Coutts Prize, awarded on the results of trials and AS-level examinations in C; and the Huxley Prize, awarded for a project on a scientific subject. Other specialist prizes include the Newcastle Classical Prize; the Rosebery Exhibition for History; the Queen\u2019s Prizes for French and German; the Duke of Newcastle\u2019s Russian Prize; the Beddington Spanish Prize; the Strafford and Bowman Shakespeare Prizes; the Tomline and Russell Prizes in Mathematics; the Sotheby Prize for History of Art; the Waddington Prize for Theology and Philosophy; the Birley Prize for History; The Lower Boy Rosebery Prize and the Wilder Prize for Theology. Prizes are awarded too for excellence in such activities as painting, sculpture, ceramics, playing musical instruments, musical composition, declamation, silverwork, and design.", "targets": "Are trials considered internal or external exams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "During his search for enlightenment, Gautama combined what teachings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "What was the new kind of human invented by Gautama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "What are the Four Immeasurable Minds also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "What is the best known of the four immeasurables?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "The Four Immeasurables are taught as a form of meditation that cultivates what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "Gautama combined the yoga practice of what teacher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "Gautama invented a new kind of human without what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "What are the \"four Immeasurable minds\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "Who calls the four immeasurable minds \"four limitless ones\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386e4418251e4591af218492105e2a6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While he searched for enlightenment, Gautama combined the yoga practice of his teacher Kalama with what later became known as \"the immeasurables\".[dubious \u2013 discuss] Gautama thus invented a new kind of human, one without egotism.[dubious \u2013 discuss] What Thich Nhat Hanh calls the \"Four Immeasurable Minds\" of love, compassion, joy, and equanimity[full citation needed] are also known as brahmaviharas, divine abodes, or simply as four immeasurables.[web 5] Pema Ch\u00f6dr\u00f6n calls them the \"four limitless ones\". Of the four, mett\u0101 or loving-kindness meditation is perhaps the best known.[web 5] The Four Immeasurables are taught as a form of meditation that cultivates \"wholesome attitudes towards all sentient beings.\"[web 6][web 7]", "targets": "The Four Immeasurables are taught as a form of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b086d9730c4a9ca9c2db01af39a083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite this glowing message by the Emperor, Chan writes that a year later in 1446, the Ming court cut off all relations with the Karmapa hierarchs. Until then, the court was unaware that Deshin Shekpa had died in 1415. The Ming court had believed that the representatives of the Karma Kagyu who continued to visit the Ming capital were sent by the Karmapa.", "targets": "Who did the Ming cut off all relations with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b086d9730c4a9ca9c2db01af39a083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite this glowing message by the Emperor, Chan writes that a year later in 1446, the Ming court cut off all relations with the Karmapa hierarchs. Until then, the court was unaware that Deshin Shekpa had died in 1415. The Ming court had believed that the representatives of the Karma Kagyu who continued to visit the Ming capital were sent by the Karmapa.", "targets": "What year did the Ming cut off the Karmapa hierarchs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b086d9730c4a9ca9c2db01af39a083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite this glowing message by the Emperor, Chan writes that a year later in 1446, the Ming court cut off all relations with the Karmapa hierarchs. Until then, the court was unaware that Deshin Shekpa had died in 1415. The Ming court had believed that the representatives of the Karma Kagyu who continued to visit the Ming capital were sent by the Karmapa.", "targets": "When did  Deshin Shekpa  die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b086d9730c4a9ca9c2db01af39a083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite this glowing message by the Emperor, Chan writes that a year later in 1446, the Ming court cut off all relations with the Karmapa hierarchs. Until then, the court was unaware that Deshin Shekpa had died in 1415. The Ming court had believed that the representatives of the Karma Kagyu who continued to visit the Ming capital were sent by the Karmapa.", "targets": "Who did the Ming court think the representatives were sent by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ce558f568441369b8efa52b2feda4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gradually, the predetermined nature of professional wrestling became an open secret, as prominent figures in the wrestling business (including WWE owner Vince McMahon) began to publicly admit that wrestling was entertainment, not competition. This public reveal has garnered mixed reactions from the wrestling community, as some feel that exposure ruins the experience to the spectators as does exposure in illusionism. Despite the public admission of the theatrical nature of professional wrestling, many U.S. states still regulate professional wrestling as they do other professional competitive sports. For example, New York State still regulates \"professional wrestling\" through the New York State Athletic Commission (SAC).", "targets": "Who confessed that wrestling was not competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ce558f568441369b8efa52b2feda4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gradually, the predetermined nature of professional wrestling became an open secret, as prominent figures in the wrestling business (including WWE owner Vince McMahon) began to publicly admit that wrestling was entertainment, not competition. This public reveal has garnered mixed reactions from the wrestling community, as some feel that exposure ruins the experience to the spectators as does exposure in illusionism. Despite the public admission of the theatrical nature of professional wrestling, many U.S. states still regulate professional wrestling as they do other professional competitive sports. For example, New York State still regulates \"professional wrestling\" through the New York State Athletic Commission (SAC).", "targets": "How have people reacted to the revelation that wrestling is purely entertainment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ce558f568441369b8efa52b2feda4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gradually, the predetermined nature of professional wrestling became an open secret, as prominent figures in the wrestling business (including WWE owner Vince McMahon) began to publicly admit that wrestling was entertainment, not competition. This public reveal has garnered mixed reactions from the wrestling community, as some feel that exposure ruins the experience to the spectators as does exposure in illusionism. Despite the public admission of the theatrical nature of professional wrestling, many U.S. states still regulate professional wrestling as they do other professional competitive sports. For example, New York State still regulates \"professional wrestling\" through the New York State Athletic Commission (SAC).", "targets": "How do many U.S. states handle wrestling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a64cfcb6c344b90a5d94def57f65b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increased interest in modern a cappella (particularly collegiate a cappella) can be seen in the growth of awards such as the Contemporary A Cappella Recording Awards (overseen by the Contemporary A Cappella Society) and competitions such as the International Championship of Collegiate A Cappella for college groups and the Harmony Sweepstakes for all groups. In December 2009, a new television competition series called The Sing-Off aired on NBC. The show featured eight a cappella groups from the United States and Puerto Rico vying for the prize of $100,000 and a recording contract with Epic Records/Sony Music. The show was judged by Ben Folds, Shawn Stockman, and Nicole Scherzinger and was won by an all-male group from Puerto Rico called Nota. The show returned for a second and third season, won by Committed and Pentatonix, respectively.", "targets": "What popular a capella competition is not specific to college groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a64cfcb6c344b90a5d94def57f65b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increased interest in modern a cappella (particularly collegiate a cappella) can be seen in the growth of awards such as the Contemporary A Cappella Recording Awards (overseen by the Contemporary A Cappella Society) and competitions such as the International Championship of Collegiate A Cappella for college groups and the Harmony Sweepstakes for all groups. In December 2009, a new television competition series called The Sing-Off aired on NBC. The show featured eight a cappella groups from the United States and Puerto Rico vying for the prize of $100,000 and a recording contract with Epic Records/Sony Music. The show was judged by Ben Folds, Shawn Stockman, and Nicole Scherzinger and was won by an all-male group from Puerto Rico called Nota. The show returned for a second and third season, won by Committed and Pentatonix, respectively.", "targets": "Aside from the monetary reward, what was offered to the winner of The Sing-Off?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a64cfcb6c344b90a5d94def57f65b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increased interest in modern a cappella (particularly collegiate a cappella) can be seen in the growth of awards such as the Contemporary A Cappella Recording Awards (overseen by the Contemporary A Cappella Society) and competitions such as the International Championship of Collegiate A Cappella for college groups and the Harmony Sweepstakes for all groups. In December 2009, a new television competition series called The Sing-Off aired on NBC. The show featured eight a cappella groups from the United States and Puerto Rico vying for the prize of $100,000 and a recording contract with Epic Records/Sony Music. The show was judged by Ben Folds, Shawn Stockman, and Nicole Scherzinger and was won by an all-male group from Puerto Rico called Nota. The show returned for a second and third season, won by Committed and Pentatonix, respectively.", "targets": "What is the name of the group that won The Sing-Off?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a64cfcb6c344b90a5d94def57f65b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increased interest in modern a cappella (particularly collegiate a cappella) can be seen in the growth of awards such as the Contemporary A Cappella Recording Awards (overseen by the Contemporary A Cappella Society) and competitions such as the International Championship of Collegiate A Cappella for college groups and the Harmony Sweepstakes for all groups. In December 2009, a new television competition series called The Sing-Off aired on NBC. The show featured eight a cappella groups from the United States and Puerto Rico vying for the prize of $100,000 and a recording contract with Epic Records/Sony Music. The show was judged by Ben Folds, Shawn Stockman, and Nicole Scherzinger and was won by an all-male group from Puerto Rico called Nota. The show returned for a second and third season, won by Committed and Pentatonix, respectively.", "targets": "Who won The Sing-Off final season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a64cfcb6c344b90a5d94def57f65b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increased interest in modern a cappella (particularly collegiate a cappella) can be seen in the growth of awards such as the Contemporary A Cappella Recording Awards (overseen by the Contemporary A Cappella Society) and competitions such as the International Championship of Collegiate A Cappella for college groups and the Harmony Sweepstakes for all groups. In December 2009, a new television competition series called The Sing-Off aired on NBC. The show featured eight a cappella groups from the United States and Puerto Rico vying for the prize of $100,000 and a recording contract with Epic Records/Sony Music. The show was judged by Ben Folds, Shawn Stockman, and Nicole Scherzinger and was won by an all-male group from Puerto Rico called Nota. The show returned for a second and third season, won by Committed and Pentatonix, respectively.", "targets": "In The Sing-Off, where did the groups not from the United States come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7cc09a3975c4363a2abf1e6111e03cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 World Wealth Report ranks economic activity in New Delhi at 39, but overall the capital is ranked at 37, above cities like Jakarta and Johannesburg. New Delhi with Beijing shares the top position as the most targeted emerging markets retail destination among Asia-Pacific markets.", "targets": "According to the 2011 World Health Report, where does New Delhi rank in terms of economic activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7cc09a3975c4363a2abf1e6111e03cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 World Wealth Report ranks economic activity in New Delhi at 39, but overall the capital is ranked at 37, above cities like Jakarta and Johannesburg. New Delhi with Beijing shares the top position as the most targeted emerging markets retail destination among Asia-Pacific markets.", "targets": "New Delhi shares the position as the most targeted retail destination in Asia-Pacific markets with what other city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7cc09a3975c4363a2abf1e6111e03cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 World Wealth Report ranks economic activity in New Delhi at 39, but overall the capital is ranked at 37, above cities like Jakarta and Johannesburg. New Delhi with Beijing shares the top position as the most targeted emerging markets retail destination among Asia-Pacific markets.", "targets": "What organization ranked New Delhi 39th in economic activity in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7cc09a3975c4363a2abf1e6111e03cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 World Wealth Report ranks economic activity in New Delhi at 39, but overall the capital is ranked at 37, above cities like Jakarta and Johannesburg. New Delhi with Beijing shares the top position as the most targeted emerging markets retail destination among Asia-Pacific markets.", "targets": "In which year was New Delhi ranked 39th in economic activity by the World Wealth Report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7cc09a3975c4363a2abf1e6111e03cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 World Wealth Report ranks economic activity in New Delhi at 39, but overall the capital is ranked at 37, above cities like Jakarta and Johannesburg. New Delhi with Beijing shares the top position as the most targeted emerging markets retail destination among Asia-Pacific markets.", "targets": "Major cities like Jakarta and Johannesburg rank below New Delhi in what key statistic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a720eb6d3b6f4b50a58c81dac1462b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since ancient times, north Zhejiang and neighbouring south Jiangsu have been famed for their prosperity and opulence[citation needed], and simply inserting north Zhejiang place names (Hangzhou, Jiaxing, etc.) into poetry gave an effect of dreaminess, a practice followed by many noted poets. In particular, the fame of Hangzhou (as well as Suzhou in neighbouring Jiangsu province) has led to the popular saying: \"Above there is heaven; below there is Suzhou and Hangzhou\" (\u4e0a\u6709\u5929\u5802\uff0c\u4e0b\u6709\u82cf\u676d), a saying that continues to be a source of pride for the people of these two still prosperous cities.", "targets": "What neighbours north Zhejiang to the south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a720eb6d3b6f4b50a58c81dac1462b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since ancient times, north Zhejiang and neighbouring south Jiangsu have been famed for their prosperity and opulence[citation needed], and simply inserting north Zhejiang place names (Hangzhou, Jiaxing, etc.) into poetry gave an effect of dreaminess, a practice followed by many noted poets. In particular, the fame of Hangzhou (as well as Suzhou in neighbouring Jiangsu province) has led to the popular saying: \"Above there is heaven; below there is Suzhou and Hangzhou\" (\u4e0a\u6709\u5929\u5802\uff0c\u4e0b\u6709\u82cf\u676d), a saying that continues to be a source of pride for the people of these two still prosperous cities.", "targets": "What neighbours south Jiangsu to the north?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a720eb6d3b6f4b50a58c81dac1462b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since ancient times, north Zhejiang and neighbouring south Jiangsu have been famed for their prosperity and opulence[citation needed], and simply inserting north Zhejiang place names (Hangzhou, Jiaxing, etc.) into poetry gave an effect of dreaminess, a practice followed by many noted poets. In particular, the fame of Hangzhou (as well as Suzhou in neighbouring Jiangsu province) has led to the popular saying: \"Above there is heaven; below there is Suzhou and Hangzhou\" (\u4e0a\u6709\u5929\u5802\uff0c\u4e0b\u6709\u82cf\u676d), a saying that continues to be a source of pride for the people of these two still prosperous cities.", "targets": "North Zhejiang and south Jiangsu are famed for their opulence and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a720eb6d3b6f4b50a58c81dac1462b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since ancient times, north Zhejiang and neighbouring south Jiangsu have been famed for their prosperity and opulence[citation needed], and simply inserting north Zhejiang place names (Hangzhou, Jiaxing, etc.) into poetry gave an effect of dreaminess, a practice followed by many noted poets. In particular, the fame of Hangzhou (as well as Suzhou in neighbouring Jiangsu province) has led to the popular saying: \"Above there is heaven; below there is Suzhou and Hangzhou\" (\u4e0a\u6709\u5929\u5802\uff0c\u4e0b\u6709\u82cf\u676d), a saying that continues to be a source of pride for the people of these two still prosperous cities.", "targets": "Inserting north Zhejiang names into poetry gave an effect of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a720eb6d3b6f4b50a58c81dac1462b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since ancient times, north Zhejiang and neighbouring south Jiangsu have been famed for their prosperity and opulence[citation needed], and simply inserting north Zhejiang place names (Hangzhou, Jiaxing, etc.) into poetry gave an effect of dreaminess, a practice followed by many noted poets. In particular, the fame of Hangzhou (as well as Suzhou in neighbouring Jiangsu province) has led to the popular saying: \"Above there is heaven; below there is Suzhou and Hangzhou\" (\u4e0a\u6709\u5929\u5802\uff0c\u4e0b\u6709\u82cf\u676d), a saying that continues to be a source of pride for the people of these two still prosperous cities.", "targets": "The fame of where led to a popular saying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63be8991cd0443a99c279c330c12ee1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A videoconference system is generally higher cost than a videophone and deploys greater capabilities. A videoconference (also known as a videoteleconference) allows two or more locations to communicate via live, simultaneous two-way video and audio transmissions. This is often accomplished by the use of a multipoint control unit (a centralized distribution and call management system) or by a similar non-centralized multipoint capability embedded in each videoconferencing unit. Again, technology improvements have circumvented traditional definitions by allowing multiple party videoconferencing via web-based applications.", "targets": "What is a video-conference also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63be8991cd0443a99c279c330c12ee1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A videoconference system is generally higher cost than a videophone and deploys greater capabilities. A videoconference (also known as a videoteleconference) allows two or more locations to communicate via live, simultaneous two-way video and audio transmissions. This is often accomplished by the use of a multipoint control unit (a centralized distribution and call management system) or by a similar non-centralized multipoint capability embedded in each videoconferencing unit. Again, technology improvements have circumvented traditional definitions by allowing multiple party videoconferencing via web-based applications.", "targets": "What does a video-conference use that allows communication in live situations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63be8991cd0443a99c279c330c12ee1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A videoconference system is generally higher cost than a videophone and deploys greater capabilities. A videoconference (also known as a videoteleconference) allows two or more locations to communicate via live, simultaneous two-way video and audio transmissions. This is often accomplished by the use of a multipoint control unit (a centralized distribution and call management system) or by a similar non-centralized multipoint capability embedded in each videoconferencing unit. Again, technology improvements have circumvented traditional definitions by allowing multiple party videoconferencing via web-based applications.", "targets": "What is a multi-point control unit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63be8991cd0443a99c279c330c12ee1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A videoconference system is generally higher cost than a videophone and deploys greater capabilities. A videoconference (also known as a videoteleconference) allows two or more locations to communicate via live, simultaneous two-way video and audio transmissions. This is often accomplished by the use of a multipoint control unit (a centralized distribution and call management system) or by a similar non-centralized multipoint capability embedded in each videoconferencing unit. Again, technology improvements have circumvented traditional definitions by allowing multiple party videoconferencing via web-based applications.", "targets": "How does video-conferencing allow multiple parties to communicate with each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63be8991cd0443a99c279c330c12ee1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A videoconference system is generally higher cost than a videophone and deploys greater capabilities. A videoconference (also known as a videoteleconference) allows two or more locations to communicate via live, simultaneous two-way video and audio transmissions. This is often accomplished by the use of a multipoint control unit (a centralized distribution and call management system) or by a similar non-centralized multipoint capability embedded in each videoconferencing unit. Again, technology improvements have circumvented traditional definitions by allowing multiple party videoconferencing via web-based applications.", "targets": "How many locations can one use videoconferencing for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04e04e7cd834baf930f9ae8f23c88d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servomotor is a motor, very often sold as a complete module, which is used within a position-control or speed-control feedback control system mainly control valves, such as motor-operated control valves. Servomotors are used in applications such as machine tools, pen plotters, and other process systems. Motors intended for use in a servomechanism must have well-documented characteristics for speed, torque, and power. The speed vs. torque curve is quite important and is high ratio for a servo motor. Dynamic response characteristics such as winding inductance and rotor inertia are also important; these factors limit the overall performance of the servomechanism loop. Large, powerful, but slow-responding servo loops may use conventional AC or DC motors and drive systems with position or speed feedback on the motor. As dynamic response requirements increase, more specialized motor designs such as coreless motors are used. AC motors' superior power density and acceleration characteristics compared to that of DC motors tends to favor PM synchronous, BLDC, induction, and SRM drive applications.", "targets": "What may servo motors be used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04e04e7cd834baf930f9ae8f23c88d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servomotor is a motor, very often sold as a complete module, which is used within a position-control or speed-control feedback control system mainly control valves, such as motor-operated control valves. Servomotors are used in applications such as machine tools, pen plotters, and other process systems. Motors intended for use in a servomechanism must have well-documented characteristics for speed, torque, and power. The speed vs. torque curve is quite important and is high ratio for a servo motor. Dynamic response characteristics such as winding inductance and rotor inertia are also important; these factors limit the overall performance of the servomechanism loop. Large, powerful, but slow-responding servo loops may use conventional AC or DC motors and drive systems with position or speed feedback on the motor. As dynamic response requirements increase, more specialized motor designs such as coreless motors are used. AC motors' superior power density and acceleration characteristics compared to that of DC motors tends to favor PM synchronous, BLDC, induction, and SRM drive applications.", "targets": "What must be well understood when applying a servo motor for use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04e04e7cd834baf930f9ae8f23c88d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servomotor is a motor, very often sold as a complete module, which is used within a position-control or speed-control feedback control system mainly control valves, such as motor-operated control valves. Servomotors are used in applications such as machine tools, pen plotters, and other process systems. Motors intended for use in a servomechanism must have well-documented characteristics for speed, torque, and power. The speed vs. torque curve is quite important and is high ratio for a servo motor. Dynamic response characteristics such as winding inductance and rotor inertia are also important; these factors limit the overall performance of the servomechanism loop. Large, powerful, but slow-responding servo loops may use conventional AC or DC motors and drive systems with position or speed feedback on the motor. As dynamic response requirements increase, more specialized motor designs such as coreless motors are used. AC motors' superior power density and acceleration characteristics compared to that of DC motors tends to favor PM synchronous, BLDC, induction, and SRM drive applications.", "targets": "What factors limit performance of servo motors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04e04e7cd834baf930f9ae8f23c88d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servomotor is a motor, very often sold as a complete module, which is used within a position-control or speed-control feedback control system mainly control valves, such as motor-operated control valves. Servomotors are used in applications such as machine tools, pen plotters, and other process systems. Motors intended for use in a servomechanism must have well-documented characteristics for speed, torque, and power. The speed vs. torque curve is quite important and is high ratio for a servo motor. Dynamic response characteristics such as winding inductance and rotor inertia are also important; these factors limit the overall performance of the servomechanism loop. Large, powerful, but slow-responding servo loops may use conventional AC or DC motors and drive systems with position or speed feedback on the motor. As dynamic response requirements increase, more specialized motor designs such as coreless motors are used. AC motors' superior power density and acceleration characteristics compared to that of DC motors tends to favor PM synchronous, BLDC, induction, and SRM drive applications.", "targets": "Large, slow servos can use what types of motors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04e04e7cd834baf930f9ae8f23c88d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servomotor is a motor, very often sold as a complete module, which is used within a position-control or speed-control feedback control system mainly control valves, such as motor-operated control valves. Servomotors are used in applications such as machine tools, pen plotters, and other process systems. Motors intended for use in a servomechanism must have well-documented characteristics for speed, torque, and power. The speed vs. torque curve is quite important and is high ratio for a servo motor. Dynamic response characteristics such as winding inductance and rotor inertia are also important; these factors limit the overall performance of the servomechanism loop. Large, powerful, but slow-responding servo loops may use conventional AC or DC motors and drive systems with position or speed feedback on the motor. As dynamic response requirements increase, more specialized motor designs such as coreless motors are used. AC motors' superior power density and acceleration characteristics compared to that of DC motors tends to favor PM synchronous, BLDC, induction, and SRM drive applications.", "targets": "When might coreless motors be used in servo applications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67df1c5e607f4dddb872b14a107886e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first time \"affirmative action\" is used by the federal government concerning race is in President John F. Kennedy's Executive Order 10925, which was chaired by Vice President Johnson. At Johnson's inaugural ball in Texas, he met with a young black lawyer, Hobart Taylor Jr., and gave him the task to co-author the executive order. He wanted a phrase that \"gave a sense of positivity to performance under the order.\" He was torn between the words \"positive action\" and \"affirmative action,\" and selected the later due to its alliterative quality. The term \"active recruitment\" started to be used as well. This order, albeit heavily worked up as a significant piece of legislation, in reality carried little actual power. The scope was limited to a couple hundred defense contractors, leaving nearly $7.5 billion in federal grants and loans unsupervised.:60", "targets": "Which Executive Order first contained the phrase \"affirmative action\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67df1c5e607f4dddb872b14a107886e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first time \"affirmative action\" is used by the federal government concerning race is in President John F. Kennedy's Executive Order 10925, which was chaired by Vice President Johnson. At Johnson's inaugural ball in Texas, he met with a young black lawyer, Hobart Taylor Jr., and gave him the task to co-author the executive order. He wanted a phrase that \"gave a sense of positivity to performance under the order.\" He was torn between the words \"positive action\" and \"affirmative action,\" and selected the later due to its alliterative quality. The term \"active recruitment\" started to be used as well. This order, albeit heavily worked up as a significant piece of legislation, in reality carried little actual power. The scope was limited to a couple hundred defense contractors, leaving nearly $7.5 billion in federal grants and loans unsupervised.:60", "targets": "Who co - authored the executive order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67df1c5e607f4dddb872b14a107886e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first time \"affirmative action\" is used by the federal government concerning race is in President John F. Kennedy's Executive Order 10925, which was chaired by Vice President Johnson. At Johnson's inaugural ball in Texas, he met with a young black lawyer, Hobart Taylor Jr., and gave him the task to co-author the executive order. He wanted a phrase that \"gave a sense of positivity to performance under the order.\" He was torn between the words \"positive action\" and \"affirmative action,\" and selected the later due to its alliterative quality. The term \"active recruitment\" started to be used as well. This order, albeit heavily worked up as a significant piece of legislation, in reality carried little actual power. The scope was limited to a couple hundred defense contractors, leaving nearly $7.5 billion in federal grants and loans unsupervised.:60", "targets": "Who chaired the committee created by Executive Order 10925?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67df1c5e607f4dddb872b14a107886e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first time \"affirmative action\" is used by the federal government concerning race is in President John F. Kennedy's Executive Order 10925, which was chaired by Vice President Johnson. At Johnson's inaugural ball in Texas, he met with a young black lawyer, Hobart Taylor Jr., and gave him the task to co-author the executive order. He wanted a phrase that \"gave a sense of positivity to performance under the order.\" He was torn between the words \"positive action\" and \"affirmative action,\" and selected the later due to its alliterative quality. The term \"active recruitment\" started to be used as well. This order, albeit heavily worked up as a significant piece of legislation, in reality carried little actual power. The scope was limited to a couple hundred defense contractors, leaving nearly $7.5 billion in federal grants and loans unsupervised.:60", "targets": "What was the alternative phrase to \"affirmative action\" that was being considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67df1c5e607f4dddb872b14a107886e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first time \"affirmative action\" is used by the federal government concerning race is in President John F. Kennedy's Executive Order 10925, which was chaired by Vice President Johnson. At Johnson's inaugural ball in Texas, he met with a young black lawyer, Hobart Taylor Jr., and gave him the task to co-author the executive order. He wanted a phrase that \"gave a sense of positivity to performance under the order.\" He was torn between the words \"positive action\" and \"affirmative action,\" and selected the later due to its alliterative quality. The term \"active recruitment\" started to be used as well. This order, albeit heavily worked up as a significant piece of legislation, in reality carried little actual power. The scope was limited to a couple hundred defense contractors, leaving nearly $7.5 billion in federal grants and loans unsupervised.:60", "targets": "What was the main reason that \"affirmative action\" was chosen over \"positive action\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-007aee1a6b0c4bbc970bae6be81ae688", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translations of sung texts\u2014whether of the above type meant to be sung or of a more or less literal type meant to be read\u2014are also used as aids to audiences, singers and conductors, when a work is being sung in a language not known to them. The most familiar types are translations presented as subtitles or surtitles projected during opera performances, those inserted into concert programs, and those that accompany commercial audio CDs of vocal music. In addition, professional and amateur singers often sing works in languages they do not know (or do not know well), and translations are then used to enable them to understand the meaning of the words they are singing.", "targets": "Who can translations of a sung text aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-007aee1a6b0c4bbc970bae6be81ae688", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translations of sung texts\u2014whether of the above type meant to be sung or of a more or less literal type meant to be read\u2014are also used as aids to audiences, singers and conductors, when a work is being sung in a language not known to them. The most familiar types are translations presented as subtitles or surtitles projected during opera performances, those inserted into concert programs, and those that accompany commercial audio CDs of vocal music. In addition, professional and amateur singers often sing works in languages they do not know (or do not know well), and translations are then used to enable them to understand the meaning of the words they are singing.", "targets": "What type of familiar translation may be seen during an opera?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-007aee1a6b0c4bbc970bae6be81ae688", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translations of sung texts\u2014whether of the above type meant to be sung or of a more or less literal type meant to be read\u2014are also used as aids to audiences, singers and conductors, when a work is being sung in a language not known to them. The most familiar types are translations presented as subtitles or surtitles projected during opera performances, those inserted into concert programs, and those that accompany commercial audio CDs of vocal music. In addition, professional and amateur singers often sing works in languages they do not know (or do not know well), and translations are then used to enable them to understand the meaning of the words they are singing.", "targets": "What do professional and amateur singers often sing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-007aee1a6b0c4bbc970bae6be81ae688", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translations of sung texts\u2014whether of the above type meant to be sung or of a more or less literal type meant to be read\u2014are also used as aids to audiences, singers and conductors, when a work is being sung in a language not known to them. The most familiar types are translations presented as subtitles or surtitles projected during opera performances, those inserted into concert programs, and those that accompany commercial audio CDs of vocal music. In addition, professional and amateur singers often sing works in languages they do not know (or do not know well), and translations are then used to enable them to understand the meaning of the words they are singing.", "targets": "Translations help singers unfamiliar with a language do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-568efbb4c9af4be5a028c583f6772f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1781, Immanuel Kant published the Critique of Pure Reason, one of the most influential works in the history of the philosophy of space and time. He describes time as an a priori notion that, together with other a priori notions such as space, allows us to comprehend sense experience. Kant denies that either space or time are substance, entities in themselves, or learned by experience; he holds, rather, that both are elements of a systematic framework we use to structure our experience. Spatial measurements are used to quantify how far apart objects are, and temporal measurements are used to quantitatively compare the interval between (or duration of) events. Although space and time are held to be transcendentally ideal in this sense, they are also empirically real\u2014that is, not mere illusions.", "targets": "When did Kant publish one of the most influential works in the history of the philosophy of space and time."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-568efbb4c9af4be5a028c583f6772f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1781, Immanuel Kant published the Critique of Pure Reason, one of the most influential works in the history of the philosophy of space and time. He describes time as an a priori notion that, together with other a priori notions such as space, allows us to comprehend sense experience. Kant denies that either space or time are substance, entities in themselves, or learned by experience; he holds, rather, that both are elements of a systematic framework we use to structure our experience. Spatial measurements are used to quantify how far apart objects are, and temporal measurements are used to quantitatively compare the interval between (or duration of) events. Although space and time are held to be transcendentally ideal in this sense, they are also empirically real\u2014that is, not mere illusions.", "targets": "What was Kant's influential work on the history of the philosophy of space and time titled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-568efbb4c9af4be5a028c583f6772f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1781, Immanuel Kant published the Critique of Pure Reason, one of the most influential works in the history of the philosophy of space and time. He describes time as an a priori notion that, together with other a priori notions such as space, allows us to comprehend sense experience. Kant denies that either space or time are substance, entities in themselves, or learned by experience; he holds, rather, that both are elements of a systematic framework we use to structure our experience. Spatial measurements are used to quantify how far apart objects are, and temporal measurements are used to quantitatively compare the interval between (or duration of) events. Although space and time are held to be transcendentally ideal in this sense, they are also empirically real\u2014that is, not mere illusions.", "targets": "What did Kant describe time as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-568efbb4c9af4be5a028c583f6772f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1781, Immanuel Kant published the Critique of Pure Reason, one of the most influential works in the history of the philosophy of space and time. He describes time as an a priori notion that, together with other a priori notions such as space, allows us to comprehend sense experience. Kant denies that either space or time are substance, entities in themselves, or learned by experience; he holds, rather, that both are elements of a systematic framework we use to structure our experience. Spatial measurements are used to quantify how far apart objects are, and temporal measurements are used to quantitatively compare the interval between (or duration of) events. Although space and time are held to be transcendentally ideal in this sense, they are also empirically real\u2014that is, not mere illusions.", "targets": "What did Kant say was similar notion to time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-568efbb4c9af4be5a028c583f6772f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1781, Immanuel Kant published the Critique of Pure Reason, one of the most influential works in the history of the philosophy of space and time. He describes time as an a priori notion that, together with other a priori notions such as space, allows us to comprehend sense experience. Kant denies that either space or time are substance, entities in themselves, or learned by experience; he holds, rather, that both are elements of a systematic framework we use to structure our experience. Spatial measurements are used to quantify how far apart objects are, and temporal measurements are used to quantitatively compare the interval between (or duration of) events. Although space and time are held to be transcendentally ideal in this sense, they are also empirically real\u2014that is, not mere illusions.", "targets": "What did Kant say time and space allow one to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab15a489b344291a460d8c4e78a676f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth's only sibling, Princess Margaret, was born in 1930. The two princesses were educated at home under the supervision of their mother and their governess, Marion Crawford, who was casually known as \"Crawfie\". Lessons concentrated on history, language, literature and music. Crawford published a biography of Elizabeth and Margaret's childhood years entitled The Little Princesses in 1950, much to the dismay of the royal family. The book describes Elizabeth's love of horses and dogs, her orderliness, and her attitude of responsibility. Others echoed such observations: Winston Churchill described Elizabeth when she was two as \"a character. She has an air of authority and reflectiveness astonishing in an infant.\" Her cousin Margaret Rhodes described her as \"a jolly little girl, but fundamentally sensible and well-behaved\".", "targets": "Who was Elizabeth only sibling?P"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab15a489b344291a460d8c4e78a676f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth's only sibling, Princess Margaret, was born in 1930. The two princesses were educated at home under the supervision of their mother and their governess, Marion Crawford, who was casually known as \"Crawfie\". Lessons concentrated on history, language, literature and music. Crawford published a biography of Elizabeth and Margaret's childhood years entitled The Little Princesses in 1950, much to the dismay of the royal family. The book describes Elizabeth's love of horses and dogs, her orderliness, and her attitude of responsibility. Others echoed such observations: Winston Churchill described Elizabeth when she was two as \"a character. She has an air of authority and reflectiveness astonishing in an infant.\" Her cousin Margaret Rhodes described her as \"a jolly little girl, but fundamentally sensible and well-behaved\".", "targets": "When was Princess Margaret born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab15a489b344291a460d8c4e78a676f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth's only sibling, Princess Margaret, was born in 1930. The two princesses were educated at home under the supervision of their mother and their governess, Marion Crawford, who was casually known as \"Crawfie\". Lessons concentrated on history, language, literature and music. Crawford published a biography of Elizabeth and Margaret's childhood years entitled The Little Princesses in 1950, much to the dismay of the royal family. The book describes Elizabeth's love of horses and dogs, her orderliness, and her attitude of responsibility. Others echoed such observations: Winston Churchill described Elizabeth when she was two as \"a character. She has an air of authority and reflectiveness astonishing in an infant.\" Her cousin Margaret Rhodes described her as \"a jolly little girl, but fundamentally sensible and well-behaved\".", "targets": "Who was Marion Crawford to the princesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab15a489b344291a460d8c4e78a676f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth's only sibling, Princess Margaret, was born in 1930. The two princesses were educated at home under the supervision of their mother and their governess, Marion Crawford, who was casually known as \"Crawfie\". Lessons concentrated on history, language, literature and music. Crawford published a biography of Elizabeth and Margaret's childhood years entitled The Little Princesses in 1950, much to the dismay of the royal family. The book describes Elizabeth's love of horses and dogs, her orderliness, and her attitude of responsibility. Others echoed such observations: Winston Churchill described Elizabeth when she was two as \"a character. She has an air of authority and reflectiveness astonishing in an infant.\" Her cousin Margaret Rhodes described her as \"a jolly little girl, but fundamentally sensible and well-behaved\".", "targets": "What was the title of the book written by Crawford about the princesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab15a489b344291a460d8c4e78a676f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth's only sibling, Princess Margaret, was born in 1930. The two princesses were educated at home under the supervision of their mother and their governess, Marion Crawford, who was casually known as \"Crawfie\". Lessons concentrated on history, language, literature and music. Crawford published a biography of Elizabeth and Margaret's childhood years entitled The Little Princesses in 1950, much to the dismay of the royal family. The book describes Elizabeth's love of horses and dogs, her orderliness, and her attitude of responsibility. Others echoed such observations: Winston Churchill described Elizabeth when she was two as \"a character. She has an air of authority and reflectiveness astonishing in an infant.\" Her cousin Margaret Rhodes described her as \"a jolly little girl, but fundamentally sensible and well-behaved\".", "targets": "Where were the royal princesses educated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-341bbc6088d343e0a39610aaef7223d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Bureau of Investigation (FBI) is the domestic intelligence and security service of the United States, which simultaneously serves as the nation's prime federal law enforcement organization. Operating under the jurisdiction of the U.S. Department of Justice, FBI is concurrently a member of the U.S. Intelligence Community and reports to both the Attorney General and the Director of National Intelligence. A leading U.S. counterterrorism, counterintelligence, and criminal investigative organization, FBI has jurisdiction over violations of more than 200 categories of federal crimes.", "targets": "What agency is the domestic intelligence and security service for the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-341bbc6088d343e0a39610aaef7223d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Bureau of Investigation (FBI) is the domestic intelligence and security service of the United States, which simultaneously serves as the nation's prime federal law enforcement organization. Operating under the jurisdiction of the U.S. Department of Justice, FBI is concurrently a member of the U.S. Intelligence Community and reports to both the Attorney General and the Director of National Intelligence. A leading U.S. counterterrorism, counterintelligence, and criminal investigative organization, FBI has jurisdiction over violations of more than 200 categories of federal crimes.", "targets": "What organization is the FBI a subset of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-341bbc6088d343e0a39610aaef7223d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Bureau of Investigation (FBI) is the domestic intelligence and security service of the United States, which simultaneously serves as the nation's prime federal law enforcement organization. Operating under the jurisdiction of the U.S. Department of Justice, FBI is concurrently a member of the U.S. Intelligence Community and reports to both the Attorney General and the Director of National Intelligence. A leading U.S. counterterrorism, counterintelligence, and criminal investigative organization, FBI has jurisdiction over violations of more than 200 categories of federal crimes.", "targets": "What Director does the FBI report to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-341bbc6088d343e0a39610aaef7223d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Bureau of Investigation (FBI) is the domestic intelligence and security service of the United States, which simultaneously serves as the nation's prime federal law enforcement organization. Operating under the jurisdiction of the U.S. Department of Justice, FBI is concurrently a member of the U.S. Intelligence Community and reports to both the Attorney General and the Director of National Intelligence. A leading U.S. counterterrorism, counterintelligence, and criminal investigative organization, FBI has jurisdiction over violations of more than 200 categories of federal crimes.", "targets": "How many categories of federal crimes does the FBI have jurisdiction over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bac5a048e3242fd9cd445615ec00409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A CD containing 20 musical selections from the game was available as a GameStop preorder bonus in the United States; it is included in all bundles in Japan, Europe, and Australia.[citation needed]", "targets": "What company included the soundtrack as a reward for ordering the game prior to release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bac5a048e3242fd9cd445615ec00409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A CD containing 20 musical selections from the game was available as a GameStop preorder bonus in the United States; it is included in all bundles in Japan, Europe, and Australia.[citation needed]", "targets": "How many tracks were recorded on the preorder CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bac5a048e3242fd9cd445615ec00409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A CD containing 20 musical selections from the game was available as a GameStop preorder bonus in the United States; it is included in all bundles in Japan, Europe, and Australia.[citation needed]", "targets": "In what areas is the content of the GameStop bonus CD provided for all versions of the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bac5a048e3242fd9cd445615ec00409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A CD containing 20 musical selections from the game was available as a GameStop preorder bonus in the United States; it is included in all bundles in Japan, Europe, and Australia.[citation needed]", "targets": "What was included as a Gamestop preorder item?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9642844cfcc54f34bd4eb83b7adec077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ukraine, Lviv and Kiev celebrated Ukrainian Independence Day on January 22, 1989. Thousands gathered in Lviv for an unauthorized moleben (religious service) in front of St. George's Cathedral. In Kiev, 60 activists met in a Kiev apartment to commemorate the proclamation of the Ukrainian People's Republic in 1918. On February 11\u201312, 1989, the Ukrainian Language Society held its founding congress. On February 15, 1989, the formation of the Initiative Committee for the Renewal of the Ukrainian Autocephalous Orthodox Church was announced. The program and statutes of the movement were proposed by the Writers Association of Ukraine and were published in the journal Literaturna Ukraina on February 16, 1989. The organization heralded Ukrainian dissidents such as Vyacheslav Chornovil.", "targets": "What is commemorated on January 22 in Ukraine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9642844cfcc54f34bd4eb83b7adec077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ukraine, Lviv and Kiev celebrated Ukrainian Independence Day on January 22, 1989. Thousands gathered in Lviv for an unauthorized moleben (religious service) in front of St. George's Cathedral. In Kiev, 60 activists met in a Kiev apartment to commemorate the proclamation of the Ukrainian People's Republic in 1918. On February 11\u201312, 1989, the Ukrainian Language Society held its founding congress. On February 15, 1989, the formation of the Initiative Committee for the Renewal of the Ukrainian Autocephalous Orthodox Church was announced. The program and statutes of the movement were proposed by the Writers Association of Ukraine and were published in the journal Literaturna Ukraina on February 16, 1989. The organization heralded Ukrainian dissidents such as Vyacheslav Chornovil.", "targets": "What is a moleben?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9642844cfcc54f34bd4eb83b7adec077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ukraine, Lviv and Kiev celebrated Ukrainian Independence Day on January 22, 1989. Thousands gathered in Lviv for an unauthorized moleben (religious service) in front of St. George's Cathedral. In Kiev, 60 activists met in a Kiev apartment to commemorate the proclamation of the Ukrainian People's Republic in 1918. On February 11\u201312, 1989, the Ukrainian Language Society held its founding congress. On February 15, 1989, the formation of the Initiative Committee for the Renewal of the Ukrainian Autocephalous Orthodox Church was announced. The program and statutes of the movement were proposed by the Writers Association of Ukraine and were published in the journal Literaturna Ukraina on February 16, 1989. The organization heralded Ukrainian dissidents such as Vyacheslav Chornovil.", "targets": "Where was the moleben held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d530bee297a6429189536d4ce40eec81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The panel is eventually broken apart into individual PCBs; this is called depaneling. Separating the individual PCBs is frequently aided by drilling or routing perforations along the boundaries of the individual circuits, much like a sheet of postage stamps. Another method, which takes less space, is to cut V-shaped grooves across the full dimension of the panel. The individual PCBs can then be broken apart along this line of weakness. Today depaneling is often done by lasers which cut the board with no contact. Laser panelization reduces stress on the fragile circuits.", "targets": "What is the process called whereby the individual PCBs are separated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d530bee297a6429189536d4ce40eec81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The panel is eventually broken apart into individual PCBs; this is called depaneling. Separating the individual PCBs is frequently aided by drilling or routing perforations along the boundaries of the individual circuits, much like a sheet of postage stamps. Another method, which takes less space, is to cut V-shaped grooves across the full dimension of the panel. The individual PCBs can then be broken apart along this line of weakness. Today depaneling is often done by lasers which cut the board with no contact. Laser panelization reduces stress on the fragile circuits.", "targets": "What boundaries would you follow to separate PCBs on a panel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d530bee297a6429189536d4ce40eec81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The panel is eventually broken apart into individual PCBs; this is called depaneling. Separating the individual PCBs is frequently aided by drilling or routing perforations along the boundaries of the individual circuits, much like a sheet of postage stamps. Another method, which takes less space, is to cut V-shaped grooves across the full dimension of the panel. The individual PCBs can then be broken apart along this line of weakness. Today depaneling is often done by lasers which cut the board with no contact. Laser panelization reduces stress on the fragile circuits.", "targets": "What technology has made depaneling possible without needing to physically interact with the board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d530bee297a6429189536d4ce40eec81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The panel is eventually broken apart into individual PCBs; this is called depaneling. Separating the individual PCBs is frequently aided by drilling or routing perforations along the boundaries of the individual circuits, much like a sheet of postage stamps. Another method, which takes less space, is to cut V-shaped grooves across the full dimension of the panel. The individual PCBs can then be broken apart along this line of weakness. Today depaneling is often done by lasers which cut the board with no contact. Laser panelization reduces stress on the fragile circuits.", "targets": "What does the V-shaped groove method save?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d530bee297a6429189536d4ce40eec81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The panel is eventually broken apart into individual PCBs; this is called depaneling. Separating the individual PCBs is frequently aided by drilling or routing perforations along the boundaries of the individual circuits, much like a sheet of postage stamps. Another method, which takes less space, is to cut V-shaped grooves across the full dimension of the panel. The individual PCBs can then be broken apart along this line of weakness. Today depaneling is often done by lasers which cut the board with no contact. Laser panelization reduces stress on the fragile circuits.", "targets": "What delicate component is less likely to be damaged if laser depanelization is used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39809e1b771c4d30858cfd85ca574d41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three classes of components for oxide glasses: network formers, intermediates, and modifiers. The network formers (silicon, boron, germanium) form a highly cross-linked network of chemical bonds. The intermediates (titanium, aluminium, zirconium, beryllium, magnesium, zinc) can act as both network formers and modifiers, according to the glass composition. The modifiers (calcium, lead, lithium, sodium, potassium) alter the network structure; they are usually present as ions, compensated by nearby non-bridging oxygen atoms, bound by one covalent bond to the glass network and holding one negative charge to compensate for the positive ion nearby. Some elements can play multiple roles; e.g. lead can act both as a network former (Pb4+ replacing Si4+), or as a modifier.", "targets": "What components of glass for networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39809e1b771c4d30858cfd85ca574d41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three classes of components for oxide glasses: network formers, intermediates, and modifiers. The network formers (silicon, boron, germanium) form a highly cross-linked network of chemical bonds. The intermediates (titanium, aluminium, zirconium, beryllium, magnesium, zinc) can act as both network formers and modifiers, according to the glass composition. The modifiers (calcium, lead, lithium, sodium, potassium) alter the network structure; they are usually present as ions, compensated by nearby non-bridging oxygen atoms, bound by one covalent bond to the glass network and holding one negative charge to compensate for the positive ion nearby. Some elements can play multiple roles; e.g. lead can act both as a network former (Pb4+ replacing Si4+), or as a modifier.", "targets": "What type of components change the network's shape?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39809e1b771c4d30858cfd85ca574d41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three classes of components for oxide glasses: network formers, intermediates, and modifiers. The network formers (silicon, boron, germanium) form a highly cross-linked network of chemical bonds. The intermediates (titanium, aluminium, zirconium, beryllium, magnesium, zinc) can act as both network formers and modifiers, according to the glass composition. The modifiers (calcium, lead, lithium, sodium, potassium) alter the network structure; they are usually present as ions, compensated by nearby non-bridging oxygen atoms, bound by one covalent bond to the glass network and holding one negative charge to compensate for the positive ion nearby. Some elements can play multiple roles; e.g. lead can act both as a network former (Pb4+ replacing Si4+), or as a modifier.", "targets": "What type of component can both make and change networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39809e1b771c4d30858cfd85ca574d41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three classes of components for oxide glasses: network formers, intermediates, and modifiers. The network formers (silicon, boron, germanium) form a highly cross-linked network of chemical bonds. The intermediates (titanium, aluminium, zirconium, beryllium, magnesium, zinc) can act as both network formers and modifiers, according to the glass composition. The modifiers (calcium, lead, lithium, sodium, potassium) alter the network structure; they are usually present as ions, compensated by nearby non-bridging oxygen atoms, bound by one covalent bond to the glass network and holding one negative charge to compensate for the positive ion nearby. Some elements can play multiple roles; e.g. lead can act both as a network former (Pb4+ replacing Si4+), or as a modifier.", "targets": "What type of chemical attachment connects ions to the network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7114d679959d4672836264f8f93a4e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's most important economic sector lies in its role as the headquarters for the U.S.financial industry, metonymously known as Wall Street. The city's securities industry, enumerating 163,400 jobs in August 2013, continues to form the largest segment of the city's financial sector and an important economic engine, accounting in 2012 for 5 percent of the city's private sector jobs, 8.5 percent (US$3.8 billion) of its tax revenue, and 22 percent of the city's total wages, including an average salary of US$360,700. Many large financial companies are headquartered in New York City, and the city is also home to a burgeoning number of financial startup companies.", "targets": "As of 2013, how many people worked for a securities business in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7114d679959d4672836264f8f93a4e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's most important economic sector lies in its role as the headquarters for the U.S.financial industry, metonymously known as Wall Street. The city's securities industry, enumerating 163,400 jobs in August 2013, continues to form the largest segment of the city's financial sector and an important economic engine, accounting in 2012 for 5 percent of the city's private sector jobs, 8.5 percent (US$3.8 billion) of its tax revenue, and 22 percent of the city's total wages, including an average salary of US$360,700. Many large financial companies are headquartered in New York City, and the city is also home to a burgeoning number of financial startup companies.", "targets": "What percentage of New York private sector jobs are in the securities industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7114d679959d4672836264f8f93a4e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's most important economic sector lies in its role as the headquarters for the U.S.financial industry, metonymously known as Wall Street. The city's securities industry, enumerating 163,400 jobs in August 2013, continues to form the largest segment of the city's financial sector and an important economic engine, accounting in 2012 for 5 percent of the city's private sector jobs, 8.5 percent (US$3.8 billion) of its tax revenue, and 22 percent of the city's total wages, including an average salary of US$360,700. Many large financial companies are headquartered in New York City, and the city is also home to a burgeoning number of financial startup companies.", "targets": "How much tax revenue does the securities industry generate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7114d679959d4672836264f8f93a4e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's most important economic sector lies in its role as the headquarters for the U.S.financial industry, metonymously known as Wall Street. The city's securities industry, enumerating 163,400 jobs in August 2013, continues to form the largest segment of the city's financial sector and an important economic engine, accounting in 2012 for 5 percent of the city's private sector jobs, 8.5 percent (US$3.8 billion) of its tax revenue, and 22 percent of the city's total wages, including an average salary of US$360,700. Many large financial companies are headquartered in New York City, and the city is also home to a burgeoning number of financial startup companies.", "targets": "What is the average income in the New York securities industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7114d679959d4672836264f8f93a4e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's most important economic sector lies in its role as the headquarters for the U.S.financial industry, metonymously known as Wall Street. The city's securities industry, enumerating 163,400 jobs in August 2013, continues to form the largest segment of the city's financial sector and an important economic engine, accounting in 2012 for 5 percent of the city's private sector jobs, 8.5 percent (US$3.8 billion) of its tax revenue, and 22 percent of the city's total wages, including an average salary of US$360,700. Many large financial companies are headquartered in New York City, and the city is also home to a burgeoning number of financial startup companies.", "targets": "What percentage of the city's wages does the securities industry provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7114d679959d4672836264f8f93a4e87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's most important economic sector lies in its role as the headquarters for the U.S.financial industry, metonymously known as Wall Street. The city's securities industry, enumerating 163,400 jobs in August 2013, continues to form the largest segment of the city's financial sector and an important economic engine, accounting in 2012 for 5 percent of the city's private sector jobs, 8.5 percent (US$3.8 billion) of its tax revenue, and 22 percent of the city's total wages, including an average salary of US$360,700. Many large financial companies are headquartered in New York City, and the city is also home to a burgeoning number of financial startup companies.", "targets": "22 Percent of NYC's total wages are from what industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5116d4bb901c437fa9f5c7b1bfbe8ed4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"domestic dog\" is generally used for both of the domesticated and feral varieties. The English word dog comes from Middle English dogge, from Old English docga, a \"powerful dog breed\". The term may possibly derive from Proto-Germanic *dukk\u014dn, represented in Old English finger-docce (\"finger-muscle\"). The word also shows the familiar petname diminutive -ga also seen in frogga \"frog\", picga \"pig\", stagga \"stag\", wicga \"beetle, worm\", among others. The term dog may ultimately derive from the earliest layer of Proto-Indo-European vocabulary.", "targets": "What is the Proto-Germanic word that \"dog\" may have come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5116d4bb901c437fa9f5c7b1bfbe8ed4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"domestic dog\" is generally used for both of the domesticated and feral varieties. The English word dog comes from Middle English dogge, from Old English docga, a \"powerful dog breed\". The term may possibly derive from Proto-Germanic *dukk\u014dn, represented in Old English finger-docce (\"finger-muscle\"). The word also shows the familiar petname diminutive -ga also seen in frogga \"frog\", picga \"pig\", stagga \"stag\", wicga \"beetle, worm\", among others. The term dog may ultimately derive from the earliest layer of Proto-Indo-European vocabulary.", "targets": "What may be the earliest vocabulary that the word \"dog\" came from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5116d4bb901c437fa9f5c7b1bfbe8ed4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"domestic dog\" is generally used for both of the domesticated and feral varieties. The English word dog comes from Middle English dogge, from Old English docga, a \"powerful dog breed\". The term may possibly derive from Proto-Germanic *dukk\u014dn, represented in Old English finger-docce (\"finger-muscle\"). The word also shows the familiar petname diminutive -ga also seen in frogga \"frog\", picga \"pig\", stagga \"stag\", wicga \"beetle, worm\", among others. The term dog may ultimately derive from the earliest layer of Proto-Indo-European vocabulary.", "targets": "Where does the word dog originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5116d4bb901c437fa9f5c7b1bfbe8ed4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"domestic dog\" is generally used for both of the domesticated and feral varieties. The English word dog comes from Middle English dogge, from Old English docga, a \"powerful dog breed\". The term may possibly derive from Proto-Germanic *dukk\u014dn, represented in Old English finger-docce (\"finger-muscle\"). The word also shows the familiar petname diminutive -ga also seen in frogga \"frog\", picga \"pig\", stagga \"stag\", wicga \"beetle, worm\", among others. The term dog may ultimately derive from the earliest layer of Proto-Indo-European vocabulary.", "targets": "Dog could also come from the original layer of what vocabulary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5d0d194bdb3418ba6a8db0fb474a847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1630, Pope Urban VIII decreed their title to be Eminence (previously, it had been \"illustrissimo\" and \"reverendissimo\")  and decreed that their secular rank would equate to Prince, making them secondary only to the Pope and crowned monarchs.", "targets": "In was year was the title decreed Eminence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5d0d194bdb3418ba6a8db0fb474a847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1630, Pope Urban VIII decreed their title to be Eminence (previously, it had been \"illustrissimo\" and \"reverendissimo\")  and decreed that their secular rank would equate to Prince, making them secondary only to the Pope and crowned monarchs.", "targets": "Who decreed this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5d0d194bdb3418ba6a8db0fb474a847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1630, Pope Urban VIII decreed their title to be Eminence (previously, it had been \"illustrissimo\" and \"reverendissimo\")  and decreed that their secular rank would equate to Prince, making them secondary only to the Pope and crowned monarchs.", "targets": "What rank did the Eminece decree assigned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5d0d194bdb3418ba6a8db0fb474a847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1630, Pope Urban VIII decreed their title to be Eminence (previously, it had been \"illustrissimo\" and \"reverendissimo\")  and decreed that their secular rank would equate to Prince, making them secondary only to the Pope and crowned monarchs.", "targets": "Who held more power then the cardinal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5d0d194bdb3418ba6a8db0fb474a847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1630, Pope Urban VIII decreed their title to be Eminence (previously, it had been \"illustrissimo\" and \"reverendissimo\")  and decreed that their secular rank would equate to Prince, making them secondary only to the Pope and crowned monarchs.", "targets": "Which pope decided that being pope was equal to being a prince?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cd04dd4f9f4ac68286c854ce943df5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The School of Architecture was established in 1899, although degrees in architecture were first awarded by the university in 1898. Today the school, housed in Bond Hall, offers a five-year undergraduate program leading to the Bachelor of Architecture degree. All undergraduate students study the third year of the program in Rome. The university is globally recognized for its Notre Dame School of Architecture, a faculty that teaches (pre-modernist) traditional and classical architecture and urban planning (e.g. following the principles of New Urbanism and New Classical Architecture). It also awards the renowned annual Driehaus Architecture Prize.", "targets": "In 1899 Notre Dame formed which college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cd04dd4f9f4ac68286c854ce943df5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The School of Architecture was established in 1899, although degrees in architecture were first awarded by the university in 1898. Today the school, housed in Bond Hall, offers a five-year undergraduate program leading to the Bachelor of Architecture degree. All undergraduate students study the third year of the program in Rome. The university is globally recognized for its Notre Dame School of Architecture, a faculty that teaches (pre-modernist) traditional and classical architecture and urban planning (e.g. following the principles of New Urbanism and New Classical Architecture). It also awards the renowned annual Driehaus Architecture Prize.", "targets": "In what building is the current School of Architecture housed at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cd04dd4f9f4ac68286c854ce943df5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The School of Architecture was established in 1899, although degrees in architecture were first awarded by the university in 1898. Today the school, housed in Bond Hall, offers a five-year undergraduate program leading to the Bachelor of Architecture degree. All undergraduate students study the third year of the program in Rome. The university is globally recognized for its Notre Dame School of Architecture, a faculty that teaches (pre-modernist) traditional and classical architecture and urban planning (e.g. following the principles of New Urbanism and New Classical Architecture). It also awards the renowned annual Driehaus Architecture Prize.", "targets": "What length is the course of study at the Notre Dame School of Architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cd04dd4f9f4ac68286c854ce943df5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The School of Architecture was established in 1899, although degrees in architecture were first awarded by the university in 1898. Today the school, housed in Bond Hall, offers a five-year undergraduate program leading to the Bachelor of Architecture degree. All undergraduate students study the third year of the program in Rome. The university is globally recognized for its Notre Dame School of Architecture, a faculty that teaches (pre-modernist) traditional and classical architecture and urban planning (e.g. following the principles of New Urbanism and New Classical Architecture). It also awards the renowned annual Driehaus Architecture Prize.", "targets": "In which location do students of the School of Architecture of Notre Dame spend their 3rd year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cd04dd4f9f4ac68286c854ce943df5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The School of Architecture was established in 1899, although degrees in architecture were first awarded by the university in 1898. Today the school, housed in Bond Hall, offers a five-year undergraduate program leading to the Bachelor of Architecture degree. All undergraduate students study the third year of the program in Rome. The university is globally recognized for its Notre Dame School of Architecture, a faculty that teaches (pre-modernist) traditional and classical architecture and urban planning (e.g. following the principles of New Urbanism and New Classical Architecture). It also awards the renowned annual Driehaus Architecture Prize.", "targets": "Which prestigious prize does the School of Architecture at Notre Dame give out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cc19dfb575465a9697f6df9d3e4465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pubs that cater for a niche clientele, such as sports fans or people of certain nationalities are known as theme pubs. Examples of theme pubs include sports bars, rock pubs, biker pubs, Goth pubs, strip pubs, gay bars, karaoke bars and Irish pubs.", "targets": "What is a blanket term for pubs that, for example, cater to sports fans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cc19dfb575465a9697f6df9d3e4465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pubs that cater for a niche clientele, such as sports fans or people of certain nationalities are known as theme pubs. Examples of theme pubs include sports bars, rock pubs, biker pubs, Goth pubs, strip pubs, gay bars, karaoke bars and Irish pubs.", "targets": "What is an example of a theme pub that caters to people of a certain nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cc19dfb575465a9697f6df9d3e4465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pubs that cater for a niche clientele, such as sports fans or people of certain nationalities are known as theme pubs. Examples of theme pubs include sports bars, rock pubs, biker pubs, Goth pubs, strip pubs, gay bars, karaoke bars and Irish pubs.", "targets": "What is an example of a theme pub that caters to people with certain musical interests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cc19dfb575465a9697f6df9d3e4465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pubs that cater for a niche clientele, such as sports fans or people of certain nationalities are known as theme pubs. Examples of theme pubs include sports bars, rock pubs, biker pubs, Goth pubs, strip pubs, gay bars, karaoke bars and Irish pubs.", "targets": "What sort of theme pub would be likely to feature strippers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cc19dfb575465a9697f6df9d3e4465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pubs that cater for a niche clientele, such as sports fans or people of certain nationalities are known as theme pubs. Examples of theme pubs include sports bars, rock pubs, biker pubs, Goth pubs, strip pubs, gay bars, karaoke bars and Irish pubs.", "targets": "In what sort of theme pub could one find visitors singing with musical accompaniment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4208859a1a504feab26d683aec51e595", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all traditions of Buddhism share the same philosophical outlook, or treat the same concepts as central. Each tradition, however, does have its own core concepts, and some comparisons can be drawn between them. For example, according to one Buddhist ecumenical organization,[web 23] several concepts common to both major Buddhist branches:", "targets": "Each tradition has its own core what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4208859a1a504feab26d683aec51e595", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all traditions of Buddhism share the same philosophical outlook, or treat the same concepts as central. Each tradition, however, does have its own core concepts, and some comparisons can be drawn between them. For example, according to one Buddhist ecumenical organization,[web 23] several concepts common to both major Buddhist branches:", "targets": "there are common concepts to both major buddhist branches according to what organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5754e8a6a87484d9afdd9aaa7f0f08b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most pelagic species, mainly in the 'tubenose' order Procellariiformes, are great wanderers, and the albatrosses of the southern oceans may circle the globe as they ride the \"roaring forties\" outside the breeding season. The tubenoses spread widely over large areas of open ocean, but congregate when food becomes available. Many are also among the longest-distance migrants; sooty shearwaters Puffinus griseus nesting on the Falkland Islands migrate 14,000 km (8,700 mi) between the breeding colony and the North Atlantic Ocean off Norway. Some Manx shearwaters Puffinus puffinus do this same journey in reverse. As they are long-lived birds, they may cover enormous distances during their lives; one record-breaking Manx shearwater is calculated to have flown 8 million km (5 million miles) during its over-50 year lifespan.", "targets": "Which species are great wanderers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5754e8a6a87484d9afdd9aaa7f0f08b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most pelagic species, mainly in the 'tubenose' order Procellariiformes, are great wanderers, and the albatrosses of the southern oceans may circle the globe as they ride the \"roaring forties\" outside the breeding season. The tubenoses spread widely over large areas of open ocean, but congregate when food becomes available. Many are also among the longest-distance migrants; sooty shearwaters Puffinus griseus nesting on the Falkland Islands migrate 14,000 km (8,700 mi) between the breeding colony and the North Atlantic Ocean off Norway. Some Manx shearwaters Puffinus puffinus do this same journey in reverse. As they are long-lived birds, they may cover enormous distances during their lives; one record-breaking Manx shearwater is calculated to have flown 8 million km (5 million miles) during its over-50 year lifespan.", "targets": "How far did a Manx shearwater fly over it's lifespan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5754e8a6a87484d9afdd9aaa7f0f08b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most pelagic species, mainly in the 'tubenose' order Procellariiformes, are great wanderers, and the albatrosses of the southern oceans may circle the globe as they ride the \"roaring forties\" outside the breeding season. The tubenoses spread widely over large areas of open ocean, but congregate when food becomes available. Many are also among the longest-distance migrants; sooty shearwaters Puffinus griseus nesting on the Falkland Islands migrate 14,000 km (8,700 mi) between the breeding colony and the North Atlantic Ocean off Norway. Some Manx shearwaters Puffinus puffinus do this same journey in reverse. As they are long-lived birds, they may cover enormous distances during their lives; one record-breaking Manx shearwater is calculated to have flown 8 million km (5 million miles) during its over-50 year lifespan.", "targets": "Which bird broke a record in how far it flew over it's life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5754e8a6a87484d9afdd9aaa7f0f08b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most pelagic species, mainly in the 'tubenose' order Procellariiformes, are great wanderers, and the albatrosses of the southern oceans may circle the globe as they ride the \"roaring forties\" outside the breeding season. The tubenoses spread widely over large areas of open ocean, but congregate when food becomes available. Many are also among the longest-distance migrants; sooty shearwaters Puffinus griseus nesting on the Falkland Islands migrate 14,000 km (8,700 mi) between the breeding colony and the North Atlantic Ocean off Norway. Some Manx shearwaters Puffinus puffinus do this same journey in reverse. As they are long-lived birds, they may cover enormous distances during their lives; one record-breaking Manx shearwater is calculated to have flown 8 million km (5 million miles) during its over-50 year lifespan.", "targets": "How long did the Manx shearwater live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5754e8a6a87484d9afdd9aaa7f0f08b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most pelagic species, mainly in the 'tubenose' order Procellariiformes, are great wanderers, and the albatrosses of the southern oceans may circle the globe as they ride the \"roaring forties\" outside the breeding season. The tubenoses spread widely over large areas of open ocean, but congregate when food becomes available. Many are also among the longest-distance migrants; sooty shearwaters Puffinus griseus nesting on the Falkland Islands migrate 14,000 km (8,700 mi) between the breeding colony and the North Atlantic Ocean off Norway. Some Manx shearwaters Puffinus puffinus do this same journey in reverse. As they are long-lived birds, they may cover enormous distances during their lives; one record-breaking Manx shearwater is calculated to have flown 8 million km (5 million miles) during its over-50 year lifespan.", "targets": "How far will Puffinus griseus migrate each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e001a52e6b41418b3a9abcdd11fef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Greece has evolved over thousands of years, beginning in Mycenaean Greece and continuing most notably into Classical Greece, through the influence of the Roman Empire and its Greek Eastern continuation, the Eastern Roman or Byzantine Empire. Other cultures and nations, such as the Latin and Frankish states, the Ottoman Empire, the Venetian Republic, the Genoese Republic, and the British Empire have also left their influence on modern Greek culture, although historians credit the Greek War of Independence with revitalising Greece and giving birth to a single, cohesive entity of its multi-faceted culture.", "targets": "Where did Greece culture begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e001a52e6b41418b3a9abcdd11fef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Greece has evolved over thousands of years, beginning in Mycenaean Greece and continuing most notably into Classical Greece, through the influence of the Roman Empire and its Greek Eastern continuation, the Eastern Roman or Byzantine Empire. Other cultures and nations, such as the Latin and Frankish states, the Ottoman Empire, the Venetian Republic, the Genoese Republic, and the British Empire have also left their influence on modern Greek culture, although historians credit the Greek War of Independence with revitalising Greece and giving birth to a single, cohesive entity of its multi-faceted culture.", "targets": "What do historians credit with revitalizing Greek culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e001a52e6b41418b3a9abcdd11fef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture of Greece has evolved over thousands of years, beginning in Mycenaean Greece and continuing most notably into Classical Greece, through the influence of the Roman Empire and its Greek Eastern continuation, the Eastern Roman or Byzantine Empire. Other cultures and nations, such as the Latin and Frankish states, the Ottoman Empire, the Venetian Republic, the Genoese Republic, and the British Empire have also left their influence on modern Greek culture, although historians credit the Greek War of Independence with revitalising Greece and giving birth to a single, cohesive entity of its multi-faceted culture.", "targets": "The evolution of Grecian culture has evolved over what time period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53ef3af1a76a419893f479da5720c50d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005 two city council members, Ralph Inzunza and Deputy Mayor Michael Zucchet \u2013 who briefly took over as acting mayor when Murphy resigned \u2013 were convicted of extortion, wire fraud, and conspiracy to commit wire fraud for taking campaign contributions from a strip club owner and his associates, allegedly in exchange for trying to repeal the city's \"no touch\" laws at strip clubs. Both subsequently resigned. Inzunza was sentenced to 21 months in prison. In 2009, a judge acquitted Zucchet on seven out of the nine counts against him, and granted his petition for a new trial on the other two charges; the remaining charges were eventually dropped.", "targets": "What two members of city council were convicted of extortion in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53ef3af1a76a419893f479da5720c50d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005 two city council members, Ralph Inzunza and Deputy Mayor Michael Zucchet \u2013 who briefly took over as acting mayor when Murphy resigned \u2013 were convicted of extortion, wire fraud, and conspiracy to commit wire fraud for taking campaign contributions from a strip club owner and his associates, allegedly in exchange for trying to repeal the city's \"no touch\" laws at strip clubs. Both subsequently resigned. Inzunza was sentenced to 21 months in prison. In 2009, a judge acquitted Zucchet on seven out of the nine counts against him, and granted his petition for a new trial on the other two charges; the remaining charges were eventually dropped.", "targets": "What strip club-related law were the council members trying to repeal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53ef3af1a76a419893f479da5720c50d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005 two city council members, Ralph Inzunza and Deputy Mayor Michael Zucchet \u2013 who briefly took over as acting mayor when Murphy resigned \u2013 were convicted of extortion, wire fraud, and conspiracy to commit wire fraud for taking campaign contributions from a strip club owner and his associates, allegedly in exchange for trying to repeal the city's \"no touch\" laws at strip clubs. Both subsequently resigned. Inzunza was sentenced to 21 months in prison. In 2009, a judge acquitted Zucchet on seven out of the nine counts against him, and granted his petition for a new trial on the other two charges; the remaining charges were eventually dropped.", "targets": "In what year were Zucchet's seven out of nine counts acquitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53ef3af1a76a419893f479da5720c50d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005 two city council members, Ralph Inzunza and Deputy Mayor Michael Zucchet \u2013 who briefly took over as acting mayor when Murphy resigned \u2013 were convicted of extortion, wire fraud, and conspiracy to commit wire fraud for taking campaign contributions from a strip club owner and his associates, allegedly in exchange for trying to repeal the city's \"no touch\" laws at strip clubs. Both subsequently resigned. Inzunza was sentenced to 21 months in prison. In 2009, a judge acquitted Zucchet on seven out of the nine counts against him, and granted his petition for a new trial on the other two charges; the remaining charges were eventually dropped.", "targets": "How long was Inzunza's  prison sentence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53ef3af1a76a419893f479da5720c50d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005 two city council members, Ralph Inzunza and Deputy Mayor Michael Zucchet \u2013 who briefly took over as acting mayor when Murphy resigned \u2013 were convicted of extortion, wire fraud, and conspiracy to commit wire fraud for taking campaign contributions from a strip club owner and his associates, allegedly in exchange for trying to repeal the city's \"no touch\" laws at strip clubs. Both subsequently resigned. Inzunza was sentenced to 21 months in prison. In 2009, a judge acquitted Zucchet on seven out of the nine counts against him, and granted his petition for a new trial on the other two charges; the remaining charges were eventually dropped.", "targets": "Who did Inzunza and Zucche accept money from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d9031da8b224591b56da36c6e2a8fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English name \"Normans\" comes from the French words Normans/Normanz, plural of Normant, modern French normand, which is itself borrowed from Old Low Franconian Nortmann \"Northman\" or directly from Old Norse Nor\u00f0ma\u00f0r, Latinized variously as Nortmannus, Normannus, or Nordmannus (recorded in Medieval Latin, 9th century) to mean \"Norseman, Viking\".", "targets": "What is the original meaning of the word Norman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d9031da8b224591b56da36c6e2a8fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English name \"Normans\" comes from the French words Normans/Normanz, plural of Normant, modern French normand, which is itself borrowed from Old Low Franconian Nortmann \"Northman\" or directly from Old Norse Nor\u00f0ma\u00f0r, Latinized variously as Nortmannus, Normannus, or Nordmannus (recorded in Medieval Latin, 9th century) to mean \"Norseman, Viking\".", "targets": "When was the Latin version of the word Norman first recorded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e892018e1d4049169326fe69ae736b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, the Office of Fair Trading found fifty independent schools, including Eton, to have breached the Competition Act by \"regularly and systematically\" exchanging information about planned increases in school fees, which was collated and distributed among the schools by the bursar at Sevenoaks School. Following the investigation by the OFT, each school was required to pay around \u00a370,000, totalling around \u00a33.5 million, significantly less than the maximum possible fine. In addition, the schools together agreed to contribute another \u00a33m to a new charitable educational fund. The incident raised concerns over whether the charitable status of independent schools such as Eton should be reconsidered, and perhaps revoked. However, Jean Scott, the head of the Independent Schools Council, said that independent schools had always been exempt from anti-cartel rules applied to business, were following a long-established procedure in sharing the information with each other, and that they were unaware of the change to the law (on which they had not been consulted). She wrote to John Vickers, the OFT director-general, saying, \"They are not a group of businessmen meeting behind closed doors to fix the price of their products to the disadvantage of the consumer. They are schools that have quite openly continued to follow a long-established practice because they were unaware that the law had changed.\"", "targets": "Who defended fifty schools accused of price-sharing, stating they were unaware the laws had changed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e892018e1d4049169326fe69ae736b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, the Office of Fair Trading found fifty independent schools, including Eton, to have breached the Competition Act by \"regularly and systematically\" exchanging information about planned increases in school fees, which was collated and distributed among the schools by the bursar at Sevenoaks School. Following the investigation by the OFT, each school was required to pay around \u00a370,000, totalling around \u00a33.5 million, significantly less than the maximum possible fine. In addition, the schools together agreed to contribute another \u00a33m to a new charitable educational fund. The incident raised concerns over whether the charitable status of independent schools such as Eton should be reconsidered, and perhaps revoked. However, Jean Scott, the head of the Independent Schools Council, said that independent schools had always been exempt from anti-cartel rules applied to business, were following a long-established procedure in sharing the information with each other, and that they were unaware of the change to the law (on which they had not been consulted). She wrote to John Vickers, the OFT director-general, saying, \"They are not a group of businessmen meeting behind closed doors to fix the price of their products to the disadvantage of the consumer. They are schools that have quite openly continued to follow a long-established practice because they were unaware that the law had changed.\"", "targets": "In what year was a group of independent schools found guilty of price-sharing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e892018e1d4049169326fe69ae736b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, the Office of Fair Trading found fifty independent schools, including Eton, to have breached the Competition Act by \"regularly and systematically\" exchanging information about planned increases in school fees, which was collated and distributed among the schools by the bursar at Sevenoaks School. Following the investigation by the OFT, each school was required to pay around \u00a370,000, totalling around \u00a33.5 million, significantly less than the maximum possible fine. In addition, the schools together agreed to contribute another \u00a33m to a new charitable educational fund. The incident raised concerns over whether the charitable status of independent schools such as Eton should be reconsidered, and perhaps revoked. However, Jean Scott, the head of the Independent Schools Council, said that independent schools had always been exempt from anti-cartel rules applied to business, were following a long-established procedure in sharing the information with each other, and that they were unaware of the change to the law (on which they had not been consulted). She wrote to John Vickers, the OFT director-general, saying, \"They are not a group of businessmen meeting behind closed doors to fix the price of their products to the disadvantage of the consumer. They are schools that have quite openly continued to follow a long-established practice because they were unaware that the law had changed.\"", "targets": "How much did each school have to pay as punishment for price-sharing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e892018e1d4049169326fe69ae736b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, the Office of Fair Trading found fifty independent schools, including Eton, to have breached the Competition Act by \"regularly and systematically\" exchanging information about planned increases in school fees, which was collated and distributed among the schools by the bursar at Sevenoaks School. Following the investigation by the OFT, each school was required to pay around \u00a370,000, totalling around \u00a33.5 million, significantly less than the maximum possible fine. In addition, the schools together agreed to contribute another \u00a33m to a new charitable educational fund. The incident raised concerns over whether the charitable status of independent schools such as Eton should be reconsidered, and perhaps revoked. However, Jean Scott, the head of the Independent Schools Council, said that independent schools had always been exempt from anti-cartel rules applied to business, were following a long-established procedure in sharing the information with each other, and that they were unaware of the change to the law (on which they had not been consulted). She wrote to John Vickers, the OFT director-general, saying, \"They are not a group of businessmen meeting behind closed doors to fix the price of their products to the disadvantage of the consumer. They are schools that have quite openly continued to follow a long-established practice because they were unaware that the law had changed.\"", "targets": "What did the schools elect to contribute money towards, in light of their allegations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1cd5f7d3ad42b7b9541aed9d36183e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast has also earned a reputation for being anti-union. According to one of the company's training manuals, \"Comcast does not feel union representation is in the best interest of its employees, customers, or shareholders\". A dispute in 2004 with CWA, a labor union that represented many employees at Comcast's offices in Beaverton, Oregon, led to allegations of management intimidating workers, requiring them to attend anti-union meetings and unwarranted disciplinary action for union members. In 2011, Comcast received criticism from Writers Guild of America for its policies in regards to unions.", "targets": "What is Comcast's stance on organized labor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1cd5f7d3ad42b7b9541aed9d36183e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast has also earned a reputation for being anti-union. According to one of the company's training manuals, \"Comcast does not feel union representation is in the best interest of its employees, customers, or shareholders\". A dispute in 2004 with CWA, a labor union that represented many employees at Comcast's offices in Beaverton, Oregon, led to allegations of management intimidating workers, requiring them to attend anti-union meetings and unwarranted disciplinary action for union members. In 2011, Comcast received criticism from Writers Guild of America for its policies in regards to unions.", "targets": "A 2004 labor dispute in what city highlighted Comcast's anti-labor stance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1cd5f7d3ad42b7b9541aed9d36183e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast has also earned a reputation for being anti-union. According to one of the company's training manuals, \"Comcast does not feel union representation is in the best interest of its employees, customers, or shareholders\". A dispute in 2004 with CWA, a labor union that represented many employees at Comcast's offices in Beaverton, Oregon, led to allegations of management intimidating workers, requiring them to attend anti-union meetings and unwarranted disciplinary action for union members. In 2011, Comcast received criticism from Writers Guild of America for its policies in regards to unions.", "targets": "What was one anti-union thing that workers in Beaverton were required to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1cd5f7d3ad42b7b9541aed9d36183e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast has also earned a reputation for being anti-union. According to one of the company's training manuals, \"Comcast does not feel union representation is in the best interest of its employees, customers, or shareholders\". A dispute in 2004 with CWA, a labor union that represented many employees at Comcast's offices in Beaverton, Oregon, led to allegations of management intimidating workers, requiring them to attend anti-union meetings and unwarranted disciplinary action for union members. In 2011, Comcast received criticism from Writers Guild of America for its policies in regards to unions.", "targets": "What creative union aired grievances against Comcast in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1cd5f7d3ad42b7b9541aed9d36183e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast has also earned a reputation for being anti-union. According to one of the company's training manuals, \"Comcast does not feel union representation is in the best interest of its employees, customers, or shareholders\". A dispute in 2004 with CWA, a labor union that represented many employees at Comcast's offices in Beaverton, Oregon, led to allegations of management intimidating workers, requiring them to attend anti-union meetings and unwarranted disciplinary action for union members. In 2011, Comcast received criticism from Writers Guild of America for its policies in regards to unions.", "targets": "In what internal publication was Comcast's union stance formally enumerated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beebb7b234754fd992e719b5c925140c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, the Industrial Revolution laid open the door for mass production and consumption. Aesthetics became a criterion for the middle class as ornamented products, once within the province of expensive craftsmanship, became cheaper under machine production.", "targets": "What started with the Industrial Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beebb7b234754fd992e719b5c925140c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, the Industrial Revolution laid open the door for mass production and consumption. Aesthetics became a criterion for the middle class as ornamented products, once within the province of expensive craftsmanship, became cheaper under machine production.", "targets": "What became cheap enough for the middle class to buy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beebb7b234754fd992e719b5c925140c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, the Industrial Revolution laid open the door for mass production and consumption. Aesthetics became a criterion for the middle class as ornamented products, once within the province of expensive craftsmanship, became cheaper under machine production.", "targets": "As products came within their financial reach what concept began to interest the middle class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3eeaa239da4f52a51e5ce2757d2194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Devonian spanned roughly from 419 to 359 Ma. The period was a time of great tectonic activity, as Laurasia and Gondwana drew closer together. The continent Euramerica (or Laurussia) was created in the early Devonian by the collision of Laurentia and Baltica, which rotated into the natural dry zone along the Tropic of Capricorn. In these near-deserts, the Old Red Sandstone sedimentary beds formed, made red by the oxidized iron (hematite) characteristic of drought conditions. Near the equator Pangaea began to consolidate from the plates containing North America and Europe, further raising the northern Appalachian Mountains and forming the Caledonian Mountains in Great Britain and Scandinavia. The southern continents remained tied together in the supercontinent of Gondwana. The remainder of modern Eurasia lay in the Northern Hemisphere. Sea levels were high worldwide, and much of the land lay submerged under shallow seas. The deep, enormous Panthalassa (the \"universal ocean\") covered the rest of the planet. Other minor oceans were Paleo-Tethys, Proto-Tethys, Rheic Ocean and Ural Ocean (which was closed during the collision with Siberia and Baltica).", "targets": "During what time period was the Devonian era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3eeaa239da4f52a51e5ce2757d2194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Devonian spanned roughly from 419 to 359 Ma. The period was a time of great tectonic activity, as Laurasia and Gondwana drew closer together. The continent Euramerica (or Laurussia) was created in the early Devonian by the collision of Laurentia and Baltica, which rotated into the natural dry zone along the Tropic of Capricorn. In these near-deserts, the Old Red Sandstone sedimentary beds formed, made red by the oxidized iron (hematite) characteristic of drought conditions. Near the equator Pangaea began to consolidate from the plates containing North America and Europe, further raising the northern Appalachian Mountains and forming the Caledonian Mountains in Great Britain and Scandinavia. The southern continents remained tied together in the supercontinent of Gondwana. The remainder of modern Eurasia lay in the Northern Hemisphere. Sea levels were high worldwide, and much of the land lay submerged under shallow seas. The deep, enormous Panthalassa (the \"universal ocean\") covered the rest of the planet. Other minor oceans were Paleo-Tethys, Proto-Tethys, Rheic Ocean and Ural Ocean (which was closed during the collision with Siberia and Baltica).", "targets": "Which continent was formed from the meeting of Laurentia and Baltica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3eeaa239da4f52a51e5ce2757d2194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Devonian spanned roughly from 419 to 359 Ma. The period was a time of great tectonic activity, as Laurasia and Gondwana drew closer together. The continent Euramerica (or Laurussia) was created in the early Devonian by the collision of Laurentia and Baltica, which rotated into the natural dry zone along the Tropic of Capricorn. In these near-deserts, the Old Red Sandstone sedimentary beds formed, made red by the oxidized iron (hematite) characteristic of drought conditions. Near the equator Pangaea began to consolidate from the plates containing North America and Europe, further raising the northern Appalachian Mountains and forming the Caledonian Mountains in Great Britain and Scandinavia. The southern continents remained tied together in the supercontinent of Gondwana. The remainder of modern Eurasia lay in the Northern Hemisphere. Sea levels were high worldwide, and much of the land lay submerged under shallow seas. The deep, enormous Panthalassa (the \"universal ocean\") covered the rest of the planet. Other minor oceans were Paleo-Tethys, Proto-Tethys, Rheic Ocean and Ural Ocean (which was closed during the collision with Siberia and Baltica).", "targets": "Which sedimentary beds were created in the dry areas of Euramerica in the Devonian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3eeaa239da4f52a51e5ce2757d2194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Devonian spanned roughly from 419 to 359 Ma. The period was a time of great tectonic activity, as Laurasia and Gondwana drew closer together. The continent Euramerica (or Laurussia) was created in the early Devonian by the collision of Laurentia and Baltica, which rotated into the natural dry zone along the Tropic of Capricorn. In these near-deserts, the Old Red Sandstone sedimentary beds formed, made red by the oxidized iron (hematite) characteristic of drought conditions. Near the equator Pangaea began to consolidate from the plates containing North America and Europe, further raising the northern Appalachian Mountains and forming the Caledonian Mountains in Great Britain and Scandinavia. The southern continents remained tied together in the supercontinent of Gondwana. The remainder of modern Eurasia lay in the Northern Hemisphere. Sea levels were high worldwide, and much of the land lay submerged under shallow seas. The deep, enormous Panthalassa (the \"universal ocean\") covered the rest of the planet. Other minor oceans were Paleo-Tethys, Proto-Tethys, Rheic Ocean and Ural Ocean (which was closed during the collision with Siberia and Baltica).", "targets": "What was the largest ocean referred to that existed in the Devonian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3eeaa239da4f52a51e5ce2757d2194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Devonian spanned roughly from 419 to 359 Ma. The period was a time of great tectonic activity, as Laurasia and Gondwana drew closer together. The continent Euramerica (or Laurussia) was created in the early Devonian by the collision of Laurentia and Baltica, which rotated into the natural dry zone along the Tropic of Capricorn. In these near-deserts, the Old Red Sandstone sedimentary beds formed, made red by the oxidized iron (hematite) characteristic of drought conditions. Near the equator Pangaea began to consolidate from the plates containing North America and Europe, further raising the northern Appalachian Mountains and forming the Caledonian Mountains in Great Britain and Scandinavia. The southern continents remained tied together in the supercontinent of Gondwana. The remainder of modern Eurasia lay in the Northern Hemisphere. Sea levels were high worldwide, and much of the land lay submerged under shallow seas. The deep, enormous Panthalassa (the \"universal ocean\") covered the rest of the planet. Other minor oceans were Paleo-Tethys, Proto-Tethys, Rheic Ocean and Ural Ocean (which was closed during the collision with Siberia and Baltica).", "targets": "Which mountains associated with the USA were formed near the equator on  Pangaea during the Devonian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e9f82fc9c246a4bac15e50ac8a1cf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In abstract algebra, more general structures are defined by relaxing some of the axioms defining a group. For example, if the requirement that every element has an inverse is eliminated, the resulting algebraic structure is called a monoid. The natural numbers N (including 0) under addition form a monoid, as do the nonzero integers under multiplication (Z \u2216 {0}, \u00b7), see above. There is a general method to formally add inverses to elements to any (abelian) monoid, much the same way as (Q \u2216 {0}, \u00b7) is derived from (Z \u2216 {0}, \u00b7), known as the Grothendieck group. Groupoids are similar to groups except that the composition a \u2022 b need not be defined for all a and b. They arise in the study of more complicated forms of symmetry, often in topological and analytical structures, such as the fundamental groupoid or stacks. Finally, it is possible to generalize any of these concepts by replacing the binary operation with an arbitrary n-ary one (i.e. an operation taking n arguments). With the proper generalization of the group axioms this gives rise to an n-ary group. The table gives a list of several structures generalizing groups.", "targets": "What product is created if the requirement that every element has an inverse is eliminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e9f82fc9c246a4bac15e50ac8a1cf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In abstract algebra, more general structures are defined by relaxing some of the axioms defining a group. For example, if the requirement that every element has an inverse is eliminated, the resulting algebraic structure is called a monoid. The natural numbers N (including 0) under addition form a monoid, as do the nonzero integers under multiplication (Z \u2216 {0}, \u00b7), see above. There is a general method to formally add inverses to elements to any (abelian) monoid, much the same way as (Q \u2216 {0}, \u00b7) is derived from (Z \u2216 {0}, \u00b7), known as the Grothendieck group. Groupoids are similar to groups except that the composition a \u2022 b need not be defined for all a and b. They arise in the study of more complicated forms of symmetry, often in topological and analytical structures, such as the fundamental groupoid or stacks. Finally, it is possible to generalize any of these concepts by replacing the binary operation with an arbitrary n-ary one (i.e. an operation taking n arguments). With the proper generalization of the group axioms this gives rise to an n-ary group. The table gives a list of several structures generalizing groups.", "targets": "What type of numbers under addition form a monoid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e9f82fc9c246a4bac15e50ac8a1cf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In abstract algebra, more general structures are defined by relaxing some of the axioms defining a group. For example, if the requirement that every element has an inverse is eliminated, the resulting algebraic structure is called a monoid. The natural numbers N (including 0) under addition form a monoid, as do the nonzero integers under multiplication (Z \u2216 {0}, \u00b7), see above. There is a general method to formally add inverses to elements to any (abelian) monoid, much the same way as (Q \u2216 {0}, \u00b7) is derived from (Z \u2216 {0}, \u00b7), known as the Grothendieck group. Groupoids are similar to groups except that the composition a \u2022 b need not be defined for all a and b. They arise in the study of more complicated forms of symmetry, often in topological and analytical structures, such as the fundamental groupoid or stacks. Finally, it is possible to generalize any of these concepts by replacing the binary operation with an arbitrary n-ary one (i.e. an operation taking n arguments). With the proper generalization of the group axioms this gives rise to an n-ary group. The table gives a list of several structures generalizing groups.", "targets": "What method formally adds inverses to elements to any monoid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e9f82fc9c246a4bac15e50ac8a1cf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In abstract algebra, more general structures are defined by relaxing some of the axioms defining a group. For example, if the requirement that every element has an inverse is eliminated, the resulting algebraic structure is called a monoid. The natural numbers N (including 0) under addition form a monoid, as do the nonzero integers under multiplication (Z \u2216 {0}, \u00b7), see above. There is a general method to formally add inverses to elements to any (abelian) monoid, much the same way as (Q \u2216 {0}, \u00b7) is derived from (Z \u2216 {0}, \u00b7), known as the Grothendieck group. Groupoids are similar to groups except that the composition a \u2022 b need not be defined for all a and b. They arise in the study of more complicated forms of symmetry, often in topological and analytical structures, such as the fundamental groupoid or stacks. Finally, it is possible to generalize any of these concepts by replacing the binary operation with an arbitrary n-ary one (i.e. an operation taking n arguments). With the proper generalization of the group axioms this gives rise to an n-ary group. The table gives a list of several structures generalizing groups.", "targets": "What can be replaced to simplify abstract algebra concepts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c17198c11ff44e595974511978b84a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosted the 1964 Democratic National Convention which nominated Lyndon Johnson for President and Hubert Humphrey as Vice President. The convention and the press coverage it generated, however, cast a harsh light on Atlantic City, which by then was in the midst of a long period of economic decline. Many felt that the friendship between Johnson and Governor of New Jersey Richard J. Hughes led Atlantic City to host the Democratic Convention.", "targets": "What event was hosted by Atlantic City in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c17198c11ff44e595974511978b84a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosted the 1964 Democratic National Convention which nominated Lyndon Johnson for President and Hubert Humphrey as Vice President. The convention and the press coverage it generated, however, cast a harsh light on Atlantic City, which by then was in the midst of a long period of economic decline. Many felt that the friendship between Johnson and Governor of New Jersey Richard J. Hughes led Atlantic City to host the Democratic Convention.", "targets": "Who was nominated for Vice President during the 1964 Democratic National Convention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c17198c11ff44e595974511978b84a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosted the 1964 Democratic National Convention which nominated Lyndon Johnson for President and Hubert Humphrey as Vice President. The convention and the press coverage it generated, however, cast a harsh light on Atlantic City, which by then was in the midst of a long period of economic decline. Many felt that the friendship between Johnson and Governor of New Jersey Richard J. Hughes led Atlantic City to host the Democratic Convention.", "targets": "Who was nominated for President during the 1964 Democratic National Convention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c17198c11ff44e595974511978b84a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosted the 1964 Democratic National Convention which nominated Lyndon Johnson for President and Hubert Humphrey as Vice President. The convention and the press coverage it generated, however, cast a harsh light on Atlantic City, which by then was in the midst of a long period of economic decline. Many felt that the friendship between Johnson and Governor of New Jersey Richard J. Hughes led Atlantic City to host the Democratic Convention.", "targets": "Who was the Governor of New Jersey in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c17198c11ff44e595974511978b84a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city hosted the 1964 Democratic National Convention which nominated Lyndon Johnson for President and Hubert Humphrey as Vice President. The convention and the press coverage it generated, however, cast a harsh light on Atlantic City, which by then was in the midst of a long period of economic decline. Many felt that the friendship between Johnson and Governor of New Jersey Richard J. Hughes led Atlantic City to host the Democratic Convention.", "targets": "Despite being in the midst of a long period of economic decline many felt that the Convention was only held in Atlantic city because of a friendship between what two men?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7130b63da70446bcb3a088b2b69ea745", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although little was officially announced by Chinese authorities about the signals of the new system, the launch of the first COMPASS satellite permitted independent researchers not only to study general characteristics of the signals, but even to build a COMPASS receiver.", "targets": "How much information about the COMPASS system did Chinese authorities release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7130b63da70446bcb3a088b2b69ea745", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although little was officially announced by Chinese authorities about the signals of the new system, the launch of the first COMPASS satellite permitted independent researchers not only to study general characteristics of the signals, but even to build a COMPASS receiver.", "targets": "What is one thing launching the first COMPASS satellite enable researchers to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7130b63da70446bcb3a088b2b69ea745", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although little was officially announced by Chinese authorities about the signals of the new system, the launch of the first COMPASS satellite permitted independent researchers not only to study general characteristics of the signals, but even to build a COMPASS receiver.", "targets": "What is another thing launching the first COMPASS satellite enable researchers to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85140cf353144e7ba85c5e6f0cba7b03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first HDTV transmissions in Europe, albeit not direct-to-home, began in 1990, when the Italian broadcaster RAI used the HD-MAC and MUSE HDTV technologies to broadcast the 1990 FIFA World Cup. The matches were shown in 8 cinemas in Italy and 2 in Spain. The connection with Spain was made via the Olympus satellite link from Rome to Barcelona and then with a fiber optic connection from Barcelona to Madrid. After some HDTV transmissions in Europe the standard was abandoned in the mid-1990s.", "targets": "When did the first HDTV transmissions happen in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85140cf353144e7ba85c5e6f0cba7b03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first HDTV transmissions in Europe, albeit not direct-to-home, began in 1990, when the Italian broadcaster RAI used the HD-MAC and MUSE HDTV technologies to broadcast the 1990 FIFA World Cup. The matches were shown in 8 cinemas in Italy and 2 in Spain. The connection with Spain was made via the Olympus satellite link from Rome to Barcelona and then with a fiber optic connection from Barcelona to Madrid. After some HDTV transmissions in Europe the standard was abandoned in the mid-1990s.", "targets": "What event was the first HDTV broadcast in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85140cf353144e7ba85c5e6f0cba7b03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first HDTV transmissions in Europe, albeit not direct-to-home, began in 1990, when the Italian broadcaster RAI used the HD-MAC and MUSE HDTV technologies to broadcast the 1990 FIFA World Cup. The matches were shown in 8 cinemas in Italy and 2 in Spain. The connection with Spain was made via the Olympus satellite link from Rome to Barcelona and then with a fiber optic connection from Barcelona to Madrid. After some HDTV transmissions in Europe the standard was abandoned in the mid-1990s.", "targets": "When did Europe abandon standard transmission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85140cf353144e7ba85c5e6f0cba7b03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first HDTV transmissions in Europe, albeit not direct-to-home, began in 1990, when the Italian broadcaster RAI used the HD-MAC and MUSE HDTV technologies to broadcast the 1990 FIFA World Cup. The matches were shown in 8 cinemas in Italy and 2 in Spain. The connection with Spain was made via the Olympus satellite link from Rome to Barcelona and then with a fiber optic connection from Barcelona to Madrid. After some HDTV transmissions in Europe the standard was abandoned in the mid-1990s.", "targets": "Where was the FIFA World Cup able to be watched in HDTV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bc949a7cc64576b23faa5b59daa44a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impressive, costly, and centralised rites to the deities of the Roman state were vastly outnumbered in everyday life by commonplace religious observances pertaining to an individual's domestic and personal deities, the patron divinities of Rome's various neighborhoods and communities, and the often idiosyncratic blends of official, unofficial, local and personal cults that characterised lawful Roman religion. In this spirit, a provincial Roman citizen who made the long journey from Bordeaux to Italy to consult the Sibyl at Tibur did not neglect his devotion to his own goddess from home:", "targets": "What type of religious practices outnumbered the state observances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bc949a7cc64576b23faa5b59daa44a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impressive, costly, and centralised rites to the deities of the Roman state were vastly outnumbered in everyday life by commonplace religious observances pertaining to an individual's domestic and personal deities, the patron divinities of Rome's various neighborhoods and communities, and the often idiosyncratic blends of official, unofficial, local and personal cults that characterised lawful Roman religion. In this spirit, a provincial Roman citizen who made the long journey from Bordeaux to Italy to consult the Sibyl at Tibur did not neglect his devotion to his own goddess from home:", "targets": "To what did the mixture of official and individual religious practices  pertain? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bc949a7cc64576b23faa5b59daa44a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impressive, costly, and centralised rites to the deities of the Roman state were vastly outnumbered in everyday life by commonplace religious observances pertaining to an individual's domestic and personal deities, the patron divinities of Rome's various neighborhoods and communities, and the often idiosyncratic blends of official, unofficial, local and personal cults that characterised lawful Roman religion. In this spirit, a provincial Roman citizen who made the long journey from Bordeaux to Italy to consult the Sibyl at Tibur did not neglect his devotion to his own goddess from home:", "targets": "What were the characteristics of state religious observances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bc949a7cc64576b23faa5b59daa44a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impressive, costly, and centralised rites to the deities of the Roman state were vastly outnumbered in everyday life by commonplace religious observances pertaining to an individual's domestic and personal deities, the patron divinities of Rome's various neighborhoods and communities, and the often idiosyncratic blends of official, unofficial, local and personal cults that characterised lawful Roman religion. In this spirit, a provincial Roman citizen who made the long journey from Bordeaux to Italy to consult the Sibyl at Tibur did not neglect his devotion to his own goddess from home:", "targets": "Who made the choices of personal religious practices in Rome? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bc949a7cc64576b23faa5b59daa44a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impressive, costly, and centralised rites to the deities of the Roman state were vastly outnumbered in everyday life by commonplace religious observances pertaining to an individual's domestic and personal deities, the patron divinities of Rome's various neighborhoods and communities, and the often idiosyncratic blends of official, unofficial, local and personal cults that characterised lawful Roman religion. In this spirit, a provincial Roman citizen who made the long journey from Bordeaux to Italy to consult the Sibyl at Tibur did not neglect his devotion to his own goddess from home:", "targets": "What type of deities did Roman communities have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ad6c07b2747400fb84fc231def119ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 261,546 (mid-2014 est.) people, making it the 30th most populous built-up area in the United Kingdom. It is governed locally by Plymouth City Council and is represented nationally by three MPs. Plymouth's economy remains strongly influenced by shipbuilding and seafaring including ferry links to Brittany (Roscoff and St Malo) and Spain (Santander), but has tended toward a service-based economy since the 1990s. It has the largest operational naval base in Western Europe \u2013 HMNB Devonport and is home to Plymouth University.", "targets": "As of 2014, what was the population of Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ad6c07b2747400fb84fc231def119ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 261,546 (mid-2014 est.) people, making it the 30th most populous built-up area in the United Kingdom. It is governed locally by Plymouth City Council and is represented nationally by three MPs. Plymouth's economy remains strongly influenced by shipbuilding and seafaring including ferry links to Brittany (Roscoff and St Malo) and Spain (Santander), but has tended toward a service-based economy since the 1990s. It has the largest operational naval base in Western Europe \u2013 HMNB Devonport and is home to Plymouth University.", "targets": "Where does Plymouth rank in population among the cities of the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ad6c07b2747400fb84fc231def119ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 261,546 (mid-2014 est.) people, making it the 30th most populous built-up area in the United Kingdom. It is governed locally by Plymouth City Council and is represented nationally by three MPs. Plymouth's economy remains strongly influenced by shipbuilding and seafaring including ferry links to Brittany (Roscoff and St Malo) and Spain (Santander), but has tended toward a service-based economy since the 1990s. It has the largest operational naval base in Western Europe \u2013 HMNB Devonport and is home to Plymouth University.", "targets": "How many members of Parliament represent Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ad6c07b2747400fb84fc231def119ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 261,546 (mid-2014 est.) people, making it the 30th most populous built-up area in the United Kingdom. It is governed locally by Plymouth City Council and is represented nationally by three MPs. Plymouth's economy remains strongly influenced by shipbuilding and seafaring including ferry links to Brittany (Roscoff and St Malo) and Spain (Santander), but has tended toward a service-based economy since the 1990s. It has the largest operational naval base in Western Europe \u2013 HMNB Devonport and is home to Plymouth University.", "targets": "In what city does Plymouth's ferry to Spain terminate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ad6c07b2747400fb84fc231def119ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 261,546 (mid-2014 est.) people, making it the 30th most populous built-up area in the United Kingdom. It is governed locally by Plymouth City Council and is represented nationally by three MPs. Plymouth's economy remains strongly influenced by shipbuilding and seafaring including ferry links to Brittany (Roscoff and St Malo) and Spain (Santander), but has tended toward a service-based economy since the 1990s. It has the largest operational naval base in Western Europe \u2013 HMNB Devonport and is home to Plymouth University.", "targets": "What institution of higher education is based in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72006a94bdb34ace822a27aab96b01f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where Congress does not make great and sweeping delegations of its authority, the Supreme Court has been less stringent. One of the earliest cases involving the exact limits of non-delegation was Wayman v. Southard 23 U.S. (10 Wet.) 1, 42 (1825). Congress had delegated to the courts the power to prescribe judicial procedure; it was contended that Congress had thereby unconstitutionally clothed the judiciary with legislative powers. While Chief Justice John Marshall conceded that the determination of rules of procedure was a legislative function, he distinguished between \"important\" subjects and mere details. Marshall wrote that \"a general provision may be made, and power given to those who are to act under such general provisions, to fill up the details.\"", "targets": "What was one of the first times the Supreme Court tried a case regarding nondelegation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72006a94bdb34ace822a27aab96b01f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where Congress does not make great and sweeping delegations of its authority, the Supreme Court has been less stringent. One of the earliest cases involving the exact limits of non-delegation was Wayman v. Southard 23 U.S. (10 Wet.) 1, 42 (1825). Congress had delegated to the courts the power to prescribe judicial procedure; it was contended that Congress had thereby unconstitutionally clothed the judiciary with legislative powers. While Chief Justice John Marshall conceded that the determination of rules of procedure was a legislative function, he distinguished between \"important\" subjects and mere details. Marshall wrote that \"a general provision may be made, and power given to those who are to act under such general provisions, to fill up the details.\"", "targets": "In what year was Wayman v. Southard tried by the U.S. Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72006a94bdb34ace822a27aab96b01f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where Congress does not make great and sweeping delegations of its authority, the Supreme Court has been less stringent. One of the earliest cases involving the exact limits of non-delegation was Wayman v. Southard 23 U.S. (10 Wet.) 1, 42 (1825). Congress had delegated to the courts the power to prescribe judicial procedure; it was contended that Congress had thereby unconstitutionally clothed the judiciary with legislative powers. While Chief Justice John Marshall conceded that the determination of rules of procedure was a legislative function, he distinguished between \"important\" subjects and mere details. Marshall wrote that \"a general provision may be made, and power given to those who are to act under such general provisions, to fill up the details.\"", "targets": "Who was Chief Justice of the Supreme Court when Wayman v. Southard reached the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72006a94bdb34ace822a27aab96b01f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where Congress does not make great and sweeping delegations of its authority, the Supreme Court has been less stringent. One of the earliest cases involving the exact limits of non-delegation was Wayman v. Southard 23 U.S. (10 Wet.) 1, 42 (1825). Congress had delegated to the courts the power to prescribe judicial procedure; it was contended that Congress had thereby unconstitutionally clothed the judiciary with legislative powers. While Chief Justice John Marshall conceded that the determination of rules of procedure was a legislative function, he distinguished between \"important\" subjects and mere details. Marshall wrote that \"a general provision may be made, and power given to those who are to act under such general provisions, to fill up the details.\"", "targets": "In Wayman v. Southard, what branch was accused of being given lawmaking abilities by Congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72006a94bdb34ace822a27aab96b01f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where Congress does not make great and sweeping delegations of its authority, the Supreme Court has been less stringent. One of the earliest cases involving the exact limits of non-delegation was Wayman v. Southard 23 U.S. (10 Wet.) 1, 42 (1825). Congress had delegated to the courts the power to prescribe judicial procedure; it was contended that Congress had thereby unconstitutionally clothed the judiciary with legislative powers. While Chief Justice John Marshall conceded that the determination of rules of procedure was a legislative function, he distinguished between \"important\" subjects and mere details. Marshall wrote that \"a general provision may be made, and power given to those who are to act under such general provisions, to fill up the details.\"", "targets": "What is the name of the 1825 case where the supreme court held that congress could delegate their responsibilities to the court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72006a94bdb34ace822a27aab96b01f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where Congress does not make great and sweeping delegations of its authority, the Supreme Court has been less stringent. One of the earliest cases involving the exact limits of non-delegation was Wayman v. Southard 23 U.S. (10 Wet.) 1, 42 (1825). Congress had delegated to the courts the power to prescribe judicial procedure; it was contended that Congress had thereby unconstitutionally clothed the judiciary with legislative powers. While Chief Justice John Marshall conceded that the determination of rules of procedure was a legislative function, he distinguished between \"important\" subjects and mere details. Marshall wrote that \"a general provision may be made, and power given to those who are to act under such general provisions, to fill up the details.\"", "targets": "Who was chief justice of the supreme court under the Wayman v. Southard ruling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35329e2cbff74557a68996d1ce2cac8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "SL Benfica, FC Porto, and Sporting CP are the largest sports clubs by popularity and by number of trophies won, often known as \"os tr\u00eas grandes\" (\"the big three\"). They have won eight titles in the European UEFA club competitions, were present in many finals and have been regular contenders in the last stages almost every season. Other than football, many Portuguese sports clubs, including the \"big three\", compete in several other sports events with a varying level of success and popularity, these may include roller hockey, basketball, futsal, handball, and volleyball. The Portuguese Football Federation (FPF)  \u2013 Federa\u00e7\u00e3o Portuguesa de Futebol \u2013 annually hosts the Algarve Cup, a prestigious women`s football tournament that has been celebrated in the Algarvian part of Portugal.", "targets": "What are the three largest sports clubs by popularity in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35329e2cbff74557a68996d1ce2cac8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "SL Benfica, FC Porto, and Sporting CP are the largest sports clubs by popularity and by number of trophies won, often known as \"os tr\u00eas grandes\" (\"the big three\"). They have won eight titles in the European UEFA club competitions, were present in many finals and have been regular contenders in the last stages almost every season. Other than football, many Portuguese sports clubs, including the \"big three\", compete in several other sports events with a varying level of success and popularity, these may include roller hockey, basketball, futsal, handball, and volleyball. The Portuguese Football Federation (FPF)  \u2013 Federa\u00e7\u00e3o Portuguesa de Futebol \u2013 annually hosts the Algarve Cup, a prestigious women`s football tournament that has been celebrated in the Algarvian part of Portugal.", "targets": "What are the three largest sports club by popularity in Portugal known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35329e2cbff74557a68996d1ce2cac8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "SL Benfica, FC Porto, and Sporting CP are the largest sports clubs by popularity and by number of trophies won, often known as \"os tr\u00eas grandes\" (\"the big three\"). They have won eight titles in the European UEFA club competitions, were present in many finals and have been regular contenders in the last stages almost every season. Other than football, many Portuguese sports clubs, including the \"big three\", compete in several other sports events with a varying level of success and popularity, these may include roller hockey, basketball, futsal, handball, and volleyball. The Portuguese Football Federation (FPF)  \u2013 Federa\u00e7\u00e3o Portuguesa de Futebol \u2013 annually hosts the Algarve Cup, a prestigious women`s football tournament that has been celebrated in the Algarvian part of Portugal.", "targets": "How many titles in the European UEFA club competitions have \"the big three\" won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35329e2cbff74557a68996d1ce2cac8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "SL Benfica, FC Porto, and Sporting CP are the largest sports clubs by popularity and by number of trophies won, often known as \"os tr\u00eas grandes\" (\"the big three\"). They have won eight titles in the European UEFA club competitions, were present in many finals and have been regular contenders in the last stages almost every season. Other than football, many Portuguese sports clubs, including the \"big three\", compete in several other sports events with a varying level of success and popularity, these may include roller hockey, basketball, futsal, handball, and volleyball. The Portuguese Football Federation (FPF)  \u2013 Federa\u00e7\u00e3o Portuguesa de Futebol \u2013 annually hosts the Algarve Cup, a prestigious women`s football tournament that has been celebrated in the Algarvian part of Portugal.", "targets": "Other than football, what other sports are popular in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35329e2cbff74557a68996d1ce2cac8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "SL Benfica, FC Porto, and Sporting CP are the largest sports clubs by popularity and by number of trophies won, often known as \"os tr\u00eas grandes\" (\"the big three\"). They have won eight titles in the European UEFA club competitions, were present in many finals and have been regular contenders in the last stages almost every season. Other than football, many Portuguese sports clubs, including the \"big three\", compete in several other sports events with a varying level of success and popularity, these may include roller hockey, basketball, futsal, handball, and volleyball. The Portuguese Football Federation (FPF)  \u2013 Federa\u00e7\u00e3o Portuguesa de Futebol \u2013 annually hosts the Algarve Cup, a prestigious women`s football tournament that has been celebrated in the Algarvian part of Portugal.", "targets": "By what entity is the Algarve Cup hosted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0aca9eea5dc4e1a8e59f71adc5d0c3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the Ministry of Education, Universities and Research and the Ministry of Economy and Finance jointly established the Istituto Italiano di Tecnologia (Italian Institute of Technology), headquartered in Genoa with 10 laboratories around Italy, which however focuses on research and does not offer undergraduate degrees.", "targets": "What city houses the headquarters of the Istituto Italiano di Tecnologia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9456108ed2409bba62c73db2189983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This can give rise to the situation in which two dialects (defined according to this paradigm) with a somewhat distant genetic relationship are mutually more readily comprehensible than more closely related dialects. In one opinion, this pattern is clearly present among the modern Romance languages, with Italian and Spanish having a high degree of mutual comprehensibility, which neither language shares with French, despite some claiming that both languages are genetically closer to French than to each other:[citation needed] In fact, French-Italian and French-Spanish relative mutual incomprehensibility is due to French having undergone more rapid and more pervasive phonological change than have Spanish and Italian, not to real or imagined distance in genetic relationship. In fact, Italian and French share many more root words in common that do not even appear in Spanish.", "targets": "Italian is significantly mutually comprehensible with what other Romance language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9456108ed2409bba62c73db2189983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This can give rise to the situation in which two dialects (defined according to this paradigm) with a somewhat distant genetic relationship are mutually more readily comprehensible than more closely related dialects. In one opinion, this pattern is clearly present among the modern Romance languages, with Italian and Spanish having a high degree of mutual comprehensibility, which neither language shares with French, despite some claiming that both languages are genetically closer to French than to each other:[citation needed] In fact, French-Italian and French-Spanish relative mutual incomprehensibility is due to French having undergone more rapid and more pervasive phonological change than have Spanish and Italian, not to real or imagined distance in genetic relationship. In fact, Italian and French share many more root words in common that do not even appear in Spanish.", "targets": "With what romance language does Spanish not have a high degree of mutual comprehensibility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9456108ed2409bba62c73db2189983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This can give rise to the situation in which two dialects (defined according to this paradigm) with a somewhat distant genetic relationship are mutually more readily comprehensible than more closely related dialects. In one opinion, this pattern is clearly present among the modern Romance languages, with Italian and Spanish having a high degree of mutual comprehensibility, which neither language shares with French, despite some claiming that both languages are genetically closer to French than to each other:[citation needed] In fact, French-Italian and French-Spanish relative mutual incomprehensibility is due to French having undergone more rapid and more pervasive phonological change than have Spanish and Italian, not to real or imagined distance in genetic relationship. In fact, Italian and French share many more root words in common that do not even appear in Spanish.", "targets": "What is the reason for French and Italian not being very mutually comprehensible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed17afc1f4644fb7816d06ef41206d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 8th and 18th centuries, the use of glazed ceramics was prevalent in Islamic art, usually assuming the form of elaborate pottery. Tin-opacified glazing was one of the earliest new technologies developed by the Islamic potters. The first Islamic opaque glazes can be found as blue-painted ware in Basra, dating to around the 8th century. Another contribution was the development of stone-paste ceramics, originating from 9th century Iraq. Other centers for innovative ceramic pottery in the Old world included Fustat (from 975 to 1075), Damascus (from 1100 to around 1600) and Tabriz (from 1470 to 1550).", "targets": "What type of ceramic art was popular from the 8th to the 18th century in the art of Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed17afc1f4644fb7816d06ef41206d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 8th and 18th centuries, the use of glazed ceramics was prevalent in Islamic art, usually assuming the form of elaborate pottery. Tin-opacified glazing was one of the earliest new technologies developed by the Islamic potters. The first Islamic opaque glazes can be found as blue-painted ware in Basra, dating to around the 8th century. Another contribution was the development of stone-paste ceramics, originating from 9th century Iraq. Other centers for innovative ceramic pottery in the Old world included Fustat (from 975 to 1075), Damascus (from 1100 to around 1600) and Tabriz (from 1470 to 1550).", "targets": "Which ceramic glazing was developed by those potters which were Islamic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed17afc1f4644fb7816d06ef41206d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 8th and 18th centuries, the use of glazed ceramics was prevalent in Islamic art, usually assuming the form of elaborate pottery. Tin-opacified glazing was one of the earliest new technologies developed by the Islamic potters. The first Islamic opaque glazes can be found as blue-painted ware in Basra, dating to around the 8th century. Another contribution was the development of stone-paste ceramics, originating from 9th century Iraq. Other centers for innovative ceramic pottery in the Old world included Fustat (from 975 to 1075), Damascus (from 1100 to around 1600) and Tabriz (from 1470 to 1550).", "targets": "Where would one find the earliest examples of opaque glazes in the Muslim world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed17afc1f4644fb7816d06ef41206d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 8th and 18th centuries, the use of glazed ceramics was prevalent in Islamic art, usually assuming the form of elaborate pottery. Tin-opacified glazing was one of the earliest new technologies developed by the Islamic potters. The first Islamic opaque glazes can be found as blue-painted ware in Basra, dating to around the 8th century. Another contribution was the development of stone-paste ceramics, originating from 9th century Iraq. Other centers for innovative ceramic pottery in the Old world included Fustat (from 975 to 1075), Damascus (from 1100 to around 1600) and Tabriz (from 1470 to 1550).", "targets": "Around when were the first opaque glazes developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed17afc1f4644fb7816d06ef41206d32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 8th and 18th centuries, the use of glazed ceramics was prevalent in Islamic art, usually assuming the form of elaborate pottery. Tin-opacified glazing was one of the earliest new technologies developed by the Islamic potters. The first Islamic opaque glazes can be found as blue-painted ware in Basra, dating to around the 8th century. Another contribution was the development of stone-paste ceramics, originating from 9th century Iraq. Other centers for innovative ceramic pottery in the Old world included Fustat (from 975 to 1075), Damascus (from 1100 to around 1600) and Tabriz (from 1470 to 1550).", "targets": "Where were stone-paste ceramics invented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "What public area in New Haven is home to free concerts in the summer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "What musical festival was initiated in 1982 in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "In what year was the New Haven Jazz Festival cancelled, thereby precluding it from being one of the longest running free outdoor festivals in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "Who sponsors the New Haven Jazz Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "What is the name for the concerts held on New Haven Green throughout the month of July?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "What popular events that place in New Haven Green area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "When did the first Jazz Festival made it debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "In general how many people attend these music concerts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11020279a25a45c1995da9846fe7bef9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven Green is the site of many free music concerts, especially during the summer months. These have included the New Haven Symphony Orchestra, the July Free Concerts on the Green in July, and the New Haven Jazz Festival in August. The Jazz Festival, which began in 1982, is one of the longest-running free outdoor festivals in the U.S., until it was canceled for 2007. Headliners such as The Breakfast, Dave Brubeck, Ray Charles and Celia Cruz have historically drawn 30,000 to 50,000 fans, filling up the New Haven Green to capacity. The New Haven Jazz Festival was revived in 2008 and has been sponsored since by Jazz Haven.", "targets": "After being cancel in 2007, what organization currently support New Haven Jazz Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6562574888a0419e8a037857f6d7d3ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar (myan-MAR i/mi\u0251\u02d0n\u02c8m\u0251\u02d0r/ mee-ahn-MAR, /mi\u02c8\u025bnm\u0251\u02d0r/ mee-EN-mar or /ma\u026a\u02c8\u00e6nm\u0251\u02d0r/ my-AN-mar (also with the stress on first syllable); Burmese pronunciation: [mj\u0259m\u00e0]),[nb 1] officially the Republic of the Union of Myanmar and also known as Burma, is a sovereign state in Southeast Asia bordered by Bangladesh, India, China, Laos and Thailand. One-third of Myanmar's total perimeter of 1,930 km (1,200 miles) forms an uninterrupted coastline along the Bay of Bengal and the Andaman Sea. The country's 2014 census revealed a much lower population than expected, with 51 million people recorded. Myanmar is 676,578 square kilometres (261,227 sq mi) in size. Its capital city is Naypyidaw and its largest city is Yangon (Rangoon).", "targets": "How much a  Myanmar's boundaries are encompassed by beachfront lands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6562574888a0419e8a037857f6d7d3ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar (myan-MAR i/mi\u0251\u02d0n\u02c8m\u0251\u02d0r/ mee-ahn-MAR, /mi\u02c8\u025bnm\u0251\u02d0r/ mee-EN-mar or /ma\u026a\u02c8\u00e6nm\u0251\u02d0r/ my-AN-mar (also with the stress on first syllable); Burmese pronunciation: [mj\u0259m\u00e0]),[nb 1] officially the Republic of the Union of Myanmar and also known as Burma, is a sovereign state in Southeast Asia bordered by Bangladesh, India, China, Laos and Thailand. One-third of Myanmar's total perimeter of 1,930 km (1,200 miles) forms an uninterrupted coastline along the Bay of Bengal and the Andaman Sea. The country's 2014 census revealed a much lower population than expected, with 51 million people recorded. Myanmar is 676,578 square kilometres (261,227 sq mi) in size. Its capital city is Naypyidaw and its largest city is Yangon (Rangoon).", "targets": "How many people dwell in  Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6562574888a0419e8a037857f6d7d3ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar (myan-MAR i/mi\u0251\u02d0n\u02c8m\u0251\u02d0r/ mee-ahn-MAR, /mi\u02c8\u025bnm\u0251\u02d0r/ mee-EN-mar or /ma\u026a\u02c8\u00e6nm\u0251\u02d0r/ my-AN-mar (also with the stress on first syllable); Burmese pronunciation: [mj\u0259m\u00e0]),[nb 1] officially the Republic of the Union of Myanmar and also known as Burma, is a sovereign state in Southeast Asia bordered by Bangladesh, India, China, Laos and Thailand. One-third of Myanmar's total perimeter of 1,930 km (1,200 miles) forms an uninterrupted coastline along the Bay of Bengal and the Andaman Sea. The country's 2014 census revealed a much lower population than expected, with 51 million people recorded. Myanmar is 676,578 square kilometres (261,227 sq mi) in size. Its capital city is Naypyidaw and its largest city is Yangon (Rangoon).", "targets": "What is the land mass of  Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6562574888a0419e8a037857f6d7d3ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar (myan-MAR i/mi\u0251\u02d0n\u02c8m\u0251\u02d0r/ mee-ahn-MAR, /mi\u02c8\u025bnm\u0251\u02d0r/ mee-EN-mar or /ma\u026a\u02c8\u00e6nm\u0251\u02d0r/ my-AN-mar (also with the stress on first syllable); Burmese pronunciation: [mj\u0259m\u00e0]),[nb 1] officially the Republic of the Union of Myanmar and also known as Burma, is a sovereign state in Southeast Asia bordered by Bangladesh, India, China, Laos and Thailand. One-third of Myanmar's total perimeter of 1,930 km (1,200 miles) forms an uninterrupted coastline along the Bay of Bengal and the Andaman Sea. The country's 2014 census revealed a much lower population than expected, with 51 million people recorded. Myanmar is 676,578 square kilometres (261,227 sq mi) in size. Its capital city is Naypyidaw and its largest city is Yangon (Rangoon).", "targets": "Is the capital city the holder of the largest amount of the population in  Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6562574888a0419e8a037857f6d7d3ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar (myan-MAR i/mi\u0251\u02d0n\u02c8m\u0251\u02d0r/ mee-ahn-MAR, /mi\u02c8\u025bnm\u0251\u02d0r/ mee-EN-mar or /ma\u026a\u02c8\u00e6nm\u0251\u02d0r/ my-AN-mar (also with the stress on first syllable); Burmese pronunciation: [mj\u0259m\u00e0]),[nb 1] officially the Republic of the Union of Myanmar and also known as Burma, is a sovereign state in Southeast Asia bordered by Bangladesh, India, China, Laos and Thailand. One-third of Myanmar's total perimeter of 1,930 km (1,200 miles) forms an uninterrupted coastline along the Bay of Bengal and the Andaman Sea. The country's 2014 census revealed a much lower population than expected, with 51 million people recorded. Myanmar is 676,578 square kilometres (261,227 sq mi) in size. Its capital city is Naypyidaw and its largest city is Yangon (Rangoon).", "targets": "What is the name of the capital city of Myanmar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1401f979cb2f4b48a4819dcd0289593f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main sports Ottomans were engaged in were Turkish Wrestling, hunting, Turkish archery, horseback riding, Equestrian javelin throw, arm wrestling, and swimming. European model sports clubs were formed with the spreading popularity of football matches in 19th century Constantinople. The leading clubs, according to timeline, were Be\u015fikta\u015f Gymnastics Club (1903), Galatasaray Sports Club (1905) and Fenerbah\u00e7e Sports Club (1907) in Istanbul. Football clubs were formed in other provinces too, such as Kar\u015f\u0131yaka Sports Club (1912), Altay Sports Club (1914) and Turkish Fatherland Football Club (later \u00dclk\u00fcspor) (1914) of \u0130zmir.", "targets": "When did European sport clubs begin to form in the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1401f979cb2f4b48a4819dcd0289593f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main sports Ottomans were engaged in were Turkish Wrestling, hunting, Turkish archery, horseback riding, Equestrian javelin throw, arm wrestling, and swimming. European model sports clubs were formed with the spreading popularity of football matches in 19th century Constantinople. The leading clubs, according to timeline, were Be\u015fikta\u015f Gymnastics Club (1903), Galatasaray Sports Club (1905) and Fenerbah\u00e7e Sports Club (1907) in Istanbul. Football clubs were formed in other provinces too, such as Kar\u015f\u0131yaka Sports Club (1912), Altay Sports Club (1914) and Turkish Fatherland Football Club (later \u00dclk\u00fcspor) (1914) of \u0130zmir.", "targets": "Where did football matches become to be popular in the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1401f979cb2f4b48a4819dcd0289593f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main sports Ottomans were engaged in were Turkish Wrestling, hunting, Turkish archery, horseback riding, Equestrian javelin throw, arm wrestling, and swimming. European model sports clubs were formed with the spreading popularity of football matches in 19th century Constantinople. The leading clubs, according to timeline, were Be\u015fikta\u015f Gymnastics Club (1903), Galatasaray Sports Club (1905) and Fenerbah\u00e7e Sports Club (1907) in Istanbul. Football clubs were formed in other provinces too, such as Kar\u015f\u0131yaka Sports Club (1912), Altay Sports Club (1914) and Turkish Fatherland Football Club (later \u00dclk\u00fcspor) (1914) of \u0130zmir.", "targets": "What was the leading sport club in 1905?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1401f979cb2f4b48a4819dcd0289593f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main sports Ottomans were engaged in were Turkish Wrestling, hunting, Turkish archery, horseback riding, Equestrian javelin throw, arm wrestling, and swimming. European model sports clubs were formed with the spreading popularity of football matches in 19th century Constantinople. The leading clubs, according to timeline, were Be\u015fikta\u015f Gymnastics Club (1903), Galatasaray Sports Club (1905) and Fenerbah\u00e7e Sports Club (1907) in Istanbul. Football clubs were formed in other provinces too, such as Kar\u015f\u0131yaka Sports Club (1912), Altay Sports Club (1914) and Turkish Fatherland Football Club (later \u00dclk\u00fcspor) (1914) of \u0130zmir.", "targets": "In what year did the Altay Sports Club form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1401f979cb2f4b48a4819dcd0289593f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main sports Ottomans were engaged in were Turkish Wrestling, hunting, Turkish archery, horseback riding, Equestrian javelin throw, arm wrestling, and swimming. European model sports clubs were formed with the spreading popularity of football matches in 19th century Constantinople. The leading clubs, according to timeline, were Be\u015fikta\u015f Gymnastics Club (1903), Galatasaray Sports Club (1905) and Fenerbah\u00e7e Sports Club (1907) in Istanbul. Football clubs were formed in other provinces too, such as Kar\u015f\u0131yaka Sports Club (1912), Altay Sports Club (1914) and Turkish Fatherland Football Club (later \u00dclk\u00fcspor) (1914) of \u0130zmir.", "targets": "What was the football club known as \u00dclk\u00fcspor formerly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77f6b826957c4b91a3db1e06fda1abff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning of 1996, several human rights groups brought cases to hold Shell accountable for alleged human rights violations in Nigeria, including summary execution, crimes against humanity, torture, inhumane treatment and arbitrary arrest and detention. In particular, Shell stood accused of collaborating in the execution of Ken Saro-Wiwa and eight other leaders of the Ogoni tribe of southern Nigeria, who were hanged in 1995 by Nigeria's then military rulers. The lawsuits were brought against Royal Dutch Shell and Brian Anderson, the head of its Nigerian operation. In 2009, Shell agreed to pay $15.5m in a legal settlement. Shell has not accepted any liability over the allegations against it.", "targets": "In 1996, multiple groups filed lawsuits to hold Shell accountable for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77f6b826957c4b91a3db1e06fda1abff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning of 1996, several human rights groups brought cases to hold Shell accountable for alleged human rights violations in Nigeria, including summary execution, crimes against humanity, torture, inhumane treatment and arbitrary arrest and detention. In particular, Shell stood accused of collaborating in the execution of Ken Saro-Wiwa and eight other leaders of the Ogoni tribe of southern Nigeria, who were hanged in 1995 by Nigeria's then military rulers. The lawsuits were brought against Royal Dutch Shell and Brian Anderson, the head of its Nigerian operation. In 2009, Shell agreed to pay $15.5m in a legal settlement. Shell has not accepted any liability over the allegations against it.", "targets": "Shell was accused of participating in the execution of which southern Nigerian tribal leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77f6b826957c4b91a3db1e06fda1abff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning of 1996, several human rights groups brought cases to hold Shell accountable for alleged human rights violations in Nigeria, including summary execution, crimes against humanity, torture, inhumane treatment and arbitrary arrest and detention. In particular, Shell stood accused of collaborating in the execution of Ken Saro-Wiwa and eight other leaders of the Ogoni tribe of southern Nigeria, who were hanged in 1995 by Nigeria's then military rulers. The lawsuits were brought against Royal Dutch Shell and Brian Anderson, the head of its Nigerian operation. In 2009, Shell agreed to pay $15.5m in a legal settlement. Shell has not accepted any liability over the allegations against it.", "targets": "In what year did Shell agree to settle the lawsuits filed in 1996?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77f6b826957c4b91a3db1e06fda1abff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning of 1996, several human rights groups brought cases to hold Shell accountable for alleged human rights violations in Nigeria, including summary execution, crimes against humanity, torture, inhumane treatment and arbitrary arrest and detention. In particular, Shell stood accused of collaborating in the execution of Ken Saro-Wiwa and eight other leaders of the Ogoni tribe of southern Nigeria, who were hanged in 1995 by Nigeria's then military rulers. The lawsuits were brought against Royal Dutch Shell and Brian Anderson, the head of its Nigerian operation. In 2009, Shell agreed to pay $15.5m in a legal settlement. Shell has not accepted any liability over the allegations against it.", "targets": "For what amount did Shell agree to settle the 1996 lawsuits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77f6b826957c4b91a3db1e06fda1abff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning of 1996, several human rights groups brought cases to hold Shell accountable for alleged human rights violations in Nigeria, including summary execution, crimes against humanity, torture, inhumane treatment and arbitrary arrest and detention. In particular, Shell stood accused of collaborating in the execution of Ken Saro-Wiwa and eight other leaders of the Ogoni tribe of southern Nigeria, who were hanged in 1995 by Nigeria's then military rulers. The lawsuits were brought against Royal Dutch Shell and Brian Anderson, the head of its Nigerian operation. In 2009, Shell agreed to pay $15.5m in a legal settlement. Shell has not accepted any liability over the allegations against it.", "targets": "In contrast to its agreement to settle the 1996 lawsuits, Shell refused to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d5904b17c748a49a60d52839fdef86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas School of Architecture, Design, and Planning (SADP), with its main building being Marvin Hall, traces its architectural roots to the creation of the architectural engineering degree program in KU's School of Engineering in 1912. The Bachelor of Architecture degree was added in 1920. In 1969, the School of Architecture and Urban Design (SAUD) was formed with three programs: architecture, architectural engineering, and urban planning. In 2001 architectural engineering merged with civil and environmental engineering. The design programs from the discontinued School of Fine Arts were merged into the school in 2009 forming the current School of Architecture, Design, and Planning.", "targets": "What KU school is abbreviated as SADP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d5904b17c748a49a60d52839fdef86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas School of Architecture, Design, and Planning (SADP), with its main building being Marvin Hall, traces its architectural roots to the creation of the architectural engineering degree program in KU's School of Engineering in 1912. The Bachelor of Architecture degree was added in 1920. In 1969, the School of Architecture and Urban Design (SAUD) was formed with three programs: architecture, architectural engineering, and urban planning. In 2001 architectural engineering merged with civil and environmental engineering. The design programs from the discontinued School of Fine Arts were merged into the school in 2009 forming the current School of Architecture, Design, and Planning.", "targets": "Where is the SADP housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d5904b17c748a49a60d52839fdef86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas School of Architecture, Design, and Planning (SADP), with its main building being Marvin Hall, traces its architectural roots to the creation of the architectural engineering degree program in KU's School of Engineering in 1912. The Bachelor of Architecture degree was added in 1920. In 1969, the School of Architecture and Urban Design (SAUD) was formed with three programs: architecture, architectural engineering, and urban planning. In 2001 architectural engineering merged with civil and environmental engineering. The design programs from the discontinued School of Fine Arts were merged into the school in 2009 forming the current School of Architecture, Design, and Planning.", "targets": "What was the name of the school that served as the SADP's precursor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d5904b17c748a49a60d52839fdef86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas School of Architecture, Design, and Planning (SADP), with its main building being Marvin Hall, traces its architectural roots to the creation of the architectural engineering degree program in KU's School of Engineering in 1912. The Bachelor of Architecture degree was added in 1920. In 1969, the School of Architecture and Urban Design (SAUD) was formed with three programs: architecture, architectural engineering, and urban planning. In 2001 architectural engineering merged with civil and environmental engineering. The design programs from the discontinued School of Fine Arts were merged into the school in 2009 forming the current School of Architecture, Design, and Planning.", "targets": "With what two other programs was KU's architectural engineering curriculum joined in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d5904b17c748a49a60d52839fdef86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Kansas School of Architecture, Design, and Planning (SADP), with its main building being Marvin Hall, traces its architectural roots to the creation of the architectural engineering degree program in KU's School of Engineering in 1912. The Bachelor of Architecture degree was added in 1920. In 1969, the School of Architecture and Urban Design (SAUD) was formed with three programs: architecture, architectural engineering, and urban planning. In 2001 architectural engineering merged with civil and environmental engineering. The design programs from the discontinued School of Fine Arts were merged into the school in 2009 forming the current School of Architecture, Design, and Planning.", "targets": "In what year did the SADP assume its current form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What did sport hunters in the 19th century purse game for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What was the head of an animal displayed as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What happened to the rest of the animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What did some churches disapprove of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What countries frowned upon this hunting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What was the only goal for many European sport hunters in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What types of trophies would hunters keep as trophies to be displayed as a sign of their prowess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "In what countries was the hunting for trophies frowned upon, back in the day and in modern times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What was hunting in North American in the 19th century used to supplement? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What destinations did sport hunting see elaborate travel to in the pursuit of trophies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What century was game hunted as a trophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What countries is trophy hunting frowned upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What did North America primarily hunt for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbeddfb1b3a54ce5bd21e80cd8ba0ce6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, southern and central European sport hunters often pursued game only for a trophy, usually the head or pelt of an animal, which was then displayed as a sign of prowess. The rest of the animal was typically discarded. Some cultures, however, disapprove of such waste. In Nordic countries, hunting for trophies was\u2014and still is\u2014frowned upon. Hunting in North America in the 19th century was done primarily as a way to supplement food supplies, although it is now undertaken mainly for sport.[citation needed] The safari method of hunting was a development of sport hunting that saw elaborate travel in Africa, India and other places in pursuit of trophies. In modern times, trophy hunting persists and is a significant industry in some areas.[citation needed]", "targets": "What sport of hunting is in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347542e0d0d4329a67828bece234eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important geological concepts were established as naturalists began studying the rock formations of the Alps in the 18th century. In the mid-19th century the now defunct theory of geosynclines was used to explain the presence of \"folded\" mountain chains but by the mid-20th century the theory of plate tectonics became widely accepted.", "targets": "Who began studying the rock formations of the Alps"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347542e0d0d4329a67828bece234eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important geological concepts were established as naturalists began studying the rock formations of the Alps in the 18th century. In the mid-19th century the now defunct theory of geosynclines was used to explain the presence of \"folded\" mountain chains but by the mid-20th century the theory of plate tectonics became widely accepted.", "targets": "When did the studying of rock formations begin in the Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347542e0d0d4329a67828bece234eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important geological concepts were established as naturalists began studying the rock formations of the Alps in the 18th century. In the mid-19th century the now defunct theory of geosynclines was used to explain the presence of \"folded\" mountain chains but by the mid-20th century the theory of plate tectonics became widely accepted.", "targets": "What was used in the mid-19th century to explain the presence of \"folded\" mountain chains? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7347542e0d0d4329a67828bece234eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important geological concepts were established as naturalists began studying the rock formations of the Alps in the 18th century. In the mid-19th century the now defunct theory of geosynclines was used to explain the presence of \"folded\" mountain chains but by the mid-20th century the theory of plate tectonics became widely accepted.", "targets": "What theory was more widely accepted by the mid-20th century? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f13530b5bc16471293014fe3ede506c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 12th century, the institutions of central government, which had hitherto accompanied the royal English court as it moved around the country, grew in size and sophistication and became increasingly fixed in one place. In most cases this was Westminster, although the royal treasury, having been moved from Winchester, came to rest in the Tower. While the City of Westminster developed into a true capital in governmental terms, its distinct neighbour, the City of London, remained England's largest city and principal commercial centre, and it flourished under its own unique administration, the Corporation of London. In 1100, its population was around 18,000; by 1300 it had grown to nearly 100,000.", "targets": "What was the administration which governed the City of London called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f13530b5bc16471293014fe3ede506c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 12th century, the institutions of central government, which had hitherto accompanied the royal English court as it moved around the country, grew in size and sophistication and became increasingly fixed in one place. In most cases this was Westminster, although the royal treasury, having been moved from Winchester, came to rest in the Tower. While the City of Westminster developed into a true capital in governmental terms, its distinct neighbour, the City of London, remained England's largest city and principal commercial centre, and it flourished under its own unique administration, the Corporation of London. In 1100, its population was around 18,000; by 1300 it had grown to nearly 100,000.", "targets": "In the 12th century, where were the various bodies of English government centrally located for the most part?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f13530b5bc16471293014fe3ede506c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 12th century, the institutions of central government, which had hitherto accompanied the royal English court as it moved around the country, grew in size and sophistication and became increasingly fixed in one place. In most cases this was Westminster, although the royal treasury, having been moved from Winchester, came to rest in the Tower. While the City of Westminster developed into a true capital in governmental terms, its distinct neighbour, the City of London, remained England's largest city and principal commercial centre, and it flourished under its own unique administration, the Corporation of London. In 1100, its population was around 18,000; by 1300 it had grown to nearly 100,000.", "targets": "Where was the royal treasury housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f13530b5bc16471293014fe3ede506c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 12th century, the institutions of central government, which had hitherto accompanied the royal English court as it moved around the country, grew in size and sophistication and became increasingly fixed in one place. In most cases this was Westminster, although the royal treasury, having been moved from Winchester, came to rest in the Tower. While the City of Westminster developed into a true capital in governmental terms, its distinct neighbour, the City of London, remained England's largest city and principal commercial centre, and it flourished under its own unique administration, the Corporation of London. In 1100, its population was around 18,000; by 1300 it had grown to nearly 100,000.", "targets": "Before being centrally located, how was the English government handled in terms of location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a27edbcac414219be58b929351f94e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2008, Kaz Hirai, CEO of Sony Computer Entertainment, suggested that the console may start making a profit by early 2009, stating that, \"the next fiscal year starts in April and if we can try to achieve that in the next fiscal year that would be a great thing\" and that \"[profitability] is not a definite commitment, but that is what I would like to try to shoot for\". However, market analysts Nikko Citigroup have predicted that PlayStation 3 could be profitable by August 2008. In a July 2008 interview, Hirai stated that his objective is for PlayStation 3 to sell 150 million units by its ninth year, surpassing PlayStation 2's sales of 140 million in its nine years on the market. In January 2009 Sony announced that their gaming division was profitable in Q3 2008.", "targets": "Who was Sony's CEO at the start of 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a27edbcac414219be58b929351f94e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2008, Kaz Hirai, CEO of Sony Computer Entertainment, suggested that the console may start making a profit by early 2009, stating that, \"the next fiscal year starts in April and if we can try to achieve that in the next fiscal year that would be a great thing\" and that \"[profitability] is not a definite commitment, but that is what I would like to try to shoot for\". However, market analysts Nikko Citigroup have predicted that PlayStation 3 could be profitable by August 2008. In a July 2008 interview, Hirai stated that his objective is for PlayStation 3 to sell 150 million units by its ninth year, surpassing PlayStation 2's sales of 140 million in its nine years on the market. In January 2009 Sony announced that their gaming division was profitable in Q3 2008.", "targets": "When did Hirai think the PS3 might start making the company some money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a27edbcac414219be58b929351f94e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2008, Kaz Hirai, CEO of Sony Computer Entertainment, suggested that the console may start making a profit by early 2009, stating that, \"the next fiscal year starts in April and if we can try to achieve that in the next fiscal year that would be a great thing\" and that \"[profitability] is not a definite commitment, but that is what I would like to try to shoot for\". However, market analysts Nikko Citigroup have predicted that PlayStation 3 could be profitable by August 2008. In a July 2008 interview, Hirai stated that his objective is for PlayStation 3 to sell 150 million units by its ninth year, surpassing PlayStation 2's sales of 140 million in its nine years on the market. In January 2009 Sony announced that their gaming division was profitable in Q3 2008.", "targets": "What market analyst firm said Sony could make the PlayStation 3 profitable by August 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a27edbcac414219be58b929351f94e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2008, Kaz Hirai, CEO of Sony Computer Entertainment, suggested that the console may start making a profit by early 2009, stating that, \"the next fiscal year starts in April and if we can try to achieve that in the next fiscal year that would be a great thing\" and that \"[profitability] is not a definite commitment, but that is what I would like to try to shoot for\". However, market analysts Nikko Citigroup have predicted that PlayStation 3 could be profitable by August 2008. In a July 2008 interview, Hirai stated that his objective is for PlayStation 3 to sell 150 million units by its ninth year, surpassing PlayStation 2's sales of 140 million in its nine years on the market. In January 2009 Sony announced that their gaming division was profitable in Q3 2008.", "targets": "How many PS3 did Hirai set a public goal to sell by the time the product was nine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a27edbcac414219be58b929351f94e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2008, Kaz Hirai, CEO of Sony Computer Entertainment, suggested that the console may start making a profit by early 2009, stating that, \"the next fiscal year starts in April and if we can try to achieve that in the next fiscal year that would be a great thing\" and that \"[profitability] is not a definite commitment, but that is what I would like to try to shoot for\". However, market analysts Nikko Citigroup have predicted that PlayStation 3 could be profitable by August 2008. In a July 2008 interview, Hirai stated that his objective is for PlayStation 3 to sell 150 million units by its ninth year, surpassing PlayStation 2's sales of 140 million in its nine years on the market. In January 2009 Sony announced that their gaming division was profitable in Q3 2008.", "targets": "What other Sony gaming console was Hirai setting his sales goal to beat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abce1fd6008642228c2f605d71e53f70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event was significant not only for Yugoslavia and Tito, but also for the global development of socialism, since it was the first major split between Communist states, casting doubt on Comintern's claims for socialism to be a unified force that would eventually control the whole world, as Tito became the first (and the only successful) socialist leader to defy Stalin's leadership in the COMINFORM. This rift with the Soviet Union brought Tito much international recognition, but also triggered a period of instability often referred to as the Informbiro period. Tito's form of communism was labeled \"Titoism\" by Moscow, which encouraged purges against suspected \"Titoites'\" throughout the Eastern bloc.", "targets": "What name refers to the period of instability during the rift between Tito and the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abce1fd6008642228c2f605d71e53f70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event was significant not only for Yugoslavia and Tito, but also for the global development of socialism, since it was the first major split between Communist states, casting doubt on Comintern's claims for socialism to be a unified force that would eventually control the whole world, as Tito became the first (and the only successful) socialist leader to defy Stalin's leadership in the COMINFORM. This rift with the Soviet Union brought Tito much international recognition, but also triggered a period of instability often referred to as the Informbiro period. Tito's form of communism was labeled \"Titoism\" by Moscow, which encouraged purges against suspected \"Titoites'\" throughout the Eastern bloc.", "targets": "What was Tito's form of communism called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abce1fd6008642228c2f605d71e53f70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event was significant not only for Yugoslavia and Tito, but also for the global development of socialism, since it was the first major split between Communist states, casting doubt on Comintern's claims for socialism to be a unified force that would eventually control the whole world, as Tito became the first (and the only successful) socialist leader to defy Stalin's leadership in the COMINFORM. This rift with the Soviet Union brought Tito much international recognition, but also triggered a period of instability often referred to as the Informbiro period. Tito's form of communism was labeled \"Titoism\" by Moscow, which encouraged purges against suspected \"Titoites'\" throughout the Eastern bloc.", "targets": "Who encouraged purges against Titoites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abce1fd6008642228c2f605d71e53f70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event was significant not only for Yugoslavia and Tito, but also for the global development of socialism, since it was the first major split between Communist states, casting doubt on Comintern's claims for socialism to be a unified force that would eventually control the whole world, as Tito became the first (and the only successful) socialist leader to defy Stalin's leadership in the COMINFORM. This rift with the Soviet Union brought Tito much international recognition, but also triggered a period of instability often referred to as the Informbiro period. Tito's form of communism was labeled \"Titoism\" by Moscow, which encouraged purges against suspected \"Titoites'\" throughout the Eastern bloc.", "targets": "Throughout what area did purges of Titoites occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abce1fd6008642228c2f605d71e53f70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event was significant not only for Yugoslavia and Tito, but also for the global development of socialism, since it was the first major split between Communist states, casting doubt on Comintern's claims for socialism to be a unified force that would eventually control the whole world, as Tito became the first (and the only successful) socialist leader to defy Stalin's leadership in the COMINFORM. This rift with the Soviet Union brought Tito much international recognition, but also triggered a period of instability often referred to as the Informbiro period. Tito's form of communism was labeled \"Titoism\" by Moscow, which encouraged purges against suspected \"Titoites'\" throughout the Eastern bloc.", "targets": "Who became the first leader to defy Stalin's leadership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31dec7dcb2c34c66b55d77ecf55b0ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four separate and distinct state universities are located in Houston. The University of Houston is a nationally recognized Tier One research university, and is the flagship institution of the University of Houston System. The third-largest university in Texas, the University of Houston has nearly 40,000 students on its 667-acre campus in southeast Houston. The University of Houston\u2013Clear Lake and the University of Houston\u2013Downtown are stand-alone universities; they are not branch campuses of the University of Houston. Located in the historic community of Third Ward is Texas Southern University, one of the largest historically black colleges and universities in the United States.", "targets": "How many students does the University of Houston have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31dec7dcb2c34c66b55d77ecf55b0ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four separate and distinct state universities are located in Houston. The University of Houston is a nationally recognized Tier One research university, and is the flagship institution of the University of Houston System. The third-largest university in Texas, the University of Houston has nearly 40,000 students on its 667-acre campus in southeast Houston. The University of Houston\u2013Clear Lake and the University of Houston\u2013Downtown are stand-alone universities; they are not branch campuses of the University of Houston. Located in the historic community of Third Ward is Texas Southern University, one of the largest historically black colleges and universities in the United States.", "targets": "Where in Houston is the University of Houston campus located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31dec7dcb2c34c66b55d77ecf55b0ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four separate and distinct state universities are located in Houston. The University of Houston is a nationally recognized Tier One research university, and is the flagship institution of the University of Houston System. The third-largest university in Texas, the University of Houston has nearly 40,000 students on its 667-acre campus in southeast Houston. The University of Houston\u2013Clear Lake and the University of Houston\u2013Downtown are stand-alone universities; they are not branch campuses of the University of Houston. Located in the historic community of Third Ward is Texas Southern University, one of the largest historically black colleges and universities in the United States.", "targets": "How many separate universities does Houston have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31dec7dcb2c34c66b55d77ecf55b0ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four separate and distinct state universities are located in Houston. The University of Houston is a nationally recognized Tier One research university, and is the flagship institution of the University of Houston System. The third-largest university in Texas, the University of Houston has nearly 40,000 students on its 667-acre campus in southeast Houston. The University of Houston\u2013Clear Lake and the University of Houston\u2013Downtown are stand-alone universities; they are not branch campuses of the University of Houston. Located in the historic community of Third Ward is Texas Southern University, one of the largest historically black colleges and universities in the United States.", "targets": "What university is located in Houston'd third ward?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31dec7dcb2c34c66b55d77ecf55b0ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four separate and distinct state universities are located in Houston. The University of Houston is a nationally recognized Tier One research university, and is the flagship institution of the University of Houston System. The third-largest university in Texas, the University of Houston has nearly 40,000 students on its 667-acre campus in southeast Houston. The University of Houston\u2013Clear Lake and the University of Houston\u2013Downtown are stand-alone universities; they are not branch campuses of the University of Houston. Located in the historic community of Third Ward is Texas Southern University, one of the largest historically black colleges and universities in the United States.", "targets": "What kind of college is Texas Southern University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c3bec3e9eef4ababa84d0884df7f7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modernist views hold that classical music is considered primarily a written musical tradition, preserved in music notation, as opposed to being transmitted orally, by rote, or by recordings of particular performances.[citation needed] While there are differences between particular performances of a classical work, a piece of classical music is generally held to transcend any interpretation of it. The use of musical notation is an effective method for transmitting classical music, since the written music contains the technical instructions for performing the work.", "targets": "What type of view is that classical music is primarily written musical tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c3bec3e9eef4ababa84d0884df7f7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modernist views hold that classical music is considered primarily a written musical tradition, preserved in music notation, as opposed to being transmitted orally, by rote, or by recordings of particular performances.[citation needed] While there are differences between particular performances of a classical work, a piece of classical music is generally held to transcend any interpretation of it. The use of musical notation is an effective method for transmitting classical music, since the written music contains the technical instructions for performing the work.", "targets": "Musical notation is effective for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c3bec3e9eef4ababa84d0884df7f7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modernist views hold that classical music is considered primarily a written musical tradition, preserved in music notation, as opposed to being transmitted orally, by rote, or by recordings of particular performances.[citation needed] While there are differences between particular performances of a classical work, a piece of classical music is generally held to transcend any interpretation of it. The use of musical notation is an effective method for transmitting classical music, since the written music contains the technical instructions for performing the work.", "targets": "Why is written musical notation effective? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0485d0a4f0674716913707887db83b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professional wrestling in the U.S. tends to have a heavy focus on story building and the establishment of characters (and their personalities). There is a story for each match, and even a longer story for successive matches. The stories usually contain characters like faces and heels, and less often antiheroes and tweeners. It is a \"triumph\" if the face wins, while it is a \"tragedy\" if the heel wins. The characters usually have strong and sharp personalities, with examples like Doink the Clown, whose personality is melodramatic, slapstick and fantastical. The opposition between faces and heels is very intense in the story, and the heels may even attack the faces during TV interviews. The relationship between different characters can also be very complex.", "targets": "What does every match have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0485d0a4f0674716913707887db83b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professional wrestling in the U.S. tends to have a heavy focus on story building and the establishment of characters (and their personalities). There is a story for each match, and even a longer story for successive matches. The stories usually contain characters like faces and heels, and less often antiheroes and tweeners. It is a \"triumph\" if the face wins, while it is a \"tragedy\" if the heel wins. The characters usually have strong and sharp personalities, with examples like Doink the Clown, whose personality is melodramatic, slapstick and fantastical. The opposition between faces and heels is very intense in the story, and the heels may even attack the faces during TV interviews. The relationship between different characters can also be very complex.", "targets": "Who is usually included in stories? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0485d0a4f0674716913707887db83b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professional wrestling in the U.S. tends to have a heavy focus on story building and the establishment of characters (and their personalities). There is a story for each match, and even a longer story for successive matches. The stories usually contain characters like faces and heels, and less often antiheroes and tweeners. It is a \"triumph\" if the face wins, while it is a \"tragedy\" if the heel wins. The characters usually have strong and sharp personalities, with examples like Doink the Clown, whose personality is melodramatic, slapstick and fantastical. The opposition between faces and heels is very intense in the story, and the heels may even attack the faces during TV interviews. The relationship between different characters can also be very complex.", "targets": "What are the possibly outcomes of a story? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0485d0a4f0674716913707887db83b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professional wrestling in the U.S. tends to have a heavy focus on story building and the establishment of characters (and their personalities). There is a story for each match, and even a longer story for successive matches. The stories usually contain characters like faces and heels, and less often antiheroes and tweeners. It is a \"triumph\" if the face wins, while it is a \"tragedy\" if the heel wins. The characters usually have strong and sharp personalities, with examples like Doink the Clown, whose personality is melodramatic, slapstick and fantastical. The opposition between faces and heels is very intense in the story, and the heels may even attack the faces during TV interviews. The relationship between different characters can also be very complex.", "targets": "What is Doink the Clown's persona like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0485d0a4f0674716913707887db83b15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professional wrestling in the U.S. tends to have a heavy focus on story building and the establishment of characters (and their personalities). There is a story for each match, and even a longer story for successive matches. The stories usually contain characters like faces and heels, and less often antiheroes and tweeners. It is a \"triumph\" if the face wins, while it is a \"tragedy\" if the heel wins. The characters usually have strong and sharp personalities, with examples like Doink the Clown, whose personality is melodramatic, slapstick and fantastical. The opposition between faces and heels is very intense in the story, and the heels may even attack the faces during TV interviews. The relationship between different characters can also be very complex.", "targets": "What might happen during interviews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967b508edda43ce8503dd76c1fbc40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relations between Indigenous Americans and African Americans is a part of American history that has been neglected. The earliest record of African and Indigenous American relations in the Americas occurred in April 1502, when the first Africans kidnapped were brought to Hispaniola to serve as slaves. Some escaped, and somewhere inland on Santo Domingo, the first Black Indians were born. In addition, an example of African slaves' escaping from European colonists and being absorbed by Indigenous Americans occurred as far back as 1526. In June of that year, Lucas Vasquez de Ayllon established a Spanish colony near the mouth of the Pee Dee River in what is now eastern South Carolina. The Spanish settlement was named San Miguel de Gualdape. Amongst the settlement were 100 enslaved Africans. In 1526, the first African slaves fled the colony and took refuge with local Indigenous Americans.", "targets": "What is considered to be neglected in American history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967b508edda43ce8503dd76c1fbc40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relations between Indigenous Americans and African Americans is a part of American history that has been neglected. The earliest record of African and Indigenous American relations in the Americas occurred in April 1502, when the first Africans kidnapped were brought to Hispaniola to serve as slaves. Some escaped, and somewhere inland on Santo Domingo, the first Black Indians were born. In addition, an example of African slaves' escaping from European colonists and being absorbed by Indigenous Americans occurred as far back as 1526. In June of that year, Lucas Vasquez de Ayllon established a Spanish colony near the mouth of the Pee Dee River in what is now eastern South Carolina. The Spanish settlement was named San Miguel de Gualdape. Amongst the settlement were 100 enslaved Africans. In 1526, the first African slaves fled the colony and took refuge with local Indigenous Americans.", "targets": "When is it recorded that Africans and natives interacted earliest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967b508edda43ce8503dd76c1fbc40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relations between Indigenous Americans and African Americans is a part of American history that has been neglected. The earliest record of African and Indigenous American relations in the Americas occurred in April 1502, when the first Africans kidnapped were brought to Hispaniola to serve as slaves. Some escaped, and somewhere inland on Santo Domingo, the first Black Indians were born. In addition, an example of African slaves' escaping from European colonists and being absorbed by Indigenous Americans occurred as far back as 1526. In June of that year, Lucas Vasquez de Ayllon established a Spanish colony near the mouth of the Pee Dee River in what is now eastern South Carolina. The Spanish settlement was named San Miguel de Gualdape. Amongst the settlement were 100 enslaved Africans. In 1526, the first African slaves fled the colony and took refuge with local Indigenous Americans.", "targets": "Where did Africans escape and mate with naitves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967b508edda43ce8503dd76c1fbc40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relations between Indigenous Americans and African Americans is a part of American history that has been neglected. The earliest record of African and Indigenous American relations in the Americas occurred in April 1502, when the first Africans kidnapped were brought to Hispaniola to serve as slaves. Some escaped, and somewhere inland on Santo Domingo, the first Black Indians were born. In addition, an example of African slaves' escaping from European colonists and being absorbed by Indigenous Americans occurred as far back as 1526. In June of that year, Lucas Vasquez de Ayllon established a Spanish colony near the mouth of the Pee Dee River in what is now eastern South Carolina. The Spanish settlement was named San Miguel de Gualdape. Amongst the settlement were 100 enslaved Africans. In 1526, the first African slaves fled the colony and took refuge with local Indigenous Americans.", "targets": "Where did Ayllon lay down a Spanish colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2967b508edda43ce8503dd76c1fbc40b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relations between Indigenous Americans and African Americans is a part of American history that has been neglected. The earliest record of African and Indigenous American relations in the Americas occurred in April 1502, when the first Africans kidnapped were brought to Hispaniola to serve as slaves. Some escaped, and somewhere inland on Santo Domingo, the first Black Indians were born. In addition, an example of African slaves' escaping from European colonists and being absorbed by Indigenous Americans occurred as far back as 1526. In June of that year, Lucas Vasquez de Ayllon established a Spanish colony near the mouth of the Pee Dee River in what is now eastern South Carolina. The Spanish settlement was named San Miguel de Gualdape. Amongst the settlement were 100 enslaved Africans. In 1526, the first African slaves fled the colony and took refuge with local Indigenous Americans.", "targets": "How many slaves were at San Miguel de Gualdape at its inception?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399538b5509b41b58ea8e498fb8478d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first attempts to internationalize the ABC television network date back to the 1950s, after Leonard Goldenson, following the United Paramount Theatres model, tried to use on ABC the same strategies he had made in expanding UPT's theater operation to the international market. Leonard Goldenson said that ABC's first international activity was broadcasting the coronation of Queen Elizabeth II in June 1953; CBS and NBC were unable to cover the coronation live due to respective issues with technical problems and flight delays. NBC's plane landed in Latin America[where?], leading ABC to learn of subsidiaries in that region. Goldenson tried international investing, having ABC invest in the Latin American market, acquiring a 51% interest in a network covering Central America. Goldenson also cited interest in Japan in the early 1950s, acquiring a 5% stake in two new domestic networks, the Mainichi Broadcasting System in 1951 and Nihon Educational Television in 1957. Goldenson also invested in broadcasting properties in Beirut in the mid-1960s.", "targets": "What was the first international event broadcast by ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399538b5509b41b58ea8e498fb8478d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first attempts to internationalize the ABC television network date back to the 1950s, after Leonard Goldenson, following the United Paramount Theatres model, tried to use on ABC the same strategies he had made in expanding UPT's theater operation to the international market. Leonard Goldenson said that ABC's first international activity was broadcasting the coronation of Queen Elizabeth II in June 1953; CBS and NBC were unable to cover the coronation live due to respective issues with technical problems and flight delays. NBC's plane landed in Latin America[where?], leading ABC to learn of subsidiaries in that region. Goldenson tried international investing, having ABC invest in the Latin American market, acquiring a 51% interest in a network covering Central America. Goldenson also cited interest in Japan in the early 1950s, acquiring a 5% stake in two new domestic networks, the Mainichi Broadcasting System in 1951 and Nihon Educational Television in 1957. Goldenson also invested in broadcasting properties in Beirut in the mid-1960s.", "targets": "What country did ABC expand in to in the mid-1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399538b5509b41b58ea8e498fb8478d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first attempts to internationalize the ABC television network date back to the 1950s, after Leonard Goldenson, following the United Paramount Theatres model, tried to use on ABC the same strategies he had made in expanding UPT's theater operation to the international market. Leonard Goldenson said that ABC's first international activity was broadcasting the coronation of Queen Elizabeth II in June 1953; CBS and NBC were unable to cover the coronation live due to respective issues with technical problems and flight delays. NBC's plane landed in Latin America[where?], leading ABC to learn of subsidiaries in that region. Goldenson tried international investing, having ABC invest in the Latin American market, acquiring a 51% interest in a network covering Central America. Goldenson also cited interest in Japan in the early 1950s, acquiring a 5% stake in two new domestic networks, the Mainichi Broadcasting System in 1951 and Nihon Educational Television in 1957. Goldenson also invested in broadcasting properties in Beirut in the mid-1960s.", "targets": "What Japanese network did ABC purchase a stake in in 1951?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399538b5509b41b58ea8e498fb8478d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first attempts to internationalize the ABC television network date back to the 1950s, after Leonard Goldenson, following the United Paramount Theatres model, tried to use on ABC the same strategies he had made in expanding UPT's theater operation to the international market. Leonard Goldenson said that ABC's first international activity was broadcasting the coronation of Queen Elizabeth II in June 1953; CBS and NBC were unable to cover the coronation live due to respective issues with technical problems and flight delays. NBC's plane landed in Latin America[where?], leading ABC to learn of subsidiaries in that region. Goldenson tried international investing, having ABC invest in the Latin American market, acquiring a 51% interest in a network covering Central America. Goldenson also cited interest in Japan in the early 1950s, acquiring a 5% stake in two new domestic networks, the Mainichi Broadcasting System in 1951 and Nihon Educational Television in 1957. Goldenson also invested in broadcasting properties in Beirut in the mid-1960s.", "targets": "Why was NBC unable to broadcast the coronation of Queen Elizabeth II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399538b5509b41b58ea8e498fb8478d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first attempts to internationalize the ABC television network date back to the 1950s, after Leonard Goldenson, following the United Paramount Theatres model, tried to use on ABC the same strategies he had made in expanding UPT's theater operation to the international market. Leonard Goldenson said that ABC's first international activity was broadcasting the coronation of Queen Elizabeth II in June 1953; CBS and NBC were unable to cover the coronation live due to respective issues with technical problems and flight delays. NBC's plane landed in Latin America[where?], leading ABC to learn of subsidiaries in that region. Goldenson tried international investing, having ABC invest in the Latin American market, acquiring a 51% interest in a network covering Central America. Goldenson also cited interest in Japan in the early 1950s, acquiring a 5% stake in two new domestic networks, the Mainichi Broadcasting System in 1951 and Nihon Educational Television in 1957. Goldenson also invested in broadcasting properties in Beirut in the mid-1960s.", "targets": "Why was CBS unable to broadcast the coronation of Queen Elizabeth II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6f88a7f4274b86b63f07c855a50b48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in 1996, member countries of the European Union, per Directive 94/33/EC, agreed to a number of exceptions for young people in its child labour laws. Under these rules, children of various ages may work in cultural, artistic, sporting or advertising activities if authorised by the competent authority. Children above the age of 13 may perform light work for a limited number of hours per week in other economic activities as defined at the discretion of each country. Additionally, the European law exception allows children aged 14 years or over to work as part of a work/training scheme. The EU Directive clarified that these exceptions do not allow child labour where the children may experience harmful exposure to dangerous substances. Nonetheless, many children under the age of 13 do work, even in the most developed countries of the EU. For instance, a recent study showed over a third of Dutch twelve-year-old kids had a job, the most common being babysitting.", "targets": "What happened in the European Union in 1996?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6f88a7f4274b86b63f07c855a50b48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in 1996, member countries of the European Union, per Directive 94/33/EC, agreed to a number of exceptions for young people in its child labour laws. Under these rules, children of various ages may work in cultural, artistic, sporting or advertising activities if authorised by the competent authority. Children above the age of 13 may perform light work for a limited number of hours per week in other economic activities as defined at the discretion of each country. Additionally, the European law exception allows children aged 14 years or over to work as part of a work/training scheme. The EU Directive clarified that these exceptions do not allow child labour where the children may experience harmful exposure to dangerous substances. Nonetheless, many children under the age of 13 do work, even in the most developed countries of the EU. For instance, a recent study showed over a third of Dutch twelve-year-old kids had a job, the most common being babysitting.", "targets": "What age were children allowed to do light labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6f88a7f4274b86b63f07c855a50b48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in 1996, member countries of the European Union, per Directive 94/33/EC, agreed to a number of exceptions for young people in its child labour laws. Under these rules, children of various ages may work in cultural, artistic, sporting or advertising activities if authorised by the competent authority. Children above the age of 13 may perform light work for a limited number of hours per week in other economic activities as defined at the discretion of each country. Additionally, the European law exception allows children aged 14 years or over to work as part of a work/training scheme. The EU Directive clarified that these exceptions do not allow child labour where the children may experience harmful exposure to dangerous substances. Nonetheless, many children under the age of 13 do work, even in the most developed countries of the EU. For instance, a recent study showed over a third of Dutch twelve-year-old kids had a job, the most common being babysitting.", "targets": "What age were children able to take part in European training programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6f88a7f4274b86b63f07c855a50b48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in 1996, member countries of the European Union, per Directive 94/33/EC, agreed to a number of exceptions for young people in its child labour laws. Under these rules, children of various ages may work in cultural, artistic, sporting or advertising activities if authorised by the competent authority. Children above the age of 13 may perform light work for a limited number of hours per week in other economic activities as defined at the discretion of each country. Additionally, the European law exception allows children aged 14 years or over to work as part of a work/training scheme. The EU Directive clarified that these exceptions do not allow child labour where the children may experience harmful exposure to dangerous substances. Nonetheless, many children under the age of 13 do work, even in the most developed countries of the EU. For instance, a recent study showed over a third of Dutch twelve-year-old kids had a job, the most common being babysitting.", "targets": "What is the most common occupation for Dutch youth to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab897648d74085a48d2dfad5ba303d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In lossy audio compression, methods of psychoacoustics are used to remove non-audible (or less audible) components of the audio signal. Compression of human speech is often performed with even more specialized techniques; speech coding, or voice coding, is sometimes distinguished as a separate discipline from audio compression. Different audio and speech compression standards are listed under audio coding formats. Voice compression is used in internet telephony, for example, audio compression is used for CD ripping and is decoded by the audio players.", "targets": "What is used for CD ripping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab897648d74085a48d2dfad5ba303d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In lossy audio compression, methods of psychoacoustics are used to remove non-audible (or less audible) components of the audio signal. Compression of human speech is often performed with even more specialized techniques; speech coding, or voice coding, is sometimes distinguished as a separate discipline from audio compression. Different audio and speech compression standards are listed under audio coding formats. Voice compression is used in internet telephony, for example, audio compression is used for CD ripping and is decoded by the audio players.", "targets": "What methods are used to remove non-audible components of audio signals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab897648d74085a48d2dfad5ba303d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In lossy audio compression, methods of psychoacoustics are used to remove non-audible (or less audible) components of the audio signal. Compression of human speech is often performed with even more specialized techniques; speech coding, or voice coding, is sometimes distinguished as a separate discipline from audio compression. Different audio and speech compression standards are listed under audio coding formats. Voice compression is used in internet telephony, for example, audio compression is used for CD ripping and is decoded by the audio players.", "targets": "What compression is usually performed with even more specialized techniques?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab897648d74085a48d2dfad5ba303d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In lossy audio compression, methods of psychoacoustics are used to remove non-audible (or less audible) components of the audio signal. Compression of human speech is often performed with even more specialized techniques; speech coding, or voice coding, is sometimes distinguished as a separate discipline from audio compression. Different audio and speech compression standards are listed under audio coding formats. Voice compression is used in internet telephony, for example, audio compression is used for CD ripping and is decoded by the audio players.", "targets": "What is used in internet telephony? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab897648d74085a48d2dfad5ba303d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In lossy audio compression, methods of psychoacoustics are used to remove non-audible (or less audible) components of the audio signal. Compression of human speech is often performed with even more specialized techniques; speech coding, or voice coding, is sometimes distinguished as a separate discipline from audio compression. Different audio and speech compression standards are listed under audio coding formats. Voice compression is used in internet telephony, for example, audio compression is used for CD ripping and is decoded by the audio players.", "targets": "What is encoded by audio players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8218644102f644cd8c7f3a4ef5444bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1953, Nasser overcame opposition from Naguib and banned all political parties, creating a one-party system under the Liberation Rally, a loosely structured movement whose chief task was to organize pro-RCC rallies and lectures, with Nasser its secretary-general. Despite the dissolution order, Nasser was the only RCC member who still favored holding parliamentary elections, according to his fellow officer Abdel Latif Boghdadi. Although outvoted, he still advocated holding elections by 1956. In March 1953, Nasser led the Egyptian delegation negotiating a British withdrawal from the Suez Canal.", "targets": "What was Nasser's first title in the Liberation Rally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8218644102f644cd8c7f3a4ef5444bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1953, Nasser overcame opposition from Naguib and banned all political parties, creating a one-party system under the Liberation Rally, a loosely structured movement whose chief task was to organize pro-RCC rallies and lectures, with Nasser its secretary-general. Despite the dissolution order, Nasser was the only RCC member who still favored holding parliamentary elections, according to his fellow officer Abdel Latif Boghdadi. Although outvoted, he still advocated holding elections by 1956. In March 1953, Nasser led the Egyptian delegation negotiating a British withdrawal from the Suez Canal.", "targets": "What did Nasser and naguib ban in 1953?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8218644102f644cd8c7f3a4ef5444bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1953, Nasser overcame opposition from Naguib and banned all political parties, creating a one-party system under the Liberation Rally, a loosely structured movement whose chief task was to organize pro-RCC rallies and lectures, with Nasser its secretary-general. Despite the dissolution order, Nasser was the only RCC member who still favored holding parliamentary elections, according to his fellow officer Abdel Latif Boghdadi. Although outvoted, he still advocated holding elections by 1956. In March 1953, Nasser led the Egyptian delegation negotiating a British withdrawal from the Suez Canal.", "targets": "What was Nasser alone in supporting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8218644102f644cd8c7f3a4ef5444bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1953, Nasser overcame opposition from Naguib and banned all political parties, creating a one-party system under the Liberation Rally, a loosely structured movement whose chief task was to organize pro-RCC rallies and lectures, with Nasser its secretary-general. Despite the dissolution order, Nasser was the only RCC member who still favored holding parliamentary elections, according to his fellow officer Abdel Latif Boghdadi. Although outvoted, he still advocated holding elections by 1956. In March 1953, Nasser led the Egyptian delegation negotiating a British withdrawal from the Suez Canal.", "targets": "What was Nasser negotiating in 1953?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34f3172f45549c5a5b0a497816a65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cause of TB is Mycobacterium tuberculosis, a small, aerobic, nonmotile bacillus. The high lipid content of this pathogen accounts for many of its unique clinical characteristics. It divides every 16 to 20 hours, which is an extremely slow rate compared with other bacteria, which usually divide in less than an hour. Mycobacteria have an outer membrane lipid bilayer. If a Gram stain is performed, MTB either stains very weakly \"Gram-positive\" or does not retain dye as a result of the high lipid and mycolic acid content of its cell wall. MTB can withstand weak disinfectants and survive in a dry state for weeks. In nature, the bacterium can grow only within the cells of a host organism, but M. tuberculosis can be cultured in the laboratory.", "targets": "The uniqueness of Mycobacterium tuberculosis is due to its high level of what type of molecule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34f3172f45549c5a5b0a497816a65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cause of TB is Mycobacterium tuberculosis, a small, aerobic, nonmotile bacillus. The high lipid content of this pathogen accounts for many of its unique clinical characteristics. It divides every 16 to 20 hours, which is an extremely slow rate compared with other bacteria, which usually divide in less than an hour. Mycobacteria have an outer membrane lipid bilayer. If a Gram stain is performed, MTB either stains very weakly \"Gram-positive\" or does not retain dye as a result of the high lipid and mycolic acid content of its cell wall. MTB can withstand weak disinfectants and survive in a dry state for weeks. In nature, the bacterium can grow only within the cells of a host organism, but M. tuberculosis can be cultured in the laboratory.", "targets": "Is the division rate of the TB bacterium fast or slow relative to other bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34f3172f45549c5a5b0a497816a65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cause of TB is Mycobacterium tuberculosis, a small, aerobic, nonmotile bacillus. The high lipid content of this pathogen accounts for many of its unique clinical characteristics. It divides every 16 to 20 hours, which is an extremely slow rate compared with other bacteria, which usually divide in less than an hour. Mycobacteria have an outer membrane lipid bilayer. If a Gram stain is performed, MTB either stains very weakly \"Gram-positive\" or does not retain dye as a result of the high lipid and mycolic acid content of its cell wall. MTB can withstand weak disinfectants and survive in a dry state for weeks. In nature, the bacterium can grow only within the cells of a host organism, but M. tuberculosis can be cultured in the laboratory.", "targets": "In nature, what \"helper\" does the MTB bacterium require to grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34f3172f45549c5a5b0a497816a65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cause of TB is Mycobacterium tuberculosis, a small, aerobic, nonmotile bacillus. The high lipid content of this pathogen accounts for many of its unique clinical characteristics. It divides every 16 to 20 hours, which is an extremely slow rate compared with other bacteria, which usually divide in less than an hour. Mycobacteria have an outer membrane lipid bilayer. If a Gram stain is performed, MTB either stains very weakly \"Gram-positive\" or does not retain dye as a result of the high lipid and mycolic acid content of its cell wall. MTB can withstand weak disinfectants and survive in a dry state for weeks. In nature, the bacterium can grow only within the cells of a host organism, but M. tuberculosis can be cultured in the laboratory.", "targets": "How long is the period between division of MTB cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34f3172f45549c5a5b0a497816a65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cause of TB is Mycobacterium tuberculosis, a small, aerobic, nonmotile bacillus. The high lipid content of this pathogen accounts for many of its unique clinical characteristics. It divides every 16 to 20 hours, which is an extremely slow rate compared with other bacteria, which usually divide in less than an hour. Mycobacteria have an outer membrane lipid bilayer. If a Gram stain is performed, MTB either stains very weakly \"Gram-positive\" or does not retain dye as a result of the high lipid and mycolic acid content of its cell wall. MTB can withstand weak disinfectants and survive in a dry state for weeks. In nature, the bacterium can grow only within the cells of a host organism, but M. tuberculosis can be cultured in the laboratory.", "targets": "How much time does it take most bacteria to divide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b6b789bc99f48c9891988b393bb9b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The required beliefs of these clauses include belief in a Supreme Being and belief in a future state of rewards and punishments. (Tennessee Constitution Article IX, Section 2 is one such example.) Some of these same states specify that the oath of office include the words \"so help me God.\" In some cases these beliefs (or oaths) were historically required of jurors and witnesses in court. At one time, such restrictions were allowed under the doctrine of states' rights; today they are deemed to be in violation of the federal First Amendment, as applied to the states via the 14th amendment, and hence unconstitutional and unenforceable.", "targets": "What do the non-permissible clauses require a belief in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b6b789bc99f48c9891988b393bb9b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The required beliefs of these clauses include belief in a Supreme Being and belief in a future state of rewards and punishments. (Tennessee Constitution Article IX, Section 2 is one such example.) Some of these same states specify that the oath of office include the words \"so help me God.\" In some cases these beliefs (or oaths) were historically required of jurors and witnesses in court. At one time, such restrictions were allowed under the doctrine of states' rights; today they are deemed to be in violation of the federal First Amendment, as applied to the states via the 14th amendment, and hence unconstitutional and unenforceable.", "targets": "What's one example in Tennessee's constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b6b789bc99f48c9891988b393bb9b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The required beliefs of these clauses include belief in a Supreme Being and belief in a future state of rewards and punishments. (Tennessee Constitution Article IX, Section 2 is one such example.) Some of these same states specify that the oath of office include the words \"so help me God.\" In some cases these beliefs (or oaths) were historically required of jurors and witnesses in court. At one time, such restrictions were allowed under the doctrine of states' rights; today they are deemed to be in violation of the federal First Amendment, as applied to the states via the 14th amendment, and hence unconstitutional and unenforceable.", "targets": "What language do some of the same states specify the oath of office include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b6b789bc99f48c9891988b393bb9b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The required beliefs of these clauses include belief in a Supreme Being and belief in a future state of rewards and punishments. (Tennessee Constitution Article IX, Section 2 is one such example.) Some of these same states specify that the oath of office include the words \"so help me God.\" In some cases these beliefs (or oaths) were historically required of jurors and witnesses in court. At one time, such restrictions were allowed under the doctrine of states' rights; today they are deemed to be in violation of the federal First Amendment, as applied to the states via the 14th amendment, and hence unconstitutional and unenforceable.", "targets": "Requiring oaths invoking God are today deemed to be in violation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b6b789bc99f48c9891988b393bb9b44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The required beliefs of these clauses include belief in a Supreme Being and belief in a future state of rewards and punishments. (Tennessee Constitution Article IX, Section 2 is one such example.) Some of these same states specify that the oath of office include the words \"so help me God.\" In some cases these beliefs (or oaths) were historically required of jurors and witnesses in court. At one time, such restrictions were allowed under the doctrine of states' rights; today they are deemed to be in violation of the federal First Amendment, as applied to the states via the 14th amendment, and hence unconstitutional and unenforceable.", "targets": "Because such oaths are in violation of the First Amendment, they're what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4c7e052e7d4cd997d7860766673e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407\u20131410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596\u20131619) and the Jesuit Church (1609\u20131626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603\u20131639) and Sigismund's Column (1644).", "targets": "What type of architecture is represented in the majestic churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4c7e052e7d4cd997d7860766673e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407\u20131410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596\u20131619) and the Jesuit Church (1609\u20131626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603\u20131639) and Sigismund's Column (1644).", "targets": "When was St. John's Cathedral constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4c7e052e7d4cd997d7860766673e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407\u20131410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596\u20131619) and the Jesuit Church (1609\u20131626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603\u20131639) and Sigismund's Column (1644).", "targets": "What is St. John's Cathedral an example of, stylistically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4c7e052e7d4cd997d7860766673e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407\u20131410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596\u20131619) and the Jesuit Church (1609\u20131626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603\u20131639) and Sigismund's Column (1644).", "targets": "The house of the Baryczko merchant family is a notable example of what type of architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff4c7e052e7d4cd997d7860766673e7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gothic architecture is represented in the majestic churches but also at the burgher houses and fortifications. The most significant buildings are St. John's Cathedral (14th century), the temple is a typical example of the so-called Masovian gothic style, St. Mary's Church (1411), a town house of Burbach family (14th century), Gunpowder Tower (after 1379) and the Royal Castle Curia Maior (1407\u20131410). The most notable examples of Renaissance architecture in the city are the house of Baryczko merchant family (1562), building called \"The Negro\" (early 17th century) and Salwator tenement (1632). The most interesting examples of mannerist architecture are the Royal Castle (1596\u20131619) and the Jesuit Church (1609\u20131626) at Old Town. Among the first structures of the early baroque the most important are St. Hyacinth's Church (1603\u20131639) and Sigismund's Column (1644).", "targets": "What is the Royal Castle the most interesting example of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "The loss of which award caused Kanye to leave the American Music Awards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "Kanye participated alongside Mike Meyers in a relief benefit show for what natural disaster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "What magazine did Kanye don a thorn crown for the cover of in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "In which AMA category did Kanye lose in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "Which actor was alongside Kanye West when he insulted President Bush?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "What magazine did Kanye West pose for in 2006 that caused another controversy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7051f698e83495d87ce9969fa14d555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While West had encountered controversy a year prior when he stormed out of the American Music Awards of 2004 after losing Best New Artist, the rapper's first large-scale controversy came just days following Late Registration's release, during a benefit concert for Hurricane Katrina victims. In September 2005, NBC broadcast A Concert for Hurricane Relief, and West was a featured speaker. When West was presenting alongside actor Mike Myers, he deviated from the prepared script. Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" West's comment reached much of the United States, leading to mixed reactions; President Bush would later call it one of the most \"disgusting moments\" of his presidency. West raised further controversy in January 2006 when he posed on the cover of Rolling Stone wearing a crown of thorns.", "targets": "What broadcast for NBC was Kanye presenting for when he spoke negatively about President Bush?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe58c73a89744b689f0ad7f84fd241a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band's sixth studio album News of the World was released in 1977, which has gone four times platinum in the United States, and twice in the UK. The album contained many songs tailor-made for live performance, including two of rock's most recognisable anthems, \"We Will Rock You\" and the rock ballad \"We Are the Champions\", both of which became enduring international sports anthems, and the latter reached number four in the US. Queen commenced the News of the World Tour in October 1977, and Robert Hilburn of the Los Angeles Times called this concert tour the band's \"most spectacularly staged and finely honed show\".", "targets": "Queen's sixth album was released in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe58c73a89744b689f0ad7f84fd241a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band's sixth studio album News of the World was released in 1977, which has gone four times platinum in the United States, and twice in the UK. The album contained many songs tailor-made for live performance, including two of rock's most recognisable anthems, \"We Will Rock You\" and the rock ballad \"We Are the Champions\", both of which became enduring international sports anthems, and the latter reached number four in the US. Queen commenced the News of the World Tour in October 1977, and Robert Hilburn of the Los Angeles Times called this concert tour the band's \"most spectacularly staged and finely honed show\".", "targets": "How many times platinum did Queen's News of the World go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe58c73a89744b689f0ad7f84fd241a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band's sixth studio album News of the World was released in 1977, which has gone four times platinum in the United States, and twice in the UK. The album contained many songs tailor-made for live performance, including two of rock's most recognisable anthems, \"We Will Rock You\" and the rock ballad \"We Are the Champions\", both of which became enduring international sports anthems, and the latter reached number four in the US. Queen commenced the News of the World Tour in October 1977, and Robert Hilburn of the Los Angeles Times called this concert tour the band's \"most spectacularly staged and finely honed show\".", "targets": "Queen's News of the World contained which two rock anthems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe58c73a89744b689f0ad7f84fd241a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The band's sixth studio album News of the World was released in 1977, which has gone four times platinum in the United States, and twice in the UK. The album contained many songs tailor-made for live performance, including two of rock's most recognisable anthems, \"We Will Rock You\" and the rock ballad \"We Are the Champions\", both of which became enduring international sports anthems, and the latter reached number four in the US. Queen commenced the News of the World Tour in October 1977, and Robert Hilburn of the Los Angeles Times called this concert tour the band's \"most spectacularly staged and finely honed show\".", "targets": "Queen's News of the World Tour took place in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52f88cba036e46ed9821c5af6876259e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cantonal Revolution of 1873, a cantonalist uprising that took place during the First Spanish Republic, the city was consolidated with most of the nearby cities in the Federal Canton of Valencia (proclaimed on 19 July and dissolved on 7 August). It did not have the revolutionary fervor of the movement in cities like Alcoy, as it was initiated by the bourgeoisie, but the Madrid government sent General Martinez-Campos to stifle the rebellion by force of arms and subjected Valencia to an intense bombardment. The city surrendered on 7 August; Alfonso XII was proclaimed king on 29 December 1874, and arrived in Valencia on 11 January 1875 on his way to Madrid, marking the end of the first republic. Despite the Bourbon restoration, the roughly even balance between conservatives and liberals in the government was sustained in Valencia until the granting of universal male suffrage in 1890, after which the Republicans, led by Vicente Blasco Ib\u00e1\u00f1ez, gained considerably more of the popular vote.", "targets": "In what year did the cantonalist uprising occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52f88cba036e46ed9821c5af6876259e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cantonal Revolution of 1873, a cantonalist uprising that took place during the First Spanish Republic, the city was consolidated with most of the nearby cities in the Federal Canton of Valencia (proclaimed on 19 July and dissolved on 7 August). It did not have the revolutionary fervor of the movement in cities like Alcoy, as it was initiated by the bourgeoisie, but the Madrid government sent General Martinez-Campos to stifle the rebellion by force of arms and subjected Valencia to an intense bombardment. The city surrendered on 7 August; Alfonso XII was proclaimed king on 29 December 1874, and arrived in Valencia on 11 January 1875 on his way to Madrid, marking the end of the first republic. Despite the Bourbon restoration, the roughly even balance between conservatives and liberals in the government was sustained in Valencia until the granting of universal male suffrage in 1890, after which the Republicans, led by Vicente Blasco Ib\u00e1\u00f1ez, gained considerably more of the popular vote.", "targets": "Who was sent to stop Valencia's uprising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52f88cba036e46ed9821c5af6876259e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cantonal Revolution of 1873, a cantonalist uprising that took place during the First Spanish Republic, the city was consolidated with most of the nearby cities in the Federal Canton of Valencia (proclaimed on 19 July and dissolved on 7 August). It did not have the revolutionary fervor of the movement in cities like Alcoy, as it was initiated by the bourgeoisie, but the Madrid government sent General Martinez-Campos to stifle the rebellion by force of arms and subjected Valencia to an intense bombardment. The city surrendered on 7 August; Alfonso XII was proclaimed king on 29 December 1874, and arrived in Valencia on 11 January 1875 on his way to Madrid, marking the end of the first republic. Despite the Bourbon restoration, the roughly even balance between conservatives and liberals in the government was sustained in Valencia until the granting of universal male suffrage in 1890, after which the Republicans, led by Vicente Blasco Ib\u00e1\u00f1ez, gained considerably more of the popular vote.", "targets": "Who became king in 1874?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52f88cba036e46ed9821c5af6876259e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cantonal Revolution of 1873, a cantonalist uprising that took place during the First Spanish Republic, the city was consolidated with most of the nearby cities in the Federal Canton of Valencia (proclaimed on 19 July and dissolved on 7 August). It did not have the revolutionary fervor of the movement in cities like Alcoy, as it was initiated by the bourgeoisie, but the Madrid government sent General Martinez-Campos to stifle the rebellion by force of arms and subjected Valencia to an intense bombardment. The city surrendered on 7 August; Alfonso XII was proclaimed king on 29 December 1874, and arrived in Valencia on 11 January 1875 on his way to Madrid, marking the end of the first republic. Despite the Bourbon restoration, the roughly even balance between conservatives and liberals in the government was sustained in Valencia until the granting of universal male suffrage in 1890, after which the Republicans, led by Vicente Blasco Ib\u00e1\u00f1ez, gained considerably more of the popular vote.", "targets": "When did Alfonso XXII reach Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52f88cba036e46ed9821c5af6876259e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cantonal Revolution of 1873, a cantonalist uprising that took place during the First Spanish Republic, the city was consolidated with most of the nearby cities in the Federal Canton of Valencia (proclaimed on 19 July and dissolved on 7 August). It did not have the revolutionary fervor of the movement in cities like Alcoy, as it was initiated by the bourgeoisie, but the Madrid government sent General Martinez-Campos to stifle the rebellion by force of arms and subjected Valencia to an intense bombardment. The city surrendered on 7 August; Alfonso XII was proclaimed king on 29 December 1874, and arrived in Valencia on 11 January 1875 on his way to Madrid, marking the end of the first republic. Despite the Bourbon restoration, the roughly even balance between conservatives and liberals in the government was sustained in Valencia until the granting of universal male suffrage in 1890, after which the Republicans, led by Vicente Blasco Ib\u00e1\u00f1ez, gained considerably more of the popular vote.", "targets": "Who was the Republican leader after the granting of male suffrage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8293e0f59a79466f93c7fbc25ef12d08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biggeri and Mehrotra have studied the macroeconomic factors that encourage child labour. They focus their study on five Asian nations including India, Pakistan, Indonesia, Thailand and Philippines. They suggest that child labour is a serious problem in all five, but it is not a new problem. Macroeconomic causes encouraged widespread child labour across the world, over most of human history. They suggest that the causes for child labour include both the demand and the supply side. While poverty and unavailability of good schools explain the child labour supply side, they suggest that the growth of low-paying informal economy rather than higher paying formal economy is amongst the causes of the demand side. Other scholars too suggest that inflexible labour market, sise of informal economy, inability of industries to scale up and lack of modern manufacturing technologies are major macroeconomic factors affecting demand and acceptability of child labour.", "targets": "Biggeri and Mehrotra studied primarily Asia nations including India, Pakistan, Indonesia, Philippines and what other country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8293e0f59a79466f93c7fbc25ef12d08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biggeri and Mehrotra have studied the macroeconomic factors that encourage child labour. They focus their study on five Asian nations including India, Pakistan, Indonesia, Thailand and Philippines. They suggest that child labour is a serious problem in all five, but it is not a new problem. Macroeconomic causes encouraged widespread child labour across the world, over most of human history. They suggest that the causes for child labour include both the demand and the supply side. While poverty and unavailability of good schools explain the child labour supply side, they suggest that the growth of low-paying informal economy rather than higher paying formal economy is amongst the causes of the demand side. Other scholars too suggest that inflexible labour market, sise of informal economy, inability of industries to scale up and lack of modern manufacturing technologies are major macroeconomic factors affecting demand and acceptability of child labour.", "targets": "Is child labour a new issue in these Asian countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8293e0f59a79466f93c7fbc25ef12d08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biggeri and Mehrotra have studied the macroeconomic factors that encourage child labour. They focus their study on five Asian nations including India, Pakistan, Indonesia, Thailand and Philippines. They suggest that child labour is a serious problem in all five, but it is not a new problem. Macroeconomic causes encouraged widespread child labour across the world, over most of human history. They suggest that the causes for child labour include both the demand and the supply side. While poverty and unavailability of good schools explain the child labour supply side, they suggest that the growth of low-paying informal economy rather than higher paying formal economy is amongst the causes of the demand side. Other scholars too suggest that inflexible labour market, sise of informal economy, inability of industries to scale up and lack of modern manufacturing technologies are major macroeconomic factors affecting demand and acceptability of child labour.", "targets": "Supply and what else causes child labour to still exist today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8293e0f59a79466f93c7fbc25ef12d08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biggeri and Mehrotra have studied the macroeconomic factors that encourage child labour. They focus their study on five Asian nations including India, Pakistan, Indonesia, Thailand and Philippines. They suggest that child labour is a serious problem in all five, but it is not a new problem. Macroeconomic causes encouraged widespread child labour across the world, over most of human history. They suggest that the causes for child labour include both the demand and the supply side. While poverty and unavailability of good schools explain the child labour supply side, they suggest that the growth of low-paying informal economy rather than higher paying formal economy is amongst the causes of the demand side. Other scholars too suggest that inflexible labour market, sise of informal economy, inability of industries to scale up and lack of modern manufacturing technologies are major macroeconomic factors affecting demand and acceptability of child labour.", "targets": "What encourages child labour across the globe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8fbd6e334f49de8b15afc3a0daf515", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His parents set aside specific times at breakfast and at dinner for daily family Bible reading. Chores were regularly assigned and rotated among all the children, and misbehavior was met with unequivocal discipline, usually from David. His mother, previously a member (with David) of the River Brethren sect of the Mennonites, joined the International Bible Students Association, later known as Jehovah's Witnesses. The Eisenhower home served as the local meeting hall from 1896 to 1915, though Eisenhower never joined the International Bible Students. His later decision to attend West Point saddened his mother, who felt that warfare was \"rather wicked,\" but she did not overrule him. While speaking of himself in 1948, Eisenhower said he was \"one of the most deeply religious men I know\" though unattached to any \"sect or organization\". He was baptized in the Presbyterian Church in 1953.", "targets": "What book did Eisenhower's parents read every day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8fbd6e334f49de8b15afc3a0daf515", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His parents set aside specific times at breakfast and at dinner for daily family Bible reading. Chores were regularly assigned and rotated among all the children, and misbehavior was met with unequivocal discipline, usually from David. His mother, previously a member (with David) of the River Brethren sect of the Mennonites, joined the International Bible Students Association, later known as Jehovah's Witnesses. The Eisenhower home served as the local meeting hall from 1896 to 1915, though Eisenhower never joined the International Bible Students. His later decision to attend West Point saddened his mother, who felt that warfare was \"rather wicked,\" but she did not overrule him. While speaking of himself in 1948, Eisenhower said he was \"one of the most deeply religious men I know\" though unattached to any \"sect or organization\". He was baptized in the Presbyterian Church in 1953.", "targets": "What Mennonite sect did Eisenhower's mother initially belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8fbd6e334f49de8b15afc3a0daf515", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His parents set aside specific times at breakfast and at dinner for daily family Bible reading. Chores were regularly assigned and rotated among all the children, and misbehavior was met with unequivocal discipline, usually from David. His mother, previously a member (with David) of the River Brethren sect of the Mennonites, joined the International Bible Students Association, later known as Jehovah's Witnesses. The Eisenhower home served as the local meeting hall from 1896 to 1915, though Eisenhower never joined the International Bible Students. His later decision to attend West Point saddened his mother, who felt that warfare was \"rather wicked,\" but she did not overrule him. While speaking of himself in 1948, Eisenhower said he was \"one of the most deeply religious men I know\" though unattached to any \"sect or organization\". He was baptized in the Presbyterian Church in 1953.", "targets": "What is another name for the International Bible Students Association?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8fbd6e334f49de8b15afc3a0daf515", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His parents set aside specific times at breakfast and at dinner for daily family Bible reading. Chores were regularly assigned and rotated among all the children, and misbehavior was met with unequivocal discipline, usually from David. His mother, previously a member (with David) of the River Brethren sect of the Mennonites, joined the International Bible Students Association, later known as Jehovah's Witnesses. The Eisenhower home served as the local meeting hall from 1896 to 1915, though Eisenhower never joined the International Bible Students. His later decision to attend West Point saddened his mother, who felt that warfare was \"rather wicked,\" but she did not overrule him. While speaking of himself in 1948, Eisenhower said he was \"one of the most deeply religious men I know\" though unattached to any \"sect or organization\". He was baptized in the Presbyterian Church in 1953.", "targets": "What university did Eisenhower attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8fbd6e334f49de8b15afc3a0daf515", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His parents set aside specific times at breakfast and at dinner for daily family Bible reading. Chores were regularly assigned and rotated among all the children, and misbehavior was met with unequivocal discipline, usually from David. His mother, previously a member (with David) of the River Brethren sect of the Mennonites, joined the International Bible Students Association, later known as Jehovah's Witnesses. The Eisenhower home served as the local meeting hall from 1896 to 1915, though Eisenhower never joined the International Bible Students. His later decision to attend West Point saddened his mother, who felt that warfare was \"rather wicked,\" but she did not overrule him. While speaking of himself in 1948, Eisenhower said he was \"one of the most deeply religious men I know\" though unattached to any \"sect or organization\". He was baptized in the Presbyterian Church in 1953.", "targets": "What church did Eisenhower join in 1953?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414dee19268046729da4d221928a0256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl pressings were made with stampers from master cuts that were electroplated in vacuo by means of gold sputtering. Audio response was claimed out to 8,000 Hz, later 13,000 Hz, using light weight pickups employing jeweled styli. Amplifiers and cutters both using negative feedback were employed thereby improving the range of frequencies cut and lowering distortion levels. Radio transcription producers such as World Broadcasting System and Associated Music Publishers (AMP) were the dominant licensees of the Western Electric wide range system and towards the end of the 1930s were responsible for two-thirds of the total radio transcription business. These recordings use a bass turnover of 300 Hz and a 10,000 Hz rolloff of \u22128.5 dB.", "targets": "What were used to make vinyl pressings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414dee19268046729da4d221928a0256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl pressings were made with stampers from master cuts that were electroplated in vacuo by means of gold sputtering. Audio response was claimed out to 8,000 Hz, later 13,000 Hz, using light weight pickups employing jeweled styli. Amplifiers and cutters both using negative feedback were employed thereby improving the range of frequencies cut and lowering distortion levels. Radio transcription producers such as World Broadcasting System and Associated Music Publishers (AMP) were the dominant licensees of the Western Electric wide range system and towards the end of the 1930s were responsible for two-thirds of the total radio transcription business. These recordings use a bass turnover of 300 Hz and a 10,000 Hz rolloff of \u22128.5 dB.", "targets": "What were the top licensees of the Western Electric system in the 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414dee19268046729da4d221928a0256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl pressings were made with stampers from master cuts that were electroplated in vacuo by means of gold sputtering. Audio response was claimed out to 8,000 Hz, later 13,000 Hz, using light weight pickups employing jeweled styli. Amplifiers and cutters both using negative feedback were employed thereby improving the range of frequencies cut and lowering distortion levels. Radio transcription producers such as World Broadcasting System and Associated Music Publishers (AMP) were the dominant licensees of the Western Electric wide range system and towards the end of the 1930s were responsible for two-thirds of the total radio transcription business. These recordings use a bass turnover of 300 Hz and a 10,000 Hz rolloff of \u22128.5 dB.", "targets": "Who was responsible for 2/3 of all recordings in the 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414dee19268046729da4d221928a0256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl pressings were made with stampers from master cuts that were electroplated in vacuo by means of gold sputtering. Audio response was claimed out to 8,000 Hz, later 13,000 Hz, using light weight pickups employing jeweled styli. Amplifiers and cutters both using negative feedback were employed thereby improving the range of frequencies cut and lowering distortion levels. Radio transcription producers such as World Broadcasting System and Associated Music Publishers (AMP) were the dominant licensees of the Western Electric wide range system and towards the end of the 1930s were responsible for two-thirds of the total radio transcription business. These recordings use a bass turnover of 300 Hz and a 10,000 Hz rolloff of \u22128.5 dB.", "targets": "How was gold spluttering used in vinyl creation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cf239578604f88ba4a386f2cc1a38e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At certain times of the year, The Queen Mary 2, Queen Elizabeth and Queen Victoria may all visit Southampton at the same time, in an event commonly called 'Arrival of the Three Queens'.", "targets": "What does Southampton call the event when three ships named after queens all visit the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cf239578604f88ba4a386f2cc1a38e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At certain times of the year, The Queen Mary 2, Queen Elizabeth and Queen Victoria may all visit Southampton at the same time, in an event commonly called 'Arrival of the Three Queens'.", "targets": "Which of the \"Three Queens\" has a number in its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cf239578604f88ba4a386f2cc1a38e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At certain times of the year, The Queen Mary 2, Queen Elizabeth and Queen Victoria may all visit Southampton at the same time, in an event commonly called 'Arrival of the Three Queens'.", "targets": "Along with the Queen Mary 2 and Queen Victoria, which third ship must be present for the 'Arrival of the Three Queens'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e98f1dbdc9024b4185e2a24e16d02b36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2nd, 3rd and 4th Canadian Divisions each has a Regular Force brigade group, and each division except the 1st has two to three Reserve Force brigades groups. In total, there are ten Reserve Force brigade groups. The 5th Canadian Division and the 2nd Canadian Division each have two Reserve Force brigade groups, while the 4th Canadian Division and the 3rd Canadian Division each have three Reserve Force brigade groups. Major training and support establishments exist at CFB Gagetown, CFB Montreal and CFB Wainwright.", "targets": "Where is most of the major training performed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18b56626da74c68ab3dbbe71730f5b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip to the Moon took just over three days. After achieving orbit, Armstrong and Aldrin transferred into the Lunar Module, named Eagle, and after a landing gear inspection by Collins remaining in the Command/Service Module Columbia, began their descent. After overcoming several computer overload alarms caused by an antenna switch left in the wrong position, and a slight downrange error, Armstrong took over manual flight control at about 180 meters (590 ft), and guided the Lunar Module to a safe landing spot at 20:18:04 UTC, July 20, 1969 (3:17:04 pm CDT). The first humans on the Moon would wait another six hours before they ventured out of their craft. At 02:56 UTC, July 21 (9:56 pm CDT July 20), Armstrong became the first human to set foot on the Moon.", "targets": "How long did the trip to the Moon last for the crew of the Apollo 11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18b56626da74c68ab3dbbe71730f5b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip to the Moon took just over three days. After achieving orbit, Armstrong and Aldrin transferred into the Lunar Module, named Eagle, and after a landing gear inspection by Collins remaining in the Command/Service Module Columbia, began their descent. After overcoming several computer overload alarms caused by an antenna switch left in the wrong position, and a slight downrange error, Armstrong took over manual flight control at about 180 meters (590 ft), and guided the Lunar Module to a safe landing spot at 20:18:04 UTC, July 20, 1969 (3:17:04 pm CDT). The first humans on the Moon would wait another six hours before they ventured out of their craft. At 02:56 UTC, July 21 (9:56 pm CDT July 20), Armstrong became the first human to set foot on the Moon.", "targets": "The Lunar Module of the Apollo 11 was named after what animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18b56626da74c68ab3dbbe71730f5b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip to the Moon took just over three days. After achieving orbit, Armstrong and Aldrin transferred into the Lunar Module, named Eagle, and after a landing gear inspection by Collins remaining in the Command/Service Module Columbia, began their descent. After overcoming several computer overload alarms caused by an antenna switch left in the wrong position, and a slight downrange error, Armstrong took over manual flight control at about 180 meters (590 ft), and guided the Lunar Module to a safe landing spot at 20:18:04 UTC, July 20, 1969 (3:17:04 pm CDT). The first humans on the Moon would wait another six hours before they ventured out of their craft. At 02:56 UTC, July 21 (9:56 pm CDT July 20), Armstrong became the first human to set foot on the Moon.", "targets": "Who was the first human to take a step on the Moon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18b56626da74c68ab3dbbe71730f5b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip to the Moon took just over three days. After achieving orbit, Armstrong and Aldrin transferred into the Lunar Module, named Eagle, and after a landing gear inspection by Collins remaining in the Command/Service Module Columbia, began their descent. After overcoming several computer overload alarms caused by an antenna switch left in the wrong position, and a slight downrange error, Armstrong took over manual flight control at about 180 meters (590 ft), and guided the Lunar Module to a safe landing spot at 20:18:04 UTC, July 20, 1969 (3:17:04 pm CDT). The first humans on the Moon would wait another six hours before they ventured out of their craft. At 02:56 UTC, July 21 (9:56 pm CDT July 20), Armstrong became the first human to set foot on the Moon.", "targets": "At what time on Earth did Armstrong first step onto the Moon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb6bfd0ca9346f5805ec4bdeaf06537", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Labour improved its performance in 1987, gaining 20 seats and so reducing the Conservative majority from 143 to 102. They were now firmly re-established as the second political party in Britain as the Alliance had once again failed to make a breakthrough with seats. A merger of the SDP and Liberals formed the Liberal Democrats. Following the 1987 election, the National Executive Committee resumed disciplinary action against members of Militant, who remained in the party, leading to further expulsions of their activists and the two MPs who supported the group.", "targets": "How many more seats did LAbour get in 1987?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb6bfd0ca9346f5805ec4bdeaf06537", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Labour improved its performance in 1987, gaining 20 seats and so reducing the Conservative majority from 143 to 102. They were now firmly re-established as the second political party in Britain as the Alliance had once again failed to make a breakthrough with seats. A merger of the SDP and Liberals formed the Liberal Democrats. Following the 1987 election, the National Executive Committee resumed disciplinary action against members of Militant, who remained in the party, leading to further expulsions of their activists and the two MPs who supported the group.", "targets": "What was the merger of SDP and the Liberals called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bb6bfd0ca9346f5805ec4bdeaf06537", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Labour improved its performance in 1987, gaining 20 seats and so reducing the Conservative majority from 143 to 102. They were now firmly re-established as the second political party in Britain as the Alliance had once again failed to make a breakthrough with seats. A merger of the SDP and Liberals formed the Liberal Democrats. Following the 1987 election, the National Executive Committee resumed disciplinary action against members of Militant, who remained in the party, leading to further expulsions of their activists and the two MPs who supported the group.", "targets": "Who did the NEC expel "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da8ffa2aa83446538f412648910a7096", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. Claude Shannon and Warren Weaver structured this model based on the following elements:", "targets": "A simple model is also referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da8ffa2aa83446538f412648910a7096", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. Claude Shannon and Warren Weaver structured this model based on the following elements:", "targets": "What kind of message is sent in a simple model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da8ffa2aa83446538f412648910a7096", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. Claude Shannon and Warren Weaver structured this model based on the following elements:", "targets": "In what form is the information or content sent in a simple model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da8ffa2aa83446538f412648910a7096", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. Claude Shannon and Warren Weaver structured this model based on the following elements:", "targets": "How is information sent through a simple model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da8ffa2aa83446538f412648910a7096", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability. Claude Shannon and Warren Weaver structured this model based on the following elements:", "targets": "What are the strengths of the simple model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414a9567baeb4ed4b852dbf317c55171", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kanye Omari West (/\u02c8k\u0251\u02d0nje\u026a/; born June 8, 1977) is an American hip hop recording artist, record producer, rapper, fashion designer, and entrepreneur. He is among the most acclaimed musicians of the 21st century, attracting both praise and controversy for his work and his outspoken public persona.", "targets": "What year was Kanye born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414a9567baeb4ed4b852dbf317c55171", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kanye Omari West (/\u02c8k\u0251\u02d0nje\u026a/; born June 8, 1977) is an American hip hop recording artist, record producer, rapper, fashion designer, and entrepreneur. He is among the most acclaimed musicians of the 21st century, attracting both praise and controversy for his work and his outspoken public persona.", "targets": "What kind of music does Kanye West perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414a9567baeb4ed4b852dbf317c55171", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kanye Omari West (/\u02c8k\u0251\u02d0nje\u026a/; born June 8, 1977) is an American hip hop recording artist, record producer, rapper, fashion designer, and entrepreneur. He is among the most acclaimed musicians of the 21st century, attracting both praise and controversy for his work and his outspoken public persona.", "targets": "What is Kanye West's middle name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414a9567baeb4ed4b852dbf317c55171", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kanye Omari West (/\u02c8k\u0251\u02d0nje\u026a/; born June 8, 1977) is an American hip hop recording artist, record producer, rapper, fashion designer, and entrepreneur. He is among the most acclaimed musicians of the 21st century, attracting both praise and controversy for his work and his outspoken public persona.", "targets": "When is Kanye West's birthday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7335ef6e686433cb9dc50623dc4e75b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British dealt with range measurement first, when it was realised that range was the key to producing a better fuse setting. This led to the Height/Range Finder (HRF), the first model being the Barr & Stroud UB2, a 2-metre optical coincident rangefinder mounted on a tripod. It measured the distance to the target and the elevation angle, which together gave the height of the aircraft. These were complex instruments and various other methods were also used. The HRF was soon joined by the Height/Fuse Indicator (HFI), this was marked with elevation angles and height lines overlaid with fuse length curves, using the height reported by the HRF operator, the necessary fuse length could be read off.", "targets": "What helped with better fuse setting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7335ef6e686433cb9dc50623dc4e75b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British dealt with range measurement first, when it was realised that range was the key to producing a better fuse setting. This led to the Height/Range Finder (HRF), the first model being the Barr & Stroud UB2, a 2-metre optical coincident rangefinder mounted on a tripod. It measured the distance to the target and the elevation angle, which together gave the height of the aircraft. These were complex instruments and various other methods were also used. The HRF was soon joined by the Height/Fuse Indicator (HFI), this was marked with elevation angles and height lines overlaid with fuse length curves, using the height reported by the HRF operator, the necessary fuse length could be read off.", "targets": "What was the first model of HRF (Height Range Finder) used by the British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7335ef6e686433cb9dc50623dc4e75b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British dealt with range measurement first, when it was realised that range was the key to producing a better fuse setting. This led to the Height/Range Finder (HRF), the first model being the Barr & Stroud UB2, a 2-metre optical coincident rangefinder mounted on a tripod. It measured the distance to the target and the elevation angle, which together gave the height of the aircraft. These were complex instruments and various other methods were also used. The HRF was soon joined by the Height/Fuse Indicator (HFI), this was marked with elevation angles and height lines overlaid with fuse length curves, using the height reported by the HRF operator, the necessary fuse length could be read off.", "targets": "The HRF measured target distance and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7335ef6e686433cb9dc50623dc4e75b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British dealt with range measurement first, when it was realised that range was the key to producing a better fuse setting. This led to the Height/Range Finder (HRF), the first model being the Barr & Stroud UB2, a 2-metre optical coincident rangefinder mounted on a tripod. It measured the distance to the target and the elevation angle, which together gave the height of the aircraft. These were complex instruments and various other methods were also used. The HRF was soon joined by the Height/Fuse Indicator (HFI), this was marked with elevation angles and height lines overlaid with fuse length curves, using the height reported by the HRF operator, the necessary fuse length could be read off.", "targets": "What was the HRF used with to set fuses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7335ef6e686433cb9dc50623dc4e75b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British dealt with range measurement first, when it was realised that range was the key to producing a better fuse setting. This led to the Height/Range Finder (HRF), the first model being the Barr & Stroud UB2, a 2-metre optical coincident rangefinder mounted on a tripod. It measured the distance to the target and the elevation angle, which together gave the height of the aircraft. These were complex instruments and various other methods were also used. The HRF was soon joined by the Height/Fuse Indicator (HFI), this was marked with elevation angles and height lines overlaid with fuse length curves, using the height reported by the HRF operator, the necessary fuse length could be read off.", "targets": "The fuse length could be set using height reported by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a464173ebcb4416b88e8f5cb7748beea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The amount of crossover between the AC chart and the Hot 100 has varied based on how much the passing pop music trends of the times appealed to adult listeners. Not many disco or new wave songs were particularly successful on the AC chart during the late 1970s and early 1980s, and much of the hip-hop and harder rock music featured on CHR formats later in the decade would have been unacceptable on AC radio.", "targets": "In the 1970s, what two genres were not particularly successful on the adult contemporary charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a464173ebcb4416b88e8f5cb7748beea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The amount of crossover between the AC chart and the Hot 100 has varied based on how much the passing pop music trends of the times appealed to adult listeners. Not many disco or new wave songs were particularly successful on the AC chart during the late 1970s and early 1980s, and much of the hip-hop and harder rock music featured on CHR formats later in the decade would have been unacceptable on AC radio.", "targets": "What genres, featured on the CHR radio format, were rarely found on adult contemporary radio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a464173ebcb4416b88e8f5cb7748beea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The amount of crossover between the AC chart and the Hot 100 has varied based on how much the passing pop music trends of the times appealed to adult listeners. Not many disco or new wave songs were particularly successful on the AC chart during the late 1970s and early 1980s, and much of the hip-hop and harder rock music featured on CHR formats later in the decade would have been unacceptable on AC radio.", "targets": "During what decade did hip-hop begin to be featured on the radio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de42b85b2847458997d0d8abf3d1da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three community college districts exist with campuses in and around Houston. The Houston Community College System serves most of Houston. The northwestern through northeastern parts of the city are served by various campuses of the Lone Star College System, while the southeastern portion of Houston is served by San Jacinto College, and a northeastern portion is served by Lee College. The Houston Community College and Lone Star College systems are within the 10 largest institutions of higher learning in the United States.", "targets": "How many community colleges serve Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de42b85b2847458997d0d8abf3d1da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three community college districts exist with campuses in and around Houston. The Houston Community College System serves most of Houston. The northwestern through northeastern parts of the city are served by various campuses of the Lone Star College System, while the southeastern portion of Houston is served by San Jacinto College, and a northeastern portion is served by Lee College. The Houston Community College and Lone Star College systems are within the 10 largest institutions of higher learning in the United States.", "targets": "How are the Houston Community College and Lone Star College systems ranked among educational facilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de42b85b2847458997d0d8abf3d1da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three community college districts exist with campuses in and around Houston. The Houston Community College System serves most of Houston. The northwestern through northeastern parts of the city are served by various campuses of the Lone Star College System, while the southeastern portion of Houston is served by San Jacinto College, and a northeastern portion is served by Lee College. The Houston Community College and Lone Star College systems are within the 10 largest institutions of higher learning in the United States.", "targets": "What college system serves most of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de42b85b2847458997d0d8abf3d1da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three community college districts exist with campuses in and around Houston. The Houston Community College System serves most of Houston. The northwestern through northeastern parts of the city are served by various campuses of the Lone Star College System, while the southeastern portion of Houston is served by San Jacinto College, and a northeastern portion is served by Lee College. The Houston Community College and Lone Star College systems are within the 10 largest institutions of higher learning in the United States.", "targets": "Which community college system serves the northwestern and northeastern areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de42b85b2847458997d0d8abf3d1da87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three community college districts exist with campuses in and around Houston. The Houston Community College System serves most of Houston. The northwestern through northeastern parts of the city are served by various campuses of the Lone Star College System, while the southeastern portion of Houston is served by San Jacinto College, and a northeastern portion is served by Lee College. The Houston Community College and Lone Star College systems are within the 10 largest institutions of higher learning in the United States.", "targets": "What part of Houston does San Jacinto College serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf1d735282bf4331b3252300c88db2a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as \"put-ons\". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.", "targets": "What model did Murray Gell-Mann develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf1d735282bf4331b3252300c88db2a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as \"put-ons\". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.", "targets": "What model did Feynman produce to complement the quark model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf1d735282bf4331b3252300c88db2a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as \"put-ons\". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.", "targets": "Quarks were thought of as what in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf1d735282bf4331b3252300c88db2a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as \"put-ons\". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.", "targets": "Which scientist experimented with blasting alpha particles at the nuclei of gold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf1d735282bf4331b3252300c88db2a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his diagrams of a small number of particles interacting in spacetime, Feynman could then model all of physics in terms of the spins of those particles and the range of coupling of the fundamental forces. Feynman attempted an explanation of the strong interactions governing nucleons scattering called the parton model. The parton model emerged as a complement to the quark model developed by his Caltech colleague Murray Gell-Mann. The relationship between the two models was murky; Gell-Mann referred to Feynman's partons derisively as \"put-ons\". In the mid-1960s, physicists believed that quarks were just a bookkeeping device for symmetry numbers, not real particles, as the statistics of the Omega-minus particle, if it were interpreted as three identical strange quarks bound together, seemed impossible if quarks were real. The Stanford linear accelerator deep inelastic scattering experiments of the late 1960s showed, analogously to Ernest Rutherford's experiment of scattering alpha particles on gold nuclei in 1911, that nucleons (protons and neutrons) contained point-like particles that scattered electrons. It was natural to identify these with quarks, but Feynman's parton model attempted to interpret the experimental data in a way that did not introduce additional hypotheses. For example, the data showed that some 45% of the energy momentum was carried by electrically-neutral particles in the nucleon. These electrically-neutral particles are now seen to be the gluons that carry the forces between the quarks and carry also the three-valued color quantum number that solves the Omega-minus problem. Feynman did not dispute the quark model; for example, when the fifth quark was discovered in 1977, Feynman immediately pointed out to his students that the discovery implied the existence of a sixth quark, which was discovered in the decade after his death.", "targets": "After the fifth quark was discovered, Feynman said what had to also exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b18d4143d341da8bf25386407c3a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is characterized by its proportion and balance; simple mathematical ratios were used to determine the height of a window in relation to its width or the shape of a room as a double cube. Regularity, as with ashlar (uniformly cut) stonework, was strongly approved, imbuing symmetry and adherence to classical rules: the lack of symmetry, where Georgian additions were added to earlier structures remaining visible, was deeply felt as a flaw, at least before Nash began to introduce it in a variety of styles. Regularity of housefronts along a street was a desirable feature of Georgian town planning. Until the start of the Gothic Revival in the early 19th century, Georgian designs usually lay within the Classical orders of architecture and employed a decorative vocabulary derived from ancient Rome or Greece.", "targets": "Georgian architecture is characterized by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b18d4143d341da8bf25386407c3a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is characterized by its proportion and balance; simple mathematical ratios were used to determine the height of a window in relation to its width or the shape of a room as a double cube. Regularity, as with ashlar (uniformly cut) stonework, was strongly approved, imbuing symmetry and adherence to classical rules: the lack of symmetry, where Georgian additions were added to earlier structures remaining visible, was deeply felt as a flaw, at least before Nash began to introduce it in a variety of styles. Regularity of housefronts along a street was a desirable feature of Georgian town planning. Until the start of the Gothic Revival in the early 19th century, Georgian designs usually lay within the Classical orders of architecture and employed a decorative vocabulary derived from ancient Rome or Greece.", "targets": "What was a desirable feature of Georgian town planning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b18d4143d341da8bf25386407c3a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is characterized by its proportion and balance; simple mathematical ratios were used to determine the height of a window in relation to its width or the shape of a room as a double cube. Regularity, as with ashlar (uniformly cut) stonework, was strongly approved, imbuing symmetry and adherence to classical rules: the lack of symmetry, where Georgian additions were added to earlier structures remaining visible, was deeply felt as a flaw, at least before Nash began to introduce it in a variety of styles. Regularity of housefronts along a street was a desirable feature of Georgian town planning. Until the start of the Gothic Revival in the early 19th century, Georgian designs usually lay within the Classical orders of architecture and employed a decorative vocabulary derived from ancient Rome or Greece.", "targets": "What was considered a deep flaw of Georgian architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b18d4143d341da8bf25386407c3a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture is characterized by its proportion and balance; simple mathematical ratios were used to determine the height of a window in relation to its width or the shape of a room as a double cube. Regularity, as with ashlar (uniformly cut) stonework, was strongly approved, imbuing symmetry and adherence to classical rules: the lack of symmetry, where Georgian additions were added to earlier structures remaining visible, was deeply felt as a flaw, at least before Nash began to introduce it in a variety of styles. Regularity of housefronts along a street was a desirable feature of Georgian town planning. Until the start of the Gothic Revival in the early 19th century, Georgian designs usually lay within the Classical orders of architecture and employed a decorative vocabulary derived from ancient Rome or Greece.", "targets": "What decorative vocabulary did Georgian designs draw from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e05924330504e1fa022ff99cf64c7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their \"inexperienced\" peers.", "targets": "Are girls reaching sexual maturation early more or less likely to develop eating disorers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e05924330504e1fa022ff99cf64c7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their \"inexperienced\" peers.", "targets": "Nearly half of Americam high school girls hope to achieve what goal with their diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e05924330504e1fa022ff99cf64c7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their \"inexperienced\" peers.", "targets": "Are early or late maturing girls more exposed to alcohol and drug abuse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e05924330504e1fa022ff99cf64c7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their \"inexperienced\" peers.", "targets": "Do early or late maturing girls have more unwanted pregnancies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e05924330504e1fa022ff99cf64c7d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their \"inexperienced\" peers.", "targets": "Who performs better in school: sexually experienced or inexperienced teen females?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb754b3bede94adba8b3254a34b4c04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The school newspaper of the University of Kansas is University Daily Kansan, which placed first in the Intercollegiate Writing Competition of the prestigious William Randolph Hearst Writing Foundation competition, often called \"The Pulitzers of College Journalism\" in 2007. In Winter 2008, a group of students created KUpedia, a wiki about all things KU. They have received student funding for operations in 2008\u201309. The KU Department of English publishes the Coal City Review, an annual literary journal of prose, poetry, reviews and illustrations. The Review typically features the work of many writers, but periodically spotlights one author, as in the case of 2006 Nelson Poetry Book Award-winner Voyeur Poems by Matthew Porubsky.", "targets": "What is the name of the newspaper printed every day by the University of Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb754b3bede94adba8b3254a34b4c04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The school newspaper of the University of Kansas is University Daily Kansan, which placed first in the Intercollegiate Writing Competition of the prestigious William Randolph Hearst Writing Foundation competition, often called \"The Pulitzers of College Journalism\" in 2007. In Winter 2008, a group of students created KUpedia, a wiki about all things KU. They have received student funding for operations in 2008\u201309. The KU Department of English publishes the Coal City Review, an annual literary journal of prose, poetry, reviews and illustrations. The Review typically features the work of many writers, but periodically spotlights one author, as in the case of 2006 Nelson Poetry Book Award-winner Voyeur Poems by Matthew Porubsky.", "targets": "What high profile contest has the Daily Kansan won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb754b3bede94adba8b3254a34b4c04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The school newspaper of the University of Kansas is University Daily Kansan, which placed first in the Intercollegiate Writing Competition of the prestigious William Randolph Hearst Writing Foundation competition, often called \"The Pulitzers of College Journalism\" in 2007. In Winter 2008, a group of students created KUpedia, a wiki about all things KU. They have received student funding for operations in 2008\u201309. The KU Department of English publishes the Coal City Review, an annual literary journal of prose, poetry, reviews and illustrations. The Review typically features the work of many writers, but periodically spotlights one author, as in the case of 2006 Nelson Poetry Book Award-winner Voyeur Poems by Matthew Porubsky.", "targets": "In what year did the Daily Kansan win the Intercollegiate Writing Competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb754b3bede94adba8b3254a34b4c04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The school newspaper of the University of Kansas is University Daily Kansan, which placed first in the Intercollegiate Writing Competition of the prestigious William Randolph Hearst Writing Foundation competition, often called \"The Pulitzers of College Journalism\" in 2007. In Winter 2008, a group of students created KUpedia, a wiki about all things KU. They have received student funding for operations in 2008\u201309. The KU Department of English publishes the Coal City Review, an annual literary journal of prose, poetry, reviews and illustrations. The Review typically features the work of many writers, but periodically spotlights one author, as in the case of 2006 Nelson Poetry Book Award-winner Voyeur Poems by Matthew Porubsky.", "targets": "What is the name of an online resource that was created into provide a resource about KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb754b3bede94adba8b3254a34b4c04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The school newspaper of the University of Kansas is University Daily Kansan, which placed first in the Intercollegiate Writing Competition of the prestigious William Randolph Hearst Writing Foundation competition, often called \"The Pulitzers of College Journalism\" in 2007. In Winter 2008, a group of students created KUpedia, a wiki about all things KU. They have received student funding for operations in 2008\u201309. The KU Department of English publishes the Coal City Review, an annual literary journal of prose, poetry, reviews and illustrations. The Review typically features the work of many writers, but periodically spotlights one author, as in the case of 2006 Nelson Poetry Book Award-winner Voyeur Poems by Matthew Porubsky.", "targets": "What is the name of the poet who won the Nelson award in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0674dec244464354b9ee99c6ca065afb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countrywide, sued by California Attorney General Jerry Brown for \"unfair business practices\" and \"false advertising\" was making high cost mortgages \"to homeowners with weak credit, adjustable rate mortgages (ARMs) that allowed homeowners to make interest-only payments\". When housing prices decreased, homeowners in ARMs then had little incentive to pay their monthly payments, since their home equity had disappeared. This caused Countrywide's financial condition to deteriorate, ultimately resulting in a decision by the Office of Thrift Supervision to seize the lender.", "targets": "Who sued Countrywide for unfair business practices and false advertising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0674dec244464354b9ee99c6ca065afb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countrywide, sued by California Attorney General Jerry Brown for \"unfair business practices\" and \"false advertising\" was making high cost mortgages \"to homeowners with weak credit, adjustable rate mortgages (ARMs) that allowed homeowners to make interest-only payments\". When housing prices decreased, homeowners in ARMs then had little incentive to pay their monthly payments, since their home equity had disappeared. This caused Countrywide's financial condition to deteriorate, ultimately resulting in a decision by the Office of Thrift Supervision to seize the lender.", "targets": "What type mortgages allowed homeowners to make interest-only payments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0674dec244464354b9ee99c6ca065afb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countrywide, sued by California Attorney General Jerry Brown for \"unfair business practices\" and \"false advertising\" was making high cost mortgages \"to homeowners with weak credit, adjustable rate mortgages (ARMs) that allowed homeowners to make interest-only payments\". When housing prices decreased, homeowners in ARMs then had little incentive to pay their monthly payments, since their home equity had disappeared. This caused Countrywide's financial condition to deteriorate, ultimately resulting in a decision by the Office of Thrift Supervision to seize the lender.", "targets": "What happened to home equity when housing prices decreased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0674dec244464354b9ee99c6ca065afb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countrywide, sued by California Attorney General Jerry Brown for \"unfair business practices\" and \"false advertising\" was making high cost mortgages \"to homeowners with weak credit, adjustable rate mortgages (ARMs) that allowed homeowners to make interest-only payments\". When housing prices decreased, homeowners in ARMs then had little incentive to pay their monthly payments, since their home equity had disappeared. This caused Countrywide's financial condition to deteriorate, ultimately resulting in a decision by the Office of Thrift Supervision to seize the lender.", "targets": "Who made the decision to seize Countrywide after their financial condition deteriorated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0674dec244464354b9ee99c6ca065afb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Countrywide, sued by California Attorney General Jerry Brown for \"unfair business practices\" and \"false advertising\" was making high cost mortgages \"to homeowners with weak credit, adjustable rate mortgages (ARMs) that allowed homeowners to make interest-only payments\". When housing prices decreased, homeowners in ARMs then had little incentive to pay their monthly payments, since their home equity had disappeared. This caused Countrywide's financial condition to deteriorate, ultimately resulting in a decision by the Office of Thrift Supervision to seize the lender.", "targets": "What type credit did borrowers obtaining mortgages from Countrywide have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70a2906036a466d8ff919e386c379d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Commission on Illumination (CIE) is an international authority and standard defining organization on color and lighting. Publishing widely used standard metrics such as various CIE color spaces and the color rendering index.", "targets": "What does the CIE stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fc6b150c1e24880b667a7621d0f002d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the White House is controlled by the House majority party, then the House minority leader assumes a larger role in formulating alternatives to executive branch initiatives and in acting as a national spokesperson for his or her party. \"As Minority Leader during [President Lyndon Johnson's] Democratic administration, my responsibility has been to propose Republican alternatives,\" said Minority Leader Gerald Ford, R-MI. Greatly outnumbered in the House, Minority Leader Ford devised a political strategy that allowed Republicans to offer their alternatives in a manner that provided them political protection. As Ford explained:", "targets": "What is the difference in role for Minority leader when majority party holds white house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fc6b150c1e24880b667a7621d0f002d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the White House is controlled by the House majority party, then the House minority leader assumes a larger role in formulating alternatives to executive branch initiatives and in acting as a national spokesperson for his or her party. \"As Minority Leader during [President Lyndon Johnson's] Democratic administration, my responsibility has been to propose Republican alternatives,\" said Minority Leader Gerald Ford, R-MI. Greatly outnumbered in the House, Minority Leader Ford devised a political strategy that allowed Republicans to offer their alternatives in a manner that provided them political protection. As Ford explained:", "targets": "What was Gerald Ford's role as minority leader under Johnson administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fc6b150c1e24880b667a7621d0f002d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the White House is controlled by the House majority party, then the House minority leader assumes a larger role in formulating alternatives to executive branch initiatives and in acting as a national spokesperson for his or her party. \"As Minority Leader during [President Lyndon Johnson's] Democratic administration, my responsibility has been to propose Republican alternatives,\" said Minority Leader Gerald Ford, R-MI. Greatly outnumbered in the House, Minority Leader Ford devised a political strategy that allowed Republicans to offer their alternatives in a manner that provided them political protection. As Ford explained:", "targets": "What did Ford's alternatives provide for republican's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968e0b6ed2e544af9e271b9a7751f36e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.", "targets": "What are the three main types of autonomy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968e0b6ed2e544af9e271b9a7751f36e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.", "targets": "How is behavioral autonomy defined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968e0b6ed2e544af9e271b9a7751f36e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.", "targets": "Adolescent cultural differences are especially visible in which type of autonomy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968e0b6ed2e544af9e271b9a7751f36e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.", "targets": "How is cognitive autonomy defined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968e0b6ed2e544af9e271b9a7751f36e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.", "targets": "Is an adolescent's mental health at its best when their feelings of autonomy match closely with their parents or when they are at odds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eb2777674c4e35b29f10863ea33818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key aspect of the Gates Foundation's U.S. efforts involves an overhaul of the country's education policies at both the K-12 and college levels, including support for teacher evaluations and charter schools and opposition to seniority-based layoffs and other aspects of the education system that are typically backed by teachers' unions. It spent $373 million on education in 2009. It has also donated to the two largest national teachers' unions. The foundation was the biggest early backer of the Common Core State Standards Initiative.", "targets": "what is a key aspect of the gates foundation in the US"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eb2777674c4e35b29f10863ea33818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key aspect of the Gates Foundation's U.S. efforts involves an overhaul of the country's education policies at both the K-12 and college levels, including support for teacher evaluations and charter schools and opposition to seniority-based layoffs and other aspects of the education system that are typically backed by teachers' unions. It spent $373 million on education in 2009. It has also donated to the two largest national teachers' unions. The foundation was the biggest early backer of the Common Core State Standards Initiative.", "targets": "What do these efforts include"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eb2777674c4e35b29f10863ea33818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key aspect of the Gates Foundation's U.S. efforts involves an overhaul of the country's education policies at both the K-12 and college levels, including support for teacher evaluations and charter schools and opposition to seniority-based layoffs and other aspects of the education system that are typically backed by teachers' unions. It spent $373 million on education in 2009. It has also donated to the two largest national teachers' unions. The foundation was the biggest early backer of the Common Core State Standards Initiative.", "targets": "how much did it spend in 2009"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33eb2777674c4e35b29f10863ea33818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key aspect of the Gates Foundation's U.S. efforts involves an overhaul of the country's education policies at both the K-12 and college levels, including support for teacher evaluations and charter schools and opposition to seniority-based layoffs and other aspects of the education system that are typically backed by teachers' unions. It spent $373 million on education in 2009. It has also donated to the two largest national teachers' unions. The foundation was the biggest early backer of the Common Core State Standards Initiative.", "targets": "It was an early backer of what "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1abf045c9b445fea6eb9a925d49235e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later, during the Koine Greek period, the aspirated and voiceless stops /t\u02b0 d/ of Attic Greek lenited to voiceless and voiced fricatives, yielding /\u03b8 \u00f0/ in Medieval and Modern Greek.", "targets": "Attic Greek lenited to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1abf045c9b445fea6eb9a925d49235e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later, during the Koine Greek period, the aspirated and voiceless stops /t\u02b0 d/ of Attic Greek lenited to voiceless and voiced fricatives, yielding /\u03b8 \u00f0/ in Medieval and Modern Greek.", "targets": "The lenited Attic Greek yielded /\u03b8 \u00f0/ in what periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e09bb0f58d6415a8756c6f31ede01a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most laboratory techniques for growing bacteria use high levels of nutrients to produce large amounts of cells cheaply and quickly. However, in natural environments, nutrients are limited, meaning that bacteria cannot continue to reproduce indefinitely. This nutrient limitation has led the evolution of different growth strategies (see r/K selection theory). Some organisms can grow extremely rapidly when nutrients become available, such as the formation of algal (and cyanobacterial) blooms that often occur in lakes during the summer. Other organisms have adaptations to harsh environments, such as the production of multiple antibiotics by Streptomyces that inhibit the growth of competing microorganisms. In nature, many organisms live in communities (e.g., biofilms) that may allow for increased supply of nutrients and protection from environmental stresses. These relationships can be essential for growth of a particular organism or group of organisms (syntrophy).", "targets": "What is the simple way of producing large volume of bacteria cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e09bb0f58d6415a8756c6f31ede01a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most laboratory techniques for growing bacteria use high levels of nutrients to produce large amounts of cells cheaply and quickly. However, in natural environments, nutrients are limited, meaning that bacteria cannot continue to reproduce indefinitely. This nutrient limitation has led the evolution of different growth strategies (see r/K selection theory). Some organisms can grow extremely rapidly when nutrients become available, such as the formation of algal (and cyanobacterial) blooms that often occur in lakes during the summer. Other organisms have adaptations to harsh environments, such as the production of multiple antibiotics by Streptomyces that inhibit the growth of competing microorganisms. In nature, many organisms live in communities (e.g., biofilms) that may allow for increased supply of nutrients and protection from environmental stresses. These relationships can be essential for growth of a particular organism or group of organisms (syntrophy).", "targets": "What caused the evolution of different growth strategies in bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e09bb0f58d6415a8756c6f31ede01a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most laboratory techniques for growing bacteria use high levels of nutrients to produce large amounts of cells cheaply and quickly. However, in natural environments, nutrients are limited, meaning that bacteria cannot continue to reproduce indefinitely. This nutrient limitation has led the evolution of different growth strategies (see r/K selection theory). Some organisms can grow extremely rapidly when nutrients become available, such as the formation of algal (and cyanobacterial) blooms that often occur in lakes during the summer. Other organisms have adaptations to harsh environments, such as the production of multiple antibiotics by Streptomyces that inhibit the growth of competing microorganisms. In nature, many organisms live in communities (e.g., biofilms) that may allow for increased supply of nutrients and protection from environmental stresses. These relationships can be essential for growth of a particular organism or group of organisms (syntrophy).", "targets": "What can create a subsequent increase of nutrients in natural environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e09bb0f58d6415a8756c6f31ede01a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most laboratory techniques for growing bacteria use high levels of nutrients to produce large amounts of cells cheaply and quickly. However, in natural environments, nutrients are limited, meaning that bacteria cannot continue to reproduce indefinitely. This nutrient limitation has led the evolution of different growth strategies (see r/K selection theory). Some organisms can grow extremely rapidly when nutrients become available, such as the formation of algal (and cyanobacterial) blooms that often occur in lakes during the summer. Other organisms have adaptations to harsh environments, such as the production of multiple antibiotics by Streptomyces that inhibit the growth of competing microorganisms. In nature, many organisms live in communities (e.g., biofilms) that may allow for increased supply of nutrients and protection from environmental stresses. These relationships can be essential for growth of a particular organism or group of organisms (syntrophy).", "targets": "What do algal bacteria if nutrients are available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "How did Gaddafi announced his leadership?:"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "List the two names of Gaddafi's coup."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "What did Gaddafi tell the people that the revolution represented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "What did Gaddafi insist that the coup be referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "What was the name of the government Gaddafi set up after overthrowing the monarchy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "What was the Libyan coup called at first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "What was the Libyan coup later called, when it was renamed for the day it took place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "What was the name of the revolutionary group led by Gaddafi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb9365ba51b3499b96225793ee77441b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having removed the monarchical government, Gaddafi proclaimed the foundation of the Libyan Arab Republic. Addressing the populace by radio, he proclaimed an end to the \"reactionary and corrupt\" regime, \"the stench of which has sickened and horrified us all.\" Due to the coup's bloodless nature, it was initially labelled the \"White Revolution\", although was later renamed the \"One September Revolution\" after the date on which it occurred. Gaddafi insisted that the Free Officers' coup represented a revolution, marking the start of widespread change in the socio-economic and political nature of Libya. He proclaimed that the revolution meant \"freedom, socialism, and unity\", and over the coming years implemented measures to achieve this.", "targets": "How did Gaddafi characterize the monarchy in his radio address?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48325af682b1454d8e6a374f1e8ed81f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston Common, located near the Financial District and Beacon Hill, is the oldest public park in the United States. Along with the adjacent Boston Public Garden, it is part of the Emerald Necklace, a string of parks designed by Frederick Law Olmsted to encircle the city. The Emerald Necklace includes Jamaica Pond, Boston's largest body of freshwater, and Franklin Park, the city's largest park and home of the Franklin Park Zoo. Another major park is the Esplanade, located along the banks of the Charles River. The Hatch Shell, an outdoor concert venue, is located adjacent to the Charles River Esplanade. Other parks are scattered throughout the city, with the major parks and beaches located near Castle Island; in Charlestown; and along the Dorchester, South Boston, and East Boston shorelines.", "targets": "What is the oldest public park in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48325af682b1454d8e6a374f1e8ed81f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston Common, located near the Financial District and Beacon Hill, is the oldest public park in the United States. Along with the adjacent Boston Public Garden, it is part of the Emerald Necklace, a string of parks designed by Frederick Law Olmsted to encircle the city. The Emerald Necklace includes Jamaica Pond, Boston's largest body of freshwater, and Franklin Park, the city's largest park and home of the Franklin Park Zoo. Another major park is the Esplanade, located along the banks of the Charles River. The Hatch Shell, an outdoor concert venue, is located adjacent to the Charles River Esplanade. Other parks are scattered throughout the city, with the major parks and beaches located near Castle Island; in Charlestown; and along the Dorchester, South Boston, and East Boston shorelines.", "targets": "Where is Boston Common located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48325af682b1454d8e6a374f1e8ed81f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston Common, located near the Financial District and Beacon Hill, is the oldest public park in the United States. Along with the adjacent Boston Public Garden, it is part of the Emerald Necklace, a string of parks designed by Frederick Law Olmsted to encircle the city. The Emerald Necklace includes Jamaica Pond, Boston's largest body of freshwater, and Franklin Park, the city's largest park and home of the Franklin Park Zoo. Another major park is the Esplanade, located along the banks of the Charles River. The Hatch Shell, an outdoor concert venue, is located adjacent to the Charles River Esplanade. Other parks are scattered throughout the city, with the major parks and beaches located near Castle Island; in Charlestown; and along the Dorchester, South Boston, and East Boston shorelines.", "targets": "What is next to Boston Common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48325af682b1454d8e6a374f1e8ed81f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston Common, located near the Financial District and Beacon Hill, is the oldest public park in the United States. Along with the adjacent Boston Public Garden, it is part of the Emerald Necklace, a string of parks designed by Frederick Law Olmsted to encircle the city. The Emerald Necklace includes Jamaica Pond, Boston's largest body of freshwater, and Franklin Park, the city's largest park and home of the Franklin Park Zoo. Another major park is the Esplanade, located along the banks of the Charles River. The Hatch Shell, an outdoor concert venue, is located adjacent to the Charles River Esplanade. Other parks are scattered throughout the city, with the major parks and beaches located near Castle Island; in Charlestown; and along the Dorchester, South Boston, and East Boston shorelines.", "targets": "The Emerald necklace is a string of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48325af682b1454d8e6a374f1e8ed81f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston Common, located near the Financial District and Beacon Hill, is the oldest public park in the United States. Along with the adjacent Boston Public Garden, it is part of the Emerald Necklace, a string of parks designed by Frederick Law Olmsted to encircle the city. The Emerald Necklace includes Jamaica Pond, Boston's largest body of freshwater, and Franklin Park, the city's largest park and home of the Franklin Park Zoo. Another major park is the Esplanade, located along the banks of the Charles River. The Hatch Shell, an outdoor concert venue, is located adjacent to the Charles River Esplanade. Other parks are scattered throughout the city, with the major parks and beaches located near Castle Island; in Charlestown; and along the Dorchester, South Boston, and East Boston shorelines.", "targets": "Who designed the Emerald necklace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7daa0bf3f4dd4472961ce6dc6c45bf31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given that water contamination is a major means of transmitting diarrheal disease, efforts to provide clean water supply and improved sanitation have the potential to dramatically cut the rate of disease incidence. In fact, it has been proposed that we might expect an 88% reduction in child mortality resulting from diarrheal disease as a result of improved water sanitation and hygiene. Similarly, a meta-analysis of numerous studies on improving water supply and sanitation shows a 22\u201327% reduction in disease incidence, and a 21\u201330% reduction in mortality rate associated with diarrheal disease.", "targets": "What is a major means of the spread of diarrhea disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7daa0bf3f4dd4472961ce6dc6c45bf31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given that water contamination is a major means of transmitting diarrheal disease, efforts to provide clean water supply and improved sanitation have the potential to dramatically cut the rate of disease incidence. In fact, it has been proposed that we might expect an 88% reduction in child mortality resulting from diarrheal disease as a result of improved water sanitation and hygiene. Similarly, a meta-analysis of numerous studies on improving water supply and sanitation shows a 22\u201327% reduction in disease incidence, and a 21\u201330% reduction in mortality rate associated with diarrheal disease.", "targets": "What has cut the rate of diarrhea disease incidents? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7daa0bf3f4dd4472961ce6dc6c45bf31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given that water contamination is a major means of transmitting diarrheal disease, efforts to provide clean water supply and improved sanitation have the potential to dramatically cut the rate of disease incidence. In fact, it has been proposed that we might expect an 88% reduction in child mortality resulting from diarrheal disease as a result of improved water sanitation and hygiene. Similarly, a meta-analysis of numerous studies on improving water supply and sanitation shows a 22\u201327% reduction in disease incidence, and a 21\u201330% reduction in mortality rate associated with diarrheal disease.", "targets": "What would be the reduction in deisease incedence if there was better water and sanitation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c5d462c903486482f1f56421f24284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1934, Popper wrote of the search for truth as \"one of the strongest motives for scientific discovery.\" Still, he describes in Objective Knowledge (1972) early concerns about the much-criticised notion of truth as correspondence. Then came the semantic theory of truth formulated by the logician Alfred Tarski and published in 1933. Popper writes of learning in 1935 of the consequences of Tarski's theory, to his intense joy. The theory met critical objections to truth as correspondence and thereby rehabilitated it. The theory also seemed, in Popper's eyes, to support metaphysical realism and the regulative idea of a search for truth.", "targets": "Whose theory of truth did Popper read with intense interest in 1935?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c5d462c903486482f1f56421f24284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1934, Popper wrote of the search for truth as \"one of the strongest motives for scientific discovery.\" Still, he describes in Objective Knowledge (1972) early concerns about the much-criticised notion of truth as correspondence. Then came the semantic theory of truth formulated by the logician Alfred Tarski and published in 1933. Popper writes of learning in 1935 of the consequences of Tarski's theory, to his intense joy. The theory met critical objections to truth as correspondence and thereby rehabilitated it. The theory also seemed, in Popper's eyes, to support metaphysical realism and the regulative idea of a search for truth.", "targets": "What theory of interest to Popper did Alfred Tarski publish in 1933?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c5d462c903486482f1f56421f24284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1934, Popper wrote of the search for truth as \"one of the strongest motives for scientific discovery.\" Still, he describes in Objective Knowledge (1972) early concerns about the much-criticised notion of truth as correspondence. Then came the semantic theory of truth formulated by the logician Alfred Tarski and published in 1933. Popper writes of learning in 1935 of the consequences of Tarski's theory, to his intense joy. The theory met critical objections to truth as correspondence and thereby rehabilitated it. The theory also seemed, in Popper's eyes, to support metaphysical realism and the regulative idea of a search for truth.", "targets": "Tarski's theory overcame certain objections to what conception of truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c5d462c903486482f1f56421f24284", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1934, Popper wrote of the search for truth as \"one of the strongest motives for scientific discovery.\" Still, he describes in Objective Knowledge (1972) early concerns about the much-criticised notion of truth as correspondence. Then came the semantic theory of truth formulated by the logician Alfred Tarski and published in 1933. Popper writes of learning in 1935 of the consequences of Tarski's theory, to his intense joy. The theory met critical objections to truth as correspondence and thereby rehabilitated it. The theory also seemed, in Popper's eyes, to support metaphysical realism and the regulative idea of a search for truth.", "targets": "What kind of realism did Popper believe Tarski's theory supported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6114689cc1134245a20d16a117e2d74c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "50 Hz systems support three scanning rates: 50i, 25p and 50p. 60 Hz systems support a much wider set of frame rates: 59.94i, 60i, 23.976p, 24p, 29.97p, 30p, 59.94p and 60p. In the days of standard definition television, the fractional rates were often rounded up to whole numbers, e.g. 23.976p was often called 24p, or 59.94i was often called 60i. 60 Hz high definition television supports both fractional and slightly different integer rates, therefore strict usage of notation is required to avoid ambiguity. Nevertheless, 29.97i/59.94i is almost universally called 60i, likewise 23.976p is called 24p.", "targets": "What three scanning rates do 50 Hz systems support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6114689cc1134245a20d16a117e2d74c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "50 Hz systems support three scanning rates: 50i, 25p and 50p. 60 Hz systems support a much wider set of frame rates: 59.94i, 60i, 23.976p, 24p, 29.97p, 30p, 59.94p and 60p. In the days of standard definition television, the fractional rates were often rounded up to whole numbers, e.g. 23.976p was often called 24p, or 59.94i was often called 60i. 60 Hz high definition television supports both fractional and slightly different integer rates, therefore strict usage of notation is required to avoid ambiguity. Nevertheless, 29.97i/59.94i is almost universally called 60i, likewise 23.976p is called 24p.", "targets": "Which system suports 59.94i, 60i, 23.976p, 24p, 29.97p, 30p, 59.94p, and 60p"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6114689cc1134245a20d16a117e2d74c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "50 Hz systems support three scanning rates: 50i, 25p and 50p. 60 Hz systems support a much wider set of frame rates: 59.94i, 60i, 23.976p, 24p, 29.97p, 30p, 59.94p and 60p. In the days of standard definition television, the fractional rates were often rounded up to whole numbers, e.g. 23.976p was often called 24p, or 59.94i was often called 60i. 60 Hz high definition television supports both fractional and slightly different integer rates, therefore strict usage of notation is required to avoid ambiguity. Nevertheless, 29.97i/59.94i is almost universally called 60i, likewise 23.976p is called 24p.", "targets": "SD television fractional rates were often rounded to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6114689cc1134245a20d16a117e2d74c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "50 Hz systems support three scanning rates: 50i, 25p and 50p. 60 Hz systems support a much wider set of frame rates: 59.94i, 60i, 23.976p, 24p, 29.97p, 30p, 59.94p and 60p. In the days of standard definition television, the fractional rates were often rounded up to whole numbers, e.g. 23.976p was often called 24p, or 59.94i was often called 60i. 60 Hz high definition television supports both fractional and slightly different integer rates, therefore strict usage of notation is required to avoid ambiguity. Nevertheless, 29.97i/59.94i is almost universally called 60i, likewise 23.976p is called 24p.", "targets": "Strict notation is required with HD fractional rates to avoid what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b02bfed5a3a84edba686adbd252bfece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City was settled on April 22, 1889, when the area known as the \"Unassigned Lands\" was opened for settlement in an event known as \"The Land Run\". Some 10,000 homesteaders settled the area that would become the capital of Oklahoma. The town grew quickly; the population doubled between 1890 and 1900. Early leaders of the development of the city included Anton Classen, John Shartel, Henry Overholser and James W. Maney.", "targets": "What was the name of the land before being called Oklahoma City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b02bfed5a3a84edba686adbd252bfece", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City was settled on April 22, 1889, when the area known as the \"Unassigned Lands\" was opened for settlement in an event known as \"The Land Run\". Some 10,000 homesteaders settled the area that would become the capital of Oklahoma. The town grew quickly; the population doubled between 1890 and 1900. Early leaders of the development of the city included Anton Classen, John Shartel, Henry Overholser and James W. Maney.", "targets": "Who was an early leader of the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3144a0cbe0ba482682e93ec1726aa2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the nightclubs on West 27th Street have succumbed to stiff competition from Manhattan's Meatpacking District about fifteen blocks south, and other venues in downtown Manhattan.", "targets": "How many blocks south of 27th Street is Manhattan's Meatpacking District?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3144a0cbe0ba482682e93ec1726aa2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the nightclubs on West 27th Street have succumbed to stiff competition from Manhattan's Meatpacking District about fifteen blocks south, and other venues in downtown Manhattan.", "targets": "Which businesses on 27th Street face competition from other venues in dowtown Manhattan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3144a0cbe0ba482682e93ec1726aa2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the nightclubs on West 27th Street have succumbed to stiff competition from Manhattan's Meatpacking District about fifteen blocks south, and other venues in downtown Manhattan.", "targets": "What direction is Manhattan's Meatpacking District from West 27th Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "What was the extent of Whitehead's education in philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "What was Whitehead's opinion of his own knowledge of metaphysics in that correspondence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "How did Whitehead eventually become regarded in the field of metaphysics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "With what friend and former student did Whitehead correspond regarding the goals of science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "What is the highest Whitehead was trained in philosophy? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "What is the relationship between Whitehead and Russell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "What did Whitehead consider himself as a philosopher? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24800469cb954ad1a0b2bdd50932fb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead did not begin his career as a philosopher. In fact, he never had any formal training in philosophy beyond his undergraduate education. Early in his life he showed great interest in and respect for philosophy and metaphysics, but it is evident that he considered himself a rank amateur. In one letter to his friend and former student Bertrand Russell, after discussing whether science aimed to be explanatory or merely descriptive, he wrote: \"This further question lands us in the ocean of metaphysic, onto which my profound ignorance of that science forbids me to enter.\" Ironically, in later life Whitehead would become one of the 20th century's foremost metaphysicians.", "targets": "What was Whitehead considered as a metaphysician?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5350bf9050244703bce5e35fc6b57c40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the party is represented by members in the lower house of parliament, the party leader simultaneously serves as the leader of the parliamentary group of that full party representation; depending on a minimum number of seats held, Westminster-based parties typically allow for leaders to form frontbench teams of senior fellow members of the parliamentary group to serve as critics of aspects of government policy. When a party becomes the largest party not part of the Government, the party's parliamentary group forms the Official Opposition, with Official Opposition frontbench team members often forming the Official Opposition Shadow cabinet. When a party achieves enough seats in an election to form a majority, the party's frontbench becomes the Cabinet of government ministers.", "targets": "When does a party form an official opposition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5350bf9050244703bce5e35fc6b57c40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the party is represented by members in the lower house of parliament, the party leader simultaneously serves as the leader of the parliamentary group of that full party representation; depending on a minimum number of seats held, Westminster-based parties typically allow for leaders to form frontbench teams of senior fellow members of the parliamentary group to serve as critics of aspects of government policy. When a party becomes the largest party not part of the Government, the party's parliamentary group forms the Official Opposition, with Official Opposition frontbench team members often forming the Official Opposition Shadow cabinet. When a party achieves enough seats in an election to form a majority, the party's frontbench becomes the Cabinet of government ministers.", "targets": "What type of parties allow leaders to form frontbench teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5350bf9050244703bce5e35fc6b57c40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the party is represented by members in the lower house of parliament, the party leader simultaneously serves as the leader of the parliamentary group of that full party representation; depending on a minimum number of seats held, Westminster-based parties typically allow for leaders to form frontbench teams of senior fellow members of the parliamentary group to serve as critics of aspects of government policy. When a party becomes the largest party not part of the Government, the party's parliamentary group forms the Official Opposition, with Official Opposition frontbench team members often forming the Official Opposition Shadow cabinet. When a party achieves enough seats in an election to form a majority, the party's frontbench becomes the Cabinet of government ministers.", "targets": "When does a party's frontbench become the Cabinet of government ministers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5350bf9050244703bce5e35fc6b57c40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the party is represented by members in the lower house of parliament, the party leader simultaneously serves as the leader of the parliamentary group of that full party representation; depending on a minimum number of seats held, Westminster-based parties typically allow for leaders to form frontbench teams of senior fellow members of the parliamentary group to serve as critics of aspects of government policy. When a party becomes the largest party not part of the Government, the party's parliamentary group forms the Official Opposition, with Official Opposition frontbench team members often forming the Official Opposition Shadow cabinet. When a party achieves enough seats in an election to form a majority, the party's frontbench becomes the Cabinet of government ministers.", "targets": "If a party is represented by members from the lower house of parliament, what other position can the party leader serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "The atomic number of the periodic table for oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "What is the second most abundant element?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "How many atoms combine to form dioxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "Roughly, how much oxygen makes up the Earth crust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "Which gas makes up 20.8% of the Earth's atmosphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "How much of the earth's atmosphere is diatomic oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "What element makes up almost half of the earth's crust by mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "What is the atomic number for oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "Are atmospheric oxygen levels going up, down, or staying the same?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "What are the three most abundent elements of the universe by mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "What is the atomic number of the element oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "Of what group in the periodic table is oxygen a member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "What type of compounds does oxygen most commonly form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "Compared to other elements, how abundant does oxygen rank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e810d7ed48e426ca69b315083e53503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is a chemical element with symbol O and atomic number 8. It is a member of the chalcogen group on the periodic table and is a highly reactive nonmetal and oxidizing agent that readily forms compounds (notably oxides) with most elements. By mass, oxygen is the third-most abundant element in the universe, after hydrogen and helium. At standard temperature and pressure, two atoms of the element bind to form dioxygen, a colorless and odorless diatomic gas with the formula O\n2. Diatomic oxygen gas constitutes 20.8% of the Earth's atmosphere. However, monitoring of atmospheric oxygen levels show a global downward trend, because of fossil-fuel burning. Oxygen is the most abundant element by mass in the Earth's crust as part of oxide compounds such as silicon dioxide, making up almost half of the crust's mass.", "targets": "Under normal conditions, what do two atoms of oxygen form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0629ae6f00934b06aba12573802cdf5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proponents of affirmative action argue that by nature the system is not only race based, but also class and gender based. To eliminate two of its key components would undermine the purpose of the entire system. The African American Policy Forum believes that the class based argument is based on the idea that non-poor minorities do not experience racial and gender based discrimination. The AAPF believes that \"Race-conscious affirmative action remains necessary to address race-based obstacles that block the path to success of countless people of color of all classes\". The groups goes on to say that affirmative action is responsible for creating the African American middle class, so it does not make sense to say that the system only benefits the middle and upper classes.", "targets": "Other than being race and gender based, what did believers in affirmative action also feel that the system discriminated against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0629ae6f00934b06aba12573802cdf5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proponents of affirmative action argue that by nature the system is not only race based, but also class and gender based. To eliminate two of its key components would undermine the purpose of the entire system. The African American Policy Forum believes that the class based argument is based on the idea that non-poor minorities do not experience racial and gender based discrimination. The AAPF believes that \"Race-conscious affirmative action remains necessary to address race-based obstacles that block the path to success of countless people of color of all classes\". The groups goes on to say that affirmative action is responsible for creating the African American middle class, so it does not make sense to say that the system only benefits the middle and upper classes.", "targets": "Which organization believed in the class based argument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0629ae6f00934b06aba12573802cdf5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proponents of affirmative action argue that by nature the system is not only race based, but also class and gender based. To eliminate two of its key components would undermine the purpose of the entire system. The African American Policy Forum believes that the class based argument is based on the idea that non-poor minorities do not experience racial and gender based discrimination. The AAPF believes that \"Race-conscious affirmative action remains necessary to address race-based obstacles that block the path to success of countless people of color of all classes\". The groups goes on to say that affirmative action is responsible for creating the African American middle class, so it does not make sense to say that the system only benefits the middle and upper classes.", "targets": "What group of people did the AAPF claim affirmative action created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0629ae6f00934b06aba12573802cdf5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proponents of affirmative action argue that by nature the system is not only race based, but also class and gender based. To eliminate two of its key components would undermine the purpose of the entire system. The African American Policy Forum believes that the class based argument is based on the idea that non-poor minorities do not experience racial and gender based discrimination. The AAPF believes that \"Race-conscious affirmative action remains necessary to address race-based obstacles that block the path to success of countless people of color of all classes\". The groups goes on to say that affirmative action is responsible for creating the African American middle class, so it does not make sense to say that the system only benefits the middle and upper classes.", "targets": "What does the AAPF believe the foundation for the class based argument is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0629ae6f00934b06aba12573802cdf5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proponents of affirmative action argue that by nature the system is not only race based, but also class and gender based. To eliminate two of its key components would undermine the purpose of the entire system. The African American Policy Forum believes that the class based argument is based on the idea that non-poor minorities do not experience racial and gender based discrimination. The AAPF believes that \"Race-conscious affirmative action remains necessary to address race-based obstacles that block the path to success of countless people of color of all classes\". The groups goes on to say that affirmative action is responsible for creating the African American middle class, so it does not make sense to say that the system only benefits the middle and upper classes.", "targets": "What does the AAPF believe the goal of affirmative action should be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0ba0762e24435fbe9841aec36eb71c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A minority view is that early seventeenth-century Baptists were influenced by (but not directly connected to) continental Anabaptists. According to this view, the General Baptists shared similarities with Dutch Waterlander Mennonites (one of many Anabaptist groups) including believer's baptism only, religious liberty, separation of church and state, and Arminian views of salvation, predestination and original sin. Representative writers including A.C. Underwood and William R. Estep. Gourley wrote that among some contemporary Baptist scholars who emphasize the faith of the community over soul liberty, the Anabaptist influence theory is making a comeback.", "targets": "Who was thought to be influenced by continental Anabaptists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0ba0762e24435fbe9841aec36eb71c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A minority view is that early seventeenth-century Baptists were influenced by (but not directly connected to) continental Anabaptists. According to this view, the General Baptists shared similarities with Dutch Waterlander Mennonites (one of many Anabaptist groups) including believer's baptism only, religious liberty, separation of church and state, and Arminian views of salvation, predestination and original sin. Representative writers including A.C. Underwood and William R. Estep. Gourley wrote that among some contemporary Baptist scholars who emphasize the faith of the community over soul liberty, the Anabaptist influence theory is making a comeback.", "targets": "Early seventeenth-century Baptists were thought to be influenced by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0ba0762e24435fbe9841aec36eb71c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A minority view is that early seventeenth-century Baptists were influenced by (but not directly connected to) continental Anabaptists. According to this view, the General Baptists shared similarities with Dutch Waterlander Mennonites (one of many Anabaptist groups) including believer's baptism only, religious liberty, separation of church and state, and Arminian views of salvation, predestination and original sin. Representative writers including A.C. Underwood and William R. Estep. Gourley wrote that among some contemporary Baptist scholars who emphasize the faith of the community over soul liberty, the Anabaptist influence theory is making a comeback.", "targets": "General Baptists shared similarities with who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0ba0762e24435fbe9841aec36eb71c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A minority view is that early seventeenth-century Baptists were influenced by (but not directly connected to) continental Anabaptists. According to this view, the General Baptists shared similarities with Dutch Waterlander Mennonites (one of many Anabaptist groups) including believer's baptism only, religious liberty, separation of church and state, and Arminian views of salvation, predestination and original sin. Representative writers including A.C. Underwood and William R. Estep. Gourley wrote that among some contemporary Baptist scholars who emphasize the faith of the community over soul liberty, the Anabaptist influence theory is making a comeback.", "targets": "Who are two representative writers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb0ba0762e24435fbe9841aec36eb71c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A minority view is that early seventeenth-century Baptists were influenced by (but not directly connected to) continental Anabaptists. According to this view, the General Baptists shared similarities with Dutch Waterlander Mennonites (one of many Anabaptist groups) including believer's baptism only, religious liberty, separation of church and state, and Arminian views of salvation, predestination and original sin. Representative writers including A.C. Underwood and William R. Estep. Gourley wrote that among some contemporary Baptist scholars who emphasize the faith of the community over soul liberty, the Anabaptist influence theory is making a comeback.", "targets": "What were the Dutch Waterlander Mennonites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b498853adc4ec1ae0912d6df66d78e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copyright infringement is reproducing, distributing, displaying or performing a work, or to make derivative works, without permission from the copyright holder, which is typically a publisher or other business representing or assigned by the work's creator. It is often called \"piracy\". While copyright is created the instance a work is fixed, generally the copyright holder can only get money damages if the owner registers the copyright.[citation needed] Enforcement of copyright is generally the responsibility of the copyright holder. The ACTA trade agreement, signed in May 2011 by the United States, Japan, Switzerland, and the EU, and which has not entered into force, requires that its parties add criminal penalties, including incarceration and fines, for copyright and trademark infringement, and obligated the parties to active police for infringement. There are limitations and exceptions to copyright, allowing limited use of copyrighted works, which does not constitute infringement. Examples of such doctrines are the fair use and fair dealing doctrine.", "targets": "When was the ACTA trade agreement signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b498853adc4ec1ae0912d6df66d78e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copyright infringement is reproducing, distributing, displaying or performing a work, or to make derivative works, without permission from the copyright holder, which is typically a publisher or other business representing or assigned by the work's creator. It is often called \"piracy\". While copyright is created the instance a work is fixed, generally the copyright holder can only get money damages if the owner registers the copyright.[citation needed] Enforcement of copyright is generally the responsibility of the copyright holder. The ACTA trade agreement, signed in May 2011 by the United States, Japan, Switzerland, and the EU, and which has not entered into force, requires that its parties add criminal penalties, including incarceration and fines, for copyright and trademark infringement, and obligated the parties to active police for infringement. There are limitations and exceptions to copyright, allowing limited use of copyrighted works, which does not constitute infringement. Examples of such doctrines are the fair use and fair dealing doctrine.", "targets": "Which countries signed ACTA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b498853adc4ec1ae0912d6df66d78e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copyright infringement is reproducing, distributing, displaying or performing a work, or to make derivative works, without permission from the copyright holder, which is typically a publisher or other business representing or assigned by the work's creator. It is often called \"piracy\". While copyright is created the instance a work is fixed, generally the copyright holder can only get money damages if the owner registers the copyright.[citation needed] Enforcement of copyright is generally the responsibility of the copyright holder. The ACTA trade agreement, signed in May 2011 by the United States, Japan, Switzerland, and the EU, and which has not entered into force, requires that its parties add criminal penalties, including incarceration and fines, for copyright and trademark infringement, and obligated the parties to active police for infringement. There are limitations and exceptions to copyright, allowing limited use of copyrighted works, which does not constitute infringement. Examples of such doctrines are the fair use and fair dealing doctrine.", "targets": "Which doctrines allow limited use of copyrighted works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b498853adc4ec1ae0912d6df66d78e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copyright infringement is reproducing, distributing, displaying or performing a work, or to make derivative works, without permission from the copyright holder, which is typically a publisher or other business representing or assigned by the work's creator. It is often called \"piracy\". While copyright is created the instance a work is fixed, generally the copyright holder can only get money damages if the owner registers the copyright.[citation needed] Enforcement of copyright is generally the responsibility of the copyright holder. The ACTA trade agreement, signed in May 2011 by the United States, Japan, Switzerland, and the EU, and which has not entered into force, requires that its parties add criminal penalties, including incarceration and fines, for copyright and trademark infringement, and obligated the parties to active police for infringement. There are limitations and exceptions to copyright, allowing limited use of copyrighted works, which does not constitute infringement. Examples of such doctrines are the fair use and fair dealing doctrine.", "targets": "What is the common term for copyright infringement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50c8a299412b4a96bf2773f4b50c2d0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multi-color LEDs offer not merely another means to form white light but a new means to form light of different colors. Most perceivable colors can be formed by mixing different amounts of three primary colors. This allows precise dynamic color control. As more effort is devoted to investigating this method, multi-color LEDs should have profound influence on the fundamental method that we use to produce and control light color. However, before this type of LED can play a role on the market, several technical problems must be solved. These include that this type of LED's emission power decays exponentially with rising temperature, resulting in a substantial change in color stability. Such problems inhibit and may preclude industrial use. Thus, many new package designs aimed at solving this problem have been proposed and their results are now being reproduced by researchers and scientists.", "targets": "Multi-color LEDs offer what else besides the formation of white light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50c8a299412b4a96bf2773f4b50c2d0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multi-color LEDs offer not merely another means to form white light but a new means to form light of different colors. Most perceivable colors can be formed by mixing different amounts of three primary colors. This allows precise dynamic color control. As more effort is devoted to investigating this method, multi-color LEDs should have profound influence on the fundamental method that we use to produce and control light color. However, before this type of LED can play a role on the market, several technical problems must be solved. These include that this type of LED's emission power decays exponentially with rising temperature, resulting in a substantial change in color stability. Such problems inhibit and may preclude industrial use. Thus, many new package designs aimed at solving this problem have been proposed and their results are now being reproduced by researchers and scientists.", "targets": "What problem must be solved before multi-color LEDs can play a role in the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50c8a299412b4a96bf2773f4b50c2d0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Multi-color LEDs offer not merely another means to form white light but a new means to form light of different colors. Most perceivable colors can be formed by mixing different amounts of three primary colors. This allows precise dynamic color control. As more effort is devoted to investigating this method, multi-color LEDs should have profound influence on the fundamental method that we use to produce and control light color. However, before this type of LED can play a role on the market, several technical problems must be solved. These include that this type of LED's emission power decays exponentially with rising temperature, resulting in a substantial change in color stability. Such problems inhibit and may preclude industrial use. Thus, many new package designs aimed at solving this problem have been proposed and their results are now being reproduced by researchers and scientists.", "targets": "What problem results when rising temperatures decays power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e042600080a742988dd10349ba580ba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with the spoken languages, the ethnic group composition also remains a point of debate, mainly regarding the largest and second largest ethnic groups, the Persians and Azerbaijanis, due to the lack of Iranian state censuses based on ethnicity. The CIA's World Factbook has estimated that around 79% of the population of Iran are a diverse Indo-European ethno-linguistic group that comprise the speakers of Iranian languages, with Persians constituting 53% of the population, Gilaks and Mazanderanis 7%, Kurds 10%, Lurs 6%, and Balochs 2%. Peoples of the other ethnicities in Iran make up the remaining 22%, with Azerbaijanis constituting 16%, Arabs 2%, Turkmens and Turkic tribes 2%, and others 2% (such as Armenians, Talysh, Georgians, Circassians, Assyrians).", "targets": "What is Iran's presumed largest ethnic group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e042600080a742988dd10349ba580ba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with the spoken languages, the ethnic group composition also remains a point of debate, mainly regarding the largest and second largest ethnic groups, the Persians and Azerbaijanis, due to the lack of Iranian state censuses based on ethnicity. The CIA's World Factbook has estimated that around 79% of the population of Iran are a diverse Indo-European ethno-linguistic group that comprise the speakers of Iranian languages, with Persians constituting 53% of the population, Gilaks and Mazanderanis 7%, Kurds 10%, Lurs 6%, and Balochs 2%. Peoples of the other ethnicities in Iran make up the remaining 22%, with Azerbaijanis constituting 16%, Arabs 2%, Turkmens and Turkic tribes 2%, and others 2% (such as Armenians, Talysh, Georgians, Circassians, Assyrians).", "targets": "What is Iran's presumed 2nd largest ethnic group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e042600080a742988dd10349ba580ba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with the spoken languages, the ethnic group composition also remains a point of debate, mainly regarding the largest and second largest ethnic groups, the Persians and Azerbaijanis, due to the lack of Iranian state censuses based on ethnicity. The CIA's World Factbook has estimated that around 79% of the population of Iran are a diverse Indo-European ethno-linguistic group that comprise the speakers of Iranian languages, with Persians constituting 53% of the population, Gilaks and Mazanderanis 7%, Kurds 10%, Lurs 6%, and Balochs 2%. Peoples of the other ethnicities in Iran make up the remaining 22%, with Azerbaijanis constituting 16%, Arabs 2%, Turkmens and Turkic tribes 2%, and others 2% (such as Armenians, Talysh, Georgians, Circassians, Assyrians).", "targets": "Persians make up what percentage of Iran's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e042600080a742988dd10349ba580ba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with the spoken languages, the ethnic group composition also remains a point of debate, mainly regarding the largest and second largest ethnic groups, the Persians and Azerbaijanis, due to the lack of Iranian state censuses based on ethnicity. The CIA's World Factbook has estimated that around 79% of the population of Iran are a diverse Indo-European ethno-linguistic group that comprise the speakers of Iranian languages, with Persians constituting 53% of the population, Gilaks and Mazanderanis 7%, Kurds 10%, Lurs 6%, and Balochs 2%. Peoples of the other ethnicities in Iran make up the remaining 22%, with Azerbaijanis constituting 16%, Arabs 2%, Turkmens and Turkic tribes 2%, and others 2% (such as Armenians, Talysh, Georgians, Circassians, Assyrians).", "targets": "Ethnic minorities such as Azerbaijanis make up what percentage of Iran's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e042600080a742988dd10349ba580ba6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with the spoken languages, the ethnic group composition also remains a point of debate, mainly regarding the largest and second largest ethnic groups, the Persians and Azerbaijanis, due to the lack of Iranian state censuses based on ethnicity. The CIA's World Factbook has estimated that around 79% of the population of Iran are a diverse Indo-European ethno-linguistic group that comprise the speakers of Iranian languages, with Persians constituting 53% of the population, Gilaks and Mazanderanis 7%, Kurds 10%, Lurs 6%, and Balochs 2%. Peoples of the other ethnicities in Iran make up the remaining 22%, with Azerbaijanis constituting 16%, Arabs 2%, Turkmens and Turkic tribes 2%, and others 2% (such as Armenians, Talysh, Georgians, Circassians, Assyrians).", "targets": "What percentage of Iran speaks any type of Iranian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9de8f161eb469388b2c25b5bb336ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From about 1800 a fresh influx of Greek architectural examples, seen through the medium of etchings and engravings, gave a new impetus to neoclassicism, the Greek Revival. There was little to no direct knowledge of Greek civilization before the middle of the 18th century in Western Europe, when an expedition funded by the Society of Dilettanti in 1751 and led by James Stuart and Nicholas Revett began serious archaeological enquiry. Stuart was commissioned after his return from Greece by George Lyttelton to produce the first Greek building in England, the garden temple at Hagley Hall (1758\u201359). A number of British architects in the second half of the century took up the expressive challenge of the Doric from their aristocratic patrons, including Joseph Bonomi and John Soane, but it was to remain the private enthusiasm of connoisseurs up to the first decade of the 19th century.", "targets": "From around 1800 an influx of etchings and engravings came from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9de8f161eb469388b2c25b5bb336ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From about 1800 a fresh influx of Greek architectural examples, seen through the medium of etchings and engravings, gave a new impetus to neoclassicism, the Greek Revival. There was little to no direct knowledge of Greek civilization before the middle of the 18th century in Western Europe, when an expedition funded by the Society of Dilettanti in 1751 and led by James Stuart and Nicholas Revett began serious archaeological enquiry. Stuart was commissioned after his return from Greece by George Lyttelton to produce the first Greek building in England, the garden temple at Hagley Hall (1758\u201359). A number of British architects in the second half of the century took up the expressive challenge of the Doric from their aristocratic patrons, including Joseph Bonomi and John Soane, but it was to remain the private enthusiasm of connoisseurs up to the first decade of the 19th century.", "targets": "What was this new phase of neoclassicism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9de8f161eb469388b2c25b5bb336ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From about 1800 a fresh influx of Greek architectural examples, seen through the medium of etchings and engravings, gave a new impetus to neoclassicism, the Greek Revival. There was little to no direct knowledge of Greek civilization before the middle of the 18th century in Western Europe, when an expedition funded by the Society of Dilettanti in 1751 and led by James Stuart and Nicholas Revett began serious archaeological enquiry. Stuart was commissioned after his return from Greece by George Lyttelton to produce the first Greek building in England, the garden temple at Hagley Hall (1758\u201359). A number of British architects in the second half of the century took up the expressive challenge of the Doric from their aristocratic patrons, including Joseph Bonomi and John Soane, but it was to remain the private enthusiasm of connoisseurs up to the first decade of the 19th century.", "targets": "Prior to what century had there been little contact between western europe and greek civilization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9de8f161eb469388b2c25b5bb336ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From about 1800 a fresh influx of Greek architectural examples, seen through the medium of etchings and engravings, gave a new impetus to neoclassicism, the Greek Revival. There was little to no direct knowledge of Greek civilization before the middle of the 18th century in Western Europe, when an expedition funded by the Society of Dilettanti in 1751 and led by James Stuart and Nicholas Revett began serious archaeological enquiry. Stuart was commissioned after his return from Greece by George Lyttelton to produce the first Greek building in England, the garden temple at Hagley Hall (1758\u201359). A number of British architects in the second half of the century took up the expressive challenge of the Doric from their aristocratic patrons, including Joseph Bonomi and John Soane, but it was to remain the private enthusiasm of connoisseurs up to the first decade of the 19th century.", "targets": "Who led an expedition to Greece in 1751?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9de8f161eb469388b2c25b5bb336ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From about 1800 a fresh influx of Greek architectural examples, seen through the medium of etchings and engravings, gave a new impetus to neoclassicism, the Greek Revival. There was little to no direct knowledge of Greek civilization before the middle of the 18th century in Western Europe, when an expedition funded by the Society of Dilettanti in 1751 and led by James Stuart and Nicholas Revett began serious archaeological enquiry. Stuart was commissioned after his return from Greece by George Lyttelton to produce the first Greek building in England, the garden temple at Hagley Hall (1758\u201359). A number of British architects in the second half of the century took up the expressive challenge of the Doric from their aristocratic patrons, including Joseph Bonomi and John Soane, but it was to remain the private enthusiasm of connoisseurs up to the first decade of the 19th century.", "targets": "What was the first Greek building in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4c4931db13a4734a7414795da21f9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Program execution might be likened to reading a book. While a person will normally read each word and line in sequence, they may at times jump back to an earlier place in the text or skip sections that are not of interest. Similarly, a computer may sometimes go back and repeat the instructions in some section of the program over and over again until some internal condition is met. This is called the flow of control within the program and it is what allows the computer to perform tasks repeatedly without human intervention.", "targets": "When a computer goes back and repeats instructions of a program over until an internal condition is met is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4c4931db13a4734a7414795da21f9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Program execution might be likened to reading a book. While a person will normally read each word and line in sequence, they may at times jump back to an earlier place in the text or skip sections that are not of interest. Similarly, a computer may sometimes go back and repeat the instructions in some section of the program over and over again until some internal condition is met. This is called the flow of control within the program and it is what allows the computer to perform tasks repeatedly without human intervention.", "targets": "What allows a computer to perform repetitive tasks without human intervening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60ff273d3e149e4871ff64e19f8d1a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a set of beautiful inlaid doors, dated 1580 from Antwerp City Hall, attributed to Hans Vredeman de Vries. One of the finest pieces of continental furniture in the collection is the Rococo Augustus Rex Bureau Cabinet dated c1750 from Germany, with especially fine marquetry and ormolu mounts. One of the grandest pieces of 19th-century furniture is the highly elaborate French Cabinet dated 1861\u20131867 made by M. Fourdinois, made from ebony inlaid with box, lime, holly, pear, walnut and mahogany woods as well as marble with gilded carvings. Furniture designed by Ernest Gimson, Edward William Godwin, Charles Voysey, Adolf Loos and Otto Wagner are among the late 19th-century and early 20th-century examples in the collection. The work of modernists in the collection include Le Corbusier, Marcel Breuer, Charles and Ray Eames, and Gi\u00f2 Ponti.", "targets": "To which year has the Antwerp City Hall doors in the V&A collection been dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60ff273d3e149e4871ff64e19f8d1a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a set of beautiful inlaid doors, dated 1580 from Antwerp City Hall, attributed to Hans Vredeman de Vries. One of the finest pieces of continental furniture in the collection is the Rococo Augustus Rex Bureau Cabinet dated c1750 from Germany, with especially fine marquetry and ormolu mounts. One of the grandest pieces of 19th-century furniture is the highly elaborate French Cabinet dated 1861\u20131867 made by M. Fourdinois, made from ebony inlaid with box, lime, holly, pear, walnut and mahogany woods as well as marble with gilded carvings. Furniture designed by Ernest Gimson, Edward William Godwin, Charles Voysey, Adolf Loos and Otto Wagner are among the late 19th-century and early 20th-century examples in the collection. The work of modernists in the collection include Le Corbusier, Marcel Breuer, Charles and Ray Eames, and Gi\u00f2 Ponti.", "targets": "To whom has the Antwerp City Hall doors in the V&A collection been attributed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60ff273d3e149e4871ff64e19f8d1a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a set of beautiful inlaid doors, dated 1580 from Antwerp City Hall, attributed to Hans Vredeman de Vries. One of the finest pieces of continental furniture in the collection is the Rococo Augustus Rex Bureau Cabinet dated c1750 from Germany, with especially fine marquetry and ormolu mounts. One of the grandest pieces of 19th-century furniture is the highly elaborate French Cabinet dated 1861\u20131867 made by M. Fourdinois, made from ebony inlaid with box, lime, holly, pear, walnut and mahogany woods as well as marble with gilded carvings. Furniture designed by Ernest Gimson, Edward William Godwin, Charles Voysey, Adolf Loos and Otto Wagner are among the late 19th-century and early 20th-century examples in the collection. The work of modernists in the collection include Le Corbusier, Marcel Breuer, Charles and Ray Eames, and Gi\u00f2 Ponti.", "targets": "To which year has the Rococo Augustus Rex Bureau Cabinet been dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60ff273d3e149e4871ff64e19f8d1a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a set of beautiful inlaid doors, dated 1580 from Antwerp City Hall, attributed to Hans Vredeman de Vries. One of the finest pieces of continental furniture in the collection is the Rococo Augustus Rex Bureau Cabinet dated c1750 from Germany, with especially fine marquetry and ormolu mounts. One of the grandest pieces of 19th-century furniture is the highly elaborate French Cabinet dated 1861\u20131867 made by M. Fourdinois, made from ebony inlaid with box, lime, holly, pear, walnut and mahogany woods as well as marble with gilded carvings. Furniture designed by Ernest Gimson, Edward William Godwin, Charles Voysey, Adolf Loos and Otto Wagner are among the late 19th-century and early 20th-century examples in the collection. The work of modernists in the collection include Le Corbusier, Marcel Breuer, Charles and Ray Eames, and Gi\u00f2 Ponti.", "targets": "From which country did the Rococo Augustus Rex Bureau Cabinet come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60ff273d3e149e4871ff64e19f8d1a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a set of beautiful inlaid doors, dated 1580 from Antwerp City Hall, attributed to Hans Vredeman de Vries. One of the finest pieces of continental furniture in the collection is the Rococo Augustus Rex Bureau Cabinet dated c1750 from Germany, with especially fine marquetry and ormolu mounts. One of the grandest pieces of 19th-century furniture is the highly elaborate French Cabinet dated 1861\u20131867 made by M. Fourdinois, made from ebony inlaid with box, lime, holly, pear, walnut and mahogany woods as well as marble with gilded carvings. Furniture designed by Ernest Gimson, Edward William Godwin, Charles Voysey, Adolf Loos and Otto Wagner are among the late 19th-century and early 20th-century examples in the collection. The work of modernists in the collection include Le Corbusier, Marcel Breuer, Charles and Ray Eames, and Gi\u00f2 Ponti.", "targets": "Which husband and wife modern furniture design team are represented in the V&A furniture collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddcd721ca36e4749a0a5a1e490adf9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also home to the Heineken Brewery that brews Murphy's Irish Stout and the nearby Beamish and Crawford brewery (taken over by Heineken in 2008) which have been in the city for generations. 45% of the world's Tic Tac sweets are manufactured at the city's Ferrero factory. For many years, Cork was the home to Ford Motor Company, which manufactured cars in the docklands area before the plant was closed in 1984. Henry Ford's grandfather was from West Cork, which was one of the main reasons for opening up the manufacturing facility in Cork. But technology has replaced the old manufacturing businesses of the 1970s and 1980s, with people now working in the many I.T. centres of the city \u2013 such as Amazon.com, the online retailer, which has set up in Cork Airport Business Park.", "targets": "Cork is home to which internationally famous brewery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddcd721ca36e4749a0a5a1e490adf9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also home to the Heineken Brewery that brews Murphy's Irish Stout and the nearby Beamish and Crawford brewery (taken over by Heineken in 2008) which have been in the city for generations. 45% of the world's Tic Tac sweets are manufactured at the city's Ferrero factory. For many years, Cork was the home to Ford Motor Company, which manufactured cars in the docklands area before the plant was closed in 1984. Henry Ford's grandfather was from West Cork, which was one of the main reasons for opening up the manufacturing facility in Cork. But technology has replaced the old manufacturing businesses of the 1970s and 1980s, with people now working in the many I.T. centres of the city \u2013 such as Amazon.com, the online retailer, which has set up in Cork Airport Business Park.", "targets": "What is the Ferro Factory known for producing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddcd721ca36e4749a0a5a1e490adf9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also home to the Heineken Brewery that brews Murphy's Irish Stout and the nearby Beamish and Crawford brewery (taken over by Heineken in 2008) which have been in the city for generations. 45% of the world's Tic Tac sweets are manufactured at the city's Ferrero factory. For many years, Cork was the home to Ford Motor Company, which manufactured cars in the docklands area before the plant was closed in 1984. Henry Ford's grandfather was from West Cork, which was one of the main reasons for opening up the manufacturing facility in Cork. But technology has replaced the old manufacturing businesses of the 1970s and 1980s, with people now working in the many I.T. centres of the city \u2013 such as Amazon.com, the online retailer, which has set up in Cork Airport Business Park.", "targets": "Which car company closed the doors on it's Cork operations in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddcd721ca36e4749a0a5a1e490adf9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also home to the Heineken Brewery that brews Murphy's Irish Stout and the nearby Beamish and Crawford brewery (taken over by Heineken in 2008) which have been in the city for generations. 45% of the world's Tic Tac sweets are manufactured at the city's Ferrero factory. For many years, Cork was the home to Ford Motor Company, which manufactured cars in the docklands area before the plant was closed in 1984. Henry Ford's grandfather was from West Cork, which was one of the main reasons for opening up the manufacturing facility in Cork. But technology has replaced the old manufacturing businesses of the 1970s and 1980s, with people now working in the many I.T. centres of the city \u2013 such as Amazon.com, the online retailer, which has set up in Cork Airport Business Park.", "targets": "What online retail giant has operations at the Cork Airport Business Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddcd721ca36e4749a0a5a1e490adf9c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also home to the Heineken Brewery that brews Murphy's Irish Stout and the nearby Beamish and Crawford brewery (taken over by Heineken in 2008) which have been in the city for generations. 45% of the world's Tic Tac sweets are manufactured at the city's Ferrero factory. For many years, Cork was the home to Ford Motor Company, which manufactured cars in the docklands area before the plant was closed in 1984. Henry Ford's grandfather was from West Cork, which was one of the main reasons for opening up the manufacturing facility in Cork. But technology has replaced the old manufacturing businesses of the 1970s and 1980s, with people now working in the many I.T. centres of the city \u2013 such as Amazon.com, the online retailer, which has set up in Cork Airport Business Park.", "targets": "Why was it natural to have Ford Motor Company based in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a6a18dcc8349ccb082e1b84b04d84e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that the Cubs had won 89 games, this fallout was decidedly unlovable, as the Cubs traded superstar Sammy Sosa after he had left the season's final game early and then lied about it publicly. Already a controversial figure in the clubhouse after his corked-bat incident, Sammy's actions alienated much of his once strong fan base as well as the few teammates still on good terms with him, (many teammates grew tired of Sosa playing loud salsa music in the locker room) and possibly tarnished his place in Cubs' lore for years to come. The disappointing season also saw fans start to become frustrated with the constant injuries to ace pitchers Mark Prior and Kerry Wood. Additionally, the '04 season led to the departure of popular commentator Steve Stone, who had become increasingly critical of management during broadcasts and was verbally attacked by reliever Kent Mercker. Things were no better in 2005, despite a career year from first baseman Derrek Lee and the emergence of closer Ryan Dempster. The club struggled and suffered more key injuries, only managing to win 79 games after being picked by many to be a serious contender for the N.L. pennant. In 2006, bottom fell out as the Cubs finished 66\u201396, last in the NL Central.", "targets": "Who did the Cubs trade after leaving the final game early and lieing about it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a6a18dcc8349ccb082e1b84b04d84e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that the Cubs had won 89 games, this fallout was decidedly unlovable, as the Cubs traded superstar Sammy Sosa after he had left the season's final game early and then lied about it publicly. Already a controversial figure in the clubhouse after his corked-bat incident, Sammy's actions alienated much of his once strong fan base as well as the few teammates still on good terms with him, (many teammates grew tired of Sosa playing loud salsa music in the locker room) and possibly tarnished his place in Cubs' lore for years to come. The disappointing season also saw fans start to become frustrated with the constant injuries to ace pitchers Mark Prior and Kerry Wood. Additionally, the '04 season led to the departure of popular commentator Steve Stone, who had become increasingly critical of management during broadcasts and was verbally attacked by reliever Kent Mercker. Things were no better in 2005, despite a career year from first baseman Derrek Lee and the emergence of closer Ryan Dempster. The club struggled and suffered more key injuries, only managing to win 79 games after being picked by many to be a serious contender for the N.L. pennant. In 2006, bottom fell out as the Cubs finished 66\u201396, last in the NL Central.", "targets": "Who was a controversial figure due to a corked-bat incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a6a18dcc8349ccb082e1b84b04d84e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that the Cubs had won 89 games, this fallout was decidedly unlovable, as the Cubs traded superstar Sammy Sosa after he had left the season's final game early and then lied about it publicly. Already a controversial figure in the clubhouse after his corked-bat incident, Sammy's actions alienated much of his once strong fan base as well as the few teammates still on good terms with him, (many teammates grew tired of Sosa playing loud salsa music in the locker room) and possibly tarnished his place in Cubs' lore for years to come. The disappointing season also saw fans start to become frustrated with the constant injuries to ace pitchers Mark Prior and Kerry Wood. Additionally, the '04 season led to the departure of popular commentator Steve Stone, who had become increasingly critical of management during broadcasts and was verbally attacked by reliever Kent Mercker. Things were no better in 2005, despite a career year from first baseman Derrek Lee and the emergence of closer Ryan Dempster. The club struggled and suffered more key injuries, only managing to win 79 games after being picked by many to be a serious contender for the N.L. pennant. In 2006, bottom fell out as the Cubs finished 66\u201396, last in the NL Central.", "targets": "What popular commentator left during the '04 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a6a18dcc8349ccb082e1b84b04d84e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the fact that the Cubs had won 89 games, this fallout was decidedly unlovable, as the Cubs traded superstar Sammy Sosa after he had left the season's final game early and then lied about it publicly. Already a controversial figure in the clubhouse after his corked-bat incident, Sammy's actions alienated much of his once strong fan base as well as the few teammates still on good terms with him, (many teammates grew tired of Sosa playing loud salsa music in the locker room) and possibly tarnished his place in Cubs' lore for years to come. The disappointing season also saw fans start to become frustrated with the constant injuries to ace pitchers Mark Prior and Kerry Wood. Additionally, the '04 season led to the departure of popular commentator Steve Stone, who had become increasingly critical of management during broadcasts and was verbally attacked by reliever Kent Mercker. Things were no better in 2005, despite a career year from first baseman Derrek Lee and the emergence of closer Ryan Dempster. The club struggled and suffered more key injuries, only managing to win 79 games after being picked by many to be a serious contender for the N.L. pennant. In 2006, bottom fell out as the Cubs finished 66\u201396, last in the NL Central.", "targets": "Who verbally attacked Steve Stone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edec895b5b544e5a9349541a9284e19d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyacinth or Hyacinthus was one of Apollo's male lovers. He was a Spartan prince, beautiful and athletic. The pair was practicing throwing the discus when a discus thrown by Apollo was blown off course by the jealous Zephyrus and struck Hyacinthus in the head, killing him instantly. Apollo is said to be filled with grief: out of Hyacinthus' blood, Apollo created a flower named after him as a memorial to his death, and his tears stained the flower petals with the interjection \u03b1\u1f30\u03b1\u1fd6, meaning alas. The Festival of Hyacinthus was a celebration of Sparta.", "targets": "Who was one of Apollo's male lovers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edec895b5b544e5a9349541a9284e19d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyacinth or Hyacinthus was one of Apollo's male lovers. He was a Spartan prince, beautiful and athletic. The pair was practicing throwing the discus when a discus thrown by Apollo was blown off course by the jealous Zephyrus and struck Hyacinthus in the head, killing him instantly. Apollo is said to be filled with grief: out of Hyacinthus' blood, Apollo created a flower named after him as a memorial to his death, and his tears stained the flower petals with the interjection \u03b1\u1f30\u03b1\u1fd6, meaning alas. The Festival of Hyacinthus was a celebration of Sparta.", "targets": "What hit Hyacinthus in the head, killing him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edec895b5b544e5a9349541a9284e19d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyacinth or Hyacinthus was one of Apollo's male lovers. He was a Spartan prince, beautiful and athletic. The pair was practicing throwing the discus when a discus thrown by Apollo was blown off course by the jealous Zephyrus and struck Hyacinthus in the head, killing him instantly. Apollo is said to be filled with grief: out of Hyacinthus' blood, Apollo created a flower named after him as a memorial to his death, and his tears stained the flower petals with the interjection \u03b1\u1f30\u03b1\u1fd6, meaning alas. The Festival of Hyacinthus was a celebration of Sparta.", "targets": "Who blew the discus off course, killing Hyacinthus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edec895b5b544e5a9349541a9284e19d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyacinth or Hyacinthus was one of Apollo's male lovers. He was a Spartan prince, beautiful and athletic. The pair was practicing throwing the discus when a discus thrown by Apollo was blown off course by the jealous Zephyrus and struck Hyacinthus in the head, killing him instantly. Apollo is said to be filled with grief: out of Hyacinthus' blood, Apollo created a flower named after him as a memorial to his death, and his tears stained the flower petals with the interjection \u03b1\u1f30\u03b1\u1fd6, meaning alas. The Festival of Hyacinthus was a celebration of Sparta.", "targets": "What item did Apollo create and name after his lover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1daeeae9ea1f433a8943e87c44f473d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political and religious animosity against Jehovah's Witnesses has at times led to mob action and government oppression in various countries. Their doctrine of political neutrality and their refusal to serve in the military has led to imprisonment of members who refused conscription during World War II and at other times where national service has been compulsory. In 1933, there were approximately 20,000 Jehovah's Witnesses in Germany, of whom about 10,000 were later imprisoned. Of those, 2000 were sent to Nazi concentration camps, where they were identified by purple triangles; as many as 1200 died, including 250 who were executed. In Canada, Jehovah's Witnesses were interned in camps along with political dissidents and people of Chinese and Japanese descent. In the former Soviet Union, about 9,300 Jehovah's Witnesses were deported to Siberia as part of Operation North in April 1951. Their religious activities are currently banned or restricted in some countries, including China, Vietnam and some Islamic states.", "targets": "What has at times led to immense violence against Jehovah's Witnesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1daeeae9ea1f433a8943e87c44f473d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political and religious animosity against Jehovah's Witnesses has at times led to mob action and government oppression in various countries. Their doctrine of political neutrality and their refusal to serve in the military has led to imprisonment of members who refused conscription during World War II and at other times where national service has been compulsory. In 1933, there were approximately 20,000 Jehovah's Witnesses in Germany, of whom about 10,000 were later imprisoned. Of those, 2000 were sent to Nazi concentration camps, where they were identified by purple triangles; as many as 1200 died, including 250 who were executed. In Canada, Jehovah's Witnesses were interned in camps along with political dissidents and people of Chinese and Japanese descent. In the former Soviet Union, about 9,300 Jehovah's Witnesses were deported to Siberia as part of Operation North in April 1951. Their religious activities are currently banned or restricted in some countries, including China, Vietnam and some Islamic states.", "targets": "Why have Jehovah's Witnesses sometimes been imprisoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1daeeae9ea1f433a8943e87c44f473d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political and religious animosity against Jehovah's Witnesses has at times led to mob action and government oppression in various countries. Their doctrine of political neutrality and their refusal to serve in the military has led to imprisonment of members who refused conscription during World War II and at other times where national service has been compulsory. In 1933, there were approximately 20,000 Jehovah's Witnesses in Germany, of whom about 10,000 were later imprisoned. Of those, 2000 were sent to Nazi concentration camps, where they were identified by purple triangles; as many as 1200 died, including 250 who were executed. In Canada, Jehovah's Witnesses were interned in camps along with political dissidents and people of Chinese and Japanese descent. In the former Soviet Union, about 9,300 Jehovah's Witnesses were deported to Siberia as part of Operation North in April 1951. Their religious activities are currently banned or restricted in some countries, including China, Vietnam and some Islamic states.", "targets": "Of the 20,000 Jehovah's Witnesses in Germany in 1933, how many were later imprisoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1daeeae9ea1f433a8943e87c44f473d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political and religious animosity against Jehovah's Witnesses has at times led to mob action and government oppression in various countries. Their doctrine of political neutrality and their refusal to serve in the military has led to imprisonment of members who refused conscription during World War II and at other times where national service has been compulsory. In 1933, there were approximately 20,000 Jehovah's Witnesses in Germany, of whom about 10,000 were later imprisoned. Of those, 2000 were sent to Nazi concentration camps, where they were identified by purple triangles; as many as 1200 died, including 250 who were executed. In Canada, Jehovah's Witnesses were interned in camps along with political dissidents and people of Chinese and Japanese descent. In the former Soviet Union, about 9,300 Jehovah's Witnesses were deported to Siberia as part of Operation North in April 1951. Their religious activities are currently banned or restricted in some countries, including China, Vietnam and some Islamic states.", "targets": "What were Jehovah's Witnesses identified by in Nazi concentration camps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1daeeae9ea1f433a8943e87c44f473d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political and religious animosity against Jehovah's Witnesses has at times led to mob action and government oppression in various countries. Their doctrine of political neutrality and their refusal to serve in the military has led to imprisonment of members who refused conscription during World War II and at other times where national service has been compulsory. In 1933, there were approximately 20,000 Jehovah's Witnesses in Germany, of whom about 10,000 were later imprisoned. Of those, 2000 were sent to Nazi concentration camps, where they were identified by purple triangles; as many as 1200 died, including 250 who were executed. In Canada, Jehovah's Witnesses were interned in camps along with political dissidents and people of Chinese and Japanese descent. In the former Soviet Union, about 9,300 Jehovah's Witnesses were deported to Siberia as part of Operation North in April 1951. Their religious activities are currently banned or restricted in some countries, including China, Vietnam and some Islamic states.", "targets": "What countries ban the religious activities of Jehovah's Witnesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c7c0dc114dc4fc5b3b96f924a87c4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar energy may be used in a water stabilisation pond to treat waste water without chemicals or electricity. A further environmental advantage is that algae grow in such ponds and consume carbon dioxide in photosynthesis, although algae may produce toxic chemicals that make the water unusable.", "targets": "What is a possible negative effect of algae in water stabilization ponds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c7c0dc114dc4fc5b3b96f924a87c4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar energy may be used in a water stabilisation pond to treat waste water without chemicals or electricity. A further environmental advantage is that algae grow in such ponds and consume carbon dioxide in photosynthesis, although algae may produce toxic chemicals that make the water unusable.", "targets": "For what reason would solar energy be used in a water stabilisation pond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c7c0dc114dc4fc5b3b96f924a87c4bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar energy may be used in a water stabilisation pond to treat waste water without chemicals or electricity. A further environmental advantage is that algae grow in such ponds and consume carbon dioxide in photosynthesis, although algae may produce toxic chemicals that make the water unusable.", "targets": "What is a reason why the water from a water stabilisation pond may be unusable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed978191031d46599ceee8afc04d12c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period in which the negotiations were being conducted, Tesla said that efforts had been made to steal the invention. His room had been entered and his papers had been scrutinized, but the thieves, or spies, left empty-handed. He said that there was no danger that his invention could be stolen, for he had at no time committed any part of it to paper; the blueprint for the teleforce weapon was all in his mind.", "targets": "What was Tesla afraid someone was trying to do with his invention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed978191031d46599ceee8afc04d12c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period in which the negotiations were being conducted, Tesla said that efforts had been made to steal the invention. His room had been entered and his papers had been scrutinized, but the thieves, or spies, left empty-handed. He said that there was no danger that his invention could be stolen, for he had at no time committed any part of it to paper; the blueprint for the teleforce weapon was all in his mind.", "targets": "Where did he claim the blueprint was stored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed978191031d46599ceee8afc04d12c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period in which the negotiations were being conducted, Tesla said that efforts had been made to steal the invention. His room had been entered and his papers had been scrutinized, but the thieves, or spies, left empty-handed. He said that there was no danger that his invention could be stolen, for he had at no time committed any part of it to paper; the blueprint for the teleforce weapon was all in his mind.", "targets": "According to Tesla what had been gone over by the thieves, or spies who entered his room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "Rebirth into the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes can only be attained by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "Rebirth into the formless realms can only be attained by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "How many planes of existence are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "What are the higher heavens called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "What are skilled Buddhists called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "What is another name for \u0100r\u016bpyadh\u0101tu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "What is the highest object of meditation called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "How many planes of existence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "Skilled buddhist practictioners that can get to the higher heavens are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "What is the highest object of meditation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41d2cc90eb264893a51065621c56eae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above are further subdivided into 31 planes of existence.[web 4] Rebirths in some of the higher heavens, known as the \u015auddh\u0101v\u0101sa Worlds or Pure Abodes, can be attained only by skilled Buddhist practitioners known as an\u0101g\u0101mis (non-returners). Rebirths in the \u0100r\u016bpyadh\u0101tu (formless realms) can be attained by only those who can meditate on the ar\u016bpajh\u0101nas, the highest object of meditation.", "targets": "What does arupyadhatu mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "What disease had the biggest decline of deaths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "What was responsible for the decline in spreading diseases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "What period was the report issued in 1958 cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "Who issued the report in 1958?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "What were eight diseases examined for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "How much did the mortality rate of common bacterial infections decline between 1946-1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "How much did the mortality rate of tuberculosis drop between 1946-1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "Who issued a report describing the effects of antibiotic developments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90fd96cedcb54aba8758fdf83168caaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Federal Trade Commission report issued in 1958 attempted to quantify the effect of antibiotic development on American public health. The report found that over the period 1946-1955, there was a 42% drop in the incidence of diseases for which antibiotics were effective and only a 20% drop in those for which antibiotics were not effective. The report concluded that \"it appears that the use of antibiotics, early diagnosis, and other factors have limited the epidemic spread and thus the number of these diseases which have occurred\". The study further examined mortality rates for eight common diseases for which antibiotics offered effective therapy (syphilis, tuberculosis, dysentery, scarlet fever, whooping cough, meningococcal infections, and pneumonia), and found a 56% decline over the same period. Notable among these was a 75% decline in deaths due to tuberculosis.", "targets": "In what year was the FTC's report issued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d83002c24924d56ad94f68a026d652d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zakaria Mohieddin, who was Nasser's vice president, said that Nasser gradually changed during his reign. He ceased consulting his colleagues and made more and more of the decisions himself. Although Nasser repeatedly said that a war with Israel will start at a time of his, or Arab, choosing, on 1967 he started a bluffing game \"but a successful bluff means your opponent must not know which cards you are holding. In this case Nasser's opponent could see his hand in the mirror and knew he was only holding a pair of deuces\" and Nasser knew that his army is not prepared yet. \"All of this was out of character...His tendencies in this regard may have been accentuated by diabetes... That was the only rational explanation for his actions in 1967\".", "targets": "Who was Nasser's vice president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d83002c24924d56ad94f68a026d652d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zakaria Mohieddin, who was Nasser's vice president, said that Nasser gradually changed during his reign. He ceased consulting his colleagues and made more and more of the decisions himself. Although Nasser repeatedly said that a war with Israel will start at a time of his, or Arab, choosing, on 1967 he started a bluffing game \"but a successful bluff means your opponent must not know which cards you are holding. In this case Nasser's opponent could see his hand in the mirror and knew he was only holding a pair of deuces\" and Nasser knew that his army is not prepared yet. \"All of this was out of character...His tendencies in this regard may have been accentuated by diabetes... That was the only rational explanation for his actions in 1967\".", "targets": "What gambit did Nasser fail at in his bluster with Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d83002c24924d56ad94f68a026d652d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zakaria Mohieddin, who was Nasser's vice president, said that Nasser gradually changed during his reign. He ceased consulting his colleagues and made more and more of the decisions himself. Although Nasser repeatedly said that a war with Israel will start at a time of his, or Arab, choosing, on 1967 he started a bluffing game \"but a successful bluff means your opponent must not know which cards you are holding. In this case Nasser's opponent could see his hand in the mirror and knew he was only holding a pair of deuces\" and Nasser knew that his army is not prepared yet. \"All of this was out of character...His tendencies in this regard may have been accentuated by diabetes... That was the only rational explanation for his actions in 1967\".", "targets": "What did Nasser do over the years of his rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d83002c24924d56ad94f68a026d652d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zakaria Mohieddin, who was Nasser's vice president, said that Nasser gradually changed during his reign. He ceased consulting his colleagues and made more and more of the decisions himself. Although Nasser repeatedly said that a war with Israel will start at a time of his, or Arab, choosing, on 1967 he started a bluffing game \"but a successful bluff means your opponent must not know which cards you are holding. In this case Nasser's opponent could see his hand in the mirror and knew he was only holding a pair of deuces\" and Nasser knew that his army is not prepared yet. \"All of this was out of character...His tendencies in this regard may have been accentuated by diabetes... That was the only rational explanation for his actions in 1967\".", "targets": "What did Mohieddin attribute Nassir's mistakes in 1967 to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccadfb3f6902460b8668f61dd58f32eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx contains one of the five poorest Congressional Districts in the United States, the 15th, but its wide diversity also includes affluent, upper-income and middle-income neighborhoods such as Riverdale, Fieldston, Spuyten Duyvil, Schuylerville, Pelham Bay, Pelham Gardens, Morris Park and Country Club. The Bronx, particularly the South Bronx, saw a sharp decline in population, livable housing, and the quality of life in the late 1960s and the 1970s, culminating in a wave of arson. Since then the communities have shown significant redevelopment starting in the late 1980s before picking up pace in the 1990s into today.", "targets": "How poor is part of the Bronx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccadfb3f6902460b8668f61dd58f32eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx contains one of the five poorest Congressional Districts in the United States, the 15th, but its wide diversity also includes affluent, upper-income and middle-income neighborhoods such as Riverdale, Fieldston, Spuyten Duyvil, Schuylerville, Pelham Bay, Pelham Gardens, Morris Park and Country Club. The Bronx, particularly the South Bronx, saw a sharp decline in population, livable housing, and the quality of life in the late 1960s and the 1970s, culminating in a wave of arson. Since then the communities have shown significant redevelopment starting in the late 1980s before picking up pace in the 1990s into today.", "targets": "What neighborhoods of the Bronx are more affluent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccadfb3f6902460b8668f61dd58f32eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx contains one of the five poorest Congressional Districts in the United States, the 15th, but its wide diversity also includes affluent, upper-income and middle-income neighborhoods such as Riverdale, Fieldston, Spuyten Duyvil, Schuylerville, Pelham Bay, Pelham Gardens, Morris Park and Country Club. The Bronx, particularly the South Bronx, saw a sharp decline in population, livable housing, and the quality of life in the late 1960s and the 1970s, culminating in a wave of arson. Since then the communities have shown significant redevelopment starting in the late 1980s before picking up pace in the 1990s into today.", "targets": "When did the South Bronx lose quality of life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccadfb3f6902460b8668f61dd58f32eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx contains one of the five poorest Congressional Districts in the United States, the 15th, but its wide diversity also includes affluent, upper-income and middle-income neighborhoods such as Riverdale, Fieldston, Spuyten Duyvil, Schuylerville, Pelham Bay, Pelham Gardens, Morris Park and Country Club. The Bronx, particularly the South Bronx, saw a sharp decline in population, livable housing, and the quality of life in the late 1960s and the 1970s, culminating in a wave of arson. Since then the communities have shown significant redevelopment starting in the late 1980s before picking up pace in the 1990s into today.", "targets": "What crime problem happened in the Bronx in the 70s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6a9f537f7749bda2fcf6f1f2cefa60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The idea of the decline and gradual disappearance of the teaching has been influential in East Asian Buddhism. Pure Land Buddhism holds that it has declined to the point where few are capable of following the path, so it may be best to rely on the power of Amit\u0101bha.", "targets": "What form of Buddhism has declined to the point where few are capable of following the path?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "How did most critical writing treat the post-punk era, until recently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "What do contemporary scholars feel the post-punk period contributed in hindsight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "What did Simon Reynolds describe the era of post-punk as a match for in terms of great music created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "Who wrote that the music of the post-punk era was avant-garde?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "What were the post-punk era artists more interested in doing to their audiences than in entertaining them with pop songs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "What era was usually dismissed as merely an awkward phase of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "What do comtemporary scholars think that post-punk actually did for music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "Which critic said that the post-punk period was open to any possibilities as far as music went?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "Who said that the post-punk movement rivaled the Sixties in the shear amount of great music produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f322fc5fbba14352a137cc15a5e840a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until recently, in most critical writing the post-punk era was \"often dismissed as an awkward period in which punk's gleeful ructions petered out into the vacuity of the Eighties\". Contemporary scholars have argued to the contrary, asserting that the period produced significant innovations and music on its own. Simon Reynolds described the period as \"a fair match for the sixties in terms of the sheer amount of great music created, the spirit of adventure and idealism that infused it, and the way that the music seemed inextricably connected to the political and social turbulence of its era\". Nicholas Lezard wrote that the music of the period \"was avant-garde, open to any musical possibilities that suggested themselves, united only in the sense that it was very often cerebral, concocted by brainy young men and women interested as much in disturbing the audience, or making them think, as in making a pop song\".", "targets": "What did Nicholas Leonard say united post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d2093db2c4d403bbfa046f384ef4eec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately one-third of East Prussia's population died in the plague and famine of 1709\u20131711, including the last speakers of Old Prussian. The plague, probably brought by foreign troops during the Great Northern War, killed 250,000 East Prussians, especially in the province's eastern regions. Crown Prince Frederick William I led the rebuilding of East Prussia, founding numerous towns. Thousands of Protestants expelled from the Archbishopric of Salzburg were allowed to settle in depleted East Prussia. The province was overrun by Imperial Russian troops during the Seven Years' War.", "targets": "What wiped out one third of East Prussia's population during the early 1700's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d2093db2c4d403bbfa046f384ef4eec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately one-third of East Prussia's population died in the plague and famine of 1709\u20131711, including the last speakers of Old Prussian. The plague, probably brought by foreign troops during the Great Northern War, killed 250,000 East Prussians, especially in the province's eastern regions. Crown Prince Frederick William I led the rebuilding of East Prussia, founding numerous towns. Thousands of Protestants expelled from the Archbishopric of Salzburg were allowed to settle in depleted East Prussia. The province was overrun by Imperial Russian troops during the Seven Years' War.", "targets": "What was lost in Prussia's history during the Plague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d2093db2c4d403bbfa046f384ef4eec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately one-third of East Prussia's population died in the plague and famine of 1709\u20131711, including the last speakers of Old Prussian. The plague, probably brought by foreign troops during the Great Northern War, killed 250,000 East Prussians, especially in the province's eastern regions. Crown Prince Frederick William I led the rebuilding of East Prussia, founding numerous towns. Thousands of Protestants expelled from the Archbishopric of Salzburg were allowed to settle in depleted East Prussia. The province was overrun by Imperial Russian troops during the Seven Years' War.", "targets": "What military overran much of East Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7cfd9ca937477ab60841f0a10b4e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU football dates from 1890, and has played in the Orange Bowl three times: 1948, 1968, and 2008. They are currently coached by David Beaty, who was hired in 2014. In 2008, under the leadership of Mark Mangino, the #7 Jayhawks emerged victorious in their first BCS bowl game, the FedEx Orange Bowl, with a 24\u201321 victory over the #3 Virginia Tech Hokies. This capstone victory marked the end of the most successful season in school history, in which the Jayhawks went 12\u20131 (.923). The team plays at Memorial Stadium, which recently underwent a $31 million renovation to add the Anderson Family Football Complex, adding a football practice facility adjacent to the stadium complete with indoor partial practice field, weight room, and new locker room.", "targets": "When did KU start fielding a football team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7cfd9ca937477ab60841f0a10b4e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU football dates from 1890, and has played in the Orange Bowl three times: 1948, 1968, and 2008. They are currently coached by David Beaty, who was hired in 2014. In 2008, under the leadership of Mark Mangino, the #7 Jayhawks emerged victorious in their first BCS bowl game, the FedEx Orange Bowl, with a 24\u201321 victory over the #3 Virginia Tech Hokies. This capstone victory marked the end of the most successful season in school history, in which the Jayhawks went 12\u20131 (.923). The team plays at Memorial Stadium, which recently underwent a $31 million renovation to add the Anderson Family Football Complex, adding a football practice facility adjacent to the stadium complete with indoor partial practice field, weight room, and new locker room.", "targets": "How many times has the team from the University of Kansas appeared in the Orange Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7cfd9ca937477ab60841f0a10b4e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU football dates from 1890, and has played in the Orange Bowl three times: 1948, 1968, and 2008. They are currently coached by David Beaty, who was hired in 2014. In 2008, under the leadership of Mark Mangino, the #7 Jayhawks emerged victorious in their first BCS bowl game, the FedEx Orange Bowl, with a 24\u201321 victory over the #3 Virginia Tech Hokies. This capstone victory marked the end of the most successful season in school history, in which the Jayhawks went 12\u20131 (.923). The team plays at Memorial Stadium, which recently underwent a $31 million renovation to add the Anderson Family Football Complex, adding a football practice facility adjacent to the stadium complete with indoor partial practice field, weight room, and new locker room.", "targets": "Who is the current head of KU's football program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7cfd9ca937477ab60841f0a10b4e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU football dates from 1890, and has played in the Orange Bowl three times: 1948, 1968, and 2008. They are currently coached by David Beaty, who was hired in 2014. In 2008, under the leadership of Mark Mangino, the #7 Jayhawks emerged victorious in their first BCS bowl game, the FedEx Orange Bowl, with a 24\u201321 victory over the #3 Virginia Tech Hokies. This capstone victory marked the end of the most successful season in school history, in which the Jayhawks went 12\u20131 (.923). The team plays at Memorial Stadium, which recently underwent a $31 million renovation to add the Anderson Family Football Complex, adding a football practice facility adjacent to the stadium complete with indoor partial practice field, weight room, and new locker room.", "targets": "Who did KU defeat in the 2008 Orange Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a7cfd9ca937477ab60841f0a10b4e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU football dates from 1890, and has played in the Orange Bowl three times: 1948, 1968, and 2008. They are currently coached by David Beaty, who was hired in 2014. In 2008, under the leadership of Mark Mangino, the #7 Jayhawks emerged victorious in their first BCS bowl game, the FedEx Orange Bowl, with a 24\u201321 victory over the #3 Virginia Tech Hokies. This capstone victory marked the end of the most successful season in school history, in which the Jayhawks went 12\u20131 (.923). The team plays at Memorial Stadium, which recently underwent a $31 million renovation to add the Anderson Family Football Complex, adding a football practice facility adjacent to the stadium complete with indoor partial practice field, weight room, and new locker room.", "targets": "What is the name of the facility that the KU football team plays in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47074bdd85e4e86a6bb280eccefc76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most types of capacitor include a dielectric spacer, which increases their capacitance. These dielectrics are most often insulators. However, low capacitance devices are available with a vacuum between their plates, which allows extremely high voltage operation and low losses. Variable capacitors with their plates open to the atmosphere were commonly used in radio tuning circuits. Later designs use polymer foil dielectric between the moving and stationary plates, with no significant air space between them.", "targets": "What do many capacitors contain that raises the capacitance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47074bdd85e4e86a6bb280eccefc76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most types of capacitor include a dielectric spacer, which increases their capacitance. These dielectrics are most often insulators. However, low capacitance devices are available with a vacuum between their plates, which allows extremely high voltage operation and low losses. Variable capacitors with their plates open to the atmosphere were commonly used in radio tuning circuits. Later designs use polymer foil dielectric between the moving and stationary plates, with no significant air space between them.", "targets": "What sort of dielectric is used in low capacitance devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47074bdd85e4e86a6bb280eccefc76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most types of capacitor include a dielectric spacer, which increases their capacitance. These dielectrics are most often insulators. However, low capacitance devices are available with a vacuum between their plates, which allows extremely high voltage operation and low losses. Variable capacitors with their plates open to the atmosphere were commonly used in radio tuning circuits. Later designs use polymer foil dielectric between the moving and stationary plates, with no significant air space between them.", "targets": "What sort of capacitors have traditionally been used in radio tuning circuits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47074bdd85e4e86a6bb280eccefc76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most types of capacitor include a dielectric spacer, which increases their capacitance. These dielectrics are most often insulators. However, low capacitance devices are available with a vacuum between their plates, which allows extremely high voltage operation and low losses. Variable capacitors with their plates open to the atmosphere were commonly used in radio tuning circuits. Later designs use polymer foil dielectric between the moving and stationary plates, with no significant air space between them.", "targets": "How did the capacitor traditionally used in radio tuning circuits change over time? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47074bdd85e4e86a6bb280eccefc76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most types of capacitor include a dielectric spacer, which increases their capacitance. These dielectrics are most often insulators. However, low capacitance devices are available with a vacuum between their plates, which allows extremely high voltage operation and low losses. Variable capacitors with their plates open to the atmosphere were commonly used in radio tuning circuits. Later designs use polymer foil dielectric between the moving and stationary plates, with no significant air space between them.", "targets": "What did the later designs of capacitors used in radio tuning circuits no longer have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ee87516c01403eb90377f16936df98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially Eisenhower planned on serving only one term, but as with other decisions, he maintained a position of maximum flexibility in case leading Republicans wanted him to run again. During his recovery from a heart attack late in 1955, he huddled with his closest advisors to evaluate the GOP's potential candidates; the group, in addition to his doctor, concluded a second term was well advised, and he announced in February 1956 he would run again. Eisenhower was publicly noncommittal about Nixon's repeating as the Vice President on his ticket; the question was an especially important one in light of his heart condition. He personally favored Robert B. Anderson, a Democrat, who rejected his offer; Eisenhower then resolved to leave the matter in the hands of the party. In 1956, Eisenhower faced Adlai Stevenson again and won by an even larger landslide, with 457 of 531 electoral votes and 57.6% of the popular vote. The level of campaigning was curtailed out of health considerations.", "targets": "Upon election, how many terms did Eisenhower believe he would serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ee87516c01403eb90377f16936df98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially Eisenhower planned on serving only one term, but as with other decisions, he maintained a position of maximum flexibility in case leading Republicans wanted him to run again. During his recovery from a heart attack late in 1955, he huddled with his closest advisors to evaluate the GOP's potential candidates; the group, in addition to his doctor, concluded a second term was well advised, and he announced in February 1956 he would run again. Eisenhower was publicly noncommittal about Nixon's repeating as the Vice President on his ticket; the question was an especially important one in light of his heart condition. He personally favored Robert B. Anderson, a Democrat, who rejected his offer; Eisenhower then resolved to leave the matter in the hands of the party. In 1956, Eisenhower faced Adlai Stevenson again and won by an even larger landslide, with 457 of 531 electoral votes and 57.6% of the popular vote. The level of campaigning was curtailed out of health considerations.", "targets": "In what year did Eisenhower have a heart attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ee87516c01403eb90377f16936df98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially Eisenhower planned on serving only one term, but as with other decisions, he maintained a position of maximum flexibility in case leading Republicans wanted him to run again. During his recovery from a heart attack late in 1955, he huddled with his closest advisors to evaluate the GOP's potential candidates; the group, in addition to his doctor, concluded a second term was well advised, and he announced in February 1956 he would run again. Eisenhower was publicly noncommittal about Nixon's repeating as the Vice President on his ticket; the question was an especially important one in light of his heart condition. He personally favored Robert B. Anderson, a Democrat, who rejected his offer; Eisenhower then resolved to leave the matter in the hands of the party. In 1956, Eisenhower faced Adlai Stevenson again and won by an even larger landslide, with 457 of 531 electoral votes and 57.6% of the popular vote. The level of campaigning was curtailed out of health considerations.", "targets": "When did Eisenhower make an announcement stating that he would run for a second term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ee87516c01403eb90377f16936df98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially Eisenhower planned on serving only one term, but as with other decisions, he maintained a position of maximum flexibility in case leading Republicans wanted him to run again. During his recovery from a heart attack late in 1955, he huddled with his closest advisors to evaluate the GOP's potential candidates; the group, in addition to his doctor, concluded a second term was well advised, and he announced in February 1956 he would run again. Eisenhower was publicly noncommittal about Nixon's repeating as the Vice President on his ticket; the question was an especially important one in light of his heart condition. He personally favored Robert B. Anderson, a Democrat, who rejected his offer; Eisenhower then resolved to leave the matter in the hands of the party. In 1956, Eisenhower faced Adlai Stevenson again and won by an even larger landslide, with 457 of 531 electoral votes and 57.6% of the popular vote. The level of campaigning was curtailed out of health considerations.", "targets": "Who did Eisenhower want as his 1956 running mate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ee87516c01403eb90377f16936df98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially Eisenhower planned on serving only one term, but as with other decisions, he maintained a position of maximum flexibility in case leading Republicans wanted him to run again. During his recovery from a heart attack late in 1955, he huddled with his closest advisors to evaluate the GOP's potential candidates; the group, in addition to his doctor, concluded a second term was well advised, and he announced in February 1956 he would run again. Eisenhower was publicly noncommittal about Nixon's repeating as the Vice President on his ticket; the question was an especially important one in light of his heart condition. He personally favored Robert B. Anderson, a Democrat, who rejected his offer; Eisenhower then resolved to leave the matter in the hands of the party. In 1956, Eisenhower faced Adlai Stevenson again and won by an even larger landslide, with 457 of 531 electoral votes and 57.6% of the popular vote. The level of campaigning was curtailed out of health considerations.", "targets": "Who did Eisenhower defeat in the 1956 presidential election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-557f1684572043c382a9ae36582b7652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is the birthplace of the ancient Olympic Games, first recorded in 776 BC in Olympia, and hosted the modern Olympic Games twice, the inaugural 1896 Summer Olympics and the 2004 Summer Olympics. During the parade of nations Greece is always called first, as the founding nation of the ancient precursor of modern Olympics. The nation has competed at every Summer Olympic Games, one of only four countries to have done so. Having won a total of 110 medals (30 gold, 42 silver and 38 bronze), Greece is ranked 32nd by gold medals in the all-time Summer Olympic medal count. Their best ever performance was in the 1896 Summer Olympics, when Greece finished second in the medal table with 10 gold medals.", "targets": "Greece is the birthplace of what sporting event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-557f1684572043c382a9ae36582b7652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is the birthplace of the ancient Olympic Games, first recorded in 776 BC in Olympia, and hosted the modern Olympic Games twice, the inaugural 1896 Summer Olympics and the 2004 Summer Olympics. During the parade of nations Greece is always called first, as the founding nation of the ancient precursor of modern Olympics. The nation has competed at every Summer Olympic Games, one of only four countries to have done so. Having won a total of 110 medals (30 gold, 42 silver and 38 bronze), Greece is ranked 32nd by gold medals in the all-time Summer Olympic medal count. Their best ever performance was in the 1896 Summer Olympics, when Greece finished second in the medal table with 10 gold medals.", "targets": "The first Olympic games was recorded in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-557f1684572043c382a9ae36582b7652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is the birthplace of the ancient Olympic Games, first recorded in 776 BC in Olympia, and hosted the modern Olympic Games twice, the inaugural 1896 Summer Olympics and the 2004 Summer Olympics. During the parade of nations Greece is always called first, as the founding nation of the ancient precursor of modern Olympics. The nation has competed at every Summer Olympic Games, one of only four countries to have done so. Having won a total of 110 medals (30 gold, 42 silver and 38 bronze), Greece is ranked 32nd by gold medals in the all-time Summer Olympic medal count. Their best ever performance was in the 1896 Summer Olympics, when Greece finished second in the medal table with 10 gold medals.", "targets": "Where were the first Olympic games in 775 BC held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-557f1684572043c382a9ae36582b7652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is the birthplace of the ancient Olympic Games, first recorded in 776 BC in Olympia, and hosted the modern Olympic Games twice, the inaugural 1896 Summer Olympics and the 2004 Summer Olympics. During the parade of nations Greece is always called first, as the founding nation of the ancient precursor of modern Olympics. The nation has competed at every Summer Olympic Games, one of only four countries to have done so. Having won a total of 110 medals (30 gold, 42 silver and 38 bronze), Greece is ranked 32nd by gold medals in the all-time Summer Olympic medal count. Their best ever performance was in the 1896 Summer Olympics, when Greece finished second in the medal table with 10 gold medals.", "targets": "During the Olympic parade of nations, who is always called first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-557f1684572043c382a9ae36582b7652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is the birthplace of the ancient Olympic Games, first recorded in 776 BC in Olympia, and hosted the modern Olympic Games twice, the inaugural 1896 Summer Olympics and the 2004 Summer Olympics. During the parade of nations Greece is always called first, as the founding nation of the ancient precursor of modern Olympics. The nation has competed at every Summer Olympic Games, one of only four countries to have done so. Having won a total of 110 medals (30 gold, 42 silver and 38 bronze), Greece is ranked 32nd by gold medals in the all-time Summer Olympic medal count. Their best ever performance was in the 1896 Summer Olympics, when Greece finished second in the medal table with 10 gold medals.", "targets": "What ranking does Greece hold in all-time summer Olympics gold medal count?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3917dd8c6a0a4c0e8eddb417403d79d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi married his first wife, Fatiha al-Nuri, in 1969. She was the daughter of General Khalid, a senior figure in King Idris' administration, and was from a middle-class background. Although they had one son, Muhammad Gaddafi (b. 1970), their relationship was strained, and they divorced in 1970. Gaddafi's second wife was Safia Farkash, n\u00e9e el-Brasai, a former nurse from Obeidat tribe born in Bayda. They met in 1969, following his ascension to power, when he was hospitalized with appendicitis; he claimed that it was love at first sight. The couple remained married until his death. Together they had seven biological children: Saif al-Islam Gaddafi (b. 1972), Al-Saadi Gaddafi (b. 1973), Mutassim Gaddafi (1974\u20132011), Hannibal Muammar Gaddafi (b. 1975), Ayesha Gaddafi (b. 1976), Saif al-Arab Gaddafi (1982\u20132011), and Khamis Gaddafi (1983\u20132011). He also adopted two children, Hanna Gaddafi and Milad Gaddafi.", "targets": "Who was Gaddafi's first father-in-law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3917dd8c6a0a4c0e8eddb417403d79d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi married his first wife, Fatiha al-Nuri, in 1969. She was the daughter of General Khalid, a senior figure in King Idris' administration, and was from a middle-class background. Although they had one son, Muhammad Gaddafi (b. 1970), their relationship was strained, and they divorced in 1970. Gaddafi's second wife was Safia Farkash, n\u00e9e el-Brasai, a former nurse from Obeidat tribe born in Bayda. They met in 1969, following his ascension to power, when he was hospitalized with appendicitis; he claimed that it was love at first sight. The couple remained married until his death. Together they had seven biological children: Saif al-Islam Gaddafi (b. 1972), Al-Saadi Gaddafi (b. 1973), Mutassim Gaddafi (1974\u20132011), Hannibal Muammar Gaddafi (b. 1975), Ayesha Gaddafi (b. 1976), Saif al-Arab Gaddafi (1982\u20132011), and Khamis Gaddafi (1983\u20132011). He also adopted two children, Hanna Gaddafi and Milad Gaddafi.", "targets": "When was Gaddafi's son by Fatiha al-Nuri born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3917dd8c6a0a4c0e8eddb417403d79d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi married his first wife, Fatiha al-Nuri, in 1969. She was the daughter of General Khalid, a senior figure in King Idris' administration, and was from a middle-class background. Although they had one son, Muhammad Gaddafi (b. 1970), their relationship was strained, and they divorced in 1970. Gaddafi's second wife was Safia Farkash, n\u00e9e el-Brasai, a former nurse from Obeidat tribe born in Bayda. They met in 1969, following his ascension to power, when he was hospitalized with appendicitis; he claimed that it was love at first sight. The couple remained married until his death. Together they had seven biological children: Saif al-Islam Gaddafi (b. 1972), Al-Saadi Gaddafi (b. 1973), Mutassim Gaddafi (1974\u20132011), Hannibal Muammar Gaddafi (b. 1975), Ayesha Gaddafi (b. 1976), Saif al-Arab Gaddafi (1982\u20132011), and Khamis Gaddafi (1983\u20132011). He also adopted two children, Hanna Gaddafi and Milad Gaddafi.", "targets": "What was the maiden surname of Gaddafi's second wife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3917dd8c6a0a4c0e8eddb417403d79d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi married his first wife, Fatiha al-Nuri, in 1969. She was the daughter of General Khalid, a senior figure in King Idris' administration, and was from a middle-class background. Although they had one son, Muhammad Gaddafi (b. 1970), their relationship was strained, and they divorced in 1970. Gaddafi's second wife was Safia Farkash, n\u00e9e el-Brasai, a former nurse from Obeidat tribe born in Bayda. They met in 1969, following his ascension to power, when he was hospitalized with appendicitis; he claimed that it was love at first sight. The couple remained married until his death. Together they had seven biological children: Saif al-Islam Gaddafi (b. 1972), Al-Saadi Gaddafi (b. 1973), Mutassim Gaddafi (1974\u20132011), Hannibal Muammar Gaddafi (b. 1975), Ayesha Gaddafi (b. 1976), Saif al-Arab Gaddafi (1982\u20132011), and Khamis Gaddafi (1983\u20132011). He also adopted two children, Hanna Gaddafi and Milad Gaddafi.", "targets": "What tribe did Safia Farkash belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3917dd8c6a0a4c0e8eddb417403d79d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi married his first wife, Fatiha al-Nuri, in 1969. She was the daughter of General Khalid, a senior figure in King Idris' administration, and was from a middle-class background. Although they had one son, Muhammad Gaddafi (b. 1970), their relationship was strained, and they divorced in 1970. Gaddafi's second wife was Safia Farkash, n\u00e9e el-Brasai, a former nurse from Obeidat tribe born in Bayda. They met in 1969, following his ascension to power, when he was hospitalized with appendicitis; he claimed that it was love at first sight. The couple remained married until his death. Together they had seven biological children: Saif al-Islam Gaddafi (b. 1972), Al-Saadi Gaddafi (b. 1973), Mutassim Gaddafi (1974\u20132011), Hannibal Muammar Gaddafi (b. 1975), Ayesha Gaddafi (b. 1976), Saif al-Arab Gaddafi (1982\u20132011), and Khamis Gaddafi (1983\u20132011). He also adopted two children, Hanna Gaddafi and Milad Gaddafi.", "targets": "When did Khamis Gaddafi die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d413631e34424d85e559dc0ad5f421", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego's first television station was KFMB, which began broadcasting on May 16, 1949. Since the Federal Communications Commission (FCC) licensed seven television stations in Los Angeles, two VHF channels were available for San Diego because of its relative proximity to the larger city. In 1952, however, the FCC began licensing UHF channels, making it possible for cities such as San Diego to acquire more stations. Stations based in Mexico (with ITU prefixes of XE and XH) also serve the San Diego market. Television stations today include XHTJB 3 (Once TV), XETV 6 (CW), KFMB 8 (CBS), KGTV 10 (ABC), XEWT 12 (Televisa Regional), KPBS 15 (PBS), KBNT-CD 17 (Univision), XHTIT-TDT 21 (Azteca 7), XHJK-TDT 27 (Azteca 13), XHAS 33 (Telemundo), K35DG-D 35 (UCSD-TV), KDTF-LD 51 (Telefutura), KNSD 39 (NBC), KZSD-LP 41 (Azteca America), KSEX-CD 42 (Infomercials), XHBJ-TDT 45 (Gala TV), XHDTV 49 (MNTV), KUSI 51 (Independent), XHUAA-TDT 57 (Canal de las Estrellas), and KSWB-TV 69 (Fox). San Diego has an 80.6 percent cable penetration rate.", "targets": "Which television station began broadcasting  on May 16, 1949?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d413631e34424d85e559dc0ad5f421", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego's first television station was KFMB, which began broadcasting on May 16, 1949. Since the Federal Communications Commission (FCC) licensed seven television stations in Los Angeles, two VHF channels were available for San Diego because of its relative proximity to the larger city. In 1952, however, the FCC began licensing UHF channels, making it possible for cities such as San Diego to acquire more stations. Stations based in Mexico (with ITU prefixes of XE and XH) also serve the San Diego market. Television stations today include XHTJB 3 (Once TV), XETV 6 (CW), KFMB 8 (CBS), KGTV 10 (ABC), XEWT 12 (Televisa Regional), KPBS 15 (PBS), KBNT-CD 17 (Univision), XHTIT-TDT 21 (Azteca 7), XHJK-TDT 27 (Azteca 13), XHAS 33 (Telemundo), K35DG-D 35 (UCSD-TV), KDTF-LD 51 (Telefutura), KNSD 39 (NBC), KZSD-LP 41 (Azteca America), KSEX-CD 42 (Infomercials), XHBJ-TDT 45 (Gala TV), XHDTV 49 (MNTV), KUSI 51 (Independent), XHUAA-TDT 57 (Canal de las Estrellas), and KSWB-TV 69 (Fox). San Diego has an 80.6 percent cable penetration rate.", "targets": "What is San Diego's cable penetration rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d413631e34424d85e559dc0ad5f421", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego's first television station was KFMB, which began broadcasting on May 16, 1949. Since the Federal Communications Commission (FCC) licensed seven television stations in Los Angeles, two VHF channels were available for San Diego because of its relative proximity to the larger city. In 1952, however, the FCC began licensing UHF channels, making it possible for cities such as San Diego to acquire more stations. Stations based in Mexico (with ITU prefixes of XE and XH) also serve the San Diego market. Television stations today include XHTJB 3 (Once TV), XETV 6 (CW), KFMB 8 (CBS), KGTV 10 (ABC), XEWT 12 (Televisa Regional), KPBS 15 (PBS), KBNT-CD 17 (Univision), XHTIT-TDT 21 (Azteca 7), XHJK-TDT 27 (Azteca 13), XHAS 33 (Telemundo), K35DG-D 35 (UCSD-TV), KDTF-LD 51 (Telefutura), KNSD 39 (NBC), KZSD-LP 41 (Azteca America), KSEX-CD 42 (Infomercials), XHBJ-TDT 45 (Gala TV), XHDTV 49 (MNTV), KUSI 51 (Independent), XHUAA-TDT 57 (Canal de las Estrellas), and KSWB-TV 69 (Fox). San Diego has an 80.6 percent cable penetration rate.", "targets": "Why was San Diego eligible for two VHF channels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d413631e34424d85e559dc0ad5f421", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego's first television station was KFMB, which began broadcasting on May 16, 1949. Since the Federal Communications Commission (FCC) licensed seven television stations in Los Angeles, two VHF channels were available for San Diego because of its relative proximity to the larger city. In 1952, however, the FCC began licensing UHF channels, making it possible for cities such as San Diego to acquire more stations. Stations based in Mexico (with ITU prefixes of XE and XH) also serve the San Diego market. Television stations today include XHTJB 3 (Once TV), XETV 6 (CW), KFMB 8 (CBS), KGTV 10 (ABC), XEWT 12 (Televisa Regional), KPBS 15 (PBS), KBNT-CD 17 (Univision), XHTIT-TDT 21 (Azteca 7), XHJK-TDT 27 (Azteca 13), XHAS 33 (Telemundo), K35DG-D 35 (UCSD-TV), KDTF-LD 51 (Telefutura), KNSD 39 (NBC), KZSD-LP 41 (Azteca America), KSEX-CD 42 (Infomercials), XHBJ-TDT 45 (Gala TV), XHDTV 49 (MNTV), KUSI 51 (Independent), XHUAA-TDT 57 (Canal de las Estrellas), and KSWB-TV 69 (Fox). San Diego has an 80.6 percent cable penetration rate.", "targets": "In what year did UHF channels beging being licensed by the FCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d413631e34424d85e559dc0ad5f421", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego's first television station was KFMB, which began broadcasting on May 16, 1949. Since the Federal Communications Commission (FCC) licensed seven television stations in Los Angeles, two VHF channels were available for San Diego because of its relative proximity to the larger city. In 1952, however, the FCC began licensing UHF channels, making it possible for cities such as San Diego to acquire more stations. Stations based in Mexico (with ITU prefixes of XE and XH) also serve the San Diego market. Television stations today include XHTJB 3 (Once TV), XETV 6 (CW), KFMB 8 (CBS), KGTV 10 (ABC), XEWT 12 (Televisa Regional), KPBS 15 (PBS), KBNT-CD 17 (Univision), XHTIT-TDT 21 (Azteca 7), XHJK-TDT 27 (Azteca 13), XHAS 33 (Telemundo), K35DG-D 35 (UCSD-TV), KDTF-LD 51 (Telefutura), KNSD 39 (NBC), KZSD-LP 41 (Azteca America), KSEX-CD 42 (Infomercials), XHBJ-TDT 45 (Gala TV), XHDTV 49 (MNTV), KUSI 51 (Independent), XHUAA-TDT 57 (Canal de las Estrellas), and KSWB-TV 69 (Fox). San Diego has an 80.6 percent cable penetration rate.", "targets": "What independent station is in San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65178e16d2477d8030e03ed1a7d0e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg then revisited his Close Encounters project and, with financial backing from Columbia Pictures, released Close Encounters: The Special Edition in 1980. For this, Spielberg fixed some of the flaws he thought impeded the original 1977 version of the film and also, at the behest of Columbia, and as a condition of Spielberg revising the film, shot additional footage showing the audience the interior of the mothership seen at the end of the film (a decision Spielberg would later regret as he felt the interior of the mothership should have remained a mystery). Nevertheless, the re-release was a moderate success, while the 2001 DVD release of the film restored the original ending.", "targets": "When did Spielberg re-release Close Encounters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65178e16d2477d8030e03ed1a7d0e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg then revisited his Close Encounters project and, with financial backing from Columbia Pictures, released Close Encounters: The Special Edition in 1980. For this, Spielberg fixed some of the flaws he thought impeded the original 1977 version of the film and also, at the behest of Columbia, and as a condition of Spielberg revising the film, shot additional footage showing the audience the interior of the mothership seen at the end of the film (a decision Spielberg would later regret as he felt the interior of the mothership should have remained a mystery). Nevertheless, the re-release was a moderate success, while the 2001 DVD release of the film restored the original ending.", "targets": "What new footage did Columbia require for a Close Encounters revisit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65178e16d2477d8030e03ed1a7d0e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg then revisited his Close Encounters project and, with financial backing from Columbia Pictures, released Close Encounters: The Special Edition in 1980. For this, Spielberg fixed some of the flaws he thought impeded the original 1977 version of the film and also, at the behest of Columbia, and as a condition of Spielberg revising the film, shot additional footage showing the audience the interior of the mothership seen at the end of the film (a decision Spielberg would later regret as he felt the interior of the mothership should have remained a mystery). Nevertheless, the re-release was a moderate success, while the 2001 DVD release of the film restored the original ending.", "targets": "What was the Close Encounters revisit called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65178e16d2477d8030e03ed1a7d0e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg then revisited his Close Encounters project and, with financial backing from Columbia Pictures, released Close Encounters: The Special Edition in 1980. For this, Spielberg fixed some of the flaws he thought impeded the original 1977 version of the film and also, at the behest of Columbia, and as a condition of Spielberg revising the film, shot additional footage showing the audience the interior of the mothership seen at the end of the film (a decision Spielberg would later regret as he felt the interior of the mothership should have remained a mystery). Nevertheless, the re-release was a moderate success, while the 2001 DVD release of the film restored the original ending.", "targets": "Which studio funded Close Encounters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65178e16d2477d8030e03ed1a7d0e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg then revisited his Close Encounters project and, with financial backing from Columbia Pictures, released Close Encounters: The Special Edition in 1980. For this, Spielberg fixed some of the flaws he thought impeded the original 1977 version of the film and also, at the behest of Columbia, and as a condition of Spielberg revising the film, shot additional footage showing the audience the interior of the mothership seen at the end of the film (a decision Spielberg would later regret as he felt the interior of the mothership should have remained a mystery). Nevertheless, the re-release was a moderate success, while the 2001 DVD release of the film restored the original ending.", "targets": "When did a Close Encounters DVD come out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df0ef71ff8f449658b03b510c8afe875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Torres Garc\u00eda is located in the Old Town, and exhibits Joaqu\u00edn Torres Garc\u00eda's unusual portraits of historical icons and cubist paintings akin to those of Picasso and Braque. The museum was established by Manolita Pi\u00f1a Torres, the widow of Torres Garcia, after his death in 1949. She also set up the Garc\u00eda Torres Foundation, a private non-profit organization that organizes the paintings, drawings, original writings, archives, objects and furniture designed by the painter as well as the photographs, magazines and publications related to him.", "targets": "The Museo Torres Garcia is located where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df0ef71ff8f449658b03b510c8afe875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Torres Garc\u00eda is located in the Old Town, and exhibits Joaqu\u00edn Torres Garc\u00eda's unusual portraits of historical icons and cubist paintings akin to those of Picasso and Braque. The museum was established by Manolita Pi\u00f1a Torres, the widow of Torres Garcia, after his death in 1949. She also set up the Garc\u00eda Torres Foundation, a private non-profit organization that organizes the paintings, drawings, original writings, archives, objects and furniture designed by the painter as well as the photographs, magazines and publications related to him.", "targets": "The Museo Torres Garcia exhibits whose unusual portraits? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df0ef71ff8f449658b03b510c8afe875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Torres Garc\u00eda is located in the Old Town, and exhibits Joaqu\u00edn Torres Garc\u00eda's unusual portraits of historical icons and cubist paintings akin to those of Picasso and Braque. The museum was established by Manolita Pi\u00f1a Torres, the widow of Torres Garcia, after his death in 1949. She also set up the Garc\u00eda Torres Foundation, a private non-profit organization that organizes the paintings, drawings, original writings, archives, objects and furniture designed by the painter as well as the photographs, magazines and publications related to him.", "targets": "Who established The Museo Torres Garcia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df0ef71ff8f449658b03b510c8afe875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Torres Garc\u00eda is located in the Old Town, and exhibits Joaqu\u00edn Torres Garc\u00eda's unusual portraits of historical icons and cubist paintings akin to those of Picasso and Braque. The museum was established by Manolita Pi\u00f1a Torres, the widow of Torres Garcia, after his death in 1949. She also set up the Garc\u00eda Torres Foundation, a private non-profit organization that organizes the paintings, drawings, original writings, archives, objects and furniture designed by the painter as well as the photographs, magazines and publications related to him.", "targets": "Manolita Pina Torres was the widow of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbf43c4d2b542f3b829d70446b78e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan bears varying degrees of similarity to the linguistic varieties subsumed under the cover term Occitan language (see also differences between Occitan and Catalan and Gallo-Romance languages). Thus, as it should be expected from closely related languages, Catalan today shares many traits with other Romance languages.", "targets": "What is Catalan a variety of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbf43c4d2b542f3b829d70446b78e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan bears varying degrees of similarity to the linguistic varieties subsumed under the cover term Occitan language (see also differences between Occitan and Catalan and Gallo-Romance languages). Thus, as it should be expected from closely related languages, Catalan today shares many traits with other Romance languages.", "targets": "What are the degrees of similarity with Occitan and Gallo-Romance languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbf43c4d2b542f3b829d70446b78e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan bears varying degrees of similarity to the linguistic varieties subsumed under the cover term Occitan language (see also differences between Occitan and Catalan and Gallo-Romance languages). Thus, as it should be expected from closely related languages, Catalan today shares many traits with other Romance languages.", "targets": "What are there besides degrees of similarity with Occitan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbf43c4d2b542f3b829d70446b78e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan bears varying degrees of similarity to the linguistic varieties subsumed under the cover term Occitan language (see also differences between Occitan and Catalan and Gallo-Romance languages). Thus, as it should be expected from closely related languages, Catalan today shares many traits with other Romance languages.", "targets": "What does Catalan share with other Romance languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbf43c4d2b542f3b829d70446b78e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan bears varying degrees of similarity to the linguistic varieties subsumed under the cover term Occitan language (see also differences between Occitan and Catalan and Gallo-Romance languages). Thus, as it should be expected from closely related languages, Catalan today shares many traits with other Romance languages.", "targets": "Why does Catalan share many traits with other Romance languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6cc30c6dcfc49a2bcb1426237b69939", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an effort to demonstrate peaceful intentions toward Germany, on 13 April 1941, the Soviets signed a neutrality pact with Axis power Japan. While Stalin had little faith in Japan's commitment to neutrality, he felt that the pact was important for its political symbolism, to reinforce a public affection for Germany. Stalin felt that there was a growing split in German circles about whether Germany should initiate a war with the Soviet Union. Stalin did not know that Hitler had been secretly discussing an invasion of the Soviet Union since summer 1940, and that Hitler had ordered his military in late 1940 to prepare for war in the east regardless of the parties' talks of a potential Soviet entry as a fourth Axis Power.", "targets": "Who was planning an invasion of the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6cc30c6dcfc49a2bcb1426237b69939", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an effort to demonstrate peaceful intentions toward Germany, on 13 April 1941, the Soviets signed a neutrality pact with Axis power Japan. While Stalin had little faith in Japan's commitment to neutrality, he felt that the pact was important for its political symbolism, to reinforce a public affection for Germany. Stalin felt that there was a growing split in German circles about whether Germany should initiate a war with the Soviet Union. Stalin did not know that Hitler had been secretly discussing an invasion of the Soviet Union since summer 1940, and that Hitler had ordered his military in late 1940 to prepare for war in the east regardless of the parties' talks of a potential Soviet entry as a fourth Axis Power.", "targets": "Who did the Soviet Union agree to remain neutral with when they signed a treaty on the 13th of April?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6cc30c6dcfc49a2bcb1426237b69939", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an effort to demonstrate peaceful intentions toward Germany, on 13 April 1941, the Soviets signed a neutrality pact with Axis power Japan. While Stalin had little faith in Japan's commitment to neutrality, he felt that the pact was important for its political symbolism, to reinforce a public affection for Germany. Stalin felt that there was a growing split in German circles about whether Germany should initiate a war with the Soviet Union. Stalin did not know that Hitler had been secretly discussing an invasion of the Soviet Union since summer 1940, and that Hitler had ordered his military in late 1940 to prepare for war in the east regardless of the parties' talks of a potential Soviet entry as a fourth Axis Power.", "targets": "Why did Stalin sign the pact? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa47e854a72c4031b7a21feb464e401a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Indian Buddhism may be divided into five periods: Early Buddhism (occasionally called Pre-sectarian Buddhism), Nikaya Buddhism or Sectarian Buddhism: The period of the Early Buddhist schools, Early Mahayana Buddhism, Later Mahayana Buddhism, and Esoteric Buddhism (also called Vajrayana Buddhism).", "targets": "The periods of Buddhisma in India is divided into how many periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa47e854a72c4031b7a21feb464e401a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Indian Buddhism may be divided into five periods: Early Buddhism (occasionally called Pre-sectarian Buddhism), Nikaya Buddhism or Sectarian Buddhism: The period of the Early Buddhist schools, Early Mahayana Buddhism, Later Mahayana Buddhism, and Esoteric Buddhism (also called Vajrayana Buddhism).", "targets": "What is the first period of Buddhism called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa47e854a72c4031b7a21feb464e401a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Indian Buddhism may be divided into five periods: Early Buddhism (occasionally called Pre-sectarian Buddhism), Nikaya Buddhism or Sectarian Buddhism: The period of the Early Buddhist schools, Early Mahayana Buddhism, Later Mahayana Buddhism, and Esoteric Buddhism (also called Vajrayana Buddhism).", "targets": "What is another name for Nikaya buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa47e854a72c4031b7a21feb464e401a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Indian Buddhism may be divided into five periods: Early Buddhism (occasionally called Pre-sectarian Buddhism), Nikaya Buddhism or Sectarian Buddhism: The period of the Early Buddhist schools, Early Mahayana Buddhism, Later Mahayana Buddhism, and Esoteric Buddhism (also called Vajrayana Buddhism).", "targets": "What is the last period of Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa47e854a72c4031b7a21feb464e401a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Indian Buddhism may be divided into five periods: Early Buddhism (occasionally called Pre-sectarian Buddhism), Nikaya Buddhism or Sectarian Buddhism: The period of the Early Buddhist schools, Early Mahayana Buddhism, Later Mahayana Buddhism, and Esoteric Buddhism (also called Vajrayana Buddhism).", "targets": "What is Esoteric Buddhism also called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d38c142dec4ab1a0eb24a5fd028178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's return to Egypt coincided with Husni al-Za'im's Syrian coup d'\u00e9tat. Its success and evident popular support among the Syrian people encouraged Nasser's revolutionary pursuits. Soon after his return, he was summoned and interrogated by Prime Minister Ibrahim Abdel Hadi regarding suspicions that he was forming a secret group of dissenting officers. According to secondhand reports, Nasser convincingly denied the allegations. Abdel Hadi was also hesitant to take drastic measures against the army, especially in front of its chief of staff, who was present during the interrogation, and subsequently released Nasser. The interrogation pushed Nasser to speed up his group's activities.", "targets": "What people had a coup around the time Nasser returned to Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d38c142dec4ab1a0eb24a5fd028178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's return to Egypt coincided with Husni al-Za'im's Syrian coup d'\u00e9tat. Its success and evident popular support among the Syrian people encouraged Nasser's revolutionary pursuits. Soon after his return, he was summoned and interrogated by Prime Minister Ibrahim Abdel Hadi regarding suspicions that he was forming a secret group of dissenting officers. According to secondhand reports, Nasser convincingly denied the allegations. Abdel Hadi was also hesitant to take drastic measures against the army, especially in front of its chief of staff, who was present during the interrogation, and subsequently released Nasser. The interrogation pushed Nasser to speed up his group's activities.", "targets": "Who questioned Nasser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d38c142dec4ab1a0eb24a5fd028178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's return to Egypt coincided with Husni al-Za'im's Syrian coup d'\u00e9tat. Its success and evident popular support among the Syrian people encouraged Nasser's revolutionary pursuits. Soon after his return, he was summoned and interrogated by Prime Minister Ibrahim Abdel Hadi regarding suspicions that he was forming a secret group of dissenting officers. According to secondhand reports, Nasser convincingly denied the allegations. Abdel Hadi was also hesitant to take drastic measures against the army, especially in front of its chief of staff, who was present during the interrogation, and subsequently released Nasser. The interrogation pushed Nasser to speed up his group's activities.", "targets": "What was Nasser's reaction to the questions he was asked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d38c142dec4ab1a0eb24a5fd028178", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's return to Egypt coincided with Husni al-Za'im's Syrian coup d'\u00e9tat. Its success and evident popular support among the Syrian people encouraged Nasser's revolutionary pursuits. Soon after his return, he was summoned and interrogated by Prime Minister Ibrahim Abdel Hadi regarding suspicions that he was forming a secret group of dissenting officers. According to secondhand reports, Nasser convincingly denied the allegations. Abdel Hadi was also hesitant to take drastic measures against the army, especially in front of its chief of staff, who was present during the interrogation, and subsequently released Nasser. The interrogation pushed Nasser to speed up his group's activities.", "targets": "What did the interrogation provoke Nasser to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea54448bfb642c29bbbfc008d859905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library system of the university is divided between the main library and each of the colleges and schools. The main building is the 14-story Theodore M. Hesburgh Library, completed in 1963, which is the third building to house the main collection of books. The front of the library is adorned with the Word of Life mural designed by artist Millard Sheets. This mural is popularly known as \"Touchdown Jesus\" because of its proximity to Notre Dame Stadium and Jesus' arms appearing to make the signal for a touchdown.", "targets": "How many stories tall is the main library at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea54448bfb642c29bbbfc008d859905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library system of the university is divided between the main library and each of the colleges and schools. The main building is the 14-story Theodore M. Hesburgh Library, completed in 1963, which is the third building to house the main collection of books. The front of the library is adorned with the Word of Life mural designed by artist Millard Sheets. This mural is popularly known as \"Touchdown Jesus\" because of its proximity to Notre Dame Stadium and Jesus' arms appearing to make the signal for a touchdown.", "targets": "What is the name of the main library at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea54448bfb642c29bbbfc008d859905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library system of the university is divided between the main library and each of the colleges and schools. The main building is the 14-story Theodore M. Hesburgh Library, completed in 1963, which is the third building to house the main collection of books. The front of the library is adorned with the Word of Life mural designed by artist Millard Sheets. This mural is popularly known as \"Touchdown Jesus\" because of its proximity to Notre Dame Stadium and Jesus' arms appearing to make the signal for a touchdown.", "targets": "In what year was the Theodore M. Hesburgh Library at Notre Dame finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea54448bfb642c29bbbfc008d859905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library system of the university is divided between the main library and each of the colleges and schools. The main building is the 14-story Theodore M. Hesburgh Library, completed in 1963, which is the third building to house the main collection of books. The front of the library is adorned with the Word of Life mural designed by artist Millard Sheets. This mural is popularly known as \"Touchdown Jesus\" because of its proximity to Notre Dame Stadium and Jesus' arms appearing to make the signal for a touchdown.", "targets": "Which artist created the mural on the Theodore M. Hesburgh Library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ea54448bfb642c29bbbfc008d859905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The library system of the university is divided between the main library and each of the colleges and schools. The main building is the 14-story Theodore M. Hesburgh Library, completed in 1963, which is the third building to house the main collection of books. The front of the library is adorned with the Word of Life mural designed by artist Millard Sheets. This mural is popularly known as \"Touchdown Jesus\" because of its proximity to Notre Dame Stadium and Jesus' arms appearing to make the signal for a touchdown.", "targets": "What is a common name to reference the mural created by Millard Sheets at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c44b0b319c642b88c2f8e81f7504c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Samoans greatly resented New Zealand's colonial rule, and blamed inflation and the catastrophic 1918 flu epidemic on its misrule. By the late 1920s the resistance movement against colonial rule had gathered widespread support. One of the Mau leaders was Olaf Frederick Nelson, a half Samoan and half Swedish merchant. Nelson was eventually exiled during the late 1920s and early 1930s, but he continued to assist the organisation financially and politically. In accordance with the Mau's non-violent philosophy, the newly elected leader, High Chief Tupua Tamasese Lealofi, led his fellow uniformed Mau in a peaceful demonstration in downtown Apia on 28 December 1929.", "targets": "What decade marked the peak of support for opposition to New Zealand's governance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c44b0b319c642b88c2f8e81f7504c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Samoans greatly resented New Zealand's colonial rule, and blamed inflation and the catastrophic 1918 flu epidemic on its misrule. By the late 1920s the resistance movement against colonial rule had gathered widespread support. One of the Mau leaders was Olaf Frederick Nelson, a half Samoan and half Swedish merchant. Nelson was eventually exiled during the late 1920s and early 1930s, but he continued to assist the organisation financially and politically. In accordance with the Mau's non-violent philosophy, the newly elected leader, High Chief Tupua Tamasese Lealofi, led his fellow uniformed Mau in a peaceful demonstration in downtown Apia on 28 December 1929.", "targets": "What was the name of the Mau leader who was of Samoan and Swedish descent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c44b0b319c642b88c2f8e81f7504c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Samoans greatly resented New Zealand's colonial rule, and blamed inflation and the catastrophic 1918 flu epidemic on its misrule. By the late 1920s the resistance movement against colonial rule had gathered widespread support. One of the Mau leaders was Olaf Frederick Nelson, a half Samoan and half Swedish merchant. Nelson was eventually exiled during the late 1920s and early 1930s, but he continued to assist the organisation financially and politically. In accordance with the Mau's non-violent philosophy, the newly elected leader, High Chief Tupua Tamasese Lealofi, led his fellow uniformed Mau in a peaceful demonstration in downtown Apia on 28 December 1929.", "targets": "What philosophy characterized the Mau resistance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c44b0b319c642b88c2f8e81f7504c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Samoans greatly resented New Zealand's colonial rule, and blamed inflation and the catastrophic 1918 flu epidemic on its misrule. By the late 1920s the resistance movement against colonial rule had gathered widespread support. One of the Mau leaders was Olaf Frederick Nelson, a half Samoan and half Swedish merchant. Nelson was eventually exiled during the late 1920s and early 1930s, but he continued to assist the organisation financially and politically. In accordance with the Mau's non-violent philosophy, the newly elected leader, High Chief Tupua Tamasese Lealofi, led his fellow uniformed Mau in a peaceful demonstration in downtown Apia on 28 December 1929.", "targets": "What title was given to the Mau's elected leader, Tupua Tamasese Lealofi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c44b0b319c642b88c2f8e81f7504c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Samoans greatly resented New Zealand's colonial rule, and blamed inflation and the catastrophic 1918 flu epidemic on its misrule. By the late 1920s the resistance movement against colonial rule had gathered widespread support. One of the Mau leaders was Olaf Frederick Nelson, a half Samoan and half Swedish merchant. Nelson was eventually exiled during the late 1920s and early 1930s, but he continued to assist the organisation financially and politically. In accordance with the Mau's non-violent philosophy, the newly elected leader, High Chief Tupua Tamasese Lealofi, led his fellow uniformed Mau in a peaceful demonstration in downtown Apia on 28 December 1929.", "targets": "On what date did the Mau demonstrate on the streets of Apia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0458207b54434ef3956b6a403267f3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Einstein proposed that the laws of physics should be based on the principle of relativity. This principle holds that the rules of physics must be the same for all observers, regardless of the frame of reference that is used, and that light propagates at the same speed in all reference frames. This theory was motivated by Maxwell's equations, which show that electromagnetic waves propagate in a vacuum at the speed of light. However, Maxwell's equations give no indication of what this speed is relative to. Prior to Einstein, it was thought that this speed was relative to a fixed medium, called the luminiferous ether. In contrast, the theory of special relativity postulates that light propagates at the speed of light in all inertial frames, and examines the implications of this postulate.", "targets": "lbert Einstein proposed that the laws of physics should be based on what principle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0458207b54434ef3956b6a403267f3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Einstein proposed that the laws of physics should be based on the principle of relativity. This principle holds that the rules of physics must be the same for all observers, regardless of the frame of reference that is used, and that light propagates at the same speed in all reference frames. This theory was motivated by Maxwell's equations, which show that electromagnetic waves propagate in a vacuum at the speed of light. However, Maxwell's equations give no indication of what this speed is relative to. Prior to Einstein, it was thought that this speed was relative to a fixed medium, called the luminiferous ether. In contrast, the theory of special relativity postulates that light propagates at the speed of light in all inertial frames, and examines the implications of this postulate.", "targets": "The principle of relativity holds that the rules of physics must be the same for who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0458207b54434ef3956b6a403267f3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Einstein proposed that the laws of physics should be based on the principle of relativity. This principle holds that the rules of physics must be the same for all observers, regardless of the frame of reference that is used, and that light propagates at the same speed in all reference frames. This theory was motivated by Maxwell's equations, which show that electromagnetic waves propagate in a vacuum at the speed of light. However, Maxwell's equations give no indication of what this speed is relative to. Prior to Einstein, it was thought that this speed was relative to a fixed medium, called the luminiferous ether. In contrast, the theory of special relativity postulates that light propagates at the speed of light in all inertial frames, and examines the implications of this postulate.", "targets": "In all reference frames, how is the the speed of light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0458207b54434ef3956b6a403267f3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Einstein proposed that the laws of physics should be based on the principle of relativity. This principle holds that the rules of physics must be the same for all observers, regardless of the frame of reference that is used, and that light propagates at the same speed in all reference frames. This theory was motivated by Maxwell's equations, which show that electromagnetic waves propagate in a vacuum at the speed of light. However, Maxwell's equations give no indication of what this speed is relative to. Prior to Einstein, it was thought that this speed was relative to a fixed medium, called the luminiferous ether. In contrast, the theory of special relativity postulates that light propagates at the speed of light in all inertial frames, and examines the implications of this postulate.", "targets": "Einstein's theory was motivated by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0458207b54434ef3956b6a403267f3fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert Einstein proposed that the laws of physics should be based on the principle of relativity. This principle holds that the rules of physics must be the same for all observers, regardless of the frame of reference that is used, and that light propagates at the same speed in all reference frames. This theory was motivated by Maxwell's equations, which show that electromagnetic waves propagate in a vacuum at the speed of light. However, Maxwell's equations give no indication of what this speed is relative to. Prior to Einstein, it was thought that this speed was relative to a fixed medium, called the luminiferous ether. In contrast, the theory of special relativity postulates that light propagates at the speed of light in all inertial frames, and examines the implications of this postulate.", "targets": "Before Einstein, speed was though to be relative to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3005ff5216fa4c81a6a53775d13f43ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first set of subsidiary forts were planned by the Portuguese at Montevideo in 1701 to establish a front line base to stop frequent insurrections by the Spaniards emanating from Buenos Aires. These fortifications were planned within the River Plate estuary at Colonia del Sacramento. However, this plan came to fruition only in November 1723, when Captain Manuel Henriques de Noronha reached the shores of Montevideo with soldiers, guns and colonists on his warship Nossa Senhora de Oliveara. They built a small square fortification. However, under siege from forces from Buenos Aires, the Portuguese withdrew from Montevideo Bay in January 1724, after signing an agreement with the Spaniards.", "targets": "Who planned the first set of subsidiary forts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3005ff5216fa4c81a6a53775d13f43ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first set of subsidiary forts were planned by the Portuguese at Montevideo in 1701 to establish a front line base to stop frequent insurrections by the Spaniards emanating from Buenos Aires. These fortifications were planned within the River Plate estuary at Colonia del Sacramento. However, this plan came to fruition only in November 1723, when Captain Manuel Henriques de Noronha reached the shores of Montevideo with soldiers, guns and colonists on his warship Nossa Senhora de Oliveara. They built a small square fortification. However, under siege from forces from Buenos Aires, the Portuguese withdrew from Montevideo Bay in January 1724, after signing an agreement with the Spaniards.", "targets": "When were the first set of subsidiary forts planned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3005ff5216fa4c81a6a53775d13f43ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first set of subsidiary forts were planned by the Portuguese at Montevideo in 1701 to establish a front line base to stop frequent insurrections by the Spaniards emanating from Buenos Aires. These fortifications were planned within the River Plate estuary at Colonia del Sacramento. However, this plan came to fruition only in November 1723, when Captain Manuel Henriques de Noronha reached the shores of Montevideo with soldiers, guns and colonists on his warship Nossa Senhora de Oliveara. They built a small square fortification. However, under siege from forces from Buenos Aires, the Portuguese withdrew from Montevideo Bay in January 1724, after signing an agreement with the Spaniards.", "targets": "the subsidiary forts were established to stop what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3005ff5216fa4c81a6a53775d13f43ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first set of subsidiary forts were planned by the Portuguese at Montevideo in 1701 to establish a front line base to stop frequent insurrections by the Spaniards emanating from Buenos Aires. These fortifications were planned within the River Plate estuary at Colonia del Sacramento. However, this plan came to fruition only in November 1723, when Captain Manuel Henriques de Noronha reached the shores of Montevideo with soldiers, guns and colonists on his warship Nossa Senhora de Oliveara. They built a small square fortification. However, under siege from forces from Buenos Aires, the Portuguese withdrew from Montevideo Bay in January 1724, after signing an agreement with the Spaniards.", "targets": "Where were the Spaniards emanating from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfa2e67b99874091a887c1214afb86c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extensive and diverse public spending is, in itself, inherently at risk of cronyism, kickbacks, and embezzlement. Complicated regulations and arbitrary, unsupervised official conduct exacerbate the problem. This is one argument for privatization and deregulation. Opponents of privatization see the argument as ideological. The argument that corruption necessarily follows from the opportunity is weakened by the existence of countries with low to non-existent corruption but large public sectors, like the Nordic countries. These countries score high on the Ease of Doing Business Index, due to good and often simple regulations, and have rule of law firmly established. Therefore, due to their lack of corruption in the first place, they can run large public sectors without inducing political corruption. Recent evidence that takes both the size of expenditures and regulatory complexity into account has found that high-income democracies with more expansive state sectors do indeed have higher levels of corruption.", "targets": "Public spending has risks of kickbacks, embezzlement and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfa2e67b99874091a887c1214afb86c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extensive and diverse public spending is, in itself, inherently at risk of cronyism, kickbacks, and embezzlement. Complicated regulations and arbitrary, unsupervised official conduct exacerbate the problem. This is one argument for privatization and deregulation. Opponents of privatization see the argument as ideological. The argument that corruption necessarily follows from the opportunity is weakened by the existence of countries with low to non-existent corruption but large public sectors, like the Nordic countries. These countries score high on the Ease of Doing Business Index, due to good and often simple regulations, and have rule of law firmly established. Therefore, due to their lack of corruption in the first place, they can run large public sectors without inducing political corruption. Recent evidence that takes both the size of expenditures and regulatory complexity into account has found that high-income democracies with more expansive state sectors do indeed have higher levels of corruption.", "targets": "What type of regulations make corruption worse for public spending?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfa2e67b99874091a887c1214afb86c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extensive and diverse public spending is, in itself, inherently at risk of cronyism, kickbacks, and embezzlement. Complicated regulations and arbitrary, unsupervised official conduct exacerbate the problem. This is one argument for privatization and deregulation. Opponents of privatization see the argument as ideological. The argument that corruption necessarily follows from the opportunity is weakened by the existence of countries with low to non-existent corruption but large public sectors, like the Nordic countries. These countries score high on the Ease of Doing Business Index, due to good and often simple regulations, and have rule of law firmly established. Therefore, due to their lack of corruption in the first place, they can run large public sectors without inducing political corruption. Recent evidence that takes both the size of expenditures and regulatory complexity into account has found that high-income democracies with more expansive state sectors do indeed have higher levels of corruption.", "targets": "The potential for corruption in public spending are one of the arguments that favor what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfa2e67b99874091a887c1214afb86c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extensive and diverse public spending is, in itself, inherently at risk of cronyism, kickbacks, and embezzlement. Complicated regulations and arbitrary, unsupervised official conduct exacerbate the problem. This is one argument for privatization and deregulation. Opponents of privatization see the argument as ideological. The argument that corruption necessarily follows from the opportunity is weakened by the existence of countries with low to non-existent corruption but large public sectors, like the Nordic countries. These countries score high on the Ease of Doing Business Index, due to good and often simple regulations, and have rule of law firmly established. Therefore, due to their lack of corruption in the first place, they can run large public sectors without inducing political corruption. Recent evidence that takes both the size of expenditures and regulatory complexity into account has found that high-income democracies with more expansive state sectors do indeed have higher levels of corruption.", "targets": "What countries have big public sectors but low corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfa2e67b99874091a887c1214afb86c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extensive and diverse public spending is, in itself, inherently at risk of cronyism, kickbacks, and embezzlement. Complicated regulations and arbitrary, unsupervised official conduct exacerbate the problem. This is one argument for privatization and deregulation. Opponents of privatization see the argument as ideological. The argument that corruption necessarily follows from the opportunity is weakened by the existence of countries with low to non-existent corruption but large public sectors, like the Nordic countries. These countries score high on the Ease of Doing Business Index, due to good and often simple regulations, and have rule of law firmly established. Therefore, due to their lack of corruption in the first place, they can run large public sectors without inducing political corruption. Recent evidence that takes both the size of expenditures and regulatory complexity into account has found that high-income democracies with more expansive state sectors do indeed have higher levels of corruption.", "targets": "What do the low corruption countries have solidly established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d998ccedf229400fac34bf1b198f00ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A Theatre & Performance galleries, formerly the Theatre Museum, opened in March 2009. The collections are stored by the V&A, and are available for research, exhibitions and other shows. They hold the UK's biggest national collection of material about live performance in the UK since Shakespeare's day, covering drama, dance, musical theatre, circus, music hall, rock and pop, and most other forms of live entertainment. Types of items displayed include costumes, set models, wigs, prompt books, and posters.", "targets": "What is the former name of the V&A Theatre & Performance galleries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d998ccedf229400fac34bf1b198f00ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A Theatre & Performance galleries, formerly the Theatre Museum, opened in March 2009. The collections are stored by the V&A, and are available for research, exhibitions and other shows. They hold the UK's biggest national collection of material about live performance in the UK since Shakespeare's day, covering drama, dance, musical theatre, circus, music hall, rock and pop, and most other forms of live entertainment. Types of items displayed include costumes, set models, wigs, prompt books, and posters.", "targets": "In which year did the V&A Theatre & Performance galleries open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d998ccedf229400fac34bf1b198f00ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A Theatre & Performance galleries, formerly the Theatre Museum, opened in March 2009. The collections are stored by the V&A, and are available for research, exhibitions and other shows. They hold the UK's biggest national collection of material about live performance in the UK since Shakespeare's day, covering drama, dance, musical theatre, circus, music hall, rock and pop, and most other forms of live entertainment. Types of items displayed include costumes, set models, wigs, prompt books, and posters.", "targets": "What collection does the V&A Theatre & Performance galleries hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d998ccedf229400fac34bf1b198f00ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A Theatre & Performance galleries, formerly the Theatre Museum, opened in March 2009. The collections are stored by the V&A, and are available for research, exhibitions and other shows. They hold the UK's biggest national collection of material about live performance in the UK since Shakespeare's day, covering drama, dance, musical theatre, circus, music hall, rock and pop, and most other forms of live entertainment. Types of items displayed include costumes, set models, wigs, prompt books, and posters.", "targets": "The theatre collection starts from the time of which famous Elizabethan playwright?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d998ccedf229400fac34bf1b198f00ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The V&A Theatre & Performance galleries, formerly the Theatre Museum, opened in March 2009. The collections are stored by the V&A, and are available for research, exhibitions and other shows. They hold the UK's biggest national collection of material about live performance in the UK since Shakespeare's day, covering drama, dance, musical theatre, circus, music hall, rock and pop, and most other forms of live entertainment. Types of items displayed include costumes, set models, wigs, prompt books, and posters.", "targets": "The material in the V&A theatre collection is available for which use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e69065f5474b0aa7ef57201c3d74c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many mechanical aids to calculation and measurement were constructed for astronomical and navigation use. The planisphere was a star chart invented by Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b in the early 11th century. The astrolabe was invented in the Hellenistic world in either the 1st or 2nd centuries BC and is often attributed to Hipparchus. A combination of the planisphere and dioptra, the astrolabe was effectively an analog computer capable of working out several different kinds of problems in spherical astronomy. An astrolabe incorporating a mechanical calendar computer and gear-wheels was invented by Abi Bakr of Isfahan, Persia in 1235. Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b invented the first mechanical geared lunisolar calendar astrolabe, an early fixed-wired knowledge processing machine with a gear train and gear-wheels, circa 1000 AD.", "targets": "Who invented the planisphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e69065f5474b0aa7ef57201c3d74c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many mechanical aids to calculation and measurement were constructed for astronomical and navigation use. The planisphere was a star chart invented by Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b in the early 11th century. The astrolabe was invented in the Hellenistic world in either the 1st or 2nd centuries BC and is often attributed to Hipparchus. A combination of the planisphere and dioptra, the astrolabe was effectively an analog computer capable of working out several different kinds of problems in spherical astronomy. An astrolabe incorporating a mechanical calendar computer and gear-wheels was invented by Abi Bakr of Isfahan, Persia in 1235. Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b invented the first mechanical geared lunisolar calendar astrolabe, an early fixed-wired knowledge processing machine with a gear train and gear-wheels, circa 1000 AD.", "targets": "Who is thought to have invented the astrolabe in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e69065f5474b0aa7ef57201c3d74c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many mechanical aids to calculation and measurement were constructed for astronomical and navigation use. The planisphere was a star chart invented by Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b in the early 11th century. The astrolabe was invented in the Hellenistic world in either the 1st or 2nd centuries BC and is often attributed to Hipparchus. A combination of the planisphere and dioptra, the astrolabe was effectively an analog computer capable of working out several different kinds of problems in spherical astronomy. An astrolabe incorporating a mechanical calendar computer and gear-wheels was invented by Abi Bakr of Isfahan, Persia in 1235. Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b invented the first mechanical geared lunisolar calendar astrolabe, an early fixed-wired knowledge processing machine with a gear train and gear-wheels, circa 1000 AD.", "targets": "The astrolabe was a combination of what two devices in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e69065f5474b0aa7ef57201c3d74c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many mechanical aids to calculation and measurement were constructed for astronomical and navigation use. The planisphere was a star chart invented by Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b in the early 11th century. The astrolabe was invented in the Hellenistic world in either the 1st or 2nd centuries BC and is often attributed to Hipparchus. A combination of the planisphere and dioptra, the astrolabe was effectively an analog computer capable of working out several different kinds of problems in spherical astronomy. An astrolabe incorporating a mechanical calendar computer and gear-wheels was invented by Abi Bakr of Isfahan, Persia in 1235. Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b invented the first mechanical geared lunisolar calendar astrolabe, an early fixed-wired knowledge processing machine with a gear train and gear-wheels, circa 1000 AD.", "targets": "The first astrolabe with gear-wheels was invented when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e69065f5474b0aa7ef57201c3d74c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many mechanical aids to calculation and measurement were constructed for astronomical and navigation use. The planisphere was a star chart invented by Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b in the early 11th century. The astrolabe was invented in the Hellenistic world in either the 1st or 2nd centuries BC and is often attributed to Hipparchus. A combination of the planisphere and dioptra, the astrolabe was effectively an analog computer capable of working out several different kinds of problems in spherical astronomy. An astrolabe incorporating a mechanical calendar computer and gear-wheels was invented by Abi Bakr of Isfahan, Persia in 1235. Ab\u016b Rayh\u0101n al-B\u012br\u016bn\u012b invented the first mechanical geared lunisolar calendar astrolabe, an early fixed-wired knowledge processing machine with a gear train and gear-wheels, circa 1000 AD.", "targets": "The first astrolabe with a mechanical calendar was invented where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f917b2f94c6f41739b29dd83bea76454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are both practical and theoretical difficulties in determining h. The practical difficulties can be illustrated by the fact that the two most accurate methods, the watt balance and the X-ray crystal density method, do not appear to agree with one another. The most likely reason is that the measurement uncertainty for one (or both) of the methods has been estimated too low \u2013 it is (or they are) not as precise as is currently believed \u2013 but for the time being there is no indication which method is at fault.", "targets": "What is a main practical difficulty in determining n?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f917b2f94c6f41739b29dd83bea76454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are both practical and theoretical difficulties in determining h. The practical difficulties can be illustrated by the fact that the two most accurate methods, the watt balance and the X-ray crystal density method, do not appear to agree with one another. The most likely reason is that the measurement uncertainty for one (or both) of the methods has been estimated too low \u2013 it is (or they are) not as precise as is currently believed \u2013 but for the time being there is no indication which method is at fault.", "targets": "Why does this difficulty occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f917b2f94c6f41739b29dd83bea76454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are both practical and theoretical difficulties in determining h. The practical difficulties can be illustrated by the fact that the two most accurate methods, the watt balance and the X-ray crystal density method, do not appear to agree with one another. The most likely reason is that the measurement uncertainty for one (or both) of the methods has been estimated too low \u2013 it is (or they are) not as precise as is currently believed \u2013 but for the time being there is no indication which method is at fault.", "targets": "Which method is at fault or the discrepancy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbded50b15b44de9c6067a67e6c6f48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federally, Boston is split between two congressional districts. The northern three-fourths of the city is in the 7th district, represented by Mike Capuano since 1998. The southern fourth is in the 8th district, represented by Stephen Lynch. Both are Democrats; a Republican has not represented a significant portion of Boston in over a century. The state's senior member of the United States Senate is Democrat Elizabeth Warren, first elected in 2012. The state's junior member of the United States Senate is Democrat Ed Markey, who was elected in 2013 to succeed John Kerry after Kerry's appointment and confirmation as the United States Secretary of State.", "targets": "Boston is split between how many congressional districts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbded50b15b44de9c6067a67e6c6f48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federally, Boston is split between two congressional districts. The northern three-fourths of the city is in the 7th district, represented by Mike Capuano since 1998. The southern fourth is in the 8th district, represented by Stephen Lynch. Both are Democrats; a Republican has not represented a significant portion of Boston in over a century. The state's senior member of the United States Senate is Democrat Elizabeth Warren, first elected in 2012. The state's junior member of the United States Senate is Democrat Ed Markey, who was elected in 2013 to succeed John Kerry after Kerry's appointment and confirmation as the United States Secretary of State.", "targets": "What district is the North 3/4 of the city located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbded50b15b44de9c6067a67e6c6f48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federally, Boston is split between two congressional districts. The northern three-fourths of the city is in the 7th district, represented by Mike Capuano since 1998. The southern fourth is in the 8th district, represented by Stephen Lynch. Both are Democrats; a Republican has not represented a significant portion of Boston in over a century. The state's senior member of the United States Senate is Democrat Elizabeth Warren, first elected in 2012. The state's junior member of the United States Senate is Democrat Ed Markey, who was elected in 2013 to succeed John Kerry after Kerry's appointment and confirmation as the United States Secretary of State.", "targets": "Who represents the 7th district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbded50b15b44de9c6067a67e6c6f48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federally, Boston is split between two congressional districts. The northern three-fourths of the city is in the 7th district, represented by Mike Capuano since 1998. The southern fourth is in the 8th district, represented by Stephen Lynch. Both are Democrats; a Republican has not represented a significant portion of Boston in over a century. The state's senior member of the United States Senate is Democrat Elizabeth Warren, first elected in 2012. The state's junior member of the United States Senate is Democrat Ed Markey, who was elected in 2013 to succeed John Kerry after Kerry's appointment and confirmation as the United States Secretary of State.", "targets": "What year was Capuano elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbded50b15b44de9c6067a67e6c6f48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federally, Boston is split between two congressional districts. The northern three-fourths of the city is in the 7th district, represented by Mike Capuano since 1998. The southern fourth is in the 8th district, represented by Stephen Lynch. Both are Democrats; a Republican has not represented a significant portion of Boston in over a century. The state's senior member of the United States Senate is Democrat Elizabeth Warren, first elected in 2012. The state's junior member of the United States Senate is Democrat Ed Markey, who was elected in 2013 to succeed John Kerry after Kerry's appointment and confirmation as the United States Secretary of State.", "targets": "What district is the South fourth of Boston located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19e72b9400434467a19d83c8957c6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a sizable Jewish population with an estimated 25,000 Jews within the city and 227,000 within the Boston metro area; the number of congregations in Boston is estimated at 22. The adjacent communities of Brookline and Newton are both approximately one-third Jewish.", "targets": "How many Jewish people live in the City of Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19e72b9400434467a19d83c8957c6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a sizable Jewish population with an estimated 25,000 Jews within the city and 227,000 within the Boston metro area; the number of congregations in Boston is estimated at 22. The adjacent communities of Brookline and Newton are both approximately one-third Jewish.", "targets": "How many Jewish people live in the Boston Metro area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19e72b9400434467a19d83c8957c6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a sizable Jewish population with an estimated 25,000 Jews within the city and 227,000 within the Boston metro area; the number of congregations in Boston is estimated at 22. The adjacent communities of Brookline and Newton are both approximately one-third Jewish.", "targets": "What is the total number of congregations in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19e72b9400434467a19d83c8957c6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a sizable Jewish population with an estimated 25,000 Jews within the city and 227,000 within the Boston metro area; the number of congregations in Boston is estimated at 22. The adjacent communities of Brookline and Newton are both approximately one-third Jewish.", "targets": "What adjascent communities also hold a high Jewish population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19e72b9400434467a19d83c8957c6761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a sizable Jewish population with an estimated 25,000 Jews within the city and 227,000 within the Boston metro area; the number of congregations in Boston is estimated at 22. The adjacent communities of Brookline and Newton are both approximately one-third Jewish.", "targets": "What is the estimated percentage of the population of Brookline and newton that are jewish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6069087ff8fe421286bac368e95fb961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central, Western, and Balearic differ in the lexical incidence of stressed /e/ and /\u025b/. Usually, words with /\u025b/ in Central Catalan correspond to /\u0259/ in Balearic and /e/ in Western Catalan. Words with /e/ in Balearic almost always have /e/ in Central and Western Catalan as well.[vague] As a result, Central Catalan has a much higher incidence of /e/.", "targets": "What form has the same /e/ as Central and Western?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6069087ff8fe421286bac368e95fb961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central, Western, and Balearic differ in the lexical incidence of stressed /e/ and /\u025b/. Usually, words with /\u025b/ in Central Catalan correspond to /\u0259/ in Balearic and /e/ in Western Catalan. Words with /e/ in Balearic almost always have /e/ in Central and Western Catalan as well.[vague] As a result, Central Catalan has a much higher incidence of /e/.", "targets": "What vowel does Central have a larger occurrence of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6069087ff8fe421286bac368e95fb961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central, Western, and Balearic differ in the lexical incidence of stressed /e/ and /\u025b/. Usually, words with /\u025b/ in Central Catalan correspond to /\u0259/ in Balearic and /e/ in Western Catalan. Words with /e/ in Balearic almost always have /e/ in Central and Western Catalan as well.[vague] As a result, Central Catalan has a much higher incidence of /e/.", "targets": "What is the result of /e/ being the same in Central,  Western and Belearic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb277c5e1de54291a727410e481de659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing organization of provinces was based on the fifteen administrative units set up by the Ming dynasty, later made into eighteen provinces by splitting for example, Huguang into Hubei and Hunan provinces. The provincial bureaucracy continued the Yuan and Ming practice of three parallel lines, civil, military, and censorate, or surveillance. Each province was administered by a governor (\u5de1\u64ab, xunfu) and a provincial military commander (\u63d0\u7763, tidu). Below the province were prefectures (\u5e9c, fu) operating under a prefect (\u77e5\u5e9c, zh\u012bf\u01d4), followed by subprefectures under a subprefect. The lowest unit was the county, overseen by a county magistrate. The eighteen provinces are also known as \"China proper\". The position of viceroy or governor-general (\u7e3d\u7763, zongdu) was the highest rank in the provincial administration. There were eight regional viceroys in China proper, each usually took charge of two or three provinces. The Viceroy of Zhili, who was responsible for the area surrounding the capital Beijing, is usually considered as the most honorable and powerful viceroy among the eight.", "targets": "What two provinces were formed from Huguang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb277c5e1de54291a727410e481de659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing organization of provinces was based on the fifteen administrative units set up by the Ming dynasty, later made into eighteen provinces by splitting for example, Huguang into Hubei and Hunan provinces. The provincial bureaucracy continued the Yuan and Ming practice of three parallel lines, civil, military, and censorate, or surveillance. Each province was administered by a governor (\u5de1\u64ab, xunfu) and a provincial military commander (\u63d0\u7763, tidu). Below the province were prefectures (\u5e9c, fu) operating under a prefect (\u77e5\u5e9c, zh\u012bf\u01d4), followed by subprefectures under a subprefect. The lowest unit was the county, overseen by a county magistrate. The eighteen provinces are also known as \"China proper\". The position of viceroy or governor-general (\u7e3d\u7763, zongdu) was the highest rank in the provincial administration. There were eight regional viceroys in China proper, each usually took charge of two or three provinces. The Viceroy of Zhili, who was responsible for the area surrounding the capital Beijing, is usually considered as the most honorable and powerful viceroy among the eight.", "targets": "What was the name of the highest ranking official in a province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb277c5e1de54291a727410e481de659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing organization of provinces was based on the fifteen administrative units set up by the Ming dynasty, later made into eighteen provinces by splitting for example, Huguang into Hubei and Hunan provinces. The provincial bureaucracy continued the Yuan and Ming practice of three parallel lines, civil, military, and censorate, or surveillance. Each province was administered by a governor (\u5de1\u64ab, xunfu) and a provincial military commander (\u63d0\u7763, tidu). Below the province were prefectures (\u5e9c, fu) operating under a prefect (\u77e5\u5e9c, zh\u012bf\u01d4), followed by subprefectures under a subprefect. The lowest unit was the county, overseen by a county magistrate. The eighteen provinces are also known as \"China proper\". The position of viceroy or governor-general (\u7e3d\u7763, zongdu) was the highest rank in the provincial administration. There were eight regional viceroys in China proper, each usually took charge of two or three provinces. The Viceroy of Zhili, who was responsible for the area surrounding the capital Beijing, is usually considered as the most honorable and powerful viceroy among the eight.", "targets": "What were provinces broken up into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb277c5e1de54291a727410e481de659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing organization of provinces was based on the fifteen administrative units set up by the Ming dynasty, later made into eighteen provinces by splitting for example, Huguang into Hubei and Hunan provinces. The provincial bureaucracy continued the Yuan and Ming practice of three parallel lines, civil, military, and censorate, or surveillance. Each province was administered by a governor (\u5de1\u64ab, xunfu) and a provincial military commander (\u63d0\u7763, tidu). Below the province were prefectures (\u5e9c, fu) operating under a prefect (\u77e5\u5e9c, zh\u012bf\u01d4), followed by subprefectures under a subprefect. The lowest unit was the county, overseen by a county magistrate. The eighteen provinces are also known as \"China proper\". The position of viceroy or governor-general (\u7e3d\u7763, zongdu) was the highest rank in the provincial administration. There were eight regional viceroys in China proper, each usually took charge of two or three provinces. The Viceroy of Zhili, who was responsible for the area surrounding the capital Beijing, is usually considered as the most honorable and powerful viceroy among the eight.", "targets": "What is another name for the main 18 provinces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb277c5e1de54291a727410e481de659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing organization of provinces was based on the fifteen administrative units set up by the Ming dynasty, later made into eighteen provinces by splitting for example, Huguang into Hubei and Hunan provinces. The provincial bureaucracy continued the Yuan and Ming practice of three parallel lines, civil, military, and censorate, or surveillance. Each province was administered by a governor (\u5de1\u64ab, xunfu) and a provincial military commander (\u63d0\u7763, tidu). Below the province were prefectures (\u5e9c, fu) operating under a prefect (\u77e5\u5e9c, zh\u012bf\u01d4), followed by subprefectures under a subprefect. The lowest unit was the county, overseen by a county magistrate. The eighteen provinces are also known as \"China proper\". The position of viceroy or governor-general (\u7e3d\u7763, zongdu) was the highest rank in the provincial administration. There were eight regional viceroys in China proper, each usually took charge of two or three provinces. The Viceroy of Zhili, who was responsible for the area surrounding the capital Beijing, is usually considered as the most honorable and powerful viceroy among the eight.", "targets": "How many viceroys were there in China Proper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c0617f66dab49e7962c0257df688f5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own detailed account, presented to the American Association for the Advancement of Science in 1882, differs in several particulars from most of the many and varied versions now in circulation, most notably by concluding that extraneous metal was not to blame for failure to locate the bullet. Perplexed by the peculiar results he had obtained during an examination of Garfield, Bell \"...proceeded to the Executive Mansion the next morning...to ascertain from the surgeons whether they were perfectly sure that all metal had been removed from the neighborhood of the bed. It was then recollected that underneath the horse-hair mattress on which the President lay was another mattress composed of steel wires. Upon obtaining a duplicate, the mattress was found to consist of a sort of net of woven steel wires, with large meshes. The extent of the [area that produced a response from the detector] having been so small, as compared with the area of the bed, it seemed reasonable to conclude that the steel mattress had produced no detrimental effect.\" In a footnote, Bell adds that \"The death of President Garfield and the subsequent post-mortem examination, however, proved that the bullet was at too great a distance from the surface to have affected our apparatus.\"", "targets": "Bell gave his story about trying to find the bullet to the American Association for the Advancement of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c0617f66dab49e7962c0257df688f5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own detailed account, presented to the American Association for the Advancement of Science in 1882, differs in several particulars from most of the many and varied versions now in circulation, most notably by concluding that extraneous metal was not to blame for failure to locate the bullet. Perplexed by the peculiar results he had obtained during an examination of Garfield, Bell \"...proceeded to the Executive Mansion the next morning...to ascertain from the surgeons whether they were perfectly sure that all metal had been removed from the neighborhood of the bed. It was then recollected that underneath the horse-hair mattress on which the President lay was another mattress composed of steel wires. Upon obtaining a duplicate, the mattress was found to consist of a sort of net of woven steel wires, with large meshes. The extent of the [area that produced a response from the detector] having been so small, as compared with the area of the bed, it seemed reasonable to conclude that the steel mattress had produced no detrimental effect.\" In a footnote, Bell adds that \"The death of President Garfield and the subsequent post-mortem examination, however, proved that the bullet was at too great a distance from the surface to have affected our apparatus.\"", "targets": "Where did Bell go the day after trying to find the bullet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c0617f66dab49e7962c0257df688f5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own detailed account, presented to the American Association for the Advancement of Science in 1882, differs in several particulars from most of the many and varied versions now in circulation, most notably by concluding that extraneous metal was not to blame for failure to locate the bullet. Perplexed by the peculiar results he had obtained during an examination of Garfield, Bell \"...proceeded to the Executive Mansion the next morning...to ascertain from the surgeons whether they were perfectly sure that all metal had been removed from the neighborhood of the bed. It was then recollected that underneath the horse-hair mattress on which the President lay was another mattress composed of steel wires. Upon obtaining a duplicate, the mattress was found to consist of a sort of net of woven steel wires, with large meshes. The extent of the [area that produced a response from the detector] having been so small, as compared with the area of the bed, it seemed reasonable to conclude that the steel mattress had produced no detrimental effect.\" In a footnote, Bell adds that \"The death of President Garfield and the subsequent post-mortem examination, however, proved that the bullet was at too great a distance from the surface to have affected our apparatus.\"", "targets": "What kind of mattress was the President directly on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c0617f66dab49e7962c0257df688f5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's own detailed account, presented to the American Association for the Advancement of Science in 1882, differs in several particulars from most of the many and varied versions now in circulation, most notably by concluding that extraneous metal was not to blame for failure to locate the bullet. Perplexed by the peculiar results he had obtained during an examination of Garfield, Bell \"...proceeded to the Executive Mansion the next morning...to ascertain from the surgeons whether they were perfectly sure that all metal had been removed from the neighborhood of the bed. It was then recollected that underneath the horse-hair mattress on which the President lay was another mattress composed of steel wires. Upon obtaining a duplicate, the mattress was found to consist of a sort of net of woven steel wires, with large meshes. The extent of the [area that produced a response from the detector] having been so small, as compared with the area of the bed, it seemed reasonable to conclude that the steel mattress had produced no detrimental effect.\" In a footnote, Bell adds that \"The death of President Garfield and the subsequent post-mortem examination, however, proved that the bullet was at too great a distance from the surface to have affected our apparatus.\"", "targets": "Where did Bell indicate that the bullet was too deep for his machine to register?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14f03ef9de2b4bfd9f3d2d0014b6d67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century English art critic, John Ruskin, in his Seven Lamps of Architecture, published 1849, was much narrower in his view of what constituted architecture. Architecture was the \"art which so disposes and adorns the edifices raised by men ... that the sight of them\" contributes \"to his mental health, power, and pleasure\".", "targets": "Who wrote Seven Lamps of Architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14f03ef9de2b4bfd9f3d2d0014b6d67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century English art critic, John Ruskin, in his Seven Lamps of Architecture, published 1849, was much narrower in his view of what constituted architecture. Architecture was the \"art which so disposes and adorns the edifices raised by men ... that the sight of them\" contributes \"to his mental health, power, and pleasure\".", "targets": "Who was the author of Seven Lamps of Architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14f03ef9de2b4bfd9f3d2d0014b6d67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century English art critic, John Ruskin, in his Seven Lamps of Architecture, published 1849, was much narrower in his view of what constituted architecture. Architecture was the \"art which so disposes and adorns the edifices raised by men ... that the sight of them\" contributes \"to his mental health, power, and pleasure\".", "targets": "What was Ruskin's career? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14f03ef9de2b4bfd9f3d2d0014b6d67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century English art critic, John Ruskin, in his Seven Lamps of Architecture, published 1849, was much narrower in his view of what constituted architecture. Architecture was the \"art which so disposes and adorns the edifices raised by men ... that the sight of them\" contributes \"to his mental health, power, and pleasure\".", "targets": "When was  Seven Lamps of Architecture published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14f03ef9de2b4bfd9f3d2d0014b6d67c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century English art critic, John Ruskin, in his Seven Lamps of Architecture, published 1849, was much narrower in his view of what constituted architecture. Architecture was the \"art which so disposes and adorns the edifices raised by men ... that the sight of them\" contributes \"to his mental health, power, and pleasure\".", "targets": "What, according to Ruskin, should looking at architecture contribute to its viewer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a81e1cf70a4e0181aaf962deebdb03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical India refers to the period when much of the Indian subcontinent was reunited under the Gupta Empire (c. 320\u2013550 CE). This period has been called the Golden Age of India and was marked by extensive achievements in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion, and philosophy that crystallized the elements of what is generally known as Hindu culture. The Hindu-Arabic numerals, a positional numeral system, originated in India and was later transmitted to the West through the Arabs. Early Hindu numerals had only nine symbols, until 600 to 800 CE, when a symbol for zero was developed for the numeral system. The peace and prosperity created under leadership of Guptas enabled the pursuit of scientific and artistic endeavors in India.", "targets": "By what is India under the Gupta Empire referered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a81e1cf70a4e0181aaf962deebdb03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical India refers to the period when much of the Indian subcontinent was reunited under the Gupta Empire (c. 320\u2013550 CE). This period has been called the Golden Age of India and was marked by extensive achievements in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion, and philosophy that crystallized the elements of what is generally known as Hindu culture. The Hindu-Arabic numerals, a positional numeral system, originated in India and was later transmitted to the West through the Arabs. Early Hindu numerals had only nine symbols, until 600 to 800 CE, when a symbol for zero was developed for the numeral system. The peace and prosperity created under leadership of Guptas enabled the pursuit of scientific and artistic endeavors in India.", "targets": "What was the time span of the Gupta Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a81e1cf70a4e0181aaf962deebdb03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical India refers to the period when much of the Indian subcontinent was reunited under the Gupta Empire (c. 320\u2013550 CE). This period has been called the Golden Age of India and was marked by extensive achievements in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion, and philosophy that crystallized the elements of what is generally known as Hindu culture. The Hindu-Arabic numerals, a positional numeral system, originated in India and was later transmitted to the West through the Arabs. Early Hindu numerals had only nine symbols, until 600 to 800 CE, when a symbol for zero was developed for the numeral system. The peace and prosperity created under leadership of Guptas enabled the pursuit of scientific and artistic endeavors in India.", "targets": "What is the period of the Gupta Empire called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a81e1cf70a4e0181aaf962deebdb03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical India refers to the period when much of the Indian subcontinent was reunited under the Gupta Empire (c. 320\u2013550 CE). This period has been called the Golden Age of India and was marked by extensive achievements in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion, and philosophy that crystallized the elements of what is generally known as Hindu culture. The Hindu-Arabic numerals, a positional numeral system, originated in India and was later transmitted to the West through the Arabs. Early Hindu numerals had only nine symbols, until 600 to 800 CE, when a symbol for zero was developed for the numeral system. The peace and prosperity created under leadership of Guptas enabled the pursuit of scientific and artistic endeavors in India.", "targets": "What philosophy  formed at the time of the Gupta Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a81e1cf70a4e0181aaf962deebdb03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical India refers to the period when much of the Indian subcontinent was reunited under the Gupta Empire (c. 320\u2013550 CE). This period has been called the Golden Age of India and was marked by extensive achievements in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion, and philosophy that crystallized the elements of what is generally known as Hindu culture. The Hindu-Arabic numerals, a positional numeral system, originated in India and was later transmitted to the West through the Arabs. Early Hindu numerals had only nine symbols, until 600 to 800 CE, when a symbol for zero was developed for the numeral system. The peace and prosperity created under leadership of Guptas enabled the pursuit of scientific and artistic endeavors in India.", "targets": "What numeral system originated in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa5bac1e1b2c4d659c40e1fa61e31798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps (/\u00e6lps/; Italian: Alpi [\u02c8alpi]; French: Alpes [alp]; German: Alpen [\u02c8\u0294alpm\u0329]; Slovene: Alpe [\u02c8\u00e1\u02d0lp\u025b]) are the highest and most extensive mountain range system that lies entirely in Europe, stretching approximately 1,200 kilometres (750 mi) across eight Alpine countries: Austria, France, Germany, Italy, Liechtenstein, Monaco, Slovenia, and Switzerland. The Caucasus Mountains are higher, and the Urals longer, but both lie partly in Asia. The mountains were formed over tens of millions of years as the African and Eurasian tectonic plates collided. Extreme shortening caused by the event resulted in marine sedimentary rocks rising by thrusting and folding into high mountain peaks such as Mont Blanc and the Matterhorn. Mont Blanc spans the French\u2013Italian border, and at 4,810 m (15,781 ft) is the highest mountain in the Alps. The Alpine region area contains about a hundred peaks higher than 4,000 m (13,123 ft), known as the \"four-thousanders\".", "targets": "What Country are the Alps located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa5bac1e1b2c4d659c40e1fa61e31798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps (/\u00e6lps/; Italian: Alpi [\u02c8alpi]; French: Alpes [alp]; German: Alpen [\u02c8\u0294alpm\u0329]; Slovene: Alpe [\u02c8\u00e1\u02d0lp\u025b]) are the highest and most extensive mountain range system that lies entirely in Europe, stretching approximately 1,200 kilometres (750 mi) across eight Alpine countries: Austria, France, Germany, Italy, Liechtenstein, Monaco, Slovenia, and Switzerland. The Caucasus Mountains are higher, and the Urals longer, but both lie partly in Asia. The mountains were formed over tens of millions of years as the African and Eurasian tectonic plates collided. Extreme shortening caused by the event resulted in marine sedimentary rocks rising by thrusting and folding into high mountain peaks such as Mont Blanc and the Matterhorn. Mont Blanc spans the French\u2013Italian border, and at 4,810 m (15,781 ft) is the highest mountain in the Alps. The Alpine region area contains about a hundred peaks higher than 4,000 m (13,123 ft), known as the \"four-thousanders\".", "targets": "How many kilometres do the Alps stretch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa5bac1e1b2c4d659c40e1fa61e31798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps (/\u00e6lps/; Italian: Alpi [\u02c8alpi]; French: Alpes [alp]; German: Alpen [\u02c8\u0294alpm\u0329]; Slovene: Alpe [\u02c8\u00e1\u02d0lp\u025b]) are the highest and most extensive mountain range system that lies entirely in Europe, stretching approximately 1,200 kilometres (750 mi) across eight Alpine countries: Austria, France, Germany, Italy, Liechtenstein, Monaco, Slovenia, and Switzerland. The Caucasus Mountains are higher, and the Urals longer, but both lie partly in Asia. The mountains were formed over tens of millions of years as the African and Eurasian tectonic plates collided. Extreme shortening caused by the event resulted in marine sedimentary rocks rising by thrusting and folding into high mountain peaks such as Mont Blanc and the Matterhorn. Mont Blanc spans the French\u2013Italian border, and at 4,810 m (15,781 ft) is the highest mountain in the Alps. The Alpine region area contains about a hundred peaks higher than 4,000 m (13,123 ft), known as the \"four-thousanders\".", "targets": "How long has it taken for the Alps to form? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa5bac1e1b2c4d659c40e1fa61e31798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps (/\u00e6lps/; Italian: Alpi [\u02c8alpi]; French: Alpes [alp]; German: Alpen [\u02c8\u0294alpm\u0329]; Slovene: Alpe [\u02c8\u00e1\u02d0lp\u025b]) are the highest and most extensive mountain range system that lies entirely in Europe, stretching approximately 1,200 kilometres (750 mi) across eight Alpine countries: Austria, France, Germany, Italy, Liechtenstein, Monaco, Slovenia, and Switzerland. The Caucasus Mountains are higher, and the Urals longer, but both lie partly in Asia. The mountains were formed over tens of millions of years as the African and Eurasian tectonic plates collided. Extreme shortening caused by the event resulted in marine sedimentary rocks rising by thrusting and folding into high mountain peaks such as Mont Blanc and the Matterhorn. Mont Blanc spans the French\u2013Italian border, and at 4,810 m (15,781 ft) is the highest mountain in the Alps. The Alpine region area contains about a hundred peaks higher than 4,000 m (13,123 ft), known as the \"four-thousanders\".", "targets": "What is the highest mountain in the Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa5bac1e1b2c4d659c40e1fa61e31798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps (/\u00e6lps/; Italian: Alpi [\u02c8alpi]; French: Alpes [alp]; German: Alpen [\u02c8\u0294alpm\u0329]; Slovene: Alpe [\u02c8\u00e1\u02d0lp\u025b]) are the highest and most extensive mountain range system that lies entirely in Europe, stretching approximately 1,200 kilometres (750 mi) across eight Alpine countries: Austria, France, Germany, Italy, Liechtenstein, Monaco, Slovenia, and Switzerland. The Caucasus Mountains are higher, and the Urals longer, but both lie partly in Asia. The mountains were formed over tens of millions of years as the African and Eurasian tectonic plates collided. Extreme shortening caused by the event resulted in marine sedimentary rocks rising by thrusting and folding into high mountain peaks such as Mont Blanc and the Matterhorn. Mont Blanc spans the French\u2013Italian border, and at 4,810 m (15,781 ft) is the highest mountain in the Alps. The Alpine region area contains about a hundred peaks higher than 4,000 m (13,123 ft), known as the \"four-thousanders\".", "targets": "The Alpine region is also known as what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901773a3cfde4091b13111cd17133063", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state song was not composed until 21 years after statehood, when a musical troupe led by Joseph E. Howard stopped in Butte in September 1910. A former member of the troupe who lived in Butte buttonholed Howard at an after-show party, asking him to compose a song about Montana and got another partygoer, the city editor for the Butte Miner newspaper, Charles C. Cohan, to help. The two men worked up a basic melody and lyrics in about a half-hour for the entertainment of party guests, then finished the song later that evening, with an arrangement worked up the following day. Upon arriving in Helena, Howard's troupe performed 12 encores of the new song to an enthusiastic audience and the governor proclaimed it the state song on the spot, though formal legislative recognition did not occur until 1945. Montana is one of only three states to have a \"state ballad\", \"Montana Melody\", chosen by the legislature in 1983. Montana was the first state to also adopt a State Lullaby.", "targets": "When was the state song composed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3cb7f7e79b44c8b910f04cff898d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This is fortunate, since antennas at lower frequencies which are not rather large (a good fraction of a wavelength in size) are inevitably inefficient (due to the small radiation resistance Rr of small antennas). Most AM broadcast radios (except for car radios) take advantage of this principle by including a small loop antenna for reception which has an extremely poor efficiency. Using such an inefficient antenna at this low frequency (530\u20131650 kHz) thus has little effect on the receiver's net performance, but simply requires greater amplification by the receiver's electronics. Contrast this tiny component to the massive and very tall towers used at AM broadcast stations for transmitting at the very same frequency, where every percentage point of reduced antenna efficiency entails a substantial cost.", "targets": "Small and minimal frequency antennas are know to be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3cb7f7e79b44c8b910f04cff898d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This is fortunate, since antennas at lower frequencies which are not rather large (a good fraction of a wavelength in size) are inevitably inefficient (due to the small radiation resistance Rr of small antennas). Most AM broadcast radios (except for car radios) take advantage of this principle by including a small loop antenna for reception which has an extremely poor efficiency. Using such an inefficient antenna at this low frequency (530\u20131650 kHz) thus has little effect on the receiver's net performance, but simply requires greater amplification by the receiver's electronics. Contrast this tiny component to the massive and very tall towers used at AM broadcast stations for transmitting at the very same frequency, where every percentage point of reduced antenna efficiency entails a substantial cost.", "targets": "What is added to to increase ability for reception?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3cb7f7e79b44c8b910f04cff898d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This is fortunate, since antennas at lower frequencies which are not rather large (a good fraction of a wavelength in size) are inevitably inefficient (due to the small radiation resistance Rr of small antennas). Most AM broadcast radios (except for car radios) take advantage of this principle by including a small loop antenna for reception which has an extremely poor efficiency. Using such an inefficient antenna at this low frequency (530\u20131650 kHz) thus has little effect on the receiver's net performance, but simply requires greater amplification by the receiver's electronics. Contrast this tiny component to the massive and very tall towers used at AM broadcast stations for transmitting at the very same frequency, where every percentage point of reduced antenna efficiency entails a substantial cost.", "targets": "How would this antenna rate in the greater scheme of things?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3cb7f7e79b44c8b910f04cff898d9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This is fortunate, since antennas at lower frequencies which are not rather large (a good fraction of a wavelength in size) are inevitably inefficient (due to the small radiation resistance Rr of small antennas). Most AM broadcast radios (except for car radios) take advantage of this principle by including a small loop antenna for reception which has an extremely poor efficiency. Using such an inefficient antenna at this low frequency (530\u20131650 kHz) thus has little effect on the receiver's net performance, but simply requires greater amplification by the receiver's electronics. Contrast this tiny component to the massive and very tall towers used at AM broadcast stations for transmitting at the very same frequency, where every percentage point of reduced antenna efficiency entails a substantial cost.", "targets": "When talking about much larger network what effect can reduced antenna effectiveness have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae9a8f01931442aba693aff5c9d4897", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was the subject of an attempt by a separate company, the Didcot, Newbury and Southampton Railway, to open another rail route to the North in the 1880s and some building work, including a surviving embankment, was undertaken in the Hill Lane area.", "targets": "What competing railway company tried to open a rail route in the 1880s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae9a8f01931442aba693aff5c9d4897", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was the subject of an attempt by a separate company, the Didcot, Newbury and Southampton Railway, to open another rail route to the North in the 1880s and some building work, including a surviving embankment, was undertaken in the Hill Lane area.", "targets": "In which direction did the Didcot, Newbury and Southampton Railway want to expand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ae9a8f01931442aba693aff5c9d4897", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was the subject of an attempt by a separate company, the Didcot, Newbury and Southampton Railway, to open another rail route to the North in the 1880s and some building work, including a surviving embankment, was undertaken in the Hill Lane area.", "targets": "What feature survives in the Hill Lane area as evidence of the Didcot, Newbury and Southampton Railway's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb44accd512c4d94aac3fda31e21fabc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British television personality Anna Richardson settled a libel lawsuit in August 2006 against Schwarzenegger, his top aide, Sean Walsh, and his publicist, Sheryl Main. A joint statement read: \"The parties are content to put this matter behind them and are pleased that this legal dispute has now been settled.\" Richardson claimed they tried to tarnish her reputation by dismissing her allegations that Schwarzenegger touched her breast during a press event for The 6th Day in London. She claimed Walsh and Main libeled her in a Los Angeles Times article when they contended she encouraged his behavior.", "targets": "Who sued Schwarzenegger and two of his employees for libel, settling in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb44accd512c4d94aac3fda31e21fabc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British television personality Anna Richardson settled a libel lawsuit in August 2006 against Schwarzenegger, his top aide, Sean Walsh, and his publicist, Sheryl Main. A joint statement read: \"The parties are content to put this matter behind them and are pleased that this legal dispute has now been settled.\" Richardson claimed they tried to tarnish her reputation by dismissing her allegations that Schwarzenegger touched her breast during a press event for The 6th Day in London. She claimed Walsh and Main libeled her in a Los Angeles Times article when they contended she encouraged his behavior.", "targets": "What movie was Schwarzenegger promoting when the alleged incident took place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb44accd512c4d94aac3fda31e21fabc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British television personality Anna Richardson settled a libel lawsuit in August 2006 against Schwarzenegger, his top aide, Sean Walsh, and his publicist, Sheryl Main. A joint statement read: \"The parties are content to put this matter behind them and are pleased that this legal dispute has now been settled.\" Richardson claimed they tried to tarnish her reputation by dismissing her allegations that Schwarzenegger touched her breast during a press event for The 6th Day in London. She claimed Walsh and Main libeled her in a Los Angeles Times article when they contended she encouraged his behavior.", "targets": "What paper did Richardson claim was used by Schwarzenegger's publicist and aide to discredit her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c22b3ab1a74fd5ac84625771536345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early years of the 21st century, western clothing styles had, to some extent, become international styles. This process began hundreds of years earlier, during the periods of European colonialism. The process of cultural dissemination has perpetuated over the centuries as Western media corporations have penetrated markets throughout the world, spreading Western culture and styles. Fast fashion clothing has also become a global phenomenon. These garments are less expensive, mass-produced Western clothing. Donated used clothing from Western countries are also delivered to people in poor countries by charity organizations.", "targets": "What had somewhat became an international style by the early 21st century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c22b3ab1a74fd5ac84625771536345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early years of the 21st century, western clothing styles had, to some extent, become international styles. This process began hundreds of years earlier, during the periods of European colonialism. The process of cultural dissemination has perpetuated over the centuries as Western media corporations have penetrated markets throughout the world, spreading Western culture and styles. Fast fashion clothing has also become a global phenomenon. These garments are less expensive, mass-produced Western clothing. Donated used clothing from Western countries are also delivered to people in poor countries by charity organizations.", "targets": "Cultural dissemination has continued over the what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c22b3ab1a74fd5ac84625771536345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early years of the 21st century, western clothing styles had, to some extent, become international styles. This process began hundreds of years earlier, during the periods of European colonialism. The process of cultural dissemination has perpetuated over the centuries as Western media corporations have penetrated markets throughout the world, spreading Western culture and styles. Fast fashion clothing has also become a global phenomenon. These garments are less expensive, mass-produced Western clothing. Donated used clothing from Western countries are also delivered to people in poor countries by charity organizations.", "targets": "What have Western corporations penetrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c22b3ab1a74fd5ac84625771536345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early years of the 21st century, western clothing styles had, to some extent, become international styles. This process began hundreds of years earlier, during the periods of European colonialism. The process of cultural dissemination has perpetuated over the centuries as Western media corporations have penetrated markets throughout the world, spreading Western culture and styles. Fast fashion clothing has also become a global phenomenon. These garments are less expensive, mass-produced Western clothing. Donated used clothing from Western countries are also delivered to people in poor countries by charity organizations.", "targets": "Who has been spreading Western culture and styles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c22b3ab1a74fd5ac84625771536345", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early years of the 21st century, western clothing styles had, to some extent, become international styles. This process began hundreds of years earlier, during the periods of European colonialism. The process of cultural dissemination has perpetuated over the centuries as Western media corporations have penetrated markets throughout the world, spreading Western culture and styles. Fast fashion clothing has also become a global phenomenon. These garments are less expensive, mass-produced Western clothing. Donated used clothing from Western countries are also delivered to people in poor countries by charity organizations.", "targets": "Who donates discard Western clothing to people in poor places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0817eed17574e7e865402118e0eac81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable among a number of songs commonly played and sung at various events such as commencement and convocation, and athletic games are: \"I\u2019m a Jayhawk\", \"Fighting Jayhawk\", \"Kansas Song\", \"Sunflower Song\", \"Crimson and the Blue\", \"Red and Blue\", the \"Rock Chalk, Jayhawk\" chant\", \"Home on the Range\" and \"Stand Up and Cheer.\"", "targets": "What are two events non-sports at which school songs are often heard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0817eed17574e7e865402118e0eac81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable among a number of songs commonly played and sung at various events such as commencement and convocation, and athletic games are: \"I\u2019m a Jayhawk\", \"Fighting Jayhawk\", \"Kansas Song\", \"Sunflower Song\", \"Crimson and the Blue\", \"Red and Blue\", the \"Rock Chalk, Jayhawk\" chant\", \"Home on the Range\" and \"Stand Up and Cheer.\"", "targets": "What are two songs that reference the school's team colors in their titles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0817eed17574e7e865402118e0eac81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable among a number of songs commonly played and sung at various events such as commencement and convocation, and athletic games are: \"I\u2019m a Jayhawk\", \"Fighting Jayhawk\", \"Kansas Song\", \"Sunflower Song\", \"Crimson and the Blue\", \"Red and Blue\", the \"Rock Chalk, Jayhawk\" chant\", \"Home on the Range\" and \"Stand Up and Cheer.\"", "targets": "What is the name of a song that references the state that KU serves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0817eed17574e7e865402118e0eac81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable among a number of songs commonly played and sung at various events such as commencement and convocation, and athletic games are: \"I\u2019m a Jayhawk\", \"Fighting Jayhawk\", \"Kansas Song\", \"Sunflower Song\", \"Crimson and the Blue\", \"Red and Blue\", the \"Rock Chalk, Jayhawk\" chant\", \"Home on the Range\" and \"Stand Up and Cheer.\"", "targets": "What is the name of a traditional American song that is associated with KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93a610dab3de475ba809110f83e48db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like Finnish and Hungarian, Estonian is a somewhat agglutinative language, but unlike them, it has lost vowel harmony, the front vowels occurring exclusively on the first or stressed syllable, although in older texts the vowel harmony can still be recognized. Furthermore, the apocope of word-final sounds is extensive and has contributed to a shift from a purely agglutinative to a fusional language.[citation needed] The basic word order is subject\u2013verb\u2013object.", "targets": "What kind of harmony has Estonian lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93a610dab3de475ba809110f83e48db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like Finnish and Hungarian, Estonian is a somewhat agglutinative language, but unlike them, it has lost vowel harmony, the front vowels occurring exclusively on the first or stressed syllable, although in older texts the vowel harmony can still be recognized. Furthermore, the apocope of word-final sounds is extensive and has contributed to a shift from a purely agglutinative to a fusional language.[citation needed] The basic word order is subject\u2013verb\u2013object.", "targets": "What language feature does Estonian, Finish and Hungarian share? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93a610dab3de475ba809110f83e48db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like Finnish and Hungarian, Estonian is a somewhat agglutinative language, but unlike them, it has lost vowel harmony, the front vowels occurring exclusively on the first or stressed syllable, although in older texts the vowel harmony can still be recognized. Furthermore, the apocope of word-final sounds is extensive and has contributed to a shift from a purely agglutinative to a fusional language.[citation needed] The basic word order is subject\u2013verb\u2013object.", "targets": "In what order are words put in sentences in the Estonian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8df6f7b24ae84d68a29a4013e66d9843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greeks of the Classical era made several notable contributions to science and helped lay the foundations of several western scientific traditions, like philosophy, historiography and mathematics. The scholarly tradition of the Greek academies was maintained during Roman times with several academic institutions in Constantinople, Antioch, Alexandria and other centres of Greek learning while Eastern Roman science was essentially a continuation of classical science. Greeks have a long tradition of valuing and investing in paideia (education). Paideia was one of the highest societal values in the Greek and Hellenistic world while the first European institution described as a university was founded in 5th century Constantinople and operated in various incarnations until the city's fall to the Ottomans in 1453. The University of Constantinople was Christian Europe's first secular institution of higher learning since no theological subjects were taught, and considering the original meaning of the world university as a corporation of students, the world\u2019s first university as well.", "targets": "What contribution to the scientific community have the Greeks left the world ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8df6f7b24ae84d68a29a4013e66d9843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greeks of the Classical era made several notable contributions to science and helped lay the foundations of several western scientific traditions, like philosophy, historiography and mathematics. The scholarly tradition of the Greek academies was maintained during Roman times with several academic institutions in Constantinople, Antioch, Alexandria and other centres of Greek learning while Eastern Roman science was essentially a continuation of classical science. Greeks have a long tradition of valuing and investing in paideia (education). Paideia was one of the highest societal values in the Greek and Hellenistic world while the first European institution described as a university was founded in 5th century Constantinople and operated in various incarnations until the city's fall to the Ottomans in 1453. The University of Constantinople was Christian Europe's first secular institution of higher learning since no theological subjects were taught, and considering the original meaning of the world university as a corporation of students, the world\u2019s first university as well.", "targets": "What school practices were kept by the Roman world after the fall of Greece ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8df6f7b24ae84d68a29a4013e66d9843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greeks of the Classical era made several notable contributions to science and helped lay the foundations of several western scientific traditions, like philosophy, historiography and mathematics. The scholarly tradition of the Greek academies was maintained during Roman times with several academic institutions in Constantinople, Antioch, Alexandria and other centres of Greek learning while Eastern Roman science was essentially a continuation of classical science. Greeks have a long tradition of valuing and investing in paideia (education). Paideia was one of the highest societal values in the Greek and Hellenistic world while the first European institution described as a university was founded in 5th century Constantinople and operated in various incarnations until the city's fall to the Ottomans in 1453. The University of Constantinople was Christian Europe's first secular institution of higher learning since no theological subjects were taught, and considering the original meaning of the world university as a corporation of students, the world\u2019s first university as well.", "targets": "What has been maintained by the Greeks throughout their extended history ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8df6f7b24ae84d68a29a4013e66d9843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greeks of the Classical era made several notable contributions to science and helped lay the foundations of several western scientific traditions, like philosophy, historiography and mathematics. The scholarly tradition of the Greek academies was maintained during Roman times with several academic institutions in Constantinople, Antioch, Alexandria and other centres of Greek learning while Eastern Roman science was essentially a continuation of classical science. Greeks have a long tradition of valuing and investing in paideia (education). Paideia was one of the highest societal values in the Greek and Hellenistic world while the first European institution described as a university was founded in 5th century Constantinople and operated in various incarnations until the city's fall to the Ottomans in 1453. The University of Constantinople was Christian Europe's first secular institution of higher learning since no theological subjects were taught, and considering the original meaning of the world university as a corporation of students, the world\u2019s first university as well.", "targets": "What is one the most elevated values among the Grecian society ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8df6f7b24ae84d68a29a4013e66d9843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greeks of the Classical era made several notable contributions to science and helped lay the foundations of several western scientific traditions, like philosophy, historiography and mathematics. The scholarly tradition of the Greek academies was maintained during Roman times with several academic institutions in Constantinople, Antioch, Alexandria and other centres of Greek learning while Eastern Roman science was essentially a continuation of classical science. Greeks have a long tradition of valuing and investing in paideia (education). Paideia was one of the highest societal values in the Greek and Hellenistic world while the first European institution described as a university was founded in 5th century Constantinople and operated in various incarnations until the city's fall to the Ottomans in 1453. The University of Constantinople was Christian Europe's first secular institution of higher learning since no theological subjects were taught, and considering the original meaning of the world university as a corporation of students, the world\u2019s first university as well.", "targets": "At what location did education begin for the first set of people to be eligible to earn and advanced degree in a particular subject ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32fa018509540e18f523eabc27433f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the turbulent reign of Wang Mang, Han lost control over the Tarim Basin, which was conquered by the Northern Xiongnu in AD 63 and used as a base to invade Han's Hexi Corridor in Gansu. Dou Gu (d. 88 AD) defeated the Northern Xiongnu at the Battle of Yiwulu in AD 73, evicting them from Turpan and chasing them as far as Lake Barkol before establishing a garrison at Hami. After the new Protector General of the Western Regions Chen Mu (d. AD 75) was killed by allies of the Xiongnu in Karasahr and Kucha, the garrison at Hami was withdrawn. At the Battle of Ikh Bayan in AD 89, Dou Xian (d. AD 92) defeated the Northern Xiongnu chanyu who then retreated into the Altai Mountains. After the Northern Xiongnu fled into the Ili River valley in AD 91, the nomadic Xianbei occupied the area from the borders of the Buyeo Kingdom in Manchuria to the Ili River of the Wusun people. The Xianbei reached their apogee under Tanshihuai (\u6a80\u77f3\u69d0) (d. AD 180), who consistently defeated Chinese armies. However, Tanshihuai's confederation disintegrated after his death.", "targets": "Which Basin did the Han lose authority of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32fa018509540e18f523eabc27433f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the turbulent reign of Wang Mang, Han lost control over the Tarim Basin, which was conquered by the Northern Xiongnu in AD 63 and used as a base to invade Han's Hexi Corridor in Gansu. Dou Gu (d. 88 AD) defeated the Northern Xiongnu at the Battle of Yiwulu in AD 73, evicting them from Turpan and chasing them as far as Lake Barkol before establishing a garrison at Hami. After the new Protector General of the Western Regions Chen Mu (d. AD 75) was killed by allies of the Xiongnu in Karasahr and Kucha, the garrison at Hami was withdrawn. At the Battle of Ikh Bayan in AD 89, Dou Xian (d. AD 92) defeated the Northern Xiongnu chanyu who then retreated into the Altai Mountains. After the Northern Xiongnu fled into the Ili River valley in AD 91, the nomadic Xianbei occupied the area from the borders of the Buyeo Kingdom in Manchuria to the Ili River of the Wusun people. The Xianbei reached their apogee under Tanshihuai (\u6a80\u77f3\u69d0) (d. AD 180), who consistently defeated Chinese armies. However, Tanshihuai's confederation disintegrated after his death.", "targets": "When did Chen Mu die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32fa018509540e18f523eabc27433f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the turbulent reign of Wang Mang, Han lost control over the Tarim Basin, which was conquered by the Northern Xiongnu in AD 63 and used as a base to invade Han's Hexi Corridor in Gansu. Dou Gu (d. 88 AD) defeated the Northern Xiongnu at the Battle of Yiwulu in AD 73, evicting them from Turpan and chasing them as far as Lake Barkol before establishing a garrison at Hami. After the new Protector General of the Western Regions Chen Mu (d. AD 75) was killed by allies of the Xiongnu in Karasahr and Kucha, the garrison at Hami was withdrawn. At the Battle of Ikh Bayan in AD 89, Dou Xian (d. AD 92) defeated the Northern Xiongnu chanyu who then retreated into the Altai Mountains. After the Northern Xiongnu fled into the Ili River valley in AD 91, the nomadic Xianbei occupied the area from the borders of the Buyeo Kingdom in Manchuria to the Ili River of the Wusun people. The Xianbei reached their apogee under Tanshihuai (\u6a80\u77f3\u69d0) (d. AD 180), who consistently defeated Chinese armies. However, Tanshihuai's confederation disintegrated after his death.", "targets": "Where did the Northern Xiongnu flee to in AD 91?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32fa018509540e18f523eabc27433f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the turbulent reign of Wang Mang, Han lost control over the Tarim Basin, which was conquered by the Northern Xiongnu in AD 63 and used as a base to invade Han's Hexi Corridor in Gansu. Dou Gu (d. 88 AD) defeated the Northern Xiongnu at the Battle of Yiwulu in AD 73, evicting them from Turpan and chasing them as far as Lake Barkol before establishing a garrison at Hami. After the new Protector General of the Western Regions Chen Mu (d. AD 75) was killed by allies of the Xiongnu in Karasahr and Kucha, the garrison at Hami was withdrawn. At the Battle of Ikh Bayan in AD 89, Dou Xian (d. AD 92) defeated the Northern Xiongnu chanyu who then retreated into the Altai Mountains. After the Northern Xiongnu fled into the Ili River valley in AD 91, the nomadic Xianbei occupied the area from the borders of the Buyeo Kingdom in Manchuria to the Ili River of the Wusun people. The Xianbei reached their apogee under Tanshihuai (\u6a80\u77f3\u69d0) (d. AD 180), who consistently defeated Chinese armies. However, Tanshihuai's confederation disintegrated after his death.", "targets": "Who was the Protector General of the Western Regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32fa018509540e18f523eabc27433f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the turbulent reign of Wang Mang, Han lost control over the Tarim Basin, which was conquered by the Northern Xiongnu in AD 63 and used as a base to invade Han's Hexi Corridor in Gansu. Dou Gu (d. 88 AD) defeated the Northern Xiongnu at the Battle of Yiwulu in AD 73, evicting them from Turpan and chasing them as far as Lake Barkol before establishing a garrison at Hami. After the new Protector General of the Western Regions Chen Mu (d. AD 75) was killed by allies of the Xiongnu in Karasahr and Kucha, the garrison at Hami was withdrawn. At the Battle of Ikh Bayan in AD 89, Dou Xian (d. AD 92) defeated the Northern Xiongnu chanyu who then retreated into the Altai Mountains. After the Northern Xiongnu fled into the Ili River valley in AD 91, the nomadic Xianbei occupied the area from the borders of the Buyeo Kingdom in Manchuria to the Ili River of the Wusun people. The Xianbei reached their apogee under Tanshihuai (\u6a80\u77f3\u69d0) (d. AD 180), who consistently defeated Chinese armies. However, Tanshihuai's confederation disintegrated after his death.", "targets": "Who conquered the Tarim Basin in AD 63?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cee9112ae4f94e75b5b993f736d5b842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the '69 season, the club posted winning records for the next few seasons, but no playoff action. After the core players of those teams started to move on, the 70s got worse for the team, and they became known as \"The Loveable Losers.\" In 1977, the team found some life, but ultimately experienced one of its biggest collapses. The Cubs hit a high-water mark on June 28 at 47\u201322, boasting an 8 1\u20442 game NL East lead, as they were led by Bobby Murcer (27 Hr/89 RBI), and Rick Reuschel (20\u201310). However, the Philadelphia Phillies cut the lead to two by the All-star break, as the Cubs sat 19 games over .500, but they swooned late in the season, going 20\u201340 after July 31. The Cubs finished in 4th place at 81\u201381, while Philadelphia surged, finishing with 101 wins. The following two seasons also saw the Cubs get off to a fast start, as the team rallied to over 10 games above .500 well into both seasons, only to again wear down and play poorly later on, and ultimately settling back to mediocrity. This trait became known as the \"June Swoon.\" Again, the Cubs' unusually high number of day games is often pointed to as one reason for the team's inconsistent late season play.", "targets": "During what decade did the Cubs become known as \"The Loveable Losers\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cee9112ae4f94e75b5b993f736d5b842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the '69 season, the club posted winning records for the next few seasons, but no playoff action. After the core players of those teams started to move on, the 70s got worse for the team, and they became known as \"The Loveable Losers.\" In 1977, the team found some life, but ultimately experienced one of its biggest collapses. The Cubs hit a high-water mark on June 28 at 47\u201322, boasting an 8 1\u20442 game NL East lead, as they were led by Bobby Murcer (27 Hr/89 RBI), and Rick Reuschel (20\u201310). However, the Philadelphia Phillies cut the lead to two by the All-star break, as the Cubs sat 19 games over .500, but they swooned late in the season, going 20\u201340 after July 31. The Cubs finished in 4th place at 81\u201381, while Philadelphia surged, finishing with 101 wins. The following two seasons also saw the Cubs get off to a fast start, as the team rallied to over 10 games above .500 well into both seasons, only to again wear down and play poorly later on, and ultimately settling back to mediocrity. This trait became known as the \"June Swoon.\" Again, the Cubs' unusually high number of day games is often pointed to as one reason for the team's inconsistent late season play.", "targets": "What is often pointed to as the one reason for the Cubs' inconsistent late season play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cee9112ae4f94e75b5b993f736d5b842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the '69 season, the club posted winning records for the next few seasons, but no playoff action. After the core players of those teams started to move on, the 70s got worse for the team, and they became known as \"The Loveable Losers.\" In 1977, the team found some life, but ultimately experienced one of its biggest collapses. The Cubs hit a high-water mark on June 28 at 47\u201322, boasting an 8 1\u20442 game NL East lead, as they were led by Bobby Murcer (27 Hr/89 RBI), and Rick Reuschel (20\u201310). However, the Philadelphia Phillies cut the lead to two by the All-star break, as the Cubs sat 19 games over .500, but they swooned late in the season, going 20\u201340 after July 31. The Cubs finished in 4th place at 81\u201381, while Philadelphia surged, finishing with 101 wins. The following two seasons also saw the Cubs get off to a fast start, as the team rallied to over 10 games above .500 well into both seasons, only to again wear down and play poorly later on, and ultimately settling back to mediocrity. This trait became known as the \"June Swoon.\" Again, the Cubs' unusually high number of day games is often pointed to as one reason for the team's inconsistent late season play.", "targets": "What year did the Cubs experience one of their biggest collapses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5872ea1550a543329a3d898a0ccb1f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Laws dating from 17th-century colonial America defined children of African slave mothers as taking the status of their mothers, and born into slavery regardless of the race or status of the father, under partus sequitur ventrem. The association of slavery with a \"race\" led to slavery as a racial caste. But, most families of free people of color formed in Virginia before the American Revolution were the descendants of unions between white women and African men, who frequently worked and lived together in the looser conditions of the early colonial period. While interracial marriage was later prohibited, white men frequently took sexual advantage of slave women, and numerous generations of multiracial children were born. By the late 1800s it had become common among African Americans to use passing to gain educational opportunities as did the first African-American graduate of Vassar College Anita Florence Hemmings. Some 19th-century categorization schemes defined people by proportion of African ancestry: a person whose parents were black and white was classified as mulatto, with one black grandparent and three white as quadroon, and with one black great-grandparent and the remainder white as octoroon. The latter categories remained within an overall black or colored category, but before the Civil War, in Virginia and some other states, a person of one-eighth or less black ancestry was legally white. Some members of these categories passed temporarily or permanently as white.", "targets": "What was the result of a child having an African mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5872ea1550a543329a3d898a0ccb1f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Laws dating from 17th-century colonial America defined children of African slave mothers as taking the status of their mothers, and born into slavery regardless of the race or status of the father, under partus sequitur ventrem. The association of slavery with a \"race\" led to slavery as a racial caste. But, most families of free people of color formed in Virginia before the American Revolution were the descendants of unions between white women and African men, who frequently worked and lived together in the looser conditions of the early colonial period. While interracial marriage was later prohibited, white men frequently took sexual advantage of slave women, and numerous generations of multiracial children were born. By the late 1800s it had become common among African Americans to use passing to gain educational opportunities as did the first African-American graduate of Vassar College Anita Florence Hemmings. Some 19th-century categorization schemes defined people by proportion of African ancestry: a person whose parents were black and white was classified as mulatto, with one black grandparent and three white as quadroon, and with one black great-grandparent and the remainder white as octoroon. The latter categories remained within an overall black or colored category, but before the Civil War, in Virginia and some other states, a person of one-eighth or less black ancestry was legally white. Some members of these categories passed temporarily or permanently as white.", "targets": "What is the rule that allows children with white fathers to be slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5872ea1550a543329a3d898a0ccb1f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Laws dating from 17th-century colonial America defined children of African slave mothers as taking the status of their mothers, and born into slavery regardless of the race or status of the father, under partus sequitur ventrem. The association of slavery with a \"race\" led to slavery as a racial caste. But, most families of free people of color formed in Virginia before the American Revolution were the descendants of unions between white women and African men, who frequently worked and lived together in the looser conditions of the early colonial period. While interracial marriage was later prohibited, white men frequently took sexual advantage of slave women, and numerous generations of multiracial children were born. By the late 1800s it had become common among African Americans to use passing to gain educational opportunities as did the first African-American graduate of Vassar College Anita Florence Hemmings. Some 19th-century categorization schemes defined people by proportion of African ancestry: a person whose parents were black and white was classified as mulatto, with one black grandparent and three white as quadroon, and with one black great-grandparent and the remainder white as octoroon. The latter categories remained within an overall black or colored category, but before the Civil War, in Virginia and some other states, a person of one-eighth or less black ancestry was legally white. Some members of these categories passed temporarily or permanently as white.", "targets": "Who was the first African American to gradute from Vassar College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5872ea1550a543329a3d898a0ccb1f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Laws dating from 17th-century colonial America defined children of African slave mothers as taking the status of their mothers, and born into slavery regardless of the race or status of the father, under partus sequitur ventrem. The association of slavery with a \"race\" led to slavery as a racial caste. But, most families of free people of color formed in Virginia before the American Revolution were the descendants of unions between white women and African men, who frequently worked and lived together in the looser conditions of the early colonial period. While interracial marriage was later prohibited, white men frequently took sexual advantage of slave women, and numerous generations of multiracial children were born. By the late 1800s it had become common among African Americans to use passing to gain educational opportunities as did the first African-American graduate of Vassar College Anita Florence Hemmings. Some 19th-century categorization schemes defined people by proportion of African ancestry: a person whose parents were black and white was classified as mulatto, with one black grandparent and three white as quadroon, and with one black great-grandparent and the remainder white as octoroon. The latter categories remained within an overall black or colored category, but before the Civil War, in Virginia and some other states, a person of one-eighth or less black ancestry was legally white. Some members of these categories passed temporarily or permanently as white.", "targets": "What makes a person mulatto?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5872ea1550a543329a3d898a0ccb1f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Laws dating from 17th-century colonial America defined children of African slave mothers as taking the status of their mothers, and born into slavery regardless of the race or status of the father, under partus sequitur ventrem. The association of slavery with a \"race\" led to slavery as a racial caste. But, most families of free people of color formed in Virginia before the American Revolution were the descendants of unions between white women and African men, who frequently worked and lived together in the looser conditions of the early colonial period. While interracial marriage was later prohibited, white men frequently took sexual advantage of slave women, and numerous generations of multiracial children were born. By the late 1800s it had become common among African Americans to use passing to gain educational opportunities as did the first African-American graduate of Vassar College Anita Florence Hemmings. Some 19th-century categorization schemes defined people by proportion of African ancestry: a person whose parents were black and white was classified as mulatto, with one black grandparent and three white as quadroon, and with one black great-grandparent and the remainder white as octoroon. The latter categories remained within an overall black or colored category, but before the Civil War, in Virginia and some other states, a person of one-eighth or less black ancestry was legally white. Some members of these categories passed temporarily or permanently as white.", "targets": "What does a person have to have to be an octoroon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67664b794f24419f8cb051a1f5d97278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981, The Times and The Sunday Times were bought from Thomson by Rupert Murdoch's News International. The acquisition followed three weeks of intensive bargaining with the unions by company negotiators, John Collier and Bill O'Neill.", "targets": "What corporation bought The Times in 1981?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67664b794f24419f8cb051a1f5d97278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981, The Times and The Sunday Times were bought from Thomson by Rupert Murdoch's News International. The acquisition followed three weeks of intensive bargaining with the unions by company negotiators, John Collier and Bill O'Neill.", "targets": "Who owned the major corporation that bought The Times in 1981?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67664b794f24419f8cb051a1f5d97278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981, The Times and The Sunday Times were bought from Thomson by Rupert Murdoch's News International. The acquisition followed three weeks of intensive bargaining with the unions by company negotiators, John Collier and Bill O'Neill.", "targets": "During the acquisition of The Times in 1981, John Collier and Bill O'Neill were part of what group that did three weeks of intensive bargaining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-117eb26b96154b6585ffc5ed454119da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unproven Riemann hypothesis, dating from 1859, states that except for s = \u22122, \u22124, ..., all zeroes of the \u03b6-function have real part equal to 1/2. The connection to prime numbers is that it essentially says that the primes are as regularly distributed as possible.[clarification needed] From a physical viewpoint, it roughly states that the irregularity in the distribution of primes only comes from random noise. From a mathematical viewpoint, it roughly states that the asymptotic distribution of primes (about x/log x of numbers less than x are primes, the prime number theorem) also holds for much shorter intervals of length about the square root of x (for intervals near x). This hypothesis is generally believed to be correct. In particular, the simplest assumption is that primes should have no significant irregularities without good reason.", "targets": "When was the Riemann hypothesis proposed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-117eb26b96154b6585ffc5ed454119da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unproven Riemann hypothesis, dating from 1859, states that except for s = \u22122, \u22124, ..., all zeroes of the \u03b6-function have real part equal to 1/2. The connection to prime numbers is that it essentially says that the primes are as regularly distributed as possible.[clarification needed] From a physical viewpoint, it roughly states that the irregularity in the distribution of primes only comes from random noise. From a mathematical viewpoint, it roughly states that the asymptotic distribution of primes (about x/log x of numbers less than x are primes, the prime number theorem) also holds for much shorter intervals of length about the square root of x (for intervals near x). This hypothesis is generally believed to be correct. In particular, the simplest assumption is that primes should have no significant irregularities without good reason.", "targets": "According to the Riemann hypothesis, all zeroes of the \u03b6-function have real part equal to 1/2 except for what values of s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-117eb26b96154b6585ffc5ed454119da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unproven Riemann hypothesis, dating from 1859, states that except for s = \u22122, \u22124, ..., all zeroes of the \u03b6-function have real part equal to 1/2. The connection to prime numbers is that it essentially says that the primes are as regularly distributed as possible.[clarification needed] From a physical viewpoint, it roughly states that the irregularity in the distribution of primes only comes from random noise. From a mathematical viewpoint, it roughly states that the asymptotic distribution of primes (about x/log x of numbers less than x are primes, the prime number theorem) also holds for much shorter intervals of length about the square root of x (for intervals near x). This hypothesis is generally believed to be correct. In particular, the simplest assumption is that primes should have no significant irregularities without good reason.", "targets": "What does the Riemann hypothesis state the source of irregularity in the distribution of points comes from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-117eb26b96154b6585ffc5ed454119da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unproven Riemann hypothesis, dating from 1859, states that except for s = \u22122, \u22124, ..., all zeroes of the \u03b6-function have real part equal to 1/2. The connection to prime numbers is that it essentially says that the primes are as regularly distributed as possible.[clarification needed] From a physical viewpoint, it roughly states that the irregularity in the distribution of primes only comes from random noise. From a mathematical viewpoint, it roughly states that the asymptotic distribution of primes (about x/log x of numbers less than x are primes, the prime number theorem) also holds for much shorter intervals of length about the square root of x (for intervals near x). This hypothesis is generally believed to be correct. In particular, the simplest assumption is that primes should have no significant irregularities without good reason.", "targets": "What type of prime distribution does the Riemann hypothesis propose is also true for short intervals near X?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-117eb26b96154b6585ffc5ed454119da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The unproven Riemann hypothesis, dating from 1859, states that except for s = \u22122, \u22124, ..., all zeroes of the \u03b6-function have real part equal to 1/2. The connection to prime numbers is that it essentially says that the primes are as regularly distributed as possible.[clarification needed] From a physical viewpoint, it roughly states that the irregularity in the distribution of primes only comes from random noise. From a mathematical viewpoint, it roughly states that the asymptotic distribution of primes (about x/log x of numbers less than x are primes, the prime number theorem) also holds for much shorter intervals of length about the square root of x (for intervals near x). This hypothesis is generally believed to be correct. In particular, the simplest assumption is that primes should have no significant irregularities without good reason.", "targets": "What type of prime distribution is characterized about x/log x of numbers less than x?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07f7c3d949b34403ac4331e3e65b7bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barbara Harff and Ted Gurr defined genocide as \"the promotion and execution of policies by a state or its agents which result in the deaths of a substantial portion of a group ...[when] the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality.\" Harff and Gurr also differentiate between genocides and politicides by the characteristics by which members of a group are identified by the state. In genocides, the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality. In politicides the victim groups are defined primarily in terms of their hierarchical position or political opposition to the regime and dominant groups. Daniel D. Polsby and Don B. Kates, Jr. state that \"... we follow Harff's distinction between genocides and 'pogroms,' which she describes as 'short-lived outbursts by mobs, which, although often condoned by authorities, rarely persist.' If the violence persists for long enough, however, Harff argues, the distinction between condonation and complicity collapses.\"", "targets": "Harff and Gurr's definition of genocide included the promotion and execution of what, by a state or its agents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07f7c3d949b34403ac4331e3e65b7bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barbara Harff and Ted Gurr defined genocide as \"the promotion and execution of policies by a state or its agents which result in the deaths of a substantial portion of a group ...[when] the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality.\" Harff and Gurr also differentiate between genocides and politicides by the characteristics by which members of a group are identified by the state. In genocides, the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality. In politicides the victim groups are defined primarily in terms of their hierarchical position or political opposition to the regime and dominant groups. Daniel D. Polsby and Don B. Kates, Jr. state that \"... we follow Harff's distinction between genocides and 'pogroms,' which she describes as 'short-lived outbursts by mobs, which, although often condoned by authorities, rarely persist.' If the violence persists for long enough, however, Harff argues, the distinction between condonation and complicity collapses.\"", "targets": "Harff and Gurr further defined what in terms of ethnicity, religion or nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07f7c3d949b34403ac4331e3e65b7bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barbara Harff and Ted Gurr defined genocide as \"the promotion and execution of policies by a state or its agents which result in the deaths of a substantial portion of a group ...[when] the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality.\" Harff and Gurr also differentiate between genocides and politicides by the characteristics by which members of a group are identified by the state. In genocides, the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality. In politicides the victim groups are defined primarily in terms of their hierarchical position or political opposition to the regime and dominant groups. Daniel D. Polsby and Don B. Kates, Jr. state that \"... we follow Harff's distinction between genocides and 'pogroms,' which she describes as 'short-lived outbursts by mobs, which, although often condoned by authorities, rarely persist.' If the violence persists for long enough, however, Harff argues, the distinction between condonation and complicity collapses.\"", "targets": "What was important to Harff and Gurr to distinguish from genocides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07f7c3d949b34403ac4331e3e65b7bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barbara Harff and Ted Gurr defined genocide as \"the promotion and execution of policies by a state or its agents which result in the deaths of a substantial portion of a group ...[when] the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality.\" Harff and Gurr also differentiate between genocides and politicides by the characteristics by which members of a group are identified by the state. In genocides, the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality. In politicides the victim groups are defined primarily in terms of their hierarchical position or political opposition to the regime and dominant groups. Daniel D. Polsby and Don B. Kates, Jr. state that \"... we follow Harff's distinction between genocides and 'pogroms,' which she describes as 'short-lived outbursts by mobs, which, although often condoned by authorities, rarely persist.' If the violence persists for long enough, however, Harff argues, the distinction between condonation and complicity collapses.\"", "targets": "Along with ethnicity and and religion, what other characteristic defined a member of a victimized group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07f7c3d949b34403ac4331e3e65b7bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barbara Harff and Ted Gurr defined genocide as \"the promotion and execution of policies by a state or its agents which result in the deaths of a substantial portion of a group ...[when] the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality.\" Harff and Gurr also differentiate between genocides and politicides by the characteristics by which members of a group are identified by the state. In genocides, the victimized groups are defined primarily in terms of their communal characteristics, i.e., ethnicity, religion or nationality. In politicides the victim groups are defined primarily in terms of their hierarchical position or political opposition to the regime and dominant groups. Daniel D. Polsby and Don B. Kates, Jr. state that \"... we follow Harff's distinction between genocides and 'pogroms,' which she describes as 'short-lived outbursts by mobs, which, although often condoned by authorities, rarely persist.' If the violence persists for long enough, however, Harff argues, the distinction between condonation and complicity collapses.\"", "targets": "What did Harff define as \"short-lived outbursts by mobs...?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202540a449be473fa26befca4c862cef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Generally, American civil procedure has several notable features, including extensive pretrial discovery, heavy reliance on live testimony obtained at deposition or elicited in front of a jury, and aggressive pretrial \"law and motion\" practice designed to result in a pretrial disposition (that is, summary judgment) or a settlement. U.S. courts pioneered the concept of the opt-out class action, by which the burden falls on class members to notify the court that they do not wish to be bound by the judgment, as opposed to opt-in class actions, where class members must join into the class. Another unique feature is the so-called American Rule under which parties generally bear their own attorneys' fees (as opposed to the English Rule of \"loser pays\"), though American legislators and courts have carved out numerous exceptions.", "targets": "What is extensive pretrial discovery a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202540a449be473fa26befca4c862cef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Generally, American civil procedure has several notable features, including extensive pretrial discovery, heavy reliance on live testimony obtained at deposition or elicited in front of a jury, and aggressive pretrial \"law and motion\" practice designed to result in a pretrial disposition (that is, summary judgment) or a settlement. U.S. courts pioneered the concept of the opt-out class action, by which the burden falls on class members to notify the court that they do not wish to be bound by the judgment, as opposed to opt-in class actions, where class members must join into the class. Another unique feature is the so-called American Rule under which parties generally bear their own attorneys' fees (as opposed to the English Rule of \"loser pays\"), though American legislators and courts have carved out numerous exceptions.", "targets": "What is a pretrial deposition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202540a449be473fa26befca4c862cef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Generally, American civil procedure has several notable features, including extensive pretrial discovery, heavy reliance on live testimony obtained at deposition or elicited in front of a jury, and aggressive pretrial \"law and motion\" practice designed to result in a pretrial disposition (that is, summary judgment) or a settlement. U.S. courts pioneered the concept of the opt-out class action, by which the burden falls on class members to notify the court that they do not wish to be bound by the judgment, as opposed to opt-in class actions, where class members must join into the class. Another unique feature is the so-called American Rule under which parties generally bear their own attorneys' fees (as opposed to the English Rule of \"loser pays\"), though American legislators and courts have carved out numerous exceptions.", "targets": "What is an opt-out class action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202540a449be473fa26befca4c862cef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Generally, American civil procedure has several notable features, including extensive pretrial discovery, heavy reliance on live testimony obtained at deposition or elicited in front of a jury, and aggressive pretrial \"law and motion\" practice designed to result in a pretrial disposition (that is, summary judgment) or a settlement. U.S. courts pioneered the concept of the opt-out class action, by which the burden falls on class members to notify the court that they do not wish to be bound by the judgment, as opposed to opt-in class actions, where class members must join into the class. Another unique feature is the so-called American Rule under which parties generally bear their own attorneys' fees (as opposed to the English Rule of \"loser pays\"), though American legislators and courts have carved out numerous exceptions.", "targets": "What is an opt-in class action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202540a449be473fa26befca4c862cef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Generally, American civil procedure has several notable features, including extensive pretrial discovery, heavy reliance on live testimony obtained at deposition or elicited in front of a jury, and aggressive pretrial \"law and motion\" practice designed to result in a pretrial disposition (that is, summary judgment) or a settlement. U.S. courts pioneered the concept of the opt-out class action, by which the burden falls on class members to notify the court that they do not wish to be bound by the judgment, as opposed to opt-in class actions, where class members must join into the class. Another unique feature is the so-called American Rule under which parties generally bear their own attorneys' fees (as opposed to the English Rule of \"loser pays\"), though American legislators and courts have carved out numerous exceptions.", "targets": "What is the American Rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f83d1524a8e142219e470ee8f214cb8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Entry lights can be used outside to illuminate and signal the entrance to a property. These lights are installed for safety, security, and for decoration.", "targets": "What type of light would be used illuminate the entrance to a property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8a453585cb42aa902e76777abe9d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mortgage bankers, accountants, and cost engineers are likely participants in creating an overall plan for the financial management of the building construction project. The presence of the mortgage banker is highly likely, even in relatively small projects since the owner's equity in the property is the most obvious source of funding for a building project. Accountants act to study the expected monetary flow over the life of the project and to monitor the payouts throughout the process. Cost engineers and estimators apply expertise to relate the work and materials involved to a proper valuation. Cost overruns with government projects have occurred when the contractor identified change orders or project changes that increased costs, which are not subject to competition from other firms as they have already been eliminated from consideration after the initial bid.", "targets": "Who are likely participants in creating an overall plan for the financial management of the building construction project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8a453585cb42aa902e76777abe9d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mortgage bankers, accountants, and cost engineers are likely participants in creating an overall plan for the financial management of the building construction project. The presence of the mortgage banker is highly likely, even in relatively small projects since the owner's equity in the property is the most obvious source of funding for a building project. Accountants act to study the expected monetary flow over the life of the project and to monitor the payouts throughout the process. Cost engineers and estimators apply expertise to relate the work and materials involved to a proper valuation. Cost overruns with government projects have occurred when the contractor identified change orders or project changes that increased costs, which are not subject to competition from other firms as they have already been eliminated from consideration after the initial bid.", "targets": "The presence of who is highly likely even in small projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8a453585cb42aa902e76777abe9d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mortgage bankers, accountants, and cost engineers are likely participants in creating an overall plan for the financial management of the building construction project. The presence of the mortgage banker is highly likely, even in relatively small projects since the owner's equity in the property is the most obvious source of funding for a building project. Accountants act to study the expected monetary flow over the life of the project and to monitor the payouts throughout the process. Cost engineers and estimators apply expertise to relate the work and materials involved to a proper valuation. Cost overruns with government projects have occurred when the contractor identified change orders or project changes that increased costs, which are not subject to competition from other firms as they have already been eliminated from consideration after the initial bid.", "targets": "Who studies the expected monetary flow over the life of the project and to monitor the payouts throughout the process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8a453585cb42aa902e76777abe9d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mortgage bankers, accountants, and cost engineers are likely participants in creating an overall plan for the financial management of the building construction project. The presence of the mortgage banker is highly likely, even in relatively small projects since the owner's equity in the property is the most obvious source of funding for a building project. Accountants act to study the expected monetary flow over the life of the project and to monitor the payouts throughout the process. Cost engineers and estimators apply expertise to relate the work and materials involved to a proper valuation. Cost overruns with government projects have occurred when the contractor identified change orders or project changes that increased costs, which are not subject to competition from other firms as they have already been eliminated from consideration after the initial bid.", "targets": "Cost overruns with government projects have occurred when the contractor did what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8a453585cb42aa902e76777abe9d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mortgage bankers, accountants, and cost engineers are likely participants in creating an overall plan for the financial management of the building construction project. The presence of the mortgage banker is highly likely, even in relatively small projects since the owner's equity in the property is the most obvious source of funding for a building project. Accountants act to study the expected monetary flow over the life of the project and to monitor the payouts throughout the process. Cost engineers and estimators apply expertise to relate the work and materials involved to a proper valuation. Cost overruns with government projects have occurred when the contractor identified change orders or project changes that increased costs, which are not subject to competition from other firms as they have already been eliminated from consideration after the initial bid.", "targets": "Who applies expertise to relate the work and materials involved to a proper valuation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb9c5f69d5ae4db2bc6d9e2469ea8a67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With crude oil as the country's primary export, Gaddafi sought to improve Libya's oil sector. In October 1969, he proclaimed the current trade terms unfair, benefiting foreign corporations more than the Libyan state, and by threatening to reduce production, in December Jalloud successfully increased the price of Libyan oil. In 1970, other OPEC states followed suit, leading to a global increase in the price of crude oil. The RCC followed with the Tripoli Agreement, in which they secured income tax, back-payments and better pricing from the oil corporations; these measures brought Libya an estimated $1 billion in additional revenues in its first year.", "targets": "What was Libya's main export?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb9c5f69d5ae4db2bc6d9e2469ea8a67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With crude oil as the country's primary export, Gaddafi sought to improve Libya's oil sector. In October 1969, he proclaimed the current trade terms unfair, benefiting foreign corporations more than the Libyan state, and by threatening to reduce production, in December Jalloud successfully increased the price of Libyan oil. In 1970, other OPEC states followed suit, leading to a global increase in the price of crude oil. The RCC followed with the Tripoli Agreement, in which they secured income tax, back-payments and better pricing from the oil corporations; these measures brought Libya an estimated $1 billion in additional revenues in its first year.", "targets": "How did Gaddafi's decisions in the oil industry impact other OPEC states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb9c5f69d5ae4db2bc6d9e2469ea8a67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With crude oil as the country's primary export, Gaddafi sought to improve Libya's oil sector. In October 1969, he proclaimed the current trade terms unfair, benefiting foreign corporations more than the Libyan state, and by threatening to reduce production, in December Jalloud successfully increased the price of Libyan oil. In 1970, other OPEC states followed suit, leading to a global increase in the price of crude oil. The RCC followed with the Tripoli Agreement, in which they secured income tax, back-payments and better pricing from the oil corporations; these measures brought Libya an estimated $1 billion in additional revenues in its first year.", "targets": "What was the main export of Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb9c5f69d5ae4db2bc6d9e2469ea8a67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With crude oil as the country's primary export, Gaddafi sought to improve Libya's oil sector. In October 1969, he proclaimed the current trade terms unfair, benefiting foreign corporations more than the Libyan state, and by threatening to reduce production, in December Jalloud successfully increased the price of Libyan oil. In 1970, other OPEC states followed suit, leading to a global increase in the price of crude oil. The RCC followed with the Tripoli Agreement, in which they secured income tax, back-payments and better pricing from the oil corporations; these measures brought Libya an estimated $1 billion in additional revenues in its first year.", "targets": "How much money did Libya accrue in a year as a result of the Tripoli Agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb9c5f69d5ae4db2bc6d9e2469ea8a67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With crude oil as the country's primary export, Gaddafi sought to improve Libya's oil sector. In October 1969, he proclaimed the current trade terms unfair, benefiting foreign corporations more than the Libyan state, and by threatening to reduce production, in December Jalloud successfully increased the price of Libyan oil. In 1970, other OPEC states followed suit, leading to a global increase in the price of crude oil. The RCC followed with the Tripoli Agreement, in which they secured income tax, back-payments and better pricing from the oil corporations; these measures brought Libya an estimated $1 billion in additional revenues in its first year.", "targets": "What organization of oil producers was Libya a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb9c5f69d5ae4db2bc6d9e2469ea8a67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With crude oil as the country's primary export, Gaddafi sought to improve Libya's oil sector. In October 1969, he proclaimed the current trade terms unfair, benefiting foreign corporations more than the Libyan state, and by threatening to reduce production, in December Jalloud successfully increased the price of Libyan oil. In 1970, other OPEC states followed suit, leading to a global increase in the price of crude oil. The RCC followed with the Tripoli Agreement, in which they secured income tax, back-payments and better pricing from the oil corporations; these measures brought Libya an estimated $1 billion in additional revenues in its first year.", "targets": "Who was responsible for raising the price of Libyan oil in 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baab36f174c7473d9fb8cdcdc87e44cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary tends to have lush, soothing and highly polished qualities where emphasis on melody and harmonies is accentuated. It is usually melodic enough to get a listener's attention, and is inoffensive and pleasurable enough to work well as background music. Like most of pop music, its songs tend to be written in a basic format employing a verse\u2013chorus structure.", "targets": "Along with harmonies, what aspect of music is emphasized in adult contemporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baab36f174c7473d9fb8cdcdc87e44cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary tends to have lush, soothing and highly polished qualities where emphasis on melody and harmonies is accentuated. It is usually melodic enough to get a listener's attention, and is inoffensive and pleasurable enough to work well as background music. Like most of pop music, its songs tend to be written in a basic format employing a verse\u2013chorus structure.", "targets": "What is the typical structure of an adult contemporary song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baab36f174c7473d9fb8cdcdc87e44cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary tends to have lush, soothing and highly polished qualities where emphasis on melody and harmonies is accentuated. It is usually melodic enough to get a listener's attention, and is inoffensive and pleasurable enough to work well as background music. Like most of pop music, its songs tend to be written in a basic format employing a verse\u2013chorus structure.", "targets": "With what broader style of music does adult contemporary share its structure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baab36f174c7473d9fb8cdcdc87e44cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary tends to have lush, soothing and highly polished qualities where emphasis on melody and harmonies is accentuated. It is usually melodic enough to get a listener's attention, and is inoffensive and pleasurable enough to work well as background music. Like most of pop music, its songs tend to be written in a basic format employing a verse\u2013chorus structure.", "targets": "Along with being pleasurable, what trait makes adult contemporary appropriate for background music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "What year was Charleston founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "What was Charleston's original name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "Charles Town was named after which king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "Where was the city originally located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "What was Charleston's population in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "What year was Charleston originally founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "Who was Charles Town named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "What was the originally name of Charleston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "How many people lived in Charleston in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de70f6e1f0c9459385af35dcb7deb42e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded in 1670 as Charles Town in honor of King Charles II of England, Charleston adopted its present name in 1783. It moved to its present location on Oyster Point in 1680 from a location on the west bank of the Ashley River known as Albemarle Point. By 1690, Charles Town was the fifth-largest city in North America, and it remained among the 10 largest cities in the United States through the 1840 census. With a 2010 census population of 120,083  (and a 2014 estimate of 130,113), current trends put Charleston as the fastest-growing municipality in South Carolina. The population of the Charleston metropolitan area, comprising Berkeley, Charleston, and Dorchester Counties, was counted by the 2014 estimate at 727,689 \u2013 the third-largest in the state \u2013 and the 78th-largest metropolitan statistical area in the United States.", "targets": "Where was Charleston's first location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910011b99a414bd6ab526deaa488ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Konbaung kings extended Restored Toungoo's administrative reforms, and achieved unprecedented levels of internal control and external expansion. For the first time in history, the Burmese language and culture came to predominate the entire Irrawaddy valley. The evolution and growth of Burmese literature and theatre continued, aided by an extremely high adult male literacy rate for the era (half of all males and 5% of females). Nonetheless, the extent and pace of reforms were uneven and ultimately proved insufficient to stem the advance of British colonialism.", "targets": "What language eventually came to power in the Irrawaddy valley ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910011b99a414bd6ab526deaa488ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Konbaung kings extended Restored Toungoo's administrative reforms, and achieved unprecedented levels of internal control and external expansion. For the first time in history, the Burmese language and culture came to predominate the entire Irrawaddy valley. The evolution and growth of Burmese literature and theatre continued, aided by an extremely high adult male literacy rate for the era (half of all males and 5% of females). Nonetheless, the extent and pace of reforms were uneven and ultimately proved insufficient to stem the advance of British colonialism.", "targets": "What was the literacy rate for the Burmese people during the big period of artistic growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910011b99a414bd6ab526deaa488ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Konbaung kings extended Restored Toungoo's administrative reforms, and achieved unprecedented levels of internal control and external expansion. For the first time in history, the Burmese language and culture came to predominate the entire Irrawaddy valley. The evolution and growth of Burmese literature and theatre continued, aided by an extremely high adult male literacy rate for the era (half of all males and 5% of females). Nonetheless, the extent and pace of reforms were uneven and ultimately proved insufficient to stem the advance of British colonialism.", "targets": "Did changes move along at a uniform pace for the Burmese people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910011b99a414bd6ab526deaa488ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Konbaung kings extended Restored Toungoo's administrative reforms, and achieved unprecedented levels of internal control and external expansion. For the first time in history, the Burmese language and culture came to predominate the entire Irrawaddy valley. The evolution and growth of Burmese literature and theatre continued, aided by an extremely high adult male literacy rate for the era (half of all males and 5% of females). Nonetheless, the extent and pace of reforms were uneven and ultimately proved insufficient to stem the advance of British colonialism.", "targets": "What country was Burma a colony of ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910011b99a414bd6ab526deaa488ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Konbaung kings extended Restored Toungoo's administrative reforms, and achieved unprecedented levels of internal control and external expansion. For the first time in history, the Burmese language and culture came to predominate the entire Irrawaddy valley. The evolution and growth of Burmese literature and theatre continued, aided by an extremely high adult male literacy rate for the era (half of all males and 5% of females). Nonetheless, the extent and pace of reforms were uneven and ultimately proved insufficient to stem the advance of British colonialism.", "targets": "What are the kings of the Konbaung monarchy famed for in their rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09c6e4c1e67f485b9de059133c8a51ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of John's death William Marshal was declared the protector of the nine-year-old Henry III. The civil war continued until royalist victories at the battles of Lincoln and Dover in 1217. Louis gave up his claim to the English throne and signed the Treaty of Lambeth. The failed Magna Carta agreement was resuscitated by Marshal's administration and reissued in an edited form in 1217 as a basis for future government. Henry III continued his attempts to reclaim Normandy and Anjou until 1259, but John's continental losses and the consequent growth of Capetian power in the 13th century proved to mark a \"turning point in European history\".", "targets": "Who was declared the protector of Henry III after John's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09c6e4c1e67f485b9de059133c8a51ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of John's death William Marshal was declared the protector of the nine-year-old Henry III. The civil war continued until royalist victories at the battles of Lincoln and Dover in 1217. Louis gave up his claim to the English throne and signed the Treaty of Lambeth. The failed Magna Carta agreement was resuscitated by Marshal's administration and reissued in an edited form in 1217 as a basis for future government. Henry III continued his attempts to reclaim Normandy and Anjou until 1259, but John's continental losses and the consequent growth of Capetian power in the 13th century proved to mark a \"turning point in European history\".", "targets": "Who gave up their claim to the English throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09c6e4c1e67f485b9de059133c8a51ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of John's death William Marshal was declared the protector of the nine-year-old Henry III. The civil war continued until royalist victories at the battles of Lincoln and Dover in 1217. Louis gave up his claim to the English throne and signed the Treaty of Lambeth. The failed Magna Carta agreement was resuscitated by Marshal's administration and reissued in an edited form in 1217 as a basis for future government. Henry III continued his attempts to reclaim Normandy and Anjou until 1259, but John's continental losses and the consequent growth of Capetian power in the 13th century proved to mark a \"turning point in European history\".", "targets": "What agreement failed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09c6e4c1e67f485b9de059133c8a51ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of John's death William Marshal was declared the protector of the nine-year-old Henry III. The civil war continued until royalist victories at the battles of Lincoln and Dover in 1217. Louis gave up his claim to the English throne and signed the Treaty of Lambeth. The failed Magna Carta agreement was resuscitated by Marshal's administration and reissued in an edited form in 1217 as a basis for future government. Henry III continued his attempts to reclaim Normandy and Anjou until 1259, but John's continental losses and the consequent growth of Capetian power in the 13th century proved to mark a \"turning point in European history\".", "targets": "Until when did Henry III continue his attempts to reclaim Normandy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a12218b8b147a0af48085d07981ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc did not have high market penetration in North America due to the high cost of the players and discs, which were far more expensive than VHS players and tapes, and due to marketplace confusion with the technologically inferior CED, which also went by the name Videodisc. While the format was not widely adopted by North American consumers, it was well received among videophiles due to the superior audio and video quality compared to VHS and Betamax tapes, finding a place in nearly one million American homes by the end of 1990. The format was more popular in Japan than in North America because prices were kept low to ensure adoption, resulting in minimal price differences between VHS tapes and the higher quality LaserDiscs, helping ensure that it quickly became the dominant consumer video format in Japan. Anime collectors in every country the LD format was released, which includes both North America and Japan, also quickly became familiar with this format, and sought the higher video and sound quality of LaserDisc and the availability of numerous titles not available on VHS. LaserDiscs were also popular alternatives to videocassettes among movie enthusiasts in the more affluent regions of South East Asia, such as Singapore, due to their high integration with the Japanese export market and the disc-based media's superior longevity compared to videocassette, especially in the humid conditions endemic to that area of the world.", "targets": "Why didn't LaserDiscs become popular in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a12218b8b147a0af48085d07981ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc did not have high market penetration in North America due to the high cost of the players and discs, which were far more expensive than VHS players and tapes, and due to marketplace confusion with the technologically inferior CED, which also went by the name Videodisc. While the format was not widely adopted by North American consumers, it was well received among videophiles due to the superior audio and video quality compared to VHS and Betamax tapes, finding a place in nearly one million American homes by the end of 1990. The format was more popular in Japan than in North America because prices were kept low to ensure adoption, resulting in minimal price differences between VHS tapes and the higher quality LaserDiscs, helping ensure that it quickly became the dominant consumer video format in Japan. Anime collectors in every country the LD format was released, which includes both North America and Japan, also quickly became familiar with this format, and sought the higher video and sound quality of LaserDisc and the availability of numerous titles not available on VHS. LaserDiscs were also popular alternatives to videocassettes among movie enthusiasts in the more affluent regions of South East Asia, such as Singapore, due to their high integration with the Japanese export market and the disc-based media's superior longevity compared to videocassette, especially in the humid conditions endemic to that area of the world.", "targets": "By 1990, how many American homes were estimated to use LD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a12218b8b147a0af48085d07981ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc did not have high market penetration in North America due to the high cost of the players and discs, which were far more expensive than VHS players and tapes, and due to marketplace confusion with the technologically inferior CED, which also went by the name Videodisc. While the format was not widely adopted by North American consumers, it was well received among videophiles due to the superior audio and video quality compared to VHS and Betamax tapes, finding a place in nearly one million American homes by the end of 1990. The format was more popular in Japan than in North America because prices were kept low to ensure adoption, resulting in minimal price differences between VHS tapes and the higher quality LaserDiscs, helping ensure that it quickly became the dominant consumer video format in Japan. Anime collectors in every country the LD format was released, which includes both North America and Japan, also quickly became familiar with this format, and sought the higher video and sound quality of LaserDisc and the availability of numerous titles not available on VHS. LaserDiscs were also popular alternatives to videocassettes among movie enthusiasts in the more affluent regions of South East Asia, such as Singapore, due to their high integration with the Japanese export market and the disc-based media's superior longevity compared to videocassette, especially in the humid conditions endemic to that area of the world.", "targets": "Why were LaserDiscs more popular in Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a12218b8b147a0af48085d07981ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc did not have high market penetration in North America due to the high cost of the players and discs, which were far more expensive than VHS players and tapes, and due to marketplace confusion with the technologically inferior CED, which also went by the name Videodisc. While the format was not widely adopted by North American consumers, it was well received among videophiles due to the superior audio and video quality compared to VHS and Betamax tapes, finding a place in nearly one million American homes by the end of 1990. The format was more popular in Japan than in North America because prices were kept low to ensure adoption, resulting in minimal price differences between VHS tapes and the higher quality LaserDiscs, helping ensure that it quickly became the dominant consumer video format in Japan. Anime collectors in every country the LD format was released, which includes both North America and Japan, also quickly became familiar with this format, and sought the higher video and sound quality of LaserDisc and the availability of numerous titles not available on VHS. LaserDiscs were also popular alternatives to videocassettes among movie enthusiasts in the more affluent regions of South East Asia, such as Singapore, due to their high integration with the Japanese export market and the disc-based media's superior longevity compared to videocassette, especially in the humid conditions endemic to that area of the world.", "targets": "Which format was more popular in high humidity areas such as Singapore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "When did this earthquake occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "Where did this earthquake occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "Why was it not included in the series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "Where should you look for more details?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "Where was the August 30, 2008 quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "What was the magnitude of the southern Sichuan quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d984dd05db2a4aab8c560371454f034a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(The Ms 6.1 earthquake on August 30, 2008 in southern Sichuan was not part of this series because it was caused by a different fault. See 2008 Panzhihua earthquake for details.)", "targets": "What earthquake happened in southern Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e914eb25b44fe6bf2b79b2b83b4778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's lack of religious conviction has been noted by contemporary chroniclers and later historians, with some suspecting that John was at best impious, or even atheistic, a very serious issue at the time. Contemporary chroniclers catalogued his various anti-religious habits at length, including his failure to take communion, his blasphemous remarks, and his witty but scandalous jokes about church doctrine, including jokes about the implausibility of the Resurrection. They commented on the paucity of John's charitable donations to the church. Historian Frank McLynn argues that John's early years at Fontevrault, combined with his relatively advanced education, may have turned him against the church. Other historians have been more cautious in interpreting this material, noting that chroniclers also reported John's personal interest in the life of St Wulfstan of Worcester and his friendships with several senior clerics, most especially with Hugh of Lincoln, who was later declared a saint. Financial records show a normal royal household engaged in the usual feasts and pious observances \u2013 albeit with many records showing John's offerings to the poor to atone for routinely breaking church rules and guidance. The historian Lewis Warren has argued that the chronicler accounts were subject to considerable bias and the King was \"at least conventionally devout,\" citing his pilgrimages and interest in religious scripture and commentaries.", "targets": "Historians suspected that John was at best what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e914eb25b44fe6bf2b79b2b83b4778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's lack of religious conviction has been noted by contemporary chroniclers and later historians, with some suspecting that John was at best impious, or even atheistic, a very serious issue at the time. Contemporary chroniclers catalogued his various anti-religious habits at length, including his failure to take communion, his blasphemous remarks, and his witty but scandalous jokes about church doctrine, including jokes about the implausibility of the Resurrection. They commented on the paucity of John's charitable donations to the church. Historian Frank McLynn argues that John's early years at Fontevrault, combined with his relatively advanced education, may have turned him against the church. Other historians have been more cautious in interpreting this material, noting that chroniclers also reported John's personal interest in the life of St Wulfstan of Worcester and his friendships with several senior clerics, most especially with Hugh of Lincoln, who was later declared a saint. Financial records show a normal royal household engaged in the usual feasts and pious observances \u2013 albeit with many records showing John's offerings to the poor to atone for routinely breaking church rules and guidance. The historian Lewis Warren has argued that the chronicler accounts were subject to considerable bias and the King was \"at least conventionally devout,\" citing his pilgrimages and interest in religious scripture and commentaries.", "targets": "Who was later declared a saint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09e914eb25b44fe6bf2b79b2b83b4778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's lack of religious conviction has been noted by contemporary chroniclers and later historians, with some suspecting that John was at best impious, or even atheistic, a very serious issue at the time. Contemporary chroniclers catalogued his various anti-religious habits at length, including his failure to take communion, his blasphemous remarks, and his witty but scandalous jokes about church doctrine, including jokes about the implausibility of the Resurrection. They commented on the paucity of John's charitable donations to the church. Historian Frank McLynn argues that John's early years at Fontevrault, combined with his relatively advanced education, may have turned him against the church. Other historians have been more cautious in interpreting this material, noting that chroniclers also reported John's personal interest in the life of St Wulfstan of Worcester and his friendships with several senior clerics, most especially with Hugh of Lincoln, who was later declared a saint. Financial records show a normal royal household engaged in the usual feasts and pious observances \u2013 albeit with many records showing John's offerings to the poor to atone for routinely breaking church rules and guidance. The historian Lewis Warren has argued that the chronicler accounts were subject to considerable bias and the King was \"at least conventionally devout,\" citing his pilgrimages and interest in religious scripture and commentaries.", "targets": "Many records showed what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cb4e7d7497b4bc490ba522abb1b7bbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proto-Iranian thus dates to some time after Proto-Indo-Iranian break-up, or the early second millennium BCE, as the Old Iranian languages began to break off and evolve separately as the various Iranian tribes migrated and settled in vast areas of southeastern Europe, the Iranian plateau, and Central Asia.", "targets": "Where did early Iranian people establish societies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e9bbd28ca224ae0a63903a6104f938c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 13, 1887, the U,S. Government moved to annul the patent issued to Bell on the grounds of fraud and misrepresentation. After a series of decisions and reversals, the Bell company won a decision in the Supreme Court, though a couple of the original claims from the lower court cases were left undecided. By the time that the trial wound its way through nine years of legal battles, the U.S. prosecuting attorney had died and the two Bell patents (No. 174,465 dated March 7, 1876 and No. 186,787 dated January 30, 1877) were no longer in effect, although the presiding judges agreed to continue the proceedings due to the case's importance as a \"precedent\". With a change in administration and charges of conflict of interest (on both sides) arising from the original trial, the US Attorney General dropped the lawsuit on November 30, 1897 leaving several issues undecided on the merits.", "targets": "In 1887 the US Government wanted to undo Bell's patent due to fraud and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e9bbd28ca224ae0a63903a6104f938c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 13, 1887, the U,S. Government moved to annul the patent issued to Bell on the grounds of fraud and misrepresentation. After a series of decisions and reversals, the Bell company won a decision in the Supreme Court, though a couple of the original claims from the lower court cases were left undecided. By the time that the trial wound its way through nine years of legal battles, the U.S. prosecuting attorney had died and the two Bell patents (No. 174,465 dated March 7, 1876 and No. 186,787 dated January 30, 1877) were no longer in effect, although the presiding judges agreed to continue the proceedings due to the case's importance as a \"precedent\". With a change in administration and charges of conflict of interest (on both sides) arising from the original trial, the US Attorney General dropped the lawsuit on November 30, 1897 leaving several issues undecided on the merits.", "targets": "The US Government lost the bid to overturn Bell's patent in what court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e9bbd28ca224ae0a63903a6104f938c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 13, 1887, the U,S. Government moved to annul the patent issued to Bell on the grounds of fraud and misrepresentation. After a series of decisions and reversals, the Bell company won a decision in the Supreme Court, though a couple of the original claims from the lower court cases were left undecided. By the time that the trial wound its way through nine years of legal battles, the U.S. prosecuting attorney had died and the two Bell patents (No. 174,465 dated March 7, 1876 and No. 186,787 dated January 30, 1877) were no longer in effect, although the presiding judges agreed to continue the proceedings due to the case's importance as a \"precedent\". With a change in administration and charges of conflict of interest (on both sides) arising from the original trial, the US Attorney General dropped the lawsuit on November 30, 1897 leaving several issues undecided on the merits.", "targets": "How many years did Bell and the US Government fight in court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e9bbd28ca224ae0a63903a6104f938c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 13, 1887, the U,S. Government moved to annul the patent issued to Bell on the grounds of fraud and misrepresentation. After a series of decisions and reversals, the Bell company won a decision in the Supreme Court, though a couple of the original claims from the lower court cases were left undecided. By the time that the trial wound its way through nine years of legal battles, the U.S. prosecuting attorney had died and the two Bell patents (No. 174,465 dated March 7, 1876 and No. 186,787 dated January 30, 1877) were no longer in effect, although the presiding judges agreed to continue the proceedings due to the case's importance as a \"precedent\". With a change in administration and charges of conflict of interest (on both sides) arising from the original trial, the US Attorney General dropped the lawsuit on November 30, 1897 leaving several issues undecided on the merits.", "targets": "What excuse did the judges have for the trial despite the fact that the patents had expired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e9bbd28ca224ae0a63903a6104f938c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 13, 1887, the U,S. Government moved to annul the patent issued to Bell on the grounds of fraud and misrepresentation. After a series of decisions and reversals, the Bell company won a decision in the Supreme Court, though a couple of the original claims from the lower court cases were left undecided. By the time that the trial wound its way through nine years of legal battles, the U.S. prosecuting attorney had died and the two Bell patents (No. 174,465 dated March 7, 1876 and No. 186,787 dated January 30, 1877) were no longer in effect, although the presiding judges agreed to continue the proceedings due to the case's importance as a \"precedent\". With a change in administration and charges of conflict of interest (on both sides) arising from the original trial, the US Attorney General dropped the lawsuit on November 30, 1897 leaving several issues undecided on the merits.", "targets": "On what date did the US Government stop legal action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79401b1f44214e9d87f83eb97a69765f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven suburbicarian sees: Ostia, Albano, Porto and Santa Rufina, Palestrina, Sabina and Mentana, Frascati and Velletri. Velletri was united with Ostia from 1150 until 1914, when Pope Pius X separated them again, but decreed that whatever cardinal bishop became Dean of the College of Cardinals would keep the suburbicarian see he already held, adding to it that of Ostia, with the result that there continued to be only six cardinal bishops.", "targets": "How many suburbicarian sees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79401b1f44214e9d87f83eb97a69765f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven suburbicarian sees: Ostia, Albano, Porto and Santa Rufina, Palestrina, Sabina and Mentana, Frascati and Velletri. Velletri was united with Ostia from 1150 until 1914, when Pope Pius X separated them again, but decreed that whatever cardinal bishop became Dean of the College of Cardinals would keep the suburbicarian see he already held, adding to it that of Ostia, with the result that there continued to be only six cardinal bishops.", "targets": "When were the two sees combined? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79401b1f44214e9d87f83eb97a69765f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven suburbicarian sees: Ostia, Albano, Porto and Santa Rufina, Palestrina, Sabina and Mentana, Frascati and Velletri. Velletri was united with Ostia from 1150 until 1914, when Pope Pius X separated them again, but decreed that whatever cardinal bishop became Dean of the College of Cardinals would keep the suburbicarian see he already held, adding to it that of Ostia, with the result that there continued to be only six cardinal bishops.", "targets": "Who separated them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79401b1f44214e9d87f83eb97a69765f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven suburbicarian sees: Ostia, Albano, Porto and Santa Rufina, Palestrina, Sabina and Mentana, Frascati and Velletri. Velletri was united with Ostia from 1150 until 1914, when Pope Pius X separated them again, but decreed that whatever cardinal bishop became Dean of the College of Cardinals would keep the suburbicarian see he already held, adding to it that of Ostia, with the result that there continued to be only six cardinal bishops.", "targets": "What are the seven sees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bddfd034da14c8cac94456eac9db327", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Wynn's plans for development in the city were scrapped in 2002, the tunnel opened in 2001. The new roadway prompted Boyd Gaming in partnership with MGM/Mirage to build Atlantic City's newest casino. The Borgata opened in July 2003, and its success brought an influx of developers to Atlantic City with plans for building grand Las Vegas style mega casinos to revitalize the aging city.", "targets": "In what year did the tunnel open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bddfd034da14c8cac94456eac9db327", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Wynn's plans for development in the city were scrapped in 2002, the tunnel opened in 2001. The new roadway prompted Boyd Gaming in partnership with MGM/Mirage to build Atlantic City's newest casino. The Borgata opened in July 2003, and its success brought an influx of developers to Atlantic City with plans for building grand Las Vegas style mega casinos to revitalize the aging city.", "targets": "What was the name of Atlantic City's newest casino?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bddfd034da14c8cac94456eac9db327", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Wynn's plans for development in the city were scrapped in 2002, the tunnel opened in 2001. The new roadway prompted Boyd Gaming in partnership with MGM/Mirage to build Atlantic City's newest casino. The Borgata opened in July 2003, and its success brought an influx of developers to Atlantic City with plans for building grand Las Vegas style mega casinos to revitalize the aging city.", "targets": "When did The Borgata open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bddfd034da14c8cac94456eac9db327", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Wynn's plans for development in the city were scrapped in 2002, the tunnel opened in 2001. The new roadway prompted Boyd Gaming in partnership with MGM/Mirage to build Atlantic City's newest casino. The Borgata opened in July 2003, and its success brought an influx of developers to Atlantic City with plans for building grand Las Vegas style mega casinos to revitalize the aging city.", "targets": "In what year was Wynn's plans for development scrapped?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bddfd034da14c8cac94456eac9db327", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Wynn's plans for development in the city were scrapped in 2002, the tunnel opened in 2001. The new roadway prompted Boyd Gaming in partnership with MGM/Mirage to build Atlantic City's newest casino. The Borgata opened in July 2003, and its success brought an influx of developers to Atlantic City with plans for building grand Las Vegas style mega casinos to revitalize the aging city.", "targets": "The new roadway prompted a partnership between which two companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ee88366b96b4ab0a873051d7bbbdbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The migration of birds also aids the movement of other species, including those of ectoparasites such as ticks and lice, which in turn may carry micro-organisms including those of concern to human health. Due to the global spread of avian influenza, bird migration has been studied as a possible mechanism of disease transmission, but it has been found not to present a special risk; import of pet and domestic birds is a greater threat. Some viruses that are maintained in birds without lethal effects, such as the West Nile Virus may however be spread by migrating birds. Birds may also have a role in the dispersal of propagules of plants and plankton.", "targets": "What other species does migration help?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ee88366b96b4ab0a873051d7bbbdbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The migration of birds also aids the movement of other species, including those of ectoparasites such as ticks and lice, which in turn may carry micro-organisms including those of concern to human health. Due to the global spread of avian influenza, bird migration has been studied as a possible mechanism of disease transmission, but it has been found not to present a special risk; import of pet and domestic birds is a greater threat. Some viruses that are maintained in birds without lethal effects, such as the West Nile Virus may however be spread by migrating birds. Birds may also have a role in the dispersal of propagules of plants and plankton.", "targets": "What is a greater threat of disease transmission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ee88366b96b4ab0a873051d7bbbdbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The migration of birds also aids the movement of other species, including those of ectoparasites such as ticks and lice, which in turn may carry micro-organisms including those of concern to human health. Due to the global spread of avian influenza, bird migration has been studied as a possible mechanism of disease transmission, but it has been found not to present a special risk; import of pet and domestic birds is a greater threat. Some viruses that are maintained in birds without lethal effects, such as the West Nile Virus may however be spread by migrating birds. Birds may also have a role in the dispersal of propagules of plants and plankton.", "targets": "What has been studied as a mechanism of disease transmission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ee88366b96b4ab0a873051d7bbbdbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The migration of birds also aids the movement of other species, including those of ectoparasites such as ticks and lice, which in turn may carry micro-organisms including those of concern to human health. Due to the global spread of avian influenza, bird migration has been studied as a possible mechanism of disease transmission, but it has been found not to present a special risk; import of pet and domestic birds is a greater threat. Some viruses that are maintained in birds without lethal effects, such as the West Nile Virus may however be spread by migrating birds. Birds may also have a role in the dispersal of propagules of plants and plankton.", "targets": "What has a role in the dispersal of propagules of plants and plankton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ee88366b96b4ab0a873051d7bbbdbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The migration of birds also aids the movement of other species, including those of ectoparasites such as ticks and lice, which in turn may carry micro-organisms including those of concern to human health. Due to the global spread of avian influenza, bird migration has been studied as a possible mechanism of disease transmission, but it has been found not to present a special risk; import of pet and domestic birds is a greater threat. Some viruses that are maintained in birds without lethal effects, such as the West Nile Virus may however be spread by migrating birds. Birds may also have a role in the dispersal of propagules of plants and plankton.", "targets": "What virus is maintained in birds without lethal effects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5ac23af98b4c10818074f8d77a8bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna has received acclaim as a role model for businesswomen in her industry, \"achieving the kind of financial control that women had long fought for within the industry\", and generating over $1.2 billion in sales within the first decade of her career. Professor Colin Barrow from Cranfield School of Management described Madonna as \"America's smartest businesswoman ... who has moved to the top of her industry and stayed there by constantly reinventing herself.\" London Business School academics called her a \"dynamic entrepreneur\" worth copying; they identified her vision of success, her understanding of the music industry, her ability to recognize her own performance limits (and thus bring in help), her willingness to work hard and her ability to adapt as the keys to her commercial success. Morton wrote that \"Madonna is opportunistic, manipulative, and ruthless\u2014somebody who won't stop until she gets what she wants\u2014and that's something you can get at the expense of maybe losing your close ones. But that hardly mattered to her.\" Hazel Blackmore and Rafael Fern\u00e1ndez de Castro in the book \u00bfQu\u00e9 es Estados Unidos? from the Fondo de Cultura Econ\u00f3mica, noted: \"Madonna has been undoubtedly the most important woman in the history of popular music and a great businesswoman in herself; creating fashion, breaking taboos and provoking controversies.\"", "targets": "Who is an acclaim role model business woman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5ac23af98b4c10818074f8d77a8bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna has received acclaim as a role model for businesswomen in her industry, \"achieving the kind of financial control that women had long fought for within the industry\", and generating over $1.2 billion in sales within the first decade of her career. Professor Colin Barrow from Cranfield School of Management described Madonna as \"America's smartest businesswoman ... who has moved to the top of her industry and stayed there by constantly reinventing herself.\" London Business School academics called her a \"dynamic entrepreneur\" worth copying; they identified her vision of success, her understanding of the music industry, her ability to recognize her own performance limits (and thus bring in help), her willingness to work hard and her ability to adapt as the keys to her commercial success. Morton wrote that \"Madonna is opportunistic, manipulative, and ruthless\u2014somebody who won't stop until she gets what she wants\u2014and that's something you can get at the expense of maybe losing your close ones. But that hardly mattered to her.\" Hazel Blackmore and Rafael Fern\u00e1ndez de Castro in the book \u00bfQu\u00e9 es Estados Unidos? from the Fondo de Cultura Econ\u00f3mica, noted: \"Madonna has been undoubtedly the most important woman in the history of popular music and a great businesswoman in herself; creating fashion, breaking taboos and provoking controversies.\"", "targets": "Madonna generated how much in sales in the first 10 years of her career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5ac23af98b4c10818074f8d77a8bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna has received acclaim as a role model for businesswomen in her industry, \"achieving the kind of financial control that women had long fought for within the industry\", and generating over $1.2 billion in sales within the first decade of her career. Professor Colin Barrow from Cranfield School of Management described Madonna as \"America's smartest businesswoman ... who has moved to the top of her industry and stayed there by constantly reinventing herself.\" London Business School academics called her a \"dynamic entrepreneur\" worth copying; they identified her vision of success, her understanding of the music industry, her ability to recognize her own performance limits (and thus bring in help), her willingness to work hard and her ability to adapt as the keys to her commercial success. Morton wrote that \"Madonna is opportunistic, manipulative, and ruthless\u2014somebody who won't stop until she gets what she wants\u2014and that's something you can get at the expense of maybe losing your close ones. But that hardly mattered to her.\" Hazel Blackmore and Rafael Fern\u00e1ndez de Castro in the book \u00bfQu\u00e9 es Estados Unidos? from the Fondo de Cultura Econ\u00f3mica, noted: \"Madonna has been undoubtedly the most important woman in the history of popular music and a great businesswoman in herself; creating fashion, breaking taboos and provoking controversies.\"", "targets": "Who called Madonna a dynamic entrepreneur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf5ac23af98b4c10818074f8d77a8bd8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna has received acclaim as a role model for businesswomen in her industry, \"achieving the kind of financial control that women had long fought for within the industry\", and generating over $1.2 billion in sales within the first decade of her career. Professor Colin Barrow from Cranfield School of Management described Madonna as \"America's smartest businesswoman ... who has moved to the top of her industry and stayed there by constantly reinventing herself.\" London Business School academics called her a \"dynamic entrepreneur\" worth copying; they identified her vision of success, her understanding of the music industry, her ability to recognize her own performance limits (and thus bring in help), her willingness to work hard and her ability to adapt as the keys to her commercial success. Morton wrote that \"Madonna is opportunistic, manipulative, and ruthless\u2014somebody who won't stop until she gets what she wants\u2014and that's something you can get at the expense of maybe losing your close ones. But that hardly mattered to her.\" Hazel Blackmore and Rafael Fern\u00e1ndez de Castro in the book \u00bfQu\u00e9 es Estados Unidos? from the Fondo de Cultura Econ\u00f3mica, noted: \"Madonna has been undoubtedly the most important woman in the history of popular music and a great businesswoman in herself; creating fashion, breaking taboos and provoking controversies.\"", "targets": "Who wrote that Madonna is opportunistic, manipulative and ruthless?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e594f77fc984946bfe75605d934ca75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular contestants are usually not revealed in the results show. Instead, typically the three contestants (two in later rounds) who received the lowest number of votes are called to the center of the stage. One of these three is usually sent to safety; however the two remaining are not necessarily the bottom two. The contestant with the fewest votes is then revealed and eliminated from the competition. A montage of the eliminated contestant's time on the show is played and they give their final performance. However, in season six, during the series' first ever Idol Gives Back episode, no contestant was eliminated, but on the following week, two were sent home. Moreover, starting in season eight, the judges may overturn viewers' decision with a \"Judges' Save\" if they unanimously agree to. \"The save\" can only be used once, and only up through the top five. In the eighth, ninth, tenth, and fourteenth seasons, a double elimination then took place in the week following the activation of the save, but in the eleventh and thirteenth seasons, a regular single elimination took place. The save was not activated in the twelfth season and consequently, a non-elimination took place in the week after its expiration with the votes then carrying over into the following week.", "targets": "In what season was the \"Judges Save\" introduced to give contestants a second chance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e594f77fc984946bfe75605d934ca75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular contestants are usually not revealed in the results show. Instead, typically the three contestants (two in later rounds) who received the lowest number of votes are called to the center of the stage. One of these three is usually sent to safety; however the two remaining are not necessarily the bottom two. The contestant with the fewest votes is then revealed and eliminated from the competition. A montage of the eliminated contestant's time on the show is played and they give their final performance. However, in season six, during the series' first ever Idol Gives Back episode, no contestant was eliminated, but on the following week, two were sent home. Moreover, starting in season eight, the judges may overturn viewers' decision with a \"Judges' Save\" if they unanimously agree to. \"The save\" can only be used once, and only up through the top five. In the eighth, ninth, tenth, and fourteenth seasons, a double elimination then took place in the week following the activation of the save, but in the eleventh and thirteenth seasons, a regular single elimination took place. The save was not activated in the twelfth season and consequently, a non-elimination took place in the week after its expiration with the votes then carrying over into the following week.", "targets": "How many time can the judges save be used each season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e594f77fc984946bfe75605d934ca75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular contestants are usually not revealed in the results show. Instead, typically the three contestants (two in later rounds) who received the lowest number of votes are called to the center of the stage. One of these three is usually sent to safety; however the two remaining are not necessarily the bottom two. The contestant with the fewest votes is then revealed and eliminated from the competition. A montage of the eliminated contestant's time on the show is played and they give their final performance. However, in season six, during the series' first ever Idol Gives Back episode, no contestant was eliminated, but on the following week, two were sent home. Moreover, starting in season eight, the judges may overturn viewers' decision with a \"Judges' Save\" if they unanimously agree to. \"The save\" can only be used once, and only up through the top five. In the eighth, ninth, tenth, and fourteenth seasons, a double elimination then took place in the week following the activation of the save, but in the eleventh and thirteenth seasons, a regular single elimination took place. The save was not activated in the twelfth season and consequently, a non-elimination took place in the week after its expiration with the votes then carrying over into the following week.", "targets": "When three are called, one is often sent to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e594f77fc984946bfe75605d934ca75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular contestants are usually not revealed in the results show. Instead, typically the three contestants (two in later rounds) who received the lowest number of votes are called to the center of the stage. One of these three is usually sent to safety; however the two remaining are not necessarily the bottom two. The contestant with the fewest votes is then revealed and eliminated from the competition. A montage of the eliminated contestant's time on the show is played and they give their final performance. However, in season six, during the series' first ever Idol Gives Back episode, no contestant was eliminated, but on the following week, two were sent home. Moreover, starting in season eight, the judges may overturn viewers' decision with a \"Judges' Save\" if they unanimously agree to. \"The save\" can only be used once, and only up through the top five. In the eighth, ninth, tenth, and fourteenth seasons, a double elimination then took place in the week following the activation of the save, but in the eleventh and thirteenth seasons, a regular single elimination took place. The save was not activated in the twelfth season and consequently, a non-elimination took place in the week after its expiration with the votes then carrying over into the following week.", "targets": "Which season was the Idol Gives Back episode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a865cec07c0641d398ceaade47fb6104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An airport is an aerodrome with facilities for flights to take off and land. Airports often have facilities to store and maintain aircraft, and a control tower. An airport consists of a landing area, which comprises an aerially accessible open space including at least one operationally active surface such as a runway for a plane to take off or a helipad, and often includes adjacent utility buildings such as control towers, hangars  and terminals. Larger airports may have fixed base operator services, airport aprons, air traffic control centres, passenger facilities such as restaurants and lounges, and emergency services.", "targets": "What is an aerodome with facilities for flights to take off and land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a865cec07c0641d398ceaade47fb6104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An airport is an aerodrome with facilities for flights to take off and land. Airports often have facilities to store and maintain aircraft, and a control tower. An airport consists of a landing area, which comprises an aerially accessible open space including at least one operationally active surface such as a runway for a plane to take off or a helipad, and often includes adjacent utility buildings such as control towers, hangars  and terminals. Larger airports may have fixed base operator services, airport aprons, air traffic control centres, passenger facilities such as restaurants and lounges, and emergency services.", "targets": "What is an aerially accessible open space that includes at least one active surface such as a runway or a helipad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a865cec07c0641d398ceaade47fb6104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An airport is an aerodrome with facilities for flights to take off and land. Airports often have facilities to store and maintain aircraft, and a control tower. An airport consists of a landing area, which comprises an aerially accessible open space including at least one operationally active surface such as a runway for a plane to take off or a helipad, and often includes adjacent utility buildings such as control towers, hangars  and terminals. Larger airports may have fixed base operator services, airport aprons, air traffic control centres, passenger facilities such as restaurants and lounges, and emergency services.", "targets": "What is an airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb64efe6618549c98eded8d04a9d00c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mature clitellates (the group that includes earthworms and leeches) are full hermaphrodites, although in a few leech species younger adults function as males and become female at maturity. All have well-developed gonads, and all copulate. Earthworms store their partners' sperm in spermathecae (\"sperm stores\") and then the clitellum produces a cocoon that collects ova from the ovaries and then sperm from the spermathecae. Fertilization and development of earthworm eggs takes place in the cocoon. Leeches' eggs are fertilized in the ovaries, and then transferred to the cocoon. In all clitellates the cocoon also either produces yolk when the eggs are fertilized or nutrients while they are developing. All clitellates hatch as miniature adults rather than larvae.", "targets": "What annelid group includes leeches and earthworms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb64efe6618549c98eded8d04a9d00c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mature clitellates (the group that includes earthworms and leeches) are full hermaphrodites, although in a few leech species younger adults function as males and become female at maturity. All have well-developed gonads, and all copulate. Earthworms store their partners' sperm in spermathecae (\"sperm stores\") and then the clitellum produces a cocoon that collects ova from the ovaries and then sperm from the spermathecae. Fertilization and development of earthworm eggs takes place in the cocoon. Leeches' eggs are fertilized in the ovaries, and then transferred to the cocoon. In all clitellates the cocoon also either produces yolk when the eggs are fertilized or nutrients while they are developing. All clitellates hatch as miniature adults rather than larvae.", "targets": "What type of sex are most earthworms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb64efe6618549c98eded8d04a9d00c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mature clitellates (the group that includes earthworms and leeches) are full hermaphrodites, although in a few leech species younger adults function as males and become female at maturity. All have well-developed gonads, and all copulate. Earthworms store their partners' sperm in spermathecae (\"sperm stores\") and then the clitellum produces a cocoon that collects ova from the ovaries and then sperm from the spermathecae. Fertilization and development of earthworm eggs takes place in the cocoon. Leeches' eggs are fertilized in the ovaries, and then transferred to the cocoon. In all clitellates the cocoon also either produces yolk when the eggs are fertilized or nutrients while they are developing. All clitellates hatch as miniature adults rather than larvae.", "targets": "Where are leeches' eggs fertilized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb64efe6618549c98eded8d04a9d00c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mature clitellates (the group that includes earthworms and leeches) are full hermaphrodites, although in a few leech species younger adults function as males and become female at maturity. All have well-developed gonads, and all copulate. Earthworms store their partners' sperm in spermathecae (\"sperm stores\") and then the clitellum produces a cocoon that collects ova from the ovaries and then sperm from the spermathecae. Fertilization and development of earthworm eggs takes place in the cocoon. Leeches' eggs are fertilized in the ovaries, and then transferred to the cocoon. In all clitellates the cocoon also either produces yolk when the eggs are fertilized or nutrients while they are developing. All clitellates hatch as miniature adults rather than larvae.", "targets": "Where do leeches move their eggs to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb64efe6618549c98eded8d04a9d00c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most mature clitellates (the group that includes earthworms and leeches) are full hermaphrodites, although in a few leech species younger adults function as males and become female at maturity. All have well-developed gonads, and all copulate. Earthworms store their partners' sperm in spermathecae (\"sperm stores\") and then the clitellum produces a cocoon that collects ova from the ovaries and then sperm from the spermathecae. Fertilization and development of earthworm eggs takes place in the cocoon. Leeches' eggs are fertilized in the ovaries, and then transferred to the cocoon. In all clitellates the cocoon also either produces yolk when the eggs are fertilized or nutrients while they are developing. All clitellates hatch as miniature adults rather than larvae.", "targets": "What type of annelids hatch as miniature adults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a6645a54c443bb8e6ee20295f2dd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest mosaic work of the Palaeologan renaissance in art is the decoration of the Chora Church in Constantinople. Although the mosaics of the naos have not survived except three panels, the decoration of the exonarthex and the esonarthex constitute the most important full-scale mosaic cycle in Constantinople after the Hagia Sophia. They were executed around 1320 by the command of Theodore Metochites. The esonarthex has two fluted domes, specially created to provide the ideal setting for the mosaic images of the ancestors of Christ. The southern one is called the Dome of the Pantokrator while the northern one is the Dome of the Theotokos. The most important panel of the esonarthex depicts Theodore Metochites wearing a huge turban, offering the model of the church to Christ. The walls of both narthexes are decorated with mosaic cycles from the life of the Virgin and the life of Christ. These panels show the influence of the Italian trecento on Byzantine art especially the more natural settings, landscapes, figures.", "targets": "where is the greatest mosaic work of the renaissance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a6645a54c443bb8e6ee20295f2dd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest mosaic work of the Palaeologan renaissance in art is the decoration of the Chora Church in Constantinople. Although the mosaics of the naos have not survived except three panels, the decoration of the exonarthex and the esonarthex constitute the most important full-scale mosaic cycle in Constantinople after the Hagia Sophia. They were executed around 1320 by the command of Theodore Metochites. The esonarthex has two fluted domes, specially created to provide the ideal setting for the mosaic images of the ancestors of Christ. The southern one is called the Dome of the Pantokrator while the northern one is the Dome of the Theotokos. The most important panel of the esonarthex depicts Theodore Metochites wearing a huge turban, offering the model of the church to Christ. The walls of both narthexes are decorated with mosaic cycles from the life of the Virgin and the life of Christ. These panels show the influence of the Italian trecento on Byzantine art especially the more natural settings, landscapes, figures.", "targets": "How many mosaic panels from naos have survived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a6645a54c443bb8e6ee20295f2dd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest mosaic work of the Palaeologan renaissance in art is the decoration of the Chora Church in Constantinople. Although the mosaics of the naos have not survived except three panels, the decoration of the exonarthex and the esonarthex constitute the most important full-scale mosaic cycle in Constantinople after the Hagia Sophia. They were executed around 1320 by the command of Theodore Metochites. The esonarthex has two fluted domes, specially created to provide the ideal setting for the mosaic images of the ancestors of Christ. The southern one is called the Dome of the Pantokrator while the northern one is the Dome of the Theotokos. The most important panel of the esonarthex depicts Theodore Metochites wearing a huge turban, offering the model of the church to Christ. The walls of both narthexes are decorated with mosaic cycles from the life of the Virgin and the life of Christ. These panels show the influence of the Italian trecento on Byzantine art especially the more natural settings, landscapes, figures.", "targets": "The panels of naos are only capped in importance by which other location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a6645a54c443bb8e6ee20295f2dd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest mosaic work of the Palaeologan renaissance in art is the decoration of the Chora Church in Constantinople. Although the mosaics of the naos have not survived except three panels, the decoration of the exonarthex and the esonarthex constitute the most important full-scale mosaic cycle in Constantinople after the Hagia Sophia. They were executed around 1320 by the command of Theodore Metochites. The esonarthex has two fluted domes, specially created to provide the ideal setting for the mosaic images of the ancestors of Christ. The southern one is called the Dome of the Pantokrator while the northern one is the Dome of the Theotokos. The most important panel of the esonarthex depicts Theodore Metochites wearing a huge turban, offering the model of the church to Christ. The walls of both narthexes are decorated with mosaic cycles from the life of the Virgin and the life of Christ. These panels show the influence of the Italian trecento on Byzantine art especially the more natural settings, landscapes, figures.", "targets": "Who commissioned the mosaics at naos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a6645a54c443bb8e6ee20295f2dd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greatest mosaic work of the Palaeologan renaissance in art is the decoration of the Chora Church in Constantinople. Although the mosaics of the naos have not survived except three panels, the decoration of the exonarthex and the esonarthex constitute the most important full-scale mosaic cycle in Constantinople after the Hagia Sophia. They were executed around 1320 by the command of Theodore Metochites. The esonarthex has two fluted domes, specially created to provide the ideal setting for the mosaic images of the ancestors of Christ. The southern one is called the Dome of the Pantokrator while the northern one is the Dome of the Theotokos. The most important panel of the esonarthex depicts Theodore Metochites wearing a huge turban, offering the model of the church to Christ. The walls of both narthexes are decorated with mosaic cycles from the life of the Virgin and the life of Christ. These panels show the influence of the Italian trecento on Byzantine art especially the more natural settings, landscapes, figures.", "targets": "The panels from naos show what influence on Byzantine art. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1684ba6cc84e5e939e0374924d95ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Slobodan Milo\u0161evi\u0107, as the former President of Serbia and of Yugoslavia, was the most senior political figure to stand trial at the ICTY. He died on 11 March 2006 during his trial where he was accused of genocide or complicity in genocide in territories within Bosnia and Herzegovina, so no verdict was returned. In 1995, the ICTY issued a warrant for the arrest of Bosnian Serbs Radovan Karad\u017ei\u0107 and Ratko Mladi\u0107 on several charges including genocide. On 21 July 2008, Karad\u017ei\u0107 was arrested in Belgrade, and he is currently in The Hague on trial accused of genocide among other crimes. Ratko Mladi\u0107 was arrested on 26 May 2011 by Serbian special police in Lazarevo, Serbia. Karadzic was convicted of ten of the eleven charges laid against him and sentenced to 40 years in prison on March 24 2016.", "targets": "What event occurred in March 2006 that essentially ended Milosevic's trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1684ba6cc84e5e939e0374924d95ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Slobodan Milo\u0161evi\u0107, as the former President of Serbia and of Yugoslavia, was the most senior political figure to stand trial at the ICTY. He died on 11 March 2006 during his trial where he was accused of genocide or complicity in genocide in territories within Bosnia and Herzegovina, so no verdict was returned. In 1995, the ICTY issued a warrant for the arrest of Bosnian Serbs Radovan Karad\u017ei\u0107 and Ratko Mladi\u0107 on several charges including genocide. On 21 July 2008, Karad\u017ei\u0107 was arrested in Belgrade, and he is currently in The Hague on trial accused of genocide among other crimes. Ratko Mladi\u0107 was arrested on 26 May 2011 by Serbian special police in Lazarevo, Serbia. Karadzic was convicted of ten of the eleven charges laid against him and sentenced to 40 years in prison on March 24 2016.", "targets": "Where was Karadzic when he was finally arrested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1684ba6cc84e5e939e0374924d95ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Slobodan Milo\u0161evi\u0107, as the former President of Serbia and of Yugoslavia, was the most senior political figure to stand trial at the ICTY. He died on 11 March 2006 during his trial where he was accused of genocide or complicity in genocide in territories within Bosnia and Herzegovina, so no verdict was returned. In 1995, the ICTY issued a warrant for the arrest of Bosnian Serbs Radovan Karad\u017ei\u0107 and Ratko Mladi\u0107 on several charges including genocide. On 21 July 2008, Karad\u017ei\u0107 was arrested in Belgrade, and he is currently in The Hague on trial accused of genocide among other crimes. Ratko Mladi\u0107 was arrested on 26 May 2011 by Serbian special police in Lazarevo, Serbia. Karadzic was convicted of ten of the eleven charges laid against him and sentenced to 40 years in prison on March 24 2016.", "targets": "With Milosevic dead, who did the ICTY next charge with crimes of genocide in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1684ba6cc84e5e939e0374924d95ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Slobodan Milo\u0161evi\u0107, as the former President of Serbia and of Yugoslavia, was the most senior political figure to stand trial at the ICTY. He died on 11 March 2006 during his trial where he was accused of genocide or complicity in genocide in territories within Bosnia and Herzegovina, so no verdict was returned. In 1995, the ICTY issued a warrant for the arrest of Bosnian Serbs Radovan Karad\u017ei\u0107 and Ratko Mladi\u0107 on several charges including genocide. On 21 July 2008, Karad\u017ei\u0107 was arrested in Belgrade, and he is currently in The Hague on trial accused of genocide among other crimes. Ratko Mladi\u0107 was arrested on 26 May 2011 by Serbian special police in Lazarevo, Serbia. Karadzic was convicted of ten of the eleven charges laid against him and sentenced to 40 years in prison on March 24 2016.", "targets": "Had Milosevic not died, what charges might he have been convicted of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1684ba6cc84e5e939e0374924d95ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Slobodan Milo\u0161evi\u0107, as the former President of Serbia and of Yugoslavia, was the most senior political figure to stand trial at the ICTY. He died on 11 March 2006 during his trial where he was accused of genocide or complicity in genocide in territories within Bosnia and Herzegovina, so no verdict was returned. In 1995, the ICTY issued a warrant for the arrest of Bosnian Serbs Radovan Karad\u017ei\u0107 and Ratko Mladi\u0107 on several charges including genocide. On 21 July 2008, Karad\u017ei\u0107 was arrested in Belgrade, and he is currently in The Hague on trial accused of genocide among other crimes. Ratko Mladi\u0107 was arrested on 26 May 2011 by Serbian special police in Lazarevo, Serbia. Karadzic was convicted of ten of the eleven charges laid against him and sentenced to 40 years in prison on March 24 2016.", "targets": "Which former president was by far the most senior politician to be accused of genocidal crimes by the ICTY?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d22c95cb725d49bcbe57c09608042a62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, many of the medieval buildings once situated within the town walls are now in ruins or have disappeared altogether. From successive incarnations of the motte and bailey castle, only a section of the bailey wall remains today, lying just off Castle Way. The last remains of the Franciscan friary in Southampton, founded circa 1233 and dissolved in 1538, were swept away in the 1940s. The site is now occupied by Friary House.", "targets": "The only remaining piece of the motte and bailey castle can be seen near what modern Southampton street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d22c95cb725d49bcbe57c09608042a62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, many of the medieval buildings once situated within the town walls are now in ruins or have disappeared altogether. From successive incarnations of the motte and bailey castle, only a section of the bailey wall remains today, lying just off Castle Way. The last remains of the Franciscan friary in Southampton, founded circa 1233 and dissolved in 1538, were swept away in the 1940s. The site is now occupied by Friary House.", "targets": "About what year was the Franciscan friary established in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d22c95cb725d49bcbe57c09608042a62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, many of the medieval buildings once situated within the town walls are now in ruins or have disappeared altogether. From successive incarnations of the motte and bailey castle, only a section of the bailey wall remains today, lying just off Castle Way. The last remains of the Franciscan friary in Southampton, founded circa 1233 and dissolved in 1538, were swept away in the 1940s. The site is now occupied by Friary House.", "targets": "What year did Southampton's Franciscan friary shut down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d22c95cb725d49bcbe57c09608042a62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, many of the medieval buildings once situated within the town walls are now in ruins or have disappeared altogether. From successive incarnations of the motte and bailey castle, only a section of the bailey wall remains today, lying just off Castle Way. The last remains of the Franciscan friary in Southampton, founded circa 1233 and dissolved in 1538, were swept away in the 1940s. The site is now occupied by Friary House.", "targets": "In what decade were the leftovers of the Southampton friary destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d22c95cb725d49bcbe57c09608042a62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, many of the medieval buildings once situated within the town walls are now in ruins or have disappeared altogether. From successive incarnations of the motte and bailey castle, only a section of the bailey wall remains today, lying just off Castle Way. The last remains of the Franciscan friary in Southampton, founded circa 1233 and dissolved in 1538, were swept away in the 1940s. The site is now occupied by Friary House.", "targets": "What landmark now sits on the site of the Franciscan friary in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4eb1713dd45f69092431674ab7db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new Supreme Court of New Zealand was officially established at the beginning of 2004, although it did not come into operation until July. The High Court of New Zealand was until 1980 known as the Supreme Court. The Supreme Court has a purely appellate jurisdiction and hears appeals from the Court of Appeal of New Zealand. In some cases, an appeal may be removed directly to the Supreme Court from the High Court. For certain cases, particularly cases which commenced in the District Court, a lower court (typically the High Court or the Court of Appeal) may be the court of final jurisdiction.", "targets": "When did New Zealand's Supreme Court come into being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4eb1713dd45f69092431674ab7db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new Supreme Court of New Zealand was officially established at the beginning of 2004, although it did not come into operation until July. The High Court of New Zealand was until 1980 known as the Supreme Court. The Supreme Court has a purely appellate jurisdiction and hears appeals from the Court of Appeal of New Zealand. In some cases, an appeal may be removed directly to the Supreme Court from the High Court. For certain cases, particularly cases which commenced in the District Court, a lower court (typically the High Court or the Court of Appeal) may be the court of final jurisdiction.", "targets": "What is the role of New Zealand's highest court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4eb1713dd45f69092431674ab7db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new Supreme Court of New Zealand was officially established at the beginning of 2004, although it did not come into operation until July. The High Court of New Zealand was until 1980 known as the Supreme Court. The Supreme Court has a purely appellate jurisdiction and hears appeals from the Court of Appeal of New Zealand. In some cases, an appeal may be removed directly to the Supreme Court from the High Court. For certain cases, particularly cases which commenced in the District Court, a lower court (typically the High Court or the Court of Appeal) may be the court of final jurisdiction.", "targets": "What court's decisions may be appealed to New Zealand's supreme court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4eb1713dd45f69092431674ab7db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new Supreme Court of New Zealand was officially established at the beginning of 2004, although it did not come into operation until July. The High Court of New Zealand was until 1980 known as the Supreme Court. The Supreme Court has a purely appellate jurisdiction and hears appeals from the Court of Appeal of New Zealand. In some cases, an appeal may be removed directly to the Supreme Court from the High Court. For certain cases, particularly cases which commenced in the District Court, a lower court (typically the High Court or the Court of Appeal) may be the court of final jurisdiction.", "targets": "New Zealand's second ranking court is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4eb1713dd45f69092431674ab7db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new Supreme Court of New Zealand was officially established at the beginning of 2004, although it did not come into operation until July. The High Court of New Zealand was until 1980 known as the Supreme Court. The Supreme Court has a purely appellate jurisdiction and hears appeals from the Court of Appeal of New Zealand. In some cases, an appeal may be removed directly to the Supreme Court from the High Court. For certain cases, particularly cases which commenced in the District Court, a lower court (typically the High Court or the Court of Appeal) may be the court of final jurisdiction.", "targets": "Local decisions by what judicial body may remain within the jurisdiction of local courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a253260221674dbfbeee127432412e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recessed lighting (often called \"pot lights\" in Canada, \"can lights\" or 'high hats\" in the US) is popular, with fixtures mounted into the ceiling structure so as to appear flush with it. These downlights can use narrow beam spotlights, or wider-angle floodlights, both of which are bulbs having their own reflectors. There are also downlights with internal reflectors designed to accept common 'A' lamps (light bulbs) which are generally less costly than reflector lamps. Downlights can be incandescent, fluorescent, HID (high intensity discharge) or LED.", "targets": "What type of lighting can be mounted in the ceiling to appear flush?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dca58607fa1148a28d6c8225d907dda8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UChicago Arts program joins academic departments and programs in the Division of the Humanities and the College, as well as professional organizations including the Court Theatre, the Oriental Institute, the Smart Museum of Art, the Renaissance Society, University of Chicago Presents, and student arts organizations. The university has an artist-in-residence program and scholars in performance studies, contemporary art criticism, and film history. It has offered a doctorate in music composition since 1933 and in Cinema & Media studies since 2000, a master of fine arts in visual arts (early 1970s), and a master of arts in the humanities with a creative writing track (2000). It has bachelor's degree programs in visual arts, music, and art history, and, more recently, Cinema & Media studies (1996) and theater & performance studies (2002). The College's general education core includes a \u201cdramatic, music, and visual arts\u201d requirement, requiring students to study the history of the arts, stage desire, or begin working with sculpture. Several thousand major and non-major undergraduates enroll annually in creative and performing arts classes. UChicago is often considered the birthplace of improvisational comedy as the Compass Players student comedy troupe evolved into The Second City improv theater troupe in 1959. The Reva and David Logan Center for the Arts opened in October 2012, five years after a $35 million gift from alumnus David Logan and his wife Reva. The center includes spaces for exhibitions, performances, classes, and media production. The Logan Center was designed by Tod Williams and Billie Tsien. This building is actually entirely glass. The brick is a facade designed to keep the glass safe from the wind. The architects later removed sections of the bricks when pressure arose in the form of complaints that the views of the city were blocked.", "targets": "Since what year did the university offer a doctorate in music composition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dca58607fa1148a28d6c8225d907dda8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UChicago Arts program joins academic departments and programs in the Division of the Humanities and the College, as well as professional organizations including the Court Theatre, the Oriental Institute, the Smart Museum of Art, the Renaissance Society, University of Chicago Presents, and student arts organizations. The university has an artist-in-residence program and scholars in performance studies, contemporary art criticism, and film history. It has offered a doctorate in music composition since 1933 and in Cinema & Media studies since 2000, a master of fine arts in visual arts (early 1970s), and a master of arts in the humanities with a creative writing track (2000). It has bachelor's degree programs in visual arts, music, and art history, and, more recently, Cinema & Media studies (1996) and theater & performance studies (2002). The College's general education core includes a \u201cdramatic, music, and visual arts\u201d requirement, requiring students to study the history of the arts, stage desire, or begin working with sculpture. Several thousand major and non-major undergraduates enroll annually in creative and performing arts classes. UChicago is often considered the birthplace of improvisational comedy as the Compass Players student comedy troupe evolved into The Second City improv theater troupe in 1959. The Reva and David Logan Center for the Arts opened in October 2012, five years after a $35 million gift from alumnus David Logan and his wife Reva. The center includes spaces for exhibitions, performances, classes, and media production. The Logan Center was designed by Tod Williams and Billie Tsien. This building is actually entirely glass. The brick is a facade designed to keep the glass safe from the wind. The architects later removed sections of the bricks when pressure arose in the form of complaints that the views of the city were blocked.", "targets": "Since what year did the university offer a doctorate in Cinema & Media studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dca58607fa1148a28d6c8225d907dda8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UChicago Arts program joins academic departments and programs in the Division of the Humanities and the College, as well as professional organizations including the Court Theatre, the Oriental Institute, the Smart Museum of Art, the Renaissance Society, University of Chicago Presents, and student arts organizations. The university has an artist-in-residence program and scholars in performance studies, contemporary art criticism, and film history. It has offered a doctorate in music composition since 1933 and in Cinema & Media studies since 2000, a master of fine arts in visual arts (early 1970s), and a master of arts in the humanities with a creative writing track (2000). It has bachelor's degree programs in visual arts, music, and art history, and, more recently, Cinema & Media studies (1996) and theater & performance studies (2002). The College's general education core includes a \u201cdramatic, music, and visual arts\u201d requirement, requiring students to study the history of the arts, stage desire, or begin working with sculpture. Several thousand major and non-major undergraduates enroll annually in creative and performing arts classes. UChicago is often considered the birthplace of improvisational comedy as the Compass Players student comedy troupe evolved into The Second City improv theater troupe in 1959. The Reva and David Logan Center for the Arts opened in October 2012, five years after a $35 million gift from alumnus David Logan and his wife Reva. The center includes spaces for exhibitions, performances, classes, and media production. The Logan Center was designed by Tod Williams and Billie Tsien. This building is actually entirely glass. The brick is a facade designed to keep the glass safe from the wind. The architects later removed sections of the bricks when pressure arose in the form of complaints that the views of the city were blocked.", "targets": "When did the university start having a bachelor's degree program in Cinema & Media studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dca58607fa1148a28d6c8225d907dda8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UChicago Arts program joins academic departments and programs in the Division of the Humanities and the College, as well as professional organizations including the Court Theatre, the Oriental Institute, the Smart Museum of Art, the Renaissance Society, University of Chicago Presents, and student arts organizations. The university has an artist-in-residence program and scholars in performance studies, contemporary art criticism, and film history. It has offered a doctorate in music composition since 1933 and in Cinema & Media studies since 2000, a master of fine arts in visual arts (early 1970s), and a master of arts in the humanities with a creative writing track (2000). It has bachelor's degree programs in visual arts, music, and art history, and, more recently, Cinema & Media studies (1996) and theater & performance studies (2002). The College's general education core includes a \u201cdramatic, music, and visual arts\u201d requirement, requiring students to study the history of the arts, stage desire, or begin working with sculpture. Several thousand major and non-major undergraduates enroll annually in creative and performing arts classes. UChicago is often considered the birthplace of improvisational comedy as the Compass Players student comedy troupe evolved into The Second City improv theater troupe in 1959. The Reva and David Logan Center for the Arts opened in October 2012, five years after a $35 million gift from alumnus David Logan and his wife Reva. The center includes spaces for exhibitions, performances, classes, and media production. The Logan Center was designed by Tod Williams and Billie Tsien. This building is actually entirely glass. The brick is a facade designed to keep the glass safe from the wind. The architects later removed sections of the bricks when pressure arose in the form of complaints that the views of the city were blocked.", "targets": "When did the university start having a bachelor's degree program in theater & performance studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dca58607fa1148a28d6c8225d907dda8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The UChicago Arts program joins academic departments and programs in the Division of the Humanities and the College, as well as professional organizations including the Court Theatre, the Oriental Institute, the Smart Museum of Art, the Renaissance Society, University of Chicago Presents, and student arts organizations. The university has an artist-in-residence program and scholars in performance studies, contemporary art criticism, and film history. It has offered a doctorate in music composition since 1933 and in Cinema & Media studies since 2000, a master of fine arts in visual arts (early 1970s), and a master of arts in the humanities with a creative writing track (2000). It has bachelor's degree programs in visual arts, music, and art history, and, more recently, Cinema & Media studies (1996) and theater & performance studies (2002). The College's general education core includes a \u201cdramatic, music, and visual arts\u201d requirement, requiring students to study the history of the arts, stage desire, or begin working with sculpture. Several thousand major and non-major undergraduates enroll annually in creative and performing arts classes. UChicago is often considered the birthplace of improvisational comedy as the Compass Players student comedy troupe evolved into The Second City improv theater troupe in 1959. The Reva and David Logan Center for the Arts opened in October 2012, five years after a $35 million gift from alumnus David Logan and his wife Reva. The center includes spaces for exhibitions, performances, classes, and media production. The Logan Center was designed by Tod Williams and Billie Tsien. This building is actually entirely glass. The brick is a facade designed to keep the glass safe from the wind. The architects later removed sections of the bricks when pressure arose in the form of complaints that the views of the city were blocked.", "targets": "Around roughly how many students enroll yearly in creative and performing arts classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1025bff1584fe19668083d419696e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prefix neo is used to describe a 20th-century or contemporary composition written in the style of an earlier era, such as Classical or Romantic. Stravinsky's Pulcinella, for example, is a neoclassical composition because it is stylistically similar to works of the Classical era.", "targets": "A Contemporary composition written in the style of an earlier era is described with what prefix?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1025bff1584fe19668083d419696e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prefix neo is used to describe a 20th-century or contemporary composition written in the style of an earlier era, such as Classical or Romantic. Stravinsky's Pulcinella, for example, is a neoclassical composition because it is stylistically similar to works of the Classical era.", "targets": "What century were Neoclassical compositions written in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1025bff1584fe19668083d419696e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prefix neo is used to describe a 20th-century or contemporary composition written in the style of an earlier era, such as Classical or Romantic. Stravinsky's Pulcinella, for example, is a neoclassical composition because it is stylistically similar to works of the Classical era.", "targets": "Who wrote Pulcinella?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1025bff1584fe19668083d419696e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prefix neo is used to describe a 20th-century or contemporary composition written in the style of an earlier era, such as Classical or Romantic. Stravinsky's Pulcinella, for example, is a neoclassical composition because it is stylistically similar to works of the Classical era.", "targets": "What era is Pulcinella similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "When did the torch arrive in Canberra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "Who received the flame from Chinese officials in Canberra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "What did Agnes Shea give to the Chinese in return?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "Who publicly argued at a press conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "Where was the relay held in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "How many kilometers was the route in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "What was the location of the beginning of the Olympic torch route in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "Who kept the demonstrators separated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6603ea2476304764aba037b8c3f1c470", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Australia: The event was held in Canberra, Australian Capital Territory on April 24, and covered around 16 km of Canberra's central areas, from Reconciliation Place to Commonwealth Park. Upon its arrival in Canberra, the Olympic flame was presented by Chinese officials to local Aboriginal elder Agnes Shea, of the Ngunnawal people. She, in turn, offered them a message stick, as a gift of peace and welcome. Hundreds of pro-Tibet protesters and thousands of Chinese students reportedly attended. Demonstrators and counter-demonstrators were kept apart by the Australian Federal Police. Preparations for the event were marred by a disagreement over the role of the Chinese flame attendants, with Australian and Chinese officials arguing publicly over their function and prerogatives during a press conference.", "targets": "What is the name of the Aboriginal elder who received the torch from Chinese officials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23adf7abbd4e4fc1ad5ddcef9c92129d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt now prepared to send troops into Germany; and both Marlborough and Sackville, disgusted by what they perceived as the futility of the \"descents\", obtained commissions in that army. The elderly General Bligh was appointed to command a new \"descent\", escorted by Howe. The campaign began propitiously with the Raid on Cherbourg. Covered by naval bombardment, the army drove off the French force detailed to oppose their landing, captured Cherbourg, and destroyed its fortifications, docks, and shipping.", "targets": "Who decided to send British troops into Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23adf7abbd4e4fc1ad5ddcef9c92129d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt now prepared to send troops into Germany; and both Marlborough and Sackville, disgusted by what they perceived as the futility of the \"descents\", obtained commissions in that army. The elderly General Bligh was appointed to command a new \"descent\", escorted by Howe. The campaign began propitiously with the Raid on Cherbourg. Covered by naval bombardment, the army drove off the French force detailed to oppose their landing, captured Cherbourg, and destroyed its fortifications, docks, and shipping.", "targets": "Who led the invasion troops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23adf7abbd4e4fc1ad5ddcef9c92129d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt now prepared to send troops into Germany; and both Marlborough and Sackville, disgusted by what they perceived as the futility of the \"descents\", obtained commissions in that army. The elderly General Bligh was appointed to command a new \"descent\", escorted by Howe. The campaign began propitiously with the Raid on Cherbourg. Covered by naval bombardment, the army drove off the French force detailed to oppose their landing, captured Cherbourg, and destroyed its fortifications, docks, and shipping.", "targets": "Was the landing successful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23adf7abbd4e4fc1ad5ddcef9c92129d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt now prepared to send troops into Germany; and both Marlborough and Sackville, disgusted by what they perceived as the futility of the \"descents\", obtained commissions in that army. The elderly General Bligh was appointed to command a new \"descent\", escorted by Howe. The campaign began propitiously with the Raid on Cherbourg. Covered by naval bombardment, the army drove off the French force detailed to oppose their landing, captured Cherbourg, and destroyed its fortifications, docks, and shipping.", "targets": "Where did the troops land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23adf7abbd4e4fc1ad5ddcef9c92129d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt now prepared to send troops into Germany; and both Marlborough and Sackville, disgusted by what they perceived as the futility of the \"descents\", obtained commissions in that army. The elderly General Bligh was appointed to command a new \"descent\", escorted by Howe. The campaign began propitiously with the Raid on Cherbourg. Covered by naval bombardment, the army drove off the French force detailed to oppose their landing, captured Cherbourg, and destroyed its fortifications, docks, and shipping.", "targets": "How did the British treat Cherbourg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9192ab550cb41f0bcfe4c7cdf8e7d6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, all humans are classified as belonging to the species Homo sapiens and sub-species Homo sapiens sapiens. However, this is not the first species of homininae: the first species of genus Homo, Homo habilis, are theorized to have evolved in East Africa at least 2 million years ago, and members of this species populated different parts of Africa in a relatively short time. Homo erectus is theorized to have evolved more than 1.8 million years ago, and by 1.5 million years ago had spread throughout Europe and Asia. Virtually all physical anthropologists agree that Archaic Homo sapiens (A group including the possible species H. heidelbergensis, H. rhodesiensis and H. neanderthalensis) evolved out of African Homo erectus ((sensu lato) or Homo ergaster).", "targets": "What species do all living humans today belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9192ab550cb41f0bcfe4c7cdf8e7d6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, all humans are classified as belonging to the species Homo sapiens and sub-species Homo sapiens sapiens. However, this is not the first species of homininae: the first species of genus Homo, Homo habilis, are theorized to have evolved in East Africa at least 2 million years ago, and members of this species populated different parts of Africa in a relatively short time. Homo erectus is theorized to have evolved more than 1.8 million years ago, and by 1.5 million years ago had spread throughout Europe and Asia. Virtually all physical anthropologists agree that Archaic Homo sapiens (A group including the possible species H. heidelbergensis, H. rhodesiensis and H. neanderthalensis) evolved out of African Homo erectus ((sensu lato) or Homo ergaster).", "targets": "When is it theorized that Homo habilis evolved in East Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9192ab550cb41f0bcfe4c7cdf8e7d6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, all humans are classified as belonging to the species Homo sapiens and sub-species Homo sapiens sapiens. However, this is not the first species of homininae: the first species of genus Homo, Homo habilis, are theorized to have evolved in East Africa at least 2 million years ago, and members of this species populated different parts of Africa in a relatively short time. Homo erectus is theorized to have evolved more than 1.8 million years ago, and by 1.5 million years ago had spread throughout Europe and Asia. Virtually all physical anthropologists agree that Archaic Homo sapiens (A group including the possible species H. heidelbergensis, H. rhodesiensis and H. neanderthalensis) evolved out of African Homo erectus ((sensu lato) or Homo ergaster).", "targets": "How many millions of years ago had Homo erectus spread throughout Europa and Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9192ab550cb41f0bcfe4c7cdf8e7d6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, all humans are classified as belonging to the species Homo sapiens and sub-species Homo sapiens sapiens. However, this is not the first species of homininae: the first species of genus Homo, Homo habilis, are theorized to have evolved in East Africa at least 2 million years ago, and members of this species populated different parts of Africa in a relatively short time. Homo erectus is theorized to have evolved more than 1.8 million years ago, and by 1.5 million years ago had spread throughout Europe and Asia. Virtually all physical anthropologists agree that Archaic Homo sapiens (A group including the possible species H. heidelbergensis, H. rhodesiensis and H. neanderthalensis) evolved out of African Homo erectus ((sensu lato) or Homo ergaster).", "targets": "Members of what species populated parts of Africa in a relatively short time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9192ab550cb41f0bcfe4c7cdf8e7d6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, all humans are classified as belonging to the species Homo sapiens and sub-species Homo sapiens sapiens. However, this is not the first species of homininae: the first species of genus Homo, Homo habilis, are theorized to have evolved in East Africa at least 2 million years ago, and members of this species populated different parts of Africa in a relatively short time. Homo erectus is theorized to have evolved more than 1.8 million years ago, and by 1.5 million years ago had spread throughout Europe and Asia. Virtually all physical anthropologists agree that Archaic Homo sapiens (A group including the possible species H. heidelbergensis, H. rhodesiensis and H. neanderthalensis) evolved out of African Homo erectus ((sensu lato) or Homo ergaster).", "targets": "What group might have Archaic Homo sapiens evolve out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5934c19959b44331bbe2c5254e46491b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gram stain, developed in 1884 by Hans Christian Gram, characterises bacteria based on the structural characteristics of their cell walls. The thick layers of peptidoglycan in the \"Gram-positive\" cell wall stain purple, while the thin \"Gram-negative\" cell wall appears pink. By combining morphology and Gram-staining, most bacteria can be classified as belonging to one of four groups (Gram-positive cocci, Gram-positive bacilli, Gram-negative cocci and Gram-negative bacilli). Some organisms are best identified by stains other than the Gram stain, particularly mycobacteria or Nocardia, which show acid-fastness on Ziehl\u2013Neelsen or similar stains. Other organisms may need to be identified by their growth in special media, or by other techniques, such as serology.", "targets": "What was developed by Hans Christian  Gram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5934c19959b44331bbe2c5254e46491b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gram stain, developed in 1884 by Hans Christian Gram, characterises bacteria based on the structural characteristics of their cell walls. The thick layers of peptidoglycan in the \"Gram-positive\" cell wall stain purple, while the thin \"Gram-negative\" cell wall appears pink. By combining morphology and Gram-staining, most bacteria can be classified as belonging to one of four groups (Gram-positive cocci, Gram-positive bacilli, Gram-negative cocci and Gram-negative bacilli). Some organisms are best identified by stains other than the Gram stain, particularly mycobacteria or Nocardia, which show acid-fastness on Ziehl\u2013Neelsen or similar stains. Other organisms may need to be identified by their growth in special media, or by other techniques, such as serology.", "targets": "What year was the Grahm stain was developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5934c19959b44331bbe2c5254e46491b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gram stain, developed in 1884 by Hans Christian Gram, characterises bacteria based on the structural characteristics of their cell walls. The thick layers of peptidoglycan in the \"Gram-positive\" cell wall stain purple, while the thin \"Gram-negative\" cell wall appears pink. By combining morphology and Gram-staining, most bacteria can be classified as belonging to one of four groups (Gram-positive cocci, Gram-positive bacilli, Gram-negative cocci and Gram-negative bacilli). Some organisms are best identified by stains other than the Gram stain, particularly mycobacteria or Nocardia, which show acid-fastness on Ziehl\u2013Neelsen or similar stains. Other organisms may need to be identified by their growth in special media, or by other techniques, such as serology.", "targets": "What color do Gram positive bacteria cell walls turn to after being stained?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5934c19959b44331bbe2c5254e46491b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gram stain, developed in 1884 by Hans Christian Gram, characterises bacteria based on the structural characteristics of their cell walls. The thick layers of peptidoglycan in the \"Gram-positive\" cell wall stain purple, while the thin \"Gram-negative\" cell wall appears pink. By combining morphology and Gram-staining, most bacteria can be classified as belonging to one of four groups (Gram-positive cocci, Gram-positive bacilli, Gram-negative cocci and Gram-negative bacilli). Some organisms are best identified by stains other than the Gram stain, particularly mycobacteria or Nocardia, which show acid-fastness on Ziehl\u2013Neelsen or similar stains. Other organisms may need to be identified by their growth in special media, or by other techniques, such as serology.", "targets": "What color is typical for Gram-negative bacteria after staining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5934c19959b44331bbe2c5254e46491b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gram stain, developed in 1884 by Hans Christian Gram, characterises bacteria based on the structural characteristics of their cell walls. The thick layers of peptidoglycan in the \"Gram-positive\" cell wall stain purple, while the thin \"Gram-negative\" cell wall appears pink. By combining morphology and Gram-staining, most bacteria can be classified as belonging to one of four groups (Gram-positive cocci, Gram-positive bacilli, Gram-negative cocci and Gram-negative bacilli). Some organisms are best identified by stains other than the Gram stain, particularly mycobacteria or Nocardia, which show acid-fastness on Ziehl\u2013Neelsen or similar stains. Other organisms may need to be identified by their growth in special media, or by other techniques, such as serology.", "targets": "What stain shows better test results on Norcadia bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e48de47712e4f8e852a9da971a8c6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tapestry collection includes a fragment of the Cloth of St Gereon, the oldest known surviving European tapestry. A highlight of the collection is the four Devonshire Hunting Tapestries, very rare 15th-century tapestries, woven in the Netherlands, depicting the hunting of various animals; not just their age but their size make these unique. Both of the major English centres of tapestry weaving of the 16th and 17th centuries respectively, Sheldon & Mortlake are represented in the collection by several examples. Also included are tapestries from John Vanderbank's workshop which was the leading English tapestry manufactory in the late 17th century and early 18th century. Some of the finest tapestries are examples from the Gobelins workshop, including a set of 'Jason and the Argonauts' dating from the 1750s. Other continental centres of tapestry weaving with work in the collection include Brussels, Tournai, Beauvais, Strasbourg and Florence.", "targets": "What is the oldest surviving European tapestry in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e48de47712e4f8e852a9da971a8c6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tapestry collection includes a fragment of the Cloth of St Gereon, the oldest known surviving European tapestry. A highlight of the collection is the four Devonshire Hunting Tapestries, very rare 15th-century tapestries, woven in the Netherlands, depicting the hunting of various animals; not just their age but their size make these unique. Both of the major English centres of tapestry weaving of the 16th and 17th centuries respectively, Sheldon & Mortlake are represented in the collection by several examples. Also included are tapestries from John Vanderbank's workshop which was the leading English tapestry manufactory in the late 17th century and early 18th century. Some of the finest tapestries are examples from the Gobelins workshop, including a set of 'Jason and the Argonauts' dating from the 1750s. Other continental centres of tapestry weaving with work in the collection include Brussels, Tournai, Beauvais, Strasbourg and Florence.", "targets": "In which century were the four Devonshire Hunting Tapestries woven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e48de47712e4f8e852a9da971a8c6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tapestry collection includes a fragment of the Cloth of St Gereon, the oldest known surviving European tapestry. A highlight of the collection is the four Devonshire Hunting Tapestries, very rare 15th-century tapestries, woven in the Netherlands, depicting the hunting of various animals; not just their age but their size make these unique. Both of the major English centres of tapestry weaving of the 16th and 17th centuries respectively, Sheldon & Mortlake are represented in the collection by several examples. Also included are tapestries from John Vanderbank's workshop which was the leading English tapestry manufactory in the late 17th century and early 18th century. Some of the finest tapestries are examples from the Gobelins workshop, including a set of 'Jason and the Argonauts' dating from the 1750s. Other continental centres of tapestry weaving with work in the collection include Brussels, Tournai, Beauvais, Strasbourg and Florence.", "targets": "Where were the Devonshire Hunting Tapestries made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e48de47712e4f8e852a9da971a8c6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tapestry collection includes a fragment of the Cloth of St Gereon, the oldest known surviving European tapestry. A highlight of the collection is the four Devonshire Hunting Tapestries, very rare 15th-century tapestries, woven in the Netherlands, depicting the hunting of various animals; not just their age but their size make these unique. Both of the major English centres of tapestry weaving of the 16th and 17th centuries respectively, Sheldon & Mortlake are represented in the collection by several examples. Also included are tapestries from John Vanderbank's workshop which was the leading English tapestry manufactory in the late 17th century and early 18th century. Some of the finest tapestries are examples from the Gobelins workshop, including a set of 'Jason and the Argonauts' dating from the 1750s. Other continental centres of tapestry weaving with work in the collection include Brussels, Tournai, Beauvais, Strasbourg and Florence.", "targets": "What do the Devonshire Hunting Tapestries depict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e48de47712e4f8e852a9da971a8c6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tapestry collection includes a fragment of the Cloth of St Gereon, the oldest known surviving European tapestry. A highlight of the collection is the four Devonshire Hunting Tapestries, very rare 15th-century tapestries, woven in the Netherlands, depicting the hunting of various animals; not just their age but their size make these unique. Both of the major English centres of tapestry weaving of the 16th and 17th centuries respectively, Sheldon & Mortlake are represented in the collection by several examples. Also included are tapestries from John Vanderbank's workshop which was the leading English tapestry manufactory in the late 17th century and early 18th century. Some of the finest tapestries are examples from the Gobelins workshop, including a set of 'Jason and the Argonauts' dating from the 1750s. Other continental centres of tapestry weaving with work in the collection include Brussels, Tournai, Beauvais, Strasbourg and Florence.", "targets": "Which leading English tapestry workshop in the late 17th century and early 18th century is represented in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f4b9efa7e3c427ab4a44315025edd4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Richmond is gaining attention from the film and television industry, with several high-profile films shot in the metro region in the past few years, including the major motion picture Lincoln which led to Daniel Day-Lewis's third Oscar, Killing Kennedy with Rob Lowe, airing on the National Geographic Channel and Turn, starring Jamie Bell and airing on AMC. In 2015 Richmond will be the main filming location for the upcoming PBS drama series Mercy Street, which will premiere in Winter 2016. Several organizations, including the Virginia Film Office and the Virginia Production Alliance, along with events like the Richmond International Film Festival and French Film Festival, continue to put draw supporters of film and media to the region.", "targets": "What movie, which filmed in Richmond, featured Daniel Day-Lewis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f4b9efa7e3c427ab4a44315025edd4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Richmond is gaining attention from the film and television industry, with several high-profile films shot in the metro region in the past few years, including the major motion picture Lincoln which led to Daniel Day-Lewis's third Oscar, Killing Kennedy with Rob Lowe, airing on the National Geographic Channel and Turn, starring Jamie Bell and airing on AMC. In 2015 Richmond will be the main filming location for the upcoming PBS drama series Mercy Street, which will premiere in Winter 2016. Several organizations, including the Virginia Film Office and the Virginia Production Alliance, along with events like the Richmond International Film Festival and French Film Festival, continue to put draw supporters of film and media to the region.", "targets": "Who notably appeared in Killing Kennedy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f4b9efa7e3c427ab4a44315025edd4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Richmond is gaining attention from the film and television industry, with several high-profile films shot in the metro region in the past few years, including the major motion picture Lincoln which led to Daniel Day-Lewis's third Oscar, Killing Kennedy with Rob Lowe, airing on the National Geographic Channel and Turn, starring Jamie Bell and airing on AMC. In 2015 Richmond will be the main filming location for the upcoming PBS drama series Mercy Street, which will premiere in Winter 2016. Several organizations, including the Virginia Film Office and the Virginia Production Alliance, along with events like the Richmond International Film Festival and French Film Festival, continue to put draw supporters of film and media to the region.", "targets": "On what television channel can the show Turn be seen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f4b9efa7e3c427ab4a44315025edd4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Richmond is gaining attention from the film and television industry, with several high-profile films shot in the metro region in the past few years, including the major motion picture Lincoln which led to Daniel Day-Lewis's third Oscar, Killing Kennedy with Rob Lowe, airing on the National Geographic Channel and Turn, starring Jamie Bell and airing on AMC. In 2015 Richmond will be the main filming location for the upcoming PBS drama series Mercy Street, which will premiere in Winter 2016. Several organizations, including the Virginia Film Office and the Virginia Production Alliance, along with events like the Richmond International Film Festival and French Film Festival, continue to put draw supporters of film and media to the region.", "targets": "When will Mercy Street first be shown on television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f4b9efa7e3c427ab4a44315025edd4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Richmond is gaining attention from the film and television industry, with several high-profile films shot in the metro region in the past few years, including the major motion picture Lincoln which led to Daniel Day-Lewis's third Oscar, Killing Kennedy with Rob Lowe, airing on the National Geographic Channel and Turn, starring Jamie Bell and airing on AMC. In 2015 Richmond will be the main filming location for the upcoming PBS drama series Mercy Street, which will premiere in Winter 2016. Several organizations, including the Virginia Film Office and the Virginia Production Alliance, along with events like the Richmond International Film Festival and French Film Festival, continue to put draw supporters of film and media to the region.", "targets": "What channel is Killing Kennedy on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468e2d314dfc429dbd56e1ad0cca4727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Air Force (USAF) is the aerial warfare service branch of the United States Armed Forces and one of the seven American uniformed services. Initially part of the United States Army, the USAF was formed as a separate branch of the military on 18 September 1947 under the National Security Act of 1947. It is the most recent branch of the U.S. military to be formed, and is the largest and one of the world's most technologically advanced air forces. The USAF articulates its core functions as Nuclear Deterrence Operations, Special Operations, Air Superiority, Global Integrated ISR, Space Superiority, Command and Control, Cyberspace Superiority, Personnel Recovery, Global Precision Attack, Building Partnerships, Rapid Global Mobility and Agile Combat Support.", "targets": "What is the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468e2d314dfc429dbd56e1ad0cca4727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Air Force (USAF) is the aerial warfare service branch of the United States Armed Forces and one of the seven American uniformed services. Initially part of the United States Army, the USAF was formed as a separate branch of the military on 18 September 1947 under the National Security Act of 1947. It is the most recent branch of the U.S. military to be formed, and is the largest and one of the world's most technologically advanced air forces. The USAF articulates its core functions as Nuclear Deterrence Operations, Special Operations, Air Superiority, Global Integrated ISR, Space Superiority, Command and Control, Cyberspace Superiority, Personnel Recovery, Global Precision Attack, Building Partnerships, Rapid Global Mobility and Agile Combat Support.", "targets": "How many uniformed services are there in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468e2d314dfc429dbd56e1ad0cca4727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Air Force (USAF) is the aerial warfare service branch of the United States Armed Forces and one of the seven American uniformed services. Initially part of the United States Army, the USAF was formed as a separate branch of the military on 18 September 1947 under the National Security Act of 1947. It is the most recent branch of the U.S. military to be formed, and is the largest and one of the world's most technologically advanced air forces. The USAF articulates its core functions as Nuclear Deterrence Operations, Special Operations, Air Superiority, Global Integrated ISR, Space Superiority, Command and Control, Cyberspace Superiority, Personnel Recovery, Global Precision Attack, Building Partnerships, Rapid Global Mobility and Agile Combat Support.", "targets": "When did the USAF split from the US Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468e2d314dfc429dbd56e1ad0cca4727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Air Force (USAF) is the aerial warfare service branch of the United States Armed Forces and one of the seven American uniformed services. Initially part of the United States Army, the USAF was formed as a separate branch of the military on 18 September 1947 under the National Security Act of 1947. It is the most recent branch of the U.S. military to be formed, and is the largest and one of the world's most technologically advanced air forces. The USAF articulates its core functions as Nuclear Deterrence Operations, Special Operations, Air Superiority, Global Integrated ISR, Space Superiority, Command and Control, Cyberspace Superiority, Personnel Recovery, Global Precision Attack, Building Partnerships, Rapid Global Mobility and Agile Combat Support.", "targets": "What act formed the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-468e2d314dfc429dbd56e1ad0cca4727", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Air Force (USAF) is the aerial warfare service branch of the United States Armed Forces and one of the seven American uniformed services. Initially part of the United States Army, the USAF was formed as a separate branch of the military on 18 September 1947 under the National Security Act of 1947. It is the most recent branch of the U.S. military to be formed, and is the largest and one of the world's most technologically advanced air forces. The USAF articulates its core functions as Nuclear Deterrence Operations, Special Operations, Air Superiority, Global Integrated ISR, Space Superiority, Command and Control, Cyberspace Superiority, Personnel Recovery, Global Precision Attack, Building Partnerships, Rapid Global Mobility and Agile Combat Support.", "targets": "What is one of the functions of the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38774219ad7e481eb5639a27f09894b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mermaid (syrenka) is Warsaw's symbol and can be found on statues throughout the city and on the city's coat of arms. This imagery has been in use since at least the mid-14th century. The oldest existing armed seal of Warsaw is from the year 1390, consisting of a round seal bordered with the Latin inscription Sigilium Civitatis Varsoviensis (Seal of the city of Warsaw). City records as far back as 1609 document the use of a crude form of a sea monster with a female upper body and holding a sword in its claws. In 1653 the poet Zygmunt Laukowski asks the question:", "targets": "What is polish for \"mermaid\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38774219ad7e481eb5639a27f09894b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mermaid (syrenka) is Warsaw's symbol and can be found on statues throughout the city and on the city's coat of arms. This imagery has been in use since at least the mid-14th century. The oldest existing armed seal of Warsaw is from the year 1390, consisting of a round seal bordered with the Latin inscription Sigilium Civitatis Varsoviensis (Seal of the city of Warsaw). City records as far back as 1609 document the use of a crude form of a sea monster with a female upper body and holding a sword in its claws. In 1653 the poet Zygmunt Laukowski asks the question:", "targets": "What is Warsaw's symbol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38774219ad7e481eb5639a27f09894b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mermaid (syrenka) is Warsaw's symbol and can be found on statues throughout the city and on the city's coat of arms. This imagery has been in use since at least the mid-14th century. The oldest existing armed seal of Warsaw is from the year 1390, consisting of a round seal bordered with the Latin inscription Sigilium Civitatis Varsoviensis (Seal of the city of Warsaw). City records as far back as 1609 document the use of a crude form of a sea monster with a female upper body and holding a sword in its claws. In 1653 the poet Zygmunt Laukowski asks the question:", "targets": "How long has the imagery of the mermaid been used by Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38774219ad7e481eb5639a27f09894b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mermaid (syrenka) is Warsaw's symbol and can be found on statues throughout the city and on the city's coat of arms. This imagery has been in use since at least the mid-14th century. The oldest existing armed seal of Warsaw is from the year 1390, consisting of a round seal bordered with the Latin inscription Sigilium Civitatis Varsoviensis (Seal of the city of Warsaw). City records as far back as 1609 document the use of a crude form of a sea monster with a female upper body and holding a sword in its claws. In 1653 the poet Zygmunt Laukowski asks the question:", "targets": "When is the oldest armed seal of Warsaw from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38774219ad7e481eb5639a27f09894b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mermaid (syrenka) is Warsaw's symbol and can be found on statues throughout the city and on the city's coat of arms. This imagery has been in use since at least the mid-14th century. The oldest existing armed seal of Warsaw is from the year 1390, consisting of a round seal bordered with the Latin inscription Sigilium Civitatis Varsoviensis (Seal of the city of Warsaw). City records as far back as 1609 document the use of a crude form of a sea monster with a female upper body and holding a sword in its claws. In 1653 the poet Zygmunt Laukowski asks the question:", "targets": "What does the sea monster with a female upper body hold in its claws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf40be9f91d416c8dafffcda4d1d7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional Charleston accent has long been noted in the state and throughout the South. It is typically heard in wealthy white families who trace their families back generations in the city. It has ingliding or monophthongal long mid-vowels, raises ay and aw in certain environments, and is nonrhotic. Sylvester Primer of the College of Charleston wrote about aspects of the local dialect in his late 19th-century works: \"Charleston Provincialisms\" (1887)  and \"The Huguenot Element in Charleston's Provincialisms\", published in a German journal. He believed the accent was based on the English as it was spoken by the earliest settlers, therefore derived from Elizabethan England and preserved with modifications by Charleston speakers. The rapidly disappearing \"Charleston accent\" is still noted in the local pronunciation of the city's name. Some elderly (and usually upper-class) Charleston natives ignore the 'r' and elongate the first vowel, pronouncing the name as \"Chah-l-ston\". Some observers attribute these unique features of Charleston's speech to its early settlement by French Huguenots and Sephardic Jews (who were primarily English speakers from London), both of whom played influential roles in Charleston's early development and history.[citation needed]", "targets": "\"Charleston's Provincialisms\" was published in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf40be9f91d416c8dafffcda4d1d7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional Charleston accent has long been noted in the state and throughout the South. It is typically heard in wealthy white families who trace their families back generations in the city. It has ingliding or monophthongal long mid-vowels, raises ay and aw in certain environments, and is nonrhotic. Sylvester Primer of the College of Charleston wrote about aspects of the local dialect in his late 19th-century works: \"Charleston Provincialisms\" (1887)  and \"The Huguenot Element in Charleston's Provincialisms\", published in a German journal. He believed the accent was based on the English as it was spoken by the earliest settlers, therefore derived from Elizabethan England and preserved with modifications by Charleston speakers. The rapidly disappearing \"Charleston accent\" is still noted in the local pronunciation of the city's name. Some elderly (and usually upper-class) Charleston natives ignore the 'r' and elongate the first vowel, pronouncing the name as \"Chah-l-ston\". Some observers attribute these unique features of Charleston's speech to its early settlement by French Huguenots and Sephardic Jews (who were primarily English speakers from London), both of whom played influential roles in Charleston's early development and history.[citation needed]", "targets": "To which two early cultures are the unique characteristics of Charleston's accent attributed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf40be9f91d416c8dafffcda4d1d7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional Charleston accent has long been noted in the state and throughout the South. It is typically heard in wealthy white families who trace their families back generations in the city. It has ingliding or monophthongal long mid-vowels, raises ay and aw in certain environments, and is nonrhotic. Sylvester Primer of the College of Charleston wrote about aspects of the local dialect in his late 19th-century works: \"Charleston Provincialisms\" (1887)  and \"The Huguenot Element in Charleston's Provincialisms\", published in a German journal. He believed the accent was based on the English as it was spoken by the earliest settlers, therefore derived from Elizabethan England and preserved with modifications by Charleston speakers. The rapidly disappearing \"Charleston accent\" is still noted in the local pronunciation of the city's name. Some elderly (and usually upper-class) Charleston natives ignore the 'r' and elongate the first vowel, pronouncing the name as \"Chah-l-ston\". Some observers attribute these unique features of Charleston's speech to its early settlement by French Huguenots and Sephardic Jews (who were primarily English speakers from London), both of whom played influential roles in Charleston's early development and history.[citation needed]", "targets": "To which college did Sylvester Primer belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf40be9f91d416c8dafffcda4d1d7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional Charleston accent has long been noted in the state and throughout the South. It is typically heard in wealthy white families who trace their families back generations in the city. It has ingliding or monophthongal long mid-vowels, raises ay and aw in certain environments, and is nonrhotic. Sylvester Primer of the College of Charleston wrote about aspects of the local dialect in his late 19th-century works: \"Charleston Provincialisms\" (1887)  and \"The Huguenot Element in Charleston's Provincialisms\", published in a German journal. He believed the accent was based on the English as it was spoken by the earliest settlers, therefore derived from Elizabethan England and preserved with modifications by Charleston speakers. The rapidly disappearing \"Charleston accent\" is still noted in the local pronunciation of the city's name. Some elderly (and usually upper-class) Charleston natives ignore the 'r' and elongate the first vowel, pronouncing the name as \"Chah-l-ston\". Some observers attribute these unique features of Charleston's speech to its early settlement by French Huguenots and Sephardic Jews (who were primarily English speakers from London), both of whom played influential roles in Charleston's early development and history.[citation needed]", "targets": "Who was the author of the work entitled, \"The Huguenot Element in Charleston's Provincialisms\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6bf40be9f91d416c8dafffcda4d1d7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional Charleston accent has long been noted in the state and throughout the South. It is typically heard in wealthy white families who trace their families back generations in the city. It has ingliding or monophthongal long mid-vowels, raises ay and aw in certain environments, and is nonrhotic. Sylvester Primer of the College of Charleston wrote about aspects of the local dialect in his late 19th-century works: \"Charleston Provincialisms\" (1887)  and \"The Huguenot Element in Charleston's Provincialisms\", published in a German journal. He believed the accent was based on the English as it was spoken by the earliest settlers, therefore derived from Elizabethan England and preserved with modifications by Charleston speakers. The rapidly disappearing \"Charleston accent\" is still noted in the local pronunciation of the city's name. Some elderly (and usually upper-class) Charleston natives ignore the 'r' and elongate the first vowel, pronouncing the name as \"Chah-l-ston\". Some observers attribute these unique features of Charleston's speech to its early settlement by French Huguenots and Sephardic Jews (who were primarily English speakers from London), both of whom played influential roles in Charleston's early development and history.[citation needed]", "targets": "What type of journal were Primer's work on Charleston's accent published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c158493a4a5f4114bd3968029aea95cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five major climatic regions are found in Nepal. Of these, Kathmandu Valley is in the Warm Temperate Zone (elevation ranging from 1,200\u20132,300 metres (3,900\u20137,500 ft)), where the climate is fairly temperate, atypical for the region. This zone is followed by the Cool Temperate Zone with elevation varying between 2,100\u20133,300 metres (6,900\u201310,800 ft). Under K\u00f6ppen's climate classification, portions of the city with lower elevations have a humid subtropical climate (Cwa), while portions of the city with higher elevations generally have a subtropical highland climate. In the Kathmandu Valley, which is representative of its valley's climate, the average summer temperature varies from 28\u201330 \u00b0C (82\u201386 \u00b0F). The average winter temperature is 10.1 \u00b0C (50.2 \u00b0F).", "targets": "What is the Kathmandu Valley's average temperature in winter, in degrees Fahrenheit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c158493a4a5f4114bd3968029aea95cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five major climatic regions are found in Nepal. Of these, Kathmandu Valley is in the Warm Temperate Zone (elevation ranging from 1,200\u20132,300 metres (3,900\u20137,500 ft)), where the climate is fairly temperate, atypical for the region. This zone is followed by the Cool Temperate Zone with elevation varying between 2,100\u20133,300 metres (6,900\u201310,800 ft). Under K\u00f6ppen's climate classification, portions of the city with lower elevations have a humid subtropical climate (Cwa), while portions of the city with higher elevations generally have a subtropical highland climate. In the Kathmandu Valley, which is representative of its valley's climate, the average summer temperature varies from 28\u201330 \u00b0C (82\u201386 \u00b0F). The average winter temperature is 10.1 \u00b0C (50.2 \u00b0F).", "targets": "Along with a subtropical highland climate, what climate classification covers Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c158493a4a5f4114bd3968029aea95cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five major climatic regions are found in Nepal. Of these, Kathmandu Valley is in the Warm Temperate Zone (elevation ranging from 1,200\u20132,300 metres (3,900\u20137,500 ft)), where the climate is fairly temperate, atypical for the region. This zone is followed by the Cool Temperate Zone with elevation varying between 2,100\u20133,300 metres (6,900\u201310,800 ft). Under K\u00f6ppen's climate classification, portions of the city with lower elevations have a humid subtropical climate (Cwa), while portions of the city with higher elevations generally have a subtropical highland climate. In the Kathmandu Valley, which is representative of its valley's climate, the average summer temperature varies from 28\u201330 \u00b0C (82\u201386 \u00b0F). The average winter temperature is 10.1 \u00b0C (50.2 \u00b0F).", "targets": "What is the K\u00f6ppen abbreviation for a humid subtropical climate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c158493a4a5f4114bd3968029aea95cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five major climatic regions are found in Nepal. Of these, Kathmandu Valley is in the Warm Temperate Zone (elevation ranging from 1,200\u20132,300 metres (3,900\u20137,500 ft)), where the climate is fairly temperate, atypical for the region. This zone is followed by the Cool Temperate Zone with elevation varying between 2,100\u20133,300 metres (6,900\u201310,800 ft). Under K\u00f6ppen's climate classification, portions of the city with lower elevations have a humid subtropical climate (Cwa), while portions of the city with higher elevations generally have a subtropical highland climate. In the Kathmandu Valley, which is representative of its valley's climate, the average summer temperature varies from 28\u201330 \u00b0C (82\u201386 \u00b0F). The average winter temperature is 10.1 \u00b0C (50.2 \u00b0F).", "targets": "How many meters up is the Cool Temperate Zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c158493a4a5f4114bd3968029aea95cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five major climatic regions are found in Nepal. Of these, Kathmandu Valley is in the Warm Temperate Zone (elevation ranging from 1,200\u20132,300 metres (3,900\u20137,500 ft)), where the climate is fairly temperate, atypical for the region. This zone is followed by the Cool Temperate Zone with elevation varying between 2,100\u20133,300 metres (6,900\u201310,800 ft). Under K\u00f6ppen's climate classification, portions of the city with lower elevations have a humid subtropical climate (Cwa), while portions of the city with higher elevations generally have a subtropical highland climate. In the Kathmandu Valley, which is representative of its valley's climate, the average summer temperature varies from 28\u201330 \u00b0C (82\u201386 \u00b0F). The average winter temperature is 10.1 \u00b0C (50.2 \u00b0F).", "targets": "How many significant climate regions exist in Nepal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0dcf2f31ef437db1ce98989526206a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Waste management including sewage treatment, the linked processes of deforestation and soil degradation, and climate change or global warming are the major environmental problems in Nigeria. Waste management presents problems in a mega city like Lagos and other major Nigerian cities which are linked with economic development, population growth and the inability of municipal councils to manage the resulting rise in industrial and domestic waste. This huge waste management problem is also attributable to unsustainable environmental management lifestyles of Kubwa Community in the Federal Capital Territory, where there are habits of indiscriminate disposal of waste, dumping of waste along or into the canals, sewerage systems that are channels for water flows, etc.", "targets": "What is the largest Nigerian city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0dcf2f31ef437db1ce98989526206a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Waste management including sewage treatment, the linked processes of deforestation and soil degradation, and climate change or global warming are the major environmental problems in Nigeria. Waste management presents problems in a mega city like Lagos and other major Nigerian cities which are linked with economic development, population growth and the inability of municipal councils to manage the resulting rise in industrial and domestic waste. This huge waste management problem is also attributable to unsustainable environmental management lifestyles of Kubwa Community in the Federal Capital Territory, where there are habits of indiscriminate disposal of waste, dumping of waste along or into the canals, sewerage systems that are channels for water flows, etc.", "targets": "What type of groups have been failing to keep up with waste management in Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0dcf2f31ef437db1ce98989526206a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Waste management including sewage treatment, the linked processes of deforestation and soil degradation, and climate change or global warming are the major environmental problems in Nigeria. Waste management presents problems in a mega city like Lagos and other major Nigerian cities which are linked with economic development, population growth and the inability of municipal councils to manage the resulting rise in industrial and domestic waste. This huge waste management problem is also attributable to unsustainable environmental management lifestyles of Kubwa Community in the Federal Capital Territory, where there are habits of indiscriminate disposal of waste, dumping of waste along or into the canals, sewerage systems that are channels for water flows, etc.", "targets": "What Nigerian community has the worst unsustainable waste management?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0dcf2f31ef437db1ce98989526206a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Waste management including sewage treatment, the linked processes of deforestation and soil degradation, and climate change or global warming are the major environmental problems in Nigeria. Waste management presents problems in a mega city like Lagos and other major Nigerian cities which are linked with economic development, population growth and the inability of municipal councils to manage the resulting rise in industrial and domestic waste. This huge waste management problem is also attributable to unsustainable environmental management lifestyles of Kubwa Community in the Federal Capital Territory, where there are habits of indiscriminate disposal of waste, dumping of waste along or into the canals, sewerage systems that are channels for water flows, etc.", "targets": "What territory is Kubwa Community in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc67894888564a8aa588e976a67b87b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 22, 2008, Apple reported the best quarter revenue and earnings in Apple's history so far. Apple posted record revenue of US$9.6 billion and record net quarterly profit of US$1.58 billion. 42% of Apple's revenue for the First fiscal quarter of 2008 came from iPod sales, followed by 21% from notebook sales and 16% from desktop sales.", "targets": "When did Apple reveal it had achieved its highest quarterly earnings to date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc67894888564a8aa588e976a67b87b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 22, 2008, Apple reported the best quarter revenue and earnings in Apple's history so far. Apple posted record revenue of US$9.6 billion and record net quarterly profit of US$1.58 billion. 42% of Apple's revenue for the First fiscal quarter of 2008 came from iPod sales, followed by 21% from notebook sales and 16% from desktop sales.", "targets": "What was Apple's highest quarterly profit as of Q1 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc67894888564a8aa588e976a67b87b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 22, 2008, Apple reported the best quarter revenue and earnings in Apple's history so far. Apple posted record revenue of US$9.6 billion and record net quarterly profit of US$1.58 billion. 42% of Apple's revenue for the First fiscal quarter of 2008 came from iPod sales, followed by 21% from notebook sales and 16% from desktop sales.", "targets": "How much of Apple's revenue resulted from purchases of laptop computers in Q1 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc67894888564a8aa588e976a67b87b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 22, 2008, Apple reported the best quarter revenue and earnings in Apple's history so far. Apple posted record revenue of US$9.6 billion and record net quarterly profit of US$1.58 billion. 42% of Apple's revenue for the First fiscal quarter of 2008 came from iPod sales, followed by 21% from notebook sales and 16% from desktop sales.", "targets": "What percentage of Apples revenue in 1Q08 came from iPods, more than doubling the percentage of notebook sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "When do most people believe the Pacific War began?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "On what date did Japan attack Pearl Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "When did the Second Sino-Japanese War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "Which countries did the Second Sino-Japanese War encompass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "Has Japan ever attacked Thailand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "What is the generally accepted date the Pacific War started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "When did Japan invade Manchuria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "What nation initiated hostilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "When did Japan invade China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-886fec730e2348c2ae76c2a93da16802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is generally considered that the Pacific War began on 7/8 December 1941, on which date Japan invaded Thailand and attacked the British possessions of Malaya, Singapore, and Hong Kong as well as the United States military bases in Hawaii, Wake Island, Guam and the Philippines. Some historians contend that the conflict in Asia can be dated back to 7 July 1937 with the beginning of the Second Sino-Japanese War between the Empire of Japan and the Republic of China, or possibly 19 September 1931, beginning with the Japanese invasion of Manchuria. However, it is more widely accepted that the Pacific War itself started in early December 1941, with the Sino-Japanese War then becoming part of it as a theater of the greater World War II.[nb 9]", "targets": "What was the Pacific War theater part of after December 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b78baf2f3f4e7fbb89adc06972a67d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Germany, teachers are mainly civil servants recruited in special university classes, called Lehramtstudien (Teaching Education Studies). There are many differences between the teachers for elementary schools (Grundschule), lower secondary schools (Hauptschule), middle level secondary schools (Realschule) and higher level secondary schools (Gymnasium). Salaries for teachers depend on the civil servants' salary index scale (Bundesbesoldungsordnung).", "targets": "What are teachers considered to be in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b78baf2f3f4e7fbb89adc06972a67d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Germany, teachers are mainly civil servants recruited in special university classes, called Lehramtstudien (Teaching Education Studies). There are many differences between the teachers for elementary schools (Grundschule), lower secondary schools (Hauptschule), middle level secondary schools (Realschule) and higher level secondary schools (Gymnasium). Salaries for teachers depend on the civil servants' salary index scale (Bundesbesoldungsordnung).", "targets": "Where are teachers recruited from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b78baf2f3f4e7fbb89adc06972a67d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Germany, teachers are mainly civil servants recruited in special university classes, called Lehramtstudien (Teaching Education Studies). There are many differences between the teachers for elementary schools (Grundschule), lower secondary schools (Hauptschule), middle level secondary schools (Realschule) and higher level secondary schools (Gymnasium). Salaries for teachers depend on the civil servants' salary index scale (Bundesbesoldungsordnung).", "targets": "What is the name of Elementary Schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b78baf2f3f4e7fbb89adc06972a67d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Germany, teachers are mainly civil servants recruited in special university classes, called Lehramtstudien (Teaching Education Studies). There are many differences between the teachers for elementary schools (Grundschule), lower secondary schools (Hauptschule), middle level secondary schools (Realschule) and higher level secondary schools (Gymnasium). Salaries for teachers depend on the civil servants' salary index scale (Bundesbesoldungsordnung).", "targets": "What is used to decide a teacher's salary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b78baf2f3f4e7fbb89adc06972a67d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Germany, teachers are mainly civil servants recruited in special university classes, called Lehramtstudien (Teaching Education Studies). There are many differences between the teachers for elementary schools (Grundschule), lower secondary schools (Hauptschule), middle level secondary schools (Realschule) and higher level secondary schools (Gymnasium). Salaries for teachers depend on the civil servants' salary index scale (Bundesbesoldungsordnung).", "targets": "What are upper-level secondary schools called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4633c3f9edff4d9e99abdd49006ad843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Normans thereafter adopted the growing feudal doctrines of the rest of France, and worked them into a functional hierarchical system in both Normandy and in England. The new Norman rulers were culturally and ethnically distinct from the old French aristocracy, most of whom traced their lineage to Franks of the Carolingian dynasty. Most Norman knights remained poor and land-hungry, and by 1066 Normandy had been exporting fighting horsemen for more than a generation. Many Normans of Italy, France and England eventually served as avid Crusaders under the Italo-Norman prince Bohemund I and the Anglo-Norman king Richard the Lion-Heart.", "targets": "What was one of the Norman's major exports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c550dfc60a14c099ab87bc1ef64c3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing dynasty was founded not by Han Chinese, who constitute the majority of the Chinese population, but by a sedentary farming people known as the Jurchen, a Tungusic people who lived around the region now comprising the Chinese provinces of Jilin and Heilongjiang. The Manchus are sometimes mistaken for a nomadic people, which they were not. What was to become the Manchu state was founded by Nurhaci, the chieftain of a minor Jurchen tribe \u2013 the Aisin Gioro \u2013 in Jianzhou in the early 17th century. Originally a vassal of the Ming emperors, Nurhachi embarked on an intertribal feud in 1582 that escalated into a campaign to unify the nearby tribes. By 1616, he had sufficiently consolidated Jianzhou so as to be able to proclaim himself Khan of the Great Jin in reference to the previous Jurchen dynasty.", "targets": "What ethnic group make up the most people in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c550dfc60a14c099ab87bc1ef64c3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing dynasty was founded not by Han Chinese, who constitute the majority of the Chinese population, but by a sedentary farming people known as the Jurchen, a Tungusic people who lived around the region now comprising the Chinese provinces of Jilin and Heilongjiang. The Manchus are sometimes mistaken for a nomadic people, which they were not. What was to become the Manchu state was founded by Nurhaci, the chieftain of a minor Jurchen tribe \u2013 the Aisin Gioro \u2013 in Jianzhou in the early 17th century. Originally a vassal of the Ming emperors, Nurhachi embarked on an intertribal feud in 1582 that escalated into a campaign to unify the nearby tribes. By 1616, he had sufficiently consolidated Jianzhou so as to be able to proclaim himself Khan of the Great Jin in reference to the previous Jurchen dynasty.", "targets": "Who founded the Qing dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c550dfc60a14c099ab87bc1ef64c3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing dynasty was founded not by Han Chinese, who constitute the majority of the Chinese population, but by a sedentary farming people known as the Jurchen, a Tungusic people who lived around the region now comprising the Chinese provinces of Jilin and Heilongjiang. The Manchus are sometimes mistaken for a nomadic people, which they were not. What was to become the Manchu state was founded by Nurhaci, the chieftain of a minor Jurchen tribe \u2013 the Aisin Gioro \u2013 in Jianzhou in the early 17th century. Originally a vassal of the Ming emperors, Nurhachi embarked on an intertribal feud in 1582 that escalated into a campaign to unify the nearby tribes. By 1616, he had sufficiently consolidated Jianzhou so as to be able to proclaim himself Khan of the Great Jin in reference to the previous Jurchen dynasty.", "targets": "What type of lifestyle did the Jurchen live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c550dfc60a14c099ab87bc1ef64c3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing dynasty was founded not by Han Chinese, who constitute the majority of the Chinese population, but by a sedentary farming people known as the Jurchen, a Tungusic people who lived around the region now comprising the Chinese provinces of Jilin and Heilongjiang. The Manchus are sometimes mistaken for a nomadic people, which they were not. What was to become the Manchu state was founded by Nurhaci, the chieftain of a minor Jurchen tribe \u2013 the Aisin Gioro \u2013 in Jianzhou in the early 17th century. Originally a vassal of the Ming emperors, Nurhachi embarked on an intertribal feud in 1582 that escalated into a campaign to unify the nearby tribes. By 1616, he had sufficiently consolidated Jianzhou so as to be able to proclaim himself Khan of the Great Jin in reference to the previous Jurchen dynasty.", "targets": "What parts of China did they come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c550dfc60a14c099ab87bc1ef64c3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing dynasty was founded not by Han Chinese, who constitute the majority of the Chinese population, but by a sedentary farming people known as the Jurchen, a Tungusic people who lived around the region now comprising the Chinese provinces of Jilin and Heilongjiang. The Manchus are sometimes mistaken for a nomadic people, which they were not. What was to become the Manchu state was founded by Nurhaci, the chieftain of a minor Jurchen tribe \u2013 the Aisin Gioro \u2013 in Jianzhou in the early 17th century. Originally a vassal of the Ming emperors, Nurhachi embarked on an intertribal feud in 1582 that escalated into a campaign to unify the nearby tribes. By 1616, he had sufficiently consolidated Jianzhou so as to be able to proclaim himself Khan of the Great Jin in reference to the previous Jurchen dynasty.", "targets": "Were the Manchu's nomadic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c07f7a6142d4e669626562300f96d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1960, John F. Kennedy was elected president after a campaign that promised American superiority over the Soviet Union in the fields of space exploration and missile defense. Up to the election of 1960, Kennedy had been speaking out against the \"missile gap\" that he and many other senators felt had formed between the Soviets and themselves due to the inaction of President Eisenhower. Beyond military power, Kennedy used aerospace technology as a symbol of national prestige, pledging to make the US not \"first but, first and, first if, but first period.\" Despite Kennedy's rhetoric, he did not immediately come to a decision on the status of the Apollo program once he became president. He knew little about the technical details of the space program, and was put off by the massive financial commitment required by a manned Moon landing. When Kennedy's newly appointed NASA Administrator James E. Webb requested a 30 percent budget increase for his agency, Kennedy supported an acceleration of NASA's large booster program but deferred a decision on the broader issue.", "targets": "Who was elected President in November 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c07f7a6142d4e669626562300f96d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1960, John F. Kennedy was elected president after a campaign that promised American superiority over the Soviet Union in the fields of space exploration and missile defense. Up to the election of 1960, Kennedy had been speaking out against the \"missile gap\" that he and many other senators felt had formed between the Soviets and themselves due to the inaction of President Eisenhower. Beyond military power, Kennedy used aerospace technology as a symbol of national prestige, pledging to make the US not \"first but, first and, first if, but first period.\" Despite Kennedy's rhetoric, he did not immediately come to a decision on the status of the Apollo program once he became president. He knew little about the technical details of the space program, and was put off by the massive financial commitment required by a manned Moon landing. When Kennedy's newly appointed NASA Administrator James E. Webb requested a 30 percent budget increase for his agency, Kennedy supported an acceleration of NASA's large booster program but deferred a decision on the broader issue.", "targets": "Against what country was Kennedy promising superiority over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c07f7a6142d4e669626562300f96d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1960, John F. Kennedy was elected president after a campaign that promised American superiority over the Soviet Union in the fields of space exploration and missile defense. Up to the election of 1960, Kennedy had been speaking out against the \"missile gap\" that he and many other senators felt had formed between the Soviets and themselves due to the inaction of President Eisenhower. Beyond military power, Kennedy used aerospace technology as a symbol of national prestige, pledging to make the US not \"first but, first and, first if, but first period.\" Despite Kennedy's rhetoric, he did not immediately come to a decision on the status of the Apollo program once he became president. He knew little about the technical details of the space program, and was put off by the massive financial commitment required by a manned Moon landing. When Kennedy's newly appointed NASA Administrator James E. Webb requested a 30 percent budget increase for his agency, Kennedy supported an acceleration of NASA's large booster program but deferred a decision on the broader issue.", "targets": "What was President Kennedy put off by regarding the space program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c07f7a6142d4e669626562300f96d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1960, John F. Kennedy was elected president after a campaign that promised American superiority over the Soviet Union in the fields of space exploration and missile defense. Up to the election of 1960, Kennedy had been speaking out against the \"missile gap\" that he and many other senators felt had formed between the Soviets and themselves due to the inaction of President Eisenhower. Beyond military power, Kennedy used aerospace technology as a symbol of national prestige, pledging to make the US not \"first but, first and, first if, but first period.\" Despite Kennedy's rhetoric, he did not immediately come to a decision on the status of the Apollo program once he became president. He knew little about the technical details of the space program, and was put off by the massive financial commitment required by a manned Moon landing. When Kennedy's newly appointed NASA Administrator James E. Webb requested a 30 percent budget increase for his agency, Kennedy supported an acceleration of NASA's large booster program but deferred a decision on the broader issue.", "targets": "Who was NASA's administrator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c07f7a6142d4e669626562300f96d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1960, John F. Kennedy was elected president after a campaign that promised American superiority over the Soviet Union in the fields of space exploration and missile defense. Up to the election of 1960, Kennedy had been speaking out against the \"missile gap\" that he and many other senators felt had formed between the Soviets and themselves due to the inaction of President Eisenhower. Beyond military power, Kennedy used aerospace technology as a symbol of national prestige, pledging to make the US not \"first but, first and, first if, but first period.\" Despite Kennedy's rhetoric, he did not immediately come to a decision on the status of the Apollo program once he became president. He knew little about the technical details of the space program, and was put off by the massive financial commitment required by a manned Moon landing. When Kennedy's newly appointed NASA Administrator James E. Webb requested a 30 percent budget increase for his agency, Kennedy supported an acceleration of NASA's large booster program but deferred a decision on the broader issue.", "targets": "What was the term Kennedy used to show that America was falling behind the Soviet Union due to inactivity in space programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7a960e31494407ab719554a5d7d872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council of Trent approved a plan in 1563 for correcting the calendrical errors, requiring that the date of the vernal equinox be restored to that which it held at the time of the First Council of Nicaea in 325 and that an alteration to the calendar be designed to prevent future drift. This would allow for a more consistent and accurate scheduling of the feast of Easter. In 1577, a Compendium was sent to expert mathematicians outside the reform commission for comments. Some of these experts, including Giambattista Benedetti and Giuseppe Moleto, believed Easter should be computed from the true motions of the sun and moon, rather than using a tabular method, but these recommendations were not adopted. The reform adopted was a modification of a proposal made by the Calabrian doctor Aloysius Lilius (or Lilio).", "targets": "When did the Council of Trent agree to the corrected calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7a960e31494407ab719554a5d7d872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council of Trent approved a plan in 1563 for correcting the calendrical errors, requiring that the date of the vernal equinox be restored to that which it held at the time of the First Council of Nicaea in 325 and that an alteration to the calendar be designed to prevent future drift. This would allow for a more consistent and accurate scheduling of the feast of Easter. In 1577, a Compendium was sent to expert mathematicians outside the reform commission for comments. Some of these experts, including Giambattista Benedetti and Giuseppe Moleto, believed Easter should be computed from the true motions of the sun and moon, rather than using a tabular method, but these recommendations were not adopted. The reform adopted was a modification of a proposal made by the Calabrian doctor Aloysius Lilius (or Lilio).", "targets": "To what time did the Council require the date of the vernal equinox to be set?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7a960e31494407ab719554a5d7d872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council of Trent approved a plan in 1563 for correcting the calendrical errors, requiring that the date of the vernal equinox be restored to that which it held at the time of the First Council of Nicaea in 325 and that an alteration to the calendar be designed to prevent future drift. This would allow for a more consistent and accurate scheduling of the feast of Easter. In 1577, a Compendium was sent to expert mathematicians outside the reform commission for comments. Some of these experts, including Giambattista Benedetti and Giuseppe Moleto, believed Easter should be computed from the true motions of the sun and moon, rather than using a tabular method, but these recommendations were not adopted. The reform adopted was a modification of a proposal made by the Calabrian doctor Aloysius Lilius (or Lilio).", "targets": "What did mathematicians of the time want to use to set the date of Easter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7a960e31494407ab719554a5d7d872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council of Trent approved a plan in 1563 for correcting the calendrical errors, requiring that the date of the vernal equinox be restored to that which it held at the time of the First Council of Nicaea in 325 and that an alteration to the calendar be designed to prevent future drift. This would allow for a more consistent and accurate scheduling of the feast of Easter. In 1577, a Compendium was sent to expert mathematicians outside the reform commission for comments. Some of these experts, including Giambattista Benedetti and Giuseppe Moleto, believed Easter should be computed from the true motions of the sun and moon, rather than using a tabular method, but these recommendations were not adopted. The reform adopted was a modification of a proposal made by the Calabrian doctor Aloysius Lilius (or Lilio).", "targets": "What method was used instead of computations of the sun and moon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7a960e31494407ab719554a5d7d872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council of Trent approved a plan in 1563 for correcting the calendrical errors, requiring that the date of the vernal equinox be restored to that which it held at the time of the First Council of Nicaea in 325 and that an alteration to the calendar be designed to prevent future drift. This would allow for a more consistent and accurate scheduling of the feast of Easter. In 1577, a Compendium was sent to expert mathematicians outside the reform commission for comments. Some of these experts, including Giambattista Benedetti and Giuseppe Moleto, believed Easter should be computed from the true motions of the sun and moon, rather than using a tabular method, but these recommendations were not adopted. The reform adopted was a modification of a proposal made by the Calabrian doctor Aloysius Lilius (or Lilio).", "targets": "Whose modified proposal was adopted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d571839f9d9c40d59ac773fb082bbd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese characters are logograms used in the writing of Chinese and some other Asian languages. In Standard Chinese they are called Hanzi (simplified Chinese: \u6c49\u5b57; traditional Chinese: \u6f22\u5b57). They have been adapted to write a number of other languages including: Japanese, where they are known as kanji, Korean, where they are known as hanja, and Vietnamese in a system known as ch\u1eef N\u00f4m. Collectively, they are known as CJKV characters. In English, they are sometimes called Han characters. Chinese characters constitute the oldest continuously used system of writing in the world. By virtue of their widespread current use in East Asia, and historic use throughout the Sinosphere, Chinese characters are among the most widely adopted writing systems in the world.", "targets": "What are logograms used in the writing of Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d571839f9d9c40d59ac773fb082bbd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese characters are logograms used in the writing of Chinese and some other Asian languages. In Standard Chinese they are called Hanzi (simplified Chinese: \u6c49\u5b57; traditional Chinese: \u6f22\u5b57). They have been adapted to write a number of other languages including: Japanese, where they are known as kanji, Korean, where they are known as hanja, and Vietnamese in a system known as ch\u1eef N\u00f4m. Collectively, they are known as CJKV characters. In English, they are sometimes called Han characters. Chinese characters constitute the oldest continuously used system of writing in the world. By virtue of their widespread current use in East Asia, and historic use throughout the Sinosphere, Chinese characters are among the most widely adopted writing systems in the world.", "targets": "What are Chinese characters called in standard Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d571839f9d9c40d59ac773fb082bbd98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese characters are logograms used in the writing of Chinese and some other Asian languages. In Standard Chinese they are called Hanzi (simplified Chinese: \u6c49\u5b57; traditional Chinese: \u6f22\u5b57). They have been adapted to write a number of other languages including: Japanese, where they are known as kanji, Korean, where they are known as hanja, and Vietnamese in a system known as ch\u1eef N\u00f4m. Collectively, they are known as CJKV characters. In English, they are sometimes called Han characters. Chinese characters constitute the oldest continuously used system of writing in the world. By virtue of their widespread current use in East Asia, and historic use throughout the Sinosphere, Chinese characters are among the most widely adopted writing systems in the world.", "targets": "What have been adapted to write in a number of other languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06570dff73e4408397b8671c20fa9bf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The social identity of the children was strongly determined by the tribe's kinship system. Among the matrilineal tribes of the Southeast, the mixed-race children generally were accepted as and identified as Indian, as they gained their social status from their mother's clans and tribes, and often grew up with their mothers and their male relatives. By contrast, among the patrilineal Omaha, for example, the child of a white man and Omaha woman was considered \"white\"; such mixed-race children and their mothers would be protected, but the children could formally belong to the tribe as members only if adopted by a man.", "targets": "What determined a child's social identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06570dff73e4408397b8671c20fa9bf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The social identity of the children was strongly determined by the tribe's kinship system. Among the matrilineal tribes of the Southeast, the mixed-race children generally were accepted as and identified as Indian, as they gained their social status from their mother's clans and tribes, and often grew up with their mothers and their male relatives. By contrast, among the patrilineal Omaha, for example, the child of a white man and Omaha woman was considered \"white\"; such mixed-race children and their mothers would be protected, but the children could formally belong to the tribe as members only if adopted by a man.", "targets": "What heritage system do Southeast tribes use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06570dff73e4408397b8671c20fa9bf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The social identity of the children was strongly determined by the tribe's kinship system. Among the matrilineal tribes of the Southeast, the mixed-race children generally were accepted as and identified as Indian, as they gained their social status from their mother's clans and tribes, and often grew up with their mothers and their male relatives. By contrast, among the patrilineal Omaha, for example, the child of a white man and Omaha woman was considered \"white\"; such mixed-race children and their mothers would be protected, but the children could formally belong to the tribe as members only if adopted by a man.", "targets": "What were multiracial children with a tribal mother considered to be in tribes of the Southeast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06570dff73e4408397b8671c20fa9bf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The social identity of the children was strongly determined by the tribe's kinship system. Among the matrilineal tribes of the Southeast, the mixed-race children generally were accepted as and identified as Indian, as they gained their social status from their mother's clans and tribes, and often grew up with their mothers and their male relatives. By contrast, among the patrilineal Omaha, for example, the child of a white man and Omaha woman was considered \"white\"; such mixed-race children and their mothers would be protected, but the children could formally belong to the tribe as members only if adopted by a man.", "targets": "What race did the Omaha view a multiracial child with a white father to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06570dff73e4408397b8671c20fa9bf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The social identity of the children was strongly determined by the tribe's kinship system. Among the matrilineal tribes of the Southeast, the mixed-race children generally were accepted as and identified as Indian, as they gained their social status from their mother's clans and tribes, and often grew up with their mothers and their male relatives. By contrast, among the patrilineal Omaha, for example, the child of a white man and Omaha woman was considered \"white\"; such mixed-race children and their mothers would be protected, but the children could formally belong to the tribe as members only if adopted by a man.", "targets": "How could a white child be considered a member of the Omaha tribe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-474cf945daa44101a0d4c15d74322a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main use for steam turbines is in electricity generation (in the 1990s about 90% of the world's electric production was by use of steam turbines) however the recent widespread application of large gas turbine units and typical combined cycle power plants has resulted in reduction of this percentage to the 80% regime for steam turbines. In electricity production, the high speed of turbine rotation matches well with the speed of modern electric generators, which are typically direct connected to their driving turbines. In marine service, (pioneered on the Turbinia), steam turbines with reduction gearing (although the Turbinia has direct turbines to propellers with no reduction gearbox) dominated large ship propulsion throughout the late 20th century, being more efficient (and requiring far less maintenance) than reciprocating steam engines. In recent decades, reciprocating Diesel engines, and gas turbines, have almost entirely supplanted steam propulsion for marine applications.", "targets": "What percentage of electricity was made by steam turbine in the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-474cf945daa44101a0d4c15d74322a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main use for steam turbines is in electricity generation (in the 1990s about 90% of the world's electric production was by use of steam turbines) however the recent widespread application of large gas turbine units and typical combined cycle power plants has resulted in reduction of this percentage to the 80% regime for steam turbines. In electricity production, the high speed of turbine rotation matches well with the speed of modern electric generators, which are typically direct connected to their driving turbines. In marine service, (pioneered on the Turbinia), steam turbines with reduction gearing (although the Turbinia has direct turbines to propellers with no reduction gearbox) dominated large ship propulsion throughout the late 20th century, being more efficient (and requiring far less maintenance) than reciprocating steam engines. In recent decades, reciprocating Diesel engines, and gas turbines, have almost entirely supplanted steam propulsion for marine applications.", "targets": "What marine engines were less efficient than steam turbines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-474cf945daa44101a0d4c15d74322a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main use for steam turbines is in electricity generation (in the 1990s about 90% of the world's electric production was by use of steam turbines) however the recent widespread application of large gas turbine units and typical combined cycle power plants has resulted in reduction of this percentage to the 80% regime for steam turbines. In electricity production, the high speed of turbine rotation matches well with the speed of modern electric generators, which are typically direct connected to their driving turbines. In marine service, (pioneered on the Turbinia), steam turbines with reduction gearing (although the Turbinia has direct turbines to propellers with no reduction gearbox) dominated large ship propulsion throughout the late 20th century, being more efficient (and requiring far less maintenance) than reciprocating steam engines. In recent decades, reciprocating Diesel engines, and gas turbines, have almost entirely supplanted steam propulsion for marine applications.", "targets": "Along with diesel engines, what engines have overtaken steam engines for marine propulsion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-474cf945daa44101a0d4c15d74322a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main use for steam turbines is in electricity generation (in the 1990s about 90% of the world's electric production was by use of steam turbines) however the recent widespread application of large gas turbine units and typical combined cycle power plants has resulted in reduction of this percentage to the 80% regime for steam turbines. In electricity production, the high speed of turbine rotation matches well with the speed of modern electric generators, which are typically direct connected to their driving turbines. In marine service, (pioneered on the Turbinia), steam turbines with reduction gearing (although the Turbinia has direct turbines to propellers with no reduction gearbox) dominated large ship propulsion throughout the late 20th century, being more efficient (and requiring far less maintenance) than reciprocating steam engines. In recent decades, reciprocating Diesel engines, and gas turbines, have almost entirely supplanted steam propulsion for marine applications.", "targets": "What engines were used throughout most of the 20th century to propel ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-474cf945daa44101a0d4c15d74322a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main use for steam turbines is in electricity generation (in the 1990s about 90% of the world's electric production was by use of steam turbines) however the recent widespread application of large gas turbine units and typical combined cycle power plants has resulted in reduction of this percentage to the 80% regime for steam turbines. In electricity production, the high speed of turbine rotation matches well with the speed of modern electric generators, which are typically direct connected to their driving turbines. In marine service, (pioneered on the Turbinia), steam turbines with reduction gearing (although the Turbinia has direct turbines to propellers with no reduction gearbox) dominated large ship propulsion throughout the late 20th century, being more efficient (and requiring far less maintenance) than reciprocating steam engines. In recent decades, reciprocating Diesel engines, and gas turbines, have almost entirely supplanted steam propulsion for marine applications.", "targets": "What gearing was used on steam turbine marine engines in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57d769f13eee4e51a242159b0dc20e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the period of Norman architecture immediately succeeds that of the Anglo-Saxon and precedes the Early Gothic. In southern Italy, the Normans incorporated elements of Islamic, Lombard, and Byzantine building techniques into their own, initiating a unique style known as Norman-Arab architecture within the Kingdom of Sicily.", "targets": "What architecture type came after Norman in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57d769f13eee4e51a242159b0dc20e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the period of Norman architecture immediately succeeds that of the Anglo-Saxon and precedes the Early Gothic. In southern Italy, the Normans incorporated elements of Islamic, Lombard, and Byzantine building techniques into their own, initiating a unique style known as Norman-Arab architecture within the Kingdom of Sicily.", "targets": "What architecture type came before Norman in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57d769f13eee4e51a242159b0dc20e0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the period of Norman architecture immediately succeeds that of the Anglo-Saxon and precedes the Early Gothic. In southern Italy, the Normans incorporated elements of Islamic, Lombard, and Byzantine building techniques into their own, initiating a unique style known as Norman-Arab architecture within the Kingdom of Sicily.", "targets": "What place had the Norman Arab architectural style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0460ce0db7e043e5abda9844e7fc3854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc's support for multiple audio tracks allowed for vast supplemental materials to be included on-disc and made it the first available format for \"Special Edition\" releases; the 1984 Criterion Collection edition of Citizen Kane is generally credited as being the first \"Special Edition\" release to home video,[citation needed] and for setting the standard by which future SE discs were measured. The disc provided interviews, commentary tracks, documentaries, still photographs, and other features for historians and collectors.", "targets": "LaserDisc was the first format to provide what type of releases to consumers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0460ce0db7e043e5abda9844e7fc3854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc's support for multiple audio tracks allowed for vast supplemental materials to be included on-disc and made it the first available format for \"Special Edition\" releases; the 1984 Criterion Collection edition of Citizen Kane is generally credited as being the first \"Special Edition\" release to home video,[citation needed] and for setting the standard by which future SE discs were measured. The disc provided interviews, commentary tracks, documentaries, still photographs, and other features for historians and collectors.", "targets": "What was the first \"Special Edition\" film to be released to home video?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0460ce0db7e043e5abda9844e7fc3854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc's support for multiple audio tracks allowed for vast supplemental materials to be included on-disc and made it the first available format for \"Special Edition\" releases; the 1984 Criterion Collection edition of Citizen Kane is generally credited as being the first \"Special Edition\" release to home video,[citation needed] and for setting the standard by which future SE discs were measured. The disc provided interviews, commentary tracks, documentaries, still photographs, and other features for historians and collectors.", "targets": "What bonus features were available on the first home video \"Special Edition\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0460ce0db7e043e5abda9844e7fc3854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc's support for multiple audio tracks allowed for vast supplemental materials to be included on-disc and made it the first available format for \"Special Edition\" releases; the 1984 Criterion Collection edition of Citizen Kane is generally credited as being the first \"Special Edition\" release to home video,[citation needed] and for setting the standard by which future SE discs were measured. The disc provided interviews, commentary tracks, documentaries, still photographs, and other features for historians and collectors.", "targets": "What feature, unique to LaserDisc, made bonus content possible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ee4b30524dd4060854c8bcd7a62fa0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a division within the BBC, Television was formerly known as BBC Vision for a few years in the early 21st century, until its name reverted to Television in 2013. It is responsible for the commissioning, producing, scheduling and broadcasting of all programming on the BBC's television channels, and is led by Danny Cohen.", "targets": "When did BBC Vision change back to BBC Television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ee4b30524dd4060854c8bcd7a62fa0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a division within the BBC, Television was formerly known as BBC Vision for a few years in the early 21st century, until its name reverted to Television in 2013. It is responsible for the commissioning, producing, scheduling and broadcasting of all programming on the BBC's television channels, and is led by Danny Cohen.", "targets": "Who is the current head of BBC Television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ee4b30524dd4060854c8bcd7a62fa0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a division within the BBC, Television was formerly known as BBC Vision for a few years in the early 21st century, until its name reverted to Television in 2013. It is responsible for the commissioning, producing, scheduling and broadcasting of all programming on the BBC's television channels, and is led by Danny Cohen.", "targets": "What are the four responsibilities of BBC Television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938e6e4cba3c4e57a230158390e28e55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1988, industry observers stated that the NES's popularity had grown so quickly that the market for Nintendo cartridges was larger than that for all home computer software. Compute! reported in 1989 that Nintendo had sold seven million NES systems in 1988, almost as many as the number of Commodore 64s sold in its first five years. \"Computer game makers [are] scared stiff\", the magazine said, stating that Nintendo's popularity caused most competitors to have poor sales during the previous Christmas and resulted in serious financial problems for some.", "targets": "What year did Nintendo's market surpass all computer software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938e6e4cba3c4e57a230158390e28e55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1988, industry observers stated that the NES's popularity had grown so quickly that the market for Nintendo cartridges was larger than that for all home computer software. Compute! reported in 1989 that Nintendo had sold seven million NES systems in 1988, almost as many as the number of Commodore 64s sold in its first five years. \"Computer game makers [are] scared stiff\", the magazine said, stating that Nintendo's popularity caused most competitors to have poor sales during the previous Christmas and resulted in serious financial problems for some.", "targets": "Who reported that Nintendo sold 7 million NES systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938e6e4cba3c4e57a230158390e28e55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1988, industry observers stated that the NES's popularity had grown so quickly that the market for Nintendo cartridges was larger than that for all home computer software. Compute! reported in 1989 that Nintendo had sold seven million NES systems in 1988, almost as many as the number of Commodore 64s sold in its first five years. \"Computer game makers [are] scared stiff\", the magazine said, stating that Nintendo's popularity caused most competitors to have poor sales during the previous Christmas and resulted in serious financial problems for some.", "targets": "When did Compute! report the number of systems sold at 7 million?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938e6e4cba3c4e57a230158390e28e55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1988, industry observers stated that the NES's popularity had grown so quickly that the market for Nintendo cartridges was larger than that for all home computer software. Compute! reported in 1989 that Nintendo had sold seven million NES systems in 1988, almost as many as the number of Commodore 64s sold in its first five years. \"Computer game makers [are] scared stiff\", the magazine said, stating that Nintendo's popularity caused most competitors to have poor sales during the previous Christmas and resulted in serious financial problems for some.", "targets": "The 7 million sold almost equated to which console's five year span?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885d6a34ba134bcfa8481461d95bdd0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the treaty, King George III issued the Royal Proclamation of 1763 on October 7, 1763, which outlined the division and administration of the newly conquered territory, and to some extent continues to govern relations between the government of modern Canada and the First Nations. Included in its provisions was the reservation of lands west of the Appalachian Mountains to its Indian population, a demarcation that was at best a temporary impediment to a rising tide of westward-bound settlers. The proclamation also contained provisions that prevented civic participation by the Roman Catholic Canadians. When accommodations were made in the Quebec Act in 1774 to address this and other issues, religious concerns were raised in the largely Protestant Thirteen Colonies over the advance of \"popery\"; the Act maintained French Civil law, including the seigneurial system, a medieval code soon to be removed from France within a generation by the French Revolution.", "targets": "Who issued the Royal Proclamation of 1763?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885d6a34ba134bcfa8481461d95bdd0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the treaty, King George III issued the Royal Proclamation of 1763 on October 7, 1763, which outlined the division and administration of the newly conquered territory, and to some extent continues to govern relations between the government of modern Canada and the First Nations. Included in its provisions was the reservation of lands west of the Appalachian Mountains to its Indian population, a demarcation that was at best a temporary impediment to a rising tide of westward-bound settlers. The proclamation also contained provisions that prevented civic participation by the Roman Catholic Canadians. When accommodations were made in the Quebec Act in 1774 to address this and other issues, religious concerns were raised in the largely Protestant Thirteen Colonies over the advance of \"popery\"; the Act maintained French Civil law, including the seigneurial system, a medieval code soon to be removed from France within a generation by the French Revolution.", "targets": "What was the objective of Royal Proclamation of 1763?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-885d6a34ba134bcfa8481461d95bdd0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the treaty, King George III issued the Royal Proclamation of 1763 on October 7, 1763, which outlined the division and administration of the newly conquered territory, and to some extent continues to govern relations between the government of modern Canada and the First Nations. Included in its provisions was the reservation of lands west of the Appalachian Mountains to its Indian population, a demarcation that was at best a temporary impediment to a rising tide of westward-bound settlers. The proclamation also contained provisions that prevented civic participation by the Roman Catholic Canadians. When accommodations were made in the Quebec Act in 1774 to address this and other issues, religious concerns were raised in the largely Protestant Thirteen Colonies over the advance of \"popery\"; the Act maintained French Civil law, including the seigneurial system, a medieval code soon to be removed from France within a generation by the French Revolution.", "targets": "What lands were reserved for natives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9192e157c68346e9b690f26029d246bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper made from wood pulp is not necessarily less durable than a rag paper. The ageing behavior of a paper is determined by its manufacture, not the original source of the fibres. Furthermore, tests sponsored by the Library of Congress prove that all paper is at risk of acid decay, because cellulose itself produces formic, acetic, lactic and oxalic acids.", "targets": "Who sponsored the tests that show that all papers are subject to acid decay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9192e157c68346e9b690f26029d246bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper made from wood pulp is not necessarily less durable than a rag paper. The ageing behavior of a paper is determined by its manufacture, not the original source of the fibres. Furthermore, tests sponsored by the Library of Congress prove that all paper is at risk of acid decay, because cellulose itself produces formic, acetic, lactic and oxalic acids.", "targets": "Besides formic, acetic, and lactic acid, what type of acid does cellulose produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2744274b8599432ea5eb5b05996475af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2006, the foundation announced a US$5 million grant for the International Justice Mission (IJM), a human rights organization based in Washington, D.C., US to work in the area of sex trafficking. The official announcement explained that the grant would allow the IJM to \"create a replicable model for combating sex trafficking and slavery\" that would involve the opening of an office in a region with high rates of sex trafficking, following research. The office was opened for three years for the following purposes: \"conducting undercover investigations, training law enforcement, rescuing victims, ensuring appropriate aftercare, and seeking perpetrator accountability\".", "targets": "What did the foundation announce in March 2006 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2744274b8599432ea5eb5b05996475af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2006, the foundation announced a US$5 million grant for the International Justice Mission (IJM), a human rights organization based in Washington, D.C., US to work in the area of sex trafficking. The official announcement explained that the grant would allow the IJM to \"create a replicable model for combating sex trafficking and slavery\" that would involve the opening of an office in a region with high rates of sex trafficking, following research. The office was opened for three years for the following purposes: \"conducting undercover investigations, training law enforcement, rescuing victims, ensuring appropriate aftercare, and seeking perpetrator accountability\".", "targets": "What is the International Justice Mission"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2744274b8599432ea5eb5b05996475af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2006, the foundation announced a US$5 million grant for the International Justice Mission (IJM), a human rights organization based in Washington, D.C., US to work in the area of sex trafficking. The official announcement explained that the grant would allow the IJM to \"create a replicable model for combating sex trafficking and slavery\" that would involve the opening of an office in a region with high rates of sex trafficking, following research. The office was opened for three years for the following purposes: \"conducting undercover investigations, training law enforcement, rescuing victims, ensuring appropriate aftercare, and seeking perpetrator accountability\".", "targets": "What would the grant allow the IJM to do "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2744274b8599432ea5eb5b05996475af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2006, the foundation announced a US$5 million grant for the International Justice Mission (IJM), a human rights organization based in Washington, D.C., US to work in the area of sex trafficking. The official announcement explained that the grant would allow the IJM to \"create a replicable model for combating sex trafficking and slavery\" that would involve the opening of an office in a region with high rates of sex trafficking, following research. The office was opened for three years for the following purposes: \"conducting undercover investigations, training law enforcement, rescuing victims, ensuring appropriate aftercare, and seeking perpetrator accountability\".", "targets": "What did the office that ijm opened do specifically "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-963b023d4f97410c93bcac26abd807d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several museums and galleries in Newcastle, including the Centre for Life with its Science Village; the Discovery Museum a museum highlighting life on Tyneside, including Tyneside's shipbuilding heritage, and inventions which changed the world; the Great North Museum; in 2009 the Newcastle on Tyne Museum of Antiquities merged with the Great North Museum (Hancock Museum); Seven Stories a museum dedicated to children's books, the Side Gallery historical and contemporary photography from around the world and Northern England and the Newburn Hall Motor Museum.", "targets": "Where is the Science Village located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-963b023d4f97410c93bcac26abd807d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several museums and galleries in Newcastle, including the Centre for Life with its Science Village; the Discovery Museum a museum highlighting life on Tyneside, including Tyneside's shipbuilding heritage, and inventions which changed the world; the Great North Museum; in 2009 the Newcastle on Tyne Museum of Antiquities merged with the Great North Museum (Hancock Museum); Seven Stories a museum dedicated to children's books, the Side Gallery historical and contemporary photography from around the world and Northern England and the Newburn Hall Motor Museum.", "targets": "What does the Discovery Museum draw attention to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-963b023d4f97410c93bcac26abd807d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several museums and galleries in Newcastle, including the Centre for Life with its Science Village; the Discovery Museum a museum highlighting life on Tyneside, including Tyneside's shipbuilding heritage, and inventions which changed the world; the Great North Museum; in 2009 the Newcastle on Tyne Museum of Antiquities merged with the Great North Museum (Hancock Museum); Seven Stories a museum dedicated to children's books, the Side Gallery historical and contemporary photography from around the world and Northern England and the Newburn Hall Motor Museum.", "targets": "What type of heritage does Tyneside have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-963b023d4f97410c93bcac26abd807d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several museums and galleries in Newcastle, including the Centre for Life with its Science Village; the Discovery Museum a museum highlighting life on Tyneside, including Tyneside's shipbuilding heritage, and inventions which changed the world; the Great North Museum; in 2009 the Newcastle on Tyne Museum of Antiquities merged with the Great North Museum (Hancock Museum); Seven Stories a museum dedicated to children's books, the Side Gallery historical and contemporary photography from around the world and Northern England and the Newburn Hall Motor Museum.", "targets": "What year saw the merger of two museums in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-963b023d4f97410c93bcac26abd807d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several museums and galleries in Newcastle, including the Centre for Life with its Science Village; the Discovery Museum a museum highlighting life on Tyneside, including Tyneside's shipbuilding heritage, and inventions which changed the world; the Great North Museum; in 2009 the Newcastle on Tyne Museum of Antiquities merged with the Great North Museum (Hancock Museum); Seven Stories a museum dedicated to children's books, the Side Gallery historical and contemporary photography from around the world and Northern England and the Newburn Hall Motor Museum.", "targets": "What museum in Newcastle is dedicated to children's books?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What three things do all states have in their geographic scope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "Which societal values had become world-wide by 1914?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What is the scope of a regional power restricted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What should a great power possess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What were the great powers of 1914 called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "Who stated that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What do all states have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What type of powers should have actual influence throughout the scope of the prevailing international system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0787813ab924ac9b5864794a82d0052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All states have a geographic scope of interests, actions, or projected power. This is a crucial factor in distinguishing a great power from a regional power; by definition the scope of a regional power is restricted to its region. It has been suggested that a great power should be possessed of actual influence throughout the scope of the prevailing international system. Arnold J. Toynbee, for example, observes that \"Great power may be defined as a political force exerting an effect co-extensive with the widest range of the society in which it operates. The Great powers of 1914 were 'world-powers' because Western society had recently become 'world-wide'.\"", "targets": "What type of power is restricted to its region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d2eca424f504a46bf71edef4f839875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The energy density per unit volume of both liquid hydrogen and compressed hydrogen gas at any practicable pressure is significantly less than that of traditional fuel sources, although the energy density per unit fuel mass is higher. Nevertheless, elemental hydrogen has been widely discussed in the context of energy, as a possible future carrier of energy on an economy-wide scale. For example, CO\n2 sequestration followed by carbon capture and storage could be conducted at the point of H\n2 production from fossil fuels. Hydrogen used in transportation would burn relatively cleanly, with some NOx emissions, but without carbon emissions. However, the infrastructure costs associated with full conversion to a hydrogen economy would be substantial. Fuel cells can convert hydrogen and oxygen directly to electricity more efficiently than internal combustion engines.", "targets": "What form of hydrogen has been discussed as a ussage for fuel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2547cd88334d3fb532f39b018feb68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The establishment of Ottoman military aviation dates back to between June 1909 and July 1911. The Ottoman Empire started preparing its first pilots and planes, and with the founding of the Aviation School (Tayyare Mektebi) in Ye\u015filk\u00f6y on 3 July 1912, the Empire began to tutor its own flight officers. The founding of the Aviation School quickened advancement in the military aviation program, increased the number of enlisted persons within it, and gave the new pilots an active role in the Ottoman Army and Navy. In May 1913 the world's first specialized Reconnaissance Training Program was started by the Aviation School and the first separate reconnaissance division was established.[citation needed] In June 1914 a new military academy, the Naval Aviation School (Bahriye Tayyare Mektebi) was founded. With the outbreak of World War I, the modernization process stopped abruptly. The Ottoman aviation squadrons fought on many fronts during World War I, from Galicia in the west to the Caucasus in the east and Yemen in the south.", "targets": "What was the first date that the Ottoman empire had an air-based military unit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2547cd88334d3fb532f39b018feb68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The establishment of Ottoman military aviation dates back to between June 1909 and July 1911. The Ottoman Empire started preparing its first pilots and planes, and with the founding of the Aviation School (Tayyare Mektebi) in Ye\u015filk\u00f6y on 3 July 1912, the Empire began to tutor its own flight officers. The founding of the Aviation School quickened advancement in the military aviation program, increased the number of enlisted persons within it, and gave the new pilots an active role in the Ottoman Army and Navy. In May 1913 the world's first specialized Reconnaissance Training Program was started by the Aviation School and the first separate reconnaissance division was established.[citation needed] In June 1914 a new military academy, the Naval Aviation School (Bahriye Tayyare Mektebi) was founded. With the outbreak of World War I, the modernization process stopped abruptly. The Ottoman aviation squadrons fought on many fronts during World War I, from Galicia in the west to the Caucasus in the east and Yemen in the south.", "targets": "Where was the first Ottoman Aviation school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2547cd88334d3fb532f39b018feb68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The establishment of Ottoman military aviation dates back to between June 1909 and July 1911. The Ottoman Empire started preparing its first pilots and planes, and with the founding of the Aviation School (Tayyare Mektebi) in Ye\u015filk\u00f6y on 3 July 1912, the Empire began to tutor its own flight officers. The founding of the Aviation School quickened advancement in the military aviation program, increased the number of enlisted persons within it, and gave the new pilots an active role in the Ottoman Army and Navy. In May 1913 the world's first specialized Reconnaissance Training Program was started by the Aviation School and the first separate reconnaissance division was established.[citation needed] In June 1914 a new military academy, the Naval Aviation School (Bahriye Tayyare Mektebi) was founded. With the outbreak of World War I, the modernization process stopped abruptly. The Ottoman aviation squadrons fought on many fronts during World War I, from Galicia in the west to the Caucasus in the east and Yemen in the south.", "targets": "On what date was the Aviation School founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2547cd88334d3fb532f39b018feb68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The establishment of Ottoman military aviation dates back to between June 1909 and July 1911. The Ottoman Empire started preparing its first pilots and planes, and with the founding of the Aviation School (Tayyare Mektebi) in Ye\u015filk\u00f6y on 3 July 1912, the Empire began to tutor its own flight officers. The founding of the Aviation School quickened advancement in the military aviation program, increased the number of enlisted persons within it, and gave the new pilots an active role in the Ottoman Army and Navy. In May 1913 the world's first specialized Reconnaissance Training Program was started by the Aviation School and the first separate reconnaissance division was established.[citation needed] In June 1914 a new military academy, the Naval Aviation School (Bahriye Tayyare Mektebi) was founded. With the outbreak of World War I, the modernization process stopped abruptly. The Ottoman aviation squadrons fought on many fronts during World War I, from Galicia in the west to the Caucasus in the east and Yemen in the south.", "targets": "What happened at the aviation school in May 1913?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2547cd88334d3fb532f39b018feb68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The establishment of Ottoman military aviation dates back to between June 1909 and July 1911. The Ottoman Empire started preparing its first pilots and planes, and with the founding of the Aviation School (Tayyare Mektebi) in Ye\u015filk\u00f6y on 3 July 1912, the Empire began to tutor its own flight officers. The founding of the Aviation School quickened advancement in the military aviation program, increased the number of enlisted persons within it, and gave the new pilots an active role in the Ottoman Army and Navy. In May 1913 the world's first specialized Reconnaissance Training Program was started by the Aviation School and the first separate reconnaissance division was established.[citation needed] In June 1914 a new military academy, the Naval Aviation School (Bahriye Tayyare Mektebi) was founded. With the outbreak of World War I, the modernization process stopped abruptly. The Ottoman aviation squadrons fought on many fronts during World War I, from Galicia in the west to the Caucasus in the east and Yemen in the south.", "targets": "What new military academy was formed in June 1914?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1fe6d7b7e44231936b11ea59420d1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation of material into Arabic expanded after the creation of Arabic script in the 5th century, and gained great importance with the rise of Islam and Islamic empires. Arab translation initially focused primarily on politics, rendering Persian, Greek, even Chinese and Indic diplomatic materials into Arabic. It later focused on translating classical Greek and Persian works, as well as some Chinese and Indian texts, into Arabic for scholarly study at major Islamic learning centers, such as the Al-Karaouine (Fes, Morocco), Al-Azhar (Cairo, Egypt), and the Al-Nizamiyya of Baghdad. In terms of theory, Arabic translation drew heavily on earlier Near Eastern traditions as well as more contemporary Greek and Persian traditions.", "targets": "When did translation of material into Arabic begin to increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1fe6d7b7e44231936b11ea59420d1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation of material into Arabic expanded after the creation of Arabic script in the 5th century, and gained great importance with the rise of Islam and Islamic empires. Arab translation initially focused primarily on politics, rendering Persian, Greek, even Chinese and Indic diplomatic materials into Arabic. It later focused on translating classical Greek and Persian works, as well as some Chinese and Indian texts, into Arabic for scholarly study at major Islamic learning centers, such as the Al-Karaouine (Fes, Morocco), Al-Azhar (Cairo, Egypt), and the Al-Nizamiyya of Baghdad. In terms of theory, Arabic translation drew heavily on earlier Near Eastern traditions as well as more contemporary Greek and Persian traditions.", "targets": "What allowed the expansion of Arabic translations during the 5th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1fe6d7b7e44231936b11ea59420d1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation of material into Arabic expanded after the creation of Arabic script in the 5th century, and gained great importance with the rise of Islam and Islamic empires. Arab translation initially focused primarily on politics, rendering Persian, Greek, even Chinese and Indic diplomatic materials into Arabic. It later focused on translating classical Greek and Persian works, as well as some Chinese and Indian texts, into Arabic for scholarly study at major Islamic learning centers, such as the Al-Karaouine (Fes, Morocco), Al-Azhar (Cairo, Egypt), and the Al-Nizamiyya of Baghdad. In terms of theory, Arabic translation drew heavily on earlier Near Eastern traditions as well as more contemporary Greek and Persian traditions.", "targets": "What material was initial Arab translations primarily focused on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1fe6d7b7e44231936b11ea59420d1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation of material into Arabic expanded after the creation of Arabic script in the 5th century, and gained great importance with the rise of Islam and Islamic empires. Arab translation initially focused primarily on politics, rendering Persian, Greek, even Chinese and Indic diplomatic materials into Arabic. It later focused on translating classical Greek and Persian works, as well as some Chinese and Indian texts, into Arabic for scholarly study at major Islamic learning centers, such as the Al-Karaouine (Fes, Morocco), Al-Azhar (Cairo, Egypt), and the Al-Nizamiyya of Baghdad. In terms of theory, Arabic translation drew heavily on earlier Near Eastern traditions as well as more contemporary Greek and Persian traditions.", "targets": "What cultures' classical works were later translated into Arabic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1fe6d7b7e44231936b11ea59420d1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation of material into Arabic expanded after the creation of Arabic script in the 5th century, and gained great importance with the rise of Islam and Islamic empires. Arab translation initially focused primarily on politics, rendering Persian, Greek, even Chinese and Indic diplomatic materials into Arabic. It later focused on translating classical Greek and Persian works, as well as some Chinese and Indian texts, into Arabic for scholarly study at major Islamic learning centers, such as the Al-Karaouine (Fes, Morocco), Al-Azhar (Cairo, Egypt), and the Al-Nizamiyya of Baghdad. In terms of theory, Arabic translation drew heavily on earlier Near Eastern traditions as well as more contemporary Greek and Persian traditions.", "targets": "What type of translation drew heavily on earlier Near Eastern traditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31cca04fa344bd1b468b4747bbb83c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the period of 1600, the canton consisted of a St George's Cross representing the Kingdom of England. With the Acts of Union 1707, the canton was updated to be the new Union Flag\u2014consisting of an English St George's Cross combined with a Scottish St Andrew's cross\u2014representing the Kingdom of Great Britain. After the Acts of Union 1800 that joined Ireland with Great Britain to form the United Kingdom, the canton of the East India Company flag was altered accordingly to include a Saint Patrick's Saltire replicating the updated Union Flag representing the United Kingdom of Great Britain and Ireland.", "targets": "in the period of  1600 what Canton cross repesented England"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31cca04fa344bd1b468b4747bbb83c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the period of 1600, the canton consisted of a St George's Cross representing the Kingdom of England. With the Acts of Union 1707, the canton was updated to be the new Union Flag\u2014consisting of an English St George's Cross combined with a Scottish St Andrew's cross\u2014representing the Kingdom of Great Britain. After the Acts of Union 1800 that joined Ireland with Great Britain to form the United Kingdom, the canton of the East India Company flag was altered accordingly to include a Saint Patrick's Saltire replicating the updated Union Flag representing the United Kingdom of Great Britain and Ireland.", "targets": "after the act of  1707  what was the second  cross added to the Canton for great britian"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31cca04fa344bd1b468b4747bbb83c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the period of 1600, the canton consisted of a St George's Cross representing the Kingdom of England. With the Acts of Union 1707, the canton was updated to be the new Union Flag\u2014consisting of an English St George's Cross combined with a Scottish St Andrew's cross\u2014representing the Kingdom of Great Britain. After the Acts of Union 1800 that joined Ireland with Great Britain to form the United Kingdom, the canton of the East India Company flag was altered accordingly to include a Saint Patrick's Saltire replicating the updated Union Flag representing the United Kingdom of Great Britain and Ireland.", "targets": "IN what year did the canton become a flag with crosses on it and not just a cross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31cca04fa344bd1b468b4747bbb83c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the period of 1600, the canton consisted of a St George's Cross representing the Kingdom of England. With the Acts of Union 1707, the canton was updated to be the new Union Flag\u2014consisting of an English St George's Cross combined with a Scottish St Andrew's cross\u2014representing the Kingdom of Great Britain. After the Acts of Union 1800 that joined Ireland with Great Britain to form the United Kingdom, the canton of the East India Company flag was altered accordingly to include a Saint Patrick's Saltire replicating the updated Union Flag representing the United Kingdom of Great Britain and Ireland.", "targets": "in wat year did  ireland join with great britian offically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e31cca04fa344bd1b468b4747bbb83c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the period of 1600, the canton consisted of a St George's Cross representing the Kingdom of England. With the Acts of Union 1707, the canton was updated to be the new Union Flag\u2014consisting of an English St George's Cross combined with a Scottish St Andrew's cross\u2014representing the Kingdom of Great Britain. After the Acts of Union 1800 that joined Ireland with Great Britain to form the United Kingdom, the canton of the East India Company flag was altered accordingly to include a Saint Patrick's Saltire replicating the updated Union Flag representing the United Kingdom of Great Britain and Ireland.", "targets": "What is the name of the union that Ireland and Great Britian created when they came together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5098d152f6647c797ad56f59ad4cb5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, the Fujiwara were not demoted by Daigo but actually became stronger during his reign. Central control of Japan had continued to decline, and the Fujiwara, along with other great families and religious foundations, acquired ever larger sh\u014den and greater wealth during the early tenth century. By the early Heian period, the sh\u014den had obtained legal status, and the large religious establishments sought clear titles in perpetuity, waiver of taxes, and immunity from government inspection of the sh\u014den they held. Those people who worked the land found it advantageous to transfer title to sh\u014den holders in return for a share of the harvest. People and lands were increasingly beyond central control and taxation, a de facto return to conditions before the Taika Reform.", "targets": "What type of property obtained legal status during the early Heian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5098d152f6647c797ad56f59ad4cb5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, the Fujiwara were not demoted by Daigo but actually became stronger during his reign. Central control of Japan had continued to decline, and the Fujiwara, along with other great families and religious foundations, acquired ever larger sh\u014den and greater wealth during the early tenth century. By the early Heian period, the sh\u014den had obtained legal status, and the large religious establishments sought clear titles in perpetuity, waiver of taxes, and immunity from government inspection of the sh\u014den they held. Those people who worked the land found it advantageous to transfer title to sh\u014den holders in return for a share of the harvest. People and lands were increasingly beyond central control and taxation, a de facto return to conditions before the Taika Reform.", "targets": "Farm laborers traded titles to shoen holders in exchange for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5098d152f6647c797ad56f59ad4cb5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, the Fujiwara were not demoted by Daigo but actually became stronger during his reign. Central control of Japan had continued to decline, and the Fujiwara, along with other great families and religious foundations, acquired ever larger sh\u014den and greater wealth during the early tenth century. By the early Heian period, the sh\u014den had obtained legal status, and the large religious establishments sought clear titles in perpetuity, waiver of taxes, and immunity from government inspection of the sh\u014den they held. Those people who worked the land found it advantageous to transfer title to sh\u014den holders in return for a share of the harvest. People and lands were increasingly beyond central control and taxation, a de facto return to conditions before the Taika Reform.", "targets": "The Fujiwara and other noble families became richer during which century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06d8f5c15a7546f6a622d98a08bab10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the religious sphere, this was a period of profound change. The spiritual revolution that took place, saw a waning of the old Greek religion, whose decline beginning in the 3rd century BC continued with the introduction of new religious movements from the East. The cults of deities like Isis and Mithra were introduced into the Greek world. Greek-speaking communities of the Hellenized East were instrumental in the spread of early Christianity in the 2nd and 3rd centuries, and Christianity's early leaders and writers (notably St Paul) were generally Greek-speaking, though none were from Greece. However, Greece itself had a tendency to cling to paganism and was not one of the influential centers of early Christianity: in fact, some ancient Greek religious practices remained in vogue until the end of the 4th century, with some areas such as the southeastern Peloponnese remaining pagan until well into the 10th century AD.", "targets": "When did the religions of the past begin to dissipate ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06d8f5c15a7546f6a622d98a08bab10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the religious sphere, this was a period of profound change. The spiritual revolution that took place, saw a waning of the old Greek religion, whose decline beginning in the 3rd century BC continued with the introduction of new religious movements from the East. The cults of deities like Isis and Mithra were introduced into the Greek world. Greek-speaking communities of the Hellenized East were instrumental in the spread of early Christianity in the 2nd and 3rd centuries, and Christianity's early leaders and writers (notably St Paul) were generally Greek-speaking, though none were from Greece. However, Greece itself had a tendency to cling to paganism and was not one of the influential centers of early Christianity: in fact, some ancient Greek religious practices remained in vogue until the end of the 4th century, with some areas such as the southeastern Peloponnese remaining pagan until well into the 10th century AD.", "targets": "What encouraged the change of faith ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06d8f5c15a7546f6a622d98a08bab10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the religious sphere, this was a period of profound change. The spiritual revolution that took place, saw a waning of the old Greek religion, whose decline beginning in the 3rd century BC continued with the introduction of new religious movements from the East. The cults of deities like Isis and Mithra were introduced into the Greek world. Greek-speaking communities of the Hellenized East were instrumental in the spread of early Christianity in the 2nd and 3rd centuries, and Christianity's early leaders and writers (notably St Paul) were generally Greek-speaking, though none were from Greece. However, Greece itself had a tendency to cling to paganism and was not one of the influential centers of early Christianity: in fact, some ancient Greek religious practices remained in vogue until the end of the 4th century, with some areas such as the southeastern Peloponnese remaining pagan until well into the 10th century AD.", "targets": "What religions form of worship came from the Eastern sects ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06d8f5c15a7546f6a622d98a08bab10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the religious sphere, this was a period of profound change. The spiritual revolution that took place, saw a waning of the old Greek religion, whose decline beginning in the 3rd century BC continued with the introduction of new religious movements from the East. The cults of deities like Isis and Mithra were introduced into the Greek world. Greek-speaking communities of the Hellenized East were instrumental in the spread of early Christianity in the 2nd and 3rd centuries, and Christianity's early leaders and writers (notably St Paul) were generally Greek-speaking, though none were from Greece. However, Greece itself had a tendency to cling to paganism and was not one of the influential centers of early Christianity: in fact, some ancient Greek religious practices remained in vogue until the end of the 4th century, with some areas such as the southeastern Peloponnese remaining pagan until well into the 10th century AD.", "targets": "What group was significant in the expansion of the Christian faith ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06d8f5c15a7546f6a622d98a08bab10d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the religious sphere, this was a period of profound change. The spiritual revolution that took place, saw a waning of the old Greek religion, whose decline beginning in the 3rd century BC continued with the introduction of new religious movements from the East. The cults of deities like Isis and Mithra were introduced into the Greek world. Greek-speaking communities of the Hellenized East were instrumental in the spread of early Christianity in the 2nd and 3rd centuries, and Christianity's early leaders and writers (notably St Paul) were generally Greek-speaking, though none were from Greece. However, Greece itself had a tendency to cling to paganism and was not one of the influential centers of early Christianity: in fact, some ancient Greek religious practices remained in vogue until the end of the 4th century, with some areas such as the southeastern Peloponnese remaining pagan until well into the 10th century AD.", "targets": "What language are the Apostle's namely believed to have spoken ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359e6f5f11404d5794837d72f4fe5a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther was the most widely read author of his generation, and within Germany he acquired the status of a prophet. According to the prevailing view among historians, his anti-Jewish rhetoric contributed significantly to the development of antisemitism in Germany, and in the 1930s and 1940s provided an \"ideal underpinning\" for the Nazis' attacks on Jews. Reinhold Lewin writes that anybody who \"wrote against the Jews for whatever reason believed he had the right to justify himself by triumphantly referring to Luther.\" According to Michael, just about every anti-Jewish book printed in the Third Reich contained references to and quotations from Luther. Heinrich Himmler wrote admiringly of his writings and sermons on the Jews in 1940. The city of Nuremberg presented a first edition of On the Jews and their Lies to Julius Streicher, editor of the Nazi newspaper Der St\u00fcrmer, on his birthday in 1937; the newspaper described it as the most radically anti-Semitic tract ever published. It was publicly exhibited in a glass case at the Nuremberg rallies and quoted in a 54-page explanation of the Aryan Law by Dr. E.H. Schulz and Dr. R. Frercks.", "targets": "Who was the most widely read writer of his generation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359e6f5f11404d5794837d72f4fe5a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther was the most widely read author of his generation, and within Germany he acquired the status of a prophet. According to the prevailing view among historians, his anti-Jewish rhetoric contributed significantly to the development of antisemitism in Germany, and in the 1930s and 1940s provided an \"ideal underpinning\" for the Nazis' attacks on Jews. Reinhold Lewin writes that anybody who \"wrote against the Jews for whatever reason believed he had the right to justify himself by triumphantly referring to Luther.\" According to Michael, just about every anti-Jewish book printed in the Third Reich contained references to and quotations from Luther. Heinrich Himmler wrote admiringly of his writings and sermons on the Jews in 1940. The city of Nuremberg presented a first edition of On the Jews and their Lies to Julius Streicher, editor of the Nazi newspaper Der St\u00fcrmer, on his birthday in 1937; the newspaper described it as the most radically anti-Semitic tract ever published. It was publicly exhibited in a glass case at the Nuremberg rallies and quoted in a 54-page explanation of the Aryan Law by Dr. E.H. Schulz and Dr. R. Frercks.", "targets": "What action by Luther added to antisemitism in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359e6f5f11404d5794837d72f4fe5a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther was the most widely read author of his generation, and within Germany he acquired the status of a prophet. According to the prevailing view among historians, his anti-Jewish rhetoric contributed significantly to the development of antisemitism in Germany, and in the 1930s and 1940s provided an \"ideal underpinning\" for the Nazis' attacks on Jews. Reinhold Lewin writes that anybody who \"wrote against the Jews for whatever reason believed he had the right to justify himself by triumphantly referring to Luther.\" According to Michael, just about every anti-Jewish book printed in the Third Reich contained references to and quotations from Luther. Heinrich Himmler wrote admiringly of his writings and sermons on the Jews in 1940. The city of Nuremberg presented a first edition of On the Jews and their Lies to Julius Streicher, editor of the Nazi newspaper Der St\u00fcrmer, on his birthday in 1937; the newspaper described it as the most radically anti-Semitic tract ever published. It was publicly exhibited in a glass case at the Nuremberg rallies and quoted in a 54-page explanation of the Aryan Law by Dr. E.H. Schulz and Dr. R. Frercks.", "targets": "What later actions by the Nazis could be traced back to Luther's rhetoric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359e6f5f11404d5794837d72f4fe5a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther was the most widely read author of his generation, and within Germany he acquired the status of a prophet. According to the prevailing view among historians, his anti-Jewish rhetoric contributed significantly to the development of antisemitism in Germany, and in the 1930s and 1940s provided an \"ideal underpinning\" for the Nazis' attacks on Jews. Reinhold Lewin writes that anybody who \"wrote against the Jews for whatever reason believed he had the right to justify himself by triumphantly referring to Luther.\" According to Michael, just about every anti-Jewish book printed in the Third Reich contained references to and quotations from Luther. Heinrich Himmler wrote admiringly of his writings and sermons on the Jews in 1940. The city of Nuremberg presented a first edition of On the Jews and their Lies to Julius Streicher, editor of the Nazi newspaper Der St\u00fcrmer, on his birthday in 1937; the newspaper described it as the most radically anti-Semitic tract ever published. It was publicly exhibited in a glass case at the Nuremberg rallies and quoted in a 54-page explanation of the Aryan Law by Dr. E.H. Schulz and Dr. R. Frercks.", "targets": "Whose writings were widely quoted by the Third Reich?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359e6f5f11404d5794837d72f4fe5a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther was the most widely read author of his generation, and within Germany he acquired the status of a prophet. According to the prevailing view among historians, his anti-Jewish rhetoric contributed significantly to the development of antisemitism in Germany, and in the 1930s and 1940s provided an \"ideal underpinning\" for the Nazis' attacks on Jews. Reinhold Lewin writes that anybody who \"wrote against the Jews for whatever reason believed he had the right to justify himself by triumphantly referring to Luther.\" According to Michael, just about every anti-Jewish book printed in the Third Reich contained references to and quotations from Luther. Heinrich Himmler wrote admiringly of his writings and sermons on the Jews in 1940. The city of Nuremberg presented a first edition of On the Jews and their Lies to Julius Streicher, editor of the Nazi newspaper Der St\u00fcrmer, on his birthday in 1937; the newspaper described it as the most radically anti-Semitic tract ever published. It was publicly exhibited in a glass case at the Nuremberg rallies and quoted in a 54-page explanation of the Aryan Law by Dr. E.H. Schulz and Dr. R. Frercks.", "targets": "How did Der Sturmer describe Luther's On the Jews and their Lies"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901049459a2841659297571eeeb64798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic reforms of President Carlos Salinas de Gortari had a tremendous effect on the city, as a number of businesses, including banks and airlines, were privatized. He also signed the North American Free Trade Agreement (NAFTA). This led to decentralization and a shift in Mexico City's economic base, from manufacturing to services, as most factories moved away to either the State of Mexico, or more commonly to the northern border. By contrast, corporate office buildings set their base in the city.", "targets": "Who privatized the airlines of Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901049459a2841659297571eeeb64798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic reforms of President Carlos Salinas de Gortari had a tremendous effect on the city, as a number of businesses, including banks and airlines, were privatized. He also signed the North American Free Trade Agreement (NAFTA). This led to decentralization and a shift in Mexico City's economic base, from manufacturing to services, as most factories moved away to either the State of Mexico, or more commonly to the northern border. By contrast, corporate office buildings set their base in the city.", "targets": "Who signed NAFTA for Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901049459a2841659297571eeeb64798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic reforms of President Carlos Salinas de Gortari had a tremendous effect on the city, as a number of businesses, including banks and airlines, were privatized. He also signed the North American Free Trade Agreement (NAFTA). This led to decentralization and a shift in Mexico City's economic base, from manufacturing to services, as most factories moved away to either the State of Mexico, or more commonly to the northern border. By contrast, corporate office buildings set their base in the city.", "targets": "What did NAFTA do to the businesses in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901049459a2841659297571eeeb64798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The economic reforms of President Carlos Salinas de Gortari had a tremendous effect on the city, as a number of businesses, including banks and airlines, were privatized. He also signed the North American Free Trade Agreement (NAFTA). This led to decentralization and a shift in Mexico City's economic base, from manufacturing to services, as most factories moved away to either the State of Mexico, or more commonly to the northern border. By contrast, corporate office buildings set their base in the city.", "targets": "Where did the factories of Mexico City move to most commonly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b4901ef5494c61a4dbc7f256928eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During McMahon's period in office, Neville Bonner joined the Senate and became the first Indigenous Australian in the Australian Parliament. Bonner was chosen by the Liberal Party to fill a Senate vacancy in 1971 and celebrated his maiden parliamentary speech with a boomerang throwing display on the lawns of Parliament. Bonner went on to win election at the 1972 election and served as a Liberal Senator for 12 years. He worked on Indigenous and social welfare issues and proved an independent minded Senator, often crossing the floor on Parliamentary votes.", "targets": "Who became the first indigenous Austrailian in Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b4901ef5494c61a4dbc7f256928eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During McMahon's period in office, Neville Bonner joined the Senate and became the first Indigenous Australian in the Australian Parliament. Bonner was chosen by the Liberal Party to fill a Senate vacancy in 1971 and celebrated his maiden parliamentary speech with a boomerang throwing display on the lawns of Parliament. Bonner went on to win election at the 1972 election and served as a Liberal Senator for 12 years. He worked on Indigenous and social welfare issues and proved an independent minded Senator, often crossing the floor on Parliamentary votes.", "targets": "How long did Bonner serve as a Liberal Senator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b4901ef5494c61a4dbc7f256928eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During McMahon's period in office, Neville Bonner joined the Senate and became the first Indigenous Australian in the Australian Parliament. Bonner was chosen by the Liberal Party to fill a Senate vacancy in 1971 and celebrated his maiden parliamentary speech with a boomerang throwing display on the lawns of Parliament. Bonner went on to win election at the 1972 election and served as a Liberal Senator for 12 years. He worked on Indigenous and social welfare issues and proved an independent minded Senator, often crossing the floor on Parliamentary votes.", "targets": "How was Bonner appointed his position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9249d4cca7ce46a78d85a164abe17e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Territorial Governor Thomas Meagher, Montanans held a constitutional convention in 1866 in a failed bid for statehood. A second constitutional convention was held in Helena in 1884 that produced a constitution ratified 3:1 by Montana citizens in November 1884. For political reasons, Congress did not approve Montana statehood until 1889. Congress approved Montana statehood in February 1889 and President Grover Cleveland signed an omnibus bill granting statehood to Montana, North Dakota, South Dakota and Washington once the appropriate state constitutions were crafted. In July 1889, Montanans convened their third constitutional convention and produced a constitution acceptable by the people and the federal government. On November 8, 1889 President Benjamin Harrison proclaimed Montana the forty-first state in the union. The first state governor was Joseph K. Toole. In the 1880s, Helena (the current state capital) had more millionaires per capita than any other United States city.", "targets": "When was the first constitutional convention held in Montana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9249d4cca7ce46a78d85a164abe17e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Territorial Governor Thomas Meagher, Montanans held a constitutional convention in 1866 in a failed bid for statehood. A second constitutional convention was held in Helena in 1884 that produced a constitution ratified 3:1 by Montana citizens in November 1884. For political reasons, Congress did not approve Montana statehood until 1889. Congress approved Montana statehood in February 1889 and President Grover Cleveland signed an omnibus bill granting statehood to Montana, North Dakota, South Dakota and Washington once the appropriate state constitutions were crafted. In July 1889, Montanans convened their third constitutional convention and produced a constitution acceptable by the people and the federal government. On November 8, 1889 President Benjamin Harrison proclaimed Montana the forty-first state in the union. The first state governor was Joseph K. Toole. In the 1880s, Helena (the current state capital) had more millionaires per capita than any other United States city.", "targets": "Why was this constitutional convention held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9249d4cca7ce46a78d85a164abe17e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Territorial Governor Thomas Meagher, Montanans held a constitutional convention in 1866 in a failed bid for statehood. A second constitutional convention was held in Helena in 1884 that produced a constitution ratified 3:1 by Montana citizens in November 1884. For political reasons, Congress did not approve Montana statehood until 1889. Congress approved Montana statehood in February 1889 and President Grover Cleveland signed an omnibus bill granting statehood to Montana, North Dakota, South Dakota and Washington once the appropriate state constitutions were crafted. In July 1889, Montanans convened their third constitutional convention and produced a constitution acceptable by the people and the federal government. On November 8, 1889 President Benjamin Harrison proclaimed Montana the forty-first state in the union. The first state governor was Joseph K. Toole. In the 1880s, Helena (the current state capital) had more millionaires per capita than any other United States city.", "targets": "When was the second constitutional convention held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9249d4cca7ce46a78d85a164abe17e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Territorial Governor Thomas Meagher, Montanans held a constitutional convention in 1866 in a failed bid for statehood. A second constitutional convention was held in Helena in 1884 that produced a constitution ratified 3:1 by Montana citizens in November 1884. For political reasons, Congress did not approve Montana statehood until 1889. Congress approved Montana statehood in February 1889 and President Grover Cleveland signed an omnibus bill granting statehood to Montana, North Dakota, South Dakota and Washington once the appropriate state constitutions were crafted. In July 1889, Montanans convened their third constitutional convention and produced a constitution acceptable by the people and the federal government. On November 8, 1889 President Benjamin Harrison proclaimed Montana the forty-first state in the union. The first state governor was Joseph K. Toole. In the 1880s, Helena (the current state capital) had more millionaires per capita than any other United States city.", "targets": "What year was Montana's statehood approved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9249d4cca7ce46a78d85a164abe17e73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Territorial Governor Thomas Meagher, Montanans held a constitutional convention in 1866 in a failed bid for statehood. A second constitutional convention was held in Helena in 1884 that produced a constitution ratified 3:1 by Montana citizens in November 1884. For political reasons, Congress did not approve Montana statehood until 1889. Congress approved Montana statehood in February 1889 and President Grover Cleveland signed an omnibus bill granting statehood to Montana, North Dakota, South Dakota and Washington once the appropriate state constitutions were crafted. In July 1889, Montanans convened their third constitutional convention and produced a constitution acceptable by the people and the federal government. On November 8, 1889 President Benjamin Harrison proclaimed Montana the forty-first state in the union. The first state governor was Joseph K. Toole. In the 1880s, Helena (the current state capital) had more millionaires per capita than any other United States city.", "targets": "What other three states were approved in the same year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70ad265ec5146f99076a89919d95b51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlement of Plympton, further up the River Plym than the current Plymouth, was also an early trading port, but the river silted up in the early 11th century and forced the mariners and merchants to settle at the current day Barbican near the river mouth. At the time this village was called Sutton, meaning south town in Old English. The name Plym Mouth, meaning \"mouth of the River Plym\" was first mentioned in a Pipe Roll of 1211. The name Plymouth first officially replaced Sutton in a charter of King Henry VI in 1440. See Plympton for the derivation of the name Plym.", "targets": "In what century were sailors obligated to relocate from Plympton due to silting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70ad265ec5146f99076a89919d95b51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlement of Plympton, further up the River Plym than the current Plymouth, was also an early trading port, but the river silted up in the early 11th century and forced the mariners and merchants to settle at the current day Barbican near the river mouth. At the time this village was called Sutton, meaning south town in Old English. The name Plym Mouth, meaning \"mouth of the River Plym\" was first mentioned in a Pipe Roll of 1211. The name Plymouth first officially replaced Sutton in a charter of King Henry VI in 1440. See Plympton for the derivation of the name Plym.", "targets": "What did Sutton mean in the Old English language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70ad265ec5146f99076a89919d95b51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlement of Plympton, further up the River Plym than the current Plymouth, was also an early trading port, but the river silted up in the early 11th century and forced the mariners and merchants to settle at the current day Barbican near the river mouth. At the time this village was called Sutton, meaning south town in Old English. The name Plym Mouth, meaning \"mouth of the River Plym\" was first mentioned in a Pipe Roll of 1211. The name Plymouth first officially replaced Sutton in a charter of King Henry VI in 1440. See Plympton for the derivation of the name Plym.", "targets": "In what year was the first written reference to Plymouth made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70ad265ec5146f99076a89919d95b51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlement of Plympton, further up the River Plym than the current Plymouth, was also an early trading port, but the river silted up in the early 11th century and forced the mariners and merchants to settle at the current day Barbican near the river mouth. At the time this village was called Sutton, meaning south town in Old English. The name Plym Mouth, meaning \"mouth of the River Plym\" was first mentioned in a Pipe Roll of 1211. The name Plymouth first officially replaced Sutton in a charter of King Henry VI in 1440. See Plympton for the derivation of the name Plym.", "targets": "During whose reign was the former town of Sutton referred to as Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e70ad265ec5146f99076a89919d95b51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The settlement of Plympton, further up the River Plym than the current Plymouth, was also an early trading port, but the river silted up in the early 11th century and forced the mariners and merchants to settle at the current day Barbican near the river mouth. At the time this village was called Sutton, meaning south town in Old English. The name Plym Mouth, meaning \"mouth of the River Plym\" was first mentioned in a Pipe Roll of 1211. The name Plymouth first officially replaced Sutton in a charter of King Henry VI in 1440. See Plympton for the derivation of the name Plym.", "targets": "What did 'Plym Mouth' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d333d5f61543c6bfd552cf392c1702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late 19th century, several Gilded Age mansions reflecting the wealth of industry and shipping magnates were built east and west of the current downtown, along the major avenues of the Woodward plan. Most notable among them was the David Whitney House located at 4421 Woodward Avenue, which became a prime location for mansions. During this period some referred to Detroit as the Paris of the West for its architecture, grand avenues in the Paris style, and for Washington Boulevard, recently electrified by Thomas Edison. The city had grown steadily from the 1830s with the rise of shipping, shipbuilding, and manufacturing industries. Strategically located along the Great Lakes waterway, Detroit emerged as a major port and transportation hub.", "targets": "What was a nickname for Detroit in the late 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d333d5f61543c6bfd552cf392c1702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late 19th century, several Gilded Age mansions reflecting the wealth of industry and shipping magnates were built east and west of the current downtown, along the major avenues of the Woodward plan. Most notable among them was the David Whitney House located at 4421 Woodward Avenue, which became a prime location for mansions. During this period some referred to Detroit as the Paris of the West for its architecture, grand avenues in the Paris style, and for Washington Boulevard, recently electrified by Thomas Edison. The city had grown steadily from the 1830s with the rise of shipping, shipbuilding, and manufacturing industries. Strategically located along the Great Lakes waterway, Detroit emerged as a major port and transportation hub.", "targets": "On which waterway is Detroit located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d333d5f61543c6bfd552cf392c1702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late 19th century, several Gilded Age mansions reflecting the wealth of industry and shipping magnates were built east and west of the current downtown, along the major avenues of the Woodward plan. Most notable among them was the David Whitney House located at 4421 Woodward Avenue, which became a prime location for mansions. During this period some referred to Detroit as the Paris of the West for its architecture, grand avenues in the Paris style, and for Washington Boulevard, recently electrified by Thomas Edison. The city had grown steadily from the 1830s with the rise of shipping, shipbuilding, and manufacturing industries. Strategically located along the Great Lakes waterway, Detroit emerged as a major port and transportation hub.", "targets": "What is the most famous mansion in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d333d5f61543c6bfd552cf392c1702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late 19th century, several Gilded Age mansions reflecting the wealth of industry and shipping magnates were built east and west of the current downtown, along the major avenues of the Woodward plan. Most notable among them was the David Whitney House located at 4421 Woodward Avenue, which became a prime location for mansions. During this period some referred to Detroit as the Paris of the West for its architecture, grand avenues in the Paris style, and for Washington Boulevard, recently electrified by Thomas Edison. The city had grown steadily from the 1830s with the rise of shipping, shipbuilding, and manufacturing industries. Strategically located along the Great Lakes waterway, Detroit emerged as a major port and transportation hub.", "targets": "Which street became known for it's mansions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d333d5f61543c6bfd552cf392c1702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the late 19th century, several Gilded Age mansions reflecting the wealth of industry and shipping magnates were built east and west of the current downtown, along the major avenues of the Woodward plan. Most notable among them was the David Whitney House located at 4421 Woodward Avenue, which became a prime location for mansions. During this period some referred to Detroit as the Paris of the West for its architecture, grand avenues in the Paris style, and for Washington Boulevard, recently electrified by Thomas Edison. The city had grown steadily from the 1830s with the rise of shipping, shipbuilding, and manufacturing industries. Strategically located along the Great Lakes waterway, Detroit emerged as a major port and transportation hub.", "targets": "Who electrified Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bcda43e853442bfb189d7413f19ea3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Israel rejects the attempts of postmodern and Marxian historians to understand the revolutionary ideas of the period purely as by-products of social and economic transformations. He instead focuses on the history of ideas in the period from 1650 to the end of the 18th century, and claims that it was the ideas themselves that caused the change that eventually led to the revolutions of the latter half of the 18th century and the early 19th century. Israel argues that until the 1650s Western civilization \"was based on a largely shared core of faith, tradition and authority\".", "targets": "What do Jonathon Israel claim caused the change that eventually led to the revolutions of the latter half of the 18th centure and early 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bcda43e853442bfb189d7413f19ea3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Israel rejects the attempts of postmodern and Marxian historians to understand the revolutionary ideas of the period purely as by-products of social and economic transformations. He instead focuses on the history of ideas in the period from 1650 to the end of the 18th century, and claims that it was the ideas themselves that caused the change that eventually led to the revolutions of the latter half of the 18th century and the early 19th century. Israel argues that until the 1650s Western civilization \"was based on a largely shared core of faith, tradition and authority\".", "targets": "What does Israel argue Western civilization was based on until the 1650s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bcda43e853442bfb189d7413f19ea3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Israel rejects the attempts of postmodern and Marxian historians to understand the revolutionary ideas of the period purely as by-products of social and economic transformations. He instead focuses on the history of ideas in the period from 1650 to the end of the 18th century, and claims that it was the ideas themselves that caused the change that eventually led to the revolutions of the latter half of the 18th century and the early 19th century. Israel argues that until the 1650s Western civilization \"was based on a largely shared core of faith, tradition and authority\".", "targets": "Jonathon Israel rejects the notion that the revolutionary ideas were by products of what transformations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bcda43e853442bfb189d7413f19ea3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Israel rejects the attempts of postmodern and Marxian historians to understand the revolutionary ideas of the period purely as by-products of social and economic transformations. He instead focuses on the history of ideas in the period from 1650 to the end of the 18th century, and claims that it was the ideas themselves that caused the change that eventually led to the revolutions of the latter half of the 18th century and the early 19th century. Israel argues that until the 1650s Western civilization \"was based on a largely shared core of faith, tradition and authority\".", "targets": "What time period does Johnathon Israel focus on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf2239241974369a895571c72d9e29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September 1939, two days before Britain declared war on Germany, the station was taken off air with little warning; the government was concerned that the VHF transmissions would act as a beacon to enemy aircraft homing in on London. Also, many of the television service's technical staff and engineers would be needed for the war effort, in particular on the radar programme. The last programme transmitted was a Mickey Mouse cartoon, Mickey's Gala Premier (1933), which was followed by test transmissions; this account refuted the popular memory according to which broadcasting was suspended before the end of the cartoon.", "targets": "What did the British fear could provide guidance to the German air force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf2239241974369a895571c72d9e29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September 1939, two days before Britain declared war on Germany, the station was taken off air with little warning; the government was concerned that the VHF transmissions would act as a beacon to enemy aircraft homing in on London. Also, many of the television service's technical staff and engineers would be needed for the war effort, in particular on the radar programme. The last programme transmitted was a Mickey Mouse cartoon, Mickey's Gala Premier (1933), which was followed by test transmissions; this account refuted the popular memory according to which broadcasting was suspended before the end of the cartoon.", "targets": "What part of the military did many people working for the BBC end up serving in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf2239241974369a895571c72d9e29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September 1939, two days before Britain declared war on Germany, the station was taken off air with little warning; the government was concerned that the VHF transmissions would act as a beacon to enemy aircraft homing in on London. Also, many of the television service's technical staff and engineers would be needed for the war effort, in particular on the radar programme. The last programme transmitted was a Mickey Mouse cartoon, Mickey's Gala Premier (1933), which was followed by test transmissions; this account refuted the popular memory according to which broadcasting was suspended before the end of the cartoon.", "targets": "What was the final thing shown on the BBC before it was shut down for the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf2239241974369a895571c72d9e29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 September 1939, two days before Britain declared war on Germany, the station was taken off air with little warning; the government was concerned that the VHF transmissions would act as a beacon to enemy aircraft homing in on London. Also, many of the television service's technical staff and engineers would be needed for the war effort, in particular on the radar programme. The last programme transmitted was a Mickey Mouse cartoon, Mickey's Gala Premier (1933), which was followed by test transmissions; this account refuted the popular memory according to which broadcasting was suspended before the end of the cartoon.", "targets": "When did most people mistakenly remember the last broadcast as having ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-471cf63f8e1d46e9a556fb2d9584f4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transport in the Republic of the Congo includes land, air and water transportation. The country's rail system was built by forced laborers during the 1930s and largely remains in operation. There are also over 1000 km of paved roads and two major international airports (Maya-Maya Airport and Pointe Noire Airport) which have flights to Paris and many African cities. The country also has a large port on the Atlantic Ocean at Pointe-Noire and others along the Congo River at Brazzaville and Impfondo.", "targets": "What forms of transport are available in the Congo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-471cf63f8e1d46e9a556fb2d9584f4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transport in the Republic of the Congo includes land, air and water transportation. The country's rail system was built by forced laborers during the 1930s and largely remains in operation. There are also over 1000 km of paved roads and two major international airports (Maya-Maya Airport and Pointe Noire Airport) which have flights to Paris and many African cities. The country also has a large port on the Atlantic Ocean at Pointe-Noire and others along the Congo River at Brazzaville and Impfondo.", "targets": "When was the Congo's train system built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-471cf63f8e1d46e9a556fb2d9584f4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transport in the Republic of the Congo includes land, air and water transportation. The country's rail system was built by forced laborers during the 1930s and largely remains in operation. There are also over 1000 km of paved roads and two major international airports (Maya-Maya Airport and Pointe Noire Airport) which have flights to Paris and many African cities. The country also has a large port on the Atlantic Ocean at Pointe-Noire and others along the Congo River at Brazzaville and Impfondo.", "targets": "What is a common destination outside of Africa for Congolese airlines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-471cf63f8e1d46e9a556fb2d9584f4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transport in the Republic of the Congo includes land, air and water transportation. The country's rail system was built by forced laborers during the 1930s and largely remains in operation. There are also over 1000 km of paved roads and two major international airports (Maya-Maya Airport and Pointe Noire Airport) which have flights to Paris and many African cities. The country also has a large port on the Atlantic Ocean at Pointe-Noire and others along the Congo River at Brazzaville and Impfondo.", "targets": "On what ocean is a major port located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587cc0498b4f433f8cb87035583697e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry is a Roman Catholic, and is said to carry a religious rosary, a prayer book, and a St. Christopher medal (the patron saint of travelers) when he campaigned. While Kerry is personally against abortion, he supports a woman's legal right to have one. Discussing his faith, Kerry said, \"I thought of being a priest. I was very religious while at school in Switzerland. I was an altar boy and prayed all the time. I was very centered around the Mass and the church.\" He also said that the Letters of Paul (Apostle Paul) moved him the most, stating that they taught him to \"not feel sorry for myself.\"", "targets": "What religion is Kerry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587cc0498b4f433f8cb87035583697e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry is a Roman Catholic, and is said to carry a religious rosary, a prayer book, and a St. Christopher medal (the patron saint of travelers) when he campaigned. While Kerry is personally against abortion, he supports a woman's legal right to have one. Discussing his faith, Kerry said, \"I thought of being a priest. I was very religious while at school in Switzerland. I was an altar boy and prayed all the time. I was very centered around the Mass and the church.\" He also said that the Letters of Paul (Apostle Paul) moved him the most, stating that they taught him to \"not feel sorry for myself.\"", "targets": "What religious items did Kerry bring with him while campaigning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587cc0498b4f433f8cb87035583697e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry is a Roman Catholic, and is said to carry a religious rosary, a prayer book, and a St. Christopher medal (the patron saint of travelers) when he campaigned. While Kerry is personally against abortion, he supports a woman's legal right to have one. Discussing his faith, Kerry said, \"I thought of being a priest. I was very religious while at school in Switzerland. I was an altar boy and prayed all the time. I was very centered around the Mass and the church.\" He also said that the Letters of Paul (Apostle Paul) moved him the most, stating that they taught him to \"not feel sorry for myself.\"", "targets": "What is St. Christopher the patron saint of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587cc0498b4f433f8cb87035583697e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry is a Roman Catholic, and is said to carry a religious rosary, a prayer book, and a St. Christopher medal (the patron saint of travelers) when he campaigned. While Kerry is personally against abortion, he supports a woman's legal right to have one. Discussing his faith, Kerry said, \"I thought of being a priest. I was very religious while at school in Switzerland. I was an altar boy and prayed all the time. I was very centered around the Mass and the church.\" He also said that the Letters of Paul (Apostle Paul) moved him the most, stating that they taught him to \"not feel sorry for myself.\"", "targets": "What did Kerry do in the church while living in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587cc0498b4f433f8cb87035583697e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry is a Roman Catholic, and is said to carry a religious rosary, a prayer book, and a St. Christopher medal (the patron saint of travelers) when he campaigned. While Kerry is personally against abortion, he supports a woman's legal right to have one. Discussing his faith, Kerry said, \"I thought of being a priest. I was very religious while at school in Switzerland. I was an altar boy and prayed all the time. I was very centered around the Mass and the church.\" He also said that the Letters of Paul (Apostle Paul) moved him the most, stating that they taught him to \"not feel sorry for myself.\"", "targets": "Which part of the Bible did Kerry find the most moving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "Which actor portrayed Franz Oberhauser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "In what year was Hannes Oberhauser identified as a guardian of James Bond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "Who were the writers of Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "Which group in previous Bond films was changed to be a part of Spectre instead of its own entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "What is the name of the short story in which Hannes Oberhauser appeared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "Who was Bond's full time guardian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "In which Bond story did the name Oberhauser first appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "What actor portrayed Franz Oberhauser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "In which movie was the Quantum organization first introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65f78f23d6de4a5588718d3eb29bf18c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being an original story, Spectre draws on Ian Fleming's source material, most notably in the character of Franz Oberhauser, played by Christoph Waltz. Oberhauser shares his name with Hannes Oberhauser, a background character in the short story \"Octopussy\" from the Octopussy and The Living Daylights collection, and who is named in the film as having been a temporary legal guardian of a young Bond in 1983. Similarly, Charmian Bond is shown to have been his full-time guardian, observing the back story established by Fleming. With the acquisition of the rights to Spectre and its associated characters, screenwriters Neal Purvis and Robert Wade revealed that the film would provide a minor retcon to the continuity of the previous films, with the Quantum organisation alluded to in Casino Royale and introduced in Quantum of Solace reimagined as a division within Spectre rather than an independent organisation.", "targets": "Quantum is a division of what other organization? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6f5379959b478a985657fccb9bd3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xinhai Revolution led to the founding of the Republic of China in January 1912 with Sun Yat-sen as the first provisional president and Nanking was selected as its new capital. However, the Qing Empire controlled large regions to the north, so revolutionaries asked Yuan Shikai to replace Sun as president in exchange for the abdication of Puyi, the Last Emperor. Yuan demanded the capital be Beijing (closer to his power base).", "targets": "When was the Republic of China founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6f5379959b478a985657fccb9bd3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xinhai Revolution led to the founding of the Republic of China in January 1912 with Sun Yat-sen as the first provisional president and Nanking was selected as its new capital. However, the Qing Empire controlled large regions to the north, so revolutionaries asked Yuan Shikai to replace Sun as president in exchange for the abdication of Puyi, the Last Emperor. Yuan demanded the capital be Beijing (closer to his power base).", "targets": "Who was the first president of the Republic of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6f5379959b478a985657fccb9bd3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xinhai Revolution led to the founding of the Republic of China in January 1912 with Sun Yat-sen as the first provisional president and Nanking was selected as its new capital. However, the Qing Empire controlled large regions to the north, so revolutionaries asked Yuan Shikai to replace Sun as president in exchange for the abdication of Puyi, the Last Emperor. Yuan demanded the capital be Beijing (closer to his power base).", "targets": "Who moved the capital from Nanjing to Beijing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3529ba526dd4893a91fa409b17caf95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In orthography and typography, letter case (or just case) is the distinction between the letters that are in larger upper case (also capital letters, capitals, caps, large letters, or more formally majuscule, see Terminology) and smaller lower case (also small letters, or more formally minuscule, see Terminology) in the written representation of certain languages. Here is a comparison of the upper and lower case versions of each letter included in the English alphabet (the exact representation will vary according to the font used):", "targets": "In orthography and typography, what is the distinction between the letters that are in larger upper case and lower upper case"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3529ba526dd4893a91fa409b17caf95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In orthography and typography, letter case (or just case) is the distinction between the letters that are in larger upper case (also capital letters, capitals, caps, large letters, or more formally majuscule, see Terminology) and smaller lower case (also small letters, or more formally minuscule, see Terminology) in the written representation of certain languages. Here is a comparison of the upper and lower case versions of each letter included in the English alphabet (the exact representation will vary according to the font used):", "targets": "Minuscule is a term uses to describe which case of letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3529ba526dd4893a91fa409b17caf95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In orthography and typography, letter case (or just case) is the distinction between the letters that are in larger upper case (also capital letters, capitals, caps, large letters, or more formally majuscule, see Terminology) and smaller lower case (also small letters, or more formally minuscule, see Terminology) in the written representation of certain languages. Here is a comparison of the upper and lower case versions of each letter included in the English alphabet (the exact representation will vary according to the font used):", "targets": "Capital letters refer to which case of letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3529ba526dd4893a91fa409b17caf95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In orthography and typography, letter case (or just case) is the distinction between the letters that are in larger upper case (also capital letters, capitals, caps, large letters, or more formally majuscule, see Terminology) and smaller lower case (also small letters, or more formally minuscule, see Terminology) in the written representation of certain languages. Here is a comparison of the upper and lower case versions of each letter included in the English alphabet (the exact representation will vary according to the font used):", "targets": "Letter case is used to distinction betweem lowercase and uppercase letter in which common representation of certain languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37a438e26a044d46a8cd6857d49e5c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the north, the Sahara skirts the Mediterranean Sea in Egypt and portions of Libya, but in Cyrenaica and the Maghreb, the Sahara borders the Mediterranean forest, woodland, and scrub ecoregions of northern Africa, all of which have a Mediterranean climate characterized by hot summers and cool and rainy winters. According to the botanical criteria of Frank White and geographer Robert Capot-Rey, the northern limit of the Sahara corresponds to the northern limit of date palm cultivation and the southern limit of the range of esparto, a grass typical of the Mediterranean climate portion of the Maghreb and Iberia. The northern limit also corresponds to the 100 mm (3.9 in) isohyet of annual precipitation.", "targets": "What sea is North of the Sahara Desert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-759723cd93394a6982e305364be17d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the above antennas, traveling wave antennas are nonresonant so they have inherently broad bandwidth. They are typically wire antennas multiple wavelengths long, through which the voltage and current waves travel in one direction, instead of bouncing back and forth to form standing waves as in resonant antennas. They have linear polarization (except for the helical antenna). Unidirectional traveling wave antennas are terminated by a resistor at one end equal to the antenna's characteristic resistance, to absorb the waves from one direction. This makes them inefficient as transmitting antennas.", "targets": "What antenna's are nonresonant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-759723cd93394a6982e305364be17d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the above antennas, traveling wave antennas are nonresonant so they have inherently broad bandwidth. They are typically wire antennas multiple wavelengths long, through which the voltage and current waves travel in one direction, instead of bouncing back and forth to form standing waves as in resonant antennas. They have linear polarization (except for the helical antenna). Unidirectional traveling wave antennas are terminated by a resistor at one end equal to the antenna's characteristic resistance, to absorb the waves from one direction. This makes them inefficient as transmitting antennas.", "targets": "How long are the wire antenna's that the voltage and current waves travel in the same direction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-759723cd93394a6982e305364be17d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the above antennas, traveling wave antennas are nonresonant so they have inherently broad bandwidth. They are typically wire antennas multiple wavelengths long, through which the voltage and current waves travel in one direction, instead of bouncing back and forth to form standing waves as in resonant antennas. They have linear polarization (except for the helical antenna). Unidirectional traveling wave antennas are terminated by a resistor at one end equal to the antenna's characteristic resistance, to absorb the waves from one direction. This makes them inefficient as transmitting antennas.", "targets": "What are undirectional traveling wave directions terminated by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-759723cd93394a6982e305364be17d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the above antennas, traveling wave antennas are nonresonant so they have inherently broad bandwidth. They are typically wire antennas multiple wavelengths long, through which the voltage and current waves travel in one direction, instead of bouncing back and forth to form standing waves as in resonant antennas. They have linear polarization (except for the helical antenna). Unidirectional traveling wave antennas are terminated by a resistor at one end equal to the antenna's characteristic resistance, to absorb the waves from one direction. This makes them inefficient as transmitting antennas.", "targets": "What antenna does not have linear polarization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-759723cd93394a6982e305364be17d05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the above antennas, traveling wave antennas are nonresonant so they have inherently broad bandwidth. They are typically wire antennas multiple wavelengths long, through which the voltage and current waves travel in one direction, instead of bouncing back and forth to form standing waves as in resonant antennas. They have linear polarization (except for the helical antenna). Unidirectional traveling wave antennas are terminated by a resistor at one end equal to the antenna's characteristic resistance, to absorb the waves from one direction. This makes them inefficient as transmitting antennas.", "targets": "What is the resistor equal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65210ecad98b40d0b7bf0dc21cf5d5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Tony married the family's housekeeper Joan Gustafson; they had two children, Jennifer (born 1967) and Mario (born 1968). At this point, Madonna started to resent him for decades, and developed a rebellious attitude. She attended St. Frederick's and St. Andrew's Catholic Elementary Schools, and West Middle School. Madonna was known for her high grade point average, and achieved notoriety for her unconventional behavior. She would perform cartwheels and handstands in the hallways between classes, dangle by her knees from the monkey bars during recess, and pull up her skirt during class\u2014all so that the boys could see her underwear.", "targets": "In 1966, who did Tony married?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65210ecad98b40d0b7bf0dc21cf5d5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Tony married the family's housekeeper Joan Gustafson; they had two children, Jennifer (born 1967) and Mario (born 1968). At this point, Madonna started to resent him for decades, and developed a rebellious attitude. She attended St. Frederick's and St. Andrew's Catholic Elementary Schools, and West Middle School. Madonna was known for her high grade point average, and achieved notoriety for her unconventional behavior. She would perform cartwheels and handstands in the hallways between classes, dangle by her knees from the monkey bars during recess, and pull up her skirt during class\u2014all so that the boys could see her underwear.", "targets": "Name one child from the union of Tony and Joan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65210ecad98b40d0b7bf0dc21cf5d5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Tony married the family's housekeeper Joan Gustafson; they had two children, Jennifer (born 1967) and Mario (born 1968). At this point, Madonna started to resent him for decades, and developed a rebellious attitude. She attended St. Frederick's and St. Andrew's Catholic Elementary Schools, and West Middle School. Madonna was known for her high grade point average, and achieved notoriety for her unconventional behavior. She would perform cartwheels and handstands in the hallways between classes, dangle by her knees from the monkey bars during recess, and pull up her skirt during class\u2014all so that the boys could see her underwear.", "targets": "When was Mario born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65210ecad98b40d0b7bf0dc21cf5d5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Tony married the family's housekeeper Joan Gustafson; they had two children, Jennifer (born 1967) and Mario (born 1968). At this point, Madonna started to resent him for decades, and developed a rebellious attitude. She attended St. Frederick's and St. Andrew's Catholic Elementary Schools, and West Middle School. Madonna was known for her high grade point average, and achieved notoriety for her unconventional behavior. She would perform cartwheels and handstands in the hallways between classes, dangle by her knees from the monkey bars during recess, and pull up her skirt during class\u2014all so that the boys could see her underwear.", "targets": "What is the name of the middle school that Madonna attended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65210ecad98b40d0b7bf0dc21cf5d5ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Tony married the family's housekeeper Joan Gustafson; they had two children, Jennifer (born 1967) and Mario (born 1968). At this point, Madonna started to resent him for decades, and developed a rebellious attitude. She attended St. Frederick's and St. Andrew's Catholic Elementary Schools, and West Middle School. Madonna was known for her high grade point average, and achieved notoriety for her unconventional behavior. She would perform cartwheels and handstands in the hallways between classes, dangle by her knees from the monkey bars during recess, and pull up her skirt during class\u2014all so that the boys could see her underwear.", "targets": "Madonna achieved a name for herself in school by her unusual behavior and also for what other reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbdbf8b531b44202bd6c5d5712d262c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the study of the history of science has been devoted to answering questions about what science is, how it functions, and whether it exhibits large-scale patterns and trends. The sociology of science in particular has focused on the ways in which scientists work, looking closely at the ways in which they \"produce\" and \"construct\" scientific knowledge. Since the 1960s, a common trend in science studies (the study of the sociology and history of science) has been to emphasize the \"human component\" of scientific knowledge, and to de-emphasize the view that scientific data are self-evident, value-free, and context-free. The field of Science and Technology Studies, an area that overlaps and often informs historical studies of science, focuses on the social context of science in both contemporary and historical periods.", "targets": "What is the large question that the history of science answers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbdbf8b531b44202bd6c5d5712d262c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the study of the history of science has been devoted to answering questions about what science is, how it functions, and whether it exhibits large-scale patterns and trends. The sociology of science in particular has focused on the ways in which scientists work, looking closely at the ways in which they \"produce\" and \"construct\" scientific knowledge. Since the 1960s, a common trend in science studies (the study of the sociology and history of science) has been to emphasize the \"human component\" of scientific knowledge, and to de-emphasize the view that scientific data are self-evident, value-free, and context-free. The field of Science and Technology Studies, an area that overlaps and often informs historical studies of science, focuses on the social context of science in both contemporary and historical periods.", "targets": "What did sociology in science explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbdbf8b531b44202bd6c5d5712d262c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the study of the history of science has been devoted to answering questions about what science is, how it functions, and whether it exhibits large-scale patterns and trends. The sociology of science in particular has focused on the ways in which scientists work, looking closely at the ways in which they \"produce\" and \"construct\" scientific knowledge. Since the 1960s, a common trend in science studies (the study of the sociology and history of science) has been to emphasize the \"human component\" of scientific knowledge, and to de-emphasize the view that scientific data are self-evident, value-free, and context-free. The field of Science and Technology Studies, an area that overlaps and often informs historical studies of science, focuses on the social context of science in both contemporary and historical periods.", "targets": "What was the most popular method in the 1960s regarding science studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e50d89bad99448ebab9f83aa2a6ec4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fact that the 1912 exhibition had been curated to show the successive stages through which Cubism had transited, and that Du \"Cubisme\" had been published for the occasion, indicates the artists' intention of making their work comprehensible to a wide audience (art critics, art collectors, art dealers and the general public). Undoubtedly, due to the great success of the exhibition, Cubism became recognized as a tendency, genre or style in art with a specific common philosophy or goal: a new avant-garde movement.", "targets": "What did the 1912 exhiibtion of Cubism show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf5735d4a81444a6bbe38e705071d38b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Paris was a center of Jewish learning with famous Talmudic scholars, such as Yechiel of Paris who took part in the Disputation of Paris between Christian and Jewish intellectuals. The Parisian Jewish community was victim of persecution, alternating expulsions and returns, until France became the first country in Europe to emancipate its Jewish population during the French Revolution. Although 75% of the Jewish population in France survived the Holocaust during World War II, half the city's Jewish population perished in Nazi concentration camps, while some others fled abroad. A large migration of North Africa Sephardic Jews settled Paris in the 1960s, and represent most of the Paris Jewish community today. There are currently 83 synagogues in the city; The Marais-quarter Agoudas Hakehilos Synagogue, built in 1913 by architect Hector Guimard, is a Paris landmark.", "targets": "Who built the Marais-quarter Agodudas Hakehilos Synagogue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf5735d4a81444a6bbe38e705071d38b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Paris was a center of Jewish learning with famous Talmudic scholars, such as Yechiel of Paris who took part in the Disputation of Paris between Christian and Jewish intellectuals. The Parisian Jewish community was victim of persecution, alternating expulsions and returns, until France became the first country in Europe to emancipate its Jewish population during the French Revolution. Although 75% of the Jewish population in France survived the Holocaust during World War II, half the city's Jewish population perished in Nazi concentration camps, while some others fled abroad. A large migration of North Africa Sephardic Jews settled Paris in the 1960s, and represent most of the Paris Jewish community today. There are currently 83 synagogues in the city; The Marais-quarter Agoudas Hakehilos Synagogue, built in 1913 by architect Hector Guimard, is a Paris landmark.", "targets": "When was the Marais-quarter Agoudas Hakehilos Synagogue built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf5735d4a81444a6bbe38e705071d38b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Paris was a center of Jewish learning with famous Talmudic scholars, such as Yechiel of Paris who took part in the Disputation of Paris between Christian and Jewish intellectuals. The Parisian Jewish community was victim of persecution, alternating expulsions and returns, until France became the first country in Europe to emancipate its Jewish population during the French Revolution. Although 75% of the Jewish population in France survived the Holocaust during World War II, half the city's Jewish population perished in Nazi concentration camps, while some others fled abroad. A large migration of North Africa Sephardic Jews settled Paris in the 1960s, and represent most of the Paris Jewish community today. There are currently 83 synagogues in the city; The Marais-quarter Agoudas Hakehilos Synagogue, built in 1913 by architect Hector Guimard, is a Paris landmark.", "targets": "When did a large number of Sephardic Jews settle in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf5735d4a81444a6bbe38e705071d38b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, Paris was a center of Jewish learning with famous Talmudic scholars, such as Yechiel of Paris who took part in the Disputation of Paris between Christian and Jewish intellectuals. The Parisian Jewish community was victim of persecution, alternating expulsions and returns, until France became the first country in Europe to emancipate its Jewish population during the French Revolution. Although 75% of the Jewish population in France survived the Holocaust during World War II, half the city's Jewish population perished in Nazi concentration camps, while some others fled abroad. A large migration of North Africa Sephardic Jews settled Paris in the 1960s, and represent most of the Paris Jewish community today. There are currently 83 synagogues in the city; The Marais-quarter Agoudas Hakehilos Synagogue, built in 1913 by architect Hector Guimard, is a Paris landmark.", "targets": "What percentage of France's Jewish population survived the holocaust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de894857bac422ca16cc5388dcea16e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest reference to the Magadha people occurs in the Atharva-Veda where they are found listed along with the Angas, Gandharis, and Mujavats. Magadha played an important role in the development of Jainism and Buddhism, and two of India's greatest empires, the Maurya Empire and Gupta Empire, originated from Magadha. These empires saw advancements in ancient India's science, mathematics, astronomy, religion, and philosophy and were considered the Indian \"Golden Age\". The Magadha kingdom included republican communities such as the community of Rajakumara. Villages had their own assemblies under their local chiefs called Gramakas. Their administrations were divided into executive, judicial, and military functions.", "targets": "Where is the earliest mention of Magadha people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de894857bac422ca16cc5388dcea16e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest reference to the Magadha people occurs in the Atharva-Veda where they are found listed along with the Angas, Gandharis, and Mujavats. Magadha played an important role in the development of Jainism and Buddhism, and two of India's greatest empires, the Maurya Empire and Gupta Empire, originated from Magadha. These empires saw advancements in ancient India's science, mathematics, astronomy, religion, and philosophy and were considered the Indian \"Golden Age\". The Magadha kingdom included republican communities such as the community of Rajakumara. Villages had their own assemblies under their local chiefs called Gramakas. Their administrations were divided into executive, judicial, and military functions.", "targets": "In the development of which religions did Magadha participate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de894857bac422ca16cc5388dcea16e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest reference to the Magadha people occurs in the Atharva-Veda where they are found listed along with the Angas, Gandharis, and Mujavats. Magadha played an important role in the development of Jainism and Buddhism, and two of India's greatest empires, the Maurya Empire and Gupta Empire, originated from Magadha. These empires saw advancements in ancient India's science, mathematics, astronomy, religion, and philosophy and were considered the Indian \"Golden Age\". The Magadha kingdom included republican communities such as the community of Rajakumara. Villages had their own assemblies under their local chiefs called Gramakas. Their administrations were divided into executive, judicial, and military functions.", "targets": "Where was the location origin of the Maurya and Gupta empires?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de894857bac422ca16cc5388dcea16e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest reference to the Magadha people occurs in the Atharva-Veda where they are found listed along with the Angas, Gandharis, and Mujavats. Magadha played an important role in the development of Jainism and Buddhism, and two of India's greatest empires, the Maurya Empire and Gupta Empire, originated from Magadha. These empires saw advancements in ancient India's science, mathematics, astronomy, religion, and philosophy and were considered the Indian \"Golden Age\". The Magadha kingdom included republican communities such as the community of Rajakumara. Villages had their own assemblies under their local chiefs called Gramakas. Their administrations were divided into executive, judicial, and military functions.", "targets": "Due to advances in science and culture, what are the Magadha region empires considered to represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de894857bac422ca16cc5388dcea16e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest reference to the Magadha people occurs in the Atharva-Veda where they are found listed along with the Angas, Gandharis, and Mujavats. Magadha played an important role in the development of Jainism and Buddhism, and two of India's greatest empires, the Maurya Empire and Gupta Empire, originated from Magadha. These empires saw advancements in ancient India's science, mathematics, astronomy, religion, and philosophy and were considered the Indian \"Golden Age\". The Magadha kingdom included republican communities such as the community of Rajakumara. Villages had their own assemblies under their local chiefs called Gramakas. Their administrations were divided into executive, judicial, and military functions.", "targets": "What were local villages' assemblies called in the Magadha kingdoms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ed19178c59545d48a16c1a35661cce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changing world order that the war had brought about, in particular the growth of the United States and Japan as naval powers, and the rise of independence movements in India and Ireland, caused a major reassessment of British imperial policy. Forced to choose between alignment with the United States or Japan, Britain opted not to renew its Japanese alliance and instead signed the 1922 Washington Naval Treaty, where Britain accepted naval parity with the United States. This decision was the source of much debate in Britain during the 1930s as militaristic governments took hold in Japan and Germany helped in part by the Great Depression, for it was feared that the empire could not survive a simultaneous attack by both nations. Although the issue of the empire's security was a serious concern in Britain, at the same time the empire was vital to the British economy.", "targets": "When did Britain sign the Washington Naval Treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ed19178c59545d48a16c1a35661cce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changing world order that the war had brought about, in particular the growth of the United States and Japan as naval powers, and the rise of independence movements in India and Ireland, caused a major reassessment of British imperial policy. Forced to choose between alignment with the United States or Japan, Britain opted not to renew its Japanese alliance and instead signed the 1922 Washington Naval Treaty, where Britain accepted naval parity with the United States. This decision was the source of much debate in Britain during the 1930s as militaristic governments took hold in Japan and Germany helped in part by the Great Depression, for it was feared that the empire could not survive a simultaneous attack by both nations. Although the issue of the empire's security was a serious concern in Britain, at the same time the empire was vital to the British economy.", "targets": "The Great Depression helped which countries' governments become more militaristic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ed19178c59545d48a16c1a35661cce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changing world order that the war had brought about, in particular the growth of the United States and Japan as naval powers, and the rise of independence movements in India and Ireland, caused a major reassessment of British imperial policy. Forced to choose between alignment with the United States or Japan, Britain opted not to renew its Japanese alliance and instead signed the 1922 Washington Naval Treaty, where Britain accepted naval parity with the United States. This decision was the source of much debate in Britain during the 1930s as militaristic governments took hold in Japan and Germany helped in part by the Great Depression, for it was feared that the empire could not survive a simultaneous attack by both nations. Although the issue of the empire's security was a serious concern in Britain, at the same time the empire was vital to the British economy.", "targets": "When Britain had to choose between its Japanese alliance or the US, which did it choose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ed19178c59545d48a16c1a35661cce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changing world order that the war had brought about, in particular the growth of the United States and Japan as naval powers, and the rise of independence movements in India and Ireland, caused a major reassessment of British imperial policy. Forced to choose between alignment with the United States or Japan, Britain opted not to renew its Japanese alliance and instead signed the 1922 Washington Naval Treaty, where Britain accepted naval parity with the United States. This decision was the source of much debate in Britain during the 1930s as militaristic governments took hold in Japan and Germany helped in part by the Great Depression, for it was feared that the empire could not survive a simultaneous attack by both nations. Although the issue of the empire's security was a serious concern in Britain, at the same time the empire was vital to the British economy.", "targets": "British imperialism was being reconsidered in light of which territories' independence movements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8779b7ea443f4244aa3e01ac8e7f9380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The convention followed by many British publishers (including scientific publishers, like Nature, magazines, like The Economist and New Scientist, and newspapers, like The Guardian and The Times) and U.S. newspapers is to use sentence-style capitalisation in headlines, where capitalisation follows the same rules that apply for sentences. This convention is usually called sentence case. It may also be applied to publication titles, especially in bibliographic references and library catalogues. Examples of global publishers whose English-language house styles prescribe sentence-case titles and headings include the International Organization for Standardization.", "targets": "What is the basis of capitalization standards for the sentence-style capitalization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8779b7ea443f4244aa3e01ac8e7f9380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The convention followed by many British publishers (including scientific publishers, like Nature, magazines, like The Economist and New Scientist, and newspapers, like The Guardian and The Times) and U.S. newspapers is to use sentence-style capitalisation in headlines, where capitalisation follows the same rules that apply for sentences. This convention is usually called sentence case. It may also be applied to publication titles, especially in bibliographic references and library catalogues. Examples of global publishers whose English-language house styles prescribe sentence-case titles and headings include the International Organization for Standardization.", "targets": "What is the popular capitalization structure and standard used by many British publishers and U.S. newspapers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8779b7ea443f4244aa3e01ac8e7f9380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The convention followed by many British publishers (including scientific publishers, like Nature, magazines, like The Economist and New Scientist, and newspapers, like The Guardian and The Times) and U.S. newspapers is to use sentence-style capitalisation in headlines, where capitalisation follows the same rules that apply for sentences. This convention is usually called sentence case. It may also be applied to publication titles, especially in bibliographic references and library catalogues. Examples of global publishers whose English-language house styles prescribe sentence-case titles and headings include the International Organization for Standardization.", "targets": "What is an alternative name for sentence-style capitalization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8779b7ea443f4244aa3e01ac8e7f9380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The convention followed by many British publishers (including scientific publishers, like Nature, magazines, like The Economist and New Scientist, and newspapers, like The Guardian and The Times) and U.S. newspapers is to use sentence-style capitalisation in headlines, where capitalisation follows the same rules that apply for sentences. This convention is usually called sentence case. It may also be applied to publication titles, especially in bibliographic references and library catalogues. Examples of global publishers whose English-language house styles prescribe sentence-case titles and headings include the International Organization for Standardization.", "targets": "Which popular global publisher utilizes sentence case for titles and headers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8779b7ea443f4244aa3e01ac8e7f9380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The convention followed by many British publishers (including scientific publishers, like Nature, magazines, like The Economist and New Scientist, and newspapers, like The Guardian and The Times) and U.S. newspapers is to use sentence-style capitalisation in headlines, where capitalisation follows the same rules that apply for sentences. This convention is usually called sentence case. It may also be applied to publication titles, especially in bibliographic references and library catalogues. Examples of global publishers whose English-language house styles prescribe sentence-case titles and headings include the International Organization for Standardization.", "targets": "Besides headlines, what is sentence-style capitalization often applied to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b21fcba463845dbaf2228c5d735bb67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During up-peak mode (also called moderate incoming traffic), elevator cars in a group are recalled to the lobby to provide expeditious service to passengers arriving at the building, most typically in the morning as people arrive for work or at the conclusion of a lunch-time period. Elevators are dispatched one-by-one when they reach a pre-determined passenger load, or when they have had their doors opened for a certain period of time. The next elevator to be dispatched usually has its hall lantern or a \"this car leaving next\" sign illuminated to encourage passengers to make maximum use of the available elevator system capacity. Some elevator banks are programmed so that at least one car will always return to the lobby floor and park whenever it becomes free.", "targets": "What is another name for up-peak mode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b21fcba463845dbaf2228c5d735bb67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During up-peak mode (also called moderate incoming traffic), elevator cars in a group are recalled to the lobby to provide expeditious service to passengers arriving at the building, most typically in the morning as people arrive for work or at the conclusion of a lunch-time period. Elevators are dispatched one-by-one when they reach a pre-determined passenger load, or when they have had their doors opened for a certain period of time. The next elevator to be dispatched usually has its hall lantern or a \"this car leaving next\" sign illuminated to encourage passengers to make maximum use of the available elevator system capacity. Some elevator banks are programmed so that at least one car will always return to the lobby floor and park whenever it becomes free.", "targets": "Generally, up-peak mode takes place during what times of the day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b21fcba463845dbaf2228c5d735bb67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During up-peak mode (also called moderate incoming traffic), elevator cars in a group are recalled to the lobby to provide expeditious service to passengers arriving at the building, most typically in the morning as people arrive for work or at the conclusion of a lunch-time period. Elevators are dispatched one-by-one when they reach a pre-determined passenger load, or when they have had their doors opened for a certain period of time. The next elevator to be dispatched usually has its hall lantern or a \"this car leaving next\" sign illuminated to encourage passengers to make maximum use of the available elevator system capacity. Some elevator banks are programmed so that at least one car will always return to the lobby floor and park whenever it becomes free.", "targets": "What are the reasons for up-peak mode early in the day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b21fcba463845dbaf2228c5d735bb67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During up-peak mode (also called moderate incoming traffic), elevator cars in a group are recalled to the lobby to provide expeditious service to passengers arriving at the building, most typically in the morning as people arrive for work or at the conclusion of a lunch-time period. Elevators are dispatched one-by-one when they reach a pre-determined passenger load, or when they have had their doors opened for a certain period of time. The next elevator to be dispatched usually has its hall lantern or a \"this car leaving next\" sign illuminated to encourage passengers to make maximum use of the available elevator system capacity. Some elevator banks are programmed so that at least one car will always return to the lobby floor and park whenever it becomes free.", "targets": "For what reasons are elevators routed one-by-one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b21fcba463845dbaf2228c5d735bb67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During up-peak mode (also called moderate incoming traffic), elevator cars in a group are recalled to the lobby to provide expeditious service to passengers arriving at the building, most typically in the morning as people arrive for work or at the conclusion of a lunch-time period. Elevators are dispatched one-by-one when they reach a pre-determined passenger load, or when they have had their doors opened for a certain period of time. The next elevator to be dispatched usually has its hall lantern or a \"this car leaving next\" sign illuminated to encourage passengers to make maximum use of the available elevator system capacity. Some elevator banks are programmed so that at least one car will always return to the lobby floor and park whenever it becomes free.", "targets": "Why is a \"this car leaving next\" sign used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed79d1783d9042d9a023fd52bb5f8531", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as the navigational approach would require programs to loop in order to collect records, the relational approach would require loops to collect information about any one record. Codd's solution to the necessary looping was a set-oriented language, a suggestion that would later spawn the ubiquitous SQL. Using a branch of mathematics known as tuple calculus, he demonstrated that such a system could support all the operations of normal databases (inserting, updating etc.) as well as providing a simple system for finding and returning sets of data in a single operation.", "targets": "How does a program collect information using a navigational system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed79d1783d9042d9a023fd52bb5f8531", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as the navigational approach would require programs to loop in order to collect records, the relational approach would require loops to collect information about any one record. Codd's solution to the necessary looping was a set-oriented language, a suggestion that would later spawn the ubiquitous SQL. Using a branch of mathematics known as tuple calculus, he demonstrated that such a system could support all the operations of normal databases (inserting, updating etc.) as well as providing a simple system for finding and returning sets of data in a single operation.", "targets": "What is used to solve the problem of looping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed79d1783d9042d9a023fd52bb5f8531", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as the navigational approach would require programs to loop in order to collect records, the relational approach would require loops to collect information about any one record. Codd's solution to the necessary looping was a set-oriented language, a suggestion that would later spawn the ubiquitous SQL. Using a branch of mathematics known as tuple calculus, he demonstrated that such a system could support all the operations of normal databases (inserting, updating etc.) as well as providing a simple system for finding and returning sets of data in a single operation.", "targets": "What computer language came about as a result of the looping problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed79d1783d9042d9a023fd52bb5f8531", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as the navigational approach would require programs to loop in order to collect records, the relational approach would require loops to collect information about any one record. Codd's solution to the necessary looping was a set-oriented language, a suggestion that would later spawn the ubiquitous SQL. Using a branch of mathematics known as tuple calculus, he demonstrated that such a system could support all the operations of normal databases (inserting, updating etc.) as well as providing a simple system for finding and returning sets of data in a single operation.", "targets": "What type of math was used to create a system to find data sets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed79d1783d9042d9a023fd52bb5f8531", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as the navigational approach would require programs to loop in order to collect records, the relational approach would require loops to collect information about any one record. Codd's solution to the necessary looping was a set-oriented language, a suggestion that would later spawn the ubiquitous SQL. Using a branch of mathematics known as tuple calculus, he demonstrated that such a system could support all the operations of normal databases (inserting, updating etc.) as well as providing a simple system for finding and returning sets of data in a single operation.", "targets": "Who used tuple calculus to show the functionality of databases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a891887671c74f06bef163649330a698", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of El Salvador was home to the Pipil, the Lenca, Xinca, and Kakawira. The Pipil lived in western El Salvador, spoke Nawat, and had many settlements there, most noticeably Cuzcatlan. The Pipil had no precious mineral resources, but they did have rich and fertile land that was good for farming. The Spaniards were disappointed not to find gold or jewels in El Salvador as they had in other lands like Guatemala or Mexico, but upon learning of the fertile land in El Salvador, they attempted to conquer it. Noted Meso-American indigenous warriors to rise militarily against the Spanish included Princes Atonal and Atlacatl of the Pipil people in central El Salvador and Princess Antu Silan Ulap of the Lenca people in eastern El Salvador, who saw the Spanish not as gods but as barbaric invaders. After fierce battles, the Pipil successfully fought off the Spanish army led by Pedro de Alvarado along with their Mexican Indian allies (the Tlaxcalas), sending them back to Guatemala. After many other attacks with an army reinforced with Guatemalan Indian allies, the Spanish were able to conquer Cuzcatlan. After further attacks, the Spanish also conquered the Lenca people. Eventually, the Spaniards intermarried with Pipil and Lenca women, resulting in the Mestizo population which would become the majority of the Salvadoran people. Today many Pipil and other indigenous populations live in the many small towns of El Salvador like Izalco, Panchimalco, Sacacoyo, and Nahuizalco.", "targets": "El Salvador was home to which indigenous peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a891887671c74f06bef163649330a698", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of El Salvador was home to the Pipil, the Lenca, Xinca, and Kakawira. The Pipil lived in western El Salvador, spoke Nawat, and had many settlements there, most noticeably Cuzcatlan. The Pipil had no precious mineral resources, but they did have rich and fertile land that was good for farming. The Spaniards were disappointed not to find gold or jewels in El Salvador as they had in other lands like Guatemala or Mexico, but upon learning of the fertile land in El Salvador, they attempted to conquer it. Noted Meso-American indigenous warriors to rise militarily against the Spanish included Princes Atonal and Atlacatl of the Pipil people in central El Salvador and Princess Antu Silan Ulap of the Lenca people in eastern El Salvador, who saw the Spanish not as gods but as barbaric invaders. After fierce battles, the Pipil successfully fought off the Spanish army led by Pedro de Alvarado along with their Mexican Indian allies (the Tlaxcalas), sending them back to Guatemala. After many other attacks with an army reinforced with Guatemalan Indian allies, the Spanish were able to conquer Cuzcatlan. After further attacks, the Spanish also conquered the Lenca people. Eventually, the Spaniards intermarried with Pipil and Lenca women, resulting in the Mestizo population which would become the majority of the Salvadoran people. Today many Pipil and other indigenous populations live in the many small towns of El Salvador like Izalco, Panchimalco, Sacacoyo, and Nahuizalco.", "targets": "What was a major Pipil settlement in western El Salvador?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a891887671c74f06bef163649330a698", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of El Salvador was home to the Pipil, the Lenca, Xinca, and Kakawira. The Pipil lived in western El Salvador, spoke Nawat, and had many settlements there, most noticeably Cuzcatlan. The Pipil had no precious mineral resources, but they did have rich and fertile land that was good for farming. The Spaniards were disappointed not to find gold or jewels in El Salvador as they had in other lands like Guatemala or Mexico, but upon learning of the fertile land in El Salvador, they attempted to conquer it. Noted Meso-American indigenous warriors to rise militarily against the Spanish included Princes Atonal and Atlacatl of the Pipil people in central El Salvador and Princess Antu Silan Ulap of the Lenca people in eastern El Salvador, who saw the Spanish not as gods but as barbaric invaders. After fierce battles, the Pipil successfully fought off the Spanish army led by Pedro de Alvarado along with their Mexican Indian allies (the Tlaxcalas), sending them back to Guatemala. After many other attacks with an army reinforced with Guatemalan Indian allies, the Spanish were able to conquer Cuzcatlan. After further attacks, the Spanish also conquered the Lenca people. Eventually, the Spaniards intermarried with Pipil and Lenca women, resulting in the Mestizo population which would become the majority of the Salvadoran people. Today many Pipil and other indigenous populations live in the many small towns of El Salvador like Izalco, Panchimalco, Sacacoyo, and Nahuizalco.", "targets": "What was the language of the Pipil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a891887671c74f06bef163649330a698", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of El Salvador was home to the Pipil, the Lenca, Xinca, and Kakawira. The Pipil lived in western El Salvador, spoke Nawat, and had many settlements there, most noticeably Cuzcatlan. The Pipil had no precious mineral resources, but they did have rich and fertile land that was good for farming. The Spaniards were disappointed not to find gold or jewels in El Salvador as they had in other lands like Guatemala or Mexico, but upon learning of the fertile land in El Salvador, they attempted to conquer it. Noted Meso-American indigenous warriors to rise militarily against the Spanish included Princes Atonal and Atlacatl of the Pipil people in central El Salvador and Princess Antu Silan Ulap of the Lenca people in eastern El Salvador, who saw the Spanish not as gods but as barbaric invaders. After fierce battles, the Pipil successfully fought off the Spanish army led by Pedro de Alvarado along with their Mexican Indian allies (the Tlaxcalas), sending them back to Guatemala. After many other attacks with an army reinforced with Guatemalan Indian allies, the Spanish were able to conquer Cuzcatlan. After further attacks, the Spanish also conquered the Lenca people. Eventually, the Spaniards intermarried with Pipil and Lenca women, resulting in the Mestizo population which would become the majority of the Salvadoran people. Today many Pipil and other indigenous populations live in the many small towns of El Salvador like Izalco, Panchimalco, Sacacoyo, and Nahuizalco.", "targets": "What did the Princes and Princesses see the Spanish as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a891887671c74f06bef163649330a698", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of El Salvador was home to the Pipil, the Lenca, Xinca, and Kakawira. The Pipil lived in western El Salvador, spoke Nawat, and had many settlements there, most noticeably Cuzcatlan. The Pipil had no precious mineral resources, but they did have rich and fertile land that was good for farming. The Spaniards were disappointed not to find gold or jewels in El Salvador as they had in other lands like Guatemala or Mexico, but upon learning of the fertile land in El Salvador, they attempted to conquer it. Noted Meso-American indigenous warriors to rise militarily against the Spanish included Princes Atonal and Atlacatl of the Pipil people in central El Salvador and Princess Antu Silan Ulap of the Lenca people in eastern El Salvador, who saw the Spanish not as gods but as barbaric invaders. After fierce battles, the Pipil successfully fought off the Spanish army led by Pedro de Alvarado along with their Mexican Indian allies (the Tlaxcalas), sending them back to Guatemala. After many other attacks with an army reinforced with Guatemalan Indian allies, the Spanish were able to conquer Cuzcatlan. After further attacks, the Spanish also conquered the Lenca people. Eventually, the Spaniards intermarried with Pipil and Lenca women, resulting in the Mestizo population which would become the majority of the Salvadoran people. Today many Pipil and other indigenous populations live in the many small towns of El Salvador like Izalco, Panchimalco, Sacacoyo, and Nahuizalco.", "targets": "What people resulted from the Spaniards intermarrying with Pipll and Lenca women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5648dfefd3a047a5a28aec934121cb77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird eggs are usually laid in a nest. Most species create somewhat elaborate nests, which can be cups, domes, plates, beds scrapes, mounds, or burrows. Some bird nests, however, are extremely primitive; albatross nests are no more than a scrape on the ground. Most birds build nests in sheltered, hidden areas to avoid predation, but large or colonial birds\u2014which are more capable of defence\u2014may build more open nests. During nest construction, some species seek out plant matter from plants with parasite-reducing toxins to improve chick survival, and feathers are often used for nest insulation. Some bird species have no nests; the cliff-nesting common guillemot lays its eggs on bare rock, and male emperor penguins keep eggs between their body and feet. The absence of nests is especially prevalent in ground-nesting species where the newly hatched young are precocial.", "targets": "Where do birds usually lay their eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5648dfefd3a047a5a28aec934121cb77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird eggs are usually laid in a nest. Most species create somewhat elaborate nests, which can be cups, domes, plates, beds scrapes, mounds, or burrows. Some bird nests, however, are extremely primitive; albatross nests are no more than a scrape on the ground. Most birds build nests in sheltered, hidden areas to avoid predation, but large or colonial birds\u2014which are more capable of defence\u2014may build more open nests. During nest construction, some species seek out plant matter from plants with parasite-reducing toxins to improve chick survival, and feathers are often used for nest insulation. Some bird species have no nests; the cliff-nesting common guillemot lays its eggs on bare rock, and male emperor penguins keep eggs between their body and feet. The absence of nests is especially prevalent in ground-nesting species where the newly hatched young are precocial.", "targets": "What type of birds lay its eggs on bare rock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5648dfefd3a047a5a28aec934121cb77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird eggs are usually laid in a nest. Most species create somewhat elaborate nests, which can be cups, domes, plates, beds scrapes, mounds, or burrows. Some bird nests, however, are extremely primitive; albatross nests are no more than a scrape on the ground. Most birds build nests in sheltered, hidden areas to avoid predation, but large or colonial birds\u2014which are more capable of defence\u2014may build more open nests. During nest construction, some species seek out plant matter from plants with parasite-reducing toxins to improve chick survival, and feathers are often used for nest insulation. Some bird species have no nests; the cliff-nesting common guillemot lays its eggs on bare rock, and male emperor penguins keep eggs between their body and feet. The absence of nests is especially prevalent in ground-nesting species where the newly hatched young are precocial.", "targets": "Where do male emporer penguins keep eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5648dfefd3a047a5a28aec934121cb77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird eggs are usually laid in a nest. Most species create somewhat elaborate nests, which can be cups, domes, plates, beds scrapes, mounds, or burrows. Some bird nests, however, are extremely primitive; albatross nests are no more than a scrape on the ground. Most birds build nests in sheltered, hidden areas to avoid predation, but large or colonial birds\u2014which are more capable of defence\u2014may build more open nests. During nest construction, some species seek out plant matter from plants with parasite-reducing toxins to improve chick survival, and feathers are often used for nest insulation. Some bird species have no nests; the cliff-nesting common guillemot lays its eggs on bare rock, and male emperor penguins keep eggs between their body and feet. The absence of nests is especially prevalent in ground-nesting species where the newly hatched young are precocial.", "targets": "Which type of bird nests are no more than a scrape on the ground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095ee000b2d42d3a237c3798ff8c635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The situation became so tense that war with the United States seemed imminent. On April 22, 1914, on the initiative of Felix A. Sommerfeld and Sherburne Hopkins, Pancho Villa traveled to Ju\u00e1rez to calm fears along the border and asked President Wilson's emissary George Carothers to tell \"Se\u00f1or Wilson\" that he had no problems with the American occupation of Veracruz. Carothers wrote to Secretary William Jennings Bryan: \"As far as he was concerned we could keep Vera Cruz [sic] and hold it so tight that not even water could get in to Huerta and . . . he could not feel any resentment\". Whether trying to please the U.S. government or through the diplomatic efforts of Sommerfeld and Carothers, or maybe as a result of both, Villa stepped out from under Carranza\u2019s stated foreign policy.", "targets": "War with what country seemed imminent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095ee000b2d42d3a237c3798ff8c635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The situation became so tense that war with the United States seemed imminent. On April 22, 1914, on the initiative of Felix A. Sommerfeld and Sherburne Hopkins, Pancho Villa traveled to Ju\u00e1rez to calm fears along the border and asked President Wilson's emissary George Carothers to tell \"Se\u00f1or Wilson\" that he had no problems with the American occupation of Veracruz. Carothers wrote to Secretary William Jennings Bryan: \"As far as he was concerned we could keep Vera Cruz [sic] and hold it so tight that not even water could get in to Huerta and . . . he could not feel any resentment\". Whether trying to please the U.S. government or through the diplomatic efforts of Sommerfeld and Carothers, or maybe as a result of both, Villa stepped out from under Carranza\u2019s stated foreign policy.", "targets": "Pancho Villa seeked a conversation with which American President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095ee000b2d42d3a237c3798ff8c635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The situation became so tense that war with the United States seemed imminent. On April 22, 1914, on the initiative of Felix A. Sommerfeld and Sherburne Hopkins, Pancho Villa traveled to Ju\u00e1rez to calm fears along the border and asked President Wilson's emissary George Carothers to tell \"Se\u00f1or Wilson\" that he had no problems with the American occupation of Veracruz. Carothers wrote to Secretary William Jennings Bryan: \"As far as he was concerned we could keep Vera Cruz [sic] and hold it so tight that not even water could get in to Huerta and . . . he could not feel any resentment\". Whether trying to please the U.S. government or through the diplomatic efforts of Sommerfeld and Carothers, or maybe as a result of both, Villa stepped out from under Carranza\u2019s stated foreign policy.", "targets": "Villa stepped out of whose foreign policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095ee000b2d42d3a237c3798ff8c635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The situation became so tense that war with the United States seemed imminent. On April 22, 1914, on the initiative of Felix A. Sommerfeld and Sherburne Hopkins, Pancho Villa traveled to Ju\u00e1rez to calm fears along the border and asked President Wilson's emissary George Carothers to tell \"Se\u00f1or Wilson\" that he had no problems with the American occupation of Veracruz. Carothers wrote to Secretary William Jennings Bryan: \"As far as he was concerned we could keep Vera Cruz [sic] and hold it so tight that not even water could get in to Huerta and . . . he could not feel any resentment\". Whether trying to please the U.S. government or through the diplomatic efforts of Sommerfeld and Carothers, or maybe as a result of both, Villa stepped out from under Carranza\u2019s stated foreign policy.", "targets": "To which Secretary did Carothers write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92c2b61f835a452c9bff36fc063b101b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This problem was compounded when the main Hanoverian army under Cumberland was defeated at the Battle of Hastenbeck and forced to surrender entirely at the Convention of Klosterzeven following a French Invasion of Hanover. The Convention removed Hanover and Brunswick from the war, leaving the Western approach to Prussian territory extremely vulnerable. Frederick sent urgent requests to Britain for more substantial assistance, as he was now without any outside military support for his forces in Germany.", "targets": "What Hanoverian leader lost the Battle of Hastenbeck?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92c2b61f835a452c9bff36fc063b101b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This problem was compounded when the main Hanoverian army under Cumberland was defeated at the Battle of Hastenbeck and forced to surrender entirely at the Convention of Klosterzeven following a French Invasion of Hanover. The Convention removed Hanover and Brunswick from the war, leaving the Western approach to Prussian territory extremely vulnerable. Frederick sent urgent requests to Britain for more substantial assistance, as he was now without any outside military support for his forces in Germany.", "targets": "What country won the battle at Hanover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92c2b61f835a452c9bff36fc063b101b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This problem was compounded when the main Hanoverian army under Cumberland was defeated at the Battle of Hastenbeck and forced to surrender entirely at the Convention of Klosterzeven following a French Invasion of Hanover. The Convention removed Hanover and Brunswick from the war, leaving the Western approach to Prussian territory extremely vulnerable. Frederick sent urgent requests to Britain for more substantial assistance, as he was now without any outside military support for his forces in Germany.", "targets": "How would one describe the future participation of Hanover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92c2b61f835a452c9bff36fc063b101b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This problem was compounded when the main Hanoverian army under Cumberland was defeated at the Battle of Hastenbeck and forced to surrender entirely at the Convention of Klosterzeven following a French Invasion of Hanover. The Convention removed Hanover and Brunswick from the war, leaving the Western approach to Prussian territory extremely vulnerable. Frederick sent urgent requests to Britain for more substantial assistance, as he was now without any outside military support for his forces in Germany.", "targets": "How did Frederick respond to the defeat at Hanover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b142b9e071a46efb081a75b4acfdd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the British Empire was now going to side with the Russian Empire, the Ottoman Empire had no choice but to cultivate a relationship with the Austro-Hungarian Empire, which was supported by the German Empire. In a few years these alignments became the Triple Entente and the Triple Alliance (already formed in 1882), which were in part a cause of World War I. By its end in 1918 three empires were gone, a fourth was about to fall to revolution, and two more, the British and French, were forced to yield in revolutions started under the aegis of their own ideologies.", "targets": "The Ottoman Empire had no choice but to develop their relationship with what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b142b9e071a46efb081a75b4acfdd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the British Empire was now going to side with the Russian Empire, the Ottoman Empire had no choice but to cultivate a relationship with the Austro-Hungarian Empire, which was supported by the German Empire. In a few years these alignments became the Triple Entente and the Triple Alliance (already formed in 1882), which were in part a cause of World War I. By its end in 1918 three empires were gone, a fourth was about to fall to revolution, and two more, the British and French, were forced to yield in revolutions started under the aegis of their own ideologies.", "targets": "Who supported the Austro-Hungarian Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b142b9e071a46efb081a75b4acfdd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the British Empire was now going to side with the Russian Empire, the Ottoman Empire had no choice but to cultivate a relationship with the Austro-Hungarian Empire, which was supported by the German Empire. In a few years these alignments became the Triple Entente and the Triple Alliance (already formed in 1882), which were in part a cause of World War I. By its end in 1918 three empires were gone, a fourth was about to fall to revolution, and two more, the British and French, were forced to yield in revolutions started under the aegis of their own ideologies.", "targets": "Who did the British Empire side with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b142b9e071a46efb081a75b4acfdd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the British Empire was now going to side with the Russian Empire, the Ottoman Empire had no choice but to cultivate a relationship with the Austro-Hungarian Empire, which was supported by the German Empire. In a few years these alignments became the Triple Entente and the Triple Alliance (already formed in 1882), which were in part a cause of World War I. By its end in 1918 three empires were gone, a fourth was about to fall to revolution, and two more, the British and French, were forced to yield in revolutions started under the aegis of their own ideologies.", "targets": "The formation of the Triple Entente and the Triple Alliance partly caused what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b142b9e071a46efb081a75b4acfdd41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the British Empire was now going to side with the Russian Empire, the Ottoman Empire had no choice but to cultivate a relationship with the Austro-Hungarian Empire, which was supported by the German Empire. In a few years these alignments became the Triple Entente and the Triple Alliance (already formed in 1882), which were in part a cause of World War I. By its end in 1918 three empires were gone, a fourth was about to fall to revolution, and two more, the British and French, were forced to yield in revolutions started under the aegis of their own ideologies.", "targets": "By what year were three empires gone? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a71f57ccba3f4182bbb4b4d887f81121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common dishes include soups and stews. Common ingredients include yams, sweet potato, cassava, onion, tomato and plantain. Spices, peppers and chilis are used in cooking, including Aframomum melegueta seeds (Guinea pepper).", "targets": "What are common dishes in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a71f57ccba3f4182bbb4b4d887f81121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common dishes include soups and stews. Common ingredients include yams, sweet potato, cassava, onion, tomato and plantain. Spices, peppers and chilis are used in cooking, including Aframomum melegueta seeds (Guinea pepper).", "targets": "What are common ingredients in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a71f57ccba3f4182bbb4b4d887f81121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common dishes include soups and stews. Common ingredients include yams, sweet potato, cassava, onion, tomato and plantain. Spices, peppers and chilis are used in cooking, including Aframomum melegueta seeds (Guinea pepper).", "targets": "What are spices, peppers and chilis used in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a71f57ccba3f4182bbb4b4d887f81121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common dishes include soups and stews. Common ingredients include yams, sweet potato, cassava, onion, tomato and plantain. Spices, peppers and chilis are used in cooking, including Aframomum melegueta seeds (Guinea pepper).", "targets": "What is another name for Guinea pepper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a71f57ccba3f4182bbb4b4d887f81121", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Common dishes include soups and stews. Common ingredients include yams, sweet potato, cassava, onion, tomato and plantain. Spices, peppers and chilis are used in cooking, including Aframomum melegueta seeds (Guinea pepper).", "targets": "What are Guinea peppers used in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49cfd62a70c64e0c8d04aa4bd47c2c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana is home to the Rocky Mountain Elk Foundation and has a historic big game hunting tradition. There are fall bow and general hunting seasons for elk, pronghorn antelope, whitetail deer and mule deer. A random draw grants a limited number of permits for moose, mountain goats and bighorn sheep. There is a spring hunting season for black bear and in most years, limited hunting of bison that leave Yellowstone National Park is allowed. Current law allows both hunting and trapping of a specific number of wolves and mountain lions. Trapping of assorted fur bearing animals is allowed in certain seasons and many opportunities exist for migratory waterfowl and upland bird hunting.", "targets": "What is the name of the big game hunting foundation in Montana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49cfd62a70c64e0c8d04aa4bd47c2c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana is home to the Rocky Mountain Elk Foundation and has a historic big game hunting tradition. There are fall bow and general hunting seasons for elk, pronghorn antelope, whitetail deer and mule deer. A random draw grants a limited number of permits for moose, mountain goats and bighorn sheep. There is a spring hunting season for black bear and in most years, limited hunting of bison that leave Yellowstone National Park is allowed. Current law allows both hunting and trapping of a specific number of wolves and mountain lions. Trapping of assorted fur bearing animals is allowed in certain seasons and many opportunities exist for migratory waterfowl and upland bird hunting.", "targets": "What season is black bear hunting allowed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49cfd62a70c64e0c8d04aa4bd47c2c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana is home to the Rocky Mountain Elk Foundation and has a historic big game hunting tradition. There are fall bow and general hunting seasons for elk, pronghorn antelope, whitetail deer and mule deer. A random draw grants a limited number of permits for moose, mountain goats and bighorn sheep. There is a spring hunting season for black bear and in most years, limited hunting of bison that leave Yellowstone National Park is allowed. Current law allows both hunting and trapping of a specific number of wolves and mountain lions. Trapping of assorted fur bearing animals is allowed in certain seasons and many opportunities exist for migratory waterfowl and upland bird hunting.", "targets": "What two predators can be hunted in specific numbers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74c19438c82e4ec7bf65ae87c76bdc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, government phonology (or its descendant, strict-CV phonology) has a greater following in the United Kingdom, whereas optimality theory is predominant in the United States.[citation needed]", "targets": "What followed government phonology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74c19438c82e4ec7bf65ae87c76bdc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, government phonology (or its descendant, strict-CV phonology) has a greater following in the United Kingdom, whereas optimality theory is predominant in the United States.[citation needed]", "targets": "Where is government phonology popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74c19438c82e4ec7bf65ae87c76bdc30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadly speaking, government phonology (or its descendant, strict-CV phonology) has a greater following in the United Kingdom, whereas optimality theory is predominant in the United States.[citation needed]", "targets": "What theory is seen more in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa1d3c82650465cb0ee6e6fa1233177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2011, there have been six series \u2014 Digimon Adventure, the follow-up sequel Digimon Adventure 02, Digimon Tamers, Digimon Frontier, Digimon Data Squad and Digimon Fusion. The first two series take place in the same fictional universe, but the third, fourth, fifth and sixth each occupy their own unique world. Each series is commonly based on the original storyline but things are added to make them unique. However, in Tamers, the Adventure universe is referred to as a commercial enterprise \u2014 a trading card game in Japan, plus a show-within-a-show in the English dub. It also features an appearance by a character from the Adventure universe. In addition, each series has spawned assorted feature films. Digimon still shows popularity, as new card series, video games, and movies are still being produced and released: new card series include Eternal Courage, Hybrid Warriors, Generations, and Operation X; the video game, Digimon Rumble Arena 2; and the previously unreleased movies Revenge of Diaboromon, Runaway Locomon, Battle of Adventurers, and Island of Lost Digimon. In Japan, Digital Monster X-Evolution, the eighth TV movie, was released on January 3, 2005, and on December 23, 2005 at Jump Festa 2006, the fifth series, Digimon Savers was announced for Japan to begin airing after a three-year hiatus of the show. A sixth television series, Digimon Xros Wars, began airing in 2010, and was followed by a second season, which started on October 2, 2011 as a direct sequel to Digimon Xros Wars.", "targets": "How many series have aired since 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa1d3c82650465cb0ee6e6fa1233177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2011, there have been six series \u2014 Digimon Adventure, the follow-up sequel Digimon Adventure 02, Digimon Tamers, Digimon Frontier, Digimon Data Squad and Digimon Fusion. The first two series take place in the same fictional universe, but the third, fourth, fifth and sixth each occupy their own unique world. Each series is commonly based on the original storyline but things are added to make them unique. However, in Tamers, the Adventure universe is referred to as a commercial enterprise \u2014 a trading card game in Japan, plus a show-within-a-show in the English dub. It also features an appearance by a character from the Adventure universe. In addition, each series has spawned assorted feature films. Digimon still shows popularity, as new card series, video games, and movies are still being produced and released: new card series include Eternal Courage, Hybrid Warriors, Generations, and Operation X; the video game, Digimon Rumble Arena 2; and the previously unreleased movies Revenge of Diaboromon, Runaway Locomon, Battle of Adventurers, and Island of Lost Digimon. In Japan, Digital Monster X-Evolution, the eighth TV movie, was released on January 3, 2005, and on December 23, 2005 at Jump Festa 2006, the fifth series, Digimon Savers was announced for Japan to begin airing after a three-year hiatus of the show. A sixth television series, Digimon Xros Wars, began airing in 2010, and was followed by a second season, which started on October 2, 2011 as a direct sequel to Digimon Xros Wars.", "targets": "What is the name of the second Digimon series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa1d3c82650465cb0ee6e6fa1233177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2011, there have been six series \u2014 Digimon Adventure, the follow-up sequel Digimon Adventure 02, Digimon Tamers, Digimon Frontier, Digimon Data Squad and Digimon Fusion. The first two series take place in the same fictional universe, but the third, fourth, fifth and sixth each occupy their own unique world. Each series is commonly based on the original storyline but things are added to make them unique. However, in Tamers, the Adventure universe is referred to as a commercial enterprise \u2014 a trading card game in Japan, plus a show-within-a-show in the English dub. It also features an appearance by a character from the Adventure universe. In addition, each series has spawned assorted feature films. Digimon still shows popularity, as new card series, video games, and movies are still being produced and released: new card series include Eternal Courage, Hybrid Warriors, Generations, and Operation X; the video game, Digimon Rumble Arena 2; and the previously unreleased movies Revenge of Diaboromon, Runaway Locomon, Battle of Adventurers, and Island of Lost Digimon. In Japan, Digital Monster X-Evolution, the eighth TV movie, was released on January 3, 2005, and on December 23, 2005 at Jump Festa 2006, the fifth series, Digimon Savers was announced for Japan to begin airing after a three-year hiatus of the show. A sixth television series, Digimon Xros Wars, began airing in 2010, and was followed by a second season, which started on October 2, 2011 as a direct sequel to Digimon Xros Wars.", "targets": "When was the movie Digital Monster X-Evolution released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa1d3c82650465cb0ee6e6fa1233177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2011, there have been six series \u2014 Digimon Adventure, the follow-up sequel Digimon Adventure 02, Digimon Tamers, Digimon Frontier, Digimon Data Squad and Digimon Fusion. The first two series take place in the same fictional universe, but the third, fourth, fifth and sixth each occupy their own unique world. Each series is commonly based on the original storyline but things are added to make them unique. However, in Tamers, the Adventure universe is referred to as a commercial enterprise \u2014 a trading card game in Japan, plus a show-within-a-show in the English dub. It also features an appearance by a character from the Adventure universe. In addition, each series has spawned assorted feature films. Digimon still shows popularity, as new card series, video games, and movies are still being produced and released: new card series include Eternal Courage, Hybrid Warriors, Generations, and Operation X; the video game, Digimon Rumble Arena 2; and the previously unreleased movies Revenge of Diaboromon, Runaway Locomon, Battle of Adventurers, and Island of Lost Digimon. In Japan, Digital Monster X-Evolution, the eighth TV movie, was released on January 3, 2005, and on December 23, 2005 at Jump Festa 2006, the fifth series, Digimon Savers was announced for Japan to begin airing after a three-year hiatus of the show. A sixth television series, Digimon Xros Wars, began airing in 2010, and was followed by a second season, which started on October 2, 2011 as a direct sequel to Digimon Xros Wars.", "targets": "When did Digimon Xros Wars begin airing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7070f944c59d41febd51610dcb0cfe4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Middle Triassic spans from 247 million to 237 million years ago. The Middle Triassic featured the beginnings of the breakup of Pangaea, and the beginning of the Tethys Sea. The ecosystem had recovered from the devastation that was the Great Dying. Phytoplankton, coral, and crustaceans all had recovered, and the reptiles began to get bigger and bigger. New aquatic reptiles evolved such as Ichthyosaurs and Nothosaurs. Meanwhile, on land, Pine forests flourished, bringing along mosquitoes and fruit flies. The first ancient crocodilians evolved, which sparked competition with the large amphibians that had since ruled the freshwater world.", "targets": "What is the span of years of the Middle Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7070f944c59d41febd51610dcb0cfe4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Middle Triassic spans from 247 million to 237 million years ago. The Middle Triassic featured the beginnings of the breakup of Pangaea, and the beginning of the Tethys Sea. The ecosystem had recovered from the devastation that was the Great Dying. Phytoplankton, coral, and crustaceans all had recovered, and the reptiles began to get bigger and bigger. New aquatic reptiles evolved such as Ichthyosaurs and Nothosaurs. Meanwhile, on land, Pine forests flourished, bringing along mosquitoes and fruit flies. The first ancient crocodilians evolved, which sparked competition with the large amphibians that had since ruled the freshwater world.", "targets": "What continuing event began in the Middle Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7070f944c59d41febd51610dcb0cfe4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Middle Triassic spans from 247 million to 237 million years ago. The Middle Triassic featured the beginnings of the breakup of Pangaea, and the beginning of the Tethys Sea. The ecosystem had recovered from the devastation that was the Great Dying. Phytoplankton, coral, and crustaceans all had recovered, and the reptiles began to get bigger and bigger. New aquatic reptiles evolved such as Ichthyosaurs and Nothosaurs. Meanwhile, on land, Pine forests flourished, bringing along mosquitoes and fruit flies. The first ancient crocodilians evolved, which sparked competition with the large amphibians that had since ruled the freshwater world.", "targets": "From what had the ecosystem had to recover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7070f944c59d41febd51610dcb0cfe4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Middle Triassic spans from 247 million to 237 million years ago. The Middle Triassic featured the beginnings of the breakup of Pangaea, and the beginning of the Tethys Sea. The ecosystem had recovered from the devastation that was the Great Dying. Phytoplankton, coral, and crustaceans all had recovered, and the reptiles began to get bigger and bigger. New aquatic reptiles evolved such as Ichthyosaurs and Nothosaurs. Meanwhile, on land, Pine forests flourished, bringing along mosquitoes and fruit flies. The first ancient crocodilians evolved, which sparked competition with the large amphibians that had since ruled the freshwater world.", "targets": "During the breakup of Pangaea, what sea was created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7070f944c59d41febd51610dcb0cfe4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Middle Triassic spans from 247 million to 237 million years ago. The Middle Triassic featured the beginnings of the breakup of Pangaea, and the beginning of the Tethys Sea. The ecosystem had recovered from the devastation that was the Great Dying. Phytoplankton, coral, and crustaceans all had recovered, and the reptiles began to get bigger and bigger. New aquatic reptiles evolved such as Ichthyosaurs and Nothosaurs. Meanwhile, on land, Pine forests flourished, bringing along mosquitoes and fruit flies. The first ancient crocodilians evolved, which sparked competition with the large amphibians that had since ruled the freshwater world.", "targets": "What type of animal began to flourish and become increasingly large?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "How many tents were flown to the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "How many quilts were flown to the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "How much were both supplies worth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "What county were the supplies flown to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "How many tents did the Sichuan Ministry provide for the homeless?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "What group took tents and quilts to Wenchuan county?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "How much has the Amity Foundation designated for disaster relief?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "How many tents did the Sichuan Ministry of Affairs provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "What were all these tents and quilts for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef55ff0a6e74581934f00a31118f499", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Cross Society of China flew 557 tents and 2,500 quilts valued at 788,000 yuan (US$113,000) to Wenchuan County. The Amity Foundation already began relief work in the region and has earmarked US$143,000 for disaster relief. The Sichuan Ministry of Civil Affairs said that they have provided 30,000 tents for those left homeless.", "targets": "What foundation had already begun relief work in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968d51f3c2324a72ae47e72143731d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However a log-periodic dipole array consists of a number of dipole elements of different lengths in order to obtain a somewhat directional antenna having an extremely wide bandwidth: these are frequently used for television reception in fringe areas. The dipole antennas composing it are all considered \"active elements\" since they are all electrically connected together (and to the transmission line). On the other hand, a superficially similar dipole array, the Yagi-Uda Antenna (or simply \"Yagi\"), has only one dipole element with an electrical connection; the other so-called parasitic elements interact with the electromagnetic field in order to realize a fairly directional antenna but one which is limited to a rather narrow bandwidth. The Yagi antenna has similar looking parasitic dipole elements but which act differently due to their somewhat different lengths. There may be a number of so-called \"directors\" in front of the active element in the direction of propagation, and usually a single (but possibly more) \"reflector\" on the opposite side of the active element.", "targets": "What type of antenna formation is made up of multiple dipole elements of varying lengths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968d51f3c2324a72ae47e72143731d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However a log-periodic dipole array consists of a number of dipole elements of different lengths in order to obtain a somewhat directional antenna having an extremely wide bandwidth: these are frequently used for television reception in fringe areas. The dipole antennas composing it are all considered \"active elements\" since they are all electrically connected together (and to the transmission line). On the other hand, a superficially similar dipole array, the Yagi-Uda Antenna (or simply \"Yagi\"), has only one dipole element with an electrical connection; the other so-called parasitic elements interact with the electromagnetic field in order to realize a fairly directional antenna but one which is limited to a rather narrow bandwidth. The Yagi antenna has similar looking parasitic dipole elements but which act differently due to their somewhat different lengths. There may be a number of so-called \"directors\" in front of the active element in the direction of propagation, and usually a single (but possibly more) \"reflector\" on the opposite side of the active element.", "targets": "What is the benefit of this formation type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968d51f3c2324a72ae47e72143731d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However a log-periodic dipole array consists of a number of dipole elements of different lengths in order to obtain a somewhat directional antenna having an extremely wide bandwidth: these are frequently used for television reception in fringe areas. The dipole antennas composing it are all considered \"active elements\" since they are all electrically connected together (and to the transmission line). On the other hand, a superficially similar dipole array, the Yagi-Uda Antenna (or simply \"Yagi\"), has only one dipole element with an electrical connection; the other so-called parasitic elements interact with the electromagnetic field in order to realize a fairly directional antenna but one which is limited to a rather narrow bandwidth. The Yagi antenna has similar looking parasitic dipole elements but which act differently due to their somewhat different lengths. There may be a number of so-called \"directors\" in front of the active element in the direction of propagation, and usually a single (but possibly more) \"reflector\" on the opposite side of the active element.", "targets": "What is a variation of this antenna type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968d51f3c2324a72ae47e72143731d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However a log-periodic dipole array consists of a number of dipole elements of different lengths in order to obtain a somewhat directional antenna having an extremely wide bandwidth: these are frequently used for television reception in fringe areas. The dipole antennas composing it are all considered \"active elements\" since they are all electrically connected together (and to the transmission line). On the other hand, a superficially similar dipole array, the Yagi-Uda Antenna (or simply \"Yagi\"), has only one dipole element with an electrical connection; the other so-called parasitic elements interact with the electromagnetic field in order to realize a fairly directional antenna but one which is limited to a rather narrow bandwidth. The Yagi antenna has similar looking parasitic dipole elements but which act differently due to their somewhat different lengths. There may be a number of so-called \"directors\" in front of the active element in the direction of propagation, and usually a single (but possibly more) \"reflector\" on the opposite side of the active element.", "targets": "What is the main application of these set ups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Beyonce beat out which musical artists for most paid between June 2007 and June 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Beyonce and Jay Z got a Guinness World record for what in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Beyonce became the highest-paid black musician in which year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Up until May of 2015, how much is Beyonce's total worth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Between 2008 and 2009, which entertainers did Beyonce beat in earnings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "In 2012 who placed Beyonce at 16 in the Celebrity List?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "When did she and Jay Z become the highest paid black celebrity couple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "How much did she earn in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "What is Beyonce's net worth in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Who began reporting Beyonc\u00e9's annual earnings, starting in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "When did Beyonc\u00e9 become the highest paid black musician, ever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "Who predicted that Beyonc\u00e9 would become the highest paid black entertainer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c375209631c341c18fc0b16c00a02660", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forbes magazine began reporting on Beyonc\u00e9's earnings in 2008, calculating that the $80 million earned between June 2007 to June 2008, for her music, tour, films and clothing line made her the world's best-paid music personality at the time, above Madonna and Celine Dion. They placed her fourth on the Celebrity 100 list in 2009 and ninth on the \"Most Powerful Women in the World\" list in 2010. The following year, Forbes placed her eighth on the \"Best-Paid Celebrities Under 30\" list, having earned $35 million in the past year for her clothing line and endorsement deals. In 2012, Forbes placed Beyonc\u00e9 at number 16 on the Celebrity 100 list, twelve places lower than three years ago yet still having earned $40 million in the past year for her album 4, clothing line and endorsement deals. In the same year, Beyonc\u00e9 and Jay Z placed at number one on the \"World's Highest-Paid Celebrity Couples\", for collectively earning $78 million. The couple made it into the previous year's Guinness World Records as the \"highest-earning power couple\" for collectively earning $122 million in 2009. For the years 2009 to 2011, Beyonc\u00e9 earned an average of $70 million per year, and earned $40 million in 2012. In 2013, Beyonc\u00e9's endorsements of Pepsi and H&M made her and Jay Z the world's first billion dollar couple in the music industry. That year, Beyonc\u00e9 was published as the fourth most-powerful celebrity in the Forbes rankings. MTV estimated that by the end of 2014, Beyonc\u00e9 would become the highest-paid black musician in history; she succeeded to do so in April 2014. In June 2014, Beyonc\u00e9 ranked at #1 on the Forbes Celebrity 100 list, earning an estimated $115 million throughout June 2013 \u2013 June 2014. This in turn was the first time she had topped the Celebrity 100 list as well as being her highest yearly earnings to date. As of May 2015, her net worth is estimated to be $250 million.", "targets": "When did Jay Z and Beyonc\u00e9 become the first music couple worth over a billion dollars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21241ce6e8342abbbf48fa84dea46bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major corporations with headquarters in Tennessee include FedEx, AutoZone and International Paper, all based in Memphis; Pilot Corporation and Regal Entertainment Group, based in Knoxville; Eastman Chemical Company, based in Kingsport; the North American headquarters of Nissan Motor Company, based in Franklin; Hospital Corporation of America and Caterpillar Financial, based in Nashville; and Unum, based in Chattanooga. Tennessee is also the location of the Volkswagen factory in Chattanooga, a $2 billion polysilicon production facility by Wacker Chemie in Bradley County, and a $1.2 billion polysilicon production facility by Hemlock Semiconductor in Clarksville.", "targets": "Where in Tennessee is the headquarters of International Paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21241ce6e8342abbbf48fa84dea46bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major corporations with headquarters in Tennessee include FedEx, AutoZone and International Paper, all based in Memphis; Pilot Corporation and Regal Entertainment Group, based in Knoxville; Eastman Chemical Company, based in Kingsport; the North American headquarters of Nissan Motor Company, based in Franklin; Hospital Corporation of America and Caterpillar Financial, based in Nashville; and Unum, based in Chattanooga. Tennessee is also the location of the Volkswagen factory in Chattanooga, a $2 billion polysilicon production facility by Wacker Chemie in Bradley County, and a $1.2 billion polysilicon production facility by Hemlock Semiconductor in Clarksville.", "targets": "Where is Nissan Motor Company's headquarters in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21241ce6e8342abbbf48fa84dea46bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major corporations with headquarters in Tennessee include FedEx, AutoZone and International Paper, all based in Memphis; Pilot Corporation and Regal Entertainment Group, based in Knoxville; Eastman Chemical Company, based in Kingsport; the North American headquarters of Nissan Motor Company, based in Franklin; Hospital Corporation of America and Caterpillar Financial, based in Nashville; and Unum, based in Chattanooga. Tennessee is also the location of the Volkswagen factory in Chattanooga, a $2 billion polysilicon production facility by Wacker Chemie in Bradley County, and a $1.2 billion polysilicon production facility by Hemlock Semiconductor in Clarksville.", "targets": "Which company has a $2 billion production plant in Bradley County?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21241ce6e8342abbbf48fa84dea46bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major corporations with headquarters in Tennessee include FedEx, AutoZone and International Paper, all based in Memphis; Pilot Corporation and Regal Entertainment Group, based in Knoxville; Eastman Chemical Company, based in Kingsport; the North American headquarters of Nissan Motor Company, based in Franklin; Hospital Corporation of America and Caterpillar Financial, based in Nashville; and Unum, based in Chattanooga. Tennessee is also the location of the Volkswagen factory in Chattanooga, a $2 billion polysilicon production facility by Wacker Chemie in Bradley County, and a $1.2 billion polysilicon production facility by Hemlock Semiconductor in Clarksville.", "targets": "Hemlock Semiconductor produces electronic components in which Tennessee city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21241ce6e8342abbbf48fa84dea46bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major corporations with headquarters in Tennessee include FedEx, AutoZone and International Paper, all based in Memphis; Pilot Corporation and Regal Entertainment Group, based in Knoxville; Eastman Chemical Company, based in Kingsport; the North American headquarters of Nissan Motor Company, based in Franklin; Hospital Corporation of America and Caterpillar Financial, based in Nashville; and Unum, based in Chattanooga. Tennessee is also the location of the Volkswagen factory in Chattanooga, a $2 billion polysilicon production facility by Wacker Chemie in Bradley County, and a $1.2 billion polysilicon production facility by Hemlock Semiconductor in Clarksville.", "targets": "Which major global shipping company is based in Memphis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61870609bb6a4f139e0f014d017b545a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholar Isabelle Onians asserts that although \"the Mah\u0101y\u0101na ... very occasionally referred contemptuously to earlier Buddhism as the Hinay\u0101na, the Inferior Way,\" \"the preponderance of this name in the secondary literature is far out of proportion to occurrences in the Indian texts.\" She notes that the term \u015ar\u0101vakay\u0101na was \"the more politically correct and much more usual\" term used by Mah\u0101y\u0101nists. Jonathan Silk has argued that the term \"Hinayana\" was used to refer to whomever one wanted to criticize on any given occasion, and did not refer to any definite grouping of Buddhists.", "targets": "The mahayana occasionally referred to early Buddhism as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61870609bb6a4f139e0f014d017b545a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholar Isabelle Onians asserts that although \"the Mah\u0101y\u0101na ... very occasionally referred contemptuously to earlier Buddhism as the Hinay\u0101na, the Inferior Way,\" \"the preponderance of this name in the secondary literature is far out of proportion to occurrences in the Indian texts.\" She notes that the term \u015ar\u0101vakay\u0101na was \"the more politically correct and much more usual\" term used by Mah\u0101y\u0101nists. Jonathan Silk has argued that the term \"Hinayana\" was used to refer to whomever one wanted to criticize on any given occasion, and did not refer to any definite grouping of Buddhists.", "targets": "What term was more politically correct term for the word Hinayana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653ebbe3c1fa4a0da7c0a87e20f1192b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neolithic peoples in the Levant, Anatolia, Syria, northern Mesopotamia and Central Asia were also accomplished builders, utilizing mud-brick to construct houses and villages. At \u00c7atal h\u00f6y\u00fck, houses were plastered and painted with elaborate scenes of humans and animals. In Europe, long houses built from wattle and daub were constructed. Elaborate tombs were built for the dead. These tombs are particularly numerous in Ireland, where there are many thousand still in existence. Neolithic people in the British Isles built long barrows and chamber tombs for their dead and causewayed camps, henges, flint mines and cursus monuments. It was also important to figure out ways of preserving food for future months, such as fashioning relatively airtight containers, and using substances like salt as preservatives.", "targets": "What did Neolithic people use mud-brick to build?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653ebbe3c1fa4a0da7c0a87e20f1192b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neolithic peoples in the Levant, Anatolia, Syria, northern Mesopotamia and Central Asia were also accomplished builders, utilizing mud-brick to construct houses and villages. At \u00c7atal h\u00f6y\u00fck, houses were plastered and painted with elaborate scenes of humans and animals. In Europe, long houses built from wattle and daub were constructed. Elaborate tombs were built for the dead. These tombs are particularly numerous in Ireland, where there are many thousand still in existence. Neolithic people in the British Isles built long barrows and chamber tombs for their dead and causewayed camps, henges, flint mines and cursus monuments. It was also important to figure out ways of preserving food for future months, such as fashioning relatively airtight containers, and using substances like salt as preservatives.", "targets": "What scenes did the paintings on homes depict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653ebbe3c1fa4a0da7c0a87e20f1192b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neolithic peoples in the Levant, Anatolia, Syria, northern Mesopotamia and Central Asia were also accomplished builders, utilizing mud-brick to construct houses and villages. At \u00c7atal h\u00f6y\u00fck, houses were plastered and painted with elaborate scenes of humans and animals. In Europe, long houses built from wattle and daub were constructed. Elaborate tombs were built for the dead. These tombs are particularly numerous in Ireland, where there are many thousand still in existence. Neolithic people in the British Isles built long barrows and chamber tombs for their dead and causewayed camps, henges, flint mines and cursus monuments. It was also important to figure out ways of preserving food for future months, such as fashioning relatively airtight containers, and using substances like salt as preservatives.", "targets": "What were European homes constructed from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653ebbe3c1fa4a0da7c0a87e20f1192b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neolithic peoples in the Levant, Anatolia, Syria, northern Mesopotamia and Central Asia were also accomplished builders, utilizing mud-brick to construct houses and villages. At \u00c7atal h\u00f6y\u00fck, houses were plastered and painted with elaborate scenes of humans and animals. In Europe, long houses built from wattle and daub were constructed. Elaborate tombs were built for the dead. These tombs are particularly numerous in Ireland, where there are many thousand still in existence. Neolithic people in the British Isles built long barrows and chamber tombs for their dead and causewayed camps, henges, flint mines and cursus monuments. It was also important to figure out ways of preserving food for future months, such as fashioning relatively airtight containers, and using substances like salt as preservatives.", "targets": "What types of sites were built for the deceased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-653ebbe3c1fa4a0da7c0a87e20f1192b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neolithic peoples in the Levant, Anatolia, Syria, northern Mesopotamia and Central Asia were also accomplished builders, utilizing mud-brick to construct houses and villages. At \u00c7atal h\u00f6y\u00fck, houses were plastered and painted with elaborate scenes of humans and animals. In Europe, long houses built from wattle and daub were constructed. Elaborate tombs were built for the dead. These tombs are particularly numerous in Ireland, where there are many thousand still in existence. Neolithic people in the British Isles built long barrows and chamber tombs for their dead and causewayed camps, henges, flint mines and cursus monuments. It was also important to figure out ways of preserving food for future months, such as fashioning relatively airtight containers, and using substances like salt as preservatives.", "targets": "Where do thousands of early tombs still exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b5314377fc34d6cb4dde0206893b014", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These 4G languages are less procedural than 3G languages. The benefit of 4GL is that it provides ways to obtain information without requiring the direct help of a programmer. Example of 4GL is SQL.", "targets": "An example of a 4GL is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b5314377fc34d6cb4dde0206893b014", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These 4G languages are less procedural than 3G languages. The benefit of 4GL is that it provides ways to obtain information without requiring the direct help of a programmer. Example of 4GL is SQL.", "targets": "What is the pro of 4GL over a 3G language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a6bcf90c1cf4c1dbc03c7f2b3dc5219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of obesity clearly contributes to insulin resistance, which in turn can cause type 2 diabetes. Virtually all obese and most type 2 diabetic individuals have marked insulin resistance. Although the association between overweight and insulin resistance is clear, the exact (likely multifarious) causes of insulin resistance remain less clear. It is important to note that it has been demonstrated that appropriate exercise, more regular food intake, and reducing glycemic load (see below) all can reverse insulin resistance in overweight individuals (and thereby lower blood sugar levels in those with type 2 diabetes).", "targets": "Insulin resistance has been strongly linked to which health issue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a6bcf90c1cf4c1dbc03c7f2b3dc5219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of obesity clearly contributes to insulin resistance, which in turn can cause type 2 diabetes. Virtually all obese and most type 2 diabetic individuals have marked insulin resistance. Although the association between overweight and insulin resistance is clear, the exact (likely multifarious) causes of insulin resistance remain less clear. It is important to note that it has been demonstrated that appropriate exercise, more regular food intake, and reducing glycemic load (see below) all can reverse insulin resistance in overweight individuals (and thereby lower blood sugar levels in those with type 2 diabetes).", "targets": "If someone struggles with insulin resistance, what kind of diabetes can develop as a result?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a6bcf90c1cf4c1dbc03c7f2b3dc5219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of obesity clearly contributes to insulin resistance, which in turn can cause type 2 diabetes. Virtually all obese and most type 2 diabetic individuals have marked insulin resistance. Although the association between overweight and insulin resistance is clear, the exact (likely multifarious) causes of insulin resistance remain less clear. It is important to note that it has been demonstrated that appropriate exercise, more regular food intake, and reducing glycemic load (see below) all can reverse insulin resistance in overweight individuals (and thereby lower blood sugar levels in those with type 2 diabetes).", "targets": "Almost all individuals who suffer from type 2 diabetes and/or obesity are found to have which trait?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a6bcf90c1cf4c1dbc03c7f2b3dc5219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of obesity clearly contributes to insulin resistance, which in turn can cause type 2 diabetes. Virtually all obese and most type 2 diabetic individuals have marked insulin resistance. Although the association between overweight and insulin resistance is clear, the exact (likely multifarious) causes of insulin resistance remain less clear. It is important to note that it has been demonstrated that appropriate exercise, more regular food intake, and reducing glycemic load (see below) all can reverse insulin resistance in overweight individuals (and thereby lower blood sugar levels in those with type 2 diabetes).", "targets": "Appropriate exercise and reducing glycemic load are two examples of ways to stimulate which process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b1323d4e7914a7e8d79e1d0ad82e2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many rescue teams, including that of the Taipei Fire Department from Taiwan, were reported ready to join the rescue effort in Sichuan as early as Wednesday. However, the Red Cross Society of China said that (on May 13) \"it was inconvenient currently due to the traffic problem to the hardest hit areas closest to the epicenter.\" The Red Cross Society of China also stated that the disaster areas need tents, medical supplies, drinking water and food; however it recommended donating cash instead of other items, as it had not been possible to reach roads that were completely damaged or places that were blocked off by landslides. Landslides continuously threatened the progress of a search and rescue group of 80 men, each carrying about 40 kg of relief supplies, from a motorized infantry brigade under commander Yang Wenyao, as they tried to reach the ethnically Tibetan village of Sier at a height of 4000 m above sea level in Pingwu county. The extreme terrain conditions precluded the use of helicopter evacuation, and over 300 of the Tibetan villagers were stranded in their demolished village for five days without food and water before the rescue group finally arrived to help the injured and stranded villagers down the mountain.", "targets": "What department was ready to join the rescue effort by Wednesday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b1323d4e7914a7e8d79e1d0ad82e2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many rescue teams, including that of the Taipei Fire Department from Taiwan, were reported ready to join the rescue effort in Sichuan as early as Wednesday. However, the Red Cross Society of China said that (on May 13) \"it was inconvenient currently due to the traffic problem to the hardest hit areas closest to the epicenter.\" The Red Cross Society of China also stated that the disaster areas need tents, medical supplies, drinking water and food; however it recommended donating cash instead of other items, as it had not been possible to reach roads that were completely damaged or places that were blocked off by landslides. Landslides continuously threatened the progress of a search and rescue group of 80 men, each carrying about 40 kg of relief supplies, from a motorized infantry brigade under commander Yang Wenyao, as they tried to reach the ethnically Tibetan village of Sier at a height of 4000 m above sea level in Pingwu county. The extreme terrain conditions precluded the use of helicopter evacuation, and over 300 of the Tibetan villagers were stranded in their demolished village for five days without food and water before the rescue group finally arrived to help the injured and stranded villagers down the mountain.", "targets": "How many Tibetan villagers were stranded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b1323d4e7914a7e8d79e1d0ad82e2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many rescue teams, including that of the Taipei Fire Department from Taiwan, were reported ready to join the rescue effort in Sichuan as early as Wednesday. However, the Red Cross Society of China said that (on May 13) \"it was inconvenient currently due to the traffic problem to the hardest hit areas closest to the epicenter.\" The Red Cross Society of China also stated that the disaster areas need tents, medical supplies, drinking water and food; however it recommended donating cash instead of other items, as it had not been possible to reach roads that were completely damaged or places that were blocked off by landslides. Landslides continuously threatened the progress of a search and rescue group of 80 men, each carrying about 40 kg of relief supplies, from a motorized infantry brigade under commander Yang Wenyao, as they tried to reach the ethnically Tibetan village of Sier at a height of 4000 m above sea level in Pingwu county. The extreme terrain conditions precluded the use of helicopter evacuation, and over 300 of the Tibetan villagers were stranded in their demolished village for five days without food and water before the rescue group finally arrived to help the injured and stranded villagers down the mountain.", "targets": "What was the reason that many rescue teams could not join the relief efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b1323d4e7914a7e8d79e1d0ad82e2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many rescue teams, including that of the Taipei Fire Department from Taiwan, were reported ready to join the rescue effort in Sichuan as early as Wednesday. However, the Red Cross Society of China said that (on May 13) \"it was inconvenient currently due to the traffic problem to the hardest hit areas closest to the epicenter.\" The Red Cross Society of China also stated that the disaster areas need tents, medical supplies, drinking water and food; however it recommended donating cash instead of other items, as it had not been possible to reach roads that were completely damaged or places that were blocked off by landslides. Landslides continuously threatened the progress of a search and rescue group of 80 men, each carrying about 40 kg of relief supplies, from a motorized infantry brigade under commander Yang Wenyao, as they tried to reach the ethnically Tibetan village of Sier at a height of 4000 m above sea level in Pingwu county. The extreme terrain conditions precluded the use of helicopter evacuation, and over 300 of the Tibetan villagers were stranded in their demolished village for five days without food and water before the rescue group finally arrived to help the injured and stranded villagers down the mountain.", "targets": "What action did the Red Cross recommend ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b1323d4e7914a7e8d79e1d0ad82e2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many rescue teams, including that of the Taipei Fire Department from Taiwan, were reported ready to join the rescue effort in Sichuan as early as Wednesday. However, the Red Cross Society of China said that (on May 13) \"it was inconvenient currently due to the traffic problem to the hardest hit areas closest to the epicenter.\" The Red Cross Society of China also stated that the disaster areas need tents, medical supplies, drinking water and food; however it recommended donating cash instead of other items, as it had not been possible to reach roads that were completely damaged or places that were blocked off by landslides. Landslides continuously threatened the progress of a search and rescue group of 80 men, each carrying about 40 kg of relief supplies, from a motorized infantry brigade under commander Yang Wenyao, as they tried to reach the ethnically Tibetan village of Sier at a height of 4000 m above sea level in Pingwu county. The extreme terrain conditions precluded the use of helicopter evacuation, and over 300 of the Tibetan villagers were stranded in their demolished village for five days without food and water before the rescue group finally arrived to help the injured and stranded villagers down the mountain.", "targets": "What problem continued to stop rescue teams from reaching affected areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b1323d4e7914a7e8d79e1d0ad82e2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many rescue teams, including that of the Taipei Fire Department from Taiwan, were reported ready to join the rescue effort in Sichuan as early as Wednesday. However, the Red Cross Society of China said that (on May 13) \"it was inconvenient currently due to the traffic problem to the hardest hit areas closest to the epicenter.\" The Red Cross Society of China also stated that the disaster areas need tents, medical supplies, drinking water and food; however it recommended donating cash instead of other items, as it had not been possible to reach roads that were completely damaged or places that were blocked off by landslides. Landslides continuously threatened the progress of a search and rescue group of 80 men, each carrying about 40 kg of relief supplies, from a motorized infantry brigade under commander Yang Wenyao, as they tried to reach the ethnically Tibetan village of Sier at a height of 4000 m above sea level in Pingwu county. The extreme terrain conditions precluded the use of helicopter evacuation, and over 300 of the Tibetan villagers were stranded in their demolished village for five days without food and water before the rescue group finally arrived to help the injured and stranded villagers down the mountain.", "targets": "Where were the soldiers under commander Yang Wenyao trying to go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eff5ba005efd4c7896ad2d2a97a68197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, Kerry was initially favored to defeat the Republican candidate, former State Representative Paul W. Cronin, and conservative Democrat Roger P. Durkin, who ran as an Independent. A week after the primary, one poll put Kerry 26-points ahead of Cronin. His campaign called for a national health insurance system, discounted prescription drugs for the unemployed, a jobs programme to clean up the Merrimack River and rent controls in Lowell and Lawrence. A major obstacle, however, was the district's leading newspaper, the conservative The Sun. The paper editorialized against him. It also ran critical news stories about his out-of-state contributions and his \"carpetbagging\", because he had only moved into the district in April. Subsequently released \"Watergate\" Oval Office tape recordings of the Nixon White House showed that defeating Kerry's candidacy had attracted the personal attention of President Nixon. Kerry himself asserts that Nixon sent operatives to Lowell to help derail his campaign.", "targets": "What party did Durkin run as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eff5ba005efd4c7896ad2d2a97a68197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, Kerry was initially favored to defeat the Republican candidate, former State Representative Paul W. Cronin, and conservative Democrat Roger P. Durkin, who ran as an Independent. A week after the primary, one poll put Kerry 26-points ahead of Cronin. His campaign called for a national health insurance system, discounted prescription drugs for the unemployed, a jobs programme to clean up the Merrimack River and rent controls in Lowell and Lawrence. A major obstacle, however, was the district's leading newspaper, the conservative The Sun. The paper editorialized against him. It also ran critical news stories about his out-of-state contributions and his \"carpetbagging\", because he had only moved into the district in April. Subsequently released \"Watergate\" Oval Office tape recordings of the Nixon White House showed that defeating Kerry's candidacy had attracted the personal attention of President Nixon. Kerry himself asserts that Nixon sent operatives to Lowell to help derail his campaign.", "targets": "How far ahead of Cronin did Kerry poll?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eff5ba005efd4c7896ad2d2a97a68197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, Kerry was initially favored to defeat the Republican candidate, former State Representative Paul W. Cronin, and conservative Democrat Roger P. Durkin, who ran as an Independent. A week after the primary, one poll put Kerry 26-points ahead of Cronin. His campaign called for a national health insurance system, discounted prescription drugs for the unemployed, a jobs programme to clean up the Merrimack River and rent controls in Lowell and Lawrence. A major obstacle, however, was the district's leading newspaper, the conservative The Sun. The paper editorialized against him. It also ran critical news stories about his out-of-state contributions and his \"carpetbagging\", because he had only moved into the district in April. Subsequently released \"Watergate\" Oval Office tape recordings of the Nixon White House showed that defeating Kerry's candidacy had attracted the personal attention of President Nixon. Kerry himself asserts that Nixon sent operatives to Lowell to help derail his campaign.", "targets": "What slant did The Sun have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eff5ba005efd4c7896ad2d2a97a68197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, Kerry was initially favored to defeat the Republican candidate, former State Representative Paul W. Cronin, and conservative Democrat Roger P. Durkin, who ran as an Independent. A week after the primary, one poll put Kerry 26-points ahead of Cronin. His campaign called for a national health insurance system, discounted prescription drugs for the unemployed, a jobs programme to clean up the Merrimack River and rent controls in Lowell and Lawrence. A major obstacle, however, was the district's leading newspaper, the conservative The Sun. The paper editorialized against him. It also ran critical news stories about his out-of-state contributions and his \"carpetbagging\", because he had only moved into the district in April. Subsequently released \"Watergate\" Oval Office tape recordings of the Nixon White House showed that defeating Kerry's candidacy had attracted the personal attention of President Nixon. Kerry himself asserts that Nixon sent operatives to Lowell to help derail his campaign.", "targets": "Who did Kerry say tried to stop his campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eff5ba005efd4c7896ad2d2a97a68197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, Kerry was initially favored to defeat the Republican candidate, former State Representative Paul W. Cronin, and conservative Democrat Roger P. Durkin, who ran as an Independent. A week after the primary, one poll put Kerry 26-points ahead of Cronin. His campaign called for a national health insurance system, discounted prescription drugs for the unemployed, a jobs programme to clean up the Merrimack River and rent controls in Lowell and Lawrence. A major obstacle, however, was the district's leading newspaper, the conservative The Sun. The paper editorialized against him. It also ran critical news stories about his out-of-state contributions and his \"carpetbagging\", because he had only moved into the district in April. Subsequently released \"Watergate\" Oval Office tape recordings of the Nixon White House showed that defeating Kerry's candidacy had attracted the personal attention of President Nixon. Kerry himself asserts that Nixon sent operatives to Lowell to help derail his campaign.", "targets": "How did Kerry want to create jobs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca589a65c9264fa785241d3969d7dc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, the islands were used as a top secret Royal Navy weather and radio station codenamed HMS Atlantic Isle, to monitor Nazi U-boats (which were required to maintain radio contact) and shipping movements in the South Atlantic Ocean. The first Administrator, Surgeon Lieutenant Commander E.J.S. Woolley, was appointed by the British government during this time.", "targets": "During what war was the island used as a Royal Navy station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca589a65c9264fa785241d3969d7dc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, the islands were used as a top secret Royal Navy weather and radio station codenamed HMS Atlantic Isle, to monitor Nazi U-boats (which were required to maintain radio contact) and shipping movements in the South Atlantic Ocean. The first Administrator, Surgeon Lieutenant Commander E.J.S. Woolley, was appointed by the British government during this time.", "targets": "What was the islands codename during World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca589a65c9264fa785241d3969d7dc0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, the islands were used as a top secret Royal Navy weather and radio station codenamed HMS Atlantic Isle, to monitor Nazi U-boats (which were required to maintain radio contact) and shipping movements in the South Atlantic Ocean. The first Administrator, Surgeon Lieutenant Commander E.J.S. Woolley, was appointed by the British government during this time.", "targets": "Who was the administrator during World War II for the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2535591647b64258834ec4966f66b317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sho-1 called for V. Adm. Jisaburo Ozawa's force to use an apparently vulnerable carrier force to lure the U.S. 3rd Fleet away from Leyte and remove air cover from the Allied landing forces, which would then be attacked from the west by three Japanese forces: V. Adm. Takeo Kurita's force would enter Leyte Gulf and attack the landing forces; R. Adm. Shoji Nishimura's force and V. Adm. Kiyohide Shima's force would act as mobile strike forces. The plan was likely to result in the destruction of one or more of the Japanese forces, but Toyoda justified it by saying that there would be no sense in saving the fleet and losing the Philippines.", "targets": "Who would enter Leyte Gulf to attack the Allied landing forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2535591647b64258834ec4966f66b317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sho-1 called for V. Adm. Jisaburo Ozawa's force to use an apparently vulnerable carrier force to lure the U.S. 3rd Fleet away from Leyte and remove air cover from the Allied landing forces, which would then be attacked from the west by three Japanese forces: V. Adm. Takeo Kurita's force would enter Leyte Gulf and attack the landing forces; R. Adm. Shoji Nishimura's force and V. Adm. Kiyohide Shima's force would act as mobile strike forces. The plan was likely to result in the destruction of one or more of the Japanese forces, but Toyoda justified it by saying that there would be no sense in saving the fleet and losing the Philippines.", "targets": "How many Japanese forces were likely to be destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2535591647b64258834ec4966f66b317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sho-1 called for V. Adm. Jisaburo Ozawa's force to use an apparently vulnerable carrier force to lure the U.S. 3rd Fleet away from Leyte and remove air cover from the Allied landing forces, which would then be attacked from the west by three Japanese forces: V. Adm. Takeo Kurita's force would enter Leyte Gulf and attack the landing forces; R. Adm. Shoji Nishimura's force and V. Adm. Kiyohide Shima's force would act as mobile strike forces. The plan was likely to result in the destruction of one or more of the Japanese forces, but Toyoda justified it by saying that there would be no sense in saving the fleet and losing the Philippines.", "targets": "What was the namee of the plan where Ozawa's force would lure the U.S. 3rd Fleet away from Leyte?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1ed1cc803f24e1a96a80f1fb4cd02af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest temperature recorded within city limits was 104 \u00b0F (40 \u00b0C), on June 2, 1985, and June 24, 1944, and the lowest was 7 \u00b0F (\u221214 \u00b0C) on February 14, 1899, although at the airport, where official records are kept, the historical range is 105 \u00b0F (41 \u00b0C) on August 1, 1999 down to 6 \u00b0F (\u221214 \u00b0C) on January 21, 1985. Hurricanes are a major threat to the area during the summer and early fall, with several severe hurricanes hitting the area \u2013 most notably Hurricane Hugo on September 21, 1989 (a category 4 storm). Dewpoint in the summer ranges from 67.8 to 71.4 \u00b0F (20 to 22 \u00b0C).", "targets": "What is hottest temperature recorded with Charleston's city limits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1ed1cc803f24e1a96a80f1fb4cd02af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest temperature recorded within city limits was 104 \u00b0F (40 \u00b0C), on June 2, 1985, and June 24, 1944, and the lowest was 7 \u00b0F (\u221214 \u00b0C) on February 14, 1899, although at the airport, where official records are kept, the historical range is 105 \u00b0F (41 \u00b0C) on August 1, 1999 down to 6 \u00b0F (\u221214 \u00b0C) on January 21, 1985. Hurricanes are a major threat to the area during the summer and early fall, with several severe hurricanes hitting the area \u2013 most notably Hurricane Hugo on September 21, 1989 (a category 4 storm). Dewpoint in the summer ranges from 67.8 to 71.4 \u00b0F (20 to 22 \u00b0C).", "targets": "What hurricane hit Charleston in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1ed1cc803f24e1a96a80f1fb4cd02af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest temperature recorded within city limits was 104 \u00b0F (40 \u00b0C), on June 2, 1985, and June 24, 1944, and the lowest was 7 \u00b0F (\u221214 \u00b0C) on February 14, 1899, although at the airport, where official records are kept, the historical range is 105 \u00b0F (41 \u00b0C) on August 1, 1999 down to 6 \u00b0F (\u221214 \u00b0C) on January 21, 1985. Hurricanes are a major threat to the area during the summer and early fall, with several severe hurricanes hitting the area \u2013 most notably Hurricane Hugo on September 21, 1989 (a category 4 storm). Dewpoint in the summer ranges from 67.8 to 71.4 \u00b0F (20 to 22 \u00b0C).", "targets": "What was the lowest temperature ever recorded Charleston's city limit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1ed1cc803f24e1a96a80f1fb4cd02af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest temperature recorded within city limits was 104 \u00b0F (40 \u00b0C), on June 2, 1985, and June 24, 1944, and the lowest was 7 \u00b0F (\u221214 \u00b0C) on February 14, 1899, although at the airport, where official records are kept, the historical range is 105 \u00b0F (41 \u00b0C) on August 1, 1999 down to 6 \u00b0F (\u221214 \u00b0C) on January 21, 1985. Hurricanes are a major threat to the area during the summer and early fall, with several severe hurricanes hitting the area \u2013 most notably Hurricane Hugo on September 21, 1989 (a category 4 storm). Dewpoint in the summer ranges from 67.8 to 71.4 \u00b0F (20 to 22 \u00b0C).", "targets": "What type of storm is a major threat to Charleston in the summer and early fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1ed1cc803f24e1a96a80f1fb4cd02af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest temperature recorded within city limits was 104 \u00b0F (40 \u00b0C), on June 2, 1985, and June 24, 1944, and the lowest was 7 \u00b0F (\u221214 \u00b0C) on February 14, 1899, although at the airport, where official records are kept, the historical range is 105 \u00b0F (41 \u00b0C) on August 1, 1999 down to 6 \u00b0F (\u221214 \u00b0C) on January 21, 1985. Hurricanes are a major threat to the area during the summer and early fall, with several severe hurricanes hitting the area \u2013 most notably Hurricane Hugo on September 21, 1989 (a category 4 storm). Dewpoint in the summer ranges from 67.8 to 71.4 \u00b0F (20 to 22 \u00b0C).", "targets": "What day did Charleston's airport hit the coldest day on record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "Early writers linked orientation to what concept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What theorists agreed with this concept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What two things became to be seen as distinct from one another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What negative stereotypes have emerged from this understanding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What did a majority of gay men and women experience in their childhood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What did gender idenity become to be seen as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What can be considered to be bad stereotypes to gay communities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "Who performed the studies that found most homosexual people having different degrees of gender issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "What was thought of early lesbians and gay men?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a05388ba4b7746d0a4171fbfca938a37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest writers on sexual orientation usually understood it to be intrinsically linked to the subject's own sex. For example, it was thought that a typical female-bodied person who is attracted to female-bodied persons would have masculine attributes, and vice versa. This understanding was shared by most of the significant theorists of sexual orientation from the mid nineteenth to early twentieth century, such as Karl Heinrich Ulrichs, Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Carl Jung, and Sigmund Freud, as well as many gender-variant homosexual people themselves. However, this understanding of homosexuality as sexual inversion was disputed at the time, and, through the second half of the twentieth century, gender identity came to be increasingly seen as a phenomenon distinct from sexual orientation. Transgender and cisgender people may be attracted to men, women, or both, although the prevalence of different sexual orientations is quite different in these two populations. An individual homosexual, heterosexual or bisexual person may be masculine, feminine, or androgynous, and in addition, many members and supporters of lesbian and gay communities now see the \"gender-conforming heterosexual\" and the \"gender-nonconforming homosexual\" as negative stereotypes. Nevertheless, studies by J. Michael Bailey and Kenneth Zucker found a majority of the gay men and lesbians sampled reporting various degrees of gender-nonconformity during their childhood years.", "targets": "In these studies when was the gender-noncomformity experienced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1321b067fc2e49ac8a30dafc0a2c783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Commentary on Genesis contains a passage which concludes that \"the soul does not sleep (anima non sic dormit), but wakes (sed vigilat) and experiences visions\". Francis Blackburne in 1765 argued that John Jortin misread this and other passages from Luther, while Gottfried Fritschel pointed out in 1867 that it actually refers to the soul of a man \"in this life\" (homo enim in hac vita) tired from his daily labour (defatigus diurno labore) who at night enters his bedchamber (sub noctem intrat in cubiculum suum) and whose sleep is interrupted by dreams.", "targets": "Where did Luther say that the soul doesn't sleep, but rather has visions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1321b067fc2e49ac8a30dafc0a2c783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Commentary on Genesis contains a passage which concludes that \"the soul does not sleep (anima non sic dormit), but wakes (sed vigilat) and experiences visions\". Francis Blackburne in 1765 argued that John Jortin misread this and other passages from Luther, while Gottfried Fritschel pointed out in 1867 that it actually refers to the soul of a man \"in this life\" (homo enim in hac vita) tired from his daily labour (defatigus diurno labore) who at night enters his bedchamber (sub noctem intrat in cubiculum suum) and whose sleep is interrupted by dreams.", "targets": "Who stated that John Jortin misunderstood Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1321b067fc2e49ac8a30dafc0a2c783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Commentary on Genesis contains a passage which concludes that \"the soul does not sleep (anima non sic dormit), but wakes (sed vigilat) and experiences visions\". Francis Blackburne in 1765 argued that John Jortin misread this and other passages from Luther, while Gottfried Fritschel pointed out in 1867 that it actually refers to the soul of a man \"in this life\" (homo enim in hac vita) tired from his daily labour (defatigus diurno labore) who at night enters his bedchamber (sub noctem intrat in cubiculum suum) and whose sleep is interrupted by dreams.", "targets": "When did Blackburne make his argument about Luther and souls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1321b067fc2e49ac8a30dafc0a2c783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Commentary on Genesis contains a passage which concludes that \"the soul does not sleep (anima non sic dormit), but wakes (sed vigilat) and experiences visions\". Francis Blackburne in 1765 argued that John Jortin misread this and other passages from Luther, while Gottfried Fritschel pointed out in 1867 that it actually refers to the soul of a man \"in this life\" (homo enim in hac vita) tired from his daily labour (defatigus diurno labore) who at night enters his bedchamber (sub noctem intrat in cubiculum suum) and whose sleep is interrupted by dreams.", "targets": "Who pointed out that the passage under dispute actually refers to a living man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1321b067fc2e49ac8a30dafc0a2c783b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Commentary on Genesis contains a passage which concludes that \"the soul does not sleep (anima non sic dormit), but wakes (sed vigilat) and experiences visions\". Francis Blackburne in 1765 argued that John Jortin misread this and other passages from Luther, while Gottfried Fritschel pointed out in 1867 that it actually refers to the soul of a man \"in this life\" (homo enim in hac vita) tired from his daily labour (defatigus diurno labore) who at night enters his bedchamber (sub noctem intrat in cubiculum suum) and whose sleep is interrupted by dreams.", "targets": "What did Fritschel say the man's sleep was disturbed by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What park was developed between the 1950's and 1970's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What park is in East Tuscon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "Which estates were named after a ranch of a famous author?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What year was Tuscon's largest office building built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What shopping center is located along Broadway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What part of Tucson is Saguaro National Park East in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "When was East Tucson developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What is the boundary of East Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "What is the biggest office building in Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af6336ed26b34bbfb40afaffa4be177e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East Tucson is relatively new compared to other parts of the city, developed between the 1950s and the 1970s,[citation needed] with developments such as Desert Palms Park. It is generally classified as the area of the city east of Swan Road, with above-average real estate values relative to the rest of the city. The area includes urban and suburban development near the Rincon Mountains. East Tucson includes Saguaro National Park East. Tucson's \"Restaurant Row\" is also located on the east side, along with a significant corporate and financial presence. Restaurant Row is sandwiched by three of Tucson's storied Neighborhoods: Harold Bell Wright Estates, named after the famous author's ranch which occupied some of that area prior to the depression; the Tucson Country Club (the third to bear the name Tucson Country Club), and the Dorado Country Club. Tucson's largest office building is 5151 East Broadway in east Tucson, completed in 1975. The first phases of Williams Centre, a mixed-use, master-planned development on Broadway near Craycroft Road, were opened in 1987. Park Place, a recently renovated shopping center, is also located along Broadway (west of Wilmot Road).", "targets": "Where is Park Place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-953d1fa44655427984839ebca7fc5600", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He does not argue that any such conclusions are therefore true, or that this describes the actual methods of any particular scientist.[citation needed] Rather, it is recommended as an essential principle of methodology that, if enacted by a system or community, will lead to slow but steady progress of a sort (relative to how well the system or community enacts the method). It has been suggested that Popper's ideas are often mistaken for a hard logical account of truth because of the historical co-incidence of their appearing at the same time as logical positivism, the followers of which mistook his aims for their own.", "targets": "What other contemporaneous school of thought is often confused with Popper's own contributions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-953d1fa44655427984839ebca7fc5600", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He does not argue that any such conclusions are therefore true, or that this describes the actual methods of any particular scientist.[citation needed] Rather, it is recommended as an essential principle of methodology that, if enacted by a system or community, will lead to slow but steady progress of a sort (relative to how well the system or community enacts the method). It has been suggested that Popper's ideas are often mistaken for a hard logical account of truth because of the historical co-incidence of their appearing at the same time as logical positivism, the followers of which mistook his aims for their own.", "targets": "Popper has stressed that his description of scientific methodology should not be mistaken to apply to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-953d1fa44655427984839ebca7fc5600", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He does not argue that any such conclusions are therefore true, or that this describes the actual methods of any particular scientist.[citation needed] Rather, it is recommended as an essential principle of methodology that, if enacted by a system or community, will lead to slow but steady progress of a sort (relative to how well the system or community enacts the method). It has been suggested that Popper's ideas are often mistaken for a hard logical account of truth because of the historical co-incidence of their appearing at the same time as logical positivism, the followers of which mistook his aims for their own.", "targets": "At what level does Popper indicate his view of scientific methodology applies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-953d1fa44655427984839ebca7fc5600", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He does not argue that any such conclusions are therefore true, or that this describes the actual methods of any particular scientist.[citation needed] Rather, it is recommended as an essential principle of methodology that, if enacted by a system or community, will lead to slow but steady progress of a sort (relative to how well the system or community enacts the method). It has been suggested that Popper's ideas are often mistaken for a hard logical account of truth because of the historical co-incidence of their appearing at the same time as logical positivism, the followers of which mistook his aims for their own.", "targets": "What kind of progress does science make given the methodology Popper describes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f984add1f356420dbcca60e7c692394f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dorgon's controversial July 1645 edict (the \"haircutting order\") forced adult Han Chinese men to shave the front of their heads and comb the remaining hair into the queue hairstyle which was worn by Manchu men, on pain of death. The popular description of the order was: \"To keep the hair, you lose the head; To keep your head, you cut the hair.\" To the Manchus, this policy was a test of loyalty and an aid in distinguishing friend from foe. For the Han Chinese, however, it was a humiliating reminder of Qing authority that challenged traditional Confucian values. The Classic of Filial Piety (Xiaojing) held that \"a person's body and hair, being gifts from one's parents, are not to be damaged.\" Under the Ming dynasty, adult men did not cut their hair but instead wore it in the form of a top-knot. The order triggered strong resistance to Qing rule in Jiangnan and massive killing of ethnic Han Chinese. It was Han Chinese defectors who carried out massacres against people refusing to wear the queue.. Li Chengdong, a Han Chinese general who had served the Ming but surrendered to the Qing, ordered his Han troops to carry out three separate massacres in the city of Jiading within a month, resulting in tens of thousands of deaths. At the end of the third massacre, there was hardly any living person left in this city. Jiangyin also held out against about 10,000 Han Chinese Qing troops for 83 days. When the city wall was finally breached on 9 October 1645, the Han Chinese Qing army led by the Han Chinese Ming defector Liu Liangzuo (\u5289\u826f\u4f50), who had been ordered to \"fill the city with corpses before you sheathe your swords,\" massacred the entire population, killing between 74,000 and 100,000 people. The queue was the only aspect of Manchu culture which the Qing forced on the common Han population. The Qing required people serving as officials to wear Manchu clothing, but allowed non-official Han civilians to continue wearing Hanfu (Han clothing).", "targets": "What did Dorgon declare in July of 1645?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f984add1f356420dbcca60e7c692394f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dorgon's controversial July 1645 edict (the \"haircutting order\") forced adult Han Chinese men to shave the front of their heads and comb the remaining hair into the queue hairstyle which was worn by Manchu men, on pain of death. The popular description of the order was: \"To keep the hair, you lose the head; To keep your head, you cut the hair.\" To the Manchus, this policy was a test of loyalty and an aid in distinguishing friend from foe. For the Han Chinese, however, it was a humiliating reminder of Qing authority that challenged traditional Confucian values. The Classic of Filial Piety (Xiaojing) held that \"a person's body and hair, being gifts from one's parents, are not to be damaged.\" Under the Ming dynasty, adult men did not cut their hair but instead wore it in the form of a top-knot. The order triggered strong resistance to Qing rule in Jiangnan and massive killing of ethnic Han Chinese. It was Han Chinese defectors who carried out massacres against people refusing to wear the queue.. Li Chengdong, a Han Chinese general who had served the Ming but surrendered to the Qing, ordered his Han troops to carry out three separate massacres in the city of Jiading within a month, resulting in tens of thousands of deaths. At the end of the third massacre, there was hardly any living person left in this city. Jiangyin also held out against about 10,000 Han Chinese Qing troops for 83 days. When the city wall was finally breached on 9 October 1645, the Han Chinese Qing army led by the Han Chinese Ming defector Liu Liangzuo (\u5289\u826f\u4f50), who had been ordered to \"fill the city with corpses before you sheathe your swords,\" massacred the entire population, killing between 74,000 and 100,000 people. The queue was the only aspect of Manchu culture which the Qing forced on the common Han population. The Qing required people serving as officials to wear Manchu clothing, but allowed non-official Han civilians to continue wearing Hanfu (Han clothing).", "targets": "What was the peoples description of the haircutting order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f984add1f356420dbcca60e7c692394f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dorgon's controversial July 1645 edict (the \"haircutting order\") forced adult Han Chinese men to shave the front of their heads and comb the remaining hair into the queue hairstyle which was worn by Manchu men, on pain of death. The popular description of the order was: \"To keep the hair, you lose the head; To keep your head, you cut the hair.\" To the Manchus, this policy was a test of loyalty and an aid in distinguishing friend from foe. For the Han Chinese, however, it was a humiliating reminder of Qing authority that challenged traditional Confucian values. The Classic of Filial Piety (Xiaojing) held that \"a person's body and hair, being gifts from one's parents, are not to be damaged.\" Under the Ming dynasty, adult men did not cut their hair but instead wore it in the form of a top-knot. The order triggered strong resistance to Qing rule in Jiangnan and massive killing of ethnic Han Chinese. It was Han Chinese defectors who carried out massacres against people refusing to wear the queue.. Li Chengdong, a Han Chinese general who had served the Ming but surrendered to the Qing, ordered his Han troops to carry out three separate massacres in the city of Jiading within a month, resulting in tens of thousands of deaths. At the end of the third massacre, there was hardly any living person left in this city. Jiangyin also held out against about 10,000 Han Chinese Qing troops for 83 days. When the city wall was finally breached on 9 October 1645, the Han Chinese Qing army led by the Han Chinese Ming defector Liu Liangzuo (\u5289\u826f\u4f50), who had been ordered to \"fill the city with corpses before you sheathe your swords,\" massacred the entire population, killing between 74,000 and 100,000 people. The queue was the only aspect of Manchu culture which the Qing forced on the common Han population. The Qing required people serving as officials to wear Manchu clothing, but allowed non-official Han civilians to continue wearing Hanfu (Han clothing).", "targets": "How did the Ming's typically wear their hair>"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f984add1f356420dbcca60e7c692394f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dorgon's controversial July 1645 edict (the \"haircutting order\") forced adult Han Chinese men to shave the front of their heads and comb the remaining hair into the queue hairstyle which was worn by Manchu men, on pain of death. The popular description of the order was: \"To keep the hair, you lose the head; To keep your head, you cut the hair.\" To the Manchus, this policy was a test of loyalty and an aid in distinguishing friend from foe. For the Han Chinese, however, it was a humiliating reminder of Qing authority that challenged traditional Confucian values. The Classic of Filial Piety (Xiaojing) held that \"a person's body and hair, being gifts from one's parents, are not to be damaged.\" Under the Ming dynasty, adult men did not cut their hair but instead wore it in the form of a top-knot. The order triggered strong resistance to Qing rule in Jiangnan and massive killing of ethnic Han Chinese. It was Han Chinese defectors who carried out massacres against people refusing to wear the queue.. Li Chengdong, a Han Chinese general who had served the Ming but surrendered to the Qing, ordered his Han troops to carry out three separate massacres in the city of Jiading within a month, resulting in tens of thousands of deaths. At the end of the third massacre, there was hardly any living person left in this city. Jiangyin also held out against about 10,000 Han Chinese Qing troops for 83 days. When the city wall was finally breached on 9 October 1645, the Han Chinese Qing army led by the Han Chinese Ming defector Liu Liangzuo (\u5289\u826f\u4f50), who had been ordered to \"fill the city with corpses before you sheathe your swords,\" massacred the entire population, killing between 74,000 and 100,000 people. The queue was the only aspect of Manchu culture which the Qing forced on the common Han population. The Qing required people serving as officials to wear Manchu clothing, but allowed non-official Han civilians to continue wearing Hanfu (Han clothing).", "targets": "What city was massacred for not wearing the proper haircut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754eccdab19a46fd955c31ea1869cdca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But in the mid-18th century, during the French Enlightenment, a more ideological use of the term had come into use. In 1765, the author of an anonymous article in a French Enlightenment periodical spoke of \"The general love of humanity ... a virtue hitherto quite nameless among us, and which we will venture to call 'humanism', for the time has come to create a word for such a beautiful and necessary thing\". The latter part of the 18th and the early 19th centuries saw the creation of numerous grass-roots \"philanthropic\" and benevolent societies dedicated to human betterment and the spreading of knowledge (some Christian, some not). After the French Revolution, the idea that human virtue could be created by human reason alone independently from traditional religious institutions, attributed by opponents of the Revolution to Enlightenment philosophes such as Rousseau, was violently attacked by influential religious and political conservatives, such as Edmund Burke and Joseph de Maistre, as a deification or idolatry of humanity. Humanism began to acquire a negative sense. The Oxford English Dictionary records the use of the word \"humanism\" by an English clergyman in 1812 to indicate those who believe in the \"mere humanity\" (as opposed to the divine nature) of Christ, i.e., Unitarians and Deists. In this polarised atmosphere, in which established ecclesiastical bodies tended to circle the wagons and reflexively oppose political and social reforms like extending the franchise, universal schooling, and the like, liberal reformers and radicals embraced the idea of Humanism as an alternative religion of humanity. The anarchist Proudhon (best known for declaring that \"property is theft\") used the word \"humanism\" to describe a \"culte, d\u00e9ification de l\u2019humanit\u00e9\" (\"worship, deification of humanity\") and Ernest Renan in L\u2019avenir de la science: pens\u00e9es de 1848 (\"The Future of Knowledge: Thoughts on 1848\") (1848\u201349), states: \"It is my deep conviction that pure humanism will be the religion of the future, that is, the cult of all that pertains to humanity\u2014all of life, sanctified and raised to the level of a moral value.\"", "targets": "During which period was the philosophy of humanism next updated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754eccdab19a46fd955c31ea1869cdca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But in the mid-18th century, during the French Enlightenment, a more ideological use of the term had come into use. In 1765, the author of an anonymous article in a French Enlightenment periodical spoke of \"The general love of humanity ... a virtue hitherto quite nameless among us, and which we will venture to call 'humanism', for the time has come to create a word for such a beautiful and necessary thing\". The latter part of the 18th and the early 19th centuries saw the creation of numerous grass-roots \"philanthropic\" and benevolent societies dedicated to human betterment and the spreading of knowledge (some Christian, some not). After the French Revolution, the idea that human virtue could be created by human reason alone independently from traditional religious institutions, attributed by opponents of the Revolution to Enlightenment philosophes such as Rousseau, was violently attacked by influential religious and political conservatives, such as Edmund Burke and Joseph de Maistre, as a deification or idolatry of humanity. Humanism began to acquire a negative sense. The Oxford English Dictionary records the use of the word \"humanism\" by an English clergyman in 1812 to indicate those who believe in the \"mere humanity\" (as opposed to the divine nature) of Christ, i.e., Unitarians and Deists. In this polarised atmosphere, in which established ecclesiastical bodies tended to circle the wagons and reflexively oppose political and social reforms like extending the franchise, universal schooling, and the like, liberal reformers and radicals embraced the idea of Humanism as an alternative religion of humanity. The anarchist Proudhon (best known for declaring that \"property is theft\") used the word \"humanism\" to describe a \"culte, d\u00e9ification de l\u2019humanit\u00e9\" (\"worship, deification of humanity\") and Ernest Renan in L\u2019avenir de la science: pens\u00e9es de 1848 (\"The Future of Knowledge: Thoughts on 1848\") (1848\u201349), states: \"It is my deep conviction that pure humanism will be the religion of the future, that is, the cult of all that pertains to humanity\u2014all of life, sanctified and raised to the level of a moral value.\"", "targets": "What was the criticism of Humanism made by conservatives of the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754eccdab19a46fd955c31ea1869cdca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But in the mid-18th century, during the French Enlightenment, a more ideological use of the term had come into use. In 1765, the author of an anonymous article in a French Enlightenment periodical spoke of \"The general love of humanity ... a virtue hitherto quite nameless among us, and which we will venture to call 'humanism', for the time has come to create a word for such a beautiful and necessary thing\". The latter part of the 18th and the early 19th centuries saw the creation of numerous grass-roots \"philanthropic\" and benevolent societies dedicated to human betterment and the spreading of knowledge (some Christian, some not). After the French Revolution, the idea that human virtue could be created by human reason alone independently from traditional religious institutions, attributed by opponents of the Revolution to Enlightenment philosophes such as Rousseau, was violently attacked by influential religious and political conservatives, such as Edmund Burke and Joseph de Maistre, as a deification or idolatry of humanity. Humanism began to acquire a negative sense. The Oxford English Dictionary records the use of the word \"humanism\" by an English clergyman in 1812 to indicate those who believe in the \"mere humanity\" (as opposed to the divine nature) of Christ, i.e., Unitarians and Deists. In this polarised atmosphere, in which established ecclesiastical bodies tended to circle the wagons and reflexively oppose political and social reforms like extending the franchise, universal schooling, and the like, liberal reformers and radicals embraced the idea of Humanism as an alternative religion of humanity. The anarchist Proudhon (best known for declaring that \"property is theft\") used the word \"humanism\" to describe a \"culte, d\u00e9ification de l\u2019humanit\u00e9\" (\"worship, deification of humanity\") and Ernest Renan in L\u2019avenir de la science: pens\u00e9es de 1848 (\"The Future of Knowledge: Thoughts on 1848\") (1848\u201349), states: \"It is my deep conviction that pure humanism will be the religion of the future, that is, the cult of all that pertains to humanity\u2014all of life, sanctified and raised to the level of a moral value.\"", "targets": "Who continued to support the belief system despite its critics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754eccdab19a46fd955c31ea1869cdca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But in the mid-18th century, during the French Enlightenment, a more ideological use of the term had come into use. In 1765, the author of an anonymous article in a French Enlightenment periodical spoke of \"The general love of humanity ... a virtue hitherto quite nameless among us, and which we will venture to call 'humanism', for the time has come to create a word for such a beautiful and necessary thing\". The latter part of the 18th and the early 19th centuries saw the creation of numerous grass-roots \"philanthropic\" and benevolent societies dedicated to human betterment and the spreading of knowledge (some Christian, some not). After the French Revolution, the idea that human virtue could be created by human reason alone independently from traditional religious institutions, attributed by opponents of the Revolution to Enlightenment philosophes such as Rousseau, was violently attacked by influential religious and political conservatives, such as Edmund Burke and Joseph de Maistre, as a deification or idolatry of humanity. Humanism began to acquire a negative sense. The Oxford English Dictionary records the use of the word \"humanism\" by an English clergyman in 1812 to indicate those who believe in the \"mere humanity\" (as opposed to the divine nature) of Christ, i.e., Unitarians and Deists. In this polarised atmosphere, in which established ecclesiastical bodies tended to circle the wagons and reflexively oppose political and social reforms like extending the franchise, universal schooling, and the like, liberal reformers and radicals embraced the idea of Humanism as an alternative religion of humanity. The anarchist Proudhon (best known for declaring that \"property is theft\") used the word \"humanism\" to describe a \"culte, d\u00e9ification de l\u2019humanit\u00e9\" (\"worship, deification of humanity\") and Ernest Renan in L\u2019avenir de la science: pens\u00e9es de 1848 (\"The Future of Knowledge: Thoughts on 1848\") (1848\u201349), states: \"It is my deep conviction that pure humanism will be the religion of the future, that is, the cult of all that pertains to humanity\u2014all of life, sanctified and raised to the level of a moral value.\"", "targets": "Who felt that humanism would surely be a major \"religion\" today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42b204455964db9a2d184031169b17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British patent for the use of asphalt/bitumen was 'Cassell's patent asphalte or bitumen' in 1834. Then on 25 November 1837, Richard Tappin Claridge patented the use of Seyssel asphalt (patent #7849), for use in asphalte pavement, having seen it employed in France and Belgium when visiting with Frederick Walter Simms, who worked with him on the introduction of asphalt to Britain. Dr T. Lamb Phipson writes that his father, Samuel Ryland Phipson, a friend of Claridge, was also \"instrumental in introducing the asphalte pavement (in 1836)\". Indeed, mastic pavements had been previously employed at Vauxhall by a competitor of Claridge, but without success.", "targets": "When did Richard Tappin Claridge patent asphalt for use in pavement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42b204455964db9a2d184031169b17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British patent for the use of asphalt/bitumen was 'Cassell's patent asphalte or bitumen' in 1834. Then on 25 November 1837, Richard Tappin Claridge patented the use of Seyssel asphalt (patent #7849), for use in asphalte pavement, having seen it employed in France and Belgium when visiting with Frederick Walter Simms, who worked with him on the introduction of asphalt to Britain. Dr T. Lamb Phipson writes that his father, Samuel Ryland Phipson, a friend of Claridge, was also \"instrumental in introducing the asphalte pavement (in 1836)\". Indeed, mastic pavements had been previously employed at Vauxhall by a competitor of Claridge, but without success.", "targets": "When was the first British patent for the use of bitumen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42b204455964db9a2d184031169b17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British patent for the use of asphalt/bitumen was 'Cassell's patent asphalte or bitumen' in 1834. Then on 25 November 1837, Richard Tappin Claridge patented the use of Seyssel asphalt (patent #7849), for use in asphalte pavement, having seen it employed in France and Belgium when visiting with Frederick Walter Simms, who worked with him on the introduction of asphalt to Britain. Dr T. Lamb Phipson writes that his father, Samuel Ryland Phipson, a friend of Claridge, was also \"instrumental in introducing the asphalte pavement (in 1836)\". Indeed, mastic pavements had been previously employed at Vauxhall by a competitor of Claridge, but without success.", "targets": "Where had Claridge previously seen asphalt used as pavement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42b204455964db9a2d184031169b17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British patent for the use of asphalt/bitumen was 'Cassell's patent asphalte or bitumen' in 1834. Then on 25 November 1837, Richard Tappin Claridge patented the use of Seyssel asphalt (patent #7849), for use in asphalte pavement, having seen it employed in France and Belgium when visiting with Frederick Walter Simms, who worked with him on the introduction of asphalt to Britain. Dr T. Lamb Phipson writes that his father, Samuel Ryland Phipson, a friend of Claridge, was also \"instrumental in introducing the asphalte pavement (in 1836)\". Indeed, mastic pavements had been previously employed at Vauxhall by a competitor of Claridge, but without success.", "targets": "What friend of Claridge's was helpful in introducing asphalt for use in pavements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42b204455964db9a2d184031169b17e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British patent for the use of asphalt/bitumen was 'Cassell's patent asphalte or bitumen' in 1834. Then on 25 November 1837, Richard Tappin Claridge patented the use of Seyssel asphalt (patent #7849), for use in asphalte pavement, having seen it employed in France and Belgium when visiting with Frederick Walter Simms, who worked with him on the introduction of asphalt to Britain. Dr T. Lamb Phipson writes that his father, Samuel Ryland Phipson, a friend of Claridge, was also \"instrumental in introducing the asphalte pavement (in 1836)\". Indeed, mastic pavements had been previously employed at Vauxhall by a competitor of Claridge, but without success.", "targets": "What type of pavement techniques had already been tried by a competitor of Claridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc3a961b576e4fca9d1e38cc77f9dc4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ottoman Empire or, as a dynastic institution, the House of Osman was unprecedented and unequaled in the Islamic world for its size and duration. In Europe, only the House of Habsburg had a similarly unbroken line of sovereigns (kings/emperors) from the same family who ruled for so long, and during the same period, between the late 13th and early 20th centuries. The Ottoman dynasty was Turkish in origin. On eleven occasions, the sultan was deposed (replaced by another sultan of the Ottoman dynasty, who were either the former sultan's brother, son or nephew) because he was perceived by his enemies as a threat to the state. There were only two attempts in Ottoman history to unseat the ruling Ottoman dynasty, both failures, which suggests a political system that for an extended period was able to manage its revolutions without unnecessary instability. As such, the last Ottoman sultan Mehmed VI (r. 1918\u20131922) was a direct patrilineal (male-line) descendant of the first Ottoman sultan Osman I (r. 1299\u20131326), which was unparallelled in both Europe (e.g. the male line of the House of Habsburg became extinct in 1740) and in the Islamic world. The primary purpose of the Imperial Harem was to ensure the birth of male heirs to the Ottoman throne and secure the continuation of the direct patrilineal (male-line) descendance of the Ottoman sultans.", "targets": "What was another name for the Ottoman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc3a961b576e4fca9d1e38cc77f9dc4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ottoman Empire or, as a dynastic institution, the House of Osman was unprecedented and unequaled in the Islamic world for its size and duration. In Europe, only the House of Habsburg had a similarly unbroken line of sovereigns (kings/emperors) from the same family who ruled for so long, and during the same period, between the late 13th and early 20th centuries. The Ottoman dynasty was Turkish in origin. On eleven occasions, the sultan was deposed (replaced by another sultan of the Ottoman dynasty, who were either the former sultan's brother, son or nephew) because he was perceived by his enemies as a threat to the state. There were only two attempts in Ottoman history to unseat the ruling Ottoman dynasty, both failures, which suggests a political system that for an extended period was able to manage its revolutions without unnecessary instability. As such, the last Ottoman sultan Mehmed VI (r. 1918\u20131922) was a direct patrilineal (male-line) descendant of the first Ottoman sultan Osman I (r. 1299\u20131326), which was unparallelled in both Europe (e.g. the male line of the House of Habsburg became extinct in 1740) and in the Islamic world. The primary purpose of the Imperial Harem was to ensure the birth of male heirs to the Ottoman throne and secure the continuation of the direct patrilineal (male-line) descendance of the Ottoman sultans.", "targets": "What was the other longest ruling House in Europe known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc3a961b576e4fca9d1e38cc77f9dc4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ottoman Empire or, as a dynastic institution, the House of Osman was unprecedented and unequaled in the Islamic world for its size and duration. In Europe, only the House of Habsburg had a similarly unbroken line of sovereigns (kings/emperors) from the same family who ruled for so long, and during the same period, between the late 13th and early 20th centuries. The Ottoman dynasty was Turkish in origin. On eleven occasions, the sultan was deposed (replaced by another sultan of the Ottoman dynasty, who were either the former sultan's brother, son or nephew) because he was perceived by his enemies as a threat to the state. There were only two attempts in Ottoman history to unseat the ruling Ottoman dynasty, both failures, which suggests a political system that for an extended period was able to manage its revolutions without unnecessary instability. As such, the last Ottoman sultan Mehmed VI (r. 1918\u20131922) was a direct patrilineal (male-line) descendant of the first Ottoman sultan Osman I (r. 1299\u20131326), which was unparallelled in both Europe (e.g. the male line of the House of Habsburg became extinct in 1740) and in the Islamic world. The primary purpose of the Imperial Harem was to ensure the birth of male heirs to the Ottoman throne and secure the continuation of the direct patrilineal (male-line) descendance of the Ottoman sultans.", "targets": "From what origin did the Ottoman empire come to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc3a961b576e4fca9d1e38cc77f9dc4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ottoman Empire or, as a dynastic institution, the House of Osman was unprecedented and unequaled in the Islamic world for its size and duration. In Europe, only the House of Habsburg had a similarly unbroken line of sovereigns (kings/emperors) from the same family who ruled for so long, and during the same period, between the late 13th and early 20th centuries. The Ottoman dynasty was Turkish in origin. On eleven occasions, the sultan was deposed (replaced by another sultan of the Ottoman dynasty, who were either the former sultan's brother, son or nephew) because he was perceived by his enemies as a threat to the state. There were only two attempts in Ottoman history to unseat the ruling Ottoman dynasty, both failures, which suggests a political system that for an extended period was able to manage its revolutions without unnecessary instability. As such, the last Ottoman sultan Mehmed VI (r. 1918\u20131922) was a direct patrilineal (male-line) descendant of the first Ottoman sultan Osman I (r. 1299\u20131326), which was unparallelled in both Europe (e.g. the male line of the House of Habsburg became extinct in 1740) and in the Islamic world. The primary purpose of the Imperial Harem was to ensure the birth of male heirs to the Ottoman throne and secure the continuation of the direct patrilineal (male-line) descendance of the Ottoman sultans.", "targets": "How many times was the the sitting sultan in the House of Osman removed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc3a961b576e4fca9d1e38cc77f9dc4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ottoman Empire or, as a dynastic institution, the House of Osman was unprecedented and unequaled in the Islamic world for its size and duration. In Europe, only the House of Habsburg had a similarly unbroken line of sovereigns (kings/emperors) from the same family who ruled for so long, and during the same period, between the late 13th and early 20th centuries. The Ottoman dynasty was Turkish in origin. On eleven occasions, the sultan was deposed (replaced by another sultan of the Ottoman dynasty, who were either the former sultan's brother, son or nephew) because he was perceived by his enemies as a threat to the state. There were only two attempts in Ottoman history to unseat the ruling Ottoman dynasty, both failures, which suggests a political system that for an extended period was able to manage its revolutions without unnecessary instability. As such, the last Ottoman sultan Mehmed VI (r. 1918\u20131922) was a direct patrilineal (male-line) descendant of the first Ottoman sultan Osman I (r. 1299\u20131326), which was unparallelled in both Europe (e.g. the male line of the House of Habsburg became extinct in 1740) and in the Islamic world. The primary purpose of the Imperial Harem was to ensure the birth of male heirs to the Ottoman throne and secure the continuation of the direct patrilineal (male-line) descendance of the Ottoman sultans.", "targets": "When was the reign of sultan Mehmed VI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5727f3b0cf40462982b35883dc797b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood is often visually distinct from the living sapwood, and can be distinguished in a cross-section where the boundary will tend to follow the growth rings. For example, it is sometimes much darker. However, other processes such as decay or insect invasion can also discolor wood, even in woody plants that do not form heartwood, which may lead to confusion.", "targets": "In what part of a tree's cross-section is heartwood visible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5727f3b0cf40462982b35883dc797b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood is often visually distinct from the living sapwood, and can be distinguished in a cross-section where the boundary will tend to follow the growth rings. For example, it is sometimes much darker. However, other processes such as decay or insect invasion can also discolor wood, even in woody plants that do not form heartwood, which may lead to confusion.", "targets": "What simple color distinction can heartwood have that makes it stand out from living wood in a tree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5727f3b0cf40462982b35883dc797b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood is often visually distinct from the living sapwood, and can be distinguished in a cross-section where the boundary will tend to follow the growth rings. For example, it is sometimes much darker. However, other processes such as decay or insect invasion can also discolor wood, even in woody plants that do not form heartwood, which may lead to confusion.", "targets": "Along with insect infestation, what process can discolor wood and make it look like heartwood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5727f3b0cf40462982b35883dc797b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood is often visually distinct from the living sapwood, and can be distinguished in a cross-section where the boundary will tend to follow the growth rings. For example, it is sometimes much darker. However, other processes such as decay or insect invasion can also discolor wood, even in woody plants that do not form heartwood, which may lead to confusion.", "targets": "What kind of plants never form heartwood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5727f3b0cf40462982b35883dc797b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood is often visually distinct from the living sapwood, and can be distinguished in a cross-section where the boundary will tend to follow the growth rings. For example, it is sometimes much darker. However, other processes such as decay or insect invasion can also discolor wood, even in woody plants that do not form heartwood, which may lead to confusion.", "targets": "What is the living wood in a tree called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7524da2d3d343f3820a1e2af1524a12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sexually reproducing organisms are diploid, with paired chromosomes, but doubling of their chromosome number may occur due to errors in cytokinesis. This can occur early in development to produce an autopolyploid or partly autopolyploid organism, or during normal processes of cellular differentiation to produce some cell types that are polyploid (endopolyploidy), or during gamete formation. An allopolyploid plant may result from a hybridisation event between two different species. Both autopolyploid and allopolyploid plants can often reproduce normally, but may be unable to cross-breed successfully with the parent population because there is a mismatch in chromosome numbers. These plants that are reproductively isolated from the parent species but live within the same geographical area, may be sufficiently successful to form a new species. Some otherwise sterile plant polyploids can still reproduce vegetatively or by seed apomixis, forming clonal populations of identical individuals. Durum wheat is a fertile tetraploid allopolyploid, while bread wheat is a fertile hexaploid. The commercial banana is an example of a sterile, seedless triploid hybrid. Common dandelion is a triploid that produces viable seeds by apomictic seed.", "targets": "What can cause the doubling of chromosome pairs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7524da2d3d343f3820a1e2af1524a12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sexually reproducing organisms are diploid, with paired chromosomes, but doubling of their chromosome number may occur due to errors in cytokinesis. This can occur early in development to produce an autopolyploid or partly autopolyploid organism, or during normal processes of cellular differentiation to produce some cell types that are polyploid (endopolyploidy), or during gamete formation. An allopolyploid plant may result from a hybridisation event between two different species. Both autopolyploid and allopolyploid plants can often reproduce normally, but may be unable to cross-breed successfully with the parent population because there is a mismatch in chromosome numbers. These plants that are reproductively isolated from the parent species but live within the same geographical area, may be sufficiently successful to form a new species. Some otherwise sterile plant polyploids can still reproduce vegetatively or by seed apomixis, forming clonal populations of identical individuals. Durum wheat is a fertile tetraploid allopolyploid, while bread wheat is a fertile hexaploid. The commercial banana is an example of a sterile, seedless triploid hybrid. Common dandelion is a triploid that produces viable seeds by apomictic seed.", "targets": "Are the plants produced by this error, able to reproduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7524da2d3d343f3820a1e2af1524a12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sexually reproducing organisms are diploid, with paired chromosomes, but doubling of their chromosome number may occur due to errors in cytokinesis. This can occur early in development to produce an autopolyploid or partly autopolyploid organism, or during normal processes of cellular differentiation to produce some cell types that are polyploid (endopolyploidy), or during gamete formation. An allopolyploid plant may result from a hybridisation event between two different species. Both autopolyploid and allopolyploid plants can often reproduce normally, but may be unable to cross-breed successfully with the parent population because there is a mismatch in chromosome numbers. These plants that are reproductively isolated from the parent species but live within the same geographical area, may be sufficiently successful to form a new species. Some otherwise sterile plant polyploids can still reproduce vegetatively or by seed apomixis, forming clonal populations of identical individuals. Durum wheat is a fertile tetraploid allopolyploid, while bread wheat is a fertile hexaploid. The commercial banana is an example of a sterile, seedless triploid hybrid. Common dandelion is a triploid that produces viable seeds by apomictic seed.", "targets": "Can these plants cross breed with the parent population of plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7524da2d3d343f3820a1e2af1524a12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sexually reproducing organisms are diploid, with paired chromosomes, but doubling of their chromosome number may occur due to errors in cytokinesis. This can occur early in development to produce an autopolyploid or partly autopolyploid organism, or during normal processes of cellular differentiation to produce some cell types that are polyploid (endopolyploidy), or during gamete formation. An allopolyploid plant may result from a hybridisation event between two different species. Both autopolyploid and allopolyploid plants can often reproduce normally, but may be unable to cross-breed successfully with the parent population because there is a mismatch in chromosome numbers. These plants that are reproductively isolated from the parent species but live within the same geographical area, may be sufficiently successful to form a new species. Some otherwise sterile plant polyploids can still reproduce vegetatively or by seed apomixis, forming clonal populations of identical individuals. Durum wheat is a fertile tetraploid allopolyploid, while bread wheat is a fertile hexaploid. The commercial banana is an example of a sterile, seedless triploid hybrid. Common dandelion is a triploid that produces viable seeds by apomictic seed.", "targets": "What happens to these new plants if they are able to reproduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7524da2d3d343f3820a1e2af1524a12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most sexually reproducing organisms are diploid, with paired chromosomes, but doubling of their chromosome number may occur due to errors in cytokinesis. This can occur early in development to produce an autopolyploid or partly autopolyploid organism, or during normal processes of cellular differentiation to produce some cell types that are polyploid (endopolyploidy), or during gamete formation. An allopolyploid plant may result from a hybridisation event between two different species. Both autopolyploid and allopolyploid plants can often reproduce normally, but may be unable to cross-breed successfully with the parent population because there is a mismatch in chromosome numbers. These plants that are reproductively isolated from the parent species but live within the same geographical area, may be sufficiently successful to form a new species. Some otherwise sterile plant polyploids can still reproduce vegetatively or by seed apomixis, forming clonal populations of identical individuals. Durum wheat is a fertile tetraploid allopolyploid, while bread wheat is a fertile hexaploid. The commercial banana is an example of a sterile, seedless triploid hybrid. Common dandelion is a triploid that produces viable seeds by apomictic seed.", "targets": "What is a yellow example of a sterile,hybrid plant with no seeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb443035fb94e56ac94b92439895b1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poland's AA defences were no match for the German attack and the situation was similar in other European countries. Significant AA warfare started with the Battle of Britain in the summer of 1940. 3.7-inch HAA were to provide the backbone of the groundbased AA defences, although initially significant numbers of 3-inch 20-cwt were also used. The Army's Anti-aircraft command, which was under command of the Air Defence UK organisation, grew to 12 AA divisions in 3 AA corps. 40-mm Bofors entered service in increasing numbers. In addition the RAF regiment was formed in 1941 with responsibility for airfield air defence, eventually with Bofors 40mm as their main armament. Fixed AA defences, using HAA and LAA, were established by the Army in key overseas places, notably Malta, Suez Canal and Singapore.", "targets": "Poland and other European countries could not defend against what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb443035fb94e56ac94b92439895b1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poland's AA defences were no match for the German attack and the situation was similar in other European countries. Significant AA warfare started with the Battle of Britain in the summer of 1940. 3.7-inch HAA were to provide the backbone of the groundbased AA defences, although initially significant numbers of 3-inch 20-cwt were also used. The Army's Anti-aircraft command, which was under command of the Air Defence UK organisation, grew to 12 AA divisions in 3 AA corps. 40-mm Bofors entered service in increasing numbers. In addition the RAF regiment was formed in 1941 with responsibility for airfield air defence, eventually with Bofors 40mm as their main armament. Fixed AA defences, using HAA and LAA, were established by the Army in key overseas places, notably Malta, Suez Canal and Singapore.", "targets": "What battle marked the beginning of significant antiaircraft warfare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb443035fb94e56ac94b92439895b1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poland's AA defences were no match for the German attack and the situation was similar in other European countries. Significant AA warfare started with the Battle of Britain in the summer of 1940. 3.7-inch HAA were to provide the backbone of the groundbased AA defences, although initially significant numbers of 3-inch 20-cwt were also used. The Army's Anti-aircraft command, which was under command of the Air Defence UK organisation, grew to 12 AA divisions in 3 AA corps. 40-mm Bofors entered service in increasing numbers. In addition the RAF regiment was formed in 1941 with responsibility for airfield air defence, eventually with Bofors 40mm as their main armament. Fixed AA defences, using HAA and LAA, were established by the Army in key overseas places, notably Malta, Suez Canal and Singapore.", "targets": "What was under command of the Air Defence UK orgnisation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb443035fb94e56ac94b92439895b1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poland's AA defences were no match for the German attack and the situation was similar in other European countries. Significant AA warfare started with the Battle of Britain in the summer of 1940. 3.7-inch HAA were to provide the backbone of the groundbased AA defences, although initially significant numbers of 3-inch 20-cwt were also used. The Army's Anti-aircraft command, which was under command of the Air Defence UK organisation, grew to 12 AA divisions in 3 AA corps. 40-mm Bofors entered service in increasing numbers. In addition the RAF regiment was formed in 1941 with responsibility for airfield air defence, eventually with Bofors 40mm as their main armament. Fixed AA defences, using HAA and LAA, were established by the Army in key overseas places, notably Malta, Suez Canal and Singapore.", "targets": "The Air Defence UK grew to have how many antiaircraft corps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb443035fb94e56ac94b92439895b1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poland's AA defences were no match for the German attack and the situation was similar in other European countries. Significant AA warfare started with the Battle of Britain in the summer of 1940. 3.7-inch HAA were to provide the backbone of the groundbased AA defences, although initially significant numbers of 3-inch 20-cwt were also used. The Army's Anti-aircraft command, which was under command of the Air Defence UK organisation, grew to 12 AA divisions in 3 AA corps. 40-mm Bofors entered service in increasing numbers. In addition the RAF regiment was formed in 1941 with responsibility for airfield air defence, eventually with Bofors 40mm as their main armament. Fixed AA defences, using HAA and LAA, were established by the Army in key overseas places, notably Malta, Suez Canal and Singapore.", "targets": "What was formed in 1941 to protect airfields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c335fe494968496a87a52d3abcbd6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eleven days after the Soviet invasion of the Polish Kresy, the secret protocol of the Molotov\u2013Ribbentrop Pact was modified by the German\u2013Soviet Treaty of Friendship, Cooperation and Demarcation,) allotting Germany a larger part of Poland and transferring Lithuania's territory (with the exception of left bank of river Scheschupe, the \"Lithuanian Strip\") from the envisioned German sphere to the Soviets. On 28 September 1939, the Soviet Union and German Reich issued a joint declaration in which they declared:", "targets": "After amending the joint agreement, who received the larger portion of Lithuania?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c335fe494968496a87a52d3abcbd6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eleven days after the Soviet invasion of the Polish Kresy, the secret protocol of the Molotov\u2013Ribbentrop Pact was modified by the German\u2013Soviet Treaty of Friendship, Cooperation and Demarcation,) allotting Germany a larger part of Poland and transferring Lithuania's territory (with the exception of left bank of river Scheschupe, the \"Lithuanian Strip\") from the envisioned German sphere to the Soviets. On 28 September 1939, the Soviet Union and German Reich issued a joint declaration in which they declared:", "targets": "What was the amended joint agreement called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c335fe494968496a87a52d3abcbd6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eleven days after the Soviet invasion of the Polish Kresy, the secret protocol of the Molotov\u2013Ribbentrop Pact was modified by the German\u2013Soviet Treaty of Friendship, Cooperation and Demarcation,) allotting Germany a larger part of Poland and transferring Lithuania's territory (with the exception of left bank of river Scheschupe, the \"Lithuanian Strip\") from the envisioned German sphere to the Soviets. On 28 September 1939, the Soviet Union and German Reich issued a joint declaration in which they declared:", "targets": "How long after the annexation of Kresy was the amendment made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9989d9a4cb443593e0bc1b22e6ee97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total complement of genes in an organism or cell is known as its genome, which may be stored on one or more chromosomes. A chromosome consists of a single, very long DNA helix on which thousands of genes are encoded.:4.2 The region of the chromosome at which a particular gene is located is called its locus. Each locus contains one allele of a gene; however, members of a population may have different alleles at the locus, each with a slightly different gene sequence.", "targets": "What is the total complement of genes in an organism or cell known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9989d9a4cb443593e0bc1b22e6ee97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total complement of genes in an organism or cell is known as its genome, which may be stored on one or more chromosomes. A chromosome consists of a single, very long DNA helix on which thousands of genes are encoded.:4.2 The region of the chromosome at which a particular gene is located is called its locus. Each locus contains one allele of a gene; however, members of a population may have different alleles at the locus, each with a slightly different gene sequence.", "targets": "What does a chromosome consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9989d9a4cb443593e0bc1b22e6ee97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total complement of genes in an organism or cell is known as its genome, which may be stored on one or more chromosomes. A chromosome consists of a single, very long DNA helix on which thousands of genes are encoded.:4.2 The region of the chromosome at which a particular gene is located is called its locus. Each locus contains one allele of a gene; however, members of a population may have different alleles at the locus, each with a slightly different gene sequence.", "targets": "What is encoded on a chromosome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9989d9a4cb443593e0bc1b22e6ee97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total complement of genes in an organism or cell is known as its genome, which may be stored on one or more chromosomes. A chromosome consists of a single, very long DNA helix on which thousands of genes are encoded.:4.2 The region of the chromosome at which a particular gene is located is called its locus. Each locus contains one allele of a gene; however, members of a population may have different alleles at the locus, each with a slightly different gene sequence.", "targets": "What is the region of the chromosome at which a particular gene is located called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9989d9a4cb443593e0bc1b22e6ee97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total complement of genes in an organism or cell is known as its genome, which may be stored on one or more chromosomes. A chromosome consists of a single, very long DNA helix on which thousands of genes are encoded.:4.2 The region of the chromosome at which a particular gene is located is called its locus. Each locus contains one allele of a gene; however, members of a population may have different alleles at the locus, each with a slightly different gene sequence.", "targets": "What does each locus contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-948be4a4a09746688689ea472c344426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Australia, initially a Liberal and Country Party affiliated party, the Liberal and Country League (LCL), mostly led by Premier of South Australia Tom Playford, was in power from the 1933 election to the 1965 election, though with assistance from an electoral malapportionment, or gerrymander, known as the Playmander. The LCL's Steele Hall governed for one term from the 1968 election to the 1970 election and during this time began the process of dismantling the Playmander. David Tonkin, as leader of the South Australian Division of the Liberal Party of Australia, became Premier at the 1979 election for one term, losing office at the 1982 election. The Liberals returned to power at the 1993 election, led by Premiers Dean Brown, John Olsen and Rob Kerin through two terms, until their defeat at the 2002 election. They have since remained in opposition under a record five Opposition Leaders.", "targets": "How long was Tom Playford in political power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-948be4a4a09746688689ea472c344426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Australia, initially a Liberal and Country Party affiliated party, the Liberal and Country League (LCL), mostly led by Premier of South Australia Tom Playford, was in power from the 1933 election to the 1965 election, though with assistance from an electoral malapportionment, or gerrymander, known as the Playmander. The LCL's Steele Hall governed for one term from the 1968 election to the 1970 election and during this time began the process of dismantling the Playmander. David Tonkin, as leader of the South Australian Division of the Liberal Party of Australia, became Premier at the 1979 election for one term, losing office at the 1982 election. The Liberals returned to power at the 1993 election, led by Premiers Dean Brown, John Olsen and Rob Kerin through two terms, until their defeat at the 2002 election. They have since remained in opposition under a record five Opposition Leaders.", "targets": "How many consecutive losses has the Liberal party faced since the 2002 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-948be4a4a09746688689ea472c344426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In South Australia, initially a Liberal and Country Party affiliated party, the Liberal and Country League (LCL), mostly led by Premier of South Australia Tom Playford, was in power from the 1933 election to the 1965 election, though with assistance from an electoral malapportionment, or gerrymander, known as the Playmander. The LCL's Steele Hall governed for one term from the 1968 election to the 1970 election and during this time began the process of dismantling the Playmander. David Tonkin, as leader of the South Australian Division of the Liberal Party of Australia, became Premier at the 1979 election for one term, losing office at the 1982 election. The Liberals returned to power at the 1993 election, led by Premiers Dean Brown, John Olsen and Rob Kerin through two terms, until their defeat at the 2002 election. They have since remained in opposition under a record five Opposition Leaders.", "targets": "During what years did the dismantling of the Playmander begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cac3fd05cf043ffa8cbcce73fb7fa48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, the International Telecommunication Union's radio telecommunications sector (ITU-R) set up a working party (IWP11/6) with the aim of setting a single international HDTV standard. One of the thornier issues concerned a suitable frame/field refresh rate, the world already having split into two camps, 25/50 Hz and 30/60 Hz, largely due to the differences in mains frequency. The IWP11/6 working party considered many views and throughout the 1980s served to encourage development in a number of video digital processing areas, not least conversion between the two main frame/field rates using motion vectors, which led to further developments in other areas. While a comprehensive HDTV standard was not in the end established, agreement on the aspect ratio was achieved.", "targets": "When did ITU-R start trying to work towards setting a single international HDTV standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cac3fd05cf043ffa8cbcce73fb7fa48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, the International Telecommunication Union's radio telecommunications sector (ITU-R) set up a working party (IWP11/6) with the aim of setting a single international HDTV standard. One of the thornier issues concerned a suitable frame/field refresh rate, the world already having split into two camps, 25/50 Hz and 30/60 Hz, largely due to the differences in mains frequency. The IWP11/6 working party considered many views and throughout the 1980s served to encourage development in a number of video digital processing areas, not least conversion between the two main frame/field rates using motion vectors, which led to further developments in other areas. While a comprehensive HDTV standard was not in the end established, agreement on the aspect ratio was achieved.", "targets": "What did ITU-R start trying to do in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cac3fd05cf043ffa8cbcce73fb7fa48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, the International Telecommunication Union's radio telecommunications sector (ITU-R) set up a working party (IWP11/6) with the aim of setting a single international HDTV standard. One of the thornier issues concerned a suitable frame/field refresh rate, the world already having split into two camps, 25/50 Hz and 30/60 Hz, largely due to the differences in mains frequency. The IWP11/6 working party considered many views and throughout the 1980s served to encourage development in a number of video digital processing areas, not least conversion between the two main frame/field rates using motion vectors, which led to further developments in other areas. While a comprehensive HDTV standard was not in the end established, agreement on the aspect ratio was achieved.", "targets": "What was one of the issues with setting a single HDTV standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cac3fd05cf043ffa8cbcce73fb7fa48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, the International Telecommunication Union's radio telecommunications sector (ITU-R) set up a working party (IWP11/6) with the aim of setting a single international HDTV standard. One of the thornier issues concerned a suitable frame/field refresh rate, the world already having split into two camps, 25/50 Hz and 30/60 Hz, largely due to the differences in mains frequency. The IWP11/6 working party considered many views and throughout the 1980s served to encourage development in a number of video digital processing areas, not least conversion between the two main frame/field rates using motion vectors, which led to further developments in other areas. While a comprehensive HDTV standard was not in the end established, agreement on the aspect ratio was achieved.", "targets": "What was used as a conversion between the two main frame/field rates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cac3fd05cf043ffa8cbcce73fb7fa48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1983, the International Telecommunication Union's radio telecommunications sector (ITU-R) set up a working party (IWP11/6) with the aim of setting a single international HDTV standard. One of the thornier issues concerned a suitable frame/field refresh rate, the world already having split into two camps, 25/50 Hz and 30/60 Hz, largely due to the differences in mains frequency. The IWP11/6 working party considered many views and throughout the 1980s served to encourage development in a number of video digital processing areas, not least conversion between the two main frame/field rates using motion vectors, which led to further developments in other areas. While a comprehensive HDTV standard was not in the end established, agreement on the aspect ratio was achieved.", "targets": "How many frame/field rates were primarily being used in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a7133ba993a48a9a6b7da94c6115200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, shipbuilding became an important industry for the town. Henry V's famous warship HMS Grace Dieu was built in Southampton. Walter Taylor's 18th century mechanisation of the block-making process was a significant step in the Industrial Revolution. From 1904 to 2004, the Thornycroft shipbuilding yard was a major employer in Southampton, building and repairing ships used in the two World Wars.", "targets": "What skilled trade was a central industry for Southampton in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a7133ba993a48a9a6b7da94c6115200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, shipbuilding became an important industry for the town. Henry V's famous warship HMS Grace Dieu was built in Southampton. Walter Taylor's 18th century mechanisation of the block-making process was a significant step in the Industrial Revolution. From 1904 to 2004, the Thornycroft shipbuilding yard was a major employer in Southampton, building and repairing ships used in the two World Wars.", "targets": "What's the name of the famed warship built in Southampton for Henry V?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a7133ba993a48a9a6b7da94c6115200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, shipbuilding became an important industry for the town. Henry V's famous warship HMS Grace Dieu was built in Southampton. Walter Taylor's 18th century mechanisation of the block-making process was a significant step in the Industrial Revolution. From 1904 to 2004, the Thornycroft shipbuilding yard was a major employer in Southampton, building and repairing ships used in the two World Wars.", "targets": "What was the name of the man who overhauled block-making to mechanize the process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a7133ba993a48a9a6b7da94c6115200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, shipbuilding became an important industry for the town. Henry V's famous warship HMS Grace Dieu was built in Southampton. Walter Taylor's 18th century mechanisation of the block-making process was a significant step in the Industrial Revolution. From 1904 to 2004, the Thornycroft shipbuilding yard was a major employer in Southampton, building and repairing ships used in the two World Wars.", "targets": "Between 1904 and 2004, what shipbuilding company employed a large portion of Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a7133ba993a48a9a6b7da94c6115200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Middle Ages, shipbuilding became an important industry for the town. Henry V's famous warship HMS Grace Dieu was built in Southampton. Walter Taylor's 18th century mechanisation of the block-making process was a significant step in the Industrial Revolution. From 1904 to 2004, the Thornycroft shipbuilding yard was a major employer in Southampton, building and repairing ships used in the two World Wars.", "targets": "In what historical period did Walter Taylor's improvements on block-making play an important role?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa8c47b1df2e4cf7be6cec130c70b870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Canadian broadcast, Christopher Eccleston recorded special video introductions for each episode (including a trivia question as part of a viewer contest) and excerpts from the Doctor Who Confidential documentary were played over the closing credits; for the broadcast of \"The Christmas Invasion\" on 26 December 2005, Billie Piper recorded a special video introduction. CBC began airing series two on 9 October 2006 at 20:00 E/P (20:30 in Newfoundland and Labrador), shortly after that day's CFL double header on Thanksgiving in most of the country.[citation needed]", "targets": "Who taped video intros for Doctor Who shows in Canada, that included a trivia question?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa8c47b1df2e4cf7be6cec130c70b870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Canadian broadcast, Christopher Eccleston recorded special video introductions for each episode (including a trivia question as part of a viewer contest) and excerpts from the Doctor Who Confidential documentary were played over the closing credits; for the broadcast of \"The Christmas Invasion\" on 26 December 2005, Billie Piper recorded a special video introduction. CBC began airing series two on 9 October 2006 at 20:00 E/P (20:30 in Newfoundland and Labrador), shortly after that day's CFL double header on Thanksgiving in most of the country.[citation needed]", "targets": "What played during the closing credits of the Doctor Who episodes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa8c47b1df2e4cf7be6cec130c70b870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Canadian broadcast, Christopher Eccleston recorded special video introductions for each episode (including a trivia question as part of a viewer contest) and excerpts from the Doctor Who Confidential documentary were played over the closing credits; for the broadcast of \"The Christmas Invasion\" on 26 December 2005, Billie Piper recorded a special video introduction. CBC began airing series two on 9 October 2006 at 20:00 E/P (20:30 in Newfoundland and Labrador), shortly after that day's CFL double header on Thanksgiving in most of the country.[citation needed]", "targets": "For which show did Billie Piper tape an introduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa8c47b1df2e4cf7be6cec130c70b870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Canadian broadcast, Christopher Eccleston recorded special video introductions for each episode (including a trivia question as part of a viewer contest) and excerpts from the Doctor Who Confidential documentary were played over the closing credits; for the broadcast of \"The Christmas Invasion\" on 26 December 2005, Billie Piper recorded a special video introduction. CBC began airing series two on 9 October 2006 at 20:00 E/P (20:30 in Newfoundland and Labrador), shortly after that day's CFL double header on Thanksgiving in most of the country.[citation needed]", "targets": "On what date was series two first shown by the CBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa8c47b1df2e4cf7be6cec130c70b870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the Canadian broadcast, Christopher Eccleston recorded special video introductions for each episode (including a trivia question as part of a viewer contest) and excerpts from the Doctor Who Confidential documentary were played over the closing credits; for the broadcast of \"The Christmas Invasion\" on 26 December 2005, Billie Piper recorded a special video introduction. CBC began airing series two on 9 October 2006 at 20:00 E/P (20:30 in Newfoundland and Labrador), shortly after that day's CFL double header on Thanksgiving in most of the country.[citation needed]", "targets": "What holiday coincided with the first showing of series two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "What amoun of the United States population is compromised of Native Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "How many people identified as Native American in the 2010 census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "How many of the self-identified Native Americans are recognized as enrolled tribal members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "Where do a minority of US Native Americans live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "What tribe has the legal right to freely cross the US-Canadian border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "What amoun of the United States population is compromised of Native Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "How many of the self-identified Native Americans are recognized as enrolled tribal members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "How many people identified as Native American in the 2010 census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "What tribe has the legal right to freely cross the US-Canadian border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2773f4c8f00466f84ce3c59a0367c9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native Americans in the United States make up 0.97% to 2% of the population. In the 2010 census, 2.9 million people self-identified as Native American, Native Hawaiian, and Alaska Native alone, and 5.2 million people identified as U.S. Native Americans, either alone or in combination with one or more ethnicity or other races. 1.8 million are recognized as enrolled tribal members.[citation needed] Tribes have established their own criteria for membership, which are often based on blood quantum, lineal descent, or residency. A minority of US Native Americans live in land units called Indian reservations. Some California and Southwestern tribes, such as the Kumeyaay, Cocopa, Pascua Yaqui and Apache span both sides of the US\u2013Mexican border. Haudenosaunee people have the legal right to freely cross the US\u2013Canadian border. Athabascan, Tlingit, Haida, Tsimshian, I\u00f1upiat, Blackfeet, Nakota, Cree, Anishinaabe, Huron, Lenape, Mi'kmaq, Penobscot, and Haudenosaunee, among others live in both Canada and the US.", "targets": "Where do a minority of US Native Americans live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d643a457a1e94d388b3f6169588f5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-1990s, Melbourne has maintained significant population and employment growth. There has been substantial international investment in the city's industries and property market. Major inner-city urban renewal has occurred in areas such as Southbank, Port Melbourne, Melbourne Docklands and more recently, South Wharf. According to the Australian Bureau of Statistics, Melbourne sustained the highest population increase and economic growth rate of any Australian capital city in the three years ended June 2004. These factors have led to population growth and further suburban expansion through the 2000s.", "targets": "To what areas has Melbourne dedicated substantial international investment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d643a457a1e94d388b3f6169588f5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-1990s, Melbourne has maintained significant population and employment growth. There has been substantial international investment in the city's industries and property market. Major inner-city urban renewal has occurred in areas such as Southbank, Port Melbourne, Melbourne Docklands and more recently, South Wharf. According to the Australian Bureau of Statistics, Melbourne sustained the highest population increase and economic growth rate of any Australian capital city in the three years ended June 2004. These factors have led to population growth and further suburban expansion through the 2000s.", "targets": "In what areas has major inner-city urban renewal occurred?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d643a457a1e94d388b3f6169588f5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-1990s, Melbourne has maintained significant population and employment growth. There has been substantial international investment in the city's industries and property market. Major inner-city urban renewal has occurred in areas such as Southbank, Port Melbourne, Melbourne Docklands and more recently, South Wharf. According to the Australian Bureau of Statistics, Melbourne sustained the highest population increase and economic growth rate of any Australian capital city in the three years ended June 2004. These factors have led to population growth and further suburban expansion through the 2000s.", "targets": "Melbourne has sustained the highest population increase and economic growth rate in any Australian city according to what organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d643a457a1e94d388b3f6169588f5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-1990s, Melbourne has maintained significant population and employment growth. There has been substantial international investment in the city's industries and property market. Major inner-city urban renewal has occurred in areas such as Southbank, Port Melbourne, Melbourne Docklands and more recently, South Wharf. According to the Australian Bureau of Statistics, Melbourne sustained the highest population increase and economic growth rate of any Australian capital city in the three years ended June 2004. These factors have led to population growth and further suburban expansion through the 2000s.", "targets": "How many years did Melbourne sustain the highest population increase and economic growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37be417ccc2a419cabbc712493ee2efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger has been a registered Republican for many years. As an actor, his political views were always well known as they contrasted with those of many other prominent Hollywood stars, who are generally considered to be a liberal and Democratic-leaning community. At the 2004 Republican National Convention, Schwarzenegger gave a speech and explained why he was a Republican:", "targets": "In what year did Schwarzenegger speak at the Republican National Convention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3842bdcb2f44ae9ea72984c27ae0b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The root system and the shoot system are interdependent \u2013 the usually nonphotosynthetic root system depends on the shoot system for food, and the usually photosynthetic shoot system depends on water and minerals from the root system. Cells in each system are capable of creating cells of the other and producing adventitious shoots or roots. Stolons and tubers are examples of shoots that can grow roots. Roots that spread out close to the surface, such as those of willows, can produce shoots and ultimately new plants. In the event that one of the systems is lost, the other can often regrow it. In fact it is possible to grow an entire plant from a single leaf, as is the case with Saintpaulia, or even a single cell \u2013 which can dedifferentiate into a callus (a mass of unspecialised cells) that can grow into a new plant. In vascular plants, the xylem and phloem are the conductive tissues that transport resources between shoots and roots. Roots are often adapted to store food such as sugars or starch, as in sugar beets and carrots.", "targets": "Do the roots and shoots need each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3842bdcb2f44ae9ea72984c27ae0b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The root system and the shoot system are interdependent \u2013 the usually nonphotosynthetic root system depends on the shoot system for food, and the usually photosynthetic shoot system depends on water and minerals from the root system. Cells in each system are capable of creating cells of the other and producing adventitious shoots or roots. Stolons and tubers are examples of shoots that can grow roots. Roots that spread out close to the surface, such as those of willows, can produce shoots and ultimately new plants. In the event that one of the systems is lost, the other can often regrow it. In fact it is possible to grow an entire plant from a single leaf, as is the case with Saintpaulia, or even a single cell \u2013 which can dedifferentiate into a callus (a mass of unspecialised cells) that can grow into a new plant. In vascular plants, the xylem and phloem are the conductive tissues that transport resources between shoots and roots. Roots are often adapted to store food such as sugars or starch, as in sugar beets and carrots.", "targets": "What do the roots get from the shoots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3842bdcb2f44ae9ea72984c27ae0b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The root system and the shoot system are interdependent \u2013 the usually nonphotosynthetic root system depends on the shoot system for food, and the usually photosynthetic shoot system depends on water and minerals from the root system. Cells in each system are capable of creating cells of the other and producing adventitious shoots or roots. Stolons and tubers are examples of shoots that can grow roots. Roots that spread out close to the surface, such as those of willows, can produce shoots and ultimately new plants. In the event that one of the systems is lost, the other can often regrow it. In fact it is possible to grow an entire plant from a single leaf, as is the case with Saintpaulia, or even a single cell \u2013 which can dedifferentiate into a callus (a mass of unspecialised cells) that can grow into a new plant. In vascular plants, the xylem and phloem are the conductive tissues that transport resources between shoots and roots. Roots are often adapted to store food such as sugars or starch, as in sugar beets and carrots.", "targets": "What are roots used for in beets and carrots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3842bdcb2f44ae9ea72984c27ae0b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The root system and the shoot system are interdependent \u2013 the usually nonphotosynthetic root system depends on the shoot system for food, and the usually photosynthetic shoot system depends on water and minerals from the root system. Cells in each system are capable of creating cells of the other and producing adventitious shoots or roots. Stolons and tubers are examples of shoots that can grow roots. Roots that spread out close to the surface, such as those of willows, can produce shoots and ultimately new plants. In the event that one of the systems is lost, the other can often regrow it. In fact it is possible to grow an entire plant from a single leaf, as is the case with Saintpaulia, or even a single cell \u2013 which can dedifferentiate into a callus (a mass of unspecialised cells) that can grow into a new plant. In vascular plants, the xylem and phloem are the conductive tissues that transport resources between shoots and roots. Roots are often adapted to store food such as sugars or starch, as in sugar beets and carrots.", "targets": "What happens if a plant looses roots or its shoots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3842bdcb2f44ae9ea72984c27ae0b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The root system and the shoot system are interdependent \u2013 the usually nonphotosynthetic root system depends on the shoot system for food, and the usually photosynthetic shoot system depends on water and minerals from the root system. Cells in each system are capable of creating cells of the other and producing adventitious shoots or roots. Stolons and tubers are examples of shoots that can grow roots. Roots that spread out close to the surface, such as those of willows, can produce shoots and ultimately new plants. In the event that one of the systems is lost, the other can often regrow it. In fact it is possible to grow an entire plant from a single leaf, as is the case with Saintpaulia, or even a single cell \u2013 which can dedifferentiate into a callus (a mass of unspecialised cells) that can grow into a new plant. In vascular plants, the xylem and phloem are the conductive tissues that transport resources between shoots and roots. Roots are often adapted to store food such as sugars or starch, as in sugar beets and carrots.", "targets": "What do the shoots get from the roots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95948009f346446ab5643a3552671565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the watershed events of Hurricane Andrew in 1992, the state of Florida began investing in economic development through the Office of Trade, Tourism, and Economic Development. Governor Jeb Bush realized that watershed events such as Andrew negatively impacted Florida's backbone industry of tourism severely. The office was directed to target Medical/Bio-Sciences among others. Three years later, The Scripps Research Institute (TSRI) announced it had chosen Florida for its newest expansion. In 2003, TSRI announced plans to establish a major science center in Palm Beach, a 364,000 square feet (33,800 m2) facility on 100 acres (40 ha), which TSRI planned to occupy in 2006.", "targets": "What did Hurricane Andrew cause Florida to do "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95948009f346446ab5643a3552671565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the watershed events of Hurricane Andrew in 1992, the state of Florida began investing in economic development through the Office of Trade, Tourism, and Economic Development. Governor Jeb Bush realized that watershed events such as Andrew negatively impacted Florida's backbone industry of tourism severely. The office was directed to target Medical/Bio-Sciences among others. Three years later, The Scripps Research Institute (TSRI) announced it had chosen Florida for its newest expansion. In 2003, TSRI announced plans to establish a major science center in Palm Beach, a 364,000 square feet (33,800 m2) facility on 100 acres (40 ha), which TSRI planned to occupy in 2006.", "targets": "What did Govenor Bush Realize"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95948009f346446ab5643a3552671565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the watershed events of Hurricane Andrew in 1992, the state of Florida began investing in economic development through the Office of Trade, Tourism, and Economic Development. Governor Jeb Bush realized that watershed events such as Andrew negatively impacted Florida's backbone industry of tourism severely. The office was directed to target Medical/Bio-Sciences among others. Three years later, The Scripps Research Institute (TSRI) announced it had chosen Florida for its newest expansion. In 2003, TSRI announced plans to establish a major science center in Palm Beach, a 364,000 square feet (33,800 m2) facility on 100 acres (40 ha), which TSRI planned to occupy in 2006.", "targets": "What industry was targeted "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95948009f346446ab5643a3552671565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the watershed events of Hurricane Andrew in 1992, the state of Florida began investing in economic development through the Office of Trade, Tourism, and Economic Development. Governor Jeb Bush realized that watershed events such as Andrew negatively impacted Florida's backbone industry of tourism severely. The office was directed to target Medical/Bio-Sciences among others. Three years later, The Scripps Research Institute (TSRI) announced it had chosen Florida for its newest expansion. In 2003, TSRI announced plans to establish a major science center in Palm Beach, a 364,000 square feet (33,800 m2) facility on 100 acres (40 ha), which TSRI planned to occupy in 2006.", "targets": "Who chose to expand their corporation in Florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ed76bbb774393a4e21ba3c93d5651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are some theories on emotions arguing that cognitive activity in the form of judgments, evaluations, or thoughts are necessary in order for an emotion to occur. A prominent philosophical exponent is Robert C. Solomon (for example, The Passions, Emotions and the Meaning of Life, 1993). Solomon claims that emotions are judgments. He has put forward a more nuanced view which response to what he has called the \u2018standard objection\u2019 to cognitivism, the idea that a judgment that something is fearsome can occur with or without emotion, so judgment cannot be identified with emotion. The theory proposed by Nico Frijda where appraisal leads to action tendencies is another example.", "targets": "Who wrote The Passions, Emotions and the Meaning of Life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ed76bbb774393a4e21ba3c93d5651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are some theories on emotions arguing that cognitive activity in the form of judgments, evaluations, or thoughts are necessary in order for an emotion to occur. A prominent philosophical exponent is Robert C. Solomon (for example, The Passions, Emotions and the Meaning of Life, 1993). Solomon claims that emotions are judgments. He has put forward a more nuanced view which response to what he has called the \u2018standard objection\u2019 to cognitivism, the idea that a judgment that something is fearsome can occur with or without emotion, so judgment cannot be identified with emotion. The theory proposed by Nico Frijda where appraisal leads to action tendencies is another example.", "targets": "In what year was The Passions, Emotions and the Meaning of Life published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ed76bbb774393a4e21ba3c93d5651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are some theories on emotions arguing that cognitive activity in the form of judgments, evaluations, or thoughts are necessary in order for an emotion to occur. A prominent philosophical exponent is Robert C. Solomon (for example, The Passions, Emotions and the Meaning of Life, 1993). Solomon claims that emotions are judgments. He has put forward a more nuanced view which response to what he has called the \u2018standard objection\u2019 to cognitivism, the idea that a judgment that something is fearsome can occur with or without emotion, so judgment cannot be identified with emotion. The theory proposed by Nico Frijda where appraisal leads to action tendencies is another example.", "targets": "What does Solomon believe emotions to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ed76bbb774393a4e21ba3c93d5651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are some theories on emotions arguing that cognitive activity in the form of judgments, evaluations, or thoughts are necessary in order for an emotion to occur. A prominent philosophical exponent is Robert C. Solomon (for example, The Passions, Emotions and the Meaning of Life, 1993). Solomon claims that emotions are judgments. He has put forward a more nuanced view which response to what he has called the \u2018standard objection\u2019 to cognitivism, the idea that a judgment that something is fearsome can occur with or without emotion, so judgment cannot be identified with emotion. The theory proposed by Nico Frijda where appraisal leads to action tendencies is another example.", "targets": "Whose theory discussed action tendencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e51ed76bbb774393a4e21ba3c93d5651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are some theories on emotions arguing that cognitive activity in the form of judgments, evaluations, or thoughts are necessary in order for an emotion to occur. A prominent philosophical exponent is Robert C. Solomon (for example, The Passions, Emotions and the Meaning of Life, 1993). Solomon claims that emotions are judgments. He has put forward a more nuanced view which response to what he has called the \u2018standard objection\u2019 to cognitivism, the idea that a judgment that something is fearsome can occur with or without emotion, so judgment cannot be identified with emotion. The theory proposed by Nico Frijda where appraisal leads to action tendencies is another example.", "targets": "The idea that judgment can't be identified with emotion is an objection to what school of thought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-495148492c6948ac919b026c2346f955", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Spanish transition to democracy (1975\u20131982), Catalan has been recognized as an official language, language of education, and language of mass media, all of which have contributed to its increased prestige. There is no parallel in Europe of such a large, bilingual, non-state speech community.", "targets": "What happened in 1975-1982?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-495148492c6948ac919b026c2346f955", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Spanish transition to democracy (1975\u20131982), Catalan has been recognized as an official language, language of education, and language of mass media, all of which have contributed to its increased prestige. There is no parallel in Europe of such a large, bilingual, non-state speech community.", "targets": "What has this official language state done for Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-495148492c6948ac919b026c2346f955", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Spanish transition to democracy (1975\u20131982), Catalan has been recognized as an official language, language of education, and language of mass media, all of which have contributed to its increased prestige. There is no parallel in Europe of such a large, bilingual, non-state speech community.", "targets": "Where is there nothing like this non-state speech community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-495148492c6948ac919b026c2346f955", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Spanish transition to democracy (1975\u20131982), Catalan has been recognized as an official language, language of education, and language of mass media, all of which have contributed to its increased prestige. There is no parallel in Europe of such a large, bilingual, non-state speech community.", "targets": "Besides being the official language and language of education, what other group uses Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e007ed6954b4e3cad247f9c560aafdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the east of the county are upland areas leading to the Pennines. North of the Ribble is Beacon Fell Country Park and the Forest of Bowland, another AONB. Much of the lowland in this area is devoted to dairy farming and cheesemaking, whereas the higher ground is more suitable for sheep, and the highest ground is uncultivated moorland. The valleys of the River Ribble and its tributary the Calder form a large gap to the west of the Pennines, overlooked by Pendle Hill. Most of the larger Lancashire towns are in these valleys South of the Ribble are the West Pennine Moors and the Forest of Rossendale where former cotton mill towns are in deep valleys. The Lancashire Coalfield, largely in modern-day Greater Manchester, extended into Merseyside and to Ormskirk, Chorley, Burnley and Colne in Lancashire.", "targets": "What is most of the lowland in the county devoted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e007ed6954b4e3cad247f9c560aafdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the east of the county are upland areas leading to the Pennines. North of the Ribble is Beacon Fell Country Park and the Forest of Bowland, another AONB. Much of the lowland in this area is devoted to dairy farming and cheesemaking, whereas the higher ground is more suitable for sheep, and the highest ground is uncultivated moorland. The valleys of the River Ribble and its tributary the Calder form a large gap to the west of the Pennines, overlooked by Pendle Hill. Most of the larger Lancashire towns are in these valleys South of the Ribble are the West Pennine Moors and the Forest of Rossendale where former cotton mill towns are in deep valleys. The Lancashire Coalfield, largely in modern-day Greater Manchester, extended into Merseyside and to Ormskirk, Chorley, Burnley and Colne in Lancashire.", "targets": "What is the higer ground in the county devoted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e007ed6954b4e3cad247f9c560aafdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the east of the county are upland areas leading to the Pennines. North of the Ribble is Beacon Fell Country Park and the Forest of Bowland, another AONB. Much of the lowland in this area is devoted to dairy farming and cheesemaking, whereas the higher ground is more suitable for sheep, and the highest ground is uncultivated moorland. The valleys of the River Ribble and its tributary the Calder form a large gap to the west of the Pennines, overlooked by Pendle Hill. Most of the larger Lancashire towns are in these valleys South of the Ribble are the West Pennine Moors and the Forest of Rossendale where former cotton mill towns are in deep valleys. The Lancashire Coalfield, largely in modern-day Greater Manchester, extended into Merseyside and to Ormskirk, Chorley, Burnley and Colne in Lancashire.", "targets": "What is in the highest ground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e007ed6954b4e3cad247f9c560aafdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the east of the county are upland areas leading to the Pennines. North of the Ribble is Beacon Fell Country Park and the Forest of Bowland, another AONB. Much of the lowland in this area is devoted to dairy farming and cheesemaking, whereas the higher ground is more suitable for sheep, and the highest ground is uncultivated moorland. The valleys of the River Ribble and its tributary the Calder form a large gap to the west of the Pennines, overlooked by Pendle Hill. Most of the larger Lancashire towns are in these valleys South of the Ribble are the West Pennine Moors and the Forest of Rossendale where former cotton mill towns are in deep valleys. The Lancashire Coalfield, largely in modern-day Greater Manchester, extended into Merseyside and to Ormskirk, Chorley, Burnley and Colne in Lancashire.", "targets": "Where is the Lancashire Coalfield located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e007ed6954b4e3cad247f9c560aafdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the east of the county are upland areas leading to the Pennines. North of the Ribble is Beacon Fell Country Park and the Forest of Bowland, another AONB. Much of the lowland in this area is devoted to dairy farming and cheesemaking, whereas the higher ground is more suitable for sheep, and the highest ground is uncultivated moorland. The valleys of the River Ribble and its tributary the Calder form a large gap to the west of the Pennines, overlooked by Pendle Hill. Most of the larger Lancashire towns are in these valleys South of the Ribble are the West Pennine Moors and the Forest of Rossendale where former cotton mill towns are in deep valleys. The Lancashire Coalfield, largely in modern-day Greater Manchester, extended into Merseyside and to Ormskirk, Chorley, Burnley and Colne in Lancashire.", "targets": "where is Beacon Fell County Park located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02e6d9f03cee4fb78e1c6daa9fc3ef33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies of autosomal DNA, which look at the entire DNA mixture, have become increasingly important as the technology develops. They show that Jewish populations have tended to form relatively closely related groups in independent communities, with most in a community sharing significant ancestry in common. For Jewish populations of the diaspora, the genetic composition of Ashkenazi, Sephardi, and Mizrahi Jewish populations show a predominant amount of shared Middle Eastern ancestry. According to Behar, the most parsimonious explanation for this shared Middle Eastern ancestry is that it is \"consistent with the historical formulation of the Jewish people as descending from ancient Hebrew and Israelite residents of the Levant\" and \"the dispersion of the people of ancient Israel throughout the Old World\". North African, Italian and others of Iberian origin show variable frequencies of admixture with non-Jewish historical host populations among the maternal lines. In the case of Ashkenazi and Sephardi Jews (in particular Moroccan Jews), who are closely related, the source of non-Jewish admixture is mainly southern European, while Mizrahi Jews show evidence of admixture with other Middle Eastern populations and Sub-Saharan Africans. Behar et al. have remarked on an especially close relationship of Ashkenazi Jews and modern Italians.", "targets": "What looks at the entire DNA mixture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02e6d9f03cee4fb78e1c6daa9fc3ef33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies of autosomal DNA, which look at the entire DNA mixture, have become increasingly important as the technology develops. They show that Jewish populations have tended to form relatively closely related groups in independent communities, with most in a community sharing significant ancestry in common. For Jewish populations of the diaspora, the genetic composition of Ashkenazi, Sephardi, and Mizrahi Jewish populations show a predominant amount of shared Middle Eastern ancestry. According to Behar, the most parsimonious explanation for this shared Middle Eastern ancestry is that it is \"consistent with the historical formulation of the Jewish people as descending from ancient Hebrew and Israelite residents of the Levant\" and \"the dispersion of the people of ancient Israel throughout the Old World\". North African, Italian and others of Iberian origin show variable frequencies of admixture with non-Jewish historical host populations among the maternal lines. In the case of Ashkenazi and Sephardi Jews (in particular Moroccan Jews), who are closely related, the source of non-Jewish admixture is mainly southern European, while Mizrahi Jews show evidence of admixture with other Middle Eastern populations and Sub-Saharan Africans. Behar et al. have remarked on an especially close relationship of Ashkenazi Jews and modern Italians.", "targets": "What has become increasingly important as the technology deveops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02e6d9f03cee4fb78e1c6daa9fc3ef33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies of autosomal DNA, which look at the entire DNA mixture, have become increasingly important as the technology develops. They show that Jewish populations have tended to form relatively closely related groups in independent communities, with most in a community sharing significant ancestry in common. For Jewish populations of the diaspora, the genetic composition of Ashkenazi, Sephardi, and Mizrahi Jewish populations show a predominant amount of shared Middle Eastern ancestry. According to Behar, the most parsimonious explanation for this shared Middle Eastern ancestry is that it is \"consistent with the historical formulation of the Jewish people as descending from ancient Hebrew and Israelite residents of the Levant\" and \"the dispersion of the people of ancient Israel throughout the Old World\". North African, Italian and others of Iberian origin show variable frequencies of admixture with non-Jewish historical host populations among the maternal lines. In the case of Ashkenazi and Sephardi Jews (in particular Moroccan Jews), who are closely related, the source of non-Jewish admixture is mainly southern European, while Mizrahi Jews show evidence of admixture with other Middle Eastern populations and Sub-Saharan Africans. Behar et al. have remarked on an especially close relationship of Ashkenazi Jews and modern Italians.", "targets": "Mizrahi Jews show evidence of admixture with whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4907d2e2daa44bbb95c2915ee7792884", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were at first made on the nomination of the self-governing Dominions of the Empire, the Viceroy of India, and the colonial governors, as well as on nominations from within the United Kingdom. As the Empire evolved into the Commonwealth, nominations continued to come from the Commonwealth realms, in which the monarch remained head of state. These overseas nominations have been discontinued in realms that have established their own Orders\u2014such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit\u2014but members of the Order are still appointed in the British Overseas Territories.", "targets": "How were the appointments to the Order of the British Empire made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4907d2e2daa44bbb95c2915ee7792884", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were at first made on the nomination of the self-governing Dominions of the Empire, the Viceroy of India, and the colonial governors, as well as on nominations from within the United Kingdom. As the Empire evolved into the Commonwealth, nominations continued to come from the Commonwealth realms, in which the monarch remained head of state. These overseas nominations have been discontinued in realms that have established their own Orders\u2014such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit\u2014but members of the Order are still appointed in the British Overseas Territories.", "targets": "What remained the head of state of the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4907d2e2daa44bbb95c2915ee7792884", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were at first made on the nomination of the self-governing Dominions of the Empire, the Viceroy of India, and the colonial governors, as well as on nominations from within the United Kingdom. As the Empire evolved into the Commonwealth, nominations continued to come from the Commonwealth realms, in which the monarch remained head of state. These overseas nominations have been discontinued in realms that have established their own Orders\u2014such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit\u2014but members of the Order are still appointed in the British Overseas Territories.", "targets": "What evolved as the Commonwealth nominations continued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4907d2e2daa44bbb95c2915ee7792884", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were at first made on the nomination of the self-governing Dominions of the Empire, the Viceroy of India, and the colonial governors, as well as on nominations from within the United Kingdom. As the Empire evolved into the Commonwealth, nominations continued to come from the Commonwealth realms, in which the monarch remained head of state. These overseas nominations have been discontinued in realms that have established their own Orders\u2014such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit\u2014but members of the Order are still appointed in the British Overseas Territories.", "targets": "Why did the oversea nominations discontinue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4907d2e2daa44bbb95c2915ee7792884", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Appointments to the Order of the British Empire were at first made on the nomination of the self-governing Dominions of the Empire, the Viceroy of India, and the colonial governors, as well as on nominations from within the United Kingdom. As the Empire evolved into the Commonwealth, nominations continued to come from the Commonwealth realms, in which the monarch remained head of state. These overseas nominations have been discontinued in realms that have established their own Orders\u2014such as the Order of Australia, the Order of Canada, and the New Zealand Order of Merit\u2014but members of the Order are still appointed in the British Overseas Territories.", "targets": "What countries established new orders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70838bbab246079d5ae2bf30d119d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Hebrew Bible narrative, Jewish ancestry is traced back to the Biblical patriarchs such as Abraham, Isaac and Jacob, and the Biblical matriarchs Sarah, Rebecca, Leah, and Rachel, who lived in Canaan around the 18th century BCE. Jacob and his family migrated to Ancient Egypt after being invited to live with Jacob's son Joseph by the Pharaoh himself. The patriarchs' descendants were later enslaved until the Exodus led by Moses, traditionally dated to the 13th century BCE, after which the Israelites conquered Canaan.[citation needed]", "targets": "Name one person that Jewish ancestry traced back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70838bbab246079d5ae2bf30d119d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Hebrew Bible narrative, Jewish ancestry is traced back to the Biblical patriarchs such as Abraham, Isaac and Jacob, and the Biblical matriarchs Sarah, Rebecca, Leah, and Rachel, who lived in Canaan around the 18th century BCE. Jacob and his family migrated to Ancient Egypt after being invited to live with Jacob's son Joseph by the Pharaoh himself. The patriarchs' descendants were later enslaved until the Exodus led by Moses, traditionally dated to the 13th century BCE, after which the Israelites conquered Canaan.[citation needed]", "targets": "Where did Jacob and his family migrate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70838bbab246079d5ae2bf30d119d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Hebrew Bible narrative, Jewish ancestry is traced back to the Biblical patriarchs such as Abraham, Isaac and Jacob, and the Biblical matriarchs Sarah, Rebecca, Leah, and Rachel, who lived in Canaan around the 18th century BCE. Jacob and his family migrated to Ancient Egypt after being invited to live with Jacob's son Joseph by the Pharaoh himself. The patriarchs' descendants were later enslaved until the Exodus led by Moses, traditionally dated to the 13th century BCE, after which the Israelites conquered Canaan.[citation needed]", "targets": "Who led the Exodus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70838bbab246079d5ae2bf30d119d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Hebrew Bible narrative, Jewish ancestry is traced back to the Biblical patriarchs such as Abraham, Isaac and Jacob, and the Biblical matriarchs Sarah, Rebecca, Leah, and Rachel, who lived in Canaan around the 18th century BCE. Jacob and his family migrated to Ancient Egypt after being invited to live with Jacob's son Joseph by the Pharaoh himself. The patriarchs' descendants were later enslaved until the Exodus led by Moses, traditionally dated to the 13th century BCE, after which the Israelites conquered Canaan.[citation needed]", "targets": "Who was Jacob's son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70838bbab246079d5ae2bf30d119d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Hebrew Bible narrative, Jewish ancestry is traced back to the Biblical patriarchs such as Abraham, Isaac and Jacob, and the Biblical matriarchs Sarah, Rebecca, Leah, and Rachel, who lived in Canaan around the 18th century BCE. Jacob and his family migrated to Ancient Egypt after being invited to live with Jacob's son Joseph by the Pharaoh himself. The patriarchs' descendants were later enslaved until the Exodus led by Moses, traditionally dated to the 13th century BCE, after which the Israelites conquered Canaan.[citation needed]", "targets": "Who was Joseph's father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f566378a654467f9600a272d7a5b80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet was once a strong power contemporaneous with Tang China (618\u2013907). Until the Tibetan Empire's collapse in the 9th century, it was the Tang's major rival in dominating Inner Asia. The Yarlung rulers of Tibet also signed various peace treaties with the Tang, culminating in a treaty in 821 that fixed the borders between Tibet and China.", "targets": "In what century did the Tibetan Empire fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f566378a654467f9600a272d7a5b80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet was once a strong power contemporaneous with Tang China (618\u2013907). Until the Tibetan Empire's collapse in the 9th century, it was the Tang's major rival in dominating Inner Asia. The Yarlung rulers of Tibet also signed various peace treaties with the Tang, culminating in a treaty in 821 that fixed the borders between Tibet and China.", "targets": "Who signed multiple peace treaties with the Tang? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f566378a654467f9600a272d7a5b80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet was once a strong power contemporaneous with Tang China (618\u2013907). Until the Tibetan Empire's collapse in the 9th century, it was the Tang's major rival in dominating Inner Asia. The Yarlung rulers of Tibet also signed various peace treaties with the Tang, culminating in a treaty in 821 that fixed the borders between Tibet and China.", "targets": "What did one of the treaties between the Tang and Tibet help fix?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f566378a654467f9600a272d7a5b80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet was once a strong power contemporaneous with Tang China (618\u2013907). Until the Tibetan Empire's collapse in the 9th century, it was the Tang's major rival in dominating Inner Asia. The Yarlung rulers of Tibet also signed various peace treaties with the Tang, culminating in a treaty in 821 that fixed the borders between Tibet and China.", "targets": "Who was the Tangs biggest rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f566378a654467f9600a272d7a5b80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet was once a strong power contemporaneous with Tang China (618\u2013907). Until the Tibetan Empire's collapse in the 9th century, it was the Tang's major rival in dominating Inner Asia. The Yarlung rulers of Tibet also signed various peace treaties with the Tang, culminating in a treaty in 821 that fixed the borders between Tibet and China.", "targets": "What year did Tang and Tibet sign a treaty to fix the borders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32d1ead338cd480b82db7e980c74b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang benefited less from central government investment than some other provinces due to its lack of natural resources, a location vulnerable to potential flooding from the sea, and an economic base at the national average. Zhejiang, however, has been an epicenter of capitalist development in China, and has led the nation in the development of a market economy and private enterprises. Northeast Zhejiang, as part of the Yangtze Delta, is flat, more developed, and industrial.", "targets": "What type of resources does Zhejiang have a lack of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32d1ead338cd480b82db7e980c74b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang benefited less from central government investment than some other provinces due to its lack of natural resources, a location vulnerable to potential flooding from the sea, and an economic base at the national average. Zhejiang, however, has been an epicenter of capitalist development in China, and has led the nation in the development of a market economy and private enterprises. Northeast Zhejiang, as part of the Yangtze Delta, is flat, more developed, and industrial.", "targets": "What is Zhejiang's location vulnerable to from the sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32d1ead338cd480b82db7e980c74b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang benefited less from central government investment than some other provinces due to its lack of natural resources, a location vulnerable to potential flooding from the sea, and an economic base at the national average. Zhejiang, however, has been an epicenter of capitalist development in China, and has led the nation in the development of a market economy and private enterprises. Northeast Zhejiang, as part of the Yangtze Delta, is flat, more developed, and industrial.", "targets": "What type of development has Zhejiang been an epicenter of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32d1ead338cd480b82db7e980c74b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang benefited less from central government investment than some other provinces due to its lack of natural resources, a location vulnerable to potential flooding from the sea, and an economic base at the national average. Zhejiang, however, has been an epicenter of capitalist development in China, and has led the nation in the development of a market economy and private enterprises. Northeast Zhejiang, as part of the Yangtze Delta, is flat, more developed, and industrial.", "targets": "Which part of Zhejiang is part of the Yangtze Delta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32d1ead338cd480b82db7e980c74b123", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang benefited less from central government investment than some other provinces due to its lack of natural resources, a location vulnerable to potential flooding from the sea, and an economic base at the national average. Zhejiang, however, has been an epicenter of capitalist development in China, and has led the nation in the development of a market economy and private enterprises. Northeast Zhejiang, as part of the Yangtze Delta, is flat, more developed, and industrial.", "targets": "What type of geography is Northeast Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845e69530e3b42498d78f9ef6ea9ba4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the Ottoman territories in the Balkans (such as Thessaloniki, Macedonia and Kosovo) were temporarily lost after 1402 but were later recovered by Murad II between the 1430s and 1450s. On 10 November 1444, Murad II defeated the Hungarian, Polish, and Wallachian armies under W\u0142adys\u0142aw III of Poland (also King of Hungary) and John Hunyadi at the Battle of Varna, the final battle of the Crusade of Varna, although Albanians under Skanderbeg continued to resist. Four years later, John Hunyadi prepared another army (of Hungarian and Wallachian forces) to attack the Turks but was again defeated by Murad II at the Second Battle of Kosovo in 1448.", "targets": "Who recovered Ottoman empire territories in the Balkans in the 1430s to the 1450s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845e69530e3b42498d78f9ef6ea9ba4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the Ottoman territories in the Balkans (such as Thessaloniki, Macedonia and Kosovo) were temporarily lost after 1402 but were later recovered by Murad II between the 1430s and 1450s. On 10 November 1444, Murad II defeated the Hungarian, Polish, and Wallachian armies under W\u0142adys\u0142aw III of Poland (also King of Hungary) and John Hunyadi at the Battle of Varna, the final battle of the Crusade of Varna, although Albanians under Skanderbeg continued to resist. Four years later, John Hunyadi prepared another army (of Hungarian and Wallachian forces) to attack the Turks but was again defeated by Murad II at the Second Battle of Kosovo in 1448.", "targets": "W\u0142adys\u0142aw III of Poland was also the king of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845e69530e3b42498d78f9ef6ea9ba4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the Ottoman territories in the Balkans (such as Thessaloniki, Macedonia and Kosovo) were temporarily lost after 1402 but were later recovered by Murad II between the 1430s and 1450s. On 10 November 1444, Murad II defeated the Hungarian, Polish, and Wallachian armies under W\u0142adys\u0142aw III of Poland (also King of Hungary) and John Hunyadi at the Battle of Varna, the final battle of the Crusade of Varna, although Albanians under Skanderbeg continued to resist. Four years later, John Hunyadi prepared another army (of Hungarian and Wallachian forces) to attack the Turks but was again defeated by Murad II at the Second Battle of Kosovo in 1448.", "targets": "What battle took place on 10 November 1444?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845e69530e3b42498d78f9ef6ea9ba4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the Ottoman territories in the Balkans (such as Thessaloniki, Macedonia and Kosovo) were temporarily lost after 1402 but were later recovered by Murad II between the 1430s and 1450s. On 10 November 1444, Murad II defeated the Hungarian, Polish, and Wallachian armies under W\u0142adys\u0142aw III of Poland (also King of Hungary) and John Hunyadi at the Battle of Varna, the final battle of the Crusade of Varna, although Albanians under Skanderbeg continued to resist. Four years later, John Hunyadi prepared another army (of Hungarian and Wallachian forces) to attack the Turks but was again defeated by Murad II at the Second Battle of Kosovo in 1448.", "targets": "In what battle did Murad II leave as the victory in 1448?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845e69530e3b42498d78f9ef6ea9ba4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the Ottoman territories in the Balkans (such as Thessaloniki, Macedonia and Kosovo) were temporarily lost after 1402 but were later recovered by Murad II between the 1430s and 1450s. On 10 November 1444, Murad II defeated the Hungarian, Polish, and Wallachian armies under W\u0142adys\u0142aw III of Poland (also King of Hungary) and John Hunyadi at the Battle of Varna, the final battle of the Crusade of Varna, although Albanians under Skanderbeg continued to resist. Four years later, John Hunyadi prepared another army (of Hungarian and Wallachian forces) to attack the Turks but was again defeated by Murad II at the Second Battle of Kosovo in 1448.", "targets": "On what date were the armies under W\u0142adys\u0142aw III defeated by Murad II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08abefa00cb9422b964888f3782e5e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term heresy is from Greek \u03b1\u1f35\u03c1\u03b5\u03c3\u03b9\u03c2 originally meant \"choice\" or \"thing chosen\", but it came to mean the \"party or school of a man's choice\" and also referred to that process whereby a young person would examine various philosophies to determine how to live. The word \"heresy\" is usually used within a Christian, Jewish, or Islamic context, and implies slightly different meanings in each. The founder or leader of a heretical movement is called a heresiarch, while individuals who espouse heresy or commit heresy are known as heretics. Heresiology is the study of heresy.", "targets": "What language does the term heresy find its roots in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08abefa00cb9422b964888f3782e5e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term heresy is from Greek \u03b1\u1f35\u03c1\u03b5\u03c3\u03b9\u03c2 originally meant \"choice\" or \"thing chosen\", but it came to mean the \"party or school of a man's choice\" and also referred to that process whereby a young person would examine various philosophies to determine how to live. The word \"heresy\" is usually used within a Christian, Jewish, or Islamic context, and implies slightly different meanings in each. The founder or leader of a heretical movement is called a heresiarch, while individuals who espouse heresy or commit heresy are known as heretics. Heresiology is the study of heresy.", "targets": "What is the relationship between the context heresy is used in for Christian, Jewish, or Islamic cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08abefa00cb9422b964888f3782e5e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term heresy is from Greek \u03b1\u1f35\u03c1\u03b5\u03c3\u03b9\u03c2 originally meant \"choice\" or \"thing chosen\", but it came to mean the \"party or school of a man's choice\" and also referred to that process whereby a young person would examine various philosophies to determine how to live. The word \"heresy\" is usually used within a Christian, Jewish, or Islamic context, and implies slightly different meanings in each. The founder or leader of a heretical movement is called a heresiarch, while individuals who espouse heresy or commit heresy are known as heretics. Heresiology is the study of heresy.", "targets": "What is the head person of a heretical movement called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08abefa00cb9422b964888f3782e5e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term heresy is from Greek \u03b1\u1f35\u03c1\u03b5\u03c3\u03b9\u03c2 originally meant \"choice\" or \"thing chosen\", but it came to mean the \"party or school of a man's choice\" and also referred to that process whereby a young person would examine various philosophies to determine how to live. The word \"heresy\" is usually used within a Christian, Jewish, or Islamic context, and implies slightly different meanings in each. The founder or leader of a heretical movement is called a heresiarch, while individuals who espouse heresy or commit heresy are known as heretics. Heresiology is the study of heresy.", "targets": "What is the study of heresy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08abefa00cb9422b964888f3782e5e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term heresy is from Greek \u03b1\u1f35\u03c1\u03b5\u03c3\u03b9\u03c2 originally meant \"choice\" or \"thing chosen\", but it came to mean the \"party or school of a man's choice\" and also referred to that process whereby a young person would examine various philosophies to determine how to live. The word \"heresy\" is usually used within a Christian, Jewish, or Islamic context, and implies slightly different meanings in each. The founder or leader of a heretical movement is called a heresiarch, while individuals who espouse heresy or commit heresy are known as heretics. Heresiology is the study of heresy.", "targets": "What is the original meaning of heresy when translated directly from its root word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71ffb8f5b60d4869af6c20ad8ebca74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of Oklahoma's position between zones of differing prevailing temperature and winds, weather patterns within the state can vary widely over relatively short distances and can change drastically in a short time. As an example, on November 11, 1911, the temperature at Oklahoma City reached 83 \u00b0F (28 \u00b0C) in the afternoon (the record high for that date), then an Arctic cold front of unprecedented intensity slammed across the state, causing the temperature to crash 66 degrees, down to 17 \u00b0F (\u22128 \u00b0C) at midnight (the record low for that date); thus, both the record high and record low for November 11 were set on the same date. This type of phenomenon is also responsible for many of the tornadoes in the area, such as the 1912 Oklahoma tornado outbreak, when a warm front traveled along a stalled cold front, resulting in an average of about one tornado per hour over the course of a day.", "targets": "What is Oklahoma's record high temperature for Nov 11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71ffb8f5b60d4869af6c20ad8ebca74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of Oklahoma's position between zones of differing prevailing temperature and winds, weather patterns within the state can vary widely over relatively short distances and can change drastically in a short time. As an example, on November 11, 1911, the temperature at Oklahoma City reached 83 \u00b0F (28 \u00b0C) in the afternoon (the record high for that date), then an Arctic cold front of unprecedented intensity slammed across the state, causing the temperature to crash 66 degrees, down to 17 \u00b0F (\u22128 \u00b0C) at midnight (the record low for that date); thus, both the record high and record low for November 11 were set on the same date. This type of phenomenon is also responsible for many of the tornadoes in the area, such as the 1912 Oklahoma tornado outbreak, when a warm front traveled along a stalled cold front, resulting in an average of about one tornado per hour over the course of a day.", "targets": "What is Oklahoma's record low temperature for Nov 11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71ffb8f5b60d4869af6c20ad8ebca74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of Oklahoma's position between zones of differing prevailing temperature and winds, weather patterns within the state can vary widely over relatively short distances and can change drastically in a short time. As an example, on November 11, 1911, the temperature at Oklahoma City reached 83 \u00b0F (28 \u00b0C) in the afternoon (the record high for that date), then an Arctic cold front of unprecedented intensity slammed across the state, causing the temperature to crash 66 degrees, down to 17 \u00b0F (\u22128 \u00b0C) at midnight (the record low for that date); thus, both the record high and record low for November 11 were set on the same date. This type of phenomenon is also responsible for many of the tornadoes in the area, such as the 1912 Oklahoma tornado outbreak, when a warm front traveled along a stalled cold front, resulting in an average of about one tornado per hour over the course of a day.", "targets": "What caused Oklahoma's temperature to plummet 66 degrees on Nov 11, 1911?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71ffb8f5b60d4869af6c20ad8ebca74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of Oklahoma's position between zones of differing prevailing temperature and winds, weather patterns within the state can vary widely over relatively short distances and can change drastically in a short time. As an example, on November 11, 1911, the temperature at Oklahoma City reached 83 \u00b0F (28 \u00b0C) in the afternoon (the record high for that date), then an Arctic cold front of unprecedented intensity slammed across the state, causing the temperature to crash 66 degrees, down to 17 \u00b0F (\u22128 \u00b0C) at midnight (the record low for that date); thus, both the record high and record low for November 11 were set on the same date. This type of phenomenon is also responsible for many of the tornadoes in the area, such as the 1912 Oklahoma tornado outbreak, when a warm front traveled along a stalled cold front, resulting in an average of about one tornado per hour over the course of a day.", "targets": "How fast did the 1912 tornado outbreak make tornadoes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71ffb8f5b60d4869af6c20ad8ebca74d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of Oklahoma's position between zones of differing prevailing temperature and winds, weather patterns within the state can vary widely over relatively short distances and can change drastically in a short time. As an example, on November 11, 1911, the temperature at Oklahoma City reached 83 \u00b0F (28 \u00b0C) in the afternoon (the record high for that date), then an Arctic cold front of unprecedented intensity slammed across the state, causing the temperature to crash 66 degrees, down to 17 \u00b0F (\u22128 \u00b0C) at midnight (the record low for that date); thus, both the record high and record low for November 11 were set on the same date. This type of phenomenon is also responsible for many of the tornadoes in the area, such as the 1912 Oklahoma tornado outbreak, when a warm front traveled along a stalled cold front, resulting in an average of about one tornado per hour over the course of a day.", "targets": "How long did the 1912 tornado outbreak last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc924cc4901f4f52885b792abd6160a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some jurisdictions, copyright or the right to enforce it can be contractually assigned to a third party which did not have a role in producing the work. When this outsourced litigator appears to have no intention of taking any copyright infringement cases to trial, but rather only takes them just far enough through the legal system to identify and exact settlements from suspected infringers, critics commonly refer to the party as a \"copyright troll.\" Such practices have had mixed results in the U.S.", "targets": "Who can be assigned a contract to enforce a copyright in some jurisdictions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc924cc4901f4f52885b792abd6160a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some jurisdictions, copyright or the right to enforce it can be contractually assigned to a third party which did not have a role in producing the work. When this outsourced litigator appears to have no intention of taking any copyright infringement cases to trial, but rather only takes them just far enough through the legal system to identify and exact settlements from suspected infringers, critics commonly refer to the party as a \"copyright troll.\" Such practices have had mixed results in the U.S.", "targets": "What do outside lawyers take infringers to court for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc924cc4901f4f52885b792abd6160a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some jurisdictions, copyright or the right to enforce it can be contractually assigned to a third party which did not have a role in producing the work. When this outsourced litigator appears to have no intention of taking any copyright infringement cases to trial, but rather only takes them just far enough through the legal system to identify and exact settlements from suspected infringers, critics commonly refer to the party as a \"copyright troll.\" Such practices have had mixed results in the U.S.", "targets": "What do critics usually call these lawyers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc924cc4901f4f52885b792abd6160a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some jurisdictions, copyright or the right to enforce it can be contractually assigned to a third party which did not have a role in producing the work. When this outsourced litigator appears to have no intention of taking any copyright infringement cases to trial, but rather only takes them just far enough through the legal system to identify and exact settlements from suspected infringers, critics commonly refer to the party as a \"copyright troll.\" Such practices have had mixed results in the U.S.", "targets": "What do these lawsuits have in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b80a8726424be991db1f4bf7ded4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jurassic Period extends from about 201.3 \u00b1 0.2 to 145.0 Ma. During the early Jurassic, the supercontinent Pangaea broke up into the northern supercontinent Laurasia and the southern supercontinent Gondwana; the Gulf of Mexico opened in the new rift between North America and what is now Mexico's Yucatan Peninsula. The Jurassic North Atlantic Ocean was relatively narrow, while the South Atlantic did not open until the following Cretaceous Period, when Gondwana itself rifted apart. The Tethys Sea closed, and the Neotethys basin appeared. Climates were warm, with no evidence of glaciation. As in the Triassic, there was apparently no land near either pole, and no extensive ice caps existed. The Jurassic geological record is good in western Europe, where extensive marine sequences indicate a time when much of the continent was submerged under shallow tropical seas; famous locales include the Jurassic Coast World Heritage Site and the renowned late Jurassic lagerst\u00e4tten of Holzmaden and Solnhofen. In contrast, the North American Jurassic record is the poorest of the Mesozoic, with few outcrops at the surface. Though the epicontinental Sundance Sea left marine deposits in parts of the northern plains of the United States and Canada during the late Jurassic, most exposed sediments from this period are continental, such as the alluvial deposits of the Morrison Formation. The first of several massive batholiths were emplaced in the northern Cordillera beginning in the mid-Jurassic, marking the Nevadan orogeny. Important Jurassic exposures are also found in Russia, India, South America, Japan, Australasia and the United Kingdom.", "targets": "During what years was the Jurassic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b80a8726424be991db1f4bf7ded4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jurassic Period extends from about 201.3 \u00b1 0.2 to 145.0 Ma. During the early Jurassic, the supercontinent Pangaea broke up into the northern supercontinent Laurasia and the southern supercontinent Gondwana; the Gulf of Mexico opened in the new rift between North America and what is now Mexico's Yucatan Peninsula. The Jurassic North Atlantic Ocean was relatively narrow, while the South Atlantic did not open until the following Cretaceous Period, when Gondwana itself rifted apart. The Tethys Sea closed, and the Neotethys basin appeared. Climates were warm, with no evidence of glaciation. As in the Triassic, there was apparently no land near either pole, and no extensive ice caps existed. The Jurassic geological record is good in western Europe, where extensive marine sequences indicate a time when much of the continent was submerged under shallow tropical seas; famous locales include the Jurassic Coast World Heritage Site and the renowned late Jurassic lagerst\u00e4tten of Holzmaden and Solnhofen. In contrast, the North American Jurassic record is the poorest of the Mesozoic, with few outcrops at the surface. Though the epicontinental Sundance Sea left marine deposits in parts of the northern plains of the United States and Canada during the late Jurassic, most exposed sediments from this period are continental, such as the alluvial deposits of the Morrison Formation. The first of several massive batholiths were emplaced in the northern Cordillera beginning in the mid-Jurassic, marking the Nevadan orogeny. Important Jurassic exposures are also found in Russia, India, South America, Japan, Australasia and the United Kingdom.", "targets": "Which supercontinent came apart in the Jurassic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b80a8726424be991db1f4bf7ded4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jurassic Period extends from about 201.3 \u00b1 0.2 to 145.0 Ma. During the early Jurassic, the supercontinent Pangaea broke up into the northern supercontinent Laurasia and the southern supercontinent Gondwana; the Gulf of Mexico opened in the new rift between North America and what is now Mexico's Yucatan Peninsula. The Jurassic North Atlantic Ocean was relatively narrow, while the South Atlantic did not open until the following Cretaceous Period, when Gondwana itself rifted apart. The Tethys Sea closed, and the Neotethys basin appeared. Climates were warm, with no evidence of glaciation. As in the Triassic, there was apparently no land near either pole, and no extensive ice caps existed. The Jurassic geological record is good in western Europe, where extensive marine sequences indicate a time when much of the continent was submerged under shallow tropical seas; famous locales include the Jurassic Coast World Heritage Site and the renowned late Jurassic lagerst\u00e4tten of Holzmaden and Solnhofen. In contrast, the North American Jurassic record is the poorest of the Mesozoic, with few outcrops at the surface. Though the epicontinental Sundance Sea left marine deposits in parts of the northern plains of the United States and Canada during the late Jurassic, most exposed sediments from this period are continental, such as the alluvial deposits of the Morrison Formation. The first of several massive batholiths were emplaced in the northern Cordillera beginning in the mid-Jurassic, marking the Nevadan orogeny. Important Jurassic exposures are also found in Russia, India, South America, Japan, Australasia and the United Kingdom.", "targets": "The Gulf of Mexico formed in the rift between North America and what other land mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b80a8726424be991db1f4bf7ded4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jurassic Period extends from about 201.3 \u00b1 0.2 to 145.0 Ma. During the early Jurassic, the supercontinent Pangaea broke up into the northern supercontinent Laurasia and the southern supercontinent Gondwana; the Gulf of Mexico opened in the new rift between North America and what is now Mexico's Yucatan Peninsula. The Jurassic North Atlantic Ocean was relatively narrow, while the South Atlantic did not open until the following Cretaceous Period, when Gondwana itself rifted apart. The Tethys Sea closed, and the Neotethys basin appeared. Climates were warm, with no evidence of glaciation. As in the Triassic, there was apparently no land near either pole, and no extensive ice caps existed. The Jurassic geological record is good in western Europe, where extensive marine sequences indicate a time when much of the continent was submerged under shallow tropical seas; famous locales include the Jurassic Coast World Heritage Site and the renowned late Jurassic lagerst\u00e4tten of Holzmaden and Solnhofen. In contrast, the North American Jurassic record is the poorest of the Mesozoic, with few outcrops at the surface. Though the epicontinental Sundance Sea left marine deposits in parts of the northern plains of the United States and Canada during the late Jurassic, most exposed sediments from this period are continental, such as the alluvial deposits of the Morrison Formation. The first of several massive batholiths were emplaced in the northern Cordillera beginning in the mid-Jurassic, marking the Nevadan orogeny. Important Jurassic exposures are also found in Russia, India, South America, Japan, Australasia and the United Kingdom.", "targets": "At what point did the South Atlantic ocean begin to open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b80a8726424be991db1f4bf7ded4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jurassic Period extends from about 201.3 \u00b1 0.2 to 145.0 Ma. During the early Jurassic, the supercontinent Pangaea broke up into the northern supercontinent Laurasia and the southern supercontinent Gondwana; the Gulf of Mexico opened in the new rift between North America and what is now Mexico's Yucatan Peninsula. The Jurassic North Atlantic Ocean was relatively narrow, while the South Atlantic did not open until the following Cretaceous Period, when Gondwana itself rifted apart. The Tethys Sea closed, and the Neotethys basin appeared. Climates were warm, with no evidence of glaciation. As in the Triassic, there was apparently no land near either pole, and no extensive ice caps existed. The Jurassic geological record is good in western Europe, where extensive marine sequences indicate a time when much of the continent was submerged under shallow tropical seas; famous locales include the Jurassic Coast World Heritage Site and the renowned late Jurassic lagerst\u00e4tten of Holzmaden and Solnhofen. In contrast, the North American Jurassic record is the poorest of the Mesozoic, with few outcrops at the surface. Though the epicontinental Sundance Sea left marine deposits in parts of the northern plains of the United States and Canada during the late Jurassic, most exposed sediments from this period are continental, such as the alluvial deposits of the Morrison Formation. The first of several massive batholiths were emplaced in the northern Cordillera beginning in the mid-Jurassic, marking the Nevadan orogeny. Important Jurassic exposures are also found in Russia, India, South America, Japan, Australasia and the United Kingdom.", "targets": "Which late Jurassic cultural sites are famous in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6264cba1a5d644019cf37c9647394858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Gallery in Yerevan has more than 16,000 works that date back to the Middle Ages, which indicate Armenia's rich tales and stories of the times. It houses paintings by many European masters as well. The Modern Art Museum, the Children\u2019s Picture Gallery, and the Martiros Saryan Museum are only a few of the other noteworthy collections of fine art on display in Yerevan. Moreover, many private galleries are in operation, with many more opening every year, featuring rotating exhibitions and sales.", "targets": "How many pieces can be found in the Yerevan National Art Gallery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6264cba1a5d644019cf37c9647394858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Gallery in Yerevan has more than 16,000 works that date back to the Middle Ages, which indicate Armenia's rich tales and stories of the times. It houses paintings by many European masters as well. The Modern Art Museum, the Children\u2019s Picture Gallery, and the Martiros Saryan Museum are only a few of the other noteworthy collections of fine art on display in Yerevan. Moreover, many private galleries are in operation, with many more opening every year, featuring rotating exhibitions and sales.", "targets": "Where other than the National Art Gallery can one find art on display in Yerevan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6264cba1a5d644019cf37c9647394858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Gallery in Yerevan has more than 16,000 works that date back to the Middle Ages, which indicate Armenia's rich tales and stories of the times. It houses paintings by many European masters as well. The Modern Art Museum, the Children\u2019s Picture Gallery, and the Martiros Saryan Museum are only a few of the other noteworthy collections of fine art on display in Yerevan. Moreover, many private galleries are in operation, with many more opening every year, featuring rotating exhibitions and sales.", "targets": "What is the earliest period the National Art Gallery has pieces from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Which judge did Corey Clark claim to have had an affair with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Which contestant was removed from the competition for having been a model on an adult website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Which contestant was removed from the competition for not revealing his police record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Which contestant had previously been arrested and charged with assault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Who was disqualified for having a police record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Which contestant was removed from the show for modelling for an adult website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-070585f3f8c842b5ae80fda46ed62e5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Corey Clark was disqualified during the finals for having an undisclosed police record; however, he later alleged that he and Paula Abdul had an affair while on the show and that this contributed to his expulsion. Clark also claimed that Abdul gave him preferential treatment on the show due to their affair. The allegations were dismissed by Fox after an independent investigation. Two semi-finalists were also disqualified that year \u2013 Jaered Andrews for an arrest on an assault charge, and Frenchie Davis for having previously modelled for an adult website.", "targets": "Which contestant was disqualified because of an assault charge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be14bb01aba143e7a45a4a44a467f79d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term high definition once described a series of television systems originating from August 1936; however, these systems were only high definition when compared to earlier systems that were based on mechanical systems with as few as 30 lines of resolution. The ongoing competition between companies and nations to create true \"HDTV\" spanned the entire 20th century, as each new system became more HD than the last.In the beginning of the 21st century, this race has continued with 4k, 5k and current 8K systems.", "targets": "The term \"high definition\" originally described televisions systems from what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be14bb01aba143e7a45a4a44a467f79d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term high definition once described a series of television systems originating from August 1936; however, these systems were only high definition when compared to earlier systems that were based on mechanical systems with as few as 30 lines of resolution. The ongoing competition between companies and nations to create true \"HDTV\" spanned the entire 20th century, as each new system became more HD than the last.In the beginning of the 21st century, this race has continued with 4k, 5k and current 8K systems.", "targets": "Earlier television systems were based on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be14bb01aba143e7a45a4a44a467f79d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term high definition once described a series of television systems originating from August 1936; however, these systems were only high definition when compared to earlier systems that were based on mechanical systems with as few as 30 lines of resolution. The ongoing competition between companies and nations to create true \"HDTV\" spanned the entire 20th century, as each new system became more HD than the last.In the beginning of the 21st century, this race has continued with 4k, 5k and current 8K systems.", "targets": "During which entire century were companies and nations trying to achieve true HDTV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be14bb01aba143e7a45a4a44a467f79d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term high definition once described a series of television systems originating from August 1936; however, these systems were only high definition when compared to earlier systems that were based on mechanical systems with as few as 30 lines of resolution. The ongoing competition between companies and nations to create true \"HDTV\" spanned the entire 20th century, as each new system became more HD than the last.In the beginning of the 21st century, this race has continued with 4k, 5k and current 8K systems.", "targets": "In what century were 4k, 5k, and 8k systems introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be14bb01aba143e7a45a4a44a467f79d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term high definition once described a series of television systems originating from August 1936; however, these systems were only high definition when compared to earlier systems that were based on mechanical systems with as few as 30 lines of resolution. The ongoing competition between companies and nations to create true \"HDTV\" spanned the entire 20th century, as each new system became more HD than the last.In the beginning of the 21st century, this race has continued with 4k, 5k and current 8K systems.", "targets": "What is the most current HDTV system development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34e564789f6645df9e7dda2222cb47c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Europe has a greater history of unitary states than North America, thus European \"federalism\" argues for a weaker central government, relative to a unitary state. The modern American usage of the word is much closer to the European sense. As the power of the Federal government has increased, some people have perceived a much more unitary state than they believe the Founding Fathers intended. Most people politically advocating \"federalism\" in the United States argue in favor of limiting the powers of the federal government, especially the judiciary (see Federalist Society, New Federalism).", "targets": "Who has a greater history of unitary states? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34e564789f6645df9e7dda2222cb47c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Europe has a greater history of unitary states than North America, thus European \"federalism\" argues for a weaker central government, relative to a unitary state. The modern American usage of the word is much closer to the European sense. As the power of the Federal government has increased, some people have perceived a much more unitary state than they believe the Founding Fathers intended. Most people politically advocating \"federalism\" in the United States argue in favor of limiting the powers of the federal government, especially the judiciary (see Federalist Society, New Federalism).", "targets": "What does federalism mean in Europe? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34e564789f6645df9e7dda2222cb47c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Europe has a greater history of unitary states than North America, thus European \"federalism\" argues for a weaker central government, relative to a unitary state. The modern American usage of the word is much closer to the European sense. As the power of the Federal government has increased, some people have perceived a much more unitary state than they believe the Founding Fathers intended. Most people politically advocating \"federalism\" in the United States argue in favor of limiting the powers of the federal government, especially the judiciary (see Federalist Society, New Federalism).", "targets": "What branch does the United States want to limit under the federalist model? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf85faba28b94f159633464849b09077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diaz's plans called for the entire city to eventually be modernized or rebuilt in the Porfirian/French style of the Colonia Roma; but the Mexican Revolution began soon afterward and the plans never came to fruition, with many projects being left half-completed. One of the best examples of this is the Monument to the Mexican Revolution. Originally the monument was to be the main dome of Diaz's new senate hall, but when the revolution erupted only the dome of the senate hall and its supporting pillars were completed, this was subsequently seen as a symbol by many Mexicans that the Porfirian era was over once and for all and as such, it was turned into a monument to victory over Diaz.", "targets": "What was turned into a monument after the war? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf85faba28b94f159633464849b09077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diaz's plans called for the entire city to eventually be modernized or rebuilt in the Porfirian/French style of the Colonia Roma; but the Mexican Revolution began soon afterward and the plans never came to fruition, with many projects being left half-completed. One of the best examples of this is the Monument to the Mexican Revolution. Originally the monument was to be the main dome of Diaz's new senate hall, but when the revolution erupted only the dome of the senate hall and its supporting pillars were completed, this was subsequently seen as a symbol by many Mexicans that the Porfirian era was over once and for all and as such, it was turned into a monument to victory over Diaz.", "targets": "Who was the man behind the modernization of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf85faba28b94f159633464849b09077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diaz's plans called for the entire city to eventually be modernized or rebuilt in the Porfirian/French style of the Colonia Roma; but the Mexican Revolution began soon afterward and the plans never came to fruition, with many projects being left half-completed. One of the best examples of this is the Monument to the Mexican Revolution. Originally the monument was to be the main dome of Diaz's new senate hall, but when the revolution erupted only the dome of the senate hall and its supporting pillars were completed, this was subsequently seen as a symbol by many Mexicans that the Porfirian era was over once and for all and as such, it was turned into a monument to victory over Diaz.", "targets": "Why wasn't Diaz's plan completed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf85faba28b94f159633464849b09077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diaz's plans called for the entire city to eventually be modernized or rebuilt in the Porfirian/French style of the Colonia Roma; but the Mexican Revolution began soon afterward and the plans never came to fruition, with many projects being left half-completed. One of the best examples of this is the Monument to the Mexican Revolution. Originally the monument was to be the main dome of Diaz's new senate hall, but when the revolution erupted only the dome of the senate hall and its supporting pillars were completed, this was subsequently seen as a symbol by many Mexicans that the Porfirian era was over once and for all and as such, it was turned into a monument to victory over Diaz.", "targets": "What was the overall design plan of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf85faba28b94f159633464849b09077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diaz's plans called for the entire city to eventually be modernized or rebuilt in the Porfirian/French style of the Colonia Roma; but the Mexican Revolution began soon afterward and the plans never came to fruition, with many projects being left half-completed. One of the best examples of this is the Monument to the Mexican Revolution. Originally the monument was to be the main dome of Diaz's new senate hall, but when the revolution erupted only the dome of the senate hall and its supporting pillars were completed, this was subsequently seen as a symbol by many Mexicans that the Porfirian era was over once and for all and as such, it was turned into a monument to victory over Diaz.", "targets": "What was the main construction project in the Profirian/French style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "What is the name of an audio format developed by Apple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "Which product enabled users to view images on the device?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "What Microsoft media format is not natively supported by Apple devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "What does DRM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "What computer OS did iPod software exclusively work with at launch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "What are some examples of audio formats supported by the iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae8685f2e1b4bc1a9158617b9a967e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The iPod line can play several audio file formats including MP3, AAC/M4A, Protected AAC, AIFF, WAV, Audible audiobook, and Apple Lossless. The iPod photo introduced the ability to display JPEG, BMP, GIF, TIFF, and PNG image file formats. Fifth and sixth generation iPod Classics, as well as third generation iPod Nanos, can additionally play MPEG-4 (H.264/MPEG-4 AVC) and QuickTime video formats, with restrictions on video dimensions, encoding techniques and data-rates. Originally, iPod software only worked with Mac OS; iPod software for Microsoft Windows was launched with the second generation model. Unlike most other media players, Apple does not support Microsoft's WMA audio format\u2014but a converter for WMA files without Digital Rights Management (DRM) is provided with the Windows version of iTunes. MIDI files also cannot be played, but can be converted to audio files using the \"Advanced\" menu in iTunes. Alternative open-source audio formats, such as Ogg Vorbis and FLAC, are not supported without installing custom firmware onto an iPod (e.g., Rockbox).", "targets": "What was the first model to support JPEG and other still image formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccf8f868fa1342a3b50711c9d65fa977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howard differed from his Labor predecessor Paul Keating in that he supported traditional Australian institutions like the Monarchy in Australia, the commemoration of ANZAC Day and the design of the Australian flag, but like Keating he pursued privatisation of public utilities and the introduction of a broad based consumption tax (although Keating had dropped support for a GST by the time of his 1993 election victory). Howard's premiership coincided with Al Qaeda's 11 September attacks on the United States. The Howard Government invoked the ANZUS treaty in response to the attacks and supported America's campaigns in Afghanistan and Iraq.", "targets": "How was Howard different from Paul Keating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccf8f868fa1342a3b50711c9d65fa977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howard differed from his Labor predecessor Paul Keating in that he supported traditional Australian institutions like the Monarchy in Australia, the commemoration of ANZAC Day and the design of the Australian flag, but like Keating he pursued privatisation of public utilities and the introduction of a broad based consumption tax (although Keating had dropped support for a GST by the time of his 1993 election victory). Howard's premiership coincided with Al Qaeda's 11 September attacks on the United States. The Howard Government invoked the ANZUS treaty in response to the attacks and supported America's campaigns in Afghanistan and Iraq.", "targets": "In what ways was Howard similar to Paul Keating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccf8f868fa1342a3b50711c9d65fa977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howard differed from his Labor predecessor Paul Keating in that he supported traditional Australian institutions like the Monarchy in Australia, the commemoration of ANZAC Day and the design of the Australian flag, but like Keating he pursued privatisation of public utilities and the introduction of a broad based consumption tax (although Keating had dropped support for a GST by the time of his 1993 election victory). Howard's premiership coincided with Al Qaeda's 11 September attacks on the United States. The Howard Government invoked the ANZUS treaty in response to the attacks and supported America's campaigns in Afghanistan and Iraq.", "targets": "Which government supported the US's war Afghanistan and Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccf8f868fa1342a3b50711c9d65fa977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howard differed from his Labor predecessor Paul Keating in that he supported traditional Australian institutions like the Monarchy in Australia, the commemoration of ANZAC Day and the design of the Australian flag, but like Keating he pursued privatisation of public utilities and the introduction of a broad based consumption tax (although Keating had dropped support for a GST by the time of his 1993 election victory). Howard's premiership coincided with Al Qaeda's 11 September attacks on the United States. The Howard Government invoked the ANZUS treaty in response to the attacks and supported America's campaigns in Afghanistan and Iraq.", "targets": "Under what agreement did the Australian government support the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df1a385f06a4a65b5ddb18b5f307965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Villa and Carranza had different political goals causing Villa to become an enemy of Carranza. After Carranza took control in 1914, Villa and other revolutionaries who opposed him met at what was called the Convention of Aguascalientes. The convention deposed Carranza in favor of Eulalio Guti\u00e9rrez. In the winter of 1914 Villa's and Zapata's troops entered and occupied Mexico City. Villa was forced from the city in early 1915 and attacked the forces of Gen. Obreg\u00f3n at the Battle of Celaya and was badly defeated in the bloodiest battle of the revolution, with thousands dead. With the defeat of Villa, Carranza seized power. A short time later the United States recognized Carranza as president of Mexico. Even though Villa's forces were badly depleted by his loss at Celaya, he continued his fight against the Carranza government. Finally, in 1920, Obreg\u00f3n\u2014who had defeated him at Celaya\u2014finally reached an agreement with Villa end his rebellion.", "targets": "Villa became an enemy of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df1a385f06a4a65b5ddb18b5f307965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Villa and Carranza had different political goals causing Villa to become an enemy of Carranza. After Carranza took control in 1914, Villa and other revolutionaries who opposed him met at what was called the Convention of Aguascalientes. The convention deposed Carranza in favor of Eulalio Guti\u00e9rrez. In the winter of 1914 Villa's and Zapata's troops entered and occupied Mexico City. Villa was forced from the city in early 1915 and attacked the forces of Gen. Obreg\u00f3n at the Battle of Celaya and was badly defeated in the bloodiest battle of the revolution, with thousands dead. With the defeat of Villa, Carranza seized power. A short time later the United States recognized Carranza as president of Mexico. Even though Villa's forces were badly depleted by his loss at Celaya, he continued his fight against the Carranza government. Finally, in 1920, Obreg\u00f3n\u2014who had defeated him at Celaya\u2014finally reached an agreement with Villa end his rebellion.", "targets": "Who took control in 1914?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df1a385f06a4a65b5ddb18b5f307965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Villa and Carranza had different political goals causing Villa to become an enemy of Carranza. After Carranza took control in 1914, Villa and other revolutionaries who opposed him met at what was called the Convention of Aguascalientes. The convention deposed Carranza in favor of Eulalio Guti\u00e9rrez. In the winter of 1914 Villa's and Zapata's troops entered and occupied Mexico City. Villa was forced from the city in early 1915 and attacked the forces of Gen. Obreg\u00f3n at the Battle of Celaya and was badly defeated in the bloodiest battle of the revolution, with thousands dead. With the defeat of Villa, Carranza seized power. A short time later the United States recognized Carranza as president of Mexico. Even though Villa's forces were badly depleted by his loss at Celaya, he continued his fight against the Carranza government. Finally, in 1920, Obreg\u00f3n\u2014who had defeated him at Celaya\u2014finally reached an agreement with Villa end his rebellion.", "targets": "Carranza met with his opposition at a meeting called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df1a385f06a4a65b5ddb18b5f307965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Villa and Carranza had different political goals causing Villa to become an enemy of Carranza. After Carranza took control in 1914, Villa and other revolutionaries who opposed him met at what was called the Convention of Aguascalientes. The convention deposed Carranza in favor of Eulalio Guti\u00e9rrez. In the winter of 1914 Villa's and Zapata's troops entered and occupied Mexico City. Villa was forced from the city in early 1915 and attacked the forces of Gen. Obreg\u00f3n at the Battle of Celaya and was badly defeated in the bloodiest battle of the revolution, with thousands dead. With the defeat of Villa, Carranza seized power. A short time later the United States recognized Carranza as president of Mexico. Even though Villa's forces were badly depleted by his loss at Celaya, he continued his fight against the Carranza government. Finally, in 1920, Obreg\u00f3n\u2014who had defeated him at Celaya\u2014finally reached an agreement with Villa end his rebellion.", "targets": "The convention deposed Carranza in favor of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df1a385f06a4a65b5ddb18b5f307965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Villa and Carranza had different political goals causing Villa to become an enemy of Carranza. After Carranza took control in 1914, Villa and other revolutionaries who opposed him met at what was called the Convention of Aguascalientes. The convention deposed Carranza in favor of Eulalio Guti\u00e9rrez. In the winter of 1914 Villa's and Zapata's troops entered and occupied Mexico City. Villa was forced from the city in early 1915 and attacked the forces of Gen. Obreg\u00f3n at the Battle of Celaya and was badly defeated in the bloodiest battle of the revolution, with thousands dead. With the defeat of Villa, Carranza seized power. A short time later the United States recognized Carranza as president of Mexico. Even though Villa's forces were badly depleted by his loss at Celaya, he continued his fight against the Carranza government. Finally, in 1920, Obreg\u00f3n\u2014who had defeated him at Celaya\u2014finally reached an agreement with Villa end his rebellion.", "targets": "At which battle was Obregon badly defeated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da3f74cd60418a8e62794c7b701ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was one of the first conflicts to use modern technologies such as explosive naval shells, railways, and telegraphs.(Preface) The war was one of the first to be documented extensively in written reports and photographs. As the legend of the \"Charge of the Light Brigade\" demonstrates, the war quickly became an iconic symbol of logistical, medical and tactical failures and mismanagement. The reaction in the UK was a demand for professionalization, most famously achieved by Florence Nightingale, who gained worldwide attention for pioneering modern nursing while treating the wounded.", "targets": "What modern technologies were first used during the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da3f74cd60418a8e62794c7b701ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was one of the first conflicts to use modern technologies such as explosive naval shells, railways, and telegraphs.(Preface) The war was one of the first to be documented extensively in written reports and photographs. As the legend of the \"Charge of the Light Brigade\" demonstrates, the war quickly became an iconic symbol of logistical, medical and tactical failures and mismanagement. The reaction in the UK was a demand for professionalization, most famously achieved by Florence Nightingale, who gained worldwide attention for pioneering modern nursing while treating the wounded.", "targets": "Who was recognized for treating the wounded while pioneering modern nursing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da3f74cd60418a8e62794c7b701ce9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was one of the first conflicts to use modern technologies such as explosive naval shells, railways, and telegraphs.(Preface) The war was one of the first to be documented extensively in written reports and photographs. As the legend of the \"Charge of the Light Brigade\" demonstrates, the war quickly became an iconic symbol of logistical, medical and tactical failures and mismanagement. The reaction in the UK was a demand for professionalization, most famously achieved by Florence Nightingale, who gained worldwide attention for pioneering modern nursing while treating the wounded.", "targets": "The war was one of the first to be documented in what two ways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39b8f9439a2e4006bb529a08aa519606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1980s, parents of mixed-race children (and adults of mixed-race ancestry) began to organize and lobby for the ability to show more than one ethnic category on Census and other legal forms. They refused to be put into just one category. When the U.S. government proposed the addition of the category of \"bi-racial\" or \"multiracial\" in 1988, the response from the general public was mostly negative. Some African-American organizations and political leaders, such as Senator Diane Watson and Representative Augustus Hawkins, were particularly vocal in their rejection of the category. They feared a loss in political and economic power if African Americans abandoned their one category.", "targets": "When did people lobby for allowing more than one category to be selected on legal forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39b8f9439a2e4006bb529a08aa519606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1980s, parents of mixed-race children (and adults of mixed-race ancestry) began to organize and lobby for the ability to show more than one ethnic category on Census and other legal forms. They refused to be put into just one category. When the U.S. government proposed the addition of the category of \"bi-racial\" or \"multiracial\" in 1988, the response from the general public was mostly negative. Some African-American organizations and political leaders, such as Senator Diane Watson and Representative Augustus Hawkins, were particularly vocal in their rejection of the category. They feared a loss in political and economic power if African Americans abandoned their one category.", "targets": "How did the public react to the categories of \"bi-racial\" and \"multiracial\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39b8f9439a2e4006bb529a08aa519606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1980s, parents of mixed-race children (and adults of mixed-race ancestry) began to organize and lobby for the ability to show more than one ethnic category on Census and other legal forms. They refused to be put into just one category. When the U.S. government proposed the addition of the category of \"bi-racial\" or \"multiracial\" in 1988, the response from the general public was mostly negative. Some African-American organizations and political leaders, such as Senator Diane Watson and Representative Augustus Hawkins, were particularly vocal in their rejection of the category. They feared a loss in political and economic power if African Americans abandoned their one category.", "targets": "Which political leaders spoke out against the proposed designations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39b8f9439a2e4006bb529a08aa519606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1980s, parents of mixed-race children (and adults of mixed-race ancestry) began to organize and lobby for the ability to show more than one ethnic category on Census and other legal forms. They refused to be put into just one category. When the U.S. government proposed the addition of the category of \"bi-racial\" or \"multiracial\" in 1988, the response from the general public was mostly negative. Some African-American organizations and political leaders, such as Senator Diane Watson and Representative Augustus Hawkins, were particularly vocal in their rejection of the category. They feared a loss in political and economic power if African Americans abandoned their one category.", "targets": "What did they fear would happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cd1286ebf494e7f961bcf02e54a7a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.", "targets": "What type of authority do Sudbury schools prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cd1286ebf494e7f961bcf02e54a7a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.", "targets": "In addition to schools, where else is popularly based authority effective?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cd1286ebf494e7f961bcf02e54a7a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.", "targets": "What is the atmosphere in a school using popularly based authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cd1286ebf494e7f961bcf02e54a7a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.", "targets": "In schools using popularly based authority, what is public order like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cd1286ebf494e7f961bcf02e54a7a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.", "targets": "What must be passed using democratic means by the entire school community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33a27612adca4a549fd53c90f323c83d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Desert Land Act of 1877 was passed to allow settlement of arid lands in the west and allotted 640 acres (2.6 km2) to settlers for a fee of $.25 per acre and a promise to irrigate the land. After three years, a fee of one dollar per acre would be paid and the land would be owned by the settler. This act brought mostly cattle and sheep ranchers into Montana, many of whom grazed their herds on the Montana prairie for three years, did little to irrigate the land and then abandoned it without paying the final fees. Some farmers came with the arrival of the Great Northern and Northern Pacific Railroads throughout the 1880s and 1890s, though in relatively small numbers.", "targets": "When was the Desert Land Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33a27612adca4a549fd53c90f323c83d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Desert Land Act of 1877 was passed to allow settlement of arid lands in the west and allotted 640 acres (2.6 km2) to settlers for a fee of $.25 per acre and a promise to irrigate the land. After three years, a fee of one dollar per acre would be paid and the land would be owned by the settler. This act brought mostly cattle and sheep ranchers into Montana, many of whom grazed their herds on the Montana prairie for three years, did little to irrigate the land and then abandoned it without paying the final fees. Some farmers came with the arrival of the Great Northern and Northern Pacific Railroads throughout the 1880s and 1890s, though in relatively small numbers.", "targets": "How much land did the Desert Land Act allot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33a27612adca4a549fd53c90f323c83d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Desert Land Act of 1877 was passed to allow settlement of arid lands in the west and allotted 640 acres (2.6 km2) to settlers for a fee of $.25 per acre and a promise to irrigate the land. After three years, a fee of one dollar per acre would be paid and the land would be owned by the settler. This act brought mostly cattle and sheep ranchers into Montana, many of whom grazed their herds on the Montana prairie for three years, did little to irrigate the land and then abandoned it without paying the final fees. Some farmers came with the arrival of the Great Northern and Northern Pacific Railroads throughout the 1880s and 1890s, though in relatively small numbers.", "targets": "How much was the charge per acre at first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "What nationality began birthing groups who expanded the vocabulary of punk music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "From what region did the group Devo originate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "Where was the band Talking Heads based out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "Who did the Talking Heads begin a series of collaborations with in 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "What region's post-punk scene incorporated ideas from Theater of Cruelty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "When did the American groups begin to really get in on the post-punk movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "Which American bands had ties to the Manchester punk scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "What were some Midwestern punk bands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "What did Pere and Devo draw inspiration for their music from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80a50dc9867c46748e5d2b82dd1ab4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 1970s, various American groups (some with ties to Downtown Manhattan's punk scene, including Television and Suicide) had begun expanding on the vocabulary of punk music. Midwestern groups such as Pere Ubu and Devo drew inspiration from the region's derelict industrial environments, employing conceptual art techniques, musique concr\u00e8te and unconventional verbal styles that would presage the post-punk movement by several years. A variety of subsequent groups, including New York-based Talking Heads and Boston-based Mission of Burma, combined elements of punk with art school sensibilities. In 1978, the former band began a series of collaborations with British ambient pioneer and ex-Roxy Music member Brian Eno, experimenting with Dada-influenced lyrical techniques, dance music, and African polyrhythms. San Francisco's vibrant post-punk scene was centered around such groups as Chrome, the Residents and Tuxedomoon, who incorporated multimedia experimentation, film and ideas from Antonin Artaud's Theater of Cruelty.", "targets": "What were groups in San Francisco's post-punk scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a109c4aba43f3a35b7709bebac2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, YouTube is completely blocked, either through a long term standing ban or for more limited periods of time such as during periods of unrest, the run-up to an election, or in response to upcoming political anniversaries. In other countries access to the website as a whole remains open, but access to specific videos is blocked. In cases where the entire site is banned due to one particular video, YouTube will often agree to remove or limit access to that video in order to restore service.", "targets": "youtube is completely what in some places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a109c4aba43f3a35b7709bebac2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, YouTube is completely blocked, either through a long term standing ban or for more limited periods of time such as during periods of unrest, the run-up to an election, or in response to upcoming political anniversaries. In other countries access to the website as a whole remains open, but access to specific videos is blocked. In cases where the entire site is banned due to one particular video, YouTube will often agree to remove or limit access to that video in order to restore service.", "targets": "Why besides limited periods of time would youtube not be allowed in a country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a109c4aba43f3a35b7709bebac2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, YouTube is completely blocked, either through a long term standing ban or for more limited periods of time such as during periods of unrest, the run-up to an election, or in response to upcoming political anniversaries. In other countries access to the website as a whole remains open, but access to specific videos is blocked. In cases where the entire site is banned due to one particular video, YouTube will often agree to remove or limit access to that video in order to restore service.", "targets": "What might happen in a restrictive state even if you do have access to the youtube site itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f734682b543c48aab61745392650999e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They can also be armed with non-lethal (more accurately known as \"less than lethal\" or \"less-lethal\") weaponry, particularly for riot control. Non-lethal weapons include batons, tear gas, riot control agents, rubber bullets, riot shields, water cannons and electroshock weapons. Police officers often carry handcuffs to restrain suspects. The use of firearms or deadly force is typically a last resort only to be used when necessary to save human life, although some jurisdictions (such as Brazil) allow its use against fleeing felons and escaped convicts. A \"shoot-to-kill\" policy was recently introduced in South Africa, which allows police to use deadly force against any person who poses a significant threat to them or civilians. With the country having one of the highest rates of violent crime, president Jacob Zuma states that South Africa needs to handle crime differently from other countries.", "targets": "What should non-lethal weapons properly be called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f734682b543c48aab61745392650999e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They can also be armed with non-lethal (more accurately known as \"less than lethal\" or \"less-lethal\") weaponry, particularly for riot control. Non-lethal weapons include batons, tear gas, riot control agents, rubber bullets, riot shields, water cannons and electroshock weapons. Police officers often carry handcuffs to restrain suspects. The use of firearms or deadly force is typically a last resort only to be used when necessary to save human life, although some jurisdictions (such as Brazil) allow its use against fleeing felons and escaped convicts. A \"shoot-to-kill\" policy was recently introduced in South Africa, which allows police to use deadly force against any person who poses a significant threat to them or civilians. With the country having one of the highest rates of violent crime, president Jacob Zuma states that South Africa needs to handle crime differently from other countries.", "targets": "What are common less-lethal weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f734682b543c48aab61745392650999e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They can also be armed with non-lethal (more accurately known as \"less than lethal\" or \"less-lethal\") weaponry, particularly for riot control. Non-lethal weapons include batons, tear gas, riot control agents, rubber bullets, riot shields, water cannons and electroshock weapons. Police officers often carry handcuffs to restrain suspects. The use of firearms or deadly force is typically a last resort only to be used when necessary to save human life, although some jurisdictions (such as Brazil) allow its use against fleeing felons and escaped convicts. A \"shoot-to-kill\" policy was recently introduced in South Africa, which allows police to use deadly force against any person who poses a significant threat to them or civilians. With the country having one of the highest rates of violent crime, president Jacob Zuma states that South Africa needs to handle crime differently from other countries.", "targets": "What is supposed to be the last resort for police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f734682b543c48aab61745392650999e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They can also be armed with non-lethal (more accurately known as \"less than lethal\" or \"less-lethal\") weaponry, particularly for riot control. Non-lethal weapons include batons, tear gas, riot control agents, rubber bullets, riot shields, water cannons and electroshock weapons. Police officers often carry handcuffs to restrain suspects. The use of firearms or deadly force is typically a last resort only to be used when necessary to save human life, although some jurisdictions (such as Brazil) allow its use against fleeing felons and escaped convicts. A \"shoot-to-kill\" policy was recently introduced in South Africa, which allows police to use deadly force against any person who poses a significant threat to them or civilians. With the country having one of the highest rates of violent crime, president Jacob Zuma states that South Africa needs to handle crime differently from other countries.", "targets": "What is South Africa's \"shoot-to-kill\" policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f734682b543c48aab61745392650999e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They can also be armed with non-lethal (more accurately known as \"less than lethal\" or \"less-lethal\") weaponry, particularly for riot control. Non-lethal weapons include batons, tear gas, riot control agents, rubber bullets, riot shields, water cannons and electroshock weapons. Police officers often carry handcuffs to restrain suspects. The use of firearms or deadly force is typically a last resort only to be used when necessary to save human life, although some jurisdictions (such as Brazil) allow its use against fleeing felons and escaped convicts. A \"shoot-to-kill\" policy was recently introduced in South Africa, which allows police to use deadly force against any person who poses a significant threat to them or civilians. With the country having one of the highest rates of violent crime, president Jacob Zuma states that South Africa needs to handle crime differently from other countries.", "targets": "Where can police shoot fleeing convicts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "Do antibiotics interact with birth control pills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What percentage of birth control pill failure is attributed to antibiotics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What are the potential effects on intestinal flora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "Have these potential effects been proven through testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What do physicians recommend to counteract this potential issue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What do antibiotics interfere with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What percent is the  failure rate of contraceptive pills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "Whhat does intestinal flora reduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "In therapy, what does the antibacterial interact with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "Do antibiotics mess with birth control pills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What should women do if they are using antibiotics and birth control pills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fd0b25cd064fbd84f0e83a8da8c210", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of studies indicate antibiotics do interfere with contraceptive pills, such as clinical studies that suggest the failure rate of contraceptive pills caused by antibiotics is very low (about 1%). In cases where antibacterials have been suggested to affect the efficiency of birth control pills, such as for the broad-spectrum antibacterial rifampicin, these cases may be due to an increase in the activities of hepatic liver enzymes' causing increased breakdown of the pill's active ingredients. Effects on the intestinal flora, which might result in reduced absorption of estrogens in the colon, have also been suggested, but such suggestions have been inconclusive and controversial. Clinicians have recommended that extra contraceptive measures be applied during therapies using antibacterials that are suspected to interact with oral contraceptives.", "targets": "What is birth control failure rate due to antibiotics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8322340d58942cf900055f484091bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to filings to the Canadian Radio-television and Telecommunications Commission (CRTC) by Thunder Bay Electronics (owner of CBC's Thunder Bay affiliate CKPR-DT) and Bell Media (owner of CBC affiliates CFTK-TV in Terrace and CJDC-TV in Dawson Creek),[citation needed] the CBC informed them that it will not extend its association with any of its private affiliates beyond August 31, 2011. Incidentally, that was also the date for analogue to digital transition in Canada. Given recent practice and the CBC's decision not to convert any retransmitters to digital, even in markets with populations in the hundreds in thousands, it is not expected that the CBC will open new transmitters to replace its affiliates, and indeed may pare back its existing transmitter network. However, in March 2011, CKPR announced that it had come to a programming agreement with the CBC, in which the station will continue to provide CBC programming in Thunder Bay for a period of five years. On March 16, 2012, Astral Media announced the sale of its assets to Bell Media, owners of CTV and CTV Two, for $3.38 billion with CFTK and CJDC included in the acquisition. Whether the stations will remain CBC affiliates or become owned-and-operated stations of CTV or CTV Two following the completion of the merger is undetermined.", "targets": "What was Canada's date for the switch between analog and digital transmission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8322340d58942cf900055f484091bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to filings to the Canadian Radio-television and Telecommunications Commission (CRTC) by Thunder Bay Electronics (owner of CBC's Thunder Bay affiliate CKPR-DT) and Bell Media (owner of CBC affiliates CFTK-TV in Terrace and CJDC-TV in Dawson Creek),[citation needed] the CBC informed them that it will not extend its association with any of its private affiliates beyond August 31, 2011. Incidentally, that was also the date for analogue to digital transition in Canada. Given recent practice and the CBC's decision not to convert any retransmitters to digital, even in markets with populations in the hundreds in thousands, it is not expected that the CBC will open new transmitters to replace its affiliates, and indeed may pare back its existing transmitter network. However, in March 2011, CKPR announced that it had come to a programming agreement with the CBC, in which the station will continue to provide CBC programming in Thunder Bay for a period of five years. On March 16, 2012, Astral Media announced the sale of its assets to Bell Media, owners of CTV and CTV Two, for $3.38 billion with CFTK and CJDC included in the acquisition. Whether the stations will remain CBC affiliates or become owned-and-operated stations of CTV or CTV Two following the completion of the merger is undetermined.", "targets": "What did CBC announce on August 31, 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8322340d58942cf900055f484091bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to filings to the Canadian Radio-television and Telecommunications Commission (CRTC) by Thunder Bay Electronics (owner of CBC's Thunder Bay affiliate CKPR-DT) and Bell Media (owner of CBC affiliates CFTK-TV in Terrace and CJDC-TV in Dawson Creek),[citation needed] the CBC informed them that it will not extend its association with any of its private affiliates beyond August 31, 2011. Incidentally, that was also the date for analogue to digital transition in Canada. Given recent practice and the CBC's decision not to convert any retransmitters to digital, even in markets with populations in the hundreds in thousands, it is not expected that the CBC will open new transmitters to replace its affiliates, and indeed may pare back its existing transmitter network. However, in March 2011, CKPR announced that it had come to a programming agreement with the CBC, in which the station will continue to provide CBC programming in Thunder Bay for a period of five years. On March 16, 2012, Astral Media announced the sale of its assets to Bell Media, owners of CTV and CTV Two, for $3.38 billion with CFTK and CJDC included in the acquisition. Whether the stations will remain CBC affiliates or become owned-and-operated stations of CTV or CTV Two following the completion of the merger is undetermined.", "targets": "In March 2011, CBC and CKPR agreed to continue working together for how many additional years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8322340d58942cf900055f484091bd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to filings to the Canadian Radio-television and Telecommunications Commission (CRTC) by Thunder Bay Electronics (owner of CBC's Thunder Bay affiliate CKPR-DT) and Bell Media (owner of CBC affiliates CFTK-TV in Terrace and CJDC-TV in Dawson Creek),[citation needed] the CBC informed them that it will not extend its association with any of its private affiliates beyond August 31, 2011. Incidentally, that was also the date for analogue to digital transition in Canada. Given recent practice and the CBC's decision not to convert any retransmitters to digital, even in markets with populations in the hundreds in thousands, it is not expected that the CBC will open new transmitters to replace its affiliates, and indeed may pare back its existing transmitter network. However, in March 2011, CKPR announced that it had come to a programming agreement with the CBC, in which the station will continue to provide CBC programming in Thunder Bay for a period of five years. On March 16, 2012, Astral Media announced the sale of its assets to Bell Media, owners of CTV and CTV Two, for $3.38 billion with CFTK and CJDC included in the acquisition. Whether the stations will remain CBC affiliates or become owned-and-operated stations of CTV or CTV Two following the completion of the merger is undetermined.", "targets": "Who purchased CFTK and CJDC in March 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "When year did Prince Albert die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "What forced the Queen to return to London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "What was the fate of Buckingham after the left?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "Where were court functions held upon the Queens return to London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "When did Prince Albert die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "What did Queen Victoria do in response to his death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "Which house did Queen Victoria stay at after she left Buckingham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "What happened to Buckingham after Queen Victoria left?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb5a380511484bd7a9096bd1a246e377", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widowed in 1861, the grief-stricken Queen withdrew from public life and left Buckingham Palace to live at Windsor Castle, Balmoral Castle and Osborne House. For many years the palace was seldom used, even neglected. In 1864, a note was found pinned to the fence of Buckingham Palace, saying: \"These commanding premises to be let or sold, in consequence of the late occupant's declining business.\" Eventually, public opinion forced the Queen to return to London, though even then she preferred to live elsewhere whenever possible. Court functions were still held at Windsor Castle, presided over by the sombre Queen habitually dressed in mourning black, while Buckingham Palace remained shuttered for most of the year.", "targets": "Where did Queen Victoria hold court functions during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6210154eabe34082afb86fa9bdfd635c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region's economy greatly depends on agriculture; rice and rubber have long been prominent exports. Manufacturing and services are becoming more important. An emerging market, Indonesia is the largest economy in this region. Newly industrialised countries include Indonesia, Malaysia, Thailand, and the Philippines, while Singapore and Brunei are affluent developed economies. The rest of Southeast Asia is still heavily dependent on agriculture, but Vietnam is notably making steady progress in developing its industrial sectors. The region notably manufactures textiles, electronic high-tech goods such as microprocessors and heavy industrial products such as automobiles. Oil reserves in Southeast Asia are plentiful.", "targets": "What reserves are abundant in Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6210154eabe34082afb86fa9bdfd635c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region's economy greatly depends on agriculture; rice and rubber have long been prominent exports. Manufacturing and services are becoming more important. An emerging market, Indonesia is the largest economy in this region. Newly industrialised countries include Indonesia, Malaysia, Thailand, and the Philippines, while Singapore and Brunei are affluent developed economies. The rest of Southeast Asia is still heavily dependent on agriculture, but Vietnam is notably making steady progress in developing its industrial sectors. The region notably manufactures textiles, electronic high-tech goods such as microprocessors and heavy industrial products such as automobiles. Oil reserves in Southeast Asia are plentiful.", "targets": "Which region manufactures textiles, heavy industrial products & high-tech electronic goods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6210154eabe34082afb86fa9bdfd635c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region's economy greatly depends on agriculture; rice and rubber have long been prominent exports. Manufacturing and services are becoming more important. An emerging market, Indonesia is the largest economy in this region. Newly industrialised countries include Indonesia, Malaysia, Thailand, and the Philippines, while Singapore and Brunei are affluent developed economies. The rest of Southeast Asia is still heavily dependent on agriculture, but Vietnam is notably making steady progress in developing its industrial sectors. The region notably manufactures textiles, electronic high-tech goods such as microprocessors and heavy industrial products such as automobiles. Oil reserves in Southeast Asia are plentiful.", "targets": "Of the Southeast Asian countries, which country has  the largest economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6210154eabe34082afb86fa9bdfd635c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region's economy greatly depends on agriculture; rice and rubber have long been prominent exports. Manufacturing and services are becoming more important. An emerging market, Indonesia is the largest economy in this region. Newly industrialised countries include Indonesia, Malaysia, Thailand, and the Philippines, while Singapore and Brunei are affluent developed economies. The rest of Southeast Asia is still heavily dependent on agriculture, but Vietnam is notably making steady progress in developing its industrial sectors. The region notably manufactures textiles, electronic high-tech goods such as microprocessors and heavy industrial products such as automobiles. Oil reserves in Southeast Asia are plentiful.", "targets": "Which sector is the Southeast Asia heavily dependent on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53edd829f124603bb54618fa39f9894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years of coverage the BBC had exclusive radio coverage with a picture of the pitch marked in the Radio Times with numbered squares to help the listener follow the match on the radio. The first FA Cup Final on Radio was in 1926 between Bolton Wanderers and Manchester City but this was only broadcast in Manchester, the first national final on BBC Radio was between Arsenal and Cardiff in 1927. The first final on BBC Television was in 1937 in a match which featured Sunderland and Preston North End but this was not televised in full. The following season's final between Preston and Huddersfield was covered in full by the BBC. When ITV was formed in 1955 they shared final coverage with the BBC in one of the only club matches shown live on television, during the 1970s and 1980s coverage became more elaborate with BBC and ITV trying to steal viewers from the others by starting coverage earlier and earlier some starting as early as 9 a.m. which was six hours before kick off. Nowadays, this continues with Setanta and ESPN having all-day broadcasts from Wembley, but terrestrial TV coverage usually begins two hours before kick off. The sharing of rights between BBC and ITV continued from 1955 to 1988, when ITV lost coverage to the new Sports Channel which later became Sky Sports.", "targets": "Who used to brodcast the matches on the radio? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53edd829f124603bb54618fa39f9894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years of coverage the BBC had exclusive radio coverage with a picture of the pitch marked in the Radio Times with numbered squares to help the listener follow the match on the radio. The first FA Cup Final on Radio was in 1926 between Bolton Wanderers and Manchester City but this was only broadcast in Manchester, the first national final on BBC Radio was between Arsenal and Cardiff in 1927. The first final on BBC Television was in 1937 in a match which featured Sunderland and Preston North End but this was not televised in full. The following season's final between Preston and Huddersfield was covered in full by the BBC. When ITV was formed in 1955 they shared final coverage with the BBC in one of the only club matches shown live on television, during the 1970s and 1980s coverage became more elaborate with BBC and ITV trying to steal viewers from the others by starting coverage earlier and earlier some starting as early as 9 a.m. which was six hours before kick off. Nowadays, this continues with Setanta and ESPN having all-day broadcasts from Wembley, but terrestrial TV coverage usually begins two hours before kick off. The sharing of rights between BBC and ITV continued from 1955 to 1988, when ITV lost coverage to the new Sports Channel which later became Sky Sports.", "targets": "What was the first Fa cup radio broadcast? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53edd829f124603bb54618fa39f9894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years of coverage the BBC had exclusive radio coverage with a picture of the pitch marked in the Radio Times with numbered squares to help the listener follow the match on the radio. The first FA Cup Final on Radio was in 1926 between Bolton Wanderers and Manchester City but this was only broadcast in Manchester, the first national final on BBC Radio was between Arsenal and Cardiff in 1927. The first final on BBC Television was in 1937 in a match which featured Sunderland and Preston North End but this was not televised in full. The following season's final between Preston and Huddersfield was covered in full by the BBC. When ITV was formed in 1955 they shared final coverage with the BBC in one of the only club matches shown live on television, during the 1970s and 1980s coverage became more elaborate with BBC and ITV trying to steal viewers from the others by starting coverage earlier and earlier some starting as early as 9 a.m. which was six hours before kick off. Nowadays, this continues with Setanta and ESPN having all-day broadcasts from Wembley, but terrestrial TV coverage usually begins two hours before kick off. The sharing of rights between BBC and ITV continued from 1955 to 1988, when ITV lost coverage to the new Sports Channel which later became Sky Sports.", "targets": "What clubs competed in the match? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53edd829f124603bb54618fa39f9894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years of coverage the BBC had exclusive radio coverage with a picture of the pitch marked in the Radio Times with numbered squares to help the listener follow the match on the radio. The first FA Cup Final on Radio was in 1926 between Bolton Wanderers and Manchester City but this was only broadcast in Manchester, the first national final on BBC Radio was between Arsenal and Cardiff in 1927. The first final on BBC Television was in 1937 in a match which featured Sunderland and Preston North End but this was not televised in full. The following season's final between Preston and Huddersfield was covered in full by the BBC. When ITV was formed in 1955 they shared final coverage with the BBC in one of the only club matches shown live on television, during the 1970s and 1980s coverage became more elaborate with BBC and ITV trying to steal viewers from the others by starting coverage earlier and earlier some starting as early as 9 a.m. which was six hours before kick off. Nowadays, this continues with Setanta and ESPN having all-day broadcasts from Wembley, but terrestrial TV coverage usually begins two hours before kick off. The sharing of rights between BBC and ITV continued from 1955 to 1988, when ITV lost coverage to the new Sports Channel which later became Sky Sports.", "targets": "Wa the game broadcast in both cities? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53edd829f124603bb54618fa39f9894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years of coverage the BBC had exclusive radio coverage with a picture of the pitch marked in the Radio Times with numbered squares to help the listener follow the match on the radio. The first FA Cup Final on Radio was in 1926 between Bolton Wanderers and Manchester City but this was only broadcast in Manchester, the first national final on BBC Radio was between Arsenal and Cardiff in 1927. The first final on BBC Television was in 1937 in a match which featured Sunderland and Preston North End but this was not televised in full. The following season's final between Preston and Huddersfield was covered in full by the BBC. When ITV was formed in 1955 they shared final coverage with the BBC in one of the only club matches shown live on television, during the 1970s and 1980s coverage became more elaborate with BBC and ITV trying to steal viewers from the others by starting coverage earlier and earlier some starting as early as 9 a.m. which was six hours before kick off. Nowadays, this continues with Setanta and ESPN having all-day broadcasts from Wembley, but terrestrial TV coverage usually begins two hours before kick off. The sharing of rights between BBC and ITV continued from 1955 to 1988, when ITV lost coverage to the new Sports Channel which later became Sky Sports.", "targets": "So when was the firs national broadcast? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f8cae8f5ea045c7a784801d3dee43df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alban Butler, writes on the subject: \"Five months after this great Council, Nicae, St Alexander lying on his death-bed, recommended to his clergy and people the choice of Athanasius for his successor, thrice repeating his name. In consequence of his recommendation, the bishops of all Egypt assembled at Alexandria, and finding the people and clergy unanimous in their choice of Athanasius for patriarch, they confirmed the election about the middle of year 326. He seems, then, to have been about thirty years of age. \" ", "targets": "How did the people  know that Alexander had chosen Athanasius as his successor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f8cae8f5ea045c7a784801d3dee43df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alban Butler, writes on the subject: \"Five months after this great Council, Nicae, St Alexander lying on his death-bed, recommended to his clergy and people the choice of Athanasius for his successor, thrice repeating his name. In consequence of his recommendation, the bishops of all Egypt assembled at Alexandria, and finding the people and clergy unanimous in their choice of Athanasius for patriarch, they confirmed the election about the middle of year 326. He seems, then, to have been about thirty years of age. \" ", "targets": "How old was Athanasius when he was chosen as Patriarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f8cae8f5ea045c7a784801d3dee43df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alban Butler, writes on the subject: \"Five months after this great Council, Nicae, St Alexander lying on his death-bed, recommended to his clergy and people the choice of Athanasius for his successor, thrice repeating his name. In consequence of his recommendation, the bishops of all Egypt assembled at Alexandria, and finding the people and clergy unanimous in their choice of Athanasius for patriarch, they confirmed the election about the middle of year 326. He seems, then, to have been about thirty years of age. \" ", "targets": "Who came to Alexandria to confirm the choice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f8cae8f5ea045c7a784801d3dee43df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alban Butler, writes on the subject: \"Five months after this great Council, Nicae, St Alexander lying on his death-bed, recommended to his clergy and people the choice of Athanasius for his successor, thrice repeating his name. In consequence of his recommendation, the bishops of all Egypt assembled at Alexandria, and finding the people and clergy unanimous in their choice of Athanasius for patriarch, they confirmed the election about the middle of year 326. He seems, then, to have been about thirty years of age. \" ", "targets": "Did all the people want him as Patriarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f8cae8f5ea045c7a784801d3dee43df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alban Butler, writes on the subject: \"Five months after this great Council, Nicae, St Alexander lying on his death-bed, recommended to his clergy and people the choice of Athanasius for his successor, thrice repeating his name. In consequence of his recommendation, the bishops of all Egypt assembled at Alexandria, and finding the people and clergy unanimous in their choice of Athanasius for patriarch, they confirmed the election about the middle of year 326. He seems, then, to have been about thirty years of age. \" ", "targets": "How long after the Council of Nicae did Alexander die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-952aa23b58324d519807a1236c252475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Community Training Centres (CTCs) have been established within the primary schools on each atoll. The CTCs provide vocational training to students who do not progress beyond Class 8 because they failed the entry qualifications for secondary education. The CTCs offer training in basic carpentry, gardening and farming, sewing and cooking. At the end of their studies the graduates can apply to continue studies either at Motufoua Secondary School or the Tuvalu Maritime Training Institute (TMTI). Adults can also attend courses at the CTCs.", "targets": "What type of school has Tuvalu set up on each atoll?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-952aa23b58324d519807a1236c252475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Community Training Centres (CTCs) have been established within the primary schools on each atoll. The CTCs provide vocational training to students who do not progress beyond Class 8 because they failed the entry qualifications for secondary education. The CTCs offer training in basic carpentry, gardening and farming, sewing and cooking. At the end of their studies the graduates can apply to continue studies either at Motufoua Secondary School or the Tuvalu Maritime Training Institute (TMTI). Adults can also attend courses at the CTCs.", "targets": "For what have CTC students failed to qualify ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-952aa23b58324d519807a1236c252475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Community Training Centres (CTCs) have been established within the primary schools on each atoll. The CTCs provide vocational training to students who do not progress beyond Class 8 because they failed the entry qualifications for secondary education. The CTCs offer training in basic carpentry, gardening and farming, sewing and cooking. At the end of their studies the graduates can apply to continue studies either at Motufoua Secondary School or the Tuvalu Maritime Training Institute (TMTI). Adults can also attend courses at the CTCs.", "targets": "What from of education do Community Training Centres provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-952aa23b58324d519807a1236c252475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Community Training Centres (CTCs) have been established within the primary schools on each atoll. The CTCs provide vocational training to students who do not progress beyond Class 8 because they failed the entry qualifications for secondary education. The CTCs offer training in basic carpentry, gardening and farming, sewing and cooking. At the end of their studies the graduates can apply to continue studies either at Motufoua Secondary School or the Tuvalu Maritime Training Institute (TMTI). Adults can also attend courses at the CTCs.", "targets": "Besides children, who can Take CTC  classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-952aa23b58324d519807a1236c252475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Community Training Centres (CTCs) have been established within the primary schools on each atoll. The CTCs provide vocational training to students who do not progress beyond Class 8 because they failed the entry qualifications for secondary education. The CTCs offer training in basic carpentry, gardening and farming, sewing and cooking. At the end of their studies the graduates can apply to continue studies either at Motufoua Secondary School or the Tuvalu Maritime Training Institute (TMTI). Adults can also attend courses at the CTCs.", "targets": "What kind of training classes are offered at CTC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02800d18312b4c56a3c8e876d21036c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the phonological study of a language therefore involves looking at data (phonetic transcriptions of the speech of native speakers) and trying to deduce what the underlying phonemes are and what the sound inventory of the language is. The presence or absence of minimal pairs, as mentioned above, is a frequently used criterion for deciding whether two sounds should be assigned to the same phoneme. However, other considerations often need to be taken into account as well.", "targets": "What type of language study involves trying to deduce underlying phonomes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02800d18312b4c56a3c8e876d21036c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the phonological study of a language therefore involves looking at data (phonetic transcriptions of the speech of native speakers) and trying to deduce what the underlying phonemes are and what the sound inventory of the language is. The presence or absence of minimal pairs, as mentioned above, is a frequently used criterion for deciding whether two sounds should be assigned to the same phoneme. However, other considerations often need to be taken into account as well.", "targets": "Aside from finding out what underlying phonemes are there what does the phonological study of a language try to find out about the language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02800d18312b4c56a3c8e876d21036c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Part of the phonological study of a language therefore involves looking at data (phonetic transcriptions of the speech of native speakers) and trying to deduce what the underlying phonemes are and what the sound inventory of the language is. The presence or absence of minimal pairs, as mentioned above, is a frequently used criterion for deciding whether two sounds should be assigned to the same phoneme. However, other considerations often need to be taken into account as well.", "targets": "What kind of speaker data does studying a language phonologically involve examining? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae3a1b6ed52a404a89517746636ad101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The breed with the shortest lifespan (among breeds for which there is a questionnaire survey with a reasonable sample size) is the Dogue de Bordeaux, with a median longevity of about 5.2 years, but several breeds, including Miniature Bull Terriers, Bloodhounds, and Irish Wolfhounds are nearly as short-lived, with median longevities of 6 to 7 years.", "targets": "What is the canine breed with shortest median lifespan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae3a1b6ed52a404a89517746636ad101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The breed with the shortest lifespan (among breeds for which there is a questionnaire survey with a reasonable sample size) is the Dogue de Bordeaux, with a median longevity of about 5.2 years, but several breeds, including Miniature Bull Terriers, Bloodhounds, and Irish Wolfhounds are nearly as short-lived, with median longevities of 6 to 7 years.", "targets": "What is the median length of life for the canine breed that lives the least amount of years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae3a1b6ed52a404a89517746636ad101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The breed with the shortest lifespan (among breeds for which there is a questionnaire survey with a reasonable sample size) is the Dogue de Bordeaux, with a median longevity of about 5.2 years, but several breeds, including Miniature Bull Terriers, Bloodhounds, and Irish Wolfhounds are nearly as short-lived, with median longevities of 6 to 7 years.", "targets": "What is the average lifespan of an Irish Wolfhound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae3a1b6ed52a404a89517746636ad101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The breed with the shortest lifespan (among breeds for which there is a questionnaire survey with a reasonable sample size) is the Dogue de Bordeaux, with a median longevity of about 5.2 years, but several breeds, including Miniature Bull Terriers, Bloodhounds, and Irish Wolfhounds are nearly as short-lived, with median longevities of 6 to 7 years.", "targets": "Which dog has the shortest lifespan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae3a1b6ed52a404a89517746636ad101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The breed with the shortest lifespan (among breeds for which there is a questionnaire survey with a reasonable sample size) is the Dogue de Bordeaux, with a median longevity of about 5.2 years, but several breeds, including Miniature Bull Terriers, Bloodhounds, and Irish Wolfhounds are nearly as short-lived, with median longevities of 6 to 7 years.", "targets": "What is the average lifespan for a Dogue de Borddeaux?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf376c27fd56486e9c093a28ba4357b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, forensic anthropologists draw on highly heritable morphological features of human remains (e.g. cranial measurements) to aid in the identification of the body, including in terms of race. In a 1992 article, anthropologist Norman Sauer noted that anthropologists had generally abandoned the concept of race as a valid representation of human biological diversity, except for forensic anthropologists. He asked, \"If races don't exist, why are forensic anthropologists so good at identifying them?\" He concluded:", "targets": "What morphological features do forensic anthropologists draw on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf376c27fd56486e9c093a28ba4357b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, forensic anthropologists draw on highly heritable morphological features of human remains (e.g. cranial measurements) to aid in the identification of the body, including in terms of race. In a 1992 article, anthropologist Norman Sauer noted that anthropologists had generally abandoned the concept of race as a valid representation of human biological diversity, except for forensic anthropologists. He asked, \"If races don't exist, why are forensic anthropologists so good at identifying them?\" He concluded:", "targets": "What measurement can aid in the identification of a human body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf376c27fd56486e9c093a28ba4357b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, forensic anthropologists draw on highly heritable morphological features of human remains (e.g. cranial measurements) to aid in the identification of the body, including in terms of race. In a 1992 article, anthropologist Norman Sauer noted that anthropologists had generally abandoned the concept of race as a valid representation of human biological diversity, except for forensic anthropologists. He asked, \"If races don't exist, why are forensic anthropologists so good at identifying them?\" He concluded:", "targets": "Who noted in a 1992 article that anthropologists had generally abandoned the concept of race as valid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf376c27fd56486e9c093a28ba4357b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, forensic anthropologists draw on highly heritable morphological features of human remains (e.g. cranial measurements) to aid in the identification of the body, including in terms of race. In a 1992 article, anthropologist Norman Sauer noted that anthropologists had generally abandoned the concept of race as a valid representation of human biological diversity, except for forensic anthropologists. He asked, \"If races don't exist, why are forensic anthropologists so good at identifying them?\" He concluded:", "targets": "What group still uses race as a valid means to represent human biological diversity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf376c27fd56486e9c093a28ba4357b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, forensic anthropologists draw on highly heritable morphological features of human remains (e.g. cranial measurements) to aid in the identification of the body, including in terms of race. In a 1992 article, anthropologist Norman Sauer noted that anthropologists had generally abandoned the concept of race as a valid representation of human biological diversity, except for forensic anthropologists. He asked, \"If races don't exist, why are forensic anthropologists so good at identifying them?\" He concluded:", "targets": "What are forensic anthropologists very good at identifying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "In what year was the Empire State Building completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "The Chrysler Building reflects what architectural style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "What floor of the Chrysler Building has sculptures of eagles at its corners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "What building known for its bronze-tinted I-beams was completed in 1957?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "What is the full name of the organization known by the acronym AIA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "Which animal decorates the corners of the Chrysler Building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "When was the Empire State Building constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7c39c724f614136878832b9c4ed31e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1916 Zoning Resolution required setbacks in new buildings, and restricted towers to a percentage of the lot size, to allow sunlight to reach the streets below. The Art Deco style of the Chrysler Building (1930) and Empire State Building (1931), with their tapered tops and steel spires, reflected the zoning requirements. The buildings have distinctive ornamentation, such as the eagles at the corners of the 61st floor on the Chrysler Building, and are considered some of the finest examples of the Art Deco style. A highly influential example of the international style in the United States is the Seagram Building (1957), distinctive for its fa\u00e7ade using visible bronze-toned I-beams to evoke the building's structure. The Cond\u00e9 Nast Building (2000) is a prominent example of green design in American skyscrapers and has received an award from the American Institute of Architects as well as AIA New York State for its design.", "targets": "When was the Chrysler building built in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6e7463cab04cb8a0962c1d0c5a0e9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Latin American migrants have been mestizo, Amerindian, or other mixed race. Multiracial Latinos have limited media appearance; critics have accused the U.S. Hispanic media of overlooking the brown-skinned indigenous and multiracial Hispanic and black Hispanic populations by over-representation of blond and blue/green-eyed white Hispanic and Latino Americans (who resemble Scandinavians and other Northern Europeans rather than they look like white Hispanic and Latino Americans mostly of typical Southern European features), and also light-skinned mulatto and mestizo Hispanic and Latino Americans (often deemed as white persons in U.S. Hispanic and Latino populations if achieving the middle class or higher social status), especially some of the actors on the telenovelas.", "targets": "What are many Latin American migrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6e7463cab04cb8a0962c1d0c5a0e9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Latin American migrants have been mestizo, Amerindian, or other mixed race. Multiracial Latinos have limited media appearance; critics have accused the U.S. Hispanic media of overlooking the brown-skinned indigenous and multiracial Hispanic and black Hispanic populations by over-representation of blond and blue/green-eyed white Hispanic and Latino Americans (who resemble Scandinavians and other Northern Europeans rather than they look like white Hispanic and Latino Americans mostly of typical Southern European features), and also light-skinned mulatto and mestizo Hispanic and Latino Americans (often deemed as white persons in U.S. Hispanic and Latino populations if achieving the middle class or higher social status), especially some of the actors on the telenovelas.", "targets": "What do latinos consider a light skinned mulatto to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6e7463cab04cb8a0962c1d0c5a0e9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Latin American migrants have been mestizo, Amerindian, or other mixed race. Multiracial Latinos have limited media appearance; critics have accused the U.S. Hispanic media of overlooking the brown-skinned indigenous and multiracial Hispanic and black Hispanic populations by over-representation of blond and blue/green-eyed white Hispanic and Latino Americans (who resemble Scandinavians and other Northern Europeans rather than they look like white Hispanic and Latino Americans mostly of typical Southern European features), and also light-skinned mulatto and mestizo Hispanic and Latino Americans (often deemed as white persons in U.S. Hispanic and Latino populations if achieving the middle class or higher social status), especially some of the actors on the telenovelas.", "targets": "Who is overlooking darker skinned latino multiracial people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6e7463cab04cb8a0962c1d0c5a0e9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Latin American migrants have been mestizo, Amerindian, or other mixed race. Multiracial Latinos have limited media appearance; critics have accused the U.S. Hispanic media of overlooking the brown-skinned indigenous and multiracial Hispanic and black Hispanic populations by over-representation of blond and blue/green-eyed white Hispanic and Latino Americans (who resemble Scandinavians and other Northern Europeans rather than they look like white Hispanic and Latino Americans mostly of typical Southern European features), and also light-skinned mulatto and mestizo Hispanic and Latino Americans (often deemed as white persons in U.S. Hispanic and Latino populations if achieving the middle class or higher social status), especially some of the actors on the telenovelas.", "targets": "What does the typical latino in media look like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6d05626359a48deb18bd041bae1aeb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1965, Goldenson announced a merger proposal with ITT to ABC management; the two companies agreed to the deal on April 27, 1966. The FCC approved the merger on December 21, 1966; however, the previous day (December 20), Donald F. Turner, head antitrust regulator for the United States Department of Justice, expressed doubts related to such issues as the emerging cable television market, and concerns over the journalistic integrity of ABC and how it could be influenced by the overseas ownership of ITT. ITT management promised that the company would allow ABC to retain autonomy in the publishing business. The merger was suspended, and a complaint was filed by the Department of Justice in July 1967, with ITT going to trial in October 1967; the merger was officially canceled after the trial's conclusion on January 1, 1968.", "targets": "Leonard Goldenson announced a merger proposal with what company in December 1965?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6d05626359a48deb18bd041bae1aeb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1965, Goldenson announced a merger proposal with ITT to ABC management; the two companies agreed to the deal on April 27, 1966. The FCC approved the merger on December 21, 1966; however, the previous day (December 20), Donald F. Turner, head antitrust regulator for the United States Department of Justice, expressed doubts related to such issues as the emerging cable television market, and concerns over the journalistic integrity of ABC and how it could be influenced by the overseas ownership of ITT. ITT management promised that the company would allow ABC to retain autonomy in the publishing business. The merger was suspended, and a complaint was filed by the Department of Justice in July 1967, with ITT going to trial in October 1967; the merger was officially canceled after the trial's conclusion on January 1, 1968.", "targets": "What anitrust regulator had doubts about the ITT and ABC merger?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6d05626359a48deb18bd041bae1aeb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1965, Goldenson announced a merger proposal with ITT to ABC management; the two companies agreed to the deal on April 27, 1966. The FCC approved the merger on December 21, 1966; however, the previous day (December 20), Donald F. Turner, head antitrust regulator for the United States Department of Justice, expressed doubts related to such issues as the emerging cable television market, and concerns over the journalistic integrity of ABC and how it could be influenced by the overseas ownership of ITT. ITT management promised that the company would allow ABC to retain autonomy in the publishing business. The merger was suspended, and a complaint was filed by the Department of Justice in July 1967, with ITT going to trial in October 1967; the merger was officially canceled after the trial's conclusion on January 1, 1968.", "targets": "The merger between ITT and ABC was suspended after a complaint was filed by whom in July 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6d05626359a48deb18bd041bae1aeb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1965, Goldenson announced a merger proposal with ITT to ABC management; the two companies agreed to the deal on April 27, 1966. The FCC approved the merger on December 21, 1966; however, the previous day (December 20), Donald F. Turner, head antitrust regulator for the United States Department of Justice, expressed doubts related to such issues as the emerging cable television market, and concerns over the journalistic integrity of ABC and how it could be influenced by the overseas ownership of ITT. ITT management promised that the company would allow ABC to retain autonomy in the publishing business. The merger was suspended, and a complaint was filed by the Department of Justice in July 1967, with ITT going to trial in October 1967; the merger was officially canceled after the trial's conclusion on January 1, 1968.", "targets": "When was the merger between ITT and ABC officially canceled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5afd10cf1e4343beae2995404d9d75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prussian Army, under the terms of the armistice, held a brief victory parade in Paris on 17 February; the city was silent and draped with black and the Germans quickly withdrew. Bismarck honoured the armistice, by allowing train loads of food into Paris and withdrawing Prussian forces to the east of the city, prior to a full withdrawal once France agreed to pay a five billion franc war indemnity. At the same time, Prussian forces were concentrated in the provinces of Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, went to the countryside.", "targets": "What did the Prussian Army hold in Paris on 17 February?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5afd10cf1e4343beae2995404d9d75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prussian Army, under the terms of the armistice, held a brief victory parade in Paris on 17 February; the city was silent and draped with black and the Germans quickly withdrew. Bismarck honoured the armistice, by allowing train loads of food into Paris and withdrawing Prussian forces to the east of the city, prior to a full withdrawal once France agreed to pay a five billion franc war indemnity. At the same time, Prussian forces were concentrated in the provinces of Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, went to the countryside.", "targets": "Under what provision was the Prussian Army permitted to have a victory parade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5afd10cf1e4343beae2995404d9d75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prussian Army, under the terms of the armistice, held a brief victory parade in Paris on 17 February; the city was silent and draped with black and the Germans quickly withdrew. Bismarck honoured the armistice, by allowing train loads of food into Paris and withdrawing Prussian forces to the east of the city, prior to a full withdrawal once France agreed to pay a five billion franc war indemnity. At the same time, Prussian forces were concentrated in the provinces of Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, went to the countryside.", "targets": "To hounour the armistice, Bismarck allowed train loads of what into Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5afd10cf1e4343beae2995404d9d75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prussian Army, under the terms of the armistice, held a brief victory parade in Paris on 17 February; the city was silent and draped with black and the Germans quickly withdrew. Bismarck honoured the armistice, by allowing train loads of food into Paris and withdrawing Prussian forces to the east of the city, prior to a full withdrawal once France agreed to pay a five billion franc war indemnity. At the same time, Prussian forces were concentrated in the provinces of Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, went to the countryside.", "targets": "France had to consent to pay how much in war indemnity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5afd10cf1e4343beae2995404d9d75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prussian Army, under the terms of the armistice, held a brief victory parade in Paris on 17 February; the city was silent and draped with black and the Germans quickly withdrew. Bismarck honoured the armistice, by allowing train loads of food into Paris and withdrawing Prussian forces to the east of the city, prior to a full withdrawal once France agreed to pay a five billion franc war indemnity. At the same time, Prussian forces were concentrated in the provinces of Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, went to the countryside.", "targets": "An ensuing mass exodus from Paris saw how many people head for the countryside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f58523995724382b4f053bf02993af2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms are Oligochaetes that support terrestrial food chains both as prey and in some regions are important in aeration and enriching of soil. The burrowing of marine polychaetes, which may constitute up to a third of all species in near-shore environments, encourages the development of ecosystems by enabling water and oxygen to penetrate the sea floor. In addition to improving soil fertility, annelids serve humans as food and as bait. Scientists observe annelids to monitor the quality of marine and fresh water. Although blood-letting is no longer in favor with doctors, some leech species are regarded as endangered species because they have been over-harvested for this purpose in the last few centuries. Ragworms' jaws are now being studied by engineers as they offer an exceptional combination of lightness and strength.", "targets": "How do earthworms help the soil they live in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f58523995724382b4f053bf02993af2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms are Oligochaetes that support terrestrial food chains both as prey and in some regions are important in aeration and enriching of soil. The burrowing of marine polychaetes, which may constitute up to a third of all species in near-shore environments, encourages the development of ecosystems by enabling water and oxygen to penetrate the sea floor. In addition to improving soil fertility, annelids serve humans as food and as bait. Scientists observe annelids to monitor the quality of marine and fresh water. Although blood-letting is no longer in favor with doctors, some leech species are regarded as endangered species because they have been over-harvested for this purpose in the last few centuries. Ragworms' jaws are now being studied by engineers as they offer an exceptional combination of lightness and strength.", "targets": "How much of near-shore marine annelids are burrowing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f58523995724382b4f053bf02993af2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms are Oligochaetes that support terrestrial food chains both as prey and in some regions are important in aeration and enriching of soil. The burrowing of marine polychaetes, which may constitute up to a third of all species in near-shore environments, encourages the development of ecosystems by enabling water and oxygen to penetrate the sea floor. In addition to improving soil fertility, annelids serve humans as food and as bait. Scientists observe annelids to monitor the quality of marine and fresh water. Although blood-letting is no longer in favor with doctors, some leech species are regarded as endangered species because they have been over-harvested for this purpose in the last few centuries. Ragworms' jaws are now being studied by engineers as they offer an exceptional combination of lightness and strength.", "targets": "How do burrowing marine annelids help ocean ecosystems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f58523995724382b4f053bf02993af2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms are Oligochaetes that support terrestrial food chains both as prey and in some regions are important in aeration and enriching of soil. The burrowing of marine polychaetes, which may constitute up to a third of all species in near-shore environments, encourages the development of ecosystems by enabling water and oxygen to penetrate the sea floor. In addition to improving soil fertility, annelids serve humans as food and as bait. Scientists observe annelids to monitor the quality of marine and fresh water. Although blood-letting is no longer in favor with doctors, some leech species are regarded as endangered species because they have been over-harvested for this purpose in the last few centuries. Ragworms' jaws are now being studied by engineers as they offer an exceptional combination of lightness and strength.", "targets": "What annelids' jaws are being studied by engineers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f58523995724382b4f053bf02993af2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms are Oligochaetes that support terrestrial food chains both as prey and in some regions are important in aeration and enriching of soil. The burrowing of marine polychaetes, which may constitute up to a third of all species in near-shore environments, encourages the development of ecosystems by enabling water and oxygen to penetrate the sea floor. In addition to improving soil fertility, annelids serve humans as food and as bait. Scientists observe annelids to monitor the quality of marine and fresh water. Although blood-letting is no longer in favor with doctors, some leech species are regarded as endangered species because they have been over-harvested for this purpose in the last few centuries. Ragworms' jaws are now being studied by engineers as they offer an exceptional combination of lightness and strength.", "targets": "Why are some leeches endangered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f413905768d4d1bbd6c75c2803d7bf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even with the five largest cities in Sichuan suffering only minor damage from the quake, some estimates of the economic loss run higher than US$75 billion, making the earthquake one of the costliest natural disasters in Chinese history.", "targets": "What is an estimate of the economic loss from the quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f413905768d4d1bbd6c75c2803d7bf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even with the five largest cities in Sichuan suffering only minor damage from the quake, some estimates of the economic loss run higher than US$75 billion, making the earthquake one of the costliest natural disasters in Chinese history.", "targets": "What damage did the major Sichuan cities have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f413905768d4d1bbd6c75c2803d7bf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even with the five largest cities in Sichuan suffering only minor damage from the quake, some estimates of the economic loss run higher than US$75 billion, making the earthquake one of the costliest natural disasters in Chinese history.", "targets": "What is an estimate of losses to economics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f413905768d4d1bbd6c75c2803d7bf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even with the five largest cities in Sichuan suffering only minor damage from the quake, some estimates of the economic loss run higher than US$75 billion, making the earthquake one of the costliest natural disasters in Chinese history.", "targets": "Whose is this one of the costliest disasters in history of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f413905768d4d1bbd6c75c2803d7bf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even with the five largest cities in Sichuan suffering only minor damage from the quake, some estimates of the economic loss run higher than US$75 billion, making the earthquake one of the costliest natural disasters in Chinese history.", "targets": "Which cities in Sichuan had minor damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-085125b51aa1423a9c700acbb149303e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "181st Street is served by two New York City Subway lines; there is a 181st Street station at Fort Washington Avenue on the IND Eighth Avenue Line (A trains) and a 181st Street station at St. Nicholas Avenue on the IRT Broadway \u2013 Seventh Avenue Line (1 trains). The stations are about 500 metres (550 yd) from each other and are not connected. The George Washington Bridge Bus Terminal is a couple of blocks south on Fort Washington Avenue. 181st Street is also the last south/west exit in New York on the Trans-Manhattan Expressway (I-95), just before crossing the George Washington Bridge to New Jersey.", "targets": "How many subway lines serve 181st Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-085125b51aa1423a9c700acbb149303e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "181st Street is served by two New York City Subway lines; there is a 181st Street station at Fort Washington Avenue on the IND Eighth Avenue Line (A trains) and a 181st Street station at St. Nicholas Avenue on the IRT Broadway \u2013 Seventh Avenue Line (1 trains). The stations are about 500 metres (550 yd) from each other and are not connected. The George Washington Bridge Bus Terminal is a couple of blocks south on Fort Washington Avenue. 181st Street is also the last south/west exit in New York on the Trans-Manhattan Expressway (I-95), just before crossing the George Washington Bridge to New Jersey.", "targets": "How many metres apart are 181st Street's two subway stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-085125b51aa1423a9c700acbb149303e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "181st Street is served by two New York City Subway lines; there is a 181st Street station at Fort Washington Avenue on the IND Eighth Avenue Line (A trains) and a 181st Street station at St. Nicholas Avenue on the IRT Broadway \u2013 Seventh Avenue Line (1 trains). The stations are about 500 metres (550 yd) from each other and are not connected. The George Washington Bridge Bus Terminal is a couple of blocks south on Fort Washington Avenue. 181st Street is also the last south/west exit in New York on the Trans-Manhattan Expressway (I-95), just before crossing the George Washington Bridge to New Jersey.", "targets": "On what avenue is the George Wasington Bridge Bus Terminal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-085125b51aa1423a9c700acbb149303e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "181st Street is served by two New York City Subway lines; there is a 181st Street station at Fort Washington Avenue on the IND Eighth Avenue Line (A trains) and a 181st Street station at St. Nicholas Avenue on the IRT Broadway \u2013 Seventh Avenue Line (1 trains). The stations are about 500 metres (550 yd) from each other and are not connected. The George Washington Bridge Bus Terminal is a couple of blocks south on Fort Washington Avenue. 181st Street is also the last south/west exit in New York on the Trans-Manhattan Expressway (I-95), just before crossing the George Washington Bridge to New Jersey.", "targets": "Which road is the Trans-Manhattan Expressway's last south/west exit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc64961dfc345d194deb6d41f6474e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranked below the Three Councillors of State were the Nine Ministers, who each headed a specialized ministry. The Minister of Ceremonies was the chief official in charge of religious rites, rituals, prayers and the maintenance of ancestral temples and altars. The Minister of the Household was in charge of the emperor's security within the palace grounds, external imperial parks and wherever the emperor made an outing by chariot. The Minister of the Guards was responsible for securing and patrolling the walls, towers, and gates of the imperial palaces. The Minister Coachman was responsible for the maintenance of imperial stables, horses, carriages and coach-houses for the emperor and his palace attendants, as well as the supply of horses for the armed forces. The Minister of Justice was the chief official in charge of upholding, administering, and interpreting the law. The Minister Herald was the chief official in charge of receiving honored guests at the imperial court, such as nobles and foreign ambassadors. The Minister of the Imperial Clan oversaw the imperial court's interactions with the empire's nobility and extended imperial family, such as granting fiefs and titles. The Minister of Finance was the treasurer for the official bureaucracy and the armed forces who handled tax revenues and set standards for units of measurement. The Minister Steward served the emperor exclusively, providing him with entertainment and amusements, proper food and clothing, medicine and physical care, valuables and equipment.", "targets": "Which individual had a duty to maintain the imperial stables?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc64961dfc345d194deb6d41f6474e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranked below the Three Councillors of State were the Nine Ministers, who each headed a specialized ministry. The Minister of Ceremonies was the chief official in charge of religious rites, rituals, prayers and the maintenance of ancestral temples and altars. The Minister of the Household was in charge of the emperor's security within the palace grounds, external imperial parks and wherever the emperor made an outing by chariot. The Minister of the Guards was responsible for securing and patrolling the walls, towers, and gates of the imperial palaces. The Minister Coachman was responsible for the maintenance of imperial stables, horses, carriages and coach-houses for the emperor and his palace attendants, as well as the supply of horses for the armed forces. The Minister of Justice was the chief official in charge of upholding, administering, and interpreting the law. The Minister Herald was the chief official in charge of receiving honored guests at the imperial court, such as nobles and foreign ambassadors. The Minister of the Imperial Clan oversaw the imperial court's interactions with the empire's nobility and extended imperial family, such as granting fiefs and titles. The Minister of Finance was the treasurer for the official bureaucracy and the armed forces who handled tax revenues and set standards for units of measurement. The Minister Steward served the emperor exclusively, providing him with entertainment and amusements, proper food and clothing, medicine and physical care, valuables and equipment.", "targets": "Which Minister had the responsibility to interpret laws in this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc64961dfc345d194deb6d41f6474e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranked below the Three Councillors of State were the Nine Ministers, who each headed a specialized ministry. The Minister of Ceremonies was the chief official in charge of religious rites, rituals, prayers and the maintenance of ancestral temples and altars. The Minister of the Household was in charge of the emperor's security within the palace grounds, external imperial parks and wherever the emperor made an outing by chariot. The Minister of the Guards was responsible for securing and patrolling the walls, towers, and gates of the imperial palaces. The Minister Coachman was responsible for the maintenance of imperial stables, horses, carriages and coach-houses for the emperor and his palace attendants, as well as the supply of horses for the armed forces. The Minister of Justice was the chief official in charge of upholding, administering, and interpreting the law. The Minister Herald was the chief official in charge of receiving honored guests at the imperial court, such as nobles and foreign ambassadors. The Minister of the Imperial Clan oversaw the imperial court's interactions with the empire's nobility and extended imperial family, such as granting fiefs and titles. The Minister of Finance was the treasurer for the official bureaucracy and the armed forces who handled tax revenues and set standards for units of measurement. The Minister Steward served the emperor exclusively, providing him with entertainment and amusements, proper food and clothing, medicine and physical care, valuables and equipment.", "targets": "Which Minister could an honored guest of the court be expected to see?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc64961dfc345d194deb6d41f6474e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranked below the Three Councillors of State were the Nine Ministers, who each headed a specialized ministry. The Minister of Ceremonies was the chief official in charge of religious rites, rituals, prayers and the maintenance of ancestral temples and altars. The Minister of the Household was in charge of the emperor's security within the palace grounds, external imperial parks and wherever the emperor made an outing by chariot. The Minister of the Guards was responsible for securing and patrolling the walls, towers, and gates of the imperial palaces. The Minister Coachman was responsible for the maintenance of imperial stables, horses, carriages and coach-houses for the emperor and his palace attendants, as well as the supply of horses for the armed forces. The Minister of Justice was the chief official in charge of upholding, administering, and interpreting the law. The Minister Herald was the chief official in charge of receiving honored guests at the imperial court, such as nobles and foreign ambassadors. The Minister of the Imperial Clan oversaw the imperial court's interactions with the empire's nobility and extended imperial family, such as granting fiefs and titles. The Minister of Finance was the treasurer for the official bureaucracy and the armed forces who handled tax revenues and set standards for units of measurement. The Minister Steward served the emperor exclusively, providing him with entertainment and amusements, proper food and clothing, medicine and physical care, valuables and equipment.", "targets": "Who provided  the emperor with sustenance and medical aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc64961dfc345d194deb6d41f6474e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranked below the Three Councillors of State were the Nine Ministers, who each headed a specialized ministry. The Minister of Ceremonies was the chief official in charge of religious rites, rituals, prayers and the maintenance of ancestral temples and altars. The Minister of the Household was in charge of the emperor's security within the palace grounds, external imperial parks and wherever the emperor made an outing by chariot. The Minister of the Guards was responsible for securing and patrolling the walls, towers, and gates of the imperial palaces. The Minister Coachman was responsible for the maintenance of imperial stables, horses, carriages and coach-houses for the emperor and his palace attendants, as well as the supply of horses for the armed forces. The Minister of Justice was the chief official in charge of upholding, administering, and interpreting the law. The Minister Herald was the chief official in charge of receiving honored guests at the imperial court, such as nobles and foreign ambassadors. The Minister of the Imperial Clan oversaw the imperial court's interactions with the empire's nobility and extended imperial family, such as granting fiefs and titles. The Minister of Finance was the treasurer for the official bureaucracy and the armed forces who handled tax revenues and set standards for units of measurement. The Minister Steward served the emperor exclusively, providing him with entertainment and amusements, proper food and clothing, medicine and physical care, valuables and equipment.", "targets": "Which individual held the responsibility to oversee the interactions of the empire's nobles with the court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea94f4cfa1a94d33bb2aa7cc786111d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, John Jacob Astor, son of the 1st Viscount Astor, bought The Times from the Northcliffe estate. The paper gained a measure of notoriety in the 1930s with its advocacy of German appeasement; then-editor Geoffrey Dawson was closely allied with those in the government who practised appeasement, most notably Neville Chamberlain.", "targets": "In 1922, who bought The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea94f4cfa1a94d33bb2aa7cc786111d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, John Jacob Astor, son of the 1st Viscount Astor, bought The Times from the Northcliffe estate. The paper gained a measure of notoriety in the 1930s with its advocacy of German appeasement; then-editor Geoffrey Dawson was closely allied with those in the government who practised appeasement, most notably Neville Chamberlain.", "targets": "In 1922, which estate sold The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea94f4cfa1a94d33bb2aa7cc786111d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, John Jacob Astor, son of the 1st Viscount Astor, bought The Times from the Northcliffe estate. The paper gained a measure of notoriety in the 1930s with its advocacy of German appeasement; then-editor Geoffrey Dawson was closely allied with those in the government who practised appeasement, most notably Neville Chamberlain.", "targets": "The Times gained much notoriety in the 1930s because of its advocacy of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea94f4cfa1a94d33bb2aa7cc786111d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, John Jacob Astor, son of the 1st Viscount Astor, bought The Times from the Northcliffe estate. The paper gained a measure of notoriety in the 1930s with its advocacy of German appeasement; then-editor Geoffrey Dawson was closely allied with those in the government who practised appeasement, most notably Neville Chamberlain.", "targets": "Which The Times editor was closely allied with the government who practised German appeasement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea94f4cfa1a94d33bb2aa7cc786111d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1922, John Jacob Astor, son of the 1st Viscount Astor, bought The Times from the Northcliffe estate. The paper gained a measure of notoriety in the 1930s with its advocacy of German appeasement; then-editor Geoffrey Dawson was closely allied with those in the government who practised appeasement, most notably Neville Chamberlain.", "targets": "Which notable government official did The Times ally with in the 1930s whom practised German appeasement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a237211e9c94643967a77a14d8d47c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism began between 1907 and 1911. Pablo Picasso's 1907 painting Les Demoiselles d'Avignon has often been considered a proto-Cubist work. Georges Braque's 1908 Houses at L\u2019Estaque (and related works) prompted the critic Louis Vauxcelles to refer to bizarreries cubiques (cubic oddities). Gertrude Stein referred to landscapes made by Picasso in 1909, such as Reservoir at Horta de Ebro, as the first Cubist paintings. The first organized group exhibition by Cubists took place at the Salon des Ind\u00e9pendants in Paris during the spring of 1911 in a room called 'Salle 41'; it included works by Jean Metzinger, Albert Gleizes, Fernand L\u00e9ger, Robert Delaunay and Henri Le Fauconnier, yet no works by Picasso or Braque were exhibited.", "targets": "Between what years did cubism begin? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a237211e9c94643967a77a14d8d47c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism began between 1907 and 1911. Pablo Picasso's 1907 painting Les Demoiselles d'Avignon has often been considered a proto-Cubist work. Georges Braque's 1908 Houses at L\u2019Estaque (and related works) prompted the critic Louis Vauxcelles to refer to bizarreries cubiques (cubic oddities). Gertrude Stein referred to landscapes made by Picasso in 1909, such as Reservoir at Horta de Ebro, as the first Cubist paintings. The first organized group exhibition by Cubists took place at the Salon des Ind\u00e9pendants in Paris during the spring of 1911 in a room called 'Salle 41'; it included works by Jean Metzinger, Albert Gleizes, Fernand L\u00e9ger, Robert Delaunay and Henri Le Fauconnier, yet no works by Picasso or Braque were exhibited.", "targets": "In the spring of what year did the first organized exhibition by cubist appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a237211e9c94643967a77a14d8d47c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism began between 1907 and 1911. Pablo Picasso's 1907 painting Les Demoiselles d'Avignon has often been considered a proto-Cubist work. Georges Braque's 1908 Houses at L\u2019Estaque (and related works) prompted the critic Louis Vauxcelles to refer to bizarreries cubiques (cubic oddities). Gertrude Stein referred to landscapes made by Picasso in 1909, such as Reservoir at Horta de Ebro, as the first Cubist paintings. The first organized group exhibition by Cubists took place at the Salon des Ind\u00e9pendants in Paris during the spring of 1911 in a room called 'Salle 41'; it included works by Jean Metzinger, Albert Gleizes, Fernand L\u00e9ger, Robert Delaunay and Henri Le Fauconnier, yet no works by Picasso or Braque were exhibited.", "targets": "What was the name of the room that the first exhibition of Cubists took place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a237211e9c94643967a77a14d8d47c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism began between 1907 and 1911. Pablo Picasso's 1907 painting Les Demoiselles d'Avignon has often been considered a proto-Cubist work. Georges Braque's 1908 Houses at L\u2019Estaque (and related works) prompted the critic Louis Vauxcelles to refer to bizarreries cubiques (cubic oddities). Gertrude Stein referred to landscapes made by Picasso in 1909, such as Reservoir at Horta de Ebro, as the first Cubist paintings. The first organized group exhibition by Cubists took place at the Salon des Ind\u00e9pendants in Paris during the spring of 1911 in a room called 'Salle 41'; it included works by Jean Metzinger, Albert Gleizes, Fernand L\u00e9ger, Robert Delaunay and Henri Le Fauconnier, yet no works by Picasso or Braque were exhibited.", "targets": "Who mentioned the landscapes made by Picasso in the first Cubist paintings? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a237211e9c94643967a77a14d8d47c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism began between 1907 and 1911. Pablo Picasso's 1907 painting Les Demoiselles d'Avignon has often been considered a proto-Cubist work. Georges Braque's 1908 Houses at L\u2019Estaque (and related works) prompted the critic Louis Vauxcelles to refer to bizarreries cubiques (cubic oddities). Gertrude Stein referred to landscapes made by Picasso in 1909, such as Reservoir at Horta de Ebro, as the first Cubist paintings. The first organized group exhibition by Cubists took place at the Salon des Ind\u00e9pendants in Paris during the spring of 1911 in a room called 'Salle 41'; it included works by Jean Metzinger, Albert Gleizes, Fernand L\u00e9ger, Robert Delaunay and Henri Le Fauconnier, yet no works by Picasso or Braque were exhibited.", "targets": "In what city did the first exhibition of Cubists take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca8a0c640a4477cb476c053cbc242f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In northern Galicia, the A Coru\u00f1a-Ferrol metropolitan area has become increasingly dominant in terms of population. The population of the city of A Coru\u00f1a in 1900 was 43,971. The population of the rest of the province including the City and Naval Station of nearby Ferrol and Santiago de Compostela was 653,556. A Coru\u00f1a's growth occurred after the Spanish Civil War at the same speed as other major Galician cities, but it was the arrival of democracy in Spain after the death of Francisco Franco when A Coru\u00f1a left all the other Galician cities behind.", "targets": "Which metro area is largest in terms of population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca8a0c640a4477cb476c053cbc242f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In northern Galicia, the A Coru\u00f1a-Ferrol metropolitan area has become increasingly dominant in terms of population. The population of the city of A Coru\u00f1a in 1900 was 43,971. The population of the rest of the province including the City and Naval Station of nearby Ferrol and Santiago de Compostela was 653,556. A Coru\u00f1a's growth occurred after the Spanish Civil War at the same speed as other major Galician cities, but it was the arrival of democracy in Spain after the death of Francisco Franco when A Coru\u00f1a left all the other Galician cities behind.", "targets": "What was it's total population back in 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36292545249445e5971c1cb369992fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Fuller, Cowell, and TV producer Simon Jones attempted to sell the Pop Idol format to the United States, but the idea was met with poor response from United States television networks. However, Rupert Murdoch, head of Fox's parent company, was persuaded to buy the show by his daughter Elisabeth, who was a fan of the British show. The show was renamed American Idol: The Search for a Superstar and debuted in the summer of 2002. Cowell was initially offered the job as showrunner but refused; Lythgoe then took over that position. Much to Cowell's surprise, it became one of the hit shows for the summer that year. The show, with the personal engagement of the viewers with the contestants through voting, and the presence of the acid-tongued Cowell as a judge, grew into a phenomenon. By 2004, it had become the most-watched show in the U.S., a position it then held on for seven consecutive seasons.", "targets": "For how many seasons was American Idol the most watched show in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36292545249445e5971c1cb369992fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Fuller, Cowell, and TV producer Simon Jones attempted to sell the Pop Idol format to the United States, but the idea was met with poor response from United States television networks. However, Rupert Murdoch, head of Fox's parent company, was persuaded to buy the show by his daughter Elisabeth, who was a fan of the British show. The show was renamed American Idol: The Search for a Superstar and debuted in the summer of 2002. Cowell was initially offered the job as showrunner but refused; Lythgoe then took over that position. Much to Cowell's surprise, it became one of the hit shows for the summer that year. The show, with the personal engagement of the viewers with the contestants through voting, and the presence of the acid-tongued Cowell as a judge, grew into a phenomenon. By 2004, it had become the most-watched show in the U.S., a position it then held on for seven consecutive seasons.", "targets": "What year did American Idol first air on FOX?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36292545249445e5971c1cb369992fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Fuller, Cowell, and TV producer Simon Jones attempted to sell the Pop Idol format to the United States, but the idea was met with poor response from United States television networks. However, Rupert Murdoch, head of Fox's parent company, was persuaded to buy the show by his daughter Elisabeth, who was a fan of the British show. The show was renamed American Idol: The Search for a Superstar and debuted in the summer of 2002. Cowell was initially offered the job as showrunner but refused; Lythgoe then took over that position. Much to Cowell's surprise, it became one of the hit shows for the summer that year. The show, with the personal engagement of the viewers with the contestants through voting, and the presence of the acid-tongued Cowell as a judge, grew into a phenomenon. By 2004, it had become the most-watched show in the U.S., a position it then held on for seven consecutive seasons.", "targets": "What year did producers attempt to sell the Pop Idol format in the United States? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36292545249445e5971c1cb369992fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Fuller, Cowell, and TV producer Simon Jones attempted to sell the Pop Idol format to the United States, but the idea was met with poor response from United States television networks. However, Rupert Murdoch, head of Fox's parent company, was persuaded to buy the show by his daughter Elisabeth, who was a fan of the British show. The show was renamed American Idol: The Search for a Superstar and debuted in the summer of 2002. Cowell was initially offered the job as showrunner but refused; Lythgoe then took over that position. Much to Cowell's surprise, it became one of the hit shows for the summer that year. The show, with the personal engagement of the viewers with the contestants through voting, and the presence of the acid-tongued Cowell as a judge, grew into a phenomenon. By 2004, it had become the most-watched show in the U.S., a position it then held on for seven consecutive seasons.", "targets": "Who talked Rupert Murdoch into buying American Idol for FOX?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36292545249445e5971c1cb369992fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Fuller, Cowell, and TV producer Simon Jones attempted to sell the Pop Idol format to the United States, but the idea was met with poor response from United States television networks. However, Rupert Murdoch, head of Fox's parent company, was persuaded to buy the show by his daughter Elisabeth, who was a fan of the British show. The show was renamed American Idol: The Search for a Superstar and debuted in the summer of 2002. Cowell was initially offered the job as showrunner but refused; Lythgoe then took over that position. Much to Cowell's surprise, it became one of the hit shows for the summer that year. The show, with the personal engagement of the viewers with the contestants through voting, and the presence of the acid-tongued Cowell as a judge, grew into a phenomenon. By 2004, it had become the most-watched show in the U.S., a position it then held on for seven consecutive seasons.", "targets": "Who is the head of Fox's parent company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36292545249445e5971c1cb369992fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Fuller, Cowell, and TV producer Simon Jones attempted to sell the Pop Idol format to the United States, but the idea was met with poor response from United States television networks. However, Rupert Murdoch, head of Fox's parent company, was persuaded to buy the show by his daughter Elisabeth, who was a fan of the British show. The show was renamed American Idol: The Search for a Superstar and debuted in the summer of 2002. Cowell was initially offered the job as showrunner but refused; Lythgoe then took over that position. Much to Cowell's surprise, it became one of the hit shows for the summer that year. The show, with the personal engagement of the viewers with the contestants through voting, and the presence of the acid-tongued Cowell as a judge, grew into a phenomenon. By 2004, it had become the most-watched show in the U.S., a position it then held on for seven consecutive seasons.", "targets": "What was Pop Idol renamed to for its American debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b964429c7ffd42c79afba84af477a9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has various festivals that are commonly performed to worship the Buddha[citation needed] throughout the year. Losar is the Tibetan New Year Festival. Preparations for the festive event are manifested by special offerings to family shrine deities, painted doors with religious symbols, and other painstaking jobs done to prepare for the event. Tibetans eat Guthuk (barley noodle soup with filling) on New Year's Eve with their families. The Monlam Prayer Festival follows it in the first month of the Tibetan calendar, falling between the fourth and the eleventh days of the first Tibetan month. It involves dancing and participating in sports events, as well as sharing picnics. The event was established in 1049 by Tsong Khapa, the founder of the Dalai Lama and the Panchen Lama's order.", "targets": "What is worshipped during Tibet's various festibals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b964429c7ffd42c79afba84af477a9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has various festivals that are commonly performed to worship the Buddha[citation needed] throughout the year. Losar is the Tibetan New Year Festival. Preparations for the festive event are manifested by special offerings to family shrine deities, painted doors with religious symbols, and other painstaking jobs done to prepare for the event. Tibetans eat Guthuk (barley noodle soup with filling) on New Year's Eve with their families. The Monlam Prayer Festival follows it in the first month of the Tibetan calendar, falling between the fourth and the eleventh days of the first Tibetan month. It involves dancing and participating in sports events, as well as sharing picnics. The event was established in 1049 by Tsong Khapa, the founder of the Dalai Lama and the Panchen Lama's order.", "targets": "What is the Tibetan New Year Festival called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b964429c7ffd42c79afba84af477a9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has various festivals that are commonly performed to worship the Buddha[citation needed] throughout the year. Losar is the Tibetan New Year Festival. Preparations for the festive event are manifested by special offerings to family shrine deities, painted doors with religious symbols, and other painstaking jobs done to prepare for the event. Tibetans eat Guthuk (barley noodle soup with filling) on New Year's Eve with their families. The Monlam Prayer Festival follows it in the first month of the Tibetan calendar, falling between the fourth and the eleventh days of the first Tibetan month. It involves dancing and participating in sports events, as well as sharing picnics. The event was established in 1049 by Tsong Khapa, the founder of the Dalai Lama and the Panchen Lama's order.", "targets": "What do Tibetan's eat on New Year's Eve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b964429c7ffd42c79afba84af477a9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has various festivals that are commonly performed to worship the Buddha[citation needed] throughout the year. Losar is the Tibetan New Year Festival. Preparations for the festive event are manifested by special offerings to family shrine deities, painted doors with religious symbols, and other painstaking jobs done to prepare for the event. Tibetans eat Guthuk (barley noodle soup with filling) on New Year's Eve with their families. The Monlam Prayer Festival follows it in the first month of the Tibetan calendar, falling between the fourth and the eleventh days of the first Tibetan month. It involves dancing and participating in sports events, as well as sharing picnics. The event was established in 1049 by Tsong Khapa, the founder of the Dalai Lama and the Panchen Lama's order.", "targets": "When is the Monlam Prayer Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b964429c7ffd42c79afba84af477a9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has various festivals that are commonly performed to worship the Buddha[citation needed] throughout the year. Losar is the Tibetan New Year Festival. Preparations for the festive event are manifested by special offerings to family shrine deities, painted doors with religious symbols, and other painstaking jobs done to prepare for the event. Tibetans eat Guthuk (barley noodle soup with filling) on New Year's Eve with their families. The Monlam Prayer Festival follows it in the first month of the Tibetan calendar, falling between the fourth and the eleventh days of the first Tibetan month. It involves dancing and participating in sports events, as well as sharing picnics. The event was established in 1049 by Tsong Khapa, the founder of the Dalai Lama and the Panchen Lama's order.", "targets": "Who established the Monlam Prayer Festival in 1049?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46b21bef689a473994fbaf498f3046a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians have concluded that this assignment provided valuable preparation for handling the challenging personalities of Winston Churchill, George S. Patton, George Marshall, and General Montgomery during World War II. Eisenhower later emphasized that too much had been made of the disagreements with MacArthur, and that a positive relationship endured. While in Manila, Mamie suffered a life-threatening stomach ailment but recovered fully. Eisenhower was promoted to the rank of permanent lieutenant colonel in 1936. He also learned to fly, making a solo flight over the Philippines in 1937 and obtained his private pilot's license in 1939 at Fort Lewis. Also around this time, he was offered a post by the Philippine Commonwealth Government, namely by then Philippine President Manuel L. Quezon on recommendations by MacArthur, to become the chief of police of a new capital being planned, now named Quezon City, but he declined the offer.", "targets": "What rank was Eisenhower promoted to in 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46b21bef689a473994fbaf498f3046a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians have concluded that this assignment provided valuable preparation for handling the challenging personalities of Winston Churchill, George S. Patton, George Marshall, and General Montgomery during World War II. Eisenhower later emphasized that too much had been made of the disagreements with MacArthur, and that a positive relationship endured. While in Manila, Mamie suffered a life-threatening stomach ailment but recovered fully. Eisenhower was promoted to the rank of permanent lieutenant colonel in 1936. He also learned to fly, making a solo flight over the Philippines in 1937 and obtained his private pilot's license in 1939 at Fort Lewis. Also around this time, he was offered a post by the Philippine Commonwealth Government, namely by then Philippine President Manuel L. Quezon on recommendations by MacArthur, to become the chief of police of a new capital being planned, now named Quezon City, but he declined the offer.", "targets": "Who was president of the Philippines circa 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46b21bef689a473994fbaf498f3046a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians have concluded that this assignment provided valuable preparation for handling the challenging personalities of Winston Churchill, George S. Patton, George Marshall, and General Montgomery during World War II. Eisenhower later emphasized that too much had been made of the disagreements with MacArthur, and that a positive relationship endured. While in Manila, Mamie suffered a life-threatening stomach ailment but recovered fully. Eisenhower was promoted to the rank of permanent lieutenant colonel in 1936. He also learned to fly, making a solo flight over the Philippines in 1937 and obtained his private pilot's license in 1939 at Fort Lewis. Also around this time, he was offered a post by the Philippine Commonwealth Government, namely by then Philippine President Manuel L. Quezon on recommendations by MacArthur, to become the chief of police of a new capital being planned, now named Quezon City, but he declined the offer.", "targets": "What is the current name of the capital city that was under construction in the Philippines in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46b21bef689a473994fbaf498f3046a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians have concluded that this assignment provided valuable preparation for handling the challenging personalities of Winston Churchill, George S. Patton, George Marshall, and General Montgomery during World War II. Eisenhower later emphasized that too much had been made of the disagreements with MacArthur, and that a positive relationship endured. While in Manila, Mamie suffered a life-threatening stomach ailment but recovered fully. Eisenhower was promoted to the rank of permanent lieutenant colonel in 1936. He also learned to fly, making a solo flight over the Philippines in 1937 and obtained his private pilot's license in 1939 at Fort Lewis. Also around this time, he was offered a post by the Philippine Commonwealth Government, namely by then Philippine President Manuel L. Quezon on recommendations by MacArthur, to become the chief of police of a new capital being planned, now named Quezon City, but he declined the offer.", "targets": "What license did Eisenhower receive in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46b21bef689a473994fbaf498f3046a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians have concluded that this assignment provided valuable preparation for handling the challenging personalities of Winston Churchill, George S. Patton, George Marshall, and General Montgomery during World War II. Eisenhower later emphasized that too much had been made of the disagreements with MacArthur, and that a positive relationship endured. While in Manila, Mamie suffered a life-threatening stomach ailment but recovered fully. Eisenhower was promoted to the rank of permanent lieutenant colonel in 1936. He also learned to fly, making a solo flight over the Philippines in 1937 and obtained his private pilot's license in 1939 at Fort Lewis. Also around this time, he was offered a post by the Philippine Commonwealth Government, namely by then Philippine President Manuel L. Quezon on recommendations by MacArthur, to become the chief of police of a new capital being planned, now named Quezon City, but he declined the offer.", "targets": "How did Eisenhower respond to the offer to become a Philippine police chief?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6051f0d410f44a1393c9076969749887", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.", "targets": "Who defines informal learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6051f0d410f44a1393c9076969749887", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.", "targets": "Where does informal learning occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6051f0d410f44a1393c9076969749887", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.", "targets": "What does informal leaning usually consist of amongst people who take this route of learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b459bfb0a8c34409804662988ccc78bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bureau of Near Eastern Affairs, a division of the United States Department of State, is perhaps the most influential agency to still use the term Near East. Under the Secretary of State, it implements the official diplomacy of the United States, called also statecraft by Secretary Clinton. The name of the bureau is traditional and historic. There is, however, no distinct Middle East. All official Middle Eastern affairs are referred to this bureau.", "targets": "The Bureau of Near Eastern Affairs is a division of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b459bfb0a8c34409804662988ccc78bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bureau of Near Eastern Affairs, a division of the United States Department of State, is perhaps the most influential agency to still use the term Near East. Under the Secretary of State, it implements the official diplomacy of the United States, called also statecraft by Secretary Clinton. The name of the bureau is traditional and historic. There is, however, no distinct Middle East. All official Middle Eastern affairs are referred to this bureau.", "targets": "What is perhaps the most influential agency to still use the term Near East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b459bfb0a8c34409804662988ccc78bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bureau of Near Eastern Affairs, a division of the United States Department of State, is perhaps the most influential agency to still use the term Near East. Under the Secretary of State, it implements the official diplomacy of the United States, called also statecraft by Secretary Clinton. The name of the bureau is traditional and historic. There is, however, no distinct Middle East. All official Middle Eastern affairs are referred to this bureau.", "targets": "Secretary Clinton also calls the implementation of official diplomacy of the United States what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b80e44ad9ce345d89d3e0f5672bbff1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three ways an existing treaty can be amended. First, formal amendment requires State parties to the treaty to go through the ratification process all over again. The re-negotiation of treaty provisions can be long and protracted, and often some parties to the original treaty will not become parties to the amended treaty. When determining the legal obligations of states, one party to the original treaty and one a party to the amended treaty, the states will only be bound by the terms they both agreed upon. Treaties can also be amended informally by the treaty executive council when the changes are only procedural, technical change in customary international law can also amend a treaty, where state behavior evinces a new interpretation of the legal obligations under the treaty. Minor corrections to a treaty may be adopted by a proc\u00e8s-verbal; but a proc\u00e8s-verbal is generally reserved for changes to rectify obvious errors in the text adopted, i.e. where the text adopted does not correctly reflect the intention of the parties adopting it.", "targets": "How many ways are there to amend an existing treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b80e44ad9ce345d89d3e0f5672bbff1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three ways an existing treaty can be amended. First, formal amendment requires State parties to the treaty to go through the ratification process all over again. The re-negotiation of treaty provisions can be long and protracted, and often some parties to the original treaty will not become parties to the amended treaty. When determining the legal obligations of states, one party to the original treaty and one a party to the amended treaty, the states will only be bound by the terms they both agreed upon. Treaties can also be amended informally by the treaty executive council when the changes are only procedural, technical change in customary international law can also amend a treaty, where state behavior evinces a new interpretation of the legal obligations under the treaty. Minor corrections to a treaty may be adopted by a proc\u00e8s-verbal; but a proc\u00e8s-verbal is generally reserved for changes to rectify obvious errors in the text adopted, i.e. where the text adopted does not correctly reflect the intention of the parties adopting it.", "targets": "What must state parties to a treaty repeat to adopt a formal amendment to the treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b80e44ad9ce345d89d3e0f5672bbff1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three ways an existing treaty can be amended. First, formal amendment requires State parties to the treaty to go through the ratification process all over again. The re-negotiation of treaty provisions can be long and protracted, and often some parties to the original treaty will not become parties to the amended treaty. When determining the legal obligations of states, one party to the original treaty and one a party to the amended treaty, the states will only be bound by the terms they both agreed upon. Treaties can also be amended informally by the treaty executive council when the changes are only procedural, technical change in customary international law can also amend a treaty, where state behavior evinces a new interpretation of the legal obligations under the treaty. Minor corrections to a treaty may be adopted by a proc\u00e8s-verbal; but a proc\u00e8s-verbal is generally reserved for changes to rectify obvious errors in the text adopted, i.e. where the text adopted does not correctly reflect the intention of the parties adopting it.", "targets": "What amendment process is generally reserved for changes that rectify obvious errors in the text?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b80e44ad9ce345d89d3e0f5672bbff1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three ways an existing treaty can be amended. First, formal amendment requires State parties to the treaty to go through the ratification process all over again. The re-negotiation of treaty provisions can be long and protracted, and often some parties to the original treaty will not become parties to the amended treaty. When determining the legal obligations of states, one party to the original treaty and one a party to the amended treaty, the states will only be bound by the terms they both agreed upon. Treaties can also be amended informally by the treaty executive council when the changes are only procedural, technical change in customary international law can also amend a treaty, where state behavior evinces a new interpretation of the legal obligations under the treaty. Minor corrections to a treaty may be adopted by a proc\u00e8s-verbal; but a proc\u00e8s-verbal is generally reserved for changes to rectify obvious errors in the text adopted, i.e. where the text adopted does not correctly reflect the intention of the parties adopting it.", "targets": "Parties to an original treaty and an amended treaty are bound to what terms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b80e44ad9ce345d89d3e0f5672bbff1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three ways an existing treaty can be amended. First, formal amendment requires State parties to the treaty to go through the ratification process all over again. The re-negotiation of treaty provisions can be long and protracted, and often some parties to the original treaty will not become parties to the amended treaty. When determining the legal obligations of states, one party to the original treaty and one a party to the amended treaty, the states will only be bound by the terms they both agreed upon. Treaties can also be amended informally by the treaty executive council when the changes are only procedural, technical change in customary international law can also amend a treaty, where state behavior evinces a new interpretation of the legal obligations under the treaty. Minor corrections to a treaty may be adopted by a proc\u00e8s-verbal; but a proc\u00e8s-verbal is generally reserved for changes to rectify obvious errors in the text adopted, i.e. where the text adopted does not correctly reflect the intention of the parties adopting it.", "targets": "In addition to the often long and protracted nature of treaty renegotiation, what negative outcome might result from the process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b183025de944b1dba06df8ed7309fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the G.R. N'Namdi Gallery opened in a 16,000-square-foot (1,500 m2) complex in Midtown. Important history of America and the Detroit area are exhibited at The Henry Ford in Dearborn, the United States' largest indoor-outdoor museum complex. The Detroit Historical Society provides information about tours of area churches, skyscrapers, and mansions. Inside Detroit, meanwhile, hosts tours, educational programming, and a downtown welcome center. Other sites of interest are the Detroit Zoo in Royal Oak, the Cranbrook Art Museum in Bloomfield Hills, the Anna Scripps Whitcomb Conservatory on Belle Isle, and Walter P. Chrysler Museum in Auburn Hills.", "targets": "What is the U.S.'s largest museum complex?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b183025de944b1dba06df8ed7309fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the G.R. N'Namdi Gallery opened in a 16,000-square-foot (1,500 m2) complex in Midtown. Important history of America and the Detroit area are exhibited at The Henry Ford in Dearborn, the United States' largest indoor-outdoor museum complex. The Detroit Historical Society provides information about tours of area churches, skyscrapers, and mansions. Inside Detroit, meanwhile, hosts tours, educational programming, and a downtown welcome center. Other sites of interest are the Detroit Zoo in Royal Oak, the Cranbrook Art Museum in Bloomfield Hills, the Anna Scripps Whitcomb Conservatory on Belle Isle, and Walter P. Chrysler Museum in Auburn Hills.", "targets": "Where is the Detroit Zoo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b183025de944b1dba06df8ed7309fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the G.R. N'Namdi Gallery opened in a 16,000-square-foot (1,500 m2) complex in Midtown. Important history of America and the Detroit area are exhibited at The Henry Ford in Dearborn, the United States' largest indoor-outdoor museum complex. The Detroit Historical Society provides information about tours of area churches, skyscrapers, and mansions. Inside Detroit, meanwhile, hosts tours, educational programming, and a downtown welcome center. Other sites of interest are the Detroit Zoo in Royal Oak, the Cranbrook Art Museum in Bloomfield Hills, the Anna Scripps Whitcomb Conservatory on Belle Isle, and Walter P. Chrysler Museum in Auburn Hills.", "targets": "What museum is in Bloomfield Hills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b183025de944b1dba06df8ed7309fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the G.R. N'Namdi Gallery opened in a 16,000-square-foot (1,500 m2) complex in Midtown. Important history of America and the Detroit area are exhibited at The Henry Ford in Dearborn, the United States' largest indoor-outdoor museum complex. The Detroit Historical Society provides information about tours of area churches, skyscrapers, and mansions. Inside Detroit, meanwhile, hosts tours, educational programming, and a downtown welcome center. Other sites of interest are the Detroit Zoo in Royal Oak, the Cranbrook Art Museum in Bloomfield Hills, the Anna Scripps Whitcomb Conservatory on Belle Isle, and Walter P. Chrysler Museum in Auburn Hills.", "targets": "What museum is on Belle Isle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b183025de944b1dba06df8ed7309fe1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the G.R. N'Namdi Gallery opened in a 16,000-square-foot (1,500 m2) complex in Midtown. Important history of America and the Detroit area are exhibited at The Henry Ford in Dearborn, the United States' largest indoor-outdoor museum complex. The Detroit Historical Society provides information about tours of area churches, skyscrapers, and mansions. Inside Detroit, meanwhile, hosts tours, educational programming, and a downtown welcome center. Other sites of interest are the Detroit Zoo in Royal Oak, the Cranbrook Art Museum in Bloomfield Hills, the Anna Scripps Whitcomb Conservatory on Belle Isle, and Walter P. Chrysler Museum in Auburn Hills.", "targets": "What Detroit gallery opened in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b144436ce264477a994ffb1418e57557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major European rivers flow from Switzerland, such as the Rhine, the Rhone, the Inn, the Ticino and the Po, all of which have headwaters in the Alps and flow into neighbouring countries, finally emptying into the North Sea, the Mediterranean Sea, the Adriatic Sea and the Black Sea. Other rivers such as the Danube have major tributaries flowing into them that originate in the Alps. The Rhone is second to the Nile as a freshwater source to the Mediterranean Sea; the river begins as glacial meltwater, flows into Lake Geneva, and from there to France where one of its uses is to cool nuclear power plants. The Rhine originates in a 30 square kilometre area in Switzerland and represents almost 60 percent of water exported from the country. Tributary valleys, some of which are complicated, channel water to the main valleys which can experience flooding during the snow melt season when rapid runoff causes debris torrents and swollen rivers.", "targets": "The Rhine, the Rhone, the Inn, the Ticino and the Po rivers flow from what Country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b144436ce264477a994ffb1418e57557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major European rivers flow from Switzerland, such as the Rhine, the Rhone, the Inn, the Ticino and the Po, all of which have headwaters in the Alps and flow into neighbouring countries, finally emptying into the North Sea, the Mediterranean Sea, the Adriatic Sea and the Black Sea. Other rivers such as the Danube have major tributaries flowing into them that originate in the Alps. The Rhone is second to the Nile as a freshwater source to the Mediterranean Sea; the river begins as glacial meltwater, flows into Lake Geneva, and from there to France where one of its uses is to cool nuclear power plants. The Rhine originates in a 30 square kilometre area in Switzerland and represents almost 60 percent of water exported from the country. Tributary valleys, some of which are complicated, channel water to the main valleys which can experience flooding during the snow melt season when rapid runoff causes debris torrents and swollen rivers.", "targets": "Where do the major tributaries that flow through the Danube originate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b144436ce264477a994ffb1418e57557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major European rivers flow from Switzerland, such as the Rhine, the Rhone, the Inn, the Ticino and the Po, all of which have headwaters in the Alps and flow into neighbouring countries, finally emptying into the North Sea, the Mediterranean Sea, the Adriatic Sea and the Black Sea. Other rivers such as the Danube have major tributaries flowing into them that originate in the Alps. The Rhone is second to the Nile as a freshwater source to the Mediterranean Sea; the river begins as glacial meltwater, flows into Lake Geneva, and from there to France where one of its uses is to cool nuclear power plants. The Rhine originates in a 30 square kilometre area in Switzerland and represents almost 60 percent of water exported from the country. Tributary valleys, some of which are complicated, channel water to the main valleys which can experience flooding during the snow melt season when rapid runoff causes debris torrents and swollen rivers.", "targets": "Which river is second to the Nile as a freshwater source to the Mediterranean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b144436ce264477a994ffb1418e57557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major European rivers flow from Switzerland, such as the Rhine, the Rhone, the Inn, the Ticino and the Po, all of which have headwaters in the Alps and flow into neighbouring countries, finally emptying into the North Sea, the Mediterranean Sea, the Adriatic Sea and the Black Sea. Other rivers such as the Danube have major tributaries flowing into them that originate in the Alps. The Rhone is second to the Nile as a freshwater source to the Mediterranean Sea; the river begins as glacial meltwater, flows into Lake Geneva, and from there to France where one of its uses is to cool nuclear power plants. The Rhine originates in a 30 square kilometre area in Switzerland and represents almost 60 percent of water exported from the country. Tributary valleys, some of which are complicated, channel water to the main valleys which can experience flooding during the snow melt season when rapid runoff causes debris torrents and swollen rivers.", "targets": "What does The Rhone begin as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b144436ce264477a994ffb1418e57557", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Major European rivers flow from Switzerland, such as the Rhine, the Rhone, the Inn, the Ticino and the Po, all of which have headwaters in the Alps and flow into neighbouring countries, finally emptying into the North Sea, the Mediterranean Sea, the Adriatic Sea and the Black Sea. Other rivers such as the Danube have major tributaries flowing into them that originate in the Alps. The Rhone is second to the Nile as a freshwater source to the Mediterranean Sea; the river begins as glacial meltwater, flows into Lake Geneva, and from there to France where one of its uses is to cool nuclear power plants. The Rhine originates in a 30 square kilometre area in Switzerland and represents almost 60 percent of water exported from the country. Tributary valleys, some of which are complicated, channel water to the main valleys which can experience flooding during the snow melt season when rapid runoff causes debris torrents and swollen rivers.", "targets": "Where does the Rhine originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56dff0b492f24feebd6c63a466d6b7d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of making beer is known as brewing. A dedicated building for the making of beer is called a brewery, though beer can be made in the home and has been for much of its history. A company that makes beer is called either a brewery or a brewing company. Beer made on a domestic scale for non-commercial reasons is classified as homebrewing regardless of where it is made, though most homebrewed beer is made in the home. Brewing beer is subject to legislation and taxation in developed countries, which from the late 19th century largely restricted brewing to a commercial operation only. However, the UK government relaxed legislation in 1963, followed by Australia in 1972 and the US in 1978, allowing homebrewing to become a popular hobby.", "targets": "What is the process of making beer called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56dff0b492f24feebd6c63a466d6b7d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of making beer is known as brewing. A dedicated building for the making of beer is called a brewery, though beer can be made in the home and has been for much of its history. A company that makes beer is called either a brewery or a brewing company. Beer made on a domestic scale for non-commercial reasons is classified as homebrewing regardless of where it is made, though most homebrewed beer is made in the home. Brewing beer is subject to legislation and taxation in developed countries, which from the late 19th century largely restricted brewing to a commercial operation only. However, the UK government relaxed legislation in 1963, followed by Australia in 1972 and the US in 1978, allowing homebrewing to become a popular hobby.", "targets": "What is a building called that is used for making beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56dff0b492f24feebd6c63a466d6b7d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of making beer is known as brewing. A dedicated building for the making of beer is called a brewery, though beer can be made in the home and has been for much of its history. A company that makes beer is called either a brewery or a brewing company. Beer made on a domestic scale for non-commercial reasons is classified as homebrewing regardless of where it is made, though most homebrewed beer is made in the home. Brewing beer is subject to legislation and taxation in developed countries, which from the late 19th century largely restricted brewing to a commercial operation only. However, the UK government relaxed legislation in 1963, followed by Australia in 1972 and the US in 1978, allowing homebrewing to become a popular hobby.", "targets": "What is company that makes beer typically known as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56dff0b492f24feebd6c63a466d6b7d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of making beer is known as brewing. A dedicated building for the making of beer is called a brewery, though beer can be made in the home and has been for much of its history. A company that makes beer is called either a brewery or a brewing company. Beer made on a domestic scale for non-commercial reasons is classified as homebrewing regardless of where it is made, though most homebrewed beer is made in the home. Brewing beer is subject to legislation and taxation in developed countries, which from the late 19th century largely restricted brewing to a commercial operation only. However, the UK government relaxed legislation in 1963, followed by Australia in 1972 and the US in 1978, allowing homebrewing to become a popular hobby.", "targets": "What is beer classified as when it is made for non-commerical consumption? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56dff0b492f24feebd6c63a466d6b7d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of making beer is known as brewing. A dedicated building for the making of beer is called a brewery, though beer can be made in the home and has been for much of its history. A company that makes beer is called either a brewery or a brewing company. Beer made on a domestic scale for non-commercial reasons is classified as homebrewing regardless of where it is made, though most homebrewed beer is made in the home. Brewing beer is subject to legislation and taxation in developed countries, which from the late 19th century largely restricted brewing to a commercial operation only. However, the UK government relaxed legislation in 1963, followed by Australia in 1972 and the US in 1978, allowing homebrewing to become a popular hobby.", "targets": "In what year was home brewing first allowed in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d58cf3a32cc49f4940633acb16e1d83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alphanumeric LEDs are available in seven-segment, starburst and dot-matrix format. Seven-segment displays handle all numbers and a limited set of letters. Starburst displays can display all letters. Dot-matrix displays typically use 5x7 pixels per character. Seven-segment LED displays were in widespread use in the 1970s and 1980s, but rising use of liquid crystal displays, with their lower power needs and greater display flexibility, has reduced the popularity of numeric and alphanumeric LED displays.", "targets": "What type of LEDs are available in seven-segment format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d58cf3a32cc49f4940633acb16e1d83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alphanumeric LEDs are available in seven-segment, starburst and dot-matrix format. Seven-segment displays handle all numbers and a limited set of letters. Starburst displays can display all letters. Dot-matrix displays typically use 5x7 pixels per character. Seven-segment LED displays were in widespread use in the 1970s and 1980s, but rising use of liquid crystal displays, with their lower power needs and greater display flexibility, has reduced the popularity of numeric and alphanumeric LED displays.", "targets": "What is another format that Alphanumeric LEDs are available in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d58cf3a32cc49f4940633acb16e1d83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alphanumeric LEDs are available in seven-segment, starburst and dot-matrix format. Seven-segment displays handle all numbers and a limited set of letters. Starburst displays can display all letters. Dot-matrix displays typically use 5x7 pixels per character. Seven-segment LED displays were in widespread use in the 1970s and 1980s, but rising use of liquid crystal displays, with their lower power needs and greater display flexibility, has reduced the popularity of numeric and alphanumeric LED displays.", "targets": "Which alphanumeric LED display can display all letters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d58cf3a32cc49f4940633acb16e1d83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alphanumeric LEDs are available in seven-segment, starburst and dot-matrix format. Seven-segment displays handle all numbers and a limited set of letters. Starburst displays can display all letters. Dot-matrix displays typically use 5x7 pixels per character. Seven-segment LED displays were in widespread use in the 1970s and 1980s, but rising use of liquid crystal displays, with their lower power needs and greater display flexibility, has reduced the popularity of numeric and alphanumeric LED displays.", "targets": "What type of pixels does a dot matrix display use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d58cf3a32cc49f4940633acb16e1d83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alphanumeric LEDs are available in seven-segment, starburst and dot-matrix format. Seven-segment displays handle all numbers and a limited set of letters. Starburst displays can display all letters. Dot-matrix displays typically use 5x7 pixels per character. Seven-segment LED displays were in widespread use in the 1970s and 1980s, but rising use of liquid crystal displays, with their lower power needs and greater display flexibility, has reduced the popularity of numeric and alphanumeric LED displays.", "targets": "What has reduced the popularity of numeric LED displays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9a5e83ec1634da99c3f044c478fce7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first major model for communication was introduced by Claude Shannon and Warren Weaver for Bell Laboratories in 1949 The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise.", "targets": "Who introduced the first major model for communication in 1949?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9a5e83ec1634da99c3f044c478fce7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first major model for communication was introduced by Claude Shannon and Warren Weaver for Bell Laboratories in 1949 The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise.", "targets": "What did the first model for communication consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9a5e83ec1634da99c3f044c478fce7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first major model for communication was introduced by Claude Shannon and Warren Weaver for Bell Laboratories in 1949 The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise.", "targets": "What was the sender in the initial model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9a5e83ec1634da99c3f044c478fce7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first major model for communication was introduced by Claude Shannon and Warren Weaver for Bell Laboratories in 1949 The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise.", "targets": "What was the channel in the initial model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9a5e83ec1634da99c3f044c478fce7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first major model for communication was introduced by Claude Shannon and Warren Weaver for Bell Laboratories in 1949 The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise.", "targets": "What was the receiver in the initial model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4b6e532454a1e952bafe35a02af6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal's home colours have been the inspiration for at least three other clubs. In 1909, Sparta Prague adopted a dark red kit like the one Arsenal wore at the time; in 1938, Hibernian adopted the design of the Arsenal shirt sleeves in their own green and white strip. In 1920, Sporting Clube de Braga's manager returned from a game at Highbury and changed his team's green kit to a duplicate of Arsenal's red with white sleeves and shorts, giving rise to the team's nickname of Os Arsenalistas. These teams still wear those designs to this day.", "targets": "What early team copied the Arsenal's red current color in 1909?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4b6e532454a1e952bafe35a02af6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal's home colours have been the inspiration for at least three other clubs. In 1909, Sparta Prague adopted a dark red kit like the one Arsenal wore at the time; in 1938, Hibernian adopted the design of the Arsenal shirt sleeves in their own green and white strip. In 1920, Sporting Clube de Braga's manager returned from a game at Highbury and changed his team's green kit to a duplicate of Arsenal's red with white sleeves and shorts, giving rise to the team's nickname of Os Arsenalistas. These teams still wear those designs to this day.", "targets": "What team in 1938 used the same style of kit, but in green?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4b6e532454a1e952bafe35a02af6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal's home colours have been the inspiration for at least three other clubs. In 1909, Sparta Prague adopted a dark red kit like the one Arsenal wore at the time; in 1938, Hibernian adopted the design of the Arsenal shirt sleeves in their own green and white strip. In 1920, Sporting Clube de Braga's manager returned from a game at Highbury and changed his team's green kit to a duplicate of Arsenal's red with white sleeves and shorts, giving rise to the team's nickname of Os Arsenalistas. These teams still wear those designs to this day.", "targets": "By coping the Arsenal team kit exactly, what nickname was given to Sporting Clube de Braga?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4b6e532454a1e952bafe35a02af6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal's home colours have been the inspiration for at least three other clubs. In 1909, Sparta Prague adopted a dark red kit like the one Arsenal wore at the time; in 1938, Hibernian adopted the design of the Arsenal shirt sleeves in their own green and white strip. In 1920, Sporting Clube de Braga's manager returned from a game at Highbury and changed his team's green kit to a duplicate of Arsenal's red with white sleeves and shorts, giving rise to the team's nickname of Os Arsenalistas. These teams still wear those designs to this day.", "targets": "For how long have the Arsenal inspired copy-cat clubs worn their uniforms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d4b6e532454a1e952bafe35a02af6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal's home colours have been the inspiration for at least three other clubs. In 1909, Sparta Prague adopted a dark red kit like the one Arsenal wore at the time; in 1938, Hibernian adopted the design of the Arsenal shirt sleeves in their own green and white strip. In 1920, Sporting Clube de Braga's manager returned from a game at Highbury and changed his team's green kit to a duplicate of Arsenal's red with white sleeves and shorts, giving rise to the team's nickname of Os Arsenalistas. These teams still wear those designs to this day.", "targets": "What was Sporting Clube de Braga's original color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b142250a55c04cec8b0b8aa1ee3a95db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the rivers and coast of this area were among the first places colonized by the Portuguese, who set up trading posts in the 16th century, they did not explore the interior until the 19th century. The local African rulers in Guinea, some of whom prospered greatly from the slave trade, controlled the inland trade and did not allow the Europeans into the interior. They kept them in the fortified coastal settlements where the trading took place. African communities that fought back against slave traders also distrusted European adventurers and would-be settlers. The Portuguese in Guinea were largely restricted to the port of Bissau and Cacheu. A small number of European settlers established isolated farms along Bissau's inland rivers.", "targets": "What areas were the first places colonized by the Portuguese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b142250a55c04cec8b0b8aa1ee3a95db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the rivers and coast of this area were among the first places colonized by the Portuguese, who set up trading posts in the 16th century, they did not explore the interior until the 19th century. The local African rulers in Guinea, some of whom prospered greatly from the slave trade, controlled the inland trade and did not allow the Europeans into the interior. They kept them in the fortified coastal settlements where the trading took place. African communities that fought back against slave traders also distrusted European adventurers and would-be settlers. The Portuguese in Guinea were largely restricted to the port of Bissau and Cacheu. A small number of European settlers established isolated farms along Bissau's inland rivers.", "targets": "When did the Portuguese first set up trading posts in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b142250a55c04cec8b0b8aa1ee3a95db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the rivers and coast of this area were among the first places colonized by the Portuguese, who set up trading posts in the 16th century, they did not explore the interior until the 19th century. The local African rulers in Guinea, some of whom prospered greatly from the slave trade, controlled the inland trade and did not allow the Europeans into the interior. They kept them in the fortified coastal settlements where the trading took place. African communities that fought back against slave traders also distrusted European adventurers and would-be settlers. The Portuguese in Guinea were largely restricted to the port of Bissau and Cacheu. A small number of European settlers established isolated farms along Bissau's inland rivers.", "targets": "When did the Portuguese explore the interior of Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b142250a55c04cec8b0b8aa1ee3a95db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the rivers and coast of this area were among the first places colonized by the Portuguese, who set up trading posts in the 16th century, they did not explore the interior until the 19th century. The local African rulers in Guinea, some of whom prospered greatly from the slave trade, controlled the inland trade and did not allow the Europeans into the interior. They kept them in the fortified coastal settlements where the trading took place. African communities that fought back against slave traders also distrusted European adventurers and would-be settlers. The Portuguese in Guinea were largely restricted to the port of Bissau and Cacheu. A small number of European settlers established isolated farms along Bissau's inland rivers.", "targets": "Who controlled the inland trade in Guinea-Bissau during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b142250a55c04cec8b0b8aa1ee3a95db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the rivers and coast of this area were among the first places colonized by the Portuguese, who set up trading posts in the 16th century, they did not explore the interior until the 19th century. The local African rulers in Guinea, some of whom prospered greatly from the slave trade, controlled the inland trade and did not allow the Europeans into the interior. They kept them in the fortified coastal settlements where the trading took place. African communities that fought back against slave traders also distrusted European adventurers and would-be settlers. The Portuguese in Guinea were largely restricted to the port of Bissau and Cacheu. A small number of European settlers established isolated farms along Bissau's inland rivers.", "targets": "What ports were the Portuguese restricted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75bd56f27c641aea5300a6f2b615154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Catholic Church in France and many of its members opposed the Huguenots. Some Huguenot preachers and congregants were attacked as they attempted to meet for worship. The height of this persecution was the St. Bartholomew's Day massacre when 5,000 to 30,000 were killed, although there were also underlying political reasons for this as well, as some of the Huguenots were nobles trying to establish separate centers of power in southern France. Retaliating against the French Catholics, the Huguenots had their own militia.", "targets": "What group specifically opposed the Huguenots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75bd56f27c641aea5300a6f2b615154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Catholic Church in France and many of its members opposed the Huguenots. Some Huguenot preachers and congregants were attacked as they attempted to meet for worship. The height of this persecution was the St. Bartholomew's Day massacre when 5,000 to 30,000 were killed, although there were also underlying political reasons for this as well, as some of the Huguenots were nobles trying to establish separate centers of power in southern France. Retaliating against the French Catholics, the Huguenots had their own militia.", "targets": "What event was the worst example of Huguenot persecution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75bd56f27c641aea5300a6f2b615154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Catholic Church in France and many of its members opposed the Huguenots. Some Huguenot preachers and congregants were attacked as they attempted to meet for worship. The height of this persecution was the St. Bartholomew's Day massacre when 5,000 to 30,000 were killed, although there were also underlying political reasons for this as well, as some of the Huguenots were nobles trying to establish separate centers of power in southern France. Retaliating against the French Catholics, the Huguenots had their own militia.", "targets": "How many Huguenots were killed during this purge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75bd56f27c641aea5300a6f2b615154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Catholic Church in France and many of its members opposed the Huguenots. Some Huguenot preachers and congregants were attacked as they attempted to meet for worship. The height of this persecution was the St. Bartholomew's Day massacre when 5,000 to 30,000 were killed, although there were also underlying political reasons for this as well, as some of the Huguenots were nobles trying to establish separate centers of power in southern France. Retaliating against the French Catholics, the Huguenots had their own militia.", "targets": "How did the Huguenots defend themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c75bd56f27c641aea5300a6f2b615154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Catholic Church in France and many of its members opposed the Huguenots. Some Huguenot preachers and congregants were attacked as they attempted to meet for worship. The height of this persecution was the St. Bartholomew's Day massacre when 5,000 to 30,000 were killed, although there were also underlying political reasons for this as well, as some of the Huguenots were nobles trying to establish separate centers of power in southern France. Retaliating against the French Catholics, the Huguenots had their own militia.", "targets": "What was a non-religious reason for the massacre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c020b248e44346539c08c756c620ac37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John N. Gray, Popper held that \"a theory is scientific only in so far as it is falsifiable, and should be given up as soon as it is falsified.\" By applying Popper's account of scientific method, Gray's Straw Dogs states that this would have \"killed the theories of Darwin and Einstein at birth.\" When they were first advanced, Gray claims, each of them was \"at odds with some available evidence; only later did evidence become available that gave them crucial support.\" Against this, Gray seeks to establish the irrationalist thesis that \"the progress of science comes from acting against reason.\"", "targets": "Which two prominent scientists advanced theories that John N. Gray claims would never have survived the scientific method Popper describes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c020b248e44346539c08c756c620ac37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John N. Gray, Popper held that \"a theory is scientific only in so far as it is falsifiable, and should be given up as soon as it is falsified.\" By applying Popper's account of scientific method, Gray's Straw Dogs states that this would have \"killed the theories of Darwin and Einstein at birth.\" When they were first advanced, Gray claims, each of them was \"at odds with some available evidence; only later did evidence become available that gave them crucial support.\" Against this, Gray seeks to establish the irrationalist thesis that \"the progress of science comes from acting against reason.\"", "targets": "Which work by John Gray challenges Popper's falsificationism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c020b248e44346539c08c756c620ac37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John N. Gray, Popper held that \"a theory is scientific only in so far as it is falsifiable, and should be given up as soon as it is falsified.\" By applying Popper's account of scientific method, Gray's Straw Dogs states that this would have \"killed the theories of Darwin and Einstein at birth.\" When they were first advanced, Gray claims, each of them was \"at odds with some available evidence; only later did evidence become available that gave them crucial support.\" Against this, Gray seeks to establish the irrationalist thesis that \"the progress of science comes from acting against reason.\"", "targets": "According to Gray, what should have falsified Einstein and Darwin's theories when first proposed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c020b248e44346539c08c756c620ac37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John N. Gray, Popper held that \"a theory is scientific only in so far as it is falsifiable, and should be given up as soon as it is falsified.\" By applying Popper's account of scientific method, Gray's Straw Dogs states that this would have \"killed the theories of Darwin and Einstein at birth.\" When they were first advanced, Gray claims, each of them was \"at odds with some available evidence; only later did evidence become available that gave them crucial support.\" Against this, Gray seeks to establish the irrationalist thesis that \"the progress of science comes from acting against reason.\"", "targets": "What kind of thesis does Gray advance about scientific progress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c57984dedd094565a9c5fcad12291fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of migration seems to be controlled primarily by changes in day length. Migrating birds navigate using celestial cues from the sun and stars, the earth's magnetic field, and probably also mental maps.", "targets": "What causes the timing of migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c57984dedd094565a9c5fcad12291fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of migration seems to be controlled primarily by changes in day length. Migrating birds navigate using celestial cues from the sun and stars, the earth's magnetic field, and probably also mental maps.", "targets": "How do migrating birds navigate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c57984dedd094565a9c5fcad12291fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of migration seems to be controlled primarily by changes in day length. Migrating birds navigate using celestial cues from the sun and stars, the earth's magnetic field, and probably also mental maps.", "targets": "How else to migrating birds navigate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c57984dedd094565a9c5fcad12291fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The timing of migration seems to be controlled primarily by changes in day length. Migrating birds navigate using celestial cues from the sun and stars, the earth's magnetic field, and probably also mental maps.", "targets": "What might help migrating birds navigate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a74877b85745229d41e311dec1bbe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philippine\u2013American War (1899\u20131902) was an armed conflict between a group of Filipino revolutionaries and the American forces following the ceding of the Philippines to the United States after the defeat of Spanish forces in the Battle of Manila. The Army sent in 100,000 soldiers (mostly from the National Guard) under General Elwell Otis. Defeated in the field and losing its capital in March 1899, the poorly armed and poorly led rebels broke into armed bands. The insurgency collapsed in March 1901 when the leader Emilio Aguinaldo was captured by General Frederick Funston and his Macabebe allies. Casualties included 1,037 Americans killed in action and 3,340 who died from disease; 20,000 rebels were killed.", "targets": "When was the Philippine-American War fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a74877b85745229d41e311dec1bbe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philippine\u2013American War (1899\u20131902) was an armed conflict between a group of Filipino revolutionaries and the American forces following the ceding of the Philippines to the United States after the defeat of Spanish forces in the Battle of Manila. The Army sent in 100,000 soldiers (mostly from the National Guard) under General Elwell Otis. Defeated in the field and losing its capital in March 1899, the poorly armed and poorly led rebels broke into armed bands. The insurgency collapsed in March 1901 when the leader Emilio Aguinaldo was captured by General Frederick Funston and his Macabebe allies. Casualties included 1,037 Americans killed in action and 3,340 who died from disease; 20,000 rebels were killed.", "targets": "Where did the US defeat occupying Spanish forces prior to the Philippine American War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a74877b85745229d41e311dec1bbe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philippine\u2013American War (1899\u20131902) was an armed conflict between a group of Filipino revolutionaries and the American forces following the ceding of the Philippines to the United States after the defeat of Spanish forces in the Battle of Manila. The Army sent in 100,000 soldiers (mostly from the National Guard) under General Elwell Otis. Defeated in the field and losing its capital in March 1899, the poorly armed and poorly led rebels broke into armed bands. The insurgency collapsed in March 1901 when the leader Emilio Aguinaldo was captured by General Frederick Funston and his Macabebe allies. Casualties included 1,037 Americans killed in action and 3,340 who died from disease; 20,000 rebels were killed.", "targets": "Who led American forces in this war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a74877b85745229d41e311dec1bbe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philippine\u2013American War (1899\u20131902) was an armed conflict between a group of Filipino revolutionaries and the American forces following the ceding of the Philippines to the United States after the defeat of Spanish forces in the Battle of Manila. The Army sent in 100,000 soldiers (mostly from the National Guard) under General Elwell Otis. Defeated in the field and losing its capital in March 1899, the poorly armed and poorly led rebels broke into armed bands. The insurgency collapsed in March 1901 when the leader Emilio Aguinaldo was captured by General Frederick Funston and his Macabebe allies. Casualties included 1,037 Americans killed in action and 3,340 who died from disease; 20,000 rebels were killed.", "targets": "How many troops did the US send to the Philippines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a74877b85745229d41e311dec1bbe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philippine\u2013American War (1899\u20131902) was an armed conflict between a group of Filipino revolutionaries and the American forces following the ceding of the Philippines to the United States after the defeat of Spanish forces in the Battle of Manila. The Army sent in 100,000 soldiers (mostly from the National Guard) under General Elwell Otis. Defeated in the field and losing its capital in March 1899, the poorly armed and poorly led rebels broke into armed bands. The insurgency collapsed in March 1901 when the leader Emilio Aguinaldo was captured by General Frederick Funston and his Macabebe allies. Casualties included 1,037 Americans killed in action and 3,340 who died from disease; 20,000 rebels were killed.", "targets": "Who was the rebel leader captured by US forces at the end of this war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf28b691c064b84a5d1dbeb7fc565c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The style and role of any minority leader is influenced by a variety of elements, including personality and contextual factors, such as the size and cohesion of the minority party, whether his or her party controls the White House, the general political climate in the House, and the controversy that is sometimes associated with the legislative agenda. Despite the variability of these factors, there are a number of institutional obligations associated with this position. Many of these assignments or roles are spelled out in the House rule book. Others have devolved upon the position in other ways. To be sure, the minority leader is provided with extra staff resources\u2014beyond those accorded him or her as a Representative\u2014to assist in carrying out diverse leadership functions. Worth emphasis is that there are limits on the institutional role of the minority leader, because the majority party exercises disproportionate influence over the agenda, partisan ratios on committees, staff resources, administrative operations, and the day-to-day schedule and management of floor activities.", "targets": "How is the minority leader able to accomplish addition demands and tasks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf28b691c064b84a5d1dbeb7fc565c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The style and role of any minority leader is influenced by a variety of elements, including personality and contextual factors, such as the size and cohesion of the minority party, whether his or her party controls the White House, the general political climate in the House, and the controversy that is sometimes associated with the legislative agenda. Despite the variability of these factors, there are a number of institutional obligations associated with this position. Many of these assignments or roles are spelled out in the House rule book. Others have devolved upon the position in other ways. To be sure, the minority leader is provided with extra staff resources\u2014beyond those accorded him or her as a Representative\u2014to assist in carrying out diverse leadership functions. Worth emphasis is that there are limits on the institutional role of the minority leader, because the majority party exercises disproportionate influence over the agenda, partisan ratios on committees, staff resources, administrative operations, and the day-to-day schedule and management of floor activities.", "targets": "What influences role of minority leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf28b691c064b84a5d1dbeb7fc565c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The style and role of any minority leader is influenced by a variety of elements, including personality and contextual factors, such as the size and cohesion of the minority party, whether his or her party controls the White House, the general political climate in the House, and the controversy that is sometimes associated with the legislative agenda. Despite the variability of these factors, there are a number of institutional obligations associated with this position. Many of these assignments or roles are spelled out in the House rule book. Others have devolved upon the position in other ways. To be sure, the minority leader is provided with extra staff resources\u2014beyond those accorded him or her as a Representative\u2014to assist in carrying out diverse leadership functions. Worth emphasis is that there are limits on the institutional role of the minority leader, because the majority party exercises disproportionate influence over the agenda, partisan ratios on committees, staff resources, administrative operations, and the day-to-day schedule and management of floor activities.", "targets": "Obligations for minority leader are stated in what document?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16a1cde5e74b4c4bb997f2e1a37e9aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other microscopic procedures may also aid in identifying infectious agents. Almost all cells readily stain with a number of basic dyes due to the electrostatic attraction between negatively charged cellular molecules and the positive charge on the dye. A cell is normally transparent under a microscope, and using a stain increases the contrast of a cell with its background. Staining a cell with a dye such as Giemsa stain or crystal violet allows a microscopist to describe its size, shape, internal and external components and its associations with other cells. The response of bacteria to different staining procedures is used in the taxonomic classification of microbes as well. Two methods, the Gram stain and the acid-fast stain, are the standard approaches used to classify bacteria and to diagnosis of disease. The Gram stain identifies the bacterial groups Firmicutes and Actinobacteria, both of which contain many significant human pathogens. The acid-fast staining procedure identifies the Actinobacterial genera Mycobacterium and Nocardia.", "targets": "What do almost all cells readily stain with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16a1cde5e74b4c4bb997f2e1a37e9aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other microscopic procedures may also aid in identifying infectious agents. Almost all cells readily stain with a number of basic dyes due to the electrostatic attraction between negatively charged cellular molecules and the positive charge on the dye. A cell is normally transparent under a microscope, and using a stain increases the contrast of a cell with its background. Staining a cell with a dye such as Giemsa stain or crystal violet allows a microscopist to describe its size, shape, internal and external components and its associations with other cells. The response of bacteria to different staining procedures is used in the taxonomic classification of microbes as well. Two methods, the Gram stain and the acid-fast stain, are the standard approaches used to classify bacteria and to diagnosis of disease. The Gram stain identifies the bacterial groups Firmicutes and Actinobacteria, both of which contain many significant human pathogens. The acid-fast staining procedure identifies the Actinobacterial genera Mycobacterium and Nocardia.", "targets": "Why do cells easily stain with dyes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16a1cde5e74b4c4bb997f2e1a37e9aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other microscopic procedures may also aid in identifying infectious agents. Almost all cells readily stain with a number of basic dyes due to the electrostatic attraction between negatively charged cellular molecules and the positive charge on the dye. A cell is normally transparent under a microscope, and using a stain increases the contrast of a cell with its background. Staining a cell with a dye such as Giemsa stain or crystal violet allows a microscopist to describe its size, shape, internal and external components and its associations with other cells. The response of bacteria to different staining procedures is used in the taxonomic classification of microbes as well. Two methods, the Gram stain and the acid-fast stain, are the standard approaches used to classify bacteria and to diagnosis of disease. The Gram stain identifies the bacterial groups Firmicutes and Actinobacteria, both of which contain many significant human pathogens. The acid-fast staining procedure identifies the Actinobacterial genera Mycobacterium and Nocardia.", "targets": "What electronic charge do cellular molecules have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16a1cde5e74b4c4bb997f2e1a37e9aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other microscopic procedures may also aid in identifying infectious agents. Almost all cells readily stain with a number of basic dyes due to the electrostatic attraction between negatively charged cellular molecules and the positive charge on the dye. A cell is normally transparent under a microscope, and using a stain increases the contrast of a cell with its background. Staining a cell with a dye such as Giemsa stain or crystal violet allows a microscopist to describe its size, shape, internal and external components and its associations with other cells. The response of bacteria to different staining procedures is used in the taxonomic classification of microbes as well. Two methods, the Gram stain and the acid-fast stain, are the standard approaches used to classify bacteria and to diagnosis of disease. The Gram stain identifies the bacterial groups Firmicutes and Actinobacteria, both of which contain many significant human pathogens. The acid-fast staining procedure identifies the Actinobacterial genera Mycobacterium and Nocardia.", "targets": "What is Geimsa stain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16a1cde5e74b4c4bb997f2e1a37e9aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other microscopic procedures may also aid in identifying infectious agents. Almost all cells readily stain with a number of basic dyes due to the electrostatic attraction between negatively charged cellular molecules and the positive charge on the dye. A cell is normally transparent under a microscope, and using a stain increases the contrast of a cell with its background. Staining a cell with a dye such as Giemsa stain or crystal violet allows a microscopist to describe its size, shape, internal and external components and its associations with other cells. The response of bacteria to different staining procedures is used in the taxonomic classification of microbes as well. Two methods, the Gram stain and the acid-fast stain, are the standard approaches used to classify bacteria and to diagnosis of disease. The Gram stain identifies the bacterial groups Firmicutes and Actinobacteria, both of which contain many significant human pathogens. The acid-fast staining procedure identifies the Actinobacterial genera Mycobacterium and Nocardia.", "targets": "How many methods comprise standard approaches used to classify bacteria and diagnose disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7b465c5d59d497da26728cd6b094805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Australian government controls the exclusive economic zone (EEZ) and revenue from it extending 200 nautical miles (370 km) around Norfolk Island (roughly 428,000km2) and territorial sea claims to three nautical miles (6 km) from the island. There is a strong belief on the island that some of the revenue generated from Norfolk's EEZ should be available to providing services such as health and infrastructure on the island, which the island has been responsible for, similar to how the Northern Territory is able to access revenue from their mineral resources. The exclusive economic zone provides the islanders with fish, its only major natural resource. Norfolk Island has no direct control over any marine areas but has an agreement with the Commonwealth through the Australian Fisheries Management Authority (AFMA) to fish \"recreationally\" in a small section of the EEZ known locally as \"the Box\". While there is speculation that the zone may include oil and gas deposits, this is not proven. There are no major arable lands or permanent farmlands, though about 25 per cent of the island is a permanent pasture. There is no irrigated land. The island uses the Australian dollar as its currency.", "targets": "What services do Norfolk Island residents believe should be made available from the Norfolk Island's EEZ profit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7b465c5d59d497da26728cd6b094805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Australian government controls the exclusive economic zone (EEZ) and revenue from it extending 200 nautical miles (370 km) around Norfolk Island (roughly 428,000km2) and territorial sea claims to three nautical miles (6 km) from the island. There is a strong belief on the island that some of the revenue generated from Norfolk's EEZ should be available to providing services such as health and infrastructure on the island, which the island has been responsible for, similar to how the Northern Territory is able to access revenue from their mineral resources. The exclusive economic zone provides the islanders with fish, its only major natural resource. Norfolk Island has no direct control over any marine areas but has an agreement with the Commonwealth through the Australian Fisheries Management Authority (AFMA) to fish \"recreationally\" in a small section of the EEZ known locally as \"the Box\". While there is speculation that the zone may include oil and gas deposits, this is not proven. There are no major arable lands or permanent farmlands, though about 25 per cent of the island is a permanent pasture. There is no irrigated land. The island uses the Australian dollar as its currency.", "targets": "What is Norfolk Island's only major natural resource?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7b465c5d59d497da26728cd6b094805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Australian government controls the exclusive economic zone (EEZ) and revenue from it extending 200 nautical miles (370 km) around Norfolk Island (roughly 428,000km2) and territorial sea claims to three nautical miles (6 km) from the island. There is a strong belief on the island that some of the revenue generated from Norfolk's EEZ should be available to providing services such as health and infrastructure on the island, which the island has been responsible for, similar to how the Northern Territory is able to access revenue from their mineral resources. The exclusive economic zone provides the islanders with fish, its only major natural resource. Norfolk Island has no direct control over any marine areas but has an agreement with the Commonwealth through the Australian Fisheries Management Authority (AFMA) to fish \"recreationally\" in a small section of the EEZ known locally as \"the Box\". While there is speculation that the zone may include oil and gas deposits, this is not proven. There are no major arable lands or permanent farmlands, though about 25 per cent of the island is a permanent pasture. There is no irrigated land. The island uses the Australian dollar as its currency.", "targets": "What is the name of the area residents of Norfolk Island are permitted to fish recreationally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7b465c5d59d497da26728cd6b094805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Australian government controls the exclusive economic zone (EEZ) and revenue from it extending 200 nautical miles (370 km) around Norfolk Island (roughly 428,000km2) and territorial sea claims to three nautical miles (6 km) from the island. There is a strong belief on the island that some of the revenue generated from Norfolk's EEZ should be available to providing services such as health and infrastructure on the island, which the island has been responsible for, similar to how the Northern Territory is able to access revenue from their mineral resources. The exclusive economic zone provides the islanders with fish, its only major natural resource. Norfolk Island has no direct control over any marine areas but has an agreement with the Commonwealth through the Australian Fisheries Management Authority (AFMA) to fish \"recreationally\" in a small section of the EEZ known locally as \"the Box\". While there is speculation that the zone may include oil and gas deposits, this is not proven. There are no major arable lands or permanent farmlands, though about 25 per cent of the island is a permanent pasture. There is no irrigated land. The island uses the Australian dollar as its currency.", "targets": "What is speculated to be available in Norfolk Island's EEZ zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7b465c5d59d497da26728cd6b094805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Australian government controls the exclusive economic zone (EEZ) and revenue from it extending 200 nautical miles (370 km) around Norfolk Island (roughly 428,000km2) and territorial sea claims to three nautical miles (6 km) from the island. There is a strong belief on the island that some of the revenue generated from Norfolk's EEZ should be available to providing services such as health and infrastructure on the island, which the island has been responsible for, similar to how the Northern Territory is able to access revenue from their mineral resources. The exclusive economic zone provides the islanders with fish, its only major natural resource. Norfolk Island has no direct control over any marine areas but has an agreement with the Commonwealth through the Australian Fisheries Management Authority (AFMA) to fish \"recreationally\" in a small section of the EEZ known locally as \"the Box\". While there is speculation that the zone may include oil and gas deposits, this is not proven. There are no major arable lands or permanent farmlands, though about 25 per cent of the island is a permanent pasture. There is no irrigated land. The island uses the Australian dollar as its currency.", "targets": "What percentage of Norfolk Island is a permanent pasture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eecaf31692ae4bbfaf171839e6b67bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the low elevation, the islands that make up this nation are vulnerable to the effects of tropical cyclones and by the threat of current and future sea level rise. The highest elevation is 4.6 metres (15 ft) above sea level on Niulakita, which gives Tuvalu the second-lowest maximum elevation of any country (after the Maldives). The highest elevations are typically in narrow storm dunes on the ocean side of the islands which are prone to overtopping in tropical cyclones, as occurred with Cyclone Bebe, which was a very early-season storm that passed through the Tuvaluan atolls in October 1972. Cyclone Bebe submerged Funafuti, eliminating 90% of structures on the island. Sources of drinking water were contaminated as a result of the system's storm surge and the flooding of the sources of fresh water.", "targets": "What geological situation makes Tuvalu prone to storm damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eecaf31692ae4bbfaf171839e6b67bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the low elevation, the islands that make up this nation are vulnerable to the effects of tropical cyclones and by the threat of current and future sea level rise. The highest elevation is 4.6 metres (15 ft) above sea level on Niulakita, which gives Tuvalu the second-lowest maximum elevation of any country (after the Maldives). The highest elevations are typically in narrow storm dunes on the ocean side of the islands which are prone to overtopping in tropical cyclones, as occurred with Cyclone Bebe, which was a very early-season storm that passed through the Tuvaluan atolls in October 1972. Cyclone Bebe submerged Funafuti, eliminating 90% of structures on the island. Sources of drinking water were contaminated as a result of the system's storm surge and the flooding of the sources of fresh water.", "targets": "To what climate change condition does Tuvalu's low elevation make it susceptible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eecaf31692ae4bbfaf171839e6b67bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the low elevation, the islands that make up this nation are vulnerable to the effects of tropical cyclones and by the threat of current and future sea level rise. The highest elevation is 4.6 metres (15 ft) above sea level on Niulakita, which gives Tuvalu the second-lowest maximum elevation of any country (after the Maldives). The highest elevations are typically in narrow storm dunes on the ocean side of the islands which are prone to overtopping in tropical cyclones, as occurred with Cyclone Bebe, which was a very early-season storm that passed through the Tuvaluan atolls in October 1972. Cyclone Bebe submerged Funafuti, eliminating 90% of structures on the island. Sources of drinking water were contaminated as a result of the system's storm surge and the flooding of the sources of fresh water.", "targets": "What is the highest elevation on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eecaf31692ae4bbfaf171839e6b67bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the low elevation, the islands that make up this nation are vulnerable to the effects of tropical cyclones and by the threat of current and future sea level rise. The highest elevation is 4.6 metres (15 ft) above sea level on Niulakita, which gives Tuvalu the second-lowest maximum elevation of any country (after the Maldives). The highest elevations are typically in narrow storm dunes on the ocean side of the islands which are prone to overtopping in tropical cyclones, as occurred with Cyclone Bebe, which was a very early-season storm that passed through the Tuvaluan atolls in October 1972. Cyclone Bebe submerged Funafuti, eliminating 90% of structures on the island. Sources of drinking water were contaminated as a result of the system's storm surge and the flooding of the sources of fresh water.", "targets": "Where on Tuvalu is the highest elevation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eecaf31692ae4bbfaf171839e6b67bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the low elevation, the islands that make up this nation are vulnerable to the effects of tropical cyclones and by the threat of current and future sea level rise. The highest elevation is 4.6 metres (15 ft) above sea level on Niulakita, which gives Tuvalu the second-lowest maximum elevation of any country (after the Maldives). The highest elevations are typically in narrow storm dunes on the ocean side of the islands which are prone to overtopping in tropical cyclones, as occurred with Cyclone Bebe, which was a very early-season storm that passed through the Tuvaluan atolls in October 1972. Cyclone Bebe submerged Funafuti, eliminating 90% of structures on the island. Sources of drinking water were contaminated as a result of the system's storm surge and the flooding of the sources of fresh water.", "targets": "Where does Tuvalu rank among other countries as to lowest elevation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5be293145d54c4fb69817a03a318fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High neoclassicism was an international movement. Though neoclassical architecture employed the same classical vocabulary as Late Baroque architecture, it tended to emphasize its planar qualities, rather than sculptural volumes. Projections and recessions and their effects of light and shade were more flat; sculptural bas-reliefs were flatter and tended to be enframed in friezes, tablets or panels. Its clearly articulated individual features were isolated rather than interpenetrating, autonomous and complete in themselves.", "targets": "What other architecture style did neoclassical share similarities and vocabulary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5be293145d54c4fb69817a03a318fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High neoclassicism was an international movement. Though neoclassical architecture employed the same classical vocabulary as Late Baroque architecture, it tended to emphasize its planar qualities, rather than sculptural volumes. Projections and recessions and their effects of light and shade were more flat; sculptural bas-reliefs were flatter and tended to be enframed in friezes, tablets or panels. Its clearly articulated individual features were isolated rather than interpenetrating, autonomous and complete in themselves.", "targets": "What qualities were more emphasized in neoclassical versus Baroque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5be293145d54c4fb69817a03a318fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High neoclassicism was an international movement. Though neoclassical architecture employed the same classical vocabulary as Late Baroque architecture, it tended to emphasize its planar qualities, rather than sculptural volumes. Projections and recessions and their effects of light and shade were more flat; sculptural bas-reliefs were flatter and tended to be enframed in friezes, tablets or panels. Its clearly articulated individual features were isolated rather than interpenetrating, autonomous and complete in themselves.", "targets": "In addition to being flatter, how were individual features handled with neoclasic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5be293145d54c4fb69817a03a318fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High neoclassicism was an international movement. Though neoclassical architecture employed the same classical vocabulary as Late Baroque architecture, it tended to emphasize its planar qualities, rather than sculptural volumes. Projections and recessions and their effects of light and shade were more flat; sculptural bas-reliefs were flatter and tended to be enframed in friezes, tablets or panels. Its clearly articulated individual features were isolated rather than interpenetrating, autonomous and complete in themselves.", "targets": "How broad was the reach of high neoclassicism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feda4aef93a94ad0ad670c7e760b2a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Constitution adopted in 1848 is the legal foundation of the modern federal state. It is among the oldest constitutions in the world. A new Constitution was adopted in 1999, but did not introduce notable changes to the federal structure. It outlines basic and political rights of individuals and citizen participation in public affairs, divides the powers between the Confederation and the cantons and defines federal jurisdiction and authority. There are three main governing bodies on the federal level: the bicameral parliament (legislative), the Federal Council (executive) and the Federal Court (judicial).", "targets": "When was Switzerland's Federal Constitution adopted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feda4aef93a94ad0ad670c7e760b2a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Constitution adopted in 1848 is the legal foundation of the modern federal state. It is among the oldest constitutions in the world. A new Constitution was adopted in 1999, but did not introduce notable changes to the federal structure. It outlines basic and political rights of individuals and citizen participation in public affairs, divides the powers between the Confederation and the cantons and defines federal jurisdiction and authority. There are three main governing bodies on the federal level: the bicameral parliament (legislative), the Federal Council (executive) and the Federal Court (judicial).", "targets": "When was a new Constitution adopted in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feda4aef93a94ad0ad670c7e760b2a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Constitution adopted in 1848 is the legal foundation of the modern federal state. It is among the oldest constitutions in the world. A new Constitution was adopted in 1999, but did not introduce notable changes to the federal structure. It outlines basic and political rights of individuals and citizen participation in public affairs, divides the powers between the Confederation and the cantons and defines federal jurisdiction and authority. There are three main governing bodies on the federal level: the bicameral parliament (legislative), the Federal Council (executive) and the Federal Court (judicial).", "targets": "How many main governing bodies are on the federal level in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feda4aef93a94ad0ad670c7e760b2a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Constitution adopted in 1848 is the legal foundation of the modern federal state. It is among the oldest constitutions in the world. A new Constitution was adopted in 1999, but did not introduce notable changes to the federal structure. It outlines basic and political rights of individuals and citizen participation in public affairs, divides the powers between the Confederation and the cantons and defines federal jurisdiction and authority. There are three main governing bodies on the federal level: the bicameral parliament (legislative), the Federal Council (executive) and the Federal Court (judicial).", "targets": "What is the legislative body of the Swiss government called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feda4aef93a94ad0ad670c7e760b2a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Constitution adopted in 1848 is the legal foundation of the modern federal state. It is among the oldest constitutions in the world. A new Constitution was adopted in 1999, but did not introduce notable changes to the federal structure. It outlines basic and political rights of individuals and citizen participation in public affairs, divides the powers between the Confederation and the cantons and defines federal jurisdiction and authority. There are three main governing bodies on the federal level: the bicameral parliament (legislative), the Federal Council (executive) and the Federal Court (judicial).", "targets": "What is the executive body of the Swiss government called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-172b264335f4446ea466a3d336fc5973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke supported the war against revolutionary France, seeing Britain as fighting on the side of the royalists and \u00e9migres in a civil war, rather than fighting against the whole nation of France. Burke also supported the royalist uprising in La Vend\u00e9e, describing it on 4 November 1793 in a letter to William Windham, as \"the sole affair I have much heart in\". Burke wrote to Henry Dundas on 7 October urging him to send reinforcements there, as he viewed it as the only theatre in the war that might lead to a march on Paris. Dundas did not follow Burke's advice, however.", "targets": "Who did Burke write to on Nov 4, 1793?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-172b264335f4446ea466a3d336fc5973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke supported the war against revolutionary France, seeing Britain as fighting on the side of the royalists and \u00e9migres in a civil war, rather than fighting against the whole nation of France. Burke also supported the royalist uprising in La Vend\u00e9e, describing it on 4 November 1793 in a letter to William Windham, as \"the sole affair I have much heart in\". Burke wrote to Henry Dundas on 7 October urging him to send reinforcements there, as he viewed it as the only theatre in the war that might lead to a march on Paris. Dundas did not follow Burke's advice, however.", "targets": "Which faction's uprising in La Vendee did Burke support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-172b264335f4446ea466a3d336fc5973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke supported the war against revolutionary France, seeing Britain as fighting on the side of the royalists and \u00e9migres in a civil war, rather than fighting against the whole nation of France. Burke also supported the royalist uprising in La Vend\u00e9e, describing it on 4 November 1793 in a letter to William Windham, as \"the sole affair I have much heart in\". Burke wrote to Henry Dundas on 7 October urging him to send reinforcements there, as he viewed it as the only theatre in the war that might lead to a march on Paris. Dundas did not follow Burke's advice, however.", "targets": "Who did Burke urge to send reinforcements to La Vendee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-172b264335f4446ea466a3d336fc5973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke supported the war against revolutionary France, seeing Britain as fighting on the side of the royalists and \u00e9migres in a civil war, rather than fighting against the whole nation of France. Burke also supported the royalist uprising in La Vend\u00e9e, describing it on 4 November 1793 in a letter to William Windham, as \"the sole affair I have much heart in\". Burke wrote to Henry Dundas on 7 October urging him to send reinforcements there, as he viewed it as the only theatre in the war that might lead to a march on Paris. Dundas did not follow Burke's advice, however.", "targets": "Where did Burke think La Vendee might lead to a march on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-172b264335f4446ea466a3d336fc5973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke supported the war against revolutionary France, seeing Britain as fighting on the side of the royalists and \u00e9migres in a civil war, rather than fighting against the whole nation of France. Burke also supported the royalist uprising in La Vend\u00e9e, describing it on 4 November 1793 in a letter to William Windham, as \"the sole affair I have much heart in\". Burke wrote to Henry Dundas on 7 October urging him to send reinforcements there, as he viewed it as the only theatre in the war that might lead to a march on Paris. Dundas did not follow Burke's advice, however.", "targets": "What did Burke support Britain fighting against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807647b8a5b482583e16ec569e53b62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clinton returned in 1780 with 14,000 soldiers. American General Benjamin Lincoln was trapped and surrendered his entire 5,400-man force after a long fight, and the Siege of Charles Towne was the greatest American defeat of the war. Several Americans who escaped the carnage joined other militias, including those of Francis Marion, the \"Swamp Fox\"; and Andrew Pickens. The British retained control of the city until December 1782. After the British left, the city's name was officially changed to Charleston in 1783.", "targets": "What was the greatest American defeat of the American Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807647b8a5b482583e16ec569e53b62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clinton returned in 1780 with 14,000 soldiers. American General Benjamin Lincoln was trapped and surrendered his entire 5,400-man force after a long fight, and the Siege of Charles Towne was the greatest American defeat of the war. Several Americans who escaped the carnage joined other militias, including those of Francis Marion, the \"Swamp Fox\"; and Andrew Pickens. The British retained control of the city until December 1782. After the British left, the city's name was officially changed to Charleston in 1783.", "targets": "How many soldiers did General Clinton return with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807647b8a5b482583e16ec569e53b62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clinton returned in 1780 with 14,000 soldiers. American General Benjamin Lincoln was trapped and surrendered his entire 5,400-man force after a long fight, and the Siege of Charles Towne was the greatest American defeat of the war. Several Americans who escaped the carnage joined other militias, including those of Francis Marion, the \"Swamp Fox\"; and Andrew Pickens. The British retained control of the city until December 1782. After the British left, the city's name was officially changed to Charleston in 1783.", "targets": "In what year did General Clinton return to Charles Towne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807647b8a5b482583e16ec569e53b62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clinton returned in 1780 with 14,000 soldiers. American General Benjamin Lincoln was trapped and surrendered his entire 5,400-man force after a long fight, and the Siege of Charles Towne was the greatest American defeat of the war. Several Americans who escaped the carnage joined other militias, including those of Francis Marion, the \"Swamp Fox\"; and Andrew Pickens. The British retained control of the city until December 1782. After the British left, the city's name was officially changed to Charleston in 1783.", "targets": "Who was the leader of the American forces defending Charles Towne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7807647b8a5b482583e16ec569e53b62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clinton returned in 1780 with 14,000 soldiers. American General Benjamin Lincoln was trapped and surrendered his entire 5,400-man force after a long fight, and the Siege of Charles Towne was the greatest American defeat of the war. Several Americans who escaped the carnage joined other militias, including those of Francis Marion, the \"Swamp Fox\"; and Andrew Pickens. The British retained control of the city until December 1782. After the British left, the city's name was officially changed to Charleston in 1783.", "targets": "How many soldiers did General Lincoln lead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02998ea02672414daec465ae8f5124b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecclesiastical structure of the Roman Empire survived the movements and invasions in the west mostly intact, but the papacy was little regarded, and few of the western bishops looked to the bishop of Rome for religious or political leadership. Many of the popes prior to 750 were more concerned with Byzantine affairs and eastern theological controversies. The register, or archived copies of the letters, of Pope Gregory the Great (pope 590\u2013604) survived, and of those more than 850 letters, the vast majority were concerned with affairs in Italy or Constantinople. The only part of Western Europe where the papacy had influence was Britain, where Gregory had sent the Gregorian mission in 597 to convert the Anglo-Saxons to Christianity. Irish missionaries were most active in Western Europe between the 5th and the 7th centuries, going first to England and Scotland and then on to the continent. Under such monks as Columba (d. 597) and Columbanus (d. 615), they founded monasteries, taught in Latin and Greek, and authored secular and religious works.", "targets": "When did Gregory the Great become pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02998ea02672414daec465ae8f5124b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecclesiastical structure of the Roman Empire survived the movements and invasions in the west mostly intact, but the papacy was little regarded, and few of the western bishops looked to the bishop of Rome for religious or political leadership. Many of the popes prior to 750 were more concerned with Byzantine affairs and eastern theological controversies. The register, or archived copies of the letters, of Pope Gregory the Great (pope 590\u2013604) survived, and of those more than 850 letters, the vast majority were concerned with affairs in Italy or Constantinople. The only part of Western Europe where the papacy had influence was Britain, where Gregory had sent the Gregorian mission in 597 to convert the Anglo-Saxons to Christianity. Irish missionaries were most active in Western Europe between the 5th and the 7th centuries, going first to England and Scotland and then on to the continent. Under such monks as Columba (d. 597) and Columbanus (d. 615), they founded monasteries, taught in Latin and Greek, and authored secular and religious works.", "targets": "About how many of Gregory's letters were concerned with Constantinople or Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02998ea02672414daec465ae8f5124b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecclesiastical structure of the Roman Empire survived the movements and invasions in the west mostly intact, but the papacy was little regarded, and few of the western bishops looked to the bishop of Rome for religious or political leadership. Many of the popes prior to 750 were more concerned with Byzantine affairs and eastern theological controversies. The register, or archived copies of the letters, of Pope Gregory the Great (pope 590\u2013604) survived, and of those more than 850 letters, the vast majority were concerned with affairs in Italy or Constantinople. The only part of Western Europe where the papacy had influence was Britain, where Gregory had sent the Gregorian mission in 597 to convert the Anglo-Saxons to Christianity. Irish missionaries were most active in Western Europe between the 5th and the 7th centuries, going first to England and Scotland and then on to the continent. Under such monks as Columba (d. 597) and Columbanus (d. 615), they founded monasteries, taught in Latin and Greek, and authored secular and religious works.", "targets": "In what region of Western Europe did the pope have influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02998ea02672414daec465ae8f5124b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecclesiastical structure of the Roman Empire survived the movements and invasions in the west mostly intact, but the papacy was little regarded, and few of the western bishops looked to the bishop of Rome for religious or political leadership. Many of the popes prior to 750 were more concerned with Byzantine affairs and eastern theological controversies. The register, or archived copies of the letters, of Pope Gregory the Great (pope 590\u2013604) survived, and of those more than 850 letters, the vast majority were concerned with affairs in Italy or Constantinople. The only part of Western Europe where the papacy had influence was Britain, where Gregory had sent the Gregorian mission in 597 to convert the Anglo-Saxons to Christianity. Irish missionaries were most active in Western Europe between the 5th and the 7th centuries, going first to England and Scotland and then on to the continent. Under such monks as Columba (d. 597) and Columbanus (d. 615), they founded monasteries, taught in Latin and Greek, and authored secular and religious works.", "targets": "When did the Gregorian mission travel to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02998ea02672414daec465ae8f5124b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecclesiastical structure of the Roman Empire survived the movements and invasions in the west mostly intact, but the papacy was little regarded, and few of the western bishops looked to the bishop of Rome for religious or political leadership. Many of the popes prior to 750 were more concerned with Byzantine affairs and eastern theological controversies. The register, or archived copies of the letters, of Pope Gregory the Great (pope 590\u2013604) survived, and of those more than 850 letters, the vast majority were concerned with affairs in Italy or Constantinople. The only part of Western Europe where the papacy had influence was Britain, where Gregory had sent the Gregorian mission in 597 to convert the Anglo-Saxons to Christianity. Irish missionaries were most active in Western Europe between the 5th and the 7th centuries, going first to England and Scotland and then on to the continent. Under such monks as Columba (d. 597) and Columbanus (d. 615), they founded monasteries, taught in Latin and Greek, and authored secular and religious works.", "targets": "When did Columbanus die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e5b89a06c3b466387392cd92566fbb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In practice, because of sovereignty, any state can withdraw from any treaty at any time. The question of whether this is permitted is really a question of how other states will react to the withdrawal; for instance, another state might impose sanctions or go to war over a treaty violation.", "targets": "What factor, in practice, allows a state to withdraw from any treaty at any time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e5b89a06c3b466387392cd92566fbb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In practice, because of sovereignty, any state can withdraw from any treaty at any time. The question of whether this is permitted is really a question of how other states will react to the withdrawal; for instance, another state might impose sanctions or go to war over a treaty violation.", "targets": "What really determines whether withdrawal from a treaty is permitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e5b89a06c3b466387392cd92566fbb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In practice, because of sovereignty, any state can withdraw from any treaty at any time. The question of whether this is permitted is really a question of how other states will react to the withdrawal; for instance, another state might impose sanctions or go to war over a treaty violation.", "targets": "What might a state do in response to another state's withdrawal from a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e5b89a06c3b466387392cd92566fbb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In practice, because of sovereignty, any state can withdraw from any treaty at any time. The question of whether this is permitted is really a question of how other states will react to the withdrawal; for instance, another state might impose sanctions or go to war over a treaty violation.", "targets": "Although withdrawal from a treaty may not be possible in theory, when might it be possible anyway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e5b89a06c3b466387392cd92566fbb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In practice, because of sovereignty, any state can withdraw from any treaty at any time. The question of whether this is permitted is really a question of how other states will react to the withdrawal; for instance, another state might impose sanctions or go to war over a treaty violation.", "targets": "Because of sovereignty when may a state withdrawal from a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1917460cda04857889779b032175c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gene nomenclature has been established by the HUGO Gene Nomenclature Committee (HGNC) for each known human gene in the form of an approved gene name and symbol (short-form abbreviation), which can be accessed through a database maintained by HGNC. Symbols are chosen to be unique, and each gene has only one symbol (although approved symbols sometimes change). Symbols are preferably kept consistent with other members of a gene family and with homologs in other species, particularly the mouse due to its role as a common model organism.", "targets": "What committee has established gene nomenclature for every known human gene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1917460cda04857889779b032175c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gene nomenclature has been established by the HUGO Gene Nomenclature Committee (HGNC) for each known human gene in the form of an approved gene name and symbol (short-form abbreviation), which can be accessed through a database maintained by HGNC. Symbols are chosen to be unique, and each gene has only one symbol (although approved symbols sometimes change). Symbols are preferably kept consistent with other members of a gene family and with homologs in other species, particularly the mouse due to its role as a common model organism.", "targets": "How can the gene nomenclature be accessed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1917460cda04857889779b032175c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gene nomenclature has been established by the HUGO Gene Nomenclature Committee (HGNC) for each known human gene in the form of an approved gene name and symbol (short-form abbreviation), which can be accessed through a database maintained by HGNC. Symbols are chosen to be unique, and each gene has only one symbol (although approved symbols sometimes change). Symbols are preferably kept consistent with other members of a gene family and with homologs in other species, particularly the mouse due to its role as a common model organism.", "targets": "How many symbols does each gene have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1917460cda04857889779b032175c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gene nomenclature has been established by the HUGO Gene Nomenclature Committee (HGNC) for each known human gene in the form of an approved gene name and symbol (short-form abbreviation), which can be accessed through a database maintained by HGNC. Symbols are chosen to be unique, and each gene has only one symbol (although approved symbols sometimes change). Symbols are preferably kept consistent with other members of a gene family and with homologs in other species, particularly the mouse due to its role as a common model organism.", "targets": "With what is it preferred that symbols are kept consistent with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1917460cda04857889779b032175c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gene nomenclature has been established by the HUGO Gene Nomenclature Committee (HGNC) for each known human gene in the form of an approved gene name and symbol (short-form abbreviation), which can be accessed through a database maintained by HGNC. Symbols are chosen to be unique, and each gene has only one symbol (although approved symbols sometimes change). Symbols are preferably kept consistent with other members of a gene family and with homologs in other species, particularly the mouse due to its role as a common model organism.", "targets": "What type of model does the mouse play a role for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5685654f9dbc44288a5c8c64e93d7102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents learned from Napoleon's innovations. The increased importance of artillery after 1807 stemmed from his creation of a highly mobile artillery force, the growth in artillery numbers, and changes in artillery practices. As a result of these factors, Napoleon, rather than relying on infantry to wear away the enemy's defenses, now could use massed artillery as a spearhead to pound a break in the enemy's line that was then exploited by supporting infantry and cavalry. McConachy rejects the alternative theory that growing reliance on artillery by the French army beginning in 1807 was an outgrowth of the declining quality of the French infantry and, later, France's inferiority in cavalry numbers. Weapons and other kinds of military technology remained largely static through the Revolutionary and Napoleonic eras, but 18th-century operational mobility underwent significant change.", "targets": "Who learned from Napoleon's innovations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5685654f9dbc44288a5c8c64e93d7102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents learned from Napoleon's innovations. The increased importance of artillery after 1807 stemmed from his creation of a highly mobile artillery force, the growth in artillery numbers, and changes in artillery practices. As a result of these factors, Napoleon, rather than relying on infantry to wear away the enemy's defenses, now could use massed artillery as a spearhead to pound a break in the enemy's line that was then exploited by supporting infantry and cavalry. McConachy rejects the alternative theory that growing reliance on artillery by the French army beginning in 1807 was an outgrowth of the declining quality of the French infantry and, later, France's inferiority in cavalry numbers. Weapons and other kinds of military technology remained largely static through the Revolutionary and Napoleonic eras, but 18th-century operational mobility underwent significant change.", "targets": " Napoleon's use of artillery led to its increased importance after what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5685654f9dbc44288a5c8c64e93d7102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents learned from Napoleon's innovations. The increased importance of artillery after 1807 stemmed from his creation of a highly mobile artillery force, the growth in artillery numbers, and changes in artillery practices. As a result of these factors, Napoleon, rather than relying on infantry to wear away the enemy's defenses, now could use massed artillery as a spearhead to pound a break in the enemy's line that was then exploited by supporting infantry and cavalry. McConachy rejects the alternative theory that growing reliance on artillery by the French army beginning in 1807 was an outgrowth of the declining quality of the French infantry and, later, France's inferiority in cavalry numbers. Weapons and other kinds of military technology remained largely static through the Revolutionary and Napoleonic eras, but 18th-century operational mobility underwent significant change.", "targets": "Who rejects the theory that the increased use of artillery by the French was due to declining quality of infantry and numbers of cavalry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5685654f9dbc44288a5c8c64e93d7102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His opponents learned from Napoleon's innovations. The increased importance of artillery after 1807 stemmed from his creation of a highly mobile artillery force, the growth in artillery numbers, and changes in artillery practices. As a result of these factors, Napoleon, rather than relying on infantry to wear away the enemy's defenses, now could use massed artillery as a spearhead to pound a break in the enemy's line that was then exploited by supporting infantry and cavalry. McConachy rejects the alternative theory that growing reliance on artillery by the French army beginning in 1807 was an outgrowth of the declining quality of the French infantry and, later, France's inferiority in cavalry numbers. Weapons and other kinds of military technology remained largely static through the Revolutionary and Napoleonic eras, but 18th-century operational mobility underwent significant change.", "targets": "What did Napoleon use as the initial means of breaking down enemy defenses, rather than the traditional reliance on infantry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-876e57cf59094f0685b7fe05e536e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1970s were highlighted by several successful comedy, fantasy, action and superhero-themed series for the network including Kung Fu, The Six Million Dollar Man, Wonder Woman, Starsky & Hutch, Charlie's Angels, The Bionic Woman, Fantasy Island and Battlestar Galactica. Many of these series were greenlit by Silverman, who left ABC in 1978 to become president of NBC's entertainment division. The rousing success of Happy Days also led to a successful spin-off series, Laverne & Shirley, which debuted in 1976. Charlie's Angels and Three's Company (which debuted in 1977) were two prime examples of a trend among the major networks during the 1970s known as \"jiggle TV\", featuring attractive, often buxom, women in main and guest roles.", "targets": "What position did Fred Silverman leave ABC to take in 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-876e57cf59094f0685b7fe05e536e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1970s were highlighted by several successful comedy, fantasy, action and superhero-themed series for the network including Kung Fu, The Six Million Dollar Man, Wonder Woman, Starsky & Hutch, Charlie's Angels, The Bionic Woman, Fantasy Island and Battlestar Galactica. Many of these series were greenlit by Silverman, who left ABC in 1978 to become president of NBC's entertainment division. The rousing success of Happy Days also led to a successful spin-off series, Laverne & Shirley, which debuted in 1976. Charlie's Angels and Three's Company (which debuted in 1977) were two prime examples of a trend among the major networks during the 1970s known as \"jiggle TV\", featuring attractive, often buxom, women in main and guest roles.", "targets": "What spinoff of Happy Days debuted in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-876e57cf59094f0685b7fe05e536e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1970s were highlighted by several successful comedy, fantasy, action and superhero-themed series for the network including Kung Fu, The Six Million Dollar Man, Wonder Woman, Starsky & Hutch, Charlie's Angels, The Bionic Woman, Fantasy Island and Battlestar Galactica. Many of these series were greenlit by Silverman, who left ABC in 1978 to become president of NBC's entertainment division. The rousing success of Happy Days also led to a successful spin-off series, Laverne & Shirley, which debuted in 1976. Charlie's Angels and Three's Company (which debuted in 1977) were two prime examples of a trend among the major networks during the 1970s known as \"jiggle TV\", featuring attractive, often buxom, women in main and guest roles.", "targets": "What television trend are Charlies Angels and Three's Company an example of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff7f46df3144a8bb547c99f862010ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is the second largest contributor to Kenya's gross domestic product (GDP), after the service sector. In 2005 agriculture, including forestry and fishing, accounted for 24% of GDP, as well as for 18% of wage employment and 50% of revenue from exports. The principal cash crops are tea, horticultural produce, and coffee. Horticultural produce and tea are the main growth sectors and the two most valuable of all of Kenya's exports. The production of major food staples such as corn is subject to sharp weather-related fluctuations. Production downturns periodically necessitate food aid\u2014for example, in 2004 aid for 1.8 million people because of one of Kenya's intermittent droughts.[citation needed]", "targets": "How much of the GDP was agriculture in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff7f46df3144a8bb547c99f862010ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is the second largest contributor to Kenya's gross domestic product (GDP), after the service sector. In 2005 agriculture, including forestry and fishing, accounted for 24% of GDP, as well as for 18% of wage employment and 50% of revenue from exports. The principal cash crops are tea, horticultural produce, and coffee. Horticultural produce and tea are the main growth sectors and the two most valuable of all of Kenya's exports. The production of major food staples such as corn is subject to sharp weather-related fluctuations. Production downturns periodically necessitate food aid\u2014for example, in 2004 aid for 1.8 million people because of one of Kenya's intermittent droughts.[citation needed]", "targets": "What are the principal cash crops in Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff7f46df3144a8bb547c99f862010ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is the second largest contributor to Kenya's gross domestic product (GDP), after the service sector. In 2005 agriculture, including forestry and fishing, accounted for 24% of GDP, as well as for 18% of wage employment and 50% of revenue from exports. The principal cash crops are tea, horticultural produce, and coffee. Horticultural produce and tea are the main growth sectors and the two most valuable of all of Kenya's exports. The production of major food staples such as corn is subject to sharp weather-related fluctuations. Production downturns periodically necessitate food aid\u2014for example, in 2004 aid for 1.8 million people because of one of Kenya's intermittent droughts.[citation needed]", "targets": "What is the second largest contrubtor to Kenyas GDP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff7f46df3144a8bb547c99f862010ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is the second largest contributor to Kenya's gross domestic product (GDP), after the service sector. In 2005 agriculture, including forestry and fishing, accounted for 24% of GDP, as well as for 18% of wage employment and 50% of revenue from exports. The principal cash crops are tea, horticultural produce, and coffee. Horticultural produce and tea are the main growth sectors and the two most valuable of all of Kenya's exports. The production of major food staples such as corn is subject to sharp weather-related fluctuations. Production downturns periodically necessitate food aid\u2014for example, in 2004 aid for 1.8 million people because of one of Kenya's intermittent droughts.[citation needed]", "targets": "What can cause fluctuations in the production of corn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5329b8869254bb299a3ace9fa0de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life in the Roman Republic revolved around the city of Rome, and its famed seven hills. The city also had several theatres, gymnasiums, and many taverns, baths and brothels. Throughout the territory under Rome's control, residential architecture ranged from very modest houses to country villas, and in the capital city of Rome, to the residences on the elegant Palatine Hill, from which the word \"palace\" is derived. The vast majority of the population lived in the city center, packed into apartment blocks.[citation needed]", "targets": "Where did the bulk of the cities populace live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5329b8869254bb299a3ace9fa0de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life in the Roman Republic revolved around the city of Rome, and its famed seven hills. The city also had several theatres, gymnasiums, and many taverns, baths and brothels. Throughout the territory under Rome's control, residential architecture ranged from very modest houses to country villas, and in the capital city of Rome, to the residences on the elegant Palatine Hill, from which the word \"palace\" is derived. The vast majority of the population lived in the city center, packed into apartment blocks.[citation needed]", "targets": "What type of housing could be located in the city center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5329b8869254bb299a3ace9fa0de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life in the Roman Republic revolved around the city of Rome, and its famed seven hills. The city also had several theatres, gymnasiums, and many taverns, baths and brothels. Throughout the territory under Rome's control, residential architecture ranged from very modest houses to country villas, and in the capital city of Rome, to the residences on the elegant Palatine Hill, from which the word \"palace\" is derived. The vast majority of the population lived in the city center, packed into apartment blocks.[citation needed]", "targets": "From what local area in Rome is the word palace borrowed from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5329b8869254bb299a3ace9fa0de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life in the Roman Republic revolved around the city of Rome, and its famed seven hills. The city also had several theatres, gymnasiums, and many taverns, baths and brothels. Throughout the territory under Rome's control, residential architecture ranged from very modest houses to country villas, and in the capital city of Rome, to the residences on the elegant Palatine Hill, from which the word \"palace\" is derived. The vast majority of the population lived in the city center, packed into apartment blocks.[citation needed]", "targets": "How many areas in Rome could be called hills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62fbac7017484b209562c6ac32d8b6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after Decision Time a \"Members Debate\" is held, which lasts for 45 minutes. Members Business is a debate on a motion proposed by an MSP who is not a Scottish minister. Such motions are on issues which may be of interest to a particular area such as a member's own constituency, an upcoming or past event or any other item which would otherwise not be accorded official parliamentary time. As well as the proposer, other members normally contribute to the debate. The relevant minister, whose department the debate and motion relate to \"winds up\" the debate by speaking after all other participants.", "targets": "When is the Members Debate held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62fbac7017484b209562c6ac32d8b6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after Decision Time a \"Members Debate\" is held, which lasts for 45 minutes. Members Business is a debate on a motion proposed by an MSP who is not a Scottish minister. Such motions are on issues which may be of interest to a particular area such as a member's own constituency, an upcoming or past event or any other item which would otherwise not be accorded official parliamentary time. As well as the proposer, other members normally contribute to the debate. The relevant minister, whose department the debate and motion relate to \"winds up\" the debate by speaking after all other participants.", "targets": "Why are debates on proposed motions by an MSP conducted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62fbac7017484b209562c6ac32d8b6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after Decision Time a \"Members Debate\" is held, which lasts for 45 minutes. Members Business is a debate on a motion proposed by an MSP who is not a Scottish minister. Such motions are on issues which may be of interest to a particular area such as a member's own constituency, an upcoming or past event or any other item which would otherwise not be accorded official parliamentary time. As well as the proposer, other members normally contribute to the debate. The relevant minister, whose department the debate and motion relate to \"winds up\" the debate by speaking after all other participants.", "targets": "How long does the Members Debate last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62fbac7017484b209562c6ac32d8b6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after Decision Time a \"Members Debate\" is held, which lasts for 45 minutes. Members Business is a debate on a motion proposed by an MSP who is not a Scottish minister. Such motions are on issues which may be of interest to a particular area such as a member's own constituency, an upcoming or past event or any other item which would otherwise not be accorded official parliamentary time. As well as the proposer, other members normally contribute to the debate. The relevant minister, whose department the debate and motion relate to \"winds up\" the debate by speaking after all other participants.", "targets": "Who contributes to Members Business in addition to the proposer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62fbac7017484b209562c6ac32d8b6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after Decision Time a \"Members Debate\" is held, which lasts for 45 minutes. Members Business is a debate on a motion proposed by an MSP who is not a Scottish minister. Such motions are on issues which may be of interest to a particular area such as a member's own constituency, an upcoming or past event or any other item which would otherwise not be accorded official parliamentary time. As well as the proposer, other members normally contribute to the debate. The relevant minister, whose department the debate and motion relate to \"winds up\" the debate by speaking after all other participants.", "targets": "What does the minister who was the catalyst of the Members Business do by speaking after everyone else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef7ec92afe491d92708ec8d7cb6815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animals have several characteristics that set them apart from other living things. Animals are eukaryotic and multicellular, which separates them from bacteria and most protists. They are heterotrophic, generally digesting food in an internal chamber, which separates them from plants and algae. They are also distinguished from plants, algae, and fungi by lacking rigid cell walls. All animals are motile, if only at certain life stages. In most animals, embryos pass through a blastula stage, which is a characteristic exclusive to animals.", "targets": "What sets animals apart from bacteria  and most protists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef7ec92afe491d92708ec8d7cb6815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animals have several characteristics that set them apart from other living things. Animals are eukaryotic and multicellular, which separates them from bacteria and most protists. They are heterotrophic, generally digesting food in an internal chamber, which separates them from plants and algae. They are also distinguished from plants, algae, and fungi by lacking rigid cell walls. All animals are motile, if only at certain life stages. In most animals, embryos pass through a blastula stage, which is a characteristic exclusive to animals.", "targets": "What are organisms called that digest food in an internal chamber?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef7ec92afe491d92708ec8d7cb6815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animals have several characteristics that set them apart from other living things. Animals are eukaryotic and multicellular, which separates them from bacteria and most protists. They are heterotrophic, generally digesting food in an internal chamber, which separates them from plants and algae. They are also distinguished from plants, algae, and fungi by lacking rigid cell walls. All animals are motile, if only at certain life stages. In most animals, embryos pass through a blastula stage, which is a characteristic exclusive to animals.", "targets": "What is another way in which animals are distinguished from plants and algae?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef7ec92afe491d92708ec8d7cb6815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animals have several characteristics that set them apart from other living things. Animals are eukaryotic and multicellular, which separates them from bacteria and most protists. They are heterotrophic, generally digesting food in an internal chamber, which separates them from plants and algae. They are also distinguished from plants, algae, and fungi by lacking rigid cell walls. All animals are motile, if only at certain life stages. In most animals, embryos pass through a blastula stage, which is a characteristic exclusive to animals.", "targets": "The blastula stage is a characteristic exclusive to what organism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145ac2bbe6f643ee9640664c45063b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 13 universities in Hyderabad: two private universities, two deemed universities, six state universities and three central universities. The central universities are the University of Hyderabad, Maulana Azad National Urdu University and the English and Foreign Languages University. Osmania University, established in 1918, was the first university in Hyderabad and as of 2012[update] is India's second most popular institution for international students. The Dr. B. R. Ambedkar Open University, established in 1982, is the first distance learning open university in India.", "targets": "How many universities are in Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145ac2bbe6f643ee9640664c45063b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 13 universities in Hyderabad: two private universities, two deemed universities, six state universities and three central universities. The central universities are the University of Hyderabad, Maulana Azad National Urdu University and the English and Foreign Languages University. Osmania University, established in 1918, was the first university in Hyderabad and as of 2012[update] is India's second most popular institution for international students. The Dr. B. R. Ambedkar Open University, established in 1982, is the first distance learning open university in India.", "targets": "Of the universities in Hyderabad how many are state run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145ac2bbe6f643ee9640664c45063b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 13 universities in Hyderabad: two private universities, two deemed universities, six state universities and three central universities. The central universities are the University of Hyderabad, Maulana Azad National Urdu University and the English and Foreign Languages University. Osmania University, established in 1918, was the first university in Hyderabad and as of 2012[update] is India's second most popular institution for international students. The Dr. B. R. Ambedkar Open University, established in 1982, is the first distance learning open university in India.", "targets": "Maulana Azad National Urdu University is a type of university that represents what type of university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145ac2bbe6f643ee9640664c45063b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 13 universities in Hyderabad: two private universities, two deemed universities, six state universities and three central universities. The central universities are the University of Hyderabad, Maulana Azad National Urdu University and the English and Foreign Languages University. Osmania University, established in 1918, was the first university in Hyderabad and as of 2012[update] is India's second most popular institution for international students. The Dr. B. R. Ambedkar Open University, established in 1982, is the first distance learning open university in India.", "targets": "In 1982 the first long distance university was opened in India, what is it's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145ac2bbe6f643ee9640664c45063b47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 13 universities in Hyderabad: two private universities, two deemed universities, six state universities and three central universities. The central universities are the University of Hyderabad, Maulana Azad National Urdu University and the English and Foreign Languages University. Osmania University, established in 1918, was the first university in Hyderabad and as of 2012[update] is India's second most popular institution for international students. The Dr. B. R. Ambedkar Open University, established in 1982, is the first distance learning open university in India.", "targets": "What year was Osmania University formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60e71be11104f9d96cf429708e1bbb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the LaserDisc format was supplanted by DVD by the late 1990s, many LD titles are still highly coveted by movie enthusiasts (for example, Disney's Song of the South which is unavailable in the US in any format, but was issued in Japan on LD). This is largely because there are many films that are still only available on LD and many other LD releases contain supplemental material not available on subsequent DVD versions of those films. Until the end of 2001, many titles were released on VHS, LD, and DVD in Japan.", "targets": "By what year had DVD taken over the LaserDisc market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60e71be11104f9d96cf429708e1bbb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the LaserDisc format was supplanted by DVD by the late 1990s, many LD titles are still highly coveted by movie enthusiasts (for example, Disney's Song of the South which is unavailable in the US in any format, but was issued in Japan on LD). This is largely because there are many films that are still only available on LD and many other LD releases contain supplemental material not available on subsequent DVD versions of those films. Until the end of 2001, many titles were released on VHS, LD, and DVD in Japan.", "targets": "Which collector group highly values LaserDisc for their rareness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60e71be11104f9d96cf429708e1bbb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the LaserDisc format was supplanted by DVD by the late 1990s, many LD titles are still highly coveted by movie enthusiasts (for example, Disney's Song of the South which is unavailable in the US in any format, but was issued in Japan on LD). This is largely because there are many films that are still only available on LD and many other LD releases contain supplemental material not available on subsequent DVD versions of those films. Until the end of 2001, many titles were released on VHS, LD, and DVD in Japan.", "targets": "Until the end of what year were movies released in VHS, LD, and DVD in Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60e71be11104f9d96cf429708e1bbb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the LaserDisc format was supplanted by DVD by the late 1990s, many LD titles are still highly coveted by movie enthusiasts (for example, Disney's Song of the South which is unavailable in the US in any format, but was issued in Japan on LD). This is largely because there are many films that are still only available on LD and many other LD releases contain supplemental material not available on subsequent DVD versions of those films. Until the end of 2001, many titles were released on VHS, LD, and DVD in Japan.", "targets": "What country was the only to receive a LD release of Disney's Song of the South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2e3fb47f6454dcebd426d7fefdd2072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most frequent musical contributor during the first 15 years was Dudley Simpson, who is also well known for his theme and incidental music for Blake's 7, and for his haunting theme music and score for the original 1970s version of The Tomorrow People. Simpson's first Doctor Who score was Planet of Giants (1964) and he went on to write music for many adventures of the 1960s and 1970s, including most of the stories of the Jon Pertwee/Tom Baker periods, ending with The Horns of Nimon (1979). He also made a cameo appearance in The Talons of Weng-Chiang (as a Music hall conductor).", "targets": "Who was the most frequent musical contributor to Doctor Who in the first 15 years of the show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2e3fb47f6454dcebd426d7fefdd2072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most frequent musical contributor during the first 15 years was Dudley Simpson, who is also well known for his theme and incidental music for Blake's 7, and for his haunting theme music and score for the original 1970s version of The Tomorrow People. Simpson's first Doctor Who score was Planet of Giants (1964) and he went on to write music for many adventures of the 1960s and 1970s, including most of the stories of the Jon Pertwee/Tom Baker periods, ending with The Horns of Nimon (1979). He also made a cameo appearance in The Talons of Weng-Chiang (as a Music hall conductor).", "targets": "What was the episode name of Simpson's first Doctor Who score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2e3fb47f6454dcebd426d7fefdd2072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most frequent musical contributor during the first 15 years was Dudley Simpson, who is also well known for his theme and incidental music for Blake's 7, and for his haunting theme music and score for the original 1970s version of The Tomorrow People. Simpson's first Doctor Who score was Planet of Giants (1964) and he went on to write music for many adventures of the 1960s and 1970s, including most of the stories of the Jon Pertwee/Tom Baker periods, ending with The Horns of Nimon (1979). He also made a cameo appearance in The Talons of Weng-Chiang (as a Music hall conductor).", "targets": "In what decades was Dudley Simpson most active in contributing to Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2e3fb47f6454dcebd426d7fefdd2072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most frequent musical contributor during the first 15 years was Dudley Simpson, who is also well known for his theme and incidental music for Blake's 7, and for his haunting theme music and score for the original 1970s version of The Tomorrow People. Simpson's first Doctor Who score was Planet of Giants (1964) and he went on to write music for many adventures of the 1960s and 1970s, including most of the stories of the Jon Pertwee/Tom Baker periods, ending with The Horns of Nimon (1979). He also made a cameo appearance in The Talons of Weng-Chiang (as a Music hall conductor).", "targets": "What was the last Doctor Who episode that Dudley Simpson wrote music for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2e3fb47f6454dcebd426d7fefdd2072", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most frequent musical contributor during the first 15 years was Dudley Simpson, who is also well known for his theme and incidental music for Blake's 7, and for his haunting theme music and score for the original 1970s version of The Tomorrow People. Simpson's first Doctor Who score was Planet of Giants (1964) and he went on to write music for many adventures of the 1960s and 1970s, including most of the stories of the Jon Pertwee/Tom Baker periods, ending with The Horns of Nimon (1979). He also made a cameo appearance in The Talons of Weng-Chiang (as a Music hall conductor).", "targets": "In what episode did Dudley Simpson play a music conductor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-703303b971104724ab1212f22ea12d85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some viruses store their entire genomes in the form of RNA, and contain no DNA at all. Because they use RNA to store genes, their cellular hosts may synthesize their proteins as soon as they are infected and without the delay in waiting for transcription. On the other hand, RNA retroviruses, such as HIV, require the reverse transcription of their genome from RNA into DNA before their proteins can be synthesized. RNA-mediated epigenetic inheritance has also been observed in plants and very rarely in animals.", "targets": "In what form do some viruses store their entire genome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-703303b971104724ab1212f22ea12d85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some viruses store their entire genomes in the form of RNA, and contain no DNA at all. Because they use RNA to store genes, their cellular hosts may synthesize their proteins as soon as they are infected and without the delay in waiting for transcription. On the other hand, RNA retroviruses, such as HIV, require the reverse transcription of their genome from RNA into DNA before their proteins can be synthesized. RNA-mediated epigenetic inheritance has also been observed in plants and very rarely in animals.", "targets": "Why do the cellular hosts of some viruses not have to wait for transcription to synthesize their proteins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-703303b971104724ab1212f22ea12d85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some viruses store their entire genomes in the form of RNA, and contain no DNA at all. Because they use RNA to store genes, their cellular hosts may synthesize their proteins as soon as they are infected and without the delay in waiting for transcription. On the other hand, RNA retroviruses, such as HIV, require the reverse transcription of their genome from RNA into DNA before their proteins can be synthesized. RNA-mediated epigenetic inheritance has also been observed in plants and very rarely in animals.", "targets": "What is one type of an RNA retrovirus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-703303b971104724ab1212f22ea12d85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some viruses store their entire genomes in the form of RNA, and contain no DNA at all. Because they use RNA to store genes, their cellular hosts may synthesize their proteins as soon as they are infected and without the delay in waiting for transcription. On the other hand, RNA retroviruses, such as HIV, require the reverse transcription of their genome from RNA into DNA before their proteins can be synthesized. RNA-mediated epigenetic inheritance has also been observed in plants and very rarely in animals.", "targets": "What sort of transcription does the genome of HIV require before its proteins can be synthesized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-703303b971104724ab1212f22ea12d85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some viruses store their entire genomes in the form of RNA, and contain no DNA at all. Because they use RNA to store genes, their cellular hosts may synthesize their proteins as soon as they are infected and without the delay in waiting for transcription. On the other hand, RNA retroviruses, such as HIV, require the reverse transcription of their genome from RNA into DNA before their proteins can be synthesized. RNA-mediated epigenetic inheritance has also been observed in plants and very rarely in animals.", "targets": "Besides viruses, where has RNA-mediated epigenetic inheritance been observed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b106738cb394d0b8fdfa6fb164c7f1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to recording mastering and manufacturing limitations, both high and low frequencies were removed from the first recorded signals by various formulae. With low frequencies, the stylus must swing a long way from side to side, requiring the groove to be wide, taking up more space and limiting the playing time of the record. At high frequencies, hiss, pops, and ticks are significant. These problems can be reduced by using equalization to an agreed standard. During recording the amplitude of low frequencies is reduced, thus reducing the groove width required, and the amplitude at high frequencies is increased. The playback equipment boosts bass and cuts treble so as to restore the tonal balance in the original signal; this also reduces the high frequency noise. Thus more music will fit on the record, and noise is reduced.", "targets": "What is a limitation of low frequency recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b106738cb394d0b8fdfa6fb164c7f1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to recording mastering and manufacturing limitations, both high and low frequencies were removed from the first recorded signals by various formulae. With low frequencies, the stylus must swing a long way from side to side, requiring the groove to be wide, taking up more space and limiting the playing time of the record. At high frequencies, hiss, pops, and ticks are significant. These problems can be reduced by using equalization to an agreed standard. During recording the amplitude of low frequencies is reduced, thus reducing the groove width required, and the amplitude at high frequencies is increased. The playback equipment boosts bass and cuts treble so as to restore the tonal balance in the original signal; this also reduces the high frequency noise. Thus more music will fit on the record, and noise is reduced.", "targets": "What kinds of unwanted sounds are often heard at high frequencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b106738cb394d0b8fdfa6fb164c7f1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to recording mastering and manufacturing limitations, both high and low frequencies were removed from the first recorded signals by various formulae. With low frequencies, the stylus must swing a long way from side to side, requiring the groove to be wide, taking up more space and limiting the playing time of the record. At high frequencies, hiss, pops, and ticks are significant. These problems can be reduced by using equalization to an agreed standard. During recording the amplitude of low frequencies is reduced, thus reducing the groove width required, and the amplitude at high frequencies is increased. The playback equipment boosts bass and cuts treble so as to restore the tonal balance in the original signal; this also reduces the high frequency noise. Thus more music will fit on the record, and noise is reduced.", "targets": "What is done during recordings to help reduce unwanted sounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b106738cb394d0b8fdfa6fb164c7f1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to recording mastering and manufacturing limitations, both high and low frequencies were removed from the first recorded signals by various formulae. With low frequencies, the stylus must swing a long way from side to side, requiring the groove to be wide, taking up more space and limiting the playing time of the record. At high frequencies, hiss, pops, and ticks are significant. These problems can be reduced by using equalization to an agreed standard. During recording the amplitude of low frequencies is reduced, thus reducing the groove width required, and the amplitude at high frequencies is increased. The playback equipment boosts bass and cuts treble so as to restore the tonal balance in the original signal; this also reduces the high frequency noise. Thus more music will fit on the record, and noise is reduced.", "targets": "What is a benefit of using equalization devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b106738cb394d0b8fdfa6fb164c7f1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to recording mastering and manufacturing limitations, both high and low frequencies were removed from the first recorded signals by various formulae. With low frequencies, the stylus must swing a long way from side to side, requiring the groove to be wide, taking up more space and limiting the playing time of the record. At high frequencies, hiss, pops, and ticks are significant. These problems can be reduced by using equalization to an agreed standard. During recording the amplitude of low frequencies is reduced, thus reducing the groove width required, and the amplitude at high frequencies is increased. The playback equipment boosts bass and cuts treble so as to restore the tonal balance in the original signal; this also reduces the high frequency noise. Thus more music will fit on the record, and noise is reduced.", "targets": "What is done to high frequency  sounds to lessen sound issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-282b19e6c669457c8c13479510585b52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European overseas expansion led to the rise of colonial empires, producing the Columbian Exchange. The combination of resource inflows from the New World and the Industrial Revolution of Great Britain, allowed a new economy based on manufacturing instead of subsistence agriculture.", "targets": "What resulted from Europe's exploration of the New World?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-282b19e6c669457c8c13479510585b52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European overseas expansion led to the rise of colonial empires, producing the Columbian Exchange. The combination of resource inflows from the New World and the Industrial Revolution of Great Britain, allowed a new economy based on manufacturing instead of subsistence agriculture.", "targets": "What institution of mercantilism was established with New World colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-282b19e6c669457c8c13479510585b52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European overseas expansion led to the rise of colonial empires, producing the Columbian Exchange. The combination of resource inflows from the New World and the Industrial Revolution of Great Britain, allowed a new economy based on manufacturing instead of subsistence agriculture.", "targets": "What replaced agriculture as the focus of European economy with the establishment of overseas colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-282b19e6c669457c8c13479510585b52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European overseas expansion led to the rise of colonial empires, producing the Columbian Exchange. The combination of resource inflows from the New World and the Industrial Revolution of Great Britain, allowed a new economy based on manufacturing instead of subsistence agriculture.", "targets": "Aside from the activities of colonies, what other event fostered the transition from agriculture to manufacturing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9225264f94747a3a5f54423456e9f08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politechnika (translated as a \"technical university\" or \"university of technology\") is a main kind of technical university name in Poland. There are some biggest Polytechnic in Poland:", "targets": "What word do they use in Poland for an institute of technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2f6b740f797404ebc3674efde5285f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival was introduced by Portuguese settlers. The celebration is celebrated on each of the archipelago's nine inhabited islands. In Mindelo, S\u00e3o Vicente groups challenge each other for a yearly prize. It has imported various Brazilian carnival traditions. The celebration in S\u00e3oNicolau is more traditional, where established groups parade through the Ribeira Brava, gathering in the town square, although it has adopted drums, floats and costumes from Brazil. In S\u00e3o Nicolau three groups, Copa Cabana, Estrela Azul and Brilho Da Zona constructs a painted float using fire, newspaper for the mold, iron and steel to for structure. Carnival S\u00e3o Nicolau is celebrated over three days: dawn Saturday, Sunday afternoon, and Tuesday.", "targets": "What nationality were the settlers from who introduced Carnival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2f6b740f797404ebc3674efde5285f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival was introduced by Portuguese settlers. The celebration is celebrated on each of the archipelago's nine inhabited islands. In Mindelo, S\u00e3o Vicente groups challenge each other for a yearly prize. It has imported various Brazilian carnival traditions. The celebration in S\u00e3oNicolau is more traditional, where established groups parade through the Ribeira Brava, gathering in the town square, although it has adopted drums, floats and costumes from Brazil. In S\u00e3o Nicolau three groups, Copa Cabana, Estrela Azul and Brilho Da Zona constructs a painted float using fire, newspaper for the mold, iron and steel to for structure. Carnival S\u00e3o Nicolau is celebrated over three days: dawn Saturday, Sunday afternoon, and Tuesday.", "targets": "How many of the inhabited islands is Carnival celebrated on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2f6b740f797404ebc3674efde5285f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival was introduced by Portuguese settlers. The celebration is celebrated on each of the archipelago's nine inhabited islands. In Mindelo, S\u00e3o Vicente groups challenge each other for a yearly prize. It has imported various Brazilian carnival traditions. The celebration in S\u00e3oNicolau is more traditional, where established groups parade through the Ribeira Brava, gathering in the town square, although it has adopted drums, floats and costumes from Brazil. In S\u00e3o Nicolau three groups, Copa Cabana, Estrela Azul and Brilho Da Zona constructs a painted float using fire, newspaper for the mold, iron and steel to for structure. Carnival S\u00e3o Nicolau is celebrated over three days: dawn Saturday, Sunday afternoon, and Tuesday.", "targets": "Three groups in S\u00e3o Nicolau make use of fire in the construction of what conveyance? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2f6b740f797404ebc3674efde5285f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival was introduced by Portuguese settlers. The celebration is celebrated on each of the archipelago's nine inhabited islands. In Mindelo, S\u00e3o Vicente groups challenge each other for a yearly prize. It has imported various Brazilian carnival traditions. The celebration in S\u00e3oNicolau is more traditional, where established groups parade through the Ribeira Brava, gathering in the town square, although it has adopted drums, floats and costumes from Brazil. In S\u00e3o Nicolau three groups, Copa Cabana, Estrela Azul and Brilho Da Zona constructs a painted float using fire, newspaper for the mold, iron and steel to for structure. Carnival S\u00e3o Nicolau is celebrated over three days: dawn Saturday, Sunday afternoon, and Tuesday.", "targets": "What do groups in Mindelo challenge each other for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2f6b740f797404ebc3674efde5285f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival was introduced by Portuguese settlers. The celebration is celebrated on each of the archipelago's nine inhabited islands. In Mindelo, S\u00e3o Vicente groups challenge each other for a yearly prize. It has imported various Brazilian carnival traditions. The celebration in S\u00e3oNicolau is more traditional, where established groups parade through the Ribeira Brava, gathering in the town square, although it has adopted drums, floats and costumes from Brazil. In S\u00e3o Nicolau three groups, Copa Cabana, Estrela Azul and Brilho Da Zona constructs a painted float using fire, newspaper for the mold, iron and steel to for structure. Carnival S\u00e3o Nicolau is celebrated over three days: dawn Saturday, Sunday afternoon, and Tuesday.", "targets": "Over how many days is S\u00e3o Nicolau's Carnival celebrated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e9dbb5b1294d26bb3454a55851b0c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fortaleza del Cerro overlooks the bay of Montevideo. An observation post at this location was first built by the Spanish in the late 18th century. In 1802, a beacon replaced the observation post; construction of the fortress began in 1809 and was completed in 1839. It has been involved in many historical developments and has been repeatedly taken over by various sides. In 1907, the old beacon was replaced with a stronger electric one. It has been a National Monument since 1931 and has housed a military museum since 1916. Today it is one of the tourist attractions of Montevideo.", "targets": "What overlooks the bay of Montevideo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e9dbb5b1294d26bb3454a55851b0c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fortaleza del Cerro overlooks the bay of Montevideo. An observation post at this location was first built by the Spanish in the late 18th century. In 1802, a beacon replaced the observation post; construction of the fortress began in 1809 and was completed in 1839. It has been involved in many historical developments and has been repeatedly taken over by various sides. In 1907, the old beacon was replaced with a stronger electric one. It has been a National Monument since 1931 and has housed a military museum since 1916. Today it is one of the tourist attractions of Montevideo.", "targets": "What replaced the observation post in 1802?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e9dbb5b1294d26bb3454a55851b0c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fortaleza del Cerro overlooks the bay of Montevideo. An observation post at this location was first built by the Spanish in the late 18th century. In 1802, a beacon replaced the observation post; construction of the fortress began in 1809 and was completed in 1839. It has been involved in many historical developments and has been repeatedly taken over by various sides. In 1907, the old beacon was replaced with a stronger electric one. It has been a National Monument since 1931 and has housed a military museum since 1916. Today it is one of the tourist attractions of Montevideo.", "targets": "When did construction of the fortress begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e9dbb5b1294d26bb3454a55851b0c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fortaleza del Cerro overlooks the bay of Montevideo. An observation post at this location was first built by the Spanish in the late 18th century. In 1802, a beacon replaced the observation post; construction of the fortress began in 1809 and was completed in 1839. It has been involved in many historical developments and has been repeatedly taken over by various sides. In 1907, the old beacon was replaced with a stronger electric one. It has been a National Monument since 1931 and has housed a military museum since 1916. Today it is one of the tourist attractions of Montevideo.", "targets": "When did construction of the fortress finish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d176e8f9842df9ea56b63da4f09fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French Crown's revocation of the Edict of Nantes, many Huguenots settled in Ireland in the late 17th and early 18th centuries, encouraged by an act of parliament for Protestants' settling in Ireland. Huguenot regiments fought for William of Orange in the Williamite war in Ireland, for which they were rewarded with land grants and titles, many settling in Dublin. Significant Huguenot settlements were in Dublin, Cork, Portarlington, Lisburn, Waterford and Youghal. Smaller settlements, which included Killeshandra in County Cavan, contributed to the expansion of flax cultivation and the growth of the Irish linen industry.", "targets": "What war in Ireland featured Huguenot regiments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d176e8f9842df9ea56b63da4f09fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French Crown's revocation of the Edict of Nantes, many Huguenots settled in Ireland in the late 17th and early 18th centuries, encouraged by an act of parliament for Protestants' settling in Ireland. Huguenot regiments fought for William of Orange in the Williamite war in Ireland, for which they were rewarded with land grants and titles, many settling in Dublin. Significant Huguenot settlements were in Dublin, Cork, Portarlington, Lisburn, Waterford and Youghal. Smaller settlements, which included Killeshandra in County Cavan, contributed to the expansion of flax cultivation and the growth of the Irish linen industry.", "targets": "Under which leader did the Huguenots fight in this conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d176e8f9842df9ea56b63da4f09fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French Crown's revocation of the Edict of Nantes, many Huguenots settled in Ireland in the late 17th and early 18th centuries, encouraged by an act of parliament for Protestants' settling in Ireland. Huguenot regiments fought for William of Orange in the Williamite war in Ireland, for which they were rewarded with land grants and titles, many settling in Dublin. Significant Huguenot settlements were in Dublin, Cork, Portarlington, Lisburn, Waterford and Youghal. Smaller settlements, which included Killeshandra in County Cavan, contributed to the expansion of flax cultivation and the growth of the Irish linen industry.", "targets": "Which Irish cities had large Huguenot enclaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d176e8f9842df9ea56b63da4f09fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French Crown's revocation of the Edict of Nantes, many Huguenots settled in Ireland in the late 17th and early 18th centuries, encouraged by an act of parliament for Protestants' settling in Ireland. Huguenot regiments fought for William of Orange in the Williamite war in Ireland, for which they were rewarded with land grants and titles, many settling in Dublin. Significant Huguenot settlements were in Dublin, Cork, Portarlington, Lisburn, Waterford and Youghal. Smaller settlements, which included Killeshandra in County Cavan, contributed to the expansion of flax cultivation and the growth of the Irish linen industry.", "targets": "Huguenots in Killeshandra and County Cavan expanded what agricultural industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d176e8f9842df9ea56b63da4f09fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French Crown's revocation of the Edict of Nantes, many Huguenots settled in Ireland in the late 17th and early 18th centuries, encouraged by an act of parliament for Protestants' settling in Ireland. Huguenot regiments fought for William of Orange in the Williamite war in Ireland, for which they were rewarded with land grants and titles, many settling in Dublin. Significant Huguenot settlements were in Dublin, Cork, Portarlington, Lisburn, Waterford and Youghal. Smaller settlements, which included Killeshandra in County Cavan, contributed to the expansion of flax cultivation and the growth of the Irish linen industry.", "targets": "What textile industry did the Huguenots contribute to in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b56d2256b4f079cddd29728706e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the City of Westminster in London the entertainment district of the West End has its focus around Leicester Square, where London and world film premieres are held, and Piccadilly Circus, with its giant electronic advertisements. London's theatre district is here, as are many cinemas, bars, clubs and restaurants, including the city's Chinatown district (in Soho), and just to the east is Covent Garden, an area housing speciality shops. The city is the home of Andrew Lloyd Webber, whose musicals have dominated the West End theatre since the late 20th century. The United Kingdom's Royal Ballet, English National Ballet, Royal Opera and English National Opera are based in London and perform at the Royal Opera House, the London Coliseum, Sadler's Wells Theatre and the Royal Albert Hall as well as touring the country.", "targets": "What is the entertainment center of London known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b56d2256b4f079cddd29728706e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the City of Westminster in London the entertainment district of the West End has its focus around Leicester Square, where London and world film premieres are held, and Piccadilly Circus, with its giant electronic advertisements. London's theatre district is here, as are many cinemas, bars, clubs and restaurants, including the city's Chinatown district (in Soho), and just to the east is Covent Garden, an area housing speciality shops. The city is the home of Andrew Lloyd Webber, whose musicals have dominated the West End theatre since the late 20th century. The United Kingdom's Royal Ballet, English National Ballet, Royal Opera and English National Opera are based in London and perform at the Royal Opera House, the London Coliseum, Sadler's Wells Theatre and the Royal Albert Hall as well as touring the country.", "targets": "What is a prominent feature of Picadilly Circus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b56d2256b4f079cddd29728706e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the City of Westminster in London the entertainment district of the West End has its focus around Leicester Square, where London and world film premieres are held, and Piccadilly Circus, with its giant electronic advertisements. London's theatre district is here, as are many cinemas, bars, clubs and restaurants, including the city's Chinatown district (in Soho), and just to the east is Covent Garden, an area housing speciality shops. The city is the home of Andrew Lloyd Webber, whose musicals have dominated the West End theatre since the late 20th century. The United Kingdom's Royal Ballet, English National Ballet, Royal Opera and English National Opera are based in London and perform at the Royal Opera House, the London Coliseum, Sadler's Wells Theatre and the Royal Albert Hall as well as touring the country.", "targets": "London's Chinatown district is located in what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b56d2256b4f079cddd29728706e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the City of Westminster in London the entertainment district of the West End has its focus around Leicester Square, where London and world film premieres are held, and Piccadilly Circus, with its giant electronic advertisements. London's theatre district is here, as are many cinemas, bars, clubs and restaurants, including the city's Chinatown district (in Soho), and just to the east is Covent Garden, an area housing speciality shops. The city is the home of Andrew Lloyd Webber, whose musicals have dominated the West End theatre since the late 20th century. The United Kingdom's Royal Ballet, English National Ballet, Royal Opera and English National Opera are based in London and perform at the Royal Opera House, the London Coliseum, Sadler's Wells Theatre and the Royal Albert Hall as well as touring the country.", "targets": "Where is London's West End located geographically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508b56d2256b4f079cddd29728706e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the City of Westminster in London the entertainment district of the West End has its focus around Leicester Square, where London and world film premieres are held, and Piccadilly Circus, with its giant electronic advertisements. London's theatre district is here, as are many cinemas, bars, clubs and restaurants, including the city's Chinatown district (in Soho), and just to the east is Covent Garden, an area housing speciality shops. The city is the home of Andrew Lloyd Webber, whose musicals have dominated the West End theatre since the late 20th century. The United Kingdom's Royal Ballet, English National Ballet, Royal Opera and English National Opera are based in London and perform at the Royal Opera House, the London Coliseum, Sadler's Wells Theatre and the Royal Albert Hall as well as touring the country.", "targets": "What prolific composer and producer of musicals has been a major force in the West End theater district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788907e59cd24021b71e306af4743877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political reforms of Peter the Great (\u041f\u0451\u0442\u0440 \u0412\u0435\u043b\u0438\u0301\u043a\u0438\u0439, Py\u00f3tr Vel\u00edkiy) were accompanied by a reform of the alphabet, and achieved their goal of secularization and Westernization. Blocks of specialized vocabulary were adopted from the languages of Western Europe. By 1800, a significant portion of the gentry spoke French daily, and German sometimes. Many Russian novels of the 19th century, e.g. Leo Tolstoy's (\u041b\u0435\u0432 \u0422\u043e\u043b\u0441\u0442\u043e\u0301\u0439) War and Peace, contain entire paragraphs and even pages in French with no translation given, with an assumption that educated readers would not need one.", "targets": "Where did Russian get specialized vocabulary from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788907e59cd24021b71e306af4743877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political reforms of Peter the Great (\u041f\u0451\u0442\u0440 \u0412\u0435\u043b\u0438\u0301\u043a\u0438\u0439, Py\u00f3tr Vel\u00edkiy) were accompanied by a reform of the alphabet, and achieved their goal of secularization and Westernization. Blocks of specialized vocabulary were adopted from the languages of Western Europe. By 1800, a significant portion of the gentry spoke French daily, and German sometimes. Many Russian novels of the 19th century, e.g. Leo Tolstoy's (\u041b\u0435\u0432 \u0422\u043e\u043b\u0441\u0442\u043e\u0301\u0439) War and Peace, contain entire paragraphs and even pages in French with no translation given, with an assumption that educated readers would not need one.", "targets": "What second language was common among Russian nobles by 1800?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788907e59cd24021b71e306af4743877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political reforms of Peter the Great (\u041f\u0451\u0442\u0440 \u0412\u0435\u043b\u0438\u0301\u043a\u0438\u0439, Py\u00f3tr Vel\u00edkiy) were accompanied by a reform of the alphabet, and achieved their goal of secularization and Westernization. Blocks of specialized vocabulary were adopted from the languages of Western Europe. By 1800, a significant portion of the gentry spoke French daily, and German sometimes. Many Russian novels of the 19th century, e.g. Leo Tolstoy's (\u041b\u0435\u0432 \u0422\u043e\u043b\u0441\u0442\u043e\u0301\u0439) War and Peace, contain entire paragraphs and even pages in French with no translation given, with an assumption that educated readers would not need one.", "targets": "What third language was common among Russian nobles by 1800?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788907e59cd24021b71e306af4743877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political reforms of Peter the Great (\u041f\u0451\u0442\u0440 \u0412\u0435\u043b\u0438\u0301\u043a\u0438\u0439, Py\u00f3tr Vel\u00edkiy) were accompanied by a reform of the alphabet, and achieved their goal of secularization and Westernization. Blocks of specialized vocabulary were adopted from the languages of Western Europe. By 1800, a significant portion of the gentry spoke French daily, and German sometimes. Many Russian novels of the 19th century, e.g. Leo Tolstoy's (\u041b\u0435\u0432 \u0422\u043e\u043b\u0441\u0442\u043e\u0301\u0439) War and Peace, contain entire paragraphs and even pages in French with no translation given, with an assumption that educated readers would not need one.", "targets": "Who wrote 'War and Peace'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-788907e59cd24021b71e306af4743877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The political reforms of Peter the Great (\u041f\u0451\u0442\u0440 \u0412\u0435\u043b\u0438\u0301\u043a\u0438\u0439, Py\u00f3tr Vel\u00edkiy) were accompanied by a reform of the alphabet, and achieved their goal of secularization and Westernization. Blocks of specialized vocabulary were adopted from the languages of Western Europe. By 1800, a significant portion of the gentry spoke French daily, and German sometimes. Many Russian novels of the 19th century, e.g. Leo Tolstoy's (\u041b\u0435\u0432 \u0422\u043e\u043b\u0441\u0442\u043e\u0301\u0439) War and Peace, contain entire paragraphs and even pages in French with no translation given, with an assumption that educated readers would not need one.", "targets": "What language often appeared in Russian novels without translation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-044826de5c44405cb02d49db3b06d15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Robert S. Wood has argued that the United States is a model for the world in terms of how a separation of church and state\u2014no state-run or state-established church\u2014is good for both the church and the state, allowing a variety of religions to flourish. Speaking at the Toronto-based Center for New Religions, Wood said that the freedom of conscience and assembly allowed under such a system has led to a \"remarkable religiosity\" in the United States that isn't present in other industrialized nations. Wood believes that the U.S. operates on \"a sort of civic religion,\" which includes a generally-shared belief in a creator who \"expects better of us.\" Beyond that, individuals are free to decide how they want to believe and fill in their own creeds and express their conscience. He calls this approach the \"genius of religious sentiment in the United States.\"", "targets": "What does having no state-run or state-established allow a variety of religions to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-044826de5c44405cb02d49db3b06d15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Robert S. Wood has argued that the United States is a model for the world in terms of how a separation of church and state\u2014no state-run or state-established church\u2014is good for both the church and the state, allowing a variety of religions to flourish. Speaking at the Toronto-based Center for New Religions, Wood said that the freedom of conscience and assembly allowed under such a system has led to a \"remarkable religiosity\" in the United States that isn't present in other industrialized nations. Wood believes that the U.S. operates on \"a sort of civic religion,\" which includes a generally-shared belief in a creator who \"expects better of us.\" Beyond that, individuals are free to decide how they want to believe and fill in their own creeds and express their conscience. He calls this approach the \"genius of religious sentiment in the United States.\"", "targets": "Who has argued the United States is a model for the world in separation of church and state is a good thing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-044826de5c44405cb02d49db3b06d15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Robert S. Wood has argued that the United States is a model for the world in terms of how a separation of church and state\u2014no state-run or state-established church\u2014is good for both the church and the state, allowing a variety of religions to flourish. Speaking at the Toronto-based Center for New Religions, Wood said that the freedom of conscience and assembly allowed under such a system has led to a \"remarkable religiosity\" in the United States that isn't present in other industrialized nations. Wood believes that the U.S. operates on \"a sort of civic religion,\" which includes a generally-shared belief in a creator who \"expects better of us.\" Beyond that, individuals are free to decide how they want to believe and fill in their own creeds and express their conscience. He calls this approach the \"genius of religious sentiment in the United States.\"", "targets": "Where is the Center for New Religions located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-044826de5c44405cb02d49db3b06d15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Robert S. Wood has argued that the United States is a model for the world in terms of how a separation of church and state\u2014no state-run or state-established church\u2014is good for both the church and the state, allowing a variety of religions to flourish. Speaking at the Toronto-based Center for New Religions, Wood said that the freedom of conscience and assembly allowed under such a system has led to a \"remarkable religiosity\" in the United States that isn't present in other industrialized nations. Wood believes that the U.S. operates on \"a sort of civic religion,\" which includes a generally-shared belief in a creator who \"expects better of us.\" Beyond that, individuals are free to decide how they want to believe and fill in their own creeds and express their conscience. He calls this approach the \"genius of religious sentiment in the United States.\"", "targets": "What does Wood believe the U.S. operates on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-044826de5c44405cb02d49db3b06d15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Robert S. Wood has argued that the United States is a model for the world in terms of how a separation of church and state\u2014no state-run or state-established church\u2014is good for both the church and the state, allowing a variety of religions to flourish. Speaking at the Toronto-based Center for New Religions, Wood said that the freedom of conscience and assembly allowed under such a system has led to a \"remarkable religiosity\" in the United States that isn't present in other industrialized nations. Wood believes that the U.S. operates on \"a sort of civic religion,\" which includes a generally-shared belief in a creator who \"expects better of us.\" Beyond that, individuals are free to decide how they want to believe and fill in their own creeds and express their conscience. He calls this approach the \"genius of religious sentiment in the United States.\"", "targets": "What does Wood call the approach of allowing individuals the freedom to decide what they want to believe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20cce435e0784544b0749c9132be2783", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1997, Nintendo released a redesigned model of the SNES (the SNS-101 model) in North America for US$99, which sometimes included the pack-in game Super Mario World 2: Yoshi's Island. Like the earlier redesign of the NES (the NES-101 model), the new model was slimmer and lighter than its predecessor, but it lacked S-Video and RGB output, and it was among the last major SNES-related releases in the region. A similarly redesigned Super Famicom Jr. was released in Japan at around the same time.", "targets": "How much did the SNS-101 cost in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20cce435e0784544b0749c9132be2783", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1997, Nintendo released a redesigned model of the SNES (the SNS-101 model) in North America for US$99, which sometimes included the pack-in game Super Mario World 2: Yoshi's Island. Like the earlier redesign of the NES (the NES-101 model), the new model was slimmer and lighter than its predecessor, but it lacked S-Video and RGB output, and it was among the last major SNES-related releases in the region. A similarly redesigned Super Famicom Jr. was released in Japan at around the same time.", "targets": "What game was bundled with the SNS-101?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20cce435e0784544b0749c9132be2783", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1997, Nintendo released a redesigned model of the SNES (the SNS-101 model) in North America for US$99, which sometimes included the pack-in game Super Mario World 2: Yoshi's Island. Like the earlier redesign of the NES (the NES-101 model), the new model was slimmer and lighter than its predecessor, but it lacked S-Video and RGB output, and it was among the last major SNES-related releases in the region. A similarly redesigned Super Famicom Jr. was released in Japan at around the same time.", "targets": "What features were removed in the SNS-101?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20cce435e0784544b0749c9132be2783", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1997, Nintendo released a redesigned model of the SNES (the SNS-101 model) in North America for US$99, which sometimes included the pack-in game Super Mario World 2: Yoshi's Island. Like the earlier redesign of the NES (the NES-101 model), the new model was slimmer and lighter than its predecessor, but it lacked S-Video and RGB output, and it was among the last major SNES-related releases in the region. A similarly redesigned Super Famicom Jr. was released in Japan at around the same time.", "targets": "What redesigned console was released in Japan at the time of the SNS-101?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20cce435e0784544b0749c9132be2783", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1997, Nintendo released a redesigned model of the SNES (the SNS-101 model) in North America for US$99, which sometimes included the pack-in game Super Mario World 2: Yoshi's Island. Like the earlier redesign of the NES (the NES-101 model), the new model was slimmer and lighter than its predecessor, but it lacked S-Video and RGB output, and it was among the last major SNES-related releases in the region. A similarly redesigned Super Famicom Jr. was released in Japan at around the same time.", "targets": "When was the SNS-101 released in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67d949e6b0a2488eb121d90bf3c03a3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the formation of one's identity occurs through one's identifications with significant others (primarily with parents and other individuals during one's biographical experiences, and also with \"groups\" as they are perceived). These others may be benign - such that one aspires to their characteristics, values and beliefs (a process of idealistic-identification), or malign - when one wishes to dissociate from their characteristics (a process of defensive contra-identification) (Weinreich & Saunderson 2003, Chapter 1, pp 54\u201361).", "targets": "What is it called when someone aspires to the characteristics of significant others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67d949e6b0a2488eb121d90bf3c03a3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the formation of one's identity occurs through one's identifications with significant others (primarily with parents and other individuals during one's biographical experiences, and also with \"groups\" as they are perceived). These others may be benign - such that one aspires to their characteristics, values and beliefs (a process of idealistic-identification), or malign - when one wishes to dissociate from their characteristics (a process of defensive contra-identification) (Weinreich & Saunderson 2003, Chapter 1, pp 54\u201361).", "targets": "What is it called when someone wants to dissociate from the characteristics of significant others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67d949e6b0a2488eb121d90bf3c03a3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the formation of one's identity occurs through one's identifications with significant others (primarily with parents and other individuals during one's biographical experiences, and also with \"groups\" as they are perceived). These others may be benign - such that one aspires to their characteristics, values and beliefs (a process of idealistic-identification), or malign - when one wishes to dissociate from their characteristics (a process of defensive contra-identification) (Weinreich & Saunderson 2003, Chapter 1, pp 54\u201361).", "targets": "Dissociating from the characteristics of significant others is a process of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67d949e6b0a2488eb121d90bf3c03a3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the formation of one's identity occurs through one's identifications with significant others (primarily with parents and other individuals during one's biographical experiences, and also with \"groups\" as they are perceived). These others may be benign - such that one aspires to their characteristics, values and beliefs (a process of idealistic-identification), or malign - when one wishes to dissociate from their characteristics (a process of defensive contra-identification) (Weinreich & Saunderson 2003, Chapter 1, pp 54\u201361).", "targets": "The formation of identity occurs through identifications with whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6a8df6289247eaaff903279d477d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the fracture of the Mongol Empire in 1256, Hulagu Khan, grandson of Genghis Khan, established the Ilkhanate in Iran. In 1370, yet another conqueror, Timur, followed the example of Hulagu, establishing the Timurid Empire which lasted for another 156 years. In 1387, Timur ordered the complete massacre of Isfahan, reportedly killing 70,000 citizens. The Ilkhans and the Timurids soon came to adopt the ways and customs of the Iranians, choosing to surround themselves with a culture that was distinctively Iranian.", "targets": "Who established an Ilkhanate in Iran after the break up of the Mongol Empire in 1256?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6a8df6289247eaaff903279d477d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the fracture of the Mongol Empire in 1256, Hulagu Khan, grandson of Genghis Khan, established the Ilkhanate in Iran. In 1370, yet another conqueror, Timur, followed the example of Hulagu, establishing the Timurid Empire which lasted for another 156 years. In 1387, Timur ordered the complete massacre of Isfahan, reportedly killing 70,000 citizens. The Ilkhans and the Timurids soon came to adopt the ways and customs of the Iranians, choosing to surround themselves with a culture that was distinctively Iranian.", "targets": "Timur established the Timurid Empire in Iran in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6a8df6289247eaaff903279d477d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the fracture of the Mongol Empire in 1256, Hulagu Khan, grandson of Genghis Khan, established the Ilkhanate in Iran. In 1370, yet another conqueror, Timur, followed the example of Hulagu, establishing the Timurid Empire which lasted for another 156 years. In 1387, Timur ordered the complete massacre of Isfahan, reportedly killing 70,000 citizens. The Ilkhans and the Timurids soon came to adopt the ways and customs of the Iranians, choosing to surround themselves with a culture that was distinctively Iranian.", "targets": "How long did the Timurid empire last in Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6a8df6289247eaaff903279d477d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the fracture of the Mongol Empire in 1256, Hulagu Khan, grandson of Genghis Khan, established the Ilkhanate in Iran. In 1370, yet another conqueror, Timur, followed the example of Hulagu, establishing the Timurid Empire which lasted for another 156 years. In 1387, Timur ordered the complete massacre of Isfahan, reportedly killing 70,000 citizens. The Ilkhans and the Timurids soon came to adopt the ways and customs of the Iranians, choosing to surround themselves with a culture that was distinctively Iranian.", "targets": "The Ilkhans and Tumrids had what type of culture when ruling Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6a8df6289247eaaff903279d477d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the fracture of the Mongol Empire in 1256, Hulagu Khan, grandson of Genghis Khan, established the Ilkhanate in Iran. In 1370, yet another conqueror, Timur, followed the example of Hulagu, establishing the Timurid Empire which lasted for another 156 years. In 1387, Timur ordered the complete massacre of Isfahan, reportedly killing 70,000 citizens. The Ilkhans and the Timurids soon came to adopt the ways and customs of the Iranians, choosing to surround themselves with a culture that was distinctively Iranian.", "targets": "How many citizens were massacred in Isfahan by Timur in 1387?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1e8644ecdd44dab5305ce683f9f37b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His organisational skills led him to a career in the Roman Curia, the papal civil service. In 1931, Pacelli appointed him to teach history at the Papal Academy for Diplomats In 1937, after his mentor Giuseppe Pizzardo was named a cardinal and was succeeded by Domenico Tardini, Montini was named Substitute for Ordinary Affairs under Cardinal Pacelli, the Secretary of State under Pope Pius XI. From Pius XI, whom he viewed with awe, he adopted the view, that learning is a life long process, and that history was the magister vitae teacher of life His immediate supervisor in the Vatican was Domenico Tardini, with whom he got along well. The election of Pacelli to the papacy in 1939, anticipated by everybody and openly promoted by Pope Pius XI in his last years, was a good omen for Montini, whose position was confirmed in the position under the new Cardinal Secretary of State Luigi Maglione. He met the pope every morning until 1954 and thus developed a rather close relationship:", "targets": "What type of natural ability helped Montini in his career in the Roman Curia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1e8644ecdd44dab5305ce683f9f37b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His organisational skills led him to a career in the Roman Curia, the papal civil service. In 1931, Pacelli appointed him to teach history at the Papal Academy for Diplomats In 1937, after his mentor Giuseppe Pizzardo was named a cardinal and was succeeded by Domenico Tardini, Montini was named Substitute for Ordinary Affairs under Cardinal Pacelli, the Secretary of State under Pope Pius XI. From Pius XI, whom he viewed with awe, he adopted the view, that learning is a life long process, and that history was the magister vitae teacher of life His immediate supervisor in the Vatican was Domenico Tardini, with whom he got along well. The election of Pacelli to the papacy in 1939, anticipated by everybody and openly promoted by Pope Pius XI in his last years, was a good omen for Montini, whose position was confirmed in the position under the new Cardinal Secretary of State Luigi Maglione. He met the pope every morning until 1954 and thus developed a rather close relationship:", "targets": "When was Paccelli elected to the papacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1e8644ecdd44dab5305ce683f9f37b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His organisational skills led him to a career in the Roman Curia, the papal civil service. In 1931, Pacelli appointed him to teach history at the Papal Academy for Diplomats In 1937, after his mentor Giuseppe Pizzardo was named a cardinal and was succeeded by Domenico Tardini, Montini was named Substitute for Ordinary Affairs under Cardinal Pacelli, the Secretary of State under Pope Pius XI. From Pius XI, whom he viewed with awe, he adopted the view, that learning is a life long process, and that history was the magister vitae teacher of life His immediate supervisor in the Vatican was Domenico Tardini, with whom he got along well. The election of Pacelli to the papacy in 1939, anticipated by everybody and openly promoted by Pope Pius XI in his last years, was a good omen for Montini, whose position was confirmed in the position under the new Cardinal Secretary of State Luigi Maglione. He met the pope every morning until 1954 and thus developed a rather close relationship:", "targets": "With whom did Montini have a relationship with that eventually groomed him for the papacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1e8644ecdd44dab5305ce683f9f37b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His organisational skills led him to a career in the Roman Curia, the papal civil service. In 1931, Pacelli appointed him to teach history at the Papal Academy for Diplomats In 1937, after his mentor Giuseppe Pizzardo was named a cardinal and was succeeded by Domenico Tardini, Montini was named Substitute for Ordinary Affairs under Cardinal Pacelli, the Secretary of State under Pope Pius XI. From Pius XI, whom he viewed with awe, he adopted the view, that learning is a life long process, and that history was the magister vitae teacher of life His immediate supervisor in the Vatican was Domenico Tardini, with whom he got along well. The election of Pacelli to the papacy in 1939, anticipated by everybody and openly promoted by Pope Pius XI in his last years, was a good omen for Montini, whose position was confirmed in the position under the new Cardinal Secretary of State Luigi Maglione. He met the pope every morning until 1954 and thus developed a rather close relationship:", "targets": "Where did Montini teach history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1e8644ecdd44dab5305ce683f9f37b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His organisational skills led him to a career in the Roman Curia, the papal civil service. In 1931, Pacelli appointed him to teach history at the Papal Academy for Diplomats In 1937, after his mentor Giuseppe Pizzardo was named a cardinal and was succeeded by Domenico Tardini, Montini was named Substitute for Ordinary Affairs under Cardinal Pacelli, the Secretary of State under Pope Pius XI. From Pius XI, whom he viewed with awe, he adopted the view, that learning is a life long process, and that history was the magister vitae teacher of life His immediate supervisor in the Vatican was Domenico Tardini, with whom he got along well. The election of Pacelli to the papacy in 1939, anticipated by everybody and openly promoted by Pope Pius XI in his last years, was a good omen for Montini, whose position was confirmed in the position under the new Cardinal Secretary of State Luigi Maglione. He met the pope every morning until 1954 and thus developed a rather close relationship:", "targets": "Who was Montini's mentor that eventually became a Cardinal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8981a8a56f84b1c8e2eae1b2bbd0a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A framework was developed in 1967 by Heinz Kloss, abstand and ausbau languages, to describe speech communities, that while unified politically and/or culturally, include multiple dialects which though closely related genetically may be divergent to the point of inter-dialect unintelligibility.", "targets": "Who developed the abstand and ausbau languages framework?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8981a8a56f84b1c8e2eae1b2bbd0a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A framework was developed in 1967 by Heinz Kloss, abstand and ausbau languages, to describe speech communities, that while unified politically and/or culturally, include multiple dialects which though closely related genetically may be divergent to the point of inter-dialect unintelligibility.", "targets": "In what year was the abstand and ausbau framework developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8981a8a56f84b1c8e2eae1b2bbd0a08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A framework was developed in 1967 by Heinz Kloss, abstand and ausbau languages, to describe speech communities, that while unified politically and/or culturally, include multiple dialects which though closely related genetically may be divergent to the point of inter-dialect unintelligibility.", "targets": "What sort of unification in speech communities did the abstand and ausbau framework discuss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c57ed7edb744ce8a83eba1b3139a6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], the population was 47.5% male and 52.5% female. The population was made up of 44,032 Swiss men (35.4% of the population) and 15,092 (12.1%) non-Swiss men. There were 51,531 Swiss women (41.4%) and 13,726 (11.0%) non-Swiss women. Of the population in the municipality, 39,008 or about 30.3% were born in Bern and lived there in 2000. There were 27,573 or 21.4% who were born in the same canton, while 25,818 or 20.1% were born somewhere else in Switzerland, and 27,812 or 21.6% were born outside of Switzerland.", "targets": "How many Swiss men live in Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c57ed7edb744ce8a83eba1b3139a6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], the population was 47.5% male and 52.5% female. The population was made up of 44,032 Swiss men (35.4% of the population) and 15,092 (12.1%) non-Swiss men. There were 51,531 Swiss women (41.4%) and 13,726 (11.0%) non-Swiss women. Of the population in the municipality, 39,008 or about 30.3% were born in Bern and lived there in 2000. There were 27,573 or 21.4% who were born in the same canton, while 25,818 or 20.1% were born somewhere else in Switzerland, and 27,812 or 21.6% were born outside of Switzerland.", "targets": "What percent of the population is born somewhere else in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c57ed7edb744ce8a83eba1b3139a6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], the population was 47.5% male and 52.5% female. The population was made up of 44,032 Swiss men (35.4% of the population) and 15,092 (12.1%) non-Swiss men. There were 51,531 Swiss women (41.4%) and 13,726 (11.0%) non-Swiss women. Of the population in the municipality, 39,008 or about 30.3% were born in Bern and lived there in 2000. There were 27,573 or 21.4% who were born in the same canton, while 25,818 or 20.1% were born somewhere else in Switzerland, and 27,812 or 21.6% were born outside of Switzerland.", "targets": "What percent were born outside of Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d87c73476515446cb9231724a3dd1227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyad caliphate was marked both by territorial expansion and by the administrative and cultural problems that such expansion created. Despite some notable exceptions, the Umayyads tended to favor the rights of the old Arab families, and in particular their own, over those of newly converted Muslims (mawali). Therefore, they held to a less universalist conception of Islam than did many of their rivals. As G.R. Hawting has written, \"Islam was in fact regarded as the property of the conquering aristocracy.\"", "targets": "What is another name for people who recently converted to Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d87c73476515446cb9231724a3dd1227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyad caliphate was marked both by territorial expansion and by the administrative and cultural problems that such expansion created. Despite some notable exceptions, the Umayyads tended to favor the rights of the old Arab families, and in particular their own, over those of newly converted Muslims (mawali). Therefore, they held to a less universalist conception of Islam than did many of their rivals. As G.R. Hawting has written, \"Islam was in fact regarded as the property of the conquering aristocracy.\"", "targets": "Who argued that the Umayyads regarded Islam as a particularly aristocratic faith?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d87c73476515446cb9231724a3dd1227", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Umayyad caliphate was marked both by territorial expansion and by the administrative and cultural problems that such expansion created. Despite some notable exceptions, the Umayyads tended to favor the rights of the old Arab families, and in particular their own, over those of newly converted Muslims (mawali). Therefore, they held to a less universalist conception of Islam than did many of their rivals. As G.R. Hawting has written, \"Islam was in fact regarded as the property of the conquering aristocracy.\"", "targets": "What sorts of families did the Umayyads show favor to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16aed3007b034c89bf95dabb4f72e8d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kolma\u0161 writes that, as the Mongol presence in Tibet increased, culminating in the conquest of Tibet by a Mongol leader in 1642, the Ming emperors \"viewed with apparent unconcern these developments in Tibet.\" He adds that the Ming court's lack of concern for Tibet was one of the reasons why the Mongols pounced on the chance to reclaim their old vassal of Tibet and \"fill once more the political vacuum in that country.\" On the mass Mongol conversion to Tibetan Buddhism under Altan Khan, Laird writes that \"the Chinese watched these developments with interest, though few Chinese ever became devout Tibetan Buddhists.\"", "targets": "Who's presence increased in Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16aed3007b034c89bf95dabb4f72e8d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kolma\u0161 writes that, as the Mongol presence in Tibet increased, culminating in the conquest of Tibet by a Mongol leader in 1642, the Ming emperors \"viewed with apparent unconcern these developments in Tibet.\" He adds that the Ming court's lack of concern for Tibet was one of the reasons why the Mongols pounced on the chance to reclaim their old vassal of Tibet and \"fill once more the political vacuum in that country.\" On the mass Mongol conversion to Tibetan Buddhism under Altan Khan, Laird writes that \"the Chinese watched these developments with interest, though few Chinese ever became devout Tibetan Buddhists.\"", "targets": "What were the Mongols trying to reclaim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16aed3007b034c89bf95dabb4f72e8d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kolma\u0161 writes that, as the Mongol presence in Tibet increased, culminating in the conquest of Tibet by a Mongol leader in 1642, the Ming emperors \"viewed with apparent unconcern these developments in Tibet.\" He adds that the Ming court's lack of concern for Tibet was one of the reasons why the Mongols pounced on the chance to reclaim their old vassal of Tibet and \"fill once more the political vacuum in that country.\" On the mass Mongol conversion to Tibetan Buddhism under Altan Khan, Laird writes that \"the Chinese watched these developments with interest, though few Chinese ever became devout Tibetan Buddhists.\"", "targets": "When did the conquest of Tibet reach its peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16aed3007b034c89bf95dabb4f72e8d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kolma\u0161 writes that, as the Mongol presence in Tibet increased, culminating in the conquest of Tibet by a Mongol leader in 1642, the Ming emperors \"viewed with apparent unconcern these developments in Tibet.\" He adds that the Ming court's lack of concern for Tibet was one of the reasons why the Mongols pounced on the chance to reclaim their old vassal of Tibet and \"fill once more the political vacuum in that country.\" On the mass Mongol conversion to Tibetan Buddhism under Altan Khan, Laird writes that \"the Chinese watched these developments with interest, though few Chinese ever became devout Tibetan Buddhists.\"", "targets": "Who's lack of concern helped the Mongols jump at a chance to reclaim their old vassal of Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc5ebd966f145499716f53c8f308c25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal Gangadhar Tilak, an Indian nationalist leader, declared Swaraj as the destiny of the nation. His popular sentence \"Swaraj is my birthright, and I shall have it\" became the source of inspiration for Indians. Tilak was backed by rising public leaders like Bipin Chandra Pal and Lala Lajpat Rai, who held the same point of view. Under them, India's three big provinces \u2013 Maharashtra, Bengal and Punjab, India shaped the demand of the people and India's nationalism. In 1907, the Congress was split into two factions: The radicals, led by Tilak, advocated civil agitation and direct revolution to overthrow the British Empire and the abandonment of all things British. The moderates, led by leaders like Dadabhai Naoroji and Gopal Krishna Gokhale, on the other hand wanted reform within the framework of British rule.", "targets": "What Indian leader said that Swaraj was his birthright?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc5ebd966f145499716f53c8f308c25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal Gangadhar Tilak, an Indian nationalist leader, declared Swaraj as the destiny of the nation. His popular sentence \"Swaraj is my birthright, and I shall have it\" became the source of inspiration for Indians. Tilak was backed by rising public leaders like Bipin Chandra Pal and Lala Lajpat Rai, who held the same point of view. Under them, India's three big provinces \u2013 Maharashtra, Bengal and Punjab, India shaped the demand of the people and India's nationalism. In 1907, the Congress was split into two factions: The radicals, led by Tilak, advocated civil agitation and direct revolution to overthrow the British Empire and the abandonment of all things British. The moderates, led by leaders like Dadabhai Naoroji and Gopal Krishna Gokhale, on the other hand wanted reform within the framework of British rule.", "targets": "What parts of India shaped the demands of the people for nationalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc5ebd966f145499716f53c8f308c25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal Gangadhar Tilak, an Indian nationalist leader, declared Swaraj as the destiny of the nation. His popular sentence \"Swaraj is my birthright, and I shall have it\" became the source of inspiration for Indians. Tilak was backed by rising public leaders like Bipin Chandra Pal and Lala Lajpat Rai, who held the same point of view. Under them, India's three big provinces \u2013 Maharashtra, Bengal and Punjab, India shaped the demand of the people and India's nationalism. In 1907, the Congress was split into two factions: The radicals, led by Tilak, advocated civil agitation and direct revolution to overthrow the British Empire and the abandonment of all things British. The moderates, led by leaders like Dadabhai Naoroji and Gopal Krishna Gokhale, on the other hand wanted reform within the framework of British rule.", "targets": "How was the Congress split in 1907?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc5ebd966f145499716f53c8f308c25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal Gangadhar Tilak, an Indian nationalist leader, declared Swaraj as the destiny of the nation. His popular sentence \"Swaraj is my birthright, and I shall have it\" became the source of inspiration for Indians. Tilak was backed by rising public leaders like Bipin Chandra Pal and Lala Lajpat Rai, who held the same point of view. Under them, India's three big provinces \u2013 Maharashtra, Bengal and Punjab, India shaped the demand of the people and India's nationalism. In 1907, the Congress was split into two factions: The radicals, led by Tilak, advocated civil agitation and direct revolution to overthrow the British Empire and the abandonment of all things British. The moderates, led by leaders like Dadabhai Naoroji and Gopal Krishna Gokhale, on the other hand wanted reform within the framework of British rule.", "targets": "Which faction of the Congress did Tilak lead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffc5ebd966f145499716f53c8f308c25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal Gangadhar Tilak, an Indian nationalist leader, declared Swaraj as the destiny of the nation. His popular sentence \"Swaraj is my birthright, and I shall have it\" became the source of inspiration for Indians. Tilak was backed by rising public leaders like Bipin Chandra Pal and Lala Lajpat Rai, who held the same point of view. Under them, India's three big provinces \u2013 Maharashtra, Bengal and Punjab, India shaped the demand of the people and India's nationalism. In 1907, the Congress was split into two factions: The radicals, led by Tilak, advocated civil agitation and direct revolution to overthrow the British Empire and the abandonment of all things British. The moderates, led by leaders like Dadabhai Naoroji and Gopal Krishna Gokhale, on the other hand wanted reform within the framework of British rule.", "targets": "Which faction wanted reform within British rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2739a8a6a08f4eb1afbfd0be8f0b409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name of the winning team is engraved on the silver band around the base as soon as the final has finished, in order to be ready in time for the presentation ceremony. This means the engraver has just five minutes to perform a task which would take twenty under normal conditions, although time is saved by engraving the year on during the match, and sketching the presumed winner. During the final, the trophy wears is decorated with ribbons in the colours of both finalists, with the loser's ribbons being removed at the end of the game. Traditionally, at Wembley finals, the presentation is made at the Royal Box, with players, led by the captain, mounting a staircase to a gangway in front of the box and returning by a second staircase on the other side of the box. At Cardiff the presentation was made on a podium on the pitch.", "targets": "Is the cup engraved for the winner? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2739a8a6a08f4eb1afbfd0be8f0b409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name of the winning team is engraved on the silver band around the base as soon as the final has finished, in order to be ready in time for the presentation ceremony. This means the engraver has just five minutes to perform a task which would take twenty under normal conditions, although time is saved by engraving the year on during the match, and sketching the presumed winner. During the final, the trophy wears is decorated with ribbons in the colours of both finalists, with the loser's ribbons being removed at the end of the game. Traditionally, at Wembley finals, the presentation is made at the Royal Box, with players, led by the captain, mounting a staircase to a gangway in front of the box and returning by a second staircase on the other side of the box. At Cardiff the presentation was made on a podium on the pitch.", "targets": "When does the engraving take place? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2739a8a6a08f4eb1afbfd0be8f0b409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name of the winning team is engraved on the silver band around the base as soon as the final has finished, in order to be ready in time for the presentation ceremony. This means the engraver has just five minutes to perform a task which would take twenty under normal conditions, although time is saved by engraving the year on during the match, and sketching the presumed winner. During the final, the trophy wears is decorated with ribbons in the colours of both finalists, with the loser's ribbons being removed at the end of the game. Traditionally, at Wembley finals, the presentation is made at the Royal Box, with players, led by the captain, mounting a staircase to a gangway in front of the box and returning by a second staircase on the other side of the box. At Cardiff the presentation was made on a podium on the pitch.", "targets": "how long does the engraved have from start to finish? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2739a8a6a08f4eb1afbfd0be8f0b409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name of the winning team is engraved on the silver band around the base as soon as the final has finished, in order to be ready in time for the presentation ceremony. This means the engraver has just five minutes to perform a task which would take twenty under normal conditions, although time is saved by engraving the year on during the match, and sketching the presumed winner. During the final, the trophy wears is decorated with ribbons in the colours of both finalists, with the loser's ribbons being removed at the end of the game. Traditionally, at Wembley finals, the presentation is made at the Royal Box, with players, led by the captain, mounting a staircase to a gangway in front of the box and returning by a second staircase on the other side of the box. At Cardiff the presentation was made on a podium on the pitch.", "targets": "Is the trophy decorated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2739a8a6a08f4eb1afbfd0be8f0b409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name of the winning team is engraved on the silver band around the base as soon as the final has finished, in order to be ready in time for the presentation ceremony. This means the engraver has just five minutes to perform a task which would take twenty under normal conditions, although time is saved by engraving the year on during the match, and sketching the presumed winner. During the final, the trophy wears is decorated with ribbons in the colours of both finalists, with the loser's ribbons being removed at the end of the game. Traditionally, at Wembley finals, the presentation is made at the Royal Box, with players, led by the captain, mounting a staircase to a gangway in front of the box and returning by a second staircase on the other side of the box. At Cardiff the presentation was made on a podium on the pitch.", "targets": "Where is he cup presentation made? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd1630376364fd284737a2d186daa53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 17, Xinhua condemned what it called \"biased coverage of the Lhasa riots and the Olympic torch relay by the U.S.-based Cable News Network (CNN)\". The same day, the Chinese government called on CNN to \"apologise\" for having allegedly insulted the Chinese people, and for \"attempting to incite the Chinese people against the government\". CNN issued a statement on April 14, responded to China over 'thugs and goons' comment by Jack Cafferty.", "targets": " Who did Xinhua accuse of biased reporting on April 17?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd1630376364fd284737a2d186daa53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 17, Xinhua condemned what it called \"biased coverage of the Lhasa riots and the Olympic torch relay by the U.S.-based Cable News Network (CNN)\". The same day, the Chinese government called on CNN to \"apologise\" for having allegedly insulted the Chinese people, and for \"attempting to incite the Chinese people against the government\". CNN issued a statement on April 14, responded to China over 'thugs and goons' comment by Jack Cafferty.", "targets": "Who was accused of bias on April 17 by Xinhua?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cd1630376364fd284737a2d186daa53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 17, Xinhua condemned what it called \"biased coverage of the Lhasa riots and the Olympic torch relay by the U.S.-based Cable News Network (CNN)\". The same day, the Chinese government called on CNN to \"apologise\" for having allegedly insulted the Chinese people, and for \"attempting to incite the Chinese people against the government\". CNN issued a statement on April 14, responded to China over 'thugs and goons' comment by Jack Cafferty.", "targets": "Who wanted CNN to apologize for its insult to Chinese people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7517039a2d11432ea294d003a9df30a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The series is set three years after the events of Digimon Adventure 02, when Digimon who turn rogue by a mysterious infection appear to wreak havoc in the Human World. Tai and the other DigiDestined from the original series reunite with their partners and start fighting back with support from the Japanese government, while Davis, Yolei, Cody and Ken are defeated by a powerful enemy called Alphamon and disappear without a trace. Tai and the others also meet another DigiDestined called Meiko Mochizuki and her partner Meicoomon who become their friends, until Meicoomon turns hostile as well and flees after an encounter with Ken, who reappears suddenly, once again as the Digimon Emperor. The film series also feature several DigiDestined having their partners Digivolve up to the Mega level for the first time, a feat only Tai and Matt had achieved previously.", "targets": "How soon after did another series start after the Digimon Adventure 02?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7517039a2d11432ea294d003a9df30a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The series is set three years after the events of Digimon Adventure 02, when Digimon who turn rogue by a mysterious infection appear to wreak havoc in the Human World. Tai and the other DigiDestined from the original series reunite with their partners and start fighting back with support from the Japanese government, while Davis, Yolei, Cody and Ken are defeated by a powerful enemy called Alphamon and disappear without a trace. Tai and the others also meet another DigiDestined called Meiko Mochizuki and her partner Meicoomon who become their friends, until Meicoomon turns hostile as well and flees after an encounter with Ken, who reappears suddenly, once again as the Digimon Emperor. The film series also feature several DigiDestined having their partners Digivolve up to the Mega level for the first time, a feat only Tai and Matt had achieved previously.", "targets": "Whats the name of the group that defeats Cody and Ken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7517039a2d11432ea294d003a9df30a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The series is set three years after the events of Digimon Adventure 02, when Digimon who turn rogue by a mysterious infection appear to wreak havoc in the Human World. Tai and the other DigiDestined from the original series reunite with their partners and start fighting back with support from the Japanese government, while Davis, Yolei, Cody and Ken are defeated by a powerful enemy called Alphamon and disappear without a trace. Tai and the others also meet another DigiDestined called Meiko Mochizuki and her partner Meicoomon who become their friends, until Meicoomon turns hostile as well and flees after an encounter with Ken, who reappears suddenly, once again as the Digimon Emperor. The film series also feature several DigiDestined having their partners Digivolve up to the Mega level for the first time, a feat only Tai and Matt had achieved previously.", "targets": "What happened for the first time to the DigiDestined in the film series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571b19b61ca24251b27af944c43f0fcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Underground in England is one of the few networks that uses a four-rail system. The additional rail carries the electrical return that, on third rail and overhead networks, is provided by the running rails. On the London Underground, a top-contact third rail is beside the track, energized at +420v DC, and a top-contact fourth rail is located centrally between the running rails at \u2212210v DC, which combine to provide a traction voltage of 630v DC. London Underground is now upgrading its fourth rail system to 750v DC with a positive conductor rail energised to +500v DC and a negative conductor rail energised to -250v DC. However, many older sections in tunnels are still energised to 630v DC. The same system was used for Milan's earliest underground line, Milan Metro's line 1, whose more recent lines use an overhead catenary or a third rail.", "targets": "What type of system does London Underground use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571b19b61ca24251b27af944c43f0fcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Underground in England is one of the few networks that uses a four-rail system. The additional rail carries the electrical return that, on third rail and overhead networks, is provided by the running rails. On the London Underground, a top-contact third rail is beside the track, energized at +420v DC, and a top-contact fourth rail is located centrally between the running rails at \u2212210v DC, which combine to provide a traction voltage of 630v DC. London Underground is now upgrading its fourth rail system to 750v DC with a positive conductor rail energised to +500v DC and a negative conductor rail energised to -250v DC. However, many older sections in tunnels are still energised to 630v DC. The same system was used for Milan's earliest underground line, Milan Metro's line 1, whose more recent lines use an overhead catenary or a third rail.", "targets": "What is the purpose of the forth rail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571b19b61ca24251b27af944c43f0fcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Underground in England is one of the few networks that uses a four-rail system. The additional rail carries the electrical return that, on third rail and overhead networks, is provided by the running rails. On the London Underground, a top-contact third rail is beside the track, energized at +420v DC, and a top-contact fourth rail is located centrally between the running rails at \u2212210v DC, which combine to provide a traction voltage of 630v DC. London Underground is now upgrading its fourth rail system to 750v DC with a positive conductor rail energised to +500v DC and a negative conductor rail energised to -250v DC. However, many older sections in tunnels are still energised to 630v DC. The same system was used for Milan's earliest underground line, Milan Metro's line 1, whose more recent lines use an overhead catenary or a third rail.", "targets": "What is the volatage surge of the third rail of London Underground system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571b19b61ca24251b27af944c43f0fcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Underground in England is one of the few networks that uses a four-rail system. The additional rail carries the electrical return that, on third rail and overhead networks, is provided by the running rails. On the London Underground, a top-contact third rail is beside the track, energized at +420v DC, and a top-contact fourth rail is located centrally between the running rails at \u2212210v DC, which combine to provide a traction voltage of 630v DC. London Underground is now upgrading its fourth rail system to 750v DC with a positive conductor rail energised to +500v DC and a negative conductor rail energised to -250v DC. However, many older sections in tunnels are still energised to 630v DC. The same system was used for Milan's earliest underground line, Milan Metro's line 1, whose more recent lines use an overhead catenary or a third rail.", "targets": "What is the voltage of the return rail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-571b19b61ca24251b27af944c43f0fcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The London Underground in England is one of the few networks that uses a four-rail system. The additional rail carries the electrical return that, on third rail and overhead networks, is provided by the running rails. On the London Underground, a top-contact third rail is beside the track, energized at +420v DC, and a top-contact fourth rail is located centrally between the running rails at \u2212210v DC, which combine to provide a traction voltage of 630v DC. London Underground is now upgrading its fourth rail system to 750v DC with a positive conductor rail energised to +500v DC and a negative conductor rail energised to -250v DC. However, many older sections in tunnels are still energised to 630v DC. The same system was used for Milan's earliest underground line, Milan Metro's line 1, whose more recent lines use an overhead catenary or a third rail.", "targets": "Where was the system similar to London Underground used as well?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Which two people helped lift Victoria's body into the coffin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What item from her wedding was Victoria dressed in inside her coffin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What color was her dress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Who's dressing gown was placed by her side?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "A plaster cast of what part of Alberts body was placed in the coffin with the Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Where was the funeral of Queen Victoria held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What clothing was Queen Victoria laid to rest in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What year did Queen Victoria die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What was placed in the Queens left hand when she was placed in her coffin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What did Victoria wear upon her death in her coffin? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Whose lock of hair was concealed in her left hand by flowers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "When did John Brown give Victoria his mother's wedding ring? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "When was Queen Victoria's funeral held? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Where was Queen Victoria laid to rest after her death? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Where was Victoria laid to rest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "When was Queen Victoria's funeral held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "What was hidden in Queen Victoria's hand by her father's family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "How was Victoria dressed for burial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59207c4c802743199def6f9ce26ca898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Victoria had written instructions for her funeral, which was to be military as befitting a soldier's daughter and the head of the army, and white instead of black. On 25 January, Edward VII, the Kaiser and Prince Arthur, Duke of Connaught, helped lift her body into the coffin. She was dressed in a white dress and her wedding veil. An array of mementos commemorating her extended family, friends and servants were laid in the coffin with her, at her request, by her doctor and dressers. One of Albert's dressing gowns was placed by her side, with a plaster cast of his hand, while a lock of John Brown's hair, along with a picture of him, was placed in her left hand concealed from the view of the family by a carefully positioned bunch of flowers. Items of jewellery placed on Victoria included the wedding ring of John Brown's mother, given to her by Brown in 1883. Her funeral was held on Saturday, 2 February, in St George's Chapel, Windsor Castle, and after two days of lying-in-state, she was interred beside Prince Albert in Frogmore Mausoleum at Windsor Great Park. As she was laid to rest at the mausoleum, it began to snow.", "targets": "Who placed Victoria into her coffin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b6147e7ef4bfc8119d784b519ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the disagreements on the Eucharist, the Marburg Colloquy paved the way for the signing in 1530 of the Augsburg Confession, and for the formation of the Schmalkaldic League the following year by leading Protestant nobles such as John of Saxony, Philip of Hesse, and George, Margrave of Brandenburg-Ansbach. The Swiss cities, however, did not sign these agreements.", "targets": "When was the Augsburg Confession signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b6147e7ef4bfc8119d784b519ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the disagreements on the Eucharist, the Marburg Colloquy paved the way for the signing in 1530 of the Augsburg Confession, and for the formation of the Schmalkaldic League the following year by leading Protestant nobles such as John of Saxony, Philip of Hesse, and George, Margrave of Brandenburg-Ansbach. The Swiss cities, however, did not sign these agreements.", "targets": "What paved the way for the Augsburg Confession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b6147e7ef4bfc8119d784b519ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the disagreements on the Eucharist, the Marburg Colloquy paved the way for the signing in 1530 of the Augsburg Confession, and for the formation of the Schmalkaldic League the following year by leading Protestant nobles such as John of Saxony, Philip of Hesse, and George, Margrave of Brandenburg-Ansbach. The Swiss cities, however, did not sign these agreements.", "targets": "What did Protestant nobles form the following year after the signing of the Augsburg Confession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b6147e7ef4bfc8119d784b519ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the disagreements on the Eucharist, the Marburg Colloquy paved the way for the signing in 1530 of the Augsburg Confession, and for the formation of the Schmalkaldic League the following year by leading Protestant nobles such as John of Saxony, Philip of Hesse, and George, Margrave of Brandenburg-Ansbach. The Swiss cities, however, did not sign these agreements.", "targets": "Which group did not agree to sign these agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b6147e7ef4bfc8119d784b519ba30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the disagreements on the Eucharist, the Marburg Colloquy paved the way for the signing in 1530 of the Augsburg Confession, and for the formation of the Schmalkaldic League the following year by leading Protestant nobles such as John of Saxony, Philip of Hesse, and George, Margrave of Brandenburg-Ansbach. The Swiss cities, however, did not sign these agreements.", "targets": "What ruler, besides John of Saxony and Philip of Hesse, formed the Schmalkaldic League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc6a7b9dfb749aa9df4f4319aac30d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mountains of the Long Range in Newfoundland reach heights of nearly 3,000 ft (900 m). In the Chic-Choc and Notre Dame mountain ranges in Quebec, the higher summits rise to about 4,000 ft (1,200 m) elevation. Isolated peaks and small ranges in Nova Scotia and New Brunswick vary from 1,000 to 2,700 ft (300 to 800 m). In Maine several peaks exceed 4,000 ft (1,200 m), including Mount Katahdin at 5,267 feet (1,605 m). In New Hampshire, many summits rise above 5,000 ft (1,500 m), including Mount Washington in the White Mountains at 6,288 ft (1,917 m), Adams at 5,771 ft (1,759 m), Jefferson at 5,712 ft (1,741 m), Monroe at 5,380 ft (1,640 m), Madison at 5,367 ft (1,636 m), Lafayette at 5,249 feet (1,600 m), and Lincoln at 5,089 ft (1,551 m). In the Green Mountains the highest point, Mt. Mansfield, is 4,393 ft (1,339 m) in elevation; others include Killington Peak at 4,226 ft (1,288 m), Camel's Hump at 4,083 ft (1,244 m), Mt. Abraham at 4,006 ft (1,221 m), and a number of other heights exceeding 3,000 ft (900 m).", "targets": "How tall are the mountains in Newfoundland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc6a7b9dfb749aa9df4f4319aac30d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mountains of the Long Range in Newfoundland reach heights of nearly 3,000 ft (900 m). In the Chic-Choc and Notre Dame mountain ranges in Quebec, the higher summits rise to about 4,000 ft (1,200 m) elevation. Isolated peaks and small ranges in Nova Scotia and New Brunswick vary from 1,000 to 2,700 ft (300 to 800 m). In Maine several peaks exceed 4,000 ft (1,200 m), including Mount Katahdin at 5,267 feet (1,605 m). In New Hampshire, many summits rise above 5,000 ft (1,500 m), including Mount Washington in the White Mountains at 6,288 ft (1,917 m), Adams at 5,771 ft (1,759 m), Jefferson at 5,712 ft (1,741 m), Monroe at 5,380 ft (1,640 m), Madison at 5,367 ft (1,636 m), Lafayette at 5,249 feet (1,600 m), and Lincoln at 5,089 ft (1,551 m). In the Green Mountains the highest point, Mt. Mansfield, is 4,393 ft (1,339 m) in elevation; others include Killington Peak at 4,226 ft (1,288 m), Camel's Hump at 4,083 ft (1,244 m), Mt. Abraham at 4,006 ft (1,221 m), and a number of other heights exceeding 3,000 ft (900 m).", "targets": "How tall are the mountains in Nova Scotia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc6a7b9dfb749aa9df4f4319aac30d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mountains of the Long Range in Newfoundland reach heights of nearly 3,000 ft (900 m). In the Chic-Choc and Notre Dame mountain ranges in Quebec, the higher summits rise to about 4,000 ft (1,200 m) elevation. Isolated peaks and small ranges in Nova Scotia and New Brunswick vary from 1,000 to 2,700 ft (300 to 800 m). In Maine several peaks exceed 4,000 ft (1,200 m), including Mount Katahdin at 5,267 feet (1,605 m). In New Hampshire, many summits rise above 5,000 ft (1,500 m), including Mount Washington in the White Mountains at 6,288 ft (1,917 m), Adams at 5,771 ft (1,759 m), Jefferson at 5,712 ft (1,741 m), Monroe at 5,380 ft (1,640 m), Madison at 5,367 ft (1,636 m), Lafayette at 5,249 feet (1,600 m), and Lincoln at 5,089 ft (1,551 m). In the Green Mountains the highest point, Mt. Mansfield, is 4,393 ft (1,339 m) in elevation; others include Killington Peak at 4,226 ft (1,288 m), Camel's Hump at 4,083 ft (1,244 m), Mt. Abraham at 4,006 ft (1,221 m), and a number of other heights exceeding 3,000 ft (900 m).", "targets": "How tall are the mountains in Maine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc6a7b9dfb749aa9df4f4319aac30d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mountains of the Long Range in Newfoundland reach heights of nearly 3,000 ft (900 m). In the Chic-Choc and Notre Dame mountain ranges in Quebec, the higher summits rise to about 4,000 ft (1,200 m) elevation. Isolated peaks and small ranges in Nova Scotia and New Brunswick vary from 1,000 to 2,700 ft (300 to 800 m). In Maine several peaks exceed 4,000 ft (1,200 m), including Mount Katahdin at 5,267 feet (1,605 m). In New Hampshire, many summits rise above 5,000 ft (1,500 m), including Mount Washington in the White Mountains at 6,288 ft (1,917 m), Adams at 5,771 ft (1,759 m), Jefferson at 5,712 ft (1,741 m), Monroe at 5,380 ft (1,640 m), Madison at 5,367 ft (1,636 m), Lafayette at 5,249 feet (1,600 m), and Lincoln at 5,089 ft (1,551 m). In the Green Mountains the highest point, Mt. Mansfield, is 4,393 ft (1,339 m) in elevation; others include Killington Peak at 4,226 ft (1,288 m), Camel's Hump at 4,083 ft (1,244 m), Mt. Abraham at 4,006 ft (1,221 m), and a number of other heights exceeding 3,000 ft (900 m).", "targets": "How tall are the mountains in New Hampshire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "Which monarch was responsible for dissolving parliament in 1629?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "What is one action this monarch took that is typically left to the discretion of parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "After which event was it decided that parliament should meet on a regular basis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "Like Charles II had previously done, the last Stuart monarch withheld assent. Who was this monarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "Which ruler removed parliament in 1629?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "Under whose advice did Anne withold the royal assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "What did motions attempt to accomplish that prompted Charles I to dissolve parliament in 1629?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "When was the last time royal assent was enacted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f53c7721aed4581a4ccff9eec8c8130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The power of parliament to pass bills was often thwarted by monarchs. Charles I dissolved parliament in 1629, after it passed motions critical of and bills seeking to restrict his arbitrary exercise of power. During the eleven years of personal rule that followed, Charles performed legally dubious actions, such as raising taxes without parliament's approval. After the English Civil War, it was accepted that parliament should be summoned to meet regularly, but it was still commonplace for monarchs to refuse royal assent to bills. In 1678, Charles II withheld his assent from a bill \"for preserving the Peace of the Kingdom by raising the Militia, and continuing them in Duty for Two and Forty Days,\" suggesting that he, not parliament, should control the militia. The last Stuart monarch, Anne, similarly withheld on 11 March 1708, on the advice of her ministers, her assent from a bill for the settling of Militia in Scotland. No monarch has since withheld royal assent on a bill passed by the British parliament.", "targets": "Who was the last monarch to use the royal assent in 1708?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b187d0831cca483b9ee82b63f25bbf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since playing Pong while filming Jaws in 1974, Spielberg has been an avid video gamer. Spielberg played many of LucasArts adventure games, including the first Monkey Island games. He owns a Wii, a PlayStation 3, a PSP, and Xbox 360, and enjoys playing first-person shooters such as the Medal of Honor series and Call of Duty 4: Modern Warfare. He has also criticized the use of cut scenes in games, calling them intrusive, and feels making story flow naturally into the gameplay is a challenge for future game developers.", "targets": "What was the first video game Spielberg played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b187d0831cca483b9ee82b63f25bbf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since playing Pong while filming Jaws in 1974, Spielberg has been an avid video gamer. Spielberg played many of LucasArts adventure games, including the first Monkey Island games. He owns a Wii, a PlayStation 3, a PSP, and Xbox 360, and enjoys playing first-person shooters such as the Medal of Honor series and Call of Duty 4: Modern Warfare. He has also criticized the use of cut scenes in games, calling them intrusive, and feels making story flow naturally into the gameplay is a challenge for future game developers.", "targets": "When did Spielberg first play a video game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b187d0831cca483b9ee82b63f25bbf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since playing Pong while filming Jaws in 1974, Spielberg has been an avid video gamer. Spielberg played many of LucasArts adventure games, including the first Monkey Island games. He owns a Wii, a PlayStation 3, a PSP, and Xbox 360, and enjoys playing first-person shooters such as the Medal of Honor series and Call of Duty 4: Modern Warfare. He has also criticized the use of cut scenes in games, calling them intrusive, and feels making story flow naturally into the gameplay is a challenge for future game developers.", "targets": "What movie was Spielberg working on when he first played Pong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b187d0831cca483b9ee82b63f25bbf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since playing Pong while filming Jaws in 1974, Spielberg has been an avid video gamer. Spielberg played many of LucasArts adventure games, including the first Monkey Island games. He owns a Wii, a PlayStation 3, a PSP, and Xbox 360, and enjoys playing first-person shooters such as the Medal of Honor series and Call of Duty 4: Modern Warfare. He has also criticized the use of cut scenes in games, calling them intrusive, and feels making story flow naturally into the gameplay is a challenge for future game developers.", "targets": "What game consoles does Spielberg own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b187d0831cca483b9ee82b63f25bbf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since playing Pong while filming Jaws in 1974, Spielberg has been an avid video gamer. Spielberg played many of LucasArts adventure games, including the first Monkey Island games. He owns a Wii, a PlayStation 3, a PSP, and Xbox 360, and enjoys playing first-person shooters such as the Medal of Honor series and Call of Duty 4: Modern Warfare. He has also criticized the use of cut scenes in games, calling them intrusive, and feels making story flow naturally into the gameplay is a challenge for future game developers.", "targets": "How does Spielberg feel about cutscenes in games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b138867728d94087b92cad624bf3e185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, since the end of the Cold War, as the North Atlantic Treaty Organization (NATO) has moved much of its defence focus \"out of area\", the Canadian military has also become more deeply engaged in international security operations in various other parts of the world \u2013 most notably in Afghanistan since 2002.", "targets": "What Treaty is the CAF part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b138867728d94087b92cad624bf3e185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, since the end of the Cold War, as the North Atlantic Treaty Organization (NATO) has moved much of its defence focus \"out of area\", the Canadian military has also become more deeply engaged in international security operations in various other parts of the world \u2013 most notably in Afghanistan since 2002.", "targets": "What type of operation is the Canadian Military involved in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b138867728d94087b92cad624bf3e185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, since the end of the Cold War, as the North Atlantic Treaty Organization (NATO) has moved much of its defence focus \"out of area\", the Canadian military has also become more deeply engaged in international security operations in various other parts of the world \u2013 most notably in Afghanistan since 2002.", "targets": "What country has the Canadian Military worked in the last years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b138867728d94087b92cad624bf3e185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, since the end of the Cold War, as the North Atlantic Treaty Organization (NATO) has moved much of its defence focus \"out of area\", the Canadian military has also become more deeply engaged in international security operations in various other parts of the world \u2013 most notably in Afghanistan since 2002.", "targets": "What year did the Canadian Military operation in Afghanistan start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b138867728d94087b92cad624bf3e185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, since the end of the Cold War, as the North Atlantic Treaty Organization (NATO) has moved much of its defence focus \"out of area\", the Canadian military has also become more deeply engaged in international security operations in various other parts of the world \u2013 most notably in Afghanistan since 2002.", "targets": "Where is the current focus of the Canadian Military set?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6df2a3d68a804ce4ad98e46f31c3ffe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial military maneuvers began in September 1806. In a notable letter to Marshal Soult detailing the plan for the campaign, Napoleon described the essential features of Napoleonic warfare and introduced the phrase le bataillon-carr\u00e9 ('square battalion'). In the bataillon-carr\u00e9 system, the various corps of the Grande Arm\u00e9e would march uniformly together in close supporting distance. If any single corps was attacked, the others could quickly spring into action and arrive to help. Napoleon invaded Prussia with 180,000 troops, rapidly marching on the right bank of the River Saale. As in previous campaigns, his fundamental objective was to destroy one opponent before reinforcements from another could tip the balance of the war. Upon learning the whereabouts of the Prussian army, the French swung westwards and crossed the Saale with overwhelming force. At the twin battles of Jena and Auerstedt, fought on 14 October, the French convincingly defeated the Prussians and inflicted heavy casualties. With several major commanders dead or incapacitated, the Prussian king proved incapable of effectively commanding the army, which began to quickly disintegrate. In a vaunted pursuit that epitomized the \"peak of Napoleonic warfare,\" according to historian Richard Brooks, the French managed to capture 140,000 soldiers, over 2,000 cannons and hundreds of ammunition wagons, all in a single month. Historian David Chandler wrote of the Prussian forces: \"Never has the morale of any army been more completely shattered.\" Despite their overwhelming defeat, the Prussians refused to negotiate with the French until the Russians had an opportunity to enter the fight.", "targets": "How many troops did Napoleon use for the invasion of Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6df2a3d68a804ce4ad98e46f31c3ffe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial military maneuvers began in September 1806. In a notable letter to Marshal Soult detailing the plan for the campaign, Napoleon described the essential features of Napoleonic warfare and introduced the phrase le bataillon-carr\u00e9 ('square battalion'). In the bataillon-carr\u00e9 system, the various corps of the Grande Arm\u00e9e would march uniformly together in close supporting distance. If any single corps was attacked, the others could quickly spring into action and arrive to help. Napoleon invaded Prussia with 180,000 troops, rapidly marching on the right bank of the River Saale. As in previous campaigns, his fundamental objective was to destroy one opponent before reinforcements from another could tip the balance of the war. Upon learning the whereabouts of the Prussian army, the French swung westwards and crossed the Saale with overwhelming force. At the twin battles of Jena and Auerstedt, fought on 14 October, the French convincingly defeated the Prussians and inflicted heavy casualties. With several major commanders dead or incapacitated, the Prussian king proved incapable of effectively commanding the army, which began to quickly disintegrate. In a vaunted pursuit that epitomized the \"peak of Napoleonic warfare,\" according to historian Richard Brooks, the French managed to capture 140,000 soldiers, over 2,000 cannons and hundreds of ammunition wagons, all in a single month. Historian David Chandler wrote of the Prussian forces: \"Never has the morale of any army been more completely shattered.\" Despite their overwhelming defeat, the Prussians refused to negotiate with the French until the Russians had an opportunity to enter the fight.", "targets": " What river did the French cross to engage the Prussian army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6df2a3d68a804ce4ad98e46f31c3ffe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial military maneuvers began in September 1806. In a notable letter to Marshal Soult detailing the plan for the campaign, Napoleon described the essential features of Napoleonic warfare and introduced the phrase le bataillon-carr\u00e9 ('square battalion'). In the bataillon-carr\u00e9 system, the various corps of the Grande Arm\u00e9e would march uniformly together in close supporting distance. If any single corps was attacked, the others could quickly spring into action and arrive to help. Napoleon invaded Prussia with 180,000 troops, rapidly marching on the right bank of the River Saale. As in previous campaigns, his fundamental objective was to destroy one opponent before reinforcements from another could tip the balance of the war. Upon learning the whereabouts of the Prussian army, the French swung westwards and crossed the Saale with overwhelming force. At the twin battles of Jena and Auerstedt, fought on 14 October, the French convincingly defeated the Prussians and inflicted heavy casualties. With several major commanders dead or incapacitated, the Prussian king proved incapable of effectively commanding the army, which began to quickly disintegrate. In a vaunted pursuit that epitomized the \"peak of Napoleonic warfare,\" according to historian Richard Brooks, the French managed to capture 140,000 soldiers, over 2,000 cannons and hundreds of ammunition wagons, all in a single month. Historian David Chandler wrote of the Prussian forces: \"Never has the morale of any army been more completely shattered.\" Despite their overwhelming defeat, the Prussians refused to negotiate with the French until the Russians had an opportunity to enter the fight.", "targets": "To whom did Napoleon send a letter detailing his plans for the campaign with Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6df2a3d68a804ce4ad98e46f31c3ffe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial military maneuvers began in September 1806. In a notable letter to Marshal Soult detailing the plan for the campaign, Napoleon described the essential features of Napoleonic warfare and introduced the phrase le bataillon-carr\u00e9 ('square battalion'). In the bataillon-carr\u00e9 system, the various corps of the Grande Arm\u00e9e would march uniformly together in close supporting distance. If any single corps was attacked, the others could quickly spring into action and arrive to help. Napoleon invaded Prussia with 180,000 troops, rapidly marching on the right bank of the River Saale. As in previous campaigns, his fundamental objective was to destroy one opponent before reinforcements from another could tip the balance of the war. Upon learning the whereabouts of the Prussian army, the French swung westwards and crossed the Saale with overwhelming force. At the twin battles of Jena and Auerstedt, fought on 14 October, the French convincingly defeated the Prussians and inflicted heavy casualties. With several major commanders dead or incapacitated, the Prussian king proved incapable of effectively commanding the army, which began to quickly disintegrate. In a vaunted pursuit that epitomized the \"peak of Napoleonic warfare,\" according to historian Richard Brooks, the French managed to capture 140,000 soldiers, over 2,000 cannons and hundreds of ammunition wagons, all in a single month. Historian David Chandler wrote of the Prussian forces: \"Never has the morale of any army been more completely shattered.\" Despite their overwhelming defeat, the Prussians refused to negotiate with the French until the Russians had an opportunity to enter the fight.", "targets": " On what date were the battles of Jena and Auerstedt fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6df2a3d68a804ce4ad98e46f31c3ffe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial military maneuvers began in September 1806. In a notable letter to Marshal Soult detailing the plan for the campaign, Napoleon described the essential features of Napoleonic warfare and introduced the phrase le bataillon-carr\u00e9 ('square battalion'). In the bataillon-carr\u00e9 system, the various corps of the Grande Arm\u00e9e would march uniformly together in close supporting distance. If any single corps was attacked, the others could quickly spring into action and arrive to help. Napoleon invaded Prussia with 180,000 troops, rapidly marching on the right bank of the River Saale. As in previous campaigns, his fundamental objective was to destroy one opponent before reinforcements from another could tip the balance of the war. Upon learning the whereabouts of the Prussian army, the French swung westwards and crossed the Saale with overwhelming force. At the twin battles of Jena and Auerstedt, fought on 14 October, the French convincingly defeated the Prussians and inflicted heavy casualties. With several major commanders dead or incapacitated, the Prussian king proved incapable of effectively commanding the army, which began to quickly disintegrate. In a vaunted pursuit that epitomized the \"peak of Napoleonic warfare,\" according to historian Richard Brooks, the French managed to capture 140,000 soldiers, over 2,000 cannons and hundreds of ammunition wagons, all in a single month. Historian David Chandler wrote of the Prussian forces: \"Never has the morale of any army been more completely shattered.\" Despite their overwhelming defeat, the Prussians refused to negotiate with the French until the Russians had an opportunity to enter the fight.", "targets": "How many Prussian soldiers were captured at the battles of Jena and Auerstedt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15de8abdabc2487cb6adf91e2d3fadf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequent plans to market a Famicom console in North America featuring a keyboard, cassette data recorder, wireless joystick controller and a special BASIC cartridge under the name \"Nintendo Advanced Video System\" likewise never materialized. By the beginning of 1985, the Famicom had sold more than 2.5 million units in Japan and Nintendo soon announced plans to release it in North America as the Advanced Video Entertainment System (AVS) that same year. The American video game press was skeptical that the console could have any success in the region, with the March 1985 issue of Electronic Games magazine stating that \"the videogame market in America has virtually disappeared\" and that \"this could be a miscalculation on Nintendo's part.\"", "targets": "How many units of the Famicom were sold in Japan by the beginning of 1985?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15de8abdabc2487cb6adf91e2d3fadf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequent plans to market a Famicom console in North America featuring a keyboard, cassette data recorder, wireless joystick controller and a special BASIC cartridge under the name \"Nintendo Advanced Video System\" likewise never materialized. By the beginning of 1985, the Famicom had sold more than 2.5 million units in Japan and Nintendo soon announced plans to release it in North America as the Advanced Video Entertainment System (AVS) that same year. The American video game press was skeptical that the console could have any success in the region, with the March 1985 issue of Electronic Games magazine stating that \"the videogame market in America has virtually disappeared\" and that \"this could be a miscalculation on Nintendo's part.\"", "targets": "What was this system to be called in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15de8abdabc2487cb6adf91e2d3fadf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequent plans to market a Famicom console in North America featuring a keyboard, cassette data recorder, wireless joystick controller and a special BASIC cartridge under the name \"Nintendo Advanced Video System\" likewise never materialized. By the beginning of 1985, the Famicom had sold more than 2.5 million units in Japan and Nintendo soon announced plans to release it in North America as the Advanced Video Entertainment System (AVS) that same year. The American video game press was skeptical that the console could have any success in the region, with the March 1985 issue of Electronic Games magazine stating that \"the videogame market in America has virtually disappeared\" and that \"this could be a miscalculation on Nintendo's part.\"", "targets": "What magazine stated that Nintendo could be errant in their anticipated product success?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e5b3ef2db7d4924bc29a50a533cedea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of Susa as a city, as determined by radiocarbon dating, dates back to early 4,395 BC. There are dozens of prehistoric sites across the Iranian plateau, pointing to the existence of ancient cultures and urban settlements in the 4th millennium BC. During the Bronze Age, Iran was home to several civilizations including Elam, Jiroft, and Zayande River. Elam, the most prominent of these civilizations, developed in the southwest of Iran, alongside those in Mesopotamia. The emergence of writing in Elam was paralleled to Sumer, and the Elamite cuneiform was developed since the 3rd millennium BC.", "targets": "What ancient city dates back as early as 4395 BC in Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e5b3ef2db7d4924bc29a50a533cedea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of Susa as a city, as determined by radiocarbon dating, dates back to early 4,395 BC. There are dozens of prehistoric sites across the Iranian plateau, pointing to the existence of ancient cultures and urban settlements in the 4th millennium BC. During the Bronze Age, Iran was home to several civilizations including Elam, Jiroft, and Zayande River. Elam, the most prominent of these civilizations, developed in the southwest of Iran, alongside those in Mesopotamia. The emergence of writing in Elam was paralleled to Sumer, and the Elamite cuneiform was developed since the 3rd millennium BC.", "targets": "How long ago did ancient cultures and settlements exist across the Iranian plateau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e5b3ef2db7d4924bc29a50a533cedea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of Susa as a city, as determined by radiocarbon dating, dates back to early 4,395 BC. There are dozens of prehistoric sites across the Iranian plateau, pointing to the existence of ancient cultures and urban settlements in the 4th millennium BC. During the Bronze Age, Iran was home to several civilizations including Elam, Jiroft, and Zayande River. Elam, the most prominent of these civilizations, developed in the southwest of Iran, alongside those in Mesopotamia. The emergence of writing in Elam was paralleled to Sumer, and the Elamite cuneiform was developed since the 3rd millennium BC.", "targets": "During what Age was Iran the site of several of these ancient civilizations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e5b3ef2db7d4924bc29a50a533cedea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of Susa as a city, as determined by radiocarbon dating, dates back to early 4,395 BC. There are dozens of prehistoric sites across the Iranian plateau, pointing to the existence of ancient cultures and urban settlements in the 4th millennium BC. During the Bronze Age, Iran was home to several civilizations including Elam, Jiroft, and Zayande River. Elam, the most prominent of these civilizations, developed in the southwest of Iran, alongside those in Mesopotamia. The emergence of writing in Elam was paralleled to Sumer, and the Elamite cuneiform was developed since the 3rd millennium BC.", "targets": "Which ancient civilization in Iran during the 4th Millenium was the most prominent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e5b3ef2db7d4924bc29a50a533cedea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of Susa as a city, as determined by radiocarbon dating, dates back to early 4,395 BC. There are dozens of prehistoric sites across the Iranian plateau, pointing to the existence of ancient cultures and urban settlements in the 4th millennium BC. During the Bronze Age, Iran was home to several civilizations including Elam, Jiroft, and Zayande River. Elam, the most prominent of these civilizations, developed in the southwest of Iran, alongside those in Mesopotamia. The emergence of writing in Elam was paralleled to Sumer, and the Elamite cuneiform was developed since the 3rd millennium BC.", "targets": "Elam's writing system had paralleled Sumer's cuneiform since what era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecd438a3c7c24e61a3263f2b9916c6c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homer refers to the \"Hellenes\" (/\u02c8h\u025bli\u02d0nz/) as a relatively small tribe settled in Thessalic Phthia, with its warriors under the command of Achilleus. The Parian Chronicle says that Phthia was the homeland of the Hellenes and that this name was given to those previously called Greeks (\u0393\u03c1\u03b1\u03b9\u03ba\u03bf\u03af). In Greek mythology, Hellen, the patriarch of Hellenes, was son of Pyrrha and Deucalion, who ruled around Phthia, the only survivors after the great deluge. It seems that the myth was invented when the Greek tribes started to separate from each other in certain areas of Greece and it indicates their common origin. Aristotle names ancient Hellas as an area in Epirus between Dodona and the Achelous river, the location of the great deluge of Deucalion, a land occupied by the Selloi and the \"Greeks\" who later came to be known as \"Hellenes\". Selloi were the priests of Dodonian Zeus and the word probably means \"sacrificers\" (compare Gothic saljan, \"present, sacrifice\"). There is currently no satisfactory etymology of the name Hellenes. Some scholars assert that the name Selloi changed to Sellanes and then to Hellanes-Hellenes. However this etymology connects the name Hellenes with the Dorians who occupied Epirus and the relation with the name Greeks given by the Romans becomes uncertain. The name Hellenes seems to be older and it was probably used by the Greeks with the establishment of the Great Amphictyonic League. This was an ancient association of Greek tribes with twelve founders which was organized to protect the great temples of Apollo in Delphi (Phocis) and of Demeter near Thermopylae (Locris). According to the legend it was founded after the Trojan War by the eponymous Amphictyon, brother of Hellen.", "targets": "What area is given to be the nesting point of a small group of pagans by a infamous philosopher from Greek ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecd438a3c7c24e61a3263f2b9916c6c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homer refers to the \"Hellenes\" (/\u02c8h\u025bli\u02d0nz/) as a relatively small tribe settled in Thessalic Phthia, with its warriors under the command of Achilleus. The Parian Chronicle says that Phthia was the homeland of the Hellenes and that this name was given to those previously called Greeks (\u0393\u03c1\u03b1\u03b9\u03ba\u03bf\u03af). In Greek mythology, Hellen, the patriarch of Hellenes, was son of Pyrrha and Deucalion, who ruled around Phthia, the only survivors after the great deluge. It seems that the myth was invented when the Greek tribes started to separate from each other in certain areas of Greece and it indicates their common origin. Aristotle names ancient Hellas as an area in Epirus between Dodona and the Achelous river, the location of the great deluge of Deucalion, a land occupied by the Selloi and the \"Greeks\" who later came to be known as \"Hellenes\". Selloi were the priests of Dodonian Zeus and the word probably means \"sacrificers\" (compare Gothic saljan, \"present, sacrifice\"). There is currently no satisfactory etymology of the name Hellenes. Some scholars assert that the name Selloi changed to Sellanes and then to Hellanes-Hellenes. However this etymology connects the name Hellenes with the Dorians who occupied Epirus and the relation with the name Greeks given by the Romans becomes uncertain. The name Hellenes seems to be older and it was probably used by the Greeks with the establishment of the Great Amphictyonic League. This was an ancient association of Greek tribes with twelve founders which was organized to protect the great temples of Apollo in Delphi (Phocis) and of Demeter near Thermopylae (Locris). According to the legend it was founded after the Trojan War by the eponymous Amphictyon, brother of Hellen.", "targets": "From what mystical lineage does this name benefactor ascend from ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecd438a3c7c24e61a3263f2b9916c6c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homer refers to the \"Hellenes\" (/\u02c8h\u025bli\u02d0nz/) as a relatively small tribe settled in Thessalic Phthia, with its warriors under the command of Achilleus. The Parian Chronicle says that Phthia was the homeland of the Hellenes and that this name was given to those previously called Greeks (\u0393\u03c1\u03b1\u03b9\u03ba\u03bf\u03af). In Greek mythology, Hellen, the patriarch of Hellenes, was son of Pyrrha and Deucalion, who ruled around Phthia, the only survivors after the great deluge. It seems that the myth was invented when the Greek tribes started to separate from each other in certain areas of Greece and it indicates their common origin. Aristotle names ancient Hellas as an area in Epirus between Dodona and the Achelous river, the location of the great deluge of Deucalion, a land occupied by the Selloi and the \"Greeks\" who later came to be known as \"Hellenes\". Selloi were the priests of Dodonian Zeus and the word probably means \"sacrificers\" (compare Gothic saljan, \"present, sacrifice\"). There is currently no satisfactory etymology of the name Hellenes. Some scholars assert that the name Selloi changed to Sellanes and then to Hellanes-Hellenes. However this etymology connects the name Hellenes with the Dorians who occupied Epirus and the relation with the name Greeks given by the Romans becomes uncertain. The name Hellenes seems to be older and it was probably used by the Greeks with the establishment of the Great Amphictyonic League. This was an ancient association of Greek tribes with twelve founders which was organized to protect the great temples of Apollo in Delphi (Phocis) and of Demeter near Thermopylae (Locris). According to the legend it was founded after the Trojan War by the eponymous Amphictyon, brother of Hellen.", "targets": "Who is this small group named for ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecd438a3c7c24e61a3263f2b9916c6c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homer refers to the \"Hellenes\" (/\u02c8h\u025bli\u02d0nz/) as a relatively small tribe settled in Thessalic Phthia, with its warriors under the command of Achilleus. The Parian Chronicle says that Phthia was the homeland of the Hellenes and that this name was given to those previously called Greeks (\u0393\u03c1\u03b1\u03b9\u03ba\u03bf\u03af). In Greek mythology, Hellen, the patriarch of Hellenes, was son of Pyrrha and Deucalion, who ruled around Phthia, the only survivors after the great deluge. It seems that the myth was invented when the Greek tribes started to separate from each other in certain areas of Greece and it indicates their common origin. Aristotle names ancient Hellas as an area in Epirus between Dodona and the Achelous river, the location of the great deluge of Deucalion, a land occupied by the Selloi and the \"Greeks\" who later came to be known as \"Hellenes\". Selloi were the priests of Dodonian Zeus and the word probably means \"sacrificers\" (compare Gothic saljan, \"present, sacrifice\"). There is currently no satisfactory etymology of the name Hellenes. Some scholars assert that the name Selloi changed to Sellanes and then to Hellanes-Hellenes. However this etymology connects the name Hellenes with the Dorians who occupied Epirus and the relation with the name Greeks given by the Romans becomes uncertain. The name Hellenes seems to be older and it was probably used by the Greeks with the establishment of the Great Amphictyonic League. This was an ancient association of Greek tribes with twelve founders which was organized to protect the great temples of Apollo in Delphi (Phocis) and of Demeter near Thermopylae (Locris). According to the legend it was founded after the Trojan War by the eponymous Amphictyon, brother of Hellen.", "targets": "Is the name more ancient than other group names in the area ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecd438a3c7c24e61a3263f2b9916c6c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homer refers to the \"Hellenes\" (/\u02c8h\u025bli\u02d0nz/) as a relatively small tribe settled in Thessalic Phthia, with its warriors under the command of Achilleus. The Parian Chronicle says that Phthia was the homeland of the Hellenes and that this name was given to those previously called Greeks (\u0393\u03c1\u03b1\u03b9\u03ba\u03bf\u03af). In Greek mythology, Hellen, the patriarch of Hellenes, was son of Pyrrha and Deucalion, who ruled around Phthia, the only survivors after the great deluge. It seems that the myth was invented when the Greek tribes started to separate from each other in certain areas of Greece and it indicates their common origin. Aristotle names ancient Hellas as an area in Epirus between Dodona and the Achelous river, the location of the great deluge of Deucalion, a land occupied by the Selloi and the \"Greeks\" who later came to be known as \"Hellenes\". Selloi were the priests of Dodonian Zeus and the word probably means \"sacrificers\" (compare Gothic saljan, \"present, sacrifice\"). There is currently no satisfactory etymology of the name Hellenes. Some scholars assert that the name Selloi changed to Sellanes and then to Hellanes-Hellenes. However this etymology connects the name Hellenes with the Dorians who occupied Epirus and the relation with the name Greeks given by the Romans becomes uncertain. The name Hellenes seems to be older and it was probably used by the Greeks with the establishment of the Great Amphictyonic League. This was an ancient association of Greek tribes with twelve founders which was organized to protect the great temples of Apollo in Delphi (Phocis) and of Demeter near Thermopylae (Locris). According to the legend it was founded after the Trojan War by the eponymous Amphictyon, brother of Hellen.", "targets": "How many orginal founding patrons are there of the Great Amphictyonic League ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-678870a328f040beba87bdd6c9793b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was written for non-specialist readers and attracted widespread interest upon its publication. As Darwin was an eminent scientist, his findings were taken seriously and the evidence he presented generated scientific, philosophical, and religious discussion. The debate over the book contributed to the campaign by T. H. Huxley and his fellow members of the X Club to secularise science by promoting scientific naturalism. Within two decades there was widespread scientific agreement that evolution, with a branching pattern of common descent, had occurred, but scientists were slow to give natural selection the significance that Darwin thought appropriate. During \"the eclipse of Darwinism\" from the 1880s to the 1930s, various other mechanisms of evolution were given more credit. With the development of the modern evolutionary synthesis in the 1930s and 1940s, Darwin's concept of evolutionary adaptation through natural selection became central to modern evolutionary theory, and it has now become the unifying concept of the life sciences.", "targets": "What section of the population was Darwin's book written for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-678870a328f040beba87bdd6c9793b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was written for non-specialist readers and attracted widespread interest upon its publication. As Darwin was an eminent scientist, his findings were taken seriously and the evidence he presented generated scientific, philosophical, and religious discussion. The debate over the book contributed to the campaign by T. H. Huxley and his fellow members of the X Club to secularise science by promoting scientific naturalism. Within two decades there was widespread scientific agreement that evolution, with a branching pattern of common descent, had occurred, but scientists were slow to give natural selection the significance that Darwin thought appropriate. During \"the eclipse of Darwinism\" from the 1880s to the 1930s, various other mechanisms of evolution were given more credit. With the development of the modern evolutionary synthesis in the 1930s and 1940s, Darwin's concept of evolutionary adaptation through natural selection became central to modern evolutionary theory, and it has now become the unifying concept of the life sciences.", "targets": "Who attempted to secularize science during the debate over Darwin's book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-678870a328f040beba87bdd6c9793b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was written for non-specialist readers and attracted widespread interest upon its publication. As Darwin was an eminent scientist, his findings were taken seriously and the evidence he presented generated scientific, philosophical, and religious discussion. The debate over the book contributed to the campaign by T. H. Huxley and his fellow members of the X Club to secularise science by promoting scientific naturalism. Within two decades there was widespread scientific agreement that evolution, with a branching pattern of common descent, had occurred, but scientists were slow to give natural selection the significance that Darwin thought appropriate. During \"the eclipse of Darwinism\" from the 1880s to the 1930s, various other mechanisms of evolution were given more credit. With the development of the modern evolutionary synthesis in the 1930s and 1940s, Darwin's concept of evolutionary adaptation through natural selection became central to modern evolutionary theory, and it has now become the unifying concept of the life sciences.", "targets": "What was T.H. Huxley promoting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-678870a328f040beba87bdd6c9793b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was written for non-specialist readers and attracted widespread interest upon its publication. As Darwin was an eminent scientist, his findings were taken seriously and the evidence he presented generated scientific, philosophical, and religious discussion. The debate over the book contributed to the campaign by T. H. Huxley and his fellow members of the X Club to secularise science by promoting scientific naturalism. Within two decades there was widespread scientific agreement that evolution, with a branching pattern of common descent, had occurred, but scientists were slow to give natural selection the significance that Darwin thought appropriate. During \"the eclipse of Darwinism\" from the 1880s to the 1930s, various other mechanisms of evolution were given more credit. With the development of the modern evolutionary synthesis in the 1930s and 1940s, Darwin's concept of evolutionary adaptation through natural selection became central to modern evolutionary theory, and it has now become the unifying concept of the life sciences.", "targets": "What was the growing change in opinion about evolution called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-678870a328f040beba87bdd6c9793b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book was written for non-specialist readers and attracted widespread interest upon its publication. As Darwin was an eminent scientist, his findings were taken seriously and the evidence he presented generated scientific, philosophical, and religious discussion. The debate over the book contributed to the campaign by T. H. Huxley and his fellow members of the X Club to secularise science by promoting scientific naturalism. Within two decades there was widespread scientific agreement that evolution, with a branching pattern of common descent, had occurred, but scientists were slow to give natural selection the significance that Darwin thought appropriate. During \"the eclipse of Darwinism\" from the 1880s to the 1930s, various other mechanisms of evolution were given more credit. With the development of the modern evolutionary synthesis in the 1930s and 1940s, Darwin's concept of evolutionary adaptation through natural selection became central to modern evolutionary theory, and it has now become the unifying concept of the life sciences.", "targets": "When did Darwin's concept of evolution become widely believed and central to the modern theory of evolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6cebaeee4ff4a1783bf18de6b7d4bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, one might refer to the A above middle C as a', A4, or 440 Hz. In standard Western equal temperament, the notion of pitch is insensitive to \"spelling\": the description \"G4 double sharp\" refers to the same pitch as A4; in other temperaments, these may be distinct pitches. Human perception of musical intervals is approximately logarithmic with respect to fundamental frequency: the perceived interval between the pitches \"A220\" and \"A440\" is the same as the perceived interval between the pitches A440 and A880. Motivated by this logarithmic perception, music theorists sometimes represent pitches using a numerical scale based on the logarithm of fundamental frequency. For example, one can adopt the widely used MIDI standard to map fundamental frequency, f, to a real number, p, as follows", "targets": "The notion of pitch is insensitive to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6cebaeee4ff4a1783bf18de6b7d4bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, one might refer to the A above middle C as a', A4, or 440 Hz. In standard Western equal temperament, the notion of pitch is insensitive to \"spelling\": the description \"G4 double sharp\" refers to the same pitch as A4; in other temperaments, these may be distinct pitches. Human perception of musical intervals is approximately logarithmic with respect to fundamental frequency: the perceived interval between the pitches \"A220\" and \"A440\" is the same as the perceived interval between the pitches A440 and A880. Motivated by this logarithmic perception, music theorists sometimes represent pitches using a numerical scale based on the logarithm of fundamental frequency. For example, one can adopt the widely used MIDI standard to map fundamental frequency, f, to a real number, p, as follows", "targets": "The description \"G4 double sharp\" refers to the same pitch as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6cebaeee4ff4a1783bf18de6b7d4bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, one might refer to the A above middle C as a', A4, or 440 Hz. In standard Western equal temperament, the notion of pitch is insensitive to \"spelling\": the description \"G4 double sharp\" refers to the same pitch as A4; in other temperaments, these may be distinct pitches. Human perception of musical intervals is approximately logarithmic with respect to fundamental frequency: the perceived interval between the pitches \"A220\" and \"A440\" is the same as the perceived interval between the pitches A440 and A880. Motivated by this logarithmic perception, music theorists sometimes represent pitches using a numerical scale based on the logarithm of fundamental frequency. For example, one can adopt the widely used MIDI standard to map fundamental frequency, f, to a real number, p, as follows", "targets": "Human perception of musical intervals is approximately what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6cebaeee4ff4a1783bf18de6b7d4bf8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, one might refer to the A above middle C as a', A4, or 440 Hz. In standard Western equal temperament, the notion of pitch is insensitive to \"spelling\": the description \"G4 double sharp\" refers to the same pitch as A4; in other temperaments, these may be distinct pitches. Human perception of musical intervals is approximately logarithmic with respect to fundamental frequency: the perceived interval between the pitches \"A220\" and \"A440\" is the same as the perceived interval between the pitches A440 and A880. Motivated by this logarithmic perception, music theorists sometimes represent pitches using a numerical scale based on the logarithm of fundamental frequency. For example, one can adopt the widely used MIDI standard to map fundamental frequency, f, to a real number, p, as follows", "targets": "Music theorist represent pitches using what kind of scale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "What city is the capital of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "Who founded the city of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "As of 2011, what was the population of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "What part of London constitutes the bulk of the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "When founded by the Romans, what was the name they gave the city of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "As of 2011 what was the population of the core of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "On what river is London situated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "What was London's original name, as founded by the Romans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "What bodies govern Greater London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af47526250ce487e922c5a8e9e3d95b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London i/\u02c8l\u028cnd\u0259n/ is the capital and most populous city of England and the United Kingdom. Standing on the River Thames in the south eastern part of the island of Great Britain, London has been a major settlement for two millennia. It was founded by the Romans, who named it Londinium. London's ancient core, the City of London, largely retains its 1.12-square-mile (2.9 km2) medieval boundaries and in 2011 had a resident population of 7,375, making it the smallest city in England. Since at least the 19th century, the term London has also referred to the metropolis developed around this core. The bulk of this conurbation forms Greater London,[note 1] a region of England governed by the Mayor of London and the London Assembly.[note 2] The conurbation also covers two English counties: the small district of the City of London and the county of Greater London. The latter constitutes the vast majority of London, though historically it was split between Middlesex (a now abolished county), Essex, Surrey, Kent and Hertfordshire.", "targets": "What is the approximate area of the core of the City of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e9858588604ab4841abb12ba0253b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries were not included for various reasons, primarily the lack of necessary data. The following United Nations Member States were not included in the 2014 report: North Korea, Marshall Islands, Monaco, Nauru, San Marino, Somalia, India, Pakistan, South Sudan, and Tuvalu.", "targets": "What is the main reason that countries were excluded from the 2014 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e9858588604ab4841abb12ba0253b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries were not included for various reasons, primarily the lack of necessary data. The following United Nations Member States were not included in the 2014 report: North Korea, Marshall Islands, Monaco, Nauru, San Marino, Somalia, India, Pakistan, South Sudan, and Tuvalu.", "targets": "Which East Asian dictatorship was excluded from the 2014 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3fe04888f74ef7858475ebc4059e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine symbolism has played an essential role in shaping the history of the country and the Swiss national identity. Nowadays some concentrated mountain areas have a strong highly energetic ski resort culture in winter, and a hiking (ger: das Wandern) or Mountain biking culture in summer. Other areas throughout the year have a recreational culture that caters to tourism, yet the quieter seasons are spring and autumn when there are fewer visitors. A traditional farmer and herder culture also predominates in many areas and small farms are omnipresent outside the cities. Folk art is kept alive in organisations all over the country. In Switzerland it is mostly expressed in music, dance, poetry, wood carving and embroidery. The alphorn, a trumpet-like musical instrument made of wood, has become alongside yodeling and the accordion an epitome of traditional Swiss music.", "targets": "What symbolism has played an important role in shaping the history of Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3fe04888f74ef7858475ebc4059e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine symbolism has played an essential role in shaping the history of the country and the Swiss national identity. Nowadays some concentrated mountain areas have a strong highly energetic ski resort culture in winter, and a hiking (ger: das Wandern) or Mountain biking culture in summer. Other areas throughout the year have a recreational culture that caters to tourism, yet the quieter seasons are spring and autumn when there are fewer visitors. A traditional farmer and herder culture also predominates in many areas and small farms are omnipresent outside the cities. Folk art is kept alive in organisations all over the country. In Switzerland it is mostly expressed in music, dance, poetry, wood carving and embroidery. The alphorn, a trumpet-like musical instrument made of wood, has become alongside yodeling and the accordion an epitome of traditional Swiss music.", "targets": "What highly energetic culture is in some concentrated mountain areas in the winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3fe04888f74ef7858475ebc4059e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine symbolism has played an essential role in shaping the history of the country and the Swiss national identity. Nowadays some concentrated mountain areas have a strong highly energetic ski resort culture in winter, and a hiking (ger: das Wandern) or Mountain biking culture in summer. Other areas throughout the year have a recreational culture that caters to tourism, yet the quieter seasons are spring and autumn when there are fewer visitors. A traditional farmer and herder culture also predominates in many areas and small farms are omnipresent outside the cities. Folk art is kept alive in organisations all over the country. In Switzerland it is mostly expressed in music, dance, poetry, wood carving and embroidery. The alphorn, a trumpet-like musical instrument made of wood, has become alongside yodeling and the accordion an epitome of traditional Swiss music.", "targets": "What is the name of the trumpet like musical instrument made of wood has become the epitome of traditional Swiss music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b3fe04888f74ef7858475ebc4059e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine symbolism has played an essential role in shaping the history of the country and the Swiss national identity. Nowadays some concentrated mountain areas have a strong highly energetic ski resort culture in winter, and a hiking (ger: das Wandern) or Mountain biking culture in summer. Other areas throughout the year have a recreational culture that caters to tourism, yet the quieter seasons are spring and autumn when there are fewer visitors. A traditional farmer and herder culture also predominates in many areas and small farms are omnipresent outside the cities. Folk art is kept alive in organisations all over the country. In Switzerland it is mostly expressed in music, dance, poetry, wood carving and embroidery. The alphorn, a trumpet-like musical instrument made of wood, has become alongside yodeling and the accordion an epitome of traditional Swiss music.", "targets": "What traditional culture predominates in many areas of small farms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "Where is the upper canal regulation of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "What is the lower canal regulation of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "Besides constant flooding, why else was there regulation of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "After the Dornbirner Ach was diverted, where does the Rhine flow now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "What is expected with the continuous input of sediment into the Dornbirner Ach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "Where was the Rhine regulated with a lower canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "Why was the Rhine regulated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "Where was the Rhine regulated with an upper canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "What was diverted and now flows parallel to the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76971ce5dc804e9ca753caac9668e4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A regulation of the Rhine was called for, with an upper canal near Diepoldsau and a lower canal at Fu\u00dfach, in order to counteract the constant flooding and strong sedimentation in the western Rhine Delta. The Dornbirner Ach had to be diverted, too, and it now flows parallel to the canalized Rhine into the lake. Its water has a darker color than the Rhine; the latter's lighter suspended load comes from higher up the mountains. It is expected that the continuous input of sediment into the lake will silt up the lake. This has already happened to the former Lake Tuggenersee.", "targets": "What will cause the lake near the Rhine to silt up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74601631599e4ec6b9bb67a8f5e01918", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.", "targets": "What does the alcohol and illegal drug habits of teens tend to be shaped by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74601631599e4ec6b9bb67a8f5e01918", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.", "targets": "What is one possible reasoning behind many students choosing to continue their smoking habits from middle school into late adolescence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74601631599e4ec6b9bb67a8f5e01918", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peer acceptance and social norms gain a significantly greater hand in directing behavior at the onset of adolescence; as such, the alcohol and illegal drug habits of teens tend to be shaped largely by the substance use of friends and other classmates. In fact, studies suggest that more significantly than actual drug norms, an individual's perception of the illicit drug use by friends and peers is highly associated with his or her own habits in substance use during both middle and high school, a relationship that increases in strength over time. Whereas social influences on alcohol use and marijuana use tend to work directly in the short term, peer and friend norms on smoking cigarettes in middle school have a profound effect on one's own likelihood to smoke cigarettes well into high school. Perhaps the strong correlation between peer influence in middle school and cigarette smoking in high school may be explained by the addictive nature of cigarettes, which could lead many students to continue their smoking habits from middle school into late adolescence.", "targets": "Do peer acceptance and social norms have a greater or lesser effect on behavior at the onset of adolescence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9b237061c62448aa49d11fbe9e3de70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animal tissue consists of elements and compounds ingested, digested, absorbed, and circulated through the bloodstream to feed the cells of the body. Except in the unborn fetus, the digestive system is the first system involved[vague]. Digestive juices break chemical bonds in ingested molecules, and modify their conformations and energy states. Though some molecules are absorbed into the bloodstream unchanged, digestive processes release them from the matrix of foods. Unabsorbed matter, along with some waste products of metabolism, is eliminated from the body in the feces.", "targets": "Through what part of the body are nutrients transported to feed cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9b237061c62448aa49d11fbe9e3de70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animal tissue consists of elements and compounds ingested, digested, absorbed, and circulated through the bloodstream to feed the cells of the body. Except in the unborn fetus, the digestive system is the first system involved[vague]. Digestive juices break chemical bonds in ingested molecules, and modify their conformations and energy states. Though some molecules are absorbed into the bloodstream unchanged, digestive processes release them from the matrix of foods. Unabsorbed matter, along with some waste products of metabolism, is eliminated from the body in the feces.", "targets": "In which specific circumstance is the digestive system not the first system involved in nutrient processing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9b237061c62448aa49d11fbe9e3de70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animal tissue consists of elements and compounds ingested, digested, absorbed, and circulated through the bloodstream to feed the cells of the body. Except in the unborn fetus, the digestive system is the first system involved[vague]. Digestive juices break chemical bonds in ingested molecules, and modify their conformations and energy states. Though some molecules are absorbed into the bloodstream unchanged, digestive processes release them from the matrix of foods. Unabsorbed matter, along with some waste products of metabolism, is eliminated from the body in the feces.", "targets": "What is able to break bonds in ingested molecules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9b237061c62448aa49d11fbe9e3de70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animal tissue consists of elements and compounds ingested, digested, absorbed, and circulated through the bloodstream to feed the cells of the body. Except in the unborn fetus, the digestive system is the first system involved[vague]. Digestive juices break chemical bonds in ingested molecules, and modify their conformations and energy states. Though some molecules are absorbed into the bloodstream unchanged, digestive processes release them from the matrix of foods. Unabsorbed matter, along with some waste products of metabolism, is eliminated from the body in the feces.", "targets": "Molecules that are released from ingested foods are done so through which process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9b237061c62448aa49d11fbe9e3de70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Animal tissue consists of elements and compounds ingested, digested, absorbed, and circulated through the bloodstream to feed the cells of the body. Except in the unborn fetus, the digestive system is the first system involved[vague]. Digestive juices break chemical bonds in ingested molecules, and modify their conformations and energy states. Though some molecules are absorbed into the bloodstream unchanged, digestive processes release them from the matrix of foods. Unabsorbed matter, along with some waste products of metabolism, is eliminated from the body in the feces.", "targets": "Through which manner are unabsorbed matter and waste products excreted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4786600752a142fd826ce504c0908aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The multitude of Middle Iranian languages and peoples indicate that great linguistic diversity must have existed among the ancient speakers of Iranian languages. Of that variety of languages/dialects, direct evidence of only two have survived. These are:", "targets": "What characteristic of Middle Iranian civilization is shown by the number of different languages and their speakers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4786600752a142fd826ce504c0908aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The multitude of Middle Iranian languages and peoples indicate that great linguistic diversity must have existed among the ancient speakers of Iranian languages. Of that variety of languages/dialects, direct evidence of only two have survived. These are:", "targets": "How many of the Middlie Iranian tongues have remained in existence since ancient time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-927851c136d54c43b1d596c23b9f0e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This eventually led to LBJ's Civil Rights Act, which came shortly after President Kennedy's assassination. This document was more holistic than any President Kennedy had offered, and therefore more controversial. It aimed not only to integrate public facilities, but also private businesses that sold to the public, such as motels, restaurants, theaters, and gas stations. Public schools, hospitals, libraries, parks, among other things, were included in the bill as well. It also worked with JFK's executive order 11114 by prohibiting discrimination in the awarding of federal contracts and holding the authority of the government to deny contracts to businesses who discriminate. Maybe most significant of all, Title VII of the Civil Rights Act aimed to end discrimination in all firms with 25 or more employees. Another provision established the Equal Employment Opportunity Commission as the agency charged with ending discrimination in the nation's workplace.:74", "targets": "Which piece of legislation quickly followed President Kennedy's assassination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-927851c136d54c43b1d596c23b9f0e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This eventually led to LBJ's Civil Rights Act, which came shortly after President Kennedy's assassination. This document was more holistic than any President Kennedy had offered, and therefore more controversial. It aimed not only to integrate public facilities, but also private businesses that sold to the public, such as motels, restaurants, theaters, and gas stations. Public schools, hospitals, libraries, parks, among other things, were included in the bill as well. It also worked with JFK's executive order 11114 by prohibiting discrimination in the awarding of federal contracts and holding the authority of the government to deny contracts to businesses who discriminate. Maybe most significant of all, Title VII of the Civil Rights Act aimed to end discrimination in all firms with 25 or more employees. Another provision established the Equal Employment Opportunity Commission as the agency charged with ending discrimination in the nation's workplace.:74", "targets": "Outside of the private business regulations, what was the other aim of the Civil Rights Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-927851c136d54c43b1d596c23b9f0e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This eventually led to LBJ's Civil Rights Act, which came shortly after President Kennedy's assassination. This document was more holistic than any President Kennedy had offered, and therefore more controversial. It aimed not only to integrate public facilities, but also private businesses that sold to the public, such as motels, restaurants, theaters, and gas stations. Public schools, hospitals, libraries, parks, among other things, were included in the bill as well. It also worked with JFK's executive order 11114 by prohibiting discrimination in the awarding of federal contracts and holding the authority of the government to deny contracts to businesses who discriminate. Maybe most significant of all, Title VII of the Civil Rights Act aimed to end discrimination in all firms with 25 or more employees. Another provision established the Equal Employment Opportunity Commission as the agency charged with ending discrimination in the nation's workplace.:74", "targets": "Which other Executive Order did the Civil Right's Act work closely with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-927851c136d54c43b1d596c23b9f0e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This eventually led to LBJ's Civil Rights Act, which came shortly after President Kennedy's assassination. This document was more holistic than any President Kennedy had offered, and therefore more controversial. It aimed not only to integrate public facilities, but also private businesses that sold to the public, such as motels, restaurants, theaters, and gas stations. Public schools, hospitals, libraries, parks, among other things, were included in the bill as well. It also worked with JFK's executive order 11114 by prohibiting discrimination in the awarding of federal contracts and holding the authority of the government to deny contracts to businesses who discriminate. Maybe most significant of all, Title VII of the Civil Rights Act aimed to end discrimination in all firms with 25 or more employees. Another provision established the Equal Employment Opportunity Commission as the agency charged with ending discrimination in the nation's workplace.:74", "targets": "What was the purpose of Title VII of the Civil Rights Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-927851c136d54c43b1d596c23b9f0e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This eventually led to LBJ's Civil Rights Act, which came shortly after President Kennedy's assassination. This document was more holistic than any President Kennedy had offered, and therefore more controversial. It aimed not only to integrate public facilities, but also private businesses that sold to the public, such as motels, restaurants, theaters, and gas stations. Public schools, hospitals, libraries, parks, among other things, were included in the bill as well. It also worked with JFK's executive order 11114 by prohibiting discrimination in the awarding of federal contracts and holding the authority of the government to deny contracts to businesses who discriminate. Maybe most significant of all, Title VII of the Civil Rights Act aimed to end discrimination in all firms with 25 or more employees. Another provision established the Equal Employment Opportunity Commission as the agency charged with ending discrimination in the nation's workplace.:74", "targets": "What was the goal of the Equal Employment Opportunity C omission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c7aba4e00b4d149bae348afdcaa431", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the classical era, several ancient city-states such as Opone, Essina, Sarapion, Nikon, Malao, Damo and Mosylon near Cape Guardafui, which competed with the Sabaeans, Parthians and Axumites for the wealthy Indo-Greco-Roman trade, also flourished in Somalia.", "targets": "Near what headland was Mosylon located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c7aba4e00b4d149bae348afdcaa431", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the classical era, several ancient city-states such as Opone, Essina, Sarapion, Nikon, Malao, Damo and Mosylon near Cape Guardafui, which competed with the Sabaeans, Parthians and Axumites for the wealthy Indo-Greco-Roman trade, also flourished in Somalia.", "targets": "Along with Mosylon, Malao, Nikon, Sarapion, Opone and Essina, what city-state flourished in ancient Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c7aba4e00b4d149bae348afdcaa431", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the classical era, several ancient city-states such as Opone, Essina, Sarapion, Nikon, Malao, Damo and Mosylon near Cape Guardafui, which competed with the Sabaeans, Parthians and Axumites for the wealthy Indo-Greco-Roman trade, also flourished in Somalia.", "targets": "Along with the Parthians and Axumites, who were the commercial competitors of the ancient Somalis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c7aba4e00b4d149bae348afdcaa431", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the classical era, several ancient city-states such as Opone, Essina, Sarapion, Nikon, Malao, Damo and Mosylon near Cape Guardafui, which competed with the Sabaeans, Parthians and Axumites for the wealthy Indo-Greco-Roman trade, also flourished in Somalia.", "targets": "What trade did the ancient Somalis and others compete for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df65d01127e0445f94d3d9a600833a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar's first film was a documentary of the funeral of Tun Shein \u2014 a leading politician of the 1910s, who campaigned for Burmese independence in London. The first Burmese silent film Myitta Ne Thuya (Love and Liquor) in 1920 which proved a major success, despite its poor quality due to a fixed camera position and inadequate film accessories. During the 1920s and 1930s, many Burmese-owned film companies made and produced several films. The first Burmese sound film was produced in 1932 in Bombay, India with the title Ngwe Pay Lo Ma Ya (Money Can't Buy It). After World War II, Burmese cinema continued to address political themes. Many of the films produced in the early Cold War era had a strong propaganda element to them.", "targets": "What was the first motion picture about someone's life filmed in Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df65d01127e0445f94d3d9a600833a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar's first film was a documentary of the funeral of Tun Shein \u2014 a leading politician of the 1910s, who campaigned for Burmese independence in London. The first Burmese silent film Myitta Ne Thuya (Love and Liquor) in 1920 which proved a major success, despite its poor quality due to a fixed camera position and inadequate film accessories. During the 1920s and 1930s, many Burmese-owned film companies made and produced several films. The first Burmese sound film was produced in 1932 in Bombay, India with the title Ngwe Pay Lo Ma Ya (Money Can't Buy It). After World War II, Burmese cinema continued to address political themes. Many of the films produced in the early Cold War era had a strong propaganda element to them.", "targets": "Why was this film relevant enough to be the first ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df65d01127e0445f94d3d9a600833a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar's first film was a documentary of the funeral of Tun Shein \u2014 a leading politician of the 1910s, who campaigned for Burmese independence in London. The first Burmese silent film Myitta Ne Thuya (Love and Liquor) in 1920 which proved a major success, despite its poor quality due to a fixed camera position and inadequate film accessories. During the 1920s and 1930s, many Burmese-owned film companies made and produced several films. The first Burmese sound film was produced in 1932 in Bombay, India with the title Ngwe Pay Lo Ma Ya (Money Can't Buy It). After World War II, Burmese cinema continued to address political themes. Many of the films produced in the early Cold War era had a strong propaganda element to them.", "targets": "Before the advent of talking pictures, what was the name of the first movie in Myanmar and when was it 's debut ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df65d01127e0445f94d3d9a600833a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar's first film was a documentary of the funeral of Tun Shein \u2014 a leading politician of the 1910s, who campaigned for Burmese independence in London. The first Burmese silent film Myitta Ne Thuya (Love and Liquor) in 1920 which proved a major success, despite its poor quality due to a fixed camera position and inadequate film accessories. During the 1920s and 1930s, many Burmese-owned film companies made and produced several films. The first Burmese sound film was produced in 1932 in Bombay, India with the title Ngwe Pay Lo Ma Ya (Money Can't Buy It). After World War II, Burmese cinema continued to address political themes. Many of the films produced in the early Cold War era had a strong propaganda element to them.", "targets": "Following the end of the second World War, what was a still a popular theme among films makers in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df65d01127e0445f94d3d9a600833a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar's first film was a documentary of the funeral of Tun Shein \u2014 a leading politician of the 1910s, who campaigned for Burmese independence in London. The first Burmese silent film Myitta Ne Thuya (Love and Liquor) in 1920 which proved a major success, despite its poor quality due to a fixed camera position and inadequate film accessories. During the 1920s and 1930s, many Burmese-owned film companies made and produced several films. The first Burmese sound film was produced in 1932 in Bombay, India with the title Ngwe Pay Lo Ma Ya (Money Can't Buy It). After World War II, Burmese cinema continued to address political themes. Many of the films produced in the early Cold War era had a strong propaganda element to them.", "targets": "Where any of the Burmese films ever used as an instrument to influence the people ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc57ea93d484b94a0d8e67948d81a2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brains of humans and other primates contain the same structures as the brains of other mammals, but are generally larger in proportion to body size. The most widely accepted way of comparing brain sizes across species is the so-called encephalization quotient (EQ), which takes into account the nonlinearity of the brain-to-body relationship. Humans have an average EQ in the 7-to-8 range, while most other primates have an EQ in the 2-to-3 range. Dolphins have values higher than those of primates other than humans, but nearly all other mammals have EQ values that are substantially lower.", "targets": "Comparing brain sizes among different creatures is used most commonly by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc57ea93d484b94a0d8e67948d81a2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brains of humans and other primates contain the same structures as the brains of other mammals, but are generally larger in proportion to body size. The most widely accepted way of comparing brain sizes across species is the so-called encephalization quotient (EQ), which takes into account the nonlinearity of the brain-to-body relationship. Humans have an average EQ in the 7-to-8 range, while most other primates have an EQ in the 2-to-3 range. Dolphins have values higher than those of primates other than humans, but nearly all other mammals have EQ values that are substantially lower.", "targets": "What is the average EQ of a person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc57ea93d484b94a0d8e67948d81a2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brains of humans and other primates contain the same structures as the brains of other mammals, but are generally larger in proportion to body size. The most widely accepted way of comparing brain sizes across species is the so-called encephalization quotient (EQ), which takes into account the nonlinearity of the brain-to-body relationship. Humans have an average EQ in the 7-to-8 range, while most other primates have an EQ in the 2-to-3 range. Dolphins have values higher than those of primates other than humans, but nearly all other mammals have EQ values that are substantially lower.", "targets": "Primates have an EQ in what range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79495e1ccfcd4b52b294e09707df92d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the legislative level, a unicameral Assembleia Nacional Popular (National People's Assembly) is made up of 100 members. They are popularly elected from multi-member constituencies to serve a four-year term. The judicial system is headed by a Tribunal Supremo da Justi\u00e7a (Supreme Court), made up of nine justices appointed by the president; they serve at the pleasure of the president.", "targets": "How many members compose the legislature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79495e1ccfcd4b52b294e09707df92d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the legislative level, a unicameral Assembleia Nacional Popular (National People's Assembly) is made up of 100 members. They are popularly elected from multi-member constituencies to serve a four-year term. The judicial system is headed by a Tribunal Supremo da Justi\u00e7a (Supreme Court), made up of nine justices appointed by the president; they serve at the pleasure of the president.", "targets": "Is the legislature bicameral or unicameral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79495e1ccfcd4b52b294e09707df92d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the legislative level, a unicameral Assembleia Nacional Popular (National People's Assembly) is made up of 100 members. They are popularly elected from multi-member constituencies to serve a four-year term. The judicial system is headed by a Tribunal Supremo da Justi\u00e7a (Supreme Court), made up of nine justices appointed by the president; they serve at the pleasure of the president.", "targets": "How long do members serve in the legislature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79495e1ccfcd4b52b294e09707df92d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the legislative level, a unicameral Assembleia Nacional Popular (National People's Assembly) is made up of 100 members. They are popularly elected from multi-member constituencies to serve a four-year term. The judicial system is headed by a Tribunal Supremo da Justi\u00e7a (Supreme Court), made up of nine justices appointed by the president; they serve at the pleasure of the president.", "targets": "What is the head of the judicial system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79495e1ccfcd4b52b294e09707df92d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the legislative level, a unicameral Assembleia Nacional Popular (National People's Assembly) is made up of 100 members. They are popularly elected from multi-member constituencies to serve a four-year term. The judicial system is headed by a Tribunal Supremo da Justi\u00e7a (Supreme Court), made up of nine justices appointed by the president; they serve at the pleasure of the president.", "targets": "How many justices are on the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3f6aca9ce184b52903c074a915e3c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In buildings made of other materials, wood will still be found as a supporting material, especially in roof construction, in interior doors and their frames, and as exterior cladding.", "targets": "What might wood be used for in a building made from brick or other materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3f6aca9ce184b52903c074a915e3c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In buildings made of other materials, wood will still be found as a supporting material, especially in roof construction, in interior doors and their frames, and as exterior cladding.", "targets": "What crucial part of a house is often constructed from wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3f6aca9ce184b52903c074a915e3c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In buildings made of other materials, wood will still be found as a supporting material, especially in roof construction, in interior doors and their frames, and as exterior cladding.", "targets": "Wood might be used to construct what exterior component of a building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3f6aca9ce184b52903c074a915e3c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In buildings made of other materials, wood will still be found as a supporting material, especially in roof construction, in interior doors and their frames, and as exterior cladding.", "targets": "Inside a building, what wooden things might you open to enter or leave rooms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab2a52803b949ab872ead481b4ab572", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only group of invertebrates to have developed flight. The evolution of insect wings has been a subject of debate. Some entomologists suggest that the wings are from paranotal lobes, or extensions from the insect's exoskeleton called the nota, called the paranotal theory. Other theories are based on a pleural origin. These theories include suggestions that wings originated from modified gills, spiracular flaps or as from an appendage of the epicoxa. The epicoxal theory suggests the insect wings are modified epicoxal exites, a modified appendage at the base of the legs or coxa. In the Carboniferous age, some of the Meganeura dragonflies had as much as a 50 cm (20 in) wide wingspan. The appearance of gigantic insects has been found to be consistent with high atmospheric oxygen. The respiratory system of insects constrains their size, however the high oxygen in the atmosphere allowed larger sizes. The largest flying insects today are much smaller and include several moth species such as the Atlas moth and the White Witch (Thysania agrippina).", "targets": "Insects are the only invertebrates that have evolved into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab2a52803b949ab872ead481b4ab572", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only group of invertebrates to have developed flight. The evolution of insect wings has been a subject of debate. Some entomologists suggest that the wings are from paranotal lobes, or extensions from the insect's exoskeleton called the nota, called the paranotal theory. Other theories are based on a pleural origin. These theories include suggestions that wings originated from modified gills, spiracular flaps or as from an appendage of the epicoxa. The epicoxal theory suggests the insect wings are modified epicoxal exites, a modified appendage at the base of the legs or coxa. In the Carboniferous age, some of the Meganeura dragonflies had as much as a 50 cm (20 in) wide wingspan. The appearance of gigantic insects has been found to be consistent with high atmospheric oxygen. The respiratory system of insects constrains their size, however the high oxygen in the atmosphere allowed larger sizes. The largest flying insects today are much smaller and include several moth species such as the Atlas moth and the White Witch (Thysania agrippina).", "targets": "What part of the insect has been up for debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab2a52803b949ab872ead481b4ab572", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only group of invertebrates to have developed flight. The evolution of insect wings has been a subject of debate. Some entomologists suggest that the wings are from paranotal lobes, or extensions from the insect's exoskeleton called the nota, called the paranotal theory. Other theories are based on a pleural origin. These theories include suggestions that wings originated from modified gills, spiracular flaps or as from an appendage of the epicoxa. The epicoxal theory suggests the insect wings are modified epicoxal exites, a modified appendage at the base of the legs or coxa. In the Carboniferous age, some of the Meganeura dragonflies had as much as a 50 cm (20 in) wide wingspan. The appearance of gigantic insects has been found to be consistent with high atmospheric oxygen. The respiratory system of insects constrains their size, however the high oxygen in the atmosphere allowed larger sizes. The largest flying insects today are much smaller and include several moth species such as the Atlas moth and the White Witch (Thysania agrippina).", "targets": "Wings from the paranotal lobes are based on what theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab2a52803b949ab872ead481b4ab572", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only group of invertebrates to have developed flight. The evolution of insect wings has been a subject of debate. Some entomologists suggest that the wings are from paranotal lobes, or extensions from the insect's exoskeleton called the nota, called the paranotal theory. Other theories are based on a pleural origin. These theories include suggestions that wings originated from modified gills, spiracular flaps or as from an appendage of the epicoxa. The epicoxal theory suggests the insect wings are modified epicoxal exites, a modified appendage at the base of the legs or coxa. In the Carboniferous age, some of the Meganeura dragonflies had as much as a 50 cm (20 in) wide wingspan. The appearance of gigantic insects has been found to be consistent with high atmospheric oxygen. The respiratory system of insects constrains their size, however the high oxygen in the atmosphere allowed larger sizes. The largest flying insects today are much smaller and include several moth species such as the Atlas moth and the White Witch (Thysania agrippina).", "targets": "Wings from modified gills is from what origin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ab2a52803b949ab872ead481b4ab572", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects are the only group of invertebrates to have developed flight. The evolution of insect wings has been a subject of debate. Some entomologists suggest that the wings are from paranotal lobes, or extensions from the insect's exoskeleton called the nota, called the paranotal theory. Other theories are based on a pleural origin. These theories include suggestions that wings originated from modified gills, spiracular flaps or as from an appendage of the epicoxa. The epicoxal theory suggests the insect wings are modified epicoxal exites, a modified appendage at the base of the legs or coxa. In the Carboniferous age, some of the Meganeura dragonflies had as much as a 50 cm (20 in) wide wingspan. The appearance of gigantic insects has been found to be consistent with high atmospheric oxygen. The respiratory system of insects constrains their size, however the high oxygen in the atmosphere allowed larger sizes. The largest flying insects today are much smaller and include several moth species such as the Atlas moth and the White Witch (Thysania agrippina).", "targets": "The epicoxal theory suggests insect wings are modified what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f479de2f6c34c06af8254f35c4f6022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Han dynasty inherited the ban liang coin type from the Qin. In the beginning of the Han, Emperor Gaozu closed the government mint in favor of private minting of coins. This decision was reversed in 186 BC by his widow Grand Empress Dowager L\u00fc Zhi (d. 180 BC), who abolished private minting. In 182 BC, L\u00fc Zhi issued a bronze coin that was much lighter in weight than previous coins. This caused widespread inflation that was not reduced until 175 BC when Emperor Wen allowed private minters to manufacture coins that were precisely 2.6 g (0.09 oz) in weight.", "targets": "Where did the Han dynasty receive their coin type from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f479de2f6c34c06af8254f35c4f6022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Han dynasty inherited the ban liang coin type from the Qin. In the beginning of the Han, Emperor Gaozu closed the government mint in favor of private minting of coins. This decision was reversed in 186 BC by his widow Grand Empress Dowager L\u00fc Zhi (d. 180 BC), who abolished private minting. In 182 BC, L\u00fc Zhi issued a bronze coin that was much lighter in weight than previous coins. This caused widespread inflation that was not reduced until 175 BC when Emperor Wen allowed private minters to manufacture coins that were precisely 2.6 g (0.09 oz) in weight.", "targets": "Who closed the government mint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f479de2f6c34c06af8254f35c4f6022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Han dynasty inherited the ban liang coin type from the Qin. In the beginning of the Han, Emperor Gaozu closed the government mint in favor of private minting of coins. This decision was reversed in 186 BC by his widow Grand Empress Dowager L\u00fc Zhi (d. 180 BC), who abolished private minting. In 182 BC, L\u00fc Zhi issued a bronze coin that was much lighter in weight than previous coins. This caused widespread inflation that was not reduced until 175 BC when Emperor Wen allowed private minters to manufacture coins that were precisely 2.6 g (0.09 oz) in weight.", "targets": "In what year was the decision reversing the closure of the government mint implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f479de2f6c34c06af8254f35c4f6022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Han dynasty inherited the ban liang coin type from the Qin. In the beginning of the Han, Emperor Gaozu closed the government mint in favor of private minting of coins. This decision was reversed in 186 BC by his widow Grand Empress Dowager L\u00fc Zhi (d. 180 BC), who abolished private minting. In 182 BC, L\u00fc Zhi issued a bronze coin that was much lighter in weight than previous coins. This caused widespread inflation that was not reduced until 175 BC when Emperor Wen allowed private minters to manufacture coins that were precisely 2.6 g (0.09 oz) in weight.", "targets": "Who released new lighter coinage that caused significant amounts of inflation because of it's weight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f479de2f6c34c06af8254f35c4f6022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Han dynasty inherited the ban liang coin type from the Qin. In the beginning of the Han, Emperor Gaozu closed the government mint in favor of private minting of coins. This decision was reversed in 186 BC by his widow Grand Empress Dowager L\u00fc Zhi (d. 180 BC), who abolished private minting. In 182 BC, L\u00fc Zhi issued a bronze coin that was much lighter in weight than previous coins. This caused widespread inflation that was not reduced until 175 BC when Emperor Wen allowed private minters to manufacture coins that were precisely 2.6 g (0.09 oz) in weight.", "targets": "In what year were private manufactures allowed to create coins that were exactly 2.6g in mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc716870b84e4c36b1287cc4fec0b755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, IBM acquired PwC consulting. In 2003 it initiated a project to redefine company values. Using its Jam technology, it hosted a three-day Internet-based online discussion of key business issues with 50,000 employees. Results were data mined with sophisticated text analysis software (eClassifier) for common themes. Three emerged, expressed as: \"Dedication to every client's success\", \"Innovation that matters\u2014for our company and for the world\", and \"Trust and personal responsibility in all relationships\". Another three-day Jam took place in 2004, with 52,000 employees discussing ways to implement company values in practice.", "targets": "One company that IBM acquired in 2002 is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc716870b84e4c36b1287cc4fec0b755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, IBM acquired PwC consulting. In 2003 it initiated a project to redefine company values. Using its Jam technology, it hosted a three-day Internet-based online discussion of key business issues with 50,000 employees. Results were data mined with sophisticated text analysis software (eClassifier) for common themes. Three emerged, expressed as: \"Dedication to every client's success\", \"Innovation that matters\u2014for our company and for the world\", and \"Trust and personal responsibility in all relationships\". Another three-day Jam took place in 2004, with 52,000 employees discussing ways to implement company values in practice.", "targets": "In 2003 IBM hosted an online discussion with how many employees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc716870b84e4c36b1287cc4fec0b755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, IBM acquired PwC consulting. In 2003 it initiated a project to redefine company values. Using its Jam technology, it hosted a three-day Internet-based online discussion of key business issues with 50,000 employees. Results were data mined with sophisticated text analysis software (eClassifier) for common themes. Three emerged, expressed as: \"Dedication to every client's success\", \"Innovation that matters\u2014for our company and for the world\", and \"Trust and personal responsibility in all relationships\". Another three-day Jam took place in 2004, with 52,000 employees discussing ways to implement company values in practice.", "targets": "What technology did IBM use for its 2003 internet-based discussion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc716870b84e4c36b1287cc4fec0b755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, IBM acquired PwC consulting. In 2003 it initiated a project to redefine company values. Using its Jam technology, it hosted a three-day Internet-based online discussion of key business issues with 50,000 employees. Results were data mined with sophisticated text analysis software (eClassifier) for common themes. Three emerged, expressed as: \"Dedication to every client's success\", \"Innovation that matters\u2014for our company and for the world\", and \"Trust and personal responsibility in all relationships\". Another three-day Jam took place in 2004, with 52,000 employees discussing ways to implement company values in practice.", "targets": "What did IBM use to analyze the results from the online discussion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc716870b84e4c36b1287cc4fec0b755", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2002, IBM acquired PwC consulting. In 2003 it initiated a project to redefine company values. Using its Jam technology, it hosted a three-day Internet-based online discussion of key business issues with 50,000 employees. Results were data mined with sophisticated text analysis software (eClassifier) for common themes. Three emerged, expressed as: \"Dedication to every client's success\", \"Innovation that matters\u2014for our company and for the world\", and \"Trust and personal responsibility in all relationships\". Another three-day Jam took place in 2004, with 52,000 employees discussing ways to implement company values in practice.", "targets": "How many employees took part in the subsequent online discussion in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec71b611ca3842fd956e73eb9f4c399d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The World Health Organization declared TB a \"global health emergency\" in 1993, and in 2006, the Stop TB Partnership developed a Global Plan to Stop Tuberculosis that aims to save 14 million lives between its launch and 2015. A number of targets they have set are not likely to be achieved by 2015, mostly due to the increase in HIV-associated tuberculosis and the emergence of multiple drug-resistant tuberculosis. A tuberculosis classification system developed by the American Thoracic Society is used primarily in public health programs.", "targets": "What group heads up the Global Plan to Stop Tuberculosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec71b611ca3842fd956e73eb9f4c399d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The World Health Organization declared TB a \"global health emergency\" in 1993, and in 2006, the Stop TB Partnership developed a Global Plan to Stop Tuberculosis that aims to save 14 million lives between its launch and 2015. A number of targets they have set are not likely to be achieved by 2015, mostly due to the increase in HIV-associated tuberculosis and the emergence of multiple drug-resistant tuberculosis. A tuberculosis classification system developed by the American Thoracic Society is used primarily in public health programs.", "targets": "In what year did the WHO say tuberculosis was a \"global health emergency\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec71b611ca3842fd956e73eb9f4c399d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The World Health Organization declared TB a \"global health emergency\" in 1993, and in 2006, the Stop TB Partnership developed a Global Plan to Stop Tuberculosis that aims to save 14 million lives between its launch and 2015. A number of targets they have set are not likely to be achieved by 2015, mostly due to the increase in HIV-associated tuberculosis and the emergence of multiple drug-resistant tuberculosis. A tuberculosis classification system developed by the American Thoracic Society is used primarily in public health programs.", "targets": "How many lives did the Stop TB Partnership vow to save in the nine years between its start and 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec71b611ca3842fd956e73eb9f4c399d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The World Health Organization declared TB a \"global health emergency\" in 1993, and in 2006, the Stop TB Partnership developed a Global Plan to Stop Tuberculosis that aims to save 14 million lives between its launch and 2015. A number of targets they have set are not likely to be achieved by 2015, mostly due to the increase in HIV-associated tuberculosis and the emergence of multiple drug-resistant tuberculosis. A tuberculosis classification system developed by the American Thoracic Society is used primarily in public health programs.", "targets": "Drug-resistant TB is one of the barriers to success of the Stop TB Partnership's initiative; what's the other other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec71b611ca3842fd956e73eb9f4c399d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The World Health Organization declared TB a \"global health emergency\" in 1993, and in 2006, the Stop TB Partnership developed a Global Plan to Stop Tuberculosis that aims to save 14 million lives between its launch and 2015. A number of targets they have set are not likely to be achieved by 2015, mostly due to the increase in HIV-associated tuberculosis and the emergence of multiple drug-resistant tuberculosis. A tuberculosis classification system developed by the American Thoracic Society is used primarily in public health programs.", "targets": "What organization created a system to classify various types of TB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625b4130f3904c44bdeab4c8af2ec989", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, Nanjing has been developing its economy, commerce, industry, as well as city construction. In 2013 the city's GDP was RMB 801 billion (3rd in Jiangsu), and GDP per capita(current price) was RMB 98,174(US$16041), a 11 percent increase from 2012. The average urban resident's disposable income was RMB 36,200, while the average rural resident's net income was RMB 14,513. The registered urban unemployment rate was 3.02 percent, lower than the national average (4.3 percent). Nanjing's Gross Domestic Product ranked 12th in 2013 in China, and its overall competence ranked 6th in mainland and 8th including Taiwan and Hong Kong in 2009.", "targets": "What was Nanjing's GDP in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625b4130f3904c44bdeab4c8af2ec989", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, Nanjing has been developing its economy, commerce, industry, as well as city construction. In 2013 the city's GDP was RMB 801 billion (3rd in Jiangsu), and GDP per capita(current price) was RMB 98,174(US$16041), a 11 percent increase from 2012. The average urban resident's disposable income was RMB 36,200, while the average rural resident's net income was RMB 14,513. The registered urban unemployment rate was 3.02 percent, lower than the national average (4.3 percent). Nanjing's Gross Domestic Product ranked 12th in 2013 in China, and its overall competence ranked 6th in mainland and 8th including Taiwan and Hong Kong in 2009.", "targets": "What was Nanjing's GDP per person in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625b4130f3904c44bdeab4c8af2ec989", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, Nanjing has been developing its economy, commerce, industry, as well as city construction. In 2013 the city's GDP was RMB 801 billion (3rd in Jiangsu), and GDP per capita(current price) was RMB 98,174(US$16041), a 11 percent increase from 2012. The average urban resident's disposable income was RMB 36,200, while the average rural resident's net income was RMB 14,513. The registered urban unemployment rate was 3.02 percent, lower than the national average (4.3 percent). Nanjing's Gross Domestic Product ranked 12th in 2013 in China, and its overall competence ranked 6th in mainland and 8th including Taiwan and Hong Kong in 2009.", "targets": "Was the GDP in 2013 an increase or decrease over 2012's levels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625b4130f3904c44bdeab4c8af2ec989", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, Nanjing has been developing its economy, commerce, industry, as well as city construction. In 2013 the city's GDP was RMB 801 billion (3rd in Jiangsu), and GDP per capita(current price) was RMB 98,174(US$16041), a 11 percent increase from 2012. The average urban resident's disposable income was RMB 36,200, while the average rural resident's net income was RMB 14,513. The registered urban unemployment rate was 3.02 percent, lower than the national average (4.3 percent). Nanjing's Gross Domestic Product ranked 12th in 2013 in China, and its overall competence ranked 6th in mainland and 8th including Taiwan and Hong Kong in 2009.", "targets": "How was Nanjing's unemployment rate, compared to the nation as a whole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625b4130f3904c44bdeab4c8af2ec989", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, Nanjing has been developing its economy, commerce, industry, as well as city construction. In 2013 the city's GDP was RMB 801 billion (3rd in Jiangsu), and GDP per capita(current price) was RMB 98,174(US$16041), a 11 percent increase from 2012. The average urban resident's disposable income was RMB 36,200, while the average rural resident's net income was RMB 14,513. The registered urban unemployment rate was 3.02 percent, lower than the national average (4.3 percent). Nanjing's Gross Domestic Product ranked 12th in 2013 in China, and its overall competence ranked 6th in mainland and 8th including Taiwan and Hong Kong in 2009.", "targets": "What was Nanjing's GDP ranking in all of China for 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1aa97a9dbb3e417c84c3de04d353790d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, in North America, one of the most economically destructive pests in cotton production has been the boll weevil. Due to the US Department of Agriculture's highly successful Boll Weevil Eradication Program (BWEP), this pest has been eliminated from cotton in most of the United States. This program, along with the introduction of genetically engineered Bt cotton (which contains a bacterial gene that codes for a plant-produced protein that is toxic to a number of pests such as cotton bollworm and pink bollworm), has allowed a reduction in the use of synthetic insecticides.", "targets": "What insect is the most destructive pest in cotton growing in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1aa97a9dbb3e417c84c3de04d353790d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, in North America, one of the most economically destructive pests in cotton production has been the boll weevil. Due to the US Department of Agriculture's highly successful Boll Weevil Eradication Program (BWEP), this pest has been eliminated from cotton in most of the United States. This program, along with the introduction of genetically engineered Bt cotton (which contains a bacterial gene that codes for a plant-produced protein that is toxic to a number of pests such as cotton bollworm and pink bollworm), has allowed a reduction in the use of synthetic insecticides.", "targets": "What program has effectively eliminated the boll weevil in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1aa97a9dbb3e417c84c3de04d353790d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, in North America, one of the most economically destructive pests in cotton production has been the boll weevil. Due to the US Department of Agriculture's highly successful Boll Weevil Eradication Program (BWEP), this pest has been eliminated from cotton in most of the United States. This program, along with the introduction of genetically engineered Bt cotton (which contains a bacterial gene that codes for a plant-produced protein that is toxic to a number of pests such as cotton bollworm and pink bollworm), has allowed a reduction in the use of synthetic insecticides.", "targets": "What is the organization that instigated the Boll Weevil Eradication Program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1aa97a9dbb3e417c84c3de04d353790d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, in North America, one of the most economically destructive pests in cotton production has been the boll weevil. Due to the US Department of Agriculture's highly successful Boll Weevil Eradication Program (BWEP), this pest has been eliminated from cotton in most of the United States. This program, along with the introduction of genetically engineered Bt cotton (which contains a bacterial gene that codes for a plant-produced protein that is toxic to a number of pests such as cotton bollworm and pink bollworm), has allowed a reduction in the use of synthetic insecticides.", "targets": "What form of cotton contains a genetically modified gene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1aa97a9dbb3e417c84c3de04d353790d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, in North America, one of the most economically destructive pests in cotton production has been the boll weevil. Due to the US Department of Agriculture's highly successful Boll Weevil Eradication Program (BWEP), this pest has been eliminated from cotton in most of the United States. This program, along with the introduction of genetically engineered Bt cotton (which contains a bacterial gene that codes for a plant-produced protein that is toxic to a number of pests such as cotton bollworm and pink bollworm), has allowed a reduction in the use of synthetic insecticides.", "targets": "On what does the use of Bt cotton reduce reliance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7dd04e04fc44dab2899c1175cd379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common source of new genes in eukaryotic lineages is gene duplication, which creates copy number variation of an existing gene in the genome. The resulting genes (paralogs) may then diverge in sequence and in function. Sets of genes formed in this way comprise a gene family. Gene duplications and losses within a family are common and represent a major source of evolutionary biodiversity. Sometimes, gene duplication may result in a nonfunctional copy of a gene, or a functional copy may be subject to mutations that result in loss of function; such nonfunctional genes are called pseudogenes.:7.6", "targets": "What is the most common source of new genes in eukaryotic lineages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7dd04e04fc44dab2899c1175cd379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common source of new genes in eukaryotic lineages is gene duplication, which creates copy number variation of an existing gene in the genome. The resulting genes (paralogs) may then diverge in sequence and in function. Sets of genes formed in this way comprise a gene family. Gene duplications and losses within a family are common and represent a major source of evolutionary biodiversity. Sometimes, gene duplication may result in a nonfunctional copy of a gene, or a functional copy may be subject to mutations that result in loss of function; such nonfunctional genes are called pseudogenes.:7.6", "targets": "What creates copy number variation of an existing gene in the genome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7dd04e04fc44dab2899c1175cd379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common source of new genes in eukaryotic lineages is gene duplication, which creates copy number variation of an existing gene in the genome. The resulting genes (paralogs) may then diverge in sequence and in function. Sets of genes formed in this way comprise a gene family. Gene duplications and losses within a family are common and represent a major source of evolutionary biodiversity. Sometimes, gene duplication may result in a nonfunctional copy of a gene, or a functional copy may be subject to mutations that result in loss of function; such nonfunctional genes are called pseudogenes.:7.6", "targets": "What are the genes that result from eukaryotic gene duplication called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7dd04e04fc44dab2899c1175cd379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common source of new genes in eukaryotic lineages is gene duplication, which creates copy number variation of an existing gene in the genome. The resulting genes (paralogs) may then diverge in sequence and in function. Sets of genes formed in this way comprise a gene family. Gene duplications and losses within a family are common and represent a major source of evolutionary biodiversity. Sometimes, gene duplication may result in a nonfunctional copy of a gene, or a functional copy may be subject to mutations that result in loss of function; such nonfunctional genes are called pseudogenes.:7.6", "targets": "What type of copy can gene duplication sometimes result in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd7dd04e04fc44dab2899c1175cd379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common source of new genes in eukaryotic lineages is gene duplication, which creates copy number variation of an existing gene in the genome. The resulting genes (paralogs) may then diverge in sequence and in function. Sets of genes formed in this way comprise a gene family. Gene duplications and losses within a family are common and represent a major source of evolutionary biodiversity. Sometimes, gene duplication may result in a nonfunctional copy of a gene, or a functional copy may be subject to mutations that result in loss of function; such nonfunctional genes are called pseudogenes.:7.6", "targets": "What are functional copies of a gene which have a loss of function due to mutation called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a5062a856444ffafec36b60772b043", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The architectural history of Estonia mainly reflects its contemporary development in northern Europe. Worth mentioning is especially the architectural ensemble that makes out the medieval old town of Tallinn, which is on the UNESCO World Heritage List. In addition, the country has several unique, more or less preserved hill forts dating from pre-Christian times, a large number of still intact medieval castles and churches, while the countryside is still shaped by the presence of a vast number of manor houses from earlier centuries.", "targets": "Which medieval town is on the UNESCO World Heritage List?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a5062a856444ffafec36b60772b043", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The architectural history of Estonia mainly reflects its contemporary development in northern Europe. Worth mentioning is especially the architectural ensemble that makes out the medieval old town of Tallinn, which is on the UNESCO World Heritage List. In addition, the country has several unique, more or less preserved hill forts dating from pre-Christian times, a large number of still intact medieval castles and churches, while the countryside is still shaped by the presence of a vast number of manor houses from earlier centuries.", "targets": "When were the preserved hill forts in Estonia built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a5062a856444ffafec36b60772b043", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The architectural history of Estonia mainly reflects its contemporary development in northern Europe. Worth mentioning is especially the architectural ensemble that makes out the medieval old town of Tallinn, which is on the UNESCO World Heritage List. In addition, the country has several unique, more or less preserved hill forts dating from pre-Christian times, a large number of still intact medieval castles and churches, while the countryside is still shaped by the presence of a vast number of manor houses from earlier centuries.", "targets": "What institutional structures still exist from medieval times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "When did Beyonce have her first child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "Where did Beyonce give birth to her first child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "Beyonce's first child is named what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "Her first appearance performing since giving birth was where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "When did Beyonce have her first child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "What was the child's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "How long was it after the birth of her child before she performed again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "How many nights did she perform at Atlantic City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "When did Beyonc\u00e9 give birth to a daughter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "What did Beyonc\u00e9 name her daughter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "Where was Blue Ivy born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "Where was Beyonc\u00e9's first public performance after giving birth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182c1b4ac16947f19217f937f2ca2f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 7, 2012, Beyonc\u00e9 gave birth to her first child, a daughter, Blue Ivy Carter, at Lenox Hill Hospital in New York. Five months later, she performed for four nights at Revel Atlantic City's Ovation Hall to celebrate the resort's opening, her first performances since giving birth to Blue Ivy.", "targets": "How many nights did Beyonc\u00e9 play at the resort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce5088f8fde4540b3979e5ade09c016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanists reacted against this utilitarian approach and the narrow pedantry associated with it. They sought to create a citizenry (frequently including women) able to speak and write with eloquence and clarity and thus capable of engaging the civic life of their communities and persuading others to virtuous and prudent actions. This was to be accomplished through the study of the studia humanitatis, today known as the humanities: grammar, rhetoric, history, poetry and moral philosophy. As a program to revive the cultural \u2013 and particularly the literary \u2013 legacy and moral philosophy of classical antiquity, Humanism was a pervasive cultural mode and not the program of a few isolated geniuses like Rabelais or Erasmus as is still sometimes popularly believed.", "targets": "What was it about the utilitatian beliefs that humanism believers did not like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce5088f8fde4540b3979e5ade09c016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanists reacted against this utilitarian approach and the narrow pedantry associated with it. They sought to create a citizenry (frequently including women) able to speak and write with eloquence and clarity and thus capable of engaging the civic life of their communities and persuading others to virtuous and prudent actions. This was to be accomplished through the study of the studia humanitatis, today known as the humanities: grammar, rhetoric, history, poetry and moral philosophy. As a program to revive the cultural \u2013 and particularly the literary \u2013 legacy and moral philosophy of classical antiquity, Humanism was a pervasive cultural mode and not the program of a few isolated geniuses like Rabelais or Erasmus as is still sometimes popularly believed.", "targets": "What group that had been to this point neglected was included in this thought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce5088f8fde4540b3979e5ade09c016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanists reacted against this utilitarian approach and the narrow pedantry associated with it. They sought to create a citizenry (frequently including women) able to speak and write with eloquence and clarity and thus capable of engaging the civic life of their communities and persuading others to virtuous and prudent actions. This was to be accomplished through the study of the studia humanitatis, today known as the humanities: grammar, rhetoric, history, poetry and moral philosophy. As a program to revive the cultural \u2013 and particularly the literary \u2013 legacy and moral philosophy of classical antiquity, Humanism was a pervasive cultural mode and not the program of a few isolated geniuses like Rabelais or Erasmus as is still sometimes popularly believed.", "targets": "What foundation of study allowed for the accomplishment of the goal of a scholarly people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce5088f8fde4540b3979e5ade09c016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humanists reacted against this utilitarian approach and the narrow pedantry associated with it. They sought to create a citizenry (frequently including women) able to speak and write with eloquence and clarity and thus capable of engaging the civic life of their communities and persuading others to virtuous and prudent actions. This was to be accomplished through the study of the studia humanitatis, today known as the humanities: grammar, rhetoric, history, poetry and moral philosophy. As a program to revive the cultural \u2013 and particularly the literary \u2013 legacy and moral philosophy of classical antiquity, Humanism was a pervasive cultural mode and not the program of a few isolated geniuses like Rabelais or Erasmus as is still sometimes popularly believed.", "targets": "Was the humanism of the time limited to scholars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "What does the acronym WGWG stand for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "Who won season eleven of American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "What is the name of the book written by Richard Rushfield about American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "How many seasons in a row were won by caucasian guitar playing males? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "What instrument did the winners for five seasons in a row play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "What is the WGWG factor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "Who wrote American Idol: The Untold Story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7661b2e794c14b748eae87f699ca2771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For five consecutive seasons, starting in season seven, the title was given to a white male who plays the guitar \u2013 a trend that Idol pundits call the \"White guy with guitar\" or \"WGWG\" factor. Just hours before the season eleven finale, where Phillip Phillips was named the winner, Richard Rushfield, author of the book American Idol: The Untold Story, said, \"You have this alliance between young girls and grandmas and they see it, not necessarily as a contest to create a pop star competing on the contemporary radio, but as .... who's the nicest guy in a popularity contest,\" he says, \"And that has led to this dynasty of four, and possibly now five, consecutive, affable, very nice, good-looking white boys.\"", "targets": "Who was named the winner of Season 11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a8a8af5cd5a44feb5ea7ee629d7e4c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transformation, unlike transduction or conjugation, depends on numerous bacterial gene products that specifically interact to perform this complex process, and thus transformation is clearly a bacterial adaptation for DNA transfer. In order for a bacterium to bind, take up and recombine donor DNA into its own chromosome, it must first enter a special physiological state termed competence (see Natural competence). In Bacillus subtilis, about 40 genes are required for the development of competence. The length of DNA transferred during B. subtilis transformation can be between a third of a chromosome up to the whole chromosome. Transformation appears to be common among bacterial species, and thus far at least 60 species are known to have the natural ability to become competent for transformation. The development of competence in nature is usually associated with stressful environmental conditions, and seems to be an adaptation for facilitating repair of DNA damage in recipient cells.", "targets": "What does transformation of bacteria depends on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a8a8af5cd5a44feb5ea7ee629d7e4c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transformation, unlike transduction or conjugation, depends on numerous bacterial gene products that specifically interact to perform this complex process, and thus transformation is clearly a bacterial adaptation for DNA transfer. In order for a bacterium to bind, take up and recombine donor DNA into its own chromosome, it must first enter a special physiological state termed competence (see Natural competence). In Bacillus subtilis, about 40 genes are required for the development of competence. The length of DNA transferred during B. subtilis transformation can be between a third of a chromosome up to the whole chromosome. Transformation appears to be common among bacterial species, and thus far at least 60 species are known to have the natural ability to become competent for transformation. The development of competence in nature is usually associated with stressful environmental conditions, and seems to be an adaptation for facilitating repair of DNA damage in recipient cells.", "targets": "How simple is the process of transformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a8a8af5cd5a44feb5ea7ee629d7e4c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transformation, unlike transduction or conjugation, depends on numerous bacterial gene products that specifically interact to perform this complex process, and thus transformation is clearly a bacterial adaptation for DNA transfer. In order for a bacterium to bind, take up and recombine donor DNA into its own chromosome, it must first enter a special physiological state termed competence (see Natural competence). In Bacillus subtilis, about 40 genes are required for the development of competence. The length of DNA transferred during B. subtilis transformation can be between a third of a chromosome up to the whole chromosome. Transformation appears to be common among bacterial species, and thus far at least 60 species are known to have the natural ability to become competent for transformation. The development of competence in nature is usually associated with stressful environmental conditions, and seems to be an adaptation for facilitating repair of DNA damage in recipient cells.", "targets": "What is the first requirement in order for bacteria to bind and recombine with other bacteria's DNA"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a8a8af5cd5a44feb5ea7ee629d7e4c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transformation, unlike transduction or conjugation, depends on numerous bacterial gene products that specifically interact to perform this complex process, and thus transformation is clearly a bacterial adaptation for DNA transfer. In order for a bacterium to bind, take up and recombine donor DNA into its own chromosome, it must first enter a special physiological state termed competence (see Natural competence). In Bacillus subtilis, about 40 genes are required for the development of competence. The length of DNA transferred during B. subtilis transformation can be between a third of a chromosome up to the whole chromosome. Transformation appears to be common among bacterial species, and thus far at least 60 species are known to have the natural ability to become competent for transformation. The development of competence in nature is usually associated with stressful environmental conditions, and seems to be an adaptation for facilitating repair of DNA damage in recipient cells.", "targets": "How big can be the transformation level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a8a8af5cd5a44feb5ea7ee629d7e4c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Transformation, unlike transduction or conjugation, depends on numerous bacterial gene products that specifically interact to perform this complex process, and thus transformation is clearly a bacterial adaptation for DNA transfer. In order for a bacterium to bind, take up and recombine donor DNA into its own chromosome, it must first enter a special physiological state termed competence (see Natural competence). In Bacillus subtilis, about 40 genes are required for the development of competence. The length of DNA transferred during B. subtilis transformation can be between a third of a chromosome up to the whole chromosome. Transformation appears to be common among bacterial species, and thus far at least 60 species are known to have the natural ability to become competent for transformation. The development of competence in nature is usually associated with stressful environmental conditions, and seems to be an adaptation for facilitating repair of DNA damage in recipient cells.", "targets": "How rare is the transformation among bacteria organisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6255e07efa4b8f8adaf5097b543b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The members of the city council are each elected from single member districts within the city. The mayor and city attorney are elected directly by the voters of the entire city. The mayor, city attorney, and council members are elected to four-year terms, with a two-term limit. Elections are held on a non-partisan basis per California state law; nevertheless, most officeholders do identify themselves as either Democrats or Republicans. In 2007, registered Democrats outnumbered Republicans by about 7 to 6 in the city, and Democrats currently (as of 2015[update]) hold a 5-4 majority in the city council. The current mayor, Kevin Faulconer, is a Republican.", "targets": "Who votes in the city's attorney and mayor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6255e07efa4b8f8adaf5097b543b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The members of the city council are each elected from single member districts within the city. The mayor and city attorney are elected directly by the voters of the entire city. The mayor, city attorney, and council members are elected to four-year terms, with a two-term limit. Elections are held on a non-partisan basis per California state law; nevertheless, most officeholders do identify themselves as either Democrats or Republicans. In 2007, registered Democrats outnumbered Republicans by about 7 to 6 in the city, and Democrats currently (as of 2015[update]) hold a 5-4 majority in the city council. The current mayor, Kevin Faulconer, is a Republican.", "targets": "How long is the term for council members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6255e07efa4b8f8adaf5097b543b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The members of the city council are each elected from single member districts within the city. The mayor and city attorney are elected directly by the voters of the entire city. The mayor, city attorney, and council members are elected to four-year terms, with a two-term limit. Elections are held on a non-partisan basis per California state law; nevertheless, most officeholders do identify themselves as either Democrats or Republicans. In 2007, registered Democrats outnumbered Republicans by about 7 to 6 in the city, and Democrats currently (as of 2015[update]) hold a 5-4 majority in the city council. The current mayor, Kevin Faulconer, is a Republican.", "targets": "Were there more Democrats or Republicans in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6255e07efa4b8f8adaf5097b543b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The members of the city council are each elected from single member districts within the city. The mayor and city attorney are elected directly by the voters of the entire city. The mayor, city attorney, and council members are elected to four-year terms, with a two-term limit. Elections are held on a non-partisan basis per California state law; nevertheless, most officeholders do identify themselves as either Democrats or Republicans. In 2007, registered Democrats outnumbered Republicans by about 7 to 6 in the city, and Democrats currently (as of 2015[update]) hold a 5-4 majority in the city council. The current mayor, Kevin Faulconer, is a Republican.", "targets": "Who is Kevin Faulconer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6255e07efa4b8f8adaf5097b543b3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The members of the city council are each elected from single member districts within the city. The mayor and city attorney are elected directly by the voters of the entire city. The mayor, city attorney, and council members are elected to four-year terms, with a two-term limit. Elections are held on a non-partisan basis per California state law; nevertheless, most officeholders do identify themselves as either Democrats or Republicans. In 2007, registered Democrats outnumbered Republicans by about 7 to 6 in the city, and Democrats currently (as of 2015[update]) hold a 5-4 majority in the city council. The current mayor, Kevin Faulconer, is a Republican.", "targets": "Who elects members of city council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd7b6fc77d74149bc394d9268d4a956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The independence of the ECB is instrumental in maintaining price stability. Not only must the bank not seek influence, but EU institutions and national governments are bound by the treaties to respect the ECB's independence. To offer some accountability, the ECB is bound to publish reports on its activities and has to address its annual report to the European Parliament, the European Commission, the Council of the European Union and the European Council. The European Parliament also gets to question and then issue its opinion on candidates to the executive board.", "targets": "WHat is the biggest factor in the ECB maintaining price stability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd7b6fc77d74149bc394d9268d4a956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The independence of the ECB is instrumental in maintaining price stability. Not only must the bank not seek influence, but EU institutions and national governments are bound by the treaties to respect the ECB's independence. To offer some accountability, the ECB is bound to publish reports on its activities and has to address its annual report to the European Parliament, the European Commission, the Council of the European Union and the European Council. The European Parliament also gets to question and then issue its opinion on candidates to the executive board.", "targets": "Who gets to interview and question prospective board members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd7b6fc77d74149bc394d9268d4a956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The independence of the ECB is instrumental in maintaining price stability. Not only must the bank not seek influence, but EU institutions and national governments are bound by the treaties to respect the ECB's independence. To offer some accountability, the ECB is bound to publish reports on its activities and has to address its annual report to the European Parliament, the European Commission, the Council of the European Union and the European Council. The European Parliament also gets to question and then issue its opinion on candidates to the executive board.", "targets": "Why do EU institutions and national governments have to respect the independence of the ECB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd7b6fc77d74149bc394d9268d4a956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The independence of the ECB is instrumental in maintaining price stability. Not only must the bank not seek influence, but EU institutions and national governments are bound by the treaties to respect the ECB's independence. To offer some accountability, the ECB is bound to publish reports on its activities and has to address its annual report to the European Parliament, the European Commission, the Council of the European Union and the European Council. The European Parliament also gets to question and then issue its opinion on candidates to the executive board.", "targets": "How is the ECB held accountable for it's actions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71a73ada3ff44a869f0b1c59c54b0bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek demonstrates several linguistic features that are shared with other Balkan languages, such as Albanian, Bulgarian and Eastern Romance languages (see Balkan sprachbund), and has absorbed many foreign words, primarily of Western European and Turkish origin. Because of the movements of Philhellenism and the Diafotismos in the 19th century, which emphasized the modern Greeks' ancient heritage, these foreign influences were excluded from official use via the creation of Katharevousa, a somewhat artificial form of Greek purged of all foreign influence and words, as the official language of the Greek state. In 1976, however, the Hellenic Parliament voted to make the spoken Dimotiki the official language, making Katharevousa obsolete.", "targets": "What other dialects share a thread with the Greek language. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71a73ada3ff44a869f0b1c59c54b0bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek demonstrates several linguistic features that are shared with other Balkan languages, such as Albanian, Bulgarian and Eastern Romance languages (see Balkan sprachbund), and has absorbed many foreign words, primarily of Western European and Turkish origin. Because of the movements of Philhellenism and the Diafotismos in the 19th century, which emphasized the modern Greeks' ancient heritage, these foreign influences were excluded from official use via the creation of Katharevousa, a somewhat artificial form of Greek purged of all foreign influence and words, as the official language of the Greek state. In 1976, however, the Hellenic Parliament voted to make the spoken Dimotiki the official language, making Katharevousa obsolete.", "targets": "What radical political changes occurred during the 19th century ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71a73ada3ff44a869f0b1c59c54b0bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek demonstrates several linguistic features that are shared with other Balkan languages, such as Albanian, Bulgarian and Eastern Romance languages (see Balkan sprachbund), and has absorbed many foreign words, primarily of Western European and Turkish origin. Because of the movements of Philhellenism and the Diafotismos in the 19th century, which emphasized the modern Greeks' ancient heritage, these foreign influences were excluded from official use via the creation of Katharevousa, a somewhat artificial form of Greek purged of all foreign influence and words, as the official language of the Greek state. In 1976, however, the Hellenic Parliament voted to make the spoken Dimotiki the official language, making Katharevousa obsolete.", "targets": "What did these changes highlight ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71a73ada3ff44a869f0b1c59c54b0bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek demonstrates several linguistic features that are shared with other Balkan languages, such as Albanian, Bulgarian and Eastern Romance languages (see Balkan sprachbund), and has absorbed many foreign words, primarily of Western European and Turkish origin. Because of the movements of Philhellenism and the Diafotismos in the 19th century, which emphasized the modern Greeks' ancient heritage, these foreign influences were excluded from official use via the creation of Katharevousa, a somewhat artificial form of Greek purged of all foreign influence and words, as the official language of the Greek state. In 1976, however, the Hellenic Parliament voted to make the spoken Dimotiki the official language, making Katharevousa obsolete.", "targets": "What became the official dialect of Greeks and what was it missing ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71a73ada3ff44a869f0b1c59c54b0bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek demonstrates several linguistic features that are shared with other Balkan languages, such as Albanian, Bulgarian and Eastern Romance languages (see Balkan sprachbund), and has absorbed many foreign words, primarily of Western European and Turkish origin. Because of the movements of Philhellenism and the Diafotismos in the 19th century, which emphasized the modern Greeks' ancient heritage, these foreign influences were excluded from official use via the creation of Katharevousa, a somewhat artificial form of Greek purged of all foreign influence and words, as the official language of the Greek state. In 1976, however, the Hellenic Parliament voted to make the spoken Dimotiki the official language, making Katharevousa obsolete.", "targets": "What choices in 1976 made a change to the decisions concerning the official dialect ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893891cbdf9a4794b7ae8fa55bee4aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 734 BC the Phoenicians, a sea trading people from the north of ancient Canaan, built a small settlement on the natural harbor of Palermo. Some sources suggest they named the settlement \"Ziz.\" It became one of the three main Phoenician colonies of Sicily, along with Motya and Soluntum. However, the remains of the Phoenician presence in the city are few and mostly preserved in the very populated center of the downtown area, making any excavation efforts costly and logistically difficult. The site chosen by the Phoenicians made it easy to connect the port to the mountains with a straight road that today has become Corso Calatifimi. This road helped the Phoenicians in trading with the populations that lived beyond the mountains that surround the gulf.", "targets": "What did Phoenicans name their settlement in 734BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893891cbdf9a4794b7ae8fa55bee4aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 734 BC the Phoenicians, a sea trading people from the north of ancient Canaan, built a small settlement on the natural harbor of Palermo. Some sources suggest they named the settlement \"Ziz.\" It became one of the three main Phoenician colonies of Sicily, along with Motya and Soluntum. However, the remains of the Phoenician presence in the city are few and mostly preserved in the very populated center of the downtown area, making any excavation efforts costly and logistically difficult. The site chosen by the Phoenicians made it easy to connect the port to the mountains with a straight road that today has become Corso Calatifimi. This road helped the Phoenicians in trading with the populations that lived beyond the mountains that surround the gulf.", "targets": "Besides Ziz, what other two major settlements belonged to the Phoenicians"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893891cbdf9a4794b7ae8fa55bee4aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 734 BC the Phoenicians, a sea trading people from the north of ancient Canaan, built a small settlement on the natural harbor of Palermo. Some sources suggest they named the settlement \"Ziz.\" It became one of the three main Phoenician colonies of Sicily, along with Motya and Soluntum. However, the remains of the Phoenician presence in the city are few and mostly preserved in the very populated center of the downtown area, making any excavation efforts costly and logistically difficult. The site chosen by the Phoenicians made it easy to connect the port to the mountains with a straight road that today has become Corso Calatifimi. This road helped the Phoenicians in trading with the populations that lived beyond the mountains that surround the gulf.", "targets": "Why cant artifacts from the Phoenicians be easily excavated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893891cbdf9a4794b7ae8fa55bee4aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During 734 BC the Phoenicians, a sea trading people from the north of ancient Canaan, built a small settlement on the natural harbor of Palermo. Some sources suggest they named the settlement \"Ziz.\" It became one of the three main Phoenician colonies of Sicily, along with Motya and Soluntum. However, the remains of the Phoenician presence in the city are few and mostly preserved in the very populated center of the downtown area, making any excavation efforts costly and logistically difficult. The site chosen by the Phoenicians made it easy to connect the port to the mountains with a straight road that today has become Corso Calatifimi. This road helped the Phoenicians in trading with the populations that lived beyond the mountains that surround the gulf.", "targets": "What is the current name of the road the Phoenicians used for trading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926db6b5960344d8b1b2fed124065647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rambla is an avenue that goes along the entire coastline of Montevideo. The literal meaning of the Spanish word rambla is \"avenue\" or \"watercourse\", but in the Americas it is mostly used as \"coastal avenue\", and since all the southern departments of Uruguay border either the R\u00edo de la Plata or the Atlantic Ocean, they all have ramblas as well. As an integral part of Montevidean identity, the Rambla has been included by Uruguay in the Indicative List of World Heritage sites, though it has not received this status. Previously, the entire Rambla was called Rambla Naciones Unidas (\"United Nations\"), but in recent times different names have been given to specific parts of it.", "targets": "What avenue goes along the entire coastline of Montevideo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926db6b5960344d8b1b2fed124065647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rambla is an avenue that goes along the entire coastline of Montevideo. The literal meaning of the Spanish word rambla is \"avenue\" or \"watercourse\", but in the Americas it is mostly used as \"coastal avenue\", and since all the southern departments of Uruguay border either the R\u00edo de la Plata or the Atlantic Ocean, they all have ramblas as well. As an integral part of Montevidean identity, the Rambla has been included by Uruguay in the Indicative List of World Heritage sites, though it has not received this status. Previously, the entire Rambla was called Rambla Naciones Unidas (\"United Nations\"), but in recent times different names have been given to specific parts of it.", "targets": "Avenue or Watercourse is the literal meaning of what Spanish word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926db6b5960344d8b1b2fed124065647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rambla is an avenue that goes along the entire coastline of Montevideo. The literal meaning of the Spanish word rambla is \"avenue\" or \"watercourse\", but in the Americas it is mostly used as \"coastal avenue\", and since all the southern departments of Uruguay border either the R\u00edo de la Plata or the Atlantic Ocean, they all have ramblas as well. As an integral part of Montevidean identity, the Rambla has been included by Uruguay in the Indicative List of World Heritage sites, though it has not received this status. Previously, the entire Rambla was called Rambla Naciones Unidas (\"United Nations\"), but in recent times different names have been given to specific parts of it.", "targets": "In the Americas rambla is mostly used to refer to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8dafab234574ec99c205bade6f967c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Baptist churches choose to affiliate with organizational groups that provide fellowship without control. The largest such group is the Southern Baptist Convention. There also are a substantial number of smaller cooperative groups. Finally, there are Baptist churches that choose to remain autonomous and independent of any denomination, organization, or association. It has been suggested that a primary Baptist principle is that local Baptist Churches are independent and self-governing, and if so the term 'Baptist denomination' may be considered somewhat incongruous.", "targets": "What is the largest fellowship without control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8dafab234574ec99c205bade6f967c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Baptist churches choose to affiliate with organizational groups that provide fellowship without control. The largest such group is the Southern Baptist Convention. There also are a substantial number of smaller cooperative groups. Finally, there are Baptist churches that choose to remain autonomous and independent of any denomination, organization, or association. It has been suggested that a primary Baptist principle is that local Baptist Churches are independent and self-governing, and if so the term 'Baptist denomination' may be considered somewhat incongruous.", "targets": "It has been suggested that a primary Baptist principle is that local Baptist Churches are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8dafab234574ec99c205bade6f967c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Baptist churches choose to affiliate with organizational groups that provide fellowship without control. The largest such group is the Southern Baptist Convention. There also are a substantial number of smaller cooperative groups. Finally, there are Baptist churches that choose to remain autonomous and independent of any denomination, organization, or association. It has been suggested that a primary Baptist principle is that local Baptist Churches are independent and self-governing, and if so the term 'Baptist denomination' may be considered somewhat incongruous.", "targets": "What term is considered somewhat incongrous is a self-governing church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f861a5bb79c845f7bf2774505ccc7673", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Manchu rulers also established two foundations of legitimacy which help to explain the stability of their dynasty. The first was the bureaucratic institutions and the neo-Confucian culture which they adopted from earlier dynasties. Manchu rulers and Han Chinese scholar-official elites gradually came to terms with each other. The examination system offered a path for ethnic Han to become officials. Imperial patronage of Kangxi Dictionary demonstrated respect for Confucian learning, while the Sacred Edict of 1670 effectively extolled Confucian family values. The second major source of stability was the Central Asian aspect of their Manchu identity which allowed them to appeal to Mongol, Tibetan and Uighur constituents. The Qing used the title of Emperor (Huangdi) in Chinese while among Mongols the Qing monarch was referred to as Bogda khan (wise Khan), and referred to as Gong Ma in Tibet. Qianlong propagated the image of himself as Buddhist sage rulers, patrons of Tibetan Buddhism. In the Manchu language, the Qing monarch was alternately referred to as either Huwangdi (Emperor) or Khan with no special distinction between the two usages. The Kangxi Emperor also welcomed to his court Jesuit missionaries, who had first come to China under the Ming. Missionaries including Tom\u00e1s Pereira, Martino Martini, Johann Adam Schall von Bell, Ferdinand Verbiest and Antoine Thomas held significant positions as military weapons experts, mathematicians, cartographers, astronomers and advisers to the emperor. The relationship of trust was however lost in the later Chinese Rites controversy.", "targets": "What type of learning did the early Manchu leaders respect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f861a5bb79c845f7bf2774505ccc7673", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Manchu rulers also established two foundations of legitimacy which help to explain the stability of their dynasty. The first was the bureaucratic institutions and the neo-Confucian culture which they adopted from earlier dynasties. Manchu rulers and Han Chinese scholar-official elites gradually came to terms with each other. The examination system offered a path for ethnic Han to become officials. Imperial patronage of Kangxi Dictionary demonstrated respect for Confucian learning, while the Sacred Edict of 1670 effectively extolled Confucian family values. The second major source of stability was the Central Asian aspect of their Manchu identity which allowed them to appeal to Mongol, Tibetan and Uighur constituents. The Qing used the title of Emperor (Huangdi) in Chinese while among Mongols the Qing monarch was referred to as Bogda khan (wise Khan), and referred to as Gong Ma in Tibet. Qianlong propagated the image of himself as Buddhist sage rulers, patrons of Tibetan Buddhism. In the Manchu language, the Qing monarch was alternately referred to as either Huwangdi (Emperor) or Khan with no special distinction between the two usages. The Kangxi Emperor also welcomed to his court Jesuit missionaries, who had first come to China under the Ming. Missionaries including Tom\u00e1s Pereira, Martino Martini, Johann Adam Schall von Bell, Ferdinand Verbiest and Antoine Thomas held significant positions as military weapons experts, mathematicians, cartographers, astronomers and advisers to the emperor. The relationship of trust was however lost in the later Chinese Rites controversy.", "targets": "What declaration solidified Confucian values?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f861a5bb79c845f7bf2774505ccc7673", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Manchu rulers also established two foundations of legitimacy which help to explain the stability of their dynasty. The first was the bureaucratic institutions and the neo-Confucian culture which they adopted from earlier dynasties. Manchu rulers and Han Chinese scholar-official elites gradually came to terms with each other. The examination system offered a path for ethnic Han to become officials. Imperial patronage of Kangxi Dictionary demonstrated respect for Confucian learning, while the Sacred Edict of 1670 effectively extolled Confucian family values. The second major source of stability was the Central Asian aspect of their Manchu identity which allowed them to appeal to Mongol, Tibetan and Uighur constituents. The Qing used the title of Emperor (Huangdi) in Chinese while among Mongols the Qing monarch was referred to as Bogda khan (wise Khan), and referred to as Gong Ma in Tibet. Qianlong propagated the image of himself as Buddhist sage rulers, patrons of Tibetan Buddhism. In the Manchu language, the Qing monarch was alternately referred to as either Huwangdi (Emperor) or Khan with no special distinction between the two usages. The Kangxi Emperor also welcomed to his court Jesuit missionaries, who had first come to China under the Ming. Missionaries including Tom\u00e1s Pereira, Martino Martini, Johann Adam Schall von Bell, Ferdinand Verbiest and Antoine Thomas held significant positions as military weapons experts, mathematicians, cartographers, astronomers and advisers to the emperor. The relationship of trust was however lost in the later Chinese Rites controversy.", "targets": "Who did the Manchu appeal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f861a5bb79c845f7bf2774505ccc7673", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Manchu rulers also established two foundations of legitimacy which help to explain the stability of their dynasty. The first was the bureaucratic institutions and the neo-Confucian culture which they adopted from earlier dynasties. Manchu rulers and Han Chinese scholar-official elites gradually came to terms with each other. The examination system offered a path for ethnic Han to become officials. Imperial patronage of Kangxi Dictionary demonstrated respect for Confucian learning, while the Sacred Edict of 1670 effectively extolled Confucian family values. The second major source of stability was the Central Asian aspect of their Manchu identity which allowed them to appeal to Mongol, Tibetan and Uighur constituents. The Qing used the title of Emperor (Huangdi) in Chinese while among Mongols the Qing monarch was referred to as Bogda khan (wise Khan), and referred to as Gong Ma in Tibet. Qianlong propagated the image of himself as Buddhist sage rulers, patrons of Tibetan Buddhism. In the Manchu language, the Qing monarch was alternately referred to as either Huwangdi (Emperor) or Khan with no special distinction between the two usages. The Kangxi Emperor also welcomed to his court Jesuit missionaries, who had first come to China under the Ming. Missionaries including Tom\u00e1s Pereira, Martino Martini, Johann Adam Schall von Bell, Ferdinand Verbiest and Antoine Thomas held significant positions as military weapons experts, mathematicians, cartographers, astronomers and advisers to the emperor. The relationship of trust was however lost in the later Chinese Rites controversy.", "targets": "What Christians did Kangxi allow in his court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01b24165e5454f4eb9ed35e7f2ae6286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood (or duramen) is wood that as a result of a naturally occurring chemical transformation has become more resistant to decay. Heartwood formation occurs spontaneously (it is a genetically programmed process). Once heartwood formation is complete, the heartwood is dead. Some uncertainty still exists as to whether heartwood is truly dead, as it can still chemically react to decay organisms, but only once.", "targets": "What's another word for \"duramen\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01b24165e5454f4eb9ed35e7f2ae6286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood (or duramen) is wood that as a result of a naturally occurring chemical transformation has become more resistant to decay. Heartwood formation occurs spontaneously (it is a genetically programmed process). Once heartwood formation is complete, the heartwood is dead. Some uncertainty still exists as to whether heartwood is truly dead, as it can still chemically react to decay organisms, but only once.", "targets": "What is heartwood naturally resistant to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01b24165e5454f4eb9ed35e7f2ae6286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood (or duramen) is wood that as a result of a naturally occurring chemical transformation has become more resistant to decay. Heartwood formation occurs spontaneously (it is a genetically programmed process). Once heartwood formation is complete, the heartwood is dead. Some uncertainty still exists as to whether heartwood is truly dead, as it can still chemically react to decay organisms, but only once.", "targets": "How does heartwood formation occur due to its being genetically programmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01b24165e5454f4eb9ed35e7f2ae6286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood (or duramen) is wood that as a result of a naturally occurring chemical transformation has become more resistant to decay. Heartwood formation occurs spontaneously (it is a genetically programmed process). Once heartwood formation is complete, the heartwood is dead. Some uncertainty still exists as to whether heartwood is truly dead, as it can still chemically react to decay organisms, but only once.", "targets": "What adjective describes fully formed heartwood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01b24165e5454f4eb9ed35e7f2ae6286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heartwood (or duramen) is wood that as a result of a naturally occurring chemical transformation has become more resistant to decay. Heartwood formation occurs spontaneously (it is a genetically programmed process). Once heartwood formation is complete, the heartwood is dead. Some uncertainty still exists as to whether heartwood is truly dead, as it can still chemically react to decay organisms, but only once.", "targets": "Despite being considered dead, what can heartwood have one chemical reaction to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691145290c684108957a66fb6fae4700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Treaty of Fontainebleau, the Allies exiled him to Elba, an island of 12,000 inhabitants in the Mediterranean, 20 km (12 mi) off the Tuscan coast. They gave him sovereignty over the island and allowed him to retain the title of Emperor. Napoleon attempted suicide with a pill he had carried after nearly being captured by the Russians during the retreat from Moscow. Its potency had weakened with age, however, and he survived to be exiled while his wife and son took refuge in Austria. In the first few months on Elba he created a small navy and army, developed the iron mines, and issued decrees on modern agricultural methods.", "targets": "In which treaty was Napoleon exiled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691145290c684108957a66fb6fae4700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Treaty of Fontainebleau, the Allies exiled him to Elba, an island of 12,000 inhabitants in the Mediterranean, 20 km (12 mi) off the Tuscan coast. They gave him sovereignty over the island and allowed him to retain the title of Emperor. Napoleon attempted suicide with a pill he had carried after nearly being captured by the Russians during the retreat from Moscow. Its potency had weakened with age, however, and he survived to be exiled while his wife and son took refuge in Austria. In the first few months on Elba he created a small navy and army, developed the iron mines, and issued decrees on modern agricultural methods.", "targets": "What is the name of the island Napoleon was exiled to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691145290c684108957a66fb6fae4700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Treaty of Fontainebleau, the Allies exiled him to Elba, an island of 12,000 inhabitants in the Mediterranean, 20 km (12 mi) off the Tuscan coast. They gave him sovereignty over the island and allowed him to retain the title of Emperor. Napoleon attempted suicide with a pill he had carried after nearly being captured by the Russians during the retreat from Moscow. Its potency had weakened with age, however, and he survived to be exiled while his wife and son took refuge in Austria. In the first few months on Elba he created a small navy and army, developed the iron mines, and issued decrees on modern agricultural methods.", "targets": "In what sea is Elba located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691145290c684108957a66fb6fae4700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Treaty of Fontainebleau, the Allies exiled him to Elba, an island of 12,000 inhabitants in the Mediterranean, 20 km (12 mi) off the Tuscan coast. They gave him sovereignty over the island and allowed him to retain the title of Emperor. Napoleon attempted suicide with a pill he had carried after nearly being captured by the Russians during the retreat from Moscow. Its potency had weakened with age, however, and he survived to be exiled while his wife and son took refuge in Austria. In the first few months on Elba he created a small navy and army, developed the iron mines, and issued decrees on modern agricultural methods.", "targets": "The allies permitted Napoleon to keep what title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691145290c684108957a66fb6fae4700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Treaty of Fontainebleau, the Allies exiled him to Elba, an island of 12,000 inhabitants in the Mediterranean, 20 km (12 mi) off the Tuscan coast. They gave him sovereignty over the island and allowed him to retain the title of Emperor. Napoleon attempted suicide with a pill he had carried after nearly being captured by the Russians during the retreat from Moscow. Its potency had weakened with age, however, and he survived to be exiled while his wife and son took refuge in Austria. In the first few months on Elba he created a small navy and army, developed the iron mines, and issued decrees on modern agricultural methods.", "targets": "When Napoleon was exiled, where did his wife and son go for shelter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d46912a5ce74e229df4a15415fe4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lithotrophic bacteria can use inorganic compounds as a source of energy. Common inorganic electron donors are hydrogen, carbon monoxide, ammonia (leading to nitrification), ferrous iron and other reduced metal ions, and several reduced sulfur compounds. In unusual circumstances, the gas methane can be used by methanotrophic bacteria as both a source of electrons and a substrate for carbon anabolism. In both aerobic phototrophy and chemolithotrophy, oxygen is used as a terminal electron acceptor, whereas under anaerobic conditions inorganic compounds are used instead. Most lithotrophic organisms are autotrophic, whereas organotrophic organisms are heterotrophic.", "targets": "What are hydrogen and carbon monoxide for Lithotrophic bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d46912a5ce74e229df4a15415fe4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lithotrophic bacteria can use inorganic compounds as a source of energy. Common inorganic electron donors are hydrogen, carbon monoxide, ammonia (leading to nitrification), ferrous iron and other reduced metal ions, and several reduced sulfur compounds. In unusual circumstances, the gas methane can be used by methanotrophic bacteria as both a source of electrons and a substrate for carbon anabolism. In both aerobic phototrophy and chemolithotrophy, oxygen is used as a terminal electron acceptor, whereas under anaerobic conditions inorganic compounds are used instead. Most lithotrophic organisms are autotrophic, whereas organotrophic organisms are heterotrophic.", "targets": "How can gas methane be used in exceptional set of conditions by methanotrophic bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d46912a5ce74e229df4a15415fe4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lithotrophic bacteria can use inorganic compounds as a source of energy. Common inorganic electron donors are hydrogen, carbon monoxide, ammonia (leading to nitrification), ferrous iron and other reduced metal ions, and several reduced sulfur compounds. In unusual circumstances, the gas methane can be used by methanotrophic bacteria as both a source of electrons and a substrate for carbon anabolism. In both aerobic phototrophy and chemolithotrophy, oxygen is used as a terminal electron acceptor, whereas under anaerobic conditions inorganic compounds are used instead. Most lithotrophic organisms are autotrophic, whereas organotrophic organisms are heterotrophic.", "targets": "What is the main element for aerobic photorophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3815cf94ec4b2b8f3ac8fcee340677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of Australia's federation on 1 January 1901, Melbourne became the seat of government of the federation. The first federal parliament was convened on 9 May 1901 in the Royal Exhibition Building, subsequently moving to the Victorian Parliament House where it was located until 1927, when it was moved to Canberra. The Governor-General of Australia resided at Government House in Melbourne until 1930 and many major national institutions remained in Melbourne well into the twentieth century.", "targets": "Where was the first federal parliament convened in 1901?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3815cf94ec4b2b8f3ac8fcee340677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of Australia's federation on 1 January 1901, Melbourne became the seat of government of the federation. The first federal parliament was convened on 9 May 1901 in the Royal Exhibition Building, subsequently moving to the Victorian Parliament House where it was located until 1927, when it was moved to Canberra. The Governor-General of Australia resided at Government House in Melbourne until 1930 and many major national institutions remained in Melbourne well into the twentieth century.", "targets": "The Governor-General of Australia resided at the Government House in Melbourne until what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3815cf94ec4b2b8f3ac8fcee340677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of Australia's federation on 1 January 1901, Melbourne became the seat of government of the federation. The first federal parliament was convened on 9 May 1901 in the Royal Exhibition Building, subsequently moving to the Victorian Parliament House where it was located until 1927, when it was moved to Canberra. The Governor-General of Australia resided at Government House in Melbourne until 1930 and many major national institutions remained in Melbourne well into the twentieth century.", "targets": "Where was the federal parliament moved after 1927?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb3815cf94ec4b2b8f3ac8fcee340677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of Australia's federation on 1 January 1901, Melbourne became the seat of government of the federation. The first federal parliament was convened on 9 May 1901 in the Royal Exhibition Building, subsequently moving to the Victorian Parliament House where it was located until 1927, when it was moved to Canberra. The Governor-General of Australia resided at Government House in Melbourne until 1930 and many major national institutions remained in Melbourne well into the twentieth century.", "targets": "On what date was the first federal parliament convened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8092dda9d2ab4414ac3d1d8f107e8f52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 2005, the CBC has contributed production funds for the BBC Wales revival of Doctor Who, for which it received a special credit at the end of each episode. This arrangement continued until the end of fourth season, broadcast in 2008. The CBC similarly contributed to the first season of the spin-off series, Torchwood. More recently, the network has also begun picking up Canadian rights to some Australian series, including the drama series Janet King and Love Child, and the comedy-drama series Please Like Me.", "targets": "What year did the CBC begin contributing funds to the show Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8092dda9d2ab4414ac3d1d8f107e8f52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 2005, the CBC has contributed production funds for the BBC Wales revival of Doctor Who, for which it received a special credit at the end of each episode. This arrangement continued until the end of fourth season, broadcast in 2008. The CBC similarly contributed to the first season of the spin-off series, Torchwood. More recently, the network has also begun picking up Canadian rights to some Australian series, including the drama series Janet King and Love Child, and the comedy-drama series Please Like Me.", "targets": "When did CBC end its Doctor Who contributions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8092dda9d2ab4414ac3d1d8f107e8f52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 2005, the CBC has contributed production funds for the BBC Wales revival of Doctor Who, for which it received a special credit at the end of each episode. This arrangement continued until the end of fourth season, broadcast in 2008. The CBC similarly contributed to the first season of the spin-off series, Torchwood. More recently, the network has also begun picking up Canadian rights to some Australian series, including the drama series Janet King and Love Child, and the comedy-drama series Please Like Me.", "targets": "Which Doctor Who spinoff did CBC contribute to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8092dda9d2ab4414ac3d1d8f107e8f52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 2005, the CBC has contributed production funds for the BBC Wales revival of Doctor Who, for which it received a special credit at the end of each episode. This arrangement continued until the end of fourth season, broadcast in 2008. The CBC similarly contributed to the first season of the spin-off series, Torchwood. More recently, the network has also begun picking up Canadian rights to some Australian series, including the drama series Janet King and Love Child, and the comedy-drama series Please Like Me.", "targets": "Which Australian series has CBC taken interest in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fee269a73c64e73a43b2b4537f8093e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Internet Archive states, however, \"Sometimes a website owner will contact us directly and ask us to stop crawling or archiving a site. We comply with these requests.\" In addition, the web site says: \"The Internet Archive is not interested in preserving or offering access to Web sites or other Internet documents of persons who do not want their materials in the collection.\"", "targets": "Who asserts that they will respond to direct contacts requesting material be removed from the archive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513f469e50894b78b66c35c692564a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the discovery of a buffer overflow vulnerability in the Wii version of Twilight Princess, an exploit known as the \"Twilight Hack\" was developed, allowing the execution of custom code from a Secure Digital (SD) card on the console. A properly designed save file would cause the game to load unsigned code, which could include Executable and Linkable Format (ELF) programs and homebrew Wii applications. Versions 3.3 and 3.4 of the Wii Menu prevented copying exploited save files onto the console until circumvention methods were discovered, and version 4.0 of the Wii Menu patched the vulnerability.", "targets": "What kind of error was found in Twilight Princess for Wii?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513f469e50894b78b66c35c692564a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the discovery of a buffer overflow vulnerability in the Wii version of Twilight Princess, an exploit known as the \"Twilight Hack\" was developed, allowing the execution of custom code from a Secure Digital (SD) card on the console. A properly designed save file would cause the game to load unsigned code, which could include Executable and Linkable Format (ELF) programs and homebrew Wii applications. Versions 3.3 and 3.4 of the Wii Menu prevented copying exploited save files onto the console until circumvention methods were discovered, and version 4.0 of the Wii Menu patched the vulnerability.", "targets": "What does ELF stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513f469e50894b78b66c35c692564a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the discovery of a buffer overflow vulnerability in the Wii version of Twilight Princess, an exploit known as the \"Twilight Hack\" was developed, allowing the execution of custom code from a Secure Digital (SD) card on the console. A properly designed save file would cause the game to load unsigned code, which could include Executable and Linkable Format (ELF) programs and homebrew Wii applications. Versions 3.3 and 3.4 of the Wii Menu prevented copying exploited save files onto the console until circumvention methods were discovered, and version 4.0 of the Wii Menu patched the vulnerability.", "targets": "Which issue of the Wii Menu fixed the issue with Twilight Princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513f469e50894b78b66c35c692564a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the discovery of a buffer overflow vulnerability in the Wii version of Twilight Princess, an exploit known as the \"Twilight Hack\" was developed, allowing the execution of custom code from a Secure Digital (SD) card on the console. A properly designed save file would cause the game to load unsigned code, which could include Executable and Linkable Format (ELF) programs and homebrew Wii applications. Versions 3.3 and 3.4 of the Wii Menu prevented copying exploited save files onto the console until circumvention methods were discovered, and version 4.0 of the Wii Menu patched the vulnerability.", "targets": "What was the name of the hack discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513f469e50894b78b66c35c692564a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the discovery of a buffer overflow vulnerability in the Wii version of Twilight Princess, an exploit known as the \"Twilight Hack\" was developed, allowing the execution of custom code from a Secure Digital (SD) card on the console. A properly designed save file would cause the game to load unsigned code, which could include Executable and Linkable Format (ELF) programs and homebrew Wii applications. Versions 3.3 and 3.4 of the Wii Menu prevented copying exploited save files onto the console until circumvention methods were discovered, and version 4.0 of the Wii Menu patched the vulnerability.", "targets": "What versions of the Wii Menu prevented copying the exploited files?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-513f469e50894b78b66c35c692564a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the discovery of a buffer overflow vulnerability in the Wii version of Twilight Princess, an exploit known as the \"Twilight Hack\" was developed, allowing the execution of custom code from a Secure Digital (SD) card on the console. A properly designed save file would cause the game to load unsigned code, which could include Executable and Linkable Format (ELF) programs and homebrew Wii applications. Versions 3.3 and 3.4 of the Wii Menu prevented copying exploited save files onto the console until circumvention methods were discovered, and version 4.0 of the Wii Menu patched the vulnerability.", "targets": "What version of the Wii patched the hack vulnerability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160d72da7b2045f0b2c3fd304c15721c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the number and size of agricultural societies increased, they expanded into lands traditionally used by hunter-gatherers. This process of agriculture-driven expansion led to the development of the first forms of government in agricultural centers, such as the Fertile Crescent, Ancient India, Ancient China, Olmec, Sub-Saharan Africa and Norte Chico.", "targets": "Who expanded into the territory of hunter-gathers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160d72da7b2045f0b2c3fd304c15721c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the number and size of agricultural societies increased, they expanded into lands traditionally used by hunter-gatherers. This process of agriculture-driven expansion led to the development of the first forms of government in agricultural centers, such as the Fertile Crescent, Ancient India, Ancient China, Olmec, Sub-Saharan Africa and Norte Chico.", "targets": "What did the increase in agricultural areas produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160d72da7b2045f0b2c3fd304c15721c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the number and size of agricultural societies increased, they expanded into lands traditionally used by hunter-gatherers. This process of agriculture-driven expansion led to the development of the first forms of government in agricultural centers, such as the Fertile Crescent, Ancient India, Ancient China, Olmec, Sub-Saharan Africa and Norte Chico.", "targets": "What were the Fertile Crescent and Ancient India ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160d72da7b2045f0b2c3fd304c15721c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the number and size of agricultural societies increased, they expanded into lands traditionally used by hunter-gatherers. This process of agriculture-driven expansion led to the development of the first forms of government in agricultural centers, such as the Fertile Crescent, Ancient India, Ancient China, Olmec, Sub-Saharan Africa and Norte Chico.", "targets": "What type of expansion was it in places like the Fertile Crescent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-160d72da7b2045f0b2c3fd304c15721c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the number and size of agricultural societies increased, they expanded into lands traditionally used by hunter-gatherers. This process of agriculture-driven expansion led to the development of the first forms of government in agricultural centers, such as the Fertile Crescent, Ancient India, Ancient China, Olmec, Sub-Saharan Africa and Norte Chico.", "targets": "Why did agricultural societies push into hunter-gatherer areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d784a77e66ac472b823444f80cc29773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC also introduced Ceefax, the first teletext service, starting in 1974. This service allows BBC viewers to view textual information such as the latest news on their television. CEEFAX has not made a full transition to digital television, instead being replaced by the new interactive BBCi service.", "targets": "What kind of service was Ceefax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d784a77e66ac472b823444f80cc29773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC also introduced Ceefax, the first teletext service, starting in 1974. This service allows BBC viewers to view textual information such as the latest news on their television. CEEFAX has not made a full transition to digital television, instead being replaced by the new interactive BBCi service.", "targets": "When was Ceefax launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d784a77e66ac472b823444f80cc29773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC also introduced Ceefax, the first teletext service, starting in 1974. This service allows BBC viewers to view textual information such as the latest news on their television. CEEFAX has not made a full transition to digital television, instead being replaced by the new interactive BBCi service.", "targets": "What is the modern replacement for Ceefax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06b1aeb3f0a491caf47b75d3ce844af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus suffers from a chronic shortage of water. The country relies heavily on rain to provide household water, but in the past 30 years average yearly precipitation has decreased. Between 2001 and 2004, exceptionally heavy annual rainfall pushed water reserves up, with supply exceeding demand, allowing total storage in the island's reservoirs to rise to an all-time high by the start of 2005. However, since then demand has increased annually \u2013 a result of local population growth, foreigners moving to Cyprus and the number of visiting tourists \u2013 while supply has fallen as a result of more frequent droughts.", "targets": "When did Cyprus receive enough rainfall to fill up their water reserves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06b1aeb3f0a491caf47b75d3ce844af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus suffers from a chronic shortage of water. The country relies heavily on rain to provide household water, but in the past 30 years average yearly precipitation has decreased. Between 2001 and 2004, exceptionally heavy annual rainfall pushed water reserves up, with supply exceeding demand, allowing total storage in the island's reservoirs to rise to an all-time high by the start of 2005. However, since then demand has increased annually \u2013 a result of local population growth, foreigners moving to Cyprus and the number of visiting tourists \u2013 while supply has fallen as a result of more frequent droughts.", "targets": "What do people living in Cyprus rely on for household water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06b1aeb3f0a491caf47b75d3ce844af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus suffers from a chronic shortage of water. The country relies heavily on rain to provide household water, but in the past 30 years average yearly precipitation has decreased. Between 2001 and 2004, exceptionally heavy annual rainfall pushed water reserves up, with supply exceeding demand, allowing total storage in the island's reservoirs to rise to an all-time high by the start of 2005. However, since then demand has increased annually \u2013 a result of local population growth, foreigners moving to Cyprus and the number of visiting tourists \u2013 while supply has fallen as a result of more frequent droughts.", "targets": "Why has the water supply shrunk in previous years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06b1aeb3f0a491caf47b75d3ce844af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus suffers from a chronic shortage of water. The country relies heavily on rain to provide household water, but in the past 30 years average yearly precipitation has decreased. Between 2001 and 2004, exceptionally heavy annual rainfall pushed water reserves up, with supply exceeding demand, allowing total storage in the island's reservoirs to rise to an all-time high by the start of 2005. However, since then demand has increased annually \u2013 a result of local population growth, foreigners moving to Cyprus and the number of visiting tourists \u2013 while supply has fallen as a result of more frequent droughts.", "targets": "What resource is scarce on Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b06b1aeb3f0a491caf47b75d3ce844af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus suffers from a chronic shortage of water. The country relies heavily on rain to provide household water, but in the past 30 years average yearly precipitation has decreased. Between 2001 and 2004, exceptionally heavy annual rainfall pushed water reserves up, with supply exceeding demand, allowing total storage in the island's reservoirs to rise to an all-time high by the start of 2005. However, since then demand has increased annually \u2013 a result of local population growth, foreigners moving to Cyprus and the number of visiting tourists \u2013 while supply has fallen as a result of more frequent droughts.", "targets": "Why has demand for water increased annually on Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "Why did the Chinese ultimately fail in its counter offensives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "What policy did Japan adopt to retaliate against China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "What slowed the Japanese in their attacks on China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "In what city did Japan set up a provisional capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "What was Japan's \"Three Alls Policy\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "What year did China and Japan reach a stalemate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "Where was the Chinese provisional capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "What natural obsticles stalled the Japanese offensive against the Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f6ecb60884b41f7b87b21f61f91ca08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war entered a new phase with the unprecedented defeat of the Japanese at Battle of Suixian-Zaoyang and 1st Battle of Changsha. After these victories, Chinese nationalist forces launched a large-scale counter-offensive in early 1940; however, due to its low military-industrial capacity, it was repulsed by Japanese army in late March 1940. In August of 1940, Chinese communists launched an offensive in Central China; in retaliation, Japan instituted the \"Three Alls Policy\" (\"Kill all, Burn all, Loot all\") in occupied areas to reduce human and material resources for the communists. By 1941 the conflict had become a stalemate. Although Japan had occupied much of northern, central, and coastal China, the Nationalist Government had retreated to the interior with a provisional capital set up at Chungking while the Chinese communists remained in control of base areas in Shaanxi. In addition, Japanese control of northern and central China was somewhat tenuous, in that Japan was usually able to control railroads and the major cities (\"points and lines\"), but did not have a major military or administrative presence in the vast Chinese countryside. The Japanese found its aggression against the retreating and regrouping Chinese army was stalled by the mountainous terrain in southwestern China while the Communists organised widespread guerrilla and saboteur activities in northern and eastern China behind the Japanese front line.", "targets": "What group organised guerrilla warfare against the Japanese in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ded755827194ee88dd698dd4547443d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some succeeded their fathers as rulers, such as Sultan Ahmad al-Mansur, who ruled Morocco from 1578 to 1608. He was not technically considered as a mixed-race child of a slave; his mother was Fulani and a concubine of his father. Such tolerance for black persons, even when technically \"free\", was not so common in Morocco. The long association of sub-Saharan peoples as slaves is shown in the term abd (Arabic: \u0639\u0628\u062f\u200e,) (meaning \"slave\"); it is still frequently used in the Arabic-speaking world as a term for black people.", "targets": "Who was the ruler in Morocco?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ded755827194ee88dd698dd4547443d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some succeeded their fathers as rulers, such as Sultan Ahmad al-Mansur, who ruled Morocco from 1578 to 1608. He was not technically considered as a mixed-race child of a slave; his mother was Fulani and a concubine of his father. Such tolerance for black persons, even when technically \"free\", was not so common in Morocco. The long association of sub-Saharan peoples as slaves is shown in the term abd (Arabic: \u0639\u0628\u062f\u200e,) (meaning \"slave\"); it is still frequently used in the Arabic-speaking world as a term for black people.", "targets": "When did Sultan Ahmad al-Mansur rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ded755827194ee88dd698dd4547443d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some succeeded their fathers as rulers, such as Sultan Ahmad al-Mansur, who ruled Morocco from 1578 to 1608. He was not technically considered as a mixed-race child of a slave; his mother was Fulani and a concubine of his father. Such tolerance for black persons, even when technically \"free\", was not so common in Morocco. The long association of sub-Saharan peoples as slaves is shown in the term abd (Arabic: \u0639\u0628\u062f\u200e,) (meaning \"slave\"); it is still frequently used in the Arabic-speaking world as a term for black people.", "targets": "What ethnicity was his mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ded755827194ee88dd698dd4547443d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some succeeded their fathers as rulers, such as Sultan Ahmad al-Mansur, who ruled Morocco from 1578 to 1608. He was not technically considered as a mixed-race child of a slave; his mother was Fulani and a concubine of his father. Such tolerance for black persons, even when technically \"free\", was not so common in Morocco. The long association of sub-Saharan peoples as slaves is shown in the term abd (Arabic: \u0639\u0628\u062f\u200e,) (meaning \"slave\"); it is still frequently used in the Arabic-speaking world as a term for black people.", "targets": "What Arabic term is still used for black people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ded755827194ee88dd698dd4547443d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some succeeded their fathers as rulers, such as Sultan Ahmad al-Mansur, who ruled Morocco from 1578 to 1608. He was not technically considered as a mixed-race child of a slave; his mother was Fulani and a concubine of his father. Such tolerance for black persons, even when technically \"free\", was not so common in Morocco. The long association of sub-Saharan peoples as slaves is shown in the term abd (Arabic: \u0639\u0628\u062f\u200e,) (meaning \"slave\"); it is still frequently used in the Arabic-speaking world as a term for black people.", "targets": "Who still had the term \"slave\" used in reference to them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd4e84fab82428d835d16af15b48253", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower attended Abilene High School and graduated with the class of 1909. As a freshman, he injured his knee and developed a leg infection that extended into his groin, and which his doctor diagnosed as life-threatening. The doctor insisted that the leg be amputated but Dwight refused to allow it, and miraculously recovered, though he had to repeat his freshman year. He and brother Edgar both wanted to attend college, though they lacked the funds. They made a pact to take alternate years at college while the other worked to earn the tuitions.", "targets": "In what year did Eisenhower graduate from high school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd4e84fab82428d835d16af15b48253", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower attended Abilene High School and graduated with the class of 1909. As a freshman, he injured his knee and developed a leg infection that extended into his groin, and which his doctor diagnosed as life-threatening. The doctor insisted that the leg be amputated but Dwight refused to allow it, and miraculously recovered, though he had to repeat his freshman year. He and brother Edgar both wanted to attend college, though they lacked the funds. They made a pact to take alternate years at college while the other worked to earn the tuitions.", "targets": "What high school did Eisenhower go to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd4e84fab82428d835d16af15b48253", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower attended Abilene High School and graduated with the class of 1909. As a freshman, he injured his knee and developed a leg infection that extended into his groin, and which his doctor diagnosed as life-threatening. The doctor insisted that the leg be amputated but Dwight refused to allow it, and miraculously recovered, though he had to repeat his freshman year. He and brother Edgar both wanted to attend college, though they lacked the funds. They made a pact to take alternate years at college while the other worked to earn the tuitions.", "targets": "What was the name of Eisenhower's brother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd4e84fab82428d835d16af15b48253", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower attended Abilene High School and graduated with the class of 1909. As a freshman, he injured his knee and developed a leg infection that extended into his groin, and which his doctor diagnosed as life-threatening. The doctor insisted that the leg be amputated but Dwight refused to allow it, and miraculously recovered, though he had to repeat his freshman year. He and brother Edgar both wanted to attend college, though they lacked the funds. They made a pact to take alternate years at college while the other worked to earn the tuitions.", "targets": "In what year of high school did Eisenhower suffer a groin infection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd4e84fab82428d835d16af15b48253", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower attended Abilene High School and graduated with the class of 1909. As a freshman, he injured his knee and developed a leg infection that extended into his groin, and which his doctor diagnosed as life-threatening. The doctor insisted that the leg be amputated but Dwight refused to allow it, and miraculously recovered, though he had to repeat his freshman year. He and brother Edgar both wanted to attend college, though they lacked the funds. They made a pact to take alternate years at college while the other worked to earn the tuitions.", "targets": "What high school year did Eisenhower have to repeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d3877c204c4d71b205a771d405f25e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chasetown, whilst playing at Level 8 of English football during the 2007\u201308 competition, are the lowest-ranked team to play in the Third Round Proper (final 64, of 731 teams entered that season). Chasetown was then a member of the Southern League Division One Midlands (a lower level within the Southern Football League), when they lost to Football League Championship (Level 2) team Cardiff City, the eventual FA Cup runners-up that year. Their success earned the lowly organisation over \u00a360,000 in prize money.", "targets": "Who is the lowest rank to play in the  third round proper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d3877c204c4d71b205a771d405f25e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chasetown, whilst playing at Level 8 of English football during the 2007\u201308 competition, are the lowest-ranked team to play in the Third Round Proper (final 64, of 731 teams entered that season). Chasetown was then a member of the Southern League Division One Midlands (a lower level within the Southern Football League), when they lost to Football League Championship (Level 2) team Cardiff City, the eventual FA Cup runners-up that year. Their success earned the lowly organisation over \u00a360,000 in prize money.", "targets": "What level where they? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d3877c204c4d71b205a771d405f25e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chasetown, whilst playing at Level 8 of English football during the 2007\u201308 competition, are the lowest-ranked team to play in the Third Round Proper (final 64, of 731 teams entered that season). Chasetown was then a member of the Southern League Division One Midlands (a lower level within the Southern Football League), when they lost to Football League Championship (Level 2) team Cardiff City, the eventual FA Cup runners-up that year. Their success earned the lowly organisation over \u00a360,000 in prize money.", "targets": "How many teams competed that year? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d3877c204c4d71b205a771d405f25e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chasetown, whilst playing at Level 8 of English football during the 2007\u201308 competition, are the lowest-ranked team to play in the Third Round Proper (final 64, of 731 teams entered that season). Chasetown was then a member of the Southern League Division One Midlands (a lower level within the Southern Football League), when they lost to Football League Championship (Level 2) team Cardiff City, the eventual FA Cup runners-up that year. Their success earned the lowly organisation over \u00a360,000 in prize money.", "targets": "What place did Chasetown come in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d3877c204c4d71b205a771d405f25e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chasetown, whilst playing at Level 8 of English football during the 2007\u201308 competition, are the lowest-ranked team to play in the Third Round Proper (final 64, of 731 teams entered that season). Chasetown was then a member of the Southern League Division One Midlands (a lower level within the Southern Football League), when they lost to Football League Championship (Level 2) team Cardiff City, the eventual FA Cup runners-up that year. Their success earned the lowly organisation over \u00a360,000 in prize money.", "targets": "What FA cup season did this take place in? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb453f77fef479290da5ee93d72d9b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Florida is tempered somewhat by the fact that no part of the state is distant from the ocean. North of Lake Okeechobee, the prevalent climate is humid subtropical (K\u00f6ppen: Cfa), while areas south of the lake (including the Florida Keys) have a true tropical climate (K\u00f6ppen: Aw). Mean high temperatures for late July are primarily in the low 90s Fahrenheit (32\u201334 \u00b0C). Mean low temperatures for early to mid January range from the low 40s Fahrenheit (4\u20137 \u00b0C) in northern Florida to above 60 \u00b0F (16 \u00b0C) from Miami on southward. With an average daily temperature of 70.7 \u00b0F (21.5 \u00b0C), it is the warmest state in the country.", "targets": "What tempers the Florida Climate "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb453f77fef479290da5ee93d72d9b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Florida is tempered somewhat by the fact that no part of the state is distant from the ocean. North of Lake Okeechobee, the prevalent climate is humid subtropical (K\u00f6ppen: Cfa), while areas south of the lake (including the Florida Keys) have a true tropical climate (K\u00f6ppen: Aw). Mean high temperatures for late July are primarily in the low 90s Fahrenheit (32\u201334 \u00b0C). Mean low temperatures for early to mid January range from the low 40s Fahrenheit (4\u20137 \u00b0C) in northern Florida to above 60 \u00b0F (16 \u00b0C) from Miami on southward. With an average daily temperature of 70.7 \u00b0F (21.5 \u00b0C), it is the warmest state in the country.", "targets": "What divides Florida two climates "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb453f77fef479290da5ee93d72d9b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Florida is tempered somewhat by the fact that no part of the state is distant from the ocean. North of Lake Okeechobee, the prevalent climate is humid subtropical (K\u00f6ppen: Cfa), while areas south of the lake (including the Florida Keys) have a true tropical climate (K\u00f6ppen: Aw). Mean high temperatures for late July are primarily in the low 90s Fahrenheit (32\u201334 \u00b0C). Mean low temperatures for early to mid January range from the low 40s Fahrenheit (4\u20137 \u00b0C) in northern Florida to above 60 \u00b0F (16 \u00b0C) from Miami on southward. With an average daily temperature of 70.7 \u00b0F (21.5 \u00b0C), it is the warmest state in the country.", "targets": "What are Florida's Mean temperatures in  late July "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb453f77fef479290da5ee93d72d9b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Florida is tempered somewhat by the fact that no part of the state is distant from the ocean. North of Lake Okeechobee, the prevalent climate is humid subtropical (K\u00f6ppen: Cfa), while areas south of the lake (including the Florida Keys) have a true tropical climate (K\u00f6ppen: Aw). Mean high temperatures for late July are primarily in the low 90s Fahrenheit (32\u201334 \u00b0C). Mean low temperatures for early to mid January range from the low 40s Fahrenheit (4\u20137 \u00b0C) in northern Florida to above 60 \u00b0F (16 \u00b0C) from Miami on southward. With an average daily temperature of 70.7 \u00b0F (21.5 \u00b0C), it is the warmest state in the country.", "targets": "Low temperatures in Florida average "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bb453f77fef479290da5ee93d72d9b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Florida is tempered somewhat by the fact that no part of the state is distant from the ocean. North of Lake Okeechobee, the prevalent climate is humid subtropical (K\u00f6ppen: Cfa), while areas south of the lake (including the Florida Keys) have a true tropical climate (K\u00f6ppen: Aw). Mean high temperatures for late July are primarily in the low 90s Fahrenheit (32\u201334 \u00b0C). Mean low temperatures for early to mid January range from the low 40s Fahrenheit (4\u20137 \u00b0C) in northern Florida to above 60 \u00b0F (16 \u00b0C) from Miami on southward. With an average daily temperature of 70.7 \u00b0F (21.5 \u00b0C), it is the warmest state in the country.", "targets": "The average daily temperature in Miami"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77c49107a2e4ee7b2c976dafd466ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper has been used since ancient times as a durable, corrosion resistant, and weatherproof architectural material. Roofs, flashings, rain gutters, downspouts, domes, spires, vaults, and doors have been made from copper for hundreds or thousands of years. Copper's architectural use has been expanded in modern times to include interior and exterior wall cladding, building expansion joints, radio frequency shielding, and antimicrobial indoor products, such as attractive handrails, bathroom fixtures, and counter tops. Some of copper's other important benefits as an architectural material include its low thermal movement, light weight, lightning protection, and its recyclability.", "targets": "What has copper been used for since ancient times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77c49107a2e4ee7b2c976dafd466ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper has been used since ancient times as a durable, corrosion resistant, and weatherproof architectural material. Roofs, flashings, rain gutters, downspouts, domes, spires, vaults, and doors have been made from copper for hundreds or thousands of years. Copper's architectural use has been expanded in modern times to include interior and exterior wall cladding, building expansion joints, radio frequency shielding, and antimicrobial indoor products, such as attractive handrails, bathroom fixtures, and counter tops. Some of copper's other important benefits as an architectural material include its low thermal movement, light weight, lightning protection, and its recyclability.", "targets": "In recent times what is one interior use copper been expanded to include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77c49107a2e4ee7b2c976dafd466ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper has been used since ancient times as a durable, corrosion resistant, and weatherproof architectural material. Roofs, flashings, rain gutters, downspouts, domes, spires, vaults, and doors have been made from copper for hundreds or thousands of years. Copper's architectural use has been expanded in modern times to include interior and exterior wall cladding, building expansion joints, radio frequency shielding, and antimicrobial indoor products, such as attractive handrails, bathroom fixtures, and counter tops. Some of copper's other important benefits as an architectural material include its low thermal movement, light weight, lightning protection, and its recyclability.", "targets": "What is an important benefit to using copper as an architectural material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77c49107a2e4ee7b2c976dafd466ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper has been used since ancient times as a durable, corrosion resistant, and weatherproof architectural material. Roofs, flashings, rain gutters, downspouts, domes, spires, vaults, and doors have been made from copper for hundreds or thousands of years. Copper's architectural use has been expanded in modern times to include interior and exterior wall cladding, building expansion joints, radio frequency shielding, and antimicrobial indoor products, such as attractive handrails, bathroom fixtures, and counter tops. Some of copper's other important benefits as an architectural material include its low thermal movement, light weight, lightning protection, and its recyclability.", "targets": "How long has copper been used in building construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77c49107a2e4ee7b2c976dafd466ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper has been used since ancient times as a durable, corrosion resistant, and weatherproof architectural material. Roofs, flashings, rain gutters, downspouts, domes, spires, vaults, and doors have been made from copper for hundreds or thousands of years. Copper's architectural use has been expanded in modern times to include interior and exterior wall cladding, building expansion joints, radio frequency shielding, and antimicrobial indoor products, such as attractive handrails, bathroom fixtures, and counter tops. Some of copper's other important benefits as an architectural material include its low thermal movement, light weight, lightning protection, and its recyclability.", "targets": "What is the benefit to using copper for things such as counter tops and hand rails?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3822f2d3ec2f493a8d23faa457247fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Scottish traveler James Bruce reported in 1770 that Medri Bahri was a distinct political entity from Abyssinia, noting that the two territories were frequently in conflict. The Bahre-Nagassi (\"Kings of the Sea\") alternately fought with or against the Abyssinians and the neighbouring Muslim Adal Sultanate depending on the geopolitical circumstances. Medri Bahri was thus part of the Christian resistance against Imam Ahmad ibn Ibrahim al-Ghazi of Adal's forces, but later joined the Adalite states and the Ottoman Empire front against Abyssinia in 1572. That 16th century also marked the arrival of the Ottomans, who began making inroads in the Red Sea area.", "targets": "Who was James Bruce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3822f2d3ec2f493a8d23faa457247fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Scottish traveler James Bruce reported in 1770 that Medri Bahri was a distinct political entity from Abyssinia, noting that the two territories were frequently in conflict. The Bahre-Nagassi (\"Kings of the Sea\") alternately fought with or against the Abyssinians and the neighbouring Muslim Adal Sultanate depending on the geopolitical circumstances. Medri Bahri was thus part of the Christian resistance against Imam Ahmad ibn Ibrahim al-Ghazi of Adal's forces, but later joined the Adalite states and the Ottoman Empire front against Abyssinia in 1572. That 16th century also marked the arrival of the Ottomans, who began making inroads in the Red Sea area.", "targets": "In 1770, who reported that Medri Bahri was a distinct political entity from Abyssinia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3822f2d3ec2f493a8d23faa457247fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Scottish traveler James Bruce reported in 1770 that Medri Bahri was a distinct political entity from Abyssinia, noting that the two territories were frequently in conflict. The Bahre-Nagassi (\"Kings of the Sea\") alternately fought with or against the Abyssinians and the neighbouring Muslim Adal Sultanate depending on the geopolitical circumstances. Medri Bahri was thus part of the Christian resistance against Imam Ahmad ibn Ibrahim al-Ghazi of Adal's forces, but later joined the Adalite states and the Ottoman Empire front against Abyssinia in 1572. That 16th century also marked the arrival of the Ottomans, who began making inroads in the Red Sea area.", "targets": "How is The Bahre-Nagassi translated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3822f2d3ec2f493a8d23faa457247fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Scottish traveler James Bruce reported in 1770 that Medri Bahri was a distinct political entity from Abyssinia, noting that the two territories were frequently in conflict. The Bahre-Nagassi (\"Kings of the Sea\") alternately fought with or against the Abyssinians and the neighbouring Muslim Adal Sultanate depending on the geopolitical circumstances. Medri Bahri was thus part of the Christian resistance against Imam Ahmad ibn Ibrahim al-Ghazi of Adal's forces, but later joined the Adalite states and the Ottoman Empire front against Abyssinia in 1572. That 16th century also marked the arrival of the Ottomans, who began making inroads in the Red Sea area.", "targets": "What determined whether The Bahre-Nagassi fought with or against the Abyssinians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3822f2d3ec2f493a8d23faa457247fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Scottish traveler James Bruce reported in 1770 that Medri Bahri was a distinct political entity from Abyssinia, noting that the two territories were frequently in conflict. The Bahre-Nagassi (\"Kings of the Sea\") alternately fought with or against the Abyssinians and the neighbouring Muslim Adal Sultanate depending on the geopolitical circumstances. Medri Bahri was thus part of the Christian resistance against Imam Ahmad ibn Ibrahim al-Ghazi of Adal's forces, but later joined the Adalite states and the Ottoman Empire front against Abyssinia in 1572. That 16th century also marked the arrival of the Ottomans, who began making inroads in the Red Sea area.", "targets": "Which century marked the arrival of the Ottomans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ceeed9cbe614daaa437d2d666393a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows 3.0 was released in May 1990, and according to a common saying at the time \"Windows was not as good as Macintosh, but it was good enough for the average user\". Though still a graphical wrapper that relied upon MS-DOS, 3.0 was the first iteration of Windows which had a feature set and performance comparable to the much more expensive Macintosh platform. It also did not help matters that during the previous year Jean-Louis Gass\u00e9e had steadfastly refused to lower the profit margins on Mac computers. Finally, there was a component shortage that rocked the exponentially-expanding PC industry in 1989, forcing Apple USA head Allan Loren to cut prices which dropped Apple's margins.", "targets": "When Microsfot Windows 3.0 was released, what was it commonly said to not be as good as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ceeed9cbe614daaa437d2d666393a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows 3.0 was released in May 1990, and according to a common saying at the time \"Windows was not as good as Macintosh, but it was good enough for the average user\". Though still a graphical wrapper that relied upon MS-DOS, 3.0 was the first iteration of Windows which had a feature set and performance comparable to the much more expensive Macintosh platform. It also did not help matters that during the previous year Jean-Louis Gass\u00e9e had steadfastly refused to lower the profit margins on Mac computers. Finally, there was a component shortage that rocked the exponentially-expanding PC industry in 1989, forcing Apple USA head Allan Loren to cut prices which dropped Apple's margins.", "targets": "Who was Microsoft Windows 3.0 commonly said to be good enough for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ceeed9cbe614daaa437d2d666393a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows 3.0 was released in May 1990, and according to a common saying at the time \"Windows was not as good as Macintosh, but it was good enough for the average user\". Though still a graphical wrapper that relied upon MS-DOS, 3.0 was the first iteration of Windows which had a feature set and performance comparable to the much more expensive Macintosh platform. It also did not help matters that during the previous year Jean-Louis Gass\u00e9e had steadfastly refused to lower the profit margins on Mac computers. Finally, there was a component shortage that rocked the exponentially-expanding PC industry in 1989, forcing Apple USA head Allan Loren to cut prices which dropped Apple's margins.", "targets": "What was responsible for the drop in Apple's margins in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ceeed9cbe614daaa437d2d666393a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows 3.0 was released in May 1990, and according to a common saying at the time \"Windows was not as good as Macintosh, but it was good enough for the average user\". Though still a graphical wrapper that relied upon MS-DOS, 3.0 was the first iteration of Windows which had a feature set and performance comparable to the much more expensive Macintosh platform. It also did not help matters that during the previous year Jean-Louis Gass\u00e9e had steadfastly refused to lower the profit margins on Mac computers. Finally, there was a component shortage that rocked the exponentially-expanding PC industry in 1989, forcing Apple USA head Allan Loren to cut prices which dropped Apple's margins.", "targets": "Who made the decision in 1989 to cut prices on Mac computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ceeed9cbe614daaa437d2d666393a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows 3.0 was released in May 1990, and according to a common saying at the time \"Windows was not as good as Macintosh, but it was good enough for the average user\". Though still a graphical wrapper that relied upon MS-DOS, 3.0 was the first iteration of Windows which had a feature set and performance comparable to the much more expensive Macintosh platform. It also did not help matters that during the previous year Jean-Louis Gass\u00e9e had steadfastly refused to lower the profit margins on Mac computers. Finally, there was a component shortage that rocked the exponentially-expanding PC industry in 1989, forcing Apple USA head Allan Loren to cut prices which dropped Apple's margins.", "targets": "What was Microsoft Windows 3.0's performance comparable to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-319a7a039b194b2fb36e09cfb8a41c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By that time, the majority of black people in the United States were native-born, so the use of the term \"African\" became problematic. Though initially a source of pride, many blacks feared that the use of African as an identity would be a hindrance to their fight for full citizenship in the US. They also felt that it would give ammunition to those who were advocating repatriating black people back to Africa. In 1835, black leaders called upon Black Americans to remove the title of \"African\" from their institutions and replace it with \"Negro\" or \"Colored American\". A few institutions chose to keep their historic names, such as the African Methodist Episcopal Church. African Americans popularly used the terms \"Negro\" or \"colored\" for themselves until the late 1960s.", "targets": "Why did the use of \"African\" become an issue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-319a7a039b194b2fb36e09cfb8a41c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By that time, the majority of black people in the United States were native-born, so the use of the term \"African\" became problematic. Though initially a source of pride, many blacks feared that the use of African as an identity would be a hindrance to their fight for full citizenship in the US. They also felt that it would give ammunition to those who were advocating repatriating black people back to Africa. In 1835, black leaders called upon Black Americans to remove the title of \"African\" from their institutions and replace it with \"Negro\" or \"Colored American\". A few institutions chose to keep their historic names, such as the African Methodist Episcopal Church. African Americans popularly used the terms \"Negro\" or \"colored\" for themselves until the late 1960s.", "targets": "Why did blacks fear to identify as African?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-319a7a039b194b2fb36e09cfb8a41c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By that time, the majority of black people in the United States were native-born, so the use of the term \"African\" became problematic. Though initially a source of pride, many blacks feared that the use of African as an identity would be a hindrance to their fight for full citizenship in the US. They also felt that it would give ammunition to those who were advocating repatriating black people back to Africa. In 1835, black leaders called upon Black Americans to remove the title of \"African\" from their institutions and replace it with \"Negro\" or \"Colored American\". A few institutions chose to keep their historic names, such as the African Methodist Episcopal Church. African Americans popularly used the terms \"Negro\" or \"colored\" for themselves until the late 1960s.", "targets": "What year did Black leaders call for this change in language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-319a7a039b194b2fb36e09cfb8a41c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By that time, the majority of black people in the United States were native-born, so the use of the term \"African\" became problematic. Though initially a source of pride, many blacks feared that the use of African as an identity would be a hindrance to their fight for full citizenship in the US. They also felt that it would give ammunition to those who were advocating repatriating black people back to Africa. In 1835, black leaders called upon Black Americans to remove the title of \"African\" from their institutions and replace it with \"Negro\" or \"Colored American\". A few institutions chose to keep their historic names, such as the African Methodist Episcopal Church. African Americans popularly used the terms \"Negro\" or \"colored\" for themselves until the late 1960s.", "targets": "What group decided to keep the \"African\" in their name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-319a7a039b194b2fb36e09cfb8a41c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By that time, the majority of black people in the United States were native-born, so the use of the term \"African\" became problematic. Though initially a source of pride, many blacks feared that the use of African as an identity would be a hindrance to their fight for full citizenship in the US. They also felt that it would give ammunition to those who were advocating repatriating black people back to Africa. In 1835, black leaders called upon Black Americans to remove the title of \"African\" from their institutions and replace it with \"Negro\" or \"Colored American\". A few institutions chose to keep their historic names, such as the African Methodist Episcopal Church. African Americans popularly used the terms \"Negro\" or \"colored\" for themselves until the late 1960s.", "targets": "What terms did African Americans use instead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b6848ae45046da96a6e9ace5b50e49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern commentators have argued against exaggerating Chopin's primacy as a \"nationalist\" or \"patriotic\" composer. George Golos refers to earlier \"nationalist\" composers in Central Europe, including Poland's Micha\u0142 Kleofas Ogi\u0144ski and Franciszek Lessel, who utilised polonaise and mazurka forms. Barbara Milewski suggests that Chopin's experience of Polish music came more from \"urbanised\" Warsaw versions than from folk music, and that attempts (by Jachimecki and others) to demonstrate genuine folk music in his works are without basis. Richard Taruskin impugns Schumann's attitude toward Chopin's works as patronizing and comments that Chopin \"felt his Polish patriotism deeply and sincerely\" but consciously modelled his works on the tradition of Bach, Beethoven, Schubert and Field.", "targets": "Who said that Chopin's familiarity with Polish music was more \"urbanised\"  than true folk music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b6848ae45046da96a6e9ace5b50e49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern commentators have argued against exaggerating Chopin's primacy as a \"nationalist\" or \"patriotic\" composer. George Golos refers to earlier \"nationalist\" composers in Central Europe, including Poland's Micha\u0142 Kleofas Ogi\u0144ski and Franciszek Lessel, who utilised polonaise and mazurka forms. Barbara Milewski suggests that Chopin's experience of Polish music came more from \"urbanised\" Warsaw versions than from folk music, and that attempts (by Jachimecki and others) to demonstrate genuine folk music in his works are without basis. Richard Taruskin impugns Schumann's attitude toward Chopin's works as patronizing and comments that Chopin \"felt his Polish patriotism deeply and sincerely\" but consciously modelled his works on the tradition of Bach, Beethoven, Schubert and Field.", "targets": "George Golos references what two musicians when claiming Chopin's nationalism was overrated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5b6848ae45046da96a6e9ace5b50e49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some modern commentators have argued against exaggerating Chopin's primacy as a \"nationalist\" or \"patriotic\" composer. George Golos refers to earlier \"nationalist\" composers in Central Europe, including Poland's Micha\u0142 Kleofas Ogi\u0144ski and Franciszek Lessel, who utilised polonaise and mazurka forms. Barbara Milewski suggests that Chopin's experience of Polish music came more from \"urbanised\" Warsaw versions than from folk music, and that attempts (by Jachimecki and others) to demonstrate genuine folk music in his works are without basis. Richard Taruskin impugns Schumann's attitude toward Chopin's works as patronizing and comments that Chopin \"felt his Polish patriotism deeply and sincerely\" but consciously modelled his works on the tradition of Bach, Beethoven, Schubert and Field.", "targets": "Who said Chopin's works were modeled after Bach, Beethoven, Schubert and Field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3341d37115a410f8266447f8025141a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invention of electronic computers in the 1940s, along with the development of mathematical information theory, led to a realization that brains can potentially be understood as information processing systems. This concept formed the basis of the field of cybernetics, and eventually gave rise to the field now known as computational neuroscience. The earliest attempts at cybernetics were somewhat crude in that they treated the brain as essentially a digital computer in disguise, as for example in John von Neumann's 1958 book, The Computer and the Brain. Over the years, though, accumulating information about the electrical responses of brain cells recorded from behaving animals has steadily moved theoretical concepts in the direction of increasing realism.", "targets": "Computers were invented in what decade in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3341d37115a410f8266447f8025141a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invention of electronic computers in the 1940s, along with the development of mathematical information theory, led to a realization that brains can potentially be understood as information processing systems. This concept formed the basis of the field of cybernetics, and eventually gave rise to the field now known as computational neuroscience. The earliest attempts at cybernetics were somewhat crude in that they treated the brain as essentially a digital computer in disguise, as for example in John von Neumann's 1958 book, The Computer and the Brain. Over the years, though, accumulating information about the electrical responses of brain cells recorded from behaving animals has steadily moved theoretical concepts in the direction of increasing realism.", "targets": "Neuroscience spawned from what field of science in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3341d37115a410f8266447f8025141a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invention of electronic computers in the 1940s, along with the development of mathematical information theory, led to a realization that brains can potentially be understood as information processing systems. This concept formed the basis of the field of cybernetics, and eventually gave rise to the field now known as computational neuroscience. The earliest attempts at cybernetics were somewhat crude in that they treated the brain as essentially a digital computer in disguise, as for example in John von Neumann's 1958 book, The Computer and the Brain. Over the years, though, accumulating information about the electrical responses of brain cells recorded from behaving animals has steadily moved theoretical concepts in the direction of increasing realism.", "targets": "Who wrote the book, The Computer and the Brain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3341d37115a410f8266447f8025141a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invention of electronic computers in the 1940s, along with the development of mathematical information theory, led to a realization that brains can potentially be understood as information processing systems. This concept formed the basis of the field of cybernetics, and eventually gave rise to the field now known as computational neuroscience. The earliest attempts at cybernetics were somewhat crude in that they treated the brain as essentially a digital computer in disguise, as for example in John von Neumann's 1958 book, The Computer and the Brain. Over the years, though, accumulating information about the electrical responses of brain cells recorded from behaving animals has steadily moved theoretical concepts in the direction of increasing realism.", "targets": "When was John von Neumann's book, The Computer and the Brain published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b20af2a9b084ac58c2481c16b6fc0bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the higher education sector, there are seven designated Universities of Technology in Australia (though, note, not all use the phrase \"university of technology\", such as the Universities of Canberra and South Australia, which used to be Colleges of Advanced Education before transitioning into fully-fledged universities with the ability - most important of all - to confer doctorates):", "targets": "In Australia, how many universities are recognized as Universities of Technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb87ba909228448dbc88d7ec1f8d7371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many sports popular today were formalised by British Public schools and universities in the 19th century. These schools produced the civil servants and military and naval officers required to build and maintain the British empire, and team sports were considered a vital tool for training their students to think and act as part of a team. Former public schoolboys continued to pursue these activities, and founded organisations such as the Football Association (FA). Today's association of football with the working classes began in 1885 when the FA changed its rules to allow professional players.", "targets": "Who created and popularized many of the sports that we love today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb87ba909228448dbc88d7ec1f8d7371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many sports popular today were formalised by British Public schools and universities in the 19th century. These schools produced the civil servants and military and naval officers required to build and maintain the British empire, and team sports were considered a vital tool for training their students to think and act as part of a team. Former public schoolboys continued to pursue these activities, and founded organisations such as the Football Association (FA). Today's association of football with the working classes began in 1885 when the FA changed its rules to allow professional players.", "targets": "Why were sports important in these schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb87ba909228448dbc88d7ec1f8d7371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many sports popular today were formalised by British Public schools and universities in the 19th century. These schools produced the civil servants and military and naval officers required to build and maintain the British empire, and team sports were considered a vital tool for training their students to think and act as part of a team. Former public schoolboys continued to pursue these activities, and founded organisations such as the Football Association (FA). Today's association of football with the working classes began in 1885 when the FA changed its rules to allow professional players.", "targets": "Who founded organizations like the FA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb87ba909228448dbc88d7ec1f8d7371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many sports popular today were formalised by British Public schools and universities in the 19th century. These schools produced the civil servants and military and naval officers required to build and maintain the British empire, and team sports were considered a vital tool for training their students to think and act as part of a team. Former public schoolboys continued to pursue these activities, and founded organisations such as the Football Association (FA). Today's association of football with the working classes began in 1885 when the FA changed its rules to allow professional players.", "targets": "What changed in 1885 due to the FA changing rules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691d1c365f0b451c988ad2fd7cfd327a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many writers compare their perceptions of To Kill a Mockingbird as adults with when they first read it as children. Mary McDonagh Murphy interviewed celebrities including Oprah Winfrey, Rosanne Cash, Tom Brokaw, and Harper's sister Alice Lee, who read the novel and compiled their impressions of it as children and adults into a book titled Scout, Atticus, and Boo.", "targets": "Public figure's impressions of the novel were formed into a book called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691d1c365f0b451c988ad2fd7cfd327a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many writers compare their perceptions of To Kill a Mockingbird as adults with when they first read it as children. Mary McDonagh Murphy interviewed celebrities including Oprah Winfrey, Rosanne Cash, Tom Brokaw, and Harper's sister Alice Lee, who read the novel and compiled their impressions of it as children and adults into a book titled Scout, Atticus, and Boo.", "targets": "Who was Harper Lee's sister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-691d1c365f0b451c988ad2fd7cfd327a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many writers compare their perceptions of To Kill a Mockingbird as adults with when they first read it as children. Mary McDonagh Murphy interviewed celebrities including Oprah Winfrey, Rosanne Cash, Tom Brokaw, and Harper's sister Alice Lee, who read the novel and compiled their impressions of it as children and adults into a book titled Scout, Atticus, and Boo.", "targets": "What book compiled Adults'  impressions and their impressions as children about the novel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "Who won season 13 of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "Who came in second on season 13 of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "What song did Caleb Johnson first release after winning American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "What song did Jena Irene release after coming in second on American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "Who won this season of Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "Who was the runner up this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "What was Johnson's coronation song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce5ca392cf74e3d9622aa8138899080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Caleb Johnson was named the winner of the season, with Jena Irene as the runner-up. Johnson released \"As Long as You Love Me\" as his coronation single while Irene released \"We Are One\".", "targets": "What was Irene's coronation song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cb74a39ec8740d2a6c6f66e8fd64314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small Armenian trading and religious communities have existed outside of Armenia for centuries. For example, a community has existed for over a millennium in the Holy Land, and one of the four quarters of the walled Old City of Jerusalem has been called the Armenian Quarter. An Armenian Catholic monastic community of 35 founded in 1717 exists on an island near Venice, Italy. There are also remnants of formerly populous communities in India, Myanmar, Thailand, Belgium, Portugal, Italy, Poland, Austria, Hungary, Bulgaria, Romania, Serbia, Ethiopia, Sudan and Egypt.[citation needed]", "targets": "What is the Armenian Quarter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cb74a39ec8740d2a6c6f66e8fd64314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small Armenian trading and religious communities have existed outside of Armenia for centuries. For example, a community has existed for over a millennium in the Holy Land, and one of the four quarters of the walled Old City of Jerusalem has been called the Armenian Quarter. An Armenian Catholic monastic community of 35 founded in 1717 exists on an island near Venice, Italy. There are also remnants of formerly populous communities in India, Myanmar, Thailand, Belgium, Portugal, Italy, Poland, Austria, Hungary, Bulgaria, Romania, Serbia, Ethiopia, Sudan and Egypt.[citation needed]", "targets": "How many people live in the Armenian monastery in or near Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cb74a39ec8740d2a6c6f66e8fd64314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small Armenian trading and religious communities have existed outside of Armenia for centuries. For example, a community has existed for over a millennium in the Holy Land, and one of the four quarters of the walled Old City of Jerusalem has been called the Armenian Quarter. An Armenian Catholic monastic community of 35 founded in 1717 exists on an island near Venice, Italy. There are also remnants of formerly populous communities in India, Myanmar, Thailand, Belgium, Portugal, Italy, Poland, Austria, Hungary, Bulgaria, Romania, Serbia, Ethiopia, Sudan and Egypt.[citation needed]", "targets": "When was the Italian Armenian monastery founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cb74a39ec8740d2a6c6f66e8fd64314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small Armenian trading and religious communities have existed outside of Armenia for centuries. For example, a community has existed for over a millennium in the Holy Land, and one of the four quarters of the walled Old City of Jerusalem has been called the Armenian Quarter. An Armenian Catholic monastic community of 35 founded in 1717 exists on an island near Venice, Italy. There are also remnants of formerly populous communities in India, Myanmar, Thailand, Belgium, Portugal, Italy, Poland, Austria, Hungary, Bulgaria, Romania, Serbia, Ethiopia, Sudan and Egypt.[citation needed]", "targets": "What religion is the Italian Armenian monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cb74a39ec8740d2a6c6f66e8fd64314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small Armenian trading and religious communities have existed outside of Armenia for centuries. For example, a community has existed for over a millennium in the Holy Land, and one of the four quarters of the walled Old City of Jerusalem has been called the Armenian Quarter. An Armenian Catholic monastic community of 35 founded in 1717 exists on an island near Venice, Italy. There are also remnants of formerly populous communities in India, Myanmar, Thailand, Belgium, Portugal, Italy, Poland, Austria, Hungary, Bulgaria, Romania, Serbia, Ethiopia, Sudan and Egypt.[citation needed]", "targets": "Where is the Italian Armenian monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f3885450c2f418aa8dedf2c3cc512a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of W\u00f6rth (also known as Fr\u00f6schwiller or Reichshoffen) began when the two armies clashed again on 6 August near W\u00f6rth in the town of Fr\u00f6schwiller, about 10 miles (16 km) from Wissembourg. The Crown Prince of Prussia's 3rd army had, on the quick reaction of his Chief of Staff General von Blumenthal, drawn reinforcements which brought its strength up to 140,000 troops. The French had been slowly reinforced and their force numbered only 35,000. Although badly outnumbered, the French defended their position just outside Fr\u00f6schwiller. By afternoon, the Germans had suffered c.\u200910,500 killed or wounded and the French had lost a similar number of casualties and another c.\u20099,200 men taken prisoner, a loss of about 50%. The Germans captured Fr\u00f6schwiller which sat on a hilltop in the centre of the French line. Having lost any hope for victory and facing a massacre, the French army disengaged and retreated in a westerly direction towards Bitche and Saverne, hoping to join French forces on the other side of the Vosges mountains. The German 3rd army did not pursue the French but remained in Alsace and moved slowly south, attacking and destroying the French garrisons in the vicinity.", "targets": "What battle began when two armies collided in the town of Froschwiller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f3885450c2f418aa8dedf2c3cc512a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of W\u00f6rth (also known as Fr\u00f6schwiller or Reichshoffen) began when the two armies clashed again on 6 August near W\u00f6rth in the town of Fr\u00f6schwiller, about 10 miles (16 km) from Wissembourg. The Crown Prince of Prussia's 3rd army had, on the quick reaction of his Chief of Staff General von Blumenthal, drawn reinforcements which brought its strength up to 140,000 troops. The French had been slowly reinforced and their force numbered only 35,000. Although badly outnumbered, the French defended their position just outside Fr\u00f6schwiller. By afternoon, the Germans had suffered c.\u200910,500 killed or wounded and the French had lost a similar number of casualties and another c.\u20099,200 men taken prisoner, a loss of about 50%. The Germans captured Fr\u00f6schwiller which sat on a hilltop in the centre of the French line. Having lost any hope for victory and facing a massacre, the French army disengaged and retreated in a westerly direction towards Bitche and Saverne, hoping to join French forces on the other side of the Vosges mountains. The German 3rd army did not pursue the French but remained in Alsace and moved slowly south, attacking and destroying the French garrisons in the vicinity.", "targets": "On what date did the Battle of Worth begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f3885450c2f418aa8dedf2c3cc512a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of W\u00f6rth (also known as Fr\u00f6schwiller or Reichshoffen) began when the two armies clashed again on 6 August near W\u00f6rth in the town of Fr\u00f6schwiller, about 10 miles (16 km) from Wissembourg. The Crown Prince of Prussia's 3rd army had, on the quick reaction of his Chief of Staff General von Blumenthal, drawn reinforcements which brought its strength up to 140,000 troops. The French had been slowly reinforced and their force numbered only 35,000. Although badly outnumbered, the French defended their position just outside Fr\u00f6schwiller. By afternoon, the Germans had suffered c.\u200910,500 killed or wounded and the French had lost a similar number of casualties and another c.\u20099,200 men taken prisoner, a loss of about 50%. The Germans captured Fr\u00f6schwiller which sat on a hilltop in the centre of the French line. Having lost any hope for victory and facing a massacre, the French army disengaged and retreated in a westerly direction towards Bitche and Saverne, hoping to join French forces on the other side of the Vosges mountains. The German 3rd army did not pursue the French but remained in Alsace and moved slowly south, attacking and destroying the French garrisons in the vicinity.", "targets": "What was the estimated number of troops in Prussia's 3rd Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f3885450c2f418aa8dedf2c3cc512a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of W\u00f6rth (also known as Fr\u00f6schwiller or Reichshoffen) began when the two armies clashed again on 6 August near W\u00f6rth in the town of Fr\u00f6schwiller, about 10 miles (16 km) from Wissembourg. The Crown Prince of Prussia's 3rd army had, on the quick reaction of his Chief of Staff General von Blumenthal, drawn reinforcements which brought its strength up to 140,000 troops. The French had been slowly reinforced and their force numbered only 35,000. Although badly outnumbered, the French defended their position just outside Fr\u00f6schwiller. By afternoon, the Germans had suffered c.\u200910,500 killed or wounded and the French had lost a similar number of casualties and another c.\u20099,200 men taken prisoner, a loss of about 50%. The Germans captured Fr\u00f6schwiller which sat on a hilltop in the centre of the French line. Having lost any hope for victory and facing a massacre, the French army disengaged and retreated in a westerly direction towards Bitche and Saverne, hoping to join French forces on the other side of the Vosges mountains. The German 3rd army did not pursue the French but remained in Alsace and moved slowly south, attacking and destroying the French garrisons in the vicinity.", "targets": "What number of troops did France have to contend with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f3885450c2f418aa8dedf2c3cc512a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of W\u00f6rth (also known as Fr\u00f6schwiller or Reichshoffen) began when the two armies clashed again on 6 August near W\u00f6rth in the town of Fr\u00f6schwiller, about 10 miles (16 km) from Wissembourg. The Crown Prince of Prussia's 3rd army had, on the quick reaction of his Chief of Staff General von Blumenthal, drawn reinforcements which brought its strength up to 140,000 troops. The French had been slowly reinforced and their force numbered only 35,000. Although badly outnumbered, the French defended their position just outside Fr\u00f6schwiller. By afternoon, the Germans had suffered c.\u200910,500 killed or wounded and the French had lost a similar number of casualties and another c.\u20099,200 men taken prisoner, a loss of about 50%. The Germans captured Fr\u00f6schwiller which sat on a hilltop in the centre of the French line. Having lost any hope for victory and facing a massacre, the French army disengaged and retreated in a westerly direction towards Bitche and Saverne, hoping to join French forces on the other side of the Vosges mountains. The German 3rd army did not pursue the French but remained in Alsace and moved slowly south, attacking and destroying the French garrisons in the vicinity.", "targets": "Instead of pursuing the French as they retreated, the Germans decided to remain where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841879e7686741c7b7413af387ea1cf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Encyclop\u00e6dia Britannica defines the Near East as including Armenia, Azerbaijan, Bahrain, Cyprus, Egypt, Georgia, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Turkey, the United Arab Emirates, the West Bank, and Yemen. The Food and Agriculture Organization (FAO) of the United Nations defines the region similarly, but also includes Afghanistan while excluding the countries of North Africa and the Palestinian territories. According to the National Geographic Society, the terms Near East and Middle East denote the same territories and are 'generally accepted as comprising the countries of the Arabian Peninsula, Cyprus, Egypt, Iraq, Iran, Israel, Jordan, Lebanon, Palestinian territories, Syria, and Turkey'.", "targets": "Who defines the Near East as including Armenia, Azerbaijan, Bahrain, Cyprus, Egypt. Georgia, Iran, Iraq, Isreal, Jordan, Kuwait, Lebanon, Libya, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Turkey, the United Arab Emirates, the West Bank, and Yemen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841879e7686741c7b7413af387ea1cf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Encyclop\u00e6dia Britannica defines the Near East as including Armenia, Azerbaijan, Bahrain, Cyprus, Egypt, Georgia, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Turkey, the United Arab Emirates, the West Bank, and Yemen. The Food and Agriculture Organization (FAO) of the United Nations defines the region similarly, but also includes Afghanistan while excluding the countries of North Africa and the Palestinian territories. According to the National Geographic Society, the terms Near East and Middle East denote the same territories and are 'generally accepted as comprising the countries of the Arabian Peninsula, Cyprus, Egypt, Iraq, Iran, Israel, Jordan, Lebanon, Palestinian territories, Syria, and Turkey'.", "targets": "The Food and Agriculture Organization of the United Nations also includes what Country in the definition of Near East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841879e7686741c7b7413af387ea1cf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Encyclop\u00e6dia Britannica defines the Near East as including Armenia, Azerbaijan, Bahrain, Cyprus, Egypt, Georgia, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Turkey, the United Arab Emirates, the West Bank, and Yemen. The Food and Agriculture Organization (FAO) of the United Nations defines the region similarly, but also includes Afghanistan while excluding the countries of North Africa and the Palestinian territories. According to the National Geographic Society, the terms Near East and Middle East denote the same territories and are 'generally accepted as comprising the countries of the Arabian Peninsula, Cyprus, Egypt, Iraq, Iran, Israel, Jordan, Lebanon, Palestinian territories, Syria, and Turkey'.", "targets": "What group believes the terms Near East and Middle East denote the same territories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b15a4dd1af4fbb806815f9e1517528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1932, Hayek suggested that private investment in the public markets was a better road to wealth and economic co-ordination in Britain than government spending programs, as argued in a letter he co-signed with Lionel Robbins and others in an exchange of letters with John Maynard Keynes in The Times. The nearly decade long deflationary depression in Britain dating from Churchill's decision in 1925 to return Britain to the gold standard at the old pre-war, pre-inflationary par was the public policy backdrop for Hayek's single public engagement with Keynes over British monetary and fiscal policy, otherwise Hayek and Keynes agreed on many theoretical matters, and their economic disagreements were fundamentally theoretical, having to do almost exclusively with the relation of the economics of extending the length of production to the economics of labour inputs.", "targets": "What did Hayek claim to be better than investing in government spending programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b15a4dd1af4fbb806815f9e1517528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1932, Hayek suggested that private investment in the public markets was a better road to wealth and economic co-ordination in Britain than government spending programs, as argued in a letter he co-signed with Lionel Robbins and others in an exchange of letters with John Maynard Keynes in The Times. The nearly decade long deflationary depression in Britain dating from Churchill's decision in 1925 to return Britain to the gold standard at the old pre-war, pre-inflationary par was the public policy backdrop for Hayek's single public engagement with Keynes over British monetary and fiscal policy, otherwise Hayek and Keynes agreed on many theoretical matters, and their economic disagreements were fundamentally theoretical, having to do almost exclusively with the relation of the economics of extending the length of production to the economics of labour inputs.", "targets": "What other notable figure signed the letter in which Hayek made his statement regarding private investment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b15a4dd1af4fbb806815f9e1517528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1932, Hayek suggested that private investment in the public markets was a better road to wealth and economic co-ordination in Britain than government spending programs, as argued in a letter he co-signed with Lionel Robbins and others in an exchange of letters with John Maynard Keynes in The Times. The nearly decade long deflationary depression in Britain dating from Churchill's decision in 1925 to return Britain to the gold standard at the old pre-war, pre-inflationary par was the public policy backdrop for Hayek's single public engagement with Keynes over British monetary and fiscal policy, otherwise Hayek and Keynes agreed on many theoretical matters, and their economic disagreements were fundamentally theoretical, having to do almost exclusively with the relation of the economics of extending the length of production to the economics of labour inputs.", "targets": "Who was responsible for England's return to the use of gold as standard currency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51b15a4dd1af4fbb806815f9e1517528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1932, Hayek suggested that private investment in the public markets was a better road to wealth and economic co-ordination in Britain than government spending programs, as argued in a letter he co-signed with Lionel Robbins and others in an exchange of letters with John Maynard Keynes in The Times. The nearly decade long deflationary depression in Britain dating from Churchill's decision in 1925 to return Britain to the gold standard at the old pre-war, pre-inflationary par was the public policy backdrop for Hayek's single public engagement with Keynes over British monetary and fiscal policy, otherwise Hayek and Keynes agreed on many theoretical matters, and their economic disagreements were fundamentally theoretical, having to do almost exclusively with the relation of the economics of extending the length of production to the economics of labour inputs.", "targets": "With whom did Hayek disagree with publicly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6ce40b4e694a568c34185a9d435017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other than by appearance, \"Coloureds\" can usually be distinguished from \"Blacks\" by language. Most speak Afrikaans or English as a first language, as opposed to Bantu languages such as Zulu or Xhosa. They also tend to have more European-sounding names than Bantu names.", "targets": "What is another way \"Coloureds\" can be distinguished from \"Blacks\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6ce40b4e694a568c34185a9d435017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other than by appearance, \"Coloureds\" can usually be distinguished from \"Blacks\" by language. Most speak Afrikaans or English as a first language, as opposed to Bantu languages such as Zulu or Xhosa. They also tend to have more European-sounding names than Bantu names.", "targets": "What languages are most common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6ce40b4e694a568c34185a9d435017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other than by appearance, \"Coloureds\" can usually be distinguished from \"Blacks\" by language. Most speak Afrikaans or English as a first language, as opposed to Bantu languages such as Zulu or Xhosa. They also tend to have more European-sounding names than Bantu names.", "targets": "What are less common languages spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6ce40b4e694a568c34185a9d435017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other than by appearance, \"Coloureds\" can usually be distinguished from \"Blacks\" by language. Most speak Afrikaans or English as a first language, as opposed to Bantu languages such as Zulu or Xhosa. They also tend to have more European-sounding names than Bantu names.", "targets": "What types of names do \"coloureds\" have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6ce40b4e694a568c34185a9d435017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other than by appearance, \"Coloureds\" can usually be distinguished from \"Blacks\" by language. Most speak Afrikaans or English as a first language, as opposed to Bantu languages such as Zulu or Xhosa. They also tend to have more European-sounding names than Bantu names.", "targets": "What type of names do \"blacks\" have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "Which branches of the national military does the U.S. president command?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "Whose approval is required for the president's appointees to take office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "What is a Congressional means of removing presidential appointees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "What term can characterize the status of bodies like the War Claims Commission and the Interstate Commerce Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "Which of the three branches has the duty of Commander and Chief?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "Who has the authority to make treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "What is it called when congress terminates an appointment of the President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63f493c299b40939d658c5045a7fcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive power is vested, with exceptions and qualifications, in the President. By law (Section 2.) the president becomes the Commander in Chief of the Army and Navy, Militia of several states when called into service, has power to make treaties and appointments to office \"with the Advice and Consent of the Senate,\" receive Ambassadors and Public Ministers, and \"take care that the laws be faithfully executed\" (Section 3.) By using these words, the Constitution does not require the president to personally enforce the law; rather, officers subordinate to the president may perform such duties. The Constitution empowers the president to ensure the faithful execution of the laws made by Congress and approved by the President. Congress may itself terminate such appointments, by impeachment, and restrict the president. Bodies such as the War Claims Commission, the Interstate Commerce Commission and the Federal Trade Commission\u2014all quasi-judicial\u2014often have direct Congressional oversight.", "targets": "Who has over-sight of the Federal Trade Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fcb32ecce0f486ca937f8195494924f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in the United States, the independent National Research Council has noted that \"sufficient domestic renewable resources exist to allow renewable electricity to play a significant role in future electricity generation and thus help confront issues related to climate change, energy security, and the escalation of energy costs \u2026 Renewable energy is an attractive option because renewable resources available in the United States, taken collectively, can supply significantly greater amounts of electricity than the total current or projected domestic demand.\" .", "targets": "Why is renewable energy an attractive option?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fcb32ecce0f486ca937f8195494924f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in the United States, the independent National Research Council has noted that \"sufficient domestic renewable resources exist to allow renewable electricity to play a significant role in future electricity generation and thus help confront issues related to climate change, energy security, and the escalation of energy costs \u2026 Renewable energy is an attractive option because renewable resources available in the United States, taken collectively, can supply significantly greater amounts of electricity than the total current or projected domestic demand.\" .", "targets": "In what country is the National Research Council located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fcb32ecce0f486ca937f8195494924f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, in the United States, the independent National Research Council has noted that \"sufficient domestic renewable resources exist to allow renewable electricity to play a significant role in future electricity generation and thus help confront issues related to climate change, energy security, and the escalation of energy costs \u2026 Renewable energy is an attractive option because renewable resources available in the United States, taken collectively, can supply significantly greater amounts of electricity than the total current or projected domestic demand.\" .", "targets": "Sufficient domestic reneewable resources exist for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7bf23c972b4183ba396bd827d35f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Universal's main product had always been low-budget film, it was one of the last major studios to have a contract with Technicolor. The studio did not make use of the three-strip Technicolor process until Arabian Nights (1942), starring Jon Hall and Maria Montez. The following year, Technicolor was also used in Universal's remake of their 1925 horror melodrama, Phantom of the Opera with Claude Rains and Nelson Eddy. With the success of their first two pictures, a regular schedule of high-budget, Technicolor films followed.", "targets": "What was the first Universal film to use the three-strip Technicolor process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7bf23c972b4183ba396bd827d35f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Universal's main product had always been low-budget film, it was one of the last major studios to have a contract with Technicolor. The studio did not make use of the three-strip Technicolor process until Arabian Nights (1942), starring Jon Hall and Maria Montez. The following year, Technicolor was also used in Universal's remake of their 1925 horror melodrama, Phantom of the Opera with Claude Rains and Nelson Eddy. With the success of their first two pictures, a regular schedule of high-budget, Technicolor films followed.", "targets": "What actress starred in Arabian Nights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7bf23c972b4183ba396bd827d35f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Universal's main product had always been low-budget film, it was one of the last major studios to have a contract with Technicolor. The studio did not make use of the three-strip Technicolor process until Arabian Nights (1942), starring Jon Hall and Maria Montez. The following year, Technicolor was also used in Universal's remake of their 1925 horror melodrama, Phantom of the Opera with Claude Rains and Nelson Eddy. With the success of their first two pictures, a regular schedule of high-budget, Technicolor films followed.", "targets": "Along with Nelson Eddy, who starred in the Phantom of the Opera?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7bf23c972b4183ba396bd827d35f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Universal's main product had always been low-budget film, it was one of the last major studios to have a contract with Technicolor. The studio did not make use of the three-strip Technicolor process until Arabian Nights (1942), starring Jon Hall and Maria Montez. The following year, Technicolor was also used in Universal's remake of their 1925 horror melodrama, Phantom of the Opera with Claude Rains and Nelson Eddy. With the success of their first two pictures, a regular schedule of high-budget, Technicolor films followed.", "targets": "When was Universal's first version of the Phantom of the Opera made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb7bf23c972b4183ba396bd827d35f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As Universal's main product had always been low-budget film, it was one of the last major studios to have a contract with Technicolor. The studio did not make use of the three-strip Technicolor process until Arabian Nights (1942), starring Jon Hall and Maria Montez. The following year, Technicolor was also used in Universal's remake of their 1925 horror melodrama, Phantom of the Opera with Claude Rains and Nelson Eddy. With the success of their first two pictures, a regular schedule of high-budget, Technicolor films followed.", "targets": "In what year was Arabian Nights produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68061f48b1444141af5f17f3e9f00e26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the time of John Seller's Atlas Maritima of 1670, \"India Beyond the Ganges\" had become \"the East Indies\" including China, Korea, southeast Asia and the islands of the Pacific in a map that was every bit as distorted as Ptolemy's, despite the lapse of approximately 1500 years. That \"east\" in turn was only an English translation of Latin Oriens and Orientalis, \"the land of the rising sun,\" used since Roman times for \"east.\" The world map of Jodocus Hondius of 1590 labels all of Asia from the Caspian to the Pacific as India Orientalis, shortly to appear in translation as the East Indies.", "targets": "When was John Seller's Atlas Maritima?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68061f48b1444141af5f17f3e9f00e26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the time of John Seller's Atlas Maritima of 1670, \"India Beyond the Ganges\" had become \"the East Indies\" including China, Korea, southeast Asia and the islands of the Pacific in a map that was every bit as distorted as Ptolemy's, despite the lapse of approximately 1500 years. That \"east\" in turn was only an English translation of Latin Oriens and Orientalis, \"the land of the rising sun,\" used since Roman times for \"east.\" The world map of Jodocus Hondius of 1590 labels all of Asia from the Caspian to the Pacific as India Orientalis, shortly to appear in translation as the East Indies.", "targets": "What had \"India Beyond the Ganges\" become? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68061f48b1444141af5f17f3e9f00e26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the time of John Seller's Atlas Maritima of 1670, \"India Beyond the Ganges\" had become \"the East Indies\" including China, Korea, southeast Asia and the islands of the Pacific in a map that was every bit as distorted as Ptolemy's, despite the lapse of approximately 1500 years. That \"east\" in turn was only an English translation of Latin Oriens and Orientalis, \"the land of the rising sun,\" used since Roman times for \"east.\" The world map of Jodocus Hondius of 1590 labels all of Asia from the Caspian to the Pacific as India Orientalis, shortly to appear in translation as the East Indies.", "targets": "China, Korea, southeast Asia and the islands of the Pacific were included in what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68061f48b1444141af5f17f3e9f00e26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the time of John Seller's Atlas Maritima of 1670, \"India Beyond the Ganges\" had become \"the East Indies\" including China, Korea, southeast Asia and the islands of the Pacific in a map that was every bit as distorted as Ptolemy's, despite the lapse of approximately 1500 years. That \"east\" in turn was only an English translation of Latin Oriens and Orientalis, \"the land of the rising sun,\" used since Roman times for \"east.\" The world map of Jodocus Hondius of 1590 labels all of Asia from the Caspian to the Pacific as India Orientalis, shortly to appear in translation as the East Indies.", "targets": "What was only an English translation of Latin Oriens and Orientalis, \"the land of the rising sun\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68061f48b1444141af5f17f3e9f00e26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the time of John Seller's Atlas Maritima of 1670, \"India Beyond the Ganges\" had become \"the East Indies\" including China, Korea, southeast Asia and the islands of the Pacific in a map that was every bit as distorted as Ptolemy's, despite the lapse of approximately 1500 years. That \"east\" in turn was only an English translation of Latin Oriens and Orientalis, \"the land of the rising sun,\" used since Roman times for \"east.\" The world map of Jodocus Hondius of 1590 labels all of Asia from the Caspian to the Pacific as India Orientalis, shortly to appear in translation as the East Indies.", "targets": "What year did Jodocus Hondius make his world map? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c2ad0f0fb946418aebe720c7956b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study from the Mediterranean Migration Observatory maintains that the 2001 census recorded 762,191 persons residing in Greece without Greek citizenship, constituting around 7% of total population. Of the non-citizen residents, 48,560 were EU or European Free Trade Association nationals and 17,426 were Cypriots with privileged status. The majority come from Eastern European countries: Albania (56%), Bulgaria (5%) and Romania (3%), while migrants from the former Soviet Union (Georgia, Russia, Ukraine, Moldova, etc.) comprise 10% of the total. Some of the immigrants from Albania are from the Greek minority in Albania centred on the region of Northern Epirus. In addition the total Albanian national population which includes temporary migrants and undocumented persons is around 600,000.", "targets": "In 2001, how many Greek residents were not citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c2ad0f0fb946418aebe720c7956b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study from the Mediterranean Migration Observatory maintains that the 2001 census recorded 762,191 persons residing in Greece without Greek citizenship, constituting around 7% of total population. Of the non-citizen residents, 48,560 were EU or European Free Trade Association nationals and 17,426 were Cypriots with privileged status. The majority come from Eastern European countries: Albania (56%), Bulgaria (5%) and Romania (3%), while migrants from the former Soviet Union (Georgia, Russia, Ukraine, Moldova, etc.) comprise 10% of the total. Some of the immigrants from Albania are from the Greek minority in Albania centred on the region of Northern Epirus. In addition the total Albanian national population which includes temporary migrants and undocumented persons is around 600,000.", "targets": "In 2001, what was the population percentage of resident non-citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c2ad0f0fb946418aebe720c7956b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study from the Mediterranean Migration Observatory maintains that the 2001 census recorded 762,191 persons residing in Greece without Greek citizenship, constituting around 7% of total population. Of the non-citizen residents, 48,560 were EU or European Free Trade Association nationals and 17,426 were Cypriots with privileged status. The majority come from Eastern European countries: Albania (56%), Bulgaria (5%) and Romania (3%), while migrants from the former Soviet Union (Georgia, Russia, Ukraine, Moldova, etc.) comprise 10% of the total. Some of the immigrants from Albania are from the Greek minority in Albania centred on the region of Northern Epirus. In addition the total Albanian national population which includes temporary migrants and undocumented persons is around 600,000.", "targets": "From where did most non-citizen residents come? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c2ad0f0fb946418aebe720c7956b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study from the Mediterranean Migration Observatory maintains that the 2001 census recorded 762,191 persons residing in Greece without Greek citizenship, constituting around 7% of total population. Of the non-citizen residents, 48,560 were EU or European Free Trade Association nationals and 17,426 were Cypriots with privileged status. The majority come from Eastern European countries: Albania (56%), Bulgaria (5%) and Romania (3%), while migrants from the former Soviet Union (Georgia, Russia, Ukraine, Moldova, etc.) comprise 10% of the total. Some of the immigrants from Albania are from the Greek minority in Albania centred on the region of Northern Epirus. In addition the total Albanian national population which includes temporary migrants and undocumented persons is around 600,000.", "targets": "What is the total Albanian population in Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ef414769074b8ba56616d32421f379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To continue evacuating a chamber indefinitely without requiring infinite growth, a compartment of the vacuum can be repeatedly closed off, exhausted, and expanded again. This is the principle behind positive displacement pumps, like the manual water pump for example. Inside the pump, a mechanism expands a small sealed cavity to create a vacuum. Because of the pressure differential, some fluid from the chamber (or the well, in our example) is pushed into the pump's small cavity. The pump's cavity is then sealed from the chamber, opened to the atmosphere, and squeezed back to a minute size.", "targets": "Repeatedly closing off a compartment of a vacuum allows what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ef414769074b8ba56616d32421f379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To continue evacuating a chamber indefinitely without requiring infinite growth, a compartment of the vacuum can be repeatedly closed off, exhausted, and expanded again. This is the principle behind positive displacement pumps, like the manual water pump for example. Inside the pump, a mechanism expands a small sealed cavity to create a vacuum. Because of the pressure differential, some fluid from the chamber (or the well, in our example) is pushed into the pump's small cavity. The pump's cavity is then sealed from the chamber, opened to the atmosphere, and squeezed back to a minute size.", "targets": "How is a vacuum created inside of a manual water pump?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ef414769074b8ba56616d32421f379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To continue evacuating a chamber indefinitely without requiring infinite growth, a compartment of the vacuum can be repeatedly closed off, exhausted, and expanded again. This is the principle behind positive displacement pumps, like the manual water pump for example. Inside the pump, a mechanism expands a small sealed cavity to create a vacuum. Because of the pressure differential, some fluid from the chamber (or the well, in our example) is pushed into the pump's small cavity. The pump's cavity is then sealed from the chamber, opened to the atmosphere, and squeezed back to a minute size.", "targets": "Why is fluid in a manual pump pushed into the pumps cavity when a small sealed cavity is expanded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36ef414769074b8ba56616d32421f379", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To continue evacuating a chamber indefinitely without requiring infinite growth, a compartment of the vacuum can be repeatedly closed off, exhausted, and expanded again. This is the principle behind positive displacement pumps, like the manual water pump for example. Inside the pump, a mechanism expands a small sealed cavity to create a vacuum. Because of the pressure differential, some fluid from the chamber (or the well, in our example) is pushed into the pump's small cavity. The pump's cavity is then sealed from the chamber, opened to the atmosphere, and squeezed back to a minute size.", "targets": "What are pumps based off principle of sealed compartment pulling,pushing and expanding called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c63bc5742e426db9fea71dc9fd2008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greater advances of the Soviet space program at the time allowed their space program to achieve other significant firsts, including the first EVA \"spacewalk\" and the first mission performed by a crew in shirt-sleeves. Gemini took a year longer than planned to accomplish its first flight, allowing the Soviets to achieve another first, launching Voskhod 1 on October 12, 1964, the first spacecraft with a three-cosmonaut crew. The USSR touted another technological achievement during this mission: it was the first space flight during which cosmonauts performed in a shirt-sleeve-environment. However, flying without spacesuits was not due to safety improvements in the Soviet spacecraft's environmental systems; rather this innovation was accomplished because the craft's limited cabin space did not allow for spacesuits. Flying without spacesuits exposed the cosmonauts to significant risk in the event of potentially fatal cabin depressurization. This feat would not be repeated until the US Apollo Command Module flew in 1968; this later mission was designed from the outset to safely transport three astronauts in a shirt-sleeve environment while in space.", "targets": "On what date was the first successful three man astronaut crew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c63bc5742e426db9fea71dc9fd2008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greater advances of the Soviet space program at the time allowed their space program to achieve other significant firsts, including the first EVA \"spacewalk\" and the first mission performed by a crew in shirt-sleeves. Gemini took a year longer than planned to accomplish its first flight, allowing the Soviets to achieve another first, launching Voskhod 1 on October 12, 1964, the first spacecraft with a three-cosmonaut crew. The USSR touted another technological achievement during this mission: it was the first space flight during which cosmonauts performed in a shirt-sleeve-environment. However, flying without spacesuits was not due to safety improvements in the Soviet spacecraft's environmental systems; rather this innovation was accomplished because the craft's limited cabin space did not allow for spacesuits. Flying without spacesuits exposed the cosmonauts to significant risk in the event of potentially fatal cabin depressurization. This feat would not be repeated until the US Apollo Command Module flew in 1968; this later mission was designed from the outset to safely transport three astronauts in a shirt-sleeve environment while in space.", "targets": "The first flight in a spacecraft that allowed no suits to be worn inside was was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44c63bc5742e426db9fea71dc9fd2008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The greater advances of the Soviet space program at the time allowed their space program to achieve other significant firsts, including the first EVA \"spacewalk\" and the first mission performed by a crew in shirt-sleeves. Gemini took a year longer than planned to accomplish its first flight, allowing the Soviets to achieve another first, launching Voskhod 1 on October 12, 1964, the first spacecraft with a three-cosmonaut crew. The USSR touted another technological achievement during this mission: it was the first space flight during which cosmonauts performed in a shirt-sleeve-environment. However, flying without spacesuits was not due to safety improvements in the Soviet spacecraft's environmental systems; rather this innovation was accomplished because the craft's limited cabin space did not allow for spacesuits. Flying without spacesuits exposed the cosmonauts to significant risk in the event of potentially fatal cabin depressurization. This feat would not be repeated until the US Apollo Command Module flew in 1968; this later mission was designed from the outset to safely transport three astronauts in a shirt-sleeve environment while in space.", "targets": "The US Apollo Command Module flew without spacesuits in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f133a1dcae4b31a4632b8e2e3e9851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was elected to the Association of American Universities in 1917 and remains a research university with \"very high\" research activity. Northwestern's schools of management, engineering, and communication are among the most academically productive in the nation. Northwestern received $550 million in research funding in 2014. Northwestern supports nearly 1,500 research laboratories across two campuses, predominately in the medical and biological sciences. Through the Innovation and New Ventures Office (INVO), Northwestern researchers disclosed 247 inventions, filed 270 patents applications, received 81 foreign and US patents, started 12 companies, and generated $79.8 million in licensing revenue in 2013. The bulk of revenue has come from a patent on pregabalin, a synthesized organic molecule discovered by chemistry professor Richard Silverman, which ultimately was marketed as Lyrica, a drug sold by Pfizer, to combat epilepsy, neuropathic pain, and fibromyalgia. INVO has been involved in creating a number of centers, including the Center for Developmental Therapeutics (CDT) and the Center for Device Development (CD2). It has also helped form over 50 Northwestern startup companies based on Northwestern technologies.", "targets": "When was Northwestern elected to the Association of American Universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f133a1dcae4b31a4632b8e2e3e9851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was elected to the Association of American Universities in 1917 and remains a research university with \"very high\" research activity. Northwestern's schools of management, engineering, and communication are among the most academically productive in the nation. Northwestern received $550 million in research funding in 2014. Northwestern supports nearly 1,500 research laboratories across two campuses, predominately in the medical and biological sciences. Through the Innovation and New Ventures Office (INVO), Northwestern researchers disclosed 247 inventions, filed 270 patents applications, received 81 foreign and US patents, started 12 companies, and generated $79.8 million in licensing revenue in 2013. The bulk of revenue has come from a patent on pregabalin, a synthesized organic molecule discovered by chemistry professor Richard Silverman, which ultimately was marketed as Lyrica, a drug sold by Pfizer, to combat epilepsy, neuropathic pain, and fibromyalgia. INVO has been involved in creating a number of centers, including the Center for Developmental Therapeutics (CDT) and the Center for Device Development (CD2). It has also helped form over 50 Northwestern startup companies based on Northwestern technologies.", "targets": "Which of Northwestern's schools are among the most academically productive in the nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f133a1dcae4b31a4632b8e2e3e9851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was elected to the Association of American Universities in 1917 and remains a research university with \"very high\" research activity. Northwestern's schools of management, engineering, and communication are among the most academically productive in the nation. Northwestern received $550 million in research funding in 2014. Northwestern supports nearly 1,500 research laboratories across two campuses, predominately in the medical and biological sciences. Through the Innovation and New Ventures Office (INVO), Northwestern researchers disclosed 247 inventions, filed 270 patents applications, received 81 foreign and US patents, started 12 companies, and generated $79.8 million in licensing revenue in 2013. The bulk of revenue has come from a patent on pregabalin, a synthesized organic molecule discovered by chemistry professor Richard Silverman, which ultimately was marketed as Lyrica, a drug sold by Pfizer, to combat epilepsy, neuropathic pain, and fibromyalgia. INVO has been involved in creating a number of centers, including the Center for Developmental Therapeutics (CDT) and the Center for Device Development (CD2). It has also helped form over 50 Northwestern startup companies based on Northwestern technologies.", "targets": "In 2014, how much research funding did Northwestern receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f133a1dcae4b31a4632b8e2e3e9851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was elected to the Association of American Universities in 1917 and remains a research university with \"very high\" research activity. Northwestern's schools of management, engineering, and communication are among the most academically productive in the nation. Northwestern received $550 million in research funding in 2014. Northwestern supports nearly 1,500 research laboratories across two campuses, predominately in the medical and biological sciences. Through the Innovation and New Ventures Office (INVO), Northwestern researchers disclosed 247 inventions, filed 270 patents applications, received 81 foreign and US patents, started 12 companies, and generated $79.8 million in licensing revenue in 2013. The bulk of revenue has come from a patent on pregabalin, a synthesized organic molecule discovered by chemistry professor Richard Silverman, which ultimately was marketed as Lyrica, a drug sold by Pfizer, to combat epilepsy, neuropathic pain, and fibromyalgia. INVO has been involved in creating a number of centers, including the Center for Developmental Therapeutics (CDT) and the Center for Device Development (CD2). It has also helped form over 50 Northwestern startup companies based on Northwestern technologies.", "targets": "Who discovered the drug that was ultimately marketed as Lyrica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f133a1dcae4b31a4632b8e2e3e9851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern was elected to the Association of American Universities in 1917 and remains a research university with \"very high\" research activity. Northwestern's schools of management, engineering, and communication are among the most academically productive in the nation. Northwestern received $550 million in research funding in 2014. Northwestern supports nearly 1,500 research laboratories across two campuses, predominately in the medical and biological sciences. Through the Innovation and New Ventures Office (INVO), Northwestern researchers disclosed 247 inventions, filed 270 patents applications, received 81 foreign and US patents, started 12 companies, and generated $79.8 million in licensing revenue in 2013. The bulk of revenue has come from a patent on pregabalin, a synthesized organic molecule discovered by chemistry professor Richard Silverman, which ultimately was marketed as Lyrica, a drug sold by Pfizer, to combat epilepsy, neuropathic pain, and fibromyalgia. INVO has been involved in creating a number of centers, including the Center for Developmental Therapeutics (CDT) and the Center for Device Development (CD2). It has also helped form over 50 Northwestern startup companies based on Northwestern technologies.", "targets": "How many companies were started through Northwestern's Innovations and New Ventures Office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "What kind of movement interfaced with the sword in Twilight Princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "Who provided information about the game's controls in December of 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "What ended up not being supported in the GameCube version of Twilight Princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "In what year did Nintendo reveal that the two different releases of Twilight Princess were planned for launch at the same time as the Wii?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "How long was the GameCube version of Twilight Princess delayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "What magazine mentioned players would be able to use the Revolution controller?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cd1858503814c0cb6c6c4ff75020116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The team worked on a Wii control scheme, adapting camera control and the fighting mechanics to the new interface. A prototype was created that used a swinging gesture to control the sword from a first-person viewpoint, but was unable to show the variety of Link's movements. When the third-person view was restored, Aonuma thought it felt strange to swing the Wii Remote with the right hand to control the sword in Link's left hand, so the entire Wii version map was mirrored.[p] Details about Wii controls began to surface in December 2005 when British publication NGC Magazine claimed that when a GameCube copy of Twilight Princess was played on the Revolution, it would give the player the option of using the Revolution controller. Miyamoto confirmed the Revolution controller-functionality in an interview with Nintendo of Europe and Time reported this soon after. However, support for the Wii controller did not make it into the GameCube release. At E3 2006, Nintendo announced that both versions would be available at the Wii launch, and had a playable version of Twilight Princess for the Wii.[p] Later, the GameCube release was pushed back to a month after the launch of the Wii.", "targets": "When did Nintendo announce both versions of Twilight Princess would be available at the Wii launch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061a2590dd0a4c62b5a75db24972abcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's high rate of public transit use, over 200,000 daily cyclists as of 2014, and many pedestrian commuters make it the most energy-efficient major city in the United States. Walk and bicycle modes of travel account for 21% of all modes for trips in the city; nationally the rate for metro regions is about 8%. In both its 2011 and 2015 rankings, Walk Score named New York City the most walkable large city in the United States. Citibank sponsored the introduction of 10,000 public bicycles for the city's bike-share project in the summer of 2013. Research conducted by Quinnipiac University showed that a majority of New Yorkers support the initiative. New York City's numerical \"in-season cycling indicator\" of bicycling in the city hit an all-time high in 2013.", "targets": "How many daily bicycle riders are there in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061a2590dd0a4c62b5a75db24972abcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's high rate of public transit use, over 200,000 daily cyclists as of 2014, and many pedestrian commuters make it the most energy-efficient major city in the United States. Walk and bicycle modes of travel account for 21% of all modes for trips in the city; nationally the rate for metro regions is about 8%. In both its 2011 and 2015 rankings, Walk Score named New York City the most walkable large city in the United States. Citibank sponsored the introduction of 10,000 public bicycles for the city's bike-share project in the summer of 2013. Research conducted by Quinnipiac University showed that a majority of New Yorkers support the initiative. New York City's numerical \"in-season cycling indicator\" of bicycling in the city hit an all-time high in 2013.", "targets": "Each day, about how many New Yorkers bike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061a2590dd0a4c62b5a75db24972abcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's high rate of public transit use, over 200,000 daily cyclists as of 2014, and many pedestrian commuters make it the most energy-efficient major city in the United States. Walk and bicycle modes of travel account for 21% of all modes for trips in the city; nationally the rate for metro regions is about 8%. In both its 2011 and 2015 rankings, Walk Score named New York City the most walkable large city in the United States. Citibank sponsored the introduction of 10,000 public bicycles for the city's bike-share project in the summer of 2013. Research conducted by Quinnipiac University showed that a majority of New Yorkers support the initiative. New York City's numerical \"in-season cycling indicator\" of bicycling in the city hit an all-time high in 2013.", "targets": "About what percentage of New York City travel is done by bike or on foot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061a2590dd0a4c62b5a75db24972abcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's high rate of public transit use, over 200,000 daily cyclists as of 2014, and many pedestrian commuters make it the most energy-efficient major city in the United States. Walk and bicycle modes of travel account for 21% of all modes for trips in the city; nationally the rate for metro regions is about 8%. In both its 2011 and 2015 rankings, Walk Score named New York City the most walkable large city in the United States. Citibank sponsored the introduction of 10,000 public bicycles for the city's bike-share project in the summer of 2013. Research conducted by Quinnipiac University showed that a majority of New Yorkers support the initiative. New York City's numerical \"in-season cycling indicator\" of bicycling in the city hit an all-time high in 2013.", "targets": "What company paid for 10,000 bikes for the city's bicycle sharing program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061a2590dd0a4c62b5a75db24972abcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's high rate of public transit use, over 200,000 daily cyclists as of 2014, and many pedestrian commuters make it the most energy-efficient major city in the United States. Walk and bicycle modes of travel account for 21% of all modes for trips in the city; nationally the rate for metro regions is about 8%. In both its 2011 and 2015 rankings, Walk Score named New York City the most walkable large city in the United States. Citibank sponsored the introduction of 10,000 public bicycles for the city's bike-share project in the summer of 2013. Research conducted by Quinnipiac University showed that a majority of New Yorkers support the initiative. New York City's numerical \"in-season cycling indicator\" of bicycling in the city hit an all-time high in 2013.", "targets": "Research by what institution of higher learning showed that most New Yorkers support bicycle sharing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-061a2590dd0a4c62b5a75db24972abcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's high rate of public transit use, over 200,000 daily cyclists as of 2014, and many pedestrian commuters make it the most energy-efficient major city in the United States. Walk and bicycle modes of travel account for 21% of all modes for trips in the city; nationally the rate for metro regions is about 8%. In both its 2011 and 2015 rankings, Walk Score named New York City the most walkable large city in the United States. Citibank sponsored the introduction of 10,000 public bicycles for the city's bike-share project in the summer of 2013. Research conducted by Quinnipiac University showed that a majority of New Yorkers support the initiative. New York City's numerical \"in-season cycling indicator\" of bicycling in the city hit an all-time high in 2013.", "targets": "Who ranked New York as the most walkable large US city in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "How is European art music distinguished from non-European and popular music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "What method is used by composers to prescribe to the performer the pitches, tempo, meter and rhythms for a piece of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "What popular styles practice improvisation and ad libitum ornamentation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "Since it is written down, classical music can attain a high level of what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "How is European art music distinguished from many other musical forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "How long has the system of staff notation been in use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "Jazz and blues use ad libitum and what other ornamentation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e41120483664304a7c32ebc69783597", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European art music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitches (e.g., melodies, basslines and/or chords), tempo, meter and rhythms for a piece of music. This leaves less room for practices such as improvisation and ad libitum ornamentation, which are frequently heard in non-European art music and in popular music  styles such as jazz and blues. Another difference is that whereas most popular styles lend themselves to the song form, classical music has been noted for its development of highly sophisticated forms of instrumental music such as the concerto, symphony, sonata, and mixed vocal and instrumental styles such as opera which, since they are written down, can attain a high level of complexity.", "targets": "Classic music can a attain a high level of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50678a732cc14d1cbc78d7ecdef004fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 July 2004, in response to verbal attacks in Liverpool on Wayne Rooney, just before his transfer from Everton to Manchester United, who had sold his life story to The Sun, the paper devoted a full-page editorial to an apology for the \"awful error\" of its Hillsborough coverage and argued that Rooney (who was still only three years old at the time of Hillsborough) should not be punished for its \"past sins\". In January 2005, The Sun's managing editor Graham Dudman admitting the Hillsborough coverage was \"the worst mistake in our history\", added: \"What we did was a terrible mistake. It was a terrible, insensitive, horrible article, with a dreadful headline; but what we'd also say is: we have apologised for it, and the entire senior team here now is completely different from the team that put the paper out in 1989.\"", "targets": "Which footballer was verbally attacked in Liverpool? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50678a732cc14d1cbc78d7ecdef004fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 July 2004, in response to verbal attacks in Liverpool on Wayne Rooney, just before his transfer from Everton to Manchester United, who had sold his life story to The Sun, the paper devoted a full-page editorial to an apology for the \"awful error\" of its Hillsborough coverage and argued that Rooney (who was still only three years old at the time of Hillsborough) should not be punished for its \"past sins\". In January 2005, The Sun's managing editor Graham Dudman admitting the Hillsborough coverage was \"the worst mistake in our history\", added: \"What we did was a terrible mistake. It was a terrible, insensitive, horrible article, with a dreadful headline; but what we'd also say is: we have apologised for it, and the entire senior team here now is completely different from the team that put the paper out in 1989.\"", "targets": "What team did Rooney transfer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50678a732cc14d1cbc78d7ecdef004fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 July 2004, in response to verbal attacks in Liverpool on Wayne Rooney, just before his transfer from Everton to Manchester United, who had sold his life story to The Sun, the paper devoted a full-page editorial to an apology for the \"awful error\" of its Hillsborough coverage and argued that Rooney (who was still only three years old at the time of Hillsborough) should not be punished for its \"past sins\". In January 2005, The Sun's managing editor Graham Dudman admitting the Hillsborough coverage was \"the worst mistake in our history\", added: \"What we did was a terrible mistake. It was a terrible, insensitive, horrible article, with a dreadful headline; but what we'd also say is: we have apologised for it, and the entire senior team here now is completely different from the team that put the paper out in 1989.\"", "targets": "What was Rooney's age at the time of the Hillsborough disaster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50678a732cc14d1cbc78d7ecdef004fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 July 2004, in response to verbal attacks in Liverpool on Wayne Rooney, just before his transfer from Everton to Manchester United, who had sold his life story to The Sun, the paper devoted a full-page editorial to an apology for the \"awful error\" of its Hillsborough coverage and argued that Rooney (who was still only three years old at the time of Hillsborough) should not be punished for its \"past sins\". In January 2005, The Sun's managing editor Graham Dudman admitting the Hillsborough coverage was \"the worst mistake in our history\", added: \"What we did was a terrible mistake. It was a terrible, insensitive, horrible article, with a dreadful headline; but what we'd also say is: we have apologised for it, and the entire senior team here now is completely different from the team that put the paper out in 1989.\"", "targets": "Who was managing editor of The Sun in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50678a732cc14d1cbc78d7ecdef004fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 July 2004, in response to verbal attacks in Liverpool on Wayne Rooney, just before his transfer from Everton to Manchester United, who had sold his life story to The Sun, the paper devoted a full-page editorial to an apology for the \"awful error\" of its Hillsborough coverage and argued that Rooney (who was still only three years old at the time of Hillsborough) should not be punished for its \"past sins\". In January 2005, The Sun's managing editor Graham Dudman admitting the Hillsborough coverage was \"the worst mistake in our history\", added: \"What we did was a terrible mistake. It was a terrible, insensitive, horrible article, with a dreadful headline; but what we'd also say is: we have apologised for it, and the entire senior team here now is completely different from the team that put the paper out in 1989.\"", "targets": "How did Dudman describe The Sun's Hillsborough coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e000235f65b64fd4ae1abf1b7fdc1b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of Chihuahua is the largest state in the country and is known as El Estado Grande (The Big State); it accounts for 12.6% of the land of Mexico. The area is landlocked by the states of Sonora to the west, Sinaloa to the south-west, Durango to the south, and Coahuila to the east, and by the U.S. states of Texas to the northeast and New Mexico to the north. The state is made up of three geologic regions: Mountains, Plains-Valleys, and Desert, which occur in large bands from west to east. Because of the different geologic regions there are contrasting climates and ecosystems.", "targets": "Which state is the largest in the country by land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e000235f65b64fd4ae1abf1b7fdc1b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of Chihuahua is the largest state in the country and is known as El Estado Grande (The Big State); it accounts for 12.6% of the land of Mexico. The area is landlocked by the states of Sonora to the west, Sinaloa to the south-west, Durango to the south, and Coahuila to the east, and by the U.S. states of Texas to the northeast and New Mexico to the north. The state is made up of three geologic regions: Mountains, Plains-Valleys, and Desert, which occur in large bands from west to east. Because of the different geologic regions there are contrasting climates and ecosystems.", "targets": "What percentage of the country does it make up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e000235f65b64fd4ae1abf1b7fdc1b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of Chihuahua is the largest state in the country and is known as El Estado Grande (The Big State); it accounts for 12.6% of the land of Mexico. The area is landlocked by the states of Sonora to the west, Sinaloa to the south-west, Durango to the south, and Coahuila to the east, and by the U.S. states of Texas to the northeast and New Mexico to the north. The state is made up of three geologic regions: Mountains, Plains-Valleys, and Desert, which occur in large bands from west to east. Because of the different geologic regions there are contrasting climates and ecosystems.", "targets": "Which state borders Chihuahua to the direct west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e000235f65b64fd4ae1abf1b7fdc1b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state of Chihuahua is the largest state in the country and is known as El Estado Grande (The Big State); it accounts for 12.6% of the land of Mexico. The area is landlocked by the states of Sonora to the west, Sinaloa to the south-west, Durango to the south, and Coahuila to the east, and by the U.S. states of Texas to the northeast and New Mexico to the north. The state is made up of three geologic regions: Mountains, Plains-Valleys, and Desert, which occur in large bands from west to east. Because of the different geologic regions there are contrasting climates and ecosystems.", "targets": "Which U.S. state borders to the northeast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202d834a6397450e97c4c5a72f2c3991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's expansion of the Frankish empire around 800, including northern Italy and Rome, brought on a brief period of stability and unity in Francia. This created opportunities for Jewish merchants to settle again north of the Alps. Charlemagne granted the Jews freedoms similar to those once enjoyed under the Roman Empire. In addition, Jews from southern Italy, fleeing religious persecution, began to move into central Europe.[citation needed] Returning to Frankish lands, many Jewish merchants took up occupations in finance and commerce, including money lending, or usury. (Church legislation banned Christians from lending money in exchange for interest.) From Charlemagne's time to the present, Jewish life in northern Europe is well documented. By the 11th century, when Rashi of Troyes wrote his commentaries, Jews in what came to be known as \"Ashkenaz\" were known for their halakhic learning, and Talmudic studies. They were criticized by Sephardim and other Jewish scholars in Islamic lands for their lack of expertise in Jewish jurisprudence (dinim) and general ignorance of Hebrew linguistics and literature. Yiddish emerged as a result of language contact with various High German vernaculars in the medieval period. It was written with Hebrew letters, and heavily influenced by Hebrew and Aramaic.", "targets": "Did Charlemagne's expansion of the Frankish empire bring about a brief period of upheaval or stability in Francia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202d834a6397450e97c4c5a72f2c3991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's expansion of the Frankish empire around 800, including northern Italy and Rome, brought on a brief period of stability and unity in Francia. This created opportunities for Jewish merchants to settle again north of the Alps. Charlemagne granted the Jews freedoms similar to those once enjoyed under the Roman Empire. In addition, Jews from southern Italy, fleeing religious persecution, began to move into central Europe.[citation needed] Returning to Frankish lands, many Jewish merchants took up occupations in finance and commerce, including money lending, or usury. (Church legislation banned Christians from lending money in exchange for interest.) From Charlemagne's time to the present, Jewish life in northern Europe is well documented. By the 11th century, when Rashi of Troyes wrote his commentaries, Jews in what came to be known as \"Ashkenaz\" were known for their halakhic learning, and Talmudic studies. They were criticized by Sephardim and other Jewish scholars in Islamic lands for their lack of expertise in Jewish jurisprudence (dinim) and general ignorance of Hebrew linguistics and literature. Yiddish emerged as a result of language contact with various High German vernaculars in the medieval period. It was written with Hebrew letters, and heavily influenced by Hebrew and Aramaic.", "targets": "Charlemagne's expansion of the Frankish empire created opportunities for Jewish merchants to settle where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202d834a6397450e97c4c5a72f2c3991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's expansion of the Frankish empire around 800, including northern Italy and Rome, brought on a brief period of stability and unity in Francia. This created opportunities for Jewish merchants to settle again north of the Alps. Charlemagne granted the Jews freedoms similar to those once enjoyed under the Roman Empire. In addition, Jews from southern Italy, fleeing religious persecution, began to move into central Europe.[citation needed] Returning to Frankish lands, many Jewish merchants took up occupations in finance and commerce, including money lending, or usury. (Church legislation banned Christians from lending money in exchange for interest.) From Charlemagne's time to the present, Jewish life in northern Europe is well documented. By the 11th century, when Rashi of Troyes wrote his commentaries, Jews in what came to be known as \"Ashkenaz\" were known for their halakhic learning, and Talmudic studies. They were criticized by Sephardim and other Jewish scholars in Islamic lands for their lack of expertise in Jewish jurisprudence (dinim) and general ignorance of Hebrew linguistics and literature. Yiddish emerged as a result of language contact with various High German vernaculars in the medieval period. It was written with Hebrew letters, and heavily influenced by Hebrew and Aramaic.", "targets": "Charlemagne granted the Jews freedoms similar to those enjoyed under which previous empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202d834a6397450e97c4c5a72f2c3991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's expansion of the Frankish empire around 800, including northern Italy and Rome, brought on a brief period of stability and unity in Francia. This created opportunities for Jewish merchants to settle again north of the Alps. Charlemagne granted the Jews freedoms similar to those once enjoyed under the Roman Empire. In addition, Jews from southern Italy, fleeing religious persecution, began to move into central Europe.[citation needed] Returning to Frankish lands, many Jewish merchants took up occupations in finance and commerce, including money lending, or usury. (Church legislation banned Christians from lending money in exchange for interest.) From Charlemagne's time to the present, Jewish life in northern Europe is well documented. By the 11th century, when Rashi of Troyes wrote his commentaries, Jews in what came to be known as \"Ashkenaz\" were known for their halakhic learning, and Talmudic studies. They were criticized by Sephardim and other Jewish scholars in Islamic lands for their lack of expertise in Jewish jurisprudence (dinim) and general ignorance of Hebrew linguistics and literature. Yiddish emerged as a result of language contact with various High German vernaculars in the medieval period. It was written with Hebrew letters, and heavily influenced by Hebrew and Aramaic.", "targets": "When Jews began to return to Frankish lands many took up occupations in which two fields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202d834a6397450e97c4c5a72f2c3991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's expansion of the Frankish empire around 800, including northern Italy and Rome, brought on a brief period of stability and unity in Francia. This created opportunities for Jewish merchants to settle again north of the Alps. Charlemagne granted the Jews freedoms similar to those once enjoyed under the Roman Empire. In addition, Jews from southern Italy, fleeing religious persecution, began to move into central Europe.[citation needed] Returning to Frankish lands, many Jewish merchants took up occupations in finance and commerce, including money lending, or usury. (Church legislation banned Christians from lending money in exchange for interest.) From Charlemagne's time to the present, Jewish life in northern Europe is well documented. By the 11th century, when Rashi of Troyes wrote his commentaries, Jews in what came to be known as \"Ashkenaz\" were known for their halakhic learning, and Talmudic studies. They were criticized by Sephardim and other Jewish scholars in Islamic lands for their lack of expertise in Jewish jurisprudence (dinim) and general ignorance of Hebrew linguistics and literature. Yiddish emerged as a result of language contact with various High German vernaculars in the medieval period. It was written with Hebrew letters, and heavily influenced by Hebrew and Aramaic.", "targets": "Which language emerged as a result of language contact with various High German vernaculars during the medieval period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11be66591dee48b0b89e065bf0763239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal-musette is a style of French music and dance that first became popular in Paris in the 1870s and 1880s; by 1880 Paris had some 150 dance halls in the working-class neighbourhoods of the city. Patrons danced the bourr\u00e9e to the accompaniment of the cabrette (a bellows-blown bagpipe locally called a \"musette\") and often the vielle \u00e0 roue (hurdy-gurdy) in the caf\u00e9s and bars of the city. Parisian and Italian musicians who played the accordion adopted the style and established themselves in Auvergnat bars especially in the 19th arrondissement, and the romantic sounds of the accordion has since become one of the musical icons of the city. Paris became a major centre for jazz and still attracts jazz musicians from all around the world to its clubs and caf\u00e9s.", "targets": "What style of french music became populars in the 1870sto 1880s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11be66591dee48b0b89e065bf0763239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal-musette is a style of French music and dance that first became popular in Paris in the 1870s and 1880s; by 1880 Paris had some 150 dance halls in the working-class neighbourhoods of the city. Patrons danced the bourr\u00e9e to the accompaniment of the cabrette (a bellows-blown bagpipe locally called a \"musette\") and often the vielle \u00e0 roue (hurdy-gurdy) in the caf\u00e9s and bars of the city. Parisian and Italian musicians who played the accordion adopted the style and established themselves in Auvergnat bars especially in the 19th arrondissement, and the romantic sounds of the accordion has since become one of the musical icons of the city. Paris became a major centre for jazz and still attracts jazz musicians from all around the world to its clubs and caf\u00e9s.", "targets": "in 1880, how many dance halls were in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11be66591dee48b0b89e065bf0763239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal-musette is a style of French music and dance that first became popular in Paris in the 1870s and 1880s; by 1880 Paris had some 150 dance halls in the working-class neighbourhoods of the city. Patrons danced the bourr\u00e9e to the accompaniment of the cabrette (a bellows-blown bagpipe locally called a \"musette\") and often the vielle \u00e0 roue (hurdy-gurdy) in the caf\u00e9s and bars of the city. Parisian and Italian musicians who played the accordion adopted the style and established themselves in Auvergnat bars especially in the 19th arrondissement, and the romantic sounds of the accordion has since become one of the musical icons of the city. Paris became a major centre for jazz and still attracts jazz musicians from all around the world to its clubs and caf\u00e9s.", "targets": "What is a cabrette known as locally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11be66591dee48b0b89e065bf0763239", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bal-musette is a style of French music and dance that first became popular in Paris in the 1870s and 1880s; by 1880 Paris had some 150 dance halls in the working-class neighbourhoods of the city. Patrons danced the bourr\u00e9e to the accompaniment of the cabrette (a bellows-blown bagpipe locally called a \"musette\") and often the vielle \u00e0 roue (hurdy-gurdy) in the caf\u00e9s and bars of the city. Parisian and Italian musicians who played the accordion adopted the style and established themselves in Auvergnat bars especially in the 19th arrondissement, and the romantic sounds of the accordion has since become one of the musical icons of the city. Paris became a major centre for jazz and still attracts jazz musicians from all around the world to its clubs and caf\u00e9s.", "targets": "What type of bars were accordions often played in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8582aa9a6bd0417d9945986721ab44cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sizeable minorities of other faiths do exist (Muslim 11.2%, indigenous beliefs 1.7%), and nonreligious 2.4%. Sixty percent of the Muslim population lives in Kenya's Coastal Region, comprising 50% of the total population there. Roughly 4% of Muslims are Ahmadiyya, 8% Shia and another 8% are non-denominational Muslims, while 73% are Sunni. Western areas of the Coast Region are mostly Christian. The upper part of Kenya's Eastern Region is home to 10% of the country's Muslims, where they constitute the majority religious group. In addition, there is a large Hindu population in Kenya (around 300,000), who have played a key role in the local economy; they are mostly of Indian origin.", "targets": "How many Kenyans are non-religious?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8582aa9a6bd0417d9945986721ab44cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sizeable minorities of other faiths do exist (Muslim 11.2%, indigenous beliefs 1.7%), and nonreligious 2.4%. Sixty percent of the Muslim population lives in Kenya's Coastal Region, comprising 50% of the total population there. Roughly 4% of Muslims are Ahmadiyya, 8% Shia and another 8% are non-denominational Muslims, while 73% are Sunni. Western areas of the Coast Region are mostly Christian. The upper part of Kenya's Eastern Region is home to 10% of the country's Muslims, where they constitute the majority religious group. In addition, there is a large Hindu population in Kenya (around 300,000), who have played a key role in the local economy; they are mostly of Indian origin.", "targets": "What percent of the Muslim population lives in Kenya's Coastal Region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8582aa9a6bd0417d9945986721ab44cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sizeable minorities of other faiths do exist (Muslim 11.2%, indigenous beliefs 1.7%), and nonreligious 2.4%. Sixty percent of the Muslim population lives in Kenya's Coastal Region, comprising 50% of the total population there. Roughly 4% of Muslims are Ahmadiyya, 8% Shia and another 8% are non-denominational Muslims, while 73% are Sunni. Western areas of the Coast Region are mostly Christian. The upper part of Kenya's Eastern Region is home to 10% of the country's Muslims, where they constitute the majority religious group. In addition, there is a large Hindu population in Kenya (around 300,000), who have played a key role in the local economy; they are mostly of Indian origin.", "targets": "What religion is the western region mostly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8582aa9a6bd0417d9945986721ab44cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sizeable minorities of other faiths do exist (Muslim 11.2%, indigenous beliefs 1.7%), and nonreligious 2.4%. Sixty percent of the Muslim population lives in Kenya's Coastal Region, comprising 50% of the total population there. Roughly 4% of Muslims are Ahmadiyya, 8% Shia and another 8% are non-denominational Muslims, while 73% are Sunni. Western areas of the Coast Region are mostly Christian. The upper part of Kenya's Eastern Region is home to 10% of the country's Muslims, where they constitute the majority religious group. In addition, there is a large Hindu population in Kenya (around 300,000), who have played a key role in the local economy; they are mostly of Indian origin.", "targets": "How much of the population is Hindu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e312ed56348440daf5fe8a9b893f61e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also has a number of other, smaller newspapers and magazine in circulation such as the Philadelphia Tribune, which serves the African-American community, the Philadelphia, a monthly regional magazine; Philadelphia Weekly, an weekly-printed alternative newspaper; Philadelphia City Paper another weekly-printed newspaper; Philadelphia Gay News, which services the LGBT community; The Jewish Exponent a weekly-printed newspaper servicing the Jewish community; Philadelphia Metro, free daily newspaper; and Al D\u00eda, a weekly newspaper servicing the Latino community.", "targets": "Name a smaller newspaper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e312ed56348440daf5fe8a9b893f61e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also has a number of other, smaller newspapers and magazine in circulation such as the Philadelphia Tribune, which serves the African-American community, the Philadelphia, a monthly regional magazine; Philadelphia Weekly, an weekly-printed alternative newspaper; Philadelphia City Paper another weekly-printed newspaper; Philadelphia Gay News, which services the LGBT community; The Jewish Exponent a weekly-printed newspaper servicing the Jewish community; Philadelphia Metro, free daily newspaper; and Al D\u00eda, a weekly newspaper servicing the Latino community.", "targets": "What community does the Tribune serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e312ed56348440daf5fe8a9b893f61e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also has a number of other, smaller newspapers and magazine in circulation such as the Philadelphia Tribune, which serves the African-American community, the Philadelphia, a monthly regional magazine; Philadelphia Weekly, an weekly-printed alternative newspaper; Philadelphia City Paper another weekly-printed newspaper; Philadelphia Gay News, which services the LGBT community; The Jewish Exponent a weekly-printed newspaper servicing the Jewish community; Philadelphia Metro, free daily newspaper; and Al D\u00eda, a weekly newspaper servicing the Latino community.", "targets": "What paper serves the LGBT community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e312ed56348440daf5fe8a9b893f61e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city also has a number of other, smaller newspapers and magazine in circulation such as the Philadelphia Tribune, which serves the African-American community, the Philadelphia, a monthly regional magazine; Philadelphia Weekly, an weekly-printed alternative newspaper; Philadelphia City Paper another weekly-printed newspaper; Philadelphia Gay News, which services the LGBT community; The Jewish Exponent a weekly-printed newspaper servicing the Jewish community; Philadelphia Metro, free daily newspaper; and Al D\u00eda, a weekly newspaper servicing the Latino community.", "targets": "Name a Jewish newspaper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a53b91bd784c2899e87662b6927119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juan Atkins, an originator of Detroit techno music, claims the term \"house\" reflected the exclusive association of particular tracks with particular clubs and DJs; those records helped differentiate the clubs and DJs, and thus were considered to be their \"house\" records. In an effort to maintain such exclusives, the DJs were inspired to create their own \"house\" records.", "targets": "What is Juan Atkins an originator of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a53b91bd784c2899e87662b6927119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juan Atkins, an originator of Detroit techno music, claims the term \"house\" reflected the exclusive association of particular tracks with particular clubs and DJs; those records helped differentiate the clubs and DJs, and thus were considered to be their \"house\" records. In an effort to maintain such exclusives, the DJs were inspired to create their own \"house\" records.", "targets": "What did Atkins claim the term house reflected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58a53b91bd784c2899e87662b6927119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juan Atkins, an originator of Detroit techno music, claims the term \"house\" reflected the exclusive association of particular tracks with particular clubs and DJs; those records helped differentiate the clubs and DJs, and thus were considered to be their \"house\" records. In an effort to maintain such exclusives, the DJs were inspired to create their own \"house\" records.", "targets": "Why were DJs inspired to create their own house records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d2e9287620c4e57bb6c6389f62f0ea5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mainly Christian Indian state of Mizoram, the Presbyterian denomination is the largest denomination; it was brought to the region with missionaries from Wales in 1894. Prior to Mizoram, the Welsh Presbyterians (missionaries) started venturing into the north-east of India through the Khasi Hills (presently located within the state of Meghalaya in India) and established Presbyterian churches all over the Khasi Hills from the 1840s onwards. Hence there is a strong presence of Presbyterians in Shillong (the present capital of Meghalaya) and the areas adjoining it. The Welsh missionaries built their first church in Sohra (aka Cherrapunji) in 1846. Presbyterians participated in the mergers that resulted in the Church of North India and the Church of South India.Sohra", "targets": "What year was the largest Presbyterian denomination brought to Mizoram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d2e9287620c4e57bb6c6389f62f0ea5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mainly Christian Indian state of Mizoram, the Presbyterian denomination is the largest denomination; it was brought to the region with missionaries from Wales in 1894. Prior to Mizoram, the Welsh Presbyterians (missionaries) started venturing into the north-east of India through the Khasi Hills (presently located within the state of Meghalaya in India) and established Presbyterian churches all over the Khasi Hills from the 1840s onwards. Hence there is a strong presence of Presbyterians in Shillong (the present capital of Meghalaya) and the areas adjoining it. The Welsh missionaries built their first church in Sohra (aka Cherrapunji) in 1846. Presbyterians participated in the mergers that resulted in the Church of North India and the Church of South India.Sohra", "targets": "Before Mizoram, what was the name of the group of  missionaries that  ventured into east india?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d2e9287620c4e57bb6c6389f62f0ea5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mainly Christian Indian state of Mizoram, the Presbyterian denomination is the largest denomination; it was brought to the region with missionaries from Wales in 1894. Prior to Mizoram, the Welsh Presbyterians (missionaries) started venturing into the north-east of India through the Khasi Hills (presently located within the state of Meghalaya in India) and established Presbyterian churches all over the Khasi Hills from the 1840s onwards. Hence there is a strong presence of Presbyterians in Shillong (the present capital of Meghalaya) and the areas adjoining it. The Welsh missionaries built their first church in Sohra (aka Cherrapunji) in 1846. Presbyterians participated in the mergers that resulted in the Church of North India and the Church of South India.Sohra", "targets": "Where did the Welsh Presbyterians build there first church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28050fe1c0f04a62b42799a412c6c7ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The court ruled in 2014, after lengthy testimony, that at least two districts had to be redrawn because of gerrymandering. After this was appealed, in July 2015 the Florida Supreme Court ruled that lawmakers had followed an illegal and unconstitutional process overly influenced by party operatives, and ruled that at least eight districts had to be redrawn. On December 2, 2015, a 5-2 majority of the Court accepted a new map of congressional districts, some of which was drawn by challengers. Their ruling affirmed the map previously approved by Leon County Judge Terry Lewis, who had overseen the original trial. It particularly makes changes in South Florida. There are likely to be additional challenges to the map and districts.", "targets": "Why did the 2 districts have to be redrawn in 2014 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28050fe1c0f04a62b42799a412c6c7ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The court ruled in 2014, after lengthy testimony, that at least two districts had to be redrawn because of gerrymandering. After this was appealed, in July 2015 the Florida Supreme Court ruled that lawmakers had followed an illegal and unconstitutional process overly influenced by party operatives, and ruled that at least eight districts had to be redrawn. On December 2, 2015, a 5-2 majority of the Court accepted a new map of congressional districts, some of which was drawn by challengers. Their ruling affirmed the map previously approved by Leon County Judge Terry Lewis, who had overseen the original trial. It particularly makes changes in South Florida. There are likely to be additional challenges to the map and districts.", "targets": "How many were ruled to be redrawn in 2015 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28050fe1c0f04a62b42799a412c6c7ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The court ruled in 2014, after lengthy testimony, that at least two districts had to be redrawn because of gerrymandering. After this was appealed, in July 2015 the Florida Supreme Court ruled that lawmakers had followed an illegal and unconstitutional process overly influenced by party operatives, and ruled that at least eight districts had to be redrawn. On December 2, 2015, a 5-2 majority of the Court accepted a new map of congressional districts, some of which was drawn by challengers. Their ruling affirmed the map previously approved by Leon County Judge Terry Lewis, who had overseen the original trial. It particularly makes changes in South Florida. There are likely to be additional challenges to the map and districts.", "targets": "What was the court vote on the new congressional map in 2015"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28050fe1c0f04a62b42799a412c6c7ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The court ruled in 2014, after lengthy testimony, that at least two districts had to be redrawn because of gerrymandering. After this was appealed, in July 2015 the Florida Supreme Court ruled that lawmakers had followed an illegal and unconstitutional process overly influenced by party operatives, and ruled that at least eight districts had to be redrawn. On December 2, 2015, a 5-2 majority of the Court accepted a new map of congressional districts, some of which was drawn by challengers. Their ruling affirmed the map previously approved by Leon County Judge Terry Lewis, who had overseen the original trial. It particularly makes changes in South Florida. There are likely to be additional challenges to the map and districts.", "targets": "Are there any more changes coming to the map "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1e0264f19eb43c089b5197e23c080d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail distribution of Windows 8 has since been discontinued in favor of Windows 8.1. Unlike 8, 8.1 is available as \"full version software\" at both retail and online for download that does not require a previous version of Windows in order to be installed. Pricing for these new copies remain identical. With the retail release returning to full version software for Windows 8.1, the \"Personal Use License\" exemption was removed from the OEM SKU, meaning that end users building their own PCs for personal use must use the full retail version in order to satisfy the Windows 8.1 licensing requirements. Windows 8.1 with Bing is a special OEM-specific SKU of Windows 8.1 subsidized by Microsoft's Bing search engine.", "targets": "What replaced Windows 8?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1e0264f19eb43c089b5197e23c080d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail distribution of Windows 8 has since been discontinued in favor of Windows 8.1. Unlike 8, 8.1 is available as \"full version software\" at both retail and online for download that does not require a previous version of Windows in order to be installed. Pricing for these new copies remain identical. With the retail release returning to full version software for Windows 8.1, the \"Personal Use License\" exemption was removed from the OEM SKU, meaning that end users building their own PCs for personal use must use the full retail version in order to satisfy the Windows 8.1 licensing requirements. Windows 8.1 with Bing is a special OEM-specific SKU of Windows 8.1 subsidized by Microsoft's Bing search engine.", "targets": "What is the primary difference in Windows 8.1? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1e0264f19eb43c089b5197e23c080d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail distribution of Windows 8 has since been discontinued in favor of Windows 8.1. Unlike 8, 8.1 is available as \"full version software\" at both retail and online for download that does not require a previous version of Windows in order to be installed. Pricing for these new copies remain identical. With the retail release returning to full version software for Windows 8.1, the \"Personal Use License\" exemption was removed from the OEM SKU, meaning that end users building their own PCs for personal use must use the full retail version in order to satisfy the Windows 8.1 licensing requirements. Windows 8.1 with Bing is a special OEM-specific SKU of Windows 8.1 subsidized by Microsoft's Bing search engine.", "targets": "What exemption was removed from Windows 8.1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1e0264f19eb43c089b5197e23c080d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail distribution of Windows 8 has since been discontinued in favor of Windows 8.1. Unlike 8, 8.1 is available as \"full version software\" at both retail and online for download that does not require a previous version of Windows in order to be installed. Pricing for these new copies remain identical. With the retail release returning to full version software for Windows 8.1, the \"Personal Use License\" exemption was removed from the OEM SKU, meaning that end users building their own PCs for personal use must use the full retail version in order to satisfy the Windows 8.1 licensing requirements. Windows 8.1 with Bing is a special OEM-specific SKU of Windows 8.1 subsidized by Microsoft's Bing search engine.", "targets": "What is Windows 8.1 with Bing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d59a2733504a7d9f1e6d46b758344d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton as a Port and city has had a long history of administrative independence of the surrounding County; as far back as the reign of King John the town and its port were removed from the writ of the King's Sheriff in Hampshire and the rights of custom and toll were granted by the King to the burgesses of Southampton over the port of Southampton and the Port of Portsmouth; this tax farm was granted for an annual fee of \u00a3200 in the charter dated at Orival on 29 June 1199. The definition of the port of Southampton was apparently broader than today and embraced all of the area between Lymington and Langstone. The corporation had resident representatives in Newport, Lymington and Portsmouth. By a charter of Henry VI, granted on 9 March 1446/7 (25+26 Hen. VI, m. 32), the mayor, bailiffs and burgesses of the towns and ports of Southampton and Portsmouth became a County incorporate and separate from Hampshire.", "targets": "Southampton's history of administrative independence dates back to the reign of which king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d59a2733504a7d9f1e6d46b758344d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton as a Port and city has had a long history of administrative independence of the surrounding County; as far back as the reign of King John the town and its port were removed from the writ of the King's Sheriff in Hampshire and the rights of custom and toll were granted by the King to the burgesses of Southampton over the port of Southampton and the Port of Portsmouth; this tax farm was granted for an annual fee of \u00a3200 in the charter dated at Orival on 29 June 1199. The definition of the port of Southampton was apparently broader than today and embraced all of the area between Lymington and Langstone. The corporation had resident representatives in Newport, Lymington and Portsmouth. By a charter of Henry VI, granted on 9 March 1446/7 (25+26 Hen. VI, m. 32), the mayor, bailiffs and burgesses of the towns and ports of Southampton and Portsmouth became a County incorporate and separate from Hampshire.", "targets": "What was the annual fee paid by the burgesses of Southampton for the rights of custom and toll laid out in the charter of 1199?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d59a2733504a7d9f1e6d46b758344d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton as a Port and city has had a long history of administrative independence of the surrounding County; as far back as the reign of King John the town and its port were removed from the writ of the King's Sheriff in Hampshire and the rights of custom and toll were granted by the King to the burgesses of Southampton over the port of Southampton and the Port of Portsmouth; this tax farm was granted for an annual fee of \u00a3200 in the charter dated at Orival on 29 June 1199. The definition of the port of Southampton was apparently broader than today and embraced all of the area between Lymington and Langstone. The corporation had resident representatives in Newport, Lymington and Portsmouth. By a charter of Henry VI, granted on 9 March 1446/7 (25+26 Hen. VI, m. 32), the mayor, bailiffs and burgesses of the towns and ports of Southampton and Portsmouth became a County incorporate and separate from Hampshire.", "targets": "In the 1100s, the port of Southampton included everything between Lymington and what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d59a2733504a7d9f1e6d46b758344d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton as a Port and city has had a long history of administrative independence of the surrounding County; as far back as the reign of King John the town and its port were removed from the writ of the King's Sheriff in Hampshire and the rights of custom and toll were granted by the King to the burgesses of Southampton over the port of Southampton and the Port of Portsmouth; this tax farm was granted for an annual fee of \u00a3200 in the charter dated at Orival on 29 June 1199. The definition of the port of Southampton was apparently broader than today and embraced all of the area between Lymington and Langstone. The corporation had resident representatives in Newport, Lymington and Portsmouth. By a charter of Henry VI, granted on 9 March 1446/7 (25+26 Hen. VI, m. 32), the mayor, bailiffs and burgesses of the towns and ports of Southampton and Portsmouth became a County incorporate and separate from Hampshire.", "targets": "Under what king was a charter granted in 1446/7 that separated Southampton and Portsmouth from Hampshire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d59a2733504a7d9f1e6d46b758344d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton as a Port and city has had a long history of administrative independence of the surrounding County; as far back as the reign of King John the town and its port were removed from the writ of the King's Sheriff in Hampshire and the rights of custom and toll were granted by the King to the burgesses of Southampton over the port of Southampton and the Port of Portsmouth; this tax farm was granted for an annual fee of \u00a3200 in the charter dated at Orival on 29 June 1199. The definition of the port of Southampton was apparently broader than today and embraced all of the area between Lymington and Langstone. The corporation had resident representatives in Newport, Lymington and Portsmouth. By a charter of Henry VI, granted on 9 March 1446/7 (25+26 Hen. VI, m. 32), the mayor, bailiffs and burgesses of the towns and ports of Southampton and Portsmouth became a County incorporate and separate from Hampshire.", "targets": "What date was the charter regarding Southampton's tax farm signed at Orival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "What norms are generally antagonistic to hunting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "What sect lays special emphasis on conservation of particular species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "What bans the killing of all wild animals in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "Who may permit a person to hunt animals in India despite it being banned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "Whose property does the body of any wild animal killed or wounded become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "Who lay special emphasis on conservation of particular species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "What bans the killing of all wild animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "What year was this protection act put into place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "Who can permit a person to hunt wild animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56782d3faa804287acf4f0a4b745a060", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regional social norms are generally antagonistic to hunting, while a few sects, such as the Bishnoi, lay special emphasis on the conservation of particular species, such as the antelope. India's Wildlife Protection Act of 1972 bans the killing of all wild animals. However, the Chief Wildlife Warden may, if satisfied that any wild animal from a specified list has become dangerous to human life, or is so disabled or diseased as to be beyond recovery, permit any person to hunt such an animal. In this case, the body of any wild animal killed or wounded becomes government property.", "targets": "What happens to the body of the wild animal killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd9e7993fa6443a865fb9f374489a50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vestals were a public priesthood of six women devoted to the cultivation of Vesta, goddess of the hearth of the Roman state and its vital flame. A girl chosen to be a Vestal achieved unique religious distinction, public status and privileges, and could exercise considerable political influence. Upon entering her office, a Vestal was emancipated from her father's authority. In archaic Roman society, these priestesses were the only women not required to be under the legal guardianship of a man, instead answering directly to the Pontifex Maximus.", "targets": "How many Vestals were there in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd9e7993fa6443a865fb9f374489a50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vestals were a public priesthood of six women devoted to the cultivation of Vesta, goddess of the hearth of the Roman state and its vital flame. A girl chosen to be a Vestal achieved unique religious distinction, public status and privileges, and could exercise considerable political influence. Upon entering her office, a Vestal was emancipated from her father's authority. In archaic Roman society, these priestesses were the only women not required to be under the legal guardianship of a man, instead answering directly to the Pontifex Maximus.", "targets": "Of what was Vesta the goddess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd9e7993fa6443a865fb9f374489a50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vestals were a public priesthood of six women devoted to the cultivation of Vesta, goddess of the hearth of the Roman state and its vital flame. A girl chosen to be a Vestal achieved unique religious distinction, public status and privileges, and could exercise considerable political influence. Upon entering her office, a Vestal was emancipated from her father's authority. In archaic Roman society, these priestesses were the only women not required to be under the legal guardianship of a man, instead answering directly to the Pontifex Maximus.", "targets": "Of what were the Vestals protectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd9e7993fa6443a865fb9f374489a50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vestals were a public priesthood of six women devoted to the cultivation of Vesta, goddess of the hearth of the Roman state and its vital flame. A girl chosen to be a Vestal achieved unique religious distinction, public status and privileges, and could exercise considerable political influence. Upon entering her office, a Vestal was emancipated from her father's authority. In archaic Roman society, these priestesses were the only women not required to be under the legal guardianship of a man, instead answering directly to the Pontifex Maximus.", "targets": "What was the benefit of being a Vestal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd9e7993fa6443a865fb9f374489a50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vestals were a public priesthood of six women devoted to the cultivation of Vesta, goddess of the hearth of the Roman state and its vital flame. A girl chosen to be a Vestal achieved unique religious distinction, public status and privileges, and could exercise considerable political influence. Upon entering her office, a Vestal was emancipated from her father's authority. In archaic Roman society, these priestesses were the only women not required to be under the legal guardianship of a man, instead answering directly to the Pontifex Maximus.", "targets": "To whom did the Vestal answer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf34c18e6afc4aae9ea1b8ed8b422259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360's original graphical user interface was the Xbox 360 Dashboard; a tabbed interface that featured five \"Blades\" (formerly four blades), and was designed by AKQA and Audiobrain. It could be launched automatically when the console booted without a disc in it, or when the disc tray was ejected, but the user had the option to select what the console does if a game is in the tray on start up, or if inserted when already on. A simplified version of it was also accessible at any time via the Xbox Guide button on the gamepad. This simplified version showed the user's gamercard, Xbox Live messages and friends list. It also allowed for personal and music settings, in addition to voice or video chats, or returning to the Xbox Dashboard from the game.", "targets": "What was the original user interface for the 360 called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf34c18e6afc4aae9ea1b8ed8b422259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360's original graphical user interface was the Xbox 360 Dashboard; a tabbed interface that featured five \"Blades\" (formerly four blades), and was designed by AKQA and Audiobrain. It could be launched automatically when the console booted without a disc in it, or when the disc tray was ejected, but the user had the option to select what the console does if a game is in the tray on start up, or if inserted when already on. A simplified version of it was also accessible at any time via the Xbox Guide button on the gamepad. This simplified version showed the user's gamercard, Xbox Live messages and friends list. It also allowed for personal and music settings, in addition to voice or video chats, or returning to the Xbox Dashboard from the game.", "targets": "Who designed this user interface?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf34c18e6afc4aae9ea1b8ed8b422259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360's original graphical user interface was the Xbox 360 Dashboard; a tabbed interface that featured five \"Blades\" (formerly four blades), and was designed by AKQA and Audiobrain. It could be launched automatically when the console booted without a disc in it, or when the disc tray was ejected, but the user had the option to select what the console does if a game is in the tray on start up, or if inserted when already on. A simplified version of it was also accessible at any time via the Xbox Guide button on the gamepad. This simplified version showed the user's gamercard, Xbox Live messages and friends list. It also allowed for personal and music settings, in addition to voice or video chats, or returning to the Xbox Dashboard from the game.", "targets": "The simple dashboard could be accessed by pressing what controller button?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf34c18e6afc4aae9ea1b8ed8b422259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360's original graphical user interface was the Xbox 360 Dashboard; a tabbed interface that featured five \"Blades\" (formerly four blades), and was designed by AKQA and Audiobrain. It could be launched automatically when the console booted without a disc in it, or when the disc tray was ejected, but the user had the option to select what the console does if a game is in the tray on start up, or if inserted when already on. A simplified version of it was also accessible at any time via the Xbox Guide button on the gamepad. This simplified version showed the user's gamercard, Xbox Live messages and friends list. It also allowed for personal and music settings, in addition to voice or video chats, or returning to the Xbox Dashboard from the game.", "targets": "How many tabs were on the 360 dashboard interface?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf34c18e6afc4aae9ea1b8ed8b422259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Xbox 360's original graphical user interface was the Xbox 360 Dashboard; a tabbed interface that featured five \"Blades\" (formerly four blades), and was designed by AKQA and Audiobrain. It could be launched automatically when the console booted without a disc in it, or when the disc tray was ejected, but the user had the option to select what the console does if a game is in the tray on start up, or if inserted when already on. A simplified version of it was also accessible at any time via the Xbox Guide button on the gamepad. This simplified version showed the user's gamercard, Xbox Live messages and friends list. It also allowed for personal and music settings, in addition to voice or video chats, or returning to the Xbox Dashboard from the game.", "targets": "The tabs on the user interface were called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2480aa2e587e42b19ffe62a39191c532", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper is known for his rejection of the classical inductivist views on the scientific method, in favour of empirical falsification: A theory in the empirical sciences can never be proven, but it can be falsified, meaning that it can and should be scrutinized by decisive experiments. He used the black swan fallacy to discuss falsification. If the outcome of an experiment contradicts the theory, one should refrain from ad hoc manoeuvres that evade the contradiction merely by making it less falsifiable. Popper is also known for his opposition to the classical justificationist account of knowledge, which he replaced with critical rationalism, \"the first non-justificational philosophy of criticism in the history of philosophy.\"", "targets": "Which classical views about the method of science did Popper reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2480aa2e587e42b19ffe62a39191c532", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper is known for his rejection of the classical inductivist views on the scientific method, in favour of empirical falsification: A theory in the empirical sciences can never be proven, but it can be falsified, meaning that it can and should be scrutinized by decisive experiments. He used the black swan fallacy to discuss falsification. If the outcome of an experiment contradicts the theory, one should refrain from ad hoc manoeuvres that evade the contradiction merely by making it less falsifiable. Popper is also known for his opposition to the classical justificationist account of knowledge, which he replaced with critical rationalism, \"the first non-justificational philosophy of criticism in the history of philosophy.\"", "targets": "Who proposed empirical falsification as the central principle of the scientific method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2480aa2e587e42b19ffe62a39191c532", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper is known for his rejection of the classical inductivist views on the scientific method, in favour of empirical falsification: A theory in the empirical sciences can never be proven, but it can be falsified, meaning that it can and should be scrutinized by decisive experiments. He used the black swan fallacy to discuss falsification. If the outcome of an experiment contradicts the theory, one should refrain from ad hoc manoeuvres that evade the contradiction merely by making it less falsifiable. Popper is also known for his opposition to the classical justificationist account of knowledge, which he replaced with critical rationalism, \"the first non-justificational philosophy of criticism in the history of philosophy.\"", "targets": "What is necessary for a scientific theory to be falsified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2480aa2e587e42b19ffe62a39191c532", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper is known for his rejection of the classical inductivist views on the scientific method, in favour of empirical falsification: A theory in the empirical sciences can never be proven, but it can be falsified, meaning that it can and should be scrutinized by decisive experiments. He used the black swan fallacy to discuss falsification. If the outcome of an experiment contradicts the theory, one should refrain from ad hoc manoeuvres that evade the contradiction merely by making it less falsifiable. Popper is also known for his opposition to the classical justificationist account of knowledge, which he replaced with critical rationalism, \"the first non-justificational philosophy of criticism in the history of philosophy.\"", "targets": "Which account of knowledge did Popper contest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2480aa2e587e42b19ffe62a39191c532", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popper is known for his rejection of the classical inductivist views on the scientific method, in favour of empirical falsification: A theory in the empirical sciences can never be proven, but it can be falsified, meaning that it can and should be scrutinized by decisive experiments. He used the black swan fallacy to discuss falsification. If the outcome of an experiment contradicts the theory, one should refrain from ad hoc manoeuvres that evade the contradiction merely by making it less falsifiable. Popper is also known for his opposition to the classical justificationist account of knowledge, which he replaced with critical rationalism, \"the first non-justificational philosophy of criticism in the history of philosophy.\"", "targets": "What is the term for Popper's non-justificational theory of criticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20df527f6e2427584efa5ce57735efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth's gross value added (a measure of the size of its economy) was 5,169 million GBP in 2013 making up 25% of Devon's GVA. Its GVA per person was \u00a319,943 and compared to the national average of \u00a323,755, was \u00a33,812 lower. Plymouth's unemployment rate was 7.0% in 2014 which was 2.0 points higher than the South West average and 0.8 points higher than the average for Great Britain (England, Wales and Scotland).", "targets": "What percentage of Devon's GVA does Plymouth comprise in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20df527f6e2427584efa5ce57735efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth's gross value added (a measure of the size of its economy) was 5,169 million GBP in 2013 making up 25% of Devon's GVA. Its GVA per person was \u00a319,943 and compared to the national average of \u00a323,755, was \u00a33,812 lower. Plymouth's unemployment rate was 7.0% in 2014 which was 2.0 points higher than the South West average and 0.8 points higher than the average for Great Britain (England, Wales and Scotland).", "targets": "What was Plymouth's 2013 GVA in millions of British Pounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20df527f6e2427584efa5ce57735efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth's gross value added (a measure of the size of its economy) was 5,169 million GBP in 2013 making up 25% of Devon's GVA. Its GVA per person was \u00a319,943 and compared to the national average of \u00a323,755, was \u00a33,812 lower. Plymouth's unemployment rate was 7.0% in 2014 which was 2.0 points higher than the South West average and 0.8 points higher than the average for Great Britain (England, Wales and Scotland).", "targets": "What was Plymouth' per capita GVA in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20df527f6e2427584efa5ce57735efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth's gross value added (a measure of the size of its economy) was 5,169 million GBP in 2013 making up 25% of Devon's GVA. Its GVA per person was \u00a319,943 and compared to the national average of \u00a323,755, was \u00a33,812 lower. Plymouth's unemployment rate was 7.0% in 2014 which was 2.0 points higher than the South West average and 0.8 points higher than the average for Great Britain (England, Wales and Scotland).", "targets": "What was the United Kingdom's average per capita GVA in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20df527f6e2427584efa5ce57735efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth's gross value added (a measure of the size of its economy) was 5,169 million GBP in 2013 making up 25% of Devon's GVA. Its GVA per person was \u00a319,943 and compared to the national average of \u00a323,755, was \u00a33,812 lower. Plymouth's unemployment rate was 7.0% in 2014 which was 2.0 points higher than the South West average and 0.8 points higher than the average for Great Britain (England, Wales and Scotland).", "targets": "What percentage of Plymouth residents were unemployed in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f499ed2456d44b35865505942859dd0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Founding Fathers of the United States did not originally intend for American politics to be partisan, early political controversies in the 1790s over the extent of federal government powers saw the emergence of two proto-political parties- the Federalist Party and the Democratic-Republican Party, which were championed by Framers Alexander Hamilton and James Madison, respectively. However, a consensus reached on these issues ended party politics in 1816 for a decade, a period commonly known as the Era of Good Feelings.", "targets": "What were the two proto-political parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f499ed2456d44b35865505942859dd0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Founding Fathers of the United States did not originally intend for American politics to be partisan, early political controversies in the 1790s over the extent of federal government powers saw the emergence of two proto-political parties- the Federalist Party and the Democratic-Republican Party, which were championed by Framers Alexander Hamilton and James Madison, respectively. However, a consensus reached on these issues ended party politics in 1816 for a decade, a period commonly known as the Era of Good Feelings.", "targets": "In which year did the period known as the \"Era of Good Feelings\" begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f499ed2456d44b35865505942859dd0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Founding Fathers of the United States did not originally intend for American politics to be partisan, early political controversies in the 1790s over the extent of federal government powers saw the emergence of two proto-political parties- the Federalist Party and the Democratic-Republican Party, which were championed by Framers Alexander Hamilton and James Madison, respectively. However, a consensus reached on these issues ended party politics in 1816 for a decade, a period commonly known as the Era of Good Feelings.", "targets": "What did the founding fathers not intend American politics to become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f499ed2456d44b35865505942859dd0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Founding Fathers of the United States did not originally intend for American politics to be partisan, early political controversies in the 1790s over the extent of federal government powers saw the emergence of two proto-political parties- the Federalist Party and the Democratic-Republican Party, which were championed by Framers Alexander Hamilton and James Madison, respectively. However, a consensus reached on these issues ended party politics in 1816 for a decade, a period commonly known as the Era of Good Feelings.", "targets": "Who were the leaders of the Federalist and Democratic-Republican parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8ca9d386674967ab7f2a418976e18d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Media outlets began reporting in late September 2009 that Comcast was in talks to buy NBCUniversal. Comcast denied the rumors at first, while NBC would not comment on them. However, CNBC itself reported on October 1 that General Electric was considering spinning NBCUniversal off into a separate company that would merge the NBC television network and its cable properties such as USA Network, Syfy and MSNBC with Comcast's content assets. GE would maintain 49% control of the new company, while Comcast owned 51%. Vivendi, which owns 20%, would have to sell its stake to GE. It was reported that under the current deal with GE that it would happen in November or December. It was also reported that Time Warner would be interested in placing a bid, until CEO Jeffrey L. Bewkes directly denied interest, leaving Comcast the sole bidder. On November 1, 2009, The New York Times reported Comcast had moved closer to a deal to purchase NBCUniversal and that a formal announcement could be made sometime the following week.", "targets": "What media conglomerate did Comcast begin preliminary talks to buy in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8ca9d386674967ab7f2a418976e18d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Media outlets began reporting in late September 2009 that Comcast was in talks to buy NBCUniversal. Comcast denied the rumors at first, while NBC would not comment on them. However, CNBC itself reported on October 1 that General Electric was considering spinning NBCUniversal off into a separate company that would merge the NBC television network and its cable properties such as USA Network, Syfy and MSNBC with Comcast's content assets. GE would maintain 49% control of the new company, while Comcast owned 51%. Vivendi, which owns 20%, would have to sell its stake to GE. It was reported that under the current deal with GE that it would happen in November or December. It was also reported that Time Warner would be interested in placing a bid, until CEO Jeffrey L. Bewkes directly denied interest, leaving Comcast the sole bidder. On November 1, 2009, The New York Times reported Comcast had moved closer to a deal to purchase NBCUniversal and that a formal announcement could be made sometime the following week.", "targets": "What was NBC's parent company in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8ca9d386674967ab7f2a418976e18d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Media outlets began reporting in late September 2009 that Comcast was in talks to buy NBCUniversal. Comcast denied the rumors at first, while NBC would not comment on them. However, CNBC itself reported on October 1 that General Electric was considering spinning NBCUniversal off into a separate company that would merge the NBC television network and its cable properties such as USA Network, Syfy and MSNBC with Comcast's content assets. GE would maintain 49% control of the new company, while Comcast owned 51%. Vivendi, which owns 20%, would have to sell its stake to GE. It was reported that under the current deal with GE that it would happen in November or December. It was also reported that Time Warner would be interested in placing a bid, until CEO Jeffrey L. Bewkes directly denied interest, leaving Comcast the sole bidder. On November 1, 2009, The New York Times reported Comcast had moved closer to a deal to purchase NBCUniversal and that a formal announcement could be made sometime the following week.", "targets": "What ownership stake did Ccomcast get in this deal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8ca9d386674967ab7f2a418976e18d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Media outlets began reporting in late September 2009 that Comcast was in talks to buy NBCUniversal. Comcast denied the rumors at first, while NBC would not comment on them. However, CNBC itself reported on October 1 that General Electric was considering spinning NBCUniversal off into a separate company that would merge the NBC television network and its cable properties such as USA Network, Syfy and MSNBC with Comcast's content assets. GE would maintain 49% control of the new company, while Comcast owned 51%. Vivendi, which owns 20%, would have to sell its stake to GE. It was reported that under the current deal with GE that it would happen in November or December. It was also reported that Time Warner would be interested in placing a bid, until CEO Jeffrey L. Bewkes directly denied interest, leaving Comcast the sole bidder. On November 1, 2009, The New York Times reported Comcast had moved closer to a deal to purchase NBCUniversal and that a formal announcement could be made sometime the following week.", "targets": "What company was forced to sell its interest in NBCUniversal as part of the purchase deal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8ca9d386674967ab7f2a418976e18d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Media outlets began reporting in late September 2009 that Comcast was in talks to buy NBCUniversal. Comcast denied the rumors at first, while NBC would not comment on them. However, CNBC itself reported on October 1 that General Electric was considering spinning NBCUniversal off into a separate company that would merge the NBC television network and its cable properties such as USA Network, Syfy and MSNBC with Comcast's content assets. GE would maintain 49% control of the new company, while Comcast owned 51%. Vivendi, which owns 20%, would have to sell its stake to GE. It was reported that under the current deal with GE that it would happen in November or December. It was also reported that Time Warner would be interested in placing a bid, until CEO Jeffrey L. Bewkes directly denied interest, leaving Comcast the sole bidder. On November 1, 2009, The New York Times reported Comcast had moved closer to a deal to purchase NBCUniversal and that a formal announcement could be made sometime the following week.", "targets": "What other cable company was reputed to have an interest in NBCUniversal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2394d9a5426c4ae9b6516d1c8b6434bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, with that preliminary phase of the project completed, Professor Skousen took over as editor and head of the FARMS Critical Text of the Book of Mormon Project and proceeded to gather still scattered fragments of the Original Manuscript of the Book of Mormon and to have advanced photographic techniques applied to obtain fine readings from otherwise unreadable pages and fragments. He also closely examined the Printer\u2019s Manuscript (owned by the Community of Christ\u2014RLDS Church in Independence, Missouri) for differences in types of ink or pencil, in order to determine when and by whom they were made. He also collated the various editions of the Book of Mormon down to the present to see what sorts of changes have been made through time.", "targets": "When was phase one completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2394d9a5426c4ae9b6516d1c8b6434bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, with that preliminary phase of the project completed, Professor Skousen took over as editor and head of the FARMS Critical Text of the Book of Mormon Project and proceeded to gather still scattered fragments of the Original Manuscript of the Book of Mormon and to have advanced photographic techniques applied to obtain fine readings from otherwise unreadable pages and fragments. He also closely examined the Printer\u2019s Manuscript (owned by the Community of Christ\u2014RLDS Church in Independence, Missouri) for differences in types of ink or pencil, in order to determine when and by whom they were made. He also collated the various editions of the Book of Mormon down to the present to see what sorts of changes have been made through time.", "targets": "Who took over after the preliminary phase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2394d9a5426c4ae9b6516d1c8b6434bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, with that preliminary phase of the project completed, Professor Skousen took over as editor and head of the FARMS Critical Text of the Book of Mormon Project and proceeded to gather still scattered fragments of the Original Manuscript of the Book of Mormon and to have advanced photographic techniques applied to obtain fine readings from otherwise unreadable pages and fragments. He also closely examined the Printer\u2019s Manuscript (owned by the Community of Christ\u2014RLDS Church in Independence, Missouri) for differences in types of ink or pencil, in order to determine when and by whom they were made. He also collated the various editions of the Book of Mormon down to the present to see what sorts of changes have been made through time.", "targets": "Why did Professor Skousen gather fragments and have them analyzed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2394d9a5426c4ae9b6516d1c8b6434bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, with that preliminary phase of the project completed, Professor Skousen took over as editor and head of the FARMS Critical Text of the Book of Mormon Project and proceeded to gather still scattered fragments of the Original Manuscript of the Book of Mormon and to have advanced photographic techniques applied to obtain fine readings from otherwise unreadable pages and fragments. He also closely examined the Printer\u2019s Manuscript (owned by the Community of Christ\u2014RLDS Church in Independence, Missouri) for differences in types of ink or pencil, in order to determine when and by whom they were made. He also collated the various editions of the Book of Mormon down to the present to see what sorts of changes have been made through time.", "targets": "What process what used to study the gathered fragments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2394d9a5426c4ae9b6516d1c8b6434bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, with that preliminary phase of the project completed, Professor Skousen took over as editor and head of the FARMS Critical Text of the Book of Mormon Project and proceeded to gather still scattered fragments of the Original Manuscript of the Book of Mormon and to have advanced photographic techniques applied to obtain fine readings from otherwise unreadable pages and fragments. He also closely examined the Printer\u2019s Manuscript (owned by the Community of Christ\u2014RLDS Church in Independence, Missouri) for differences in types of ink or pencil, in order to determine when and by whom they were made. He also collated the various editions of the Book of Mormon down to the present to see what sorts of changes have been made through time.", "targets": "On what did Skousen analyze ink and pencil remnants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5204409895d45aaa3d613bfde06001f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "WHO recommends a child with diarrhea continue to be fed. Continued feeding speeds the recovery of normal intestinal function. In contrast, children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly. A child should also continue to be breastfed. The WHO states \"Food should never be withheld and the child's usual foods should not be diluted. Breastfeeding should always be continued.\" And in the specific example of cholera, CDC also makes the same recommendation. In young children who are not breast-fed and live in the developed world, a lactose-free diet may be useful to speed recovery.", "targets": "What does WHO recommend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5204409895d45aaa3d613bfde06001f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "WHO recommends a child with diarrhea continue to be fed. Continued feeding speeds the recovery of normal intestinal function. In contrast, children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly. A child should also continue to be breastfed. The WHO states \"Food should never be withheld and the child's usual foods should not be diluted. Breastfeeding should always be continued.\" And in the specific example of cholera, CDC also makes the same recommendation. In young children who are not breast-fed and live in the developed world, a lactose-free diet may be useful to speed recovery.", "targets": "What does continuing to eat do for your illness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5204409895d45aaa3d613bfde06001f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "WHO recommends a child with diarrhea continue to be fed. Continued feeding speeds the recovery of normal intestinal function. In contrast, children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly. A child should also continue to be breastfed. The WHO states \"Food should never be withheld and the child's usual foods should not be diluted. Breastfeeding should always be continued.\" And in the specific example of cholera, CDC also makes the same recommendation. In young children who are not breast-fed and live in the developed world, a lactose-free diet may be useful to speed recovery.", "targets": "What happens when a childs food is restricted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbe2f9ab81f4653af33d95d82bc22cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.", "targets": "What must a teacher show towards the course materials for increase learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbe2f9ab81f4653af33d95d82bc22cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.", "targets": "What gets transferred to students who are receptive to the teacher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbe2f9ab81f4653af33d95d82bc22cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.", "targets": "What do these teachers NOT do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbe2f9ab81f4653af33d95d82bc22cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials.", "targets": "How do students rate teachers that they feel are enthusiastic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f95e7440f5774aae8603050fed2791d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infection begins when an organism successfully enters the body, grows and multiplies. This is referred to as colonization. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host at host-pathogen interface, generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or the microbe can enter through open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids.", "targets": "When does infection begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f95e7440f5774aae8603050fed2791d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infection begins when an organism successfully enters the body, grows and multiplies. This is referred to as colonization. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host at host-pathogen interface, generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or the microbe can enter through open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids.", "targets": "What group is not easily infected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f95e7440f5774aae8603050fed2791d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infection begins when an organism successfully enters the body, grows and multiplies. This is referred to as colonization. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host at host-pathogen interface, generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or the microbe can enter through open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids.", "targets": "What group of humans have increased susceptibility to chronic or persistent infections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f95e7440f5774aae8603050fed2791d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infection begins when an organism successfully enters the body, grows and multiplies. This is referred to as colonization. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host at host-pathogen interface, generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or the microbe can enter through open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids.", "targets": "What individuals are particularly susceptible to opportunistic infections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f95e7440f5774aae8603050fed2791d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infection begins when an organism successfully enters the body, grows and multiplies. This is referred to as colonization. Most humans are not easily infected. Those who are weak, sick, malnourished, have cancer or are diabetic have increased susceptibility to chronic or persistent infections. Individuals who have a suppressed immune system are particularly susceptible to opportunistic infections. Entrance to the host at host-pathogen interface, generally occurs through the mucosa in orifices like the oral cavity, nose, eyes, genitalia, anus, or the microbe can enter through open wounds. While a few organisms can grow at the initial site of entry, many migrate and cause systemic infection in different organs. Some pathogens grow within the host cells (intracellular) whereas others grow freely in bodily fluids.", "targets": "What is it called when a pathogen grows within the host cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ee758e13014868be3460cfc442a527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most nations with constitutions modelled after the Soviet Union, the legislature was given the power of being the court of last resort. In the People's Republic of China, the final power to interpret the law is vested in the Standing Committee of the National People's Congress (NPCSC). This power includes the power to interpret the basic laws of Hong Kong and Macau, the constitutional documents of the two special administrative regions which are common law and Portuguese-based legal system jurisdictions respectively. This power is a legislative power and not a judicial one in that an interpretation by the NPCSC does not affect cases which have already been decided.", "targets": "What nation's model gives the power of the high court to the legistlature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ee758e13014868be3460cfc442a527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most nations with constitutions modelled after the Soviet Union, the legislature was given the power of being the court of last resort. In the People's Republic of China, the final power to interpret the law is vested in the Standing Committee of the National People's Congress (NPCSC). This power includes the power to interpret the basic laws of Hong Kong and Macau, the constitutional documents of the two special administrative regions which are common law and Portuguese-based legal system jurisdictions respectively. This power is a legislative power and not a judicial one in that an interpretation by the NPCSC does not affect cases which have already been decided.", "targets": "What is the name of China's high court which sits as a legislative committee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ee758e13014868be3460cfc442a527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most nations with constitutions modelled after the Soviet Union, the legislature was given the power of being the court of last resort. In the People's Republic of China, the final power to interpret the law is vested in the Standing Committee of the National People's Congress (NPCSC). This power includes the power to interpret the basic laws of Hong Kong and Macau, the constitutional documents of the two special administrative regions which are common law and Portuguese-based legal system jurisdictions respectively. This power is a legislative power and not a judicial one in that an interpretation by the NPCSC does not affect cases which have already been decided.", "targets": "Current decisions by the NPCSC do not affect what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ee758e13014868be3460cfc442a527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most nations with constitutions modelled after the Soviet Union, the legislature was given the power of being the court of last resort. In the People's Republic of China, the final power to interpret the law is vested in the Standing Committee of the National People's Congress (NPCSC). This power includes the power to interpret the basic laws of Hong Kong and Macau, the constitutional documents of the two special administrative regions which are common law and Portuguese-based legal system jurisdictions respectively. This power is a legislative power and not a judicial one in that an interpretation by the NPCSC does not affect cases which have already been decided.", "targets": "Hong Kong's legal system was traditionally based on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ee758e13014868be3460cfc442a527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most nations with constitutions modelled after the Soviet Union, the legislature was given the power of being the court of last resort. In the People's Republic of China, the final power to interpret the law is vested in the Standing Committee of the National People's Congress (NPCSC). This power includes the power to interpret the basic laws of Hong Kong and Macau, the constitutional documents of the two special administrative regions which are common law and Portuguese-based legal system jurisdictions respectively. This power is a legislative power and not a judicial one in that an interpretation by the NPCSC does not affect cases which have already been decided.", "targets": "Macau's legal system comes from what tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58d683b91924ee5a766f5f10e00cf1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's central campus in downtown New Haven covers 260 acres (1.1 km2) and comprises its main, historic campus and a medical campus adjacent to the Yale-New Haven Hospital. In western New Haven, the university holds 500 acres (2.0 km2) of athletic facilities, including the Yale Golf Course. In 2008, Yale purchased the 136-acre (0.55 km2) former Bayer Pharmaceutical campus in West Haven, Connecticut, the buildings of which are now used as laboratory and research space. Yale also owns seven forests in Connecticut, Vermont, and New Hampshire\u2014the largest of which is the 7,840-acre (31.7 km2) Yale-Myers Forest in Connecticut's Quiet Corner\u2014and nature preserves including Horse Island.", "targets": "Where does Yale own 500 acres of athletic facilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58d683b91924ee5a766f5f10e00cf1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's central campus in downtown New Haven covers 260 acres (1.1 km2) and comprises its main, historic campus and a medical campus adjacent to the Yale-New Haven Hospital. In western New Haven, the university holds 500 acres (2.0 km2) of athletic facilities, including the Yale Golf Course. In 2008, Yale purchased the 136-acre (0.55 km2) former Bayer Pharmaceutical campus in West Haven, Connecticut, the buildings of which are now used as laboratory and research space. Yale also owns seven forests in Connecticut, Vermont, and New Hampshire\u2014the largest of which is the 7,840-acre (31.7 km2) Yale-Myers Forest in Connecticut's Quiet Corner\u2014and nature preserves including Horse Island.", "targets": "What campus did Yale buy in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58d683b91924ee5a766f5f10e00cf1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's central campus in downtown New Haven covers 260 acres (1.1 km2) and comprises its main, historic campus and a medical campus adjacent to the Yale-New Haven Hospital. In western New Haven, the university holds 500 acres (2.0 km2) of athletic facilities, including the Yale Golf Course. In 2008, Yale purchased the 136-acre (0.55 km2) former Bayer Pharmaceutical campus in West Haven, Connecticut, the buildings of which are now used as laboratory and research space. Yale also owns seven forests in Connecticut, Vermont, and New Hampshire\u2014the largest of which is the 7,840-acre (31.7 km2) Yale-Myers Forest in Connecticut's Quiet Corner\u2014and nature preserves including Horse Island.", "targets": "What is the former Bayer Pharmaceutical campus used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58d683b91924ee5a766f5f10e00cf1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's central campus in downtown New Haven covers 260 acres (1.1 km2) and comprises its main, historic campus and a medical campus adjacent to the Yale-New Haven Hospital. In western New Haven, the university holds 500 acres (2.0 km2) of athletic facilities, including the Yale Golf Course. In 2008, Yale purchased the 136-acre (0.55 km2) former Bayer Pharmaceutical campus in West Haven, Connecticut, the buildings of which are now used as laboratory and research space. Yale also owns seven forests in Connecticut, Vermont, and New Hampshire\u2014the largest of which is the 7,840-acre (31.7 km2) Yale-Myers Forest in Connecticut's Quiet Corner\u2014and nature preserves including Horse Island.", "targets": "How many forests does Yale own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f58d683b91924ee5a766f5f10e00cf1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's central campus in downtown New Haven covers 260 acres (1.1 km2) and comprises its main, historic campus and a medical campus adjacent to the Yale-New Haven Hospital. In western New Haven, the university holds 500 acres (2.0 km2) of athletic facilities, including the Yale Golf Course. In 2008, Yale purchased the 136-acre (0.55 km2) former Bayer Pharmaceutical campus in West Haven, Connecticut, the buildings of which are now used as laboratory and research space. Yale also owns seven forests in Connecticut, Vermont, and New Hampshire\u2014the largest of which is the 7,840-acre (31.7 km2) Yale-Myers Forest in Connecticut's Quiet Corner\u2014and nature preserves including Horse Island.", "targets": "How big is the largest forest in Yale's possession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f27585c1238a496ea2e8e3ea9e9be875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermodynamics divides energy transformation into two kinds: reversible processes and irreversible processes. An irreversible process is one in which energy is dissipated (spread) into empty energy states available in a volume, from which it cannot be recovered into more concentrated forms (fewer quantum states), without degradation of even more energy. A reversible process is one in which this sort of dissipation does not happen. For example, conversion of energy from one type of potential field to another, is reversible, as in the pendulum system described above. In processes where heat is generated, quantum states of lower energy, present as possible excitations in fields between atoms, act as a reservoir for part of the energy, from which it cannot be recovered, in order to be converted with 100% efficiency into other forms of energy. In this case, the energy must partly stay as heat, and cannot be completely recovered as usable energy, except at the price of an increase in some other kind of heat-like increase in disorder in quantum states, in the universe (such as an expansion of matter, or a randomisation in a crystal).", "targets": "Thermodynamics divides energy information into what two kinds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f27585c1238a496ea2e8e3ea9e9be875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermodynamics divides energy transformation into two kinds: reversible processes and irreversible processes. An irreversible process is one in which energy is dissipated (spread) into empty energy states available in a volume, from which it cannot be recovered into more concentrated forms (fewer quantum states), without degradation of even more energy. A reversible process is one in which this sort of dissipation does not happen. For example, conversion of energy from one type of potential field to another, is reversible, as in the pendulum system described above. In processes where heat is generated, quantum states of lower energy, present as possible excitations in fields between atoms, act as a reservoir for part of the energy, from which it cannot be recovered, in order to be converted with 100% efficiency into other forms of energy. In this case, the energy must partly stay as heat, and cannot be completely recovered as usable energy, except at the price of an increase in some other kind of heat-like increase in disorder in quantum states, in the universe (such as an expansion of matter, or a randomisation in a crystal).", "targets": "What divides energy transformation into two kinds reversible processes and irreversible processes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f27585c1238a496ea2e8e3ea9e9be875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thermodynamics divides energy transformation into two kinds: reversible processes and irreversible processes. An irreversible process is one in which energy is dissipated (spread) into empty energy states available in a volume, from which it cannot be recovered into more concentrated forms (fewer quantum states), without degradation of even more energy. A reversible process is one in which this sort of dissipation does not happen. For example, conversion of energy from one type of potential field to another, is reversible, as in the pendulum system described above. In processes where heat is generated, quantum states of lower energy, present as possible excitations in fields between atoms, act as a reservoir for part of the energy, from which it cannot be recovered, in order to be converted with 100% efficiency into other forms of energy. In this case, the energy must partly stay as heat, and cannot be completely recovered as usable energy, except at the price of an increase in some other kind of heat-like increase in disorder in quantum states, in the universe (such as an expansion of matter, or a randomisation in a crystal).", "targets": "A reversible process is one in which this does not happen."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a2cf6f3432416a8c1d2edac02e3fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chthonic gods such as Dis pater, the di inferi (\"gods below\"), and the collective shades of the departed (di Manes) were given dark, fertile victims in nighttime rituals. Animal sacrifice usually took the form of a holocaust or burnt offering, and there was no shared banquet, as \"the living cannot share a meal with the dead\". Ceres and other underworld goddesses of fruitfulness were sometimes offered pregnant female animals; Tellus was given a pregnant cow at the Fordicidia festival. Color had a general symbolic value for sacrifices. Demigods and heroes, who belonged to the heavens and the underworld, were sometimes given black-and-white victims. Robigo (or Robigus) was given red dogs and libations of red wine at the Robigalia for the protection of crops from blight and red mildew.", "targets": "When were the gods below and the dead celebrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a2cf6f3432416a8c1d2edac02e3fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chthonic gods such as Dis pater, the di inferi (\"gods below\"), and the collective shades of the departed (di Manes) were given dark, fertile victims in nighttime rituals. Animal sacrifice usually took the form of a holocaust or burnt offering, and there was no shared banquet, as \"the living cannot share a meal with the dead\". Ceres and other underworld goddesses of fruitfulness were sometimes offered pregnant female animals; Tellus was given a pregnant cow at the Fordicidia festival. Color had a general symbolic value for sacrifices. Demigods and heroes, who belonged to the heavens and the underworld, were sometimes given black-and-white victims. Robigo (or Robigus) was given red dogs and libations of red wine at the Robigalia for the protection of crops from blight and red mildew.", "targets": "What type of sacrifice victims were the dark gods offered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a2cf6f3432416a8c1d2edac02e3fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chthonic gods such as Dis pater, the di inferi (\"gods below\"), and the collective shades of the departed (di Manes) were given dark, fertile victims in nighttime rituals. Animal sacrifice usually took the form of a holocaust or burnt offering, and there was no shared banquet, as \"the living cannot share a meal with the dead\". Ceres and other underworld goddesses of fruitfulness were sometimes offered pregnant female animals; Tellus was given a pregnant cow at the Fordicidia festival. Color had a general symbolic value for sacrifices. Demigods and heroes, who belonged to the heavens and the underworld, were sometimes given black-and-white victims. Robigo (or Robigus) was given red dogs and libations of red wine at the Robigalia for the protection of crops from blight and red mildew.", "targets": "How was the sacrifice to the gods below handled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a2cf6f3432416a8c1d2edac02e3fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chthonic gods such as Dis pater, the di inferi (\"gods below\"), and the collective shades of the departed (di Manes) were given dark, fertile victims in nighttime rituals. Animal sacrifice usually took the form of a holocaust or burnt offering, and there was no shared banquet, as \"the living cannot share a meal with the dead\". Ceres and other underworld goddesses of fruitfulness were sometimes offered pregnant female animals; Tellus was given a pregnant cow at the Fordicidia festival. Color had a general symbolic value for sacrifices. Demigods and heroes, who belonged to the heavens and the underworld, were sometimes given black-and-white victims. Robigo (or Robigus) was given red dogs and libations of red wine at the Robigalia for the protection of crops from blight and red mildew.", "targets": "What daylight event was not celebrated after the dark sacrifice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25a2cf6f3432416a8c1d2edac02e3fad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chthonic gods such as Dis pater, the di inferi (\"gods below\"), and the collective shades of the departed (di Manes) were given dark, fertile victims in nighttime rituals. Animal sacrifice usually took the form of a holocaust or burnt offering, and there was no shared banquet, as \"the living cannot share a meal with the dead\". Ceres and other underworld goddesses of fruitfulness were sometimes offered pregnant female animals; Tellus was given a pregnant cow at the Fordicidia festival. Color had a general symbolic value for sacrifices. Demigods and heroes, who belonged to the heavens and the underworld, were sometimes given black-and-white victims. Robigo (or Robigus) was given red dogs and libations of red wine at the Robigalia for the protection of crops from blight and red mildew.", "targets": "What feature had importance in sacrifices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70178130f44f4c72acf8589e3584d580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographic features of Rajasthan are the Thar Desert and the Aravalli Range, which runs through the state from southwest to northeast, almost from one end to the other, for more than 850 kilometres (530 mi). Mount Abu lies at the southwestern end of the range, separated from the main ranges by the West Banas River, although a series of broken ridges continues into Haryana in the direction of Delhi where it can be seen as outcrops in the form of the Raisina Hill and the ridges farther north. About three-fifths of Rajasthan lies northwest of the Aravallis, leaving two-fifths on the east and south direction.", "targets": "Which mountain range goes through Rajasthan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70178130f44f4c72acf8589e3584d580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographic features of Rajasthan are the Thar Desert and the Aravalli Range, which runs through the state from southwest to northeast, almost from one end to the other, for more than 850 kilometres (530 mi). Mount Abu lies at the southwestern end of the range, separated from the main ranges by the West Banas River, although a series of broken ridges continues into Haryana in the direction of Delhi where it can be seen as outcrops in the form of the Raisina Hill and the ridges farther north. About three-fifths of Rajasthan lies northwest of the Aravallis, leaving two-fifths on the east and south direction.", "targets": "What is the length in miles of the Aravalli Range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70178130f44f4c72acf8589e3584d580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographic features of Rajasthan are the Thar Desert and the Aravalli Range, which runs through the state from southwest to northeast, almost from one end to the other, for more than 850 kilometres (530 mi). Mount Abu lies at the southwestern end of the range, separated from the main ranges by the West Banas River, although a series of broken ridges continues into Haryana in the direction of Delhi where it can be seen as outcrops in the form of the Raisina Hill and the ridges farther north. About three-fifths of Rajasthan lies northwest of the Aravallis, leaving two-fifths on the east and south direction.", "targets": "What peak is at the southwestern part of the Aravalli Range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70178130f44f4c72acf8589e3584d580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographic features of Rajasthan are the Thar Desert and the Aravalli Range, which runs through the state from southwest to northeast, almost from one end to the other, for more than 850 kilometres (530 mi). Mount Abu lies at the southwestern end of the range, separated from the main ranges by the West Banas River, although a series of broken ridges continues into Haryana in the direction of Delhi where it can be seen as outcrops in the form of the Raisina Hill and the ridges farther north. About three-fifths of Rajasthan lies northwest of the Aravallis, leaving two-fifths on the east and south direction.", "targets": "What portion of Rajasthan is east and south of the Aravalli Range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70178130f44f4c72acf8589e3584d580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographic features of Rajasthan are the Thar Desert and the Aravalli Range, which runs through the state from southwest to northeast, almost from one end to the other, for more than 850 kilometres (530 mi). Mount Abu lies at the southwestern end of the range, separated from the main ranges by the West Banas River, although a series of broken ridges continues into Haryana in the direction of Delhi where it can be seen as outcrops in the form of the Raisina Hill and the ridges farther north. About three-fifths of Rajasthan lies northwest of the Aravallis, leaving two-fifths on the east and south direction.", "targets": "Which river separates the main Aravelli ranges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653f641c9034c9ab51d81341c757b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-academic alumni: Author, H. G. Wells, McLaren and Ferrari Chief Designer, Nicholas Tombazis, CEO of Rolls Royce, Ralph Robins, rock band Queen, Brian May, CEO of Singapore Airlines, Chew Choon Seng, Prime Minister of New Zealand, Julius Vogel, Prime Minister of India, Rajiv Gandhi, Deputy Prime Minister of Singapore, Teo Chee Hean, Chief Medical Officer for England, Sir Liam Donaldson, Head Physician to the Queen, Huw Thomas, CEO of Moonfruit, Wendy Tan White, Businessman and philanthropist, Winston Wong, billionaire hedge fund manager Alan Howard.", "targets": "Which famous automobile designer is considered a non - academic alumni?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653f641c9034c9ab51d81341c757b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-academic alumni: Author, H. G. Wells, McLaren and Ferrari Chief Designer, Nicholas Tombazis, CEO of Rolls Royce, Ralph Robins, rock band Queen, Brian May, CEO of Singapore Airlines, Chew Choon Seng, Prime Minister of New Zealand, Julius Vogel, Prime Minister of India, Rajiv Gandhi, Deputy Prime Minister of Singapore, Teo Chee Hean, Chief Medical Officer for England, Sir Liam Donaldson, Head Physician to the Queen, Huw Thomas, CEO of Moonfruit, Wendy Tan White, Businessman and philanthropist, Winston Wong, billionaire hedge fund manager Alan Howard.", "targets": "Which famous author is considered an alumni for Imperial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653f641c9034c9ab51d81341c757b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-academic alumni: Author, H. G. Wells, McLaren and Ferrari Chief Designer, Nicholas Tombazis, CEO of Rolls Royce, Ralph Robins, rock band Queen, Brian May, CEO of Singapore Airlines, Chew Choon Seng, Prime Minister of New Zealand, Julius Vogel, Prime Minister of India, Rajiv Gandhi, Deputy Prime Minister of Singapore, Teo Chee Hean, Chief Medical Officer for England, Sir Liam Donaldson, Head Physician to the Queen, Huw Thomas, CEO of Moonfruit, Wendy Tan White, Businessman and philanthropist, Winston Wong, billionaire hedge fund manager Alan Howard.", "targets": "Which airline's CEO can be called a non - academic alumni of Imperial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653f641c9034c9ab51d81341c757b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-academic alumni: Author, H. G. Wells, McLaren and Ferrari Chief Designer, Nicholas Tombazis, CEO of Rolls Royce, Ralph Robins, rock band Queen, Brian May, CEO of Singapore Airlines, Chew Choon Seng, Prime Minister of New Zealand, Julius Vogel, Prime Minister of India, Rajiv Gandhi, Deputy Prime Minister of Singapore, Teo Chee Hean, Chief Medical Officer for England, Sir Liam Donaldson, Head Physician to the Queen, Huw Thomas, CEO of Moonfruit, Wendy Tan White, Businessman and philanthropist, Winston Wong, billionaire hedge fund manager Alan Howard.", "targets": "Which incredibly prestigious position did Huw Thomas hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a653f641c9034c9ab51d81341c757b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-academic alumni: Author, H. G. Wells, McLaren and Ferrari Chief Designer, Nicholas Tombazis, CEO of Rolls Royce, Ralph Robins, rock band Queen, Brian May, CEO of Singapore Airlines, Chew Choon Seng, Prime Minister of New Zealand, Julius Vogel, Prime Minister of India, Rajiv Gandhi, Deputy Prime Minister of Singapore, Teo Chee Hean, Chief Medical Officer for England, Sir Liam Donaldson, Head Physician to the Queen, Huw Thomas, CEO of Moonfruit, Wendy Tan White, Businessman and philanthropist, Winston Wong, billionaire hedge fund manager Alan Howard.", "targets": "Which hedge fund manager with a networth of over a billion is considered an alumni?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffe996712a46e3aa27263fdd279662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Frossard's II Corps and Marshal Bazaine's III Corps crossed the German border on 2 August, and began to force the Prussian 40th Regiment of the 16th Infantry Division from the town of Saarbr\u00fccken with a series of direct attacks. The Chassepot rifle proved its worth against the Dreyse rifle, with French riflemen regularly outdistancing their Prussian counterparts in the skirmishing around Saarbr\u00fccken. However the Prussians resisted strongly, and the French suffered 86 casualties to the Prussian 83 casualties. Saarbr\u00fccken also proved to be a major obstacle in terms of logistics. Only one railway there led to the German hinterland but could be easily defended by a single force, and the only river systems in the region ran along the border instead of inland. While the French hailed the invasion as the first step towards the Rhineland and later Berlin, General Le B\u0153uf and Napoleon III were receiving alarming reports from foreign news sources of Prussian and Bavarian armies massing to the southeast in addition to the forces to the north and northeast.", "targets": "On which date did Frossard's and Bazaines's troops cross the German border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffe996712a46e3aa27263fdd279662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Frossard's II Corps and Marshal Bazaine's III Corps crossed the German border on 2 August, and began to force the Prussian 40th Regiment of the 16th Infantry Division from the town of Saarbr\u00fccken with a series of direct attacks. The Chassepot rifle proved its worth against the Dreyse rifle, with French riflemen regularly outdistancing their Prussian counterparts in the skirmishing around Saarbr\u00fccken. However the Prussians resisted strongly, and the French suffered 86 casualties to the Prussian 83 casualties. Saarbr\u00fccken also proved to be a major obstacle in terms of logistics. Only one railway there led to the German hinterland but could be easily defended by a single force, and the only river systems in the region ran along the border instead of inland. While the French hailed the invasion as the first step towards the Rhineland and later Berlin, General Le B\u0153uf and Napoleon III were receiving alarming reports from foreign news sources of Prussian and Bavarian armies massing to the southeast in addition to the forces to the north and northeast.", "targets": "What proved its worth against the Dreyse rifle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffe996712a46e3aa27263fdd279662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Frossard's II Corps and Marshal Bazaine's III Corps crossed the German border on 2 August, and began to force the Prussian 40th Regiment of the 16th Infantry Division from the town of Saarbr\u00fccken with a series of direct attacks. The Chassepot rifle proved its worth against the Dreyse rifle, with French riflemen regularly outdistancing their Prussian counterparts in the skirmishing around Saarbr\u00fccken. However the Prussians resisted strongly, and the French suffered 86 casualties to the Prussian 83 casualties. Saarbr\u00fccken also proved to be a major obstacle in terms of logistics. Only one railway there led to the German hinterland but could be easily defended by a single force, and the only river systems in the region ran along the border instead of inland. While the French hailed the invasion as the first step towards the Rhineland and later Berlin, General Le B\u0153uf and Napoleon III were receiving alarming reports from foreign news sources of Prussian and Bavarian armies massing to the southeast in addition to the forces to the north and northeast.", "targets": "Which regiment did their respective corps force from the town of Saarbrucken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffe996712a46e3aa27263fdd279662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Frossard's II Corps and Marshal Bazaine's III Corps crossed the German border on 2 August, and began to force the Prussian 40th Regiment of the 16th Infantry Division from the town of Saarbr\u00fccken with a series of direct attacks. The Chassepot rifle proved its worth against the Dreyse rifle, with French riflemen regularly outdistancing their Prussian counterparts in the skirmishing around Saarbr\u00fccken. However the Prussians resisted strongly, and the French suffered 86 casualties to the Prussian 83 casualties. Saarbr\u00fccken also proved to be a major obstacle in terms of logistics. Only one railway there led to the German hinterland but could be easily defended by a single force, and the only river systems in the region ran along the border instead of inland. While the French hailed the invasion as the first step towards the Rhineland and later Berlin, General Le B\u0153uf and Napoleon III were receiving alarming reports from foreign news sources of Prussian and Bavarian armies massing to the southeast in addition to the forces to the north and northeast.", "targets": "How many casualties did the French suffer at Saarbrucken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffe996712a46e3aa27263fdd279662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Frossard's II Corps and Marshal Bazaine's III Corps crossed the German border on 2 August, and began to force the Prussian 40th Regiment of the 16th Infantry Division from the town of Saarbr\u00fccken with a series of direct attacks. The Chassepot rifle proved its worth against the Dreyse rifle, with French riflemen regularly outdistancing their Prussian counterparts in the skirmishing around Saarbr\u00fccken. However the Prussians resisted strongly, and the French suffered 86 casualties to the Prussian 83 casualties. Saarbr\u00fccken also proved to be a major obstacle in terms of logistics. Only one railway there led to the German hinterland but could be easily defended by a single force, and the only river systems in the region ran along the border instead of inland. While the French hailed the invasion as the first step towards the Rhineland and later Berlin, General Le B\u0153uf and Napoleon III were receiving alarming reports from foreign news sources of Prussian and Bavarian armies massing to the southeast in addition to the forces to the north and northeast.", "targets": "How many casualties did the Prussians suffer at Saarbrucken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d6841028a624f11a5a5928b610c55e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the word \"heresy\" was given wide currency by Irenaeus in his 2nd century tract Contra Haereses (Against Heresies) to describe and discredit his opponents during the early centuries of the Christian community.[citation needed] He described the community's beliefs and doctrines as orthodox (from \u1f40\u03c1\u03b8\u03cc\u03c2, orthos \"straight\" + \u03b4\u03cc\u03be\u03b1, doxa \"belief\") and the Gnostics' teachings as heretical.[citation needed] He also pointed out the concept of apostolic succession to support his arguments.", "targets": "Who gave more exposure to the term heresy when attempting to descredit opponents during the early centuries of Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d6841028a624f11a5a5928b610c55e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the word \"heresy\" was given wide currency by Irenaeus in his 2nd century tract Contra Haereses (Against Heresies) to describe and discredit his opponents during the early centuries of the Christian community.[citation needed] He described the community's beliefs and doctrines as orthodox (from \u1f40\u03c1\u03b8\u03cc\u03c2, orthos \"straight\" + \u03b4\u03cc\u03be\u03b1, doxa \"belief\") and the Gnostics' teachings as heretical.[citation needed] He also pointed out the concept of apostolic succession to support his arguments.", "targets": "What term did Irenaeus use to describe the Christian community's ideologies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d6841028a624f11a5a5928b610c55e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the word \"heresy\" was given wide currency by Irenaeus in his 2nd century tract Contra Haereses (Against Heresies) to describe and discredit his opponents during the early centuries of the Christian community.[citation needed] He described the community's beliefs and doctrines as orthodox (from \u1f40\u03c1\u03b8\u03cc\u03c2, orthos \"straight\" + \u03b4\u03cc\u03be\u03b1, doxa \"belief\") and the Gnostics' teachings as heretical.[citation needed] He also pointed out the concept of apostolic succession to support his arguments.", "targets": "What concept did Irenaeus cite to help support his arguments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f7416860c4241638b659a25780a977f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1945, Plymouth-born Michael Foot was elected Labour MP for the war-torn constituency of Plymouth Devonport and after serving as Secretary of State for Education and responsible for the 1974 Health and Safety at Work Act, went on to become one of the most distinguished leaders of the Labour party.", "targets": "What constituency did MP Michael Foot represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f7416860c4241638b659a25780a977f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1945, Plymouth-born Michael Foot was elected Labour MP for the war-torn constituency of Plymouth Devonport and after serving as Secretary of State for Education and responsible for the 1974 Health and Safety at Work Act, went on to become one of the most distinguished leaders of the Labour party.", "targets": "What position was Michael Foot noted to occupy in government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f7416860c4241638b659a25780a977f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1945, Plymouth-born Michael Foot was elected Labour MP for the war-torn constituency of Plymouth Devonport and after serving as Secretary of State for Education and responsible for the 1974 Health and Safety at Work Act, went on to become one of the most distinguished leaders of the Labour party.", "targets": "What notable piece of legislation did Michael Foot contribute to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f7416860c4241638b659a25780a977f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1945, Plymouth-born Michael Foot was elected Labour MP for the war-torn constituency of Plymouth Devonport and after serving as Secretary of State for Education and responsible for the 1974 Health and Safety at Work Act, went on to become one of the most distinguished leaders of the Labour party.", "targets": "What party did Michael Foot become a leader of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f7416860c4241638b659a25780a977f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1945, Plymouth-born Michael Foot was elected Labour MP for the war-torn constituency of Plymouth Devonport and after serving as Secretary of State for Education and responsible for the 1974 Health and Safety at Work Act, went on to become one of the most distinguished leaders of the Labour party.", "targets": "In what town was Michael Foot born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1ed3210e8ad498ba918ddc9ce1624ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the high Renaissance, in fact, there was a hope that more direct knowledge of the wisdom of antiquity, including the writings of the Church fathers, the earliest known Greek texts of the Christian Gospels, and in some cases even the Jewish Kabbalah, would initiate a harmonious new era of universal agreement. With this end in view, Renaissance Church authorities afforded humanists what in retrospect appears a remarkable degree of freedom of thought. One humanist, the Greek Orthodox Platonist Gemistus Pletho (1355\u20131452), based in Mystras, Greece (but in contact with humanists in Florence, Venice, and Rome) taught a Christianised version of pagan polytheism.", "targets": " What is one religious text that was thought to eventually lead to a peace between all?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1ed3210e8ad498ba918ddc9ce1624ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the high Renaissance, in fact, there was a hope that more direct knowledge of the wisdom of antiquity, including the writings of the Church fathers, the earliest known Greek texts of the Christian Gospels, and in some cases even the Jewish Kabbalah, would initiate a harmonious new era of universal agreement. With this end in view, Renaissance Church authorities afforded humanists what in retrospect appears a remarkable degree of freedom of thought. One humanist, the Greek Orthodox Platonist Gemistus Pletho (1355\u20131452), based in Mystras, Greece (but in contact with humanists in Florence, Venice, and Rome) taught a Christianised version of pagan polytheism.", "targets": "Who gave followers of Humanism the ability to think out of bounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1ed3210e8ad498ba918ddc9ce1624ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the high Renaissance, in fact, there was a hope that more direct knowledge of the wisdom of antiquity, including the writings of the Church fathers, the earliest known Greek texts of the Christian Gospels, and in some cases even the Jewish Kabbalah, would initiate a harmonious new era of universal agreement. With this end in view, Renaissance Church authorities afforded humanists what in retrospect appears a remarkable degree of freedom of thought. One humanist, the Greek Orthodox Platonist Gemistus Pletho (1355\u20131452), based in Mystras, Greece (but in contact with humanists in Florence, Venice, and Rome) taught a Christianised version of pagan polytheism.", "targets": "Who gave followers of Humanism the ability to think out of bounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1ed3210e8ad498ba918ddc9ce1624ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the high Renaissance, in fact, there was a hope that more direct knowledge of the wisdom of antiquity, including the writings of the Church fathers, the earliest known Greek texts of the Christian Gospels, and in some cases even the Jewish Kabbalah, would initiate a harmonious new era of universal agreement. With this end in view, Renaissance Church authorities afforded humanists what in retrospect appears a remarkable degree of freedom of thought. One humanist, the Greek Orthodox Platonist Gemistus Pletho (1355\u20131452), based in Mystras, Greece (but in contact with humanists in Florence, Venice, and Rome) taught a Christianised version of pagan polytheism.", "targets": "What cities may have influenced the beliefs of Gemistus Pleto?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce8eab7c7f9641f2885ee752f774fc9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Warsaw was established in 1816, when the partitions of Poland separated Warsaw from the oldest and most influential Polish academic center, in Krak\u00f3w. Warsaw University of Technology is the second academic school of technology in the country, and one of the largest in East-Central Europe, employing 2,000 professors. Other institutions for higher education include the Medical University of Warsaw, the largest medical school in Poland and one of the most prestigious, the National Defence University, highest military academic institution in Poland, the Fryderyk Chopin University of Music the oldest and largest music school in Poland, and one of the largest in Europe, the Warsaw School of Economics, the oldest and most renowned economic university in the country, and the Warsaw University of Life Sciences the largest agricultural university founded in 1818.", "targets": "What is the second academic school of technology in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce8eab7c7f9641f2885ee752f774fc9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Warsaw was established in 1816, when the partitions of Poland separated Warsaw from the oldest and most influential Polish academic center, in Krak\u00f3w. Warsaw University of Technology is the second academic school of technology in the country, and one of the largest in East-Central Europe, employing 2,000 professors. Other institutions for higher education include the Medical University of Warsaw, the largest medical school in Poland and one of the most prestigious, the National Defence University, highest military academic institution in Poland, the Fryderyk Chopin University of Music the oldest and largest music school in Poland, and one of the largest in Europe, the Warsaw School of Economics, the oldest and most renowned economic university in the country, and the Warsaw University of Life Sciences the largest agricultural university founded in 1818.", "targets": "How many professors does the Warsaw University of Technology employ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce8eab7c7f9641f2885ee752f774fc9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Warsaw was established in 1816, when the partitions of Poland separated Warsaw from the oldest and most influential Polish academic center, in Krak\u00f3w. Warsaw University of Technology is the second academic school of technology in the country, and one of the largest in East-Central Europe, employing 2,000 professors. Other institutions for higher education include the Medical University of Warsaw, the largest medical school in Poland and one of the most prestigious, the National Defence University, highest military academic institution in Poland, the Fryderyk Chopin University of Music the oldest and largest music school in Poland, and one of the largest in Europe, the Warsaw School of Economics, the oldest and most renowned economic university in the country, and the Warsaw University of Life Sciences the largest agricultural university founded in 1818.", "targets": "What is the largest medical school in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce8eab7c7f9641f2885ee752f774fc9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Warsaw was established in 1816, when the partitions of Poland separated Warsaw from the oldest and most influential Polish academic center, in Krak\u00f3w. Warsaw University of Technology is the second academic school of technology in the country, and one of the largest in East-Central Europe, employing 2,000 professors. Other institutions for higher education include the Medical University of Warsaw, the largest medical school in Poland and one of the most prestigious, the National Defence University, highest military academic institution in Poland, the Fryderyk Chopin University of Music the oldest and largest music school in Poland, and one of the largest in Europe, the Warsaw School of Economics, the oldest and most renowned economic university in the country, and the Warsaw University of Life Sciences the largest agricultural university founded in 1818.", "targets": "What year was the University of Warsaw established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce8eab7c7f9641f2885ee752f774fc9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Warsaw was established in 1816, when the partitions of Poland separated Warsaw from the oldest and most influential Polish academic center, in Krak\u00f3w. Warsaw University of Technology is the second academic school of technology in the country, and one of the largest in East-Central Europe, employing 2,000 professors. Other institutions for higher education include the Medical University of Warsaw, the largest medical school in Poland and one of the most prestigious, the National Defence University, highest military academic institution in Poland, the Fryderyk Chopin University of Music the oldest and largest music school in Poland, and one of the largest in Europe, the Warsaw School of Economics, the oldest and most renowned economic university in the country, and the Warsaw University of Life Sciences the largest agricultural university founded in 1818.", "targets": "What is one of the largest music schools in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-329836834fc8481fbb44d316f9f85d25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word asphalt is derived from the late Middle English, in turn from French asphalte, based on Late Latin asphalton, asphaltum, which is the latinisation of the Greek \u1f04\u03c3\u03c6\u03b1\u03bb\u03c4\u03bf\u03c2 (\u00e1sphaltos, \u00e1sphalton), a word meaning \"asphalt/bitumen/pitch\", which perhaps derives from \u1f00-, \"without\" and \u03c3\u03c6\u03ac\u03bb\u03bb\u03c9 (sfall\u014d), \"make fall\". Note that in French, the term asphalte is used for naturally occurring bitumen-soaked limestone deposits, and for specialised manufactured products with fewer voids or greater bitumen content than the \"asphaltic concrete\" used to pave roads. It is a significant fact that the first use of asphalt by the ancients was in the nature of a cement for securing or joining together various objects, and it thus seems likely that the name itself was expressive of this application. Specifically Herodotus mentioned that bitumen was brought to Babylon to build its gigantic fortification wall. From the Greek, the word passed into late Latin, and thence into French (asphalte) and English (\"asphaltum\" and \"asphalt\").", "targets": "What is the last origination of the word asphalt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-329836834fc8481fbb44d316f9f85d25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word asphalt is derived from the late Middle English, in turn from French asphalte, based on Late Latin asphalton, asphaltum, which is the latinisation of the Greek \u1f04\u03c3\u03c6\u03b1\u03bb\u03c4\u03bf\u03c2 (\u00e1sphaltos, \u00e1sphalton), a word meaning \"asphalt/bitumen/pitch\", which perhaps derives from \u1f00-, \"without\" and \u03c3\u03c6\u03ac\u03bb\u03bb\u03c9 (sfall\u014d), \"make fall\". Note that in French, the term asphalte is used for naturally occurring bitumen-soaked limestone deposits, and for specialised manufactured products with fewer voids or greater bitumen content than the \"asphaltic concrete\" used to pave roads. It is a significant fact that the first use of asphalt by the ancients was in the nature of a cement for securing or joining together various objects, and it thus seems likely that the name itself was expressive of this application. Specifically Herodotus mentioned that bitumen was brought to Babylon to build its gigantic fortification wall. From the Greek, the word passed into late Latin, and thence into French (asphalte) and English (\"asphaltum\" and \"asphalt\").", "targets": "From what language does asphalt initially come?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-329836834fc8481fbb44d316f9f85d25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word asphalt is derived from the late Middle English, in turn from French asphalte, based on Late Latin asphalton, asphaltum, which is the latinisation of the Greek \u1f04\u03c3\u03c6\u03b1\u03bb\u03c4\u03bf\u03c2 (\u00e1sphaltos, \u00e1sphalton), a word meaning \"asphalt/bitumen/pitch\", which perhaps derives from \u1f00-, \"without\" and \u03c3\u03c6\u03ac\u03bb\u03bb\u03c9 (sfall\u014d), \"make fall\". Note that in French, the term asphalte is used for naturally occurring bitumen-soaked limestone deposits, and for specialised manufactured products with fewer voids or greater bitumen content than the \"asphaltic concrete\" used to pave roads. It is a significant fact that the first use of asphalt by the ancients was in the nature of a cement for securing or joining together various objects, and it thus seems likely that the name itself was expressive of this application. Specifically Herodotus mentioned that bitumen was brought to Babylon to build its gigantic fortification wall. From the Greek, the word passed into late Latin, and thence into French (asphalte) and English (\"asphaltum\" and \"asphalt\").", "targets": "What are the meanings of the Greek word for asphalt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-329836834fc8481fbb44d316f9f85d25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word asphalt is derived from the late Middle English, in turn from French asphalte, based on Late Latin asphalton, asphaltum, which is the latinisation of the Greek \u1f04\u03c3\u03c6\u03b1\u03bb\u03c4\u03bf\u03c2 (\u00e1sphaltos, \u00e1sphalton), a word meaning \"asphalt/bitumen/pitch\", which perhaps derives from \u1f00-, \"without\" and \u03c3\u03c6\u03ac\u03bb\u03bb\u03c9 (sfall\u014d), \"make fall\". Note that in French, the term asphalte is used for naturally occurring bitumen-soaked limestone deposits, and for specialised manufactured products with fewer voids or greater bitumen content than the \"asphaltic concrete\" used to pave roads. It is a significant fact that the first use of asphalt by the ancients was in the nature of a cement for securing or joining together various objects, and it thus seems likely that the name itself was expressive of this application. Specifically Herodotus mentioned that bitumen was brought to Babylon to build its gigantic fortification wall. From the Greek, the word passed into late Latin, and thence into French (asphalte) and English (\"asphaltum\" and \"asphalt\").", "targets": "What is the French term for natural asphalt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-329836834fc8481fbb44d316f9f85d25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word asphalt is derived from the late Middle English, in turn from French asphalte, based on Late Latin asphalton, asphaltum, which is the latinisation of the Greek \u1f04\u03c3\u03c6\u03b1\u03bb\u03c4\u03bf\u03c2 (\u00e1sphaltos, \u00e1sphalton), a word meaning \"asphalt/bitumen/pitch\", which perhaps derives from \u1f00-, \"without\" and \u03c3\u03c6\u03ac\u03bb\u03bb\u03c9 (sfall\u014d), \"make fall\". Note that in French, the term asphalte is used for naturally occurring bitumen-soaked limestone deposits, and for specialised manufactured products with fewer voids or greater bitumen content than the \"asphaltic concrete\" used to pave roads. It is a significant fact that the first use of asphalt by the ancients was in the nature of a cement for securing or joining together various objects, and it thus seems likely that the name itself was expressive of this application. Specifically Herodotus mentioned that bitumen was brought to Babylon to build its gigantic fortification wall. From the Greek, the word passed into late Latin, and thence into French (asphalte) and English (\"asphaltum\" and \"asphalt\").", "targets": "To construct what feature was asphalt brought to Babylon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f151551e7be14b52bd6ff881e5190672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern historiography on the period has reached a consensus between the two extremes of innovation and crisis. It is now (generally) acknowledged that conditions were vastly different north and south of the Alps, and \"Late Middle Ages\" is often avoided entirely within Italian historiography. The term \"Renaissance\" is still considered useful for describing certain intellectual, cultural, or artistic developments, but not as the defining feature of an entire European historical epoch. The period from the early 14th century up until \u2013 and sometimes including \u2013 the 16th century, is rather seen as characterised by other trends: demographic and economic decline followed by recovery, the end of western religious unity and the subsequent emergence of the nation state, and the expansion of European influence onto the rest of the world.", "targets": "What geopolitical entity emerged from the Late Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f151551e7be14b52bd6ff881e5190672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern historiography on the period has reached a consensus between the two extremes of innovation and crisis. It is now (generally) acknowledged that conditions were vastly different north and south of the Alps, and \"Late Middle Ages\" is often avoided entirely within Italian historiography. The term \"Renaissance\" is still considered useful for describing certain intellectual, cultural, or artistic developments, but not as the defining feature of an entire European historical epoch. The period from the early 14th century up until \u2013 and sometimes including \u2013 the 16th century, is rather seen as characterised by other trends: demographic and economic decline followed by recovery, the end of western religious unity and the subsequent emergence of the nation state, and the expansion of European influence onto the rest of the world.", "targets": "Which mountain range is seen as a dividing line when considering conditions during the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f151551e7be14b52bd6ff881e5190672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern historiography on the period has reached a consensus between the two extremes of innovation and crisis. It is now (generally) acknowledged that conditions were vastly different north and south of the Alps, and \"Late Middle Ages\" is often avoided entirely within Italian historiography. The term \"Renaissance\" is still considered useful for describing certain intellectual, cultural, or artistic developments, but not as the defining feature of an entire European historical epoch. The period from the early 14th century up until \u2013 and sometimes including \u2013 the 16th century, is rather seen as characterised by other trends: demographic and economic decline followed by recovery, the end of western religious unity and the subsequent emergence of the nation state, and the expansion of European influence onto the rest of the world.", "targets": "The Renaissance is generally used to describe developments in what areas of life in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f151551e7be14b52bd6ff881e5190672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern historiography on the period has reached a consensus between the two extremes of innovation and crisis. It is now (generally) acknowledged that conditions were vastly different north and south of the Alps, and \"Late Middle Ages\" is often avoided entirely within Italian historiography. The term \"Renaissance\" is still considered useful for describing certain intellectual, cultural, or artistic developments, but not as the defining feature of an entire European historical epoch. The period from the early 14th century up until \u2013 and sometimes including \u2013 the 16th century, is rather seen as characterised by other trends: demographic and economic decline followed by recovery, the end of western religious unity and the subsequent emergence of the nation state, and the expansion of European influence onto the rest of the world.", "targets": "Which centuries are considered to be part of the Late Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f151551e7be14b52bd6ff881e5190672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern historiography on the period has reached a consensus between the two extremes of innovation and crisis. It is now (generally) acknowledged that conditions were vastly different north and south of the Alps, and \"Late Middle Ages\" is often avoided entirely within Italian historiography. The term \"Renaissance\" is still considered useful for describing certain intellectual, cultural, or artistic developments, but not as the defining feature of an entire European historical epoch. The period from the early 14th century up until \u2013 and sometimes including \u2013 the 16th century, is rather seen as characterised by other trends: demographic and economic decline followed by recovery, the end of western religious unity and the subsequent emergence of the nation state, and the expansion of European influence onto the rest of the world.", "targets": "What was the general effect of the Late Middle Ages on religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53805f9f44a04a6fbb5634a967101db9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The province's name derives from the Zhe River (\u6d59\u6c5f, Zh\u00e8 Ji\u0101ng), the former name of the Qiantang River which flows past Hangzhou and whose mouth forms Hangzhou Bay. It is usually glossed as meaning \"Crooked\" or \"Bent River\", from the meaning of Chinese \u6298, but is more likely a phono-semantic compound formed from adding \u6c35 (the \"water\" radical used for river names) to phonetic \u6298 (pinyin zh\u00e9 but reconstructed Old Chinese *tet), preserving a proto-Wu name of the local Yue, similar to Yuhang, Kuaiji, and Jiang.", "targets": "What is the former name of the Qiantang River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53805f9f44a04a6fbb5634a967101db9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The province's name derives from the Zhe River (\u6d59\u6c5f, Zh\u00e8 Ji\u0101ng), the former name of the Qiantang River which flows past Hangzhou and whose mouth forms Hangzhou Bay. It is usually glossed as meaning \"Crooked\" or \"Bent River\", from the meaning of Chinese \u6298, but is more likely a phono-semantic compound formed from adding \u6c35 (the \"water\" radical used for river names) to phonetic \u6298 (pinyin zh\u00e9 but reconstructed Old Chinese *tet), preserving a proto-Wu name of the local Yue, similar to Yuhang, Kuaiji, and Jiang.", "targets": "What does the mouth of the Qiantang River form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53805f9f44a04a6fbb5634a967101db9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The province's name derives from the Zhe River (\u6d59\u6c5f, Zh\u00e8 Ji\u0101ng), the former name of the Qiantang River which flows past Hangzhou and whose mouth forms Hangzhou Bay. It is usually glossed as meaning \"Crooked\" or \"Bent River\", from the meaning of Chinese \u6298, but is more likely a phono-semantic compound formed from adding \u6c35 (the \"water\" radical used for river names) to phonetic \u6298 (pinyin zh\u00e9 but reconstructed Old Chinese *tet), preserving a proto-Wu name of the local Yue, similar to Yuhang, Kuaiji, and Jiang.", "targets": "What does Zhe mean in Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53805f9f44a04a6fbb5634a967101db9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The province's name derives from the Zhe River (\u6d59\u6c5f, Zh\u00e8 Ji\u0101ng), the former name of the Qiantang River which flows past Hangzhou and whose mouth forms Hangzhou Bay. It is usually glossed as meaning \"Crooked\" or \"Bent River\", from the meaning of Chinese \u6298, but is more likely a phono-semantic compound formed from adding \u6c35 (the \"water\" radical used for river names) to phonetic \u6298 (pinyin zh\u00e9 but reconstructed Old Chinese *tet), preserving a proto-Wu name of the local Yue, similar to Yuhang, Kuaiji, and Jiang.", "targets": "Which river does the province of Zhejiang derive its name from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53805f9f44a04a6fbb5634a967101db9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The province's name derives from the Zhe River (\u6d59\u6c5f, Zh\u00e8 Ji\u0101ng), the former name of the Qiantang River which flows past Hangzhou and whose mouth forms Hangzhou Bay. It is usually glossed as meaning \"Crooked\" or \"Bent River\", from the meaning of Chinese \u6298, but is more likely a phono-semantic compound formed from adding \u6c35 (the \"water\" radical used for river names) to phonetic \u6298 (pinyin zh\u00e9 but reconstructed Old Chinese *tet), preserving a proto-Wu name of the local Yue, similar to Yuhang, Kuaiji, and Jiang.", "targets": "What does the Qiantang River flow past?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44000908af2a4cffa8c01314a67b1f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study conducted in 1972 and 1981, documented by Robert Ulrich, surveyed 23 surgical patients assigned to rooms looking out on a natural scene. The study concluded that patients assigned to rooms with windows allowing lots of natural light had shorter postoperative hospital stays, received fewer negative evaluative comments in nurses\u2019 notes, and took fewer potent analegesics than 23 matched patients in similar rooms with windows facing a brick wall. This study suggests that due to the nature of the scenery and daylight exposure was indeed healthier for patients as opposed to those exposed to little light from the brick wall. In addition to increased work performance, proper usage of windows and daylighting crosses the boundaries between pure aesthetics and overall health.", "targets": "Who documented 23 surgical patients assigned rooms looking out on a natural scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44000908af2a4cffa8c01314a67b1f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study conducted in 1972 and 1981, documented by Robert Ulrich, surveyed 23 surgical patients assigned to rooms looking out on a natural scene. The study concluded that patients assigned to rooms with windows allowing lots of natural light had shorter postoperative hospital stays, received fewer negative evaluative comments in nurses\u2019 notes, and took fewer potent analegesics than 23 matched patients in similar rooms with windows facing a brick wall. This study suggests that due to the nature of the scenery and daylight exposure was indeed healthier for patients as opposed to those exposed to little light from the brick wall. In addition to increased work performance, proper usage of windows and daylighting crosses the boundaries between pure aesthetics and overall health.", "targets": "Did the patients with natural scenes have longer postoperative hospital stays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44000908af2a4cffa8c01314a67b1f94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study conducted in 1972 and 1981, documented by Robert Ulrich, surveyed 23 surgical patients assigned to rooms looking out on a natural scene. The study concluded that patients assigned to rooms with windows allowing lots of natural light had shorter postoperative hospital stays, received fewer negative evaluative comments in nurses\u2019 notes, and took fewer potent analegesics than 23 matched patients in similar rooms with windows facing a brick wall. This study suggests that due to the nature of the scenery and daylight exposure was indeed healthier for patients as opposed to those exposed to little light from the brick wall. In addition to increased work performance, proper usage of windows and daylighting crosses the boundaries between pure aesthetics and overall health.", "targets": "Did patients that have natural scenes require more potent analgesics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-657ec878413146be8f26289c3218f80e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most dramatic parts of the museum is the Cast Courts in the sculpture wing, comprising two large, skylighted rooms two storeys high housing hundreds of plaster casts of sculptures, friezes and tombs. One of these is dominated by a full-scale replica of Trajan's Column, cut in half in order to fit under the ceiling. The other includes reproductions of various works of Italian Renaissance sculpture and architecture, including a full-size replica of Michelangelo's David. Replicas of two earlier Davids by Donatello's David and Verrocchio's David, are also included, although for conservation reasons the Verrocchio replica is displayed in a glass case.", "targets": "Which Ancient Roman monument is replicated in full-scale in the Cast Courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-657ec878413146be8f26289c3218f80e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most dramatic parts of the museum is the Cast Courts in the sculpture wing, comprising two large, skylighted rooms two storeys high housing hundreds of plaster casts of sculptures, friezes and tombs. One of these is dominated by a full-scale replica of Trajan's Column, cut in half in order to fit under the ceiling. The other includes reproductions of various works of Italian Renaissance sculpture and architecture, including a full-size replica of Michelangelo's David. Replicas of two earlier Davids by Donatello's David and Verrocchio's David, are also included, although for conservation reasons the Verrocchio replica is displayed in a glass case.", "targets": "What was done to the Trajan's Column replica to fit it under the ceiling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-657ec878413146be8f26289c3218f80e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most dramatic parts of the museum is the Cast Courts in the sculpture wing, comprising two large, skylighted rooms two storeys high housing hundreds of plaster casts of sculptures, friezes and tombs. One of these is dominated by a full-scale replica of Trajan's Column, cut in half in order to fit under the ceiling. The other includes reproductions of various works of Italian Renaissance sculpture and architecture, including a full-size replica of Michelangelo's David. Replicas of two earlier Davids by Donatello's David and Verrocchio's David, are also included, although for conservation reasons the Verrocchio replica is displayed in a glass case.", "targets": "Which sculpture by Michelangelo has a full-size replica in the Cast Courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-657ec878413146be8f26289c3218f80e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most dramatic parts of the museum is the Cast Courts in the sculpture wing, comprising two large, skylighted rooms two storeys high housing hundreds of plaster casts of sculptures, friezes and tombs. One of these is dominated by a full-scale replica of Trajan's Column, cut in half in order to fit under the ceiling. The other includes reproductions of various works of Italian Renaissance sculpture and architecture, including a full-size replica of Michelangelo's David. Replicas of two earlier Davids by Donatello's David and Verrocchio's David, are also included, although for conservation reasons the Verrocchio replica is displayed in a glass case.", "targets": "The Cast Courts display plaster casts of what objects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-657ec878413146be8f26289c3218f80e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most dramatic parts of the museum is the Cast Courts in the sculpture wing, comprising two large, skylighted rooms two storeys high housing hundreds of plaster casts of sculptures, friezes and tombs. One of these is dominated by a full-scale replica of Trajan's Column, cut in half in order to fit under the ceiling. The other includes reproductions of various works of Italian Renaissance sculpture and architecture, including a full-size replica of Michelangelo's David. Replicas of two earlier Davids by Donatello's David and Verrocchio's David, are also included, although for conservation reasons the Verrocchio replica is displayed in a glass case.", "targets": "How is the plaster replica of Verrocchio's David displayed in the Cast Courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-531da0a6e4d74bc0ac6846d2df1fb6d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito was the chief architect of the second Yugoslavia, a socialist federation that lasted from 1943 to 1991\u201392. Despite being one of the founders of Cominform, soon he became the first Cominform member to defy Soviet hegemony and the only one to manage to leave Cominform and begin with its own socialist program. Tito was a backer of independent roads to socialism (sometimes referred to as \"national communism\"). In 1951 he implemented a self-management system that differentiated Yugoslavia from other socialist countries. A turn towards a model of market socialism brought economic expansion in the 1950s and 1960s and a decline during the 1970s. His internal policies included the suppression of nationalist sentiment and the promotion of the \"brotherhood and unity\" of the six Yugoslav nations. After Tito's death in 1980, tensions between the Yugoslav republics emerged and in 1991 the country disintegrated and went into a series of wars and unrest that lasted the rest of the decade, and which continue to impact most of the former Yugoslav republics. He remains a very controversial figure in the Balkans.", "targets": "When did the second Yugoslavia start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-531da0a6e4d74bc0ac6846d2df1fb6d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito was the chief architect of the second Yugoslavia, a socialist federation that lasted from 1943 to 1991\u201392. Despite being one of the founders of Cominform, soon he became the first Cominform member to defy Soviet hegemony and the only one to manage to leave Cominform and begin with its own socialist program. Tito was a backer of independent roads to socialism (sometimes referred to as \"national communism\"). In 1951 he implemented a self-management system that differentiated Yugoslavia from other socialist countries. A turn towards a model of market socialism brought economic expansion in the 1950s and 1960s and a decline during the 1970s. His internal policies included the suppression of nationalist sentiment and the promotion of the \"brotherhood and unity\" of the six Yugoslav nations. After Tito's death in 1980, tensions between the Yugoslav republics emerged and in 1991 the country disintegrated and went into a series of wars and unrest that lasted the rest of the decade, and which continue to impact most of the former Yugoslav republics. He remains a very controversial figure in the Balkans.", "targets": "What group did Tito found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-531da0a6e4d74bc0ac6846d2df1fb6d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito was the chief architect of the second Yugoslavia, a socialist federation that lasted from 1943 to 1991\u201392. Despite being one of the founders of Cominform, soon he became the first Cominform member to defy Soviet hegemony and the only one to manage to leave Cominform and begin with its own socialist program. Tito was a backer of independent roads to socialism (sometimes referred to as \"national communism\"). In 1951 he implemented a self-management system that differentiated Yugoslavia from other socialist countries. A turn towards a model of market socialism brought economic expansion in the 1950s and 1960s and a decline during the 1970s. His internal policies included the suppression of nationalist sentiment and the promotion of the \"brotherhood and unity\" of the six Yugoslav nations. After Tito's death in 1980, tensions between the Yugoslav republics emerged and in 1991 the country disintegrated and went into a series of wars and unrest that lasted the rest of the decade, and which continue to impact most of the former Yugoslav republics. He remains a very controversial figure in the Balkans.", "targets": "When did Tito implement a self-management system that differentiated Yugoslavia from other socialist coutnries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-531da0a6e4d74bc0ac6846d2df1fb6d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito was the chief architect of the second Yugoslavia, a socialist federation that lasted from 1943 to 1991\u201392. Despite being one of the founders of Cominform, soon he became the first Cominform member to defy Soviet hegemony and the only one to manage to leave Cominform and begin with its own socialist program. Tito was a backer of independent roads to socialism (sometimes referred to as \"national communism\"). In 1951 he implemented a self-management system that differentiated Yugoslavia from other socialist countries. A turn towards a model of market socialism brought economic expansion in the 1950s and 1960s and a decline during the 1970s. His internal policies included the suppression of nationalist sentiment and the promotion of the \"brotherhood and unity\" of the six Yugoslav nations. After Tito's death in 1980, tensions between the Yugoslav republics emerged and in 1991 the country disintegrated and went into a series of wars and unrest that lasted the rest of the decade, and which continue to impact most of the former Yugoslav republics. He remains a very controversial figure in the Balkans.", "targets": "When did Tito die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-531da0a6e4d74bc0ac6846d2df1fb6d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito was the chief architect of the second Yugoslavia, a socialist federation that lasted from 1943 to 1991\u201392. Despite being one of the founders of Cominform, soon he became the first Cominform member to defy Soviet hegemony and the only one to manage to leave Cominform and begin with its own socialist program. Tito was a backer of independent roads to socialism (sometimes referred to as \"national communism\"). In 1951 he implemented a self-management system that differentiated Yugoslavia from other socialist countries. A turn towards a model of market socialism brought economic expansion in the 1950s and 1960s and a decline during the 1970s. His internal policies included the suppression of nationalist sentiment and the promotion of the \"brotherhood and unity\" of the six Yugoslav nations. After Tito's death in 1980, tensions between the Yugoslav republics emerged and in 1991 the country disintegrated and went into a series of wars and unrest that lasted the rest of the decade, and which continue to impact most of the former Yugoslav republics. He remains a very controversial figure in the Balkans.", "targets": "When did Yugoslavia disintegrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4e52924a64b44dc839c44b467e8d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although large wild dogs, like wolves, are apex predators, they can be killed in territory disputes with wild animals. Furthermore, in areas where both dogs and other large predators live, dogs can be a major food source for big cats or canines. Reports from Croatia indicate wolves kill dogs more frequently than they kill sheep. Wolves in Russia apparently limit feral dog populations. In Wisconsin, more compensation has been paid for dog losses than livestock. Some wolf pairs have been reported to prey on dogs by having one wolf lure the dog out into heavy brush where the second animal waits in ambush. In some instances, wolves have displayed an uncharacteristic fearlessness of humans and buildings when attacking dogs, to the extent that they have to be beaten off or killed.", "targets": "Like wolves, big domesticated dogs are considered what type of predator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4e52924a64b44dc839c44b467e8d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although large wild dogs, like wolves, are apex predators, they can be killed in territory disputes with wild animals. Furthermore, in areas where both dogs and other large predators live, dogs can be a major food source for big cats or canines. Reports from Croatia indicate wolves kill dogs more frequently than they kill sheep. Wolves in Russia apparently limit feral dog populations. In Wisconsin, more compensation has been paid for dog losses than livestock. Some wolf pairs have been reported to prey on dogs by having one wolf lure the dog out into heavy brush where the second animal waits in ambush. In some instances, wolves have displayed an uncharacteristic fearlessness of humans and buildings when attacking dogs, to the extent that they have to be beaten off or killed.", "targets": "Wolves may act in what behavioral manner when attacking dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4e52924a64b44dc839c44b467e8d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although large wild dogs, like wolves, are apex predators, they can be killed in territory disputes with wild animals. Furthermore, in areas where both dogs and other large predators live, dogs can be a major food source for big cats or canines. Reports from Croatia indicate wolves kill dogs more frequently than they kill sheep. Wolves in Russia apparently limit feral dog populations. In Wisconsin, more compensation has been paid for dog losses than livestock. Some wolf pairs have been reported to prey on dogs by having one wolf lure the dog out into heavy brush where the second animal waits in ambush. In some instances, wolves have displayed an uncharacteristic fearlessness of humans and buildings when attacking dogs, to the extent that they have to be beaten off or killed.", "targets": "What animal is reported to be killed more often than sheep by wolves in Croatia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4e52924a64b44dc839c44b467e8d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although large wild dogs, like wolves, are apex predators, they can be killed in territory disputes with wild animals. Furthermore, in areas where both dogs and other large predators live, dogs can be a major food source for big cats or canines. Reports from Croatia indicate wolves kill dogs more frequently than they kill sheep. Wolves in Russia apparently limit feral dog populations. In Wisconsin, more compensation has been paid for dog losses than livestock. Some wolf pairs have been reported to prey on dogs by having one wolf lure the dog out into heavy brush where the second animal waits in ambush. In some instances, wolves have displayed an uncharacteristic fearlessness of humans and buildings when attacking dogs, to the extent that they have to be beaten off or killed.", "targets": "Like wolves, what kind of predators are large dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4e52924a64b44dc839c44b467e8d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although large wild dogs, like wolves, are apex predators, they can be killed in territory disputes with wild animals. Furthermore, in areas where both dogs and other large predators live, dogs can be a major food source for big cats or canines. Reports from Croatia indicate wolves kill dogs more frequently than they kill sheep. Wolves in Russia apparently limit feral dog populations. In Wisconsin, more compensation has been paid for dog losses than livestock. Some wolf pairs have been reported to prey on dogs by having one wolf lure the dog out into heavy brush where the second animal waits in ambush. In some instances, wolves have displayed an uncharacteristic fearlessness of humans and buildings when attacking dogs, to the extent that they have to be beaten off or killed.", "targets": "Dogs die as a result of Croatian wolf encounters more than what kind of animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4e52924a64b44dc839c44b467e8d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although large wild dogs, like wolves, are apex predators, they can be killed in territory disputes with wild animals. Furthermore, in areas where both dogs and other large predators live, dogs can be a major food source for big cats or canines. Reports from Croatia indicate wolves kill dogs more frequently than they kill sheep. Wolves in Russia apparently limit feral dog populations. In Wisconsin, more compensation has been paid for dog losses than livestock. Some wolf pairs have been reported to prey on dogs by having one wolf lure the dog out into heavy brush where the second animal waits in ambush. In some instances, wolves have displayed an uncharacteristic fearlessness of humans and buildings when attacking dogs, to the extent that they have to be beaten off or killed.", "targets": "What limits the feral dog population in Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac26dbeebd8f419c9fc1688aa024fc2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Information had been kept on digital tape for five years, with Kahle occasionally allowing researchers and scientists to tap into the clunky database. When the archive reached its fifth anniversary, it was unveiled and opened to the public in a ceremony at the University of California, Berkeley.", "targets": "What medium was originally used to keep Internet Archive's data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac26dbeebd8f419c9fc1688aa024fc2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Information had been kept on digital tape for five years, with Kahle occasionally allowing researchers and scientists to tap into the clunky database. When the archive reached its fifth anniversary, it was unveiled and opened to the public in a ceremony at the University of California, Berkeley.", "targets": "Who were sometimes permitted to use the Archive's database?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac26dbeebd8f419c9fc1688aa024fc2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Information had been kept on digital tape for five years, with Kahle occasionally allowing researchers and scientists to tap into the clunky database. When the archive reached its fifth anniversary, it was unveiled and opened to the public in a ceremony at the University of California, Berkeley.", "targets": "At what milestone was the archive made public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac26dbeebd8f419c9fc1688aa024fc2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Information had been kept on digital tape for five years, with Kahle occasionally allowing researchers and scientists to tap into the clunky database. When the archive reached its fifth anniversary, it was unveiled and opened to the public in a ceremony at the University of California, Berkeley.", "targets": "Where was the event launching the publicly-available archive held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "What does federal law come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "What gives Congress limited power to enact statutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "What do you call the official compilation and codification of federal statutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "Where are regulations published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "Where are regulations codified into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "Where does federal law begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "Who has the power and right to enact statutes for interstate dealings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "What is the compilation and codification of all federal statutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "Who do the statutes give the power of creating regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99e82d0072294a00967be0716afc2784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federal law originates with the Constitution, which gives Congress the power to enact statutes for certain limited purposes like regulating interstate commerce. The United States Code is the official compilation and codification of the general and permanent federal statutes. Many statutes give executive branch agencies the power to create regulations, which are published in the Federal Register and codified into the Code of Federal Regulations. Regulations generally also carry the force of law under the Chevron doctrine. Many lawsuits turn on the meaning of a federal statute or regulation, and judicial interpretations of such meaning carry legal force under the principle of stare decisis.", "targets": "Where are the regulations from executive branch agencies found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b8cb6c31e74bb7b501fa7937a50e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An article in Science suggested that the construction and filling of the Zipingpu Dam may have triggered the earthquake. The chief engineer of the Sichuan Geology and Mineral Bureau said that the sudden shift of a huge quantity of water into the region could have relaxed the tension between the two sides of the fault, allowing them to move apart, and could have increased the direct pressure on it, causing a violent rupture. The effect was \"25 times more\" than a year's worth of natural stress from tectonic movement. The government had disregarded warnings about so many large-scale dam projects in a seismically active area. Researchers have been denied access to seismological and geological data to examine the cause of the quake further.", "targets": "What was concluded about the construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b8cb6c31e74bb7b501fa7937a50e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An article in Science suggested that the construction and filling of the Zipingpu Dam may have triggered the earthquake. The chief engineer of the Sichuan Geology and Mineral Bureau said that the sudden shift of a huge quantity of water into the region could have relaxed the tension between the two sides of the fault, allowing them to move apart, and could have increased the direct pressure on it, causing a violent rupture. The effect was \"25 times more\" than a year's worth of natural stress from tectonic movement. The government had disregarded warnings about so many large-scale dam projects in a seismically active area. Researchers have been denied access to seismological and geological data to examine the cause of the quake further.", "targets": "What structure did an article contemplate could have caused the quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b8cb6c31e74bb7b501fa7937a50e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An article in Science suggested that the construction and filling of the Zipingpu Dam may have triggered the earthquake. The chief engineer of the Sichuan Geology and Mineral Bureau said that the sudden shift of a huge quantity of water into the region could have relaxed the tension between the two sides of the fault, allowing them to move apart, and could have increased the direct pressure on it, causing a violent rupture. The effect was \"25 times more\" than a year's worth of natural stress from tectonic movement. The government had disregarded warnings about so many large-scale dam projects in a seismically active area. Researchers have been denied access to seismological and geological data to examine the cause of the quake further.", "targets": "What was the affect of the dam on the stresses in that area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b8cb6c31e74bb7b501fa7937a50e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An article in Science suggested that the construction and filling of the Zipingpu Dam may have triggered the earthquake. The chief engineer of the Sichuan Geology and Mineral Bureau said that the sudden shift of a huge quantity of water into the region could have relaxed the tension between the two sides of the fault, allowing them to move apart, and could have increased the direct pressure on it, causing a violent rupture. The effect was \"25 times more\" than a year's worth of natural stress from tectonic movement. The government had disregarded warnings about so many large-scale dam projects in a seismically active area. Researchers have been denied access to seismological and geological data to examine the cause of the quake further.", "targets": "Who disregarded warnings about dams in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b8cb6c31e74bb7b501fa7937a50e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An article in Science suggested that the construction and filling of the Zipingpu Dam may have triggered the earthquake. The chief engineer of the Sichuan Geology and Mineral Bureau said that the sudden shift of a huge quantity of water into the region could have relaxed the tension between the two sides of the fault, allowing them to move apart, and could have increased the direct pressure on it, causing a violent rupture. The effect was \"25 times more\" than a year's worth of natural stress from tectonic movement. The government had disregarded warnings about so many large-scale dam projects in a seismically active area. Researchers have been denied access to seismological and geological data to examine the cause of the quake further.", "targets": "What type of area is Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9b8cb6c31e74bb7b501fa7937a50e1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An article in Science suggested that the construction and filling of the Zipingpu Dam may have triggered the earthquake. The chief engineer of the Sichuan Geology and Mineral Bureau said that the sudden shift of a huge quantity of water into the region could have relaxed the tension between the two sides of the fault, allowing them to move apart, and could have increased the direct pressure on it, causing a violent rupture. The effect was \"25 times more\" than a year's worth of natural stress from tectonic movement. The government had disregarded warnings about so many large-scale dam projects in a seismically active area. Researchers have been denied access to seismological and geological data to examine the cause of the quake further.", "targets": "What have researchers been denied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a961af782b2247b49f0f208cdff93cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 13th century mendicant orders\u2014the Franciscans and the Dominicans\u2014who swore vows of poverty and earned their living by begging, were approved by the papacy. Religious groups such as the Waldensians and the Humiliati also attempted to return to the life of early Christianity in the middle 12th and early 13th centuries, but they were condemned as heretical by the papacy. Others joined the Cathars, another heretical movement condemned by the papacy. In 1209, a crusade was preached against the Cathars, the Albigensian Crusade, which in combination with the medieval Inquisition, eliminated them.", "targets": "Along with the Dominicans, what mendicant order was founded in the 13th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a961af782b2247b49f0f208cdff93cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 13th century mendicant orders\u2014the Franciscans and the Dominicans\u2014who swore vows of poverty and earned their living by begging, were approved by the papacy. Religious groups such as the Waldensians and the Humiliati also attempted to return to the life of early Christianity in the middle 12th and early 13th centuries, but they were condemned as heretical by the papacy. Others joined the Cathars, another heretical movement condemned by the papacy. In 1209, a crusade was preached against the Cathars, the Albigensian Crusade, which in combination with the medieval Inquisition, eliminated them.", "targets": "What notable vow was sworn by the mendicant orders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a961af782b2247b49f0f208cdff93cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 13th century mendicant orders\u2014the Franciscans and the Dominicans\u2014who swore vows of poverty and earned their living by begging, were approved by the papacy. Religious groups such as the Waldensians and the Humiliati also attempted to return to the life of early Christianity in the middle 12th and early 13th centuries, but they were condemned as heretical by the papacy. Others joined the Cathars, another heretical movement condemned by the papacy. In 1209, a crusade was preached against the Cathars, the Albigensian Crusade, which in combination with the medieval Inquisition, eliminated them.", "targets": "How did the mendicant orders make a living?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a961af782b2247b49f0f208cdff93cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 13th century mendicant orders\u2014the Franciscans and the Dominicans\u2014who swore vows of poverty and earned their living by begging, were approved by the papacy. Religious groups such as the Waldensians and the Humiliati also attempted to return to the life of early Christianity in the middle 12th and early 13th centuries, but they were condemned as heretical by the papacy. Others joined the Cathars, another heretical movement condemned by the papacy. In 1209, a crusade was preached against the Cathars, the Albigensian Crusade, which in combination with the medieval Inquisition, eliminated them.", "targets": "What was the crusade against the Cathars called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a961af782b2247b49f0f208cdff93cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 13th century mendicant orders\u2014the Franciscans and the Dominicans\u2014who swore vows of poverty and earned their living by begging, were approved by the papacy. Religious groups such as the Waldensians and the Humiliati also attempted to return to the life of early Christianity in the middle 12th and early 13th centuries, but they were condemned as heretical by the papacy. Others joined the Cathars, another heretical movement condemned by the papacy. In 1209, a crusade was preached against the Cathars, the Albigensian Crusade, which in combination with the medieval Inquisition, eliminated them.", "targets": "Along with the Cathars and Humiliati, what group was notably condemned as heretics in this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4219ed2d52194f6b8d4ad21ed2c6f2fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the act is assented to by the sovereign in person, or by empowered Royal Commissioners, royal assent is considered given at the moment when the assent is declared in the presence of both houses jointly assembled. When the procedure created by the Royal Assent Act 1967 is followed, assent is considered granted when the presiding officers of both houses, having received the letters patent from the king or queen signifying the assent, have notified their respective house of the grant of royal assent. Thus, if each presiding officer makes the announcement at a different time (for instance because one house is not sitting on a certain date), assent is regarded as effective when the second announcement is made. This is important because, under British Law, unless there is any provision to the contrary, an act takes effect on the date on which it receives royal assent and that date is not regarded as being the date when the letters patent are signed, or when they are delivered to the presiding officers of each house, but the date on which both houses have been formally acquainted of the assent.", "targets": "When assent is granted in person, when is it formally considered final?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4219ed2d52194f6b8d4ad21ed2c6f2fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the act is assented to by the sovereign in person, or by empowered Royal Commissioners, royal assent is considered given at the moment when the assent is declared in the presence of both houses jointly assembled. When the procedure created by the Royal Assent Act 1967 is followed, assent is considered granted when the presiding officers of both houses, having received the letters patent from the king or queen signifying the assent, have notified their respective house of the grant of royal assent. Thus, if each presiding officer makes the announcement at a different time (for instance because one house is not sitting on a certain date), assent is regarded as effective when the second announcement is made. This is important because, under British Law, unless there is any provision to the contrary, an act takes effect on the date on which it receives royal assent and that date is not regarded as being the date when the letters patent are signed, or when they are delivered to the presiding officers of each house, but the date on which both houses have been formally acquainted of the assent.", "targets": "An assent is considered granted when applying the Royal Assent Act 1967 when both presiding officers have done what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4219ed2d52194f6b8d4ad21ed2c6f2fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the act is assented to by the sovereign in person, or by empowered Royal Commissioners, royal assent is considered given at the moment when the assent is declared in the presence of both houses jointly assembled. When the procedure created by the Royal Assent Act 1967 is followed, assent is considered granted when the presiding officers of both houses, having received the letters patent from the king or queen signifying the assent, have notified their respective house of the grant of royal assent. Thus, if each presiding officer makes the announcement at a different time (for instance because one house is not sitting on a certain date), assent is regarded as effective when the second announcement is made. This is important because, under British Law, unless there is any provision to the contrary, an act takes effect on the date on which it receives royal assent and that date is not regarded as being the date when the letters patent are signed, or when they are delivered to the presiding officers of each house, but the date on which both houses have been formally acquainted of the assent.", "targets": "When is assent effective if the presiding officers inform their houses at different times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6afc52d379e41d6bc57b30a940d3bb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In several countries, like Germany, the Netherlands, Switzerland and Turkey, institutes of technology and polytechnics are institutions of higher education, and have been accredited to award academic degrees and doctorates. Famous examples are the Istanbul Technical University, ETH Zurich, \u0130YTE, Delft University of Technology and RWTH Aachen, all considered universities.[citation needed]", "targets": "What kind of institutions do countries like Germany and Switzerland consider institutes of technology to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24da2bb50d7446c2aeff8fcd116bcb48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1990s the memory of Genghis Khan with the Mongolian national identity has had a powerful revival partly because of his perception during the Mongolian People's Republic period. Genghis Khan became one of the central figures of the national identity. He is looked upon positively by Mongolians for his role in uniting warring tribes. For example, it is not uncommon for Mongolians to refer to their country as \"Genghis Khan's Mongolia\", to themselves as \"Genghis Khan's children\", and to Genghis Khan as the \"father of the Mongols\" especially among the younger generation. However, there is a chasm in the perception of his brutality. Mongolians maintain that the historical records written by non-Mongolians are unfairly biased against Genghis Khan and that his butchery is exaggerated, while his positive role is underrated.", "targets": "What recent decade saw brightening of the perception of Genghis Khan in Mongolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24da2bb50d7446c2aeff8fcd116bcb48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1990s the memory of Genghis Khan with the Mongolian national identity has had a powerful revival partly because of his perception during the Mongolian People's Republic period. Genghis Khan became one of the central figures of the national identity. He is looked upon positively by Mongolians for his role in uniting warring tribes. For example, it is not uncommon for Mongolians to refer to their country as \"Genghis Khan's Mongolia\", to themselves as \"Genghis Khan's children\", and to Genghis Khan as the \"father of the Mongols\" especially among the younger generation. However, there is a chasm in the perception of his brutality. Mongolians maintain that the historical records written by non-Mongolians are unfairly biased against Genghis Khan and that his butchery is exaggerated, while his positive role is underrated.", "targets": "What is the key accomplishment of Genghis Khan that modern Mongolians celebrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24da2bb50d7446c2aeff8fcd116bcb48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1990s the memory of Genghis Khan with the Mongolian national identity has had a powerful revival partly because of his perception during the Mongolian People's Republic period. Genghis Khan became one of the central figures of the national identity. He is looked upon positively by Mongolians for his role in uniting warring tribes. For example, it is not uncommon for Mongolians to refer to their country as \"Genghis Khan's Mongolia\", to themselves as \"Genghis Khan's children\", and to Genghis Khan as the \"father of the Mongols\" especially among the younger generation. However, there is a chasm in the perception of his brutality. Mongolians maintain that the historical records written by non-Mongolians are unfairly biased against Genghis Khan and that his butchery is exaggerated, while his positive role is underrated.", "targets": "How do Mongolians sometime describe their relationship to Genghis Khan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24da2bb50d7446c2aeff8fcd116bcb48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1990s the memory of Genghis Khan with the Mongolian national identity has had a powerful revival partly because of his perception during the Mongolian People's Republic period. Genghis Khan became one of the central figures of the national identity. He is looked upon positively by Mongolians for his role in uniting warring tribes. For example, it is not uncommon for Mongolians to refer to their country as \"Genghis Khan's Mongolia\", to themselves as \"Genghis Khan's children\", and to Genghis Khan as the \"father of the Mongols\" especially among the younger generation. However, there is a chasm in the perception of his brutality. Mongolians maintain that the historical records written by non-Mongolians are unfairly biased against Genghis Khan and that his butchery is exaggerated, while his positive role is underrated.", "targets": "What do some Mongolians feel non-Mongolian historians exaggerate about Genghis Khan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24da2bb50d7446c2aeff8fcd116bcb48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1990s the memory of Genghis Khan with the Mongolian national identity has had a powerful revival partly because of his perception during the Mongolian People's Republic period. Genghis Khan became one of the central figures of the national identity. He is looked upon positively by Mongolians for his role in uniting warring tribes. For example, it is not uncommon for Mongolians to refer to their country as \"Genghis Khan's Mongolia\", to themselves as \"Genghis Khan's children\", and to Genghis Khan as the \"father of the Mongols\" especially among the younger generation. However, there is a chasm in the perception of his brutality. Mongolians maintain that the historical records written by non-Mongolians are unfairly biased against Genghis Khan and that his butchery is exaggerated, while his positive role is underrated.", "targets": "What is the general perception of non-Mongolian histories of Genghis Khan by Mongolians themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6198a467ba5418cb45f0da305856e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some rare cases, such as with Ethiopia and Qing Dynasty China, the local governments were able to use the treaties to at least mitigate the impact of European colonization. This involved learning the intricacies of European diplomatic customs and then using the treaties to prevent a power from overstepping their agreement or by playing different powers against each other.", "targets": "In what two rare cases were local governments able to mitigate the impact of of European colonization through treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6198a467ba5418cb45f0da305856e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some rare cases, such as with Ethiopia and Qing Dynasty China, the local governments were able to use the treaties to at least mitigate the impact of European colonization. This involved learning the intricacies of European diplomatic customs and then using the treaties to prevent a power from overstepping their agreement or by playing different powers against each other.", "targets": "What did Ethiopians learn in order to use treaties to prevent a European power from overstepping their agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6198a467ba5418cb45f0da305856e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some rare cases, such as with Ethiopia and Qing Dynasty China, the local governments were able to use the treaties to at least mitigate the impact of European colonization. This involved learning the intricacies of European diplomatic customs and then using the treaties to prevent a power from overstepping their agreement or by playing different powers against each other.", "targets": "Both Ethiopia and Qing Dynasty China learned the intricacies of European diplomatic customs to mitigate what through treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6198a467ba5418cb45f0da305856e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some rare cases, such as with Ethiopia and Qing Dynasty China, the local governments were able to use the treaties to at least mitigate the impact of European colonization. This involved learning the intricacies of European diplomatic customs and then using the treaties to prevent a power from overstepping their agreement or by playing different powers against each other.", "targets": "In addition to preventing a power from overstepping their agreement, how was Ethiopia able to mitigate the impact of European colonization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6198a467ba5418cb45f0da305856e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some rare cases, such as with Ethiopia and Qing Dynasty China, the local governments were able to use the treaties to at least mitigate the impact of European colonization. This involved learning the intricacies of European diplomatic customs and then using the treaties to prevent a power from overstepping their agreement or by playing different powers against each other.", "targets": "Ethiopia and Qing Dynasty China were both able to prevent European powers from doing what to their agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66234b66f7a43ecb34a8594d4f0b60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infrared portion of the spectrum has several useful benefits for astronomers. Cold, dark molecular clouds of gas and dust in our galaxy will glow with radiated heat as they are irradiated by imbedded stars. Infrared can also be used to detect protostars before they begin to emit visible light. Stars emit a smaller portion of their energy in the infrared spectrum, so nearby cool objects such as planets can be more readily detected. (In the visible light spectrum, the glare from the star will drown out the reflected light from a planet.)", "targets": "What irradiates clouds of gas in the galaxy and makes them glow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66234b66f7a43ecb34a8594d4f0b60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infrared portion of the spectrum has several useful benefits for astronomers. Cold, dark molecular clouds of gas and dust in our galaxy will glow with radiated heat as they are irradiated by imbedded stars. Infrared can also be used to detect protostars before they begin to emit visible light. Stars emit a smaller portion of their energy in the infrared spectrum, so nearby cool objects such as planets can be more readily detected. (In the visible light spectrum, the glare from the star will drown out the reflected light from a planet.)", "targets": "What can be detected via infrared prior to their emitting visible light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66234b66f7a43ecb34a8594d4f0b60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infrared portion of the spectrum has several useful benefits for astronomers. Cold, dark molecular clouds of gas and dust in our galaxy will glow with radiated heat as they are irradiated by imbedded stars. Infrared can also be used to detect protostars before they begin to emit visible light. Stars emit a smaller portion of their energy in the infrared spectrum, so nearby cool objects such as planets can be more readily detected. (In the visible light spectrum, the glare from the star will drown out the reflected light from a planet.)", "targets": "What objects emit less of their energy as infrared light versus visible light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c59d1224632648d3b14a0cb19f5497f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But house was also being developed on Ibiza,[citation needed] although no house artists or labels were coming from this tiny island at the time. By the mid-1980s a distinct Balearic mix of house was discernible.[citation needed] Several clubs such as Amnesia with DJ Alfredo were playing a mix of rock, pop, disco and house. These clubs, fueled by their distinctive sound and Ecstasy, began to have an influence on the British scene. By late 1987, DJs such as Trevor Fung, Paul Oakenfold and Danny Rampling were bringing the Ibiza sound to UK clubs such as the Ha\u00e7ienda in Manchester, and in London clubs such as Shoom in Southwark, Heaven, Future and Spectrum.", "targets": "what tiny island was house music also being devloped on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c59d1224632648d3b14a0cb19f5497f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But house was also being developed on Ibiza,[citation needed] although no house artists or labels were coming from this tiny island at the time. By the mid-1980s a distinct Balearic mix of house was discernible.[citation needed] Several clubs such as Amnesia with DJ Alfredo were playing a mix of rock, pop, disco and house. These clubs, fueled by their distinctive sound and Ecstasy, began to have an influence on the British scene. By late 1987, DJs such as Trevor Fung, Paul Oakenfold and Danny Rampling were bringing the Ibiza sound to UK clubs such as the Ha\u00e7ienda in Manchester, and in London clubs such as Shoom in Southwark, Heaven, Future and Spectrum.", "targets": "what was a popular club in ibiza that started playing dance and house music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c59d1224632648d3b14a0cb19f5497f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But house was also being developed on Ibiza,[citation needed] although no house artists or labels were coming from this tiny island at the time. By the mid-1980s a distinct Balearic mix of house was discernible.[citation needed] Several clubs such as Amnesia with DJ Alfredo were playing a mix of rock, pop, disco and house. These clubs, fueled by their distinctive sound and Ecstasy, began to have an influence on the British scene. By late 1987, DJs such as Trevor Fung, Paul Oakenfold and Danny Rampling were bringing the Ibiza sound to UK clubs such as the Ha\u00e7ienda in Manchester, and in London clubs such as Shoom in Southwark, Heaven, Future and Spectrum.", "targets": "who was the DJ at Amnesia in the mid 80s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c59d1224632648d3b14a0cb19f5497f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But house was also being developed on Ibiza,[citation needed] although no house artists or labels were coming from this tiny island at the time. By the mid-1980s a distinct Balearic mix of house was discernible.[citation needed] Several clubs such as Amnesia with DJ Alfredo were playing a mix of rock, pop, disco and house. These clubs, fueled by their distinctive sound and Ecstasy, began to have an influence on the British scene. By late 1987, DJs such as Trevor Fung, Paul Oakenfold and Danny Rampling were bringing the Ibiza sound to UK clubs such as the Ha\u00e7ienda in Manchester, and in London clubs such as Shoom in Southwark, Heaven, Future and Spectrum.", "targets": "who were some of the DJs that brought the ibiza sound to uk clubs in late 1987?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c59d1224632648d3b14a0cb19f5497f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But house was also being developed on Ibiza,[citation needed] although no house artists or labels were coming from this tiny island at the time. By the mid-1980s a distinct Balearic mix of house was discernible.[citation needed] Several clubs such as Amnesia with DJ Alfredo were playing a mix of rock, pop, disco and house. These clubs, fueled by their distinctive sound and Ecstasy, began to have an influence on the British scene. By late 1987, DJs such as Trevor Fung, Paul Oakenfold and Danny Rampling were bringing the Ibiza sound to UK clubs such as the Ha\u00e7ienda in Manchester, and in London clubs such as Shoom in Southwark, Heaven, Future and Spectrum.", "targets": "what was the name of the big dance club in Manchester UK in the late 80s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baeadf616fe24fb1a5c21160ed7e80ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first issue was ammunition. Before the war it was recognised that ammunition needed to explode in the air. Both high explosive (HE) and shrapnel were used, mostly the former. Airburst fuses were either igniferious (based on a burning fuse) or mechanical (clockwork). Igniferious fuses were not well suited for anti-aircraft use. The fuse length was determined by time of flight, but the burning rate of the gunpowder was affected by altitude. The British pom-poms had only contact-fused ammunition. Zeppelins, being hydrogen filled balloons, were targets for incendiary shells and the British introduced these with airburst fuses, both shrapnel type-forward projection of incendiary 'pot' and base ejection of an incendiary stream. The British also fitted tracers to their shells for use at night. Smoke shells were also available for some AA guns, these bursts were used as targets during training.", "targets": "It was understood that ammunition needed to explode where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baeadf616fe24fb1a5c21160ed7e80ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first issue was ammunition. Before the war it was recognised that ammunition needed to explode in the air. Both high explosive (HE) and shrapnel were used, mostly the former. Airburst fuses were either igniferious (based on a burning fuse) or mechanical (clockwork). Igniferious fuses were not well suited for anti-aircraft use. The fuse length was determined by time of flight, but the burning rate of the gunpowder was affected by altitude. The British pom-poms had only contact-fused ammunition. Zeppelins, being hydrogen filled balloons, were targets for incendiary shells and the British introduced these with airburst fuses, both shrapnel type-forward projection of incendiary 'pot' and base ejection of an incendiary stream. The British also fitted tracers to their shells for use at night. Smoke shells were also available for some AA guns, these bursts were used as targets during training.", "targets": "In addition to high explosive, what else was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baeadf616fe24fb1a5c21160ed7e80ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first issue was ammunition. Before the war it was recognised that ammunition needed to explode in the air. Both high explosive (HE) and shrapnel were used, mostly the former. Airburst fuses were either igniferious (based on a burning fuse) or mechanical (clockwork). Igniferious fuses were not well suited for anti-aircraft use. The fuse length was determined by time of flight, but the burning rate of the gunpowder was affected by altitude. The British pom-poms had only contact-fused ammunition. Zeppelins, being hydrogen filled balloons, were targets for incendiary shells and the British introduced these with airburst fuses, both shrapnel type-forward projection of incendiary 'pot' and base ejection of an incendiary stream. The British also fitted tracers to their shells for use at night. Smoke shells were also available for some AA guns, these bursts were used as targets during training.", "targets": "Airburst fuses could be which two things?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baeadf616fe24fb1a5c21160ed7e80ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first issue was ammunition. Before the war it was recognised that ammunition needed to explode in the air. Both high explosive (HE) and shrapnel were used, mostly the former. Airburst fuses were either igniferious (based on a burning fuse) or mechanical (clockwork). Igniferious fuses were not well suited for anti-aircraft use. The fuse length was determined by time of flight, but the burning rate of the gunpowder was affected by altitude. The British pom-poms had only contact-fused ammunition. Zeppelins, being hydrogen filled balloons, were targets for incendiary shells and the British introduced these with airburst fuses, both shrapnel type-forward projection of incendiary 'pot' and base ejection of an incendiary stream. The British also fitted tracers to their shells for use at night. Smoke shells were also available for some AA guns, these bursts were used as targets during training.", "targets": "What were hydrogen filled balloons called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baeadf616fe24fb1a5c21160ed7e80ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first issue was ammunition. Before the war it was recognised that ammunition needed to explode in the air. Both high explosive (HE) and shrapnel were used, mostly the former. Airburst fuses were either igniferious (based on a burning fuse) or mechanical (clockwork). Igniferious fuses were not well suited for anti-aircraft use. The fuse length was determined by time of flight, but the burning rate of the gunpowder was affected by altitude. The British pom-poms had only contact-fused ammunition. Zeppelins, being hydrogen filled balloons, were targets for incendiary shells and the British introduced these with airburst fuses, both shrapnel type-forward projection of incendiary 'pot' and base ejection of an incendiary stream. The British also fitted tracers to their shells for use at night. Smoke shells were also available for some AA guns, these bursts were used as targets during training.", "targets": "What was used as targets in training practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce97c4951464cb8be0084fcfe8fef09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is an important source of renewable energy and its technologies are broadly characterized as either passive solar or active solar depending on the way they capture and distribute solar energy or convert it into solar power. Active solar techniques include the use of photovoltaic systems, concentrated solar power and solar water heating to harness the energy. Passive solar techniques include orienting a building to the Sun, selecting materials with favorable thermal mass or light dispersing properties, and designing spaces that naturally circulate air.", "targets": "What are the technologies used to capture solar energy characterized as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce97c4951464cb8be0084fcfe8fef09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is an important source of renewable energy and its technologies are broadly characterized as either passive solar or active solar depending on the way they capture and distribute solar energy or convert it into solar power. Active solar techniques include the use of photovoltaic systems, concentrated solar power and solar water heating to harness the energy. Passive solar techniques include orienting a building to the Sun, selecting materials with favorable thermal mass or light dispersing properties, and designing spaces that naturally circulate air.", "targets": "What are some active solar techniques used to harness solar energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce97c4951464cb8be0084fcfe8fef09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is an important source of renewable energy and its technologies are broadly characterized as either passive solar or active solar depending on the way they capture and distribute solar energy or convert it into solar power. Active solar techniques include the use of photovoltaic systems, concentrated solar power and solar water heating to harness the energy. Passive solar techniques include orienting a building to the Sun, selecting materials with favorable thermal mass or light dispersing properties, and designing spaces that naturally circulate air.", "targets": "What is an example of a passive solar technique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4473116d7b846da9571b70a770bd000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke and Duchess of York had two children: Elizabeth (called \"Lilibet\" by the family), and Margaret. The Duke and Duchess and their two daughters lived a relatively sheltered life at their London residence, 145 Piccadilly. They were a close and loving family. One of the few stirs arose when the Canadian Prime Minister, R. B. Bennett, considered the Duke for Governor General of Canada in 1931\u2014a proposal that King George V rejected on the advice of the Secretary of State for Dominion Affairs, J. H. Thomas.", "targets": "What was Elizabeth's nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4473116d7b846da9571b70a770bd000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke and Duchess of York had two children: Elizabeth (called \"Lilibet\" by the family), and Margaret. The Duke and Duchess and their two daughters lived a relatively sheltered life at their London residence, 145 Piccadilly. They were a close and loving family. One of the few stirs arose when the Canadian Prime Minister, R. B. Bennett, considered the Duke for Governor General of Canada in 1931\u2014a proposal that King George V rejected on the advice of the Secretary of State for Dominion Affairs, J. H. Thomas.", "targets": "Who were the Duke and Duchess of York's children?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4473116d7b846da9571b70a770bd000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke and Duchess of York had two children: Elizabeth (called \"Lilibet\" by the family), and Margaret. The Duke and Duchess and their two daughters lived a relatively sheltered life at their London residence, 145 Piccadilly. They were a close and loving family. One of the few stirs arose when the Canadian Prime Minister, R. B. Bennett, considered the Duke for Governor General of Canada in 1931\u2014a proposal that King George V rejected on the advice of the Secretary of State for Dominion Affairs, J. H. Thomas.", "targets": "What was the name of Duke of York's London residence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4473116d7b846da9571b70a770bd000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke and Duchess of York had two children: Elizabeth (called \"Lilibet\" by the family), and Margaret. The Duke and Duchess and their two daughters lived a relatively sheltered life at their London residence, 145 Piccadilly. They were a close and loving family. One of the few stirs arose when the Canadian Prime Minister, R. B. Bennett, considered the Duke for Governor General of Canada in 1931\u2014a proposal that King George V rejected on the advice of the Secretary of State for Dominion Affairs, J. H. Thomas.", "targets": "Who advised against the Duke becoming the Governor General of Canada? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4473116d7b846da9571b70a770bd000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke and Duchess of York had two children: Elizabeth (called \"Lilibet\" by the family), and Margaret. The Duke and Duchess and their two daughters lived a relatively sheltered life at their London residence, 145 Piccadilly. They were a close and loving family. One of the few stirs arose when the Canadian Prime Minister, R. B. Bennett, considered the Duke for Governor General of Canada in 1931\u2014a proposal that King George V rejected on the advice of the Secretary of State for Dominion Affairs, J. H. Thomas.", "targets": "What position did J. H. Thomas hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da59603174b6470ab7b20c8a4cb0423e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institutes in Hyderabad include the National Institute of Rural Development, the Indian School of Business, the Institute of Public Enterprise, the Administrative Staff College of India and the Sardar Vallabhbhai Patel National Police Academy. Technical and engineering schools include the International Institute of Information Technology, Hyderabad (IIITH), Birla Institute of Technology and Science, Pilani \u2013 Hyderabad (BITS Hyderabad) and Indian Institute of Technology, Hyderabad (IIT-H) as well as agricultural engineering institutes such as the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) and the Acharya N. G. Ranga Agricultural University. Hyderabad also has schools of fashion design including Raffles Millennium International, NIFT Hyderabad and Wigan and Leigh College. The National Institute of Design, Hyderabad (NID-H), will offer undergraduate and postgraduate courses from 2015.", "targets": "What type of school is Raffles Millennium International?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da59603174b6470ab7b20c8a4cb0423e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institutes in Hyderabad include the National Institute of Rural Development, the Indian School of Business, the Institute of Public Enterprise, the Administrative Staff College of India and the Sardar Vallabhbhai Patel National Police Academy. Technical and engineering schools include the International Institute of Information Technology, Hyderabad (IIITH), Birla Institute of Technology and Science, Pilani \u2013 Hyderabad (BITS Hyderabad) and Indian Institute of Technology, Hyderabad (IIT-H) as well as agricultural engineering institutes such as the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) and the Acharya N. G. Ranga Agricultural University. Hyderabad also has schools of fashion design including Raffles Millennium International, NIFT Hyderabad and Wigan and Leigh College. The National Institute of Design, Hyderabad (NID-H), will offer undergraduate and postgraduate courses from 2015.", "targets": "What type of is Wigan and Leigh College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da59603174b6470ab7b20c8a4cb0423e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institutes in Hyderabad include the National Institute of Rural Development, the Indian School of Business, the Institute of Public Enterprise, the Administrative Staff College of India and the Sardar Vallabhbhai Patel National Police Academy. Technical and engineering schools include the International Institute of Information Technology, Hyderabad (IIITH), Birla Institute of Technology and Science, Pilani \u2013 Hyderabad (BITS Hyderabad) and Indian Institute of Technology, Hyderabad (IIT-H) as well as agricultural engineering institutes such as the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) and the Acharya N. G. Ranga Agricultural University. Hyderabad also has schools of fashion design including Raffles Millennium International, NIFT Hyderabad and Wigan and Leigh College. The National Institute of Design, Hyderabad (NID-H), will offer undergraduate and postgraduate courses from 2015.", "targets": "What is the school otherwise known as IIT-H?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da59603174b6470ab7b20c8a4cb0423e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institutes in Hyderabad include the National Institute of Rural Development, the Indian School of Business, the Institute of Public Enterprise, the Administrative Staff College of India and the Sardar Vallabhbhai Patel National Police Academy. Technical and engineering schools include the International Institute of Information Technology, Hyderabad (IIITH), Birla Institute of Technology and Science, Pilani \u2013 Hyderabad (BITS Hyderabad) and Indian Institute of Technology, Hyderabad (IIT-H) as well as agricultural engineering institutes such as the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) and the Acharya N. G. Ranga Agricultural University. Hyderabad also has schools of fashion design including Raffles Millennium International, NIFT Hyderabad and Wigan and Leigh College. The National Institute of Design, Hyderabad (NID-H), will offer undergraduate and postgraduate courses from 2015.", "targets": "There is a research institute in Hyderabad known as ICRISAT, what does the acronym represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce3ff2a0cef4ae18f4bb322b7e5e349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Problems that can be solved in theory (e.g., given large but finite time), but which in practice take too long for their solutions to be useful, are known as intractable problems. In complexity theory, problems that lack polynomial-time solutions are considered to be intractable for more than the smallest inputs. In fact, the Cobham\u2013Edmonds thesis states that only those problems that can be solved in polynomial time can be feasibly computed on some computational device. Problems that are known to be intractable in this sense include those that are EXPTIME-hard. If NP is not the same as P, then the NP-complete problems are also intractable in this sense. To see why exponential-time algorithms might be unusable in practice, consider a program that makes 2n operations before halting. For small n, say 100, and assuming for the sake of example that the computer does 1012 operations each second, the program would run for about 4 \u00d7 1010 years, which is the same order of magnitude as the age of the universe. Even with a much faster computer, the program would only be useful for very small instances and in that sense the intractability of a problem is somewhat independent of technological progress. Nevertheless, a polynomial time algorithm is not always practical. If its running time is, say, n15, it is unreasonable to consider it efficient and it is still useless except on small instances.", "targets": "Problems capable of theoretical solutions but consuming unreasonable time in practical application are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce3ff2a0cef4ae18f4bb322b7e5e349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Problems that can be solved in theory (e.g., given large but finite time), but which in practice take too long for their solutions to be useful, are known as intractable problems. In complexity theory, problems that lack polynomial-time solutions are considered to be intractable for more than the smallest inputs. In fact, the Cobham\u2013Edmonds thesis states that only those problems that can be solved in polynomial time can be feasibly computed on some computational device. Problems that are known to be intractable in this sense include those that are EXPTIME-hard. If NP is not the same as P, then the NP-complete problems are also intractable in this sense. To see why exponential-time algorithms might be unusable in practice, consider a program that makes 2n operations before halting. For small n, say 100, and assuming for the sake of example that the computer does 1012 operations each second, the program would run for about 4 \u00d7 1010 years, which is the same order of magnitude as the age of the universe. Even with a much faster computer, the program would only be useful for very small instances and in that sense the intractability of a problem is somewhat independent of technological progress. Nevertheless, a polynomial time algorithm is not always practical. If its running time is, say, n15, it is unreasonable to consider it efficient and it is still useless except on small instances.", "targets": "Intractable problems lacking polynomial time solutions necessarily negate the practical efficacy of what type of algorithm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce3ff2a0cef4ae18f4bb322b7e5e349", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Problems that can be solved in theory (e.g., given large but finite time), but which in practice take too long for their solutions to be useful, are known as intractable problems. In complexity theory, problems that lack polynomial-time solutions are considered to be intractable for more than the smallest inputs. In fact, the Cobham\u2013Edmonds thesis states that only those problems that can be solved in polynomial time can be feasibly computed on some computational device. Problems that are known to be intractable in this sense include those that are EXPTIME-hard. If NP is not the same as P, then the NP-complete problems are also intractable in this sense. To see why exponential-time algorithms might be unusable in practice, consider a program that makes 2n operations before halting. For small n, say 100, and assuming for the sake of example that the computer does 1012 operations each second, the program would run for about 4 \u00d7 1010 years, which is the same order of magnitude as the age of the universe. Even with a much faster computer, the program would only be useful for very small instances and in that sense the intractability of a problem is somewhat independent of technological progress. Nevertheless, a polynomial time algorithm is not always practical. If its running time is, say, n15, it is unreasonable to consider it efficient and it is still useless except on small instances.", "targets": "If NP is not equal to P, viewed through this lens, what type of problems can also be considered intractable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ec8885edde401dbe1c55217a83aa25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 390 BC, several Gallic tribes were invading Italy from the north as their culture expanded throughout Europe. The Romans were alerted to this when a particularly warlike tribe invaded two Etruscan towns close to Rome's sphere of influence. These towns, overwhelmed by the enemy's numbers and ferocity, called on Rome for help. The Romans met the Gauls in pitched battle at the Battle of Allia River around 390\u2013387 BC. The Gauls, led by chieftain Brennus, defeated the Roman army of approximately 15,000 troops, pursued the fleeing Romans back to Rome, and sacked the city before being either driven off or bought off. Romans and Gauls continued to war intermittently in Italy for more than two centuries.[relevant? \u2013 discuss]", "targets": "When did the Battle of Allia River approximately end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ec8885edde401dbe1c55217a83aa25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 390 BC, several Gallic tribes were invading Italy from the north as their culture expanded throughout Europe. The Romans were alerted to this when a particularly warlike tribe invaded two Etruscan towns close to Rome's sphere of influence. These towns, overwhelmed by the enemy's numbers and ferocity, called on Rome for help. The Romans met the Gauls in pitched battle at the Battle of Allia River around 390\u2013387 BC. The Gauls, led by chieftain Brennus, defeated the Roman army of approximately 15,000 troops, pursued the fleeing Romans back to Rome, and sacked the city before being either driven off or bought off. Romans and Gauls continued to war intermittently in Italy for more than two centuries.[relevant? \u2013 discuss]", "targets": "How many of the Roman military were involved in the Battle of Allia River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ec8885edde401dbe1c55217a83aa25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 390 BC, several Gallic tribes were invading Italy from the north as their culture expanded throughout Europe. The Romans were alerted to this when a particularly warlike tribe invaded two Etruscan towns close to Rome's sphere of influence. These towns, overwhelmed by the enemy's numbers and ferocity, called on Rome for help. The Romans met the Gauls in pitched battle at the Battle of Allia River around 390\u2013387 BC. The Gauls, led by chieftain Brennus, defeated the Roman army of approximately 15,000 troops, pursued the fleeing Romans back to Rome, and sacked the city before being either driven off or bought off. Romans and Gauls continued to war intermittently in Italy for more than two centuries.[relevant? \u2013 discuss]", "targets": "Where did the Romans attempt to escape to after their loss against the Gauls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ec8885edde401dbe1c55217a83aa25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 390 BC, several Gallic tribes were invading Italy from the north as their culture expanded throughout Europe. The Romans were alerted to this when a particularly warlike tribe invaded two Etruscan towns close to Rome's sphere of influence. These towns, overwhelmed by the enemy's numbers and ferocity, called on Rome for help. The Romans met the Gauls in pitched battle at the Battle of Allia River around 390\u2013387 BC. The Gauls, led by chieftain Brennus, defeated the Roman army of approximately 15,000 troops, pursued the fleeing Romans back to Rome, and sacked the city before being either driven off or bought off. Romans and Gauls continued to war intermittently in Italy for more than two centuries.[relevant? \u2013 discuss]", "targets": "What is the name of the chieftan who led his army to victory in the Battle of Allia River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10ec8885edde401dbe1c55217a83aa25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 390 BC, several Gallic tribes were invading Italy from the north as their culture expanded throughout Europe. The Romans were alerted to this when a particularly warlike tribe invaded two Etruscan towns close to Rome's sphere of influence. These towns, overwhelmed by the enemy's numbers and ferocity, called on Rome for help. The Romans met the Gauls in pitched battle at the Battle of Allia River around 390\u2013387 BC. The Gauls, led by chieftain Brennus, defeated the Roman army of approximately 15,000 troops, pursued the fleeing Romans back to Rome, and sacked the city before being either driven off or bought off. Romans and Gauls continued to war intermittently in Italy for more than two centuries.[relevant? \u2013 discuss]", "targets": "Who asked Rome for assistance after being overburdened by their enemies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94cec7630aaf4fde83099b245771bbda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the Italian administration launched its first development projects in the new colony. The Eritrean Railway was completed to Saati in 1888, and reached Asmara in the highlands in 1911. The Asmara\u2013Massawa Cableway was the longest line in the world during its time, but was later dismantled by the British in World War II. Besides major infrastructural projects, the colonial authorities invested significantly in the agricultural sector. It also oversaw the provision of urban amenities in Asmara and Massawa, and employed many Eritreans in public service, particularly in the police and public works departments. Thousands of Eritreans were concurrently enlisted in the army, serving during the Italo-Turkish War in Libya as well as the First and second Italo-Abyssinian Wars.", "targets": "When was the Eritrean Railway completed in Saati?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94cec7630aaf4fde83099b245771bbda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the Italian administration launched its first development projects in the new colony. The Eritrean Railway was completed to Saati in 1888, and reached Asmara in the highlands in 1911. The Asmara\u2013Massawa Cableway was the longest line in the world during its time, but was later dismantled by the British in World War II. Besides major infrastructural projects, the colonial authorities invested significantly in the agricultural sector. It also oversaw the provision of urban amenities in Asmara and Massawa, and employed many Eritreans in public service, particularly in the police and public works departments. Thousands of Eritreans were concurrently enlisted in the army, serving during the Italo-Turkish War in Libya as well as the First and second Italo-Abyssinian Wars.", "targets": "When did the Eritrean Railway reach the Asmara highlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94cec7630aaf4fde83099b245771bbda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the Italian administration launched its first development projects in the new colony. The Eritrean Railway was completed to Saati in 1888, and reached Asmara in the highlands in 1911. The Asmara\u2013Massawa Cableway was the longest line in the world during its time, but was later dismantled by the British in World War II. Besides major infrastructural projects, the colonial authorities invested significantly in the agricultural sector. It also oversaw the provision of urban amenities in Asmara and Massawa, and employed many Eritreans in public service, particularly in the police and public works departments. Thousands of Eritreans were concurrently enlisted in the army, serving during the Italo-Turkish War in Libya as well as the First and second Italo-Abyssinian Wars.", "targets": "What was the longest line in the world during its time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94cec7630aaf4fde83099b245771bbda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the Italian administration launched its first development projects in the new colony. The Eritrean Railway was completed to Saati in 1888, and reached Asmara in the highlands in 1911. The Asmara\u2013Massawa Cableway was the longest line in the world during its time, but was later dismantled by the British in World War II. Besides major infrastructural projects, the colonial authorities invested significantly in the agricultural sector. It also oversaw the provision of urban amenities in Asmara and Massawa, and employed many Eritreans in public service, particularly in the police and public works departments. Thousands of Eritreans were concurrently enlisted in the army, serving during the Italo-Turkish War in Libya as well as the First and second Italo-Abyssinian Wars.", "targets": "Who dismantled the Asmara-Massawa Cableway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94cec7630aaf4fde83099b245771bbda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the Italian administration launched its first development projects in the new colony. The Eritrean Railway was completed to Saati in 1888, and reached Asmara in the highlands in 1911. The Asmara\u2013Massawa Cableway was the longest line in the world during its time, but was later dismantled by the British in World War II. Besides major infrastructural projects, the colonial authorities invested significantly in the agricultural sector. It also oversaw the provision of urban amenities in Asmara and Massawa, and employed many Eritreans in public service, particularly in the police and public works departments. Thousands of Eritreans were concurrently enlisted in the army, serving during the Italo-Turkish War in Libya as well as the First and second Italo-Abyssinian Wars.", "targets": "In what areas of public service were Eritreans particularly employed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cbdda5977984df5afef10ffc192a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the motor rallying arena, Kenya is home to the world famous Safari Rally, commonly acknowledged as one of the toughest rallies in the world. It was a part of the World Rally Championship for many years until its exclusion after the 2002 event owing to financial difficulties. Some of the best rally drivers in the world have taken part in and won the rally, such as Bj\u00f6rn Waldeg\u00e5rd, Hannu Mikkola, Tommi M\u00e4kinen, Shekhar Mehta, Carlos Sainz and Colin McRae. Although the rally still runs annually as part of the Africa rally championship, the organisers are hoping to be allowed to rejoin the World Rally championship in the next couple of years.", "targets": "What is Kenya the home of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cbdda5977984df5afef10ffc192a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the motor rallying arena, Kenya is home to the world famous Safari Rally, commonly acknowledged as one of the toughest rallies in the world. It was a part of the World Rally Championship for many years until its exclusion after the 2002 event owing to financial difficulties. Some of the best rally drivers in the world have taken part in and won the rally, such as Bj\u00f6rn Waldeg\u00e5rd, Hannu Mikkola, Tommi M\u00e4kinen, Shekhar Mehta, Carlos Sainz and Colin McRae. Although the rally still runs annually as part of the Africa rally championship, the organisers are hoping to be allowed to rejoin the World Rally championship in the next couple of years.", "targets": "What is the Safair Rally known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cbdda5977984df5afef10ffc192a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the motor rallying arena, Kenya is home to the world famous Safari Rally, commonly acknowledged as one of the toughest rallies in the world. It was a part of the World Rally Championship for many years until its exclusion after the 2002 event owing to financial difficulties. Some of the best rally drivers in the world have taken part in and won the rally, such as Bj\u00f6rn Waldeg\u00e5rd, Hannu Mikkola, Tommi M\u00e4kinen, Shekhar Mehta, Carlos Sainz and Colin McRae. Although the rally still runs annually as part of the Africa rally championship, the organisers are hoping to be allowed to rejoin the World Rally championship in the next couple of years.", "targets": "Who are some of the best rally drivers that have won the rally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc058766874a406796ebdca3af0c9275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York Public Library, which has the largest collection of any public library system in the United States, serves Manhattan, the Bronx, and Staten Island. Queens is served by the Queens Borough Public Library, the nation's second largest public library system, while the Brooklyn Public Library serves Brooklyn.", "targets": "What is the largest library in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc058766874a406796ebdca3af0c9275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York Public Library, which has the largest collection of any public library system in the United States, serves Manhattan, the Bronx, and Staten Island. Queens is served by the Queens Borough Public Library, the nation's second largest public library system, while the Brooklyn Public Library serves Brooklyn.", "targets": "What is the second largest library in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc058766874a406796ebdca3af0c9275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York Public Library, which has the largest collection of any public library system in the United States, serves Manhattan, the Bronx, and Staten Island. Queens is served by the Queens Borough Public Library, the nation's second largest public library system, while the Brooklyn Public Library serves Brooklyn.", "targets": "What is the name of the library system in Queens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc058766874a406796ebdca3af0c9275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York Public Library, which has the largest collection of any public library system in the United States, serves Manhattan, the Bronx, and Staten Island. Queens is served by the Queens Borough Public Library, the nation's second largest public library system, while the Brooklyn Public Library serves Brooklyn.", "targets": "What is Brooklyn's public library system called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc058766874a406796ebdca3af0c9275", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York Public Library, which has the largest collection of any public library system in the United States, serves Manhattan, the Bronx, and Staten Island. Queens is served by the Queens Borough Public Library, the nation's second largest public library system, while the Brooklyn Public Library serves Brooklyn.", "targets": "Along with Staten Island and the Bronx, what borough is served by the New York Public Library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b97c08e7104db3802cc8bb0ef7298b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political unification returned in the mid-16th century, due to the efforts of Taungoo, a former vassal state of Ava. Taungoo's young, ambitious king Tabinshwehti defeated the more powerful Hanthawaddy in the Toungoo\u2013Hanthawaddy War (1534\u201341). His successor Bayinnaung went on to conquer a vast swath of mainland Southeast Asia including the Shan states, Lan Na, Manipur, Mong Mao, the Ayutthaya Kingdom, Lan Xang and southern Arakan. However, the largest empire in the history of Southeast Asia unravelled soon after Bayinnaung's death in 1581, completely collapsing by 1599. Ayutthaya seized Tenasserim and Lan Na, and Portuguese mercenaries established Portuguese rule at Thanlyin (Syriam).", "targets": "Before attempting to obtain political unification, what title did Taungoo,hold ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b97c08e7104db3802cc8bb0ef7298b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political unification returned in the mid-16th century, due to the efforts of Taungoo, a former vassal state of Ava. Taungoo's young, ambitious king Tabinshwehti defeated the more powerful Hanthawaddy in the Toungoo\u2013Hanthawaddy War (1534\u201341). His successor Bayinnaung went on to conquer a vast swath of mainland Southeast Asia including the Shan states, Lan Na, Manipur, Mong Mao, the Ayutthaya Kingdom, Lan Xang and southern Arakan. However, the largest empire in the history of Southeast Asia unravelled soon after Bayinnaung's death in 1581, completely collapsing by 1599. Ayutthaya seized Tenasserim and Lan Na, and Portuguese mercenaries established Portuguese rule at Thanlyin (Syriam).", "targets": "Who was the ruling monarchy when Taungoo, was vassal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b97c08e7104db3802cc8bb0ef7298b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political unification returned in the mid-16th century, due to the efforts of Taungoo, a former vassal state of Ava. Taungoo's young, ambitious king Tabinshwehti defeated the more powerful Hanthawaddy in the Toungoo\u2013Hanthawaddy War (1534\u201341). His successor Bayinnaung went on to conquer a vast swath of mainland Southeast Asia including the Shan states, Lan Na, Manipur, Mong Mao, the Ayutthaya Kingdom, Lan Xang and southern Arakan. However, the largest empire in the history of Southeast Asia unravelled soon after Bayinnaung's death in 1581, completely collapsing by 1599. Ayutthaya seized Tenasserim and Lan Na, and Portuguese mercenaries established Portuguese rule at Thanlyin (Syriam).", "targets": "Who was the ruler of the largest kingdom in Southeast Asia ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b97c08e7104db3802cc8bb0ef7298b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political unification returned in the mid-16th century, due to the efforts of Taungoo, a former vassal state of Ava. Taungoo's young, ambitious king Tabinshwehti defeated the more powerful Hanthawaddy in the Toungoo\u2013Hanthawaddy War (1534\u201341). His successor Bayinnaung went on to conquer a vast swath of mainland Southeast Asia including the Shan states, Lan Na, Manipur, Mong Mao, the Ayutthaya Kingdom, Lan Xang and southern Arakan. However, the largest empire in the history of Southeast Asia unravelled soon after Bayinnaung's death in 1581, completely collapsing by 1599. Ayutthaya seized Tenasserim and Lan Na, and Portuguese mercenaries established Portuguese rule at Thanlyin (Syriam).", "targets": "In what year did the dynasty of Bayinnaung fully collapse ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b97c08e7104db3802cc8bb0ef7298b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political unification returned in the mid-16th century, due to the efforts of Taungoo, a former vassal state of Ava. Taungoo's young, ambitious king Tabinshwehti defeated the more powerful Hanthawaddy in the Toungoo\u2013Hanthawaddy War (1534\u201341). His successor Bayinnaung went on to conquer a vast swath of mainland Southeast Asia including the Shan states, Lan Na, Manipur, Mong Mao, the Ayutthaya Kingdom, Lan Xang and southern Arakan. However, the largest empire in the history of Southeast Asia unravelled soon after Bayinnaung's death in 1581, completely collapsing by 1599. Ayutthaya seized Tenasserim and Lan Na, and Portuguese mercenaries established Portuguese rule at Thanlyin (Syriam).", "targets": "Have any other countries ever established a foot hole in Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928820ccbde649abaf6b9f800d97b8ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14% of the population speaks the official language Portuguese, the language of government and national communication during centuries of colonial rule. 44% speak Kriol, a Portuguese-based creole language, which is effectively a national language of communication among groups. The remainder speak a variety of native African languages unique to ethnicities.", "targets": "What percentage of the population speaks Kriol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928820ccbde649abaf6b9f800d97b8ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14% of the population speaks the official language Portuguese, the language of government and national communication during centuries of colonial rule. 44% speak Kriol, a Portuguese-based creole language, which is effectively a national language of communication among groups. The remainder speak a variety of native African languages unique to ethnicities.", "targets": "What is the official language of Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928820ccbde649abaf6b9f800d97b8ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14% of the population speaks the official language Portuguese, the language of government and national communication during centuries of colonial rule. 44% speak Kriol, a Portuguese-based creole language, which is effectively a national language of communication among groups. The remainder speak a variety of native African languages unique to ethnicities.", "targets": "How long was Guinea-Bissau under colonial rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928820ccbde649abaf6b9f800d97b8ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "14% of the population speaks the official language Portuguese, the language of government and national communication during centuries of colonial rule. 44% speak Kriol, a Portuguese-based creole language, which is effectively a national language of communication among groups. The remainder speak a variety of native African languages unique to ethnicities.", "targets": "What type of language is Kriol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fb97ff5604490f8e9ac7135791be97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liquor was another profitable private industry nationalized by the central government in 98 BC. However, this was repealed in 81 BC and a property tax rate of two coins for every 0.2 L (0.05 gallons) was levied for those who traded it privately. By 110 BC Emperor Wu also interfered with the profitable trade in grain when he eliminated speculation by selling government-stored grain at a lower price than demanded by merchants. Apart from Emperor Ming's creation of a short-lived Office for Price Adjustment and Stabilization, which was abolished in 68 AD, central-government price control regulations were largely absent during the Eastern Han.", "targets": "What industry was monopolized by the government in 98 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fb97ff5604490f8e9ac7135791be97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liquor was another profitable private industry nationalized by the central government in 98 BC. However, this was repealed in 81 BC and a property tax rate of two coins for every 0.2 L (0.05 gallons) was levied for those who traded it privately. By 110 BC Emperor Wu also interfered with the profitable trade in grain when he eliminated speculation by selling government-stored grain at a lower price than demanded by merchants. Apart from Emperor Ming's creation of a short-lived Office for Price Adjustment and Stabilization, which was abolished in 68 AD, central-government price control regulations were largely absent during the Eastern Han.", "targets": "In what year did the liquor industry once again become privatized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fb97ff5604490f8e9ac7135791be97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liquor was another profitable private industry nationalized by the central government in 98 BC. However, this was repealed in 81 BC and a property tax rate of two coins for every 0.2 L (0.05 gallons) was levied for those who traded it privately. By 110 BC Emperor Wu also interfered with the profitable trade in grain when he eliminated speculation by selling government-stored grain at a lower price than demanded by merchants. Apart from Emperor Ming's creation of a short-lived Office for Price Adjustment and Stabilization, which was abolished in 68 AD, central-government price control regulations were largely absent during the Eastern Han.", "targets": "What was mostly missing during the Eastern Han?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fb97ff5604490f8e9ac7135791be97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liquor was another profitable private industry nationalized by the central government in 98 BC. However, this was repealed in 81 BC and a property tax rate of two coins for every 0.2 L (0.05 gallons) was levied for those who traded it privately. By 110 BC Emperor Wu also interfered with the profitable trade in grain when he eliminated speculation by selling government-stored grain at a lower price than demanded by merchants. Apart from Emperor Ming's creation of a short-lived Office for Price Adjustment and Stabilization, which was abolished in 68 AD, central-government price control regulations were largely absent during the Eastern Han.", "targets": "What did Emperor Wu sell that offended the merchants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fb97ff5604490f8e9ac7135791be97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liquor was another profitable private industry nationalized by the central government in 98 BC. However, this was repealed in 81 BC and a property tax rate of two coins for every 0.2 L (0.05 gallons) was levied for those who traded it privately. By 110 BC Emperor Wu also interfered with the profitable trade in grain when he eliminated speculation by selling government-stored grain at a lower price than demanded by merchants. Apart from Emperor Ming's creation of a short-lived Office for Price Adjustment and Stabilization, which was abolished in 68 AD, central-government price control regulations were largely absent during the Eastern Han.", "targets": "What office did Emperor Ming create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f9229b0420428bab6d8781a8699b16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The East India Company's arms, granted in 1698, were: \"Argent a cross Gules; in the dexter chief quarter an escutcheon of the arms of France and England quarterly, the shield ornamentally and regally crowned Or.\" The crest was: \"A lion rampant guardant Or holding between the forepaws a regal crown proper.\" The supporters were: \"Two lions rampant guardant Or, each supporting a banner erect Argent, charged with a cross Gules.\" The motto was AUSPICIO REGIS ET SENATUS ANGLI\u00c6 (Latin: By right of the King and the Senate of England).", "targets": "The EIC Arms feature what king of the jungle animal on it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f9229b0420428bab6d8781a8699b16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The East India Company's arms, granted in 1698, were: \"Argent a cross Gules; in the dexter chief quarter an escutcheon of the arms of France and England quarterly, the shield ornamentally and regally crowned Or.\" The crest was: \"A lion rampant guardant Or holding between the forepaws a regal crown proper.\" The supporters were: \"Two lions rampant guardant Or, each supporting a banner erect Argent, charged with a cross Gules.\" The motto was AUSPICIO REGIS ET SENATUS ANGLI\u00c6 (Latin: By right of the King and the Senate of England).", "targets": "in the arms of EIC what was the lion holding in his forepaws"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f9229b0420428bab6d8781a8699b16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The East India Company's arms, granted in 1698, were: \"Argent a cross Gules; in the dexter chief quarter an escutcheon of the arms of France and England quarterly, the shield ornamentally and regally crowned Or.\" The crest was: \"A lion rampant guardant Or holding between the forepaws a regal crown proper.\" The supporters were: \"Two lions rampant guardant Or, each supporting a banner erect Argent, charged with a cross Gules.\" The motto was AUSPICIO REGIS ET SENATUS ANGLI\u00c6 (Latin: By right of the King and the Senate of England).", "targets": "how many lions were on the EIC arms"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64f9229b0420428bab6d8781a8699b16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The East India Company's arms, granted in 1698, were: \"Argent a cross Gules; in the dexter chief quarter an escutcheon of the arms of France and England quarterly, the shield ornamentally and regally crowned Or.\" The crest was: \"A lion rampant guardant Or holding between the forepaws a regal crown proper.\" The supporters were: \"Two lions rampant guardant Or, each supporting a banner erect Argent, charged with a cross Gules.\" The motto was AUSPICIO REGIS ET SENATUS ANGLI\u00c6 (Latin: By right of the King and the Senate of England).", "targets": "what year did the EIC arms include both france and england?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71f23fbaa5774a168a655e8b74dee818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a front page headline \"The Truth\", the paper printed allegations provided to them that some fans picked the pockets of crushed victims, that others urinated on members of the emergency services as they tried to help and that some even assaulted a police constable \"whilst he was administering the kiss of life to a patient.\" Despite the headline, written by Kelvin MacKenzie, the story was based on allegations either by unnamed and unattributable sources, or hearsay accounts of what named individuals had said \u2013 a fact made clear to MacKenzie by Harry Arnold, the reporter who wrote the story.", "targets": "What did the paper report that some fans did?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71f23fbaa5774a168a655e8b74dee818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a front page headline \"The Truth\", the paper printed allegations provided to them that some fans picked the pockets of crushed victims, that others urinated on members of the emergency services as they tried to help and that some even assaulted a police constable \"whilst he was administering the kiss of life to a patient.\" Despite the headline, written by Kelvin MacKenzie, the story was based on allegations either by unnamed and unattributable sources, or hearsay accounts of what named individuals had said \u2013 a fact made clear to MacKenzie by Harry Arnold, the reporter who wrote the story.", "targets": "Who was reported to have been assaulted while trying to help a patient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71f23fbaa5774a168a655e8b74dee818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a front page headline \"The Truth\", the paper printed allegations provided to them that some fans picked the pockets of crushed victims, that others urinated on members of the emergency services as they tried to help and that some even assaulted a police constable \"whilst he was administering the kiss of life to a patient.\" Despite the headline, written by Kelvin MacKenzie, the story was based on allegations either by unnamed and unattributable sources, or hearsay accounts of what named individuals had said \u2013 a fact made clear to MacKenzie by Harry Arnold, the reporter who wrote the story.", "targets": "Who wrote the headline \"The Truth\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71f23fbaa5774a168a655e8b74dee818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a front page headline \"The Truth\", the paper printed allegations provided to them that some fans picked the pockets of crushed victims, that others urinated on members of the emergency services as they tried to help and that some even assaulted a police constable \"whilst he was administering the kiss of life to a patient.\" Despite the headline, written by Kelvin MacKenzie, the story was based on allegations either by unnamed and unattributable sources, or hearsay accounts of what named individuals had said \u2013 a fact made clear to MacKenzie by Harry Arnold, the reporter who wrote the story.", "targets": "Who wrote the actual story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71f23fbaa5774a168a655e8b74dee818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a front page headline \"The Truth\", the paper printed allegations provided to them that some fans picked the pockets of crushed victims, that others urinated on members of the emergency services as they tried to help and that some even assaulted a police constable \"whilst he was administering the kiss of life to a patient.\" Despite the headline, written by Kelvin MacKenzie, the story was based on allegations either by unnamed and unattributable sources, or hearsay accounts of what named individuals had said \u2013 a fact made clear to MacKenzie by Harry Arnold, the reporter who wrote the story.", "targets": "What was the story based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6543b20883f44e7680e47cbe01ae529b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An example of the second view at the State level is found in the view of the Florida Supreme Court, that only the Florida Supreme Court may license and regulate attorneys appearing before the courts of Florida, and only the Florida Supreme Court may set rules for procedures in the Florida courts.[citation needed] The State of New Hampshire also follows this system.[citation needed]", "targets": "Who may license and regulate attorneys in Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6543b20883f44e7680e47cbe01ae529b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An example of the second view at the State level is found in the view of the Florida Supreme Court, that only the Florida Supreme Court may license and regulate attorneys appearing before the courts of Florida, and only the Florida Supreme Court may set rules for procedures in the Florida courts.[citation needed] The State of New Hampshire also follows this system.[citation needed]", "targets": "Who sets the procedures to be followed in the Florida court system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28cebdcb27df44bebd4816a56e0db73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The beginning of the 20th century brought the start of a revolution in physics. The long-held theories of Newton were shown not to be correct in all circumstances. Beginning in 1900, Max Planck, Albert Einstein, Niels Bohr and others developed quantum theories to explain various anomalous experimental results, by introducing discrete energy levels. Not only did quantum mechanics show that the laws of motion did not hold on small scales, but even more disturbingly, the theory of general relativity, proposed by Einstein in 1915, showed that the fixed background of spacetime, on which both Newtonian mechanics and special relativity depended, could not exist. In 1925, Werner Heisenberg and Erwin Schr\u00f6dinger formulated quantum mechanics, which explained the preceding quantum theories. The observation by Edwin Hubble in 1929 that the speed at which galaxies recede positively correlates with their distance, led to the understanding that the universe is expanding, and the formulation of the Big Bang theory by Georges Lema\u00eetre.", "targets": "What science subject explains anomalous results?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28cebdcb27df44bebd4816a56e0db73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The beginning of the 20th century brought the start of a revolution in physics. The long-held theories of Newton were shown not to be correct in all circumstances. Beginning in 1900, Max Planck, Albert Einstein, Niels Bohr and others developed quantum theories to explain various anomalous experimental results, by introducing discrete energy levels. Not only did quantum mechanics show that the laws of motion did not hold on small scales, but even more disturbingly, the theory of general relativity, proposed by Einstein in 1915, showed that the fixed background of spacetime, on which both Newtonian mechanics and special relativity depended, could not exist. In 1925, Werner Heisenberg and Erwin Schr\u00f6dinger formulated quantum mechanics, which explained the preceding quantum theories. The observation by Edwin Hubble in 1929 that the speed at which galaxies recede positively correlates with their distance, led to the understanding that the universe is expanding, and the formulation of the Big Bang theory by Georges Lema\u00eetre.", "targets": "What year did Einstein discover the theory of general relativity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28cebdcb27df44bebd4816a56e0db73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The beginning of the 20th century brought the start of a revolution in physics. The long-held theories of Newton were shown not to be correct in all circumstances. Beginning in 1900, Max Planck, Albert Einstein, Niels Bohr and others developed quantum theories to explain various anomalous experimental results, by introducing discrete energy levels. Not only did quantum mechanics show that the laws of motion did not hold on small scales, but even more disturbingly, the theory of general relativity, proposed by Einstein in 1915, showed that the fixed background of spacetime, on which both Newtonian mechanics and special relativity depended, could not exist. In 1925, Werner Heisenberg and Erwin Schr\u00f6dinger formulated quantum mechanics, which explained the preceding quantum theories. The observation by Edwin Hubble in 1929 that the speed at which galaxies recede positively correlates with their distance, led to the understanding that the universe is expanding, and the formulation of the Big Bang theory by Georges Lema\u00eetre.", "targets": "Quantum theories became which subject in 1925?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28cebdcb27df44bebd4816a56e0db73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The beginning of the 20th century brought the start of a revolution in physics. The long-held theories of Newton were shown not to be correct in all circumstances. Beginning in 1900, Max Planck, Albert Einstein, Niels Bohr and others developed quantum theories to explain various anomalous experimental results, by introducing discrete energy levels. Not only did quantum mechanics show that the laws of motion did not hold on small scales, but even more disturbingly, the theory of general relativity, proposed by Einstein in 1915, showed that the fixed background of spacetime, on which both Newtonian mechanics and special relativity depended, could not exist. In 1925, Werner Heisenberg and Erwin Schr\u00f6dinger formulated quantum mechanics, which explained the preceding quantum theories. The observation by Edwin Hubble in 1929 that the speed at which galaxies recede positively correlates with their distance, led to the understanding that the universe is expanding, and the formulation of the Big Bang theory by Georges Lema\u00eetre.", "targets": "Which scientist noticed the relationship between the speed and distance of galaxies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28cebdcb27df44bebd4816a56e0db73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The beginning of the 20th century brought the start of a revolution in physics. The long-held theories of Newton were shown not to be correct in all circumstances. Beginning in 1900, Max Planck, Albert Einstein, Niels Bohr and others developed quantum theories to explain various anomalous experimental results, by introducing discrete energy levels. Not only did quantum mechanics show that the laws of motion did not hold on small scales, but even more disturbingly, the theory of general relativity, proposed by Einstein in 1915, showed that the fixed background of spacetime, on which both Newtonian mechanics and special relativity depended, could not exist. In 1925, Werner Heisenberg and Erwin Schr\u00f6dinger formulated quantum mechanics, which explained the preceding quantum theories. The observation by Edwin Hubble in 1929 that the speed at which galaxies recede positively correlates with their distance, led to the understanding that the universe is expanding, and the formulation of the Big Bang theory by Georges Lema\u00eetre.", "targets": "Edwin Hubble's discovery about galaxies allowed for which theory by Georges Lemaitre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d766aadd8748169c75b7ce73c516b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drinking water supply and sanitation in Egypt is characterised by both achievements and challenges. Among the achievements are an increase of piped water supply between 1990 and 2010 from 89% to 100% in urban areas and from 39% to 93% in rural areas despite rapid population growth, the elimination of open defecation in rural areas during the same period, and in general a relatively high level of investment in infrastructure. Access to an improved water source in Egypt is now practically universal with a rate of 99%. About one half of the population is connected to sanitary sewers.", "targets": "What basic part of civilization has been characterized by achievement and challenges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d766aadd8748169c75b7ce73c516b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drinking water supply and sanitation in Egypt is characterised by both achievements and challenges. Among the achievements are an increase of piped water supply between 1990 and 2010 from 89% to 100% in urban areas and from 39% to 93% in rural areas despite rapid population growth, the elimination of open defecation in rural areas during the same period, and in general a relatively high level of investment in infrastructure. Access to an improved water source in Egypt is now practically universal with a rate of 99%. About one half of the population is connected to sanitary sewers.", "targets": "From 1990 to 2010 what was improvement in piped water supply to urban areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d766aadd8748169c75b7ce73c516b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drinking water supply and sanitation in Egypt is characterised by both achievements and challenges. Among the achievements are an increase of piped water supply between 1990 and 2010 from 89% to 100% in urban areas and from 39% to 93% in rural areas despite rapid population growth, the elimination of open defecation in rural areas during the same period, and in general a relatively high level of investment in infrastructure. Access to an improved water source in Egypt is now practically universal with a rate of 99%. About one half of the population is connected to sanitary sewers.", "targets": "From 1990 to 2010 what was improvement in piped water supply to rural areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d766aadd8748169c75b7ce73c516b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drinking water supply and sanitation in Egypt is characterised by both achievements and challenges. Among the achievements are an increase of piped water supply between 1990 and 2010 from 89% to 100% in urban areas and from 39% to 93% in rural areas despite rapid population growth, the elimination of open defecation in rural areas during the same period, and in general a relatively high level of investment in infrastructure. Access to an improved water source in Egypt is now practically universal with a rate of 99%. About one half of the population is connected to sanitary sewers.", "targets": "Currently how much of Egypt's population is connected to sanitary sewers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3f930ba3e84292a521161b5d2871dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues.", "targets": "What is the name for a form of oxygen in which electrons are paired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3f930ba3e84292a521161b5d2871dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues.", "targets": "To what is singlet oxygen more reactive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3f930ba3e84292a521161b5d2871dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues.", "targets": "In what process is singlet oxygen usually formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3f930ba3e84292a521161b5d2871dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues.", "targets": "By what process is singlet oxygen made in the tropophere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d3f930ba3e84292a521161b5d2871dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Singlet oxygen is a name given to several higher-energy species of molecular O\n2 in which all the electron spins are paired. It is much more reactive towards common organic molecules than is molecular oxygen per se. In nature, singlet oxygen is commonly formed from water during photosynthesis, using the energy of sunlight. It is also produced in the troposphere by the photolysis of ozone by light of short wavelength, and by the immune system as a source of active oxygen. Carotenoids in photosynthetic organisms (and possibly also in animals) play a major role in absorbing energy from singlet oxygen and converting it to the unexcited ground state before it can cause harm to tissues.", "targets": "What objects in organisms absorb singlet oxygen to prevent harm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75c4ebd5edf74ad883c39266577c2ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most important existing communal shelters were the London Underground stations. Although many civilians had used them as such during the First World War, the government in 1939 refused to allow the stations to be used as shelters so as not to interfere with commuter and troop travel, and the fears that occupants might refuse to leave. Underground officials were ordered to lock station entrances during raids; but by the second week of heavy bombing the government relented and ordered the stations to be opened. Each day orderly lines of people queued until 4 pm, when they were allowed to enter the stations. In mid-September 1940 about 150,000 a night slept in the Underground, although by the winter and spring months the numbers had declined to 100,000 or less. Noises of battle were muffled and sleep was easier in the deepest stations, but many were killed from direct hits on several stations.", "targets": "Why did the government refuse to allow the London Underground stations to be used as shelters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75c4ebd5edf74ad883c39266577c2ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most important existing communal shelters were the London Underground stations. Although many civilians had used them as such during the First World War, the government in 1939 refused to allow the stations to be used as shelters so as not to interfere with commuter and troop travel, and the fears that occupants might refuse to leave. Underground officials were ordered to lock station entrances during raids; but by the second week of heavy bombing the government relented and ordered the stations to be opened. Each day orderly lines of people queued until 4 pm, when they were allowed to enter the stations. In mid-September 1940 about 150,000 a night slept in the Underground, although by the winter and spring months the numbers had declined to 100,000 or less. Noises of battle were muffled and sleep was easier in the deepest stations, but many were killed from direct hits on several stations.", "targets": "Underground officials were ordered to lock the stations during raids but opened how long after the orders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75c4ebd5edf74ad883c39266577c2ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most important existing communal shelters were the London Underground stations. Although many civilians had used them as such during the First World War, the government in 1939 refused to allow the stations to be used as shelters so as not to interfere with commuter and troop travel, and the fears that occupants might refuse to leave. Underground officials were ordered to lock station entrances during raids; but by the second week of heavy bombing the government relented and ordered the stations to be opened. Each day orderly lines of people queued until 4 pm, when they were allowed to enter the stations. In mid-September 1940 about 150,000 a night slept in the Underground, although by the winter and spring months the numbers had declined to 100,000 or less. Noises of battle were muffled and sleep was easier in the deepest stations, but many were killed from direct hits on several stations.", "targets": "In 1940 how many people were sleeping in the Underground stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75c4ebd5edf74ad883c39266577c2ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most important existing communal shelters were the London Underground stations. Although many civilians had used them as such during the First World War, the government in 1939 refused to allow the stations to be used as shelters so as not to interfere with commuter and troop travel, and the fears that occupants might refuse to leave. Underground officials were ordered to lock station entrances during raids; but by the second week of heavy bombing the government relented and ordered the stations to be opened. Each day orderly lines of people queued until 4 pm, when they were allowed to enter the stations. In mid-September 1940 about 150,000 a night slept in the Underground, although by the winter and spring months the numbers had declined to 100,000 or less. Noises of battle were muffled and sleep was easier in the deepest stations, but many were killed from direct hits on several stations.", "targets": "Muffling the sound of batter made what easier in the Underground Stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75c4ebd5edf74ad883c39266577c2ff9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most important existing communal shelters were the London Underground stations. Although many civilians had used them as such during the First World War, the government in 1939 refused to allow the stations to be used as shelters so as not to interfere with commuter and troop travel, and the fears that occupants might refuse to leave. Underground officials were ordered to lock station entrances during raids; but by the second week of heavy bombing the government relented and ordered the stations to be opened. Each day orderly lines of people queued until 4 pm, when they were allowed to enter the stations. In mid-September 1940 about 150,000 a night slept in the Underground, although by the winter and spring months the numbers had declined to 100,000 or less. Noises of battle were muffled and sleep was easier in the deepest stations, but many were killed from direct hits on several stations.", "targets": "Why were many killed in Underground Stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "When did Johan Cruyff join Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "What did Johan Cruyff say to the European press that won over Barelona fans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "Who did Johan Cruyff name his son after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "When was Johan Cruyff first crowned footballer of the year while playing for Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "When was Johan Cruyff crowned footballer of the year for the third time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "How much did Barcelona pay to acquire Johan Cruyff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": " For what team did Cruyff refuse to play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "What dictator's rule was Cruyff's reason for avoiding Real Madrid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "What award did Cruyff win during his first year with Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-139c3a8d84c94f2fa2b58facdbc4d6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1973\u201374 season saw the arrival of Johan Cruyff, who was bought for a world record \u00a3920,000 from Ajax. Already an established player with Ajax, Cruyff quickly won over the Barcelona fans when he told the European press that he chose Barcelona over Real Madrid because he could not play for a club associated with Francisco Franco. He further endeared himself when he named his son Jordi, after the local Catalan Saint George. Next to champions like Juan Manuel Asensi, Carles Rexach and Hugo Sotil, he helped the club win the 1973\u201374 season for the first time since 1960, defeating Real Madrid 5\u20130 at the Bernab\u00e9u along the way. He was crowned European Footballer of the Year in 1973 during his first season with Barcelona (his second Ballon d'Or win; he won his first while playing for Ajax in 1971). Cruyff received this prestigious award a third time (the first player to do so) in 1974, while he was still with Barcelona.", "targets": "When did Cruyff win his third Ballon d'Or?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80f1dea749384c2e82ec9509e1a50bc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is admitted that the doctrine as defined by Pius IX was not explicitly mooted before the 12th century. It is also agreed that \"no direct or categorical and stringent proof of the dogma can be brought forward from Scripture\". But it is claimed that the doctrine is implicitly contained in the teaching of the Fathers. Their expressions on the subject of the sinlessness of Mary are, it is pointed out, so ample and so absolute that they must be taken to include original sin as well as actual. Thus in the first five centuries such epithets as \"in every respect holy\", \"in all things unstained\", \"super-innocent\", and \"singularly holy\" are applied to her; she is compared to Eve before the fall, as ancestress of a redeemed people; she is \"the earth before it was accursed\". The well-known words of St. Augustine (d. 430) may be cited: \"As regards the mother of God,\" he says, \"I will not allow any question whatever of sin.\" It is true that he is here speaking directly of actual or personal sin. But his argument is that all men are sinners; that they are so through original depravity; that this original depravity may be overcome by the grace of God, and he adds that he does not know but that Mary may have had sufficient grace to overcome sin \"of every sort\" (omni ex parte).", "targets": "What proof do some believe is offered as to proof of Mary being the ultimate concept of pure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80f1dea749384c2e82ec9509e1a50bc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is admitted that the doctrine as defined by Pius IX was not explicitly mooted before the 12th century. It is also agreed that \"no direct or categorical and stringent proof of the dogma can be brought forward from Scripture\". But it is claimed that the doctrine is implicitly contained in the teaching of the Fathers. Their expressions on the subject of the sinlessness of Mary are, it is pointed out, so ample and so absolute that they must be taken to include original sin as well as actual. Thus in the first five centuries such epithets as \"in every respect holy\", \"in all things unstained\", \"super-innocent\", and \"singularly holy\" are applied to her; she is compared to Eve before the fall, as ancestress of a redeemed people; she is \"the earth before it was accursed\". The well-known words of St. Augustine (d. 430) may be cited: \"As regards the mother of God,\" he says, \"I will not allow any question whatever of sin.\" It is true that he is here speaking directly of actual or personal sin. But his argument is that all men are sinners; that they are so through original depravity; that this original depravity may be overcome by the grace of God, and he adds that he does not know but that Mary may have had sufficient grace to overcome sin \"of every sort\" (omni ex parte).", "targets": "What phrases were used to describe Mary ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80f1dea749384c2e82ec9509e1a50bc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is admitted that the doctrine as defined by Pius IX was not explicitly mooted before the 12th century. It is also agreed that \"no direct or categorical and stringent proof of the dogma can be brought forward from Scripture\". But it is claimed that the doctrine is implicitly contained in the teaching of the Fathers. Their expressions on the subject of the sinlessness of Mary are, it is pointed out, so ample and so absolute that they must be taken to include original sin as well as actual. Thus in the first five centuries such epithets as \"in every respect holy\", \"in all things unstained\", \"super-innocent\", and \"singularly holy\" are applied to her; she is compared to Eve before the fall, as ancestress of a redeemed people; she is \"the earth before it was accursed\". The well-known words of St. Augustine (d. 430) may be cited: \"As regards the mother of God,\" he says, \"I will not allow any question whatever of sin.\" It is true that he is here speaking directly of actual or personal sin. But his argument is that all men are sinners; that they are so through original depravity; that this original depravity may be overcome by the grace of God, and he adds that he does not know but that Mary may have had sufficient grace to overcome sin \"of every sort\" (omni ex parte).", "targets": "Who is often held as the model for all things holy and pure that is not Mary ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80f1dea749384c2e82ec9509e1a50bc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is admitted that the doctrine as defined by Pius IX was not explicitly mooted before the 12th century. It is also agreed that \"no direct or categorical and stringent proof of the dogma can be brought forward from Scripture\". But it is claimed that the doctrine is implicitly contained in the teaching of the Fathers. Their expressions on the subject of the sinlessness of Mary are, it is pointed out, so ample and so absolute that they must be taken to include original sin as well as actual. Thus in the first five centuries such epithets as \"in every respect holy\", \"in all things unstained\", \"super-innocent\", and \"singularly holy\" are applied to her; she is compared to Eve before the fall, as ancestress of a redeemed people; she is \"the earth before it was accursed\". The well-known words of St. Augustine (d. 430) may be cited: \"As regards the mother of God,\" he says, \"I will not allow any question whatever of sin.\" It is true that he is here speaking directly of actual or personal sin. But his argument is that all men are sinners; that they are so through original depravity; that this original depravity may be overcome by the grace of God, and he adds that he does not know but that Mary may have had sufficient grace to overcome sin \"of every sort\" (omni ex parte).", "targets": "Who refused to hear any contradictory views about Mary and her perceived inception ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80f1dea749384c2e82ec9509e1a50bc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is admitted that the doctrine as defined by Pius IX was not explicitly mooted before the 12th century. It is also agreed that \"no direct or categorical and stringent proof of the dogma can be brought forward from Scripture\". But it is claimed that the doctrine is implicitly contained in the teaching of the Fathers. Their expressions on the subject of the sinlessness of Mary are, it is pointed out, so ample and so absolute that they must be taken to include original sin as well as actual. Thus in the first five centuries such epithets as \"in every respect holy\", \"in all things unstained\", \"super-innocent\", and \"singularly holy\" are applied to her; she is compared to Eve before the fall, as ancestress of a redeemed people; she is \"the earth before it was accursed\". The well-known words of St. Augustine (d. 430) may be cited: \"As regards the mother of God,\" he says, \"I will not allow any question whatever of sin.\" It is true that he is here speaking directly of actual or personal sin. But his argument is that all men are sinners; that they are so through original depravity; that this original depravity may be overcome by the grace of God, and he adds that he does not know but that Mary may have had sufficient grace to overcome sin \"of every sort\" (omni ex parte).", "targets": "What did this person also state about all of mankind in regards to wayward transgressions  ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0e6978e1b5b429492b80e8e053c3d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Belief is a fundamental aspect of morality in the Quran, and scholars have tried to determine the semantic contents of \"belief\" and \"believer\" in the Quran. The ethico-legal concepts and exhortations dealing with righteous conduct are linked to a profound awareness of God, thereby emphasizing the importance of faith, accountability, and the belief in each human's ultimate encounter with God. People are invited to perform acts of charity, especially for the needy. Believers who \"spend of their wealth by night and by day, in secret and in public\" are promised that they \"shall have their reward with their Lord; on them shall be no fear, nor shall they grieve\". It also affirms family life by legislating on matters of marriage, divorce, and inheritance. A number of practices, such as usury and gambling, are prohibited. The Quran is one of the fundamental sources of Islamic law (sharia). Some formal religious practices receive significant attention in the Quran including the formal prayers (salat) and fasting in the month of Ramadan. As for the manner in which the prayer is to be conducted, the Quran refers to prostration. The term for charity, zakat, literally means purification. Charity, according to the Quran, is a means of self-purification.", "targets": "What mental state is the foundation of morality as described by the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0e6978e1b5b429492b80e8e053c3d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Belief is a fundamental aspect of morality in the Quran, and scholars have tried to determine the semantic contents of \"belief\" and \"believer\" in the Quran. The ethico-legal concepts and exhortations dealing with righteous conduct are linked to a profound awareness of God, thereby emphasizing the importance of faith, accountability, and the belief in each human's ultimate encounter with God. People are invited to perform acts of charity, especially for the needy. Believers who \"spend of their wealth by night and by day, in secret and in public\" are promised that they \"shall have their reward with their Lord; on them shall be no fear, nor shall they grieve\". It also affirms family life by legislating on matters of marriage, divorce, and inheritance. A number of practices, such as usury and gambling, are prohibited. The Quran is one of the fundamental sources of Islamic law (sharia). Some formal religious practices receive significant attention in the Quran including the formal prayers (salat) and fasting in the month of Ramadan. As for the manner in which the prayer is to be conducted, the Quran refers to prostration. The term for charity, zakat, literally means purification. Charity, according to the Quran, is a means of self-purification.", "targets": "What finance-related acts are forbidden by the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0e6978e1b5b429492b80e8e053c3d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Belief is a fundamental aspect of morality in the Quran, and scholars have tried to determine the semantic contents of \"belief\" and \"believer\" in the Quran. The ethico-legal concepts and exhortations dealing with righteous conduct are linked to a profound awareness of God, thereby emphasizing the importance of faith, accountability, and the belief in each human's ultimate encounter with God. People are invited to perform acts of charity, especially for the needy. Believers who \"spend of their wealth by night and by day, in secret and in public\" are promised that they \"shall have their reward with their Lord; on them shall be no fear, nor shall they grieve\". It also affirms family life by legislating on matters of marriage, divorce, and inheritance. A number of practices, such as usury and gambling, are prohibited. The Quran is one of the fundamental sources of Islamic law (sharia). Some formal religious practices receive significant attention in the Quran including the formal prayers (salat) and fasting in the month of Ramadan. As for the manner in which the prayer is to be conducted, the Quran refers to prostration. The term for charity, zakat, literally means purification. Charity, according to the Quran, is a means of self-purification.", "targets": "What is the name of the formal prayer proscribed by the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0e6978e1b5b429492b80e8e053c3d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Belief is a fundamental aspect of morality in the Quran, and scholars have tried to determine the semantic contents of \"belief\" and \"believer\" in the Quran. The ethico-legal concepts and exhortations dealing with righteous conduct are linked to a profound awareness of God, thereby emphasizing the importance of faith, accountability, and the belief in each human's ultimate encounter with God. People are invited to perform acts of charity, especially for the needy. Believers who \"spend of their wealth by night and by day, in secret and in public\" are promised that they \"shall have their reward with their Lord; on them shall be no fear, nor shall they grieve\". It also affirms family life by legislating on matters of marriage, divorce, and inheritance. A number of practices, such as usury and gambling, are prohibited. The Quran is one of the fundamental sources of Islamic law (sharia). Some formal religious practices receive significant attention in the Quran including the formal prayers (salat) and fasting in the month of Ramadan. As for the manner in which the prayer is to be conducted, the Quran refers to prostration. The term for charity, zakat, literally means purification. Charity, according to the Quran, is a means of self-purification.", "targets": "Which month is designated for fasting in the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0e6978e1b5b429492b80e8e053c3d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Belief is a fundamental aspect of morality in the Quran, and scholars have tried to determine the semantic contents of \"belief\" and \"believer\" in the Quran. The ethico-legal concepts and exhortations dealing with righteous conduct are linked to a profound awareness of God, thereby emphasizing the importance of faith, accountability, and the belief in each human's ultimate encounter with God. People are invited to perform acts of charity, especially for the needy. Believers who \"spend of their wealth by night and by day, in secret and in public\" are promised that they \"shall have their reward with their Lord; on them shall be no fear, nor shall they grieve\". It also affirms family life by legislating on matters of marriage, divorce, and inheritance. A number of practices, such as usury and gambling, are prohibited. The Quran is one of the fundamental sources of Islamic law (sharia). Some formal religious practices receive significant attention in the Quran including the formal prayers (salat) and fasting in the month of Ramadan. As for the manner in which the prayer is to be conducted, the Quran refers to prostration. The term for charity, zakat, literally means purification. Charity, according to the Quran, is a means of self-purification.", "targets": "The Quran uses a term that also means purification for what social act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dad8b0d9dc646629d2b75133386ed81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Zealander George Hudson proposed the modern idea of daylight saving in 1895. Germany and Austria-Hungary organized the first nationwide implementation, starting on 30 April 1916. Many countries have used it at various times since then, particularly since the energy crisis of the 1970s.", "targets": "Who first suggested daylight saving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dad8b0d9dc646629d2b75133386ed81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Zealander George Hudson proposed the modern idea of daylight saving in 1895. Germany and Austria-Hungary organized the first nationwide implementation, starting on 30 April 1916. Many countries have used it at various times since then, particularly since the energy crisis of the 1970s.", "targets": "From what country did George Hudson hail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dad8b0d9dc646629d2b75133386ed81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Zealander George Hudson proposed the modern idea of daylight saving in 1895. Germany and Austria-Hungary organized the first nationwide implementation, starting on 30 April 1916. Many countries have used it at various times since then, particularly since the energy crisis of the 1970s.", "targets": "In what year was modern daylight saving first proposed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dad8b0d9dc646629d2b75133386ed81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Zealander George Hudson proposed the modern idea of daylight saving in 1895. Germany and Austria-Hungary organized the first nationwide implementation, starting on 30 April 1916. Many countries have used it at various times since then, particularly since the energy crisis of the 1970s.", "targets": "Besides Austria-Hungary, what country first put DST into effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06adda71e16f4bfcb035c58430c7eeb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several technologies aimed to provide better experience to passengers suffering from claustrophobia, anthropophobia or social anxiety. Israeli startup DigiGage uses motion sensors to scroll the pre-rendered images, building and floor-specific content on a screen embedded into the wall as the cab moves up and down. British company LiftEye provides a virtual window technology to turn common elevator into panoramic. It creates 3d video panorama using live feed from cameras placed vertically along the facade and synchronizes it with cab movement. The video is projected on a wall-sized screens making it look like the walls are made of glass.", "targets": "New technologies aim to provide a better elevator experience to passengers who suffer from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06adda71e16f4bfcb035c58430c7eeb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several technologies aimed to provide better experience to passengers suffering from claustrophobia, anthropophobia or social anxiety. Israeli startup DigiGage uses motion sensors to scroll the pre-rendered images, building and floor-specific content on a screen embedded into the wall as the cab moves up and down. British company LiftEye provides a virtual window technology to turn common elevator into panoramic. It creates 3d video panorama using live feed from cameras placed vertically along the facade and synchronizes it with cab movement. The video is projected on a wall-sized screens making it look like the walls are made of glass.", "targets": "What Israeli company uses motion sensors to display information on a screen embedded in the wall of the cabs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06adda71e16f4bfcb035c58430c7eeb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several technologies aimed to provide better experience to passengers suffering from claustrophobia, anthropophobia or social anxiety. Israeli startup DigiGage uses motion sensors to scroll the pre-rendered images, building and floor-specific content on a screen embedded into the wall as the cab moves up and down. British company LiftEye provides a virtual window technology to turn common elevator into panoramic. It creates 3d video panorama using live feed from cameras placed vertically along the facade and synchronizes it with cab movement. The video is projected on a wall-sized screens making it look like the walls are made of glass.", "targets": "LiftEye uses virtual window technology for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06adda71e16f4bfcb035c58430c7eeb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several technologies aimed to provide better experience to passengers suffering from claustrophobia, anthropophobia or social anxiety. Israeli startup DigiGage uses motion sensors to scroll the pre-rendered images, building and floor-specific content on a screen embedded into the wall as the cab moves up and down. British company LiftEye provides a virtual window technology to turn common elevator into panoramic. It creates 3d video panorama using live feed from cameras placed vertically along the facade and synchronizes it with cab movement. The video is projected on a wall-sized screens making it look like the walls are made of glass.", "targets": "How does it produce the panoramic effects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06adda71e16f4bfcb035c58430c7eeb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several technologies aimed to provide better experience to passengers suffering from claustrophobia, anthropophobia or social anxiety. Israeli startup DigiGage uses motion sensors to scroll the pre-rendered images, building and floor-specific content on a screen embedded into the wall as the cab moves up and down. British company LiftEye provides a virtual window technology to turn common elevator into panoramic. It creates 3d video panorama using live feed from cameras placed vertically along the facade and synchronizes it with cab movement. The video is projected on a wall-sized screens making it look like the walls are made of glass.", "targets": "Where is the video projected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e0712b60ec492fba4066daa75b03e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No evidence has yet been found of a Jewish presence in antiquity in Germany beyond its Roman border, nor in Eastern Europe. In Gaul and Germany itself, with the possible exception of Trier and Cologne, the archeological evidence suggests at most a fleeting presence of very few Jews, primarily itinerant traders or artisans. A substantial Jewish population emerged in northern Gaul by the Middle Ages, but Jewish communities existed in 465 CE in Brittany, in 524 CE in Valence, and in 533 CE in Orleans. Throughout this period and into the early Middle Ages, some Jews assimilated into the dominant Greek and Latin cultures, mostly through conversion to Christianity.[better source needed] King Dagobert I of the Franks expelled the Jews from his Merovingian kingdom in 629. Jews in former Roman territories faced new challenges as harsher anti-Jewish Church rulings were enforced.", "targets": "Who expelled the Jews from his Merovingian kingdom in 629?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e0712b60ec492fba4066daa75b03e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No evidence has yet been found of a Jewish presence in antiquity in Germany beyond its Roman border, nor in Eastern Europe. In Gaul and Germany itself, with the possible exception of Trier and Cologne, the archeological evidence suggests at most a fleeting presence of very few Jews, primarily itinerant traders or artisans. A substantial Jewish population emerged in northern Gaul by the Middle Ages, but Jewish communities existed in 465 CE in Brittany, in 524 CE in Valence, and in 533 CE in Orleans. Throughout this period and into the early Middle Ages, some Jews assimilated into the dominant Greek and Latin cultures, mostly through conversion to Christianity.[better source needed] King Dagobert I of the Franks expelled the Jews from his Merovingian kingdom in 629. Jews in former Roman territories faced new challenges as harsher anti-Jewish Church rulings were enforced.", "targets": "Does the archeological record suggest that there was a rather large or small population of Jews in Gaul and Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e0712b60ec492fba4066daa75b03e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No evidence has yet been found of a Jewish presence in antiquity in Germany beyond its Roman border, nor in Eastern Europe. In Gaul and Germany itself, with the possible exception of Trier and Cologne, the archeological evidence suggests at most a fleeting presence of very few Jews, primarily itinerant traders or artisans. A substantial Jewish population emerged in northern Gaul by the Middle Ages, but Jewish communities existed in 465 CE in Brittany, in 524 CE in Valence, and in 533 CE in Orleans. Throughout this period and into the early Middle Ages, some Jews assimilated into the dominant Greek and Latin cultures, mostly through conversion to Christianity.[better source needed] King Dagobert I of the Franks expelled the Jews from his Merovingian kingdom in 629. Jews in former Roman territories faced new challenges as harsher anti-Jewish Church rulings were enforced.", "targets": "In antiquity, most Jews in Gaul or Germany probably occupied what two roles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e0712b60ec492fba4066daa75b03e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No evidence has yet been found of a Jewish presence in antiquity in Germany beyond its Roman border, nor in Eastern Europe. In Gaul and Germany itself, with the possible exception of Trier and Cologne, the archeological evidence suggests at most a fleeting presence of very few Jews, primarily itinerant traders or artisans. A substantial Jewish population emerged in northern Gaul by the Middle Ages, but Jewish communities existed in 465 CE in Brittany, in 524 CE in Valence, and in 533 CE in Orleans. Throughout this period and into the early Middle Ages, some Jews assimilated into the dominant Greek and Latin cultures, mostly through conversion to Christianity.[better source needed] King Dagobert I of the Franks expelled the Jews from his Merovingian kingdom in 629. Jews in former Roman territories faced new challenges as harsher anti-Jewish Church rulings were enforced.", "targets": "In what year did Jewish communities exist in Brittany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e0712b60ec492fba4066daa75b03e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No evidence has yet been found of a Jewish presence in antiquity in Germany beyond its Roman border, nor in Eastern Europe. In Gaul and Germany itself, with the possible exception of Trier and Cologne, the archeological evidence suggests at most a fleeting presence of very few Jews, primarily itinerant traders or artisans. A substantial Jewish population emerged in northern Gaul by the Middle Ages, but Jewish communities existed in 465 CE in Brittany, in 524 CE in Valence, and in 533 CE in Orleans. Throughout this period and into the early Middle Ages, some Jews assimilated into the dominant Greek and Latin cultures, mostly through conversion to Christianity.[better source needed] King Dagobert I of the Franks expelled the Jews from his Merovingian kingdom in 629. Jews in former Roman territories faced new challenges as harsher anti-Jewish Church rulings were enforced.", "targets": "During the Middle Ages, some Jews assimilated into the dominant Greek and Latin cultures by doing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefed8d1c59744ada473bf14d66d1b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was the headquarters of Continental Airlines until its 2010 merger with United Airlines with headquarters in Chicago; regulatory approval for the merger was granted in October of that year. Bush Intercontinental became United Airlines' largest airline hub. The airline retained a significant operational presence in Houston while offering more than 700 daily departures from the city. In early 2007, Bush Intercontinental Airport was named a model \"port of entry\" for international travelers by U.S. Customs and Border Protection.", "targets": "Until 2010, which airline made Houston its headquarters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefed8d1c59744ada473bf14d66d1b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was the headquarters of Continental Airlines until its 2010 merger with United Airlines with headquarters in Chicago; regulatory approval for the merger was granted in October of that year. Bush Intercontinental became United Airlines' largest airline hub. The airline retained a significant operational presence in Houston while offering more than 700 daily departures from the city. In early 2007, Bush Intercontinental Airport was named a model \"port of entry\" for international travelers by U.S. Customs and Border Protection.", "targets": "Where is United Airlines' largest air hub?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefed8d1c59744ada473bf14d66d1b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was the headquarters of Continental Airlines until its 2010 merger with United Airlines with headquarters in Chicago; regulatory approval for the merger was granted in October of that year. Bush Intercontinental became United Airlines' largest airline hub. The airline retained a significant operational presence in Houston while offering more than 700 daily departures from the city. In early 2007, Bush Intercontinental Airport was named a model \"port of entry\" for international travelers by U.S. Customs and Border Protection.", "targets": "With which airline did Continental Airlines merge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefed8d1c59744ada473bf14d66d1b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was the headquarters of Continental Airlines until its 2010 merger with United Airlines with headquarters in Chicago; regulatory approval for the merger was granted in October of that year. Bush Intercontinental became United Airlines' largest airline hub. The airline retained a significant operational presence in Houston while offering more than 700 daily departures from the city. In early 2007, Bush Intercontinental Airport was named a model \"port of entry\" for international travelers by U.S. Customs and Border Protection.", "targets": "How many daily flights did United Airlines offer from Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fefed8d1c59744ada473bf14d66d1b0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Houston was the headquarters of Continental Airlines until its 2010 merger with United Airlines with headquarters in Chicago; regulatory approval for the merger was granted in October of that year. Bush Intercontinental became United Airlines' largest airline hub. The airline retained a significant operational presence in Houston while offering more than 700 daily departures from the city. In early 2007, Bush Intercontinental Airport was named a model \"port of entry\" for international travelers by U.S. Customs and Border Protection.", "targets": "In what year was Bush Intercontinental named a model by U.S. Customs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bafdeeb320c4413fae9f1af3e9554fa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The older 78 format continued to be mass-produced alongside the newer formats using new materials until about 1960 in the U.S., and in a few countries, such as India (where some Beatles recordings were issued on 78), into the 1960s. For example, Columbia Records' last reissue of Frank Sinatra songs on 78 rpm records was an album called Young at Heart, issued November 1, 1954. As late as the 1970s, some children's records were released at the 78 rpm speed. In the United Kingdom, the 78 rpm single lasted longer than in the United States and the 45 rpm took longer to become popular. The 78 rpm was overtaken in popularity by the 45 rpm in the late 1950s, as teenagers became increasingly affluent.", "targets": "When did the 45 rpm gain popularity over the 78 rpm"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bafdeeb320c4413fae9f1af3e9554fa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The older 78 format continued to be mass-produced alongside the newer formats using new materials until about 1960 in the U.S., and in a few countries, such as India (where some Beatles recordings were issued on 78), into the 1960s. For example, Columbia Records' last reissue of Frank Sinatra songs on 78 rpm records was an album called Young at Heart, issued November 1, 1954. As late as the 1970s, some children's records were released at the 78 rpm speed. In the United Kingdom, the 78 rpm single lasted longer than in the United States and the 45 rpm took longer to become popular. The 78 rpm was overtaken in popularity by the 45 rpm in the late 1950s, as teenagers became increasingly affluent.", "targets": "With which crowd did the 45 rpm gain popularity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bafdeeb320c4413fae9f1af3e9554fa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The older 78 format continued to be mass-produced alongside the newer formats using new materials until about 1960 in the U.S., and in a few countries, such as India (where some Beatles recordings were issued on 78), into the 1960s. For example, Columbia Records' last reissue of Frank Sinatra songs on 78 rpm records was an album called Young at Heart, issued November 1, 1954. As late as the 1970s, some children's records were released at the 78 rpm speed. In the United Kingdom, the 78 rpm single lasted longer than in the United States and the 45 rpm took longer to become popular. The 78 rpm was overtaken in popularity by the 45 rpm in the late 1950s, as teenagers became increasingly affluent.", "targets": "At which time were the 79 rpm no longer mass produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bafdeeb320c4413fae9f1af3e9554fa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The older 78 format continued to be mass-produced alongside the newer formats using new materials until about 1960 in the U.S., and in a few countries, such as India (where some Beatles recordings were issued on 78), into the 1960s. For example, Columbia Records' last reissue of Frank Sinatra songs on 78 rpm records was an album called Young at Heart, issued November 1, 1954. As late as the 1970s, some children's records were released at the 78 rpm speed. In the United Kingdom, the 78 rpm single lasted longer than in the United States and the 45 rpm took longer to become popular. The 78 rpm was overtaken in popularity by the 45 rpm in the late 1950s, as teenagers became increasingly affluent.", "targets": "On which date did Columbia release it's last 78?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bafdeeb320c4413fae9f1af3e9554fa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The older 78 format continued to be mass-produced alongside the newer formats using new materials until about 1960 in the U.S., and in a few countries, such as India (where some Beatles recordings were issued on 78), into the 1960s. For example, Columbia Records' last reissue of Frank Sinatra songs on 78 rpm records was an album called Young at Heart, issued November 1, 1954. As late as the 1970s, some children's records were released at the 78 rpm speed. In the United Kingdom, the 78 rpm single lasted longer than in the United States and the 45 rpm took longer to become popular. The 78 rpm was overtaken in popularity by the 45 rpm in the late 1950s, as teenagers became increasingly affluent.", "targets": "What was the last country to phase out the 78 rpm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c6b1534ea7c438a8c7f33e03c23080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Article 10 of the Berne Convention mandates that national laws provide for limitations to copyright, so that copyright protection does not extend to certain kinds of uses that fall under what the treaty calls \"fair practice,\" including but not limited to minimal quotations used in journalism and education. The laws implementing these limitations and exceptions for uses that would otherwise be infringing broadly fall into the categories of either fair use or fair dealing. In common law systems, these fair practice statutes typically enshrine principles underlying many earlier judicial precedents, and are considered essential to freedom of speech.", "targets": "What does Article 10 of the Berne Convention call certain uses that limit copyright?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c6b1534ea7c438a8c7f33e03c23080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Article 10 of the Berne Convention mandates that national laws provide for limitations to copyright, so that copyright protection does not extend to certain kinds of uses that fall under what the treaty calls \"fair practice,\" including but not limited to minimal quotations used in journalism and education. The laws implementing these limitations and exceptions for uses that would otherwise be infringing broadly fall into the categories of either fair use or fair dealing. In common law systems, these fair practice statutes typically enshrine principles underlying many earlier judicial precedents, and are considered essential to freedom of speech.", "targets": "Where are minimal quotations commonly used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c6b1534ea7c438a8c7f33e03c23080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Article 10 of the Berne Convention mandates that national laws provide for limitations to copyright, so that copyright protection does not extend to certain kinds of uses that fall under what the treaty calls \"fair practice,\" including but not limited to minimal quotations used in journalism and education. The laws implementing these limitations and exceptions for uses that would otherwise be infringing broadly fall into the categories of either fair use or fair dealing. In common law systems, these fair practice statutes typically enshrine principles underlying many earlier judicial precedents, and are considered essential to freedom of speech.", "targets": "What categories do works that would normally be considered infringing fall into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c6b1534ea7c438a8c7f33e03c23080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Article 10 of the Berne Convention mandates that national laws provide for limitations to copyright, so that copyright protection does not extend to certain kinds of uses that fall under what the treaty calls \"fair practice,\" including but not limited to minimal quotations used in journalism and education. The laws implementing these limitations and exceptions for uses that would otherwise be infringing broadly fall into the categories of either fair use or fair dealing. In common law systems, these fair practice statutes typically enshrine principles underlying many earlier judicial precedents, and are considered essential to freedom of speech.", "targets": "What do these statutes represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c6b1534ea7c438a8c7f33e03c23080b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Article 10 of the Berne Convention mandates that national laws provide for limitations to copyright, so that copyright protection does not extend to certain kinds of uses that fall under what the treaty calls \"fair practice,\" including but not limited to minimal quotations used in journalism and education. The laws implementing these limitations and exceptions for uses that would otherwise be infringing broadly fall into the categories of either fair use or fair dealing. In common law systems, these fair practice statutes typically enshrine principles underlying many earlier judicial precedents, and are considered essential to freedom of speech.", "targets": "What are these statutes essential to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc611e3983034684b614f9d52c6ff7a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal School of Mines was established by Sir Henry de la Beche in 1851, developing from the Museum of Economic Geology, a collection of minerals, maps and mining equipment. He created a school which laid the foundations for the teaching of science in the country, and which has its legacy today at Imperial. Prince Albert was a patron and supporter of the later developments in science teaching, which led to the Royal College of Chemistry becoming part of the Royal School of Mines, to the creation of the Royal College of Science and eventually to these institutions becoming part of his plan for South Kensington being an educational region.", "targets": "What school was established in 1851?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc611e3983034684b614f9d52c6ff7a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal School of Mines was established by Sir Henry de la Beche in 1851, developing from the Museum of Economic Geology, a collection of minerals, maps and mining equipment. He created a school which laid the foundations for the teaching of science in the country, and which has its legacy today at Imperial. Prince Albert was a patron and supporter of the later developments in science teaching, which led to the Royal College of Chemistry becoming part of the Royal School of Mines, to the creation of the Royal College of Science and eventually to these institutions becoming part of his plan for South Kensington being an educational region.", "targets": "Who established the Royal School of Mines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc611e3983034684b614f9d52c6ff7a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal School of Mines was established by Sir Henry de la Beche in 1851, developing from the Museum of Economic Geology, a collection of minerals, maps and mining equipment. He created a school which laid the foundations for the teaching of science in the country, and which has its legacy today at Imperial. Prince Albert was a patron and supporter of the later developments in science teaching, which led to the Royal College of Chemistry becoming part of the Royal School of Mines, to the creation of the Royal College of Science and eventually to these institutions becoming part of his plan for South Kensington being an educational region.", "targets": "A collection of miners, maps and mining equipment all belonged to what entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc611e3983034684b614f9d52c6ff7a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal School of Mines was established by Sir Henry de la Beche in 1851, developing from the Museum of Economic Geology, a collection of minerals, maps and mining equipment. He created a school which laid the foundations for the teaching of science in the country, and which has its legacy today at Imperial. Prince Albert was a patron and supporter of the later developments in science teaching, which led to the Royal College of Chemistry becoming part of the Royal School of Mines, to the creation of the Royal College of Science and eventually to these institutions becoming part of his plan for South Kensington being an educational region.", "targets": "Which famous prince was a patron at the Royal School of Mines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc611e3983034684b614f9d52c6ff7a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal School of Mines was established by Sir Henry de la Beche in 1851, developing from the Museum of Economic Geology, a collection of minerals, maps and mining equipment. He created a school which laid the foundations for the teaching of science in the country, and which has its legacy today at Imperial. Prince Albert was a patron and supporter of the later developments in science teaching, which led to the Royal College of Chemistry becoming part of the Royal School of Mines, to the creation of the Royal College of Science and eventually to these institutions becoming part of his plan for South Kensington being an educational region.", "targets": "Which region did Prince Albert aim to make famous as an educational region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many Pro Bowlers were on the Panthers offense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many total touchdowns did Cam Newton score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many interceptions did Cam Newton throw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many punts did Ted Ginn Jr. return?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "Who started at tight end for the Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "What is the record number of touchdowns Cam Newton has had? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "What is the best QB ranking that Cam Newton holds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "What are the most passes that Greg Olsen has had?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "What position does Jerricho Cotchery play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "Which Panthers RB scored 6 TDs in the 13 games leading up to Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many Offensive players from the Panthers were selected to play in the Pro Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "Who is the quarterback for the Carolina Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many yards did Newton throw for in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many touchdowns did Newton have in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many touchdowns did Jonathan Stewart have in 13 games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many points did Carolina lead the NFL in scoring for offensive plays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "how many yards did Newton get for passes in the 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many touchdowns did Newton get in the 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "What was Newton's quarterback rating for 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf4323f6270b4df5b6cbb75c21bd19a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers offense, which led the NFL in scoring (500 points), was loaded with talent, boasting six Pro Bowl selections. Pro Bowl quarterback Cam Newton had one of his best seasons, throwing for 3,837 yards and rushing for 636, while recording a career-high and league-leading 45 total touchdowns (35 passing, 10 rushing), a career-low 10 interceptions, and a career-best quarterback rating of 99.4. Newton's leading receivers were tight end Greg Olsen, who caught a career-high 77 passes for 1,104 yards and seven touchdowns, and wide receiver Ted Ginn, Jr., who caught 44 passes for 739 yards and 10 touchdowns; Ginn also rushed for 60 yards and returned 27 punts for 277 yards. Other key receivers included veteran Jerricho Cotchery (39 receptions for 485 yards), rookie Devin Funchess (31 receptions for 473 yards and five touchdowns), and second-year receiver Corey Brown (31 receptions for 447 yards). The Panthers backfield featured Pro Bowl running back Jonathan Stewart, who led the team with 989 rushing yards and six touchdowns in 13 games, along with Pro Bowl fullback Mike Tolbert, who rushed for 256 yards and caught 18 passes for another 154 yards. Carolina's offensive line also featured two Pro Bowl selections: center Ryan Kalil and guard Trai Turner.", "targets": "How many receptions did Cotchery  get for the 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc1ec3ca054cf3b2ab6380423b14ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003 the paper was accused of racism by the Government over its criticisms of what it perceived as the \"open door\" policy on immigration. The attacks came from the Prime Minister's press spokesman Alastair Campbell and the Home Secretary David Blunkett (later a Sun columnist). The paper rebutted the claim, believing that it was not racist to suggest that a \"tide\" of unchecked illegal immigrants was increasing the risk of terrorist attacks and infectious diseases. It did not help its argument by publishing a front page story on 4 July 2003, under the headline \"Swan Bake\", which claimed that asylum seekers were slaughtering and eating swans. It later proved to have no basis in fact. Subsequently The Sun published a follow-up headlined \"Now they're after our fish!\". Following a Press Complaints Commission adjudication a \"clarification\" was eventually printed, on page 41. In 2005 The Sun published photographs of Prince Harry sporting a Nazi costume to a fancy dress party. The photographs caused outrage across the world and Clarence House was forced to issue a statement in response apologising for any offence or embarrassment caused.", "targets": "What allegation did the government level against The Sun in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc1ec3ca054cf3b2ab6380423b14ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003 the paper was accused of racism by the Government over its criticisms of what it perceived as the \"open door\" policy on immigration. The attacks came from the Prime Minister's press spokesman Alastair Campbell and the Home Secretary David Blunkett (later a Sun columnist). The paper rebutted the claim, believing that it was not racist to suggest that a \"tide\" of unchecked illegal immigrants was increasing the risk of terrorist attacks and infectious diseases. It did not help its argument by publishing a front page story on 4 July 2003, under the headline \"Swan Bake\", which claimed that asylum seekers were slaughtering and eating swans. It later proved to have no basis in fact. Subsequently The Sun published a follow-up headlined \"Now they're after our fish!\". Following a Press Complaints Commission adjudication a \"clarification\" was eventually printed, on page 41. In 2005 The Sun published photographs of Prince Harry sporting a Nazi costume to a fancy dress party. The photographs caused outrage across the world and Clarence House was forced to issue a statement in response apologising for any offence or embarrassment caused.", "targets": "Who specifically leveled the allegations against The Sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc1ec3ca054cf3b2ab6380423b14ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003 the paper was accused of racism by the Government over its criticisms of what it perceived as the \"open door\" policy on immigration. The attacks came from the Prime Minister's press spokesman Alastair Campbell and the Home Secretary David Blunkett (later a Sun columnist). The paper rebutted the claim, believing that it was not racist to suggest that a \"tide\" of unchecked illegal immigrants was increasing the risk of terrorist attacks and infectious diseases. It did not help its argument by publishing a front page story on 4 July 2003, under the headline \"Swan Bake\", which claimed that asylum seekers were slaughtering and eating swans. It later proved to have no basis in fact. Subsequently The Sun published a follow-up headlined \"Now they're after our fish!\". Following a Press Complaints Commission adjudication a \"clarification\" was eventually printed, on page 41. In 2005 The Sun published photographs of Prince Harry sporting a Nazi costume to a fancy dress party. The photographs caused outrage across the world and Clarence House was forced to issue a statement in response apologising for any offence or embarrassment caused.", "targets": "What did a 4 July 2003 front page story claim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc1ec3ca054cf3b2ab6380423b14ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003 the paper was accused of racism by the Government over its criticisms of what it perceived as the \"open door\" policy on immigration. The attacks came from the Prime Minister's press spokesman Alastair Campbell and the Home Secretary David Blunkett (later a Sun columnist). The paper rebutted the claim, believing that it was not racist to suggest that a \"tide\" of unchecked illegal immigrants was increasing the risk of terrorist attacks and infectious diseases. It did not help its argument by publishing a front page story on 4 July 2003, under the headline \"Swan Bake\", which claimed that asylum seekers were slaughtering and eating swans. It later proved to have no basis in fact. Subsequently The Sun published a follow-up headlined \"Now they're after our fish!\". Following a Press Complaints Commission adjudication a \"clarification\" was eventually printed, on page 41. In 2005 The Sun published photographs of Prince Harry sporting a Nazi costume to a fancy dress party. The photographs caused outrage across the world and Clarence House was forced to issue a statement in response apologising for any offence or embarrassment caused.", "targets": "From which issue did claims that The Sun was racist stem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc1ec3ca054cf3b2ab6380423b14ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003 the paper was accused of racism by the Government over its criticisms of what it perceived as the \"open door\" policy on immigration. The attacks came from the Prime Minister's press spokesman Alastair Campbell and the Home Secretary David Blunkett (later a Sun columnist). The paper rebutted the claim, believing that it was not racist to suggest that a \"tide\" of unchecked illegal immigrants was increasing the risk of terrorist attacks and infectious diseases. It did not help its argument by publishing a front page story on 4 July 2003, under the headline \"Swan Bake\", which claimed that asylum seekers were slaughtering and eating swans. It later proved to have no basis in fact. Subsequently The Sun published a follow-up headlined \"Now they're after our fish!\". Following a Press Complaints Commission adjudication a \"clarification\" was eventually printed, on page 41. In 2005 The Sun published photographs of Prince Harry sporting a Nazi costume to a fancy dress party. The photographs caused outrage across the world and Clarence House was forced to issue a statement in response apologising for any offence or embarrassment caused.", "targets": "Who did The Sun print pictures of in a Nazi outfit in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54033995bc254caea5b1327b54524784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint FM Community Radio took over the radio channels vacated by Saint FM and launched on 10 March 2013. The station operates as a limited-by-guarantee company owned by its members and is registered as a fund-raising Association. Membership is open to everyone, and grants access to a live audio stream.", "targets": "Which company took over the channels vacated by Saint FM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54033995bc254caea5b1327b54524784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint FM Community Radio took over the radio channels vacated by Saint FM and launched on 10 March 2013. The station operates as a limited-by-guarantee company owned by its members and is registered as a fund-raising Association. Membership is open to everyone, and grants access to a live audio stream.", "targets": "What date did Saint FM Community Radio launch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54033995bc254caea5b1327b54524784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint FM Community Radio took over the radio channels vacated by Saint FM and launched on 10 March 2013. The station operates as a limited-by-guarantee company owned by its members and is registered as a fund-raising Association. Membership is open to everyone, and grants access to a live audio stream.", "targets": "What kind of people can join Saint Fm Radio Community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab340203494cac9e6cec8d9536e170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As economic and demographic methods were applied to the study of history, the trend was increasingly to see the late Middle Ages as a period of recession and crisis. Belgian historian Henri Pirenne continued the subdivision of Early, High, and Late Middle Ages in the years around World War I. Yet it was his Dutch colleague, Johan Huizinga, who was primarily responsible for popularising the pessimistic view of the Late Middle Ages, with his book The Autumn of the Middle Ages (1919). To Huizinga, whose research focused on France and the Low Countries rather than Italy, despair and decline were the main themes, not rebirth.", "targets": "What methods, applied to the study of history, led to the perception of the Middle Ages as a time of recession and crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab340203494cac9e6cec8d9536e170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As economic and demographic methods were applied to the study of history, the trend was increasingly to see the late Middle Ages as a period of recession and crisis. Belgian historian Henri Pirenne continued the subdivision of Early, High, and Late Middle Ages in the years around World War I. Yet it was his Dutch colleague, Johan Huizinga, who was primarily responsible for popularising the pessimistic view of the Late Middle Ages, with his book The Autumn of the Middle Ages (1919). To Huizinga, whose research focused on France and the Low Countries rather than Italy, despair and decline were the main themes, not rebirth.", "targets": "Which author popularized a pessimistic view of the Late Middle Ages in his 1919 book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab340203494cac9e6cec8d9536e170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As economic and demographic methods were applied to the study of history, the trend was increasingly to see the late Middle Ages as a period of recession and crisis. Belgian historian Henri Pirenne continued the subdivision of Early, High, and Late Middle Ages in the years around World War I. Yet it was his Dutch colleague, Johan Huizinga, who was primarily responsible for popularising the pessimistic view of the Late Middle Ages, with his book The Autumn of the Middle Ages (1919). To Huizinga, whose research focused on France and the Low Countries rather than Italy, despair and decline were the main themes, not rebirth.", "targets": "What was the title of Huizinga's 1919 book on the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab340203494cac9e6cec8d9536e170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As economic and demographic methods were applied to the study of history, the trend was increasingly to see the late Middle Ages as a period of recession and crisis. Belgian historian Henri Pirenne continued the subdivision of Early, High, and Late Middle Ages in the years around World War I. Yet it was his Dutch colleague, Johan Huizinga, who was primarily responsible for popularising the pessimistic view of the Late Middle Ages, with his book The Autumn of the Middle Ages (1919). To Huizinga, whose research focused on France and the Low Countries rather than Italy, despair and decline were the main themes, not rebirth.", "targets": "Which countries were the focus of Huizinga's research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab340203494cac9e6cec8d9536e170", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As economic and demographic methods were applied to the study of history, the trend was increasingly to see the late Middle Ages as a period of recession and crisis. Belgian historian Henri Pirenne continued the subdivision of Early, High, and Late Middle Ages in the years around World War I. Yet it was his Dutch colleague, Johan Huizinga, who was primarily responsible for popularising the pessimistic view of the Late Middle Ages, with his book The Autumn of the Middle Ages (1919). To Huizinga, whose research focused on France and the Low Countries rather than Italy, despair and decline were the main themes, not rebirth.", "targets": "What was the nationality of historian Henri Pirenne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b631e42e22ed47deacfb52494c3135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supreme Court of the United Kingdom is the ultimate court for criminal and civil matters in England, Wales and Northern Ireland and for civil matters in Scotland. (The supreme court for criminal matters in Scotland is the High Court of Justiciary.) The Supreme Court was established by the Constitutional Reform Act 2005 with effect from 1 October 2009, replacing and assuming the judicial functions of the House of Lords. Devolution issues under the Scotland Act 1998, Government of Wales Act and Northern Ireland Act were also transferred to the new Supreme Court by the Constitutional Reform Act, from the Judicial Committee of the Privy Council.", "targets": "The Supreme Court of the United Kingdom holds Supremacy in what jurisdictions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b631e42e22ed47deacfb52494c3135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supreme Court of the United Kingdom is the ultimate court for criminal and civil matters in England, Wales and Northern Ireland and for civil matters in Scotland. (The supreme court for criminal matters in Scotland is the High Court of Justiciary.) The Supreme Court was established by the Constitutional Reform Act 2005 with effect from 1 October 2009, replacing and assuming the judicial functions of the House of Lords. Devolution issues under the Scotland Act 1998, Government of Wales Act and Northern Ireland Act were also transferred to the new Supreme Court by the Constitutional Reform Act, from the Judicial Committee of the Privy Council.", "targets": "What is the high court in Scotland that has supremacy on criminal matters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b631e42e22ed47deacfb52494c3135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supreme Court of the United Kingdom is the ultimate court for criminal and civil matters in England, Wales and Northern Ireland and for civil matters in Scotland. (The supreme court for criminal matters in Scotland is the High Court of Justiciary.) The Supreme Court was established by the Constitutional Reform Act 2005 with effect from 1 October 2009, replacing and assuming the judicial functions of the House of Lords. Devolution issues under the Scotland Act 1998, Government of Wales Act and Northern Ireland Act were also transferred to the new Supreme Court by the Constitutional Reform Act, from the Judicial Committee of the Privy Council.", "targets": "What legislation established the Supremacy of the Supreme Court of the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b631e42e22ed47deacfb52494c3135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supreme Court of the United Kingdom is the ultimate court for criminal and civil matters in England, Wales and Northern Ireland and for civil matters in Scotland. (The supreme court for criminal matters in Scotland is the High Court of Justiciary.) The Supreme Court was established by the Constitutional Reform Act 2005 with effect from 1 October 2009, replacing and assuming the judicial functions of the House of Lords. Devolution issues under the Scotland Act 1998, Government of Wales Act and Northern Ireland Act were also transferred to the new Supreme Court by the Constitutional Reform Act, from the Judicial Committee of the Privy Council.", "targets": "When did this act go into affect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b631e42e22ed47deacfb52494c3135e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supreme Court of the United Kingdom is the ultimate court for criminal and civil matters in England, Wales and Northern Ireland and for civil matters in Scotland. (The supreme court for criminal matters in Scotland is the High Court of Justiciary.) The Supreme Court was established by the Constitutional Reform Act 2005 with effect from 1 October 2009, replacing and assuming the judicial functions of the House of Lords. Devolution issues under the Scotland Act 1998, Government of Wales Act and Northern Ireland Act were also transferred to the new Supreme Court by the Constitutional Reform Act, from the Judicial Committee of the Privy Council.", "targets": "What body previously had judicial supremacy in the UK prior to this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "During which season of American Idol did Fox beat the other networks in ratings for the first time? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "Why were television ratings down across the board during American Idols seventh season? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "On what season was Kristy Lee Cook a contestant on American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "Who was eliminated during the lowest rated show since season one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "What was the series' third most watched finale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "Because of the rebound in viewers, Fox became what for the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d3fc23933274135b05f121f892b5b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The loss of viewers continued into season seven. The premiere was down 11% among total viewers, and the results show in which Kristy Lee Cook was eliminated delivered its lowest-rated Wednesday show among the 18\u201334 demo since the first season in 2002. However, the ratings rebounded for the season seven finale with the excitement over the battle of the Davids, and improved over season six as the series' third most watched finale. The strong finish of season seven also helped Fox become the most watched TV network in the country for the first time since its inception, a first ever in American television history for a non-Big Three major broadcast network. Overall ratings for the season were down 10% from season six, which is in line with the fall in viewership across all networks due in part to the 2007\u20132008 Writers Guild of America strike.", "targets": "What happened in 2007-2008 that had a drop in viewers for all networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0aa8b95ddd4d4c9d3b5db3c4a84bb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another major division within Islamism is between what Graham E. Fuller has described as the fundamentalist \"guardians of the tradition\" (Salafis, such as those in the Wahhabi movement) and the \"vanguard of change and Islamic reform\" centered around the Muslim Brotherhood. Olivier Roy argues that \"Sunni pan-Islamism underwent a remarkable shift in the second half of the 20th century\" when the Muslim Brotherhood movement and its focus on Islamisation of pan-Arabism was eclipsed by the Salafi movement with its emphasis on \"sharia rather than the building of Islamic institutions,\" and rejection of Shia Islam. Following the Arab Spring, Roy has described Islamism as \"increasingly interdependent\" with democracy in much of the Arab Muslim world, such that \"neither can now survive without the other.\" While Islamist political culture itself may not be democratic, Islamists need democratic elections to maintain their legitimacy. At the same time, their popularity is such that no government can call itself democratic that excludes mainstream Islamist groups.", "targets": "What exists between fundamentalist Islamism and reformist Islamism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0aa8b95ddd4d4c9d3b5db3c4a84bb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another major division within Islamism is between what Graham E. Fuller has described as the fundamentalist \"guardians of the tradition\" (Salafis, such as those in the Wahhabi movement) and the \"vanguard of change and Islamic reform\" centered around the Muslim Brotherhood. Olivier Roy argues that \"Sunni pan-Islamism underwent a remarkable shift in the second half of the 20th century\" when the Muslim Brotherhood movement and its focus on Islamisation of pan-Arabism was eclipsed by the Salafi movement with its emphasis on \"sharia rather than the building of Islamic institutions,\" and rejection of Shia Islam. Following the Arab Spring, Roy has described Islamism as \"increasingly interdependent\" with democracy in much of the Arab Muslim world, such that \"neither can now survive without the other.\" While Islamist political culture itself may not be democratic, Islamists need democratic elections to maintain their legitimacy. At the same time, their popularity is such that no government can call itself democratic that excludes mainstream Islamist groups.", "targets": "What did Olivier Roy state underwent a remarkable shift in the second half of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0aa8b95ddd4d4c9d3b5db3c4a84bb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another major division within Islamism is between what Graham E. Fuller has described as the fundamentalist \"guardians of the tradition\" (Salafis, such as those in the Wahhabi movement) and the \"vanguard of change and Islamic reform\" centered around the Muslim Brotherhood. Olivier Roy argues that \"Sunni pan-Islamism underwent a remarkable shift in the second half of the 20th century\" when the Muslim Brotherhood movement and its focus on Islamisation of pan-Arabism was eclipsed by the Salafi movement with its emphasis on \"sharia rather than the building of Islamic institutions,\" and rejection of Shia Islam. Following the Arab Spring, Roy has described Islamism as \"increasingly interdependent\" with democracy in much of the Arab Muslim world, such that \"neither can now survive without the other.\" While Islamist political culture itself may not be democratic, Islamists need democratic elections to maintain their legitimacy. At the same time, their popularity is such that no government can call itself democratic that excludes mainstream Islamist groups.", "targets": "What did the Salafi movement put emphasis on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0aa8b95ddd4d4c9d3b5db3c4a84bb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another major division within Islamism is between what Graham E. Fuller has described as the fundamentalist \"guardians of the tradition\" (Salafis, such as those in the Wahhabi movement) and the \"vanguard of change and Islamic reform\" centered around the Muslim Brotherhood. Olivier Roy argues that \"Sunni pan-Islamism underwent a remarkable shift in the second half of the 20th century\" when the Muslim Brotherhood movement and its focus on Islamisation of pan-Arabism was eclipsed by the Salafi movement with its emphasis on \"sharia rather than the building of Islamic institutions,\" and rejection of Shia Islam. Following the Arab Spring, Roy has described Islamism as \"increasingly interdependent\" with democracy in much of the Arab Muslim world, such that \"neither can now survive without the other.\" While Islamist political culture itself may not be democratic, Islamists need democratic elections to maintain their legitimacy. At the same time, their popularity is such that no government can call itself democratic that excludes mainstream Islamist groups.", "targets": "What has Islamism been increasingly interdependent with following the Arab Spring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0aa8b95ddd4d4c9d3b5db3c4a84bb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another major division within Islamism is between what Graham E. Fuller has described as the fundamentalist \"guardians of the tradition\" (Salafis, such as those in the Wahhabi movement) and the \"vanguard of change and Islamic reform\" centered around the Muslim Brotherhood. Olivier Roy argues that \"Sunni pan-Islamism underwent a remarkable shift in the second half of the 20th century\" when the Muslim Brotherhood movement and its focus on Islamisation of pan-Arabism was eclipsed by the Salafi movement with its emphasis on \"sharia rather than the building of Islamic institutions,\" and rejection of Shia Islam. Following the Arab Spring, Roy has described Islamism as \"increasingly interdependent\" with democracy in much of the Arab Muslim world, such that \"neither can now survive without the other.\" While Islamist political culture itself may not be democratic, Islamists need democratic elections to maintain their legitimacy. At the same time, their popularity is such that no government can call itself democratic that excludes mainstream Islamist groups.", "targets": "Why do Islamists need democratic elections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b538e1b254ac46acae0ab7df545051c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Slavic people are classified into West Slavic (chiefly Poles, Czechs and Slovaks), East Slavic (chiefly Russians, Belarusians, and Ukrainians), and South Slavic (chiefly Serbs, Bulgarians, Croats, Bosniaks, Macedonians, Slovenes, and Montenegrins), though sometimes the West Slavs and East Slavs are combined into a single group known as North Slavs. For a more comprehensive list, see the ethnocultural subdivisions. Modern Slavic nations and ethnic groups are considerably diverse both genetically and culturally, and relations between them \u2013 even within the individual ethnic groups themselves \u2013 are varied, ranging from a sense of connection to mutual feelings of hostility.", "targets": "West Slavic people consist of which nationalities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b538e1b254ac46acae0ab7df545051c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Slavic people are classified into West Slavic (chiefly Poles, Czechs and Slovaks), East Slavic (chiefly Russians, Belarusians, and Ukrainians), and South Slavic (chiefly Serbs, Bulgarians, Croats, Bosniaks, Macedonians, Slovenes, and Montenegrins), though sometimes the West Slavs and East Slavs are combined into a single group known as North Slavs. For a more comprehensive list, see the ethnocultural subdivisions. Modern Slavic nations and ethnic groups are considerably diverse both genetically and culturally, and relations between them \u2013 even within the individual ethnic groups themselves \u2013 are varied, ranging from a sense of connection to mutual feelings of hostility.", "targets": "East Slavic people consist of which nationalities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b538e1b254ac46acae0ab7df545051c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Slavic people are classified into West Slavic (chiefly Poles, Czechs and Slovaks), East Slavic (chiefly Russians, Belarusians, and Ukrainians), and South Slavic (chiefly Serbs, Bulgarians, Croats, Bosniaks, Macedonians, Slovenes, and Montenegrins), though sometimes the West Slavs and East Slavs are combined into a single group known as North Slavs. For a more comprehensive list, see the ethnocultural subdivisions. Modern Slavic nations and ethnic groups are considerably diverse both genetically and culturally, and relations between them \u2013 even within the individual ethnic groups themselves \u2013 are varied, ranging from a sense of connection to mutual feelings of hostility.", "targets": "South Slavic people consist of which nationalities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b538e1b254ac46acae0ab7df545051c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Slavic people are classified into West Slavic (chiefly Poles, Czechs and Slovaks), East Slavic (chiefly Russians, Belarusians, and Ukrainians), and South Slavic (chiefly Serbs, Bulgarians, Croats, Bosniaks, Macedonians, Slovenes, and Montenegrins), though sometimes the West Slavs and East Slavs are combined into a single group known as North Slavs. For a more comprehensive list, see the ethnocultural subdivisions. Modern Slavic nations and ethnic groups are considerably diverse both genetically and culturally, and relations between them \u2013 even within the individual ethnic groups themselves \u2013 are varied, ranging from a sense of connection to mutual feelings of hostility.", "targets": "West and East Slavs are sometimes combined into a single group called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0900da86c2f449c87e646d03cdbf0a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Mexico City airport, the government engaged in an extensive restructuring program that includes the addition of a new second terminal, which began operations in 2007, and the enlargement of four other airports (at the nearby cities of Toluca, Quer\u00e9taro, Puebla and Cuernavaca) that, along with Mexico City's airport, comprise the Grupo Aeroportuario del Valle de M\u00e9xico, distributing traffic to different regions in Mexico. The city of Pachuca will also provide additional expansion to central Mexico's airport network. Mexico City's airport is the main hub for 11 of the 21 national airline companies.", "targets": "When did the second terminal open at the Mexico City Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0900da86c2f449c87e646d03cdbf0a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Mexico City airport, the government engaged in an extensive restructuring program that includes the addition of a new second terminal, which began operations in 2007, and the enlargement of four other airports (at the nearby cities of Toluca, Quer\u00e9taro, Puebla and Cuernavaca) that, along with Mexico City's airport, comprise the Grupo Aeroportuario del Valle de M\u00e9xico, distributing traffic to different regions in Mexico. The city of Pachuca will also provide additional expansion to central Mexico's airport network. Mexico City's airport is the main hub for 11 of the 21 national airline companies.", "targets": "How many national airlines are there in Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0900da86c2f449c87e646d03cdbf0a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Mexico City airport, the government engaged in an extensive restructuring program that includes the addition of a new second terminal, which began operations in 2007, and the enlargement of four other airports (at the nearby cities of Toluca, Quer\u00e9taro, Puebla and Cuernavaca) that, along with Mexico City's airport, comprise the Grupo Aeroportuario del Valle de M\u00e9xico, distributing traffic to different regions in Mexico. The city of Pachuca will also provide additional expansion to central Mexico's airport network. Mexico City's airport is the main hub for 11 of the 21 national airline companies.", "targets": "How many of the main Mexican airlines are based in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0900da86c2f449c87e646d03cdbf0a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Mexico City airport, the government engaged in an extensive restructuring program that includes the addition of a new second terminal, which began operations in 2007, and the enlargement of four other airports (at the nearby cities of Toluca, Quer\u00e9taro, Puebla and Cuernavaca) that, along with Mexico City's airport, comprise the Grupo Aeroportuario del Valle de M\u00e9xico, distributing traffic to different regions in Mexico. The city of Pachuca will also provide additional expansion to central Mexico's airport network. Mexico City's airport is the main hub for 11 of the 21 national airline companies.", "targets": "What is the new city that will be added to the group of Mexican Airports around Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb2cd9166b03453b9e9fbaca7236b854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Supreme Court in Penry v. Lynaugh and the United States Court of Appeals for the Fifth Circuit in Bigby v. Dretke have been clear in their decisions that jury instructions in death penalty cases that do not ask about mitigating factors regarding the defendant's mental health violate the defendant's Eighth Amendment rights, saying that the jury is to be instructed to consider mitigating factors when answering unrelated questions. This ruling suggests that specific explanations to the jury are necessary to weigh mitigating factors.", "targets": "In what court was Bigby v. Dretke decided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb2cd9166b03453b9e9fbaca7236b854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Supreme Court in Penry v. Lynaugh and the United States Court of Appeals for the Fifth Circuit in Bigby v. Dretke have been clear in their decisions that jury instructions in death penalty cases that do not ask about mitigating factors regarding the defendant's mental health violate the defendant's Eighth Amendment rights, saying that the jury is to be instructed to consider mitigating factors when answering unrelated questions. This ruling suggests that specific explanations to the jury are necessary to weigh mitigating factors.", "targets": "What court heard the case Penry v. Lynaugh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb2cd9166b03453b9e9fbaca7236b854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Supreme Court in Penry v. Lynaugh and the United States Court of Appeals for the Fifth Circuit in Bigby v. Dretke have been clear in their decisions that jury instructions in death penalty cases that do not ask about mitigating factors regarding the defendant's mental health violate the defendant's Eighth Amendment rights, saying that the jury is to be instructed to consider mitigating factors when answering unrelated questions. This ruling suggests that specific explanations to the jury are necessary to weigh mitigating factors.", "targets": "What amendment to the Constitution did Penry v. Lynaugh address?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb2cd9166b03453b9e9fbaca7236b854", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Supreme Court in Penry v. Lynaugh and the United States Court of Appeals for the Fifth Circuit in Bigby v. Dretke have been clear in their decisions that jury instructions in death penalty cases that do not ask about mitigating factors regarding the defendant's mental health violate the defendant's Eighth Amendment rights, saying that the jury is to be instructed to consider mitigating factors when answering unrelated questions. This ruling suggests that specific explanations to the jury are necessary to weigh mitigating factors.", "targets": "What sentencing factors did Bigby v. Dretke consider?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "In what village was Fr\u00e9d\u00e9ric born in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "On what date was Fr\u00e9d\u00e9ric born on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "Despite the birthdate given by parish baptismal, what date is given by the composer and his family instead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "What was the latin form of Fr\u00e9d\u00e9ric's full name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "How many miles was the village Fr\u00e9d\u00e9ric born in located to the west of Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "Where was Chopin born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "Who was responsible for the creation of the Duchy of Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "When was his birthday recorded as being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "What birth date is now considered as his actual birthday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "Chopin's given names in Latin are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "The Duchy of Warsaw was created by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "Chopin's birth is recorded as when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "What birth date is now considered correct for Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "What is the Latin form of Chopin's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "Chopin was actually born outside of Warsaw at what location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091f703bc0784fec9ee5d04499555c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fryderyk Chopin was born in \u017belazowa Wola, 46 kilometres (29 miles) west of Warsaw, in what was then the Duchy of Warsaw, a Polish state established by Napoleon. The parish baptismal record gives his birthday as 22 February 1810, and cites his given names in the Latin form Fridericus Franciscus (in Polish, he was Fryderyk Franciszek). However, the composer and his family used the birthdate 1 March,[n 2] which is now generally accepted as the correct date.", "targets": "What famous French leader had established the Polish state at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5715f9dd744d8db8e36cd2d9396bb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mexican Revolution involved a civil war with hundreds of thousands of deaths and large numbers fleeing combat zones. Tens of thousands fled to the U.S. President Wilson sent U.S. forces to occupy the Mexican city of Veracruz for six months in 1914. It was designed to show the U.S. was keenly interested in the civil war and would not tolerate attacks on Americans, especially the April 9, 1914, \"Tampico Affair\", which involved the arrest of American sailors by soldiers of the regime of Mexican President Victoriano Huerta. In early 1916 Pancho Villa a Mexican general ordered 500 soldiers on a murderous raid on the American city of Columbus New Mexico, with the goal of robbing banks to fund his army. The German Secret Service encouraged Pancho Villa in his attacks to involve the United States in an intervention in Mexico which would distract the United States from its growing involvement in the war and divert aid from Europe to support the intervention. Wilson called up the state militias (National Guard) and sent them and the U.S. Army under General John J. Pershing to punish Villa in the Pancho Villa Expedition. Villa fled, with the Americans in pursuit deep into Mexico, thereby arousing Mexican nationalism. By early 1917 President Venustiano Carranza had contained Villa and secured the border, so Wilson ordered Pershing to withdraw.", "targets": "What early 20th century conflict sent tens of thousands of refugees to the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5715f9dd744d8db8e36cd2d9396bb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mexican Revolution involved a civil war with hundreds of thousands of deaths and large numbers fleeing combat zones. Tens of thousands fled to the U.S. President Wilson sent U.S. forces to occupy the Mexican city of Veracruz for six months in 1914. It was designed to show the U.S. was keenly interested in the civil war and would not tolerate attacks on Americans, especially the April 9, 1914, \"Tampico Affair\", which involved the arrest of American sailors by soldiers of the regime of Mexican President Victoriano Huerta. In early 1916 Pancho Villa a Mexican general ordered 500 soldiers on a murderous raid on the American city of Columbus New Mexico, with the goal of robbing banks to fund his army. The German Secret Service encouraged Pancho Villa in his attacks to involve the United States in an intervention in Mexico which would distract the United States from its growing involvement in the war and divert aid from Europe to support the intervention. Wilson called up the state militias (National Guard) and sent them and the U.S. Army under General John J. Pershing to punish Villa in the Pancho Villa Expedition. Villa fled, with the Americans in pursuit deep into Mexico, thereby arousing Mexican nationalism. By early 1917 President Venustiano Carranza had contained Villa and secured the border, so Wilson ordered Pershing to withdraw.", "targets": "US forces were sent to occupy what Mexican City during the Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5715f9dd744d8db8e36cd2d9396bb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mexican Revolution involved a civil war with hundreds of thousands of deaths and large numbers fleeing combat zones. Tens of thousands fled to the U.S. President Wilson sent U.S. forces to occupy the Mexican city of Veracruz for six months in 1914. It was designed to show the U.S. was keenly interested in the civil war and would not tolerate attacks on Americans, especially the April 9, 1914, \"Tampico Affair\", which involved the arrest of American sailors by soldiers of the regime of Mexican President Victoriano Huerta. In early 1916 Pancho Villa a Mexican general ordered 500 soldiers on a murderous raid on the American city of Columbus New Mexico, with the goal of robbing banks to fund his army. The German Secret Service encouraged Pancho Villa in his attacks to involve the United States in an intervention in Mexico which would distract the United States from its growing involvement in the war and divert aid from Europe to support the intervention. Wilson called up the state militias (National Guard) and sent them and the U.S. Army under General John J. Pershing to punish Villa in the Pancho Villa Expedition. Villa fled, with the Americans in pursuit deep into Mexico, thereby arousing Mexican nationalism. By early 1917 President Venustiano Carranza had contained Villa and secured the border, so Wilson ordered Pershing to withdraw.", "targets": "What was the name of the Mexican general who attacked an American city in New Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5715f9dd744d8db8e36cd2d9396bb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mexican Revolution involved a civil war with hundreds of thousands of deaths and large numbers fleeing combat zones. Tens of thousands fled to the U.S. President Wilson sent U.S. forces to occupy the Mexican city of Veracruz for six months in 1914. It was designed to show the U.S. was keenly interested in the civil war and would not tolerate attacks on Americans, especially the April 9, 1914, \"Tampico Affair\", which involved the arrest of American sailors by soldiers of the regime of Mexican President Victoriano Huerta. In early 1916 Pancho Villa a Mexican general ordered 500 soldiers on a murderous raid on the American city of Columbus New Mexico, with the goal of robbing banks to fund his army. The German Secret Service encouraged Pancho Villa in his attacks to involve the United States in an intervention in Mexico which would distract the United States from its growing involvement in the war and divert aid from Europe to support the intervention. Wilson called up the state militias (National Guard) and sent them and the U.S. Army under General John J. Pershing to punish Villa in the Pancho Villa Expedition. Villa fled, with the Americans in pursuit deep into Mexico, thereby arousing Mexican nationalism. By early 1917 President Venustiano Carranza had contained Villa and secured the border, so Wilson ordered Pershing to withdraw.", "targets": "What foreign organization encouraged Villa's guerilla war against the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5715f9dd744d8db8e36cd2d9396bb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mexican Revolution involved a civil war with hundreds of thousands of deaths and large numbers fleeing combat zones. Tens of thousands fled to the U.S. President Wilson sent U.S. forces to occupy the Mexican city of Veracruz for six months in 1914. It was designed to show the U.S. was keenly interested in the civil war and would not tolerate attacks on Americans, especially the April 9, 1914, \"Tampico Affair\", which involved the arrest of American sailors by soldiers of the regime of Mexican President Victoriano Huerta. In early 1916 Pancho Villa a Mexican general ordered 500 soldiers on a murderous raid on the American city of Columbus New Mexico, with the goal of robbing banks to fund his army. The German Secret Service encouraged Pancho Villa in his attacks to involve the United States in an intervention in Mexico which would distract the United States from its growing involvement in the war and divert aid from Europe to support the intervention. Wilson called up the state militias (National Guard) and sent them and the U.S. Army under General John J. Pershing to punish Villa in the Pancho Villa Expedition. Villa fled, with the Americans in pursuit deep into Mexico, thereby arousing Mexican nationalism. By early 1917 President Venustiano Carranza had contained Villa and secured the border, so Wilson ordered Pershing to withdraw.", "targets": "What US General led troops against Villa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c48c6d694a42a08f2b12d53fa52987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For reasons that remain obscure, the planet's thermosphere is at an anomalously high temperature of about 750 K. The planet is too far from the Sun for this heat to be generated by ultraviolet radiation. One candidate for a heating mechanism is atmospheric interaction with ions in the planet's magnetic field. Other candidates are gravity waves from the interior that dissipate in the atmosphere. The thermosphere contains traces of carbon dioxide and water, which may have been deposited from external sources such as meteorites and dust.", "targets": "What is Neptune's temperature in the thermosphere? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c48c6d694a42a08f2b12d53fa52987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For reasons that remain obscure, the planet's thermosphere is at an anomalously high temperature of about 750 K. The planet is too far from the Sun for this heat to be generated by ultraviolet radiation. One candidate for a heating mechanism is atmospheric interaction with ions in the planet's magnetic field. Other candidates are gravity waves from the interior that dissipate in the atmosphere. The thermosphere contains traces of carbon dioxide and water, which may have been deposited from external sources such as meteorites and dust.", "targets": "What would interact with Neptune's magnetic field to make it warm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c48c6d694a42a08f2b12d53fa52987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For reasons that remain obscure, the planet's thermosphere is at an anomalously high temperature of about 750 K. The planet is too far from the Sun for this heat to be generated by ultraviolet radiation. One candidate for a heating mechanism is atmospheric interaction with ions in the planet's magnetic field. Other candidates are gravity waves from the interior that dissipate in the atmosphere. The thermosphere contains traces of carbon dioxide and water, which may have been deposited from external sources such as meteorites and dust.", "targets": "Where would gravity waves in Neptune's interior dissipate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c48c6d694a42a08f2b12d53fa52987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For reasons that remain obscure, the planet's thermosphere is at an anomalously high temperature of about 750 K. The planet is too far from the Sun for this heat to be generated by ultraviolet radiation. One candidate for a heating mechanism is atmospheric interaction with ions in the planet's magnetic field. Other candidates are gravity waves from the interior that dissipate in the atmosphere. The thermosphere contains traces of carbon dioxide and water, which may have been deposited from external sources such as meteorites and dust.", "targets": "What does Neptune's thermosphere containers traces of? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b509b556a4f4cd89c9d4915b882002f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago has been the site of some important experiments and academic movements. In economics, the university has played an important role in shaping ideas about the free market and is the namesake of the Chicago school of economics, the school of economic thought supported by Milton Friedman and other economists. The university's sociology department was the first independent sociology department in the United States and gave birth to the Chicago school of sociology. In physics, the university was the site of the Chicago Pile-1 (the first self-sustained man-made nuclear reaction, part of the Manhattan Project), of Robert Millikan's oil-drop experiment that calculated the charge of the electron, and of the development of radiocarbon dating by Willard F. Libby in 1947. The chemical experiment that tested how life originated on early Earth, the Miller\u2013Urey experiment, was conducted at the university. REM sleep was discovered at the university in 1953 by Nathaniel Kleitman and Eugene Aserinsky.", "targets": "What role in economics did the university play a major part in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b509b556a4f4cd89c9d4915b882002f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago has been the site of some important experiments and academic movements. In economics, the university has played an important role in shaping ideas about the free market and is the namesake of the Chicago school of economics, the school of economic thought supported by Milton Friedman and other economists. The university's sociology department was the first independent sociology department in the United States and gave birth to the Chicago school of sociology. In physics, the university was the site of the Chicago Pile-1 (the first self-sustained man-made nuclear reaction, part of the Manhattan Project), of Robert Millikan's oil-drop experiment that calculated the charge of the electron, and of the development of radiocarbon dating by Willard F. Libby in 1947. The chemical experiment that tested how life originated on early Earth, the Miller\u2013Urey experiment, was conducted at the university. REM sleep was discovered at the university in 1953 by Nathaniel Kleitman and Eugene Aserinsky.", "targets": "What was the name of the first self-sustained man-made nuclear reaction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b509b556a4f4cd89c9d4915b882002f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago has been the site of some important experiments and academic movements. In economics, the university has played an important role in shaping ideas about the free market and is the namesake of the Chicago school of economics, the school of economic thought supported by Milton Friedman and other economists. The university's sociology department was the first independent sociology department in the United States and gave birth to the Chicago school of sociology. In physics, the university was the site of the Chicago Pile-1 (the first self-sustained man-made nuclear reaction, part of the Manhattan Project), of Robert Millikan's oil-drop experiment that calculated the charge of the electron, and of the development of radiocarbon dating by Willard F. Libby in 1947. The chemical experiment that tested how life originated on early Earth, the Miller\u2013Urey experiment, was conducted at the university. REM sleep was discovered at the university in 1953 by Nathaniel Kleitman and Eugene Aserinsky.", "targets": "What was the name of the experiment that tested how life originated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b509b556a4f4cd89c9d4915b882002f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago has been the site of some important experiments and academic movements. In economics, the university has played an important role in shaping ideas about the free market and is the namesake of the Chicago school of economics, the school of economic thought supported by Milton Friedman and other economists. The university's sociology department was the first independent sociology department in the United States and gave birth to the Chicago school of sociology. In physics, the university was the site of the Chicago Pile-1 (the first self-sustained man-made nuclear reaction, part of the Manhattan Project), of Robert Millikan's oil-drop experiment that calculated the charge of the electron, and of the development of radiocarbon dating by Willard F. Libby in 1947. The chemical experiment that tested how life originated on early Earth, the Miller\u2013Urey experiment, was conducted at the university. REM sleep was discovered at the university in 1953 by Nathaniel Kleitman and Eugene Aserinsky.", "targets": "When was REM sleep discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4519d92df19c4709ace7c8686cc946e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Greek philosophers, known as the pre-Socratics, provided competing answers to the question found in the myths of their neighbors: \"How did the ordered cosmos in which we live come to be?\" The pre-Socratic philosopher Thales (640-546 BC), dubbed the \"father of science\", was the first to postulate non-supernatural explanations for natural phenomena, for example, that land floats on water and that earthquakes are caused by the agitation of the water upon which the land floats, rather than the god Poseidon. Thales' student Pythagoras of Samos founded the Pythagorean school, which investigated mathematics for its own sake, and was the first to postulate that the Earth is spherical in shape. Leucippus (5th century BC) introduced atomism, the theory that all matter is made of indivisible, imperishable units called atoms. This was greatly expanded by his pupil Democritus.", "targets": "What are early Greek philosophers known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4519d92df19c4709ace7c8686cc946e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Greek philosophers, known as the pre-Socratics, provided competing answers to the question found in the myths of their neighbors: \"How did the ordered cosmos in which we live come to be?\" The pre-Socratic philosopher Thales (640-546 BC), dubbed the \"father of science\", was the first to postulate non-supernatural explanations for natural phenomena, for example, that land floats on water and that earthquakes are caused by the agitation of the water upon which the land floats, rather than the god Poseidon. Thales' student Pythagoras of Samos founded the Pythagorean school, which investigated mathematics for its own sake, and was the first to postulate that the Earth is spherical in shape. Leucippus (5th century BC) introduced atomism, the theory that all matter is made of indivisible, imperishable units called atoms. This was greatly expanded by his pupil Democritus.", "targets": "What question were Greek philosophers trying to answer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4519d92df19c4709ace7c8686cc946e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Greek philosophers, known as the pre-Socratics, provided competing answers to the question found in the myths of their neighbors: \"How did the ordered cosmos in which we live come to be?\" The pre-Socratic philosopher Thales (640-546 BC), dubbed the \"father of science\", was the first to postulate non-supernatural explanations for natural phenomena, for example, that land floats on water and that earthquakes are caused by the agitation of the water upon which the land floats, rather than the god Poseidon. Thales' student Pythagoras of Samos founded the Pythagorean school, which investigated mathematics for its own sake, and was the first to postulate that the Earth is spherical in shape. Leucippus (5th century BC) introduced atomism, the theory that all matter is made of indivisible, imperishable units called atoms. This was greatly expanded by his pupil Democritus.", "targets": "Who was named \"the father of science\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4519d92df19c4709ace7c8686cc946e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Greek philosophers, known as the pre-Socratics, provided competing answers to the question found in the myths of their neighbors: \"How did the ordered cosmos in which we live come to be?\" The pre-Socratic philosopher Thales (640-546 BC), dubbed the \"father of science\", was the first to postulate non-supernatural explanations for natural phenomena, for example, that land floats on water and that earthquakes are caused by the agitation of the water upon which the land floats, rather than the god Poseidon. Thales' student Pythagoras of Samos founded the Pythagorean school, which investigated mathematics for its own sake, and was the first to postulate that the Earth is spherical in shape. Leucippus (5th century BC) introduced atomism, the theory that all matter is made of indivisible, imperishable units called atoms. This was greatly expanded by his pupil Democritus.", "targets": "Which religious deity did Thales undermine with his scientific theories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4519d92df19c4709ace7c8686cc946e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Greek philosophers, known as the pre-Socratics, provided competing answers to the question found in the myths of their neighbors: \"How did the ordered cosmos in which we live come to be?\" The pre-Socratic philosopher Thales (640-546 BC), dubbed the \"father of science\", was the first to postulate non-supernatural explanations for natural phenomena, for example, that land floats on water and that earthquakes are caused by the agitation of the water upon which the land floats, rather than the god Poseidon. Thales' student Pythagoras of Samos founded the Pythagorean school, which investigated mathematics for its own sake, and was the first to postulate that the Earth is spherical in shape. Leucippus (5th century BC) introduced atomism, the theory that all matter is made of indivisible, imperishable units called atoms. This was greatly expanded by his pupil Democritus.", "targets": "Who was the first person to determine that the Earth is round?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3320c00c462d4b43be13258075abebe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cantons have a permanent constitutional status and, in comparison with the situation in other countries, a high degree of independence. Under the Federal Constitution, all 26 cantons are equal in status. Each canton has its own constitution, and its own parliament, government and courts. However, there are considerable differences between the individual cantons, most particularly in terms of population and geographical area. Their populations vary between 15,000 (Appenzell Innerrhoden) and 1,253,500 (Z\u00fcrich), and their area between 37 km2 (14 sq mi) (Basel-Stadt) and 7,105 km2 (2,743 sq mi) (Graub\u00fcnden). The Cantons comprise a total of 2,485 municipalities. Within Switzerland there are two enclaves: B\u00fcsingen belongs to Germany, Campione d'Italia belongs to Italy.", "targets": "According to the Federal Constitution, how many cantons are equal in status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3320c00c462d4b43be13258075abebe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cantons have a permanent constitutional status and, in comparison with the situation in other countries, a high degree of independence. Under the Federal Constitution, all 26 cantons are equal in status. Each canton has its own constitution, and its own parliament, government and courts. However, there are considerable differences between the individual cantons, most particularly in terms of population and geographical area. Their populations vary between 15,000 (Appenzell Innerrhoden) and 1,253,500 (Z\u00fcrich), and their area between 37 km2 (14 sq mi) (Basel-Stadt) and 7,105 km2 (2,743 sq mi) (Graub\u00fcnden). The Cantons comprise a total of 2,485 municipalities. Within Switzerland there are two enclaves: B\u00fcsingen belongs to Germany, Campione d'Italia belongs to Italy.", "targets": "What are the two major differences between cantons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3320c00c462d4b43be13258075abebe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cantons have a permanent constitutional status and, in comparison with the situation in other countries, a high degree of independence. Under the Federal Constitution, all 26 cantons are equal in status. Each canton has its own constitution, and its own parliament, government and courts. However, there are considerable differences between the individual cantons, most particularly in terms of population and geographical area. Their populations vary between 15,000 (Appenzell Innerrhoden) and 1,253,500 (Z\u00fcrich), and their area between 37 km2 (14 sq mi) (Basel-Stadt) and 7,105 km2 (2,743 sq mi) (Graub\u00fcnden). The Cantons comprise a total of 2,485 municipalities. Within Switzerland there are two enclaves: B\u00fcsingen belongs to Germany, Campione d'Italia belongs to Italy.", "targets": "What is the population of the largest canton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3320c00c462d4b43be13258075abebe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cantons have a permanent constitutional status and, in comparison with the situation in other countries, a high degree of independence. Under the Federal Constitution, all 26 cantons are equal in status. Each canton has its own constitution, and its own parliament, government and courts. However, there are considerable differences between the individual cantons, most particularly in terms of population and geographical area. Their populations vary between 15,000 (Appenzell Innerrhoden) and 1,253,500 (Z\u00fcrich), and their area between 37 km2 (14 sq mi) (Basel-Stadt) and 7,105 km2 (2,743 sq mi) (Graub\u00fcnden). The Cantons comprise a total of 2,485 municipalities. Within Switzerland there are two enclaves: B\u00fcsingen belongs to Germany, Campione d'Italia belongs to Italy.", "targets": "What is the population of the smallest canton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3320c00c462d4b43be13258075abebe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cantons have a permanent constitutional status and, in comparison with the situation in other countries, a high degree of independence. Under the Federal Constitution, all 26 cantons are equal in status. Each canton has its own constitution, and its own parliament, government and courts. However, there are considerable differences between the individual cantons, most particularly in terms of population and geographical area. Their populations vary between 15,000 (Appenzell Innerrhoden) and 1,253,500 (Z\u00fcrich), and their area between 37 km2 (14 sq mi) (Basel-Stadt) and 7,105 km2 (2,743 sq mi) (Graub\u00fcnden). The Cantons comprise a total of 2,485 municipalities. Within Switzerland there are two enclaves: B\u00fcsingen belongs to Germany, Campione d'Italia belongs to Italy.", "targets": "How large is the smallest canton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d7313b305d14321b8216205c26b12c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prime Minister has the right to appoint a maximum of three such ministers, as the limit of ministers in one government is fifteen. It is also known as the cabinet. The cabinet carries out the country's domestic and foreign policy, shaped by parliament; it directs and co-ordinates the work of government institutions and bears full responsibility for everything occurring within the authority of executive power. The government, headed by the Prime Minister, thus represents the political leadership of the country and makes decisions in the name of the whole executive power.", "targets": "What is the most amount of ministers that a Prime Minister can assign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d7313b305d14321b8216205c26b12c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prime Minister has the right to appoint a maximum of three such ministers, as the limit of ministers in one government is fifteen. It is also known as the cabinet. The cabinet carries out the country's domestic and foreign policy, shaped by parliament; it directs and co-ordinates the work of government institutions and bears full responsibility for everything occurring within the authority of executive power. The government, headed by the Prime Minister, thus represents the political leadership of the country and makes decisions in the name of the whole executive power.", "targets": "What is another name for the governing body of ministers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d7313b305d14321b8216205c26b12c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prime Minister has the right to appoint a maximum of three such ministers, as the limit of ministers in one government is fifteen. It is also known as the cabinet. The cabinet carries out the country's domestic and foreign policy, shaped by parliament; it directs and co-ordinates the work of government institutions and bears full responsibility for everything occurring within the authority of executive power. The government, headed by the Prime Minister, thus represents the political leadership of the country and makes decisions in the name of the whole executive power.", "targets": "What strategy does the cabinet execute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d7313b305d14321b8216205c26b12c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Prime Minister has the right to appoint a maximum of three such ministers, as the limit of ministers in one government is fifteen. It is also known as the cabinet. The cabinet carries out the country's domestic and foreign policy, shaped by parliament; it directs and co-ordinates the work of government institutions and bears full responsibility for everything occurring within the authority of executive power. The government, headed by the Prime Minister, thus represents the political leadership of the country and makes decisions in the name of the whole executive power.", "targets": "What major responsibility does the cabinet hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "Who broadcasts the Premier League's games in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "What was the average viewership in the United States during the 2014-15 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "How many years did NBC Sports receive an extension for with the Premier League in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "What was the value of this extension?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "When will this extension end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "Which American broadcaster shows the Premier League currently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "By what percentage has viewership in the US risen from 2012 to 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "How many viewers on average watched the Premier League 2014-15 season in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "In which year did NBC Sports secure an extension of six years with the Premier League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bf90ce1cf446b581157f5c5e2a58ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League is broadcast in the United States through NBC Sports. Premier League viewership has increased rapidly, with NBC and NBCSN averaging a record 479,000 viewers in the 2014\u201315 season, up 118% from 2012\u201313 when coverage still aired on Fox Soccer and ESPN/ESPN2 (220,000 viewers), and NBC Sports has been widely praised for its coverage. NBC Sports reached a six-year extension with the Premier League in 2015 to broadcast the league through the 2021\u201322 season in a deal valued at $1 billion (\u00a3640 million).", "targets": "How much was the NBC broadcasting deal with the Premier League worth in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac7c285af354d708221c97d56f1abcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "35th Street runs from FDR Drive to Eleventh Avenue. Notable locations include East River Ferry, LaptopMD headquarters, Mercy College Manhattan Campus, and Jacob K. Javits Convention Center.", "targets": "Where does 35th Street begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac7c285af354d708221c97d56f1abcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "35th Street runs from FDR Drive to Eleventh Avenue. Notable locations include East River Ferry, LaptopMD headquarters, Mercy College Manhattan Campus, and Jacob K. Javits Convention Center.", "targets": "Where does 35th Street end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac7c285af354d708221c97d56f1abcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "35th Street runs from FDR Drive to Eleventh Avenue. Notable locations include East River Ferry, LaptopMD headquarters, Mercy College Manhattan Campus, and Jacob K. Javits Convention Center.", "targets": "On which street does LaptopMD headquarters sit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac7c285af354d708221c97d56f1abcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "35th Street runs from FDR Drive to Eleventh Avenue. Notable locations include East River Ferry, LaptopMD headquarters, Mercy College Manhattan Campus, and Jacob K. Javits Convention Center.", "targets": "On which street is the Jacob K. Javits Convention Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac7c285af354d708221c97d56f1abcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "35th Street runs from FDR Drive to Eleventh Avenue. Notable locations include East River Ferry, LaptopMD headquarters, Mercy College Manhattan Campus, and Jacob K. Javits Convention Center.", "targets": "Which street runs from FDR Drive to Eleventh Avenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffa5083fd8b14b2fb13b8f75891dfa83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the archipelagos of the Azores and Madeira have a subtropical climate, although variations between islands exist, making weather predictions very difficult (owing to rough topography). The Madeira and Azorean archipelagos have a narrower temperature range, with annual average temperatures exceeding 20 \u00b0C (68 \u00b0F) along the coast (according to the Portuguese Meteorological Institute). Some islands in Azores do have drier months in the summer. Consequently, the island of the Azores have been identified as having a Mediterranean climate (both Csa and Csb types), while some islands (such as Flores or Corvo) are classified as Maritime Temperate (Cfb) and Humid subtropical (Cfa), respectively, according to K\u00f6ppen-Geiger classification.", "targets": "What type of climate do the archipelagos of the Azores and Madeira have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffa5083fd8b14b2fb13b8f75891dfa83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the archipelagos of the Azores and Madeira have a subtropical climate, although variations between islands exist, making weather predictions very difficult (owing to rough topography). The Madeira and Azorean archipelagos have a narrower temperature range, with annual average temperatures exceeding 20 \u00b0C (68 \u00b0F) along the coast (according to the Portuguese Meteorological Institute). Some islands in Azores do have drier months in the summer. Consequently, the island of the Azores have been identified as having a Mediterranean climate (both Csa and Csb types), while some islands (such as Flores or Corvo) are classified as Maritime Temperate (Cfb) and Humid subtropical (Cfa), respectively, according to K\u00f6ppen-Geiger classification.", "targets": "What makes weather predictions difficult in the archipelago region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffa5083fd8b14b2fb13b8f75891dfa83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both the archipelagos of the Azores and Madeira have a subtropical climate, although variations between islands exist, making weather predictions very difficult (owing to rough topography). The Madeira and Azorean archipelagos have a narrower temperature range, with annual average temperatures exceeding 20 \u00b0C (68 \u00b0F) along the coast (according to the Portuguese Meteorological Institute). Some islands in Azores do have drier months in the summer. Consequently, the island of the Azores have been identified as having a Mediterranean climate (both Csa and Csb types), while some islands (such as Flores or Corvo) are classified as Maritime Temperate (Cfb) and Humid subtropical (Cfa), respectively, according to K\u00f6ppen-Geiger classification.", "targets": "What type of climate does the island of the Azores have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31c60c5ea3bc4abaae5ee49e21610e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of Italian Gothic is the use of polychrome decoration, both externally as marble veneer on the brick fa\u00e7ade and also internally where the arches are often made of alternating black and white segments, and where the columns may be painted red, the walls decorated with frescoes and the apse with mosaic. The plan is usually regular and symmetrical, Italian cathedrals have few and widely spaced columns. The proportions are generally mathematically equilibrated, based on the square and the concept of \"armon\u00eca\", and except in Venice where they loved flamboyant arches, the arches are almost always equilateral. Colours and moldings define the architectural units rather than blending them. Italian cathedral fa\u00e7ades are often polychrome and may include mosaics in the lunettes over the doors. The fa\u00e7ades have projecting open porches and occular or wheel windows rather than roses, and do not usually have a tower. The crossing is usually surmounted by a dome. There is often a free-standing tower and baptistry. The eastern end usually has an apse of comparatively low projection. The windows are not as large as in northern Europe and, although stained glass windows are often found, the favourite narrative medium for the interior is the fresco.", "targets": "What is the unique characteristic of Italian Gothic design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31c60c5ea3bc4abaae5ee49e21610e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of Italian Gothic is the use of polychrome decoration, both externally as marble veneer on the brick fa\u00e7ade and also internally where the arches are often made of alternating black and white segments, and where the columns may be painted red, the walls decorated with frescoes and the apse with mosaic. The plan is usually regular and symmetrical, Italian cathedrals have few and widely spaced columns. The proportions are generally mathematically equilibrated, based on the square and the concept of \"armon\u00eca\", and except in Venice where they loved flamboyant arches, the arches are almost always equilateral. Colours and moldings define the architectural units rather than blending them. Italian cathedral fa\u00e7ades are often polychrome and may include mosaics in the lunettes over the doors. The fa\u00e7ades have projecting open porches and occular or wheel windows rather than roses, and do not usually have a tower. The crossing is usually surmounted by a dome. There is often a free-standing tower and baptistry. The eastern end usually has an apse of comparatively low projection. The windows are not as large as in northern Europe and, although stained glass windows are often found, the favourite narrative medium for the interior is the fresco.", "targets": "What color are the columns of Italian Gothic cathedrals often painted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31c60c5ea3bc4abaae5ee49e21610e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of Italian Gothic is the use of polychrome decoration, both externally as marble veneer on the brick fa\u00e7ade and also internally where the arches are often made of alternating black and white segments, and where the columns may be painted red, the walls decorated with frescoes and the apse with mosaic. The plan is usually regular and symmetrical, Italian cathedrals have few and widely spaced columns. The proportions are generally mathematically equilibrated, based on the square and the concept of \"armon\u00eca\", and except in Venice where they loved flamboyant arches, the arches are almost always equilateral. Colours and moldings define the architectural units rather than blending them. Italian cathedral fa\u00e7ades are often polychrome and may include mosaics in the lunettes over the doors. The fa\u00e7ades have projecting open porches and occular or wheel windows rather than roses, and do not usually have a tower. The crossing is usually surmounted by a dome. There is often a free-standing tower and baptistry. The eastern end usually has an apse of comparatively low projection. The windows are not as large as in northern Europe and, although stained glass windows are often found, the favourite narrative medium for the interior is the fresco.", "targets": "What type of arches do they love to use in Venice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31c60c5ea3bc4abaae5ee49e21610e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of Italian Gothic is the use of polychrome decoration, both externally as marble veneer on the brick fa\u00e7ade and also internally where the arches are often made of alternating black and white segments, and where the columns may be painted red, the walls decorated with frescoes and the apse with mosaic. The plan is usually regular and symmetrical, Italian cathedrals have few and widely spaced columns. The proportions are generally mathematically equilibrated, based on the square and the concept of \"armon\u00eca\", and except in Venice where they loved flamboyant arches, the arches are almost always equilateral. Colours and moldings define the architectural units rather than blending them. Italian cathedral fa\u00e7ades are often polychrome and may include mosaics in the lunettes over the doors. The fa\u00e7ades have projecting open porches and occular or wheel windows rather than roses, and do not usually have a tower. The crossing is usually surmounted by a dome. There is often a free-standing tower and baptistry. The eastern end usually has an apse of comparatively low projection. The windows are not as large as in northern Europe and, although stained glass windows are often found, the favourite narrative medium for the interior is the fresco.", "targets": "Instead of rose windows, what type of windows do Italian cathedral facades usually feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31c60c5ea3bc4abaae5ee49e21610e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of Italian Gothic is the use of polychrome decoration, both externally as marble veneer on the brick fa\u00e7ade and also internally where the arches are often made of alternating black and white segments, and where the columns may be painted red, the walls decorated with frescoes and the apse with mosaic. The plan is usually regular and symmetrical, Italian cathedrals have few and widely spaced columns. The proportions are generally mathematically equilibrated, based on the square and the concept of \"armon\u00eca\", and except in Venice where they loved flamboyant arches, the arches are almost always equilateral. Colours and moldings define the architectural units rather than blending them. Italian cathedral fa\u00e7ades are often polychrome and may include mosaics in the lunettes over the doors. The fa\u00e7ades have projecting open porches and occular or wheel windows rather than roses, and do not usually have a tower. The crossing is usually surmounted by a dome. There is often a free-standing tower and baptistry. The eastern end usually has an apse of comparatively low projection. The windows are not as large as in northern Europe and, although stained glass windows are often found, the favourite narrative medium for the interior is the fresco.", "targets": "What is the preferred narrative medium for the interior of Italian cathedrals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "A grave from 12,000 BC was found to contain an older person and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "What two species have the most widespread bonding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "When did more people begin to keep dogs as pets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "What decade showed a change in the way people kept dogs as pets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "In the 1950s and 1960s most dogs where kept where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "Historically, who in particular had dogs as companions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "Dogs were kept where in the 1950s and 1960s as compared to today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7f75c80c9ee4735ab628d29a29b0d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"The most widespread form of interspecies bonding occurs between humans and dogs\" and the keeping of dogs as companions, particularly by elites, has a long history. (As a possible example, at the Natufian culture site of Ain Mallaha in Israel, dated to 12,000 BC, the remains of an elderly human and a four-to-five-month-old puppy were found buried together). However, pet dog populations grew significantly after World War II as suburbanization increased. In the 1950s and 1960s, dogs were kept outside more often than they tend to be today (using the expression \"in the doghouse\" to describe exclusion from the group signifies the distance between the doghouse and the home) and were still primarily functional, acting as a guard, children's playmate, or walking companion. From the 1980s, there have been changes in the role of the pet dog, such as the increased role of dogs in the emotional support of their human guardians. People and dogs have become increasingly integrated and implicated in each other's lives, to the point where pet dogs actively shape the way a family and home are experienced.", "targets": "When did the role of dogs change to be more than guardians or walking companions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3815ad9aab4088a4eb10032235e415", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of world-leading education institutions are based in London. In the 2014/15 QS World University Rankings, Imperial College London is ranked joint 2nd in the world (alongside The University of Cambridge), University College London (UCL) is ranked 5th, and King's College London (KCL) is ranked 16th. The London School of Economics has been described as the world's leading social science institution for both teaching and research. The London Business School is considered one of the world's leading business schools and in 2015 its MBA programme was ranked second best in the world by the Financial Times.", "targets": "In terms of teaching and research, what is the world's foremost institute of social science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3815ad9aab4088a4eb10032235e415", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of world-leading education institutions are based in London. In the 2014/15 QS World University Rankings, Imperial College London is ranked joint 2nd in the world (alongside The University of Cambridge), University College London (UCL) is ranked 5th, and King's College London (KCL) is ranked 16th. The London School of Economics has been described as the world's leading social science institution for both teaching and research. The London Business School is considered one of the world's leading business schools and in 2015 its MBA programme was ranked second best in the world by the Financial Times.", "targets": "Where is University College London, or UCL, ranked among the world's best colleges and universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3815ad9aab4088a4eb10032235e415", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of world-leading education institutions are based in London. In the 2014/15 QS World University Rankings, Imperial College London is ranked joint 2nd in the world (alongside The University of Cambridge), University College London (UCL) is ranked 5th, and King's College London (KCL) is ranked 16th. The London School of Economics has been described as the world's leading social science institution for both teaching and research. The London Business School is considered one of the world's leading business schools and in 2015 its MBA programme was ranked second best in the world by the Financial Times.", "targets": "The Financial Times rated what school's MBA program 2nd-best in the world in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3815ad9aab4088a4eb10032235e415", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of world-leading education institutions are based in London. In the 2014/15 QS World University Rankings, Imperial College London is ranked joint 2nd in the world (alongside The University of Cambridge), University College London (UCL) is ranked 5th, and King's College London (KCL) is ranked 16th. The London School of Economics has been described as the world's leading social science institution for both teaching and research. The London Business School is considered one of the world's leading business schools and in 2015 its MBA programme was ranked second best in the world by the Financial Times.", "targets": "What school in London shares the rank of 2nd best in the world with the famous University of Cambridge in the 2014-2015 World University Rankings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b79bd557d6ee4076ade16a32d56d4819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several studies have suggested that DST increases motor fuel consumption. The 2008 DOE report found no significant increase in motor gasoline consumption due to the 2007 United States extension of DST.", "targets": "Have studies shown DST generally increases or reduces gas consumption from cars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b79bd557d6ee4076ade16a32d56d4819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several studies have suggested that DST increases motor fuel consumption. The 2008 DOE report found no significant increase in motor gasoline consumption due to the 2007 United States extension of DST.", "targets": "What year was the DOE report about fuel consumption published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b79bd557d6ee4076ade16a32d56d4819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several studies have suggested that DST increases motor fuel consumption. The 2008 DOE report found no significant increase in motor gasoline consumption due to the 2007 United States extension of DST.", "targets": "What happened regarding DST in 2007 in the United States that probably led to the DOE investigation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-190bbb8f79894dfbaaa159c1136a9dc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical second wave corruption metrics do not offer the worldwide coverage found in first wave projects, and instead focus on localizing information gathered to specific problems and creating deep, \"unpackable\"[clarification needed] content that matches quantitative and qualitative data.", "targets": "The second wave of metrics focuses on what level of corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-190bbb8f79894dfbaaa159c1136a9dc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical second wave corruption metrics do not offer the worldwide coverage found in first wave projects, and instead focus on localizing information gathered to specific problems and creating deep, \"unpackable\"[clarification needed] content that matches quantitative and qualitative data.", "targets": "Unlike the first wave, the second wave does not offer what type of coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32ec85e56b4d446db5330ed3223e85fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary had been venerated since Early Christianity, and is considered by millions to be the most meritorious saint of the religion. The Eastern and Oriental Orthodox, Roman Catholic, Anglican, and Lutheran Churches believe that Mary, as Mother of Jesus, is the Mother of God and the Theotokos, literally \"Giver of birth to God\". There is significant diversity in the Marian beliefs and devotional practices of major Christian traditions. The Roman Catholic Church holds distinctive Marian dogmas; namely her status as the mother of God; her Immaculate Conception; her perpetual virginity; and her Assumption into heaven. Many Protestants minimize Mary's role within Christianity, based on the argued brevity of biblical references. Mary (Maryam) also has a revered position in Islam, where a whole chapter of the Qur'an is devoted to her, also describing the birth of Jesus.", "targets": "What is the literal meaning of Theotokos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32ec85e56b4d446db5330ed3223e85fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary had been venerated since Early Christianity, and is considered by millions to be the most meritorious saint of the religion. The Eastern and Oriental Orthodox, Roman Catholic, Anglican, and Lutheran Churches believe that Mary, as Mother of Jesus, is the Mother of God and the Theotokos, literally \"Giver of birth to God\". There is significant diversity in the Marian beliefs and devotional practices of major Christian traditions. The Roman Catholic Church holds distinctive Marian dogmas; namely her status as the mother of God; her Immaculate Conception; her perpetual virginity; and her Assumption into heaven. Many Protestants minimize Mary's role within Christianity, based on the argued brevity of biblical references. Mary (Maryam) also has a revered position in Islam, where a whole chapter of the Qur'an is devoted to her, also describing the birth of Jesus.", "targets": "Which branch of Christianity gives a diminished role to Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32ec85e56b4d446db5330ed3223e85fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary had been venerated since Early Christianity, and is considered by millions to be the most meritorious saint of the religion. The Eastern and Oriental Orthodox, Roman Catholic, Anglican, and Lutheran Churches believe that Mary, as Mother of Jesus, is the Mother of God and the Theotokos, literally \"Giver of birth to God\". There is significant diversity in the Marian beliefs and devotional practices of major Christian traditions. The Roman Catholic Church holds distinctive Marian dogmas; namely her status as the mother of God; her Immaculate Conception; her perpetual virginity; and her Assumption into heaven. Many Protestants minimize Mary's role within Christianity, based on the argued brevity of biblical references. Mary (Maryam) also has a revered position in Islam, where a whole chapter of the Qur'an is devoted to her, also describing the birth of Jesus.", "targets": "What is Mary called in Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32ec85e56b4d446db5330ed3223e85fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary had been venerated since Early Christianity, and is considered by millions to be the most meritorious saint of the religion. The Eastern and Oriental Orthodox, Roman Catholic, Anglican, and Lutheran Churches believe that Mary, as Mother of Jesus, is the Mother of God and the Theotokos, literally \"Giver of birth to God\". There is significant diversity in the Marian beliefs and devotional practices of major Christian traditions. The Roman Catholic Church holds distinctive Marian dogmas; namely her status as the mother of God; her Immaculate Conception; her perpetual virginity; and her Assumption into heaven. Many Protestants minimize Mary's role within Christianity, based on the argued brevity of biblical references. Mary (Maryam) also has a revered position in Islam, where a whole chapter of the Qur'an is devoted to her, also describing the birth of Jesus.", "targets": "What is the basis for Mary's diminished role in Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32ec85e56b4d446db5330ed3223e85fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary had been venerated since Early Christianity, and is considered by millions to be the most meritorious saint of the religion. The Eastern and Oriental Orthodox, Roman Catholic, Anglican, and Lutheran Churches believe that Mary, as Mother of Jesus, is the Mother of God and the Theotokos, literally \"Giver of birth to God\". There is significant diversity in the Marian beliefs and devotional practices of major Christian traditions. The Roman Catholic Church holds distinctive Marian dogmas; namely her status as the mother of God; her Immaculate Conception; her perpetual virginity; and her Assumption into heaven. Many Protestants minimize Mary's role within Christianity, based on the argued brevity of biblical references. Mary (Maryam) also has a revered position in Islam, where a whole chapter of the Qur'an is devoted to her, also describing the birth of Jesus.", "targets": "Which two Protestant churches, along with the Roman Catholic and Orthodox churches, believe that Mary is the Mother of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd398bb98eb41949db0edc0e598c4be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 Business Software Alliance Piracy Study Standard, estimates the total commercial value of illegally copied software to be at $59 billion in 2010, with emerging markets accounting for $31.9 billion, over half of the total. Furthermore, mature markets for the first time received less PC shipments than emerging economies in 2010, making emerging markets now responsible for more than half of all computers in use worldwide. In addition with software infringement rates of 68 percent comparing to 24 percent of mature markets, emerging markets thus possess the majority of the global increase in the commercial value of counterfeit software. China continues to have the highest commercial value of such software at $8.9 billion among developing countries and second in the world behind the US at $9.7 billion in 2011. In 2011, the Business Software Alliance announced that 83 percent of software deployed on PCs in Africa has been pirated (excluding South Africa).", "targets": "What was the estimated total value of pirated software in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd398bb98eb41949db0edc0e598c4be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 Business Software Alliance Piracy Study Standard, estimates the total commercial value of illegally copied software to be at $59 billion in 2010, with emerging markets accounting for $31.9 billion, over half of the total. Furthermore, mature markets for the first time received less PC shipments than emerging economies in 2010, making emerging markets now responsible for more than half of all computers in use worldwide. In addition with software infringement rates of 68 percent comparing to 24 percent of mature markets, emerging markets thus possess the majority of the global increase in the commercial value of counterfeit software. China continues to have the highest commercial value of such software at $8.9 billion among developing countries and second in the world behind the US at $9.7 billion in 2011. In 2011, the Business Software Alliance announced that 83 percent of software deployed on PCs in Africa has been pirated (excluding South Africa).", "targets": "Who accounted for over half the total?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd398bb98eb41949db0edc0e598c4be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 Business Software Alliance Piracy Study Standard, estimates the total commercial value of illegally copied software to be at $59 billion in 2010, with emerging markets accounting for $31.9 billion, over half of the total. Furthermore, mature markets for the first time received less PC shipments than emerging economies in 2010, making emerging markets now responsible for more than half of all computers in use worldwide. In addition with software infringement rates of 68 percent comparing to 24 percent of mature markets, emerging markets thus possess the majority of the global increase in the commercial value of counterfeit software. China continues to have the highest commercial value of such software at $8.9 billion among developing countries and second in the world behind the US at $9.7 billion in 2011. In 2011, the Business Software Alliance announced that 83 percent of software deployed on PCs in Africa has been pirated (excluding South Africa).", "targets": " What did the established markets receive for the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd398bb98eb41949db0edc0e598c4be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 Business Software Alliance Piracy Study Standard, estimates the total commercial value of illegally copied software to be at $59 billion in 2010, with emerging markets accounting for $31.9 billion, over half of the total. Furthermore, mature markets for the first time received less PC shipments than emerging economies in 2010, making emerging markets now responsible for more than half of all computers in use worldwide. In addition with software infringement rates of 68 percent comparing to 24 percent of mature markets, emerging markets thus possess the majority of the global increase in the commercial value of counterfeit software. China continues to have the highest commercial value of such software at $8.9 billion among developing countries and second in the world behind the US at $9.7 billion in 2011. In 2011, the Business Software Alliance announced that 83 percent of software deployed on PCs in Africa has been pirated (excluding South Africa).", "targets": "What country has the highest retail value of software?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bd398bb98eb41949db0edc0e598c4be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 Business Software Alliance Piracy Study Standard, estimates the total commercial value of illegally copied software to be at $59 billion in 2010, with emerging markets accounting for $31.9 billion, over half of the total. Furthermore, mature markets for the first time received less PC shipments than emerging economies in 2010, making emerging markets now responsible for more than half of all computers in use worldwide. In addition with software infringement rates of 68 percent comparing to 24 percent of mature markets, emerging markets thus possess the majority of the global increase in the commercial value of counterfeit software. China continues to have the highest commercial value of such software at $8.9 billion among developing countries and second in the world behind the US at $9.7 billion in 2011. In 2011, the Business Software Alliance announced that 83 percent of software deployed on PCs in Africa has been pirated (excluding South Africa).", "targets": "What percentage of software in Africa is illegal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f97570c5637453c92c3bdafb751fcee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Union of Utrecht of 20 January 1579, Holland and Zeeland were granted the right to accept only one religion (in practice, Calvinism). Every other province had the freedom to regulate the religious question as it wished, although the Union stated every person should be free in the choice of personal religion and that no person should be prosecuted based on religious choice. William of Orange had been a strong supporter of public and personal freedom of religion and hoped to unite Protestants and Catholics in the new union, and, for him, the Union was a defeat. In practice, Catholic services in all provinces were quickly forbidden, and the Reformed Church became the \"public\" or \"privileged\" church in the Republic.", "targets": "What granted Holland and Zeeland the right to accept only one religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f97570c5637453c92c3bdafb751fcee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Union of Utrecht of 20 January 1579, Holland and Zeeland were granted the right to accept only one religion (in practice, Calvinism). Every other province had the freedom to regulate the religious question as it wished, although the Union stated every person should be free in the choice of personal religion and that no person should be prosecuted based on religious choice. William of Orange had been a strong supporter of public and personal freedom of religion and hoped to unite Protestants and Catholics in the new union, and, for him, the Union was a defeat. In practice, Catholic services in all provinces were quickly forbidden, and the Reformed Church became the \"public\" or \"privileged\" church in the Republic.", "targets": "What did the Union state that every person should be free to choose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f97570c5637453c92c3bdafb751fcee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Union of Utrecht of 20 January 1579, Holland and Zeeland were granted the right to accept only one religion (in practice, Calvinism). Every other province had the freedom to regulate the religious question as it wished, although the Union stated every person should be free in the choice of personal religion and that no person should be prosecuted based on religious choice. William of Orange had been a strong supporter of public and personal freedom of religion and hoped to unite Protestants and Catholics in the new union, and, for him, the Union was a defeat. In practice, Catholic services in all provinces were quickly forbidden, and the Reformed Church became the \"public\" or \"privileged\" church in the Republic.", "targets": "Who was a strong supporter of freedom of religion and wanted to unite Protestants and Catholics in the new union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f97570c5637453c92c3bdafb751fcee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Union of Utrecht of 20 January 1579, Holland and Zeeland were granted the right to accept only one religion (in practice, Calvinism). Every other province had the freedom to regulate the religious question as it wished, although the Union stated every person should be free in the choice of personal religion and that no person should be prosecuted based on religious choice. William of Orange had been a strong supporter of public and personal freedom of religion and hoped to unite Protestants and Catholics in the new union, and, for him, the Union was a defeat. In practice, Catholic services in all provinces were quickly forbidden, and the Reformed Church became the \"public\" or \"privileged\" church in the Republic.", "targets": "What was forbidden in all provinces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9989d966e6624f76a574921bfc395e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major application of uranium in the military sector is in high-density penetrators. This ammunition consists of depleted uranium (DU) alloyed with 1\u20132% other elements, such as titanium or molybdenum. At high impact speed, the density, hardness, and pyrophoricity of the projectile enable the destruction of heavily armored targets. Tank armor and other removable vehicle armor can also be hardened with depleted uranium plates. The use of depleted uranium became politically and environmentally contentious after the use of such munitions by the US, UK and other countries during wars in the Persian Gulf and the Balkans raised questions concerning uranium compounds left in the soil (see Gulf War Syndrome).", "targets": "What is uranium used for most often in the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9989d966e6624f76a574921bfc395e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major application of uranium in the military sector is in high-density penetrators. This ammunition consists of depleted uranium (DU) alloyed with 1\u20132% other elements, such as titanium or molybdenum. At high impact speed, the density, hardness, and pyrophoricity of the projectile enable the destruction of heavily armored targets. Tank armor and other removable vehicle armor can also be hardened with depleted uranium plates. The use of depleted uranium became politically and environmentally contentious after the use of such munitions by the US, UK and other countries during wars in the Persian Gulf and the Balkans raised questions concerning uranium compounds left in the soil (see Gulf War Syndrome).", "targets": "Along with titanium, what element often makes up the portion of high-density penetrators not made of depleted uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9989d966e6624f76a574921bfc395e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major application of uranium in the military sector is in high-density penetrators. This ammunition consists of depleted uranium (DU) alloyed with 1\u20132% other elements, such as titanium or molybdenum. At high impact speed, the density, hardness, and pyrophoricity of the projectile enable the destruction of heavily armored targets. Tank armor and other removable vehicle armor can also be hardened with depleted uranium plates. The use of depleted uranium became politically and environmentally contentious after the use of such munitions by the US, UK and other countries during wars in the Persian Gulf and the Balkans raised questions concerning uranium compounds left in the soil (see Gulf War Syndrome).", "targets": "What percentage of high-density penetrators is not made up of depleted uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9989d966e6624f76a574921bfc395e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major application of uranium in the military sector is in high-density penetrators. This ammunition consists of depleted uranium (DU) alloyed with 1\u20132% other elements, such as titanium or molybdenum. At high impact speed, the density, hardness, and pyrophoricity of the projectile enable the destruction of heavily armored targets. Tank armor and other removable vehicle armor can also be hardened with depleted uranium plates. The use of depleted uranium became politically and environmentally contentious after the use of such munitions by the US, UK and other countries during wars in the Persian Gulf and the Balkans raised questions concerning uranium compounds left in the soil (see Gulf War Syndrome).", "targets": "Along with the Balkans, in what geographical location did a war take place where the UK used depleted uranium munitions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9989d966e6624f76a574921bfc395e99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major application of uranium in the military sector is in high-density penetrators. This ammunition consists of depleted uranium (DU) alloyed with 1\u20132% other elements, such as titanium or molybdenum. At high impact speed, the density, hardness, and pyrophoricity of the projectile enable the destruction of heavily armored targets. Tank armor and other removable vehicle armor can also be hardened with depleted uranium plates. The use of depleted uranium became politically and environmentally contentious after the use of such munitions by the US, UK and other countries during wars in the Persian Gulf and the Balkans raised questions concerning uranium compounds left in the soil (see Gulf War Syndrome).", "targets": "What illness is possibly tied to the use of depleted uranium munitions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "In what year did the first European arrive in the New York area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "What was the name of the first European who arrived in the New York area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "What was the name of Giovanni da Verrazzano's ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "What nation did Giovanni da Verrazzano serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "What did Giovanni da Verrazzano call the area when he staked claim on it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "When was the first European to visit the area of NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "Giovanni da Verrazzano's ship that sailed to New York was named what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00b7dcd429d240e38715ebe100e31ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first documented visit by a European was in 1524 by Giovanni da Verrazzano, a Florentine explorer in the service of the French crown, who sailed his ship La Dauphine into New York Harbor. He claimed the area for France and named it \"Nouvelle Angoul\u00eame\" (New Angoul\u00eame).", "targets": "Giovani da Verrazzano was an explorer from which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "What year did season 13 of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "Who was the host of American idol in its thirteenth season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "What new role did Randy Jackson assume during American Idols thirteenth season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "Who directed the thirteenth season of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "When did season 13 premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "Who was the mentor this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "Which former judge came back to the judges' panel this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "Which former mentor joined the judges' panel this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d7748c0a2545afadbb03936d4a7afe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thirteenth season premiered on January 15, 2014, with Ryan Seacrest returning as host. Randy Jackson and Keith Urban returned, though Jackson moved from the judging panel to the role of in-mentor. Mariah Carey and Nicki Minaj left the panel after one season. Former judge Jennifer Lopez and former mentor Harry Connick, Jr. joined Urban on the panel. Also, Nigel Lythgoe and Ken Warwick were replaced as executive producers by Per Blankens, Jesse Ignjatovic and Evan Pragger. Bill DeRonde replaced Warwick as a director of the audition episodes, while Louis J. Horvitz replaced Gregg Gelfand as a director of the show.", "targets": "Per Blankens, Jesse Ignjatovic, and Evan Pragger replaced which two executives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac385bb2318a4373b816a60c664a00b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Japanese CAP out of position and the carriers at their most vulnerable, SBD Dauntlesses from Enterprise and Yorktown appeared at an altitude of 10,000 feet (3,000 m) and commenced their attack, quickly dealing fatal blows to three fleet carriers: S\u014dry\u016b, Kaga, and Akagi. Within minutes, all three were ablaze and had to be abandoned with great loss of life. Hiry\u016b managed to survive the wave of dive bombers and launched a counter-attack against the American carriers which caused severe damage to Yorktown (which was later finished off by a Japanese submarine). However, a second attack from the U.S. carriers a few hours later found and destroyed Hiry\u016b, the last remaining fleet carrier available to Nagumo. With his carriers lost and the Americans withdrawn out of range of his powerful battleships, Yamamoto was forced to call off the operation, leaving Midway in American hands. The battle proved to be a decisive victory for the Allies. For the second time, Japanese expansion had been checked and its formidable Combined Fleet was significantly weakened by the loss of four fleet carriers and many highly trained, virtually irreplaceable, personnel. Japan would be largely on the defensive for the rest of the war.", "targets": "At what altitude did the American dive bombers commence their attck on the Japanese carriers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac385bb2318a4373b816a60c664a00b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Japanese CAP out of position and the carriers at their most vulnerable, SBD Dauntlesses from Enterprise and Yorktown appeared at an altitude of 10,000 feet (3,000 m) and commenced their attack, quickly dealing fatal blows to three fleet carriers: S\u014dry\u016b, Kaga, and Akagi. Within minutes, all three were ablaze and had to be abandoned with great loss of life. Hiry\u016b managed to survive the wave of dive bombers and launched a counter-attack against the American carriers which caused severe damage to Yorktown (which was later finished off by a Japanese submarine). However, a second attack from the U.S. carriers a few hours later found and destroyed Hiry\u016b, the last remaining fleet carrier available to Nagumo. With his carriers lost and the Americans withdrawn out of range of his powerful battleships, Yamamoto was forced to call off the operation, leaving Midway in American hands. The battle proved to be a decisive victory for the Allies. For the second time, Japanese expansion had been checked and its formidable Combined Fleet was significantly weakened by the loss of four fleet carriers and many highly trained, virtually irreplaceable, personnel. Japan would be largely on the defensive for the rest of the war.", "targets": "Which Japanese carrier survived the first wave of American dive bombers in the Battle of Midway."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac385bb2318a4373b816a60c664a00b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Japanese CAP out of position and the carriers at their most vulnerable, SBD Dauntlesses from Enterprise and Yorktown appeared at an altitude of 10,000 feet (3,000 m) and commenced their attack, quickly dealing fatal blows to three fleet carriers: S\u014dry\u016b, Kaga, and Akagi. Within minutes, all three were ablaze and had to be abandoned with great loss of life. Hiry\u016b managed to survive the wave of dive bombers and launched a counter-attack against the American carriers which caused severe damage to Yorktown (which was later finished off by a Japanese submarine). However, a second attack from the U.S. carriers a few hours later found and destroyed Hiry\u016b, the last remaining fleet carrier available to Nagumo. With his carriers lost and the Americans withdrawn out of range of his powerful battleships, Yamamoto was forced to call off the operation, leaving Midway in American hands. The battle proved to be a decisive victory for the Allies. For the second time, Japanese expansion had been checked and its formidable Combined Fleet was significantly weakened by the loss of four fleet carriers and many highly trained, virtually irreplaceable, personnel. Japan would be largely on the defensive for the rest of the war.", "targets": "Who won the Battle of Midway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac385bb2318a4373b816a60c664a00b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Japanese CAP out of position and the carriers at their most vulnerable, SBD Dauntlesses from Enterprise and Yorktown appeared at an altitude of 10,000 feet (3,000 m) and commenced their attack, quickly dealing fatal blows to three fleet carriers: S\u014dry\u016b, Kaga, and Akagi. Within minutes, all three were ablaze and had to be abandoned with great loss of life. Hiry\u016b managed to survive the wave of dive bombers and launched a counter-attack against the American carriers which caused severe damage to Yorktown (which was later finished off by a Japanese submarine). However, a second attack from the U.S. carriers a few hours later found and destroyed Hiry\u016b, the last remaining fleet carrier available to Nagumo. With his carriers lost and the Americans withdrawn out of range of his powerful battleships, Yamamoto was forced to call off the operation, leaving Midway in American hands. The battle proved to be a decisive victory for the Allies. For the second time, Japanese expansion had been checked and its formidable Combined Fleet was significantly weakened by the loss of four fleet carriers and many highly trained, virtually irreplaceable, personnel. Japan would be largely on the defensive for the rest of the war.", "targets": "How many fleet carriers were lost by the Japanese in the Battle of Midway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3a17f1f43c343138a8cf8a40e633db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s were less successful for the club, with Real Madrid monopolising La Liga. The completion of the Camp Nou, finished in 1957, meant the club had little money to spend on new players. The 1960s saw the emergence of Josep Maria Fust\u00e9 and Carles Rexach, and the club won the Copa del General\u00edsimo in 1963 and the Fairs Cup in 1966. Barcelona restored some pride by beating Real Madrid 1\u20130 in the 1968 Copa del General\u00edsimo final at the Bernab\u00e9u in front of Franco, with coach Salvador Artigas, a former republican pilot in the civil war. With the end of Franco's dictatorship in 1974, the club changed its official name back to Futbol Club Barcelona and reverted the crest to its original design, including the original letters once again.", "targets": "What team was dominate in the 1960s in La Liga?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3a17f1f43c343138a8cf8a40e633db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s were less successful for the club, with Real Madrid monopolising La Liga. The completion of the Camp Nou, finished in 1957, meant the club had little money to spend on new players. The 1960s saw the emergence of Josep Maria Fust\u00e9 and Carles Rexach, and the club won the Copa del General\u00edsimo in 1963 and the Fairs Cup in 1966. Barcelona restored some pride by beating Real Madrid 1\u20130 in the 1968 Copa del General\u00edsimo final at the Bernab\u00e9u in front of Franco, with coach Salvador Artigas, a former republican pilot in the civil war. With the end of Franco's dictatorship in 1974, the club changed its official name back to Futbol Club Barcelona and reverted the crest to its original design, including the original letters once again.", "targets": "Due to the emergence of Fuste and Rexach, what competition did Barcelona win in 1963?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3a17f1f43c343138a8cf8a40e633db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s were less successful for the club, with Real Madrid monopolising La Liga. The completion of the Camp Nou, finished in 1957, meant the club had little money to spend on new players. The 1960s saw the emergence of Josep Maria Fust\u00e9 and Carles Rexach, and the club won the Copa del General\u00edsimo in 1963 and the Fairs Cup in 1966. Barcelona restored some pride by beating Real Madrid 1\u20130 in the 1968 Copa del General\u00edsimo final at the Bernab\u00e9u in front of Franco, with coach Salvador Artigas, a former republican pilot in the civil war. With the end of Franco's dictatorship in 1974, the club changed its official name back to Futbol Club Barcelona and reverted the crest to its original design, including the original letters once again.", "targets": "What competition did Barcelona win in 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3a17f1f43c343138a8cf8a40e633db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s were less successful for the club, with Real Madrid monopolising La Liga. The completion of the Camp Nou, finished in 1957, meant the club had little money to spend on new players. The 1960s saw the emergence of Josep Maria Fust\u00e9 and Carles Rexach, and the club won the Copa del General\u00edsimo in 1963 and the Fairs Cup in 1966. Barcelona restored some pride by beating Real Madrid 1\u20130 in the 1968 Copa del General\u00edsimo final at the Bernab\u00e9u in front of Franco, with coach Salvador Artigas, a former republican pilot in the civil war. With the end of Franco's dictatorship in 1974, the club changed its official name back to Futbol Club Barcelona and reverted the crest to its original design, including the original letters once again.", "targets": "Who was present when Barcelona beat Real Madrid in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3a17f1f43c343138a8cf8a40e633db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s were less successful for the club, with Real Madrid monopolising La Liga. The completion of the Camp Nou, finished in 1957, meant the club had little money to spend on new players. The 1960s saw the emergence of Josep Maria Fust\u00e9 and Carles Rexach, and the club won the Copa del General\u00edsimo in 1963 and the Fairs Cup in 1966. Barcelona restored some pride by beating Real Madrid 1\u20130 in the 1968 Copa del General\u00edsimo final at the Bernab\u00e9u in front of Franco, with coach Salvador Artigas, a former republican pilot in the civil war. With the end of Franco's dictatorship in 1974, the club changed its official name back to Futbol Club Barcelona and reverted the crest to its original design, including the original letters once again.", "targets": "With Franco's dictatorship over, to what did Barcelona change their name ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50dabda25b7e4dd2aaae67ff685244d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmacy informatics is the combination of pharmacy practice science and applied information science. Pharmacy informaticists work in many practice areas of pharmacy, however, they may also work in information technology departments or for healthcare information technology vendor companies. As a practice area and specialist domain, pharmacy informatics is growing quickly to meet the needs of major national and international patient information projects and health system interoperability goals. Pharmacists in this area are trained to participate in medication management system development, deployment and optimization.", "targets": "What two things does pharmacy informatics bring together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50dabda25b7e4dd2aaae67ff685244d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmacy informatics is the combination of pharmacy practice science and applied information science. Pharmacy informaticists work in many practice areas of pharmacy, however, they may also work in information technology departments or for healthcare information technology vendor companies. As a practice area and specialist domain, pharmacy informatics is growing quickly to meet the needs of major national and international patient information projects and health system interoperability goals. Pharmacists in this area are trained to participate in medication management system development, deployment and optimization.", "targets": "What fields may pharmacy informatics also work in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50dabda25b7e4dd2aaae67ff685244d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmacy informatics is the combination of pharmacy practice science and applied information science. Pharmacy informaticists work in many practice areas of pharmacy, however, they may also work in information technology departments or for healthcare information technology vendor companies. As a practice area and specialist domain, pharmacy informatics is growing quickly to meet the needs of major national and international patient information projects and health system interoperability goals. Pharmacists in this area are trained to participate in medication management system development, deployment and optimization.", "targets": "Whose needs will the growth in pharmacy informatics meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50dabda25b7e4dd2aaae67ff685244d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmacy informatics is the combination of pharmacy practice science and applied information science. Pharmacy informaticists work in many practice areas of pharmacy, however, they may also work in information technology departments or for healthcare information technology vendor companies. As a practice area and specialist domain, pharmacy informatics is growing quickly to meet the needs of major national and international patient information projects and health system interoperability goals. Pharmacists in this area are trained to participate in medication management system development, deployment and optimization.", "targets": "What areas are pharmacy informatics prepared to work in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50dabda25b7e4dd2aaae67ff685244d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmacy informatics is the combination of pharmacy practice science and applied information science. Pharmacy informaticists work in many practice areas of pharmacy, however, they may also work in information technology departments or for healthcare information technology vendor companies. As a practice area and specialist domain, pharmacy informatics is growing quickly to meet the needs of major national and international patient information projects and health system interoperability goals. Pharmacists in this area are trained to participate in medication management system development, deployment and optimization.", "targets": "How fast is pharmacy informatics growing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-897bd9ddd3fe4577a495258c65af27d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major agricultural product is rice, which covers about 60% of the country's total cultivated land area. Rice accounts for 97% of total food grain production by weight. Through collaboration with the International Rice Research Institute 52 modern rice varieties were released in the country between 1966 and 1997, helping increase national rice production to 14 million tons in 1987 and to 19 million tons in 1996. By 1988, modern varieties were planted on half of the country's ricelands, including 98 percent of the irrigated areas. In 2008 rice production was estimated at 50 million tons.", "targets": "What is the major farming production crop in Burma? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-897bd9ddd3fe4577a495258c65af27d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major agricultural product is rice, which covers about 60% of the country's total cultivated land area. Rice accounts for 97% of total food grain production by weight. Through collaboration with the International Rice Research Institute 52 modern rice varieties were released in the country between 1966 and 1997, helping increase national rice production to 14 million tons in 1987 and to 19 million tons in 1996. By 1988, modern varieties were planted on half of the country's ricelands, including 98 percent of the irrigated areas. In 2008 rice production was estimated at 50 million tons.", "targets": "What percentage of  the countries's farm-able land is used for the major farming production crop in Burma? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-897bd9ddd3fe4577a495258c65af27d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major agricultural product is rice, which covers about 60% of the country's total cultivated land area. Rice accounts for 97% of total food grain production by weight. Through collaboration with the International Rice Research Institute 52 modern rice varieties were released in the country between 1966 and 1997, helping increase national rice production to 14 million tons in 1987 and to 19 million tons in 1996. By 1988, modern varieties were planted on half of the country's ricelands, including 98 percent of the irrigated areas. In 2008 rice production was estimated at 50 million tons.", "targets": "What category does the major farming production crop in Burma fall into ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-897bd9ddd3fe4577a495258c65af27d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major agricultural product is rice, which covers about 60% of the country's total cultivated land area. Rice accounts for 97% of total food grain production by weight. Through collaboration with the International Rice Research Institute 52 modern rice varieties were released in the country between 1966 and 1997, helping increase national rice production to 14 million tons in 1987 and to 19 million tons in 1996. By 1988, modern varieties were planted on half of the country's ricelands, including 98 percent of the irrigated areas. In 2008 rice production was estimated at 50 million tons.", "targets": "How is production in the category tallied ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-897bd9ddd3fe4577a495258c65af27d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major agricultural product is rice, which covers about 60% of the country's total cultivated land area. Rice accounts for 97% of total food grain production by weight. Through collaboration with the International Rice Research Institute 52 modern rice varieties were released in the country between 1966 and 1997, helping increase national rice production to 14 million tons in 1987 and to 19 million tons in 1996. By 1988, modern varieties were planted on half of the country's ricelands, including 98 percent of the irrigated areas. In 2008 rice production was estimated at 50 million tons.", "targets": "How many novel types of this crop did Burma develop as of 1997 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b43391701a0c403590990367d4b68699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, sociologists focused on different aspects of specific emotions and how these emotions were socially relevant. For Cooley (1992), pride and shame were the most important emotions that drive people to take various social actions. During every encounter, he proposed that we monitor ourselves through the \"looking glass\" that the gestures and reactions of others provide. Depending on these reactions, we either experience pride or shame and this results in particular paths of action. Retzinger (1991) conducted studies of married couples who experienced cycles of rage and shame. Drawing predominantly on Goffman and Cooley's work, Scheff (1990) developed a micro sociological theory of the social bond. The formation or disruption of social bonds is dependent on the emotions that people experience during interactions.", "targets": "In what decade did sociologists focus on the social relevance of emotion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b43391701a0c403590990367d4b68699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, sociologists focused on different aspects of specific emotions and how these emotions were socially relevant. For Cooley (1992), pride and shame were the most important emotions that drive people to take various social actions. During every encounter, he proposed that we monitor ourselves through the \"looking glass\" that the gestures and reactions of others provide. Depending on these reactions, we either experience pride or shame and this results in particular paths of action. Retzinger (1991) conducted studies of married couples who experienced cycles of rage and shame. Drawing predominantly on Goffman and Cooley's work, Scheff (1990) developed a micro sociological theory of the social bond. The formation or disruption of social bonds is dependent on the emotions that people experience during interactions.", "targets": "What emotions did Cooley regard as of paramount social importance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b43391701a0c403590990367d4b68699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, sociologists focused on different aspects of specific emotions and how these emotions were socially relevant. For Cooley (1992), pride and shame were the most important emotions that drive people to take various social actions. During every encounter, he proposed that we monitor ourselves through the \"looking glass\" that the gestures and reactions of others provide. Depending on these reactions, we either experience pride or shame and this results in particular paths of action. Retzinger (1991) conducted studies of married couples who experienced cycles of rage and shame. Drawing predominantly on Goffman and Cooley's work, Scheff (1990) developed a micro sociological theory of the social bond. The formation or disruption of social bonds is dependent on the emotions that people experience during interactions.", "targets": "Who studied rage and shame cycles in married couples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b43391701a0c403590990367d4b68699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, sociologists focused on different aspects of specific emotions and how these emotions were socially relevant. For Cooley (1992), pride and shame were the most important emotions that drive people to take various social actions. During every encounter, he proposed that we monitor ourselves through the \"looking glass\" that the gestures and reactions of others provide. Depending on these reactions, we either experience pride or shame and this results in particular paths of action. Retzinger (1991) conducted studies of married couples who experienced cycles of rage and shame. Drawing predominantly on Goffman and Cooley's work, Scheff (1990) developed a micro sociological theory of the social bond. The formation or disruption of social bonds is dependent on the emotions that people experience during interactions.", "targets": "Who developed the social bond theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b43391701a0c403590990367d4b68699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, sociologists focused on different aspects of specific emotions and how these emotions were socially relevant. For Cooley (1992), pride and shame were the most important emotions that drive people to take various social actions. During every encounter, he proposed that we monitor ourselves through the \"looking glass\" that the gestures and reactions of others provide. Depending on these reactions, we either experience pride or shame and this results in particular paths of action. Retzinger (1991) conducted studies of married couples who experienced cycles of rage and shame. Drawing predominantly on Goffman and Cooley's work, Scheff (1990) developed a micro sociological theory of the social bond. The formation or disruption of social bonds is dependent on the emotions that people experience during interactions.", "targets": "Along with Cooley, from whose work did Scheff derive social bond theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a869488d814f4d8932a355f6fcb422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic engineering is the modification of an organism's genome through biotechnology. Since the 1970s, a variety of techniques have been developed to specifically add, remove and edit genes in an organism. Recently developed genome engineering techniques use engineered nuclease enzymes to create targeted DNA repair in a chromosome to either disrupt or edit a gene when the break is repaired. The related term synthetic biology is sometimes used to refer to extensive genetic engineering of an organism.", "targets": "What is known as the modification of an organism's genome through biotechnology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a869488d814f4d8932a355f6fcb422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic engineering is the modification of an organism's genome through biotechnology. Since the 1970s, a variety of techniques have been developed to specifically add, remove and edit genes in an organism. Recently developed genome engineering techniques use engineered nuclease enzymes to create targeted DNA repair in a chromosome to either disrupt or edit a gene when the break is repaired. The related term synthetic biology is sometimes used to refer to extensive genetic engineering of an organism.", "targets": "When did techniques begin to be developed to add, remove and edit genes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a869488d814f4d8932a355f6fcb422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic engineering is the modification of an organism's genome through biotechnology. Since the 1970s, a variety of techniques have been developed to specifically add, remove and edit genes in an organism. Recently developed genome engineering techniques use engineered nuclease enzymes to create targeted DNA repair in a chromosome to either disrupt or edit a gene when the break is repaired. The related term synthetic biology is sometimes used to refer to extensive genetic engineering of an organism.", "targets": "What sort of enzymes do recently developed genome engineering techniques use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a869488d814f4d8932a355f6fcb422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic engineering is the modification of an organism's genome through biotechnology. Since the 1970s, a variety of techniques have been developed to specifically add, remove and edit genes in an organism. Recently developed genome engineering techniques use engineered nuclease enzymes to create targeted DNA repair in a chromosome to either disrupt or edit a gene when the break is repaired. The related term synthetic biology is sometimes used to refer to extensive genetic engineering of an organism.", "targets": "What sort of DNA repair is created by modern genetic engineering techniques?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a869488d814f4d8932a355f6fcb422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic engineering is the modification of an organism's genome through biotechnology. Since the 1970s, a variety of techniques have been developed to specifically add, remove and edit genes in an organism. Recently developed genome engineering techniques use engineered nuclease enzymes to create targeted DNA repair in a chromosome to either disrupt or edit a gene when the break is repaired. The related term synthetic biology is sometimes used to refer to extensive genetic engineering of an organism.", "targets": "What term refers to extensive genetic engineering of an organism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-591a9e34cd564479b749c59e54bb6aa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As many Japanese had feared, Japan's supply arrangements could not maintain her forces. Once Mutaguchi's hopes for an early victory were thwarted, his troops, particularly those at Kohima, starved. During May, while Mutaguchi continued to order attacks, the Allies advanced southwards from Kohima and northwards from Imphal. The two Allied attacks met on 22 June, breaking the Japanese siege of Imphal. The Japanese finally broke off the operation on 3 July. They had lost over 50,000 troops, mainly to starvation and disease. This represented the worst defeat suffered by the Japanese Army to that date.[citation needed]", "targets": "What happened to Mutaguchi's troops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-591a9e34cd564479b749c59e54bb6aa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As many Japanese had feared, Japan's supply arrangements could not maintain her forces. Once Mutaguchi's hopes for an early victory were thwarted, his troops, particularly those at Kohima, starved. During May, while Mutaguchi continued to order attacks, the Allies advanced southwards from Kohima and northwards from Imphal. The two Allied attacks met on 22 June, breaking the Japanese siege of Imphal. The Japanese finally broke off the operation on 3 July. They had lost over 50,000 troops, mainly to starvation and disease. This represented the worst defeat suffered by the Japanese Army to that date.[citation needed]", "targets": "When was the Japanese siege of Imphal broken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-591a9e34cd564479b749c59e54bb6aa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As many Japanese had feared, Japan's supply arrangements could not maintain her forces. Once Mutaguchi's hopes for an early victory were thwarted, his troops, particularly those at Kohima, starved. During May, while Mutaguchi continued to order attacks, the Allies advanced southwards from Kohima and northwards from Imphal. The two Allied attacks met on 22 June, breaking the Japanese siege of Imphal. The Japanese finally broke off the operation on 3 July. They had lost over 50,000 troops, mainly to starvation and disease. This represented the worst defeat suffered by the Japanese Army to that date.[citation needed]", "targets": "How many troops had the Japanese lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-591a9e34cd564479b749c59e54bb6aa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As many Japanese had feared, Japan's supply arrangements could not maintain her forces. Once Mutaguchi's hopes for an early victory were thwarted, his troops, particularly those at Kohima, starved. During May, while Mutaguchi continued to order attacks, the Allies advanced southwards from Kohima and northwards from Imphal. The two Allied attacks met on 22 June, breaking the Japanese siege of Imphal. The Japanese finally broke off the operation on 3 July. They had lost over 50,000 troops, mainly to starvation and disease. This represented the worst defeat suffered by the Japanese Army to that date.[citation needed]", "targets": "What was the main cause of death of the Japanese troops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "Red is opposite what color of the spectrum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "Which two colors besides red make up the RGB color system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "Which color is red next to on the spectrum of visible light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "How many nanometres does red have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "Which colors are combined to make all other colors? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "What spectrum of light is red within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "Which color is opposite of red on the visible spectrum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "On the spectrum of light, where is red found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "What color is beside red in the visible spectrum of light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258b72c9a2af4c0e8bc3296ae00091d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is the color at the end of the spectrum of visible light next to orange and opposite violet. Red color has a predominant light wavelength of roughly 620\u2013740 nanometres. Red is one of the additive primary colors of visible light, along with green and blue, which in Red Green Blue (RGB) color systems are combined to create all the colors on a computer monitor or television screen. Red is also one of the subtractive primary colors, along with yellow and blue, of the RYB color space and traditional color wheel used by painters and artists.", "targets": "Red Yellow and Blue are what kind of colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22252a7972c34cf7a15c943d14ddd716", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Particularly since the mid-1960s there have been advances in understanding of the physics of plant physiological processes such as transpiration (the transport of water within plant tissues), the temperature dependence of rates of water evaporation from the leaf surface and the molecular diffusion of water vapour and carbon dioxide through stomatal apertures. These developments, coupled with new methods for measuring the size of stomatal apertures, and the rate of photosynthesis have enabled precise description of the rates of gas exchange between plants and the atmosphere. Innovations in statistical analysis by Ronald Fisher, Frank Yates and others at Rothamsted Experimental Station facilitated rational experimental design and data analysis in botanical research. The discovery and identification of the auxin plant hormones by Kenneth V. Thimann in 1948 enabled regulation of plant growth by externally applied chemicals. Frederick Campion Steward pioneered techniques of micropropagation and plant tissue culture controlled by plant hormones. The synthetic auxin 2,4-Dichlorophenoxyacetic acid or 2,4-D was one of the first commercial synthetic herbicides.", "targets": "What is transpiration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22252a7972c34cf7a15c943d14ddd716", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Particularly since the mid-1960s there have been advances in understanding of the physics of plant physiological processes such as transpiration (the transport of water within plant tissues), the temperature dependence of rates of water evaporation from the leaf surface and the molecular diffusion of water vapour and carbon dioxide through stomatal apertures. These developments, coupled with new methods for measuring the size of stomatal apertures, and the rate of photosynthesis have enabled precise description of the rates of gas exchange between plants and the atmosphere. Innovations in statistical analysis by Ronald Fisher, Frank Yates and others at Rothamsted Experimental Station facilitated rational experimental design and data analysis in botanical research. The discovery and identification of the auxin plant hormones by Kenneth V. Thimann in 1948 enabled regulation of plant growth by externally applied chemicals. Frederick Campion Steward pioneered techniques of micropropagation and plant tissue culture controlled by plant hormones. The synthetic auxin 2,4-Dichlorophenoxyacetic acid or 2,4-D was one of the first commercial synthetic herbicides.", "targets": "What influences water evaporation on leaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22252a7972c34cf7a15c943d14ddd716", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Particularly since the mid-1960s there have been advances in understanding of the physics of plant physiological processes such as transpiration (the transport of water within plant tissues), the temperature dependence of rates of water evaporation from the leaf surface and the molecular diffusion of water vapour and carbon dioxide through stomatal apertures. These developments, coupled with new methods for measuring the size of stomatal apertures, and the rate of photosynthesis have enabled precise description of the rates of gas exchange between plants and the atmosphere. Innovations in statistical analysis by Ronald Fisher, Frank Yates and others at Rothamsted Experimental Station facilitated rational experimental design and data analysis in botanical research. The discovery and identification of the auxin plant hormones by Kenneth V. Thimann in 1948 enabled regulation of plant growth by externally applied chemicals. Frederick Campion Steward pioneered techniques of micropropagation and plant tissue culture controlled by plant hormones. The synthetic auxin 2,4-Dichlorophenoxyacetic acid or 2,4-D was one of the first commercial synthetic herbicides.", "targets": "What influences the rate of gas produced by plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22252a7972c34cf7a15c943d14ddd716", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Particularly since the mid-1960s there have been advances in understanding of the physics of plant physiological processes such as transpiration (the transport of water within plant tissues), the temperature dependence of rates of water evaporation from the leaf surface and the molecular diffusion of water vapour and carbon dioxide through stomatal apertures. These developments, coupled with new methods for measuring the size of stomatal apertures, and the rate of photosynthesis have enabled precise description of the rates of gas exchange between plants and the atmosphere. Innovations in statistical analysis by Ronald Fisher, Frank Yates and others at Rothamsted Experimental Station facilitated rational experimental design and data analysis in botanical research. The discovery and identification of the auxin plant hormones by Kenneth V. Thimann in 1948 enabled regulation of plant growth by externally applied chemicals. Frederick Campion Steward pioneered techniques of micropropagation and plant tissue culture controlled by plant hormones. The synthetic auxin 2,4-Dichlorophenoxyacetic acid or 2,4-D was one of the first commercial synthetic herbicides.", "targets": "What enables the regulation of plant growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22252a7972c34cf7a15c943d14ddd716", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Particularly since the mid-1960s there have been advances in understanding of the physics of plant physiological processes such as transpiration (the transport of water within plant tissues), the temperature dependence of rates of water evaporation from the leaf surface and the molecular diffusion of water vapour and carbon dioxide through stomatal apertures. These developments, coupled with new methods for measuring the size of stomatal apertures, and the rate of photosynthesis have enabled precise description of the rates of gas exchange between plants and the atmosphere. Innovations in statistical analysis by Ronald Fisher, Frank Yates and others at Rothamsted Experimental Station facilitated rational experimental design and data analysis in botanical research. The discovery and identification of the auxin plant hormones by Kenneth V. Thimann in 1948 enabled regulation of plant growth by externally applied chemicals. Frederick Campion Steward pioneered techniques of micropropagation and plant tissue culture controlled by plant hormones. The synthetic auxin 2,4-Dichlorophenoxyacetic acid or 2,4-D was one of the first commercial synthetic herbicides.", "targets": "What can auxin plant hormones also be used as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d881678a61914c768cf9ed1148097287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was killed on 2 March 2009, possibly by soldiers in retaliation for the assassination of General Batista Tagme Na Waie, the head of the joint chiefs of staff, killed in an explosion. Vieira's death did not trigger widespread violence, but there were signs of turmoil in the country, according to the advocacy group Swisspeace. Malam Bacai Sanh\u00e1 was elected after a transition. In the 2009 election to replace the assassinated Vieira, Sanh\u00e1 was the presidential candidate of the PAIGC while Kumba Ial\u00e1 was the presidential candidate of the PRS.", "targets": "What was NOT triggered by Vieira's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d881678a61914c768cf9ed1148097287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was killed on 2 March 2009, possibly by soldiers in retaliation for the assassination of General Batista Tagme Na Waie, the head of the joint chiefs of staff, killed in an explosion. Vieira's death did not trigger widespread violence, but there were signs of turmoil in the country, according to the advocacy group Swisspeace. Malam Bacai Sanh\u00e1 was elected after a transition. In the 2009 election to replace the assassinated Vieira, Sanh\u00e1 was the presidential candidate of the PAIGC while Kumba Ial\u00e1 was the presidential candidate of the PRS.", "targets": "When was Vieira killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d881678a61914c768cf9ed1148097287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was killed on 2 March 2009, possibly by soldiers in retaliation for the assassination of General Batista Tagme Na Waie, the head of the joint chiefs of staff, killed in an explosion. Vieira's death did not trigger widespread violence, but there were signs of turmoil in the country, according to the advocacy group Swisspeace. Malam Bacai Sanh\u00e1 was elected after a transition. In the 2009 election to replace the assassinated Vieira, Sanh\u00e1 was the presidential candidate of the PAIGC while Kumba Ial\u00e1 was the presidential candidate of the PRS.", "targets": "In the 2009 election, who was the candidate of the PAIGC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d881678a61914c768cf9ed1148097287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was killed on 2 March 2009, possibly by soldiers in retaliation for the assassination of General Batista Tagme Na Waie, the head of the joint chiefs of staff, killed in an explosion. Vieira's death did not trigger widespread violence, but there were signs of turmoil in the country, according to the advocacy group Swisspeace. Malam Bacai Sanh\u00e1 was elected after a transition. In the 2009 election to replace the assassinated Vieira, Sanh\u00e1 was the presidential candidate of the PAIGC while Kumba Ial\u00e1 was the presidential candidate of the PRS.", "targets": "In the 2009 election, who was the candidate of the PRS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d881678a61914c768cf9ed1148097287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was killed on 2 March 2009, possibly by soldiers in retaliation for the assassination of General Batista Tagme Na Waie, the head of the joint chiefs of staff, killed in an explosion. Vieira's death did not trigger widespread violence, but there were signs of turmoil in the country, according to the advocacy group Swisspeace. Malam Bacai Sanh\u00e1 was elected after a transition. In the 2009 election to replace the assassinated Vieira, Sanh\u00e1 was the presidential candidate of the PAIGC while Kumba Ial\u00e1 was the presidential candidate of the PRS.", "targets": "Who won the 2009 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f9b4ba84f044dadab96db54c767388c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent lamps are nearly pure resistive loads with a power factor of 1. This means the actual power consumed (in watts) and the apparent power (in volt-amperes) are equal. Incandescent light bulbs are usually marketed according to the electrical power consumed. This is measured in watts and depends mainly on the resistance of the filament, which in turn depends mainly on the filament's length, thickness, and material. For two bulbs of the same voltage, type, color, and clarity, the higher-powered bulb gives more light.", "targets": "What does a power factor of 1 mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f9b4ba84f044dadab96db54c767388c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent lamps are nearly pure resistive loads with a power factor of 1. This means the actual power consumed (in watts) and the apparent power (in volt-amperes) are equal. Incandescent light bulbs are usually marketed according to the electrical power consumed. This is measured in watts and depends mainly on the resistance of the filament, which in turn depends mainly on the filament's length, thickness, and material. For two bulbs of the same voltage, type, color, and clarity, the higher-powered bulb gives more light.", "targets": "What principally determines the wattage of an incandescent bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f9b4ba84f044dadab96db54c767388c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent lamps are nearly pure resistive loads with a power factor of 1. This means the actual power consumed (in watts) and the apparent power (in volt-amperes) are equal. Incandescent light bulbs are usually marketed according to the electrical power consumed. This is measured in watts and depends mainly on the resistance of the filament, which in turn depends mainly on the filament's length, thickness, and material. For two bulbs of the same voltage, type, color, and clarity, the higher-powered bulb gives more light.", "targets": "What determines the resistance of the filament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f9b4ba84f044dadab96db54c767388c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent lamps are nearly pure resistive loads with a power factor of 1. This means the actual power consumed (in watts) and the apparent power (in volt-amperes) are equal. Incandescent light bulbs are usually marketed according to the electrical power consumed. This is measured in watts and depends mainly on the resistance of the filament, which in turn depends mainly on the filament's length, thickness, and material. For two bulbs of the same voltage, type, color, and clarity, the higher-powered bulb gives more light.", "targets": "How close do incandescent lamps come to pure resistive loads?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f9b4ba84f044dadab96db54c767388c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Incandescent lamps are nearly pure resistive loads with a power factor of 1. This means the actual power consumed (in watts) and the apparent power (in volt-amperes) are equal. Incandescent light bulbs are usually marketed according to the electrical power consumed. This is measured in watts and depends mainly on the resistance of the filament, which in turn depends mainly on the filament's length, thickness, and material. For two bulbs of the same voltage, type, color, and clarity, the higher-powered bulb gives more light.", "targets": "All other things being equal, how does wattage affect light emitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e41fd2d03e94297ad3c8a0f0f9032bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australian citizens and residents from other parts of the nation now have automatic right of residence on the island after meeting these criteria (Immigration (Amendment No. 2) Act 2012). Australian citizens must carry either a passport or a Document of Identity to travel to Norfolk Island. Citizens of all other nations must carry a passport to travel to Norfolk Island even if arriving from other parts of Australia. Holders of Australian visas who travel to Norfolk Island have departed the Australian Migration Zone. Unless they hold a multiple-entry visa, the visa will have ceased; in which case they will require another visa to re-enter mainland Australia.", "targets": "What automatic right do Australian citizens and residents have on Norfolk Island after meeting the criteria in Immigration (Amendment No. 2) Act 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e41fd2d03e94297ad3c8a0f0f9032bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australian citizens and residents from other parts of the nation now have automatic right of residence on the island after meeting these criteria (Immigration (Amendment No. 2) Act 2012). Australian citizens must carry either a passport or a Document of Identity to travel to Norfolk Island. Citizens of all other nations must carry a passport to travel to Norfolk Island even if arriving from other parts of Australia. Holders of Australian visas who travel to Norfolk Island have departed the Australian Migration Zone. Unless they hold a multiple-entry visa, the visa will have ceased; in which case they will require another visa to re-enter mainland Australia.", "targets": "What do citizens from other nations need in order to travel to Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e41fd2d03e94297ad3c8a0f0f9032bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australian citizens and residents from other parts of the nation now have automatic right of residence on the island after meeting these criteria (Immigration (Amendment No. 2) Act 2012). Australian citizens must carry either a passport or a Document of Identity to travel to Norfolk Island. Citizens of all other nations must carry a passport to travel to Norfolk Island even if arriving from other parts of Australia. Holders of Australian visas who travel to Norfolk Island have departed the Australian Migration Zone. Unless they hold a multiple-entry visa, the visa will have ceased; in which case they will require another visa to re-enter mainland Australia.", "targets": "What do Australian citizens need in order to travel to Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e41fd2d03e94297ad3c8a0f0f9032bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australian citizens and residents from other parts of the nation now have automatic right of residence on the island after meeting these criteria (Immigration (Amendment No. 2) Act 2012). Australian citizens must carry either a passport or a Document of Identity to travel to Norfolk Island. Citizens of all other nations must carry a passport to travel to Norfolk Island even if arriving from other parts of Australia. Holders of Australian visas who travel to Norfolk Island have departed the Australian Migration Zone. Unless they hold a multiple-entry visa, the visa will have ceased; in which case they will require another visa to re-enter mainland Australia.", "targets": "When someone has an Australian visa and they want to travel to Norfolk Island, where must they depart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e41fd2d03e94297ad3c8a0f0f9032bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Australian citizens and residents from other parts of the nation now have automatic right of residence on the island after meeting these criteria (Immigration (Amendment No. 2) Act 2012). Australian citizens must carry either a passport or a Document of Identity to travel to Norfolk Island. Citizens of all other nations must carry a passport to travel to Norfolk Island even if arriving from other parts of Australia. Holders of Australian visas who travel to Norfolk Island have departed the Australian Migration Zone. Unless they hold a multiple-entry visa, the visa will have ceased; in which case they will require another visa to re-enter mainland Australia.", "targets": "What will happen to travelers with an Australian visa who don't depart from the Australian Migration Zone? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27eaa536c16a4dc49a7c2992131cf6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Prophet Muhammad carried out a siege against the Banu Qaynuqa tribe known as the Invasion of Banu Qaynuqa in February 624  Muhammad ordered his followers to attack the Banu Qaynuqa Jews for allegedly breaking the treaty known as the Constitution of Medina by pinning the clothes of a Muslim woman, which led to her being stripped naked As a result, a Muslim killed a Jew in retaliation, and the Jews in turn killed the Muslim man. This escalated to a chain of revenge killings, and enmity grew between Muslims and the Banu Qaynuqa, leading to the siege of their fortress.:122 The tribe eventually surrendered to Muhammad, who initially wanted to kill the members of Banu Qaynuqa but ultimately yielded to Abdullah ibn Ubayy's insistence and agreed to expel the Qaynuqa.", "targets": "The Islamic Prophet Muhammad carried out a siege against what tribe in February 624?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27eaa536c16a4dc49a7c2992131cf6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Prophet Muhammad carried out a siege against the Banu Qaynuqa tribe known as the Invasion of Banu Qaynuqa in February 624  Muhammad ordered his followers to attack the Banu Qaynuqa Jews for allegedly breaking the treaty known as the Constitution of Medina by pinning the clothes of a Muslim woman, which led to her being stripped naked As a result, a Muslim killed a Jew in retaliation, and the Jews in turn killed the Muslim man. This escalated to a chain of revenge killings, and enmity grew between Muslims and the Banu Qaynuqa, leading to the siege of their fortress.:122 The tribe eventually surrendered to Muhammad, who initially wanted to kill the members of Banu Qaynuqa but ultimately yielded to Abdullah ibn Ubayy's insistence and agreed to expel the Qaynuqa.", "targets": "Muhammad ordered his followers to attack the Banu Qaynuqa Jews for allegedly breaking what treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27eaa536c16a4dc49a7c2992131cf6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Prophet Muhammad carried out a siege against the Banu Qaynuqa tribe known as the Invasion of Banu Qaynuqa in February 624  Muhammad ordered his followers to attack the Banu Qaynuqa Jews for allegedly breaking the treaty known as the Constitution of Medina by pinning the clothes of a Muslim woman, which led to her being stripped naked As a result, a Muslim killed a Jew in retaliation, and the Jews in turn killed the Muslim man. This escalated to a chain of revenge killings, and enmity grew between Muslims and the Banu Qaynuqa, leading to the siege of their fortress.:122 The tribe eventually surrendered to Muhammad, who initially wanted to kill the members of Banu Qaynuqa but ultimately yielded to Abdullah ibn Ubayy's insistence and agreed to expel the Qaynuqa.", "targets": "Who's insistence led the Prophet Muhammad to expel the Banu Qaynuqa Jews instead of kill them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27eaa536c16a4dc49a7c2992131cf6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Prophet Muhammad carried out a siege against the Banu Qaynuqa tribe known as the Invasion of Banu Qaynuqa in February 624  Muhammad ordered his followers to attack the Banu Qaynuqa Jews for allegedly breaking the treaty known as the Constitution of Medina by pinning the clothes of a Muslim woman, which led to her being stripped naked As a result, a Muslim killed a Jew in retaliation, and the Jews in turn killed the Muslim man. This escalated to a chain of revenge killings, and enmity grew between Muslims and the Banu Qaynuqa, leading to the siege of their fortress.:122 The tribe eventually surrendered to Muhammad, who initially wanted to kill the members of Banu Qaynuqa but ultimately yielded to Abdullah ibn Ubayy's insistence and agreed to expel the Qaynuqa.", "targets": "Pinning the clothes of a Muslim woman, which led to her being what, was the action that allegedly violated the Constitution of Medina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27eaa536c16a4dc49a7c2992131cf6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Prophet Muhammad carried out a siege against the Banu Qaynuqa tribe known as the Invasion of Banu Qaynuqa in February 624  Muhammad ordered his followers to attack the Banu Qaynuqa Jews for allegedly breaking the treaty known as the Constitution of Medina by pinning the clothes of a Muslim woman, which led to her being stripped naked As a result, a Muslim killed a Jew in retaliation, and the Jews in turn killed the Muslim man. This escalated to a chain of revenge killings, and enmity grew between Muslims and the Banu Qaynuqa, leading to the siege of their fortress.:122 The tribe eventually surrendered to Muhammad, who initially wanted to kill the members of Banu Qaynuqa but ultimately yielded to Abdullah ibn Ubayy's insistence and agreed to expel the Qaynuqa.", "targets": "What chained actions resulted from the alleged violation of the Constitution of Medina by the Banu Qaynuqa Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d31eebe1996405fb8ccddbe205069f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a party has materially violated or breached its treaty obligations, the other parties may invoke this breach as grounds for temporarily suspending their obligations to that party under the treaty. A material breach may also be invoked as grounds for permanently terminating the treaty itself.", "targets": "What may be invoked as grounds for permanently terminating a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d31eebe1996405fb8ccddbe205069f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a party has materially violated or breached its treaty obligations, the other parties may invoke this breach as grounds for temporarily suspending their obligations to that party under the treaty. A material breach may also be invoked as grounds for permanently terminating the treaty itself.", "targets": "In addition to terminating the treaty itself, what actions by the other parties might result from one party materially violating or beaching its obligations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d31eebe1996405fb8ccddbe205069f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a party has materially violated or breached its treaty obligations, the other parties may invoke this breach as grounds for temporarily suspending their obligations to that party under the treaty. A material breach may also be invoked as grounds for permanently terminating the treaty itself.", "targets": "In addition to suspending their obligations under a treaty to the violating party, what may result from a material breach of treaty obligations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d31eebe1996405fb8ccddbe205069f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a party has materially violated or breached its treaty obligations, the other parties may invoke this breach as grounds for temporarily suspending their obligations to that party under the treaty. A material breach may also be invoked as grounds for permanently terminating the treaty itself.", "targets": "Who may invoke a material breach committed by a party to a treaty to suspend their obligations to that party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d31eebe1996405fb8ccddbe205069f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a party has materially violated or breached its treaty obligations, the other parties may invoke this breach as grounds for temporarily suspending their obligations to that party under the treaty. A material breach may also be invoked as grounds for permanently terminating the treaty itself.", "targets": "What temporary actions can parties of a treaty take in response to a material violation of a party's obligations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545a94e9107c4e5db155ee8ab0d32e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discovery of new maritime trade routes by Western European states allowed them to avoid the Ottoman trade monopoly. The Portuguese discovery of the Cape of Good Hope in 1488 initiated a series of Ottoman-Portuguese naval wars in the Indian Ocean throughout the 16th century. The Somali Muslim Ajuran Empire, allied with the Ottomans, defied the Portuguese economic monopoly in the Indian Ocean by employing a new coinage which followed the Ottoman pattern, thus proclaiming an attitude of economic independence in regard to the Portuguese.", "targets": "Avoiding the strength of Ottoman trade was accomplished with the discovery of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545a94e9107c4e5db155ee8ab0d32e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discovery of new maritime trade routes by Western European states allowed them to avoid the Ottoman trade monopoly. The Portuguese discovery of the Cape of Good Hope in 1488 initiated a series of Ottoman-Portuguese naval wars in the Indian Ocean throughout the 16th century. The Somali Muslim Ajuran Empire, allied with the Ottomans, defied the Portuguese economic monopoly in the Indian Ocean by employing a new coinage which followed the Ottoman pattern, thus proclaiming an attitude of economic independence in regard to the Portuguese.", "targets": "What did the Portuguese discover in 1488?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545a94e9107c4e5db155ee8ab0d32e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discovery of new maritime trade routes by Western European states allowed them to avoid the Ottoman trade monopoly. The Portuguese discovery of the Cape of Good Hope in 1488 initiated a series of Ottoman-Portuguese naval wars in the Indian Ocean throughout the 16th century. The Somali Muslim Ajuran Empire, allied with the Ottomans, defied the Portuguese economic monopoly in the Indian Ocean by employing a new coinage which followed the Ottoman pattern, thus proclaiming an attitude of economic independence in regard to the Portuguese.", "targets": "Where did the Ottoman and Portuguese have Naval wars in the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545a94e9107c4e5db155ee8ab0d32e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discovery of new maritime trade routes by Western European states allowed them to avoid the Ottoman trade monopoly. The Portuguese discovery of the Cape of Good Hope in 1488 initiated a series of Ottoman-Portuguese naval wars in the Indian Ocean throughout the 16th century. The Somali Muslim Ajuran Empire, allied with the Ottomans, defied the Portuguese economic monopoly in the Indian Ocean by employing a new coinage which followed the Ottoman pattern, thus proclaiming an attitude of economic independence in regard to the Portuguese.", "targets": "Who did the Ottomans ally with in the Indian Ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-545a94e9107c4e5db155ee8ab0d32e25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The discovery of new maritime trade routes by Western European states allowed them to avoid the Ottoman trade monopoly. The Portuguese discovery of the Cape of Good Hope in 1488 initiated a series of Ottoman-Portuguese naval wars in the Indian Ocean throughout the 16th century. The Somali Muslim Ajuran Empire, allied with the Ottomans, defied the Portuguese economic monopoly in the Indian Ocean by employing a new coinage which followed the Ottoman pattern, thus proclaiming an attitude of economic independence in regard to the Portuguese.", "targets": "New coins were a proclamation of independence by the Somali Muslim Ajuran Empire from whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb2ae48375047498ad9a5dbd5f69231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Greeks are the majority ethnic group in the Hellenic Republic, where they constitute 93% of the country's population, and the Republic of Cyprus where they make up 78% of the island's population (excluding Turkish settlers in the occupied part of the country). Greek populations have not traditionally exhibited high rates of growth; nonetheless, the population of Greece has shown regular increase since the country's first census in 1828. A large percentage of the population growth since the state's foundation has resulted from annexation of new territories and the influx of 1.5 million Greek refugees after the 1923 population exchange between Greece and Turkey. About 80% of the population of Greece is urban, with 28% concentrated in the city of Athens", "targets": "In the Rupublic of Hellenic who is the ethnic majority and what percentage of the populace do they represent ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb2ae48375047498ad9a5dbd5f69231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Greeks are the majority ethnic group in the Hellenic Republic, where they constitute 93% of the country's population, and the Republic of Cyprus where they make up 78% of the island's population (excluding Turkish settlers in the occupied part of the country). Greek populations have not traditionally exhibited high rates of growth; nonetheless, the population of Greece has shown regular increase since the country's first census in 1828. A large percentage of the population growth since the state's foundation has resulted from annexation of new territories and the influx of 1.5 million Greek refugees after the 1923 population exchange between Greece and Turkey. About 80% of the population of Greece is urban, with 28% concentrated in the city of Athens", "targets": "What's the estimated populace of Greeks on the isle of Cyprus ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb2ae48375047498ad9a5dbd5f69231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Greeks are the majority ethnic group in the Hellenic Republic, where they constitute 93% of the country's population, and the Republic of Cyprus where they make up 78% of the island's population (excluding Turkish settlers in the occupied part of the country). Greek populations have not traditionally exhibited high rates of growth; nonetheless, the population of Greece has shown regular increase since the country's first census in 1828. A large percentage of the population growth since the state's foundation has resulted from annexation of new territories and the influx of 1.5 million Greek refugees after the 1923 population exchange between Greece and Turkey. About 80% of the population of Greece is urban, with 28% concentrated in the city of Athens", "targets": "Are Greeks in danger of contributing vastly to the problem of population control ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb2ae48375047498ad9a5dbd5f69231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Greeks are the majority ethnic group in the Hellenic Republic, where they constitute 93% of the country's population, and the Republic of Cyprus where they make up 78% of the island's population (excluding Turkish settlers in the occupied part of the country). Greek populations have not traditionally exhibited high rates of growth; nonetheless, the population of Greece has shown regular increase since the country's first census in 1828. A large percentage of the population growth since the state's foundation has resulted from annexation of new territories and the influx of 1.5 million Greek refugees after the 1923 population exchange between Greece and Turkey. About 80% of the population of Greece is urban, with 28% concentrated in the city of Athens", "targets": "Is the Greek populace on a whole increasing or decreasing in numbers ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb2ae48375047498ad9a5dbd5f69231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Greeks are the majority ethnic group in the Hellenic Republic, where they constitute 93% of the country's population, and the Republic of Cyprus where they make up 78% of the island's population (excluding Turkish settlers in the occupied part of the country). Greek populations have not traditionally exhibited high rates of growth; nonetheless, the population of Greece has shown regular increase since the country's first census in 1828. A large percentage of the population growth since the state's foundation has resulted from annexation of new territories and the influx of 1.5 million Greek refugees after the 1923 population exchange between Greece and Turkey. About 80% of the population of Greece is urban, with 28% concentrated in the city of Athens", "targets": "Where there any significances that contributed to the increase or decrease in population numbers ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3fe82ffb2343f1b3de2f6d57fb28e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polytechnic schools are distinct from academic universities in Finland. Ammattikorkeakoulu is the common term in Finland, as is the Swedish alternative \"yrkesh\u00f6gskola\" \u2013 their focus is on studies leading to a degree (for instance insin\u00f6\u00f6ri, engineer; in international use, Bachelor of Engineering) in kind different from but in level comparable to an academic bachelor's degree awarded by a university. Since 2006 the polytechnics have offered studies leading to master's degrees (Master of Engineering). After January 1, 2006, some Finnish ammattikorkeakoulus switched the English term \"polytechnic\" to the term \"university of applied sciences\" in the English translations of their legal names. The ammattikorkeakoulu has many similarities to the hogeschool in Belgium and in the Netherlands and to the Fachhochschule in the German language areas.", "targets": "In what country are polytechnic schools designated uniquely from academic universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3fe82ffb2343f1b3de2f6d57fb28e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polytechnic schools are distinct from academic universities in Finland. Ammattikorkeakoulu is the common term in Finland, as is the Swedish alternative \"yrkesh\u00f6gskola\" \u2013 their focus is on studies leading to a degree (for instance insin\u00f6\u00f6ri, engineer; in international use, Bachelor of Engineering) in kind different from but in level comparable to an academic bachelor's degree awarded by a university. Since 2006 the polytechnics have offered studies leading to master's degrees (Master of Engineering). After January 1, 2006, some Finnish ammattikorkeakoulus switched the English term \"polytechnic\" to the term \"university of applied sciences\" in the English translations of their legal names. The ammattikorkeakoulu has many similarities to the hogeschool in Belgium and in the Netherlands and to the Fachhochschule in the German language areas.", "targets": "What word means polytechnic school in Finnish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b3fe82ffb2343f1b3de2f6d57fb28e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polytechnic schools are distinct from academic universities in Finland. Ammattikorkeakoulu is the common term in Finland, as is the Swedish alternative \"yrkesh\u00f6gskola\" \u2013 their focus is on studies leading to a degree (for instance insin\u00f6\u00f6ri, engineer; in international use, Bachelor of Engineering) in kind different from but in level comparable to an academic bachelor's degree awarded by a university. Since 2006 the polytechnics have offered studies leading to master's degrees (Master of Engineering). After January 1, 2006, some Finnish ammattikorkeakoulus switched the English term \"polytechnic\" to the term \"university of applied sciences\" in the English translations of their legal names. The ammattikorkeakoulu has many similarities to the hogeschool in Belgium and in the Netherlands and to the Fachhochschule in the German language areas.", "targets": "What's the Swedish word for a polytechnic school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4f581f5db7b420caa837ce2c1043c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.", "targets": "Under ancient custom, an Act of Tynwald didn't go into effect until decreed at which location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4f581f5db7b420caa837ce2c1043c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.", "targets": "Promulgation of an Act of Tynwald originally consisted of reading it in English and which other language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4f581f5db7b420caa837ce2c1043c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.", "targets": "Nowadays, only the short title and what else are read?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4f581f5db7b420caa837ce2c1043c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.", "targets": "How much of the proposed act must be currently read aloud on St John's Day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4f581f5db7b420caa837ce2c1043c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.", "targets": "On what day does St John's Day occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4f581f5db7b420caa837ce2c1043c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is not sufficient to give legal effect to an Act of Tynwald. By ancient custom, an act did not come into force until it had been promulgated at an open-air sitting of Tynwald, usually held on Tynwald Hill at St John's on St John's Day (24 June), but, since the adoption of the Gregorian calendar in 1753, on 5 July (or on the following Monday if 5 July is a Saturday or Sunday). Promulgation originally consisted of the reading of the Act in English and Manx; but, after 1865 the reading of the title of the act and a summary of each section were sufficient. This was reduced in 1895 to the titles and a memorandum of the object and purport of the act, and, since 1988, only the short title and a summary of the long title have been read.", "targets": "Where is the open-air sitting of Tynwald usually held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3fbe0d50234952bff4d834765006d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the release of Intel-based Macs, third-party platform virtualization software such as Parallels Desktop, VMware Fusion, and VirtualBox began to emerge. These programs allow users to run Microsoft Windows or previously Windows-only software on Macs at near native speed. Apple also released Boot Camp and Mac-specific Windows drivers that help users to install Windows XP or Vista and natively dual boot between Mac OS X and Windows. Though not condoned by Apple, it is possible to run the Linux operating system using Boot camp or other virtualization workarounds. Unlike most PCs, however, Macs are unable to run many legacy PC operating systems. In particular, Intel-based macs lack the A20 gate.", "targets": "What type of software began to emerge following the release of Intel-based Macs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3fbe0d50234952bff4d834765006d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the release of Intel-based Macs, third-party platform virtualization software such as Parallels Desktop, VMware Fusion, and VirtualBox began to emerge. These programs allow users to run Microsoft Windows or previously Windows-only software on Macs at near native speed. Apple also released Boot Camp and Mac-specific Windows drivers that help users to install Windows XP or Vista and natively dual boot between Mac OS X and Windows. Though not condoned by Apple, it is possible to run the Linux operating system using Boot camp or other virtualization workarounds. Unlike most PCs, however, Macs are unable to run many legacy PC operating systems. In particular, Intel-based macs lack the A20 gate.", "targets": "At what speed do programs such as VirtualBox allow Microsoft Windows to run on Macs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3fbe0d50234952bff4d834765006d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the release of Intel-based Macs, third-party platform virtualization software such as Parallels Desktop, VMware Fusion, and VirtualBox began to emerge. These programs allow users to run Microsoft Windows or previously Windows-only software on Macs at near native speed. Apple also released Boot Camp and Mac-specific Windows drivers that help users to install Windows XP or Vista and natively dual boot between Mac OS X and Windows. Though not condoned by Apple, it is possible to run the Linux operating system using Boot camp or other virtualization workarounds. Unlike most PCs, however, Macs are unable to run many legacy PC operating systems. In particular, Intel-based macs lack the A20 gate.", "targets": "What is possible to run by using Boot camp, even though it is not condoned by Apple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3fbe0d50234952bff4d834765006d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the release of Intel-based Macs, third-party platform virtualization software such as Parallels Desktop, VMware Fusion, and VirtualBox began to emerge. These programs allow users to run Microsoft Windows or previously Windows-only software on Macs at near native speed. Apple also released Boot Camp and Mac-specific Windows drivers that help users to install Windows XP or Vista and natively dual boot between Mac OS X and Windows. Though not condoned by Apple, it is possible to run the Linux operating system using Boot camp or other virtualization workarounds. Unlike most PCs, however, Macs are unable to run many legacy PC operating systems. In particular, Intel-based macs lack the A20 gate.", "targets": "What do Macs lack that makes them unable to run many legacy PC operating systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "who was britains closest ally since the Crimean war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "When did Napoleon iii visit London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Where did Napoleon Meet Victoria and Albert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Napoleon accompanied Victoria and Alber to what city diring the visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Victoria and Albert were the guests of honor at a large ball that took place where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Who was Britains's closest ally following the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "What did Napoleon III and the royal couple visit? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "When were Napoleon I remains returned to their resting place at Les Invalides? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "How many guests attented a ball at the Palace of Versaille with Napoleon III and the royal couple in attendence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Where did Napoleon III meet Victoria and Albert, before accompanying them to Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "When were Napoleon I's remains interred in his mausoleum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Who was Britian's closest ally after the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "Where were Victoria and Albert honored guests at ball thrown by Napoleon III?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c63263756f444e10b6ab280abb012f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon III, since the Crimean War Britain's closest ally, visited London in April 1855, and from 17 to 28 August the same year Victoria and Albert returned the visit. Napoleon III met the couple at Dunkirk and accompanied them to Paris. They visited the Exposition Universelle (a successor to Albert's 1851 brainchild the Great Exhibition) and Napoleon I's tomb at Les Invalides (to which his remains had only been returned in 1840), and were guests of honour at a 1,200-guest ball at the Palace of Versailles.", "targets": "When did Napoleon III visit London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e9af818f1242d8a74c1dae59cd7974", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of these initiatives northeastern Florida prospered economically in a way it never did under Spanish rule. Furthermore, the British governors were directed to call general assemblies as soon as possible in order to make laws for the Floridas and in the meantime they were, with the advice of councils, to establish courts. This would be the first introduction of much of the English-derived legal system which Florida still has today including trial by jury, habeas corpus and county-based government. Neither East Florida nor West Florida would send any representatives to Philadelphia to draft the Declaration of Independence. Florida would remain a Loyalist stronghold for the duration of the American Revolution.", "targets": "What legal system was introduced by the British in Florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e9af818f1242d8a74c1dae59cd7974", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of these initiatives northeastern Florida prospered economically in a way it never did under Spanish rule. Furthermore, the British governors were directed to call general assemblies as soon as possible in order to make laws for the Floridas and in the meantime they were, with the advice of councils, to establish courts. This would be the first introduction of much of the English-derived legal system which Florida still has today including trial by jury, habeas corpus and county-based government. Neither East Florida nor West Florida would send any representatives to Philadelphia to draft the Declaration of Independence. Florida would remain a Loyalist stronghold for the duration of the American Revolution.", "targets": "Did Florida send Representatives to Philadelphia for the Declaration of Independence "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e9af818f1242d8a74c1dae59cd7974", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of these initiatives northeastern Florida prospered economically in a way it never did under Spanish rule. Furthermore, the British governors were directed to call general assemblies as soon as possible in order to make laws for the Floridas and in the meantime they were, with the advice of councils, to establish courts. This would be the first introduction of much of the English-derived legal system which Florida still has today including trial by jury, habeas corpus and county-based government. Neither East Florida nor West Florida would send any representatives to Philadelphia to draft the Declaration of Independence. Florida would remain a Loyalist stronghold for the duration of the American Revolution.", "targets": "Who did Florida side with during the revolution"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e9af818f1242d8a74c1dae59cd7974", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of these initiatives northeastern Florida prospered economically in a way it never did under Spanish rule. Furthermore, the British governors were directed to call general assemblies as soon as possible in order to make laws for the Floridas and in the meantime they were, with the advice of councils, to establish courts. This would be the first introduction of much of the English-derived legal system which Florida still has today including trial by jury, habeas corpus and county-based government. Neither East Florida nor West Florida would send any representatives to Philadelphia to draft the Declaration of Independence. Florida would remain a Loyalist stronghold for the duration of the American Revolution.", "targets": "What legal system is still used by florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e59354e09c4220a95036a26cbb7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country currency is the Samoan t\u0101l\u0101, issued and regulated by the Central Bank of Samoa. The economy of Samoa has traditionally been dependent on agriculture and fishing at the local level. In modern times, development aid, private family remittances from overseas, and agricultural exports have become key factors in the nation's economy. Agriculture employs two-thirds of the labour force, and furnishes 90% of exports, featuring coconut cream, coconut oil, noni (juice of the nonu fruit, as it is known in Samoan), and copra.", "targets": "What institution is in charge of Samoa's currency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e59354e09c4220a95036a26cbb7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country currency is the Samoan t\u0101l\u0101, issued and regulated by the Central Bank of Samoa. The economy of Samoa has traditionally been dependent on agriculture and fishing at the local level. In modern times, development aid, private family remittances from overseas, and agricultural exports have become key factors in the nation's economy. Agriculture employs two-thirds of the labour force, and furnishes 90% of exports, featuring coconut cream, coconut oil, noni (juice of the nonu fruit, as it is known in Samoan), and copra.", "targets": "In addition to agriculture, what industry historically supported Samoa's local economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e59354e09c4220a95036a26cbb7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country currency is the Samoan t\u0101l\u0101, issued and regulated by the Central Bank of Samoa. The economy of Samoa has traditionally been dependent on agriculture and fishing at the local level. In modern times, development aid, private family remittances from overseas, and agricultural exports have become key factors in the nation's economy. Agriculture employs two-thirds of the labour force, and furnishes 90% of exports, featuring coconut cream, coconut oil, noni (juice of the nonu fruit, as it is known in Samoan), and copra.", "targets": "What fruit juice is a major Samoan export?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e59354e09c4220a95036a26cbb7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country currency is the Samoan t\u0101l\u0101, issued and regulated by the Central Bank of Samoa. The economy of Samoa has traditionally been dependent on agriculture and fishing at the local level. In modern times, development aid, private family remittances from overseas, and agricultural exports have become key factors in the nation's economy. Agriculture employs two-thirds of the labour force, and furnishes 90% of exports, featuring coconut cream, coconut oil, noni (juice of the nonu fruit, as it is known in Samoan), and copra.", "targets": "What portion of Samoa works in agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e59354e09c4220a95036a26cbb7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country currency is the Samoan t\u0101l\u0101, issued and regulated by the Central Bank of Samoa. The economy of Samoa has traditionally been dependent on agriculture and fishing at the local level. In modern times, development aid, private family remittances from overseas, and agricultural exports have become key factors in the nation's economy. Agriculture employs two-thirds of the labour force, and furnishes 90% of exports, featuring coconut cream, coconut oil, noni (juice of the nonu fruit, as it is known in Samoan), and copra.", "targets": "What kind of oil does Samoa export?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7452b051d42869537c3ce24ff835d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proportionality is recognised one of the general principles of European Union law by the European Court of Justice since the 1950s. According to the general principle of proportionality the lawfulness of an action depends on whether it was appropriate and necessary to achieve the objectives legitimately pursued. When there is a choice between several appropriate measures the least onerous must be adopted, and any disadvantage caused must not be disproportionate to the aims pursued. The principle of proportionality is also recognised in Article 5 of the EC Treaty, stating that \"any action by the Community shall not go beyond what is necessary to achieve the objectives of this Treaty\".", "targets": "How long has Proportionality been recognized as one of the general principles of EU law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7452b051d42869537c3ce24ff835d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proportionality is recognised one of the general principles of European Union law by the European Court of Justice since the 1950s. According to the general principle of proportionality the lawfulness of an action depends on whether it was appropriate and necessary to achieve the objectives legitimately pursued. When there is a choice between several appropriate measures the least onerous must be adopted, and any disadvantage caused must not be disproportionate to the aims pursued. The principle of proportionality is also recognised in Article 5 of the EC Treaty, stating that \"any action by the Community shall not go beyond what is necessary to achieve the objectives of this Treaty\".", "targets": "Where is the principle of proportionality recognized in the EC treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7452b051d42869537c3ce24ff835d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proportionality is recognised one of the general principles of European Union law by the European Court of Justice since the 1950s. According to the general principle of proportionality the lawfulness of an action depends on whether it was appropriate and necessary to achieve the objectives legitimately pursued. When there is a choice between several appropriate measures the least onerous must be adopted, and any disadvantage caused must not be disproportionate to the aims pursued. The principle of proportionality is also recognised in Article 5 of the EC Treaty, stating that \"any action by the Community shall not go beyond what is necessary to achieve the objectives of this Treaty\".", "targets": "Which measure must be adopted when there is a choice between several?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Who was the Most Valuable Player of Super Bowl II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "What player won the MVP in Super Bowl V?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Who was the Most Valuable Player of Super Bowl XLI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "In what year did Harvey Martin die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Who is the present quarterback of the Broncos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "How many of the prior Super Bowl MVPs appeared together at the pregame show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "What former MVP was shown in the locker room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Which MVP died in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "How many players have been awarded the Most Valuable Player distinction for the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "How many former MVP honorees were present for a pregame ceremony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Who was the MVP of Super Bowl I and II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Who was the MVP of Super Bowl XLI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46929e10bdb34f3e80ac5ee27605619a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In honor of the 50th Super Bowl, the pregame ceremony featured the on-field introduction of 39 of the 43 previous Super Bowl Most Valuable Players. Bart Starr (MVP of Super Bowls I and II) and Chuck Howley (MVP of Super Bowl V) appeared via video, while Peyton Manning (MVP of Super Bowl XLI and current Broncos quarterback) was shown in the locker room preparing for the game. No plans were announced regarding the recognition of Harvey Martin, co-MVP of Super Bowl XII, who died in 2001.", "targets": "Which MVP honoree died in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb886a479b3443c99128dc61b14714b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the everyday world, many individuals sought to divine the future, influence it through magic, or seek vengeance with help from \"private\" diviners. The state-sanctioned taking of auspices was a form of public divination with the intent of ascertaining the will of the gods, not foretelling the future. Secretive consultations between private diviners and their clients were thus suspect. So were divinatory techniques such as astrology when used for illicit, subversive or magical purposes. Astrologers and magicians were officially expelled from Rome at various times, notably in 139 BC and 33 BC. In 16 BC Tiberius expelled them under extreme penalty because an astrologer had predicted his death. \"Egyptian rites\" were particularly suspect: Augustus banned them within the pomerium to doubtful effect; Tiberius repeated and extended the ban with extreme force in AD 19. Despite several Imperial bans, magic and astrology persisted among all social classes. In the late 1st century AD, Tacitus observed that astrologers \"would always be banned and always retained at Rome\".", "targets": "What type of diviners were suspect in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb886a479b3443c99128dc61b14714b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the everyday world, many individuals sought to divine the future, influence it through magic, or seek vengeance with help from \"private\" diviners. The state-sanctioned taking of auspices was a form of public divination with the intent of ascertaining the will of the gods, not foretelling the future. Secretive consultations between private diviners and their clients were thus suspect. So were divinatory techniques such as astrology when used for illicit, subversive or magical purposes. Astrologers and magicians were officially expelled from Rome at various times, notably in 139 BC and 33 BC. In 16 BC Tiberius expelled them under extreme penalty because an astrologer had predicted his death. \"Egyptian rites\" were particularly suspect: Augustus banned them within the pomerium to doubtful effect; Tiberius repeated and extended the ban with extreme force in AD 19. Despite several Imperial bans, magic and astrology persisted among all social classes. In the late 1st century AD, Tacitus observed that astrologers \"would always be banned and always retained at Rome\".", "targets": "What was the purpose to be discovered by state sanctioned diviners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb886a479b3443c99128dc61b14714b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the everyday world, many individuals sought to divine the future, influence it through magic, or seek vengeance with help from \"private\" diviners. The state-sanctioned taking of auspices was a form of public divination with the intent of ascertaining the will of the gods, not foretelling the future. Secretive consultations between private diviners and their clients were thus suspect. So were divinatory techniques such as astrology when used for illicit, subversive or magical purposes. Astrologers and magicians were officially expelled from Rome at various times, notably in 139 BC and 33 BC. In 16 BC Tiberius expelled them under extreme penalty because an astrologer had predicted his death. \"Egyptian rites\" were particularly suspect: Augustus banned them within the pomerium to doubtful effect; Tiberius repeated and extended the ban with extreme force in AD 19. Despite several Imperial bans, magic and astrology persisted among all social classes. In the late 1st century AD, Tacitus observed that astrologers \"would always be banned and always retained at Rome\".", "targets": "What action was not to be sought by state diviners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb886a479b3443c99128dc61b14714b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the everyday world, many individuals sought to divine the future, influence it through magic, or seek vengeance with help from \"private\" diviners. The state-sanctioned taking of auspices was a form of public divination with the intent of ascertaining the will of the gods, not foretelling the future. Secretive consultations between private diviners and their clients were thus suspect. So were divinatory techniques such as astrology when used for illicit, subversive or magical purposes. Astrologers and magicians were officially expelled from Rome at various times, notably in 139 BC and 33 BC. In 16 BC Tiberius expelled them under extreme penalty because an astrologer had predicted his death. \"Egyptian rites\" were particularly suspect: Augustus banned them within the pomerium to doubtful effect; Tiberius repeated and extended the ban with extreme force in AD 19. Despite several Imperial bans, magic and astrology persisted among all social classes. In the late 1st century AD, Tacitus observed that astrologers \"would always be banned and always retained at Rome\".", "targets": "What group of people were several times expelled from Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fb886a479b3443c99128dc61b14714b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the everyday world, many individuals sought to divine the future, influence it through magic, or seek vengeance with help from \"private\" diviners. The state-sanctioned taking of auspices was a form of public divination with the intent of ascertaining the will of the gods, not foretelling the future. Secretive consultations between private diviners and their clients were thus suspect. So were divinatory techniques such as astrology when used for illicit, subversive or magical purposes. Astrologers and magicians were officially expelled from Rome at various times, notably in 139 BC and 33 BC. In 16 BC Tiberius expelled them under extreme penalty because an astrologer had predicted his death. \"Egyptian rites\" were particularly suspect: Augustus banned them within the pomerium to doubtful effect; Tiberius repeated and extended the ban with extreme force in AD 19. Despite several Imperial bans, magic and astrology persisted among all social classes. In the late 1st century AD, Tacitus observed that astrologers \"would always be banned and always retained at Rome\".", "targets": "What had an astrologer predicted to warrant from Rome by Tiberius?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96199db6c70648ee862308e144dde79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the primary functions of a brain is to extract biologically relevant information from sensory inputs. The human brain is provided with information about light, sound, the chemical composition of the atmosphere, temperature, head orientation, limb position, the chemical composition of the bloodstream, and more. In other animals additional senses may be present, such as the infrared heat-sense of snakes, the magnetic field sense of some birds, or the electric field sense of some types of fish. Moreover, other animals may develop existing sensory systems in new ways, such as the adaptation by bats of the auditory sense into a form of sonar. One way or another, all of these sensory modalities are initially detected by specialized sensors that project signals into the brain.", "targets": "What type of animal has a sense that adapted into sonar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96199db6c70648ee862308e144dde79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the primary functions of a brain is to extract biologically relevant information from sensory inputs. The human brain is provided with information about light, sound, the chemical composition of the atmosphere, temperature, head orientation, limb position, the chemical composition of the bloodstream, and more. In other animals additional senses may be present, such as the infrared heat-sense of snakes, the magnetic field sense of some birds, or the electric field sense of some types of fish. Moreover, other animals may develop existing sensory systems in new ways, such as the adaptation by bats of the auditory sense into a form of sonar. One way or another, all of these sensory modalities are initially detected by specialized sensors that project signals into the brain.", "targets": "What type of animal uses infrared heat to sense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96199db6c70648ee862308e144dde79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the primary functions of a brain is to extract biologically relevant information from sensory inputs. The human brain is provided with information about light, sound, the chemical composition of the atmosphere, temperature, head orientation, limb position, the chemical composition of the bloodstream, and more. In other animals additional senses may be present, such as the infrared heat-sense of snakes, the magnetic field sense of some birds, or the electric field sense of some types of fish. Moreover, other animals may develop existing sensory systems in new ways, such as the adaptation by bats of the auditory sense into a form of sonar. One way or another, all of these sensory modalities are initially detected by specialized sensors that project signals into the brain.", "targets": "The group of animals that can detect magnetic fields is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96199db6c70648ee862308e144dde79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the primary functions of a brain is to extract biologically relevant information from sensory inputs. The human brain is provided with information about light, sound, the chemical composition of the atmosphere, temperature, head orientation, limb position, the chemical composition of the bloodstream, and more. In other animals additional senses may be present, such as the infrared heat-sense of snakes, the magnetic field sense of some birds, or the electric field sense of some types of fish. Moreover, other animals may develop existing sensory systems in new ways, such as the adaptation by bats of the auditory sense into a form of sonar. One way or another, all of these sensory modalities are initially detected by specialized sensors that project signals into the brain.", "targets": "The group of creatures that can sense electric fields is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3873e864c9ec484aa9be93c55148c2d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Phillips Feynman (/\u02c8fa\u026anm\u0259n/; May 11, 1918 \u2013 February 15, 1988) was an American theoretical physicist known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For his contributions to the development of quantum electrodynamics, Feynman, jointly with Julian Schwinger and Sin-Itiro Tomonaga, received the Nobel Prize in Physics in 1965. He developed a widely used pictorial representation scheme for the mathematical expressions governing the behavior of subatomic particles, which later became known as Feynman diagrams. During his lifetime, Feynman became one of the best-known scientists in the world. In a 1999 poll of 130 leading physicists worldwide by the British journal Physics World he was ranked as one of the ten greatest physicists of all time.", "targets": "Feynman proposed a integral model in particle physics, what was it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3873e864c9ec484aa9be93c55148c2d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Phillips Feynman (/\u02c8fa\u026anm\u0259n/; May 11, 1918 \u2013 February 15, 1988) was an American theoretical physicist known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For his contributions to the development of quantum electrodynamics, Feynman, jointly with Julian Schwinger and Sin-Itiro Tomonaga, received the Nobel Prize in Physics in 1965. He developed a widely used pictorial representation scheme for the mathematical expressions governing the behavior of subatomic particles, which later became known as Feynman diagrams. During his lifetime, Feynman became one of the best-known scientists in the world. In a 1999 poll of 130 leading physicists worldwide by the British journal Physics World he was ranked as one of the ten greatest physicists of all time.", "targets": "Who were the two men that won the Nobel Prize in Physics with Feynman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3873e864c9ec484aa9be93c55148c2d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Phillips Feynman (/\u02c8fa\u026anm\u0259n/; May 11, 1918 \u2013 February 15, 1988) was an American theoretical physicist known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For his contributions to the development of quantum electrodynamics, Feynman, jointly with Julian Schwinger and Sin-Itiro Tomonaga, received the Nobel Prize in Physics in 1965. He developed a widely used pictorial representation scheme for the mathematical expressions governing the behavior of subatomic particles, which later became known as Feynman diagrams. During his lifetime, Feynman became one of the best-known scientists in the world. In a 1999 poll of 130 leading physicists worldwide by the British journal Physics World he was ranked as one of the ten greatest physicists of all time.", "targets": "In what year did Feynman win his Nobel Prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3873e864c9ec484aa9be93c55148c2d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Phillips Feynman (/\u02c8fa\u026anm\u0259n/; May 11, 1918 \u2013 February 15, 1988) was an American theoretical physicist known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For his contributions to the development of quantum electrodynamics, Feynman, jointly with Julian Schwinger and Sin-Itiro Tomonaga, received the Nobel Prize in Physics in 1965. He developed a widely used pictorial representation scheme for the mathematical expressions governing the behavior of subatomic particles, which later became known as Feynman diagrams. During his lifetime, Feynman became one of the best-known scientists in the world. In a 1999 poll of 130 leading physicists worldwide by the British journal Physics World he was ranked as one of the ten greatest physicists of all time.", "targets": "Feynman was famous for diagrams that showed how subatomic particles behaved, what are these known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3873e864c9ec484aa9be93c55148c2d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Phillips Feynman (/\u02c8fa\u026anm\u0259n/; May 11, 1918 \u2013 February 15, 1988) was an American theoretical physicist known for his work in the path integral formulation of quantum mechanics, the theory of quantum electrodynamics, and the physics of the superfluidity of supercooled liquid helium, as well as in particle physics for which he proposed the parton model. For his contributions to the development of quantum electrodynamics, Feynman, jointly with Julian Schwinger and Sin-Itiro Tomonaga, received the Nobel Prize in Physics in 1965. He developed a widely used pictorial representation scheme for the mathematical expressions governing the behavior of subatomic particles, which later became known as Feynman diagrams. During his lifetime, Feynman became one of the best-known scientists in the world. In a 1999 poll of 130 leading physicists worldwide by the British journal Physics World he was ranked as one of the ten greatest physicists of all time.", "targets": "What honor did Feynman recieve in a 1999 poll conducted by British Journal Physics World?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391685b59a1c42319b75f14c0b6b0f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A watt balance is an instrument for comparing two powers, one of which is measured in SI watts and the other of which is measured in conventional electrical units. From the definition of the conventional watt W90, this gives a measure of the product KJ2RK in SI units, where RK is the von Klitzing constant which appears in the quantum Hall effect. If the theoretical treatments of the Josephson effect and the quantum Hall effect are valid, and in particular assuming that RK = h/e2, the measurement of KJ2RK is a direct determination of the Planck constant.", "targets": "What is a watt balance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391685b59a1c42319b75f14c0b6b0f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A watt balance is an instrument for comparing two powers, one of which is measured in SI watts and the other of which is measured in conventional electrical units. From the definition of the conventional watt W90, this gives a measure of the product KJ2RK in SI units, where RK is the von Klitzing constant which appears in the quantum Hall effect. If the theoretical treatments of the Josephson effect and the quantum Hall effect are valid, and in particular assuming that RK = h/e2, the measurement of KJ2RK is a direct determination of the Planck constant.", "targets": "What value does RK represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391685b59a1c42319b75f14c0b6b0f56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A watt balance is an instrument for comparing two powers, one of which is measured in SI watts and the other of which is measured in conventional electrical units. From the definition of the conventional watt W90, this gives a measure of the product KJ2RK in SI units, where RK is the von Klitzing constant which appears in the quantum Hall effect. If the theoretical treatments of the Josephson effect and the quantum Hall effect are valid, and in particular assuming that RK = h/e2, the measurement of KJ2RK is a direct determination of the Planck constant.", "targets": "If the effects are valid, for RK = n/e2, what is the measurement of KJ2RK equal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a244925e40654bf6a3f76ca73bbe5362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona is one of the most supported teams in the world, and has the largest social media following in the world among sports teams. Barcelona's players have won a record number of Ballon d'Or awards (11), as well as a record number of FIFA World Player of the Year awards (7). In 2010, the club made history when three players who came through its youth academy (Messi, Iniesta and Xavi) were chosen as the three best players in the world in the FIFA Ballon d'Or awards, an unprecedented feat for players from the same football school.", "targets": "Which sports team has the world's largest social media following?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a244925e40654bf6a3f76ca73bbe5362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona is one of the most supported teams in the world, and has the largest social media following in the world among sports teams. Barcelona's players have won a record number of Ballon d'Or awards (11), as well as a record number of FIFA World Player of the Year awards (7). In 2010, the club made history when three players who came through its youth academy (Messi, Iniesta and Xavi) were chosen as the three best players in the world in the FIFA Ballon d'Or awards, an unprecedented feat for players from the same football school.", "targets": "How Ballon d'Or awards have members of the Barcelona team won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a244925e40654bf6a3f76ca73bbe5362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona is one of the most supported teams in the world, and has the largest social media following in the world among sports teams. Barcelona's players have won a record number of Ballon d'Or awards (11), as well as a record number of FIFA World Player of the Year awards (7). In 2010, the club made history when three players who came through its youth academy (Messi, Iniesta and Xavi) were chosen as the three best players in the world in the FIFA Ballon d'Or awards, an unprecedented feat for players from the same football school.", "targets": "How amny FIFA World Player of the Year have members of FC Barcelona won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a244925e40654bf6a3f76ca73bbe5362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona is one of the most supported teams in the world, and has the largest social media following in the world among sports teams. Barcelona's players have won a record number of Ballon d'Or awards (11), as well as a record number of FIFA World Player of the Year awards (7). In 2010, the club made history when three players who came through its youth academy (Messi, Iniesta and Xavi) were chosen as the three best players in the world in the FIFA Ballon d'Or awards, an unprecedented feat for players from the same football school.", "targets": "How amny of Barcelona's players were picked as the three best players of the year in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a244925e40654bf6a3f76ca73bbe5362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona is one of the most supported teams in the world, and has the largest social media following in the world among sports teams. Barcelona's players have won a record number of Ballon d'Or awards (11), as well as a record number of FIFA World Player of the Year awards (7). In 2010, the club made history when three players who came through its youth academy (Messi, Iniesta and Xavi) were chosen as the three best players in the world in the FIFA Ballon d'Or awards, an unprecedented feat for players from the same football school.", "targets": "Where did Messi, Iniesta and Xavi learn their football in Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "What is Exclusive Jurisdiction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "What happens if two Grand Lodges try to establish themselves in the same area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "What can happen if two over-lapping Grand Lodges are in Amity and decide to share jurisdiction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "If two over-lapping Grand Lodges are in Amity and decide to waive Exclusive Jurisdiction, who must the other Grand Lodges recognize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "What must other Grand Lodges do if two over-lapping Grand Lodges cannot agree to share the territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "What concept only recognizes one Grand Lodge in a given geographical area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "In what year did the Grand Lodge of New York Split into two separate rival factions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60645bcf9a24d4ca2e02573f376e8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exclusive Jurisdiction is a concept whereby only one Grand Lodge will be recognised in any geographical area. If two Grand Lodges claim jurisdiction over the same area, the other Grand Lodges will have to choose between them, and they may not all decide to recognise the same one. (In 1849, for example, the Grand Lodge of New York split into two rival factions, each claiming to be the legitimate Grand Lodge. Other Grand Lodges had to choose between them until the schism was healed.) Exclusive Jurisdiction can be waived when the two over-lapping Grand Lodges are themselves in Amity and agree to share jurisdiction (for example, since the Grand Lodge of Connecticut is in Amity with the Prince Hall Grand Lodge of Connecticut, the principle of Exclusive Jurisdiction does not apply, and other Grand Lodges may recognise both).", "targets": "When can Exclusive Jurisdiction be waived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac13ab1637484711adc9c7a6cfd7d3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polish composers of the following generation included virtuosi such as Moritz Moszkowski, but, in the opinion of J. Barrie Jones, his \"one worthy successor\" among his compatriots was Karol Szymanowski (1882\u20131937). Edvard Grieg, Anton\u00edn Dvo\u0159\u00e1k, Isaac Alb\u00e9niz, Pyotr Ilyich Tchaikovsky and Sergei Rachmaninoff, among others, are regarded by critics as having been influenced by Chopin's use of national modes and idioms. Alexander Scriabin was devoted to the music of Chopin, and his early published works include nineteen mazurkas, as well as numerous \u00e9tudes and preludes; his teacher Nikolai Zverev drilled him in Chopin's works to improve his virtuosity as a performer. In the 20th century, composers who paid homage to (or in some cases parodied) the music of Chopin included George Crumb, Bohuslav Martin\u016f, Darius Milhaud, Igor Stravinsky and Heitor Villa-Lobos.", "targets": "According to J. Barrie Jones who was the only true successor to Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac13ab1637484711adc9c7a6cfd7d3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polish composers of the following generation included virtuosi such as Moritz Moszkowski, but, in the opinion of J. Barrie Jones, his \"one worthy successor\" among his compatriots was Karol Szymanowski (1882\u20131937). Edvard Grieg, Anton\u00edn Dvo\u0159\u00e1k, Isaac Alb\u00e9niz, Pyotr Ilyich Tchaikovsky and Sergei Rachmaninoff, among others, are regarded by critics as having been influenced by Chopin's use of national modes and idioms. Alexander Scriabin was devoted to the music of Chopin, and his early published works include nineteen mazurkas, as well as numerous \u00e9tudes and preludes; his teacher Nikolai Zverev drilled him in Chopin's works to improve his virtuosity as a performer. In the 20th century, composers who paid homage to (or in some cases parodied) the music of Chopin included George Crumb, Bohuslav Martin\u016f, Darius Milhaud, Igor Stravinsky and Heitor Villa-Lobos.", "targets": "Many people were considered influenced by Chopin's what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac13ab1637484711adc9c7a6cfd7d3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polish composers of the following generation included virtuosi such as Moritz Moszkowski, but, in the opinion of J. Barrie Jones, his \"one worthy successor\" among his compatriots was Karol Szymanowski (1882\u20131937). Edvard Grieg, Anton\u00edn Dvo\u0159\u00e1k, Isaac Alb\u00e9niz, Pyotr Ilyich Tchaikovsky and Sergei Rachmaninoff, among others, are regarded by critics as having been influenced by Chopin's use of national modes and idioms. Alexander Scriabin was devoted to the music of Chopin, and his early published works include nineteen mazurkas, as well as numerous \u00e9tudes and preludes; his teacher Nikolai Zverev drilled him in Chopin's works to improve his virtuosity as a performer. In the 20th century, composers who paid homage to (or in some cases parodied) the music of Chopin included George Crumb, Bohuslav Martin\u016f, Darius Milhaud, Igor Stravinsky and Heitor Villa-Lobos.", "targets": "Who was Alexander Scriabin's teacher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac13ab1637484711adc9c7a6cfd7d3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polish composers of the following generation included virtuosi such as Moritz Moszkowski, but, in the opinion of J. Barrie Jones, his \"one worthy successor\" among his compatriots was Karol Szymanowski (1882\u20131937). Edvard Grieg, Anton\u00edn Dvo\u0159\u00e1k, Isaac Alb\u00e9niz, Pyotr Ilyich Tchaikovsky and Sergei Rachmaninoff, among others, are regarded by critics as having been influenced by Chopin's use of national modes and idioms. Alexander Scriabin was devoted to the music of Chopin, and his early published works include nineteen mazurkas, as well as numerous \u00e9tudes and preludes; his teacher Nikolai Zverev drilled him in Chopin's works to improve his virtuosity as a performer. In the 20th century, composers who paid homage to (or in some cases parodied) the music of Chopin included George Crumb, Bohuslav Martin\u016f, Darius Milhaud, Igor Stravinsky and Heitor Villa-Lobos.", "targets": "Who was Chopin's worthy successor according to Jones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac13ab1637484711adc9c7a6cfd7d3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polish composers of the following generation included virtuosi such as Moritz Moszkowski, but, in the opinion of J. Barrie Jones, his \"one worthy successor\" among his compatriots was Karol Szymanowski (1882\u20131937). Edvard Grieg, Anton\u00edn Dvo\u0159\u00e1k, Isaac Alb\u00e9niz, Pyotr Ilyich Tchaikovsky and Sergei Rachmaninoff, among others, are regarded by critics as having been influenced by Chopin's use of national modes and idioms. Alexander Scriabin was devoted to the music of Chopin, and his early published works include nineteen mazurkas, as well as numerous \u00e9tudes and preludes; his teacher Nikolai Zverev drilled him in Chopin's works to improve his virtuosity as a performer. In the 20th century, composers who paid homage to (or in some cases parodied) the music of Chopin included George Crumb, Bohuslav Martin\u016f, Darius Milhaud, Igor Stravinsky and Heitor Villa-Lobos.", "targets": "Who was devoted to the music of Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac13ab1637484711adc9c7a6cfd7d3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polish composers of the following generation included virtuosi such as Moritz Moszkowski, but, in the opinion of J. Barrie Jones, his \"one worthy successor\" among his compatriots was Karol Szymanowski (1882\u20131937). Edvard Grieg, Anton\u00edn Dvo\u0159\u00e1k, Isaac Alb\u00e9niz, Pyotr Ilyich Tchaikovsky and Sergei Rachmaninoff, among others, are regarded by critics as having been influenced by Chopin's use of national modes and idioms. Alexander Scriabin was devoted to the music of Chopin, and his early published works include nineteen mazurkas, as well as numerous \u00e9tudes and preludes; his teacher Nikolai Zverev drilled him in Chopin's works to improve his virtuosity as a performer. In the 20th century, composers who paid homage to (or in some cases parodied) the music of Chopin included George Crumb, Bohuslav Martin\u016f, Darius Milhaud, Igor Stravinsky and Heitor Villa-Lobos.", "targets": "Who was Alexander Scriabin's teacher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1281c29d9a4716b1c812954334f6bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What kind of music does Sayat Nova play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1281c29d9a4716b1c812954334f6bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What instruments are used in Armenian folk music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1281c29d9a4716b1c812954334f6bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What kind of Armenian religious music is prevalent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1281c29d9a4716b1c812954334f6bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What did Mashtots do besides composing religious chants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f1281c29d9a4716b1c812954334f6bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What was Aram Khatchaturian's career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2abbfb4e31c446da080b1d815eb116f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cardinal protodeacon, the senior cardinal deacon in order of appointment to the College of Cardinals, has the privilege of announcing a new pope's election and name (once he has been ordained to the Episcopate) from the central balcony at the Basilica of Saint Peter in Vatican City State. In the past, during papal coronations, the proto-deacon also had the honor of bestowing the pallium on the new pope and crowning him with the papal tiara. However, in 1978 Pope John Paul I chose not to be crowned and opted for a simpler papal inauguration ceremony, and his three successors followed that example. As a result, the Cardinal protodeacon's privilege of crowning a new pope has effectively ceased although it could be revived if a future Pope were to restore a coronation ceremony. However, the proto-deacon still has the privilege of bestowing the pallium on a new pope at his papal inauguration. \u201cActing in the place of the Roman Pontiff, he also confers the pallium upon metropolitan bishops or gives the pallium to their proxies.\u201d The current cardinal proto-deacon is Renato Raffaele Martino.", "targets": "Who announces the election of a new pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2abbfb4e31c446da080b1d815eb116f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cardinal protodeacon, the senior cardinal deacon in order of appointment to the College of Cardinals, has the privilege of announcing a new pope's election and name (once he has been ordained to the Episcopate) from the central balcony at the Basilica of Saint Peter in Vatican City State. In the past, during papal coronations, the proto-deacon also had the honor of bestowing the pallium on the new pope and crowning him with the papal tiara. However, in 1978 Pope John Paul I chose not to be crowned and opted for a simpler papal inauguration ceremony, and his three successors followed that example. As a result, the Cardinal protodeacon's privilege of crowning a new pope has effectively ceased although it could be revived if a future Pope were to restore a coronation ceremony. However, the proto-deacon still has the privilege of bestowing the pallium on a new pope at his papal inauguration. \u201cActing in the place of the Roman Pontiff, he also confers the pallium upon metropolitan bishops or gives the pallium to their proxies.\u201d The current cardinal proto-deacon is Renato Raffaele Martino.", "targets": "Where does this person announce the election of the new pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2abbfb4e31c446da080b1d815eb116f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cardinal protodeacon, the senior cardinal deacon in order of appointment to the College of Cardinals, has the privilege of announcing a new pope's election and name (once he has been ordained to the Episcopate) from the central balcony at the Basilica of Saint Peter in Vatican City State. In the past, during papal coronations, the proto-deacon also had the honor of bestowing the pallium on the new pope and crowning him with the papal tiara. However, in 1978 Pope John Paul I chose not to be crowned and opted for a simpler papal inauguration ceremony, and his three successors followed that example. As a result, the Cardinal protodeacon's privilege of crowning a new pope has effectively ceased although it could be revived if a future Pope were to restore a coronation ceremony. However, the proto-deacon still has the privilege of bestowing the pallium on a new pope at his papal inauguration. \u201cActing in the place of the Roman Pontiff, he also confers the pallium upon metropolitan bishops or gives the pallium to their proxies.\u201d The current cardinal proto-deacon is Renato Raffaele Martino.", "targets": "Who was the first pope who chose not to be crowned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2c481f62bd34e3db70b18b3bcbeb804", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First Great Awakening was an evangelical and revitalization movement that swept through Protestant Europe and British America, especially the American colonies in the 1730s and 1740s, leaving a permanent impact on American Protestantism. It resulted from powerful preaching that gave listeners a sense of deep personal revelation of their need of salvation by Jesus Christ. Pulling away from ritual, ceremony, sacramentalism and hierarchy, it made Christianity intensely personal to the average person by fostering a deep sense of spiritual conviction and redemption, and by encouraging introspection and a commitment to a new standard of personal morality.", "targets": "What movement occurred during the 1730's and 1740's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2c481f62bd34e3db70b18b3bcbeb804", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First Great Awakening was an evangelical and revitalization movement that swept through Protestant Europe and British America, especially the American colonies in the 1730s and 1740s, leaving a permanent impact on American Protestantism. It resulted from powerful preaching that gave listeners a sense of deep personal revelation of their need of salvation by Jesus Christ. Pulling away from ritual, ceremony, sacramentalism and hierarchy, it made Christianity intensely personal to the average person by fostering a deep sense of spiritual conviction and redemption, and by encouraging introspection and a commitment to a new standard of personal morality.", "targets": "What movement made a permanent mark on Protestantism in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308fedcf04984a8fa16c3b54b7958687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2015, a coalition of more than 60 Asian-American organizations filed federal complaints with the Education and Justice Departments against Harvard University. The coalition asked for a civil rights investigation into what they described as Harvard's discriminatory admission practices against Asian-American applicants. The complaint asserts that recent studies indicate that Harvard has engaged in systematic and continuous discrimination against Asian Americans in its \"holistic\" admissions process. Asian-American applicants with near-perfect test scores, top-one-percent grade point averages, academic awards, and leadership positions are allegedly rejected by Harvard because the university uses racial stereotypes, racially differentiated standards, and de facto racial quotas. This federal complaint was dismissed in July 2015 because the Students for Fair Admissions lawsuit makes similar allegations.", "targets": "How many Asian organizations were involved in filing the federal complaints?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308fedcf04984a8fa16c3b54b7958687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2015, a coalition of more than 60 Asian-American organizations filed federal complaints with the Education and Justice Departments against Harvard University. The coalition asked for a civil rights investigation into what they described as Harvard's discriminatory admission practices against Asian-American applicants. The complaint asserts that recent studies indicate that Harvard has engaged in systematic and continuous discrimination against Asian Americans in its \"holistic\" admissions process. Asian-American applicants with near-perfect test scores, top-one-percent grade point averages, academic awards, and leadership positions are allegedly rejected by Harvard because the university uses racial stereotypes, racially differentiated standards, and de facto racial quotas. This federal complaint was dismissed in July 2015 because the Students for Fair Admissions lawsuit makes similar allegations.", "targets": "Who did the organizations file the complaints with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308fedcf04984a8fa16c3b54b7958687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2015, a coalition of more than 60 Asian-American organizations filed federal complaints with the Education and Justice Departments against Harvard University. The coalition asked for a civil rights investigation into what they described as Harvard's discriminatory admission practices against Asian-American applicants. The complaint asserts that recent studies indicate that Harvard has engaged in systematic and continuous discrimination against Asian Americans in its \"holistic\" admissions process. Asian-American applicants with near-perfect test scores, top-one-percent grade point averages, academic awards, and leadership positions are allegedly rejected by Harvard because the university uses racial stereotypes, racially differentiated standards, and de facto racial quotas. This federal complaint was dismissed in July 2015 because the Students for Fair Admissions lawsuit makes similar allegations.", "targets": "Who was the target of the filing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308fedcf04984a8fa16c3b54b7958687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2015, a coalition of more than 60 Asian-American organizations filed federal complaints with the Education and Justice Departments against Harvard University. The coalition asked for a civil rights investigation into what they described as Harvard's discriminatory admission practices against Asian-American applicants. The complaint asserts that recent studies indicate that Harvard has engaged in systematic and continuous discrimination against Asian Americans in its \"holistic\" admissions process. Asian-American applicants with near-perfect test scores, top-one-percent grade point averages, academic awards, and leadership positions are allegedly rejected by Harvard because the university uses racial stereotypes, racially differentiated standards, and de facto racial quotas. This federal complaint was dismissed in July 2015 because the Students for Fair Admissions lawsuit makes similar allegations.", "targets": "What grade average do some students have that are being rejected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308fedcf04984a8fa16c3b54b7958687", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2015, a coalition of more than 60 Asian-American organizations filed federal complaints with the Education and Justice Departments against Harvard University. The coalition asked for a civil rights investigation into what they described as Harvard's discriminatory admission practices against Asian-American applicants. The complaint asserts that recent studies indicate that Harvard has engaged in systematic and continuous discrimination against Asian Americans in its \"holistic\" admissions process. Asian-American applicants with near-perfect test scores, top-one-percent grade point averages, academic awards, and leadership positions are allegedly rejected by Harvard because the university uses racial stereotypes, racially differentiated standards, and de facto racial quotas. This federal complaint was dismissed in July 2015 because the Students for Fair Admissions lawsuit makes similar allegations.", "targets": "Why was the lawsuit eventually dismissed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c4297cfa9e424cb6b48a317c14446e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It's likely[weasel words] that alb (\"white\") and albus have common origins deriving from the association of the tops of tall mountains or steep hills with snow.", "targets": "What words are likely to have common origins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c4297cfa9e424cb6b48a317c14446e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It's likely[weasel words] that alb (\"white\") and albus have common origins deriving from the association of the tops of tall mountains or steep hills with snow.", "targets": "Where do Alb and Albus share their origin from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c4297cfa9e424cb6b48a317c14446e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It's likely[weasel words] that alb (\"white\") and albus have common origins deriving from the association of the tops of tall mountains or steep hills with snow.", "targets": "Alb can also mean what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6f7e98c09541649c4b67f7002c44e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of the 10th century, the initially destructive incursions of Norse war bands into the rivers of France evolved into more permanent encampments that included local women and personal property. The Duchy of Normandy, which began in 911 as a fiefdom, was established by the treaty of Saint-Clair-sur-Epte between King Charles III of West Francia and the famed Viking ruler Rollo, and was situated in the former Frankish kingdom of Neustria. The treaty offered Rollo and his men the French lands between the river Epte and the Atlantic coast in exchange for their protection against further Viking incursions. The area corresponded to the northern part of present-day Upper Normandy down to the river Seine, but the Duchy would eventually extend west beyond the Seine. The territory was roughly equivalent to the old province of Rouen, and reproduced the Roman administrative structure of Gallia Lugdunensis II (part of the former Gallia Lugdunensis).", "targets": "When was the Duchy of Normandy founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6f7e98c09541649c4b67f7002c44e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of the 10th century, the initially destructive incursions of Norse war bands into the rivers of France evolved into more permanent encampments that included local women and personal property. The Duchy of Normandy, which began in 911 as a fiefdom, was established by the treaty of Saint-Clair-sur-Epte between King Charles III of West Francia and the famed Viking ruler Rollo, and was situated in the former Frankish kingdom of Neustria. The treaty offered Rollo and his men the French lands between the river Epte and the Atlantic coast in exchange for their protection against further Viking incursions. The area corresponded to the northern part of present-day Upper Normandy down to the river Seine, but the Duchy would eventually extend west beyond the Seine. The territory was roughly equivalent to the old province of Rouen, and reproduced the Roman administrative structure of Gallia Lugdunensis II (part of the former Gallia Lugdunensis).", "targets": "Who did Rollo sign the treaty of Saint-Clair-sur-Epte with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a6f7e98c09541649c4b67f7002c44e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of the 10th century, the initially destructive incursions of Norse war bands into the rivers of France evolved into more permanent encampments that included local women and personal property. The Duchy of Normandy, which began in 911 as a fiefdom, was established by the treaty of Saint-Clair-sur-Epte between King Charles III of West Francia and the famed Viking ruler Rollo, and was situated in the former Frankish kingdom of Neustria. The treaty offered Rollo and his men the French lands between the river Epte and the Atlantic coast in exchange for their protection against further Viking incursions. The area corresponded to the northern part of present-day Upper Normandy down to the river Seine, but the Duchy would eventually extend west beyond the Seine. The territory was roughly equivalent to the old province of Rouen, and reproduced the Roman administrative structure of Gallia Lugdunensis II (part of the former Gallia Lugdunensis).", "targets": "What river originally bounded the Duchy"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1df30a712b4595b9cab52b94d8d9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, Truman became the first president to address the NAACP. His speech was a significant departure from traditional race relations in the United States. In front of 10,000 people at the Lincoln Memorial, the president left no doubt where he stood on civil rights. According to his speech, America had \"reached a turning point in the long history of our country's efforts to guarantee freedom and equality to all our citizens\u2026Each man must be guaranteed equality of opportunity.\" He proposed what black citizens had been calling for - an enhanced role of federal authority through the states. \"We must make the Federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.\":40", "targets": "Who was the first President to address the NAACP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1df30a712b4595b9cab52b94d8d9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, Truman became the first president to address the NAACP. His speech was a significant departure from traditional race relations in the United States. In front of 10,000 people at the Lincoln Memorial, the president left no doubt where he stood on civil rights. According to his speech, America had \"reached a turning point in the long history of our country's efforts to guarantee freedom and equality to all our citizens\u2026Each man must be guaranteed equality of opportunity.\" He proposed what black citizens had been calling for - an enhanced role of federal authority through the states. \"We must make the Federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.\":40", "targets": "How many people were present at the speech that Truman made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1df30a712b4595b9cab52b94d8d9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, Truman became the first president to address the NAACP. His speech was a significant departure from traditional race relations in the United States. In front of 10,000 people at the Lincoln Memorial, the president left no doubt where he stood on civil rights. According to his speech, America had \"reached a turning point in the long history of our country's efforts to guarantee freedom and equality to all our citizens\u2026Each man must be guaranteed equality of opportunity.\" He proposed what black citizens had been calling for - an enhanced role of federal authority through the states. \"We must make the Federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.\":40", "targets": "Where did Truman's historic speech take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1df30a712b4595b9cab52b94d8d9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, Truman became the first president to address the NAACP. His speech was a significant departure from traditional race relations in the United States. In front of 10,000 people at the Lincoln Memorial, the president left no doubt where he stood on civil rights. According to his speech, America had \"reached a turning point in the long history of our country's efforts to guarantee freedom and equality to all our citizens\u2026Each man must be guaranteed equality of opportunity.\" He proposed what black citizens had been calling for - an enhanced role of federal authority through the states. \"We must make the Federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.\":40", "targets": "During the speech, Truman made the statement that each man should be guaranteed what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1df30a712b4595b9cab52b94d8d9af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, Truman became the first president to address the NAACP. His speech was a significant departure from traditional race relations in the United States. In front of 10,000 people at the Lincoln Memorial, the president left no doubt where he stood on civil rights. According to his speech, America had \"reached a turning point in the long history of our country's efforts to guarantee freedom and equality to all our citizens\u2026Each man must be guaranteed equality of opportunity.\" He proposed what black citizens had been calling for - an enhanced role of federal authority through the states. \"We must make the Federal government a friendly, vigilant defender of the rights and equalities of all Americans. And again I mean all Americans.\":40", "targets": "Who's authority did Truman want to increase throughout the states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "What are ways that small social groups can force morality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "Who suggested that by including the presence of an omniscient God, selfishness can be controlled and cooperation can be gained?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "What did \u00c9mile Durkheim suggest about the existence of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "Why would humans have begun to create gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "Who posited that humans created gods to create morality in social groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "Omnipresent gods are a way to watch large groups and enforce what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4620f13faf4bc28fa691d49675310b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, \u00c9mile Durkheim was one of the earliest to suggest that gods represent an extension of human social life to include supernatural beings. In line with this reasoning, psychologist Matt Rossano contends that when humans began living in larger groups, they may have created gods as a means of enforcing morality. In small groups, morality can be enforced by social forces such as gossip or reputation. However, it is much harder to enforce morality using social forces in much larger groups. Rossano indicates that by including ever-watchful gods and spirits, humans discovered an effective strategy for restraining selfishness and building more cooperative groups.", "targets": "Omniprestent gods helped build what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8de458b1574c4d36bc5176aac994b382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The King presides over a period of misrule in which conventional social rules may be broken and reckless behavior is encouraged. Festivities are held in the open air, beginning with a cercavila, a ritual procession throughout the town to call everyone to attend. Rues of masked revelers dance alongside. On Thursday Dijous Gras (Fat Thursday) is celebrated, also called 'omelette day' (el dia de la truita), coques (de llardons, butifarra d'ou, butifarra) and omelettes are eaten. The festivities end on Ash Wednesday with elaborate funeral rituals marking the death of King Carnival, who is typically burned on a pyre in what is called the burial of the sardine (enterrament de la sardina), or, in Vilanova, as l'enterro.", "targets": "Who oversees the period of reckless behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8de458b1574c4d36bc5176aac994b382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The King presides over a period of misrule in which conventional social rules may be broken and reckless behavior is encouraged. Festivities are held in the open air, beginning with a cercavila, a ritual procession throughout the town to call everyone to attend. Rues of masked revelers dance alongside. On Thursday Dijous Gras (Fat Thursday) is celebrated, also called 'omelette day' (el dia de la truita), coques (de llardons, butifarra d'ou, butifarra) and omelettes are eaten. The festivities end on Ash Wednesday with elaborate funeral rituals marking the death of King Carnival, who is typically burned on a pyre in what is called the burial of the sardine (enterrament de la sardina), or, in Vilanova, as l'enterro.", "targets": "What is the ritual procession through the town to call everyone to attendance called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8de458b1574c4d36bc5176aac994b382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The King presides over a period of misrule in which conventional social rules may be broken and reckless behavior is encouraged. Festivities are held in the open air, beginning with a cercavila, a ritual procession throughout the town to call everyone to attend. Rues of masked revelers dance alongside. On Thursday Dijous Gras (Fat Thursday) is celebrated, also called 'omelette day' (el dia de la truita), coques (de llardons, butifarra d'ou, butifarra) and omelettes are eaten. The festivities end on Ash Wednesday with elaborate funeral rituals marking the death of King Carnival, who is typically burned on a pyre in what is called the burial of the sardine (enterrament de la sardina), or, in Vilanova, as l'enterro.", "targets": "Fat Thursday is also known as what day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8de458b1574c4d36bc5176aac994b382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The King presides over a period of misrule in which conventional social rules may be broken and reckless behavior is encouraged. Festivities are held in the open air, beginning with a cercavila, a ritual procession throughout the town to call everyone to attend. Rues of masked revelers dance alongside. On Thursday Dijous Gras (Fat Thursday) is celebrated, also called 'omelette day' (el dia de la truita), coques (de llardons, butifarra d'ou, butifarra) and omelettes are eaten. The festivities end on Ash Wednesday with elaborate funeral rituals marking the death of King Carnival, who is typically burned on a pyre in what is called the burial of the sardine (enterrament de la sardina), or, in Vilanova, as l'enterro.", "targets": "Who is typically burned on a pyre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8de458b1574c4d36bc5176aac994b382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The King presides over a period of misrule in which conventional social rules may be broken and reckless behavior is encouraged. Festivities are held in the open air, beginning with a cercavila, a ritual procession throughout the town to call everyone to attend. Rues of masked revelers dance alongside. On Thursday Dijous Gras (Fat Thursday) is celebrated, also called 'omelette day' (el dia de la truita), coques (de llardons, butifarra d'ou, butifarra) and omelettes are eaten. The festivities end on Ash Wednesday with elaborate funeral rituals marking the death of King Carnival, who is typically burned on a pyre in what is called the burial of the sardine (enterrament de la sardina), or, in Vilanova, as l'enterro.", "targets": "When may conventional social rules be broken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b80f9d17a74b6db8780a9cce0fb2aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu valley is described as \"an enormous treasure house of art and sculptures\", which are made of wood, stone, metal, and terracotta, and found in profusion in temples, shrines, stupas, gompas, chaityasm and palaces. The art objects are also seen in street corners, lanes, private courtyards and in open ground. Most art is in the form of icons of gods and goddesses. Kathmandu valley has had this art treasure for a very long time, but received worldwide recognition only after the country opened to the outside world in 1950.", "targets": "Kathmandu valley contains art made of metal, terracotta, wood and what other substance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b80f9d17a74b6db8780a9cce0fb2aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu valley is described as \"an enormous treasure house of art and sculptures\", which are made of wood, stone, metal, and terracotta, and found in profusion in temples, shrines, stupas, gompas, chaityasm and palaces. The art objects are also seen in street corners, lanes, private courtyards and in open ground. Most art is in the form of icons of gods and goddesses. Kathmandu valley has had this art treasure for a very long time, but received worldwide recognition only after the country opened to the outside world in 1950.", "targets": "What is the most typical type of art in the Kathmandu valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b80f9d17a74b6db8780a9cce0fb2aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu valley is described as \"an enormous treasure house of art and sculptures\", which are made of wood, stone, metal, and terracotta, and found in profusion in temples, shrines, stupas, gompas, chaityasm and palaces. The art objects are also seen in street corners, lanes, private courtyards and in open ground. Most art is in the form of icons of gods and goddesses. Kathmandu valley has had this art treasure for a very long time, but received worldwide recognition only after the country opened to the outside world in 1950.", "targets": "In what year could Nepal be said to have been discovered by the outside world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb09c0b0469f41318a92ef4792d5342b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Sewall Wright suggested that human populations that have long inhabited separated parts of the world should, in general, be considered different subspecies by the usual criterion that most individuals of such populations can be allocated correctly by inspection. Wright argued that it does not require a trained anthropologist to classify an array of Englishmen, West Africans, and Chinese with 100% accuracy by features, skin color, and type of hair despite so much variability within each of these groups that every individual can easily be distinguished from every other. However, it is customary to use the term race rather than subspecies for the major subdivisions of the human species as well as for minor ones.", "targets": "When did Sewall Wright make his suggestion about human populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb09c0b0469f41318a92ef4792d5342b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Sewall Wright suggested that human populations that have long inhabited separated parts of the world should, in general, be considered different subspecies by the usual criterion that most individuals of such populations can be allocated correctly by inspection. Wright argued that it does not require a trained anthropologist to classify an array of Englishmen, West Africans, and Chinese with 100% accuracy by features, skin color, and type of hair despite so much variability within each of these groups that every individual can easily be distinguished from every other. However, it is customary to use the term race rather than subspecies for the major subdivisions of the human species as well as for minor ones.", "targets": "How should populations long inhabiting separate parts of the world be considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb09c0b0469f41318a92ef4792d5342b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Sewall Wright suggested that human populations that have long inhabited separated parts of the world should, in general, be considered different subspecies by the usual criterion that most individuals of such populations can be allocated correctly by inspection. Wright argued that it does not require a trained anthropologist to classify an array of Englishmen, West Africans, and Chinese with 100% accuracy by features, skin color, and type of hair despite so much variability within each of these groups that every individual can easily be distinguished from every other. However, it is customary to use the term race rather than subspecies for the major subdivisions of the human species as well as for minor ones.", "targets": "What is required to allocate individuals in subspecies populations correctly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb09c0b0469f41318a92ef4792d5342b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Sewall Wright suggested that human populations that have long inhabited separated parts of the world should, in general, be considered different subspecies by the usual criterion that most individuals of such populations can be allocated correctly by inspection. Wright argued that it does not require a trained anthropologist to classify an array of Englishmen, West Africans, and Chinese with 100% accuracy by features, skin color, and type of hair despite so much variability within each of these groups that every individual can easily be distinguished from every other. However, it is customary to use the term race rather than subspecies for the major subdivisions of the human species as well as for minor ones.", "targets": "What did Wright feel it wouldn't take an anthropologist to easily distinguish between of in groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb09c0b0469f41318a92ef4792d5342b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Sewall Wright suggested that human populations that have long inhabited separated parts of the world should, in general, be considered different subspecies by the usual criterion that most individuals of such populations can be allocated correctly by inspection. Wright argued that it does not require a trained anthropologist to classify an array of Englishmen, West Africans, and Chinese with 100% accuracy by features, skin color, and type of hair despite so much variability within each of these groups that every individual can easily be distinguished from every other. However, it is customary to use the term race rather than subspecies for the major subdivisions of the human species as well as for minor ones.", "targets": "What term is it customary to use instead of subspecies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c8e58d41bf94eec8dcd24370d1d126f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From that moment Galicia, which participated to a minor extent in the American expansion of the Spanish Empire, found itself at the center of the Atlantic wars fought by Spain against the French and the Protestant powers of England and the Netherlands, whose privateers attacked the coastal areas, but major assaults were not common as the coastline was difficult and the harbors easily defended. The most famous assaults were upon the city of Vigo by Sir Francis Drake in 1585 and 1589, and the siege of A Coru\u00f1a in 1589 by the English Armada. Galicia also suffered occasional slave raids by Barbary pirates, but not as frequently as the Mediterranean coastal areas. The most famous Barbary attack was the bloody sack of the town of Cangas in 1617. At the time, the king's petitions for money and troops became more frequent, due to the human and economic exhaustion of Castile; the Junta of the Kingdom of Galicia (the local Cortes or representative assembly) was initially receptive to these petitions, raising large sums, accepting the conscription of the men of the kingdom, and even commissioning a new naval squadron which was sustained with the incomes of the Kingdom.", "targets": "Where did Sir Francis Drake attack in 1585 and again in 1589?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c8e58d41bf94eec8dcd24370d1d126f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From that moment Galicia, which participated to a minor extent in the American expansion of the Spanish Empire, found itself at the center of the Atlantic wars fought by Spain against the French and the Protestant powers of England and the Netherlands, whose privateers attacked the coastal areas, but major assaults were not common as the coastline was difficult and the harbors easily defended. The most famous assaults were upon the city of Vigo by Sir Francis Drake in 1585 and 1589, and the siege of A Coru\u00f1a in 1589 by the English Armada. Galicia also suffered occasional slave raids by Barbary pirates, but not as frequently as the Mediterranean coastal areas. The most famous Barbary attack was the bloody sack of the town of Cangas in 1617. At the time, the king's petitions for money and troops became more frequent, due to the human and economic exhaustion of Castile; the Junta of the Kingdom of Galicia (the local Cortes or representative assembly) was initially receptive to these petitions, raising large sums, accepting the conscription of the men of the kingdom, and even commissioning a new naval squadron which was sustained with the incomes of the Kingdom.", "targets": "Who attacked Cangas in 1617?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-392aad1e43654f67b89cb2f04aabe24b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occupancy sensors to allow operation for whenever someone is within the area being scanned can control lighting. When motion can no longer be detected, the lights shut off. Passive infrared sensors react to changes in heat, such as the pattern created by a moving person. The control must have an unobstructed view of the building area being scanned. Doors, partitions, stairways, etc. will block motion detection and reduce its effectiveness. The best applications for passive infrared occupancy sensors are open spaces with a clear view of the area being scanned. Ultrasonic sensors transmit sound above the range of human hearing and monitor the time it takes for the sound waves to return. A break in the pattern caused by any motion in the area triggers the control. Ultrasonic sensors can see around obstructions and are best for areas with cabinets and shelving, restrooms, and open areas requiring 360-degree coverage. Some occupancy sensors utilize both passive infrared and ultrasonic technology, but are usually more expensive. They can be used to control one lamp, one fixture or many fixtures.", "targets": "What sensor controls light with motion sensors? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-392aad1e43654f67b89cb2f04aabe24b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occupancy sensors to allow operation for whenever someone is within the area being scanned can control lighting. When motion can no longer be detected, the lights shut off. Passive infrared sensors react to changes in heat, such as the pattern created by a moving person. The control must have an unobstructed view of the building area being scanned. Doors, partitions, stairways, etc. will block motion detection and reduce its effectiveness. The best applications for passive infrared occupancy sensors are open spaces with a clear view of the area being scanned. Ultrasonic sensors transmit sound above the range of human hearing and monitor the time it takes for the sound waves to return. A break in the pattern caused by any motion in the area triggers the control. Ultrasonic sensors can see around obstructions and are best for areas with cabinets and shelving, restrooms, and open areas requiring 360-degree coverage. Some occupancy sensors utilize both passive infrared and ultrasonic technology, but are usually more expensive. They can be used to control one lamp, one fixture or many fixtures.", "targets": "What does a passive infrared sensor react to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-392aad1e43654f67b89cb2f04aabe24b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occupancy sensors to allow operation for whenever someone is within the area being scanned can control lighting. When motion can no longer be detected, the lights shut off. Passive infrared sensors react to changes in heat, such as the pattern created by a moving person. The control must have an unobstructed view of the building area being scanned. Doors, partitions, stairways, etc. will block motion detection and reduce its effectiveness. The best applications for passive infrared occupancy sensors are open spaces with a clear view of the area being scanned. Ultrasonic sensors transmit sound above the range of human hearing and monitor the time it takes for the sound waves to return. A break in the pattern caused by any motion in the area triggers the control. Ultrasonic sensors can see around obstructions and are best for areas with cabinets and shelving, restrooms, and open areas requiring 360-degree coverage. Some occupancy sensors utilize both passive infrared and ultrasonic technology, but are usually more expensive. They can be used to control one lamp, one fixture or many fixtures.", "targets": "What type of sensor transmits sound above the range of human hearing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-392aad1e43654f67b89cb2f04aabe24b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Occupancy sensors to allow operation for whenever someone is within the area being scanned can control lighting. When motion can no longer be detected, the lights shut off. Passive infrared sensors react to changes in heat, such as the pattern created by a moving person. The control must have an unobstructed view of the building area being scanned. Doors, partitions, stairways, etc. will block motion detection and reduce its effectiveness. The best applications for passive infrared occupancy sensors are open spaces with a clear view of the area being scanned. Ultrasonic sensors transmit sound above the range of human hearing and monitor the time it takes for the sound waves to return. A break in the pattern caused by any motion in the area triggers the control. Ultrasonic sensors can see around obstructions and are best for areas with cabinets and shelving, restrooms, and open areas requiring 360-degree coverage. Some occupancy sensors utilize both passive infrared and ultrasonic technology, but are usually more expensive. They can be used to control one lamp, one fixture or many fixtures.", "targets": "Would you want to use passive infrared sensor in a area requiring 360-degree coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31f349bc1b624f8888a45bb1ead17634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was notably confrontational in his approach to foreign powers, and generally shunned western ambassadors and diplomats, believing them to be spies. He once said that HIV was \"a peaceful virus, not an aggressive virus\" and assured attendees at the African Union that \"if you are straight you have nothing to fear from AIDS\". He also said that the H1N1 influenza virus was a biological weapon manufactured by a foreign military, and he assured Africans that the tsetse fly and mosquito were \"God's armies which will protect us against colonialists\". Should these 'enemies' come to Africa, \"they will get malaria and sleeping sickness\".", "targets": "What sort of virus did Gaddafi describe HIV as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31f349bc1b624f8888a45bb1ead17634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was notably confrontational in his approach to foreign powers, and generally shunned western ambassadors and diplomats, believing them to be spies. He once said that HIV was \"a peaceful virus, not an aggressive virus\" and assured attendees at the African Union that \"if you are straight you have nothing to fear from AIDS\". He also said that the H1N1 influenza virus was a biological weapon manufactured by a foreign military, and he assured Africans that the tsetse fly and mosquito were \"God's armies which will protect us against colonialists\". Should these 'enemies' come to Africa, \"they will get malaria and sleeping sickness\".", "targets": "Who did Gaddafi claim created H1N1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31f349bc1b624f8888a45bb1ead17634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was notably confrontational in his approach to foreign powers, and generally shunned western ambassadors and diplomats, believing them to be spies. He once said that HIV was \"a peaceful virus, not an aggressive virus\" and assured attendees at the African Union that \"if you are straight you have nothing to fear from AIDS\". He also said that the H1N1 influenza virus was a biological weapon manufactured by a foreign military, and he assured Africans that the tsetse fly and mosquito were \"God's armies which will protect us against colonialists\". Should these 'enemies' come to Africa, \"they will get malaria and sleeping sickness\".", "targets": "According to Gaddafi, what insects made up God's armies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31f349bc1b624f8888a45bb1ead17634", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi was notably confrontational in his approach to foreign powers, and generally shunned western ambassadors and diplomats, believing them to be spies. He once said that HIV was \"a peaceful virus, not an aggressive virus\" and assured attendees at the African Union that \"if you are straight you have nothing to fear from AIDS\". He also said that the H1N1 influenza virus was a biological weapon manufactured by a foreign military, and he assured Africans that the tsetse fly and mosquito were \"God's armies which will protect us against colonialists\". Should these 'enemies' come to Africa, \"they will get malaria and sleeping sickness\".", "targets": "What illnesses did Gaddafi claim would afflict invading colonialists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19597eab4af54d6c8023832e34a76680", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The influence of Nasser's Arab nationalism over the RCC was immediately apparent. The administration was instantly recognized by the neighbouring Arab nationalist regimes in Egypt, Syria, Iraq and Sudan, with Egypt sending experts to aid the inexperienced RCC. Gaddafi propounded Pan-Arab ideas, proclaiming the need for a single Arab state stretching across North Africa and the Middle East. In December 1969, Libya founded the Arab Revolutionary Front with Egypt and Sudan as a step towards political unification, and in 1970 Syria stated its intention to join.", "targets": "What philosophy influenced the RCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19597eab4af54d6c8023832e34a76680", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The influence of Nasser's Arab nationalism over the RCC was immediately apparent. The administration was instantly recognized by the neighbouring Arab nationalist regimes in Egypt, Syria, Iraq and Sudan, with Egypt sending experts to aid the inexperienced RCC. Gaddafi propounded Pan-Arab ideas, proclaiming the need for a single Arab state stretching across North Africa and the Middle East. In December 1969, Libya founded the Arab Revolutionary Front with Egypt and Sudan as a step towards political unification, and in 1970 Syria stated its intention to join.", "targets": "Along with Egypt, Iraq and Sudan, what country's Arab nationalist government recognized the Libyan revolutionary government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19597eab4af54d6c8023832e34a76680", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The influence of Nasser's Arab nationalism over the RCC was immediately apparent. The administration was instantly recognized by the neighbouring Arab nationalist regimes in Egypt, Syria, Iraq and Sudan, with Egypt sending experts to aid the inexperienced RCC. Gaddafi propounded Pan-Arab ideas, proclaiming the need for a single Arab state stretching across North Africa and the Middle East. In December 1969, Libya founded the Arab Revolutionary Front with Egypt and Sudan as a step towards political unification, and in 1970 Syria stated its intention to join.", "targets": "What Arab nationalist thinker was influential with the RCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19597eab4af54d6c8023832e34a76680", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The influence of Nasser's Arab nationalism over the RCC was immediately apparent. The administration was instantly recognized by the neighbouring Arab nationalist regimes in Egypt, Syria, Iraq and Sudan, with Egypt sending experts to aid the inexperienced RCC. Gaddafi propounded Pan-Arab ideas, proclaiming the need for a single Arab state stretching across North Africa and the Middle East. In December 1969, Libya founded the Arab Revolutionary Front with Egypt and Sudan as a step towards political unification, and in 1970 Syria stated its intention to join.", "targets": "What countries founded the Arab Revolutionary Front with Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19597eab4af54d6c8023832e34a76680", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The influence of Nasser's Arab nationalism over the RCC was immediately apparent. The administration was instantly recognized by the neighbouring Arab nationalist regimes in Egypt, Syria, Iraq and Sudan, with Egypt sending experts to aid the inexperienced RCC. Gaddafi propounded Pan-Arab ideas, proclaiming the need for a single Arab state stretching across North Africa and the Middle East. In December 1969, Libya founded the Arab Revolutionary Front with Egypt and Sudan as a step towards political unification, and in 1970 Syria stated its intention to join.", "targets": "In what year was the Arab Revolutionary Front founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c7bbbe172945109f6c8857e7ceac49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese seismologist Yuji Yagi at the University of Tsukuba said that the earthquake occurred in two stages: \"The 155-mile Longmenshan Fault tore in two sections, the first one ripping about seven yards, followed by a second one that sheared four yards.\" His data also showed that the earthquake lasted about two minutes and released 30 times the energy of the Great Hanshin earthquake of 1995 in Japan, which killed over 6,000 people. He pointed out that the shallowness of the epicenter and the density of population greatly increased the severity of the earthquake. Teruyuki Kato, a seismologist at the University of Tokyo, said that the seismic waves of the quake traveled a long distance without losing their power because of the firmness of the terrain in central China. According to reports from Chengdu, the capital of Sichuan province, the earthquake tremors lasted for \"about two or three minutes\".", "targets": "How many people were killed in the Hanshin earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c7bbbe172945109f6c8857e7ceac49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese seismologist Yuji Yagi at the University of Tsukuba said that the earthquake occurred in two stages: \"The 155-mile Longmenshan Fault tore in two sections, the first one ripping about seven yards, followed by a second one that sheared four yards.\" His data also showed that the earthquake lasted about two minutes and released 30 times the energy of the Great Hanshin earthquake of 1995 in Japan, which killed over 6,000 people. He pointed out that the shallowness of the epicenter and the density of population greatly increased the severity of the earthquake. Teruyuki Kato, a seismologist at the University of Tokyo, said that the seismic waves of the quake traveled a long distance without losing their power because of the firmness of the terrain in central China. According to reports from Chengdu, the capital of Sichuan province, the earthquake tremors lasted for \"about two or three minutes\".", "targets": "How did Yuji Yagi say the quake happened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c7bbbe172945109f6c8857e7ceac49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese seismologist Yuji Yagi at the University of Tsukuba said that the earthquake occurred in two stages: \"The 155-mile Longmenshan Fault tore in two sections, the first one ripping about seven yards, followed by a second one that sheared four yards.\" His data also showed that the earthquake lasted about two minutes and released 30 times the energy of the Great Hanshin earthquake of 1995 in Japan, which killed over 6,000 people. He pointed out that the shallowness of the epicenter and the density of population greatly increased the severity of the earthquake. Teruyuki Kato, a seismologist at the University of Tokyo, said that the seismic waves of the quake traveled a long distance without losing their power because of the firmness of the terrain in central China. According to reports from Chengdu, the capital of Sichuan province, the earthquake tremors lasted for \"about two or three minutes\".", "targets": "What fault tore in two places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c7bbbe172945109f6c8857e7ceac49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese seismologist Yuji Yagi at the University of Tsukuba said that the earthquake occurred in two stages: \"The 155-mile Longmenshan Fault tore in two sections, the first one ripping about seven yards, followed by a second one that sheared four yards.\" His data also showed that the earthquake lasted about two minutes and released 30 times the energy of the Great Hanshin earthquake of 1995 in Japan, which killed over 6,000 people. He pointed out that the shallowness of the epicenter and the density of population greatly increased the severity of the earthquake. Teruyuki Kato, a seismologist at the University of Tokyo, said that the seismic waves of the quake traveled a long distance without losing their power because of the firmness of the terrain in central China. According to reports from Chengdu, the capital of Sichuan province, the earthquake tremors lasted for \"about two or three minutes\".", "targets": "Besides the population density, what else contributed to the severity of the quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c7bbbe172945109f6c8857e7ceac49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese seismologist Yuji Yagi at the University of Tsukuba said that the earthquake occurred in two stages: \"The 155-mile Longmenshan Fault tore in two sections, the first one ripping about seven yards, followed by a second one that sheared four yards.\" His data also showed that the earthquake lasted about two minutes and released 30 times the energy of the Great Hanshin earthquake of 1995 in Japan, which killed over 6,000 people. He pointed out that the shallowness of the epicenter and the density of population greatly increased the severity of the earthquake. Teruyuki Kato, a seismologist at the University of Tokyo, said that the seismic waves of the quake traveled a long distance without losing their power because of the firmness of the terrain in central China. According to reports from Chengdu, the capital of Sichuan province, the earthquake tremors lasted for \"about two or three minutes\".", "targets": "How much greater was the energy of this quake than that released in the earthquake of 1995 in Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c7bbbe172945109f6c8857e7ceac49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese seismologist Yuji Yagi at the University of Tsukuba said that the earthquake occurred in two stages: \"The 155-mile Longmenshan Fault tore in two sections, the first one ripping about seven yards, followed by a second one that sheared four yards.\" His data also showed that the earthquake lasted about two minutes and released 30 times the energy of the Great Hanshin earthquake of 1995 in Japan, which killed over 6,000 people. He pointed out that the shallowness of the epicenter and the density of population greatly increased the severity of the earthquake. Teruyuki Kato, a seismologist at the University of Tokyo, said that the seismic waves of the quake traveled a long distance without losing their power because of the firmness of the terrain in central China. According to reports from Chengdu, the capital of Sichuan province, the earthquake tremors lasted for \"about two or three minutes\".", "targets": "Why did the seismic waves travel so far?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c46b294fcc2241859c4ab1a0a2590e32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have characterized To Kill a Mockingbird as both a Southern Gothic and coming-of-age or Bildungsroman novel. The grotesque and near-supernatural qualities of Boo Radley and his house, and the element of racial injustice involving Tom Robinson contribute to the aura of the Gothic in the novel. Lee used the term \"Gothic\" to describe the architecture of Maycomb's courthouse and in regard to Dill's exaggeratedly morbid performances as Boo Radley. Outsiders are also an important element of Southern Gothic texts and Scout and Jem's questions about the hierarchy in the town cause scholars to compare the novel to Catcher in the Rye and Adventures of Huckleberry Finn. Despite challenging the town's systems, Scout reveres Atticus as an authority above all others, because he believes that following one's conscience is the highest priority, even when the result is social ostracism. However, scholars debate about the Southern Gothic classification, noting that Boo Radley is in fact human, protective, and benevolent. Furthermore, in addressing themes such as alcoholism, incest, rape, and racial violence, Lee wrote about her small town realistically rather than melodramatically. She portrays the problems of individual characters as universal underlying issues in every society.", "targets": "What genre of book is To Kill a Mockingbird typically called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c46b294fcc2241859c4ab1a0a2590e32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have characterized To Kill a Mockingbird as both a Southern Gothic and coming-of-age or Bildungsroman novel. The grotesque and near-supernatural qualities of Boo Radley and his house, and the element of racial injustice involving Tom Robinson contribute to the aura of the Gothic in the novel. Lee used the term \"Gothic\" to describe the architecture of Maycomb's courthouse and in regard to Dill's exaggeratedly morbid performances as Boo Radley. Outsiders are also an important element of Southern Gothic texts and Scout and Jem's questions about the hierarchy in the town cause scholars to compare the novel to Catcher in the Rye and Adventures of Huckleberry Finn. Despite challenging the town's systems, Scout reveres Atticus as an authority above all others, because he believes that following one's conscience is the highest priority, even when the result is social ostracism. However, scholars debate about the Southern Gothic classification, noting that Boo Radley is in fact human, protective, and benevolent. Furthermore, in addressing themes such as alcoholism, incest, rape, and racial violence, Lee wrote about her small town realistically rather than melodramatically. She portrays the problems of individual characters as universal underlying issues in every society.", "targets": "What term did Lee use to describe the town's courthouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c46b294fcc2241859c4ab1a0a2590e32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have characterized To Kill a Mockingbird as both a Southern Gothic and coming-of-age or Bildungsroman novel. The grotesque and near-supernatural qualities of Boo Radley and his house, and the element of racial injustice involving Tom Robinson contribute to the aura of the Gothic in the novel. Lee used the term \"Gothic\" to describe the architecture of Maycomb's courthouse and in regard to Dill's exaggeratedly morbid performances as Boo Radley. Outsiders are also an important element of Southern Gothic texts and Scout and Jem's questions about the hierarchy in the town cause scholars to compare the novel to Catcher in the Rye and Adventures of Huckleberry Finn. Despite challenging the town's systems, Scout reveres Atticus as an authority above all others, because he believes that following one's conscience is the highest priority, even when the result is social ostracism. However, scholars debate about the Southern Gothic classification, noting that Boo Radley is in fact human, protective, and benevolent. Furthermore, in addressing themes such as alcoholism, incest, rape, and racial violence, Lee wrote about her small town realistically rather than melodramatically. She portrays the problems of individual characters as universal underlying issues in every society.", "targets": "Who does Scout revere above everyone else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25d3f3ba1e344b79b551b664abc88932", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most birds scoop water in their beaks and raise their head to let water run down the throat. Some species, especially of arid zones, belonging to the pigeon, finch, mousebird, button-quail and bustard families are capable of sucking up water without the need to tilt back their heads. Some desert birds depend on water sources and sandgrouse are particularly well known for their daily congregations at waterholes. Nesting sandgrouse and many plovers carry water to their young by wetting their belly feathers. Some birds carry water for chicks at the nest in their crop or regurgitate it along with food. The pigeon family, flamingos and penguins have adaptations to produce a nutritive fluid called crop milk that they provide to their chicks.", "targets": "How do nesting sandgrouse carry water to their young?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25d3f3ba1e344b79b551b664abc88932", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most birds scoop water in their beaks and raise their head to let water run down the throat. Some species, especially of arid zones, belonging to the pigeon, finch, mousebird, button-quail and bustard families are capable of sucking up water without the need to tilt back their heads. Some desert birds depend on water sources and sandgrouse are particularly well known for their daily congregations at waterholes. Nesting sandgrouse and many plovers carry water to their young by wetting their belly feathers. Some birds carry water for chicks at the nest in their crop or regurgitate it along with food. The pigeon family, flamingos and penguins have adaptations to produce a nutritive fluid called crop milk that they provide to their chicks.", "targets": "What is one family of birds have adaptations to produce a nutritive fluid to their chicks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25d3f3ba1e344b79b551b664abc88932", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most birds scoop water in their beaks and raise their head to let water run down the throat. Some species, especially of arid zones, belonging to the pigeon, finch, mousebird, button-quail and bustard families are capable of sucking up water without the need to tilt back their heads. Some desert birds depend on water sources and sandgrouse are particularly well known for their daily congregations at waterholes. Nesting sandgrouse and many plovers carry water to their young by wetting their belly feathers. Some birds carry water for chicks at the nest in their crop or regurgitate it along with food. The pigeon family, flamingos and penguins have adaptations to produce a nutritive fluid called crop milk that they provide to their chicks.", "targets": "What is a nutritive fluid that some birds provide to their chicks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25d3f3ba1e344b79b551b664abc88932", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most birds scoop water in their beaks and raise their head to let water run down the throat. Some species, especially of arid zones, belonging to the pigeon, finch, mousebird, button-quail and bustard families are capable of sucking up water without the need to tilt back their heads. Some desert birds depend on water sources and sandgrouse are particularly well known for their daily congregations at waterholes. Nesting sandgrouse and many plovers carry water to their young by wetting their belly feathers. Some birds carry water for chicks at the nest in their crop or regurgitate it along with food. The pigeon family, flamingos and penguins have adaptations to produce a nutritive fluid called crop milk that they provide to their chicks.", "targets": "What is crop milk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac4b34197c5043a39beb0a3c79d690ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The materialist view is perhaps best understood in its opposition to the doctrines of immaterial substance applied to the mind historically, famously by Ren\u00e9 Descartes. However, by itself materialism says nothing about how material substance should be characterized. In practice, it is frequently assimilated to one variety of physicalism or another.", "targets": "Was Ren\u00e9 Descartes an idealist or a materialist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac4b34197c5043a39beb0a3c79d690ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The materialist view is perhaps best understood in its opposition to the doctrines of immaterial substance applied to the mind historically, famously by Ren\u00e9 Descartes. However, by itself materialism says nothing about how material substance should be characterized. In practice, it is frequently assimilated to one variety of physicalism or another.", "targets": "Materialism does not define what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6943b0f0af4dbabcc36e58a81eb53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's early victories included repealing an unpopular increase in the vehicle registration fee as well as preventing driver's licenses being given out to illegal immigrants, but later he began to feel the backlash when powerful state unions began to oppose his various initiatives. Key among his reckoning with political realities was a special election he called in November 2005, in which four ballot measures he sponsored were defeated. Schwarzenegger accepted personal responsibility for the defeats and vowed to continue to seek consensus for the people of California. He would later comment that \"no one could win if the opposition raised 160 million dollars to defeat you\". The U.S. Supreme Court later found the public employee unions' use of compulsory fundraising during the campaign had been illegal in Knox v. Service Employees International Union, Local 1000.", "targets": "In what month of 2005 did Schwarzenegger hold a special election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6943b0f0af4dbabcc36e58a81eb53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's early victories included repealing an unpopular increase in the vehicle registration fee as well as preventing driver's licenses being given out to illegal immigrants, but later he began to feel the backlash when powerful state unions began to oppose his various initiatives. Key among his reckoning with political realities was a special election he called in November 2005, in which four ballot measures he sponsored were defeated. Schwarzenegger accepted personal responsibility for the defeats and vowed to continue to seek consensus for the people of California. He would later comment that \"no one could win if the opposition raised 160 million dollars to defeat you\". The U.S. Supreme Court later found the public employee unions' use of compulsory fundraising during the campaign had been illegal in Knox v. Service Employees International Union, Local 1000.", "targets": "How many of Schwarzenegger's ballot initiatives were defeated in the special election of 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ada2f4ec94c347a8988856e318b1950e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fetuvalu offers the Cambridge syllabus. Motufoua offers the Fiji Junior Certificate (FJC) at year 10, Tuvaluan Certificate at Year 11 and the Pacific Senior Secondary Certificate (PSSC) at Year 12, set by the Fiji-based exam board SPBEA. Sixth form students who pass their PSSC go on to the Augmented Foundation Programme, funded by the government of Tuvalu. This program is required for tertiary education programmes outside of Tuvalu and is available at the University of the South Pacific (USP) Extension Centre in Funafuti.", "targets": "Where is the Extension Centre for the USP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ada2f4ec94c347a8988856e318b1950e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fetuvalu offers the Cambridge syllabus. Motufoua offers the Fiji Junior Certificate (FJC) at year 10, Tuvaluan Certificate at Year 11 and the Pacific Senior Secondary Certificate (PSSC) at Year 12, set by the Fiji-based exam board SPBEA. Sixth form students who pass their PSSC go on to the Augmented Foundation Programme, funded by the government of Tuvalu. This program is required for tertiary education programmes outside of Tuvalu and is available at the University of the South Pacific (USP) Extension Centre in Funafuti.", "targets": "What group funds the Augmented Foundation Programme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ada2f4ec94c347a8988856e318b1950e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fetuvalu offers the Cambridge syllabus. Motufoua offers the Fiji Junior Certificate (FJC) at year 10, Tuvaluan Certificate at Year 11 and the Pacific Senior Secondary Certificate (PSSC) at Year 12, set by the Fiji-based exam board SPBEA. Sixth form students who pass their PSSC go on to the Augmented Foundation Programme, funded by the government of Tuvalu. This program is required for tertiary education programmes outside of Tuvalu and is available at the University of the South Pacific (USP) Extension Centre in Funafuti.", "targets": "Where is the Augmented Programme required for further education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ada2f4ec94c347a8988856e318b1950e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fetuvalu offers the Cambridge syllabus. Motufoua offers the Fiji Junior Certificate (FJC) at year 10, Tuvaluan Certificate at Year 11 and the Pacific Senior Secondary Certificate (PSSC) at Year 12, set by the Fiji-based exam board SPBEA. Sixth form students who pass their PSSC go on to the Augmented Foundation Programme, funded by the government of Tuvalu. This program is required for tertiary education programmes outside of Tuvalu and is available at the University of the South Pacific (USP) Extension Centre in Funafuti.", "targets": "Which students go into the Augmented Foundation Programme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ada2f4ec94c347a8988856e318b1950e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fetuvalu offers the Cambridge syllabus. Motufoua offers the Fiji Junior Certificate (FJC) at year 10, Tuvaluan Certificate at Year 11 and the Pacific Senior Secondary Certificate (PSSC) at Year 12, set by the Fiji-based exam board SPBEA. Sixth form students who pass their PSSC go on to the Augmented Foundation Programme, funded by the government of Tuvalu. This program is required for tertiary education programmes outside of Tuvalu and is available at the University of the South Pacific (USP) Extension Centre in Funafuti.", "targets": "In what educational institution is the program found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-970150f9ded4441baac774c7da0acbc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall.", "targets": "What kind of university is the University of Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-970150f9ded4441baac774c7da0acbc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall.", "targets": "When was the University of Chicago established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-970150f9ded4441baac774c7da0acbc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall.", "targets": "How many professional schools does the University of Chicago have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-970150f9ded4441baac774c7da0acbc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall.", "targets": "How many academic research divisions does the University of Chicago have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-970150f9ded4441baac774c7da0acbc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago (UChicago, Chicago, or U of C) is a private research university in Chicago. The university, established in 1890, consists of The College, various graduate programs, interdisciplinary committees organized into four academic research divisions and seven professional schools. Beyond the arts and sciences, Chicago is also well known for its professional schools, which include the Pritzker School of Medicine, the University of Chicago Booth School of Business, the Law School, the School of Social Service Administration, the Harris School of Public Policy Studies, the Graham School of Continuing Liberal and Professional Studies and the Divinity School. The university currently enrolls approximately 5,000 students in the College and around 15,000 students overall.", "targets": "How many students does the University of Chicago have enlisted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb560dd054ff40158a82b694cb1b37c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by Dantidurga around 753, the Rashtrakuta Empire ruled from its capital at Manyakheta for almost two centuries. At its peak, the Rashtrakutas ruled from the Ganges River and Yamuna River doab in the north to Cape Comorin in the south, a fruitful time of political expansion, architectural achievements and famous literary contributions.[citation needed] The early kings of this dynasty were Hindu but the later kings were strongly influenced by Jainism. Govinda III and Amoghavarsha were the most famous of the long line of able administrators produced by the dynasty. Amoghavarsha, who ruled for 64 years, was also an author and wrote Kavirajamarga, the earliest known Kannada work on poetics. Architecture reached a milestone in the Dravidian style, the finest example of which is seen in the Kailasanath Temple at Ellora. Other important contributions are the sculptures of Elephanta Caves in modern Maharashtra as well as the Kashivishvanatha temple and the Jain Narayana temple at Pattadakal in modern Karnataka, all of which are UNESCO World Heritage Sites. The Arab traveler Suleiman described the Rashtrakuta Empire as one of the four great Empires of the world. The Rashtrakuta period marked the beginning of the golden age of southern Indian mathematics. The great south Indian mathematician Mah\u0101v\u012bra (mathematician) lived in the Rashtrakuta Empire and his text had a huge impact on the medieval south Indian mathematicians who lived after him. The Rashtrakuta rulers also patronised men of letters, who wrote in a variety of languages from Sanskrit to the Apabhra\u1e43\u015bas.", "targets": "When was the Rastrakuta Empire started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb560dd054ff40158a82b694cb1b37c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by Dantidurga around 753, the Rashtrakuta Empire ruled from its capital at Manyakheta for almost two centuries. At its peak, the Rashtrakutas ruled from the Ganges River and Yamuna River doab in the north to Cape Comorin in the south, a fruitful time of political expansion, architectural achievements and famous literary contributions.[citation needed] The early kings of this dynasty were Hindu but the later kings were strongly influenced by Jainism. Govinda III and Amoghavarsha were the most famous of the long line of able administrators produced by the dynasty. Amoghavarsha, who ruled for 64 years, was also an author and wrote Kavirajamarga, the earliest known Kannada work on poetics. Architecture reached a milestone in the Dravidian style, the finest example of which is seen in the Kailasanath Temple at Ellora. Other important contributions are the sculptures of Elephanta Caves in modern Maharashtra as well as the Kashivishvanatha temple and the Jain Narayana temple at Pattadakal in modern Karnataka, all of which are UNESCO World Heritage Sites. The Arab traveler Suleiman described the Rashtrakuta Empire as one of the four great Empires of the world. The Rashtrakuta period marked the beginning of the golden age of southern Indian mathematics. The great south Indian mathematician Mah\u0101v\u012bra (mathematician) lived in the Rashtrakuta Empire and his text had a huge impact on the medieval south Indian mathematicians who lived after him. The Rashtrakuta rulers also patronised men of letters, who wrote in a variety of languages from Sanskrit to the Apabhra\u1e43\u015bas.", "targets": "In what location was the capital of the Rashtrakuta Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb560dd054ff40158a82b694cb1b37c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by Dantidurga around 753, the Rashtrakuta Empire ruled from its capital at Manyakheta for almost two centuries. At its peak, the Rashtrakutas ruled from the Ganges River and Yamuna River doab in the north to Cape Comorin in the south, a fruitful time of political expansion, architectural achievements and famous literary contributions.[citation needed] The early kings of this dynasty were Hindu but the later kings were strongly influenced by Jainism. Govinda III and Amoghavarsha were the most famous of the long line of able administrators produced by the dynasty. Amoghavarsha, who ruled for 64 years, was also an author and wrote Kavirajamarga, the earliest known Kannada work on poetics. Architecture reached a milestone in the Dravidian style, the finest example of which is seen in the Kailasanath Temple at Ellora. Other important contributions are the sculptures of Elephanta Caves in modern Maharashtra as well as the Kashivishvanatha temple and the Jain Narayana temple at Pattadakal in modern Karnataka, all of which are UNESCO World Heritage Sites. The Arab traveler Suleiman described the Rashtrakuta Empire as one of the four great Empires of the world. The Rashtrakuta period marked the beginning of the golden age of southern Indian mathematics. The great south Indian mathematician Mah\u0101v\u012bra (mathematician) lived in the Rashtrakuta Empire and his text had a huge impact on the medieval south Indian mathematicians who lived after him. The Rashtrakuta rulers also patronised men of letters, who wrote in a variety of languages from Sanskrit to the Apabhra\u1e43\u015bas.", "targets": "What was the faith of the early rulers of the Rastrakuta Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb560dd054ff40158a82b694cb1b37c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by Dantidurga around 753, the Rashtrakuta Empire ruled from its capital at Manyakheta for almost two centuries. At its peak, the Rashtrakutas ruled from the Ganges River and Yamuna River doab in the north to Cape Comorin in the south, a fruitful time of political expansion, architectural achievements and famous literary contributions.[citation needed] The early kings of this dynasty were Hindu but the later kings were strongly influenced by Jainism. Govinda III and Amoghavarsha were the most famous of the long line of able administrators produced by the dynasty. Amoghavarsha, who ruled for 64 years, was also an author and wrote Kavirajamarga, the earliest known Kannada work on poetics. Architecture reached a milestone in the Dravidian style, the finest example of which is seen in the Kailasanath Temple at Ellora. Other important contributions are the sculptures of Elephanta Caves in modern Maharashtra as well as the Kashivishvanatha temple and the Jain Narayana temple at Pattadakal in modern Karnataka, all of which are UNESCO World Heritage Sites. The Arab traveler Suleiman described the Rashtrakuta Empire as one of the four great Empires of the world. The Rashtrakuta period marked the beginning of the golden age of southern Indian mathematics. The great south Indian mathematician Mah\u0101v\u012bra (mathematician) lived in the Rashtrakuta Empire and his text had a huge impact on the medieval south Indian mathematicians who lived after him. The Rashtrakuta rulers also patronised men of letters, who wrote in a variety of languages from Sanskrit to the Apabhra\u1e43\u015bas.", "targets": "By what were the later kings of the Rastrakuta Empire influenced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb560dd054ff40158a82b694cb1b37c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by Dantidurga around 753, the Rashtrakuta Empire ruled from its capital at Manyakheta for almost two centuries. At its peak, the Rashtrakutas ruled from the Ganges River and Yamuna River doab in the north to Cape Comorin in the south, a fruitful time of political expansion, architectural achievements and famous literary contributions.[citation needed] The early kings of this dynasty were Hindu but the later kings were strongly influenced by Jainism. Govinda III and Amoghavarsha were the most famous of the long line of able administrators produced by the dynasty. Amoghavarsha, who ruled for 64 years, was also an author and wrote Kavirajamarga, the earliest known Kannada work on poetics. Architecture reached a milestone in the Dravidian style, the finest example of which is seen in the Kailasanath Temple at Ellora. Other important contributions are the sculptures of Elephanta Caves in modern Maharashtra as well as the Kashivishvanatha temple and the Jain Narayana temple at Pattadakal in modern Karnataka, all of which are UNESCO World Heritage Sites. The Arab traveler Suleiman described the Rashtrakuta Empire as one of the four great Empires of the world. The Rashtrakuta period marked the beginning of the golden age of southern Indian mathematics. The great south Indian mathematician Mah\u0101v\u012bra (mathematician) lived in the Rashtrakuta Empire and his text had a huge impact on the medieval south Indian mathematicians who lived after him. The Rashtrakuta rulers also patronised men of letters, who wrote in a variety of languages from Sanskrit to the Apabhra\u1e43\u015bas.", "targets": "What Rastrakuta king ruler for 64 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66f2f72b5f9a4201a987fa8795b5f1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It should be noted that many samurai forces that were active throughout this period were not deployed to Korea; most importantly, the daimyo Tokugawa Ieyasu carefully kept forces under his command out of the Korean campaigns, and other samurai commanders who were opposed to Hideyoshi's domination of Japan either mulled Hideyoshi's call to invade Korea or contributed a small token force. Most commanders who did opposed or otherwise resisted/resented Hideyoshi ended up as part of the so-called Eastern Army, while commanders loyal to Hideyoshi and his son (a notable exception to this trend was Kat\u014d Kiyomasa, who deployed with Tokugawa and the Eastern Army) were largely committed to the Western Army; the two opposing sides (so named for the relative geographical locations of their respective commanders' domains) would later clash, most notably at the Battle of Sekigahara, which was won by Tokugawa Ieyasu and the Eastern Forces, paving the way for the establishment of the Tokugawa Shogunate.", "targets": "Which military leader avoided sending his soldiers to Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66f2f72b5f9a4201a987fa8795b5f1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It should be noted that many samurai forces that were active throughout this period were not deployed to Korea; most importantly, the daimyo Tokugawa Ieyasu carefully kept forces under his command out of the Korean campaigns, and other samurai commanders who were opposed to Hideyoshi's domination of Japan either mulled Hideyoshi's call to invade Korea or contributed a small token force. Most commanders who did opposed or otherwise resisted/resented Hideyoshi ended up as part of the so-called Eastern Army, while commanders loyal to Hideyoshi and his son (a notable exception to this trend was Kat\u014d Kiyomasa, who deployed with Tokugawa and the Eastern Army) were largely committed to the Western Army; the two opposing sides (so named for the relative geographical locations of their respective commanders' domains) would later clash, most notably at the Battle of Sekigahara, which was won by Tokugawa Ieyasu and the Eastern Forces, paving the way for the establishment of the Tokugawa Shogunate.", "targets": "What force were most commanders opposed to the Korea invasion part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66f2f72b5f9a4201a987fa8795b5f1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It should be noted that many samurai forces that were active throughout this period were not deployed to Korea; most importantly, the daimyo Tokugawa Ieyasu carefully kept forces under his command out of the Korean campaigns, and other samurai commanders who were opposed to Hideyoshi's domination of Japan either mulled Hideyoshi's call to invade Korea or contributed a small token force. Most commanders who did opposed or otherwise resisted/resented Hideyoshi ended up as part of the so-called Eastern Army, while commanders loyal to Hideyoshi and his son (a notable exception to this trend was Kat\u014d Kiyomasa, who deployed with Tokugawa and the Eastern Army) were largely committed to the Western Army; the two opposing sides (so named for the relative geographical locations of their respective commanders' domains) would later clash, most notably at the Battle of Sekigahara, which was won by Tokugawa Ieyasu and the Eastern Forces, paving the way for the establishment of the Tokugawa Shogunate.", "targets": "Which commander loyal to Hideyoshi was in the Eastern Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66f2f72b5f9a4201a987fa8795b5f1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It should be noted that many samurai forces that were active throughout this period were not deployed to Korea; most importantly, the daimyo Tokugawa Ieyasu carefully kept forces under his command out of the Korean campaigns, and other samurai commanders who were opposed to Hideyoshi's domination of Japan either mulled Hideyoshi's call to invade Korea or contributed a small token force. Most commanders who did opposed or otherwise resisted/resented Hideyoshi ended up as part of the so-called Eastern Army, while commanders loyal to Hideyoshi and his son (a notable exception to this trend was Kat\u014d Kiyomasa, who deployed with Tokugawa and the Eastern Army) were largely committed to the Western Army; the two opposing sides (so named for the relative geographical locations of their respective commanders' domains) would later clash, most notably at the Battle of Sekigahara, which was won by Tokugawa Ieyasu and the Eastern Forces, paving the way for the establishment of the Tokugawa Shogunate.", "targets": "Where did the Eastern and Western armies battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66f2f72b5f9a4201a987fa8795b5f1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It should be noted that many samurai forces that were active throughout this period were not deployed to Korea; most importantly, the daimyo Tokugawa Ieyasu carefully kept forces under his command out of the Korean campaigns, and other samurai commanders who were opposed to Hideyoshi's domination of Japan either mulled Hideyoshi's call to invade Korea or contributed a small token force. Most commanders who did opposed or otherwise resisted/resented Hideyoshi ended up as part of the so-called Eastern Army, while commanders loyal to Hideyoshi and his son (a notable exception to this trend was Kat\u014d Kiyomasa, who deployed with Tokugawa and the Eastern Army) were largely committed to the Western Army; the two opposing sides (so named for the relative geographical locations of their respective commanders' domains) would later clash, most notably at the Battle of Sekigahara, which was won by Tokugawa Ieyasu and the Eastern Forces, paving the way for the establishment of the Tokugawa Shogunate.", "targets": "Which army won the Battle of Sekigahara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff274f55780146c8a6e8bec5c2d6b68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British settlement in what is now Tennessee was built in 1756 by settlers from the colony of South Carolina at Fort Loudoun, near present-day Vonore. Fort Loudoun became the westernmost British outpost to that date. The fort was designed by John William Gerard de Brahm and constructed by forces under British Captain Raymond Demer\u00e9. After its completion, Captain Raymond Demer\u00e9 relinquished command on August 14, 1757 to his brother, Captain Paul Demer\u00e9. Hostilities erupted between the British and the neighboring Overhill Cherokees, and a siege of Fort Loudoun ended with its surrender on August 7, 1760. The following morning, Captain Paul Demer\u00e9 and a number of his men were killed in an ambush nearby, and most of the rest of the garrison was taken prisoner.", "targets": "In which year did the British first settle in what would become Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff274f55780146c8a6e8bec5c2d6b68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British settlement in what is now Tennessee was built in 1756 by settlers from the colony of South Carolina at Fort Loudoun, near present-day Vonore. Fort Loudoun became the westernmost British outpost to that date. The fort was designed by John William Gerard de Brahm and constructed by forces under British Captain Raymond Demer\u00e9. After its completion, Captain Raymond Demer\u00e9 relinquished command on August 14, 1757 to his brother, Captain Paul Demer\u00e9. Hostilities erupted between the British and the neighboring Overhill Cherokees, and a siege of Fort Loudoun ended with its surrender on August 7, 1760. The following morning, Captain Paul Demer\u00e9 and a number of his men were killed in an ambush nearby, and most of the rest of the garrison was taken prisoner.", "targets": "What was the name of the first British settlement in what is now Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff274f55780146c8a6e8bec5c2d6b68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British settlement in what is now Tennessee was built in 1756 by settlers from the colony of South Carolina at Fort Loudoun, near present-day Vonore. Fort Loudoun became the westernmost British outpost to that date. The fort was designed by John William Gerard de Brahm and constructed by forces under British Captain Raymond Demer\u00e9. After its completion, Captain Raymond Demer\u00e9 relinquished command on August 14, 1757 to his brother, Captain Paul Demer\u00e9. Hostilities erupted between the British and the neighboring Overhill Cherokees, and a siege of Fort Loudoun ended with its surrender on August 7, 1760. The following morning, Captain Paul Demer\u00e9 and a number of his men were killed in an ambush nearby, and most of the rest of the garrison was taken prisoner.", "targets": "Which British officer oversaw the construction of Fort Loudoun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff274f55780146c8a6e8bec5c2d6b68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British settlement in what is now Tennessee was built in 1756 by settlers from the colony of South Carolina at Fort Loudoun, near present-day Vonore. Fort Loudoun became the westernmost British outpost to that date. The fort was designed by John William Gerard de Brahm and constructed by forces under British Captain Raymond Demer\u00e9. After its completion, Captain Raymond Demer\u00e9 relinquished command on August 14, 1757 to his brother, Captain Paul Demer\u00e9. Hostilities erupted between the British and the neighboring Overhill Cherokees, and a siege of Fort Loudoun ended with its surrender on August 7, 1760. The following morning, Captain Paul Demer\u00e9 and a number of his men were killed in an ambush nearby, and most of the rest of the garrison was taken prisoner.", "targets": "Which Cherokee faction forced the surrender of Fort Loudoun in 1760?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff274f55780146c8a6e8bec5c2d6b68a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first British settlement in what is now Tennessee was built in 1756 by settlers from the colony of South Carolina at Fort Loudoun, near present-day Vonore. Fort Loudoun became the westernmost British outpost to that date. The fort was designed by John William Gerard de Brahm and constructed by forces under British Captain Raymond Demer\u00e9. After its completion, Captain Raymond Demer\u00e9 relinquished command on August 14, 1757 to his brother, Captain Paul Demer\u00e9. Hostilities erupted between the British and the neighboring Overhill Cherokees, and a siege of Fort Loudoun ended with its surrender on August 7, 1760. The following morning, Captain Paul Demer\u00e9 and a number of his men were killed in an ambush nearby, and most of the rest of the garrison was taken prisoner.", "targets": "Which British commanding officer was killed the day after Cherokee took Fort Loudon in 1760?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e91a69e0984ff18e8e689ad0059dba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s, Michael Eisner, who joined ABC in 1966, became the network's program development manager. He helped bring about ideas for many series including Happy Days (which originated as a segment on the anthology series Love, American Style), as well as several soap operas; however, Eisner's main credit at ABC was for developing youth-oriented programming. He was responsible for reacquiring the rights to the Looney Tunes-Merrie Melodies library, bringing the shorts back to ABC after spending several years on CBS, as well as developing The Jackson 5ive animated series and a series about the Osmonds, and greenlighting Super Friends, based on DC Comics' Justice League of America series. Eisner left ABC in 1976 to become president of Paramount Pictures (and would later become the President of ABC's eventual parent company, Disney).", "targets": "When did Michael Eisner first join ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e91a69e0984ff18e8e689ad0059dba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s, Michael Eisner, who joined ABC in 1966, became the network's program development manager. He helped bring about ideas for many series including Happy Days (which originated as a segment on the anthology series Love, American Style), as well as several soap operas; however, Eisner's main credit at ABC was for developing youth-oriented programming. He was responsible for reacquiring the rights to the Looney Tunes-Merrie Melodies library, bringing the shorts back to ABC after spending several years on CBS, as well as developing The Jackson 5ive animated series and a series about the Osmonds, and greenlighting Super Friends, based on DC Comics' Justice League of America series. Eisner left ABC in 1976 to become president of Paramount Pictures (and would later become the President of ABC's eventual parent company, Disney).", "targets": "What ABC series originated as short segment on Love, American Style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e91a69e0984ff18e8e689ad0059dba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s, Michael Eisner, who joined ABC in 1966, became the network's program development manager. He helped bring about ideas for many series including Happy Days (which originated as a segment on the anthology series Love, American Style), as well as several soap operas; however, Eisner's main credit at ABC was for developing youth-oriented programming. He was responsible for reacquiring the rights to the Looney Tunes-Merrie Melodies library, bringing the shorts back to ABC after spending several years on CBS, as well as developing The Jackson 5ive animated series and a series about the Osmonds, and greenlighting Super Friends, based on DC Comics' Justice League of America series. Eisner left ABC in 1976 to become president of Paramount Pictures (and would later become the President of ABC's eventual parent company, Disney).", "targets": "What was Michael Eisner's main credit in his time at ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e91a69e0984ff18e8e689ad0059dba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s, Michael Eisner, who joined ABC in 1966, became the network's program development manager. He helped bring about ideas for many series including Happy Days (which originated as a segment on the anthology series Love, American Style), as well as several soap operas; however, Eisner's main credit at ABC was for developing youth-oriented programming. He was responsible for reacquiring the rights to the Looney Tunes-Merrie Melodies library, bringing the shorts back to ABC after spending several years on CBS, as well as developing The Jackson 5ive animated series and a series about the Osmonds, and greenlighting Super Friends, based on DC Comics' Justice League of America series. Eisner left ABC in 1976 to become president of Paramount Pictures (and would later become the President of ABC's eventual parent company, Disney).", "targets": "What company did Eisner become president of when he left ABC in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f82be0aad1f4e2fa4d329f9c8ea0094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 1952 Eisenhower went to Korea and discovered a military and political stalemate. Once in office, when the Chinese began a buildup in the Kaesong sanctuary, he threatened to use nuclear force if an armistice was not concluded. His earlier military reputation in Europe was effective with the Chinese. The National Security Council, the Joint Chiefs of Staff, and the Strategic Air Command (SAC) devised detailed plans for nuclear war against China. With the death of Stalin in early March 1953, Russian support for a Chinese hard-line weakened and China decided to compromise on the prisoner issue.", "targets": "Where did the Chinese begin to increase forces after Eisenhower entered the White House?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f82be0aad1f4e2fa4d329f9c8ea0094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 1952 Eisenhower went to Korea and discovered a military and political stalemate. Once in office, when the Chinese began a buildup in the Kaesong sanctuary, he threatened to use nuclear force if an armistice was not concluded. His earlier military reputation in Europe was effective with the Chinese. The National Security Council, the Joint Chiefs of Staff, and the Strategic Air Command (SAC) devised detailed plans for nuclear war against China. With the death of Stalin in early March 1953, Russian support for a Chinese hard-line weakened and China decided to compromise on the prisoner issue.", "targets": "What did Eisenhower threaten to do if there was no armistice in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f82be0aad1f4e2fa4d329f9c8ea0094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 1952 Eisenhower went to Korea and discovered a military and political stalemate. Once in office, when the Chinese began a buildup in the Kaesong sanctuary, he threatened to use nuclear force if an armistice was not concluded. His earlier military reputation in Europe was effective with the Chinese. The National Security Council, the Joint Chiefs of Staff, and the Strategic Air Command (SAC) devised detailed plans for nuclear war against China. With the death of Stalin in early March 1953, Russian support for a Chinese hard-line weakened and China decided to compromise on the prisoner issue.", "targets": "Along with the Joint Chiefs and SAC, what body was involved with formulating plans for nuclear war with China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f82be0aad1f4e2fa4d329f9c8ea0094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 1952 Eisenhower went to Korea and discovered a military and political stalemate. Once in office, when the Chinese began a buildup in the Kaesong sanctuary, he threatened to use nuclear force if an armistice was not concluded. His earlier military reputation in Europe was effective with the Chinese. The National Security Council, the Joint Chiefs of Staff, and the Strategic Air Command (SAC) devised detailed plans for nuclear war against China. With the death of Stalin in early March 1953, Russian support for a Chinese hard-line weakened and China decided to compromise on the prisoner issue.", "targets": "What event led to decreased Russian support for China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f82be0aad1f4e2fa4d329f9c8ea0094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late 1952 Eisenhower went to Korea and discovered a military and political stalemate. Once in office, when the Chinese began a buildup in the Kaesong sanctuary, he threatened to use nuclear force if an armistice was not concluded. His earlier military reputation in Europe was effective with the Chinese. The National Security Council, the Joint Chiefs of Staff, and the Strategic Air Command (SAC) devised detailed plans for nuclear war against China. With the death of Stalin in early March 1953, Russian support for a Chinese hard-line weakened and China decided to compromise on the prisoner issue.", "targets": "What was SAC an abbreviation of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbc97b3abc924c22a8a5661486d17b76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Northern Germany, Netherlands, northern Poland, Denmark, and the Baltic countries local building stone was unavailable but there was a strong tradition of building in brick. The resultant style, Brick Gothic, is called \"Backsteingotik\" in Germany and Scandinavia and is associated with the Hanseatic League. In Italy, stone was used for fortifications, but brick was preferred for other buildings. Because of the extensive and varied deposits of marble, many buildings were faced in marble, or were left with undecorated fa\u00e7ade so that this might be achieved at a later date.", "targets": "Northern Germany, Netherlands, northern Poland, Denmark, and the Baltic countries used what building material in place of local stone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbc97b3abc924c22a8a5661486d17b76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Northern Germany, Netherlands, northern Poland, Denmark, and the Baltic countries local building stone was unavailable but there was a strong tradition of building in brick. The resultant style, Brick Gothic, is called \"Backsteingotik\" in Germany and Scandinavia and is associated with the Hanseatic League. In Italy, stone was used for fortifications, but brick was preferred for other buildings. Because of the extensive and varied deposits of marble, many buildings were faced in marble, or were left with undecorated fa\u00e7ade so that this might be achieved at a later date.", "targets": "What was the name of the building style that resulted from the use of brick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbc97b3abc924c22a8a5661486d17b76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Northern Germany, Netherlands, northern Poland, Denmark, and the Baltic countries local building stone was unavailable but there was a strong tradition of building in brick. The resultant style, Brick Gothic, is called \"Backsteingotik\" in Germany and Scandinavia and is associated with the Hanseatic League. In Italy, stone was used for fortifications, but brick was preferred for other buildings. Because of the extensive and varied deposits of marble, many buildings were faced in marble, or were left with undecorated fa\u00e7ade so that this might be achieved at a later date.", "targets": "What building style was the Hanseatic League connected with in Germany and Scandinavia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbc97b3abc924c22a8a5661486d17b76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Northern Germany, Netherlands, northern Poland, Denmark, and the Baltic countries local building stone was unavailable but there was a strong tradition of building in brick. The resultant style, Brick Gothic, is called \"Backsteingotik\" in Germany and Scandinavia and is associated with the Hanseatic League. In Italy, stone was used for fortifications, but brick was preferred for other buildings. Because of the extensive and varied deposits of marble, many buildings were faced in marble, or were left with undecorated fa\u00e7ade so that this might be achieved at a later date.", "targets": "Why were many buildings covered with marble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbc97b3abc924c22a8a5661486d17b76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Northern Germany, Netherlands, northern Poland, Denmark, and the Baltic countries local building stone was unavailable but there was a strong tradition of building in brick. The resultant style, Brick Gothic, is called \"Backsteingotik\" in Germany and Scandinavia and is associated with the Hanseatic League. In Italy, stone was used for fortifications, but brick was preferred for other buildings. Because of the extensive and varied deposits of marble, many buildings were faced in marble, or were left with undecorated fa\u00e7ade so that this might be achieved at a later date.", "targets": "With what type of facade were buildings left with if they were to completed at a later time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8efda6455648268bd668339a5e11e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was \"to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust\".) It offered a classic curriculum on the English university model\u2014\u200b\u200bmany leaders in the colony had attended the University of Cambridge\u2014\u200b\u200bbut conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.", "targets": "Ministers of what faith were trained by the university in early years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8efda6455648268bd668339a5e11e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was \"to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust\".) It offered a classic curriculum on the English university model\u2014\u200b\u200bmany leaders in the colony had attended the University of Cambridge\u2014\u200b\u200bbut conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.", "targets": "After what higher learning model was the school designed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c8efda6455648268bd668339a5e11e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was \"to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust\".) It offered a classic curriculum on the English university model\u2014\u200b\u200bmany leaders in the colony had attended the University of Cambridge\u2014\u200b\u200bbut conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.", "targets": "Was the school officially associated with any denomination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "What town did Beyonce go to school in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "Who was the first person to notice Beyonce's singing ability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "Beyonce moved to which town after she left her first elementary school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "Which of her teachers discovered Beyonce's musical talent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "I which church was Beyonce  a member and soloist  in the choir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "What type of school was Parker Elementary School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "Which song did Beyonce sing to win a competition at age 7?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "What city was Beyonc\u00e9's elementary school located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "What was the name of Beyonc\u00e9's first dance instructor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "How old was Beyonc\u00e9 when she won a school talent show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-949fcda0a80048939f535bb129bbced2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 attended St. Mary's Elementary School in Fredericksburg, Texas, where she enrolled in dance classes. Her singing talent was discovered when dance instructor Darlette Johnson began humming a song and she finished it, able to hit the high-pitched notes. Beyonc\u00e9's interest in music and performing continued after winning a school talent show at age seven, singing John Lennon's \"Imagine\" to beat 15/16-year-olds. In fall of 1990, Beyonc\u00e9 enrolled in Parker Elementary School, a music magnet school in Houston, where she would perform with the school's choir. She also attended the High School for the Performing and Visual Arts and later Alief Elsik High School. Beyonc\u00e9 was also a member of the choir at St. John's United Methodist Church as a soloist for two years.", "targets": "What choir did Beyonc\u00e9 sing in for two years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5be6271e2d3d4cc99bf7ee3e743e836e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, Italy and Australia which share the PAL A region, two versions of the NES were released; the \"Mattel Version\" and \"NES Version\". When the NES was first released in those countries, it was distributed by Mattel and Nintendo decided to use a lockout chip specific to those countries, different from the chip used in other European countries. When Nintendo took over European distribution in 1990, they produced consoles that were then labelled \"NES Version\"; therefore, the only differences between the two are the text on the front flap and texture on the top/bottom of the casing.", "targets": "Which company distributed the NES to the UK, Italy, and Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5be6271e2d3d4cc99bf7ee3e743e836e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, Italy and Australia which share the PAL A region, two versions of the NES were released; the \"Mattel Version\" and \"NES Version\". When the NES was first released in those countries, it was distributed by Mattel and Nintendo decided to use a lockout chip specific to those countries, different from the chip used in other European countries. When Nintendo took over European distribution in 1990, they produced consoles that were then labelled \"NES Version\"; therefore, the only differences between the two are the text on the front flap and texture on the top/bottom of the casing.", "targets": "When did Nintendo take over European distribution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5be6271e2d3d4cc99bf7ee3e743e836e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, Italy and Australia which share the PAL A region, two versions of the NES were released; the \"Mattel Version\" and \"NES Version\". When the NES was first released in those countries, it was distributed by Mattel and Nintendo decided to use a lockout chip specific to those countries, different from the chip used in other European countries. When Nintendo took over European distribution in 1990, they produced consoles that were then labelled \"NES Version\"; therefore, the only differences between the two are the text on the front flap and texture on the top/bottom of the casing.", "targets": "Which three countries share the PAL A region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5be6271e2d3d4cc99bf7ee3e743e836e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, Italy and Australia which share the PAL A region, two versions of the NES were released; the \"Mattel Version\" and \"NES Version\". When the NES was first released in those countries, it was distributed by Mattel and Nintendo decided to use a lockout chip specific to those countries, different from the chip used in other European countries. When Nintendo took over European distribution in 1990, they produced consoles that were then labelled \"NES Version\"; therefore, the only differences between the two are the text on the front flap and texture on the top/bottom of the casing.", "targets": "What two versions of the NES were released in the UK, Italy, and Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bae172c879b4f6f98e45a93f6763808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is the most abundant chemical element by mass in the Earth's biosphere, air, sea and land. Oxygen is the third most abundant chemical element in the universe, after hydrogen and helium. About 0.9% of the Sun's mass is oxygen. Oxygen constitutes 49.2% of the Earth's crust by mass and is the major component of the world's oceans (88.8% by mass). Oxygen gas is the second most common component of the Earth's atmosphere, taking up 20.8% of its volume and 23.1% of its mass (some 1015 tonnes).[d] Earth is unusual among the planets of the Solar System in having such a high concentration of oxygen gas in its atmosphere: Mars (with 0.1% O\n2 by volume) and Venus have far lower concentrations. The O\n2 surrounding these other planets is produced solely by ultraviolet radiation impacting oxygen-containing molecules such as carbon dioxide.", "targets": "Where does oxygen rank by mass in the planet's biosphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bae172c879b4f6f98e45a93f6763808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is the most abundant chemical element by mass in the Earth's biosphere, air, sea and land. Oxygen is the third most abundant chemical element in the universe, after hydrogen and helium. About 0.9% of the Sun's mass is oxygen. Oxygen constitutes 49.2% of the Earth's crust by mass and is the major component of the world's oceans (88.8% by mass). Oxygen gas is the second most common component of the Earth's atmosphere, taking up 20.8% of its volume and 23.1% of its mass (some 1015 tonnes).[d] Earth is unusual among the planets of the Solar System in having such a high concentration of oxygen gas in its atmosphere: Mars (with 0.1% O\n2 by volume) and Venus have far lower concentrations. The O\n2 surrounding these other planets is produced solely by ultraviolet radiation impacting oxygen-containing molecules such as carbon dioxide.", "targets": "How is oxygen ranked as abundant in the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bae172c879b4f6f98e45a93f6763808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is the most abundant chemical element by mass in the Earth's biosphere, air, sea and land. Oxygen is the third most abundant chemical element in the universe, after hydrogen and helium. About 0.9% of the Sun's mass is oxygen. Oxygen constitutes 49.2% of the Earth's crust by mass and is the major component of the world's oceans (88.8% by mass). Oxygen gas is the second most common component of the Earth's atmosphere, taking up 20.8% of its volume and 23.1% of its mass (some 1015 tonnes).[d] Earth is unusual among the planets of the Solar System in having such a high concentration of oxygen gas in its atmosphere: Mars (with 0.1% O\n2 by volume) and Venus have far lower concentrations. The O\n2 surrounding these other planets is produced solely by ultraviolet radiation impacting oxygen-containing molecules such as carbon dioxide.", "targets": "How much of the sun is made up of oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bae172c879b4f6f98e45a93f6763808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is the most abundant chemical element by mass in the Earth's biosphere, air, sea and land. Oxygen is the third most abundant chemical element in the universe, after hydrogen and helium. About 0.9% of the Sun's mass is oxygen. Oxygen constitutes 49.2% of the Earth's crust by mass and is the major component of the world's oceans (88.8% by mass). Oxygen gas is the second most common component of the Earth's atmosphere, taking up 20.8% of its volume and 23.1% of its mass (some 1015 tonnes).[d] Earth is unusual among the planets of the Solar System in having such a high concentration of oxygen gas in its atmosphere: Mars (with 0.1% O\n2 by volume) and Venus have far lower concentrations. The O\n2 surrounding these other planets is produced solely by ultraviolet radiation impacting oxygen-containing molecules such as carbon dioxide.", "targets": "Where  by mass is oxygen a major part?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bae172c879b4f6f98e45a93f6763808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen is the most abundant chemical element by mass in the Earth's biosphere, air, sea and land. Oxygen is the third most abundant chemical element in the universe, after hydrogen and helium. About 0.9% of the Sun's mass is oxygen. Oxygen constitutes 49.2% of the Earth's crust by mass and is the major component of the world's oceans (88.8% by mass). Oxygen gas is the second most common component of the Earth's atmosphere, taking up 20.8% of its volume and 23.1% of its mass (some 1015 tonnes).[d] Earth is unusual among the planets of the Solar System in having such a high concentration of oxygen gas in its atmosphere: Mars (with 0.1% O\n2 by volume) and Venus have far lower concentrations. The O\n2 surrounding these other planets is produced solely by ultraviolet radiation impacting oxygen-containing molecules such as carbon dioxide.", "targets": "How is oxygen produced from carbon dioxide on the other planets of the solar system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d85b9fcd27d409ebbe764d96231dbe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constitution for independent Swaziland was promulgated by Britain in November 1963 under the terms of which legislative and executive councils were established. This development was opposed by the Swazi National Council (liqoqo). Despite such opposition, elections took place and the first Legislative Council of Swaziland was constituted on 9 September 1964. Changes to the original constitution proposed by the Legislative Council were accepted by Britain and a new constitution providing for a House of Assembly and Senate was drawn up. Elections under this constitution were held in 1967.", "targets": "When did the Swaziland constitution come to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d85b9fcd27d409ebbe764d96231dbe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constitution for independent Swaziland was promulgated by Britain in November 1963 under the terms of which legislative and executive councils were established. This development was opposed by the Swazi National Council (liqoqo). Despite such opposition, elections took place and the first Legislative Council of Swaziland was constituted on 9 September 1964. Changes to the original constitution proposed by the Legislative Council were accepted by Britain and a new constitution providing for a House of Assembly and Senate was drawn up. Elections under this constitution were held in 1967.", "targets": "What is another way to refer to the Swazi National Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d85b9fcd27d409ebbe764d96231dbe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constitution for independent Swaziland was promulgated by Britain in November 1963 under the terms of which legislative and executive councils were established. This development was opposed by the Swazi National Council (liqoqo). Despite such opposition, elections took place and the first Legislative Council of Swaziland was constituted on 9 September 1964. Changes to the original constitution proposed by the Legislative Council were accepted by Britain and a new constitution providing for a House of Assembly and Senate was drawn up. Elections under this constitution were held in 1967.", "targets": "When was the Legislative Council of Swaziland first created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d85b9fcd27d409ebbe764d96231dbe9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constitution for independent Swaziland was promulgated by Britain in November 1963 under the terms of which legislative and executive councils were established. This development was opposed by the Swazi National Council (liqoqo). Despite such opposition, elections took place and the first Legislative Council of Swaziland was constituted on 9 September 1964. Changes to the original constitution proposed by the Legislative Council were accepted by Britain and a new constitution providing for a House of Assembly and Senate was drawn up. Elections under this constitution were held in 1967.", "targets": "When did elections that provided for a House of Assembly for Swaziland occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5d54bef4ef2415fa4c553ae6a64dbc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda watercolours painted by local artists are sold at various galleries. Hand-carved cedar sculptures are another speciality. One such 7 ft (2.1 m) sculpture, created by Bermudian sculptor Chesley Trott, is installed at the airport's baggage claim area. In 2010, his sculpture The Arrival was unveiled near the bay to commemorate the freeing of slaves from the American brig Enterprise in 1835. Local artwork may also be viewed at several galleries around the island. Alfred Birdsey was one of the more famous and talented watercolourists; his impressionistic landscapes of Hamilton, St George's and the surrounding sailboats, homes, and bays of Bermuda are world-renowned.", "targets": "What type of painting are Bermuda artists known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5d54bef4ef2415fa4c553ae6a64dbc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda watercolours painted by local artists are sold at various galleries. Hand-carved cedar sculptures are another speciality. One such 7 ft (2.1 m) sculpture, created by Bermudian sculptor Chesley Trott, is installed at the airport's baggage claim area. In 2010, his sculpture The Arrival was unveiled near the bay to commemorate the freeing of slaves from the American brig Enterprise in 1835. Local artwork may also be viewed at several galleries around the island. Alfred Birdsey was one of the more famous and talented watercolourists; his impressionistic landscapes of Hamilton, St George's and the surrounding sailboats, homes, and bays of Bermuda are world-renowned.", "targets": "What type of art work does Chesley Trott produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5d54bef4ef2415fa4c553ae6a64dbc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda watercolours painted by local artists are sold at various galleries. Hand-carved cedar sculptures are another speciality. One such 7 ft (2.1 m) sculpture, created by Bermudian sculptor Chesley Trott, is installed at the airport's baggage claim area. In 2010, his sculpture The Arrival was unveiled near the bay to commemorate the freeing of slaves from the American brig Enterprise in 1835. Local artwork may also be viewed at several galleries around the island. Alfred Birdsey was one of the more famous and talented watercolourists; his impressionistic landscapes of Hamilton, St George's and the surrounding sailboats, homes, and bays of Bermuda are world-renowned.", "targets": "What significant event does the sculpture The Arrival portray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5d54bef4ef2415fa4c553ae6a64dbc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda watercolours painted by local artists are sold at various galleries. Hand-carved cedar sculptures are another speciality. One such 7 ft (2.1 m) sculpture, created by Bermudian sculptor Chesley Trott, is installed at the airport's baggage claim area. In 2010, his sculpture The Arrival was unveiled near the bay to commemorate the freeing of slaves from the American brig Enterprise in 1835. Local artwork may also be viewed at several galleries around the island. Alfred Birdsey was one of the more famous and talented watercolourists; his impressionistic landscapes of Hamilton, St George's and the surrounding sailboats, homes, and bays of Bermuda are world-renowned.", "targets": "Who is one of Bermuda's most famous watercolourists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfe7d478ae6460996718c2dea27e1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since birds are highly visible and common animals, humans have had a relationship with them since the dawn of man. Sometimes, these relationships are mutualistic, like the cooperative honey-gathering among honeyguides and African peoples such as the Borana. Other times, they may be commensal, as when species such as the house sparrow have benefited from human activities. Several bird species have become commercially significant agricultural pests, and some pose an aviation hazard. Human activities can also be detrimental, and have threatened numerous bird species with extinction (hunting, avian lead poisoning, pesticides, roadkill, and predation by pet cats and dogs are common sources of death for birds).", "targets": "What is it called when the house sparrow has benefited from human activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfe7d478ae6460996718c2dea27e1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since birds are highly visible and common animals, humans have had a relationship with them since the dawn of man. Sometimes, these relationships are mutualistic, like the cooperative honey-gathering among honeyguides and African peoples such as the Borana. Other times, they may be commensal, as when species such as the house sparrow have benefited from human activities. Several bird species have become commercially significant agricultural pests, and some pose an aviation hazard. Human activities can also be detrimental, and have threatened numerous bird species with extinction (hunting, avian lead poisoning, pesticides, roadkill, and predation by pet cats and dogs are common sources of death for birds).", "targets": "What have threatened numerous bird species with extinction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfe7d478ae6460996718c2dea27e1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since birds are highly visible and common animals, humans have had a relationship with them since the dawn of man. Sometimes, these relationships are mutualistic, like the cooperative honey-gathering among honeyguides and African peoples such as the Borana. Other times, they may be commensal, as when species such as the house sparrow have benefited from human activities. Several bird species have become commercially significant agricultural pests, and some pose an aviation hazard. Human activities can also be detrimental, and have threatened numerous bird species with extinction (hunting, avian lead poisoning, pesticides, roadkill, and predation by pet cats and dogs are common sources of death for birds).", "targets": "Why have humans had a relationship with birds since the dawn of man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-988d028d8c1a48c993c2fb6be33fbed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The US Air Force Fitness Test (AFFT) is designed to test the abdominal circumference, muscular strength/endurance and cardiovascular respiratory fitness of airmen in the USAF. As part of the Fit to Fight program, the USAF adopted a more stringent physical fitness assessment; the new fitness program was put into effect on 1 June 2010. The annual ergo-cycle test which the USAF had used for several years had been replaced in 2004. In the AFFT, Airmen are given a score based on performance consisting of four components: waist circumference, the sit-up, the push-up, and a 1.5-mile (2.4 km) run. Airmen can potentially earn a score of 100, with the run counting as 60%, waist circumference as 20%, and both strength test counting as 10% each. A passing score is 75 points. Effective 1 July 2010, the AFFT is administered by the base Fitness Assessment Cell (FAC), and is required twice a year. Personnel may test once a year if he or she earns a score above a 90%. Additionally, only meeting the minimum standards on each one of these tests will not get you a passing score of 75%, and failing any one component will result in a failure for the entire test.", "targets": "What is the more strict program that the USAF adopted in 2010 called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-988d028d8c1a48c993c2fb6be33fbed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The US Air Force Fitness Test (AFFT) is designed to test the abdominal circumference, muscular strength/endurance and cardiovascular respiratory fitness of airmen in the USAF. As part of the Fit to Fight program, the USAF adopted a more stringent physical fitness assessment; the new fitness program was put into effect on 1 June 2010. The annual ergo-cycle test which the USAF had used for several years had been replaced in 2004. In the AFFT, Airmen are given a score based on performance consisting of four components: waist circumference, the sit-up, the push-up, and a 1.5-mile (2.4 km) run. Airmen can potentially earn a score of 100, with the run counting as 60%, waist circumference as 20%, and both strength test counting as 10% each. A passing score is 75 points. Effective 1 July 2010, the AFFT is administered by the base Fitness Assessment Cell (FAC), and is required twice a year. Personnel may test once a year if he or she earns a score above a 90%. Additionally, only meeting the minimum standards on each one of these tests will not get you a passing score of 75%, and failing any one component will result in a failure for the entire test.", "targets": "What test is designed to test the fitness of airmen in the USAF? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-988d028d8c1a48c993c2fb6be33fbed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The US Air Force Fitness Test (AFFT) is designed to test the abdominal circumference, muscular strength/endurance and cardiovascular respiratory fitness of airmen in the USAF. As part of the Fit to Fight program, the USAF adopted a more stringent physical fitness assessment; the new fitness program was put into effect on 1 June 2010. The annual ergo-cycle test which the USAF had used for several years had been replaced in 2004. In the AFFT, Airmen are given a score based on performance consisting of four components: waist circumference, the sit-up, the push-up, and a 1.5-mile (2.4 km) run. Airmen can potentially earn a score of 100, with the run counting as 60%, waist circumference as 20%, and both strength test counting as 10% each. A passing score is 75 points. Effective 1 July 2010, the AFFT is administered by the base Fitness Assessment Cell (FAC), and is required twice a year. Personnel may test once a year if he or she earns a score above a 90%. Additionally, only meeting the minimum standards on each one of these tests will not get you a passing score of 75%, and failing any one component will result in a failure for the entire test.", "targets": "How long is the run that the USAF airmen are tested on for the fitness program? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-988d028d8c1a48c993c2fb6be33fbed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The US Air Force Fitness Test (AFFT) is designed to test the abdominal circumference, muscular strength/endurance and cardiovascular respiratory fitness of airmen in the USAF. As part of the Fit to Fight program, the USAF adopted a more stringent physical fitness assessment; the new fitness program was put into effect on 1 June 2010. The annual ergo-cycle test which the USAF had used for several years had been replaced in 2004. In the AFFT, Airmen are given a score based on performance consisting of four components: waist circumference, the sit-up, the push-up, and a 1.5-mile (2.4 km) run. Airmen can potentially earn a score of 100, with the run counting as 60%, waist circumference as 20%, and both strength test counting as 10% each. A passing score is 75 points. Effective 1 July 2010, the AFFT is administered by the base Fitness Assessment Cell (FAC), and is required twice a year. Personnel may test once a year if he or she earns a score above a 90%. Additionally, only meeting the minimum standards on each one of these tests will not get you a passing score of 75%, and failing any one component will result in a failure for the entire test.", "targets": "What is a passing score on the US Air Force Fitness Test? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-988d028d8c1a48c993c2fb6be33fbed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The US Air Force Fitness Test (AFFT) is designed to test the abdominal circumference, muscular strength/endurance and cardiovascular respiratory fitness of airmen in the USAF. As part of the Fit to Fight program, the USAF adopted a more stringent physical fitness assessment; the new fitness program was put into effect on 1 June 2010. The annual ergo-cycle test which the USAF had used for several years had been replaced in 2004. In the AFFT, Airmen are given a score based on performance consisting of four components: waist circumference, the sit-up, the push-up, and a 1.5-mile (2.4 km) run. Airmen can potentially earn a score of 100, with the run counting as 60%, waist circumference as 20%, and both strength test counting as 10% each. A passing score is 75 points. Effective 1 July 2010, the AFFT is administered by the base Fitness Assessment Cell (FAC), and is required twice a year. Personnel may test once a year if he or she earns a score above a 90%. Additionally, only meeting the minimum standards on each one of these tests will not get you a passing score of 75%, and failing any one component will result in a failure for the entire test.", "targets": "What score must an airman get on the US Air Force Fitness test to be able to opt out of one of the mandatory twice a year retests? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a5017d6ff3f491086a3963f822eda47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cockfighting is said to be the world's oldest spectator sport and may have originated in Persia 6,000 years ago. Two mature males (cocks or roosters) are set to fight each other, and will do so with great vigour until one is critically injured or killed. Breeds such as the Aseel were developed in the Indian subcontinent for their aggressive behaviour. The sport formed part of the culture of the ancient Indians, Chinese, Greeks, and Romans, and large sums were won or lost depending on the outcome of an encounter. Cockfighting has been banned in many countries during the last century on the grounds of cruelty to animals.", "targets": "How long ago was the sport of fighting chickens been around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a5017d6ff3f491086a3963f822eda47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cockfighting is said to be the world's oldest spectator sport and may have originated in Persia 6,000 years ago. Two mature males (cocks or roosters) are set to fight each other, and will do so with great vigour until one is critically injured or killed. Breeds such as the Aseel were developed in the Indian subcontinent for their aggressive behaviour. The sport formed part of the culture of the ancient Indians, Chinese, Greeks, and Romans, and large sums were won or lost depending on the outcome of an encounter. Cockfighting has been banned in many countries during the last century on the grounds of cruelty to animals.", "targets": "What is the termed used to define the game of fighting chickens called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a5017d6ff3f491086a3963f822eda47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cockfighting is said to be the world's oldest spectator sport and may have originated in Persia 6,000 years ago. Two mature males (cocks or roosters) are set to fight each other, and will do so with great vigour until one is critically injured or killed. Breeds such as the Aseel were developed in the Indian subcontinent for their aggressive behaviour. The sport formed part of the culture of the ancient Indians, Chinese, Greeks, and Romans, and large sums were won or lost depending on the outcome of an encounter. Cockfighting has been banned in many countries during the last century on the grounds of cruelty to animals.", "targets": "Do chickens die in the sport of cockfighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a5017d6ff3f491086a3963f822eda47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cockfighting is said to be the world's oldest spectator sport and may have originated in Persia 6,000 years ago. Two mature males (cocks or roosters) are set to fight each other, and will do so with great vigour until one is critically injured or killed. Breeds such as the Aseel were developed in the Indian subcontinent for their aggressive behaviour. The sport formed part of the culture of the ancient Indians, Chinese, Greeks, and Romans, and large sums were won or lost depending on the outcome of an encounter. Cockfighting has been banned in many countries during the last century on the grounds of cruelty to animals.", "targets": "Have theere been any types of chickens who were really good at cockfighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a5017d6ff3f491086a3963f822eda47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cockfighting is said to be the world's oldest spectator sport and may have originated in Persia 6,000 years ago. Two mature males (cocks or roosters) are set to fight each other, and will do so with great vigour until one is critically injured or killed. Breeds such as the Aseel were developed in the Indian subcontinent for their aggressive behaviour. The sport formed part of the culture of the ancient Indians, Chinese, Greeks, and Romans, and large sums were won or lost depending on the outcome of an encounter. Cockfighting has been banned in many countries during the last century on the grounds of cruelty to animals.", "targets": "Do people bet on the cockfighting or is it just for entertainment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77e2ab1003584f319153a6840d51cb51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species that have no long-distance migratory relatives, such as the waxwings Bombycilla, are effectively moving in response to winter weather and the loss of their usual winter food, rather than enhanced breeding opportunities.", "targets": "What species has no long-distance migratory relatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77e2ab1003584f319153a6840d51cb51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species that have no long-distance migratory relatives, such as the waxwings Bombycilla, are effectively moving in response to winter weather and the loss of their usual winter food, rather than enhanced breeding opportunities.", "targets": "What are the waxwings Bombycilla moving in response to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77e2ab1003584f319153a6840d51cb51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species that have no long-distance migratory relatives, such as the waxwings Bombycilla, are effectively moving in response to winter weather and the loss of their usual winter food, rather than enhanced breeding opportunities.", "targets": "Why are the waxwing Bombycilla not migrating for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-840a1bfc22d940fe9609aac1f3aaf2b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While textual criticism developed into a discipline of thorough analysis of the Bible \u2014 both the Hebrew Bible and the New Testament \u2014 scholars also use it to determine the original content of classic texts, such as Plato's Republic. There are far fewer witnesses to classical texts than to the Bible, so scholars can use stemmatics and, in some cases, copy text editing. However, unlike the New Testament where the earliest witnesses are within 200 years of the original, the earliest existing manuscripts of most classical texts were written about a millennium after their composition. All things being equal, textual scholars expect that a larger time gap between an original and a manuscript means more changes in the text.", "targets": "Does the Bible or Plato's Republic have more witnesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-840a1bfc22d940fe9609aac1f3aaf2b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While textual criticism developed into a discipline of thorough analysis of the Bible \u2014 both the Hebrew Bible and the New Testament \u2014 scholars also use it to determine the original content of classic texts, such as Plato's Republic. There are far fewer witnesses to classical texts than to the Bible, so scholars can use stemmatics and, in some cases, copy text editing. However, unlike the New Testament where the earliest witnesses are within 200 years of the original, the earliest existing manuscripts of most classical texts were written about a millennium after their composition. All things being equal, textual scholars expect that a larger time gap between an original and a manuscript means more changes in the text.", "targets": "What's the gap between original Christian texts and subsequent editions of the same works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-840a1bfc22d940fe9609aac1f3aaf2b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While textual criticism developed into a discipline of thorough analysis of the Bible \u2014 both the Hebrew Bible and the New Testament \u2014 scholars also use it to determine the original content of classic texts, such as Plato's Republic. There are far fewer witnesses to classical texts than to the Bible, so scholars can use stemmatics and, in some cases, copy text editing. However, unlike the New Testament where the earliest witnesses are within 200 years of the original, the earliest existing manuscripts of most classical texts were written about a millennium after their composition. All things being equal, textual scholars expect that a larger time gap between an original and a manuscript means more changes in the text.", "targets": "What's the gap between original classical texts and subsequent editions of the same works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-840a1bfc22d940fe9609aac1f3aaf2b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While textual criticism developed into a discipline of thorough analysis of the Bible \u2014 both the Hebrew Bible and the New Testament \u2014 scholars also use it to determine the original content of classic texts, such as Plato's Republic. There are far fewer witnesses to classical texts than to the Bible, so scholars can use stemmatics and, in some cases, copy text editing. However, unlike the New Testament where the earliest witnesses are within 200 years of the original, the earliest existing manuscripts of most classical texts were written about a millennium after their composition. All things being equal, textual scholars expect that a larger time gap between an original and a manuscript means more changes in the text.", "targets": "How does the expanse of time correlate to authenticity with regard to original and subsequent versions of texts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0683dc0f79420cbd75ec9a9ca7d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abbey was restored to the Benedictines under the Catholic Mary I of England, but they were again ejected under Elizabeth I in 1559. In 1560, Elizabeth re-established Westminster as a \"Royal Peculiar\" \u2013 a church of the Church of England responsible directly to the Sovereign, rather than to a diocesan bishop \u2013 and made it the Collegiate Church of St Peter (that is, a non-cathedral church with an attached chapter of canons, headed by a dean.) The last of Mary's abbots was made the first dean.", "targets": "The abbey was regiven to the Benedictines under whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0683dc0f79420cbd75ec9a9ca7d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abbey was restored to the Benedictines under the Catholic Mary I of England, but they were again ejected under Elizabeth I in 1559. In 1560, Elizabeth re-established Westminster as a \"Royal Peculiar\" \u2013 a church of the Church of England responsible directly to the Sovereign, rather than to a diocesan bishop \u2013 and made it the Collegiate Church of St Peter (that is, a non-cathedral church with an attached chapter of canons, headed by a dean.) The last of Mary's abbots was made the first dean.", "targets": "Who ejected the Benedictines again in 1559?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0683dc0f79420cbd75ec9a9ca7d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abbey was restored to the Benedictines under the Catholic Mary I of England, but they were again ejected under Elizabeth I in 1559. In 1560, Elizabeth re-established Westminster as a \"Royal Peculiar\" \u2013 a church of the Church of England responsible directly to the Sovereign, rather than to a diocesan bishop \u2013 and made it the Collegiate Church of St Peter (that is, a non-cathedral church with an attached chapter of canons, headed by a dean.) The last of Mary's abbots was made the first dean.", "targets": "What was the new name of the abbey when Elizabeth I reestablished it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0683dc0f79420cbd75ec9a9ca7d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abbey was restored to the Benedictines under the Catholic Mary I of England, but they were again ejected under Elizabeth I in 1559. In 1560, Elizabeth re-established Westminster as a \"Royal Peculiar\" \u2013 a church of the Church of England responsible directly to the Sovereign, rather than to a diocesan bishop \u2013 and made it the Collegiate Church of St Peter (that is, a non-cathedral church with an attached chapter of canons, headed by a dean.) The last of Mary's abbots was made the first dean.", "targets": "Who was made the first dean of the new church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9870e514b05a41e0b3cffcec52f41d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern archaeology has largely discarded the historicity of the Patriarchs and of the Exodus story, with it being reframed as constituting the Israelites' inspiring national myth narrative. The Israelites and their culture, according to the modern archaeological account, did not overtake the region by force, but instead branched out of the Canaanite peoples and culture through the development of a distinct monolatristic \u2014 and later monotheistic \u2014 religion centered on Yahweh, one of the Ancient Canaanite deities. The growth of Yahweh-centric belief, along with a number of cultic practices, gradually gave rise to a distinct Israelite ethnic group, setting them apart from other Canaanites. The Canaanites themselves are archeologically attested in the Middle Bronze Age, while the Hebrew language is the last extant member of the Canaanite languages. In the Iron Age I period (1200\u20131000 BCE) Israelite culture was largely Canaanite in nature.", "targets": "Which culture was largely Canaanite in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9870e514b05a41e0b3cffcec52f41d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern archaeology has largely discarded the historicity of the Patriarchs and of the Exodus story, with it being reframed as constituting the Israelites' inspiring national myth narrative. The Israelites and their culture, according to the modern archaeological account, did not overtake the region by force, but instead branched out of the Canaanite peoples and culture through the development of a distinct monolatristic \u2014 and later monotheistic \u2014 religion centered on Yahweh, one of the Ancient Canaanite deities. The growth of Yahweh-centric belief, along with a number of cultic practices, gradually gave rise to a distinct Israelite ethnic group, setting them apart from other Canaanites. The Canaanites themselves are archeologically attested in the Middle Bronze Age, while the Hebrew language is the last extant member of the Canaanite languages. In the Iron Age I period (1200\u20131000 BCE) Israelite culture was largely Canaanite in nature.", "targets": "What is one of the Ancient Canaanite deities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9870e514b05a41e0b3cffcec52f41d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern archaeology has largely discarded the historicity of the Patriarchs and of the Exodus story, with it being reframed as constituting the Israelites' inspiring national myth narrative. The Israelites and their culture, according to the modern archaeological account, did not overtake the region by force, but instead branched out of the Canaanite peoples and culture through the development of a distinct monolatristic \u2014 and later monotheistic \u2014 religion centered on Yahweh, one of the Ancient Canaanite deities. The growth of Yahweh-centric belief, along with a number of cultic practices, gradually gave rise to a distinct Israelite ethnic group, setting them apart from other Canaanites. The Canaanites themselves are archeologically attested in the Middle Bronze Age, while the Hebrew language is the last extant member of the Canaanite languages. In the Iron Age I period (1200\u20131000 BCE) Israelite culture was largely Canaanite in nature.", "targets": "The period of time from 1200 to 1000 BCE is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e40e13eef0f046b489b4055960cefb57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first practical ICs were invented by Jack Kilby at Texas Instruments and Robert Noyce at Fairchild Semiconductor. Kilby recorded his initial ideas concerning the integrated circuit in July 1958, successfully demonstrating the first working integrated example on 12 September 1958. In his patent application of 6 February 1959, Kilby described his new device as \"a body of semiconductor material ... wherein all the components of the electronic circuit are completely integrated\". Noyce also came up with his own idea of an integrated circuit half a year later than Kilby. His chip solved many practical problems that Kilby's had not. Produced at Fairchild Semiconductor, it was made of silicon, whereas Kilby's chip was made of germanium.", "targets": "Where created the first practical integrated circuits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e40e13eef0f046b489b4055960cefb57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first practical ICs were invented by Jack Kilby at Texas Instruments and Robert Noyce at Fairchild Semiconductor. Kilby recorded his initial ideas concerning the integrated circuit in July 1958, successfully demonstrating the first working integrated example on 12 September 1958. In his patent application of 6 February 1959, Kilby described his new device as \"a body of semiconductor material ... wherein all the components of the electronic circuit are completely integrated\". Noyce also came up with his own idea of an integrated circuit half a year later than Kilby. His chip solved many practical problems that Kilby's had not. Produced at Fairchild Semiconductor, it was made of silicon, whereas Kilby's chip was made of germanium.", "targets": "Where did Jack Kilby work at when he created the first IC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e40e13eef0f046b489b4055960cefb57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first practical ICs were invented by Jack Kilby at Texas Instruments and Robert Noyce at Fairchild Semiconductor. Kilby recorded his initial ideas concerning the integrated circuit in July 1958, successfully demonstrating the first working integrated example on 12 September 1958. In his patent application of 6 February 1959, Kilby described his new device as \"a body of semiconductor material ... wherein all the components of the electronic circuit are completely integrated\". Noyce also came up with his own idea of an integrated circuit half a year later than Kilby. His chip solved many practical problems that Kilby's had not. Produced at Fairchild Semiconductor, it was made of silicon, whereas Kilby's chip was made of germanium.", "targets": "When was the first functional IC demonstrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e40e13eef0f046b489b4055960cefb57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first practical ICs were invented by Jack Kilby at Texas Instruments and Robert Noyce at Fairchild Semiconductor. Kilby recorded his initial ideas concerning the integrated circuit in July 1958, successfully demonstrating the first working integrated example on 12 September 1958. In his patent application of 6 February 1959, Kilby described his new device as \"a body of semiconductor material ... wherein all the components of the electronic circuit are completely integrated\". Noyce also came up with his own idea of an integrated circuit half a year later than Kilby. His chip solved many practical problems that Kilby's had not. Produced at Fairchild Semiconductor, it was made of silicon, whereas Kilby's chip was made of germanium.", "targets": "What was Kilby's IC made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e40e13eef0f046b489b4055960cefb57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first practical ICs were invented by Jack Kilby at Texas Instruments and Robert Noyce at Fairchild Semiconductor. Kilby recorded his initial ideas concerning the integrated circuit in July 1958, successfully demonstrating the first working integrated example on 12 September 1958. In his patent application of 6 February 1959, Kilby described his new device as \"a body of semiconductor material ... wherein all the components of the electronic circuit are completely integrated\". Noyce also came up with his own idea of an integrated circuit half a year later than Kilby. His chip solved many practical problems that Kilby's had not. Produced at Fairchild Semiconductor, it was made of silicon, whereas Kilby's chip was made of germanium.", "targets": "Noyce's IC was made up of what material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad33713b8c714205a0010c370d1d7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1800s Christian missionaries from Great Britain and the United States followed traders to the Hawaiian islands. Long-termly, the Anglo-Saxon presence negatively impacted the level of regard Hawaiian royal women held for their own indigenous looks. For centuries prior the arrival of Christians, first nation Hawaiian aesthetics, such as dark skin and ample bodies, had been considered signs of nobility. No matter how much they adapted their mannerisms to Western standard, some of the Anglo-Saxon missionaries were relentless in referring to the indigenous women as \"Hawaiian squaws.\" By the last half of the 19th century, some Hawaiian women began marrying European men who found them exotic. The men, however, selected Hawaiian women who were thinner and paler in complexion.", "targets": "Who brought Christian missionaries to Hawaii?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad33713b8c714205a0010c370d1d7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1800s Christian missionaries from Great Britain and the United States followed traders to the Hawaiian islands. Long-termly, the Anglo-Saxon presence negatively impacted the level of regard Hawaiian royal women held for their own indigenous looks. For centuries prior the arrival of Christians, first nation Hawaiian aesthetics, such as dark skin and ample bodies, had been considered signs of nobility. No matter how much they adapted their mannerisms to Western standard, some of the Anglo-Saxon missionaries were relentless in referring to the indigenous women as \"Hawaiian squaws.\" By the last half of the 19th century, some Hawaiian women began marrying European men who found them exotic. The men, however, selected Hawaiian women who were thinner and paler in complexion.", "targets": "What cause royal Hawaiian females to find themselves ugly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad33713b8c714205a0010c370d1d7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1800s Christian missionaries from Great Britain and the United States followed traders to the Hawaiian islands. Long-termly, the Anglo-Saxon presence negatively impacted the level of regard Hawaiian royal women held for their own indigenous looks. For centuries prior the arrival of Christians, first nation Hawaiian aesthetics, such as dark skin and ample bodies, had been considered signs of nobility. No matter how much they adapted their mannerisms to Western standard, some of the Anglo-Saxon missionaries were relentless in referring to the indigenous women as \"Hawaiian squaws.\" By the last half of the 19th century, some Hawaiian women began marrying European men who found them exotic. The men, however, selected Hawaiian women who were thinner and paler in complexion.", "targets": "What are some examples of how a noble person should look before Christians came?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad33713b8c714205a0010c370d1d7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1800s Christian missionaries from Great Britain and the United States followed traders to the Hawaiian islands. Long-termly, the Anglo-Saxon presence negatively impacted the level of regard Hawaiian royal women held for their own indigenous looks. For centuries prior the arrival of Christians, first nation Hawaiian aesthetics, such as dark skin and ample bodies, had been considered signs of nobility. No matter how much they adapted their mannerisms to Western standard, some of the Anglo-Saxon missionaries were relentless in referring to the indigenous women as \"Hawaiian squaws.\" By the last half of the 19th century, some Hawaiian women began marrying European men who found them exotic. The men, however, selected Hawaiian women who were thinner and paler in complexion.", "targets": "What did westerners call the women of Hawaii?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad33713b8c714205a0010c370d1d7812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1800s Christian missionaries from Great Britain and the United States followed traders to the Hawaiian islands. Long-termly, the Anglo-Saxon presence negatively impacted the level of regard Hawaiian royal women held for their own indigenous looks. For centuries prior the arrival of Christians, first nation Hawaiian aesthetics, such as dark skin and ample bodies, had been considered signs of nobility. No matter how much they adapted their mannerisms to Western standard, some of the Anglo-Saxon missionaries were relentless in referring to the indigenous women as \"Hawaiian squaws.\" By the last half of the 19th century, some Hawaiian women began marrying European men who found them exotic. The men, however, selected Hawaiian women who were thinner and paler in complexion.", "targets": "When would white men marry the paler and thinner Hawaiian ladies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0ab4397324aa4a4205ac63c5fb608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different fields of science use the term matter in different, and sometimes incompatible, ways. Some of these ways are based on loose historical meanings, from a time when there was no reason to distinguish mass and matter. As such, there is no single universally agreed scientific meaning of the word \"matter\". Scientifically, the term \"mass\" is well-defined, but \"matter\" is not. Sometimes in the field of physics \"matter\" is simply equated with particles that exhibit rest mass (i.e., that cannot travel at the speed of light), such as quarks and leptons. However, in both physics and chemistry, matter exhibits both wave-like and particle-like properties, the so-called wave\u2013particle duality.", "targets": "What term does science not have a universally-accepted scientific definition for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0ab4397324aa4a4205ac63c5fb608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different fields of science use the term matter in different, and sometimes incompatible, ways. Some of these ways are based on loose historical meanings, from a time when there was no reason to distinguish mass and matter. As such, there is no single universally agreed scientific meaning of the word \"matter\". Scientifically, the term \"mass\" is well-defined, but \"matter\" is not. Sometimes in the field of physics \"matter\" is simply equated with particles that exhibit rest mass (i.e., that cannot travel at the speed of light), such as quarks and leptons. However, in both physics and chemistry, matter exhibits both wave-like and particle-like properties, the so-called wave\u2013particle duality.", "targets": "Sometimes scientific terms were historically considered in ways we know now aren't compatible because scientists didn't need to distinguish matter from what other term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0ab4397324aa4a4205ac63c5fb608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different fields of science use the term matter in different, and sometimes incompatible, ways. Some of these ways are based on loose historical meanings, from a time when there was no reason to distinguish mass and matter. As such, there is no single universally agreed scientific meaning of the word \"matter\". Scientifically, the term \"mass\" is well-defined, but \"matter\" is not. Sometimes in the field of physics \"matter\" is simply equated with particles that exhibit rest mass (i.e., that cannot travel at the speed of light), such as quarks and leptons. However, in both physics and chemistry, matter exhibits both wave-like and particle-like properties, the so-called wave\u2013particle duality.", "targets": "What word do physicists sometimes consider to be defined as particles exhibiting rest mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0ab4397324aa4a4205ac63c5fb608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different fields of science use the term matter in different, and sometimes incompatible, ways. Some of these ways are based on loose historical meanings, from a time when there was no reason to distinguish mass and matter. As such, there is no single universally agreed scientific meaning of the word \"matter\". Scientifically, the term \"mass\" is well-defined, but \"matter\" is not. Sometimes in the field of physics \"matter\" is simply equated with particles that exhibit rest mass (i.e., that cannot travel at the speed of light), such as quarks and leptons. However, in both physics and chemistry, matter exhibits both wave-like and particle-like properties, the so-called wave\u2013particle duality.", "targets": "What duality describes the conflicting properties of matter in the fields of chemistry and physics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0ab4397324aa4a4205ac63c5fb608", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different fields of science use the term matter in different, and sometimes incompatible, ways. Some of these ways are based on loose historical meanings, from a time when there was no reason to distinguish mass and matter. As such, there is no single universally agreed scientific meaning of the word \"matter\". Scientifically, the term \"mass\" is well-defined, but \"matter\" is not. Sometimes in the field of physics \"matter\" is simply equated with particles that exhibit rest mass (i.e., that cannot travel at the speed of light), such as quarks and leptons. However, in both physics and chemistry, matter exhibits both wave-like and particle-like properties, the so-called wave\u2013particle duality.", "targets": "Quarks and leptons are sometimes considered matter because they can't travel at what speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9deeb9a75d884c9bb0f00a1fb79e683a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subjective idealists like George Berkeley are anti-realists in terms of a mind-independent world, whereas transcendental idealists like Immanuel Kant are strong skeptics of such a world, affirming epistemological and not metaphysical idealism. Thus Kant defines idealism as \"the assertion that we can never be certain whether all of our putative outer experience is not mere imagining\". He claimed that, according to idealism, \"the reality of external objects does not admit of strict proof. On the contrary, however, the reality of the object of our internal sense (of myself and state) is clear immediately through consciousness.\"  However, not all idealists restrict the real or the knowable to our immediate subjective experience. Objective idealists make claims about a transempirical world, but simply deny that this world is essentially divorced from or ontologically prior to the mental. Thus Plato and Gottfried Leibniz affirm an objective and knowable reality transcending our subjective awareness\u2014a rejection of epistemological idealism\u2014but propose that this reality is grounded in ideal entities, a form of metaphysical idealism. Nor do all metaphysical idealists agree on the nature of the ideal; for Plato, the fundamental entities were non-mental abstract forms, while for Leibniz they were proto-mental and concrete monads.", "targets": "Who is a notable subjective idealist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9deeb9a75d884c9bb0f00a1fb79e683a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subjective idealists like George Berkeley are anti-realists in terms of a mind-independent world, whereas transcendental idealists like Immanuel Kant are strong skeptics of such a world, affirming epistemological and not metaphysical idealism. Thus Kant defines idealism as \"the assertion that we can never be certain whether all of our putative outer experience is not mere imagining\". He claimed that, according to idealism, \"the reality of external objects does not admit of strict proof. On the contrary, however, the reality of the object of our internal sense (of myself and state) is clear immediately through consciousness.\"  However, not all idealists restrict the real or the knowable to our immediate subjective experience. Objective idealists make claims about a transempirical world, but simply deny that this world is essentially divorced from or ontologically prior to the mental. Thus Plato and Gottfried Leibniz affirm an objective and knowable reality transcending our subjective awareness\u2014a rejection of epistemological idealism\u2014but propose that this reality is grounded in ideal entities, a form of metaphysical idealism. Nor do all metaphysical idealists agree on the nature of the ideal; for Plato, the fundamental entities were non-mental abstract forms, while for Leibniz they were proto-mental and concrete monads.", "targets": "What famous philosopher was a transcendental idealist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9deeb9a75d884c9bb0f00a1fb79e683a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subjective idealists like George Berkeley are anti-realists in terms of a mind-independent world, whereas transcendental idealists like Immanuel Kant are strong skeptics of such a world, affirming epistemological and not metaphysical idealism. Thus Kant defines idealism as \"the assertion that we can never be certain whether all of our putative outer experience is not mere imagining\". He claimed that, according to idealism, \"the reality of external objects does not admit of strict proof. On the contrary, however, the reality of the object of our internal sense (of myself and state) is clear immediately through consciousness.\"  However, not all idealists restrict the real or the knowable to our immediate subjective experience. Objective idealists make claims about a transempirical world, but simply deny that this world is essentially divorced from or ontologically prior to the mental. Thus Plato and Gottfried Leibniz affirm an objective and knowable reality transcending our subjective awareness\u2014a rejection of epistemological idealism\u2014but propose that this reality is grounded in ideal entities, a form of metaphysical idealism. Nor do all metaphysical idealists agree on the nature of the ideal; for Plato, the fundamental entities were non-mental abstract forms, while for Leibniz they were proto-mental and concrete monads.", "targets": "Who are subjective idealists opposed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9deeb9a75d884c9bb0f00a1fb79e683a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subjective idealists like George Berkeley are anti-realists in terms of a mind-independent world, whereas transcendental idealists like Immanuel Kant are strong skeptics of such a world, affirming epistemological and not metaphysical idealism. Thus Kant defines idealism as \"the assertion that we can never be certain whether all of our putative outer experience is not mere imagining\". He claimed that, according to idealism, \"the reality of external objects does not admit of strict proof. On the contrary, however, the reality of the object of our internal sense (of myself and state) is clear immediately through consciousness.\"  However, not all idealists restrict the real or the knowable to our immediate subjective experience. Objective idealists make claims about a transempirical world, but simply deny that this world is essentially divorced from or ontologically prior to the mental. Thus Plato and Gottfried Leibniz affirm an objective and knowable reality transcending our subjective awareness\u2014a rejection of epistemological idealism\u2014but propose that this reality is grounded in ideal entities, a form of metaphysical idealism. Nor do all metaphysical idealists agree on the nature of the ideal; for Plato, the fundamental entities were non-mental abstract forms, while for Leibniz they were proto-mental and concrete monads.", "targets": "Along with Plato, what notable philosopher rejected epistemological idealism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9deeb9a75d884c9bb0f00a1fb79e683a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subjective idealists like George Berkeley are anti-realists in terms of a mind-independent world, whereas transcendental idealists like Immanuel Kant are strong skeptics of such a world, affirming epistemological and not metaphysical idealism. Thus Kant defines idealism as \"the assertion that we can never be certain whether all of our putative outer experience is not mere imagining\". He claimed that, according to idealism, \"the reality of external objects does not admit of strict proof. On the contrary, however, the reality of the object of our internal sense (of myself and state) is clear immediately through consciousness.\"  However, not all idealists restrict the real or the knowable to our immediate subjective experience. Objective idealists make claims about a transempirical world, but simply deny that this world is essentially divorced from or ontologically prior to the mental. Thus Plato and Gottfried Leibniz affirm an objective and knowable reality transcending our subjective awareness\u2014a rejection of epistemological idealism\u2014but propose that this reality is grounded in ideal entities, a form of metaphysical idealism. Nor do all metaphysical idealists agree on the nature of the ideal; for Plato, the fundamental entities were non-mental abstract forms, while for Leibniz they were proto-mental and concrete monads.", "targets": "Who believed the essence of reality to be composed of monads?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec437d0b9b0446718747851449b65baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The March 1906 Scientific American article by American pioneer William E. Meacham explained the basic principle of hydrofoils and hydroplanes. Bell considered the invention of the hydroplane as a very significant achievement. Based on information gained from that article he began to sketch concepts of what is now called a hydrofoil boat. Bell and assistant Frederick W. \"Casey\" Baldwin began hydrofoil experimentation in the summer of 1908 as a possible aid to airplane takeoff from water. Baldwin studied the work of the Italian inventor Enrico Forlanini and began testing models. This led him and Bell to the development of practical hydrofoil watercraft.", "targets": "Who wrote the paper laying out hydrofoils and hydroplanes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec437d0b9b0446718747851449b65baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The March 1906 Scientific American article by American pioneer William E. Meacham explained the basic principle of hydrofoils and hydroplanes. Bell considered the invention of the hydroplane as a very significant achievement. Based on information gained from that article he began to sketch concepts of what is now called a hydrofoil boat. Bell and assistant Frederick W. \"Casey\" Baldwin began hydrofoil experimentation in the summer of 1908 as a possible aid to airplane takeoff from water. Baldwin studied the work of the Italian inventor Enrico Forlanini and began testing models. This led him and Bell to the development of practical hydrofoil watercraft.", "targets": "What nationality was Meacham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec437d0b9b0446718747851449b65baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The March 1906 Scientific American article by American pioneer William E. Meacham explained the basic principle of hydrofoils and hydroplanes. Bell considered the invention of the hydroplane as a very significant achievement. Based on information gained from that article he began to sketch concepts of what is now called a hydrofoil boat. Bell and assistant Frederick W. \"Casey\" Baldwin began hydrofoil experimentation in the summer of 1908 as a possible aid to airplane takeoff from water. Baldwin studied the work of the Italian inventor Enrico Forlanini and began testing models. This led him and Bell to the development of practical hydrofoil watercraft.", "targets": "What did Bell start drawing after reading the article?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec437d0b9b0446718747851449b65baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The March 1906 Scientific American article by American pioneer William E. Meacham explained the basic principle of hydrofoils and hydroplanes. Bell considered the invention of the hydroplane as a very significant achievement. Based on information gained from that article he began to sketch concepts of what is now called a hydrofoil boat. Bell and assistant Frederick W. \"Casey\" Baldwin began hydrofoil experimentation in the summer of 1908 as a possible aid to airplane takeoff from water. Baldwin studied the work of the Italian inventor Enrico Forlanini and began testing models. This led him and Bell to the development of practical hydrofoil watercraft.", "targets": "Who helped Bell investigate hydrofoils in 1908?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec437d0b9b0446718747851449b65baf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The March 1906 Scientific American article by American pioneer William E. Meacham explained the basic principle of hydrofoils and hydroplanes. Bell considered the invention of the hydroplane as a very significant achievement. Based on information gained from that article he began to sketch concepts of what is now called a hydrofoil boat. Bell and assistant Frederick W. \"Casey\" Baldwin began hydrofoil experimentation in the summer of 1908 as a possible aid to airplane takeoff from water. Baldwin studied the work of the Italian inventor Enrico Forlanini and began testing models. This led him and Bell to the development of practical hydrofoil watercraft.", "targets": "Which Italian scientist did Baldwin draw inspiration from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-804a085798274f6591eb4dd3b6a4c70f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Dominic and the early brethren had instituted female Dominican houses at Prouille and other places by 1227, some of the brethren of the order had misgivings about the necessity of female religious establishments in an order whose major purpose was preaching, a duty in which women could not traditionally engage. In spite of these doubts, women's houses dotted the countryside throughout Europe. There were seventy-four Dominican female houses in Germany, forty-two in Italy, nine in France, eight in Spain, six in Bohemia, three in Hungary, and three in Poland. Many of the German religious houses that lodged women had been home to communities of women, such as Beguines, that became Dominican once they were taught by the traveling preachers and put under the jurisdiction of the Dominican authoritative structure. A number of these houses became centers of study and mystical spirituality in the 14th century. There were one hundred and fifty-seven nunneries in the order by 1358. In that year, the number lessened due to disasters like the Black Death.", "targets": "Who did some early Dominican followers have trouble reconciling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-804a085798274f6591eb4dd3b6a4c70f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Dominic and the early brethren had instituted female Dominican houses at Prouille and other places by 1227, some of the brethren of the order had misgivings about the necessity of female religious establishments in an order whose major purpose was preaching, a duty in which women could not traditionally engage. In spite of these doubts, women's houses dotted the countryside throughout Europe. There were seventy-four Dominican female houses in Germany, forty-two in Italy, nine in France, eight in Spain, six in Bohemia, three in Hungary, and three in Poland. Many of the German religious houses that lodged women had been home to communities of women, such as Beguines, that became Dominican once they were taught by the traveling preachers and put under the jurisdiction of the Dominican authoritative structure. A number of these houses became centers of study and mystical spirituality in the 14th century. There were one hundred and fifty-seven nunneries in the order by 1358. In that year, the number lessened due to disasters like the Black Death.", "targets": "Where was one female Dominican house located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-804a085798274f6591eb4dd3b6a4c70f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Dominic and the early brethren had instituted female Dominican houses at Prouille and other places by 1227, some of the brethren of the order had misgivings about the necessity of female religious establishments in an order whose major purpose was preaching, a duty in which women could not traditionally engage. In spite of these doubts, women's houses dotted the countryside throughout Europe. There were seventy-four Dominican female houses in Germany, forty-two in Italy, nine in France, eight in Spain, six in Bohemia, three in Hungary, and three in Poland. Many of the German religious houses that lodged women had been home to communities of women, such as Beguines, that became Dominican once they were taught by the traveling preachers and put under the jurisdiction of the Dominican authoritative structure. A number of these houses became centers of study and mystical spirituality in the 14th century. There were one hundred and fifty-seven nunneries in the order by 1358. In that year, the number lessened due to disasters like the Black Death.", "targets": "How many female Dominican houses were there in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-804a085798274f6591eb4dd3b6a4c70f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Dominic and the early brethren had instituted female Dominican houses at Prouille and other places by 1227, some of the brethren of the order had misgivings about the necessity of female religious establishments in an order whose major purpose was preaching, a duty in which women could not traditionally engage. In spite of these doubts, women's houses dotted the countryside throughout Europe. There were seventy-four Dominican female houses in Germany, forty-two in Italy, nine in France, eight in Spain, six in Bohemia, three in Hungary, and three in Poland. Many of the German religious houses that lodged women had been home to communities of women, such as Beguines, that became Dominican once they were taught by the traveling preachers and put under the jurisdiction of the Dominican authoritative structure. A number of these houses became centers of study and mystical spirituality in the 14th century. There were one hundred and fifty-seven nunneries in the order by 1358. In that year, the number lessened due to disasters like the Black Death.", "targets": "Who were an order of religious women who later converted to Dominican?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-804a085798274f6591eb4dd3b6a4c70f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Dominic and the early brethren had instituted female Dominican houses at Prouille and other places by 1227, some of the brethren of the order had misgivings about the necessity of female religious establishments in an order whose major purpose was preaching, a duty in which women could not traditionally engage. In spite of these doubts, women's houses dotted the countryside throughout Europe. There were seventy-four Dominican female houses in Germany, forty-two in Italy, nine in France, eight in Spain, six in Bohemia, three in Hungary, and three in Poland. Many of the German religious houses that lodged women had been home to communities of women, such as Beguines, that became Dominican once they were taught by the traveling preachers and put under the jurisdiction of the Dominican authoritative structure. A number of these houses became centers of study and mystical spirituality in the 14th century. There were one hundred and fifty-seven nunneries in the order by 1358. In that year, the number lessened due to disasters like the Black Death.", "targets": "How many Dominican nunneries were there by 1358?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef63a3c4fea486085ef0963011151b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The existence of discrete inheritable units was first suggested by Gregor Mendel (1822\u20131884). From 1857 to 1864, he studied inheritance patterns in 8000 common edible pea plants, tracking distinct traits from parent to offspring. He described these mathematically as 2n combinations where n is the number of differing characteristics in the original peas. Although he did not use the term gene, he explained his results in terms of discrete inherited units that give rise to observable physical characteristics. This description prefigured the distinction between genotype (the genetic material of an organism) and phenotype (the visible traits of that organism). Mendel was also the first to demonstrate independent assortment, the distinction between dominant and recessive traits, the distinction between a heterozygote and homozygote, and the phenomenon of discontinuous inheritance.", "targets": "Who first suggested the existence of discrete inheritable units?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef63a3c4fea486085ef0963011151b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The existence of discrete inheritable units was first suggested by Gregor Mendel (1822\u20131884). From 1857 to 1864, he studied inheritance patterns in 8000 common edible pea plants, tracking distinct traits from parent to offspring. He described these mathematically as 2n combinations where n is the number of differing characteristics in the original peas. Although he did not use the term gene, he explained his results in terms of discrete inherited units that give rise to observable physical characteristics. This description prefigured the distinction between genotype (the genetic material of an organism) and phenotype (the visible traits of that organism). Mendel was also the first to demonstrate independent assortment, the distinction between dominant and recessive traits, the distinction between a heterozygote and homozygote, and the phenomenon of discontinuous inheritance.", "targets": "If a distinct trait in edible pea plants is mathematically described as a 2n combination, what does n represent? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef63a3c4fea486085ef0963011151b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The existence of discrete inheritable units was first suggested by Gregor Mendel (1822\u20131884). From 1857 to 1864, he studied inheritance patterns in 8000 common edible pea plants, tracking distinct traits from parent to offspring. He described these mathematically as 2n combinations where n is the number of differing characteristics in the original peas. Although he did not use the term gene, he explained his results in terms of discrete inherited units that give rise to observable physical characteristics. This description prefigured the distinction between genotype (the genetic material of an organism) and phenotype (the visible traits of that organism). Mendel was also the first to demonstrate independent assortment, the distinction between dominant and recessive traits, the distinction between a heterozygote and homozygote, and the phenomenon of discontinuous inheritance.", "targets": "What is one thing that Gregor Mendel was the first to demonstrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef63a3c4fea486085ef0963011151b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The existence of discrete inheritable units was first suggested by Gregor Mendel (1822\u20131884). From 1857 to 1864, he studied inheritance patterns in 8000 common edible pea plants, tracking distinct traits from parent to offspring. He described these mathematically as 2n combinations where n is the number of differing characteristics in the original peas. Although he did not use the term gene, he explained his results in terms of discrete inherited units that give rise to observable physical characteristics. This description prefigured the distinction between genotype (the genetic material of an organism) and phenotype (the visible traits of that organism). Mendel was also the first to demonstrate independent assortment, the distinction between dominant and recessive traits, the distinction between a heterozygote and homozygote, and the phenomenon of discontinuous inheritance.", "targets": "What is another thing that Gregor Mendel was the first to demonstrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ef63a3c4fea486085ef0963011151b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The existence of discrete inheritable units was first suggested by Gregor Mendel (1822\u20131884). From 1857 to 1864, he studied inheritance patterns in 8000 common edible pea plants, tracking distinct traits from parent to offspring. He described these mathematically as 2n combinations where n is the number of differing characteristics in the original peas. Although he did not use the term gene, he explained his results in terms of discrete inherited units that give rise to observable physical characteristics. This description prefigured the distinction between genotype (the genetic material of an organism) and phenotype (the visible traits of that organism). Mendel was also the first to demonstrate independent assortment, the distinction between dominant and recessive traits, the distinction between a heterozygote and homozygote, and the phenomenon of discontinuous inheritance.", "targets": "What did Gregor Mendel explain his results in terms of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518406bbba9d42dbb6dd64e02c78c60a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are substances meant for attracting, seducing, and then destroying any pest. They are a class of biocide. The most common use of pesticides is as plant protection products (also known as crop protection products), which in general protect plants from damaging influences such as weeds, fungi, or insects. This use of pesticides is so common that the term pesticide is often treated as synonymous with plant protection product, although it is in fact a broader term, as pesticides are also used for non-agricultural purposes. The term pesticide includes all of the following: herbicide, insecticide, insect growth regulator, nematicide, termiticide, molluscicide, piscicide, avicide, rodenticide, predacide, bactericide, insect repellent, animal repellent, antimicrobial, fungicide, disinfectant (antimicrobial), and sanitizer.", "targets": "What is the difference between a pesticide and a plant protection product?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518406bbba9d42dbb6dd64e02c78c60a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are substances meant for attracting, seducing, and then destroying any pest. They are a class of biocide. The most common use of pesticides is as plant protection products (also known as crop protection products), which in general protect plants from damaging influences such as weeds, fungi, or insects. This use of pesticides is so common that the term pesticide is often treated as synonymous with plant protection product, although it is in fact a broader term, as pesticides are also used for non-agricultural purposes. The term pesticide includes all of the following: herbicide, insecticide, insect growth regulator, nematicide, termiticide, molluscicide, piscicide, avicide, rodenticide, predacide, bactericide, insect repellent, animal repellent, antimicrobial, fungicide, disinfectant (antimicrobial), and sanitizer.", "targets": "What is the purpose of a pesticide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518406bbba9d42dbb6dd64e02c78c60a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are substances meant for attracting, seducing, and then destroying any pest. They are a class of biocide. The most common use of pesticides is as plant protection products (also known as crop protection products), which in general protect plants from damaging influences such as weeds, fungi, or insects. This use of pesticides is so common that the term pesticide is often treated as synonymous with plant protection product, although it is in fact a broader term, as pesticides are also used for non-agricultural purposes. The term pesticide includes all of the following: herbicide, insecticide, insect growth regulator, nematicide, termiticide, molluscicide, piscicide, avicide, rodenticide, predacide, bactericide, insect repellent, animal repellent, antimicrobial, fungicide, disinfectant (antimicrobial), and sanitizer.", "targets": "What are pesticides most commonly used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518406bbba9d42dbb6dd64e02c78c60a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are substances meant for attracting, seducing, and then destroying any pest. They are a class of biocide. The most common use of pesticides is as plant protection products (also known as crop protection products), which in general protect plants from damaging influences such as weeds, fungi, or insects. This use of pesticides is so common that the term pesticide is often treated as synonymous with plant protection product, although it is in fact a broader term, as pesticides are also used for non-agricultural purposes. The term pesticide includes all of the following: herbicide, insecticide, insect growth regulator, nematicide, termiticide, molluscicide, piscicide, avicide, rodenticide, predacide, bactericide, insect repellent, animal repellent, antimicrobial, fungicide, disinfectant (antimicrobial), and sanitizer.", "targets": "What can pesticides protect plants from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-518406bbba9d42dbb6dd64e02c78c60a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are substances meant for attracting, seducing, and then destroying any pest. They are a class of biocide. The most common use of pesticides is as plant protection products (also known as crop protection products), which in general protect plants from damaging influences such as weeds, fungi, or insects. This use of pesticides is so common that the term pesticide is often treated as synonymous with plant protection product, although it is in fact a broader term, as pesticides are also used for non-agricultural purposes. The term pesticide includes all of the following: herbicide, insecticide, insect growth regulator, nematicide, termiticide, molluscicide, piscicide, avicide, rodenticide, predacide, bactericide, insect repellent, animal repellent, antimicrobial, fungicide, disinfectant (antimicrobial), and sanitizer.", "targets": "What item commonly used in hospitals, schools and offices is a pesticide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a21030ab6f84fe7aef9cd87c6ff4c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The task of organizing the U.S. Army commenced in 1775. In the first one hundred years of its existence, the United States Army was maintained as a small peacetime force to man permanent forts and perform other non-wartime duties such as engineering and construction works. During times of war, the U.S. Army was augmented by the much larger United States Volunteers which were raised independently by various state governments. States also maintained full-time militias which could also be called into the service of the army.", "targets": "What year was the U.S. army organized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a21030ab6f84fe7aef9cd87c6ff4c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The task of organizing the U.S. Army commenced in 1775. In the first one hundred years of its existence, the United States Army was maintained as a small peacetime force to man permanent forts and perform other non-wartime duties such as engineering and construction works. During times of war, the U.S. Army was augmented by the much larger United States Volunteers which were raised independently by various state governments. States also maintained full-time militias which could also be called into the service of the army.", "targets": "What group combined with the U.S. Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a21030ab6f84fe7aef9cd87c6ff4c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The task of organizing the U.S. Army commenced in 1775. In the first one hundred years of its existence, the United States Army was maintained as a small peacetime force to man permanent forts and perform other non-wartime duties such as engineering and construction works. During times of war, the U.S. Army was augmented by the much larger United States Volunteers which were raised independently by various state governments. States also maintained full-time militias which could also be called into the service of the army.", "targets": "Who raised the United States Volunteers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d62c4dba2454bf18229bce2d291706c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen composed music that drew inspiration from many different genres of music, often with a tongue-in-cheek attitude. The genres they have been associated with include progressive rock, symphonic rock, art rock, glam rock, hard rock, heavy metal, pop rock, and psychedelic rock. Queen also wrote songs that were inspired by diverse musical styles which are not typically associated with rock groups, such as opera, music hall, folk music, gospel, ragtime, and dance/disco. Several Queen songs were written with audience participation in mind, such as \"We Will Rock You\" and \"We Are the Champions\". Similarly, \"Radio Ga Ga\" became a live favourite because it would have \"crowds clapping like they were at a Nuremberg rally\".", "targets": "Which Queen song inspired audience clapping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d62c4dba2454bf18229bce2d291706c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen composed music that drew inspiration from many different genres of music, often with a tongue-in-cheek attitude. The genres they have been associated with include progressive rock, symphonic rock, art rock, glam rock, hard rock, heavy metal, pop rock, and psychedelic rock. Queen also wrote songs that were inspired by diverse musical styles which are not typically associated with rock groups, such as opera, music hall, folk music, gospel, ragtime, and dance/disco. Several Queen songs were written with audience participation in mind, such as \"We Will Rock You\" and \"We Are the Champions\". Similarly, \"Radio Ga Ga\" became a live favourite because it would have \"crowds clapping like they were at a Nuremberg rally\".", "targets": "Which two Queen songs were written with audience participation in mind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d62c4dba2454bf18229bce2d291706c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen composed music that drew inspiration from many different genres of music, often with a tongue-in-cheek attitude. The genres they have been associated with include progressive rock, symphonic rock, art rock, glam rock, hard rock, heavy metal, pop rock, and psychedelic rock. Queen also wrote songs that were inspired by diverse musical styles which are not typically associated with rock groups, such as opera, music hall, folk music, gospel, ragtime, and dance/disco. Several Queen songs were written with audience participation in mind, such as \"We Will Rock You\" and \"We Are the Champions\". Similarly, \"Radio Ga Ga\" became a live favourite because it would have \"crowds clapping like they were at a Nuremberg rally\".", "targets": "What kind of metal has Queen been associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d62c4dba2454bf18229bce2d291706c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen composed music that drew inspiration from many different genres of music, often with a tongue-in-cheek attitude. The genres they have been associated with include progressive rock, symphonic rock, art rock, glam rock, hard rock, heavy metal, pop rock, and psychedelic rock. Queen also wrote songs that were inspired by diverse musical styles which are not typically associated with rock groups, such as opera, music hall, folk music, gospel, ragtime, and dance/disco. Several Queen songs were written with audience participation in mind, such as \"We Will Rock You\" and \"We Are the Champions\". Similarly, \"Radio Ga Ga\" became a live favourite because it would have \"crowds clapping like they were at a Nuremberg rally\".", "targets": "What 70s style of pop music was Queen associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-041edc2c39ae45d2a9244ea4e2204e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the term Middle East as a region of international affairs apparently began in British and American diplomatic circles quite independently of each other over concern for the security of the same country: Iran, then known to the west as Persia. In 1900 Thomas Edward Gordon published an article, The Problem of the Middle East, which began:", "targets": "Where did the use of the term Middle East as a region of international affairs begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-041edc2c39ae45d2a9244ea4e2204e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the term Middle East as a region of international affairs apparently began in British and American diplomatic circles quite independently of each other over concern for the security of the same country: Iran, then known to the west as Persia. In 1900 Thomas Edward Gordon published an article, The Problem of the Middle East, which began:", "targets": "What was Iran known as to the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-041edc2c39ae45d2a9244ea4e2204e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the term Middle East as a region of international affairs apparently began in British and American diplomatic circles quite independently of each other over concern for the security of the same country: Iran, then known to the west as Persia. In 1900 Thomas Edward Gordon published an article, The Problem of the Middle East, which began:", "targets": "When did Thomas Edward Gordon publish \"The Problem of the Middle East\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-041edc2c39ae45d2a9244ea4e2204e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the term Middle East as a region of international affairs apparently began in British and American diplomatic circles quite independently of each other over concern for the security of the same country: Iran, then known to the west as Persia. In 1900 Thomas Edward Gordon published an article, The Problem of the Middle East, which began:", "targets": "What article did Thomas Edward Gordon publish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-041edc2c39ae45d2a9244ea4e2204e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of the term Middle East as a region of international affairs apparently began in British and American diplomatic circles quite independently of each other over concern for the security of the same country: Iran, then known to the west as Persia. In 1900 Thomas Edward Gordon published an article, The Problem of the Middle East, which began:", "targets": "The problem of the Middle East was published by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a1c48c744b748c3bab5f0ea19bdbb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university owns several centers around the world used for international studies and research, conferences abroad, and alumni support. The university has had a presence in London, England, since 1968. Since 1998, its London center has been based in the former United University Club at 1 Suffolk Street in Trafalgar Square. The center enables the Colleges of Arts & Letters, Business Administration, Science, Engineering and the Law School to develop their own programs in London, as well as hosting conferences and symposia. Other Global Gateways are located in Beijing, Chicago, Dublin, Jerusalem and Rome.", "targets": "In what year did Notre Dame first have a facility in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a1c48c744b748c3bab5f0ea19bdbb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university owns several centers around the world used for international studies and research, conferences abroad, and alumni support. The university has had a presence in London, England, since 1968. Since 1998, its London center has been based in the former United University Club at 1 Suffolk Street in Trafalgar Square. The center enables the Colleges of Arts & Letters, Business Administration, Science, Engineering and the Law School to develop their own programs in London, as well as hosting conferences and symposia. Other Global Gateways are located in Beijing, Chicago, Dublin, Jerusalem and Rome.", "targets": "At which location is the London Center operated by Notre Dame found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a1c48c744b748c3bab5f0ea19bdbb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university owns several centers around the world used for international studies and research, conferences abroad, and alumni support. The university has had a presence in London, England, since 1968. Since 1998, its London center has been based in the former United University Club at 1 Suffolk Street in Trafalgar Square. The center enables the Colleges of Arts & Letters, Business Administration, Science, Engineering and the Law School to develop their own programs in London, as well as hosting conferences and symposia. Other Global Gateways are located in Beijing, Chicago, Dublin, Jerusalem and Rome.", "targets": "Notre Dame has a center in Beijing, what is it referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a1c48c744b748c3bab5f0ea19bdbb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university owns several centers around the world used for international studies and research, conferences abroad, and alumni support. The university has had a presence in London, England, since 1968. Since 1998, its London center has been based in the former United University Club at 1 Suffolk Street in Trafalgar Square. The center enables the Colleges of Arts & Letters, Business Administration, Science, Engineering and the Law School to develop their own programs in London, as well as hosting conferences and symposia. Other Global Gateways are located in Beijing, Chicago, Dublin, Jerusalem and Rome.", "targets": "In what year did the Suffolk Street location start to house a Notre Dame facility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-377485411b904ad9bbf257e2b1fd774e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranging from about 1 millimeter (0.039 in) to 1.5 meters (4.9 ft) in size, ctenophores are the largest non-colonial animals that use cilia (\"hairs\") as their main method of locomotion. Most species have eight strips, called comb rows, that run the length of their bodies and bear comb-like bands of cilia, called \"ctenes,\" stacked along the comb rows so that when the cilia beat, those of each comb touch the comb below. The name \"ctenophora\" means \"comb-bearing\", from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 (stem-form \u03ba\u03c4\u03b5\u03bd-) meaning \"comb\" and the Greek suffix -\u03c6\u03bf\u03c1\u03bf\u03c2 meaning \"carrying\".", "targets": "What are the hairs on ctenophores called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-377485411b904ad9bbf257e2b1fd774e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranging from about 1 millimeter (0.039 in) to 1.5 meters (4.9 ft) in size, ctenophores are the largest non-colonial animals that use cilia (\"hairs\") as their main method of locomotion. Most species have eight strips, called comb rows, that run the length of their bodies and bear comb-like bands of cilia, called \"ctenes,\" stacked along the comb rows so that when the cilia beat, those of each comb touch the comb below. The name \"ctenophora\" means \"comb-bearing\", from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 (stem-form \u03ba\u03c4\u03b5\u03bd-) meaning \"comb\" and the Greek suffix -\u03c6\u03bf\u03c1\u03bf\u03c2 meaning \"carrying\".", "targets": "What are cilia used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-377485411b904ad9bbf257e2b1fd774e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranging from about 1 millimeter (0.039 in) to 1.5 meters (4.9 ft) in size, ctenophores are the largest non-colonial animals that use cilia (\"hairs\") as their main method of locomotion. Most species have eight strips, called comb rows, that run the length of their bodies and bear comb-like bands of cilia, called \"ctenes,\" stacked along the comb rows so that when the cilia beat, those of each comb touch the comb below. The name \"ctenophora\" means \"comb-bearing\", from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 (stem-form \u03ba\u03c4\u03b5\u03bd-) meaning \"comb\" and the Greek suffix -\u03c6\u03bf\u03c1\u03bf\u03c2 meaning \"carrying\".", "targets": "Comb like bands of cilia are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-377485411b904ad9bbf257e2b1fd774e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranging from about 1 millimeter (0.039 in) to 1.5 meters (4.9 ft) in size, ctenophores are the largest non-colonial animals that use cilia (\"hairs\") as their main method of locomotion. Most species have eight strips, called comb rows, that run the length of their bodies and bear comb-like bands of cilia, called \"ctenes,\" stacked along the comb rows so that when the cilia beat, those of each comb touch the comb below. The name \"ctenophora\" means \"comb-bearing\", from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 (stem-form \u03ba\u03c4\u03b5\u03bd-) meaning \"comb\" and the Greek suffix -\u03c6\u03bf\u03c1\u03bf\u03c2 meaning \"carrying\".", "targets": "What does ctenophore mean in Greek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9baeb5733d430ab3f91338d14ebea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strong, royalty-based nation states rose throughout Europe in the Late Middle Ages, particularly in England, France, and the Christian kingdoms of the Iberian Peninsula: Aragon, Castile, and Portugal. The long conflicts of the period strengthened royal control over their kingdoms and were extremely hard on the peasantry. Kings profited from warfare that extended royal legislation and increased the lands they directly controlled. Paying for the wars required that methods of taxation become more effective and efficient, and the rate of taxation often increased. The requirement to obtain the consent of taxpayers allowed representative bodies such as the English Parliament and the French Estates General to gain power and authority.", "targets": "Along with Aragon and Castile, what Christian kingdom was present on the Iberian Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9baeb5733d430ab3f91338d14ebea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strong, royalty-based nation states rose throughout Europe in the Late Middle Ages, particularly in England, France, and the Christian kingdoms of the Iberian Peninsula: Aragon, Castile, and Portugal. The long conflicts of the period strengthened royal control over their kingdoms and were extremely hard on the peasantry. Kings profited from warfare that extended royal legislation and increased the lands they directly controlled. Paying for the wars required that methods of taxation become more effective and efficient, and the rate of taxation often increased. The requirement to obtain the consent of taxpayers allowed representative bodies such as the English Parliament and the French Estates General to gain power and authority.", "targets": "Why did kings increase the tax rate during this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9baeb5733d430ab3f91338d14ebea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strong, royalty-based nation states rose throughout Europe in the Late Middle Ages, particularly in England, France, and the Christian kingdoms of the Iberian Peninsula: Aragon, Castile, and Portugal. The long conflicts of the period strengthened royal control over their kingdoms and were extremely hard on the peasantry. Kings profited from warfare that extended royal legislation and increased the lands they directly controlled. Paying for the wars required that methods of taxation become more effective and efficient, and the rate of taxation often increased. The requirement to obtain the consent of taxpayers allowed representative bodies such as the English Parliament and the French Estates General to gain power and authority.", "targets": "What English representative body provided consent for royal taxation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9baeb5733d430ab3f91338d14ebea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strong, royalty-based nation states rose throughout Europe in the Late Middle Ages, particularly in England, France, and the Christian kingdoms of the Iberian Peninsula: Aragon, Castile, and Portugal. The long conflicts of the period strengthened royal control over their kingdoms and were extremely hard on the peasantry. Kings profited from warfare that extended royal legislation and increased the lands they directly controlled. Paying for the wars required that methods of taxation become more effective and efficient, and the rate of taxation often increased. The requirement to obtain the consent of taxpayers allowed representative bodies such as the English Parliament and the French Estates General to gain power and authority.", "targets": "What French body was similar in purpose to the English Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d9baeb5733d430ab3f91338d14ebea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Strong, royalty-based nation states rose throughout Europe in the Late Middle Ages, particularly in England, France, and the Christian kingdoms of the Iberian Peninsula: Aragon, Castile, and Portugal. The long conflicts of the period strengthened royal control over their kingdoms and were extremely hard on the peasantry. Kings profited from warfare that extended royal legislation and increased the lands they directly controlled. Paying for the wars required that methods of taxation become more effective and efficient, and the rate of taxation often increased. The requirement to obtain the consent of taxpayers allowed representative bodies such as the English Parliament and the French Estates General to gain power and authority.", "targets": "What social class was harmed by the lengthy wars of this era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abd8d78c7a4946869a6eea07a2402d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In front of the Presiding Officers' desk is the parliamentary mace, which is made from silver and inlaid with gold panned from Scottish rivers and inscribed with the words: Wisdom, Compassion, Justice and Integrity. The words There shall be a Scottish Parliament, which are the first words of the Scotland Act, are inscribed around the head of the mace, which has a formal ceremonial role in the meetings of Parliament, reinforcing the authority of the Parliament in its ability to make laws. Presented to the Scottish Parliament by the Queen upon its official opening in July 1999, the mace is displayed in a glass case suspended from the lid. At the beginning of each sitting in the chamber, the lid of the case is rotated so that the mace is above the glass, to symbolise that a full meeting of the Parliament is taking place.", "targets": "Where does the gold in the parliamentary mace come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abd8d78c7a4946869a6eea07a2402d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In front of the Presiding Officers' desk is the parliamentary mace, which is made from silver and inlaid with gold panned from Scottish rivers and inscribed with the words: Wisdom, Compassion, Justice and Integrity. The words There shall be a Scottish Parliament, which are the first words of the Scotland Act, are inscribed around the head of the mace, which has a formal ceremonial role in the meetings of Parliament, reinforcing the authority of the Parliament in its ability to make laws. Presented to the Scottish Parliament by the Queen upon its official opening in July 1999, the mace is displayed in a glass case suspended from the lid. At the beginning of each sitting in the chamber, the lid of the case is rotated so that the mace is above the glass, to symbolise that a full meeting of the Parliament is taking place.", "targets": "What is the parliamentary mace made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abd8d78c7a4946869a6eea07a2402d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In front of the Presiding Officers' desk is the parliamentary mace, which is made from silver and inlaid with gold panned from Scottish rivers and inscribed with the words: Wisdom, Compassion, Justice and Integrity. The words There shall be a Scottish Parliament, which are the first words of the Scotland Act, are inscribed around the head of the mace, which has a formal ceremonial role in the meetings of Parliament, reinforcing the authority of the Parliament in its ability to make laws. Presented to the Scottish Parliament by the Queen upon its official opening in July 1999, the mace is displayed in a glass case suspended from the lid. At the beginning of each sitting in the chamber, the lid of the case is rotated so that the mace is above the glass, to symbolise that a full meeting of the Parliament is taking place.", "targets": "Who presented the mac to the Scottish Parliament when it was initially opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abd8d78c7a4946869a6eea07a2402d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In front of the Presiding Officers' desk is the parliamentary mace, which is made from silver and inlaid with gold panned from Scottish rivers and inscribed with the words: Wisdom, Compassion, Justice and Integrity. The words There shall be a Scottish Parliament, which are the first words of the Scotland Act, are inscribed around the head of the mace, which has a formal ceremonial role in the meetings of Parliament, reinforcing the authority of the Parliament in its ability to make laws. Presented to the Scottish Parliament by the Queen upon its official opening in July 1999, the mace is displayed in a glass case suspended from the lid. At the beginning of each sitting in the chamber, the lid of the case is rotated so that the mace is above the glass, to symbolise that a full meeting of the Parliament is taking place.", "targets": "What words are inscribed on the mace of parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abd8d78c7a4946869a6eea07a2402d11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In front of the Presiding Officers' desk is the parliamentary mace, which is made from silver and inlaid with gold panned from Scottish rivers and inscribed with the words: Wisdom, Compassion, Justice and Integrity. The words There shall be a Scottish Parliament, which are the first words of the Scotland Act, are inscribed around the head of the mace, which has a formal ceremonial role in the meetings of Parliament, reinforcing the authority of the Parliament in its ability to make laws. Presented to the Scottish Parliament by the Queen upon its official opening in July 1999, the mace is displayed in a glass case suspended from the lid. At the beginning of each sitting in the chamber, the lid of the case is rotated so that the mace is above the glass, to symbolise that a full meeting of the Parliament is taking place.", "targets": "What is the mace displayed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbee7a0826d94d019fe5e3d8ba43f907", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides the city wall, other famous Ming-era structures in the city included the famous Ming Xiaoling Mausoleum and Porcelain Tower, although the latter was destroyed by the Taipings in the 19th century either in order to prevent a hostile faction from using it to observe and shell the city or from superstitious fear of its geomantic properties.", "targets": "What is the name of the famous mausoleum in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbee7a0826d94d019fe5e3d8ba43f907", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides the city wall, other famous Ming-era structures in the city included the famous Ming Xiaoling Mausoleum and Porcelain Tower, although the latter was destroyed by the Taipings in the 19th century either in order to prevent a hostile faction from using it to observe and shell the city or from superstitious fear of its geomantic properties.", "targets": "Who decimated the Porcelain Tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbee7a0826d94d019fe5e3d8ba43f907", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides the city wall, other famous Ming-era structures in the city included the famous Ming Xiaoling Mausoleum and Porcelain Tower, although the latter was destroyed by the Taipings in the 19th century either in order to prevent a hostile faction from using it to observe and shell the city or from superstitious fear of its geomantic properties.", "targets": "When was the Porcelain Tower destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbee7a0826d94d019fe5e3d8ba43f907", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides the city wall, other famous Ming-era structures in the city included the famous Ming Xiaoling Mausoleum and Porcelain Tower, although the latter was destroyed by the Taipings in the 19th century either in order to prevent a hostile faction from using it to observe and shell the city or from superstitious fear of its geomantic properties.", "targets": "One possibility the Tower was destroyed was to prevent it's use by a hostile enemy. What is the other possibility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7128d1f346451d83e6de9b7623a6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The owner produces a list of requirements for a project, giving an overall view of the project's goals. Several D&B contractors present different ideas about how to accomplish these goals. The owner selects the ideas he or she likes best and hires the appropriate contractor. Often, it is not just one contractor, but a consortium of several contractors working together. Once these have been hired, they begin building the first phase of the project. As they build phase 1, they design phase 2. This is in contrast to a design-bid-build contract, where the project is completely designed by the owner, then bid on, then completed.", "targets": "Who produces a list of requirements for a project, giving an overall view of the project's goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7128d1f346451d83e6de9b7623a6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The owner produces a list of requirements for a project, giving an overall view of the project's goals. Several D&B contractors present different ideas about how to accomplish these goals. The owner selects the ideas he or she likes best and hires the appropriate contractor. Often, it is not just one contractor, but a consortium of several contractors working together. Once these have been hired, they begin building the first phase of the project. As they build phase 1, they design phase 2. This is in contrast to a design-bid-build contract, where the project is completely designed by the owner, then bid on, then completed.", "targets": "Who presents different ideas about how to accomplish goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7128d1f346451d83e6de9b7623a6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The owner produces a list of requirements for a project, giving an overall view of the project's goals. Several D&B contractors present different ideas about how to accomplish these goals. The owner selects the ideas he or she likes best and hires the appropriate contractor. Often, it is not just one contractor, but a consortium of several contractors working together. Once these have been hired, they begin building the first phase of the project. As they build phase 1, they design phase 2. This is in contrast to a design-bid-build contract, where the project is completely designed by the owner, then bid on, then completed.", "targets": "Who selects and hires the best ideas and appropriate contractors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7128d1f346451d83e6de9b7623a6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The owner produces a list of requirements for a project, giving an overall view of the project's goals. Several D&B contractors present different ideas about how to accomplish these goals. The owner selects the ideas he or she likes best and hires the appropriate contractor. Often, it is not just one contractor, but a consortium of several contractors working together. Once these have been hired, they begin building the first phase of the project. As they build phase 1, they design phase 2. This is in contrast to a design-bid-build contract, where the project is completely designed by the owner, then bid on, then completed.", "targets": "Who is usually working together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b7128d1f346451d83e6de9b7623a6d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The owner produces a list of requirements for a project, giving an overall view of the project's goals. Several D&B contractors present different ideas about how to accomplish these goals. The owner selects the ideas he or she likes best and hires the appropriate contractor. Often, it is not just one contractor, but a consortium of several contractors working together. Once these have been hired, they begin building the first phase of the project. As they build phase 1, they design phase 2. This is in contrast to a design-bid-build contract, where the project is completely designed by the owner, then bid on, then completed.", "targets": "What happens as they build phase 1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bfb20a929d84be0a8bad568c75087fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's economy is driven by a mix of older industrial companies, and \"new economy\" Internet and technology companies, service, design and clean technology companies. The city's gross metropolitan product was $231 billion in 2010, making it the 11th largest metropolitan economy in the United States. The Port of Seattle, which also operates Seattle\u2013Tacoma International Airport, is a major gateway for trade with Asia and cruises to Alaska, and is the 8th largest port in the United States in terms of container capacity. Though it was affected by the Great Recession, Seattle has retained a comparatively strong economy, and remains a hotbed for start-up businesses, especially in green building and clean technologies: it was ranked as America's No. 1 \"smarter city\" based on its government policies and green economy. In February 2010, the city government committed Seattle to becoming North America's first \"climate neutral\" city, with a goal of reaching zero net per capita greenhouse gas emissions by 2030.", "targets": "What was Seattle's gross product in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bfb20a929d84be0a8bad568c75087fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's economy is driven by a mix of older industrial companies, and \"new economy\" Internet and technology companies, service, design and clean technology companies. The city's gross metropolitan product was $231 billion in 2010, making it the 11th largest metropolitan economy in the United States. The Port of Seattle, which also operates Seattle\u2013Tacoma International Airport, is a major gateway for trade with Asia and cruises to Alaska, and is the 8th largest port in the United States in terms of container capacity. Though it was affected by the Great Recession, Seattle has retained a comparatively strong economy, and remains a hotbed for start-up businesses, especially in green building and clean technologies: it was ranked as America's No. 1 \"smarter city\" based on its government policies and green economy. In February 2010, the city government committed Seattle to becoming North America's first \"climate neutral\" city, with a goal of reaching zero net per capita greenhouse gas emissions by 2030.", "targets": "Where does Seattle rank in size of economy in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bfb20a929d84be0a8bad568c75087fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's economy is driven by a mix of older industrial companies, and \"new economy\" Internet and technology companies, service, design and clean technology companies. The city's gross metropolitan product was $231 billion in 2010, making it the 11th largest metropolitan economy in the United States. The Port of Seattle, which also operates Seattle\u2013Tacoma International Airport, is a major gateway for trade with Asia and cruises to Alaska, and is the 8th largest port in the United States in terms of container capacity. Though it was affected by the Great Recession, Seattle has retained a comparatively strong economy, and remains a hotbed for start-up businesses, especially in green building and clean technologies: it was ranked as America's No. 1 \"smarter city\" based on its government policies and green economy. In February 2010, the city government committed Seattle to becoming North America's first \"climate neutral\" city, with a goal of reaching zero net per capita greenhouse gas emissions by 2030.", "targets": "How does the Port of Seattle container capability rank as compared to others in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bfb20a929d84be0a8bad568c75087fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's economy is driven by a mix of older industrial companies, and \"new economy\" Internet and technology companies, service, design and clean technology companies. The city's gross metropolitan product was $231 billion in 2010, making it the 11th largest metropolitan economy in the United States. The Port of Seattle, which also operates Seattle\u2013Tacoma International Airport, is a major gateway for trade with Asia and cruises to Alaska, and is the 8th largest port in the United States in terms of container capacity. Though it was affected by the Great Recession, Seattle has retained a comparatively strong economy, and remains a hotbed for start-up businesses, especially in green building and clean technologies: it was ranked as America's No. 1 \"smarter city\" based on its government policies and green economy. In February 2010, the city government committed Seattle to becoming North America's first \"climate neutral\" city, with a goal of reaching zero net per capita greenhouse gas emissions by 2030.", "targets": "When does Seattle want to be rated as a climate neutral city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bfb20a929d84be0a8bad568c75087fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seattle's economy is driven by a mix of older industrial companies, and \"new economy\" Internet and technology companies, service, design and clean technology companies. The city's gross metropolitan product was $231 billion in 2010, making it the 11th largest metropolitan economy in the United States. The Port of Seattle, which also operates Seattle\u2013Tacoma International Airport, is a major gateway for trade with Asia and cruises to Alaska, and is the 8th largest port in the United States in terms of container capacity. Though it was affected by the Great Recession, Seattle has retained a comparatively strong economy, and remains a hotbed for start-up businesses, especially in green building and clean technologies: it was ranked as America's No. 1 \"smarter city\" based on its government policies and green economy. In February 2010, the city government committed Seattle to becoming North America's first \"climate neutral\" city, with a goal of reaching zero net per capita greenhouse gas emissions by 2030.", "targets": "What type of industry thrives in Settle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cb55b63286649e89e9550dbee6e91f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of swift Prussian and German victories in eastern France, culminating in the Siege of Metz and the Battle of Sedan, saw the army of the Second Empire decisively defeated (Napoleon III had been captured at Sedan on 2 September). A Government of National Defence declared the Third Republic in Paris on 4 September and continued the war and for another five months, the German forces fought and defeated new French armies in northern France. Following the Siege of Paris, the capital fell on 28 January 1871 and then a revolutionary uprising called the Paris Commune seized power in the capital and held it for two months, until it was bloodily suppressed by the regular French army at the end of May 1871.", "targets": "A series of Prussian and German victories took place in what part of France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cb55b63286649e89e9550dbee6e91f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of swift Prussian and German victories in eastern France, culminating in the Siege of Metz and the Battle of Sedan, saw the army of the Second Empire decisively defeated (Napoleon III had been captured at Sedan on 2 September). A Government of National Defence declared the Third Republic in Paris on 4 September and continued the war and for another five months, the German forces fought and defeated new French armies in northern France. Following the Siege of Paris, the capital fell on 28 January 1871 and then a revolutionary uprising called the Paris Commune seized power in the capital and held it for two months, until it was bloodily suppressed by the regular French army at the end of May 1871.", "targets": "What seige did these victories lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cb55b63286649e89e9550dbee6e91f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of swift Prussian and German victories in eastern France, culminating in the Siege of Metz and the Battle of Sedan, saw the army of the Second Empire decisively defeated (Napoleon III had been captured at Sedan on 2 September). A Government of National Defence declared the Third Republic in Paris on 4 September and continued the war and for another five months, the German forces fought and defeated new French armies in northern France. Following the Siege of Paris, the capital fell on 28 January 1871 and then a revolutionary uprising called the Paris Commune seized power in the capital and held it for two months, until it was bloodily suppressed by the regular French army at the end of May 1871.", "targets": "What battle was a result of the Prussian and German victories in eastern France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cb55b63286649e89e9550dbee6e91f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of swift Prussian and German victories in eastern France, culminating in the Siege of Metz and the Battle of Sedan, saw the army of the Second Empire decisively defeated (Napoleon III had been captured at Sedan on 2 September). A Government of National Defence declared the Third Republic in Paris on 4 September and continued the war and for another five months, the German forces fought and defeated new French armies in northern France. Following the Siege of Paris, the capital fell on 28 January 1871 and then a revolutionary uprising called the Paris Commune seized power in the capital and held it for two months, until it was bloodily suppressed by the regular French army at the end of May 1871.", "targets": "Which army definitively defeated Napolean III?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cb55b63286649e89e9550dbee6e91f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of swift Prussian and German victories in eastern France, culminating in the Siege of Metz and the Battle of Sedan, saw the army of the Second Empire decisively defeated (Napoleon III had been captured at Sedan on 2 September). A Government of National Defence declared the Third Republic in Paris on 4 September and continued the war and for another five months, the German forces fought and defeated new French armies in northern France. Following the Siege of Paris, the capital fell on 28 January 1871 and then a revolutionary uprising called the Paris Commune seized power in the capital and held it for two months, until it was bloodily suppressed by the regular French army at the end of May 1871.", "targets": "On what date did the Government of National Defence declare the the Third Republic in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478b122245794d1987f3c8ecbbad5d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Town was a hub of the deerskin trade, the basis of its early economy. Trade alliances with the Cherokee and Creek nations insured a steady supply of deer hides. Between 1699 and 1715, colonists exported an average of 54,000 deer skins annually to Europe through Charles Town. Between 1739 and 1761, the height of the deerskin trade era, an estimated 500,000 to 1,250,000 deer were slaughtered. During the same period, Charles Town records show an export of 5,239,350 pounds of deer skins. Deer skins were used in the production of men's fashionable and practical buckskin pantaloons, gloves, and book bindings.", "targets": "What other Native American nation supplied Charles Town with deer hides other than the Cherokee nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478b122245794d1987f3c8ecbbad5d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Town was a hub of the deerskin trade, the basis of its early economy. Trade alliances with the Cherokee and Creek nations insured a steady supply of deer hides. Between 1699 and 1715, colonists exported an average of 54,000 deer skins annually to Europe through Charles Town. Between 1739 and 1761, the height of the deerskin trade era, an estimated 500,000 to 1,250,000 deer were slaughtered. During the same period, Charles Town records show an export of 5,239,350 pounds of deer skins. Deer skins were used in the production of men's fashionable and practical buckskin pantaloons, gloves, and book bindings.", "targets": "What is the  estimation of deer slaughtered in Charles Town from 1739 to 1761?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478b122245794d1987f3c8ecbbad5d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Town was a hub of the deerskin trade, the basis of its early economy. Trade alliances with the Cherokee and Creek nations insured a steady supply of deer hides. Between 1699 and 1715, colonists exported an average of 54,000 deer skins annually to Europe through Charles Town. Between 1739 and 1761, the height of the deerskin trade era, an estimated 500,000 to 1,250,000 deer were slaughtered. During the same period, Charles Town records show an export of 5,239,350 pounds of deer skins. Deer skins were used in the production of men's fashionable and practical buckskin pantaloons, gloves, and book bindings.", "targets": "Records indicate how many pounds of deer skins were exported from Charles Town during the height of its deerskin trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478b122245794d1987f3c8ecbbad5d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Town was a hub of the deerskin trade, the basis of its early economy. Trade alliances with the Cherokee and Creek nations insured a steady supply of deer hides. Between 1699 and 1715, colonists exported an average of 54,000 deer skins annually to Europe through Charles Town. Between 1739 and 1761, the height of the deerskin trade era, an estimated 500,000 to 1,250,000 deer were slaughtered. During the same period, Charles Town records show an export of 5,239,350 pounds of deer skins. Deer skins were used in the production of men's fashionable and practical buckskin pantaloons, gloves, and book bindings.", "targets": "What trade was the basis of Charles Town's original economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-478b122245794d1987f3c8ecbbad5d33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charles Town was a hub of the deerskin trade, the basis of its early economy. Trade alliances with the Cherokee and Creek nations insured a steady supply of deer hides. Between 1699 and 1715, colonists exported an average of 54,000 deer skins annually to Europe through Charles Town. Between 1739 and 1761, the height of the deerskin trade era, an estimated 500,000 to 1,250,000 deer were slaughtered. During the same period, Charles Town records show an export of 5,239,350 pounds of deer skins. Deer skins were used in the production of men's fashionable and practical buckskin pantaloons, gloves, and book bindings.", "targets": "What was the average amount of deer skins  that Charles Town exported to Europe between 1699 to 1715? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24eae6d3abd6427b889b4be86ab2e69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Africa separated from Antarctica in the Jurassic, around 160 Ma, followed by the Indian subcontinent in the early Cretaceous (about 125 Ma). By the end of the Cretaceous, about 66 Ma, Antarctica (then connected to Australia) still had a subtropical climate and flora, complete with a marsupial fauna. In the Eocene epoch, about 40 Ma Australia-New Guinea separated from Antarctica, so that latitudinal currents could isolate Antarctica from Australia, and the first ice began to appear. During the Eocene\u2013Oligocene extinction event about 34 million years ago, CO2 levels have been found to be about 760 ppm and had been decreasing from earlier levels in the thousands of ppm.", "targets": "In what period did Africa beak off from Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24eae6d3abd6427b889b4be86ab2e69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Africa separated from Antarctica in the Jurassic, around 160 Ma, followed by the Indian subcontinent in the early Cretaceous (about 125 Ma). By the end of the Cretaceous, about 66 Ma, Antarctica (then connected to Australia) still had a subtropical climate and flora, complete with a marsupial fauna. In the Eocene epoch, about 40 Ma Australia-New Guinea separated from Antarctica, so that latitudinal currents could isolate Antarctica from Australia, and the first ice began to appear. During the Eocene\u2013Oligocene extinction event about 34 million years ago, CO2 levels have been found to be about 760 ppm and had been decreasing from earlier levels in the thousands of ppm.", "targets": "When was Antarctica still joined to Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24eae6d3abd6427b889b4be86ab2e69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Africa separated from Antarctica in the Jurassic, around 160 Ma, followed by the Indian subcontinent in the early Cretaceous (about 125 Ma). By the end of the Cretaceous, about 66 Ma, Antarctica (then connected to Australia) still had a subtropical climate and flora, complete with a marsupial fauna. In the Eocene epoch, about 40 Ma Australia-New Guinea separated from Antarctica, so that latitudinal currents could isolate Antarctica from Australia, and the first ice began to appear. During the Eocene\u2013Oligocene extinction event about 34 million years ago, CO2 levels have been found to be about 760 ppm and had been decreasing from earlier levels in the thousands of ppm.", "targets": "What type of climate did Antarctica have in the Cretaceous period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24eae6d3abd6427b889b4be86ab2e69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Africa separated from Antarctica in the Jurassic, around 160 Ma, followed by the Indian subcontinent in the early Cretaceous (about 125 Ma). By the end of the Cretaceous, about 66 Ma, Antarctica (then connected to Australia) still had a subtropical climate and flora, complete with a marsupial fauna. In the Eocene epoch, about 40 Ma Australia-New Guinea separated from Antarctica, so that latitudinal currents could isolate Antarctica from Australia, and the first ice began to appear. During the Eocene\u2013Oligocene extinction event about 34 million years ago, CO2 levels have been found to be about 760 ppm and had been decreasing from earlier levels in the thousands of ppm.", "targets": "When did Australia separate from Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24eae6d3abd6427b889b4be86ab2e69e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Africa separated from Antarctica in the Jurassic, around 160 Ma, followed by the Indian subcontinent in the early Cretaceous (about 125 Ma). By the end of the Cretaceous, about 66 Ma, Antarctica (then connected to Australia) still had a subtropical climate and flora, complete with a marsupial fauna. In the Eocene epoch, about 40 Ma Australia-New Guinea separated from Antarctica, so that latitudinal currents could isolate Antarctica from Australia, and the first ice began to appear. During the Eocene\u2013Oligocene extinction event about 34 million years ago, CO2 levels have been found to be about 760 ppm and had been decreasing from earlier levels in the thousands of ppm.", "targets": "After the division from Australia, what began to appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1f71760ce74bf7ad31f1515019bc86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both intensive and free-range farming have animal welfare concerns. In intensive systems, cannibalism, feather pecking and vent pecking can be common, with some farmers using beak trimming as a preventative measure. Diseases can also be common and spread rapidly through the flock. In extensive systems, the birds are exposed to adverse weather conditions and are vulnerable to predators and disease-carrying wild birds. Barn systems have been found to have the worst bird welfare. In Southeast Asia, a lack of disease control in free-range farming has been associated with outbreaks of avian influenza.", "targets": "What are some of the major concerns with intensive breeding programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1f71760ce74bf7ad31f1515019bc86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both intensive and free-range farming have animal welfare concerns. In intensive systems, cannibalism, feather pecking and vent pecking can be common, with some farmers using beak trimming as a preventative measure. Diseases can also be common and spread rapidly through the flock. In extensive systems, the birds are exposed to adverse weather conditions and are vulnerable to predators and disease-carrying wild birds. Barn systems have been found to have the worst bird welfare. In Southeast Asia, a lack of disease control in free-range farming has been associated with outbreaks of avian influenza.", "targets": "What harsh measures do farmers use to prevent the chickens from harming themselves or others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1f71760ce74bf7ad31f1515019bc86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both intensive and free-range farming have animal welfare concerns. In intensive systems, cannibalism, feather pecking and vent pecking can be common, with some farmers using beak trimming as a preventative measure. Diseases can also be common and spread rapidly through the flock. In extensive systems, the birds are exposed to adverse weather conditions and are vulnerable to predators and disease-carrying wild birds. Barn systems have been found to have the worst bird welfare. In Southeast Asia, a lack of disease control in free-range farming has been associated with outbreaks of avian influenza.", "targets": "What are some of the major concerns with extensive breeding programs such as free range ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1f71760ce74bf7ad31f1515019bc86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both intensive and free-range farming have animal welfare concerns. In intensive systems, cannibalism, feather pecking and vent pecking can be common, with some farmers using beak trimming as a preventative measure. Diseases can also be common and spread rapidly through the flock. In extensive systems, the birds are exposed to adverse weather conditions and are vulnerable to predators and disease-carrying wild birds. Barn systems have been found to have the worst bird welfare. In Southeast Asia, a lack of disease control in free-range farming has been associated with outbreaks of avian influenza.", "targets": "How is the spread of the avian flu related to the conditions in which chickens are kept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be1f71760ce74bf7ad31f1515019bc86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both intensive and free-range farming have animal welfare concerns. In intensive systems, cannibalism, feather pecking and vent pecking can be common, with some farmers using beak trimming as a preventative measure. Diseases can also be common and spread rapidly through the flock. In extensive systems, the birds are exposed to adverse weather conditions and are vulnerable to predators and disease-carrying wild birds. Barn systems have been found to have the worst bird welfare. In Southeast Asia, a lack of disease control in free-range farming has been associated with outbreaks of avian influenza.", "targets": "What is considered the most alarming setting for chickens to be raised in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffce4bf7484491686bd90725d08fc80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baylor College of Medicine has annually been considered within the top ten medical schools in the nation; likewise, the MD Anderson Cancer Center has consistently ranked as one of the top two U.S. hospitals specializing in cancer care by U.S. News & World Report since 1990. The Menninger Clinic, a renowned psychiatric treatment center, is affiliated with Baylor College of Medicine and The Methodist Hospital System. With hospital locations nationwide and headquarters in Houston, the Triumph Healthcare hospital system is the third largest long term acute care provider nationally.", "targets": "What Houston medical school ranks in the top ten U.S. medical schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffce4bf7484491686bd90725d08fc80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baylor College of Medicine has annually been considered within the top ten medical schools in the nation; likewise, the MD Anderson Cancer Center has consistently ranked as one of the top two U.S. hospitals specializing in cancer care by U.S. News & World Report since 1990. The Menninger Clinic, a renowned psychiatric treatment center, is affiliated with Baylor College of Medicine and The Methodist Hospital System. With hospital locations nationwide and headquarters in Houston, the Triumph Healthcare hospital system is the third largest long term acute care provider nationally.", "targets": "How does MD Anderson Cancer Center rank in US hospitals dealing with cancer care?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffce4bf7484491686bd90725d08fc80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baylor College of Medicine has annually been considered within the top ten medical schools in the nation; likewise, the MD Anderson Cancer Center has consistently ranked as one of the top two U.S. hospitals specializing in cancer care by U.S. News & World Report since 1990. The Menninger Clinic, a renowned psychiatric treatment center, is affiliated with Baylor College of Medicine and The Methodist Hospital System. With hospital locations nationwide and headquarters in Houston, the Triumph Healthcare hospital system is the third largest long term acute care provider nationally.", "targets": "What type of treatments does the Menninger Clinic offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffce4bf7484491686bd90725d08fc80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baylor College of Medicine has annually been considered within the top ten medical schools in the nation; likewise, the MD Anderson Cancer Center has consistently ranked as one of the top two U.S. hospitals specializing in cancer care by U.S. News & World Report since 1990. The Menninger Clinic, a renowned psychiatric treatment center, is affiliated with Baylor College of Medicine and The Methodist Hospital System. With hospital locations nationwide and headquarters in Houston, the Triumph Healthcare hospital system is the third largest long term acute care provider nationally.", "targets": "What is the third largest acute care center in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffce4bf7484491686bd90725d08fc80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baylor College of Medicine has annually been considered within the top ten medical schools in the nation; likewise, the MD Anderson Cancer Center has consistently ranked as one of the top two U.S. hospitals specializing in cancer care by U.S. News & World Report since 1990. The Menninger Clinic, a renowned psychiatric treatment center, is affiliated with Baylor College of Medicine and The Methodist Hospital System. With hospital locations nationwide and headquarters in Houston, the Triumph Healthcare hospital system is the third largest long term acute care provider nationally.", "targets": "Where is the Triumph Healthcare hospital headquartered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "What author argues pitching the conscience versus the collective?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "What was Thoreau's punishment for not paying his taxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "Thoreau argues that usually majority rules but their views collectively are sometimes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "What did Thoreau ask a public figure the taxman to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "Thoreau mentions what type of person could corrupt a government system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "Who is the final judge of right and wrong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "Who is to blame for acting unjustly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "Who was famous for disobedience against a tax collector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "What advise did Thoreau give the tax collector when unable to perform his duty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80e042a241ce4628be2b82ba4f8d24a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, this definition is disputed by Thoreau's political philosophy pitching the conscience vs. the collective. The individual is the final judge of right and wrong. More than this, since only individuals act, only individuals can act unjustly. When the government knocks on the door, it is an individual in the form of a postman or tax collector whose hand hits the wood. Before Thoreau\u2019s imprisonment, when a confused taxman had wondered aloud about how to handle his refusal to pay, Thoreau had advised, \u201cResign.\u201d If a man chose to be an agent of injustice, then Thoreau insisted on confronting him with the fact that he was making a choice. But if government is \u201cthe voice of the people,\u201d as it is often called, shouldn\u2019t that voice be heeded? Thoreau admits that government may express the will of the majority but it may also express nothing more than the will of elite politicians. Even a good form of government is \u201cliable to be abused and perverted before the people can act through it.\u201d Moreover, even if a government did express the voice of the people, this fact would not compel the obedience of individuals who disagree with what is being said. The majority may be powerful but it is not necessarily right. What, then, is the proper relationship between the individual and the government?", "targets": "What did Thoreau claim about the majority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834c57d98b4c4566b9111b788d0b9c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lamps designed for different voltages have different luminous efficacy. For example, a 100-watt, 120-volt lamp will produce about 17.1 lumens per watt. A lamp with the same rated lifetime but designed for 230 V would produce only around 12.8 lumens per watt, and a similar lamp designed for 30 volts (train lighting) would produce as much as 19.8 lumens per watt. Lower voltage lamps have a thicker filament, for the same power rating. They can run hotter for the same lifetime before the filament evaporates.", "targets": "How many lumens per watt does a typical 100-watt, 120-volt lamp produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834c57d98b4c4566b9111b788d0b9c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lamps designed for different voltages have different luminous efficacy. For example, a 100-watt, 120-volt lamp will produce about 17.1 lumens per watt. A lamp with the same rated lifetime but designed for 230 V would produce only around 12.8 lumens per watt, and a similar lamp designed for 30 volts (train lighting) would produce as much as 19.8 lumens per watt. Lower voltage lamps have a thicker filament, for the same power rating. They can run hotter for the same lifetime before the filament evaporates.", "targets": "How many lumens per watt does a typical train light produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834c57d98b4c4566b9111b788d0b9c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lamps designed for different voltages have different luminous efficacy. For example, a 100-watt, 120-volt lamp will produce about 17.1 lumens per watt. A lamp with the same rated lifetime but designed for 230 V would produce only around 12.8 lumens per watt, and a similar lamp designed for 30 volts (train lighting) would produce as much as 19.8 lumens per watt. Lower voltage lamps have a thicker filament, for the same power rating. They can run hotter for the same lifetime before the filament evaporates.", "targets": "How does filament size relate to voltage level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834c57d98b4c4566b9111b788d0b9c02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lamps designed for different voltages have different luminous efficacy. For example, a 100-watt, 120-volt lamp will produce about 17.1 lumens per watt. A lamp with the same rated lifetime but designed for 230 V would produce only around 12.8 lumens per watt, and a similar lamp designed for 30 volts (train lighting) would produce as much as 19.8 lumens per watt. Lower voltage lamps have a thicker filament, for the same power rating. They can run hotter for the same lifetime before the filament evaporates.", "targets": "What is the effect of a thicker filament on bulb temperature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ded7f808c4944f8babf945cca254fa11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen gas (O\n2) can be toxic at elevated partial pressures, leading to convulsions and other health problems.[j] Oxygen toxicity usually begins to occur at partial pressures more than 50 kilopascals (kPa), equal to about 50% oxygen composition at standard pressure or 2.5 times the normal sea-level O\n2 partial pressure of about 21 kPa. This is not a problem except for patients on mechanical ventilators, since gas supplied through oxygen masks in medical applications is typically composed of only 30%\u201350% O\n2 by volume (about 30 kPa at standard pressure). (although this figure also is subject to wide variation, depending on type of mask).", "targets": "When can oxygen gas produce a toxic condition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ded7f808c4944f8babf945cca254fa11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen gas (O\n2) can be toxic at elevated partial pressures, leading to convulsions and other health problems.[j] Oxygen toxicity usually begins to occur at partial pressures more than 50 kilopascals (kPa), equal to about 50% oxygen composition at standard pressure or 2.5 times the normal sea-level O\n2 partial pressure of about 21 kPa. This is not a problem except for patients on mechanical ventilators, since gas supplied through oxygen masks in medical applications is typically composed of only 30%\u201350% O\n2 by volume (about 30 kPa at standard pressure). (although this figure also is subject to wide variation, depending on type of mask).", "targets": "At what point does oxygen toxicity begin to happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ded7f808c4944f8babf945cca254fa11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen gas (O\n2) can be toxic at elevated partial pressures, leading to convulsions and other health problems.[j] Oxygen toxicity usually begins to occur at partial pressures more than 50 kilopascals (kPa), equal to about 50% oxygen composition at standard pressure or 2.5 times the normal sea-level O\n2 partial pressure of about 21 kPa. This is not a problem except for patients on mechanical ventilators, since gas supplied through oxygen masks in medical applications is typically composed of only 30%\u201350% O\n2 by volume (about 30 kPa at standard pressure). (although this figure also is subject to wide variation, depending on type of mask).", "targets": "To what is 50 kilopascals equal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ded7f808c4944f8babf945cca254fa11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen gas (O\n2) can be toxic at elevated partial pressures, leading to convulsions and other health problems.[j] Oxygen toxicity usually begins to occur at partial pressures more than 50 kilopascals (kPa), equal to about 50% oxygen composition at standard pressure or 2.5 times the normal sea-level O\n2 partial pressure of about 21 kPa. This is not a problem except for patients on mechanical ventilators, since gas supplied through oxygen masks in medical applications is typically composed of only 30%\u201350% O\n2 by volume (about 30 kPa at standard pressure). (although this figure also is subject to wide variation, depending on type of mask).", "targets": "What medical appliance can be a concern for oxygen toxicity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ded7f808c4944f8babf945cca254fa11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen gas (O\n2) can be toxic at elevated partial pressures, leading to convulsions and other health problems.[j] Oxygen toxicity usually begins to occur at partial pressures more than 50 kilopascals (kPa), equal to about 50% oxygen composition at standard pressure or 2.5 times the normal sea-level O\n2 partial pressure of about 21 kPa. This is not a problem except for patients on mechanical ventilators, since gas supplied through oxygen masks in medical applications is typically composed of only 30%\u201350% O\n2 by volume (about 30 kPa at standard pressure). (although this figure also is subject to wide variation, depending on type of mask).", "targets": "What percentage of oxygen is usually supplied by a medical mask?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14747b80ebfe42738a2b4fc0490d0a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was a founding figure in computing. Donald Knuth cites von Neumann as the inventor, in 1945, of the merge sort algorithm, in which the first and second halves of an array are each sorted recursively and then merged. Von Neumann wrote the sorting program for the EDVAC in ink, being 23 pages long; traces can still be seen on the first page of the phrase \"TOP SECRET\", which was written in pencil and later erased. He also worked on the philosophy of artificial intelligence with Alan Turing when the latter visited Princeton in the 1930s.", "targets": "Who was the inventor of the merge-sort algorithm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14747b80ebfe42738a2b4fc0490d0a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was a founding figure in computing. Donald Knuth cites von Neumann as the inventor, in 1945, of the merge sort algorithm, in which the first and second halves of an array are each sorted recursively and then merged. Von Neumann wrote the sorting program for the EDVAC in ink, being 23 pages long; traces can still be seen on the first page of the phrase \"TOP SECRET\", which was written in pencil and later erased. He also worked on the philosophy of artificial intelligence with Alan Turing when the latter visited Princeton in the 1930s.", "targets": "With whom did von Neumann work on the philosophy of artificial intelligence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14747b80ebfe42738a2b4fc0490d0a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was a founding figure in computing. Donald Knuth cites von Neumann as the inventor, in 1945, of the merge sort algorithm, in which the first and second halves of an array are each sorted recursively and then merged. Von Neumann wrote the sorting program for the EDVAC in ink, being 23 pages long; traces can still be seen on the first page of the phrase \"TOP SECRET\", which was written in pencil and later erased. He also worked on the philosophy of artificial intelligence with Alan Turing when the latter visited Princeton in the 1930s.", "targets": "What does a merge sort algorithm do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b747d9a03c74fb6b3c59623f918bd3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having been capital of a vast pre-Hispanic empire, and also the capital of richest viceroyalty within the Spanish Empire (ruling over a vast territory in the Americas and Spanish West Indies), and, finally, the capital of the United Mexican States, Mexico City has a rich history of artistic expression. Since the mesoamerican pre-Classical period the inhabitants of the settlements around Lake Texcoco produced many works of art and complex craftsmanship, some of which are today displayed at the world-renowned National Museum of Anthropology and the Templo Mayor museum. While many pieces of pottery and stone-engraving have survived, the great majority of the Amerindian iconography was destroyed during the Conquest of Mexico.", "targets": "When did Mexico City lost most of its artifacts? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b747d9a03c74fb6b3c59623f918bd3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having been capital of a vast pre-Hispanic empire, and also the capital of richest viceroyalty within the Spanish Empire (ruling over a vast territory in the Americas and Spanish West Indies), and, finally, the capital of the United Mexican States, Mexico City has a rich history of artistic expression. Since the mesoamerican pre-Classical period the inhabitants of the settlements around Lake Texcoco produced many works of art and complex craftsmanship, some of which are today displayed at the world-renowned National Museum of Anthropology and the Templo Mayor museum. While many pieces of pottery and stone-engraving have survived, the great majority of the Amerindian iconography was destroyed during the Conquest of Mexico.", "targets": "When did the complex art of Mexico City begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b747d9a03c74fb6b3c59623f918bd3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having been capital of a vast pre-Hispanic empire, and also the capital of richest viceroyalty within the Spanish Empire (ruling over a vast territory in the Americas and Spanish West Indies), and, finally, the capital of the United Mexican States, Mexico City has a rich history of artistic expression. Since the mesoamerican pre-Classical period the inhabitants of the settlements around Lake Texcoco produced many works of art and complex craftsmanship, some of which are today displayed at the world-renowned National Museum of Anthropology and the Templo Mayor museum. While many pieces of pottery and stone-engraving have survived, the great majority of the Amerindian iconography was destroyed during the Conquest of Mexico.", "targets": "What holds most of the old art of the Mexico city region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b747d9a03c74fb6b3c59623f918bd3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Having been capital of a vast pre-Hispanic empire, and also the capital of richest viceroyalty within the Spanish Empire (ruling over a vast territory in the Americas and Spanish West Indies), and, finally, the capital of the United Mexican States, Mexico City has a rich history of artistic expression. Since the mesoamerican pre-Classical period the inhabitants of the settlements around Lake Texcoco produced many works of art and complex craftsmanship, some of which are today displayed at the world-renowned National Museum of Anthropology and the Templo Mayor museum. While many pieces of pottery and stone-engraving have survived, the great majority of the Amerindian iconography was destroyed during the Conquest of Mexico.", "targets": "What are the main artifacts that have survived? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4eaab2b956f4ff2ae36618fc2b06c59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is one of the most common colors used on national flags. The use of red has similar connotations from country to country: the blood, sacrifice, and courage of those who defended their country; the sun and the hope and warmth it brings; and the sacrifice of Christ's blood (in some historically Christian nations) are a few examples. Red is the color of the flags of several countries that once belonged to the former British Empire. The British flag bears the colors red, white, and blue; it includes the cross of Saint George, patron saint of England, and the saltire of Saint Patrick, patron saint of Ireland, both of which are red on white. The flag of the United States bears the colors of Britain, the colors of the French tricolore include red as part of the old Paris coat of arms, and other countries' flags, such as those of Australia, New Zealand, and Fiji, carry a small inset of the British flag in memory of their ties to that country. Many former colonies of Spain, such as Mexico, Colombia, Ecuador, Cuba, Puerto Rico, Peru, and Venezuela, also feature red-one of the colors of the Spanish flag-on their own banners. Red flags are also used to symbolize storms, bad water conditions, and many other dangers. Navy flags are often red and yellow. Red is prominently featured in the flag of the United States Marine Corps.", "targets": "In Christian nations what does the color red often become associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4eaab2b956f4ff2ae36618fc2b06c59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is one of the most common colors used on national flags. The use of red has similar connotations from country to country: the blood, sacrifice, and courage of those who defended their country; the sun and the hope and warmth it brings; and the sacrifice of Christ's blood (in some historically Christian nations) are a few examples. Red is the color of the flags of several countries that once belonged to the former British Empire. The British flag bears the colors red, white, and blue; it includes the cross of Saint George, patron saint of England, and the saltire of Saint Patrick, patron saint of Ireland, both of which are red on white. The flag of the United States bears the colors of Britain, the colors of the French tricolore include red as part of the old Paris coat of arms, and other countries' flags, such as those of Australia, New Zealand, and Fiji, carry a small inset of the British flag in memory of their ties to that country. Many former colonies of Spain, such as Mexico, Colombia, Ecuador, Cuba, Puerto Rico, Peru, and Venezuela, also feature red-one of the colors of the Spanish flag-on their own banners. Red flags are also used to symbolize storms, bad water conditions, and many other dangers. Navy flags are often red and yellow. Red is prominently featured in the flag of the United States Marine Corps.", "targets": "What cross is on the British flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4eaab2b956f4ff2ae36618fc2b06c59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is one of the most common colors used on national flags. The use of red has similar connotations from country to country: the blood, sacrifice, and courage of those who defended their country; the sun and the hope and warmth it brings; and the sacrifice of Christ's blood (in some historically Christian nations) are a few examples. Red is the color of the flags of several countries that once belonged to the former British Empire. The British flag bears the colors red, white, and blue; it includes the cross of Saint George, patron saint of England, and the saltire of Saint Patrick, patron saint of Ireland, both of which are red on white. The flag of the United States bears the colors of Britain, the colors of the French tricolore include red as part of the old Paris coat of arms, and other countries' flags, such as those of Australia, New Zealand, and Fiji, carry a small inset of the British flag in memory of their ties to that country. Many former colonies of Spain, such as Mexico, Colombia, Ecuador, Cuba, Puerto Rico, Peru, and Venezuela, also feature red-one of the colors of the Spanish flag-on their own banners. Red flags are also used to symbolize storms, bad water conditions, and many other dangers. Navy flags are often red and yellow. Red is prominently featured in the flag of the United States Marine Corps.", "targets": "As it relates to England, who is Saint George?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4eaab2b956f4ff2ae36618fc2b06c59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is one of the most common colors used on national flags. The use of red has similar connotations from country to country: the blood, sacrifice, and courage of those who defended their country; the sun and the hope and warmth it brings; and the sacrifice of Christ's blood (in some historically Christian nations) are a few examples. Red is the color of the flags of several countries that once belonged to the former British Empire. The British flag bears the colors red, white, and blue; it includes the cross of Saint George, patron saint of England, and the saltire of Saint Patrick, patron saint of Ireland, both of which are red on white. The flag of the United States bears the colors of Britain, the colors of the French tricolore include red as part of the old Paris coat of arms, and other countries' flags, such as those of Australia, New Zealand, and Fiji, carry a small inset of the British flag in memory of their ties to that country. Many former colonies of Spain, such as Mexico, Colombia, Ecuador, Cuba, Puerto Rico, Peru, and Venezuela, also feature red-one of the colors of the Spanish flag-on their own banners. Red flags are also used to symbolize storms, bad water conditions, and many other dangers. Navy flags are often red and yellow. Red is prominently featured in the flag of the United States Marine Corps.", "targets": "Which US armed force uses red as the main color of its flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4eaab2b956f4ff2ae36618fc2b06c59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is one of the most common colors used on national flags. The use of red has similar connotations from country to country: the blood, sacrifice, and courage of those who defended their country; the sun and the hope and warmth it brings; and the sacrifice of Christ's blood (in some historically Christian nations) are a few examples. Red is the color of the flags of several countries that once belonged to the former British Empire. The British flag bears the colors red, white, and blue; it includes the cross of Saint George, patron saint of England, and the saltire of Saint Patrick, patron saint of Ireland, both of which are red on white. The flag of the United States bears the colors of Britain, the colors of the French tricolore include red as part of the old Paris coat of arms, and other countries' flags, such as those of Australia, New Zealand, and Fiji, carry a small inset of the British flag in memory of their ties to that country. Many former colonies of Spain, such as Mexico, Colombia, Ecuador, Cuba, Puerto Rico, Peru, and Venezuela, also feature red-one of the colors of the Spanish flag-on their own banners. Red flags are also used to symbolize storms, bad water conditions, and many other dangers. Navy flags are often red and yellow. Red is prominently featured in the flag of the United States Marine Corps.", "targets": "In terms of a beach, why might one see a red flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792ae0f843a7478b9a17cfa15503c53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unauthorized MP3 file sharing continues on next-generation peer-to-peer networks. Some authorized services, such as Beatport, Bleep, Juno Records, eMusic, Zune Marketplace, Walmart.com, Rhapsody, the recording industry approved re-incarnation of Napster, and Amazon.com sell unrestricted music in the MP3 format.", "targets": "What kind of MP3 file sharing continues on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792ae0f843a7478b9a17cfa15503c53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unauthorized MP3 file sharing continues on next-generation peer-to-peer networks. Some authorized services, such as Beatport, Bleep, Juno Records, eMusic, Zune Marketplace, Walmart.com, Rhapsody, the recording industry approved re-incarnation of Napster, and Amazon.com sell unrestricted music in the MP3 format.", "targets": "Beatport, Bleep and Juno records are examples of what kind of service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792ae0f843a7478b9a17cfa15503c53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unauthorized MP3 file sharing continues on next-generation peer-to-peer networks. Some authorized services, such as Beatport, Bleep, Juno Records, eMusic, Zune Marketplace, Walmart.com, Rhapsody, the recording industry approved re-incarnation of Napster, and Amazon.com sell unrestricted music in the MP3 format.", "targets": "What kind of music is sold by these companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-792ae0f843a7478b9a17cfa15503c53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unauthorized MP3 file sharing continues on next-generation peer-to-peer networks. Some authorized services, such as Beatport, Bleep, Juno Records, eMusic, Zune Marketplace, Walmart.com, Rhapsody, the recording industry approved re-incarnation of Napster, and Amazon.com sell unrestricted music in the MP3 format.", "targets": "Which format is used by the companies that sell the music legally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7700795d74e4536b5c3d8f4f8c9d3fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German equivalent was used with the founding of the North German Confederation whose constitution granted legislative power over the protection of intellectual property (Schutz des geistigen Eigentums) to the confederation. When the administrative secretariats established by the Paris Convention (1883) and the Berne Convention (1886) merged in 1893, they located in Berne, and also adopted the term intellectual property in their new combined title, the United International Bureaux for the Protection of Intellectual Property.", "targets": "Which constitution gave legislative power to protect intellectual property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7700795d74e4536b5c3d8f4f8c9d3fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German equivalent was used with the founding of the North German Confederation whose constitution granted legislative power over the protection of intellectual property (Schutz des geistigen Eigentums) to the confederation. When the administrative secretariats established by the Paris Convention (1883) and the Berne Convention (1886) merged in 1893, they located in Berne, and also adopted the term intellectual property in their new combined title, the United International Bureaux for the Protection of Intellectual Property.", "targets": "When was the Paris Convention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7700795d74e4536b5c3d8f4f8c9d3fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German equivalent was used with the founding of the North German Confederation whose constitution granted legislative power over the protection of intellectual property (Schutz des geistigen Eigentums) to the confederation. When the administrative secretariats established by the Paris Convention (1883) and the Berne Convention (1886) merged in 1893, they located in Berne, and also adopted the term intellectual property in their new combined title, the United International Bureaux for the Protection of Intellectual Property.", "targets": "When was the Berne Convention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7700795d74e4536b5c3d8f4f8c9d3fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German equivalent was used with the founding of the North German Confederation whose constitution granted legislative power over the protection of intellectual property (Schutz des geistigen Eigentums) to the confederation. When the administrative secretariats established by the Paris Convention (1883) and the Berne Convention (1886) merged in 1893, they located in Berne, and also adopted the term intellectual property in their new combined title, the United International Bureaux for the Protection of Intellectual Property.", "targets": "When did the Paris and Berne administrative secretariats merge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7700795d74e4536b5c3d8f4f8c9d3fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German equivalent was used with the founding of the North German Confederation whose constitution granted legislative power over the protection of intellectual property (Schutz des geistigen Eigentums) to the confederation. When the administrative secretariats established by the Paris Convention (1883) and the Berne Convention (1886) merged in 1893, they located in Berne, and also adopted the term intellectual property in their new combined title, the United International Bureaux for the Protection of Intellectual Property.", "targets": "What name did the merged secretariats adopt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9fbf65c91ec4463b74b208e43d1182f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rendering software which cannot process a Unicode character appropriately often displays it as an open rectangle, or the Unicode \"replacement character\" (U+FFFD, \ufffd), to indicate the position of the unrecognized character. Some systems have made attempts to provide more information about such characters. The Apple's Last Resort font will display a substitute glyph indicating the Unicode range of the character, and the SIL International's Unicode Fallback font will display a box showing the hexadecimal scalar value of the character.", "targets": "What does rendering software display when it can't process a Unicode character? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9fbf65c91ec4463b74b208e43d1182f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rendering software which cannot process a Unicode character appropriately often displays it as an open rectangle, or the Unicode \"replacement character\" (U+FFFD, \ufffd), to indicate the position of the unrecognized character. Some systems have made attempts to provide more information about such characters. The Apple's Last Resort font will display a substitute glyph indicating the Unicode range of the character, and the SIL International's Unicode Fallback font will display a box showing the hexadecimal scalar value of the character.", "targets": "What is the code for the Unicode replacement character? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9fbf65c91ec4463b74b208e43d1182f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rendering software which cannot process a Unicode character appropriately often displays it as an open rectangle, or the Unicode \"replacement character\" (U+FFFD, \ufffd), to indicate the position of the unrecognized character. Some systems have made attempts to provide more information about such characters. The Apple's Last Resort font will display a substitute glyph indicating the Unicode range of the character, and the SIL International's Unicode Fallback font will display a box showing the hexadecimal scalar value of the character.", "targets": "What is the name of Apple's font? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9fbf65c91ec4463b74b208e43d1182f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rendering software which cannot process a Unicode character appropriately often displays it as an open rectangle, or the Unicode \"replacement character\" (U+FFFD, \ufffd), to indicate the position of the unrecognized character. Some systems have made attempts to provide more information about such characters. The Apple's Last Resort font will display a substitute glyph indicating the Unicode range of the character, and the SIL International's Unicode Fallback font will display a box showing the hexadecimal scalar value of the character.", "targets": "What company uses the Unicode Fallback font? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9fbf65c91ec4463b74b208e43d1182f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rendering software which cannot process a Unicode character appropriately often displays it as an open rectangle, or the Unicode \"replacement character\" (U+FFFD, \ufffd), to indicate the position of the unrecognized character. Some systems have made attempts to provide more information about such characters. The Apple's Last Resort font will display a substitute glyph indicating the Unicode range of the character, and the SIL International's Unicode Fallback font will display a box showing the hexadecimal scalar value of the character.", "targets": "What does SIL's Unicode Fallback font display when it can't display a character properly? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "Who conduced an investigation on doctors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "Billions of dollars have been paid by which companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "How much was discovered to have been paid to doctors by drug companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "What was the reason these companies have to pay fines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "How many doctors have been paid by varies companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "A ProPublica study found that some doctors were being paid how much money for speeches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "Half of the top earners were mostly in what field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdbe23daf03c4544ab418e384af666c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An investigation by ProPublica found that at least 21 doctors have been paid more than $500,000 for speeches and consulting by drugs manufacturers since 2009, with half of the top earners working in psychiatry, and about $2 billion in total paid to doctors for such services. AstraZeneca, Johnson & Johnson and Eli Lilly have paid billions of dollars in federal settlements over allegations that they paid doctors to promote drugs for unapproved uses. Some prominent medical schools have since tightened rules on faculty acceptance of such payments by drug companies.", "targets": "Drug manufacturers paid off doctors a total of how much money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a88d4770f9042299bf73376475d7752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1985, Gorbachev delivered a speech in Leningrad advocating reforms and an anti-alcohol campaign to tackle widespread alcoholism. Prices on vodka, wine, and beer were raised in order to make these drinks more expensive and a disincentive to consumers, and the introduction of rationing. Unlike most forms of rationing intended to conserve scarce goods, this was done to restrict sales with the overt goal of curtailing drunkenness. Gorbachev's plan also included billboards promoting sobriety, increased penalties for public drunkenness, and to censor drinking scenes from old movies. Although this program was not a direct copycat of Tsar Nicholas II's outright prohibition during World War I, Gorbachev faced the same adverse economic reaction as did the last Tsar. The disincentivization of alcohol consumption was a serious blow to the state budget according to Alexander Yakovlev, who noted annual collections of alcohol taxes decreased by 100 billion rubles. Alcohol production migrated to the black market, or through moonshining as some made \"bathtub vodka\" with homegrown potatoes. Poorer, less educated Russians resorted to drinking unhealthy substitutes such as nail polish, rubbing alcohol or men's cologne, which only served to be an additional burden on Russia's healthcare sector due to the subsequent poisoning cases. The purpose of these reforms, however, was to prop up the existing centrally planned economy, unlike later reforms, which tended toward market socialism.", "targets": "When was Gorbachev's speech addressing alcohol abuse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a88d4770f9042299bf73376475d7752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1985, Gorbachev delivered a speech in Leningrad advocating reforms and an anti-alcohol campaign to tackle widespread alcoholism. Prices on vodka, wine, and beer were raised in order to make these drinks more expensive and a disincentive to consumers, and the introduction of rationing. Unlike most forms of rationing intended to conserve scarce goods, this was done to restrict sales with the overt goal of curtailing drunkenness. Gorbachev's plan also included billboards promoting sobriety, increased penalties for public drunkenness, and to censor drinking scenes from old movies. Although this program was not a direct copycat of Tsar Nicholas II's outright prohibition during World War I, Gorbachev faced the same adverse economic reaction as did the last Tsar. The disincentivization of alcohol consumption was a serious blow to the state budget according to Alexander Yakovlev, who noted annual collections of alcohol taxes decreased by 100 billion rubles. Alcohol production migrated to the black market, or through moonshining as some made \"bathtub vodka\" with homegrown potatoes. Poorer, less educated Russians resorted to drinking unhealthy substitutes such as nail polish, rubbing alcohol or men's cologne, which only served to be an additional burden on Russia's healthcare sector due to the subsequent poisoning cases. The purpose of these reforms, however, was to prop up the existing centrally planned economy, unlike later reforms, which tended toward market socialism.", "targets": "Other than increasing pricing what was another measure that was introduced to decrease alcohol consumption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a88d4770f9042299bf73376475d7752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1985, Gorbachev delivered a speech in Leningrad advocating reforms and an anti-alcohol campaign to tackle widespread alcoholism. Prices on vodka, wine, and beer were raised in order to make these drinks more expensive and a disincentive to consumers, and the introduction of rationing. Unlike most forms of rationing intended to conserve scarce goods, this was done to restrict sales with the overt goal of curtailing drunkenness. Gorbachev's plan also included billboards promoting sobriety, increased penalties for public drunkenness, and to censor drinking scenes from old movies. Although this program was not a direct copycat of Tsar Nicholas II's outright prohibition during World War I, Gorbachev faced the same adverse economic reaction as did the last Tsar. The disincentivization of alcohol consumption was a serious blow to the state budget according to Alexander Yakovlev, who noted annual collections of alcohol taxes decreased by 100 billion rubles. Alcohol production migrated to the black market, or through moonshining as some made \"bathtub vodka\" with homegrown potatoes. Poorer, less educated Russians resorted to drinking unhealthy substitutes such as nail polish, rubbing alcohol or men's cologne, which only served to be an additional burden on Russia's healthcare sector due to the subsequent poisoning cases. The purpose of these reforms, however, was to prop up the existing centrally planned economy, unlike later reforms, which tended toward market socialism.", "targets": "What was censored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a88d4770f9042299bf73376475d7752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1985, Gorbachev delivered a speech in Leningrad advocating reforms and an anti-alcohol campaign to tackle widespread alcoholism. Prices on vodka, wine, and beer were raised in order to make these drinks more expensive and a disincentive to consumers, and the introduction of rationing. Unlike most forms of rationing intended to conserve scarce goods, this was done to restrict sales with the overt goal of curtailing drunkenness. Gorbachev's plan also included billboards promoting sobriety, increased penalties for public drunkenness, and to censor drinking scenes from old movies. Although this program was not a direct copycat of Tsar Nicholas II's outright prohibition during World War I, Gorbachev faced the same adverse economic reaction as did the last Tsar. The disincentivization of alcohol consumption was a serious blow to the state budget according to Alexander Yakovlev, who noted annual collections of alcohol taxes decreased by 100 billion rubles. Alcohol production migrated to the black market, or through moonshining as some made \"bathtub vodka\" with homegrown potatoes. Poorer, less educated Russians resorted to drinking unhealthy substitutes such as nail polish, rubbing alcohol or men's cologne, which only served to be an additional burden on Russia's healthcare sector due to the subsequent poisoning cases. The purpose of these reforms, however, was to prop up the existing centrally planned economy, unlike later reforms, which tended toward market socialism.", "targets": "Whose anti-alcohol program did Gorbachev's remind people of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a88d4770f9042299bf73376475d7752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1985, Gorbachev delivered a speech in Leningrad advocating reforms and an anti-alcohol campaign to tackle widespread alcoholism. Prices on vodka, wine, and beer were raised in order to make these drinks more expensive and a disincentive to consumers, and the introduction of rationing. Unlike most forms of rationing intended to conserve scarce goods, this was done to restrict sales with the overt goal of curtailing drunkenness. Gorbachev's plan also included billboards promoting sobriety, increased penalties for public drunkenness, and to censor drinking scenes from old movies. Although this program was not a direct copycat of Tsar Nicholas II's outright prohibition during World War I, Gorbachev faced the same adverse economic reaction as did the last Tsar. The disincentivization of alcohol consumption was a serious blow to the state budget according to Alexander Yakovlev, who noted annual collections of alcohol taxes decreased by 100 billion rubles. Alcohol production migrated to the black market, or through moonshining as some made \"bathtub vodka\" with homegrown potatoes. Poorer, less educated Russians resorted to drinking unhealthy substitutes such as nail polish, rubbing alcohol or men's cologne, which only served to be an additional burden on Russia's healthcare sector due to the subsequent poisoning cases. The purpose of these reforms, however, was to prop up the existing centrally planned economy, unlike later reforms, which tended toward market socialism.", "targets": "When did Tsar Nicholas II ban alcohol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f409d4a6d9944516abcb2c8b852200a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Canada, the Supreme Court of Canada was established in 1875 but only became the highest court in the country in 1949 when the right of appeal to the Judicial Committee of the Privy Council was abolished. This court hears appeals of decisions made by courts of appeal from the provinces and territories and appeals of decisions made by the Federal Court of Appeal. The court's decisions are final and binding on the federal courts and the courts from all provinces and territories. The title \"Supreme\" can be confusing because, for example, The Supreme Court of British Columbia does not have the final say and controversial cases heard there often get appealed in higher courts - it is in fact one of the lower courts in such a process.", "targets": "When was Canada's Supreme Court first established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f409d4a6d9944516abcb2c8b852200a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Canada, the Supreme Court of Canada was established in 1875 but only became the highest court in the country in 1949 when the right of appeal to the Judicial Committee of the Privy Council was abolished. This court hears appeals of decisions made by courts of appeal from the provinces and territories and appeals of decisions made by the Federal Court of Appeal. The court's decisions are final and binding on the federal courts and the courts from all provinces and territories. The title \"Supreme\" can be confusing because, for example, The Supreme Court of British Columbia does not have the final say and controversial cases heard there often get appealed in higher courts - it is in fact one of the lower courts in such a process.", "targets": "Canada's Supreme Court didn't actually become that country's highest court until when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f409d4a6d9944516abcb2c8b852200a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Canada, the Supreme Court of Canada was established in 1875 but only became the highest court in the country in 1949 when the right of appeal to the Judicial Committee of the Privy Council was abolished. This court hears appeals of decisions made by courts of appeal from the provinces and territories and appeals of decisions made by the Federal Court of Appeal. The court's decisions are final and binding on the federal courts and the courts from all provinces and territories. The title \"Supreme\" can be confusing because, for example, The Supreme Court of British Columbia does not have the final say and controversial cases heard there often get appealed in higher courts - it is in fact one of the lower courts in such a process.", "targets": "If a provincial case is appealed, how is the Supreme Court's decision applied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f409d4a6d9944516abcb2c8b852200a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Canada, the Supreme Court of Canada was established in 1875 but only became the highest court in the country in 1949 when the right of appeal to the Judicial Committee of the Privy Council was abolished. This court hears appeals of decisions made by courts of appeal from the provinces and territories and appeals of decisions made by the Federal Court of Appeal. The court's decisions are final and binding on the federal courts and the courts from all provinces and territories. The title \"Supreme\" can be confusing because, for example, The Supreme Court of British Columbia does not have the final say and controversial cases heard there often get appealed in higher courts - it is in fact one of the lower courts in such a process.", "targets": "Before 1949, Supreme Court decisions in Canada could be appealed to what body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b55d3c8df704bbdbccb45cd75f0d502", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Calvin supported the \"agent of God\" Christology and argued that in his trial in Pilate's Court Jesus could have successfully argued for his innocence, but instead submitted to crucifixion in obedience to the Father. This Christological theme continued into the 20th century, both in the Eastern and Western Churches. In the Eastern Church Sergei Bulgakov argued that the crucifixion of Jesus was \"pre-eternally\" determined by the Father before the creation of the world, to redeem humanity from the disgrace caused by the fall of Adam. In the Western Church, Karl Rahner elaborated on the analogy that the blood of the Lamb of God (and the water from the side of Jesus) shed at the crucifixion had a cleansing nature, similar to baptismal water.", "targets": "What did John Calvin claim Jesus could have done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b55d3c8df704bbdbccb45cd75f0d502", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Calvin supported the \"agent of God\" Christology and argued that in his trial in Pilate's Court Jesus could have successfully argued for his innocence, but instead submitted to crucifixion in obedience to the Father. This Christological theme continued into the 20th century, both in the Eastern and Western Churches. In the Eastern Church Sergei Bulgakov argued that the crucifixion of Jesus was \"pre-eternally\" determined by the Father before the creation of the world, to redeem humanity from the disgrace caused by the fall of Adam. In the Western Church, Karl Rahner elaborated on the analogy that the blood of the Lamb of God (and the water from the side of Jesus) shed at the crucifixion had a cleansing nature, similar to baptismal water.", "targets": "Why did Jesus submit to crucifixion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b55d3c8df704bbdbccb45cd75f0d502", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Calvin supported the \"agent of God\" Christology and argued that in his trial in Pilate's Court Jesus could have successfully argued for his innocence, but instead submitted to crucifixion in obedience to the Father. This Christological theme continued into the 20th century, both in the Eastern and Western Churches. In the Eastern Church Sergei Bulgakov argued that the crucifixion of Jesus was \"pre-eternally\" determined by the Father before the creation of the world, to redeem humanity from the disgrace caused by the fall of Adam. In the Western Church, Karl Rahner elaborated on the analogy that the blood of the Lamb of God (and the water from the side of Jesus) shed at the crucifixion had a cleansing nature, similar to baptismal water.", "targets": "The Eastern Church believes what regarding the death and ressurection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b55d3c8df704bbdbccb45cd75f0d502", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Calvin supported the \"agent of God\" Christology and argued that in his trial in Pilate's Court Jesus could have successfully argued for his innocence, but instead submitted to crucifixion in obedience to the Father. This Christological theme continued into the 20th century, both in the Eastern and Western Churches. In the Eastern Church Sergei Bulgakov argued that the crucifixion of Jesus was \"pre-eternally\" determined by the Father before the creation of the world, to redeem humanity from the disgrace caused by the fall of Adam. In the Western Church, Karl Rahner elaborated on the analogy that the blood of the Lamb of God (and the water from the side of Jesus) shed at the crucifixion had a cleansing nature, similar to baptismal water.", "targets": "What did Jesus's death accomplish per the Eastern Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b55d3c8df704bbdbccb45cd75f0d502", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Calvin supported the \"agent of God\" Christology and argued that in his trial in Pilate's Court Jesus could have successfully argued for his innocence, but instead submitted to crucifixion in obedience to the Father. This Christological theme continued into the 20th century, both in the Eastern and Western Churches. In the Eastern Church Sergei Bulgakov argued that the crucifixion of Jesus was \"pre-eternally\" determined by the Father before the creation of the world, to redeem humanity from the disgrace caused by the fall of Adam. In the Western Church, Karl Rahner elaborated on the analogy that the blood of the Lamb of God (and the water from the side of Jesus) shed at the crucifixion had a cleansing nature, similar to baptismal water.", "targets": "What is the blood of the lamb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb73d4e37ac1456d935a99b13a929c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In this paper, he described a new system for storing and working with large databases. Instead of records being stored in some sort of linked list of free-form records as in CODASYL, Codd's idea was to use a \"table\" of fixed-length records, with each table used for a different type of entity. A linked-list system would be very inefficient when storing \"sparse\" databases where some of the data for any one record could be left empty. The relational model solved this by splitting the data into a series of normalized tables (or relations), with optional elements being moved out of the main table to where they would take up room only if needed. Data may be freely inserted, deleted and edited in these tables, with the DBMS doing whatever maintenance needed to present a table view to the application/user.", "targets": "Who proposed using a table to store data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb73d4e37ac1456d935a99b13a929c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In this paper, he described a new system for storing and working with large databases. Instead of records being stored in some sort of linked list of free-form records as in CODASYL, Codd's idea was to use a \"table\" of fixed-length records, with each table used for a different type of entity. A linked-list system would be very inefficient when storing \"sparse\" databases where some of the data for any one record could be left empty. The relational model solved this by splitting the data into a series of normalized tables (or relations), with optional elements being moved out of the main table to where they would take up room only if needed. Data may be freely inserted, deleted and edited in these tables, with the DBMS doing whatever maintenance needed to present a table view to the application/user.", "targets": "How is data accessed in a table?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb73d4e37ac1456d935a99b13a929c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In this paper, he described a new system for storing and working with large databases. Instead of records being stored in some sort of linked list of free-form records as in CODASYL, Codd's idea was to use a \"table\" of fixed-length records, with each table used for a different type of entity. A linked-list system would be very inefficient when storing \"sparse\" databases where some of the data for any one record could be left empty. The relational model solved this by splitting the data into a series of normalized tables (or relations), with optional elements being moved out of the main table to where they would take up room only if needed. Data may be freely inserted, deleted and edited in these tables, with the DBMS doing whatever maintenance needed to present a table view to the application/user.", "targets": "What model solved the problem of databases where information was missing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb73d4e37ac1456d935a99b13a929c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In this paper, he described a new system for storing and working with large databases. Instead of records being stored in some sort of linked list of free-form records as in CODASYL, Codd's idea was to use a \"table\" of fixed-length records, with each table used for a different type of entity. A linked-list system would be very inefficient when storing \"sparse\" databases where some of the data for any one record could be left empty. The relational model solved this by splitting the data into a series of normalized tables (or relations), with optional elements being moved out of the main table to where they would take up room only if needed. Data may be freely inserted, deleted and edited in these tables, with the DBMS doing whatever maintenance needed to present a table view to the application/user.", "targets": "What system assists a user in seeing a table?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0920b331cf742ad8de0b17527fdb2ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It would appear that living organisms are remarkably inefficient (in the physical sense) in their use of the energy they receive (chemical energy or radiation), and it is true that most real machines manage higher efficiencies. In growing organisms the energy that is converted to heat serves a vital purpose, as it allows the organism tissue to be highly ordered with regard to the molecules it is built from. The second law of thermodynamics states that energy (and matter) tends to become more evenly spread out across the universe: to concentrate energy (or matter) in one specific place, it is necessary to spread out a greater amount of energy (as heat) across the remainder of the universe (\"the surroundings\").[note 3] Simpler organisms can achieve higher energy efficiencies than more complex ones, but the complex organisms can occupy ecological niches that are not available to their simpler brethren. The conversion of a portion of the chemical energy to heat at each step in a metabolic pathway is the physical reason behind the pyramid of biomass observed in ecology: to take just the first step in the food chain, of the estimated 124.7 Pg/a of carbon that is fixed by photosynthesis, 64.3 Pg/a (52%) are used for the metabolism of green plants, i.e. reconverted into carbon dioxide and heat.", "targets": "What states that energy tends to become more evenly spread out across the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0920b331cf742ad8de0b17527fdb2ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It would appear that living organisms are remarkably inefficient (in the physical sense) in their use of the energy they receive (chemical energy or radiation), and it is true that most real machines manage higher efficiencies. In growing organisms the energy that is converted to heat serves a vital purpose, as it allows the organism tissue to be highly ordered with regard to the molecules it is built from. The second law of thermodynamics states that energy (and matter) tends to become more evenly spread out across the universe: to concentrate energy (or matter) in one specific place, it is necessary to spread out a greater amount of energy (as heat) across the remainder of the universe (\"the surroundings\").[note 3] Simpler organisms can achieve higher energy efficiencies than more complex ones, but the complex organisms can occupy ecological niches that are not available to their simpler brethren. The conversion of a portion of the chemical energy to heat at each step in a metabolic pathway is the physical reason behind the pyramid of biomass observed in ecology: to take just the first step in the food chain, of the estimated 124.7 Pg/a of carbon that is fixed by photosynthesis, 64.3 Pg/a (52%) are used for the metabolism of green plants, i.e. reconverted into carbon dioxide and heat.", "targets": "What are remarkably inefficient in their use of the energy they receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0920b331cf742ad8de0b17527fdb2ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It would appear that living organisms are remarkably inefficient (in the physical sense) in their use of the energy they receive (chemical energy or radiation), and it is true that most real machines manage higher efficiencies. In growing organisms the energy that is converted to heat serves a vital purpose, as it allows the organism tissue to be highly ordered with regard to the molecules it is built from. The second law of thermodynamics states that energy (and matter) tends to become more evenly spread out across the universe: to concentrate energy (or matter) in one specific place, it is necessary to spread out a greater amount of energy (as heat) across the remainder of the universe (\"the surroundings\").[note 3] Simpler organisms can achieve higher energy efficiencies than more complex ones, but the complex organisms can occupy ecological niches that are not available to their simpler brethren. The conversion of a portion of the chemical energy to heat at each step in a metabolic pathway is the physical reason behind the pyramid of biomass observed in ecology: to take just the first step in the food chain, of the estimated 124.7 Pg/a of carbon that is fixed by photosynthesis, 64.3 Pg/a (52%) are used for the metabolism of green plants, i.e. reconverted into carbon dioxide and heat.", "targets": "Complex organisms can occupy this, that are not available to their simpler brethern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fad390572d44f986c8679800aa6935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians see the growing Roman influence over the east, as with the west, as not a matter of intentional empire-building, but constant crisis management narrowly focused on short-term goals within a highly unstable, unpredictable, and inter-dependent network of alliances and dependencies. With some major exceptions of outright military rule, the Roman Republic remained an alliance of independent city-states and kingdoms (with varying degrees of independence, both de jure and de facto) until it transitioned into the Roman Empire. It was not until the time of the Roman Empire that the entire Roman world was organized into provinces under explicit Roman control.", "targets": "What was seen as the behind the Roman influence in the east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fad390572d44f986c8679800aa6935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians see the growing Roman influence over the east, as with the west, as not a matter of intentional empire-building, but constant crisis management narrowly focused on short-term goals within a highly unstable, unpredictable, and inter-dependent network of alliances and dependencies. With some major exceptions of outright military rule, the Roman Republic remained an alliance of independent city-states and kingdoms (with varying degrees of independence, both de jure and de facto) until it transitioned into the Roman Empire. It was not until the time of the Roman Empire that the entire Roman world was organized into provinces under explicit Roman control.", "targets": "At what point was the entire Roman world joined together under Roman control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fad390572d44f986c8679800aa6935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians see the growing Roman influence over the east, as with the west, as not a matter of intentional empire-building, but constant crisis management narrowly focused on short-term goals within a highly unstable, unpredictable, and inter-dependent network of alliances and dependencies. With some major exceptions of outright military rule, the Roman Republic remained an alliance of independent city-states and kingdoms (with varying degrees of independence, both de jure and de facto) until it transitioned into the Roman Empire. It was not until the time of the Roman Empire that the entire Roman world was organized into provinces under explicit Roman control.", "targets": "What was not seen as an influence of Rome's influence in the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fad390572d44f986c8679800aa6935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historians see the growing Roman influence over the east, as with the west, as not a matter of intentional empire-building, but constant crisis management narrowly focused on short-term goals within a highly unstable, unpredictable, and inter-dependent network of alliances and dependencies. With some major exceptions of outright military rule, the Roman Republic remained an alliance of independent city-states and kingdoms (with varying degrees of independence, both de jure and de facto) until it transitioned into the Roman Empire. It was not until the time of the Roman Empire that the entire Roman world was organized into provinces under explicit Roman control.", "targets": "What type of city-states were involved with the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074384ca331f4f978b23b9aba423577f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Yale began discussions with its sister school Vassar College about merging to foster coeducation at the undergraduate level. Vassar, then all-female and part of the Seven Sisters\u2014elite higher education schools that historically served as sister institutions to the Ivy League when the Ivy League still only admitted men\u2014tentatively accepted, but then declined the invitation. Both schools introduced coeducation independently in 1969. Amy Solomon was the first woman to register as a Yale undergraduate; she was also the first woman at Yale to join an undergraduate society, St. Anthony Hall. The undergraduate class of 1973 was the first class to have women starting from freshman year; at the time, all undergraduate women were housed in Vanderbilt Hall at the south end of Old Campus.[citation needed]", "targets": "What sister school of Yale's considered merger in 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074384ca331f4f978b23b9aba423577f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Yale began discussions with its sister school Vassar College about merging to foster coeducation at the undergraduate level. Vassar, then all-female and part of the Seven Sisters\u2014elite higher education schools that historically served as sister institutions to the Ivy League when the Ivy League still only admitted men\u2014tentatively accepted, but then declined the invitation. Both schools introduced coeducation independently in 1969. Amy Solomon was the first woman to register as a Yale undergraduate; she was also the first woman at Yale to join an undergraduate society, St. Anthony Hall. The undergraduate class of 1973 was the first class to have women starting from freshman year; at the time, all undergraduate women were housed in Vanderbilt Hall at the south end of Old Campus.[citation needed]", "targets": "Who was the first undergraduate woman at Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074384ca331f4f978b23b9aba423577f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Yale began discussions with its sister school Vassar College about merging to foster coeducation at the undergraduate level. Vassar, then all-female and part of the Seven Sisters\u2014elite higher education schools that historically served as sister institutions to the Ivy League when the Ivy League still only admitted men\u2014tentatively accepted, but then declined the invitation. Both schools introduced coeducation independently in 1969. Amy Solomon was the first woman to register as a Yale undergraduate; she was also the first woman at Yale to join an undergraduate society, St. Anthony Hall. The undergraduate class of 1973 was the first class to have women starting from freshman year; at the time, all undergraduate women were housed in Vanderbilt Hall at the south end of Old Campus.[citation needed]", "targets": "What society did Amy Solomon enroll in at Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074384ca331f4f978b23b9aba423577f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Yale began discussions with its sister school Vassar College about merging to foster coeducation at the undergraduate level. Vassar, then all-female and part of the Seven Sisters\u2014elite higher education schools that historically served as sister institutions to the Ivy League when the Ivy League still only admitted men\u2014tentatively accepted, but then declined the invitation. Both schools introduced coeducation independently in 1969. Amy Solomon was the first woman to register as a Yale undergraduate; she was also the first woman at Yale to join an undergraduate society, St. Anthony Hall. The undergraduate class of 1973 was the first class to have women starting from freshman year; at the time, all undergraduate women were housed in Vanderbilt Hall at the south end of Old Campus.[citation needed]", "targets": "What year did the first undergraduate class including women graduate from Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-074384ca331f4f978b23b9aba423577f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, Yale began discussions with its sister school Vassar College about merging to foster coeducation at the undergraduate level. Vassar, then all-female and part of the Seven Sisters\u2014elite higher education schools that historically served as sister institutions to the Ivy League when the Ivy League still only admitted men\u2014tentatively accepted, but then declined the invitation. Both schools introduced coeducation independently in 1969. Amy Solomon was the first woman to register as a Yale undergraduate; she was also the first woman at Yale to join an undergraduate society, St. Anthony Hall. The undergraduate class of 1973 was the first class to have women starting from freshman year; at the time, all undergraduate women were housed in Vanderbilt Hall at the south end of Old Campus.[citation needed]", "targets": "Where did undergraduate women live during the first few years of women being allowed to attend Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "Who wrote Geschichte des Hellenismus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "What does Geschichte des Hellenismus mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "Who wrote Culture and Anarchy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "What century did Hellenistic become a concept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "In Culture and Anarchy, Hebraism is contrasted with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "The word \"Hellenistic\" was derived in what time period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "Who coined the term \"Hellenistic?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "What was Droysen's work called that explained the era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "Who wrote Culture and Anarchy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8753382374d3454d8fe1573cf4c46c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Hellenistic\" is a modern word and a 19th-century concept; the idea of a Hellenistic period did not exist in Ancient Greece. Although words related in form or meaning, e.g. Hellenist (Ancient Greek: \u1f19\u03bb\u03bb\u03b7\u03bd\u03b9\u03c3\u03c4\u03ae\u03c2, Hell\u0113nist\u0113s), have been attested since ancient times, it was J. G. Droysen in the mid-19th century, who in his classic work Geschichte des Hellenismus, i.e. History of Hellenism, coined the term Hellenistic to refer to and define the period when Greek culture spread in the non-Greek world after Alexander\u2019s conquest. Following Droysen, Hellenistic and related terms, e.g. Hellenism, have been widely used in various contexts; a notable such use is in Culture and Anarchy by Matthew Arnold, where Hellenism is used in contrast with Hebraism.", "targets": "Hellenism contrasts with what other similar concept of era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30527178a47a46a5b75feacbc8bb109f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1096, Crusaders passing by the siege of Amalfi were joined by Bohemond of Taranto and his nephew Tancred with an army of Italo-Normans. Bohemond was the de facto leader of the Crusade during its passage through Asia Minor. After the successful Siege of Antioch in 1097, Bohemond began carving out an independent principality around that city. Tancred was instrumental in the conquest of Jerusalem and he worked for the expansion of the Crusader kingdom in Transjordan and the region of Galilee.[citation needed]", "targets": "When did the Siege of Antioch take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30527178a47a46a5b75feacbc8bb109f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1096, Crusaders passing by the siege of Amalfi were joined by Bohemond of Taranto and his nephew Tancred with an army of Italo-Normans. Bohemond was the de facto leader of the Crusade during its passage through Asia Minor. After the successful Siege of Antioch in 1097, Bohemond began carving out an independent principality around that city. Tancred was instrumental in the conquest of Jerusalem and he worked for the expansion of the Crusader kingdom in Transjordan and the region of Galilee.[citation needed]", "targets": "What was the name of Bohemond's nephew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30527178a47a46a5b75feacbc8bb109f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1096, Crusaders passing by the siege of Amalfi were joined by Bohemond of Taranto and his nephew Tancred with an army of Italo-Normans. Bohemond was the de facto leader of the Crusade during its passage through Asia Minor. After the successful Siege of Antioch in 1097, Bohemond began carving out an independent principality around that city. Tancred was instrumental in the conquest of Jerusalem and he worked for the expansion of the Crusader kingdom in Transjordan and the region of Galilee.[citation needed]", "targets": "What major conquest did Tancred play a roll in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e4b73f67b2495084739fa4b4013521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a peak in growth in 1979, the Liberian economy began a steady decline due to economic mismanagement following the 1980 coup. This decline was accelerated by the outbreak of civil war in 1989; GDP was reduced by an estimated 90% between 1989 and 1995, one of the fastest declines in history. Upon the end of the war in 2003, GDP growth began to accelerate, reaching 9.4% in 2007. The global financial crisis slowed GDP growth to 4.6% in 2009, though a strengthening agricultural sector led by rubber and timber exports increased growth to 5.1% in 2010 and an expected 7.3% in 2011, making the economy one of the 20 fastest growing in the world.", "targets": "When did the Liberian economy hit it's peak growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e4b73f67b2495084739fa4b4013521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a peak in growth in 1979, the Liberian economy began a steady decline due to economic mismanagement following the 1980 coup. This decline was accelerated by the outbreak of civil war in 1989; GDP was reduced by an estimated 90% between 1989 and 1995, one of the fastest declines in history. Upon the end of the war in 2003, GDP growth began to accelerate, reaching 9.4% in 2007. The global financial crisis slowed GDP growth to 4.6% in 2009, though a strengthening agricultural sector led by rubber and timber exports increased growth to 5.1% in 2010 and an expected 7.3% in 2011, making the economy one of the 20 fastest growing in the world.", "targets": "By what percentage did Liberia's GDP reduced by during the civil war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e4b73f67b2495084739fa4b4013521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a peak in growth in 1979, the Liberian economy began a steady decline due to economic mismanagement following the 1980 coup. This decline was accelerated by the outbreak of civil war in 1989; GDP was reduced by an estimated 90% between 1989 and 1995, one of the fastest declines in history. Upon the end of the war in 2003, GDP growth began to accelerate, reaching 9.4% in 2007. The global financial crisis slowed GDP growth to 4.6% in 2009, though a strengthening agricultural sector led by rubber and timber exports increased growth to 5.1% in 2010 and an expected 7.3% in 2011, making the economy one of the 20 fastest growing in the world.", "targets": "Why did the Liberian economy decline after 1980?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e4b73f67b2495084739fa4b4013521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a peak in growth in 1979, the Liberian economy began a steady decline due to economic mismanagement following the 1980 coup. This decline was accelerated by the outbreak of civil war in 1989; GDP was reduced by an estimated 90% between 1989 and 1995, one of the fastest declines in history. Upon the end of the war in 2003, GDP growth began to accelerate, reaching 9.4% in 2007. The global financial crisis slowed GDP growth to 4.6% in 2009, though a strengthening agricultural sector led by rubber and timber exports increased growth to 5.1% in 2010 and an expected 7.3% in 2011, making the economy one of the 20 fastest growing in the world.", "targets": "Why was Liberia's GDP growth stalled in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e4b73f67b2495084739fa4b4013521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a peak in growth in 1979, the Liberian economy began a steady decline due to economic mismanagement following the 1980 coup. This decline was accelerated by the outbreak of civil war in 1989; GDP was reduced by an estimated 90% between 1989 and 1995, one of the fastest declines in history. Upon the end of the war in 2003, GDP growth began to accelerate, reaching 9.4% in 2007. The global financial crisis slowed GDP growth to 4.6% in 2009, though a strengthening agricultural sector led by rubber and timber exports increased growth to 5.1% in 2010 and an expected 7.3% in 2011, making the economy one of the 20 fastest growing in the world.", "targets": "In 2011 Liberia's economy was considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df677c5465834a0887477d18e79a00bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s would be marked by the rise of family-oriented series in an attempt by ABC to counterprogram its established competitors, but the decade was also marked by the network's gradual transition to color. On September 30, 1960, ABC premiered The Flintstones, another example of counterprogramming; although the animated series from William Hanna and Joseph Barbera was filmed in color from the beginning, it was initially broadcast in black-and-white, as ABC had not made the necessary technical upgrades to broadcast its programming in color at the time. The Flintstones allowed ABC to present a novelty, that of prime-time animated programming, but it also allowed the network to begin filling the hole opened by the conclusion of the Disney partnership by carrying family-oriented programming from other producers.", "targets": "When did ABC premier the Flintstones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df677c5465834a0887477d18e79a00bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s would be marked by the rise of family-oriented series in an attempt by ABC to counterprogram its established competitors, but the decade was also marked by the network's gradual transition to color. On September 30, 1960, ABC premiered The Flintstones, another example of counterprogramming; although the animated series from William Hanna and Joseph Barbera was filmed in color from the beginning, it was initially broadcast in black-and-white, as ABC had not made the necessary technical upgrades to broadcast its programming in color at the time. The Flintstones allowed ABC to present a novelty, that of prime-time animated programming, but it also allowed the network to begin filling the hole opened by the conclusion of the Disney partnership by carrying family-oriented programming from other producers.", "targets": "What decade marked ABC's transition to color programming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df677c5465834a0887477d18e79a00bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s would be marked by the rise of family-oriented series in an attempt by ABC to counterprogram its established competitors, but the decade was also marked by the network's gradual transition to color. On September 30, 1960, ABC premiered The Flintstones, another example of counterprogramming; although the animated series from William Hanna and Joseph Barbera was filmed in color from the beginning, it was initially broadcast in black-and-white, as ABC had not made the necessary technical upgrades to broadcast its programming in color at the time. The Flintstones allowed ABC to present a novelty, that of prime-time animated programming, but it also allowed the network to begin filling the hole opened by the conclusion of the Disney partnership by carrying family-oriented programming from other producers.", "targets": "Who were the creators of the Flintstones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df677c5465834a0887477d18e79a00bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1960s would be marked by the rise of family-oriented series in an attempt by ABC to counterprogram its established competitors, but the decade was also marked by the network's gradual transition to color. On September 30, 1960, ABC premiered The Flintstones, another example of counterprogramming; although the animated series from William Hanna and Joseph Barbera was filmed in color from the beginning, it was initially broadcast in black-and-white, as ABC had not made the necessary technical upgrades to broadcast its programming in color at the time. The Flintstones allowed ABC to present a novelty, that of prime-time animated programming, but it also allowed the network to begin filling the hole opened by the conclusion of the Disney partnership by carrying family-oriented programming from other producers.", "targets": "When did ABC begin making family-oriented series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f465500141f94c5184c1a68f65c89703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Turco-Mongol conqueror in Central Asia, Timur (Tamerlane), attacked the reigning Sultan Nasir-u Din Mehmud of the Tughlaq Dynasty in the north Indian city of Delhi. The Sultan's army was defeated on 17 December 1398. Timur entered Delhi and the city was sacked, destroyed, and left in ruins, after Timur's army had killed and plundered for three days and nights. He ordered the whole city to be sacked except for the sayyids, scholars, and the \"other Muslims\" (artists); 100,000 war prisoners were put to death in one day. The Sultanate suffered significantly from the sacking of Delhi revived briefly under the Lodi Dynasty, but it was a shadow of the former.", "targets": "What Turko-Mongol attacked and defeated the Sultan of Tughlaq dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f465500141f94c5184c1a68f65c89703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Turco-Mongol conqueror in Central Asia, Timur (Tamerlane), attacked the reigning Sultan Nasir-u Din Mehmud of the Tughlaq Dynasty in the north Indian city of Delhi. The Sultan's army was defeated on 17 December 1398. Timur entered Delhi and the city was sacked, destroyed, and left in ruins, after Timur's army had killed and plundered for three days and nights. He ordered the whole city to be sacked except for the sayyids, scholars, and the \"other Muslims\" (artists); 100,000 war prisoners were put to death in one day. The Sultanate suffered significantly from the sacking of Delhi revived briefly under the Lodi Dynasty, but it was a shadow of the former.", "targets": "On what date did Timur beat the Delhi Sultan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f465500141f94c5184c1a68f65c89703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Turco-Mongol conqueror in Central Asia, Timur (Tamerlane), attacked the reigning Sultan Nasir-u Din Mehmud of the Tughlaq Dynasty in the north Indian city of Delhi. The Sultan's army was defeated on 17 December 1398. Timur entered Delhi and the city was sacked, destroyed, and left in ruins, after Timur's army had killed and plundered for three days and nights. He ordered the whole city to be sacked except for the sayyids, scholars, and the \"other Muslims\" (artists); 100,000 war prisoners were put to death in one day. The Sultanate suffered significantly from the sacking of Delhi revived briefly under the Lodi Dynasty, but it was a shadow of the former.", "targets": "In what shape did Timur leave the city of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f465500141f94c5184c1a68f65c89703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Turco-Mongol conqueror in Central Asia, Timur (Tamerlane), attacked the reigning Sultan Nasir-u Din Mehmud of the Tughlaq Dynasty in the north Indian city of Delhi. The Sultan's army was defeated on 17 December 1398. Timur entered Delhi and the city was sacked, destroyed, and left in ruins, after Timur's army had killed and plundered for three days and nights. He ordered the whole city to be sacked except for the sayyids, scholars, and the \"other Muslims\" (artists); 100,000 war prisoners were put to death in one day. The Sultanate suffered significantly from the sacking of Delhi revived briefly under the Lodi Dynasty, but it was a shadow of the former.", "targets": "How many prisoners of war were executed in the sack of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f465500141f94c5184c1a68f65c89703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Turco-Mongol conqueror in Central Asia, Timur (Tamerlane), attacked the reigning Sultan Nasir-u Din Mehmud of the Tughlaq Dynasty in the north Indian city of Delhi. The Sultan's army was defeated on 17 December 1398. Timur entered Delhi and the city was sacked, destroyed, and left in ruins, after Timur's army had killed and plundered for three days and nights. He ordered the whole city to be sacked except for the sayyids, scholars, and the \"other Muslims\" (artists); 100,000 war prisoners were put to death in one day. The Sultanate suffered significantly from the sacking of Delhi revived briefly under the Lodi Dynasty, but it was a shadow of the former.", "targets": "What were exempted from death by Timur when ordering Delhi sacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6956f28ccb5443a99b7972d3fa3e704f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1836, construction began on the Wilmington and Raleigh Railroad to connect the port city of Wilmington with the state capital of Raleigh. In 1849 the North Carolina Railroad was created by act of the legislature to extend that railroad west to Greensboro, High Point, and Charlotte. During the Civil War, the Wilmington-to-Raleigh stretch of the railroad would be vital to the Confederate war effort; supplies shipped into Wilmington would be moved by rail through Raleigh to the Confederate capital of Richmond, Virginia.", "targets": "What was the name of the railroad that began construction in 1836?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6956f28ccb5443a99b7972d3fa3e704f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1836, construction began on the Wilmington and Raleigh Railroad to connect the port city of Wilmington with the state capital of Raleigh. In 1849 the North Carolina Railroad was created by act of the legislature to extend that railroad west to Greensboro, High Point, and Charlotte. During the Civil War, the Wilmington-to-Raleigh stretch of the railroad would be vital to the Confederate war effort; supplies shipped into Wilmington would be moved by rail through Raleigh to the Confederate capital of Richmond, Virginia.", "targets": "The Wilmington and Raleigh Railroad was going to connect Wilmington to what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6956f28ccb5443a99b7972d3fa3e704f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1836, construction began on the Wilmington and Raleigh Railroad to connect the port city of Wilmington with the state capital of Raleigh. In 1849 the North Carolina Railroad was created by act of the legislature to extend that railroad west to Greensboro, High Point, and Charlotte. During the Civil War, the Wilmington-to-Raleigh stretch of the railroad would be vital to the Confederate war effort; supplies shipped into Wilmington would be moved by rail through Raleigh to the Confederate capital of Richmond, Virginia.", "targets": "In 1849, what railroad was created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6956f28ccb5443a99b7972d3fa3e704f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1836, construction began on the Wilmington and Raleigh Railroad to connect the port city of Wilmington with the state capital of Raleigh. In 1849 the North Carolina Railroad was created by act of the legislature to extend that railroad west to Greensboro, High Point, and Charlotte. During the Civil War, the Wilmington-to-Raleigh stretch of the railroad would be vital to the Confederate war effort; supplies shipped into Wilmington would be moved by rail through Raleigh to the Confederate capital of Richmond, Virginia.", "targets": "What direction did the North carolina railroad extend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6956f28ccb5443a99b7972d3fa3e704f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 25, 1836, construction began on the Wilmington and Raleigh Railroad to connect the port city of Wilmington with the state capital of Raleigh. In 1849 the North Carolina Railroad was created by act of the legislature to extend that railroad west to Greensboro, High Point, and Charlotte. During the Civil War, the Wilmington-to-Raleigh stretch of the railroad would be vital to the Confederate war effort; supplies shipped into Wilmington would be moved by rail through Raleigh to the Confederate capital of Richmond, Virginia.", "targets": "What stretch of the railroad was vital to the confederates in the civil war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2177d6fd5d8b440fac4a325706bffbd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licchavis from the Indo-Gangetic plain migrated north and defeated the Kiratas, establishing the Licchavi dynasty. During this era, following the genocide of Shakyas in Lumbini by Virudhaka, the survivors migrated north and entered the forest monastery in Sankhu masquerading as Koliyas. From Sankhu, they migrated to Yambu and Yengal (Lanjagwal and Manjupattan) and established the first permanent Buddhist monasteries of Kathmandu. This created the basis of Newar Buddhism, which is the only surviving Sanskrit-based Buddhist tradition in the world. With their migration, Yambu was called Koligram and Yengal was called Dakshin Koligram during most of the Licchavi era.", "targets": "Who won the war between the Licchavis and the Kiratas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2177d6fd5d8b440fac4a325706bffbd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licchavis from the Indo-Gangetic plain migrated north and defeated the Kiratas, establishing the Licchavi dynasty. During this era, following the genocide of Shakyas in Lumbini by Virudhaka, the survivors migrated north and entered the forest monastery in Sankhu masquerading as Koliyas. From Sankhu, they migrated to Yambu and Yengal (Lanjagwal and Manjupattan) and established the first permanent Buddhist monasteries of Kathmandu. This created the basis of Newar Buddhism, which is the only surviving Sanskrit-based Buddhist tradition in the world. With their migration, Yambu was called Koligram and Yengal was called Dakshin Koligram during most of the Licchavi era.", "targets": "Who did the migrating Shakyas pretend to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2177d6fd5d8b440fac4a325706bffbd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licchavis from the Indo-Gangetic plain migrated north and defeated the Kiratas, establishing the Licchavi dynasty. During this era, following the genocide of Shakyas in Lumbini by Virudhaka, the survivors migrated north and entered the forest monastery in Sankhu masquerading as Koliyas. From Sankhu, they migrated to Yambu and Yengal (Lanjagwal and Manjupattan) and established the first permanent Buddhist monasteries of Kathmandu. This created the basis of Newar Buddhism, which is the only surviving Sanskrit-based Buddhist tradition in the world. With their migration, Yambu was called Koligram and Yengal was called Dakshin Koligram during most of the Licchavi era.", "targets": "What sect of Buddhism is the only remaining one based in Sanskrit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2177d6fd5d8b440fac4a325706bffbd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licchavis from the Indo-Gangetic plain migrated north and defeated the Kiratas, establishing the Licchavi dynasty. During this era, following the genocide of Shakyas in Lumbini by Virudhaka, the survivors migrated north and entered the forest monastery in Sankhu masquerading as Koliyas. From Sankhu, they migrated to Yambu and Yengal (Lanjagwal and Manjupattan) and established the first permanent Buddhist monasteries of Kathmandu. This created the basis of Newar Buddhism, which is the only surviving Sanskrit-based Buddhist tradition in the world. With their migration, Yambu was called Koligram and Yengal was called Dakshin Koligram during most of the Licchavi era.", "targets": "Who killed the Shakyas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2177d6fd5d8b440fac4a325706bffbd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licchavis from the Indo-Gangetic plain migrated north and defeated the Kiratas, establishing the Licchavi dynasty. During this era, following the genocide of Shakyas in Lumbini by Virudhaka, the survivors migrated north and entered the forest monastery in Sankhu masquerading as Koliyas. From Sankhu, they migrated to Yambu and Yengal (Lanjagwal and Manjupattan) and established the first permanent Buddhist monasteries of Kathmandu. This created the basis of Newar Buddhism, which is the only surviving Sanskrit-based Buddhist tradition in the world. With their migration, Yambu was called Koligram and Yengal was called Dakshin Koligram during most of the Licchavi era.", "targets": "Under the Licchavi dynasty, what name was typically used to refer to Yengal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78034c89e0364c86976d2e813fd67b85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burmese, the mother tongue of the Bamar and official language of Myanmar, is related to Tibetan and Chinese language. It is written in a script consisting of circular and semi-circular letters, which were adapted from the Mon script, which in turn was developed from a southern Indian script in the 5th century. The earliest known inscriptions in the Burmese script date from the 11th century. It is also used to write Pali, the sacred language of Theravada Buddhism, as well as several ethnic minority languages, including Shan, several Karen dialects, and Kayah (Karenni), with the addition of specialised characters and diacritics for each language.", "targets": "What is the matriarchal brogue of Burma that became the countries' standard vernacular ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78034c89e0364c86976d2e813fd67b85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burmese, the mother tongue of the Bamar and official language of Myanmar, is related to Tibetan and Chinese language. It is written in a script consisting of circular and semi-circular letters, which were adapted from the Mon script, which in turn was developed from a southern Indian script in the 5th century. The earliest known inscriptions in the Burmese script date from the 11th century. It is also used to write Pali, the sacred language of Theravada Buddhism, as well as several ethnic minority languages, including Shan, several Karen dialects, and Kayah (Karenni), with the addition of specialised characters and diacritics for each language.", "targets": "Which two vernaculars hold relation to the official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78034c89e0364c86976d2e813fd67b85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burmese, the mother tongue of the Bamar and official language of Myanmar, is related to Tibetan and Chinese language. It is written in a script consisting of circular and semi-circular letters, which were adapted from the Mon script, which in turn was developed from a southern Indian script in the 5th century. The earliest known inscriptions in the Burmese script date from the 11th century. It is also used to write Pali, the sacred language of Theravada Buddhism, as well as several ethnic minority languages, including Shan, several Karen dialects, and Kayah (Karenni), with the addition of specialised characters and diacritics for each language.", "targets": "How is the recognized official language of Burma displayed ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78034c89e0364c86976d2e813fd67b85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burmese, the mother tongue of the Bamar and official language of Myanmar, is related to Tibetan and Chinese language. It is written in a script consisting of circular and semi-circular letters, which were adapted from the Mon script, which in turn was developed from a southern Indian script in the 5th century. The earliest known inscriptions in the Burmese script date from the 11th century. It is also used to write Pali, the sacred language of Theravada Buddhism, as well as several ethnic minority languages, including Shan, several Karen dialects, and Kayah (Karenni), with the addition of specialised characters and diacritics for each language.", "targets": "On what is the visual display of the language a subset of  ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78034c89e0364c86976d2e813fd67b85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burmese, the mother tongue of the Bamar and official language of Myanmar, is related to Tibetan and Chinese language. It is written in a script consisting of circular and semi-circular letters, which were adapted from the Mon script, which in turn was developed from a southern Indian script in the 5th century. The earliest known inscriptions in the Burmese script date from the 11th century. It is also used to write Pali, the sacred language of Theravada Buddhism, as well as several ethnic minority languages, including Shan, several Karen dialects, and Kayah (Karenni), with the addition of specialised characters and diacritics for each language.", "targets": "From when are the  first impressions of the visually displayed language ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49ca822c50443c992ccbfbfccd988d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within each province are communities (hamaynkner, singular hamaynk). Each community is self-governing and consists of one or more settlements (bnakavayrer, singular bnakavayr). Settlements are classified as either towns (kaghakner, singular kaghak) or villages (gyugher, singular gyugh). As of 2007[update], Armenia includes 915 communities, of which 49 are considered urban and 866 are considered rural. The capital, Yerevan, also has the status of a community. Additionally, Yerevan is divided into twelve semi-autonomous districts.", "targets": "How many hamaynkner does Armenia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49ca822c50443c992ccbfbfccd988d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within each province are communities (hamaynkner, singular hamaynk). Each community is self-governing and consists of one or more settlements (bnakavayrer, singular bnakavayr). Settlements are classified as either towns (kaghakner, singular kaghak) or villages (gyugher, singular gyugh). As of 2007[update], Armenia includes 915 communities, of which 49 are considered urban and 866 are considered rural. The capital, Yerevan, also has the status of a community. Additionally, Yerevan is divided into twelve semi-autonomous districts.", "targets": "How many districts does Yerevan have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49ca822c50443c992ccbfbfccd988d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within each province are communities (hamaynkner, singular hamaynk). Each community is self-governing and consists of one or more settlements (bnakavayrer, singular bnakavayr). Settlements are classified as either towns (kaghakner, singular kaghak) or villages (gyugher, singular gyugh). As of 2007[update], Armenia includes 915 communities, of which 49 are considered urban and 866 are considered rural. The capital, Yerevan, also has the status of a community. Additionally, Yerevan is divided into twelve semi-autonomous districts.", "targets": "Does Armenia have more rural or uban hamaynker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49ca822c50443c992ccbfbfccd988d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within each province are communities (hamaynkner, singular hamaynk). Each community is self-governing and consists of one or more settlements (bnakavayrer, singular bnakavayr). Settlements are classified as either towns (kaghakner, singular kaghak) or villages (gyugher, singular gyugh). As of 2007[update], Armenia includes 915 communities, of which 49 are considered urban and 866 are considered rural. The capital, Yerevan, also has the status of a community. Additionally, Yerevan is divided into twelve semi-autonomous districts.", "targets": "What is the Armenian term for settlment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-110dc7b802754affbaea52dbffc510fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's heavy-rail rapid transit system, Metrorail, is an elevated system comprising two lines and 23 stations on a 24.4-mile (39.3 km)-long line. Metrorail connects the urban western suburbs of Hialeah, Medley, and inner-city Miami with suburban The Roads, Coconut Grove, Coral Gables, South Miami and urban Kendall via the central business districts of Miami International Airport, the Civic Center, and Downtown. A free, elevated people mover, Metromover, operates 21 stations on three different lines in greater Downtown Miami, with a station at roughly every two blocks of Downtown and Brickell. Several expansion projects are being funded by a transit development sales tax surcharge throughout Miami-Dade County.", "targets": "What is the name of Miami's heavy-rail system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-110dc7b802754affbaea52dbffc510fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's heavy-rail rapid transit system, Metrorail, is an elevated system comprising two lines and 23 stations on a 24.4-mile (39.3 km)-long line. Metrorail connects the urban western suburbs of Hialeah, Medley, and inner-city Miami with suburban The Roads, Coconut Grove, Coral Gables, South Miami and urban Kendall via the central business districts of Miami International Airport, the Civic Center, and Downtown. A free, elevated people mover, Metromover, operates 21 stations on three different lines in greater Downtown Miami, with a station at roughly every two blocks of Downtown and Brickell. Several expansion projects are being funded by a transit development sales tax surcharge throughout Miami-Dade County.", "targets": "How many miles long is Metrorail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-110dc7b802754affbaea52dbffc510fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's heavy-rail rapid transit system, Metrorail, is an elevated system comprising two lines and 23 stations on a 24.4-mile (39.3 km)-long line. Metrorail connects the urban western suburbs of Hialeah, Medley, and inner-city Miami with suburban The Roads, Coconut Grove, Coral Gables, South Miami and urban Kendall via the central business districts of Miami International Airport, the Civic Center, and Downtown. A free, elevated people mover, Metromover, operates 21 stations on three different lines in greater Downtown Miami, with a station at roughly every two blocks of Downtown and Brickell. Several expansion projects are being funded by a transit development sales tax surcharge throughout Miami-Dade County.", "targets": "How many stations does Metrorail have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-110dc7b802754affbaea52dbffc510fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's heavy-rail rapid transit system, Metrorail, is an elevated system comprising two lines and 23 stations on a 24.4-mile (39.3 km)-long line. Metrorail connects the urban western suburbs of Hialeah, Medley, and inner-city Miami with suburban The Roads, Coconut Grove, Coral Gables, South Miami and urban Kendall via the central business districts of Miami International Airport, the Civic Center, and Downtown. A free, elevated people mover, Metromover, operates 21 stations on three different lines in greater Downtown Miami, with a station at roughly every two blocks of Downtown and Brickell. Several expansion projects are being funded by a transit development sales tax surcharge throughout Miami-Dade County.", "targets": "How many lines does Metromover have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-110dc7b802754affbaea52dbffc510fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's heavy-rail rapid transit system, Metrorail, is an elevated system comprising two lines and 23 stations on a 24.4-mile (39.3 km)-long line. Metrorail connects the urban western suburbs of Hialeah, Medley, and inner-city Miami with suburban The Roads, Coconut Grove, Coral Gables, South Miami and urban Kendall via the central business districts of Miami International Airport, the Civic Center, and Downtown. A free, elevated people mover, Metromover, operates 21 stations on three different lines in greater Downtown Miami, with a station at roughly every two blocks of Downtown and Brickell. Several expansion projects are being funded by a transit development sales tax surcharge throughout Miami-Dade County.", "targets": "How much does it cost to use Metromover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae9539a2bc2b457e9976e016f0e5f761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north eastern part of Fresno, Woodward Park was founded by the late Ralph Woodward, a long-time Fresno resident. He bequeathed a major portion of his estate in 1968 to provide a regional park and bird sanctuary in Northeast Fresno. The park lies on the South bank of the San Joaquin River between Highway 41 and Friant Road. The initial 235 acres (0.95 km2), combined with additional acres acquired later by the City, brings the park to a sizable 300 acres (1.2 km2). Now packed with amenities, Woodward Park is the only Regional Park of its size in the Central Valley. The Southeast corner of the park harbors numerous bird species offering bird enthusiasts an excellent opportunity for viewing. The park has a multi-use amphitheatre that seats up to 2,500 people, authentic Japanese Garden, fenced dog park, two-mile (3 km) equestrian trail, exercise par course, three children's playgrounds, a lake, 3 small ponds, 7 picnic areas and five miles (8 km) of multipurpose trails that are part of the San Joaquin River Parkway's Lewis S. Eaton Trail. When complete, the Lewis S. Eaton trail system will cover 22 miles (35 km) between Highway 99 and Friant Dam. The park's numerous picnic tables make for a great picnic destination and a convenient escape from city life. The park's amphetheatre was renovated in 2010, and has hosted performances by acts such as Deftones, Tech N9ne, and Sevendust as well as numerous others. The park is open April through October, 6am to 10pm and November through March, 6am to 7pm. Woodward Park is home to the annual CIF(California Interscholastic Federation) State Championship cross country meet, which takes place in late November. It is also the home of the Woodward Shakespeare Festival which began performances in the park in 2005.", "targets": "Who founded Woodward Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae9539a2bc2b457e9976e016f0e5f761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north eastern part of Fresno, Woodward Park was founded by the late Ralph Woodward, a long-time Fresno resident. He bequeathed a major portion of his estate in 1968 to provide a regional park and bird sanctuary in Northeast Fresno. The park lies on the South bank of the San Joaquin River between Highway 41 and Friant Road. The initial 235 acres (0.95 km2), combined with additional acres acquired later by the City, brings the park to a sizable 300 acres (1.2 km2). Now packed with amenities, Woodward Park is the only Regional Park of its size in the Central Valley. The Southeast corner of the park harbors numerous bird species offering bird enthusiasts an excellent opportunity for viewing. The park has a multi-use amphitheatre that seats up to 2,500 people, authentic Japanese Garden, fenced dog park, two-mile (3 km) equestrian trail, exercise par course, three children's playgrounds, a lake, 3 small ponds, 7 picnic areas and five miles (8 km) of multipurpose trails that are part of the San Joaquin River Parkway's Lewis S. Eaton Trail. When complete, the Lewis S. Eaton trail system will cover 22 miles (35 km) between Highway 99 and Friant Dam. The park's numerous picnic tables make for a great picnic destination and a convenient escape from city life. The park's amphetheatre was renovated in 2010, and has hosted performances by acts such as Deftones, Tech N9ne, and Sevendust as well as numerous others. The park is open April through October, 6am to 10pm and November through March, 6am to 7pm. Woodward Park is home to the annual CIF(California Interscholastic Federation) State Championship cross country meet, which takes place in late November. It is also the home of the Woodward Shakespeare Festival which began performances in the park in 2005.", "targets": "How many total acres is Woodward Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae9539a2bc2b457e9976e016f0e5f761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north eastern part of Fresno, Woodward Park was founded by the late Ralph Woodward, a long-time Fresno resident. He bequeathed a major portion of his estate in 1968 to provide a regional park and bird sanctuary in Northeast Fresno. The park lies on the South bank of the San Joaquin River between Highway 41 and Friant Road. The initial 235 acres (0.95 km2), combined with additional acres acquired later by the City, brings the park to a sizable 300 acres (1.2 km2). Now packed with amenities, Woodward Park is the only Regional Park of its size in the Central Valley. The Southeast corner of the park harbors numerous bird species offering bird enthusiasts an excellent opportunity for viewing. The park has a multi-use amphitheatre that seats up to 2,500 people, authentic Japanese Garden, fenced dog park, two-mile (3 km) equestrian trail, exercise par course, three children's playgrounds, a lake, 3 small ponds, 7 picnic areas and five miles (8 km) of multipurpose trails that are part of the San Joaquin River Parkway's Lewis S. Eaton Trail. When complete, the Lewis S. Eaton trail system will cover 22 miles (35 km) between Highway 99 and Friant Dam. The park's numerous picnic tables make for a great picnic destination and a convenient escape from city life. The park's amphetheatre was renovated in 2010, and has hosted performances by acts such as Deftones, Tech N9ne, and Sevendust as well as numerous others. The park is open April through October, 6am to 10pm and November through March, 6am to 7pm. Woodward Park is home to the annual CIF(California Interscholastic Federation) State Championship cross country meet, which takes place in late November. It is also the home of the Woodward Shakespeare Festival which began performances in the park in 2005.", "targets": "How many seats does the amphitheatre at Woodward park have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae9539a2bc2b457e9976e016f0e5f761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north eastern part of Fresno, Woodward Park was founded by the late Ralph Woodward, a long-time Fresno resident. He bequeathed a major portion of his estate in 1968 to provide a regional park and bird sanctuary in Northeast Fresno. The park lies on the South bank of the San Joaquin River between Highway 41 and Friant Road. The initial 235 acres (0.95 km2), combined with additional acres acquired later by the City, brings the park to a sizable 300 acres (1.2 km2). Now packed with amenities, Woodward Park is the only Regional Park of its size in the Central Valley. The Southeast corner of the park harbors numerous bird species offering bird enthusiasts an excellent opportunity for viewing. The park has a multi-use amphitheatre that seats up to 2,500 people, authentic Japanese Garden, fenced dog park, two-mile (3 km) equestrian trail, exercise par course, three children's playgrounds, a lake, 3 small ponds, 7 picnic areas and five miles (8 km) of multipurpose trails that are part of the San Joaquin River Parkway's Lewis S. Eaton Trail. When complete, the Lewis S. Eaton trail system will cover 22 miles (35 km) between Highway 99 and Friant Dam. The park's numerous picnic tables make for a great picnic destination and a convenient escape from city life. The park's amphetheatre was renovated in 2010, and has hosted performances by acts such as Deftones, Tech N9ne, and Sevendust as well as numerous others. The park is open April through October, 6am to 10pm and November through March, 6am to 7pm. Woodward Park is home to the annual CIF(California Interscholastic Federation) State Championship cross country meet, which takes place in late November. It is also the home of the Woodward Shakespeare Festival which began performances in the park in 2005.", "targets": "How many miles, once completed, will the the Lewis S. Eaton trail cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae9539a2bc2b457e9976e016f0e5f761", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north eastern part of Fresno, Woodward Park was founded by the late Ralph Woodward, a long-time Fresno resident. He bequeathed a major portion of his estate in 1968 to provide a regional park and bird sanctuary in Northeast Fresno. The park lies on the South bank of the San Joaquin River between Highway 41 and Friant Road. The initial 235 acres (0.95 km2), combined with additional acres acquired later by the City, brings the park to a sizable 300 acres (1.2 km2). Now packed with amenities, Woodward Park is the only Regional Park of its size in the Central Valley. The Southeast corner of the park harbors numerous bird species offering bird enthusiasts an excellent opportunity for viewing. The park has a multi-use amphitheatre that seats up to 2,500 people, authentic Japanese Garden, fenced dog park, two-mile (3 km) equestrian trail, exercise par course, three children's playgrounds, a lake, 3 small ponds, 7 picnic areas and five miles (8 km) of multipurpose trails that are part of the San Joaquin River Parkway's Lewis S. Eaton Trail. When complete, the Lewis S. Eaton trail system will cover 22 miles (35 km) between Highway 99 and Friant Dam. The park's numerous picnic tables make for a great picnic destination and a convenient escape from city life. The park's amphetheatre was renovated in 2010, and has hosted performances by acts such as Deftones, Tech N9ne, and Sevendust as well as numerous others. The park is open April through October, 6am to 10pm and November through March, 6am to 7pm. Woodward Park is home to the annual CIF(California Interscholastic Federation) State Championship cross country meet, which takes place in late November. It is also the home of the Woodward Shakespeare Festival which began performances in the park in 2005.", "targets": "What months out of the year is Woodward Park open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "What natural disasters were occurring in Wenchuan County?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How many helicopters were deployed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How many militia reservists joined in on rescue efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How many survivors were found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How many troops parachuted into Mao County?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "What were the biggest difficulties in reaching affected areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How many helicopters were sent to deliver aid to the affected areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "By May 13, how many troops had been added to the rescue efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How people were reported to be survivors in Yingxiu Town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77328360e0144dbc9e293ef64d689012", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Persistent heavy rain and landslides in Wenchuan County and the nearby area badly affected rescue efforts. At the start of rescue operations on May 12, 20 helicopters were deployed for the delivery of food, water, and emergency aid, and also the evacuation of the injured and reconnaissance of quake-stricken areas. By 17:37 CST on May 13, a total of over 15,600 troops and militia reservists from the Chengdu Military Region had joined the rescue force in the heavily affected areas. A commander reported from Yingxiu Town, Wenchuan, that around 3,000 survivors were found, while the status of the other inhabitants (around 9,000) remained unclear. The 1,300 rescuers reached the epicenter, and 300 pioneer troops reached the seat of Wenchuan at about 23:30 CST. By 12:17 CST, May 14, 2008, communication in the seat of Wenchuan was partly revived. On the afternoon of May 14, 15 Special Operations Troops, along with relief supplies and communications gear, parachuted into inaccessible Mao County, northeast of Wenchuan.", "targets": "How many persons were still unaccounted for in Yingxiu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-025906b820ae4de49bcd07392f0d929d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An electrostatic motor is based on the attraction and repulsion of electric charge. Usually, electrostatic motors are the dual of conventional coil-based motors. They typically require a high-voltage power supply, although very small motors employ lower voltages. Conventional electric motors instead employ magnetic attraction and repulsion, and require high current at low voltages. In the 1750s, the first electrostatic motors were developed by Benjamin Franklin and Andrew Gordon. Today the electrostatic motor finds frequent use in micro-electro-mechanical systems (MEMS) where their drive voltages are below 100 volts, and where moving, charged plates are far easier to fabricate than coils and iron cores. Also, the molecular machinery which runs living cells is often based on linear and rotary electrostatic motors.[citation needed]", "targets": "What type of motor is based on the attraction and repulsion of electric charge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-025906b820ae4de49bcd07392f0d929d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An electrostatic motor is based on the attraction and repulsion of electric charge. Usually, electrostatic motors are the dual of conventional coil-based motors. They typically require a high-voltage power supply, although very small motors employ lower voltages. Conventional electric motors instead employ magnetic attraction and repulsion, and require high current at low voltages. In the 1750s, the first electrostatic motors were developed by Benjamin Franklin and Andrew Gordon. Today the electrostatic motor finds frequent use in micro-electro-mechanical systems (MEMS) where their drive voltages are below 100 volts, and where moving, charged plates are far easier to fabricate than coils and iron cores. Also, the molecular machinery which runs living cells is often based on linear and rotary electrostatic motors.[citation needed]", "targets": "What are electrostatic motors like two of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-025906b820ae4de49bcd07392f0d929d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An electrostatic motor is based on the attraction and repulsion of electric charge. Usually, electrostatic motors are the dual of conventional coil-based motors. They typically require a high-voltage power supply, although very small motors employ lower voltages. Conventional electric motors instead employ magnetic attraction and repulsion, and require high current at low voltages. In the 1750s, the first electrostatic motors were developed by Benjamin Franklin and Andrew Gordon. Today the electrostatic motor finds frequent use in micro-electro-mechanical systems (MEMS) where their drive voltages are below 100 volts, and where moving, charged plates are far easier to fabricate than coils and iron cores. Also, the molecular machinery which runs living cells is often based on linear and rotary electrostatic motors.[citation needed]", "targets": "What type of power supply do electrostatic motors usually have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-025906b820ae4de49bcd07392f0d929d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An electrostatic motor is based on the attraction and repulsion of electric charge. Usually, electrostatic motors are the dual of conventional coil-based motors. They typically require a high-voltage power supply, although very small motors employ lower voltages. Conventional electric motors instead employ magnetic attraction and repulsion, and require high current at low voltages. In the 1750s, the first electrostatic motors were developed by Benjamin Franklin and Andrew Gordon. Today the electrostatic motor finds frequent use in micro-electro-mechanical systems (MEMS) where their drive voltages are below 100 volts, and where moving, charged plates are far easier to fabricate than coils and iron cores. Also, the molecular machinery which runs living cells is often based on linear and rotary electrostatic motors.[citation needed]", "targets": "What two inventors developed the first electrostatic motors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-025906b820ae4de49bcd07392f0d929d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An electrostatic motor is based on the attraction and repulsion of electric charge. Usually, electrostatic motors are the dual of conventional coil-based motors. They typically require a high-voltage power supply, although very small motors employ lower voltages. Conventional electric motors instead employ magnetic attraction and repulsion, and require high current at low voltages. In the 1750s, the first electrostatic motors were developed by Benjamin Franklin and Andrew Gordon. Today the electrostatic motor finds frequent use in micro-electro-mechanical systems (MEMS) where their drive voltages are below 100 volts, and where moving, charged plates are far easier to fabricate than coils and iron cores. Also, the molecular machinery which runs living cells is often based on linear and rotary electrostatic motors.[citation needed]", "targets": "Micro-electro mechanical systems prefer what type of motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476f9db142654444aad6bc7593df213d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three major types of rock: igneous, sedimentary, and metamorphic. The rock cycle is an important concept in geology which illustrates the relationships between these three types of rock, and magma. When a rock crystallizes from melt (magma and/or lava), it is an igneous rock. This rock can be weathered and eroded, and then redeposited and lithified into a sedimentary rock, or be turned into a metamorphic rock due to heat and pressure that change the mineral content of the rock which gives it a characteristic fabric. The sedimentary rock can then be subsequently turned into a metamorphic rock due to heat and pressure and is then weathered, eroded, deposited, and lithified, ultimately becoming a sedimentary rock. Sedimentary rock may also be re-eroded and redeposited, and metamorphic rock may also undergo additional metamorphism. All three types of rocks may be re-melted; when this happens, a new magma is formed, from which an igneous rock may once again crystallize.", "targets": "An igneous rock is a rock that crystallizes from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476f9db142654444aad6bc7593df213d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three major types of rock: igneous, sedimentary, and metamorphic. The rock cycle is an important concept in geology which illustrates the relationships between these three types of rock, and magma. When a rock crystallizes from melt (magma and/or lava), it is an igneous rock. This rock can be weathered and eroded, and then redeposited and lithified into a sedimentary rock, or be turned into a metamorphic rock due to heat and pressure that change the mineral content of the rock which gives it a characteristic fabric. The sedimentary rock can then be subsequently turned into a metamorphic rock due to heat and pressure and is then weathered, eroded, deposited, and lithified, ultimately becoming a sedimentary rock. Sedimentary rock may also be re-eroded and redeposited, and metamorphic rock may also undergo additional metamorphism. All three types of rocks may be re-melted; when this happens, a new magma is formed, from which an igneous rock may once again crystallize.", "targets": "Sedimentary rock can be turned into which of the three types of rock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476f9db142654444aad6bc7593df213d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three major types of rock: igneous, sedimentary, and metamorphic. The rock cycle is an important concept in geology which illustrates the relationships between these three types of rock, and magma. When a rock crystallizes from melt (magma and/or lava), it is an igneous rock. This rock can be weathered and eroded, and then redeposited and lithified into a sedimentary rock, or be turned into a metamorphic rock due to heat and pressure that change the mineral content of the rock which gives it a characteristic fabric. The sedimentary rock can then be subsequently turned into a metamorphic rock due to heat and pressure and is then weathered, eroded, deposited, and lithified, ultimately becoming a sedimentary rock. Sedimentary rock may also be re-eroded and redeposited, and metamorphic rock may also undergo additional metamorphism. All three types of rocks may be re-melted; when this happens, a new magma is formed, from which an igneous rock may once again crystallize.", "targets": "When the three types of rock are re-melted what is formed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476f9db142654444aad6bc7593df213d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three major types of rock: igneous, sedimentary, and metamorphic. The rock cycle is an important concept in geology which illustrates the relationships between these three types of rock, and magma. When a rock crystallizes from melt (magma and/or lava), it is an igneous rock. This rock can be weathered and eroded, and then redeposited and lithified into a sedimentary rock, or be turned into a metamorphic rock due to heat and pressure that change the mineral content of the rock which gives it a characteristic fabric. The sedimentary rock can then be subsequently turned into a metamorphic rock due to heat and pressure and is then weathered, eroded, deposited, and lithified, ultimately becoming a sedimentary rock. Sedimentary rock may also be re-eroded and redeposited, and metamorphic rock may also undergo additional metamorphism. All three types of rocks may be re-melted; when this happens, a new magma is formed, from which an igneous rock may once again crystallize.", "targets": "What are the three major types of rock? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476f9db142654444aad6bc7593df213d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are three major types of rock: igneous, sedimentary, and metamorphic. The rock cycle is an important concept in geology which illustrates the relationships between these three types of rock, and magma. When a rock crystallizes from melt (magma and/or lava), it is an igneous rock. This rock can be weathered and eroded, and then redeposited and lithified into a sedimentary rock, or be turned into a metamorphic rock due to heat and pressure that change the mineral content of the rock which gives it a characteristic fabric. The sedimentary rock can then be subsequently turned into a metamorphic rock due to heat and pressure and is then weathered, eroded, deposited, and lithified, ultimately becoming a sedimentary rock. Sedimentary rock may also be re-eroded and redeposited, and metamorphic rock may also undergo additional metamorphism. All three types of rocks may be re-melted; when this happens, a new magma is formed, from which an igneous rock may once again crystallize.", "targets": "What changes the mineral content of a rock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3c198818ab341dd8c76628fceceea5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of the Congo also has large untapped base metal, gold, iron and phosphate deposits. The country is a member of the Organization for the Harmonization of Business Law in Africa (OHADA). The Congolese government signed an agreement in 2009 to lease 200,000 hectares of land to South African farmers to reduce its dependence on imports.", "targets": "What precious metals and minerals have yet to be utilized in the Republic of the Congo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3c198818ab341dd8c76628fceceea5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of the Congo also has large untapped base metal, gold, iron and phosphate deposits. The country is a member of the Organization for the Harmonization of Business Law in Africa (OHADA). The Congolese government signed an agreement in 2009 to lease 200,000 hectares of land to South African farmers to reduce its dependence on imports.", "targets": "What business organization is the Congo a member of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3c198818ab341dd8c76628fceceea5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of the Congo also has large untapped base metal, gold, iron and phosphate deposits. The country is a member of the Organization for the Harmonization of Business Law in Africa (OHADA). The Congolese government signed an agreement in 2009 to lease 200,000 hectares of land to South African farmers to reduce its dependence on imports.", "targets": "How much land did the Congolese government agree to lease to South Africans in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7630928964414280a73bec9b2dc33a26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that \u201cadolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.\u201d Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet caf\u00e9s seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.", "targets": "According to research findings, does Internet use have a positive or negative effect on teen physical health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7630928964414280a73bec9b2dc33a26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that \u201cadolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.\u201d Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet caf\u00e9s seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.", "targets": "How can the Internet be beneficial for socially anxious teens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7630928964414280a73bec9b2dc33a26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that \u201cadolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.\u201d Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet caf\u00e9s seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.", "targets": "Why do research findings believe the Internet has a negative effect on teen physical health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7630928964414280a73bec9b2dc33a26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that \u201cadolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.\u201d Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet caf\u00e9s seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.", "targets": "Which online activity has been consistently associated with increased liklihood of depression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776e6d75c03f4a71945e804bf1fc6ef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is one of the West Germanic languages, and its closest relatives are Old Frisian and Old Saxon. Like other old Germanic languages, it is very different from Modern English and difficult for Modern English speakers to understand without study. Old English grammar is quite similar to that of modern German: nouns, adjectives, pronouns, and verbs have many inflectional endings and forms, and word order is much freer. The oldest Old English inscriptions were written using a runic system, but from about the 9th century this was replaced by a version of the Latin alphabet.", "targets": "To what language group does Old English belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776e6d75c03f4a71945e804bf1fc6ef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is one of the West Germanic languages, and its closest relatives are Old Frisian and Old Saxon. Like other old Germanic languages, it is very different from Modern English and difficult for Modern English speakers to understand without study. Old English grammar is quite similar to that of modern German: nouns, adjectives, pronouns, and verbs have many inflectional endings and forms, and word order is much freer. The oldest Old English inscriptions were written using a runic system, but from about the 9th century this was replaced by a version of the Latin alphabet.", "targets": "Along with Old Saxon, what language is closely related to Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776e6d75c03f4a71945e804bf1fc6ef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is one of the West Germanic languages, and its closest relatives are Old Frisian and Old Saxon. Like other old Germanic languages, it is very different from Modern English and difficult for Modern English speakers to understand without study. Old English grammar is quite similar to that of modern German: nouns, adjectives, pronouns, and verbs have many inflectional endings and forms, and word order is much freer. The oldest Old English inscriptions were written using a runic system, but from about the 9th century this was replaced by a version of the Latin alphabet.", "targets": "To what modern language is Old English similar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776e6d75c03f4a71945e804bf1fc6ef3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is one of the West Germanic languages, and its closest relatives are Old Frisian and Old Saxon. Like other old Germanic languages, it is very different from Modern English and difficult for Modern English speakers to understand without study. Old English grammar is quite similar to that of modern German: nouns, adjectives, pronouns, and verbs have many inflectional endings and forms, and word order is much freer. The oldest Old English inscriptions were written using a runic system, but from about the 9th century this was replaced by a version of the Latin alphabet.", "targets": "In what century did the Latin alphabet replace the runic system in Old English writing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53772e12415546128effd0dfe5f68e86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shelter of the early people changed dramatically from the paleolithic to the neolithic era. In the paleolithic, people did not normally live in permanent constructions. In the neolithic, mud brick houses started appearing that were coated with plaster. The growth of agriculture made permanent houses possible. Doorways were made on the roof, with ladders positioned both on the inside and outside of the houses. The roof was supported by beams from the inside. The rough ground was covered by platforms, mats, and skins on which residents slept. Stilt-houses settlements were common in the Alpine and Pianura Padana (Terramare) region. Remains have been found at the Ljubljana Marshes in Slovenia and at the Mondsee and Attersee lakes in Upper Austria, for example.", "targets": "What lifestyle element changed significantly from the paleolithic to the neolithic era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53772e12415546128effd0dfe5f68e86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shelter of the early people changed dramatically from the paleolithic to the neolithic era. In the paleolithic, people did not normally live in permanent constructions. In the neolithic, mud brick houses started appearing that were coated with plaster. The growth of agriculture made permanent houses possible. Doorways were made on the roof, with ladders positioned both on the inside and outside of the houses. The roof was supported by beams from the inside. The rough ground was covered by platforms, mats, and skins on which residents slept. Stilt-houses settlements were common in the Alpine and Pianura Padana (Terramare) region. Remains have been found at the Ljubljana Marshes in Slovenia and at the Mondsee and Attersee lakes in Upper Austria, for example.", "targets": "What era consisted of people living temporary homes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53772e12415546128effd0dfe5f68e86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shelter of the early people changed dramatically from the paleolithic to the neolithic era. In the paleolithic, people did not normally live in permanent constructions. In the neolithic, mud brick houses started appearing that were coated with plaster. The growth of agriculture made permanent houses possible. Doorways were made on the roof, with ladders positioned both on the inside and outside of the houses. The roof was supported by beams from the inside. The rough ground was covered by platforms, mats, and skins on which residents slept. Stilt-houses settlements were common in the Alpine and Pianura Padana (Terramare) region. Remains have been found at the Ljubljana Marshes in Slovenia and at the Mondsee and Attersee lakes in Upper Austria, for example.", "targets": "What type of homes were built in the Neolithic era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53772e12415546128effd0dfe5f68e86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shelter of the early people changed dramatically from the paleolithic to the neolithic era. In the paleolithic, people did not normally live in permanent constructions. In the neolithic, mud brick houses started appearing that were coated with plaster. The growth of agriculture made permanent houses possible. Doorways were made on the roof, with ladders positioned both on the inside and outside of the houses. The roof was supported by beams from the inside. The rough ground was covered by platforms, mats, and skins on which residents slept. Stilt-houses settlements were common in the Alpine and Pianura Padana (Terramare) region. Remains have been found at the Ljubljana Marshes in Slovenia and at the Mondsee and Attersee lakes in Upper Austria, for example.", "targets": "What societal trend was the cause of permanent homes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53772e12415546128effd0dfe5f68e86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shelter of the early people changed dramatically from the paleolithic to the neolithic era. In the paleolithic, people did not normally live in permanent constructions. In the neolithic, mud brick houses started appearing that were coated with plaster. The growth of agriculture made permanent houses possible. Doorways were made on the roof, with ladders positioned both on the inside and outside of the houses. The roof was supported by beams from the inside. The rough ground was covered by platforms, mats, and skins on which residents slept. Stilt-houses settlements were common in the Alpine and Pianura Padana (Terramare) region. Remains have been found at the Ljubljana Marshes in Slovenia and at the Mondsee and Attersee lakes in Upper Austria, for example.", "targets": "Where were entrances located in early homes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b322fc174242c889389a913d817185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebel barons responded by inviting the French prince Louis to lead them: Louis had a claim to the English throne by virtue of his marriage to Blanche of Castile, a granddaughter of Henry II. Philip may have provided him with private support but refused to openly support Louis, who was excommunicated by Innocent for taking part in the war against John. Louis' planned arrival in England presented a significant problem for John, as the prince would bring with him naval vessels and siege engines essential to the rebel cause. Once John contained Alexander in Scotland, he marched south to deal with the challenge of the coming invasion.", "targets": "The rebel barons invited who to lead them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b322fc174242c889389a913d817185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebel barons responded by inviting the French prince Louis to lead them: Louis had a claim to the English throne by virtue of his marriage to Blanche of Castile, a granddaughter of Henry II. Philip may have provided him with private support but refused to openly support Louis, who was excommunicated by Innocent for taking part in the war against John. Louis' planned arrival in England presented a significant problem for John, as the prince would bring with him naval vessels and siege engines essential to the rebel cause. Once John contained Alexander in Scotland, he marched south to deal with the challenge of the coming invasion.", "targets": "Who was Henry II's granddaughter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b322fc174242c889389a913d817185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebel barons responded by inviting the French prince Louis to lead them: Louis had a claim to the English throne by virtue of his marriage to Blanche of Castile, a granddaughter of Henry II. Philip may have provided him with private support but refused to openly support Louis, who was excommunicated by Innocent for taking part in the war against John. Louis' planned arrival in England presented a significant problem for John, as the prince would bring with him naval vessels and siege engines essential to the rebel cause. Once John contained Alexander in Scotland, he marched south to deal with the challenge of the coming invasion.", "targets": "What did John do once he contained Alexander in Scotland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90a4a41d08bf4703bd5deff3740f985c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season of American Idol debuted as a summer replacement show in June 2002 on the Fox network. It was co-hosted by Ryan Seacrest and Brian Dunkleman.", "targets": "What network aired the first season of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90a4a41d08bf4703bd5deff3740f985c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season of American Idol debuted as a summer replacement show in June 2002 on the Fox network. It was co-hosted by Ryan Seacrest and Brian Dunkleman.", "targets": "What year did American Idol first debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90a4a41d08bf4703bd5deff3740f985c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season of American Idol debuted as a summer replacement show in June 2002 on the Fox network. It was co-hosted by Ryan Seacrest and Brian Dunkleman.", "targets": "Who was Ryan Seacrests co-host in the first season of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90a4a41d08bf4703bd5deff3740f985c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season of American Idol debuted as a summer replacement show in June 2002 on the Fox network. It was co-hosted by Ryan Seacrest and Brian Dunkleman.", "targets": "When did American Idol debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90a4a41d08bf4703bd5deff3740f985c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season of American Idol debuted as a summer replacement show in June 2002 on the Fox network. It was co-hosted by Ryan Seacrest and Brian Dunkleman.", "targets": "What network did American Idol debut on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90a4a41d08bf4703bd5deff3740f985c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first season of American Idol debuted as a summer replacement show in June 2002 on the Fox network. It was co-hosted by Ryan Seacrest and Brian Dunkleman.", "targets": "Who co-hosted American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bfed0756e59437f928d4090ae139cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium's average concentration in the Earth's crust is (depending on the reference) 2 to 4 parts per million, or about 40 times as abundant as silver. The Earth's crust from the surface to 25 km (15 mi) down is calculated to contain 1017 kg (2\u00d71017 lb) of uranium while the oceans may contain 1013 kg (2\u00d71013 lb). The concentration of uranium in soil ranges from 0.7 to 11 parts per million (up to 15 parts per million in farmland soil due to use of phosphate fertilizers), and its concentration in sea water is 3 parts per billion.", "targets": "How many times more abundant than silver is uranium in the Earth's crust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bfed0756e59437f928d4090ae139cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium's average concentration in the Earth's crust is (depending on the reference) 2 to 4 parts per million, or about 40 times as abundant as silver. The Earth's crust from the surface to 25 km (15 mi) down is calculated to contain 1017 kg (2\u00d71017 lb) of uranium while the oceans may contain 1013 kg (2\u00d71013 lb). The concentration of uranium in soil ranges from 0.7 to 11 parts per million (up to 15 parts per million in farmland soil due to use of phosphate fertilizers), and its concentration in sea water is 3 parts per billion.", "targets": "How many kilograms of uranium may be contained in the oceans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bfed0756e59437f928d4090ae139cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium's average concentration in the Earth's crust is (depending on the reference) 2 to 4 parts per million, or about 40 times as abundant as silver. The Earth's crust from the surface to 25 km (15 mi) down is calculated to contain 1017 kg (2\u00d71017 lb) of uranium while the oceans may contain 1013 kg (2\u00d71013 lb). The concentration of uranium in soil ranges from 0.7 to 11 parts per million (up to 15 parts per million in farmland soil due to use of phosphate fertilizers), and its concentration in sea water is 3 parts per billion.", "targets": "Why is the concentrate of uranium in farmland so high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bfed0756e59437f928d4090ae139cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium's average concentration in the Earth's crust is (depending on the reference) 2 to 4 parts per million, or about 40 times as abundant as silver. The Earth's crust from the surface to 25 km (15 mi) down is calculated to contain 1017 kg (2\u00d71017 lb) of uranium while the oceans may contain 1013 kg (2\u00d71013 lb). The concentration of uranium in soil ranges from 0.7 to 11 parts per million (up to 15 parts per million in farmland soil due to use of phosphate fertilizers), and its concentration in sea water is 3 parts per billion.", "targets": "What is the concentration of uranium in sea water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce696daf44564b91ac767428313172fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In coniferous or softwood species the wood cells are mostly of one kind, tracheids, and as a result the material is much more uniform in structure than that of most hardwoods. There are no vessels (\"pores\") in coniferous wood such as one sees so prominently in oak and ash, for example.", "targets": "What type of cells makes up most wood cells in coniferous trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce696daf44564b91ac767428313172fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In coniferous or softwood species the wood cells are mostly of one kind, tracheids, and as a result the material is much more uniform in structure than that of most hardwoods. There are no vessels (\"pores\") in coniferous wood such as one sees so prominently in oak and ash, for example.", "targets": "Are hardwood or softwood species more uniform in structure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce696daf44564b91ac767428313172fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In coniferous or softwood species the wood cells are mostly of one kind, tracheids, and as a result the material is much more uniform in structure than that of most hardwoods. There are no vessels (\"pores\") in coniferous wood such as one sees so prominently in oak and ash, for example.", "targets": "What are the visible vessels in hardwoods commonly called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce696daf44564b91ac767428313172fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In coniferous or softwood species the wood cells are mostly of one kind, tracheids, and as a result the material is much more uniform in structure than that of most hardwoods. There are no vessels (\"pores\") in coniferous wood such as one sees so prominently in oak and ash, for example.", "targets": "What hardwood that starts with the letter \"O\" would have pores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce696daf44564b91ac767428313172fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In coniferous or softwood species the wood cells are mostly of one kind, tracheids, and as a result the material is much more uniform in structure than that of most hardwoods. There are no vessels (\"pores\") in coniferous wood such as one sees so prominently in oak and ash, for example.", "targets": "Besides oak, what's an example of a hardwood with prominent pores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "What does congress often grant to give rulemaking authority to federal agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "Federal agencies are authorized to make what public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "Regulations normally carry the force of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "Regualtions carry force of law when based on reasonable interpretation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "What power is granted to federal agencies by Congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "Why does Congress give generalized powers to federal agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "What gives regulations imposed by federal agencies the right to enforce their regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-312137d0bf6b4f2b8879be284db6eaa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Congress often enacts statutes that grant broad rulemaking authority to federal agencies. Often, Congress is simply too gridlocked to draft detailed statutes that explain how the agency should react to every possible situation, or Congress believes the agency's technical specialists are best equipped to deal with particular fact situations as they arise. Therefore, federal agencies are authorized to promulgate regulations. Under the principle of Chevron deference, regulations normally carry the force of law as long as they are based on a reasonable interpretation of the relevant statutes.", "targets": "What does the Principle of Chevron provide for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d2f710481646e3b9b14fe18bc80904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years later, Kaunitz kept trying to establish France's alliance with Austria. He tried as hard as he could for Austria to not get entangled in Hanover's political affairs, and was even willing to trade Austrian Netherlands for France's aid in recapturing Silesia. Frustrated by this decision and by the Dutch Republic's insistence on neutrality, Britain soon turned to Russia. On September 30, 1755, Britain pledged financial aid to Russia in order to station 50,000 troops on the Livonian-Lithunian border, so they could defend Britain's interests in Hanover immediately. Besthuzev, assuming the preparation was directed against Prussia, was more than happy to obey the request of the British. Unbeknownst to the other powers, King George II also made overtures to the Prussian king; Frederick, who began fearing the Austro-Russian intentions, and was excited to welcome a rapprochement with Britain. On January 16, 1756, the Convention of Westminster was signed wherein Britain and Prussia promised to aid one another in order to achieve lasting peace and stability in Europe.", "targets": "What was Kaunitz of Austria willing to trade for French help in capturing Silesia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d2f710481646e3b9b14fe18bc80904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years later, Kaunitz kept trying to establish France's alliance with Austria. He tried as hard as he could for Austria to not get entangled in Hanover's political affairs, and was even willing to trade Austrian Netherlands for France's aid in recapturing Silesia. Frustrated by this decision and by the Dutch Republic's insistence on neutrality, Britain soon turned to Russia. On September 30, 1755, Britain pledged financial aid to Russia in order to station 50,000 troops on the Livonian-Lithunian border, so they could defend Britain's interests in Hanover immediately. Besthuzev, assuming the preparation was directed against Prussia, was more than happy to obey the request of the British. Unbeknownst to the other powers, King George II also made overtures to the Prussian king; Frederick, who began fearing the Austro-Russian intentions, and was excited to welcome a rapprochement with Britain. On January 16, 1756, the Convention of Westminster was signed wherein Britain and Prussia promised to aid one another in order to achieve lasting peace and stability in Europe.", "targets": "What did Russia use Britain's money for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d2f710481646e3b9b14fe18bc80904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years later, Kaunitz kept trying to establish France's alliance with Austria. He tried as hard as he could for Austria to not get entangled in Hanover's political affairs, and was even willing to trade Austrian Netherlands for France's aid in recapturing Silesia. Frustrated by this decision and by the Dutch Republic's insistence on neutrality, Britain soon turned to Russia. On September 30, 1755, Britain pledged financial aid to Russia in order to station 50,000 troops on the Livonian-Lithunian border, so they could defend Britain's interests in Hanover immediately. Besthuzev, assuming the preparation was directed against Prussia, was more than happy to obey the request of the British. Unbeknownst to the other powers, King George II also made overtures to the Prussian king; Frederick, who began fearing the Austro-Russian intentions, and was excited to welcome a rapprochement with Britain. On January 16, 1756, the Convention of Westminster was signed wherein Britain and Prussia promised to aid one another in order to achieve lasting peace and stability in Europe.", "targets": "What countries teamed together at the Convention of Westminster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d2f710481646e3b9b14fe18bc80904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years later, Kaunitz kept trying to establish France's alliance with Austria. He tried as hard as he could for Austria to not get entangled in Hanover's political affairs, and was even willing to trade Austrian Netherlands for France's aid in recapturing Silesia. Frustrated by this decision and by the Dutch Republic's insistence on neutrality, Britain soon turned to Russia. On September 30, 1755, Britain pledged financial aid to Russia in order to station 50,000 troops on the Livonian-Lithunian border, so they could defend Britain's interests in Hanover immediately. Besthuzev, assuming the preparation was directed against Prussia, was more than happy to obey the request of the British. Unbeknownst to the other powers, King George II also made overtures to the Prussian king; Frederick, who began fearing the Austro-Russian intentions, and was excited to welcome a rapprochement with Britain. On January 16, 1756, the Convention of Westminster was signed wherein Britain and Prussia promised to aid one another in order to achieve lasting peace and stability in Europe.", "targets": "When was the Convention of Westminster signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d2f710481646e3b9b14fe18bc80904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Years later, Kaunitz kept trying to establish France's alliance with Austria. He tried as hard as he could for Austria to not get entangled in Hanover's political affairs, and was even willing to trade Austrian Netherlands for France's aid in recapturing Silesia. Frustrated by this decision and by the Dutch Republic's insistence on neutrality, Britain soon turned to Russia. On September 30, 1755, Britain pledged financial aid to Russia in order to station 50,000 troops on the Livonian-Lithunian border, so they could defend Britain's interests in Hanover immediately. Besthuzev, assuming the preparation was directed against Prussia, was more than happy to obey the request of the British. Unbeknownst to the other powers, King George II also made overtures to the Prussian king; Frederick, who began fearing the Austro-Russian intentions, and was excited to welcome a rapprochement with Britain. On January 16, 1756, the Convention of Westminster was signed wherein Britain and Prussia promised to aid one another in order to achieve lasting peace and stability in Europe.", "targets": "Why was Beshuzev happy to put the troops on the Livonian-Lithunian border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03efe5241c9c43b0ac2c8a3c20731ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to those actors who have headlined the series, others have portrayed versions of the Doctor in guest roles. Notably, in 2013, John Hurt guest-starred as a hitherto unknown incarnation of the Doctor known as the War Doctor in the run-up to the show's 50th anniversary special \"The Day of the Doctor\". He is shown in mini-episode \"The Night of the Doctor\" to have been retroactively inserted into the show's fictional chronology between McGann and Eccleston's Doctors, although his introduction was written so as not to disturb the established numerical naming of the Doctors. Another example is from the 1986 serial The Trial of a Time Lord, where Michael Jayston portrayed the Valeyard, who is described as an amalgamation of the darker sides of the Doctor's nature, somewhere between his twelfth and final incarnation.", "targets": "Who played the War Doctor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03efe5241c9c43b0ac2c8a3c20731ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to those actors who have headlined the series, others have portrayed versions of the Doctor in guest roles. Notably, in 2013, John Hurt guest-starred as a hitherto unknown incarnation of the Doctor known as the War Doctor in the run-up to the show's 50th anniversary special \"The Day of the Doctor\". He is shown in mini-episode \"The Night of the Doctor\" to have been retroactively inserted into the show's fictional chronology between McGann and Eccleston's Doctors, although his introduction was written so as not to disturb the established numerical naming of the Doctors. Another example is from the 1986 serial The Trial of a Time Lord, where Michael Jayston portrayed the Valeyard, who is described as an amalgamation of the darker sides of the Doctor's nature, somewhere between his twelfth and final incarnation.", "targets": "What was the name of the 50th Anniversary show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03efe5241c9c43b0ac2c8a3c20731ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to those actors who have headlined the series, others have portrayed versions of the Doctor in guest roles. Notably, in 2013, John Hurt guest-starred as a hitherto unknown incarnation of the Doctor known as the War Doctor in the run-up to the show's 50th anniversary special \"The Day of the Doctor\". He is shown in mini-episode \"The Night of the Doctor\" to have been retroactively inserted into the show's fictional chronology between McGann and Eccleston's Doctors, although his introduction was written so as not to disturb the established numerical naming of the Doctors. Another example is from the 1986 serial The Trial of a Time Lord, where Michael Jayston portrayed the Valeyard, who is described as an amalgamation of the darker sides of the Doctor's nature, somewhere between his twelfth and final incarnation.", "targets": "What actor played the Valeyard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03efe5241c9c43b0ac2c8a3c20731ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to those actors who have headlined the series, others have portrayed versions of the Doctor in guest roles. Notably, in 2013, John Hurt guest-starred as a hitherto unknown incarnation of the Doctor known as the War Doctor in the run-up to the show's 50th anniversary special \"The Day of the Doctor\". He is shown in mini-episode \"The Night of the Doctor\" to have been retroactively inserted into the show's fictional chronology between McGann and Eccleston's Doctors, although his introduction was written so as not to disturb the established numerical naming of the Doctors. Another example is from the 1986 serial The Trial of a Time Lord, where Michael Jayston portrayed the Valeyard, who is described as an amalgamation of the darker sides of the Doctor's nature, somewhere between his twelfth and final incarnation.", "targets": "What was the name of the serial where the Valeyard appears?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03efe5241c9c43b0ac2c8a3c20731ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to those actors who have headlined the series, others have portrayed versions of the Doctor in guest roles. Notably, in 2013, John Hurt guest-starred as a hitherto unknown incarnation of the Doctor known as the War Doctor in the run-up to the show's 50th anniversary special \"The Day of the Doctor\". He is shown in mini-episode \"The Night of the Doctor\" to have been retroactively inserted into the show's fictional chronology between McGann and Eccleston's Doctors, although his introduction was written so as not to disturb the established numerical naming of the Doctors. Another example is from the 1986 serial The Trial of a Time Lord, where Michael Jayston portrayed the Valeyard, who is described as an amalgamation of the darker sides of the Doctor's nature, somewhere between his twelfth and final incarnation.", "targets": "What two Doctors does the War Doctor exist between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ac435264e8748c8bdbb01a277236077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, the first full season with night baseball at Wrigley Field, Don Zimmer's Cubs were led by a core group of veterans in Ryne Sandberg, Rick Sutcliffe and Andre Dawson, who were boosted by a crop of youngsters such as Mark Grace, Shawon Dunston, Greg Maddux, Rookie of the Year Jerome Walton, and Rookie of the Year Runner-Up Dwight Smith. The Cubs won the NL East once again that season winning 93 games. This time the Cubs met the San Francisco Giants in the NLCS. After splitting the first two games at home, the Cubs headed to the Bay Area, where despite holding a lead at some point in each of the next three games, bullpen meltdowns and managerial blunders ultimately led to three straight losses. The Cubs couldn't overcome the efforts of Will Clark, whose home run off Maddux, just after a managerial visit to the mound, led Maddux to think Clark knew what pitch was coming. Afterward, Maddux would speak into his glove during any mound conversation, beginning what is a norm today. Mark Grace was 11\u201317 in the series with 8 RBI. Eventually, the Giants lost to the \"Bash Brothers\" and the Oakland A's in the famous \"Earthquake Series.\"", "targets": "What year was the first full season with night baseball at Wrigley Field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ac435264e8748c8bdbb01a277236077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, the first full season with night baseball at Wrigley Field, Don Zimmer's Cubs were led by a core group of veterans in Ryne Sandberg, Rick Sutcliffe and Andre Dawson, who were boosted by a crop of youngsters such as Mark Grace, Shawon Dunston, Greg Maddux, Rookie of the Year Jerome Walton, and Rookie of the Year Runner-Up Dwight Smith. The Cubs won the NL East once again that season winning 93 games. This time the Cubs met the San Francisco Giants in the NLCS. After splitting the first two games at home, the Cubs headed to the Bay Area, where despite holding a lead at some point in each of the next three games, bullpen meltdowns and managerial blunders ultimately led to three straight losses. The Cubs couldn't overcome the efforts of Will Clark, whose home run off Maddux, just after a managerial visit to the mound, led Maddux to think Clark knew what pitch was coming. Afterward, Maddux would speak into his glove during any mound conversation, beginning what is a norm today. Mark Grace was 11\u201317 in the series with 8 RBI. Eventually, the Giants lost to the \"Bash Brothers\" and the Oakland A's in the famous \"Earthquake Series.\"", "targets": "Who was rookie of the year in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ac435264e8748c8bdbb01a277236077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, the first full season with night baseball at Wrigley Field, Don Zimmer's Cubs were led by a core group of veterans in Ryne Sandberg, Rick Sutcliffe and Andre Dawson, who were boosted by a crop of youngsters such as Mark Grace, Shawon Dunston, Greg Maddux, Rookie of the Year Jerome Walton, and Rookie of the Year Runner-Up Dwight Smith. The Cubs won the NL East once again that season winning 93 games. This time the Cubs met the San Francisco Giants in the NLCS. After splitting the first two games at home, the Cubs headed to the Bay Area, where despite holding a lead at some point in each of the next three games, bullpen meltdowns and managerial blunders ultimately led to three straight losses. The Cubs couldn't overcome the efforts of Will Clark, whose home run off Maddux, just after a managerial visit to the mound, led Maddux to think Clark knew what pitch was coming. Afterward, Maddux would speak into his glove during any mound conversation, beginning what is a norm today. Mark Grace was 11\u201317 in the series with 8 RBI. Eventually, the Giants lost to the \"Bash Brothers\" and the Oakland A's in the famous \"Earthquake Series.\"", "targets": "Who was rookie of the year Runner-Up in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ac435264e8748c8bdbb01a277236077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, the first full season with night baseball at Wrigley Field, Don Zimmer's Cubs were led by a core group of veterans in Ryne Sandberg, Rick Sutcliffe and Andre Dawson, who were boosted by a crop of youngsters such as Mark Grace, Shawon Dunston, Greg Maddux, Rookie of the Year Jerome Walton, and Rookie of the Year Runner-Up Dwight Smith. The Cubs won the NL East once again that season winning 93 games. This time the Cubs met the San Francisco Giants in the NLCS. After splitting the first two games at home, the Cubs headed to the Bay Area, where despite holding a lead at some point in each of the next three games, bullpen meltdowns and managerial blunders ultimately led to three straight losses. The Cubs couldn't overcome the efforts of Will Clark, whose home run off Maddux, just after a managerial visit to the mound, led Maddux to think Clark knew what pitch was coming. Afterward, Maddux would speak into his glove during any mound conversation, beginning what is a norm today. Mark Grace was 11\u201317 in the series with 8 RBI. Eventually, the Giants lost to the \"Bash Brothers\" and the Oakland A's in the famous \"Earthquake Series.\"", "targets": "Who did the Cubs meet in the NLCS during 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a871f66679b442869127ffde874d82ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Supreme Court has established that treaties are subject to constitutional review and enjoy the same hierarchical position as ordinary legislation (leis ordin\u00e1rias, or \"ordinary laws\", in Portuguese). A more recent ruling by the Supreme Court in 2008 has altered that scheme somewhat, by stating that treaties containing human rights provisions enjoy a status above that of ordinary legislation, though they remain beneath the constitution itself. Additionally, as per the 45th amendment to the constitution, human rights treaties which are approved by Congress by means of a special procedure enjoy the same hierarchical position as a constitutional amendment. The hierarchical position of treaties in relation to domestic legislation is of relevance to the discussion on whether (and how) the latter can abrogate the former and vice versa.", "targets": "The Brazilian Federal Supreme Court has ruled that treaties enjoy what position relative to ordinary legislation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a871f66679b442869127ffde874d82ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Supreme Court has established that treaties are subject to constitutional review and enjoy the same hierarchical position as ordinary legislation (leis ordin\u00e1rias, or \"ordinary laws\", in Portuguese). A more recent ruling by the Supreme Court in 2008 has altered that scheme somewhat, by stating that treaties containing human rights provisions enjoy a status above that of ordinary legislation, though they remain beneath the constitution itself. Additionally, as per the 45th amendment to the constitution, human rights treaties which are approved by Congress by means of a special procedure enjoy the same hierarchical position as a constitutional amendment. The hierarchical position of treaties in relation to domestic legislation is of relevance to the discussion on whether (and how) the latter can abrogate the former and vice versa.", "targets": "In what year did the Brazilian Supreme Court rule that treaties containing human rights provisions enjoy a status above ordinary legislation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a871f66679b442869127ffde874d82ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Supreme Court has established that treaties are subject to constitutional review and enjoy the same hierarchical position as ordinary legislation (leis ordin\u00e1rias, or \"ordinary laws\", in Portuguese). A more recent ruling by the Supreme Court in 2008 has altered that scheme somewhat, by stating that treaties containing human rights provisions enjoy a status above that of ordinary legislation, though they remain beneath the constitution itself. Additionally, as per the 45th amendment to the constitution, human rights treaties which are approved by Congress by means of a special procedure enjoy the same hierarchical position as a constitutional amendment. The hierarchical position of treaties in relation to domestic legislation is of relevance to the discussion on whether (and how) the latter can abrogate the former and vice versa.", "targets": "What amendment to the Brazilian constitution states that human rights treaties approved by means of a special procedure by Congress enjoy the same position as a constitutional amendment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a871f66679b442869127ffde874d82ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Supreme Court has established that treaties are subject to constitutional review and enjoy the same hierarchical position as ordinary legislation (leis ordin\u00e1rias, or \"ordinary laws\", in Portuguese). A more recent ruling by the Supreme Court in 2008 has altered that scheme somewhat, by stating that treaties containing human rights provisions enjoy a status above that of ordinary legislation, though they remain beneath the constitution itself. Additionally, as per the 45th amendment to the constitution, human rights treaties which are approved by Congress by means of a special procedure enjoy the same hierarchical position as a constitutional amendment. The hierarchical position of treaties in relation to domestic legislation is of relevance to the discussion on whether (and how) the latter can abrogate the former and vice versa.", "targets": "The hierarchical position of treaties relative to domestic legislation in Brazil determines whether the latter can do what to the former and vice versa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a871f66679b442869127ffde874d82ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Supreme Court has established that treaties are subject to constitutional review and enjoy the same hierarchical position as ordinary legislation (leis ordin\u00e1rias, or \"ordinary laws\", in Portuguese). A more recent ruling by the Supreme Court in 2008 has altered that scheme somewhat, by stating that treaties containing human rights provisions enjoy a status above that of ordinary legislation, though they remain beneath the constitution itself. Additionally, as per the 45th amendment to the constitution, human rights treaties which are approved by Congress by means of a special procedure enjoy the same hierarchical position as a constitutional amendment. The hierarchical position of treaties in relation to domestic legislation is of relevance to the discussion on whether (and how) the latter can abrogate the former and vice versa.", "targets": "What is the Portuguese term for ordinary laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f56a6347bcc409d937f014df2cfa422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its growing popularity, professional wrestling has attracted attention as a subject of serious academic study and journalistic criticism. Many courses, theses, essays, and dissertations have analyzed wrestling's conventions, content, and its role in modern society. It is often included as part of studies on theatre, sociology, performance, and media. The Massachusetts Institute of Technology developed a course of study on the cultural significance of professional wrestling, and anthropologist Heather Levi has written an ethnography about the culture of lucha libre in Mexico.", "targets": "What other areas has wrestling garnered interest from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f56a6347bcc409d937f014df2cfa422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its growing popularity, professional wrestling has attracted attention as a subject of serious academic study and journalistic criticism. Many courses, theses, essays, and dissertations have analyzed wrestling's conventions, content, and its role in modern society. It is often included as part of studies on theatre, sociology, performance, and media. The Massachusetts Institute of Technology developed a course of study on the cultural significance of professional wrestling, and anthropologist Heather Levi has written an ethnography about the culture of lucha libre in Mexico.", "targets": "What areas of study is wrestling talked about in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f56a6347bcc409d937f014df2cfa422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its growing popularity, professional wrestling has attracted attention as a subject of serious academic study and journalistic criticism. Many courses, theses, essays, and dissertations have analyzed wrestling's conventions, content, and its role in modern society. It is often included as part of studies on theatre, sociology, performance, and media. The Massachusetts Institute of Technology developed a course of study on the cultural significance of professional wrestling, and anthropologist Heather Levi has written an ethnography about the culture of lucha libre in Mexico.", "targets": "What did Heather Levi write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f56a6347bcc409d937f014df2cfa422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its growing popularity, professional wrestling has attracted attention as a subject of serious academic study and journalistic criticism. Many courses, theses, essays, and dissertations have analyzed wrestling's conventions, content, and its role in modern society. It is often included as part of studies on theatre, sociology, performance, and media. The Massachusetts Institute of Technology developed a course of study on the cultural significance of professional wrestling, and anthropologist Heather Levi has written an ethnography about the culture of lucha libre in Mexico.", "targets": "What college has a course about the cultural impact of wrestling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e2880420031428cb3737a9f14e0b87d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When it comes to civil and criminal cases, the Bundesgerichtshof is at the top of the hierarchy of courts. The other branches of the German judicial system each have their own appellate systems, each topped by a high court; these are the Bundessozialgericht for matters of social security, the Bundesarbeitsgericht for employment and labour, the Bundesfinanzhof for taxation and financial issues, and the Bundesverwaltungsgericht for administrative law. The so-called Gemeinsamer Senat der Obersten Gerichtsh\u00f6fe (Joint Senate of the Supreme Courts) is not a supreme court in itself, but an ad-hoc body that is convened in only when one supreme court intends to diverge from another supreme court's legal opinion or when a certain case exceeds the authority of one court. As the courts have well-defined areas of responsibility, situations like these are rather rare and so, the Joint Senate gathers very infrequently, and only to consider matters which are mostly definitory.", "targets": "The German high court has jurisdiction over what two areas of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e2880420031428cb3737a9f14e0b87d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When it comes to civil and criminal cases, the Bundesgerichtshof is at the top of the hierarchy of courts. The other branches of the German judicial system each have their own appellate systems, each topped by a high court; these are the Bundessozialgericht for matters of social security, the Bundesarbeitsgericht for employment and labour, the Bundesfinanzhof for taxation and financial issues, and the Bundesverwaltungsgericht for administrative law. The so-called Gemeinsamer Senat der Obersten Gerichtsh\u00f6fe (Joint Senate of the Supreme Courts) is not a supreme court in itself, but an ad-hoc body that is convened in only when one supreme court intends to diverge from another supreme court's legal opinion or when a certain case exceeds the authority of one court. As the courts have well-defined areas of responsibility, situations like these are rather rare and so, the Joint Senate gathers very infrequently, and only to consider matters which are mostly definitory.", "targets": "What court has supremacy for matters of social security?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e2880420031428cb3737a9f14e0b87d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When it comes to civil and criminal cases, the Bundesgerichtshof is at the top of the hierarchy of courts. The other branches of the German judicial system each have their own appellate systems, each topped by a high court; these are the Bundessozialgericht for matters of social security, the Bundesarbeitsgericht for employment and labour, the Bundesfinanzhof for taxation and financial issues, and the Bundesverwaltungsgericht for administrative law. The so-called Gemeinsamer Senat der Obersten Gerichtsh\u00f6fe (Joint Senate of the Supreme Courts) is not a supreme court in itself, but an ad-hoc body that is convened in only when one supreme court intends to diverge from another supreme court's legal opinion or when a certain case exceeds the authority of one court. As the courts have well-defined areas of responsibility, situations like these are rather rare and so, the Joint Senate gathers very infrequently, and only to consider matters which are mostly definitory.", "targets": "What court sits in supremacy for cases related to employment and labor law in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e2880420031428cb3737a9f14e0b87d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When it comes to civil and criminal cases, the Bundesgerichtshof is at the top of the hierarchy of courts. The other branches of the German judicial system each have their own appellate systems, each topped by a high court; these are the Bundessozialgericht for matters of social security, the Bundesarbeitsgericht for employment and labour, the Bundesfinanzhof for taxation and financial issues, and the Bundesverwaltungsgericht for administrative law. The so-called Gemeinsamer Senat der Obersten Gerichtsh\u00f6fe (Joint Senate of the Supreme Courts) is not a supreme court in itself, but an ad-hoc body that is convened in only when one supreme court intends to diverge from another supreme court's legal opinion or when a certain case exceeds the authority of one court. As the courts have well-defined areas of responsibility, situations like these are rather rare and so, the Joint Senate gathers very infrequently, and only to consider matters which are mostly definitory.", "targets": "Germany's Joint Senate of the Supreme Courts is also known by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99d95912b564da183d12be60259c04a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival is known as Crop Over and is Barbados's biggest festival. Its early beginnings were on the sugar cane plantations during the colonial period. Crop over began in 1688, and featured singing, dancing and accompaniment by shak-shak, banjo, triangle, fiddle, guitar, bottles filled with water and bones. Other traditions included climbing a greased pole, feasting and drinking competitions. Originally signaling the end of the yearly cane harvest, it evolved into a national festival. In the late 20th century, Crop Over began to closely mirror the Trinidad Carnival. Beginning in June, Crop Over runs until the first Monday in August when it culminates in the finale, The Grand Kadooment.", "targets": "What is the Carnival known as in Barbados?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99d95912b564da183d12be60259c04a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival is known as Crop Over and is Barbados's biggest festival. Its early beginnings were on the sugar cane plantations during the colonial period. Crop over began in 1688, and featured singing, dancing and accompaniment by shak-shak, banjo, triangle, fiddle, guitar, bottles filled with water and bones. Other traditions included climbing a greased pole, feasting and drinking competitions. Originally signaling the end of the yearly cane harvest, it evolved into a national festival. In the late 20th century, Crop Over began to closely mirror the Trinidad Carnival. Beginning in June, Crop Over runs until the first Monday in August when it culminates in the finale, The Grand Kadooment.", "targets": "Where did the festival in Barbados originate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99d95912b564da183d12be60259c04a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival is known as Crop Over and is Barbados's biggest festival. Its early beginnings were on the sugar cane plantations during the colonial period. Crop over began in 1688, and featured singing, dancing and accompaniment by shak-shak, banjo, triangle, fiddle, guitar, bottles filled with water and bones. Other traditions included climbing a greased pole, feasting and drinking competitions. Originally signaling the end of the yearly cane harvest, it evolved into a national festival. In the late 20th century, Crop Over began to closely mirror the Trinidad Carnival. Beginning in June, Crop Over runs until the first Monday in August when it culminates in the finale, The Grand Kadooment.", "targets": "What year did Crop Over begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99d95912b564da183d12be60259c04a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival is known as Crop Over and is Barbados's biggest festival. Its early beginnings were on the sugar cane plantations during the colonial period. Crop over began in 1688, and featured singing, dancing and accompaniment by shak-shak, banjo, triangle, fiddle, guitar, bottles filled with water and bones. Other traditions included climbing a greased pole, feasting and drinking competitions. Originally signaling the end of the yearly cane harvest, it evolved into a national festival. In the late 20th century, Crop Over began to closely mirror the Trinidad Carnival. Beginning in June, Crop Over runs until the first Monday in August when it culminates in the finale, The Grand Kadooment.", "targets": "What activity is done using a greased pole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99d95912b564da183d12be60259c04a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival is known as Crop Over and is Barbados's biggest festival. Its early beginnings were on the sugar cane plantations during the colonial period. Crop over began in 1688, and featured singing, dancing and accompaniment by shak-shak, banjo, triangle, fiddle, guitar, bottles filled with water and bones. Other traditions included climbing a greased pole, feasting and drinking competitions. Originally signaling the end of the yearly cane harvest, it evolved into a national festival. In the late 20th century, Crop Over began to closely mirror the Trinidad Carnival. Beginning in June, Crop Over runs until the first Monday in August when it culminates in the finale, The Grand Kadooment.", "targets": "What is the finale of Crop Over called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77aaae14896146e18436c6075ea213ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The atolls have shown resilience to gradual sea-level rise, with atolls and reef islands being able to grow under current climate conditions by generating sufficient sand and coral debris that accumulates and gets dumped on the islands during cyclones. Gradual sea-level rise also allows for coral polyp activity to increase the reefs. However, if the increase in sea level occurs at faster rate as compared to coral growth, or if polyp activity is damaged by ocean acidification, then the resilience of the atolls and reef islands is less certain. The 2011 report of Pacific Climate Change Science Program of Australia concludes, in relation to Tuvalu, states the conclusions that over the course of the 21st century:", "targets": "What have the Tuvalu atolls displayed about sea level rise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77aaae14896146e18436c6075ea213ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The atolls have shown resilience to gradual sea-level rise, with atolls and reef islands being able to grow under current climate conditions by generating sufficient sand and coral debris that accumulates and gets dumped on the islands during cyclones. Gradual sea-level rise also allows for coral polyp activity to increase the reefs. However, if the increase in sea level occurs at faster rate as compared to coral growth, or if polyp activity is damaged by ocean acidification, then the resilience of the atolls and reef islands is less certain. The 2011 report of Pacific Climate Change Science Program of Australia concludes, in relation to Tuvalu, states the conclusions that over the course of the 21st century:", "targets": "What does gradual sea level rise allow for coral to increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77aaae14896146e18436c6075ea213ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The atolls have shown resilience to gradual sea-level rise, with atolls and reef islands being able to grow under current climate conditions by generating sufficient sand and coral debris that accumulates and gets dumped on the islands during cyclones. Gradual sea-level rise also allows for coral polyp activity to increase the reefs. However, if the increase in sea level occurs at faster rate as compared to coral growth, or if polyp activity is damaged by ocean acidification, then the resilience of the atolls and reef islands is less certain. The 2011 report of Pacific Climate Change Science Program of Australia concludes, in relation to Tuvalu, states the conclusions that over the course of the 21st century:", "targets": "What sea level rise rate could cause more uncertainty to the welfare of coral reefs? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77aaae14896146e18436c6075ea213ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The atolls have shown resilience to gradual sea-level rise, with atolls and reef islands being able to grow under current climate conditions by generating sufficient sand and coral debris that accumulates and gets dumped on the islands during cyclones. Gradual sea-level rise also allows for coral polyp activity to increase the reefs. However, if the increase in sea level occurs at faster rate as compared to coral growth, or if polyp activity is damaged by ocean acidification, then the resilience of the atolls and reef islands is less certain. The 2011 report of Pacific Climate Change Science Program of Australia concludes, in relation to Tuvalu, states the conclusions that over the course of the 21st century:", "targets": "What condition besides sea level rise can damage coral reefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77aaae14896146e18436c6075ea213ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The atolls have shown resilience to gradual sea-level rise, with atolls and reef islands being able to grow under current climate conditions by generating sufficient sand and coral debris that accumulates and gets dumped on the islands during cyclones. Gradual sea-level rise also allows for coral polyp activity to increase the reefs. However, if the increase in sea level occurs at faster rate as compared to coral growth, or if polyp activity is damaged by ocean acidification, then the resilience of the atolls and reef islands is less certain. The 2011 report of Pacific Climate Change Science Program of Australia concludes, in relation to Tuvalu, states the conclusions that over the course of the 21st century:", "targets": "Where does sand and coral debris end up because of the action of cyclones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecee5250b23c4110beebeb77fc43ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are technical limitations to archiving a web site, and as a consequence, it is possible for opposing parties in litigation to misuse the results provided by web site archives. This problem can be exacerbated by the practice of submitting screen shots of web pages in complaints, answers, or expert witness reports, when the underlying links are not exposed and therefore, can contain errors. For example, archives such as the Wayback Machine do not fill out forms and therefore, do not include the contents of non-RESTful e-commerce databases in their archives.", "targets": "What kind of limitations exist in keeping copies of a website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecee5250b23c4110beebeb77fc43ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are technical limitations to archiving a web site, and as a consequence, it is possible for opposing parties in litigation to misuse the results provided by web site archives. This problem can be exacerbated by the practice of submitting screen shots of web pages in complaints, answers, or expert witness reports, when the underlying links are not exposed and therefore, can contain errors. For example, archives such as the Wayback Machine do not fill out forms and therefore, do not include the contents of non-RESTful e-commerce databases in their archives.", "targets": "The omission of what element in screenshots can make them unreliable as evidence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecee5250b23c4110beebeb77fc43ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are technical limitations to archiving a web site, and as a consequence, it is possible for opposing parties in litigation to misuse the results provided by web site archives. This problem can be exacerbated by the practice of submitting screen shots of web pages in complaints, answers, or expert witness reports, when the underlying links are not exposed and therefore, can contain errors. For example, archives such as the Wayback Machine do not fill out forms and therefore, do not include the contents of non-RESTful e-commerce databases in their archives.", "targets": "What elements of webpages are not used by Wayback Machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecee5250b23c4110beebeb77fc43ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are technical limitations to archiving a web site, and as a consequence, it is possible for opposing parties in litigation to misuse the results provided by web site archives. This problem can be exacerbated by the practice of submitting screen shots of web pages in complaints, answers, or expert witness reports, when the underlying links are not exposed and therefore, can contain errors. For example, archives such as the Wayback Machine do not fill out forms and therefore, do not include the contents of non-RESTful e-commerce databases in their archives.", "targets": "What kind of sites contain information that the Wayback Machine does not record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What are a single birth group of puppies of a dog called collectively?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What is the male who is father of the pups called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What is the French word that \"puppy\" comes from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What is giving birth to dogs called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What is the English word for female dog that has also become profanity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "A male canine is called a dog while a female canine is called a what in reference to breeding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What are canine offspring referred as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What is the father of a litter referred as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What is the mother of a litter referred as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-837a572e065145f6a7754eb3379820b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In breeding circles, a male canine is referred to as a dog, while a female is called a bitch (Middle English bicche, from Old English bicce, ultimately from Old Norse bikkja). A group of offspring is a litter. The father of a litter is called the sire, and the mother is called the dam. Offspring are, in general, called pups or puppies, from French poup\u00e9e, until they are about a year old. The process of birth is whelping, from the Old English word hwelp.", "targets": "What are the individual litter canines called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8049578e84a47b1b026e6ff2dfe6213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU mandates that its students who are members of the LDS Church be religiously active. Both LDS and Non-LDS students are required to provide an endorsement from an ecclesiastic leader with their application for admittance. Over 900 rooms on BYU campus are used for the purposes of LDS Church congregations. More than 150 congregations meet on BYU campus each Sunday. \"BYU's campus becomes one of the busiest and largest centers of worship in the world\" with about 24,000 persons attending church services on campus.", "targets": "What does BYU mandate of it's student members of the LDS Church to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8049578e84a47b1b026e6ff2dfe6213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU mandates that its students who are members of the LDS Church be religiously active. Both LDS and Non-LDS students are required to provide an endorsement from an ecclesiastic leader with their application for admittance. Over 900 rooms on BYU campus are used for the purposes of LDS Church congregations. More than 150 congregations meet on BYU campus each Sunday. \"BYU's campus becomes one of the busiest and largest centers of worship in the world\" with about 24,000 persons attending church services on campus.", "targets": "Who are both LDS and Non-LDS students required to provide an endorsement from upon submitting their application?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8049578e84a47b1b026e6ff2dfe6213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU mandates that its students who are members of the LDS Church be religiously active. Both LDS and Non-LDS students are required to provide an endorsement from an ecclesiastic leader with their application for admittance. Over 900 rooms on BYU campus are used for the purposes of LDS Church congregations. More than 150 congregations meet on BYU campus each Sunday. \"BYU's campus becomes one of the busiest and largest centers of worship in the world\" with about 24,000 persons attending church services on campus.", "targets": "How many BYU campus rooms are used for the purposes of LDS Church congregations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8049578e84a47b1b026e6ff2dfe6213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU mandates that its students who are members of the LDS Church be religiously active. Both LDS and Non-LDS students are required to provide an endorsement from an ecclesiastic leader with their application for admittance. Over 900 rooms on BYU campus are used for the purposes of LDS Church congregations. More than 150 congregations meet on BYU campus each Sunday. \"BYU's campus becomes one of the busiest and largest centers of worship in the world\" with about 24,000 persons attending church services on campus.", "targets": "How many congregations meet on the BYU campus every Sunday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8049578e84a47b1b026e6ff2dfe6213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU mandates that its students who are members of the LDS Church be religiously active. Both LDS and Non-LDS students are required to provide an endorsement from an ecclesiastic leader with their application for admittance. Over 900 rooms on BYU campus are used for the purposes of LDS Church congregations. More than 150 congregations meet on BYU campus each Sunday. \"BYU's campus becomes one of the busiest and largest centers of worship in the world\" with about 24,000 persons attending church services on campus.", "targets": "Approximately how many people attend church services on BYU's campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6ff07b2bc04096b6f4edd14a399fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However Cornelius Clifford places his birth no earlier than 296 and no later than 298, based on the fact that Athanasius indicates no first hand recollection of the Maximian persecution of 303, which he suggests Athanasius would have remembered if he had been ten years old at the time. Secondly, the Festal Epistles state that the Arians had accused Athanasius, among other charges, of not having yet attained the canonical age (30) and thus could not have been properly ordained as Patriarch of Alexandria in 328. The accusation must have seemed plausible. The Orthodox Church places his year of birth around 297.", "targets": "What famous event happened in 303?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6ff07b2bc04096b6f4edd14a399fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However Cornelius Clifford places his birth no earlier than 296 and no later than 298, based on the fact that Athanasius indicates no first hand recollection of the Maximian persecution of 303, which he suggests Athanasius would have remembered if he had been ten years old at the time. Secondly, the Festal Epistles state that the Arians had accused Athanasius, among other charges, of not having yet attained the canonical age (30) and thus could not have been properly ordained as Patriarch of Alexandria in 328. The accusation must have seemed plausible. The Orthodox Church places his year of birth around 297.", "targets": "What writing mentions the Arian accusation that Athanasius was under aged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6ff07b2bc04096b6f4edd14a399fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However Cornelius Clifford places his birth no earlier than 296 and no later than 298, based on the fact that Athanasius indicates no first hand recollection of the Maximian persecution of 303, which he suggests Athanasius would have remembered if he had been ten years old at the time. Secondly, the Festal Epistles state that the Arians had accused Athanasius, among other charges, of not having yet attained the canonical age (30) and thus could not have been properly ordained as Patriarch of Alexandria in 328. The accusation must have seemed plausible. The Orthodox Church places his year of birth around 297.", "targets": "At what age was a man eligible to be ordained at Patriarch of Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98a8f503c8c44cc827806ab7b750627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" At this point, telethon producer Rick Kaplan cut off the microphone and then cut away to Chris Tucker, who was unaware of the cut for a few seconds. Still, West's comment reached much of the United States.", "targets": "What happened after Kanye made his controversial statement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98a8f503c8c44cc827806ab7b750627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myers spoke next and continued to read the script. Once it was West's turn to speak again, he said, \"George Bush doesn't care about black people.\" At this point, telethon producer Rick Kaplan cut off the microphone and then cut away to Chris Tucker, who was unaware of the cut for a few seconds. Still, West's comment reached much of the United States.", "targets": "Who did Kanye West say doesn't care about black people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f379b68e184406fb8bd9a5a2fe40f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish is currently the most widely taught non-English language in American secondary schools and of higher education. More than 1.4 million university students were enrolled in language courses in autumn of 2002 and Spanish is the most widely taught language in American colleges and universities with 53 percent of the total number of people enrolled, followed by French (14.4%), German (7.1%), Italian (4.5%), American Sign language (4.3%), Japanese (3.7%), and Chinese (2.4%) although the totals remain relatively small in relation to the total U.S population.", "targets": "What language, other than English, is spoken in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f379b68e184406fb8bd9a5a2fe40f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish is currently the most widely taught non-English language in American secondary schools and of higher education. More than 1.4 million university students were enrolled in language courses in autumn of 2002 and Spanish is the most widely taught language in American colleges and universities with 53 percent of the total number of people enrolled, followed by French (14.4%), German (7.1%), Italian (4.5%), American Sign language (4.3%), Japanese (3.7%), and Chinese (2.4%) although the totals remain relatively small in relation to the total U.S population.", "targets": "Are students taught Spanish in american schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f379b68e184406fb8bd9a5a2fe40f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish is currently the most widely taught non-English language in American secondary schools and of higher education. More than 1.4 million university students were enrolled in language courses in autumn of 2002 and Spanish is the most widely taught language in American colleges and universities with 53 percent of the total number of people enrolled, followed by French (14.4%), German (7.1%), Italian (4.5%), American Sign language (4.3%), Japanese (3.7%), and Chinese (2.4%) although the totals remain relatively small in relation to the total U.S population.", "targets": "How popular are Spanish language classes in the U.S,?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f379b68e184406fb8bd9a5a2fe40f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish is currently the most widely taught non-English language in American secondary schools and of higher education. More than 1.4 million university students were enrolled in language courses in autumn of 2002 and Spanish is the most widely taught language in American colleges and universities with 53 percent of the total number of people enrolled, followed by French (14.4%), German (7.1%), Italian (4.5%), American Sign language (4.3%), Japanese (3.7%), and Chinese (2.4%) although the totals remain relatively small in relation to the total U.S population.", "targets": "What other languages are popular among American students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f379b68e184406fb8bd9a5a2fe40f91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish is currently the most widely taught non-English language in American secondary schools and of higher education. More than 1.4 million university students were enrolled in language courses in autumn of 2002 and Spanish is the most widely taught language in American colleges and universities with 53 percent of the total number of people enrolled, followed by French (14.4%), German (7.1%), Italian (4.5%), American Sign language (4.3%), Japanese (3.7%), and Chinese (2.4%) although the totals remain relatively small in relation to the total U.S population.", "targets": "Are these other languages learned in the U.S. as popular as Spanish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6139698db32044ca886a3b891c2728ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a precise definition of what it means to solve a problem using a given amount of time and space, a computational model such as the deterministic Turing machine is used. The time required by a deterministic Turing machine M on input x is the total number of state transitions, or steps, the machine makes before it halts and outputs the answer (\"yes\" or \"no\"). A Turing machine M is said to operate within time f(n), if the time required by M on each input of length n is at most f(n). A decision problem A can be solved in time f(n) if there exists a Turing machine operating in time f(n) that solves the problem. Since complexity theory is interested in classifying problems based on their difficulty, one defines sets of problems based on some criteria. For instance, the set of problems solvable within time f(n) on a deterministic Turing machine is then denoted by DTIME(f(n)).", "targets": "The time required to output an answer on a deterministic Turing machine is expressed as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6139698db32044ca886a3b891c2728ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a precise definition of what it means to solve a problem using a given amount of time and space, a computational model such as the deterministic Turing machine is used. The time required by a deterministic Turing machine M on input x is the total number of state transitions, or steps, the machine makes before it halts and outputs the answer (\"yes\" or \"no\"). A Turing machine M is said to operate within time f(n), if the time required by M on each input of length n is at most f(n). A decision problem A can be solved in time f(n) if there exists a Turing machine operating in time f(n) that solves the problem. Since complexity theory is interested in classifying problems based on their difficulty, one defines sets of problems based on some criteria. For instance, the set of problems solvable within time f(n) on a deterministic Turing machine is then denoted by DTIME(f(n)).", "targets": "Complexity theory classifies problems based on what primary attribute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6139698db32044ca886a3b891c2728ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a precise definition of what it means to solve a problem using a given amount of time and space, a computational model such as the deterministic Turing machine is used. The time required by a deterministic Turing machine M on input x is the total number of state transitions, or steps, the machine makes before it halts and outputs the answer (\"yes\" or \"no\"). A Turing machine M is said to operate within time f(n), if the time required by M on each input of length n is at most f(n). A decision problem A can be solved in time f(n) if there exists a Turing machine operating in time f(n) that solves the problem. Since complexity theory is interested in classifying problems based on their difficulty, one defines sets of problems based on some criteria. For instance, the set of problems solvable within time f(n) on a deterministic Turing machine is then denoted by DTIME(f(n)).", "targets": "What is the expression used to identify any given series of problems capable of being solved within time on a deterministic Turing machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6139698db32044ca886a3b891c2728ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a precise definition of what it means to solve a problem using a given amount of time and space, a computational model such as the deterministic Turing machine is used. The time required by a deterministic Turing machine M on input x is the total number of state transitions, or steps, the machine makes before it halts and outputs the answer (\"yes\" or \"no\"). A Turing machine M is said to operate within time f(n), if the time required by M on each input of length n is at most f(n). A decision problem A can be solved in time f(n) if there exists a Turing machine operating in time f(n) that solves the problem. Since complexity theory is interested in classifying problems based on their difficulty, one defines sets of problems based on some criteria. For instance, the set of problems solvable within time f(n) on a deterministic Turing machine is then denoted by DTIME(f(n)).", "targets": "What is the most critical resource measured to in assessing the determination of a Turing machine's ability to solve any given set of problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51e965538ac54062aae4d1e4b2794890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Minor naval skirmishes also occurred in the Far East, where at Petropavlovsk on the Kamchatka Peninsula a British and French Allied squadron including HMS Pique under Rear Admiral David Price and a French force under Counter-Admiral Auguste Febvrier Despointes besieged a smaller Russian force under Rear Admiral Yevfimy Putyatin. In September 1854, an Allied landing force was beaten back with heavy casualties, and the Allies withdrew. The Russians escaped under the cover of snow in early 1855 after Allied reinforcements arrived in the region.", "targets": "Who was in charge of the HMS Pique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51e965538ac54062aae4d1e4b2794890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Minor naval skirmishes also occurred in the Far East, where at Petropavlovsk on the Kamchatka Peninsula a British and French Allied squadron including HMS Pique under Rear Admiral David Price and a French force under Counter-Admiral Auguste Febvrier Despointes besieged a smaller Russian force under Rear Admiral Yevfimy Putyatin. In September 1854, an Allied landing force was beaten back with heavy casualties, and the Allies withdrew. The Russians escaped under the cover of snow in early 1855 after Allied reinforcements arrived in the region.", "targets": "The Russians escaped under the cover of what in 1855?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51e965538ac54062aae4d1e4b2794890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Minor naval skirmishes also occurred in the Far East, where at Petropavlovsk on the Kamchatka Peninsula a British and French Allied squadron including HMS Pique under Rear Admiral David Price and a French force under Counter-Admiral Auguste Febvrier Despointes besieged a smaller Russian force under Rear Admiral Yevfimy Putyatin. In September 1854, an Allied landing force was beaten back with heavy casualties, and the Allies withdrew. The Russians escaped under the cover of snow in early 1855 after Allied reinforcements arrived in the region.", "targets": "Petropavlovsk is located on what peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0cb37ad94bf4ed0926ad6ecceee6c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla wrote a number of books and articles for magazines and journals. Among his books are My Inventions: The Autobiography of Nikola Tesla, compiled and edited by Ben Johnston; The Fantastic Inventions of Nikola Tesla, compiled and edited by David Hatcher Childress; and The Tesla Papers.", "targets": "What did Tesla write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0cb37ad94bf4ed0926ad6ecceee6c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla wrote a number of books and articles for magazines and journals. Among his books are My Inventions: The Autobiography of Nikola Tesla, compiled and edited by Ben Johnston; The Fantastic Inventions of Nikola Tesla, compiled and edited by David Hatcher Childress; and The Tesla Papers.", "targets": "Who published Tesla's writings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0cb37ad94bf4ed0926ad6ecceee6c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla wrote a number of books and articles for magazines and journals. Among his books are My Inventions: The Autobiography of Nikola Tesla, compiled and edited by Ben Johnston; The Fantastic Inventions of Nikola Tesla, compiled and edited by David Hatcher Childress; and The Tesla Papers.", "targets": "Who edited Tesla's autobiography?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866c298c895d442b9d861bb53785b15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mon, who form 2% of the population, are ethno-linguistically related to the Khmer. Overseas Indians are 2%. The remainder are Kachin, Chin, Rohingya, Anglo-Indians, Gurkha, Nepali and other ethnic minorities. Included in this group are the Anglo-Burmese. Once forming a large and influential community, the Anglo-Burmese left the country in steady streams from 1958 onwards, principally to Australia and the UK. It is estimated that 52,000 Anglo-Burmese remain in Myanmar. As of 2009[update], 110,000 Burmese refugees were living in refugee camps in Thailand.", "targets": "What percentage of people in Burma are related by linguistically lines to the Khmer. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866c298c895d442b9d861bb53785b15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mon, who form 2% of the population, are ethno-linguistically related to the Khmer. Overseas Indians are 2%. The remainder are Kachin, Chin, Rohingya, Anglo-Indians, Gurkha, Nepali and other ethnic minorities. Included in this group are the Anglo-Burmese. Once forming a large and influential community, the Anglo-Burmese left the country in steady streams from 1958 onwards, principally to Australia and the UK. It is estimated that 52,000 Anglo-Burmese remain in Myanmar. As of 2009[update], 110,000 Burmese refugees were living in refugee camps in Thailand.", "targets": "Which community previously held a persuasive authority on the Burmese population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866c298c895d442b9d861bb53785b15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mon, who form 2% of the population, are ethno-linguistically related to the Khmer. Overseas Indians are 2%. The remainder are Kachin, Chin, Rohingya, Anglo-Indians, Gurkha, Nepali and other ethnic minorities. Included in this group are the Anglo-Burmese. Once forming a large and influential community, the Anglo-Burmese left the country in steady streams from 1958 onwards, principally to Australia and the UK. It is estimated that 52,000 Anglo-Burmese remain in Myanmar. As of 2009[update], 110,000 Burmese refugees were living in refugee camps in Thailand.", "targets": "When did a mass migration of the community that  previously held a persuasive authority on the Burmese population start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866c298c895d442b9d861bb53785b15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mon, who form 2% of the population, are ethno-linguistically related to the Khmer. Overseas Indians are 2%. The remainder are Kachin, Chin, Rohingya, Anglo-Indians, Gurkha, Nepali and other ethnic minorities. Included in this group are the Anglo-Burmese. Once forming a large and influential community, the Anglo-Burmese left the country in steady streams from 1958 onwards, principally to Australia and the UK. It is estimated that 52,000 Anglo-Burmese remain in Myanmar. As of 2009[update], 110,000 Burmese refugees were living in refugee camps in Thailand.", "targets": "Where did the majority of these people end up after Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-774e4aa343a74fe6b1596a9fa3b1c656", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen surpassed her great-great-grandmother, Queen Victoria, to become the longest-lived British monarch in December 2007, and the longest-reigning British monarch on 9 September 2015. She was celebrated in Canada as the \"longest-reigning sovereign in Canada's modern era\". (King Louis XIV of France reigned over part of Canada for longer.) She is the longest-reigning queen regnant in history, the world's oldest reigning monarch and second-longest-serving current head of state after King Bhumibol Adulyadej of Thailand.", "targets": "Who did Elizabeth surpass in longest lived British monarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-774e4aa343a74fe6b1596a9fa3b1c656", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen surpassed her great-great-grandmother, Queen Victoria, to become the longest-lived British monarch in December 2007, and the longest-reigning British monarch on 9 September 2015. She was celebrated in Canada as the \"longest-reigning sovereign in Canada's modern era\". (King Louis XIV of France reigned over part of Canada for longer.) She is the longest-reigning queen regnant in history, the world's oldest reigning monarch and second-longest-serving current head of state after King Bhumibol Adulyadej of Thailand.", "targets": "What relation was Victoria to Elizabeth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-774e4aa343a74fe6b1596a9fa3b1c656", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen surpassed her great-great-grandmother, Queen Victoria, to become the longest-lived British monarch in December 2007, and the longest-reigning British monarch on 9 September 2015. She was celebrated in Canada as the \"longest-reigning sovereign in Canada's modern era\". (King Louis XIV of France reigned over part of Canada for longer.) She is the longest-reigning queen regnant in history, the world's oldest reigning monarch and second-longest-serving current head of state after King Bhumibol Adulyadej of Thailand.", "targets": "When did Elizabeth become the longest reigning monarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-774e4aa343a74fe6b1596a9fa3b1c656", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen surpassed her great-great-grandmother, Queen Victoria, to become the longest-lived British monarch in December 2007, and the longest-reigning British monarch on 9 September 2015. She was celebrated in Canada as the \"longest-reigning sovereign in Canada's modern era\". (King Louis XIV of France reigned over part of Canada for longer.) She is the longest-reigning queen regnant in history, the world's oldest reigning monarch and second-longest-serving current head of state after King Bhumibol Adulyadej of Thailand.", "targets": "In age of monarchs, what is the rank of Elizabeth's reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-774e4aa343a74fe6b1596a9fa3b1c656", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queen surpassed her great-great-grandmother, Queen Victoria, to become the longest-lived British monarch in December 2007, and the longest-reigning British monarch on 9 September 2015. She was celebrated in Canada as the \"longest-reigning sovereign in Canada's modern era\". (King Louis XIV of France reigned over part of Canada for longer.) She is the longest-reigning queen regnant in history, the world's oldest reigning monarch and second-longest-serving current head of state after King Bhumibol Adulyadej of Thailand.", "targets": "What head of stat has served longer than Elizabeth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968307fa829c486fbb863b579735da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Straddling the intersection of Germanic and Romance Europe, Switzerland comprises four main linguistic and cultural regions: German, French, Italian and Romansh. Therefore, the Swiss, although predominantly German-speaking, do not form a nation in the sense of a common ethnicity or language; rather, Switzerland's strong sense of identity and community is founded on a common historical background, shared values such as federalism and direct democracy, and Alpine symbolism. Due to its linguistic diversity, Switzerland is known by a variety of native names: Schweiz [\u02c8\u0283va\u026ats] (German);[note 5] Suisse [s\u0265is(\u0259)] (French); Svizzera [\u02c8zvittsera] (Italian); and Svizra [\u02c8\u0292vi\u02d0tsr\u0250] or [\u02c8\u0292vi\u02d0ts\u0281\u02d0\u0250] (Romansh).[note 6]", "targets": "Which four main linguistic and cultural regions make up Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968307fa829c486fbb863b579735da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Straddling the intersection of Germanic and Romance Europe, Switzerland comprises four main linguistic and cultural regions: German, French, Italian and Romansh. Therefore, the Swiss, although predominantly German-speaking, do not form a nation in the sense of a common ethnicity or language; rather, Switzerland's strong sense of identity and community is founded on a common historical background, shared values such as federalism and direct democracy, and Alpine symbolism. Due to its linguistic diversity, Switzerland is known by a variety of native names: Schweiz [\u02c8\u0283va\u026ats] (German);[note 5] Suisse [s\u0265is(\u0259)] (French); Svizzera [\u02c8zvittsera] (Italian); and Svizra [\u02c8\u0292vi\u02d0tsr\u0250] or [\u02c8\u0292vi\u02d0ts\u0281\u02d0\u0250] (Romansh).[note 6]", "targets": "What is the predominant language in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968307fa829c486fbb863b579735da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Straddling the intersection of Germanic and Romance Europe, Switzerland comprises four main linguistic and cultural regions: German, French, Italian and Romansh. Therefore, the Swiss, although predominantly German-speaking, do not form a nation in the sense of a common ethnicity or language; rather, Switzerland's strong sense of identity and community is founded on a common historical background, shared values such as federalism and direct democracy, and Alpine symbolism. Due to its linguistic diversity, Switzerland is known by a variety of native names: Schweiz [\u02c8\u0283va\u026ats] (German);[note 5] Suisse [s\u0265is(\u0259)] (French); Svizzera [\u02c8zvittsera] (Italian); and Svizra [\u02c8\u0292vi\u02d0tsr\u0250] or [\u02c8\u0292vi\u02d0ts\u0281\u02d0\u0250] (Romansh).[note 6]", "targets": "What do the French Swiss call Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968307fa829c486fbb863b579735da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Straddling the intersection of Germanic and Romance Europe, Switzerland comprises four main linguistic and cultural regions: German, French, Italian and Romansh. Therefore, the Swiss, although predominantly German-speaking, do not form a nation in the sense of a common ethnicity or language; rather, Switzerland's strong sense of identity and community is founded on a common historical background, shared values such as federalism and direct democracy, and Alpine symbolism. Due to its linguistic diversity, Switzerland is known by a variety of native names: Schweiz [\u02c8\u0283va\u026ats] (German);[note 5] Suisse [s\u0265is(\u0259)] (French); Svizzera [\u02c8zvittsera] (Italian); and Svizra [\u02c8\u0292vi\u02d0tsr\u0250] or [\u02c8\u0292vi\u02d0ts\u0281\u02d0\u0250] (Romansh).[note 6]", "targets": "What do the German Swiss call Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-968307fa829c486fbb863b579735da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Straddling the intersection of Germanic and Romance Europe, Switzerland comprises four main linguistic and cultural regions: German, French, Italian and Romansh. Therefore, the Swiss, although predominantly German-speaking, do not form a nation in the sense of a common ethnicity or language; rather, Switzerland's strong sense of identity and community is founded on a common historical background, shared values such as federalism and direct democracy, and Alpine symbolism. Due to its linguistic diversity, Switzerland is known by a variety of native names: Schweiz [\u02c8\u0283va\u026ats] (German);[note 5] Suisse [s\u0265is(\u0259)] (French); Svizzera [\u02c8zvittsera] (Italian); and Svizra [\u02c8\u0292vi\u02d0tsr\u0250] or [\u02c8\u0292vi\u02d0ts\u0281\u02d0\u0250] (Romansh).[note 6]", "targets": "What do the Italian Swiss call Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "What year was it decided that if wolves and dogs were one species, then their scientific name is the name of the wild variety?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "What 2005 publication in its third edition kept to that ruling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "What Latin dog term is still used because wild and domesticated dogs are recognizably different?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "What official body recognizes both Canis lupus and Canis familiaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "Many researchers prefer what term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "Who ruled in 2003 that scientific names for wild animals share the same scientific name as their domestic counterparts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53947a560b8a4980bb6c2d0a1cfa585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the ICZN ruled in its Opinion 2027 that if wild animals and their domesticated derivatives are regarded as one species, then the scientific name of that species is the scientific name of the wild animal. In 2005, the third edition of Mammal Species of the World upheld Opinion 2027 with the name Lupus and the note: \"Includes the domestic dog as a subspecies, with the dingo provisionally separate - artificial variants created by domestication and selective breeding\". However, Canis familiaris is sometimes used due to an ongoing nomenclature debate because wild and domestic animals are separately recognizable entities and that the ICZN allowed users a choice as to which name they could use, and a number of internationally recognized researchers prefer to use Canis familiaris.", "targets": "What was this decision called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a7641f32cb4bb18043bea12501c01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1984, he was appointed a member of the Order of the Companions of Honour by Queen Elizabeth II on the advice of Prime Minister Margaret Thatcher for his \"services to the study of economics\". He was the first recipient of the Hanns Martin Schleyer Prize in 1984. He also received the US Presidential Medal of Freedom in 1991 from President George H. W. Bush. In 2011, his article \"The Use of Knowledge in Society\" was selected as one of the top 20 articles published in The American Economic Review during its first 100 years.", "targets": "Hayek became a member of which group in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a7641f32cb4bb18043bea12501c01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1984, he was appointed a member of the Order of the Companions of Honour by Queen Elizabeth II on the advice of Prime Minister Margaret Thatcher for his \"services to the study of economics\". He was the first recipient of the Hanns Martin Schleyer Prize in 1984. He also received the US Presidential Medal of Freedom in 1991 from President George H. W. Bush. In 2011, his article \"The Use of Knowledge in Society\" was selected as one of the top 20 articles published in The American Economic Review during its first 100 years.", "targets": "For what reason was Hayek inducted into the order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a7641f32cb4bb18043bea12501c01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1984, he was appointed a member of the Order of the Companions of Honour by Queen Elizabeth II on the advice of Prime Minister Margaret Thatcher for his \"services to the study of economics\". He was the first recipient of the Hanns Martin Schleyer Prize in 1984. He also received the US Presidential Medal of Freedom in 1991 from President George H. W. Bush. In 2011, his article \"The Use of Knowledge in Society\" was selected as one of the top 20 articles published in The American Economic Review during its first 100 years.", "targets": "What award was Hayek the first to receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a7641f32cb4bb18043bea12501c01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1984, he was appointed a member of the Order of the Companions of Honour by Queen Elizabeth II on the advice of Prime Minister Margaret Thatcher for his \"services to the study of economics\". He was the first recipient of the Hanns Martin Schleyer Prize in 1984. He also received the US Presidential Medal of Freedom in 1991 from President George H. W. Bush. In 2011, his article \"The Use of Knowledge in Society\" was selected as one of the top 20 articles published in The American Economic Review during its first 100 years.", "targets": "Who awarded Hayek the Medal of Freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8a7641f32cb4bb18043bea12501c01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1984, he was appointed a member of the Order of the Companions of Honour by Queen Elizabeth II on the advice of Prime Minister Margaret Thatcher for his \"services to the study of economics\". He was the first recipient of the Hanns Martin Schleyer Prize in 1984. He also received the US Presidential Medal of Freedom in 1991 from President George H. W. Bush. In 2011, his article \"The Use of Knowledge in Society\" was selected as one of the top 20 articles published in The American Economic Review during its first 100 years.", "targets": "Which of Hayek's articles received recognition in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb9c55496694fb6a4c84b362a9a956c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian Realm existed until 531 and later, the Landgraviate of Thuringia was the largest state in the region, persisting between 1131 and 1247. Afterwards there was no state named Thuringia, nevertheless the term commonly described the region between the Harz mountains in the north, the Wei\u00dfe Elster river in the east, the Franconian Forest in the south and the Werra river in the west. After the Treaty of Leipzig, Thuringia had its own dynasty again, the Ernestine Wettins. Their various lands formed the Free State of Thuringia, founded in 1920, together with some other small principalities. The Prussian territories around Erfurt, M\u00fchlhausen and Nordhausen joined Thuringia in 1945.", "targets": "How long did the Thuringian realm exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb9c55496694fb6a4c84b362a9a956c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian Realm existed until 531 and later, the Landgraviate of Thuringia was the largest state in the region, persisting between 1131 and 1247. Afterwards there was no state named Thuringia, nevertheless the term commonly described the region between the Harz mountains in the north, the Wei\u00dfe Elster river in the east, the Franconian Forest in the south and the Werra river in the west. After the Treaty of Leipzig, Thuringia had its own dynasty again, the Ernestine Wettins. Their various lands formed the Free State of Thuringia, founded in 1920, together with some other small principalities. The Prussian territories around Erfurt, M\u00fchlhausen and Nordhausen joined Thuringia in 1945.", "targets": "Which state was the largest in the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb9c55496694fb6a4c84b362a9a956c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian Realm existed until 531 and later, the Landgraviate of Thuringia was the largest state in the region, persisting between 1131 and 1247. Afterwards there was no state named Thuringia, nevertheless the term commonly described the region between the Harz mountains in the north, the Wei\u00dfe Elster river in the east, the Franconian Forest in the south and the Werra river in the west. After the Treaty of Leipzig, Thuringia had its own dynasty again, the Ernestine Wettins. Their various lands formed the Free State of Thuringia, founded in 1920, together with some other small principalities. The Prussian territories around Erfurt, M\u00fchlhausen and Nordhausen joined Thuringia in 1945.", "targets": "Where is Thuringia located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb9c55496694fb6a4c84b362a9a956c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian Realm existed until 531 and later, the Landgraviate of Thuringia was the largest state in the region, persisting between 1131 and 1247. Afterwards there was no state named Thuringia, nevertheless the term commonly described the region between the Harz mountains in the north, the Wei\u00dfe Elster river in the east, the Franconian Forest in the south and the Werra river in the west. After the Treaty of Leipzig, Thuringia had its own dynasty again, the Ernestine Wettins. Their various lands formed the Free State of Thuringia, founded in 1920, together with some other small principalities. The Prussian territories around Erfurt, M\u00fchlhausen and Nordhausen joined Thuringia in 1945.", "targets": "Which dynasty formed after the Treaty of Leipzig? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb9c55496694fb6a4c84b362a9a956c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian Realm existed until 531 and later, the Landgraviate of Thuringia was the largest state in the region, persisting between 1131 and 1247. Afterwards there was no state named Thuringia, nevertheless the term commonly described the region between the Harz mountains in the north, the Wei\u00dfe Elster river in the east, the Franconian Forest in the south and the Werra river in the west. After the Treaty of Leipzig, Thuringia had its own dynasty again, the Ernestine Wettins. Their various lands formed the Free State of Thuringia, founded in 1920, together with some other small principalities. The Prussian territories around Erfurt, M\u00fchlhausen and Nordhausen joined Thuringia in 1945.", "targets": "Which Prussian territories joined Thuringia in 1945?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92e00d6dbc8f44ba82be8a0e0b46e840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, land availability has a large effect on the available solar energy because solar panels can only be set up on land that is unowned and suitable for solar panels. Roofs have been found to be a suitable place for solar cells, as many people have discovered that they can collect energy directly from their homes this way. Other areas that are suitable for solar cells are lands that are unowned by businesses where solar plants can be established.", "targets": "Why does land availability have an effect on solar energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92e00d6dbc8f44ba82be8a0e0b46e840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition, land availability has a large effect on the available solar energy because solar panels can only be set up on land that is unowned and suitable for solar panels. Roofs have been found to be a suitable place for solar cells, as many people have discovered that they can collect energy directly from their homes this way. Other areas that are suitable for solar cells are lands that are unowned by businesses where solar plants can be established.", "targets": "Why are roofs a good place for solar panels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-365f097d78614c019a9fc055326d3e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kat\u014d Kiyomasa was one of the most powerful and well-known lords of the Sengoku Era. He commanded most of Japan's major clans during the invasion of Korea (1592\u20131598). In a handbook he addressed to \"all samurai, regardless of rank\" he told his followers that a warrior's only duty in life was to \"...grasp the long and the short swords and to die\". He also ordered his followers to put forth great effort in studying the military classics, especially those related to loyalty and filial piety. He is best known for his quote: \"If a man does not investigate into the matter of Bushido daily, it will be difficult for him to die a brave and manly death. Thus it is essential to engrave this business of the warrior into one's mind well.\"", "targets": "When was Kato Kiyomasa in power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-365f097d78614c019a9fc055326d3e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kat\u014d Kiyomasa was one of the most powerful and well-known lords of the Sengoku Era. He commanded most of Japan's major clans during the invasion of Korea (1592\u20131598). In a handbook he addressed to \"all samurai, regardless of rank\" he told his followers that a warrior's only duty in life was to \"...grasp the long and the short swords and to die\". He also ordered his followers to put forth great effort in studying the military classics, especially those related to loyalty and filial piety. He is best known for his quote: \"If a man does not investigate into the matter of Bushido daily, it will be difficult for him to die a brave and manly death. Thus it is essential to engrave this business of the warrior into one's mind well.\"", "targets": "When did Japan begin invading Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-365f097d78614c019a9fc055326d3e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kat\u014d Kiyomasa was one of the most powerful and well-known lords of the Sengoku Era. He commanded most of Japan's major clans during the invasion of Korea (1592\u20131598). In a handbook he addressed to \"all samurai, regardless of rank\" he told his followers that a warrior's only duty in life was to \"...grasp the long and the short swords and to die\". He also ordered his followers to put forth great effort in studying the military classics, especially those related to loyalty and filial piety. He is best known for his quote: \"If a man does not investigate into the matter of Bushido daily, it will be difficult for him to die a brave and manly death. Thus it is essential to engrave this business of the warrior into one's mind well.\"", "targets": "When did Japan finish invading Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-365f097d78614c019a9fc055326d3e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kat\u014d Kiyomasa was one of the most powerful and well-known lords of the Sengoku Era. He commanded most of Japan's major clans during the invasion of Korea (1592\u20131598). In a handbook he addressed to \"all samurai, regardless of rank\" he told his followers that a warrior's only duty in life was to \"...grasp the long and the short swords and to die\". He also ordered his followers to put forth great effort in studying the military classics, especially those related to loyalty and filial piety. He is best known for his quote: \"If a man does not investigate into the matter of Bushido daily, it will be difficult for him to die a brave and manly death. Thus it is essential to engrave this business of the warrior into one's mind well.\"", "targets": "What did Kato Kiyomasa think samurais' duty was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-365f097d78614c019a9fc055326d3e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kat\u014d Kiyomasa was one of the most powerful and well-known lords of the Sengoku Era. He commanded most of Japan's major clans during the invasion of Korea (1592\u20131598). In a handbook he addressed to \"all samurai, regardless of rank\" he told his followers that a warrior's only duty in life was to \"...grasp the long and the short swords and to die\". He also ordered his followers to put forth great effort in studying the military classics, especially those related to loyalty and filial piety. He is best known for his quote: \"If a man does not investigate into the matter of Bushido daily, it will be difficult for him to die a brave and manly death. Thus it is essential to engrave this business of the warrior into one's mind well.\"", "targets": "What concept did Kato Kiyomasa think should be studied every day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "What does Link assist Midna in collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "Who attacks Link and Midna when they've finished their collection tasks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "What weapon can transform Link back to his original self?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "Who saves Midna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "Where do the Zoras come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "What does Link help Midna find?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "Who ambushes Link and Midna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "What does Link discover he needs to find to return to human form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21940f9573254f889b1a4bdaac613452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Link also helps Midna find the Fused Shadows, fragments of a relic containing powerful dark magic. In return, she helps Link find Ordon Village's children while helping the monkeys of Faron, the Gorons of Eldin, and the Zoras of Lanayru. Once Link has restored the Light Spirits and Midna has all the Fused Shadows, they are ambushed by Zant. After he relieves Midna of the Fused Shadow fragments, she ridicules him for abusing his tribe's magic, but Zant reveals that his power comes from another source as he uses it to turn Link back into a wolf, and then leaves Midna in Hyrule to die from the world's light. Bringing a dying Midna to Zelda, Link learns he needs the Master Sword to return to human form. Zelda sacrifices herself to heal Midna with her power before vanishing mysteriously. Midna is moved by Zelda's sacrifice, and begins to care more about Link and the fate of the light world.", "targets": "Who sacrifices herself to save Midna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdfa7f38b6c42c58329c40fd9f90f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Low German varieties spoken in Germany are often counted among the German dialects. This reflects the modern situation where they are roofed by standard German. This is different from the situation in the Middle Ages when Low German had strong tendencies towards an ausbau language.", "targets": "What type of language was Low German in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdfa7f38b6c42c58329c40fd9f90f38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Low German varieties spoken in Germany are often counted among the German dialects. This reflects the modern situation where they are roofed by standard German. This is different from the situation in the Middle Ages when Low German had strong tendencies towards an ausbau language.", "targets": "Why are Low German varieties regarded as dialects of standard German?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce8576612754a1a9e724337f7c2a067", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the medieval period was a time of power struggles between competing dynasties such as the House of Savoy, the Visconti in northern Italy and the House of Habsburg in Austria and Slovenia. In 1291 to protect themselves from incursions by the Habsburgs, four cantons in the middle of Switzerland drew up a charter that is considered to be a declaration of independence from neighboring kingdoms. After a series of battles fought in the 13th, 14th and 15th centuries, more cantons joined the confederacy and by the 16th century Switzerland was well-established as a separate state.", "targets": "Much of the medieval period was a time of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce8576612754a1a9e724337f7c2a067", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the medieval period was a time of power struggles between competing dynasties such as the House of Savoy, the Visconti in northern Italy and the House of Habsburg in Austria and Slovenia. In 1291 to protect themselves from incursions by the Habsburgs, four cantons in the middle of Switzerland drew up a charter that is considered to be a declaration of independence from neighboring kingdoms. After a series of battles fought in the 13th, 14th and 15th centuries, more cantons joined the confederacy and by the 16th century Switzerland was well-established as a separate state.", "targets": "Where were the Visconti from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce8576612754a1a9e724337f7c2a067", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the medieval period was a time of power struggles between competing dynasties such as the House of Savoy, the Visconti in northern Italy and the House of Habsburg in Austria and Slovenia. In 1291 to protect themselves from incursions by the Habsburgs, four cantons in the middle of Switzerland drew up a charter that is considered to be a declaration of independence from neighboring kingdoms. After a series of battles fought in the 13th, 14th and 15th centuries, more cantons joined the confederacy and by the 16th century Switzerland was well-established as a separate state.", "targets": "What dynastie was from Austria and Slovenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce8576612754a1a9e724337f7c2a067", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the medieval period was a time of power struggles between competing dynasties such as the House of Savoy, the Visconti in northern Italy and the House of Habsburg in Austria and Slovenia. In 1291 to protect themselves from incursions by the Habsburgs, four cantons in the middle of Switzerland drew up a charter that is considered to be a declaration of independence from neighboring kingdoms. After a series of battles fought in the 13th, 14th and 15th centuries, more cantons joined the confederacy and by the 16th century Switzerland was well-established as a separate state.", "targets": "What Country was a well-established separate state by the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39773c7bb9584a09bef06793b432dda7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lying in the western Pacific, Guam is a popular destination for Japanese tourists. Its tourist hub, Tumon, features over 20 large hotels, a Duty Free Shoppers Galleria, Pleasure Island district, indoor aquarium, Sandcastle Las Vegas\u2013styled shows and other shopping and entertainment venues. It is a relatively short flight from Asia or Australia compared to Hawaii, with hotels and seven public golf courses accommodating over a million tourists per year. Although 75% of the tourists are Japanese, Guam receives a sizable number of tourists from South Korea, the U.S., the Philippines, and Taiwan. Significant sources of revenue include duty-free designer shopping outlets, and the American-style malls: Micronesia Mall, Guam Premier Outlets, the Agana Shopping Center, and the world's largest Kmart.[citation needed]", "targets": "What tourist commonly visits Guam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39773c7bb9584a09bef06793b432dda7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lying in the western Pacific, Guam is a popular destination for Japanese tourists. Its tourist hub, Tumon, features over 20 large hotels, a Duty Free Shoppers Galleria, Pleasure Island district, indoor aquarium, Sandcastle Las Vegas\u2013styled shows and other shopping and entertainment venues. It is a relatively short flight from Asia or Australia compared to Hawaii, with hotels and seven public golf courses accommodating over a million tourists per year. Although 75% of the tourists are Japanese, Guam receives a sizable number of tourists from South Korea, the U.S., the Philippines, and Taiwan. Significant sources of revenue include duty-free designer shopping outlets, and the American-style malls: Micronesia Mall, Guam Premier Outlets, the Agana Shopping Center, and the world's largest Kmart.[citation needed]", "targets": "Around how many Hotels does Guam currently have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39773c7bb9584a09bef06793b432dda7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lying in the western Pacific, Guam is a popular destination for Japanese tourists. Its tourist hub, Tumon, features over 20 large hotels, a Duty Free Shoppers Galleria, Pleasure Island district, indoor aquarium, Sandcastle Las Vegas\u2013styled shows and other shopping and entertainment venues. It is a relatively short flight from Asia or Australia compared to Hawaii, with hotels and seven public golf courses accommodating over a million tourists per year. Although 75% of the tourists are Japanese, Guam receives a sizable number of tourists from South Korea, the U.S., the Philippines, and Taiwan. Significant sources of revenue include duty-free designer shopping outlets, and the American-style malls: Micronesia Mall, Guam Premier Outlets, the Agana Shopping Center, and the world's largest Kmart.[citation needed]", "targets": "How many public golf courses does Guam currently have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39773c7bb9584a09bef06793b432dda7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lying in the western Pacific, Guam is a popular destination for Japanese tourists. Its tourist hub, Tumon, features over 20 large hotels, a Duty Free Shoppers Galleria, Pleasure Island district, indoor aquarium, Sandcastle Las Vegas\u2013styled shows and other shopping and entertainment venues. It is a relatively short flight from Asia or Australia compared to Hawaii, with hotels and seven public golf courses accommodating over a million tourists per year. Although 75% of the tourists are Japanese, Guam receives a sizable number of tourists from South Korea, the U.S., the Philippines, and Taiwan. Significant sources of revenue include duty-free designer shopping outlets, and the American-style malls: Micronesia Mall, Guam Premier Outlets, the Agana Shopping Center, and the world's largest Kmart.[citation needed]", "targets": "About how many tourist visit Guam yearly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39773c7bb9584a09bef06793b432dda7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lying in the western Pacific, Guam is a popular destination for Japanese tourists. Its tourist hub, Tumon, features over 20 large hotels, a Duty Free Shoppers Galleria, Pleasure Island district, indoor aquarium, Sandcastle Las Vegas\u2013styled shows and other shopping and entertainment venues. It is a relatively short flight from Asia or Australia compared to Hawaii, with hotels and seven public golf courses accommodating over a million tourists per year. Although 75% of the tourists are Japanese, Guam receives a sizable number of tourists from South Korea, the U.S., the Philippines, and Taiwan. Significant sources of revenue include duty-free designer shopping outlets, and the American-style malls: Micronesia Mall, Guam Premier Outlets, the Agana Shopping Center, and the world's largest Kmart.[citation needed]", "targets": "Which major U.S store does Guam currently have that happens to be the largest in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd22ece8c5174710867df511352e6024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn S\u012bn\u0101 refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.", "targets": "What type of skills did Ibn Sina state children should learn in secondary education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd22ece8c5174710867df511352e6024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn S\u012bn\u0101 refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.", "targets": "According to Ibn Sina, at what age should children choose a direction for their education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd22ece8c5174710867df511352e6024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn S\u012bn\u0101 refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.", "targets": "According to Ibn Sina, what is needed to support transition at the secondary stage of education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd22ece8c5174710867df511352e6024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn S\u012bn\u0101 refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.", "targets": "What should secondary training provide a student in the secondary stage of school? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87187f3a80284198962e8dbc4600b9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many arrangements of electrical contacts are used. Large lamps may have a screw base (one or more contacts at the tip, one at the shell) or a bayonet base (one or more contacts on the base, shell used as a contact or used only as a mechanical support). Some tubular lamps have an electrical contact at either end. Miniature lamps may have a wedge base and wire contacts, and some automotive and special purpose lamps have screw terminals for connection to wires. Contacts in the lamp socket allow the electric current to pass through the base to the filament. Power ratings for incandescent light bulbs range from about 0.1 watt to about 10,000 watts.", "targets": "What is the name for a base with one or more contacts at the tip and one at the shell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87187f3a80284198962e8dbc4600b9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many arrangements of electrical contacts are used. Large lamps may have a screw base (one or more contacts at the tip, one at the shell) or a bayonet base (one or more contacts on the base, shell used as a contact or used only as a mechanical support). Some tubular lamps have an electrical contact at either end. Miniature lamps may have a wedge base and wire contacts, and some automotive and special purpose lamps have screw terminals for connection to wires. Contacts in the lamp socket allow the electric current to pass through the base to the filament. Power ratings for incandescent light bulbs range from about 0.1 watt to about 10,000 watts.", "targets": "What is the name for a lamp base with one or more contacts on the base and a shell used as a contact or used only as a mechanical support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87187f3a80284198962e8dbc4600b9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many arrangements of electrical contacts are used. Large lamps may have a screw base (one or more contacts at the tip, one at the shell) or a bayonet base (one or more contacts on the base, shell used as a contact or used only as a mechanical support). Some tubular lamps have an electrical contact at either end. Miniature lamps may have a wedge base and wire contacts, and some automotive and special purpose lamps have screw terminals for connection to wires. Contacts in the lamp socket allow the electric current to pass through the base to the filament. Power ratings for incandescent light bulbs range from about 0.1 watt to about 10,000 watts.", "targets": "What is the purpose of contacts in the lamp socket?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87187f3a80284198962e8dbc4600b9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many arrangements of electrical contacts are used. Large lamps may have a screw base (one or more contacts at the tip, one at the shell) or a bayonet base (one or more contacts on the base, shell used as a contact or used only as a mechanical support). Some tubular lamps have an electrical contact at either end. Miniature lamps may have a wedge base and wire contacts, and some automotive and special purpose lamps have screw terminals for connection to wires. Contacts in the lamp socket allow the electric current to pass through the base to the filament. Power ratings for incandescent light bulbs range from about 0.1 watt to about 10,000 watts.", "targets": "What is the range of power ratings for incandescent bulbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87187f3a80284198962e8dbc4600b9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many arrangements of electrical contacts are used. Large lamps may have a screw base (one or more contacts at the tip, one at the shell) or a bayonet base (one or more contacts on the base, shell used as a contact or used only as a mechanical support). Some tubular lamps have an electrical contact at either end. Miniature lamps may have a wedge base and wire contacts, and some automotive and special purpose lamps have screw terminals for connection to wires. Contacts in the lamp socket allow the electric current to pass through the base to the filament. Power ratings for incandescent light bulbs range from about 0.1 watt to about 10,000 watts.", "targets": "Which types of lamps use screw terminals for connection to wires?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7e1e7ef05d043d48894c344d1c1b2cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Angel, Islington was formerly a coaching inn, the first on the route northwards out of London, where Thomas Paine is believed to have written much of The Rights of Man. It was mentioned by Charles Dickens, became a Lyons Corner House, and is now a Co-operative Bank.", "targets": "At what pub did Thomas Paine write The Rights of Man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7e1e7ef05d043d48894c344d1c1b2cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Angel, Islington was formerly a coaching inn, the first on the route northwards out of London, where Thomas Paine is believed to have written much of The Rights of Man. It was mentioned by Charles Dickens, became a Lyons Corner House, and is now a Co-operative Bank.", "targets": "In what district of London is The Angel located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7e1e7ef05d043d48894c344d1c1b2cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Angel, Islington was formerly a coaching inn, the first on the route northwards out of London, where Thomas Paine is believed to have written much of The Rights of Man. It was mentioned by Charles Dickens, became a Lyons Corner House, and is now a Co-operative Bank.", "targets": "What writer mentioned The Angel pub in his writings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7e1e7ef05d043d48894c344d1c1b2cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Angel, Islington was formerly a coaching inn, the first on the route northwards out of London, where Thomas Paine is believed to have written much of The Rights of Man. It was mentioned by Charles Dickens, became a Lyons Corner House, and is now a Co-operative Bank.", "targets": "What is the present status of the Angel pub?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7e1e7ef05d043d48894c344d1c1b2cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Angel, Islington was formerly a coaching inn, the first on the route northwards out of London, where Thomas Paine is believed to have written much of The Rights of Man. It was mentioned by Charles Dickens, became a Lyons Corner House, and is now a Co-operative Bank.", "targets": "Prior to becoming a pub, what did the Angel serve as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ef4609c9a014705b57a5ca1df707d57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infractions of the rules are punished with penalties, typically a loss of yardage of 5, 10 or 15 yards against the penalized team. Minor violations such as offside (a player from either side encroaching into scrimmage zone before the play starts) are penalized five yards, more serious penalties (such as holding) are penalized 10 yards, and severe violations of the rules (such as face-masking) are typically penalized 15 yards. Depending on the penalty, the penalty yardage may be assessed from the original line of scrimmage, from where the violation occurred (for example, for a pass interference infraction), or from where the ball ended after the play. Penalties on the offence may, or may not, result in a loss of down; penalties on the defence may result in a first down being automatically awarded to the offence. For particularly severe conduct, the game official(s) may eject players (ejected players may be substituted for), or in exceptional cases, declare the game over and award victory to one side or the other. Penalties do not affect the yard line which the offence must reach to gain a first down (unless the penalty results in a first down being awarded); if a penalty against the defence results in the first down yardage being attained, then the offence is awarded a first down.", "targets": "What is the usual penalty when the rules of play are violated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ef4609c9a014705b57a5ca1df707d57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infractions of the rules are punished with penalties, typically a loss of yardage of 5, 10 or 15 yards against the penalized team. Minor violations such as offside (a player from either side encroaching into scrimmage zone before the play starts) are penalized five yards, more serious penalties (such as holding) are penalized 10 yards, and severe violations of the rules (such as face-masking) are typically penalized 15 yards. Depending on the penalty, the penalty yardage may be assessed from the original line of scrimmage, from where the violation occurred (for example, for a pass interference infraction), or from where the ball ended after the play. Penalties on the offence may, or may not, result in a loss of down; penalties on the defence may result in a first down being automatically awarded to the offence. For particularly severe conduct, the game official(s) may eject players (ejected players may be substituted for), or in exceptional cases, declare the game over and award victory to one side or the other. Penalties do not affect the yard line which the offence must reach to gain a first down (unless the penalty results in a first down being awarded); if a penalty against the defence results in the first down yardage being attained, then the offence is awarded a first down.", "targets": "How many yards does a team lose when they commit a minor penalty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ef4609c9a014705b57a5ca1df707d57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infractions of the rules are punished with penalties, typically a loss of yardage of 5, 10 or 15 yards against the penalized team. Minor violations such as offside (a player from either side encroaching into scrimmage zone before the play starts) are penalized five yards, more serious penalties (such as holding) are penalized 10 yards, and severe violations of the rules (such as face-masking) are typically penalized 15 yards. Depending on the penalty, the penalty yardage may be assessed from the original line of scrimmage, from where the violation occurred (for example, for a pass interference infraction), or from where the ball ended after the play. Penalties on the offence may, or may not, result in a loss of down; penalties on the defence may result in a first down being automatically awarded to the offence. For particularly severe conduct, the game official(s) may eject players (ejected players may be substituted for), or in exceptional cases, declare the game over and award victory to one side or the other. Penalties do not affect the yard line which the offence must reach to gain a first down (unless the penalty results in a first down being awarded); if a penalty against the defence results in the first down yardage being attained, then the offence is awarded a first down.", "targets": "How many yards does a team lose for face-masking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ef4609c9a014705b57a5ca1df707d57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infractions of the rules are punished with penalties, typically a loss of yardage of 5, 10 or 15 yards against the penalized team. Minor violations such as offside (a player from either side encroaching into scrimmage zone before the play starts) are penalized five yards, more serious penalties (such as holding) are penalized 10 yards, and severe violations of the rules (such as face-masking) are typically penalized 15 yards. Depending on the penalty, the penalty yardage may be assessed from the original line of scrimmage, from where the violation occurred (for example, for a pass interference infraction), or from where the ball ended after the play. Penalties on the offence may, or may not, result in a loss of down; penalties on the defence may result in a first down being automatically awarded to the offence. For particularly severe conduct, the game official(s) may eject players (ejected players may be substituted for), or in exceptional cases, declare the game over and award victory to one side or the other. Penalties do not affect the yard line which the offence must reach to gain a first down (unless the penalty results in a first down being awarded); if a penalty against the defence results in the first down yardage being attained, then the offence is awarded a first down.", "targets": "What other than yardage is sometimes awarded the offence on a defensive penalty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07deaeafc797421d9dcd29349b17afae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the breakup of the Russian Empire in the aftermath of World War I for a brief period, from 1918 to 1920, Armenia was an independent republic. In late 1920, the communists came to power following an invasion of Armenia by the Red Army, and in 1922, Armenia became part of the Transcaucasian SFSR of the Soviet Union, later forming the Armenian Soviet Socialist Republic (1936 to September 21, 1991). In 1991, Armenia declared independence from the USSR and established the second Republic of Armenia.", "targets": "What was Armenia's status from 1918 to 1920?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07deaeafc797421d9dcd29349b17afae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the breakup of the Russian Empire in the aftermath of World War I for a brief period, from 1918 to 1920, Armenia was an independent republic. In late 1920, the communists came to power following an invasion of Armenia by the Red Army, and in 1922, Armenia became part of the Transcaucasian SFSR of the Soviet Union, later forming the Armenian Soviet Socialist Republic (1936 to September 21, 1991). In 1991, Armenia declared independence from the USSR and established the second Republic of Armenia.", "targets": "When did communists take over Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07deaeafc797421d9dcd29349b17afae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the breakup of the Russian Empire in the aftermath of World War I for a brief period, from 1918 to 1920, Armenia was an independent republic. In late 1920, the communists came to power following an invasion of Armenia by the Red Army, and in 1922, Armenia became part of the Transcaucasian SFSR of the Soviet Union, later forming the Armenian Soviet Socialist Republic (1936 to September 21, 1991). In 1991, Armenia declared independence from the USSR and established the second Republic of Armenia.", "targets": "Who invaded Armenia in 1920?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07deaeafc797421d9dcd29349b17afae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the breakup of the Russian Empire in the aftermath of World War I for a brief period, from 1918 to 1920, Armenia was an independent republic. In late 1920, the communists came to power following an invasion of Armenia by the Red Army, and in 1922, Armenia became part of the Transcaucasian SFSR of the Soviet Union, later forming the Armenian Soviet Socialist Republic (1936 to September 21, 1991). In 1991, Armenia declared independence from the USSR and established the second Republic of Armenia.", "targets": "What part of the USSR did Armenia join?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07deaeafc797421d9dcd29349b17afae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the breakup of the Russian Empire in the aftermath of World War I for a brief period, from 1918 to 1920, Armenia was an independent republic. In late 1920, the communists came to power following an invasion of Armenia by the Red Army, and in 1922, Armenia became part of the Transcaucasian SFSR of the Soviet Union, later forming the Armenian Soviet Socialist Republic (1936 to September 21, 1991). In 1991, Armenia declared independence from the USSR and established the second Republic of Armenia.", "targets": "When did Armenia leave the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bebe44624c77433b9cd4a5e5fcc3cf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch itself, Diets went out of common use - although Platdiets is still used for the transitional Limburgish-Ripuarian dialects in the north-east of Belgium. Nederlands, the official Dutch word for \"Dutch\", did not become firmly established until the 19th century. This designation had been in use as far back as the end of the 15th century, but received competition from the more popular terminology Nederduits, \"Low Dutch\", for several reasons. One of them was it reflected a distinction with Hoogduits, \"High Dutch\", meaning the language spoken in Germany. The Hoog was later dropped, and thus, Duits narrowed down in meaning to refer to the German language.", "targets": "Dutch people didn't have an officially established word for the \"Dutch\" language until what century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bebe44624c77433b9cd4a5e5fcc3cf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch itself, Diets went out of common use - although Platdiets is still used for the transitional Limburgish-Ripuarian dialects in the north-east of Belgium. Nederlands, the official Dutch word for \"Dutch\", did not become firmly established until the 19th century. This designation had been in use as far back as the end of the 15th century, but received competition from the more popular terminology Nederduits, \"Low Dutch\", for several reasons. One of them was it reflected a distinction with Hoogduits, \"High Dutch\", meaning the language spoken in Germany. The Hoog was later dropped, and thus, Duits narrowed down in meaning to refer to the German language.", "targets": "What word meaning \"Low Dutch\" was sometimes used to distinguish Dutch from Germany's language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bebe44624c77433b9cd4a5e5fcc3cf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch itself, Diets went out of common use - although Platdiets is still used for the transitional Limburgish-Ripuarian dialects in the north-east of Belgium. Nederlands, the official Dutch word for \"Dutch\", did not become firmly established until the 19th century. This designation had been in use as far back as the end of the 15th century, but received competition from the more popular terminology Nederduits, \"Low Dutch\", for several reasons. One of them was it reflected a distinction with Hoogduits, \"High Dutch\", meaning the language spoken in Germany. The Hoog was later dropped, and thus, Duits narrowed down in meaning to refer to the German language.", "targets": "Instead of \"German,\" what word used to refer to the language of the country of Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bebe44624c77433b9cd4a5e5fcc3cf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch itself, Diets went out of common use - although Platdiets is still used for the transitional Limburgish-Ripuarian dialects in the north-east of Belgium. Nederlands, the official Dutch word for \"Dutch\", did not become firmly established until the 19th century. This designation had been in use as far back as the end of the 15th century, but received competition from the more popular terminology Nederduits, \"Low Dutch\", for several reasons. One of them was it reflected a distinction with Hoogduits, \"High Dutch\", meaning the language spoken in Germany. The Hoog was later dropped, and thus, Duits narrowed down in meaning to refer to the German language.", "targets": "What does \"Hoogduits\" translate to in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bebe44624c77433b9cd4a5e5fcc3cf6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch itself, Diets went out of common use - although Platdiets is still used for the transitional Limburgish-Ripuarian dialects in the north-east of Belgium. Nederlands, the official Dutch word for \"Dutch\", did not become firmly established until the 19th century. This designation had been in use as far back as the end of the 15th century, but received competition from the more popular terminology Nederduits, \"Low Dutch\", for several reasons. One of them was it reflected a distinction with Hoogduits, \"High Dutch\", meaning the language spoken in Germany. The Hoog was later dropped, and thus, Duits narrowed down in meaning to refer to the German language.", "targets": "Now that \"Nederlands\" is used for Dutch in Dutch, what do Dutch speakers call German?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94b874bbe7446399ae3c26b3bd10ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1066, when Harold Godwinson and William the Conqueror were crowned, the coronations of English and British monarchs have been held there. There have been at least 16 royal weddings at the abbey since 1100. Two were of reigning monarchs (Henry I and Richard II), although, before 1919, there had been none for some 500 years.", "targets": "Who were the first monarchs crowned at Westminster Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94b874bbe7446399ae3c26b3bd10ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1066, when Harold Godwinson and William the Conqueror were crowned, the coronations of English and British monarchs have been held there. There have been at least 16 royal weddings at the abbey since 1100. Two were of reigning monarchs (Henry I and Richard II), although, before 1919, there had been none for some 500 years.", "targets": "Since when have coronations been held at Westminster Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94b874bbe7446399ae3c26b3bd10ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1066, when Harold Godwinson and William the Conqueror were crowned, the coronations of English and British monarchs have been held there. There have been at least 16 royal weddings at the abbey since 1100. Two were of reigning monarchs (Henry I and Richard II), although, before 1919, there had been none for some 500 years.", "targets": "How many royal weddings have occurred at the abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94b874bbe7446399ae3c26b3bd10ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1066, when Harold Godwinson and William the Conqueror were crowned, the coronations of English and British monarchs have been held there. There have been at least 16 royal weddings at the abbey since 1100. Two were of reigning monarchs (Henry I and Richard II), although, before 1919, there had been none for some 500 years.", "targets": "Which two reigning monarchs had weddings at the abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94b874bbe7446399ae3c26b3bd10ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1066, when Harold Godwinson and William the Conqueror were crowned, the coronations of English and British monarchs have been held there. There have been at least 16 royal weddings at the abbey since 1100. Two were of reigning monarchs (Henry I and Richard II), although, before 1919, there had been none for some 500 years.", "targets": "When did royal weddings begin at the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bd87aa2b324c0cb43033141fd1fed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the charity introduced a U.S. Libraries initiative with a goal of \"ensuring that if you can get to a public library, you can reach the internet\". Only 35% of the world's population has access to the Internet. The foundation has given grants, installed computers and software, and provided training and technical support in partnership with public libraries nationwide in an effort to increase access and knowledge. Helping provide access and training for these resources, this foundation helps move public libraries into the digital age.", "targets": "what is the US libraries initiative "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bd87aa2b324c0cb43033141fd1fed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the charity introduced a U.S. Libraries initiative with a goal of \"ensuring that if you can get to a public library, you can reach the internet\". Only 35% of the world's population has access to the Internet. The foundation has given grants, installed computers and software, and provided training and technical support in partnership with public libraries nationwide in an effort to increase access and knowledge. Helping provide access and training for these resources, this foundation helps move public libraries into the digital age.", "targets": "How much of the worlds population can reach the internet"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bd87aa2b324c0cb43033141fd1fed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the charity introduced a U.S. Libraries initiative with a goal of \"ensuring that if you can get to a public library, you can reach the internet\". Only 35% of the world's population has access to the Internet. The foundation has given grants, installed computers and software, and provided training and technical support in partnership with public libraries nationwide in an effort to increase access and knowledge. Helping provide access and training for these resources, this foundation helps move public libraries into the digital age.", "targets": "what have the grants provided public libraries"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bd87aa2b324c0cb43033141fd1fed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the charity introduced a U.S. Libraries initiative with a goal of \"ensuring that if you can get to a public library, you can reach the internet\". Only 35% of the world's population has access to the Internet. The foundation has given grants, installed computers and software, and provided training and technical support in partnership with public libraries nationwide in an effort to increase access and knowledge. Helping provide access and training for these resources, this foundation helps move public libraries into the digital age.", "targets": "What has the grant enabled "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5e4a09f6da04f2fab0f520646a24b1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as creating rights for \"workers\" who generally lack bargaining power in the market, the Treaty on the Functioning of the European Union also protects the \"freedom of establishment\" in article 49, and \"freedom to provide services\" in article 56. In Gebhard v Consiglio dell\u2019Ordine degli Avvocati e Procuratori di Milano the Court of Justice held that to be \"established\" means to participate in economic life \"on a stable and continuous basis\", while providing \"services\" meant pursuing activity more \"on a temporary basis\". This meant that a lawyer from Stuttgart, who had set up chambers in Milan and was censured by the Milan Bar Council for not having registered, was entitled to bring a claim under for establishment freedom, rather than service freedom. However, the requirements to be registered in Milan before being able to practice would be allowed if they were non-discriminatory, \"justified by imperative requirements in the general interest\" and proportionately applied. All people or entities that engage in economic activity, particularly the self-employed, or \"undertakings\" such as companies or firms, have a right to set up an enterprise without unjustified restrictions. The Court of Justice has held that both a member state government and a private party can hinder freedom of establishment, so article 49 has both \"vertical\" and \"horizontal\" direct effect. In Reyners v Belgium the Court of Justice held that a refusal to admit a lawyer to the Belgian bar because he lacked Belgian nationality was unjustified. TFEU article 49 says states are exempt from infringing others' freedom of establishment when they exercise \"official authority\", but this did an advocate's work (as opposed to a court's) was not official. By contrast in Commission v Italy the Court of Justice held that a requirement for lawyers in Italy to comply with maximum tariffs unless there was an agreement with a client was not a restriction. The Grand Chamber of the Court of Justice held the Commission had not proven that this had any object or effect of limiting practitioners from entering the market. Therefore, there was no prima facie infringement freedom of establishment that needed to be justified.", "targets": "Which Treaty protects the freedom of establishment and the freedom to provide services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5e4a09f6da04f2fab0f520646a24b1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as creating rights for \"workers\" who generally lack bargaining power in the market, the Treaty on the Functioning of the European Union also protects the \"freedom of establishment\" in article 49, and \"freedom to provide services\" in article 56. In Gebhard v Consiglio dell\u2019Ordine degli Avvocati e Procuratori di Milano the Court of Justice held that to be \"established\" means to participate in economic life \"on a stable and continuous basis\", while providing \"services\" meant pursuing activity more \"on a temporary basis\". This meant that a lawyer from Stuttgart, who had set up chambers in Milan and was censured by the Milan Bar Council for not having registered, was entitled to bring a claim under for establishment freedom, rather than service freedom. However, the requirements to be registered in Milan before being able to practice would be allowed if they were non-discriminatory, \"justified by imperative requirements in the general interest\" and proportionately applied. All people or entities that engage in economic activity, particularly the self-employed, or \"undertakings\" such as companies or firms, have a right to set up an enterprise without unjustified restrictions. The Court of Justice has held that both a member state government and a private party can hinder freedom of establishment, so article 49 has both \"vertical\" and \"horizontal\" direct effect. In Reyners v Belgium the Court of Justice held that a refusal to admit a lawyer to the Belgian bar because he lacked Belgian nationality was unjustified. TFEU article 49 says states are exempt from infringing others' freedom of establishment when they exercise \"official authority\", but this did an advocate's work (as opposed to a court's) was not official. By contrast in Commission v Italy the Court of Justice held that a requirement for lawyers in Italy to comply with maximum tariffs unless there was an agreement with a client was not a restriction. The Grand Chamber of the Court of Justice held the Commission had not proven that this had any object or effect of limiting practitioners from entering the market. Therefore, there was no prima facie infringement freedom of establishment that needed to be justified.", "targets": "In Gebhard v Consiglio...Milano, the requirements to be registered in Milan before being able to practice law would be allowed under what conditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5e4a09f6da04f2fab0f520646a24b1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as creating rights for \"workers\" who generally lack bargaining power in the market, the Treaty on the Functioning of the European Union also protects the \"freedom of establishment\" in article 49, and \"freedom to provide services\" in article 56. In Gebhard v Consiglio dell\u2019Ordine degli Avvocati e Procuratori di Milano the Court of Justice held that to be \"established\" means to participate in economic life \"on a stable and continuous basis\", while providing \"services\" meant pursuing activity more \"on a temporary basis\". This meant that a lawyer from Stuttgart, who had set up chambers in Milan and was censured by the Milan Bar Council for not having registered, was entitled to bring a claim under for establishment freedom, rather than service freedom. However, the requirements to be registered in Milan before being able to practice would be allowed if they were non-discriminatory, \"justified by imperative requirements in the general interest\" and proportionately applied. All people or entities that engage in economic activity, particularly the self-employed, or \"undertakings\" such as companies or firms, have a right to set up an enterprise without unjustified restrictions. The Court of Justice has held that both a member state government and a private party can hinder freedom of establishment, so article 49 has both \"vertical\" and \"horizontal\" direct effect. In Reyners v Belgium the Court of Justice held that a refusal to admit a lawyer to the Belgian bar because he lacked Belgian nationality was unjustified. TFEU article 49 says states are exempt from infringing others' freedom of establishment when they exercise \"official authority\", but this did an advocate's work (as opposed to a court's) was not official. By contrast in Commission v Italy the Court of Justice held that a requirement for lawyers in Italy to comply with maximum tariffs unless there was an agreement with a client was not a restriction. The Grand Chamber of the Court of Justice held the Commission had not proven that this had any object or effect of limiting practitioners from entering the market. Therefore, there was no prima facie infringement freedom of establishment that needed to be justified.", "targets": "In which case did the Court of Justice state that refusal to admit a lawyer to the Belgian bar because he did not have Belgian heritage wasn't able to be justified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5e4a09f6da04f2fab0f520646a24b1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as creating rights for \"workers\" who generally lack bargaining power in the market, the Treaty on the Functioning of the European Union also protects the \"freedom of establishment\" in article 49, and \"freedom to provide services\" in article 56. In Gebhard v Consiglio dell\u2019Ordine degli Avvocati e Procuratori di Milano the Court of Justice held that to be \"established\" means to participate in economic life \"on a stable and continuous basis\", while providing \"services\" meant pursuing activity more \"on a temporary basis\". This meant that a lawyer from Stuttgart, who had set up chambers in Milan and was censured by the Milan Bar Council for not having registered, was entitled to bring a claim under for establishment freedom, rather than service freedom. However, the requirements to be registered in Milan before being able to practice would be allowed if they were non-discriminatory, \"justified by imperative requirements in the general interest\" and proportionately applied. All people or entities that engage in economic activity, particularly the self-employed, or \"undertakings\" such as companies or firms, have a right to set up an enterprise without unjustified restrictions. The Court of Justice has held that both a member state government and a private party can hinder freedom of establishment, so article 49 has both \"vertical\" and \"horizontal\" direct effect. In Reyners v Belgium the Court of Justice held that a refusal to admit a lawyer to the Belgian bar because he lacked Belgian nationality was unjustified. TFEU article 49 says states are exempt from infringing others' freedom of establishment when they exercise \"official authority\", but this did an advocate's work (as opposed to a court's) was not official. By contrast in Commission v Italy the Court of Justice held that a requirement for lawyers in Italy to comply with maximum tariffs unless there was an agreement with a client was not a restriction. The Grand Chamber of the Court of Justice held the Commission had not proven that this had any object or effect of limiting practitioners from entering the market. Therefore, there was no prima facie infringement freedom of establishment that needed to be justified.", "targets": "Which TFEU article states that states are exempt from infringing on rights of establishment when they exercise official authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5e4a09f6da04f2fab0f520646a24b1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as creating rights for \"workers\" who generally lack bargaining power in the market, the Treaty on the Functioning of the European Union also protects the \"freedom of establishment\" in article 49, and \"freedom to provide services\" in article 56. In Gebhard v Consiglio dell\u2019Ordine degli Avvocati e Procuratori di Milano the Court of Justice held that to be \"established\" means to participate in economic life \"on a stable and continuous basis\", while providing \"services\" meant pursuing activity more \"on a temporary basis\". This meant that a lawyer from Stuttgart, who had set up chambers in Milan and was censured by the Milan Bar Council for not having registered, was entitled to bring a claim under for establishment freedom, rather than service freedom. However, the requirements to be registered in Milan before being able to practice would be allowed if they were non-discriminatory, \"justified by imperative requirements in the general interest\" and proportionately applied. All people or entities that engage in economic activity, particularly the self-employed, or \"undertakings\" such as companies or firms, have a right to set up an enterprise without unjustified restrictions. The Court of Justice has held that both a member state government and a private party can hinder freedom of establishment, so article 49 has both \"vertical\" and \"horizontal\" direct effect. In Reyners v Belgium the Court of Justice held that a refusal to admit a lawyer to the Belgian bar because he lacked Belgian nationality was unjustified. TFEU article 49 says states are exempt from infringing others' freedom of establishment when they exercise \"official authority\", but this did an advocate's work (as opposed to a court's) was not official. By contrast in Commission v Italy the Court of Justice held that a requirement for lawyers in Italy to comply with maximum tariffs unless there was an agreement with a client was not a restriction. The Grand Chamber of the Court of Justice held the Commission had not proven that this had any object or effect of limiting practitioners from entering the market. Therefore, there was no prima facie infringement freedom of establishment that needed to be justified.", "targets": "In which case did the Court of Justice hold that requiring Italian lawyers to comply with maximum tariffs unless there was an agreement with a client was not a restriction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979d2baa3f9c41229001985bb1bcdd95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of Government Information Services (OGIS) is a Freedom of Information Act (FOIA) resource for the public and the government. Congress has charged NARA with reviewing FOIA policies, procedures and compliance of Federal agencies and to recommend changes to FOIA. NARA's mission also includes resolving FOIA disputes between Federal agencies and requesters.", "targets": "OGIS provides what resource for the government and public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979d2baa3f9c41229001985bb1bcdd95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of Government Information Services (OGIS) is a Freedom of Information Act (FOIA) resource for the public and the government. Congress has charged NARA with reviewing FOIA policies, procedures and compliance of Federal agencies and to recommend changes to FOIA. NARA's mission also includes resolving FOIA disputes between Federal agencies and requesters.", "targets": "What type of dispute does NARA typically resolve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979d2baa3f9c41229001985bb1bcdd95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of Government Information Services (OGIS) is a Freedom of Information Act (FOIA) resource for the public and the government. Congress has charged NARA with reviewing FOIA policies, procedures and compliance of Federal agencies and to recommend changes to FOIA. NARA's mission also includes resolving FOIA disputes between Federal agencies and requesters.", "targets": "NARA is ordered by congress to review what type of policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979d2baa3f9c41229001985bb1bcdd95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Office of Government Information Services (OGIS) is a Freedom of Information Act (FOIA) resource for the public and the government. Congress has charged NARA with reviewing FOIA policies, procedures and compliance of Federal agencies and to recommend changes to FOIA. NARA's mission also includes resolving FOIA disputes between Federal agencies and requesters.", "targets": "What types of recommendations does NARA provide to congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3148a185ed64003984bdad0b503ab73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "La Diablada Carnival takes place in Oruro in central Bolivia. It is celebrated in honor of the miners' patron saint, V\u00edrgen de Socavon (the Virgin of the Tunnels). Over 50 parade groups dance, sing and play music over a five kilometre-long course. Participants dress up as demons, devils, angels, Incas and Spanish conquistadors. Dances include caporales and tinkus. The parade runs from morning until late at night, 18 hours a day, 3 days before Ash Wednesday. It was declared the 2001 \"Masterpieces of Oral Heritage and Intangible Heritage of Humanity\" for UNESCO. Throughout the country celebrations are held involving traditional rhythms and water parties. In Santa Cruz de la Sierra, on the east side of the country, tropical weather allows a Brazilian-type Carnival, with Comparsas dancing traditional songs in matching uniforms.", "targets": "Which Carnival takes place in Oruro in Bolivia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3148a185ed64003984bdad0b503ab73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "La Diablada Carnival takes place in Oruro in central Bolivia. It is celebrated in honor of the miners' patron saint, V\u00edrgen de Socavon (the Virgin of the Tunnels). Over 50 parade groups dance, sing and play music over a five kilometre-long course. Participants dress up as demons, devils, angels, Incas and Spanish conquistadors. Dances include caporales and tinkus. The parade runs from morning until late at night, 18 hours a day, 3 days before Ash Wednesday. It was declared the 2001 \"Masterpieces of Oral Heritage and Intangible Heritage of Humanity\" for UNESCO. Throughout the country celebrations are held involving traditional rhythms and water parties. In Santa Cruz de la Sierra, on the east side of the country, tropical weather allows a Brazilian-type Carnival, with Comparsas dancing traditional songs in matching uniforms.", "targets": "Who is the miners' patron saint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3148a185ed64003984bdad0b503ab73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "La Diablada Carnival takes place in Oruro in central Bolivia. It is celebrated in honor of the miners' patron saint, V\u00edrgen de Socavon (the Virgin of the Tunnels). Over 50 parade groups dance, sing and play music over a five kilometre-long course. Participants dress up as demons, devils, angels, Incas and Spanish conquistadors. Dances include caporales and tinkus. The parade runs from morning until late at night, 18 hours a day, 3 days before Ash Wednesday. It was declared the 2001 \"Masterpieces of Oral Heritage and Intangible Heritage of Humanity\" for UNESCO. Throughout the country celebrations are held involving traditional rhythms and water parties. In Santa Cruz de la Sierra, on the east side of the country, tropical weather allows a Brazilian-type Carnival, with Comparsas dancing traditional songs in matching uniforms.", "targets": "Over how many parade groups participate in the festivities? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3148a185ed64003984bdad0b503ab73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "La Diablada Carnival takes place in Oruro in central Bolivia. It is celebrated in honor of the miners' patron saint, V\u00edrgen de Socavon (the Virgin of the Tunnels). Over 50 parade groups dance, sing and play music over a five kilometre-long course. Participants dress up as demons, devils, angels, Incas and Spanish conquistadors. Dances include caporales and tinkus. The parade runs from morning until late at night, 18 hours a day, 3 days before Ash Wednesday. It was declared the 2001 \"Masterpieces of Oral Heritage and Intangible Heritage of Humanity\" for UNESCO. Throughout the country celebrations are held involving traditional rhythms and water parties. In Santa Cruz de la Sierra, on the east side of the country, tropical weather allows a Brazilian-type Carnival, with Comparsas dancing traditional songs in matching uniforms.", "targets": "How many hours a day does the parade run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3148a185ed64003984bdad0b503ab73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "La Diablada Carnival takes place in Oruro in central Bolivia. It is celebrated in honor of the miners' patron saint, V\u00edrgen de Socavon (the Virgin of the Tunnels). Over 50 parade groups dance, sing and play music over a five kilometre-long course. Participants dress up as demons, devils, angels, Incas and Spanish conquistadors. Dances include caporales and tinkus. The parade runs from morning until late at night, 18 hours a day, 3 days before Ash Wednesday. It was declared the 2001 \"Masterpieces of Oral Heritage and Intangible Heritage of Humanity\" for UNESCO. Throughout the country celebrations are held involving traditional rhythms and water parties. In Santa Cruz de la Sierra, on the east side of the country, tropical weather allows a Brazilian-type Carnival, with Comparsas dancing traditional songs in matching uniforms.", "targets": "What does the tropical weather on the east side of Bolivia allow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6e8364ab6c498383114820b757ca91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A samurai could divorce his wife for a variety of reasons with approval from a superior, but divorce was, while not entirely nonexistent, a rare event. A wife's failure to produce a son was cause for divorce, but adoption of a male heir was considered an acceptable alternative to divorce. A samurai could divorce for personal reasons, even if he simply did not like his wife, but this was generally avoided as it would embarrass the person who had arranged the marriage. A woman could also arrange a divorce, although it would generally take the form of the samurai divorcing her. After a divorce samurai had to return the betrothal money, which often prevented divorces.", "targets": "How common was divorce for samurai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6e8364ab6c498383114820b757ca91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A samurai could divorce his wife for a variety of reasons with approval from a superior, but divorce was, while not entirely nonexistent, a rare event. A wife's failure to produce a son was cause for divorce, but adoption of a male heir was considered an acceptable alternative to divorce. A samurai could divorce for personal reasons, even if he simply did not like his wife, but this was generally avoided as it would embarrass the person who had arranged the marriage. A woman could also arrange a divorce, although it would generally take the form of the samurai divorcing her. After a divorce samurai had to return the betrothal money, which often prevented divorces.", "targets": "What could samurai do instead of divorce if their wife couldn't produce a son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6e8364ab6c498383114820b757ca91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A samurai could divorce his wife for a variety of reasons with approval from a superior, but divorce was, while not entirely nonexistent, a rare event. A wife's failure to produce a son was cause for divorce, but adoption of a male heir was considered an acceptable alternative to divorce. A samurai could divorce for personal reasons, even if he simply did not like his wife, but this was generally avoided as it would embarrass the person who had arranged the marriage. A woman could also arrange a divorce, although it would generally take the form of the samurai divorcing her. After a divorce samurai had to return the betrothal money, which often prevented divorces.", "targets": "Why did samurai avoid divorcing for reasons of dislike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6e8364ab6c498383114820b757ca91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A samurai could divorce his wife for a variety of reasons with approval from a superior, but divorce was, while not entirely nonexistent, a rare event. A wife's failure to produce a son was cause for divorce, but adoption of a male heir was considered an acceptable alternative to divorce. A samurai could divorce for personal reasons, even if he simply did not like his wife, but this was generally avoided as it would embarrass the person who had arranged the marriage. A woman could also arrange a divorce, although it would generally take the form of the samurai divorcing her. After a divorce samurai had to return the betrothal money, which often prevented divorces.", "targets": "What financial concern prevented divorce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec45f743379c4f0c92e561ed062dea8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Candidate Conservation Agreement is closely related to the \"Safe Harbor\" agreement, the main difference is that the Candidate Conservation Agreements With Assurances(CCA) are meant to protect unlisted species by providing incentives to private landowners and land managing agencies to restore, enhance or maintain habitat of unlisted species which are declining and have the potential to become threatened or endangered if critical habitat is not protected. The FWS will then assure that if, in the future the unlisted species becomes listed, the landowner will not be required to do more than already agreed upon in the CCA.", "targets": "How do Candidate Conservation Agreements differ from Safe Harbor agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec45f743379c4f0c92e561ed062dea8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Candidate Conservation Agreement is closely related to the \"Safe Harbor\" agreement, the main difference is that the Candidate Conservation Agreements With Assurances(CCA) are meant to protect unlisted species by providing incentives to private landowners and land managing agencies to restore, enhance or maintain habitat of unlisted species which are declining and have the potential to become threatened or endangered if critical habitat is not protected. The FWS will then assure that if, in the future the unlisted species becomes listed, the landowner will not be required to do more than already agreed upon in the CCA.", "targets": "How does a CCA help protect a private landowner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec45f743379c4f0c92e561ed062dea8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Candidate Conservation Agreement is closely related to the \"Safe Harbor\" agreement, the main difference is that the Candidate Conservation Agreements With Assurances(CCA) are meant to protect unlisted species by providing incentives to private landowners and land managing agencies to restore, enhance or maintain habitat of unlisted species which are declining and have the potential to become threatened or endangered if critical habitat is not protected. The FWS will then assure that if, in the future the unlisted species becomes listed, the landowner will not be required to do more than already agreed upon in the CCA.", "targets": "How does a CCA impact unlisted species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92481e719ba4b679f0b7d2d9cd6964d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of energy are a varying mix of both potential and kinetic energy. An example is mechanical energy which is the sum of (usually macroscopic) kinetic and potential energy in a system. Elastic energy in materials is also dependent upon electrical potential energy (among atoms and molecules), as is chemical energy, which is stored and released from a reservoir of electrical potential energy between electrons, and the molecules or atomic nuclei that attract them.[need quotation to verify].The list is also not necessarily complete. Whenever physical scientists discover that a certain phenomenon appears to violate the law of energy conservation, new forms are typically added that account for the discrepancy.", "targets": "What is dependent upon electrical potential energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92481e719ba4b679f0b7d2d9cd6964d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of energy are a varying mix of both potential and kinetic energy. An example is mechanical energy which is the sum of (usually macroscopic) kinetic and potential energy in a system. Elastic energy in materials is also dependent upon electrical potential energy (among atoms and molecules), as is chemical energy, which is stored and released from a reservoir of electrical potential energy between electrons, and the molecules or atomic nuclei that attract them.[need quotation to verify].The list is also not necessarily complete. Whenever physical scientists discover that a certain phenomenon appears to violate the law of energy conservation, new forms are typically added that account for the discrepancy.", "targets": "Where is chemical energy stored and released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92481e719ba4b679f0b7d2d9cd6964d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some types of energy are a varying mix of both potential and kinetic energy. An example is mechanical energy which is the sum of (usually macroscopic) kinetic and potential energy in a system. Elastic energy in materials is also dependent upon electrical potential energy (among atoms and molecules), as is chemical energy, which is stored and released from a reservoir of electrical potential energy between electrons, and the molecules or atomic nuclei that attract them.[need quotation to verify].The list is also not necessarily complete. Whenever physical scientists discover that a certain phenomenon appears to violate the law of energy conservation, new forms are typically added that account for the discrepancy.", "targets": "Some types of energy are a varying mix of potential and what other kind of energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc263916545484a9130e16c6110a34e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson's primary electrical power source is a coal and natural gas power-plant managed by Tucson Electric Power that is situated within the city limits on the south-western boundary of Davis-Monthan Air-force base adjacent to Interstate-10. The air pollution generated has raised some concerns as the Sundt operating station has been online since 1962 as is exempt from many pollution standards and controls due to its age. Solar has been gaining ground in Tucson with its ideal over 300 days of sunshine climate. Federal, state, and even local utility credits and incentives have also enticed residents to equip homes with solar systems. Davis-Monthan AFB has a 3.3 Megawatt (MW) ground-mounted solar photovoltaic (PV) array and a 2.7 MW rooftop-mounted PV array, both of which are located in the Base Housing area. The base will soon have the largest solar-generating capacity in the United States Department of Defense after awarding a contract on September 10, 2010, to SunEdison to construct a 14.5 MW PV field on the northwestern side of the base.", "targets": "Who runs Tucson's main power plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc263916545484a9130e16c6110a34e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson's primary electrical power source is a coal and natural gas power-plant managed by Tucson Electric Power that is situated within the city limits on the south-western boundary of Davis-Monthan Air-force base adjacent to Interstate-10. The air pollution generated has raised some concerns as the Sundt operating station has been online since 1962 as is exempt from many pollution standards and controls due to its age. Solar has been gaining ground in Tucson with its ideal over 300 days of sunshine climate. Federal, state, and even local utility credits and incentives have also enticed residents to equip homes with solar systems. Davis-Monthan AFB has a 3.3 Megawatt (MW) ground-mounted solar photovoltaic (PV) array and a 2.7 MW rooftop-mounted PV array, both of which are located in the Base Housing area. The base will soon have the largest solar-generating capacity in the United States Department of Defense after awarding a contract on September 10, 2010, to SunEdison to construct a 14.5 MW PV field on the northwestern side of the base.", "targets": "What highway is Tucson's main power plant near?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc263916545484a9130e16c6110a34e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson's primary electrical power source is a coal and natural gas power-plant managed by Tucson Electric Power that is situated within the city limits on the south-western boundary of Davis-Monthan Air-force base adjacent to Interstate-10. The air pollution generated has raised some concerns as the Sundt operating station has been online since 1962 as is exempt from many pollution standards and controls due to its age. Solar has been gaining ground in Tucson with its ideal over 300 days of sunshine climate. Federal, state, and even local utility credits and incentives have also enticed residents to equip homes with solar systems. Davis-Monthan AFB has a 3.3 Megawatt (MW) ground-mounted solar photovoltaic (PV) array and a 2.7 MW rooftop-mounted PV array, both of which are located in the Base Housing area. The base will soon have the largest solar-generating capacity in the United States Department of Defense after awarding a contract on September 10, 2010, to SunEdison to construct a 14.5 MW PV field on the northwestern side of the base.", "targets": "What does Tucson's main power plant use for fuel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc263916545484a9130e16c6110a34e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson's primary electrical power source is a coal and natural gas power-plant managed by Tucson Electric Power that is situated within the city limits on the south-western boundary of Davis-Monthan Air-force base adjacent to Interstate-10. The air pollution generated has raised some concerns as the Sundt operating station has been online since 1962 as is exempt from many pollution standards and controls due to its age. Solar has been gaining ground in Tucson with its ideal over 300 days of sunshine climate. Federal, state, and even local utility credits and incentives have also enticed residents to equip homes with solar systems. Davis-Monthan AFB has a 3.3 Megawatt (MW) ground-mounted solar photovoltaic (PV) array and a 2.7 MW rooftop-mounted PV array, both of which are located in the Base Housing area. The base will soon have the largest solar-generating capacity in the United States Department of Defense after awarding a contract on September 10, 2010, to SunEdison to construct a 14.5 MW PV field on the northwestern side of the base.", "targets": "When did Tucson's main power plant begin operation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc263916545484a9130e16c6110a34e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tucson's primary electrical power source is a coal and natural gas power-plant managed by Tucson Electric Power that is situated within the city limits on the south-western boundary of Davis-Monthan Air-force base adjacent to Interstate-10. The air pollution generated has raised some concerns as the Sundt operating station has been online since 1962 as is exempt from many pollution standards and controls due to its age. Solar has been gaining ground in Tucson with its ideal over 300 days of sunshine climate. Federal, state, and even local utility credits and incentives have also enticed residents to equip homes with solar systems. Davis-Monthan AFB has a 3.3 Megawatt (MW) ground-mounted solar photovoltaic (PV) array and a 2.7 MW rooftop-mounted PV array, both of which are located in the Base Housing area. The base will soon have the largest solar-generating capacity in the United States Department of Defense after awarding a contract on September 10, 2010, to SunEdison to construct a 14.5 MW PV field on the northwestern side of the base.", "targets": "How many days of sunshine does Tucson get each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0522d4d8e494db4b0c9a90cc491838d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's food culture includes a variety of international cuisines influenced by the city's immigrant history. Central European and Italian immigrants originally made the city famous for bagels, cheesecake, and New York-style pizza, while Chinese and other Asian restaurants, sandwich joints, trattorias, diners, and coffeehouses have become ubiquitous. Some 4,000 mobile food vendors licensed by the city, many immigrant-owned, have made Middle Eastern foods such as falafel and kebabs popular examples of modern New York street food. The city is also home to nearly one thousand of the finest and most diverse haute cuisine restaurants in the world, according to Michelin. The New York City Department of Health and Mental Hygiene assigns letter grades to the city's 24,000 restaurants based upon their inspection results.", "targets": "How many restaurants are there in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0522d4d8e494db4b0c9a90cc491838d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's food culture includes a variety of international cuisines influenced by the city's immigrant history. Central European and Italian immigrants originally made the city famous for bagels, cheesecake, and New York-style pizza, while Chinese and other Asian restaurants, sandwich joints, trattorias, diners, and coffeehouses have become ubiquitous. Some 4,000 mobile food vendors licensed by the city, many immigrant-owned, have made Middle Eastern foods such as falafel and kebabs popular examples of modern New York street food. The city is also home to nearly one thousand of the finest and most diverse haute cuisine restaurants in the world, according to Michelin. The New York City Department of Health and Mental Hygiene assigns letter grades to the city's 24,000 restaurants based upon their inspection results.", "targets": "How many mobile food vendors operate in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0522d4d8e494db4b0c9a90cc491838d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's food culture includes a variety of international cuisines influenced by the city's immigrant history. Central European and Italian immigrants originally made the city famous for bagels, cheesecake, and New York-style pizza, while Chinese and other Asian restaurants, sandwich joints, trattorias, diners, and coffeehouses have become ubiquitous. Some 4,000 mobile food vendors licensed by the city, many immigrant-owned, have made Middle Eastern foods such as falafel and kebabs popular examples of modern New York street food. The city is also home to nearly one thousand of the finest and most diverse haute cuisine restaurants in the world, according to Michelin. The New York City Department of Health and Mental Hygiene assigns letter grades to the city's 24,000 restaurants based upon their inspection results.", "targets": "How many restaurants is New York home to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0522d4d8e494db4b0c9a90cc491838d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's food culture includes a variety of international cuisines influenced by the city's immigrant history. Central European and Italian immigrants originally made the city famous for bagels, cheesecake, and New York-style pizza, while Chinese and other Asian restaurants, sandwich joints, trattorias, diners, and coffeehouses have become ubiquitous. Some 4,000 mobile food vendors licensed by the city, many immigrant-owned, have made Middle Eastern foods such as falafel and kebabs popular examples of modern New York street food. The city is also home to nearly one thousand of the finest and most diverse haute cuisine restaurants in the world, according to Michelin. The New York City Department of Health and Mental Hygiene assigns letter grades to the city's 24,000 restaurants based upon their inspection results.", "targets": "What public department inspects the restaurants of New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0522d4d8e494db4b0c9a90cc491838d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's food culture includes a variety of international cuisines influenced by the city's immigrant history. Central European and Italian immigrants originally made the city famous for bagels, cheesecake, and New York-style pizza, while Chinese and other Asian restaurants, sandwich joints, trattorias, diners, and coffeehouses have become ubiquitous. Some 4,000 mobile food vendors licensed by the city, many immigrant-owned, have made Middle Eastern foods such as falafel and kebabs popular examples of modern New York street food. The city is also home to nearly one thousand of the finest and most diverse haute cuisine restaurants in the world, according to Michelin. The New York City Department of Health and Mental Hygiene assigns letter grades to the city's 24,000 restaurants based upon their inspection results.", "targets": "According to Michelin, about how many fine dining restaurants exist in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "What was the last number Chopin gave to an opus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "Who was Chopin's musical executor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "How many unfinished pieces did Julian Fontana make into eight more opus numbers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "Op. 74 is made up of how many Polish songs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "What is the last opus number that Chopin used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "Who grouped 23 unpublished pieces and published them as Opp. 66-73 in 1855?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2555622994ec496eb724912ad36d42aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last opus number that Chopin himself used was 65, allocated to the Cello Sonata in G minor. He expressed a deathbed wish that all his unpublished manuscripts be destroyed. At the request of the composer's mother and sisters, however, his musical executor Julian Fontana selected 23 unpublished piano pieces and grouped them into eight further opus numbers (Opp. 66\u201373), published in 1855. In 1857, 17 Polish songs that Chopin wrote at various stages of his life were collected and published as Op. 74, though their order within the opus did not reflect the order of composition.", "targets": "When was Op. 74 published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfd58b705a147d9882ebb5db0a4bfa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many rules to contact in this type of football. First, the only player on the field who may be legally tackled is the player currently in possession of the football (the ball carrier). Second, a receiver, that is to say, an offensive player sent down the field to receive a pass, may not be interfered with (have his motion impeded, be blocked, etc.) unless he is within one yard of the line of scrimmage (instead of 5 yards (4.6 m) in American football). Any player may block another player's passage, so long as he does not hold or trip the player he intends to block. The kicker may not be contacted after the kick but before his kicking leg returns to the ground (this rule is not enforced upon a player who has blocked a kick), and the quarterback, having already thrown the ball, may not be hit or tackled.", "targets": "What is the term for the player that is currently handing the football when play is underway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfd58b705a147d9882ebb5db0a4bfa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many rules to contact in this type of football. First, the only player on the field who may be legally tackled is the player currently in possession of the football (the ball carrier). Second, a receiver, that is to say, an offensive player sent down the field to receive a pass, may not be interfered with (have his motion impeded, be blocked, etc.) unless he is within one yard of the line of scrimmage (instead of 5 yards (4.6 m) in American football). Any player may block another player's passage, so long as he does not hold or trip the player he intends to block. The kicker may not be contacted after the kick but before his kicking leg returns to the ground (this rule is not enforced upon a player who has blocked a kick), and the quarterback, having already thrown the ball, may not be hit or tackled.", "targets": "Within what distance from the line of scrimmage can offensive players who do not have the ball be legally contacted by defensive players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfd58b705a147d9882ebb5db0a4bfa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many rules to contact in this type of football. First, the only player on the field who may be legally tackled is the player currently in possession of the football (the ball carrier). Second, a receiver, that is to say, an offensive player sent down the field to receive a pass, may not be interfered with (have his motion impeded, be blocked, etc.) unless he is within one yard of the line of scrimmage (instead of 5 yards (4.6 m) in American football). Any player may block another player's passage, so long as he does not hold or trip the player he intends to block. The kicker may not be contacted after the kick but before his kicking leg returns to the ground (this rule is not enforced upon a player who has blocked a kick), and the quarterback, having already thrown the ball, may not be hit or tackled.", "targets": "What are two illegal ways to block an opposing player's progress near the line of scrimmage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfd58b705a147d9882ebb5db0a4bfa6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many rules to contact in this type of football. First, the only player on the field who may be legally tackled is the player currently in possession of the football (the ball carrier). Second, a receiver, that is to say, an offensive player sent down the field to receive a pass, may not be interfered with (have his motion impeded, be blocked, etc.) unless he is within one yard of the line of scrimmage (instead of 5 yards (4.6 m) in American football). Any player may block another player's passage, so long as he does not hold or trip the player he intends to block. The kicker may not be contacted after the kick but before his kicking leg returns to the ground (this rule is not enforced upon a player who has blocked a kick), and the quarterback, having already thrown the ball, may not be hit or tackled.", "targets": "Which player may not be tackled immediately after they have thrown a pass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "What former U.S. president was born in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "What New Haven institution did former U.S. president Bill Clinton and Hillary Rodham Clinton both attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "What former U.S. vice president graduated from Yale University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "Prior to 2008, in what year did the last election occur in which neither major party had an individual on the ticket with a connection to New Haven and Yale University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "Who was the President pro tempore of the Senate in 1801 that was native to New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "Which former U.S. president have been born in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "Multiple president have studied at this popular college, you can guess the name of the university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "Serving in President Obama's cabinet, this man has also studied at Yale, can you guess who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dc030f79114b21a8cda6ea10f88848", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven is the birthplace of former president George W. Bush, who was born when his father, former president George H. W. Bush, was living in New Haven while a student at Yale. In addition to being the site of the college educations of both Presidents Bush, as Yale students, New Haven was also the temporary home of former presidents William Howard Taft, Gerald Ford, and Bill Clinton, as well as Secretary of State John Kerry. President Clinton met his wife, former U.S. Secretary of State Hillary Rodham Clinton, while the two were students at Yale Law School. Former vice presidents John C. Calhoun and Dick Cheney also studied in New Haven (although the latter did not graduate from Yale). Before the 2008 election, the last time there was not a person with ties to New Haven and Yale on either major party's ticket was 1968. James Hillhouse, a New Haven native, served as President pro tempore of the United States Senate in 1801.", "targets": "Yale University is heavily affiliate with our presidential candidates since what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef056d666f584457884ba430868beb08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the official forms of their respective languages, the four linguistic regions of Switzerland also have their local dialectal forms. The role played by dialects in each linguistic region varies dramatically: in the German-speaking regions, Swiss German dialects have become ever more prevalent since the second half of the 20th century, especially in the media, such as radio and television, and are used as an everyday language, while the Swiss variety of Standard German is almost always used instead of dialect for written communication (c.f. diglossic usage of a language). Conversely, in the French-speaking regions the local dialects have almost disappeared (only 6.3% of the population of Valais, 3.9% of Fribourg, and 3.1% of Jura still spoke dialects at the end of the 20th century), while in the Italian-speaking regions dialects are mostly limited to family settings and casual conversation.", "targets": "How many linguistic regions of Switzerland have their own form of local dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef056d666f584457884ba430868beb08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the official forms of their respective languages, the four linguistic regions of Switzerland also have their local dialectal forms. The role played by dialects in each linguistic region varies dramatically: in the German-speaking regions, Swiss German dialects have become ever more prevalent since the second half of the 20th century, especially in the media, such as radio and television, and are used as an everyday language, while the Swiss variety of Standard German is almost always used instead of dialect for written communication (c.f. diglossic usage of a language). Conversely, in the French-speaking regions the local dialects have almost disappeared (only 6.3% of the population of Valais, 3.9% of Fribourg, and 3.1% of Jura still spoke dialects at the end of the 20th century), while in the Italian-speaking regions dialects are mostly limited to family settings and casual conversation.", "targets": "What dialect is increasing in German speaking regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef056d666f584457884ba430868beb08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the official forms of their respective languages, the four linguistic regions of Switzerland also have their local dialectal forms. The role played by dialects in each linguistic region varies dramatically: in the German-speaking regions, Swiss German dialects have become ever more prevalent since the second half of the 20th century, especially in the media, such as radio and television, and are used as an everyday language, while the Swiss variety of Standard German is almost always used instead of dialect for written communication (c.f. diglossic usage of a language). Conversely, in the French-speaking regions the local dialects have almost disappeared (only 6.3% of the population of Valais, 3.9% of Fribourg, and 3.1% of Jura still spoke dialects at the end of the 20th century), while in the Italian-speaking regions dialects are mostly limited to family settings and casual conversation.", "targets": "What has happened to the local dialects in the French speaking regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef056d666f584457884ba430868beb08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aside from the official forms of their respective languages, the four linguistic regions of Switzerland also have their local dialectal forms. The role played by dialects in each linguistic region varies dramatically: in the German-speaking regions, Swiss German dialects have become ever more prevalent since the second half of the 20th century, especially in the media, such as radio and television, and are used as an everyday language, while the Swiss variety of Standard German is almost always used instead of dialect for written communication (c.f. diglossic usage of a language). Conversely, in the French-speaking regions the local dialects have almost disappeared (only 6.3% of the population of Valais, 3.9% of Fribourg, and 3.1% of Jura still spoke dialects at the end of the 20th century), while in the Italian-speaking regions dialects are mostly limited to family settings and casual conversation.", "targets": "Where do dialects tend to be limited to in the Italian speaking regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8164d4e5d717420c91fc55640ecba094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther justified his opposition to the rebels on three grounds. First, in choosing violence over lawful submission to the secular government, they were ignoring Christ's counsel to \"Render unto Caesar the things that are Caesar's\"; St. Paul had written in his epistle to the Romans 13:1\u20137 that all authorities are appointed by God and therefore should not be resisted. This reference from the Bible forms the foundation for the doctrine known as the Divine Right of Kings, or, in the German case, the divine right of the princes. Second, the violent actions of rebelling, robbing, and plundering placed the peasants \"outside the law of God and Empire\", so they deserved \"death in body and soul, if only as highwaymen and murderers.\" Lastly, Luther charged the rebels with blasphemy for calling themselves \"Christian brethren\" and committing their sinful acts under the banner of the Gospel.", "targets": "How many ways did Luther justify his opposition to revolt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8164d4e5d717420c91fc55640ecba094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther justified his opposition to the rebels on three grounds. First, in choosing violence over lawful submission to the secular government, they were ignoring Christ's counsel to \"Render unto Caesar the things that are Caesar's\"; St. Paul had written in his epistle to the Romans 13:1\u20137 that all authorities are appointed by God and therefore should not be resisted. This reference from the Bible forms the foundation for the doctrine known as the Divine Right of Kings, or, in the German case, the divine right of the princes. Second, the violent actions of rebelling, robbing, and plundering placed the peasants \"outside the law of God and Empire\", so they deserved \"death in body and soul, if only as highwaymen and murderers.\" Lastly, Luther charged the rebels with blasphemy for calling themselves \"Christian brethren\" and committing their sinful acts under the banner of the Gospel.", "targets": "What were the protesters doing with Christ's counsel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8164d4e5d717420c91fc55640ecba094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther justified his opposition to the rebels on three grounds. First, in choosing violence over lawful submission to the secular government, they were ignoring Christ's counsel to \"Render unto Caesar the things that are Caesar's\"; St. Paul had written in his epistle to the Romans 13:1\u20137 that all authorities are appointed by God and therefore should not be resisted. This reference from the Bible forms the foundation for the doctrine known as the Divine Right of Kings, or, in the German case, the divine right of the princes. Second, the violent actions of rebelling, robbing, and plundering placed the peasants \"outside the law of God and Empire\", so they deserved \"death in body and soul, if only as highwaymen and murderers.\" Lastly, Luther charged the rebels with blasphemy for calling themselves \"Christian brethren\" and committing their sinful acts under the banner of the Gospel.", "targets": "By whom did St Paul say all authorities were appointed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8164d4e5d717420c91fc55640ecba094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther justified his opposition to the rebels on three grounds. First, in choosing violence over lawful submission to the secular government, they were ignoring Christ's counsel to \"Render unto Caesar the things that are Caesar's\"; St. Paul had written in his epistle to the Romans 13:1\u20137 that all authorities are appointed by God and therefore should not be resisted. This reference from the Bible forms the foundation for the doctrine known as the Divine Right of Kings, or, in the German case, the divine right of the princes. Second, the violent actions of rebelling, robbing, and plundering placed the peasants \"outside the law of God and Empire\", so they deserved \"death in body and soul, if only as highwaymen and murderers.\" Lastly, Luther charged the rebels with blasphemy for calling themselves \"Christian brethren\" and committing their sinful acts under the banner of the Gospel.", "targets": "What is this doctrine of God appointing authorities called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8164d4e5d717420c91fc55640ecba094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther justified his opposition to the rebels on three grounds. First, in choosing violence over lawful submission to the secular government, they were ignoring Christ's counsel to \"Render unto Caesar the things that are Caesar's\"; St. Paul had written in his epistle to the Romans 13:1\u20137 that all authorities are appointed by God and therefore should not be resisted. This reference from the Bible forms the foundation for the doctrine known as the Divine Right of Kings, or, in the German case, the divine right of the princes. Second, the violent actions of rebelling, robbing, and plundering placed the peasants \"outside the law of God and Empire\", so they deserved \"death in body and soul, if only as highwaymen and murderers.\" Lastly, Luther charged the rebels with blasphemy for calling themselves \"Christian brethren\" and committing their sinful acts under the banner of the Gospel.", "targets": "What kind of death did Luther say the revolting peasants deserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a65a5e872ce456391134bb4a76bf09f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 20th century balloon, or airship, guns, for land and naval use were attracting attention. Various types of ammunition were proposed, high explosive, incendiary, bullet-chains, rod bullets and shrapnel. The need for some form of tracer or smoke trail was articulated. Fuzing options were also examined, both impact and time types. Mountings were generally pedestal type, but could be on field platforms. Trials were underway in most countries in Europe but only Krupp, Erhardt, Vickers Maxim, and Schneider had published any information by 1910. Krupp's designs included adaptations of their 65 mm 9-pounder, a 75 mm 12-pounder, and even a 105 mm gun. Erhardt also had a 12-pounder, while Vickers Maxim offered a 3-pounder and Schneider a 47 mm. The French balloon gun appeared in 1910, it was an 11-pounder but mounted on a vehicle, with a total uncrewed weight of 2 tons. However, since balloons were slow moving, sights were simple. But the challenges of faster moving airplanes were recognised.", "targets": "What kind of guns started attracting attention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a65a5e872ce456391134bb4a76bf09f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 20th century balloon, or airship, guns, for land and naval use were attracting attention. Various types of ammunition were proposed, high explosive, incendiary, bullet-chains, rod bullets and shrapnel. The need for some form of tracer or smoke trail was articulated. Fuzing options were also examined, both impact and time types. Mountings were generally pedestal type, but could be on field platforms. Trials were underway in most countries in Europe but only Krupp, Erhardt, Vickers Maxim, and Schneider had published any information by 1910. Krupp's designs included adaptations of their 65 mm 9-pounder, a 75 mm 12-pounder, and even a 105 mm gun. Erhardt also had a 12-pounder, while Vickers Maxim offered a 3-pounder and Schneider a 47 mm. The French balloon gun appeared in 1910, it was an 11-pounder but mounted on a vehicle, with a total uncrewed weight of 2 tons. However, since balloons were slow moving, sights were simple. But the challenges of faster moving airplanes were recognised.", "targets": "In addition to ammo proposals, what other need was articulated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a65a5e872ce456391134bb4a76bf09f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 20th century balloon, or airship, guns, for land and naval use were attracting attention. Various types of ammunition were proposed, high explosive, incendiary, bullet-chains, rod bullets and shrapnel. The need for some form of tracer or smoke trail was articulated. Fuzing options were also examined, both impact and time types. Mountings were generally pedestal type, but could be on field platforms. Trials were underway in most countries in Europe but only Krupp, Erhardt, Vickers Maxim, and Schneider had published any information by 1910. Krupp's designs included adaptations of their 65 mm 9-pounder, a 75 mm 12-pounder, and even a 105 mm gun. Erhardt also had a 12-pounder, while Vickers Maxim offered a 3-pounder and Schneider a 47 mm. The French balloon gun appeared in 1910, it was an 11-pounder but mounted on a vehicle, with a total uncrewed weight of 2 tons. However, since balloons were slow moving, sights were simple. But the challenges of faster moving airplanes were recognised.", "targets": "The impact and time types of what were analyzed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a65a5e872ce456391134bb4a76bf09f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 20th century balloon, or airship, guns, for land and naval use were attracting attention. Various types of ammunition were proposed, high explosive, incendiary, bullet-chains, rod bullets and shrapnel. The need for some form of tracer or smoke trail was articulated. Fuzing options were also examined, both impact and time types. Mountings were generally pedestal type, but could be on field platforms. Trials were underway in most countries in Europe but only Krupp, Erhardt, Vickers Maxim, and Schneider had published any information by 1910. Krupp's designs included adaptations of their 65 mm 9-pounder, a 75 mm 12-pounder, and even a 105 mm gun. Erhardt also had a 12-pounder, while Vickers Maxim offered a 3-pounder and Schneider a 47 mm. The French balloon gun appeared in 1910, it was an 11-pounder but mounted on a vehicle, with a total uncrewed weight of 2 tons. However, since balloons were slow moving, sights were simple. But the challenges of faster moving airplanes were recognised.", "targets": "As of 1910, who had published info available for gun designs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a65a5e872ce456391134bb4a76bf09f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early 20th century balloon, or airship, guns, for land and naval use were attracting attention. Various types of ammunition were proposed, high explosive, incendiary, bullet-chains, rod bullets and shrapnel. The need for some form of tracer or smoke trail was articulated. Fuzing options were also examined, both impact and time types. Mountings were generally pedestal type, but could be on field platforms. Trials were underway in most countries in Europe but only Krupp, Erhardt, Vickers Maxim, and Schneider had published any information by 1910. Krupp's designs included adaptations of their 65 mm 9-pounder, a 75 mm 12-pounder, and even a 105 mm gun. Erhardt also had a 12-pounder, while Vickers Maxim offered a 3-pounder and Schneider a 47 mm. The French balloon gun appeared in 1910, it was an 11-pounder but mounted on a vehicle, with a total uncrewed weight of 2 tons. However, since balloons were slow moving, sights were simple. But the challenges of faster moving airplanes were recognised.", "targets": "What gun made the scene in 1910?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464b0a387bed49bb9a2d1c91ff975e15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Updated Motorola CPUs made a faster machine possible, and in 1987 Apple took advantage of the new Motorola technology and introduced the Macintosh II at $5500, powered by a 16 MHz Motorola 68020 processor. The primary improvement in the Macintosh II was Color QuickDraw in ROM, a color version of the graphics language which was the heart of the machine. Among the many innovations in Color QuickDraw were the ability to handle any display size, any color depth, and multiple monitors. The Macintosh II marked the start of a new direction for the Macintosh, as now for the first time it had an open architecture with several NuBus expansion slots, support for color graphics and external monitors, and a modular design similar to that of the IBM PC. It had an internal hard drive and a power supply with a fan, which was initially fairly loud. One third-party developer sold a device to regulate fan speed based on a heat sensor, but it voided the warranty. Later Macintosh computers had quieter power supplies and hard drives.", "targets": "Whose technology did Apple take advantage of when introducing the Macintosh II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464b0a387bed49bb9a2d1c91ff975e15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Updated Motorola CPUs made a faster machine possible, and in 1987 Apple took advantage of the new Motorola technology and introduced the Macintosh II at $5500, powered by a 16 MHz Motorola 68020 processor. The primary improvement in the Macintosh II was Color QuickDraw in ROM, a color version of the graphics language which was the heart of the machine. Among the many innovations in Color QuickDraw were the ability to handle any display size, any color depth, and multiple monitors. The Macintosh II marked the start of a new direction for the Macintosh, as now for the first time it had an open architecture with several NuBus expansion slots, support for color graphics and external monitors, and a modular design similar to that of the IBM PC. It had an internal hard drive and a power supply with a fan, which was initially fairly loud. One third-party developer sold a device to regulate fan speed based on a heat sensor, but it voided the warranty. Later Macintosh computers had quieter power supplies and hard drives.", "targets": "What powered the Macintosh II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464b0a387bed49bb9a2d1c91ff975e15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Updated Motorola CPUs made a faster machine possible, and in 1987 Apple took advantage of the new Motorola technology and introduced the Macintosh II at $5500, powered by a 16 MHz Motorola 68020 processor. The primary improvement in the Macintosh II was Color QuickDraw in ROM, a color version of the graphics language which was the heart of the machine. Among the many innovations in Color QuickDraw were the ability to handle any display size, any color depth, and multiple monitors. The Macintosh II marked the start of a new direction for the Macintosh, as now for the first time it had an open architecture with several NuBus expansion slots, support for color graphics and external monitors, and a modular design similar to that of the IBM PC. It had an internal hard drive and a power supply with a fan, which was initially fairly loud. One third-party developer sold a device to regulate fan speed based on a heat sensor, but it voided the warranty. Later Macintosh computers had quieter power supplies and hard drives.", "targets": "How much did the Macintosh II sell for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464b0a387bed49bb9a2d1c91ff975e15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Updated Motorola CPUs made a faster machine possible, and in 1987 Apple took advantage of the new Motorola technology and introduced the Macintosh II at $5500, powered by a 16 MHz Motorola 68020 processor. The primary improvement in the Macintosh II was Color QuickDraw in ROM, a color version of the graphics language which was the heart of the machine. Among the many innovations in Color QuickDraw were the ability to handle any display size, any color depth, and multiple monitors. The Macintosh II marked the start of a new direction for the Macintosh, as now for the first time it had an open architecture with several NuBus expansion slots, support for color graphics and external monitors, and a modular design similar to that of the IBM PC. It had an internal hard drive and a power supply with a fan, which was initially fairly loud. One third-party developer sold a device to regulate fan speed based on a heat sensor, but it voided the warranty. Later Macintosh computers had quieter power supplies and hard drives.", "targets": "What marked the start of a new direction for Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464b0a387bed49bb9a2d1c91ff975e15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Updated Motorola CPUs made a faster machine possible, and in 1987 Apple took advantage of the new Motorola technology and introduced the Macintosh II at $5500, powered by a 16 MHz Motorola 68020 processor. The primary improvement in the Macintosh II was Color QuickDraw in ROM, a color version of the graphics language which was the heart of the machine. Among the many innovations in Color QuickDraw were the ability to handle any display size, any color depth, and multiple monitors. The Macintosh II marked the start of a new direction for the Macintosh, as now for the first time it had an open architecture with several NuBus expansion slots, support for color graphics and external monitors, and a modular design similar to that of the IBM PC. It had an internal hard drive and a power supply with a fan, which was initially fairly loud. One third-party developer sold a device to regulate fan speed based on a heat sensor, but it voided the warranty. Later Macintosh computers had quieter power supplies and hard drives.", "targets": "What was the Macintosh II's new modular design similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae7a7c8529f0459a91b1286a9fcbedbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Congress declared war on Mexico on May 13, 1846 after only having a few hours to debate. Although President Jos\u00e9 Mariano Paredes's issuance of a manifesto on May 23 is sometimes considered the declaration of war, Mexico officially declared war by Congress on July 7. After the American invasion of New Mexico, Chihuahua sent 12,000 men led by Colonel Vidal to the border to stop the American military advance into the state. The Mexican forces being impatient to confront the American forces passed beyond El Paso del Norte about 20 miles (32 km) north along the Rio Grande. The first battle that Chihuahua fought was the battle of El Bracito; the Mexican forces consisting of 500 cavalry and 70 infantry confronted a force of 1,100\u20131,200 Americans on December 25, 1846. The battle ended badly by the Mexican forces that were then forced to retreat back into the state of Chihuahua. By December 27, 1846, the American forces occupied El Paso Del Norte. General Doniphan maintained camp in El Paso Del Norte awaiting supplies and artillery which he received in February 1847.", "targets": "Who declared war on Mexico in 1846?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae7a7c8529f0459a91b1286a9fcbedbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Congress declared war on Mexico on May 13, 1846 after only having a few hours to debate. Although President Jos\u00e9 Mariano Paredes's issuance of a manifesto on May 23 is sometimes considered the declaration of war, Mexico officially declared war by Congress on July 7. After the American invasion of New Mexico, Chihuahua sent 12,000 men led by Colonel Vidal to the border to stop the American military advance into the state. The Mexican forces being impatient to confront the American forces passed beyond El Paso del Norte about 20 miles (32 km) north along the Rio Grande. The first battle that Chihuahua fought was the battle of El Bracito; the Mexican forces consisting of 500 cavalry and 70 infantry confronted a force of 1,100\u20131,200 Americans on December 25, 1846. The battle ended badly by the Mexican forces that were then forced to retreat back into the state of Chihuahua. By December 27, 1846, the American forces occupied El Paso Del Norte. General Doniphan maintained camp in El Paso Del Norte awaiting supplies and artillery which he received in February 1847.", "targets": "How many men did Chihuahua send to defend New Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae7a7c8529f0459a91b1286a9fcbedbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Congress declared war on Mexico on May 13, 1846 after only having a few hours to debate. Although President Jos\u00e9 Mariano Paredes's issuance of a manifesto on May 23 is sometimes considered the declaration of war, Mexico officially declared war by Congress on July 7. After the American invasion of New Mexico, Chihuahua sent 12,000 men led by Colonel Vidal to the border to stop the American military advance into the state. The Mexican forces being impatient to confront the American forces passed beyond El Paso del Norte about 20 miles (32 km) north along the Rio Grande. The first battle that Chihuahua fought was the battle of El Bracito; the Mexican forces consisting of 500 cavalry and 70 infantry confronted a force of 1,100\u20131,200 Americans on December 25, 1846. The battle ended badly by the Mexican forces that were then forced to retreat back into the state of Chihuahua. By December 27, 1846, the American forces occupied El Paso Del Norte. General Doniphan maintained camp in El Paso Del Norte awaiting supplies and artillery which he received in February 1847.", "targets": "Which was the first battle fought by Chihuahua?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae7a7c8529f0459a91b1286a9fcbedbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Congress declared war on Mexico on May 13, 1846 after only having a few hours to debate. Although President Jos\u00e9 Mariano Paredes's issuance of a manifesto on May 23 is sometimes considered the declaration of war, Mexico officially declared war by Congress on July 7. After the American invasion of New Mexico, Chihuahua sent 12,000 men led by Colonel Vidal to the border to stop the American military advance into the state. The Mexican forces being impatient to confront the American forces passed beyond El Paso del Norte about 20 miles (32 km) north along the Rio Grande. The first battle that Chihuahua fought was the battle of El Bracito; the Mexican forces consisting of 500 cavalry and 70 infantry confronted a force of 1,100\u20131,200 Americans on December 25, 1846. The battle ended badly by the Mexican forces that were then forced to retreat back into the state of Chihuahua. By December 27, 1846, the American forces occupied El Paso Del Norte. General Doniphan maintained camp in El Paso Del Norte awaiting supplies and artillery which he received in February 1847.", "targets": "Who won the battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae7a7c8529f0459a91b1286a9fcbedbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Congress declared war on Mexico on May 13, 1846 after only having a few hours to debate. Although President Jos\u00e9 Mariano Paredes's issuance of a manifesto on May 23 is sometimes considered the declaration of war, Mexico officially declared war by Congress on July 7. After the American invasion of New Mexico, Chihuahua sent 12,000 men led by Colonel Vidal to the border to stop the American military advance into the state. The Mexican forces being impatient to confront the American forces passed beyond El Paso del Norte about 20 miles (32 km) north along the Rio Grande. The first battle that Chihuahua fought was the battle of El Bracito; the Mexican forces consisting of 500 cavalry and 70 infantry confronted a force of 1,100\u20131,200 Americans on December 25, 1846. The battle ended badly by the Mexican forces that were then forced to retreat back into the state of Chihuahua. By December 27, 1846, the American forces occupied El Paso Del Norte. General Doniphan maintained camp in El Paso Del Norte awaiting supplies and artillery which he received in February 1847.", "targets": "Which general maintained camp in El Paso Del Norte after the battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b65269aab91414a9f38410cccfdc7ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterianism is a part of the Reformed tradition within Protestantism which traces its origins to the British Isles. Presbyterian churches derive their name from the presbyterian form of church government, which is governed by representative assemblies of elders. Many Reformed churches are organized this way, but the word \"Presbyterian,\" when capitalized, is often applied uniquely to the churches that trace their roots to the Scottish and English churches that bore that name and English political groups that formed during the English Civil War. Presbyterian theology typically emphasizes the sovereignty of God, the authority of the Scriptures, and the necessity of grace through faith in Christ. Presbyterian church government was ensured in Scotland by the Acts of Union in 1707 which created the kingdom of Great Britain. In fact, most Presbyterians found in England can trace a Scottish connection, and the Presbyterian denomination was also taken to North America mostly by Scots and Scots-Irish immigrants. The Presbyterian denominations in Scotland hold to the theology of John Calvin and his immediate successors, although there are a range of theological views within contemporary Presbyterianism. Local congregations of churches which use presbyterian polity are governed by sessions made up of representatives of the congregation (elders); a conciliar approach which is found at other levels of decision-making (presbytery, synod and general assembly).", "targets": "Where can you trace back the origins of Presbyterianism back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b65269aab91414a9f38410cccfdc7ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterianism is a part of the Reformed tradition within Protestantism which traces its origins to the British Isles. Presbyterian churches derive their name from the presbyterian form of church government, which is governed by representative assemblies of elders. Many Reformed churches are organized this way, but the word \"Presbyterian,\" when capitalized, is often applied uniquely to the churches that trace their roots to the Scottish and English churches that bore that name and English political groups that formed during the English Civil War. Presbyterian theology typically emphasizes the sovereignty of God, the authority of the Scriptures, and the necessity of grace through faith in Christ. Presbyterian church government was ensured in Scotland by the Acts of Union in 1707 which created the kingdom of Great Britain. In fact, most Presbyterians found in England can trace a Scottish connection, and the Presbyterian denomination was also taken to North America mostly by Scots and Scots-Irish immigrants. The Presbyterian denominations in Scotland hold to the theology of John Calvin and his immediate successors, although there are a range of theological views within contemporary Presbyterianism. Local congregations of churches which use presbyterian polity are governed by sessions made up of representatives of the congregation (elders); a conciliar approach which is found at other levels of decision-making (presbytery, synod and general assembly).", "targets": "What does the Presbyterian church typically emphasize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b65269aab91414a9f38410cccfdc7ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Presbyterianism is a part of the Reformed tradition within Protestantism which traces its origins to the British Isles. Presbyterian churches derive their name from the presbyterian form of church government, which is governed by representative assemblies of elders. Many Reformed churches are organized this way, but the word \"Presbyterian,\" when capitalized, is often applied uniquely to the churches that trace their roots to the Scottish and English churches that bore that name and English political groups that formed during the English Civil War. Presbyterian theology typically emphasizes the sovereignty of God, the authority of the Scriptures, and the necessity of grace through faith in Christ. Presbyterian church government was ensured in Scotland by the Acts of Union in 1707 which created the kingdom of Great Britain. In fact, most Presbyterians found in England can trace a Scottish connection, and the Presbyterian denomination was also taken to North America mostly by Scots and Scots-Irish immigrants. The Presbyterian denominations in Scotland hold to the theology of John Calvin and his immediate successors, although there are a range of theological views within contemporary Presbyterianism. Local congregations of churches which use presbyterian polity are governed by sessions made up of representatives of the congregation (elders); a conciliar approach which is found at other levels of decision-making (presbytery, synod and general assembly).", "targets": "Which act created the kingdom of Great Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b35a1c0b0f4a1184ee2e54928deea5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lighting illuminates the performers and artists in a live theatre, dance, or musical performance, and is selected and arranged to create dramatic effects. Stage lighting uses general illumination technology in devices configured for easy adjustment of their output characteristics.[citation needed] The setup of stage lighting is tailored for each scene of each production. Dimmers, colored filters, reflectors, lenses, motorized or manually aimed lamps, and different kinds of flood and spot lights are among the tools used by a stage lighting designer to produce the desired effects. A set of lighting cues are prepared so that the lighting operator can control the lights in step with the performance; complex theatre lighting systems use computer control of lighting instruments.", "targets": "What is prepared prior to the performance for the lighting operator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9922a1c7646549b891ada195ca52f9da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other directly attested Old Iranian dialects are the two forms of Avestan, which take their name from their use in the Avesta, the liturgical texts of indigenous Iranian religion that now goes by the name of Zoroastrianism but in the Avesta itself is simply known as vohu daena (later: behdin). The language of the Avesta is subdivided into two dialects, conventionally known as \"Old (or 'Gathic') Avestan\", and \"Younger Avestan\". These terms, which date to the 19th century, are slightly misleading since 'Younger Avestan' is not only much younger than 'Old Avestan', but also from a different geographic region. The Old Avestan dialect is very archaic, and at roughly the same stage of development as Rigvedic Sanskrit. On the other hand, Younger Avestan is at about the same linguistic stage as Old Persian, but by virtue of its use as a sacred language retained its \"old\" characteristics long after the Old Iranian languages had yielded to their Middle Iranian stage. Unlike Old Persian, which has Middle Persian as its known successor, Avestan has no clearly identifiable Middle Iranian stage (the effect of Middle Iranian is indistinguishable from effects due to other causes).", "targets": "What ancient religious document exists in two versions and includes Old Iranian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9922a1c7646549b891ada195ca52f9da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other directly attested Old Iranian dialects are the two forms of Avestan, which take their name from their use in the Avesta, the liturgical texts of indigenous Iranian religion that now goes by the name of Zoroastrianism but in the Avesta itself is simply known as vohu daena (later: behdin). The language of the Avesta is subdivided into two dialects, conventionally known as \"Old (or 'Gathic') Avestan\", and \"Younger Avestan\". These terms, which date to the 19th century, are slightly misleading since 'Younger Avestan' is not only much younger than 'Old Avestan', but also from a different geographic region. The Old Avestan dialect is very archaic, and at roughly the same stage of development as Rigvedic Sanskrit. On the other hand, Younger Avestan is at about the same linguistic stage as Old Persian, but by virtue of its use as a sacred language retained its \"old\" characteristics long after the Old Iranian languages had yielded to their Middle Iranian stage. Unlike Old Persian, which has Middle Persian as its known successor, Avestan has no clearly identifiable Middle Iranian stage (the effect of Middle Iranian is indistinguishable from effects due to other causes).", "targets": "What is the contemporary name of the religion which Avesta was part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9922a1c7646549b891ada195ca52f9da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other directly attested Old Iranian dialects are the two forms of Avestan, which take their name from their use in the Avesta, the liturgical texts of indigenous Iranian religion that now goes by the name of Zoroastrianism but in the Avesta itself is simply known as vohu daena (later: behdin). The language of the Avesta is subdivided into two dialects, conventionally known as \"Old (or 'Gathic') Avestan\", and \"Younger Avestan\". These terms, which date to the 19th century, are slightly misleading since 'Younger Avestan' is not only much younger than 'Old Avestan', but also from a different geographic region. The Old Avestan dialect is very archaic, and at roughly the same stage of development as Rigvedic Sanskrit. On the other hand, Younger Avestan is at about the same linguistic stage as Old Persian, but by virtue of its use as a sacred language retained its \"old\" characteristics long after the Old Iranian languages had yielded to their Middle Iranian stage. Unlike Old Persian, which has Middle Persian as its known successor, Avestan has no clearly identifiable Middle Iranian stage (the effect of Middle Iranian is indistinguishable from effects due to other causes).", "targets": "What language shows a level of maturity corresponding to Old Avestan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9922a1c7646549b891ada195ca52f9da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The other directly attested Old Iranian dialects are the two forms of Avestan, which take their name from their use in the Avesta, the liturgical texts of indigenous Iranian religion that now goes by the name of Zoroastrianism but in the Avesta itself is simply known as vohu daena (later: behdin). The language of the Avesta is subdivided into two dialects, conventionally known as \"Old (or 'Gathic') Avestan\", and \"Younger Avestan\". These terms, which date to the 19th century, are slightly misleading since 'Younger Avestan' is not only much younger than 'Old Avestan', but also from a different geographic region. The Old Avestan dialect is very archaic, and at roughly the same stage of development as Rigvedic Sanskrit. On the other hand, Younger Avestan is at about the same linguistic stage as Old Persian, but by virtue of its use as a sacred language retained its \"old\" characteristics long after the Old Iranian languages had yielded to their Middle Iranian stage. Unlike Old Persian, which has Middle Persian as its known successor, Avestan has no clearly identifiable Middle Iranian stage (the effect of Middle Iranian is indistinguishable from effects due to other causes).", "targets": "What language shows the same level of development as Younger Avestan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934fb55e9d9d48618095ad1b288b4cb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of Anatomically modern humans in the Indian subcontinent is recorded as long as 75,000 years ago, or with earlier hominids including Homo erectus from about 500,000 years ago. The Indus Valley Civilization which spread and flourished in the northwestern part of the Indian subcontinent from c. 3200 to 1300 BCE, was the first major civilization in South Asia. A sophisticated and technologically advanced urban culture developed in the Mature Harappan period, from 2600 to 1900 BCE. This civilization collapsed at the start of the second millennium BCE and was later followed by the Iron Age Vedic Civilization, which extended over much of the Indo-Gangetic plain and which witnessed the rise of major polities known as the Mahajanapadas. In one of these kingdoms, Magadha, Mahavira and Gautama Buddha propagated their Shramanic philosophies during the fifth and sixth century BCE.", "targets": "For how long have modern humans lived on the Indian subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934fb55e9d9d48618095ad1b288b4cb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of Anatomically modern humans in the Indian subcontinent is recorded as long as 75,000 years ago, or with earlier hominids including Homo erectus from about 500,000 years ago. The Indus Valley Civilization which spread and flourished in the northwestern part of the Indian subcontinent from c. 3200 to 1300 BCE, was the first major civilization in South Asia. A sophisticated and technologically advanced urban culture developed in the Mature Harappan period, from 2600 to 1900 BCE. This civilization collapsed at the start of the second millennium BCE and was later followed by the Iron Age Vedic Civilization, which extended over much of the Indo-Gangetic plain and which witnessed the rise of major polities known as the Mahajanapadas. In one of these kingdoms, Magadha, Mahavira and Gautama Buddha propagated their Shramanic philosophies during the fifth and sixth century BCE.", "targets": "How long ago did earlier hominids live on the Indian subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934fb55e9d9d48618095ad1b288b4cb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of Anatomically modern humans in the Indian subcontinent is recorded as long as 75,000 years ago, or with earlier hominids including Homo erectus from about 500,000 years ago. The Indus Valley Civilization which spread and flourished in the northwestern part of the Indian subcontinent from c. 3200 to 1300 BCE, was the first major civilization in South Asia. A sophisticated and technologically advanced urban culture developed in the Mature Harappan period, from 2600 to 1900 BCE. This civilization collapsed at the start of the second millennium BCE and was later followed by the Iron Age Vedic Civilization, which extended over much of the Indo-Gangetic plain and which witnessed the rise of major polities known as the Mahajanapadas. In one of these kingdoms, Magadha, Mahavira and Gautama Buddha propagated their Shramanic philosophies during the fifth and sixth century BCE.", "targets": "When did the Indus Valley Civilization thrive on the Indian subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934fb55e9d9d48618095ad1b288b4cb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of Anatomically modern humans in the Indian subcontinent is recorded as long as 75,000 years ago, or with earlier hominids including Homo erectus from about 500,000 years ago. The Indus Valley Civilization which spread and flourished in the northwestern part of the Indian subcontinent from c. 3200 to 1300 BCE, was the first major civilization in South Asia. A sophisticated and technologically advanced urban culture developed in the Mature Harappan period, from 2600 to 1900 BCE. This civilization collapsed at the start of the second millennium BCE and was later followed by the Iron Age Vedic Civilization, which extended over much of the Indo-Gangetic plain and which witnessed the rise of major polities known as the Mahajanapadas. In one of these kingdoms, Magadha, Mahavira and Gautama Buddha propagated their Shramanic philosophies during the fifth and sixth century BCE.", "targets": "What was the first major civilization in South Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934fb55e9d9d48618095ad1b288b4cb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of Anatomically modern humans in the Indian subcontinent is recorded as long as 75,000 years ago, or with earlier hominids including Homo erectus from about 500,000 years ago. The Indus Valley Civilization which spread and flourished in the northwestern part of the Indian subcontinent from c. 3200 to 1300 BCE, was the first major civilization in South Asia. A sophisticated and technologically advanced urban culture developed in the Mature Harappan period, from 2600 to 1900 BCE. This civilization collapsed at the start of the second millennium BCE and was later followed by the Iron Age Vedic Civilization, which extended over much of the Indo-Gangetic plain and which witnessed the rise of major polities known as the Mahajanapadas. In one of these kingdoms, Magadha, Mahavira and Gautama Buddha propagated their Shramanic philosophies during the fifth and sixth century BCE.", "targets": "What was the span of the Mature Harappan period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43a4c1b73b2a48bb805904d01a610f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of international crises strained the League to its limits, the earliest being the invasion of Manchuria by Japan and the Abyssinian crisis of 1935/36 in which Italy invaded Abyssinia, one of the only free African nations at that time. The League tried to enforce economic sanctions upon Italy, but to no avail. The incident highlighted French and British weakness, exemplified by their reluctance to alienate Italy and lose her as their ally. The limited actions taken by the Western powers pushed Mussolini's Italy towards alliance with Hitler's Germany anyway. The Abyssinian war showed Hitler how weak the League was and encouraged the remilitarization of the Rhineland in flagrant disregard of the Treaty of Versailles. This was the first in a series of provocative acts culminating in the invasion of Poland in September 1939 and the beginning of the Second World War.", "targets": "Who was first to invade Manchuria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43a4c1b73b2a48bb805904d01a610f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of international crises strained the League to its limits, the earliest being the invasion of Manchuria by Japan and the Abyssinian crisis of 1935/36 in which Italy invaded Abyssinia, one of the only free African nations at that time. The League tried to enforce economic sanctions upon Italy, but to no avail. The incident highlighted French and British weakness, exemplified by their reluctance to alienate Italy and lose her as their ally. The limited actions taken by the Western powers pushed Mussolini's Italy towards alliance with Hitler's Germany anyway. The Abyssinian war showed Hitler how weak the League was and encouraged the remilitarization of the Rhineland in flagrant disregard of the Treaty of Versailles. This was the first in a series of provocative acts culminating in the invasion of Poland in September 1939 and the beginning of the Second World War.", "targets": "What is the Abyssinian crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43a4c1b73b2a48bb805904d01a610f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of international crises strained the League to its limits, the earliest being the invasion of Manchuria by Japan and the Abyssinian crisis of 1935/36 in which Italy invaded Abyssinia, one of the only free African nations at that time. The League tried to enforce economic sanctions upon Italy, but to no avail. The incident highlighted French and British weakness, exemplified by their reluctance to alienate Italy and lose her as their ally. The limited actions taken by the Western powers pushed Mussolini's Italy towards alliance with Hitler's Germany anyway. The Abyssinian war showed Hitler how weak the League was and encouraged the remilitarization of the Rhineland in flagrant disregard of the Treaty of Versailles. This was the first in a series of provocative acts culminating in the invasion of Poland in September 1939 and the beginning of the Second World War.", "targets": "What is Abyssinia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43a4c1b73b2a48bb805904d01a610f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of international crises strained the League to its limits, the earliest being the invasion of Manchuria by Japan and the Abyssinian crisis of 1935/36 in which Italy invaded Abyssinia, one of the only free African nations at that time. The League tried to enforce economic sanctions upon Italy, but to no avail. The incident highlighted French and British weakness, exemplified by their reluctance to alienate Italy and lose her as their ally. The limited actions taken by the Western powers pushed Mussolini's Italy towards alliance with Hitler's Germany anyway. The Abyssinian war showed Hitler how weak the League was and encouraged the remilitarization of the Rhineland in flagrant disregard of the Treaty of Versailles. This was the first in a series of provocative acts culminating in the invasion of Poland in September 1939 and the beginning of the Second World War.", "targets": "When did the Abyssinian crisis occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43a4c1b73b2a48bb805904d01a610f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A series of international crises strained the League to its limits, the earliest being the invasion of Manchuria by Japan and the Abyssinian crisis of 1935/36 in which Italy invaded Abyssinia, one of the only free African nations at that time. The League tried to enforce economic sanctions upon Italy, but to no avail. The incident highlighted French and British weakness, exemplified by their reluctance to alienate Italy and lose her as their ally. The limited actions taken by the Western powers pushed Mussolini's Italy towards alliance with Hitler's Germany anyway. The Abyssinian war showed Hitler how weak the League was and encouraged the remilitarization of the Rhineland in flagrant disregard of the Treaty of Versailles. This was the first in a series of provocative acts culminating in the invasion of Poland in September 1939 and the beginning of the Second World War.", "targets": "Who did The League try to force economic sanctions on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-715dbb347c6741e8b25d3bd4bc47dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nunzia Rondanini stated, \"Through its aesthetic dimension architecture goes beyond the functional aspects that it has in common with other human sciences. Through its own particular way of expressing values, architecture can stimulate and influence social life without presuming that, in and of itself, it will promote social development.'", "targets": "Who said that architecture was able extend beyond function?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-715dbb347c6741e8b25d3bd4bc47dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nunzia Rondanini stated, \"Through its aesthetic dimension architecture goes beyond the functional aspects that it has in common with other human sciences. Through its own particular way of expressing values, architecture can stimulate and influence social life without presuming that, in and of itself, it will promote social development.'", "targets": "In what way did Nunzia Rondanini believe architecture moved past mere functionality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-715dbb347c6741e8b25d3bd4bc47dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nunzia Rondanini stated, \"Through its aesthetic dimension architecture goes beyond the functional aspects that it has in common with other human sciences. Through its own particular way of expressing values, architecture can stimulate and influence social life without presuming that, in and of itself, it will promote social development.'", "targets": "What could, in Rondanini's opinion, architecture \"stimulate and influence\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-715dbb347c6741e8b25d3bd4bc47dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nunzia Rondanini stated, \"Through its aesthetic dimension architecture goes beyond the functional aspects that it has in common with other human sciences. Through its own particular way of expressing values, architecture can stimulate and influence social life without presuming that, in and of itself, it will promote social development.'", "targets": "What shouldn't architecture be assumed to promote, according to Rondanini?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-715dbb347c6741e8b25d3bd4bc47dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nunzia Rondanini stated, \"Through its aesthetic dimension architecture goes beyond the functional aspects that it has in common with other human sciences. Through its own particular way of expressing values, architecture can stimulate and influence social life without presuming that, in and of itself, it will promote social development.'", "targets": "What does architecture share with other sciences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de66b60c911460782f4fef27a6210b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia scored a 3.3 on a scale from 10 (highly clean) to 0 (highly corrupt) on the 2010 Corruption Perceptions Index. This gave it a ranking 87th of 178 countries worldwide and 11th of 47 in Sub-Saharan Africa. This score represented a significant improvement since 2007, when the country scored 2.1 and ranked 150th of 180 countries. When seeking attention of a selection of service[clarification needed] providers, 89% of Liberians had to pay a bribe, the highest national percentage in the world according to the organization's 2010 Global Corruption Barometer.", "targets": "What was liberia's score on the 2010 Corruption Perceptions index?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de66b60c911460782f4fef27a6210b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia scored a 3.3 on a scale from 10 (highly clean) to 0 (highly corrupt) on the 2010 Corruption Perceptions Index. This gave it a ranking 87th of 178 countries worldwide and 11th of 47 in Sub-Saharan Africa. This score represented a significant improvement since 2007, when the country scored 2.1 and ranked 150th of 180 countries. When seeking attention of a selection of service[clarification needed] providers, 89% of Liberians had to pay a bribe, the highest national percentage in the world according to the organization's 2010 Global Corruption Barometer.", "targets": "What was Liberia's ranking compared to the other 176 countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de66b60c911460782f4fef27a6210b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia scored a 3.3 on a scale from 10 (highly clean) to 0 (highly corrupt) on the 2010 Corruption Perceptions Index. This gave it a ranking 87th of 178 countries worldwide and 11th of 47 in Sub-Saharan Africa. This score represented a significant improvement since 2007, when the country scored 2.1 and ranked 150th of 180 countries. When seeking attention of a selection of service[clarification needed] providers, 89% of Liberians had to pay a bribe, the highest national percentage in the world according to the organization's 2010 Global Corruption Barometer.", "targets": "What did Liberia's score  and ranking  on the 2010 Corruption Perceptions index represent? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de66b60c911460782f4fef27a6210b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia scored a 3.3 on a scale from 10 (highly clean) to 0 (highly corrupt) on the 2010 Corruption Perceptions Index. This gave it a ranking 87th of 178 countries worldwide and 11th of 47 in Sub-Saharan Africa. This score represented a significant improvement since 2007, when the country scored 2.1 and ranked 150th of 180 countries. When seeking attention of a selection of service[clarification needed] providers, 89% of Liberians had to pay a bribe, the highest national percentage in the world according to the organization's 2010 Global Corruption Barometer.", "targets": "What was Liberia's score and rank on the 2007 Corruption Perceptions index?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de66b60c911460782f4fef27a6210b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia scored a 3.3 on a scale from 10 (highly clean) to 0 (highly corrupt) on the 2010 Corruption Perceptions Index. This gave it a ranking 87th of 178 countries worldwide and 11th of 47 in Sub-Saharan Africa. This score represented a significant improvement since 2007, when the country scored 2.1 and ranked 150th of 180 countries. When seeking attention of a selection of service[clarification needed] providers, 89% of Liberians had to pay a bribe, the highest national percentage in the world according to the organization's 2010 Global Corruption Barometer.", "targets": "In 2007, when seeking attention, selection or service . What percent of Liberians had to pay a bribe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6d421c773b4ccfa0d13fcc36df2165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's road system is based along the numerical \"Miami Grid\" where Flagler Street forms the east-west baseline and Miami Avenue forms the north-south meridian. The corner of Flagler Street and Miami Avenue is in the middle of Downtown in front of the Downtown Macy's (formerly the Burdine's headquarters). The Miami grid is primarily numerical so that, for example, all street addresses north of Flagler Street and west of Miami Avenue have \"NW\" in their address. Because its point of origin is in Downtown, which is close to the coast, therefore, the \"NW\" and \"SW\" quadrants are much larger than the \"SE\" and \"NE\" quadrants. Many roads, especially major ones, are also named (e.g., Tamiami Trail/SW 8th St), although, with exceptions, the number is in more common usage among locals.", "targets": "What company was previously headquartered in the Downtown Macy's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6d421c773b4ccfa0d13fcc36df2165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's road system is based along the numerical \"Miami Grid\" where Flagler Street forms the east-west baseline and Miami Avenue forms the north-south meridian. The corner of Flagler Street and Miami Avenue is in the middle of Downtown in front of the Downtown Macy's (formerly the Burdine's headquarters). The Miami grid is primarily numerical so that, for example, all street addresses north of Flagler Street and west of Miami Avenue have \"NW\" in their address. Because its point of origin is in Downtown, which is close to the coast, therefore, the \"NW\" and \"SW\" quadrants are much larger than the \"SE\" and \"NE\" quadrants. Many roads, especially major ones, are also named (e.g., Tamiami Trail/SW 8th St), although, with exceptions, the number is in more common usage among locals.", "targets": "What is another name for Tamiami Trail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6d421c773b4ccfa0d13fcc36df2165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's road system is based along the numerical \"Miami Grid\" where Flagler Street forms the east-west baseline and Miami Avenue forms the north-south meridian. The corner of Flagler Street and Miami Avenue is in the middle of Downtown in front of the Downtown Macy's (formerly the Burdine's headquarters). The Miami grid is primarily numerical so that, for example, all street addresses north of Flagler Street and west of Miami Avenue have \"NW\" in their address. Because its point of origin is in Downtown, which is close to the coast, therefore, the \"NW\" and \"SW\" quadrants are much larger than the \"SE\" and \"NE\" quadrants. Many roads, especially major ones, are also named (e.g., Tamiami Trail/SW 8th St), although, with exceptions, the number is in more common usage among locals.", "targets": "In what neighborhood of Miami is the corner of Miami Avenue and Flagler Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6d421c773b4ccfa0d13fcc36df2165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's road system is based along the numerical \"Miami Grid\" where Flagler Street forms the east-west baseline and Miami Avenue forms the north-south meridian. The corner of Flagler Street and Miami Avenue is in the middle of Downtown in front of the Downtown Macy's (formerly the Burdine's headquarters). The Miami grid is primarily numerical so that, for example, all street addresses north of Flagler Street and west of Miami Avenue have \"NW\" in their address. Because its point of origin is in Downtown, which is close to the coast, therefore, the \"NW\" and \"SW\" quadrants are much larger than the \"SE\" and \"NE\" quadrants. Many roads, especially major ones, are also named (e.g., Tamiami Trail/SW 8th St), although, with exceptions, the number is in more common usage among locals.", "targets": "What is Miami's street plan called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd6d421c773b4ccfa0d13fcc36df2165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's road system is based along the numerical \"Miami Grid\" where Flagler Street forms the east-west baseline and Miami Avenue forms the north-south meridian. The corner of Flagler Street and Miami Avenue is in the middle of Downtown in front of the Downtown Macy's (formerly the Burdine's headquarters). The Miami grid is primarily numerical so that, for example, all street addresses north of Flagler Street and west of Miami Avenue have \"NW\" in their address. Because its point of origin is in Downtown, which is close to the coast, therefore, the \"NW\" and \"SW\" quadrants are much larger than the \"SE\" and \"NE\" quadrants. Many roads, especially major ones, are also named (e.g., Tamiami Trail/SW 8th St), although, with exceptions, the number is in more common usage among locals.", "targets": "If a street is west of Miami Avenue and north of Flagler Street, what will necessarily be in its address?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13148d61fd914553bf7994cd81ce915f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Schwarzenegger's autobiography/weight-training guide Arnold: The Education of a Bodybuilder was published and became a huge success. After taking English classes at Santa Monica College in California, he earned a BA by correspondence from the University of Wisconsin\u2013Superior, where he graduated with a degree in international marketing of fitness and business administration in 1979.", "targets": "What's the title of Schwarzenegger's 1977 book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13148d61fd914553bf7994cd81ce915f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Schwarzenegger's autobiography/weight-training guide Arnold: The Education of a Bodybuilder was published and became a huge success. After taking English classes at Santa Monica College in California, he earned a BA by correspondence from the University of Wisconsin\u2013Superior, where he graduated with a degree in international marketing of fitness and business administration in 1979.", "targets": "At what college did Schwarzenegger study but not receive his degree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75abb814534a02aec9814907ee7c28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Police Department, with a total of 452 sworn officers, 137 civilians, and 27 reserve police officers, is South Carolina's largest police department. Their procedures on cracking down on drug use and gang violence in the city are used as models to other cities to do the same.[citation needed] According to the final 2005 FBI Crime Reports, Charleston crime level is worse than the national average in almost every major category. Greg Mullen, the former Deputy Chief of the Virginia Beach, Virginia Police Department, serves as the current Chief of the Charleston Police Department. The former Charleston police chief was Reuben Greenberg, who resigned August 12, 2005. Greenberg was credited with creating a polite police force that kept police brutality well in check, even as it developed a visible presence in community policing and a significant reduction in crime rates.", "targets": "What is the largest police department of South Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75abb814534a02aec9814907ee7c28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Police Department, with a total of 452 sworn officers, 137 civilians, and 27 reserve police officers, is South Carolina's largest police department. Their procedures on cracking down on drug use and gang violence in the city are used as models to other cities to do the same.[citation needed] According to the final 2005 FBI Crime Reports, Charleston crime level is worse than the national average in almost every major category. Greg Mullen, the former Deputy Chief of the Virginia Beach, Virginia Police Department, serves as the current Chief of the Charleston Police Department. The former Charleston police chief was Reuben Greenberg, who resigned August 12, 2005. Greenberg was credited with creating a polite police force that kept police brutality well in check, even as it developed a visible presence in community policing and a significant reduction in crime rates.", "targets": "How many reserve police officers do the Charleston Police Department have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75abb814534a02aec9814907ee7c28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Police Department, with a total of 452 sworn officers, 137 civilians, and 27 reserve police officers, is South Carolina's largest police department. Their procedures on cracking down on drug use and gang violence in the city are used as models to other cities to do the same.[citation needed] According to the final 2005 FBI Crime Reports, Charleston crime level is worse than the national average in almost every major category. Greg Mullen, the former Deputy Chief of the Virginia Beach, Virginia Police Department, serves as the current Chief of the Charleston Police Department. The former Charleston police chief was Reuben Greenberg, who resigned August 12, 2005. Greenberg was credited with creating a polite police force that kept police brutality well in check, even as it developed a visible presence in community policing and a significant reduction in crime rates.", "targets": "How many civilians serve on the Charleston Police Department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75abb814534a02aec9814907ee7c28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Police Department, with a total of 452 sworn officers, 137 civilians, and 27 reserve police officers, is South Carolina's largest police department. Their procedures on cracking down on drug use and gang violence in the city are used as models to other cities to do the same.[citation needed] According to the final 2005 FBI Crime Reports, Charleston crime level is worse than the national average in almost every major category. Greg Mullen, the former Deputy Chief of the Virginia Beach, Virginia Police Department, serves as the current Chief of the Charleston Police Department. The former Charleston police chief was Reuben Greenberg, who resigned August 12, 2005. Greenberg was credited with creating a polite police force that kept police brutality well in check, even as it developed a visible presence in community policing and a significant reduction in crime rates.", "targets": "Who is the current Chief of the Charleston Police Department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75abb814534a02aec9814907ee7c28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of Charleston Police Department, with a total of 452 sworn officers, 137 civilians, and 27 reserve police officers, is South Carolina's largest police department. Their procedures on cracking down on drug use and gang violence in the city are used as models to other cities to do the same.[citation needed] According to the final 2005 FBI Crime Reports, Charleston crime level is worse than the national average in almost every major category. Greg Mullen, the former Deputy Chief of the Virginia Beach, Virginia Police Department, serves as the current Chief of the Charleston Police Department. The former Charleston police chief was Reuben Greenberg, who resigned August 12, 2005. Greenberg was credited with creating a polite police force that kept police brutality well in check, even as it developed a visible presence in community policing and a significant reduction in crime rates.", "targets": "What year did Reuben Greenberg retire as Chief of Charleston Police Department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2ac522b3e054f528a0f50c94d7e7618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coronis, was daughter of Phlegyas, King of the Lapiths. Pregnant with Asclepius, Coronis fell in love with Ischys, son of Elatus. A crow informed Apollo of the affair. When first informed he disbelieved the crow and turned all crows black (where they were previously white) as a punishment for spreading untruths. When he found out the truth he sent his sister, Artemis, to kill Coronis (in other stories, Apollo himself had killed Coronis). As a result, he also made the crow sacred and gave them the task of announcing important deaths. Apollo rescued the baby and gave it to the centaur Chiron to raise. Phlegyas was irate after the death of his daughter and burned the Temple of Apollo at Delphi. Apollo then killed him for what he did.", "targets": "Who was the daughter of Phlegyas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2ac522b3e054f528a0f50c94d7e7618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coronis, was daughter of Phlegyas, King of the Lapiths. Pregnant with Asclepius, Coronis fell in love with Ischys, son of Elatus. A crow informed Apollo of the affair. When first informed he disbelieved the crow and turned all crows black (where they were previously white) as a punishment for spreading untruths. When he found out the truth he sent his sister, Artemis, to kill Coronis (in other stories, Apollo himself had killed Coronis). As a result, he also made the crow sacred and gave them the task of announcing important deaths. Apollo rescued the baby and gave it to the centaur Chiron to raise. Phlegyas was irate after the death of his daughter and burned the Temple of Apollo at Delphi. Apollo then killed him for what he did.", "targets": "Who owas King of the Lapiths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2ac522b3e054f528a0f50c94d7e7618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coronis, was daughter of Phlegyas, King of the Lapiths. Pregnant with Asclepius, Coronis fell in love with Ischys, son of Elatus. A crow informed Apollo of the affair. When first informed he disbelieved the crow and turned all crows black (where they were previously white) as a punishment for spreading untruths. When he found out the truth he sent his sister, Artemis, to kill Coronis (in other stories, Apollo himself had killed Coronis). As a result, he also made the crow sacred and gave them the task of announcing important deaths. Apollo rescued the baby and gave it to the centaur Chiron to raise. Phlegyas was irate after the death of his daughter and burned the Temple of Apollo at Delphi. Apollo then killed him for what he did.", "targets": "How was Apollo informed of the affair between Coronis and Ischys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2ac522b3e054f528a0f50c94d7e7618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coronis, was daughter of Phlegyas, King of the Lapiths. Pregnant with Asclepius, Coronis fell in love with Ischys, son of Elatus. A crow informed Apollo of the affair. When first informed he disbelieved the crow and turned all crows black (where they were previously white) as a punishment for spreading untruths. When he found out the truth he sent his sister, Artemis, to kill Coronis (in other stories, Apollo himself had killed Coronis). As a result, he also made the crow sacred and gave them the task of announcing important deaths. Apollo rescued the baby and gave it to the centaur Chiron to raise. Phlegyas was irate after the death of his daughter and burned the Temple of Apollo at Delphi. Apollo then killed him for what he did.", "targets": "Who was the son of Elatus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cbb2f1325184512b32a0b31f7bbaed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trends of Hellenization were therefore accompanied by Greeks adopting native ways over time, but this was widely varied by place and by social class. The farther away from the Mediterranean and the lower in social status, the more likely that a colonist was to adopt local ways, while the Greco-Macedonian elites and Royal families, usually remained thoroughly Greek and viewed most non-Greeks with disdain. It is only until Cleopatra VII, that a Ptolemaic ruler bothered to learn the Egyptian language of their subjects.", "targets": "A colonist far from the Mediterranean and low in social rank would be more likely to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cbb2f1325184512b32a0b31f7bbaed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trends of Hellenization were therefore accompanied by Greeks adopting native ways over time, but this was widely varied by place and by social class. The farther away from the Mediterranean and the lower in social status, the more likely that a colonist was to adopt local ways, while the Greco-Macedonian elites and Royal families, usually remained thoroughly Greek and viewed most non-Greeks with disdain. It is only until Cleopatra VII, that a Ptolemaic ruler bothered to learn the Egyptian language of their subjects.", "targets": "Greco-Macedonian elites remained commited to what culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cbb2f1325184512b32a0b31f7bbaed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trends of Hellenization were therefore accompanied by Greeks adopting native ways over time, but this was widely varied by place and by social class. The farther away from the Mediterranean and the lower in social status, the more likely that a colonist was to adopt local ways, while the Greco-Macedonian elites and Royal families, usually remained thoroughly Greek and viewed most non-Greeks with disdain. It is only until Cleopatra VII, that a Ptolemaic ruler bothered to learn the Egyptian language of their subjects.", "targets": "Who did Greeks look down upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cbb2f1325184512b32a0b31f7bbaed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trends of Hellenization were therefore accompanied by Greeks adopting native ways over time, but this was widely varied by place and by social class. The farther away from the Mediterranean and the lower in social status, the more likely that a colonist was to adopt local ways, while the Greco-Macedonian elites and Royal families, usually remained thoroughly Greek and viewed most non-Greeks with disdain. It is only until Cleopatra VII, that a Ptolemaic ruler bothered to learn the Egyptian language of their subjects.", "targets": "Who was the first Ptolemaic ruler to learn the Egyptian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f5d77a6abc4196b77abae14eec5479", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBC announced on April 4, 2012, that it will shut down all of its approximately 620 analogue television transmitters on July 31, 2012 with no plans to install digital transmitters in their place, thus reducing the total number of the corporation's television transmitters across the country down to 27. According to the CBC, this would reduce the corporation's yearly costs by $10 million. No plans have been announced to use subchannels to maintain over-the-air signals for both CBC and Radio-Canada in markets where the corporation has one digital transmitter. In fact, in its CRTC application to shut down all of its analogue television transmitters, the CBC communicated its opposition to use of subchannels, citing costs, amongst other reasons.", "targets": "How many transmitters does currently CBC operate after 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f5d77a6abc4196b77abae14eec5479", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBC announced on April 4, 2012, that it will shut down all of its approximately 620 analogue television transmitters on July 31, 2012 with no plans to install digital transmitters in their place, thus reducing the total number of the corporation's television transmitters across the country down to 27. According to the CBC, this would reduce the corporation's yearly costs by $10 million. No plans have been announced to use subchannels to maintain over-the-air signals for both CBC and Radio-Canada in markets where the corporation has one digital transmitter. In fact, in its CRTC application to shut down all of its analogue television transmitters, the CBC communicated its opposition to use of subchannels, citing costs, amongst other reasons.", "targets": "When did the CBC announce service would be discontinued to analogue transmitters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5f5d77a6abc4196b77abae14eec5479", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBC announced on April 4, 2012, that it will shut down all of its approximately 620 analogue television transmitters on July 31, 2012 with no plans to install digital transmitters in their place, thus reducing the total number of the corporation's television transmitters across the country down to 27. According to the CBC, this would reduce the corporation's yearly costs by $10 million. No plans have been announced to use subchannels to maintain over-the-air signals for both CBC and Radio-Canada in markets where the corporation has one digital transmitter. In fact, in its CRTC application to shut down all of its analogue television transmitters, the CBC communicated its opposition to use of subchannels, citing costs, amongst other reasons.", "targets": "How much did CBC say they would save by ceasing analogue operation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32d16aaaf9a4ecb915e64e293f85664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the end of World War I until 1962, New Zealand controlled Samoa as a Class C Mandate under trusteeship through the League of Nations, then through the United Nations. There followed a series of New Zealand administrators who were responsible for two major incidents. In the first incident, approximately one fifth of the Samoan population died in the influenza epidemic of 1918\u20131919. Between 1919 and 1962, Samoa was administered by the Department of External Affairs, a government department which had been specially created to oversee New Zealand's Island Territories and Samoa. In 1943, this Department was renamed the Department of Island Territories after a separate Department of External Affairs was created to conduct New Zealand's foreign affairs.", "targets": "What official organization was responsible for Samoa during most of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32d16aaaf9a4ecb915e64e293f85664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the end of World War I until 1962, New Zealand controlled Samoa as a Class C Mandate under trusteeship through the League of Nations, then through the United Nations. There followed a series of New Zealand administrators who were responsible for two major incidents. In the first incident, approximately one fifth of the Samoan population died in the influenza epidemic of 1918\u20131919. Between 1919 and 1962, Samoa was administered by the Department of External Affairs, a government department which had been specially created to oversee New Zealand's Island Territories and Samoa. In 1943, this Department was renamed the Department of Island Territories after a separate Department of External Affairs was created to conduct New Zealand's foreign affairs.", "targets": "About how much of the total population of Samoa died from influenza during the epidemic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32d16aaaf9a4ecb915e64e293f85664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the end of World War I until 1962, New Zealand controlled Samoa as a Class C Mandate under trusteeship through the League of Nations, then through the United Nations. There followed a series of New Zealand administrators who were responsible for two major incidents. In the first incident, approximately one fifth of the Samoan population died in the influenza epidemic of 1918\u20131919. Between 1919 and 1962, Samoa was administered by the Department of External Affairs, a government department which had been specially created to oversee New Zealand's Island Territories and Samoa. In 1943, this Department was renamed the Department of Island Territories after a separate Department of External Affairs was created to conduct New Zealand's foreign affairs.", "targets": "What country was in control of Samoa up until 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32d16aaaf9a4ecb915e64e293f85664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the end of World War I until 1962, New Zealand controlled Samoa as a Class C Mandate under trusteeship through the League of Nations, then through the United Nations. There followed a series of New Zealand administrators who were responsible for two major incidents. In the first incident, approximately one fifth of the Samoan population died in the influenza epidemic of 1918\u20131919. Between 1919 and 1962, Samoa was administered by the Department of External Affairs, a government department which had been specially created to oversee New Zealand's Island Territories and Samoa. In 1943, this Department was renamed the Department of Island Territories after a separate Department of External Affairs was created to conduct New Zealand's foreign affairs.", "targets": "During what years was the Samoan influenza epidemic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32d16aaaf9a4ecb915e64e293f85664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the end of World War I until 1962, New Zealand controlled Samoa as a Class C Mandate under trusteeship through the League of Nations, then through the United Nations. There followed a series of New Zealand administrators who were responsible for two major incidents. In the first incident, approximately one fifth of the Samoan population died in the influenza epidemic of 1918\u20131919. Between 1919 and 1962, Samoa was administered by the Department of External Affairs, a government department which had been specially created to oversee New Zealand's Island Territories and Samoa. In 1943, this Department was renamed the Department of Island Territories after a separate Department of External Affairs was created to conduct New Zealand's foreign affairs.", "targets": "What new label did the Department of External Affairs receive in 1943?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02dd2649754441139d19ff4a67e3d588", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USA PATRIOT Act increased the powers allotted to the FBI, especially in wiretapping and monitoring of Internet activity. One of the most controversial provisions of the act is the so-called sneak and peek provision, granting the FBI powers to search a house while the residents are away, and not requiring them to notify the residents for several weeks afterwards. Under the PATRIOT Act's provisions, the FBI also resumed inquiring into the library records of those who are suspected of terrorism (something it had supposedly not done since the 1970s).", "targets": "What increased the powers of the FBI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02dd2649754441139d19ff4a67e3d588", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USA PATRIOT Act increased the powers allotted to the FBI, especially in wiretapping and monitoring of Internet activity. One of the most controversial provisions of the act is the so-called sneak and peek provision, granting the FBI powers to search a house while the residents are away, and not requiring them to notify the residents for several weeks afterwards. Under the PATRIOT Act's provisions, the FBI also resumed inquiring into the library records of those who are suspected of terrorism (something it had supposedly not done since the 1970s).", "targets": "What was one of the most controversial parts of the Patriot Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02dd2649754441139d19ff4a67e3d588", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USA PATRIOT Act increased the powers allotted to the FBI, especially in wiretapping and monitoring of Internet activity. One of the most controversial provisions of the act is the so-called sneak and peek provision, granting the FBI powers to search a house while the residents are away, and not requiring them to notify the residents for several weeks afterwards. Under the PATRIOT Act's provisions, the FBI also resumed inquiring into the library records of those who are suspected of terrorism (something it had supposedly not done since the 1970s).", "targets": "What new residential powers did the FBI now have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02dd2649754441139d19ff4a67e3d588", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USA PATRIOT Act increased the powers allotted to the FBI, especially in wiretapping and monitoring of Internet activity. One of the most controversial provisions of the act is the so-called sneak and peek provision, granting the FBI powers to search a house while the residents are away, and not requiring them to notify the residents for several weeks afterwards. Under the PATRIOT Act's provisions, the FBI also resumed inquiring into the library records of those who are suspected of terrorism (something it had supposedly not done since the 1970s).", "targets": "Could the FBI inquire into library records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02dd2649754441139d19ff4a67e3d588", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USA PATRIOT Act increased the powers allotted to the FBI, especially in wiretapping and monitoring of Internet activity. One of the most controversial provisions of the act is the so-called sneak and peek provision, granting the FBI powers to search a house while the residents are away, and not requiring them to notify the residents for several weeks afterwards. Under the PATRIOT Act's provisions, the FBI also resumed inquiring into the library records of those who are suspected of terrorism (something it had supposedly not done since the 1970s).", "targets": "Who's library records did the FBI look into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c56be20a6b4c84958bdbf1b85899af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For certain physical scenarios, it is impossible to model forces as being due to gradient of potentials. This is often due to macrophysical considerations that yield forces as arising from a macroscopic statistical average of microstates. For example, friction is caused by the gradients of numerous electrostatic potentials between the atoms, but manifests as a force model that is independent of any macroscale position vector. Nonconservative forces other than friction include other contact forces, tension, compression, and drag. However, for any sufficiently detailed description, all these forces are the results of conservative ones since each of these macroscopic forces are the net results of the gradients of microscopic potentials.", "targets": "What is sometimes impossible to model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c56be20a6b4c84958bdbf1b85899af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For certain physical scenarios, it is impossible to model forces as being due to gradient of potentials. This is often due to macrophysical considerations that yield forces as arising from a macroscopic statistical average of microstates. For example, friction is caused by the gradients of numerous electrostatic potentials between the atoms, but manifests as a force model that is independent of any macroscale position vector. Nonconservative forces other than friction include other contact forces, tension, compression, and drag. However, for any sufficiently detailed description, all these forces are the results of conservative ones since each of these macroscopic forces are the net results of the gradients of microscopic potentials.", "targets": "Why are some forces due to that are impossible to model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c56be20a6b4c84958bdbf1b85899af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For certain physical scenarios, it is impossible to model forces as being due to gradient of potentials. This is often due to macrophysical considerations that yield forces as arising from a macroscopic statistical average of microstates. For example, friction is caused by the gradients of numerous electrostatic potentials between the atoms, but manifests as a force model that is independent of any macroscale position vector. Nonconservative forces other than friction include other contact forces, tension, compression, and drag. However, for any sufficiently detailed description, all these forces are the results of conservative ones since each of these macroscopic forces are the net results of the gradients of microscopic potentials.", "targets": "What do electrostatic gradiient potentials create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7c56be20a6b4c84958bdbf1b85899af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For certain physical scenarios, it is impossible to model forces as being due to gradient of potentials. This is often due to macrophysical considerations that yield forces as arising from a macroscopic statistical average of microstates. For example, friction is caused by the gradients of numerous electrostatic potentials between the atoms, but manifests as a force model that is independent of any macroscale position vector. Nonconservative forces other than friction include other contact forces, tension, compression, and drag. However, for any sufficiently detailed description, all these forces are the results of conservative ones since each of these macroscopic forces are the net results of the gradients of microscopic potentials.", "targets": "Tension, compression, and drag are what kind of forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c478ed7630a4f3cac312a44df43bca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongols learned from captives of the abundant green pastures beyond the Bulgar territory, allowing for the planning for conquest of Hungary and Europe. Genghis Khan recalled Subutai back to Mongolia soon afterwards, and Jebe died on the road back to Samarkand. The famous cavalry expedition led by Subutai and Jebe, in which they encircled the entire Caspian Sea defeating all armies in their path, remains unparalleled to this day, and word of the Mongol triumphs began to trickle to other nations, particularly Europe. These two campaigns are generally regarded as reconnaissance campaigns that tried to get the feel of the political and cultural elements of the regions. In 1225 both divisions returned to Mongolia. These invasions added Transoxiana and Persia to an already formidable empire while destroying any resistance along the way. Later under Genghis Khan's grandson Batu and the Golden Horde, the Mongols returned to conquer Volga Bulgaria and Kievan Rus' in 1237, concluding the campaign in 1240.", "targets": "Which Mongol leader completed the conquest of Kievan Rus'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c478ed7630a4f3cac312a44df43bca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongols learned from captives of the abundant green pastures beyond the Bulgar territory, allowing for the planning for conquest of Hungary and Europe. Genghis Khan recalled Subutai back to Mongolia soon afterwards, and Jebe died on the road back to Samarkand. The famous cavalry expedition led by Subutai and Jebe, in which they encircled the entire Caspian Sea defeating all armies in their path, remains unparalleled to this day, and word of the Mongol triumphs began to trickle to other nations, particularly Europe. These two campaigns are generally regarded as reconnaissance campaigns that tried to get the feel of the political and cultural elements of the regions. In 1225 both divisions returned to Mongolia. These invasions added Transoxiana and Persia to an already formidable empire while destroying any resistance along the way. Later under Genghis Khan's grandson Batu and the Golden Horde, the Mongols returned to conquer Volga Bulgaria and Kievan Rus' in 1237, concluding the campaign in 1240.", "targets": "By what name was the Mongol army that finally conquered Bulgaria known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c478ed7630a4f3cac312a44df43bca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongols learned from captives of the abundant green pastures beyond the Bulgar territory, allowing for the planning for conquest of Hungary and Europe. Genghis Khan recalled Subutai back to Mongolia soon afterwards, and Jebe died on the road back to Samarkand. The famous cavalry expedition led by Subutai and Jebe, in which they encircled the entire Caspian Sea defeating all armies in their path, remains unparalleled to this day, and word of the Mongol triumphs began to trickle to other nations, particularly Europe. These two campaigns are generally regarded as reconnaissance campaigns that tried to get the feel of the political and cultural elements of the regions. In 1225 both divisions returned to Mongolia. These invasions added Transoxiana and Persia to an already formidable empire while destroying any resistance along the way. Later under Genghis Khan's grandson Batu and the Golden Horde, the Mongols returned to conquer Volga Bulgaria and Kievan Rus' in 1237, concluding the campaign in 1240.", "targets": "Which two Mongol leaders added Persia to the Mongol Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c478ed7630a4f3cac312a44df43bca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongols learned from captives of the abundant green pastures beyond the Bulgar territory, allowing for the planning for conquest of Hungary and Europe. Genghis Khan recalled Subutai back to Mongolia soon afterwards, and Jebe died on the road back to Samarkand. The famous cavalry expedition led by Subutai and Jebe, in which they encircled the entire Caspian Sea defeating all armies in their path, remains unparalleled to this day, and word of the Mongol triumphs began to trickle to other nations, particularly Europe. These two campaigns are generally regarded as reconnaissance campaigns that tried to get the feel of the political and cultural elements of the regions. In 1225 both divisions returned to Mongolia. These invasions added Transoxiana and Persia to an already formidable empire while destroying any resistance along the way. Later under Genghis Khan's grandson Batu and the Golden Horde, the Mongols returned to conquer Volga Bulgaria and Kievan Rus' in 1237, concluding the campaign in 1240.", "targets": "When did Subutai's army return to Mongolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c478ed7630a4f3cac312a44df43bca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mongols learned from captives of the abundant green pastures beyond the Bulgar territory, allowing for the planning for conquest of Hungary and Europe. Genghis Khan recalled Subutai back to Mongolia soon afterwards, and Jebe died on the road back to Samarkand. The famous cavalry expedition led by Subutai and Jebe, in which they encircled the entire Caspian Sea defeating all armies in their path, remains unparalleled to this day, and word of the Mongol triumphs began to trickle to other nations, particularly Europe. These two campaigns are generally regarded as reconnaissance campaigns that tried to get the feel of the political and cultural elements of the regions. In 1225 both divisions returned to Mongolia. These invasions added Transoxiana and Persia to an already formidable empire while destroying any resistance along the way. Later under Genghis Khan's grandson Batu and the Golden Horde, the Mongols returned to conquer Volga Bulgaria and Kievan Rus' in 1237, concluding the campaign in 1240.", "targets": "Where did Jebe die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-316b14472cfc4d5b8b91c4b4247b3a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds occupy a wide range of ecological positions. While some birds are generalists, others are highly specialised in their habitat or food requirements. Even within a single habitat, such as a forest, the niches occupied by different species of birds vary, with some species feeding in the forest canopy, others beneath the canopy, and still others on the forest floor. Forest birds may be insectivores, frugivores, and nectarivores. Aquatic birds generally feed by fishing, plant eating, and piracy or kleptoparasitism. Birds of prey specialise in hunting mammals or other birds, while vultures are specialised scavengers. Avivores are animals that are specialized at preying on birds.", "targets": "What type of birds generally feed by fishing, plant eating or piracy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-316b14472cfc4d5b8b91c4b4247b3a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds occupy a wide range of ecological positions. While some birds are generalists, others are highly specialised in their habitat or food requirements. Even within a single habitat, such as a forest, the niches occupied by different species of birds vary, with some species feeding in the forest canopy, others beneath the canopy, and still others on the forest floor. Forest birds may be insectivores, frugivores, and nectarivores. Aquatic birds generally feed by fishing, plant eating, and piracy or kleptoparasitism. Birds of prey specialise in hunting mammals or other birds, while vultures are specialised scavengers. Avivores are animals that are specialized at preying on birds.", "targets": "What type of birds may be either insectivores, frugivores and nectarivores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-316b14472cfc4d5b8b91c4b4247b3a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds occupy a wide range of ecological positions. While some birds are generalists, others are highly specialised in their habitat or food requirements. Even within a single habitat, such as a forest, the niches occupied by different species of birds vary, with some species feeding in the forest canopy, others beneath the canopy, and still others on the forest floor. Forest birds may be insectivores, frugivores, and nectarivores. Aquatic birds generally feed by fishing, plant eating, and piracy or kleptoparasitism. Birds of prey specialise in hunting mammals or other birds, while vultures are specialised scavengers. Avivores are animals that are specialized at preying on birds.", "targets": "What type of birds specialise in hunting mammals or other birds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b89b0611647415c91664676f6fc43eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria (i/b\u00e6k\u02c8t\u026a\u0259ri\u0259/; singular: bacterium) constitute a large domain of prokaryotic microorganisms. Typically a few micrometres in length, bacteria have a number of shapes, ranging from spheres to rods and spirals. Bacteria were among the first life forms to appear on Earth, and are present in most of its habitats. Bacteria inhabit soil, water, acidic hot springs, radioactive waste, and the deep portions of Earth's crust. Bacteria also live in symbiotic and parasitic relationships with plants and animals. They are also known to have flourished in manned spacecraft.", "targets": "What is a large domain of prokaryotic microorganisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b89b0611647415c91664676f6fc43eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria (i/b\u00e6k\u02c8t\u026a\u0259ri\u0259/; singular: bacterium) constitute a large domain of prokaryotic microorganisms. Typically a few micrometres in length, bacteria have a number of shapes, ranging from spheres to rods and spirals. Bacteria were among the first life forms to appear on Earth, and are present in most of its habitats. Bacteria inhabit soil, water, acidic hot springs, radioactive waste, and the deep portions of Earth's crust. Bacteria also live in symbiotic and parasitic relationships with plants and animals. They are also known to have flourished in manned spacecraft.", "targets": "What configurations can bacteria can bacteria take?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b89b0611647415c91664676f6fc43eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria (i/b\u00e6k\u02c8t\u026a\u0259ri\u0259/; singular: bacterium) constitute a large domain of prokaryotic microorganisms. Typically a few micrometres in length, bacteria have a number of shapes, ranging from spheres to rods and spirals. Bacteria were among the first life forms to appear on Earth, and are present in most of its habitats. Bacteria inhabit soil, water, acidic hot springs, radioactive waste, and the deep portions of Earth's crust. Bacteria also live in symbiotic and parasitic relationships with plants and animals. They are also known to have flourished in manned spacecraft.", "targets": "When is the typical lenght  for bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b89b0611647415c91664676f6fc43eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria (i/b\u00e6k\u02c8t\u026a\u0259ri\u0259/; singular: bacterium) constitute a large domain of prokaryotic microorganisms. Typically a few micrometres in length, bacteria have a number of shapes, ranging from spheres to rods and spirals. Bacteria were among the first life forms to appear on Earth, and are present in most of its habitats. Bacteria inhabit soil, water, acidic hot springs, radioactive waste, and the deep portions of Earth's crust. Bacteria also live in symbiotic and parasitic relationships with plants and animals. They are also known to have flourished in manned spacecraft.", "targets": "What environments can bacteria live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b89b0611647415c91664676f6fc43eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria (i/b\u00e6k\u02c8t\u026a\u0259ri\u0259/; singular: bacterium) constitute a large domain of prokaryotic microorganisms. Typically a few micrometres in length, bacteria have a number of shapes, ranging from spheres to rods and spirals. Bacteria were among the first life forms to appear on Earth, and are present in most of its habitats. Bacteria inhabit soil, water, acidic hot springs, radioactive waste, and the deep portions of Earth's crust. Bacteria also live in symbiotic and parasitic relationships with plants and animals. They are also known to have flourished in manned spacecraft.", "targets": "What is the relationships between plants animals and bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a78d7993feb0441cb1c504ffedea4f84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's \u00e9tudes are largely in straightforward ternary form. He used them to teach his own technique of piano playing\u2014for instance playing double thirds (Op. 25, No. 6), playing in octaves (Op. 25, No. 10), and playing repeated notes (Op. 10, No.  7).", "targets": "What pieces of his did Chopin use to teach his technique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a78d7993feb0441cb1c504ffedea4f84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's \u00e9tudes are largely in straightforward ternary form. He used them to teach his own technique of piano playing\u2014for instance playing double thirds (Op. 25, No. 6), playing in octaves (Op. 25, No. 10), and playing repeated notes (Op. 10, No.  7).", "targets": "What form are most of Chopin's \u00e9tudes in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a78d7993feb0441cb1c504ffedea4f84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's \u00e9tudes are largely in straightforward ternary form. He used them to teach his own technique of piano playing\u2014for instance playing double thirds (Op. 25, No. 6), playing in octaves (Op. 25, No. 10), and playing repeated notes (Op. 10, No.  7).", "targets": "Chopin often taught his piano technique using what form of music he wrote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1cd0b4396944928d3ba11302e4f293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824, named for wives of the village's founders and the stands of Bur Oak trees. The University of Michigan moved from Detroit to Ann Arbor in 1837, and the city grew at a rapid rate in the early to mid-20th century. During the 1960s and 1970s, the city gained a reputation as a center for left-wing politics. Ann Arbor became a focal point for political activism and served as a hub for the civil-rights movement and anti-Vietnam War movement, as well as various student movements.", "targets": "When was Ann Arbor founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1cd0b4396944928d3ba11302e4f293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824, named for wives of the village's founders and the stands of Bur Oak trees. The University of Michigan moved from Detroit to Ann Arbor in 1837, and the city grew at a rapid rate in the early to mid-20th century. During the 1960s and 1970s, the city gained a reputation as a center for left-wing politics. Ann Arbor became a focal point for political activism and served as a hub for the civil-rights movement and anti-Vietnam War movement, as well as various student movements.", "targets": "Which University moved from Detroit to Ann Arbor in 1837?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1cd0b4396944928d3ba11302e4f293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824, named for wives of the village's founders and the stands of Bur Oak trees. The University of Michigan moved from Detroit to Ann Arbor in 1837, and the city grew at a rapid rate in the early to mid-20th century. During the 1960s and 1970s, the city gained a reputation as a center for left-wing politics. Ann Arbor became a focal point for political activism and served as a hub for the civil-rights movement and anti-Vietnam War movement, as well as various student movements.", "targets": "During  the 1960's & 70's, Ann Arbor gained a reputation for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e1cd0b4396944928d3ba11302e4f293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824, named for wives of the village's founders and the stands of Bur Oak trees. The University of Michigan moved from Detroit to Ann Arbor in 1837, and the city grew at a rapid rate in the early to mid-20th century. During the 1960s and 1970s, the city gained a reputation as a center for left-wing politics. Ann Arbor became a focal point for political activism and served as a hub for the civil-rights movement and anti-Vietnam War movement, as well as various student movements.", "targets": "Which type of tree is associated with the city Ann Arbor's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6019e87d404e2fb03d2b330894dc47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislatures have reduced infringement by narrowing the scope of what is considered infringing. Aside from upholding international copyright treaty obligations to provide general limitations and exceptions, nations have enacted compulsory licensing laws applying specifically to digital works and uses. For example, in the U.S., the DMCA, an implementation of the 1996 WIPO Copyright Treaty, considers digital transmissions of audio recordings to be licensed as long as a designated copyright collective's royalty and reporting requirements are met. The DMCA also provides safe harbor for digital service providers whose users are suspected of copyright infringement, thus reducing the likelihood that the providers themselves will be considered directly infringing.", "targets": "How have governments lowered infringement rates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6019e87d404e2fb03d2b330894dc47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislatures have reduced infringement by narrowing the scope of what is considered infringing. Aside from upholding international copyright treaty obligations to provide general limitations and exceptions, nations have enacted compulsory licensing laws applying specifically to digital works and uses. For example, in the U.S., the DMCA, an implementation of the 1996 WIPO Copyright Treaty, considers digital transmissions of audio recordings to be licensed as long as a designated copyright collective's royalty and reporting requirements are met. The DMCA also provides safe harbor for digital service providers whose users are suspected of copyright infringement, thus reducing the likelihood that the providers themselves will be considered directly infringing.", "targets": "Besides upholding international treaty, what else have countries done specifically to digital works and uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6019e87d404e2fb03d2b330894dc47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislatures have reduced infringement by narrowing the scope of what is considered infringing. Aside from upholding international copyright treaty obligations to provide general limitations and exceptions, nations have enacted compulsory licensing laws applying specifically to digital works and uses. For example, in the U.S., the DMCA, an implementation of the 1996 WIPO Copyright Treaty, considers digital transmissions of audio recordings to be licensed as long as a designated copyright collective's royalty and reporting requirements are met. The DMCA also provides safe harbor for digital service providers whose users are suspected of copyright infringement, thus reducing the likelihood that the providers themselves will be considered directly infringing.", "targets": "What law in the US considers digital transmission of audio to be licensed if certain conditions are met?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6019e87d404e2fb03d2b330894dc47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislatures have reduced infringement by narrowing the scope of what is considered infringing. Aside from upholding international copyright treaty obligations to provide general limitations and exceptions, nations have enacted compulsory licensing laws applying specifically to digital works and uses. For example, in the U.S., the DMCA, an implementation of the 1996 WIPO Copyright Treaty, considers digital transmissions of audio recordings to be licensed as long as a designated copyright collective's royalty and reporting requirements are met. The DMCA also provides safe harbor for digital service providers whose users are suspected of copyright infringement, thus reducing the likelihood that the providers themselves will be considered directly infringing.", "targets": "What else does this law provide to service providers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf6019e87d404e2fb03d2b330894dc47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislatures have reduced infringement by narrowing the scope of what is considered infringing. Aside from upholding international copyright treaty obligations to provide general limitations and exceptions, nations have enacted compulsory licensing laws applying specifically to digital works and uses. For example, in the U.S., the DMCA, an implementation of the 1996 WIPO Copyright Treaty, considers digital transmissions of audio recordings to be licensed as long as a designated copyright collective's royalty and reporting requirements are met. The DMCA also provides safe harbor for digital service providers whose users are suspected of copyright infringement, thus reducing the likelihood that the providers themselves will be considered directly infringing.", "targets": "Who does this law target?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36d9398aa49843a8af934bcd4fcce4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch language has been known under a variety of names. In Middle Dutch, which was a collection of dialects, dietsc was used in Flanders and Brabant, while diets or duutsc was in use in the Northern Netherlands. It derived from the Old Germanic word theudisk, one of the first names ever used for the non-Romance languages of Western Europe, meaning (pertaining to the language) of the people, that is, the native Germanic language. The term was used as opposed to Latin, the non-native language of writing and the Catholic Church. In the first text in which it is found, dating from 784, it refers to the Germanic dialects of Britain. In the Oaths of Strasbourg (842) it appeared as teudisca to refer to the Germanic (Rhenish Franconian) portion of the oath.", "targets": "What Old Germanic term was used to describe the non-Romance languages that developed in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36d9398aa49843a8af934bcd4fcce4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch language has been known under a variety of names. In Middle Dutch, which was a collection of dialects, dietsc was used in Flanders and Brabant, while diets or duutsc was in use in the Northern Netherlands. It derived from the Old Germanic word theudisk, one of the first names ever used for the non-Romance languages of Western Europe, meaning (pertaining to the language) of the people, that is, the native Germanic language. The term was used as opposed to Latin, the non-native language of writing and the Catholic Church. In the first text in which it is found, dating from 784, it refers to the Germanic dialects of Britain. In the Oaths of Strasbourg (842) it appeared as teudisca to refer to the Germanic (Rhenish Franconian) portion of the oath.", "targets": "What language was used for writing and by the Catholic Church instead of the language \"of the people\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36d9398aa49843a8af934bcd4fcce4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch language has been known under a variety of names. In Middle Dutch, which was a collection of dialects, dietsc was used in Flanders and Brabant, while diets or duutsc was in use in the Northern Netherlands. It derived from the Old Germanic word theudisk, one of the first names ever used for the non-Romance languages of Western Europe, meaning (pertaining to the language) of the people, that is, the native Germanic language. The term was used as opposed to Latin, the non-native language of writing and the Catholic Church. In the first text in which it is found, dating from 784, it refers to the Germanic dialects of Britain. In the Oaths of Strasbourg (842) it appeared as teudisca to refer to the Germanic (Rhenish Franconian) portion of the oath.", "targets": "The word \"theudisk\" was first found in a text from what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36d9398aa49843a8af934bcd4fcce4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch language has been known under a variety of names. In Middle Dutch, which was a collection of dialects, dietsc was used in Flanders and Brabant, while diets or duutsc was in use in the Northern Netherlands. It derived from the Old Germanic word theudisk, one of the first names ever used for the non-Romance languages of Western Europe, meaning (pertaining to the language) of the people, that is, the native Germanic language. The term was used as opposed to Latin, the non-native language of writing and the Catholic Church. In the first text in which it is found, dating from 784, it refers to the Germanic dialects of Britain. In the Oaths of Strasbourg (842) it appeared as teudisca to refer to the Germanic (Rhenish Franconian) portion of the oath.", "targets": "What year were the Oaths of Strasbourg written?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36d9398aa49843a8af934bcd4fcce4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch language has been known under a variety of names. In Middle Dutch, which was a collection of dialects, dietsc was used in Flanders and Brabant, while diets or duutsc was in use in the Northern Netherlands. It derived from the Old Germanic word theudisk, one of the first names ever used for the non-Romance languages of Western Europe, meaning (pertaining to the language) of the people, that is, the native Germanic language. The term was used as opposed to Latin, the non-native language of writing and the Catholic Church. In the first text in which it is found, dating from 784, it refers to the Germanic dialects of Britain. In the Oaths of Strasbourg (842) it appeared as teudisca to refer to the Germanic (Rhenish Franconian) portion of the oath.", "targets": "What word was used in the Oaths of Strasbourg for the oath's Germanic section?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d014943f3677491eae5db6b26d756080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older constitutions often vest this power in the cabinet. In the United Kingdom, for example, the tradition whereby it is the prime minister who requests a dissolution of parliament dates back to 1918. Prior to then, it was the entire government that made the request. Similarly, though the modern 1937 Irish constitution grants to the Taoiseach the right to make the request, the earlier 1922 Irish Free State Constitution vested the power in the Executive Council (the then name for the Irish cabinet).", "targets": "When was the convention of prime ministers initiating the dissolution of parliament started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d014943f3677491eae5db6b26d756080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older constitutions often vest this power in the cabinet. In the United Kingdom, for example, the tradition whereby it is the prime minister who requests a dissolution of parliament dates back to 1918. Prior to then, it was the entire government that made the request. Similarly, though the modern 1937 Irish constitution grants to the Taoiseach the right to make the request, the earlier 1922 Irish Free State Constitution vested the power in the Executive Council (the then name for the Irish cabinet).", "targets": "In Ireland, when was the power to dissolve parliament assigned to the prime minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d014943f3677491eae5db6b26d756080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older constitutions often vest this power in the cabinet. In the United Kingdom, for example, the tradition whereby it is the prime minister who requests a dissolution of parliament dates back to 1918. Prior to then, it was the entire government that made the request. Similarly, though the modern 1937 Irish constitution grants to the Taoiseach the right to make the request, the earlier 1922 Irish Free State Constitution vested the power in the Executive Council (the then name for the Irish cabinet).", "targets": "The 1922 Irish Free State Constitution previously gave what body the power to dissolve parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d014943f3677491eae5db6b26d756080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older constitutions often vest this power in the cabinet. In the United Kingdom, for example, the tradition whereby it is the prime minister who requests a dissolution of parliament dates back to 1918. Prior to then, it was the entire government that made the request. Similarly, though the modern 1937 Irish constitution grants to the Taoiseach the right to make the request, the earlier 1922 Irish Free State Constitution vested the power in the Executive Council (the then name for the Irish cabinet).", "targets": "What was the Executive Council an alternate name for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1762f638b2f24033b845725f3a71c21f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, there is a growing number of Associates who share the Dominican charism. Dominican Associates are Christian women and men; married, single, divorced, and widowed; clergy members and lay persons who were first drawn to and then called to live out the charism and continue the mission of the Dominican Order - to praise, to bless, to preach. Associates do not take vows, but rather make a commitment to be partners with vowed members, and to share the mission and charism of the Dominican Family in their own lives, families, churches, neighborhoods, workplaces, and cities. ", "targets": "What do present day Dominican Order associates do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1762f638b2f24033b845725f3a71c21f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, there is a growing number of Associates who share the Dominican charism. Dominican Associates are Christian women and men; married, single, divorced, and widowed; clergy members and lay persons who were first drawn to and then called to live out the charism and continue the mission of the Dominican Order - to praise, to bless, to preach. Associates do not take vows, but rather make a commitment to be partners with vowed members, and to share the mission and charism of the Dominican Family in their own lives, families, churches, neighborhoods, workplaces, and cities. ", "targets": "What is an example of a modern Dominican Order follower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1762f638b2f24033b845725f3a71c21f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, there is a growing number of Associates who share the Dominican charism. Dominican Associates are Christian women and men; married, single, divorced, and widowed; clergy members and lay persons who were first drawn to and then called to live out the charism and continue the mission of the Dominican Order - to praise, to bless, to preach. Associates do not take vows, but rather make a commitment to be partners with vowed members, and to share the mission and charism of the Dominican Family in their own lives, families, churches, neighborhoods, workplaces, and cities. ", "targets": "What draws many people into following the Dominican Order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1762f638b2f24033b845725f3a71c21f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, there is a growing number of Associates who share the Dominican charism. Dominican Associates are Christian women and men; married, single, divorced, and widowed; clergy members and lay persons who were first drawn to and then called to live out the charism and continue the mission of the Dominican Order - to praise, to bless, to preach. Associates do not take vows, but rather make a commitment to be partners with vowed members, and to share the mission and charism of the Dominican Family in their own lives, families, churches, neighborhoods, workplaces, and cities. ", "targets": "Present day members continue to do what for the Dominican Order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813b6643d43143a68615e70d343e8a9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous groups are the chirigotas, choirs and comparsas. The chirigotas are well known witty, satiric popular groups who sing about politics, new times and household topics, wearing the same costume, which they prepare for the whole year. The Choirs (coros) are wider groups that go on open carts through the streets singing with an orchestra of guitars and lutes. Their signature piece is the \"Carnival Tango\", alternating comical and serious repertory. The comparsas are the serious counterpart of the chirigota in C\u00e1diz, and the poetic lyrics and the criticism are their main ingredients. They have a more elaborated polyphony that is easily recognizable by the typical countertenor voice.", "targets": "The chirigotas, choirs and comparsas are the most famous of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813b6643d43143a68615e70d343e8a9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous groups are the chirigotas, choirs and comparsas. The chirigotas are well known witty, satiric popular groups who sing about politics, new times and household topics, wearing the same costume, which they prepare for the whole year. The Choirs (coros) are wider groups that go on open carts through the streets singing with an orchestra of guitars and lutes. Their signature piece is the \"Carnival Tango\", alternating comical and serious repertory. The comparsas are the serious counterpart of the chirigota in C\u00e1diz, and the poetic lyrics and the criticism are their main ingredients. They have a more elaborated polyphony that is easily recognizable by the typical countertenor voice.", "targets": "What do the chirigotas sing about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813b6643d43143a68615e70d343e8a9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous groups are the chirigotas, choirs and comparsas. The chirigotas are well known witty, satiric popular groups who sing about politics, new times and household topics, wearing the same costume, which they prepare for the whole year. The Choirs (coros) are wider groups that go on open carts through the streets singing with an orchestra of guitars and lutes. Their signature piece is the \"Carnival Tango\", alternating comical and serious repertory. The comparsas are the serious counterpart of the chirigota in C\u00e1diz, and the poetic lyrics and the criticism are their main ingredients. They have a more elaborated polyphony that is easily recognizable by the typical countertenor voice.", "targets": "How long does it take for a chirigota to prepare their costume?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813b6643d43143a68615e70d343e8a9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous groups are the chirigotas, choirs and comparsas. The chirigotas are well known witty, satiric popular groups who sing about politics, new times and household topics, wearing the same costume, which they prepare for the whole year. The Choirs (coros) are wider groups that go on open carts through the streets singing with an orchestra of guitars and lutes. Their signature piece is the \"Carnival Tango\", alternating comical and serious repertory. The comparsas are the serious counterpart of the chirigota in C\u00e1diz, and the poetic lyrics and the criticism are their main ingredients. They have a more elaborated polyphony that is easily recognizable by the typical countertenor voice.", "targets": "Which group rides around in open carts through the streets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813b6643d43143a68615e70d343e8a9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous groups are the chirigotas, choirs and comparsas. The chirigotas are well known witty, satiric popular groups who sing about politics, new times and household topics, wearing the same costume, which they prepare for the whole year. The Choirs (coros) are wider groups that go on open carts through the streets singing with an orchestra of guitars and lutes. Their signature piece is the \"Carnival Tango\", alternating comical and serious repertory. The comparsas are the serious counterpart of the chirigota in C\u00e1diz, and the poetic lyrics and the criticism are their main ingredients. They have a more elaborated polyphony that is easily recognizable by the typical countertenor voice.", "targets": "Who has the most elaborated polyphony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-031196bde9bb4df6b18dab73572eecec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has assembled a National Human Rights Commission that consists of 15 members from various backgrounds. Several activists in exile, including Thee Lay Thee Anyeint members, have returned to Myanmar after President Thein Sein's invitation to expatriates to return home to work for national development. In an address to the United Nations Security Council on 22 September 2011, Myanmar's Foreign Minister Wunna Maung Lwin confirmed the government's intention to release prisoners in the near future.", "targets": "What did the government bring together ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-031196bde9bb4df6b18dab73572eecec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has assembled a National Human Rights Commission that consists of 15 members from various backgrounds. Several activists in exile, including Thee Lay Thee Anyeint members, have returned to Myanmar after President Thein Sein's invitation to expatriates to return home to work for national development. In an address to the United Nations Security Council on 22 September 2011, Myanmar's Foreign Minister Wunna Maung Lwin confirmed the government's intention to release prisoners in the near future.", "targets": "Once the decision was made to bring the group together who was it comprised of ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-031196bde9bb4df6b18dab73572eecec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has assembled a National Human Rights Commission that consists of 15 members from various backgrounds. Several activists in exile, including Thee Lay Thee Anyeint members, have returned to Myanmar after President Thein Sein's invitation to expatriates to return home to work for national development. In an address to the United Nations Security Council on 22 September 2011, Myanmar's Foreign Minister Wunna Maung Lwin confirmed the government's intention to release prisoners in the near future.", "targets": "Has the joining brought about any changes in the region ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-031196bde9bb4df6b18dab73572eecec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has assembled a National Human Rights Commission that consists of 15 members from various backgrounds. Several activists in exile, including Thee Lay Thee Anyeint members, have returned to Myanmar after President Thein Sein's invitation to expatriates to return home to work for national development. In an address to the United Nations Security Council on 22 September 2011, Myanmar's Foreign Minister Wunna Maung Lwin confirmed the government's intention to release prisoners in the near future.", "targets": "Who extended the offer to the activists ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-031196bde9bb4df6b18dab73572eecec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has assembled a National Human Rights Commission that consists of 15 members from various backgrounds. Several activists in exile, including Thee Lay Thee Anyeint members, have returned to Myanmar after President Thein Sein's invitation to expatriates to return home to work for national development. In an address to the United Nations Security Council on 22 September 2011, Myanmar's Foreign Minister Wunna Maung Lwin confirmed the government's intention to release prisoners in the near future.", "targets": "Who addressed the United nations on Myanmar's behalf in the fall 2011 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f624325d504c028758c8329c50a559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Roman letters have a characteristic shape (lower-case letters mostly occupying the x-height, with ascenders or descenders on some letters), Chinese characters occupy a more or less square area in which the components of every character are written to fit in order to maintain a uniform size and shape, especially with small printed characters in Ming and sans-serif styles. Because of this, beginners often practise writing on squared graph paper, and the Chinese sometimes use the term \"Square-Block Characters\" (\u65b9\u5757\u5b57 / \u65b9\u584a\u5b57, f\u0101ngku\u00e0iz\u00ec), sometimes translated as tetragraph, in reference to Chinese characters.", "targets": "What have a characteristic shape?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f624325d504c028758c8329c50a559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Roman letters have a characteristic shape (lower-case letters mostly occupying the x-height, with ascenders or descenders on some letters), Chinese characters occupy a more or less square area in which the components of every character are written to fit in order to maintain a uniform size and shape, especially with small printed characters in Ming and sans-serif styles. Because of this, beginners often practise writing on squared graph paper, and the Chinese sometimes use the term \"Square-Block Characters\" (\u65b9\u5757\u5b57 / \u65b9\u584a\u5b57, f\u0101ngku\u00e0iz\u00ec), sometimes translated as tetragraph, in reference to Chinese characters.", "targets": "What occupy a more or less space area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f624325d504c028758c8329c50a559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Just as Roman letters have a characteristic shape (lower-case letters mostly occupying the x-height, with ascenders or descenders on some letters), Chinese characters occupy a more or less square area in which the components of every character are written to fit in order to maintain a uniform size and shape, especially with small printed characters in Ming and sans-serif styles. Because of this, beginners often practise writing on squared graph paper, and the Chinese sometimes use the term \"Square-Block Characters\" (\u65b9\u5757\u5b57 / \u65b9\u584a\u5b57, f\u0101ngku\u00e0iz\u00ec), sometimes translated as tetragraph, in reference to Chinese characters.", "targets": "What can sometimes be translated as tetragraph?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b2ab3c159a743408597d3e4abe80341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed]", "targets": "Where in Las Vegas did a famous protest take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b2ab3c159a743408597d3e4abe80341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed]", "targets": "What was the civil disobedience performed at the test site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b2ab3c159a743408597d3e4abe80341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed]", "targets": "What was the result of the disobedience protesting the nuclear site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b2ab3c159a743408597d3e4abe80341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed]", "targets": "How did their lawyer suggest they would plea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b2ab3c159a743408597d3e4abe80341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the Committee for Non-Violent Action sponsored a protest in August 1957, at the Camp Mercury nuclear test site near Las Vegas, Nevada, 13 of the protesters attempted to enter the test site knowing that they faced arrest. At a pre-arranged announced time, one at a time they stepped across the \"line\" and were immediately arrested. They were put on a bus and taken to the Nye County seat of Tonopah, Nevada, and arraigned for trial before the local Justice of the Peace, that afternoon. A well known civil rights attorney, Francis Heisler, had volunteered to defend the arrested persons, advising them to plead \"nolo contendere\", as an alternative to pleading either guilty or not-guilty. The arrested persons were found \"guilty,\" nevertheless, and given suspended sentences, conditional on their not reentering the test site grounds.[citation needed]", "targets": "What type of sentences were the protesters given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who is the head coach of the Broncos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who played quarterback for the Broncos after Peyton Manning was benched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who did Peyton Manning play for as a rookie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who did the Broncos play in the last week of the regular season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who is Denver's defensive coordinator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "How many years was John Fox the head coach of the Denver Broncos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "What is the name of the Bronco's head coach, who was hired after John Fox? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "What was the first team Peyton Manning began playing for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "How old was Peyton Manning in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "In the 10th week of the 2015 season, what injury was Peyton Manning dealing with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "When John Fox left as head coach for the Broncos, who replaced him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who was the quarterback for the Broncos 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "What injury did Manning suffer the summer before the season started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "How old was Manning at the beginning of the 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "How many games did the Broncos lose during their regular 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "What coach left the Broncos after the season prior to Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "According to game stats, which Super Bowl 50 quarterback had his worst year since his first season as a player in the NFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who was the Denver head coach for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "What foot was injured on Manning that sidelined him in week 10?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-008ee507582c4afca4fe244b77865866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their loss in the divisional round of the previous season's playoffs, the Denver Broncos underwent numerous coaching changes, including a mutual parting with head coach John Fox (who had won four divisional championships in his four years as Broncos head coach), and the hiring of Gary Kubiak as the new head coach. Under Kubiak, the Broncos planned to install a run-oriented offense with zone blocking to blend in with quarterback Peyton Manning's shotgun passing skills, but struggled with numerous changes and injuries to the offensive line, as well as Manning having his worst statistical season since his rookie year with the Indianapolis Colts in 1998, due to a plantar fasciitis injury in his heel that he had suffered since the summer, and the simple fact that Manning was getting old, as he turned 39 in the 2015 off-season. Although the team had a 7\u20130 start, Manning led the NFL in interceptions. In week 10, Manning suffered a partial tear of the plantar fasciitis in his left foot. He set the NFL's all-time record for career passing yards in this game, but was benched after throwing four interceptions in favor of backup quarterback Brock Osweiler, who took over as the starter for most of the remainder of the regular season. Osweiler was injured, however, leading to Manning's return during the Week 17 regular season finale, where the Broncos were losing 13\u20137 against the 4\u201311 San Diego Chargers, resulting in Manning re-claiming the starting quarterback position for the playoffs by leading the team to a key 27\u201320 win that enabled the team to clinch the number one overall AFC seed. Under defensive coordinator Wade Phillips, the Broncos' defense ranked number one in total yards allowed, passing yards allowed and sacks, and like the previous three seasons, the team has continued to set numerous individual, league and franchise records. With the defense carrying the team despite the issues with the offense, the Broncos finished the regular season with a 12\u20134 record and earned home-field advantage throughout the AFC playoffs.", "targets": "Who was the defensive coordinator for the Broncos in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd224ce9fa0344eb80a51aade1c00109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Belgian cities hold Carnivals during Lent. One of the best-known is Stavelot, where the Carnival de la Laetare takes place on Laetare Sunday, the fourth Sunday of Lent. The participants include the Blancs-Moussis, who dress in white, carry long red noses and parade through town attacking bystanders with confetti and dried pig bladders. The town of Halle also celebrates on Laetare Sunday. Belgium's oldest parade is the Carnival Parade of Maaseik, also held on Laetare Sunday, which originated in 1865.", "targets": "What do some Belgian cities hold during Lent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd224ce9fa0344eb80a51aade1c00109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Belgian cities hold Carnivals during Lent. One of the best-known is Stavelot, where the Carnival de la Laetare takes place on Laetare Sunday, the fourth Sunday of Lent. The participants include the Blancs-Moussis, who dress in white, carry long red noses and parade through town attacking bystanders with confetti and dried pig bladders. The town of Halle also celebrates on Laetare Sunday. Belgium's oldest parade is the Carnival Parade of Maaseik, also held on Laetare Sunday, which originated in 1865.", "targets": "What Carnival takes place on Laetare Sunday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd224ce9fa0344eb80a51aade1c00109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Belgian cities hold Carnivals during Lent. One of the best-known is Stavelot, where the Carnival de la Laetare takes place on Laetare Sunday, the fourth Sunday of Lent. The participants include the Blancs-Moussis, who dress in white, carry long red noses and parade through town attacking bystanders with confetti and dried pig bladders. The town of Halle also celebrates on Laetare Sunday. Belgium's oldest parade is the Carnival Parade of Maaseik, also held on Laetare Sunday, which originated in 1865.", "targets": "What group of participants attack bystanders with confetti and dried pig bladders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd224ce9fa0344eb80a51aade1c00109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Belgian cities hold Carnivals during Lent. One of the best-known is Stavelot, where the Carnival de la Laetare takes place on Laetare Sunday, the fourth Sunday of Lent. The participants include the Blancs-Moussis, who dress in white, carry long red noses and parade through town attacking bystanders with confetti and dried pig bladders. The town of Halle also celebrates on Laetare Sunday. Belgium's oldest parade is the Carnival Parade of Maaseik, also held on Laetare Sunday, which originated in 1865.", "targets": "What day does the town of Halle engage in its celebration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd224ce9fa0344eb80a51aade1c00109", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Belgian cities hold Carnivals during Lent. One of the best-known is Stavelot, where the Carnival de la Laetare takes place on Laetare Sunday, the fourth Sunday of Lent. The participants include the Blancs-Moussis, who dress in white, carry long red noses and parade through town attacking bystanders with confetti and dried pig bladders. The town of Halle also celebrates on Laetare Sunday. Belgium's oldest parade is the Carnival Parade of Maaseik, also held on Laetare Sunday, which originated in 1865.", "targets": "What's the name of Belgium's oldest parade? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "How many auditions are there before contestants audition for the judges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "Which audition stage is televised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "How many contestants make it through the initial auditions in each city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "What is the only televised portion of the preliminary audition rounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "How many rounds can a contestant make it through before Hollywood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "Who do contestants sing for in the second round of cuts during auditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f1bf55a87d406fad004c537316c879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contestants go through at least three sets of cuts. The first is a brief audition with a few other contestants in front of selectors which may include one of the show's producers. Although auditions can exceed 10,000 in each city, only a few hundred of these make it past the preliminary round of auditions. Successful contestants then sing in front of producers, where more may be cut. Only then can they proceed to audition in front of the judges, which is the only audition stage shown on television. Those selected by the judges are sent to Hollywood. Between 10\u201360 people in each city may make it to Hollywood[citation needed].", "targets": "If contestants get approval from the judges, where do they go next?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9a69497c2e479f8e9b23374b542799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.", "targets": "What do government's run that affects teachers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9a69497c2e479f8e9b23374b542799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.", "targets": "Why would a teacher's college exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9a69497c2e479f8e9b23374b542799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.", "targets": "Who would a teacher's college be protecting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9a69497c2e479f8e9b23374b542799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.", "targets": "Who is taught at teacher's colleges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9a69497c2e479f8e9b23374b542799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.", "targets": "Teacher's colleges certify, govern and enforce what for teachers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36b1b0c148436282365b358003fe12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electrochemical migration (ECM) is the growth of conductive metal filaments on or in a printed circuit board (PCB) under the influence of a DC voltage bias. Silver, zinc, and aluminum are known to grow whiskers under the influence of an electric field. Silver also grows conducting surface paths in the presence of halide and other ions, making it a poor choice for electronics use. Tin will grow \"whiskers\" due to tension in the plated surface. Tin-Lead or solder plating also grows whiskers, only reduced by the percentage Tin replaced. Reflow to melt solder or tin plate to relieve surface stress lowers whisker incidence. Another coating issue is tin pest, the transformation of tin to a powdery allotrope at low temperature.", "targets": "What's the process whereby metal filaments are grown on or in a PCB via DC voltage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36b1b0c148436282365b358003fe12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electrochemical migration (ECM) is the growth of conductive metal filaments on or in a printed circuit board (PCB) under the influence of a DC voltage bias. Silver, zinc, and aluminum are known to grow whiskers under the influence of an electric field. Silver also grows conducting surface paths in the presence of halide and other ions, making it a poor choice for electronics use. Tin will grow \"whiskers\" due to tension in the plated surface. Tin-Lead or solder plating also grows whiskers, only reduced by the percentage Tin replaced. Reflow to melt solder or tin plate to relieve surface stress lowers whisker incidence. Another coating issue is tin pest, the transformation of tin to a powdery allotrope at low temperature.", "targets": "Along with silver and aluminum, what metal grows metal filaments when exposed to an electric field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36b1b0c148436282365b358003fe12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electrochemical migration (ECM) is the growth of conductive metal filaments on or in a printed circuit board (PCB) under the influence of a DC voltage bias. Silver, zinc, and aluminum are known to grow whiskers under the influence of an electric field. Silver also grows conducting surface paths in the presence of halide and other ions, making it a poor choice for electronics use. Tin will grow \"whiskers\" due to tension in the plated surface. Tin-Lead or solder plating also grows whiskers, only reduced by the percentage Tin replaced. Reflow to melt solder or tin plate to relieve surface stress lowers whisker incidence. Another coating issue is tin pest, the transformation of tin to a powdery allotrope at low temperature.", "targets": "In addition to \"whiskers,\" what does silver sprout around ions like halide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36b1b0c148436282365b358003fe12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electrochemical migration (ECM) is the growth of conductive metal filaments on or in a printed circuit board (PCB) under the influence of a DC voltage bias. Silver, zinc, and aluminum are known to grow whiskers under the influence of an electric field. Silver also grows conducting surface paths in the presence of halide and other ions, making it a poor choice for electronics use. Tin will grow \"whiskers\" due to tension in the plated surface. Tin-Lead or solder plating also grows whiskers, only reduced by the percentage Tin replaced. Reflow to melt solder or tin plate to relieve surface stress lowers whisker incidence. Another coating issue is tin pest, the transformation of tin to a powdery allotrope at low temperature.", "targets": "What do scientist call the function whereby tin changes when it's very cold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36b1b0c148436282365b358003fe12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electrochemical migration (ECM) is the growth of conductive metal filaments on or in a printed circuit board (PCB) under the influence of a DC voltage bias. Silver, zinc, and aluminum are known to grow whiskers under the influence of an electric field. Silver also grows conducting surface paths in the presence of halide and other ions, making it a poor choice for electronics use. Tin will grow \"whiskers\" due to tension in the plated surface. Tin-Lead or solder plating also grows whiskers, only reduced by the percentage Tin replaced. Reflow to melt solder or tin plate to relieve surface stress lowers whisker incidence. Another coating issue is tin pest, the transformation of tin to a powdery allotrope at low temperature.", "targets": "What's present in plated surfaces that causes tin to grow metal filaments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d46be84d3524794a1090bce39655e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The historian Frederick W. Mote wrote that the usage of the term \"social classes\" for this system was misleading and that the position of people within the four-class system was not an indication of their actual social power and wealth, but just entailed \"degrees of privilege\" to which they were entitled institutionally and legally, so a person's standing within the classes was not a guarantee of their standing, since there were rich and well socially standing Chinese while there were less rich Mongol and Semu than there were Mongol and Semu who lived in poverty and were ill treated.", "targets": "Who thought that the Yuan's social class system shouldn't be called social classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d46be84d3524794a1090bce39655e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The historian Frederick W. Mote wrote that the usage of the term \"social classes\" for this system was misleading and that the position of people within the four-class system was not an indication of their actual social power and wealth, but just entailed \"degrees of privilege\" to which they were entitled institutionally and legally, so a person's standing within the classes was not a guarantee of their standing, since there were rich and well socially standing Chinese while there were less rich Mongol and Semu than there were Mongol and Semu who lived in poverty and were ill treated.", "targets": "What did Mote think the Yuan class system really represented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d46be84d3524794a1090bce39655e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The historian Frederick W. Mote wrote that the usage of the term \"social classes\" for this system was misleading and that the position of people within the four-class system was not an indication of their actual social power and wealth, but just entailed \"degrees of privilege\" to which they were entitled institutionally and legally, so a person's standing within the classes was not a guarantee of their standing, since there were rich and well socially standing Chinese while there were less rich Mongol and Semu than there were Mongol and Semu who lived in poverty and were ill treated.", "targets": "There were many Chinese with what unexpected status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d46be84d3524794a1090bce39655e88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The historian Frederick W. Mote wrote that the usage of the term \"social classes\" for this system was misleading and that the position of people within the four-class system was not an indication of their actual social power and wealth, but just entailed \"degrees of privilege\" to which they were entitled institutionally and legally, so a person's standing within the classes was not a guarantee of their standing, since there were rich and well socially standing Chinese while there were less rich Mongol and Semu than there were Mongol and Semu who lived in poverty and were ill treated.", "targets": "There were many Mongols with what unexpected status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "Why was Mevastatin never marketed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "Who discovered Mevastatin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "What is HMG-CoA responsible for producing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "Where did Endo discover ML-236B?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "What was discovered in long term studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "In what year was mevastatin discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "Who discovered mevastatin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "What organism produces mevastatin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62e7f62f42c4ab7b866446f66c192d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1971, Akira Endo, a Japanese biochemist working for the pharmaceutical company Sankyo, identified mevastatin (ML-236B), a molecule produced by the fungus Penicillium citrinum, as an inhibitor of HMG-CoA reductase, a critical enzyme used by the body to produce cholesterol. Animal trials showed very good inhibitory effect as in clinical trials, however a long term study in dogs found toxic effects at higher doses and as a result mevastatin was believed to be too toxic for human use. Mevastatin was never marketed, because of its adverse effects of tumors, muscle deterioration, and sometimes death in laboratory dogs.", "targets": "What enzyme helps produce cholesterol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3cb03381674529aa9bf0442a0496a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Victoria has 37 seats in the Australian House of Representatives and 12 seats in the Australian Senate. At state level, the Parliament of Victoria consists of the Legislative Assembly (the lower house) and the Legislative Council (the upper house). Victoria is currently governed by the Labor Party, with Daniel Andrews the current Premier. The personal representative of the Queen of Australia in the state is the Governor of Victoria, currently Linda Dessau. Local government is concentrated in 79 municipal districts, including 33 cities, although a number of unincorporated areas still exist, which are administered directly by the state.", "targets": "How many seats does Victoria have in the Australian House of Representatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3cb03381674529aa9bf0442a0496a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Victoria has 37 seats in the Australian House of Representatives and 12 seats in the Australian Senate. At state level, the Parliament of Victoria consists of the Legislative Assembly (the lower house) and the Legislative Council (the upper house). Victoria is currently governed by the Labor Party, with Daniel Andrews the current Premier. The personal representative of the Queen of Australia in the state is the Governor of Victoria, currently Linda Dessau. Local government is concentrated in 79 municipal districts, including 33 cities, although a number of unincorporated areas still exist, which are administered directly by the state.", "targets": "How many seats does Victoria have in the Senate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3cb03381674529aa9bf0442a0496a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Victoria has 37 seats in the Australian House of Representatives and 12 seats in the Australian Senate. At state level, the Parliament of Victoria consists of the Legislative Assembly (the lower house) and the Legislative Council (the upper house). Victoria is currently governed by the Labor Party, with Daniel Andrews the current Premier. The personal representative of the Queen of Australia in the state is the Governor of Victoria, currently Linda Dessau. Local government is concentrated in 79 municipal districts, including 33 cities, although a number of unincorporated areas still exist, which are administered directly by the state.", "targets": "What is the lower house of the Victorian parliament called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3cb03381674529aa9bf0442a0496a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Victoria has 37 seats in the Australian House of Representatives and 12 seats in the Australian Senate. At state level, the Parliament of Victoria consists of the Legislative Assembly (the lower house) and the Legislative Council (the upper house). Victoria is currently governed by the Labor Party, with Daniel Andrews the current Premier. The personal representative of the Queen of Australia in the state is the Governor of Victoria, currently Linda Dessau. Local government is concentrated in 79 municipal districts, including 33 cities, although a number of unincorporated areas still exist, which are administered directly by the state.", "targets": "What is the upper house of the Parliament of Victoria called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3cb03381674529aa9bf0442a0496a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, Victoria has 37 seats in the Australian House of Representatives and 12 seats in the Australian Senate. At state level, the Parliament of Victoria consists of the Legislative Assembly (the lower house) and the Legislative Council (the upper house). Victoria is currently governed by the Labor Party, with Daniel Andrews the current Premier. The personal representative of the Queen of Australia in the state is the Governor of Victoria, currently Linda Dessau. Local government is concentrated in 79 municipal districts, including 33 cities, although a number of unincorporated areas still exist, which are administered directly by the state.", "targets": "Who is the current Governor of Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095fa13b7c94313840a1fb89aaf7c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In literary contexts, Apollo represents harmony, order, and reason\u2014characteristics contrasted with those of Dionysus, god of wine, who represents ecstasy and disorder. The contrast between the roles of these gods is reflected in the adjectives Apollonian and Dionysian. However, the Greeks thought of the two qualities as complementary: the two gods are brothers, and when Apollo at winter left for Hyperborea, he would leave the Delphic oracle to Dionysus. This contrast appears to be shown on the two sides of the Borghese Vase.", "targets": "Who was the god of wine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095fa13b7c94313840a1fb89aaf7c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In literary contexts, Apollo represents harmony, order, and reason\u2014characteristics contrasted with those of Dionysus, god of wine, who represents ecstasy and disorder. The contrast between the roles of these gods is reflected in the adjectives Apollonian and Dionysian. However, the Greeks thought of the two qualities as complementary: the two gods are brothers, and when Apollo at winter left for Hyperborea, he would leave the Delphic oracle to Dionysus. This contrast appears to be shown on the two sides of the Borghese Vase.", "targets": "In literary contexts, who represents harmony, order and reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0095fa13b7c94313840a1fb89aaf7c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In literary contexts, Apollo represents harmony, order, and reason\u2014characteristics contrasted with those of Dionysus, god of wine, who represents ecstasy and disorder. The contrast between the roles of these gods is reflected in the adjectives Apollonian and Dionysian. However, the Greeks thought of the two qualities as complementary: the two gods are brothers, and when Apollo at winter left for Hyperborea, he would leave the Delphic oracle to Dionysus. This contrast appears to be shown on the two sides of the Borghese Vase.", "targets": "Where did Apollo go in winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7bb3c56bed3454d87324550e89526a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 620.34 square miles (1,606.7 km2), of which, 601.11 square miles (1,556.9 km2) of it is land and 19.23 square miles (49.8 km2) of it is water. The total area is 3.09 percent water.", "targets": "How many square miles is Oklahoma City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7bb3c56bed3454d87324550e89526a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 620.34 square miles (1,606.7 km2), of which, 601.11 square miles (1,556.9 km2) of it is land and 19.23 square miles (49.8 km2) of it is water. The total area is 3.09 percent water.", "targets": "Out of the 620.34 square miles, how much of it is water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeffbedd8aca48d2bcdd55fadb523ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four states in the modern era, Nebraska in 2008, New York and Kansas in 2004, and Massachusetts in 1984, had their statutes ruled unconstitutional by state courts. The death rows of New York and Massachusetts were disestablished, and attempts to restore the death penalty were unsuccessful. Kansas successfully appealed State v. Kleypas, the Kansas Supreme Court decision that declared the state's death penalty statute unconstitutional, to the United States Supreme Court. Nebraska's death penalty statute was rendered ineffective on February 8, 2008 when the required method, electrocution, was ruled unconstitutional by the Nebraska Supreme Court. In 2009, Nebraska enacted a bill that changed its method of execution to lethal injection.", "targets": "In what year was Nebraska's death penalty statute ruled unconstitutional by a state court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeffbedd8aca48d2bcdd55fadb523ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four states in the modern era, Nebraska in 2008, New York and Kansas in 2004, and Massachusetts in 1984, had their statutes ruled unconstitutional by state courts. The death rows of New York and Massachusetts were disestablished, and attempts to restore the death penalty were unsuccessful. Kansas successfully appealed State v. Kleypas, the Kansas Supreme Court decision that declared the state's death penalty statute unconstitutional, to the United States Supreme Court. Nebraska's death penalty statute was rendered ineffective on February 8, 2008 when the required method, electrocution, was ruled unconstitutional by the Nebraska Supreme Court. In 2009, Nebraska enacted a bill that changed its method of execution to lethal injection.", "targets": "What state's court ruled capital punishment unconstitutional in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeffbedd8aca48d2bcdd55fadb523ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four states in the modern era, Nebraska in 2008, New York and Kansas in 2004, and Massachusetts in 1984, had their statutes ruled unconstitutional by state courts. The death rows of New York and Massachusetts were disestablished, and attempts to restore the death penalty were unsuccessful. Kansas successfully appealed State v. Kleypas, the Kansas Supreme Court decision that declared the state's death penalty statute unconstitutional, to the United States Supreme Court. Nebraska's death penalty statute was rendered ineffective on February 8, 2008 when the required method, electrocution, was ruled unconstitutional by the Nebraska Supreme Court. In 2009, Nebraska enacted a bill that changed its method of execution to lethal injection.", "targets": "In what case did the Kansas Supreme Court rule that the death penalty is unconstitutional in Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeffbedd8aca48d2bcdd55fadb523ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four states in the modern era, Nebraska in 2008, New York and Kansas in 2004, and Massachusetts in 1984, had their statutes ruled unconstitutional by state courts. The death rows of New York and Massachusetts were disestablished, and attempts to restore the death penalty were unsuccessful. Kansas successfully appealed State v. Kleypas, the Kansas Supreme Court decision that declared the state's death penalty statute unconstitutional, to the United States Supreme Court. Nebraska's death penalty statute was rendered ineffective on February 8, 2008 when the required method, electrocution, was ruled unconstitutional by the Nebraska Supreme Court. In 2009, Nebraska enacted a bill that changed its method of execution to lethal injection.", "targets": "What method of execution did the Nebraska Supreme Court rule unconstitutional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeffbedd8aca48d2bcdd55fadb523ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Four states in the modern era, Nebraska in 2008, New York and Kansas in 2004, and Massachusetts in 1984, had their statutes ruled unconstitutional by state courts. The death rows of New York and Massachusetts were disestablished, and attempts to restore the death penalty were unsuccessful. Kansas successfully appealed State v. Kleypas, the Kansas Supreme Court decision that declared the state's death penalty statute unconstitutional, to the United States Supreme Court. Nebraska's death penalty statute was rendered ineffective on February 8, 2008 when the required method, electrocution, was ruled unconstitutional by the Nebraska Supreme Court. In 2009, Nebraska enacted a bill that changed its method of execution to lethal injection.", "targets": "After electrocution was outlawed, how were Nebraska death row inmates executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21bb2c5ceb464cb68e0dac83fd5fd342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following capture and occupation by the United States during World War II, the Marshall Islands, along with several other island groups located in Micronesia, passed formally to the United States under United Nations auspices in 1947 as part of the Trust Territory of the Pacific Islands established pursuant to Security Council Resolution 21.", "targets": "During what conflict did the US occupy the Marshalls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21bb2c5ceb464cb68e0dac83fd5fd342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following capture and occupation by the United States during World War II, the Marshall Islands, along with several other island groups located in Micronesia, passed formally to the United States under United Nations auspices in 1947 as part of the Trust Territory of the Pacific Islands established pursuant to Security Council Resolution 21.", "targets": "What resolution of the UN Security Council gave the United States control over the Marshalls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21bb2c5ceb464cb68e0dac83fd5fd342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following capture and occupation by the United States during World War II, the Marshall Islands, along with several other island groups located in Micronesia, passed formally to the United States under United Nations auspices in 1947 as part of the Trust Territory of the Pacific Islands established pursuant to Security Council Resolution 21.", "targets": "In what year was the Trust Territory of the Pacific Islands created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21bb2c5ceb464cb68e0dac83fd5fd342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following capture and occupation by the United States during World War II, the Marshall Islands, along with several other island groups located in Micronesia, passed formally to the United States under United Nations auspices in 1947 as part of the Trust Territory of the Pacific Islands established pursuant to Security Council Resolution 21.", "targets": "What is the name of the broader region that the Marshall Islands are a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ce153b6c20409f91afc1e222a5a767", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Portuguese and Mesti\u00e7os speak one of the African languages and Kriol as second languages. French is also taught in schools because Guinea-Bissau is surrounded by French-speaking nations. Guinea-Bissau is a full member of the Francophonie.", "targets": "What is the second language for most Portuguese in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ce153b6c20409f91afc1e222a5a767", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Portuguese and Mesti\u00e7os speak one of the African languages and Kriol as second languages. French is also taught in schools because Guinea-Bissau is surrounded by French-speaking nations. Guinea-Bissau is a full member of the Francophonie.", "targets": "Why is French taught in school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ce153b6c20409f91afc1e222a5a767", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Portuguese and Mesti\u00e7os speak one of the African languages and Kriol as second languages. French is also taught in schools because Guinea-Bissau is surrounded by French-speaking nations. Guinea-Bissau is a full member of the Francophonie.", "targets": "What is Guinea-Bissau a full member of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ce153b6c20409f91afc1e222a5a767", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Portuguese and Mesti\u00e7os speak one of the African languages and Kriol as second languages. French is also taught in schools because Guinea-Bissau is surrounded by French-speaking nations. Guinea-Bissau is a full member of the Francophonie.", "targets": "Who speaks both African languages and Kriol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1d52dac1a1478b840e620d313bd80f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel has nine public universities that are subsidized by the state and 49 private colleges. The Hebrew University of Jerusalem, Israel's second-oldest university after the Technion, houses the National Library of Israel, the world's largest repository of Judaica and Hebraica. The Technion, the Hebrew University, and the Weizmann Institute consistently ranked among world's 100 top universities by the prestigious ARWU academic ranking. The Hebrew University of Jerusalem and Tel Aviv University are ranked among the world's top 100 universities by Times Higher Education magazine. Other major universities in the country include Bar-Ilan University, the University of Haifa, The Open University, and Ben-Gurion University of the Negev. Ariel University, in the West Bank, is the newest university institution, upgraded from college status, and the first in over thirty years. Israel's seven research universities (excluding the Open University) are consistently ranked among top 500 in the world.", "targets": "How many public universities does Israel have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1d52dac1a1478b840e620d313bd80f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel has nine public universities that are subsidized by the state and 49 private colleges. The Hebrew University of Jerusalem, Israel's second-oldest university after the Technion, houses the National Library of Israel, the world's largest repository of Judaica and Hebraica. The Technion, the Hebrew University, and the Weizmann Institute consistently ranked among world's 100 top universities by the prestigious ARWU academic ranking. The Hebrew University of Jerusalem and Tel Aviv University are ranked among the world's top 100 universities by Times Higher Education magazine. Other major universities in the country include Bar-Ilan University, the University of Haifa, The Open University, and Ben-Gurion University of the Negev. Ariel University, in the West Bank, is the newest university institution, upgraded from college status, and the first in over thirty years. Israel's seven research universities (excluding the Open University) are consistently ranked among top 500 in the world.", "targets": "How many private colleges does Israel have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1d52dac1a1478b840e620d313bd80f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel has nine public universities that are subsidized by the state and 49 private colleges. The Hebrew University of Jerusalem, Israel's second-oldest university after the Technion, houses the National Library of Israel, the world's largest repository of Judaica and Hebraica. The Technion, the Hebrew University, and the Weizmann Institute consistently ranked among world's 100 top universities by the prestigious ARWU academic ranking. The Hebrew University of Jerusalem and Tel Aviv University are ranked among the world's top 100 universities by Times Higher Education magazine. Other major universities in the country include Bar-Ilan University, the University of Haifa, The Open University, and Ben-Gurion University of the Negev. Ariel University, in the West Bank, is the newest university institution, upgraded from college status, and the first in over thirty years. Israel's seven research universities (excluding the Open University) are consistently ranked among top 500 in the world.", "targets": "What is the oldest university in Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4214ba63d05345cd8b04beb2f961cb1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the war began, the French government ordered a blockade of the North German coasts, which the small North German navy (Norddeutsche Bundesmarine) with only five ironclads could do little to oppose. For most of the war, the three largest German ironclads were out of service with engine troubles; only the turret ship SMS Arminius was available to conduct operations. By the time engine repairs had been completed, the French fleet had already departed. The blockade proved only partially successful due to crucial oversights by the planners in Paris. Reservists that were supposed to be at the ready in case of war, were working in the Newfoundland fisheries or in Scotland. Only part of the 470-ship French Navy put to sea on 24 July. Before long, the French navy ran short of coal, needing 200 short tons (180 t) per day and having a bunker capacity in the fleet of only 250 short tons (230 t). A blockade of Wilhelmshaven failed and conflicting orders about operations in the Baltic Sea or a return to France, made the French naval efforts futile. Spotting a blockade-runner became unwelcome because of the question du charbon; pursuit of Prussian ships quickly depleted the coal reserves of the French ships.", "targets": "A blockade of what coastline was ordered by the French government at the start of the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4214ba63d05345cd8b04beb2f961cb1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the war began, the French government ordered a blockade of the North German coasts, which the small North German navy (Norddeutsche Bundesmarine) with only five ironclads could do little to oppose. For most of the war, the three largest German ironclads were out of service with engine troubles; only the turret ship SMS Arminius was available to conduct operations. By the time engine repairs had been completed, the French fleet had already departed. The blockade proved only partially successful due to crucial oversights by the planners in Paris. Reservists that were supposed to be at the ready in case of war, were working in the Newfoundland fisheries or in Scotland. Only part of the 470-ship French Navy put to sea on 24 July. Before long, the French navy ran short of coal, needing 200 short tons (180 t) per day and having a bunker capacity in the fleet of only 250 short tons (230 t). A blockade of Wilhelmshaven failed and conflicting orders about operations in the Baltic Sea or a return to France, made the French naval efforts futile. Spotting a blockade-runner became unwelcome because of the question du charbon; pursuit of Prussian ships quickly depleted the coal reserves of the French ships.", "targets": "The small North German navy had how many ironclads at their disposal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4214ba63d05345cd8b04beb2f961cb1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the war began, the French government ordered a blockade of the North German coasts, which the small North German navy (Norddeutsche Bundesmarine) with only five ironclads could do little to oppose. For most of the war, the three largest German ironclads were out of service with engine troubles; only the turret ship SMS Arminius was available to conduct operations. By the time engine repairs had been completed, the French fleet had already departed. The blockade proved only partially successful due to crucial oversights by the planners in Paris. Reservists that were supposed to be at the ready in case of war, were working in the Newfoundland fisheries or in Scotland. Only part of the 470-ship French Navy put to sea on 24 July. Before long, the French navy ran short of coal, needing 200 short tons (180 t) per day and having a bunker capacity in the fleet of only 250 short tons (230 t). A blockade of Wilhelmshaven failed and conflicting orders about operations in the Baltic Sea or a return to France, made the French naval efforts futile. Spotting a blockade-runner became unwelcome because of the question du charbon; pursuit of Prussian ships quickly depleted the coal reserves of the French ships.", "targets": "What was the name of the only turret ship that was able to conduct operations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4214ba63d05345cd8b04beb2f961cb1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the war began, the French government ordered a blockade of the North German coasts, which the small North German navy (Norddeutsche Bundesmarine) with only five ironclads could do little to oppose. For most of the war, the three largest German ironclads were out of service with engine troubles; only the turret ship SMS Arminius was available to conduct operations. By the time engine repairs had been completed, the French fleet had already departed. The blockade proved only partially successful due to crucial oversights by the planners in Paris. Reservists that were supposed to be at the ready in case of war, were working in the Newfoundland fisheries or in Scotland. Only part of the 470-ship French Navy put to sea on 24 July. Before long, the French navy ran short of coal, needing 200 short tons (180 t) per day and having a bunker capacity in the fleet of only 250 short tons (230 t). A blockade of Wilhelmshaven failed and conflicting orders about operations in the Baltic Sea or a return to France, made the French naval efforts futile. Spotting a blockade-runner became unwelcome because of the question du charbon; pursuit of Prussian ships quickly depleted the coal reserves of the French ships.", "targets": "How many ships was the French navy able to dispatch to sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4214ba63d05345cd8b04beb2f961cb1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the war began, the French government ordered a blockade of the North German coasts, which the small North German navy (Norddeutsche Bundesmarine) with only five ironclads could do little to oppose. For most of the war, the three largest German ironclads were out of service with engine troubles; only the turret ship SMS Arminius was available to conduct operations. By the time engine repairs had been completed, the French fleet had already departed. The blockade proved only partially successful due to crucial oversights by the planners in Paris. Reservists that were supposed to be at the ready in case of war, were working in the Newfoundland fisheries or in Scotland. Only part of the 470-ship French Navy put to sea on 24 July. Before long, the French navy ran short of coal, needing 200 short tons (180 t) per day and having a bunker capacity in the fleet of only 250 short tons (230 t). A blockade of Wilhelmshaven failed and conflicting orders about operations in the Baltic Sea or a return to France, made the French naval efforts futile. Spotting a blockade-runner became unwelcome because of the question du charbon; pursuit of Prussian ships quickly depleted the coal reserves of the French ships.", "targets": "In pursuing Prussian ships, what resource was quickly depleted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86e5b5f5101444c5a38217926f26cc61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Command Module (CM) was the conical crew cabin, designed to carry three astronauts from launch to lunar orbit and back to an Earth ocean landing. It was the only component of the Apollo spacecraft to survive without major configuration changes as the program evolved from the early Apollo study designs. Its exterior was covered with an ablative heat shield, and had its own reaction control system (RCS) engines to control its attitude and steer its atmospheric entry path. Parachutes were carried to slow its descent to splashdown. The module was 11.42 feet (3.48 m) tall, 12.83 feet (3.91 m) in diameter, and weighed approximately 12,250 pounds (5,560 kg).", "targets": "How many people was the CM designed to carry in the end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86e5b5f5101444c5a38217926f26cc61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Command Module (CM) was the conical crew cabin, designed to carry three astronauts from launch to lunar orbit and back to an Earth ocean landing. It was the only component of the Apollo spacecraft to survive without major configuration changes as the program evolved from the early Apollo study designs. Its exterior was covered with an ablative heat shield, and had its own reaction control system (RCS) engines to control its attitude and steer its atmospheric entry path. Parachutes were carried to slow its descent to splashdown. The module was 11.42 feet (3.48 m) tall, 12.83 feet (3.91 m) in diameter, and weighed approximately 12,250 pounds (5,560 kg).", "targets": "Where was the CM intended to land upon re entering the Earth's atmosphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86e5b5f5101444c5a38217926f26cc61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Command Module (CM) was the conical crew cabin, designed to carry three astronauts from launch to lunar orbit and back to an Earth ocean landing. It was the only component of the Apollo spacecraft to survive without major configuration changes as the program evolved from the early Apollo study designs. Its exterior was covered with an ablative heat shield, and had its own reaction control system (RCS) engines to control its attitude and steer its atmospheric entry path. Parachutes were carried to slow its descent to splashdown. The module was 11.42 feet (3.48 m) tall, 12.83 feet (3.91 m) in diameter, and weighed approximately 12,250 pounds (5,560 kg).", "targets": "The outside of the CM was covered in what kind of material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86e5b5f5101444c5a38217926f26cc61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Command Module (CM) was the conical crew cabin, designed to carry three astronauts from launch to lunar orbit and back to an Earth ocean landing. It was the only component of the Apollo spacecraft to survive without major configuration changes as the program evolved from the early Apollo study designs. Its exterior was covered with an ablative heat shield, and had its own reaction control system (RCS) engines to control its attitude and steer its atmospheric entry path. Parachutes were carried to slow its descent to splashdown. The module was 11.42 feet (3.48 m) tall, 12.83 feet (3.91 m) in diameter, and weighed approximately 12,250 pounds (5,560 kg).", "targets": "What was incorporated to help slow the CM's decent back to Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86e5b5f5101444c5a38217926f26cc61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Command Module (CM) was the conical crew cabin, designed to carry three astronauts from launch to lunar orbit and back to an Earth ocean landing. It was the only component of the Apollo spacecraft to survive without major configuration changes as the program evolved from the early Apollo study designs. Its exterior was covered with an ablative heat shield, and had its own reaction control system (RCS) engines to control its attitude and steer its atmospheric entry path. Parachutes were carried to slow its descent to splashdown. The module was 11.42 feet (3.48 m) tall, 12.83 feet (3.91 m) in diameter, and weighed approximately 12,250 pounds (5,560 kg).", "targets": "How much did the CM weigh in kgs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ba111df5302426189bd467a6f8cc94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Photo CD is a system designed by Kodak for digitizing and storing photos on a CD. Launched in 1992, the discs were designed to hold nearly 100 high-quality images, scanned prints and slides using special proprietary encoding. Photo CDs are defined in the Beige Book and conform to the CD-ROM XA and CD-i Bridge specifications as well. They are intended to play on CD-i players, Photo CD players and any computer with the suitable software irrespective of the operating system. The images can also be printed out on photographic paper with a special Kodak machine. This format is not to be confused with Kodak Picture CD, which is a consumer product in CD-ROM format.", "targets": "How many images could Photo CDs initially contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ba111df5302426189bd467a6f8cc94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Photo CD is a system designed by Kodak for digitizing and storing photos on a CD. Launched in 1992, the discs were designed to hold nearly 100 high-quality images, scanned prints and slides using special proprietary encoding. Photo CDs are defined in the Beige Book and conform to the CD-ROM XA and CD-i Bridge specifications as well. They are intended to play on CD-i players, Photo CD players and any computer with the suitable software irrespective of the operating system. The images can also be printed out on photographic paper with a special Kodak machine. This format is not to be confused with Kodak Picture CD, which is a consumer product in CD-ROM format.", "targets": "When were Photo CDs initially released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ba111df5302426189bd467a6f8cc94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Photo CD is a system designed by Kodak for digitizing and storing photos on a CD. Launched in 1992, the discs were designed to hold nearly 100 high-quality images, scanned prints and slides using special proprietary encoding. Photo CDs are defined in the Beige Book and conform to the CD-ROM XA and CD-i Bridge specifications as well. They are intended to play on CD-i players, Photo CD players and any computer with the suitable software irrespective of the operating system. The images can also be printed out on photographic paper with a special Kodak machine. This format is not to be confused with Kodak Picture CD, which is a consumer product in CD-ROM format.", "targets": "Who created Photo CDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ba111df5302426189bd467a6f8cc94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Photo CD is a system designed by Kodak for digitizing and storing photos on a CD. Launched in 1992, the discs were designed to hold nearly 100 high-quality images, scanned prints and slides using special proprietary encoding. Photo CDs are defined in the Beige Book and conform to the CD-ROM XA and CD-i Bridge specifications as well. They are intended to play on CD-i players, Photo CD players and any computer with the suitable software irrespective of the operating system. The images can also be printed out on photographic paper with a special Kodak machine. This format is not to be confused with Kodak Picture CD, which is a consumer product in CD-ROM format.", "targets": "What type of paper can Photo CD images be produced on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ba111df5302426189bd467a6f8cc94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Photo CD is a system designed by Kodak for digitizing and storing photos on a CD. Launched in 1992, the discs were designed to hold nearly 100 high-quality images, scanned prints and slides using special proprietary encoding. Photo CDs are defined in the Beige Book and conform to the CD-ROM XA and CD-i Bridge specifications as well. They are intended to play on CD-i players, Photo CD players and any computer with the suitable software irrespective of the operating system. The images can also be printed out on photographic paper with a special Kodak machine. This format is not to be confused with Kodak Picture CD, which is a consumer product in CD-ROM format.", "targets": "In what book are Photo CD standards defined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d26e8ddfbc4841ac8f5b0d38d3da94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Linking the information back together is the key to this system. In the relational model, some bit of information was used as a \"key\", uniquely defining a particular record. When information was being collected about a user, information stored in the optional tables would be found by searching for this key. For instance, if the login name of a user is unique, addresses and phone numbers for that user would be recorded with the login name as its key. This simple \"re-linking\" of related data back into a single collection is something that traditional computer languages are not designed for.", "targets": "What is a key used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d26e8ddfbc4841ac8f5b0d38d3da94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Linking the information back together is the key to this system. In the relational model, some bit of information was used as a \"key\", uniquely defining a particular record. When information was being collected about a user, information stored in the optional tables would be found by searching for this key. For instance, if the login name of a user is unique, addresses and phone numbers for that user would be recorded with the login name as its key. This simple \"re-linking\" of related data back into a single collection is something that traditional computer languages are not designed for.", "targets": "What technique is used to collect into one place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d26e8ddfbc4841ac8f5b0d38d3da94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Linking the information back together is the key to this system. In the relational model, some bit of information was used as a \"key\", uniquely defining a particular record. When information was being collected about a user, information stored in the optional tables would be found by searching for this key. For instance, if the login name of a user is unique, addresses and phone numbers for that user would be recorded with the login name as its key. This simple \"re-linking\" of related data back into a single collection is something that traditional computer languages are not designed for.", "targets": "How is information accessed in a relational model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11d26e8ddfbc4841ac8f5b0d38d3da94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Linking the information back together is the key to this system. In the relational model, some bit of information was used as a \"key\", uniquely defining a particular record. When information was being collected about a user, information stored in the optional tables would be found by searching for this key. For instance, if the login name of a user is unique, addresses and phone numbers for that user would be recorded with the login name as its key. This simple \"re-linking\" of related data back into a single collection is something that traditional computer languages are not designed for.", "targets": "How is data in an optional table accessed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e9e9f9037c4d6483dd57dae0146bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Maecenas' insistence (according to the tradition) Virgil spent the ensuing years (perhaps 37\u201329 BC) on the long didactic hexameter poem called the Georgics (from Greek, \"On Working the Earth\") which he dedicated to Maecenas. The ostensible theme of the Georgics is instruction in the methods of running a farm. In handling this theme, Virgil follows in the didactic (\"how to\") tradition of the Greek poet Hesiod's Works and Days and several works of the later Hellenistic poets. The four books of the Georgics focus respectively on raising crops and trees (1 and 2), livestock and horses (3), and beekeeping and the qualities of bees (4). Well-known passages include the beloved Laus Italiae of Book 2, the prologue description of the temple in Book 3, and the description of the plague at the end of Book 3. Book 4 concludes with a long mythological narrative, in the form of an epyllion which describes vividly the discovery of beekeeping by Aristaeus and the story of Orpheus' journey to the underworld. Ancient scholars, such as Servius, conjectured that the Aristaeus episode replaced, at the emperor's request, a long section in praise of Virgil's friend, the poet Gallus, who was disgraced by Augustus, and who committed suicide in 26 BC.", "targets": "Which long didactic hexameter poem did Virgil work on for several years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e9e9f9037c4d6483dd57dae0146bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Maecenas' insistence (according to the tradition) Virgil spent the ensuing years (perhaps 37\u201329 BC) on the long didactic hexameter poem called the Georgics (from Greek, \"On Working the Earth\") which he dedicated to Maecenas. The ostensible theme of the Georgics is instruction in the methods of running a farm. In handling this theme, Virgil follows in the didactic (\"how to\") tradition of the Greek poet Hesiod's Works and Days and several works of the later Hellenistic poets. The four books of the Georgics focus respectively on raising crops and trees (1 and 2), livestock and horses (3), and beekeeping and the qualities of bees (4). Well-known passages include the beloved Laus Italiae of Book 2, the prologue description of the temple in Book 3, and the description of the plague at the end of Book 3. Book 4 concludes with a long mythological narrative, in the form of an epyllion which describes vividly the discovery of beekeeping by Aristaeus and the story of Orpheus' journey to the underworld. Ancient scholars, such as Servius, conjectured that the Aristaeus episode replaced, at the emperor's request, a long section in praise of Virgil's friend, the poet Gallus, who was disgraced by Augustus, and who committed suicide in 26 BC.", "targets": "To whom was Georgics dedicated to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e9e9f9037c4d6483dd57dae0146bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Maecenas' insistence (according to the tradition) Virgil spent the ensuing years (perhaps 37\u201329 BC) on the long didactic hexameter poem called the Georgics (from Greek, \"On Working the Earth\") which he dedicated to Maecenas. The ostensible theme of the Georgics is instruction in the methods of running a farm. In handling this theme, Virgil follows in the didactic (\"how to\") tradition of the Greek poet Hesiod's Works and Days and several works of the later Hellenistic poets. The four books of the Georgics focus respectively on raising crops and trees (1 and 2), livestock and horses (3), and beekeeping and the qualities of bees (4). Well-known passages include the beloved Laus Italiae of Book 2, the prologue description of the temple in Book 3, and the description of the plague at the end of Book 3. Book 4 concludes with a long mythological narrative, in the form of an epyllion which describes vividly the discovery of beekeeping by Aristaeus and the story of Orpheus' journey to the underworld. Ancient scholars, such as Servius, conjectured that the Aristaeus episode replaced, at the emperor's request, a long section in praise of Virgil's friend, the poet Gallus, who was disgraced by Augustus, and who committed suicide in 26 BC.", "targets": "The theme of Georgics is instruction in the methods of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e9e9f9037c4d6483dd57dae0146bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Maecenas' insistence (according to the tradition) Virgil spent the ensuing years (perhaps 37\u201329 BC) on the long didactic hexameter poem called the Georgics (from Greek, \"On Working the Earth\") which he dedicated to Maecenas. The ostensible theme of the Georgics is instruction in the methods of running a farm. In handling this theme, Virgil follows in the didactic (\"how to\") tradition of the Greek poet Hesiod's Works and Days and several works of the later Hellenistic poets. The four books of the Georgics focus respectively on raising crops and trees (1 and 2), livestock and horses (3), and beekeeping and the qualities of bees (4). Well-known passages include the beloved Laus Italiae of Book 2, the prologue description of the temple in Book 3, and the description of the plague at the end of Book 3. Book 4 concludes with a long mythological narrative, in the form of an epyllion which describes vividly the discovery of beekeeping by Aristaeus and the story of Orpheus' journey to the underworld. Ancient scholars, such as Servius, conjectured that the Aristaeus episode replaced, at the emperor's request, a long section in praise of Virgil's friend, the poet Gallus, who was disgraced by Augustus, and who committed suicide in 26 BC.", "targets": "Which of Virgil's poet friends committed suicide in 26 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4e9e9f9037c4d6483dd57dae0146bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Maecenas' insistence (according to the tradition) Virgil spent the ensuing years (perhaps 37\u201329 BC) on the long didactic hexameter poem called the Georgics (from Greek, \"On Working the Earth\") which he dedicated to Maecenas. The ostensible theme of the Georgics is instruction in the methods of running a farm. In handling this theme, Virgil follows in the didactic (\"how to\") tradition of the Greek poet Hesiod's Works and Days and several works of the later Hellenistic poets. The four books of the Georgics focus respectively on raising crops and trees (1 and 2), livestock and horses (3), and beekeeping and the qualities of bees (4). Well-known passages include the beloved Laus Italiae of Book 2, the prologue description of the temple in Book 3, and the description of the plague at the end of Book 3. Book 4 concludes with a long mythological narrative, in the form of an epyllion which describes vividly the discovery of beekeeping by Aristaeus and the story of Orpheus' journey to the underworld. Ancient scholars, such as Servius, conjectured that the Aristaeus episode replaced, at the emperor's request, a long section in praise of Virgil's friend, the poet Gallus, who was disgraced by Augustus, and who committed suicide in 26 BC.", "targets": "Who was Gallus disgraced by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c28d3673ec64261b75614e25a09abd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007 Torsten Struck and colleagues compared 3 genes in 81 taxa, of which 9 were outgroups, in other words not considered closely related to annelids but included to give an indication of where the organisms under study are placed on the larger tree of life. For a cross-check the study used an analysis of 11 genes (including the original 3) in 10 taxa. This analysis agreed that clitellates, pogonophorans and echiurans were on various branches of the polychaete family tree. It also concluded that the classification of polychaetes into Scolecida, Canalipalpata and Aciculata was useless, as the members of these alleged groups were scattered all over the family tree derived from comparing the 81 taxa. In addition, it also placed sipunculans, generally regarded at the time as a separate phylum, on another branch of the polychaete tree, and concluded that leeches were a sub-group of oligochaetes rather than their sister-group among the clitellates. Rouse accepted the analyses based on molecular phylogenetics, and their main conclusions are now the scientific consensus, although the details of the annelid family tree remain uncertain.", "targets": "Who compared annelid genes in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c28d3673ec64261b75614e25a09abd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007 Torsten Struck and colleagues compared 3 genes in 81 taxa, of which 9 were outgroups, in other words not considered closely related to annelids but included to give an indication of where the organisms under study are placed on the larger tree of life. For a cross-check the study used an analysis of 11 genes (including the original 3) in 10 taxa. This analysis agreed that clitellates, pogonophorans and echiurans were on various branches of the polychaete family tree. It also concluded that the classification of polychaetes into Scolecida, Canalipalpata and Aciculata was useless, as the members of these alleged groups were scattered all over the family tree derived from comparing the 81 taxa. In addition, it also placed sipunculans, generally regarded at the time as a separate phylum, on another branch of the polychaete tree, and concluded that leeches were a sub-group of oligochaetes rather than their sister-group among the clitellates. Rouse accepted the analyses based on molecular phylogenetics, and their main conclusions are now the scientific consensus, although the details of the annelid family tree remain uncertain.", "targets": "How many annelid genes did Torsten Struck first compare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c28d3673ec64261b75614e25a09abd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007 Torsten Struck and colleagues compared 3 genes in 81 taxa, of which 9 were outgroups, in other words not considered closely related to annelids but included to give an indication of where the organisms under study are placed on the larger tree of life. For a cross-check the study used an analysis of 11 genes (including the original 3) in 10 taxa. This analysis agreed that clitellates, pogonophorans and echiurans were on various branches of the polychaete family tree. It also concluded that the classification of polychaetes into Scolecida, Canalipalpata and Aciculata was useless, as the members of these alleged groups were scattered all over the family tree derived from comparing the 81 taxa. In addition, it also placed sipunculans, generally regarded at the time as a separate phylum, on another branch of the polychaete tree, and concluded that leeches were a sub-group of oligochaetes rather than their sister-group among the clitellates. Rouse accepted the analyses based on molecular phylogenetics, and their main conclusions are now the scientific consensus, although the details of the annelid family tree remain uncertain.", "targets": "How many annelid genes did Torsten Struck compare for a cross-check?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c28d3673ec64261b75614e25a09abd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007 Torsten Struck and colleagues compared 3 genes in 81 taxa, of which 9 were outgroups, in other words not considered closely related to annelids but included to give an indication of where the organisms under study are placed on the larger tree of life. For a cross-check the study used an analysis of 11 genes (including the original 3) in 10 taxa. This analysis agreed that clitellates, pogonophorans and echiurans were on various branches of the polychaete family tree. It also concluded that the classification of polychaetes into Scolecida, Canalipalpata and Aciculata was useless, as the members of these alleged groups were scattered all over the family tree derived from comparing the 81 taxa. In addition, it also placed sipunculans, generally regarded at the time as a separate phylum, on another branch of the polychaete tree, and concluded that leeches were a sub-group of oligochaetes rather than their sister-group among the clitellates. Rouse accepted the analyses based on molecular phylogenetics, and their main conclusions are now the scientific consensus, although the details of the annelid family tree remain uncertain.", "targets": "What subtypes of polychaetes were useless classifications, according to the 2007 study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c28d3673ec64261b75614e25a09abd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007 Torsten Struck and colleagues compared 3 genes in 81 taxa, of which 9 were outgroups, in other words not considered closely related to annelids but included to give an indication of where the organisms under study are placed on the larger tree of life. For a cross-check the study used an analysis of 11 genes (including the original 3) in 10 taxa. This analysis agreed that clitellates, pogonophorans and echiurans were on various branches of the polychaete family tree. It also concluded that the classification of polychaetes into Scolecida, Canalipalpata and Aciculata was useless, as the members of these alleged groups were scattered all over the family tree derived from comparing the 81 taxa. In addition, it also placed sipunculans, generally regarded at the time as a separate phylum, on another branch of the polychaete tree, and concluded that leeches were a sub-group of oligochaetes rather than their sister-group among the clitellates. Rouse accepted the analyses based on molecular phylogenetics, and their main conclusions are now the scientific consensus, although the details of the annelid family tree remain uncertain.", "targets": "What did Rouse decide leeches were a subgroup of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4521d53f7f4f76b8b06ab9cf6b7042", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Offensive Counterair (OCA) is defined as \"offensive operations to destroy, disrupt, or neutralize enemy aircraft, missiles, launch platforms, and their supporting structures and systems both before and after launch, but as close to their source as possible\" (JP 1-02). OCA is the preferred method of countering air and missile threats, since it attempts to defeat the enemy closer to its source and typically enjoys the initiative. OCA comprises attack operations, sweep, escort, and suppression/destruction of enemy air defense.", "targets": "What does the abbreviation OCA stand for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4521d53f7f4f76b8b06ab9cf6b7042", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Offensive Counterair (OCA) is defined as \"offensive operations to destroy, disrupt, or neutralize enemy aircraft, missiles, launch platforms, and their supporting structures and systems both before and after launch, but as close to their source as possible\" (JP 1-02). OCA is the preferred method of countering air and missile threats, since it attempts to defeat the enemy closer to its source and typically enjoys the initiative. OCA comprises attack operations, sweep, escort, and suppression/destruction of enemy air defense.", "targets": "What is the function or definition of the OCA according to JP 1-02?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4521d53f7f4f76b8b06ab9cf6b7042", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Offensive Counterair (OCA) is defined as \"offensive operations to destroy, disrupt, or neutralize enemy aircraft, missiles, launch platforms, and their supporting structures and systems both before and after launch, but as close to their source as possible\" (JP 1-02). OCA is the preferred method of countering air and missile threats, since it attempts to defeat the enemy closer to its source and typically enjoys the initiative. OCA comprises attack operations, sweep, escort, and suppression/destruction of enemy air defense.", "targets": "OCA is the preferred method of defeating what kind of attacks? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4521d53f7f4f76b8b06ab9cf6b7042", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Offensive Counterair (OCA) is defined as \"offensive operations to destroy, disrupt, or neutralize enemy aircraft, missiles, launch platforms, and their supporting structures and systems both before and after launch, but as close to their source as possible\" (JP 1-02). OCA is the preferred method of countering air and missile threats, since it attempts to defeat the enemy closer to its source and typically enjoys the initiative. OCA comprises attack operations, sweep, escort, and suppression/destruction of enemy air defense.", "targets": "What is one of the important functions of the OCA in dealing with attacks? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c3a99446e4a440299e3737270dd8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early currency of the United States did not exhibit faces of presidents, as is the custom now; although today, by law, only the portrait of a deceased individual may appear on United States currency. In fact, the newly formed government was against having portraits of leaders on the currency, a practice compared to the policies of European monarchs. The currency as we know it today did not get the faces they currently have until after the early 20th century; before that \"heads\" side of coinage used profile faces and striding, seated, and standing figures from Greek and Roman mythology and composite Native Americans. The last coins to be converted to profiles of historic Americans were the dime (1946) and the Dollar (1971).", "targets": "What condition does a person have to meet to  be allowed by law on a coin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c3a99446e4a440299e3737270dd8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early currency of the United States did not exhibit faces of presidents, as is the custom now; although today, by law, only the portrait of a deceased individual may appear on United States currency. In fact, the newly formed government was against having portraits of leaders on the currency, a practice compared to the policies of European monarchs. The currency as we know it today did not get the faces they currently have until after the early 20th century; before that \"heads\" side of coinage used profile faces and striding, seated, and standing figures from Greek and Roman mythology and composite Native Americans. The last coins to be converted to profiles of historic Americans were the dime (1946) and the Dollar (1971).", "targets": "Having portraits of leaders on coins was compared to who's policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c3a99446e4a440299e3737270dd8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early currency of the United States did not exhibit faces of presidents, as is the custom now; although today, by law, only the portrait of a deceased individual may appear on United States currency. In fact, the newly formed government was against having portraits of leaders on the currency, a practice compared to the policies of European monarchs. The currency as we know it today did not get the faces they currently have until after the early 20th century; before that \"heads\" side of coinage used profile faces and striding, seated, and standing figures from Greek and Roman mythology and composite Native Americans. The last coins to be converted to profiles of historic Americans were the dime (1946) and the Dollar (1971).", "targets": "When did modern day currency start getting the faces that they have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c3a99446e4a440299e3737270dd8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early currency of the United States did not exhibit faces of presidents, as is the custom now; although today, by law, only the portrait of a deceased individual may appear on United States currency. In fact, the newly formed government was against having portraits of leaders on the currency, a practice compared to the policies of European monarchs. The currency as we know it today did not get the faces they currently have until after the early 20th century; before that \"heads\" side of coinage used profile faces and striding, seated, and standing figures from Greek and Roman mythology and composite Native Americans. The last coins to be converted to profiles of historic Americans were the dime (1946) and the Dollar (1971).", "targets": "Other than Greek and Roman mythology, who else was featured on the \"heads\" side of past coins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c3a99446e4a440299e3737270dd8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early currency of the United States did not exhibit faces of presidents, as is the custom now; although today, by law, only the portrait of a deceased individual may appear on United States currency. In fact, the newly formed government was against having portraits of leaders on the currency, a practice compared to the policies of European monarchs. The currency as we know it today did not get the faces they currently have until after the early 20th century; before that \"heads\" side of coinage used profile faces and striding, seated, and standing figures from Greek and Roman mythology and composite Native Americans. The last coins to be converted to profiles of historic Americans were the dime (1946) and the Dollar (1971).", "targets": "What was the last coin to be converted to the modern day style of having historic Americans on the face?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f26e50807234f1ab8027d05e6767806", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for primary teachers in Ireland depend mainly on seniority (i.e. holding the position of principal, deputy principal or assistant principal), experience and qualifications. Extra pay is also given for teaching through the Irish language, in a Gaeltacht area or on an island. The basic pay for a starting teacher is \u20ac27,814 p.a., rising incrementally to \u20ac53,423 for a teacher with 25 years service. A principal of a large school with many years experience and several qualifications (M.A., H.Dip., etc.) could earn over \u20ac90,000.", "targets": "What does teaching on an island result in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f26e50807234f1ab8027d05e6767806", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for primary teachers in Ireland depend mainly on seniority (i.e. holding the position of principal, deputy principal or assistant principal), experience and qualifications. Extra pay is also given for teaching through the Irish language, in a Gaeltacht area or on an island. The basic pay for a starting teacher is \u20ac27,814 p.a., rising incrementally to \u20ac53,423 for a teacher with 25 years service. A principal of a large school with many years experience and several qualifications (M.A., H.Dip., etc.) could earn over \u20ac90,000.", "targets": "What is the basic pay for a teacher, in Euros?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f26e50807234f1ab8027d05e6767806", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for primary teachers in Ireland depend mainly on seniority (i.e. holding the position of principal, deputy principal or assistant principal), experience and qualifications. Extra pay is also given for teaching through the Irish language, in a Gaeltacht area or on an island. The basic pay for a starting teacher is \u20ac27,814 p.a., rising incrementally to \u20ac53,423 for a teacher with 25 years service. A principal of a large school with many years experience and several qualifications (M.A., H.Dip., etc.) could earn over \u20ac90,000.", "targets": "What can a teacher with 25 years of experience make, in Euros?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f26e50807234f1ab8027d05e6767806", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salaries for primary teachers in Ireland depend mainly on seniority (i.e. holding the position of principal, deputy principal or assistant principal), experience and qualifications. Extra pay is also given for teaching through the Irish language, in a Gaeltacht area or on an island. The basic pay for a starting teacher is \u20ac27,814 p.a., rising incrementally to \u20ac53,423 for a teacher with 25 years service. A principal of a large school with many years experience and several qualifications (M.A., H.Dip., etc.) could earn over \u20ac90,000.", "targets": "What can a principal make, if he/she works for a big school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fa69c1c30ab440e868a6e5cf7977d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The agglomeration of Kathmandu has not yet been officially defined. The urban area of the Kathmandu valley is split among three different districts (collections of local government units within a zone) which extend very little beyond the valley fringe, except towards the southern ranges, which have comparatively small population. They have the three highest population densities in the country. Within the districts lie VDCs (villages), 3 municipalities (Bhaktapur, Kirtipur, Madhyapur Thimi), 1 sub-metropolitan city (Lalitpur), and 1 metropolitan city (Kathmandu). Some district subdivisions remain legally villages yet are densely populated, Gonggabu VDC notably recorded a density over 20,000 people/km2. (2011 census). The following data table describes the districts considered part of the agglomeration:", "targets": "How many districts make up the Kathmandu Valley urban area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fa69c1c30ab440e868a6e5cf7977d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The agglomeration of Kathmandu has not yet been officially defined. The urban area of the Kathmandu valley is split among three different districts (collections of local government units within a zone) which extend very little beyond the valley fringe, except towards the southern ranges, which have comparatively small population. They have the three highest population densities in the country. Within the districts lie VDCs (villages), 3 municipalities (Bhaktapur, Kirtipur, Madhyapur Thimi), 1 sub-metropolitan city (Lalitpur), and 1 metropolitan city (Kathmandu). Some district subdivisions remain legally villages yet are densely populated, Gonggabu VDC notably recorded a density over 20,000 people/km2. (2011 census). The following data table describes the districts considered part of the agglomeration:", "targets": "What are Madhyapur Thimi, Kirtipur and Bhaktapur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fa69c1c30ab440e868a6e5cf7977d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The agglomeration of Kathmandu has not yet been officially defined. The urban area of the Kathmandu valley is split among three different districts (collections of local government units within a zone) which extend very little beyond the valley fringe, except towards the southern ranges, which have comparatively small population. They have the three highest population densities in the country. Within the districts lie VDCs (villages), 3 municipalities (Bhaktapur, Kirtipur, Madhyapur Thimi), 1 sub-metropolitan city (Lalitpur), and 1 metropolitan city (Kathmandu). Some district subdivisions remain legally villages yet are densely populated, Gonggabu VDC notably recorded a density over 20,000 people/km2. (2011 census). The following data table describes the districts considered part of the agglomeration:", "targets": "How many sub-metropolitan cities are present in the districts that make up the Kathmandu valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fa69c1c30ab440e868a6e5cf7977d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The agglomeration of Kathmandu has not yet been officially defined. The urban area of the Kathmandu valley is split among three different districts (collections of local government units within a zone) which extend very little beyond the valley fringe, except towards the southern ranges, which have comparatively small population. They have the three highest population densities in the country. Within the districts lie VDCs (villages), 3 municipalities (Bhaktapur, Kirtipur, Madhyapur Thimi), 1 sub-metropolitan city (Lalitpur), and 1 metropolitan city (Kathmandu). Some district subdivisions remain legally villages yet are densely populated, Gonggabu VDC notably recorded a density over 20,000 people/km2. (2011 census). The following data table describes the districts considered part of the agglomeration:", "targets": "About how many people live in a square kilometer in Gonggabu VDC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fa69c1c30ab440e868a6e5cf7977d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The agglomeration of Kathmandu has not yet been officially defined. The urban area of the Kathmandu valley is split among three different districts (collections of local government units within a zone) which extend very little beyond the valley fringe, except towards the southern ranges, which have comparatively small population. They have the three highest population densities in the country. Within the districts lie VDCs (villages), 3 municipalities (Bhaktapur, Kirtipur, Madhyapur Thimi), 1 sub-metropolitan city (Lalitpur), and 1 metropolitan city (Kathmandu). Some district subdivisions remain legally villages yet are densely populated, Gonggabu VDC notably recorded a density over 20,000 people/km2. (2011 census). The following data table describes the districts considered part of the agglomeration:", "targets": "What is another term for VDCs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b89d7873ea04848be96bf0d0eb855e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Army black beret (having been permanently replaced with the patrol cap) is no longer worn with the new ACU for garrison duty. After years of complaints that it wasn't suited well for most work conditions, Army Chief of Staff General Martin Dempsey eliminated it for wear with the ACU in June 2011. Soldiers still wear berets who are currently in a unit in jump status, whether the wearer is parachute-qualified, or not (maroon beret), Members of the 75th Ranger Regiment and the Airborne and Ranger Training Brigade (tan beret), and Special Forces (rifle green beret) and may wear it with the Army Service Uniform for non-ceremonial functions. Unit commanders may still direct the wear of patrol caps in these units in training environments or motor pools.", "targets": "What piece of the uniform has been replaced by the patrol cap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b89d7873ea04848be96bf0d0eb855e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Army black beret (having been permanently replaced with the patrol cap) is no longer worn with the new ACU for garrison duty. After years of complaints that it wasn't suited well for most work conditions, Army Chief of Staff General Martin Dempsey eliminated it for wear with the ACU in June 2011. Soldiers still wear berets who are currently in a unit in jump status, whether the wearer is parachute-qualified, or not (maroon beret), Members of the 75th Ranger Regiment and the Airborne and Ranger Training Brigade (tan beret), and Special Forces (rifle green beret) and may wear it with the Army Service Uniform for non-ceremonial functions. Unit commanders may still direct the wear of patrol caps in these units in training environments or motor pools.", "targets": "Who was the Army Chief of Staff at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b89d7873ea04848be96bf0d0eb855e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Army black beret (having been permanently replaced with the patrol cap) is no longer worn with the new ACU for garrison duty. After years of complaints that it wasn't suited well for most work conditions, Army Chief of Staff General Martin Dempsey eliminated it for wear with the ACU in June 2011. Soldiers still wear berets who are currently in a unit in jump status, whether the wearer is parachute-qualified, or not (maroon beret), Members of the 75th Ranger Regiment and the Airborne and Ranger Training Brigade (tan beret), and Special Forces (rifle green beret) and may wear it with the Army Service Uniform for non-ceremonial functions. Unit commanders may still direct the wear of patrol caps in these units in training environments or motor pools.", "targets": "What month and year was the black beret replaced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b89d7873ea04848be96bf0d0eb855e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Army black beret (having been permanently replaced with the patrol cap) is no longer worn with the new ACU for garrison duty. After years of complaints that it wasn't suited well for most work conditions, Army Chief of Staff General Martin Dempsey eliminated it for wear with the ACU in June 2011. Soldiers still wear berets who are currently in a unit in jump status, whether the wearer is parachute-qualified, or not (maroon beret), Members of the 75th Ranger Regiment and the Airborne and Ranger Training Brigade (tan beret), and Special Forces (rifle green beret) and may wear it with the Army Service Uniform for non-ceremonial functions. Unit commanders may still direct the wear of patrol caps in these units in training environments or motor pools.", "targets": "If a soldier is in a unit in jump status, what color beret do they wear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b89d7873ea04848be96bf0d0eb855e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Army black beret (having been permanently replaced with the patrol cap) is no longer worn with the new ACU for garrison duty. After years of complaints that it wasn't suited well for most work conditions, Army Chief of Staff General Martin Dempsey eliminated it for wear with the ACU in June 2011. Soldiers still wear berets who are currently in a unit in jump status, whether the wearer is parachute-qualified, or not (maroon beret), Members of the 75th Ranger Regiment and the Airborne and Ranger Training Brigade (tan beret), and Special Forces (rifle green beret) and may wear it with the Army Service Uniform for non-ceremonial functions. Unit commanders may still direct the wear of patrol caps in these units in training environments or motor pools.", "targets": "The rifle green beret is worn by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18cf5d2637f41ad8a2c3db0bcb307eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien has one of the most diverse phoneme inventories among Chinese varieties, with more consonants than Standard Mandarin or Cantonese. Vowels are more-or-less similar to that of Standard Mandarin. Hokkien varieties retain many pronunciations that are no longer found in other Chinese varieties. These include the retention of the /t/ initial, which is now /t\u0282/ (Pinyin 'zh') in Mandarin (e.g. 'bamboo' \u7af9 is tik, but zh\u00fa in Mandarin), having disappeared before the 6th century in other Chinese varieties.", "targets": "What Chinese dialect has more consonants than standard Mandarin or Cantonese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18cf5d2637f41ad8a2c3db0bcb307eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien has one of the most diverse phoneme inventories among Chinese varieties, with more consonants than Standard Mandarin or Cantonese. Vowels are more-or-less similar to that of Standard Mandarin. Hokkien varieties retain many pronunciations that are no longer found in other Chinese varieties. These include the retention of the /t/ initial, which is now /t\u0282/ (Pinyin 'zh') in Mandarin (e.g. 'bamboo' \u7af9 is tik, but zh\u00fa in Mandarin), having disappeared before the 6th century in other Chinese varieties.", "targets": "How do Hokkien vowels compare to Standard Mandarin vowels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18cf5d2637f41ad8a2c3db0bcb307eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien has one of the most diverse phoneme inventories among Chinese varieties, with more consonants than Standard Mandarin or Cantonese. Vowels are more-or-less similar to that of Standard Mandarin. Hokkien varieties retain many pronunciations that are no longer found in other Chinese varieties. These include the retention of the /t/ initial, which is now /t\u0282/ (Pinyin 'zh') in Mandarin (e.g. 'bamboo' \u7af9 is tik, but zh\u00fa in Mandarin), having disappeared before the 6th century in other Chinese varieties.", "targets": "What do Hokkein varieties retain that are no longer found in other Chinese varieties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d18cf5d2637f41ad8a2c3db0bcb307eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hokkien has one of the most diverse phoneme inventories among Chinese varieties, with more consonants than Standard Mandarin or Cantonese. Vowels are more-or-less similar to that of Standard Mandarin. Hokkien varieties retain many pronunciations that are no longer found in other Chinese varieties. These include the retention of the /t/ initial, which is now /t\u0282/ (Pinyin 'zh') in Mandarin (e.g. 'bamboo' \u7af9 is tik, but zh\u00fa in Mandarin), having disappeared before the 6th century in other Chinese varieties.", "targets": "Hokkien has one of the most diverse what, among Chinese varieties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d789666fc3df42e2afbd5dc3d490a97d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palacio Taranco is located in front of the Plaza Zabala, in the heart of Ciudad Vieja. It was erected in the early 20th century as the residence of the Ortiz Taranco brothers on the ruins of Montevideo's first theatre (of 1793), during a period in which the architectural style was influenced by French architecture. The palace was designed by French architects Charles Louis Girault and Jules Chifflot Le\u00f3n who also designed the Petit Palais and the Arc de Triomphe in Paris. It passed to the city from the heirs of the Tarancos in 1943, along with its precious collection of Uruguayan furniture and draperies and was deemed by the city as an ideal place for a museum; in 1972 it became the Museum of Decorative Arts of Montevideo and in 1975 it became a National Heritage Site. The Decorative Arts Museum has an important collection of European paintings and decorative arts, ancient Greek and Roman art and Islamic ceramics of the 10th\u201318th century from the area of present-day Iran. The palace is often used as a meeting place by the Uruguayan government.", "targets": "Where is the Palacio Taranco located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d789666fc3df42e2afbd5dc3d490a97d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palacio Taranco is located in front of the Plaza Zabala, in the heart of Ciudad Vieja. It was erected in the early 20th century as the residence of the Ortiz Taranco brothers on the ruins of Montevideo's first theatre (of 1793), during a period in which the architectural style was influenced by French architecture. The palace was designed by French architects Charles Louis Girault and Jules Chifflot Le\u00f3n who also designed the Petit Palais and the Arc de Triomphe in Paris. It passed to the city from the heirs of the Tarancos in 1943, along with its precious collection of Uruguayan furniture and draperies and was deemed by the city as an ideal place for a museum; in 1972 it became the Museum of Decorative Arts of Montevideo and in 1975 it became a National Heritage Site. The Decorative Arts Museum has an important collection of European paintings and decorative arts, ancient Greek and Roman art and Islamic ceramics of the 10th\u201318th century from the area of present-day Iran. The palace is often used as a meeting place by the Uruguayan government.", "targets": "When was the Palacio Taranco erected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d789666fc3df42e2afbd5dc3d490a97d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palacio Taranco is located in front of the Plaza Zabala, in the heart of Ciudad Vieja. It was erected in the early 20th century as the residence of the Ortiz Taranco brothers on the ruins of Montevideo's first theatre (of 1793), during a period in which the architectural style was influenced by French architecture. The palace was designed by French architects Charles Louis Girault and Jules Chifflot Le\u00f3n who also designed the Petit Palais and the Arc de Triomphe in Paris. It passed to the city from the heirs of the Tarancos in 1943, along with its precious collection of Uruguayan furniture and draperies and was deemed by the city as an ideal place for a museum; in 1972 it became the Museum of Decorative Arts of Montevideo and in 1975 it became a National Heritage Site. The Decorative Arts Museum has an important collection of European paintings and decorative arts, ancient Greek and Roman art and Islamic ceramics of the 10th\u201318th century from the area of present-day Iran. The palace is often used as a meeting place by the Uruguayan government.", "targets": "The Palacio Taranco was erected to be the residence for whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d789666fc3df42e2afbd5dc3d490a97d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Palacio Taranco is located in front of the Plaza Zabala, in the heart of Ciudad Vieja. It was erected in the early 20th century as the residence of the Ortiz Taranco brothers on the ruins of Montevideo's first theatre (of 1793), during a period in which the architectural style was influenced by French architecture. The palace was designed by French architects Charles Louis Girault and Jules Chifflot Le\u00f3n who also designed the Petit Palais and the Arc de Triomphe in Paris. It passed to the city from the heirs of the Tarancos in 1943, along with its precious collection of Uruguayan furniture and draperies and was deemed by the city as an ideal place for a museum; in 1972 it became the Museum of Decorative Arts of Montevideo and in 1975 it became a National Heritage Site. The Decorative Arts Museum has an important collection of European paintings and decorative arts, ancient Greek and Roman art and Islamic ceramics of the 10th\u201318th century from the area of present-day Iran. The palace is often used as a meeting place by the Uruguayan government.", "targets": "Who designed the Palacio Taranco?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b4dfc5415d42ea8f5d820d32ab1e44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mission work in Samoa had begun in late 1830 by John Williams, of the London Missionary Society arriving in Sapapali'i from The Cook Islands and Tahiti. According to Barbara A. West, \"The Samoans were also known to engage in \u2018headhunting', a ritual of war in which a warrior took the head of his slain opponent to give to his leader, thus proving his bravery.\" However, Robert Louis Stevenson, who lived in Samoa from 1889 until his death in 1894, wrote in A Footnote to History: Eight Years of Trouble in Samoa, \"\u2026 the Samoans are gentle people.\"", "targets": "Who was the first missionary in Samoa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b4dfc5415d42ea8f5d820d32ab1e44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mission work in Samoa had begun in late 1830 by John Williams, of the London Missionary Society arriving in Sapapali'i from The Cook Islands and Tahiti. According to Barbara A. West, \"The Samoans were also known to engage in \u2018headhunting', a ritual of war in which a warrior took the head of his slain opponent to give to his leader, thus proving his bravery.\" However, Robert Louis Stevenson, who lived in Samoa from 1889 until his death in 1894, wrote in A Footnote to History: Eight Years of Trouble in Samoa, \"\u2026 the Samoans are gentle people.\"", "targets": "What English organization did John Williams belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b4dfc5415d42ea8f5d820d32ab1e44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mission work in Samoa had begun in late 1830 by John Williams, of the London Missionary Society arriving in Sapapali'i from The Cook Islands and Tahiti. According to Barbara A. West, \"The Samoans were also known to engage in \u2018headhunting', a ritual of war in which a warrior took the head of his slain opponent to give to his leader, thus proving his bravery.\" However, Robert Louis Stevenson, who lived in Samoa from 1889 until his death in 1894, wrote in A Footnote to History: Eight Years of Trouble in Samoa, \"\u2026 the Samoans are gentle people.\"", "targets": "What warring ritual did Barbara A. West say the indigenous Samoans engaged in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b4dfc5415d42ea8f5d820d32ab1e44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mission work in Samoa had begun in late 1830 by John Williams, of the London Missionary Society arriving in Sapapali'i from The Cook Islands and Tahiti. According to Barbara A. West, \"The Samoans were also known to engage in \u2018headhunting', a ritual of war in which a warrior took the head of his slain opponent to give to his leader, thus proving his bravery.\" However, Robert Louis Stevenson, who lived in Samoa from 1889 until his death in 1894, wrote in A Footnote to History: Eight Years of Trouble in Samoa, \"\u2026 the Samoans are gentle people.\"", "targets": "What notable author who lived in Samoa called the Samoans \"gentle people\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b4dfc5415d42ea8f5d820d32ab1e44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mission work in Samoa had begun in late 1830 by John Williams, of the London Missionary Society arriving in Sapapali'i from The Cook Islands and Tahiti. According to Barbara A. West, \"The Samoans were also known to engage in \u2018headhunting', a ritual of war in which a warrior took the head of his slain opponent to give to his leader, thus proving his bravery.\" However, Robert Louis Stevenson, who lived in Samoa from 1889 until his death in 1894, wrote in A Footnote to History: Eight Years of Trouble in Samoa, \"\u2026 the Samoans are gentle people.\"", "targets": "In what year did Robert Louis Stevenson die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b777c997324e788db09a6596e2ddb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phonograph disc record was the primary medium used for music reproduction until late in the 20th century, replacing the phonograph cylinder record\u2013with which it had co-existed from the late 1880s through to the 1920s\u2013by the late 1920s. Records retained the largest market share even when new formats such as compact cassette were mass-marketed. By the late 1980s, digital media, in the form of the compact disc, had gained a larger market share, and the vinyl record left the mainstream in 1991. From the 1990s to the 2010s, records continued to be manufactured and sold on a much smaller scale, and were especially used by disc jockeys (DJ)s, released by artists in some genres, and listened to by a niche market of audiophiles. The phonograph record has made a niche resurgence in the early 21st century \u2013 9.2 million records were sold in the U.S. in 2014, a 260% increase since 2009. Likewise, in the UK sales have increased five-fold from 2009 to 2014.", "targets": "What was the primary use of a phonographic disc record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b777c997324e788db09a6596e2ddb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phonograph disc record was the primary medium used for music reproduction until late in the 20th century, replacing the phonograph cylinder record\u2013with which it had co-existed from the late 1880s through to the 1920s\u2013by the late 1920s. Records retained the largest market share even when new formats such as compact cassette were mass-marketed. By the late 1980s, digital media, in the form of the compact disc, had gained a larger market share, and the vinyl record left the mainstream in 1991. From the 1990s to the 2010s, records continued to be manufactured and sold on a much smaller scale, and were especially used by disc jockeys (DJ)s, released by artists in some genres, and listened to by a niche market of audiophiles. The phonograph record has made a niche resurgence in the early 21st century \u2013 9.2 million records were sold in the U.S. in 2014, a 260% increase since 2009. Likewise, in the UK sales have increased five-fold from 2009 to 2014.", "targets": "Which year did vinyl records leave the main steam media market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b777c997324e788db09a6596e2ddb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phonograph disc record was the primary medium used for music reproduction until late in the 20th century, replacing the phonograph cylinder record\u2013with which it had co-existed from the late 1880s through to the 1920s\u2013by the late 1920s. Records retained the largest market share even when new formats such as compact cassette were mass-marketed. By the late 1980s, digital media, in the form of the compact disc, had gained a larger market share, and the vinyl record left the mainstream in 1991. From the 1990s to the 2010s, records continued to be manufactured and sold on a much smaller scale, and were especially used by disc jockeys (DJ)s, released by artists in some genres, and listened to by a niche market of audiophiles. The phonograph record has made a niche resurgence in the early 21st century \u2013 9.2 million records were sold in the U.S. in 2014, a 260% increase since 2009. Likewise, in the UK sales have increased five-fold from 2009 to 2014.", "targets": "From the 1990s to 2010s who was the primary consumer of vinyl records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b777c997324e788db09a6596e2ddb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phonograph disc record was the primary medium used for music reproduction until late in the 20th century, replacing the phonograph cylinder record\u2013with which it had co-existed from the late 1880s through to the 1920s\u2013by the late 1920s. Records retained the largest market share even when new formats such as compact cassette were mass-marketed. By the late 1980s, digital media, in the form of the compact disc, had gained a larger market share, and the vinyl record left the mainstream in 1991. From the 1990s to the 2010s, records continued to be manufactured and sold on a much smaller scale, and were especially used by disc jockeys (DJ)s, released by artists in some genres, and listened to by a niche market of audiophiles. The phonograph record has made a niche resurgence in the early 21st century \u2013 9.2 million records were sold in the U.S. in 2014, a 260% increase since 2009. Likewise, in the UK sales have increased five-fold from 2009 to 2014.", "targets": "Approximately how many phonograph records were sold in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b777c997324e788db09a6596e2ddb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phonograph disc record was the primary medium used for music reproduction until late in the 20th century, replacing the phonograph cylinder record\u2013with which it had co-existed from the late 1880s through to the 1920s\u2013by the late 1920s. Records retained the largest market share even when new formats such as compact cassette were mass-marketed. By the late 1980s, digital media, in the form of the compact disc, had gained a larger market share, and the vinyl record left the mainstream in 1991. From the 1990s to the 2010s, records continued to be manufactured and sold on a much smaller scale, and were especially used by disc jockeys (DJ)s, released by artists in some genres, and listened to by a niche market of audiophiles. The phonograph record has made a niche resurgence in the early 21st century \u2013 9.2 million records were sold in the U.S. in 2014, a 260% increase since 2009. Likewise, in the UK sales have increased five-fold from 2009 to 2014.", "targets": "What is the niche market of phonograph record fans known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d5c470500474c87975954776f09a55e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funeral and commemorative rites varied according to wealth, status and religious context. In Cicero's time, the better-off sacrificed a sow at the funeral pyre before cremation. The dead consumed their portion in the flames of the pyre, Ceres her portion through the flame of her altar, and the family at the site of the cremation. For the less well-off, inhumation with \"a libation of wine, incense, and fruit or crops was sufficient\". Ceres functioned as an intermediary between the realms of the living and the dead: the deceased had not yet fully passed to the world of the dead and could share a last meal with the living. The ashes (or body) were entombed or buried. On the eighth day of mourning, the family offered further sacrifice, this time on the ground; the shade of the departed was assumed to have passed entirely into the underworld. They had become one of the di Manes, who were collectively celebrated and appeased at the Parentalia, a multi-day festival of remembrance in February.", "targets": "What type of rites varied in accordance with status and religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d5c470500474c87975954776f09a55e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funeral and commemorative rites varied according to wealth, status and religious context. In Cicero's time, the better-off sacrificed a sow at the funeral pyre before cremation. The dead consumed their portion in the flames of the pyre, Ceres her portion through the flame of her altar, and the family at the site of the cremation. For the less well-off, inhumation with \"a libation of wine, incense, and fruit or crops was sufficient\". Ceres functioned as an intermediary between the realms of the living and the dead: the deceased had not yet fully passed to the world of the dead and could share a last meal with the living. The ashes (or body) were entombed or buried. On the eighth day of mourning, the family offered further sacrifice, this time on the ground; the shade of the departed was assumed to have passed entirely into the underworld. They had become one of the di Manes, who were collectively celebrated and appeased at the Parentalia, a multi-day festival of remembrance in February.", "targets": "What was the grave sacrifice in Cicero's time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d5c470500474c87975954776f09a55e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funeral and commemorative rites varied according to wealth, status and religious context. In Cicero's time, the better-off sacrificed a sow at the funeral pyre before cremation. The dead consumed their portion in the flames of the pyre, Ceres her portion through the flame of her altar, and the family at the site of the cremation. For the less well-off, inhumation with \"a libation of wine, incense, and fruit or crops was sufficient\". Ceres functioned as an intermediary between the realms of the living and the dead: the deceased had not yet fully passed to the world of the dead and could share a last meal with the living. The ashes (or body) were entombed or buried. On the eighth day of mourning, the family offered further sacrifice, this time on the ground; the shade of the departed was assumed to have passed entirely into the underworld. They had become one of the di Manes, who were collectively celebrated and appeased at the Parentalia, a multi-day festival of remembrance in February.", "targets": "What class gave only wine and food as a grave offering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d5c470500474c87975954776f09a55e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funeral and commemorative rites varied according to wealth, status and religious context. In Cicero's time, the better-off sacrificed a sow at the funeral pyre before cremation. The dead consumed their portion in the flames of the pyre, Ceres her portion through the flame of her altar, and the family at the site of the cremation. For the less well-off, inhumation with \"a libation of wine, incense, and fruit or crops was sufficient\". Ceres functioned as an intermediary between the realms of the living and the dead: the deceased had not yet fully passed to the world of the dead and could share a last meal with the living. The ashes (or body) were entombed or buried. On the eighth day of mourning, the family offered further sacrifice, this time on the ground; the shade of the departed was assumed to have passed entirely into the underworld. They had become one of the di Manes, who were collectively celebrated and appeased at the Parentalia, a multi-day festival of remembrance in February.", "targets": "What was the multi day of remembrance for the dead? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d5c470500474c87975954776f09a55e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funeral and commemorative rites varied according to wealth, status and religious context. In Cicero's time, the better-off sacrificed a sow at the funeral pyre before cremation. The dead consumed their portion in the flames of the pyre, Ceres her portion through the flame of her altar, and the family at the site of the cremation. For the less well-off, inhumation with \"a libation of wine, incense, and fruit or crops was sufficient\". Ceres functioned as an intermediary between the realms of the living and the dead: the deceased had not yet fully passed to the world of the dead and could share a last meal with the living. The ashes (or body) were entombed or buried. On the eighth day of mourning, the family offered further sacrifice, this time on the ground; the shade of the departed was assumed to have passed entirely into the underworld. They had become one of the di Manes, who were collectively celebrated and appeased at the Parentalia, a multi-day festival of remembrance in February.", "targets": "What goddess was an intermediary  between the dead and the living?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54b78a3aed6b446fa9f13f2d2f72f909", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After some time (typically 1\u20132 hours in humans, 4\u20136 hours in dogs, 3\u20134 hours in house cats),[citation needed] the resulting thick liquid is called chyme. When the pyloric sphincter valve opens, chyme enters the duodenum where it mixes with digestive enzymes from the pancreas and bile juice from the liver and then passes through the small intestine, in which digestion continues. When the chyme is fully digested, it is absorbed into the blood. 95% of absorption of nutrients occurs in the small intestine. Water and minerals are reabsorbed back into the blood in the colon (large intestine) where the pH is slightly acidic about 5.6 ~ 6.9. Some vitamins, such as biotin and vitamin K (K2MK7) produced by bacteria in the colon are also absorbed into the blood in the colon. Waste material is eliminated from the rectum during defecation.", "targets": "What is the resulting thick liquid called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54b78a3aed6b446fa9f13f2d2f72f909", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After some time (typically 1\u20132 hours in humans, 4\u20136 hours in dogs, 3\u20134 hours in house cats),[citation needed] the resulting thick liquid is called chyme. When the pyloric sphincter valve opens, chyme enters the duodenum where it mixes with digestive enzymes from the pancreas and bile juice from the liver and then passes through the small intestine, in which digestion continues. When the chyme is fully digested, it is absorbed into the blood. 95% of absorption of nutrients occurs in the small intestine. Water and minerals are reabsorbed back into the blood in the colon (large intestine) where the pH is slightly acidic about 5.6 ~ 6.9. Some vitamins, such as biotin and vitamin K (K2MK7) produced by bacteria in the colon are also absorbed into the blood in the colon. Waste material is eliminated from the rectum during defecation.", "targets": "What does chyme mix with in the duodenum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54b78a3aed6b446fa9f13f2d2f72f909", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After some time (typically 1\u20132 hours in humans, 4\u20136 hours in dogs, 3\u20134 hours in house cats),[citation needed] the resulting thick liquid is called chyme. When the pyloric sphincter valve opens, chyme enters the duodenum where it mixes with digestive enzymes from the pancreas and bile juice from the liver and then passes through the small intestine, in which digestion continues. When the chyme is fully digested, it is absorbed into the blood. 95% of absorption of nutrients occurs in the small intestine. Water and minerals are reabsorbed back into the blood in the colon (large intestine) where the pH is slightly acidic about 5.6 ~ 6.9. Some vitamins, such as biotin and vitamin K (K2MK7) produced by bacteria in the colon are also absorbed into the blood in the colon. Waste material is eliminated from the rectum during defecation.", "targets": "Where does hyme go after the duodenum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54b78a3aed6b446fa9f13f2d2f72f909", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After some time (typically 1\u20132 hours in humans, 4\u20136 hours in dogs, 3\u20134 hours in house cats),[citation needed] the resulting thick liquid is called chyme. When the pyloric sphincter valve opens, chyme enters the duodenum where it mixes with digestive enzymes from the pancreas and bile juice from the liver and then passes through the small intestine, in which digestion continues. When the chyme is fully digested, it is absorbed into the blood. 95% of absorption of nutrients occurs in the small intestine. Water and minerals are reabsorbed back into the blood in the colon (large intestine) where the pH is slightly acidic about 5.6 ~ 6.9. Some vitamins, such as biotin and vitamin K (K2MK7) produced by bacteria in the colon are also absorbed into the blood in the colon. Waste material is eliminated from the rectum during defecation.", "targets": "Where is chyme absorbed into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54b78a3aed6b446fa9f13f2d2f72f909", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After some time (typically 1\u20132 hours in humans, 4\u20136 hours in dogs, 3\u20134 hours in house cats),[citation needed] the resulting thick liquid is called chyme. When the pyloric sphincter valve opens, chyme enters the duodenum where it mixes with digestive enzymes from the pancreas and bile juice from the liver and then passes through the small intestine, in which digestion continues. When the chyme is fully digested, it is absorbed into the blood. 95% of absorption of nutrients occurs in the small intestine. Water and minerals are reabsorbed back into the blood in the colon (large intestine) where the pH is slightly acidic about 5.6 ~ 6.9. Some vitamins, such as biotin and vitamin K (K2MK7) produced by bacteria in the colon are also absorbed into the blood in the colon. Waste material is eliminated from the rectum during defecation.", "targets": "Where does 95% of absobtion of nutrients occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f15e95dde8e2471aa9f4a2f85b1033af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is served by two international airports, Ben Gurion International Airport, the country's main hub for international air travel near Tel Aviv-Yafo, Ovda Airport in the south, as well as several small domestic airports. Ben Gurion, Israel's largest airport, handled over 12.1 million passengers in 2010. On the Mediterranean coast, Haifa Port is the country's oldest and largest port, while Ashdod Port is one of the few deep water ports in the world built on the open sea. In addition to these, the smaller Port of Eilat is situated on the Red Sea, and is used mainly for trading with Far East countries.", "targets": "What is the country's main hub for international air travel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f15e95dde8e2471aa9f4a2f85b1033af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is served by two international airports, Ben Gurion International Airport, the country's main hub for international air travel near Tel Aviv-Yafo, Ovda Airport in the south, as well as several small domestic airports. Ben Gurion, Israel's largest airport, handled over 12.1 million passengers in 2010. On the Mediterranean coast, Haifa Port is the country's oldest and largest port, while Ashdod Port is one of the few deep water ports in the world built on the open sea. In addition to these, the smaller Port of Eilat is situated on the Red Sea, and is used mainly for trading with Far East countries.", "targets": "What is the country's oldest and largest port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f15e95dde8e2471aa9f4a2f85b1033af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is served by two international airports, Ben Gurion International Airport, the country's main hub for international air travel near Tel Aviv-Yafo, Ovda Airport in the south, as well as several small domestic airports. Ben Gurion, Israel's largest airport, handled over 12.1 million passengers in 2010. On the Mediterranean coast, Haifa Port is the country's oldest and largest port, while Ashdod Port is one of the few deep water ports in the world built on the open sea. In addition to these, the smaller Port of Eilat is situated on the Red Sea, and is used mainly for trading with Far East countries.", "targets": "How many international airports are in Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72782ce9de1341fc97dea135020c27d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], the city of Montevideo has been divided into 8 political municipalities (Municipios), referred to with the letters from A to G, including CH, each presided over by a mayor elected by the citizens registered in the constituency. This division, according to the Municipality of Montevideo, \"aims to advance political and administrative decentralization in the department of Montevideo, with the aim of deepening the democratic participation of citizens in governance.\" The head of each Municipio is called an alcalde or (if female) alcaldesa.", "targets": "How many political municipalities has the city of Montevideo been divided into as of 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72782ce9de1341fc97dea135020c27d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], the city of Montevideo has been divided into 8 political municipalities (Municipios), referred to with the letters from A to G, including CH, each presided over by a mayor elected by the citizens registered in the constituency. This division, according to the Municipality of Montevideo, \"aims to advance political and administrative decentralization in the department of Montevideo, with the aim of deepening the democratic participation of citizens in governance.\" The head of each Municipio is called an alcalde or (if female) alcaldesa.", "targets": "What is the head of each Municipio called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72782ce9de1341fc97dea135020c27d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], the city of Montevideo has been divided into 8 political municipalities (Municipios), referred to with the letters from A to G, including CH, each presided over by a mayor elected by the citizens registered in the constituency. This division, according to the Municipality of Montevideo, \"aims to advance political and administrative decentralization in the department of Montevideo, with the aim of deepening the democratic participation of citizens in governance.\" The head of each Municipio is called an alcalde or (if female) alcaldesa.", "targets": "Who elects the mayor of the political municipalities? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928bcf2950da4a0587f5d9dee5a6c12b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In times past, until the 15th century, in Korea, Literary Chinese was the dominant form of written communication, prior to the creation of hangul, the Korean alphabet. Much of the vocabulary, especially in the realms of science and sociology, comes directly from Chinese, comparable to Latin or Greek root words in European languages. However, due to the lack of tones in Korean,[citation needed] as the words were imported from Chinese, many dissimilar characters took on identical sounds, and subsequently identical spelling in hangul.[citation needed] Chinese characters are sometimes used to this day for either clarification in a practical manner, or to give a distinguished appearance, as knowledge of Chinese characters is considered a high class attribute and an indispensable part of a classical education.[citation needed] It is also observed that the preference for Chinese characters is treated as being conservative and Confucian.", "targets": "What was the dominant form of written communication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928bcf2950da4a0587f5d9dee5a6c12b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In times past, until the 15th century, in Korea, Literary Chinese was the dominant form of written communication, prior to the creation of hangul, the Korean alphabet. Much of the vocabulary, especially in the realms of science and sociology, comes directly from Chinese, comparable to Latin or Greek root words in European languages. However, due to the lack of tones in Korean,[citation needed] as the words were imported from Chinese, many dissimilar characters took on identical sounds, and subsequently identical spelling in hangul.[citation needed] Chinese characters are sometimes used to this day for either clarification in a practical manner, or to give a distinguished appearance, as knowledge of Chinese characters is considered a high class attribute and an indispensable part of a classical education.[citation needed] It is also observed that the preference for Chinese characters is treated as being conservative and Confucian.", "targets": "What is treated as being conservative and confucian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928bcf2950da4a0587f5d9dee5a6c12b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In times past, until the 15th century, in Korea, Literary Chinese was the dominant form of written communication, prior to the creation of hangul, the Korean alphabet. Much of the vocabulary, especially in the realms of science and sociology, comes directly from Chinese, comparable to Latin or Greek root words in European languages. However, due to the lack of tones in Korean,[citation needed] as the words were imported from Chinese, many dissimilar characters took on identical sounds, and subsequently identical spelling in hangul.[citation needed] Chinese characters are sometimes used to this day for either clarification in a practical manner, or to give a distinguished appearance, as knowledge of Chinese characters is considered a high class attribute and an indispensable part of a classical education.[citation needed] It is also observed that the preference for Chinese characters is treated as being conservative and Confucian.", "targets": "What comes directly from China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc439a00b7c3485fbdd2a12eb2a16311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly given starting point for the Middle Ages is 476, first used by Bruni.[A] For Europe as a whole, 1500 is often considered to be the end of the Middle Ages, but there is no universally agreed upon end date. Depending on the context, events such as Christopher Columbus's first voyage to the Americas in 1492, the conquest of Constantinople by the Turks in 1453, or the Protestant Reformation in 1517 are sometimes used. English historians often use the Battle of Bosworth Field in 1485 to mark the end of the period. For Spain, dates commonly used are the death of King Ferdinand II in 1516, the death of Queen Isabella I of Castile in 1504, or the conquest of Granada in 1492. Historians from Romance-speaking countries tend to divide the Middle Ages into two parts: an earlier \"High\" and later \"Low\" period. English-speaking historians, following their German counterparts, generally subdivide the Middle Ages into three intervals: \"Early\", \"High\", and \"Late\". In the 19th century, the entire Middle Ages were often referred to as the \"Dark Ages\",[B] but with the adoption of these subdivisions, use of this term was restricted to the Early Middle Ages, at least among historians.", "targets": "What date is usually given as the beginning of the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc439a00b7c3485fbdd2a12eb2a16311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly given starting point for the Middle Ages is 476, first used by Bruni.[A] For Europe as a whole, 1500 is often considered to be the end of the Middle Ages, but there is no universally agreed upon end date. Depending on the context, events such as Christopher Columbus's first voyage to the Americas in 1492, the conquest of Constantinople by the Turks in 1453, or the Protestant Reformation in 1517 are sometimes used. English historians often use the Battle of Bosworth Field in 1485 to mark the end of the period. For Spain, dates commonly used are the death of King Ferdinand II in 1516, the death of Queen Isabella I of Castile in 1504, or the conquest of Granada in 1492. Historians from Romance-speaking countries tend to divide the Middle Ages into two parts: an earlier \"High\" and later \"Low\" period. English-speaking historians, following their German counterparts, generally subdivide the Middle Ages into three intervals: \"Early\", \"High\", and \"Late\". In the 19th century, the entire Middle Ages were often referred to as the \"Dark Ages\",[B] but with the adoption of these subdivisions, use of this term was restricted to the Early Middle Ages, at least among historians.", "targets": "Who was the first writer to date the Middle Ages from 476?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc439a00b7c3485fbdd2a12eb2a16311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly given starting point for the Middle Ages is 476, first used by Bruni.[A] For Europe as a whole, 1500 is often considered to be the end of the Middle Ages, but there is no universally agreed upon end date. Depending on the context, events such as Christopher Columbus's first voyage to the Americas in 1492, the conquest of Constantinople by the Turks in 1453, or the Protestant Reformation in 1517 are sometimes used. English historians often use the Battle of Bosworth Field in 1485 to mark the end of the period. For Spain, dates commonly used are the death of King Ferdinand II in 1516, the death of Queen Isabella I of Castile in 1504, or the conquest of Granada in 1492. Historians from Romance-speaking countries tend to divide the Middle Ages into two parts: an earlier \"High\" and later \"Low\" period. English-speaking historians, following their German counterparts, generally subdivide the Middle Ages into three intervals: \"Early\", \"High\", and \"Late\". In the 19th century, the entire Middle Ages were often referred to as the \"Dark Ages\",[B] but with the adoption of these subdivisions, use of this term was restricted to the Early Middle Ages, at least among historians.", "targets": "When is the Middle Ages generally considered to have ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc439a00b7c3485fbdd2a12eb2a16311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly given starting point for the Middle Ages is 476, first used by Bruni.[A] For Europe as a whole, 1500 is often considered to be the end of the Middle Ages, but there is no universally agreed upon end date. Depending on the context, events such as Christopher Columbus's first voyage to the Americas in 1492, the conquest of Constantinople by the Turks in 1453, or the Protestant Reformation in 1517 are sometimes used. English historians often use the Battle of Bosworth Field in 1485 to mark the end of the period. For Spain, dates commonly used are the death of King Ferdinand II in 1516, the death of Queen Isabella I of Castile in 1504, or the conquest of Granada in 1492. Historians from Romance-speaking countries tend to divide the Middle Ages into two parts: an earlier \"High\" and later \"Low\" period. English-speaking historians, following their German counterparts, generally subdivide the Middle Ages into three intervals: \"Early\", \"High\", and \"Late\". In the 19th century, the entire Middle Ages were often referred to as the \"Dark Ages\",[B] but with the adoption of these subdivisions, use of this term was restricted to the Early Middle Ages, at least among historians.", "targets": "In what year did the Turks conquer Constantinople?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc439a00b7c3485fbdd2a12eb2a16311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly given starting point for the Middle Ages is 476, first used by Bruni.[A] For Europe as a whole, 1500 is often considered to be the end of the Middle Ages, but there is no universally agreed upon end date. Depending on the context, events such as Christopher Columbus's first voyage to the Americas in 1492, the conquest of Constantinople by the Turks in 1453, or the Protestant Reformation in 1517 are sometimes used. English historians often use the Battle of Bosworth Field in 1485 to mark the end of the period. For Spain, dates commonly used are the death of King Ferdinand II in 1516, the death of Queen Isabella I of Castile in 1504, or the conquest of Granada in 1492. Historians from Romance-speaking countries tend to divide the Middle Ages into two parts: an earlier \"High\" and later \"Low\" period. English-speaking historians, following their German counterparts, generally subdivide the Middle Ages into three intervals: \"Early\", \"High\", and \"Late\". In the 19th century, the entire Middle Ages were often referred to as the \"Dark Ages\",[B] but with the adoption of these subdivisions, use of this term was restricted to the Early Middle Ages, at least among historians.", "targets": "When did Ferdinand II die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38d6ca4fd9264b1fb5e952032df76051", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the first established world championship, the top professional wrestlers have garnered fame within mainstream society. Each successive generation has produced a number of wrestlers who extend their careers into the realms of music, acting, writing, business, politics or public speaking, and are known to those who are unfamiliar with wrestling in general. Conversely, celebrities from other sports or general pop culture also become involved with wrestling for brief periods of time. A prime example of this is The Rock 'n' Wrestling Connection of the 1980s, which combined wrestling with MTV.", "targets": "What kind of notoriety have wrestlers achieved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38d6ca4fd9264b1fb5e952032df76051", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the first established world championship, the top professional wrestlers have garnered fame within mainstream society. Each successive generation has produced a number of wrestlers who extend their careers into the realms of music, acting, writing, business, politics or public speaking, and are known to those who are unfamiliar with wrestling in general. Conversely, celebrities from other sports or general pop culture also become involved with wrestling for brief periods of time. A prime example of this is The Rock 'n' Wrestling Connection of the 1980s, which combined wrestling with MTV.", "targets": "What did the Rock 'n' Wrestling Connection do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38d6ca4fd9264b1fb5e952032df76051", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the first established world championship, the top professional wrestlers have garnered fame within mainstream society. Each successive generation has produced a number of wrestlers who extend their careers into the realms of music, acting, writing, business, politics or public speaking, and are known to those who are unfamiliar with wrestling in general. Conversely, celebrities from other sports or general pop culture also become involved with wrestling for brief periods of time. A prime example of this is The Rock 'n' Wrestling Connection of the 1980s, which combined wrestling with MTV.", "targets": "What are some other career paths wrestlers embarked on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ebb0c6653a843f39b258d483869d844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 2 (PPNB) began around 8,800 BCE according to the ASPRO chronology in the Levant (Jericho, Israel). As with the PPNA dates, there are two versions from the same laboratories noted above. This system of terminology, however, is not convenient for southeast Anatolia and settlements of the middle Anatolia basin. This era was before the Mesolithic era.[citation needed] A settlement of 3,000 inhabitants was found in the outskirts of Amman, Jordan. Considered to be one of the largest prehistoric settlements in the Near East, called 'Ain Ghazal, it was continuously inhabited from approximately 7,250 \u2013 5,000 B.", "targets": "When did the The Neolithic 2 (PPNB) era start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ebb0c6653a843f39b258d483869d844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 2 (PPNB) began around 8,800 BCE according to the ASPRO chronology in the Levant (Jericho, Israel). As with the PPNA dates, there are two versions from the same laboratories noted above. This system of terminology, however, is not convenient for southeast Anatolia and settlements of the middle Anatolia basin. This era was before the Mesolithic era.[citation needed] A settlement of 3,000 inhabitants was found in the outskirts of Amman, Jordan. Considered to be one of the largest prehistoric settlements in the Near East, called 'Ain Ghazal, it was continuously inhabited from approximately 7,250 \u2013 5,000 B.", "targets": "What era followed the  The Neolithic 2 (PPNB) era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ebb0c6653a843f39b258d483869d844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 2 (PPNB) began around 8,800 BCE according to the ASPRO chronology in the Levant (Jericho, Israel). As with the PPNA dates, there are two versions from the same laboratories noted above. This system of terminology, however, is not convenient for southeast Anatolia and settlements of the middle Anatolia basin. This era was before the Mesolithic era.[citation needed] A settlement of 3,000 inhabitants was found in the outskirts of Amman, Jordan. Considered to be one of the largest prehistoric settlements in the Near East, called 'Ain Ghazal, it was continuously inhabited from approximately 7,250 \u2013 5,000 B.", "targets": "How many settlers were found in Jordan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ebb0c6653a843f39b258d483869d844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 2 (PPNB) began around 8,800 BCE according to the ASPRO chronology in the Levant (Jericho, Israel). As with the PPNA dates, there are two versions from the same laboratories noted above. This system of terminology, however, is not convenient for southeast Anatolia and settlements of the middle Anatolia basin. This era was before the Mesolithic era.[citation needed] A settlement of 3,000 inhabitants was found in the outskirts of Amman, Jordan. Considered to be one of the largest prehistoric settlements in the Near East, called 'Ain Ghazal, it was continuously inhabited from approximately 7,250 \u2013 5,000 B.", "targets": "What is the name of one of the biggest prehistoric settlements in the Near East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd8eb02e7fe94df88c90a9845221cc6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Publius Vergilius Maro (Classical Latin: [\u02c8pu\u02d0.bl\u026a.\u028as w\u025br\u02c8\u0261\u026a.l\u026a.\u028as \u02c8ma.ro\u02d0]; October 15, 70 BC \u2013 September 21, 19 BC), usually called Virgil or Vergil /\u02c8v\u025c\u02d0rd\u0292\u1d7bl/ in English, was an ancient Roman poet of the Augustan period. He is known for three major works of Latin literature, the Eclogues (or Bucolics), the Georgics, and the epic Aeneid. A number of minor poems, collected in the Appendix Vergiliana, are sometimes attributed to him.", "targets": "During which period was Vigil a poet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd8eb02e7fe94df88c90a9845221cc6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Publius Vergilius Maro (Classical Latin: [\u02c8pu\u02d0.bl\u026a.\u028as w\u025br\u02c8\u0261\u026a.l\u026a.\u028as \u02c8ma.ro\u02d0]; October 15, 70 BC \u2013 September 21, 19 BC), usually called Virgil or Vergil /\u02c8v\u025c\u02d0rd\u0292\u1d7bl/ in English, was an ancient Roman poet of the Augustan period. He is known for three major works of Latin literature, the Eclogues (or Bucolics), the Georgics, and the epic Aeneid. A number of minor poems, collected in the Appendix Vergiliana, are sometimes attributed to him.", "targets": "How many major works of literature is Virgil known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd8eb02e7fe94df88c90a9845221cc6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Publius Vergilius Maro (Classical Latin: [\u02c8pu\u02d0.bl\u026a.\u028as w\u025br\u02c8\u0261\u026a.l\u026a.\u028as \u02c8ma.ro\u02d0]; October 15, 70 BC \u2013 September 21, 19 BC), usually called Virgil or Vergil /\u02c8v\u025c\u02d0rd\u0292\u1d7bl/ in English, was an ancient Roman poet of the Augustan period. He is known for three major works of Latin literature, the Eclogues (or Bucolics), the Georgics, and the epic Aeneid. A number of minor poems, collected in the Appendix Vergiliana, are sometimes attributed to him.", "targets": "Which major Latin epic is Virgil known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd8eb02e7fe94df88c90a9845221cc6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Publius Vergilius Maro (Classical Latin: [\u02c8pu\u02d0.bl\u026a.\u028as w\u025br\u02c8\u0261\u026a.l\u026a.\u028as \u02c8ma.ro\u02d0]; October 15, 70 BC \u2013 September 21, 19 BC), usually called Virgil or Vergil /\u02c8v\u025c\u02d0rd\u0292\u1d7bl/ in English, was an ancient Roman poet of the Augustan period. He is known for three major works of Latin literature, the Eclogues (or Bucolics), the Georgics, and the epic Aeneid. A number of minor poems, collected in the Appendix Vergiliana, are sometimes attributed to him.", "targets": "What is Virgil's full name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd8eb02e7fe94df88c90a9845221cc6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Publius Vergilius Maro (Classical Latin: [\u02c8pu\u02d0.bl\u026a.\u028as w\u025br\u02c8\u0261\u026a.l\u026a.\u028as \u02c8ma.ro\u02d0]; October 15, 70 BC \u2013 September 21, 19 BC), usually called Virgil or Vergil /\u02c8v\u025c\u02d0rd\u0292\u1d7bl/ in English, was an ancient Roman poet of the Augustan period. He is known for three major works of Latin literature, the Eclogues (or Bucolics), the Georgics, and the epic Aeneid. A number of minor poems, collected in the Appendix Vergiliana, are sometimes attributed to him.", "targets": "Which collection of minor poems are sometimes attributed to Virgil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dae29fe33394f01945418a32932d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel has 18,096 kilometers (11,244 mi) of paved roads, and 2.4 million motor vehicles. The number of motor vehicles per 1,000 persons was 324, relatively low with respect to developed countries. Israel has 5,715 buses on scheduled routes, operated by several carriers, the largest of which is Egged, serving most of the country. Railways stretch across 949 kilometers (590 mi) and are operated solely by government-owned Israel Railways (All figures are for 2008). Following major investments beginning in the early to mid-1990s, the number of train passengers per year has grown from 2.5 million in 1990, to 35 million in 2008; railways are also used to transport 6.8 million tons of cargo, per year.", "targets": "How many kilometers of paved roads does Israel have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dae29fe33394f01945418a32932d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel has 18,096 kilometers (11,244 mi) of paved roads, and 2.4 million motor vehicles. The number of motor vehicles per 1,000 persons was 324, relatively low with respect to developed countries. Israel has 5,715 buses on scheduled routes, operated by several carriers, the largest of which is Egged, serving most of the country. Railways stretch across 949 kilometers (590 mi) and are operated solely by government-owned Israel Railways (All figures are for 2008). Following major investments beginning in the early to mid-1990s, the number of train passengers per year has grown from 2.5 million in 1990, to 35 million in 2008; railways are also used to transport 6.8 million tons of cargo, per year.", "targets": "How many buses have scheduled routes in Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7dae29fe33394f01945418a32932d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel has 18,096 kilometers (11,244 mi) of paved roads, and 2.4 million motor vehicles. The number of motor vehicles per 1,000 persons was 324, relatively low with respect to developed countries. Israel has 5,715 buses on scheduled routes, operated by several carriers, the largest of which is Egged, serving most of the country. Railways stretch across 949 kilometers (590 mi) and are operated solely by government-owned Israel Railways (All figures are for 2008). Following major investments beginning in the early to mid-1990s, the number of train passengers per year has grown from 2.5 million in 1990, to 35 million in 2008; railways are also used to transport 6.8 million tons of cargo, per year.", "targets": "How much cargo do railways transport per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b00de55a77c94b059c981d920c56bbc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ethnic sense, an Ashkenazi Jew is one whose ancestry can be traced to the Jews who settled in Central Europe. For roughly a thousand years, the Ashkenazim were a reproductively isolated population in Europe, despite living in many countries, with little inflow or outflow from migration, conversion, or intermarriage with other groups, including other Jews. Human geneticists have argued that genetic variations have been identified that show high frequencies among Ashkenazi Jews, but not in the general European population, be they for patrilineal markers (Y-chromosome haplotypes) and for matrilineal markers (mitotypes). However, a 2013 study of Ashkenazi mitochondrial DNA, from the University of Huddersfield in England, suggests that at least 80 percent of the Ashkenazi maternal lineages derive from the assimilation of mtDNAs indigenous to Europe, probably as a consequence of conversion. Since the middle of the 20th century, many Ashkenazi Jews have intermarried, both with members of other Jewish communities and with people of other nations and faiths.", "targets": "For what period of time were the Ashkenazim a reproductively isolated population in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b00de55a77c94b059c981d920c56bbc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ethnic sense, an Ashkenazi Jew is one whose ancestry can be traced to the Jews who settled in Central Europe. For roughly a thousand years, the Ashkenazim were a reproductively isolated population in Europe, despite living in many countries, with little inflow or outflow from migration, conversion, or intermarriage with other groups, including other Jews. Human geneticists have argued that genetic variations have been identified that show high frequencies among Ashkenazi Jews, but not in the general European population, be they for patrilineal markers (Y-chromosome haplotypes) and for matrilineal markers (mitotypes). However, a 2013 study of Ashkenazi mitochondrial DNA, from the University of Huddersfield in England, suggests that at least 80 percent of the Ashkenazi maternal lineages derive from the assimilation of mtDNAs indigenous to Europe, probably as a consequence of conversion. Since the middle of the 20th century, many Ashkenazi Jews have intermarried, both with members of other Jewish communities and with people of other nations and faiths.", "targets": "A 2013 study of Ashkenazi mitochondrial DNA was conducted by what university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b00de55a77c94b059c981d920c56bbc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ethnic sense, an Ashkenazi Jew is one whose ancestry can be traced to the Jews who settled in Central Europe. For roughly a thousand years, the Ashkenazim were a reproductively isolated population in Europe, despite living in many countries, with little inflow or outflow from migration, conversion, or intermarriage with other groups, including other Jews. Human geneticists have argued that genetic variations have been identified that show high frequencies among Ashkenazi Jews, but not in the general European population, be they for patrilineal markers (Y-chromosome haplotypes) and for matrilineal markers (mitotypes). However, a 2013 study of Ashkenazi mitochondrial DNA, from the University of Huddersfield in England, suggests that at least 80 percent of the Ashkenazi maternal lineages derive from the assimilation of mtDNAs indigenous to Europe, probably as a consequence of conversion. Since the middle of the 20th century, many Ashkenazi Jews have intermarried, both with members of other Jewish communities and with people of other nations and faiths.", "targets": "In an ethnic sense, Ashkenazi Jews can trace their ancestry to Jews who settled where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b00de55a77c94b059c981d920c56bbc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ethnic sense, an Ashkenazi Jew is one whose ancestry can be traced to the Jews who settled in Central Europe. For roughly a thousand years, the Ashkenazim were a reproductively isolated population in Europe, despite living in many countries, with little inflow or outflow from migration, conversion, or intermarriage with other groups, including other Jews. Human geneticists have argued that genetic variations have been identified that show high frequencies among Ashkenazi Jews, but not in the general European population, be they for patrilineal markers (Y-chromosome haplotypes) and for matrilineal markers (mitotypes). However, a 2013 study of Ashkenazi mitochondrial DNA, from the University of Huddersfield in England, suggests that at least 80 percent of the Ashkenazi maternal lineages derive from the assimilation of mtDNAs indigenous to Europe, probably as a consequence of conversion. Since the middle of the 20th century, many Ashkenazi Jews have intermarried, both with members of other Jewish communities and with people of other nations and faiths.", "targets": "In the last 50-60 years, have more or less Ashkenazi Jews intermarried with people outside of their community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b00de55a77c94b059c981d920c56bbc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ethnic sense, an Ashkenazi Jew is one whose ancestry can be traced to the Jews who settled in Central Europe. For roughly a thousand years, the Ashkenazim were a reproductively isolated population in Europe, despite living in many countries, with little inflow or outflow from migration, conversion, or intermarriage with other groups, including other Jews. Human geneticists have argued that genetic variations have been identified that show high frequencies among Ashkenazi Jews, but not in the general European population, be they for patrilineal markers (Y-chromosome haplotypes) and for matrilineal markers (mitotypes). However, a 2013 study of Ashkenazi mitochondrial DNA, from the University of Huddersfield in England, suggests that at least 80 percent of the Ashkenazi maternal lineages derive from the assimilation of mtDNAs indigenous to Europe, probably as a consequence of conversion. Since the middle of the 20th century, many Ashkenazi Jews have intermarried, both with members of other Jewish communities and with people of other nations and faiths.", "targets": "Human geneticists argue that genetic variations have been identified that show high or low frequencies among Ashkenazi Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3172e2682748229c9ce670950d3a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An illustrative example of official involvement in organized crime can be found from 1920s and 1930s Shanghai, where Huang Jinrong was a police chief in the French concession, while simultaneously being a gang boss and co-operating with Du Yuesheng, the local gang ringleader. The relationship kept the flow of profits from the gang's gambling dens, prostitution, and protection rackets undisturbed.[citation needed]", "targets": "When was Jinrong a police chief in this area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3172e2682748229c9ce670950d3a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An illustrative example of official involvement in organized crime can be found from 1920s and 1930s Shanghai, where Huang Jinrong was a police chief in the French concession, while simultaneously being a gang boss and co-operating with Du Yuesheng, the local gang ringleader. The relationship kept the flow of profits from the gang's gambling dens, prostitution, and protection rackets undisturbed.[citation needed]", "targets": "Who was a local gang ringleader in the same area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e3172e2682748229c9ce670950d3a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An illustrative example of official involvement in organized crime can be found from 1920s and 1930s Shanghai, where Huang Jinrong was a police chief in the French concession, while simultaneously being a gang boss and co-operating with Du Yuesheng, the local gang ringleader. The relationship kept the flow of profits from the gang's gambling dens, prostitution, and protection rackets undisturbed.[citation needed]", "targets": "In addition to being a police chief, Jinrong was also what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3872d37be2a74524b499fb4f5ce92cb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cpDNA, there are several A \u2192 G deamination gradients. DNA becomes susceptible to deamination events when it is single stranded. When replication forks form, the strand not being copied is single stranded, and thus at risk for A \u2192 G deamination. Therefore, gradients in deamination indicate that replication forks were most likely present and the direction that they initially opened (the highest gradient is most likely nearest the start site because it was single stranded for the longest amount of time). This mechanism is still the leading theory today; however, a second theory suggests that most cpDNA is actually linear and replicates through homologous recombination. It further contends that only a minority of the genetic material is kept in circular chromosomes while the rest is in branched, linear, or other complex structures.", "targets": "What kind of gradients does cpDNA have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3872d37be2a74524b499fb4f5ce92cb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cpDNA, there are several A \u2192 G deamination gradients. DNA becomes susceptible to deamination events when it is single stranded. When replication forks form, the strand not being copied is single stranded, and thus at risk for A \u2192 G deamination. Therefore, gradients in deamination indicate that replication forks were most likely present and the direction that they initially opened (the highest gradient is most likely nearest the start site because it was single stranded for the longest amount of time). This mechanism is still the leading theory today; however, a second theory suggests that most cpDNA is actually linear and replicates through homologous recombination. It further contends that only a minority of the genetic material is kept in circular chromosomes while the rest is in branched, linear, or other complex structures.", "targets": "What makes DNA vulnerable to deamination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3872d37be2a74524b499fb4f5ce92cb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cpDNA, there are several A \u2192 G deamination gradients. DNA becomes susceptible to deamination events when it is single stranded. When replication forks form, the strand not being copied is single stranded, and thus at risk for A \u2192 G deamination. Therefore, gradients in deamination indicate that replication forks were most likely present and the direction that they initially opened (the highest gradient is most likely nearest the start site because it was single stranded for the longest amount of time). This mechanism is still the leading theory today; however, a second theory suggests that most cpDNA is actually linear and replicates through homologous recombination. It further contends that only a minority of the genetic material is kept in circular chromosomes while the rest is in branched, linear, or other complex structures.", "targets": "How does the secondary theory say most cpDNA is structured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3872d37be2a74524b499fb4f5ce92cb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cpDNA, there are several A \u2192 G deamination gradients. DNA becomes susceptible to deamination events when it is single stranded. When replication forks form, the strand not being copied is single stranded, and thus at risk for A \u2192 G deamination. Therefore, gradients in deamination indicate that replication forks were most likely present and the direction that they initially opened (the highest gradient is most likely nearest the start site because it was single stranded for the longest amount of time). This mechanism is still the leading theory today; however, a second theory suggests that most cpDNA is actually linear and replicates through homologous recombination. It further contends that only a minority of the genetic material is kept in circular chromosomes while the rest is in branched, linear, or other complex structures.", "targets": "How does the secondary theory say most cpDNA replicates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3872d37be2a74524b499fb4f5ce92cb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cpDNA, there are several A \u2192 G deamination gradients. DNA becomes susceptible to deamination events when it is single stranded. When replication forks form, the strand not being copied is single stranded, and thus at risk for A \u2192 G deamination. Therefore, gradients in deamination indicate that replication forks were most likely present and the direction that they initially opened (the highest gradient is most likely nearest the start site because it was single stranded for the longest amount of time). This mechanism is still the leading theory today; however, a second theory suggests that most cpDNA is actually linear and replicates through homologous recombination. It further contends that only a minority of the genetic material is kept in circular chromosomes while the rest is in branched, linear, or other complex structures.", "targets": "Where does the secondary theory say most genes are kept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d883ce77e34072b9197159c6c6e4e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Riemann hypothesis, many more conjectures revolving about primes have been posed. Often having an elementary formulation, many of these conjectures have withstood a proof for decades: all four of Landau's problems from 1912 are still unsolved. One of them is Goldbach's conjecture, which asserts that every even integer n greater than 2 can be written as a sum of two primes. As of February 2011[update], this conjecture has been verified for all numbers up to n = 2 \u00b7 1017. Weaker statements than this have been proven, for example Vinogradov's theorem says that every sufficiently large odd integer can be written as a sum of three primes. Chen's theorem says that every sufficiently large even number can be expressed as the sum of a prime and a semiprime, the product of two primes. Also, any even integer can be written as the sum of six primes. The branch of number theory studying such questions is called additive number theory.", "targets": "Which conjecture holds that every even integer n greater than 2 can be expressed as a sum of two primes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d883ce77e34072b9197159c6c6e4e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Riemann hypothesis, many more conjectures revolving about primes have been posed. Often having an elementary formulation, many of these conjectures have withstood a proof for decades: all four of Landau's problems from 1912 are still unsolved. One of them is Goldbach's conjecture, which asserts that every even integer n greater than 2 can be written as a sum of two primes. As of February 2011[update], this conjecture has been verified for all numbers up to n = 2 \u00b7 1017. Weaker statements than this have been proven, for example Vinogradov's theorem says that every sufficiently large odd integer can be written as a sum of three primes. Chen's theorem says that every sufficiently large even number can be expressed as the sum of a prime and a semiprime, the product of two primes. Also, any even integer can be written as the sum of six primes. The branch of number theory studying such questions is called additive number theory.", "targets": "When did Landau propose his four conjectural problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d883ce77e34072b9197159c6c6e4e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Riemann hypothesis, many more conjectures revolving about primes have been posed. Often having an elementary formulation, many of these conjectures have withstood a proof for decades: all four of Landau's problems from 1912 are still unsolved. One of them is Goldbach's conjecture, which asserts that every even integer n greater than 2 can be written as a sum of two primes. As of February 2011[update], this conjecture has been verified for all numbers up to n = 2 \u00b7 1017. Weaker statements than this have been proven, for example Vinogradov's theorem says that every sufficiently large odd integer can be written as a sum of three primes. Chen's theorem says that every sufficiently large even number can be expressed as the sum of a prime and a semiprime, the product of two primes. Also, any even integer can be written as the sum of six primes. The branch of number theory studying such questions is called additive number theory.", "targets": "As of February 2011, how many numbers has Goldbach's conjecture been proven to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d883ce77e34072b9197159c6c6e4e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Riemann hypothesis, many more conjectures revolving about primes have been posed. Often having an elementary formulation, many of these conjectures have withstood a proof for decades: all four of Landau's problems from 1912 are still unsolved. One of them is Goldbach's conjecture, which asserts that every even integer n greater than 2 can be written as a sum of two primes. As of February 2011[update], this conjecture has been verified for all numbers up to n = 2 \u00b7 1017. Weaker statements than this have been proven, for example Vinogradov's theorem says that every sufficiently large odd integer can be written as a sum of three primes. Chen's theorem says that every sufficiently large even number can be expressed as the sum of a prime and a semiprime, the product of two primes. Also, any even integer can be written as the sum of six primes. The branch of number theory studying such questions is called additive number theory.", "targets": "Which theorem states that all large odd integers can be expressed as a sum of three primes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94d883ce77e34072b9197159c6c6e4e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Riemann hypothesis, many more conjectures revolving about primes have been posed. Often having an elementary formulation, many of these conjectures have withstood a proof for decades: all four of Landau's problems from 1912 are still unsolved. One of them is Goldbach's conjecture, which asserts that every even integer n greater than 2 can be written as a sum of two primes. As of February 2011[update], this conjecture has been verified for all numbers up to n = 2 \u00b7 1017. Weaker statements than this have been proven, for example Vinogradov's theorem says that every sufficiently large odd integer can be written as a sum of three primes. Chen's theorem says that every sufficiently large even number can be expressed as the sum of a prime and a semiprime, the product of two primes. Also, any even integer can be written as the sum of six primes. The branch of number theory studying such questions is called additive number theory.", "targets": "Which theorem states that every large even integer can be written as a prime summed with a semiprime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1f9947c142643bab581d6c6817948ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the decline of Herodians, Judea, transformed into a Roman province, became the site of a violent struggle of Jews against Greco-Romans, culminating in the Jewish-Roman Wars, ending in wide-scale destruction, expulsions, and genocide. Jewish presence in the region significantly dwindled after the failure of the Bar Kokhba revolt against the Roman Empire in 132 CE. Nevertheless, there was a continuous small Jewish presence and Galilee became its religious center. The Mishnah and part of the Talmud, central Jewish texts, were composed during the 2nd to 4th centuries CE in Tiberias and Jerusalem. The region came to be populated predominantly by Greco-Romans on the coast and Samaritans in the hill-country. Christianity was gradually evolving over Roman paganism, when the area stood under Byzantine rule. Through the 5th and 6th centuries, the dramatic events of the repeated Samaritan revolts reshaped the land, with massive destruction to Byzantine Christian and Samaritan societies and a resulting decrease of the population. After the Persian conquest and the installation of a short-lived Jewish Commonwealth in 614 CE, the Byzantine Empire reconquered the country in 628.", "targets": "When did the Jewish presence dwindle in the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1f9947c142643bab581d6c6817948ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the decline of Herodians, Judea, transformed into a Roman province, became the site of a violent struggle of Jews against Greco-Romans, culminating in the Jewish-Roman Wars, ending in wide-scale destruction, expulsions, and genocide. Jewish presence in the region significantly dwindled after the failure of the Bar Kokhba revolt against the Roman Empire in 132 CE. Nevertheless, there was a continuous small Jewish presence and Galilee became its religious center. The Mishnah and part of the Talmud, central Jewish texts, were composed during the 2nd to 4th centuries CE in Tiberias and Jerusalem. The region came to be populated predominantly by Greco-Romans on the coast and Samaritans in the hill-country. Christianity was gradually evolving over Roman paganism, when the area stood under Byzantine rule. Through the 5th and 6th centuries, the dramatic events of the repeated Samaritan revolts reshaped the land, with massive destruction to Byzantine Christian and Samaritan societies and a resulting decrease of the population. After the Persian conquest and the installation of a short-lived Jewish Commonwealth in 614 CE, the Byzantine Empire reconquered the country in 628.", "targets": "Who conquered the country in 628?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1f9947c142643bab581d6c6817948ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the decline of Herodians, Judea, transformed into a Roman province, became the site of a violent struggle of Jews against Greco-Romans, culminating in the Jewish-Roman Wars, ending in wide-scale destruction, expulsions, and genocide. Jewish presence in the region significantly dwindled after the failure of the Bar Kokhba revolt against the Roman Empire in 132 CE. Nevertheless, there was a continuous small Jewish presence and Galilee became its religious center. The Mishnah and part of the Talmud, central Jewish texts, were composed during the 2nd to 4th centuries CE in Tiberias and Jerusalem. The region came to be populated predominantly by Greco-Romans on the coast and Samaritans in the hill-country. Christianity was gradually evolving over Roman paganism, when the area stood under Byzantine rule. Through the 5th and 6th centuries, the dramatic events of the repeated Samaritan revolts reshaped the land, with massive destruction to Byzantine Christian and Samaritan societies and a resulting decrease of the population. After the Persian conquest and the installation of a short-lived Jewish Commonwealth in 614 CE, the Byzantine Empire reconquered the country in 628.", "targets": "What was evolving over Roman paganism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d7f690a9994a3baa6fa9525aed25aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City offers a variety of cuisines. Restaurants specializing in the regional cuisines of Mexico's 31 states are available in the city. Also available are an array of international cuisines, including Canadian, French, Italian, Croatian, Spanish (including many regional variations), Jewish, Lebanese, Chinese (again with regional variations), Indian, Japanese, Korean, Thai, Vietnamese; and of course fellow Latin American cuisines such as Argentine, Brazilian, and Peruvian. Haute, fusion, kosher, vegetarian and vegan cuisines are also available, as are restaurants solely based on the concepts of local food and slow Food.", "targets": "How many states does Mexico have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d7f690a9994a3baa6fa9525aed25aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City offers a variety of cuisines. Restaurants specializing in the regional cuisines of Mexico's 31 states are available in the city. Also available are an array of international cuisines, including Canadian, French, Italian, Croatian, Spanish (including many regional variations), Jewish, Lebanese, Chinese (again with regional variations), Indian, Japanese, Korean, Thai, Vietnamese; and of course fellow Latin American cuisines such as Argentine, Brazilian, and Peruvian. Haute, fusion, kosher, vegetarian and vegan cuisines are also available, as are restaurants solely based on the concepts of local food and slow Food.", "targets": "What are some international cuisines offered in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d7f690a9994a3baa6fa9525aed25aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City offers a variety of cuisines. Restaurants specializing in the regional cuisines of Mexico's 31 states are available in the city. Also available are an array of international cuisines, including Canadian, French, Italian, Croatian, Spanish (including many regional variations), Jewish, Lebanese, Chinese (again with regional variations), Indian, Japanese, Korean, Thai, Vietnamese; and of course fellow Latin American cuisines such as Argentine, Brazilian, and Peruvian. Haute, fusion, kosher, vegetarian and vegan cuisines are also available, as are restaurants solely based on the concepts of local food and slow Food.", "targets": "What other specific types of food does the city offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835147b8989643d3904bcee3a6ce5ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Permian all the Earth's major land masses, except portions of East Asia, were collected into a single supercontinent known as Pangaea. Pangaea straddled the equator and extended toward the poles, with a corresponding effect on ocean currents in the single great ocean (Panthalassa, the universal sea), and the Paleo-Tethys Ocean, a large ocean that was between Asia and Gondwana. The Cimmeria continent rifted away from Gondwana and drifted north to Laurasia, causing the Paleo-Tethys to shrink. A new ocean was growing on its southern end, the Tethys Ocean, an ocean that would dominate much of the Mesozoic Era. Large continental landmasses create climates with extreme variations of heat and cold (\"continental climate\") and monsoon conditions with highly seasonal rainfall patterns. Deserts seem to have been widespread on Pangaea.", "targets": "What supercontinent prevailed during the Permian era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835147b8989643d3904bcee3a6ce5ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Permian all the Earth's major land masses, except portions of East Asia, were collected into a single supercontinent known as Pangaea. Pangaea straddled the equator and extended toward the poles, with a corresponding effect on ocean currents in the single great ocean (Panthalassa, the universal sea), and the Paleo-Tethys Ocean, a large ocean that was between Asia and Gondwana. The Cimmeria continent rifted away from Gondwana and drifted north to Laurasia, causing the Paleo-Tethys to shrink. A new ocean was growing on its southern end, the Tethys Ocean, an ocean that would dominate much of the Mesozoic Era. Large continental landmasses create climates with extreme variations of heat and cold (\"continental climate\") and monsoon conditions with highly seasonal rainfall patterns. Deserts seem to have been widespread on Pangaea.", "targets": "What was the largest ocean during the Permian called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835147b8989643d3904bcee3a6ce5ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Permian all the Earth's major land masses, except portions of East Asia, were collected into a single supercontinent known as Pangaea. Pangaea straddled the equator and extended toward the poles, with a corresponding effect on ocean currents in the single great ocean (Panthalassa, the universal sea), and the Paleo-Tethys Ocean, a large ocean that was between Asia and Gondwana. The Cimmeria continent rifted away from Gondwana and drifted north to Laurasia, causing the Paleo-Tethys to shrink. A new ocean was growing on its southern end, the Tethys Ocean, an ocean that would dominate much of the Mesozoic Era. Large continental landmasses create climates with extreme variations of heat and cold (\"continental climate\") and monsoon conditions with highly seasonal rainfall patterns. Deserts seem to have been widespread on Pangaea.", "targets": "There was an ocean between Gondwana and Asia in the Permian, what was it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835147b8989643d3904bcee3a6ce5ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Permian all the Earth's major land masses, except portions of East Asia, were collected into a single supercontinent known as Pangaea. Pangaea straddled the equator and extended toward the poles, with a corresponding effect on ocean currents in the single great ocean (Panthalassa, the universal sea), and the Paleo-Tethys Ocean, a large ocean that was between Asia and Gondwana. The Cimmeria continent rifted away from Gondwana and drifted north to Laurasia, causing the Paleo-Tethys to shrink. A new ocean was growing on its southern end, the Tethys Ocean, an ocean that would dominate much of the Mesozoic Era. Large continental landmasses create climates with extreme variations of heat and cold (\"continental climate\") and monsoon conditions with highly seasonal rainfall patterns. Deserts seem to have been widespread on Pangaea.", "targets": "The moving of which continent contributed to the decrease in size of the Paleo-Tethys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835147b8989643d3904bcee3a6ce5ead", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Permian all the Earth's major land masses, except portions of East Asia, were collected into a single supercontinent known as Pangaea. Pangaea straddled the equator and extended toward the poles, with a corresponding effect on ocean currents in the single great ocean (Panthalassa, the universal sea), and the Paleo-Tethys Ocean, a large ocean that was between Asia and Gondwana. The Cimmeria continent rifted away from Gondwana and drifted north to Laurasia, causing the Paleo-Tethys to shrink. A new ocean was growing on its southern end, the Tethys Ocean, an ocean that would dominate much of the Mesozoic Era. Large continental landmasses create climates with extreme variations of heat and cold (\"continental climate\") and monsoon conditions with highly seasonal rainfall patterns. Deserts seem to have been widespread on Pangaea.", "targets": "During which period was the Tehtys Ocean dominant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c87b2968ae1b464fbfded2089c059dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Akbar's son, Jahangir more or less followed father's policy. The Mughal dynasty ruled most of the Indian subcontinent by 1600. The reign of Shah Jahan was the golden age of Mughal architecture. He erected several large monuments, the most famous of which is the Taj Mahal at Agra, as well as the Moti Masjid, Agra, the Red Fort, the Jama Masjid, Delhi, and the Lahore Fort. The Mughal Empire reached the zenith of its territorial expanse during the reign of Aurangzeb and also started its terminal decline in his reign due to Maratha military resurgence under Shivaji. Historian Sir. J.N. Sarkar wrote, \"All seemed to have been gained by Aurangzeb now, but in reality all was lost.\" The same was echoed by Vincent Smith: \"The Deccan proved to be the graveyard not only of Aurangzeb's body but also of his empire\".", "targets": "By what date did the Mughal dynasty rule most of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c87b2968ae1b464fbfded2089c059dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Akbar's son, Jahangir more or less followed father's policy. The Mughal dynasty ruled most of the Indian subcontinent by 1600. The reign of Shah Jahan was the golden age of Mughal architecture. He erected several large monuments, the most famous of which is the Taj Mahal at Agra, as well as the Moti Masjid, Agra, the Red Fort, the Jama Masjid, Delhi, and the Lahore Fort. The Mughal Empire reached the zenith of its territorial expanse during the reign of Aurangzeb and also started its terminal decline in his reign due to Maratha military resurgence under Shivaji. Historian Sir. J.N. Sarkar wrote, \"All seemed to have been gained by Aurangzeb now, but in reality all was lost.\" The same was echoed by Vincent Smith: \"The Deccan proved to be the graveyard not only of Aurangzeb's body but also of his empire\".", "targets": "What famous monument did Shah Jahan build at Agra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c87b2968ae1b464fbfded2089c059dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Akbar's son, Jahangir more or less followed father's policy. The Mughal dynasty ruled most of the Indian subcontinent by 1600. The reign of Shah Jahan was the golden age of Mughal architecture. He erected several large monuments, the most famous of which is the Taj Mahal at Agra, as well as the Moti Masjid, Agra, the Red Fort, the Jama Masjid, Delhi, and the Lahore Fort. The Mughal Empire reached the zenith of its territorial expanse during the reign of Aurangzeb and also started its terminal decline in his reign due to Maratha military resurgence under Shivaji. Historian Sir. J.N. Sarkar wrote, \"All seemed to have been gained by Aurangzeb now, but in reality all was lost.\" The same was echoed by Vincent Smith: \"The Deccan proved to be the graveyard not only of Aurangzeb's body but also of his empire\".", "targets": "What reached it height during the reign of Shah Jehan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c87b2968ae1b464fbfded2089c059dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Akbar's son, Jahangir more or less followed father's policy. The Mughal dynasty ruled most of the Indian subcontinent by 1600. The reign of Shah Jahan was the golden age of Mughal architecture. He erected several large monuments, the most famous of which is the Taj Mahal at Agra, as well as the Moti Masjid, Agra, the Red Fort, the Jama Masjid, Delhi, and the Lahore Fort. The Mughal Empire reached the zenith of its territorial expanse during the reign of Aurangzeb and also started its terminal decline in his reign due to Maratha military resurgence under Shivaji. Historian Sir. J.N. Sarkar wrote, \"All seemed to have been gained by Aurangzeb now, but in reality all was lost.\" The same was echoed by Vincent Smith: \"The Deccan proved to be the graveyard not only of Aurangzeb's body but also of his empire\".", "targets": "What actions caused the decline of the Mughal Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c87b2968ae1b464fbfded2089c059dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Akbar's son, Jahangir more or less followed father's policy. The Mughal dynasty ruled most of the Indian subcontinent by 1600. The reign of Shah Jahan was the golden age of Mughal architecture. He erected several large monuments, the most famous of which is the Taj Mahal at Agra, as well as the Moti Masjid, Agra, the Red Fort, the Jama Masjid, Delhi, and the Lahore Fort. The Mughal Empire reached the zenith of its territorial expanse during the reign of Aurangzeb and also started its terminal decline in his reign due to Maratha military resurgence under Shivaji. Historian Sir. J.N. Sarkar wrote, \"All seemed to have been gained by Aurangzeb now, but in reality all was lost.\" The same was echoed by Vincent Smith: \"The Deccan proved to be the graveyard not only of Aurangzeb's body but also of his empire\".", "targets": "During whose reign did the Mughal Empire reach its greatest expanse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-299b2e11a36b4d04ad9aed11cd9fbe9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But by the 1940s, many of Boas' anthropologist contemporaries were active in the allied war effort against the \"Axis\" (Nazi Germany, Fascist Italy, and Imperial Japan). Many served in the armed forces, while others worked in intelligence (for example, Office of Strategic Services and the Office of War Information). At the same time, David H. Price's work on American anthropology during the Cold War provides detailed accounts of the pursuit and dismissal of several anthropologists from their jobs for communist sympathies.", "targets": "What were Boas' peers doing in the 1940s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-299b2e11a36b4d04ad9aed11cd9fbe9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But by the 1940s, many of Boas' anthropologist contemporaries were active in the allied war effort against the \"Axis\" (Nazi Germany, Fascist Italy, and Imperial Japan). Many served in the armed forces, while others worked in intelligence (for example, Office of Strategic Services and the Office of War Information). At the same time, David H. Price's work on American anthropology during the Cold War provides detailed accounts of the pursuit and dismissal of several anthropologists from their jobs for communist sympathies.", "targets": "What groups formed the Axis forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-299b2e11a36b4d04ad9aed11cd9fbe9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But by the 1940s, many of Boas' anthropologist contemporaries were active in the allied war effort against the \"Axis\" (Nazi Germany, Fascist Italy, and Imperial Japan). Many served in the armed forces, while others worked in intelligence (for example, Office of Strategic Services and the Office of War Information). At the same time, David H. Price's work on American anthropology during the Cold War provides detailed accounts of the pursuit and dismissal of several anthropologists from their jobs for communist sympathies.", "targets": "What did many anthropologists serve in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-299b2e11a36b4d04ad9aed11cd9fbe9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But by the 1940s, many of Boas' anthropologist contemporaries were active in the allied war effort against the \"Axis\" (Nazi Germany, Fascist Italy, and Imperial Japan). Many served in the armed forces, while others worked in intelligence (for example, Office of Strategic Services and the Office of War Information). At the same time, David H. Price's work on American anthropology during the Cold War provides detailed accounts of the pursuit and dismissal of several anthropologists from their jobs for communist sympathies.", "targets": "The Office of Strategic Services is an example of what type of posting during the War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-299b2e11a36b4d04ad9aed11cd9fbe9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But by the 1940s, many of Boas' anthropologist contemporaries were active in the allied war effort against the \"Axis\" (Nazi Germany, Fascist Italy, and Imperial Japan). Many served in the armed forces, while others worked in intelligence (for example, Office of Strategic Services and the Office of War Information). At the same time, David H. Price's work on American anthropology during the Cold War provides detailed accounts of the pursuit and dismissal of several anthropologists from their jobs for communist sympathies.", "targets": "Why are several anthropologists dismissed from their jobs, according to David H. Price?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "When did iTunes become a sponsor on American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "For how many seasons did American Idol put out a compilation of hits at seasons end? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "What company has released studio recordings from American Idol since season seven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "Idol releases both the performances as well as what for sale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "How were the recordings released for the initial five seasons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "Because all five were in the top ten of Billboard's charts, this made Idol what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-992237ba98b642ea87331335fbc81f6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol has traditionally released studio recordings of contestants' performances as well as the winner's coronation single for sale. For the first five seasons, the recordings were released as a compilation album at the end of the season. All five of these albums reached the top ten in Billboard 200 which made then American Idol the most successful soundtrack franchise of any motion picture or television program. Starting late in season five, individual performances were released during the season as digital downloads, initially from the American Idol official website only. In season seven the live performances and studio recordings were made available during the season from iTunes when it joined as a sponsor. In Season ten the weekly studio recordings were also released as compilation digital album straight after performance night.", "targets": "Who joined Idol as a sponsor in season seven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ffc0cacecc046ef86b6eb8792e8df82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes the prosecution proposes a plea bargain to civil disobedients, as in the case of the Camden 28, in which the defendants were offered an opportunity to plead guilty to one misdemeanor count and receive no jail time. In some mass arrest situations, the activists decide to use solidarity tactics to secure the same plea bargain for everyone. But some activists have opted to enter a blind plea, pleading guilty without any plea agreement in place. Mohandas Gandhi pleaded guilty and told the court, \"I am here to . . . submit cheerfully to the highest penalty that can be inflicted upon me for what in law is a deliberate crime and what appears to me to be the highest duty of a citizen.\"", "targets": "What type of punishment is sometimes offered to civil disobedients?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ffc0cacecc046ef86b6eb8792e8df82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes the prosecution proposes a plea bargain to civil disobedients, as in the case of the Camden 28, in which the defendants were offered an opportunity to plead guilty to one misdemeanor count and receive no jail time. In some mass arrest situations, the activists decide to use solidarity tactics to secure the same plea bargain for everyone. But some activists have opted to enter a blind plea, pleading guilty without any plea agreement in place. Mohandas Gandhi pleaded guilty and told the court, \"I am here to . . . submit cheerfully to the highest penalty that can be inflicted upon me for what in law is a deliberate crime and what appears to me to be the highest duty of a citizen.\"", "targets": "What is usually the goal of taking a plea bargain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ffc0cacecc046ef86b6eb8792e8df82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes the prosecution proposes a plea bargain to civil disobedients, as in the case of the Camden 28, in which the defendants were offered an opportunity to plead guilty to one misdemeanor count and receive no jail time. In some mass arrest situations, the activists decide to use solidarity tactics to secure the same plea bargain for everyone. But some activists have opted to enter a blind plea, pleading guilty without any plea agreement in place. Mohandas Gandhi pleaded guilty and told the court, \"I am here to . . . submit cheerfully to the highest penalty that can be inflicted upon me for what in law is a deliberate crime and what appears to me to be the highest duty of a citizen.\"", "targets": "When many people are arrested, what is a common tactic negotiating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ffc0cacecc046ef86b6eb8792e8df82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes the prosecution proposes a plea bargain to civil disobedients, as in the case of the Camden 28, in which the defendants were offered an opportunity to plead guilty to one misdemeanor count and receive no jail time. In some mass arrest situations, the activists decide to use solidarity tactics to secure the same plea bargain for everyone. But some activists have opted to enter a blind plea, pleading guilty without any plea agreement in place. Mohandas Gandhi pleaded guilty and told the court, \"I am here to . . . submit cheerfully to the highest penalty that can be inflicted upon me for what in law is a deliberate crime and what appears to me to be the highest duty of a citizen.\"", "targets": "What type of plea is sometimes taken as an act of disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ffc0cacecc046ef86b6eb8792e8df82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes the prosecution proposes a plea bargain to civil disobedients, as in the case of the Camden 28, in which the defendants were offered an opportunity to plead guilty to one misdemeanor count and receive no jail time. In some mass arrest situations, the activists decide to use solidarity tactics to secure the same plea bargain for everyone. But some activists have opted to enter a blind plea, pleading guilty without any plea agreement in place. Mohandas Gandhi pleaded guilty and told the court, \"I am here to . . . submit cheerfully to the highest penalty that can be inflicted upon me for what in law is a deliberate crime and what appears to me to be the highest duty of a citizen.\"", "targets": "Which famous Indian took a plea and put himself at the mercy of the courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3187a5ea90ac40258c141a55077fe8f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many middle and small powers in Europe, unlike in the previous wars, tried to steer clear away from the escalating conflict, even though they had interests in the conflict or with the belligerents, like Denmark-Norway. The Dutch Republic, long-time British ally, kept its neutrality intact, fearing the odds against Britain and Prussia fighting the great powers of Europe, even tried to prevent Britain's domination in India. Naples, Sicily, and Savoy, although sided with Franco-Spanish party, declined to join the coalition under the fear of British power. The taxation needed for war caused the Russian people considerable hardship, being added to the taxation of salt and alcohol begun by Empress Elizabeth in 1759 to complete her addition to the Winter Palace. Like Sweden, Russia concluded a separate peace with Prussia.", "targets": "Why did Denmark-Norway remain neutral rather than assisting its longtime ally, Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3187a5ea90ac40258c141a55077fe8f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many middle and small powers in Europe, unlike in the previous wars, tried to steer clear away from the escalating conflict, even though they had interests in the conflict or with the belligerents, like Denmark-Norway. The Dutch Republic, long-time British ally, kept its neutrality intact, fearing the odds against Britain and Prussia fighting the great powers of Europe, even tried to prevent Britain's domination in India. Naples, Sicily, and Savoy, although sided with Franco-Spanish party, declined to join the coalition under the fear of British power. The taxation needed for war caused the Russian people considerable hardship, being added to the taxation of salt and alcohol begun by Empress Elizabeth in 1759 to complete her addition to the Winter Palace. Like Sweden, Russia concluded a separate peace with Prussia.", "targets": "Who would Sicily and Savoy normally align with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3187a5ea90ac40258c141a55077fe8f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many middle and small powers in Europe, unlike in the previous wars, tried to steer clear away from the escalating conflict, even though they had interests in the conflict or with the belligerents, like Denmark-Norway. The Dutch Republic, long-time British ally, kept its neutrality intact, fearing the odds against Britain and Prussia fighting the great powers of Europe, even tried to prevent Britain's domination in India. Naples, Sicily, and Savoy, although sided with Franco-Spanish party, declined to join the coalition under the fear of British power. The taxation needed for war caused the Russian people considerable hardship, being added to the taxation of salt and alcohol begun by Empress Elizabeth in 1759 to complete her addition to the Winter Palace. Like Sweden, Russia concluded a separate peace with Prussia.", "targets": "What did Russian Empress Elizabeth use the proceeds of the tax on salt and alcohol for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3187a5ea90ac40258c141a55077fe8f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many middle and small powers in Europe, unlike in the previous wars, tried to steer clear away from the escalating conflict, even though they had interests in the conflict or with the belligerents, like Denmark-Norway. The Dutch Republic, long-time British ally, kept its neutrality intact, fearing the odds against Britain and Prussia fighting the great powers of Europe, even tried to prevent Britain's domination in India. Naples, Sicily, and Savoy, although sided with Franco-Spanish party, declined to join the coalition under the fear of British power. The taxation needed for war caused the Russian people considerable hardship, being added to the taxation of salt and alcohol begun by Empress Elizabeth in 1759 to complete her addition to the Winter Palace. Like Sweden, Russia concluded a separate peace with Prussia.", "targets": "Why did Naples remain neutral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dedb2877ab94f91a66fe7dc2fc9cb1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Club play from pioneering Chicago DJs such as Hardy and Lil Louis, local dance music record shops such as Importes, State Street Records, Loop Records, Gramaphone Records and the popular Hot Mix 5 shows on radio station WBMX-FM helped popularize house music in Chicago. Later, visiting DJs & producers from Detroit fell into the genre. Trax Records and DJ International Records, Chicago labels with wider distribution, helped popularize house music inside and outside of Chicago. One 1986 house tune called \"Move Your Body\" by Marshall Jefferson, taken from the appropriately titled \"The House Music Anthem\" EP, became a big hit in Chicago and eventually worldwide. By 1986, UK labels were releasing house music by Chicago acts, and by 1987 house tracks by Chicago DJs and producers were appearing on and topping the UK music chart. By this time, house music released by Chicago-based labels was considered a must-play in clubs.", "targets": "what radio station aired the Hot Mix 5 show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dedb2877ab94f91a66fe7dc2fc9cb1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Club play from pioneering Chicago DJs such as Hardy and Lil Louis, local dance music record shops such as Importes, State Street Records, Loop Records, Gramaphone Records and the popular Hot Mix 5 shows on radio station WBMX-FM helped popularize house music in Chicago. Later, visiting DJs & producers from Detroit fell into the genre. Trax Records and DJ International Records, Chicago labels with wider distribution, helped popularize house music inside and outside of Chicago. One 1986 house tune called \"Move Your Body\" by Marshall Jefferson, taken from the appropriately titled \"The House Music Anthem\" EP, became a big hit in Chicago and eventually worldwide. By 1986, UK labels were releasing house music by Chicago acts, and by 1987 house tracks by Chicago DJs and producers were appearing on and topping the UK music chart. By this time, house music released by Chicago-based labels was considered a must-play in clubs.", "targets": "what record labels helped popularize house music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dedb2877ab94f91a66fe7dc2fc9cb1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Club play from pioneering Chicago DJs such as Hardy and Lil Louis, local dance music record shops such as Importes, State Street Records, Loop Records, Gramaphone Records and the popular Hot Mix 5 shows on radio station WBMX-FM helped popularize house music in Chicago. Later, visiting DJs & producers from Detroit fell into the genre. Trax Records and DJ International Records, Chicago labels with wider distribution, helped popularize house music inside and outside of Chicago. One 1986 house tune called \"Move Your Body\" by Marshall Jefferson, taken from the appropriately titled \"The House Music Anthem\" EP, became a big hit in Chicago and eventually worldwide. By 1986, UK labels were releasing house music by Chicago acts, and by 1987 house tracks by Chicago DJs and producers were appearing on and topping the UK music chart. By this time, house music released by Chicago-based labels was considered a must-play in clubs.", "targets": "what song by marshall jefferson became a big house hit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dedb2877ab94f91a66fe7dc2fc9cb1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Club play from pioneering Chicago DJs such as Hardy and Lil Louis, local dance music record shops such as Importes, State Street Records, Loop Records, Gramaphone Records and the popular Hot Mix 5 shows on radio station WBMX-FM helped popularize house music in Chicago. Later, visiting DJs & producers from Detroit fell into the genre. Trax Records and DJ International Records, Chicago labels with wider distribution, helped popularize house music inside and outside of Chicago. One 1986 house tune called \"Move Your Body\" by Marshall Jefferson, taken from the appropriately titled \"The House Music Anthem\" EP, became a big hit in Chicago and eventually worldwide. By 1986, UK labels were releasing house music by Chicago acts, and by 1987 house tracks by Chicago DJs and producers were appearing on and topping the UK music chart. By this time, house music released by Chicago-based labels was considered a must-play in clubs.", "targets": "what european country were big house music hits being released in, in 1987?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dedb2877ab94f91a66fe7dc2fc9cb1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Club play from pioneering Chicago DJs such as Hardy and Lil Louis, local dance music record shops such as Importes, State Street Records, Loop Records, Gramaphone Records and the popular Hot Mix 5 shows on radio station WBMX-FM helped popularize house music in Chicago. Later, visiting DJs & producers from Detroit fell into the genre. Trax Records and DJ International Records, Chicago labels with wider distribution, helped popularize house music inside and outside of Chicago. One 1986 house tune called \"Move Your Body\" by Marshall Jefferson, taken from the appropriately titled \"The House Music Anthem\" EP, became a big hit in Chicago and eventually worldwide. By 1986, UK labels were releasing house music by Chicago acts, and by 1987 house tracks by Chicago DJs and producers were appearing on and topping the UK music chart. By this time, house music released by Chicago-based labels was considered a must-play in clubs.", "targets": "where was house music from chicago-based labels considered a must-play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c65e2637d504309a00923a9b9c0363c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a panel discussion at Harvard University's reunion for African American alumni during the 2003\u201304 academic year, two prominent black professors at the institution\u2014Lani Guinier and Henry Louis Gates\u2014pointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves \"the descendants\" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.", "targets": "What was going on at Harvard University during the 2003 - 04 academic year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c65e2637d504309a00923a9b9c0363c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a panel discussion at Harvard University's reunion for African American alumni during the 2003\u201304 academic year, two prominent black professors at the institution\u2014Lani Guinier and Henry Louis Gates\u2014pointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves \"the descendants\" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.", "targets": "What did two prominent black professors point out at the panel discussion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c65e2637d504309a00923a9b9c0363c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a panel discussion at Harvard University's reunion for African American alumni during the 2003\u201304 academic year, two prominent black professors at the institution\u2014Lani Guinier and Henry Louis Gates\u2014pointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves \"the descendants\" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.", "targets": "What portion of black Harvard undergraduates came from families in which all four grandparents were born into the African American community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c65e2637d504309a00923a9b9c0363c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a panel discussion at Harvard University's reunion for African American alumni during the 2003\u201304 academic year, two prominent black professors at the institution\u2014Lani Guinier and Henry Louis Gates\u2014pointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves \"the descendants\" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.", "targets": "What did the African American students at Harvard that could trace their lineage back multiple generations begin calling themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c65e2637d504309a00923a9b9c0363c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a panel discussion at Harvard University's reunion for African American alumni during the 2003\u201304 academic year, two prominent black professors at the institution\u2014Lani Guinier and Henry Louis Gates\u2014pointed out an unintended effect of affirmative action policies at Harvard. They stated that only about a third of black Harvard undergraduates were from families in which all four grandparents were born into the African American community. The majority of black students at Harvard were Caribbean and African immigrants or their children, with some others the mixed-race children of biracial couples. One Harvard student, born in the South Bronx to a black family whose ancestors have been in the United States for multiple generations, said that there were so few Harvard students from the historic African American community that they took to calling themselves \"the descendants\" (i.e., descendants of American slaves). The reasons for this underrepresentation of historic African Americans, and possible remedies, remain a subject of debate.", "targets": "Other than the reasons for the under representation of African Americans, what else is still up for debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfe5503e846a44e68059bb80cd77f549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical interpretations of John have been subject to considerable change over the years. Medieval chroniclers provided the first contemporary, or near contemporary, histories of John's reign. One group of chroniclers wrote early in John's life, or around the time of his accession, including Richard of Devizes, William of Newburgh, Roger of Hoveden and Ralph de Diceto. These historians were generally unsympathetic to John's behaviour under Richard's rule, but slightly more positive towards the very earliest years of John's reign. Reliable accounts of the middle and later parts of John's reign are more limited, with Gervase of Canterbury and Ralph of Coggeshall writing the main accounts; neither of them were positive about John's performance as king. Much of John's later, negative reputation was established by two chroniclers writing after the king's death, Roger of Wendover and Matthew Paris, the latter claiming that John attempted conversion to Islam in exchange for military aid from the Almohad ruler Muhammad al-Nasir - a story which is considered to be untrue by modern historians.", "targets": "Which historians wrote early in John's life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfe5503e846a44e68059bb80cd77f549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical interpretations of John have been subject to considerable change over the years. Medieval chroniclers provided the first contemporary, or near contemporary, histories of John's reign. One group of chroniclers wrote early in John's life, or around the time of his accession, including Richard of Devizes, William of Newburgh, Roger of Hoveden and Ralph de Diceto. These historians were generally unsympathetic to John's behaviour under Richard's rule, but slightly more positive towards the very earliest years of John's reign. Reliable accounts of the middle and later parts of John's reign are more limited, with Gervase of Canterbury and Ralph of Coggeshall writing the main accounts; neither of them were positive about John's performance as king. Much of John's later, negative reputation was established by two chroniclers writing after the king's death, Roger of Wendover and Matthew Paris, the latter claiming that John attempted conversion to Islam in exchange for military aid from the Almohad ruler Muhammad al-Nasir - a story which is considered to be untrue by modern historians.", "targets": "How did historians feel about John's behavior under Richard's rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfe5503e846a44e68059bb80cd77f549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical interpretations of John have been subject to considerable change over the years. Medieval chroniclers provided the first contemporary, or near contemporary, histories of John's reign. One group of chroniclers wrote early in John's life, or around the time of his accession, including Richard of Devizes, William of Newburgh, Roger of Hoveden and Ralph de Diceto. These historians were generally unsympathetic to John's behaviour under Richard's rule, but slightly more positive towards the very earliest years of John's reign. Reliable accounts of the middle and later parts of John's reign are more limited, with Gervase of Canterbury and Ralph of Coggeshall writing the main accounts; neither of them were positive about John's performance as king. Much of John's later, negative reputation was established by two chroniclers writing after the king's death, Roger of Wendover and Matthew Paris, the latter claiming that John attempted conversion to Islam in exchange for military aid from the Almohad ruler Muhammad al-Nasir - a story which is considered to be untrue by modern historians.", "targets": "John attempted conversion of what in exchange for military aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6bf80b0276c4358aa29c3ecdbbebf08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This new approach liberated scientific speculation from the dogmatic restraints of Aristotelian science, and paved the way for new approaches. Particularly within the field of theories of motion great advances were made, when such scholars as Jean Buridan, Nicole Oresme and the Oxford Calculators challenged the work of Aristotle. Buridan developed the theory of impetus as the cause of the motion of projectiles, which was an important step towards the modern concept of inertia. The works of these scholars anticipated the heliocentric worldview of Nicolaus Copernicus.", "targets": "What did Jean Buridan create to explain the motion of projectiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6bf80b0276c4358aa29c3ecdbbebf08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This new approach liberated scientific speculation from the dogmatic restraints of Aristotelian science, and paved the way for new approaches. Particularly within the field of theories of motion great advances were made, when such scholars as Jean Buridan, Nicole Oresme and the Oxford Calculators challenged the work of Aristotle. Buridan developed the theory of impetus as the cause of the motion of projectiles, which was an important step towards the modern concept of inertia. The works of these scholars anticipated the heliocentric worldview of Nicolaus Copernicus.", "targets": "What school of scientific thought was challenged by Jean Buridan and Nicole Oresme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6bf80b0276c4358aa29c3ecdbbebf08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This new approach liberated scientific speculation from the dogmatic restraints of Aristotelian science, and paved the way for new approaches. Particularly within the field of theories of motion great advances were made, when such scholars as Jean Buridan, Nicole Oresme and the Oxford Calculators challenged the work of Aristotle. Buridan developed the theory of impetus as the cause of the motion of projectiles, which was an important step towards the modern concept of inertia. The works of these scholars anticipated the heliocentric worldview of Nicolaus Copernicus.", "targets": "What scientist is most associated with the heliocentric worldview?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6bf80b0276c4358aa29c3ecdbbebf08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This new approach liberated scientific speculation from the dogmatic restraints of Aristotelian science, and paved the way for new approaches. Particularly within the field of theories of motion great advances were made, when such scholars as Jean Buridan, Nicole Oresme and the Oxford Calculators challenged the work of Aristotle. Buridan developed the theory of impetus as the cause of the motion of projectiles, which was an important step towards the modern concept of inertia. The works of these scholars anticipated the heliocentric worldview of Nicolaus Copernicus.", "targets": "Which scholars made great advances in the theories of motion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6bf80b0276c4358aa29c3ecdbbebf08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This new approach liberated scientific speculation from the dogmatic restraints of Aristotelian science, and paved the way for new approaches. Particularly within the field of theories of motion great advances were made, when such scholars as Jean Buridan, Nicole Oresme and the Oxford Calculators challenged the work of Aristotle. Buridan developed the theory of impetus as the cause of the motion of projectiles, which was an important step towards the modern concept of inertia. The works of these scholars anticipated the heliocentric worldview of Nicolaus Copernicus.", "targets": "Buridan's theory of impetus led to what modern concept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910843b422954d0b9e739621b1969020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous immigrants have come as merchants and become a major part of the business community, including Lebanese, Indians, and other West African nationals. There is a high percentage of interracial marriage between ethnic Liberians and the Lebanese, resulting in a significant mixed-race population especially in and around Monrovia. A small minority of Liberians of European descent reside in the country.[better source needed] The Liberian constitution restricts citizenship to people of Black African descent.", "targets": "There is high percentage of interracial marriage between what two groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910843b422954d0b9e739621b1969020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous immigrants have come as merchants and become a major part of the business community, including Lebanese, Indians, and other West African nationals. There is a high percentage of interracial marriage between ethnic Liberians and the Lebanese, resulting in a significant mixed-race population especially in and around Monrovia. A small minority of Liberians of European descent reside in the country.[better source needed] The Liberian constitution restricts citizenship to people of Black African descent.", "targets": "The interracial couples in Liberia result in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910843b422954d0b9e739621b1969020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous immigrants have come as merchants and become a major part of the business community, including Lebanese, Indians, and other West African nationals. There is a high percentage of interracial marriage between ethnic Liberians and the Lebanese, resulting in a significant mixed-race population especially in and around Monrovia. A small minority of Liberians of European descent reside in the country.[better source needed] The Liberian constitution restricts citizenship to people of Black African descent.", "targets": "Where do Liberians of European decent live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-910843b422954d0b9e739621b1969020", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Numerous immigrants have come as merchants and become a major part of the business community, including Lebanese, Indians, and other West African nationals. There is a high percentage of interracial marriage between ethnic Liberians and the Lebanese, resulting in a significant mixed-race population especially in and around Monrovia. A small minority of Liberians of European descent reside in the country.[better source needed] The Liberian constitution restricts citizenship to people of Black African descent.", "targets": "The Liberian constitution restricts citizenship of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73355ac647724c2da0fa06390872abe5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ordovician Period started at a major extinction event called the Cambrian-Ordovician extinction events some time about 485.4 \u00b1 1.9 Ma. During the Ordovician the southern continents were collected into a single continent called Gondwana. Gondwana started the period in the equatorial latitudes and, as the period progressed, drifted toward the South Pole. Early in the Ordovician the continents Laurentia, Siberia and Baltica were still independent continents (since the break-up of the supercontinent Pannotia earlier), but Baltica began to move toward Laurentia later in the period, causing the Iapetus Ocean to shrink between them. Also, Avalonia broke free from Gondwana and began to head north toward Laurentia. The Rheic Ocean was formed as a result of this. By the end of the period, Gondwana had neared or approached the pole and was largely glaciated.", "targets": "How long ago did the Ordovician period begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73355ac647724c2da0fa06390872abe5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ordovician Period started at a major extinction event called the Cambrian-Ordovician extinction events some time about 485.4 \u00b1 1.9 Ma. During the Ordovician the southern continents were collected into a single continent called Gondwana. Gondwana started the period in the equatorial latitudes and, as the period progressed, drifted toward the South Pole. Early in the Ordovician the continents Laurentia, Siberia and Baltica were still independent continents (since the break-up of the supercontinent Pannotia earlier), but Baltica began to move toward Laurentia later in the period, causing the Iapetus Ocean to shrink between them. Also, Avalonia broke free from Gondwana and began to head north toward Laurentia. The Rheic Ocean was formed as a result of this. By the end of the period, Gondwana had neared or approached the pole and was largely glaciated.", "targets": "Which event precipitated the Ordovician period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73355ac647724c2da0fa06390872abe5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ordovician Period started at a major extinction event called the Cambrian-Ordovician extinction events some time about 485.4 \u00b1 1.9 Ma. During the Ordovician the southern continents were collected into a single continent called Gondwana. Gondwana started the period in the equatorial latitudes and, as the period progressed, drifted toward the South Pole. Early in the Ordovician the continents Laurentia, Siberia and Baltica were still independent continents (since the break-up of the supercontinent Pannotia earlier), but Baltica began to move toward Laurentia later in the period, causing the Iapetus Ocean to shrink between them. Also, Avalonia broke free from Gondwana and began to head north toward Laurentia. The Rheic Ocean was formed as a result of this. By the end of the period, Gondwana had neared or approached the pole and was largely glaciated.", "targets": "What was the name of the large southernmost continent during the Ordovician?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73355ac647724c2da0fa06390872abe5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ordovician Period started at a major extinction event called the Cambrian-Ordovician extinction events some time about 485.4 \u00b1 1.9 Ma. During the Ordovician the southern continents were collected into a single continent called Gondwana. Gondwana started the period in the equatorial latitudes and, as the period progressed, drifted toward the South Pole. Early in the Ordovician the continents Laurentia, Siberia and Baltica were still independent continents (since the break-up of the supercontinent Pannotia earlier), but Baltica began to move toward Laurentia later in the period, causing the Iapetus Ocean to shrink between them. Also, Avalonia broke free from Gondwana and began to head north toward Laurentia. The Rheic Ocean was formed as a result of this. By the end of the period, Gondwana had neared or approached the pole and was largely glaciated.", "targets": "Which ocean decreased in size with the movement of Baltica in the Ordovician?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73355ac647724c2da0fa06390872abe5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ordovician Period started at a major extinction event called the Cambrian-Ordovician extinction events some time about 485.4 \u00b1 1.9 Ma. During the Ordovician the southern continents were collected into a single continent called Gondwana. Gondwana started the period in the equatorial latitudes and, as the period progressed, drifted toward the South Pole. Early in the Ordovician the continents Laurentia, Siberia and Baltica were still independent continents (since the break-up of the supercontinent Pannotia earlier), but Baltica began to move toward Laurentia later in the period, causing the Iapetus Ocean to shrink between them. Also, Avalonia broke free from Gondwana and began to head north toward Laurentia. The Rheic Ocean was formed as a result of this. By the end of the period, Gondwana had neared or approached the pole and was largely glaciated.", "targets": "What continent fractured off Gondwana in the direction of Laurentia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29051d332643808844d0add18323e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to Cusumano's perspective, Screen Producers Australia executive director Matt Deaner clarified the motivation of the film industry: \"Distributors are usually wanting to encourage cinema-going as part of this process [monetizing through returns] and restrict the immediate access to online so as to encourage the maximum number of people to go to the cinema.\" Deaner further explained the matter in terms of the Australian film industry, stating: \"there are currently restrictions on quantities of tax support that a film can receive unless the film has a traditional cinema release.\"", "targets": "Who made clear the motivations of the filmmakers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29051d332643808844d0add18323e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to Cusumano's perspective, Screen Producers Australia executive director Matt Deaner clarified the motivation of the film industry: \"Distributors are usually wanting to encourage cinema-going as part of this process [monetizing through returns] and restrict the immediate access to online so as to encourage the maximum number of people to go to the cinema.\" Deaner further explained the matter in terms of the Australian film industry, stating: \"there are currently restrictions on quantities of tax support that a film can receive unless the film has a traditional cinema release.\"", "targets": "Who encourages watching movies at a theater as making money from the film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29051d332643808844d0add18323e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to Cusumano's perspective, Screen Producers Australia executive director Matt Deaner clarified the motivation of the film industry: \"Distributors are usually wanting to encourage cinema-going as part of this process [monetizing through returns] and restrict the immediate access to online so as to encourage the maximum number of people to go to the cinema.\" Deaner further explained the matter in terms of the Australian film industry, stating: \"there are currently restrictions on quantities of tax support that a film can receive unless the film has a traditional cinema release.\"", "targets": "What is restricted to ensure the largest number of people see a movie at the theater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae29051d332643808844d0add18323e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to Cusumano's perspective, Screen Producers Australia executive director Matt Deaner clarified the motivation of the film industry: \"Distributors are usually wanting to encourage cinema-going as part of this process [monetizing through returns] and restrict the immediate access to online so as to encourage the maximum number of people to go to the cinema.\" Deaner further explained the matter in terms of the Australian film industry, stating: \"there are currently restrictions on quantities of tax support that a film can receive unless the film has a traditional cinema release.\"", "targets": "What is restricted unless the film has a traditional theater release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-584c4c0eaca445699b2b375dc929097b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the nuns of the order did not preach among the people, the need to engage in study was not as immediate or intense as it was for men. They did participate, however, in a number of intellectual activities. Along with sewing and embroidery, nuns often engaged in reading and discussing correspondence from Church leaders. In the Strassburg monastery of St. Margaret, some of the nuns could converse fluently in Latin. Learning still had an elevated place in the lives of these religious. In fact, Margarette Reglerin, a daughter of a wealthy Nuremberg family, was dismissed from a convent because she did not have the ability or will to learn.", "targets": "What did the nuns not do in the Dominican Order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-584c4c0eaca445699b2b375dc929097b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the nuns of the order did not preach among the people, the need to engage in study was not as immediate or intense as it was for men. They did participate, however, in a number of intellectual activities. Along with sewing and embroidery, nuns often engaged in reading and discussing correspondence from Church leaders. In the Strassburg monastery of St. Margaret, some of the nuns could converse fluently in Latin. Learning still had an elevated place in the lives of these religious. In fact, Margarette Reglerin, a daughter of a wealthy Nuremberg family, was dismissed from a convent because she did not have the ability or will to learn.", "targets": "What was one of the activities the nuns enjoyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-584c4c0eaca445699b2b375dc929097b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the nuns of the order did not preach among the people, the need to engage in study was not as immediate or intense as it was for men. They did participate, however, in a number of intellectual activities. Along with sewing and embroidery, nuns often engaged in reading and discussing correspondence from Church leaders. In the Strassburg monastery of St. Margaret, some of the nuns could converse fluently in Latin. Learning still had an elevated place in the lives of these religious. In fact, Margarette Reglerin, a daughter of a wealthy Nuremberg family, was dismissed from a convent because she did not have the ability or will to learn.", "targets": "Who was expelled from a nunnery for not wanting to learn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-584c4c0eaca445699b2b375dc929097b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the nuns of the order did not preach among the people, the need to engage in study was not as immediate or intense as it was for men. They did participate, however, in a number of intellectual activities. Along with sewing and embroidery, nuns often engaged in reading and discussing correspondence from Church leaders. In the Strassburg monastery of St. Margaret, some of the nuns could converse fluently in Latin. Learning still had an elevated place in the lives of these religious. In fact, Margarette Reglerin, a daughter of a wealthy Nuremberg family, was dismissed from a convent because she did not have the ability or will to learn.", "targets": "Where was Margarette Reglerin from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-584c4c0eaca445699b2b375dc929097b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because the nuns of the order did not preach among the people, the need to engage in study was not as immediate or intense as it was for men. They did participate, however, in a number of intellectual activities. Along with sewing and embroidery, nuns often engaged in reading and discussing correspondence from Church leaders. In the Strassburg monastery of St. Margaret, some of the nuns could converse fluently in Latin. Learning still had an elevated place in the lives of these religious. In fact, Margarette Reglerin, a daughter of a wealthy Nuremberg family, was dismissed from a convent because she did not have the ability or will to learn.", "targets": "What monastery did the nuns belong to who could speak Latin fluently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-077e45b21eb345e68304c91b7563d93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, the corporate entity, American Broadcasting-Paramount Theatres, was renamed as the American Broadcasting Companies,  while its cinema division became ABC Theatres;[citation needed] its recording division was renamed ABC Records in 1966. In December of that year, the ABC television network premiered The Dating Game, a pioneer series in its genre, which was a reworking of the blind date concept in which a suitor selected one of three contestants sight unseen based on the answers to selected questions. This was followed up in July 1966 by The Newlywed Game, featuring three recently married couples who guessed the responses to their partner's questions (some of which were fairly risque). As ABC began to outgrow its facilities at 7 West 66th Street, Goldenson found a new headquarters for ABC in a 44 story building located at 1330 Avenue of the Americas in Manhattan, at the corner of 54th Street (now occupied by The Financial Times's New York office). This operation allowed for the conversion of the premises at 66th Street into production facilities for television and radio programs.", "targets": "What was the corporate entity American Broadcasting-Paramount Theatres renamed in 1965? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-077e45b21eb345e68304c91b7563d93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, the corporate entity, American Broadcasting-Paramount Theatres, was renamed as the American Broadcasting Companies,  while its cinema division became ABC Theatres;[citation needed] its recording division was renamed ABC Records in 1966. In December of that year, the ABC television network premiered The Dating Game, a pioneer series in its genre, which was a reworking of the blind date concept in which a suitor selected one of three contestants sight unseen based on the answers to selected questions. This was followed up in July 1966 by The Newlywed Game, featuring three recently married couples who guessed the responses to their partner's questions (some of which were fairly risque). As ABC began to outgrow its facilities at 7 West 66th Street, Goldenson found a new headquarters for ABC in a 44 story building located at 1330 Avenue of the Americas in Manhattan, at the corner of 54th Street (now occupied by The Financial Times's New York office). This operation allowed for the conversion of the premises at 66th Street into production facilities for television and radio programs.", "targets": "What was the name of the blind date concept program debuted by ABC in 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-077e45b21eb345e68304c91b7563d93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, the corporate entity, American Broadcasting-Paramount Theatres, was renamed as the American Broadcasting Companies,  while its cinema division became ABC Theatres;[citation needed] its recording division was renamed ABC Records in 1966. In December of that year, the ABC television network premiered The Dating Game, a pioneer series in its genre, which was a reworking of the blind date concept in which a suitor selected one of three contestants sight unseen based on the answers to selected questions. This was followed up in July 1966 by The Newlywed Game, featuring three recently married couples who guessed the responses to their partner's questions (some of which were fairly risque). As ABC began to outgrow its facilities at 7 West 66th Street, Goldenson found a new headquarters for ABC in a 44 story building located at 1330 Avenue of the Americas in Manhattan, at the corner of 54th Street (now occupied by The Financial Times's New York office). This operation allowed for the conversion of the premises at 66th Street into production facilities for television and radio programs.", "targets": "What gameshow featuring newly married people was debuted by ABC in July 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-077e45b21eb345e68304c91b7563d93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, the corporate entity, American Broadcasting-Paramount Theatres, was renamed as the American Broadcasting Companies,  while its cinema division became ABC Theatres;[citation needed] its recording division was renamed ABC Records in 1966. In December of that year, the ABC television network premiered The Dating Game, a pioneer series in its genre, which was a reworking of the blind date concept in which a suitor selected one of three contestants sight unseen based on the answers to selected questions. This was followed up in July 1966 by The Newlywed Game, featuring three recently married couples who guessed the responses to their partner's questions (some of which were fairly risque). As ABC began to outgrow its facilities at 7 West 66th Street, Goldenson found a new headquarters for ABC in a 44 story building located at 1330 Avenue of the Americas in Manhattan, at the corner of 54th Street (now occupied by The Financial Times's New York office). This operation allowed for the conversion of the premises at 66th Street into production facilities for television and radio programs.", "targets": "At what address did Goldenson secure a new headquarters for ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "What are some of the every day tasks that a manager of a team has to deal with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "What type of licence does a manager need?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "Is this licence required on a permanent basis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "Give an example of someone who was a caretaker manager?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "What is a caretaker manager?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "What license are managers in the Premier League required to hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "Which licence follows completion of both the UEFA B and A licences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "For how long at most is an unlicenced caretaker manager allowed to control a Premier League team for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "Which caretaker manager was later promoted to permanent manager at Portsmouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a18948a6d414a99bfae0d954547a805", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Managers in the Premier League are involved in the day-to-day running of the team, including the training, team selection, and player acquisition. Their influence varies from club-to-club and is related to the ownership of the club and the relationship of the manager with fans. Managers are required to have a UEFA Pro Licence which is the final coaching qualification available, and follows the completion of the UEFA 'B' and 'A' Licences. The UEFA Pro Licence is required by every person who wishes to manage a club in the Premier League on a permanent basis (i.e. more than 12 weeks \u2013 the amount of time an unqualified caretaker manager is allowed to take control). Caretaker appointments are managers that fill the gap between a managerial departure and a new appointment. Several caretaker managers have gone on to secure a permanent managerial post after performing well as a caretaker; examples include Paul Hart at Portsmouth and David Pleat at Tottenham Hotspur.", "targets": "Which caretaker manager was later promoted to permanent manager at Tottenham Hotspur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8feb2111cdd40f2ae08669c194dc0f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Professional Lighting Designers Association (PLDA), formerly known as ELDA is an organisation focusing on the promotion of the profession of Architectural Lighting Design. They publish a monthly newsletter and organise different events throughout the world.", "targets": "What does PLDA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8feb2111cdd40f2ae08669c194dc0f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Professional Lighting Designers Association (PLDA), formerly known as ELDA is an organisation focusing on the promotion of the profession of Architectural Lighting Design. They publish a monthly newsletter and organise different events throughout the world.", "targets": "What was the PLDA formerly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-151d2119e73443ee9035ec33fab4f691", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country's literacy level stands at 85% of the whole population. Preschool, which targets children from age three to five, is an integral component of the education system and is a key requirement for admission to Standard One (First Grade). At the end of primary education, pupils sit the Kenya Certificate of Primary Education (KCPE), which determines those who proceed to secondary school or vocational training. The result of this examination is needed for placement at secondary school. Primary school age is 6/7-13/14 years. For those who proceed to secondary level, there is a national examination at the end of Form Four \u2013 the Kenya Certificate of Secondary Education (KCSE), which determines those proceeding to the universities, other professional training or employment. Students sit examinations in eight subjects of their choosing. However, English, Kiswahili (languages) and mathematics are compulsory subjects.", "targets": "What is Kenya's literacy rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-151d2119e73443ee9035ec33fab4f691", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country's literacy level stands at 85% of the whole population. Preschool, which targets children from age three to five, is an integral component of the education system and is a key requirement for admission to Standard One (First Grade). At the end of primary education, pupils sit the Kenya Certificate of Primary Education (KCPE), which determines those who proceed to secondary school or vocational training. The result of this examination is needed for placement at secondary school. Primary school age is 6/7-13/14 years. For those who proceed to secondary level, there is a national examination at the end of Form Four \u2013 the Kenya Certificate of Secondary Education (KCSE), which determines those proceeding to the universities, other professional training or employment. Students sit examinations in eight subjects of their choosing. However, English, Kiswahili (languages) and mathematics are compulsory subjects.", "targets": "Preschool targest what age children?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-151d2119e73443ee9035ec33fab4f691", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country's literacy level stands at 85% of the whole population. Preschool, which targets children from age three to five, is an integral component of the education system and is a key requirement for admission to Standard One (First Grade). At the end of primary education, pupils sit the Kenya Certificate of Primary Education (KCPE), which determines those who proceed to secondary school or vocational training. The result of this examination is needed for placement at secondary school. Primary school age is 6/7-13/14 years. For those who proceed to secondary level, there is a national examination at the end of Form Four \u2013 the Kenya Certificate of Secondary Education (KCSE), which determines those proceeding to the universities, other professional training or employment. Students sit examinations in eight subjects of their choosing. However, English, Kiswahili (languages) and mathematics are compulsory subjects.", "targets": "What is preschool required for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-151d2119e73443ee9035ec33fab4f691", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country's literacy level stands at 85% of the whole population. Preschool, which targets children from age three to five, is an integral component of the education system and is a key requirement for admission to Standard One (First Grade). At the end of primary education, pupils sit the Kenya Certificate of Primary Education (KCPE), which determines those who proceed to secondary school or vocational training. The result of this examination is needed for placement at secondary school. Primary school age is 6/7-13/14 years. For those who proceed to secondary level, there is a national examination at the end of Form Four \u2013 the Kenya Certificate of Secondary Education (KCSE), which determines those proceeding to the universities, other professional training or employment. Students sit examinations in eight subjects of their choosing. However, English, Kiswahili (languages) and mathematics are compulsory subjects.", "targets": "What does the KCPE determine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-151d2119e73443ee9035ec33fab4f691", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country's literacy level stands at 85% of the whole population. Preschool, which targets children from age three to five, is an integral component of the education system and is a key requirement for admission to Standard One (First Grade). At the end of primary education, pupils sit the Kenya Certificate of Primary Education (KCPE), which determines those who proceed to secondary school or vocational training. The result of this examination is needed for placement at secondary school. Primary school age is 6/7-13/14 years. For those who proceed to secondary level, there is a national examination at the end of Form Four \u2013 the Kenya Certificate of Secondary Education (KCSE), which determines those proceeding to the universities, other professional training or employment. Students sit examinations in eight subjects of their choosing. However, English, Kiswahili (languages) and mathematics are compulsory subjects.", "targets": "What is the exam at the end of Form Four?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b607dfe0d1f48f1bc65a45a677a5375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, however, a large current account deficit and rising inflation put pressure on Estonia's currency, which was pegged to the Euro, highlighting the need for growth in export-generating industries. Estonia exports mainly machinery and equipment, wood and paper, textiles, food products, furniture, and metals and chemical products. Estonia also exports 1.562 billion kilowatt hours of electricity annually. At the same time Estonia imports machinery and equipment, chemical products, textiles, food products and transportation equipment. Estonia imports 200 million kilowatt hours of electricity annually.", "targets": "When did a huge deficit and rising inflation place pressure on Estonia's currency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b607dfe0d1f48f1bc65a45a677a5375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, however, a large current account deficit and rising inflation put pressure on Estonia's currency, which was pegged to the Euro, highlighting the need for growth in export-generating industries. Estonia exports mainly machinery and equipment, wood and paper, textiles, food products, furniture, and metals and chemical products. Estonia also exports 1.562 billion kilowatt hours of electricity annually. At the same time Estonia imports machinery and equipment, chemical products, textiles, food products and transportation equipment. Estonia imports 200 million kilowatt hours of electricity annually.", "targets": "What area of commerce did Estonia need to expand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b607dfe0d1f48f1bc65a45a677a5375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, however, a large current account deficit and rising inflation put pressure on Estonia's currency, which was pegged to the Euro, highlighting the need for growth in export-generating industries. Estonia exports mainly machinery and equipment, wood and paper, textiles, food products, furniture, and metals and chemical products. Estonia also exports 1.562 billion kilowatt hours of electricity annually. At the same time Estonia imports machinery and equipment, chemical products, textiles, food products and transportation equipment. Estonia imports 200 million kilowatt hours of electricity annually.", "targets": "How much electricity is imported by Estonia annually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b607dfe0d1f48f1bc65a45a677a5375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, however, a large current account deficit and rising inflation put pressure on Estonia's currency, which was pegged to the Euro, highlighting the need for growth in export-generating industries. Estonia exports mainly machinery and equipment, wood and paper, textiles, food products, furniture, and metals and chemical products. Estonia also exports 1.562 billion kilowatt hours of electricity annually. At the same time Estonia imports machinery and equipment, chemical products, textiles, food products and transportation equipment. Estonia imports 200 million kilowatt hours of electricity annually.", "targets": "How much electricity is exported by Estonia annually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61da5c4da8fa4381884b23a4997a88a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest clear evidence of hair or fur is in fossils of Castorocauda, from 164 million years ago in the Middle Jurassic. In the 1950s, it was suggested that the foramina (passages) in the maxillae and premaxillae (bones in the front of the upper jaw) of cynodonts were channels which supplied blood vessels and nerves to vibrissae (whiskers) and so were evidence of hair or fur; it was soon pointed out, however, that foramina do not necessarily show that an animal had vibrissae, as the modern lizard Tupinambis has foramina that are almost identical to those found in the nonmammalian cynodont Thrinaxodon. Popular sources, nevertheless, continue to attribute whiskers to Thrinaxodon.", "targets": "When is it believed that the earliest know hair was said to exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61da5c4da8fa4381884b23a4997a88a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest clear evidence of hair or fur is in fossils of Castorocauda, from 164 million years ago in the Middle Jurassic. In the 1950s, it was suggested that the foramina (passages) in the maxillae and premaxillae (bones in the front of the upper jaw) of cynodonts were channels which supplied blood vessels and nerves to vibrissae (whiskers) and so were evidence of hair or fur; it was soon pointed out, however, that foramina do not necessarily show that an animal had vibrissae, as the modern lizard Tupinambis has foramina that are almost identical to those found in the nonmammalian cynodont Thrinaxodon. Popular sources, nevertheless, continue to attribute whiskers to Thrinaxodon.", "targets": "When was it suggested that foramina premaxillae could contain the first know hairs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61da5c4da8fa4381884b23a4997a88a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest clear evidence of hair or fur is in fossils of Castorocauda, from 164 million years ago in the Middle Jurassic. In the 1950s, it was suggested that the foramina (passages) in the maxillae and premaxillae (bones in the front of the upper jaw) of cynodonts were channels which supplied blood vessels and nerves to vibrissae (whiskers) and so were evidence of hair or fur; it was soon pointed out, however, that foramina do not necessarily show that an animal had vibrissae, as the modern lizard Tupinambis has foramina that are almost identical to those found in the nonmammalian cynodont Thrinaxodon. Popular sources, nevertheless, continue to attribute whiskers to Thrinaxodon.", "targets": "Which major time period were these suggested hairs from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a75aa244f84a5c85dfbb9d2c338262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, Russian was mandatorily taught in the schools of the members of the old Warsaw Pact and in other countries that used to be satellites of the USSR. In particular, these countries include Poland, Bulgaria, the Czech Republic, Slovakia, Hungary, Albania, former East Germany and Cuba. However, younger generations are usually not fluent in it, because Russian is no longer mandatory in the school system. According to the Eurobarometer 2005 survey, though, fluency in Russian remains fairly high (20\u201340%) in some countries, in particular those where the people speak a Slavic language and thereby have an edge in learning Russian (namely, Poland, Czech Republic, Slovakia, and Bulgaria).", "targets": "What pact contained many Russian-speaking countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a75aa244f84a5c85dfbb9d2c338262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, Russian was mandatorily taught in the schools of the members of the old Warsaw Pact and in other countries that used to be satellites of the USSR. In particular, these countries include Poland, Bulgaria, the Czech Republic, Slovakia, Hungary, Albania, former East Germany and Cuba. However, younger generations are usually not fluent in it, because Russian is no longer mandatory in the school system. According to the Eurobarometer 2005 survey, though, fluency in Russian remains fairly high (20\u201340%) in some countries, in particular those where the people speak a Slavic language and thereby have an edge in learning Russian (namely, Poland, Czech Republic, Slovakia, and Bulgaria).", "targets": "Where was Russian schooling mandatory in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a75aa244f84a5c85dfbb9d2c338262", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, Russian was mandatorily taught in the schools of the members of the old Warsaw Pact and in other countries that used to be satellites of the USSR. In particular, these countries include Poland, Bulgaria, the Czech Republic, Slovakia, Hungary, Albania, former East Germany and Cuba. However, younger generations are usually not fluent in it, because Russian is no longer mandatory in the school system. According to the Eurobarometer 2005 survey, though, fluency in Russian remains fairly high (20\u201340%) in some countries, in particular those where the people speak a Slavic language and thereby have an edge in learning Russian (namely, Poland, Czech Republic, Slovakia, and Bulgaria).", "targets": "Which countries speak other Slavic languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a53568235a9470b9fda194eb291f022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1578, Elizabeth I granted a patent to Humphrey Gilbert for discovery and overseas exploration. That year, Gilbert sailed for the West Indies with the intention of engaging in piracy and establishing a colony in North America, but the expedition was aborted before it had crossed the Atlantic. In 1583 he embarked on a second attempt, on this occasion to the island of Newfoundland whose harbour he formally claimed for England, although no settlers were left behind. Gilbert did not survive the return journey to England, and was succeeded by his half-brother, Walter Raleigh, who was granted his own patent by Elizabeth in 1584. Later that year, Raleigh founded the colony of Roanoke on the coast of present-day North Carolina, but lack of supplies caused the colony to fail.", "targets": "When did Humphrey Gilbert first set sail for the West Indies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a53568235a9470b9fda194eb291f022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1578, Elizabeth I granted a patent to Humphrey Gilbert for discovery and overseas exploration. That year, Gilbert sailed for the West Indies with the intention of engaging in piracy and establishing a colony in North America, but the expedition was aborted before it had crossed the Atlantic. In 1583 he embarked on a second attempt, on this occasion to the island of Newfoundland whose harbour he formally claimed for England, although no settlers were left behind. Gilbert did not survive the return journey to England, and was succeeded by his half-brother, Walter Raleigh, who was granted his own patent by Elizabeth in 1584. Later that year, Raleigh founded the colony of Roanoke on the coast of present-day North Carolina, but lack of supplies caused the colony to fail.", "targets": "When was Humphrey Gilbert's second attempt to set sail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a53568235a9470b9fda194eb291f022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1578, Elizabeth I granted a patent to Humphrey Gilbert for discovery and overseas exploration. That year, Gilbert sailed for the West Indies with the intention of engaging in piracy and establishing a colony in North America, but the expedition was aborted before it had crossed the Atlantic. In 1583 he embarked on a second attempt, on this occasion to the island of Newfoundland whose harbour he formally claimed for England, although no settlers were left behind. Gilbert did not survive the return journey to England, and was succeeded by his half-brother, Walter Raleigh, who was granted his own patent by Elizabeth in 1584. Later that year, Raleigh founded the colony of Roanoke on the coast of present-day North Carolina, but lack of supplies caused the colony to fail.", "targets": "What was Humphrey Gilbert's second destination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a53568235a9470b9fda194eb291f022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1578, Elizabeth I granted a patent to Humphrey Gilbert for discovery and overseas exploration. That year, Gilbert sailed for the West Indies with the intention of engaging in piracy and establishing a colony in North America, but the expedition was aborted before it had crossed the Atlantic. In 1583 he embarked on a second attempt, on this occasion to the island of Newfoundland whose harbour he formally claimed for England, although no settlers were left behind. Gilbert did not survive the return journey to England, and was succeeded by his half-brother, Walter Raleigh, who was granted his own patent by Elizabeth in 1584. Later that year, Raleigh founded the colony of Roanoke on the coast of present-day North Carolina, but lack of supplies caused the colony to fail.", "targets": "Who was Humphrey Gilbert's half-brother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a53568235a9470b9fda194eb291f022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1578, Elizabeth I granted a patent to Humphrey Gilbert for discovery and overseas exploration. That year, Gilbert sailed for the West Indies with the intention of engaging in piracy and establishing a colony in North America, but the expedition was aborted before it had crossed the Atlantic. In 1583 he embarked on a second attempt, on this occasion to the island of Newfoundland whose harbour he formally claimed for England, although no settlers were left behind. Gilbert did not survive the return journey to England, and was succeeded by his half-brother, Walter Raleigh, who was granted his own patent by Elizabeth in 1584. Later that year, Raleigh founded the colony of Roanoke on the coast of present-day North Carolina, but lack of supplies caused the colony to fail.", "targets": "What colony did Walter Raleigh found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab629cc0a29a4827aea7aa229fb338e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadcasters were faced with having to adapt daily to the varied recording characteristics of many sources: various makers of \"home recordings\" readily available to the public, European recordings, lateral-cut transcriptions, and vertical-cut transcriptions. Efforts were started in 1942 to standardize within the National Association of Broadcasters (NAB), later known as the National Association of Radio and Television Broadcasters (NARTB). The NAB, among other items, issued recording standards in 1949 for laterally and vertically cut records, principally transcriptions. A number of 78 rpm record producers as well as early LP makers also cut their records to the NAB/NARTB lateral standard.", "targets": "Who made the move to standardize recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab629cc0a29a4827aea7aa229fb338e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadcasters were faced with having to adapt daily to the varied recording characteristics of many sources: various makers of \"home recordings\" readily available to the public, European recordings, lateral-cut transcriptions, and vertical-cut transcriptions. Efforts were started in 1942 to standardize within the National Association of Broadcasters (NAB), later known as the National Association of Radio and Television Broadcasters (NARTB). The NAB, among other items, issued recording standards in 1949 for laterally and vertically cut records, principally transcriptions. A number of 78 rpm record producers as well as early LP makers also cut their records to the NAB/NARTB lateral standard.", "targets": "When were recording standards officially released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab629cc0a29a4827aea7aa229fb338e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadcasters were faced with having to adapt daily to the varied recording characteristics of many sources: various makers of \"home recordings\" readily available to the public, European recordings, lateral-cut transcriptions, and vertical-cut transcriptions. Efforts were started in 1942 to standardize within the National Association of Broadcasters (NAB), later known as the National Association of Radio and Television Broadcasters (NARTB). The NAB, among other items, issued recording standards in 1949 for laterally and vertically cut records, principally transcriptions. A number of 78 rpm record producers as well as early LP makers also cut their records to the NAB/NARTB lateral standard.", "targets": " Which recording types were effected by the imposed industry standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab629cc0a29a4827aea7aa229fb338e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadcasters were faced with having to adapt daily to the varied recording characteristics of many sources: various makers of \"home recordings\" readily available to the public, European recordings, lateral-cut transcriptions, and vertical-cut transcriptions. Efforts were started in 1942 to standardize within the National Association of Broadcasters (NAB), later known as the National Association of Radio and Television Broadcasters (NARTB). The NAB, among other items, issued recording standards in 1949 for laterally and vertically cut records, principally transcriptions. A number of 78 rpm record producers as well as early LP makers also cut their records to the NAB/NARTB lateral standard.", "targets": "What was one issue of a lack of industry standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab629cc0a29a4827aea7aa229fb338e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Broadcasters were faced with having to adapt daily to the varied recording characteristics of many sources: various makers of \"home recordings\" readily available to the public, European recordings, lateral-cut transcriptions, and vertical-cut transcriptions. Efforts were started in 1942 to standardize within the National Association of Broadcasters (NAB), later known as the National Association of Radio and Television Broadcasters (NARTB). The NAB, among other items, issued recording standards in 1949 for laterally and vertically cut records, principally transcriptions. A number of 78 rpm record producers as well as early LP makers also cut their records to the NAB/NARTB lateral standard.", "targets": "What is the NAB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99bf61e47444f889a603e086e0767e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch is written using the Latin script. Dutch uses one additional character beyond the standard alphabet, the digraph IJ. It has a relatively high proportion of doubled letters, both vowels and consonants, due to the formation of compound words and also to the spelling devices for distinguishing the many vowel sounds in the Dutch language. An example of five consecutive doubled letters is the word voorraaddoos (food storage container). The diaeresis (Dutch: trema) is used to mark vowels that are pronounced separately when involving a pre- or suffix. Whereas a hyphen is used when this problem occurs in compound words. For example; \"be\u00efnvloed\" (influenced), but zee-eend (sea duck). Generally, other diacritical marks only occur in loanwords, though the acute accent can also be used for emphasis or to differentiate between two forms. Its most common use is to differentiate between the indefinite article 'een' (a, an) and the numeral '\u00e9\u00e9n' (one).", "targets": "How many extra characters does Dutch have in addition to the standard alphabet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99bf61e47444f889a603e086e0767e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch is written using the Latin script. Dutch uses one additional character beyond the standard alphabet, the digraph IJ. It has a relatively high proportion of doubled letters, both vowels and consonants, due to the formation of compound words and also to the spelling devices for distinguishing the many vowel sounds in the Dutch language. An example of five consecutive doubled letters is the word voorraaddoos (food storage container). The diaeresis (Dutch: trema) is used to mark vowels that are pronounced separately when involving a pre- or suffix. Whereas a hyphen is used when this problem occurs in compound words. For example; \"be\u00efnvloed\" (influenced), but zee-eend (sea duck). Generally, other diacritical marks only occur in loanwords, though the acute accent can also be used for emphasis or to differentiate between two forms. Its most common use is to differentiate between the indefinite article 'een' (a, an) and the numeral '\u00e9\u00e9n' (one).", "targets": "What's the name for the additional character Dutch uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99bf61e47444f889a603e086e0767e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch is written using the Latin script. Dutch uses one additional character beyond the standard alphabet, the digraph IJ. It has a relatively high proportion of doubled letters, both vowels and consonants, due to the formation of compound words and also to the spelling devices for distinguishing the many vowel sounds in the Dutch language. An example of five consecutive doubled letters is the word voorraaddoos (food storage container). The diaeresis (Dutch: trema) is used to mark vowels that are pronounced separately when involving a pre- or suffix. Whereas a hyphen is used when this problem occurs in compound words. For example; \"be\u00efnvloed\" (influenced), but zee-eend (sea duck). Generally, other diacritical marks only occur in loanwords, though the acute accent can also be used for emphasis or to differentiate between two forms. Its most common use is to differentiate between the indefinite article 'een' (a, an) and the numeral '\u00e9\u00e9n' (one).", "targets": "Because Dutch has many vowel sounds and compound words, what occurs frequently in Dutch spelling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99bf61e47444f889a603e086e0767e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch is written using the Latin script. Dutch uses one additional character beyond the standard alphabet, the digraph IJ. It has a relatively high proportion of doubled letters, both vowels and consonants, due to the formation of compound words and also to the spelling devices for distinguishing the many vowel sounds in the Dutch language. An example of five consecutive doubled letters is the word voorraaddoos (food storage container). The diaeresis (Dutch: trema) is used to mark vowels that are pronounced separately when involving a pre- or suffix. Whereas a hyphen is used when this problem occurs in compound words. For example; \"be\u00efnvloed\" (influenced), but zee-eend (sea duck). Generally, other diacritical marks only occur in loanwords, though the acute accent can also be used for emphasis or to differentiate between two forms. Its most common use is to differentiate between the indefinite article 'een' (a, an) and the numeral '\u00e9\u00e9n' (one).", "targets": "What is an example of a Dutch word that has double vowels or consonants five times in a row?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99bf61e47444f889a603e086e0767e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch is written using the Latin script. Dutch uses one additional character beyond the standard alphabet, the digraph IJ. It has a relatively high proportion of doubled letters, both vowels and consonants, due to the formation of compound words and also to the spelling devices for distinguishing the many vowel sounds in the Dutch language. An example of five consecutive doubled letters is the word voorraaddoos (food storage container). The diaeresis (Dutch: trema) is used to mark vowels that are pronounced separately when involving a pre- or suffix. Whereas a hyphen is used when this problem occurs in compound words. For example; \"be\u00efnvloed\" (influenced), but zee-eend (sea duck). Generally, other diacritical marks only occur in loanwords, though the acute accent can also be used for emphasis or to differentiate between two forms. Its most common use is to differentiate between the indefinite article 'een' (a, an) and the numeral '\u00e9\u00e9n' (one).", "targets": "What's the name for the type of accent that Dutch used to mark the difference between the word for \"a\" or \"an\" and the word for \"one\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "Who was the most discussed singer in American Idols sixth season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "What celebrity asked his fans to vote for Sanjaya Malakar on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "What is the name of the blog that tried to rally votes for Sanjaya Malakar on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "What date was Sanjaya Malakar eliminated on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "What season six American Idol contestant was known for his strange hairstyles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "Which contestant was talked about more than any other this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "What was the main reason Sanjaya garnered such attention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "Which weblog helped Sanjaya survive elimination week over and over again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "Which shock jock urged people to vote for Sanjaya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767209e55c92403fbd147b7080d49d77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teenager Sanjaya Malakar was the season's most talked-about contestant for his unusual hairdo, and for managing to survive elimination for many weeks due in part to the weblog Vote for the Worst and satellite radio personality Howard Stern, who both encouraged fans to vote for him. However, on April 18, Sanjaya was voted off.", "targets": "When was Sanjaya eliminated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d419b9c1f3c645379b28070f9c5acfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to heraldic sources 1,600 is a total estimated number of all legal ennoblements throughout the history of Kingdom of Poland and Polish-Lithuanian Commonwealth from the 14th century onward (half of which were performed in the final years of the late 18th century).", "targets": "What was the toalt number of legal ennoblements thoughout history of poland and polish commonwealth"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d419b9c1f3c645379b28070f9c5acfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to heraldic sources 1,600 is a total estimated number of all legal ennoblements throughout the history of Kingdom of Poland and Polish-Lithuanian Commonwealth from the 14th century onward (half of which were performed in the final years of the late 18th century).", "targets": "When did theys tart recording the ennoblements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d419b9c1f3c645379b28070f9c5acfc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to heraldic sources 1,600 is a total estimated number of all legal ennoblements throughout the history of Kingdom of Poland and Polish-Lithuanian Commonwealth from the 14th century onward (half of which were performed in the final years of the late 18th century).", "targets": "When were most ennoblements implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36c4a563f354e1496802f32944893a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taira and the Minamoto clashed again in 1180, beginning the Gempei War, which ended in 1185. Samurai fought at the naval battle of Dan-no-ura, at the Shimonoseki Strait which separates Honshu and Kyushu in 1185. The victorious Minamoto no Yoritomo established the superiority of the samurai over the aristocracy. In 1190 he visited Kyoto and in 1192 became Sei'i-taish\u014dgun, establishing the Kamakura Shogunate, or Kamakura Bakufu. Instead of ruling from Kyoto, he set up the Shogunate in Kamakura, near his base of power. \"Bakufu\" means \"tent government\", taken from the encampments the soldiers would live in, in accordance with the Bakufu's status as a military government.", "targets": "When did the Gempei War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36c4a563f354e1496802f32944893a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taira and the Minamoto clashed again in 1180, beginning the Gempei War, which ended in 1185. Samurai fought at the naval battle of Dan-no-ura, at the Shimonoseki Strait which separates Honshu and Kyushu in 1185. The victorious Minamoto no Yoritomo established the superiority of the samurai over the aristocracy. In 1190 he visited Kyoto and in 1192 became Sei'i-taish\u014dgun, establishing the Kamakura Shogunate, or Kamakura Bakufu. Instead of ruling from Kyoto, he set up the Shogunate in Kamakura, near his base of power. \"Bakufu\" means \"tent government\", taken from the encampments the soldiers would live in, in accordance with the Bakufu's status as a military government.", "targets": "When did the Gempei War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36c4a563f354e1496802f32944893a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taira and the Minamoto clashed again in 1180, beginning the Gempei War, which ended in 1185. Samurai fought at the naval battle of Dan-no-ura, at the Shimonoseki Strait which separates Honshu and Kyushu in 1185. The victorious Minamoto no Yoritomo established the superiority of the samurai over the aristocracy. In 1190 he visited Kyoto and in 1192 became Sei'i-taish\u014dgun, establishing the Kamakura Shogunate, or Kamakura Bakufu. Instead of ruling from Kyoto, he set up the Shogunate in Kamakura, near his base of power. \"Bakufu\" means \"tent government\", taken from the encampments the soldiers would live in, in accordance with the Bakufu's status as a military government.", "targets": "Which clans fought in the Gempei War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36c4a563f354e1496802f32944893a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taira and the Minamoto clashed again in 1180, beginning the Gempei War, which ended in 1185. Samurai fought at the naval battle of Dan-no-ura, at the Shimonoseki Strait which separates Honshu and Kyushu in 1185. The victorious Minamoto no Yoritomo established the superiority of the samurai over the aristocracy. In 1190 he visited Kyoto and in 1192 became Sei'i-taish\u014dgun, establishing the Kamakura Shogunate, or Kamakura Bakufu. Instead of ruling from Kyoto, he set up the Shogunate in Kamakura, near his base of power. \"Bakufu\" means \"tent government\", taken from the encampments the soldiers would live in, in accordance with the Bakufu's status as a military government.", "targets": "What does the Shimonoseki Strait divide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36c4a563f354e1496802f32944893a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Taira and the Minamoto clashed again in 1180, beginning the Gempei War, which ended in 1185. Samurai fought at the naval battle of Dan-no-ura, at the Shimonoseki Strait which separates Honshu and Kyushu in 1185. The victorious Minamoto no Yoritomo established the superiority of the samurai over the aristocracy. In 1190 he visited Kyoto and in 1192 became Sei'i-taish\u014dgun, establishing the Kamakura Shogunate, or Kamakura Bakufu. Instead of ruling from Kyoto, he set up the Shogunate in Kamakura, near his base of power. \"Bakufu\" means \"tent government\", taken from the encampments the soldiers would live in, in accordance with the Bakufu's status as a military government.", "targets": "When was the Kamakura Shogunate established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c065a2ac4664478be5d3f9aa629522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the name Armenian has come to internationally designate this group of people. It was first used by neighbouring countries of ancient Armenia. The earliest attestations of the exonym Armenia date around the 6th century BC. In his trilingual Behistun Inscription dated to 517 BC, Darius I the Great of Persia refers to Urashtu (in Babylonian) as Armina (in Old Persian; Armina (    ) and Harminuya (in Elamite). In Greek, \u0391\u03c1\u03bc\u03ad\u03bd\u03b9\u03bf\u03b9 \"Armenians\" is attested from about the same time, perhaps the earliest reference being a fragment attributed to Hecataeus of Miletus (476 BC). Xenophon, a Greek general serving in some of the Persian expeditions, describes many aspects of Armenian village life and hospitality in around 401 BC. He relates that the people spoke a language that to his ear sounded like the language of the Persians.", "targets": "How long ago has the term 'Armenia' been used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c065a2ac4664478be5d3f9aa629522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the name Armenian has come to internationally designate this group of people. It was first used by neighbouring countries of ancient Armenia. The earliest attestations of the exonym Armenia date around the 6th century BC. In his trilingual Behistun Inscription dated to 517 BC, Darius I the Great of Persia refers to Urashtu (in Babylonian) as Armina (in Old Persian; Armina (    ) and Harminuya (in Elamite). In Greek, \u0391\u03c1\u03bc\u03ad\u03bd\u03b9\u03bf\u03b9 \"Armenians\" is attested from about the same time, perhaps the earliest reference being a fragment attributed to Hecataeus of Miletus (476 BC). Xenophon, a Greek general serving in some of the Persian expeditions, describes many aspects of Armenian village life and hospitality in around 401 BC. He relates that the people spoke a language that to his ear sounded like the language of the Persians.", "targets": "What is the earliest known use of 'Armenians'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c065a2ac4664478be5d3f9aa629522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the name Armenian has come to internationally designate this group of people. It was first used by neighbouring countries of ancient Armenia. The earliest attestations of the exonym Armenia date around the 6th century BC. In his trilingual Behistun Inscription dated to 517 BC, Darius I the Great of Persia refers to Urashtu (in Babylonian) as Armina (in Old Persian; Armina (    ) and Harminuya (in Elamite). In Greek, \u0391\u03c1\u03bc\u03ad\u03bd\u03b9\u03bf\u03b9 \"Armenians\" is attested from about the same time, perhaps the earliest reference being a fragment attributed to Hecataeus of Miletus (476 BC). Xenophon, a Greek general serving in some of the Persian expeditions, describes many aspects of Armenian village life and hospitality in around 401 BC. He relates that the people spoke a language that to his ear sounded like the language of the Persians.", "targets": "Who wrote the earliest known use of 'Armenians'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c065a2ac4664478be5d3f9aa629522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the name Armenian has come to internationally designate this group of people. It was first used by neighbouring countries of ancient Armenia. The earliest attestations of the exonym Armenia date around the 6th century BC. In his trilingual Behistun Inscription dated to 517 BC, Darius I the Great of Persia refers to Urashtu (in Babylonian) as Armina (in Old Persian; Armina (    ) and Harminuya (in Elamite). In Greek, \u0391\u03c1\u03bc\u03ad\u03bd\u03b9\u03bf\u03b9 \"Armenians\" is attested from about the same time, perhaps the earliest reference being a fragment attributed to Hecataeus of Miletus (476 BC). Xenophon, a Greek general serving in some of the Persian expeditions, describes many aspects of Armenian village life and hospitality in around 401 BC. He relates that the people spoke a language that to his ear sounded like the language of the Persians.", "targets": "Who described Armenian life in 401 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c065a2ac4664478be5d3f9aa629522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, the name Armenian has come to internationally designate this group of people. It was first used by neighbouring countries of ancient Armenia. The earliest attestations of the exonym Armenia date around the 6th century BC. In his trilingual Behistun Inscription dated to 517 BC, Darius I the Great of Persia refers to Urashtu (in Babylonian) as Armina (in Old Persian; Armina (    ) and Harminuya (in Elamite). In Greek, \u0391\u03c1\u03bc\u03ad\u03bd\u03b9\u03bf\u03b9 \"Armenians\" is attested from about the same time, perhaps the earliest reference being a fragment attributed to Hecataeus of Miletus (476 BC). Xenophon, a Greek general serving in some of the Persian expeditions, describes many aspects of Armenian village life and hospitality in around 401 BC. He relates that the people spoke a language that to his ear sounded like the language of the Persians.", "targets": "What did Xenophon say Armenian language sounded like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf4622e43c849cab5328216a7c0c8f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serological methods are highly sensitive, specific and often extremely rapid tests used to identify microorganisms. These tests are based upon the ability of an antibody to bind specifically to an antigen. The antigen, usually a protein or carbohydrate made by an infectious agent, is bound by the antibody. This binding then sets off a chain of events that can be visibly obvious in various ways, dependent upon the test. For example, \"Strep throat\" is often diagnosed within minutes, and is based on the appearance of antigens made by the causative agent, S. pyogenes, that is retrieved from a patients throat with a cotton swab. Serological tests, if available, are usually the preferred route of identification, however the tests are costly to develop and the reagents used in the test often require refrigeration. Some serological methods are extremely costly, although when commonly used, such as with the \"strep test\", they can be inexpensive.", "targets": "What methods are highly sensitive, specifc and rapid tests used to identify microorganisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf4622e43c849cab5328216a7c0c8f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serological methods are highly sensitive, specific and often extremely rapid tests used to identify microorganisms. These tests are based upon the ability of an antibody to bind specifically to an antigen. The antigen, usually a protein or carbohydrate made by an infectious agent, is bound by the antibody. This binding then sets off a chain of events that can be visibly obvious in various ways, dependent upon the test. For example, \"Strep throat\" is often diagnosed within minutes, and is based on the appearance of antigens made by the causative agent, S. pyogenes, that is retrieved from a patients throat with a cotton swab. Serological tests, if available, are usually the preferred route of identification, however the tests are costly to develop and the reagents used in the test often require refrigeration. Some serological methods are extremely costly, although when commonly used, such as with the \"strep test\", they can be inexpensive.", "targets": "What are serological tests based upon the ability of an antibody to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf4622e43c849cab5328216a7c0c8f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serological methods are highly sensitive, specific and often extremely rapid tests used to identify microorganisms. These tests are based upon the ability of an antibody to bind specifically to an antigen. The antigen, usually a protein or carbohydrate made by an infectious agent, is bound by the antibody. This binding then sets off a chain of events that can be visibly obvious in various ways, dependent upon the test. For example, \"Strep throat\" is often diagnosed within minutes, and is based on the appearance of antigens made by the causative agent, S. pyogenes, that is retrieved from a patients throat with a cotton swab. Serological tests, if available, are usually the preferred route of identification, however the tests are costly to develop and the reagents used in the test often require refrigeration. Some serological methods are extremely costly, although when commonly used, such as with the \"strep test\", they can be inexpensive.", "targets": "What is the antigen bound to by the antibody usually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf4622e43c849cab5328216a7c0c8f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serological methods are highly sensitive, specific and often extremely rapid tests used to identify microorganisms. These tests are based upon the ability of an antibody to bind specifically to an antigen. The antigen, usually a protein or carbohydrate made by an infectious agent, is bound by the antibody. This binding then sets off a chain of events that can be visibly obvious in various ways, dependent upon the test. For example, \"Strep throat\" is often diagnosed within minutes, and is based on the appearance of antigens made by the causative agent, S. pyogenes, that is retrieved from a patients throat with a cotton swab. Serological tests, if available, are usually the preferred route of identification, however the tests are costly to develop and the reagents used in the test often require refrigeration. Some serological methods are extremely costly, although when commonly used, such as with the \"strep test\", they can be inexpensive.", "targets": "What does the binding set off that will result in something visibly obvious in various ways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bf4622e43c849cab5328216a7c0c8f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serological methods are highly sensitive, specific and often extremely rapid tests used to identify microorganisms. These tests are based upon the ability of an antibody to bind specifically to an antigen. The antigen, usually a protein or carbohydrate made by an infectious agent, is bound by the antibody. This binding then sets off a chain of events that can be visibly obvious in various ways, dependent upon the test. For example, \"Strep throat\" is often diagnosed within minutes, and is based on the appearance of antigens made by the causative agent, S. pyogenes, that is retrieved from a patients throat with a cotton swab. Serological tests, if available, are usually the preferred route of identification, however the tests are costly to develop and the reagents used in the test often require refrigeration. Some serological methods are extremely costly, although when commonly used, such as with the \"strep test\", they can be inexpensive.", "targets": "What is the causative agent of \"strep throat\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4640cfebb71b44bfacf77924af6ee397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When home prices declined in the latter half of 2007 and the secondary mortgage market collapsed, IndyMac was forced to hold $10.7 billion of loans it could not sell in the secondary market. Its reduced liquidity was further exacerbated in late June 2008 when account holders withdrew $1.55 billion or about 7.5% of IndyMac's deposits. This \u201crun\u201d on the thrift followed the public release of a letter from Senator Charles Schumer to the FDIC and OTS. The letter outlined the Senator\u2019s concerns with IndyMac. While the run was a contributing factor in the timing of IndyMac\u2019s demise, the underlying cause of the failure was the unsafe and unsound manner in which the thrift was operated.", "targets": "How much in deposits did account holders withdraw from IndyMac in late June 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4640cfebb71b44bfacf77924af6ee397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When home prices declined in the latter half of 2007 and the secondary mortgage market collapsed, IndyMac was forced to hold $10.7 billion of loans it could not sell in the secondary market. Its reduced liquidity was further exacerbated in late June 2008 when account holders withdrew $1.55 billion or about 7.5% of IndyMac's deposits. This \u201crun\u201d on the thrift followed the public release of a letter from Senator Charles Schumer to the FDIC and OTS. The letter outlined the Senator\u2019s concerns with IndyMac. While the run was a contributing factor in the timing of IndyMac\u2019s demise, the underlying cause of the failure was the unsafe and unsound manner in which the thrift was operated.", "targets": "What percent of IndyMac's deposits were withdrawn by account holders in late June 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4640cfebb71b44bfacf77924af6ee397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When home prices declined in the latter half of 2007 and the secondary mortgage market collapsed, IndyMac was forced to hold $10.7 billion of loans it could not sell in the secondary market. Its reduced liquidity was further exacerbated in late June 2008 when account holders withdrew $1.55 billion or about 7.5% of IndyMac's deposits. This \u201crun\u201d on the thrift followed the public release of a letter from Senator Charles Schumer to the FDIC and OTS. The letter outlined the Senator\u2019s concerns with IndyMac. While the run was a contributing factor in the timing of IndyMac\u2019s demise, the underlying cause of the failure was the unsafe and unsound manner in which the thrift was operated.", "targets": "What was the value of loans IndyMac was forced to hold when the secondary mortgage market collapsed in late 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4640cfebb71b44bfacf77924af6ee397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When home prices declined in the latter half of 2007 and the secondary mortgage market collapsed, IndyMac was forced to hold $10.7 billion of loans it could not sell in the secondary market. Its reduced liquidity was further exacerbated in late June 2008 when account holders withdrew $1.55 billion or about 7.5% of IndyMac's deposits. This \u201crun\u201d on the thrift followed the public release of a letter from Senator Charles Schumer to the FDIC and OTS. The letter outlined the Senator\u2019s concerns with IndyMac. While the run was a contributing factor in the timing of IndyMac\u2019s demise, the underlying cause of the failure was the unsafe and unsound manner in which the thrift was operated.", "targets": "Who is the Senator that released a letter to the FDIC and OTS that prompted a \"run\" on IndyMac?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4640cfebb71b44bfacf77924af6ee397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When home prices declined in the latter half of 2007 and the secondary mortgage market collapsed, IndyMac was forced to hold $10.7 billion of loans it could not sell in the secondary market. Its reduced liquidity was further exacerbated in late June 2008 when account holders withdrew $1.55 billion or about 7.5% of IndyMac's deposits. This \u201crun\u201d on the thrift followed the public release of a letter from Senator Charles Schumer to the FDIC and OTS. The letter outlined the Senator\u2019s concerns with IndyMac. While the run was a contributing factor in the timing of IndyMac\u2019s demise, the underlying cause of the failure was the unsafe and unsound manner in which the thrift was operated.", "targets": "What was the underlying cause of the failure on IndyMac?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd9f7e11c71149eba0fe6ccc61e131e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dean of the College of Cardinals in addition to such a titular church also receives the titular bishopric of Ostia, the primary suburbicarian see. Cardinals governing a particular Church retain that church.", "targets": "Who receives the hishopric of Ostia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd9f7e11c71149eba0fe6ccc61e131e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dean of the College of Cardinals in addition to such a titular church also receives the titular bishopric of Ostia, the primary suburbicarian see. Cardinals governing a particular Church retain that church.", "targets": "What other title does the Dean of Collge of Cardinals receive upon appointment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbc392280794e15a588204066bb76d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several private institutions of higher learning\u2014ranging from liberal arts colleges, such as The University of St. Thomas, Houston's only Catholic university, to Rice University, the nationally recognized research university\u2014are located within the city. Rice, with a total enrollment of slightly more than 6,000 students, has a number of distinguished graduate programs and research institutes, such as the James A. Baker Institute for Public Policy. Houston Baptist University, affiliated with the Baptist General Convention of Texas, offers bachelor's and graduate degrees. It was founded in 1960 and is located in the Sharpstown area in Southwest Houston.", "targets": "What is Houston's one Catholic university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbc392280794e15a588204066bb76d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several private institutions of higher learning\u2014ranging from liberal arts colleges, such as The University of St. Thomas, Houston's only Catholic university, to Rice University, the nationally recognized research university\u2014are located within the city. Rice, with a total enrollment of slightly more than 6,000 students, has a number of distinguished graduate programs and research institutes, such as the James A. Baker Institute for Public Policy. Houston Baptist University, affiliated with the Baptist General Convention of Texas, offers bachelor's and graduate degrees. It was founded in 1960 and is located in the Sharpstown area in Southwest Houston.", "targets": "What famous research university is located in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbc392280794e15a588204066bb76d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several private institutions of higher learning\u2014ranging from liberal arts colleges, such as The University of St. Thomas, Houston's only Catholic university, to Rice University, the nationally recognized research university\u2014are located within the city. Rice, with a total enrollment of slightly more than 6,000 students, has a number of distinguished graduate programs and research institutes, such as the James A. Baker Institute for Public Policy. Houston Baptist University, affiliated with the Baptist General Convention of Texas, offers bachelor's and graduate degrees. It was founded in 1960 and is located in the Sharpstown area in Southwest Houston.", "targets": "What is the student enrollment of Rice University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbc392280794e15a588204066bb76d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several private institutions of higher learning\u2014ranging from liberal arts colleges, such as The University of St. Thomas, Houston's only Catholic university, to Rice University, the nationally recognized research university\u2014are located within the city. Rice, with a total enrollment of slightly more than 6,000 students, has a number of distinguished graduate programs and research institutes, such as the James A. Baker Institute for Public Policy. Houston Baptist University, affiliated with the Baptist General Convention of Texas, offers bachelor's and graduate degrees. It was founded in 1960 and is located in the Sharpstown area in Southwest Houston.", "targets": "When was Houston Baptist University founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecbc392280794e15a588204066bb76d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several private institutions of higher learning\u2014ranging from liberal arts colleges, such as The University of St. Thomas, Houston's only Catholic university, to Rice University, the nationally recognized research university\u2014are located within the city. Rice, with a total enrollment of slightly more than 6,000 students, has a number of distinguished graduate programs and research institutes, such as the James A. Baker Institute for Public Policy. Houston Baptist University, affiliated with the Baptist General Convention of Texas, offers bachelor's and graduate degrees. It was founded in 1960 and is located in the Sharpstown area in Southwest Houston.", "targets": "What area in Houston is the home of the Houston Baptist University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "After the Rhine emerges from Lake Constance, what direction does it flow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "What is the major tributary of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "How much water does the Aare give to the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "Where is the highest point of the Rhine basin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "Where is the so-called Rhine Knee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "When the Rhine emerges from Lake Constance which way does it flow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "What is the major tributary for the Rhine? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "The Rhine gets how much water from the Aare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "What is the highest point of the Rhine basin called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f799eac30474ae89fb6aea1cbe29d47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine emerges from Lake Constance, flows generally westward, as the Hochrhein, passes the Rhine Falls, and is joined by its major tributary, the river Aare. The Aare more than doubles the Rhine's water discharge, to an average of nearly 1,000 m3/s (35,000 cu ft/s), and provides more than a fifth of the discharge at the Dutch border. The Aare also contains the waters from the 4,274 m (14,022 ft) summit of Finsteraarhorn, the highest point of the Rhine basin. The Rhine roughly forms the German-Swiss border from Lake Constance with the exceptions of the canton of Schaffhausen and parts of the cantons of Z\u00fcrich and Basel-Stadt, until it turns north at the so-called Rhine knee at Basel, leaving Switzerland.", "targets": "There's a rough border between Switzerland and what other country formed by the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3417fdc91a87451c9e7b0deb635146d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another solution to the problem of causality-based temporal paradoxes is that such paradoxes cannot arise simply because they have not arisen. As illustrated in numerous works of fiction, free will either ceases to exist in the past or the outcomes of such decisions are predetermined. As such, it would not be possible to enact the grandfather paradox because it is a historical fact that your grandfather was not killed before his child (your parent) was conceived. This view doesn't simply hold that history is an unchangeable constant, but that any change made by a hypothetical future time traveler would already have happened in his or her past, resulting in the reality that the traveler moves from. More elaboration on this view can be found in the Novikov self-consistency principle.", "targets": "What is another solution to the problem of temporal paradoxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3417fdc91a87451c9e7b0deb635146d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another solution to the problem of causality-based temporal paradoxes is that such paradoxes cannot arise simply because they have not arisen. As illustrated in numerous works of fiction, free will either ceases to exist in the past or the outcomes of such decisions are predetermined. As such, it would not be possible to enact the grandfather paradox because it is a historical fact that your grandfather was not killed before his child (your parent) was conceived. This view doesn't simply hold that history is an unchangeable constant, but that any change made by a hypothetical future time traveler would already have happened in his or her past, resulting in the reality that the traveler moves from. More elaboration on this view can be found in the Novikov self-consistency principle.", "targets": "In several works of fiction, what ceases to exist in the past which causes paradoxes not to arise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3417fdc91a87451c9e7b0deb635146d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another solution to the problem of causality-based temporal paradoxes is that such paradoxes cannot arise simply because they have not arisen. As illustrated in numerous works of fiction, free will either ceases to exist in the past or the outcomes of such decisions are predetermined. As such, it would not be possible to enact the grandfather paradox because it is a historical fact that your grandfather was not killed before his child (your parent) was conceived. This view doesn't simply hold that history is an unchangeable constant, but that any change made by a hypothetical future time traveler would already have happened in his or her past, resulting in the reality that the traveler moves from. More elaboration on this view can be found in the Novikov self-consistency principle.", "targets": "What paradox cannot be enacted because it is a fact that your grandfather was not killed before your parent was conceived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3417fdc91a87451c9e7b0deb635146d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another solution to the problem of causality-based temporal paradoxes is that such paradoxes cannot arise simply because they have not arisen. As illustrated in numerous works of fiction, free will either ceases to exist in the past or the outcomes of such decisions are predetermined. As such, it would not be possible to enact the grandfather paradox because it is a historical fact that your grandfather was not killed before his child (your parent) was conceived. This view doesn't simply hold that history is an unchangeable constant, but that any change made by a hypothetical future time traveler would already have happened in his or her past, resulting in the reality that the traveler moves from. More elaboration on this view can be found in the Novikov self-consistency principle.", "targets": "What principle elaborates more on the view described?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-724dddf503e64f8887999c036adddb58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An advantage of the universal motor is that AC supplies may be used on motors which have some characteristics more common in DC motors, specifically high starting torque and very compact design if high running speeds are used. The negative aspect is the maintenance and short life problems caused by the commutator. Such motors are used in devices such as food mixers and power tools which are used only intermittently, and often have high starting-torque demands. Multiple taps on the field coil provide (imprecise) stepped speed control. Household blenders that advertise many speeds frequently combine a field coil with several taps and a diode that can be inserted in series with the motor (causing the motor to run on half-wave rectified AC). Universal motors also lend themselves to electronic speed control and, as such, are an ideal choice for devices like domestic washing machines. The motor can be used to agitate the drum (both forwards and in reverse) by switching the field winding with respect to the armature.", "targets": "What kind of motor can employ both AC and DC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-724dddf503e64f8887999c036adddb58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An advantage of the universal motor is that AC supplies may be used on motors which have some characteristics more common in DC motors, specifically high starting torque and very compact design if high running speeds are used. The negative aspect is the maintenance and short life problems caused by the commutator. Such motors are used in devices such as food mixers and power tools which are used only intermittently, and often have high starting-torque demands. Multiple taps on the field coil provide (imprecise) stepped speed control. Household blenders that advertise many speeds frequently combine a field coil with several taps and a diode that can be inserted in series with the motor (causing the motor to run on half-wave rectified AC). Universal motors also lend themselves to electronic speed control and, as such, are an ideal choice for devices like domestic washing machines. The motor can be used to agitate the drum (both forwards and in reverse) by switching the field winding with respect to the armature.", "targets": "What component of a universal motor is most likely to fail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-724dddf503e64f8887999c036adddb58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An advantage of the universal motor is that AC supplies may be used on motors which have some characteristics more common in DC motors, specifically high starting torque and very compact design if high running speeds are used. The negative aspect is the maintenance and short life problems caused by the commutator. Such motors are used in devices such as food mixers and power tools which are used only intermittently, and often have high starting-torque demands. Multiple taps on the field coil provide (imprecise) stepped speed control. Household blenders that advertise many speeds frequently combine a field coil with several taps and a diode that can be inserted in series with the motor (causing the motor to run on half-wave rectified AC). Universal motors also lend themselves to electronic speed control and, as such, are an ideal choice for devices like domestic washing machines. The motor can be used to agitate the drum (both forwards and in reverse) by switching the field winding with respect to the armature.", "targets": "When is torque most important in universal motor applications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-724dddf503e64f8887999c036adddb58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An advantage of the universal motor is that AC supplies may be used on motors which have some characteristics more common in DC motors, specifically high starting torque and very compact design if high running speeds are used. The negative aspect is the maintenance and short life problems caused by the commutator. Such motors are used in devices such as food mixers and power tools which are used only intermittently, and often have high starting-torque demands. Multiple taps on the field coil provide (imprecise) stepped speed control. Household blenders that advertise many speeds frequently combine a field coil with several taps and a diode that can be inserted in series with the motor (causing the motor to run on half-wave rectified AC). Universal motors also lend themselves to electronic speed control and, as such, are an ideal choice for devices like domestic washing machines. The motor can be used to agitate the drum (both forwards and in reverse) by switching the field winding with respect to the armature.", "targets": "Switching the field winding in washing machines causes the drum to agitate how?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-724dddf503e64f8887999c036adddb58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An advantage of the universal motor is that AC supplies may be used on motors which have some characteristics more common in DC motors, specifically high starting torque and very compact design if high running speeds are used. The negative aspect is the maintenance and short life problems caused by the commutator. Such motors are used in devices such as food mixers and power tools which are used only intermittently, and often have high starting-torque demands. Multiple taps on the field coil provide (imprecise) stepped speed control. Household blenders that advertise many speeds frequently combine a field coil with several taps and a diode that can be inserted in series with the motor (causing the motor to run on half-wave rectified AC). Universal motors also lend themselves to electronic speed control and, as such, are an ideal choice for devices like domestic washing machines. The motor can be used to agitate the drum (both forwards and in reverse) by switching the field winding with respect to the armature.", "targets": "How is stepped speed control achieved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb939239a6d144609ceadb10421df53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room.", "targets": "Who did the Parliament rent additional buildings from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb939239a6d144609ceadb10421df53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room.", "targets": "What  former administrative building was used for the MSP's offices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb939239a6d144609ceadb10421df53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room.", "targets": "What happened to the building on George IV Bridge when the Parliament was done with it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb939239a6d144609ceadb10421df53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room.", "targets": "What do the former Midlothian County Buildings face?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb939239a6d144609ceadb10421df53a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the General Assembly Hall, the Parliament also used buildings rented from the City of Edinburgh Council. The former administrative building of Lothian Regional Council on George IV Bridge was used for the MSP's offices. Following the move to Holyrood in 2004 this building was demolished. The former Midlothian County Buildings facing Parliament Square, High Street and George IV Bridge in Edinburgh (originally built as the headquarters of the pre-1975 Midlothian County Council) housed the Parliament's visitors' centre and shop, whilst the main hall was used as the Parliament's principal committee room.", "targets": "Which hall was used as Parliament's principle committee room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f32c1c44c4cf4b9286b727876c7a99d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ningbo, Wenzhou, Taizhou and Zhoushan are important commercial ports. The Hangzhou Bay Bridge between Haiyan County and Cixi, is the longest bridge over a continuous body of sea water in the world.", "targets": "What is an important commercial port along with Ningbo, Wenzhou and Taizhou?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f32c1c44c4cf4b9286b727876c7a99d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ningbo, Wenzhou, Taizhou and Zhoushan are important commercial ports. The Hangzhou Bay Bridge between Haiyan County and Cixi, is the longest bridge over a continuous body of sea water in the world.", "targets": "What bridge is between Haiyan County and Cixi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f32c1c44c4cf4b9286b727876c7a99d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ningbo, Wenzhou, Taizhou and Zhoushan are important commercial ports. The Hangzhou Bay Bridge between Haiyan County and Cixi, is the longest bridge over a continuous body of sea water in the world.", "targets": "What is the longest bridge over a continuous body of sea water in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f32c1c44c4cf4b9286b727876c7a99d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ningbo, Wenzhou, Taizhou and Zhoushan are important commercial ports. The Hangzhou Bay Bridge between Haiyan County and Cixi, is the longest bridge over a continuous body of sea water in the world.", "targets": "What kind of ports are Taizhou and Ningbo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f32c1c44c4cf4b9286b727876c7a99d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ningbo, Wenzhou, Taizhou and Zhoushan are important commercial ports. The Hangzhou Bay Bridge between Haiyan County and Cixi, is the longest bridge over a continuous body of sea water in the world.", "targets": "The Hangzhou Bay Bridge goes between Haiyan County and where else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bb3059de1b744afb02548db68892e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, Turkey was ordered by the European Court of Human Rights to pay well over $100m in compensation to Cyprus for the invasion; Ankara announced that it would ignore the judgment. In 2014, a group of Cypriot refugees and a European parliamentarian, later joined by the Cypriot government, filed a complaint to the International Court of Justice, accusing Turkey of violating the Geneva Conventions by directly or indirectly transferring its civilian population into occupied territory. Over the preceding ten years, civilian transfer by Turkey had \"reached new heights\", in the words of one US ambassador.[f] Other violations of the Geneva and the Hague Conventions\u2014both ratified by Turkey\u2014amount to what archaeologist Sophocles Hadjisavvas called \"the organized destruction of Greek and Christian heritage in the north\". These violations include looting of cultural treasures, deliberate destruction of churches, neglect of works of art, and altering the names of important historical sites, which was condemned by the International Council on Monuments and Sites. Hadjisavvas has asserted that these actions are motivated by a Turkish policy of erasing the Greek presence in Northern Cyprus within a framework of ethnic cleansing, as well as by greed and profit-seeking on the part of the individuals involved.", "targets": "How much was Turkey ordered to pay in compensation to Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bb3059de1b744afb02548db68892e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, Turkey was ordered by the European Court of Human Rights to pay well over $100m in compensation to Cyprus for the invasion; Ankara announced that it would ignore the judgment. In 2014, a group of Cypriot refugees and a European parliamentarian, later joined by the Cypriot government, filed a complaint to the International Court of Justice, accusing Turkey of violating the Geneva Conventions by directly or indirectly transferring its civilian population into occupied territory. Over the preceding ten years, civilian transfer by Turkey had \"reached new heights\", in the words of one US ambassador.[f] Other violations of the Geneva and the Hague Conventions\u2014both ratified by Turkey\u2014amount to what archaeologist Sophocles Hadjisavvas called \"the organized destruction of Greek and Christian heritage in the north\". These violations include looting of cultural treasures, deliberate destruction of churches, neglect of works of art, and altering the names of important historical sites, which was condemned by the International Council on Monuments and Sites. Hadjisavvas has asserted that these actions are motivated by a Turkish policy of erasing the Greek presence in Northern Cyprus within a framework of ethnic cleansing, as well as by greed and profit-seeking on the part of the individuals involved.", "targets": "Who was accused of violating the Geneva Conventions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bb3059de1b744afb02548db68892e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, Turkey was ordered by the European Court of Human Rights to pay well over $100m in compensation to Cyprus for the invasion; Ankara announced that it would ignore the judgment. In 2014, a group of Cypriot refugees and a European parliamentarian, later joined by the Cypriot government, filed a complaint to the International Court of Justice, accusing Turkey of violating the Geneva Conventions by directly or indirectly transferring its civilian population into occupied territory. Over the preceding ten years, civilian transfer by Turkey had \"reached new heights\", in the words of one US ambassador.[f] Other violations of the Geneva and the Hague Conventions\u2014both ratified by Turkey\u2014amount to what archaeologist Sophocles Hadjisavvas called \"the organized destruction of Greek and Christian heritage in the north\". These violations include looting of cultural treasures, deliberate destruction of churches, neglect of works of art, and altering the names of important historical sites, which was condemned by the International Council on Monuments and Sites. Hadjisavvas has asserted that these actions are motivated by a Turkish policy of erasing the Greek presence in Northern Cyprus within a framework of ethnic cleansing, as well as by greed and profit-seeking on the part of the individuals involved.", "targets": "What year was Turkey ordered to pay fines to Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bb3059de1b744afb02548db68892e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, Turkey was ordered by the European Court of Human Rights to pay well over $100m in compensation to Cyprus for the invasion; Ankara announced that it would ignore the judgment. In 2014, a group of Cypriot refugees and a European parliamentarian, later joined by the Cypriot government, filed a complaint to the International Court of Justice, accusing Turkey of violating the Geneva Conventions by directly or indirectly transferring its civilian population into occupied territory. Over the preceding ten years, civilian transfer by Turkey had \"reached new heights\", in the words of one US ambassador.[f] Other violations of the Geneva and the Hague Conventions\u2014both ratified by Turkey\u2014amount to what archaeologist Sophocles Hadjisavvas called \"the organized destruction of Greek and Christian heritage in the north\". These violations include looting of cultural treasures, deliberate destruction of churches, neglect of works of art, and altering the names of important historical sites, which was condemned by the International Council on Monuments and Sites. Hadjisavvas has asserted that these actions are motivated by a Turkish policy of erasing the Greek presence in Northern Cyprus within a framework of ethnic cleansing, as well as by greed and profit-seeking on the part of the individuals involved.", "targets": "Why was Turkey accused of violating the Geneva Conventions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ec3a445950e41b7be735bd313e2c4d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the former Soviet Union, electric traction eventually became somewhat more energy-efficient than diesel. Partly due to inefficient generation of electricity in the USSR (only 20.8% thermal efficiency in 1950 vs. 36.2% in 1975), in 1950 diesel traction was about twice as energy efficient as electric traction (in terms of net tonne-km of freight per kg of fuel). But as efficiency of electricity generation (and thus of electric traction) improved, by about 1965 electric railways became more efficient than diesel. After the mid 1970s electrics used about 25% less fuel per ton-km. However diesels were mainly used on single track lines with a fair amount of traffic  so that the lower fuel consumption of electrics may be in part due to better operating conditions on electrified lines (such as double tracking) rather than inherent energy efficiency. Nevertheless, the cost of diesel fuel was about 1.5 times more (per unit of heat energy content) than that of the fuel used in electric power plants (that generated electricity), thus making electric railways even more energy-cost effective.", "targets": "What type of trains became more energy-efficient in the former Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ec3a445950e41b7be735bd313e2c4d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the former Soviet Union, electric traction eventually became somewhat more energy-efficient than diesel. Partly due to inefficient generation of electricity in the USSR (only 20.8% thermal efficiency in 1950 vs. 36.2% in 1975), in 1950 diesel traction was about twice as energy efficient as electric traction (in terms of net tonne-km of freight per kg of fuel). But as efficiency of electricity generation (and thus of electric traction) improved, by about 1965 electric railways became more efficient than diesel. After the mid 1970s electrics used about 25% less fuel per ton-km. However diesels were mainly used on single track lines with a fair amount of traffic  so that the lower fuel consumption of electrics may be in part due to better operating conditions on electrified lines (such as double tracking) rather than inherent energy efficiency. Nevertheless, the cost of diesel fuel was about 1.5 times more (per unit of heat energy content) than that of the fuel used in electric power plants (that generated electricity), thus making electric railways even more energy-cost effective.", "targets": "What year could be marked as year when electric railways more efficient than diesel ones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ec3a445950e41b7be735bd313e2c4d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the former Soviet Union, electric traction eventually became somewhat more energy-efficient than diesel. Partly due to inefficient generation of electricity in the USSR (only 20.8% thermal efficiency in 1950 vs. 36.2% in 1975), in 1950 diesel traction was about twice as energy efficient as electric traction (in terms of net tonne-km of freight per kg of fuel). But as efficiency of electricity generation (and thus of electric traction) improved, by about 1965 electric railways became more efficient than diesel. After the mid 1970s electrics used about 25% less fuel per ton-km. However diesels were mainly used on single track lines with a fair amount of traffic  so that the lower fuel consumption of electrics may be in part due to better operating conditions on electrified lines (such as double tracking) rather than inherent energy efficiency. Nevertheless, the cost of diesel fuel was about 1.5 times more (per unit of heat energy content) than that of the fuel used in electric power plants (that generated electricity), thus making electric railways even more energy-cost effective.", "targets": "How much fuel did electric train used less than diesel in the middle of 1970 in USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ec3a445950e41b7be735bd313e2c4d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the former Soviet Union, electric traction eventually became somewhat more energy-efficient than diesel. Partly due to inefficient generation of electricity in the USSR (only 20.8% thermal efficiency in 1950 vs. 36.2% in 1975), in 1950 diesel traction was about twice as energy efficient as electric traction (in terms of net tonne-km of freight per kg of fuel). But as efficiency of electricity generation (and thus of electric traction) improved, by about 1965 electric railways became more efficient than diesel. After the mid 1970s electrics used about 25% less fuel per ton-km. However diesels were mainly used on single track lines with a fair amount of traffic  so that the lower fuel consumption of electrics may be in part due to better operating conditions on electrified lines (such as double tracking) rather than inherent energy efficiency. Nevertheless, the cost of diesel fuel was about 1.5 times more (per unit of heat energy content) than that of the fuel used in electric power plants (that generated electricity), thus making electric railways even more energy-cost effective.", "targets": "What could be a factor of lower energy consumption for electric trains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ec3a445950e41b7be735bd313e2c4d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the former Soviet Union, electric traction eventually became somewhat more energy-efficient than diesel. Partly due to inefficient generation of electricity in the USSR (only 20.8% thermal efficiency in 1950 vs. 36.2% in 1975), in 1950 diesel traction was about twice as energy efficient as electric traction (in terms of net tonne-km of freight per kg of fuel). But as efficiency of electricity generation (and thus of electric traction) improved, by about 1965 electric railways became more efficient than diesel. After the mid 1970s electrics used about 25% less fuel per ton-km. However diesels were mainly used on single track lines with a fair amount of traffic  so that the lower fuel consumption of electrics may be in part due to better operating conditions on electrified lines (such as double tracking) rather than inherent energy efficiency. Nevertheless, the cost of diesel fuel was about 1.5 times more (per unit of heat energy content) than that of the fuel used in electric power plants (that generated electricity), thus making electric railways even more energy-cost effective.", "targets": "How much more expensive was diesel compare to electricity per unit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04dd40ec2ac64734bad9f06b27415d2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The teachings on the Four Noble Truths are regarded as central to the teachings of Buddhism, and are said to provide a conceptual framework for Buddhist thought. These four truths explain the nature of dukkha (suffering, anxiety, unsatisfactoriness), its causes, and how it can be overcome. The four truths are:[note 4]", "targets": "What is considered to be central to the teachings of Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04dd40ec2ac64734bad9f06b27415d2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The teachings on the Four Noble Truths are regarded as central to the teachings of Buddhism, and are said to provide a conceptual framework for Buddhist thought. These four truths explain the nature of dukkha (suffering, anxiety, unsatisfactoriness), its causes, and how it can be overcome. The four truths are:[note 4]", "targets": "What do the Four Noble Truths explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04dd40ec2ac64734bad9f06b27415d2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The teachings on the Four Noble Truths are regarded as central to the teachings of Buddhism, and are said to provide a conceptual framework for Buddhist thought. These four truths explain the nature of dukkha (suffering, anxiety, unsatisfactoriness), its causes, and how it can be overcome. The four truths are:[note 4]", "targets": "What teachings are the most important to Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04dd40ec2ac64734bad9f06b27415d2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The teachings on the Four Noble Truths are regarded as central to the teachings of Buddhism, and are said to provide a conceptual framework for Buddhist thought. These four truths explain the nature of dukkha (suffering, anxiety, unsatisfactoriness), its causes, and how it can be overcome. The four truths are:[note 4]", "targets": "What part of Dukkha deals with pain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04dd40ec2ac64734bad9f06b27415d2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The teachings on the Four Noble Truths are regarded as central to the teachings of Buddhism, and are said to provide a conceptual framework for Buddhist thought. These four truths explain the nature of dukkha (suffering, anxiety, unsatisfactoriness), its causes, and how it can be overcome. The four truths are:[note 4]", "targets": "What is considered central to the teachings of Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04dd40ec2ac64734bad9f06b27415d2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The teachings on the Four Noble Truths are regarded as central to the teachings of Buddhism, and are said to provide a conceptual framework for Buddhist thought. These four truths explain the nature of dukkha (suffering, anxiety, unsatisfactoriness), its causes, and how it can be overcome. The four truths are:[note 4]", "targets": "The four truths explain the nature of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-636e0e5911114fd1abbbe780f8dab1d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are over three thousand islands along the rugged coastline of Zhejiang. The largest, Zhoushan Island, is Mainland China's third largest island, after Hainan and Chongming. There are also many bays, of which Hangzhou Bay is the largest.  Zhejiang has a humid subtropical climate with four distinct seasons. Spring starts in March and is rainy with changeable weather. Summer, from June to September is long, hot, rainy, and humid. Fall is generally dry, warm and sunny. Winters are short but cold except in the far south. Average annual temperature is around 15 to 19 \u00b0C (59 to 66 \u00b0F), average January temperature is around 2 to 8 \u00b0C (36 to 46 \u00b0F) and average July temperature is around 27 to 30 \u00b0C (81 to 86 \u00b0F). Annual precipitation is about 1,000 to 1,900 mm (39 to 75 in). There is plenty of rainfall in early summer, and by late summer Zhejiang is directly threatened by typhoons forming in the Pacific.", "targets": "How many islands are along the rugged coastline of Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-636e0e5911114fd1abbbe780f8dab1d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are over three thousand islands along the rugged coastline of Zhejiang. The largest, Zhoushan Island, is Mainland China's third largest island, after Hainan and Chongming. There are also many bays, of which Hangzhou Bay is the largest.  Zhejiang has a humid subtropical climate with four distinct seasons. Spring starts in March and is rainy with changeable weather. Summer, from June to September is long, hot, rainy, and humid. Fall is generally dry, warm and sunny. Winters are short but cold except in the far south. Average annual temperature is around 15 to 19 \u00b0C (59 to 66 \u00b0F), average January temperature is around 2 to 8 \u00b0C (36 to 46 \u00b0F) and average July temperature is around 27 to 30 \u00b0C (81 to 86 \u00b0F). Annual precipitation is about 1,000 to 1,900 mm (39 to 75 in). There is plenty of rainfall in early summer, and by late summer Zhejiang is directly threatened by typhoons forming in the Pacific.", "targets": "What is the largest island near Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-636e0e5911114fd1abbbe780f8dab1d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are over three thousand islands along the rugged coastline of Zhejiang. The largest, Zhoushan Island, is Mainland China's third largest island, after Hainan and Chongming. There are also many bays, of which Hangzhou Bay is the largest.  Zhejiang has a humid subtropical climate with four distinct seasons. Spring starts in March and is rainy with changeable weather. Summer, from June to September is long, hot, rainy, and humid. Fall is generally dry, warm and sunny. Winters are short but cold except in the far south. Average annual temperature is around 15 to 19 \u00b0C (59 to 66 \u00b0F), average January temperature is around 2 to 8 \u00b0C (36 to 46 \u00b0F) and average July temperature is around 27 to 30 \u00b0C (81 to 86 \u00b0F). Annual precipitation is about 1,000 to 1,900 mm (39 to 75 in). There is plenty of rainfall in early summer, and by late summer Zhejiang is directly threatened by typhoons forming in the Pacific.", "targets": "What is the largest bay of Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-636e0e5911114fd1abbbe780f8dab1d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are over three thousand islands along the rugged coastline of Zhejiang. The largest, Zhoushan Island, is Mainland China's third largest island, after Hainan and Chongming. There are also many bays, of which Hangzhou Bay is the largest.  Zhejiang has a humid subtropical climate with four distinct seasons. Spring starts in March and is rainy with changeable weather. Summer, from June to September is long, hot, rainy, and humid. Fall is generally dry, warm and sunny. Winters are short but cold except in the far south. Average annual temperature is around 15 to 19 \u00b0C (59 to 66 \u00b0F), average January temperature is around 2 to 8 \u00b0C (36 to 46 \u00b0F) and average July temperature is around 27 to 30 \u00b0C (81 to 86 \u00b0F). Annual precipitation is about 1,000 to 1,900 mm (39 to 75 in). There is plenty of rainfall in early summer, and by late summer Zhejiang is directly threatened by typhoons forming in the Pacific.", "targets": "How many distinct seasons does Zhejiang have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-636e0e5911114fd1abbbe780f8dab1d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are over three thousand islands along the rugged coastline of Zhejiang. The largest, Zhoushan Island, is Mainland China's third largest island, after Hainan and Chongming. There are also many bays, of which Hangzhou Bay is the largest.  Zhejiang has a humid subtropical climate with four distinct seasons. Spring starts in March and is rainy with changeable weather. Summer, from June to September is long, hot, rainy, and humid. Fall is generally dry, warm and sunny. Winters are short but cold except in the far south. Average annual temperature is around 15 to 19 \u00b0C (59 to 66 \u00b0F), average January temperature is around 2 to 8 \u00b0C (36 to 46 \u00b0F) and average July temperature is around 27 to 30 \u00b0C (81 to 86 \u00b0F). Annual precipitation is about 1,000 to 1,900 mm (39 to 75 in). There is plenty of rainfall in early summer, and by late summer Zhejiang is directly threatened by typhoons forming in the Pacific.", "targets": "When does Spring start in Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c4f5fda90654fc4833c53c533ad0b1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plugs-out test began on the morning of January 27, 1967, and immediately was plagued with problems. First the crew noticed a strange odor in their spacesuits, which delayed the sealing of the hatch. Then, communications problems frustrated the astronauts and forced a hold in the simulated countdown. During this hold, an electrical fire began in the cabin, and spread quickly in the high pressure, 100% oxygen atmosphere. Pressure rose high enough from the fire that the cabin burst and the fire erupted onto the pad area, frustrating attempts to rescue the crew. The astronauts were asphyxiated before the hatch could be opened.", "targets": "What was the first problem astronauts encountered during the plugs-out test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c4f5fda90654fc4833c53c533ad0b1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plugs-out test began on the morning of January 27, 1967, and immediately was plagued with problems. First the crew noticed a strange odor in their spacesuits, which delayed the sealing of the hatch. Then, communications problems frustrated the astronauts and forced a hold in the simulated countdown. During this hold, an electrical fire began in the cabin, and spread quickly in the high pressure, 100% oxygen atmosphere. Pressure rose high enough from the fire that the cabin burst and the fire erupted onto the pad area, frustrating attempts to rescue the crew. The astronauts were asphyxiated before the hatch could be opened.", "targets": "When did the very first plugs-out test occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c4f5fda90654fc4833c53c533ad0b1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plugs-out test began on the morning of January 27, 1967, and immediately was plagued with problems. First the crew noticed a strange odor in their spacesuits, which delayed the sealing of the hatch. Then, communications problems frustrated the astronauts and forced a hold in the simulated countdown. During this hold, an electrical fire began in the cabin, and spread quickly in the high pressure, 100% oxygen atmosphere. Pressure rose high enough from the fire that the cabin burst and the fire erupted onto the pad area, frustrating attempts to rescue the crew. The astronauts were asphyxiated before the hatch could be opened.", "targets": "What happened during the plugs-out test during the delay for the spacesuit odor? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c4f5fda90654fc4833c53c533ad0b1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plugs-out test began on the morning of January 27, 1967, and immediately was plagued with problems. First the crew noticed a strange odor in their spacesuits, which delayed the sealing of the hatch. Then, communications problems frustrated the astronauts and forced a hold in the simulated countdown. During this hold, an electrical fire began in the cabin, and spread quickly in the high pressure, 100% oxygen atmosphere. Pressure rose high enough from the fire that the cabin burst and the fire erupted onto the pad area, frustrating attempts to rescue the crew. The astronauts were asphyxiated before the hatch could be opened.", "targets": "What happened to the crew onboard during the plugs-out test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c4f5fda90654fc4833c53c533ad0b1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plugs-out test began on the morning of January 27, 1967, and immediately was plagued with problems. First the crew noticed a strange odor in their spacesuits, which delayed the sealing of the hatch. Then, communications problems frustrated the astronauts and forced a hold in the simulated countdown. During this hold, an electrical fire began in the cabin, and spread quickly in the high pressure, 100% oxygen atmosphere. Pressure rose high enough from the fire that the cabin burst and the fire erupted onto the pad area, frustrating attempts to rescue the crew. The astronauts were asphyxiated before the hatch could be opened.", "targets": "What type of atmosphere helped fuel the fire throughout the cabin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b1077aff804812b6581262969d5d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatively, or in addition to this practice, the members of an upper house may be indirectly elected by the government or legislature of the component states, as occurred in the United States prior to 1913, or be actual members or delegates of the state governments, as, for example, is the case in the German Bundesrat and in the Council of the European Union. The lower house of a federal legislature is usually directly elected, with apportionment in proportion to population, although states may sometimes still be guaranteed a certain minimum number of seats.", "targets": "Who can elect the members of the upper house? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b1077aff804812b6581262969d5d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatively, or in addition to this practice, the members of an upper house may be indirectly elected by the government or legislature of the component states, as occurred in the United States prior to 1913, or be actual members or delegates of the state governments, as, for example, is the case in the German Bundesrat and in the Council of the European Union. The lower house of a federal legislature is usually directly elected, with apportionment in proportion to population, although states may sometimes still be guaranteed a certain minimum number of seats.", "targets": "Can the members of the upper house be elected directly or indirectly? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92b1077aff804812b6581262969d5d4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alternatively, or in addition to this practice, the members of an upper house may be indirectly elected by the government or legislature of the component states, as occurred in the United States prior to 1913, or be actual members or delegates of the state governments, as, for example, is the case in the German Bundesrat and in the Council of the European Union. The lower house of a federal legislature is usually directly elected, with apportionment in proportion to population, although states may sometimes still be guaranteed a certain minimum number of seats.", "targets": "Can the members of the lower house be elected directly or indirectly? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a7ce795a9345948a558a2a960897bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her Diamond Jubilee in 2012 marked 60 years on the throne, and celebrations were held throughout her realms, the wider Commonwealth, and beyond. In a message released on Accession Day, she stated: \"In this special year, as I dedicate myself anew to your service, I hope we will all be reminded of the power of togetherness and the convening strength of family, friendship and good neighbourliness ... I hope also that this Jubilee year will be a time to give thanks for the great advances that have been made since 1952 and to look forward to the future with clear head and warm heart\". She and her husband undertook an extensive tour of the United Kingdom, while her children and grandchildren embarked on royal tours of other Commonwealth states on her behalf. On 4 June, Jubilee beacons were lit around the world. On 18 December, she became the first British sovereign to attend a peacetime Cabinet meeting since George III in 1781.", "targets": "How many years has Elizabeth been Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a7ce795a9345948a558a2a960897bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her Diamond Jubilee in 2012 marked 60 years on the throne, and celebrations were held throughout her realms, the wider Commonwealth, and beyond. In a message released on Accession Day, she stated: \"In this special year, as I dedicate myself anew to your service, I hope we will all be reminded of the power of togetherness and the convening strength of family, friendship and good neighbourliness ... I hope also that this Jubilee year will be a time to give thanks for the great advances that have been made since 1952 and to look forward to the future with clear head and warm heart\". She and her husband undertook an extensive tour of the United Kingdom, while her children and grandchildren embarked on royal tours of other Commonwealth states on her behalf. On 4 June, Jubilee beacons were lit around the world. On 18 December, she became the first British sovereign to attend a peacetime Cabinet meeting since George III in 1781.", "targets": "What celebration marks 60 years for Elizabeth as Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a7ce795a9345948a558a2a960897bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her Diamond Jubilee in 2012 marked 60 years on the throne, and celebrations were held throughout her realms, the wider Commonwealth, and beyond. In a message released on Accession Day, she stated: \"In this special year, as I dedicate myself anew to your service, I hope we will all be reminded of the power of togetherness and the convening strength of family, friendship and good neighbourliness ... I hope also that this Jubilee year will be a time to give thanks for the great advances that have been made since 1952 and to look forward to the future with clear head and warm heart\". She and her husband undertook an extensive tour of the United Kingdom, while her children and grandchildren embarked on royal tours of other Commonwealth states on her behalf. On 4 June, Jubilee beacons were lit around the world. On 18 December, she became the first British sovereign to attend a peacetime Cabinet meeting since George III in 1781.", "targets": "What year marks Elizabeth's Diamond Jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a7ce795a9345948a558a2a960897bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her Diamond Jubilee in 2012 marked 60 years on the throne, and celebrations were held throughout her realms, the wider Commonwealth, and beyond. In a message released on Accession Day, she stated: \"In this special year, as I dedicate myself anew to your service, I hope we will all be reminded of the power of togetherness and the convening strength of family, friendship and good neighbourliness ... I hope also that this Jubilee year will be a time to give thanks for the great advances that have been made since 1952 and to look forward to the future with clear head and warm heart\". She and her husband undertook an extensive tour of the United Kingdom, while her children and grandchildren embarked on royal tours of other Commonwealth states on her behalf. On 4 June, Jubilee beacons were lit around the world. On 18 December, she became the first British sovereign to attend a peacetime Cabinet meeting since George III in 1781.", "targets": "Where did Elizabeth tour as a celebration of her jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56a7ce795a9345948a558a2a960897bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her Diamond Jubilee in 2012 marked 60 years on the throne, and celebrations were held throughout her realms, the wider Commonwealth, and beyond. In a message released on Accession Day, she stated: \"In this special year, as I dedicate myself anew to your service, I hope we will all be reminded of the power of togetherness and the convening strength of family, friendship and good neighbourliness ... I hope also that this Jubilee year will be a time to give thanks for the great advances that have been made since 1952 and to look forward to the future with clear head and warm heart\". She and her husband undertook an extensive tour of the United Kingdom, while her children and grandchildren embarked on royal tours of other Commonwealth states on her behalf. On 4 June, Jubilee beacons were lit around the world. On 18 December, she became the first British sovereign to attend a peacetime Cabinet meeting since George III in 1781.", "targets": "When was the last time that a sovereign attended a peacetime cabinet meeting? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b556109f4f47808c36b0e3d631dedd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration to Israel during the late 1940s and early 1950s was aided by the Israeli Immigration Department and the non-government sponsored Mossad LeAliyah Bet (\"Institution for Illegal Immigration\"). Both groups facilitated regular immigration logistics like arranging transportation, but the latter also engaged in clandestine operations in countries, particularly in the Middle East and Eastern Europe, where the lives of Jews were believed to be in danger and exit from those places was difficult. Mossad LeAliyah Bet continued to take part in immigration efforts until its disbanding in 1953. An influx of Holocaust survivors and Jews from Arab and Muslim lands immigrated to Israel during the first 3 years and the number of Jews increased from 700,000 to 1,400,000, many of whom faced persecution in their original countries. The immigration was in accordance with the One Million Plan.", "targets": "Who aided the immigration to Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b556109f4f47808c36b0e3d631dedd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration to Israel during the late 1940s and early 1950s was aided by the Israeli Immigration Department and the non-government sponsored Mossad LeAliyah Bet (\"Institution for Illegal Immigration\"). Both groups facilitated regular immigration logistics like arranging transportation, but the latter also engaged in clandestine operations in countries, particularly in the Middle East and Eastern Europe, where the lives of Jews were believed to be in danger and exit from those places was difficult. Mossad LeAliyah Bet continued to take part in immigration efforts until its disbanding in 1953. An influx of Holocaust survivors and Jews from Arab and Muslim lands immigrated to Israel during the first 3 years and the number of Jews increased from 700,000 to 1,400,000, many of whom faced persecution in their original countries. The immigration was in accordance with the One Million Plan.", "targets": "The immigration was in accordance to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9b556109f4f47808c36b0e3d631dedd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration to Israel during the late 1940s and early 1950s was aided by the Israeli Immigration Department and the non-government sponsored Mossad LeAliyah Bet (\"Institution for Illegal Immigration\"). Both groups facilitated regular immigration logistics like arranging transportation, but the latter also engaged in clandestine operations in countries, particularly in the Middle East and Eastern Europe, where the lives of Jews were believed to be in danger and exit from those places was difficult. Mossad LeAliyah Bet continued to take part in immigration efforts until its disbanding in 1953. An influx of Holocaust survivors and Jews from Arab and Muslim lands immigrated to Israel during the first 3 years and the number of Jews increased from 700,000 to 1,400,000, many of whom faced persecution in their original countries. The immigration was in accordance with the One Million Plan.", "targets": "When did the Mossad LeAliyah Bet disband?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57283f0eb3ba4bccb0648ef6f53e883f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While most artists became established in other formats before moving to adult contemporary, Michael Bubl\u00e9 and Josh Groban started out as AC artists. Throughout this decade, artists such as Nick Lachey, James Blunt, John Mayer, Bruno Mars, Jason Mraz, Kelly Clarkson, Adele, Clay Aiken and Susan Boyle have become successful thanks to a ballad heavy sound. Much as some hot AC and modern rock artists have crossed over into each other, so too has soft AC crossed with country music in this decade. Country musicians such as Faith Hill, Shania Twain, LeAnn Rimes and Carrie Underwood have had success on both charts.", "targets": "Along with Josh Groban, what notable pop artist started out his career on adult contemporary radio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57283f0eb3ba4bccb0648ef6f53e883f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While most artists became established in other formats before moving to adult contemporary, Michael Bubl\u00e9 and Josh Groban started out as AC artists. Throughout this decade, artists such as Nick Lachey, James Blunt, John Mayer, Bruno Mars, Jason Mraz, Kelly Clarkson, Adele, Clay Aiken and Susan Boyle have become successful thanks to a ballad heavy sound. Much as some hot AC and modern rock artists have crossed over into each other, so too has soft AC crossed with country music in this decade. Country musicians such as Faith Hill, Shania Twain, LeAnn Rimes and Carrie Underwood have had success on both charts.", "targets": "What sort of sound does the music of Susan Boyle have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57283f0eb3ba4bccb0648ef6f53e883f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While most artists became established in other formats before moving to adult contemporary, Michael Bubl\u00e9 and Josh Groban started out as AC artists. Throughout this decade, artists such as Nick Lachey, James Blunt, John Mayer, Bruno Mars, Jason Mraz, Kelly Clarkson, Adele, Clay Aiken and Susan Boyle have become successful thanks to a ballad heavy sound. Much as some hot AC and modern rock artists have crossed over into each other, so too has soft AC crossed with country music in this decade. Country musicians such as Faith Hill, Shania Twain, LeAnn Rimes and Carrie Underwood have had success on both charts.", "targets": "Along with Faith Hill, Shania Twain and LeAnn Rimes, what country artist has had adult contemporary hits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57283f0eb3ba4bccb0648ef6f53e883f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While most artists became established in other formats before moving to adult contemporary, Michael Bubl\u00e9 and Josh Groban started out as AC artists. Throughout this decade, artists such as Nick Lachey, James Blunt, John Mayer, Bruno Mars, Jason Mraz, Kelly Clarkson, Adele, Clay Aiken and Susan Boyle have become successful thanks to a ballad heavy sound. Much as some hot AC and modern rock artists have crossed over into each other, so too has soft AC crossed with country music in this decade. Country musicians such as Faith Hill, Shania Twain, LeAnn Rimes and Carrie Underwood have had success on both charts.", "targets": "What genre of music has soft AC found common ground with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366026d78e63400d8af5cf701a62aec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A January 2013 press release from the USB group revealed plans to update USB 3.0 to 10 Gbit/s. The group ended up creating a new USB version, USB 3.1, which was released on 31 July 2013, introducing a faster transfer mode called SuperSpeed USB 10 Gbit/s, putting it on par with a single first-generation Thunderbolt channel. The new mode's logo features a \"Superspeed+\" caption (stylized as SUPERSPEED+). The USB 3.1 standard increases the data signaling rate to 10 Gbit/s in the USB 3.1 Gen2 mode, double that of USB 3.0 (referred to as USB 3.1 Gen1) and reduces line encoding overhead to just 3% by changing the encoding scheme to 128b/132b. The first USB 3.1 implementation demonstrated transfer speeds of 7.2 Gbit/s.", "targets": "When were the plans to update USB 3.0 to 10 Gbit/s revealed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366026d78e63400d8af5cf701a62aec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A January 2013 press release from the USB group revealed plans to update USB 3.0 to 10 Gbit/s. The group ended up creating a new USB version, USB 3.1, which was released on 31 July 2013, introducing a faster transfer mode called SuperSpeed USB 10 Gbit/s, putting it on par with a single first-generation Thunderbolt channel. The new mode's logo features a \"Superspeed+\" caption (stylized as SUPERSPEED+). The USB 3.1 standard increases the data signaling rate to 10 Gbit/s in the USB 3.1 Gen2 mode, double that of USB 3.0 (referred to as USB 3.1 Gen1) and reduces line encoding overhead to just 3% by changing the encoding scheme to 128b/132b. The first USB 3.1 implementation demonstrated transfer speeds of 7.2 Gbit/s.", "targets": "What actually happened whenever USB 3.0 was updated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366026d78e63400d8af5cf701a62aec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A January 2013 press release from the USB group revealed plans to update USB 3.0 to 10 Gbit/s. The group ended up creating a new USB version, USB 3.1, which was released on 31 July 2013, introducing a faster transfer mode called SuperSpeed USB 10 Gbit/s, putting it on par with a single first-generation Thunderbolt channel. The new mode's logo features a \"Superspeed+\" caption (stylized as SUPERSPEED+). The USB 3.1 standard increases the data signaling rate to 10 Gbit/s in the USB 3.1 Gen2 mode, double that of USB 3.0 (referred to as USB 3.1 Gen1) and reduces line encoding overhead to just 3% by changing the encoding scheme to 128b/132b. The first USB 3.1 implementation demonstrated transfer speeds of 7.2 Gbit/s.", "targets": "When was USB 3.1 released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366026d78e63400d8af5cf701a62aec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A January 2013 press release from the USB group revealed plans to update USB 3.0 to 10 Gbit/s. The group ended up creating a new USB version, USB 3.1, which was released on 31 July 2013, introducing a faster transfer mode called SuperSpeed USB 10 Gbit/s, putting it on par with a single first-generation Thunderbolt channel. The new mode's logo features a \"Superspeed+\" caption (stylized as SUPERSPEED+). The USB 3.1 standard increases the data signaling rate to 10 Gbit/s in the USB 3.1 Gen2 mode, double that of USB 3.0 (referred to as USB 3.1 Gen1) and reduces line encoding overhead to just 3% by changing the encoding scheme to 128b/132b. The first USB 3.1 implementation demonstrated transfer speeds of 7.2 Gbit/s.", "targets": "What does the USB 3.1 standard increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "Downtown Houston consisted of what type of building in the 1960's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "When were skyscrapers first built in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "What is the tallest building in Texas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "How tall is the JP Morgan Chase Tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "What is the second tallest building in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "In the 1970 s what developer built high rises in downtown Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "What was the highest building in Houston completed in 1982?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "What was the original name of the JP Morgan Chase Tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "What is the Chase Tower rated as in height in Texas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfd1dbbec344af8afbae4f43b1515a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1960s, Downtown Houston consisted of a collection of mid-rise office structures. Downtown was on the threshold of an energy industry\u2013led boom in 1970. A succession of skyscrapers were built throughout the 1970s\u2014many by real estate developer Gerald D. Hines\u2014culminating with Houston's tallest skyscraper, the 75-floor, 1,002-foot (305 m)-tall JPMorgan Chase Tower (formerly the Texas Commerce Tower), completed in 1982. It is the tallest structure in Texas, 15th tallest building in the United States, and the 85th tallest skyscraper in the world, based on highest architectural feature. In 1983, the 71-floor, 992-foot (302 m)-tall Wells Fargo Plaza (formerly Allied Bank Plaza) was completed, becoming the second-tallest building in Houston and Texas. Based on highest architectural feature, it is the 17th tallest in the United States and the 95th tallest in the world. In 2007, downtown Houston had over 43 million square feet (4,000,000 m\u00b2) of office space.", "targets": "By 2007 how many square feet of office space did Houston have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8c33c6ec2446bc9ab674227b07c3c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the apartheid era, those classed as \"Coloured\" were oppressed and discriminated against. But, they had limited rights and overall had slightly better socioeconomic conditions than those classed as \"Black\". The government required that Blacks and Coloureds live in areas separate from Whites, creating large townships located away from the cities as areas for Blacks.", "targets": "Who was oppressed and discriminated against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8c33c6ec2446bc9ab674227b07c3c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the apartheid era, those classed as \"Coloured\" were oppressed and discriminated against. But, they had limited rights and overall had slightly better socioeconomic conditions than those classed as \"Black\". The government required that Blacks and Coloureds live in areas separate from Whites, creating large townships located away from the cities as areas for Blacks.", "targets": "What era did this discrimination take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8c33c6ec2446bc9ab674227b07c3c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the apartheid era, those classed as \"Coloured\" were oppressed and discriminated against. But, they had limited rights and overall had slightly better socioeconomic conditions than those classed as \"Black\". The government required that Blacks and Coloureds live in areas separate from Whites, creating large townships located away from the cities as areas for Blacks.", "targets": "Who were \"Coloured\" people above in the class system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b8c33c6ec2446bc9ab674227b07c3c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the apartheid era, those classed as \"Coloured\" were oppressed and discriminated against. But, they had limited rights and overall had slightly better socioeconomic conditions than those classed as \"Black\". The government required that Blacks and Coloureds live in areas separate from Whites, creating large townships located away from the cities as areas for Blacks.", "targets": "Where were the \"black\" areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05757137915c4e0888f0d40e5f06d291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most-viewed network in France, TF1, is in nearby Boulogne-Billancourt; France 2, France 3, Canal+, France 5, M6 (Neuilly-sur-Seine), Arte, D8, W9, NT1, NRJ 12, La Cha\u00eene parlementaire, France 4, BFM TV, and Gulli are other stations located in and around the capital. Radio France, France's public radio broadcaster, and its various channels, is headquartered in Paris' 16th arrondissement. Radio France Internationale, another public broadcaster is also based in the city. Paris also holds the headquarters of the La Poste, France's national postal carrier.", "targets": "What is the most viewed television network in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05757137915c4e0888f0d40e5f06d291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most-viewed network in France, TF1, is in nearby Boulogne-Billancourt; France 2, France 3, Canal+, France 5, M6 (Neuilly-sur-Seine), Arte, D8, W9, NT1, NRJ 12, La Cha\u00eene parlementaire, France 4, BFM TV, and Gulli are other stations located in and around the capital. Radio France, France's public radio broadcaster, and its various channels, is headquartered in Paris' 16th arrondissement. Radio France Internationale, another public broadcaster is also based in the city. Paris also holds the headquarters of the La Poste, France's national postal carrier.", "targets": "Where is TF1 located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05757137915c4e0888f0d40e5f06d291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most-viewed network in France, TF1, is in nearby Boulogne-Billancourt; France 2, France 3, Canal+, France 5, M6 (Neuilly-sur-Seine), Arte, D8, W9, NT1, NRJ 12, La Cha\u00eene parlementaire, France 4, BFM TV, and Gulli are other stations located in and around the capital. Radio France, France's public radio broadcaster, and its various channels, is headquartered in Paris' 16th arrondissement. Radio France Internationale, another public broadcaster is also based in the city. Paris also holds the headquarters of the La Poste, France's national postal carrier.", "targets": "What is France's public radio broadcaster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05757137915c4e0888f0d40e5f06d291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most-viewed network in France, TF1, is in nearby Boulogne-Billancourt; France 2, France 3, Canal+, France 5, M6 (Neuilly-sur-Seine), Arte, D8, W9, NT1, NRJ 12, La Cha\u00eene parlementaire, France 4, BFM TV, and Gulli are other stations located in and around the capital. Radio France, France's public radio broadcaster, and its various channels, is headquartered in Paris' 16th arrondissement. Radio France Internationale, another public broadcaster is also based in the city. Paris also holds the headquarters of the La Poste, France's national postal carrier.", "targets": "What is the name of France's national postal carrier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a0ecdd263284bc68f8c052bde07ae7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism in the United States is the evolving relationship between state governments and the federal government of the United States. American government has evolved from a system of dual federalism to one of associative federalism. In \"Federalist No. 46,\" James Madison asserted that the states and national government \"are in fact but different agents and trustees of the people, constituted with different powers.\" Alexander Hamilton, writing in \"Federalist No. 28,\" suggested that both levels of government would exercise authority to the citizens' benefit: \"If their [the peoples'] rights are invaded by either, they can make use of the other as the instrument of redress.\" (1)", "targets": "What is federalism in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a0ecdd263284bc68f8c052bde07ae7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism in the United States is the evolving relationship between state governments and the federal government of the United States. American government has evolved from a system of dual federalism to one of associative federalism. In \"Federalist No. 46,\" James Madison asserted that the states and national government \"are in fact but different agents and trustees of the people, constituted with different powers.\" Alexander Hamilton, writing in \"Federalist No. 28,\" suggested that both levels of government would exercise authority to the citizens' benefit: \"If their [the peoples'] rights are invaded by either, they can make use of the other as the instrument of redress.\" (1)", "targets": "How has the American government evolved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a0ecdd263284bc68f8c052bde07ae7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism in the United States is the evolving relationship between state governments and the federal government of the United States. American government has evolved from a system of dual federalism to one of associative federalism. In \"Federalist No. 46,\" James Madison asserted that the states and national government \"are in fact but different agents and trustees of the people, constituted with different powers.\" Alexander Hamilton, writing in \"Federalist No. 28,\" suggested that both levels of government would exercise authority to the citizens' benefit: \"If their [the peoples'] rights are invaded by either, they can make use of the other as the instrument of redress.\" (1)", "targets": "What happened in Federalist No.46?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a0ecdd263284bc68f8c052bde07ae7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federalism in the United States is the evolving relationship between state governments and the federal government of the United States. American government has evolved from a system of dual federalism to one of associative federalism. In \"Federalist No. 46,\" James Madison asserted that the states and national government \"are in fact but different agents and trustees of the people, constituted with different powers.\" Alexander Hamilton, writing in \"Federalist No. 28,\" suggested that both levels of government would exercise authority to the citizens' benefit: \"If their [the peoples'] rights are invaded by either, they can make use of the other as the instrument of redress.\" (1)", "targets": "What happened in Federalist No. 28"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd6a81c3cfd46d7bf0e9de065776034", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival (see other spellings and names) is a Christian festive season that occurs before the Christian season of Lent. The main events typically occur during February or early March, during the period historically known as Shrovetide (or Pre-Lent). Carnival typically involves a public celebration and/or parade combining some elements of a circus, masks and public street party. People wear masks and costumes during many such celebrations, allowing them to lose their everyday individuality and experience a heightened sense of social unity. Excessive consumption of alcohol, meat, and other foods proscribed during Lent is extremely common. Other common features of carnival include mock battles such as food fights; social satire and mockery of authorities; the grotesque body displaying exaggerated features especially large noses, bellies, mouths, and phalli or elements of animal bodies; abusive language and degrading acts; depictions of disease and gleeful death; and a general reversal of everyday rules and norms. ", "targets": "What's the name of the Christian festive season that occurs before the season of Lent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd6a81c3cfd46d7bf0e9de065776034", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival (see other spellings and names) is a Christian festive season that occurs before the Christian season of Lent. The main events typically occur during February or early March, during the period historically known as Shrovetide (or Pre-Lent). Carnival typically involves a public celebration and/or parade combining some elements of a circus, masks and public street party. People wear masks and costumes during many such celebrations, allowing them to lose their everyday individuality and experience a heightened sense of social unity. Excessive consumption of alcohol, meat, and other foods proscribed during Lent is extremely common. Other common features of carnival include mock battles such as food fights; social satire and mockery of authorities; the grotesque body displaying exaggerated features especially large noses, bellies, mouths, and phalli or elements of animal bodies; abusive language and degrading acts; depictions of disease and gleeful death; and a general reversal of everyday rules and norms. ", "targets": "When do the main events of the Christian festival occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd6a81c3cfd46d7bf0e9de065776034", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival (see other spellings and names) is a Christian festive season that occurs before the Christian season of Lent. The main events typically occur during February or early March, during the period historically known as Shrovetide (or Pre-Lent). Carnival typically involves a public celebration and/or parade combining some elements of a circus, masks and public street party. People wear masks and costumes during many such celebrations, allowing them to lose their everyday individuality and experience a heightened sense of social unity. Excessive consumption of alcohol, meat, and other foods proscribed during Lent is extremely common. Other common features of carnival include mock battles such as food fights; social satire and mockery of authorities; the grotesque body displaying exaggerated features especially large noses, bellies, mouths, and phalli or elements of animal bodies; abusive language and degrading acts; depictions of disease and gleeful death; and a general reversal of everyday rules and norms. ", "targets": "Who is the Carnival open to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd6a81c3cfd46d7bf0e9de065776034", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival (see other spellings and names) is a Christian festive season that occurs before the Christian season of Lent. The main events typically occur during February or early March, during the period historically known as Shrovetide (or Pre-Lent). Carnival typically involves a public celebration and/or parade combining some elements of a circus, masks and public street party. People wear masks and costumes during many such celebrations, allowing them to lose their everyday individuality and experience a heightened sense of social unity. Excessive consumption of alcohol, meat, and other foods proscribed during Lent is extremely common. Other common features of carnival include mock battles such as food fights; social satire and mockery of authorities; the grotesque body displaying exaggerated features especially large noses, bellies, mouths, and phalli or elements of animal bodies; abusive language and degrading acts; depictions of disease and gleeful death; and a general reversal of everyday rules and norms. ", "targets": "What do participants of the Carnival experience a heightened sense of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd6a81c3cfd46d7bf0e9de065776034", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnival (see other spellings and names) is a Christian festive season that occurs before the Christian season of Lent. The main events typically occur during February or early March, during the period historically known as Shrovetide (or Pre-Lent). Carnival typically involves a public celebration and/or parade combining some elements of a circus, masks and public street party. People wear masks and costumes during many such celebrations, allowing them to lose their everyday individuality and experience a heightened sense of social unity. Excessive consumption of alcohol, meat, and other foods proscribed during Lent is extremely common. Other common features of carnival include mock battles such as food fights; social satire and mockery of authorities; the grotesque body displaying exaggerated features especially large noses, bellies, mouths, and phalli or elements of animal bodies; abusive language and degrading acts; depictions of disease and gleeful death; and a general reversal of everyday rules and norms. ", "targets": "What is consumed in excessive amounts during Lent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5370673a67624ee2b0506b603f98509e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Library of Nepal is located in Patan. It is the largest library in the country with more than 70,000 books. English, Nepali, Sanskrit, Hindi, and Nepal Bhasa books are found here. The library is in possession of rare scholarly books in Sanskrit and English dating from the 17th century AD. Kathmandu also contains the Kaiser Library, located in the Kaiser Mahal on the ground floor of the Ministry of Education building. This collection of around 45,000 books is derived from a personal collection of Kaiser Shamsher Jang Bahadur Rana. It covers a wide range of subjects including history, law, art, religion, and philosophy, as well as a Sanskrit manual of Tantra, which is believed to be over 1,000 years old. The 2015 earthquake caused severe damage to the Ministry of Education building, and the contents of the Kaiser Library have been temporarily relocated.", "targets": "How many volumes are contained in Nepal's National Library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5370673a67624ee2b0506b603f98509e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Library of Nepal is located in Patan. It is the largest library in the country with more than 70,000 books. English, Nepali, Sanskrit, Hindi, and Nepal Bhasa books are found here. The library is in possession of rare scholarly books in Sanskrit and English dating from the 17th century AD. Kathmandu also contains the Kaiser Library, located in the Kaiser Mahal on the ground floor of the Ministry of Education building. This collection of around 45,000 books is derived from a personal collection of Kaiser Shamsher Jang Bahadur Rana. It covers a wide range of subjects including history, law, art, religion, and philosophy, as well as a Sanskrit manual of Tantra, which is believed to be over 1,000 years old. The 2015 earthquake caused severe damage to the Ministry of Education building, and the contents of the Kaiser Library have been temporarily relocated.", "targets": "Along with Hindi, Sanskrit, Nepali and English, the National Library contains books in what language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5370673a67624ee2b0506b603f98509e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Library of Nepal is located in Patan. It is the largest library in the country with more than 70,000 books. English, Nepali, Sanskrit, Hindi, and Nepal Bhasa books are found here. The library is in possession of rare scholarly books in Sanskrit and English dating from the 17th century AD. Kathmandu also contains the Kaiser Library, located in the Kaiser Mahal on the ground floor of the Ministry of Education building. This collection of around 45,000 books is derived from a personal collection of Kaiser Shamsher Jang Bahadur Rana. It covers a wide range of subjects including history, law, art, religion, and philosophy, as well as a Sanskrit manual of Tantra, which is believed to be over 1,000 years old. The 2015 earthquake caused severe damage to the Ministry of Education building, and the contents of the Kaiser Library have been temporarily relocated.", "targets": "What government department is located in the same building as the Kaiser Library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5370673a67624ee2b0506b603f98509e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Library of Nepal is located in Patan. It is the largest library in the country with more than 70,000 books. English, Nepali, Sanskrit, Hindi, and Nepal Bhasa books are found here. The library is in possession of rare scholarly books in Sanskrit and English dating from the 17th century AD. Kathmandu also contains the Kaiser Library, located in the Kaiser Mahal on the ground floor of the Ministry of Education building. This collection of around 45,000 books is derived from a personal collection of Kaiser Shamsher Jang Bahadur Rana. It covers a wide range of subjects including history, law, art, religion, and philosophy, as well as a Sanskrit manual of Tantra, which is believed to be over 1,000 years old. The 2015 earthquake caused severe damage to the Ministry of Education building, and the contents of the Kaiser Library have been temporarily relocated.", "targets": "How many volumes does the Kaiser Library contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5370673a67624ee2b0506b603f98509e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Library of Nepal is located in Patan. It is the largest library in the country with more than 70,000 books. English, Nepali, Sanskrit, Hindi, and Nepal Bhasa books are found here. The library is in possession of rare scholarly books in Sanskrit and English dating from the 17th century AD. Kathmandu also contains the Kaiser Library, located in the Kaiser Mahal on the ground floor of the Ministry of Education building. This collection of around 45,000 books is derived from a personal collection of Kaiser Shamsher Jang Bahadur Rana. It covers a wide range of subjects including history, law, art, religion, and philosophy, as well as a Sanskrit manual of Tantra, which is believed to be over 1,000 years old. The 2015 earthquake caused severe damage to the Ministry of Education building, and the contents of the Kaiser Library have been temporarily relocated.", "targets": "Who did the Kaiser Library's books previously belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572c0649438b4469acc09e5d3dbc6bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, when Tito stayed at the Hotel Lux in Moscow, he met the Austrian comrade Lucia Bauer. They married in October 1936, but the records of this marriage were later erased.", "targets": "Where is the Hotel Lux located in Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572c0649438b4469acc09e5d3dbc6bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, when Tito stayed at the Hotel Lux in Moscow, he met the Austrian comrade Lucia Bauer. They married in October 1936, but the records of this marriage were later erased.", "targets": "When did Tito stay at the Hotel Lux?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572c0649438b4469acc09e5d3dbc6bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, when Tito stayed at the Hotel Lux in Moscow, he met the Austrian comrade Lucia Bauer. They married in October 1936, but the records of this marriage were later erased.", "targets": "What is the name of the Austrian comrade Tito met in Moscow in 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572c0649438b4469acc09e5d3dbc6bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, when Tito stayed at the Hotel Lux in Moscow, he met the Austrian comrade Lucia Bauer. They married in October 1936, but the records of this marriage were later erased.", "targets": "When did Tito marry Lucia Bauer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-572c0649438b4469acc09e5d3dbc6bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1936, when Tito stayed at the Hotel Lux in Moscow, he met the Austrian comrade Lucia Bauer. They married in October 1936, but the records of this marriage were later erased.", "targets": "Tito's marriage to what person was later erased in records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7536f8809eab4a488945d4590634b12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The portion of the city south of the James River is known as the Southside. Neighborhoods in the city's Southside area range from affluent and middle class suburban neighborhoods Westover Hills, Forest Hill, Southampton, Stratford Hills, Oxford, Huguenot Hills, Hobby Hill, and Woodland Heights to the impoverished Manchester and Blackwell areas, the Hillside Court housing projects, and the ailing Jefferson Davis Highway commercial corridor. Other Southside neighborhoods include Fawnbrook, Broad Rock, Cherry Gardens, Cullenwood, and Beaufont Hills. Much of Southside developed a suburban character as part of Chesterfield County before being annexed by Richmond, most notably in 1970.", "targets": "What name is given to the part of Richmond located to the south of the James?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7536f8809eab4a488945d4590634b12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The portion of the city south of the James River is known as the Southside. Neighborhoods in the city's Southside area range from affluent and middle class suburban neighborhoods Westover Hills, Forest Hill, Southampton, Stratford Hills, Oxford, Huguenot Hills, Hobby Hill, and Woodland Heights to the impoverished Manchester and Blackwell areas, the Hillside Court housing projects, and the ailing Jefferson Davis Highway commercial corridor. Other Southside neighborhoods include Fawnbrook, Broad Rock, Cherry Gardens, Cullenwood, and Beaufont Hills. Much of Southside developed a suburban character as part of Chesterfield County before being annexed by Richmond, most notably in 1970.", "targets": "Along with the affluent, what is the socioeconomic class of the inhabitants of the Southside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7536f8809eab4a488945d4590634b12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The portion of the city south of the James River is known as the Southside. Neighborhoods in the city's Southside area range from affluent and middle class suburban neighborhoods Westover Hills, Forest Hill, Southampton, Stratford Hills, Oxford, Huguenot Hills, Hobby Hill, and Woodland Heights to the impoverished Manchester and Blackwell areas, the Hillside Court housing projects, and the ailing Jefferson Davis Highway commercial corridor. Other Southside neighborhoods include Fawnbrook, Broad Rock, Cherry Gardens, Cullenwood, and Beaufont Hills. Much of Southside developed a suburban character as part of Chesterfield County before being annexed by Richmond, most notably in 1970.", "targets": "What notable public housing projects are present in the Southside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7536f8809eab4a488945d4590634b12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The portion of the city south of the James River is known as the Southside. Neighborhoods in the city's Southside area range from affluent and middle class suburban neighborhoods Westover Hills, Forest Hill, Southampton, Stratford Hills, Oxford, Huguenot Hills, Hobby Hill, and Woodland Heights to the impoverished Manchester and Blackwell areas, the Hillside Court housing projects, and the ailing Jefferson Davis Highway commercial corridor. Other Southside neighborhoods include Fawnbrook, Broad Rock, Cherry Gardens, Cullenwood, and Beaufont Hills. Much of Southside developed a suburban character as part of Chesterfield County before being annexed by Richmond, most notably in 1970.", "targets": "Prior to joining Richmond, what county was a significant portion of Southside part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7536f8809eab4a488945d4590634b12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The portion of the city south of the James River is known as the Southside. Neighborhoods in the city's Southside area range from affluent and middle class suburban neighborhoods Westover Hills, Forest Hill, Southampton, Stratford Hills, Oxford, Huguenot Hills, Hobby Hill, and Woodland Heights to the impoverished Manchester and Blackwell areas, the Hillside Court housing projects, and the ailing Jefferson Davis Highway commercial corridor. Other Southside neighborhoods include Fawnbrook, Broad Rock, Cherry Gardens, Cullenwood, and Beaufont Hills. Much of Southside developed a suburban character as part of Chesterfield County before being annexed by Richmond, most notably in 1970.", "targets": "What is the economic status of the Manchester part of Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a385926655a64caa92ec6c7fd48470b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its tropical wet and dry climate, extensive irrigation makes it a rich agricultural region. Its canal-irrigation system established by the British is the largest in the world. Wheat and cotton are the largest crops. Other crops include rice, sugarcane, millet, corn, oilseeds, pulses, vegetables, and fruits such as kinoo. Livestock and poultry production are also important. Despite past animosities, the rural masses in Punjab's farms continue to use the Hindu calendar for planting and harvesting.", "targets": "What kind of climate does Punjab have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a385926655a64caa92ec6c7fd48470b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its tropical wet and dry climate, extensive irrigation makes it a rich agricultural region. Its canal-irrigation system established by the British is the largest in the world. Wheat and cotton are the largest crops. Other crops include rice, sugarcane, millet, corn, oilseeds, pulses, vegetables, and fruits such as kinoo. Livestock and poultry production are also important. Despite past animosities, the rural masses in Punjab's farms continue to use the Hindu calendar for planting and harvesting.", "targets": "Who built Punjab's irrigation system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a385926655a64caa92ec6c7fd48470b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its tropical wet and dry climate, extensive irrigation makes it a rich agricultural region. Its canal-irrigation system established by the British is the largest in the world. Wheat and cotton are the largest crops. Other crops include rice, sugarcane, millet, corn, oilseeds, pulses, vegetables, and fruits such as kinoo. Livestock and poultry production are also important. Despite past animosities, the rural masses in Punjab's farms continue to use the Hindu calendar for planting and harvesting.", "targets": "What are Punjab's largest crops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a385926655a64caa92ec6c7fd48470b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its tropical wet and dry climate, extensive irrigation makes it a rich agricultural region. Its canal-irrigation system established by the British is the largest in the world. Wheat and cotton are the largest crops. Other crops include rice, sugarcane, millet, corn, oilseeds, pulses, vegetables, and fruits such as kinoo. Livestock and poultry production are also important. Despite past animosities, the rural masses in Punjab's farms continue to use the Hindu calendar for planting and harvesting.", "targets": "What are Punjab's secondary crops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a385926655a64caa92ec6c7fd48470b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its tropical wet and dry climate, extensive irrigation makes it a rich agricultural region. Its canal-irrigation system established by the British is the largest in the world. Wheat and cotton are the largest crops. Other crops include rice, sugarcane, millet, corn, oilseeds, pulses, vegetables, and fruits such as kinoo. Livestock and poultry production are also important. Despite past animosities, the rural masses in Punjab's farms continue to use the Hindu calendar for planting and harvesting.", "targets": "What calendar do Punjab's farmers use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77400b37c904e0681fc184b962533c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five nights later, Birmingham was hit by 369 bombers from KG 54, KG 26, and KG 55. By the end of November, 1,100 bombers were available for night raids. An average of 200 were able to strike per night. This weight of attack went on for two months, with the Luftwaffe dropping 13,900 short tons (12,600 t) of bombs. In November 1940, 6,000 sorties and 23 major attacks (more than 100 tons of bombs dropped) were flown. Two heavy (50 short tons (45 t) of bombs) attacks were also flown. In December, only 11 major and five heavy attacks were made.", "targets": "How many bombers hit Birmingham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77400b37c904e0681fc184b962533c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five nights later, Birmingham was hit by 369 bombers from KG 54, KG 26, and KG 55. By the end of November, 1,100 bombers were available for night raids. An average of 200 were able to strike per night. This weight of attack went on for two months, with the Luftwaffe dropping 13,900 short tons (12,600 t) of bombs. In November 1940, 6,000 sorties and 23 major attacks (more than 100 tons of bombs dropped) were flown. Two heavy (50 short tons (45 t) of bombs) attacks were also flown. In December, only 11 major and five heavy attacks were made.", "targets": "For how many months did the night raids continue for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77400b37c904e0681fc184b962533c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five nights later, Birmingham was hit by 369 bombers from KG 54, KG 26, and KG 55. By the end of November, 1,100 bombers were available for night raids. An average of 200 were able to strike per night. This weight of attack went on for two months, with the Luftwaffe dropping 13,900 short tons (12,600 t) of bombs. In November 1940, 6,000 sorties and 23 major attacks (more than 100 tons of bombs dropped) were flown. Two heavy (50 short tons (45 t) of bombs) attacks were also flown. In December, only 11 major and five heavy attacks were made.", "targets": "How many tons of bombs had to be dropped to be considered a major attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77400b37c904e0681fc184b962533c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Five nights later, Birmingham was hit by 369 bombers from KG 54, KG 26, and KG 55. By the end of November, 1,100 bombers were available for night raids. An average of 200 were able to strike per night. This weight of attack went on for two months, with the Luftwaffe dropping 13,900 short tons (12,600 t) of bombs. In November 1940, 6,000 sorties and 23 major attacks (more than 100 tons of bombs dropped) were flown. Two heavy (50 short tons (45 t) of bombs) attacks were also flown. In December, only 11 major and five heavy attacks were made.", "targets": "December saw how many attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e908f16a009947ca82dc990ae96b61f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war started badly for the US and UN. North Korean forces struck massively in the summer of 1950 and nearly drove the outnumbered US and ROK defenders into the sea. However the United Nations intervened, naming Douglas MacArthur commander of its forces, and UN-US-ROK forces held a perimeter around Pusan, gaining time for reinforcement. MacArthur, in a bold but risky move, ordered an amphibious invasion well behind the front lines at Inchon, cutting off and routing the North Koreans and quickly crossing the 38th Parallel into North Korea. As UN forces continued to advance toward the Yalu River on the border with Communist China, the Chinese crossed the Yalu River in October and launched a series of surprise attacks that sent the UN forces reeling back across the 38th Parallel. Truman originally wanted a Rollback strategy to unify Korea; after the Chinese successes he settled for a Containment policy to split the country. MacArthur argued for rollback but was fired by President Harry Truman after disputes over the conduct of the war. Peace negotiations dragged on for two years until President Dwight D. Eisenhower threatened China with nuclear weapons; an armistice was quickly reached with the two Koreas remaining divided at the 38th parallel. North and South Korea are still today in a state of war, having never signed a peace treaty, and American forces remain stationed in South Korea as part of American foreign policy.", "targets": "When did North Korean forces initiate attacks on US and UN forces in the Korean war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e908f16a009947ca82dc990ae96b61f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war started badly for the US and UN. North Korean forces struck massively in the summer of 1950 and nearly drove the outnumbered US and ROK defenders into the sea. However the United Nations intervened, naming Douglas MacArthur commander of its forces, and UN-US-ROK forces held a perimeter around Pusan, gaining time for reinforcement. MacArthur, in a bold but risky move, ordered an amphibious invasion well behind the front lines at Inchon, cutting off and routing the North Koreans and quickly crossing the 38th Parallel into North Korea. As UN forces continued to advance toward the Yalu River on the border with Communist China, the Chinese crossed the Yalu River in October and launched a series of surprise attacks that sent the UN forces reeling back across the 38th Parallel. Truman originally wanted a Rollback strategy to unify Korea; after the Chinese successes he settled for a Containment policy to split the country. MacArthur argued for rollback but was fired by President Harry Truman after disputes over the conduct of the war. Peace negotiations dragged on for two years until President Dwight D. Eisenhower threatened China with nuclear weapons; an armistice was quickly reached with the two Koreas remaining divided at the 38th parallel. North and South Korea are still today in a state of war, having never signed a peace treaty, and American forces remain stationed in South Korea as part of American foreign policy.", "targets": "What South Korean city did the US and ROK forces defend while building reinforcements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e908f16a009947ca82dc990ae96b61f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war started badly for the US and UN. North Korean forces struck massively in the summer of 1950 and nearly drove the outnumbered US and ROK defenders into the sea. However the United Nations intervened, naming Douglas MacArthur commander of its forces, and UN-US-ROK forces held a perimeter around Pusan, gaining time for reinforcement. MacArthur, in a bold but risky move, ordered an amphibious invasion well behind the front lines at Inchon, cutting off and routing the North Koreans and quickly crossing the 38th Parallel into North Korea. As UN forces continued to advance toward the Yalu River on the border with Communist China, the Chinese crossed the Yalu River in October and launched a series of surprise attacks that sent the UN forces reeling back across the 38th Parallel. Truman originally wanted a Rollback strategy to unify Korea; after the Chinese successes he settled for a Containment policy to split the country. MacArthur argued for rollback but was fired by President Harry Truman after disputes over the conduct of the war. Peace negotiations dragged on for two years until President Dwight D. Eisenhower threatened China with nuclear weapons; an armistice was quickly reached with the two Koreas remaining divided at the 38th parallel. North and South Korea are still today in a state of war, having never signed a peace treaty, and American forces remain stationed in South Korea as part of American foreign policy.", "targets": "What type of attack was used on Inchon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e908f16a009947ca82dc990ae96b61f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war started badly for the US and UN. North Korean forces struck massively in the summer of 1950 and nearly drove the outnumbered US and ROK defenders into the sea. However the United Nations intervened, naming Douglas MacArthur commander of its forces, and UN-US-ROK forces held a perimeter around Pusan, gaining time for reinforcement. MacArthur, in a bold but risky move, ordered an amphibious invasion well behind the front lines at Inchon, cutting off and routing the North Koreans and quickly crossing the 38th Parallel into North Korea. As UN forces continued to advance toward the Yalu River on the border with Communist China, the Chinese crossed the Yalu River in October and launched a series of surprise attacks that sent the UN forces reeling back across the 38th Parallel. Truman originally wanted a Rollback strategy to unify Korea; after the Chinese successes he settled for a Containment policy to split the country. MacArthur argued for rollback but was fired by President Harry Truman after disputes over the conduct of the war. Peace negotiations dragged on for two years until President Dwight D. Eisenhower threatened China with nuclear weapons; an armistice was quickly reached with the two Koreas remaining divided at the 38th parallel. North and South Korea are still today in a state of war, having never signed a peace treaty, and American forces remain stationed in South Korea as part of American foreign policy.", "targets": "Chinese troops attacked the UN forces when they crossed what river? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e908f16a009947ca82dc990ae96b61f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The war started badly for the US and UN. North Korean forces struck massively in the summer of 1950 and nearly drove the outnumbered US and ROK defenders into the sea. However the United Nations intervened, naming Douglas MacArthur commander of its forces, and UN-US-ROK forces held a perimeter around Pusan, gaining time for reinforcement. MacArthur, in a bold but risky move, ordered an amphibious invasion well behind the front lines at Inchon, cutting off and routing the North Koreans and quickly crossing the 38th Parallel into North Korea. As UN forces continued to advance toward the Yalu River on the border with Communist China, the Chinese crossed the Yalu River in October and launched a series of surprise attacks that sent the UN forces reeling back across the 38th Parallel. Truman originally wanted a Rollback strategy to unify Korea; after the Chinese successes he settled for a Containment policy to split the country. MacArthur argued for rollback but was fired by President Harry Truman after disputes over the conduct of the war. Peace negotiations dragged on for two years until President Dwight D. Eisenhower threatened China with nuclear weapons; an armistice was quickly reached with the two Koreas remaining divided at the 38th parallel. North and South Korea are still today in a state of war, having never signed a peace treaty, and American forces remain stationed in South Korea as part of American foreign policy.", "targets": "What general was fired for defying President Truman's containment strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385025a0db8847eb9eef063732c41083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009, former British Prime Minister Tony Blair picked Yale as one location \u2013 the others are Britain's Durham University and Universiti Teknologi Mara \u2013 for the Tony Blair Faith Foundation's United States Faith and Globalization Initiative. As of 2009, former Mexican President Ernesto Zedillo is the director of the Yale Center for the Study of Globalization and teaches an undergraduate seminar, \"Debating Globalization\". As of 2009, former presidential candidate and DNC chair Howard Dean teaches a residential college seminar, \"Understanding Politics and Politicians.\" Also in 2009, an alliance was formed among Yale, University College London, and both schools\u2019 affiliated hospital complexes to conduct research focused on the direct improvement of patient care\u2014a growing field known as translational medicine. President Richard Levin noted that Yale has hundreds of other partnerships across the world, but \"no existing collaboration matches the scale of the new partnership with UCL\".", "targets": "Besides Yale, what other two locations were chosen by Tony Blair for the Tony Blair Faith Foundation's United States Faith and Globalization Initiative?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385025a0db8847eb9eef063732c41083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009, former British Prime Minister Tony Blair picked Yale as one location \u2013 the others are Britain's Durham University and Universiti Teknologi Mara \u2013 for the Tony Blair Faith Foundation's United States Faith and Globalization Initiative. As of 2009, former Mexican President Ernesto Zedillo is the director of the Yale Center for the Study of Globalization and teaches an undergraduate seminar, \"Debating Globalization\". As of 2009, former presidential candidate and DNC chair Howard Dean teaches a residential college seminar, \"Understanding Politics and Politicians.\" Also in 2009, an alliance was formed among Yale, University College London, and both schools\u2019 affiliated hospital complexes to conduct research focused on the direct improvement of patient care\u2014a growing field known as translational medicine. President Richard Levin noted that Yale has hundreds of other partnerships across the world, but \"no existing collaboration matches the scale of the new partnership with UCL\".", "targets": "As of 2009, who is the director of the Yale Center for the Study of Globalization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385025a0db8847eb9eef063732c41083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009, former British Prime Minister Tony Blair picked Yale as one location \u2013 the others are Britain's Durham University and Universiti Teknologi Mara \u2013 for the Tony Blair Faith Foundation's United States Faith and Globalization Initiative. As of 2009, former Mexican President Ernesto Zedillo is the director of the Yale Center for the Study of Globalization and teaches an undergraduate seminar, \"Debating Globalization\". As of 2009, former presidential candidate and DNC chair Howard Dean teaches a residential college seminar, \"Understanding Politics and Politicians.\" Also in 2009, an alliance was formed among Yale, University College London, and both schools\u2019 affiliated hospital complexes to conduct research focused on the direct improvement of patient care\u2014a growing field known as translational medicine. President Richard Levin noted that Yale has hundreds of other partnerships across the world, but \"no existing collaboration matches the scale of the new partnership with UCL\".", "targets": "What former presidential candidate teaches a seminar at Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385025a0db8847eb9eef063732c41083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009, former British Prime Minister Tony Blair picked Yale as one location \u2013 the others are Britain's Durham University and Universiti Teknologi Mara \u2013 for the Tony Blair Faith Foundation's United States Faith and Globalization Initiative. As of 2009, former Mexican President Ernesto Zedillo is the director of the Yale Center for the Study of Globalization and teaches an undergraduate seminar, \"Debating Globalization\". As of 2009, former presidential candidate and DNC chair Howard Dean teaches a residential college seminar, \"Understanding Politics and Politicians.\" Also in 2009, an alliance was formed among Yale, University College London, and both schools\u2019 affiliated hospital complexes to conduct research focused on the direct improvement of patient care\u2014a growing field known as translational medicine. President Richard Levin noted that Yale has hundreds of other partnerships across the world, but \"no existing collaboration matches the scale of the new partnership with UCL\".", "targets": "What is the name of Howard Dean's class at Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385025a0db8847eb9eef063732c41083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009, former British Prime Minister Tony Blair picked Yale as one location \u2013 the others are Britain's Durham University and Universiti Teknologi Mara \u2013 for the Tony Blair Faith Foundation's United States Faith and Globalization Initiative. As of 2009, former Mexican President Ernesto Zedillo is the director of the Yale Center for the Study of Globalization and teaches an undergraduate seminar, \"Debating Globalization\". As of 2009, former presidential candidate and DNC chair Howard Dean teaches a residential college seminar, \"Understanding Politics and Politicians.\" Also in 2009, an alliance was formed among Yale, University College London, and both schools\u2019 affiliated hospital complexes to conduct research focused on the direct improvement of patient care\u2014a growing field known as translational medicine. President Richard Levin noted that Yale has hundreds of other partnerships across the world, but \"no existing collaboration matches the scale of the new partnership with UCL\".", "targets": "What college did Yale's medical facility team up with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71013e1f21354a629f610219db0041d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fortified city temporarily fell to the French invasion in 1672 (the Disaster Year); where the French invasion was only stopped west of Utrecht at the Old Hollandic Waterline. In 1674, only two years after the French left, the centre of Utrecht was struck by a tornado. The halt to building before construction of flying buttresses in the 15th century now proved to be the undoing of the central section of the cathedral of St Martin church which collapsed; creating the current Dom square between the tower and choir. In 1713, Utrecht hosted one of the first international peace negotiations when the Treaty of Utrecht settled the War of the Spanish Succession. Since 1723 Utrecht became the centre of the non-Roman Old Catholic Churches in the world.", "targets": "Who did the fortified city fall to in 1672 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71013e1f21354a629f610219db0041d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fortified city temporarily fell to the French invasion in 1672 (the Disaster Year); where the French invasion was only stopped west of Utrecht at the Old Hollandic Waterline. In 1674, only two years after the French left, the centre of Utrecht was struck by a tornado. The halt to building before construction of flying buttresses in the 15th century now proved to be the undoing of the central section of the cathedral of St Martin church which collapsed; creating the current Dom square between the tower and choir. In 1713, Utrecht hosted one of the first international peace negotiations when the Treaty of Utrecht settled the War of the Spanish Succession. Since 1723 Utrecht became the centre of the non-Roman Old Catholic Churches in the world.", "targets": "In 1674 what hit Utrecht "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71013e1f21354a629f610219db0041d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fortified city temporarily fell to the French invasion in 1672 (the Disaster Year); where the French invasion was only stopped west of Utrecht at the Old Hollandic Waterline. In 1674, only two years after the French left, the centre of Utrecht was struck by a tornado. The halt to building before construction of flying buttresses in the 15th century now proved to be the undoing of the central section of the cathedral of St Martin church which collapsed; creating the current Dom square between the tower and choir. In 1713, Utrecht hosted one of the first international peace negotiations when the Treaty of Utrecht settled the War of the Spanish Succession. Since 1723 Utrecht became the centre of the non-Roman Old Catholic Churches in the world.", "targets": "What collapsed during the tornado "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71013e1f21354a629f610219db0041d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fortified city temporarily fell to the French invasion in 1672 (the Disaster Year); where the French invasion was only stopped west of Utrecht at the Old Hollandic Waterline. In 1674, only two years after the French left, the centre of Utrecht was struck by a tornado. The halt to building before construction of flying buttresses in the 15th century now proved to be the undoing of the central section of the cathedral of St Martin church which collapsed; creating the current Dom square between the tower and choir. In 1713, Utrecht hosted one of the first international peace negotiations when the Treaty of Utrecht settled the War of the Spanish Succession. Since 1723 Utrecht became the centre of the non-Roman Old Catholic Churches in the world.", "targets": "What did Utrecht host in 1713 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71013e1f21354a629f610219db0041d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fortified city temporarily fell to the French invasion in 1672 (the Disaster Year); where the French invasion was only stopped west of Utrecht at the Old Hollandic Waterline. In 1674, only two years after the French left, the centre of Utrecht was struck by a tornado. The halt to building before construction of flying buttresses in the 15th century now proved to be the undoing of the central section of the cathedral of St Martin church which collapsed; creating the current Dom square between the tower and choir. In 1713, Utrecht hosted one of the first international peace negotiations when the Treaty of Utrecht settled the War of the Spanish Succession. Since 1723 Utrecht became the centre of the non-Roman Old Catholic Churches in the world.", "targets": "Since 1723 what has Utrecht become "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9a329812ce470389b6064a1b86ea71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the new plebeian nobility made social, political and religious inroads on traditionally patrician preserves, their electorate maintained their distinctive political traditions and religious cults. During the Punic crisis, popular cult to Dionysus emerged from southern Italy; Dionysus was equated with Father Liber, the inventor of plebeian augury and personification of plebeian freedoms, and with Roman Bacchus. Official consternation at these enthusiastic, unofficial Bacchanalia cults was expressed as moral outrage at their supposed subversion, and was followed by ferocious suppression. Much later, a statue of Marsyas, the silen of Dionysus flayed by Apollo, became a focus of brief symbolic resistance to Augustus' censorship. Augustus himself claimed the patronage of Venus and Apollo; but his settlement appealed to all classes. Where loyalty was implicit, no divine hierarchy need be politically enforced; Liber's festival continued.", "targets": "What did the patrician electorate keep in spite of a new plebeian nobility? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9a329812ce470389b6064a1b86ea71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the new plebeian nobility made social, political and religious inroads on traditionally patrician preserves, their electorate maintained their distinctive political traditions and religious cults. During the Punic crisis, popular cult to Dionysus emerged from southern Italy; Dionysus was equated with Father Liber, the inventor of plebeian augury and personification of plebeian freedoms, and with Roman Bacchus. Official consternation at these enthusiastic, unofficial Bacchanalia cults was expressed as moral outrage at their supposed subversion, and was followed by ferocious suppression. Much later, a statue of Marsyas, the silen of Dionysus flayed by Apollo, became a focus of brief symbolic resistance to Augustus' censorship. Augustus himself claimed the patronage of Venus and Apollo; but his settlement appealed to all classes. Where loyalty was implicit, no divine hierarchy need be politically enforced; Liber's festival continued.", "targets": "What cult arrived from southern Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9a329812ce470389b6064a1b86ea71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the new plebeian nobility made social, political and religious inroads on traditionally patrician preserves, their electorate maintained their distinctive political traditions and religious cults. During the Punic crisis, popular cult to Dionysus emerged from southern Italy; Dionysus was equated with Father Liber, the inventor of plebeian augury and personification of plebeian freedoms, and with Roman Bacchus. Official consternation at these enthusiastic, unofficial Bacchanalia cults was expressed as moral outrage at their supposed subversion, and was followed by ferocious suppression. Much later, a statue of Marsyas, the silen of Dionysus flayed by Apollo, became a focus of brief symbolic resistance to Augustus' censorship. Augustus himself claimed the patronage of Venus and Apollo; but his settlement appealed to all classes. Where loyalty was implicit, no divine hierarchy need be politically enforced; Liber's festival continued.", "targets": "During what time did the Dionysus cult become popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9a329812ce470389b6064a1b86ea71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the new plebeian nobility made social, political and religious inroads on traditionally patrician preserves, their electorate maintained their distinctive political traditions and religious cults. During the Punic crisis, popular cult to Dionysus emerged from southern Italy; Dionysus was equated with Father Liber, the inventor of plebeian augury and personification of plebeian freedoms, and with Roman Bacchus. Official consternation at these enthusiastic, unofficial Bacchanalia cults was expressed as moral outrage at their supposed subversion, and was followed by ferocious suppression. Much later, a statue of Marsyas, the silen of Dionysus flayed by Apollo, became a focus of brief symbolic resistance to Augustus' censorship. Augustus himself claimed the patronage of Venus and Apollo; but his settlement appealed to all classes. Where loyalty was implicit, no divine hierarchy need be politically enforced; Liber's festival continued.", "targets": "To what Roman god was Dionysus similar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9a329812ce470389b6064a1b86ea71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the new plebeian nobility made social, political and religious inroads on traditionally patrician preserves, their electorate maintained their distinctive political traditions and religious cults. During the Punic crisis, popular cult to Dionysus emerged from southern Italy; Dionysus was equated with Father Liber, the inventor of plebeian augury and personification of plebeian freedoms, and with Roman Bacchus. Official consternation at these enthusiastic, unofficial Bacchanalia cults was expressed as moral outrage at their supposed subversion, and was followed by ferocious suppression. Much later, a statue of Marsyas, the silen of Dionysus flayed by Apollo, became a focus of brief symbolic resistance to Augustus' censorship. Augustus himself claimed the patronage of Venus and Apollo; but his settlement appealed to all classes. Where loyalty was implicit, no divine hierarchy need be politically enforced; Liber's festival continued.", "targets": "With loyalty a necessity, what censorship did not need to be enforced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What is post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "When did post-punk arrive on the scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What did post-punk artists use in their music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What began to spring up around the post-punk music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "How did post-punk take on rock and roll?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "When was the original punk movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What is a name for a type of rock music that is extremely varied in sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What elements of punk rock did post-punk depart from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What subject matter does post-punk commonly mesh its musical sensibilities with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-76345e34ede2480b82f48f470a66715d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Post-punk is a heterogeneous type of rock music that emerged in the wake of the punk movement of the 1970s. Drawing inspiration from elements of punk rock while departing from its musical conventions and wider cultural affiliations, post-punk music was marked by varied, experimentalist sensibilities and its \"conceptual assault\" on rock tradition. Artists embraced electronic music, black dance styles and the avant-garde, as well as novel recording technology and production techniques. The movement also saw the frequent intersection of music with art and politics, as artists liberally drew on sources such as critical theory, cinema, performance art and modernist literature. Accompanying these musical developments were subcultures that produced visual art, multimedia performances, independent record labels and fanzines in conjunction with the music.", "targets": "What developed along with the music developments of post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c799477d04714ba09ca42582d4a4ee65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Training programs vary in length; for example, 3M0X1 (Services) has 31 days of tech school training, while 3E8X1 (Explosive Ordnance Disposal) is one year of training with a preliminary school and a main school consisting of over 10 separate divisions, sometimes taking students close to two years to complete. Officer technical training conducted by Second Air Force can also vary by AFSC, while flight training for aeronautically-rated officers conducted by AETC's Nineteenth Air Force can last well in excess of one year.", "targets": "How long is the training for Explosive Ordnance Disposal in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c799477d04714ba09ca42582d4a4ee65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Training programs vary in length; for example, 3M0X1 (Services) has 31 days of tech school training, while 3E8X1 (Explosive Ordnance Disposal) is one year of training with a preliminary school and a main school consisting of over 10 separate divisions, sometimes taking students close to two years to complete. Officer technical training conducted by Second Air Force can also vary by AFSC, while flight training for aeronautically-rated officers conducted by AETC's Nineteenth Air Force can last well in excess of one year.", "targets": "What USAF tech school has 31 days of training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c799477d04714ba09ca42582d4a4ee65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Training programs vary in length; for example, 3M0X1 (Services) has 31 days of tech school training, while 3E8X1 (Explosive Ordnance Disposal) is one year of training with a preliminary school and a main school consisting of over 10 separate divisions, sometimes taking students close to two years to complete. Officer technical training conducted by Second Air Force can also vary by AFSC, while flight training for aeronautically-rated officers conducted by AETC's Nineteenth Air Force can last well in excess of one year.", "targets": "Who conducts the training for Technical Officers in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c799477d04714ba09ca42582d4a4ee65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Training programs vary in length; for example, 3M0X1 (Services) has 31 days of tech school training, while 3E8X1 (Explosive Ordnance Disposal) is one year of training with a preliminary school and a main school consisting of over 10 separate divisions, sometimes taking students close to two years to complete. Officer technical training conducted by Second Air Force can also vary by AFSC, while flight training for aeronautically-rated officers conducted by AETC's Nineteenth Air Force can last well in excess of one year.", "targets": "How long does the flight training for the AETC's Nineteenth Air Force last? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfff4ccad4834f96a84981ca10ef8c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of Bern's city centre is largely medieval and has been recognised by UNESCO as a Cultural World Heritage Site. Perhaps its most famous sight is the Zytglogge (Bernese German for \"Time Bell\"), an elaborate medieval clock tower with moving puppets. It also has an impressive 15th century Gothic cathedral, the M\u00fcnster, and a 15th-century town hall. Thanks to 6 kilometres (4 miles) of arcades, the old town boasts one of the longest covered shopping promenades in Europe.", "targets": "The structure of Bern's city centre is mainly what type of buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfff4ccad4834f96a84981ca10ef8c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of Bern's city centre is largely medieval and has been recognised by UNESCO as a Cultural World Heritage Site. Perhaps its most famous sight is the Zytglogge (Bernese German for \"Time Bell\"), an elaborate medieval clock tower with moving puppets. It also has an impressive 15th century Gothic cathedral, the M\u00fcnster, and a 15th-century town hall. Thanks to 6 kilometres (4 miles) of arcades, the old town boasts one of the longest covered shopping promenades in Europe.", "targets": "What does UNESCO recognised Bern's city center to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfff4ccad4834f96a84981ca10ef8c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of Bern's city centre is largely medieval and has been recognised by UNESCO as a Cultural World Heritage Site. Perhaps its most famous sight is the Zytglogge (Bernese German for \"Time Bell\"), an elaborate medieval clock tower with moving puppets. It also has an impressive 15th century Gothic cathedral, the M\u00fcnster, and a 15th-century town hall. Thanks to 6 kilometres (4 miles) of arcades, the old town boasts one of the longest covered shopping promenades in Europe.", "targets": "What is Berns most famous site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfff4ccad4834f96a84981ca10ef8c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of Bern's city centre is largely medieval and has been recognised by UNESCO as a Cultural World Heritage Site. Perhaps its most famous sight is the Zytglogge (Bernese German for \"Time Bell\"), an elaborate medieval clock tower with moving puppets. It also has an impressive 15th century Gothic cathedral, the M\u00fcnster, and a 15th-century town hall. Thanks to 6 kilometres (4 miles) of arcades, the old town boasts one of the longest covered shopping promenades in Europe.", "targets": "What is the name of the 15th century cathedral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfff4ccad4834f96a84981ca10ef8c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of Bern's city centre is largely medieval and has been recognised by UNESCO as a Cultural World Heritage Site. Perhaps its most famous sight is the Zytglogge (Bernese German for \"Time Bell\"), an elaborate medieval clock tower with moving puppets. It also has an impressive 15th century Gothic cathedral, the M\u00fcnster, and a 15th-century town hall. Thanks to 6 kilometres (4 miles) of arcades, the old town boasts one of the longest covered shopping promenades in Europe.", "targets": "What type of cathedral is Muster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f6fed43dff48c6a930855a27cd02cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maya writing system (often called hieroglyphs from a superficial resemblance to the Ancient Egyptian writing) was a combination of phonetic symbols and logograms. It is most often classified as a logographic or (more properly) a logosyllabic writing system, in which syllabic signs play a significant role. It is the only pre-Columbian writing system known to represent completely the spoken language of its community. In total, the script has more than one thousand different glyphs although a few are variations of the same sign or meaning and many appear only rarely or are confined to particular localities. At any one time, no more than about five hundred glyphs were in use, some two hundred of which (including variations) had a phonetic or syllabic interpretation.", "targets": "What is the Mayan writing system the only known pre-Columbian one to completely represent this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f6fed43dff48c6a930855a27cd02cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maya writing system (often called hieroglyphs from a superficial resemblance to the Ancient Egyptian writing) was a combination of phonetic symbols and logograms. It is most often classified as a logographic or (more properly) a logosyllabic writing system, in which syllabic signs play a significant role. It is the only pre-Columbian writing system known to represent completely the spoken language of its community. In total, the script has more than one thousand different glyphs although a few are variations of the same sign or meaning and many appear only rarely or are confined to particular localities. At any one time, no more than about five hundred glyphs were in use, some two hundred of which (including variations) had a phonetic or syllabic interpretation.", "targets": "What writing system combined phonetic symbols and logograms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f6fed43dff48c6a930855a27cd02cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maya writing system (often called hieroglyphs from a superficial resemblance to the Ancient Egyptian writing) was a combination of phonetic symbols and logograms. It is most often classified as a logographic or (more properly) a logosyllabic writing system, in which syllabic signs play a significant role. It is the only pre-Columbian writing system known to represent completely the spoken language of its community. In total, the script has more than one thousand different glyphs although a few are variations of the same sign or meaning and many appear only rarely or are confined to particular localities. At any one time, no more than about five hundred glyphs were in use, some two hundred of which (including variations) had a phonetic or syllabic interpretation.", "targets": "What signs play a significant role in the Mayan's writing system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f6fed43dff48c6a930855a27cd02cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maya writing system (often called hieroglyphs from a superficial resemblance to the Ancient Egyptian writing) was a combination of phonetic symbols and logograms. It is most often classified as a logographic or (more properly) a logosyllabic writing system, in which syllabic signs play a significant role. It is the only pre-Columbian writing system known to represent completely the spoken language of its community. In total, the script has more than one thousand different glyphs although a few are variations of the same sign or meaning and many appear only rarely or are confined to particular localities. At any one time, no more than about five hundred glyphs were in use, some two hundred of which (including variations) had a phonetic or syllabic interpretation.", "targets": "How many different glyphs in total does the Mayan writing system have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51f6fed43dff48c6a930855a27cd02cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maya writing system (often called hieroglyphs from a superficial resemblance to the Ancient Egyptian writing) was a combination of phonetic symbols and logograms. It is most often classified as a logographic or (more properly) a logosyllabic writing system, in which syllabic signs play a significant role. It is the only pre-Columbian writing system known to represent completely the spoken language of its community. In total, the script has more than one thousand different glyphs although a few are variations of the same sign or meaning and many appear only rarely or are confined to particular localities. At any one time, no more than about five hundred glyphs were in use, some two hundred of which (including variations) had a phonetic or syllabic interpretation.", "targets": "How many of the Mayan glyphs had phonetic or syllabic interpretations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42f80aacee3941748900abbc6e18c500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the absence of atmospheric oxygen (O\n2), in deep geological conditions prevailing far away from Earth atmosphere, hydrogen (H\n2) is produced during the process of serpentinization by the anaerobic oxidation by the water protons (H+) of the ferrous (Fe2+) silicate present in the crystal lattice of the fayalite (Fe\n2SiO\n4, the olivine iron-endmember). The corresponding reaction leading to the formation of magnetite (Fe\n3O\n4), quartz (SiO\n2) and hydrogen (H\n2) is the following:", "targets": "How is hydrogen produced when there is no atmospheric oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42f80aacee3941748900abbc6e18c500", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the absence of atmospheric oxygen (O\n2), in deep geological conditions prevailing far away from Earth atmosphere, hydrogen (H\n2) is produced during the process of serpentinization by the anaerobic oxidation by the water protons (H+) of the ferrous (Fe2+) silicate present in the crystal lattice of the fayalite (Fe\n2SiO\n4, the olivine iron-endmember). The corresponding reaction leading to the formation of magnetite (Fe\n3O\n4), quartz (SiO\n2) and hydrogen (H\n2) is the following:", "targets": "Where do you find silicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-138f194efadc42bc9c45e1c73c629293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have been instances where a country's government bans a movie, resulting in the spread of copied videos and DVDs. Romanian-born documentary maker Ilinca Calugareanu wrote a New York Times article telling the story of Irina Margareta Nistor, a narrator for state TV under Nicolae Ceau\u015fescu's regime. A visitor from the west gave her bootlegged copies of American movies, which she dubbed for secret viewings through Romania. According to the article, she dubbed more than 3,000 movies and became the country's second-most famous voice after Ceau\u015fescu, even though no one knew her name until many years later.", "targets": "What happens when a country bans a movie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-138f194efadc42bc9c45e1c73c629293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have been instances where a country's government bans a movie, resulting in the spread of copied videos and DVDs. Romanian-born documentary maker Ilinca Calugareanu wrote a New York Times article telling the story of Irina Margareta Nistor, a narrator for state TV under Nicolae Ceau\u015fescu's regime. A visitor from the west gave her bootlegged copies of American movies, which she dubbed for secret viewings through Romania. According to the article, she dubbed more than 3,000 movies and became the country's second-most famous voice after Ceau\u015fescu, even though no one knew her name until many years later.", "targets": "Who did documentary maker Ilinca Calugareanu write an article for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-138f194efadc42bc9c45e1c73c629293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have been instances where a country's government bans a movie, resulting in the spread of copied videos and DVDs. Romanian-born documentary maker Ilinca Calugareanu wrote a New York Times article telling the story of Irina Margareta Nistor, a narrator for state TV under Nicolae Ceau\u015fescu's regime. A visitor from the west gave her bootlegged copies of American movies, which she dubbed for secret viewings through Romania. According to the article, she dubbed more than 3,000 movies and became the country's second-most famous voice after Ceau\u015fescu, even though no one knew her name until many years later.", "targets": "What was Irina Margareta Nistor's job in Romania?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-138f194efadc42bc9c45e1c73c629293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have been instances where a country's government bans a movie, resulting in the spread of copied videos and DVDs. Romanian-born documentary maker Ilinca Calugareanu wrote a New York Times article telling the story of Irina Margareta Nistor, a narrator for state TV under Nicolae Ceau\u015fescu's regime. A visitor from the west gave her bootlegged copies of American movies, which she dubbed for secret viewings through Romania. According to the article, she dubbed more than 3,000 movies and became the country's second-most famous voice after Ceau\u015fescu, even though no one knew her name until many years later.", "targets": "What did a visitor give to Nistor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-138f194efadc42bc9c45e1c73c629293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have been instances where a country's government bans a movie, resulting in the spread of copied videos and DVDs. Romanian-born documentary maker Ilinca Calugareanu wrote a New York Times article telling the story of Irina Margareta Nistor, a narrator for state TV under Nicolae Ceau\u015fescu's regime. A visitor from the west gave her bootlegged copies of American movies, which she dubbed for secret viewings through Romania. According to the article, she dubbed more than 3,000 movies and became the country's second-most famous voice after Ceau\u015fescu, even though no one knew her name until many years later.", "targets": "How many movies did Nistor dub for secret viewings in Romania?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe4dc5ffe044f66be419a3b210e7808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like much of the southeastern United States, Raleigh has a humid subtropical climate (K\u00f6ppen Cfa), with four distinct seasons. Winters are short and generally cool, with a January daily average of 41.0 \u00b0F (5.0 \u00b0C). On average, there are 69 nights per year that drop to or below freezing, and only 2.7 days that fail to rise above freezing. April is the driest month, with an average of 2.91 inches (73.9 mm) of precipitation. Precipitation is well distributed around the year, with a slight maximum between July and September; on average, July is the wettest month, owing to generally frequent, sometimes heavy, showers and thunderstorms. Summers are hot and humid, with a daily average in July of 80.0 \u00b0F (26.7 \u00b0C). There are 48 days per year with highs at or above 90 \u00b0F (32 \u00b0C). Autumn is similar to spring overall but has fewer days of rainfall. Extremes in temperature have ranged from \u22129 \u00b0F (\u221223 \u00b0C) on January 21, 1985 up to 105 \u00b0F (41 \u00b0C), most recently on July 8, 2012.", "targets": "What is the climate of Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe4dc5ffe044f66be419a3b210e7808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like much of the southeastern United States, Raleigh has a humid subtropical climate (K\u00f6ppen Cfa), with four distinct seasons. Winters are short and generally cool, with a January daily average of 41.0 \u00b0F (5.0 \u00b0C). On average, there are 69 nights per year that drop to or below freezing, and only 2.7 days that fail to rise above freezing. April is the driest month, with an average of 2.91 inches (73.9 mm) of precipitation. Precipitation is well distributed around the year, with a slight maximum between July and September; on average, July is the wettest month, owing to generally frequent, sometimes heavy, showers and thunderstorms. Summers are hot and humid, with a daily average in July of 80.0 \u00b0F (26.7 \u00b0C). There are 48 days per year with highs at or above 90 \u00b0F (32 \u00b0C). Autumn is similar to spring overall but has fewer days of rainfall. Extremes in temperature have ranged from \u22129 \u00b0F (\u221223 \u00b0C) on January 21, 1985 up to 105 \u00b0F (41 \u00b0C), most recently on July 8, 2012.", "targets": "How many seasons are there in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe4dc5ffe044f66be419a3b210e7808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like much of the southeastern United States, Raleigh has a humid subtropical climate (K\u00f6ppen Cfa), with four distinct seasons. Winters are short and generally cool, with a January daily average of 41.0 \u00b0F (5.0 \u00b0C). On average, there are 69 nights per year that drop to or below freezing, and only 2.7 days that fail to rise above freezing. April is the driest month, with an average of 2.91 inches (73.9 mm) of precipitation. Precipitation is well distributed around the year, with a slight maximum between July and September; on average, July is the wettest month, owing to generally frequent, sometimes heavy, showers and thunderstorms. Summers are hot and humid, with a daily average in July of 80.0 \u00b0F (26.7 \u00b0C). There are 48 days per year with highs at or above 90 \u00b0F (32 \u00b0C). Autumn is similar to spring overall but has fewer days of rainfall. Extremes in temperature have ranged from \u22129 \u00b0F (\u221223 \u00b0C) on January 21, 1985 up to 105 \u00b0F (41 \u00b0C), most recently on July 8, 2012.", "targets": "How many nights in a year are there in Raleigh that are freezing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe4dc5ffe044f66be419a3b210e7808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like much of the southeastern United States, Raleigh has a humid subtropical climate (K\u00f6ppen Cfa), with four distinct seasons. Winters are short and generally cool, with a January daily average of 41.0 \u00b0F (5.0 \u00b0C). On average, there are 69 nights per year that drop to or below freezing, and only 2.7 days that fail to rise above freezing. April is the driest month, with an average of 2.91 inches (73.9 mm) of precipitation. Precipitation is well distributed around the year, with a slight maximum between July and September; on average, July is the wettest month, owing to generally frequent, sometimes heavy, showers and thunderstorms. Summers are hot and humid, with a daily average in July of 80.0 \u00b0F (26.7 \u00b0C). There are 48 days per year with highs at or above 90 \u00b0F (32 \u00b0C). Autumn is similar to spring overall but has fewer days of rainfall. Extremes in temperature have ranged from \u22129 \u00b0F (\u221223 \u00b0C) on January 21, 1985 up to 105 \u00b0F (41 \u00b0C), most recently on July 8, 2012.", "targets": "What month has the most precipitation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efe4dc5ffe044f66be419a3b210e7808", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like much of the southeastern United States, Raleigh has a humid subtropical climate (K\u00f6ppen Cfa), with four distinct seasons. Winters are short and generally cool, with a January daily average of 41.0 \u00b0F (5.0 \u00b0C). On average, there are 69 nights per year that drop to or below freezing, and only 2.7 days that fail to rise above freezing. April is the driest month, with an average of 2.91 inches (73.9 mm) of precipitation. Precipitation is well distributed around the year, with a slight maximum between July and September; on average, July is the wettest month, owing to generally frequent, sometimes heavy, showers and thunderstorms. Summers are hot and humid, with a daily average in July of 80.0 \u00b0F (26.7 \u00b0C). There are 48 days per year with highs at or above 90 \u00b0F (32 \u00b0C). Autumn is similar to spring overall but has fewer days of rainfall. Extremes in temperature have ranged from \u22129 \u00b0F (\u221223 \u00b0C) on January 21, 1985 up to 105 \u00b0F (41 \u00b0C), most recently on July 8, 2012.", "targets": "What is the hottest temperature in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d271b6b81fc4a2a88232d15aa5fb195", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common way for travellers to enter the country seems to be by air. According to the website Lonely Planet, getting into Myanmar is problematic: \"No bus or train service connects Myanmar with another country, nor can you travel by car or motorcycle across the border \u2013 you must walk across.\", and states that, \"It is not possible for foreigners to go to/from Myanmar by sea or river.\" There are a small number of border crossings that allow the passage of private vehicles, such as the border between Ruili (China) to Mu-se, the border between Htee Kee (Myanmar) and Ban Phu Nam Ron (Thailand) (the most direct border between Dawei and Kanchanaburi), and the border between Myawaddy (Myanmar) and Mae Sot (Thailand). At least one tourist company has successfully run commercial overland routes through these borders since 2013. \"From Mae Sai (Thailand) you can cross to Tachileik, but can only go as far as Kengtung. Those in Thailand on a visa run can cross to Kawthaung but cannot venture farther into Myanmar.\"", "targets": "How are most visitors ushered into the city of Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d271b6b81fc4a2a88232d15aa5fb195", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common way for travellers to enter the country seems to be by air. According to the website Lonely Planet, getting into Myanmar is problematic: \"No bus or train service connects Myanmar with another country, nor can you travel by car or motorcycle across the border \u2013 you must walk across.\", and states that, \"It is not possible for foreigners to go to/from Myanmar by sea or river.\" There are a small number of border crossings that allow the passage of private vehicles, such as the border between Ruili (China) to Mu-se, the border between Htee Kee (Myanmar) and Ban Phu Nam Ron (Thailand) (the most direct border between Dawei and Kanchanaburi), and the border between Myawaddy (Myanmar) and Mae Sot (Thailand). At least one tourist company has successfully run commercial overland routes through these borders since 2013. \"From Mae Sai (Thailand) you can cross to Tachileik, but can only go as far as Kengtung. Those in Thailand on a visa run can cross to Kawthaung but cannot venture farther into Myanmar.\"", "targets": "Is Myanmar convenient to other countries in South East Asia ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d271b6b81fc4a2a88232d15aa5fb195", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common way for travellers to enter the country seems to be by air. According to the website Lonely Planet, getting into Myanmar is problematic: \"No bus or train service connects Myanmar with another country, nor can you travel by car or motorcycle across the border \u2013 you must walk across.\", and states that, \"It is not possible for foreigners to go to/from Myanmar by sea or river.\" There are a small number of border crossings that allow the passage of private vehicles, such as the border between Ruili (China) to Mu-se, the border between Htee Kee (Myanmar) and Ban Phu Nam Ron (Thailand) (the most direct border between Dawei and Kanchanaburi), and the border between Myawaddy (Myanmar) and Mae Sot (Thailand). At least one tourist company has successfully run commercial overland routes through these borders since 2013. \"From Mae Sai (Thailand) you can cross to Tachileik, but can only go as far as Kengtung. Those in Thailand on a visa run can cross to Kawthaung but cannot venture farther into Myanmar.\"", "targets": "Are there any cruise travel destinations for Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d271b6b81fc4a2a88232d15aa5fb195", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common way for travellers to enter the country seems to be by air. According to the website Lonely Planet, getting into Myanmar is problematic: \"No bus or train service connects Myanmar with another country, nor can you travel by car or motorcycle across the border \u2013 you must walk across.\", and states that, \"It is not possible for foreigners to go to/from Myanmar by sea or river.\" There are a small number of border crossings that allow the passage of private vehicles, such as the border between Ruili (China) to Mu-se, the border between Htee Kee (Myanmar) and Ban Phu Nam Ron (Thailand) (the most direct border between Dawei and Kanchanaburi), and the border between Myawaddy (Myanmar) and Mae Sot (Thailand). At least one tourist company has successfully run commercial overland routes through these borders since 2013. \"From Mae Sai (Thailand) you can cross to Tachileik, but can only go as far as Kengtung. Those in Thailand on a visa run can cross to Kawthaung but cannot venture farther into Myanmar.\"", "targets": "How long have bus tours been available to tourist of Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d271b6b81fc4a2a88232d15aa5fb195", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common way for travellers to enter the country seems to be by air. According to the website Lonely Planet, getting into Myanmar is problematic: \"No bus or train service connects Myanmar with another country, nor can you travel by car or motorcycle across the border \u2013 you must walk across.\", and states that, \"It is not possible for foreigners to go to/from Myanmar by sea or river.\" There are a small number of border crossings that allow the passage of private vehicles, such as the border between Ruili (China) to Mu-se, the border between Htee Kee (Myanmar) and Ban Phu Nam Ron (Thailand) (the most direct border between Dawei and Kanchanaburi), and the border between Myawaddy (Myanmar) and Mae Sot (Thailand). At least one tourist company has successfully run commercial overland routes through these borders since 2013. \"From Mae Sai (Thailand) you can cross to Tachileik, but can only go as far as Kengtung. Those in Thailand on a visa run can cross to Kawthaung but cannot venture farther into Myanmar.\"", "targets": "How far are the people from Taiwan ,but not actually citizens of Taiwan, allowed to venture into the Myanmar territory ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95581111535045efb8a4cdf8b2e6ec56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful teams in the country, Arsenal have often featured when football is depicted in the arts in Britain. They formed the backdrop to one of the earliest football-related films, The Arsenal Stadium Mystery (1939). The film centres on a friendly match between Arsenal and an amateur side, one of whose players is poisoned while playing. Many Arsenal players appeared as themselves and manager George Allison was given a speaking part. More recently, the book Fever Pitch by Nick Hornby was an autobiographical account of Hornby's life and relationship with football and Arsenal in particular. Published in 1992, it formed part of the revival and rehabilitation of football in British society during the 1990s. The book was twice adapted for the cinema \u2013 the 1997 British film focuses on Arsenal's 1988\u201389 title win, and a 2005 American version features a fan of baseball's Boston Red Sox.", "targets": "In what film was Arsenal FC shown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95581111535045efb8a4cdf8b2e6ec56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful teams in the country, Arsenal have often featured when football is depicted in the arts in Britain. They formed the backdrop to one of the earliest football-related films, The Arsenal Stadium Mystery (1939). The film centres on a friendly match between Arsenal and an amateur side, one of whose players is poisoned while playing. Many Arsenal players appeared as themselves and manager George Allison was given a speaking part. More recently, the book Fever Pitch by Nick Hornby was an autobiographical account of Hornby's life and relationship with football and Arsenal in particular. Published in 1992, it formed part of the revival and rehabilitation of football in British society during the 1990s. The book was twice adapted for the cinema \u2013 the 1997 British film focuses on Arsenal's 1988\u201389 title win, and a 2005 American version features a fan of baseball's Boston Red Sox.", "targets": "What Arsenal manager had a speaking part in the 1939 film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95581111535045efb8a4cdf8b2e6ec56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful teams in the country, Arsenal have often featured when football is depicted in the arts in Britain. They formed the backdrop to one of the earliest football-related films, The Arsenal Stadium Mystery (1939). The film centres on a friendly match between Arsenal and an amateur side, one of whose players is poisoned while playing. Many Arsenal players appeared as themselves and manager George Allison was given a speaking part. More recently, the book Fever Pitch by Nick Hornby was an autobiographical account of Hornby's life and relationship with football and Arsenal in particular. Published in 1992, it formed part of the revival and rehabilitation of football in British society during the 1990s. The book was twice adapted for the cinema \u2013 the 1997 British film focuses on Arsenal's 1988\u201389 title win, and a 2005 American version features a fan of baseball's Boston Red Sox.", "targets": "What book by Nick Hornby has twice been adapted for film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95581111535045efb8a4cdf8b2e6ec56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful teams in the country, Arsenal have often featured when football is depicted in the arts in Britain. They formed the backdrop to one of the earliest football-related films, The Arsenal Stadium Mystery (1939). The film centres on a friendly match between Arsenal and an amateur side, one of whose players is poisoned while playing. Many Arsenal players appeared as themselves and manager George Allison was given a speaking part. More recently, the book Fever Pitch by Nick Hornby was an autobiographical account of Hornby's life and relationship with football and Arsenal in particular. Published in 1992, it formed part of the revival and rehabilitation of football in British society during the 1990s. The book was twice adapted for the cinema \u2013 the 1997 British film focuses on Arsenal's 1988\u201389 title win, and a 2005 American version features a fan of baseball's Boston Red Sox.", "targets": "When was Hornby's book published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95581111535045efb8a4cdf8b2e6ec56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful teams in the country, Arsenal have often featured when football is depicted in the arts in Britain. They formed the backdrop to one of the earliest football-related films, The Arsenal Stadium Mystery (1939). The film centres on a friendly match between Arsenal and an amateur side, one of whose players is poisoned while playing. Many Arsenal players appeared as themselves and manager George Allison was given a speaking part. More recently, the book Fever Pitch by Nick Hornby was an autobiographical account of Hornby's life and relationship with football and Arsenal in particular. Published in 1992, it formed part of the revival and rehabilitation of football in British society during the 1990s. The book was twice adapted for the cinema \u2013 the 1997 British film focuses on Arsenal's 1988\u201389 title win, and a 2005 American version features a fan of baseball's Boston Red Sox.", "targets": "In what decade did film and literature help revive football in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391105b6993f4dafb1bd132c81e3f458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first legal steps taken to end the occurrence of child labour was enacted more than fifty years ago. In 1966, the nation adopted the UN General Assembly of the International Covenant on Economic, Social and Cultural Rights. This act legally limited the minimum age for when children could start work at the age of 14. But 23 years later in 1989 the Convention on the Rights of Children was adopted and helped to reduce the exploitation of children and demanded safe working environments. They all worked towards the goal of ending the most problematic forms of child labour.", "targets": "When was the UN General Assembly of the International Covenant on Economic, Social and Cultural Rights enacted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391105b6993f4dafb1bd132c81e3f458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first legal steps taken to end the occurrence of child labour was enacted more than fifty years ago. In 1966, the nation adopted the UN General Assembly of the International Covenant on Economic, Social and Cultural Rights. This act legally limited the minimum age for when children could start work at the age of 14. But 23 years later in 1989 the Convention on the Rights of Children was adopted and helped to reduce the exploitation of children and demanded safe working environments. They all worked towards the goal of ending the most problematic forms of child labour.", "targets": "What did this act due?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391105b6993f4dafb1bd132c81e3f458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first legal steps taken to end the occurrence of child labour was enacted more than fifty years ago. In 1966, the nation adopted the UN General Assembly of the International Covenant on Economic, Social and Cultural Rights. This act legally limited the minimum age for when children could start work at the age of 14. But 23 years later in 1989 the Convention on the Rights of Children was adopted and helped to reduce the exploitation of children and demanded safe working environments. They all worked towards the goal of ending the most problematic forms of child labour.", "targets": "When were safe working environments legislation adopted for child labourers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-391105b6993f4dafb1bd132c81e3f458", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first legal steps taken to end the occurrence of child labour was enacted more than fifty years ago. In 1966, the nation adopted the UN General Assembly of the International Covenant on Economic, Social and Cultural Rights. This act legally limited the minimum age for when children could start work at the age of 14. But 23 years later in 1989 the Convention on the Rights of Children was adopted and helped to reduce the exploitation of children and demanded safe working environments. They all worked towards the goal of ending the most problematic forms of child labour.", "targets": "What did it help do to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b03a4c9fc314e00af2a98ed10cf5ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Elvis Presley's early singles on Sun Records might have sold more copies on 78 than on 45. This is because the majority of those sales in 1954\u201355 were to the \"hillbilly\" market in the South and Southwestern United States, where replacing the family 78 rpm player with a new 45 rpm player was a luxury few could afford at the time. By the end of 1957, RCA Victor announced that 78s accounted for less than 10% of Presley's singles sales, essentially announcing the death throes of the 78 rpm format. The last Presley single released on 78 in the United States was RCA Victor 20-7410, I Got Stung/One Night (1958), while the last 78 in the UK was RCA 1194, A Mess Of Blues/Girl Of My Best Friend (1960).", "targets": "What percentage of Elvis Presley's single sales were of 78s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b03a4c9fc314e00af2a98ed10cf5ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Elvis Presley's early singles on Sun Records might have sold more copies on 78 than on 45. This is because the majority of those sales in 1954\u201355 were to the \"hillbilly\" market in the South and Southwestern United States, where replacing the family 78 rpm player with a new 45 rpm player was a luxury few could afford at the time. By the end of 1957, RCA Victor announced that 78s accounted for less than 10% of Presley's singles sales, essentially announcing the death throes of the 78 rpm format. The last Presley single released on 78 in the United States was RCA Victor 20-7410, I Got Stung/One Night (1958), while the last 78 in the UK was RCA 1194, A Mess Of Blues/Girl Of My Best Friend (1960).", "targets": "What was the last 78 released in the UK by RCA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b03a4c9fc314e00af2a98ed10cf5ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Elvis Presley's early singles on Sun Records might have sold more copies on 78 than on 45. This is because the majority of those sales in 1954\u201355 were to the \"hillbilly\" market in the South and Southwestern United States, where replacing the family 78 rpm player with a new 45 rpm player was a luxury few could afford at the time. By the end of 1957, RCA Victor announced that 78s accounted for less than 10% of Presley's singles sales, essentially announcing the death throes of the 78 rpm format. The last Presley single released on 78 in the United States was RCA Victor 20-7410, I Got Stung/One Night (1958), while the last 78 in the UK was RCA 1194, A Mess Of Blues/Girl Of My Best Friend (1960).", "targets": "Why did Elvis sales of 78s perform so well in the Southern States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b03a4c9fc314e00af2a98ed10cf5ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Elvis Presley's early singles on Sun Records might have sold more copies on 78 than on 45. This is because the majority of those sales in 1954\u201355 were to the \"hillbilly\" market in the South and Southwestern United States, where replacing the family 78 rpm player with a new 45 rpm player was a luxury few could afford at the time. By the end of 1957, RCA Victor announced that 78s accounted for less than 10% of Presley's singles sales, essentially announcing the death throes of the 78 rpm format. The last Presley single released on 78 in the United States was RCA Victor 20-7410, I Got Stung/One Night (1958), while the last 78 in the UK was RCA 1194, A Mess Of Blues/Girl Of My Best Friend (1960).", "targets": "On which label did Elvis release his early singles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b03a4c9fc314e00af2a98ed10cf5ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Elvis Presley's early singles on Sun Records might have sold more copies on 78 than on 45. This is because the majority of those sales in 1954\u201355 were to the \"hillbilly\" market in the South and Southwestern United States, where replacing the family 78 rpm player with a new 45 rpm player was a luxury few could afford at the time. By the end of 1957, RCA Victor announced that 78s accounted for less than 10% of Presley's singles sales, essentially announcing the death throes of the 78 rpm format. The last Presley single released on 78 in the United States was RCA Victor 20-7410, I Got Stung/One Night (1958), while the last 78 in the UK was RCA 1194, A Mess Of Blues/Girl Of My Best Friend (1960).", "targets": "What was the last Elvis Presley single released on 78?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c00e7aa8ccd4293af0e014579a08894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around this time, tensions began to arise between what was perceived as president N\u00fa\u00f1ez's dictatorial rule and the nationalistic support group, Boixos Nois. The group, identified with a left-wing separatism, repeatedly demanded the resignation of N\u00fa\u00f1ez and openly defied him through chants and banners at matches. At the same time, Barcelona experienced an eruption in skinheads, who often identified with a right-wing separatism. The skinheads slowly transferred the Boixos Nois' ideology from liberalism to fascism, which caused division within the group and a sudden support for N\u00fa\u00f1ez's presidency. Inspired by British hooligans, the remaining Boixos Nois became violent, causing havoc leading to large-scale arrests.", "targets": "What political group wanted Nunez to resign the presidency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c00e7aa8ccd4293af0e014579a08894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around this time, tensions began to arise between what was perceived as president N\u00fa\u00f1ez's dictatorial rule and the nationalistic support group, Boixos Nois. The group, identified with a left-wing separatism, repeatedly demanded the resignation of N\u00fa\u00f1ez and openly defied him through chants and banners at matches. At the same time, Barcelona experienced an eruption in skinheads, who often identified with a right-wing separatism. The skinheads slowly transferred the Boixos Nois' ideology from liberalism to fascism, which caused division within the group and a sudden support for N\u00fa\u00f1ez's presidency. Inspired by British hooligans, the remaining Boixos Nois became violent, causing havoc leading to large-scale arrests.", "targets": " To what did Boixos Nois idetify themselves as belonging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c00e7aa8ccd4293af0e014579a08894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around this time, tensions began to arise between what was perceived as president N\u00fa\u00f1ez's dictatorial rule and the nationalistic support group, Boixos Nois. The group, identified with a left-wing separatism, repeatedly demanded the resignation of N\u00fa\u00f1ez and openly defied him through chants and banners at matches. At the same time, Barcelona experienced an eruption in skinheads, who often identified with a right-wing separatism. The skinheads slowly transferred the Boixos Nois' ideology from liberalism to fascism, which caused division within the group and a sudden support for N\u00fa\u00f1ez's presidency. Inspired by British hooligans, the remaining Boixos Nois became violent, causing havoc leading to large-scale arrests.", "targets": "What right-wing separatists tried to spread fascism to the Boixos Nois?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c00e7aa8ccd4293af0e014579a08894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around this time, tensions began to arise between what was perceived as president N\u00fa\u00f1ez's dictatorial rule and the nationalistic support group, Boixos Nois. The group, identified with a left-wing separatism, repeatedly demanded the resignation of N\u00fa\u00f1ez and openly defied him through chants and banners at matches. At the same time, Barcelona experienced an eruption in skinheads, who often identified with a right-wing separatism. The skinheads slowly transferred the Boixos Nois' ideology from liberalism to fascism, which caused division within the group and a sudden support for N\u00fa\u00f1ez's presidency. Inspired by British hooligans, the remaining Boixos Nois became violent, causing havoc leading to large-scale arrests.", "targets": "What did the resulting split in the Boixos Nois group cause many to support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c00e7aa8ccd4293af0e014579a08894", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around this time, tensions began to arise between what was perceived as president N\u00fa\u00f1ez's dictatorial rule and the nationalistic support group, Boixos Nois. The group, identified with a left-wing separatism, repeatedly demanded the resignation of N\u00fa\u00f1ez and openly defied him through chants and banners at matches. At the same time, Barcelona experienced an eruption in skinheads, who often identified with a right-wing separatism. The skinheads slowly transferred the Boixos Nois' ideology from liberalism to fascism, which caused division within the group and a sudden support for N\u00fa\u00f1ez's presidency. Inspired by British hooligans, the remaining Boixos Nois became violent, causing havoc leading to large-scale arrests.", "targets": "What did the resulting violence perpetrated by the extremists produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41bc40068be46aca2297fa4b9ac1aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the arts and entertainment, minimalist composer Philip Glass, dancer, choreographer and leader in the field of dance anthropology Katherine Dunham, Bungie founder and developer of the Halo video game series Alex Seropian, Serial host Sarah Koenig, actor Ed Asner, Pulitzer Prize for Criticism winning film critic and the subject of the 2014 documentary film Life Itself Roger Ebert, director, writer, and comedian Mike Nichols, film director and screenwriter Philip Kaufman, and Carl Van Vechten, photographer and writer, are graduates.", "targets": "What minimalist composer is also a university graduate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41bc40068be46aca2297fa4b9ac1aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the arts and entertainment, minimalist composer Philip Glass, dancer, choreographer and leader in the field of dance anthropology Katherine Dunham, Bungie founder and developer of the Halo video game series Alex Seropian, Serial host Sarah Koenig, actor Ed Asner, Pulitzer Prize for Criticism winning film critic and the subject of the 2014 documentary film Life Itself Roger Ebert, director, writer, and comedian Mike Nichols, film director and screenwriter Philip Kaufman, and Carl Van Vechten, photographer and writer, are graduates.", "targets": "What is the name of the Bungie Inc. founder who is also a university graduate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41bc40068be46aca2297fa4b9ac1aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the arts and entertainment, minimalist composer Philip Glass, dancer, choreographer and leader in the field of dance anthropology Katherine Dunham, Bungie founder and developer of the Halo video game series Alex Seropian, Serial host Sarah Koenig, actor Ed Asner, Pulitzer Prize for Criticism winning film critic and the subject of the 2014 documentary film Life Itself Roger Ebert, director, writer, and comedian Mike Nichols, film director and screenwriter Philip Kaufman, and Carl Van Vechten, photographer and writer, are graduates.", "targets": "What video game series did Alex Seropian make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41bc40068be46aca2297fa4b9ac1aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the arts and entertainment, minimalist composer Philip Glass, dancer, choreographer and leader in the field of dance anthropology Katherine Dunham, Bungie founder and developer of the Halo video game series Alex Seropian, Serial host Sarah Koenig, actor Ed Asner, Pulitzer Prize for Criticism winning film critic and the subject of the 2014 documentary film Life Itself Roger Ebert, director, writer, and comedian Mike Nichols, film director and screenwriter Philip Kaufman, and Carl Van Vechten, photographer and writer, are graduates.", "targets": "What American actor is also a university graduate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e41bc40068be46aca2297fa4b9ac1aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the arts and entertainment, minimalist composer Philip Glass, dancer, choreographer and leader in the field of dance anthropology Katherine Dunham, Bungie founder and developer of the Halo video game series Alex Seropian, Serial host Sarah Koenig, actor Ed Asner, Pulitzer Prize for Criticism winning film critic and the subject of the 2014 documentary film Life Itself Roger Ebert, director, writer, and comedian Mike Nichols, film director and screenwriter Philip Kaufman, and Carl Van Vechten, photographer and writer, are graduates.", "targets": "What comedian is also a university graduate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717a1098ec740d39306718d5d099540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, a study by Behar et al., based on what was at that time high-resolution analysis of haplogroup K (mtDNA), suggested that about 40% of the current Ashkenazi population is descended matrilineally from just four women, or \"founder lineages\", that were \"likely from a Hebrew/Levantine mtDNA pool\" originating in the Middle East in the 1st and 2nd centuries CE. Additionally, Behar et al. suggested that the rest of Ashkenazi mtDNA is originated from ~150 women, and that most of those were also likely of Middle Eastern origin. In reference specifically to Haplogroup K, they suggested that although it is common throughout western Eurasia, \"the observed global pattern of distribution renders very unlikely the possibility that the four aforementioned founder lineages entered the Ashkenazi mtDNA pool via gene flow from a European host population\".", "targets": "A 2006 study by Behar et al, suggested that what percentage of the current Ashkenazi population was descended from \"founder lineages\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717a1098ec740d39306718d5d099540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, a study by Behar et al., based on what was at that time high-resolution analysis of haplogroup K (mtDNA), suggested that about 40% of the current Ashkenazi population is descended matrilineally from just four women, or \"founder lineages\", that were \"likely from a Hebrew/Levantine mtDNA pool\" originating in the Middle East in the 1st and 2nd centuries CE. Additionally, Behar et al. suggested that the rest of Ashkenazi mtDNA is originated from ~150 women, and that most of those were also likely of Middle Eastern origin. In reference specifically to Haplogroup K, they suggested that although it is common throughout western Eurasia, \"the observed global pattern of distribution renders very unlikely the possibility that the four aforementioned founder lineages entered the Ashkenazi mtDNA pool via gene flow from a European host population\".", "targets": "A 2006 study by Behar et al, suggested that a large percentage of the current Ashkenazi population is descended matrilineally from how many women? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717a1098ec740d39306718d5d099540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, a study by Behar et al., based on what was at that time high-resolution analysis of haplogroup K (mtDNA), suggested that about 40% of the current Ashkenazi population is descended matrilineally from just four women, or \"founder lineages\", that were \"likely from a Hebrew/Levantine mtDNA pool\" originating in the Middle East in the 1st and 2nd centuries CE. Additionally, Behar et al. suggested that the rest of Ashkenazi mtDNA is originated from ~150 women, and that most of those were also likely of Middle Eastern origin. In reference specifically to Haplogroup K, they suggested that although it is common throughout western Eurasia, \"the observed global pattern of distribution renders very unlikely the possibility that the four aforementioned founder lineages entered the Ashkenazi mtDNA pool via gene flow from a European host population\".", "targets": "The women that a large percentage of the current Ashkenazi population is descended from are also known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717a1098ec740d39306718d5d099540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, a study by Behar et al., based on what was at that time high-resolution analysis of haplogroup K (mtDNA), suggested that about 40% of the current Ashkenazi population is descended matrilineally from just four women, or \"founder lineages\", that were \"likely from a Hebrew/Levantine mtDNA pool\" originating in the Middle East in the 1st and 2nd centuries CE. Additionally, Behar et al. suggested that the rest of Ashkenazi mtDNA is originated from ~150 women, and that most of those were also likely of Middle Eastern origin. In reference specifically to Haplogroup K, they suggested that although it is common throughout western Eurasia, \"the observed global pattern of distribution renders very unlikely the possibility that the four aforementioned founder lineages entered the Ashkenazi mtDNA pool via gene flow from a European host population\".", "targets": "The founder lineages were likely from what type of mtDNA pool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63165d239b994b5dac9ebf7540f742a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after he learned of the failure of Menshikov's diplomacy toward the end of June 1853, the Tsar sent armies under the commands of Field Marshal Ivan Paskevich and General Mikhail Gorchakov across the Pruth River into the Ottoman-controlled Danubian Principalities of Moldavia and Wallachia. Fewer than half of the 80,000 Russian soldiers who crossed the Pruth in 1853 survived. By far, most of the deaths would result from sickness rather than combat,:118\u2013119 for the Russian army still suffered from medical services that ranged from bad to none.", "targets": "Who sent armies across the Pruth River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63165d239b994b5dac9ebf7540f742a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after he learned of the failure of Menshikov's diplomacy toward the end of June 1853, the Tsar sent armies under the commands of Field Marshal Ivan Paskevich and General Mikhail Gorchakov across the Pruth River into the Ottoman-controlled Danubian Principalities of Moldavia and Wallachia. Fewer than half of the 80,000 Russian soldiers who crossed the Pruth in 1853 survived. By far, most of the deaths would result from sickness rather than combat,:118\u2013119 for the Russian army still suffered from medical services that ranged from bad to none.", "targets": "Who commanded the armies across the Pruth River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63165d239b994b5dac9ebf7540f742a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after he learned of the failure of Menshikov's diplomacy toward the end of June 1853, the Tsar sent armies under the commands of Field Marshal Ivan Paskevich and General Mikhail Gorchakov across the Pruth River into the Ottoman-controlled Danubian Principalities of Moldavia and Wallachia. Fewer than half of the 80,000 Russian soldiers who crossed the Pruth in 1853 survived. By far, most of the deaths would result from sickness rather than combat,:118\u2013119 for the Russian army still suffered from medical services that ranged from bad to none.", "targets": "Who was in control of the Danubian Principalities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63165d239b994b5dac9ebf7540f742a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after he learned of the failure of Menshikov's diplomacy toward the end of June 1853, the Tsar sent armies under the commands of Field Marshal Ivan Paskevich and General Mikhail Gorchakov across the Pruth River into the Ottoman-controlled Danubian Principalities of Moldavia and Wallachia. Fewer than half of the 80,000 Russian soldiers who crossed the Pruth in 1853 survived. By far, most of the deaths would result from sickness rather than combat,:118\u2013119 for the Russian army still suffered from medical services that ranged from bad to none.", "targets": "In what year did Russian soldiers cross the Pruth River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63165d239b994b5dac9ebf7540f742a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after he learned of the failure of Menshikov's diplomacy toward the end of June 1853, the Tsar sent armies under the commands of Field Marshal Ivan Paskevich and General Mikhail Gorchakov across the Pruth River into the Ottoman-controlled Danubian Principalities of Moldavia and Wallachia. Fewer than half of the 80,000 Russian soldiers who crossed the Pruth in 1853 survived. By far, most of the deaths would result from sickness rather than combat,:118\u2013119 for the Russian army still suffered from medical services that ranged from bad to none.", "targets": "How did most Russians die when crossing the Pruth River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "Who shot at the queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "When was the shooting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What was Maclean's occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "Which college were to two boys attending?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "With what did the college boy's hit the shooter with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "Who shot Queen Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What year was the Queen shot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "Who stopped Maclean after he shot the Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What did the court determine was the fate for Maclean after shooting the Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "How did the schoolboys stop Maclean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What disgruntled poet shot at Victoria's carriage on March 2, 1882?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What school did the boys who defended the Queen with umbrellas attend? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What was the verdict in Roderick Maclean's trial? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What provoked the attack on Queen Victoria as she left Windsor? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What was Victoria's reaction to the verdict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "Who attempted to assassinate the Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What was the verdict in Maclean's trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "What position did Victoria take on being shot at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "When did Maclean attempt to shoot Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9e09fe57d74880b0ada69ce3e43524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 2 March 1882, Roderick Maclean, a disgruntled poet apparently offended by Victoria's refusal to accept one of his poems, shot at the Queen as her carriage left Windsor railway station. Two schoolboys from Eton College struck him with their umbrellas, until he was hustled away by a policeman. Victoria was outraged when he was found not guilty by reason of insanity, but was so pleased by the many expressions of loyalty after the attack that she said it was \"worth being shot at\u2014to see how much one is loved\".", "targets": "Why did Maclean shoot at Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7679bd10254eca9a2e8a6da7a4aa6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mobile telecommunications and radio broadcasting help to fight corruption, especially in developing regions like Africa, where other forms of communications are limited. In India, the anti-corruption bureau fights against corruption, and a new ombudsman bill called Jan Lokpal Bill is being prepared.", "targets": "Radio broadcasts and what help deter corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7679bd10254eca9a2e8a6da7a4aa6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mobile telecommunications and radio broadcasting help to fight corruption, especially in developing regions like Africa, where other forms of communications are limited. In India, the anti-corruption bureau fights against corruption, and a new ombudsman bill called Jan Lokpal Bill is being prepared.", "targets": "What country is used as an example for limited forms of communications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7679bd10254eca9a2e8a6da7a4aa6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mobile telecommunications and radio broadcasting help to fight corruption, especially in developing regions like Africa, where other forms of communications are limited. In India, the anti-corruption bureau fights against corruption, and a new ombudsman bill called Jan Lokpal Bill is being prepared.", "targets": "Who works against corruption in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7679bd10254eca9a2e8a6da7a4aa6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mobile telecommunications and radio broadcasting help to fight corruption, especially in developing regions like Africa, where other forms of communications are limited. In India, the anti-corruption bureau fights against corruption, and a new ombudsman bill called Jan Lokpal Bill is being prepared.", "targets": "What new ombudsman bill is being readied in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6376a9df35634ed7b41de363aad4553c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal owned the rights to the \"Oswald the Lucky Rabbit\" character, although Walt Disney and Ub Iwerks had created Oswald, and their films had enjoyed a successful theatrical run. After Charles Mintz had unsuccessfully demanded that Disney accept a lower fee for producing the property, Mintz produced the films with his own group of animators. Instead, Disney and Iwerks created Mickey Mouse who in 1928 stared in the first \"sync\" sound animated short, Steamboat Willie. This moment effectively launched Walt Disney Studios' foothold, while Universal became a minor player in film animation. Universal subsequently severed its link to Mintz and formed its own in-house animation studio to produce Oswald cartoons headed by Walter Lantz.", "targets": "Along with Walt Disney, who created Oswald the Lucky Rabbit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6376a9df35634ed7b41de363aad4553c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal owned the rights to the \"Oswald the Lucky Rabbit\" character, although Walt Disney and Ub Iwerks had created Oswald, and their films had enjoyed a successful theatrical run. After Charles Mintz had unsuccessfully demanded that Disney accept a lower fee for producing the property, Mintz produced the films with his own group of animators. Instead, Disney and Iwerks created Mickey Mouse who in 1928 stared in the first \"sync\" sound animated short, Steamboat Willie. This moment effectively launched Walt Disney Studios' foothold, while Universal became a minor player in film animation. Universal subsequently severed its link to Mintz and formed its own in-house animation studio to produce Oswald cartoons headed by Walter Lantz.", "targets": "Who owned the rights to Oswald?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6376a9df35634ed7b41de363aad4553c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal owned the rights to the \"Oswald the Lucky Rabbit\" character, although Walt Disney and Ub Iwerks had created Oswald, and their films had enjoyed a successful theatrical run. After Charles Mintz had unsuccessfully demanded that Disney accept a lower fee for producing the property, Mintz produced the films with his own group of animators. Instead, Disney and Iwerks created Mickey Mouse who in 1928 stared in the first \"sync\" sound animated short, Steamboat Willie. This moment effectively launched Walt Disney Studios' foothold, while Universal became a minor player in film animation. Universal subsequently severed its link to Mintz and formed its own in-house animation studio to produce Oswald cartoons headed by Walter Lantz.", "targets": "Who produced an Oswald the Lucky Rabbit motion picture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6376a9df35634ed7b41de363aad4553c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal owned the rights to the \"Oswald the Lucky Rabbit\" character, although Walt Disney and Ub Iwerks had created Oswald, and their films had enjoyed a successful theatrical run. After Charles Mintz had unsuccessfully demanded that Disney accept a lower fee for producing the property, Mintz produced the films with his own group of animators. Instead, Disney and Iwerks created Mickey Mouse who in 1928 stared in the first \"sync\" sound animated short, Steamboat Willie. This moment effectively launched Walt Disney Studios' foothold, while Universal became a minor player in film animation. Universal subsequently severed its link to Mintz and formed its own in-house animation studio to produce Oswald cartoons headed by Walter Lantz.", "targets": "What character did Walt Disney create in 1928?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6376a9df35634ed7b41de363aad4553c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Universal owned the rights to the \"Oswald the Lucky Rabbit\" character, although Walt Disney and Ub Iwerks had created Oswald, and their films had enjoyed a successful theatrical run. After Charles Mintz had unsuccessfully demanded that Disney accept a lower fee for producing the property, Mintz produced the films with his own group of animators. Instead, Disney and Iwerks created Mickey Mouse who in 1928 stared in the first \"sync\" sound animated short, Steamboat Willie. This moment effectively launched Walt Disney Studios' foothold, while Universal became a minor player in film animation. Universal subsequently severed its link to Mintz and formed its own in-house animation studio to produce Oswald cartoons headed by Walter Lantz.", "targets": "What was the first animated short with synchronized sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab0565332fb4e12bf8bb833f1bef717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout Europe at this time there was a rapid growth in trade and an associated growth in towns. Germany and the Lowlands had large flourishing towns that grew in comparative peace, in trade and competition with each other, or united for mutual weal, as in the Hanseatic League. Civic building was of great importance to these towns as a sign of wealth and pride. England and France remained largely feudal and produced grand domestic architecture for their kings, dukes and bishops, rather than grand town halls for their burghers.", "targets": "Europe experienced a rapid growth in what at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab0565332fb4e12bf8bb833f1bef717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout Europe at this time there was a rapid growth in trade and an associated growth in towns. Germany and the Lowlands had large flourishing towns that grew in comparative peace, in trade and competition with each other, or united for mutual weal, as in the Hanseatic League. Civic building was of great importance to these towns as a sign of wealth and pride. England and France remained largely feudal and produced grand domestic architecture for their kings, dukes and bishops, rather than grand town halls for their burghers.", "targets": "What is one country that contained considerable and prosperous towns during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab0565332fb4e12bf8bb833f1bef717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout Europe at this time there was a rapid growth in trade and an associated growth in towns. Germany and the Lowlands had large flourishing towns that grew in comparative peace, in trade and competition with each other, or united for mutual weal, as in the Hanseatic League. Civic building was of great importance to these towns as a sign of wealth and pride. England and France remained largely feudal and produced grand domestic architecture for their kings, dukes and bishops, rather than grand town halls for their burghers.", "targets": "What type of building was considered to be very important and a sign of affluence and achievement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab0565332fb4e12bf8bb833f1bef717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout Europe at this time there was a rapid growth in trade and an associated growth in towns. Germany and the Lowlands had large flourishing towns that grew in comparative peace, in trade and competition with each other, or united for mutual weal, as in the Hanseatic League. Civic building was of great importance to these towns as a sign of wealth and pride. England and France remained largely feudal and produced grand domestic architecture for their kings, dukes and bishops, rather than grand town halls for their burghers.", "targets": "What is one country that stayed mostly feudal and created spectacular architecture for its royalty rather than its burghers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab0565332fb4e12bf8bb833f1bef717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout Europe at this time there was a rapid growth in trade and an associated growth in towns. Germany and the Lowlands had large flourishing towns that grew in comparative peace, in trade and competition with each other, or united for mutual weal, as in the Hanseatic League. Civic building was of great importance to these towns as a sign of wealth and pride. England and France remained largely feudal and produced grand domestic architecture for their kings, dukes and bishops, rather than grand town halls for their burghers.", "targets": "What is another country that stayed mostly feudal and created spectacular architecture for its royalty rather than its burghers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4508446ad6114f0e9bbd75a86bd20659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chloride is often added to lumber as a fire retardant and can be used as a wood preservative. It is also used to make other chemicals. Zinc methyl (Zn(CH3)\n2) is used in a number of organic syntheses. Zinc sulfide (ZnS) is used in luminescent pigments such as on the hands of clocks, X-ray and television screens, and luminous paints. Crystals of ZnS are used in lasers that operate in the mid-infrared part of the spectrum. Zinc sulfate is a chemical in dyes and pigments. Zinc pyrithione is used in antifouling paints.", "targets": "What is added to wood in order to preserve it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4508446ad6114f0e9bbd75a86bd20659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chloride is often added to lumber as a fire retardant and can be used as a wood preservative. It is also used to make other chemicals. Zinc methyl (Zn(CH3)\n2) is used in a number of organic syntheses. Zinc sulfide (ZnS) is used in luminescent pigments such as on the hands of clocks, X-ray and television screens, and luminous paints. Crystals of ZnS are used in lasers that operate in the mid-infrared part of the spectrum. Zinc sulfate is a chemical in dyes and pigments. Zinc pyrithione is used in antifouling paints.", "targets": "What is the feature of zinc sufide that makes it useful in television screens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4508446ad6114f0e9bbd75a86bd20659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chloride is often added to lumber as a fire retardant and can be used as a wood preservative. It is also used to make other chemicals. Zinc methyl (Zn(CH3)\n2) is used in a number of organic syntheses. Zinc sulfide (ZnS) is used in luminescent pigments such as on the hands of clocks, X-ray and television screens, and luminous paints. Crystals of ZnS are used in lasers that operate in the mid-infrared part of the spectrum. Zinc sulfate is a chemical in dyes and pigments. Zinc pyrithione is used in antifouling paints.", "targets": "What kind of lasers are crystals of zinc suflde used in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4508446ad6114f0e9bbd75a86bd20659", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc chloride is often added to lumber as a fire retardant and can be used as a wood preservative. It is also used to make other chemicals. Zinc methyl (Zn(CH3)\n2) is used in a number of organic syntheses. Zinc sulfide (ZnS) is used in luminescent pigments such as on the hands of clocks, X-ray and television screens, and luminous paints. Crystals of ZnS are used in lasers that operate in the mid-infrared part of the spectrum. Zinc sulfate is a chemical in dyes and pigments. Zinc pyrithione is used in antifouling paints.", "targets": "Where is zinc pyrithion used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1170480e41834e63974792d9ff9ecd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European publishing company, Panini, approached Digimon in different ways in different countries. While Germany created their own adaptations of episodes, the United Kingdom (UK) reprinted the Dark Horse titles, then translated some of the German adaptations of Adventure 02 episodes. Eventually the UK comics were given their own original stories, which appeared in both the UK's official Digimon Magazine and the official UK Fox Kids companion magazine, Wickid. These original stories only roughly followed the continuity of Adventure 02. When the comic switched to the Tamers series the storylines adhered to continuity more strictly; sometimes it would expand on subject matter not covered by the original Japanese anime (such as Mitsuo Yamaki's past) or the English adaptations of the television shows and movies (such as Ryo's story or the movies that remained undubbed until 2005). In a money saving venture, the original stories were later removed from Digimon Magazine, which returned to printing translated German adaptations of Tamers episodes. Eventually, both magazines were cancelled.", "targets": "What magazine were given their own original stories of Digimon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1170480e41834e63974792d9ff9ecd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European publishing company, Panini, approached Digimon in different ways in different countries. While Germany created their own adaptations of episodes, the United Kingdom (UK) reprinted the Dark Horse titles, then translated some of the German adaptations of Adventure 02 episodes. Eventually the UK comics were given their own original stories, which appeared in both the UK's official Digimon Magazine and the official UK Fox Kids companion magazine, Wickid. These original stories only roughly followed the continuity of Adventure 02. When the comic switched to the Tamers series the storylines adhered to continuity more strictly; sometimes it would expand on subject matter not covered by the original Japanese anime (such as Mitsuo Yamaki's past) or the English adaptations of the television shows and movies (such as Ryo's story or the movies that remained undubbed until 2005). In a money saving venture, the original stories were later removed from Digimon Magazine, which returned to printing translated German adaptations of Tamers episodes. Eventually, both magazines were cancelled.", "targets": "What series did the UK magazine storyline follow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1170480e41834e63974792d9ff9ecd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European publishing company, Panini, approached Digimon in different ways in different countries. While Germany created their own adaptations of episodes, the United Kingdom (UK) reprinted the Dark Horse titles, then translated some of the German adaptations of Adventure 02 episodes. Eventually the UK comics were given their own original stories, which appeared in both the UK's official Digimon Magazine and the official UK Fox Kids companion magazine, Wickid. These original stories only roughly followed the continuity of Adventure 02. When the comic switched to the Tamers series the storylines adhered to continuity more strictly; sometimes it would expand on subject matter not covered by the original Japanese anime (such as Mitsuo Yamaki's past) or the English adaptations of the television shows and movies (such as Ryo's story or the movies that remained undubbed until 2005). In a money saving venture, the original stories were later removed from Digimon Magazine, which returned to printing translated German adaptations of Tamers episodes. Eventually, both magazines were cancelled.", "targets": "What happened to the magazines after their run of Digimon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-095573b86a644ed597e2076f2efcac63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1867, Prince Alfred, Duke of Edinburgh and second son of Queen Victoria, visited the islands. The main settlement, Edinburgh of the Seven Seas, was named in honour of his visit. Lewis Carroll's youngest brother, the Reverend Edwin Heron Dodgson, served as an Anglican missionary and schoolteacher in Tristan da Cunha in the 1880s.", "targets": "in what year did Prince Alfred visit the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-095573b86a644ed597e2076f2efcac63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1867, Prince Alfred, Duke of Edinburgh and second son of Queen Victoria, visited the islands. The main settlement, Edinburgh of the Seven Seas, was named in honour of his visit. Lewis Carroll's youngest brother, the Reverend Edwin Heron Dodgson, served as an Anglican missionary and schoolteacher in Tristan da Cunha in the 1880s.", "targets": "what was the main settlement named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-095573b86a644ed597e2076f2efcac63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1867, Prince Alfred, Duke of Edinburgh and second son of Queen Victoria, visited the islands. The main settlement, Edinburgh of the Seven Seas, was named in honour of his visit. Lewis Carroll's youngest brother, the Reverend Edwin Heron Dodgson, served as an Anglican missionary and schoolteacher in Tristan da Cunha in the 1880s.", "targets": "who is Lewis Carroll's youngest brother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e73fd5c9ea4e9eaf4b22bfb0f1ae29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo set several major human spaceflight milestones. It stands alone in sending manned missions beyond low Earth orbit. Apollo 8 was the first manned spacecraft to orbit another celestial body, while the final Apollo 17 mission marked the sixth Moon landing and the ninth manned mission beyond low Earth orbit. The program returned 842 pounds (382 kg) of lunar rocks and soil to Earth, greatly contributing to the understanding of the Moon's composition and geological history. The program laid the foundation for NASA's current human spaceflight capability, and funded construction of its Johnson Space Center and Kennedy Space Center. Apollo also spurred advances in many areas of technology incidental to rocketry and manned spaceflight, including avionics, telecommunications, and computers.", "targets": "What was the first spacecraft to orbit another celestial body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e73fd5c9ea4e9eaf4b22bfb0f1ae29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo set several major human spaceflight milestones. It stands alone in sending manned missions beyond low Earth orbit. Apollo 8 was the first manned spacecraft to orbit another celestial body, while the final Apollo 17 mission marked the sixth Moon landing and the ninth manned mission beyond low Earth orbit. The program returned 842 pounds (382 kg) of lunar rocks and soil to Earth, greatly contributing to the understanding of the Moon's composition and geological history. The program laid the foundation for NASA's current human spaceflight capability, and funded construction of its Johnson Space Center and Kennedy Space Center. Apollo also spurred advances in many areas of technology incidental to rocketry and manned spaceflight, including avionics, telecommunications, and computers.", "targets": "What Apollo mission was the sixth moon landing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e73fd5c9ea4e9eaf4b22bfb0f1ae29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo set several major human spaceflight milestones. It stands alone in sending manned missions beyond low Earth orbit. Apollo 8 was the first manned spacecraft to orbit another celestial body, while the final Apollo 17 mission marked the sixth Moon landing and the ninth manned mission beyond low Earth orbit. The program returned 842 pounds (382 kg) of lunar rocks and soil to Earth, greatly contributing to the understanding of the Moon's composition and geological history. The program laid the foundation for NASA's current human spaceflight capability, and funded construction of its Johnson Space Center and Kennedy Space Center. Apollo also spurred advances in many areas of technology incidental to rocketry and manned spaceflight, including avionics, telecommunications, and computers.", "targets": "How many kgs of moon rocks did the program bring back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e73fd5c9ea4e9eaf4b22bfb0f1ae29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo set several major human spaceflight milestones. It stands alone in sending manned missions beyond low Earth orbit. Apollo 8 was the first manned spacecraft to orbit another celestial body, while the final Apollo 17 mission marked the sixth Moon landing and the ninth manned mission beyond low Earth orbit. The program returned 842 pounds (382 kg) of lunar rocks and soil to Earth, greatly contributing to the understanding of the Moon's composition and geological history. The program laid the foundation for NASA's current human spaceflight capability, and funded construction of its Johnson Space Center and Kennedy Space Center. Apollo also spurred advances in many areas of technology incidental to rocketry and manned spaceflight, including avionics, telecommunications, and computers.", "targets": "What other areas did the Apollo missions help spur advancements in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5e92518c38649eb9a871b928b5a4b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TVOntario picked up the show in 1976 beginning with The Three Doctors and aired each series (several years late) through to series 24 in 1991. From 1979 to 1981, TVO airings were bookended by science-fiction writer Judith Merril who would introduce the episode and then, after the episode concluded, try to place it in an educational context in keeping with TVO's status as an educational channel. Its airing of The Talons of Weng-Chiang was cancelled as a result of accusations that the story was racist; the story was later broadcast in the 1990s on cable station YTV. CBC began showing the series again in 2005. The series moved to the Canadian cable channel Space in 2009.[citation needed]", "targets": "What year did TVOntario start showing Doctor Who episodes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5e92518c38649eb9a871b928b5a4b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TVOntario picked up the show in 1976 beginning with The Three Doctors and aired each series (several years late) through to series 24 in 1991. From 1979 to 1981, TVO airings were bookended by science-fiction writer Judith Merril who would introduce the episode and then, after the episode concluded, try to place it in an educational context in keeping with TVO's status as an educational channel. Its airing of The Talons of Weng-Chiang was cancelled as a result of accusations that the story was racist; the story was later broadcast in the 1990s on cable station YTV. CBC began showing the series again in 2005. The series moved to the Canadian cable channel Space in 2009.[citation needed]", "targets": "What was the first Doctor Who show that TVOntario ran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5e92518c38649eb9a871b928b5a4b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TVOntario picked up the show in 1976 beginning with The Three Doctors and aired each series (several years late) through to series 24 in 1991. From 1979 to 1981, TVO airings were bookended by science-fiction writer Judith Merril who would introduce the episode and then, after the episode concluded, try to place it in an educational context in keeping with TVO's status as an educational channel. Its airing of The Talons of Weng-Chiang was cancelled as a result of accusations that the story was racist; the story was later broadcast in the 1990s on cable station YTV. CBC began showing the series again in 2005. The series moved to the Canadian cable channel Space in 2009.[citation needed]", "targets": "What Canadian cable station started showing Doctor Who in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5e92518c38649eb9a871b928b5a4b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TVOntario picked up the show in 1976 beginning with The Three Doctors and aired each series (several years late) through to series 24 in 1991. From 1979 to 1981, TVO airings were bookended by science-fiction writer Judith Merril who would introduce the episode and then, after the episode concluded, try to place it in an educational context in keeping with TVO's status as an educational channel. Its airing of The Talons of Weng-Chiang was cancelled as a result of accusations that the story was racist; the story was later broadcast in the 1990s on cable station YTV. CBC began showing the series again in 2005. The series moved to the Canadian cable channel Space in 2009.[citation needed]", "targets": "Which Doctor Who show was cancelled because it was considered racist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5e92518c38649eb9a871b928b5a4b00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TVOntario picked up the show in 1976 beginning with The Three Doctors and aired each series (several years late) through to series 24 in 1991. From 1979 to 1981, TVO airings were bookended by science-fiction writer Judith Merril who would introduce the episode and then, after the episode concluded, try to place it in an educational context in keeping with TVO's status as an educational channel. Its airing of The Talons of Weng-Chiang was cancelled as a result of accusations that the story was racist; the story was later broadcast in the 1990s on cable station YTV. CBC began showing the series again in 2005. The series moved to the Canadian cable channel Space in 2009.[citation needed]", "targets": "What science fiction writer introduced the Doctor Who episodes for a period of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe1b85086572439d94ea851b06541b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wine was considered the basic drink, consumed at all meals and occasions by all classes and was quite inexpensive. Cato the Elder once advised cutting his rations in half to conserve wine for the workforce. Many types of drinks involving grapes and honey were consumed as well. Drinking on an empty stomach was regarded as boorish and a sure sign for alcoholism, the debilitating physical and psychological effects of which were known to the Romans. An accurate accusation of being an alcoholic was an effective way to discredit political rivals. Prominent Roman alcoholics included Mark Antony, and Cicero's own son Marcus (Cicero Minor). Even Cato the Younger was known to be a heavy drinker.[citation needed]", "targets": "What beverage was consumed by all the classes in the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe1b85086572439d94ea851b06541b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wine was considered the basic drink, consumed at all meals and occasions by all classes and was quite inexpensive. Cato the Elder once advised cutting his rations in half to conserve wine for the workforce. Many types of drinks involving grapes and honey were consumed as well. Drinking on an empty stomach was regarded as boorish and a sure sign for alcoholism, the debilitating physical and psychological effects of which were known to the Romans. An accurate accusation of being an alcoholic was an effective way to discredit political rivals. Prominent Roman alcoholics included Mark Antony, and Cicero's own son Marcus (Cicero Minor). Even Cato the Younger was known to be a heavy drinker.[citation needed]", "targets": "What was considered a compelling way to defame poltical rivals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe1b85086572439d94ea851b06541b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wine was considered the basic drink, consumed at all meals and occasions by all classes and was quite inexpensive. Cato the Elder once advised cutting his rations in half to conserve wine for the workforce. Many types of drinks involving grapes and honey were consumed as well. Drinking on an empty stomach was regarded as boorish and a sure sign for alcoholism, the debilitating physical and psychological effects of which were known to the Romans. An accurate accusation of being an alcoholic was an effective way to discredit political rivals. Prominent Roman alcoholics included Mark Antony, and Cicero's own son Marcus (Cicero Minor). Even Cato the Younger was known to be a heavy drinker.[citation needed]", "targets": "During what meals was wine commonly drank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe1b85086572439d94ea851b06541b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wine was considered the basic drink, consumed at all meals and occasions by all classes and was quite inexpensive. Cato the Elder once advised cutting his rations in half to conserve wine for the workforce. Many types of drinks involving grapes and honey were consumed as well. Drinking on an empty stomach was regarded as boorish and a sure sign for alcoholism, the debilitating physical and psychological effects of which were known to the Romans. An accurate accusation of being an alcoholic was an effective way to discredit political rivals. Prominent Roman alcoholics included Mark Antony, and Cicero's own son Marcus (Cicero Minor). Even Cato the Younger was known to be a heavy drinker.[citation needed]", "targets": "What was considered an indication of alcoholism in the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71bfe40f1f84e17a4f242809164f5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The szlachta's prevalent mentality and ideology were manifested in \"Sarmatism\", a name derived from a myth of the szlachta's origin in the powerful ancient nation of Sarmatians. This belief system became an important part of szlachta culture and affected all aspects of their lives. It was popularized by poets who exalted traditional village life, peace and pacifism. It was also manifested in oriental-style apparel (the \u017cupan, kontusz, sukmana, pas kontuszowy, delia); and made the scimitar-like szabla, too, a near-obligatory item of everyday szlachta apparel. Sarmatism served to integrate the multi-ethnic nobility as it created an almost nationalistic sense of unity and pride in the szlachta's \"Golden Liberty\" (z\u0142ota wolno\u015b\u0107). Knowledge of Latin was widespread, and most szlachta freely mixed Polish and Latin vocabulary (the latter, \"macaronisms\"\u2014from \"macaroni\") in everyday conversation.", "targets": "What was the prevalent mentality and ideology called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71bfe40f1f84e17a4f242809164f5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The szlachta's prevalent mentality and ideology were manifested in \"Sarmatism\", a name derived from a myth of the szlachta's origin in the powerful ancient nation of Sarmatians. This belief system became an important part of szlachta culture and affected all aspects of their lives. It was popularized by poets who exalted traditional village life, peace and pacifism. It was also manifested in oriental-style apparel (the \u017cupan, kontusz, sukmana, pas kontuszowy, delia); and made the scimitar-like szabla, too, a near-obligatory item of everyday szlachta apparel. Sarmatism served to integrate the multi-ethnic nobility as it created an almost nationalistic sense of unity and pride in the szlachta's \"Golden Liberty\" (z\u0142ota wolno\u015b\u0107). Knowledge of Latin was widespread, and most szlachta freely mixed Polish and Latin vocabulary (the latter, \"macaronisms\"\u2014from \"macaroni\") in everyday conversation.", "targets": "Where did the name sarmatism originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71bfe40f1f84e17a4f242809164f5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The szlachta's prevalent mentality and ideology were manifested in \"Sarmatism\", a name derived from a myth of the szlachta's origin in the powerful ancient nation of Sarmatians. This belief system became an important part of szlachta culture and affected all aspects of their lives. It was popularized by poets who exalted traditional village life, peace and pacifism. It was also manifested in oriental-style apparel (the \u017cupan, kontusz, sukmana, pas kontuszowy, delia); and made the scimitar-like szabla, too, a near-obligatory item of everyday szlachta apparel. Sarmatism served to integrate the multi-ethnic nobility as it created an almost nationalistic sense of unity and pride in the szlachta's \"Golden Liberty\" (z\u0142ota wolno\u015b\u0107). Knowledge of Latin was widespread, and most szlachta freely mixed Polish and Latin vocabulary (the latter, \"macaronisms\"\u2014from \"macaroni\") in everyday conversation.", "targets": "How did sarmatism effect szlachta culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71bfe40f1f84e17a4f242809164f5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The szlachta's prevalent mentality and ideology were manifested in \"Sarmatism\", a name derived from a myth of the szlachta's origin in the powerful ancient nation of Sarmatians. This belief system became an important part of szlachta culture and affected all aspects of their lives. It was popularized by poets who exalted traditional village life, peace and pacifism. It was also manifested in oriental-style apparel (the \u017cupan, kontusz, sukmana, pas kontuszowy, delia); and made the scimitar-like szabla, too, a near-obligatory item of everyday szlachta apparel. Sarmatism served to integrate the multi-ethnic nobility as it created an almost nationalistic sense of unity and pride in the szlachta's \"Golden Liberty\" (z\u0142ota wolno\u015b\u0107). Knowledge of Latin was widespread, and most szlachta freely mixed Polish and Latin vocabulary (the latter, \"macaronisms\"\u2014from \"macaroni\") in everyday conversation.", "targets": "What was also pushed for by result of sarmatism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71bfe40f1f84e17a4f242809164f5ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The szlachta's prevalent mentality and ideology were manifested in \"Sarmatism\", a name derived from a myth of the szlachta's origin in the powerful ancient nation of Sarmatians. This belief system became an important part of szlachta culture and affected all aspects of their lives. It was popularized by poets who exalted traditional village life, peace and pacifism. It was also manifested in oriental-style apparel (the \u017cupan, kontusz, sukmana, pas kontuszowy, delia); and made the scimitar-like szabla, too, a near-obligatory item of everyday szlachta apparel. Sarmatism served to integrate the multi-ethnic nobility as it created an almost nationalistic sense of unity and pride in the szlachta's \"Golden Liberty\" (z\u0142ota wolno\u015b\u0107). Knowledge of Latin was widespread, and most szlachta freely mixed Polish and Latin vocabulary (the latter, \"macaronisms\"\u2014from \"macaroni\") in everyday conversation.", "targets": "What languages were freely mixed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80cae7742ce64b56a9ca9daa729b8ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure known as \"Virgil's tomb\" is found at the entrance of an ancient Roman tunnel (also known as \"grotta vecchia\") in Piedigrotta, a district two miles from the centre of Naples, near the Mergellina harbor, on the road heading north along the coast to Pozzuoli. While Virgil was already the object of literary admiration and veneration before his death, in the Middle Ages his name became associated with miraculous powers, and for a couple of centuries his tomb was the destination of pilgrimages and veneration.", "targets": "During which time period did Virgil's name become associated with miraclous powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80cae7742ce64b56a9ca9daa729b8ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure known as \"Virgil's tomb\" is found at the entrance of an ancient Roman tunnel (also known as \"grotta vecchia\") in Piedigrotta, a district two miles from the centre of Naples, near the Mergellina harbor, on the road heading north along the coast to Pozzuoli. While Virgil was already the object of literary admiration and veneration before his death, in the Middle Ages his name became associated with miraculous powers, and for a couple of centuries his tomb was the destination of pilgrimages and veneration.", "targets": "In which district is \"Virgil's tomb\" located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80cae7742ce64b56a9ca9daa729b8ec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure known as \"Virgil's tomb\" is found at the entrance of an ancient Roman tunnel (also known as \"grotta vecchia\") in Piedigrotta, a district two miles from the centre of Naples, near the Mergellina harbor, on the road heading north along the coast to Pozzuoli. While Virgil was already the object of literary admiration and veneration before his death, in the Middle Ages his name became associated with miraculous powers, and for a couple of centuries his tomb was the destination of pilgrimages and veneration.", "targets": "What is the entrance of the ancient Roman tunnel where \"Virgil's tomb\" is located also called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbe3b8c0a054b2399efd4efee28320d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants reject the Roman Catholic Church's doctrine that it is the one true church, believing in the invisible church, which consists of all who profess faith in Jesus Christ. Some Protestant denominations are less accepting of other denominations, and the basic orthodoxy of some is questioned by most of the others. Individual denominations also have formed over very subtle theological differences. Other denominations are simply regional or ethnic expressions of the same beliefs. Because the five solas are the main tenets of the Protestant faith, non-denominational groups and organizations are also considered Protestant.", "targets": "What type of church do Protestants believe in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbe3b8c0a054b2399efd4efee28320d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants reject the Roman Catholic Church's doctrine that it is the one true church, believing in the invisible church, which consists of all who profess faith in Jesus Christ. Some Protestant denominations are less accepting of other denominations, and the basic orthodoxy of some is questioned by most of the others. Individual denominations also have formed over very subtle theological differences. Other denominations are simply regional or ethnic expressions of the same beliefs. Because the five solas are the main tenets of the Protestant faith, non-denominational groups and organizations are also considered Protestant.", "targets": "Who comprises the invisible church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbe3b8c0a054b2399efd4efee28320d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants reject the Roman Catholic Church's doctrine that it is the one true church, believing in the invisible church, which consists of all who profess faith in Jesus Christ. Some Protestant denominations are less accepting of other denominations, and the basic orthodoxy of some is questioned by most of the others. Individual denominations also have formed over very subtle theological differences. Other denominations are simply regional or ethnic expressions of the same beliefs. Because the five solas are the main tenets of the Protestant faith, non-denominational groups and organizations are also considered Protestant.", "targets": "What is the name of the main principles of Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbe3b8c0a054b2399efd4efee28320d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants reject the Roman Catholic Church's doctrine that it is the one true church, believing in the invisible church, which consists of all who profess faith in Jesus Christ. Some Protestant denominations are less accepting of other denominations, and the basic orthodoxy of some is questioned by most of the others. Individual denominations also have formed over very subtle theological differences. Other denominations are simply regional or ethnic expressions of the same beliefs. Because the five solas are the main tenets of the Protestant faith, non-denominational groups and organizations are also considered Protestant.", "targets": "What other entities are also considered to be Protestant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbe3b8c0a054b2399efd4efee28320d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants reject the Roman Catholic Church's doctrine that it is the one true church, believing in the invisible church, which consists of all who profess faith in Jesus Christ. Some Protestant denominations are less accepting of other denominations, and the basic orthodoxy of some is questioned by most of the others. Individual denominations also have formed over very subtle theological differences. Other denominations are simply regional or ethnic expressions of the same beliefs. Because the five solas are the main tenets of the Protestant faith, non-denominational groups and organizations are also considered Protestant.", "targets": "What Catholic doctrine do Protestants not believe in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-930a9a8f86d440daa0f4ece87c500281", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dearth of field observations limit our knowledge, but intraspecific conflicts are known to sometimes result in injury or death. The screamers (Anhimidae), some jacanas (Jacana, Hydrophasianus), the spur-winged goose (Plectropterus), the torrent duck (Merganetta) and nine species of lapwing (Vanellus) use a sharp spur on the wing as a weapon. The steamer ducks (Tachyeres), geese and swans (Anserinae), the solitaire (Pezophaps), sheathbills (Chionis), some guans (Crax) and stone curlews (Burhinus) use a bony knob on the alular metacarpal to punch and hammer opponents. The jacanas Actophilornis and Irediparra have an expanded, blade-like radius. The extinct Xenicibis was unique in having an elongate forelimb and massive hand which likely functioned in combat or defence as a jointed club or flail. Swans, for instance, may strike with the bony spurs and bite when defending eggs or young.", "targets": "What is known to sometimes result in injury or death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-930a9a8f86d440daa0f4ece87c500281", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dearth of field observations limit our knowledge, but intraspecific conflicts are known to sometimes result in injury or death. The screamers (Anhimidae), some jacanas (Jacana, Hydrophasianus), the spur-winged goose (Plectropterus), the torrent duck (Merganetta) and nine species of lapwing (Vanellus) use a sharp spur on the wing as a weapon. The steamer ducks (Tachyeres), geese and swans (Anserinae), the solitaire (Pezophaps), sheathbills (Chionis), some guans (Crax) and stone curlews (Burhinus) use a bony knob on the alular metacarpal to punch and hammer opponents. The jacanas Actophilornis and Irediparra have an expanded, blade-like radius. The extinct Xenicibis was unique in having an elongate forelimb and massive hand which likely functioned in combat or defence as a jointed club or flail. Swans, for instance, may strike with the bony spurs and bite when defending eggs or young.", "targets": "What is another name for steamer ducks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-930a9a8f86d440daa0f4ece87c500281", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dearth of field observations limit our knowledge, but intraspecific conflicts are known to sometimes result in injury or death. The screamers (Anhimidae), some jacanas (Jacana, Hydrophasianus), the spur-winged goose (Plectropterus), the torrent duck (Merganetta) and nine species of lapwing (Vanellus) use a sharp spur on the wing as a weapon. The steamer ducks (Tachyeres), geese and swans (Anserinae), the solitaire (Pezophaps), sheathbills (Chionis), some guans (Crax) and stone curlews (Burhinus) use a bony knob on the alular metacarpal to punch and hammer opponents. The jacanas Actophilornis and Irediparra have an expanded, blade-like radius. The extinct Xenicibis was unique in having an elongate forelimb and massive hand which likely functioned in combat or defence as a jointed club or flail. Swans, for instance, may strike with the bony spurs and bite when defending eggs or young.", "targets": "What is another name for Anhimidae?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-930a9a8f86d440daa0f4ece87c500281", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dearth of field observations limit our knowledge, but intraspecific conflicts are known to sometimes result in injury or death. The screamers (Anhimidae), some jacanas (Jacana, Hydrophasianus), the spur-winged goose (Plectropterus), the torrent duck (Merganetta) and nine species of lapwing (Vanellus) use a sharp spur on the wing as a weapon. The steamer ducks (Tachyeres), geese and swans (Anserinae), the solitaire (Pezophaps), sheathbills (Chionis), some guans (Crax) and stone curlews (Burhinus) use a bony knob on the alular metacarpal to punch and hammer opponents. The jacanas Actophilornis and Irediparra have an expanded, blade-like radius. The extinct Xenicibis was unique in having an elongate forelimb and massive hand which likely functioned in combat or defence as a jointed club or flail. Swans, for instance, may strike with the bony spurs and bite when defending eggs or young.", "targets": "What do stone curlews use to punch and hammer opponents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee22cc32826147ef86148ab6f8ee62e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in the social development of an adolescent. As an adolescent's social sphere develops rapidly as they distinguish the differences between friends and acquaintances, they often become heavily emotionally invested in friends. This is not harmful; however, if these friends expose an individual to potentially harmful situations, this is an aspect of peer pressure. Adolescence is a critical period in social development because adolescents can be easily influenced by the people they develop close relationships with. This is the first time individuals can truly make their own decisions, which also makes this a sensitive period. Relationships are vital in the social development of an adolescent due to the extreme influence peers can have over an individual. These relationships become significant because they begin to help the adolescent understand the concept of personalities, how they form and why a person has that specific type of personality. \"The use of psychological comparisons could serve both as an index of the growth of an implicit personality theory and as a component process accounting for its creation. In other words, by comparing one person's personality characteristics to another's, we would be setting up the framework for creating a general theory of personality (and, ... such a theory would serve as a useful framework for coming to understand specific persons).\" This can be likened to the use of social comparison in developing one\u2019s identity and self-concept, which includes ones personality, and underscores the importance of communication, and thus relationships, in one\u2019s development. In social comparison we use reference groups, with respect to both psychological and identity development. These reference groups are the peers of adolescents. This means that who the teen chooses/accepts as their friends and who they communicate with on a frequent basis often makes up their reference groups and can therefore have a huge impact on who they become. Research shows that relationships have the largest affect over the social development of an individual.", "targets": "What has the largest affect over one's social development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee22cc32826147ef86148ab6f8ee62e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in the social development of an adolescent. As an adolescent's social sphere develops rapidly as they distinguish the differences between friends and acquaintances, they often become heavily emotionally invested in friends. This is not harmful; however, if these friends expose an individual to potentially harmful situations, this is an aspect of peer pressure. Adolescence is a critical period in social development because adolescents can be easily influenced by the people they develop close relationships with. This is the first time individuals can truly make their own decisions, which also makes this a sensitive period. Relationships are vital in the social development of an adolescent due to the extreme influence peers can have over an individual. These relationships become significant because they begin to help the adolescent understand the concept of personalities, how they form and why a person has that specific type of personality. \"The use of psychological comparisons could serve both as an index of the growth of an implicit personality theory and as a component process accounting for its creation. In other words, by comparing one person's personality characteristics to another's, we would be setting up the framework for creating a general theory of personality (and, ... such a theory would serve as a useful framework for coming to understand specific persons).\" This can be likened to the use of social comparison in developing one\u2019s identity and self-concept, which includes ones personality, and underscores the importance of communication, and thus relationships, in one\u2019s development. In social comparison we use reference groups, with respect to both psychological and identity development. These reference groups are the peers of adolescents. This means that who the teen chooses/accepts as their friends and who they communicate with on a frequent basis often makes up their reference groups and can therefore have a huge impact on who they become. Research shows that relationships have the largest affect over the social development of an individual.", "targets": "Do a teen's friends have a large or small impact on their social development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee22cc32826147ef86148ab6f8ee62e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in the social development of an adolescent. As an adolescent's social sphere develops rapidly as they distinguish the differences between friends and acquaintances, they often become heavily emotionally invested in friends. This is not harmful; however, if these friends expose an individual to potentially harmful situations, this is an aspect of peer pressure. Adolescence is a critical period in social development because adolescents can be easily influenced by the people they develop close relationships with. This is the first time individuals can truly make their own decisions, which also makes this a sensitive period. Relationships are vital in the social development of an adolescent due to the extreme influence peers can have over an individual. These relationships become significant because they begin to help the adolescent understand the concept of personalities, how they form and why a person has that specific type of personality. \"The use of psychological comparisons could serve both as an index of the growth of an implicit personality theory and as a component process accounting for its creation. In other words, by comparing one person's personality characteristics to another's, we would be setting up the framework for creating a general theory of personality (and, ... such a theory would serve as a useful framework for coming to understand specific persons).\" This can be likened to the use of social comparison in developing one\u2019s identity and self-concept, which includes ones personality, and underscores the importance of communication, and thus relationships, in one\u2019s development. In social comparison we use reference groups, with respect to both psychological and identity development. These reference groups are the peers of adolescents. This means that who the teen chooses/accepts as their friends and who they communicate with on a frequent basis often makes up their reference groups and can therefore have a huge impact on who they become. Research shows that relationships have the largest affect over the social development of an individual.", "targets": "Do adolescents become heavily emotionally invested in friends or are they generally anti-social?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3790e848616d4614b4c983b3dce40879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "OU Medicine, an academic medical institution located on the campus of The University of Oklahoma Health Sciences Center, is home to OU Medical Center. OU Medicine operates Oklahoma's only level-one trauma center at the OU Medical Center and the state's only level-one trauma center for children at Children's Hospital at OU Medicine, both of which are located in the Oklahoma Health Center district. Other medical facilities operated by OU Medicine include OU Physicians and OU Children's Physicians, the OU College of Medicine, the Oklahoma Cancer Center and OU Medical Center Edmond, the latter being located in the northern suburb of Edmond.", "targets": "Where is the Children's hospital located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88dcc62f7e714007880d5e5c3c396980", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 30, 2010, CBC's senior director of regulatory affairs issued a letter to the CRTC regarding CBC's plans for transitioning to digital. The letter states, \"CBC/Radio-Canada will not be converting its analogue retransmitters in mandatory markets to digital after August 31, 2011.\"  On December 16, 2010, some months after the CRTC issued a bulletin reminding broadcasters that analog transmitters had to be shut off by the deadline in mandatory markets, the CBC revised the documents accompanying its August 6, 2010 news release to state that it had the money for and is striving to transition all 27 transmitters by August 31, 2011.", "targets": "On which day did CBC release an updated announcement stating they were striving to update all 27 transmitters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88dcc62f7e714007880d5e5c3c396980", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 30, 2010, CBC's senior director of regulatory affairs issued a letter to the CRTC regarding CBC's plans for transitioning to digital. The letter states, \"CBC/Radio-Canada will not be converting its analogue retransmitters in mandatory markets to digital after August 31, 2011.\"  On December 16, 2010, some months after the CRTC issued a bulletin reminding broadcasters that analog transmitters had to be shut off by the deadline in mandatory markets, the CBC revised the documents accompanying its August 6, 2010 news release to state that it had the money for and is striving to transition all 27 transmitters by August 31, 2011.", "targets": "On what date did CBC say it was striving to update its analogue transmitters by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88dcc62f7e714007880d5e5c3c396980", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 30, 2010, CBC's senior director of regulatory affairs issued a letter to the CRTC regarding CBC's plans for transitioning to digital. The letter states, \"CBC/Radio-Canada will not be converting its analogue retransmitters in mandatory markets to digital after August 31, 2011.\"  On December 16, 2010, some months after the CRTC issued a bulletin reminding broadcasters that analog transmitters had to be shut off by the deadline in mandatory markets, the CBC revised the documents accompanying its August 6, 2010 news release to state that it had the money for and is striving to transition all 27 transmitters by August 31, 2011.", "targets": "Why did the CTRC send out a bulletin to broadcasters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e33d1b49c9f4412ac99b6393b18b50c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The avian circulatory system is driven by a four-chambered, myogenic heart contained in a fibrous pericardial sac. This pericardial sac is filled with a serous fluid for lubrication. The heart itself is divided into a right and left half, each with an atrium and ventricle. The atrium and ventricles of each side are separated by atrioventricular valves which prevent back flow from one chamber to the next during contraction. Being myogenic, the heart's pace is maintained by pacemaker cells found in the sinoatrial node, located on the right atrium. The sinoatrial node uses calcium to cause a depolarizing signal transduction pathway from the atrium through right and left atrioventricular bundle which communicates contraction to the ventricles. The avian heart also consists of muscular arches that are made up of thick bundles of muscular layers. Much like a mammalian heart, the avian heart is composed of endocardial, myocardial and epicardial layers. The atrium walls tend to be thinner than the ventricle walls, due to the intense ventricular contraction used to pump oxygenated blood throughout the body. Avian hearts are generally larger than mammalian hearts when compared to body mass. This adaptation allows more blood to be pumped to meet the high metabolic need associated with flight.", "targets": "The avian circulatory system is driven by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e33d1b49c9f4412ac99b6393b18b50c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The avian circulatory system is driven by a four-chambered, myogenic heart contained in a fibrous pericardial sac. This pericardial sac is filled with a serous fluid for lubrication. The heart itself is divided into a right and left half, each with an atrium and ventricle. The atrium and ventricles of each side are separated by atrioventricular valves which prevent back flow from one chamber to the next during contraction. Being myogenic, the heart's pace is maintained by pacemaker cells found in the sinoatrial node, located on the right atrium. The sinoatrial node uses calcium to cause a depolarizing signal transduction pathway from the atrium through right and left atrioventricular bundle which communicates contraction to the ventricles. The avian heart also consists of muscular arches that are made up of thick bundles of muscular layers. Much like a mammalian heart, the avian heart is composed of endocardial, myocardial and epicardial layers. The atrium walls tend to be thinner than the ventricle walls, due to the intense ventricular contraction used to pump oxygenated blood throughout the body. Avian hearts are generally larger than mammalian hearts when compared to body mass. This adaptation allows more blood to be pumped to meet the high metabolic need associated with flight.", "targets": "Where is the heart contained in the avian circulatory system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e33d1b49c9f4412ac99b6393b18b50c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The avian circulatory system is driven by a four-chambered, myogenic heart contained in a fibrous pericardial sac. This pericardial sac is filled with a serous fluid for lubrication. The heart itself is divided into a right and left half, each with an atrium and ventricle. The atrium and ventricles of each side are separated by atrioventricular valves which prevent back flow from one chamber to the next during contraction. Being myogenic, the heart's pace is maintained by pacemaker cells found in the sinoatrial node, located on the right atrium. The sinoatrial node uses calcium to cause a depolarizing signal transduction pathway from the atrium through right and left atrioventricular bundle which communicates contraction to the ventricles. The avian heart also consists of muscular arches that are made up of thick bundles of muscular layers. Much like a mammalian heart, the avian heart is composed of endocardial, myocardial and epicardial layers. The atrium walls tend to be thinner than the ventricle walls, due to the intense ventricular contraction used to pump oxygenated blood throughout the body. Avian hearts are generally larger than mammalian hearts when compared to body mass. This adaptation allows more blood to be pumped to meet the high metabolic need associated with flight.", "targets": "What lubricates the pericardial sac?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e33d1b49c9f4412ac99b6393b18b50c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The avian circulatory system is driven by a four-chambered, myogenic heart contained in a fibrous pericardial sac. This pericardial sac is filled with a serous fluid for lubrication. The heart itself is divided into a right and left half, each with an atrium and ventricle. The atrium and ventricles of each side are separated by atrioventricular valves which prevent back flow from one chamber to the next during contraction. Being myogenic, the heart's pace is maintained by pacemaker cells found in the sinoatrial node, located on the right atrium. The sinoatrial node uses calcium to cause a depolarizing signal transduction pathway from the atrium through right and left atrioventricular bundle which communicates contraction to the ventricles. The avian heart also consists of muscular arches that are made up of thick bundles of muscular layers. Much like a mammalian heart, the avian heart is composed of endocardial, myocardial and epicardial layers. The atrium walls tend to be thinner than the ventricle walls, due to the intense ventricular contraction used to pump oxygenated blood throughout the body. Avian hearts are generally larger than mammalian hearts when compared to body mass. This adaptation allows more blood to be pumped to meet the high metabolic need associated with flight.", "targets": "Why are Avian hearts larger than mammalian hearts when compared to body mass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291716696efe42048ba899547c7de662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the one-drop rule, different states had different laws regarding color. More importantly, social acceptance often played a bigger role in how a person was perceived and how identity was construed than any law. In frontier areas, there were fewer questions about origins. The community looked at how people performed, whether they served in the militia and voted, which were the responsibilities and signs of free citizens. When questions about racial identity arose because of inheritance issues, for instance, litigation outcomes often were based on how people were accepted by neighbors.", "targets": "What usually played a larger role than laws regarding a person's race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291716696efe42048ba899547c7de662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the one-drop rule, different states had different laws regarding color. More importantly, social acceptance often played a bigger role in how a person was perceived and how identity was construed than any law. In frontier areas, there were fewer questions about origins. The community looked at how people performed, whether they served in the militia and voted, which were the responsibilities and signs of free citizens. When questions about racial identity arose because of inheritance issues, for instance, litigation outcomes often were based on how people were accepted by neighbors.", "targets": "Where did people not ask about racial background?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291716696efe42048ba899547c7de662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the one-drop rule, different states had different laws regarding color. More importantly, social acceptance often played a bigger role in how a person was perceived and how identity was construed than any law. In frontier areas, there were fewer questions about origins. The community looked at how people performed, whether they served in the militia and voted, which were the responsibilities and signs of free citizens. When questions about racial identity arose because of inheritance issues, for instance, litigation outcomes often were based on how people were accepted by neighbors.", "targets": "What were the hallmarks of free citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291716696efe42048ba899547c7de662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the one-drop rule, different states had different laws regarding color. More importantly, social acceptance often played a bigger role in how a person was perceived and how identity was construed than any law. In frontier areas, there were fewer questions about origins. The community looked at how people performed, whether they served in the militia and voted, which were the responsibilities and signs of free citizens. When questions about racial identity arose because of inheritance issues, for instance, litigation outcomes often were based on how people were accepted by neighbors.", "targets": "Whos acceptance decided inheritance issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce17e1425fc463d976c41e9d7b199ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As civil wars engulfed several Central American countries in the 1980s, hundreds of thousands of Salvadorans fled their country and came to the United States. Between 1980 and 1990, the Salvadoran immigrant population in the United States increased nearly fivefold from 94,000 to 465,000. The number of Salvadoran immigrants in the United States continued to grow in the 1990s and 2000s as a result of family reunification and new arrivals fleeing a series of natural disasters that hit El Salvador, including earthquakes and hurricanes. By 2008, there were about 1.1 million Salvadoran immigrants in the United States.", "targets": "Why did Central Americans flee to the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce17e1425fc463d976c41e9d7b199ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As civil wars engulfed several Central American countries in the 1980s, hundreds of thousands of Salvadorans fled their country and came to the United States. Between 1980 and 1990, the Salvadoran immigrant population in the United States increased nearly fivefold from 94,000 to 465,000. The number of Salvadoran immigrants in the United States continued to grow in the 1990s and 2000s as a result of family reunification and new arrivals fleeing a series of natural disasters that hit El Salvador, including earthquakes and hurricanes. By 2008, there were about 1.1 million Salvadoran immigrants in the United States.", "targets": "When did Salvadorans flee "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce17e1425fc463d976c41e9d7b199ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As civil wars engulfed several Central American countries in the 1980s, hundreds of thousands of Salvadorans fled their country and came to the United States. Between 1980 and 1990, the Salvadoran immigrant population in the United States increased nearly fivefold from 94,000 to 465,000. The number of Salvadoran immigrants in the United States continued to grow in the 1990s and 2000s as a result of family reunification and new arrivals fleeing a series of natural disasters that hit El Salvador, including earthquakes and hurricanes. By 2008, there were about 1.1 million Salvadoran immigrants in the United States.", "targets": "Are the Salvadorans a large population in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce17e1425fc463d976c41e9d7b199ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As civil wars engulfed several Central American countries in the 1980s, hundreds of thousands of Salvadorans fled their country and came to the United States. Between 1980 and 1990, the Salvadoran immigrant population in the United States increased nearly fivefold from 94,000 to 465,000. The number of Salvadoran immigrants in the United States continued to grow in the 1990s and 2000s as a result of family reunification and new arrivals fleeing a series of natural disasters that hit El Salvador, including earthquakes and hurricanes. By 2008, there were about 1.1 million Salvadoran immigrants in the United States.", "targets": "Is the  Salvadoran population still growing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ce17e1425fc463d976c41e9d7b199ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As civil wars engulfed several Central American countries in the 1980s, hundreds of thousands of Salvadorans fled their country and came to the United States. Between 1980 and 1990, the Salvadoran immigrant population in the United States increased nearly fivefold from 94,000 to 465,000. The number of Salvadoran immigrants in the United States continued to grow in the 1990s and 2000s as a result of family reunification and new arrivals fleeing a series of natural disasters that hit El Salvador, including earthquakes and hurricanes. By 2008, there were about 1.1 million Salvadoran immigrants in the United States.", "targets": "How many  Salvadorans  are in America now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b6cf7d9238f4af2ae65211c8b2ac4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern concept of an abstract group developed out of several fields of mathematics. The original motivation for group theory was the quest for solutions of polynomial equations of degree higher than 4. The 19th-century French mathematician \u00c9variste Galois, extending prior work of Paolo Ruffini and Joseph-Louis Lagrange, gave a criterion for the solvability of a particular polynomial equation in terms of the symmetry group of its roots (solutions). The elements of such a Galois group correspond to certain permutations of the roots. At first, Galois' ideas were rejected by his contemporaries, and published only posthumously. More general permutation groups were investigated in particular by Augustin Louis Cauchy. Arthur Cayley's On the theory of groups, as depending on the symbolic equation \u03b8n = 1 (1854) gives the first abstract definition of a finite group.", "targets": " Which French mathematician expanded on earlier work of Paolo Ruffini and Joseph-Louis Lagrange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b6cf7d9238f4af2ae65211c8b2ac4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern concept of an abstract group developed out of several fields of mathematics. The original motivation for group theory was the quest for solutions of polynomial equations of degree higher than 4. The 19th-century French mathematician \u00c9variste Galois, extending prior work of Paolo Ruffini and Joseph-Louis Lagrange, gave a criterion for the solvability of a particular polynomial equation in terms of the symmetry group of its roots (solutions). The elements of such a Galois group correspond to certain permutations of the roots. At first, Galois' ideas were rejected by his contemporaries, and published only posthumously. More general permutation groups were investigated in particular by Augustin Louis Cauchy. Arthur Cayley's On the theory of groups, as depending on the symbolic equation \u03b8n = 1 (1854) gives the first abstract definition of a finite group.", "targets": "The journey for answers to polynomial equations of degree higher than 4 was the original motivation for what theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b6cf7d9238f4af2ae65211c8b2ac4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern concept of an abstract group developed out of several fields of mathematics. The original motivation for group theory was the quest for solutions of polynomial equations of degree higher than 4. The 19th-century French mathematician \u00c9variste Galois, extending prior work of Paolo Ruffini and Joseph-Louis Lagrange, gave a criterion for the solvability of a particular polynomial equation in terms of the symmetry group of its roots (solutions). The elements of such a Galois group correspond to certain permutations of the roots. At first, Galois' ideas were rejected by his contemporaries, and published only posthumously. More general permutation groups were investigated in particular by Augustin Louis Cauchy. Arthur Cayley's On the theory of groups, as depending on the symbolic equation \u03b8n = 1 (1854) gives the first abstract definition of a finite group.", "targets": " Who developed a theory giving the first abstract definition of a finite group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b6cf7d9238f4af2ae65211c8b2ac4d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern concept of an abstract group developed out of several fields of mathematics. The original motivation for group theory was the quest for solutions of polynomial equations of degree higher than 4. The 19th-century French mathematician \u00c9variste Galois, extending prior work of Paolo Ruffini and Joseph-Louis Lagrange, gave a criterion for the solvability of a particular polynomial equation in terms of the symmetry group of its roots (solutions). The elements of such a Galois group correspond to certain permutations of the roots. At first, Galois' ideas were rejected by his contemporaries, and published only posthumously. More general permutation groups were investigated in particular by Augustin Louis Cauchy. Arthur Cayley's On the theory of groups, as depending on the symbolic equation \u03b8n = 1 (1854) gives the first abstract definition of a finite group.", "targets": "What modern concept was created from many fields of mathematics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-effe534c976f4134b1855e5f5808df32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early morning of 10 April, leading elements of the Austrian army crossed the Inn River and invaded Bavaria. The early Austrian attack surprised the French; Napoleon himself was still in Paris when he heard about the invasion. He arrived at Donauw\u00f6rth on the 17th to find the Grande Arm\u00e9e in a dangerous position, with its two wings separated by 75 miles (121 km) and joined together by a thin cordon of Bavarian troops. Charles pressed the left wing of the French army and hurled his men towards the III Corps of Marshal Davout. In response, Napoleon came up with a plan to cut off the Austrians in the celebrated Landshut Maneuver. He realigned the axis of his army and marched his soldiers towards the town of Eckm\u00fchl. The French scored a convincing win in the resulting Battle of Eckm\u00fchl, forcing Charles to withdraw his forces over the Danube and into Bohemia. On 13 May, Vienna fell for the second time in four years, although the war continued since most of the Austrian army had survived the initial engagements in Southern Germany.", "targets": "On what date did the Austrian army first cross the Inn River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-effe534c976f4134b1855e5f5808df32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early morning of 10 April, leading elements of the Austrian army crossed the Inn River and invaded Bavaria. The early Austrian attack surprised the French; Napoleon himself was still in Paris when he heard about the invasion. He arrived at Donauw\u00f6rth on the 17th to find the Grande Arm\u00e9e in a dangerous position, with its two wings separated by 75 miles (121 km) and joined together by a thin cordon of Bavarian troops. Charles pressed the left wing of the French army and hurled his men towards the III Corps of Marshal Davout. In response, Napoleon came up with a plan to cut off the Austrians in the celebrated Landshut Maneuver. He realigned the axis of his army and marched his soldiers towards the town of Eckm\u00fchl. The French scored a convincing win in the resulting Battle of Eckm\u00fchl, forcing Charles to withdraw his forces over the Danube and into Bohemia. On 13 May, Vienna fell for the second time in four years, although the war continued since most of the Austrian army had survived the initial engagements in Southern Germany.", "targets": " Where was Napoleon when he received news of an Austrian invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-effe534c976f4134b1855e5f5808df32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early morning of 10 April, leading elements of the Austrian army crossed the Inn River and invaded Bavaria. The early Austrian attack surprised the French; Napoleon himself was still in Paris when he heard about the invasion. He arrived at Donauw\u00f6rth on the 17th to find the Grande Arm\u00e9e in a dangerous position, with its two wings separated by 75 miles (121 km) and joined together by a thin cordon of Bavarian troops. Charles pressed the left wing of the French army and hurled his men towards the III Corps of Marshal Davout. In response, Napoleon came up with a plan to cut off the Austrians in the celebrated Landshut Maneuver. He realigned the axis of his army and marched his soldiers towards the town of Eckm\u00fchl. The French scored a convincing win in the resulting Battle of Eckm\u00fchl, forcing Charles to withdraw his forces over the Danube and into Bohemia. On 13 May, Vienna fell for the second time in four years, although the war continued since most of the Austrian army had survived the initial engagements in Southern Germany.", "targets": " When Napoleon reached Donauw\u00f6rth, how much distance were the wings of the Grande Arm\u00e9e separated by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-effe534c976f4134b1855e5f5808df32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early morning of 10 April, leading elements of the Austrian army crossed the Inn River and invaded Bavaria. The early Austrian attack surprised the French; Napoleon himself was still in Paris when he heard about the invasion. He arrived at Donauw\u00f6rth on the 17th to find the Grande Arm\u00e9e in a dangerous position, with its two wings separated by 75 miles (121 km) and joined together by a thin cordon of Bavarian troops. Charles pressed the left wing of the French army and hurled his men towards the III Corps of Marshal Davout. In response, Napoleon came up with a plan to cut off the Austrians in the celebrated Landshut Maneuver. He realigned the axis of his army and marched his soldiers towards the town of Eckm\u00fchl. The French scored a convincing win in the resulting Battle of Eckm\u00fchl, forcing Charles to withdraw his forces over the Danube and into Bohemia. On 13 May, Vienna fell for the second time in four years, although the war continued since most of the Austrian army had survived the initial engagements in Southern Germany.", "targets": "What was the name of the plan Napoleon devised to cut off the Austrians during battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-effe534c976f4134b1855e5f5808df32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early morning of 10 April, leading elements of the Austrian army crossed the Inn River and invaded Bavaria. The early Austrian attack surprised the French; Napoleon himself was still in Paris when he heard about the invasion. He arrived at Donauw\u00f6rth on the 17th to find the Grande Arm\u00e9e in a dangerous position, with its two wings separated by 75 miles (121 km) and joined together by a thin cordon of Bavarian troops. Charles pressed the left wing of the French army and hurled his men towards the III Corps of Marshal Davout. In response, Napoleon came up with a plan to cut off the Austrians in the celebrated Landshut Maneuver. He realigned the axis of his army and marched his soldiers towards the town of Eckm\u00fchl. The French scored a convincing win in the resulting Battle of Eckm\u00fchl, forcing Charles to withdraw his forces over the Danube and into Bohemia. On 13 May, Vienna fell for the second time in four years, although the war continued since most of the Austrian army had survived the initial engagements in Southern Germany.", "targets": "What was the name of the conflict where the French defeated Austrian forces and forced them to withdraw to Bohemia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5bcd2c973145308a35b9770008bb2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 18th century saw a huge growth in the number of drinking establishments, primarily due to the introduction of gin. Gin was brought to England by the Dutch after the Glorious Revolution of 1688 and became very popular after the government created a market for \"cuckoo grain\" or \"cuckoo malt\" that was unfit to be used in brewing and distilling by allowing unlicensed gin and beer production, while imposing a heavy duty on all imported spirits. As thousands of gin-shops sprang up all over England, brewers fought back by increasing the number of alehouses. By 1740 the production of gin had increased to six times that of beer and because of its cheapness it became popular with the poor, leading to the so-called Gin Craze. Over half of the 15,000 drinking establishments in London were gin shops.", "targets": "After what political upheaval was gin introduced to England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5bcd2c973145308a35b9770008bb2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 18th century saw a huge growth in the number of drinking establishments, primarily due to the introduction of gin. Gin was brought to England by the Dutch after the Glorious Revolution of 1688 and became very popular after the government created a market for \"cuckoo grain\" or \"cuckoo malt\" that was unfit to be used in brewing and distilling by allowing unlicensed gin and beer production, while imposing a heavy duty on all imported spirits. As thousands of gin-shops sprang up all over England, brewers fought back by increasing the number of alehouses. By 1740 the production of gin had increased to six times that of beer and because of its cheapness it became popular with the poor, leading to the so-called Gin Craze. Over half of the 15,000 drinking establishments in London were gin shops.", "targets": "What people introduced gin to England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5bcd2c973145308a35b9770008bb2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 18th century saw a huge growth in the number of drinking establishments, primarily due to the introduction of gin. Gin was brought to England by the Dutch after the Glorious Revolution of 1688 and became very popular after the government created a market for \"cuckoo grain\" or \"cuckoo malt\" that was unfit to be used in brewing and distilling by allowing unlicensed gin and beer production, while imposing a heavy duty on all imported spirits. As thousands of gin-shops sprang up all over England, brewers fought back by increasing the number of alehouses. By 1740 the production of gin had increased to six times that of beer and because of its cheapness it became popular with the poor, leading to the so-called Gin Craze. Over half of the 15,000 drinking establishments in London were gin shops.", "targets": "In what year did the Glorious Revolution occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5bcd2c973145308a35b9770008bb2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 18th century saw a huge growth in the number of drinking establishments, primarily due to the introduction of gin. Gin was brought to England by the Dutch after the Glorious Revolution of 1688 and became very popular after the government created a market for \"cuckoo grain\" or \"cuckoo malt\" that was unfit to be used in brewing and distilling by allowing unlicensed gin and beer production, while imposing a heavy duty on all imported spirits. As thousands of gin-shops sprang up all over England, brewers fought back by increasing the number of alehouses. By 1740 the production of gin had increased to six times that of beer and because of its cheapness it became popular with the poor, leading to the so-called Gin Craze. Over half of the 15,000 drinking establishments in London were gin shops.", "targets": "How much more gin than beer was made in England in 1740?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae5bcd2c973145308a35b9770008bb2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 18th century saw a huge growth in the number of drinking establishments, primarily due to the introduction of gin. Gin was brought to England by the Dutch after the Glorious Revolution of 1688 and became very popular after the government created a market for \"cuckoo grain\" or \"cuckoo malt\" that was unfit to be used in brewing and distilling by allowing unlicensed gin and beer production, while imposing a heavy duty on all imported spirits. As thousands of gin-shops sprang up all over England, brewers fought back by increasing the number of alehouses. By 1740 the production of gin had increased to six times that of beer and because of its cheapness it became popular with the poor, leading to the so-called Gin Craze. Over half of the 15,000 drinking establishments in London were gin shops.", "targets": "In 1740, what fraction of London drinking establishments were gin shops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67465e4d39f947bda3442144d690bc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, \"postsecondary\", or \"higher\" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1\u201313 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.", "targets": "What does secondary education comprise of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67465e4d39f947bda3442144d690bc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, \"postsecondary\", or \"higher\" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1\u201313 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.", "targets": "What two examples were given of what \"postsecondary\" or \"higher\" education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67465e4d39f947bda3442144d690bc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, \"postsecondary\", or \"higher\" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1\u201313 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.", "targets": "When does secondary schooling typically take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67465e4d39f947bda3442144d690bc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, \"postsecondary\", or \"higher\" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1\u201313 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.", "targets": "What is the purpose of secondary education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-887913c6fc394e379746e80aaf5b2e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry the Young King fought a short war with his brother Richard in 1183 over the status of England, Normandy and Aquitaine. Henry II moved in support of Richard, and Henry the Young King died from dysentery at the end of the campaign. With his primary heir dead, Henry rearranged the plans for the succession: Richard was to be made King of England, albeit without any actual power until the death of his father; Geoffrey would retain Brittany; and John would now become the Duke of Aquitaine in place of Richard. Richard refused to give up Aquitaine; Henry II was furious and ordered John, with help from Geoffrey, to march south and retake the duchy by force. The two attacked the capital of Poitiers, and Richard responded by attacking Brittany. The war ended in stalemate and a tense family reconciliation in England at the end of 1184.", "targets": "Who did Henry fight a short war with in 1183?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-887913c6fc394e379746e80aaf5b2e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry the Young King fought a short war with his brother Richard in 1183 over the status of England, Normandy and Aquitaine. Henry II moved in support of Richard, and Henry the Young King died from dysentery at the end of the campaign. With his primary heir dead, Henry rearranged the plans for the succession: Richard was to be made King of England, albeit without any actual power until the death of his father; Geoffrey would retain Brittany; and John would now become the Duke of Aquitaine in place of Richard. Richard refused to give up Aquitaine; Henry II was furious and ordered John, with help from Geoffrey, to march south and retake the duchy by force. The two attacked the capital of Poitiers, and Richard responded by attacking Brittany. The war ended in stalemate and a tense family reconciliation in England at the end of 1184.", "targets": "How did Henry the Young King die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-887913c6fc394e379746e80aaf5b2e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry the Young King fought a short war with his brother Richard in 1183 over the status of England, Normandy and Aquitaine. Henry II moved in support of Richard, and Henry the Young King died from dysentery at the end of the campaign. With his primary heir dead, Henry rearranged the plans for the succession: Richard was to be made King of England, albeit without any actual power until the death of his father; Geoffrey would retain Brittany; and John would now become the Duke of Aquitaine in place of Richard. Richard refused to give up Aquitaine; Henry II was furious and ordered John, with help from Geoffrey, to march south and retake the duchy by force. The two attacked the capital of Poitiers, and Richard responded by attacking Brittany. The war ended in stalemate and a tense family reconciliation in England at the end of 1184.", "targets": "Who became the Duke of Aquitaine in place of Richard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-887913c6fc394e379746e80aaf5b2e10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry the Young King fought a short war with his brother Richard in 1183 over the status of England, Normandy and Aquitaine. Henry II moved in support of Richard, and Henry the Young King died from dysentery at the end of the campaign. With his primary heir dead, Henry rearranged the plans for the succession: Richard was to be made King of England, albeit without any actual power until the death of his father; Geoffrey would retain Brittany; and John would now become the Duke of Aquitaine in place of Richard. Richard refused to give up Aquitaine; Henry II was furious and ordered John, with help from Geoffrey, to march south and retake the duchy by force. The two attacked the capital of Poitiers, and Richard responded by attacking Brittany. The war ended in stalemate and a tense family reconciliation in England at the end of 1184.", "targets": "When did the war end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-193b6df399b14a8997fe0ca0f2a9c494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each successive rank gave its holder greater pensions and legal privileges. The highest rank, of full marquess, came with a state pension and a territorial fiefdom. Holders of the rank immediately below, that of ordinary marquess, received a pension, but had no territorial rule. Officials who served in government belonged to the wider commoner social class and were ranked just below nobles in social prestige. The highest government officials could be enfeoffed as marquesses. By the Eastern Han period, local elites of unattached scholars, teachers, students, and government officials began to identify themselves as members of a larger, nationwide gentry class with shared values and a commitment to mainstream scholarship. When the government became noticeably corrupt in mid-to-late Eastern Han, many gentrymen even considered the cultivation of morally grounded personal relationships more important than serving in public office.", "targets": "During what period was it obvious that corruption was widespread in the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-193b6df399b14a8997fe0ca0f2a9c494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each successive rank gave its holder greater pensions and legal privileges. The highest rank, of full marquess, came with a state pension and a territorial fiefdom. Holders of the rank immediately below, that of ordinary marquess, received a pension, but had no territorial rule. Officials who served in government belonged to the wider commoner social class and were ranked just below nobles in social prestige. The highest government officials could be enfeoffed as marquesses. By the Eastern Han period, local elites of unattached scholars, teachers, students, and government officials began to identify themselves as members of a larger, nationwide gentry class with shared values and a commitment to mainstream scholarship. When the government became noticeably corrupt in mid-to-late Eastern Han, many gentrymen even considered the cultivation of morally grounded personal relationships more important than serving in public office.", "targets": "What rank provided its holder territorial rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-193b6df399b14a8997fe0ca0f2a9c494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each successive rank gave its holder greater pensions and legal privileges. The highest rank, of full marquess, came with a state pension and a territorial fiefdom. Holders of the rank immediately below, that of ordinary marquess, received a pension, but had no territorial rule. Officials who served in government belonged to the wider commoner social class and were ranked just below nobles in social prestige. The highest government officials could be enfeoffed as marquesses. By the Eastern Han period, local elites of unattached scholars, teachers, students, and government officials began to identify themselves as members of a larger, nationwide gentry class with shared values and a commitment to mainstream scholarship. When the government became noticeably corrupt in mid-to-late Eastern Han, many gentrymen even considered the cultivation of morally grounded personal relationships more important than serving in public office.", "targets": "What class did individuals who served as officials in the government belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-193b6df399b14a8997fe0ca0f2a9c494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each successive rank gave its holder greater pensions and legal privileges. The highest rank, of full marquess, came with a state pension and a territorial fiefdom. Holders of the rank immediately below, that of ordinary marquess, received a pension, but had no territorial rule. Officials who served in government belonged to the wider commoner social class and were ranked just below nobles in social prestige. The highest government officials could be enfeoffed as marquesses. By the Eastern Han period, local elites of unattached scholars, teachers, students, and government officials began to identify themselves as members of a larger, nationwide gentry class with shared values and a commitment to mainstream scholarship. When the government became noticeably corrupt in mid-to-late Eastern Han, many gentrymen even considered the cultivation of morally grounded personal relationships more important than serving in public office.", "targets": "What was considered to be more important to some than serving the local government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-193b6df399b14a8997fe0ca0f2a9c494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each successive rank gave its holder greater pensions and legal privileges. The highest rank, of full marquess, came with a state pension and a territorial fiefdom. Holders of the rank immediately below, that of ordinary marquess, received a pension, but had no territorial rule. Officials who served in government belonged to the wider commoner social class and were ranked just below nobles in social prestige. The highest government officials could be enfeoffed as marquesses. By the Eastern Han period, local elites of unattached scholars, teachers, students, and government officials began to identify themselves as members of a larger, nationwide gentry class with shared values and a commitment to mainstream scholarship. When the government became noticeably corrupt in mid-to-late Eastern Han, many gentrymen even considered the cultivation of morally grounded personal relationships more important than serving in public office.", "targets": "What rank is below that of full marquess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b00c1a2c42f48aba8de0d28f0c16c80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest evidence of burial customs in the Horn of Africa comes from cemeteries in Somalia dating back to 4th millennium BC. The stone implements from the Jalelo site in northern Somalia are said to be the most important link in evidence of the universality in palaeolithic times between the East and the West.", "targets": "In what country is the oldest evidence of ceremonial burial in the Horn of Africa located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b00c1a2c42f48aba8de0d28f0c16c80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest evidence of burial customs in the Horn of Africa comes from cemeteries in Somalia dating back to 4th millennium BC. The stone implements from the Jalelo site in northern Somalia are said to be the most important link in evidence of the universality in palaeolithic times between the East and the West.", "targets": "From what millennium do the oldest cemeteries in the Horn of Africa date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b00c1a2c42f48aba8de0d28f0c16c80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest evidence of burial customs in the Horn of Africa comes from cemeteries in Somalia dating back to 4th millennium BC. The stone implements from the Jalelo site in northern Somalia are said to be the most important link in evidence of the universality in palaeolithic times between the East and the West.", "targets": "At what site were important paleolithic stone tools found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b00c1a2c42f48aba8de0d28f0c16c80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The oldest evidence of burial customs in the Horn of Africa comes from cemeteries in Somalia dating back to 4th millennium BC. The stone implements from the Jalelo site in northern Somalia are said to be the most important link in evidence of the universality in palaeolithic times between the East and the West.", "targets": "In what geographic part of Somalia were important paleolithic stone tools found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c2bd594baf499094404d148e409d91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technicolor (formerly called Thomson Consumer Electronics) claims to control MP3 licensing of the Layer 3 patents in many countries, including the United States, Japan, Canada and EU countries. Technicolor has been actively enforcing these patents.", "targets": "What was Technicolor's previous name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c2bd594baf499094404d148e409d91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technicolor (formerly called Thomson Consumer Electronics) claims to control MP3 licensing of the Layer 3 patents in many countries, including the United States, Japan, Canada and EU countries. Technicolor has been actively enforcing these patents.", "targets": "What patent does Technicolor claim to control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c2bd594baf499094404d148e409d91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Technicolor (formerly called Thomson Consumer Electronics) claims to control MP3 licensing of the Layer 3 patents in many countries, including the United States, Japan, Canada and EU countries. Technicolor has been actively enforcing these patents.", "targets": "What are Technicolor constantly in the process of doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60002ea24c404ea3acb22f229e27a33b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Strategic Defence and Security Review 2015 included \u00a3178 billion investment in new equipment and capabilities. The review set a defence policy with four primary missions for the Armed Forces:", "targets": "How much was the investment in new equipment and capabilities worth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60002ea24c404ea3acb22f229e27a33b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Strategic Defence and Security Review 2015 included \u00a3178 billion investment in new equipment and capabilities. The review set a defence policy with four primary missions for the Armed Forces:", "targets": "In which year was a \u00a3178 billion investment made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60002ea24c404ea3acb22f229e27a33b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Strategic Defence and Security Review 2015 included \u00a3178 billion investment in new equipment and capabilities. The review set a defence policy with four primary missions for the Armed Forces:", "targets": "How many primary missions were included in the 2015 Review?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60002ea24c404ea3acb22f229e27a33b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Strategic Defence and Security Review 2015 included \u00a3178 billion investment in new equipment and capabilities. The review set a defence policy with four primary missions for the Armed Forces:", "targets": "What is the name of the yearly statement released by the MoD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a421c225bd9346cbbd5663e46fdda45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drama is literature intended for performance. The form is often combined with music and dance, as in opera and musical theatre. A play is a subset of this form, referring to the written dramatic work of a playwright that is intended for performance in a theatre; it comprises chiefly dialogue between characters, and usually aims at dramatic or theatrical performance rather than at reading. A closet drama, by contrast, refers to a play written to be read rather than to be performed; hence, it is intended that the meaning of such a work can be realized fully on the page. Nearly all drama took verse form until comparatively recently.", "targets": "Literature intended for performance is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a421c225bd9346cbbd5663e46fdda45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drama is literature intended for performance. The form is often combined with music and dance, as in opera and musical theatre. A play is a subset of this form, referring to the written dramatic work of a playwright that is intended for performance in a theatre; it comprises chiefly dialogue between characters, and usually aims at dramatic or theatrical performance rather than at reading. A closet drama, by contrast, refers to a play written to be read rather than to be performed; hence, it is intended that the meaning of such a work can be realized fully on the page. Nearly all drama took verse form until comparatively recently.", "targets": "Drama is sometimes blended with what other elements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a421c225bd9346cbbd5663e46fdda45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drama is literature intended for performance. The form is often combined with music and dance, as in opera and musical theatre. A play is a subset of this form, referring to the written dramatic work of a playwright that is intended for performance in a theatre; it comprises chiefly dialogue between characters, and usually aims at dramatic or theatrical performance rather than at reading. A closet drama, by contrast, refers to a play written to be read rather than to be performed; hence, it is intended that the meaning of such a work can be realized fully on the page. Nearly all drama took verse form until comparatively recently.", "targets": "What are two types of drama that incorporate music or dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a421c225bd9346cbbd5663e46fdda45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drama is literature intended for performance. The form is often combined with music and dance, as in opera and musical theatre. A play is a subset of this form, referring to the written dramatic work of a playwright that is intended for performance in a theatre; it comprises chiefly dialogue between characters, and usually aims at dramatic or theatrical performance rather than at reading. A closet drama, by contrast, refers to a play written to be read rather than to be performed; hence, it is intended that the meaning of such a work can be realized fully on the page. Nearly all drama took verse form until comparatively recently.", "targets": "Drama meant to be performed in a theater is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a421c225bd9346cbbd5663e46fdda45b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drama is literature intended for performance. The form is often combined with music and dance, as in opera and musical theatre. A play is a subset of this form, referring to the written dramatic work of a playwright that is intended for performance in a theatre; it comprises chiefly dialogue between characters, and usually aims at dramatic or theatrical performance rather than at reading. A closet drama, by contrast, refers to a play written to be read rather than to be performed; hence, it is intended that the meaning of such a work can be realized fully on the page. Nearly all drama took verse form until comparatively recently.", "targets": "What do we call the author of a play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e25f05816d554f2aa645f1ceec8298fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM has constantly evolved since its inception. Over the past decade, it has steadily shifted its business mix by exiting commoditizing markets such as PCs, hard disk drives and DRAMs and focusing on higher-value, more profitable markets such as business intelligence, data analytics, business continuity, security, cloud computing, virtualization and green solutions, resulting in a higher quality revenue stream and higher profit margins. IBM's operating margin expanded from 16.8% in 2004 to 24.3% in 2013, and net profit margins expanded from 9.0% in 2004 to 16.5% in 2013.", "targets": "What was IBM's operating margin in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e25f05816d554f2aa645f1ceec8298fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM has constantly evolved since its inception. Over the past decade, it has steadily shifted its business mix by exiting commoditizing markets such as PCs, hard disk drives and DRAMs and focusing on higher-value, more profitable markets such as business intelligence, data analytics, business continuity, security, cloud computing, virtualization and green solutions, resulting in a higher quality revenue stream and higher profit margins. IBM's operating margin expanded from 16.8% in 2004 to 24.3% in 2013, and net profit margins expanded from 9.0% in 2004 to 16.5% in 2013.", "targets": "What were the net profit margins of IBM in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e25f05816d554f2aa645f1ceec8298fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM has constantly evolved since its inception. Over the past decade, it has steadily shifted its business mix by exiting commoditizing markets such as PCs, hard disk drives and DRAMs and focusing on higher-value, more profitable markets such as business intelligence, data analytics, business continuity, security, cloud computing, virtualization and green solutions, resulting in a higher quality revenue stream and higher profit margins. IBM's operating margin expanded from 16.8% in 2004 to 24.3% in 2013, and net profit margins expanded from 9.0% in 2004 to 16.5% in 2013.", "targets": "IBM's net profit margins were 16.5% in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e25f05816d554f2aa645f1ceec8298fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM has constantly evolved since its inception. Over the past decade, it has steadily shifted its business mix by exiting commoditizing markets such as PCs, hard disk drives and DRAMs and focusing on higher-value, more profitable markets such as business intelligence, data analytics, business continuity, security, cloud computing, virtualization and green solutions, resulting in a higher quality revenue stream and higher profit margins. IBM's operating margin expanded from 16.8% in 2004 to 24.3% in 2013, and net profit margins expanded from 9.0% in 2004 to 16.5% in 2013.", "targets": "IBM's operating margin in 2013 was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e25f05816d554f2aa645f1ceec8298fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM has constantly evolved since its inception. Over the past decade, it has steadily shifted its business mix by exiting commoditizing markets such as PCs, hard disk drives and DRAMs and focusing on higher-value, more profitable markets such as business intelligence, data analytics, business continuity, security, cloud computing, virtualization and green solutions, resulting in a higher quality revenue stream and higher profit margins. IBM's operating margin expanded from 16.8% in 2004 to 24.3% in 2013, and net profit margins expanded from 9.0% in 2004 to 16.5% in 2013.", "targets": "IBM focusing on markets like business continuity, business intelligence, security, and cloud computing is an example of IBM doing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-693f21d9080e4cc78bdff0aaf5204257", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers attached to the ARPANET included machines running operating systems such as TOPS-10 and TENEX using CR-LF line endings, machines running operating systems such as Multics using LF line endings, and machines running operating systems such as OS/360 that represented lines as a character count followed by the characters of the line and that used EBCDIC rather than ASCII. The Telnet protocol defined an ASCII \"Network Virtual Terminal\" (NVT), so that connections between hosts with different line-ending conventions and character sets could be supported by transmitting a standard text format over the network. Telnet used ASCII along with CR-LF line endings, and software using other conventions would translate between the local conventions and the NVT. The File Transfer Protocol adopted the Telnet protocol, including use of the Network Virtual Terminal, for use when transmitting commands and transferring data in the default ASCII mode. This adds complexity to implementations of those protocols, and to other network protocols, such as those used for E-mail and the World Wide Web, on systems not using the NVT's CR-LF line-ending convention.", "targets": "What do computers attached to the ARPANET use for line endings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-693f21d9080e4cc78bdff0aaf5204257", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers attached to the ARPANET included machines running operating systems such as TOPS-10 and TENEX using CR-LF line endings, machines running operating systems such as Multics using LF line endings, and machines running operating systems such as OS/360 that represented lines as a character count followed by the characters of the line and that used EBCDIC rather than ASCII. The Telnet protocol defined an ASCII \"Network Virtual Terminal\" (NVT), so that connections between hosts with different line-ending conventions and character sets could be supported by transmitting a standard text format over the network. Telnet used ASCII along with CR-LF line endings, and software using other conventions would translate between the local conventions and the NVT. The File Transfer Protocol adopted the Telnet protocol, including use of the Network Virtual Terminal, for use when transmitting commands and transferring data in the default ASCII mode. This adds complexity to implementations of those protocols, and to other network protocols, such as those used for E-mail and the World Wide Web, on systems not using the NVT's CR-LF line-ending convention.", "targets": "How were the connections supported? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-693f21d9080e4cc78bdff0aaf5204257", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers attached to the ARPANET included machines running operating systems such as TOPS-10 and TENEX using CR-LF line endings, machines running operating systems such as Multics using LF line endings, and machines running operating systems such as OS/360 that represented lines as a character count followed by the characters of the line and that used EBCDIC rather than ASCII. The Telnet protocol defined an ASCII \"Network Virtual Terminal\" (NVT), so that connections between hosts with different line-ending conventions and character sets could be supported by transmitting a standard text format over the network. Telnet used ASCII along with CR-LF line endings, and software using other conventions would translate between the local conventions and the NVT. The File Transfer Protocol adopted the Telnet protocol, including use of the Network Virtual Terminal, for use when transmitting commands and transferring data in the default ASCII mode. This adds complexity to implementations of those protocols, and to other network protocols, such as those used for E-mail and the World Wide Web, on systems not using the NVT's CR-LF line-ending convention.", "targets": "Who else adopted this practice from Telnet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-693f21d9080e4cc78bdff0aaf5204257", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers attached to the ARPANET included machines running operating systems such as TOPS-10 and TENEX using CR-LF line endings, machines running operating systems such as Multics using LF line endings, and machines running operating systems such as OS/360 that represented lines as a character count followed by the characters of the line and that used EBCDIC rather than ASCII. The Telnet protocol defined an ASCII \"Network Virtual Terminal\" (NVT), so that connections between hosts with different line-ending conventions and character sets could be supported by transmitting a standard text format over the network. Telnet used ASCII along with CR-LF line endings, and software using other conventions would translate between the local conventions and the NVT. The File Transfer Protocol adopted the Telnet protocol, including use of the Network Virtual Terminal, for use when transmitting commands and transferring data in the default ASCII mode. This adds complexity to implementations of those protocols, and to other network protocols, such as those used for E-mail and the World Wide Web, on systems not using the NVT's CR-LF line-ending convention.", "targets": "Why did Telnet define an ASCII as a Network Virtual Terminal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-693f21d9080e4cc78bdff0aaf5204257", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computers attached to the ARPANET included machines running operating systems such as TOPS-10 and TENEX using CR-LF line endings, machines running operating systems such as Multics using LF line endings, and machines running operating systems such as OS/360 that represented lines as a character count followed by the characters of the line and that used EBCDIC rather than ASCII. The Telnet protocol defined an ASCII \"Network Virtual Terminal\" (NVT), so that connections between hosts with different line-ending conventions and character sets could be supported by transmitting a standard text format over the network. Telnet used ASCII along with CR-LF line endings, and software using other conventions would translate between the local conventions and the NVT. The File Transfer Protocol adopted the Telnet protocol, including use of the Network Virtual Terminal, for use when transmitting commands and transferring data in the default ASCII mode. This adds complexity to implementations of those protocols, and to other network protocols, such as those used for E-mail and the World Wide Web, on systems not using the NVT's CR-LF line-ending convention.", "targets": "What do computers using operating systems use for line endings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdec4ed4389c4162b4f221e0018f6f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern has a population of 140,634 people and 34% of the population are resident foreign nationals. Over the 10 years between 2000 and 2010, the population changed at a rate of 0.6%. Migration accounted for 1.3%, while births and deaths accounted for \u22122.1%.", "targets": "What is the population of Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdec4ed4389c4162b4f221e0018f6f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern has a population of 140,634 people and 34% of the population are resident foreign nationals. Over the 10 years between 2000 and 2010, the population changed at a rate of 0.6%. Migration accounted for 1.3%, while births and deaths accounted for \u22122.1%.", "targets": "What percent of the population are resident foreign nationals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdec4ed4389c4162b4f221e0018f6f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern has a population of 140,634 people and 34% of the population are resident foreign nationals. Over the 10 years between 2000 and 2010, the population changed at a rate of 0.6%. Migration accounted for 1.3%, while births and deaths accounted for \u22122.1%.", "targets": "What was the population change from 2000 and 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdec4ed4389c4162b4f221e0018f6f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern has a population of 140,634 people and 34% of the population are resident foreign nationals. Over the 10 years between 2000 and 2010, the population changed at a rate of 0.6%. Migration accounted for 1.3%, while births and deaths accounted for \u22122.1%.", "targets": "What counted for more of the population change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2735a1c1304e4b349c87bf4eeff5c30e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archival descriptions of the permanent holdings of the federal government in the custody of NARA are stored in Archival Research Catalog (ARC). The archival descriptions include information on traditional paper holdings, electronic records, and artifacts. As of December 2012, the catalog consisted of about 10 billion logical data records describing 527,000 artifacts and encompassing 81% of NARA's records. There are also 922,000 digital copies of already digitized materials.", "targets": "Where are archival descriptions of holdings under the custody of NARA stored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2735a1c1304e4b349c87bf4eeff5c30e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archival descriptions of the permanent holdings of the federal government in the custody of NARA are stored in Archival Research Catalog (ARC). The archival descriptions include information on traditional paper holdings, electronic records, and artifacts. As of December 2012, the catalog consisted of about 10 billion logical data records describing 527,000 artifacts and encompassing 81% of NARA's records. There are also 922,000 digital copies of already digitized materials.", "targets": "As of the end mid December of 2012, how many logical data records are stored at NARA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2735a1c1304e4b349c87bf4eeff5c30e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archival descriptions of the permanent holdings of the federal government in the custody of NARA are stored in Archival Research Catalog (ARC). The archival descriptions include information on traditional paper holdings, electronic records, and artifacts. As of December 2012, the catalog consisted of about 10 billion logical data records describing 527,000 artifacts and encompassing 81% of NARA's records. There are also 922,000 digital copies of already digitized materials.", "targets": "How many digital copies of previously digitized materials were there in December of 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2735a1c1304e4b349c87bf4eeff5c30e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archival descriptions of the permanent holdings of the federal government in the custody of NARA are stored in Archival Research Catalog (ARC). The archival descriptions include information on traditional paper holdings, electronic records, and artifacts. As of December 2012, the catalog consisted of about 10 billion logical data records describing 527,000 artifacts and encompassing 81% of NARA's records. There are also 922,000 digital copies of already digitized materials.", "targets": "Archival descriptions include traditional paper holdings, electron records, and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2735a1c1304e4b349c87bf4eeff5c30e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archival descriptions of the permanent holdings of the federal government in the custody of NARA are stored in Archival Research Catalog (ARC). The archival descriptions include information on traditional paper holdings, electronic records, and artifacts. As of December 2012, the catalog consisted of about 10 billion logical data records describing 527,000 artifacts and encompassing 81% of NARA's records. There are also 922,000 digital copies of already digitized materials.", "targets": "The 10 billion logical data records are linked to how many artifacts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50984da7311a4d7384d063887541aa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.", "targets": "What is the discrepancy between Developed and less developed countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50984da7311a4d7384d063887541aa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.", "targets": "What resources do developed countries have better access to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50984da7311a4d7384d063887541aa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.", "targets": "What is common in developed countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e57571ec2a14074b4ce884056aa7c16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond city government consists of a city council with representatives from nine districts serving in a legislative and oversight capacity, as well as a popularly elected, at-large mayor serving as head of the executive branch. Citizens in each of the nine districts elect one council representative each to serve a four-year term. Beginning with the November 2008 election Council terms was lengthened to 4 years. The city council elects from among its members one member to serve as Council President and one to serve as Council Vice President. The city council meets at City Hall, located at 900 E. Broad St., 2nd Floor, on the second and fourth Mondays of every month, except August.", "targets": "How many representatives make up the Richmond city council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e57571ec2a14074b4ce884056aa7c16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond city government consists of a city council with representatives from nine districts serving in a legislative and oversight capacity, as well as a popularly elected, at-large mayor serving as head of the executive branch. Citizens in each of the nine districts elect one council representative each to serve a four-year term. Beginning with the November 2008 election Council terms was lengthened to 4 years. The city council elects from among its members one member to serve as Council President and one to serve as Council Vice President. The city council meets at City Hall, located at 900 E. Broad St., 2nd Floor, on the second and fourth Mondays of every month, except August.", "targets": "What official is in charge of Richmond's executive branch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e57571ec2a14074b4ce884056aa7c16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond city government consists of a city council with representatives from nine districts serving in a legislative and oversight capacity, as well as a popularly elected, at-large mayor serving as head of the executive branch. Citizens in each of the nine districts elect one council representative each to serve a four-year term. Beginning with the November 2008 election Council terms was lengthened to 4 years. The city council elects from among its members one member to serve as Council President and one to serve as Council Vice President. The city council meets at City Hall, located at 900 E. Broad St., 2nd Floor, on the second and fourth Mondays of every month, except August.", "targets": "How many years does the term of a Richmond city council representative last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e57571ec2a14074b4ce884056aa7c16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond city government consists of a city council with representatives from nine districts serving in a legislative and oversight capacity, as well as a popularly elected, at-large mayor serving as head of the executive branch. Citizens in each of the nine districts elect one council representative each to serve a four-year term. Beginning with the November 2008 election Council terms was lengthened to 4 years. The city council elects from among its members one member to serve as Council President and one to serve as Council Vice President. The city council meets at City Hall, located at 900 E. Broad St., 2nd Floor, on the second and fourth Mondays of every month, except August.", "targets": "On what day of the week does the city council meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e57571ec2a14074b4ce884056aa7c16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond city government consists of a city council with representatives from nine districts serving in a legislative and oversight capacity, as well as a popularly elected, at-large mayor serving as head of the executive branch. Citizens in each of the nine districts elect one council representative each to serve a four-year term. Beginning with the November 2008 election Council terms was lengthened to 4 years. The city council elects from among its members one member to serve as Council President and one to serve as Council Vice President. The city council meets at City Hall, located at 900 E. Broad St., 2nd Floor, on the second and fourth Mondays of every month, except August.", "targets": "In what month does the city council not meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3673e52aa6f54a8a84c18de13f320d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warfare in Normandy at the time was shaped by the defensive potential of castles and the increasing costs of conducting campaigns. The Norman frontiers had limited natural defences but were heavily reinforced with castles, such as Ch\u00e2teau Gaillard, at strategic points, built and maintained at considerable expense. It was difficult for a commander to advance far into fresh territory without having secured his lines of communication by capturing these fortifications, which slowed the progress of any attack. Armies of the period could be formed from either feudal or mercenary forces. Feudal levies could only be raised for a fixed length of time before they returned home, forcing an end to a campaign; mercenary forces, often called Braban\u00e7ons after the Duchy of Brabant but actually recruited from across northern Europe, could operate all year long and provide a commander with more strategic options to pursue a campaign, but cost much more than equivalent feudal forces. As a result, commanders of the period were increasingly drawing on larger numbers of mercenaries.", "targets": "Warfare in Normandy was shaped by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3673e52aa6f54a8a84c18de13f320d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warfare in Normandy at the time was shaped by the defensive potential of castles and the increasing costs of conducting campaigns. The Norman frontiers had limited natural defences but were heavily reinforced with castles, such as Ch\u00e2teau Gaillard, at strategic points, built and maintained at considerable expense. It was difficult for a commander to advance far into fresh territory without having secured his lines of communication by capturing these fortifications, which slowed the progress of any attack. Armies of the period could be formed from either feudal or mercenary forces. Feudal levies could only be raised for a fixed length of time before they returned home, forcing an end to a campaign; mercenary forces, often called Braban\u00e7ons after the Duchy of Brabant but actually recruited from across northern Europe, could operate all year long and provide a commander with more strategic options to pursue a campaign, but cost much more than equivalent feudal forces. As a result, commanders of the period were increasingly drawing on larger numbers of mercenaries.", "targets": "What were mercenary forces called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3673e52aa6f54a8a84c18de13f320d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warfare in Normandy at the time was shaped by the defensive potential of castles and the increasing costs of conducting campaigns. The Norman frontiers had limited natural defences but were heavily reinforced with castles, such as Ch\u00e2teau Gaillard, at strategic points, built and maintained at considerable expense. It was difficult for a commander to advance far into fresh territory without having secured his lines of communication by capturing these fortifications, which slowed the progress of any attack. Armies of the period could be formed from either feudal or mercenary forces. Feudal levies could only be raised for a fixed length of time before they returned home, forcing an end to a campaign; mercenary forces, often called Braban\u00e7ons after the Duchy of Brabant but actually recruited from across northern Europe, could operate all year long and provide a commander with more strategic options to pursue a campaign, but cost much more than equivalent feudal forces. As a result, commanders of the period were increasingly drawing on larger numbers of mercenaries.", "targets": "What castle was built at a strategic point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c378a5bfe148788e1bac6c22787ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest portion of the range is divided by the glacial trough of the Rhone valley, with the Pennine Alps from Mont Blanc to the Matterhorn and Monte Rosa on the southern side, and the Bernese Alps on the northern. The peaks in the easterly portion of the range, in Austria and Slovenia, are smaller than those in the central and western portions.", "targets": "The highest portion of the Alp's range is divided by what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c378a5bfe148788e1bac6c22787ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest portion of the range is divided by the glacial trough of the Rhone valley, with the Pennine Alps from Mont Blanc to the Matterhorn and Monte Rosa on the southern side, and the Bernese Alps on the northern. The peaks in the easterly portion of the range, in Austria and Slovenia, are smaller than those in the central and western portions.", "targets": "Where are the peaks smaller in the range? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c378a5bfe148788e1bac6c22787ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest portion of the range is divided by the glacial trough of the Rhone valley, with the Pennine Alps from Mont Blanc to the Matterhorn and Monte Rosa on the southern side, and the Bernese Alps on the northern. The peaks in the easterly portion of the range, in Austria and Slovenia, are smaller than those in the central and western portions.", "targets": "The Bernese Alps are located in what part of the range? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3e366cc4784ce493b6b7a7530d13cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Jones was started by David Jones, a Welsh merchant who met Hobart businessman Charles Appleton in London. Appleton established a store in Sydney in 1825 and Jones subsequently established a partnership with Appleton, moved to Australia in 1835, and the Sydney store became known as Appleton & Jones. When the partnership was dissolved in 1838, Jones moved his business to premises on the corner of George Street and Barrack Lane, Sydney. David Jones claims to be the oldest department store in the world still trading under its original name.", "targets": "What occupation did David Jones have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3e366cc4784ce493b6b7a7530d13cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Jones was started by David Jones, a Welsh merchant who met Hobart businessman Charles Appleton in London. Appleton established a store in Sydney in 1825 and Jones subsequently established a partnership with Appleton, moved to Australia in 1835, and the Sydney store became known as Appleton & Jones. When the partnership was dissolved in 1838, Jones moved his business to premises on the corner of George Street and Barrack Lane, Sydney. David Jones claims to be the oldest department store in the world still trading under its original name.", "targets": "Where did David Jones and Charles Appleton meet? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3e366cc4784ce493b6b7a7530d13cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Jones was started by David Jones, a Welsh merchant who met Hobart businessman Charles Appleton in London. Appleton established a store in Sydney in 1825 and Jones subsequently established a partnership with Appleton, moved to Australia in 1835, and the Sydney store became known as Appleton & Jones. When the partnership was dissolved in 1838, Jones moved his business to premises on the corner of George Street and Barrack Lane, Sydney. David Jones claims to be the oldest department store in the world still trading under its original name.", "targets": "Where did Appleton begin a store in 1825?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3e366cc4784ce493b6b7a7530d13cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Jones was started by David Jones, a Welsh merchant who met Hobart businessman Charles Appleton in London. Appleton established a store in Sydney in 1825 and Jones subsequently established a partnership with Appleton, moved to Australia in 1835, and the Sydney store became known as Appleton & Jones. When the partnership was dissolved in 1838, Jones moved his business to premises on the corner of George Street and Barrack Lane, Sydney. David Jones claims to be the oldest department store in the world still trading under its original name.", "targets": "What was the store in Sydney called after Jones moved to Australia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3e366cc4784ce493b6b7a7530d13cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Jones was started by David Jones, a Welsh merchant who met Hobart businessman Charles Appleton in London. Appleton established a store in Sydney in 1825 and Jones subsequently established a partnership with Appleton, moved to Australia in 1835, and the Sydney store became known as Appleton & Jones. When the partnership was dissolved in 1838, Jones moved his business to premises on the corner of George Street and Barrack Lane, Sydney. David Jones claims to be the oldest department store in the world still trading under its original name.", "targets": "When did the partnership between Jones and Appleton end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bba880c8cf24c38badfce6fb813d996", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the middle decades of the 18th century, there were several outbreaks of military conflict on the Indian subcontinent, the Carnatic Wars, as the English East India Company (the Company) and its French counterpart, the Compagnie fran\u00e7aise des Indes orientales, struggled alongside local rulers to fill the vacuum that had been left by the decline of the Mughal Empire. The Battle of Plassey in 1757, in which the British, led by Robert Clive, defeated the Nawab of Bengal and his French allies, left the Company in control of Bengal and as the major military and political power in India. France was left control of its enclaves but with military restrictions and an obligation to support British client states, ending French hopes of controlling India. In the following decades the Company gradually increased the size of the territories under its control, either ruling directly or via local rulers under the threat of force from the British Indian Army, the vast majority of which was composed of Indian sepoys.", "targets": "What was the French equivalent of the English East India Company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bba880c8cf24c38badfce6fb813d996", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the middle decades of the 18th century, there were several outbreaks of military conflict on the Indian subcontinent, the Carnatic Wars, as the English East India Company (the Company) and its French counterpart, the Compagnie fran\u00e7aise des Indes orientales, struggled alongside local rulers to fill the vacuum that had been left by the decline of the Mughal Empire. The Battle of Plassey in 1757, in which the British, led by Robert Clive, defeated the Nawab of Bengal and his French allies, left the Company in control of Bengal and as the major military and political power in India. France was left control of its enclaves but with military restrictions and an obligation to support British client states, ending French hopes of controlling India. In the following decades the Company gradually increased the size of the territories under its control, either ruling directly or via local rulers under the threat of force from the British Indian Army, the vast majority of which was composed of Indian sepoys.", "targets": "When was the Battle of Plassey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bba880c8cf24c38badfce6fb813d996", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the middle decades of the 18th century, there were several outbreaks of military conflict on the Indian subcontinent, the Carnatic Wars, as the English East India Company (the Company) and its French counterpart, the Compagnie fran\u00e7aise des Indes orientales, struggled alongside local rulers to fill the vacuum that had been left by the decline of the Mughal Empire. The Battle of Plassey in 1757, in which the British, led by Robert Clive, defeated the Nawab of Bengal and his French allies, left the Company in control of Bengal and as the major military and political power in India. France was left control of its enclaves but with military restrictions and an obligation to support British client states, ending French hopes of controlling India. In the following decades the Company gradually increased the size of the territories under its control, either ruling directly or via local rulers under the threat of force from the British Indian Army, the vast majority of which was composed of Indian sepoys.", "targets": "Who led the British in the Battle of Plassey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bba880c8cf24c38badfce6fb813d996", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the middle decades of the 18th century, there were several outbreaks of military conflict on the Indian subcontinent, the Carnatic Wars, as the English East India Company (the Company) and its French counterpart, the Compagnie fran\u00e7aise des Indes orientales, struggled alongside local rulers to fill the vacuum that had been left by the decline of the Mughal Empire. The Battle of Plassey in 1757, in which the British, led by Robert Clive, defeated the Nawab of Bengal and his French allies, left the Company in control of Bengal and as the major military and political power in India. France was left control of its enclaves but with military restrictions and an obligation to support British client states, ending French hopes of controlling India. In the following decades the Company gradually increased the size of the territories under its control, either ruling directly or via local rulers under the threat of force from the British Indian Army, the vast majority of which was composed of Indian sepoys.", "targets": "Where were the Carnatic Wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bba880c8cf24c38badfce6fb813d996", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the middle decades of the 18th century, there were several outbreaks of military conflict on the Indian subcontinent, the Carnatic Wars, as the English East India Company (the Company) and its French counterpart, the Compagnie fran\u00e7aise des Indes orientales, struggled alongside local rulers to fill the vacuum that had been left by the decline of the Mughal Empire. The Battle of Plassey in 1757, in which the British, led by Robert Clive, defeated the Nawab of Bengal and his French allies, left the Company in control of Bengal and as the major military and political power in India. France was left control of its enclaves but with military restrictions and an obligation to support British client states, ending French hopes of controlling India. In the following decades the Company gradually increased the size of the territories under its control, either ruling directly or via local rulers under the threat of force from the British Indian Army, the vast majority of which was composed of Indian sepoys.", "targets": "What was the British Indian Army mostly composed of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621f87fd8a2e4fe7a6a265f81c9fb754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest position in Islam, caliphate, was claimed by the sultans starting since Murad I, which was established as Ottoman Caliphate. The Ottoman sultan, p\u00e2di\u015f\u00e2h or \"lord of kings\", served as the Empire's sole regent and was considered to be the embodiment of its government, though he did not always exercise complete control. The Imperial Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan. On occasion, the Valide Sultan would become involved in state politics. For a time, the women of the Harem effectively controlled the state in what was termed the \"Sultanate of Women\". New sultans were always chosen from the sons of the previous sultan. The strong educational system of the palace school was geared towards eliminating the unfit potential heirs, and establishing support among the ruling elite for a successor. The palace schools, which would also educate the future administrators of the state, were not a single track. First, the Madrasa (Ottoman Turkish: Medrese\u200e) was designated for the Muslims, and educated scholars and state officials according to Islamic tradition. The financial burden of the Medrese was supported by vakifs, allowing children of poor families to move to higher social levels and income. The second track was a free boarding school for the Christians, the Ender\u00fbn, which recruited 3,000 students annually from Christian boys between eight and twenty years old from one in forty families among the communities settled in Rumelia or the Balkans, a process known as Devshirme (Dev\u015firme).", "targets": "The Ottoman Caliphate claimed by Murad Ir epresented what in Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621f87fd8a2e4fe7a6a265f81c9fb754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest position in Islam, caliphate, was claimed by the sultans starting since Murad I, which was established as Ottoman Caliphate. The Ottoman sultan, p\u00e2di\u015f\u00e2h or \"lord of kings\", served as the Empire's sole regent and was considered to be the embodiment of its government, though he did not always exercise complete control. The Imperial Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan. On occasion, the Valide Sultan would become involved in state politics. For a time, the women of the Harem effectively controlled the state in what was termed the \"Sultanate of Women\". New sultans were always chosen from the sons of the previous sultan. The strong educational system of the palace school was geared towards eliminating the unfit potential heirs, and establishing support among the ruling elite for a successor. The palace schools, which would also educate the future administrators of the state, were not a single track. First, the Madrasa (Ottoman Turkish: Medrese\u200e) was designated for the Muslims, and educated scholars and state officials according to Islamic tradition. The financial burden of the Medrese was supported by vakifs, allowing children of poor families to move to higher social levels and income. The second track was a free boarding school for the Christians, the Ender\u00fbn, which recruited 3,000 students annually from Christian boys between eight and twenty years old from one in forty families among the communities settled in Rumelia or the Balkans, a process known as Devshirme (Dev\u015firme).", "targets": "The person with this what title was believed to be the embodiment of the Ottoman government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621f87fd8a2e4fe7a6a265f81c9fb754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest position in Islam, caliphate, was claimed by the sultans starting since Murad I, which was established as Ottoman Caliphate. The Ottoman sultan, p\u00e2di\u015f\u00e2h or \"lord of kings\", served as the Empire's sole regent and was considered to be the embodiment of its government, though he did not always exercise complete control. The Imperial Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan. On occasion, the Valide Sultan would become involved in state politics. For a time, the women of the Harem effectively controlled the state in what was termed the \"Sultanate of Women\". New sultans were always chosen from the sons of the previous sultan. The strong educational system of the palace school was geared towards eliminating the unfit potential heirs, and establishing support among the ruling elite for a successor. The palace schools, which would also educate the future administrators of the state, were not a single track. First, the Madrasa (Ottoman Turkish: Medrese\u200e) was designated for the Muslims, and educated scholars and state officials according to Islamic tradition. The financial burden of the Medrese was supported by vakifs, allowing children of poor families to move to higher social levels and income. The second track was a free boarding school for the Christians, the Ender\u00fbn, which recruited 3,000 students annually from Christian boys between eight and twenty years old from one in forty families among the communities settled in Rumelia or the Balkans, a process known as Devshirme (Dev\u015firme).", "targets": "What was the importantance of the imperial Harem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621f87fd8a2e4fe7a6a265f81c9fb754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest position in Islam, caliphate, was claimed by the sultans starting since Murad I, which was established as Ottoman Caliphate. The Ottoman sultan, p\u00e2di\u015f\u00e2h or \"lord of kings\", served as the Empire's sole regent and was considered to be the embodiment of its government, though he did not always exercise complete control. The Imperial Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan. On occasion, the Valide Sultan would become involved in state politics. For a time, the women of the Harem effectively controlled the state in what was termed the \"Sultanate of Women\". New sultans were always chosen from the sons of the previous sultan. The strong educational system of the palace school was geared towards eliminating the unfit potential heirs, and establishing support among the ruling elite for a successor. The palace schools, which would also educate the future administrators of the state, were not a single track. First, the Madrasa (Ottoman Turkish: Medrese\u200e) was designated for the Muslims, and educated scholars and state officials according to Islamic tradition. The financial burden of the Medrese was supported by vakifs, allowing children of poor families to move to higher social levels and income. The second track was a free boarding school for the Christians, the Ender\u00fbn, which recruited 3,000 students annually from Christian boys between eight and twenty years old from one in forty families among the communities settled in Rumelia or the Balkans, a process known as Devshirme (Dev\u015firme).", "targets": "What was the purpose of the palace educational system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621f87fd8a2e4fe7a6a265f81c9fb754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The highest position in Islam, caliphate, was claimed by the sultans starting since Murad I, which was established as Ottoman Caliphate. The Ottoman sultan, p\u00e2di\u015f\u00e2h or \"lord of kings\", served as the Empire's sole regent and was considered to be the embodiment of its government, though he did not always exercise complete control. The Imperial Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan. On occasion, the Valide Sultan would become involved in state politics. For a time, the women of the Harem effectively controlled the state in what was termed the \"Sultanate of Women\". New sultans were always chosen from the sons of the previous sultan. The strong educational system of the palace school was geared towards eliminating the unfit potential heirs, and establishing support among the ruling elite for a successor. The palace schools, which would also educate the future administrators of the state, were not a single track. First, the Madrasa (Ottoman Turkish: Medrese\u200e) was designated for the Muslims, and educated scholars and state officials according to Islamic tradition. The financial burden of the Medrese was supported by vakifs, allowing children of poor families to move to higher social levels and income. The second track was a free boarding school for the Christians, the Ender\u00fbn, which recruited 3,000 students annually from Christian boys between eight and twenty years old from one in forty families among the communities settled in Rumelia or the Balkans, a process known as Devshirme (Dev\u015firme).", "targets": "What was the name of the boarding school for Christians during the Ottoman Caliphate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7337153b98e41f5aad8ef8a461bfec2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranthambore National Park is known worldwide for its tiger population and is considered by both wilderness lovers and photographers as one of the best place in India to spot tigers. At one point, due to poaching and negligence, tigers became extinct at Sariska, but five tigers have been relocated there. Prominent among the wildlife sanctuaries are Mount Abu Sanctuary, Bhensrod Garh Sanctuary, Darrah Sanctuary, Jaisamand Sanctuary, Kumbhalgarh Wildlife Sanctuary, Jawahar Sagar sanctuary, and Sita Mata Wildlife Sanctuary.", "targets": "What Rajasthani national park is known for its tigers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7337153b98e41f5aad8ef8a461bfec2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranthambore National Park is known worldwide for its tiger population and is considered by both wilderness lovers and photographers as one of the best place in India to spot tigers. At one point, due to poaching and negligence, tigers became extinct at Sariska, but five tigers have been relocated there. Prominent among the wildlife sanctuaries are Mount Abu Sanctuary, Bhensrod Garh Sanctuary, Darrah Sanctuary, Jaisamand Sanctuary, Kumbhalgarh Wildlife Sanctuary, Jawahar Sagar sanctuary, and Sita Mata Wildlife Sanctuary.", "targets": "How many tigers were relocated to Sariska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7337153b98e41f5aad8ef8a461bfec2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranthambore National Park is known worldwide for its tiger population and is considered by both wilderness lovers and photographers as one of the best place in India to spot tigers. At one point, due to poaching and negligence, tigers became extinct at Sariska, but five tigers have been relocated there. Prominent among the wildlife sanctuaries are Mount Abu Sanctuary, Bhensrod Garh Sanctuary, Darrah Sanctuary, Jaisamand Sanctuary, Kumbhalgarh Wildlife Sanctuary, Jawahar Sagar sanctuary, and Sita Mata Wildlife Sanctuary.", "targets": "Ranthamb National Park is known by photographers as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7337153b98e41f5aad8ef8a461bfec2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ranthambore National Park is known worldwide for its tiger population and is considered by both wilderness lovers and photographers as one of the best place in India to spot tigers. At one point, due to poaching and negligence, tigers became extinct at Sariska, but five tigers have been relocated there. Prominent among the wildlife sanctuaries are Mount Abu Sanctuary, Bhensrod Garh Sanctuary, Darrah Sanctuary, Jaisamand Sanctuary, Kumbhalgarh Wildlife Sanctuary, Jawahar Sagar sanctuary, and Sita Mata Wildlife Sanctuary.", "targets": "Why did tigers became extinct in Sariska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-750f4c7200c64ee8b19b78229cb12485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person's self-report is the most reliable measure of pain, with health care professionals tending to underestimate severity. A definition of pain widely employed in nursing, emphasizing its subjective nature and the importance of believing patient reports, was introduced by Margo McCaffery in 1968: \"Pain is whatever the experiencing person says it is, existing whenever he says it does\". To assess intensity, the patient may be asked to locate their pain on a scale of 0 to 10, with 0 being no pain at all, and 10 the worst pain they have ever felt. Quality can be established by having the patient complete the McGill Pain Questionnaire indicating which words best describe their pain.", "targets": "What is the most reliable measure of pain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-750f4c7200c64ee8b19b78229cb12485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person's self-report is the most reliable measure of pain, with health care professionals tending to underestimate severity. A definition of pain widely employed in nursing, emphasizing its subjective nature and the importance of believing patient reports, was introduced by Margo McCaffery in 1968: \"Pain is whatever the experiencing person says it is, existing whenever he says it does\". To assess intensity, the patient may be asked to locate their pain on a scale of 0 to 10, with 0 being no pain at all, and 10 the worst pain they have ever felt. Quality can be established by having the patient complete the McGill Pain Questionnaire indicating which words best describe their pain.", "targets": "What do health-care professionals tend to underestimate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-750f4c7200c64ee8b19b78229cb12485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person's self-report is the most reliable measure of pain, with health care professionals tending to underestimate severity. A definition of pain widely employed in nursing, emphasizing its subjective nature and the importance of believing patient reports, was introduced by Margo McCaffery in 1968: \"Pain is whatever the experiencing person says it is, existing whenever he says it does\". To assess intensity, the patient may be asked to locate their pain on a scale of 0 to 10, with 0 being no pain at all, and 10 the worst pain they have ever felt. Quality can be established by having the patient complete the McGill Pain Questionnaire indicating which words best describe their pain.", "targets": "What did Margo McCaffery introduce in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-750f4c7200c64ee8b19b78229cb12485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person's self-report is the most reliable measure of pain, with health care professionals tending to underestimate severity. A definition of pain widely employed in nursing, emphasizing its subjective nature and the importance of believing patient reports, was introduced by Margo McCaffery in 1968: \"Pain is whatever the experiencing person says it is, existing whenever he says it does\". To assess intensity, the patient may be asked to locate their pain on a scale of 0 to 10, with 0 being no pain at all, and 10 the worst pain they have ever felt. Quality can be established by having the patient complete the McGill Pain Questionnaire indicating which words best describe their pain.", "targets": "What scale might a patient be asked to locate their pain on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-750f4c7200c64ee8b19b78229cb12485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person's self-report is the most reliable measure of pain, with health care professionals tending to underestimate severity. A definition of pain widely employed in nursing, emphasizing its subjective nature and the importance of believing patient reports, was introduced by Margo McCaffery in 1968: \"Pain is whatever the experiencing person says it is, existing whenever he says it does\". To assess intensity, the patient may be asked to locate their pain on a scale of 0 to 10, with 0 being no pain at all, and 10 the worst pain they have ever felt. Quality can be established by having the patient complete the McGill Pain Questionnaire indicating which words best describe their pain.", "targets": "What are patients asked to use the McGill Pain Questionnaire to indicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af0f5e1576c448c9b588160007bb72f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late Georgian period saw the birth of the semi-detached house, planned systematically, as a suburban compromise between the terraced houses of the city and the detached \"villas\" further out, where land was cheaper. There had been occasional examples in town centres going back to medieval times. Most early suburban examples are large, and in what are now the outer fringes of Central London, but were then in areas being built up for the first time. Blackheath, Chalk Farm and St John's Wood are among the areas contesting being the original home of the semi. Sir John Summerson gave primacy to the Eyre Estate of St John's Wood. A plan for this exists dated 1794, where \"the whole development consists of pairs of semi-detached houses, So far as I know, this is the first recorded scheme of the kind\". In fact the French Wars put an end to this scheme, but when the development was finally built it retained the semi-detached form, \"a revolution of striking significance and far-reaching effect\".", "targets": "What cities contest to being the original home of the semi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af0f5e1576c448c9b588160007bb72f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late Georgian period saw the birth of the semi-detached house, planned systematically, as a suburban compromise between the terraced houses of the city and the detached \"villas\" further out, where land was cheaper. There had been occasional examples in town centres going back to medieval times. Most early suburban examples are large, and in what are now the outer fringes of Central London, but were then in areas being built up for the first time. Blackheath, Chalk Farm and St John's Wood are among the areas contesting being the original home of the semi. Sir John Summerson gave primacy to the Eyre Estate of St John's Wood. A plan for this exists dated 1794, where \"the whole development consists of pairs of semi-detached houses, So far as I know, this is the first recorded scheme of the kind\". In fact the French Wars put an end to this scheme, but when the development was finally built it retained the semi-detached form, \"a revolution of striking significance and far-reaching effect\".", "targets": "A plan for a semi-detached houses was dated for what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af0f5e1576c448c9b588160007bb72f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late Georgian period saw the birth of the semi-detached house, planned systematically, as a suburban compromise between the terraced houses of the city and the detached \"villas\" further out, where land was cheaper. There had been occasional examples in town centres going back to medieval times. Most early suburban examples are large, and in what are now the outer fringes of Central London, but were then in areas being built up for the first time. Blackheath, Chalk Farm and St John's Wood are among the areas contesting being the original home of the semi. Sir John Summerson gave primacy to the Eyre Estate of St John's Wood. A plan for this exists dated 1794, where \"the whole development consists of pairs of semi-detached houses, So far as I know, this is the first recorded scheme of the kind\". In fact the French Wars put an end to this scheme, but when the development was finally built it retained the semi-detached form, \"a revolution of striking significance and far-reaching effect\".", "targets": "Who conferred primacy to the Eyre Estate of St John's Wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af0f5e1576c448c9b588160007bb72f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late Georgian period saw the birth of the semi-detached house, planned systematically, as a suburban compromise between the terraced houses of the city and the detached \"villas\" further out, where land was cheaper. There had been occasional examples in town centres going back to medieval times. Most early suburban examples are large, and in what are now the outer fringes of Central London, but were then in areas being built up for the first time. Blackheath, Chalk Farm and St John's Wood are among the areas contesting being the original home of the semi. Sir John Summerson gave primacy to the Eyre Estate of St John's Wood. A plan for this exists dated 1794, where \"the whole development consists of pairs of semi-detached houses, So far as I know, this is the first recorded scheme of the kind\". In fact the French Wars put an end to this scheme, but when the development was finally built it retained the semi-detached form, \"a revolution of striking significance and far-reaching effect\".", "targets": "What put an end to the scheme of semi-detached houses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "What materials are underpinning the land surface of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "Houston's geology was formed from river deposits from the erosion of what mountains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "The sand and clay deposited onto decaying marine matter transformed into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "What is halite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "What type of farming is Houston's surface soil good for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "Besides sands, what are the foundations of Houston's land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "How deep are the clay and sands foundations of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "What geological event caused the foundations of the land beneath Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "What agricultural crop was farmed in the rich soils on the outlying areas of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55a7c2858f014c8cb1a91cb30a539c57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Underpinning Houston's land surface are unconsolidated clays, clay shales, and poorly cemented sands up to several miles deep. The region's geology developed from river deposits formed from the erosion of the Rocky Mountains. These sediments consist of a series of sands and clays deposited on decaying organic marine matter, that over time, transformed into oil and natural gas. Beneath the layers of sediment is a water-deposited layer of halite, a rock salt. The porous layers were compressed over time and forced upward. As it pushed upward, the salt dragged surrounding sediments into salt dome formations, often trapping oil and gas that seeped from the surrounding porous sands. The thick, rich, sometimes black, surface soil is suitable for rice farming in suburban outskirts where the city continues to grow.", "targets": "What did the decaying organics under the clay and sand deposits later form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39116008cf64457ea470818d89c0ee78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interspecific crop diversity is, in part, responsible for offering variety in what we eat. Intraspecific diversity, the variety of alleles within a single species, also offers us choice in our diets. If a crop fails in a monoculture, we rely on agricultural diversity to replant the land with something new. If a wheat crop is destroyed by a pest we may plant a hardier variety of wheat the next year, relying on intraspecific diversity. We may forgo wheat production in that area and plant a different species altogether, relying on interspecific diversity. Even an agricultural society which primarily grows monocultures, relies on biodiversity at some point.", "targets": "What has some responsibility for offering variety in what we eat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39116008cf64457ea470818d89c0ee78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interspecific crop diversity is, in part, responsible for offering variety in what we eat. Intraspecific diversity, the variety of alleles within a single species, also offers us choice in our diets. If a crop fails in a monoculture, we rely on agricultural diversity to replant the land with something new. If a wheat crop is destroyed by a pest we may plant a hardier variety of wheat the next year, relying on intraspecific diversity. We may forgo wheat production in that area and plant a different species altogether, relying on interspecific diversity. Even an agricultural society which primarily grows monocultures, relies on biodiversity at some point.", "targets": "What is the variety of alleles within a single species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39116008cf64457ea470818d89c0ee78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interspecific crop diversity is, in part, responsible for offering variety in what we eat. Intraspecific diversity, the variety of alleles within a single species, also offers us choice in our diets. If a crop fails in a monoculture, we rely on agricultural diversity to replant the land with something new. If a wheat crop is destroyed by a pest we may plant a hardier variety of wheat the next year, relying on intraspecific diversity. We may forgo wheat production in that area and plant a different species altogether, relying on interspecific diversity. Even an agricultural society which primarily grows monocultures, relies on biodiversity at some point.", "targets": "When do we rely on agricultural diversity to replant the land with something new?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39116008cf64457ea470818d89c0ee78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interspecific crop diversity is, in part, responsible for offering variety in what we eat. Intraspecific diversity, the variety of alleles within a single species, also offers us choice in our diets. If a crop fails in a monoculture, we rely on agricultural diversity to replant the land with something new. If a wheat crop is destroyed by a pest we may plant a hardier variety of wheat the next year, relying on intraspecific diversity. We may forgo wheat production in that area and plant a different species altogether, relying on interspecific diversity. Even an agricultural society which primarily grows monocultures, relies on biodiversity at some point.", "targets": "What can destroy a wheat crop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39116008cf64457ea470818d89c0ee78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interspecific crop diversity is, in part, responsible for offering variety in what we eat. Intraspecific diversity, the variety of alleles within a single species, also offers us choice in our diets. If a crop fails in a monoculture, we rely on agricultural diversity to replant the land with something new. If a wheat crop is destroyed by a pest we may plant a hardier variety of wheat the next year, relying on intraspecific diversity. We may forgo wheat production in that area and plant a different species altogether, relying on interspecific diversity. Even an agricultural society which primarily grows monocultures, relies on biodiversity at some point.", "targets": "What type of a society primarily grows monocultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a287d4bf30464e1899c8c6a4a5cc709a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria exhibit an extremely wide variety of metabolic types. The distribution of metabolic traits within a group of bacteria has traditionally been used to define their taxonomy, but these traits often do not correspond with modern genetic classifications. Bacterial metabolism is classified into nutritional groups on the basis of three major criteria: the kind of energy used for growth, the source of carbon, and the electron donors used for growth. An additional criterion of respiratory microorganisms are the electron acceptors used for aerobic or anaerobic respiration.", "targets": "What is commonly used to determine taxonomy of bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a287d4bf30464e1899c8c6a4a5cc709a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria exhibit an extremely wide variety of metabolic types. The distribution of metabolic traits within a group of bacteria has traditionally been used to define their taxonomy, but these traits often do not correspond with modern genetic classifications. Bacterial metabolism is classified into nutritional groups on the basis of three major criteria: the kind of energy used for growth, the source of carbon, and the electron donors used for growth. An additional criterion of respiratory microorganisms are the electron acceptors used for aerobic or anaerobic respiration.", "targets": "How is bacterial metabolism determined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a287d4bf30464e1899c8c6a4a5cc709a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria exhibit an extremely wide variety of metabolic types. The distribution of metabolic traits within a group of bacteria has traditionally been used to define their taxonomy, but these traits often do not correspond with modern genetic classifications. Bacterial metabolism is classified into nutritional groups on the basis of three major criteria: the kind of energy used for growth, the source of carbon, and the electron donors used for growth. An additional criterion of respiratory microorganisms are the electron acceptors used for aerobic or anaerobic respiration.", "targets": "What are electron acceptors accountable for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a287d4bf30464e1899c8c6a4a5cc709a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria exhibit an extremely wide variety of metabolic types. The distribution of metabolic traits within a group of bacteria has traditionally been used to define their taxonomy, but these traits often do not correspond with modern genetic classifications. Bacterial metabolism is classified into nutritional groups on the basis of three major criteria: the kind of energy used for growth, the source of carbon, and the electron donors used for growth. An additional criterion of respiratory microorganisms are the electron acceptors used for aerobic or anaerobic respiration.", "targets": "What are three main criterias of bacterial metabolism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c21b012eee014a4b9727765f04f4082a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another extreme case of impedance matching occurs when using a small loop antenna (usually, but not always, for receiving) at a relatively low frequency where it appears almost as a pure inductor. Resonating such an inductor with a capacitor at the frequency of operation not only cancels the reactance but greatly magnifies the very small radiation resistance of such a loop.[citation needed] This is implemented in most AM broadcast receivers, with a small ferrite loop antenna resonated by a capacitor which is varied along with the receiver tuning in order to maintain resonance over the AM broadcast band", "targets": "What magnifies the small radiation resistance of a loop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c21b012eee014a4b9727765f04f4082a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another extreme case of impedance matching occurs when using a small loop antenna (usually, but not always, for receiving) at a relatively low frequency where it appears almost as a pure inductor. Resonating such an inductor with a capacitor at the frequency of operation not only cancels the reactance but greatly magnifies the very small radiation resistance of such a loop.[citation needed] This is implemented in most AM broadcast receivers, with a small ferrite loop antenna resonated by a capacitor which is varied along with the receiver tuning in order to maintain resonance over the AM broadcast band", "targets": "What is resonated by a capacitor along with the receiver tuning that maintains resonance over the AM broadcast band?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c21b012eee014a4b9727765f04f4082a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another extreme case of impedance matching occurs when using a small loop antenna (usually, but not always, for receiving) at a relatively low frequency where it appears almost as a pure inductor. Resonating such an inductor with a capacitor at the frequency of operation not only cancels the reactance but greatly magnifies the very small radiation resistance of such a loop.[citation needed] This is implemented in most AM broadcast receivers, with a small ferrite loop antenna resonated by a capacitor which is varied along with the receiver tuning in order to maintain resonance over the AM broadcast band", "targets": "What is used in most AM broadcaster receivers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c21b012eee014a4b9727765f04f4082a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another extreme case of impedance matching occurs when using a small loop antenna (usually, but not always, for receiving) at a relatively low frequency where it appears almost as a pure inductor. Resonating such an inductor with a capacitor at the frequency of operation not only cancels the reactance but greatly magnifies the very small radiation resistance of such a loop.[citation needed] This is implemented in most AM broadcast receivers, with a small ferrite loop antenna resonated by a capacitor which is varied along with the receiver tuning in order to maintain resonance over the AM broadcast band", "targets": "When using a small loop antenna at a low frequency, what may occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05305cc2e1234cf5980bc261eb8dd174", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The channel also broadcasts two movie blocks during the late evening hours each Sunday: \"Silent Sunday Nights\", which features silent films from the United States and abroad, usually in the latest restored version and often with new musical scores; and \"TCM Imports\" (which previously ran on Saturdays until the early 2000s[specify]), a weekly presentation of films originally released in foreign countries. TCM Underground \u2013 which debuted in October 2006 \u2013 is a Friday late night block which focuses on cult films, the block was originally hosted by rocker/filmmaker Rob Zombie until December 2006 (though as of 2014[update], it is the only regular film presentation block on the channel that does not have a host).", "targets": "What movie block shows silent films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05305cc2e1234cf5980bc261eb8dd174", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The channel also broadcasts two movie blocks during the late evening hours each Sunday: \"Silent Sunday Nights\", which features silent films from the United States and abroad, usually in the latest restored version and often with new musical scores; and \"TCM Imports\" (which previously ran on Saturdays until the early 2000s[specify]), a weekly presentation of films originally released in foreign countries. TCM Underground \u2013 which debuted in October 2006 \u2013 is a Friday late night block which focuses on cult films, the block was originally hosted by rocker/filmmaker Rob Zombie until December 2006 (though as of 2014[update], it is the only regular film presentation block on the channel that does not have a host).", "targets": "What movie block shows foreign films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05305cc2e1234cf5980bc261eb8dd174", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The channel also broadcasts two movie blocks during the late evening hours each Sunday: \"Silent Sunday Nights\", which features silent films from the United States and abroad, usually in the latest restored version and often with new musical scores; and \"TCM Imports\" (which previously ran on Saturdays until the early 2000s[specify]), a weekly presentation of films originally released in foreign countries. TCM Underground \u2013 which debuted in October 2006 \u2013 is a Friday late night block which focuses on cult films, the block was originally hosted by rocker/filmmaker Rob Zombie until December 2006 (though as of 2014[update], it is the only regular film presentation block on the channel that does not have a host).", "targets": "When did TCM Underground first appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05305cc2e1234cf5980bc261eb8dd174", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The channel also broadcasts two movie blocks during the late evening hours each Sunday: \"Silent Sunday Nights\", which features silent films from the United States and abroad, usually in the latest restored version and often with new musical scores; and \"TCM Imports\" (which previously ran on Saturdays until the early 2000s[specify]), a weekly presentation of films originally released in foreign countries. TCM Underground \u2013 which debuted in October 2006 \u2013 is a Friday late night block which focuses on cult films, the block was originally hosted by rocker/filmmaker Rob Zombie until December 2006 (though as of 2014[update], it is the only regular film presentation block on the channel that does not have a host).", "targets": "On what day is TCM Underground shown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05305cc2e1234cf5980bc261eb8dd174", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The channel also broadcasts two movie blocks during the late evening hours each Sunday: \"Silent Sunday Nights\", which features silent films from the United States and abroad, usually in the latest restored version and often with new musical scores; and \"TCM Imports\" (which previously ran on Saturdays until the early 2000s[specify]), a weekly presentation of films originally released in foreign countries. TCM Underground \u2013 which debuted in October 2006 \u2013 is a Friday late night block which focuses on cult films, the block was originally hosted by rocker/filmmaker Rob Zombie until December 2006 (though as of 2014[update], it is the only regular film presentation block on the channel that does not have a host).", "targets": "Who was the first host of TCM Underground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d326e9ae77849adaddf813d9a327381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Network effects are a large factor with electrification. When converting lines to electric, the connections with other lines must be considered. Some electrifications have subsequently been removed because of the through traffic to non-electrified lines. If through traffic is to have any benefit, time consuming engine switches must occur to make such connections or expensive dual mode engines must be used. This is mostly an issue for long distance trips, but many lines come to be dominated by through traffic from long-haul freight trains (usually running coal, ore, or containers to or from ports). In theory, these trains could enjoy dramatic savings through electrification, but it can be too costly to extend electrification to isolated areas, and unless an entire network is electrified, companies often find that they need to continue use of diesel trains even if sections are electrified. The increasing demand for container traffic which is more efficient when utilizing the double-stack car also has network effect issues with existing electrifications due to insufficient clearance of overhead electrical lines for these trains, but electrification can be built or modified to have sufficient clearance, at additional cost.", "targets": "What is a major factor whn it comes to electrification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d326e9ae77849adaddf813d9a327381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Network effects are a large factor with electrification. When converting lines to electric, the connections with other lines must be considered. Some electrifications have subsequently been removed because of the through traffic to non-electrified lines. If through traffic is to have any benefit, time consuming engine switches must occur to make such connections or expensive dual mode engines must be used. This is mostly an issue for long distance trips, but many lines come to be dominated by through traffic from long-haul freight trains (usually running coal, ore, or containers to or from ports). In theory, these trains could enjoy dramatic savings through electrification, but it can be too costly to extend electrification to isolated areas, and unless an entire network is electrified, companies often find that they need to continue use of diesel trains even if sections are electrified. The increasing demand for container traffic which is more efficient when utilizing the double-stack car also has network effect issues with existing electrifications due to insufficient clearance of overhead electrical lines for these trains, but electrification can be built or modified to have sufficient clearance, at additional cost.", "targets": "What was the reason some electrifications were removed after a while?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d326e9ae77849adaddf813d9a327381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Network effects are a large factor with electrification. When converting lines to electric, the connections with other lines must be considered. Some electrifications have subsequently been removed because of the through traffic to non-electrified lines. If through traffic is to have any benefit, time consuming engine switches must occur to make such connections or expensive dual mode engines must be used. This is mostly an issue for long distance trips, but many lines come to be dominated by through traffic from long-haul freight trains (usually running coal, ore, or containers to or from ports). In theory, these trains could enjoy dramatic savings through electrification, but it can be too costly to extend electrification to isolated areas, and unless an entire network is electrified, companies often find that they need to continue use of diesel trains even if sections are electrified. The increasing demand for container traffic which is more efficient when utilizing the double-stack car also has network effect issues with existing electrifications due to insufficient clearance of overhead electrical lines for these trains, but electrification can be built or modified to have sufficient clearance, at additional cost.", "targets": "What can be a drawback of electrification of long distance freight trains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d326e9ae77849adaddf813d9a327381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Network effects are a large factor with electrification. When converting lines to electric, the connections with other lines must be considered. Some electrifications have subsequently been removed because of the through traffic to non-electrified lines. If through traffic is to have any benefit, time consuming engine switches must occur to make such connections or expensive dual mode engines must be used. This is mostly an issue for long distance trips, but many lines come to be dominated by through traffic from long-haul freight trains (usually running coal, ore, or containers to or from ports). In theory, these trains could enjoy dramatic savings through electrification, but it can be too costly to extend electrification to isolated areas, and unless an entire network is electrified, companies often find that they need to continue use of diesel trains even if sections are electrified. The increasing demand for container traffic which is more efficient when utilizing the double-stack car also has network effect issues with existing electrifications due to insufficient clearance of overhead electrical lines for these trains, but electrification can be built or modified to have sufficient clearance, at additional cost.", "targets": "Where can the issue of through traffic benefits occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d326e9ae77849adaddf813d9a327381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Network effects are a large factor with electrification. When converting lines to electric, the connections with other lines must be considered. Some electrifications have subsequently been removed because of the through traffic to non-electrified lines. If through traffic is to have any benefit, time consuming engine switches must occur to make such connections or expensive dual mode engines must be used. This is mostly an issue for long distance trips, but many lines come to be dominated by through traffic from long-haul freight trains (usually running coal, ore, or containers to or from ports). In theory, these trains could enjoy dramatic savings through electrification, but it can be too costly to extend electrification to isolated areas, and unless an entire network is electrified, companies often find that they need to continue use of diesel trains even if sections are electrified. The increasing demand for container traffic which is more efficient when utilizing the double-stack car also has network effect issues with existing electrifications due to insufficient clearance of overhead electrical lines for these trains, but electrification can be built or modified to have sufficient clearance, at additional cost.", "targets": "What does the increasing demand for container traffic make companies use more often?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ffbb02b44c4ecc9a94d6294a611ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslims have been living in Tibet since as early as the 8th or 9th century. In Tibetan cities, there are small communities of Muslims, known as Kachee (Kache), who trace their origin to immigrants from three main regions: Kashmir (Kachee Yul in ancient Tibetan), Ladakh and the Central Asian Turkic countries. Islamic influence in Tibet also came from Persia. After 1959 a group of Tibetan Muslims made a case for Indian nationality based on their historic roots to Kashmir and the Indian government declared all Tibetan Muslims Indian citizens later on that year. Other Muslim ethnic groups who have long inhabited Tibet include Hui, Salar, Dongxiang and Bonan. There is also a well established Chinese Muslim community (gya kachee), which traces its ancestry back to the Hui ethnic group of China.", "targets": "What are Tibetan Muslims known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ffbb02b44c4ecc9a94d6294a611ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslims have been living in Tibet since as early as the 8th or 9th century. In Tibetan cities, there are small communities of Muslims, known as Kachee (Kache), who trace their origin to immigrants from three main regions: Kashmir (Kachee Yul in ancient Tibetan), Ladakh and the Central Asian Turkic countries. Islamic influence in Tibet also came from Persia. After 1959 a group of Tibetan Muslims made a case for Indian nationality based on their historic roots to Kashmir and the Indian government declared all Tibetan Muslims Indian citizens later on that year. Other Muslim ethnic groups who have long inhabited Tibet include Hui, Salar, Dongxiang and Bonan. There is also a well established Chinese Muslim community (gya kachee), which traces its ancestry back to the Hui ethnic group of China.", "targets": "Where did Islamic influence in Tibet come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ffbb02b44c4ecc9a94d6294a611ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslims have been living in Tibet since as early as the 8th or 9th century. In Tibetan cities, there are small communities of Muslims, known as Kachee (Kache), who trace their origin to immigrants from three main regions: Kashmir (Kachee Yul in ancient Tibetan), Ladakh and the Central Asian Turkic countries. Islamic influence in Tibet also came from Persia. After 1959 a group of Tibetan Muslims made a case for Indian nationality based on their historic roots to Kashmir and the Indian government declared all Tibetan Muslims Indian citizens later on that year. Other Muslim ethnic groups who have long inhabited Tibet include Hui, Salar, Dongxiang and Bonan. There is also a well established Chinese Muslim community (gya kachee), which traces its ancestry back to the Hui ethnic group of China.", "targets": "In what year were all Tibetan Muslims declared Indiana citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ffbb02b44c4ecc9a94d6294a611ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslims have been living in Tibet since as early as the 8th or 9th century. In Tibetan cities, there are small communities of Muslims, known as Kachee (Kache), who trace their origin to immigrants from three main regions: Kashmir (Kachee Yul in ancient Tibetan), Ladakh and the Central Asian Turkic countries. Islamic influence in Tibet also came from Persia. After 1959 a group of Tibetan Muslims made a case for Indian nationality based on their historic roots to Kashmir and the Indian government declared all Tibetan Muslims Indian citizens later on that year. Other Muslim ethnic groups who have long inhabited Tibet include Hui, Salar, Dongxiang and Bonan. There is also a well established Chinese Muslim community (gya kachee), which traces its ancestry back to the Hui ethnic group of China.", "targets": "What is the Chinese Muslim community called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Which Enlightenment thinker supported the idea of separation of powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Which Enlightenment thinker was against the separation of powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Who was a leading advocate of dividing government into different branches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Whose thoughts were impacted by Montesquieu's philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Who was an advocate of separation of powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Who was an opponent of separation of powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-280e0d4977724f88bf5ac666b6a3e0ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Age of Enlightenment, philosophers such as John Locke advocated the principle in their writings, whereas others, such as Thomas Hobbes, strongly opposed it. Montesquieu was one of the foremost supporters of separating the legislature, the executive, and the judiciary. His writings considerably influenced the opinions of the framers of the United States Constitution.", "targets": "Who's writing were very influential on the design of the United States Constitution?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3832ed188d4c6c95e5935c722533b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1718, transportation to the American colonies had been a penalty for various criminal offences in Britain, with approximately one thousand convicts transported per year across the Atlantic. Forced to find an alternative location after the loss of the 13 Colonies in 1783, the British government turned to the newly discovered lands of Australia. The western coast of Australia had been discovered for Europeans by the Dutch explorer Willem Jansz in 1606 and was later named New Holland by the Dutch East India Company, but there was no attempt to colonise it. In 1770 James Cook discovered the eastern coast of Australia while on a scientific voyage to the South Pacific Ocean, claimed the continent for Britain, and named it New South Wales. In 1778, Joseph Banks, Cook's botanist on the voyage, presented evidence to the government on the suitability of Botany Bay for the establishment of a penal settlement, and in 1787 the first shipment of convicts set sail, arriving in 1788. Britain continued to transport convicts to New South Wales until 1840. The Australian colonies became profitable exporters of wool and gold, mainly because of gold rushes in the colony of Victoria, making its capital Melbourne the richest city in the world and the largest city after London in the British Empire.", "targets": "How many convicts per year had Britain been sending to the American colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3832ed188d4c6c95e5935c722533b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1718, transportation to the American colonies had been a penalty for various criminal offences in Britain, with approximately one thousand convicts transported per year across the Atlantic. Forced to find an alternative location after the loss of the 13 Colonies in 1783, the British government turned to the newly discovered lands of Australia. The western coast of Australia had been discovered for Europeans by the Dutch explorer Willem Jansz in 1606 and was later named New Holland by the Dutch East India Company, but there was no attempt to colonise it. In 1770 James Cook discovered the eastern coast of Australia while on a scientific voyage to the South Pacific Ocean, claimed the continent for Britain, and named it New South Wales. In 1778, Joseph Banks, Cook's botanist on the voyage, presented evidence to the government on the suitability of Botany Bay for the establishment of a penal settlement, and in 1787 the first shipment of convicts set sail, arriving in 1788. Britain continued to transport convicts to New South Wales until 1840. The Australian colonies became profitable exporters of wool and gold, mainly because of gold rushes in the colony of Victoria, making its capital Melbourne the richest city in the world and the largest city after London in the British Empire.", "targets": "Where did Britain switch to sending their convicts after the loss of the American colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3832ed188d4c6c95e5935c722533b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1718, transportation to the American colonies had been a penalty for various criminal offences in Britain, with approximately one thousand convicts transported per year across the Atlantic. Forced to find an alternative location after the loss of the 13 Colonies in 1783, the British government turned to the newly discovered lands of Australia. The western coast of Australia had been discovered for Europeans by the Dutch explorer Willem Jansz in 1606 and was later named New Holland by the Dutch East India Company, but there was no attempt to colonise it. In 1770 James Cook discovered the eastern coast of Australia while on a scientific voyage to the South Pacific Ocean, claimed the continent for Britain, and named it New South Wales. In 1778, Joseph Banks, Cook's botanist on the voyage, presented evidence to the government on the suitability of Botany Bay for the establishment of a penal settlement, and in 1787 the first shipment of convicts set sail, arriving in 1788. Britain continued to transport convicts to New South Wales until 1840. The Australian colonies became profitable exporters of wool and gold, mainly because of gold rushes in the colony of Victoria, making its capital Melbourne the richest city in the world and the largest city after London in the British Empire.", "targets": "Who discovered Australia in 1606?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3832ed188d4c6c95e5935c722533b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1718, transportation to the American colonies had been a penalty for various criminal offences in Britain, with approximately one thousand convicts transported per year across the Atlantic. Forced to find an alternative location after the loss of the 13 Colonies in 1783, the British government turned to the newly discovered lands of Australia. The western coast of Australia had been discovered for Europeans by the Dutch explorer Willem Jansz in 1606 and was later named New Holland by the Dutch East India Company, but there was no attempt to colonise it. In 1770 James Cook discovered the eastern coast of Australia while on a scientific voyage to the South Pacific Ocean, claimed the continent for Britain, and named it New South Wales. In 1778, Joseph Banks, Cook's botanist on the voyage, presented evidence to the government on the suitability of Botany Bay for the establishment of a penal settlement, and in 1787 the first shipment of convicts set sail, arriving in 1788. Britain continued to transport convicts to New South Wales until 1840. The Australian colonies became profitable exporters of wool and gold, mainly because of gold rushes in the colony of Victoria, making its capital Melbourne the richest city in the world and the largest city after London in the British Empire.", "targets": "What had the Dutch East India Company initially named Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3832ed188d4c6c95e5935c722533b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1718, transportation to the American colonies had been a penalty for various criminal offences in Britain, with approximately one thousand convicts transported per year across the Atlantic. Forced to find an alternative location after the loss of the 13 Colonies in 1783, the British government turned to the newly discovered lands of Australia. The western coast of Australia had been discovered for Europeans by the Dutch explorer Willem Jansz in 1606 and was later named New Holland by the Dutch East India Company, but there was no attempt to colonise it. In 1770 James Cook discovered the eastern coast of Australia while on a scientific voyage to the South Pacific Ocean, claimed the continent for Britain, and named it New South Wales. In 1778, Joseph Banks, Cook's botanist on the voyage, presented evidence to the government on the suitability of Botany Bay for the establishment of a penal settlement, and in 1787 the first shipment of convicts set sail, arriving in 1788. Britain continued to transport convicts to New South Wales until 1840. The Australian colonies became profitable exporters of wool and gold, mainly because of gold rushes in the colony of Victoria, making its capital Melbourne the richest city in the world and the largest city after London in the British Empire.", "targets": "When did the first shipment of British convicts leave for Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "What distinction is undoubtedly permissible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "What can a bishop absolutely prohibit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "Where did synods prohibit all hunting at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "What did Benedict XIV declare about decrees prohibiting hunting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "Who can prohibit hunting to the clerics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "Declaration that decrees are not severe was done by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae654b989ab84f5ea76f157f25f82983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nevertheless, although a distinction between lawful and unlawful hunting is undoubtedly permissible, it is certain that a bishop can absolutely prohibit all hunting to the clerics of his diocese, as was done by synods at Milan, Avignon, Li\u00e8ge, Cologne, and elsewhere. Benedict XIV (De synodo di\u0153ces., l. II, c. x) declared that such synodal decrees are not too severe, as an absolute prohibition of hunting is more conformable to the ecclesiastical law. In practice, therefore, the synodal statutes of various localities must be consulted to discover whether they allow quiet hunting or prohibit it altogether.", "targets": "What did Synods at Milan, Avignon, Liege, Cologne, and elsewhere do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8231d44042354bcb8605ac94c5b225ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the army was hopeless in battle against the western forces, particularly against the young Mahmud of Ghazni. In the year 1001, soon after Sultan Mahmud came to power and was occupied with the Qarakhanids north of the Hindu Kush, Jaipal attacked Ghazni once more and upon suffering yet another defeat by the powerful Ghaznavid forces, near present-day Peshawar. After the Battle of Peshawar, he committed suicide because his subjects thought he had brought disaster and disgrace to the Shahi dynasty.", "targets": "In what year was Jaipal again soundly defeated by the Muslims?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8231d44042354bcb8605ac94c5b225ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the army was hopeless in battle against the western forces, particularly against the young Mahmud of Ghazni. In the year 1001, soon after Sultan Mahmud came to power and was occupied with the Qarakhanids north of the Hindu Kush, Jaipal attacked Ghazni once more and upon suffering yet another defeat by the powerful Ghaznavid forces, near present-day Peshawar. After the Battle of Peshawar, he committed suicide because his subjects thought he had brought disaster and disgrace to the Shahi dynasty.", "targets": "Where was the location of the Shahi defeat by the Muslims?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8231d44042354bcb8605ac94c5b225ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the army was hopeless in battle against the western forces, particularly against the young Mahmud of Ghazni. In the year 1001, soon after Sultan Mahmud came to power and was occupied with the Qarakhanids north of the Hindu Kush, Jaipal attacked Ghazni once more and upon suffering yet another defeat by the powerful Ghaznavid forces, near present-day Peshawar. After the Battle of Peshawar, he committed suicide because his subjects thought he had brought disaster and disgrace to the Shahi dynasty.", "targets": "What was Jaipal action after his last defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8231d44042354bcb8605ac94c5b225ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the army was hopeless in battle against the western forces, particularly against the young Mahmud of Ghazni. In the year 1001, soon after Sultan Mahmud came to power and was occupied with the Qarakhanids north of the Hindu Kush, Jaipal attacked Ghazni once more and upon suffering yet another defeat by the powerful Ghaznavid forces, near present-day Peshawar. After the Battle of Peshawar, he committed suicide because his subjects thought he had brought disaster and disgrace to the Shahi dynasty.", "targets": "Upon what did Jaipal's subjects think he brought disaster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8231d44042354bcb8605ac94c5b225ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the army was hopeless in battle against the western forces, particularly against the young Mahmud of Ghazni. In the year 1001, soon after Sultan Mahmud came to power and was occupied with the Qarakhanids north of the Hindu Kush, Jaipal attacked Ghazni once more and upon suffering yet another defeat by the powerful Ghaznavid forces, near present-day Peshawar. After the Battle of Peshawar, he committed suicide because his subjects thought he had brought disaster and disgrace to the Shahi dynasty.", "targets": "Who was the ruler of Ghazni?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776cc9a9eee44c848ef95df3b161277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banking has traditionally been one of the strongest service export sectors in Uruguay: the country was once dubbed \"the Switzerland of America\", mainly for its banking sector and stability, although that stability has been threatened in the 21st century by the recent global economic climate. The largest bank in Uruguay is Banco Republica (BROU), based in Montevideo. Almost 20 private banks, most of them branches of international banks, operate in the country (Banco Santander, ABN AMRO, Citibank, Lloyds TSB, among others). There are also a myriad of brokers and financial-services bureaus, among them Ficus Capital, Galfin Sociedad de Bolsa, Europa Sociedad de Bolsa, Dar\u00edo Cukier, GBU, Horde\u00f1ana & Asociados Sociedad de Bolsa, etc.", "targets": "What has traditionally been the strongest service export sectors in Uruguay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776cc9a9eee44c848ef95df3b161277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banking has traditionally been one of the strongest service export sectors in Uruguay: the country was once dubbed \"the Switzerland of America\", mainly for its banking sector and stability, although that stability has been threatened in the 21st century by the recent global economic climate. The largest bank in Uruguay is Banco Republica (BROU), based in Montevideo. Almost 20 private banks, most of them branches of international banks, operate in the country (Banco Santander, ABN AMRO, Citibank, Lloyds TSB, among others). There are also a myriad of brokers and financial-services bureaus, among them Ficus Capital, Galfin Sociedad de Bolsa, Europa Sociedad de Bolsa, Dar\u00edo Cukier, GBU, Horde\u00f1ana & Asociados Sociedad de Bolsa, etc.", "targets": "Uruguay was once dubbed as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776cc9a9eee44c848ef95df3b161277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banking has traditionally been one of the strongest service export sectors in Uruguay: the country was once dubbed \"the Switzerland of America\", mainly for its banking sector and stability, although that stability has been threatened in the 21st century by the recent global economic climate. The largest bank in Uruguay is Banco Republica (BROU), based in Montevideo. Almost 20 private banks, most of them branches of international banks, operate in the country (Banco Santander, ABN AMRO, Citibank, Lloyds TSB, among others). There are also a myriad of brokers and financial-services bureaus, among them Ficus Capital, Galfin Sociedad de Bolsa, Europa Sociedad de Bolsa, Dar\u00edo Cukier, GBU, Horde\u00f1ana & Asociados Sociedad de Bolsa, etc.", "targets": "What is the largest bank in Uruguay? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-776cc9a9eee44c848ef95df3b161277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banking has traditionally been one of the strongest service export sectors in Uruguay: the country was once dubbed \"the Switzerland of America\", mainly for its banking sector and stability, although that stability has been threatened in the 21st century by the recent global economic climate. The largest bank in Uruguay is Banco Republica (BROU), based in Montevideo. Almost 20 private banks, most of them branches of international banks, operate in the country (Banco Santander, ABN AMRO, Citibank, Lloyds TSB, among others). There are also a myriad of brokers and financial-services bureaus, among them Ficus Capital, Galfin Sociedad de Bolsa, Europa Sociedad de Bolsa, Dar\u00edo Cukier, GBU, Horde\u00f1ana & Asociados Sociedad de Bolsa, etc.", "targets": "Where is Banco Republica based in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9003bccc556844578d6c8685ac053c93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical music has often incorporated elements or material from popular music of the composer's time. Examples include occasional music such as Brahms' use of student drinking songs in his Academic Festival Overture, genres exemplified by Kurt Weill's The Threepenny Opera, and the influence of jazz on early- and mid-20th-century composers including Maurice Ravel, exemplified by the movement entitled \"Blues\" in his sonata for violin and piano. Certain postmodern, minimalist and postminimalist classical composers acknowledge a debt to popular music.", "targets": "Popular music from the composer's time was incorporation into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9003bccc556844578d6c8685ac053c93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical music has often incorporated elements or material from popular music of the composer's time. Examples include occasional music such as Brahms' use of student drinking songs in his Academic Festival Overture, genres exemplified by Kurt Weill's The Threepenny Opera, and the influence of jazz on early- and mid-20th-century composers including Maurice Ravel, exemplified by the movement entitled \"Blues\" in his sonata for violin and piano. Certain postmodern, minimalist and postminimalist classical composers acknowledge a debt to popular music.", "targets": "What did Brahms sometimes use in his Academic Festival Overture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9003bccc556844578d6c8685ac053c93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical music has often incorporated elements or material from popular music of the composer's time. Examples include occasional music such as Brahms' use of student drinking songs in his Academic Festival Overture, genres exemplified by Kurt Weill's The Threepenny Opera, and the influence of jazz on early- and mid-20th-century composers including Maurice Ravel, exemplified by the movement entitled \"Blues\" in his sonata for violin and piano. Certain postmodern, minimalist and postminimalist classical composers acknowledge a debt to popular music.", "targets": "What type of music was Maurice Ravel influenced by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9003bccc556844578d6c8685ac053c93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical music has often incorporated elements or material from popular music of the composer's time. Examples include occasional music such as Brahms' use of student drinking songs in his Academic Festival Overture, genres exemplified by Kurt Weill's The Threepenny Opera, and the influence of jazz on early- and mid-20th-century composers including Maurice Ravel, exemplified by the movement entitled \"Blues\" in his sonata for violin and piano. Certain postmodern, minimalist and postminimalist classical composers acknowledge a debt to popular music.", "targets": "Who wrote The Threepenny Opera?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9003bccc556844578d6c8685ac053c93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical music has often incorporated elements or material from popular music of the composer's time. Examples include occasional music such as Brahms' use of student drinking songs in his Academic Festival Overture, genres exemplified by Kurt Weill's The Threepenny Opera, and the influence of jazz on early- and mid-20th-century composers including Maurice Ravel, exemplified by the movement entitled \"Blues\" in his sonata for violin and piano. Certain postmodern, minimalist and postminimalist classical composers acknowledge a debt to popular music.", "targets": "What type of music do certain composers acknowledge a debt to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b7828806c1c4a12aeebfa5addb6201c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provisional results of the 2014 Myanmar Census show that the total population is 51,419,420. This figure includes an estimated 1,206,353 persons in parts of northern Rakhine State, Kachin State and Kayin State who were not counted. People who were out of the country at the time of the census are not included in these figures. There are over 600,000 registered migrant workers from Myanmar in Thailand, and millions more work illegally. Burmese migrant workers account for 80% of Thailand's migrant workers. Population density is 76 per square kilometre (200/sq mi), among the lowest in Southeast Asia.", "targets": "How many are estimated people live in Burma officially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b7828806c1c4a12aeebfa5addb6201c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provisional results of the 2014 Myanmar Census show that the total population is 51,419,420. This figure includes an estimated 1,206,353 persons in parts of northern Rakhine State, Kachin State and Kayin State who were not counted. People who were out of the country at the time of the census are not included in these figures. There are over 600,000 registered migrant workers from Myanmar in Thailand, and millions more work illegally. Burmese migrant workers account for 80% of Thailand's migrant workers. Population density is 76 per square kilometre (200/sq mi), among the lowest in Southeast Asia.", "targets": "Who may have been left out of the 2014 census in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b7828806c1c4a12aeebfa5addb6201c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provisional results of the 2014 Myanmar Census show that the total population is 51,419,420. This figure includes an estimated 1,206,353 persons in parts of northern Rakhine State, Kachin State and Kayin State who were not counted. People who were out of the country at the time of the census are not included in these figures. There are over 600,000 registered migrant workers from Myanmar in Thailand, and millions more work illegally. Burmese migrant workers account for 80% of Thailand's migrant workers. Population density is 76 per square kilometre (200/sq mi), among the lowest in Southeast Asia.", "targets": "How many people in Burma are currently using a work visa for Thailand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b7828806c1c4a12aeebfa5addb6201c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provisional results of the 2014 Myanmar Census show that the total population is 51,419,420. This figure includes an estimated 1,206,353 persons in parts of northern Rakhine State, Kachin State and Kayin State who were not counted. People who were out of the country at the time of the census are not included in these figures. There are over 600,000 registered migrant workers from Myanmar in Thailand, and millions more work illegally. Burmese migrant workers account for 80% of Thailand's migrant workers. Population density is 76 per square kilometre (200/sq mi), among the lowest in Southeast Asia.", "targets": "How many of the Burmese  people are predicted to work in Thailand without authorization "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b7828806c1c4a12aeebfa5addb6201c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provisional results of the 2014 Myanmar Census show that the total population is 51,419,420. This figure includes an estimated 1,206,353 persons in parts of northern Rakhine State, Kachin State and Kayin State who were not counted. People who were out of the country at the time of the census are not included in these figures. There are over 600,000 registered migrant workers from Myanmar in Thailand, and millions more work illegally. Burmese migrant workers account for 80% of Thailand's migrant workers. Population density is 76 per square kilometre (200/sq mi), among the lowest in Southeast Asia.", "targets": "What percentage of emigrant workers in Thailand that are from Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4637b1e0d4a040cf83e4fa3d87663f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When modern architecture was first practiced, it was an avant-garde movement with moral, philosophical, and aesthetic underpinnings. Immediately after World War I, pioneering modernist architects sought to develop a completely new style appropriate for a new post-war social and economic order, focused on meeting the needs of the middle and working classes. They rejected the architectural practice of the academic refinement of historical styles which served the rapidly declining aristocratic order. The approach of the Modernist architects was to reduce buildings to pure forms, removing historical references and ornament in favor of functionalist details. Buildings displayed their functional and structural elements, exposing steel beams and concrete surfaces instead of hiding them behind decorative forms.", "targets": "What kind of movement was modern architecture in the beginning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4637b1e0d4a040cf83e4fa3d87663f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When modern architecture was first practiced, it was an avant-garde movement with moral, philosophical, and aesthetic underpinnings. Immediately after World War I, pioneering modernist architects sought to develop a completely new style appropriate for a new post-war social and economic order, focused on meeting the needs of the middle and working classes. They rejected the architectural practice of the academic refinement of historical styles which served the rapidly declining aristocratic order. The approach of the Modernist architects was to reduce buildings to pure forms, removing historical references and ornament in favor of functionalist details. Buildings displayed their functional and structural elements, exposing steel beams and concrete surfaces instead of hiding them behind decorative forms.", "targets": "Who was the new movement meant to suit the needs of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4637b1e0d4a040cf83e4fa3d87663f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When modern architecture was first practiced, it was an avant-garde movement with moral, philosophical, and aesthetic underpinnings. Immediately after World War I, pioneering modernist architects sought to develop a completely new style appropriate for a new post-war social and economic order, focused on meeting the needs of the middle and working classes. They rejected the architectural practice of the academic refinement of historical styles which served the rapidly declining aristocratic order. The approach of the Modernist architects was to reduce buildings to pure forms, removing historical references and ornament in favor of functionalist details. Buildings displayed their functional and structural elements, exposing steel beams and concrete surfaces instead of hiding them behind decorative forms.", "targets": "Whose needs were no longer relevant to the new style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4637b1e0d4a040cf83e4fa3d87663f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When modern architecture was first practiced, it was an avant-garde movement with moral, philosophical, and aesthetic underpinnings. Immediately after World War I, pioneering modernist architects sought to develop a completely new style appropriate for a new post-war social and economic order, focused on meeting the needs of the middle and working classes. They rejected the architectural practice of the academic refinement of historical styles which served the rapidly declining aristocratic order. The approach of the Modernist architects was to reduce buildings to pure forms, removing historical references and ornament in favor of functionalist details. Buildings displayed their functional and structural elements, exposing steel beams and concrete surfaces instead of hiding them behind decorative forms.", "targets": "What sort of details did the Modernists' want in their buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4637b1e0d4a040cf83e4fa3d87663f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When modern architecture was first practiced, it was an avant-garde movement with moral, philosophical, and aesthetic underpinnings. Immediately after World War I, pioneering modernist architects sought to develop a completely new style appropriate for a new post-war social and economic order, focused on meeting the needs of the middle and working classes. They rejected the architectural practice of the academic refinement of historical styles which served the rapidly declining aristocratic order. The approach of the Modernist architects was to reduce buildings to pure forms, removing historical references and ornament in favor of functionalist details. Buildings displayed their functional and structural elements, exposing steel beams and concrete surfaces instead of hiding them behind decorative forms.", "targets": "What details did Modernists' do away with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0764e6af0849daa6bdc3bea238060d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Citing the inability of the Joint Commission to make progress, the U.S. government decided to hold an election under United Nations auspices with the aim of creating an independent Korea. The Soviet authorities and the Korean Communists refused to co-operate on the grounds it would not be fair, and many South Korean politicians also boycotted it. A general election was held in the South on 10 May 1948. It was marred by terrorism and sabotage resulting in 600 deaths. North Korea held parliamentary elections three months later on 25 August.", "targets": "What did the Joint Commission's lack of progress cause the US government to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0764e6af0849daa6bdc3bea238060d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Citing the inability of the Joint Commission to make progress, the U.S. government decided to hold an election under United Nations auspices with the aim of creating an independent Korea. The Soviet authorities and the Korean Communists refused to co-operate on the grounds it would not be fair, and many South Korean politicians also boycotted it. A general election was held in the South on 10 May 1948. It was marred by terrorism and sabotage resulting in 600 deaths. North Korea held parliamentary elections three months later on 25 August.", "targets": "Why did the Korean Communists and the Soviets refuse to cooperate in the elections and creation of independent Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0764e6af0849daa6bdc3bea238060d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Citing the inability of the Joint Commission to make progress, the U.S. government decided to hold an election under United Nations auspices with the aim of creating an independent Korea. The Soviet authorities and the Korean Communists refused to co-operate on the grounds it would not be fair, and many South Korean politicians also boycotted it. A general election was held in the South on 10 May 1948. It was marred by terrorism and sabotage resulting in 600 deaths. North Korea held parliamentary elections three months later on 25 August.", "targets": "When was the South Korean general election held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0764e6af0849daa6bdc3bea238060d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Citing the inability of the Joint Commission to make progress, the U.S. government decided to hold an election under United Nations auspices with the aim of creating an independent Korea. The Soviet authorities and the Korean Communists refused to co-operate on the grounds it would not be fair, and many South Korean politicians also boycotted it. A general election was held in the South on 10 May 1948. It was marred by terrorism and sabotage resulting in 600 deaths. North Korea held parliamentary elections three months later on 25 August.", "targets": "What problems did the elections face?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0764e6af0849daa6bdc3bea238060d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Citing the inability of the Joint Commission to make progress, the U.S. government decided to hold an election under United Nations auspices with the aim of creating an independent Korea. The Soviet authorities and the Korean Communists refused to co-operate on the grounds it would not be fair, and many South Korean politicians also boycotted it. A general election was held in the South on 10 May 1948. It was marred by terrorism and sabotage resulting in 600 deaths. North Korea held parliamentary elections three months later on 25 August.", "targets": "Who held parliamentary elections on August 25, 1948?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-872bc5ff4efb4de7ba971cd85267983d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To accommodate the ruling in Hopwood v. Texas banning any use of race in school admissions, the State of Texas passed a law guaranteeing entry to any state university if a student finished in the top 10% of their graduating class. Florida and California have also replaced racial quotas with class rank and other criteria. Class rank tends to benefit top students at less competitive high schools, to the detriment of students at more competitive high schools. This effect, however, may be intentional since less-funded, less competitive schools are more likely to be schools where minority enrollment is high. Critics argue that class rank is more a measure of one's peers than of one's self. The top 10% rule adds racial diversity only because schools are still highly racially segregated because of residential patterns. The class rank rule has the same consequence as traditional affirmative action: opening schools to students who would otherwise not be admitted had the given school used a holistic, merit-based approach. From 1996 to 1998, Texas had merit-based admission to its state universities, and minority enrollment dropped. The state's adoption of the \"top 10 percent\" rule returned minority enrollment to pre-1996 levels.", "targets": "What did the ruling in Hopwood v Texas set a precedent for in terms of admission policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-872bc5ff4efb4de7ba971cd85267983d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To accommodate the ruling in Hopwood v. Texas banning any use of race in school admissions, the State of Texas passed a law guaranteeing entry to any state university if a student finished in the top 10% of their graduating class. Florida and California have also replaced racial quotas with class rank and other criteria. Class rank tends to benefit top students at less competitive high schools, to the detriment of students at more competitive high schools. This effect, however, may be intentional since less-funded, less competitive schools are more likely to be schools where minority enrollment is high. Critics argue that class rank is more a measure of one's peers than of one's self. The top 10% rule adds racial diversity only because schools are still highly racially segregated because of residential patterns. The class rank rule has the same consequence as traditional affirmative action: opening schools to students who would otherwise not be admitted had the given school used a holistic, merit-based approach. From 1996 to 1998, Texas had merit-based admission to its state universities, and minority enrollment dropped. The state's adoption of the \"top 10 percent\" rule returned minority enrollment to pre-1996 levels.", "targets": "What did the law passed by the State of Texas guarantee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-872bc5ff4efb4de7ba971cd85267983d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To accommodate the ruling in Hopwood v. Texas banning any use of race in school admissions, the State of Texas passed a law guaranteeing entry to any state university if a student finished in the top 10% of their graduating class. Florida and California have also replaced racial quotas with class rank and other criteria. Class rank tends to benefit top students at less competitive high schools, to the detriment of students at more competitive high schools. This effect, however, may be intentional since less-funded, less competitive schools are more likely to be schools where minority enrollment is high. Critics argue that class rank is more a measure of one's peers than of one's self. The top 10% rule adds racial diversity only because schools are still highly racially segregated because of residential patterns. The class rank rule has the same consequence as traditional affirmative action: opening schools to students who would otherwise not be admitted had the given school used a holistic, merit-based approach. From 1996 to 1998, Texas had merit-based admission to its state universities, and minority enrollment dropped. The state's adoption of the \"top 10 percent\" rule returned minority enrollment to pre-1996 levels.", "targets": "Other than Texas and Florida, which other state replaced racial quotas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-872bc5ff4efb4de7ba971cd85267983d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To accommodate the ruling in Hopwood v. Texas banning any use of race in school admissions, the State of Texas passed a law guaranteeing entry to any state university if a student finished in the top 10% of their graduating class. Florida and California have also replaced racial quotas with class rank and other criteria. Class rank tends to benefit top students at less competitive high schools, to the detriment of students at more competitive high schools. This effect, however, may be intentional since less-funded, less competitive schools are more likely to be schools where minority enrollment is high. Critics argue that class rank is more a measure of one's peers than of one's self. The top 10% rule adds racial diversity only because schools are still highly racially segregated because of residential patterns. The class rank rule has the same consequence as traditional affirmative action: opening schools to students who would otherwise not be admitted had the given school used a holistic, merit-based approach. From 1996 to 1998, Texas had merit-based admission to its state universities, and minority enrollment dropped. The state's adoption of the \"top 10 percent\" rule returned minority enrollment to pre-1996 levels.", "targets": "What is one example of what racial quotas were replaced with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-872bc5ff4efb4de7ba971cd85267983d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To accommodate the ruling in Hopwood v. Texas banning any use of race in school admissions, the State of Texas passed a law guaranteeing entry to any state university if a student finished in the top 10% of their graduating class. Florida and California have also replaced racial quotas with class rank and other criteria. Class rank tends to benefit top students at less competitive high schools, to the detriment of students at more competitive high schools. This effect, however, may be intentional since less-funded, less competitive schools are more likely to be schools where minority enrollment is high. Critics argue that class rank is more a measure of one's peers than of one's self. The top 10% rule adds racial diversity only because schools are still highly racially segregated because of residential patterns. The class rank rule has the same consequence as traditional affirmative action: opening schools to students who would otherwise not be admitted had the given school used a holistic, merit-based approach. From 1996 to 1998, Texas had merit-based admission to its state universities, and minority enrollment dropped. The state's adoption of the \"top 10 percent\" rule returned minority enrollment to pre-1996 levels.", "targets": "After the state passed the top 10% rule, what happened to minority enrollment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd08220485924f648b0093580ab8c6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theravadin Buddhists believe that personal effort is required to realize rebirth. Monks follow the vinaya: meditating, teaching and serving their lay communities. Laypersons can perform good actions, producing merit.", "targets": "What type of Buddhists believe that personal effort is required to realize rebirth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd08220485924f648b0093580ab8c6f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theravadin Buddhists believe that personal effort is required to realize rebirth. Monks follow the vinaya: meditating, teaching and serving their lay communities. Laypersons can perform good actions, producing merit.", "targets": "Laypersons can perform good actions, producing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa170762ddc048298f0a3c5cff79a216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of Wellington is often incorrectly quoted as saying that \"The Battle of Waterloo was won on the playing-fields of Eton\". Wellington was at Eton from 1781 to 1784 and was to send his sons there. According to Nevill (citing the historian Sir Edward Creasy), what Wellington said, while passing an Eton cricket match many decades later, was, \"There grows the stuff that won Waterloo\", a remark Nevill construes as a reference to \"the manly character induced by games and sport\" amongst English youth generally, not a comment about Eton specifically. In 1889, Sir William Fraser conflated this uncorroborated remark with the one attributed to him by Count Charles de Montalembert's \"C'est ici qu'a \u00e9t\u00e9 gagn\u00e9 la bataille de Waterloo\" (\"It is here that the Battle of Waterloo was won.\")", "targets": "Who was incorrctly quoted in saying \"The Battle of Waterloo was won on the playing-fields of Eton\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa170762ddc048298f0a3c5cff79a216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of Wellington is often incorrectly quoted as saying that \"The Battle of Waterloo was won on the playing-fields of Eton\". Wellington was at Eton from 1781 to 1784 and was to send his sons there. According to Nevill (citing the historian Sir Edward Creasy), what Wellington said, while passing an Eton cricket match many decades later, was, \"There grows the stuff that won Waterloo\", a remark Nevill construes as a reference to \"the manly character induced by games and sport\" amongst English youth generally, not a comment about Eton specifically. In 1889, Sir William Fraser conflated this uncorroborated remark with the one attributed to him by Count Charles de Montalembert's \"C'est ici qu'a \u00e9t\u00e9 gagn\u00e9 la bataille de Waterloo\" (\"It is here that the Battle of Waterloo was won.\")", "targets": "During what years was the Duke of Wellington at Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa170762ddc048298f0a3c5cff79a216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Duke of Wellington is often incorrectly quoted as saying that \"The Battle of Waterloo was won on the playing-fields of Eton\". Wellington was at Eton from 1781 to 1784 and was to send his sons there. According to Nevill (citing the historian Sir Edward Creasy), what Wellington said, while passing an Eton cricket match many decades later, was, \"There grows the stuff that won Waterloo\", a remark Nevill construes as a reference to \"the manly character induced by games and sport\" amongst English youth generally, not a comment about Eton specifically. In 1889, Sir William Fraser conflated this uncorroborated remark with the one attributed to him by Count Charles de Montalembert's \"C'est ici qu'a \u00e9t\u00e9 gagn\u00e9 la bataille de Waterloo\" (\"It is here that the Battle of Waterloo was won.\")", "targets": "What \"stuff\" won Waterloo, according to Wellington?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ae2f9fefc941efba73e40f2284fbd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal membership varies between communities, but basic lay adherence is often defined in terms of a traditional formula in which the practitioner takes refuge in The Three Jewels: the Buddha, the Dharma (the teachings of the Buddha), and the Sangha (the Buddhist community). At the present time, the teachings of all three branches of Buddhism have spread throughout the world, and Buddhist texts are increasingly translated into local languages. While in the West Buddhism is often seen as exotic and progressive, in the East it is regarded as familiar and traditional. Buddhists in Asia are frequently well organized and well funded. In countries such as Cambodia and Bhutan, it is recognized as the state religion and receives government support. Modern influences increasingly lead to new forms of Buddhism that significantly depart from traditional beliefs and practices.", "targets": "What is the Dharma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ae2f9fefc941efba73e40f2284fbd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal membership varies between communities, but basic lay adherence is often defined in terms of a traditional formula in which the practitioner takes refuge in The Three Jewels: the Buddha, the Dharma (the teachings of the Buddha), and the Sangha (the Buddhist community). At the present time, the teachings of all three branches of Buddhism have spread throughout the world, and Buddhist texts are increasingly translated into local languages. While in the West Buddhism is often seen as exotic and progressive, in the East it is regarded as familiar and traditional. Buddhists in Asia are frequently well organized and well funded. In countries such as Cambodia and Bhutan, it is recognized as the state religion and receives government support. Modern influences increasingly lead to new forms of Buddhism that significantly depart from traditional beliefs and practices.", "targets": "What is the Sangha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ae2f9fefc941efba73e40f2284fbd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal membership varies between communities, but basic lay adherence is often defined in terms of a traditional formula in which the practitioner takes refuge in The Three Jewels: the Buddha, the Dharma (the teachings of the Buddha), and the Sangha (the Buddhist community). At the present time, the teachings of all three branches of Buddhism have spread throughout the world, and Buddhist texts are increasingly translated into local languages. While in the West Buddhism is often seen as exotic and progressive, in the East it is regarded as familiar and traditional. Buddhists in Asia are frequently well organized and well funded. In countries such as Cambodia and Bhutan, it is recognized as the state religion and receives government support. Modern influences increasingly lead to new forms of Buddhism that significantly depart from traditional beliefs and practices.", "targets": "West Buddhism is often seen as exotic and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ae2f9fefc941efba73e40f2284fbd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Formal membership varies between communities, but basic lay adherence is often defined in terms of a traditional formula in which the practitioner takes refuge in The Three Jewels: the Buddha, the Dharma (the teachings of the Buddha), and the Sangha (the Buddhist community). At the present time, the teachings of all three branches of Buddhism have spread throughout the world, and Buddhist texts are increasingly translated into local languages. While in the West Buddhism is often seen as exotic and progressive, in the East it is regarded as familiar and traditional. Buddhists in Asia are frequently well organized and well funded. In countries such as Cambodia and Bhutan, it is recognized as the state religion and receives government support. Modern influences increasingly lead to new forms of Buddhism that significantly depart from traditional beliefs and practices.", "targets": "New forms of Buddhism are created because of what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6715d0a56b249c5a1409816fc7b86dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new Digimon series was announced 30 months after the end of Digimon Fusion at a 15th anniversary concert and theater event for the franchise in August 2014. The series announced the return of the protagonists from the original Digimon Adventure series, most of them now as high school students. A countdown clicking game was posted on the show's official website, offering news when specific clicks were met. On December 13, 2014 the series title and a key visual featuring character designs by Atsuya Uki were revealed with Keitaro Motonaga announced as director with a tentative premiere date of Spring, 2015. However, on May 6, 2015, it was announced that tri. would not be a television series, but rather a 6-part theatrical film series. The films are being streamed in episodic format outside Japan by Crunchyroll and Hulu from the same day they premiere on Japanese theaters.", "targets": "How long after Digimon Fusion was a new series announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6715d0a56b249c5a1409816fc7b86dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new Digimon series was announced 30 months after the end of Digimon Fusion at a 15th anniversary concert and theater event for the franchise in August 2014. The series announced the return of the protagonists from the original Digimon Adventure series, most of them now as high school students. A countdown clicking game was posted on the show's official website, offering news when specific clicks were met. On December 13, 2014 the series title and a key visual featuring character designs by Atsuya Uki were revealed with Keitaro Motonaga announced as director with a tentative premiere date of Spring, 2015. However, on May 6, 2015, it was announced that tri. would not be a television series, but rather a 6-part theatrical film series. The films are being streamed in episodic format outside Japan by Crunchyroll and Hulu from the same day they premiere on Japanese theaters.", "targets": "When was the 15th year anniversary held for Digimon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6715d0a56b249c5a1409816fc7b86dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new Digimon series was announced 30 months after the end of Digimon Fusion at a 15th anniversary concert and theater event for the franchise in August 2014. The series announced the return of the protagonists from the original Digimon Adventure series, most of them now as high school students. A countdown clicking game was posted on the show's official website, offering news when specific clicks were met. On December 13, 2014 the series title and a key visual featuring character designs by Atsuya Uki were revealed with Keitaro Motonaga announced as director with a tentative premiere date of Spring, 2015. However, on May 6, 2015, it was announced that tri. would not be a television series, but rather a 6-part theatrical film series. The films are being streamed in episodic format outside Japan by Crunchyroll and Hulu from the same day they premiere on Japanese theaters.", "targets": "Rather than a TV series, What kind of series would the Digimon become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6715d0a56b249c5a1409816fc7b86dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new Digimon series was announced 30 months after the end of Digimon Fusion at a 15th anniversary concert and theater event for the franchise in August 2014. The series announced the return of the protagonists from the original Digimon Adventure series, most of them now as high school students. A countdown clicking game was posted on the show's official website, offering news when specific clicks were met. On December 13, 2014 the series title and a key visual featuring character designs by Atsuya Uki were revealed with Keitaro Motonaga announced as director with a tentative premiere date of Spring, 2015. However, on May 6, 2015, it was announced that tri. would not be a television series, but rather a 6-part theatrical film series. The films are being streamed in episodic format outside Japan by Crunchyroll and Hulu from the same day they premiere on Japanese theaters.", "targets": "Where are you able to watch the new series when it is released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91d0f4448ee044a09dd8bb30e3a5cd53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dr. Alexander Graham Bell was buried atop Beinn Bhreagh mountain, on his estate where he had resided increasingly for the last 35 years of his life, overlooking Bras d'Or Lake. He was survived by his wife Mabel, his two daughters, Elsie May and Marian, and nine of his grandchildren.", "targets": "Where was Bell buried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91d0f4448ee044a09dd8bb30e3a5cd53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dr. Alexander Graham Bell was buried atop Beinn Bhreagh mountain, on his estate where he had resided increasingly for the last 35 years of his life, overlooking Bras d'Or Lake. He was survived by his wife Mabel, his two daughters, Elsie May and Marian, and nine of his grandchildren.", "targets": "Bell's living daughters were named Elsie May and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91d0f4448ee044a09dd8bb30e3a5cd53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dr. Alexander Graham Bell was buried atop Beinn Bhreagh mountain, on his estate where he had resided increasingly for the last 35 years of his life, overlooking Bras d'Or Lake. He was survived by his wife Mabel, his two daughters, Elsie May and Marian, and nine of his grandchildren.", "targets": "Over how many years did Bell spend a great deal of time at Beinn Bhreagh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d63a9fd3f4147ca8d22fcf20274d450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Brazilian federal constitution states that the power to enter into treaties is vested in the president and that such treaties must be approved by Congress (articles 84, clause VIII, and 49, clause I). In practice, this has been interpreted as meaning that the executive branch is free to negotiate and sign a treaty, but its ratification by the president is contingent upon the prior approval of Congress. Additionally, the Federal Supreme Court has ruled that, following ratification and entry into force, a treaty must be incorporated into domestic law by means of a presidential decree published in the federal register in order to be valid in Brazil and applicable by the Brazilian authorities.", "targets": "What part of the Brazilian federal consitution states that the power to enter into treaties is vested in the president and that such treaties must be approved by Congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d63a9fd3f4147ca8d22fcf20274d450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Brazilian federal constitution states that the power to enter into treaties is vested in the president and that such treaties must be approved by Congress (articles 84, clause VIII, and 49, clause I). In practice, this has been interpreted as meaning that the executive branch is free to negotiate and sign a treaty, but its ratification by the president is contingent upon the prior approval of Congress. Additionally, the Federal Supreme Court has ruled that, following ratification and entry into force, a treaty must be incorporated into domestic law by means of a presidential decree published in the federal register in order to be valid in Brazil and applicable by the Brazilian authorities.", "targets": "In practice the Brazilian president must get the prior approval of what body in order to negotiate and sign a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d63a9fd3f4147ca8d22fcf20274d450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Brazilian federal constitution states that the power to enter into treaties is vested in the president and that such treaties must be approved by Congress (articles 84, clause VIII, and 49, clause I). In practice, this has been interpreted as meaning that the executive branch is free to negotiate and sign a treaty, but its ratification by the president is contingent upon the prior approval of Congress. Additionally, the Federal Supreme Court has ruled that, following ratification and entry into force, a treaty must be incorporated into domestic law by means of a presidential decree published in the federal register in order to be valid in Brazil and applicable by the Brazilian authorities.", "targets": "What Brazilian institution has ruled that a treaty must be incorporated into domestic law by means of a presidential decree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d63a9fd3f4147ca8d22fcf20274d450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Brazilian federal constitution states that the power to enter into treaties is vested in the president and that such treaties must be approved by Congress (articles 84, clause VIII, and 49, clause I). In practice, this has been interpreted as meaning that the executive branch is free to negotiate and sign a treaty, but its ratification by the president is contingent upon the prior approval of Congress. Additionally, the Federal Supreme Court has ruled that, following ratification and entry into force, a treaty must be incorporated into domestic law by means of a presidential decree published in the federal register in order to be valid in Brazil and applicable by the Brazilian authorities.", "targets": "In order for a treaty to be valid in Brazil, a presidential decree incorporating the treaty into domestic law must be published where in order to be valid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d63a9fd3f4147ca8d22fcf20274d450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Brazilian federal constitution states that the power to enter into treaties is vested in the president and that such treaties must be approved by Congress (articles 84, clause VIII, and 49, clause I). In practice, this has been interpreted as meaning that the executive branch is free to negotiate and sign a treaty, but its ratification by the president is contingent upon the prior approval of Congress. Additionally, the Federal Supreme Court has ruled that, following ratification and entry into force, a treaty must be incorporated into domestic law by means of a presidential decree published in the federal register in order to be valid in Brazil and applicable by the Brazilian authorities.", "targets": "In what office is the power to enter into treaties vested according to the Brazilian federal constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8611f40061de4af09300294cf2e7eb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ricci v. DeStefano was heard by the United States Supreme Court in 2009. The case concerns White and Hispanic firefighters in New Haven, Connecticut, who upon passing their test for promotions to management were denied the promotions, allegedly because of a discriminatory or at least questionable test. The test gave 17 whites and two Hispanics the possibility of immediate promotion. Although 23% of those taking the test were African American, none scored high enough to qualify. Because of the possibility the tests were biased in violation of Title VII of the Civil Rights Act, no candidates were promoted pending outcome of the controversy. In a split 5-4 vote, the Supreme Court ruled that New Haven had engaged in impermissible racial discrimination against the White and Hispanic majority.", "targets": "Which case concerning White and Hispanic firefighters was heard by the Supreme Court in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8611f40061de4af09300294cf2e7eb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ricci v. DeStefano was heard by the United States Supreme Court in 2009. The case concerns White and Hispanic firefighters in New Haven, Connecticut, who upon passing their test for promotions to management were denied the promotions, allegedly because of a discriminatory or at least questionable test. The test gave 17 whites and two Hispanics the possibility of immediate promotion. Although 23% of those taking the test were African American, none scored high enough to qualify. Because of the possibility the tests were biased in violation of Title VII of the Civil Rights Act, no candidates were promoted pending outcome of the controversy. In a split 5-4 vote, the Supreme Court ruled that New Haven had engaged in impermissible racial discrimination against the White and Hispanic majority.", "targets": "Where was the issue of White and Hispanic firefighters heard in the case based out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8611f40061de4af09300294cf2e7eb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ricci v. DeStefano was heard by the United States Supreme Court in 2009. The case concerns White and Hispanic firefighters in New Haven, Connecticut, who upon passing their test for promotions to management were denied the promotions, allegedly because of a discriminatory or at least questionable test. The test gave 17 whites and two Hispanics the possibility of immediate promotion. Although 23% of those taking the test were African American, none scored high enough to qualify. Because of the possibility the tests were biased in violation of Title VII of the Civil Rights Act, no candidates were promoted pending outcome of the controversy. In a split 5-4 vote, the Supreme Court ruled that New Haven had engaged in impermissible racial discrimination against the White and Hispanic majority.", "targets": "How many whites were given the possibility of immediate promotion as a result of taking the controversial test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8611f40061de4af09300294cf2e7eb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ricci v. DeStefano was heard by the United States Supreme Court in 2009. The case concerns White and Hispanic firefighters in New Haven, Connecticut, who upon passing their test for promotions to management were denied the promotions, allegedly because of a discriminatory or at least questionable test. The test gave 17 whites and two Hispanics the possibility of immediate promotion. Although 23% of those taking the test were African American, none scored high enough to qualify. Because of the possibility the tests were biased in violation of Title VII of the Civil Rights Act, no candidates were promoted pending outcome of the controversy. In a split 5-4 vote, the Supreme Court ruled that New Haven had engaged in impermissible racial discrimination against the White and Hispanic majority.", "targets": "What percentage of those people taking the test were African American?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8611f40061de4af09300294cf2e7eb53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ricci v. DeStefano was heard by the United States Supreme Court in 2009. The case concerns White and Hispanic firefighters in New Haven, Connecticut, who upon passing their test for promotions to management were denied the promotions, allegedly because of a discriminatory or at least questionable test. The test gave 17 whites and two Hispanics the possibility of immediate promotion. Although 23% of those taking the test were African American, none scored high enough to qualify. Because of the possibility the tests were biased in violation of Title VII of the Civil Rights Act, no candidates were promoted pending outcome of the controversy. In a split 5-4 vote, the Supreme Court ruled that New Haven had engaged in impermissible racial discrimination against the White and Hispanic majority.", "targets": "What was the final vote count for the Supreme Court over the issue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cae5a4da240b4787afb69a7075e61845", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 April, Alexander addressed the S\u00e9nat conservateur. Long docile to Napoleon, under Talleyrand's prodding it had turned against him. Alexander told the S\u00e9nat that the Allies were fighting against Napoleon, not France, and they were prepared to offer honorable peace terms if Napoleon were removed from power. The next day, the S\u00e9nat passed the Acte de d\u00e9ch\u00e9ance de l'Empereur (\"Emperor's Demise Act\"), which declared Napoleon deposed. Napoleon had advanced as far as Fontainebleau when he learned that Paris was lost. When Napoleon proposed the army march on the capital, his senior officers and marshals mutinied. On 4 April, led by Ney, they confronted Napoleon. Napoleon asserted the army would follow him, and Ney replied the army would follow its generals. While the ordinary soldiers and regimental officers wanted to fight on, without any senior officers or marshals any prospective invasion of Paris would have been impossible. Bowing to the inevitable, on 4 April Napoleon abdicated in favour of his son, with Marie-Louise as regent. However, the Allies refused to accept this under prodding from Alexander, who feared that Napoleon might find an excuse to retake the throne. Napoleon was then forced to announce his unconditional abdication only two days later.", "targets": "On what date did Alexander speak to the S\u00e9nat conservateur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cae5a4da240b4787afb69a7075e61845", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 April, Alexander addressed the S\u00e9nat conservateur. Long docile to Napoleon, under Talleyrand's prodding it had turned against him. Alexander told the S\u00e9nat that the Allies were fighting against Napoleon, not France, and they were prepared to offer honorable peace terms if Napoleon were removed from power. The next day, the S\u00e9nat passed the Acte de d\u00e9ch\u00e9ance de l'Empereur (\"Emperor's Demise Act\"), which declared Napoleon deposed. Napoleon had advanced as far as Fontainebleau when he learned that Paris was lost. When Napoleon proposed the army march on the capital, his senior officers and marshals mutinied. On 4 April, led by Ney, they confronted Napoleon. Napoleon asserted the army would follow him, and Ney replied the army would follow its generals. While the ordinary soldiers and regimental officers wanted to fight on, without any senior officers or marshals any prospective invasion of Paris would have been impossible. Bowing to the inevitable, on 4 April Napoleon abdicated in favour of his son, with Marie-Louise as regent. However, the Allies refused to accept this under prodding from Alexander, who feared that Napoleon might find an excuse to retake the throne. Napoleon was then forced to announce his unconditional abdication only two days later.", "targets": " The S\u00e9nat conservateur became hostile to Napoleon due to whose efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cae5a4da240b4787afb69a7075e61845", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 April, Alexander addressed the S\u00e9nat conservateur. Long docile to Napoleon, under Talleyrand's prodding it had turned against him. Alexander told the S\u00e9nat that the Allies were fighting against Napoleon, not France, and they were prepared to offer honorable peace terms if Napoleon were removed from power. The next day, the S\u00e9nat passed the Acte de d\u00e9ch\u00e9ance de l'Empereur (\"Emperor's Demise Act\"), which declared Napoleon deposed. Napoleon had advanced as far as Fontainebleau when he learned that Paris was lost. When Napoleon proposed the army march on the capital, his senior officers and marshals mutinied. On 4 April, led by Ney, they confronted Napoleon. Napoleon asserted the army would follow him, and Ney replied the army would follow its generals. While the ordinary soldiers and regimental officers wanted to fight on, without any senior officers or marshals any prospective invasion of Paris would have been impossible. Bowing to the inevitable, on 4 April Napoleon abdicated in favour of his son, with Marie-Louise as regent. However, the Allies refused to accept this under prodding from Alexander, who feared that Napoleon might find an excuse to retake the throne. Napoleon was then forced to announce his unconditional abdication only two days later.", "targets": "What was the act passed by the S\u00e9nat conservateur that deposed Napoleon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cae5a4da240b4787afb69a7075e61845", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 April, Alexander addressed the S\u00e9nat conservateur. Long docile to Napoleon, under Talleyrand's prodding it had turned against him. Alexander told the S\u00e9nat that the Allies were fighting against Napoleon, not France, and they were prepared to offer honorable peace terms if Napoleon were removed from power. The next day, the S\u00e9nat passed the Acte de d\u00e9ch\u00e9ance de l'Empereur (\"Emperor's Demise Act\"), which declared Napoleon deposed. Napoleon had advanced as far as Fontainebleau when he learned that Paris was lost. When Napoleon proposed the army march on the capital, his senior officers and marshals mutinied. On 4 April, led by Ney, they confronted Napoleon. Napoleon asserted the army would follow him, and Ney replied the army would follow its generals. While the ordinary soldiers and regimental officers wanted to fight on, without any senior officers or marshals any prospective invasion of Paris would have been impossible. Bowing to the inevitable, on 4 April Napoleon abdicated in favour of his son, with Marie-Louise as regent. However, the Allies refused to accept this under prodding from Alexander, who feared that Napoleon might find an excuse to retake the throne. Napoleon was then forced to announce his unconditional abdication only two days later.", "targets": "Where had Napoleon advanced to when he received word that Paris was lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cae5a4da240b4787afb69a7075e61845", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 1 April, Alexander addressed the S\u00e9nat conservateur. Long docile to Napoleon, under Talleyrand's prodding it had turned against him. Alexander told the S\u00e9nat that the Allies were fighting against Napoleon, not France, and they were prepared to offer honorable peace terms if Napoleon were removed from power. The next day, the S\u00e9nat passed the Acte de d\u00e9ch\u00e9ance de l'Empereur (\"Emperor's Demise Act\"), which declared Napoleon deposed. Napoleon had advanced as far as Fontainebleau when he learned that Paris was lost. When Napoleon proposed the army march on the capital, his senior officers and marshals mutinied. On 4 April, led by Ney, they confronted Napoleon. Napoleon asserted the army would follow him, and Ney replied the army would follow its generals. While the ordinary soldiers and regimental officers wanted to fight on, without any senior officers or marshals any prospective invasion of Paris would have been impossible. Bowing to the inevitable, on 4 April Napoleon abdicated in favour of his son, with Marie-Louise as regent. However, the Allies refused to accept this under prodding from Alexander, who feared that Napoleon might find an excuse to retake the throne. Napoleon was then forced to announce his unconditional abdication only two days later.", "targets": "What did Napoleon's senior officers and marshals do when he suggested they march on Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26900b133a494f6199cc1ffdb3fca6a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vegetation of the state includes lodgepole pine, ponderosa pine; Douglas fir, larch, spruce; aspen, birch, red cedar, hemlock, ash, alder; rocky mountain maple and cottonwood trees. Forests cover approximately 25 percent of the state. Flowers native to Montana include asters, bitterroots, daisies, lupins, poppies, primroses, columbine, lilies, orchids, and dryads. Several species of sagebrush and cactus and many species of grasses are common. Many species of mushrooms and lichens are also found in the state.", "targets": "About how much area do forests cover the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b33d3a29dd4623a2a8209eda7d9346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish\u2013American War was a short decisive war marked by quick, overwhelming American victories at sea and on land against Spain. The Navy was well-prepared and won laurels, even as politicians tried (and failed) to have it redeployed to defend East Coast cities against potential threats from the feeble Spanish fleet. The Army performed well in combat in Cuba. However, it was too oriented to small posts in the West and not as well-prepared for an overseas conflict. It relied on volunteers and state militia units, which faced logistical, training and food problems in the staging areas in Florida. The United States freed Cuba (after an occupation by the U.S. Army). By the peace treaty Spain ceded to the United States its colonies of Puerto Rico, Guam, and the Philippines. The Navy set up coaling stations there and in Hawaii (which voluntarily joined the U.S. in 1898). The U.S. Navy now had a major forward presence across the Pacific and (with the lease of Guant\u00e1namo Bay Naval Base in Cuba) a major base in the Caribbean guarding the approaches to the Gulf Coast and the Panama Canal.", "targets": "Where did the American army fight the Spanish in the Spanish American War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b33d3a29dd4623a2a8209eda7d9346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish\u2013American War was a short decisive war marked by quick, overwhelming American victories at sea and on land against Spain. The Navy was well-prepared and won laurels, even as politicians tried (and failed) to have it redeployed to defend East Coast cities against potential threats from the feeble Spanish fleet. The Army performed well in combat in Cuba. However, it was too oriented to small posts in the West and not as well-prepared for an overseas conflict. It relied on volunteers and state militia units, which faced logistical, training and food problems in the staging areas in Florida. The United States freed Cuba (after an occupation by the U.S. Army). By the peace treaty Spain ceded to the United States its colonies of Puerto Rico, Guam, and the Philippines. The Navy set up coaling stations there and in Hawaii (which voluntarily joined the U.S. in 1898). The U.S. Navy now had a major forward presence across the Pacific and (with the lease of Guant\u00e1namo Bay Naval Base in Cuba) a major base in the Caribbean guarding the approaches to the Gulf Coast and the Panama Canal.", "targets": "The army in this war was primarily made up of what sort of units?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b33d3a29dd4623a2a8209eda7d9346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish\u2013American War was a short decisive war marked by quick, overwhelming American victories at sea and on land against Spain. The Navy was well-prepared and won laurels, even as politicians tried (and failed) to have it redeployed to defend East Coast cities against potential threats from the feeble Spanish fleet. The Army performed well in combat in Cuba. However, it was too oriented to small posts in the West and not as well-prepared for an overseas conflict. It relied on volunteers and state militia units, which faced logistical, training and food problems in the staging areas in Florida. The United States freed Cuba (after an occupation by the U.S. Army). By the peace treaty Spain ceded to the United States its colonies of Puerto Rico, Guam, and the Philippines. The Navy set up coaling stations there and in Hawaii (which voluntarily joined the U.S. in 1898). The U.S. Navy now had a major forward presence across the Pacific and (with the lease of Guant\u00e1namo Bay Naval Base in Cuba) a major base in the Caribbean guarding the approaches to the Gulf Coast and the Panama Canal.", "targets": "What colonies did Spain hand over to the US after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b33d3a29dd4623a2a8209eda7d9346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish\u2013American War was a short decisive war marked by quick, overwhelming American victories at sea and on land against Spain. The Navy was well-prepared and won laurels, even as politicians tried (and failed) to have it redeployed to defend East Coast cities against potential threats from the feeble Spanish fleet. The Army performed well in combat in Cuba. However, it was too oriented to small posts in the West and not as well-prepared for an overseas conflict. It relied on volunteers and state militia units, which faced logistical, training and food problems in the staging areas in Florida. The United States freed Cuba (after an occupation by the U.S. Army). By the peace treaty Spain ceded to the United States its colonies of Puerto Rico, Guam, and the Philippines. The Navy set up coaling stations there and in Hawaii (which voluntarily joined the U.S. in 1898). The U.S. Navy now had a major forward presence across the Pacific and (with the lease of Guant\u00e1namo Bay Naval Base in Cuba) a major base in the Caribbean guarding the approaches to the Gulf Coast and the Panama Canal.", "targets": "What island territory voluntarily joined the US as a colony in 1898?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b33d3a29dd4623a2a8209eda7d9346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish\u2013American War was a short decisive war marked by quick, overwhelming American victories at sea and on land against Spain. The Navy was well-prepared and won laurels, even as politicians tried (and failed) to have it redeployed to defend East Coast cities against potential threats from the feeble Spanish fleet. The Army performed well in combat in Cuba. However, it was too oriented to small posts in the West and not as well-prepared for an overseas conflict. It relied on volunteers and state militia units, which faced logistical, training and food problems in the staging areas in Florida. The United States freed Cuba (after an occupation by the U.S. Army). By the peace treaty Spain ceded to the United States its colonies of Puerto Rico, Guam, and the Philippines. The Navy set up coaling stations there and in Hawaii (which voluntarily joined the U.S. in 1898). The U.S. Navy now had a major forward presence across the Pacific and (with the lease of Guant\u00e1namo Bay Naval Base in Cuba) a major base in the Caribbean guarding the approaches to the Gulf Coast and the Panama Canal.", "targets": "What is the name of the naval base the US leased from a newly independent Cuba?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e616224874014048b76464a5c02b1161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homosexuality was decriminalised in Bermuda with the passage of the Stubbs Bill in May 1994. Legislation was introduced by Private Members Bill by PLP MP Wayne Furbert to amend the Human Rights Act of Bermuda to disallow Same Sex Marriage under the Act in February 2016. The OBA government simultaneously introduced a bill to permit Civil Unions. Both measures were in response to a decision by His Hon Mr. Justice Ian Kawaley, Chief Justice of Bermuda's earlier ruling that same sex spouses of Bermuda citizens could not be denied basic Human Rights.", "targets": "When was homosexuality legalized in Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e616224874014048b76464a5c02b1161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homosexuality was decriminalised in Bermuda with the passage of the Stubbs Bill in May 1994. Legislation was introduced by Private Members Bill by PLP MP Wayne Furbert to amend the Human Rights Act of Bermuda to disallow Same Sex Marriage under the Act in February 2016. The OBA government simultaneously introduced a bill to permit Civil Unions. Both measures were in response to a decision by His Hon Mr. Justice Ian Kawaley, Chief Justice of Bermuda's earlier ruling that same sex spouses of Bermuda citizens could not be denied basic Human Rights.", "targets": "What occurred in February of 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e616224874014048b76464a5c02b1161", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Homosexuality was decriminalised in Bermuda with the passage of the Stubbs Bill in May 1994. Legislation was introduced by Private Members Bill by PLP MP Wayne Furbert to amend the Human Rights Act of Bermuda to disallow Same Sex Marriage under the Act in February 2016. The OBA government simultaneously introduced a bill to permit Civil Unions. Both measures were in response to a decision by His Hon Mr. Justice Ian Kawaley, Chief Justice of Bermuda's earlier ruling that same sex spouses of Bermuda citizens could not be denied basic Human Rights.", "targets": "What did the Chief Justice decide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea375d8c057c4c1cb1fedb07b168880b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a series of test transmissions and special broadcasts that began in August, regular BBC television broadcasts officially resumed on 1 October 1936, from a converted wing of Alexandra Palace in London, which housed two studios, various scenery stores, make-up areas, dressing rooms, offices, and the transmitter itself, now broadcasting on the VHF band. BBC television initially used two systems, on alternate weeks: the 240-line Baird intermediate film system and the 405-line Marconi-EMI system, each making the BBC the world's first regular high-definition television service, broadcasting Monday to Saturday from 15:00 to 16:00 and 21:00 to 22:00.", "targets": "Where did the BBC continue broadcasting from in October of 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea375d8c057c4c1cb1fedb07b168880b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a series of test transmissions and special broadcasts that began in August, regular BBC television broadcasts officially resumed on 1 October 1936, from a converted wing of Alexandra Palace in London, which housed two studios, various scenery stores, make-up areas, dressing rooms, offices, and the transmitter itself, now broadcasting on the VHF band. BBC television initially used two systems, on alternate weeks: the 240-line Baird intermediate film system and the 405-line Marconi-EMI system, each making the BBC the world's first regular high-definition television service, broadcasting Monday to Saturday from 15:00 to 16:00 and 21:00 to 22:00.", "targets": "What frequency band was used by the BBC starting in 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea375d8c057c4c1cb1fedb07b168880b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a series of test transmissions and special broadcasts that began in August, regular BBC television broadcasts officially resumed on 1 October 1936, from a converted wing of Alexandra Palace in London, which housed two studios, various scenery stores, make-up areas, dressing rooms, offices, and the transmitter itself, now broadcasting on the VHF band. BBC television initially used two systems, on alternate weeks: the 240-line Baird intermediate film system and the 405-line Marconi-EMI system, each making the BBC the world's first regular high-definition television service, broadcasting Monday to Saturday from 15:00 to 16:00 and 21:00 to 22:00.", "targets": "How many lines did the Baird transmission contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea375d8c057c4c1cb1fedb07b168880b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a series of test transmissions and special broadcasts that began in August, regular BBC television broadcasts officially resumed on 1 October 1936, from a converted wing of Alexandra Palace in London, which housed two studios, various scenery stores, make-up areas, dressing rooms, offices, and the transmitter itself, now broadcasting on the VHF band. BBC television initially used two systems, on alternate weeks: the 240-line Baird intermediate film system and the 405-line Marconi-EMI system, each making the BBC the world's first regular high-definition television service, broadcasting Monday to Saturday from 15:00 to 16:00 and 21:00 to 22:00.", "targets": "How many lines did the Marconi-EMI transmission contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea375d8c057c4c1cb1fedb07b168880b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a series of test transmissions and special broadcasts that began in August, regular BBC television broadcasts officially resumed on 1 October 1936, from a converted wing of Alexandra Palace in London, which housed two studios, various scenery stores, make-up areas, dressing rooms, offices, and the transmitter itself, now broadcasting on the VHF band. BBC television initially used two systems, on alternate weeks: the 240-line Baird intermediate film system and the 405-line Marconi-EMI system, each making the BBC the world's first regular high-definition television service, broadcasting Monday to Saturday from 15:00 to 16:00 and 21:00 to 22:00.", "targets": "On what days did the BBC provide regular broadcasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee235dcba364de08539d7e86092d4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outsourcing production to low wage countries like Bangladesh, China, India and Sri Lanka became possible when the Multi Fibre Agreement (MFA) was abolished. The MFA, which placed quotas on textiles imports, was deemed a protectionist measure.[citation needed] Globalization is often quoted as the single most contributing factor to the poor working conditions of garment workers. Although many countries recognize treaties like the International Labor Organization, which attempt to set standards for worker safety and rights, many countries have made exceptions to certain parts of the treaties or failed to thoroughly enforce them. India for example has not ratified sections 87 and 92 of the treaty.[citation needed]", "targets": "The abolishing of the MFA made what possible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee235dcba364de08539d7e86092d4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outsourcing production to low wage countries like Bangladesh, China, India and Sri Lanka became possible when the Multi Fibre Agreement (MFA) was abolished. The MFA, which placed quotas on textiles imports, was deemed a protectionist measure.[citation needed] Globalization is often quoted as the single most contributing factor to the poor working conditions of garment workers. Although many countries recognize treaties like the International Labor Organization, which attempt to set standards for worker safety and rights, many countries have made exceptions to certain parts of the treaties or failed to thoroughly enforce them. India for example has not ratified sections 87 and 92 of the treaty.[citation needed]", "targets": "What did the MFA put quotas on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee235dcba364de08539d7e86092d4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outsourcing production to low wage countries like Bangladesh, China, India and Sri Lanka became possible when the Multi Fibre Agreement (MFA) was abolished. The MFA, which placed quotas on textiles imports, was deemed a protectionist measure.[citation needed] Globalization is often quoted as the single most contributing factor to the poor working conditions of garment workers. Although many countries recognize treaties like the International Labor Organization, which attempt to set standards for worker safety and rights, many countries have made exceptions to certain parts of the treaties or failed to thoroughly enforce them. India for example has not ratified sections 87 and 92 of the treaty.[citation needed]", "targets": "What is often identified as the reason for less than ideal working conditions for garment workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee235dcba364de08539d7e86092d4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outsourcing production to low wage countries like Bangladesh, China, India and Sri Lanka became possible when the Multi Fibre Agreement (MFA) was abolished. The MFA, which placed quotas on textiles imports, was deemed a protectionist measure.[citation needed] Globalization is often quoted as the single most contributing factor to the poor working conditions of garment workers. Although many countries recognize treaties like the International Labor Organization, which attempt to set standards for worker safety and rights, many countries have made exceptions to certain parts of the treaties or failed to thoroughly enforce them. India for example has not ratified sections 87 and 92 of the treaty.[citation needed]", "targets": "What treaty tries to set standards for worker safety and rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eee235dcba364de08539d7e86092d4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outsourcing production to low wage countries like Bangladesh, China, India and Sri Lanka became possible when the Multi Fibre Agreement (MFA) was abolished. The MFA, which placed quotas on textiles imports, was deemed a protectionist measure.[citation needed] Globalization is often quoted as the single most contributing factor to the poor working conditions of garment workers. Although many countries recognize treaties like the International Labor Organization, which attempt to set standards for worker safety and rights, many countries have made exceptions to certain parts of the treaties or failed to thoroughly enforce them. India for example has not ratified sections 87 and 92 of the treaty.[citation needed]", "targets": "What country has failed to ratify sections 87 and 92 of the ILO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674bce67bea2475095e8ace4445edb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, there were 41,000 non-Germans by citizenship living in Thuringia (1.9% of the population \u2212 among the smallest proportions of any state in Germany). Nevertheless, the number rose from 33,000 in July 2011, an increase of 24% in only two years. About 4% of the population are migrants (including persons that already received the German citizenship). The biggest groups of foreigners by citizenship are (as of 2012): Russians (3,100), Poles (3,000), Vietnamese (2,800), Turks (2,100) and Ukrainians (2,000). The amount of foreigners varies between regions: the college towns Erfurt, Jena, Weimar and Ilmenau have the highest rates, whereas there are almost no migrants living in the most rural smaller municipalities.", "targets": "How many non-Germans lived in Thuringia in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674bce67bea2475095e8ace4445edb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, there were 41,000 non-Germans by citizenship living in Thuringia (1.9% of the population \u2212 among the smallest proportions of any state in Germany). Nevertheless, the number rose from 33,000 in July 2011, an increase of 24% in only two years. About 4% of the population are migrants (including persons that already received the German citizenship). The biggest groups of foreigners by citizenship are (as of 2012): Russians (3,100), Poles (3,000), Vietnamese (2,800), Turks (2,100) and Ukrainians (2,000). The amount of foreigners varies between regions: the college towns Erfurt, Jena, Weimar and Ilmenau have the highest rates, whereas there are almost no migrants living in the most rural smaller municipalities.", "targets": "What was the increase in non-German population between 2011 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674bce67bea2475095e8ace4445edb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, there were 41,000 non-Germans by citizenship living in Thuringia (1.9% of the population \u2212 among the smallest proportions of any state in Germany). Nevertheless, the number rose from 33,000 in July 2011, an increase of 24% in only two years. About 4% of the population are migrants (including persons that already received the German citizenship). The biggest groups of foreigners by citizenship are (as of 2012): Russians (3,100), Poles (3,000), Vietnamese (2,800), Turks (2,100) and Ukrainians (2,000). The amount of foreigners varies between regions: the college towns Erfurt, Jena, Weimar and Ilmenau have the highest rates, whereas there are almost no migrants living in the most rural smaller municipalities.", "targets": "How much of the Thuringian population are migrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674bce67bea2475095e8ace4445edb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, there were 41,000 non-Germans by citizenship living in Thuringia (1.9% of the population \u2212 among the smallest proportions of any state in Germany). Nevertheless, the number rose from 33,000 in July 2011, an increase of 24% in only two years. About 4% of the population are migrants (including persons that already received the German citizenship). The biggest groups of foreigners by citizenship are (as of 2012): Russians (3,100), Poles (3,000), Vietnamese (2,800), Turks (2,100) and Ukrainians (2,000). The amount of foreigners varies between regions: the college towns Erfurt, Jena, Weimar and Ilmenau have the highest rates, whereas there are almost no migrants living in the most rural smaller municipalities.", "targets": "What is the largest group of foreigners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674bce67bea2475095e8ace4445edb20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, there were 41,000 non-Germans by citizenship living in Thuringia (1.9% of the population \u2212 among the smallest proportions of any state in Germany). Nevertheless, the number rose from 33,000 in July 2011, an increase of 24% in only two years. About 4% of the population are migrants (including persons that already received the German citizenship). The biggest groups of foreigners by citizenship are (as of 2012): Russians (3,100), Poles (3,000), Vietnamese (2,800), Turks (2,100) and Ukrainians (2,000). The amount of foreigners varies between regions: the college towns Erfurt, Jena, Weimar and Ilmenau have the highest rates, whereas there are almost no migrants living in the most rural smaller municipalities.", "targets": "Which towns have the highest immigrant population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aebc6c03a68147529bc32095f3adb9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tiberius Gracchus was elected tribune in 133 BC. He attempted to enact a law which would have limited the amount of land that any individual could own. The aristocrats, who stood to lose an enormous amount of money, were bitterly opposed to this proposal. Tiberius submitted this law to the Plebeian Council, but the law was vetoed by a tribune named Marcus Octavius. Tiberius then used the Plebeian Council to impeach Octavius. The theory, that a representative of the people ceases to be one when he acts against the wishes of the people, was counter to Roman constitutional theory. If carried to its logical end, this theory would remove all constitutional restraints on the popular will, and put the state under the absolute control of a temporary popular majority. His law was enacted, but Tiberius was murdered with 300 of his associates when he stood for reelection to the tribunate.", "targets": "To what position was Tiberius Gracchus elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aebc6c03a68147529bc32095f3adb9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tiberius Gracchus was elected tribune in 133 BC. He attempted to enact a law which would have limited the amount of land that any individual could own. The aristocrats, who stood to lose an enormous amount of money, were bitterly opposed to this proposal. Tiberius submitted this law to the Plebeian Council, but the law was vetoed by a tribune named Marcus Octavius. Tiberius then used the Plebeian Council to impeach Octavius. The theory, that a representative of the people ceases to be one when he acts against the wishes of the people, was counter to Roman constitutional theory. If carried to its logical end, this theory would remove all constitutional restraints on the popular will, and put the state under the absolute control of a temporary popular majority. His law was enacted, but Tiberius was murdered with 300 of his associates when he stood for reelection to the tribunate.", "targets": "Who had tried to enact a law that places a limit on the amount of property any single individual could possess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aebc6c03a68147529bc32095f3adb9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tiberius Gracchus was elected tribune in 133 BC. He attempted to enact a law which would have limited the amount of land that any individual could own. The aristocrats, who stood to lose an enormous amount of money, were bitterly opposed to this proposal. Tiberius submitted this law to the Plebeian Council, but the law was vetoed by a tribune named Marcus Octavius. Tiberius then used the Plebeian Council to impeach Octavius. The theory, that a representative of the people ceases to be one when he acts against the wishes of the people, was counter to Roman constitutional theory. If carried to its logical end, this theory would remove all constitutional restraints on the popular will, and put the state under the absolute control of a temporary popular majority. His law was enacted, but Tiberius was murdered with 300 of his associates when he stood for reelection to the tribunate.", "targets": "When was Tiberius Gracchus murdered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aebc6c03a68147529bc32095f3adb9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tiberius Gracchus was elected tribune in 133 BC. He attempted to enact a law which would have limited the amount of land that any individual could own. The aristocrats, who stood to lose an enormous amount of money, were bitterly opposed to this proposal. Tiberius submitted this law to the Plebeian Council, but the law was vetoed by a tribune named Marcus Octavius. Tiberius then used the Plebeian Council to impeach Octavius. The theory, that a representative of the people ceases to be one when he acts against the wishes of the people, was counter to Roman constitutional theory. If carried to its logical end, this theory would remove all constitutional restraints on the popular will, and put the state under the absolute control of a temporary popular majority. His law was enacted, but Tiberius was murdered with 300 of his associates when he stood for reelection to the tribunate.", "targets": "Which tribune was impeached by the Plebeian Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aebc6c03a68147529bc32095f3adb9b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tiberius Gracchus was elected tribune in 133 BC. He attempted to enact a law which would have limited the amount of land that any individual could own. The aristocrats, who stood to lose an enormous amount of money, were bitterly opposed to this proposal. Tiberius submitted this law to the Plebeian Council, but the law was vetoed by a tribune named Marcus Octavius. Tiberius then used the Plebeian Council to impeach Octavius. The theory, that a representative of the people ceases to be one when he acts against the wishes of the people, was counter to Roman constitutional theory. If carried to its logical end, this theory would remove all constitutional restraints on the popular will, and put the state under the absolute control of a temporary popular majority. His law was enacted, but Tiberius was murdered with 300 of his associates when he stood for reelection to the tribunate.", "targets": "What was considered to be the opposite of Roman constitutional theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291abe91e3e14af7b63da8ce9cbe9507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1865, when the Bell family moved to London, Bell returned to Weston House as an assistant master and, in his spare hours, continued experiments on sound using a minimum of laboratory equipment. Bell concentrated on experimenting with electricity to convey sound and later installed a telegraph wire from his room in Somerset College to that of a friend. Throughout late 1867, his health faltered mainly through exhaustion. His younger brother, Edward \"Ted,\" was similarly bed-ridden, suffering from tuberculosis. While Bell recovered (by then referring to himself in correspondence as \"A.G. Bell\") and served the next year as an instructor at Somerset College, Bath, England, his brother's condition deteriorated. Edward would never recover. Upon his brother's death, Bell returned home in 1867. His older brother Melville had married and moved out. With aspirations to obtain a degree at University College London, Bell considered his next years as preparation for the degree examinations, devoting his spare time at his family's residence to studying.", "targets": "In what year did the Bell's move to London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291abe91e3e14af7b63da8ce9cbe9507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1865, when the Bell family moved to London, Bell returned to Weston House as an assistant master and, in his spare hours, continued experiments on sound using a minimum of laboratory equipment. Bell concentrated on experimenting with electricity to convey sound and later installed a telegraph wire from his room in Somerset College to that of a friend. Throughout late 1867, his health faltered mainly through exhaustion. His younger brother, Edward \"Ted,\" was similarly bed-ridden, suffering from tuberculosis. While Bell recovered (by then referring to himself in correspondence as \"A.G. Bell\") and served the next year as an instructor at Somerset College, Bath, England, his brother's condition deteriorated. Edward would never recover. Upon his brother's death, Bell returned home in 1867. His older brother Melville had married and moved out. With aspirations to obtain a degree at University College London, Bell considered his next years as preparation for the degree examinations, devoting his spare time at his family's residence to studying.", "targets": "Where did Bell go in work in 1865?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291abe91e3e14af7b63da8ce9cbe9507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1865, when the Bell family moved to London, Bell returned to Weston House as an assistant master and, in his spare hours, continued experiments on sound using a minimum of laboratory equipment. Bell concentrated on experimenting with electricity to convey sound and later installed a telegraph wire from his room in Somerset College to that of a friend. Throughout late 1867, his health faltered mainly through exhaustion. His younger brother, Edward \"Ted,\" was similarly bed-ridden, suffering from tuberculosis. While Bell recovered (by then referring to himself in correspondence as \"A.G. Bell\") and served the next year as an instructor at Somerset College, Bath, England, his brother's condition deteriorated. Edward would never recover. Upon his brother's death, Bell returned home in 1867. His older brother Melville had married and moved out. With aspirations to obtain a degree at University College London, Bell considered his next years as preparation for the degree examinations, devoting his spare time at his family's residence to studying.", "targets": "What building was Bell in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291abe91e3e14af7b63da8ce9cbe9507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1865, when the Bell family moved to London, Bell returned to Weston House as an assistant master and, in his spare hours, continued experiments on sound using a minimum of laboratory equipment. Bell concentrated on experimenting with electricity to convey sound and later installed a telegraph wire from his room in Somerset College to that of a friend. Throughout late 1867, his health faltered mainly through exhaustion. His younger brother, Edward \"Ted,\" was similarly bed-ridden, suffering from tuberculosis. While Bell recovered (by then referring to himself in correspondence as \"A.G. Bell\") and served the next year as an instructor at Somerset College, Bath, England, his brother's condition deteriorated. Edward would never recover. Upon his brother's death, Bell returned home in 1867. His older brother Melville had married and moved out. With aspirations to obtain a degree at University College London, Bell considered his next years as preparation for the degree examinations, devoting his spare time at his family's residence to studying.", "targets": "How did Bell sign his letters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-291abe91e3e14af7b63da8ce9cbe9507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1865, when the Bell family moved to London, Bell returned to Weston House as an assistant master and, in his spare hours, continued experiments on sound using a minimum of laboratory equipment. Bell concentrated on experimenting with electricity to convey sound and later installed a telegraph wire from his room in Somerset College to that of a friend. Throughout late 1867, his health faltered mainly through exhaustion. His younger brother, Edward \"Ted,\" was similarly bed-ridden, suffering from tuberculosis. While Bell recovered (by then referring to himself in correspondence as \"A.G. Bell\") and served the next year as an instructor at Somerset College, Bath, England, his brother's condition deteriorated. Edward would never recover. Upon his brother's death, Bell returned home in 1867. His older brother Melville had married and moved out. With aspirations to obtain a degree at University College London, Bell considered his next years as preparation for the degree examinations, devoting his spare time at his family's residence to studying.", "targets": "In what year did Bell move home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37933b0a3a8049bf94f9f18e9c3b3b18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Raleigh is an expansive, diverse, and fast-growing suburban area of the city that is home to established neighborhoods to the south along with many newly built subdivisions and along its northern fringes. The area generally falls North of Millbrook Road. It is primarily suburban with large shopping areas. Primary neighborhoods and subdivisions in North Raleigh include Harrington Grove, Springdale, Dominion Park, Bedford, Bent Tree, Brentwood, Brier Creek, Brookhaven, Black Horse Run, Coachman's Trail, Crossgate, Crosswinds, Falls River, Hidden Valley, Lake Park, North Haven, North Ridge, Oakcroft, Shannon Woods, Six Forks Station, Springdale, Stonebridge, Stone Creek, Stonehenge, Summerfield, Valley Estates, Wakefield, Weathersfield, Windsor Forest, and Wood Valley. The area is served by a number of primary transportation corridors including Glenwood Avenue U.S. Route 70, Interstate 540, Wake Forest Road, Millbrook Road, Lynn Road, Six Forks Road, Spring Forest Road, Creedmoor Road, Leesville Road, Strickland Road, and North Hills Drive.", "targets": "What are in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37933b0a3a8049bf94f9f18e9c3b3b18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Raleigh is an expansive, diverse, and fast-growing suburban area of the city that is home to established neighborhoods to the south along with many newly built subdivisions and along its northern fringes. The area generally falls North of Millbrook Road. It is primarily suburban with large shopping areas. Primary neighborhoods and subdivisions in North Raleigh include Harrington Grove, Springdale, Dominion Park, Bedford, Bent Tree, Brentwood, Brier Creek, Brookhaven, Black Horse Run, Coachman's Trail, Crossgate, Crosswinds, Falls River, Hidden Valley, Lake Park, North Haven, North Ridge, Oakcroft, Shannon Woods, Six Forks Station, Springdale, Stonebridge, Stone Creek, Stonehenge, Summerfield, Valley Estates, Wakefield, Weathersfield, Windsor Forest, and Wood Valley. The area is served by a number of primary transportation corridors including Glenwood Avenue U.S. Route 70, Interstate 540, Wake Forest Road, Millbrook Road, Lynn Road, Six Forks Road, Spring Forest Road, Creedmoor Road, Leesville Road, Strickland Road, and North Hills Drive.", "targets": "What neighborhoods are in North Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37933b0a3a8049bf94f9f18e9c3b3b18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Raleigh is an expansive, diverse, and fast-growing suburban area of the city that is home to established neighborhoods to the south along with many newly built subdivisions and along its northern fringes. The area generally falls North of Millbrook Road. It is primarily suburban with large shopping areas. Primary neighborhoods and subdivisions in North Raleigh include Harrington Grove, Springdale, Dominion Park, Bedford, Bent Tree, Brentwood, Brier Creek, Brookhaven, Black Horse Run, Coachman's Trail, Crossgate, Crosswinds, Falls River, Hidden Valley, Lake Park, North Haven, North Ridge, Oakcroft, Shannon Woods, Six Forks Station, Springdale, Stonebridge, Stone Creek, Stonehenge, Summerfield, Valley Estates, Wakefield, Weathersfield, Windsor Forest, and Wood Valley. The area is served by a number of primary transportation corridors including Glenwood Avenue U.S. Route 70, Interstate 540, Wake Forest Road, Millbrook Road, Lynn Road, Six Forks Road, Spring Forest Road, Creedmoor Road, Leesville Road, Strickland Road, and North Hills Drive.", "targets": "What are the means of transportation in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37933b0a3a8049bf94f9f18e9c3b3b18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Raleigh is an expansive, diverse, and fast-growing suburban area of the city that is home to established neighborhoods to the south along with many newly built subdivisions and along its northern fringes. The area generally falls North of Millbrook Road. It is primarily suburban with large shopping areas. Primary neighborhoods and subdivisions in North Raleigh include Harrington Grove, Springdale, Dominion Park, Bedford, Bent Tree, Brentwood, Brier Creek, Brookhaven, Black Horse Run, Coachman's Trail, Crossgate, Crosswinds, Falls River, Hidden Valley, Lake Park, North Haven, North Ridge, Oakcroft, Shannon Woods, Six Forks Station, Springdale, Stonebridge, Stone Creek, Stonehenge, Summerfield, Valley Estates, Wakefield, Weathersfield, Windsor Forest, and Wood Valley. The area is served by a number of primary transportation corridors including Glenwood Avenue U.S. Route 70, Interstate 540, Wake Forest Road, Millbrook Road, Lynn Road, Six Forks Road, Spring Forest Road, Creedmoor Road, Leesville Road, Strickland Road, and North Hills Drive.", "targets": "What type of area is North Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d636ef528e494c20b60294a30ae5c9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit (/d\u1d7b\u02c8tr\u0254\u026at/) is the most populous city in the U.S. state of Michigan, the fourth-largest city in the Midwest and the largest city on the United States\u2013Canada border. It is the seat of Wayne County, the most populous county in the state. Detroit's metropolitan area, known as Metro Detroit, is home to 5.3 million people, making it the fourteenth-most populous metropolitan area in the United States and the second-largest in the Midwestern United States (behind Chicago). It is a major port on the Detroit River, a strait that connects the Great Lakes system to the Saint Lawrence Seaway. The City of Detroit anchors the second-largest economic region in the Midwest, behind Chicago, and the thirteenth-largest in the United States.", "targets": "What city has the biggest population in Michigan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d636ef528e494c20b60294a30ae5c9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit (/d\u1d7b\u02c8tr\u0254\u026at/) is the most populous city in the U.S. state of Michigan, the fourth-largest city in the Midwest and the largest city on the United States\u2013Canada border. It is the seat of Wayne County, the most populous county in the state. Detroit's metropolitan area, known as Metro Detroit, is home to 5.3 million people, making it the fourteenth-most populous metropolitan area in the United States and the second-largest in the Midwestern United States (behind Chicago). It is a major port on the Detroit River, a strait that connects the Great Lakes system to the Saint Lawrence Seaway. The City of Detroit anchors the second-largest economic region in the Midwest, behind Chicago, and the thirteenth-largest in the United States.", "targets": "What is the name of the county that Detroit is a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d636ef528e494c20b60294a30ae5c9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit (/d\u1d7b\u02c8tr\u0254\u026at/) is the most populous city in the U.S. state of Michigan, the fourth-largest city in the Midwest and the largest city on the United States\u2013Canada border. It is the seat of Wayne County, the most populous county in the state. Detroit's metropolitan area, known as Metro Detroit, is home to 5.3 million people, making it the fourteenth-most populous metropolitan area in the United States and the second-largest in the Midwestern United States (behind Chicago). It is a major port on the Detroit River, a strait that connects the Great Lakes system to the Saint Lawrence Seaway. The City of Detroit anchors the second-largest economic region in the Midwest, behind Chicago, and the thirteenth-largest in the United States.", "targets": "How many people inhabit metro Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d636ef528e494c20b60294a30ae5c9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit (/d\u1d7b\u02c8tr\u0254\u026at/) is the most populous city in the U.S. state of Michigan, the fourth-largest city in the Midwest and the largest city on the United States\u2013Canada border. It is the seat of Wayne County, the most populous county in the state. Detroit's metropolitan area, known as Metro Detroit, is home to 5.3 million people, making it the fourteenth-most populous metropolitan area in the United States and the second-largest in the Midwestern United States (behind Chicago). It is a major port on the Detroit River, a strait that connects the Great Lakes system to the Saint Lawrence Seaway. The City of Detroit anchors the second-largest economic region in the Midwest, behind Chicago, and the thirteenth-largest in the United States.", "targets": "What is the name of the river that runs through Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d636ef528e494c20b60294a30ae5c9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit (/d\u1d7b\u02c8tr\u0254\u026at/) is the most populous city in the U.S. state of Michigan, the fourth-largest city in the Midwest and the largest city on the United States\u2013Canada border. It is the seat of Wayne County, the most populous county in the state. Detroit's metropolitan area, known as Metro Detroit, is home to 5.3 million people, making it the fourteenth-most populous metropolitan area in the United States and the second-largest in the Midwestern United States (behind Chicago). It is a major port on the Detroit River, a strait that connects the Great Lakes system to the Saint Lawrence Seaway. The City of Detroit anchors the second-largest economic region in the Midwest, behind Chicago, and the thirteenth-largest in the United States.", "targets": "In what region of the country is Detroit located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b7f980ec6c743138cc063c8f4f8adc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, Philadelphia had become known as \"corrupt and contented\", with a complacent population and an entrenched Republican political machine. The first major reform came in 1917 when outrage over the election-year murder of a police officer led to the shrinking of the Philadelphia City Council from two houses to just one. In July 1919, Philadelphia was one of more than 36 industrial cities nationally to suffer a race riot of ethnic whites against blacks during Red Summer, in post-World War I unrest, as recent immigrants competed with blacks for jobs. In the 1920s, the public flouting of Prohibition laws, mob violence, and police involvement in illegal activities led to the appointment of Brigadier General Smedley Butler of the U.S. Marine Corps as director of public safety, but political pressure prevented any long-term success in fighting crime and corruption.", "targets": "Which political party controlled Philadelphia in the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b7f980ec6c743138cc063c8f4f8adc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, Philadelphia had become known as \"corrupt and contented\", with a complacent population and an entrenched Republican political machine. The first major reform came in 1917 when outrage over the election-year murder of a police officer led to the shrinking of the Philadelphia City Council from two houses to just one. In July 1919, Philadelphia was one of more than 36 industrial cities nationally to suffer a race riot of ethnic whites against blacks during Red Summer, in post-World War I unrest, as recent immigrants competed with blacks for jobs. In the 1920s, the public flouting of Prohibition laws, mob violence, and police involvement in illegal activities led to the appointment of Brigadier General Smedley Butler of the U.S. Marine Corps as director of public safety, but political pressure prevented any long-term success in fighting crime and corruption.", "targets": "What phrase could describe Philadelphia of the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b7f980ec6c743138cc063c8f4f8adc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, Philadelphia had become known as \"corrupt and contented\", with a complacent population and an entrenched Republican political machine. The first major reform came in 1917 when outrage over the election-year murder of a police officer led to the shrinking of the Philadelphia City Council from two houses to just one. In July 1919, Philadelphia was one of more than 36 industrial cities nationally to suffer a race riot of ethnic whites against blacks during Red Summer, in post-World War I unrest, as recent immigrants competed with blacks for jobs. In the 1920s, the public flouting of Prohibition laws, mob violence, and police involvement in illegal activities led to the appointment of Brigadier General Smedley Butler of the U.S. Marine Corps as director of public safety, but political pressure prevented any long-term success in fighting crime and corruption.", "targets": "When did the first major political reform occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "Where was Alfred North Whitehead born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "In what year was Whitehead born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "Who founded Chatham House Academy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "What was Whitehead's father's profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "Who was Whitehead's mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "Where was Alfred North Whitehead born? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "What year was Whitehead born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "What was Whitehead's father's profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "What was Whitehead's mother's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7112f74aaf5401cb45506f418d01830", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alfred North Whitehead was born in Ramsgate, Kent, England, in 1861. His father, Alfred Whitehead, was a minister and schoolmaster of Chatham House Academy, a successful school for boys established by Thomas Whitehead, Alfred North's grandfather. Whitehead himself recalled both of them as being very successful schoolmasters, but that his grandfather was the more extraordinary man. Whitehead's mother was Maria Sarah Whitehead, formerly Maria Sarah Buckmaster. Whitehead was apparently not particularly close with his mother, as he never mentioned her in any of his writings, and there is evidence that Whitehead's wife, Evelyn, had a low opinion of her.", "targets": "What was Whitehead's wife's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d7e8a71ad74b828f118ee74f2c6ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city was also home to the Royal Naval Engineering College; opened in 1880 in Keyham, it trained engineering students for five years before they completed the remaining two years of the course at Greenwich. The college closed in 1910, but in 1940 a new college opened at Manadon. This was renamed Dockyard Technical College in 1959 before finally closing in 1994; training was transferred to the University of Southampton.", "targets": "What maritime institution of higher education existed in Plymouth as of 1880?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d7e8a71ad74b828f118ee74f2c6ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city was also home to the Royal Naval Engineering College; opened in 1880 in Keyham, it trained engineering students for five years before they completed the remaining two years of the course at Greenwich. The college closed in 1910, but in 1940 a new college opened at Manadon. This was renamed Dockyard Technical College in 1959 before finally closing in 1994; training was transferred to the University of Southampton.", "targets": "When did the Royal Naval Engineering College shut its doors in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d7e8a71ad74b828f118ee74f2c6ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city was also home to the Royal Naval Engineering College; opened in 1880 in Keyham, it trained engineering students for five years before they completed the remaining two years of the course at Greenwich. The college closed in 1910, but in 1940 a new college opened at Manadon. This was renamed Dockyard Technical College in 1959 before finally closing in 1994; training was transferred to the University of Southampton.", "targets": "What was the Royal Naval Engineering College renamed in 1959?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d7e8a71ad74b828f118ee74f2c6ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city was also home to the Royal Naval Engineering College; opened in 1880 in Keyham, it trained engineering students for five years before they completed the remaining two years of the course at Greenwich. The college closed in 1910, but in 1940 a new college opened at Manadon. This was renamed Dockyard Technical College in 1959 before finally closing in 1994; training was transferred to the University of Southampton.", "targets": "In what year did the Dockyard Technical College close?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d7e8a71ad74b828f118ee74f2c6ff7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city was also home to the Royal Naval Engineering College; opened in 1880 in Keyham, it trained engineering students for five years before they completed the remaining two years of the course at Greenwich. The college closed in 1910, but in 1940 a new college opened at Manadon. This was renamed Dockyard Technical College in 1959 before finally closing in 1994; training was transferred to the University of Southampton.", "targets": "After the Dockyard Technical College closed, where were classes relocated to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d35d911af14c4fb6cc2b13c6979e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 17, 1987, about 3,000 Armenians demonstrated in Yerevan complaining about the condition of Lake Sevan, the Nairit chemicals plant, and the Metsamor Nuclear Power Plant, and air pollution in Yerevan. Police tried to prevent the protest but took no action to stop it once the march was underway. The demonstration was led by Armenian writers such as Silva Kaputikian, Zori Balayan, and Maro Margarian and leaders from the National Survival organization. The march originated at the Opera Plaza after speakers, mainly intellectuals, addressed the crowd.", "targets": "When was the Yerevan demonstration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d35d911af14c4fb6cc2b13c6979e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 17, 1987, about 3,000 Armenians demonstrated in Yerevan complaining about the condition of Lake Sevan, the Nairit chemicals plant, and the Metsamor Nuclear Power Plant, and air pollution in Yerevan. Police tried to prevent the protest but took no action to stop it once the march was underway. The demonstration was led by Armenian writers such as Silva Kaputikian, Zori Balayan, and Maro Margarian and leaders from the National Survival organization. The march originated at the Opera Plaza after speakers, mainly intellectuals, addressed the crowd.", "targets": "How many people demonstrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d35d911af14c4fb6cc2b13c6979e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 17, 1987, about 3,000 Armenians demonstrated in Yerevan complaining about the condition of Lake Sevan, the Nairit chemicals plant, and the Metsamor Nuclear Power Plant, and air pollution in Yerevan. Police tried to prevent the protest but took no action to stop it once the march was underway. The demonstration was led by Armenian writers such as Silva Kaputikian, Zori Balayan, and Maro Margarian and leaders from the National Survival organization. The march originated at the Opera Plaza after speakers, mainly intellectuals, addressed the crowd.", "targets": "What was the demonstrators' nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d35d911af14c4fb6cc2b13c6979e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 17, 1987, about 3,000 Armenians demonstrated in Yerevan complaining about the condition of Lake Sevan, the Nairit chemicals plant, and the Metsamor Nuclear Power Plant, and air pollution in Yerevan. Police tried to prevent the protest but took no action to stop it once the march was underway. The demonstration was led by Armenian writers such as Silva Kaputikian, Zori Balayan, and Maro Margarian and leaders from the National Survival organization. The march originated at the Opera Plaza after speakers, mainly intellectuals, addressed the crowd.", "targets": "The protesters were unhappy with the pollution in what body of water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d35d911af14c4fb6cc2b13c6979e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 17, 1987, about 3,000 Armenians demonstrated in Yerevan complaining about the condition of Lake Sevan, the Nairit chemicals plant, and the Metsamor Nuclear Power Plant, and air pollution in Yerevan. Police tried to prevent the protest but took no action to stop it once the march was underway. The demonstration was led by Armenian writers such as Silva Kaputikian, Zori Balayan, and Maro Margarian and leaders from the National Survival organization. The march originated at the Opera Plaza after speakers, mainly intellectuals, addressed the crowd.", "targets": "Where did the protest march start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd39935b93046d7a26050f3d81e740b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further complication is that the measurement of \u03b3\u2032p involves the measurement of an electric current: this is invariably measured in conventional amperes rather than in SI amperes, so a conversion factor is required. The symbol \u0393\u2032p-90 is used for the measured gyromagnetic ratio using conventional electrical units. In addition, there are two methods of measuring the value, a \"low-field\" method and a \"high-field\" method, and the conversion factors are different in the two cases. Only the high-field value \u0393\u2032p-90(hi) is of interest in determining the Planck constant.", "targets": "How many methods of measuring the gyromagnetic ratio are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd39935b93046d7a26050f3d81e740b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further complication is that the measurement of \u03b3\u2032p involves the measurement of an electric current: this is invariably measured in conventional amperes rather than in SI amperes, so a conversion factor is required. The symbol \u0393\u2032p-90 is used for the measured gyromagnetic ratio using conventional electrical units. In addition, there are two methods of measuring the value, a \"low-field\" method and a \"high-field\" method, and the conversion factors are different in the two cases. Only the high-field value \u0393\u2032p-90(hi) is of interest in determining the Planck constant.", "targets": "How do conversion factors compare in \"low-field\" and \"high-field\" methods of measuring the gyromagnetic ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd39935b93046d7a26050f3d81e740b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further complication is that the measurement of \u03b3\u2032p involves the measurement of an electric current: this is invariably measured in conventional amperes rather than in SI amperes, so a conversion factor is required. The symbol \u0393\u2032p-90 is used for the measured gyromagnetic ratio using conventional electrical units. In addition, there are two methods of measuring the value, a \"low-field\" method and a \"high-field\" method, and the conversion factors are different in the two cases. Only the high-field value \u0393\u2032p-90(hi) is of interest in determining the Planck constant.", "targets": "Which method is of interest in determining the Planck constant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdd39935b93046d7a26050f3d81e740b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A further complication is that the measurement of \u03b3\u2032p involves the measurement of an electric current: this is invariably measured in conventional amperes rather than in SI amperes, so a conversion factor is required. The symbol \u0393\u2032p-90 is used for the measured gyromagnetic ratio using conventional electrical units. In addition, there are two methods of measuring the value, a \"low-field\" method and a \"high-field\" method, and the conversion factors are different in the two cases. Only the high-field value \u0393\u2032p-90(hi) is of interest in determining the Planck constant.", "targets": "Why is the measurement of electric current an issue in the estimate of the gyromagnetic ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dad09c94ee4ce59f1657f73410c390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali dialects are divided into three main groups: Northern, Benaadir and Maay. Northern Somali (or Northern-Central Somali) forms the basis for Standard Somali. Benaadir (also known as Coastal Somali) is spoken on the Benadir coast from Adale to south of Merca, including Mogadishu, as well as in the immediate hinterland. The coastal dialects have additional phonemes which do not exist in Standard Somali. Maay is principally spoken by the Digil and Mirifle (Rahanweyn) clans in the southern areas of Somalia.", "targets": "Along with Northern and Maay, what is the third main group of Somali dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dad09c94ee4ce59f1657f73410c390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali dialects are divided into three main groups: Northern, Benaadir and Maay. Northern Somali (or Northern-Central Somali) forms the basis for Standard Somali. Benaadir (also known as Coastal Somali) is spoken on the Benadir coast from Adale to south of Merca, including Mogadishu, as well as in the immediate hinterland. The coastal dialects have additional phonemes which do not exist in Standard Somali. Maay is principally spoken by the Digil and Mirifle (Rahanweyn) clans in the southern areas of Somalia.", "targets": "What dialect is Standard Somali based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dad09c94ee4ce59f1657f73410c390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali dialects are divided into three main groups: Northern, Benaadir and Maay. Northern Somali (or Northern-Central Somali) forms the basis for Standard Somali. Benaadir (also known as Coastal Somali) is spoken on the Benadir coast from Adale to south of Merca, including Mogadishu, as well as in the immediate hinterland. The coastal dialects have additional phonemes which do not exist in Standard Somali. Maay is principally spoken by the Digil and Mirifle (Rahanweyn) clans in the southern areas of Somalia.", "targets": "What is another name for Benaadir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dad09c94ee4ce59f1657f73410c390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali dialects are divided into three main groups: Northern, Benaadir and Maay. Northern Somali (or Northern-Central Somali) forms the basis for Standard Somali. Benaadir (also known as Coastal Somali) is spoken on the Benadir coast from Adale to south of Merca, including Mogadishu, as well as in the immediate hinterland. The coastal dialects have additional phonemes which do not exist in Standard Somali. Maay is principally spoken by the Digil and Mirifle (Rahanweyn) clans in the southern areas of Somalia.", "targets": "What dialect is spoken on Mogadishu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dad09c94ee4ce59f1657f73410c390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali dialects are divided into three main groups: Northern, Benaadir and Maay. Northern Somali (or Northern-Central Somali) forms the basis for Standard Somali. Benaadir (also known as Coastal Somali) is spoken on the Benadir coast from Adale to south of Merca, including Mogadishu, as well as in the immediate hinterland. The coastal dialects have additional phonemes which do not exist in Standard Somali. Maay is principally spoken by the Digil and Mirifle (Rahanweyn) clans in the southern areas of Somalia.", "targets": "In what geographic part of Somalia do the Rahanweyn live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926aec23ac454c6cacac6dfa3d3955c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As African states became independent in the 1960s, the Soviet Union offered many of their citizens the chance to study in Russia. Over a period of 40 years, about 400,000 African students from various countries moved to Russia to pursue higher studies, including many Black Africans. This extended beyond the Soviet Union to many countries of the Eastern bloc.", "targets": "When did African states become independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926aec23ac454c6cacac6dfa3d3955c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As African states became independent in the 1960s, the Soviet Union offered many of their citizens the chance to study in Russia. Over a period of 40 years, about 400,000 African students from various countries moved to Russia to pursue higher studies, including many Black Africans. This extended beyond the Soviet Union to many countries of the Eastern bloc.", "targets": "Who offered many Africans a chance to study in their country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926aec23ac454c6cacac6dfa3d3955c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As African states became independent in the 1960s, the Soviet Union offered many of their citizens the chance to study in Russia. Over a period of 40 years, about 400,000 African students from various countries moved to Russia to pursue higher studies, including many Black Africans. This extended beyond the Soviet Union to many countries of the Eastern bloc.", "targets": "How many students moved from Africa to Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926aec23ac454c6cacac6dfa3d3955c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As African states became independent in the 1960s, the Soviet Union offered many of their citizens the chance to study in Russia. Over a period of 40 years, about 400,000 African students from various countries moved to Russia to pursue higher studies, including many Black Africans. This extended beyond the Soviet Union to many countries of the Eastern bloc.", "targets": "Why did students move to Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-926aec23ac454c6cacac6dfa3d3955c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As African states became independent in the 1960s, the Soviet Union offered many of their citizens the chance to study in Russia. Over a period of 40 years, about 400,000 African students from various countries moved to Russia to pursue higher studies, including many Black Africans. This extended beyond the Soviet Union to many countries of the Eastern bloc.", "targets": "Migration to Russia continued into many countries where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bfbe9ee6d34fb2b3c7a39ae048e36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecumenical movement has had an influence on mainline churches, beginning at least in 1910 with the Edinburgh Missionary Conference. Its origins lay in the recognition of the need for cooperation on the mission field in Africa, Asia and Oceania. Since 1948, the World Council of Churches has been influential, but ineffective in creating a united church. There are also ecumenical bodies at regional, national and local levels across the globe; but schisms still far outnumber unifications. One, but not the only expression of the ecumenical movement, has been the move to form united churches, such as the Church of South India, the Church of North India, the US-based United Church of Christ, the United Church of Canada, the Uniting Church in Australia and the United Church of Christ in the Philippines which have rapidly declining memberships. There has been a strong engagement of Orthodox churches in the ecumenical movement, though the reaction of individual Orthodox theologians has ranged from tentative approval of the aim of Christian unity to outright condemnation of the perceived effect of watering down Orthodox doctrine.", "targets": "What group has been unsuccessful in creating a unified church since 1948?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bfbe9ee6d34fb2b3c7a39ae048e36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecumenical movement has had an influence on mainline churches, beginning at least in 1910 with the Edinburgh Missionary Conference. Its origins lay in the recognition of the need for cooperation on the mission field in Africa, Asia and Oceania. Since 1948, the World Council of Churches has been influential, but ineffective in creating a united church. There are also ecumenical bodies at regional, national and local levels across the globe; but schisms still far outnumber unifications. One, but not the only expression of the ecumenical movement, has been the move to form united churches, such as the Church of South India, the Church of North India, the US-based United Church of Christ, the United Church of Canada, the Uniting Church in Australia and the United Church of Christ in the Philippines which have rapidly declining memberships. There has been a strong engagement of Orthodox churches in the ecumenical movement, though the reaction of individual Orthodox theologians has ranged from tentative approval of the aim of Christian unity to outright condemnation of the perceived effect of watering down Orthodox doctrine.", "targets": "What conference was held in 1910?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bfbe9ee6d34fb2b3c7a39ae048e36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecumenical movement has had an influence on mainline churches, beginning at least in 1910 with the Edinburgh Missionary Conference. Its origins lay in the recognition of the need for cooperation on the mission field in Africa, Asia and Oceania. Since 1948, the World Council of Churches has been influential, but ineffective in creating a united church. There are also ecumenical bodies at regional, national and local levels across the globe; but schisms still far outnumber unifications. One, but not the only expression of the ecumenical movement, has been the move to form united churches, such as the Church of South India, the Church of North India, the US-based United Church of Christ, the United Church of Canada, the Uniting Church in Australia and the United Church of Christ in the Philippines which have rapidly declining memberships. There has been a strong engagement of Orthodox churches in the ecumenical movement, though the reaction of individual Orthodox theologians has ranged from tentative approval of the aim of Christian unity to outright condemnation of the perceived effect of watering down Orthodox doctrine.", "targets": "What churches have been strongly engaged in the ecumenical movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bfbe9ee6d34fb2b3c7a39ae048e36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecumenical movement has had an influence on mainline churches, beginning at least in 1910 with the Edinburgh Missionary Conference. Its origins lay in the recognition of the need for cooperation on the mission field in Africa, Asia and Oceania. Since 1948, the World Council of Churches has been influential, but ineffective in creating a united church. There are also ecumenical bodies at regional, national and local levels across the globe; but schisms still far outnumber unifications. One, but not the only expression of the ecumenical movement, has been the move to form united churches, such as the Church of South India, the Church of North India, the US-based United Church of Christ, the United Church of Canada, the Uniting Church in Australia and the United Church of Christ in the Philippines which have rapidly declining memberships. There has been a strong engagement of Orthodox churches in the ecumenical movement, though the reaction of individual Orthodox theologians has ranged from tentative approval of the aim of Christian unity to outright condemnation of the perceived effect of watering down Orthodox doctrine.", "targets": "What have Orthodox churches condemned the perception of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71bfbe9ee6d34fb2b3c7a39ae048e36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ecumenical movement has had an influence on mainline churches, beginning at least in 1910 with the Edinburgh Missionary Conference. Its origins lay in the recognition of the need for cooperation on the mission field in Africa, Asia and Oceania. Since 1948, the World Council of Churches has been influential, but ineffective in creating a united church. There are also ecumenical bodies at regional, national and local levels across the globe; but schisms still far outnumber unifications. One, but not the only expression of the ecumenical movement, has been the move to form united churches, such as the Church of South India, the Church of North India, the US-based United Church of Christ, the United Church of Canada, the Uniting Church in Australia and the United Church of Christ in the Philippines which have rapidly declining memberships. There has been a strong engagement of Orthodox churches in the ecumenical movement, though the reaction of individual Orthodox theologians has ranged from tentative approval of the aim of Christian unity to outright condemnation of the perceived effect of watering down Orthodox doctrine.", "targets": "What types of churches have had rapidly declining memberships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "When was Boston founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "Where was Boston Founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "List one major event that took place in Boston."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "How many people visit Faneuil Hall annually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "What year was Boston founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "What is the name of the peninsula Boston was founded on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "Bostons rich history attracts many what each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24022e6c2035492cb1d999384e53a5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest cities in the United States, Boston was founded on the Shawmut Peninsula in 1630 by Puritan settlers from England. It was the scene of several key events of the American Revolution, such as the Boston Massacre, the Boston Tea Party, the Battle of Bunker Hill, and the Siege of Boston. Upon American independence from Great Britain, the city continued to be an important port and manufacturing hub, as well as a center for education and culture. Through land reclamation and municipal annexation, Boston has expanded beyond the original peninsula. Its rich history attracts many tourists, with Faneuil Hall alone drawing over 20 million visitors per year. Boston's many firsts include the United States' first public school, Boston Latin School (1635), and first subway system (1897).", "targets": "The Faneuil Hall draws over how many tourists to Boston each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2591f6a25c3404fae0be2e7f8dd2ca6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tennessee income tax does not apply to salaries and wages, but most income from stock, bonds and notes receivable is taxable. All taxable dividends and interest which exceed the $1,250 single exemption or the $2,500 joint exemption are taxable at the rate of 6%. The state's sales and use tax rate for most items is 7%. Food is taxed at a lower rate of 5.25%, but candy, dietary supplements and prepared food are taxed at the full 7% rate. Local sales taxes are collected in most jurisdictions, at rates varying from 1.5% to 2.75%, bringing the total sales tax to between 8.5% and 9.75%, one of the highest levels in the nation. Intangible property is assessed on the shares of stock of stockholders of any loan company, investment company, insurance company or for-profit cemetery companies. The assessment ratio is 40% of the value multiplied by the tax rate for the jurisdiction. Tennessee imposes an inheritance tax on decedents' estates that exceed maximum single exemption limits ($1,000,000 for deaths in 2006 and thereafter).", "targets": "What types of income are exempt from Tennessee state income tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2591f6a25c3404fae0be2e7f8dd2ca6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tennessee income tax does not apply to salaries and wages, but most income from stock, bonds and notes receivable is taxable. All taxable dividends and interest which exceed the $1,250 single exemption or the $2,500 joint exemption are taxable at the rate of 6%. The state's sales and use tax rate for most items is 7%. Food is taxed at a lower rate of 5.25%, but candy, dietary supplements and prepared food are taxed at the full 7% rate. Local sales taxes are collected in most jurisdictions, at rates varying from 1.5% to 2.75%, bringing the total sales tax to between 8.5% and 9.75%, one of the highest levels in the nation. Intangible property is assessed on the shares of stock of stockholders of any loan company, investment company, insurance company or for-profit cemetery companies. The assessment ratio is 40% of the value multiplied by the tax rate for the jurisdiction. Tennessee imposes an inheritance tax on decedents' estates that exceed maximum single exemption limits ($1,000,000 for deaths in 2006 and thereafter).", "targets": "At what rate is Tennessee state sales and use tax usually applied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2591f6a25c3404fae0be2e7f8dd2ca6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tennessee income tax does not apply to salaries and wages, but most income from stock, bonds and notes receivable is taxable. All taxable dividends and interest which exceed the $1,250 single exemption or the $2,500 joint exemption are taxable at the rate of 6%. The state's sales and use tax rate for most items is 7%. Food is taxed at a lower rate of 5.25%, but candy, dietary supplements and prepared food are taxed at the full 7% rate. Local sales taxes are collected in most jurisdictions, at rates varying from 1.5% to 2.75%, bringing the total sales tax to between 8.5% and 9.75%, one of the highest levels in the nation. Intangible property is assessed on the shares of stock of stockholders of any loan company, investment company, insurance company or for-profit cemetery companies. The assessment ratio is 40% of the value multiplied by the tax rate for the jurisdiction. Tennessee imposes an inheritance tax on decedents' estates that exceed maximum single exemption limits ($1,000,000 for deaths in 2006 and thereafter).", "targets": "Above which amount is inheritance tax applied in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2591f6a25c3404fae0be2e7f8dd2ca6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tennessee income tax does not apply to salaries and wages, but most income from stock, bonds and notes receivable is taxable. All taxable dividends and interest which exceed the $1,250 single exemption or the $2,500 joint exemption are taxable at the rate of 6%. The state's sales and use tax rate for most items is 7%. Food is taxed at a lower rate of 5.25%, but candy, dietary supplements and prepared food are taxed at the full 7% rate. Local sales taxes are collected in most jurisdictions, at rates varying from 1.5% to 2.75%, bringing the total sales tax to between 8.5% and 9.75%, one of the highest levels in the nation. Intangible property is assessed on the shares of stock of stockholders of any loan company, investment company, insurance company or for-profit cemetery companies. The assessment ratio is 40% of the value multiplied by the tax rate for the jurisdiction. Tennessee imposes an inheritance tax on decedents' estates that exceed maximum single exemption limits ($1,000,000 for deaths in 2006 and thereafter).", "targets": "What is the sales tax on foodstuffs in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2591f6a25c3404fae0be2e7f8dd2ca6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tennessee income tax does not apply to salaries and wages, but most income from stock, bonds and notes receivable is taxable. All taxable dividends and interest which exceed the $1,250 single exemption or the $2,500 joint exemption are taxable at the rate of 6%. The state's sales and use tax rate for most items is 7%. Food is taxed at a lower rate of 5.25%, but candy, dietary supplements and prepared food are taxed at the full 7% rate. Local sales taxes are collected in most jurisdictions, at rates varying from 1.5% to 2.75%, bringing the total sales tax to between 8.5% and 9.75%, one of the highest levels in the nation. Intangible property is assessed on the shares of stock of stockholders of any loan company, investment company, insurance company or for-profit cemetery companies. The assessment ratio is 40% of the value multiplied by the tax rate for the jurisdiction. Tennessee imposes an inheritance tax on decedents' estates that exceed maximum single exemption limits ($1,000,000 for deaths in 2006 and thereafter).", "targets": "Which edible items are taxed at the higher non-food sales and use tax rate in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829231f7efd74f2196fb28cecfc36528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Free Movement of Workers Regulation articles 1 to 7 set out the main provisions on equal treatment of workers. First, articles 1 to 4 generally require that workers can take up employment, conclude contracts, and not suffer discrimination compared to nationals of the member state. In a famous case, the Belgian Football Association v Bosman, a Belgian footballer named Jean-Marc Bosman claimed that he should be able to transfer from R.F.C. de Li\u00e8ge to USL Dunkerque when his contract finished, regardless of whether Dunkerque could afford to pay Li\u00e8ge the habitual transfer fees. The Court of Justice held \"the transfer rules constitute[d] an obstacle to free movement\" and were unlawful unless they could be justified in the public interest, but this was unlikely. In Groener v Minister for Education the Court of Justice accepted that a requirement to speak Gaelic to teach in a Dublin design college could be justified as part of the public policy of promoting the Irish language, but only if the measure was not disproportionate. By contrast in Angonese v Cassa di Risparmio di Bolzano SpA a bank in Bolzano, Italy, was not allowed to require Mr Angonese to have a bilingual certificate that could only be obtained in Bolzano. The Court of Justice, giving \"horizontal\" direct effect to TFEU article 45, reasoned that people from other countries would have little chance of acquiring the certificate, and because it was \"impossible to submit proof of the required linguistic knowledge by any other means\", the measure was disproportionate. Second, article 7(2) requires equal treatment in respect of tax. In Finanzamt K\u00f6ln Altstadt v Schumacker the Court of Justice held that it contravened TFEU art 45 to deny tax benefits (e.g. for married couples, and social insurance expense deductions) to a man who worked in Germany, but was resident in Belgium when other German residents got the benefits. By contrast in Weigel v Finanzlandesdirektion f\u00fcr Vorarlberg the Court of Justice rejected Mr Weigel's claim that a re-registration charge upon bringing his car to Austria violated his right to free movement. Although the tax was \"likely to have a negative bearing on the decision of migrant workers to exercise their right to freedom of movement\", because the charge applied equally to Austrians, in absence of EU legislation on the matter it had to be regarded as justified. Third, people must receive equal treatment regarding \"social advantages\", although the Court has approved residential qualifying periods. In Hendrix v Employee Insurance Institute the Court of Justice held that a Dutch national was not entitled to continue receiving incapacity benefits when he moved to Belgium, because the benefit was \"closely linked to the socio-economic situation\" of the Netherlands. Conversely, in Geven v Land Nordrhein-Westfalen the Court of Justice held that a Dutch woman living in the Netherlands, but working between 3 and 14 hours a week in Germany, did not have a right to receive German child benefits, even though the wife of a man who worked full-time in Germany but was resident in Austria could. The general justifications for limiting free movement in TFEU article 45(3) are \"public policy, public security or public health\", and there is also a general exception in article 45(4) for \"employment in the public service\".", "targets": "Which articles of the Free Movement of Workers Regulation set out the primary provisions on equal treatment of workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829231f7efd74f2196fb28cecfc36528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Free Movement of Workers Regulation articles 1 to 7 set out the main provisions on equal treatment of workers. First, articles 1 to 4 generally require that workers can take up employment, conclude contracts, and not suffer discrimination compared to nationals of the member state. In a famous case, the Belgian Football Association v Bosman, a Belgian footballer named Jean-Marc Bosman claimed that he should be able to transfer from R.F.C. de Li\u00e8ge to USL Dunkerque when his contract finished, regardless of whether Dunkerque could afford to pay Li\u00e8ge the habitual transfer fees. The Court of Justice held \"the transfer rules constitute[d] an obstacle to free movement\" and were unlawful unless they could be justified in the public interest, but this was unlikely. In Groener v Minister for Education the Court of Justice accepted that a requirement to speak Gaelic to teach in a Dublin design college could be justified as part of the public policy of promoting the Irish language, but only if the measure was not disproportionate. By contrast in Angonese v Cassa di Risparmio di Bolzano SpA a bank in Bolzano, Italy, was not allowed to require Mr Angonese to have a bilingual certificate that could only be obtained in Bolzano. The Court of Justice, giving \"horizontal\" direct effect to TFEU article 45, reasoned that people from other countries would have little chance of acquiring the certificate, and because it was \"impossible to submit proof of the required linguistic knowledge by any other means\", the measure was disproportionate. Second, article 7(2) requires equal treatment in respect of tax. In Finanzamt K\u00f6ln Altstadt v Schumacker the Court of Justice held that it contravened TFEU art 45 to deny tax benefits (e.g. for married couples, and social insurance expense deductions) to a man who worked in Germany, but was resident in Belgium when other German residents got the benefits. By contrast in Weigel v Finanzlandesdirektion f\u00fcr Vorarlberg the Court of Justice rejected Mr Weigel's claim that a re-registration charge upon bringing his car to Austria violated his right to free movement. Although the tax was \"likely to have a negative bearing on the decision of migrant workers to exercise their right to freedom of movement\", because the charge applied equally to Austrians, in absence of EU legislation on the matter it had to be regarded as justified. Third, people must receive equal treatment regarding \"social advantages\", although the Court has approved residential qualifying periods. In Hendrix v Employee Insurance Institute the Court of Justice held that a Dutch national was not entitled to continue receiving incapacity benefits when he moved to Belgium, because the benefit was \"closely linked to the socio-economic situation\" of the Netherlands. Conversely, in Geven v Land Nordrhein-Westfalen the Court of Justice held that a Dutch woman living in the Netherlands, but working between 3 and 14 hours a week in Germany, did not have a right to receive German child benefits, even though the wife of a man who worked full-time in Germany but was resident in Austria could. The general justifications for limiting free movement in TFEU article 45(3) are \"public policy, public security or public health\", and there is also a general exception in article 45(4) for \"employment in the public service\".", "targets": "Which Belgian footballer claimed that he should be allowed to transfer from one football club to another when his contract was fulfilled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829231f7efd74f2196fb28cecfc36528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Free Movement of Workers Regulation articles 1 to 7 set out the main provisions on equal treatment of workers. First, articles 1 to 4 generally require that workers can take up employment, conclude contracts, and not suffer discrimination compared to nationals of the member state. In a famous case, the Belgian Football Association v Bosman, a Belgian footballer named Jean-Marc Bosman claimed that he should be able to transfer from R.F.C. de Li\u00e8ge to USL Dunkerque when his contract finished, regardless of whether Dunkerque could afford to pay Li\u00e8ge the habitual transfer fees. The Court of Justice held \"the transfer rules constitute[d] an obstacle to free movement\" and were unlawful unless they could be justified in the public interest, but this was unlikely. In Groener v Minister for Education the Court of Justice accepted that a requirement to speak Gaelic to teach in a Dublin design college could be justified as part of the public policy of promoting the Irish language, but only if the measure was not disproportionate. By contrast in Angonese v Cassa di Risparmio di Bolzano SpA a bank in Bolzano, Italy, was not allowed to require Mr Angonese to have a bilingual certificate that could only be obtained in Bolzano. The Court of Justice, giving \"horizontal\" direct effect to TFEU article 45, reasoned that people from other countries would have little chance of acquiring the certificate, and because it was \"impossible to submit proof of the required linguistic knowledge by any other means\", the measure was disproportionate. Second, article 7(2) requires equal treatment in respect of tax. In Finanzamt K\u00f6ln Altstadt v Schumacker the Court of Justice held that it contravened TFEU art 45 to deny tax benefits (e.g. for married couples, and social insurance expense deductions) to a man who worked in Germany, but was resident in Belgium when other German residents got the benefits. By contrast in Weigel v Finanzlandesdirektion f\u00fcr Vorarlberg the Court of Justice rejected Mr Weigel's claim that a re-registration charge upon bringing his car to Austria violated his right to free movement. Although the tax was \"likely to have a negative bearing on the decision of migrant workers to exercise their right to freedom of movement\", because the charge applied equally to Austrians, in absence of EU legislation on the matter it had to be regarded as justified. Third, people must receive equal treatment regarding \"social advantages\", although the Court has approved residential qualifying periods. In Hendrix v Employee Insurance Institute the Court of Justice held that a Dutch national was not entitled to continue receiving incapacity benefits when he moved to Belgium, because the benefit was \"closely linked to the socio-economic situation\" of the Netherlands. Conversely, in Geven v Land Nordrhein-Westfalen the Court of Justice held that a Dutch woman living in the Netherlands, but working between 3 and 14 hours a week in Germany, did not have a right to receive German child benefits, even though the wife of a man who worked full-time in Germany but was resident in Austria could. The general justifications for limiting free movement in TFEU article 45(3) are \"public policy, public security or public health\", and there is also a general exception in article 45(4) for \"employment in the public service\".", "targets": "What language did the Court of Justice accept to be required to teach in a Dublin college in Groner v Minister for Education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829231f7efd74f2196fb28cecfc36528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Free Movement of Workers Regulation articles 1 to 7 set out the main provisions on equal treatment of workers. First, articles 1 to 4 generally require that workers can take up employment, conclude contracts, and not suffer discrimination compared to nationals of the member state. In a famous case, the Belgian Football Association v Bosman, a Belgian footballer named Jean-Marc Bosman claimed that he should be able to transfer from R.F.C. de Li\u00e8ge to USL Dunkerque when his contract finished, regardless of whether Dunkerque could afford to pay Li\u00e8ge the habitual transfer fees. The Court of Justice held \"the transfer rules constitute[d] an obstacle to free movement\" and were unlawful unless they could be justified in the public interest, but this was unlikely. In Groener v Minister for Education the Court of Justice accepted that a requirement to speak Gaelic to teach in a Dublin design college could be justified as part of the public policy of promoting the Irish language, but only if the measure was not disproportionate. By contrast in Angonese v Cassa di Risparmio di Bolzano SpA a bank in Bolzano, Italy, was not allowed to require Mr Angonese to have a bilingual certificate that could only be obtained in Bolzano. The Court of Justice, giving \"horizontal\" direct effect to TFEU article 45, reasoned that people from other countries would have little chance of acquiring the certificate, and because it was \"impossible to submit proof of the required linguistic knowledge by any other means\", the measure was disproportionate. Second, article 7(2) requires equal treatment in respect of tax. In Finanzamt K\u00f6ln Altstadt v Schumacker the Court of Justice held that it contravened TFEU art 45 to deny tax benefits (e.g. for married couples, and social insurance expense deductions) to a man who worked in Germany, but was resident in Belgium when other German residents got the benefits. By contrast in Weigel v Finanzlandesdirektion f\u00fcr Vorarlberg the Court of Justice rejected Mr Weigel's claim that a re-registration charge upon bringing his car to Austria violated his right to free movement. Although the tax was \"likely to have a negative bearing on the decision of migrant workers to exercise their right to freedom of movement\", because the charge applied equally to Austrians, in absence of EU legislation on the matter it had to be regarded as justified. Third, people must receive equal treatment regarding \"social advantages\", although the Court has approved residential qualifying periods. In Hendrix v Employee Insurance Institute the Court of Justice held that a Dutch national was not entitled to continue receiving incapacity benefits when he moved to Belgium, because the benefit was \"closely linked to the socio-economic situation\" of the Netherlands. Conversely, in Geven v Land Nordrhein-Westfalen the Court of Justice held that a Dutch woman living in the Netherlands, but working between 3 and 14 hours a week in Germany, did not have a right to receive German child benefits, even though the wife of a man who worked full-time in Germany but was resident in Austria could. The general justifications for limiting free movement in TFEU article 45(3) are \"public policy, public security or public health\", and there is also a general exception in article 45(4) for \"employment in the public service\".", "targets": "In which case was a Dutch national not entitled to continue receiving benefits when he moved to Belgium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829231f7efd74f2196fb28cecfc36528", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Free Movement of Workers Regulation articles 1 to 7 set out the main provisions on equal treatment of workers. First, articles 1 to 4 generally require that workers can take up employment, conclude contracts, and not suffer discrimination compared to nationals of the member state. In a famous case, the Belgian Football Association v Bosman, a Belgian footballer named Jean-Marc Bosman claimed that he should be able to transfer from R.F.C. de Li\u00e8ge to USL Dunkerque when his contract finished, regardless of whether Dunkerque could afford to pay Li\u00e8ge the habitual transfer fees. The Court of Justice held \"the transfer rules constitute[d] an obstacle to free movement\" and were unlawful unless they could be justified in the public interest, but this was unlikely. In Groener v Minister for Education the Court of Justice accepted that a requirement to speak Gaelic to teach in a Dublin design college could be justified as part of the public policy of promoting the Irish language, but only if the measure was not disproportionate. By contrast in Angonese v Cassa di Risparmio di Bolzano SpA a bank in Bolzano, Italy, was not allowed to require Mr Angonese to have a bilingual certificate that could only be obtained in Bolzano. The Court of Justice, giving \"horizontal\" direct effect to TFEU article 45, reasoned that people from other countries would have little chance of acquiring the certificate, and because it was \"impossible to submit proof of the required linguistic knowledge by any other means\", the measure was disproportionate. Second, article 7(2) requires equal treatment in respect of tax. In Finanzamt K\u00f6ln Altstadt v Schumacker the Court of Justice held that it contravened TFEU art 45 to deny tax benefits (e.g. for married couples, and social insurance expense deductions) to a man who worked in Germany, but was resident in Belgium when other German residents got the benefits. By contrast in Weigel v Finanzlandesdirektion f\u00fcr Vorarlberg the Court of Justice rejected Mr Weigel's claim that a re-registration charge upon bringing his car to Austria violated his right to free movement. Although the tax was \"likely to have a negative bearing on the decision of migrant workers to exercise their right to freedom of movement\", because the charge applied equally to Austrians, in absence of EU legislation on the matter it had to be regarded as justified. Third, people must receive equal treatment regarding \"social advantages\", although the Court has approved residential qualifying periods. In Hendrix v Employee Insurance Institute the Court of Justice held that a Dutch national was not entitled to continue receiving incapacity benefits when he moved to Belgium, because the benefit was \"closely linked to the socio-economic situation\" of the Netherlands. Conversely, in Geven v Land Nordrhein-Westfalen the Court of Justice held that a Dutch woman living in the Netherlands, but working between 3 and 14 hours a week in Germany, did not have a right to receive German child benefits, even though the wife of a man who worked full-time in Germany but was resident in Austria could. The general justifications for limiting free movement in TFEU article 45(3) are \"public policy, public security or public health\", and there is also a general exception in article 45(4) for \"employment in the public service\".", "targets": "In the case Geven v Land Nordrhein-Westfalen, how many hours was the Dutch woman in question working in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e893c6a4e9541fc8c6ffc74cfe40956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, in Renaissance Italy, a new period in the history of translation had opened in Florence with the arrival, at the court of Cosimo de' Medici, of the Byzantine scholar Georgius Gemistus Pletho shortly before the fall of Constantinople to the Turks (1453). A Latin translation of Plato's works was undertaken by Marsilio Ficino. This and Erasmus' Latin edition of the New Testament led to a new attitude to translation. For the first time, readers demanded rigor of rendering, as philosophical and religious beliefs depended on the exact words of Plato, Aristotle and Jesus.", "targets": "Whose court did Pletho arrive in and begin a new period of translation in Renaissance Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e893c6a4e9541fc8c6ffc74cfe40956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, in Renaissance Italy, a new period in the history of translation had opened in Florence with the arrival, at the court of Cosimo de' Medici, of the Byzantine scholar Georgius Gemistus Pletho shortly before the fall of Constantinople to the Turks (1453). A Latin translation of Plato's works was undertaken by Marsilio Ficino. This and Erasmus' Latin edition of the New Testament led to a new attitude to translation. For the first time, readers demanded rigor of rendering, as philosophical and religious beliefs depended on the exact words of Plato, Aristotle and Jesus.", "targets": "What title did Georgius Gemistus Pletho carry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e893c6a4e9541fc8c6ffc74cfe40956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, in Renaissance Italy, a new period in the history of translation had opened in Florence with the arrival, at the court of Cosimo de' Medici, of the Byzantine scholar Georgius Gemistus Pletho shortly before the fall of Constantinople to the Turks (1453). A Latin translation of Plato's works was undertaken by Marsilio Ficino. This and Erasmus' Latin edition of the New Testament led to a new attitude to translation. For the first time, readers demanded rigor of rendering, as philosophical and religious beliefs depended on the exact words of Plato, Aristotle and Jesus.", "targets": "When did Constantinople fall to the Turks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e893c6a4e9541fc8c6ffc74cfe40956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, in Renaissance Italy, a new period in the history of translation had opened in Florence with the arrival, at the court of Cosimo de' Medici, of the Byzantine scholar Georgius Gemistus Pletho shortly before the fall of Constantinople to the Turks (1453). A Latin translation of Plato's works was undertaken by Marsilio Ficino. This and Erasmus' Latin edition of the New Testament led to a new attitude to translation. For the first time, readers demanded rigor of rendering, as philosophical and religious beliefs depended on the exact words of Plato, Aristotle and Jesus.", "targets": "Who undertook translating Plato's works to Latin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e893c6a4e9541fc8c6ffc74cfe40956", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, in Renaissance Italy, a new period in the history of translation had opened in Florence with the arrival, at the court of Cosimo de' Medici, of the Byzantine scholar Georgius Gemistus Pletho shortly before the fall of Constantinople to the Turks (1453). A Latin translation of Plato's works was undertaken by Marsilio Ficino. This and Erasmus' Latin edition of the New Testament led to a new attitude to translation. For the first time, readers demanded rigor of rendering, as philosophical and religious beliefs depended on the exact words of Plato, Aristotle and Jesus.", "targets": "What did religious beliefs depend upon when it came to Plato, Aristotle and Jesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a886eec70d8441498173abc07a5349ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beer contains ethyl alcohol, the same chemical that is present in wine and distilled spirits and as such, beer consumption has short-term psychological and physiological effects on the user. Different concentrations of alcohol in the human body have different effects on a person. The effects of alcohol depend on the amount an individual has drunk, the percentage of alcohol in the beer and the timespan that the consumption took place, the amount of food eaten and whether an individual has taken other prescription, over-the-counter or street drugs, among other factors. Drinking enough to cause a blood alcohol concentration (BAC) of 0.03%-0.12% typically causes an overall improvement in mood and possible euphoria, increased self-confidence and sociability, decreased anxiety, a flushed, red appearance in the face and impaired judgment and fine muscle coordination. A BAC of 0.09% to 0.25% causes lethargy, sedation, balance problems and blurred vision. A BAC from 0.18% to 0.30% causes profound confusion, impaired speech (e.g., slurred speech), staggering, dizziness and vomiting. A BAC from 0.25% to 0.40% causes stupor, unconsciousness, anterograde amnesia, vomiting (death may occur due to inhalation of vomit (pulmonary aspiration) while unconscious and respiratory depression (potentially life-threatening). A BAC from 0.35% to 0.80% causes a coma (unconsciousness), life-threatening respiratory depression and possibly fatal alcohol poisoning. As with all alcoholic drinks, drinking while driving, operating an aircraft or heavy machinery increases the risk of an accident; many countries have penalties against drunk driving.", "targets": "What type of alcohol is found in beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a886eec70d8441498173abc07a5349ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beer contains ethyl alcohol, the same chemical that is present in wine and distilled spirits and as such, beer consumption has short-term psychological and physiological effects on the user. Different concentrations of alcohol in the human body have different effects on a person. The effects of alcohol depend on the amount an individual has drunk, the percentage of alcohol in the beer and the timespan that the consumption took place, the amount of food eaten and whether an individual has taken other prescription, over-the-counter or street drugs, among other factors. Drinking enough to cause a blood alcohol concentration (BAC) of 0.03%-0.12% typically causes an overall improvement in mood and possible euphoria, increased self-confidence and sociability, decreased anxiety, a flushed, red appearance in the face and impaired judgment and fine muscle coordination. A BAC of 0.09% to 0.25% causes lethargy, sedation, balance problems and blurred vision. A BAC from 0.18% to 0.30% causes profound confusion, impaired speech (e.g., slurred speech), staggering, dizziness and vomiting. A BAC from 0.25% to 0.40% causes stupor, unconsciousness, anterograde amnesia, vomiting (death may occur due to inhalation of vomit (pulmonary aspiration) while unconscious and respiratory depression (potentially life-threatening). A BAC from 0.35% to 0.80% causes a coma (unconsciousness), life-threatening respiratory depression and possibly fatal alcohol poisoning. As with all alcoholic drinks, drinking while driving, operating an aircraft or heavy machinery increases the risk of an accident; many countries have penalties against drunk driving.", "targets": "How is alcohol measured in the human body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a886eec70d8441498173abc07a5349ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beer contains ethyl alcohol, the same chemical that is present in wine and distilled spirits and as such, beer consumption has short-term psychological and physiological effects on the user. Different concentrations of alcohol in the human body have different effects on a person. The effects of alcohol depend on the amount an individual has drunk, the percentage of alcohol in the beer and the timespan that the consumption took place, the amount of food eaten and whether an individual has taken other prescription, over-the-counter or street drugs, among other factors. Drinking enough to cause a blood alcohol concentration (BAC) of 0.03%-0.12% typically causes an overall improvement in mood and possible euphoria, increased self-confidence and sociability, decreased anxiety, a flushed, red appearance in the face and impaired judgment and fine muscle coordination. A BAC of 0.09% to 0.25% causes lethargy, sedation, balance problems and blurred vision. A BAC from 0.18% to 0.30% causes profound confusion, impaired speech (e.g., slurred speech), staggering, dizziness and vomiting. A BAC from 0.25% to 0.40% causes stupor, unconsciousness, anterograde amnesia, vomiting (death may occur due to inhalation of vomit (pulmonary aspiration) while unconscious and respiratory depression (potentially life-threatening). A BAC from 0.35% to 0.80% causes a coma (unconsciousness), life-threatening respiratory depression and possibly fatal alcohol poisoning. As with all alcoholic drinks, drinking while driving, operating an aircraft or heavy machinery increases the risk of an accident; many countries have penalties against drunk driving.", "targets": "What type of alcohol is found in wine and distilled spirits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a886eec70d8441498173abc07a5349ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beer contains ethyl alcohol, the same chemical that is present in wine and distilled spirits and as such, beer consumption has short-term psychological and physiological effects on the user. Different concentrations of alcohol in the human body have different effects on a person. The effects of alcohol depend on the amount an individual has drunk, the percentage of alcohol in the beer and the timespan that the consumption took place, the amount of food eaten and whether an individual has taken other prescription, over-the-counter or street drugs, among other factors. Drinking enough to cause a blood alcohol concentration (BAC) of 0.03%-0.12% typically causes an overall improvement in mood and possible euphoria, increased self-confidence and sociability, decreased anxiety, a flushed, red appearance in the face and impaired judgment and fine muscle coordination. A BAC of 0.09% to 0.25% causes lethargy, sedation, balance problems and blurred vision. A BAC from 0.18% to 0.30% causes profound confusion, impaired speech (e.g., slurred speech), staggering, dizziness and vomiting. A BAC from 0.25% to 0.40% causes stupor, unconsciousness, anterograde amnesia, vomiting (death may occur due to inhalation of vomit (pulmonary aspiration) while unconscious and respiratory depression (potentially life-threatening). A BAC from 0.35% to 0.80% causes a coma (unconsciousness), life-threatening respiratory depression and possibly fatal alcohol poisoning. As with all alcoholic drinks, drinking while driving, operating an aircraft or heavy machinery increases the risk of an accident; many countries have penalties against drunk driving.", "targets": "What is it called when someone dies from inhaling vomit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a886eec70d8441498173abc07a5349ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beer contains ethyl alcohol, the same chemical that is present in wine and distilled spirits and as such, beer consumption has short-term psychological and physiological effects on the user. Different concentrations of alcohol in the human body have different effects on a person. The effects of alcohol depend on the amount an individual has drunk, the percentage of alcohol in the beer and the timespan that the consumption took place, the amount of food eaten and whether an individual has taken other prescription, over-the-counter or street drugs, among other factors. Drinking enough to cause a blood alcohol concentration (BAC) of 0.03%-0.12% typically causes an overall improvement in mood and possible euphoria, increased self-confidence and sociability, decreased anxiety, a flushed, red appearance in the face and impaired judgment and fine muscle coordination. A BAC of 0.09% to 0.25% causes lethargy, sedation, balance problems and blurred vision. A BAC from 0.18% to 0.30% causes profound confusion, impaired speech (e.g., slurred speech), staggering, dizziness and vomiting. A BAC from 0.25% to 0.40% causes stupor, unconsciousness, anterograde amnesia, vomiting (death may occur due to inhalation of vomit (pulmonary aspiration) while unconscious and respiratory depression (potentially life-threatening). A BAC from 0.35% to 0.80% causes a coma (unconsciousness), life-threatening respiratory depression and possibly fatal alcohol poisoning. As with all alcoholic drinks, drinking while driving, operating an aircraft or heavy machinery increases the risk of an accident; many countries have penalties against drunk driving.", "targets": "What could be caused by a 0.80% Blood alcohol content in a human?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d185e795be243cb9ad99e6649e95d51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its early years of existence, the smooth jazz format was considered to be a form of AC, although it was mainly instrumental, and related a stronger resemblance to the soft AC-styled music. For many years, artists like George Benson, Kenny G and Dave Koz had crossover hits that were played on both smooth jazz and soft AC stations.", "targets": "What radio station format was sometimes regarded as a type of adult contemporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d185e795be243cb9ad99e6649e95d51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its early years of existence, the smooth jazz format was considered to be a form of AC, although it was mainly instrumental, and related a stronger resemblance to the soft AC-styled music. For many years, artists like George Benson, Kenny G and Dave Koz had crossover hits that were played on both smooth jazz and soft AC stations.", "targets": "What type of music was predominantly played on smooth jazz stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d185e795be243cb9ad99e6649e95d51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its early years of existence, the smooth jazz format was considered to be a form of AC, although it was mainly instrumental, and related a stronger resemblance to the soft AC-styled music. For many years, artists like George Benson, Kenny G and Dave Koz had crossover hits that were played on both smooth jazz and soft AC stations.", "targets": "Along with Kenny G and Dave Koz, what artist was featured on smooth jazz stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d185e795be243cb9ad99e6649e95d51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its early years of existence, the smooth jazz format was considered to be a form of AC, although it was mainly instrumental, and related a stronger resemblance to the soft AC-styled music. For many years, artists like George Benson, Kenny G and Dave Koz had crossover hits that were played on both smooth jazz and soft AC stations.", "targets": "What other format of station were smooth jazz artists sometimes featured on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23e88859c74e420392ba920bc78d7fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bursting of the U.S. (United States) housing bubble, which peaked in 2004, caused the values of securities tied to U.S. real estate pricing to plummet, damaging financial institutions globally. The financial crisis was triggered by a complex interplay of policies that encouraged home ownership, providing easier access to loans for subprime borrowers, overvaluation of bundled subprime mortgages based on the theory that housing prices would continue to escalate, questionable trading practices on behalf of both buyers and sellers, compensation structures that prioritize short-term deal flow over long-term value creation, and a lack of adequate capital holdings from banks and insurance companies to back the financial commitments they were making. Questions regarding bank solvency, declines in credit availability and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during 2008 and early 2009. Economies worldwide slowed during this period, as credit tightened and international trade declined. Governments and central banks responded with unprecedented fiscal stimulus, monetary policy expansion and institutional bailouts. In the U.S., Congress passed the American Recovery and Reinvestment Act of 2009.", "targets": "What year did the U.S. housing bubble peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23e88859c74e420392ba920bc78d7fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bursting of the U.S. (United States) housing bubble, which peaked in 2004, caused the values of securities tied to U.S. real estate pricing to plummet, damaging financial institutions globally. The financial crisis was triggered by a complex interplay of policies that encouraged home ownership, providing easier access to loans for subprime borrowers, overvaluation of bundled subprime mortgages based on the theory that housing prices would continue to escalate, questionable trading practices on behalf of both buyers and sellers, compensation structures that prioritize short-term deal flow over long-term value creation, and a lack of adequate capital holdings from banks and insurance companies to back the financial commitments they were making. Questions regarding bank solvency, declines in credit availability and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during 2008 and early 2009. Economies worldwide slowed during this period, as credit tightened and international trade declined. Governments and central banks responded with unprecedented fiscal stimulus, monetary policy expansion and institutional bailouts. In the U.S., Congress passed the American Recovery and Reinvestment Act of 2009.", "targets": "What year did Congress pass the American Recover and Reinvestment Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23e88859c74e420392ba920bc78d7fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bursting of the U.S. (United States) housing bubble, which peaked in 2004, caused the values of securities tied to U.S. real estate pricing to plummet, damaging financial institutions globally. The financial crisis was triggered by a complex interplay of policies that encouraged home ownership, providing easier access to loans for subprime borrowers, overvaluation of bundled subprime mortgages based on the theory that housing prices would continue to escalate, questionable trading practices on behalf of both buyers and sellers, compensation structures that prioritize short-term deal flow over long-term value creation, and a lack of adequate capital holdings from banks and insurance companies to back the financial commitments they were making. Questions regarding bank solvency, declines in credit availability and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during 2008 and early 2009. Economies worldwide slowed during this period, as credit tightened and international trade declined. Governments and central banks responded with unprecedented fiscal stimulus, monetary policy expansion and institutional bailouts. In the U.S., Congress passed the American Recovery and Reinvestment Act of 2009.", "targets": "Overvaluation of bundled subprime mortgages was based on the theory that housing prices would continue to do this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23e88859c74e420392ba920bc78d7fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bursting of the U.S. (United States) housing bubble, which peaked in 2004, caused the values of securities tied to U.S. real estate pricing to plummet, damaging financial institutions globally. The financial crisis was triggered by a complex interplay of policies that encouraged home ownership, providing easier access to loans for subprime borrowers, overvaluation of bundled subprime mortgages based on the theory that housing prices would continue to escalate, questionable trading practices on behalf of both buyers and sellers, compensation structures that prioritize short-term deal flow over long-term value creation, and a lack of adequate capital holdings from banks and insurance companies to back the financial commitments they were making. Questions regarding bank solvency, declines in credit availability and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during 2008 and early 2009. Economies worldwide slowed during this period, as credit tightened and international trade declined. Governments and central banks responded with unprecedented fiscal stimulus, monetary policy expansion and institutional bailouts. In the U.S., Congress passed the American Recovery and Reinvestment Act of 2009.", "targets": "One of the causes of the financial crisis was easier access to loans by this type borrower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23e88859c74e420392ba920bc78d7fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bursting of the U.S. (United States) housing bubble, which peaked in 2004, caused the values of securities tied to U.S. real estate pricing to plummet, damaging financial institutions globally. The financial crisis was triggered by a complex interplay of policies that encouraged home ownership, providing easier access to loans for subprime borrowers, overvaluation of bundled subprime mortgages based on the theory that housing prices would continue to escalate, questionable trading practices on behalf of both buyers and sellers, compensation structures that prioritize short-term deal flow over long-term value creation, and a lack of adequate capital holdings from banks and insurance companies to back the financial commitments they were making. Questions regarding bank solvency, declines in credit availability and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during 2008 and early 2009. Economies worldwide slowed during this period, as credit tightened and international trade declined. Governments and central banks responded with unprecedented fiscal stimulus, monetary policy expansion and institutional bailouts. In the U.S., Congress passed the American Recovery and Reinvestment Act of 2009.", "targets": "In 2007, banks and insurance companies did not have adequate holdings of which type to back their financial commitments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654ec9f05ac74c1f89a628f7bec74cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \u015a\u0101tav\u0101hana Empire was a royal Indian dynasty based from Amaravati in Andhra Pradesh as well as Junnar (Pune) and Prathisthan (Paithan) in Maharashtra. The territory of the empire covered much of India from 230 BCE onward. S\u0101tav\u0101hanas started out as feudatories to the Mauryan dynasty, but declared independence with its decline. They are known for their patronage of Hinduism and Buddhism which resulted in Buddhist monuments from Ellora (a UNESCO World Heritage Site) to Amaravati. The S\u0101tav\u0101hanas were one of the first Indian states to issue coins struck with their rulers embossed. They formed a cultural bridge and played a vital role in trade as well as the transfer of ideas and culture to and from the Indo-Gangetic Plain to the southern tip of India. They had to compete with the Shunga Empire and then the Kanva dynasty of Magadha to establish their rule. Later, they played a crucial role to protect a huge part of India against foreign invaders like the Sakas, Yavanas and Pahlavas. In particular their struggles with the Western Kshatrapas went on for a long time. The notable rulers of the Satavahana Dynasty Gautamiputra Satakarni and Sri Yajna S\u0101takarni were able to defeat the foreign invaders like the Western Kshatrapas and to stop their expansion. In the 3rd century CE the empire was split into smaller states.", "targets": "What empire covered most of India from 230 BCE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654ec9f05ac74c1f89a628f7bec74cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \u015a\u0101tav\u0101hana Empire was a royal Indian dynasty based from Amaravati in Andhra Pradesh as well as Junnar (Pune) and Prathisthan (Paithan) in Maharashtra. The territory of the empire covered much of India from 230 BCE onward. S\u0101tav\u0101hanas started out as feudatories to the Mauryan dynasty, but declared independence with its decline. They are known for their patronage of Hinduism and Buddhism which resulted in Buddhist monuments from Ellora (a UNESCO World Heritage Site) to Amaravati. The S\u0101tav\u0101hanas were one of the first Indian states to issue coins struck with their rulers embossed. They formed a cultural bridge and played a vital role in trade as well as the transfer of ideas and culture to and from the Indo-Gangetic Plain to the southern tip of India. They had to compete with the Shunga Empire and then the Kanva dynasty of Magadha to establish their rule. Later, they played a crucial role to protect a huge part of India against foreign invaders like the Sakas, Yavanas and Pahlavas. In particular their struggles with the Western Kshatrapas went on for a long time. The notable rulers of the Satavahana Dynasty Gautamiputra Satakarni and Sri Yajna S\u0101takarni were able to defeat the foreign invaders like the Western Kshatrapas and to stop their expansion. In the 3rd century CE the empire was split into smaller states.", "targets": "Of what were the Satavahanas patrons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654ec9f05ac74c1f89a628f7bec74cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \u015a\u0101tav\u0101hana Empire was a royal Indian dynasty based from Amaravati in Andhra Pradesh as well as Junnar (Pune) and Prathisthan (Paithan) in Maharashtra. The territory of the empire covered much of India from 230 BCE onward. S\u0101tav\u0101hanas started out as feudatories to the Mauryan dynasty, but declared independence with its decline. They are known for their patronage of Hinduism and Buddhism which resulted in Buddhist monuments from Ellora (a UNESCO World Heritage Site) to Amaravati. The S\u0101tav\u0101hanas were one of the first Indian states to issue coins struck with their rulers embossed. They formed a cultural bridge and played a vital role in trade as well as the transfer of ideas and culture to and from the Indo-Gangetic Plain to the southern tip of India. They had to compete with the Shunga Empire and then the Kanva dynasty of Magadha to establish their rule. Later, they played a crucial role to protect a huge part of India against foreign invaders like the Sakas, Yavanas and Pahlavas. In particular their struggles with the Western Kshatrapas went on for a long time. The notable rulers of the Satavahana Dynasty Gautamiputra Satakarni and Sri Yajna S\u0101takarni were able to defeat the foreign invaders like the Western Kshatrapas and to stop their expansion. In the 3rd century CE the empire was split into smaller states.", "targets": "What did the Satavahanas issue embossed with their king's head?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654ec9f05ac74c1f89a628f7bec74cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \u015a\u0101tav\u0101hana Empire was a royal Indian dynasty based from Amaravati in Andhra Pradesh as well as Junnar (Pune) and Prathisthan (Paithan) in Maharashtra. The territory of the empire covered much of India from 230 BCE onward. S\u0101tav\u0101hanas started out as feudatories to the Mauryan dynasty, but declared independence with its decline. They are known for their patronage of Hinduism and Buddhism which resulted in Buddhist monuments from Ellora (a UNESCO World Heritage Site) to Amaravati. The S\u0101tav\u0101hanas were one of the first Indian states to issue coins struck with their rulers embossed. They formed a cultural bridge and played a vital role in trade as well as the transfer of ideas and culture to and from the Indo-Gangetic Plain to the southern tip of India. They had to compete with the Shunga Empire and then the Kanva dynasty of Magadha to establish their rule. Later, they played a crucial role to protect a huge part of India against foreign invaders like the Sakas, Yavanas and Pahlavas. In particular their struggles with the Western Kshatrapas went on for a long time. The notable rulers of the Satavahana Dynasty Gautamiputra Satakarni and Sri Yajna S\u0101takarni were able to defeat the foreign invaders like the Western Kshatrapas and to stop their expansion. In the 3rd century CE the empire was split into smaller states.", "targets": "When was the Satavahana Empire divided into smaller states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654ec9f05ac74c1f89a628f7bec74cab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \u015a\u0101tav\u0101hana Empire was a royal Indian dynasty based from Amaravati in Andhra Pradesh as well as Junnar (Pune) and Prathisthan (Paithan) in Maharashtra. The territory of the empire covered much of India from 230 BCE onward. S\u0101tav\u0101hanas started out as feudatories to the Mauryan dynasty, but declared independence with its decline. They are known for their patronage of Hinduism and Buddhism which resulted in Buddhist monuments from Ellora (a UNESCO World Heritage Site) to Amaravati. The S\u0101tav\u0101hanas were one of the first Indian states to issue coins struck with their rulers embossed. They formed a cultural bridge and played a vital role in trade as well as the transfer of ideas and culture to and from the Indo-Gangetic Plain to the southern tip of India. They had to compete with the Shunga Empire and then the Kanva dynasty of Magadha to establish their rule. Later, they played a crucial role to protect a huge part of India against foreign invaders like the Sakas, Yavanas and Pahlavas. In particular their struggles with the Western Kshatrapas went on for a long time. The notable rulers of the Satavahana Dynasty Gautamiputra Satakarni and Sri Yajna S\u0101takarni were able to defeat the foreign invaders like the Western Kshatrapas and to stop their expansion. In the 3rd century CE the empire was split into smaller states.", "targets": "From what did the Satavahana Empire protect much of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f31793e771c54a11ad0084f39e1e95fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GDP of Thuringia is below the national average, in line with the other former East German Lands. Until 2004, Thuringia was one of the weakest regions within the European Union. The accession of several new countries, the crisis in southern Europe and the sustained economic growth in Germany since 2005 has brought the Thuringian GDP close to the EU average since then. The high economic subsidies granted by the federal government and the EU after 1990 are being reduced gradually and will end around 2020.", "targets": "Where is the GDP of Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f31793e771c54a11ad0084f39e1e95fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GDP of Thuringia is below the national average, in line with the other former East German Lands. Until 2004, Thuringia was one of the weakest regions within the European Union. The accession of several new countries, the crisis in southern Europe and the sustained economic growth in Germany since 2005 has brought the Thuringian GDP close to the EU average since then. The high economic subsidies granted by the federal government and the EU after 1990 are being reduced gradually and will end around 2020.", "targets": "For how long was Thuringia one of the weakest regions in the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f31793e771c54a11ad0084f39e1e95fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GDP of Thuringia is below the national average, in line with the other former East German Lands. Until 2004, Thuringia was one of the weakest regions within the European Union. The accession of several new countries, the crisis in southern Europe and the sustained economic growth in Germany since 2005 has brought the Thuringian GDP close to the EU average since then. The high economic subsidies granted by the federal government and the EU after 1990 are being reduced gradually and will end around 2020.", "targets": "What has helped to improve Thuringia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f31793e771c54a11ad0084f39e1e95fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The GDP of Thuringia is below the national average, in line with the other former East German Lands. Until 2004, Thuringia was one of the weakest regions within the European Union. The accession of several new countries, the crisis in southern Europe and the sustained economic growth in Germany since 2005 has brought the Thuringian GDP close to the EU average since then. The high economic subsidies granted by the federal government and the EU after 1990 are being reduced gradually and will end around 2020.", "targets": "When will government subsidies to Thuringia end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42dc6ec6c93549339883a03a85aac338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Diwan of Umar, assigning annuities to all Arabs and to the Muslim soldiers of other races, underwent a change in the hands of the Umayyads. The Umayyads meddled with the register and the recipients regarded pensions as the subsistence allowance even without being in active service. Hisham reformed it and paid only to those who participated in battle. On the pattern of the Byzantine system the Umayyads reformed their army organization in general and divided it into five corps: the centre, two wings, vanguards and rearguards, following the same formation while on march or on a battle field. Marwan II (740\u201350) abandoned the old division and introduced Kurdus (cohort), a small compact body. The Umayyad troops were divided into three divisions: infantry, cavalry and artillery. Arab troops were dressed and armed in Greek fashion. The Umayyad cavalry used plain and round saddles. The artillery used arradah (ballista), manjaniq (the mangonel) and dabbabah or kabsh (the battering ram). The heavy engines, siege machines and baggage were carried on camels behind the army.", "targets": "What is the meaning of the term Kurdus in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42dc6ec6c93549339883a03a85aac338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Diwan of Umar, assigning annuities to all Arabs and to the Muslim soldiers of other races, underwent a change in the hands of the Umayyads. The Umayyads meddled with the register and the recipients regarded pensions as the subsistence allowance even without being in active service. Hisham reformed it and paid only to those who participated in battle. On the pattern of the Byzantine system the Umayyads reformed their army organization in general and divided it into five corps: the centre, two wings, vanguards and rearguards, following the same formation while on march or on a battle field. Marwan II (740\u201350) abandoned the old division and introduced Kurdus (cohort), a small compact body. The Umayyad troops were divided into three divisions: infantry, cavalry and artillery. Arab troops were dressed and armed in Greek fashion. The Umayyad cavalry used plain and round saddles. The artillery used arradah (ballista), manjaniq (the mangonel) and dabbabah or kabsh (the battering ram). The heavy engines, siege machines and baggage were carried on camels behind the army.", "targets": "What caliph reigned from 740 to 750?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42dc6ec6c93549339883a03a85aac338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Diwan of Umar, assigning annuities to all Arabs and to the Muslim soldiers of other races, underwent a change in the hands of the Umayyads. The Umayyads meddled with the register and the recipients regarded pensions as the subsistence allowance even without being in active service. Hisham reformed it and paid only to those who participated in battle. On the pattern of the Byzantine system the Umayyads reformed their army organization in general and divided it into five corps: the centre, two wings, vanguards and rearguards, following the same formation while on march or on a battle field. Marwan II (740\u201350) abandoned the old division and introduced Kurdus (cohort), a small compact body. The Umayyad troops were divided into three divisions: infantry, cavalry and artillery. Arab troops were dressed and armed in Greek fashion. The Umayyad cavalry used plain and round saddles. The artillery used arradah (ballista), manjaniq (the mangonel) and dabbabah or kabsh (the battering ram). The heavy engines, siege machines and baggage were carried on camels behind the army.", "targets": "What did the Umayyads call the mangonel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42dc6ec6c93549339883a03a85aac338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Diwan of Umar, assigning annuities to all Arabs and to the Muslim soldiers of other races, underwent a change in the hands of the Umayyads. The Umayyads meddled with the register and the recipients regarded pensions as the subsistence allowance even without being in active service. Hisham reformed it and paid only to those who participated in battle. On the pattern of the Byzantine system the Umayyads reformed their army organization in general and divided it into five corps: the centre, two wings, vanguards and rearguards, following the same formation while on march or on a battle field. Marwan II (740\u201350) abandoned the old division and introduced Kurdus (cohort), a small compact body. The Umayyad troops were divided into three divisions: infantry, cavalry and artillery. Arab troops were dressed and armed in Greek fashion. The Umayyad cavalry used plain and round saddles. The artillery used arradah (ballista), manjaniq (the mangonel) and dabbabah or kabsh (the battering ram). The heavy engines, siege machines and baggage were carried on camels behind the army.", "targets": "What style of dress did Arab troops wear under Marwan II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42dc6ec6c93549339883a03a85aac338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Diwan of Umar, assigning annuities to all Arabs and to the Muslim soldiers of other races, underwent a change in the hands of the Umayyads. The Umayyads meddled with the register and the recipients regarded pensions as the subsistence allowance even without being in active service. Hisham reformed it and paid only to those who participated in battle. On the pattern of the Byzantine system the Umayyads reformed their army organization in general and divided it into five corps: the centre, two wings, vanguards and rearguards, following the same formation while on march or on a battle field. Marwan II (740\u201350) abandoned the old division and introduced Kurdus (cohort), a small compact body. The Umayyad troops were divided into three divisions: infantry, cavalry and artillery. Arab troops were dressed and armed in Greek fashion. The Umayyad cavalry used plain and round saddles. The artillery used arradah (ballista), manjaniq (the mangonel) and dabbabah or kabsh (the battering ram). The heavy engines, siege machines and baggage were carried on camels behind the army.", "targets": "Along with artillery and infantry, what was the third division of Umayyad troops under Marwan II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "Dead animals that died as a result of natural causes or non-fatal injuries are called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "Why are species can be difficult to classify because they?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "What are plants that eat both living species and consume sunlight for energy called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "What are organisms called that show carnivory and herbivory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "What can make classification of predators problematic when using a food pyramid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "Why would carnivourous plants be difficult to classify into a food pyramid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f977f85b7f408c8a88453453758551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many organisms (of which humans are prime examples) eat from multiple levels of the food chain and, thus, make this classification problematic. A carnivore may eat both secondary and tertiary consumers, and its prey may itself be difficult to classify for similar reasons. Organisms showing both carnivory and herbivory are known as omnivores. Even herbivores such as the giant panda may supplement their diet with meat. Scavenging of carrion provides a significant part of the diet of some of the most fearsome predators. Carnivorous plants would be very difficult to fit into this classification, producing their own food but also digesting anything that they may trap. Organisms that eat detritivores or parasites would also be difficult to classify by such a scheme.", "targets": "Would it be easy or difficult to classify organims that eat parasites in a food pyramid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "Who in medieval Europe obtained the sole rights to hunt in certain areas of a feudal territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What was game in the  areas used by the upper class used as a source of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What legends show the importance of the proprietary view of game as held by the nobles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What is one of the primary charges against the outlaws in the legend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "Who in medieval Europe obtained the sole rights to hunt in certain areas of a feudal territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What did Anglophone settles take gloried pride in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What was game in the  areas used by the upper class used as a source of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What legends show the importance of the proprietary view of game as held by the nobles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What is one of the primary charges against the outlaws in the legend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What did Anglophone settles take gloried pride in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "In medieval Europe who obtained sole rights to hunt in certain areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "What was the game in feudal territory was used as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "Who provided the game obtained in feudal territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "The importance of can be seen in what legends?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb34033b65054f6da15d19ce79fdfe84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most parts of medieval Europe, the upper class obtained the sole rights to hunt in certain areas of a feudal territory. Game in these areas was used as a source of food and furs, often provided via professional huntsmen, but it was also expected to provide a form of recreation for the aristocracy. The importance of this proprietary view of game can be seen in the Robin Hood legends, in which one of the primary charges against the outlaws is that they \"hunt the King's deer\". In contrast, settlers in Anglophone colonies gloried democratically in hunting for all.", "targets": "Who did Anglophone colonies democratically glorify hunting for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea09ffc2f6b4bd1ac6ffaeca4b091ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of the newline, Unicode introduced U+2028 LINE SEPARATOR and U+2029 PARAGRAPH SEPARATOR. This was an attempt to provide a Unicode solution to encoding paragraphs and lines semantically, potentially replacing all of the various platform solutions. In doing so, Unicode does provide a way around the historical platform dependent solutions. Nonetheless, few if any Unicode solutions have adopted these Unicode line and paragraph separators as the sole canonical line ending characters. However, a common approach to solving this issue is through newline normalization. This is achieved with the Cocoa text system in Mac OS X and also with W3C XML and HTML recommendations. In this approach every possible newline character is converted internally to a common newline (which one does not really matter since it is an internal operation just for rendering). In other words, the text system can correctly treat the character as a newline, regardless of the input's actual encoding.", "targets": "What is the code for separating lines? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea09ffc2f6b4bd1ac6ffaeca4b091ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of the newline, Unicode introduced U+2028 LINE SEPARATOR and U+2029 PARAGRAPH SEPARATOR. This was an attempt to provide a Unicode solution to encoding paragraphs and lines semantically, potentially replacing all of the various platform solutions. In doing so, Unicode does provide a way around the historical platform dependent solutions. Nonetheless, few if any Unicode solutions have adopted these Unicode line and paragraph separators as the sole canonical line ending characters. However, a common approach to solving this issue is through newline normalization. This is achieved with the Cocoa text system in Mac OS X and also with W3C XML and HTML recommendations. In this approach every possible newline character is converted internally to a common newline (which one does not really matter since it is an internal operation just for rendering). In other words, the text system can correctly treat the character as a newline, regardless of the input's actual encoding.", "targets": "What is the code for separating paragraphs? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea09ffc2f6b4bd1ac6ffaeca4b091ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of the newline, Unicode introduced U+2028 LINE SEPARATOR and U+2029 PARAGRAPH SEPARATOR. This was an attempt to provide a Unicode solution to encoding paragraphs and lines semantically, potentially replacing all of the various platform solutions. In doing so, Unicode does provide a way around the historical platform dependent solutions. Nonetheless, few if any Unicode solutions have adopted these Unicode line and paragraph separators as the sole canonical line ending characters. However, a common approach to solving this issue is through newline normalization. This is achieved with the Cocoa text system in Mac OS X and also with W3C XML and HTML recommendations. In this approach every possible newline character is converted internally to a common newline (which one does not really matter since it is an internal operation just for rendering). In other words, the text system can correctly treat the character as a newline, regardless of the input's actual encoding.", "targets": "How is newline normalization accomplished in Mac OS X? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea09ffc2f6b4bd1ac6ffaeca4b091ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of the newline, Unicode introduced U+2028 LINE SEPARATOR and U+2029 PARAGRAPH SEPARATOR. This was an attempt to provide a Unicode solution to encoding paragraphs and lines semantically, potentially replacing all of the various platform solutions. In doing so, Unicode does provide a way around the historical platform dependent solutions. Nonetheless, few if any Unicode solutions have adopted these Unicode line and paragraph separators as the sole canonical line ending characters. However, a common approach to solving this issue is through newline normalization. This is achieved with the Cocoa text system in Mac OS X and also with W3C XML and HTML recommendations. In this approach every possible newline character is converted internally to a common newline (which one does not really matter since it is an internal operation just for rendering). In other words, the text system can correctly treat the character as a newline, regardless of the input's actual encoding.", "targets": "How does the newliine normallization format work? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2e5c93fb46433b9fcc6ebdf51a20b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo staff members reported that demo users complained about the difficulty of the control scheme. Aonuma realized that his team had implemented Wii controls under the mindset of \"forcing\" users to adapt, instead of making the system intuitive and easy to use. He began rethinking the controls with Miyamoto to focus on comfort and ease.[q] The camera movement was reworked and item controls were changed to avoid accidental button presses.[r] In addition, the new item system required use of the button that had previously been used for the sword. To solve this, sword controls were transferred back to gestures\u2014something E3 attendees had commented they would like to see. This reintroduced the problem of using a right-handed swing to control a left-handed sword attack. The team did not have enough time before release to rework Link's character model, so they instead flipped the entire game\u2014everything was made a mirror image.[s] Link was now right-handed, and references to \"east\" and \"west\" were switched around. The GameCube version, however, was left with the original orientation. The Twilight Princess player's guide focuses on the Wii version, but has a section in the back with mirror-image maps for GameCube users.[t]", "targets": "What did early users find hard to use about the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2e5c93fb46433b9fcc6ebdf51a20b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo staff members reported that demo users complained about the difficulty of the control scheme. Aonuma realized that his team had implemented Wii controls under the mindset of \"forcing\" users to adapt, instead of making the system intuitive and easy to use. He began rethinking the controls with Miyamoto to focus on comfort and ease.[q] The camera movement was reworked and item controls were changed to avoid accidental button presses.[r] In addition, the new item system required use of the button that had previously been used for the sword. To solve this, sword controls were transferred back to gestures\u2014something E3 attendees had commented they would like to see. This reintroduced the problem of using a right-handed swing to control a left-handed sword attack. The team did not have enough time before release to rework Link's character model, so they instead flipped the entire game\u2014everything was made a mirror image.[s] Link was now right-handed, and references to \"east\" and \"west\" were switched around. The GameCube version, however, was left with the original orientation. The Twilight Princess player's guide focuses on the Wii version, but has a section in the back with mirror-image maps for GameCube users.[t]", "targets": "Using items in the game took over the controls used for what weapon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2e5c93fb46433b9fcc6ebdf51a20b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo staff members reported that demo users complained about the difficulty of the control scheme. Aonuma realized that his team had implemented Wii controls under the mindset of \"forcing\" users to adapt, instead of making the system intuitive and easy to use. He began rethinking the controls with Miyamoto to focus on comfort and ease.[q] The camera movement was reworked and item controls were changed to avoid accidental button presses.[r] In addition, the new item system required use of the button that had previously been used for the sword. To solve this, sword controls were transferred back to gestures\u2014something E3 attendees had commented they would like to see. This reintroduced the problem of using a right-handed swing to control a left-handed sword attack. The team did not have enough time before release to rework Link's character model, so they instead flipped the entire game\u2014everything was made a mirror image.[s] Link was now right-handed, and references to \"east\" and \"west\" were switched around. The GameCube version, however, was left with the original orientation. The Twilight Princess player's guide focuses on the Wii version, but has a section in the back with mirror-image maps for GameCube users.[t]", "targets": "Who wanted gestures implemented for sword control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2e5c93fb46433b9fcc6ebdf51a20b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo staff members reported that demo users complained about the difficulty of the control scheme. Aonuma realized that his team had implemented Wii controls under the mindset of \"forcing\" users to adapt, instead of making the system intuitive and easy to use. He began rethinking the controls with Miyamoto to focus on comfort and ease.[q] The camera movement was reworked and item controls were changed to avoid accidental button presses.[r] In addition, the new item system required use of the button that had previously been used for the sword. To solve this, sword controls were transferred back to gestures\u2014something E3 attendees had commented they would like to see. This reintroduced the problem of using a right-handed swing to control a left-handed sword attack. The team did not have enough time before release to rework Link's character model, so they instead flipped the entire game\u2014everything was made a mirror image.[s] Link was now right-handed, and references to \"east\" and \"west\" were switched around. The GameCube version, however, was left with the original orientation. The Twilight Princess player's guide focuses on the Wii version, but has a section in the back with mirror-image maps for GameCube users.[t]", "targets": "When Twilight Princess was finally released for Wii, in what hand did Link wield his sword?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2e5c93fb46433b9fcc6ebdf51a20b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo staff members reported that demo users complained about the difficulty of the control scheme. Aonuma realized that his team had implemented Wii controls under the mindset of \"forcing\" users to adapt, instead of making the system intuitive and easy to use. He began rethinking the controls with Miyamoto to focus on comfort and ease.[q] The camera movement was reworked and item controls were changed to avoid accidental button presses.[r] In addition, the new item system required use of the button that had previously been used for the sword. To solve this, sword controls were transferred back to gestures\u2014something E3 attendees had commented they would like to see. This reintroduced the problem of using a right-handed swing to control a left-handed sword attack. The team did not have enough time before release to rework Link's character model, so they instead flipped the entire game\u2014everything was made a mirror image.[s] Link was now right-handed, and references to \"east\" and \"west\" were switched around. The GameCube version, however, was left with the original orientation. The Twilight Princess player's guide focuses on the Wii version, but has a section in the back with mirror-image maps for GameCube users.[t]", "targets": "What features did Aonuma work to improve after the demo complaints?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2296cb393e9945278859d9ebb7507d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1886, Woolwich munitions workers founded the club as Dial Square. In 1913, the club crossed the city to Arsenal Stadium in Highbury. They became Tottenham Hotspur's nearest club, commencing the North London derby. In 2006, they moved to the Emirates Stadium in nearby Holloway. Arsenal earned \u20ac435.5m in 2014\u201315, with the Emirates Stadium generating the highest revenue in world football. Based on social media activity from 2014\u201315, Arsenal's fanbase is the fifth largest in the world. Forbes estimates the club was worth $1.3 billion in 2015.", "targets": "What was the original name of the Arsenal team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2296cb393e9945278859d9ebb7507d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1886, Woolwich munitions workers founded the club as Dial Square. In 1913, the club crossed the city to Arsenal Stadium in Highbury. They became Tottenham Hotspur's nearest club, commencing the North London derby. In 2006, they moved to the Emirates Stadium in nearby Holloway. Arsenal earned \u20ac435.5m in 2014\u201315, with the Emirates Stadium generating the highest revenue in world football. Based on social media activity from 2014\u201315, Arsenal's fanbase is the fifth largest in the world. Forbes estimates the club was worth $1.3 billion in 2015.", "targets": "When was Arsenal originally formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2296cb393e9945278859d9ebb7507d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1886, Woolwich munitions workers founded the club as Dial Square. In 1913, the club crossed the city to Arsenal Stadium in Highbury. They became Tottenham Hotspur's nearest club, commencing the North London derby. In 2006, they moved to the Emirates Stadium in nearby Holloway. Arsenal earned \u20ac435.5m in 2014\u201315, with the Emirates Stadium generating the highest revenue in world football. Based on social media activity from 2014\u201315, Arsenal's fanbase is the fifth largest in the world. Forbes estimates the club was worth $1.3 billion in 2015.", "targets": "When did Arsenal become based in Highbury?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2296cb393e9945278859d9ebb7507d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1886, Woolwich munitions workers founded the club as Dial Square. In 1913, the club crossed the city to Arsenal Stadium in Highbury. They became Tottenham Hotspur's nearest club, commencing the North London derby. In 2006, they moved to the Emirates Stadium in nearby Holloway. Arsenal earned \u20ac435.5m in 2014\u201315, with the Emirates Stadium generating the highest revenue in world football. Based on social media activity from 2014\u201315, Arsenal's fanbase is the fifth largest in the world. Forbes estimates the club was worth $1.3 billion in 2015.", "targets": "In what year did Arsenal move to Holloway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2296cb393e9945278859d9ebb7507d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1886, Woolwich munitions workers founded the club as Dial Square. In 1913, the club crossed the city to Arsenal Stadium in Highbury. They became Tottenham Hotspur's nearest club, commencing the North London derby. In 2006, they moved to the Emirates Stadium in nearby Holloway. Arsenal earned \u20ac435.5m in 2014\u201315, with the Emirates Stadium generating the highest revenue in world football. Based on social media activity from 2014\u201315, Arsenal's fanbase is the fifth largest in the world. Forbes estimates the club was worth $1.3 billion in 2015.", "targets": "How does Forbe's believe the Arsenal club was worth in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1381d020ffa471e976cc97eae3c8209", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary humanism entails a qualified optimism about the capacity of people, but it does not involve believing that human nature is purely good or that all people can live up to the Humanist ideals without help. If anything, there is recognition that living up to one's potential is hard work and requires the help of others. The ultimate goal is human flourishing; making life better for all humans, and as the most conscious species, also promoting concern for the welfare of other sentient beings and the planet as a whole. The focus is on doing good and living well in the here and now, and leaving the world a better place for those who come after. In 1925, the English mathematician and philosopher Alfred North Whitehead cautioned: \"The prophecy of Francis Bacon has now been fulfilled; and man, who at times dreamt of himself as a little lower than the angels, has submitted to become the servant and the minister of nature. It still remains to be seen whether the same actor can play both parts\".", "targets": "What is contemporary humanism optimistic about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1381d020ffa471e976cc97eae3c8209", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary humanism entails a qualified optimism about the capacity of people, but it does not involve believing that human nature is purely good or that all people can live up to the Humanist ideals without help. If anything, there is recognition that living up to one's potential is hard work and requires the help of others. The ultimate goal is human flourishing; making life better for all humans, and as the most conscious species, also promoting concern for the welfare of other sentient beings and the planet as a whole. The focus is on doing good and living well in the here and now, and leaving the world a better place for those who come after. In 1925, the English mathematician and philosopher Alfred North Whitehead cautioned: \"The prophecy of Francis Bacon has now been fulfilled; and man, who at times dreamt of himself as a little lower than the angels, has submitted to become the servant and the minister of nature. It still remains to be seen whether the same actor can play both parts\".", "targets": "What is the main goal of humanism optimistic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1381d020ffa471e976cc97eae3c8209", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary humanism entails a qualified optimism about the capacity of people, but it does not involve believing that human nature is purely good or that all people can live up to the Humanist ideals without help. If anything, there is recognition that living up to one's potential is hard work and requires the help of others. The ultimate goal is human flourishing; making life better for all humans, and as the most conscious species, also promoting concern for the welfare of other sentient beings and the planet as a whole. The focus is on doing good and living well in the here and now, and leaving the world a better place for those who come after. In 1925, the English mathematician and philosopher Alfred North Whitehead cautioned: \"The prophecy of Francis Bacon has now been fulfilled; and man, who at times dreamt of himself as a little lower than the angels, has submitted to become the servant and the minister of nature. It still remains to be seen whether the same actor can play both parts\".", "targets": "What is human flourishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1381d020ffa471e976cc97eae3c8209", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary humanism entails a qualified optimism about the capacity of people, but it does not involve believing that human nature is purely good or that all people can live up to the Humanist ideals without help. If anything, there is recognition that living up to one's potential is hard work and requires the help of others. The ultimate goal is human flourishing; making life better for all humans, and as the most conscious species, also promoting concern for the welfare of other sentient beings and the planet as a whole. The focus is on doing good and living well in the here and now, and leaving the world a better place for those who come after. In 1925, the English mathematician and philosopher Alfred North Whitehead cautioned: \"The prophecy of Francis Bacon has now been fulfilled; and man, who at times dreamt of himself as a little lower than the angels, has submitted to become the servant and the minister of nature. It still remains to be seen whether the same actor can play both parts\".", "targets": "What doesnt conetemporary humanism  believe about human nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "In what geographical region of the United States is New York City located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "In what geographical region of New York state is New York City located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "New York City is about half the distance between Washington DC and what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "New York City is adjacent to what ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "What river is New York City located on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "New York City is at the base of which American river?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "The Hudson River flows into which body of water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac6d8b71eb74425ebdb16bd3887a14bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City is situated in the Northeastern United States, in southeastern New York State, approximately halfway between Washington, D.C. and Boston. The location at the mouth of the Hudson River, which feeds into a naturally sheltered harbor and then into the Atlantic Ocean, has helped the city grow in significance as a trading port. Most of New York City is built on the three islands of Long Island, Manhattan, and Staten Island.", "targets": "The three islands that make up New York city are named what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c41b4e6dbd46afaad60d1a22748f89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early important political response to the opening of hostilities was the convening of the Albany Congress in June and July, 1754. The goal of the congress was to formalize a unified front in trade and negotiations with various Indians, since allegiance of the various tribes and nations was seen to be pivotal in the success in the war that was unfolding. The plan that the delegates agreed to was never ratified by the colonial legislatures nor approved of by the crown. Nevertheless, the format of the congress and many specifics of the plan became the prototype for confederation during the War of Independence.", "targets": "What political response was convening in June/July 1754?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c41b4e6dbd46afaad60d1a22748f89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early important political response to the opening of hostilities was the convening of the Albany Congress in June and July, 1754. The goal of the congress was to formalize a unified front in trade and negotiations with various Indians, since allegiance of the various tribes and nations was seen to be pivotal in the success in the war that was unfolding. The plan that the delegates agreed to was never ratified by the colonial legislatures nor approved of by the crown. Nevertheless, the format of the congress and many specifics of the plan became the prototype for confederation during the War of Independence.", "targets": "What was the goal of congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c41b4e6dbd46afaad60d1a22748f89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early important political response to the opening of hostilities was the convening of the Albany Congress in June and July, 1754. The goal of the congress was to formalize a unified front in trade and negotiations with various Indians, since allegiance of the various tribes and nations was seen to be pivotal in the success in the war that was unfolding. The plan that the delegates agreed to was never ratified by the colonial legislatures nor approved of by the crown. Nevertheless, the format of the congress and many specifics of the plan became the prototype for confederation during the War of Independence.", "targets": "Was the plan formalized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9c41b4e6dbd46afaad60d1a22748f89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early important political response to the opening of hostilities was the convening of the Albany Congress in June and July, 1754. The goal of the congress was to formalize a unified front in trade and negotiations with various Indians, since allegiance of the various tribes and nations was seen to be pivotal in the success in the war that was unfolding. The plan that the delegates agreed to was never ratified by the colonial legislatures nor approved of by the crown. Nevertheless, the format of the congress and many specifics of the plan became the prototype for confederation during the War of Independence.", "targets": "What was the importance of the congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24770a7afa194c198dccaeb4745c32db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, a new type of blue LED was demonstrated by Cree that consumes 24 mW at 20 milliamperes (mA). This produced a commercially packaged white light giving 65 lm/W at 20 mA, becoming the brightest white LED commercially available at the time, and more than four times as efficient as standard incandescents. In 2006, they demonstrated a prototype with a record white LED luminous efficacy of 131 lm/W at 20 mA. Nichia Corporation has developed a white LED with luminous efficacy of 150 lm/W at a forward current of 20 mA. Cree's XLamp XM-L LEDs, commercially available in 2011, produce 100 lm/W at their full power of 10 W, and up to 160 lm/W at around 2 W input power. In 2012, Cree announced a white LED giving 254 lm/W, and 303 lm/W in March 2014. Practical general lighting needs high-power LEDs, of one watt or more. Typical operating currents for such devices begin at 350 mA.", "targets": "In what year was a new type of blue LED produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24770a7afa194c198dccaeb4745c32db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, a new type of blue LED was demonstrated by Cree that consumes 24 mW at 20 milliamperes (mA). This produced a commercially packaged white light giving 65 lm/W at 20 mA, becoming the brightest white LED commercially available at the time, and more than four times as efficient as standard incandescents. In 2006, they demonstrated a prototype with a record white LED luminous efficacy of 131 lm/W at 20 mA. Nichia Corporation has developed a white LED with luminous efficacy of 150 lm/W at a forward current of 20 mA. Cree's XLamp XM-L LEDs, commercially available in 2011, produce 100 lm/W at their full power of 10 W, and up to 160 lm/W at around 2 W input power. In 2012, Cree announced a white LED giving 254 lm/W, and 303 lm/W in March 2014. Practical general lighting needs high-power LEDs, of one watt or more. Typical operating currents for such devices begin at 350 mA.", "targets": "Who demonstrated in 2003 the new type of blue LED?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24770a7afa194c198dccaeb4745c32db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, a new type of blue LED was demonstrated by Cree that consumes 24 mW at 20 milliamperes (mA). This produced a commercially packaged white light giving 65 lm/W at 20 mA, becoming the brightest white LED commercially available at the time, and more than four times as efficient as standard incandescents. In 2006, they demonstrated a prototype with a record white LED luminous efficacy of 131 lm/W at 20 mA. Nichia Corporation has developed a white LED with luminous efficacy of 150 lm/W at a forward current of 20 mA. Cree's XLamp XM-L LEDs, commercially available in 2011, produce 100 lm/W at their full power of 10 W, and up to 160 lm/W at around 2 W input power. In 2012, Cree announced a white LED giving 254 lm/W, and 303 lm/W in March 2014. Practical general lighting needs high-power LEDs, of one watt or more. Typical operating currents for such devices begin at 350 mA.", "targets": "How much more efficient as standard incandescents was the white LED commercially available in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24770a7afa194c198dccaeb4745c32db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, a new type of blue LED was demonstrated by Cree that consumes 24 mW at 20 milliamperes (mA). This produced a commercially packaged white light giving 65 lm/W at 20 mA, becoming the brightest white LED commercially available at the time, and more than four times as efficient as standard incandescents. In 2006, they demonstrated a prototype with a record white LED luminous efficacy of 131 lm/W at 20 mA. Nichia Corporation has developed a white LED with luminous efficacy of 150 lm/W at a forward current of 20 mA. Cree's XLamp XM-L LEDs, commercially available in 2011, produce 100 lm/W at their full power of 10 W, and up to 160 lm/W at around 2 W input power. In 2012, Cree announced a white LED giving 254 lm/W, and 303 lm/W in March 2014. Practical general lighting needs high-power LEDs, of one watt or more. Typical operating currents for such devices begin at 350 mA.", "targets": "What is the typical operating current for high-power LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c62cbf6f06b4083bebb07c7cd107f25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is also considered a \"hot spot\" for dance music, Freestyle, a style of dance music popular in the 80's and 90's heavily influenced by Electro, hip-hop, and disco. Many popular Freestyle acts such as Pretty Tony, Debbie Deb, Stevie B, and Expos\u00e9, originated in Miami. Indie/folk acts Cat Power and Iron & Wine are based in the city, while alternative hip hop artist Sage Francis, electro artist Uffie, and the electroclash duo Avenue D were born in Miami, but musically based elsewhere. Also, ska punk band Against All Authority is from Miami, and rock/metal bands Nonpoint and Marilyn Manson each formed in neighboring Fort Lauderdale. Cuban American female recording artist, Ana Cristina, was born in Miami in 1985.", "targets": "Along with Electro and disco, what genre of music influenced Freestyle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c62cbf6f06b4083bebb07c7cd107f25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is also considered a \"hot spot\" for dance music, Freestyle, a style of dance music popular in the 80's and 90's heavily influenced by Electro, hip-hop, and disco. Many popular Freestyle acts such as Pretty Tony, Debbie Deb, Stevie B, and Expos\u00e9, originated in Miami. Indie/folk acts Cat Power and Iron & Wine are based in the city, while alternative hip hop artist Sage Francis, electro artist Uffie, and the electroclash duo Avenue D were born in Miami, but musically based elsewhere. Also, ska punk band Against All Authority is from Miami, and rock/metal bands Nonpoint and Marilyn Manson each formed in neighboring Fort Lauderdale. Cuban American female recording artist, Ana Cristina, was born in Miami in 1985.", "targets": "What genre of music does Uffie perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c62cbf6f06b4083bebb07c7cd107f25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is also considered a \"hot spot\" for dance music, Freestyle, a style of dance music popular in the 80's and 90's heavily influenced by Electro, hip-hop, and disco. Many popular Freestyle acts such as Pretty Tony, Debbie Deb, Stevie B, and Expos\u00e9, originated in Miami. Indie/folk acts Cat Power and Iron & Wine are based in the city, while alternative hip hop artist Sage Francis, electro artist Uffie, and the electroclash duo Avenue D were born in Miami, but musically based elsewhere. Also, ska punk band Against All Authority is from Miami, and rock/metal bands Nonpoint and Marilyn Manson each formed in neighboring Fort Lauderdale. Cuban American female recording artist, Ana Cristina, was born in Miami in 1985.", "targets": "Where did the band Nonpoint form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c62cbf6f06b4083bebb07c7cd107f25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is also considered a \"hot spot\" for dance music, Freestyle, a style of dance music popular in the 80's and 90's heavily influenced by Electro, hip-hop, and disco. Many popular Freestyle acts such as Pretty Tony, Debbie Deb, Stevie B, and Expos\u00e9, originated in Miami. Indie/folk acts Cat Power and Iron & Wine are based in the city, while alternative hip hop artist Sage Francis, electro artist Uffie, and the electroclash duo Avenue D were born in Miami, but musically based elsewhere. Also, ska punk band Against All Authority is from Miami, and rock/metal bands Nonpoint and Marilyn Manson each formed in neighboring Fort Lauderdale. Cuban American female recording artist, Ana Cristina, was born in Miami in 1985.", "targets": "What is Ana Cristina's ethnicity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c62cbf6f06b4083bebb07c7cd107f25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is also considered a \"hot spot\" for dance music, Freestyle, a style of dance music popular in the 80's and 90's heavily influenced by Electro, hip-hop, and disco. Many popular Freestyle acts such as Pretty Tony, Debbie Deb, Stevie B, and Expos\u00e9, originated in Miami. Indie/folk acts Cat Power and Iron & Wine are based in the city, while alternative hip hop artist Sage Francis, electro artist Uffie, and the electroclash duo Avenue D were born in Miami, but musically based elsewhere. Also, ska punk band Against All Authority is from Miami, and rock/metal bands Nonpoint and Marilyn Manson each formed in neighboring Fort Lauderdale. Cuban American female recording artist, Ana Cristina, was born in Miami in 1985.", "targets": "Along with Cat Power, what indie/folk musician is based in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98147ad27cc7420b80f3a2c3c38b7cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note: Besides ethnic groups, Slavs often identify themselves with the local geographical region in which they live. Some of the major regional South Slavic groups include: Zagorci in northern Croatia, Istrijani in westernmost Croatia, Dalmatinci in southern Croatia, Boduli in Adriatic islands, Vlaji in hinterland of Dalmatia, Slavonci in eastern Croatia, Bosanci in Bosnia, Hercegovci in Herzegovina, Kraji\u0161nici in western Bosnia, but is more commonly used to refer to the Serbs of Croatia, most of whom are descendants of the Grenzers, and continued to live in the area which made up the Military Frontier until the Croatian war of independence, Semberci in northeast Bosnia, Srbijanci in Serbia proper, \u0160umadinci in central Serbia, Vojvo\u0111ani in northern Serbia, Sremci in Syrmia, Ba\u010dvani in northwest Vojvodina, Bana\u0107ani in Banat, Sand\u017eaklije (Muslims in Serbia/Montenegro border), Kosovci in Kosovo, Bokelji in southwest Montenegro, Trakiytsi in Upper Thracian Lowlands, Dobrudzhantsi in north-east Bulgarian region, Balkandzhii in Central Balkan Mountains, Miziytsi in north Bulgarian region, Warmiaks and Masurians in north-east Polish regions Warmia and Mazuria, Pirintsi in Blagoevgrad Province, Ruptsi in the Rhodopes etc.", "targets": "Serbs of Croatia are mostly descendants of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98147ad27cc7420b80f3a2c3c38b7cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note: Besides ethnic groups, Slavs often identify themselves with the local geographical region in which they live. Some of the major regional South Slavic groups include: Zagorci in northern Croatia, Istrijani in westernmost Croatia, Dalmatinci in southern Croatia, Boduli in Adriatic islands, Vlaji in hinterland of Dalmatia, Slavonci in eastern Croatia, Bosanci in Bosnia, Hercegovci in Herzegovina, Kraji\u0161nici in western Bosnia, but is more commonly used to refer to the Serbs of Croatia, most of whom are descendants of the Grenzers, and continued to live in the area which made up the Military Frontier until the Croatian war of independence, Semberci in northeast Bosnia, Srbijanci in Serbia proper, \u0160umadinci in central Serbia, Vojvo\u0111ani in northern Serbia, Sremci in Syrmia, Ba\u010dvani in northwest Vojvodina, Bana\u0107ani in Banat, Sand\u017eaklije (Muslims in Serbia/Montenegro border), Kosovci in Kosovo, Bokelji in southwest Montenegro, Trakiytsi in Upper Thracian Lowlands, Dobrudzhantsi in north-east Bulgarian region, Balkandzhii in Central Balkan Mountains, Miziytsi in north Bulgarian region, Warmiaks and Masurians in north-east Polish regions Warmia and Mazuria, Pirintsi in Blagoevgrad Province, Ruptsi in the Rhodopes etc.", "targets": "Where are Zagorci located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98147ad27cc7420b80f3a2c3c38b7cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note: Besides ethnic groups, Slavs often identify themselves with the local geographical region in which they live. Some of the major regional South Slavic groups include: Zagorci in northern Croatia, Istrijani in westernmost Croatia, Dalmatinci in southern Croatia, Boduli in Adriatic islands, Vlaji in hinterland of Dalmatia, Slavonci in eastern Croatia, Bosanci in Bosnia, Hercegovci in Herzegovina, Kraji\u0161nici in western Bosnia, but is more commonly used to refer to the Serbs of Croatia, most of whom are descendants of the Grenzers, and continued to live in the area which made up the Military Frontier until the Croatian war of independence, Semberci in northeast Bosnia, Srbijanci in Serbia proper, \u0160umadinci in central Serbia, Vojvo\u0111ani in northern Serbia, Sremci in Syrmia, Ba\u010dvani in northwest Vojvodina, Bana\u0107ani in Banat, Sand\u017eaklije (Muslims in Serbia/Montenegro border), Kosovci in Kosovo, Bokelji in southwest Montenegro, Trakiytsi in Upper Thracian Lowlands, Dobrudzhantsi in north-east Bulgarian region, Balkandzhii in Central Balkan Mountains, Miziytsi in north Bulgarian region, Warmiaks and Masurians in north-east Polish regions Warmia and Mazuria, Pirintsi in Blagoevgrad Province, Ruptsi in the Rhodopes etc.", "targets": "Where are Istrijani located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98147ad27cc7420b80f3a2c3c38b7cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note: Besides ethnic groups, Slavs often identify themselves with the local geographical region in which they live. Some of the major regional South Slavic groups include: Zagorci in northern Croatia, Istrijani in westernmost Croatia, Dalmatinci in southern Croatia, Boduli in Adriatic islands, Vlaji in hinterland of Dalmatia, Slavonci in eastern Croatia, Bosanci in Bosnia, Hercegovci in Herzegovina, Kraji\u0161nici in western Bosnia, but is more commonly used to refer to the Serbs of Croatia, most of whom are descendants of the Grenzers, and continued to live in the area which made up the Military Frontier until the Croatian war of independence, Semberci in northeast Bosnia, Srbijanci in Serbia proper, \u0160umadinci in central Serbia, Vojvo\u0111ani in northern Serbia, Sremci in Syrmia, Ba\u010dvani in northwest Vojvodina, Bana\u0107ani in Banat, Sand\u017eaklije (Muslims in Serbia/Montenegro border), Kosovci in Kosovo, Bokelji in southwest Montenegro, Trakiytsi in Upper Thracian Lowlands, Dobrudzhantsi in north-east Bulgarian region, Balkandzhii in Central Balkan Mountains, Miziytsi in north Bulgarian region, Warmiaks and Masurians in north-east Polish regions Warmia and Mazuria, Pirintsi in Blagoevgrad Province, Ruptsi in the Rhodopes etc.", "targets": "Where are Boduli located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98147ad27cc7420b80f3a2c3c38b7cc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Note: Besides ethnic groups, Slavs often identify themselves with the local geographical region in which they live. Some of the major regional South Slavic groups include: Zagorci in northern Croatia, Istrijani in westernmost Croatia, Dalmatinci in southern Croatia, Boduli in Adriatic islands, Vlaji in hinterland of Dalmatia, Slavonci in eastern Croatia, Bosanci in Bosnia, Hercegovci in Herzegovina, Kraji\u0161nici in western Bosnia, but is more commonly used to refer to the Serbs of Croatia, most of whom are descendants of the Grenzers, and continued to live in the area which made up the Military Frontier until the Croatian war of independence, Semberci in northeast Bosnia, Srbijanci in Serbia proper, \u0160umadinci in central Serbia, Vojvo\u0111ani in northern Serbia, Sremci in Syrmia, Ba\u010dvani in northwest Vojvodina, Bana\u0107ani in Banat, Sand\u017eaklije (Muslims in Serbia/Montenegro border), Kosovci in Kosovo, Bokelji in southwest Montenegro, Trakiytsi in Upper Thracian Lowlands, Dobrudzhantsi in north-east Bulgarian region, Balkandzhii in Central Balkan Mountains, Miziytsi in north Bulgarian region, Warmiaks and Masurians in north-east Polish regions Warmia and Mazuria, Pirintsi in Blagoevgrad Province, Ruptsi in the Rhodopes etc.", "targets": "Where are Vlaji located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c6cb92827eb4e44b21175a087911fec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, Pope Paul VI decreed in his motu proprio Ad Purpuratorum Patrum that patriarchs of the Eastern Catholic Churches who were named cardinals (i.e., patriarch cardinals) would also be part of the episcopal order, ranking after the six cardinal bishops of the suburbicarian sees (who had been relieved of direct responsibilities for those sees by Pope John XXIII three years earlier). Patriarch cardinals do not receive title of a suburbicarian see, and as such they cannot elect the dean or become dean. There are currently three Eastern Patriarchs who are cardinal bishops:", "targets": "Patriarch cardinals are not given what title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab6e5894dcc4565ac6c660d97b31cb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key component common to all CPUs is the program counter, a special memory cell (a register) that keeps track of which location in memory the next instruction is to be read from.", "targets": "A special memory cell of a CPU is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab6e5894dcc4565ac6c660d97b31cb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key component common to all CPUs is the program counter, a special memory cell (a register) that keeps track of which location in memory the next instruction is to be read from.", "targets": "A register of a CPU keeps track of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ab6e5894dcc4565ac6c660d97b31cb0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A key component common to all CPUs is the program counter, a special memory cell (a register) that keeps track of which location in memory the next instruction is to be read from.", "targets": "What is a component that all CPUs have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d91ee25f1a44d9b6fe6e85977e670a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to city government, numerous commissions and state authorities\u2014including the Massachusetts Department of Conservation and Recreation, the Boston Public Health Commission, the Massachusetts Water Resources Authority (MWRA), and the Massachusetts Port Authority (Massport)\u2014play a role in the life of Bostonians. As the capital of Massachusetts, Boston plays a major role in state politics.", "targets": "What is the capital of Massachusetts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d91ee25f1a44d9b6fe6e85977e670a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to city government, numerous commissions and state authorities\u2014including the Massachusetts Department of Conservation and Recreation, the Boston Public Health Commission, the Massachusetts Water Resources Authority (MWRA), and the Massachusetts Port Authority (Massport)\u2014play a role in the life of Bostonians. As the capital of Massachusetts, Boston plays a major role in state politics.", "targets": "As the state capital, Boston plays a large role in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d91ee25f1a44d9b6fe6e85977e670a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to city government, numerous commissions and state authorities\u2014including the Massachusetts Department of Conservation and Recreation, the Boston Public Health Commission, the Massachusetts Water Resources Authority (MWRA), and the Massachusetts Port Authority (Massport)\u2014play a role in the life of Bostonians. As the capital of Massachusetts, Boston plays a major role in state politics.", "targets": "What is the MWRA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0d91ee25f1a44d9b6fe6e85977e670a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to city government, numerous commissions and state authorities\u2014including the Massachusetts Department of Conservation and Recreation, the Boston Public Health Commission, the Massachusetts Water Resources Authority (MWRA), and the Massachusetts Port Authority (Massport)\u2014play a role in the life of Bostonians. As the capital of Massachusetts, Boston plays a major role in state politics.", "targets": "What is the name of the massachusetts port authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e254a0b172f74f94b2265566a7b7fb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GE (General Electric) Energy's renewable energy business has expanded greatly, to keep up with growing U.S. and global demand for clean energy. Since entering the renewable energy industry in 2002, GE has invested more than $850 million in renewable energy commercialization. In August 2008 it acquired Kelman Ltd, a Northern Ireland company specializing in advanced monitoring and diagnostics technologies for transformers used in renewable energy generation, and announced an expansion of its business in Northern Ireland in May 2010. In 2009, GE's renewable energy initiatives, which include solar power, wind power and GE Jenbacher gas engines using renewable and non-renewable methane-based gases, employ more than 4,900 people globally and have created more than 10,000 supporting jobs.", "targets": "In what year did GE enter the renewable energy industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e254a0b172f74f94b2265566a7b7fb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GE (General Electric) Energy's renewable energy business has expanded greatly, to keep up with growing U.S. and global demand for clean energy. Since entering the renewable energy industry in 2002, GE has invested more than $850 million in renewable energy commercialization. In August 2008 it acquired Kelman Ltd, a Northern Ireland company specializing in advanced monitoring and diagnostics technologies for transformers used in renewable energy generation, and announced an expansion of its business in Northern Ireland in May 2010. In 2009, GE's renewable energy initiatives, which include solar power, wind power and GE Jenbacher gas engines using renewable and non-renewable methane-based gases, employ more than 4,900 people globally and have created more than 10,000 supporting jobs.", "targets": "How much money has GE invested in renewable energy commercialization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e254a0b172f74f94b2265566a7b7fb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GE (General Electric) Energy's renewable energy business has expanded greatly, to keep up with growing U.S. and global demand for clean energy. Since entering the renewable energy industry in 2002, GE has invested more than $850 million in renewable energy commercialization. In August 2008 it acquired Kelman Ltd, a Northern Ireland company specializing in advanced monitoring and diagnostics technologies for transformers used in renewable energy generation, and announced an expansion of its business in Northern Ireland in May 2010. In 2009, GE's renewable energy initiatives, which include solar power, wind power and GE Jenbacher gas engines using renewable and non-renewable methane-based gases, employ more than 4,900 people globally and have created more than 10,000 supporting jobs.", "targets": "In what year did GE acquire Kelman Ltd.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e254a0b172f74f94b2265566a7b7fb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GE (General Electric) Energy's renewable energy business has expanded greatly, to keep up with growing U.S. and global demand for clean energy. Since entering the renewable energy industry in 2002, GE has invested more than $850 million in renewable energy commercialization. In August 2008 it acquired Kelman Ltd, a Northern Ireland company specializing in advanced monitoring and diagnostics technologies for transformers used in renewable energy generation, and announced an expansion of its business in Northern Ireland in May 2010. In 2009, GE's renewable energy initiatives, which include solar power, wind power and GE Jenbacher gas engines using renewable and non-renewable methane-based gases, employ more than 4,900 people globally and have created more than 10,000 supporting jobs.", "targets": "As of 2009, how many people did GE employ in its renewable energy initiatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e254a0b172f74f94b2265566a7b7fb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GE (General Electric) Energy's renewable energy business has expanded greatly, to keep up with growing U.S. and global demand for clean energy. Since entering the renewable energy industry in 2002, GE has invested more than $850 million in renewable energy commercialization. In August 2008 it acquired Kelman Ltd, a Northern Ireland company specializing in advanced monitoring and diagnostics technologies for transformers used in renewable energy generation, and announced an expansion of its business in Northern Ireland in May 2010. In 2009, GE's renewable energy initiatives, which include solar power, wind power and GE Jenbacher gas engines using renewable and non-renewable methane-based gases, employ more than 4,900 people globally and have created more than 10,000 supporting jobs.", "targets": "When did GE announce an expansion of its business in Northern Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3222acd9040f4001b4d7ff086aae8ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some indigenous peoples of the Americas were traditionally hunter-gatherers\u2014and many, especially in Amazonia, still are\u2014many groups practiced aquaculture and agriculture. The impact of their agricultural endowment to the world is a testament to their time and work in reshaping and cultivating the flora indigenous to the Americas. Although some societies depended heavily on agriculture, others practiced a mix of farming, hunting, and gathering. In some regions the indigenous peoples created monumental architecture, large-scale organized cities, chiefdoms, states, and empires.", "targets": "What were many of the indigenous people of the Americas traditionally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3222acd9040f4001b4d7ff086aae8ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some indigenous peoples of the Americas were traditionally hunter-gatherers\u2014and many, especially in Amazonia, still are\u2014many groups practiced aquaculture and agriculture. The impact of their agricultural endowment to the world is a testament to their time and work in reshaping and cultivating the flora indigenous to the Americas. Although some societies depended heavily on agriculture, others practiced a mix of farming, hunting, and gathering. In some regions the indigenous peoples created monumental architecture, large-scale organized cities, chiefdoms, states, and empires.", "targets": "What remains as a testament to the time and work the indigenous people spent cultivating the flora of the Americas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3222acd9040f4001b4d7ff086aae8ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some indigenous peoples of the Americas were traditionally hunter-gatherers\u2014and many, especially in Amazonia, still are\u2014many groups practiced aquaculture and agriculture. The impact of their agricultural endowment to the world is a testament to their time and work in reshaping and cultivating the flora indigenous to the Americas. Although some societies depended heavily on agriculture, others practiced a mix of farming, hunting, and gathering. In some regions the indigenous peoples created monumental architecture, large-scale organized cities, chiefdoms, states, and empires.", "targets": "What did many of the societies practice a mix of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3222acd9040f4001b4d7ff086aae8ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some indigenous peoples of the Americas were traditionally hunter-gatherers\u2014and many, especially in Amazonia, still are\u2014many groups practiced aquaculture and agriculture. The impact of their agricultural endowment to the world is a testament to their time and work in reshaping and cultivating the flora indigenous to the Americas. Although some societies depended heavily on agriculture, others practiced a mix of farming, hunting, and gathering. In some regions the indigenous peoples created monumental architecture, large-scale organized cities, chiefdoms, states, and empires.", "targets": "Large cities, chiefdoms, monuments and empires were just some of the things created by which peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3222acd9040f4001b4d7ff086aae8ec1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although some indigenous peoples of the Americas were traditionally hunter-gatherers\u2014and many, especially in Amazonia, still are\u2014many groups practiced aquaculture and agriculture. The impact of their agricultural endowment to the world is a testament to their time and work in reshaping and cultivating the flora indigenous to the Americas. Although some societies depended heavily on agriculture, others practiced a mix of farming, hunting, and gathering. In some regions the indigenous peoples created monumental architecture, large-scale organized cities, chiefdoms, states, and empires.", "targets": "What did many segments of the indigenous population also practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26d0ca778064c5a8e1fc5fd3b30c491", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical aspects of the Expo line route are noteworthy. It uses the right-of-way for the Santa Monica Air Line that provided electric-powered freight and passenger service between Los Angeles and Santa Monica beginning in the 1920s. Service was discontinued in 1953 but diesel-powered freight deliveries to warehouses along the route continued until March 11, 1988. The abandonment of the line spurred concerns within the community and the entire right-of-way was purchased from Southern Pacific by Los Angeles Metropolitan Transportation Authority. The line was built in 1875 as the steam-powered Los Angeles and Independence Railroad to bring mining ore to ships in Santa Monica harbor and as a passenger excursion train to the beach.", "targets": "Beginning in what decade did the Santa Monica  Expo Air Line host freight and passenger services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26d0ca778064c5a8e1fc5fd3b30c491", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical aspects of the Expo line route are noteworthy. It uses the right-of-way for the Santa Monica Air Line that provided electric-powered freight and passenger service between Los Angeles and Santa Monica beginning in the 1920s. Service was discontinued in 1953 but diesel-powered freight deliveries to warehouses along the route continued until March 11, 1988. The abandonment of the line spurred concerns within the community and the entire right-of-way was purchased from Southern Pacific by Los Angeles Metropolitan Transportation Authority. The line was built in 1875 as the steam-powered Los Angeles and Independence Railroad to bring mining ore to ships in Santa Monica harbor and as a passenger excursion train to the beach.", "targets": "What year did the Santa Monica freight and passenger service stop running?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26d0ca778064c5a8e1fc5fd3b30c491", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical aspects of the Expo line route are noteworthy. It uses the right-of-way for the Santa Monica Air Line that provided electric-powered freight and passenger service between Los Angeles and Santa Monica beginning in the 1920s. Service was discontinued in 1953 but diesel-powered freight deliveries to warehouses along the route continued until March 11, 1988. The abandonment of the line spurred concerns within the community and the entire right-of-way was purchased from Southern Pacific by Los Angeles Metropolitan Transportation Authority. The line was built in 1875 as the steam-powered Los Angeles and Independence Railroad to bring mining ore to ships in Santa Monica harbor and as a passenger excursion train to the beach.", "targets": "Diesel powered freight deliveries continued through what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26d0ca778064c5a8e1fc5fd3b30c491", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical aspects of the Expo line route are noteworthy. It uses the right-of-way for the Santa Monica Air Line that provided electric-powered freight and passenger service between Los Angeles and Santa Monica beginning in the 1920s. Service was discontinued in 1953 but diesel-powered freight deliveries to warehouses along the route continued until March 11, 1988. The abandonment of the line spurred concerns within the community and the entire right-of-way was purchased from Southern Pacific by Los Angeles Metropolitan Transportation Authority. The line was built in 1875 as the steam-powered Los Angeles and Independence Railroad to bring mining ore to ships in Santa Monica harbor and as a passenger excursion train to the beach.", "targets": "What was the result from the discontinuation of using the line for deliveries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a26d0ca778064c5a8e1fc5fd3b30c491", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historical aspects of the Expo line route are noteworthy. It uses the right-of-way for the Santa Monica Air Line that provided electric-powered freight and passenger service between Los Angeles and Santa Monica beginning in the 1920s. Service was discontinued in 1953 but diesel-powered freight deliveries to warehouses along the route continued until March 11, 1988. The abandonment of the line spurred concerns within the community and the entire right-of-way was purchased from Southern Pacific by Los Angeles Metropolitan Transportation Authority. The line was built in 1875 as the steam-powered Los Angeles and Independence Railroad to bring mining ore to ships in Santa Monica harbor and as a passenger excursion train to the beach.", "targets": "Who bought the Expo line from Southern Pacific?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2bc881417048ef9de75ad6c5cc6dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was the world's largest city from about 1831 to 1925. London's overcrowded conditions led to cholera epidemics, claiming 14,000 lives in 1848, and 6,000 in 1866. Rising traffic congestion led to the creation of the world's first local urban rail network. The Metropolitan Board of Works oversaw infrastructure expansion in the capital and some of the surrounding counties; it was abolished in 1889 when the London County Council was created out of those areas of the counties surrounding the capital. London was bombed by the Germans during the First World War while during the Second World War, the Blitz and other bombings by the German Luftwaffe, killed over 30,000 Londoners and destroyed large tracts of housing and other buildings across the city. Immediately after the war, the 1948 Summer Olympics were held at the original Wembley Stadium, at a time when London had barely recovered from the war.", "targets": "What was the primary cause of the cholera outbreak in 19th century London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2bc881417048ef9de75ad6c5cc6dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was the world's largest city from about 1831 to 1925. London's overcrowded conditions led to cholera epidemics, claiming 14,000 lives in 1848, and 6,000 in 1866. Rising traffic congestion led to the creation of the world's first local urban rail network. The Metropolitan Board of Works oversaw infrastructure expansion in the capital and some of the surrounding counties; it was abolished in 1889 when the London County Council was created out of those areas of the counties surrounding the capital. London was bombed by the Germans during the First World War while during the Second World War, the Blitz and other bombings by the German Luftwaffe, killed over 30,000 Londoners and destroyed large tracts of housing and other buildings across the city. Immediately after the war, the 1948 Summer Olympics were held at the original Wembley Stadium, at a time when London had barely recovered from the war.", "targets": "Who bombed London in both World War I and World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2bc881417048ef9de75ad6c5cc6dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was the world's largest city from about 1831 to 1925. London's overcrowded conditions led to cholera epidemics, claiming 14,000 lives in 1848, and 6,000 in 1866. Rising traffic congestion led to the creation of the world's first local urban rail network. The Metropolitan Board of Works oversaw infrastructure expansion in the capital and some of the surrounding counties; it was abolished in 1889 when the London County Council was created out of those areas of the counties surrounding the capital. London was bombed by the Germans during the First World War while during the Second World War, the Blitz and other bombings by the German Luftwaffe, killed over 30,000 Londoners and destroyed large tracts of housing and other buildings across the city. Immediately after the war, the 1948 Summer Olympics were held at the original Wembley Stadium, at a time when London had barely recovered from the war.", "targets": "When did London host its first Summer Olympics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2bc881417048ef9de75ad6c5cc6dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was the world's largest city from about 1831 to 1925. London's overcrowded conditions led to cholera epidemics, claiming 14,000 lives in 1848, and 6,000 in 1866. Rising traffic congestion led to the creation of the world's first local urban rail network. The Metropolitan Board of Works oversaw infrastructure expansion in the capital and some of the surrounding counties; it was abolished in 1889 when the London County Council was created out of those areas of the counties surrounding the capital. London was bombed by the Germans during the First World War while during the Second World War, the Blitz and other bombings by the German Luftwaffe, killed over 30,000 Londoners and destroyed large tracts of housing and other buildings across the city. Immediately after the war, the 1948 Summer Olympics were held at the original Wembley Stadium, at a time when London had barely recovered from the war.", "targets": "How many people died of cholera in London in 1848?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e2bc881417048ef9de75ad6c5cc6dad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was the world's largest city from about 1831 to 1925. London's overcrowded conditions led to cholera epidemics, claiming 14,000 lives in 1848, and 6,000 in 1866. Rising traffic congestion led to the creation of the world's first local urban rail network. The Metropolitan Board of Works oversaw infrastructure expansion in the capital and some of the surrounding counties; it was abolished in 1889 when the London County Council was created out of those areas of the counties surrounding the capital. London was bombed by the Germans during the First World War while during the Second World War, the Blitz and other bombings by the German Luftwaffe, killed over 30,000 Londoners and destroyed large tracts of housing and other buildings across the city. Immediately after the war, the 1948 Summer Olympics were held at the original Wembley Stadium, at a time when London had barely recovered from the war.", "targets": "Where did the 1948 Summer Olympics in London take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f72d8c24e2194aea8c7ee395fd5f7002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The parliamentary elections of 2005 aroused many accusations from opposition parties and international observers that President Emomalii Rahmon corruptly manipulates the election process and unemployment. The most recent elections, in February 2010, saw the ruling PDPT lose four seats in Parliament, yet still maintain a comfortable majority. The Organization for Security and Co-operation in Europe election observers said the 2010 polling \"failed to meet many key OSCE commitments\" and that \"these elections failed on many basic democratic standards.\" The government insisted that only minor violations had occurred, which would not affect the will of the Tajik people.", "targets": "What happened in the Feb 2010 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f72d8c24e2194aea8c7ee395fd5f7002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The parliamentary elections of 2005 aroused many accusations from opposition parties and international observers that President Emomalii Rahmon corruptly manipulates the election process and unemployment. The most recent elections, in February 2010, saw the ruling PDPT lose four seats in Parliament, yet still maintain a comfortable majority. The Organization for Security and Co-operation in Europe election observers said the 2010 polling \"failed to meet many key OSCE commitments\" and that \"these elections failed on many basic democratic standards.\" The government insisted that only minor violations had occurred, which would not affect the will of the Tajik people.", "targets": "Why were parties upset in the 2005 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f72d8c24e2194aea8c7ee395fd5f7002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The parliamentary elections of 2005 aroused many accusations from opposition parties and international observers that President Emomalii Rahmon corruptly manipulates the election process and unemployment. The most recent elections, in February 2010, saw the ruling PDPT lose four seats in Parliament, yet still maintain a comfortable majority. The Organization for Security and Co-operation in Europe election observers said the 2010 polling \"failed to meet many key OSCE commitments\" and that \"these elections failed on many basic democratic standards.\" The government insisted that only minor violations had occurred, which would not affect the will of the Tajik people.", "targets": "What did the OSCE say that Tajikistan did?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f72d8c24e2194aea8c7ee395fd5f7002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The parliamentary elections of 2005 aroused many accusations from opposition parties and international observers that President Emomalii Rahmon corruptly manipulates the election process and unemployment. The most recent elections, in February 2010, saw the ruling PDPT lose four seats in Parliament, yet still maintain a comfortable majority. The Organization for Security and Co-operation in Europe election observers said the 2010 polling \"failed to meet many key OSCE commitments\" and that \"these elections failed on many basic democratic standards.\" The government insisted that only minor violations had occurred, which would not affect the will of the Tajik people.", "targets": "What was the Tajikistan governments response?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a921d0745b834962a34cbe6817354f5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon being confirmed in 1966, she adopted Veronica as a confirmation name. She was raised in the Detroit suburbs of Pontiac and Avon Township (now Rochester Hills). Months before her mother died of breast cancer, Madonna noticed changes in her behavior and personality, although she did not understand the reason. Her mother was at a loss to explain her medical condition, and often began to cry when Madonna questioned her about it. Madonna later acknowledged that she had not grasped the concept of her mother dying.", "targets": "Which name did Madonna adopted as her confirmation name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a921d0745b834962a34cbe6817354f5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon being confirmed in 1966, she adopted Veronica as a confirmation name. She was raised in the Detroit suburbs of Pontiac and Avon Township (now Rochester Hills). Months before her mother died of breast cancer, Madonna noticed changes in her behavior and personality, although she did not understand the reason. Her mother was at a loss to explain her medical condition, and often began to cry when Madonna questioned her about it. Madonna later acknowledged that she had not grasped the concept of her mother dying.", "targets": "Which disease did her mother passed away from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a921d0745b834962a34cbe6817354f5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon being confirmed in 1966, she adopted Veronica as a confirmation name. She was raised in the Detroit suburbs of Pontiac and Avon Township (now Rochester Hills). Months before her mother died of breast cancer, Madonna noticed changes in her behavior and personality, although she did not understand the reason. Her mother was at a loss to explain her medical condition, and often began to cry when Madonna questioned her about it. Madonna later acknowledged that she had not grasped the concept of her mother dying.", "targets": "Where was Madonna raised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a921d0745b834962a34cbe6817354f5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon being confirmed in 1966, she adopted Veronica as a confirmation name. She was raised in the Detroit suburbs of Pontiac and Avon Township (now Rochester Hills). Months before her mother died of breast cancer, Madonna noticed changes in her behavior and personality, although she did not understand the reason. Her mother was at a loss to explain her medical condition, and often began to cry when Madonna questioned her about it. Madonna later acknowledged that she had not grasped the concept of her mother dying.", "targets": "What was Madonna's mother's reaction to her questioning about her illness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba03385933e46a78a500c25e443eed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London's defences were rapidly reorganised by General Pile, the Commander-in-Chief of Anti-Aircraft Command. The difference this made to the effectiveness of air defences is questionable. The British were still one-third below the establishment of heavy anti-aircraft artillery AAA (or ack-ack) in May 1941, with only 2,631 weapons available. Dowding had to rely on night fighters. From 1940 to 1941, the most successful night-fighter was the Boulton Paul Defiant; its four squadrons shot down more enemy aircraft than any other type. AA defences improved by better use of radar and searchlights. Over several months, the 20,000 shells spent per raider shot down in September 1940, was reduced to 4,087 in January 1941 and to 2,963 shells in February 1941.", "targets": "Who reorganised London's defences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba03385933e46a78a500c25e443eed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London's defences were rapidly reorganised by General Pile, the Commander-in-Chief of Anti-Aircraft Command. The difference this made to the effectiveness of air defences is questionable. The British were still one-third below the establishment of heavy anti-aircraft artillery AAA (or ack-ack) in May 1941, with only 2,631 weapons available. Dowding had to rely on night fighters. From 1940 to 1941, the most successful night-fighter was the Boulton Paul Defiant; its four squadrons shot down more enemy aircraft than any other type. AA defences improved by better use of radar and searchlights. Over several months, the 20,000 shells spent per raider shot down in September 1940, was reduced to 4,087 in January 1941 and to 2,963 shells in February 1941.", "targets": "The British were how far below the establishment of heavy anti-aircraft artillery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba03385933e46a78a500c25e443eed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London's defences were rapidly reorganised by General Pile, the Commander-in-Chief of Anti-Aircraft Command. The difference this made to the effectiveness of air defences is questionable. The British were still one-third below the establishment of heavy anti-aircraft artillery AAA (or ack-ack) in May 1941, with only 2,631 weapons available. Dowding had to rely on night fighters. From 1940 to 1941, the most successful night-fighter was the Boulton Paul Defiant; its four squadrons shot down more enemy aircraft than any other type. AA defences improved by better use of radar and searchlights. Over several months, the 20,000 shells spent per raider shot down in September 1940, was reduced to 4,087 in January 1941 and to 2,963 shells in February 1941.", "targets": "Who relied on night fighters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba03385933e46a78a500c25e443eed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London's defences were rapidly reorganised by General Pile, the Commander-in-Chief of Anti-Aircraft Command. The difference this made to the effectiveness of air defences is questionable. The British were still one-third below the establishment of heavy anti-aircraft artillery AAA (or ack-ack) in May 1941, with only 2,631 weapons available. Dowding had to rely on night fighters. From 1940 to 1941, the most successful night-fighter was the Boulton Paul Defiant; its four squadrons shot down more enemy aircraft than any other type. AA defences improved by better use of radar and searchlights. Over several months, the 20,000 shells spent per raider shot down in September 1940, was reduced to 4,087 in January 1941 and to 2,963 shells in February 1941.", "targets": "Who's four squadrons shot down more enemy aircraft than any other type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba03385933e46a78a500c25e443eed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London's defences were rapidly reorganised by General Pile, the Commander-in-Chief of Anti-Aircraft Command. The difference this made to the effectiveness of air defences is questionable. The British were still one-third below the establishment of heavy anti-aircraft artillery AAA (or ack-ack) in May 1941, with only 2,631 weapons available. Dowding had to rely on night fighters. From 1940 to 1941, the most successful night-fighter was the Boulton Paul Defiant; its four squadrons shot down more enemy aircraft than any other type. AA defences improved by better use of radar and searchlights. Over several months, the 20,000 shells spent per raider shot down in September 1940, was reduced to 4,087 in January 1941 and to 2,963 shells in February 1941.", "targets": "How were AA defenses improved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9863713f334a0685e04a62c7447a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its complete North American release, the Nintendo Entertainment System was progressively released over the ensuing years in four different bundles: the Deluxe Set, the Control Deck, the Action Set and the Power Set. The Deluxe Set, retailing at US$199.99 (equivalent to $475 in 2016), included R.O.B., a light gun called the NES Zapper, two controllers, and two Game Paks: Gyromite, and Duck Hunt. The Basic Set, retailing at US$89.99 with no game, and US$99.99 bundled with \"Super Mario Bros.\" The Action Set, retailing in 1988 for US$149.99, came with the Control Deck, two game controllers, an NES Zapper, and a dual Game Pak containing both Super Mario Bros. and Duck Hunt. In 1989, the Power Set included the console, two game controllers, a NES Zapper, a Power Pad, and a triple Game Pak containing Super Mario Bros, Duck Hunt, and World Class Track Meet. In 1990, a Sports Set bundle was released, including the console, an NES Satellite infrared wireless multitap adapter, four game controllers, and a dual Game Pak containing Super Spike V'Ball and Nintendo World Cup. Two more bundle packages were later released using the original model NES console. The Challenge Set of 1992 included the console, two controllers, and a Super Mario Bros. 3 Game Pak for a retail price of US$89.99. The Basic Set, first released in 1987, was repackaged for a retail US$89.99. It included only the console and two controllers, and no longer was bundled with a cartridge. Instead, it contained a book called the Official Nintendo Player's Guide, which contained detailed information for every NES game made up to that point.", "targets": "How much was the selling price equivalent to in today's money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9863713f334a0685e04a62c7447a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its complete North American release, the Nintendo Entertainment System was progressively released over the ensuing years in four different bundles: the Deluxe Set, the Control Deck, the Action Set and the Power Set. The Deluxe Set, retailing at US$199.99 (equivalent to $475 in 2016), included R.O.B., a light gun called the NES Zapper, two controllers, and two Game Paks: Gyromite, and Duck Hunt. The Basic Set, retailing at US$89.99 with no game, and US$99.99 bundled with \"Super Mario Bros.\" The Action Set, retailing in 1988 for US$149.99, came with the Control Deck, two game controllers, an NES Zapper, and a dual Game Pak containing both Super Mario Bros. and Duck Hunt. In 1989, the Power Set included the console, two game controllers, a NES Zapper, a Power Pad, and a triple Game Pak containing Super Mario Bros, Duck Hunt, and World Class Track Meet. In 1990, a Sports Set bundle was released, including the console, an NES Satellite infrared wireless multitap adapter, four game controllers, and a dual Game Pak containing Super Spike V'Ball and Nintendo World Cup. Two more bundle packages were later released using the original model NES console. The Challenge Set of 1992 included the console, two controllers, and a Super Mario Bros. 3 Game Pak for a retail price of US$89.99. The Basic Set, first released in 1987, was repackaged for a retail US$89.99. It included only the console and two controllers, and no longer was bundled with a cartridge. Instead, it contained a book called the Official Nintendo Player's Guide, which contained detailed information for every NES game made up to that point.", "targets": "How much did the Deluxe NES sell for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9863713f334a0685e04a62c7447a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its complete North American release, the Nintendo Entertainment System was progressively released over the ensuing years in four different bundles: the Deluxe Set, the Control Deck, the Action Set and the Power Set. The Deluxe Set, retailing at US$199.99 (equivalent to $475 in 2016), included R.O.B., a light gun called the NES Zapper, two controllers, and two Game Paks: Gyromite, and Duck Hunt. The Basic Set, retailing at US$89.99 with no game, and US$99.99 bundled with \"Super Mario Bros.\" The Action Set, retailing in 1988 for US$149.99, came with the Control Deck, two game controllers, an NES Zapper, and a dual Game Pak containing both Super Mario Bros. and Duck Hunt. In 1989, the Power Set included the console, two game controllers, a NES Zapper, a Power Pad, and a triple Game Pak containing Super Mario Bros, Duck Hunt, and World Class Track Meet. In 1990, a Sports Set bundle was released, including the console, an NES Satellite infrared wireless multitap adapter, four game controllers, and a dual Game Pak containing Super Spike V'Ball and Nintendo World Cup. Two more bundle packages were later released using the original model NES console. The Challenge Set of 1992 included the console, two controllers, and a Super Mario Bros. 3 Game Pak for a retail price of US$89.99. The Basic Set, first released in 1987, was repackaged for a retail US$89.99. It included only the console and two controllers, and no longer was bundled with a cartridge. Instead, it contained a book called the Official Nintendo Player's Guide, which contained detailed information for every NES game made up to that point.", "targets": "How much did the console sell for bundled with just the Super Mario Bros. game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9863713f334a0685e04a62c7447a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its complete North American release, the Nintendo Entertainment System was progressively released over the ensuing years in four different bundles: the Deluxe Set, the Control Deck, the Action Set and the Power Set. The Deluxe Set, retailing at US$199.99 (equivalent to $475 in 2016), included R.O.B., a light gun called the NES Zapper, two controllers, and two Game Paks: Gyromite, and Duck Hunt. The Basic Set, retailing at US$89.99 with no game, and US$99.99 bundled with \"Super Mario Bros.\" The Action Set, retailing in 1988 for US$149.99, came with the Control Deck, two game controllers, an NES Zapper, and a dual Game Pak containing both Super Mario Bros. and Duck Hunt. In 1989, the Power Set included the console, two game controllers, a NES Zapper, a Power Pad, and a triple Game Pak containing Super Mario Bros, Duck Hunt, and World Class Track Meet. In 1990, a Sports Set bundle was released, including the console, an NES Satellite infrared wireless multitap adapter, four game controllers, and a dual Game Pak containing Super Spike V'Ball and Nintendo World Cup. Two more bundle packages were later released using the original model NES console. The Challenge Set of 1992 included the console, two controllers, and a Super Mario Bros. 3 Game Pak for a retail price of US$89.99. The Basic Set, first released in 1987, was repackaged for a retail US$89.99. It included only the console and two controllers, and no longer was bundled with a cartridge. Instead, it contained a book called the Official Nintendo Player's Guide, which contained detailed information for every NES game made up to that point.", "targets": "Super Mario Bros was paired with which game in the Action Set?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f9863713f334a0685e04a62c7447a7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For its complete North American release, the Nintendo Entertainment System was progressively released over the ensuing years in four different bundles: the Deluxe Set, the Control Deck, the Action Set and the Power Set. The Deluxe Set, retailing at US$199.99 (equivalent to $475 in 2016), included R.O.B., a light gun called the NES Zapper, two controllers, and two Game Paks: Gyromite, and Duck Hunt. The Basic Set, retailing at US$89.99 with no game, and US$99.99 bundled with \"Super Mario Bros.\" The Action Set, retailing in 1988 for US$149.99, came with the Control Deck, two game controllers, an NES Zapper, and a dual Game Pak containing both Super Mario Bros. and Duck Hunt. In 1989, the Power Set included the console, two game controllers, a NES Zapper, a Power Pad, and a triple Game Pak containing Super Mario Bros, Duck Hunt, and World Class Track Meet. In 1990, a Sports Set bundle was released, including the console, an NES Satellite infrared wireless multitap adapter, four game controllers, and a dual Game Pak containing Super Spike V'Ball and Nintendo World Cup. Two more bundle packages were later released using the original model NES console. The Challenge Set of 1992 included the console, two controllers, and a Super Mario Bros. 3 Game Pak for a retail price of US$89.99. The Basic Set, first released in 1987, was repackaged for a retail US$89.99. It included only the console and two controllers, and no longer was bundled with a cartridge. Instead, it contained a book called the Official Nintendo Player's Guide, which contained detailed information for every NES game made up to that point.", "targets": "The Basic Set sold for how much at release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a2d3e216984e7cbaa560ddbd5cb97e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin went to Edinburgh University in 1825 to study medicine. In his second year he neglected his medical studies for natural history and spent four months assisting Robert Grant's research into marine invertebrates. Grant revealed his enthusiasm for the transmutation of species, but Darwin rejected it. Starting in 1827, at Cambridge University, Darwin learnt science as natural theology from botanist John Stevens Henslow, and read Paley, John Herschel and Alexander von Humboldt. Filled with zeal for science, he studied catastrophist geology with Adam Sedgwick.", "targets": "When did Darwin begin attending university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a2d3e216984e7cbaa560ddbd5cb97e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin went to Edinburgh University in 1825 to study medicine. In his second year he neglected his medical studies for natural history and spent four months assisting Robert Grant's research into marine invertebrates. Grant revealed his enthusiasm for the transmutation of species, but Darwin rejected it. Starting in 1827, at Cambridge University, Darwin learnt science as natural theology from botanist John Stevens Henslow, and read Paley, John Herschel and Alexander von Humboldt. Filled with zeal for science, he studied catastrophist geology with Adam Sedgwick.", "targets": "What university did Darwin attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a2d3e216984e7cbaa560ddbd5cb97e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin went to Edinburgh University in 1825 to study medicine. In his second year he neglected his medical studies for natural history and spent four months assisting Robert Grant's research into marine invertebrates. Grant revealed his enthusiasm for the transmutation of species, but Darwin rejected it. Starting in 1827, at Cambridge University, Darwin learnt science as natural theology from botanist John Stevens Henslow, and read Paley, John Herschel and Alexander von Humboldt. Filled with zeal for science, he studied catastrophist geology with Adam Sedgwick.", "targets": "What was Darwin originally studying at university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a2d3e216984e7cbaa560ddbd5cb97e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin went to Edinburgh University in 1825 to study medicine. In his second year he neglected his medical studies for natural history and spent four months assisting Robert Grant's research into marine invertebrates. Grant revealed his enthusiasm for the transmutation of species, but Darwin rejected it. Starting in 1827, at Cambridge University, Darwin learnt science as natural theology from botanist John Stevens Henslow, and read Paley, John Herschel and Alexander von Humboldt. Filled with zeal for science, he studied catastrophist geology with Adam Sedgwick.", "targets": "Who did Darwin assist in researching marine invertebrates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a2d3e216984e7cbaa560ddbd5cb97e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin went to Edinburgh University in 1825 to study medicine. In his second year he neglected his medical studies for natural history and spent four months assisting Robert Grant's research into marine invertebrates. Grant revealed his enthusiasm for the transmutation of species, but Darwin rejected it. Starting in 1827, at Cambridge University, Darwin learnt science as natural theology from botanist John Stevens Henslow, and read Paley, John Herschel and Alexander von Humboldt. Filled with zeal for science, he studied catastrophist geology with Adam Sedgwick.", "targets": "With whom did Darwin study about catastrophic geology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdda4d2608d143fab2ef796a17febedb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several performing arts groups and facilities are on the University of Michigan's campus, as are museums dedicated to art, archaeology, and natural history and sciences. Founded in 1879, the University Musical Society is an independent performing arts organization that presents over 60 events each year, bringing international artists in music, dance, and theater. Since 2001 Shakespeare in the Arb has presented one play by Shakespeare each June, in a large park near downtown. Regional and local performing arts groups not associated with the university include the Ann Arbor Civic Theatre, the Arbor Opera Theater, the Ann Arbor Symphony Orchestra, the Ann Arbor Ballet Theater, the Ann Arbor Civic Ballet (established in 1954 as Michigan's first chartered ballet company), The Ark, and Performance Network Theatre. Another unique piece of artistic expression in Ann Arbor is the fairy doors. These small portals are examples of installation art and can be found throughout the downtown area.", "targets": "When was the University Musical Society founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdda4d2608d143fab2ef796a17febedb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several performing arts groups and facilities are on the University of Michigan's campus, as are museums dedicated to art, archaeology, and natural history and sciences. Founded in 1879, the University Musical Society is an independent performing arts organization that presents over 60 events each year, bringing international artists in music, dance, and theater. Since 2001 Shakespeare in the Arb has presented one play by Shakespeare each June, in a large park near downtown. Regional and local performing arts groups not associated with the university include the Ann Arbor Civic Theatre, the Arbor Opera Theater, the Ann Arbor Symphony Orchestra, the Ann Arbor Ballet Theater, the Ann Arbor Civic Ballet (established in 1954 as Michigan's first chartered ballet company), The Ark, and Performance Network Theatre. Another unique piece of artistic expression in Ann Arbor is the fairy doors. These small portals are examples of installation art and can be found throughout the downtown area.", "targets": "How many events does the University Musical Society present in a year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdda4d2608d143fab2ef796a17febedb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several performing arts groups and facilities are on the University of Michigan's campus, as are museums dedicated to art, archaeology, and natural history and sciences. Founded in 1879, the University Musical Society is an independent performing arts organization that presents over 60 events each year, bringing international artists in music, dance, and theater. Since 2001 Shakespeare in the Arb has presented one play by Shakespeare each June, in a large park near downtown. Regional and local performing arts groups not associated with the university include the Ann Arbor Civic Theatre, the Arbor Opera Theater, the Ann Arbor Symphony Orchestra, the Ann Arbor Ballet Theater, the Ann Arbor Civic Ballet (established in 1954 as Michigan's first chartered ballet company), The Ark, and Performance Network Theatre. Another unique piece of artistic expression in Ann Arbor is the fairy doors. These small portals are examples of installation art and can be found throughout the downtown area.", "targets": "When was the Ann Arbor civic Ballet established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdda4d2608d143fab2ef796a17febedb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several performing arts groups and facilities are on the University of Michigan's campus, as are museums dedicated to art, archaeology, and natural history and sciences. Founded in 1879, the University Musical Society is an independent performing arts organization that presents over 60 events each year, bringing international artists in music, dance, and theater. Since 2001 Shakespeare in the Arb has presented one play by Shakespeare each June, in a large park near downtown. Regional and local performing arts groups not associated with the university include the Ann Arbor Civic Theatre, the Arbor Opera Theater, the Ann Arbor Symphony Orchestra, the Ann Arbor Ballet Theater, the Ann Arbor Civic Ballet (established in 1954 as Michigan's first chartered ballet company), The Ark, and Performance Network Theatre. Another unique piece of artistic expression in Ann Arbor is the fairy doors. These small portals are examples of installation art and can be found throughout the downtown area.", "targets": "Name Michigan's first Civic chartered company."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e8f394cc74e4753a7b38a6dabb384e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior Zelda games have employed a theme of two separate, yet connected, worlds. In A Link to the Past, Link travels between a \"Light World\" and a \"Dark World\"; in Ocarina of Time, as well as in Oracle of Ages, Link travels between two different time periods. The Zelda team sought to reuse this motif in the series' latest installment. It was suggested that Link transform into a wolf, much like he metamorphoses into a rabbit in the Dark World of A Link to the Past.[m] The story of the game was created by Aonuma, and later underwent several changes by scenario writers Mitsuhiro Takano and Aya Kyogoku. Takano created the script for the story scenes, while Kyogoku and Takayuki Ikkaku handled the actual in-game script. Aonuma left his team working on the new idea while he directed The Minish Cap for the Game Boy Advance. When he returned, he found the Twilight Princess team struggling. Emphasis on the parallel worlds and the wolf transformation had made Link's character unbelievable. Aonuma also felt the gameplay lacked the caliber of innovation found in Phantom Hourglass, which was being developed with touch controls for the Nintendo DS. At the same time, the Wii was under development with the code name \"Revolution\". Miyamoto thought that the Revolution's pointing device, the Wii Remote, was well suited for aiming arrows in Zelda, and suggested that Aonuma consider using it.[n]", "targets": "What does Link morph into in A Link to the Past?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e8f394cc74e4753a7b38a6dabb384e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior Zelda games have employed a theme of two separate, yet connected, worlds. In A Link to the Past, Link travels between a \"Light World\" and a \"Dark World\"; in Ocarina of Time, as well as in Oracle of Ages, Link travels between two different time periods. The Zelda team sought to reuse this motif in the series' latest installment. It was suggested that Link transform into a wolf, much like he metamorphoses into a rabbit in the Dark World of A Link to the Past.[m] The story of the game was created by Aonuma, and later underwent several changes by scenario writers Mitsuhiro Takano and Aya Kyogoku. Takano created the script for the story scenes, while Kyogoku and Takayuki Ikkaku handled the actual in-game script. Aonuma left his team working on the new idea while he directed The Minish Cap for the Game Boy Advance. When he returned, he found the Twilight Princess team struggling. Emphasis on the parallel worlds and the wolf transformation had made Link's character unbelievable. Aonuma also felt the gameplay lacked the caliber of innovation found in Phantom Hourglass, which was being developed with touch controls for the Nintendo DS. At the same time, the Wii was under development with the code name \"Revolution\". Miyamoto thought that the Revolution's pointing device, the Wii Remote, was well suited for aiming arrows in Zelda, and suggested that Aonuma consider using it.[n]", "targets": "Aonuma left the Twilight Princess development team to work on which other game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e8f394cc74e4753a7b38a6dabb384e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior Zelda games have employed a theme of two separate, yet connected, worlds. In A Link to the Past, Link travels between a \"Light World\" and a \"Dark World\"; in Ocarina of Time, as well as in Oracle of Ages, Link travels between two different time periods. The Zelda team sought to reuse this motif in the series' latest installment. It was suggested that Link transform into a wolf, much like he metamorphoses into a rabbit in the Dark World of A Link to the Past.[m] The story of the game was created by Aonuma, and later underwent several changes by scenario writers Mitsuhiro Takano and Aya Kyogoku. Takano created the script for the story scenes, while Kyogoku and Takayuki Ikkaku handled the actual in-game script. Aonuma left his team working on the new idea while he directed The Minish Cap for the Game Boy Advance. When he returned, he found the Twilight Princess team struggling. Emphasis on the parallel worlds and the wolf transformation had made Link's character unbelievable. Aonuma also felt the gameplay lacked the caliber of innovation found in Phantom Hourglass, which was being developed with touch controls for the Nintendo DS. At the same time, the Wii was under development with the code name \"Revolution\". Miyamoto thought that the Revolution's pointing device, the Wii Remote, was well suited for aiming arrows in Zelda, and suggested that Aonuma consider using it.[n]", "targets": "What was the working name for the Wii prior to release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e8f394cc74e4753a7b38a6dabb384e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior Zelda games have employed a theme of two separate, yet connected, worlds. In A Link to the Past, Link travels between a \"Light World\" and a \"Dark World\"; in Ocarina of Time, as well as in Oracle of Ages, Link travels between two different time periods. The Zelda team sought to reuse this motif in the series' latest installment. It was suggested that Link transform into a wolf, much like he metamorphoses into a rabbit in the Dark World of A Link to the Past.[m] The story of the game was created by Aonuma, and later underwent several changes by scenario writers Mitsuhiro Takano and Aya Kyogoku. Takano created the script for the story scenes, while Kyogoku and Takayuki Ikkaku handled the actual in-game script. Aonuma left his team working on the new idea while he directed The Minish Cap for the Game Boy Advance. When he returned, he found the Twilight Princess team struggling. Emphasis on the parallel worlds and the wolf transformation had made Link's character unbelievable. Aonuma also felt the gameplay lacked the caliber of innovation found in Phantom Hourglass, which was being developed with touch controls for the Nintendo DS. At the same time, the Wii was under development with the code name \"Revolution\". Miyamoto thought that the Revolution's pointing device, the Wii Remote, was well suited for aiming arrows in Zelda, and suggested that Aonuma consider using it.[n]", "targets": "Who proposed that the Wii Remote be used in the control scheme for Twilight Princess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e8f394cc74e4753a7b38a6dabb384e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior Zelda games have employed a theme of two separate, yet connected, worlds. In A Link to the Past, Link travels between a \"Light World\" and a \"Dark World\"; in Ocarina of Time, as well as in Oracle of Ages, Link travels between two different time periods. The Zelda team sought to reuse this motif in the series' latest installment. It was suggested that Link transform into a wolf, much like he metamorphoses into a rabbit in the Dark World of A Link to the Past.[m] The story of the game was created by Aonuma, and later underwent several changes by scenario writers Mitsuhiro Takano and Aya Kyogoku. Takano created the script for the story scenes, while Kyogoku and Takayuki Ikkaku handled the actual in-game script. Aonuma left his team working on the new idea while he directed The Minish Cap for the Game Boy Advance. When he returned, he found the Twilight Princess team struggling. Emphasis on the parallel worlds and the wolf transformation had made Link's character unbelievable. Aonuma also felt the gameplay lacked the caliber of innovation found in Phantom Hourglass, which was being developed with touch controls for the Nintendo DS. At the same time, the Wii was under development with the code name \"Revolution\". Miyamoto thought that the Revolution's pointing device, the Wii Remote, was well suited for aiming arrows in Zelda, and suggested that Aonuma consider using it.[n]", "targets": "Who created the script for the story scenes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e8f394cc74e4753a7b38a6dabb384e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior Zelda games have employed a theme of two separate, yet connected, worlds. In A Link to the Past, Link travels between a \"Light World\" and a \"Dark World\"; in Ocarina of Time, as well as in Oracle of Ages, Link travels between two different time periods. The Zelda team sought to reuse this motif in the series' latest installment. It was suggested that Link transform into a wolf, much like he metamorphoses into a rabbit in the Dark World of A Link to the Past.[m] The story of the game was created by Aonuma, and later underwent several changes by scenario writers Mitsuhiro Takano and Aya Kyogoku. Takano created the script for the story scenes, while Kyogoku and Takayuki Ikkaku handled the actual in-game script. Aonuma left his team working on the new idea while he directed The Minish Cap for the Game Boy Advance. When he returned, he found the Twilight Princess team struggling. Emphasis on the parallel worlds and the wolf transformation had made Link's character unbelievable. Aonuma also felt the gameplay lacked the caliber of innovation found in Phantom Hourglass, which was being developed with touch controls for the Nintendo DS. At the same time, the Wii was under development with the code name \"Revolution\". Miyamoto thought that the Revolution's pointing device, the Wii Remote, was well suited for aiming arrows in Zelda, and suggested that Aonuma consider using it.[n]", "targets": "What device seemed well-suited for Link's arrow shooting ability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b47f86c3d504e84ac9c4c9494c284d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1905, Lord Curzon split the large province of Bengal into a largely Hindu western half and \"Eastern Bengal and Assam\", a largely Muslim eastern half. The British goal was said to be for efficient administration but the people of Bengal were outraged at the apparent \"divide and rule\" strategy. It also marked the beginning of the organized anti-colonial movement. When the Liberal party in Britain came to power in 1906, he was removed. Bengal was reunified in 1911. The new Viceroy Gilbert Minto and the new Secretary of State for India John Morley consulted with Congress leaders on political reforms. The Morley-Minto reforms of 1909 provided for Indian membership of the provincial executive councils as well as the Viceroy's executive council. The Imperial Legislative Council was enlarged from 25 to 60 members and separate communal representation for Muslims was established in a dramatic step towards representative and responsible government. Several socio-religious organizations came into being at that time. Muslims set up the All India Muslim League in 1906. It was not a mass party but was designed to protect the interests of the aristocratic Muslims. It was internally divided by conflicting loyalties to Islam, the British, and India, and by distrust of Hindus. The Akhil Bharatiya Hindu Mahasabha and Rashtriya Swayamsevak Sangh (RSS) sought to represent Hindu interests though the later always claimed it to be a \"cultural\" organization. Sikhs founded the Shiromani Akali Dal in 1920. However, the largest and oldest political party Indian National Congress, founded in 1885, is perceived to have attempted to keep a distance from the socio-religious movements and identity politics.", "targets": "What administer divided the province of Bengal in half?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b47f86c3d504e84ac9c4c9494c284d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1905, Lord Curzon split the large province of Bengal into a largely Hindu western half and \"Eastern Bengal and Assam\", a largely Muslim eastern half. The British goal was said to be for efficient administration but the people of Bengal were outraged at the apparent \"divide and rule\" strategy. It also marked the beginning of the organized anti-colonial movement. When the Liberal party in Britain came to power in 1906, he was removed. Bengal was reunified in 1911. The new Viceroy Gilbert Minto and the new Secretary of State for India John Morley consulted with Congress leaders on political reforms. The Morley-Minto reforms of 1909 provided for Indian membership of the provincial executive councils as well as the Viceroy's executive council. The Imperial Legislative Council was enlarged from 25 to 60 members and separate communal representation for Muslims was established in a dramatic step towards representative and responsible government. Several socio-religious organizations came into being at that time. Muslims set up the All India Muslim League in 1906. It was not a mass party but was designed to protect the interests of the aristocratic Muslims. It was internally divided by conflicting loyalties to Islam, the British, and India, and by distrust of Hindus. The Akhil Bharatiya Hindu Mahasabha and Rashtriya Swayamsevak Sangh (RSS) sought to represent Hindu interests though the later always claimed it to be a \"cultural\" organization. Sikhs founded the Shiromani Akali Dal in 1920. However, the largest and oldest political party Indian National Congress, founded in 1885, is perceived to have attempted to keep a distance from the socio-religious movements and identity politics.", "targets": "What was the majority of the population of the western half of Bengal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b47f86c3d504e84ac9c4c9494c284d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1905, Lord Curzon split the large province of Bengal into a largely Hindu western half and \"Eastern Bengal and Assam\", a largely Muslim eastern half. The British goal was said to be for efficient administration but the people of Bengal were outraged at the apparent \"divide and rule\" strategy. It also marked the beginning of the organized anti-colonial movement. When the Liberal party in Britain came to power in 1906, he was removed. Bengal was reunified in 1911. The new Viceroy Gilbert Minto and the new Secretary of State for India John Morley consulted with Congress leaders on political reforms. The Morley-Minto reforms of 1909 provided for Indian membership of the provincial executive councils as well as the Viceroy's executive council. The Imperial Legislative Council was enlarged from 25 to 60 members and separate communal representation for Muslims was established in a dramatic step towards representative and responsible government. Several socio-religious organizations came into being at that time. Muslims set up the All India Muslim League in 1906. It was not a mass party but was designed to protect the interests of the aristocratic Muslims. It was internally divided by conflicting loyalties to Islam, the British, and India, and by distrust of Hindus. The Akhil Bharatiya Hindu Mahasabha and Rashtriya Swayamsevak Sangh (RSS) sought to represent Hindu interests though the later always claimed it to be a \"cultural\" organization. Sikhs founded the Shiromani Akali Dal in 1920. However, the largest and oldest political party Indian National Congress, founded in 1885, is perceived to have attempted to keep a distance from the socio-religious movements and identity politics.", "targets": "What was the religion of the western half of Bengal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b47f86c3d504e84ac9c4c9494c284d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1905, Lord Curzon split the large province of Bengal into a largely Hindu western half and \"Eastern Bengal and Assam\", a largely Muslim eastern half. The British goal was said to be for efficient administration but the people of Bengal were outraged at the apparent \"divide and rule\" strategy. It also marked the beginning of the organized anti-colonial movement. When the Liberal party in Britain came to power in 1906, he was removed. Bengal was reunified in 1911. The new Viceroy Gilbert Minto and the new Secretary of State for India John Morley consulted with Congress leaders on political reforms. The Morley-Minto reforms of 1909 provided for Indian membership of the provincial executive councils as well as the Viceroy's executive council. The Imperial Legislative Council was enlarged from 25 to 60 members and separate communal representation for Muslims was established in a dramatic step towards representative and responsible government. Several socio-religious organizations came into being at that time. Muslims set up the All India Muslim League in 1906. It was not a mass party but was designed to protect the interests of the aristocratic Muslims. It was internally divided by conflicting loyalties to Islam, the British, and India, and by distrust of Hindus. The Akhil Bharatiya Hindu Mahasabha and Rashtriya Swayamsevak Sangh (RSS) sought to represent Hindu interests though the later always claimed it to be a \"cultural\" organization. Sikhs founded the Shiromani Akali Dal in 1920. However, the largest and oldest political party Indian National Congress, founded in 1885, is perceived to have attempted to keep a distance from the socio-religious movements and identity politics.", "targets": "What movement did the division of Bengal start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b47f86c3d504e84ac9c4c9494c284d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1905, Lord Curzon split the large province of Bengal into a largely Hindu western half and \"Eastern Bengal and Assam\", a largely Muslim eastern half. The British goal was said to be for efficient administration but the people of Bengal were outraged at the apparent \"divide and rule\" strategy. It also marked the beginning of the organized anti-colonial movement. When the Liberal party in Britain came to power in 1906, he was removed. Bengal was reunified in 1911. The new Viceroy Gilbert Minto and the new Secretary of State for India John Morley consulted with Congress leaders on political reforms. The Morley-Minto reforms of 1909 provided for Indian membership of the provincial executive councils as well as the Viceroy's executive council. The Imperial Legislative Council was enlarged from 25 to 60 members and separate communal representation for Muslims was established in a dramatic step towards representative and responsible government. Several socio-religious organizations came into being at that time. Muslims set up the All India Muslim League in 1906. It was not a mass party but was designed to protect the interests of the aristocratic Muslims. It was internally divided by conflicting loyalties to Islam, the British, and India, and by distrust of Hindus. The Akhil Bharatiya Hindu Mahasabha and Rashtriya Swayamsevak Sangh (RSS) sought to represent Hindu interests though the later always claimed it to be a \"cultural\" organization. Sikhs founded the Shiromani Akali Dal in 1920. However, the largest and oldest political party Indian National Congress, founded in 1885, is perceived to have attempted to keep a distance from the socio-religious movements and identity politics.", "targets": "What was the biggest and oldest political party in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380e408171f24b98bab91ad4a32bff16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Balearic Islands, IEC's standard is used but adapted for the Balearic dialect by the University of the Balearic Islands's philological section. In this way, for instance, IEC says it is correct writing cantam as much as cantem ('we sing') but the University says that the priority form in the Balearic Islands must be \"cantam\" in all fields. Another feature of the Balearic standard is the non-ending in the 1st person singular present indicative: jo compr ('I buy'), jo tem ('I fear'), jo dorm ('I sleep').", "targets": "Where is IEC's standard used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380e408171f24b98bab91ad4a32bff16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Balearic Islands, IEC's standard is used but adapted for the Balearic dialect by the University of the Balearic Islands's philological section. In this way, for instance, IEC says it is correct writing cantam as much as cantem ('we sing') but the University says that the priority form in the Balearic Islands must be \"cantam\" in all fields. Another feature of the Balearic standard is the non-ending in the 1st person singular present indicative: jo compr ('I buy'), jo tem ('I fear'), jo dorm ('I sleep').", "targets": "How is the standard used there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380e408171f24b98bab91ad4a32bff16", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Balearic Islands, IEC's standard is used but adapted for the Balearic dialect by the University of the Balearic Islands's philological section. In this way, for instance, IEC says it is correct writing cantam as much as cantem ('we sing') but the University says that the priority form in the Balearic Islands must be \"cantam\" in all fields. Another feature of the Balearic standard is the non-ending in the 1st person singular present indicative: jo compr ('I buy'), jo tem ('I fear'), jo dorm ('I sleep').", "targets": "What is a first person singular  feature of the Balearic standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399321c8ac5d44e28cf1f0e6625592e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.", "targets": "What view towards cognitive development during adolescence did Piaget take?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399321c8ac5d44e28cf1f0e6625592e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.", "targets": "Did Piaget believe that cognitive improvement was sudden and drastic or slow and steadied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399321c8ac5d44e28cf1f0e6625592e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.", "targets": "Besides the information-processing perspective, what is the other major approach to understanding cognitive change during adolescence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-399321c8ac5d44e28cf1f0e6625592e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.", "targets": "The information-processing perspective towards cognitive development derives from the study of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5a64a028f449f9eee723bef68b5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919 Father James Burns became president of Notre Dame, and in three years he produced an academic revolution that brought the school up to national standards by adopting the elective system and moving away from the university's traditional scholastic and classical emphasis. By contrast, the Jesuit colleges, bastions of academic conservatism, were reluctant to move to a system of electives. Their graduates were shut out of Harvard Law School for that reason. Notre Dame continued to grow over the years, adding more colleges, programs, and sports teams. By 1921, with the addition of the College of Commerce, Notre Dame had grown from a small college to a university with five colleges and a professional law school. The university continued to expand and add new residence halls and buildings with each subsequent president.", "targets": "What type of education was pushed at Notre Dame before its embracing of national standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5a64a028f449f9eee723bef68b5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919 Father James Burns became president of Notre Dame, and in three years he produced an academic revolution that brought the school up to national standards by adopting the elective system and moving away from the university's traditional scholastic and classical emphasis. By contrast, the Jesuit colleges, bastions of academic conservatism, were reluctant to move to a system of electives. Their graduates were shut out of Harvard Law School for that reason. Notre Dame continued to grow over the years, adding more colleges, programs, and sports teams. By 1921, with the addition of the College of Commerce, Notre Dame had grown from a small college to a university with five colleges and a professional law school. The university continued to expand and add new residence halls and buildings with each subsequent president.", "targets": "Which college did Notre Dame add in 1921?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5a64a028f449f9eee723bef68b5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919 Father James Burns became president of Notre Dame, and in three years he produced an academic revolution that brought the school up to national standards by adopting the elective system and moving away from the university's traditional scholastic and classical emphasis. By contrast, the Jesuit colleges, bastions of academic conservatism, were reluctant to move to a system of electives. Their graduates were shut out of Harvard Law School for that reason. Notre Dame continued to grow over the years, adding more colleges, programs, and sports teams. By 1921, with the addition of the College of Commerce, Notre Dame had grown from a small college to a university with five colleges and a professional law school. The university continued to expand and add new residence halls and buildings with each subsequent president.", "targets": "In 1919 a new president of Notre Dame was named, who was it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5a64a028f449f9eee723bef68b5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919 Father James Burns became president of Notre Dame, and in three years he produced an academic revolution that brought the school up to national standards by adopting the elective system and moving away from the university's traditional scholastic and classical emphasis. By contrast, the Jesuit colleges, bastions of academic conservatism, were reluctant to move to a system of electives. Their graduates were shut out of Harvard Law School for that reason. Notre Dame continued to grow over the years, adding more colleges, programs, and sports teams. By 1921, with the addition of the College of Commerce, Notre Dame had grown from a small college to a university with five colleges and a professional law school. The university continued to expand and add new residence halls and buildings with each subsequent president.", "targets": "Over how many years did the change to national standards undertaken at Notre Dame in the early 20th century take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5a64a028f449f9eee723bef68b5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919 Father James Burns became president of Notre Dame, and in three years he produced an academic revolution that brought the school up to national standards by adopting the elective system and moving away from the university's traditional scholastic and classical emphasis. By contrast, the Jesuit colleges, bastions of academic conservatism, were reluctant to move to a system of electives. Their graduates were shut out of Harvard Law School for that reason. Notre Dame continued to grow over the years, adding more colleges, programs, and sports teams. By 1921, with the addition of the College of Commerce, Notre Dame had grown from a small college to a university with five colleges and a professional law school. The university continued to expand and add new residence halls and buildings with each subsequent president.", "targets": "Those who attended a Jesuit college may have been forbidden from joining which Law School due to the curricula at the Jesuit institution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd46272e8944290830afdb638e1bb47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 18 December 2010, Eton College was an exempt charity under English law (Charities Act 1993, Schedule 2). Under the provisions of the Charities Act 2006, it is now an excepted charity, and fully registered with the Charities Commission, and is now one of the 100 largest charities in the UK. As a charity, it benefits from substantial tax breaks. It was calculated by the late David Jewell, former Master of Haileybury, that in 1992 such tax breaks saved the School about \u00a31,945 per pupil per year, although he had no direct connection with the School. This subsidy has declined since the 2001 abolition by the Labour Government of state-funded scholarships (formerly known as \"assisted places\") to independent schools. However, no child attended Eton on this scheme, meaning that the actual level of state assistance to the School has always been lower. Eton's retiring Head Master, Tony Little, has claimed that the benefits that Eton provides to the local community free of charge (use of its facilities, etc.) have a higher value than the tax breaks it receives as a result of its charitable status. The fee for the academic year 2010\u20132011 was \u00a329,862 (approximately US$48,600 or \u20ac35,100 as of March 2011), although the sum is considerably lower for those pupils on bursaries and scholarships.", "targets": "Why is being a charity beneficial to Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd46272e8944290830afdb638e1bb47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 18 December 2010, Eton College was an exempt charity under English law (Charities Act 1993, Schedule 2). Under the provisions of the Charities Act 2006, it is now an excepted charity, and fully registered with the Charities Commission, and is now one of the 100 largest charities in the UK. As a charity, it benefits from substantial tax breaks. It was calculated by the late David Jewell, former Master of Haileybury, that in 1992 such tax breaks saved the School about \u00a31,945 per pupil per year, although he had no direct connection with the School. This subsidy has declined since the 2001 abolition by the Labour Government of state-funded scholarships (formerly known as \"assisted places\") to independent schools. However, no child attended Eton on this scheme, meaning that the actual level of state assistance to the School has always been lower. Eton's retiring Head Master, Tony Little, has claimed that the benefits that Eton provides to the local community free of charge (use of its facilities, etc.) have a higher value than the tax breaks it receives as a result of its charitable status. The fee for the academic year 2010\u20132011 was \u00a329,862 (approximately US$48,600 or \u20ac35,100 as of March 2011), although the sum is considerably lower for those pupils on bursaries and scholarships.", "targets": "What service does Eton provide to the local community free of charge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd46272e8944290830afdb638e1bb47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 18 December 2010, Eton College was an exempt charity under English law (Charities Act 1993, Schedule 2). Under the provisions of the Charities Act 2006, it is now an excepted charity, and fully registered with the Charities Commission, and is now one of the 100 largest charities in the UK. As a charity, it benefits from substantial tax breaks. It was calculated by the late David Jewell, former Master of Haileybury, that in 1992 such tax breaks saved the School about \u00a31,945 per pupil per year, although he had no direct connection with the School. This subsidy has declined since the 2001 abolition by the Labour Government of state-funded scholarships (formerly known as \"assisted places\") to independent schools. However, no child attended Eton on this scheme, meaning that the actual level of state assistance to the School has always been lower. Eton's retiring Head Master, Tony Little, has claimed that the benefits that Eton provides to the local community free of charge (use of its facilities, etc.) have a higher value than the tax breaks it receives as a result of its charitable status. The fee for the academic year 2010\u20132011 was \u00a329,862 (approximately US$48,600 or \u20ac35,100 as of March 2011), although the sum is considerably lower for those pupils on bursaries and scholarships.", "targets": "What was the full price of Eton per student in 2010-2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd46272e8944290830afdb638e1bb47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 18 December 2010, Eton College was an exempt charity under English law (Charities Act 1993, Schedule 2). Under the provisions of the Charities Act 2006, it is now an excepted charity, and fully registered with the Charities Commission, and is now one of the 100 largest charities in the UK. As a charity, it benefits from substantial tax breaks. It was calculated by the late David Jewell, former Master of Haileybury, that in 1992 such tax breaks saved the School about \u00a31,945 per pupil per year, although he had no direct connection with the School. This subsidy has declined since the 2001 abolition by the Labour Government of state-funded scholarships (formerly known as \"assisted places\") to independent schools. However, no child attended Eton on this scheme, meaning that the actual level of state assistance to the School has always been lower. Eton's retiring Head Master, Tony Little, has claimed that the benefits that Eton provides to the local community free of charge (use of its facilities, etc.) have a higher value than the tax breaks it receives as a result of its charitable status. The fee for the academic year 2010\u20132011 was \u00a329,862 (approximately US$48,600 or \u20ac35,100 as of March 2011), although the sum is considerably lower for those pupils on bursaries and scholarships.", "targets": "How much did estimated tax breaks save per student in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8ffa45f1b074b07a5b898d9a8dbec64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Louis intended to land in the south of England in May 1216, and John assembled a naval force to intercept him. Unfortunately for John, his fleet was dispersed by bad storms and Louis landed unopposed in Kent. John hesitated and decided not to attack Louis immediately, either due to the risks of open battle or over concerns about the loyalty of his own men. Louis and the rebel barons advanced west and John retreated, spending the summer reorganising his defences across the rest of the kingdom. John saw several of his military household desert to the rebels, including his half-brother, William Longesp\u00e9e. By the end of the summer the rebels had regained the south-east of England and parts of the north.", "targets": "When did Prince Louis int to land in the south of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8ffa45f1b074b07a5b898d9a8dbec64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Louis intended to land in the south of England in May 1216, and John assembled a naval force to intercept him. Unfortunately for John, his fleet was dispersed by bad storms and Louis landed unopposed in Kent. John hesitated and decided not to attack Louis immediately, either due to the risks of open battle or over concerns about the loyalty of his own men. Louis and the rebel barons advanced west and John retreated, spending the summer reorganising his defences across the rest of the kingdom. John saw several of his military household desert to the rebels, including his half-brother, William Longesp\u00e9e. By the end of the summer the rebels had regained the south-east of England and parts of the north.", "targets": "Why did John hesitate to attack Louis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8ffa45f1b074b07a5b898d9a8dbec64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prince Louis intended to land in the south of England in May 1216, and John assembled a naval force to intercept him. Unfortunately for John, his fleet was dispersed by bad storms and Louis landed unopposed in Kent. John hesitated and decided not to attack Louis immediately, either due to the risks of open battle or over concerns about the loyalty of his own men. Louis and the rebel barons advanced west and John retreated, spending the summer reorganising his defences across the rest of the kingdom. John saw several of his military household desert to the rebels, including his half-brother, William Longesp\u00e9e. By the end of the summer the rebels had regained the south-east of England and parts of the north.", "targets": "When did the rebels regain the south-east of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7065feacabc4419b63a2597baca6dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Revolution of 1979, as the new government imposed new laws and standards, a new age in Iranian cinema emerged, starting with Viva... by Khosrow Sinai and followed by many other directors, such as Abbas Kiarostami and Jafar Panahi. Kiarostami, an admired Iranian director, planted Iran firmly on the map of world cinema when he won the Palme d'Or for Taste of Cherry in 1997. The continuous presence of Iranian films in prestigious international festivals, such as the Cannes Film Festival, the Venice Film Festival, and the Berlin International Film Festival, attracted world attention to Iranian masterpieces. In 2006, six Iranian films, of six different styles, represented Iranian cinema at the Berlin International Film Festival. Critics considered this a remarkable event in the history of Iranian cinema.", "targets": "Which director led off a new age of Iranian film after the 1979 Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7065feacabc4419b63a2597baca6dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Revolution of 1979, as the new government imposed new laws and standards, a new age in Iranian cinema emerged, starting with Viva... by Khosrow Sinai and followed by many other directors, such as Abbas Kiarostami and Jafar Panahi. Kiarostami, an admired Iranian director, planted Iran firmly on the map of world cinema when he won the Palme d'Or for Taste of Cherry in 1997. The continuous presence of Iranian films in prestigious international festivals, such as the Cannes Film Festival, the Venice Film Festival, and the Berlin International Film Festival, attracted world attention to Iranian masterpieces. In 2006, six Iranian films, of six different styles, represented Iranian cinema at the Berlin International Film Festival. Critics considered this a remarkable event in the history of Iranian cinema.", "targets": "What was the name of Sinai's film that ushered in Iran's new era of film after the 1979 Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7065feacabc4419b63a2597baca6dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Revolution of 1979, as the new government imposed new laws and standards, a new age in Iranian cinema emerged, starting with Viva... by Khosrow Sinai and followed by many other directors, such as Abbas Kiarostami and Jafar Panahi. Kiarostami, an admired Iranian director, planted Iran firmly on the map of world cinema when he won the Palme d'Or for Taste of Cherry in 1997. The continuous presence of Iranian films in prestigious international festivals, such as the Cannes Film Festival, the Venice Film Festival, and the Berlin International Film Festival, attracted world attention to Iranian masterpieces. In 2006, six Iranian films, of six different styles, represented Iranian cinema at the Berlin International Film Festival. Critics considered this a remarkable event in the history of Iranian cinema.", "targets": "Which Iranian director won the Palm d'Or at Cannes in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7065feacabc4419b63a2597baca6dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Revolution of 1979, as the new government imposed new laws and standards, a new age in Iranian cinema emerged, starting with Viva... by Khosrow Sinai and followed by many other directors, such as Abbas Kiarostami and Jafar Panahi. Kiarostami, an admired Iranian director, planted Iran firmly on the map of world cinema when he won the Palme d'Or for Taste of Cherry in 1997. The continuous presence of Iranian films in prestigious international festivals, such as the Cannes Film Festival, the Venice Film Festival, and the Berlin International Film Festival, attracted world attention to Iranian masterpieces. In 2006, six Iranian films, of six different styles, represented Iranian cinema at the Berlin International Film Festival. Critics considered this a remarkable event in the history of Iranian cinema.", "targets": "What was the name of Kiarostami's film which won the Palm d'Or at Cannes in 1997? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7065feacabc4419b63a2597baca6dc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Revolution of 1979, as the new government imposed new laws and standards, a new age in Iranian cinema emerged, starting with Viva... by Khosrow Sinai and followed by many other directors, such as Abbas Kiarostami and Jafar Panahi. Kiarostami, an admired Iranian director, planted Iran firmly on the map of world cinema when he won the Palme d'Or for Taste of Cherry in 1997. The continuous presence of Iranian films in prestigious international festivals, such as the Cannes Film Festival, the Venice Film Festival, and the Berlin International Film Festival, attracted world attention to Iranian masterpieces. In 2006, six Iranian films, of six different styles, represented Iranian cinema at the Berlin International Film Festival. Critics considered this a remarkable event in the history of Iranian cinema.", "targets": "What year did 6 different Iranian films of six different styles represent at the Berlin International Film Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec1d59caf4b4d7a86d5a0ce0fd0ae77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alexander Bell was born in Edinburgh, Scotland, on March 3, 1847. The family home was at 16 South Charlotte Street, and has a stone inscription marking it as Alexander Graham Bell's birthplace. He had two brothers: Melville James Bell (1845\u201370) and Edward Charles Bell (1848\u201367), both of whom would die of tuberculosis. His father was Professor Alexander Melville Bell, a phonetician, and his mother was Eliza Grace (n\u00e9e Symonds). Born as just \"Alexander Bell\", at age 10 he made a plea to his father to have a middle name like his two brothers.[N 6] For his 11th birthday, his father acquiesced and allowed him to adopt the name \"Graham\", chosen out of respect for Alexander Graham, a Canadian being treated by his father who had become a family friend. To close relatives and friends he remained \"Aleck\".", "targets": "What city was Bell born in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec1d59caf4b4d7a86d5a0ce0fd0ae77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alexander Bell was born in Edinburgh, Scotland, on March 3, 1847. The family home was at 16 South Charlotte Street, and has a stone inscription marking it as Alexander Graham Bell's birthplace. He had two brothers: Melville James Bell (1845\u201370) and Edward Charles Bell (1848\u201367), both of whom would die of tuberculosis. His father was Professor Alexander Melville Bell, a phonetician, and his mother was Eliza Grace (n\u00e9e Symonds). Born as just \"Alexander Bell\", at age 10 he made a plea to his father to have a middle name like his two brothers.[N 6] For his 11th birthday, his father acquiesced and allowed him to adopt the name \"Graham\", chosen out of respect for Alexander Graham, a Canadian being treated by his father who had become a family friend. To close relatives and friends he remained \"Aleck\".", "targets": "What material marks Bells family  home as his birthplace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec1d59caf4b4d7a86d5a0ce0fd0ae77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alexander Bell was born in Edinburgh, Scotland, on March 3, 1847. The family home was at 16 South Charlotte Street, and has a stone inscription marking it as Alexander Graham Bell's birthplace. He had two brothers: Melville James Bell (1845\u201370) and Edward Charles Bell (1848\u201367), both of whom would die of tuberculosis. His father was Professor Alexander Melville Bell, a phonetician, and his mother was Eliza Grace (n\u00e9e Symonds). Born as just \"Alexander Bell\", at age 10 he made a plea to his father to have a middle name like his two brothers.[N 6] For his 11th birthday, his father acquiesced and allowed him to adopt the name \"Graham\", chosen out of respect for Alexander Graham, a Canadian being treated by his father who had become a family friend. To close relatives and friends he remained \"Aleck\".", "targets": "What disease did his two brothers die of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec1d59caf4b4d7a86d5a0ce0fd0ae77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alexander Bell was born in Edinburgh, Scotland, on March 3, 1847. The family home was at 16 South Charlotte Street, and has a stone inscription marking it as Alexander Graham Bell's birthplace. He had two brothers: Melville James Bell (1845\u201370) and Edward Charles Bell (1848\u201367), both of whom would die of tuberculosis. His father was Professor Alexander Melville Bell, a phonetician, and his mother was Eliza Grace (n\u00e9e Symonds). Born as just \"Alexander Bell\", at age 10 he made a plea to his father to have a middle name like his two brothers.[N 6] For his 11th birthday, his father acquiesced and allowed him to adopt the name \"Graham\", chosen out of respect for Alexander Graham, a Canadian being treated by his father who had become a family friend. To close relatives and friends he remained \"Aleck\".", "targets": "At what age did Bell ask for a middle name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec1d59caf4b4d7a86d5a0ce0fd0ae77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alexander Bell was born in Edinburgh, Scotland, on March 3, 1847. The family home was at 16 South Charlotte Street, and has a stone inscription marking it as Alexander Graham Bell's birthplace. He had two brothers: Melville James Bell (1845\u201370) and Edward Charles Bell (1848\u201367), both of whom would die of tuberculosis. His father was Professor Alexander Melville Bell, a phonetician, and his mother was Eliza Grace (n\u00e9e Symonds). Born as just \"Alexander Bell\", at age 10 he made a plea to his father to have a middle name like his two brothers.[N 6] For his 11th birthday, his father acquiesced and allowed him to adopt the name \"Graham\", chosen out of respect for Alexander Graham, a Canadian being treated by his father who had become a family friend. To close relatives and friends he remained \"Aleck\".", "targets": "What did those close to him call Bell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a3df3cb2043401d8c7b500455c46aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 25, 2006, Warren Buffett (then the world's richest person, estimated worth of US$62 billion as of April 16, 2008) pledged to give the foundation approximately 10 million Berkshire Hathaway Class B shares spread over multiple years through annual contributions, with the first year's donation of 500,000 shares being worth approximately US$1.5 billion. Buffett set conditions so that these contributions do not simply increase the foundation's endowment, but effectively work as a matching contribution, doubling the Foundation's annual giving: \"Buffett's gift came with three conditions for the Gates foundation: Bill or Melinda Gates must be alive and active in its administration; it must continue to qualify as a charity; and each year it must give away an amount equal to the previous year's Berkshire gift, plus an additional amount equal to 5 percent of net assets. Buffett gave the foundation two years to abide by the third requirement.\" The Gates Foundation received 5% (500,000) of the shares in July 2006 and will receive 5% of the remaining earmarked shares in the July of each following year (475,000 in 2007, 451,250 in 2008). In July 2013, Buffet announced another donation of his company's Class B, this time in the amount worth $2 billion, is going to the Bill and Melinda Gates Foundation.", "targets": "What was warren Buffett's estimated net worth in 2008 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a3df3cb2043401d8c7b500455c46aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 25, 2006, Warren Buffett (then the world's richest person, estimated worth of US$62 billion as of April 16, 2008) pledged to give the foundation approximately 10 million Berkshire Hathaway Class B shares spread over multiple years through annual contributions, with the first year's donation of 500,000 shares being worth approximately US$1.5 billion. Buffett set conditions so that these contributions do not simply increase the foundation's endowment, but effectively work as a matching contribution, doubling the Foundation's annual giving: \"Buffett's gift came with three conditions for the Gates foundation: Bill or Melinda Gates must be alive and active in its administration; it must continue to qualify as a charity; and each year it must give away an amount equal to the previous year's Berkshire gift, plus an additional amount equal to 5 percent of net assets. Buffett gave the foundation two years to abide by the third requirement.\" The Gates Foundation received 5% (500,000) of the shares in July 2006 and will receive 5% of the remaining earmarked shares in the July of each following year (475,000 in 2007, 451,250 in 2008). In July 2013, Buffet announced another donation of his company's Class B, this time in the amount worth $2 billion, is going to the Bill and Melinda Gates Foundation.", "targets": "How many shares of berkshire hathway was pledged as a donation "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a3df3cb2043401d8c7b500455c46aae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 25, 2006, Warren Buffett (then the world's richest person, estimated worth of US$62 billion as of April 16, 2008) pledged to give the foundation approximately 10 million Berkshire Hathaway Class B shares spread over multiple years through annual contributions, with the first year's donation of 500,000 shares being worth approximately US$1.5 billion. Buffett set conditions so that these contributions do not simply increase the foundation's endowment, but effectively work as a matching contribution, doubling the Foundation's annual giving: \"Buffett's gift came with three conditions for the Gates foundation: Bill or Melinda Gates must be alive and active in its administration; it must continue to qualify as a charity; and each year it must give away an amount equal to the previous year's Berkshire gift, plus an additional amount equal to 5 percent of net assets. Buffett gave the foundation two years to abide by the third requirement.\" The Gates Foundation received 5% (500,000) of the shares in July 2006 and will receive 5% of the remaining earmarked shares in the July of each following year (475,000 in 2007, 451,250 in 2008). In July 2013, Buffet announced another donation of his company's Class B, this time in the amount worth $2 billion, is going to the Bill and Melinda Gates Foundation.", "targets": "In 2013 Buffett announced another donation to the foundation for how much "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea39fd488bc94d708a6db18c4d5d717f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, musical institutions emerged from the control of wealthy patrons, as composers and musicians could construct lives independent of the nobility. Increasing interest in music by the growing middle classes throughout western Europe spurred the creation of organizations for the teaching, performance, and preservation of music. The piano, which achieved its modern construction in this era (in part due to industrial advances in metallurgy) became widely popular with the middle class, whose demands for the instrument spurred a large number of piano builders. Many symphony orchestras date their founding to this era. Some musicians and composers were the stars of the day; some, like Franz Liszt and Niccol\u00f2 Paganini, fulfilled both roles.", "targets": "Who controlled musical institutions before the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea39fd488bc94d708a6db18c4d5d717f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, musical institutions emerged from the control of wealthy patrons, as composers and musicians could construct lives independent of the nobility. Increasing interest in music by the growing middle classes throughout western Europe spurred the creation of organizations for the teaching, performance, and preservation of music. The piano, which achieved its modern construction in this era (in part due to industrial advances in metallurgy) became widely popular with the middle class, whose demands for the instrument spurred a large number of piano builders. Many symphony orchestras date their founding to this era. Some musicians and composers were the stars of the day; some, like Franz Liszt and Niccol\u00f2 Paganini, fulfilled both roles.", "targets": "Composers and musicians began to construct lives independent of what in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea39fd488bc94d708a6db18c4d5d717f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, musical institutions emerged from the control of wealthy patrons, as composers and musicians could construct lives independent of the nobility. Increasing interest in music by the growing middle classes throughout western Europe spurred the creation of organizations for the teaching, performance, and preservation of music. The piano, which achieved its modern construction in this era (in part due to industrial advances in metallurgy) became widely popular with the middle class, whose demands for the instrument spurred a large number of piano builders. Many symphony orchestras date their founding to this era. Some musicians and composers were the stars of the day; some, like Franz Liszt and Niccol\u00f2 Paganini, fulfilled both roles.", "targets": "What class increased it's interest in music during the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea39fd488bc94d708a6db18c4d5d717f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, musical institutions emerged from the control of wealthy patrons, as composers and musicians could construct lives independent of the nobility. Increasing interest in music by the growing middle classes throughout western Europe spurred the creation of organizations for the teaching, performance, and preservation of music. The piano, which achieved its modern construction in this era (in part due to industrial advances in metallurgy) became widely popular with the middle class, whose demands for the instrument spurred a large number of piano builders. Many symphony orchestras date their founding to this era. Some musicians and composers were the stars of the day; some, like Franz Liszt and Niccol\u00f2 Paganini, fulfilled both roles.", "targets": "What instrument became widely popular in the middle class in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea39fd488bc94d708a6db18c4d5d717f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, musical institutions emerged from the control of wealthy patrons, as composers and musicians could construct lives independent of the nobility. Increasing interest in music by the growing middle classes throughout western Europe spurred the creation of organizations for the teaching, performance, and preservation of music. The piano, which achieved its modern construction in this era (in part due to industrial advances in metallurgy) became widely popular with the middle class, whose demands for the instrument spurred a large number of piano builders. Many symphony orchestras date their founding to this era. Some musicians and composers were the stars of the day; some, like Franz Liszt and Niccol\u00f2 Paganini, fulfilled both roles.", "targets": "The 19th century marks the foundation of many what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9590039eb844f019c8396e82941782a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IANA time zone database maps a name to the named location's historical and predicted clock shifts. This database is used by many computer software systems, including most Unix-like operating systems, Java, and the Oracle RDBMS; HP's \"tztab\" database is similar but incompatible. When temporal authorities change DST rules, zoneinfo updates are installed as part of ordinary system maintenance. In Unix-like systems the TZ environment variable specifies the location name, as in TZ=':America/New_York'. In many of those systems there is also a system-wide setting that is applied if the TZ environment variable isn't set: this setting is controlled by the contents of the /etc/localtime file, which is usually a symbolic link or hard link to one of the zoneinfo files. Internal time is stored in timezone-independent epoch time; the TZ is used by each of potentially many simultaneous users and processes to independently localize time display.", "targets": "The IANA database works by connecting names to what information about the location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9590039eb844f019c8396e82941782a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IANA time zone database maps a name to the named location's historical and predicted clock shifts. This database is used by many computer software systems, including most Unix-like operating systems, Java, and the Oracle RDBMS; HP's \"tztab\" database is similar but incompatible. When temporal authorities change DST rules, zoneinfo updates are installed as part of ordinary system maintenance. In Unix-like systems the TZ environment variable specifies the location name, as in TZ=':America/New_York'. In many of those systems there is also a system-wide setting that is applied if the TZ environment variable isn't set: this setting is controlled by the contents of the /etc/localtime file, which is usually a symbolic link or hard link to one of the zoneinfo files. Internal time is stored in timezone-independent epoch time; the TZ is used by each of potentially many simultaneous users and processes to independently localize time display.", "targets": "IANA, or zoneinfo, updates are installed as a part of what ordinary function when changes to DST policy are made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9590039eb844f019c8396e82941782a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IANA time zone database maps a name to the named location's historical and predicted clock shifts. This database is used by many computer software systems, including most Unix-like operating systems, Java, and the Oracle RDBMS; HP's \"tztab\" database is similar but incompatible. When temporal authorities change DST rules, zoneinfo updates are installed as part of ordinary system maintenance. In Unix-like systems the TZ environment variable specifies the location name, as in TZ=':America/New_York'. In many of those systems there is also a system-wide setting that is applied if the TZ environment variable isn't set: this setting is controlled by the contents of the /etc/localtime file, which is usually a symbolic link or hard link to one of the zoneinfo files. Internal time is stored in timezone-independent epoch time; the TZ is used by each of potentially many simultaneous users and processes to independently localize time display.", "targets": "What environment variable defines a location's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9590039eb844f019c8396e82941782a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IANA time zone database maps a name to the named location's historical and predicted clock shifts. This database is used by many computer software systems, including most Unix-like operating systems, Java, and the Oracle RDBMS; HP's \"tztab\" database is similar but incompatible. When temporal authorities change DST rules, zoneinfo updates are installed as part of ordinary system maintenance. In Unix-like systems the TZ environment variable specifies the location name, as in TZ=':America/New_York'. In many of those systems there is also a system-wide setting that is applied if the TZ environment variable isn't set: this setting is controlled by the contents of the /etc/localtime file, which is usually a symbolic link or hard link to one of the zoneinfo files. Internal time is stored in timezone-independent epoch time; the TZ is used by each of potentially many simultaneous users and processes to independently localize time display.", "targets": "What format is used to store internal time in systems that use zoneinfo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9590039eb844f019c8396e82941782a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IANA time zone database maps a name to the named location's historical and predicted clock shifts. This database is used by many computer software systems, including most Unix-like operating systems, Java, and the Oracle RDBMS; HP's \"tztab\" database is similar but incompatible. When temporal authorities change DST rules, zoneinfo updates are installed as part of ordinary system maintenance. In Unix-like systems the TZ environment variable specifies the location name, as in TZ=':America/New_York'. In many of those systems there is also a system-wide setting that is applied if the TZ environment variable isn't set: this setting is controlled by the contents of the /etc/localtime file, which is usually a symbolic link or hard link to one of the zoneinfo files. Internal time is stored in timezone-independent epoch time; the TZ is used by each of potentially many simultaneous users and processes to independently localize time display.", "targets": "What's the name of the HP database that's similar to IANA but not compatible with it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f7aa95a4844719a0ca6b5ef3354aca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Max insisted von Neumann attend school at the grade level appropriate to his age, he agreed to hire private tutors to give him advanced instruction in those areas in which he had displayed an aptitude. At the age of 15, he began to study advanced calculus under the renowned analyst G\u00e1bor Szeg\u0151. On their first meeting, Szeg\u0151 was so astounded with the boy's mathematical talent that he was brought to tears. Some of von Neumann's instant solutions to the problems in calculus posed by Szeg\u0151, sketched out on his father's stationery, are still on display at the von Neumann archive in Budapest. By the age of 19, von Neumann had published two major mathematical papers, the second of which gave the modern definition of ordinal numbers, which superseded Georg Cantor's definition. At the conclusion of his education at the gymnasium, von Neumann sat for and won the E\u00f6tv\u00f6s Prize, a national prize for mathematics.", "targets": "At what age did Von Neumann begin to study advance calculus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f7aa95a4844719a0ca6b5ef3354aca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Max insisted von Neumann attend school at the grade level appropriate to his age, he agreed to hire private tutors to give him advanced instruction in those areas in which he had displayed an aptitude. At the age of 15, he began to study advanced calculus under the renowned analyst G\u00e1bor Szeg\u0151. On their first meeting, Szeg\u0151 was so astounded with the boy's mathematical talent that he was brought to tears. Some of von Neumann's instant solutions to the problems in calculus posed by Szeg\u0151, sketched out on his father's stationery, are still on display at the von Neumann archive in Budapest. By the age of 19, von Neumann had published two major mathematical papers, the second of which gave the modern definition of ordinal numbers, which superseded Georg Cantor's definition. At the conclusion of his education at the gymnasium, von Neumann sat for and won the E\u00f6tv\u00f6s Prize, a national prize for mathematics.", "targets": "Who did Von Neumann begin his studies of advanced calculus under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f7aa95a4844719a0ca6b5ef3354aca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Max insisted von Neumann attend school at the grade level appropriate to his age, he agreed to hire private tutors to give him advanced instruction in those areas in which he had displayed an aptitude. At the age of 15, he began to study advanced calculus under the renowned analyst G\u00e1bor Szeg\u0151. On their first meeting, Szeg\u0151 was so astounded with the boy's mathematical talent that he was brought to tears. Some of von Neumann's instant solutions to the problems in calculus posed by Szeg\u0151, sketched out on his father's stationery, are still on display at the von Neumann archive in Budapest. By the age of 19, von Neumann had published two major mathematical papers, the second of which gave the modern definition of ordinal numbers, which superseded Georg Cantor's definition. At the conclusion of his education at the gymnasium, von Neumann sat for and won the E\u00f6tv\u00f6s Prize, a national prize for mathematics.", "targets": "By 19 how many papers had Von Neumann published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f7aa95a4844719a0ca6b5ef3354aca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Max insisted von Neumann attend school at the grade level appropriate to his age, he agreed to hire private tutors to give him advanced instruction in those areas in which he had displayed an aptitude. At the age of 15, he began to study advanced calculus under the renowned analyst G\u00e1bor Szeg\u0151. On their first meeting, Szeg\u0151 was so astounded with the boy's mathematical talent that he was brought to tears. Some of von Neumann's instant solutions to the problems in calculus posed by Szeg\u0151, sketched out on his father's stationery, are still on display at the von Neumann archive in Budapest. By the age of 19, von Neumann had published two major mathematical papers, the second of which gave the modern definition of ordinal numbers, which superseded Georg Cantor's definition. At the conclusion of his education at the gymnasium, von Neumann sat for and won the E\u00f6tv\u00f6s Prize, a national prize for mathematics.", "targets": "Von Neumann's modern definition of ordinal numbers superseded whose definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f7aa95a4844719a0ca6b5ef3354aca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Max insisted von Neumann attend school at the grade level appropriate to his age, he agreed to hire private tutors to give him advanced instruction in those areas in which he had displayed an aptitude. At the age of 15, he began to study advanced calculus under the renowned analyst G\u00e1bor Szeg\u0151. On their first meeting, Szeg\u0151 was so astounded with the boy's mathematical talent that he was brought to tears. Some of von Neumann's instant solutions to the problems in calculus posed by Szeg\u0151, sketched out on his father's stationery, are still on display at the von Neumann archive in Budapest. By the age of 19, von Neumann had published two major mathematical papers, the second of which gave the modern definition of ordinal numbers, which superseded Georg Cantor's definition. At the conclusion of his education at the gymnasium, von Neumann sat for and won the E\u00f6tv\u00f6s Prize, a national prize for mathematics.", "targets": "What prize did Von Neuman win at the conclusion of his gymansium formal education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7520d9962be46938433075c4b84195c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium is used as a colorant in uranium glass producing orange-red to lemon yellow hues. It was also used for tinting and shading in early photography. The 1789 discovery of uranium in the mineral pitchblende is credited to Martin Heinrich Klaproth, who named the new element after the planet Uranus. Eug\u00e8ne-Melchior P\u00e9ligot was the first person to isolate the metal and its radioactive properties were discovered in 1896 by Henri Becquerel. Research by Otto Hahn, Lise Meitner, Enrico Fermi and others, such as J. Robert Oppenheimer starting in 1934 led to its use as a fuel in the nuclear power industry and in Little Boy, the first nuclear weapon used in war. An ensuing arms race during the Cold War between the United States and the Soviet Union produced tens of thousands of nuclear weapons that used uranium metal and uranium-derived plutonium-239. The security of those weapons and their fissile material following the breakup of the Soviet Union in 1991 is an ongoing concern for public health and safety. See Nuclear proliferation.", "targets": "Along with lemon yellow, what color is produced in uranium glass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7520d9962be46938433075c4b84195c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium is used as a colorant in uranium glass producing orange-red to lemon yellow hues. It was also used for tinting and shading in early photography. The 1789 discovery of uranium in the mineral pitchblende is credited to Martin Heinrich Klaproth, who named the new element after the planet Uranus. Eug\u00e8ne-Melchior P\u00e9ligot was the first person to isolate the metal and its radioactive properties were discovered in 1896 by Henri Becquerel. Research by Otto Hahn, Lise Meitner, Enrico Fermi and others, such as J. Robert Oppenheimer starting in 1934 led to its use as a fuel in the nuclear power industry and in Little Boy, the first nuclear weapon used in war. An ensuing arms race during the Cold War between the United States and the Soviet Union produced tens of thousands of nuclear weapons that used uranium metal and uranium-derived plutonium-239. The security of those weapons and their fissile material following the breakup of the Soviet Union in 1991 is an ongoing concern for public health and safety. See Nuclear proliferation.", "targets": "Who discovered uranium in pitchblende?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7520d9962be46938433075c4b84195c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium is used as a colorant in uranium glass producing orange-red to lemon yellow hues. It was also used for tinting and shading in early photography. The 1789 discovery of uranium in the mineral pitchblende is credited to Martin Heinrich Klaproth, who named the new element after the planet Uranus. Eug\u00e8ne-Melchior P\u00e9ligot was the first person to isolate the metal and its radioactive properties were discovered in 1896 by Henri Becquerel. Research by Otto Hahn, Lise Meitner, Enrico Fermi and others, such as J. Robert Oppenheimer starting in 1934 led to its use as a fuel in the nuclear power industry and in Little Boy, the first nuclear weapon used in war. An ensuing arms race during the Cold War between the United States and the Soviet Union produced tens of thousands of nuclear weapons that used uranium metal and uranium-derived plutonium-239. The security of those weapons and their fissile material following the breakup of the Soviet Union in 1991 is an ongoing concern for public health and safety. See Nuclear proliferation.", "targets": "Who was responsible for first isolating uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7520d9962be46938433075c4b84195c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium is used as a colorant in uranium glass producing orange-red to lemon yellow hues. It was also used for tinting and shading in early photography. The 1789 discovery of uranium in the mineral pitchblende is credited to Martin Heinrich Klaproth, who named the new element after the planet Uranus. Eug\u00e8ne-Melchior P\u00e9ligot was the first person to isolate the metal and its radioactive properties were discovered in 1896 by Henri Becquerel. Research by Otto Hahn, Lise Meitner, Enrico Fermi and others, such as J. Robert Oppenheimer starting in 1934 led to its use as a fuel in the nuclear power industry and in Little Boy, the first nuclear weapon used in war. An ensuing arms race during the Cold War between the United States and the Soviet Union produced tens of thousands of nuclear weapons that used uranium metal and uranium-derived plutonium-239. The security of those weapons and their fissile material following the breakup of the Soviet Union in 1991 is an ongoing concern for public health and safety. See Nuclear proliferation.", "targets": "Who discovered that uranium was radioactive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7520d9962be46938433075c4b84195c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uranium is used as a colorant in uranium glass producing orange-red to lemon yellow hues. It was also used for tinting and shading in early photography. The 1789 discovery of uranium in the mineral pitchblende is credited to Martin Heinrich Klaproth, who named the new element after the planet Uranus. Eug\u00e8ne-Melchior P\u00e9ligot was the first person to isolate the metal and its radioactive properties were discovered in 1896 by Henri Becquerel. Research by Otto Hahn, Lise Meitner, Enrico Fermi and others, such as J. Robert Oppenheimer starting in 1934 led to its use as a fuel in the nuclear power industry and in Little Boy, the first nuclear weapon used in war. An ensuing arms race during the Cold War between the United States and the Soviet Union produced tens of thousands of nuclear weapons that used uranium metal and uranium-derived plutonium-239. The security of those weapons and their fissile material following the breakup of the Soviet Union in 1991 is an ongoing concern for public health and safety. See Nuclear proliferation.", "targets": "What was the first nuclear weapon used in a war called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7914bbe70d46b2ab1b721737003510", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The AFL currently runs as under the single-entity model, with the league owning the rights to the teams, players, and coaches. The single-entity model was adopted in 2010 when the league emerged from bankruptcy. Prior to that, the league followed the franchise model more common in North American professional sports leagues; each team essentially operated as its own business and the league itself was a separate entity which in exchange for franchise fees paid by the team owners provided rules, officials, scheduling and the other elements of organizational structure. A pool of money is allotted to teams to aid in travel costs.", "targets": "In what year did the AFL begin operating under the single-entity model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7914bbe70d46b2ab1b721737003510", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The AFL currently runs as under the single-entity model, with the league owning the rights to the teams, players, and coaches. The single-entity model was adopted in 2010 when the league emerged from bankruptcy. Prior to that, the league followed the franchise model more common in North American professional sports leagues; each team essentially operated as its own business and the league itself was a separate entity which in exchange for franchise fees paid by the team owners provided rules, officials, scheduling and the other elements of organizational structure. A pool of money is allotted to teams to aid in travel costs.", "targets": "Who owns the rights to the players under the single-entity model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7914bbe70d46b2ab1b721737003510", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The AFL currently runs as under the single-entity model, with the league owning the rights to the teams, players, and coaches. The single-entity model was adopted in 2010 when the league emerged from bankruptcy. Prior to that, the league followed the franchise model more common in North American professional sports leagues; each team essentially operated as its own business and the league itself was a separate entity which in exchange for franchise fees paid by the team owners provided rules, officials, scheduling and the other elements of organizational structure. A pool of money is allotted to teams to aid in travel costs.", "targets": "What model of ownership is commonly used in American professional sports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b9d83b041684615ac56dc7220d75cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strong force only acts directly upon elementary particles. However, a residual of the force is observed between hadrons (the best known example being the force that acts between nucleons in atomic nuclei) as the nuclear force. Here the strong force acts indirectly, transmitted as gluons, which form part of the virtual pi and rho mesons, which classically transmit the nuclear force (see this topic for more). The failure of many searches for free quarks has shown that the elementary particles affected are not directly observable. This phenomenon is called color confinement.", "targets": "What does stong force act upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b9d83b041684615ac56dc7220d75cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strong force only acts directly upon elementary particles. However, a residual of the force is observed between hadrons (the best known example being the force that acts between nucleons in atomic nuclei) as the nuclear force. Here the strong force acts indirectly, transmitted as gluons, which form part of the virtual pi and rho mesons, which classically transmit the nuclear force (see this topic for more). The failure of many searches for free quarks has shown that the elementary particles affected are not directly observable. This phenomenon is called color confinement.", "targets": "What can be seen between hadrons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b9d83b041684615ac56dc7220d75cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strong force only acts directly upon elementary particles. However, a residual of the force is observed between hadrons (the best known example being the force that acts between nucleons in atomic nuclei) as the nuclear force. Here the strong force acts indirectly, transmitted as gluons, which form part of the virtual pi and rho mesons, which classically transmit the nuclear force (see this topic for more). The failure of many searches for free quarks has shown that the elementary particles affected are not directly observable. This phenomenon is called color confinement.", "targets": "What is the force between nucleons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b9d83b041684615ac56dc7220d75cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strong force only acts directly upon elementary particles. However, a residual of the force is observed between hadrons (the best known example being the force that acts between nucleons in atomic nuclei) as the nuclear force. Here the strong force acts indirectly, transmitted as gluons, which form part of the virtual pi and rho mesons, which classically transmit the nuclear force (see this topic for more). The failure of many searches for free quarks has shown that the elementary particles affected are not directly observable. This phenomenon is called color confinement.", "targets": "How are nuclear forces transmitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b9d83b041684615ac56dc7220d75cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strong force only acts directly upon elementary particles. However, a residual of the force is observed between hadrons (the best known example being the force that acts between nucleons in atomic nuclei) as the nuclear force. Here the strong force acts indirectly, transmitted as gluons, which form part of the virtual pi and rho mesons, which classically transmit the nuclear force (see this topic for more). The failure of many searches for free quarks has shown that the elementary particles affected are not directly observable. This phenomenon is called color confinement.", "targets": "What is the term for the lack of obsevable free quarks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba0523b6ede40c3b1c99395fcb03921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman had a great deal of success teaching Carl, using, for example, discussions about ants and Martians as a device for gaining perspective on problems and issues. He was surprised to learn that the same teaching devices were not useful with Michelle. Mathematics was a common interest for father and son; they both entered the computer field as consultants and were involved in advancing a new method of using multiple computers to solve complex problems\u2014later known as parallel computing. The Jet Propulsion Laboratory retained Feynman as a computational consultant during critical missions. One co-worker characterized Feynman as akin to Don Quixote at his desk, rather than at a computer workstation, ready to do battle with the windmills.", "targets": "What analogies did Feynman use to teach Carl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba0523b6ede40c3b1c99395fcb03921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman had a great deal of success teaching Carl, using, for example, discussions about ants and Martians as a device for gaining perspective on problems and issues. He was surprised to learn that the same teaching devices were not useful with Michelle. Mathematics was a common interest for father and son; they both entered the computer field as consultants and were involved in advancing a new method of using multiple computers to solve complex problems\u2014later known as parallel computing. The Jet Propulsion Laboratory retained Feynman as a computational consultant during critical missions. One co-worker characterized Feynman as akin to Don Quixote at his desk, rather than at a computer workstation, ready to do battle with the windmills.", "targets": "Which subject did Feynman and Carl both enjoy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba0523b6ede40c3b1c99395fcb03921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman had a great deal of success teaching Carl, using, for example, discussions about ants and Martians as a device for gaining perspective on problems and issues. He was surprised to learn that the same teaching devices were not useful with Michelle. Mathematics was a common interest for father and son; they both entered the computer field as consultants and were involved in advancing a new method of using multiple computers to solve complex problems\u2014later known as parallel computing. The Jet Propulsion Laboratory retained Feynman as a computational consultant during critical missions. One co-worker characterized Feynman as akin to Don Quixote at his desk, rather than at a computer workstation, ready to do battle with the windmills.", "targets": "What type of computing did Feynman and his son help develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba0523b6ede40c3b1c99395fcb03921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman had a great deal of success teaching Carl, using, for example, discussions about ants and Martians as a device for gaining perspective on problems and issues. He was surprised to learn that the same teaching devices were not useful with Michelle. Mathematics was a common interest for father and son; they both entered the computer field as consultants and were involved in advancing a new method of using multiple computers to solve complex problems\u2014later known as parallel computing. The Jet Propulsion Laboratory retained Feynman as a computational consultant during critical missions. One co-worker characterized Feynman as akin to Don Quixote at his desk, rather than at a computer workstation, ready to do battle with the windmills.", "targets": "What fictional character was Feynman compared to by a colleague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba0523b6ede40c3b1c99395fcb03921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feynman had a great deal of success teaching Carl, using, for example, discussions about ants and Martians as a device for gaining perspective on problems and issues. He was surprised to learn that the same teaching devices were not useful with Michelle. Mathematics was a common interest for father and son; they both entered the computer field as consultants and were involved in advancing a new method of using multiple computers to solve complex problems\u2014later known as parallel computing. The Jet Propulsion Laboratory retained Feynman as a computational consultant during critical missions. One co-worker characterized Feynman as akin to Don Quixote at his desk, rather than at a computer workstation, ready to do battle with the windmills.", "targets": "What Laboratory employed Feynman for critical missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20668e9de5484db58d7787bebe968234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2007, an increase in the price of diesel and petrol led to Saffron Revolution led by Buddhist monks that were dealt with harshly by the government. The government cracked down on them on 26 September 2007. The crackdown was harsh, with reports of barricades at the Shwedagon Pagoda and monks killed. There were also rumours of disagreement within the Burmese armed forces, but none was confirmed. The military crackdown against unarmed protesters was widely condemned as part of the International reactions to the Saffron Revolution and led to an increase in economic sanctions against the Burmese Government.", "targets": "What was the cause of the insurrection in the summer of 2007 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20668e9de5484db58d7787bebe968234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2007, an increase in the price of diesel and petrol led to Saffron Revolution led by Buddhist monks that were dealt with harshly by the government. The government cracked down on them on 26 September 2007. The crackdown was harsh, with reports of barricades at the Shwedagon Pagoda and monks killed. There were also rumours of disagreement within the Burmese armed forces, but none was confirmed. The military crackdown against unarmed protesters was widely condemned as part of the International reactions to the Saffron Revolution and led to an increase in economic sanctions against the Burmese Government.", "targets": "What was the name of the insurgency lead by Buddhist Monks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20668e9de5484db58d7787bebe968234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2007, an increase in the price of diesel and petrol led to Saffron Revolution led by Buddhist monks that were dealt with harshly by the government. The government cracked down on them on 26 September 2007. The crackdown was harsh, with reports of barricades at the Shwedagon Pagoda and monks killed. There were also rumours of disagreement within the Burmese armed forces, but none was confirmed. The military crackdown against unarmed protesters was widely condemned as part of the International reactions to the Saffron Revolution and led to an increase in economic sanctions against the Burmese Government.", "targets": "Did the insurgency lead to any economic changes in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20668e9de5484db58d7787bebe968234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 2007, an increase in the price of diesel and petrol led to Saffron Revolution led by Buddhist monks that were dealt with harshly by the government. The government cracked down on them on 26 September 2007. The crackdown was harsh, with reports of barricades at the Shwedagon Pagoda and monks killed. There were also rumours of disagreement within the Burmese armed forces, but none was confirmed. The military crackdown against unarmed protesters was widely condemned as part of the International reactions to the Saffron Revolution and led to an increase in economic sanctions against the Burmese Government.", "targets": "How did the world respond to the reported acts of military violence during the Burmese revolution of 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-516ade1f32e5454b84a5d866937ecb38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through most of Shell's early history, the Shell Oil Company business in the United States was substantially independent with its stock being traded on the NYSE and with little direct involvement from the group's central offices in the running of the American business. However, in 1984, Royal Dutch Shell made a bid to purchase those shares of Shell Oil Company it did not own (around 30%) and despite opposition from some minority shareholders, which led to a court case, Shell completed the buyout for a sum of $5.7 billion.", "targets": "Shell Oil Company's United States business throughout its early history is described as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-516ade1f32e5454b84a5d866937ecb38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through most of Shell's early history, the Shell Oil Company business in the United States was substantially independent with its stock being traded on the NYSE and with little direct involvement from the group's central offices in the running of the American business. However, in 1984, Royal Dutch Shell made a bid to purchase those shares of Shell Oil Company it did not own (around 30%) and despite opposition from some minority shareholders, which led to a court case, Shell completed the buyout for a sum of $5.7 billion.", "targets": "On which exchange was Shell Oil Company's U.S. stock historically traded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-516ade1f32e5454b84a5d866937ecb38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through most of Shell's early history, the Shell Oil Company business in the United States was substantially independent with its stock being traded on the NYSE and with little direct involvement from the group's central offices in the running of the American business. However, in 1984, Royal Dutch Shell made a bid to purchase those shares of Shell Oil Company it did not own (around 30%) and despite opposition from some minority shareholders, which led to a court case, Shell completed the buyout for a sum of $5.7 billion.", "targets": "Shell Oil Company historically had little direct involvement from what entity in the running of its American businesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-516ade1f32e5454b84a5d866937ecb38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through most of Shell's early history, the Shell Oil Company business in the United States was substantially independent with its stock being traded on the NYSE and with little direct involvement from the group's central offices in the running of the American business. However, in 1984, Royal Dutch Shell made a bid to purchase those shares of Shell Oil Company it did not own (around 30%) and despite opposition from some minority shareholders, which led to a court case, Shell completed the buyout for a sum of $5.7 billion.", "targets": "In what year did Royal Dutch Shell make a bid to purchase approximately 30% of Shell Oil Company's shares?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-516ade1f32e5454b84a5d866937ecb38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through most of Shell's early history, the Shell Oil Company business in the United States was substantially independent with its stock being traded on the NYSE and with little direct involvement from the group's central offices in the running of the American business. However, in 1984, Royal Dutch Shell made a bid to purchase those shares of Shell Oil Company it did not own (around 30%) and despite opposition from some minority shareholders, which led to a court case, Shell completed the buyout for a sum of $5.7 billion.", "targets": "What did Royal Dutch Shell's bid to purchase Shell Oil Company's shares lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9310e3cb08074fa8b46b7e0558d0a9bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the 16th-century European Reformation resulted in a number of executions on charges of heresy. During the thirty-eight years of Henry VIII's reign, about sixty heretics, mainly Protestants, were executed and a rather greater number of Catholics lost their lives on grounds of political offences such as treason, notably Sir Thomas More and Cardinal John Fisher, for refusing to accept the king's supremacy over the Church in England. Under Edward VI, the heresy laws were repealed in 1547 only to be reintroduced in 1554 by Mary I; even so two radicals were executed in Edward's reign (one for denying the reality of the incarnation, the other for denying Christ's divinity). Under Mary, around two hundred and ninety people were burned at the stake between 1555 and 1558 after the restoration of papal jurisdiction. When Elizabeth I came to the throne, the concept of heresy was retained in theory but severely restricted by the 1559 Act of Supremacy and the one hundred and eighty or so Catholics who were executed in the forty-five years of her reign were put to death because they were considered members of \"...a subversive fifth column.\" The last execution of a \"heretic\" in England occurred under James VI and I in 1612. Although the charge was technically one of \"blasphemy\" there was one later execution in Scotland (still at that date an entirely independent kingdom) when in 1697 Thomas Aikenhead was accused, among other things, of denying the doctrine of the Trinity.", "targets": "What event in England during the 16th century had an outcome of many deaths for heresy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9310e3cb08074fa8b46b7e0558d0a9bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the 16th-century European Reformation resulted in a number of executions on charges of heresy. During the thirty-eight years of Henry VIII's reign, about sixty heretics, mainly Protestants, were executed and a rather greater number of Catholics lost their lives on grounds of political offences such as treason, notably Sir Thomas More and Cardinal John Fisher, for refusing to accept the king's supremacy over the Church in England. Under Edward VI, the heresy laws were repealed in 1547 only to be reintroduced in 1554 by Mary I; even so two radicals were executed in Edward's reign (one for denying the reality of the incarnation, the other for denying Christ's divinity). Under Mary, around two hundred and ninety people were burned at the stake between 1555 and 1558 after the restoration of papal jurisdiction. When Elizabeth I came to the throne, the concept of heresy was retained in theory but severely restricted by the 1559 Act of Supremacy and the one hundred and eighty or so Catholics who were executed in the forty-five years of her reign were put to death because they were considered members of \"...a subversive fifth column.\" The last execution of a \"heretic\" in England occurred under James VI and I in 1612. Although the charge was technically one of \"blasphemy\" there was one later execution in Scotland (still at that date an entirely independent kingdom) when in 1697 Thomas Aikenhead was accused, among other things, of denying the doctrine of the Trinity.", "targets": "During what king's reign did 60 Protestants die for heresy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9310e3cb08074fa8b46b7e0558d0a9bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the 16th-century European Reformation resulted in a number of executions on charges of heresy. During the thirty-eight years of Henry VIII's reign, about sixty heretics, mainly Protestants, were executed and a rather greater number of Catholics lost their lives on grounds of political offences such as treason, notably Sir Thomas More and Cardinal John Fisher, for refusing to accept the king's supremacy over the Church in England. Under Edward VI, the heresy laws were repealed in 1547 only to be reintroduced in 1554 by Mary I; even so two radicals were executed in Edward's reign (one for denying the reality of the incarnation, the other for denying Christ's divinity). Under Mary, around two hundred and ninety people were burned at the stake between 1555 and 1558 after the restoration of papal jurisdiction. When Elizabeth I came to the throne, the concept of heresy was retained in theory but severely restricted by the 1559 Act of Supremacy and the one hundred and eighty or so Catholics who were executed in the forty-five years of her reign were put to death because they were considered members of \"...a subversive fifth column.\" The last execution of a \"heretic\" in England occurred under James VI and I in 1612. Although the charge was technically one of \"blasphemy\" there was one later execution in Scotland (still at that date an entirely independent kingdom) when in 1697 Thomas Aikenhead was accused, among other things, of denying the doctrine of the Trinity.", "targets": "What two notable figures are cited to have perished for refusing to give up the Church in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9310e3cb08074fa8b46b7e0558d0a9bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the 16th-century European Reformation resulted in a number of executions on charges of heresy. During the thirty-eight years of Henry VIII's reign, about sixty heretics, mainly Protestants, were executed and a rather greater number of Catholics lost their lives on grounds of political offences such as treason, notably Sir Thomas More and Cardinal John Fisher, for refusing to accept the king's supremacy over the Church in England. Under Edward VI, the heresy laws were repealed in 1547 only to be reintroduced in 1554 by Mary I; even so two radicals were executed in Edward's reign (one for denying the reality of the incarnation, the other for denying Christ's divinity). Under Mary, around two hundred and ninety people were burned at the stake between 1555 and 1558 after the restoration of papal jurisdiction. When Elizabeth I came to the throne, the concept of heresy was retained in theory but severely restricted by the 1559 Act of Supremacy and the one hundred and eighty or so Catholics who were executed in the forty-five years of her reign were put to death because they were considered members of \"...a subversive fifth column.\" The last execution of a \"heretic\" in England occurred under James VI and I in 1612. Although the charge was technically one of \"blasphemy\" there was one later execution in Scotland (still at that date an entirely independent kingdom) when in 1697 Thomas Aikenhead was accused, among other things, of denying the doctrine of the Trinity.", "targets": "Under which king were the heresy laws repealed in 1547?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9310e3cb08074fa8b46b7e0558d0a9bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In England, the 16th-century European Reformation resulted in a number of executions on charges of heresy. During the thirty-eight years of Henry VIII's reign, about sixty heretics, mainly Protestants, were executed and a rather greater number of Catholics lost their lives on grounds of political offences such as treason, notably Sir Thomas More and Cardinal John Fisher, for refusing to accept the king's supremacy over the Church in England. Under Edward VI, the heresy laws were repealed in 1547 only to be reintroduced in 1554 by Mary I; even so two radicals were executed in Edward's reign (one for denying the reality of the incarnation, the other for denying Christ's divinity). Under Mary, around two hundred and ninety people were burned at the stake between 1555 and 1558 after the restoration of papal jurisdiction. When Elizabeth I came to the throne, the concept of heresy was retained in theory but severely restricted by the 1559 Act of Supremacy and the one hundred and eighty or so Catholics who were executed in the forty-five years of her reign were put to death because they were considered members of \"...a subversive fifth column.\" The last execution of a \"heretic\" in England occurred under James VI and I in 1612. Although the charge was technically one of \"blasphemy\" there was one later execution in Scotland (still at that date an entirely independent kingdom) when in 1697 Thomas Aikenhead was accused, among other things, of denying the doctrine of the Trinity.", "targets": "In what year was the last known person sentenced to death in England for heresy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc4855712b5b41f8a13e07b779653c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was a pioneer of the application of operator theory to quantum mechanics, in the development of functional analysis, a principal member of the Manhattan Project and the Institute for Advanced Study in Princeton (as one of the few originally appointed), and a key figure in the development of game theory and the concepts of cellular automata, the universal constructor and the digital computer. He published 150 papers in his life; 60 in pure mathematics, 20 in physics, and 60 in applied mathematics. His last work, an unfinished manuscript written while in the hospital, was later published in book form as The Computer and the Brain.", "targets": "How many papers did Von Neumann publish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc4855712b5b41f8a13e07b779653c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was a pioneer of the application of operator theory to quantum mechanics, in the development of functional analysis, a principal member of the Manhattan Project and the Institute for Advanced Study in Princeton (as one of the few originally appointed), and a key figure in the development of game theory and the concepts of cellular automata, the universal constructor and the digital computer. He published 150 papers in his life; 60 in pure mathematics, 20 in physics, and 60 in applied mathematics. His last work, an unfinished manuscript written while in the hospital, was later published in book form as The Computer and the Brain.", "targets": "What is the name of Von Neumann's last work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc4855712b5b41f8a13e07b779653c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was a pioneer of the application of operator theory to quantum mechanics, in the development of functional analysis, a principal member of the Manhattan Project and the Institute for Advanced Study in Princeton (as one of the few originally appointed), and a key figure in the development of game theory and the concepts of cellular automata, the universal constructor and the digital computer. He published 150 papers in his life; 60 in pure mathematics, 20 in physics, and 60 in applied mathematics. His last work, an unfinished manuscript written while in the hospital, was later published in book form as The Computer and the Brain.", "targets": "What high profile controversial project was Von Neumann a prinipal of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc4855712b5b41f8a13e07b779653c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He was a pioneer of the application of operator theory to quantum mechanics, in the development of functional analysis, a principal member of the Manhattan Project and the Institute for Advanced Study in Princeton (as one of the few originally appointed), and a key figure in the development of game theory and the concepts of cellular automata, the universal constructor and the digital computer. He published 150 papers in his life; 60 in pure mathematics, 20 in physics, and 60 in applied mathematics. His last work, an unfinished manuscript written while in the hospital, was later published in book form as The Computer and the Brain.", "targets": "Of his published works, what topics were they covering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e21ec32f7a40668874ca01be778ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From their beginnings in Sumer (now Iraq) around 3500 BC, the Mesopotamian people began to attempt to record some observations of the world with numerical data. But their observations and measurements were seemingly taken for purposes other than for elucidating scientific laws. A concrete instance of Pythagoras' law was recorded, as early as the 18th century BC: the Mesopotamian cuneiform tablet Plimpton 322 records a number of Pythagorean triplets (3,4,5) (5,12,13). ..., dated 1900 BC, possibly millennia before Pythagoras,  but an abstract formulation of the Pythagorean theorem was not.", "targets": "Where did the Mesopotamian people originate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e21ec32f7a40668874ca01be778ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From their beginnings in Sumer (now Iraq) around 3500 BC, the Mesopotamian people began to attempt to record some observations of the world with numerical data. But their observations and measurements were seemingly taken for purposes other than for elucidating scientific laws. A concrete instance of Pythagoras' law was recorded, as early as the 18th century BC: the Mesopotamian cuneiform tablet Plimpton 322 records a number of Pythagorean triplets (3,4,5) (5,12,13). ..., dated 1900 BC, possibly millennia before Pythagoras,  but an abstract formulation of the Pythagorean theorem was not.", "targets": "How far back do the Mesopotamian people go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e21ec32f7a40668874ca01be778ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From their beginnings in Sumer (now Iraq) around 3500 BC, the Mesopotamian people began to attempt to record some observations of the world with numerical data. But their observations and measurements were seemingly taken for purposes other than for elucidating scientific laws. A concrete instance of Pythagoras' law was recorded, as early as the 18th century BC: the Mesopotamian cuneiform tablet Plimpton 322 records a number of Pythagorean triplets (3,4,5) (5,12,13). ..., dated 1900 BC, possibly millennia before Pythagoras,  but an abstract formulation of the Pythagorean theorem was not.", "targets": "What did the Mesopotamian use to record data about the world around them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e21ec32f7a40668874ca01be778ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From their beginnings in Sumer (now Iraq) around 3500 BC, the Mesopotamian people began to attempt to record some observations of the world with numerical data. But their observations and measurements were seemingly taken for purposes other than for elucidating scientific laws. A concrete instance of Pythagoras' law was recorded, as early as the 18th century BC: the Mesopotamian cuneiform tablet Plimpton 322 records a number of Pythagorean triplets (3,4,5) (5,12,13). ..., dated 1900 BC, possibly millennia before Pythagoras,  but an abstract formulation of the Pythagorean theorem was not.", "targets": "What was the earliest recording of Pythagoras' law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e21ec32f7a40668874ca01be778ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From their beginnings in Sumer (now Iraq) around 3500 BC, the Mesopotamian people began to attempt to record some observations of the world with numerical data. But their observations and measurements were seemingly taken for purposes other than for elucidating scientific laws. A concrete instance of Pythagoras' law was recorded, as early as the 18th century BC: the Mesopotamian cuneiform tablet Plimpton 322 records a number of Pythagorean triplets (3,4,5) (5,12,13). ..., dated 1900 BC, possibly millennia before Pythagoras,  but an abstract formulation of the Pythagorean theorem was not.", "targets": "Which tablet had Pythagorean triplets on it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "Of what ancestry was Napoleon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "How did Napoleon save the French government in 1795?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "How old was Napoleon when he was given command of the Army of Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "Where did Napoleon lead his troops in 1798?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "Against whom was Napoleon's first military campaign waged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "Where was Napoleon born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "When was Napoleon banished from Corsica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "At what age did Napoleon receive command of the Army of Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "Who did Napoleon fight his first military campaign against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4cd92f319bd4483ae211994407bc527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon was born in Corsica to a relatively modest family of noble Tuscan ancestry. Napoleon supported the French Revolution from the outset in 1789 while serving in the French army, and he tried to spread its ideals to Corsica but was banished from the island in 1793. Two years later, he saved the French government from collapse by firing on the Parisian mobs with cannons. The Directory rewarded Napoleon by giving him command of the Army of Italy at age 26, when he began his first military campaign against the Austrians and their Italian allies, scoring a series of decisive victories that made him famous all across Europe. He followed the defeat of the Allies in Europe by commanding a military expedition to Egypt in 1798, invading and occupying the Ottoman province after defeating the Mamelukes and launching modern Egyptology through the discoveries made by his army.", "targets": "When did Napoleon command his military expedition to Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82c6d27a9d94b38b253bc8b9c4fde40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1631 and 1890, the city tripled its area through land reclamation by filling in marshes, mud flats, and gaps between wharves along the waterfront. The largest reclamation efforts took place during the 19th century; beginning in 1807, the crown of Beacon Hill was used to fill in a 50-acre (20 ha) mill pond that later became the Haymarket Square area. The present-day State House sits atop this lowered Beacon Hill. Reclamation projects in the middle of the century created significant parts of the South End, the West End, the Financial District, and Chinatown. After The Great Boston Fire of 1872, workers used building rubble as landfill along the downtown waterfront. During the mid-to-late 19th century, workers filled almost 600 acres (2.4 km2) of brackish Charles River marshlands west of Boston Common with gravel brought by rail from the hills of Needham Heights. The city annexed the adjacent towns of South Boston (1804), East Boston (1836), Roxbury (1868), Dorchester (including present day Mattapan and a portion of South Boston) (1870), Brighton (including present day Allston) (1874), West Roxbury (including present day Jamaica Plain and Roslindale) (1874), Charlestown (1874), and Hyde Park (1912). Other proposals, for the annexation of Brookline, Cambridge, and Chelsea, were unsuccessful.", "targets": "What was used to fill a mill pond that became the Haymarket Square?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82c6d27a9d94b38b253bc8b9c4fde40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1631 and 1890, the city tripled its area through land reclamation by filling in marshes, mud flats, and gaps between wharves along the waterfront. The largest reclamation efforts took place during the 19th century; beginning in 1807, the crown of Beacon Hill was used to fill in a 50-acre (20 ha) mill pond that later became the Haymarket Square area. The present-day State House sits atop this lowered Beacon Hill. Reclamation projects in the middle of the century created significant parts of the South End, the West End, the Financial District, and Chinatown. After The Great Boston Fire of 1872, workers used building rubble as landfill along the downtown waterfront. During the mid-to-late 19th century, workers filled almost 600 acres (2.4 km2) of brackish Charles River marshlands west of Boston Common with gravel brought by rail from the hills of Needham Heights. The city annexed the adjacent towns of South Boston (1804), East Boston (1836), Roxbury (1868), Dorchester (including present day Mattapan and a portion of South Boston) (1870), Brighton (including present day Allston) (1874), West Roxbury (including present day Jamaica Plain and Roslindale) (1874), Charlestown (1874), and Hyde Park (1912). Other proposals, for the annexation of Brookline, Cambridge, and Chelsea, were unsuccessful.", "targets": "What sits on Beacon Hill today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82c6d27a9d94b38b253bc8b9c4fde40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1631 and 1890, the city tripled its area through land reclamation by filling in marshes, mud flats, and gaps between wharves along the waterfront. The largest reclamation efforts took place during the 19th century; beginning in 1807, the crown of Beacon Hill was used to fill in a 50-acre (20 ha) mill pond that later became the Haymarket Square area. The present-day State House sits atop this lowered Beacon Hill. Reclamation projects in the middle of the century created significant parts of the South End, the West End, the Financial District, and Chinatown. After The Great Boston Fire of 1872, workers used building rubble as landfill along the downtown waterfront. During the mid-to-late 19th century, workers filled almost 600 acres (2.4 km2) of brackish Charles River marshlands west of Boston Common with gravel brought by rail from the hills of Needham Heights. The city annexed the adjacent towns of South Boston (1804), East Boston (1836), Roxbury (1868), Dorchester (including present day Mattapan and a portion of South Boston) (1870), Brighton (including present day Allston) (1874), West Roxbury (including present day Jamaica Plain and Roslindale) (1874), Charlestown (1874), and Hyde Park (1912). Other proposals, for the annexation of Brookline, Cambridge, and Chelsea, were unsuccessful.", "targets": "What famous disaster happened in Boston in 1872?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d82c6d27a9d94b38b253bc8b9c4fde40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1631 and 1890, the city tripled its area through land reclamation by filling in marshes, mud flats, and gaps between wharves along the waterfront. The largest reclamation efforts took place during the 19th century; beginning in 1807, the crown of Beacon Hill was used to fill in a 50-acre (20 ha) mill pond that later became the Haymarket Square area. The present-day State House sits atop this lowered Beacon Hill. Reclamation projects in the middle of the century created significant parts of the South End, the West End, the Financial District, and Chinatown. After The Great Boston Fire of 1872, workers used building rubble as landfill along the downtown waterfront. During the mid-to-late 19th century, workers filled almost 600 acres (2.4 km2) of brackish Charles River marshlands west of Boston Common with gravel brought by rail from the hills of Needham Heights. The city annexed the adjacent towns of South Boston (1804), East Boston (1836), Roxbury (1868), Dorchester (including present day Mattapan and a portion of South Boston) (1870), Brighton (including present day Allston) (1874), West Roxbury (including present day Jamaica Plain and Roslindale) (1874), Charlestown (1874), and Hyde Park (1912). Other proposals, for the annexation of Brookline, Cambridge, and Chelsea, were unsuccessful.", "targets": "What was the rubble from the Great Boston Fire used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-232516e372a942258b3421bd0b45940d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after the unification of the region, the Western Jin dynasty collapsed. First the rebellions by eight Jin princes for the throne and later rebellions and invasion from Xiongnu and other nomadic peoples that destroyed the rule of the Jin dynasty in the north. In 317, remnants of the Jin court, as well as nobles and wealthy families, fled from the north to the south and reestablished the Jin court in Nanjing, which was then called Jiankang (\u5efa\u5eb7), replacing Luoyang. It's the first time that the capital of the nation moved to southern part.", "targets": "What happened prior to the collapse of the Western Jin dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-232516e372a942258b3421bd0b45940d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after the unification of the region, the Western Jin dynasty collapsed. First the rebellions by eight Jin princes for the throne and later rebellions and invasion from Xiongnu and other nomadic peoples that destroyed the rule of the Jin dynasty in the north. In 317, remnants of the Jin court, as well as nobles and wealthy families, fled from the north to the south and reestablished the Jin court in Nanjing, which was then called Jiankang (\u5efa\u5eb7), replacing Luoyang. It's the first time that the capital of the nation moved to southern part.", "targets": "When did the Jin court head South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-232516e372a942258b3421bd0b45940d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after the unification of the region, the Western Jin dynasty collapsed. First the rebellions by eight Jin princes for the throne and later rebellions and invasion from Xiongnu and other nomadic peoples that destroyed the rule of the Jin dynasty in the north. In 317, remnants of the Jin court, as well as nobles and wealthy families, fled from the north to the south and reestablished the Jin court in Nanjing, which was then called Jiankang (\u5efa\u5eb7), replacing Luoyang. It's the first time that the capital of the nation moved to southern part.", "targets": "Where did the Jin court re-establish itself, after fleeing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-232516e372a942258b3421bd0b45940d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shortly after the unification of the region, the Western Jin dynasty collapsed. First the rebellions by eight Jin princes for the throne and later rebellions and invasion from Xiongnu and other nomadic peoples that destroyed the rule of the Jin dynasty in the north. In 317, remnants of the Jin court, as well as nobles and wealthy families, fled from the north to the south and reestablished the Jin court in Nanjing, which was then called Jiankang (\u5efa\u5eb7), replacing Luoyang. It's the first time that the capital of the nation moved to southern part.", "targets": "Who fled with the Jin court to the South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0bc4f6b125a4aa694489f748336c759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the assassination of Uthman in 656, Ali, a member of the Quraysh tribe and the cousin and son-in-law of Muhammad, was elected as the caliph. He soon met with resistance from several factions, owing to his relative political inexperience. Ali moved his capital from Medina to Kufa. The resulting conflict, which lasted from 656 until 661, is known as the First Fitna (\"civil war\"). Muawiyah I, the governor of Syria, a relative of Uthman ibn al-Affan and Marwan I, wanted the culprits arrested. Marwan I manipulated everyone and created conflict. Aisha, the wife of Muhammad, and Talhah and Al-Zubayr, two of the companions of Muhammad, went to Basra to tell Ali to arrest the culprits who murdered Uthman. Marwan I and other people who wanted conflict manipulated everyone to fight. The two sides clashed at the Battle of the Camel in 656, where Ali won a decisive victory.", "targets": "When did Uthman die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0bc4f6b125a4aa694489f748336c759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the assassination of Uthman in 656, Ali, a member of the Quraysh tribe and the cousin and son-in-law of Muhammad, was elected as the caliph. He soon met with resistance from several factions, owing to his relative political inexperience. Ali moved his capital from Medina to Kufa. The resulting conflict, which lasted from 656 until 661, is known as the First Fitna (\"civil war\"). Muawiyah I, the governor of Syria, a relative of Uthman ibn al-Affan and Marwan I, wanted the culprits arrested. Marwan I manipulated everyone and created conflict. Aisha, the wife of Muhammad, and Talhah and Al-Zubayr, two of the companions of Muhammad, went to Basra to tell Ali to arrest the culprits who murdered Uthman. Marwan I and other people who wanted conflict manipulated everyone to fight. The two sides clashed at the Battle of the Camel in 656, where Ali won a decisive victory.", "targets": "What tribe did Ali belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0bc4f6b125a4aa694489f748336c759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the assassination of Uthman in 656, Ali, a member of the Quraysh tribe and the cousin and son-in-law of Muhammad, was elected as the caliph. He soon met with resistance from several factions, owing to his relative political inexperience. Ali moved his capital from Medina to Kufa. The resulting conflict, which lasted from 656 until 661, is known as the First Fitna (\"civil war\"). Muawiyah I, the governor of Syria, a relative of Uthman ibn al-Affan and Marwan I, wanted the culprits arrested. Marwan I manipulated everyone and created conflict. Aisha, the wife of Muhammad, and Talhah and Al-Zubayr, two of the companions of Muhammad, went to Basra to tell Ali to arrest the culprits who murdered Uthman. Marwan I and other people who wanted conflict manipulated everyone to fight. The two sides clashed at the Battle of the Camel in 656, where Ali won a decisive victory.", "targets": "What does Fitna mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0bc4f6b125a4aa694489f748336c759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the assassination of Uthman in 656, Ali, a member of the Quraysh tribe and the cousin and son-in-law of Muhammad, was elected as the caliph. He soon met with resistance from several factions, owing to his relative political inexperience. Ali moved his capital from Medina to Kufa. The resulting conflict, which lasted from 656 until 661, is known as the First Fitna (\"civil war\"). Muawiyah I, the governor of Syria, a relative of Uthman ibn al-Affan and Marwan I, wanted the culprits arrested. Marwan I manipulated everyone and created conflict. Aisha, the wife of Muhammad, and Talhah and Al-Zubayr, two of the companions of Muhammad, went to Basra to tell Ali to arrest the culprits who murdered Uthman. Marwan I and other people who wanted conflict manipulated everyone to fight. The two sides clashed at the Battle of the Camel in 656, where Ali won a decisive victory.", "targets": "Along with being his cousin, what relationship did Ali have to Muhammad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0bc4f6b125a4aa694489f748336c759", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the assassination of Uthman in 656, Ali, a member of the Quraysh tribe and the cousin and son-in-law of Muhammad, was elected as the caliph. He soon met with resistance from several factions, owing to his relative political inexperience. Ali moved his capital from Medina to Kufa. The resulting conflict, which lasted from 656 until 661, is known as the First Fitna (\"civil war\"). Muawiyah I, the governor of Syria, a relative of Uthman ibn al-Affan and Marwan I, wanted the culprits arrested. Marwan I manipulated everyone and created conflict. Aisha, the wife of Muhammad, and Talhah and Al-Zubayr, two of the companions of Muhammad, went to Basra to tell Ali to arrest the culprits who murdered Uthman. Marwan I and other people who wanted conflict manipulated everyone to fight. The two sides clashed at the Battle of the Camel in 656, where Ali won a decisive victory.", "targets": "Where was the capital before Ali changed it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45f603a8d754192aae8dbfae15db7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the U.S. Air Force's formal and informal traditions are an amalgamation of those taken from the Royal Air Force (e.g., dining-ins/mess nights) or the experiences of its predecessor organizations such as the U.S. Army Air Service, U.S. Army Air Corps and the U.S. Army Air Forces. Some of these traditions range from \"Friday Name Tags\" in flying units to an annual \"Mustache Month.\" The use of \"challenge coins\" is a recent innovation that was adopted from the U.S. Army while another cultural tradition unique to the Air Force is the \"roof stomp\", practiced by Air Force members to welcome a new commander or to commemorate another event, such as a retirement.", "targets": "Where did some of the US Air Force traditions come from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45f603a8d754192aae8dbfae15db7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the U.S. Air Force's formal and informal traditions are an amalgamation of those taken from the Royal Air Force (e.g., dining-ins/mess nights) or the experiences of its predecessor organizations such as the U.S. Army Air Service, U.S. Army Air Corps and the U.S. Army Air Forces. Some of these traditions range from \"Friday Name Tags\" in flying units to an annual \"Mustache Month.\" The use of \"challenge coins\" is a recent innovation that was adopted from the U.S. Army while another cultural tradition unique to the Air Force is the \"roof stomp\", practiced by Air Force members to welcome a new commander or to commemorate another event, such as a retirement.", "targets": "What traditions does the US Air Force have? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45f603a8d754192aae8dbfae15db7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the U.S. Air Force's formal and informal traditions are an amalgamation of those taken from the Royal Air Force (e.g., dining-ins/mess nights) or the experiences of its predecessor organizations such as the U.S. Army Air Service, U.S. Army Air Corps and the U.S. Army Air Forces. Some of these traditions range from \"Friday Name Tags\" in flying units to an annual \"Mustache Month.\" The use of \"challenge coins\" is a recent innovation that was adopted from the U.S. Army while another cultural tradition unique to the Air Force is the \"roof stomp\", practiced by Air Force members to welcome a new commander or to commemorate another event, such as a retirement.", "targets": "What organization did the US Air Force adopt \"Challenge Coins\" from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45f603a8d754192aae8dbfae15db7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the U.S. Air Force's formal and informal traditions are an amalgamation of those taken from the Royal Air Force (e.g., dining-ins/mess nights) or the experiences of its predecessor organizations such as the U.S. Army Air Service, U.S. Army Air Corps and the U.S. Army Air Forces. Some of these traditions range from \"Friday Name Tags\" in flying units to an annual \"Mustache Month.\" The use of \"challenge coins\" is a recent innovation that was adopted from the U.S. Army while another cultural tradition unique to the Air Force is the \"roof stomp\", practiced by Air Force members to welcome a new commander or to commemorate another event, such as a retirement.", "targets": "What does the roof stomp tradition signify in the US Air Force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83cff10697004939bb8c0422df8666f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo and his sister Artemis can bring death with their arrows. The conception that diseases and death come from invisible shots sent by supernatural beings, or magicians is common in Germanic and Norse mythology. In Greek mythology Artemis was the leader (\u1f21\u03b3\u03b5\u03bc\u03ce\u03bd, \"hegemon\") of the nymphs, who had similar functions with the Nordic Elves. The \"elf-shot\" originally indicated disease or death attributed to the elves, but it was later attested denoting stone arrow-heads which were used by witches to harm people, and also for healing rituals.", "targets": "Who is Apollo's sister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83cff10697004939bb8c0422df8666f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo and his sister Artemis can bring death with their arrows. The conception that diseases and death come from invisible shots sent by supernatural beings, or magicians is common in Germanic and Norse mythology. In Greek mythology Artemis was the leader (\u1f21\u03b3\u03b5\u03bc\u03ce\u03bd, \"hegemon\") of the nymphs, who had similar functions with the Nordic Elves. The \"elf-shot\" originally indicated disease or death attributed to the elves, but it was later attested denoting stone arrow-heads which were used by witches to harm people, and also for healing rituals.", "targets": "It was believed that this woman could bring death with her arrows."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83cff10697004939bb8c0422df8666f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo and his sister Artemis can bring death with their arrows. The conception that diseases and death come from invisible shots sent by supernatural beings, or magicians is common in Germanic and Norse mythology. In Greek mythology Artemis was the leader (\u1f21\u03b3\u03b5\u03bc\u03ce\u03bd, \"hegemon\") of the nymphs, who had similar functions with the Nordic Elves. The \"elf-shot\" originally indicated disease or death attributed to the elves, but it was later attested denoting stone arrow-heads which were used by witches to harm people, and also for healing rituals.", "targets": "In Greek mythology, who was the leader of the nymphs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705d36f3257541a1a72bf9623efee130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name \"Seattle\" appears on official Washington Territory papers dated May 23, 1853, when the first plats for the village were filed. In 1855, nominal land settlements were established. On January 14, 1865, the Legislature of Territorial Washington incorporated the Town of Seattle with a board of trustees managing the city. The town of Seattle was disincorporated January 18, 1867 and remained a mere precinct of King County until late 1869, when a new petition was filed and the city was re-incorporated December 2, 1869 with a Mayor-council government. The corporate seal of the City of Seattle carries the date \"1869\" and a likeness of Chief Sealth in left profile.", "targets": "At what date did the name Seattle first appear on official papers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705d36f3257541a1a72bf9623efee130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name \"Seattle\" appears on official Washington Territory papers dated May 23, 1853, when the first plats for the village were filed. In 1855, nominal land settlements were established. On January 14, 1865, the Legislature of Territorial Washington incorporated the Town of Seattle with a board of trustees managing the city. The town of Seattle was disincorporated January 18, 1867 and remained a mere precinct of King County until late 1869, when a new petition was filed and the city was re-incorporated December 2, 1869 with a Mayor-council government. The corporate seal of the City of Seattle carries the date \"1869\" and a likeness of Chief Sealth in left profile.", "targets": "What famous Indian appears on the seal of Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705d36f3257541a1a72bf9623efee130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name \"Seattle\" appears on official Washington Territory papers dated May 23, 1853, when the first plats for the village were filed. In 1855, nominal land settlements were established. On January 14, 1865, the Legislature of Territorial Washington incorporated the Town of Seattle with a board of trustees managing the city. The town of Seattle was disincorporated January 18, 1867 and remained a mere precinct of King County until late 1869, when a new petition was filed and the city was re-incorporated December 2, 1869 with a Mayor-council government. The corporate seal of the City of Seattle carries the date \"1869\" and a likeness of Chief Sealth in left profile.", "targets": "When were the first land allocations made in Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705d36f3257541a1a72bf9623efee130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name \"Seattle\" appears on official Washington Territory papers dated May 23, 1853, when the first plats for the village were filed. In 1855, nominal land settlements were established. On January 14, 1865, the Legislature of Territorial Washington incorporated the Town of Seattle with a board of trustees managing the city. The town of Seattle was disincorporated January 18, 1867 and remained a mere precinct of King County until late 1869, when a new petition was filed and the city was re-incorporated December 2, 1869 with a Mayor-council government. The corporate seal of the City of Seattle carries the date \"1869\" and a likeness of Chief Sealth in left profile.", "targets": "At what date was Seattle incorporated as a town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705d36f3257541a1a72bf9623efee130", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name \"Seattle\" appears on official Washington Territory papers dated May 23, 1853, when the first plats for the village were filed. In 1855, nominal land settlements were established. On January 14, 1865, the Legislature of Territorial Washington incorporated the Town of Seattle with a board of trustees managing the city. The town of Seattle was disincorporated January 18, 1867 and remained a mere precinct of King County until late 1869, when a new petition was filed and the city was re-incorporated December 2, 1869 with a Mayor-council government. The corporate seal of the City of Seattle carries the date \"1869\" and a likeness of Chief Sealth in left profile.", "targets": "What type of governing body did Seattle have in 1869?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e766e8d50744fbca7c76d92669a668f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roosevelt Boulevard and the Roosevelt Expressway (U.S. 1) connect Northeast Philadelphia with Center City. Woodhaven Road (Route 63), built in 1966, and Cottman Avenue (Route 73) serve the neighborhoods of Northeast Philadelphia, running between Interstate 95 and the Roosevelt Boulevard (U.S. 1). The Fort Washington Expressway (Route 309) extends north from the city's northern border, serving Montgomery County and Bucks County. U.S. 30, extending east-west from West Philadelphia to Lancaster, is known as Lancaster Avenue throughout most of the city and through the adjacent Main Line suburbs.", "targets": "What is another name for the Roosevelt Expressway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e766e8d50744fbca7c76d92669a668f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roosevelt Boulevard and the Roosevelt Expressway (U.S. 1) connect Northeast Philadelphia with Center City. Woodhaven Road (Route 63), built in 1966, and Cottman Avenue (Route 73) serve the neighborhoods of Northeast Philadelphia, running between Interstate 95 and the Roosevelt Boulevard (U.S. 1). The Fort Washington Expressway (Route 309) extends north from the city's northern border, serving Montgomery County and Bucks County. U.S. 30, extending east-west from West Philadelphia to Lancaster, is known as Lancaster Avenue throughout most of the city and through the adjacent Main Line suburbs.", "targets": "When was Woodhaven road built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e766e8d50744fbca7c76d92669a668f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roosevelt Boulevard and the Roosevelt Expressway (U.S. 1) connect Northeast Philadelphia with Center City. Woodhaven Road (Route 63), built in 1966, and Cottman Avenue (Route 73) serve the neighborhoods of Northeast Philadelphia, running between Interstate 95 and the Roosevelt Boulevard (U.S. 1). The Fort Washington Expressway (Route 309) extends north from the city's northern border, serving Montgomery County and Bucks County. U.S. 30, extending east-west from West Philadelphia to Lancaster, is known as Lancaster Avenue throughout most of the city and through the adjacent Main Line suburbs.", "targets": "What neighborhoods does Cottman Avenue serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e766e8d50744fbca7c76d92669a668f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roosevelt Boulevard and the Roosevelt Expressway (U.S. 1) connect Northeast Philadelphia with Center City. Woodhaven Road (Route 63), built in 1966, and Cottman Avenue (Route 73) serve the neighborhoods of Northeast Philadelphia, running between Interstate 95 and the Roosevelt Boulevard (U.S. 1). The Fort Washington Expressway (Route 309) extends north from the city's northern border, serving Montgomery County and Bucks County. U.S. 30, extending east-west from West Philadelphia to Lancaster, is known as Lancaster Avenue throughout most of the city and through the adjacent Main Line suburbs.", "targets": "What is another name for The Fort Washington Expressway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e766e8d50744fbca7c76d92669a668f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roosevelt Boulevard and the Roosevelt Expressway (U.S. 1) connect Northeast Philadelphia with Center City. Woodhaven Road (Route 63), built in 1966, and Cottman Avenue (Route 73) serve the neighborhoods of Northeast Philadelphia, running between Interstate 95 and the Roosevelt Boulevard (U.S. 1). The Fort Washington Expressway (Route 309) extends north from the city's northern border, serving Montgomery County and Bucks County. U.S. 30, extending east-west from West Philadelphia to Lancaster, is known as Lancaster Avenue throughout most of the city and through the adjacent Main Line suburbs.", "targets": "What is US-30 also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829db0ec33be444786b8eb7abd3a2ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A popular trend in this era was remixing dance music hits into adult contemporary ballads, especially in the US, (for example, the \"Candlelight Mix\" versions of \"Heaven\" by DJ Sammy, \"Listen To Your Heart\" by D.H.T., and \"Everytime We Touch\" by Cascada). Adult contemporary has long characterized itself as family-friendly, but edited versions of \"Perfect\" by P!nk and \"Forget You\" by Cee Lo Green showed up in the format in 2011.", "targets": "What was the name of DJ Sammy's mix of \"Heaven\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829db0ec33be444786b8eb7abd3a2ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A popular trend in this era was remixing dance music hits into adult contemporary ballads, especially in the US, (for example, the \"Candlelight Mix\" versions of \"Heaven\" by DJ Sammy, \"Listen To Your Heart\" by D.H.T., and \"Everytime We Touch\" by Cascada). Adult contemporary has long characterized itself as family-friendly, but edited versions of \"Perfect\" by P!nk and \"Forget You\" by Cee Lo Green showed up in the format in 2011.", "targets": "Who recorded the song \"Listen To Your Heart\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829db0ec33be444786b8eb7abd3a2ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A popular trend in this era was remixing dance music hits into adult contemporary ballads, especially in the US, (for example, the \"Candlelight Mix\" versions of \"Heaven\" by DJ Sammy, \"Listen To Your Heart\" by D.H.T., and \"Everytime We Touch\" by Cascada). Adult contemporary has long characterized itself as family-friendly, but edited versions of \"Perfect\" by P!nk and \"Forget You\" by Cee Lo Green showed up in the format in 2011.", "targets": "Who is known for the song \"Everytime We Touch\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829db0ec33be444786b8eb7abd3a2ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A popular trend in this era was remixing dance music hits into adult contemporary ballads, especially in the US, (for example, the \"Candlelight Mix\" versions of \"Heaven\" by DJ Sammy, \"Listen To Your Heart\" by D.H.T., and \"Everytime We Touch\" by Cascada). Adult contemporary has long characterized itself as family-friendly, but edited versions of \"Perfect\" by P!nk and \"Forget You\" by Cee Lo Green showed up in the format in 2011.", "targets": "What artist performed the song \"Forget You\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-829db0ec33be444786b8eb7abd3a2ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A popular trend in this era was remixing dance music hits into adult contemporary ballads, especially in the US, (for example, the \"Candlelight Mix\" versions of \"Heaven\" by DJ Sammy, \"Listen To Your Heart\" by D.H.T., and \"Everytime We Touch\" by Cascada). Adult contemporary has long characterized itself as family-friendly, but edited versions of \"Perfect\" by P!nk and \"Forget You\" by Cee Lo Green showed up in the format in 2011.", "targets": "What version of P!nk's \"Perfect\" appeared on adult contemporary radio in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3699bb4de0db4cf5bac2e2ac0dcccffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite lowering rates in surrounding countries, cholera rates were reported in November 2012 to be on the rise, with 1,500 cases reported and nine deaths. A 2008 cholera epidemic in Guinea-Bissau affected 14,222 people and killed 225.", "targets": "What type of disease was reported to be on the rise in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3699bb4de0db4cf5bac2e2ac0dcccffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite lowering rates in surrounding countries, cholera rates were reported in November 2012 to be on the rise, with 1,500 cases reported and nine deaths. A 2008 cholera epidemic in Guinea-Bissau affected 14,222 people and killed 225.", "targets": "How many died from cholera in a November 2012 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3699bb4de0db4cf5bac2e2ac0dcccffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite lowering rates in surrounding countries, cholera rates were reported in November 2012 to be on the rise, with 1,500 cases reported and nine deaths. A 2008 cholera epidemic in Guinea-Bissau affected 14,222 people and killed 225.", "targets": "How many died from cholera in a 2008 epidemic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3699bb4de0db4cf5bac2e2ac0dcccffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite lowering rates in surrounding countries, cholera rates were reported in November 2012 to be on the rise, with 1,500 cases reported and nine deaths. A 2008 cholera epidemic in Guinea-Bissau affected 14,222 people and killed 225.", "targets": "Where are there reported cholera rates that are lowering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3699bb4de0db4cf5bac2e2ac0dcccffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite lowering rates in surrounding countries, cholera rates were reported in November 2012 to be on the rise, with 1,500 cases reported and nine deaths. A 2008 cholera epidemic in Guinea-Bissau affected 14,222 people and killed 225.", "targets": "How many people were affected by the 2008 cholera epidemic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af69b41e8734420fba42101913be07c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan (/\u02c8k\u00e6t\u0259l\u00e6n/; autonym: catal\u00e0 [k\u0259t\u0259\u02c8la] or [kata\u02c8la]) is a Romance language named for its origins in Catalonia, in what is northeastern Spain and adjoining parts of France. It is the national and only official language of Andorra, and a co-official language of the Spanish autonomous communities of Catalonia, the Balearic Islands, and Valencia (where the language is known as Valencian, and there exist regional standards). It also has semi-official status in the city of Alghero on the Italian island of Sardinia. It is also spoken with no official recognition in parts of the Spanish autonomous communities of Aragon (La Franja) and Murcia (Carche), and in the historic French region of Roussillon/Northern Catalonia, roughly equivalent to the department of Pyr\u00e9n\u00e9es-Orientales.", "targets": "What place is Catalan named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af69b41e8734420fba42101913be07c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan (/\u02c8k\u00e6t\u0259l\u00e6n/; autonym: catal\u00e0 [k\u0259t\u0259\u02c8la] or [kata\u02c8la]) is a Romance language named for its origins in Catalonia, in what is northeastern Spain and adjoining parts of France. It is the national and only official language of Andorra, and a co-official language of the Spanish autonomous communities of Catalonia, the Balearic Islands, and Valencia (where the language is known as Valencian, and there exist regional standards). It also has semi-official status in the city of Alghero on the Italian island of Sardinia. It is also spoken with no official recognition in parts of the Spanish autonomous communities of Aragon (La Franja) and Murcia (Carche), and in the historic French region of Roussillon/Northern Catalonia, roughly equivalent to the department of Pyr\u00e9n\u00e9es-Orientales.", "targets": "What type of language is Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af69b41e8734420fba42101913be07c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan (/\u02c8k\u00e6t\u0259l\u00e6n/; autonym: catal\u00e0 [k\u0259t\u0259\u02c8la] or [kata\u02c8la]) is a Romance language named for its origins in Catalonia, in what is northeastern Spain and adjoining parts of France. It is the national and only official language of Andorra, and a co-official language of the Spanish autonomous communities of Catalonia, the Balearic Islands, and Valencia (where the language is known as Valencian, and there exist regional standards). It also has semi-official status in the city of Alghero on the Italian island of Sardinia. It is also spoken with no official recognition in parts of the Spanish autonomous communities of Aragon (La Franja) and Murcia (Carche), and in the historic French region of Roussillon/Northern Catalonia, roughly equivalent to the department of Pyr\u00e9n\u00e9es-Orientales.", "targets": "What is Catalan called in Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af69b41e8734420fba42101913be07c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan (/\u02c8k\u00e6t\u0259l\u00e6n/; autonym: catal\u00e0 [k\u0259t\u0259\u02c8la] or [kata\u02c8la]) is a Romance language named for its origins in Catalonia, in what is northeastern Spain and adjoining parts of France. It is the national and only official language of Andorra, and a co-official language of the Spanish autonomous communities of Catalonia, the Balearic Islands, and Valencia (where the language is known as Valencian, and there exist regional standards). It also has semi-official status in the city of Alghero on the Italian island of Sardinia. It is also spoken with no official recognition in parts of the Spanish autonomous communities of Aragon (La Franja) and Murcia (Carche), and in the historic French region of Roussillon/Northern Catalonia, roughly equivalent to the department of Pyr\u00e9n\u00e9es-Orientales.", "targets": "Where is Catalan the only official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3680f288edbd4d15908bcf69c1d2380f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was rumored that Schwarzenegger might run for the United States Senate in 2010, as his governorship would be term-limited by that time. This turned out to be false.", "targets": "What political office did people speculate Schwarzenegger might try for in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0818ad15a0fb4eb3964f530790ca6db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek disapproved of the notion of 'social justice'. He compared the market to a game in which 'there is no point in calling the outcome just or unjust' and argued that 'social justice is an empty phrase with no determinable content'; likewise \"the results of the individual's efforts are necessarily unpredictable, and the question as to whether the resulting distribution of incomes is just has no meaning\". He generally regarded government redistribution of income or capital as an unacceptable intrusion upon individual freedom: \"the principle of distributive justice, once introduced, would not be fulfilled until the whole of society was organized in accordance with it. This would produce a kind of society which in all essential respects would be the opposite of a free society.\"", "targets": "What concept did Hayek dislike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0818ad15a0fb4eb3964f530790ca6db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek disapproved of the notion of 'social justice'. He compared the market to a game in which 'there is no point in calling the outcome just or unjust' and argued that 'social justice is an empty phrase with no determinable content'; likewise \"the results of the individual's efforts are necessarily unpredictable, and the question as to whether the resulting distribution of incomes is just has no meaning\". He generally regarded government redistribution of income or capital as an unacceptable intrusion upon individual freedom: \"the principle of distributive justice, once introduced, would not be fulfilled until the whole of society was organized in accordance with it. This would produce a kind of society which in all essential respects would be the opposite of a free society.\"", "targets": "How did Hayek feel regarding income distribution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0818ad15a0fb4eb3964f530790ca6db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek disapproved of the notion of 'social justice'. He compared the market to a game in which 'there is no point in calling the outcome just or unjust' and argued that 'social justice is an empty phrase with no determinable content'; likewise \"the results of the individual's efforts are necessarily unpredictable, and the question as to whether the resulting distribution of incomes is just has no meaning\". He generally regarded government redistribution of income or capital as an unacceptable intrusion upon individual freedom: \"the principle of distributive justice, once introduced, would not be fulfilled until the whole of society was organized in accordance with it. This would produce a kind of society which in all essential respects would be the opposite of a free society.\"", "targets": "What reason does Hayek provide for differences in income distribution not being a matter of just or unjust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0818ad15a0fb4eb3964f530790ca6db8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hayek disapproved of the notion of 'social justice'. He compared the market to a game in which 'there is no point in calling the outcome just or unjust' and argued that 'social justice is an empty phrase with no determinable content'; likewise \"the results of the individual's efforts are necessarily unpredictable, and the question as to whether the resulting distribution of incomes is just has no meaning\". He generally regarded government redistribution of income or capital as an unacceptable intrusion upon individual freedom: \"the principle of distributive justice, once introduced, would not be fulfilled until the whole of society was organized in accordance with it. This would produce a kind of society which in all essential respects would be the opposite of a free society.\"", "targets": "According to Hayek, a society in which income is redistributed is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffc3bfd2e7a4733870b71d6f4360879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A reward will be paid to any person who furnishes information which leads to an arrest, conviction, or revocation of a license, so long as they are not a local, state, or federal employee in the performance of official duties. The Secretary may also provide reasonable and necessary costs incurred for the care of fish, wildlife, and forest service or plant pending the violation caused by the criminal. If the balance ever exceeds $500,000 the Secretary of the Treasury is required to deposit an amount equal to the excess into the cooperative endangered species conservation fund.", "targets": "Is the public given incentive to report Endangered Species Act violations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffc3bfd2e7a4733870b71d6f4360879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A reward will be paid to any person who furnishes information which leads to an arrest, conviction, or revocation of a license, so long as they are not a local, state, or federal employee in the performance of official duties. The Secretary may also provide reasonable and necessary costs incurred for the care of fish, wildlife, and forest service or plant pending the violation caused by the criminal. If the balance ever exceeds $500,000 the Secretary of the Treasury is required to deposit an amount equal to the excess into the cooperative endangered species conservation fund.", "targets": "Given that a violator caused wildlife harm, who may provide financial assistance for the care of the harmed wildlife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ffc3bfd2e7a4733870b71d6f4360879", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A reward will be paid to any person who furnishes information which leads to an arrest, conviction, or revocation of a license, so long as they are not a local, state, or federal employee in the performance of official duties. The Secretary may also provide reasonable and necessary costs incurred for the care of fish, wildlife, and forest service or plant pending the violation caused by the criminal. If the balance ever exceeds $500,000 the Secretary of the Treasury is required to deposit an amount equal to the excess into the cooperative endangered species conservation fund.", "targets": "Costs over what balance lead to the Secretary of the Treasury depositing money into the cooperative endangered species conservation fund?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f30a8f1d58a405fbc9275ed66135e61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Inequality-adjusted Human Development Index (IHDI) is a \"measure of the average level of human development of people in a society once inequality is taken into account.\"", "targets": "Does the IHDI measure the \"average\" or the \"potential\" level of human development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84666b0eb6c4241b853159e611e7541", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most popular shows on CBC Television is the weekly Saturday night broadcast of NHL hockey games, Hockey Night in Canada. It has been televised by the network since 1952. During the NHL lockout and subsequent cancellation of the 2004-2005 hockey season, CBC instead aired various recent and classic movies, branded as Movie Night in Canada, on Saturday nights. Many cultural groups criticized this and suggested the CBC air games from minor hockey leagues; the CBC responded that most such broadcast rights were already held by other groups, but it did base each Movie Night broadcast from a different Canadian hockey venue. Other than hockey, CBC Sports properties include Toronto Raptors basketball, Toronto FC Soccer, and various other amateur and professional events.", "targets": "What year did HNIC begin being broadcasted on CBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84666b0eb6c4241b853159e611e7541", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most popular shows on CBC Television is the weekly Saturday night broadcast of NHL hockey games, Hockey Night in Canada. It has been televised by the network since 1952. During the NHL lockout and subsequent cancellation of the 2004-2005 hockey season, CBC instead aired various recent and classic movies, branded as Movie Night in Canada, on Saturday nights. Many cultural groups criticized this and suggested the CBC air games from minor hockey leagues; the CBC responded that most such broadcast rights were already held by other groups, but it did base each Movie Night broadcast from a different Canadian hockey venue. Other than hockey, CBC Sports properties include Toronto Raptors basketball, Toronto FC Soccer, and various other amateur and professional events.", "targets": "What did CBC air during the NHL lockout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84666b0eb6c4241b853159e611e7541", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most popular shows on CBC Television is the weekly Saturday night broadcast of NHL hockey games, Hockey Night in Canada. It has been televised by the network since 1952. During the NHL lockout and subsequent cancellation of the 2004-2005 hockey season, CBC instead aired various recent and classic movies, branded as Movie Night in Canada, on Saturday nights. Many cultural groups criticized this and suggested the CBC air games from minor hockey leagues; the CBC responded that most such broadcast rights were already held by other groups, but it did base each Movie Night broadcast from a different Canadian hockey venue. Other than hockey, CBC Sports properties include Toronto Raptors basketball, Toronto FC Soccer, and various other amateur and professional events.", "targets": "On what nights does CBC generally reserve broadcasting for hockey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84666b0eb6c4241b853159e611e7541", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most popular shows on CBC Television is the weekly Saturday night broadcast of NHL hockey games, Hockey Night in Canada. It has been televised by the network since 1952. During the NHL lockout and subsequent cancellation of the 2004-2005 hockey season, CBC instead aired various recent and classic movies, branded as Movie Night in Canada, on Saturday nights. Many cultural groups criticized this and suggested the CBC air games from minor hockey leagues; the CBC responded that most such broadcast rights were already held by other groups, but it did base each Movie Night broadcast from a different Canadian hockey venue. Other than hockey, CBC Sports properties include Toronto Raptors basketball, Toronto FC Soccer, and various other amateur and professional events.", "targets": "What did CBC call it's movie showings during the NHL Lockout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "Do European Leagues sell their television rights per a collective level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "What happens when European Leagues sell their televsion rights individually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "How is the teleivsion revenue distributed in the Premier League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "How is half of the money distributed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "How is the final quarter of the money distributed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "On what sort of basis does the Premier League sell its television rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "How does La Liga sell its broadcasting rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "Which clubs get the greatest share of broadcasting income when rights are sold individually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "What percentage of broadcasting revenue is divided equally by all La Liga clubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f219c0eb7d41feab842455573db4b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Premier League sells its television rights on a collective basis. This is in contrast to some other European Leagues, including La Liga, in which each club sells its rights individually, leading to a much higher share of the total income going to the top few clubs. The money is divided into three parts: half is divided equally between the clubs; one quarter is awarded on a merit basis based on final league position, the top club getting twenty times as much as the bottom club, and equal steps all the way down the table; the final quarter is paid out as facilities fees for games that are shown on television, with the top clubs generally receiving the largest shares of this. The income from overseas rights is divided equally between the twenty clubs.", "targets": "What percentage of broadcasting revenue is awarded on a merit basis according to ranking at the end of the season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24cd410a1db461fb442daea9cdbf721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word \"animal\" comes from the Latin animalis, meaning having breath, having soul or living being. In everyday non-scientific usage the word excludes humans \u2013 that is, \"animal\" is often used to refer only to non-human members of the kingdom Animalia; often, only closer relatives of humans such as mammals, or mammals and other vertebrates, are meant. The biological definition of the word refers to all members of the kingdom Animalia, encompassing creatures as diverse as sponges, jellyfish, insects, and humans.", "targets": "Where does the word animal come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24cd410a1db461fb442daea9cdbf721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word \"animal\" comes from the Latin animalis, meaning having breath, having soul or living being. In everyday non-scientific usage the word excludes humans \u2013 that is, \"animal\" is often used to refer only to non-human members of the kingdom Animalia; often, only closer relatives of humans such as mammals, or mammals and other vertebrates, are meant. The biological definition of the word refers to all members of the kingdom Animalia, encompassing creatures as diverse as sponges, jellyfish, insects, and humans.", "targets": "What does the Latin word animalis mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24cd410a1db461fb442daea9cdbf721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word \"animal\" comes from the Latin animalis, meaning having breath, having soul or living being. In everyday non-scientific usage the word excludes humans \u2013 that is, \"animal\" is often used to refer only to non-human members of the kingdom Animalia; often, only closer relatives of humans such as mammals, or mammals and other vertebrates, are meant. The biological definition of the word refers to all members of the kingdom Animalia, encompassing creatures as diverse as sponges, jellyfish, insects, and humans.", "targets": "The word animal is usually only used to refer to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24cd410a1db461fb442daea9cdbf721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word \"animal\" comes from the Latin animalis, meaning having breath, having soul or living being. In everyday non-scientific usage the word excludes humans \u2013 that is, \"animal\" is often used to refer only to non-human members of the kingdom Animalia; often, only closer relatives of humans such as mammals, or mammals and other vertebrates, are meant. The biological definition of the word refers to all members of the kingdom Animalia, encompassing creatures as diverse as sponges, jellyfish, insects, and humans.", "targets": "The biological definition of the word animal refers to all member of what kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24cd410a1db461fb442daea9cdbf721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word \"animal\" comes from the Latin animalis, meaning having breath, having soul or living being. In everyday non-scientific usage the word excludes humans \u2013 that is, \"animal\" is often used to refer only to non-human members of the kingdom Animalia; often, only closer relatives of humans such as mammals, or mammals and other vertebrates, are meant. The biological definition of the word refers to all members of the kingdom Animalia, encompassing creatures as diverse as sponges, jellyfish, insects, and humans.", "targets": "What are some of the creatures included in the kingdom of Animalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb2876f72c545889fd14554a2feed5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Han Chinese and Khitan defected to the Mongols to fight against the Jin. Two Han Chinese leaders, Shi Tianze, Liu Heima (\u5289\u9ed1\u99ac, Liu Ni), and the Khitan Xiao Zhala (\u856d\u672d\u524c) defected and commanded the 3 Tumens in the Mongol army. Liu Heima and Shi Tianze served Og\u00f6dei Khan. Liu Heima and Shi Tianxiang led armies against Western Xia for the Mongols. There were 4 Han Tumens and 3 Khitan Tumens, with each Tumen consisting of 10,000 troops. The three Khitan Generals Shimobeidier (\u77f3\u62b9\u5b5b\u8fed\u5152), Tabuyir (\u5854\u4e0d\u5df2\u5152) and Xiaozhacizhizizhongxi (\u856d\u672d\u523a\u4e4b\u5b50\u91cd\u559c) commanded the three Khitan Tumens and the four Han Generals Zhang Rou, Yan Shi, Shi Tianze, and Liu Heima commanded the four Han tumens under Og\u00f6dei Khan.", "targets": "Who did the Han Chinese want to help the Mongols fight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb2876f72c545889fd14554a2feed5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Han Chinese and Khitan defected to the Mongols to fight against the Jin. Two Han Chinese leaders, Shi Tianze, Liu Heima (\u5289\u9ed1\u99ac, Liu Ni), and the Khitan Xiao Zhala (\u856d\u672d\u524c) defected and commanded the 3 Tumens in the Mongol army. Liu Heima and Shi Tianze served Og\u00f6dei Khan. Liu Heima and Shi Tianxiang led armies against Western Xia for the Mongols. There were 4 Han Tumens and 3 Khitan Tumens, with each Tumen consisting of 10,000 troops. The three Khitan Generals Shimobeidier (\u77f3\u62b9\u5b5b\u8fed\u5152), Tabuyir (\u5854\u4e0d\u5df2\u5152) and Xiaozhacizhizizhongxi (\u856d\u672d\u523a\u4e4b\u5b50\u91cd\u559c) commanded the three Khitan Tumens and the four Han Generals Zhang Rou, Yan Shi, Shi Tianze, and Liu Heima commanded the four Han tumens under Og\u00f6dei Khan.", "targets": "What Khitan leader defected to the Mongols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb2876f72c545889fd14554a2feed5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Han Chinese and Khitan defected to the Mongols to fight against the Jin. Two Han Chinese leaders, Shi Tianze, Liu Heima (\u5289\u9ed1\u99ac, Liu Ni), and the Khitan Xiao Zhala (\u856d\u672d\u524c) defected and commanded the 3 Tumens in the Mongol army. Liu Heima and Shi Tianze served Og\u00f6dei Khan. Liu Heima and Shi Tianxiang led armies against Western Xia for the Mongols. There were 4 Han Tumens and 3 Khitan Tumens, with each Tumen consisting of 10,000 troops. The three Khitan Generals Shimobeidier (\u77f3\u62b9\u5b5b\u8fed\u5152), Tabuyir (\u5854\u4e0d\u5df2\u5152) and Xiaozhacizhizizhongxi (\u856d\u672d\u523a\u4e4b\u5b50\u91cd\u559c) commanded the three Khitan Tumens and the four Han Generals Zhang Rou, Yan Shi, Shi Tianze, and Liu Heima commanded the four Han tumens under Og\u00f6dei Khan.", "targets": "What Han Chinese leader defected to the Mongols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb2876f72c545889fd14554a2feed5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Han Chinese and Khitan defected to the Mongols to fight against the Jin. Two Han Chinese leaders, Shi Tianze, Liu Heima (\u5289\u9ed1\u99ac, Liu Ni), and the Khitan Xiao Zhala (\u856d\u672d\u524c) defected and commanded the 3 Tumens in the Mongol army. Liu Heima and Shi Tianze served Og\u00f6dei Khan. Liu Heima and Shi Tianxiang led armies against Western Xia for the Mongols. There were 4 Han Tumens and 3 Khitan Tumens, with each Tumen consisting of 10,000 troops. The three Khitan Generals Shimobeidier (\u77f3\u62b9\u5b5b\u8fed\u5152), Tabuyir (\u5854\u4e0d\u5df2\u5152) and Xiaozhacizhizizhongxi (\u856d\u672d\u523a\u4e4b\u5b50\u91cd\u559c) commanded the three Khitan Tumens and the four Han Generals Zhang Rou, Yan Shi, Shi Tianze, and Liu Heima commanded the four Han tumens under Og\u00f6dei Khan.", "targets": "How many soldiers were in each Tumen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb2876f72c545889fd14554a2feed5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Han Chinese and Khitan defected to the Mongols to fight against the Jin. Two Han Chinese leaders, Shi Tianze, Liu Heima (\u5289\u9ed1\u99ac, Liu Ni), and the Khitan Xiao Zhala (\u856d\u672d\u524c) defected and commanded the 3 Tumens in the Mongol army. Liu Heima and Shi Tianze served Og\u00f6dei Khan. Liu Heima and Shi Tianxiang led armies against Western Xia for the Mongols. There were 4 Han Tumens and 3 Khitan Tumens, with each Tumen consisting of 10,000 troops. The three Khitan Generals Shimobeidier (\u77f3\u62b9\u5b5b\u8fed\u5152), Tabuyir (\u5854\u4e0d\u5df2\u5152) and Xiaozhacizhizizhongxi (\u856d\u672d\u523a\u4e4b\u5b50\u91cd\u559c) commanded the three Khitan Tumens and the four Han Generals Zhang Rou, Yan Shi, Shi Tianze, and Liu Heima commanded the four Han tumens under Og\u00f6dei Khan.", "targets": "How many Khitan Tumens were there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4987cc003a94baaa77cc66400064fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal is defined as a Mediterranean climate (Csa in the South, interior, and Douro region; Csb in the North, Central Portugal and coastal Alentejo; mixed oceanic climate along the northern half of the coastline and also Semi-arid climate or Steppe climate (BSk in certain parts of Beja district far South) according to the K\u00f6ppen-Geiger Climate Classification), and is one of the warmest European countries: the annual average temperature in mainland Portugal varies from 8\u201312 \u00b0C (46.4\u201353.6 \u00b0F) in the mountainous interior north to 16\u201319 \u00b0C (60.8\u201366.2 \u00b0F) in the south and on the Guadiana river basin. The Algarve, separated from the Alentejo region by mountains reaching up to 900 metres (3,000 ft) in Alto de F\u00f3ia, has a climate similar to that of the southern coastal areas of Spain or Southwest Australia.", "targets": "What type of climate does Portugal have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4987cc003a94baaa77cc66400064fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal is defined as a Mediterranean climate (Csa in the South, interior, and Douro region; Csb in the North, Central Portugal and coastal Alentejo; mixed oceanic climate along the northern half of the coastline and also Semi-arid climate or Steppe climate (BSk in certain parts of Beja district far South) according to the K\u00f6ppen-Geiger Climate Classification), and is one of the warmest European countries: the annual average temperature in mainland Portugal varies from 8\u201312 \u00b0C (46.4\u201353.6 \u00b0F) in the mountainous interior north to 16\u201319 \u00b0C (60.8\u201366.2 \u00b0F) in the south and on the Guadiana river basin. The Algarve, separated from the Alentejo region by mountains reaching up to 900 metres (3,000 ft) in Alto de F\u00f3ia, has a climate similar to that of the southern coastal areas of Spain or Southwest Australia.", "targets": "In the mountainous interior north of Portugal, between what degrees is the average temperature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4987cc003a94baaa77cc66400064fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal is defined as a Mediterranean climate (Csa in the South, interior, and Douro region; Csb in the North, Central Portugal and coastal Alentejo; mixed oceanic climate along the northern half of the coastline and also Semi-arid climate or Steppe climate (BSk in certain parts of Beja district far South) according to the K\u00f6ppen-Geiger Climate Classification), and is one of the warmest European countries: the annual average temperature in mainland Portugal varies from 8\u201312 \u00b0C (46.4\u201353.6 \u00b0F) in the mountainous interior north to 16\u201319 \u00b0C (60.8\u201366.2 \u00b0F) in the south and on the Guadiana river basin. The Algarve, separated from the Alentejo region by mountains reaching up to 900 metres (3,000 ft) in Alto de F\u00f3ia, has a climate similar to that of the southern coastal areas of Spain or Southwest Australia.", "targets": "In the south of Portugal and on the Guadiana river basin, between what degrees does the average temperature fluctuate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4987cc003a94baaa77cc66400064fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Portugal is defined as a Mediterranean climate (Csa in the South, interior, and Douro region; Csb in the North, Central Portugal and coastal Alentejo; mixed oceanic climate along the northern half of the coastline and also Semi-arid climate or Steppe climate (BSk in certain parts of Beja district far South) according to the K\u00f6ppen-Geiger Climate Classification), and is one of the warmest European countries: the annual average temperature in mainland Portugal varies from 8\u201312 \u00b0C (46.4\u201353.6 \u00b0F) in the mountainous interior north to 16\u201319 \u00b0C (60.8\u201366.2 \u00b0F) in the south and on the Guadiana river basin. The Algarve, separated from the Alentejo region by mountains reaching up to 900 metres (3,000 ft) in Alto de F\u00f3ia, has a climate similar to that of the southern coastal areas of Spain or Southwest Australia.", "targets": "How high do the mountains between Algarve and the Alentejo region reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac05c28fe63432c84a1f6b969a6491e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's academic computing department was an active participant in setting up the Internet and is the developer of the early Lynx text based web browser. Lynx itself provided hypertext browsing and navigation prior to Tim Berners Lee's invention of HTTP and HTML.", "targets": "What division of the University of Kansas contributed to the development of the internet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac05c28fe63432c84a1f6b969a6491e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's academic computing department was an active participant in setting up the Internet and is the developer of the early Lynx text based web browser. Lynx itself provided hypertext browsing and navigation prior to Tim Berners Lee's invention of HTTP and HTML.", "targets": "What kind of software is Lynx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac05c28fe63432c84a1f6b969a6491e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's academic computing department was an active participant in setting up the Internet and is the developer of the early Lynx text based web browser. Lynx itself provided hypertext browsing and navigation prior to Tim Berners Lee's invention of HTTP and HTML.", "targets": "What was made possible by Lynx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbbdd7da52f24052afaeb3a91d381bfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hard rock is a form of loud, aggressive rock music. The electric guitar is often emphasised, used with distortion and other effects, both as a rhythm instrument using repetitive riffs with a varying degree of complexity, and as a solo lead instrument. Drumming characteristically focuses on driving rhythms, strong bass drum and a backbeat on snare, sometimes using cymbals for emphasis. The bass guitar works in conjunction with the drums, occasionally playing riffs, but usually providing a backing for the rhythm and lead guitars. Vocals are often growling, raspy, or involve screaming or wailing, sometimes in a high range, or even falsetto voice.", "targets": "What instrument is usually at the center of a hard rock sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbbdd7da52f24052afaeb3a91d381bfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hard rock is a form of loud, aggressive rock music. The electric guitar is often emphasised, used with distortion and other effects, both as a rhythm instrument using repetitive riffs with a varying degree of complexity, and as a solo lead instrument. Drumming characteristically focuses on driving rhythms, strong bass drum and a backbeat on snare, sometimes using cymbals for emphasis. The bass guitar works in conjunction with the drums, occasionally playing riffs, but usually providing a backing for the rhythm and lead guitars. Vocals are often growling, raspy, or involve screaming or wailing, sometimes in a high range, or even falsetto voice.", "targets": "Rhythm guitar in hard rock usually plays what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbbdd7da52f24052afaeb3a91d381bfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hard rock is a form of loud, aggressive rock music. The electric guitar is often emphasised, used with distortion and other effects, both as a rhythm instrument using repetitive riffs with a varying degree of complexity, and as a solo lead instrument. Drumming characteristically focuses on driving rhythms, strong bass drum and a backbeat on snare, sometimes using cymbals for emphasis. The bass guitar works in conjunction with the drums, occasionally playing riffs, but usually providing a backing for the rhythm and lead guitars. Vocals are often growling, raspy, or involve screaming or wailing, sometimes in a high range, or even falsetto voice.", "targets": "In hard rock, an electric guitar can also be used for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbbdd7da52f24052afaeb3a91d381bfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hard rock is a form of loud, aggressive rock music. The electric guitar is often emphasised, used with distortion and other effects, both as a rhythm instrument using repetitive riffs with a varying degree of complexity, and as a solo lead instrument. Drumming characteristically focuses on driving rhythms, strong bass drum and a backbeat on snare, sometimes using cymbals for emphasis. The bass guitar works in conjunction with the drums, occasionally playing riffs, but usually providing a backing for the rhythm and lead guitars. Vocals are often growling, raspy, or involve screaming or wailing, sometimes in a high range, or even falsetto voice.", "targets": "What carries the backbeat in hard rock drumming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbbdd7da52f24052afaeb3a91d381bfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hard rock is a form of loud, aggressive rock music. The electric guitar is often emphasised, used with distortion and other effects, both as a rhythm instrument using repetitive riffs with a varying degree of complexity, and as a solo lead instrument. Drumming characteristically focuses on driving rhythms, strong bass drum and a backbeat on snare, sometimes using cymbals for emphasis. The bass guitar works in conjunction with the drums, occasionally playing riffs, but usually providing a backing for the rhythm and lead guitars. Vocals are often growling, raspy, or involve screaming or wailing, sometimes in a high range, or even falsetto voice.", "targets": "What instrument works in tandem with the drums to provide hard rock rhythms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "How many kings and princes were invited to the Golden Jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What year anniversary does the Golden Jubilee celebrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Who accused Karim of spying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What was Munshi lying about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What year was Victoria's Golden Jubilee held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Who did Ponsonby report the Munshis lies about his parentage to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What was the name of the waited that was promoted to Munshi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Whio was Equerry Frederick Ponsonby's father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Who discovered that Victoria's new Munshi lied about his parentage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "When was Queen Victoria's Golden Jubilee? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What was Abdul Karim teaching Queen Victoria after his promotion? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Who was Karim accused of spying for by Victoria's family? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Who discovered that Karim had lied about his parentage to Victoria? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What day did Queen Victoria celebrate her Golden Jubilee at a dinner with kings and queens from other nations? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "When was Victoria's Golden Jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "What is the point of the Golden Jubilee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Who was promoted from waiter to Munshi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "Why did Victoria's family disapprove of Abdul Karim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-187b3a595e08406e9f9c3e9e31c08258", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1887, the British Empire celebrated Victoria's Golden Jubilee. Victoria marked the fiftieth anniversary of her accession on 20 June with a banquet to which 50 kings and princes were invited. The following day, she participated in a procession and attended a thanksgiving service in Westminster Abbey. By this time, Victoria was once again extremely popular. Two days later on 23 June, she engaged two Indian Muslims as waiters, one of whom was Abdul Karim. He was soon promoted to \"Munshi\": teaching her Hindustani, and acting as a clerk. Her family and retainers were appalled, and accused Abdul Karim of spying for the Muslim Patriotic League, and biasing the Queen against the Hindus. Equerry Frederick Ponsonby (the son of Sir Henry) discovered that the Munshi had lied about his parentage, and reported to Lord Elgin, Viceroy of India, \"the Munshi occupies very much the same position as John Brown used to do.\" Victoria dismissed their complaints as racial prejudice. Abdul Karim remained in her service until he returned to India with a pension on her death.", "targets": "How long was Karim in the Queen's employment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9586ef636ab04e128a5d35440fdf4696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the Supreme Court of India was created on January 28, 1950 after adoption of the Constitution. Article 141 of the Constitution of India states that the law declared by Supreme Court is to be binding on all Courts within the territory of India. It is the highest court in India and has ultimate judicial authority to interpret the Constitution and decide questions of national law (including local bylaws). The Supreme Court is also vested with the power of judicial review to ensure the application of the rule of law.", "targets": "On what date was India's Supreme Court established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9586ef636ab04e128a5d35440fdf4696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the Supreme Court of India was created on January 28, 1950 after adoption of the Constitution. Article 141 of the Constitution of India states that the law declared by Supreme Court is to be binding on all Courts within the territory of India. It is the highest court in India and has ultimate judicial authority to interpret the Constitution and decide questions of national law (including local bylaws). The Supreme Court is also vested with the power of judicial review to ensure the application of the rule of law.", "targets": "What article of India's Constitution makes decisions by their Supreme Court binding on lower courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9586ef636ab04e128a5d35440fdf4696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the Supreme Court of India was created on January 28, 1950 after adoption of the Constitution. Article 141 of the Constitution of India states that the law declared by Supreme Court is to be binding on all Courts within the territory of India. It is the highest court in India and has ultimate judicial authority to interpret the Constitution and decide questions of national law (including local bylaws). The Supreme Court is also vested with the power of judicial review to ensure the application of the rule of law.", "targets": "India's Supreme Court has ultimate power to determine interpretations of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9586ef636ab04e128a5d35440fdf4696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the Supreme Court of India was created on January 28, 1950 after adoption of the Constitution. Article 141 of the Constitution of India states that the law declared by Supreme Court is to be binding on all Courts within the territory of India. It is the highest court in India and has ultimate judicial authority to interpret the Constitution and decide questions of national law (including local bylaws). The Supreme Court is also vested with the power of judicial review to ensure the application of the rule of law.", "targets": "When the Supreme Court ensures that lower courts have properly applied the law it is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9586ef636ab04e128a5d35440fdf4696", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the Supreme Court of India was created on January 28, 1950 after adoption of the Constitution. Article 141 of the Constitution of India states that the law declared by Supreme Court is to be binding on all Courts within the territory of India. It is the highest court in India and has ultimate judicial authority to interpret the Constitution and decide questions of national law (including local bylaws). The Supreme Court is also vested with the power of judicial review to ensure the application of the rule of law.", "targets": "In addition to national laws, India's Supreme Court may also interpret what regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be3fa65a4ec24288bb5ea641b76f2f8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin discusses morphology, including the importance of homologous structures. He says, \"What can be more curious than that the hand of a man, formed for grasping, that of a mole for digging, the leg of the horse, the paddle of the porpoise, and the wing of the bat, should all be constructed on the same pattern, and should include the same bones, in the same relative positions?\" He notes that animals of the same class often have extremely similar embryos. Darwin discusses rudimentary organs, such as the wings of flightless birds and the rudiments of pelvis and leg bones found in some snakes. He remarks that some rudimentary organs, such as teeth in baleen whales, are found only in embryonic stages.", "targets": "What theory does Darwin discuss that is related to the importance of homologous structures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be3fa65a4ec24288bb5ea641b76f2f8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin discusses morphology, including the importance of homologous structures. He says, \"What can be more curious than that the hand of a man, formed for grasping, that of a mole for digging, the leg of the horse, the paddle of the porpoise, and the wing of the bat, should all be constructed on the same pattern, and should include the same bones, in the same relative positions?\" He notes that animals of the same class often have extremely similar embryos. Darwin discusses rudimentary organs, such as the wings of flightless birds and the rudiments of pelvis and leg bones found in some snakes. He remarks that some rudimentary organs, such as teeth in baleen whales, are found only in embryonic stages.", "targets": "What are some examples that Darwin gives of species whose basic form of limbs is similar, but who have vastly different uses for them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be3fa65a4ec24288bb5ea641b76f2f8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin discusses morphology, including the importance of homologous structures. He says, \"What can be more curious than that the hand of a man, formed for grasping, that of a mole for digging, the leg of the horse, the paddle of the porpoise, and the wing of the bat, should all be constructed on the same pattern, and should include the same bones, in the same relative positions?\" He notes that animals of the same class often have extremely similar embryos. Darwin discusses rudimentary organs, such as the wings of flightless birds and the rudiments of pelvis and leg bones found in some snakes. He remarks that some rudimentary organs, such as teeth in baleen whales, are found only in embryonic stages.", "targets": "What does Darwin note about the embryos of many different species in the same class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be3fa65a4ec24288bb5ea641b76f2f8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin discusses morphology, including the importance of homologous structures. He says, \"What can be more curious than that the hand of a man, formed for grasping, that of a mole for digging, the leg of the horse, the paddle of the porpoise, and the wing of the bat, should all be constructed on the same pattern, and should include the same bones, in the same relative positions?\" He notes that animals of the same class often have extremely similar embryos. Darwin discusses rudimentary organs, such as the wings of flightless birds and the rudiments of pelvis and leg bones found in some snakes. He remarks that some rudimentary organs, such as teeth in baleen whales, are found only in embryonic stages.", "targets": "What are some examples of rudimentary organs that Darwin discusses in the chapter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ecae4591b047379b4bb4998602c851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the legislation subjects are divided into 3 lists -Union List, State List and Concurrent List . In the normal legislation process, the subjects in Union list can only be legislated upon by central legislative body called Parliament of India, for subjects in state list only respective state legislature can legislate. While for Concurrent subjects, both center and state can make laws. But to implement international treaties, Parliament can legislate on any subject overriding the general division of subject lists.", "targets": "Into what 3 lists are legislation subjects divided in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ecae4591b047379b4bb4998602c851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the legislation subjects are divided into 3 lists -Union List, State List and Concurrent List . In the normal legislation process, the subjects in Union list can only be legislated upon by central legislative body called Parliament of India, for subjects in state list only respective state legislature can legislate. While for Concurrent subjects, both center and state can make laws. But to implement international treaties, Parliament can legislate on any subject overriding the general division of subject lists.", "targets": "What type of legislative subjects can both the central legislative body and state legislatures make laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ecae4591b047379b4bb4998602c851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the legislation subjects are divided into 3 lists -Union List, State List and Concurrent List . In the normal legislation process, the subjects in Union list can only be legislated upon by central legislative body called Parliament of India, for subjects in state list only respective state legislature can legislate. While for Concurrent subjects, both center and state can make laws. But to implement international treaties, Parliament can legislate on any subject overriding the general division of subject lists.", "targets": "What is the central legislative body in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ecae4591b047379b4bb4998602c851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the legislation subjects are divided into 3 lists -Union List, State List and Concurrent List . In the normal legislation process, the subjects in Union list can only be legislated upon by central legislative body called Parliament of India, for subjects in state list only respective state legislature can legislate. While for Concurrent subjects, both center and state can make laws. But to implement international treaties, Parliament can legislate on any subject overriding the general division of subject lists.", "targets": "In order to implement international treaties, for what subjects can the Parliament of India legislate to override the general division of subject lists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8ecae4591b047379b4bb4998602c851", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, the legislation subjects are divided into 3 lists -Union List, State List and Concurrent List . In the normal legislation process, the subjects in Union list can only be legislated upon by central legislative body called Parliament of India, for subjects in state list only respective state legislature can legislate. While for Concurrent subjects, both center and state can make laws. But to implement international treaties, Parliament can legislate on any subject overriding the general division of subject lists.", "targets": "What subjects can only be legislated by the central legislative body in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5ae63b0dd0e44bd92df6b1cd6a812d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Computational neuroscience encompasses two approaches: first, the use of computers to study the brain; second, the study of how brains perform computation. On one hand, it is possible to write a computer program to simulate the operation of a group of neurons by making use of systems of equations that describe their electrochemical activity; such simulations are known as biologically realistic neural networks. On the other hand, it is possible to study algorithms for neural computation by simulating, or mathematically analyzing, the operations of simplified \"units\" that have some of the properties of neurons but abstract out much of their biological complexity. The computational functions of the brain are studied both by computer scientists and neuroscientists.", "targets": "Computational neuroscience is concerned with what two studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d8ef8c9bcac4b7c85e1ba0ad087c5b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pain is usually transitory, lasting only until the noxious stimulus is removed or the underlying damage or pathology has healed, but some painful conditions, such as rheumatoid arthritis, peripheral neuropathy, cancer and idiopathic pain, may persist for years. Pain that lasts a long time is called chronic or persistent, and pain that resolves quickly is called acute. Traditionally, the distinction between acute and chronic pain has relied upon an arbitrary interval of time from onset; the two most commonly used markers being 3 months and 6 months since the onset of pain, though some theorists and researchers have placed the transition from acute to chronic pain at 12 months.:93 Others apply acute to pain that lasts less than 30 days, chronic to pain of more than six months' duration, and subacute to pain that lasts from one to six months. A popular alternative definition of chronic pain, involving no arbitrarily fixed durations, is \"pain that extends beyond the expected period of healing\". Chronic pain may be classified as cancer pain or else as benign.", "targets": "What is usually temporary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d8ef8c9bcac4b7c85e1ba0ad087c5b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pain is usually transitory, lasting only until the noxious stimulus is removed or the underlying damage or pathology has healed, but some painful conditions, such as rheumatoid arthritis, peripheral neuropathy, cancer and idiopathic pain, may persist for years. Pain that lasts a long time is called chronic or persistent, and pain that resolves quickly is called acute. Traditionally, the distinction between acute and chronic pain has relied upon an arbitrary interval of time from onset; the two most commonly used markers being 3 months and 6 months since the onset of pain, though some theorists and researchers have placed the transition from acute to chronic pain at 12 months.:93 Others apply acute to pain that lasts less than 30 days, chronic to pain of more than six months' duration, and subacute to pain that lasts from one to six months. A popular alternative definition of chronic pain, involving no arbitrarily fixed durations, is \"pain that extends beyond the expected period of healing\". Chronic pain may be classified as cancer pain or else as benign.", "targets": "How long does pain tend to last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d8ef8c9bcac4b7c85e1ba0ad087c5b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pain is usually transitory, lasting only until the noxious stimulus is removed or the underlying damage or pathology has healed, but some painful conditions, such as rheumatoid arthritis, peripheral neuropathy, cancer and idiopathic pain, may persist for years. Pain that lasts a long time is called chronic or persistent, and pain that resolves quickly is called acute. Traditionally, the distinction between acute and chronic pain has relied upon an arbitrary interval of time from onset; the two most commonly used markers being 3 months and 6 months since the onset of pain, though some theorists and researchers have placed the transition from acute to chronic pain at 12 months.:93 Others apply acute to pain that lasts less than 30 days, chronic to pain of more than six months' duration, and subacute to pain that lasts from one to six months. A popular alternative definition of chronic pain, involving no arbitrarily fixed durations, is \"pain that extends beyond the expected period of healing\". Chronic pain may be classified as cancer pain or else as benign.", "targets": "What is pain which resolves quickly called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d8ef8c9bcac4b7c85e1ba0ad087c5b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pain is usually transitory, lasting only until the noxious stimulus is removed or the underlying damage or pathology has healed, but some painful conditions, such as rheumatoid arthritis, peripheral neuropathy, cancer and idiopathic pain, may persist for years. Pain that lasts a long time is called chronic or persistent, and pain that resolves quickly is called acute. Traditionally, the distinction between acute and chronic pain has relied upon an arbitrary interval of time from onset; the two most commonly used markers being 3 months and 6 months since the onset of pain, though some theorists and researchers have placed the transition from acute to chronic pain at 12 months.:93 Others apply acute to pain that lasts less than 30 days, chronic to pain of more than six months' duration, and subacute to pain that lasts from one to six months. A popular alternative definition of chronic pain, involving no arbitrarily fixed durations, is \"pain that extends beyond the expected period of healing\". Chronic pain may be classified as cancer pain or else as benign.", "targets": "What has the distinction between acute and chronic pain been arbitrarily measured by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d8ef8c9bcac4b7c85e1ba0ad087c5b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pain is usually transitory, lasting only until the noxious stimulus is removed or the underlying damage or pathology has healed, but some painful conditions, such as rheumatoid arthritis, peripheral neuropathy, cancer and idiopathic pain, may persist for years. Pain that lasts a long time is called chronic or persistent, and pain that resolves quickly is called acute. Traditionally, the distinction between acute and chronic pain has relied upon an arbitrary interval of time from onset; the two most commonly used markers being 3 months and 6 months since the onset of pain, though some theorists and researchers have placed the transition from acute to chronic pain at 12 months.:93 Others apply acute to pain that lasts less than 30 days, chronic to pain of more than six months' duration, and subacute to pain that lasts from one to six months. A popular alternative definition of chronic pain, involving no arbitrarily fixed durations, is \"pain that extends beyond the expected period of healing\". Chronic pain may be classified as cancer pain or else as benign.", "targets": "What might chronic pain sometimes be referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d9b6823e8f14af0a914150a70dbfee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the lifecycles of most living polychaetes, which are almost all marine animals, are unknown, and only about 25% of the 300+ species whose lifecycles are known follow this pattern. About 14% use a similar external fertilization but produce yolk-rich eggs, which reduce the time the larva needs to spend among the plankton, or eggs from which miniature adults emerge rather than larvae. The rest care for the fertilized eggs until they hatch \u2013 some by producing jelly-covered masses of eggs which they tend, some by attaching the eggs to their bodies and a few species by keeping the eggs within their bodies until they hatch. These species use a variety of methods for sperm transfer; for example, in some the females collect sperm released into the water, while in others the males have a penis that inject sperm into the female. There is no guarantee that this is a representative sample of polychaetes' reproductive patterns, and it simply reflects scientists' current knowledge.", "targets": "How many species of polychaetes have known lifecycles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d9b6823e8f14af0a914150a70dbfee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the lifecycles of most living polychaetes, which are almost all marine animals, are unknown, and only about 25% of the 300+ species whose lifecycles are known follow this pattern. About 14% use a similar external fertilization but produce yolk-rich eggs, which reduce the time the larva needs to spend among the plankton, or eggs from which miniature adults emerge rather than larvae. The rest care for the fertilized eggs until they hatch \u2013 some by producing jelly-covered masses of eggs which they tend, some by attaching the eggs to their bodies and a few species by keeping the eggs within their bodies until they hatch. These species use a variety of methods for sperm transfer; for example, in some the females collect sperm released into the water, while in others the males have a penis that inject sperm into the female. There is no guarantee that this is a representative sample of polychaetes' reproductive patterns, and it simply reflects scientists' current knowledge.", "targets": "What percent of polychaetes produce yolk-rich eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d9b6823e8f14af0a914150a70dbfee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the lifecycles of most living polychaetes, which are almost all marine animals, are unknown, and only about 25% of the 300+ species whose lifecycles are known follow this pattern. About 14% use a similar external fertilization but produce yolk-rich eggs, which reduce the time the larva needs to spend among the plankton, or eggs from which miniature adults emerge rather than larvae. The rest care for the fertilized eggs until they hatch \u2013 some by producing jelly-covered masses of eggs which they tend, some by attaching the eggs to their bodies and a few species by keeping the eggs within their bodies until they hatch. These species use a variety of methods for sperm transfer; for example, in some the females collect sperm released into the water, while in others the males have a penis that inject sperm into the female. There is no guarantee that this is a representative sample of polychaetes' reproductive patterns, and it simply reflects scientists' current knowledge.", "targets": "What is the benefit of yolk-rich eggs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d9b6823e8f14af0a914150a70dbfee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the lifecycles of most living polychaetes, which are almost all marine animals, are unknown, and only about 25% of the 300+ species whose lifecycles are known follow this pattern. About 14% use a similar external fertilization but produce yolk-rich eggs, which reduce the time the larva needs to spend among the plankton, or eggs from which miniature adults emerge rather than larvae. The rest care for the fertilized eggs until they hatch \u2013 some by producing jelly-covered masses of eggs which they tend, some by attaching the eggs to their bodies and a few species by keeping the eggs within their bodies until they hatch. These species use a variety of methods for sperm transfer; for example, in some the females collect sperm released into the water, while in others the males have a penis that inject sperm into the female. There is no guarantee that this is a representative sample of polychaetes' reproductive patterns, and it simply reflects scientists' current knowledge.", "targets": "What are most polychaetes' eggs covered in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453ed72cc86443eebd56420c5b5dd752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary ideas, although not natural selection, were accepted by German biologists accustomed to ideas of homology in morphology from Goethe's Metamorphosis of Plants and from their long tradition of comparative anatomy. Bronn's alterations in his German translation added to the misgivings of conservatives, but enthused political radicals. Ernst Haeckel was particularly ardent, aiming to synthesise Darwin's ideas with those of Lamarck and Goethe while still reflecting the spirit of Naturphilosophie. Their ambitious programme to reconstruct the evolutionary history of life was joined by Huxley and supported by discoveries in palaeontology. Haeckel used embryology extensively in his recapitulation theory, which embodied a progressive, almost linear model of evolution. Darwin was cautious about such histories, and had already noted that von Baer's laws of embryology supported his idea of complex branching.", "targets": "While evolutionary ideas were accepted by German biologists, what was not?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453ed72cc86443eebd56420c5b5dd752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary ideas, although not natural selection, were accepted by German biologists accustomed to ideas of homology in morphology from Goethe's Metamorphosis of Plants and from their long tradition of comparative anatomy. Bronn's alterations in his German translation added to the misgivings of conservatives, but enthused political radicals. Ernst Haeckel was particularly ardent, aiming to synthesise Darwin's ideas with those of Lamarck and Goethe while still reflecting the spirit of Naturphilosophie. Their ambitious programme to reconstruct the evolutionary history of life was joined by Huxley and supported by discoveries in palaeontology. Haeckel used embryology extensively in his recapitulation theory, which embodied a progressive, almost linear model of evolution. Darwin was cautious about such histories, and had already noted that von Baer's laws of embryology supported his idea of complex branching.", "targets": "What led to more misgivings of conservative scientists when Bronn's German translation of On the Origin of Species was published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453ed72cc86443eebd56420c5b5dd752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary ideas, although not natural selection, were accepted by German biologists accustomed to ideas of homology in morphology from Goethe's Metamorphosis of Plants and from their long tradition of comparative anatomy. Bronn's alterations in his German translation added to the misgivings of conservatives, but enthused political radicals. Ernst Haeckel was particularly ardent, aiming to synthesise Darwin's ideas with those of Lamarck and Goethe while still reflecting the spirit of Naturphilosophie. Their ambitious programme to reconstruct the evolutionary history of life was joined by Huxley and supported by discoveries in palaeontology. Haeckel used embryology extensively in his recapitulation theory, which embodied a progressive, almost linear model of evolution. Darwin was cautious about such histories, and had already noted that von Baer's laws of embryology supported his idea of complex branching.", "targets": "Which group of people was excited by the German translation of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453ed72cc86443eebd56420c5b5dd752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary ideas, although not natural selection, were accepted by German biologists accustomed to ideas of homology in morphology from Goethe's Metamorphosis of Plants and from their long tradition of comparative anatomy. Bronn's alterations in his German translation added to the misgivings of conservatives, but enthused political radicals. Ernst Haeckel was particularly ardent, aiming to synthesise Darwin's ideas with those of Lamarck and Goethe while still reflecting the spirit of Naturphilosophie. Their ambitious programme to reconstruct the evolutionary history of life was joined by Huxley and supported by discoveries in palaeontology. Haeckel used embryology extensively in his recapitulation theory, which embodied a progressive, almost linear model of evolution. Darwin was cautious about such histories, and had already noted that von Baer's laws of embryology supported his idea of complex branching.", "targets": "Why were political radicals such as Ernst Haekel so interested in On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d219e42ffa248518c0b5d7dc126ed94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988 Imperial merged with St Mary's Hospital Medical School, becoming The Imperial College of Science, Technology and Medicine. In 1995 Imperial launched its own academic publishing house, Imperial College Press, in partnership with World Scientific. Imperial merged with the National Heart and Lung Institute in 1995 and the Charing Cross and Westminster Medical School, Royal Postgraduate Medical School (RPMS) and the Institute of Obstetrics and Gynaecology in 1997. In the same year the Imperial College School of Medicine was formally established and all of the property of Charing Cross and Westminster Medical School, the National Heart and Lung Institute and the Royal Postgraduate Medical School were transferred to Imperial as the result of the Imperial College Act 1997. In 1998 the Sir Alexander Fleming Building was opened by Queen Elizabeth II to provide a headquarters for the College's medical and biomedical research.", "targets": "In which year did Imperial merge with St Mary's Hospital Medical School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d219e42ffa248518c0b5d7dc126ed94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988 Imperial merged with St Mary's Hospital Medical School, becoming The Imperial College of Science, Technology and Medicine. In 1995 Imperial launched its own academic publishing house, Imperial College Press, in partnership with World Scientific. Imperial merged with the National Heart and Lung Institute in 1995 and the Charing Cross and Westminster Medical School, Royal Postgraduate Medical School (RPMS) and the Institute of Obstetrics and Gynaecology in 1997. In the same year the Imperial College School of Medicine was formally established and all of the property of Charing Cross and Westminster Medical School, the National Heart and Lung Institute and the Royal Postgraduate Medical School were transferred to Imperial as the result of the Imperial College Act 1997. In 1998 the Sir Alexander Fleming Building was opened by Queen Elizabeth II to provide a headquarters for the College's medical and biomedical research.", "targets": "Which school resulted from Imperial's merger with St Mary's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d219e42ffa248518c0b5d7dc126ed94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988 Imperial merged with St Mary's Hospital Medical School, becoming The Imperial College of Science, Technology and Medicine. In 1995 Imperial launched its own academic publishing house, Imperial College Press, in partnership with World Scientific. Imperial merged with the National Heart and Lung Institute in 1995 and the Charing Cross and Westminster Medical School, Royal Postgraduate Medical School (RPMS) and the Institute of Obstetrics and Gynaecology in 1997. In the same year the Imperial College School of Medicine was formally established and all of the property of Charing Cross and Westminster Medical School, the National Heart and Lung Institute and the Royal Postgraduate Medical School were transferred to Imperial as the result of the Imperial College Act 1997. In 1998 the Sir Alexander Fleming Building was opened by Queen Elizabeth II to provide a headquarters for the College's medical and biomedical research.", "targets": "Who did Imperial partner with to launch the Imperial College Press?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d219e42ffa248518c0b5d7dc126ed94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988 Imperial merged with St Mary's Hospital Medical School, becoming The Imperial College of Science, Technology and Medicine. In 1995 Imperial launched its own academic publishing house, Imperial College Press, in partnership with World Scientific. Imperial merged with the National Heart and Lung Institute in 1995 and the Charing Cross and Westminster Medical School, Royal Postgraduate Medical School (RPMS) and the Institute of Obstetrics and Gynaecology in 1997. In the same year the Imperial College School of Medicine was formally established and all of the property of Charing Cross and Westminster Medical School, the National Heart and Lung Institute and the Royal Postgraduate Medical School were transferred to Imperial as the result of the Imperial College Act 1997. In 1998 the Sir Alexander Fleming Building was opened by Queen Elizabeth II to provide a headquarters for the College's medical and biomedical research.", "targets": "What year was the Imperial College School of Medicine formally established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d219e42ffa248518c0b5d7dc126ed94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988 Imperial merged with St Mary's Hospital Medical School, becoming The Imperial College of Science, Technology and Medicine. In 1995 Imperial launched its own academic publishing house, Imperial College Press, in partnership with World Scientific. Imperial merged with the National Heart and Lung Institute in 1995 and the Charing Cross and Westminster Medical School, Royal Postgraduate Medical School (RPMS) and the Institute of Obstetrics and Gynaecology in 1997. In the same year the Imperial College School of Medicine was formally established and all of the property of Charing Cross and Westminster Medical School, the National Heart and Lung Institute and the Royal Postgraduate Medical School were transferred to Imperial as the result of the Imperial College Act 1997. In 1998 the Sir Alexander Fleming Building was opened by Queen Elizabeth II to provide a headquarters for the College's medical and biomedical research.", "targets": "What is the name of the building that was opened by Queen Elizabeth II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cda21e134744d10a50c26bacf857f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1757, Frederick II again took the initiative by marching into the Kingdom of Bohemia, hoping to inflict a decisive defeat on Austrian forces. After winning the bloody Battle of Prague on 6 May 1757, in which both forces suffered major casualties, the Prussians forced the Austrians back into the fortifications of Prague. The Prussian army then laid siege to the city. Following the battle at Prague, Frederick took 5,000 troops from the siege at Prague and sent them to reinforce the 19,000-man army under the Duke of Brunswick-Bevern at Kolin in Bohemia. Austrian Marshal Daun arrived too late to participate in the battle of Prague, but picked up 16,000 men who had escaped from the battle. With this army he slowly moved to relieve Prague. The Prussian army was too weak to simultaneously besiege Prague and keep Daun away, and Frederick was forced to attack prepared positions. The resulting Battle of Kolin was a sharp defeat for Frederick, his first military defeat. His losses further forced him to lift the siege and withdraw from Bohemia altogether.", "targets": "Where did the Austrians retreat in May of 1757?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cda21e134744d10a50c26bacf857f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1757, Frederick II again took the initiative by marching into the Kingdom of Bohemia, hoping to inflict a decisive defeat on Austrian forces. After winning the bloody Battle of Prague on 6 May 1757, in which both forces suffered major casualties, the Prussians forced the Austrians back into the fortifications of Prague. The Prussian army then laid siege to the city. Following the battle at Prague, Frederick took 5,000 troops from the siege at Prague and sent them to reinforce the 19,000-man army under the Duke of Brunswick-Bevern at Kolin in Bohemia. Austrian Marshal Daun arrived too late to participate in the battle of Prague, but picked up 16,000 men who had escaped from the battle. With this army he slowly moved to relieve Prague. The Prussian army was too weak to simultaneously besiege Prague and keep Daun away, and Frederick was forced to attack prepared positions. The resulting Battle of Kolin was a sharp defeat for Frederick, his first military defeat. His losses further forced him to lift the siege and withdraw from Bohemia altogether.", "targets": "What were casualties like in the 1757 battle in Prague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cda21e134744d10a50c26bacf857f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1757, Frederick II again took the initiative by marching into the Kingdom of Bohemia, hoping to inflict a decisive defeat on Austrian forces. After winning the bloody Battle of Prague on 6 May 1757, in which both forces suffered major casualties, the Prussians forced the Austrians back into the fortifications of Prague. The Prussian army then laid siege to the city. Following the battle at Prague, Frederick took 5,000 troops from the siege at Prague and sent them to reinforce the 19,000-man army under the Duke of Brunswick-Bevern at Kolin in Bohemia. Austrian Marshal Daun arrived too late to participate in the battle of Prague, but picked up 16,000 men who had escaped from the battle. With this army he slowly moved to relieve Prague. The Prussian army was too weak to simultaneously besiege Prague and keep Daun away, and Frederick was forced to attack prepared positions. The resulting Battle of Kolin was a sharp defeat for Frederick, his first military defeat. His losses further forced him to lift the siege and withdraw from Bohemia altogether.", "targets": "Who led the Prussian assault on Prague in 1757"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cda21e134744d10a50c26bacf857f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1757, Frederick II again took the initiative by marching into the Kingdom of Bohemia, hoping to inflict a decisive defeat on Austrian forces. After winning the bloody Battle of Prague on 6 May 1757, in which both forces suffered major casualties, the Prussians forced the Austrians back into the fortifications of Prague. The Prussian army then laid siege to the city. Following the battle at Prague, Frederick took 5,000 troops from the siege at Prague and sent them to reinforce the 19,000-man army under the Duke of Brunswick-Bevern at Kolin in Bohemia. Austrian Marshal Daun arrived too late to participate in the battle of Prague, but picked up 16,000 men who had escaped from the battle. With this army he slowly moved to relieve Prague. The Prussian army was too weak to simultaneously besiege Prague and keep Daun away, and Frederick was forced to attack prepared positions. The resulting Battle of Kolin was a sharp defeat for Frederick, his first military defeat. His losses further forced him to lift the siege and withdraw from Bohemia altogether.", "targets": "Why did Frederick reduce his manpower at Prague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cda21e134744d10a50c26bacf857f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1757, Frederick II again took the initiative by marching into the Kingdom of Bohemia, hoping to inflict a decisive defeat on Austrian forces. After winning the bloody Battle of Prague on 6 May 1757, in which both forces suffered major casualties, the Prussians forced the Austrians back into the fortifications of Prague. The Prussian army then laid siege to the city. Following the battle at Prague, Frederick took 5,000 troops from the siege at Prague and sent them to reinforce the 19,000-man army under the Duke of Brunswick-Bevern at Kolin in Bohemia. Austrian Marshal Daun arrived too late to participate in the battle of Prague, but picked up 16,000 men who had escaped from the battle. With this army he slowly moved to relieve Prague. The Prussian army was too weak to simultaneously besiege Prague and keep Daun away, and Frederick was forced to attack prepared positions. The resulting Battle of Kolin was a sharp defeat for Frederick, his first military defeat. His losses further forced him to lift the siege and withdraw from Bohemia altogether.", "targets": "How did Austrian Marshall Daun reverse the situation at Prague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b2abe29d6b495aaa30b124bcd49add", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kinnock then resigned as leader and was replaced by John Smith. Smith's leadership once again saw the re-emergence of tension between those on the party's left and those identified as \"modernisers\", both of whom advocated radical revisions of the party's stance albeit in different ways. At the 1993 conference, Smith successfully changed the party rules and lessened the influence of the trade unions on the selection of candidates to stand for Parliament by introducing a one member, one vote system called \"OMOV\" \u2014 but only barely, after a barnstorming speech by John Prescott which required Smith to compromise on other individual negotiations.", "targets": "Who replaced Kinnock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b2abe29d6b495aaa30b124bcd49add", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kinnock then resigned as leader and was replaced by John Smith. Smith's leadership once again saw the re-emergence of tension between those on the party's left and those identified as \"modernisers\", both of whom advocated radical revisions of the party's stance albeit in different ways. At the 1993 conference, Smith successfully changed the party rules and lessened the influence of the trade unions on the selection of candidates to stand for Parliament by introducing a one member, one vote system called \"OMOV\" \u2014 but only barely, after a barnstorming speech by John Prescott which required Smith to compromise on other individual negotiations.", "targets": "When did Smith change the party's rules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b2abe29d6b495aaa30b124bcd49add", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kinnock then resigned as leader and was replaced by John Smith. Smith's leadership once again saw the re-emergence of tension between those on the party's left and those identified as \"modernisers\", both of whom advocated radical revisions of the party's stance albeit in different ways. At the 1993 conference, Smith successfully changed the party rules and lessened the influence of the trade unions on the selection of candidates to stand for Parliament by introducing a one member, one vote system called \"OMOV\" \u2014 but only barely, after a barnstorming speech by John Prescott which required Smith to compromise on other individual negotiations.", "targets": "What does OMOV stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31ed90601fb4b97b21a4a5967a81e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 \u00b0C with day temperatures rising to 32 \u00b0C. The average high and low temperatures in January are 28 \u00b0C and 22 \u00b0C, respectively, while in July they are 30 \u00b0C and 24 \u00b0C. The lowest night temperature recorded is 13 \u00b0C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 \u00b0C.", "targets": "What type of climate does St. Barts typically have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31ed90601fb4b97b21a4a5967a81e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 \u00b0C with day temperatures rising to 32 \u00b0C. The average high and low temperatures in January are 28 \u00b0C and 22 \u00b0C, respectively, while in July they are 30 \u00b0C and 24 \u00b0C. The lowest night temperature recorded is 13 \u00b0C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 \u00b0C.", "targets": "How many hectares does the island have in total?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31ed90601fb4b97b21a4a5967a81e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 \u00b0C with day temperatures rising to 32 \u00b0C. The average high and low temperatures in January are 28 \u00b0C and 22 \u00b0C, respectively, while in July they are 30 \u00b0C and 24 \u00b0C. The lowest night temperature recorded is 13 \u00b0C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 \u00b0C.", "targets": "How much average rainfall does St. Barts get per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31ed90601fb4b97b21a4a5967a81e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 \u00b0C with day temperatures rising to 32 \u00b0C. The average high and low temperatures in January are 28 \u00b0C and 22 \u00b0C, respectively, while in July they are 30 \u00b0C and 24 \u00b0C. The lowest night temperature recorded is 13 \u00b0C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 \u00b0C.", "targets": "When does summer end in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31ed90601fb4b97b21a4a5967a81e00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island covers an area of 25 square kilometres (2,500 ha). The eastern side is wetter than the western. Although the climate is essentially arid, the rainfall does average 1000 mm annually, but with considerable variation over the terrain. Summer is from May to November, which is also the rainy season. Winter from December to April is the dry season. Sunshine is very prominent for nearly the entire year and even during the rainy season. Humidity, however, is not very high due to the winds. The average temperature is around 25 \u00b0C with day temperatures rising to 32 \u00b0C. The average high and low temperatures in January are 28 \u00b0C and 22 \u00b0C, respectively, while in July they are 30 \u00b0C and 24 \u00b0C. The lowest night temperature recorded is 13 \u00b0C. The Caribbean sea waters in the vicinity generally maintain a temperature of about 27 \u00b0C.", "targets": "What is the lowest nighttime temperature recorded at St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f54340dabb4e00bff227fd92e26bad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An apoplectic stroke deprived him of his speech, and he died shortly afterwards at 2:45 a.m. on 18 February 1546, aged 62, in Eisleben, the city of his birth. He was buried in the Castle Church in Wittenberg, beneath the pulpit. The funeral was held by his friends Johannes Bugenhagen and Philipp Melanchthon. A year later, troops of Luther's adversary Charles V, Holy Roman Emperor entered the town, but were ordered by Charles not to disturb the grave.", "targets": "What event took away his ability of speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f54340dabb4e00bff227fd92e26bad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An apoplectic stroke deprived him of his speech, and he died shortly afterwards at 2:45 a.m. on 18 February 1546, aged 62, in Eisleben, the city of his birth. He was buried in the Castle Church in Wittenberg, beneath the pulpit. The funeral was held by his friends Johannes Bugenhagen and Philipp Melanchthon. A year later, troops of Luther's adversary Charles V, Holy Roman Emperor entered the town, but were ordered by Charles not to disturb the grave.", "targets": "At what time did Martin Luther die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f54340dabb4e00bff227fd92e26bad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An apoplectic stroke deprived him of his speech, and he died shortly afterwards at 2:45 a.m. on 18 February 1546, aged 62, in Eisleben, the city of his birth. He was buried in the Castle Church in Wittenberg, beneath the pulpit. The funeral was held by his friends Johannes Bugenhagen and Philipp Melanchthon. A year later, troops of Luther's adversary Charles V, Holy Roman Emperor entered the town, but were ordered by Charles not to disturb the grave.", "targets": "On what date did Luther die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f54340dabb4e00bff227fd92e26bad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An apoplectic stroke deprived him of his speech, and he died shortly afterwards at 2:45 a.m. on 18 February 1546, aged 62, in Eisleben, the city of his birth. He was buried in the Castle Church in Wittenberg, beneath the pulpit. The funeral was held by his friends Johannes Bugenhagen and Philipp Melanchthon. A year later, troops of Luther's adversary Charles V, Holy Roman Emperor entered the town, but were ordered by Charles not to disturb the grave.", "targets": "Where was Luther buried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61f54340dabb4e00bff227fd92e26bad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An apoplectic stroke deprived him of his speech, and he died shortly afterwards at 2:45 a.m. on 18 February 1546, aged 62, in Eisleben, the city of his birth. He was buried in the Castle Church in Wittenberg, beneath the pulpit. The funeral was held by his friends Johannes Bugenhagen and Philipp Melanchthon. A year later, troops of Luther's adversary Charles V, Holy Roman Emperor entered the town, but were ordered by Charles not to disturb the grave.", "targets": "Who performed the funeral for Martin Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4da801ebe4d4f32b7d7509bc931b645", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green is the color for green parties, Islamist parties, Nordic agrarian parties and Irish republican parties. Orange is sometimes a color of nationalism, such as in the Netherlands, in Israel with the Orange Camp or with Ulster Loyalists in Northern Ireland; it is also a color of reform such as in Ukraine. In the past, Purple was considered the color of royalty (like white), but today it is sometimes used for feminist parties. White also is associated with nationalism. \"Purple Party\" is also used as an academic hypothetical of an undefined party, as a Centrist party in the United States (because purple is created from mixing the main parties' colors of red and blue) and as a highly idealistic \"peace and love\" party\u2014in a similar vein to a Green Party, perhaps. Black is generally associated with fascist parties, going back to Benito Mussolini's blackshirts, but also with Anarchism. Similarly, brown is sometimes associated with Nazism, going back to the Nazi Party's tan-uniformed storm troopers.", "targets": "What parties is the color green for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4da801ebe4d4f32b7d7509bc931b645", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green is the color for green parties, Islamist parties, Nordic agrarian parties and Irish republican parties. Orange is sometimes a color of nationalism, such as in the Netherlands, in Israel with the Orange Camp or with Ulster Loyalists in Northern Ireland; it is also a color of reform such as in Ukraine. In the past, Purple was considered the color of royalty (like white), but today it is sometimes used for feminist parties. White also is associated with nationalism. \"Purple Party\" is also used as an academic hypothetical of an undefined party, as a Centrist party in the United States (because purple is created from mixing the main parties' colors of red and blue) and as a highly idealistic \"peace and love\" party\u2014in a similar vein to a Green Party, perhaps. Black is generally associated with fascist parties, going back to Benito Mussolini's blackshirts, but also with Anarchism. Similarly, brown is sometimes associated with Nazism, going back to the Nazi Party's tan-uniformed storm troopers.", "targets": "What was purple considered the color for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4da801ebe4d4f32b7d7509bc931b645", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green is the color for green parties, Islamist parties, Nordic agrarian parties and Irish republican parties. Orange is sometimes a color of nationalism, such as in the Netherlands, in Israel with the Orange Camp or with Ulster Loyalists in Northern Ireland; it is also a color of reform such as in Ukraine. In the past, Purple was considered the color of royalty (like white), but today it is sometimes used for feminist parties. White also is associated with nationalism. \"Purple Party\" is also used as an academic hypothetical of an undefined party, as a Centrist party in the United States (because purple is created from mixing the main parties' colors of red and blue) and as a highly idealistic \"peace and love\" party\u2014in a similar vein to a Green Party, perhaps. Black is generally associated with fascist parties, going back to Benito Mussolini's blackshirts, but also with Anarchism. Similarly, brown is sometimes associated with Nazism, going back to the Nazi Party's tan-uniformed storm troopers.", "targets": "What parties is the color black associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4da801ebe4d4f32b7d7509bc931b645", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green is the color for green parties, Islamist parties, Nordic agrarian parties and Irish republican parties. Orange is sometimes a color of nationalism, such as in the Netherlands, in Israel with the Orange Camp or with Ulster Loyalists in Northern Ireland; it is also a color of reform such as in Ukraine. In the past, Purple was considered the color of royalty (like white), but today it is sometimes used for feminist parties. White also is associated with nationalism. \"Purple Party\" is also used as an academic hypothetical of an undefined party, as a Centrist party in the United States (because purple is created from mixing the main parties' colors of red and blue) and as a highly idealistic \"peace and love\" party\u2014in a similar vein to a Green Party, perhaps. Black is generally associated with fascist parties, going back to Benito Mussolini's blackshirts, but also with Anarchism. Similarly, brown is sometimes associated with Nazism, going back to the Nazi Party's tan-uniformed storm troopers.", "targets": "Brown is associated with what parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4da801ebe4d4f32b7d7509bc931b645", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green is the color for green parties, Islamist parties, Nordic agrarian parties and Irish republican parties. Orange is sometimes a color of nationalism, such as in the Netherlands, in Israel with the Orange Camp or with Ulster Loyalists in Northern Ireland; it is also a color of reform such as in Ukraine. In the past, Purple was considered the color of royalty (like white), but today it is sometimes used for feminist parties. White also is associated with nationalism. \"Purple Party\" is also used as an academic hypothetical of an undefined party, as a Centrist party in the United States (because purple is created from mixing the main parties' colors of red and blue) and as a highly idealistic \"peace and love\" party\u2014in a similar vein to a Green Party, perhaps. Black is generally associated with fascist parties, going back to Benito Mussolini's blackshirts, but also with Anarchism. Similarly, brown is sometimes associated with Nazism, going back to the Nazi Party's tan-uniformed storm troopers.", "targets": "What color is orange associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0828f9c9317045b793aa10acd8a124c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had a semi-divine ancestor in the Trojan refugee Aeneas, son of Venus, who was said to have established the nucleus of Roman religion when he brought the Palladium, Lares and Penates from Troy to Italy. These objects were believed in historical times to remain in the keeping of the Vestals, Rome's female priesthood. Aeneas had been given refuge by King Evander, a Greek exile from Arcadia, to whom were attributed other religious foundations: he established the Ara Maxima, \"Greatest Altar,\" to Hercules at the site that would become the Forum Boarium, and he was the first to celebrate the Lupercalia, an archaic festival in February that was celebrated as late as the 5th century of the Christian era.", "targets": "What mythical figure did the Romans consider to be semi-divine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0828f9c9317045b793aa10acd8a124c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had a semi-divine ancestor in the Trojan refugee Aeneas, son of Venus, who was said to have established the nucleus of Roman religion when he brought the Palladium, Lares and Penates from Troy to Italy. These objects were believed in historical times to remain in the keeping of the Vestals, Rome's female priesthood. Aeneas had been given refuge by King Evander, a Greek exile from Arcadia, to whom were attributed other religious foundations: he established the Ara Maxima, \"Greatest Altar,\" to Hercules at the site that would become the Forum Boarium, and he was the first to celebrate the Lupercalia, an archaic festival in February that was celebrated as late as the 5th century of the Christian era.", "targets": "Of what did Aeneas establish the central feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0828f9c9317045b793aa10acd8a124c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had a semi-divine ancestor in the Trojan refugee Aeneas, son of Venus, who was said to have established the nucleus of Roman religion when he brought the Palladium, Lares and Penates from Troy to Italy. These objects were believed in historical times to remain in the keeping of the Vestals, Rome's female priesthood. Aeneas had been given refuge by King Evander, a Greek exile from Arcadia, to whom were attributed other religious foundations: he established the Ara Maxima, \"Greatest Altar,\" to Hercules at the site that would become the Forum Boarium, and he was the first to celebrate the Lupercalia, an archaic festival in February that was celebrated as late as the 5th century of the Christian era.", "targets": "Who were the keepers of Aeneas's sacred objects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0828f9c9317045b793aa10acd8a124c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had a semi-divine ancestor in the Trojan refugee Aeneas, son of Venus, who was said to have established the nucleus of Roman religion when he brought the Palladium, Lares and Penates from Troy to Italy. These objects were believed in historical times to remain in the keeping of the Vestals, Rome's female priesthood. Aeneas had been given refuge by King Evander, a Greek exile from Arcadia, to whom were attributed other religious foundations: he established the Ara Maxima, \"Greatest Altar,\" to Hercules at the site that would become the Forum Boarium, and he was the first to celebrate the Lupercalia, an archaic festival in February that was celebrated as late as the 5th century of the Christian era.", "targets": "What ancient festival was celebrated until the 5th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0828f9c9317045b793aa10acd8a124c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had a semi-divine ancestor in the Trojan refugee Aeneas, son of Venus, who was said to have established the nucleus of Roman religion when he brought the Palladium, Lares and Penates from Troy to Italy. These objects were believed in historical times to remain in the keeping of the Vestals, Rome's female priesthood. Aeneas had been given refuge by King Evander, a Greek exile from Arcadia, to whom were attributed other religious foundations: he established the Ara Maxima, \"Greatest Altar,\" to Hercules at the site that would become the Forum Boarium, and he was the first to celebrate the Lupercalia, an archaic festival in February that was celebrated as late as the 5th century of the Christian era.", "targets": "To whom did Aeneas set up an alter in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07642612b83a4ccfac6d7173d63113a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Networks affiliates approved a two-year affiliate agreement in 2002. In September, Disney Chairman/CEO Michael Eisner outlined a proposed realignment of the ABC broadcast network day parts with the similar unit in its cable channels: ABC Saturday mornings with Disney Channels (Toon & Playhouse), ABC daytime with Soapnet and ABC prime time with ABC Family. 2002 saw the debut of the network's first hit reality series, The Bachelor (the elimination-style dating show's success led to a spinoff, The Bachelorette, which premiered the following year, as well as two additional spinoffs that later debuted in the early 2010s).", "targets": "When was the new two-year affiliate agreement approved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07642612b83a4ccfac6d7173d63113a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Networks affiliates approved a two-year affiliate agreement in 2002. In September, Disney Chairman/CEO Michael Eisner outlined a proposed realignment of the ABC broadcast network day parts with the similar unit in its cable channels: ABC Saturday mornings with Disney Channels (Toon & Playhouse), ABC daytime with Soapnet and ABC prime time with ABC Family. 2002 saw the debut of the network's first hit reality series, The Bachelor (the elimination-style dating show's success led to a spinoff, The Bachelorette, which premiered the following year, as well as two additional spinoffs that later debuted in the early 2010s).", "targets": "Who was the Chairman and CEO of Disney in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07642612b83a4ccfac6d7173d63113a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Networks affiliates approved a two-year affiliate agreement in 2002. In September, Disney Chairman/CEO Michael Eisner outlined a proposed realignment of the ABC broadcast network day parts with the similar unit in its cable channels: ABC Saturday mornings with Disney Channels (Toon & Playhouse), ABC daytime with Soapnet and ABC prime time with ABC Family. 2002 saw the debut of the network's first hit reality series, The Bachelor (the elimination-style dating show's success led to a spinoff, The Bachelorette, which premiered the following year, as well as two additional spinoffs that later debuted in the early 2010s).", "targets": "What hit reality series debuted for ABC in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07642612b83a4ccfac6d7173d63113a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Networks affiliates approved a two-year affiliate agreement in 2002. In September, Disney Chairman/CEO Michael Eisner outlined a proposed realignment of the ABC broadcast network day parts with the similar unit in its cable channels: ABC Saturday mornings with Disney Channels (Toon & Playhouse), ABC daytime with Soapnet and ABC prime time with ABC Family. 2002 saw the debut of the network's first hit reality series, The Bachelor (the elimination-style dating show's success led to a spinoff, The Bachelorette, which premiered the following year, as well as two additional spinoffs that later debuted in the early 2010s).", "targets": "What reality series was the first spinoff of the Bachelor for ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad8640663154c379b9409926febe3b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1956, the new Constitution of Egypt was drafted, entailing the establishment of a single-party system under the National Union (NU), a movement Nasser described as the \"cadre through which we will realize our revolution\". The NU was a reconfiguration of the Liberation Rally, which Nasser determined had failed in generating mass public participation. In the new movement, Nasser attempted to incorporate more citizens, approved by local-level party committees, in order to solidify popular backing for his government. The NU would select a nominee for the presidential election whose name would be provided for public approval.", "targets": "In what year did Egypt get a new constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad8640663154c379b9409926febe3b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1956, the new Constitution of Egypt was drafted, entailing the establishment of a single-party system under the National Union (NU), a movement Nasser described as the \"cadre through which we will realize our revolution\". The NU was a reconfiguration of the Liberation Rally, which Nasser determined had failed in generating mass public participation. In the new movement, Nasser attempted to incorporate more citizens, approved by local-level party committees, in order to solidify popular backing for his government. The NU would select a nominee for the presidential election whose name would be provided for public approval.", "targets": "What was the political party arrangement of the new constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad8640663154c379b9409926febe3b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1956, the new Constitution of Egypt was drafted, entailing the establishment of a single-party system under the National Union (NU), a movement Nasser described as the \"cadre through which we will realize our revolution\". The NU was a reconfiguration of the Liberation Rally, which Nasser determined had failed in generating mass public participation. In the new movement, Nasser attempted to incorporate more citizens, approved by local-level party committees, in order to solidify popular backing for his government. The NU would select a nominee for the presidential election whose name would be provided for public approval.", "targets": "What was the dominant political party? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad8640663154c379b9409926febe3b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1956, the new Constitution of Egypt was drafted, entailing the establishment of a single-party system under the National Union (NU), a movement Nasser described as the \"cadre through which we will realize our revolution\". The NU was a reconfiguration of the Liberation Rally, which Nasser determined had failed in generating mass public participation. In the new movement, Nasser attempted to incorporate more citizens, approved by local-level party committees, in order to solidify popular backing for his government. The NU would select a nominee for the presidential election whose name would be provided for public approval.", "targets": "From what group did the National Union originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad8640663154c379b9409926febe3b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1956, the new Constitution of Egypt was drafted, entailing the establishment of a single-party system under the National Union (NU), a movement Nasser described as the \"cadre through which we will realize our revolution\". The NU was a reconfiguration of the Liberation Rally, which Nasser determined had failed in generating mass public participation. In the new movement, Nasser attempted to incorporate more citizens, approved by local-level party committees, in order to solidify popular backing for his government. The NU would select a nominee for the presidential election whose name would be provided for public approval.", "targets": "Who did Nasser want more involved in his new political order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fcb2e8986e4c85ab79f006b2c54f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the United States passed an amendment to the Fair Labour Standards Act of 1938. The amendment allows certain children aged 14\u201318 to work in or outside a business where machinery is used to process wood. The law aims to respect the religious and cultural needs of the Amish community of the United States. The Amish believe that one effective way to educate children is on the job. The new law allows Amish children the ability to work with their families, once they are passed eighth grade in school.", "targets": "What did the United States pass in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fcb2e8986e4c85ab79f006b2c54f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the United States passed an amendment to the Fair Labour Standards Act of 1938. The amendment allows certain children aged 14\u201318 to work in or outside a business where machinery is used to process wood. The law aims to respect the religious and cultural needs of the Amish community of the United States. The Amish believe that one effective way to educate children is on the job. The new law allows Amish children the ability to work with their families, once they are passed eighth grade in school.", "targets": "What is the age of US children allowed to work outside of the home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fcb2e8986e4c85ab79f006b2c54f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the United States passed an amendment to the Fair Labour Standards Act of 1938. The amendment allows certain children aged 14\u201318 to work in or outside a business where machinery is used to process wood. The law aims to respect the religious and cultural needs of the Amish community of the United States. The Amish believe that one effective way to educate children is on the job. The new law allows Amish children the ability to work with their families, once they are passed eighth grade in school.", "targets": "What culture in the US benefits from this Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fcb2e8986e4c85ab79f006b2c54f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the United States passed an amendment to the Fair Labour Standards Act of 1938. The amendment allows certain children aged 14\u201318 to work in or outside a business where machinery is used to process wood. The law aims to respect the religious and cultural needs of the Amish community of the United States. The Amish believe that one effective way to educate children is on the job. The new law allows Amish children the ability to work with their families, once they are passed eighth grade in school.", "targets": "What grade do Amish children need to pass in order to be able to work for their families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d60e9474aeb466392c41cca0dadaedd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 17th century, after the English Civil War (1642\u20131651), Parliament strengthened its position relative to the monarch then gained more power through the Glorious Revolution of 1688 and passage of the Bill of Rights in 1689. The monarch could no longer establish any law or impose any tax without its permission and thus the House of Commons became a part of the government. It is at this point that a modern style of prime minister begins to emerge.", "targets": "What 1688 event helped the parliament solidy its power against the monarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d60e9474aeb466392c41cca0dadaedd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 17th century, after the English Civil War (1642\u20131651), Parliament strengthened its position relative to the monarch then gained more power through the Glorious Revolution of 1688 and passage of the Bill of Rights in 1689. The monarch could no longer establish any law or impose any tax without its permission and thus the House of Commons became a part of the government. It is at this point that a modern style of prime minister begins to emerge.", "targets": "What 1689 law contributed to parliament's growing power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d60e9474aeb466392c41cca0dadaedd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid 17th century, after the English Civil War (1642\u20131651), Parliament strengthened its position relative to the monarch then gained more power through the Glorious Revolution of 1688 and passage of the Bill of Rights in 1689. The monarch could no longer establish any law or impose any tax without its permission and thus the House of Commons became a part of the government. It is at this point that a modern style of prime minister begins to emerge.", "targets": "What body was incorporated into the government as a result of the Bill of Rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec6615437e15470196164c0c24db3088", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the traditional narrative, several companions of Muhammad served as scribes and were responsible for writing down the revelations. Shortly after Muhammad's death, the Quran was compiled by his companions who wrote down and memorized parts of it. These codices had differences that motivated the Caliph Uthman to establish a standard version now known as Uthman's codex, which is generally considered the archetype of the Quran known today. There are, however, variant readings, with mostly minor differences in meaning.", "targets": "Who first recorded Muhammad revelations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec6615437e15470196164c0c24db3088", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the traditional narrative, several companions of Muhammad served as scribes and were responsible for writing down the revelations. Shortly after Muhammad's death, the Quran was compiled by his companions who wrote down and memorized parts of it. These codices had differences that motivated the Caliph Uthman to establish a standard version now known as Uthman's codex, which is generally considered the archetype of the Quran known today. There are, however, variant readings, with mostly minor differences in meaning.", "targets": "Who first standardized the earliest versions of the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec6615437e15470196164c0c24db3088", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the traditional narrative, several companions of Muhammad served as scribes and were responsible for writing down the revelations. Shortly after Muhammad's death, the Quran was compiled by his companions who wrote down and memorized parts of it. These codices had differences that motivated the Caliph Uthman to establish a standard version now known as Uthman's codex, which is generally considered the archetype of the Quran known today. There are, however, variant readings, with mostly minor differences in meaning.", "targets": "By what name is the first standardized version of the Quran known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8c09eed06b49ebba5c0efc885305ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Desktop computers and laptops are commonly infected with malware either to gather passwords or financial account information, or to construct a botnet to attack another target. Smart phones, tablet computers, smart watches, and other mobile devices such as Quantified Self devices like activity trackers have also become targets and many of these have sensors such as cameras, microphones, GPS receivers, compasses, and accelerometers which could be exploited, and may collect personal information, including sensitive health information. Wifi, Bluetooth, and cell phone network on any of these devices could be used as attack vectors, and sensors might be remotely activated after a successful breach.", "targets": "What are desktop computers and laptops commonly infected with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8c09eed06b49ebba5c0efc885305ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Desktop computers and laptops are commonly infected with malware either to gather passwords or financial account information, or to construct a botnet to attack another target. Smart phones, tablet computers, smart watches, and other mobile devices such as Quantified Self devices like activity trackers have also become targets and many of these have sensors such as cameras, microphones, GPS receivers, compasses, and accelerometers which could be exploited, and may collect personal information, including sensitive health information. Wifi, Bluetooth, and cell phone network on any of these devices could be used as attack vectors, and sensors might be remotely activated after a successful breach.", "targets": "Constructing a botnet to attack another target is an example of the activity of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8c09eed06b49ebba5c0efc885305ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Desktop computers and laptops are commonly infected with malware either to gather passwords or financial account information, or to construct a botnet to attack another target. Smart phones, tablet computers, smart watches, and other mobile devices such as Quantified Self devices like activity trackers have also become targets and many of these have sensors such as cameras, microphones, GPS receivers, compasses, and accelerometers which could be exploited, and may collect personal information, including sensitive health information. Wifi, Bluetooth, and cell phone network on any of these devices could be used as attack vectors, and sensors might be remotely activated after a successful breach.", "targets": "Activity trackers are an example of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8c09eed06b49ebba5c0efc885305ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Desktop computers and laptops are commonly infected with malware either to gather passwords or financial account information, or to construct a botnet to attack another target. Smart phones, tablet computers, smart watches, and other mobile devices such as Quantified Self devices like activity trackers have also become targets and many of these have sensors such as cameras, microphones, GPS receivers, compasses, and accelerometers which could be exploited, and may collect personal information, including sensitive health information. Wifi, Bluetooth, and cell phone network on any of these devices could be used as attack vectors, and sensors might be remotely activated after a successful breach.", "targets": "What could wifi, bluetooth, and cellphone network on devices be used as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb8c09eed06b49ebba5c0efc885305ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Desktop computers and laptops are commonly infected with malware either to gather passwords or financial account information, or to construct a botnet to attack another target. Smart phones, tablet computers, smart watches, and other mobile devices such as Quantified Self devices like activity trackers have also become targets and many of these have sensors such as cameras, microphones, GPS receivers, compasses, and accelerometers which could be exploited, and may collect personal information, including sensitive health information. Wifi, Bluetooth, and cell phone network on any of these devices could be used as attack vectors, and sensors might be remotely activated after a successful breach.", "targets": "What could be remotely activated after a sucessful breach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80f2832dd84492b97a5b44aa48e5961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen have been featured multiple times in the Guitar Hero franchise: a cover of \"Killer Queen\" in the original Guitar Hero, \"We Are The Champions\", \"Fat Bottomed Girls\", and the Paul Rodgers collaboration \"C-lebrity\" in a track pack for Guitar Hero World Tour, \"Under Pressure\" with David Bowie in Guitar Hero 5, \"I Want It All\" in Guitar Hero: Van Halen, \"Stone Cold Crazy\" in Guitar Hero: Metallica, and \"Bohemian Rhapsody\" in Guitar Hero: Warriors of Rock. On 13 October 2009, Brian May revealed there was \"talk\" going on \"behind the scenes\" about a dedicated Queen Rock Band game.", "targets": "Which music video game featured a plethora of Queen songs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80f2832dd84492b97a5b44aa48e5961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen have been featured multiple times in the Guitar Hero franchise: a cover of \"Killer Queen\" in the original Guitar Hero, \"We Are The Champions\", \"Fat Bottomed Girls\", and the Paul Rodgers collaboration \"C-lebrity\" in a track pack for Guitar Hero World Tour, \"Under Pressure\" with David Bowie in Guitar Hero 5, \"I Want It All\" in Guitar Hero: Van Halen, \"Stone Cold Crazy\" in Guitar Hero: Metallica, and \"Bohemian Rhapsody\" in Guitar Hero: Warriors of Rock. On 13 October 2009, Brian May revealed there was \"talk\" going on \"behind the scenes\" about a dedicated Queen Rock Band game.", "targets": "Who collaborated with Freddie Mercury on the song Under Pressure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80f2832dd84492b97a5b44aa48e5961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen have been featured multiple times in the Guitar Hero franchise: a cover of \"Killer Queen\" in the original Guitar Hero, \"We Are The Champions\", \"Fat Bottomed Girls\", and the Paul Rodgers collaboration \"C-lebrity\" in a track pack for Guitar Hero World Tour, \"Under Pressure\" with David Bowie in Guitar Hero 5, \"I Want It All\" in Guitar Hero: Van Halen, \"Stone Cold Crazy\" in Guitar Hero: Metallica, and \"Bohemian Rhapsody\" in Guitar Hero: Warriors of Rock. On 13 October 2009, Brian May revealed there was \"talk\" going on \"behind the scenes\" about a dedicated Queen Rock Band game.", "targets": "Which member of Queen discussed a possible Queen Rock Band video game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80f2832dd84492b97a5b44aa48e5961", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Queen have been featured multiple times in the Guitar Hero franchise: a cover of \"Killer Queen\" in the original Guitar Hero, \"We Are The Champions\", \"Fat Bottomed Girls\", and the Paul Rodgers collaboration \"C-lebrity\" in a track pack for Guitar Hero World Tour, \"Under Pressure\" with David Bowie in Guitar Hero 5, \"I Want It All\" in Guitar Hero: Van Halen, \"Stone Cold Crazy\" in Guitar Hero: Metallica, and \"Bohemian Rhapsody\" in Guitar Hero: Warriors of Rock. On 13 October 2009, Brian May revealed there was \"talk\" going on \"behind the scenes\" about a dedicated Queen Rock Band game.", "targets": "What Heavy Metal band had a video game in which Queen was featured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e794f7150d44f04bcb863fa5b6e0ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hungnam evacuation, about 193 shiploads of UN Command forces and mat\u00e9riel (approximately 105,000 soldiers, 98,000 civilians, 17,500 vehicles, and 350,000 tons of supplies) were evacuated to Pusan. The SS Meredith Victory was noted for evacuating 14,000 refugees, the largest rescue operation by a single ship, even though it was designed to hold 12 passengers. Before escaping, the UN Command forces razed most of Hungnam city, especially the port facilities; and on 16 December 1950, President Truman declared a national emergency with Presidential Proclamation No. 2914, 3 C.F.R. 99 (1953), which remained in force until 14 September 1978.[b] The next day (17 December 1950) Kim Il-sung was deprived of the right of command of KPA by China. After that, the leading part of the war became the Chinese army. Following that, on 1 February 1951, United Nations General Assembly adopted a draft resolution condemning China as an aggressor in the Korean War.", "targets": "What was the name of the ship responsible for undertaking the largest rescue operation by a single ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e794f7150d44f04bcb863fa5b6e0ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hungnam evacuation, about 193 shiploads of UN Command forces and mat\u00e9riel (approximately 105,000 soldiers, 98,000 civilians, 17,500 vehicles, and 350,000 tons of supplies) were evacuated to Pusan. The SS Meredith Victory was noted for evacuating 14,000 refugees, the largest rescue operation by a single ship, even though it was designed to hold 12 passengers. Before escaping, the UN Command forces razed most of Hungnam city, especially the port facilities; and on 16 December 1950, President Truman declared a national emergency with Presidential Proclamation No. 2914, 3 C.F.R. 99 (1953), which remained in force until 14 September 1978.[b] The next day (17 December 1950) Kim Il-sung was deprived of the right of command of KPA by China. After that, the leading part of the war became the Chinese army. Following that, on 1 February 1951, United Nations General Assembly adopted a draft resolution condemning China as an aggressor in the Korean War.", "targets": "What did the Presidential Proclamation No. 2914, 3 1950 do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e794f7150d44f04bcb863fa5b6e0ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hungnam evacuation, about 193 shiploads of UN Command forces and mat\u00e9riel (approximately 105,000 soldiers, 98,000 civilians, 17,500 vehicles, and 350,000 tons of supplies) were evacuated to Pusan. The SS Meredith Victory was noted for evacuating 14,000 refugees, the largest rescue operation by a single ship, even though it was designed to hold 12 passengers. Before escaping, the UN Command forces razed most of Hungnam city, especially the port facilities; and on 16 December 1950, President Truman declared a national emergency with Presidential Proclamation No. 2914, 3 C.F.R. 99 (1953), which remained in force until 14 September 1978.[b] The next day (17 December 1950) Kim Il-sung was deprived of the right of command of KPA by China. After that, the leading part of the war became the Chinese army. Following that, on 1 February 1951, United Nations General Assembly adopted a draft resolution condemning China as an aggressor in the Korean War.", "targets": "What year was the Presidential Proclamation lifted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e794f7150d44f04bcb863fa5b6e0ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hungnam evacuation, about 193 shiploads of UN Command forces and mat\u00e9riel (approximately 105,000 soldiers, 98,000 civilians, 17,500 vehicles, and 350,000 tons of supplies) were evacuated to Pusan. The SS Meredith Victory was noted for evacuating 14,000 refugees, the largest rescue operation by a single ship, even though it was designed to hold 12 passengers. Before escaping, the UN Command forces razed most of Hungnam city, especially the port facilities; and on 16 December 1950, President Truman declared a national emergency with Presidential Proclamation No. 2914, 3 C.F.R. 99 (1953), which remained in force until 14 September 1978.[b] The next day (17 December 1950) Kim Il-sung was deprived of the right of command of KPA by China. After that, the leading part of the war became the Chinese army. Following that, on 1 February 1951, United Nations General Assembly adopted a draft resolution condemning China as an aggressor in the Korean War.", "targets": "Who was stripped of their commanding rights by China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e794f7150d44f04bcb863fa5b6e0ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Hungnam evacuation, about 193 shiploads of UN Command forces and mat\u00e9riel (approximately 105,000 soldiers, 98,000 civilians, 17,500 vehicles, and 350,000 tons of supplies) were evacuated to Pusan. The SS Meredith Victory was noted for evacuating 14,000 refugees, the largest rescue operation by a single ship, even though it was designed to hold 12 passengers. Before escaping, the UN Command forces razed most of Hungnam city, especially the port facilities; and on 16 December 1950, President Truman declared a national emergency with Presidential Proclamation No. 2914, 3 C.F.R. 99 (1953), which remained in force until 14 September 1978.[b] The next day (17 December 1950) Kim Il-sung was deprived of the right of command of KPA by China. After that, the leading part of the war became the Chinese army. Following that, on 1 February 1951, United Nations General Assembly adopted a draft resolution condemning China as an aggressor in the Korean War.", "targets": "What country was condemned for their participation in the conflict in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0055ab14fd84e21a0b073406e0fd721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S. News & World Report's \"America\u2019s Best Colleges\" 2016 issue, KU\u2019s School of Engineering was ranked tied for 90th among national universities.", "targets": "Who published America's Best Colleges in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0055ab14fd84e21a0b073406e0fd721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S. News & World Report's \"America\u2019s Best Colleges\" 2016 issue, KU\u2019s School of Engineering was ranked tied for 90th among national universities.", "targets": "In what place did the engineering school at KU appear in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0055ab14fd84e21a0b073406e0fd721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S. News & World Report's \"America\u2019s Best Colleges\" 2016 issue, KU\u2019s School of Engineering was ranked tied for 90th among national universities.", "targets": "Against what other kinds of institutions was KU's engineering school compared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbf1804e26c94cb5bede9efa948ee3c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second main principle, sola fide (by faith alone), states that faith in Christ is sufficient alone for eternal salvation. Though argued from scripture, and hence logically consequent to sola scriptura, this is the guiding principle of the work of Luther and the later reformers. Because sola scriptura placed the Bible as the only source of teaching, sola fide epitomises the main thrust of the teaching the reformers wanted to get back to, namely the direct, close, personal connection between Christ and the believer, hence the reformers' contention that their work was Christocentric.", "targets": "What was Luther's main principle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbf1804e26c94cb5bede9efa948ee3c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second main principle, sola fide (by faith alone), states that faith in Christ is sufficient alone for eternal salvation. Though argued from scripture, and hence logically consequent to sola scriptura, this is the guiding principle of the work of Luther and the later reformers. Because sola scriptura placed the Bible as the only source of teaching, sola fide epitomises the main thrust of the teaching the reformers wanted to get back to, namely the direct, close, personal connection between Christ and the believer, hence the reformers' contention that their work was Christocentric.", "targets": "What principle made the Bible the one source for teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbf1804e26c94cb5bede9efa948ee3c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second main principle, sola fide (by faith alone), states that faith in Christ is sufficient alone for eternal salvation. Though argued from scripture, and hence logically consequent to sola scriptura, this is the guiding principle of the work of Luther and the later reformers. Because sola scriptura placed the Bible as the only source of teaching, sola fide epitomises the main thrust of the teaching the reformers wanted to get back to, namely the direct, close, personal connection between Christ and the believer, hence the reformers' contention that their work was Christocentric.", "targets": "What did reformers considered their beliefs to be, in terms of focus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbf1804e26c94cb5bede9efa948ee3c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second main principle, sola fide (by faith alone), states that faith in Christ is sufficient alone for eternal salvation. Though argued from scripture, and hence logically consequent to sola scriptura, this is the guiding principle of the work of Luther and the later reformers. Because sola scriptura placed the Bible as the only source of teaching, sola fide epitomises the main thrust of the teaching the reformers wanted to get back to, namely the direct, close, personal connection between Christ and the believer, hence the reformers' contention that their work was Christocentric.", "targets": "What is the second principle of Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbf1804e26c94cb5bede9efa948ee3c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second main principle, sola fide (by faith alone), states that faith in Christ is sufficient alone for eternal salvation. Though argued from scripture, and hence logically consequent to sola scriptura, this is the guiding principle of the work of Luther and the later reformers. Because sola scriptura placed the Bible as the only source of teaching, sola fide epitomises the main thrust of the teaching the reformers wanted to get back to, namely the direct, close, personal connection between Christ and the believer, hence the reformers' contention that their work was Christocentric.", "targets": "Faith can bring what eternal benefit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2b79c06b4a4c6899e309178c849375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the middle of the 17th century, the peasant rebel leader Zhang Xianzhong (1606\u20131646) from Yan'an, Shanxi Province, nicknamed Yellow Tiger, led his peasant troop from north China to the south, and conquered Sichuan. Upon capturing it, he declared himself emperor of the Daxi Dynasty (\u5927\u897f\u738b\u671d). In response to the resistance from local elites, he massacred a large native population. As a result of the massacre as well as years of turmoil during the Ming-Qing transition, the population of Sichuan fell sharply, requiring a massive resettlement of people from the neighboring Huguang Province (modern Hubei and Hunan) and other provinces during the Qing dynasty.", "targets": "What was the nickname rebel leader Zhang Xianzhong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2b79c06b4a4c6899e309178c849375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the middle of the 17th century, the peasant rebel leader Zhang Xianzhong (1606\u20131646) from Yan'an, Shanxi Province, nicknamed Yellow Tiger, led his peasant troop from north China to the south, and conquered Sichuan. Upon capturing it, he declared himself emperor of the Daxi Dynasty (\u5927\u897f\u738b\u671d). In response to the resistance from local elites, he massacred a large native population. As a result of the massacre as well as years of turmoil during the Ming-Qing transition, the population of Sichuan fell sharply, requiring a massive resettlement of people from the neighboring Huguang Province (modern Hubei and Hunan) and other provinces during the Qing dynasty.", "targets": "Which region did Yellow Tiger conquer in the mid-17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2b79c06b4a4c6899e309178c849375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the middle of the 17th century, the peasant rebel leader Zhang Xianzhong (1606\u20131646) from Yan'an, Shanxi Province, nicknamed Yellow Tiger, led his peasant troop from north China to the south, and conquered Sichuan. Upon capturing it, he declared himself emperor of the Daxi Dynasty (\u5927\u897f\u738b\u671d). In response to the resistance from local elites, he massacred a large native population. As a result of the massacre as well as years of turmoil during the Ming-Qing transition, the population of Sichuan fell sharply, requiring a massive resettlement of people from the neighboring Huguang Province (modern Hubei and Hunan) and other provinces during the Qing dynasty.", "targets": "Which dynasty did Yellow Tiger declare himself the emperor of? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2b79c06b4a4c6899e309178c849375", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the middle of the 17th century, the peasant rebel leader Zhang Xianzhong (1606\u20131646) from Yan'an, Shanxi Province, nicknamed Yellow Tiger, led his peasant troop from north China to the south, and conquered Sichuan. Upon capturing it, he declared himself emperor of the Daxi Dynasty (\u5927\u897f\u738b\u671d). In response to the resistance from local elites, he massacred a large native population. As a result of the massacre as well as years of turmoil during the Ming-Qing transition, the population of Sichuan fell sharply, requiring a massive resettlement of people from the neighboring Huguang Province (modern Hubei and Hunan) and other provinces during the Qing dynasty.", "targets": "Which province supplied a large amount of people to the Sichuan resettlement, following years of turmoil during the Ming-Qing transition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3e24685e29149f59c05aea4b8ac0b1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the French-speaking part of Switzerland exists also the term haute \u00e9cole specialis\u00e9e for a type of institution called Fachhochschule in the German-speaking part of the country. (see below).", "targets": "What's the term in German for what those in French-speaking Switzerland call haute \u00e9cole specialis\u00e9e?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2214c38891354dda8429ecbe2a2ae1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the terms of the concluding Treaty of Versailles signed in 1919, the empire reached its greatest extent with the addition of 1,800,000 square miles (4,700,000 km2) and 13 million new subjects. The colonies of Germany and the Ottoman Empire were distributed to the Allied powers as League of Nations mandates. Britain gained control of Palestine, Transjordan, Iraq, parts of Cameroon and Togo, and Tanganyika. The Dominions themselves also acquired mandates of their own: the Union of South Africa gained South-West Africa (modern-day Namibia), Australia gained German New Guinea, and New Zealand Western Samoa. Nauru was made a combined mandate of Britain and the two Pacific Dominions.", "targets": "When was the Treaty of Versailles signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2214c38891354dda8429ecbe2a2ae1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the terms of the concluding Treaty of Versailles signed in 1919, the empire reached its greatest extent with the addition of 1,800,000 square miles (4,700,000 km2) and 13 million new subjects. The colonies of Germany and the Ottoman Empire were distributed to the Allied powers as League of Nations mandates. Britain gained control of Palestine, Transjordan, Iraq, parts of Cameroon and Togo, and Tanganyika. The Dominions themselves also acquired mandates of their own: the Union of South Africa gained South-West Africa (modern-day Namibia), Australia gained German New Guinea, and New Zealand Western Samoa. Nauru was made a combined mandate of Britain and the two Pacific Dominions.", "targets": "How many square miles did the Treaty of Versailles add to the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2214c38891354dda8429ecbe2a2ae1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the terms of the concluding Treaty of Versailles signed in 1919, the empire reached its greatest extent with the addition of 1,800,000 square miles (4,700,000 km2) and 13 million new subjects. The colonies of Germany and the Ottoman Empire were distributed to the Allied powers as League of Nations mandates. Britain gained control of Palestine, Transjordan, Iraq, parts of Cameroon and Togo, and Tanganyika. The Dominions themselves also acquired mandates of their own: the Union of South Africa gained South-West Africa (modern-day Namibia), Australia gained German New Guinea, and New Zealand Western Samoa. Nauru was made a combined mandate of Britain and the two Pacific Dominions.", "targets": "Which countries' colonies were given to the Allied powers in 1919?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2214c38891354dda8429ecbe2a2ae1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the terms of the concluding Treaty of Versailles signed in 1919, the empire reached its greatest extent with the addition of 1,800,000 square miles (4,700,000 km2) and 13 million new subjects. The colonies of Germany and the Ottoman Empire were distributed to the Allied powers as League of Nations mandates. Britain gained control of Palestine, Transjordan, Iraq, parts of Cameroon and Togo, and Tanganyika. The Dominions themselves also acquired mandates of their own: the Union of South Africa gained South-West Africa (modern-day Namibia), Australia gained German New Guinea, and New Zealand Western Samoa. Nauru was made a combined mandate of Britain and the two Pacific Dominions.", "targets": "What modern-day country is South-West Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2214c38891354dda8429ecbe2a2ae1ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the terms of the concluding Treaty of Versailles signed in 1919, the empire reached its greatest extent with the addition of 1,800,000 square miles (4,700,000 km2) and 13 million new subjects. The colonies of Germany and the Ottoman Empire were distributed to the Allied powers as League of Nations mandates. Britain gained control of Palestine, Transjordan, Iraq, parts of Cameroon and Togo, and Tanganyika. The Dominions themselves also acquired mandates of their own: the Union of South Africa gained South-West Africa (modern-day Namibia), Australia gained German New Guinea, and New Zealand Western Samoa. Nauru was made a combined mandate of Britain and the two Pacific Dominions.", "targets": "How many people did the Treaty of Versailles add to the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80d60fd096e143ee996528dc766f654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella is gaining popularity among South Asians with the emergence of primarily Hindi-English College groups. The first South Asian a cappella group was Penn Masala, founded in 1996 at the University of Pennsylvania. Co-ed South Asian a cappella groups are also gaining in popularity. The first co-ed south Asian a cappella was Anokha, from the University of Maryland, formed in 2001. Also, Dil se, another co-ed a cappella from UC Berkeley, hosts the \"Anahat\" competition at the University of California, Berkeley annually. Maize Mirchi, the co-ed a cappella group from the University of Michigan hosts \"Sa Re Ga Ma Pella\", an annual South Asian a cappella invitational with various groups from the Midwest.", "targets": "Whas is the name of the ethnic a capella group founded at the University of Pennsylvania in 1996?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80d60fd096e143ee996528dc766f654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella is gaining popularity among South Asians with the emergence of primarily Hindi-English College groups. The first South Asian a cappella group was Penn Masala, founded in 1996 at the University of Pennsylvania. Co-ed South Asian a cappella groups are also gaining in popularity. The first co-ed south Asian a cappella was Anokha, from the University of Maryland, formed in 2001. Also, Dil se, another co-ed a cappella from UC Berkeley, hosts the \"Anahat\" competition at the University of California, Berkeley annually. Maize Mirchi, the co-ed a cappella group from the University of Michigan hosts \"Sa Re Ga Ma Pella\", an annual South Asian a cappella invitational with various groups from the Midwest.", "targets": "Among which group is a capella becoming more prominent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80d60fd096e143ee996528dc766f654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella is gaining popularity among South Asians with the emergence of primarily Hindi-English College groups. The first South Asian a cappella group was Penn Masala, founded in 1996 at the University of Pennsylvania. Co-ed South Asian a cappella groups are also gaining in popularity. The first co-ed south Asian a cappella was Anokha, from the University of Maryland, formed in 2001. Also, Dil se, another co-ed a cappella from UC Berkeley, hosts the \"Anahat\" competition at the University of California, Berkeley annually. Maize Mirchi, the co-ed a cappella group from the University of Michigan hosts \"Sa Re Ga Ma Pella\", an annual South Asian a cappella invitational with various groups from the Midwest.", "targets": "What is the name of the first South Asian a capella group to accept both men and women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80d60fd096e143ee996528dc766f654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella is gaining popularity among South Asians with the emergence of primarily Hindi-English College groups. The first South Asian a cappella group was Penn Masala, founded in 1996 at the University of Pennsylvania. Co-ed South Asian a cappella groups are also gaining in popularity. The first co-ed south Asian a cappella was Anokha, from the University of Maryland, formed in 2001. Also, Dil se, another co-ed a cappella from UC Berkeley, hosts the \"Anahat\" competition at the University of California, Berkeley annually. Maize Mirchi, the co-ed a cappella group from the University of Michigan hosts \"Sa Re Ga Ma Pella\", an annual South Asian a cappella invitational with various groups from the Midwest.", "targets": "What a capella competition is hosted at UC Berkeley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80d60fd096e143ee996528dc766f654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella is gaining popularity among South Asians with the emergence of primarily Hindi-English College groups. The first South Asian a cappella group was Penn Masala, founded in 1996 at the University of Pennsylvania. Co-ed South Asian a cappella groups are also gaining in popularity. The first co-ed south Asian a cappella was Anokha, from the University of Maryland, formed in 2001. Also, Dil se, another co-ed a cappella from UC Berkeley, hosts the \"Anahat\" competition at the University of California, Berkeley annually. Maize Mirchi, the co-ed a cappella group from the University of Michigan hosts \"Sa Re Ga Ma Pella\", an annual South Asian a cappella invitational with various groups from the Midwest.", "targets": "What group hosts the a capella competition \"Sa Re Ga Ma Pella\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2ae58fec1324fd683ba4180040bb90d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists, like other Christians, are defined by doctrine\u2014some of it common to all orthodox and evangelical groups and a portion of it distinctive to Baptists. Through the years, different Baptist groups have issued confessions of faith\u2014without considering them to be creeds\u2014to express their particular doctrinal distinctions in comparison to other Christians as well as in comparison to other Baptists. Most Baptists are evangelical in doctrine, but Baptist beliefs can vary due to the congregational governance system that gives autonomy to individual local Baptist churches. Historically, Baptists have played a key role in encouraging religious freedom and separation of church and state.", "targets": "Baptists are defined by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2ae58fec1324fd683ba4180040bb90d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists, like other Christians, are defined by doctrine\u2014some of it common to all orthodox and evangelical groups and a portion of it distinctive to Baptists. Through the years, different Baptist groups have issued confessions of faith\u2014without considering them to be creeds\u2014to express their particular doctrinal distinctions in comparison to other Christians as well as in comparison to other Baptists. Most Baptists are evangelical in doctrine, but Baptist beliefs can vary due to the congregational governance system that gives autonomy to individual local Baptist churches. Historically, Baptists have played a key role in encouraging religious freedom and separation of church and state.", "targets": "Baptists have issued what without considering them to be creeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2ae58fec1324fd683ba4180040bb90d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists, like other Christians, are defined by doctrine\u2014some of it common to all orthodox and evangelical groups and a portion of it distinctive to Baptists. Through the years, different Baptist groups have issued confessions of faith\u2014without considering them to be creeds\u2014to express their particular doctrinal distinctions in comparison to other Christians as well as in comparison to other Baptists. Most Baptists are evangelical in doctrine, but Baptist beliefs can vary due to the congregational governance system that gives autonomy to individual local Baptist churches. Historically, Baptists have played a key role in encouraging religious freedom and separation of church and state.", "targets": "Most Baptists are what in doctrine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2ae58fec1324fd683ba4180040bb90d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptists, like other Christians, are defined by doctrine\u2014some of it common to all orthodox and evangelical groups and a portion of it distinctive to Baptists. Through the years, different Baptist groups have issued confessions of faith\u2014without considering them to be creeds\u2014to express their particular doctrinal distinctions in comparison to other Christians as well as in comparison to other Baptists. Most Baptists are evangelical in doctrine, but Baptist beliefs can vary due to the congregational governance system that gives autonomy to individual local Baptist churches. Historically, Baptists have played a key role in encouraging religious freedom and separation of church and state.", "targets": "Baptists have played a key role in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9911753a29741e5a4e9933343dec9f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal have often been stereotyped as a defensive and \"boring\" side, especially during the 1970s and 1980s; many comedians, such as Eric Morecambe, made jokes about this at the team's expense. The theme was repeated in the 1997 film The Full Monty, in a scene where the lead actors move in a line and raise their hands, deliberately mimicking the Arsenal defence's offside trap, in an attempt to co-ordinate their striptease routine. Another film reference to the club's defence comes in the film Plunkett & Macleane, in which two characters are named Dixon and Winterburn after Arsenal's long-serving full backs \u2013 the right-sided Lee Dixon and the left-sided Nigel Winterburn.", "targets": "How have Arsenal players portrayed in media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9911753a29741e5a4e9933343dec9f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal have often been stereotyped as a defensive and \"boring\" side, especially during the 1970s and 1980s; many comedians, such as Eric Morecambe, made jokes about this at the team's expense. The theme was repeated in the 1997 film The Full Monty, in a scene where the lead actors move in a line and raise their hands, deliberately mimicking the Arsenal defence's offside trap, in an attempt to co-ordinate their striptease routine. Another film reference to the club's defence comes in the film Plunkett & Macleane, in which two characters are named Dixon and Winterburn after Arsenal's long-serving full backs \u2013 the right-sided Lee Dixon and the left-sided Nigel Winterburn.", "targets": "In what decades were Arsenal players stereotyped in a negative way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9911753a29741e5a4e9933343dec9f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal have often been stereotyped as a defensive and \"boring\" side, especially during the 1970s and 1980s; many comedians, such as Eric Morecambe, made jokes about this at the team's expense. The theme was repeated in the 1997 film The Full Monty, in a scene where the lead actors move in a line and raise their hands, deliberately mimicking the Arsenal defence's offside trap, in an attempt to co-ordinate their striptease routine. Another film reference to the club's defence comes in the film Plunkett & Macleane, in which two characters are named Dixon and Winterburn after Arsenal's long-serving full backs \u2013 the right-sided Lee Dixon and the left-sided Nigel Winterburn.", "targets": "What film featured a Arsenal play in  derogatory way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9911753a29741e5a4e9933343dec9f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal have often been stereotyped as a defensive and \"boring\" side, especially during the 1970s and 1980s; many comedians, such as Eric Morecambe, made jokes about this at the team's expense. The theme was repeated in the 1997 film The Full Monty, in a scene where the lead actors move in a line and raise their hands, deliberately mimicking the Arsenal defence's offside trap, in an attempt to co-ordinate their striptease routine. Another film reference to the club's defence comes in the film Plunkett & Macleane, in which two characters are named Dixon and Winterburn after Arsenal's long-serving full backs \u2013 the right-sided Lee Dixon and the left-sided Nigel Winterburn.", "targets": "Which comic made numerous jokes about Arsenal players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9911753a29741e5a4e9933343dec9f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal have often been stereotyped as a defensive and \"boring\" side, especially during the 1970s and 1980s; many comedians, such as Eric Morecambe, made jokes about this at the team's expense. The theme was repeated in the 1997 film The Full Monty, in a scene where the lead actors move in a line and raise their hands, deliberately mimicking the Arsenal defence's offside trap, in an attempt to co-ordinate their striptease routine. Another film reference to the club's defence comes in the film Plunkett & Macleane, in which two characters are named Dixon and Winterburn after Arsenal's long-serving full backs \u2013 the right-sided Lee Dixon and the left-sided Nigel Winterburn.", "targets": "What film uses characters named after Arsenal full backs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "Who was the first monarch to reside at Buckingham Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "Who died before the palace was completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "Buckingham became a principle residence for the Royal Family in which year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "What was the problem with chimneys in the palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "At the end of which year were most of the design problems of the palace rectified under Prince Albert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "When did Buckingham officially become the principle royal residence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "Who was the first monarch to reside there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "Who died before seeing Buckingham Palace's completion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "What was the problem with the palace's chimneys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47172e64979b4ff1b736fd86fe27383b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buckingham Palace finally became the principal royal residence in 1837, on the accession of Queen Victoria, who was the first monarch to reside there; her predecessor William IV had died before its completion. While the state rooms were a riot of gilt and colour, the necessities of the new palace were somewhat less luxurious. For one thing, it was reported the chimneys smoked so much that the fires had to be allowed to die down, and consequently the court shivered in icy magnificence. Ventilation was so bad that the interior smelled, and when a decision was taken to install gas lamps, there was a serious worry about the build-up of gas on the lower floors. It was also said that staff were lax and lazy and the palace was dirty. Following the queen's marriage in 1840, her husband, Prince Albert, concerned himself with a reorganisation of the household offices and staff, and with the design faults of the palace. The problems were all rectified by the close of 1840. However, the builders were to return within the decade.", "targets": "Who dealt with the design faults of the palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f43ccf451234897b7d1f90f551ef311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The securitization markets supported by the shadow banking system started to close down in the spring of 2007 and nearly shut-down in the fall of 2008. More than a third of the private credit markets thus became unavailable as a source of funds. According to the Brookings Institution, the traditional banking system does not have the capital to close this gap as of June 2009: \"It would take a number of years of strong profits to generate sufficient capital to support that additional lending volume.\" The authors also indicate that some forms of securitization are \"likely to vanish forever, having been an artifact of excessively loose credit conditions.\"", "targets": "When did the securitization markets supported by the shadow banking systems start to close down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f43ccf451234897b7d1f90f551ef311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The securitization markets supported by the shadow banking system started to close down in the spring of 2007 and nearly shut-down in the fall of 2008. More than a third of the private credit markets thus became unavailable as a source of funds. According to the Brookings Institution, the traditional banking system does not have the capital to close this gap as of June 2009: \"It would take a number of years of strong profits to generate sufficient capital to support that additional lending volume.\" The authors also indicate that some forms of securitization are \"likely to vanish forever, having been an artifact of excessively loose credit conditions.\"", "targets": "When did the securitization markets supported by the shadow banking system nearly shut-down completely?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f43ccf451234897b7d1f90f551ef311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The securitization markets supported by the shadow banking system started to close down in the spring of 2007 and nearly shut-down in the fall of 2008. More than a third of the private credit markets thus became unavailable as a source of funds. According to the Brookings Institution, the traditional banking system does not have the capital to close this gap as of June 2009: \"It would take a number of years of strong profits to generate sufficient capital to support that additional lending volume.\" The authors also indicate that some forms of securitization are \"likely to vanish forever, having been an artifact of excessively loose credit conditions.\"", "targets": "How much of the private credit markets become unavailable as a source of funds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f43ccf451234897b7d1f90f551ef311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The securitization markets supported by the shadow banking system started to close down in the spring of 2007 and nearly shut-down in the fall of 2008. More than a third of the private credit markets thus became unavailable as a source of funds. According to the Brookings Institution, the traditional banking system does not have the capital to close this gap as of June 2009: \"It would take a number of years of strong profits to generate sufficient capital to support that additional lending volume.\" The authors also indicate that some forms of securitization are \"likely to vanish forever, having been an artifact of excessively loose credit conditions.\"", "targets": "What is the firm who reported that the traditional banking system does not have capital to close the gap as of June 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f43ccf451234897b7d1f90f551ef311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The securitization markets supported by the shadow banking system started to close down in the spring of 2007 and nearly shut-down in the fall of 2008. More than a third of the private credit markets thus became unavailable as a source of funds. According to the Brookings Institution, the traditional banking system does not have the capital to close this gap as of June 2009: \"It would take a number of years of strong profits to generate sufficient capital to support that additional lending volume.\" The authors also indicate that some forms of securitization are \"likely to vanish forever, having been an artifact of excessively loose credit conditions.\"", "targets": "How many years would of strong profit would it take to generate enough capital to support additional lending?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff5a288d2446451a9ed3e743a504c0ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with most of Europe, prehistoric Britain and Ireland were covered with forest and swamp. Clearing began around 6000 BC and accelerated in medieval times. Despite this, Britain retained its primeval forests longer than most of Europe due to a small population and later development of trade and industry, and wood shortages were not a problem until the 17th century. By the 18th century, most of Britain's forests were consumed for shipbuilding or manufacturing charcoal and the nation was forced to import lumber from Scandinavia, North America, and the Baltic. Most forest land in Ireland is maintained by state forestation programmes. Almost all land outside urban areas is farmland. However, relatively large areas of forest remain in east and north Scotland and in southeast England. Oak, elm, ash and beech are amongst the most common trees in England. In Scotland, pine and birch are most common. Natural forests in Ireland are mainly oak, ash, wych elm, birch and pine. Beech and lime, though not native to Ireland, are also common there. Farmland hosts a variety of semi-natural vegetation of grasses and flowering plants. Woods, hedgerows, mountain slopes and marshes host heather, wild grasses, gorse and bracken.", "targets": "When did the clearing of swamp land and forests begin in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff5a288d2446451a9ed3e743a504c0ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with most of Europe, prehistoric Britain and Ireland were covered with forest and swamp. Clearing began around 6000 BC and accelerated in medieval times. Despite this, Britain retained its primeval forests longer than most of Europe due to a small population and later development of trade and industry, and wood shortages were not a problem until the 17th century. By the 18th century, most of Britain's forests were consumed for shipbuilding or manufacturing charcoal and the nation was forced to import lumber from Scandinavia, North America, and the Baltic. Most forest land in Ireland is maintained by state forestation programmes. Almost all land outside urban areas is farmland. However, relatively large areas of forest remain in east and north Scotland and in southeast England. Oak, elm, ash and beech are amongst the most common trees in England. In Scotland, pine and birch are most common. Natural forests in Ireland are mainly oak, ash, wych elm, birch and pine. Beech and lime, though not native to Ireland, are also common there. Farmland hosts a variety of semi-natural vegetation of grasses and flowering plants. Woods, hedgerows, mountain slopes and marshes host heather, wild grasses, gorse and bracken.", "targets": "When did the clearing of the swamp land and forest begain to rapidly increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff5a288d2446451a9ed3e743a504c0ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with most of Europe, prehistoric Britain and Ireland were covered with forest and swamp. Clearing began around 6000 BC and accelerated in medieval times. Despite this, Britain retained its primeval forests longer than most of Europe due to a small population and later development of trade and industry, and wood shortages were not a problem until the 17th century. By the 18th century, most of Britain's forests were consumed for shipbuilding or manufacturing charcoal and the nation was forced to import lumber from Scandinavia, North America, and the Baltic. Most forest land in Ireland is maintained by state forestation programmes. Almost all land outside urban areas is farmland. However, relatively large areas of forest remain in east and north Scotland and in southeast England. Oak, elm, ash and beech are amongst the most common trees in England. In Scotland, pine and birch are most common. Natural forests in Ireland are mainly oak, ash, wych elm, birch and pine. Beech and lime, though not native to Ireland, are also common there. Farmland hosts a variety of semi-natural vegetation of grasses and flowering plants. Woods, hedgerows, mountain slopes and marshes host heather, wild grasses, gorse and bracken.", "targets": "Why was Britain able to keep its ancient forests longer than Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff5a288d2446451a9ed3e743a504c0ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with most of Europe, prehistoric Britain and Ireland were covered with forest and swamp. Clearing began around 6000 BC and accelerated in medieval times. Despite this, Britain retained its primeval forests longer than most of Europe due to a small population and later development of trade and industry, and wood shortages were not a problem until the 17th century. By the 18th century, most of Britain's forests were consumed for shipbuilding or manufacturing charcoal and the nation was forced to import lumber from Scandinavia, North America, and the Baltic. Most forest land in Ireland is maintained by state forestation programmes. Almost all land outside urban areas is farmland. However, relatively large areas of forest remain in east and north Scotland and in southeast England. Oak, elm, ash and beech are amongst the most common trees in England. In Scotland, pine and birch are most common. Natural forests in Ireland are mainly oak, ash, wych elm, birch and pine. Beech and lime, though not native to Ireland, are also common there. Farmland hosts a variety of semi-natural vegetation of grasses and flowering plants. Woods, hedgerows, mountain slopes and marshes host heather, wild grasses, gorse and bracken.", "targets": "When did lumber shortages start to occur in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff5a288d2446451a9ed3e743a504c0ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with most of Europe, prehistoric Britain and Ireland were covered with forest and swamp. Clearing began around 6000 BC and accelerated in medieval times. Despite this, Britain retained its primeval forests longer than most of Europe due to a small population and later development of trade and industry, and wood shortages were not a problem until the 17th century. By the 18th century, most of Britain's forests were consumed for shipbuilding or manufacturing charcoal and the nation was forced to import lumber from Scandinavia, North America, and the Baltic. Most forest land in Ireland is maintained by state forestation programmes. Almost all land outside urban areas is farmland. However, relatively large areas of forest remain in east and north Scotland and in southeast England. Oak, elm, ash and beech are amongst the most common trees in England. In Scotland, pine and birch are most common. Natural forests in Ireland are mainly oak, ash, wych elm, birch and pine. Beech and lime, though not native to Ireland, are also common there. Farmland hosts a variety of semi-natural vegetation of grasses and flowering plants. Woods, hedgerows, mountain slopes and marshes host heather, wild grasses, gorse and bracken.", "targets": "What are three of the most typical type of tress that can be found in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7ad173cc0b04f3687fbc5b3e6c36fdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Superscalar computers may contain multiple ALUs, allowing them to process several instructions simultaneously. Graphics processors and computers with SIMD and MIMD features often contain ALUs that can perform arithmetic on vectors and matrices.", "targets": "Computers that have multiple ALUs are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "The bill from the Australian House of Representatives was mistakenly sent and assented to by whom in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "Why did this occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "What did the Governor-General do with the first assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "This same procedure was more recently done to fix a similar error in which year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "What was the reason a bill was accidentally assented in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "After an accidental assention of a bill with same name in 1976, when did a similar mistaken assention occur in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "What protocol was not followed in 1976 when a bill was mistakenly assented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e52a40d1ea74bdc81e19507cdd3e1d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, a technical issue arose with the royal assent in both 1976 and 2001. In 1976, a bill originating in the House of Representatives was mistakenly submitted to the Governor-General and assented to. However, it was later discovered that it had not been passed by each house. The error arose because two bills of the same title had originated from the house. The Governor-General revoked the first assent, before assenting to the bill which had actually passed. The same procedure was followed to correct a similar error which arose in 2001.", "targets": "How was the case of two bills mistakenly assented corrected both in 1796 and 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265b8e09e7e6429190ebc207ae5ba692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The possibility of unlikely victories in the earlier rounds of the competition, where lower ranked teams beat higher placed opposition, known as \"giant killings\", is much anticipated by the public, and is considered an integral part of the tradition and prestige of the competition, alongside that gained by teams winning the competition. Almost every club in the League Pyramid has a fondly remembered giant-killing act in its history. It is considered particularly newsworthy when a top Premier League team suffers an upset defeat, or where the giant-killer is a non-league club, i.e. from outside the professional levels of The Football League.", "targets": "Do people look forward to Cinderella matches? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265b8e09e7e6429190ebc207ae5ba692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The possibility of unlikely victories in the earlier rounds of the competition, where lower ranked teams beat higher placed opposition, known as \"giant killings\", is much anticipated by the public, and is considered an integral part of the tradition and prestige of the competition, alongside that gained by teams winning the competition. Almost every club in the League Pyramid has a fondly remembered giant-killing act in its history. It is considered particularly newsworthy when a top Premier League team suffers an upset defeat, or where the giant-killer is a non-league club, i.e. from outside the professional levels of The Football League.", "targets": "What do people think about giant killers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265b8e09e7e6429190ebc207ae5ba692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The possibility of unlikely victories in the earlier rounds of the competition, where lower ranked teams beat higher placed opposition, known as \"giant killings\", is much anticipated by the public, and is considered an integral part of the tradition and prestige of the competition, alongside that gained by teams winning the competition. Almost every club in the League Pyramid has a fondly remembered giant-killing act in its history. It is considered particularly newsworthy when a top Premier League team suffers an upset defeat, or where the giant-killer is a non-league club, i.e. from outside the professional levels of The Football League.", "targets": "Does giant killing happen often? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265b8e09e7e6429190ebc207ae5ba692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The possibility of unlikely victories in the earlier rounds of the competition, where lower ranked teams beat higher placed opposition, known as \"giant killings\", is much anticipated by the public, and is considered an integral part of the tradition and prestige of the competition, alongside that gained by teams winning the competition. Almost every club in the League Pyramid has a fondly remembered giant-killing act in its history. It is considered particularly newsworthy when a top Premier League team suffers an upset defeat, or where the giant-killer is a non-league club, i.e. from outside the professional levels of The Football League.", "targets": "Does the media showcase giant killers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265b8e09e7e6429190ebc207ae5ba692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The possibility of unlikely victories in the earlier rounds of the competition, where lower ranked teams beat higher placed opposition, known as \"giant killings\", is much anticipated by the public, and is considered an integral part of the tradition and prestige of the competition, alongside that gained by teams winning the competition. Almost every club in the League Pyramid has a fondly remembered giant-killing act in its history. It is considered particularly newsworthy when a top Premier League team suffers an upset defeat, or where the giant-killer is a non-league club, i.e. from outside the professional levels of The Football League.", "targets": "What is a giant killer? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4498ebbf14d4aae2a0c1941f47d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Planetary geologists have measured different abundances of oxygen isotopes in samples from the Earth, the Moon, Mars, and meteorites, but were long unable to obtain reference values for the isotope ratios in the Sun, believed to be the same as those of the primordial solar nebula. Analysis of a silicon wafer exposed to the solar wind in space and returned by the crashed Genesis spacecraft has shown that the Sun has a higher proportion of oxygen-16 than does the Earth. The measurement implies that an unknown process depleted oxygen-16 from the Sun's disk of protoplanetary material prior to the coalescence of dust grains that formed the Earth.", "targets": "What celestial object eluded efforts to measure oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4498ebbf14d4aae2a0c1941f47d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Planetary geologists have measured different abundances of oxygen isotopes in samples from the Earth, the Moon, Mars, and meteorites, but were long unable to obtain reference values for the isotope ratios in the Sun, believed to be the same as those of the primordial solar nebula. Analysis of a silicon wafer exposed to the solar wind in space and returned by the crashed Genesis spacecraft has shown that the Sun has a higher proportion of oxygen-16 than does the Earth. The measurement implies that an unknown process depleted oxygen-16 from the Sun's disk of protoplanetary material prior to the coalescence of dust grains that formed the Earth.", "targets": "What molecule does the Sun have in higher proportion than Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4498ebbf14d4aae2a0c1941f47d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Planetary geologists have measured different abundances of oxygen isotopes in samples from the Earth, the Moon, Mars, and meteorites, but were long unable to obtain reference values for the isotope ratios in the Sun, believed to be the same as those of the primordial solar nebula. Analysis of a silicon wafer exposed to the solar wind in space and returned by the crashed Genesis spacecraft has shown that the Sun has a higher proportion of oxygen-16 than does the Earth. The measurement implies that an unknown process depleted oxygen-16 from the Sun's disk of protoplanetary material prior to the coalescence of dust grains that formed the Earth.", "targets": "What spacecraft contained data to determine the oxygen content of the Sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4498ebbf14d4aae2a0c1941f47d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Planetary geologists have measured different abundances of oxygen isotopes in samples from the Earth, the Moon, Mars, and meteorites, but were long unable to obtain reference values for the isotope ratios in the Sun, believed to be the same as those of the primordial solar nebula. Analysis of a silicon wafer exposed to the solar wind in space and returned by the crashed Genesis spacecraft has shown that the Sun has a higher proportion of oxygen-16 than does the Earth. The measurement implies that an unknown process depleted oxygen-16 from the Sun's disk of protoplanetary material prior to the coalescence of dust grains that formed the Earth.", "targets": "What type of process was involved the the depletion of the Sun's oxygen 16?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb4498ebbf14d4aae2a0c1941f47d4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Planetary geologists have measured different abundances of oxygen isotopes in samples from the Earth, the Moon, Mars, and meteorites, but were long unable to obtain reference values for the isotope ratios in the Sun, believed to be the same as those of the primordial solar nebula. Analysis of a silicon wafer exposed to the solar wind in space and returned by the crashed Genesis spacecraft has shown that the Sun has a higher proportion of oxygen-16 than does the Earth. The measurement implies that an unknown process depleted oxygen-16 from the Sun's disk of protoplanetary material prior to the coalescence of dust grains that formed the Earth.", "targets": "Before the formation of which planet, did Sol lose oxygen 16?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f19f7d18f2e4a5fbdfeff9bb66527a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch East India Company had founded the Cape Colony on the southern tip of Africa in 1652 as a way station for its ships travelling to and from its colonies in the East Indies. Britain formally acquired the colony, and its large Afrikaner (or Boer) population in 1806, having occupied it in 1795 to prevent its falling into French hands, following the invasion of the Netherlands by France. British immigration began to rise after 1820, and pushed thousands of Boers, resentful of British rule, northwards to found their own\u2014mostly short-lived\u2014independent republics, during the Great Trek of the late 1830s and early 1840s. In the process the Voortrekkers clashed repeatedly with the British, who had their own agenda with regard to colonial expansion in South Africa and with several African polities, including those of the Sotho and the Zulu nations. Eventually the Boers established two republics which had a longer lifespan: the South African Republic or Transvaal Republic (1852\u201377; 1881\u20131902) and the Orange Free State (1854\u20131902). In 1902 Britain occupied both republics, concluding a treaty with the two Boer Republics following the Second Boer War (1899\u20131902).", "targets": "When was the southern tip of Africa colonized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f19f7d18f2e4a5fbdfeff9bb66527a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch East India Company had founded the Cape Colony on the southern tip of Africa in 1652 as a way station for its ships travelling to and from its colonies in the East Indies. Britain formally acquired the colony, and its large Afrikaner (or Boer) population in 1806, having occupied it in 1795 to prevent its falling into French hands, following the invasion of the Netherlands by France. British immigration began to rise after 1820, and pushed thousands of Boers, resentful of British rule, northwards to found their own\u2014mostly short-lived\u2014independent republics, during the Great Trek of the late 1830s and early 1840s. In the process the Voortrekkers clashed repeatedly with the British, who had their own agenda with regard to colonial expansion in South Africa and with several African polities, including those of the Sotho and the Zulu nations. Eventually the Boers established two republics which had a longer lifespan: the South African Republic or Transvaal Republic (1852\u201377; 1881\u20131902) and the Orange Free State (1854\u20131902). In 1902 Britain occupied both republics, concluding a treaty with the two Boer Republics following the Second Boer War (1899\u20131902).", "targets": "Which entity founded the Cape Colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f19f7d18f2e4a5fbdfeff9bb66527a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch East India Company had founded the Cape Colony on the southern tip of Africa in 1652 as a way station for its ships travelling to and from its colonies in the East Indies. Britain formally acquired the colony, and its large Afrikaner (or Boer) population in 1806, having occupied it in 1795 to prevent its falling into French hands, following the invasion of the Netherlands by France. British immigration began to rise after 1820, and pushed thousands of Boers, resentful of British rule, northwards to found their own\u2014mostly short-lived\u2014independent republics, during the Great Trek of the late 1830s and early 1840s. In the process the Voortrekkers clashed repeatedly with the British, who had their own agenda with regard to colonial expansion in South Africa and with several African polities, including those of the Sotho and the Zulu nations. Eventually the Boers established two republics which had a longer lifespan: the South African Republic or Transvaal Republic (1852\u201377; 1881\u20131902) and the Orange Free State (1854\u20131902). In 1902 Britain occupied both republics, concluding a treaty with the two Boer Republics following the Second Boer War (1899\u20131902).", "targets": "When did Britain formally acquire the Cape Colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f19f7d18f2e4a5fbdfeff9bb66527a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch East India Company had founded the Cape Colony on the southern tip of Africa in 1652 as a way station for its ships travelling to and from its colonies in the East Indies. Britain formally acquired the colony, and its large Afrikaner (or Boer) population in 1806, having occupied it in 1795 to prevent its falling into French hands, following the invasion of the Netherlands by France. British immigration began to rise after 1820, and pushed thousands of Boers, resentful of British rule, northwards to found their own\u2014mostly short-lived\u2014independent republics, during the Great Trek of the late 1830s and early 1840s. In the process the Voortrekkers clashed repeatedly with the British, who had their own agenda with regard to colonial expansion in South Africa and with several African polities, including those of the Sotho and the Zulu nations. Eventually the Boers established two republics which had a longer lifespan: the South African Republic or Transvaal Republic (1852\u201377; 1881\u20131902) and the Orange Free State (1854\u20131902). In 1902 Britain occupied both republics, concluding a treaty with the two Boer Republics following the Second Boer War (1899\u20131902).", "targets": "What African people moved northwards to escape British rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f19f7d18f2e4a5fbdfeff9bb66527a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dutch East India Company had founded the Cape Colony on the southern tip of Africa in 1652 as a way station for its ships travelling to and from its colonies in the East Indies. Britain formally acquired the colony, and its large Afrikaner (or Boer) population in 1806, having occupied it in 1795 to prevent its falling into French hands, following the invasion of the Netherlands by France. British immigration began to rise after 1820, and pushed thousands of Boers, resentful of British rule, northwards to found their own\u2014mostly short-lived\u2014independent republics, during the Great Trek of the late 1830s and early 1840s. In the process the Voortrekkers clashed repeatedly with the British, who had their own agenda with regard to colonial expansion in South Africa and with several African polities, including those of the Sotho and the Zulu nations. Eventually the Boers established two republics which had a longer lifespan: the South African Republic or Transvaal Republic (1852\u201377; 1881\u20131902) and the Orange Free State (1854\u20131902). In 1902 Britain occupied both republics, concluding a treaty with the two Boer Republics following the Second Boer War (1899\u20131902).", "targets": "When did the Second Boer War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d8513deb9d34fc79d54bf09b6efdefe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Walter Dill Scott's presidency from 1920 to 1939, Northwestern began construction of an integrated campus in Chicago designed by James Gamble Rogers to house the professional schools; established the Kellogg School of Management; and built several prominent buildings on the Evanston campus, Dyche Stadium (now named Ryan Field) and Deering Library among others. In 1933, a proposal to merge Northwestern with the University of Chicago was considered but rejected. Northwestern was also one of the first six universities in the country to establish a Naval Reserve Officers Training Corps (NROTC) in the 1920s. Northwestern played host to the first-ever NCAA Men's Division I Basketball Championship game in 1939 in the original Patten Gymnasium, which was later demolished and relocated farther north along with the Dearborn Observatory to make room for the Technological Institute.", "targets": "What type of campus did Northwestern begin construction of during Walter Dill Scott's presidency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d8513deb9d34fc79d54bf09b6efdefe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Walter Dill Scott's presidency from 1920 to 1939, Northwestern began construction of an integrated campus in Chicago designed by James Gamble Rogers to house the professional schools; established the Kellogg School of Management; and built several prominent buildings on the Evanston campus, Dyche Stadium (now named Ryan Field) and Deering Library among others. In 1933, a proposal to merge Northwestern with the University of Chicago was considered but rejected. Northwestern was also one of the first six universities in the country to establish a Naval Reserve Officers Training Corps (NROTC) in the 1920s. Northwestern played host to the first-ever NCAA Men's Division I Basketball Championship game in 1939 in the original Patten Gymnasium, which was later demolished and relocated farther north along with the Dearborn Observatory to make room for the Technological Institute.", "targets": "What was the orginal name for Northwestern's Ryan Field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d8513deb9d34fc79d54bf09b6efdefe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Walter Dill Scott's presidency from 1920 to 1939, Northwestern began construction of an integrated campus in Chicago designed by James Gamble Rogers to house the professional schools; established the Kellogg School of Management; and built several prominent buildings on the Evanston campus, Dyche Stadium (now named Ryan Field) and Deering Library among others. In 1933, a proposal to merge Northwestern with the University of Chicago was considered but rejected. Northwestern was also one of the first six universities in the country to establish a Naval Reserve Officers Training Corps (NROTC) in the 1920s. Northwestern played host to the first-ever NCAA Men's Division I Basketball Championship game in 1939 in the original Patten Gymnasium, which was later demolished and relocated farther north along with the Dearborn Observatory to make room for the Technological Institute.", "targets": "What merger was proposed and rejected in 1933?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d8513deb9d34fc79d54bf09b6efdefe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Walter Dill Scott's presidency from 1920 to 1939, Northwestern began construction of an integrated campus in Chicago designed by James Gamble Rogers to house the professional schools; established the Kellogg School of Management; and built several prominent buildings on the Evanston campus, Dyche Stadium (now named Ryan Field) and Deering Library among others. In 1933, a proposal to merge Northwestern with the University of Chicago was considered but rejected. Northwestern was also one of the first six universities in the country to establish a Naval Reserve Officers Training Corps (NROTC) in the 1920s. Northwestern played host to the first-ever NCAA Men's Division I Basketball Championship game in 1939 in the original Patten Gymnasium, which was later demolished and relocated farther north along with the Dearborn Observatory to make room for the Technological Institute.", "targets": "What was Northwestern one of the first six universities in the U.S. to establish in the 1920's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d8513deb9d34fc79d54bf09b6efdefe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under Walter Dill Scott's presidency from 1920 to 1939, Northwestern began construction of an integrated campus in Chicago designed by James Gamble Rogers to house the professional schools; established the Kellogg School of Management; and built several prominent buildings on the Evanston campus, Dyche Stadium (now named Ryan Field) and Deering Library among others. In 1933, a proposal to merge Northwestern with the University of Chicago was considered but rejected. Northwestern was also one of the first six universities in the country to establish a Naval Reserve Officers Training Corps (NROTC) in the 1920s. Northwestern played host to the first-ever NCAA Men's Division I Basketball Championship game in 1939 in the original Patten Gymnasium, which was later demolished and relocated farther north along with the Dearborn Observatory to make room for the Technological Institute.", "targets": "What first-ever game did Northwestern host in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9f893dfb3f54a389d1e42ea3a8087d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of Turing machines are used to define complexity classes, such as deterministic Turing machines, probabilistic Turing machines, non-deterministic Turing machines, quantum Turing machines, symmetric Turing machines and alternating Turing machines. They are all equally powerful in principle, but when resources (such as time or space) are bounded, some of these may be more powerful than others.", "targets": "Turing machines are commonly employed to define what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9f893dfb3f54a389d1e42ea3a8087d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of Turing machines are used to define complexity classes, such as deterministic Turing machines, probabilistic Turing machines, non-deterministic Turing machines, quantum Turing machines, symmetric Turing machines and alternating Turing machines. They are all equally powerful in principle, but when resources (such as time or space) are bounded, some of these may be more powerful than others.", "targets": "What are two factors that directly effect how powerful a Turing machine may or may not be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9f893dfb3f54a389d1e42ea3a8087d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of Turing machines are used to define complexity classes, such as deterministic Turing machines, probabilistic Turing machines, non-deterministic Turing machines, quantum Turing machines, symmetric Turing machines and alternating Turing machines. They are all equally powerful in principle, but when resources (such as time or space) are bounded, some of these may be more powerful than others.", "targets": "In the determination of complexity classes, what are two examples of types of Turing machines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e43c6e1d3d834ea185ea2e1b8b5280f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2009, campaigners in the UK called on two leading high street retailers to stop selling clothes made with cotton which may have been picked by children. Anti-Slavery International and the Environmental Justice Foundation (EJF) accused H&M and Zara of using cotton suppliers in Bangladesh. It is also suspected that many of their raw materials originates from Uzbekistan, where children aged 10 are forced to work in the fields. The activists were calling to ban the use of Uzbek cotton and implement a \"track and trace\" systems to guarantee an ethical responsible source of the material.", "targets": "Who accused H&M of using products made by child labours?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e43c6e1d3d834ea185ea2e1b8b5280f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2009, campaigners in the UK called on two leading high street retailers to stop selling clothes made with cotton which may have been picked by children. Anti-Slavery International and the Environmental Justice Foundation (EJF) accused H&M and Zara of using cotton suppliers in Bangladesh. It is also suspected that many of their raw materials originates from Uzbekistan, where children aged 10 are forced to work in the fields. The activists were calling to ban the use of Uzbek cotton and implement a \"track and trace\" systems to guarantee an ethical responsible source of the material.", "targets": "Who else did they accuse of using child labor products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e43c6e1d3d834ea185ea2e1b8b5280f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2009, campaigners in the UK called on two leading high street retailers to stop selling clothes made with cotton which may have been picked by children. Anti-Slavery International and the Environmental Justice Foundation (EJF) accused H&M and Zara of using cotton suppliers in Bangladesh. It is also suspected that many of their raw materials originates from Uzbekistan, where children aged 10 are forced to work in the fields. The activists were calling to ban the use of Uzbek cotton and implement a \"track and trace\" systems to guarantee an ethical responsible source of the material.", "targets": "What country did the cotton come from that was picked by children?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e43c6e1d3d834ea185ea2e1b8b5280f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2009, campaigners in the UK called on two leading high street retailers to stop selling clothes made with cotton which may have been picked by children. Anti-Slavery International and the Environmental Justice Foundation (EJF) accused H&M and Zara of using cotton suppliers in Bangladesh. It is also suspected that many of their raw materials originates from Uzbekistan, where children aged 10 are forced to work in the fields. The activists were calling to ban the use of Uzbek cotton and implement a \"track and trace\" systems to guarantee an ethical responsible source of the material.", "targets": "What are activists trying to get implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c1d4bbd1384336859dbca18a3c7e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many counties offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as retirements, especially among secondary school teachers, outweigh slowing enrollment growth; opportunities will vary by geographic area and subject taught.[citation needed]", "targets": "What do counties sometimes offer to get more teachers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c1d4bbd1384336859dbca18a3c7e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many counties offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as retirements, especially among secondary school teachers, outweigh slowing enrollment growth; opportunities will vary by geographic area and subject taught.[citation needed]", "targets": "What type of positions would these counties be trying to recruit for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c1d4bbd1384336859dbca18a3c7e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many counties offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as retirements, especially among secondary school teachers, outweigh slowing enrollment growth; opportunities will vary by geographic area and subject taught.[citation needed]", "targets": "Would opportunities be the same in each subject, or would they vary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c1d4bbd1384336859dbca18a3c7e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many counties offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as retirements, especially among secondary school teachers, outweigh slowing enrollment growth; opportunities will vary by geographic area and subject taught.[citation needed]", "targets": "What type of opportunities would be expected from these counties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c1d4bbd1384336859dbca18a3c7e62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many counties offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as retirements, especially among secondary school teachers, outweigh slowing enrollment growth; opportunities will vary by geographic area and subject taught.[citation needed]", "targets": "What types of teachers are retiring the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fad5f36157494a8989f2461646987db5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is ongoing debate about whether central banks should target zero inflation (which would mean a constant value for the U.S. dollar over time) or low, stable inflation (which would mean a continuously but slowly declining value of the dollar over time, as is the case now). Although some economists are in favor of a zero inflation policy and therefore a constant value for the U.S. dollar, others contend that such a policy limits the ability of the central bank to control interest rates and stimulate the economy when needed.", "targets": "What would zero inflation mean for the US dollar over time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fad5f36157494a8989f2461646987db5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is ongoing debate about whether central banks should target zero inflation (which would mean a constant value for the U.S. dollar over time) or low, stable inflation (which would mean a continuously but slowly declining value of the dollar over time, as is the case now). Although some economists are in favor of a zero inflation policy and therefore a constant value for the U.S. dollar, others contend that such a policy limits the ability of the central bank to control interest rates and stimulate the economy when needed.", "targets": "What would result in a slow declining of the value of the dollar over time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fad5f36157494a8989f2461646987db5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is ongoing debate about whether central banks should target zero inflation (which would mean a constant value for the U.S. dollar over time) or low, stable inflation (which would mean a continuously but slowly declining value of the dollar over time, as is the case now). Although some economists are in favor of a zero inflation policy and therefore a constant value for the U.S. dollar, others contend that such a policy limits the ability of the central bank to control interest rates and stimulate the economy when needed.", "targets": "Who is in favor of a zero inflation policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fad5f36157494a8989f2461646987db5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is ongoing debate about whether central banks should target zero inflation (which would mean a constant value for the U.S. dollar over time) or low, stable inflation (which would mean a continuously but slowly declining value of the dollar over time, as is the case now). Although some economists are in favor of a zero inflation policy and therefore a constant value for the U.S. dollar, others contend that such a policy limits the ability of the central bank to control interest rates and stimulate the economy when needed.", "targets": "A zero inflation policy would limit who's influence and ability to react?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fad5f36157494a8989f2461646987db5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is ongoing debate about whether central banks should target zero inflation (which would mean a constant value for the U.S. dollar over time) or low, stable inflation (which would mean a continuously but slowly declining value of the dollar over time, as is the case now). Although some economists are in favor of a zero inflation policy and therefore a constant value for the U.S. dollar, others contend that such a policy limits the ability of the central bank to control interest rates and stimulate the economy when needed.", "targets": "With a zero inflation rate, what would the central bank be unable to do other than control interest rates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45670a00fc364eea904afd15eb998a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison, the 2010 Census Redistricting Data indicated that the racial makeup of the city was 661,839 (43.4%) African American, 626,221 (41.0%) White, 6,996 (0.5%) Native American, 96,405 (6.3%) Asian (2.0% Chinese, 1.2% Indian, 0.9% Vietnamese, 0.6% Cambodian, 0.4% Korean, 0.3% Filipino, 0.2% Pakistani, 0.1% Indonesian), 744 (0.0%) Pacific Islander, 90,731 (5.9%) from other races, and 43,070 (2.8%) from two or more races. Hispanic or Latino of any race were 187,611 persons (12.3%); 8.0% of Philadelphia is Puerto Rican, 1.0% Dominican, 1.0% Mexican, 0.3% Cuban, and 0.3% Colombian. The racial breakdown of Philadelphia's Hispanic/Latino population was 63,636 (33.9%) White, 17,552 (9.4%) African American, 3,498 (1.9%) Native American, 884 (0.47%) Asian, 287 (0.15%) Pacific Islander, 86,626 (46.2%) from other races, and 15,128 (8.1%) from two or more races. The five largest European ancestries reported in the 2010 United States Census Census included Irish (12.5%), Italian (8.4%), German (8.1%), Polish (3.6%), and English (3.0%).", "targets": "What is the percent of blacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45670a00fc364eea904afd15eb998a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison, the 2010 Census Redistricting Data indicated that the racial makeup of the city was 661,839 (43.4%) African American, 626,221 (41.0%) White, 6,996 (0.5%) Native American, 96,405 (6.3%) Asian (2.0% Chinese, 1.2% Indian, 0.9% Vietnamese, 0.6% Cambodian, 0.4% Korean, 0.3% Filipino, 0.2% Pakistani, 0.1% Indonesian), 744 (0.0%) Pacific Islander, 90,731 (5.9%) from other races, and 43,070 (2.8%) from two or more races. Hispanic or Latino of any race were 187,611 persons (12.3%); 8.0% of Philadelphia is Puerto Rican, 1.0% Dominican, 1.0% Mexican, 0.3% Cuban, and 0.3% Colombian. The racial breakdown of Philadelphia's Hispanic/Latino population was 63,636 (33.9%) White, 17,552 (9.4%) African American, 3,498 (1.9%) Native American, 884 (0.47%) Asian, 287 (0.15%) Pacific Islander, 86,626 (46.2%) from other races, and 15,128 (8.1%) from two or more races. The five largest European ancestries reported in the 2010 United States Census Census included Irish (12.5%), Italian (8.4%), German (8.1%), Polish (3.6%), and English (3.0%).", "targets": "What is the percent of whites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45670a00fc364eea904afd15eb998a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison, the 2010 Census Redistricting Data indicated that the racial makeup of the city was 661,839 (43.4%) African American, 626,221 (41.0%) White, 6,996 (0.5%) Native American, 96,405 (6.3%) Asian (2.0% Chinese, 1.2% Indian, 0.9% Vietnamese, 0.6% Cambodian, 0.4% Korean, 0.3% Filipino, 0.2% Pakistani, 0.1% Indonesian), 744 (0.0%) Pacific Islander, 90,731 (5.9%) from other races, and 43,070 (2.8%) from two or more races. Hispanic or Latino of any race were 187,611 persons (12.3%); 8.0% of Philadelphia is Puerto Rican, 1.0% Dominican, 1.0% Mexican, 0.3% Cuban, and 0.3% Colombian. The racial breakdown of Philadelphia's Hispanic/Latino population was 63,636 (33.9%) White, 17,552 (9.4%) African American, 3,498 (1.9%) Native American, 884 (0.47%) Asian, 287 (0.15%) Pacific Islander, 86,626 (46.2%) from other races, and 15,128 (8.1%) from two or more races. The five largest European ancestries reported in the 2010 United States Census Census included Irish (12.5%), Italian (8.4%), German (8.1%), Polish (3.6%), and English (3.0%).", "targets": "What is the hispanic make-up of the population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45670a00fc364eea904afd15eb998a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison, the 2010 Census Redistricting Data indicated that the racial makeup of the city was 661,839 (43.4%) African American, 626,221 (41.0%) White, 6,996 (0.5%) Native American, 96,405 (6.3%) Asian (2.0% Chinese, 1.2% Indian, 0.9% Vietnamese, 0.6% Cambodian, 0.4% Korean, 0.3% Filipino, 0.2% Pakistani, 0.1% Indonesian), 744 (0.0%) Pacific Islander, 90,731 (5.9%) from other races, and 43,070 (2.8%) from two or more races. Hispanic or Latino of any race were 187,611 persons (12.3%); 8.0% of Philadelphia is Puerto Rican, 1.0% Dominican, 1.0% Mexican, 0.3% Cuban, and 0.3% Colombian. The racial breakdown of Philadelphia's Hispanic/Latino population was 63,636 (33.9%) White, 17,552 (9.4%) African American, 3,498 (1.9%) Native American, 884 (0.47%) Asian, 287 (0.15%) Pacific Islander, 86,626 (46.2%) from other races, and 15,128 (8.1%) from two or more races. The five largest European ancestries reported in the 2010 United States Census Census included Irish (12.5%), Italian (8.4%), German (8.1%), Polish (3.6%), and English (3.0%).", "targets": "What is the largest European ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf4039f57c245a8bdfffdc1237bdc8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recent studies, as by the APG, show that the monocots form a monophyletic group (clade) but that the dicots do not (they are paraphyletic). Nevertheless, the majority of dicot species do form a monophyletic group, called the eudicots or tricolpates. Of the remaining dicot species, most belong to a third major clade known as the magnoliids, containing about 9,000 species. The rest include a paraphyletic grouping of primitive species known collectively as the basal angiosperms, plus the families Ceratophyllaceae and Chloranthaceae.", "targets": "What type of groups do monocots form, based on a recent APG studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf4039f57c245a8bdfffdc1237bdc8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recent studies, as by the APG, show that the monocots form a monophyletic group (clade) but that the dicots do not (they are paraphyletic). Nevertheless, the majority of dicot species do form a monophyletic group, called the eudicots or tricolpates. Of the remaining dicot species, most belong to a third major clade known as the magnoliids, containing about 9,000 species. The rest include a paraphyletic grouping of primitive species known collectively as the basal angiosperms, plus the families Ceratophyllaceae and Chloranthaceae.", "targets": "Eudicots or tricolpates are part of a monophyletic group formed by what species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf4039f57c245a8bdfffdc1237bdc8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recent studies, as by the APG, show that the monocots form a monophyletic group (clade) but that the dicots do not (they are paraphyletic). Nevertheless, the majority of dicot species do form a monophyletic group, called the eudicots or tricolpates. Of the remaining dicot species, most belong to a third major clade known as the magnoliids, containing about 9,000 species. The rest include a paraphyletic grouping of primitive species known collectively as the basal angiosperms, plus the families Ceratophyllaceae and Chloranthaceae.", "targets": "What third major clade can many dicot species be found in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf4039f57c245a8bdfffdc1237bdc8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recent studies, as by the APG, show that the monocots form a monophyletic group (clade) but that the dicots do not (they are paraphyletic). Nevertheless, the majority of dicot species do form a monophyletic group, called the eudicots or tricolpates. Of the remaining dicot species, most belong to a third major clade known as the magnoliids, containing about 9,000 species. The rest include a paraphyletic grouping of primitive species known collectively as the basal angiosperms, plus the families Ceratophyllaceae and Chloranthaceae.", "targets": "How many species dicot species are magnoliids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf4039f57c245a8bdfffdc1237bdc8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recent studies, as by the APG, show that the monocots form a monophyletic group (clade) but that the dicots do not (they are paraphyletic). Nevertheless, the majority of dicot species do form a monophyletic group, called the eudicots or tricolpates. Of the remaining dicot species, most belong to a third major clade known as the magnoliids, containing about 9,000 species. The rest include a paraphyletic grouping of primitive species known collectively as the basal angiosperms, plus the families Ceratophyllaceae and Chloranthaceae.", "targets": "Basal angiosperms are what type of grouping of primitive species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcb8f5767cc4faea3a41d6fccca49d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are perhaps best known for their efforts to spread their beliefs, most notably by visiting people from house to house, distributing literature published by the Watch Tower Society in 700 languages. The objective is to start a regular \"Bible study\" with any person who is not already a member, with the intention that the student be baptized as a member of the group; Witnesses are advised to consider discontinuing Bible studies with students who show no interest in becoming members. Witnesses are taught they are under a biblical command to engage in public preaching. They are instructed to devote as much time as possible to their ministry and are required to submit an individual monthly \"Field Service Report\". Baptized members who fail to report a month of preaching are termed \"irregular\" and may be counseled by elders; those who do not submit reports for six consecutive months are termed \"inactive\".", "targets": "What are Jehovah Witnesses probably best known for by outsiders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcb8f5767cc4faea3a41d6fccca49d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are perhaps best known for their efforts to spread their beliefs, most notably by visiting people from house to house, distributing literature published by the Watch Tower Society in 700 languages. The objective is to start a regular \"Bible study\" with any person who is not already a member, with the intention that the student be baptized as a member of the group; Witnesses are advised to consider discontinuing Bible studies with students who show no interest in becoming members. Witnesses are taught they are under a biblical command to engage in public preaching. They are instructed to devote as much time as possible to their ministry and are required to submit an individual monthly \"Field Service Report\". Baptized members who fail to report a month of preaching are termed \"irregular\" and may be counseled by elders; those who do not submit reports for six consecutive months are termed \"inactive\".", "targets": "How many languages is the Watch Tower Society literature published in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcb8f5767cc4faea3a41d6fccca49d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are perhaps best known for their efforts to spread their beliefs, most notably by visiting people from house to house, distributing literature published by the Watch Tower Society in 700 languages. The objective is to start a regular \"Bible study\" with any person who is not already a member, with the intention that the student be baptized as a member of the group; Witnesses are advised to consider discontinuing Bible studies with students who show no interest in becoming members. Witnesses are taught they are under a biblical command to engage in public preaching. They are instructed to devote as much time as possible to their ministry and are required to submit an individual monthly \"Field Service Report\". Baptized members who fail to report a month of preaching are termed \"irregular\" and may be counseled by elders; those who do not submit reports for six consecutive months are termed \"inactive\".", "targets": "What is the objective of Jehovah Witnesses' door to door ministry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcb8f5767cc4faea3a41d6fccca49d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are perhaps best known for their efforts to spread their beliefs, most notably by visiting people from house to house, distributing literature published by the Watch Tower Society in 700 languages. The objective is to start a regular \"Bible study\" with any person who is not already a member, with the intention that the student be baptized as a member of the group; Witnesses are advised to consider discontinuing Bible studies with students who show no interest in becoming members. Witnesses are taught they are under a biblical command to engage in public preaching. They are instructed to devote as much time as possible to their ministry and are required to submit an individual monthly \"Field Service Report\". Baptized members who fail to report a month of preaching are termed \"irregular\" and may be counseled by elders; those who do not submit reports for six consecutive months are termed \"inactive\".", "targets": "When are Jehovah Witnesses advised to discontinue Bibles studies with students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcb8f5767cc4faea3a41d6fccca49d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are perhaps best known for their efforts to spread their beliefs, most notably by visiting people from house to house, distributing literature published by the Watch Tower Society in 700 languages. The objective is to start a regular \"Bible study\" with any person who is not already a member, with the intention that the student be baptized as a member of the group; Witnesses are advised to consider discontinuing Bible studies with students who show no interest in becoming members. Witnesses are taught they are under a biblical command to engage in public preaching. They are instructed to devote as much time as possible to their ministry and are required to submit an individual monthly \"Field Service Report\". Baptized members who fail to report a month of preaching are termed \"irregular\" and may be counseled by elders; those who do not submit reports for six consecutive months are termed \"inactive\".", "targets": "What are baptized members who fail to report a month of preaching termed as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f95e0c1c81546febb6a62add9ed8676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relics of Qutb Shahi and Nizam rule remain visible today, with the Charminar\u2014commissioned by Muhammad Quli Qutb Shah\u2014coming to symbolise Hyderabad. Golconda fort is another major landmark. The influence of Mughlai culture is also evident in the city's distinctive cuisine, which includes Hyderabadi biryani and Hyderabadi haleem. The Qutb Shahis and Nizams established Hyderabad as a cultural hub, attracting men of letters from different parts of the world. Hyderabad emerged as the foremost centre of culture in India with the decline of the Mughal Empire in the mid-19th century, with artists migrating to the city from the rest of the Indian subcontinent. While Hyderabad is losing its cultural pre-eminence, it is today, due to the Telugu film industry, the country's second-largest producer of motion pictures.", "targets": "Which individual commissioned Chaminar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f95e0c1c81546febb6a62add9ed8676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relics of Qutb Shahi and Nizam rule remain visible today, with the Charminar\u2014commissioned by Muhammad Quli Qutb Shah\u2014coming to symbolise Hyderabad. Golconda fort is another major landmark. The influence of Mughlai culture is also evident in the city's distinctive cuisine, which includes Hyderabadi biryani and Hyderabadi haleem. The Qutb Shahis and Nizams established Hyderabad as a cultural hub, attracting men of letters from different parts of the world. Hyderabad emerged as the foremost centre of culture in India with the decline of the Mughal Empire in the mid-19th century, with artists migrating to the city from the rest of the Indian subcontinent. While Hyderabad is losing its cultural pre-eminence, it is today, due to the Telugu film industry, the country's second-largest producer of motion pictures.", "targets": "When did Hyderabad become important culturally in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f95e0c1c81546febb6a62add9ed8676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relics of Qutb Shahi and Nizam rule remain visible today, with the Charminar\u2014commissioned by Muhammad Quli Qutb Shah\u2014coming to symbolise Hyderabad. Golconda fort is another major landmark. The influence of Mughlai culture is also evident in the city's distinctive cuisine, which includes Hyderabadi biryani and Hyderabadi haleem. The Qutb Shahis and Nizams established Hyderabad as a cultural hub, attracting men of letters from different parts of the world. Hyderabad emerged as the foremost centre of culture in India with the decline of the Mughal Empire in the mid-19th century, with artists migrating to the city from the rest of the Indian subcontinent. While Hyderabad is losing its cultural pre-eminence, it is today, due to the Telugu film industry, the country's second-largest producer of motion pictures.", "targets": "Which two groups had an influence in making Hyderabad a cultural center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f95e0c1c81546febb6a62add9ed8676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relics of Qutb Shahi and Nizam rule remain visible today, with the Charminar\u2014commissioned by Muhammad Quli Qutb Shah\u2014coming to symbolise Hyderabad. Golconda fort is another major landmark. The influence of Mughlai culture is also evident in the city's distinctive cuisine, which includes Hyderabadi biryani and Hyderabadi haleem. The Qutb Shahis and Nizams established Hyderabad as a cultural hub, attracting men of letters from different parts of the world. Hyderabad emerged as the foremost centre of culture in India with the decline of the Mughal Empire in the mid-19th century, with artists migrating to the city from the rest of the Indian subcontinent. While Hyderabad is losing its cultural pre-eminence, it is today, due to the Telugu film industry, the country's second-largest producer of motion pictures.", "targets": "What culture is most represented in the food of Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f95e0c1c81546febb6a62add9ed8676", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Relics of Qutb Shahi and Nizam rule remain visible today, with the Charminar\u2014commissioned by Muhammad Quli Qutb Shah\u2014coming to symbolise Hyderabad. Golconda fort is another major landmark. The influence of Mughlai culture is also evident in the city's distinctive cuisine, which includes Hyderabadi biryani and Hyderabadi haleem. The Qutb Shahis and Nizams established Hyderabad as a cultural hub, attracting men of letters from different parts of the world. Hyderabad emerged as the foremost centre of culture in India with the decline of the Mughal Empire in the mid-19th century, with artists migrating to the city from the rest of the Indian subcontinent. While Hyderabad is losing its cultural pre-eminence, it is today, due to the Telugu film industry, the country's second-largest producer of motion pictures.", "targets": "Hyderabad has India's second biggest film production industry, what is it called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f320fe8641a42e58714d864cbd1f314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after Tito's death up to nowadays, some people have disputed his identity. Tito's personal doctor, Aleksandar Matunovi\u0107, wrote a book about Tito in which he also questioned his true origin, noting that Tito's habits and lifestyle could only mean that he was from an aristocratic family. Serbian journalist Vladan Dini\u0107 (born 1949), in Tito nije tito, includes several possible alternate identities of Tito.", "targets": "What was the name of Tito's personal doctor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f320fe8641a42e58714d864cbd1f314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after Tito's death up to nowadays, some people have disputed his identity. Tito's personal doctor, Aleksandar Matunovi\u0107, wrote a book about Tito in which he also questioned his true origin, noting that Tito's habits and lifestyle could only mean that he was from an aristocratic family. Serbian journalist Vladan Dini\u0107 (born 1949), in Tito nije tito, includes several possible alternate identities of Tito.", "targets": "Who wrote a book about Tito questioning his true origin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f320fe8641a42e58714d864cbd1f314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after Tito's death up to nowadays, some people have disputed his identity. Tito's personal doctor, Aleksandar Matunovi\u0107, wrote a book about Tito in which he also questioned his true origin, noting that Tito's habits and lifestyle could only mean that he was from an aristocratic family. Serbian journalist Vladan Dini\u0107 (born 1949), in Tito nije tito, includes several possible alternate identities of Tito.", "targets": "What Serbian journalist includes several alternate identities of Tito?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f320fe8641a42e58714d864cbd1f314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after Tito's death up to nowadays, some people have disputed his identity. Tito's personal doctor, Aleksandar Matunovi\u0107, wrote a book about Tito in which he also questioned his true origin, noting that Tito's habits and lifestyle could only mean that he was from an aristocratic family. Serbian journalist Vladan Dini\u0107 (born 1949), in Tito nije tito, includes several possible alternate identities of Tito.", "targets": "In what year waas Vladan Dinic born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f320fe8641a42e58714d864cbd1f314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years after Tito's death up to nowadays, some people have disputed his identity. Tito's personal doctor, Aleksandar Matunovi\u0107, wrote a book about Tito in which he also questioned his true origin, noting that Tito's habits and lifestyle could only mean that he was from an aristocratic family. Serbian journalist Vladan Dini\u0107 (born 1949), in Tito nije tito, includes several possible alternate identities of Tito.", "targets": "Dinic gives several alternate identities of what person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06772a5676ea44b4a361e203a37b7dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most prominent struggle for power was the conflict that erupted after the death of Yaroslav the Wise. The rivaling Principality of Polotsk was contesting the power of the Grand Prince by occupying Novgorod, while Rostislav Vladimirovich was fighting for the Black Sea port of Tmutarakan belonging to Chernihiv.[citation needed] Three of Yaroslav's sons that first allied together found themselves fighting each other especially after their defeat to the Cuman forces in 1068 at the Battle of the Alta River. At the same time an uprising took place in Kiev, bringing to power Vseslav of Polotsk who supported the traditional Slavic paganism.[citation needed] The ruling Grand Prince Iziaslav fled to Poland asking for support and in couple of years returned to establish the order.[citation needed] The affairs became even more complicated by the end of the 11th century driving the state into chaos and constant warfare. On the initiative of Vladimir II Monomakh in 1097 the first federal council of Kievan Rus took place near Chernihiv]in the city of Liubech with the main intention to find an understanding among the fighting sides. However even though that did not really stop the fighting, it certainly cooled things off.[citation needed]", "targets": "What country did the fleeing Grand Prince run off to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06772a5676ea44b4a361e203a37b7dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most prominent struggle for power was the conflict that erupted after the death of Yaroslav the Wise. The rivaling Principality of Polotsk was contesting the power of the Grand Prince by occupying Novgorod, while Rostislav Vladimirovich was fighting for the Black Sea port of Tmutarakan belonging to Chernihiv.[citation needed] Three of Yaroslav's sons that first allied together found themselves fighting each other especially after their defeat to the Cuman forces in 1068 at the Battle of the Alta River. At the same time an uprising took place in Kiev, bringing to power Vseslav of Polotsk who supported the traditional Slavic paganism.[citation needed] The ruling Grand Prince Iziaslav fled to Poland asking for support and in couple of years returned to establish the order.[citation needed] The affairs became even more complicated by the end of the 11th century driving the state into chaos and constant warfare. On the initiative of Vladimir II Monomakh in 1097 the first federal council of Kievan Rus took place near Chernihiv]in the city of Liubech with the main intention to find an understanding among the fighting sides. However even though that did not really stop the fighting, it certainly cooled things off.[citation needed]", "targets": "What immediately occurred after Yarsolav the Wise past away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06772a5676ea44b4a361e203a37b7dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most prominent struggle for power was the conflict that erupted after the death of Yaroslav the Wise. The rivaling Principality of Polotsk was contesting the power of the Grand Prince by occupying Novgorod, while Rostislav Vladimirovich was fighting for the Black Sea port of Tmutarakan belonging to Chernihiv.[citation needed] Three of Yaroslav's sons that first allied together found themselves fighting each other especially after their defeat to the Cuman forces in 1068 at the Battle of the Alta River. At the same time an uprising took place in Kiev, bringing to power Vseslav of Polotsk who supported the traditional Slavic paganism.[citation needed] The ruling Grand Prince Iziaslav fled to Poland asking for support and in couple of years returned to establish the order.[citation needed] The affairs became even more complicated by the end of the 11th century driving the state into chaos and constant warfare. On the initiative of Vladimir II Monomakh in 1097 the first federal council of Kievan Rus took place near Chernihiv]in the city of Liubech with the main intention to find an understanding among the fighting sides. However even though that did not really stop the fighting, it certainly cooled things off.[citation needed]", "targets": "Who was fighting for Tmutarakan following Yarsolav's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06772a5676ea44b4a361e203a37b7dd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most prominent struggle for power was the conflict that erupted after the death of Yaroslav the Wise. The rivaling Principality of Polotsk was contesting the power of the Grand Prince by occupying Novgorod, while Rostislav Vladimirovich was fighting for the Black Sea port of Tmutarakan belonging to Chernihiv.[citation needed] Three of Yaroslav's sons that first allied together found themselves fighting each other especially after their defeat to the Cuman forces in 1068 at the Battle of the Alta River. At the same time an uprising took place in Kiev, bringing to power Vseslav of Polotsk who supported the traditional Slavic paganism.[citation needed] The ruling Grand Prince Iziaslav fled to Poland asking for support and in couple of years returned to establish the order.[citation needed] The affairs became even more complicated by the end of the 11th century driving the state into chaos and constant warfare. On the initiative of Vladimir II Monomakh in 1097 the first federal council of Kievan Rus took place near Chernihiv]in the city of Liubech with the main intention to find an understanding among the fighting sides. However even though that did not really stop the fighting, it certainly cooled things off.[citation needed]", "targets": "Where did the first federal council of Rus take place in 1097?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d5b468fe7714d64b16fe0cce9686603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1955, McCarthy threatened to issue subpoenas to White House personnel. Eisenhower was furious, and issued an order as follows: \"It is essential to efficient and effective administration that employees of the Executive Branch be in a position to be completely candid in advising with each other on official matters ... it is not in the public interest that any of their conversations or communications, or any documents or reproductions, concerning such advice be disclosed.\" This was an unprecedented step by Eisenhower to protect communication beyond the confines of a cabinet meeting, and soon became a tradition known as executive privilege. Ike's denial of McCarthy's access to his staff reduced McCarthy's hearings to rants about trivial matters, and contributed to his ultimate downfall.", "targets": "What did McCarthy threaten to do in May of 1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d5b468fe7714d64b16fe0cce9686603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1955, McCarthy threatened to issue subpoenas to White House personnel. Eisenhower was furious, and issued an order as follows: \"It is essential to efficient and effective administration that employees of the Executive Branch be in a position to be completely candid in advising with each other on official matters ... it is not in the public interest that any of their conversations or communications, or any documents or reproductions, concerning such advice be disclosed.\" This was an unprecedented step by Eisenhower to protect communication beyond the confines of a cabinet meeting, and soon became a tradition known as executive privilege. Ike's denial of McCarthy's access to his staff reduced McCarthy's hearings to rants about trivial matters, and contributed to his ultimate downfall.", "targets": "What tradition was fostered by Eisenhower's reaction to McCarthy's subpoena threats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d5b468fe7714d64b16fe0cce9686603", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 1955, McCarthy threatened to issue subpoenas to White House personnel. Eisenhower was furious, and issued an order as follows: \"It is essential to efficient and effective administration that employees of the Executive Branch be in a position to be completely candid in advising with each other on official matters ... it is not in the public interest that any of their conversations or communications, or any documents or reproductions, concerning such advice be disclosed.\" This was an unprecedented step by Eisenhower to protect communication beyond the confines of a cabinet meeting, and soon became a tradition known as executive privilege. Ike's denial of McCarthy's access to his staff reduced McCarthy's hearings to rants about trivial matters, and contributed to his ultimate downfall.", "targets": "Eisenhower denied McCarthy access to the personnel of what branch of the federal government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "What song did David Cook sing on American Idol during the week of the top ten?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "Which American Idol contestant was hospitalized after singing during the week of the top nine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "Who arranged the version of \"Billie Jean\" that David Cook performed on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "On what date did the American Idol finals begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "When did American Idol showcase a new set and stage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "Which arrangement was used for Cook's version of Billie Jean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f7375b0522c45c084b02c85ce8f0075", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the finals, American Idol debuted a new state-of-the-art set and stage on March 11, 2008, along with a new on-air look. David Cook's performance of \"Billie Jean\" on top-ten night was lauded by the judges, but provoked controversy when they apparently mistook the Chris Cornell arrangement to be David Cook's own even though the performance was introduced as Cornell's version. Cornell himself said he was 'flattered' and praised David Cook's performance. David Cook was taken to the hospital after the top-nine performance show due to heart palpitations and high blood pressure.", "targets": "Who was taken to the hospital after the top nine show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9c5429024a48869473fc5099df8293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union duplicated its dual-launch feat with Vostok 5 and Vostok 6 (June 16, 1963). This time they launched the first woman (also the first civilian), Valentina Tereshkova, into space on Vostok 6. Launching a woman was reportedly Korolev's idea, and it was accomplished purely for propaganda value. Tereshkova was one of a small corps of female cosmonauts who were amateur parachutists, but Tereshkova was the only one to fly. The USSR didn't again open its cosmonaut corps to women until 1980, two years after the United States opened its astronaut corps to women.", "targets": "The first woman that went into space was whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9c5429024a48869473fc5099df8293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union duplicated its dual-launch feat with Vostok 5 and Vostok 6 (June 16, 1963). This time they launched the first woman (also the first civilian), Valentina Tereshkova, into space on Vostok 6. Launching a woman was reportedly Korolev's idea, and it was accomplished purely for propaganda value. Tereshkova was one of a small corps of female cosmonauts who were amateur parachutists, but Tereshkova was the only one to fly. The USSR didn't again open its cosmonaut corps to women until 1980, two years after the United States opened its astronaut corps to women.", "targets": "What spacecraft carried  Valentina Tereshkova, the first woman in space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9c5429024a48869473fc5099df8293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union duplicated its dual-launch feat with Vostok 5 and Vostok 6 (June 16, 1963). This time they launched the first woman (also the first civilian), Valentina Tereshkova, into space on Vostok 6. Launching a woman was reportedly Korolev's idea, and it was accomplished purely for propaganda value. Tereshkova was one of a small corps of female cosmonauts who were amateur parachutists, but Tereshkova was the only one to fly. The USSR didn't again open its cosmonaut corps to women until 1980, two years after the United States opened its astronaut corps to women.", "targets": "The first woman to launch into space was on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb9c5429024a48869473fc5099df8293", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union duplicated its dual-launch feat with Vostok 5 and Vostok 6 (June 16, 1963). This time they launched the first woman (also the first civilian), Valentina Tereshkova, into space on Vostok 6. Launching a woman was reportedly Korolev's idea, and it was accomplished purely for propaganda value. Tereshkova was one of a small corps of female cosmonauts who were amateur parachutists, but Tereshkova was the only one to fly. The USSR didn't again open its cosmonaut corps to women until 1980, two years after the United States opened its astronaut corps to women.", "targets": "The first woman to go into space was from which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd73dcf946b4b19941999182b306a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matte solder is usually fused to provide a better bonding surface or stripped to bare copper. Treatments, such as benzimidazolethiol, prevent surface oxidation of bare copper. The places to which components will be mounted are typically plated, because untreated bare copper oxidizes quickly, and therefore is not readily solderable. Traditionally, any exposed copper was coated with solder by hot air solder levelling (HASL). The HASL finish prevents oxidation from the underlying copper, thereby guaranteeing a solderable surface. This solder was a tin-lead alloy, however new solder compounds are now used to achieve compliance with the RoHS directive in the EU and US, which restricts the use of lead. One of these lead-free compounds is SN100CL, made up of 99.3% tin, 0.7% copper, 0.05% nickel, and a nominal of 60ppm germanium.", "targets": "What happens to untreated copper that makes it difficult to solder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd73dcf946b4b19941999182b306a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matte solder is usually fused to provide a better bonding surface or stripped to bare copper. Treatments, such as benzimidazolethiol, prevent surface oxidation of bare copper. The places to which components will be mounted are typically plated, because untreated bare copper oxidizes quickly, and therefore is not readily solderable. Traditionally, any exposed copper was coated with solder by hot air solder levelling (HASL). The HASL finish prevents oxidation from the underlying copper, thereby guaranteeing a solderable surface. This solder was a tin-lead alloy, however new solder compounds are now used to achieve compliance with the RoHS directive in the EU and US, which restricts the use of lead. One of these lead-free compounds is SN100CL, made up of 99.3% tin, 0.7% copper, 0.05% nickel, and a nominal of 60ppm germanium.", "targets": "What chemical treatment will prevent bare copper from oxidizing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd73dcf946b4b19941999182b306a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matte solder is usually fused to provide a better bonding surface or stripped to bare copper. Treatments, such as benzimidazolethiol, prevent surface oxidation of bare copper. The places to which components will be mounted are typically plated, because untreated bare copper oxidizes quickly, and therefore is not readily solderable. Traditionally, any exposed copper was coated with solder by hot air solder levelling (HASL). The HASL finish prevents oxidation from the underlying copper, thereby guaranteeing a solderable surface. This solder was a tin-lead alloy, however new solder compounds are now used to achieve compliance with the RoHS directive in the EU and US, which restricts the use of lead. One of these lead-free compounds is SN100CL, made up of 99.3% tin, 0.7% copper, 0.05% nickel, and a nominal of 60ppm germanium.", "targets": "What's the process by which bare copper gets covered in solder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd73dcf946b4b19941999182b306a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matte solder is usually fused to provide a better bonding surface or stripped to bare copper. Treatments, such as benzimidazolethiol, prevent surface oxidation of bare copper. The places to which components will be mounted are typically plated, because untreated bare copper oxidizes quickly, and therefore is not readily solderable. Traditionally, any exposed copper was coated with solder by hot air solder levelling (HASL). The HASL finish prevents oxidation from the underlying copper, thereby guaranteeing a solderable surface. This solder was a tin-lead alloy, however new solder compounds are now used to achieve compliance with the RoHS directive in the EU and US, which restricts the use of lead. One of these lead-free compounds is SN100CL, made up of 99.3% tin, 0.7% copper, 0.05% nickel, and a nominal of 60ppm germanium.", "targets": "What does hot air solder leveling ensure the coated copper will have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd73dcf946b4b19941999182b306a8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matte solder is usually fused to provide a better bonding surface or stripped to bare copper. Treatments, such as benzimidazolethiol, prevent surface oxidation of bare copper. The places to which components will be mounted are typically plated, because untreated bare copper oxidizes quickly, and therefore is not readily solderable. Traditionally, any exposed copper was coated with solder by hot air solder levelling (HASL). The HASL finish prevents oxidation from the underlying copper, thereby guaranteeing a solderable surface. This solder was a tin-lead alloy, however new solder compounds are now used to achieve compliance with the RoHS directive in the EU and US, which restricts the use of lead. One of these lead-free compounds is SN100CL, made up of 99.3% tin, 0.7% copper, 0.05% nickel, and a nominal of 60ppm germanium.", "targets": "What alloy can no longer be used in HASL because of restrictions on the use of one of its metal components?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca0b49f577a49199d83585a29c4662d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of lossy compression is designed to greatly reduce the amount of data required to represent the audio recording and still sound like a faithful reproduction of the original uncompressed audio for most listeners. An MP3 file that is created using the setting of 128 kbit/s will result in a file that is about 1/11 the size of the CD file created from the original audio source (44,100 samples per second \u00d7 16 bits per sample\u202f\u00d7 2 channels = 1,411,200 bit/s; MP3 compressed at 128 kbit/s: 128,000 bit/s [1 k = 1,000, not 1024, because it is a bit rate]. Ratio: 1,411,200/128,000 = 11.025). An MP3 file can also be constructed at higher or lower bit rates, with higher or lower resulting quality.", "targets": "What is the main goal aside from reducing the amount of data required to store the audio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca0b49f577a49199d83585a29c4662d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of lossy compression is designed to greatly reduce the amount of data required to represent the audio recording and still sound like a faithful reproduction of the original uncompressed audio for most listeners. An MP3 file that is created using the setting of 128 kbit/s will result in a file that is about 1/11 the size of the CD file created from the original audio source (44,100 samples per second \u00d7 16 bits per sample\u202f\u00d7 2 channels = 1,411,200 bit/s; MP3 compressed at 128 kbit/s: 128,000 bit/s [1 k = 1,000, not 1024, because it is a bit rate]. Ratio: 1,411,200/128,000 = 11.025). An MP3 file can also be constructed at higher or lower bit rates, with higher or lower resulting quality.", "targets": "What kind of compression is used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca0b49f577a49199d83585a29c4662d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of lossy compression is designed to greatly reduce the amount of data required to represent the audio recording and still sound like a faithful reproduction of the original uncompressed audio for most listeners. An MP3 file that is created using the setting of 128 kbit/s will result in a file that is about 1/11 the size of the CD file created from the original audio source (44,100 samples per second \u00d7 16 bits per sample\u202f\u00d7 2 channels = 1,411,200 bit/s; MP3 compressed at 128 kbit/s: 128,000 bit/s [1 k = 1,000, not 1024, because it is a bit rate]. Ratio: 1,411,200/128,000 = 11.025). An MP3 file can also be constructed at higher or lower bit rates, with higher or lower resulting quality.", "targets": "If a file is created using 128 kbit/s, what size is the file going to be compared to a CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca0b49f577a49199d83585a29c4662d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of lossy compression is designed to greatly reduce the amount of data required to represent the audio recording and still sound like a faithful reproduction of the original uncompressed audio for most listeners. An MP3 file that is created using the setting of 128 kbit/s will result in a file that is about 1/11 the size of the CD file created from the original audio source (44,100 samples per second \u00d7 16 bits per sample\u202f\u00d7 2 channels = 1,411,200 bit/s; MP3 compressed at 128 kbit/s: 128,000 bit/s [1 k = 1,000, not 1024, because it is a bit rate]. Ratio: 1,411,200/128,000 = 11.025). An MP3 file can also be constructed at higher or lower bit rates, with higher or lower resulting quality.", "targets": "How many total bit/s would a CD have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca0b49f577a49199d83585a29c4662d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The use of lossy compression is designed to greatly reduce the amount of data required to represent the audio recording and still sound like a faithful reproduction of the original uncompressed audio for most listeners. An MP3 file that is created using the setting of 128 kbit/s will result in a file that is about 1/11 the size of the CD file created from the original audio source (44,100 samples per second \u00d7 16 bits per sample\u202f\u00d7 2 channels = 1,411,200 bit/s; MP3 compressed at 128 kbit/s: 128,000 bit/s [1 k = 1,000, not 1024, because it is a bit rate]. Ratio: 1,411,200/128,000 = 11.025). An MP3 file can also be constructed at higher or lower bit rates, with higher or lower resulting quality.", "targets": "How many total bit/s would an MP3 compressed at 128 kbit/s have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e60e77a094c4f42b5c2fea9f4e6ea79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the pact's announcement, Communists in the West denied that such a treaty would be signed. Future member of the Hollywood Ten Herbert Biberman denounced rumors as \"Fascist propaganda\". Earl Browder, head of the Communist Party USA, stated that \"there is as much chance of agreement as of Earl Browder being elected president of the Chamber of Commerce.\" Beginning in September 1939, the Soviet Comintern suspended all anti-Nazi and anti-fascist propaganda, explaining that the war in Europe was a matter of capitalist states attacking each other for imperialist purposes. Western Communists acted accordingly; while before they supported protecting collective security, now they denounced Britain and France going to war.", "targets": "Who was part of Hollywood Ten?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e60e77a094c4f42b5c2fea9f4e6ea79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the pact's announcement, Communists in the West denied that such a treaty would be signed. Future member of the Hollywood Ten Herbert Biberman denounced rumors as \"Fascist propaganda\". Earl Browder, head of the Communist Party USA, stated that \"there is as much chance of agreement as of Earl Browder being elected president of the Chamber of Commerce.\" Beginning in September 1939, the Soviet Comintern suspended all anti-Nazi and anti-fascist propaganda, explaining that the war in Europe was a matter of capitalist states attacking each other for imperialist purposes. Western Communists acted accordingly; while before they supported protecting collective security, now they denounced Britain and France going to war.", "targets": "Who was the leader of the American communist party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e60e77a094c4f42b5c2fea9f4e6ea79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the pact's announcement, Communists in the West denied that such a treaty would be signed. Future member of the Hollywood Ten Herbert Biberman denounced rumors as \"Fascist propaganda\". Earl Browder, head of the Communist Party USA, stated that \"there is as much chance of agreement as of Earl Browder being elected president of the Chamber of Commerce.\" Beginning in September 1939, the Soviet Comintern suspended all anti-Nazi and anti-fascist propaganda, explaining that the war in Europe was a matter of capitalist states attacking each other for imperialist purposes. Western Communists acted accordingly; while before they supported protecting collective security, now they denounced Britain and France going to war.", "targets": "Who protested the involvement of Britain and France in a war with Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ac60c7ed7343b9bfaaf0dde71f6e8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Region, consisting of present-day Hebei, Shandong, Shanxi, the south-eastern part of present-day Inner Mongolia and the Henan areas to the north of the Yellow River, was considered the most important region of the dynasty and directly governed by the Central Secretariat (or Zhongshu Sheng) at Khanbaliq (modern Beijing); similarly, another top-level administrative department called the Bureau of Buddhist and Tibetan Affairs (or Xuanzheng Yuan) held administrative rule over the whole of modern-day Tibet and a part of Sichuan, Qinghai and Kashmir.", "targets": "What region of China is Hebei part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ac60c7ed7343b9bfaaf0dde71f6e8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Region, consisting of present-day Hebei, Shandong, Shanxi, the south-eastern part of present-day Inner Mongolia and the Henan areas to the north of the Yellow River, was considered the most important region of the dynasty and directly governed by the Central Secretariat (or Zhongshu Sheng) at Khanbaliq (modern Beijing); similarly, another top-level administrative department called the Bureau of Buddhist and Tibetan Affairs (or Xuanzheng Yuan) held administrative rule over the whole of modern-day Tibet and a part of Sichuan, Qinghai and Kashmir.", "targets": "Who governed the Central Region in the Yuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ac60c7ed7343b9bfaaf0dde71f6e8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Region, consisting of present-day Hebei, Shandong, Shanxi, the south-eastern part of present-day Inner Mongolia and the Henan areas to the north of the Yellow River, was considered the most important region of the dynasty and directly governed by the Central Secretariat (or Zhongshu Sheng) at Khanbaliq (modern Beijing); similarly, another top-level administrative department called the Bureau of Buddhist and Tibetan Affairs (or Xuanzheng Yuan) held administrative rule over the whole of modern-day Tibet and a part of Sichuan, Qinghai and Kashmir.", "targets": "Where was the Central Secretariat based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ac60c7ed7343b9bfaaf0dde71f6e8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Region, consisting of present-day Hebei, Shandong, Shanxi, the south-eastern part of present-day Inner Mongolia and the Henan areas to the north of the Yellow River, was considered the most important region of the dynasty and directly governed by the Central Secretariat (or Zhongshu Sheng) at Khanbaliq (modern Beijing); similarly, another top-level administrative department called the Bureau of Buddhist and Tibetan Affairs (or Xuanzheng Yuan) held administrative rule over the whole of modern-day Tibet and a part of Sichuan, Qinghai and Kashmir.", "targets": "What modern city did Khanbaliq become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ac60c7ed7343b9bfaaf0dde71f6e8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Region, consisting of present-day Hebei, Shandong, Shanxi, the south-eastern part of present-day Inner Mongolia and the Henan areas to the north of the Yellow River, was considered the most important region of the dynasty and directly governed by the Central Secretariat (or Zhongshu Sheng) at Khanbaliq (modern Beijing); similarly, another top-level administrative department called the Bureau of Buddhist and Tibetan Affairs (or Xuanzheng Yuan) held administrative rule over the whole of modern-day Tibet and a part of Sichuan, Qinghai and Kashmir.", "targets": "What was the Chinese name for the Central Secretariat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d21e662ec16f43d79ae923cc833fd73e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Flying Club, established in 1928 with two de Havilland Moth aircraft named Delhi and Roshanara, was based at Safdarjung Airport which started operations in 1929, when it was the Delhi's only airport and the second in India. The airport functioned until 2001, however in January 2002 the government closed the airport for flying activities because of security concerns following the New York attacks in September 2001. Since then, the club only carries out aircraft maintenance courses, and is used for helicopter rides to Indira Gandhi International Airport for VIP including the president and the prime minister.", "targets": "The Delhi Flying Club was established in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d21e662ec16f43d79ae923cc833fd73e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Flying Club, established in 1928 with two de Havilland Moth aircraft named Delhi and Roshanara, was based at Safdarjung Airport which started operations in 1929, when it was the Delhi's only airport and the second in India. The airport functioned until 2001, however in January 2002 the government closed the airport for flying activities because of security concerns following the New York attacks in September 2001. Since then, the club only carries out aircraft maintenance courses, and is used for helicopter rides to Indira Gandhi International Airport for VIP including the president and the prime minister.", "targets": "When established in 1928, which airport served as the base of the Delhi Flying Club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d21e662ec16f43d79ae923cc833fd73e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Flying Club, established in 1928 with two de Havilland Moth aircraft named Delhi and Roshanara, was based at Safdarjung Airport which started operations in 1929, when it was the Delhi's only airport and the second in India. The airport functioned until 2001, however in January 2002 the government closed the airport for flying activities because of security concerns following the New York attacks in September 2001. Since then, the club only carries out aircraft maintenance courses, and is used for helicopter rides to Indira Gandhi International Airport for VIP including the president and the prime minister.", "targets": "In what year did the government close Safdarjung Airport due to security concerns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d21e662ec16f43d79ae923cc833fd73e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Flying Club, established in 1928 with two de Havilland Moth aircraft named Delhi and Roshanara, was based at Safdarjung Airport which started operations in 1929, when it was the Delhi's only airport and the second in India. The airport functioned until 2001, however in January 2002 the government closed the airport for flying activities because of security concerns following the New York attacks in September 2001. Since then, the club only carries out aircraft maintenance courses, and is used for helicopter rides to Indira Gandhi International Airport for VIP including the president and the prime minister.", "targets": "In what year did the Delhi Flying club begin operations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d21e662ec16f43d79ae923cc833fd73e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Flying Club, established in 1928 with two de Havilland Moth aircraft named Delhi and Roshanara, was based at Safdarjung Airport which started operations in 1929, when it was the Delhi's only airport and the second in India. The airport functioned until 2001, however in January 2002 the government closed the airport for flying activities because of security concerns following the New York attacks in September 2001. Since then, the club only carries out aircraft maintenance courses, and is used for helicopter rides to Indira Gandhi International Airport for VIP including the president and the prime minister.", "targets": "What type of aircraft was first used by the Delhi Flying Club after its founding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f202cc6b98964964ada7e2744df26b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, U.S. garrisons in Japan continually dispatched soldiers and mat\u00e9riel to reinforce defenders in the Pusan Perimeter. Tank battalions deployed to Korea directly from the U.S. mainland from the port of San Francisco to the port of Pusan, the largest Korean port. By late August, the Pusan Perimeter had some 500 medium tanks battle-ready. In early September 1950, ROK Army and UN Command forces outnumbered the KPA 180,000 to 100,000 soldiers. The UN forces, once prepared, counterattacked and broke out of the Pusan Perimeter.", "targets": "Where in the United States was the tank battalion located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f202cc6b98964964ada7e2744df26b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, U.S. garrisons in Japan continually dispatched soldiers and mat\u00e9riel to reinforce defenders in the Pusan Perimeter. Tank battalions deployed to Korea directly from the U.S. mainland from the port of San Francisco to the port of Pusan, the largest Korean port. By late August, the Pusan Perimeter had some 500 medium tanks battle-ready. In early September 1950, ROK Army and UN Command forces outnumbered the KPA 180,000 to 100,000 soldiers. The UN forces, once prepared, counterattacked and broke out of the Pusan Perimeter.", "targets": "What is Korea's largest port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f202cc6b98964964ada7e2744df26b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, U.S. garrisons in Japan continually dispatched soldiers and mat\u00e9riel to reinforce defenders in the Pusan Perimeter. Tank battalions deployed to Korea directly from the U.S. mainland from the port of San Francisco to the port of Pusan, the largest Korean port. By late August, the Pusan Perimeter had some 500 medium tanks battle-ready. In early September 1950, ROK Army and UN Command forces outnumbered the KPA 180,000 to 100,000 soldiers. The UN forces, once prepared, counterattacked and broke out of the Pusan Perimeter.", "targets": "Besides the United States, what other country sent military personnel to Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f202cc6b98964964ada7e2744df26b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, U.S. garrisons in Japan continually dispatched soldiers and mat\u00e9riel to reinforce defenders in the Pusan Perimeter. Tank battalions deployed to Korea directly from the U.S. mainland from the port of San Francisco to the port of Pusan, the largest Korean port. By late August, the Pusan Perimeter had some 500 medium tanks battle-ready. In early September 1950, ROK Army and UN Command forces outnumbered the KPA 180,000 to 100,000 soldiers. The UN forces, once prepared, counterattacked and broke out of the Pusan Perimeter.", "targets": "Who had the fewest number of troops in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f202cc6b98964964ada7e2744df26b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, U.S. garrisons in Japan continually dispatched soldiers and mat\u00e9riel to reinforce defenders in the Pusan Perimeter. Tank battalions deployed to Korea directly from the U.S. mainland from the port of San Francisco to the port of Pusan, the largest Korean port. By late August, the Pusan Perimeter had some 500 medium tanks battle-ready. In early September 1950, ROK Army and UN Command forces outnumbered the KPA 180,000 to 100,000 soldiers. The UN forces, once prepared, counterattacked and broke out of the Pusan Perimeter.", "targets": "Who was able to counterattack and move the KPA away from the Pusan Perimeter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1a12c81f08f4617b15cb388337052b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal deacons derive originally from the seven deacons in the Papal Household and the seven deacons who supervised the Church's works in the districts of Rome during the early Middle Ages, when church administration was effectively the government of Rome and provided all social services. Cardinal deacons are given title to one of these deaconries.", "targets": "What is the name of one of the deaconries in which Cardinals come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "Who were the final two contestants on season eight of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "Who won season eight of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "What state is American Idol winner Kris Allen from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "How many votes were cast in the American Idol finale in season eight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "Who won the season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "The only prior season to have matching controversy over the winner was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "How many votes were cast for the final two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c70dcfa522a84f739abf7f7ecf09b839", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two finalists were Kris Allen and Adam Lambert, both of whom had previously landed in the bottom three at the top five. Allen won the contest in the most controversial voting result since season two. It was claimed, later retracted, that 38 million of the 100 million votes cast on the night came from Allen's home state of Arkansas alone, and that AT&T employees unfairly influenced the votes by giving lessons on power-texting at viewing parties in Arkansas.", "targets": "Who was accused of teaching the public how to power text for the winner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfcff6e2b8fa43a0b5fd3a83e77d1e9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter may be converted to energy (and vice versa), but mass cannot ever be destroyed; rather, mass/energy equivalence remains a constant for both the matter and the energy, during any process when they are converted into each other. However, since  is extremely large relative to ordinary human scales, the conversion of ordinary amount of matter (for example, 1 kg) to other forms of energy (such as heat, light, and other radiation) can liberate tremendous amounts of energy (~ joules = 21 megatons of TNT), as can be seen in nuclear reactors and nuclear weapons. Conversely, the mass equivalent of a unit of energy is minuscule, which is why a loss of energy (loss of mass) from most systems is difficult to measure by weight, unless the energy loss is very large. Examples of energy transformation into matter (i.e., kinetic energy into particles with rest mass) are found in high-energy nuclear physics.", "targets": "Matter may be converted to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfcff6e2b8fa43a0b5fd3a83e77d1e9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter may be converted to energy (and vice versa), but mass cannot ever be destroyed; rather, mass/energy equivalence remains a constant for both the matter and the energy, during any process when they are converted into each other. However, since  is extremely large relative to ordinary human scales, the conversion of ordinary amount of matter (for example, 1 kg) to other forms of energy (such as heat, light, and other radiation) can liberate tremendous amounts of energy (~ joules = 21 megatons of TNT), as can be seen in nuclear reactors and nuclear weapons. Conversely, the mass equivalent of a unit of energy is minuscule, which is why a loss of energy (loss of mass) from most systems is difficult to measure by weight, unless the energy loss is very large. Examples of energy transformation into matter (i.e., kinetic energy into particles with rest mass) are found in high-energy nuclear physics.", "targets": "Energy may be converted to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfcff6e2b8fa43a0b5fd3a83e77d1e9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter may be converted to energy (and vice versa), but mass cannot ever be destroyed; rather, mass/energy equivalence remains a constant for both the matter and the energy, during any process when they are converted into each other. However, since  is extremely large relative to ordinary human scales, the conversion of ordinary amount of matter (for example, 1 kg) to other forms of energy (such as heat, light, and other radiation) can liberate tremendous amounts of energy (~ joules = 21 megatons of TNT), as can be seen in nuclear reactors and nuclear weapons. Conversely, the mass equivalent of a unit of energy is minuscule, which is why a loss of energy (loss of mass) from most systems is difficult to measure by weight, unless the energy loss is very large. Examples of energy transformation into matter (i.e., kinetic energy into particles with rest mass) are found in high-energy nuclear physics.", "targets": "Why is a loss of energy difficult to measure by weight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfcff6e2b8fa43a0b5fd3a83e77d1e9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter may be converted to energy (and vice versa), but mass cannot ever be destroyed; rather, mass/energy equivalence remains a constant for both the matter and the energy, during any process when they are converted into each other. However, since  is extremely large relative to ordinary human scales, the conversion of ordinary amount of matter (for example, 1 kg) to other forms of energy (such as heat, light, and other radiation) can liberate tremendous amounts of energy (~ joules = 21 megatons of TNT), as can be seen in nuclear reactors and nuclear weapons. Conversely, the mass equivalent of a unit of energy is minuscule, which is why a loss of energy (loss of mass) from most systems is difficult to measure by weight, unless the energy loss is very large. Examples of energy transformation into matter (i.e., kinetic energy into particles with rest mass) are found in high-energy nuclear physics.", "targets": "Where are examples of energy transformation into matter found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-830b3b7f458d48918f4034d4844a5ff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pentagon bought 25,000 MRAP vehicles since 2007 in 25 variants through rapid acquisition with no long-term plans for the platforms. The Army plans to divest 7,456 vehicles and retain 8,585. Of the total number of vehicles the Army will keep, 5,036 will be put in storage, 1,073 will be used for training, and the remainder will be spread across the active force. The Oshkosh M-ATV will be kept the most at 5,681 vehicles, as it is smaller and lighter than other MRAPs for off-road mobility. The other most retained vehicle will be the Navistar MaxxPro Dash with 2,633 vehicles, plus 301 Maxxpro ambulances. Thousands of other MRAPs like the Cougar, BAE Caiman, and larger MaxxPros will be disposed of.", "targets": "How many MRAP vehicles has the Pentagon bought since 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-830b3b7f458d48918f4034d4844a5ff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pentagon bought 25,000 MRAP vehicles since 2007 in 25 variants through rapid acquisition with no long-term plans for the platforms. The Army plans to divest 7,456 vehicles and retain 8,585. Of the total number of vehicles the Army will keep, 5,036 will be put in storage, 1,073 will be used for training, and the remainder will be spread across the active force. The Oshkosh M-ATV will be kept the most at 5,681 vehicles, as it is smaller and lighter than other MRAPs for off-road mobility. The other most retained vehicle will be the Navistar MaxxPro Dash with 2,633 vehicles, plus 301 Maxxpro ambulances. Thousands of other MRAPs like the Cougar, BAE Caiman, and larger MaxxPros will be disposed of.", "targets": "How many of the vehicles will be used for training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-830b3b7f458d48918f4034d4844a5ff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pentagon bought 25,000 MRAP vehicles since 2007 in 25 variants through rapid acquisition with no long-term plans for the platforms. The Army plans to divest 7,456 vehicles and retain 8,585. Of the total number of vehicles the Army will keep, 5,036 will be put in storage, 1,073 will be used for training, and the remainder will be spread across the active force. The Oshkosh M-ATV will be kept the most at 5,681 vehicles, as it is smaller and lighter than other MRAPs for off-road mobility. The other most retained vehicle will be the Navistar MaxxPro Dash with 2,633 vehicles, plus 301 Maxxpro ambulances. Thousands of other MRAPs like the Cougar, BAE Caiman, and larger MaxxPros will be disposed of.", "targets": "How many of the 25,000 vehicles do they plan on getting rid of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-830b3b7f458d48918f4034d4844a5ff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pentagon bought 25,000 MRAP vehicles since 2007 in 25 variants through rapid acquisition with no long-term plans for the platforms. The Army plans to divest 7,456 vehicles and retain 8,585. Of the total number of vehicles the Army will keep, 5,036 will be put in storage, 1,073 will be used for training, and the remainder will be spread across the active force. The Oshkosh M-ATV will be kept the most at 5,681 vehicles, as it is smaller and lighter than other MRAPs for off-road mobility. The other most retained vehicle will be the Navistar MaxxPro Dash with 2,633 vehicles, plus 301 Maxxpro ambulances. Thousands of other MRAPs like the Cougar, BAE Caiman, and larger MaxxPros will be disposed of.", "targets": "The Army will be keeping 5,681 of what vehicle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-830b3b7f458d48918f4034d4844a5ff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pentagon bought 25,000 MRAP vehicles since 2007 in 25 variants through rapid acquisition with no long-term plans for the platforms. The Army plans to divest 7,456 vehicles and retain 8,585. Of the total number of vehicles the Army will keep, 5,036 will be put in storage, 1,073 will be used for training, and the remainder will be spread across the active force. The Oshkosh M-ATV will be kept the most at 5,681 vehicles, as it is smaller and lighter than other MRAPs for off-road mobility. The other most retained vehicle will be the Navistar MaxxPro Dash with 2,633 vehicles, plus 301 Maxxpro ambulances. Thousands of other MRAPs like the Cougar, BAE Caiman, and larger MaxxPros will be disposed of.", "targets": "What type of ambulance will the Army have 301 of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca30cff1d374d79802c66f42b77b28b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 18, 2011, the CRTC issued a decision that allows CBC's mandatory market rebroadcasting transmitters in analogue to remain on-air until August 31, 2012. Before that deadline, CBC's licence renewal process would take place and CBC's digital transition plans would be examined as part of that process. The requirement remains for all of CBC's full-power transmitters occupying channels 52 to 69 to either relocate to channels 2 to 51 or become low-power transmitters. In some cases, CBC has opted to reduce the power of existing transmitters to low-power transmitters, which will result in signal loss for some viewers.", "targets": "On what day did the CRTC agree to allow CBCs broadcasting transmitters to remain active for another year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca30cff1d374d79802c66f42b77b28b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 18, 2011, the CRTC issued a decision that allows CBC's mandatory market rebroadcasting transmitters in analogue to remain on-air until August 31, 2012. Before that deadline, CBC's licence renewal process would take place and CBC's digital transition plans would be examined as part of that process. The requirement remains for all of CBC's full-power transmitters occupying channels 52 to 69 to either relocate to channels 2 to 51 or become low-power transmitters. In some cases, CBC has opted to reduce the power of existing transmitters to low-power transmitters, which will result in signal loss for some viewers.", "targets": "Where could CBC's channels need to be relocated in order to continue operating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca30cff1d374d79802c66f42b77b28b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 18, 2011, the CRTC issued a decision that allows CBC's mandatory market rebroadcasting transmitters in analogue to remain on-air until August 31, 2012. Before that deadline, CBC's licence renewal process would take place and CBC's digital transition plans would be examined as part of that process. The requirement remains for all of CBC's full-power transmitters occupying channels 52 to 69 to either relocate to channels 2 to 51 or become low-power transmitters. In some cases, CBC has opted to reduce the power of existing transmitters to low-power transmitters, which will result in signal loss for some viewers.", "targets": "Which of CBC's channels were required to be relocated or reduced in power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e60c69546e48e18bbc82414da1f3be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann continued unperturbed in his work and became, along with Edward Teller, one of those who sustained the hydrogen bomb project. He then collaborated with Klaus Fuchs on further development of the bomb, and in 1946 the two filed a secret patent on \"Improvement in Methods and Means for Utilizing Nuclear Energy\", which outlined a scheme for using a fission bomb to compress fusion fuel to initiate nuclear fusion. The Fuchs\u2013von Neumann patent used radiation implosion, but not in the same way as is used in what became the final hydrogen bomb design, the Teller\u2013Ulam design. Their work was, however, incorporated into the \"George\" shot of Operation Greenhouse, which was instructive in testing out concepts that went into the final design. The Fuchs\u2013von Neumann work was passed on, by Fuchs, to the Soviet Union as part of his nuclear espionage, but it was not used in the Soviets' own, independent development of the Teller\u2013Ulam design. The historian Jeremy Bernstein has pointed out that ironically, \"John von Neumann and Klaus Fuchs, produced a brilliant invention in 1946 that could have changed the whole course of the development of the hydrogen bomb, but was not fully understood until after the bomb had been successfully made.\"", "targets": "With whom did von Neumann collaborate for further development of the hydrogen bomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e60c69546e48e18bbc82414da1f3be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann continued unperturbed in his work and became, along with Edward Teller, one of those who sustained the hydrogen bomb project. He then collaborated with Klaus Fuchs on further development of the bomb, and in 1946 the two filed a secret patent on \"Improvement in Methods and Means for Utilizing Nuclear Energy\", which outlined a scheme for using a fission bomb to compress fusion fuel to initiate nuclear fusion. The Fuchs\u2013von Neumann patent used radiation implosion, but not in the same way as is used in what became the final hydrogen bomb design, the Teller\u2013Ulam design. Their work was, however, incorporated into the \"George\" shot of Operation Greenhouse, which was instructive in testing out concepts that went into the final design. The Fuchs\u2013von Neumann work was passed on, by Fuchs, to the Soviet Union as part of his nuclear espionage, but it was not used in the Soviets' own, independent development of the Teller\u2013Ulam design. The historian Jeremy Bernstein has pointed out that ironically, \"John von Neumann and Klaus Fuchs, produced a brilliant invention in 1946 that could have changed the whole course of the development of the hydrogen bomb, but was not fully understood until after the bomb had been successfully made.\"", "targets": "What improvement did von Neumann see in the nuclear weaponry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78e60c69546e48e18bbc82414da1f3be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann continued unperturbed in his work and became, along with Edward Teller, one of those who sustained the hydrogen bomb project. He then collaborated with Klaus Fuchs on further development of the bomb, and in 1946 the two filed a secret patent on \"Improvement in Methods and Means for Utilizing Nuclear Energy\", which outlined a scheme for using a fission bomb to compress fusion fuel to initiate nuclear fusion. The Fuchs\u2013von Neumann patent used radiation implosion, but not in the same way as is used in what became the final hydrogen bomb design, the Teller\u2013Ulam design. Their work was, however, incorporated into the \"George\" shot of Operation Greenhouse, which was instructive in testing out concepts that went into the final design. The Fuchs\u2013von Neumann work was passed on, by Fuchs, to the Soviet Union as part of his nuclear espionage, but it was not used in the Soviets' own, independent development of the Teller\u2013Ulam design. The historian Jeremy Bernstein has pointed out that ironically, \"John von Neumann and Klaus Fuchs, produced a brilliant invention in 1946 that could have changed the whole course of the development of the hydrogen bomb, but was not fully understood until after the bomb had been successfully made.\"", "targets": "What country was afforded access to design of improved nuclear weapon through espionage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-389e770f262148fc9fe881bcf32e6a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said that he had intended the remark as a jab at President Bush, and described the remarks as a \"botched joke\", having inadvertently left out the key word \"us\" (which would have been, \"If you don't, you get us stuck in Iraq\"), as well as leaving the phrase \"just ask President Bush\" off of the end of the sentence. In Kerry's prepared remarks, which he released during the ensuing media frenzy, the corresponding line was \"... you end up getting us stuck in a war in Iraq. Just ask President Bush.\" He also said that from the context of the speech which, prior to the \"stuck in Iraq\" line, made several specific references to Bush and elements of his biography, that Kerry was referring to President Bush and not American troops in general.", "targets": "What was Kerry supposed to say when he 'botched a joke'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-389e770f262148fc9fe881bcf32e6a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said that he had intended the remark as a jab at President Bush, and described the remarks as a \"botched joke\", having inadvertently left out the key word \"us\" (which would have been, \"If you don't, you get us stuck in Iraq\"), as well as leaving the phrase \"just ask President Bush\" off of the end of the sentence. In Kerry's prepared remarks, which he released during the ensuing media frenzy, the corresponding line was \"... you end up getting us stuck in a war in Iraq. Just ask President Bush.\" He also said that from the context of the speech which, prior to the \"stuck in Iraq\" line, made several specific references to Bush and elements of his biography, that Kerry was referring to President Bush and not American troops in general.", "targets": "Who was Kerry saying was stuck in Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-389e770f262148fc9fe881bcf32e6a2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said that he had intended the remark as a jab at President Bush, and described the remarks as a \"botched joke\", having inadvertently left out the key word \"us\" (which would have been, \"If you don't, you get us stuck in Iraq\"), as well as leaving the phrase \"just ask President Bush\" off of the end of the sentence. In Kerry's prepared remarks, which he released during the ensuing media frenzy, the corresponding line was \"... you end up getting us stuck in a war in Iraq. Just ask President Bush.\" He also said that from the context of the speech which, prior to the \"stuck in Iraq\" line, made several specific references to Bush and elements of his biography, that Kerry was referring to President Bush and not American troops in general.", "targets": "What mistake did Kerry make in the joke?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "What did the Queen give them for suceeding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "What was the name of the Royal Charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "What did this charter give them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "Who commanded the the voyage between 1601 and 1603?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "Who led the third voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "Who commanded the the voyage between 1601 and 1603?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "Who commanded the second  voyage in 1604?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "What was the rank of the person who commanded the third voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "what was the name of the company that traded with East Indies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ba4831875c7489aaa59ac5d67b5472c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This time they succeeded, and on 31 December 1600, the Queen granted a Royal Charter to \"George, Earl of Cumberland, and 215 Knights, Aldermen, and Burgesses\" under the name, Governor and Company of Merchants of London trading with the East Indies. For a period of fifteen years the charter awarded the newly formed company a monopoly on trade with all countries east of the Cape of Good Hope and west of the Straits of Magellan. Sir James Lancaster commanded the first East India Company voyage in 1601 and returned in 1603. and in March 1604 Sir Henry Middleton commanded the second voyage. General William Keeling, a captain during the second voyage, led the third voyage from 1607 to 1610.", "targets": "how many years did the Merchants of London has a monoploy on trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9fd195d5f0493f84cc7eb7ce67e5e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Grainger Market replaced an earlier market originally built in 1808 called the Butcher Market. The Grainger Market itself, was opened in 1835 and was Newcastle's first indoor market. At the time of its opening in 1835 it was said to be one of the largest and most beautiful markets in Europe. The opening was celebrated with a grand dinner attended by 2000 guests, and the Laing Art Gallery has a painting of this event. With the exception of the timber roof which was destroyed by a fire in 1901 and replaced by latticed-steel arches the Market is largely in its original condition. The Grainger Market architecture, like most in Grainger Town, which are either grade I or II listed, was listed grade I in 1954 by English Heritage.", "targets": "What earlier market did the Grainger Market replace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9fd195d5f0493f84cc7eb7ce67e5e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Grainger Market replaced an earlier market originally built in 1808 called the Butcher Market. The Grainger Market itself, was opened in 1835 and was Newcastle's first indoor market. At the time of its opening in 1835 it was said to be one of the largest and most beautiful markets in Europe. The opening was celebrated with a grand dinner attended by 2000 guests, and the Laing Art Gallery has a painting of this event. With the exception of the timber roof which was destroyed by a fire in 1901 and replaced by latticed-steel arches the Market is largely in its original condition. The Grainger Market architecture, like most in Grainger Town, which are either grade I or II listed, was listed grade I in 1954 by English Heritage.", "targets": "When did Newcastle's first indoor market open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9fd195d5f0493f84cc7eb7ce67e5e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Grainger Market replaced an earlier market originally built in 1808 called the Butcher Market. The Grainger Market itself, was opened in 1835 and was Newcastle's first indoor market. At the time of its opening in 1835 it was said to be one of the largest and most beautiful markets in Europe. The opening was celebrated with a grand dinner attended by 2000 guests, and the Laing Art Gallery has a painting of this event. With the exception of the timber roof which was destroyed by a fire in 1901 and replaced by latticed-steel arches the Market is largely in its original condition. The Grainger Market architecture, like most in Grainger Town, which are either grade I or II listed, was listed grade I in 1954 by English Heritage.", "targets": "How many guests attended the dinner celebrating the opening of the Grainger Market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9fd195d5f0493f84cc7eb7ce67e5e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Grainger Market replaced an earlier market originally built in 1808 called the Butcher Market. The Grainger Market itself, was opened in 1835 and was Newcastle's first indoor market. At the time of its opening in 1835 it was said to be one of the largest and most beautiful markets in Europe. The opening was celebrated with a grand dinner attended by 2000 guests, and the Laing Art Gallery has a painting of this event. With the exception of the timber roof which was destroyed by a fire in 1901 and replaced by latticed-steel arches the Market is largely in its original condition. The Grainger Market architecture, like most in Grainger Town, which are either grade I or II listed, was listed grade I in 1954 by English Heritage.", "targets": "How is the opening of the Grainger Market documented in the Laing Art Gallery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9fd195d5f0493f84cc7eb7ce67e5e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Grainger Market replaced an earlier market originally built in 1808 called the Butcher Market. The Grainger Market itself, was opened in 1835 and was Newcastle's first indoor market. At the time of its opening in 1835 it was said to be one of the largest and most beautiful markets in Europe. The opening was celebrated with a grand dinner attended by 2000 guests, and the Laing Art Gallery has a painting of this event. With the exception of the timber roof which was destroyed by a fire in 1901 and replaced by latticed-steel arches the Market is largely in its original condition. The Grainger Market architecture, like most in Grainger Town, which are either grade I or II listed, was listed grade I in 1954 by English Heritage.", "targets": "Who listed the Grainger Market architecture as grade 1 in 1954?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc3e2b6dc03436c9687f65618360165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia, as a member of the Holy Alliance, had operated as the \"police of Europe\", maintaining the balance of power that had been established in the Treaty of Vienna in 1815. Russia had assisted Austria's efforts in suppressing the Hungarian Revolution of 1848, and expected gratitude; it wanted a free hand in settling its problems with the Ottoman Empire \u2014 the \"sick man of Europe\". The United Kingdom could not tolerate Russian dominance of Ottoman affairs, as that would challenge the British domination of the eastern Mediterranean.", "targets": "Who operated as the \"police of Europe\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc3e2b6dc03436c9687f65618360165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia, as a member of the Holy Alliance, had operated as the \"police of Europe\", maintaining the balance of power that had been established in the Treaty of Vienna in 1815. Russia had assisted Austria's efforts in suppressing the Hungarian Revolution of 1848, and expected gratitude; it wanted a free hand in settling its problems with the Ottoman Empire \u2014 the \"sick man of Europe\". The United Kingdom could not tolerate Russian dominance of Ottoman affairs, as that would challenge the British domination of the eastern Mediterranean.", "targets": "What treaty was signing in 1815?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc3e2b6dc03436c9687f65618360165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia, as a member of the Holy Alliance, had operated as the \"police of Europe\", maintaining the balance of power that had been established in the Treaty of Vienna in 1815. Russia had assisted Austria's efforts in suppressing the Hungarian Revolution of 1848, and expected gratitude; it wanted a free hand in settling its problems with the Ottoman Empire \u2014 the \"sick man of Europe\". The United Kingdom could not tolerate Russian dominance of Ottoman affairs, as that would challenge the British domination of the eastern Mediterranean.", "targets": "In what year did the Hungarian Revolution take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc3e2b6dc03436c9687f65618360165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia, as a member of the Holy Alliance, had operated as the \"police of Europe\", maintaining the balance of power that had been established in the Treaty of Vienna in 1815. Russia had assisted Austria's efforts in suppressing the Hungarian Revolution of 1848, and expected gratitude; it wanted a free hand in settling its problems with the Ottoman Empire \u2014 the \"sick man of Europe\". The United Kingdom could not tolerate Russian dominance of Ottoman affairs, as that would challenge the British domination of the eastern Mediterranean.", "targets": "Who did Russia help during the Hungarian Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc3e2b6dc03436c9687f65618360165", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia, as a member of the Holy Alliance, had operated as the \"police of Europe\", maintaining the balance of power that had been established in the Treaty of Vienna in 1815. Russia had assisted Austria's efforts in suppressing the Hungarian Revolution of 1848, and expected gratitude; it wanted a free hand in settling its problems with the Ottoman Empire \u2014 the \"sick man of Europe\". The United Kingdom could not tolerate Russian dominance of Ottoman affairs, as that would challenge the British domination of the eastern Mediterranean.", "targets": "In exchange for helping Austria, Russia wanted to be freely able to handle any issues they had with who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985bc4d323194879801b2d373b2ddae3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, \"Cultural Studies\" focuses largely on the study of popular culture, that is, on the social meanings of mass-produced consumer and leisure goods. Richard Hoggart coined the term in 1964 when he founded the Birmingham Centre for Contemporary Cultural Studies or CCCS. It has since become strongly associated with Stuart Hall, who succeeded Hoggart as Director. Cultural studies in this sense, then, can be viewed as a limited concentration scoped on the intricacies of consumerism, which belongs to a wider culture sometimes referred to as \"Western Civilization\" or as \"Globalism.\"", "targets": "In the U.S what does \"Cultural Studies\" focus largely on in this field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985bc4d323194879801b2d373b2ddae3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, \"Cultural Studies\" focuses largely on the study of popular culture, that is, on the social meanings of mass-produced consumer and leisure goods. Richard Hoggart coined the term in 1964 when he founded the Birmingham Centre for Contemporary Cultural Studies or CCCS. It has since become strongly associated with Stuart Hall, who succeeded Hoggart as Director. Cultural studies in this sense, then, can be viewed as a limited concentration scoped on the intricacies of consumerism, which belongs to a wider culture sometimes referred to as \"Western Civilization\" or as \"Globalism.\"", "targets": "Who first coined the term \"Cultural Studies\" in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985bc4d323194879801b2d373b2ddae3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, \"Cultural Studies\" focuses largely on the study of popular culture, that is, on the social meanings of mass-produced consumer and leisure goods. Richard Hoggart coined the term in 1964 when he founded the Birmingham Centre for Contemporary Cultural Studies or CCCS. It has since become strongly associated with Stuart Hall, who succeeded Hoggart as Director. Cultural studies in this sense, then, can be viewed as a limited concentration scoped on the intricacies of consumerism, which belongs to a wider culture sometimes referred to as \"Western Civilization\" or as \"Globalism.\"", "targets": "What was the name of the company founded by Hoggart in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-985bc4d323194879801b2d373b2ddae3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, \"Cultural Studies\" focuses largely on the study of popular culture, that is, on the social meanings of mass-produced consumer and leisure goods. Richard Hoggart coined the term in 1964 when he founded the Birmingham Centre for Contemporary Cultural Studies or CCCS. It has since become strongly associated with Stuart Hall, who succeeded Hoggart as Director. Cultural studies in this sense, then, can be viewed as a limited concentration scoped on the intricacies of consumerism, which belongs to a wider culture sometimes referred to as \"Western Civilization\" or as \"Globalism.\"", "targets": "The CCCS has since been associated with who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "What year was Queen Victorias first pregnancy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "Who attempted to assasinate Victoria while she was riding in a carriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "How old was Edward Oxford?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "Who was riding in the carriage with Victoria when Oxford attempted to assasinate her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "How many times did Oxford fire the gun at Victoria and miss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "Who tried to assassinate Queen Victoria while she was pregnant with her first child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "Queen Victoria and Prince Albert had how many more children after Victoria's birth? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "When was Queen Victoria's first daughter born? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "What year was Albert Edward, Queen Victoria's first born son born? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "What major life event was Victoria facing when she also had to contend with her first assassination attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "When was Victoria's first assassination attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "What did the first assassination attempt do for Victoria's reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "What was Edward Oxford charged with after his assassination attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f64fc399740249dcabef69693cda7fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During Victoria's first pregnancy in 1840, in the first few months of the marriage, 18-year-old Edward Oxford attempted to assassinate her while she was riding in a carriage with Prince Albert on her way to visit her mother. Oxford fired twice, but either both bullets missed or, as he later claimed, the guns had no shot. He was tried for high treason and found guilty, but was acquitted on the grounds of insanity. In the immediate aftermath of the attack, Victoria's popularity soared, mitigating residual discontent over the Hastings affair and the bedchamber crisis. Her daughter, also named Victoria, was born on 21 November 1840. The Queen hated being pregnant, viewed breast-feeding with disgust, and thought newborn babies were ugly. Nevertheless, over the following seventeen years, she and Albert had a further eight children: Albert Edward, Prince of Wales (b. 1841), Alice (b. 1843), Alfred (b. 1844), Helena (b. 1846), Louise (b. 1848), Arthur (b. 1850), Leopold (b. 1853) and Beatrice (b. 1857).", "targets": "What happened to Edward Oxford to after he was found guilty of high treason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce2b6f4af6b427cbc9c18c2baef1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Second and Third Avenues, 21st Street is alternatively known as Police Officer Anthony Sanchez Way. Along the northern perimeter of Gramercy Park, between Gramercy Park East and Gramercy Park West, 21st Street is known as Gramercy Park North.", "targets": "Which Street is also known as Police Officer Anthony Sanchez Way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce2b6f4af6b427cbc9c18c2baef1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Second and Third Avenues, 21st Street is alternatively known as Police Officer Anthony Sanchez Way. Along the northern perimeter of Gramercy Park, between Gramercy Park East and Gramercy Park West, 21st Street is known as Gramercy Park North.", "targets": "What is 21st Street known as along the northern perimeter of Gramercy Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce2b6f4af6b427cbc9c18c2baef1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Second and Third Avenues, 21st Street is alternatively known as Police Officer Anthony Sanchez Way. Along the northern perimeter of Gramercy Park, between Gramercy Park East and Gramercy Park West, 21st Street is known as Gramercy Park North.", "targets": "Between what avenues is 21st Street known by Police Officer Anthony Sanchez Way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ce2b6f4af6b427cbc9c18c2baef1d0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between Second and Third Avenues, 21st Street is alternatively known as Police Officer Anthony Sanchez Way. Along the northern perimeter of Gramercy Park, between Gramercy Park East and Gramercy Park West, 21st Street is known as Gramercy Park North.", "targets": "Which police officer does a section of 21st Street refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c1f941d1fd04c1f9a1cc60ce913fefd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alpine orogeny occurred in ongoing cycles through to the Paleogene causing differences in nappe structures, with a late-stage orogeny causing the development of the Jura Mountains. A series of tectonic events in the Triassic, Jurassic and Cretaceous periods caused different paleogeographic regions. The Alps are subdivided by different lithology (rock composition) and nappe structure according to the orogenic events that affected them. The geological subdivision differentiates the Western, Eastern Alps and Southern Alps: the Helveticum in the north, the Penninicum and Austroalpine system in the center and, south of the Periadriatic Seam, the Southern Alpine system.", "targets": "What caused the development of the Jura Mountains? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c1f941d1fd04c1f9a1cc60ce913fefd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alpine orogeny occurred in ongoing cycles through to the Paleogene causing differences in nappe structures, with a late-stage orogeny causing the development of the Jura Mountains. A series of tectonic events in the Triassic, Jurassic and Cretaceous periods caused different paleogeographic regions. The Alps are subdivided by different lithology (rock composition) and nappe structure according to the orogenic events that affected them. The geological subdivision differentiates the Western, Eastern Alps and Southern Alps: the Helveticum in the north, the Penninicum and Austroalpine system in the center and, south of the Periadriatic Seam, the Southern Alpine system.", "targets": "What cause different paleogeographic regions in the Triassic, Jurassic and Cretaceous periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c1f941d1fd04c1f9a1cc60ce913fefd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alpine orogeny occurred in ongoing cycles through to the Paleogene causing differences in nappe structures, with a late-stage orogeny causing the development of the Jura Mountains. A series of tectonic events in the Triassic, Jurassic and Cretaceous periods caused different paleogeographic regions. The Alps are subdivided by different lithology (rock composition) and nappe structure according to the orogenic events that affected them. The geological subdivision differentiates the Western, Eastern Alps and Southern Alps: the Helveticum in the north, the Penninicum and Austroalpine system in the center and, south of the Periadriatic Seam, the Southern Alpine system.", "targets": "What is another word for rock composition? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c1f941d1fd04c1f9a1cc60ce913fefd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alpine orogeny occurred in ongoing cycles through to the Paleogene causing differences in nappe structures, with a late-stage orogeny causing the development of the Jura Mountains. A series of tectonic events in the Triassic, Jurassic and Cretaceous periods caused different paleogeographic regions. The Alps are subdivided by different lithology (rock composition) and nappe structure according to the orogenic events that affected them. The geological subdivision differentiates the Western, Eastern Alps and Southern Alps: the Helveticum in the north, the Penninicum and Austroalpine system in the center and, south of the Periadriatic Seam, the Southern Alpine system.", "targets": "What geological subdivision is located in the north?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3c30af272b47f19c78034eaf717990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's consent to a treaty is invalid if it had been given by an agent or body without power to do so under that state's domestic law. States are reluctant to inquire into the internal affairs and processes of other states, and so a \"manifest violation\" is required such that it would be \"objectively evident to any State dealing with the matter\". A strong presumption exists internationally that a head of state has acted within his proper authority. It seems that no treaty has ever actually been invalidated on this provision.[citation needed]", "targets": "A party's consent to a treaty is invalid if it had been given by an agent or body without power to do so under what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3c30af272b47f19c78034eaf717990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's consent to a treaty is invalid if it had been given by an agent or body without power to do so under that state's domestic law. States are reluctant to inquire into the internal affairs and processes of other states, and so a \"manifest violation\" is required such that it would be \"objectively evident to any State dealing with the matter\". A strong presumption exists internationally that a head of state has acted within his proper authority. It seems that no treaty has ever actually been invalidated on this provision.[citation needed]", "targets": "For what does a strong presumption exist internationally that a head of state has acted within in entering into a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3c30af272b47f19c78034eaf717990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's consent to a treaty is invalid if it had been given by an agent or body without power to do so under that state's domestic law. States are reluctant to inquire into the internal affairs and processes of other states, and so a \"manifest violation\" is required such that it would be \"objectively evident to any State dealing with the matter\". A strong presumption exists internationally that a head of state has acted within his proper authority. It seems that no treaty has ever actually been invalidated on this provision.[citation needed]", "targets": "What is required to invalidate a party's consent due to a reluctance to inquire into the internal affairs and processes of other states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3c30af272b47f19c78034eaf717990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's consent to a treaty is invalid if it had been given by an agent or body without power to do so under that state's domestic law. States are reluctant to inquire into the internal affairs and processes of other states, and so a \"manifest violation\" is required such that it would be \"objectively evident to any State dealing with the matter\". A strong presumption exists internationally that a head of state has acted within his proper authority. It seems that no treaty has ever actually been invalidated on this provision.[citation needed]", "targets": "A manifest violation is required to invalidate a party's consent to a treaty due to a reluctance internationally to inquire into what aspects of other states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3c30af272b47f19c78034eaf717990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A party's consent to a treaty is invalid if it had been given by an agent or body without power to do so under that state's domestic law. States are reluctant to inquire into the internal affairs and processes of other states, and so a \"manifest violation\" is required such that it would be \"objectively evident to any State dealing with the matter\". A strong presumption exists internationally that a head of state has acted within his proper authority. It seems that no treaty has ever actually been invalidated on this provision.[citation needed]", "targets": "What might a party's consent to a treaty be considered if it has been given by an agent without the power under the state's domestic law to do so?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce951dc1a9a94d4fa09c858c7283ac69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann made fundamental contributions in exploration of problems in numerical hydrodynamics. For example, with Robert D. Richtmyer he developed an algorithm defining artificial viscosity that improved the understanding of shock waves. A problem was that when computers solved hydrodynamic or aerodynamic problems, they tried to put too many computational grid points at regions of sharp discontinuity (shock waves). The mathematics of artificial viscosity smoothed the shock transition without sacrificing basic physics. Other well known contributions to fluid dynamics included the classic flow solution to blast waves, and the co-discovery of the ZND detonation model of explosives.", "targets": "The algorithm defining artificial viscosity is a fundamental contribution to what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce951dc1a9a94d4fa09c858c7283ac69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann made fundamental contributions in exploration of problems in numerical hydrodynamics. For example, with Robert D. Richtmyer he developed an algorithm defining artificial viscosity that improved the understanding of shock waves. A problem was that when computers solved hydrodynamic or aerodynamic problems, they tried to put too many computational grid points at regions of sharp discontinuity (shock waves). The mathematics of artificial viscosity smoothed the shock transition without sacrificing basic physics. Other well known contributions to fluid dynamics included the classic flow solution to blast waves, and the co-discovery of the ZND detonation model of explosives.", "targets": "What did the math of artificial viscosity do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce951dc1a9a94d4fa09c858c7283ac69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann made fundamental contributions in exploration of problems in numerical hydrodynamics. For example, with Robert D. Richtmyer he developed an algorithm defining artificial viscosity that improved the understanding of shock waves. A problem was that when computers solved hydrodynamic or aerodynamic problems, they tried to put too many computational grid points at regions of sharp discontinuity (shock waves). The mathematics of artificial viscosity smoothed the shock transition without sacrificing basic physics. Other well known contributions to fluid dynamics included the classic flow solution to blast waves, and the co-discovery of the ZND detonation model of explosives.", "targets": "What was the problem of computers solving fluid dynamics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "Who bought The sanitarium in 1928?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "What year where three officer building bought and used for a sanitarium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "Jack Kerouac authored what iconic book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "Alan Harrington is considered part of what generation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "Which month does the neighborhood celebrates its history in the City Landmark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "When was Fort Lowell shut down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "What were some buildings of Fort Lowell bought to be used for in 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "Who bought the Fort Lowell sanitarium in 1928?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "Who renovated Fort Lowell's adobe buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610424af3c644504823f27efebc4ad52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Near the intersection of Craycroft and Ft. Lowell Roads are the remnants of the Historic Fort Lowell. This area has become one of Tucson's iconic neighborhoods. In 1891, the Fort was abandoned and much of the interior was stripped of their useful components and it quickly fell into ruin. In 1900, three of the officer buildings were purchased for use as a sanitarium. The sanitarium was then sold to Harvey Adkins in 1928. The Bolsius family Pete, Nan and Charles Bolsius purchased and renovated surviving adobe buildings of the Fort \u2013 transforming them into spectacular artistic southwestern architectural examples. Their woodwork, plaster treatment and sense of proportion drew on their Dutch heritage and New Mexican experience. Other artists and academics throughout the middle of the 20th century, including: Win Ellis, Jack Maul, Madame Cheruy, Giorgio Belloli, Charels Bode, Veronica Hughart, Edward and Rosamond Spicer, Hazel Larson Archer and Ruth Brown, renovated adobes, built homes and lived in the area. The artist colony attracted writers and poets including beat generation Alan Harrington and Jack Kerouac whose visit is documented in his iconic book On the Road. This rural pocket in the middle of the city is listed on the National Register of Historic Places. Each year in February the neighborhood celebrates its history in the City Landmark it owns and restored the San Pedro Chapel.", "targets": "In what book did Jack Kerouac write about visiting Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2d76bacf40b08554d74652abd8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chloroplast membranes sometimes protrude out into the cytoplasm, forming a stromule, or stroma-containing tubule. Stromules are very rare in chloroplasts, and are much more common in other plastids like chromoplasts and amyloplasts in petals and roots, respectively. They may exist to increase the chloroplast's surface area for cross-membrane transport, because they are often branched and tangled with the endoplasmic reticulum. When they were first observed in 1962, some plant biologists dismissed the structures as artifactual, claiming that stromules were just oddly shaped chloroplasts with constricted regions or dividing chloroplasts. However, there is a growing body of evidence that stromules are functional, integral features of plant cell plastids, not merely artifacts.", "targets": "What are more common in other plastids than chloroplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2d76bacf40b08554d74652abd8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chloroplast membranes sometimes protrude out into the cytoplasm, forming a stromule, or stroma-containing tubule. Stromules are very rare in chloroplasts, and are much more common in other plastids like chromoplasts and amyloplasts in petals and roots, respectively. They may exist to increase the chloroplast's surface area for cross-membrane transport, because they are often branched and tangled with the endoplasmic reticulum. When they were first observed in 1962, some plant biologists dismissed the structures as artifactual, claiming that stromules were just oddly shaped chloroplasts with constricted regions or dividing chloroplasts. However, there is a growing body of evidence that stromules are functional, integral features of plant cell plastids, not merely artifacts.", "targets": "What is a stromule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2d76bacf40b08554d74652abd8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chloroplast membranes sometimes protrude out into the cytoplasm, forming a stromule, or stroma-containing tubule. Stromules are very rare in chloroplasts, and are much more common in other plastids like chromoplasts and amyloplasts in petals and roots, respectively. They may exist to increase the chloroplast's surface area for cross-membrane transport, because they are often branched and tangled with the endoplasmic reticulum. When they were first observed in 1962, some plant biologists dismissed the structures as artifactual, claiming that stromules were just oddly shaped chloroplasts with constricted regions or dividing chloroplasts. However, there is a growing body of evidence that stromules are functional, integral features of plant cell plastids, not merely artifacts.", "targets": "Why do stromules exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e42e2d76bacf40b08554d74652abd8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The chloroplast membranes sometimes protrude out into the cytoplasm, forming a stromule, or stroma-containing tubule. Stromules are very rare in chloroplasts, and are much more common in other plastids like chromoplasts and amyloplasts in petals and roots, respectively. They may exist to increase the chloroplast's surface area for cross-membrane transport, because they are often branched and tangled with the endoplasmic reticulum. When they were first observed in 1962, some plant biologists dismissed the structures as artifactual, claiming that stromules were just oddly shaped chloroplasts with constricted regions or dividing chloroplasts. However, there is a growing body of evidence that stromules are functional, integral features of plant cell plastids, not merely artifacts.", "targets": "When were stromules discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d791a2d6db614450899d2c2d3b2de079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, Belgian federalism is federated with three components. An affirmative resolution concerning Brussels' place in the federal system passed in the parliaments of Wallonia and Brussels. These resolutions passed against the desires of Dutch-speaking parties, who are generally in favour of a federal system with two components (i.e. the Dutch and French Communities of Belgium). However, the Flemish representatives in the Parliament of the Brussels Capital-Region voted in favour of the Brussels resolution, with the exception of one party. The chairman of the Walloon Parliament stated on July 17, 2008 that, \"Brussels would take an attitude\". Brussels' parliament passed the resolution on July 18, 2008:", "targets": "How many components does the Belgian federalism have? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d791a2d6db614450899d2c2d3b2de079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, Belgian federalism is federated with three components. An affirmative resolution concerning Brussels' place in the federal system passed in the parliaments of Wallonia and Brussels. These resolutions passed against the desires of Dutch-speaking parties, who are generally in favour of a federal system with two components (i.e. the Dutch and French Communities of Belgium). However, the Flemish representatives in the Parliament of the Brussels Capital-Region voted in favour of the Brussels resolution, with the exception of one party. The chairman of the Walloon Parliament stated on July 17, 2008 that, \"Brussels would take an attitude\". Brussels' parliament passed the resolution on July 18, 2008:", "targets": "What passed on July 18, 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d791a2d6db614450899d2c2d3b2de079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, Belgian federalism is federated with three components. An affirmative resolution concerning Brussels' place in the federal system passed in the parliaments of Wallonia and Brussels. These resolutions passed against the desires of Dutch-speaking parties, who are generally in favour of a federal system with two components (i.e. the Dutch and French Communities of Belgium). However, the Flemish representatives in the Parliament of the Brussels Capital-Region voted in favour of the Brussels resolution, with the exception of one party. The chairman of the Walloon Parliament stated on July 17, 2008 that, \"Brussels would take an attitude\". Brussels' parliament passed the resolution on July 18, 2008:", "targets": "What are the Flemish representatives in favor for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d791a2d6db614450899d2c2d3b2de079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, Belgian federalism is federated with three components. An affirmative resolution concerning Brussels' place in the federal system passed in the parliaments of Wallonia and Brussels. These resolutions passed against the desires of Dutch-speaking parties, who are generally in favour of a federal system with two components (i.e. the Dutch and French Communities of Belgium). However, the Flemish representatives in the Parliament of the Brussels Capital-Region voted in favour of the Brussels resolution, with the exception of one party. The chairman of the Walloon Parliament stated on July 17, 2008 that, \"Brussels would take an attitude\". Brussels' parliament passed the resolution on July 18, 2008:", "targets": "What is Belgian Federalism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "What is credited with the origins of the German identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "How was early German culture developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "What man is credited with the emergence of the German nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "When did the popularity of the German nation increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "What is credited with creating the Origins of a German identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "Who developed the concept of a German Nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "When did the popularity of a German identity arise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03e5b8c4ca7347ca88317add778a7938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The event of the Protestant Reformation and the politics that ensued has been cited as the origins of German identity that arose in response to the spread of a common German language and literature. Early German national culture was developed through literary and religious figures including Martin Luther, Johann Wolfgang von Goethe and Friedrich Schiller. The concept of a German nation was developed by German philosopher Johann Gottfried Herder. The popularity of German identity arose in the aftermath of the French Revolution.", "targets": "Who was Johann Herder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d914f63dcd443f5a89f03c6d23bdfc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early and mid-20th century, the city was in decline as factories became old and obsolete, and businesses moved out of the region for cheaper labor elsewhere. Boston responded by initiating various urban renewal projects under the direction of the Boston Redevelopment Authority (BRA), which was established in 1957. In 1958, BRA initiated a project to improve the historic West End neighborhood. Extensive demolition was met with vociferous public opposition.", "targets": "During what century did businesses move out of Boston to find cheaper labor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d914f63dcd443f5a89f03c6d23bdfc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early and mid-20th century, the city was in decline as factories became old and obsolete, and businesses moved out of the region for cheaper labor elsewhere. Boston responded by initiating various urban renewal projects under the direction of the Boston Redevelopment Authority (BRA), which was established in 1957. In 1958, BRA initiated a project to improve the historic West End neighborhood. Extensive demolition was met with vociferous public opposition.", "targets": "Projects to renew the city were put into place by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d914f63dcd443f5a89f03c6d23bdfc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the early and mid-20th century, the city was in decline as factories became old and obsolete, and businesses moved out of the region for cheaper labor elsewhere. Boston responded by initiating various urban renewal projects under the direction of the Boston Redevelopment Authority (BRA), which was established in 1957. In 1958, BRA initiated a project to improve the historic West End neighborhood. Extensive demolition was met with vociferous public opposition.", "targets": "How did the people of Boston react to the demolition of the West End?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c242a1ec8e64289bf2d1e601c40b3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regression testing focuses on finding defects after a major code change has occurred. Specifically, it seeks to uncover software regressions, as degraded or lost features, including old bugs that have come back. Such regressions occur whenever software functionality that was previously working correctly, stops working as intended. Typically, regressions occur as an unintended consequence of program changes, when the newly developed part of the software collides with the previously existing code. Common methods of regression testing include re-running previous sets of test-cases and checking whether previously fixed faults have re-emerged. The depth of testing depends on the phase in the release process and the risk of the added features. They can either be complete, for changes added late in the release or deemed to be risky, or be very shallow, consisting of positive tests on each feature, if the changes are early in the release or deemed to be of low risk. Regression testing is typically the largest test effort in commercial software development, due to checking numerous details in prior software features, and even new software can be developed while using some old test-cases to test parts of the new design to ensure prior functionality is still supported.", "targets": "Finding defects once a change in code had already happened is called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c242a1ec8e64289bf2d1e601c40b3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regression testing focuses on finding defects after a major code change has occurred. Specifically, it seeks to uncover software regressions, as degraded or lost features, including old bugs that have come back. Such regressions occur whenever software functionality that was previously working correctly, stops working as intended. Typically, regressions occur as an unintended consequence of program changes, when the newly developed part of the software collides with the previously existing code. Common methods of regression testing include re-running previous sets of test-cases and checking whether previously fixed faults have re-emerged. The depth of testing depends on the phase in the release process and the risk of the added features. They can either be complete, for changes added late in the release or deemed to be risky, or be very shallow, consisting of positive tests on each feature, if the changes are early in the release or deemed to be of low risk. Regression testing is typically the largest test effort in commercial software development, due to checking numerous details in prior software features, and even new software can be developed while using some old test-cases to test parts of the new design to ensure prior functionality is still supported.", "targets": "What happens to software after a major change in code that leads to regression??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c242a1ec8e64289bf2d1e601c40b3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regression testing focuses on finding defects after a major code change has occurred. Specifically, it seeks to uncover software regressions, as degraded or lost features, including old bugs that have come back. Such regressions occur whenever software functionality that was previously working correctly, stops working as intended. Typically, regressions occur as an unintended consequence of program changes, when the newly developed part of the software collides with the previously existing code. Common methods of regression testing include re-running previous sets of test-cases and checking whether previously fixed faults have re-emerged. The depth of testing depends on the phase in the release process and the risk of the added features. They can either be complete, for changes added late in the release or deemed to be risky, or be very shallow, consisting of positive tests on each feature, if the changes are early in the release or deemed to be of low risk. Regression testing is typically the largest test effort in commercial software development, due to checking numerous details in prior software features, and even new software can be developed while using some old test-cases to test parts of the new design to ensure prior functionality is still supported.", "targets": "What is a common method used during regression testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c242a1ec8e64289bf2d1e601c40b3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regression testing focuses on finding defects after a major code change has occurred. Specifically, it seeks to uncover software regressions, as degraded or lost features, including old bugs that have come back. Such regressions occur whenever software functionality that was previously working correctly, stops working as intended. Typically, regressions occur as an unintended consequence of program changes, when the newly developed part of the software collides with the previously existing code. Common methods of regression testing include re-running previous sets of test-cases and checking whether previously fixed faults have re-emerged. The depth of testing depends on the phase in the release process and the risk of the added features. They can either be complete, for changes added late in the release or deemed to be risky, or be very shallow, consisting of positive tests on each feature, if the changes are early in the release or deemed to be of low risk. Regression testing is typically the largest test effort in commercial software development, due to checking numerous details in prior software features, and even new software can be developed while using some old test-cases to test parts of the new design to ensure prior functionality is still supported.", "targets": "What determines how deep a tester will go during regression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c242a1ec8e64289bf2d1e601c40b3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Regression testing focuses on finding defects after a major code change has occurred. Specifically, it seeks to uncover software regressions, as degraded or lost features, including old bugs that have come back. Such regressions occur whenever software functionality that was previously working correctly, stops working as intended. Typically, regressions occur as an unintended consequence of program changes, when the newly developed part of the software collides with the previously existing code. Common methods of regression testing include re-running previous sets of test-cases and checking whether previously fixed faults have re-emerged. The depth of testing depends on the phase in the release process and the risk of the added features. They can either be complete, for changes added late in the release or deemed to be risky, or be very shallow, consisting of positive tests on each feature, if the changes are early in the release or deemed to be of low risk. Regression testing is typically the largest test effort in commercial software development, due to checking numerous details in prior software features, and even new software can be developed while using some old test-cases to test parts of the new design to ensure prior functionality is still supported.", "targets": "If changes need to occur during the softwares early release with regression testing how much of an impact does this have on the team as related to other testing? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80edee32f5840c79bf31f9f55d7d7cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 April 1963, the country changed its official name to the Socialist Federal Republic of Yugoslavia. Reforms encouraged private enterprise and greatly relaxed restrictions on freedom of speech and religious expression. Tito subsequently went on a tour of the Americas. In Chile, two government ministers resigned over his visit to that country. In the autumn of 1960 Tito met President Dwight D. Eisenhower at the United Nations General Assembly meeting. Tito and Eisenhower discussed a range of issues from arms control to economic development. When Eisenhower remarked that Yugoslavia's neutralism was \"neutral on his side\", Tito replied that neutralism did not imply passivity but meant \"not taking sides\".", "targets": "When did Yugoslavia change its name to the Socialist Federal Republic of Yugoslavia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80edee32f5840c79bf31f9f55d7d7cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 April 1963, the country changed its official name to the Socialist Federal Republic of Yugoslavia. Reforms encouraged private enterprise and greatly relaxed restrictions on freedom of speech and religious expression. Tito subsequently went on a tour of the Americas. In Chile, two government ministers resigned over his visit to that country. In the autumn of 1960 Tito met President Dwight D. Eisenhower at the United Nations General Assembly meeting. Tito and Eisenhower discussed a range of issues from arms control to economic development. When Eisenhower remarked that Yugoslavia's neutralism was \"neutral on his side\", Tito replied that neutralism did not imply passivity but meant \"not taking sides\".", "targets": "Two government ministers resigned over Tito's visit to what region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80edee32f5840c79bf31f9f55d7d7cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 April 1963, the country changed its official name to the Socialist Federal Republic of Yugoslavia. Reforms encouraged private enterprise and greatly relaxed restrictions on freedom of speech and religious expression. Tito subsequently went on a tour of the Americas. In Chile, two government ministers resigned over his visit to that country. In the autumn of 1960 Tito met President Dwight D. Eisenhower at the United Nations General Assembly meeting. Tito and Eisenhower discussed a range of issues from arms control to economic development. When Eisenhower remarked that Yugoslavia's neutralism was \"neutral on his side\", Tito replied that neutralism did not imply passivity but meant \"not taking sides\".", "targets": "Eisenhower met Tito where in 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80edee32f5840c79bf31f9f55d7d7cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 April 1963, the country changed its official name to the Socialist Federal Republic of Yugoslavia. Reforms encouraged private enterprise and greatly relaxed restrictions on freedom of speech and religious expression. Tito subsequently went on a tour of the Americas. In Chile, two government ministers resigned over his visit to that country. In the autumn of 1960 Tito met President Dwight D. Eisenhower at the United Nations General Assembly meeting. Tito and Eisenhower discussed a range of issues from arms control to economic development. When Eisenhower remarked that Yugoslavia's neutralism was \"neutral on his side\", Tito replied that neutralism did not imply passivity but meant \"not taking sides\".", "targets": "Who said that neutralism did not imply passivity but mean \"not taking sides\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80edee32f5840c79bf31f9f55d7d7cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 April 1963, the country changed its official name to the Socialist Federal Republic of Yugoslavia. Reforms encouraged private enterprise and greatly relaxed restrictions on freedom of speech and religious expression. Tito subsequently went on a tour of the Americas. In Chile, two government ministers resigned over his visit to that country. In the autumn of 1960 Tito met President Dwight D. Eisenhower at the United Nations General Assembly meeting. Tito and Eisenhower discussed a range of issues from arms control to economic development. When Eisenhower remarked that Yugoslavia's neutralism was \"neutral on his side\", Tito replied that neutralism did not imply passivity but meant \"not taking sides\".", "targets": "When did Tito meet Eisenhower at the U.N.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307a4ddce888459c9ec7292841f5f334", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the University of Arizona, where records have been kept since 1894, the record maximum temperature was 115 \u00b0F (46 \u00b0C) on June 19, 1960, and July 28, 1995, and the record minimum temperature was 6 \u00b0F (\u221214 \u00b0C) on January 7, 1913. There are an average of 150.1 days annually with highs of 90 \u00b0F (32 \u00b0C) or higher and an average of 26.4 days with lows reaching or below the freezing mark. Average annual precipitation is 11.15 in (283 mm). There is an average of 49 days with measurable precipitation. The wettest year was 1905 with 24.17 in (614 mm) and the driest year was 1924 with 5.07 in (129 mm). The most precipitation in one month was 7.56 in (192 mm) in July 1984. The most precipitation in 24 hours was 4.16 in (106 mm) on October 1, 1983. Annual snowfall averages 0.7 in (1.8 cm). The most snow in one year was 7.2 in (18 cm) in 1987. The most snow in one month was 6.0 in (15 cm) in January 1898 and March 1922.", "targets": "On what two occasions was Tucson's record high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307a4ddce888459c9ec7292841f5f334", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the University of Arizona, where records have been kept since 1894, the record maximum temperature was 115 \u00b0F (46 \u00b0C) on June 19, 1960, and July 28, 1995, and the record minimum temperature was 6 \u00b0F (\u221214 \u00b0C) on January 7, 1913. There are an average of 150.1 days annually with highs of 90 \u00b0F (32 \u00b0C) or higher and an average of 26.4 days with lows reaching or below the freezing mark. Average annual precipitation is 11.15 in (283 mm). There is an average of 49 days with measurable precipitation. The wettest year was 1905 with 24.17 in (614 mm) and the driest year was 1924 with 5.07 in (129 mm). The most precipitation in one month was 7.56 in (192 mm) in July 1984. The most precipitation in 24 hours was 4.16 in (106 mm) on October 1, 1983. Annual snowfall averages 0.7 in (1.8 cm). The most snow in one year was 7.2 in (18 cm) in 1987. The most snow in one month was 6.0 in (15 cm) in January 1898 and March 1922.", "targets": "What was Tucson's record high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307a4ddce888459c9ec7292841f5f334", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the University of Arizona, where records have been kept since 1894, the record maximum temperature was 115 \u00b0F (46 \u00b0C) on June 19, 1960, and July 28, 1995, and the record minimum temperature was 6 \u00b0F (\u221214 \u00b0C) on January 7, 1913. There are an average of 150.1 days annually with highs of 90 \u00b0F (32 \u00b0C) or higher and an average of 26.4 days with lows reaching or below the freezing mark. Average annual precipitation is 11.15 in (283 mm). There is an average of 49 days with measurable precipitation. The wettest year was 1905 with 24.17 in (614 mm) and the driest year was 1924 with 5.07 in (129 mm). The most precipitation in one month was 7.56 in (192 mm) in July 1984. The most precipitation in 24 hours was 4.16 in (106 mm) on October 1, 1983. Annual snowfall averages 0.7 in (1.8 cm). The most snow in one year was 7.2 in (18 cm) in 1987. The most snow in one month was 6.0 in (15 cm) in January 1898 and March 1922.", "targets": "What was Tucson's record low?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307a4ddce888459c9ec7292841f5f334", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the University of Arizona, where records have been kept since 1894, the record maximum temperature was 115 \u00b0F (46 \u00b0C) on June 19, 1960, and July 28, 1995, and the record minimum temperature was 6 \u00b0F (\u221214 \u00b0C) on January 7, 1913. There are an average of 150.1 days annually with highs of 90 \u00b0F (32 \u00b0C) or higher and an average of 26.4 days with lows reaching or below the freezing mark. Average annual precipitation is 11.15 in (283 mm). There is an average of 49 days with measurable precipitation. The wettest year was 1905 with 24.17 in (614 mm) and the driest year was 1924 with 5.07 in (129 mm). The most precipitation in one month was 7.56 in (192 mm) in July 1984. The most precipitation in 24 hours was 4.16 in (106 mm) on October 1, 1983. Annual snowfall averages 0.7 in (1.8 cm). The most snow in one year was 7.2 in (18 cm) in 1987. The most snow in one month was 6.0 in (15 cm) in January 1898 and March 1922.", "targets": "When was Tucson's record low?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307a4ddce888459c9ec7292841f5f334", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the University of Arizona, where records have been kept since 1894, the record maximum temperature was 115 \u00b0F (46 \u00b0C) on June 19, 1960, and July 28, 1995, and the record minimum temperature was 6 \u00b0F (\u221214 \u00b0C) on January 7, 1913. There are an average of 150.1 days annually with highs of 90 \u00b0F (32 \u00b0C) or higher and an average of 26.4 days with lows reaching or below the freezing mark. Average annual precipitation is 11.15 in (283 mm). There is an average of 49 days with measurable precipitation. The wettest year was 1905 with 24.17 in (614 mm) and the driest year was 1924 with 5.07 in (129 mm). The most precipitation in one month was 7.56 in (192 mm) in July 1984. The most precipitation in 24 hours was 4.16 in (106 mm) on October 1, 1983. Annual snowfall averages 0.7 in (1.8 cm). The most snow in one year was 7.2 in (18 cm) in 1987. The most snow in one month was 6.0 in (15 cm) in January 1898 and March 1922.", "targets": "What was Tucson's wettest year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29bc12caaed14894abda3868c5ad3f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step toward Indian self-rule was the appointment of councillors to advise the British viceroy in 1861 and the first Indian was appointed in 1909. Provincial Councils with Indian members were also set up. The councillors' participation was subsequently widened into legislative councils. The British built a large British Indian Army, with the senior officers all British and many of the troops from small minority groups such as Gurkhas from Nepal and Sikhs. The civil service was increasingly filled with natives at the lower levels, with the British holding the more senior positions.", "targets": "What appointments were  the first step in Indian self-rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29bc12caaed14894abda3868c5ad3f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step toward Indian self-rule was the appointment of councillors to advise the British viceroy in 1861 and the first Indian was appointed in 1909. Provincial Councils with Indian members were also set up. The councillors' participation was subsequently widened into legislative councils. The British built a large British Indian Army, with the senior officers all British and many of the troops from small minority groups such as Gurkhas from Nepal and Sikhs. The civil service was increasingly filled with natives at the lower levels, with the British holding the more senior positions.", "targets": "When was the first Indian appointed as a Councillor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29bc12caaed14894abda3868c5ad3f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step toward Indian self-rule was the appointment of councillors to advise the British viceroy in 1861 and the first Indian was appointed in 1909. Provincial Councils with Indian members were also set up. The councillors' participation was subsequently widened into legislative councils. The British built a large British Indian Army, with the senior officers all British and many of the troops from small minority groups such as Gurkhas from Nepal and Sikhs. The civil service was increasingly filled with natives at the lower levels, with the British holding the more senior positions.", "targets": "What more local councils were set up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29bc12caaed14894abda3868c5ad3f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step toward Indian self-rule was the appointment of councillors to advise the British viceroy in 1861 and the first Indian was appointed in 1909. Provincial Councils with Indian members were also set up. The councillors' participation was subsequently widened into legislative councils. The British built a large British Indian Army, with the senior officers all British and many of the troops from small minority groups such as Gurkhas from Nepal and Sikhs. The civil service was increasingly filled with natives at the lower levels, with the British holding the more senior positions.", "targets": "Of what nationality were the officers in the Indian Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29bc12caaed14894abda3868c5ad3f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first step toward Indian self-rule was the appointment of councillors to advise the British viceroy in 1861 and the first Indian was appointed in 1909. Provincial Councils with Indian members were also set up. The councillors' participation was subsequently widened into legislative councils. The British built a large British Indian Army, with the senior officers all British and many of the troops from small minority groups such as Gurkhas from Nepal and Sikhs. The civil service was increasingly filled with natives at the lower levels, with the British holding the more senior positions.", "targets": "What were the troops in the British Indian Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bca0eec18ac4ae4a3c459e6e8c1aff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx underwent rapid urban growth after World War I. Extensions of the New York City Subway contributed to the increase in population as thousands of immigrants came to the Bronx, resulting in a major boom in residential construction. Among these groups, many Irish Americans, Italian Americans and especially Jewish Americans settled here. In addition, French, German, Polish and other immigrants moved into the borough. The Jewish population also increased notably during this time. In 1937, according to Jewish organizations, 592,185 Jews lived in The Bronx (43.9% of the borough's population), while only 54,000 Jews lived in the borough in 2011. Many synagogues still stand in the Bronx, but most have been converted to other uses.", "targets": "How many Jews lived in the Bronx in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bca0eec18ac4ae4a3c459e6e8c1aff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx underwent rapid urban growth after World War I. Extensions of the New York City Subway contributed to the increase in population as thousands of immigrants came to the Bronx, resulting in a major boom in residential construction. Among these groups, many Irish Americans, Italian Americans and especially Jewish Americans settled here. In addition, French, German, Polish and other immigrants moved into the borough. The Jewish population also increased notably during this time. In 1937, according to Jewish organizations, 592,185 Jews lived in The Bronx (43.9% of the borough's population), while only 54,000 Jews lived in the borough in 2011. Many synagogues still stand in the Bronx, but most have been converted to other uses.", "targets": "How many Jews lived in the Bronx in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bca0eec18ac4ae4a3c459e6e8c1aff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx underwent rapid urban growth after World War I. Extensions of the New York City Subway contributed to the increase in population as thousands of immigrants came to the Bronx, resulting in a major boom in residential construction. Among these groups, many Irish Americans, Italian Americans and especially Jewish Americans settled here. In addition, French, German, Polish and other immigrants moved into the borough. The Jewish population also increased notably during this time. In 1937, according to Jewish organizations, 592,185 Jews lived in The Bronx (43.9% of the borough's population), while only 54,000 Jews lived in the borough in 2011. Many synagogues still stand in the Bronx, but most have been converted to other uses.", "targets": "What led to the Bronx's population growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bca0eec18ac4ae4a3c459e6e8c1aff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx underwent rapid urban growth after World War I. Extensions of the New York City Subway contributed to the increase in population as thousands of immigrants came to the Bronx, resulting in a major boom in residential construction. Among these groups, many Irish Americans, Italian Americans and especially Jewish Americans settled here. In addition, French, German, Polish and other immigrants moved into the borough. The Jewish population also increased notably during this time. In 1937, according to Jewish organizations, 592,185 Jews lived in The Bronx (43.9% of the borough's population), while only 54,000 Jews lived in the borough in 2011. Many synagogues still stand in the Bronx, but most have been converted to other uses.", "targets": "What immigrant groups were the most prevalent in the Bronx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bca0eec18ac4ae4a3c459e6e8c1aff4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx underwent rapid urban growth after World War I. Extensions of the New York City Subway contributed to the increase in population as thousands of immigrants came to the Bronx, resulting in a major boom in residential construction. Among these groups, many Irish Americans, Italian Americans and especially Jewish Americans settled here. In addition, French, German, Polish and other immigrants moved into the borough. The Jewish population also increased notably during this time. In 1937, according to Jewish organizations, 592,185 Jews lived in The Bronx (43.9% of the borough's population), while only 54,000 Jews lived in the borough in 2011. Many synagogues still stand in the Bronx, but most have been converted to other uses.", "targets": "How much of the Bronx was Jewish in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c09b0c15aa4cf8b804620953a5e4ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town's first significant defences were likely erected due to commercial interests, following the temporary seizure of St. John's by the Dutch admiral Michiel de Ruyter in June 1665. The inhabitants were able to fend off a second Dutch attack in 1673, when this time it was defended by Christopher Martin, an English merchant captain. Martin landed six cannons from his vessel, the Elias Andrews, and constructed an earthen breastwork and battery near chain Rock commanding the Narrows leading into the harbour. With only twenty-three men, the valiant Martin beat off an attack by three Dutch warships. The English government planned to expand these fortifications (Fort William) in around 1689, but actual construction didn't begin until after the French admiral Pierre Le Moyne d'Iberville captured and destroyed the town in the Avalon Peninsula Campaign (1696). When 1500 English reinforcements arrived in late 1697 they found nothing but rubble where the town and fortifications had stood.", "targets": "Who briefly seized St. John's in 1665?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c09b0c15aa4cf8b804620953a5e4ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town's first significant defences were likely erected due to commercial interests, following the temporary seizure of St. John's by the Dutch admiral Michiel de Ruyter in June 1665. The inhabitants were able to fend off a second Dutch attack in 1673, when this time it was defended by Christopher Martin, an English merchant captain. Martin landed six cannons from his vessel, the Elias Andrews, and constructed an earthen breastwork and battery near chain Rock commanding the Narrows leading into the harbour. With only twenty-three men, the valiant Martin beat off an attack by three Dutch warships. The English government planned to expand these fortifications (Fort William) in around 1689, but actual construction didn't begin until after the French admiral Pierre Le Moyne d'Iberville captured and destroyed the town in the Avalon Peninsula Campaign (1696). When 1500 English reinforcements arrived in late 1697 they found nothing but rubble where the town and fortifications had stood.", "targets": "In what year did the dutch attack St. John for a second time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c09b0c15aa4cf8b804620953a5e4ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town's first significant defences were likely erected due to commercial interests, following the temporary seizure of St. John's by the Dutch admiral Michiel de Ruyter in June 1665. The inhabitants were able to fend off a second Dutch attack in 1673, when this time it was defended by Christopher Martin, an English merchant captain. Martin landed six cannons from his vessel, the Elias Andrews, and constructed an earthen breastwork and battery near chain Rock commanding the Narrows leading into the harbour. With only twenty-three men, the valiant Martin beat off an attack by three Dutch warships. The English government planned to expand these fortifications (Fort William) in around 1689, but actual construction didn't begin until after the French admiral Pierre Le Moyne d'Iberville captured and destroyed the town in the Avalon Peninsula Campaign (1696). When 1500 English reinforcements arrived in late 1697 they found nothing but rubble where the town and fortifications had stood.", "targets": "How many men defended the attack from the Dutch in 1673?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c09b0c15aa4cf8b804620953a5e4ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town's first significant defences were likely erected due to commercial interests, following the temporary seizure of St. John's by the Dutch admiral Michiel de Ruyter in June 1665. The inhabitants were able to fend off a second Dutch attack in 1673, when this time it was defended by Christopher Martin, an English merchant captain. Martin landed six cannons from his vessel, the Elias Andrews, and constructed an earthen breastwork and battery near chain Rock commanding the Narrows leading into the harbour. With only twenty-three men, the valiant Martin beat off an attack by three Dutch warships. The English government planned to expand these fortifications (Fort William) in around 1689, but actual construction didn't begin until after the French admiral Pierre Le Moyne d'Iberville captured and destroyed the town in the Avalon Peninsula Campaign (1696). When 1500 English reinforcements arrived in late 1697 they found nothing but rubble where the town and fortifications had stood.", "targets": "Who destroyed Fort William in 1696?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c09b0c15aa4cf8b804620953a5e4ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town's first significant defences were likely erected due to commercial interests, following the temporary seizure of St. John's by the Dutch admiral Michiel de Ruyter in June 1665. The inhabitants were able to fend off a second Dutch attack in 1673, when this time it was defended by Christopher Martin, an English merchant captain. Martin landed six cannons from his vessel, the Elias Andrews, and constructed an earthen breastwork and battery near chain Rock commanding the Narrows leading into the harbour. With only twenty-three men, the valiant Martin beat off an attack by three Dutch warships. The English government planned to expand these fortifications (Fort William) in around 1689, but actual construction didn't begin until after the French admiral Pierre Le Moyne d'Iberville captured and destroyed the town in the Avalon Peninsula Campaign (1696). When 1500 English reinforcements arrived in late 1697 they found nothing but rubble where the town and fortifications had stood.", "targets": "How many Dutch warships were fended of by Christopher Martin in 1673?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4222c120a4245c1abcaa9dae5e45550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was 6 feet 2 inches (1.88 m) tall and weighed 142 pounds (64 kg), with almost no weight variance from 1888 to about 1926.:292 He was an elegant, stylish figure in New York City, meticulous in his grooming, clothing, and regimented in his daily activities.", "targets": "How much did Tesla weigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4222c120a4245c1abcaa9dae5e45550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was 6 feet 2 inches (1.88 m) tall and weighed 142 pounds (64 kg), with almost no weight variance from 1888 to about 1926.:292 He was an elegant, stylish figure in New York City, meticulous in his grooming, clothing, and regimented in his daily activities.", "targets": "How tall was Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4222c120a4245c1abcaa9dae5e45550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was 6 feet 2 inches (1.88 m) tall and weighed 142 pounds (64 kg), with almost no weight variance from 1888 to about 1926.:292 He was an elegant, stylish figure in New York City, meticulous in his grooming, clothing, and regimented in his daily activities.", "targets": "In what time frame did Tesla weigh almost exactly the same amount?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4222c120a4245c1abcaa9dae5e45550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was 6 feet 2 inches (1.88 m) tall and weighed 142 pounds (64 kg), with almost no weight variance from 1888 to about 1926.:292 He was an elegant, stylish figure in New York City, meticulous in his grooming, clothing, and regimented in his daily activities.", "targets": "Where did he live while he was looking good?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5304893bdf104e6aa0617e6e8d654eaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic MP3 decoding and encoding technology is patent-free in the European Union, all patents having expired there. In the United States, the technology will be substantially patent-free on 31 December 2017 (see below). The majority of MP3 patents expired in the US between 2007 and 2015.", "targets": "Where is the basic MP3 decoding and technology patent free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5304893bdf104e6aa0617e6e8d654eaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic MP3 decoding and encoding technology is patent-free in the European Union, all patents having expired there. In the United States, the technology will be substantially patent-free on 31 December 2017 (see below). The majority of MP3 patents expired in the US between 2007 and 2015.", "targets": "What happened to the patents that caused them to be patent-free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5304893bdf104e6aa0617e6e8d654eaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic MP3 decoding and encoding technology is patent-free in the European Union, all patents having expired there. In the United States, the technology will be substantially patent-free on 31 December 2017 (see below). The majority of MP3 patents expired in the US between 2007 and 2015.", "targets": "When will the technology be patent - free in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5304893bdf104e6aa0617e6e8d654eaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic MP3 decoding and encoding technology is patent-free in the European Union, all patents having expired there. In the United States, the technology will be substantially patent-free on 31 December 2017 (see below). The majority of MP3 patents expired in the US between 2007 and 2015.", "targets": "Between which years did most of the MP3 patents in the US expire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fc5c9c6821b477e9bd4f4546042f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's academic programs operate on a semester calendar beginning in early September and ending in mid-May. Undergraduates typically take four half-courses per term and must maintain a four-course rate average to be considered full-time. In many concentrations, students can elect to pursue a basic program or an honors-eligible program requiring a senior thesis and/or advanced course work. Students graduating in the top 4\u20135% of the class are awarded degrees summa cum laude, students in the next 15% of the class are awarded magna cum laude, and the next 30% of the class are awarded cum laude. Harvard has chapters of academic honor societies such as Phi Beta Kappa and various committees and departments also award several hundred named prizes annually. Harvard, along with other universities, has been accused of grade inflation, although there is evidence that the quality of the student body and its motivation have also increased. Harvard College reduced the number of students who receive Latin honors from 90% in 2004 to 60% in 2005. Moreover, the honors of \"John Harvard Scholar\" and \"Harvard College Scholar\" will now be given only to the top 5 percent and the next 5 percent of each class.", "targets": "What is the duration of Harvard Academic year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fc5c9c6821b477e9bd4f4546042f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's academic programs operate on a semester calendar beginning in early September and ending in mid-May. Undergraduates typically take four half-courses per term and must maintain a four-course rate average to be considered full-time. In many concentrations, students can elect to pursue a basic program or an honors-eligible program requiring a senior thesis and/or advanced course work. Students graduating in the top 4\u20135% of the class are awarded degrees summa cum laude, students in the next 15% of the class are awarded magna cum laude, and the next 30% of the class are awarded cum laude. Harvard has chapters of academic honor societies such as Phi Beta Kappa and various committees and departments also award several hundred named prizes annually. Harvard, along with other universities, has been accused of grade inflation, although there is evidence that the quality of the student body and its motivation have also increased. Harvard College reduced the number of students who receive Latin honors from 90% in 2004 to 60% in 2005. Moreover, the honors of \"John Harvard Scholar\" and \"Harvard College Scholar\" will now be given only to the top 5 percent and the next 5 percent of each class.", "targets": "How many courses must undergraduates maintain for full time status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fc5c9c6821b477e9bd4f4546042f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's academic programs operate on a semester calendar beginning in early September and ending in mid-May. Undergraduates typically take four half-courses per term and must maintain a four-course rate average to be considered full-time. In many concentrations, students can elect to pursue a basic program or an honors-eligible program requiring a senior thesis and/or advanced course work. Students graduating in the top 4\u20135% of the class are awarded degrees summa cum laude, students in the next 15% of the class are awarded magna cum laude, and the next 30% of the class are awarded cum laude. Harvard has chapters of academic honor societies such as Phi Beta Kappa and various committees and departments also award several hundred named prizes annually. Harvard, along with other universities, has been accused of grade inflation, although there is evidence that the quality of the student body and its motivation have also increased. Harvard College reduced the number of students who receive Latin honors from 90% in 2004 to 60% in 2005. Moreover, the honors of \"John Harvard Scholar\" and \"Harvard College Scholar\" will now be given only to the top 5 percent and the next 5 percent of each class.", "targets": "What are the top 4-5% graduating students honored with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fc5c9c6821b477e9bd4f4546042f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's academic programs operate on a semester calendar beginning in early September and ending in mid-May. Undergraduates typically take four half-courses per term and must maintain a four-course rate average to be considered full-time. In many concentrations, students can elect to pursue a basic program or an honors-eligible program requiring a senior thesis and/or advanced course work. Students graduating in the top 4\u20135% of the class are awarded degrees summa cum laude, students in the next 15% of the class are awarded magna cum laude, and the next 30% of the class are awarded cum laude. Harvard has chapters of academic honor societies such as Phi Beta Kappa and various committees and departments also award several hundred named prizes annually. Harvard, along with other universities, has been accused of grade inflation, although there is evidence that the quality of the student body and its motivation have also increased. Harvard College reduced the number of students who receive Latin honors from 90% in 2004 to 60% in 2005. Moreover, the honors of \"John Harvard Scholar\" and \"Harvard College Scholar\" will now be given only to the top 5 percent and the next 5 percent of each class.", "targets": "From 2004 to 2005 Harvard reduced the number of students earning Latin honors from 90% to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45d0c2f4f4f4b4898b1f40b30c8553d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Roman republican wars were wars of both expansion and defence, aimed at protecting Rome itself from neighbouring cities and nations and establishing its territory in the region. Initially, Rome's immediate neighbours were either Latin towns and villages, or else tribal Sabines from the Apennine hills beyond. One by one Rome defeated both the persistent Sabines and the local cities, both those under Etruscan control and those that had cast off their Etruscan rulers. Rome defeated Latin cities in the Battle of Lake Regillus in 496 BC, the Battle of Mons Algidus in 458 BC, the Battle of Corbione in 446 BC, the Battle of Aricia, and especially the Battle of the Cremera in 477 BC wherein it fought against the most important Etruscan city of Veii.", "targets": "In what battle did Rome claim victory over several Latin cities in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45d0c2f4f4f4b4898b1f40b30c8553d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Roman republican wars were wars of both expansion and defence, aimed at protecting Rome itself from neighbouring cities and nations and establishing its territory in the region. Initially, Rome's immediate neighbours were either Latin towns and villages, or else tribal Sabines from the Apennine hills beyond. One by one Rome defeated both the persistent Sabines and the local cities, both those under Etruscan control and those that had cast off their Etruscan rulers. Rome defeated Latin cities in the Battle of Lake Regillus in 496 BC, the Battle of Mons Algidus in 458 BC, the Battle of Corbione in 446 BC, the Battle of Aricia, and especially the Battle of the Cremera in 477 BC wherein it fought against the most important Etruscan city of Veii.", "targets": "What year did the Battle of Lake Regillus take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45d0c2f4f4f4b4898b1f40b30c8553d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Roman republican wars were wars of both expansion and defence, aimed at protecting Rome itself from neighbouring cities and nations and establishing its territory in the region. Initially, Rome's immediate neighbours were either Latin towns and villages, or else tribal Sabines from the Apennine hills beyond. One by one Rome defeated both the persistent Sabines and the local cities, both those under Etruscan control and those that had cast off their Etruscan rulers. Rome defeated Latin cities in the Battle of Lake Regillus in 496 BC, the Battle of Mons Algidus in 458 BC, the Battle of Corbione in 446 BC, the Battle of Aricia, and especially the Battle of the Cremera in 477 BC wherein it fought against the most important Etruscan city of Veii.", "targets": "In what year did Rome claim victory against the city of Veii?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45d0c2f4f4f4b4898b1f40b30c8553d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Roman republican wars were wars of both expansion and defence, aimed at protecting Rome itself from neighbouring cities and nations and establishing its territory in the region. Initially, Rome's immediate neighbours were either Latin towns and villages, or else tribal Sabines from the Apennine hills beyond. One by one Rome defeated both the persistent Sabines and the local cities, both those under Etruscan control and those that had cast off their Etruscan rulers. Rome defeated Latin cities in the Battle of Lake Regillus in 496 BC, the Battle of Mons Algidus in 458 BC, the Battle of Corbione in 446 BC, the Battle of Aricia, and especially the Battle of the Cremera in 477 BC wherein it fought against the most important Etruscan city of Veii.", "targets": "What Roman battle took place in the year 446 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45d0c2f4f4f4b4898b1f40b30c8553d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Roman republican wars were wars of both expansion and defence, aimed at protecting Rome itself from neighbouring cities and nations and establishing its territory in the region. Initially, Rome's immediate neighbours were either Latin towns and villages, or else tribal Sabines from the Apennine hills beyond. One by one Rome defeated both the persistent Sabines and the local cities, both those under Etruscan control and those that had cast off their Etruscan rulers. Rome defeated Latin cities in the Battle of Lake Regillus in 496 BC, the Battle of Mons Algidus in 458 BC, the Battle of Corbione in 446 BC, the Battle of Aricia, and especially the Battle of the Cremera in 477 BC wherein it fought against the most important Etruscan city of Veii.", "targets": "Who initially had control over the Sabines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10f7f7b5b622445b92935bd22f0e78c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supermarine Spitfire was designed and developed in Southampton, evolving from the Schneider trophy-winning seaplanes of the 1920s and 1930s. Its designer, R J Mitchell, lived in the Portswood area of Southampton, and his house is today marked with a blue plaque. Heavy bombing of the factory in September 1940 destroyed it as well as homes in the vicinity, killing civilians and workers. World War II hit Southampton particularly hard because of its strategic importance as a major commercial port and industrial area. Prior to the Invasion of Europe, components for a Mulberry harbour were built here. After D-Day, Southampton docks handled military cargo to help keep the Allied forces supplied, making it a key target of Luftwaffe bombing raids until late 1944. Southampton docks was featured in the television show 24: Live Another Day in Day 9: 9:00 p.m. \u2013 10:00 p.m.", "targets": "Who designed the Supermarine Spitfire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10f7f7b5b622445b92935bd22f0e78c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supermarine Spitfire was designed and developed in Southampton, evolving from the Schneider trophy-winning seaplanes of the 1920s and 1930s. Its designer, R J Mitchell, lived in the Portswood area of Southampton, and his house is today marked with a blue plaque. Heavy bombing of the factory in September 1940 destroyed it as well as homes in the vicinity, killing civilians and workers. World War II hit Southampton particularly hard because of its strategic importance as a major commercial port and industrial area. Prior to the Invasion of Europe, components for a Mulberry harbour were built here. After D-Day, Southampton docks handled military cargo to help keep the Allied forces supplied, making it a key target of Luftwaffe bombing raids until late 1944. Southampton docks was featured in the television show 24: Live Another Day in Day 9: 9:00 p.m. \u2013 10:00 p.m.", "targets": "What area of Southampton did Mitchell hail from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10f7f7b5b622445b92935bd22f0e78c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supermarine Spitfire was designed and developed in Southampton, evolving from the Schneider trophy-winning seaplanes of the 1920s and 1930s. Its designer, R J Mitchell, lived in the Portswood area of Southampton, and his house is today marked with a blue plaque. Heavy bombing of the factory in September 1940 destroyed it as well as homes in the vicinity, killing civilians and workers. World War II hit Southampton particularly hard because of its strategic importance as a major commercial port and industrial area. Prior to the Invasion of Europe, components for a Mulberry harbour were built here. After D-Day, Southampton docks handled military cargo to help keep the Allied forces supplied, making it a key target of Luftwaffe bombing raids until late 1944. Southampton docks was featured in the television show 24: Live Another Day in Day 9: 9:00 p.m. \u2013 10:00 p.m.", "targets": "What color is the plaque that marks the Spitfire designer's house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10f7f7b5b622445b92935bd22f0e78c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supermarine Spitfire was designed and developed in Southampton, evolving from the Schneider trophy-winning seaplanes of the 1920s and 1930s. Its designer, R J Mitchell, lived in the Portswood area of Southampton, and his house is today marked with a blue plaque. Heavy bombing of the factory in September 1940 destroyed it as well as homes in the vicinity, killing civilians and workers. World War II hit Southampton particularly hard because of its strategic importance as a major commercial port and industrial area. Prior to the Invasion of Europe, components for a Mulberry harbour were built here. After D-Day, Southampton docks handled military cargo to help keep the Allied forces supplied, making it a key target of Luftwaffe bombing raids until late 1944. Southampton docks was featured in the television show 24: Live Another Day in Day 9: 9:00 p.m. \u2013 10:00 p.m.", "targets": "In what month of 1940 did bombs destroy the factory that made Mitchell's seaplanes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10f7f7b5b622445b92935bd22f0e78c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supermarine Spitfire was designed and developed in Southampton, evolving from the Schneider trophy-winning seaplanes of the 1920s and 1930s. Its designer, R J Mitchell, lived in the Portswood area of Southampton, and his house is today marked with a blue plaque. Heavy bombing of the factory in September 1940 destroyed it as well as homes in the vicinity, killing civilians and workers. World War II hit Southampton particularly hard because of its strategic importance as a major commercial port and industrial area. Prior to the Invasion of Europe, components for a Mulberry harbour were built here. After D-Day, Southampton docks handled military cargo to help keep the Allied forces supplied, making it a key target of Luftwaffe bombing raids until late 1944. Southampton docks was featured in the television show 24: Live Another Day in Day 9: 9:00 p.m. \u2013 10:00 p.m.", "targets": "Which forces did Southampton supply after D-Day that made it a target for many Luftwaffe air raids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c9926bc0644d72af1f8f6a2daf3f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Greece, copper was known by the name chalkos (\u03c7\u03b1\u03bb\u03ba\u03cc\u03c2). It was an important resource for the Romans, Greeks and other ancient peoples. In Roman times, it was known as aes Cyprium, aes being the generic Latin term for copper alloys and Cyprium from Cyprus, where much copper was mined. The phrase was simplified to cuprum, hence the English copper. Aphrodite and Venus represented copper in mythology and alchemy, because of its lustrous beauty, its ancient use in producing mirrors, and its association with Cyprus, which was sacred to the goddess. The seven heavenly bodies known to the ancients were associated with the seven metals known in antiquity, and Venus was assigned to copper.", "targets": "What was copper called in Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c9926bc0644d72af1f8f6a2daf3f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Greece, copper was known by the name chalkos (\u03c7\u03b1\u03bb\u03ba\u03cc\u03c2). It was an important resource for the Romans, Greeks and other ancient peoples. In Roman times, it was known as aes Cyprium, aes being the generic Latin term for copper alloys and Cyprium from Cyprus, where much copper was mined. The phrase was simplified to cuprum, hence the English copper. Aphrodite and Venus represented copper in mythology and alchemy, because of its lustrous beauty, its ancient use in producing mirrors, and its association with Cyprus, which was sacred to the goddess. The seven heavenly bodies known to the ancients were associated with the seven metals known in antiquity, and Venus was assigned to copper.", "targets": "In what area was copper first mined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c9926bc0644d72af1f8f6a2daf3f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Greece, copper was known by the name chalkos (\u03c7\u03b1\u03bb\u03ba\u03cc\u03c2). It was an important resource for the Romans, Greeks and other ancient peoples. In Roman times, it was known as aes Cyprium, aes being the generic Latin term for copper alloys and Cyprium from Cyprus, where much copper was mined. The phrase was simplified to cuprum, hence the English copper. Aphrodite and Venus represented copper in mythology and alchemy, because of its lustrous beauty, its ancient use in producing mirrors, and its association with Cyprus, which was sacred to the goddess. The seven heavenly bodies known to the ancients were associated with the seven metals known in antiquity, and Venus was assigned to copper.", "targets": "What is the Greek goddess that symbolizes copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c9926bc0644d72af1f8f6a2daf3f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Greece, copper was known by the name chalkos (\u03c7\u03b1\u03bb\u03ba\u03cc\u03c2). It was an important resource for the Romans, Greeks and other ancient peoples. In Roman times, it was known as aes Cyprium, aes being the generic Latin term for copper alloys and Cyprium from Cyprus, where much copper was mined. The phrase was simplified to cuprum, hence the English copper. Aphrodite and Venus represented copper in mythology and alchemy, because of its lustrous beauty, its ancient use in producing mirrors, and its association with Cyprus, which was sacred to the goddess. The seven heavenly bodies known to the ancients were associated with the seven metals known in antiquity, and Venus was assigned to copper.", "targets": "What is the Roman goddess that symbolizes copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c9926bc0644d72af1f8f6a2daf3f96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Greece, copper was known by the name chalkos (\u03c7\u03b1\u03bb\u03ba\u03cc\u03c2). It was an important resource for the Romans, Greeks and other ancient peoples. In Roman times, it was known as aes Cyprium, aes being the generic Latin term for copper alloys and Cyprium from Cyprus, where much copper was mined. The phrase was simplified to cuprum, hence the English copper. Aphrodite and Venus represented copper in mythology and alchemy, because of its lustrous beauty, its ancient use in producing mirrors, and its association with Cyprus, which was sacred to the goddess. The seven heavenly bodies known to the ancients were associated with the seven metals known in antiquity, and Venus was assigned to copper.", "targets": "What property does copper have that links it to Aphrodite and Venus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab5bfdb54b5045f684ac7d0a4c522ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In their first meeting after the election the group's Members of Parliament decided to adopt the name \"The Labour Party\" formally (15 February 1906). Keir Hardie, who had taken a leading role in getting the party established, was elected as Chairman of the Parliamentary Labour Party (in effect, the Leader), although only by one vote over David Shackleton after several ballots. In the party's early years the Independent Labour Party (ILP) provided much of its activist base as the party did not have individual membership until 1918 but operated as a conglomerate of affiliated bodies. The Fabian Society provided much of the intellectual stimulus for the party. One of the first acts of the new Liberal Government was to reverse the Taff Vale judgement.", "targets": "Who overturned the Taft Vale judgement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab5bfdb54b5045f684ac7d0a4c522ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In their first meeting after the election the group's Members of Parliament decided to adopt the name \"The Labour Party\" formally (15 February 1906). Keir Hardie, who had taken a leading role in getting the party established, was elected as Chairman of the Parliamentary Labour Party (in effect, the Leader), although only by one vote over David Shackleton after several ballots. In the party's early years the Independent Labour Party (ILP) provided much of its activist base as the party did not have individual membership until 1918 but operated as a conglomerate of affiliated bodies. The Fabian Society provided much of the intellectual stimulus for the party. One of the first acts of the new Liberal Government was to reverse the Taff Vale judgement.", "targets": "Who was elected Chairman of the Parliamentary Labour Party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab5bfdb54b5045f684ac7d0a4c522ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In their first meeting after the election the group's Members of Parliament decided to adopt the name \"The Labour Party\" formally (15 February 1906). Keir Hardie, who had taken a leading role in getting the party established, was elected as Chairman of the Parliamentary Labour Party (in effect, the Leader), although only by one vote over David Shackleton after several ballots. In the party's early years the Independent Labour Party (ILP) provided much of its activist base as the party did not have individual membership until 1918 but operated as a conglomerate of affiliated bodies. The Fabian Society provided much of the intellectual stimulus for the party. One of the first acts of the new Liberal Government was to reverse the Taff Vale judgement.", "targets": "How many votes did Keir Hardie win by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab5bfdb54b5045f684ac7d0a4c522ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In their first meeting after the election the group's Members of Parliament decided to adopt the name \"The Labour Party\" formally (15 February 1906). Keir Hardie, who had taken a leading role in getting the party established, was elected as Chairman of the Parliamentary Labour Party (in effect, the Leader), although only by one vote over David Shackleton after several ballots. In the party's early years the Independent Labour Party (ILP) provided much of its activist base as the party did not have individual membership until 1918 but operated as a conglomerate of affiliated bodies. The Fabian Society provided much of the intellectual stimulus for the party. One of the first acts of the new Liberal Government was to reverse the Taff Vale judgement.", "targets": "Who was Keir Hardie's opponent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bb0f13bb7a4bbc9c3857925439d57d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhu Yousong, however, fared a lot worse than his ancestor Zhu Yuanzhang three centuries earlier. Beset by factional conflicts, his regime could not offer effective resistance to Qing forces, when the Qing army, led by the Manchu prince Dodo approached Jiangnan the next spring. Days after Yangzhou fell to the Manchus in late May 1645, the Hongguang Emperor fled Nanjing, and the imperial Ming Palace was looted by local residents. On June 6, Dodo's troops approached Nanjing, and the commander of the city's garrison, Zhao the Earl of Xincheng, promptly surrendered the city to them. The Manchus soon ordered all male residents of the city to shave their heads in the Manchu queue way. They requisitioned a large section of the city for the bannermen's cantonment, and destroyed the former imperial Ming Palace, but otherwise the city was spared the mass murders and destruction that befell Yangzhou.", "targets": "When did the Hongguang Emperor leave Nanjing, having been defeated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bb0f13bb7a4bbc9c3857925439d57d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhu Yousong, however, fared a lot worse than his ancestor Zhu Yuanzhang three centuries earlier. Beset by factional conflicts, his regime could not offer effective resistance to Qing forces, when the Qing army, led by the Manchu prince Dodo approached Jiangnan the next spring. Days after Yangzhou fell to the Manchus in late May 1645, the Hongguang Emperor fled Nanjing, and the imperial Ming Palace was looted by local residents. On June 6, Dodo's troops approached Nanjing, and the commander of the city's garrison, Zhao the Earl of Xincheng, promptly surrendered the city to them. The Manchus soon ordered all male residents of the city to shave their heads in the Manchu queue way. They requisitioned a large section of the city for the bannermen's cantonment, and destroyed the former imperial Ming Palace, but otherwise the city was spared the mass murders and destruction that befell Yangzhou.", "targets": "Who surrendered Nanjing to invaders on June 6?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77bb0f13bb7a4bbc9c3857925439d57d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhu Yousong, however, fared a lot worse than his ancestor Zhu Yuanzhang three centuries earlier. Beset by factional conflicts, his regime could not offer effective resistance to Qing forces, when the Qing army, led by the Manchu prince Dodo approached Jiangnan the next spring. Days after Yangzhou fell to the Manchus in late May 1645, the Hongguang Emperor fled Nanjing, and the imperial Ming Palace was looted by local residents. On June 6, Dodo's troops approached Nanjing, and the commander of the city's garrison, Zhao the Earl of Xincheng, promptly surrendered the city to them. The Manchus soon ordered all male residents of the city to shave their heads in the Manchu queue way. They requisitioned a large section of the city for the bannermen's cantonment, and destroyed the former imperial Ming Palace, but otherwise the city was spared the mass murders and destruction that befell Yangzhou.", "targets": "What did the Manchu's make all the men in the city do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fce11d5d48c8455694c75ab66d445e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Snyder and Str\u00f6mberg found \"that a poor fit between newspaper markets and political districts reduces press coverage of politics. ... Congressmen who are less covered by the local press work less for their constituencies: they are less likely to stand witness before congressional hearings ... . Federal spending is lower in areas where there is less press coverage of the local members of congress.\" Schulhofer-Wohl and Garrido found that the year after the Cincinnati Post closed in 2007, \"fewer candidates ran for municipal office in the Kentucky suburbs most reliant on the Post, incumbents became more likely to win reelection, and voter turnout and campaign spending fell.", "targets": "Who discovered the correlation that congressman who have less local press coverage work less for the people who elected them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fce11d5d48c8455694c75ab66d445e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Snyder and Str\u00f6mberg found \"that a poor fit between newspaper markets and political districts reduces press coverage of politics. ... Congressmen who are less covered by the local press work less for their constituencies: they are less likely to stand witness before congressional hearings ... . Federal spending is lower in areas where there is less press coverage of the local members of congress.\" Schulhofer-Wohl and Garrido found that the year after the Cincinnati Post closed in 2007, \"fewer candidates ran for municipal office in the Kentucky suburbs most reliant on the Post, incumbents became more likely to win reelection, and voter turnout and campaign spending fell.", "targets": "What newspaper stopped publishing in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fce11d5d48c8455694c75ab66d445e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Snyder and Str\u00f6mberg found \"that a poor fit between newspaper markets and political districts reduces press coverage of politics. ... Congressmen who are less covered by the local press work less for their constituencies: they are less likely to stand witness before congressional hearings ... . Federal spending is lower in areas where there is less press coverage of the local members of congress.\" Schulhofer-Wohl and Garrido found that the year after the Cincinnati Post closed in 2007, \"fewer candidates ran for municipal office in the Kentucky suburbs most reliant on the Post, incumbents became more likely to win reelection, and voter turnout and campaign spending fell.", "targets": "Who was most likely to get reelected after the Post shut down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fce11d5d48c8455694c75ab66d445e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Snyder and Str\u00f6mberg found \"that a poor fit between newspaper markets and political districts reduces press coverage of politics. ... Congressmen who are less covered by the local press work less for their constituencies: they are less likely to stand witness before congressional hearings ... . Federal spending is lower in areas where there is less press coverage of the local members of congress.\" Schulhofer-Wohl and Garrido found that the year after the Cincinnati Post closed in 2007, \"fewer candidates ran for municipal office in the Kentucky suburbs most reliant on the Post, incumbents became more likely to win reelection, and voter turnout and campaign spending fell.", "targets": "Campaign spending and what fell after the Post stopped publishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b67af559e4589800a4df9f5765ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1422 King W\u0142adys\u0142aw II Jagie\u0142\u0142o by the Privilege of Czerwi\u0144sk (Polish: \"przywilej czerwi\u0144ski\") established the inviolability of nobles' property (their estates could not be confiscated except upon a court verdict) and ceded some jurisdiction over fiscal policy to the Royal Council (later, the Senat of Poland), including the right to mint coinage.", "targets": "Who establishd the inviolability of nobles property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b67af559e4589800a4df9f5765ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1422 King W\u0142adys\u0142aw II Jagie\u0142\u0142o by the Privilege of Czerwi\u0144sk (Polish: \"przywilej czerwi\u0144ski\") established the inviolability of nobles' property (their estates could not be confiscated except upon a court verdict) and ceded some jurisdiction over fiscal policy to the Royal Council (later, the Senat of Poland), including the right to mint coinage.", "targets": "When did the established right for inviolability of nobles property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b67af559e4589800a4df9f5765ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1422 King W\u0142adys\u0142aw II Jagie\u0142\u0142o by the Privilege of Czerwi\u0144sk (Polish: \"przywilej czerwi\u0144ski\") established the inviolability of nobles' property (their estates could not be confiscated except upon a court verdict) and ceded some jurisdiction over fiscal policy to the Royal Council (later, the Senat of Poland), including the right to mint coinage.", "targets": "What happened to the right to mint coinage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77561aa43dd4719b697db347f2b03a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Montana comes from the Spanish word Monta\u00f1a, meaning \"mountain\", or more broadly, \"mountainous country\". Monta\u00f1a del Norte was the name given by early Spanish explorers to the entire mountainous region of the west. The name Montana was added to a bill by the United States House Committee on Territories, which was chaired at the time by Rep. James Ashley of Ohio, for the territory that would become Idaho Territory. The name was successfully changed by Representatives Henry Wilson (Massachusetts) and Benjamin F. Harding (Oregon), who complained that Montana had \"no meaning\". When Ashley presented a bill to establish a temporary government in 1864 for a new territory to be carved out of Idaho, he again chose Montana Territory. This time Rep. Samuel Cox, also of Ohio, objected to the name. Cox complained that the name was a misnomer given that most of the territory was not mountainous and that a Native American name would be more appropriate than a Spanish one. Other names such as Shoshone were suggested, but it was eventually decided that the Committee on Territories could name it whatever they wanted, so the original name of Montana was adopted.", "targets": "Where does the state's name mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e77561aa43dd4719b697db347f2b03a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name Montana comes from the Spanish word Monta\u00f1a, meaning \"mountain\", or more broadly, \"mountainous country\". Monta\u00f1a del Norte was the name given by early Spanish explorers to the entire mountainous region of the west. The name Montana was added to a bill by the United States House Committee on Territories, which was chaired at the time by Rep. James Ashley of Ohio, for the territory that would become Idaho Territory. The name was successfully changed by Representatives Henry Wilson (Massachusetts) and Benjamin F. Harding (Oregon), who complained that Montana had \"no meaning\". When Ashley presented a bill to establish a temporary government in 1864 for a new territory to be carved out of Idaho, he again chose Montana Territory. This time Rep. Samuel Cox, also of Ohio, objected to the name. Cox complained that the name was a misnomer given that most of the territory was not mountainous and that a Native American name would be more appropriate than a Spanish one. Other names such as Shoshone were suggested, but it was eventually decided that the Committee on Territories could name it whatever they wanted, so the original name of Montana was adopted.", "targets": "What did the Spanish call this region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b9829b63f5c4f898c4776d717764903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historian H. Paul Varley notes the description of Japan given by Jesuit leader St. Francis Xavier (1506\u20131552): \"There is no nation in the world which fears death less.\" Xavier further describes the honour and manners of the people: \"I fancy that there are no people in the world more punctilious about their honour than the Japanese, for they will not put up with a single insult or even a word spoken in anger.\" Xavier spent the years 1549\u20131551 converting Japanese to Christianity. He also observed: \"The Japanese are much braver and more warlike than the people of China, Korea, Ternate and all of the other nations around the Philippines.\"", "targets": "What religious order was St. Francis Xavier in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b9829b63f5c4f898c4776d717764903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historian H. Paul Varley notes the description of Japan given by Jesuit leader St. Francis Xavier (1506\u20131552): \"There is no nation in the world which fears death less.\" Xavier further describes the honour and manners of the people: \"I fancy that there are no people in the world more punctilious about their honour than the Japanese, for they will not put up with a single insult or even a word spoken in anger.\" Xavier spent the years 1549\u20131551 converting Japanese to Christianity. He also observed: \"The Japanese are much braver and more warlike than the people of China, Korea, Ternate and all of the other nations around the Philippines.\"", "targets": "When was St. Francis Xavier born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b9829b63f5c4f898c4776d717764903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historian H. Paul Varley notes the description of Japan given by Jesuit leader St. Francis Xavier (1506\u20131552): \"There is no nation in the world which fears death less.\" Xavier further describes the honour and manners of the people: \"I fancy that there are no people in the world more punctilious about their honour than the Japanese, for they will not put up with a single insult or even a word spoken in anger.\" Xavier spent the years 1549\u20131551 converting Japanese to Christianity. He also observed: \"The Japanese are much braver and more warlike than the people of China, Korea, Ternate and all of the other nations around the Philippines.\"", "targets": "When did St. Francis Xavier die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b9829b63f5c4f898c4776d717764903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historian H. Paul Varley notes the description of Japan given by Jesuit leader St. Francis Xavier (1506\u20131552): \"There is no nation in the world which fears death less.\" Xavier further describes the honour and manners of the people: \"I fancy that there are no people in the world more punctilious about their honour than the Japanese, for they will not put up with a single insult or even a word spoken in anger.\" Xavier spent the years 1549\u20131551 converting Japanese to Christianity. He also observed: \"The Japanese are much braver and more warlike than the people of China, Korea, Ternate and all of the other nations around the Philippines.\"", "targets": "When did Xavier try to convert Japan to Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b9829b63f5c4f898c4776d717764903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historian H. Paul Varley notes the description of Japan given by Jesuit leader St. Francis Xavier (1506\u20131552): \"There is no nation in the world which fears death less.\" Xavier further describes the honour and manners of the people: \"I fancy that there are no people in the world more punctilious about their honour than the Japanese, for they will not put up with a single insult or even a word spoken in anger.\" Xavier spent the years 1549\u20131551 converting Japanese to Christianity. He also observed: \"The Japanese are much braver and more warlike than the people of China, Korea, Ternate and all of the other nations around the Philippines.\"", "targets": "Who were the Japanese regarded as braver than?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48302a7a0526460d90f16ffb799bd1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British had already arranged licence building of the Bofors 40 mm, and introduced these into service. These had the power to knock down aircraft of any size, yet were light enough to be mobile and easily swung. The gun became so important to the British war effort that they even produced a movie, The Gun, that encouraged workers on the assembly line to work harder. The Imperial measurement production drawings the British had developed were supplied to the Americans who produced their own (unlicensed) copy of the 40 mm at the start of the war, moving to licensed production in mid-1941.", "targets": "What did the British get a license to build?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48302a7a0526460d90f16ffb799bd1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British had already arranged licence building of the Bofors 40 mm, and introduced these into service. These had the power to knock down aircraft of any size, yet were light enough to be mobile and easily swung. The gun became so important to the British war effort that they even produced a movie, The Gun, that encouraged workers on the assembly line to work harder. The Imperial measurement production drawings the British had developed were supplied to the Americans who produced their own (unlicensed) copy of the 40 mm at the start of the war, moving to licensed production in mid-1941.", "targets": "While light, the Bofors 40mm were powerful enough to take down what size aircraft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48302a7a0526460d90f16ffb799bd1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British had already arranged licence building of the Bofors 40 mm, and introduced these into service. These had the power to knock down aircraft of any size, yet were light enough to be mobile and easily swung. The gun became so important to the British war effort that they even produced a movie, The Gun, that encouraged workers on the assembly line to work harder. The Imperial measurement production drawings the British had developed were supplied to the Americans who produced their own (unlicensed) copy of the 40 mm at the start of the war, moving to licensed production in mid-1941.", "targets": "What was produced to inspire people on the assembly line to work harder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48302a7a0526460d90f16ffb799bd1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British had already arranged licence building of the Bofors 40 mm, and introduced these into service. These had the power to knock down aircraft of any size, yet were light enough to be mobile and easily swung. The gun became so important to the British war effort that they even produced a movie, The Gun, that encouraged workers on the assembly line to work harder. The Imperial measurement production drawings the British had developed were supplied to the Americans who produced their own (unlicensed) copy of the 40 mm at the start of the war, moving to licensed production in mid-1941.", "targets": "What was the movie made to inspire assembly line workers called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48302a7a0526460d90f16ffb799bd1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British had already arranged licence building of the Bofors 40 mm, and introduced these into service. These had the power to knock down aircraft of any size, yet were light enough to be mobile and easily swung. The gun became so important to the British war effort that they even produced a movie, The Gun, that encouraged workers on the assembly line to work harder. The Imperial measurement production drawings the British had developed were supplied to the Americans who produced their own (unlicensed) copy of the 40 mm at the start of the war, moving to licensed production in mid-1941.", "targets": "Who started making an unlicensed version of the 40mm at the beginning of the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520e4d5757e49969b8ad7e3f68bb2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These studies suggest that men and women are different in terms of sexual arousal patterns and that this is also reflected in how their genitals react to sexual stimuli of both genders or even to non-human stimuli. Sexual orientation has many dimensions (attractions, behavior, identity), of which sexual arousal is the only product of sexual attractions which can be measured at present with some degree of physical precision. Thus, the fact that women are aroused by seeing non-human primates having sex does not mean that women's sexual orientation includes this type of sexual interest. Some researchers argue that women's sexual orientation depends less on their patterns of sexual arousal than men's and that other components of sexual orientation (like emotional attachment) must be taken into account when describing women's sexual orientations. In contrast, men's sexual orientations tend to be primarily focused on the physical component of attractions and, thus, their sexual feelings are more exclusively oriented according to sex.", "targets": "What do these studies suggest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520e4d5757e49969b8ad7e3f68bb2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These studies suggest that men and women are different in terms of sexual arousal patterns and that this is also reflected in how their genitals react to sexual stimuli of both genders or even to non-human stimuli. Sexual orientation has many dimensions (attractions, behavior, identity), of which sexual arousal is the only product of sexual attractions which can be measured at present with some degree of physical precision. Thus, the fact that women are aroused by seeing non-human primates having sex does not mean that women's sexual orientation includes this type of sexual interest. Some researchers argue that women's sexual orientation depends less on their patterns of sexual arousal than men's and that other components of sexual orientation (like emotional attachment) must be taken into account when describing women's sexual orientations. In contrast, men's sexual orientations tend to be primarily focused on the physical component of attractions and, thus, their sexual feelings are more exclusively oriented according to sex.", "targets": "How is this reflected in the studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520e4d5757e49969b8ad7e3f68bb2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These studies suggest that men and women are different in terms of sexual arousal patterns and that this is also reflected in how their genitals react to sexual stimuli of both genders or even to non-human stimuli. Sexual orientation has many dimensions (attractions, behavior, identity), of which sexual arousal is the only product of sexual attractions which can be measured at present with some degree of physical precision. Thus, the fact that women are aroused by seeing non-human primates having sex does not mean that women's sexual orientation includes this type of sexual interest. Some researchers argue that women's sexual orientation depends less on their patterns of sexual arousal than men's and that other components of sexual orientation (like emotional attachment) must be taken into account when describing women's sexual orientations. In contrast, men's sexual orientations tend to be primarily focused on the physical component of attractions and, thus, their sexual feelings are more exclusively oriented according to sex.", "targets": "What are some dimensions of sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520e4d5757e49969b8ad7e3f68bb2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These studies suggest that men and women are different in terms of sexual arousal patterns and that this is also reflected in how their genitals react to sexual stimuli of both genders or even to non-human stimuli. Sexual orientation has many dimensions (attractions, behavior, identity), of which sexual arousal is the only product of sexual attractions which can be measured at present with some degree of physical precision. Thus, the fact that women are aroused by seeing non-human primates having sex does not mean that women's sexual orientation includes this type of sexual interest. Some researchers argue that women's sexual orientation depends less on their patterns of sexual arousal than men's and that other components of sexual orientation (like emotional attachment) must be taken into account when describing women's sexual orientations. In contrast, men's sexual orientations tend to be primarily focused on the physical component of attractions and, thus, their sexual feelings are more exclusively oriented according to sex.", "targets": "What do mens sexual orientations tend be focused on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520e4d5757e49969b8ad7e3f68bb2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These studies suggest that men and women are different in terms of sexual arousal patterns and that this is also reflected in how their genitals react to sexual stimuli of both genders or even to non-human stimuli. Sexual orientation has many dimensions (attractions, behavior, identity), of which sexual arousal is the only product of sexual attractions which can be measured at present with some degree of physical precision. Thus, the fact that women are aroused by seeing non-human primates having sex does not mean that women's sexual orientation includes this type of sexual interest. Some researchers argue that women's sexual orientation depends less on their patterns of sexual arousal than men's and that other components of sexual orientation (like emotional attachment) must be taken into account when describing women's sexual orientations. In contrast, men's sexual orientations tend to be primarily focused on the physical component of attractions and, thus, their sexual feelings are more exclusively oriented according to sex.", "targets": "What do researches believe must be taken into account for women in these studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "What is needed to make combustion happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "Combustion is caused by an oxidant and a fuel. What role does oxygen play in combustion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "Peroxides, nitrates and dichromates are examples of what type of compounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "Although not a fuel  ___ is the chemical compound the generates the most occurrence of explosions."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "What is a spark or heat to the progress of a fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "Rather than the fuel, what is oxygen to a fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "What can concentrated oxygen produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "What does oxygen the basis for in combustion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f4be4601f4ab5a09203dc39a69e17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Highly concentrated sources of oxygen promote rapid combustion. Fire and explosion hazards exist when concentrated oxidants and fuels are brought into close proximity; an ignition event, such as heat or a spark, is needed to trigger combustion. Oxygen is the oxidant, not the fuel, but nevertheless the source of most of the chemical energy released in combustion. Combustion hazards also apply to compounds of oxygen with a high oxidative potential, such as peroxides, chlorates, nitrates, perchlorates, and dichromates because they can donate oxygen to a fire.", "targets": "What other sources of high oxidative potential can add to a fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbc61bdfd4324b0e95427f9468d83f54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TB infection begins when the mycobacteria reach the pulmonary alveoli, where they invade and replicate within endosomes of alveolar macrophages. Macrophages identify the bacterium as foreign and attempt to eliminate it by phagocytosis. During this process, the bacterium is enveloped by the macrophage and stored temporarily in a membrane-bound vesicle called a phagosome. The phagosome then combines with a lysosome to create a phagolysosome. In the phagolysosome, the cell attempts to use reactive oxygen species and acid to kill the bacterium. However, M. tuberculosis has a thick, waxy mycolic acid capsule that protects it from these toxic substances. M. tuberculosis is able to reproduce inside the macrophage and will eventually kill the immune cell.", "targets": "What specific part of the lungs marks the start of tuberculosis infection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbc61bdfd4324b0e95427f9468d83f54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TB infection begins when the mycobacteria reach the pulmonary alveoli, where they invade and replicate within endosomes of alveolar macrophages. Macrophages identify the bacterium as foreign and attempt to eliminate it by phagocytosis. During this process, the bacterium is enveloped by the macrophage and stored temporarily in a membrane-bound vesicle called a phagosome. The phagosome then combines with a lysosome to create a phagolysosome. In the phagolysosome, the cell attempts to use reactive oxygen species and acid to kill the bacterium. However, M. tuberculosis has a thick, waxy mycolic acid capsule that protects it from these toxic substances. M. tuberculosis is able to reproduce inside the macrophage and will eventually kill the immune cell.", "targets": "What's the process by which macrophages try to get rid of the TB bacterium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbc61bdfd4324b0e95427f9468d83f54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TB infection begins when the mycobacteria reach the pulmonary alveoli, where they invade and replicate within endosomes of alveolar macrophages. Macrophages identify the bacterium as foreign and attempt to eliminate it by phagocytosis. During this process, the bacterium is enveloped by the macrophage and stored temporarily in a membrane-bound vesicle called a phagosome. The phagosome then combines with a lysosome to create a phagolysosome. In the phagolysosome, the cell attempts to use reactive oxygen species and acid to kill the bacterium. However, M. tuberculosis has a thick, waxy mycolic acid capsule that protects it from these toxic substances. M. tuberculosis is able to reproduce inside the macrophage and will eventually kill the immune cell.", "targets": "What do you get when you combine a lysosome and a phagosome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbc61bdfd4324b0e95427f9468d83f54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TB infection begins when the mycobacteria reach the pulmonary alveoli, where they invade and replicate within endosomes of alveolar macrophages. Macrophages identify the bacterium as foreign and attempt to eliminate it by phagocytosis. During this process, the bacterium is enveloped by the macrophage and stored temporarily in a membrane-bound vesicle called a phagosome. The phagosome then combines with a lysosome to create a phagolysosome. In the phagolysosome, the cell attempts to use reactive oxygen species and acid to kill the bacterium. However, M. tuberculosis has a thick, waxy mycolic acid capsule that protects it from these toxic substances. M. tuberculosis is able to reproduce inside the macrophage and will eventually kill the immune cell.", "targets": "What does the M. tuberculosis bacterium have that protects it from being affected by toxins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbc61bdfd4324b0e95427f9468d83f54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "TB infection begins when the mycobacteria reach the pulmonary alveoli, where they invade and replicate within endosomes of alveolar macrophages. Macrophages identify the bacterium as foreign and attempt to eliminate it by phagocytosis. During this process, the bacterium is enveloped by the macrophage and stored temporarily in a membrane-bound vesicle called a phagosome. The phagosome then combines with a lysosome to create a phagolysosome. In the phagolysosome, the cell attempts to use reactive oxygen species and acid to kill the bacterium. However, M. tuberculosis has a thick, waxy mycolic acid capsule that protects it from these toxic substances. M. tuberculosis is able to reproduce inside the macrophage and will eventually kill the immune cell.", "targets": "What vesicle is the temporary holding room for the M. tuberculosis bacterium during phagocytosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5573c13fe3064ab69495be585b1cc21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mithridates the Great was the ruler of Pontus, a large kingdom in Asia Minor (modern Turkey), from 120 to 63 BC. Mithridates antagonised Rome by seeking to expand his kingdom, and Rome for her part seemed equally eager for war and the spoils and prestige that it might bring. In 88 BC, Mithridates ordered the killing of a majority of the 80,000 Romans living in his kingdom. The massacre was the official reason given for the commencement of hostilities in the First Mithridatic War. The Roman general Lucius Cornelius Sulla forced Mithridates out of Greece proper, but then had to return to Italy to answer the internal threat posed by his rival, Gaius Marius. A peace was made between Rome and Pontus, but this proved only a temporary lull.", "targets": "Who was the leader of Pontus in the year 85 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5573c13fe3064ab69495be585b1cc21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mithridates the Great was the ruler of Pontus, a large kingdom in Asia Minor (modern Turkey), from 120 to 63 BC. Mithridates antagonised Rome by seeking to expand his kingdom, and Rome for her part seemed equally eager for war and the spoils and prestige that it might bring. In 88 BC, Mithridates ordered the killing of a majority of the 80,000 Romans living in his kingdom. The massacre was the official reason given for the commencement of hostilities in the First Mithridatic War. The Roman general Lucius Cornelius Sulla forced Mithridates out of Greece proper, but then had to return to Italy to answer the internal threat posed by his rival, Gaius Marius. A peace was made between Rome and Pontus, but this proved only a temporary lull.", "targets": "With which individual did Lucius Cornelius have a rivalry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5573c13fe3064ab69495be585b1cc21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mithridates the Great was the ruler of Pontus, a large kingdom in Asia Minor (modern Turkey), from 120 to 63 BC. Mithridates antagonised Rome by seeking to expand his kingdom, and Rome for her part seemed equally eager for war and the spoils and prestige that it might bring. In 88 BC, Mithridates ordered the killing of a majority of the 80,000 Romans living in his kingdom. The massacre was the official reason given for the commencement of hostilities in the First Mithridatic War. The Roman general Lucius Cornelius Sulla forced Mithridates out of Greece proper, but then had to return to Italy to answer the internal threat posed by his rival, Gaius Marius. A peace was made between Rome and Pontus, but this proved only a temporary lull.", "targets": "How did the ruler of Pontus anger Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5573c13fe3064ab69495be585b1cc21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mithridates the Great was the ruler of Pontus, a large kingdom in Asia Minor (modern Turkey), from 120 to 63 BC. Mithridates antagonised Rome by seeking to expand his kingdom, and Rome for her part seemed equally eager for war and the spoils and prestige that it might bring. In 88 BC, Mithridates ordered the killing of a majority of the 80,000 Romans living in his kingdom. The massacre was the official reason given for the commencement of hostilities in the First Mithridatic War. The Roman general Lucius Cornelius Sulla forced Mithridates out of Greece proper, but then had to return to Italy to answer the internal threat posed by his rival, Gaius Marius. A peace was made between Rome and Pontus, but this proved only a temporary lull.", "targets": "When was the last year of Mithridates the Great's reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5573c13fe3064ab69495be585b1cc21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mithridates the Great was the ruler of Pontus, a large kingdom in Asia Minor (modern Turkey), from 120 to 63 BC. Mithridates antagonised Rome by seeking to expand his kingdom, and Rome for her part seemed equally eager for war and the spoils and prestige that it might bring. In 88 BC, Mithridates ordered the killing of a majority of the 80,000 Romans living in his kingdom. The massacre was the official reason given for the commencement of hostilities in the First Mithridatic War. The Roman general Lucius Cornelius Sulla forced Mithridates out of Greece proper, but then had to return to Italy to answer the internal threat posed by his rival, Gaius Marius. A peace was made between Rome and Pontus, but this proved only a temporary lull.", "targets": "How many Romans lived in Mithridate the Great's kingdom in 88 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "During what year did Fr\u00e9d\u00e9ric's youngest sister, Emilia, pass away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What street did Fr\u00e9d\u00e9ric's family move to after the death of his youngest sister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What year did Fr\u00e9d\u00e9ric leave Warsaw after moving with his family to the south annex of Krasi\u0144ski Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What did the Chopin's family business become in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "Which artist created the first known portrait of Fr\u00e9d\u00e9ric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What year did Chopin's sister Emilia die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What year did Chopin leave Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What was the Chopin family's business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What artist painted the Chopin family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "Who in Chopin's family died shortly before they moved in 1827?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What year did Chopin leave Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What was the Chopin boarding house called in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "What artist made portraits of the Chopin family in 1829?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1bd8170fb8f4f49aa886a1b7a8ea3d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1827, soon after the death of Chopin's youngest sister Emilia, the family moved from the Warsaw University building, adjacent to the Kazimierz Palace, to lodgings just across the street from the university, in the south annex of the Krasi\u0144ski Palace on Krakowskie Przedmie\u015bcie,[n 5] where Chopin lived until he left Warsaw in 1830.[n 6] Here his parents continued running their boarding house for male students; the Chopin Family Parlour (Salonik Chopin\u00f3w) became a museum in the 20th century. In 1829 the artist Ambro\u017cy Mieroszewski executed a set of portraits of Chopin family members, including the first known portrait of the composer.[n 7]", "targets": "Was the Chopin family boarding house for male or female students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40e5c37eb3a34bacb111c25ec7909080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts have been made to protect Guam's coral reef habitats from pollution, eroded silt and overfishing, problems that have led to decreased fish populations. (Since Guam is a significant vacation spot for scuba divers, this is important.) In recent years, the Department of Agriculture, Division of Aquatic and Wildlife Resources has established several new marine preserves where fish populations are monitored by biologists. Before adopting U.S. Environmental Protection Agency standards, portions of Tumon Bay were dredged by the hotel chains to provide a better experience for hotel guests. Tumon Bay has since been made into a preserve. A federal Guam National Wildlife Refuge in northern Guam protects the decimated sea turtle population in addition to a small colony of Mariana fruit bats.", "targets": "What has Guam recently being trying to protect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40e5c37eb3a34bacb111c25ec7909080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts have been made to protect Guam's coral reef habitats from pollution, eroded silt and overfishing, problems that have led to decreased fish populations. (Since Guam is a significant vacation spot for scuba divers, this is important.) In recent years, the Department of Agriculture, Division of Aquatic and Wildlife Resources has established several new marine preserves where fish populations are monitored by biologists. Before adopting U.S. Environmental Protection Agency standards, portions of Tumon Bay were dredged by the hotel chains to provide a better experience for hotel guests. Tumon Bay has since been made into a preserve. A federal Guam National Wildlife Refuge in northern Guam protects the decimated sea turtle population in addition to a small colony of Mariana fruit bats.", "targets": "What has led to the decrease of fish near Guam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40e5c37eb3a34bacb111c25ec7909080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts have been made to protect Guam's coral reef habitats from pollution, eroded silt and overfishing, problems that have led to decreased fish populations. (Since Guam is a significant vacation spot for scuba divers, this is important.) In recent years, the Department of Agriculture, Division of Aquatic and Wildlife Resources has established several new marine preserves where fish populations are monitored by biologists. Before adopting U.S. Environmental Protection Agency standards, portions of Tumon Bay were dredged by the hotel chains to provide a better experience for hotel guests. Tumon Bay has since been made into a preserve. A federal Guam National Wildlife Refuge in northern Guam protects the decimated sea turtle population in addition to a small colony of Mariana fruit bats.", "targets": "What is the name of the flying mammal in Guam that some are concerned for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c185ac4d1384d208af207e14acd78ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This law is a fundamental principle of physics. As shown rigorously by Noether's theorem, the conservation of energy is a mathematical consequence of translational symmetry of time, a property of most phenomena below the cosmic scale that makes them independent of their locations on the time coordinate. Put differently, yesterday, today, and tomorrow are physically indistinguishable. This is because energy is the quantity which is canonical conjugate to time. This mathematical entanglement of energy and time also results in the uncertainty principle - it is impossible to define the exact amount of energy during any definite time interval. The uncertainty principle should not be confused with energy conservation - rather it provides mathematical limits to which energy can in principle be defined and measured.", "targets": "What shows that the conservation of energy is a mathematical consequence of translational symmetry of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c185ac4d1384d208af207e14acd78ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This law is a fundamental principle of physics. As shown rigorously by Noether's theorem, the conservation of energy is a mathematical consequence of translational symmetry of time, a property of most phenomena below the cosmic scale that makes them independent of their locations on the time coordinate. Put differently, yesterday, today, and tomorrow are physically indistinguishable. This is because energy is the quantity which is canonical conjugate to time. This mathematical entanglement of energy and time also results in the uncertainty principle - it is impossible to define the exact amount of energy during any definite time interval. The uncertainty principle should not be confused with energy conservation - rather it provides mathematical limits to which energy can in principle be defined and measured.", "targets": "What is the quantity which is canonical conjugate to time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c185ac4d1384d208af207e14acd78ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This law is a fundamental principle of physics. As shown rigorously by Noether's theorem, the conservation of energy is a mathematical consequence of translational symmetry of time, a property of most phenomena below the cosmic scale that makes them independent of their locations on the time coordinate. Put differently, yesterday, today, and tomorrow are physically indistinguishable. This is because energy is the quantity which is canonical conjugate to time. This mathematical entanglement of energy and time also results in the uncertainty principle - it is impossible to define the exact amount of energy during any definite time interval. The uncertainty principle should not be confused with energy conservation - rather it provides mathematical limits to which energy can in principle be defined and measured.", "targets": "This mathematical entanglement of energy and time results in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c185ac4d1384d208af207e14acd78ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This law is a fundamental principle of physics. As shown rigorously by Noether's theorem, the conservation of energy is a mathematical consequence of translational symmetry of time, a property of most phenomena below the cosmic scale that makes them independent of their locations on the time coordinate. Put differently, yesterday, today, and tomorrow are physically indistinguishable. This is because energy is the quantity which is canonical conjugate to time. This mathematical entanglement of energy and time also results in the uncertainty principle - it is impossible to define the exact amount of energy during any definite time interval. The uncertainty principle should not be confused with energy conservation - rather it provides mathematical limits to which energy can in principle be defined and measured.", "targets": "What states it is impossible to define the exact amount of energy during any definite time interval?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c8c98cabbe48e4b257b27c1f57e6d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mahayana Buddhism received significant theoretical grounding from Nagarjuna (perhaps c. 150\u2013250 CE), arguably the most influential scholar within the Mahayana tradition. Nagarjuna's primary contribution to Buddhist philosophy was the systematic exposition of the concept of \u015b\u016bnyat\u0101, or \"emptiness\", widely attested in the Praj\u00f1\u0101p\u0101ramit\u0101 sutras that emerged in his era. The concept of emptiness brings together other key Buddhist doctrines, particularly anatta and dependent origination, to refute the metaphysics of Sarvastivada and Sautrantika (extinct non-Mahayana schools). For Nagarjuna, it is not merely sentient beings that are empty of \u0101tman; all phenomena (dharmas) are without any svabhava (literally \"own-nature\" or \"self-nature\"), and thus without any underlying essence; they are \"empty\" of being independent; thus the heterodox theories of svabhava circulating at the time were refuted on the basis of the doctrines of early Buddhism. Nagarjuna's school of thought is known as the M\u0101dhyamaka. Some of the writings attributed to Nagarjuna made explicit references to Mahayana texts, but his philosophy was argued within the parameters set out by the agamas. He may have arrived at his positions from a desire to achieve a consistent exegesis of the Buddha's doctrine as recorded in the Canon. In the eyes of Nagarjuna the Buddha was not merely a forerunner, but the very founder of the M\u0101dhyamaka system.", "targets": "Nagarjuna's main contribution was the exposition of the concept of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c8c98cabbe48e4b257b27c1f57e6d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mahayana Buddhism received significant theoretical grounding from Nagarjuna (perhaps c. 150\u2013250 CE), arguably the most influential scholar within the Mahayana tradition. Nagarjuna's primary contribution to Buddhist philosophy was the systematic exposition of the concept of \u015b\u016bnyat\u0101, or \"emptiness\", widely attested in the Praj\u00f1\u0101p\u0101ramit\u0101 sutras that emerged in his era. The concept of emptiness brings together other key Buddhist doctrines, particularly anatta and dependent origination, to refute the metaphysics of Sarvastivada and Sautrantika (extinct non-Mahayana schools). For Nagarjuna, it is not merely sentient beings that are empty of \u0101tman; all phenomena (dharmas) are without any svabhava (literally \"own-nature\" or \"self-nature\"), and thus without any underlying essence; they are \"empty\" of being independent; thus the heterodox theories of svabhava circulating at the time were refuted on the basis of the doctrines of early Buddhism. Nagarjuna's school of thought is known as the M\u0101dhyamaka. Some of the writings attributed to Nagarjuna made explicit references to Mahayana texts, but his philosophy was argued within the parameters set out by the agamas. He may have arrived at his positions from a desire to achieve a consistent exegesis of the Buddha's doctrine as recorded in the Canon. In the eyes of Nagarjuna the Buddha was not merely a forerunner, but the very founder of the M\u0101dhyamaka system.", "targets": "What does sunyata mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c8c98cabbe48e4b257b27c1f57e6d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mahayana Buddhism received significant theoretical grounding from Nagarjuna (perhaps c. 150\u2013250 CE), arguably the most influential scholar within the Mahayana tradition. Nagarjuna's primary contribution to Buddhist philosophy was the systematic exposition of the concept of \u015b\u016bnyat\u0101, or \"emptiness\", widely attested in the Praj\u00f1\u0101p\u0101ramit\u0101 sutras that emerged in his era. The concept of emptiness brings together other key Buddhist doctrines, particularly anatta and dependent origination, to refute the metaphysics of Sarvastivada and Sautrantika (extinct non-Mahayana schools). For Nagarjuna, it is not merely sentient beings that are empty of \u0101tman; all phenomena (dharmas) are without any svabhava (literally \"own-nature\" or \"self-nature\"), and thus without any underlying essence; they are \"empty\" of being independent; thus the heterodox theories of svabhava circulating at the time were refuted on the basis of the doctrines of early Buddhism. Nagarjuna's school of thought is known as the M\u0101dhyamaka. Some of the writings attributed to Nagarjuna made explicit references to Mahayana texts, but his philosophy was argued within the parameters set out by the agamas. He may have arrived at his positions from a desire to achieve a consistent exegesis of the Buddha's doctrine as recorded in the Canon. In the eyes of Nagarjuna the Buddha was not merely a forerunner, but the very founder of the M\u0101dhyamaka system.", "targets": "Nagarjuna said that sentient beings are empty of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c8c98cabbe48e4b257b27c1f57e6d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mahayana Buddhism received significant theoretical grounding from Nagarjuna (perhaps c. 150\u2013250 CE), arguably the most influential scholar within the Mahayana tradition. Nagarjuna's primary contribution to Buddhist philosophy was the systematic exposition of the concept of \u015b\u016bnyat\u0101, or \"emptiness\", widely attested in the Praj\u00f1\u0101p\u0101ramit\u0101 sutras that emerged in his era. The concept of emptiness brings together other key Buddhist doctrines, particularly anatta and dependent origination, to refute the metaphysics of Sarvastivada and Sautrantika (extinct non-Mahayana schools). For Nagarjuna, it is not merely sentient beings that are empty of \u0101tman; all phenomena (dharmas) are without any svabhava (literally \"own-nature\" or \"self-nature\"), and thus without any underlying essence; they are \"empty\" of being independent; thus the heterodox theories of svabhava circulating at the time were refuted on the basis of the doctrines of early Buddhism. Nagarjuna's school of thought is known as the M\u0101dhyamaka. Some of the writings attributed to Nagarjuna made explicit references to Mahayana texts, but his philosophy was argued within the parameters set out by the agamas. He may have arrived at his positions from a desire to achieve a consistent exegesis of the Buddha's doctrine as recorded in the Canon. In the eyes of Nagarjuna the Buddha was not merely a forerunner, but the very founder of the M\u0101dhyamaka system.", "targets": "What does dharmas mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0503770f74bf469eb1dccea7e11a0372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sunday Times has a significantly higher circulation than The Times, and sometimes outsells The Sunday Telegraph. As of January 2013, The Times has a circulation of 399,339 and The Sunday Times of 885,612.", "targets": "Which newspaper has a significantly higher circulation, The Sunday Times or The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0503770f74bf469eb1dccea7e11a0372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sunday Times has a significantly higher circulation than The Times, and sometimes outsells The Sunday Telegraph. As of January 2013, The Times has a circulation of 399,339 and The Sunday Times of 885,612.", "targets": "As of January 2013, The Times has a circulation of how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0503770f74bf469eb1dccea7e11a0372", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sunday Times has a significantly higher circulation than The Times, and sometimes outsells The Sunday Telegraph. As of January 2013, The Times has a circulation of 399,339 and The Sunday Times of 885,612.", "targets": "As of January 2013, The Sunday Times has a circulation of how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6da2604c824349bc022692625023b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Their local rivals, Polonia Warsaw, have significantly fewer supporters, yet they managed to win Ekstraklasa Championship in 2000. They also won the country\u2019s championship in 1946, and won the cup twice as well. Polonia's home venue is located at Konwiktorska Street, a ten-minute walk north from the Old Town. Polonia was relegated from the country's top flight in 2013 because of their disastrous financial situation. They are now playing in the 4th league (5th tier in Poland) -the bottom professional league in the National \u2013 Polish Football Association (PZPN) structure.", "targets": "Who won the Ekstraklasa Championship in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6da2604c824349bc022692625023b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Their local rivals, Polonia Warsaw, have significantly fewer supporters, yet they managed to win Ekstraklasa Championship in 2000. They also won the country\u2019s championship in 1946, and won the cup twice as well. Polonia's home venue is located at Konwiktorska Street, a ten-minute walk north from the Old Town. Polonia was relegated from the country's top flight in 2013 because of their disastrous financial situation. They are now playing in the 4th league (5th tier in Poland) -the bottom professional league in the National \u2013 Polish Football Association (PZPN) structure.", "targets": "When did Polonia Warsaw win the country's championship prior to 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6da2604c824349bc022692625023b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Their local rivals, Polonia Warsaw, have significantly fewer supporters, yet they managed to win Ekstraklasa Championship in 2000. They also won the country\u2019s championship in 1946, and won the cup twice as well. Polonia's home venue is located at Konwiktorska Street, a ten-minute walk north from the Old Town. Polonia was relegated from the country's top flight in 2013 because of their disastrous financial situation. They are now playing in the 4th league (5th tier in Poland) -the bottom professional league in the National \u2013 Polish Football Association (PZPN) structure.", "targets": "How many times has Polonia won the cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6da2604c824349bc022692625023b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Their local rivals, Polonia Warsaw, have significantly fewer supporters, yet they managed to win Ekstraklasa Championship in 2000. They also won the country\u2019s championship in 1946, and won the cup twice as well. Polonia's home venue is located at Konwiktorska Street, a ten-minute walk north from the Old Town. Polonia was relegated from the country's top flight in 2013 because of their disastrous financial situation. They are now playing in the 4th league (5th tier in Poland) -the bottom professional league in the National \u2013 Polish Football Association (PZPN) structure.", "targets": "Where is Polonia's home venue located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd6da2604c824349bc022692625023b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Their local rivals, Polonia Warsaw, have significantly fewer supporters, yet they managed to win Ekstraklasa Championship in 2000. They also won the country\u2019s championship in 1946, and won the cup twice as well. Polonia's home venue is located at Konwiktorska Street, a ten-minute walk north from the Old Town. Polonia was relegated from the country's top flight in 2013 because of their disastrous financial situation. They are now playing in the 4th league (5th tier in Poland) -the bottom professional league in the National \u2013 Polish Football Association (PZPN) structure.", "targets": "Why was Polonia relegated from the country's top flight in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-becd718403254de38d7e86cbf0cef9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 11, 1877, a few days after the Bell Telephone Company was established, Bell married Mabel Hubbard (1857\u20131923) at the Hubbard estate in Cambridge, Massachusetts. His wedding present to his bride was to turn over 1,487 of his 1,497 shares in the newly formed Bell Telephone Company. Shortly thereafter, the newlyweds embarked on a year-long honeymoon in Europe. During that excursion, Bell took a handmade model of his telephone with him, making it a \"working holiday\". The courtship had begun years earlier; however, Bell waited until he was more financially secure before marrying. Although the telephone appeared to be an \"instant\" success, it was not initially a profitable venture and Bell's main sources of income were from lectures until after 1897. One unusual request exacted by his fianc\u00e9e was that he use \"Alec\" rather than the family's earlier familiar name of \"Aleck\". From 1876, he would sign his name \"Alec Bell\". They had four children:", "targets": "Who did Bell marry in 1877?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-becd718403254de38d7e86cbf0cef9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 11, 1877, a few days after the Bell Telephone Company was established, Bell married Mabel Hubbard (1857\u20131923) at the Hubbard estate in Cambridge, Massachusetts. His wedding present to his bride was to turn over 1,487 of his 1,497 shares in the newly formed Bell Telephone Company. Shortly thereafter, the newlyweds embarked on a year-long honeymoon in Europe. During that excursion, Bell took a handmade model of his telephone with him, making it a \"working holiday\". The courtship had begun years earlier; however, Bell waited until he was more financially secure before marrying. Although the telephone appeared to be an \"instant\" success, it was not initially a profitable venture and Bell's main sources of income were from lectures until after 1897. One unusual request exacted by his fianc\u00e9e was that he use \"Alec\" rather than the family's earlier familiar name of \"Aleck\". From 1876, he would sign his name \"Alec Bell\". They had four children:", "targets": "How many children did Bell and Mabel have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-becd718403254de38d7e86cbf0cef9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 11, 1877, a few days after the Bell Telephone Company was established, Bell married Mabel Hubbard (1857\u20131923) at the Hubbard estate in Cambridge, Massachusetts. His wedding present to his bride was to turn over 1,487 of his 1,497 shares in the newly formed Bell Telephone Company. Shortly thereafter, the newlyweds embarked on a year-long honeymoon in Europe. During that excursion, Bell took a handmade model of his telephone with him, making it a \"working holiday\". The courtship had begun years earlier; however, Bell waited until he was more financially secure before marrying. Although the telephone appeared to be an \"instant\" success, it was not initially a profitable venture and Bell's main sources of income were from lectures until after 1897. One unusual request exacted by his fianc\u00e9e was that he use \"Alec\" rather than the family's earlier familiar name of \"Aleck\". From 1876, he would sign his name \"Alec Bell\". They had four children:", "targets": "Where did Bell and his wife go on their honeymoon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-becd718403254de38d7e86cbf0cef9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 11, 1877, a few days after the Bell Telephone Company was established, Bell married Mabel Hubbard (1857\u20131923) at the Hubbard estate in Cambridge, Massachusetts. His wedding present to his bride was to turn over 1,487 of his 1,497 shares in the newly formed Bell Telephone Company. Shortly thereafter, the newlyweds embarked on a year-long honeymoon in Europe. During that excursion, Bell took a handmade model of his telephone with him, making it a \"working holiday\". The courtship had begun years earlier; however, Bell waited until he was more financially secure before marrying. Although the telephone appeared to be an \"instant\" success, it was not initially a profitable venture and Bell's main sources of income were from lectures until after 1897. One unusual request exacted by his fianc\u00e9e was that he use \"Alec\" rather than the family's earlier familiar name of \"Aleck\". From 1876, he would sign his name \"Alec Bell\". They had four children:", "targets": "Before 1897, what did Bell get most of his money from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d135ae1d3444c4aba234b5b354d9f15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The needs of soy farmers have been used to justify many of the controversial transportation projects that are currently developing in the Amazon. The first two highways successfully opened up the rainforest and led to increased settlement and deforestation. The mean annual deforestation rate from 2000 to 2005 (22,392 km2 or 8,646 sq mi per year) was 18% higher than in the previous five years (19,018 km2 or 7,343 sq mi per year). Although deforestation has declined significantly in the Brazilian Amazon between 2004 and 2014, there has been an increase to the present day.", "targets": "Highways built in the Amazon rainforest were built primarily for what kind of farmers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d135ae1d3444c4aba234b5b354d9f15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The needs of soy farmers have been used to justify many of the controversial transportation projects that are currently developing in the Amazon. The first two highways successfully opened up the rainforest and led to increased settlement and deforestation. The mean annual deforestation rate from 2000 to 2005 (22,392 km2 or 8,646 sq mi per year) was 18% higher than in the previous five years (19,018 km2 or 7,343 sq mi per year). Although deforestation has declined significantly in the Brazilian Amazon between 2004 and 2014, there has been an increase to the present day.", "targets": "What did creating highways in the Amazon rainforest lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d135ae1d3444c4aba234b5b354d9f15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The needs of soy farmers have been used to justify many of the controversial transportation projects that are currently developing in the Amazon. The first two highways successfully opened up the rainforest and led to increased settlement and deforestation. The mean annual deforestation rate from 2000 to 2005 (22,392 km2 or 8,646 sq mi per year) was 18% higher than in the previous five years (19,018 km2 or 7,343 sq mi per year). Although deforestation has declined significantly in the Brazilian Amazon between 2004 and 2014, there has been an increase to the present day.", "targets": "The rate of clearing of forest from 2000 to 2005 was how many square miles per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d135ae1d3444c4aba234b5b354d9f15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The needs of soy farmers have been used to justify many of the controversial transportation projects that are currently developing in the Amazon. The first two highways successfully opened up the rainforest and led to increased settlement and deforestation. The mean annual deforestation rate from 2000 to 2005 (22,392 km2 or 8,646 sq mi per year) was 18% higher than in the previous five years (19,018 km2 or 7,343 sq mi per year). Although deforestation has declined significantly in the Brazilian Amazon between 2004 and 2014, there has been an increase to the present day.", "targets": "What happened to the rate of deforestation in the Amazon region of Brazil between 2004 and 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d135ae1d3444c4aba234b5b354d9f15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The needs of soy farmers have been used to justify many of the controversial transportation projects that are currently developing in the Amazon. The first two highways successfully opened up the rainforest and led to increased settlement and deforestation. The mean annual deforestation rate from 2000 to 2005 (22,392 km2 or 8,646 sq mi per year) was 18% higher than in the previous five years (19,018 km2 or 7,343 sq mi per year). Although deforestation has declined significantly in the Brazilian Amazon between 2004 and 2014, there has been an increase to the present day.", "targets": "How much higher was the rate of deforestation in 2000, to 2005 compared to 1995 to 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e7f932061374170b91860c6f2c1079a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Quran, God communicated with man and made his will known through signs and revelations. Prophets, or 'Messengers of God', received revelations and delivered them to humanity. The message has been identical and for all humankind. \"Nothing is said to you that was not said to the messengers before you, that your lord has at his Command forgiveness as well as a most Grievous Penalty.\" The revelation does not come directly from God to the prophets. Angels acting as God's messengers deliver the divine revelation to them. This comes out in Quran 42:51, in which it is stated: \"It is not for any mortal that God should speak to them, except by revelation, or from behind a veil, or by sending a messenger to reveal by his permission whatsoever He will.\"", "targets": "In what form does the Quran say God sends his messages to people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e7f932061374170b91860c6f2c1079a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Quran, God communicated with man and made his will known through signs and revelations. Prophets, or 'Messengers of God', received revelations and delivered them to humanity. The message has been identical and for all humankind. \"Nothing is said to you that was not said to the messengers before you, that your lord has at his Command forgiveness as well as a most Grievous Penalty.\" The revelation does not come directly from God to the prophets. Angels acting as God's messengers deliver the divine revelation to them. This comes out in Quran 42:51, in which it is stated: \"It is not for any mortal that God should speak to them, except by revelation, or from behind a veil, or by sending a messenger to reveal by his permission whatsoever He will.\"", "targets": "Who intermediates between God and prophets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e7f932061374170b91860c6f2c1079a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Quran, God communicated with man and made his will known through signs and revelations. Prophets, or 'Messengers of God', received revelations and delivered them to humanity. The message has been identical and for all humankind. \"Nothing is said to you that was not said to the messengers before you, that your lord has at his Command forgiveness as well as a most Grievous Penalty.\" The revelation does not come directly from God to the prophets. Angels acting as God's messengers deliver the divine revelation to them. This comes out in Quran 42:51, in which it is stated: \"It is not for any mortal that God should speak to them, except by revelation, or from behind a veil, or by sending a messenger to reveal by his permission whatsoever He will.\"", "targets": "Which part of the Quran describes God's use of intermediaries between himself and his prophets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e7f932061374170b91860c6f2c1079a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Quran, God communicated with man and made his will known through signs and revelations. Prophets, or 'Messengers of God', received revelations and delivered them to humanity. The message has been identical and for all humankind. \"Nothing is said to you that was not said to the messengers before you, that your lord has at his Command forgiveness as well as a most Grievous Penalty.\" The revelation does not come directly from God to the prophets. Angels acting as God's messengers deliver the divine revelation to them. This comes out in Quran 42:51, in which it is stated: \"It is not for any mortal that God should speak to them, except by revelation, or from behind a veil, or by sending a messenger to reveal by his permission whatsoever He will.\"", "targets": "Which humans are the messengers of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e7f932061374170b91860c6f2c1079a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Quran, God communicated with man and made his will known through signs and revelations. Prophets, or 'Messengers of God', received revelations and delivered them to humanity. The message has been identical and for all humankind. \"Nothing is said to you that was not said to the messengers before you, that your lord has at his Command forgiveness as well as a most Grievous Penalty.\" The revelation does not come directly from God to the prophets. Angels acting as God's messengers deliver the divine revelation to them. This comes out in Quran 42:51, in which it is stated: \"It is not for any mortal that God should speak to them, except by revelation, or from behind a veil, or by sending a messenger to reveal by his permission whatsoever He will.\"", "targets": "How does the Quran describe the similarity of messages God has delivered throughout human history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96064284bee8476aab14daf5087cddbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna's look and style of dressing, her performances, and her music videos influenced young girls and women. Her style became one of the female fashion trends of the 1980s. Created by stylist and jewelry designer Maripol, the look consisted of lace tops, skirts over capri pants, fishnet stockings, jewelry bearing the crucifix, bracelets, and bleached hair. Madonna achieved global recognition after the release of her second studio album, Like a Virgin, in November 1984. It topped the charts in several countries and became her first number one album on the Billboard 200. The title track, \"Like a Virgin\", topped the Billboard Hot 100 chart for six consecutive weeks. It attracted the attention of organizations who complained that the song and its accompanying video promoted premarital sex and undermined family values, and moralists sought to have the song and video banned.", "targets": "Who did Madonna's look and style of dressing influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96064284bee8476aab14daf5087cddbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna's look and style of dressing, her performances, and her music videos influenced young girls and women. Her style became one of the female fashion trends of the 1980s. Created by stylist and jewelry designer Maripol, the look consisted of lace tops, skirts over capri pants, fishnet stockings, jewelry bearing the crucifix, bracelets, and bleached hair. Madonna achieved global recognition after the release of her second studio album, Like a Virgin, in November 1984. It topped the charts in several countries and became her first number one album on the Billboard 200. The title track, \"Like a Virgin\", topped the Billboard Hot 100 chart for six consecutive weeks. It attracted the attention of organizations who complained that the song and its accompanying video promoted premarital sex and undermined family values, and moralists sought to have the song and video banned.", "targets": "When did Madonna's style become a fashion trend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96064284bee8476aab14daf5087cddbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna's look and style of dressing, her performances, and her music videos influenced young girls and women. Her style became one of the female fashion trends of the 1980s. Created by stylist and jewelry designer Maripol, the look consisted of lace tops, skirts over capri pants, fishnet stockings, jewelry bearing the crucifix, bracelets, and bleached hair. Madonna achieved global recognition after the release of her second studio album, Like a Virgin, in November 1984. It topped the charts in several countries and became her first number one album on the Billboard 200. The title track, \"Like a Virgin\", topped the Billboard Hot 100 chart for six consecutive weeks. It attracted the attention of organizations who complained that the song and its accompanying video promoted premarital sex and undermined family values, and moralists sought to have the song and video banned.", "targets": "Who is the stylist and jewellery designer that created Madonna's look?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96064284bee8476aab14daf5087cddbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna's look and style of dressing, her performances, and her music videos influenced young girls and women. Her style became one of the female fashion trends of the 1980s. Created by stylist and jewelry designer Maripol, the look consisted of lace tops, skirts over capri pants, fishnet stockings, jewelry bearing the crucifix, bracelets, and bleached hair. Madonna achieved global recognition after the release of her second studio album, Like a Virgin, in November 1984. It topped the charts in several countries and became her first number one album on the Billboard 200. The title track, \"Like a Virgin\", topped the Billboard Hot 100 chart for six consecutive weeks. It attracted the attention of organizations who complained that the song and its accompanying video promoted premarital sex and undermined family values, and moralists sought to have the song and video banned.", "targets": "When did Madonna achieve global recognition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96064284bee8476aab14daf5087cddbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna's look and style of dressing, her performances, and her music videos influenced young girls and women. Her style became one of the female fashion trends of the 1980s. Created by stylist and jewelry designer Maripol, the look consisted of lace tops, skirts over capri pants, fishnet stockings, jewelry bearing the crucifix, bracelets, and bleached hair. Madonna achieved global recognition after the release of her second studio album, Like a Virgin, in November 1984. It topped the charts in several countries and became her first number one album on the Billboard 200. The title track, \"Like a Virgin\", topped the Billboard Hot 100 chart for six consecutive weeks. It attracted the attention of organizations who complained that the song and its accompanying video promoted premarital sex and undermined family values, and moralists sought to have the song and video banned.", "targets": "How long did \"Like a Virgin\" stayed on the Billboard 100?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f886964d45941a0962b5557e2521082", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 2014, the University of Notre Dame and Under Armour reached an agreement in which Under Armour will provide uniforms, apparel,equipment, and monetary compensation to Notre Dame for 10 years. This contract, worth almost $100 million, is the most lucrative in the history of the NCAA. The university marching band plays at home games for most of the sports. The band, which began in 1846 and has a claim as the oldest university band in continuous existence in the United States, was honored by the National Music Council as a \"Landmark of American Music\" during the United States Bicentennial. The band regularly plays the school's fight song the Notre Dame Victory March, which was named as the most played and most famous fight song by Northern Illinois Professor William Studwell. According to College Fight Songs: An Annotated Anthology published in 1998, the \"Notre Dame Victory March\" ranks as the greatest fight song of all time.", "targets": "Who currently provides uniforms to Notre Dame sport teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f886964d45941a0962b5557e2521082", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 2014, the University of Notre Dame and Under Armour reached an agreement in which Under Armour will provide uniforms, apparel,equipment, and monetary compensation to Notre Dame for 10 years. This contract, worth almost $100 million, is the most lucrative in the history of the NCAA. The university marching band plays at home games for most of the sports. The band, which began in 1846 and has a claim as the oldest university band in continuous existence in the United States, was honored by the National Music Council as a \"Landmark of American Music\" during the United States Bicentennial. The band regularly plays the school's fight song the Notre Dame Victory March, which was named as the most played and most famous fight song by Northern Illinois Professor William Studwell. According to College Fight Songs: An Annotated Anthology published in 1998, the \"Notre Dame Victory March\" ranks as the greatest fight song of all time.", "targets": "What is the value of the contract between Under Armour and Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f886964d45941a0962b5557e2521082", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 2014, the University of Notre Dame and Under Armour reached an agreement in which Under Armour will provide uniforms, apparel,equipment, and monetary compensation to Notre Dame for 10 years. This contract, worth almost $100 million, is the most lucrative in the history of the NCAA. The university marching band plays at home games for most of the sports. The band, which began in 1846 and has a claim as the oldest university band in continuous existence in the United States, was honored by the National Music Council as a \"Landmark of American Music\" during the United States Bicentennial. The band regularly plays the school's fight song the Notre Dame Victory March, which was named as the most played and most famous fight song by Northern Illinois Professor William Studwell. According to College Fight Songs: An Annotated Anthology published in 1998, the \"Notre Dame Victory March\" ranks as the greatest fight song of all time.", "targets": "When did the Notre Dame marching band form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f886964d45941a0962b5557e2521082", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 2014, the University of Notre Dame and Under Armour reached an agreement in which Under Armour will provide uniforms, apparel,equipment, and monetary compensation to Notre Dame for 10 years. This contract, worth almost $100 million, is the most lucrative in the history of the NCAA. The university marching band plays at home games for most of the sports. The band, which began in 1846 and has a claim as the oldest university band in continuous existence in the United States, was honored by the National Music Council as a \"Landmark of American Music\" during the United States Bicentennial. The band regularly plays the school's fight song the Notre Dame Victory March, which was named as the most played and most famous fight song by Northern Illinois Professor William Studwell. According to College Fight Songs: An Annotated Anthology published in 1998, the \"Notre Dame Victory March\" ranks as the greatest fight song of all time.", "targets": "What is notable about the Notre Dame marching band?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f886964d45941a0962b5557e2521082", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 2014, the University of Notre Dame and Under Armour reached an agreement in which Under Armour will provide uniforms, apparel,equipment, and monetary compensation to Notre Dame for 10 years. This contract, worth almost $100 million, is the most lucrative in the history of the NCAA. The university marching band plays at home games for most of the sports. The band, which began in 1846 and has a claim as the oldest university band in continuous existence in the United States, was honored by the National Music Council as a \"Landmark of American Music\" during the United States Bicentennial. The band regularly plays the school's fight song the Notre Dame Victory March, which was named as the most played and most famous fight song by Northern Illinois Professor William Studwell. According to College Fight Songs: An Annotated Anthology published in 1998, the \"Notre Dame Victory March\" ranks as the greatest fight song of all time.", "targets": "What is the Notre Dame fight song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d61af8b3cd4639a4f23fb269c3d133", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s Rhino Records issued a series of boxed sets of 78 rpm reissues of early rock and roll hits, intended for owners of vintage jukeboxes. This was a disaster because Rhino did not warn customers that their records were made of vinyl, and that the vintage 78 RPM juke boxes were designed with heavy tone arms and steel needles to play the hard shellac records of their time. This failure to warn customers gave the Rhino 78 records a bad reputation,[citation needed] as they were destroyed by old juke boxes and old record players but played very well on newer 78-capable turntables with modern lightweight tone arms and jewel needles.", "targets": "When was the release by Rhino Records of 78 rpm for jukebox owners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d61af8b3cd4639a4f23fb269c3d133", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s Rhino Records issued a series of boxed sets of 78 rpm reissues of early rock and roll hits, intended for owners of vintage jukeboxes. This was a disaster because Rhino did not warn customers that their records were made of vinyl, and that the vintage 78 RPM juke boxes were designed with heavy tone arms and steel needles to play the hard shellac records of their time. This failure to warn customers gave the Rhino 78 records a bad reputation,[citation needed] as they were destroyed by old juke boxes and old record players but played very well on newer 78-capable turntables with modern lightweight tone arms and jewel needles.", "targets": "What was the result of the use of this release of 78 rpm vinyl when used in vintage jukeboxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d61af8b3cd4639a4f23fb269c3d133", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s Rhino Records issued a series of boxed sets of 78 rpm reissues of early rock and roll hits, intended for owners of vintage jukeboxes. This was a disaster because Rhino did not warn customers that their records were made of vinyl, and that the vintage 78 RPM juke boxes were designed with heavy tone arms and steel needles to play the hard shellac records of their time. This failure to warn customers gave the Rhino 78 records a bad reputation,[citation needed] as they were destroyed by old juke boxes and old record players but played very well on newer 78-capable turntables with modern lightweight tone arms and jewel needles.", "targets": "What was needed to successfully play the newer released 79 rpm vinyl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d61af8b3cd4639a4f23fb269c3d133", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s Rhino Records issued a series of boxed sets of 78 rpm reissues of early rock and roll hits, intended for owners of vintage jukeboxes. This was a disaster because Rhino did not warn customers that their records were made of vinyl, and that the vintage 78 RPM juke boxes were designed with heavy tone arms and steel needles to play the hard shellac records of their time. This failure to warn customers gave the Rhino 78 records a bad reputation,[citation needed] as they were destroyed by old juke boxes and old record players but played very well on newer 78-capable turntables with modern lightweight tone arms and jewel needles.", "targets": "For whom was the 1990 release of 78 rpm intended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d61af8b3cd4639a4f23fb269c3d133", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s Rhino Records issued a series of boxed sets of 78 rpm reissues of early rock and roll hits, intended for owners of vintage jukeboxes. This was a disaster because Rhino did not warn customers that their records were made of vinyl, and that the vintage 78 RPM juke boxes were designed with heavy tone arms and steel needles to play the hard shellac records of their time. This failure to warn customers gave the Rhino 78 records a bad reputation,[citation needed] as they were destroyed by old juke boxes and old record players but played very well on newer 78-capable turntables with modern lightweight tone arms and jewel needles.", "targets": "How did the 1990 release of 78 rpm effect Rhino Records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4026f5bd04bf4910b620f7ae97ee5cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The debate on a new delimitation of the German territory started in 1919 as part of discussions about the new constitution. Hugo Preuss, the father of the Weimar Constitution, drafted a plan to divide the German Reich into 14 roughly equal-sized states. His proposal was turned down due to opposition of the states and concerns of the government. Article 18 of the constitution enabled a new delimitation of the German territory but set high hurdles: Three fifth of the votes handed in, and at least the majority of the population are necessary to decide on the alteration of territory. In fact, until 1933 there were only four changes in the configuration of the German states: The 7 Thuringian states were merged in 1920, whereby Coburg opted for Bavaria, Pyrmont joined Prussia in 1922, and Waldeck did so in 1929. Any later plans to break up the dominating Prussia into smaller states failed because political circumstances were not favorable to state reforms.", "targets": "When did the debate on delimitation begin in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4026f5bd04bf4910b620f7ae97ee5cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The debate on a new delimitation of the German territory started in 1919 as part of discussions about the new constitution. Hugo Preuss, the father of the Weimar Constitution, drafted a plan to divide the German Reich into 14 roughly equal-sized states. His proposal was turned down due to opposition of the states and concerns of the government. Article 18 of the constitution enabled a new delimitation of the German territory but set high hurdles: Three fifth of the votes handed in, and at least the majority of the population are necessary to decide on the alteration of territory. In fact, until 1933 there were only four changes in the configuration of the German states: The 7 Thuringian states were merged in 1920, whereby Coburg opted for Bavaria, Pyrmont joined Prussia in 1922, and Waldeck did so in 1929. Any later plans to break up the dominating Prussia into smaller states failed because political circumstances were not favorable to state reforms.", "targets": "Who was the father of the Weimar Constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4026f5bd04bf4910b620f7ae97ee5cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The debate on a new delimitation of the German territory started in 1919 as part of discussions about the new constitution. Hugo Preuss, the father of the Weimar Constitution, drafted a plan to divide the German Reich into 14 roughly equal-sized states. His proposal was turned down due to opposition of the states and concerns of the government. Article 18 of the constitution enabled a new delimitation of the German territory but set high hurdles: Three fifth of the votes handed in, and at least the majority of the population are necessary to decide on the alteration of territory. In fact, until 1933 there were only four changes in the configuration of the German states: The 7 Thuringian states were merged in 1920, whereby Coburg opted for Bavaria, Pyrmont joined Prussia in 1922, and Waldeck did so in 1929. Any later plans to break up the dominating Prussia into smaller states failed because political circumstances were not favorable to state reforms.", "targets": "How many states was the German Reich to divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4026f5bd04bf4910b620f7ae97ee5cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The debate on a new delimitation of the German territory started in 1919 as part of discussions about the new constitution. Hugo Preuss, the father of the Weimar Constitution, drafted a plan to divide the German Reich into 14 roughly equal-sized states. His proposal was turned down due to opposition of the states and concerns of the government. Article 18 of the constitution enabled a new delimitation of the German territory but set high hurdles: Three fifth of the votes handed in, and at least the majority of the population are necessary to decide on the alteration of territory. In fact, until 1933 there were only four changes in the configuration of the German states: The 7 Thuringian states were merged in 1920, whereby Coburg opted for Bavaria, Pyrmont joined Prussia in 1922, and Waldeck did so in 1929. Any later plans to break up the dominating Prussia into smaller states failed because political circumstances were not favorable to state reforms.", "targets": "Until 1933 how many configurations in the German states occurred? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4026f5bd04bf4910b620f7ae97ee5cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The debate on a new delimitation of the German territory started in 1919 as part of discussions about the new constitution. Hugo Preuss, the father of the Weimar Constitution, drafted a plan to divide the German Reich into 14 roughly equal-sized states. His proposal was turned down due to opposition of the states and concerns of the government. Article 18 of the constitution enabled a new delimitation of the German territory but set high hurdles: Three fifth of the votes handed in, and at least the majority of the population are necessary to decide on the alteration of territory. In fact, until 1933 there were only four changes in the configuration of the German states: The 7 Thuringian states were merged in 1920, whereby Coburg opted for Bavaria, Pyrmont joined Prussia in 1922, and Waldeck did so in 1929. Any later plans to break up the dominating Prussia into smaller states failed because political circumstances were not favorable to state reforms.", "targets": "When did Pyrmont join Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664056be48541bdb7a6e3f81a4b91fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2013, the club launched a new crest to improve the reproducibility of the design in print and broadcast media, particularly on a small scale. Critics[who?] suggested that it was external pressure from sports manufacturers Nike, Inc. that evoked the redesign as the number of colours has been reduced and the radial effect have been removed, making the kit more cost efficient to reproduce.[citation needed] The redesign was poorly received by supporters, with a poll on an Everton fan site registering a 91% negative response to the crest. A protest petition reached over 22,000 signatures before the club offered an apology and announced a new crest would be created for the 2014\u201315 season with an emphasis on fan consultation. Shortly afterwards, the Head of Marketing left the club.", "targets": "When did Everton FC launch their new crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664056be48541bdb7a6e3f81a4b91fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2013, the club launched a new crest to improve the reproducibility of the design in print and broadcast media, particularly on a small scale. Critics[who?] suggested that it was external pressure from sports manufacturers Nike, Inc. that evoked the redesign as the number of colours has been reduced and the radial effect have been removed, making the kit more cost efficient to reproduce.[citation needed] The redesign was poorly received by supporters, with a poll on an Everton fan site registering a 91% negative response to the crest. A protest petition reached over 22,000 signatures before the club offered an apology and announced a new crest would be created for the 2014\u201315 season with an emphasis on fan consultation. Shortly afterwards, the Head of Marketing left the club.", "targets": "What company did critics suggest pressured Everton FC to change their crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664056be48541bdb7a6e3f81a4b91fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2013, the club launched a new crest to improve the reproducibility of the design in print and broadcast media, particularly on a small scale. Critics[who?] suggested that it was external pressure from sports manufacturers Nike, Inc. that evoked the redesign as the number of colours has been reduced and the radial effect have been removed, making the kit more cost efficient to reproduce.[citation needed] The redesign was poorly received by supporters, with a poll on an Everton fan site registering a 91% negative response to the crest. A protest petition reached over 22,000 signatures before the club offered an apology and announced a new crest would be created for the 2014\u201315 season with an emphasis on fan consultation. Shortly afterwards, the Head of Marketing left the club.", "targets": "How was the Everton FC's crest redesign received by fans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664056be48541bdb7a6e3f81a4b91fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2013, the club launched a new crest to improve the reproducibility of the design in print and broadcast media, particularly on a small scale. Critics[who?] suggested that it was external pressure from sports manufacturers Nike, Inc. that evoked the redesign as the number of colours has been reduced and the radial effect have been removed, making the kit more cost efficient to reproduce.[citation needed] The redesign was poorly received by supporters, with a poll on an Everton fan site registering a 91% negative response to the crest. A protest petition reached over 22,000 signatures before the club offered an apology and announced a new crest would be created for the 2014\u201315 season with an emphasis on fan consultation. Shortly afterwards, the Head of Marketing left the club.", "targets": "What percentage of fans had a negative reaction to Everton FC's crest redesign in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664056be48541bdb7a6e3f81a4b91fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2013, the club launched a new crest to improve the reproducibility of the design in print and broadcast media, particularly on a small scale. Critics[who?] suggested that it was external pressure from sports manufacturers Nike, Inc. that evoked the redesign as the number of colours has been reduced and the radial effect have been removed, making the kit more cost efficient to reproduce.[citation needed] The redesign was poorly received by supporters, with a poll on an Everton fan site registering a 91% negative response to the crest. A protest petition reached over 22,000 signatures before the club offered an apology and announced a new crest would be created for the 2014\u201315 season with an emphasis on fan consultation. Shortly afterwards, the Head of Marketing left the club.", "targets": "How many people signed a petition in protest of Everton FC's crest redesign in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d691e76977a4f4db442ee11755da2f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, during wake periods differentiated effector cells, such as cytotoxic natural killer cells and CTLs (cytotoxic T lymphocytes), peak in order to elicit an effective response against any intruding pathogens. As well during awake active times, anti-inflammatory molecules, such as cortisol and catecholamines, peak. There are two theories as to why the pro-inflammatory state is reserved for sleep time. First, inflammation would cause serious cognitive and physical impairments if it were to occur during wake times. Second, inflammation may occur during sleep times due to the presence of melatonin. Inflammation causes a great deal of oxidative stress and the presence of melatonin during sleep times could actively counteract free radical production during this time.", "targets": "What are examples of differentiated effector cells that peak during wake periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d691e76977a4f4db442ee11755da2f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, during wake periods differentiated effector cells, such as cytotoxic natural killer cells and CTLs (cytotoxic T lymphocytes), peak in order to elicit an effective response against any intruding pathogens. As well during awake active times, anti-inflammatory molecules, such as cortisol and catecholamines, peak. There are two theories as to why the pro-inflammatory state is reserved for sleep time. First, inflammation would cause serious cognitive and physical impairments if it were to occur during wake times. Second, inflammation may occur during sleep times due to the presence of melatonin. Inflammation causes a great deal of oxidative stress and the presence of melatonin during sleep times could actively counteract free radical production during this time.", "targets": "What are two anti-inflammatory molecules that peak during awake hours?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d691e76977a4f4db442ee11755da2f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, during wake periods differentiated effector cells, such as cytotoxic natural killer cells and CTLs (cytotoxic T lymphocytes), peak in order to elicit an effective response against any intruding pathogens. As well during awake active times, anti-inflammatory molecules, such as cortisol and catecholamines, peak. There are two theories as to why the pro-inflammatory state is reserved for sleep time. First, inflammation would cause serious cognitive and physical impairments if it were to occur during wake times. Second, inflammation may occur during sleep times due to the presence of melatonin. Inflammation causes a great deal of oxidative stress and the presence of melatonin during sleep times could actively counteract free radical production during this time.", "targets": "Inflammation occurs during sleep times because of the presence of what molecule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d691e76977a4f4db442ee11755da2f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, during wake periods differentiated effector cells, such as cytotoxic natural killer cells and CTLs (cytotoxic T lymphocytes), peak in order to elicit an effective response against any intruding pathogens. As well during awake active times, anti-inflammatory molecules, such as cortisol and catecholamines, peak. There are two theories as to why the pro-inflammatory state is reserved for sleep time. First, inflammation would cause serious cognitive and physical impairments if it were to occur during wake times. Second, inflammation may occur during sleep times due to the presence of melatonin. Inflammation causes a great deal of oxidative stress and the presence of melatonin during sleep times could actively counteract free radical production during this time.", "targets": "Melatonin during sleep can actively counteract the production of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d011ecbaa544219ffad2ec2fe68c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The almost constant wars among the Sumerian city-states for 2000 years helped to develop the military technology and techniques of Sumer to a high level. The first war recorded in any detail was between Lagash and Umma in c. 2525 BC on a stele called the Stele of the Vultures. It shows the king of Lagash leading a Sumerian army consisting mostly of infantry. The infantrymen carried spears, wore copper helmets, and carried rectangular shields. The spearmen are shown arranged in what resembles the phalanx formation, which requires training and discipline; this implies that the Sumerians may have made use of professional soldiers.", "targets": "What contributed to developing military technology for Sumer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d011ecbaa544219ffad2ec2fe68c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The almost constant wars among the Sumerian city-states for 2000 years helped to develop the military technology and techniques of Sumer to a high level. The first war recorded in any detail was between Lagash and Umma in c. 2525 BC on a stele called the Stele of the Vultures. It shows the king of Lagash leading a Sumerian army consisting mostly of infantry. The infantrymen carried spears, wore copper helmets, and carried rectangular shields. The spearmen are shown arranged in what resembles the phalanx formation, which requires training and discipline; this implies that the Sumerians may have made use of professional soldiers.", "targets": "How many years were the Sumerian city-states at war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d011ecbaa544219ffad2ec2fe68c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The almost constant wars among the Sumerian city-states for 2000 years helped to develop the military technology and techniques of Sumer to a high level. The first war recorded in any detail was between Lagash and Umma in c. 2525 BC on a stele called the Stele of the Vultures. It shows the king of Lagash leading a Sumerian army consisting mostly of infantry. The infantrymen carried spears, wore copper helmets, and carried rectangular shields. The spearmen are shown arranged in what resembles the phalanx formation, which requires training and discipline; this implies that the Sumerians may have made use of professional soldiers.", "targets": "Who was the first war between in 2525 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d011ecbaa544219ffad2ec2fe68c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The almost constant wars among the Sumerian city-states for 2000 years helped to develop the military technology and techniques of Sumer to a high level. The first war recorded in any detail was between Lagash and Umma in c. 2525 BC on a stele called the Stele of the Vultures. It shows the king of Lagash leading a Sumerian army consisting mostly of infantry. The infantrymen carried spears, wore copper helmets, and carried rectangular shields. The spearmen are shown arranged in what resembles the phalanx formation, which requires training and discipline; this implies that the Sumerians may have made use of professional soldiers.", "targets": "What did the king of Lagash's army mostly consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88d011ecbaa544219ffad2ec2fe68c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The almost constant wars among the Sumerian city-states for 2000 years helped to develop the military technology and techniques of Sumer to a high level. The first war recorded in any detail was between Lagash and Umma in c. 2525 BC on a stele called the Stele of the Vultures. It shows the king of Lagash leading a Sumerian army consisting mostly of infantry. The infantrymen carried spears, wore copper helmets, and carried rectangular shields. The spearmen are shown arranged in what resembles the phalanx formation, which requires training and discipline; this implies that the Sumerians may have made use of professional soldiers.", "targets": "What shape were the shields of the infantry of Lagash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4954e710f2ab4d7a96e8b2d5093e916f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ancient Greece, green and blue were sometimes considered the same color, and the same word sometimes described the color of the sea and the color of trees. The philosopher Democritus described two different greens; cloron, or pale green, and prasinon, or leek green. Aristotle considered that green was located midway between black, symbolizing the earth, and white, symbolizing water. However, green was not counted among of the four classic colors of Greek painting; red, yellow, black and white, and is rarely found in Greek art.", "targets": "Which ancient greek philosopher considered green to be located midway between black and white?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4954e710f2ab4d7a96e8b2d5093e916f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ancient Greece, green and blue were sometimes considered the same color, and the same word sometimes described the color of the sea and the color of trees. The philosopher Democritus described two different greens; cloron, or pale green, and prasinon, or leek green. Aristotle considered that green was located midway between black, symbolizing the earth, and white, symbolizing water. However, green was not counted among of the four classic colors of Greek painting; red, yellow, black and white, and is rarely found in Greek art.", "targets": "Which ancient greek philosopher describe pale green as cloron and leek green as prasinon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4954e710f2ab4d7a96e8b2d5093e916f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ancient Greece, green and blue were sometimes considered the same color, and the same word sometimes described the color of the sea and the color of trees. The philosopher Democritus described two different greens; cloron, or pale green, and prasinon, or leek green. Aristotle considered that green was located midway between black, symbolizing the earth, and white, symbolizing water. However, green was not counted among of the four classic colors of Greek painting; red, yellow, black and white, and is rarely found in Greek art.", "targets": "Red, yellow, and black are three of the four classis colors of Greek painting. What is the fourth color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebb6259491ff43d1bbe0d862c443c487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic culture produced seats of learning throughout the Mediterranean. Hellenistic science differed from Greek science in at least two ways: first, it benefited from the cross-fertilization of Greek ideas with those that had developed in the larger Hellenistic world; secondly, to some extent, it was supported by royal patrons in the kingdoms founded by Alexander's successors. Especially important to Hellenistic science was the city of Alexandria in Egypt, which became a major center of scientific research in the 3rd century BC. Hellenistic scholars frequently employed the principles developed in earlier Greek thought: the application of mathematics and deliberate empirical research, in their scientific investigations.", "targets": "The Royal patrons of Alexander's successors supported what type of science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebb6259491ff43d1bbe0d862c443c487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic culture produced seats of learning throughout the Mediterranean. Hellenistic science differed from Greek science in at least two ways: first, it benefited from the cross-fertilization of Greek ideas with those that had developed in the larger Hellenistic world; secondly, to some extent, it was supported by royal patrons in the kingdoms founded by Alexander's successors. Especially important to Hellenistic science was the city of Alexandria in Egypt, which became a major center of scientific research in the 3rd century BC. Hellenistic scholars frequently employed the principles developed in earlier Greek thought: the application of mathematics and deliberate empirical research, in their scientific investigations.", "targets": "What city was especially important to Hellinistic science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebb6259491ff43d1bbe0d862c443c487", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic culture produced seats of learning throughout the Mediterranean. Hellenistic science differed from Greek science in at least two ways: first, it benefited from the cross-fertilization of Greek ideas with those that had developed in the larger Hellenistic world; secondly, to some extent, it was supported by royal patrons in the kingdoms founded by Alexander's successors. Especially important to Hellenistic science was the city of Alexandria in Egypt, which became a major center of scientific research in the 3rd century BC. Hellenistic scholars frequently employed the principles developed in earlier Greek thought: the application of mathematics and deliberate empirical research, in their scientific investigations.", "targets": "What century did Alexandria become scientific research hub?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e698941460214610ba1ca0714198f132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico\u2019s capital is both the oldest capital city in the Americas and one of two founded by Amerindians (Native Americans), the other being Quito. The city was originally built on an island of Lake Texcoco by the Aztecs in 1325 as Tenochtitlan, which was almost completely destroyed in the 1521 siege of Tenochtitlan, and subsequently redesigned and rebuilt in accordance with the Spanish urban standards. In 1524, the municipality of Mexico City was established, known as M\u00e9xico Tenochtitl\u00e1n, and as of 1585 it was officially known as Ciudad de M\u00e9xico (Mexico City). Mexico City served as the political, administrative and financial center of a major part of the Spanish colonial empire. After independence from Spain was achieved, the Federal District was created in 1824.", "targets": "What was the original name of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e698941460214610ba1ca0714198f132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico\u2019s capital is both the oldest capital city in the Americas and one of two founded by Amerindians (Native Americans), the other being Quito. The city was originally built on an island of Lake Texcoco by the Aztecs in 1325 as Tenochtitlan, which was almost completely destroyed in the 1521 siege of Tenochtitlan, and subsequently redesigned and rebuilt in accordance with the Spanish urban standards. In 1524, the municipality of Mexico City was established, known as M\u00e9xico Tenochtitl\u00e1n, and as of 1585 it was officially known as Ciudad de M\u00e9xico (Mexico City). Mexico City served as the political, administrative and financial center of a major part of the Spanish colonial empire. After independence from Spain was achieved, the Federal District was created in 1824.", "targets": "Who originally built Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e698941460214610ba1ca0714198f132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico\u2019s capital is both the oldest capital city in the Americas and one of two founded by Amerindians (Native Americans), the other being Quito. The city was originally built on an island of Lake Texcoco by the Aztecs in 1325 as Tenochtitlan, which was almost completely destroyed in the 1521 siege of Tenochtitlan, and subsequently redesigned and rebuilt in accordance with the Spanish urban standards. In 1524, the municipality of Mexico City was established, known as M\u00e9xico Tenochtitl\u00e1n, and as of 1585 it was officially known as Ciudad de M\u00e9xico (Mexico City). Mexico City served as the political, administrative and financial center of a major part of the Spanish colonial empire. After independence from Spain was achieved, the Federal District was created in 1824.", "targets": "When was the Federal District formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e698941460214610ba1ca0714198f132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico\u2019s capital is both the oldest capital city in the Americas and one of two founded by Amerindians (Native Americans), the other being Quito. The city was originally built on an island of Lake Texcoco by the Aztecs in 1325 as Tenochtitlan, which was almost completely destroyed in the 1521 siege of Tenochtitlan, and subsequently redesigned and rebuilt in accordance with the Spanish urban standards. In 1524, the municipality of Mexico City was established, known as M\u00e9xico Tenochtitl\u00e1n, and as of 1585 it was officially known as Ciudad de M\u00e9xico (Mexico City). Mexico City served as the political, administrative and financial center of a major part of the Spanish colonial empire. After independence from Spain was achieved, the Federal District was created in 1824.", "targets": "Where was the city first built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e698941460214610ba1ca0714198f132", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico\u2019s capital is both the oldest capital city in the Americas and one of two founded by Amerindians (Native Americans), the other being Quito. The city was originally built on an island of Lake Texcoco by the Aztecs in 1325 as Tenochtitlan, which was almost completely destroyed in the 1521 siege of Tenochtitlan, and subsequently redesigned and rebuilt in accordance with the Spanish urban standards. In 1524, the municipality of Mexico City was established, known as M\u00e9xico Tenochtitl\u00e1n, and as of 1585 it was officially known as Ciudad de M\u00e9xico (Mexico City). Mexico City served as the political, administrative and financial center of a major part of the Spanish colonial empire. After independence from Spain was achieved, the Federal District was created in 1824.", "targets": "When was Mexico City officially founded by the Spanish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5005da7904cc6bba52cfe73b48324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pindus range continues through the central Peloponnese, crosses the islands of Kythera and Antikythera and finds its way into southwestern Aegean, in the island of Crete where it eventually ends. The islands of the Aegean are peaks of underwater mountains that once constituted an extension of the mainland. Pindus is characterized by its high, steep peaks, often dissected by numerous canyons and a variety of other karstic landscapes. The spectacular Vikos Gorge, part of the Vikos-Aoos National Park in the Pindus range, is listed by the Guinness book of World Records as the deepest gorge in the world. Another notable formation are the Meteora rock pillars, atop which have been built medieval Greek Orthodox monasteries.", "targets": "Where does the Pindus mountain range end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5005da7904cc6bba52cfe73b48324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pindus range continues through the central Peloponnese, crosses the islands of Kythera and Antikythera and finds its way into southwestern Aegean, in the island of Crete where it eventually ends. The islands of the Aegean are peaks of underwater mountains that once constituted an extension of the mainland. Pindus is characterized by its high, steep peaks, often dissected by numerous canyons and a variety of other karstic landscapes. The spectacular Vikos Gorge, part of the Vikos-Aoos National Park in the Pindus range, is listed by the Guinness book of World Records as the deepest gorge in the world. Another notable formation are the Meteora rock pillars, atop which have been built medieval Greek Orthodox monasteries.", "targets": "Islands in the Aegean Sea are formed by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5005da7904cc6bba52cfe73b48324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pindus range continues through the central Peloponnese, crosses the islands of Kythera and Antikythera and finds its way into southwestern Aegean, in the island of Crete where it eventually ends. The islands of the Aegean are peaks of underwater mountains that once constituted an extension of the mainland. Pindus is characterized by its high, steep peaks, often dissected by numerous canyons and a variety of other karstic landscapes. The spectacular Vikos Gorge, part of the Vikos-Aoos National Park in the Pindus range, is listed by the Guinness book of World Records as the deepest gorge in the world. Another notable formation are the Meteora rock pillars, atop which have been built medieval Greek Orthodox monasteries.", "targets": "What is the deepest gorge in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3300dce3f5b547fcbb2e20f1e8fe5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to UNFPA these elements promote the right of \"reproductive health\", that is physical, mental, and social health in matters related to reproduction and the reproductive system.", "targets": "UNFPA lists elements that promote what human right?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3300dce3f5b547fcbb2e20f1e8fe5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to UNFPA these elements promote the right of \"reproductive health\", that is physical, mental, and social health in matters related to reproduction and the reproductive system.", "targets": "These elements concern health related to reproduction and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3300dce3f5b547fcbb2e20f1e8fe5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to UNFPA these elements promote the right of \"reproductive health\", that is physical, mental, and social health in matters related to reproduction and the reproductive system.", "targets": "What is the third element?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c640ffba7464cc58a5497e6c545b0b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juscelino Kubitschek, President of Brazil from 1956 to 1961, ordered the construction of Bras\u00edlia, fulfilling the promise of the Constitution and his own political campaign promise. Building Bras\u00edlia was part of Juscelino's \"fifty years of prosperity in five\" plan. L\u00facio Costa won a contest and was the main urban planner in 1957, with 5550 people competing. Oscar Niemeyer, a close friend, was the chief architect of most public buildings and Roberto Burle Marx was the landscape designer. Bras\u00edlia was built in 41 months, from 1956 to April 21, 1960, when it was officially inaugurated.", "targets": "When did Kubitschek become President of Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c640ffba7464cc58a5497e6c545b0b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juscelino Kubitschek, President of Brazil from 1956 to 1961, ordered the construction of Bras\u00edlia, fulfilling the promise of the Constitution and his own political campaign promise. Building Bras\u00edlia was part of Juscelino's \"fifty years of prosperity in five\" plan. L\u00facio Costa won a contest and was the main urban planner in 1957, with 5550 people competing. Oscar Niemeyer, a close friend, was the chief architect of most public buildings and Roberto Burle Marx was the landscape designer. Bras\u00edlia was built in 41 months, from 1956 to April 21, 1960, when it was officially inaugurated.", "targets": "When did Kubitschek leave office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c640ffba7464cc58a5497e6c545b0b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juscelino Kubitschek, President of Brazil from 1956 to 1961, ordered the construction of Bras\u00edlia, fulfilling the promise of the Constitution and his own political campaign promise. Building Bras\u00edlia was part of Juscelino's \"fifty years of prosperity in five\" plan. L\u00facio Costa won a contest and was the main urban planner in 1957, with 5550 people competing. Oscar Niemeyer, a close friend, was the chief architect of most public buildings and Roberto Burle Marx was the landscape designer. Bras\u00edlia was built in 41 months, from 1956 to April 21, 1960, when it was officially inaugurated.", "targets": "Who ordered Brasilia be built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c640ffba7464cc58a5497e6c545b0b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juscelino Kubitschek, President of Brazil from 1956 to 1961, ordered the construction of Bras\u00edlia, fulfilling the promise of the Constitution and his own political campaign promise. Building Bras\u00edlia was part of Juscelino's \"fifty years of prosperity in five\" plan. L\u00facio Costa won a contest and was the main urban planner in 1957, with 5550 people competing. Oscar Niemeyer, a close friend, was the chief architect of most public buildings and Roberto Burle Marx was the landscape designer. Bras\u00edlia was built in 41 months, from 1956 to April 21, 1960, when it was officially inaugurated.", "targets": "How many people competed to be Brasilia's urban planner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c640ffba7464cc58a5497e6c545b0b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Juscelino Kubitschek, President of Brazil from 1956 to 1961, ordered the construction of Bras\u00edlia, fulfilling the promise of the Constitution and his own political campaign promise. Building Bras\u00edlia was part of Juscelino's \"fifty years of prosperity in five\" plan. L\u00facio Costa won a contest and was the main urban planner in 1957, with 5550 people competing. Oscar Niemeyer, a close friend, was the chief architect of most public buildings and Roberto Burle Marx was the landscape designer. Bras\u00edlia was built in 41 months, from 1956 to April 21, 1960, when it was officially inaugurated.", "targets": "When was Brasilia inaugurated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d18bb08e874114979adf1cfc90f294", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final chapter reviews points from earlier chapters, and Darwin concludes by hoping that his theory might produce revolutionary changes in many fields of natural history. Although he avoids the controversial topic of human origins in the rest of the book so as not to prejudice readers against his theory, here he ventures a cautious hint that psychology would be put on a new foundation and that \"Light will be thrown on the origin of man\". Darwin ends with a passage that became well known and much quoted:", "targets": "What hopes does Darwin have for his theory in the natural history fields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d18bb08e874114979adf1cfc90f294", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final chapter reviews points from earlier chapters, and Darwin concludes by hoping that his theory might produce revolutionary changes in many fields of natural history. Although he avoids the controversial topic of human origins in the rest of the book so as not to prejudice readers against his theory, here he ventures a cautious hint that psychology would be put on a new foundation and that \"Light will be thrown on the origin of man\". Darwin ends with a passage that became well known and much quoted:", "targets": "Why did Darwin avoid the topic of the origins of humans in most of his book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d18bb08e874114979adf1cfc90f294", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final chapter reviews points from earlier chapters, and Darwin concludes by hoping that his theory might produce revolutionary changes in many fields of natural history. Although he avoids the controversial topic of human origins in the rest of the book so as not to prejudice readers against his theory, here he ventures a cautious hint that psychology would be put on a new foundation and that \"Light will be thrown on the origin of man\". Darwin ends with a passage that became well known and much quoted:", "targets": "What does Darwin allude to hoping in the final chapter of On the Origin of Species about humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420198666b7549ee9b10075a0724caa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Europeans to disembark and explore the region were the Portuguese navigators Diogo C\u00e3o in 1485 and Bartolomeu Dias in 1486; still the region was not claimed by the Portuguese crown. However, like most of Sub-Saharan Africa, Namibia was not extensively explored by Europeans until the 19th century, when traders and settlers arrived, principally from Germany and Sweden. In the late 19th century Dorsland trekkers crossed the area on their way from the Transvaal to Angola. Some of them settled in Namibia instead of continuing their journey.", "targets": "What nationality were the first navigators to explore Namibia come from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420198666b7549ee9b10075a0724caa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Europeans to disembark and explore the region were the Portuguese navigators Diogo C\u00e3o in 1485 and Bartolomeu Dias in 1486; still the region was not claimed by the Portuguese crown. However, like most of Sub-Saharan Africa, Namibia was not extensively explored by Europeans until the 19th century, when traders and settlers arrived, principally from Germany and Sweden. In the late 19th century Dorsland trekkers crossed the area on their way from the Transvaal to Angola. Some of them settled in Namibia instead of continuing their journey.", "targets": "When did Bartolomeu Dias explore Namibia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420198666b7549ee9b10075a0724caa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Europeans to disembark and explore the region were the Portuguese navigators Diogo C\u00e3o in 1485 and Bartolomeu Dias in 1486; still the region was not claimed by the Portuguese crown. However, like most of Sub-Saharan Africa, Namibia was not extensively explored by Europeans until the 19th century, when traders and settlers arrived, principally from Germany and Sweden. In the late 19th century Dorsland trekkers crossed the area on their way from the Transvaal to Angola. Some of them settled in Namibia instead of continuing their journey.", "targets": "When did Diogo Cao explore Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420198666b7549ee9b10075a0724caa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Europeans to disembark and explore the region were the Portuguese navigators Diogo C\u00e3o in 1485 and Bartolomeu Dias in 1486; still the region was not claimed by the Portuguese crown. However, like most of Sub-Saharan Africa, Namibia was not extensively explored by Europeans until the 19th century, when traders and settlers arrived, principally from Germany and Sweden. In the late 19th century Dorsland trekkers crossed the area on their way from the Transvaal to Angola. Some of them settled in Namibia instead of continuing their journey.", "targets": "Settlers on their way to Angola settled in Namibia instead of going where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420198666b7549ee9b10075a0724caa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Europeans to disembark and explore the region were the Portuguese navigators Diogo C\u00e3o in 1485 and Bartolomeu Dias in 1486; still the region was not claimed by the Portuguese crown. However, like most of Sub-Saharan Africa, Namibia was not extensively explored by Europeans until the 19th century, when traders and settlers arrived, principally from Germany and Sweden. In the late 19th century Dorsland trekkers crossed the area on their way from the Transvaal to Angola. Some of them settled in Namibia instead of continuing their journey.", "targets": "Along with Swedish settlers, what other country's settlers inhabited in Namibia first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51e541d12ce647a58e9d985e4bbf77c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The old oracles in Delphi seem to be connected with a local tradition of the priesthood, and there is not clear evidence that a kind of inspiration-prophecy existed in the temple. This led some scholars to the conclusion that Pythia carried on the rituals in a consistent procedure through many centuries, according to the local tradition. In that regard, the mythical seeress Sibyl of Anatolian origin, with her ecstatic art, looks unrelated to the oracle itself. However, the Greek tradition is referring to the existence of vapours and chewing of laurel-leaves, which seem to be confirmed by recent studies.", "targets": "Who did scholars beieve carried on the rituals in a consistent procedure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51e541d12ce647a58e9d985e4bbf77c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The old oracles in Delphi seem to be connected with a local tradition of the priesthood, and there is not clear evidence that a kind of inspiration-prophecy existed in the temple. This led some scholars to the conclusion that Pythia carried on the rituals in a consistent procedure through many centuries, according to the local tradition. In that regard, the mythical seeress Sibyl of Anatolian origin, with her ecstatic art, looks unrelated to the oracle itself. However, the Greek tradition is referring to the existence of vapours and chewing of laurel-leaves, which seem to be confirmed by recent studies.", "targets": "Who is a mythical seeress of Anatoian origin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-51e541d12ce647a58e9d985e4bbf77c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The old oracles in Delphi seem to be connected with a local tradition of the priesthood, and there is not clear evidence that a kind of inspiration-prophecy existed in the temple. This led some scholars to the conclusion that Pythia carried on the rituals in a consistent procedure through many centuries, according to the local tradition. In that regard, the mythical seeress Sibyl of Anatolian origin, with her ecstatic art, looks unrelated to the oracle itself. However, the Greek tradition is referring to the existence of vapours and chewing of laurel-leaves, which seem to be confirmed by recent studies.", "targets": "What Greek tradition seems to be confirmed by recent studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbf3952ef8ef496d9bff224b1f1ecf96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1528 the bishop lost secular power over both Neder- and Oversticht \u2013 which included the city of Utrecht \u2013 to Charles V, Holy Roman Emperor. Charles V combined the Seventeen Provinces (the current Benelux and the northern parts of France) as a personal union. This ended the prince-bishopric Utrecht, as the secular rule was now the lordship of Utrecht, with the religious power remaining with the bishop, although Charles V had gained the right to appoint new bishops. In 1559 the bishopric of Utrecht was raised to archbishopric to make it the religious center of the Northern ecclesiastical province in the Seventeen provinces.", "targets": "What year did the bishop lose power "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbf3952ef8ef496d9bff224b1f1ecf96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1528 the bishop lost secular power over both Neder- and Oversticht \u2013 which included the city of Utrecht \u2013 to Charles V, Holy Roman Emperor. Charles V combined the Seventeen Provinces (the current Benelux and the northern parts of France) as a personal union. This ended the prince-bishopric Utrecht, as the secular rule was now the lordship of Utrecht, with the religious power remaining with the bishop, although Charles V had gained the right to appoint new bishops. In 1559 the bishopric of Utrecht was raised to archbishopric to make it the religious center of the Northern ecclesiastical province in the Seventeen provinces.", "targets": "What did Charles V combine "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbf3952ef8ef496d9bff224b1f1ecf96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1528 the bishop lost secular power over both Neder- and Oversticht \u2013 which included the city of Utrecht \u2013 to Charles V, Holy Roman Emperor. Charles V combined the Seventeen Provinces (the current Benelux and the northern parts of France) as a personal union. This ended the prince-bishopric Utrecht, as the secular rule was now the lordship of Utrecht, with the religious power remaining with the bishop, although Charles V had gained the right to appoint new bishops. In 1559 the bishopric of Utrecht was raised to archbishopric to make it the religious center of the Northern ecclesiastical province in the Seventeen provinces.", "targets": "What did the loss of power end "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbf3952ef8ef496d9bff224b1f1ecf96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1528 the bishop lost secular power over both Neder- and Oversticht \u2013 which included the city of Utrecht \u2013 to Charles V, Holy Roman Emperor. Charles V combined the Seventeen Provinces (the current Benelux and the northern parts of France) as a personal union. This ended the prince-bishopric Utrecht, as the secular rule was now the lordship of Utrecht, with the religious power remaining with the bishop, although Charles V had gained the right to appoint new bishops. In 1559 the bishopric of Utrecht was raised to archbishopric to make it the religious center of the Northern ecclesiastical province in the Seventeen provinces.", "targets": "What was the bishop of Utrecht raised to "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10536534115842e39b7f378c96562eb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hogeschool institutions in the Flemish Community of Belgium (such as the Erasmus Hogeschool Brussel) are currently undergoing a process of academization. They form associations with a university and integrate research into the curriculum, which will allow them to deliver academic master's degrees.", "targets": "What term refers to the process that a hogeschool undergoes before it's able to award Master's degrees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c18d5910d0424f8903cda2df635e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerton took over from Ilchester as the county town in the late thirteenth century, but it declined in importance and the status of county town transferred to Taunton about 1366. The county has two cities, Bath and Wells, and 30 towns (including the county town of Taunton, which has no town council but instead is the chief settlement of the county's only borough). The largest urban areas in terms of population are Bath, Weston-super-Mare, Taunton, Yeovil and Bridgwater. Many settlements developed because of their strategic importance in relation to geographical features, such as river crossings or valleys in ranges of hills. Examples include Axbridge on the River Axe, Castle Cary on the River Cary, North Petherton on the River Parrett, and Ilminster, where there was a crossing point on the River Isle. Midsomer Norton lies on the River Somer; while the Wellow Brook and the Fosse Way Roman road run through Radstock. Chard is the most southerly town in Somerset, and at an altitude of 121 m (397 ft) it is also the highest.", "targets": "When did Somerton take over from Ilchester as the county town "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c18d5910d0424f8903cda2df635e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerton took over from Ilchester as the county town in the late thirteenth century, but it declined in importance and the status of county town transferred to Taunton about 1366. The county has two cities, Bath and Wells, and 30 towns (including the county town of Taunton, which has no town council but instead is the chief settlement of the county's only borough). The largest urban areas in terms of population are Bath, Weston-super-Mare, Taunton, Yeovil and Bridgwater. Many settlements developed because of their strategic importance in relation to geographical features, such as river crossings or valleys in ranges of hills. Examples include Axbridge on the River Axe, Castle Cary on the River Cary, North Petherton on the River Parrett, and Ilminster, where there was a crossing point on the River Isle. Midsomer Norton lies on the River Somer; while the Wellow Brook and the Fosse Way Roman road run through Radstock. Chard is the most southerly town in Somerset, and at an altitude of 121 m (397 ft) it is also the highest.", "targets": "How many cities and towns in Somerset "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c18d5910d0424f8903cda2df635e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerton took over from Ilchester as the county town in the late thirteenth century, but it declined in importance and the status of county town transferred to Taunton about 1366. The county has two cities, Bath and Wells, and 30 towns (including the county town of Taunton, which has no town council but instead is the chief settlement of the county's only borough). The largest urban areas in terms of population are Bath, Weston-super-Mare, Taunton, Yeovil and Bridgwater. Many settlements developed because of their strategic importance in relation to geographical features, such as river crossings or valleys in ranges of hills. Examples include Axbridge on the River Axe, Castle Cary on the River Cary, North Petherton on the River Parrett, and Ilminster, where there was a crossing point on the River Isle. Midsomer Norton lies on the River Somer; while the Wellow Brook and the Fosse Way Roman road run through Radstock. Chard is the most southerly town in Somerset, and at an altitude of 121 m (397 ft) it is also the highest.", "targets": "The largest populations of the county "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c18d5910d0424f8903cda2df635e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerton took over from Ilchester as the county town in the late thirteenth century, but it declined in importance and the status of county town transferred to Taunton about 1366. The county has two cities, Bath and Wells, and 30 towns (including the county town of Taunton, which has no town council but instead is the chief settlement of the county's only borough). The largest urban areas in terms of population are Bath, Weston-super-Mare, Taunton, Yeovil and Bridgwater. Many settlements developed because of their strategic importance in relation to geographical features, such as river crossings or valleys in ranges of hills. Examples include Axbridge on the River Axe, Castle Cary on the River Cary, North Petherton on the River Parrett, and Ilminster, where there was a crossing point on the River Isle. Midsomer Norton lies on the River Somer; while the Wellow Brook and the Fosse Way Roman road run through Radstock. Chard is the most southerly town in Somerset, and at an altitude of 121 m (397 ft) it is also the highest.", "targets": "What was the strategic purpose to settle this area "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86c18d5910d0424f8903cda2df635e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerton took over from Ilchester as the county town in the late thirteenth century, but it declined in importance and the status of county town transferred to Taunton about 1366. The county has two cities, Bath and Wells, and 30 towns (including the county town of Taunton, which has no town council but instead is the chief settlement of the county's only borough). The largest urban areas in terms of population are Bath, Weston-super-Mare, Taunton, Yeovil and Bridgwater. Many settlements developed because of their strategic importance in relation to geographical features, such as river crossings or valleys in ranges of hills. Examples include Axbridge on the River Axe, Castle Cary on the River Cary, North Petherton on the River Parrett, and Ilminster, where there was a crossing point on the River Isle. Midsomer Norton lies on the River Somer; while the Wellow Brook and the Fosse Way Roman road run through Radstock. Chard is the most southerly town in Somerset, and at an altitude of 121 m (397 ft) it is also the highest.", "targets": "Most Southernly town of somerset"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32327e4cb56b47a3bd100c312ae4f4c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When one Republican presidential candidate for the 2016 election ridiculed the liberalism of \"New York values\" in January 2016, Donald Trump, leading in the polls, vigorously defended his city. The National Review, a conservative magazine published in the city since its founding by William F. Buckley, Jr. in 1955, commented, \"By hearkening back to New York's heart after 9/11, for a moment Trump transcended politics. How easily we forget, but for weeks after the terror attacks, New York was America.\"", "targets": "What individual established the National Review?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32327e4cb56b47a3bd100c312ae4f4c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When one Republican presidential candidate for the 2016 election ridiculed the liberalism of \"New York values\" in January 2016, Donald Trump, leading in the polls, vigorously defended his city. The National Review, a conservative magazine published in the city since its founding by William F. Buckley, Jr. in 1955, commented, \"By hearkening back to New York's heart after 9/11, for a moment Trump transcended politics. How easily we forget, but for weeks after the terror attacks, New York was America.\"", "targets": "In what year was the National Review founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32327e4cb56b47a3bd100c312ae4f4c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When one Republican presidential candidate for the 2016 election ridiculed the liberalism of \"New York values\" in January 2016, Donald Trump, leading in the polls, vigorously defended his city. The National Review, a conservative magazine published in the city since its founding by William F. Buckley, Jr. in 1955, commented, \"By hearkening back to New York's heart after 9/11, for a moment Trump transcended politics. How easily we forget, but for weeks after the terror attacks, New York was America.\"", "targets": "What public figure defended New York in January 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32327e4cb56b47a3bd100c312ae4f4c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When one Republican presidential candidate for the 2016 election ridiculed the liberalism of \"New York values\" in January 2016, Donald Trump, leading in the polls, vigorously defended his city. The National Review, a conservative magazine published in the city since its founding by William F. Buckley, Jr. in 1955, commented, \"By hearkening back to New York's heart after 9/11, for a moment Trump transcended politics. How easily we forget, but for weeks after the terror attacks, New York was America.\"", "targets": "A presidential candidate from what party derided the city for its liberalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7bc2a72bff4d19b643936c31f4a41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds need to alter their metabolism in order to meet the demands of migration. The storage of energy through the accumulation of fat and the control of sleep in nocturnal migrants require special physiological adaptations. In addition, the feathers of a bird suffer from wear-and-tear and require to be molted. The timing of this molt - usually once a year but sometimes twice - varies with some species molting prior to moving to their winter grounds and others molting prior to returning to their breeding grounds. Apart from physiological adaptations, migration sometimes requires behavioural changes such as flying in flocks to reduce the energy used in migration or the risk of predation.", "targets": "What do birds need to change to meet the demands of migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7bc2a72bff4d19b643936c31f4a41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds need to alter their metabolism in order to meet the demands of migration. The storage of energy through the accumulation of fat and the control of sleep in nocturnal migrants require special physiological adaptations. In addition, the feathers of a bird suffer from wear-and-tear and require to be molted. The timing of this molt - usually once a year but sometimes twice - varies with some species molting prior to moving to their winter grounds and others molting prior to returning to their breeding grounds. Apart from physiological adaptations, migration sometimes requires behavioural changes such as flying in flocks to reduce the energy used in migration or the risk of predation.", "targets": "How often do birds molt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7bc2a72bff4d19b643936c31f4a41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds need to alter their metabolism in order to meet the demands of migration. The storage of energy through the accumulation of fat and the control of sleep in nocturnal migrants require special physiological adaptations. In addition, the feathers of a bird suffer from wear-and-tear and require to be molted. The timing of this molt - usually once a year but sometimes twice - varies with some species molting prior to moving to their winter grounds and others molting prior to returning to their breeding grounds. Apart from physiological adaptations, migration sometimes requires behavioural changes such as flying in flocks to reduce the energy used in migration or the risk of predation.", "targets": "How do birds store energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7bc2a72bff4d19b643936c31f4a41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds need to alter their metabolism in order to meet the demands of migration. The storage of energy through the accumulation of fat and the control of sleep in nocturnal migrants require special physiological adaptations. In addition, the feathers of a bird suffer from wear-and-tear and require to be molted. The timing of this molt - usually once a year but sometimes twice - varies with some species molting prior to moving to their winter grounds and others molting prior to returning to their breeding grounds. Apart from physiological adaptations, migration sometimes requires behavioural changes such as flying in flocks to reduce the energy used in migration or the risk of predation.", "targets": "Why do birds need to molt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7bc2a72bff4d19b643936c31f4a41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds need to alter their metabolism in order to meet the demands of migration. The storage of energy through the accumulation of fat and the control of sleep in nocturnal migrants require special physiological adaptations. In addition, the feathers of a bird suffer from wear-and-tear and require to be molted. The timing of this molt - usually once a year but sometimes twice - varies with some species molting prior to moving to their winter grounds and others molting prior to returning to their breeding grounds. Apart from physiological adaptations, migration sometimes requires behavioural changes such as flying in flocks to reduce the energy used in migration or the risk of predation.", "targets": "When do birds molt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834cb8bae6a94a38aebeef52da52a923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consensus among linguists is that modern, standard Czech originated during the eighteenth century. By then the language had developed a literary tradition, and since then it has changed little; journals from that period have no substantial differences from modern standard Czech, and contemporary Czechs can understand them with little difficulty. Changes include the morphological shift of \u00ed to ej and \u00e9 to \u00ed (although \u00e9 survives for some uses) and the merging of \u00ed and the former ej\u00ed. Sometime before the eighteenth century, the Czech language abandoned a distinction between phonemic /l/ and /\u028e/ which survives in Slovak.", "targets": "When do linguists agree modern Czech originated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834cb8bae6a94a38aebeef52da52a923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consensus among linguists is that modern, standard Czech originated during the eighteenth century. By then the language had developed a literary tradition, and since then it has changed little; journals from that period have no substantial differences from modern standard Czech, and contemporary Czechs can understand them with little difficulty. Changes include the morphological shift of \u00ed to ej and \u00e9 to \u00ed (although \u00e9 survives for some uses) and the merging of \u00ed and the former ej\u00ed. Sometime before the eighteenth century, the Czech language abandoned a distinction between phonemic /l/ and /\u028e/ which survives in Slovak.", "targets": "What had Czech developed by the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834cb8bae6a94a38aebeef52da52a923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consensus among linguists is that modern, standard Czech originated during the eighteenth century. By then the language had developed a literary tradition, and since then it has changed little; journals from that period have no substantial differences from modern standard Czech, and contemporary Czechs can understand them with little difficulty. Changes include the morphological shift of \u00ed to ej and \u00e9 to \u00ed (although \u00e9 survives for some uses) and the merging of \u00ed and the former ej\u00ed. Sometime before the eighteenth century, the Czech language abandoned a distinction between phonemic /l/ and /\u028e/ which survives in Slovak.", "targets": "Journals from the 18th century have no substantial differences from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834cb8bae6a94a38aebeef52da52a923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consensus among linguists is that modern, standard Czech originated during the eighteenth century. By then the language had developed a literary tradition, and since then it has changed little; journals from that period have no substantial differences from modern standard Czech, and contemporary Czechs can understand them with little difficulty. Changes include the morphological shift of \u00ed to ej and \u00e9 to \u00ed (although \u00e9 survives for some uses) and the merging of \u00ed and the former ej\u00ed. Sometime before the eighteenth century, the Czech language abandoned a distinction between phonemic /l/ and /\u028e/ which survives in Slovak.", "targets": "How much difficulty do contemporary Czechs have in understanding material from the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-834cb8bae6a94a38aebeef52da52a923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consensus among linguists is that modern, standard Czech originated during the eighteenth century. By then the language had developed a literary tradition, and since then it has changed little; journals from that period have no substantial differences from modern standard Czech, and contemporary Czechs can understand them with little difficulty. Changes include the morphological shift of \u00ed to ej and \u00e9 to \u00ed (although \u00e9 survives for some uses) and the merging of \u00ed and the former ej\u00ed. Sometime before the eighteenth century, the Czech language abandoned a distinction between phonemic /l/ and /\u028e/ which survives in Slovak.", "targets": "What did the Czech language abandon which survives in Slovak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eddb32d226bc467c9e922d4d3888a7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Adventist churches hold much in common, their theologies differ on whether the intermediate state is unconscious sleep or consciousness, whether the ultimate punishment of the wicked is annihilation or eternal torment, the nature of immortality, whether or not the wicked are resurrected after the millennium, and whether the sanctuary of Daniel 8 refers to the one in heaven or one on earth. The movement has encouraged the examination of the whole Bible, leading Seventh-day Adventists and some smaller Adventist groups to observe the Sabbath. The General Conference of Seventh-day Adventists has compiled that church's core beliefs in the 28 Fundamental Beliefs (1980 and 2005), which use Biblical references as justification.", "targets": "The Adventist movement has encouraged examining what in full?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eddb32d226bc467c9e922d4d3888a7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Adventist churches hold much in common, their theologies differ on whether the intermediate state is unconscious sleep or consciousness, whether the ultimate punishment of the wicked is annihilation or eternal torment, the nature of immortality, whether or not the wicked are resurrected after the millennium, and whether the sanctuary of Daniel 8 refers to the one in heaven or one on earth. The movement has encouraged the examination of the whole Bible, leading Seventh-day Adventists and some smaller Adventist groups to observe the Sabbath. The General Conference of Seventh-day Adventists has compiled that church's core beliefs in the 28 Fundamental Beliefs (1980 and 2005), which use Biblical references as justification.", "targets": "What Adventist groups observe the Sabbath?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eddb32d226bc467c9e922d4d3888a7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Adventist churches hold much in common, their theologies differ on whether the intermediate state is unconscious sleep or consciousness, whether the ultimate punishment of the wicked is annihilation or eternal torment, the nature of immortality, whether or not the wicked are resurrected after the millennium, and whether the sanctuary of Daniel 8 refers to the one in heaven or one on earth. The movement has encouraged the examination of the whole Bible, leading Seventh-day Adventists and some smaller Adventist groups to observe the Sabbath. The General Conference of Seventh-day Adventists has compiled that church's core beliefs in the 28 Fundamental Beliefs (1980 and 2005), which use Biblical references as justification.", "targets": "What is the name of the Seventh-day Adventist's core beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eddb32d226bc467c9e922d4d3888a7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Adventist churches hold much in common, their theologies differ on whether the intermediate state is unconscious sleep or consciousness, whether the ultimate punishment of the wicked is annihilation or eternal torment, the nature of immortality, whether or not the wicked are resurrected after the millennium, and whether the sanctuary of Daniel 8 refers to the one in heaven or one on earth. The movement has encouraged the examination of the whole Bible, leading Seventh-day Adventists and some smaller Adventist groups to observe the Sabbath. The General Conference of Seventh-day Adventists has compiled that church's core beliefs in the 28 Fundamental Beliefs (1980 and 2005), which use Biblical references as justification.", "targets": "What is used for justification of the 28 Fundamental Beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eddb32d226bc467c9e922d4d3888a7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Adventist churches hold much in common, their theologies differ on whether the intermediate state is unconscious sleep or consciousness, whether the ultimate punishment of the wicked is annihilation or eternal torment, the nature of immortality, whether or not the wicked are resurrected after the millennium, and whether the sanctuary of Daniel 8 refers to the one in heaven or one on earth. The movement has encouraged the examination of the whole Bible, leading Seventh-day Adventists and some smaller Adventist groups to observe the Sabbath. The General Conference of Seventh-day Adventists has compiled that church's core beliefs in the 28 Fundamental Beliefs (1980 and 2005), which use Biblical references as justification.", "targets": "What belief about ultimate punishment do Adventists disagree on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b038180c50bf46e79081660b6281d7e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 21st century, the population of Paris began to increase slowly again, as more young people moved into the city. It reached 2.25 million in 2011. In March 2001, Bertrand Delano\u00eb became the first socialist mayor of Paris. In 2007, in an effort to reduce car traffic in the city, he introduced the V\u00e9lib', a system which rents bicycles for the use of local residents and visitors. Bertrand Delano\u00eb also transformed a section of the highway along the left bank of the Seine into an urban promenade and park, the Promenade des Berges de la Seine, which he inaugurated in June 2013.", "targets": "What was the population of Paris in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b038180c50bf46e79081660b6281d7e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 21st century, the population of Paris began to increase slowly again, as more young people moved into the city. It reached 2.25 million in 2011. In March 2001, Bertrand Delano\u00eb became the first socialist mayor of Paris. In 2007, in an effort to reduce car traffic in the city, he introduced the V\u00e9lib', a system which rents bicycles for the use of local residents and visitors. Bertrand Delano\u00eb also transformed a section of the highway along the left bank of the Seine into an urban promenade and park, the Promenade des Berges de la Seine, which he inaugurated in June 2013.", "targets": "Who was the first socialist mayor of Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b038180c50bf46e79081660b6281d7e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 21st century, the population of Paris began to increase slowly again, as more young people moved into the city. It reached 2.25 million in 2011. In March 2001, Bertrand Delano\u00eb became the first socialist mayor of Paris. In 2007, in an effort to reduce car traffic in the city, he introduced the V\u00e9lib', a system which rents bicycles for the use of local residents and visitors. Bertrand Delano\u00eb also transformed a section of the highway along the left bank of the Seine into an urban promenade and park, the Promenade des Berges de la Seine, which he inaugurated in June 2013.", "targets": "What is the system called that allows local residents to rent bicycles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b038180c50bf46e79081660b6281d7e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 21st century, the population of Paris began to increase slowly again, as more young people moved into the city. It reached 2.25 million in 2011. In March 2001, Bertrand Delano\u00eb became the first socialist mayor of Paris. In 2007, in an effort to reduce car traffic in the city, he introduced the V\u00e9lib', a system which rents bicycles for the use of local residents and visitors. Bertrand Delano\u00eb also transformed a section of the highway along the left bank of the Seine into an urban promenade and park, the Promenade des Berges de la Seine, which he inaugurated in June 2013.", "targets": "When was the Promenade des Berges de la Seine inaugurated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0335d47dc0b54f518e559f1f7b2ed95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Monument in the City of London provides views of the surrounding area while commemorating the Great Fire of London, which originated nearby. Marble Arch and Wellington Arch, at the north and south ends of Park Lane respectively, have royal connections, as do the Albert Memorial and Royal Albert Hall in Kensington. Nelson's Column is a nationally recognised monument in Trafalgar Square, one of the focal points of central London. Older buildings are mainly brick built, most commonly the yellow London stock brick or a warm orange-red variety, often decorated with carvings and white plaster mouldings.", "targets": "Where in London are the Albert Memorial and Royal Albert Hall located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0335d47dc0b54f518e559f1f7b2ed95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Monument in the City of London provides views of the surrounding area while commemorating the Great Fire of London, which originated nearby. Marble Arch and Wellington Arch, at the north and south ends of Park Lane respectively, have royal connections, as do the Albert Memorial and Royal Albert Hall in Kensington. Nelson's Column is a nationally recognised monument in Trafalgar Square, one of the focal points of central London. Older buildings are mainly brick built, most commonly the yellow London stock brick or a warm orange-red variety, often decorated with carvings and white plaster mouldings.", "targets": "What famous monument is located in Trafalgar Square?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0335d47dc0b54f518e559f1f7b2ed95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Monument in the City of London provides views of the surrounding area while commemorating the Great Fire of London, which originated nearby. Marble Arch and Wellington Arch, at the north and south ends of Park Lane respectively, have royal connections, as do the Albert Memorial and Royal Albert Hall in Kensington. Nelson's Column is a nationally recognised monument in Trafalgar Square, one of the focal points of central London. Older buildings are mainly brick built, most commonly the yellow London stock brick or a warm orange-red variety, often decorated with carvings and white plaster mouldings.", "targets": "The Monument, located in the City of London, was erected to commemorate what event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0335d47dc0b54f518e559f1f7b2ed95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Monument in the City of London provides views of the surrounding area while commemorating the Great Fire of London, which originated nearby. Marble Arch and Wellington Arch, at the north and south ends of Park Lane respectively, have royal connections, as do the Albert Memorial and Royal Albert Hall in Kensington. Nelson's Column is a nationally recognised monument in Trafalgar Square, one of the focal points of central London. Older buildings are mainly brick built, most commonly the yellow London stock brick or a warm orange-red variety, often decorated with carvings and white plaster mouldings.", "targets": "What was the most common type of brick used to construct London's older buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0335d47dc0b54f518e559f1f7b2ed95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Monument in the City of London provides views of the surrounding area while commemorating the Great Fire of London, which originated nearby. Marble Arch and Wellington Arch, at the north and south ends of Park Lane respectively, have royal connections, as do the Albert Memorial and Royal Albert Hall in Kensington. Nelson's Column is a nationally recognised monument in Trafalgar Square, one of the focal points of central London. Older buildings are mainly brick built, most commonly the yellow London stock brick or a warm orange-red variety, often decorated with carvings and white plaster mouldings.", "targets": "Where are Marble Arch and Wellington Arch located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d1e9ee3773540a5aaab6cb8c7666015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current Governor of the Reserve Bank of India Raghuram Rajan had predicted the crisis in 2005 when he became chief economist at the International Monetary Fund.In 2005, at a celebration honouring Alan Greenspan, who was about to retire as chairman of the US Federal Reserve, Rajan delivered a controversial paper that was critical of the financial sector. In that paper, \"Has Financial Development Made the World Riskier?\", Rajan \"argued that disaster might loom.\" Rajan argued that financial sector managers were encouraged to \"take risks that generate severe adverse consequences with small probability but, in return, offer generous compensation the rest of the time. These risks are known as tail risks. But perhaps the most important concern is whether banks will be able to provide liquidity to financial markets so that if the tail risk does materialise, financial positions can be unwound and losses allocated so that the consequences to the real economy are minimised.\"", "targets": "Who was the current Governor of the Reserve Bank of India that predicted the crisis in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d1e9ee3773540a5aaab6cb8c7666015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current Governor of the Reserve Bank of India Raghuram Rajan had predicted the crisis in 2005 when he became chief economist at the International Monetary Fund.In 2005, at a celebration honouring Alan Greenspan, who was about to retire as chairman of the US Federal Reserve, Rajan delivered a controversial paper that was critical of the financial sector. In that paper, \"Has Financial Development Made the World Riskier?\", Rajan \"argued that disaster might loom.\" Rajan argued that financial sector managers were encouraged to \"take risks that generate severe adverse consequences with small probability but, in return, offer generous compensation the rest of the time. These risks are known as tail risks. But perhaps the most important concern is whether banks will be able to provide liquidity to financial markets so that if the tail risk does materialise, financial positions can be unwound and losses allocated so that the consequences to the real economy are minimised.\"", "targets": "When did Raghuram Rajan become chief economist the the International Monetary Fund?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d1e9ee3773540a5aaab6cb8c7666015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current Governor of the Reserve Bank of India Raghuram Rajan had predicted the crisis in 2005 when he became chief economist at the International Monetary Fund.In 2005, at a celebration honouring Alan Greenspan, who was about to retire as chairman of the US Federal Reserve, Rajan delivered a controversial paper that was critical of the financial sector. In that paper, \"Has Financial Development Made the World Riskier?\", Rajan \"argued that disaster might loom.\" Rajan argued that financial sector managers were encouraged to \"take risks that generate severe adverse consequences with small probability but, in return, offer generous compensation the rest of the time. These risks are known as tail risks. But perhaps the most important concern is whether banks will be able to provide liquidity to financial markets so that if the tail risk does materialise, financial positions can be unwound and losses allocated so that the consequences to the real economy are minimised.\"", "targets": "In 2005, where did Rajan deliver a controversial paper that was critical of the financial paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d1e9ee3773540a5aaab6cb8c7666015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current Governor of the Reserve Bank of India Raghuram Rajan had predicted the crisis in 2005 when he became chief economist at the International Monetary Fund.In 2005, at a celebration honouring Alan Greenspan, who was about to retire as chairman of the US Federal Reserve, Rajan delivered a controversial paper that was critical of the financial sector. In that paper, \"Has Financial Development Made the World Riskier?\", Rajan \"argued that disaster might loom.\" Rajan argued that financial sector managers were encouraged to \"take risks that generate severe adverse consequences with small probability but, in return, offer generous compensation the rest of the time. These risks are known as tail risks. But perhaps the most important concern is whether banks will be able to provide liquidity to financial markets so that if the tail risk does materialise, financial positions can be unwound and losses allocated so that the consequences to the real economy are minimised.\"", "targets": "What was the name of Raghuram Rajan's controversial paper delivered in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d1e9ee3773540a5aaab6cb8c7666015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Current Governor of the Reserve Bank of India Raghuram Rajan had predicted the crisis in 2005 when he became chief economist at the International Monetary Fund.In 2005, at a celebration honouring Alan Greenspan, who was about to retire as chairman of the US Federal Reserve, Rajan delivered a controversial paper that was critical of the financial sector. In that paper, \"Has Financial Development Made the World Riskier?\", Rajan \"argued that disaster might loom.\" Rajan argued that financial sector managers were encouraged to \"take risks that generate severe adverse consequences with small probability but, in return, offer generous compensation the rest of the time. These risks are known as tail risks. But perhaps the most important concern is whether banks will be able to provide liquidity to financial markets so that if the tail risk does materialise, financial positions can be unwound and losses allocated so that the consequences to the real economy are minimised.\"", "targets": "What are risks called that generate severe adverse consequences with small probability but generous compensation the rest of the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddf58bf995344e28a673b417a496fb25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period known as classical antiquity began with the rise of the city-states of Ancient Greece. Greek influence reached its zenith under the expansive empire of Alexander the Great, spreading throughout Asia.", "targets": "What era started when Ancient Greek cities became self-governing entities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddf58bf995344e28a673b417a496fb25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period known as classical antiquity began with the rise of the city-states of Ancient Greece. Greek influence reached its zenith under the expansive empire of Alexander the Great, spreading throughout Asia.", "targets": "What was the name of the different governments forming in Ancient Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddf58bf995344e28a673b417a496fb25", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The period known as classical antiquity began with the rise of the city-states of Ancient Greece. Greek influence reached its zenith under the expansive empire of Alexander the Great, spreading throughout Asia.", "targets": "Who was responsible for the bringing Greek culture as far as Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420967b7808f43ef94b2fc067104297b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese found the island uninhabited, with an abundance of trees and fresh water. They imported livestock, fruit trees and vegetables, and built a chapel and one or two houses. Though they formed no permanent settlement, the island was an important rendezvous point and source of food for ships travelling from Asia to Europe, and frequently sick mariners were left on the island to recover, before taking passage on the next ship to call on the island.", "targets": "What did the island have an abundance of when discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420967b7808f43ef94b2fc067104297b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese found the island uninhabited, with an abundance of trees and fresh water. They imported livestock, fruit trees and vegetables, and built a chapel and one or two houses. Though they formed no permanent settlement, the island was an important rendezvous point and source of food for ships travelling from Asia to Europe, and frequently sick mariners were left on the island to recover, before taking passage on the next ship to call on the island.", "targets": "What was imported by the settlers of the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420967b7808f43ef94b2fc067104297b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese found the island uninhabited, with an abundance of trees and fresh water. They imported livestock, fruit trees and vegetables, and built a chapel and one or two houses. Though they formed no permanent settlement, the island was an important rendezvous point and source of food for ships travelling from Asia to Europe, and frequently sick mariners were left on the island to recover, before taking passage on the next ship to call on the island.", "targets": "What kind of buildings were built by the settlers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420967b7808f43ef94b2fc067104297b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese found the island uninhabited, with an abundance of trees and fresh water. They imported livestock, fruit trees and vegetables, and built a chapel and one or two houses. Though they formed no permanent settlement, the island was an important rendezvous point and source of food for ships travelling from Asia to Europe, and frequently sick mariners were left on the island to recover, before taking passage on the next ship to call on the island.", "targets": "Who was left on the island to recover when sick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420967b7808f43ef94b2fc067104297b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese found the island uninhabited, with an abundance of trees and fresh water. They imported livestock, fruit trees and vegetables, and built a chapel and one or two houses. Though they formed no permanent settlement, the island was an important rendezvous point and source of food for ships travelling from Asia to Europe, and frequently sick mariners were left on the island to recover, before taking passage on the next ship to call on the island.", "targets": "What was the island a source of for ships travelling from Asia to Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4355c24b305c4ed385a3d699e3a7ba72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depending on a number of considerations, a company may apply for and be granted a patent for the drug, or the process of producing the drug, granting exclusivity rights typically for about 20 years. However, only after rigorous study and testing, which takes 10 to 15 years on average, will governmental authorities grant permission for the company to market and sell the drug. Patent protection enables the owner of the patent to recover the costs of research and development through high profit margins for the branded drug. When the patent protection for the drug expires, a generic drug is usually developed and sold by a competing company. The development and approval of generics is less expensive, allowing them to be sold at a lower price. Often the owner of the branded drug will introduce a generic version before the patent expires in order to get a head start in the generic market. Restructuring has therefore become routine, driven by the patent expiration of products launched during the industry's \"golden era\" in the 1990s and companies' failure to develop sufficient new blockbuster products to replace lost revenues.", "targets": "How long do drug exclusivity rights usually last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4355c24b305c4ed385a3d699e3a7ba72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depending on a number of considerations, a company may apply for and be granted a patent for the drug, or the process of producing the drug, granting exclusivity rights typically for about 20 years. However, only after rigorous study and testing, which takes 10 to 15 years on average, will governmental authorities grant permission for the company to market and sell the drug. Patent protection enables the owner of the patent to recover the costs of research and development through high profit margins for the branded drug. When the patent protection for the drug expires, a generic drug is usually developed and sold by a competing company. The development and approval of generics is less expensive, allowing them to be sold at a lower price. Often the owner of the branded drug will introduce a generic version before the patent expires in order to get a head start in the generic market. Restructuring has therefore become routine, driven by the patent expiration of products launched during the industry's \"golden era\" in the 1990s and companies' failure to develop sufficient new blockbuster products to replace lost revenues.", "targets": "Governments grant permission to market drugs after how many years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4355c24b305c4ed385a3d699e3a7ba72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depending on a number of considerations, a company may apply for and be granted a patent for the drug, or the process of producing the drug, granting exclusivity rights typically for about 20 years. However, only after rigorous study and testing, which takes 10 to 15 years on average, will governmental authorities grant permission for the company to market and sell the drug. Patent protection enables the owner of the patent to recover the costs of research and development through high profit margins for the branded drug. When the patent protection for the drug expires, a generic drug is usually developed and sold by a competing company. The development and approval of generics is less expensive, allowing them to be sold at a lower price. Often the owner of the branded drug will introduce a generic version before the patent expires in order to get a head start in the generic market. Restructuring has therefore become routine, driven by the patent expiration of products launched during the industry's \"golden era\" in the 1990s and companies' failure to develop sufficient new blockbuster products to replace lost revenues.", "targets": "What enables a drug's owner to recover R&D costs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4355c24b305c4ed385a3d699e3a7ba72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depending on a number of considerations, a company may apply for and be granted a patent for the drug, or the process of producing the drug, granting exclusivity rights typically for about 20 years. However, only after rigorous study and testing, which takes 10 to 15 years on average, will governmental authorities grant permission for the company to market and sell the drug. Patent protection enables the owner of the patent to recover the costs of research and development through high profit margins for the branded drug. When the patent protection for the drug expires, a generic drug is usually developed and sold by a competing company. The development and approval of generics is less expensive, allowing them to be sold at a lower price. Often the owner of the branded drug will introduce a generic version before the patent expires in order to get a head start in the generic market. Restructuring has therefore become routine, driven by the patent expiration of products launched during the industry's \"golden era\" in the 1990s and companies' failure to develop sufficient new blockbuster products to replace lost revenues.", "targets": "What kind of drug is produced by competitors once a patent expires?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4355c24b305c4ed385a3d699e3a7ba72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depending on a number of considerations, a company may apply for and be granted a patent for the drug, or the process of producing the drug, granting exclusivity rights typically for about 20 years. However, only after rigorous study and testing, which takes 10 to 15 years on average, will governmental authorities grant permission for the company to market and sell the drug. Patent protection enables the owner of the patent to recover the costs of research and development through high profit margins for the branded drug. When the patent protection for the drug expires, a generic drug is usually developed and sold by a competing company. The development and approval of generics is less expensive, allowing them to be sold at a lower price. Often the owner of the branded drug will introduce a generic version before the patent expires in order to get a head start in the generic market. Restructuring has therefore become routine, driven by the patent expiration of products launched during the industry's \"golden era\" in the 1990s and companies' failure to develop sufficient new blockbuster products to replace lost revenues.", "targets": "What decade was the pharmaceutical industry's \"golden era\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c929b4e00c74eaabfb45ea37070b050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increasing urbanisation of India in 7th and 6th centuries BCE led to the rise of new ascetic or shramana movements which challenged the orthodoxy of rituals. Mahavira (c. 549\u2013477 BC), proponent of Jainism, and Buddha (c. 563-483), founder of Buddhism were the most prominent icons of this movement. Shramana gave rise to the concept of the cycle of birth and death, the concept of samsara, and the concept of liberation. Buddha found a Middle Way that ameliorated the extreme asceticism found in the Sramana religions.", "targets": "What did the shramana movements challenge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c929b4e00c74eaabfb45ea37070b050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increasing urbanisation of India in 7th and 6th centuries BCE led to the rise of new ascetic or shramana movements which challenged the orthodoxy of rituals. Mahavira (c. 549\u2013477 BC), proponent of Jainism, and Buddha (c. 563-483), founder of Buddhism were the most prominent icons of this movement. Shramana gave rise to the concept of the cycle of birth and death, the concept of samsara, and the concept of liberation. Buddha found a Middle Way that ameliorated the extreme asceticism found in the Sramana religions.", "targets": "Who was the founder of Jainism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c929b4e00c74eaabfb45ea37070b050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increasing urbanisation of India in 7th and 6th centuries BCE led to the rise of new ascetic or shramana movements which challenged the orthodoxy of rituals. Mahavira (c. 549\u2013477 BC), proponent of Jainism, and Buddha (c. 563-483), founder of Buddhism were the most prominent icons of this movement. Shramana gave rise to the concept of the cycle of birth and death, the concept of samsara, and the concept of liberation. Buddha found a Middle Way that ameliorated the extreme asceticism found in the Sramana religions.", "targets": "What prominent icon founded Buddhism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c929b4e00c74eaabfb45ea37070b050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increasing urbanisation of India in 7th and 6th centuries BCE led to the rise of new ascetic or shramana movements which challenged the orthodoxy of rituals. Mahavira (c. 549\u2013477 BC), proponent of Jainism, and Buddha (c. 563-483), founder of Buddhism were the most prominent icons of this movement. Shramana gave rise to the concept of the cycle of birth and death, the concept of samsara, and the concept of liberation. Buddha found a Middle Way that ameliorated the extreme asceticism found in the Sramana religions.", "targets": "What path did Buddha find to soothe the strictness of Sramana religions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c929b4e00c74eaabfb45ea37070b050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Increasing urbanisation of India in 7th and 6th centuries BCE led to the rise of new ascetic or shramana movements which challenged the orthodoxy of rituals. Mahavira (c. 549\u2013477 BC), proponent of Jainism, and Buddha (c. 563-483), founder of Buddhism were the most prominent icons of this movement. Shramana gave rise to the concept of the cycle of birth and death, the concept of samsara, and the concept of liberation. Buddha found a Middle Way that ameliorated the extreme asceticism found in the Sramana religions.", "targets": "What belief system taught the idea of samsara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2228b284a4d4ecb8fe9a9f8484f0c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern primality tests for general numbers n can be divided into two main classes, probabilistic (or \"Monte Carlo\") and deterministic algorithms. Deterministic algorithms provide a way to tell for sure whether a given number is prime or not. For example, trial division is a deterministic algorithm because, if performed correctly, it will always identify a prime number as prime and a composite number as composite. Probabilistic algorithms are normally faster, but do not completely prove that a number is prime. These tests rely on testing a given number in a partly random way. For example, a given test might pass all the time if applied to a prime number, but pass only with probability p if applied to a composite number. If we repeat the test n times and pass every time, then the probability that our number is composite is 1/(1-p)n, which decreases exponentially with the number of tests, so we can be as sure as we like (though never perfectly sure) that the number is prime. On the other hand, if the test ever fails, then we know that the number is composite.", "targets": "How many modern types of primality tests for general numbers n are there? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2228b284a4d4ecb8fe9a9f8484f0c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern primality tests for general numbers n can be divided into two main classes, probabilistic (or \"Monte Carlo\") and deterministic algorithms. Deterministic algorithms provide a way to tell for sure whether a given number is prime or not. For example, trial division is a deterministic algorithm because, if performed correctly, it will always identify a prime number as prime and a composite number as composite. Probabilistic algorithms are normally faster, but do not completely prove that a number is prime. These tests rely on testing a given number in a partly random way. For example, a given test might pass all the time if applied to a prime number, but pass only with probability p if applied to a composite number. If we repeat the test n times and pass every time, then the probability that our number is composite is 1/(1-p)n, which decreases exponentially with the number of tests, so we can be as sure as we like (though never perfectly sure) that the number is prime. On the other hand, if the test ever fails, then we know that the number is composite.", "targets": "What is the name of one type of modern primality test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2228b284a4d4ecb8fe9a9f8484f0c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern primality tests for general numbers n can be divided into two main classes, probabilistic (or \"Monte Carlo\") and deterministic algorithms. Deterministic algorithms provide a way to tell for sure whether a given number is prime or not. For example, trial division is a deterministic algorithm because, if performed correctly, it will always identify a prime number as prime and a composite number as composite. Probabilistic algorithms are normally faster, but do not completely prove that a number is prime. These tests rely on testing a given number in a partly random way. For example, a given test might pass all the time if applied to a prime number, but pass only with probability p if applied to a composite number. If we repeat the test n times and pass every time, then the probability that our number is composite is 1/(1-p)n, which decreases exponentially with the number of tests, so we can be as sure as we like (though never perfectly sure) that the number is prime. On the other hand, if the test ever fails, then we know that the number is composite.", "targets": "What is the name of another type of modern primality test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2228b284a4d4ecb8fe9a9f8484f0c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern primality tests for general numbers n can be divided into two main classes, probabilistic (or \"Monte Carlo\") and deterministic algorithms. Deterministic algorithms provide a way to tell for sure whether a given number is prime or not. For example, trial division is a deterministic algorithm because, if performed correctly, it will always identify a prime number as prime and a composite number as composite. Probabilistic algorithms are normally faster, but do not completely prove that a number is prime. These tests rely on testing a given number in a partly random way. For example, a given test might pass all the time if applied to a prime number, but pass only with probability p if applied to a composite number. If we repeat the test n times and pass every time, then the probability that our number is composite is 1/(1-p)n, which decreases exponentially with the number of tests, so we can be as sure as we like (though never perfectly sure) that the number is prime. On the other hand, if the test ever fails, then we know that the number is composite.", "targets": "What type of algorithm is trial division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2228b284a4d4ecb8fe9a9f8484f0c12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern primality tests for general numbers n can be divided into two main classes, probabilistic (or \"Monte Carlo\") and deterministic algorithms. Deterministic algorithms provide a way to tell for sure whether a given number is prime or not. For example, trial division is a deterministic algorithm because, if performed correctly, it will always identify a prime number as prime and a composite number as composite. Probabilistic algorithms are normally faster, but do not completely prove that a number is prime. These tests rely on testing a given number in a partly random way. For example, a given test might pass all the time if applied to a prime number, but pass only with probability p if applied to a composite number. If we repeat the test n times and pass every time, then the probability that our number is composite is 1/(1-p)n, which decreases exponentially with the number of tests, so we can be as sure as we like (though never perfectly sure) that the number is prime. On the other hand, if the test ever fails, then we know that the number is composite.", "targets": "When using a probabilistic algorithm, how is the probability that the number is composite expressed mathematically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075eaccfca294983a4f107180b2c4db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dogs' value to early human hunter-gatherers led to them quickly becoming ubiquitous across world cultures. Dogs perform many roles for people, such as hunting, herding, pulling loads, protection, assisting police and military, companionship, and, more recently, aiding handicapped individuals. This impact on human society has given them the nickname \"man's best friend\" in the Western world. In some cultures, however, dogs are also a source of meat.", "targets": "Dogs had a worth to what type of early humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075eaccfca294983a4f107180b2c4db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dogs' value to early human hunter-gatherers led to them quickly becoming ubiquitous across world cultures. Dogs perform many roles for people, such as hunting, herding, pulling loads, protection, assisting police and military, companionship, and, more recently, aiding handicapped individuals. This impact on human society has given them the nickname \"man's best friend\" in the Western world. In some cultures, however, dogs are also a source of meat.", "targets": "Dogs have hunted with and done other things for people for a long time, but what is a more recent help to people they provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075eaccfca294983a4f107180b2c4db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dogs' value to early human hunter-gatherers led to them quickly becoming ubiquitous across world cultures. Dogs perform many roles for people, such as hunting, herding, pulling loads, protection, assisting police and military, companionship, and, more recently, aiding handicapped individuals. This impact on human society has given them the nickname \"man's best friend\" in the Western world. In some cultures, however, dogs are also a source of meat.", "targets": "Because of a dog's resourcefulness to people, they have been given what nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-075eaccfca294983a4f107180b2c4db4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dogs' value to early human hunter-gatherers led to them quickly becoming ubiquitous across world cultures. Dogs perform many roles for people, such as hunting, herding, pulling loads, protection, assisting police and military, companionship, and, more recently, aiding handicapped individuals. This impact on human society has given them the nickname \"man's best friend\" in the Western world. In some cultures, however, dogs are also a source of meat.", "targets": "Some cultures treat dogs as what rather than companions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6986914c5c47e1813e3d643c985b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USSR's invasion of Afghanistan was only one sign of insecurity in the region, also marked by increased American weapons sales, technology, and outright military presence. Saudi Arabia and Iran became increasingly dependent on American security assurances to manage both external and internal threats, including increased military competition between them over increased oil revenues. Both states were competing for preeminence in the Persian Gulf and using increased revenues to fund expanded militaries. By 1979, Saudi arms purchases from the US exceeded five times Israel's. Another motive for the large scale purchase of arms from the US by Saudi Arabia was the failure of the Shah during January 1979 to maintain control of Iran, a non-Arabic but largely Shiite Muslim nation, which fell to a theocratic Islamist government under the Ayatollah Ruhollah Khomeini in the wake of the 1979 Iranian Revolution. Saudi Arabia, on the other hand, is an Arab, largely Sunni Muslim nation headed by a near absolutist monarchy. In the wake of the Iranian revolution the Saudis were forced to deal with the prospect of internal destabilization via the radicalism of Islamism, a reality which would quickly be revealed in the seizure of the Grand Mosque in Mecca by Wahhabi extremists during November 1979 and a Shiite revolt in the oil rich Al-Hasa region of Saudi Arabia in December of the same year. In November 2010, Wikileaks leaked confidential diplomatic cables pertaining to the United States and its allies which revealed that the late Saudi King Abdullah urged the United States to attack Iran in order to destroy its potential nuclear weapons program, describing Iran as \"a snake whose head should be cut off without any procrastination.\"", "targets": "Which country's invasion show the insecurity of the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6986914c5c47e1813e3d643c985b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USSR's invasion of Afghanistan was only one sign of insecurity in the region, also marked by increased American weapons sales, technology, and outright military presence. Saudi Arabia and Iran became increasingly dependent on American security assurances to manage both external and internal threats, including increased military competition between them over increased oil revenues. Both states were competing for preeminence in the Persian Gulf and using increased revenues to fund expanded militaries. By 1979, Saudi arms purchases from the US exceeded five times Israel's. Another motive for the large scale purchase of arms from the US by Saudi Arabia was the failure of the Shah during January 1979 to maintain control of Iran, a non-Arabic but largely Shiite Muslim nation, which fell to a theocratic Islamist government under the Ayatollah Ruhollah Khomeini in the wake of the 1979 Iranian Revolution. Saudi Arabia, on the other hand, is an Arab, largely Sunni Muslim nation headed by a near absolutist monarchy. In the wake of the Iranian revolution the Saudis were forced to deal with the prospect of internal destabilization via the radicalism of Islamism, a reality which would quickly be revealed in the seizure of the Grand Mosque in Mecca by Wahhabi extremists during November 1979 and a Shiite revolt in the oil rich Al-Hasa region of Saudi Arabia in December of the same year. In November 2010, Wikileaks leaked confidential diplomatic cables pertaining to the United States and its allies which revealed that the late Saudi King Abdullah urged the United States to attack Iran in order to destroy its potential nuclear weapons program, describing Iran as \"a snake whose head should be cut off without any procrastination.\"", "targets": "Which countries became dependent on US's security assurance to threats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6986914c5c47e1813e3d643c985b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USSR's invasion of Afghanistan was only one sign of insecurity in the region, also marked by increased American weapons sales, technology, and outright military presence. Saudi Arabia and Iran became increasingly dependent on American security assurances to manage both external and internal threats, including increased military competition between them over increased oil revenues. Both states were competing for preeminence in the Persian Gulf and using increased revenues to fund expanded militaries. By 1979, Saudi arms purchases from the US exceeded five times Israel's. Another motive for the large scale purchase of arms from the US by Saudi Arabia was the failure of the Shah during January 1979 to maintain control of Iran, a non-Arabic but largely Shiite Muslim nation, which fell to a theocratic Islamist government under the Ayatollah Ruhollah Khomeini in the wake of the 1979 Iranian Revolution. Saudi Arabia, on the other hand, is an Arab, largely Sunni Muslim nation headed by a near absolutist monarchy. In the wake of the Iranian revolution the Saudis were forced to deal with the prospect of internal destabilization via the radicalism of Islamism, a reality which would quickly be revealed in the seizure of the Grand Mosque in Mecca by Wahhabi extremists during November 1979 and a Shiite revolt in the oil rich Al-Hasa region of Saudi Arabia in December of the same year. In November 2010, Wikileaks leaked confidential diplomatic cables pertaining to the United States and its allies which revealed that the late Saudi King Abdullah urged the United States to attack Iran in order to destroy its potential nuclear weapons program, describing Iran as \"a snake whose head should be cut off without any procrastination.\"", "targets": "Which country's arms purchase from the US became 5 times more than Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6986914c5c47e1813e3d643c985b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USSR's invasion of Afghanistan was only one sign of insecurity in the region, also marked by increased American weapons sales, technology, and outright military presence. Saudi Arabia and Iran became increasingly dependent on American security assurances to manage both external and internal threats, including increased military competition between them over increased oil revenues. Both states were competing for preeminence in the Persian Gulf and using increased revenues to fund expanded militaries. By 1979, Saudi arms purchases from the US exceeded five times Israel's. Another motive for the large scale purchase of arms from the US by Saudi Arabia was the failure of the Shah during January 1979 to maintain control of Iran, a non-Arabic but largely Shiite Muslim nation, which fell to a theocratic Islamist government under the Ayatollah Ruhollah Khomeini in the wake of the 1979 Iranian Revolution. Saudi Arabia, on the other hand, is an Arab, largely Sunni Muslim nation headed by a near absolutist monarchy. In the wake of the Iranian revolution the Saudis were forced to deal with the prospect of internal destabilization via the radicalism of Islamism, a reality which would quickly be revealed in the seizure of the Grand Mosque in Mecca by Wahhabi extremists during November 1979 and a Shiite revolt in the oil rich Al-Hasa region of Saudi Arabia in December of the same year. In November 2010, Wikileaks leaked confidential diplomatic cables pertaining to the United States and its allies which revealed that the late Saudi King Abdullah urged the United States to attack Iran in order to destroy its potential nuclear weapons program, describing Iran as \"a snake whose head should be cut off without any procrastination.\"", "targets": "When did the Shah kingdom start to collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6986914c5c47e1813e3d643c985b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USSR's invasion of Afghanistan was only one sign of insecurity in the region, also marked by increased American weapons sales, technology, and outright military presence. Saudi Arabia and Iran became increasingly dependent on American security assurances to manage both external and internal threats, including increased military competition between them over increased oil revenues. Both states were competing for preeminence in the Persian Gulf and using increased revenues to fund expanded militaries. By 1979, Saudi arms purchases from the US exceeded five times Israel's. Another motive for the large scale purchase of arms from the US by Saudi Arabia was the failure of the Shah during January 1979 to maintain control of Iran, a non-Arabic but largely Shiite Muslim nation, which fell to a theocratic Islamist government under the Ayatollah Ruhollah Khomeini in the wake of the 1979 Iranian Revolution. Saudi Arabia, on the other hand, is an Arab, largely Sunni Muslim nation headed by a near absolutist monarchy. In the wake of the Iranian revolution the Saudis were forced to deal with the prospect of internal destabilization via the radicalism of Islamism, a reality which would quickly be revealed in the seizure of the Grand Mosque in Mecca by Wahhabi extremists during November 1979 and a Shiite revolt in the oil rich Al-Hasa region of Saudi Arabia in December of the same year. In November 2010, Wikileaks leaked confidential diplomatic cables pertaining to the United States and its allies which revealed that the late Saudi King Abdullah urged the United States to attack Iran in order to destroy its potential nuclear weapons program, describing Iran as \"a snake whose head should be cut off without any procrastination.\"", "targets": "When did the Wahhabi seized the Grand Mosque in Mecca?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c74fd5e1904d2684571aaa6fc754a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peruvian Carnival incorporates elements of violence and reflects the urban violence in Peruvian society following the internal conflict in Peru. Traditionally, Peruvian Andean festivities were held on this period every year because it is the rainy season. It was already violent during the 19th century, but the government limited the practice. During the early 20th century it consisted partying and parading, while in the second half of the 20th century it acquired violent characteristics that continued. It was banned, first from the streets in 1958 and altogether in 1959 by the Prado government. It consisted basically of water battles in a traditional way,[clarification needed] while in later years it included playing with dirty water, mud, oil and colorants -and also including fighting and sometimes looting private property and sexual assaults on women. It has become an excuse for criminal gangs to rob people while pretending to celebrate. As of 2010, it had become so violent that the government imposed penalties of up to eight years in prison for violence during the games (the games themselves are not forbidden, but using violence during the games or coercing others to participate is).", "targets": "What does the Peruvian Carnival incorporate elements of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c74fd5e1904d2684571aaa6fc754a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peruvian Carnival incorporates elements of violence and reflects the urban violence in Peruvian society following the internal conflict in Peru. Traditionally, Peruvian Andean festivities were held on this period every year because it is the rainy season. It was already violent during the 19th century, but the government limited the practice. During the early 20th century it consisted partying and parading, while in the second half of the 20th century it acquired violent characteristics that continued. It was banned, first from the streets in 1958 and altogether in 1959 by the Prado government. It consisted basically of water battles in a traditional way,[clarification needed] while in later years it included playing with dirty water, mud, oil and colorants -and also including fighting and sometimes looting private property and sexual assaults on women. It has become an excuse for criminal gangs to rob people while pretending to celebrate. As of 2010, it had become so violent that the government imposed penalties of up to eight years in prison for violence during the games (the games themselves are not forbidden, but using violence during the games or coercing others to participate is).", "targets": "Why are the festivals in Peru held when they are?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c74fd5e1904d2684571aaa6fc754a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peruvian Carnival incorporates elements of violence and reflects the urban violence in Peruvian society following the internal conflict in Peru. Traditionally, Peruvian Andean festivities were held on this period every year because it is the rainy season. It was already violent during the 19th century, but the government limited the practice. During the early 20th century it consisted partying and parading, while in the second half of the 20th century it acquired violent characteristics that continued. It was banned, first from the streets in 1958 and altogether in 1959 by the Prado government. It consisted basically of water battles in a traditional way,[clarification needed] while in later years it included playing with dirty water, mud, oil and colorants -and also including fighting and sometimes looting private property and sexual assaults on women. It has become an excuse for criminal gangs to rob people while pretending to celebrate. As of 2010, it had become so violent that the government imposed penalties of up to eight years in prison for violence during the games (the games themselves are not forbidden, but using violence during the games or coercing others to participate is).", "targets": "When did the festivities acquire their violent tendencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c74fd5e1904d2684571aaa6fc754a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peruvian Carnival incorporates elements of violence and reflects the urban violence in Peruvian society following the internal conflict in Peru. Traditionally, Peruvian Andean festivities were held on this period every year because it is the rainy season. It was already violent during the 19th century, but the government limited the practice. During the early 20th century it consisted partying and parading, while in the second half of the 20th century it acquired violent characteristics that continued. It was banned, first from the streets in 1958 and altogether in 1959 by the Prado government. It consisted basically of water battles in a traditional way,[clarification needed] while in later years it included playing with dirty water, mud, oil and colorants -and also including fighting and sometimes looting private property and sexual assaults on women. It has become an excuse for criminal gangs to rob people while pretending to celebrate. As of 2010, it had become so violent that the government imposed penalties of up to eight years in prison for violence during the games (the games themselves are not forbidden, but using violence during the games or coercing others to participate is).", "targets": "What is an element of Peruvian's Carnival not found in any other country's celebrations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c74fd5e1904d2684571aaa6fc754a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peruvian Carnival incorporates elements of violence and reflects the urban violence in Peruvian society following the internal conflict in Peru. Traditionally, Peruvian Andean festivities were held on this period every year because it is the rainy season. It was already violent during the 19th century, but the government limited the practice. During the early 20th century it consisted partying and parading, while in the second half of the 20th century it acquired violent characteristics that continued. It was banned, first from the streets in 1958 and altogether in 1959 by the Prado government. It consisted basically of water battles in a traditional way,[clarification needed] while in later years it included playing with dirty water, mud, oil and colorants -and also including fighting and sometimes looting private property and sexual assaults on women. It has become an excuse for criminal gangs to rob people while pretending to celebrate. As of 2010, it had become so violent that the government imposed penalties of up to eight years in prison for violence during the games (the games themselves are not forbidden, but using violence during the games or coercing others to participate is).", "targets": "How many years in prison can someone expect for being violent during the fun and games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa9033c91c02475884ead3e3a132b48e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provided is a universal Ku band LNB (9.75/10.600 GHz) which is fitted at the end of the dish and pointed at the correct satellite constellation; most digital receivers will receive the free to air channels. Some broadcasts are free-to-air and unencrypted, some are encrypted but do not require a monthly subscription (known as free-to-view), some are encrypted and require a monthly subscription, and some are pay-per-view services. To view the encrypted content a VideoGuard UK equipped receiver (all of which are dedicated to the Sky service, and cannot be used to decrypt other services) needs to be used. Unofficial CAMs are now available to view the service, although use of them breaks the user's contract with Sky and invalidates the user's rights to use the card.", "targets": "What are free-to-air encrypted broadcasts known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa9033c91c02475884ead3e3a132b48e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provided is a universal Ku band LNB (9.75/10.600 GHz) which is fitted at the end of the dish and pointed at the correct satellite constellation; most digital receivers will receive the free to air channels. Some broadcasts are free-to-air and unencrypted, some are encrypted but do not require a monthly subscription (known as free-to-view), some are encrypted and require a monthly subscription, and some are pay-per-view services. To view the encrypted content a VideoGuard UK equipped receiver (all of which are dedicated to the Sky service, and cannot be used to decrypt other services) needs to be used. Unofficial CAMs are now available to view the service, although use of them breaks the user's contract with Sky and invalidates the user's rights to use the card.", "targets": "What do some encrypted broadcasts require to view?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa9033c91c02475884ead3e3a132b48e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provided is a universal Ku band LNB (9.75/10.600 GHz) which is fitted at the end of the dish and pointed at the correct satellite constellation; most digital receivers will receive the free to air channels. Some broadcasts are free-to-air and unencrypted, some are encrypted but do not require a monthly subscription (known as free-to-view), some are encrypted and require a monthly subscription, and some are pay-per-view services. To view the encrypted content a VideoGuard UK equipped receiver (all of which are dedicated to the Sky service, and cannot be used to decrypt other services) needs to be used. Unofficial CAMs are now available to view the service, although use of them breaks the user's contract with Sky and invalidates the user's rights to use the card.", "targets": "What does a receiver have to be equipped with to view encrypted content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa9033c91c02475884ead3e3a132b48e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provided is a universal Ku band LNB (9.75/10.600 GHz) which is fitted at the end of the dish and pointed at the correct satellite constellation; most digital receivers will receive the free to air channels. Some broadcasts are free-to-air and unencrypted, some are encrypted but do not require a monthly subscription (known as free-to-view), some are encrypted and require a monthly subscription, and some are pay-per-view services. To view the encrypted content a VideoGuard UK equipped receiver (all of which are dedicated to the Sky service, and cannot be used to decrypt other services) needs to be used. Unofficial CAMs are now available to view the service, although use of them breaks the user's contract with Sky and invalidates the user's rights to use the card.", "targets": "What is the universal band that digital recievers will receive free to air channels on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa9033c91c02475884ead3e3a132b48e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provided is a universal Ku band LNB (9.75/10.600 GHz) which is fitted at the end of the dish and pointed at the correct satellite constellation; most digital receivers will receive the free to air channels. Some broadcasts are free-to-air and unencrypted, some are encrypted but do not require a monthly subscription (known as free-to-view), some are encrypted and require a monthly subscription, and some are pay-per-view services. To view the encrypted content a VideoGuard UK equipped receiver (all of which are dedicated to the Sky service, and cannot be used to decrypt other services) needs to be used. Unofficial CAMs are now available to view the service, although use of them breaks the user's contract with Sky and invalidates the user's rights to use the card.", "targets": "What service is a VideoGuard UK equipped receiver dedicated to decrypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1706607a5bc14abdb8a56d041a376f81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2009, Dell apologized after drawing the ire of the Taiwanese Consumer Protection Commission for twice refusing to honour a flood of orders against unusually low prices offered on its Taiwanese website. In the first instance, Dell offered a 19\" LCD panel for $15. In the second instance, Dell offered its Latitude E4300 notebook at NT$18,558 (US$580), 70% lower than usual price of NT$60,900 (US$1900). Concerning the E4300, rather than honour the discount taking a significant loss, the firm withdrew orders and offered a voucher of up to NT$20,000 (US$625) a customer in compensation. The consumer rights authorities in Taiwan fined Dell NT$1 million (US$31250) for customer rights infringements. Many consumers sued the firm for the unfair compensation. A court in southern Taiwan ordered the firm to deliver 18 laptops and 76 flat-panel monitors to 31 consumers for NT$490,000 (US$15,120), less than a third of the normal price. The court said the event could hardly be regarded as mistakes, as the prestigious firm said the company mispriced its products twice in Taiwanese website within 3 weeks.", "targets": "What year did Dell come under fire from the Taiwanese Consumer Protection Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1706607a5bc14abdb8a56d041a376f81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2009, Dell apologized after drawing the ire of the Taiwanese Consumer Protection Commission for twice refusing to honour a flood of orders against unusually low prices offered on its Taiwanese website. In the first instance, Dell offered a 19\" LCD panel for $15. In the second instance, Dell offered its Latitude E4300 notebook at NT$18,558 (US$580), 70% lower than usual price of NT$60,900 (US$1900). Concerning the E4300, rather than honour the discount taking a significant loss, the firm withdrew orders and offered a voucher of up to NT$20,000 (US$625) a customer in compensation. The consumer rights authorities in Taiwan fined Dell NT$1 million (US$31250) for customer rights infringements. Many consumers sued the firm for the unfair compensation. A court in southern Taiwan ordered the firm to deliver 18 laptops and 76 flat-panel monitors to 31 consumers for NT$490,000 (US$15,120), less than a third of the normal price. The court said the event could hardly be regarded as mistakes, as the prestigious firm said the company mispriced its products twice in Taiwanese website within 3 weeks.", "targets": "What percent lower was Dell selling its notebooks in Taiwan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1706607a5bc14abdb8a56d041a376f81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2009, Dell apologized after drawing the ire of the Taiwanese Consumer Protection Commission for twice refusing to honour a flood of orders against unusually low prices offered on its Taiwanese website. In the first instance, Dell offered a 19\" LCD panel for $15. In the second instance, Dell offered its Latitude E4300 notebook at NT$18,558 (US$580), 70% lower than usual price of NT$60,900 (US$1900). Concerning the E4300, rather than honour the discount taking a significant loss, the firm withdrew orders and offered a voucher of up to NT$20,000 (US$625) a customer in compensation. The consumer rights authorities in Taiwan fined Dell NT$1 million (US$31250) for customer rights infringements. Many consumers sued the firm for the unfair compensation. A court in southern Taiwan ordered the firm to deliver 18 laptops and 76 flat-panel monitors to 31 consumers for NT$490,000 (US$15,120), less than a third of the normal price. The court said the event could hardly be regarded as mistakes, as the prestigious firm said the company mispriced its products twice in Taiwanese website within 3 weeks.", "targets": "What did dell sell for $19 in Taiwan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1706607a5bc14abdb8a56d041a376f81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2009, Dell apologized after drawing the ire of the Taiwanese Consumer Protection Commission for twice refusing to honour a flood of orders against unusually low prices offered on its Taiwanese website. In the first instance, Dell offered a 19\" LCD panel for $15. In the second instance, Dell offered its Latitude E4300 notebook at NT$18,558 (US$580), 70% lower than usual price of NT$60,900 (US$1900). Concerning the E4300, rather than honour the discount taking a significant loss, the firm withdrew orders and offered a voucher of up to NT$20,000 (US$625) a customer in compensation. The consumer rights authorities in Taiwan fined Dell NT$1 million (US$31250) for customer rights infringements. Many consumers sued the firm for the unfair compensation. A court in southern Taiwan ordered the firm to deliver 18 laptops and 76 flat-panel monitors to 31 consumers for NT$490,000 (US$15,120), less than a third of the normal price. The court said the event could hardly be regarded as mistakes, as the prestigious firm said the company mispriced its products twice in Taiwanese website within 3 weeks.", "targets": "How much did Taiwan fine Dell for its practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8457f35834443e38c958fc827f1c192", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Severe weather occurs regularly in North Carolina. On the average, a hurricane hits the state once a decade. Destructive hurricanes that have struck the state include Hurricane Fran, Hurricane Floyd, and Hurricane Hazel, the strongest storm to make landfall in the state, as a Category 4 in 1954. Hurricane Isabel stands out as the most damaging of the 21st century. Tropical storms arrive every 3 or 4 years. In addition, many hurricanes and tropical storms graze the state. In some years, several hurricanes or tropical storms can directly strike the state or brush across the coastal areas. Only Florida and Louisiana are hit by hurricanes more often. Although many people believe that hurricanes menace only coastal areas, the rare hurricane which moves inland quickly enough can cause severe damage; for example, in 1989, Hurricane Hugo caused heavy damage in Charlotte and even as far inland as the Blue Ridge Mountains in the northwestern part of the state. On the average, North Carolina has 50 days of thunderstorm activity per year, with some storms becoming severe enough to produce hail, flash floods, and damaging winds.", "targets": "Hoe often do hurricanes hit North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8457f35834443e38c958fc827f1c192", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Severe weather occurs regularly in North Carolina. On the average, a hurricane hits the state once a decade. Destructive hurricanes that have struck the state include Hurricane Fran, Hurricane Floyd, and Hurricane Hazel, the strongest storm to make landfall in the state, as a Category 4 in 1954. Hurricane Isabel stands out as the most damaging of the 21st century. Tropical storms arrive every 3 or 4 years. In addition, many hurricanes and tropical storms graze the state. In some years, several hurricanes or tropical storms can directly strike the state or brush across the coastal areas. Only Florida and Louisiana are hit by hurricanes more often. Although many people believe that hurricanes menace only coastal areas, the rare hurricane which moves inland quickly enough can cause severe damage; for example, in 1989, Hurricane Hugo caused heavy damage in Charlotte and even as far inland as the Blue Ridge Mountains in the northwestern part of the state. On the average, North Carolina has 50 days of thunderstorm activity per year, with some storms becoming severe enough to produce hail, flash floods, and damaging winds.", "targets": "Floyd, Fran, and Hazel are examples of what that hit the state of North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8457f35834443e38c958fc827f1c192", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Severe weather occurs regularly in North Carolina. On the average, a hurricane hits the state once a decade. Destructive hurricanes that have struck the state include Hurricane Fran, Hurricane Floyd, and Hurricane Hazel, the strongest storm to make landfall in the state, as a Category 4 in 1954. Hurricane Isabel stands out as the most damaging of the 21st century. Tropical storms arrive every 3 or 4 years. In addition, many hurricanes and tropical storms graze the state. In some years, several hurricanes or tropical storms can directly strike the state or brush across the coastal areas. Only Florida and Louisiana are hit by hurricanes more often. Although many people believe that hurricanes menace only coastal areas, the rare hurricane which moves inland quickly enough can cause severe damage; for example, in 1989, Hurricane Hugo caused heavy damage in Charlotte and even as far inland as the Blue Ridge Mountains in the northwestern part of the state. On the average, North Carolina has 50 days of thunderstorm activity per year, with some storms becoming severe enough to produce hail, flash floods, and damaging winds.", "targets": "What was the strongest storm to make landfall in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8457f35834443e38c958fc827f1c192", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Severe weather occurs regularly in North Carolina. On the average, a hurricane hits the state once a decade. Destructive hurricanes that have struck the state include Hurricane Fran, Hurricane Floyd, and Hurricane Hazel, the strongest storm to make landfall in the state, as a Category 4 in 1954. Hurricane Isabel stands out as the most damaging of the 21st century. Tropical storms arrive every 3 or 4 years. In addition, many hurricanes and tropical storms graze the state. In some years, several hurricanes or tropical storms can directly strike the state or brush across the coastal areas. Only Florida and Louisiana are hit by hurricanes more often. Although many people believe that hurricanes menace only coastal areas, the rare hurricane which moves inland quickly enough can cause severe damage; for example, in 1989, Hurricane Hugo caused heavy damage in Charlotte and even as far inland as the Blue Ridge Mountains in the northwestern part of the state. On the average, North Carolina has 50 days of thunderstorm activity per year, with some storms becoming severe enough to produce hail, flash floods, and damaging winds.", "targets": "What category of hurricane was Hazel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8457f35834443e38c958fc827f1c192", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Severe weather occurs regularly in North Carolina. On the average, a hurricane hits the state once a decade. Destructive hurricanes that have struck the state include Hurricane Fran, Hurricane Floyd, and Hurricane Hazel, the strongest storm to make landfall in the state, as a Category 4 in 1954. Hurricane Isabel stands out as the most damaging of the 21st century. Tropical storms arrive every 3 or 4 years. In addition, many hurricanes and tropical storms graze the state. In some years, several hurricanes or tropical storms can directly strike the state or brush across the coastal areas. Only Florida and Louisiana are hit by hurricanes more often. Although many people believe that hurricanes menace only coastal areas, the rare hurricane which moves inland quickly enough can cause severe damage; for example, in 1989, Hurricane Hugo caused heavy damage in Charlotte and even as far inland as the Blue Ridge Mountains in the northwestern part of the state. On the average, North Carolina has 50 days of thunderstorm activity per year, with some storms becoming severe enough to produce hail, flash floods, and damaging winds.", "targets": "What year did Hurrican Hazel hit North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9beef9b1bc4717b1c14794f724ef77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain also sent troops to protect British business enterprise, harbour rights, and consulate office. This was followed by an eight-year civil war, during which each of the three powers supplied arms, training and in some cases combat troops to the warring Samoan parties. The Samoan crisis came to a critical juncture in March 1889 when all three colonial contenders sent warships into Apia harbour, and a larger-scale war seemed imminent. A massive storm on 15 March 1889 damaged or destroyed the warships, ending the military conflict.", "targets": "What country sent their military to protect their interests in Samoa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9beef9b1bc4717b1c14794f724ef77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain also sent troops to protect British business enterprise, harbour rights, and consulate office. This was followed by an eight-year civil war, during which each of the three powers supplied arms, training and in some cases combat troops to the warring Samoan parties. The Samoan crisis came to a critical juncture in March 1889 when all three colonial contenders sent warships into Apia harbour, and a larger-scale war seemed imminent. A massive storm on 15 March 1889 damaged or destroyed the warships, ending the military conflict.", "targets": "For how many years did the civil war in Samoa last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9beef9b1bc4717b1c14794f724ef77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain also sent troops to protect British business enterprise, harbour rights, and consulate office. This was followed by an eight-year civil war, during which each of the three powers supplied arms, training and in some cases combat troops to the warring Samoan parties. The Samoan crisis came to a critical juncture in March 1889 when all three colonial contenders sent warships into Apia harbour, and a larger-scale war seemed imminent. A massive storm on 15 March 1889 damaged or destroyed the warships, ending the military conflict.", "targets": "How many contenders were vying for power in the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9beef9b1bc4717b1c14794f724ef77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain also sent troops to protect British business enterprise, harbour rights, and consulate office. This was followed by an eight-year civil war, during which each of the three powers supplied arms, training and in some cases combat troops to the warring Samoan parties. The Samoan crisis came to a critical juncture in March 1889 when all three colonial contenders sent warships into Apia harbour, and a larger-scale war seemed imminent. A massive storm on 15 March 1889 damaged or destroyed the warships, ending the military conflict.", "targets": "When did the crucial climax of the civil war occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a9beef9b1bc4717b1c14794f724ef77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain also sent troops to protect British business enterprise, harbour rights, and consulate office. This was followed by an eight-year civil war, during which each of the three powers supplied arms, training and in some cases combat troops to the warring Samoan parties. The Samoan crisis came to a critical juncture in March 1889 when all three colonial contenders sent warships into Apia harbour, and a larger-scale war seemed imminent. A massive storm on 15 March 1889 damaged or destroyed the warships, ending the military conflict.", "targets": "What natural disaster put an end to the war in Apia harbour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c1868db75448c3843c7a7f8f3ba529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen production technologies been a significant area of solar chemical research since the 1970s. Aside from electrolysis driven by photovoltaic or photochemical cells, several thermochemical processes have also been explored. One such route uses concentrators to split water into oxygen and hydrogen at high temperatures (2,300\u20132,600 \u00b0C or 4,200\u20134,700 \u00b0F). Another approach uses the heat from solar concentrators to drive the steam reformation of natural gas thereby increasing the overall hydrogen yield compared to conventional reforming methods. Thermochemical cycles characterized by the decomposition and regeneration of reactants present another avenue for hydrogen production. The Solzinc process under development at the Weizmann Institute uses a 1 MW solar furnace to decompose zinc oxide (ZnO) at temperatures above 1,200 \u00b0C (2,200 \u00b0F). This initial reaction produces pure zinc, which can subsequently be reacted with water to produce hydrogen.", "targets": "What is the name of the process under development at the Weizmann Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c1868db75448c3843c7a7f8f3ba529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen production technologies been a significant area of solar chemical research since the 1970s. Aside from electrolysis driven by photovoltaic or photochemical cells, several thermochemical processes have also been explored. One such route uses concentrators to split water into oxygen and hydrogen at high temperatures (2,300\u20132,600 \u00b0C or 4,200\u20134,700 \u00b0F). Another approach uses the heat from solar concentrators to drive the steam reformation of natural gas thereby increasing the overall hydrogen yield compared to conventional reforming methods. Thermochemical cycles characterized by the decomposition and regeneration of reactants present another avenue for hydrogen production. The Solzinc process under development at the Weizmann Institute uses a 1 MW solar furnace to decompose zinc oxide (ZnO) at temperatures above 1,200 \u00b0C (2,200 \u00b0F). This initial reaction produces pure zinc, which can subsequently be reacted with water to produce hydrogen.", "targets": "The Solznic process produces what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c1868db75448c3843c7a7f8f3ba529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen production technologies been a significant area of solar chemical research since the 1970s. Aside from electrolysis driven by photovoltaic or photochemical cells, several thermochemical processes have also been explored. One such route uses concentrators to split water into oxygen and hydrogen at high temperatures (2,300\u20132,600 \u00b0C or 4,200\u20134,700 \u00b0F). Another approach uses the heat from solar concentrators to drive the steam reformation of natural gas thereby increasing the overall hydrogen yield compared to conventional reforming methods. Thermochemical cycles characterized by the decomposition and regeneration of reactants present another avenue for hydrogen production. The Solzinc process under development at the Weizmann Institute uses a 1 MW solar furnace to decompose zinc oxide (ZnO) at temperatures above 1,200 \u00b0C (2,200 \u00b0F). This initial reaction produces pure zinc, which can subsequently be reacted with water to produce hydrogen.", "targets": "What has been a main area of solar chemical research since the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c1868db75448c3843c7a7f8f3ba529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen production technologies been a significant area of solar chemical research since the 1970s. Aside from electrolysis driven by photovoltaic or photochemical cells, several thermochemical processes have also been explored. One such route uses concentrators to split water into oxygen and hydrogen at high temperatures (2,300\u20132,600 \u00b0C or 4,200\u20134,700 \u00b0F). Another approach uses the heat from solar concentrators to drive the steam reformation of natural gas thereby increasing the overall hydrogen yield compared to conventional reforming methods. Thermochemical cycles characterized by the decomposition and regeneration of reactants present another avenue for hydrogen production. The Solzinc process under development at the Weizmann Institute uses a 1 MW solar furnace to decompose zinc oxide (ZnO) at temperatures above 1,200 \u00b0C (2,200 \u00b0F). This initial reaction produces pure zinc, which can subsequently be reacted with water to produce hydrogen.", "targets": "What is one of the thermochemical processes that has been explored besides electrolysis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c1868db75448c3843c7a7f8f3ba529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen production technologies been a significant area of solar chemical research since the 1970s. Aside from electrolysis driven by photovoltaic or photochemical cells, several thermochemical processes have also been explored. One such route uses concentrators to split water into oxygen and hydrogen at high temperatures (2,300\u20132,600 \u00b0C or 4,200\u20134,700 \u00b0F). Another approach uses the heat from solar concentrators to drive the steam reformation of natural gas thereby increasing the overall hydrogen yield compared to conventional reforming methods. Thermochemical cycles characterized by the decomposition and regeneration of reactants present another avenue for hydrogen production. The Solzinc process under development at the Weizmann Institute uses a 1 MW solar furnace to decompose zinc oxide (ZnO) at temperatures above 1,200 \u00b0C (2,200 \u00b0F). This initial reaction produces pure zinc, which can subsequently be reacted with water to produce hydrogen.", "targets": "What is the name of the process being developed by the Weizmann Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d6d07d98034d2da3a356fac5318e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whereas SCIMs cannot turn a shaft faster than allowed by the power line frequency, universal motors can run at much higher speeds. This makes them useful for appliances such as blenders, vacuum cleaners, and hair dryers where high speed and light weight are desirable. They are also commonly used in portable power tools, such as drills, sanders, circular and jig saws, where the motor's characteristics work well. Many vacuum cleaner and weed trimmer motors exceed 10,000 rpm, while many similar miniature grinders exceed 30,000 rpm.", "targets": "At around what RMP do weed trimmer motors operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d6d07d98034d2da3a356fac5318e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whereas SCIMs cannot turn a shaft faster than allowed by the power line frequency, universal motors can run at much higher speeds. This makes them useful for appliances such as blenders, vacuum cleaners, and hair dryers where high speed and light weight are desirable. They are also commonly used in portable power tools, such as drills, sanders, circular and jig saws, where the motor's characteristics work well. Many vacuum cleaner and weed trimmer motors exceed 10,000 rpm, while many similar miniature grinders exceed 30,000 rpm.", "targets": "At around what RMP do miniature grinders operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d6d07d98034d2da3a356fac5318e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whereas SCIMs cannot turn a shaft faster than allowed by the power line frequency, universal motors can run at much higher speeds. This makes them useful for appliances such as blenders, vacuum cleaners, and hair dryers where high speed and light weight are desirable. They are also commonly used in portable power tools, such as drills, sanders, circular and jig saws, where the motor's characteristics work well. Many vacuum cleaner and weed trimmer motors exceed 10,000 rpm, while many similar miniature grinders exceed 30,000 rpm.", "targets": "What type of motor can universal motors operate much faster than?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d6d07d98034d2da3a356fac5318e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whereas SCIMs cannot turn a shaft faster than allowed by the power line frequency, universal motors can run at much higher speeds. This makes them useful for appliances such as blenders, vacuum cleaners, and hair dryers where high speed and light weight are desirable. They are also commonly used in portable power tools, such as drills, sanders, circular and jig saws, where the motor's characteristics work well. Many vacuum cleaner and weed trimmer motors exceed 10,000 rpm, while many similar miniature grinders exceed 30,000 rpm.", "targets": "What attributes make universal motors desireable for consumer applications like hair dryers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "How many dates did Beyonce's \"The Mrs. Carter Show\" entail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "One of Beyonce's most successful tours yet was which one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "Beyonce wrote which song for the movie \"Epic\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "Beyonce voiced a character in which animated film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "When did the tour begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "Of what event was Beyonce honorary chair?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "What part did she voice for the movie Epic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "What song did Beyonce record for the film Epic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "What was the name of Beyonc\u00e9's tour that she started on April 15?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "How many dates did the Mrs. Carter Show World Tour have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "Which Amy Winehouse song did Beyonc\u00e9 cover and release in May 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "Beyonc\u00e9 was an honorary chair of the 2013 what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d908f50e4c55413d94d656fe08f44973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 embarked on The Mrs. Carter Show World Tour on April 15 in Belgrade, Serbia; the tour included 132 dates that ran through to March 2014. It became the most successful tour of her career and one of the most-successful tours of all time. In May, Beyonc\u00e9's cover of Amy Winehouse's \"Back to Black\" with Andr\u00e9 3000 on The Great Gatsby soundtrack was released. She was also honorary chair of the 2013 Met Gala. Beyonc\u00e9 voiced Queen Tara in the 3D CGI animated film, Epic, released by 20th Century Fox on May 24, and recorded an original song for the film, \"Rise Up\", co-written with Sia.", "targets": "Which character in the film, Epic, was voiced by Beyonc\u00e9?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c5910da86db4628920bd83471bfe59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's court in Aachen was the centre of the cultural revival sometimes referred to as the \"Carolingian Renaissance\". Literacy increased, as did development in the arts, architecture and jurisprudence, as well as liturgical and scriptural studies. The English monk Alcuin (d. 804) was invited to Aachen and brought the education available in the monasteries of Northumbria. Charlemagne's chancery\u2014or writing office\u2014made use of a new script today known as Carolingian minuscule,[M] allowing a common writing style that advanced communication across much of Europe. Charlemagne sponsored changes in church liturgy, imposing the Roman form of church service on his domains, as well as the Gregorian chant in liturgical music for the churches. An important activity for scholars during this period was the copying, correcting, and dissemination of basic works on religious and secular topics, with the aim of encouraging learning. New works on religious topics and schoolbooks were also produced. Grammarians of the period modified the Latin language, changing it from the Classical Latin of the Roman Empire into a more flexible form to fit the needs of the church and government. By the reign of Charlemagne, the language had so diverged from the classical that it was later called Medieval Latin.", "targets": "Where was Charlemagne's court based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c5910da86db4628920bd83471bfe59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's court in Aachen was the centre of the cultural revival sometimes referred to as the \"Carolingian Renaissance\". Literacy increased, as did development in the arts, architecture and jurisprudence, as well as liturgical and scriptural studies. The English monk Alcuin (d. 804) was invited to Aachen and brought the education available in the monasteries of Northumbria. Charlemagne's chancery\u2014or writing office\u2014made use of a new script today known as Carolingian minuscule,[M] allowing a common writing style that advanced communication across much of Europe. Charlemagne sponsored changes in church liturgy, imposing the Roman form of church service on his domains, as well as the Gregorian chant in liturgical music for the churches. An important activity for scholars during this period was the copying, correcting, and dissemination of basic works on religious and secular topics, with the aim of encouraging learning. New works on religious topics and schoolbooks were also produced. Grammarians of the period modified the Latin language, changing it from the Classical Latin of the Roman Empire into a more flexible form to fit the needs of the church and government. By the reign of Charlemagne, the language had so diverged from the classical that it was later called Medieval Latin.", "targets": "What is the name of the cultural revival associated with Charlemagne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c5910da86db4628920bd83471bfe59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's court in Aachen was the centre of the cultural revival sometimes referred to as the \"Carolingian Renaissance\". Literacy increased, as did development in the arts, architecture and jurisprudence, as well as liturgical and scriptural studies. The English monk Alcuin (d. 804) was invited to Aachen and brought the education available in the monasteries of Northumbria. Charlemagne's chancery\u2014or writing office\u2014made use of a new script today known as Carolingian minuscule,[M] allowing a common writing style that advanced communication across much of Europe. Charlemagne sponsored changes in church liturgy, imposing the Roman form of church service on his domains, as well as the Gregorian chant in liturgical music for the churches. An important activity for scholars during this period was the copying, correcting, and dissemination of basic works on religious and secular topics, with the aim of encouraging learning. New works on religious topics and schoolbooks were also produced. Grammarians of the period modified the Latin language, changing it from the Classical Latin of the Roman Empire into a more flexible form to fit the needs of the church and government. By the reign of Charlemagne, the language had so diverged from the classical that it was later called Medieval Latin.", "targets": "Of what ethnicity was Alcuin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c5910da86db4628920bd83471bfe59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's court in Aachen was the centre of the cultural revival sometimes referred to as the \"Carolingian Renaissance\". Literacy increased, as did development in the arts, architecture and jurisprudence, as well as liturgical and scriptural studies. The English monk Alcuin (d. 804) was invited to Aachen and brought the education available in the monasteries of Northumbria. Charlemagne's chancery\u2014or writing office\u2014made use of a new script today known as Carolingian minuscule,[M] allowing a common writing style that advanced communication across much of Europe. Charlemagne sponsored changes in church liturgy, imposing the Roman form of church service on his domains, as well as the Gregorian chant in liturgical music for the churches. An important activity for scholars during this period was the copying, correcting, and dissemination of basic works on religious and secular topics, with the aim of encouraging learning. New works on religious topics and schoolbooks were also produced. Grammarians of the period modified the Latin language, changing it from the Classical Latin of the Roman Empire into a more flexible form to fit the needs of the church and government. By the reign of Charlemagne, the language had so diverged from the classical that it was later called Medieval Latin.", "targets": "In what year did Alcuin die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c5910da86db4628920bd83471bfe59f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charlemagne's court in Aachen was the centre of the cultural revival sometimes referred to as the \"Carolingian Renaissance\". Literacy increased, as did development in the arts, architecture and jurisprudence, as well as liturgical and scriptural studies. The English monk Alcuin (d. 804) was invited to Aachen and brought the education available in the monasteries of Northumbria. Charlemagne's chancery\u2014or writing office\u2014made use of a new script today known as Carolingian minuscule,[M] allowing a common writing style that advanced communication across much of Europe. Charlemagne sponsored changes in church liturgy, imposing the Roman form of church service on his domains, as well as the Gregorian chant in liturgical music for the churches. An important activity for scholars during this period was the copying, correcting, and dissemination of basic works on religious and secular topics, with the aim of encouraging learning. New works on religious topics and schoolbooks were also produced. Grammarians of the period modified the Latin language, changing it from the Classical Latin of the Roman Empire into a more flexible form to fit the needs of the church and government. By the reign of Charlemagne, the language had so diverged from the classical that it was later called Medieval Latin.", "targets": "What was the Latin of Charlemagne's era later known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63a07fc073d346619e6a47dfb7dfea70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is now known that the molecular circadian clock can function within a single cell; i.e., it is cell-autonomous. This was shown by Gene Block in isolated mollusk BRNs.[clarification needed] At the same time, different cells may communicate with each other resulting in a synchronised output of electrical signaling. These may interface with endocrine glands of the brain to result in periodic release of hormones. The receptors for these hormones may be located far across the body and synchronise the peripheral clocks of various organs. Thus, the information of the time of the day as relayed by the eyes travels to the clock in the brain, and, through that, clocks in the rest of the body may be synchronised. This is how the timing of, for example, sleep/wake, body temperature, thirst, and appetite are coordinately controlled by the biological clock.[citation needed]", "targets": "Inside of what can the molecular circadian clock operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63a07fc073d346619e6a47dfb7dfea70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is now known that the molecular circadian clock can function within a single cell; i.e., it is cell-autonomous. This was shown by Gene Block in isolated mollusk BRNs.[clarification needed] At the same time, different cells may communicate with each other resulting in a synchronised output of electrical signaling. These may interface with endocrine glands of the brain to result in periodic release of hormones. The receptors for these hormones may be located far across the body and synchronise the peripheral clocks of various organs. Thus, the information of the time of the day as relayed by the eyes travels to the clock in the brain, and, through that, clocks in the rest of the body may be synchronised. This is how the timing of, for example, sleep/wake, body temperature, thirst, and appetite are coordinately controlled by the biological clock.[citation needed]", "targets": "By functioning within a single, what is the system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63a07fc073d346619e6a47dfb7dfea70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is now known that the molecular circadian clock can function within a single cell; i.e., it is cell-autonomous. This was shown by Gene Block in isolated mollusk BRNs.[clarification needed] At the same time, different cells may communicate with each other resulting in a synchronised output of electrical signaling. These may interface with endocrine glands of the brain to result in periodic release of hormones. The receptors for these hormones may be located far across the body and synchronise the peripheral clocks of various organs. Thus, the information of the time of the day as relayed by the eyes travels to the clock in the brain, and, through that, clocks in the rest of the body may be synchronised. This is how the timing of, for example, sleep/wake, body temperature, thirst, and appetite are coordinately controlled by the biological clock.[citation needed]", "targets": "What section of the brain periodically releases hormones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63a07fc073d346619e6a47dfb7dfea70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is now known that the molecular circadian clock can function within a single cell; i.e., it is cell-autonomous. This was shown by Gene Block in isolated mollusk BRNs.[clarification needed] At the same time, different cells may communicate with each other resulting in a synchronised output of electrical signaling. These may interface with endocrine glands of the brain to result in periodic release of hormones. The receptors for these hormones may be located far across the body and synchronise the peripheral clocks of various organs. Thus, the information of the time of the day as relayed by the eyes travels to the clock in the brain, and, through that, clocks in the rest of the body may be synchronised. This is how the timing of, for example, sleep/wake, body temperature, thirst, and appetite are coordinately controlled by the biological clock.[citation needed]", "targets": "How are sleep and wake cycles as well as body functions coordinated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63a07fc073d346619e6a47dfb7dfea70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is now known that the molecular circadian clock can function within a single cell; i.e., it is cell-autonomous. This was shown by Gene Block in isolated mollusk BRNs.[clarification needed] At the same time, different cells may communicate with each other resulting in a synchronised output of electrical signaling. These may interface with endocrine glands of the brain to result in periodic release of hormones. The receptors for these hormones may be located far across the body and synchronise the peripheral clocks of various organs. Thus, the information of the time of the day as relayed by the eyes travels to the clock in the brain, and, through that, clocks in the rest of the body may be synchronised. This is how the timing of, for example, sleep/wake, body temperature, thirst, and appetite are coordinately controlled by the biological clock.[citation needed]", "targets": "What do body hormone receptors do with the body's organs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc61488b12614197ab7f797766c3e43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invasions brought new ethnic groups to Europe, although some regions received a larger influx of new peoples than others. In Gaul for instance, the invaders settled much more extensively in the north-east than in the south-west. Slavic peoples settled in Central and Eastern Europe and the Balkan Peninsula. The settlement of peoples was accompanied by changes in languages. The Latin of the Western Roman Empire was gradually replaced by languages based on, but distinct from, Latin, collectively known as Romance languages. These changes from Latin to the new languages took many centuries. Greek remained the language of the Byzantine Empire, but the migrations of the Slavs added Slavonic languages to Eastern Europe.", "targets": "People of what ethnicity settled in the Balkan Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc61488b12614197ab7f797766c3e43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invasions brought new ethnic groups to Europe, although some regions received a larger influx of new peoples than others. In Gaul for instance, the invaders settled much more extensively in the north-east than in the south-west. Slavic peoples settled in Central and Eastern Europe and the Balkan Peninsula. The settlement of peoples was accompanied by changes in languages. The Latin of the Western Roman Empire was gradually replaced by languages based on, but distinct from, Latin, collectively known as Romance languages. These changes from Latin to the new languages took many centuries. Greek remained the language of the Byzantine Empire, but the migrations of the Slavs added Slavonic languages to Eastern Europe.", "targets": "In what geographic region did most of the invaders settle in Gaul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc61488b12614197ab7f797766c3e43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invasions brought new ethnic groups to Europe, although some regions received a larger influx of new peoples than others. In Gaul for instance, the invaders settled much more extensively in the north-east than in the south-west. Slavic peoples settled in Central and Eastern Europe and the Balkan Peninsula. The settlement of peoples was accompanied by changes in languages. The Latin of the Western Roman Empire was gradually replaced by languages based on, but distinct from, Latin, collectively known as Romance languages. These changes from Latin to the new languages took many centuries. Greek remained the language of the Byzantine Empire, but the migrations of the Slavs added Slavonic languages to Eastern Europe.", "targets": "What is the collective name for languages derived from Latin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc61488b12614197ab7f797766c3e43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invasions brought new ethnic groups to Europe, although some regions received a larger influx of new peoples than others. In Gaul for instance, the invaders settled much more extensively in the north-east than in the south-west. Slavic peoples settled in Central and Eastern Europe and the Balkan Peninsula. The settlement of peoples was accompanied by changes in languages. The Latin of the Western Roman Empire was gradually replaced by languages based on, but distinct from, Latin, collectively known as Romance languages. These changes from Latin to the new languages took many centuries. Greek remained the language of the Byzantine Empire, but the migrations of the Slavs added Slavonic languages to Eastern Europe.", "targets": "What language was spoken in the Byzantine Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc61488b12614197ab7f797766c3e43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The invasions brought new ethnic groups to Europe, although some regions received a larger influx of new peoples than others. In Gaul for instance, the invaders settled much more extensively in the north-east than in the south-west. Slavic peoples settled in Central and Eastern Europe and the Balkan Peninsula. The settlement of peoples was accompanied by changes in languages. The Latin of the Western Roman Empire was gradually replaced by languages based on, but distinct from, Latin, collectively known as Romance languages. These changes from Latin to the new languages took many centuries. Greek remained the language of the Byzantine Empire, but the migrations of the Slavs added Slavonic languages to Eastern Europe.", "targets": "What languages were spoken by the Slavs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c462ca2f8ce94fc18cf136a5fdfb2e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A desire to be closer to the urban scene has also attracted some young professionals to reside in inner ring suburbs such as Grosse Pointe and Royal Oak, Detroit. Detroit's proximity to Windsor, Ontario, provides for views and nightlife, along with Ontario's minimum drinking age of 19. A 2011 study by Walk Score recognized Detroit for its above average walkability among large U.S. cities. About two-thirds of suburban residents occasionally dine and attend cultural events or take in professional games in the city of Detroit.", "targets": "Which city has a lower than usual drinking age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c462ca2f8ce94fc18cf136a5fdfb2e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A desire to be closer to the urban scene has also attracted some young professionals to reside in inner ring suburbs such as Grosse Pointe and Royal Oak, Detroit. Detroit's proximity to Windsor, Ontario, provides for views and nightlife, along with Ontario's minimum drinking age of 19. A 2011 study by Walk Score recognized Detroit for its above average walkability among large U.S. cities. About two-thirds of suburban residents occasionally dine and attend cultural events or take in professional games in the city of Detroit.", "targets": "How many suburban residents take in Detroit's entertainment options?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c462ca2f8ce94fc18cf136a5fdfb2e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A desire to be closer to the urban scene has also attracted some young professionals to reside in inner ring suburbs such as Grosse Pointe and Royal Oak, Detroit. Detroit's proximity to Windsor, Ontario, provides for views and nightlife, along with Ontario's minimum drinking age of 19. A 2011 study by Walk Score recognized Detroit for its above average walkability among large U.S. cities. About two-thirds of suburban residents occasionally dine and attend cultural events or take in professional games in the city of Detroit.", "targets": "Who conducted a study about Detroit's walk-ability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6b5221e310e44f495491738805c09f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Operating at normal power line frequencies, universal motors are often found in a range less than 1000 watts. Universal motors also formed the basis of the traditional railway traction motor in electric railways. In this application, the use of AC to power a motor originally designed to run on DC would lead to efficiency losses due to eddy current heating of their magnetic components, particularly the motor field pole-pieces that, for DC, would have used solid (un-laminated) iron and they are now rarely used.", "targets": "What is the typical maximum range of universal motors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6b5221e310e44f495491738805c09f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Operating at normal power line frequencies, universal motors are often found in a range less than 1000 watts. Universal motors also formed the basis of the traditional railway traction motor in electric railways. In this application, the use of AC to power a motor originally designed to run on DC would lead to efficiency losses due to eddy current heating of their magnetic components, particularly the motor field pole-pieces that, for DC, would have used solid (un-laminated) iron and they are now rarely used.", "targets": "What type of motor was used in trailway traction applications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6b5221e310e44f495491738805c09f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Operating at normal power line frequencies, universal motors are often found in a range less than 1000 watts. Universal motors also formed the basis of the traditional railway traction motor in electric railways. In this application, the use of AC to power a motor originally designed to run on DC would lead to efficiency losses due to eddy current heating of their magnetic components, particularly the motor field pole-pieces that, for DC, would have used solid (un-laminated) iron and they are now rarely used.", "targets": "What is the result of using AC power on a DC motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6b5221e310e44f495491738805c09f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Operating at normal power line frequencies, universal motors are often found in a range less than 1000 watts. Universal motors also formed the basis of the traditional railway traction motor in electric railways. In this application, the use of AC to power a motor originally designed to run on DC would lead to efficiency losses due to eddy current heating of their magnetic components, particularly the motor field pole-pieces that, for DC, would have used solid (un-laminated) iron and they are now rarely used.", "targets": "What were universal motor pole pieces constructed from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df9a5e6f5ab44603ada5fe01dcda7e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council does not have executive powers but meets biannually to discuss issues of mutual importance. Similarly, the Parliamentary Assembly has no legislative powers but investigates and collects witness evidence from the public on matters of mutual concern to its members. Reports on its findings are presented to the Governments of Ireland and the United Kingdom. During the February 2008 meeting of the British\u2013Irish Council, it was agreed to set up a standing secretariat that would serve as a permanent 'civil service' for the Council. Leading on from developments in the British\u2013Irish Council, the chair of the British\u2013Irish Inter-Parliamentary Assembly, Niall Blaney, has suggested that the body should shadow the British\u2013Irish Council's work.", "targets": "Does the Parliamentary Assembly had any kinds of legislative authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df9a5e6f5ab44603ada5fe01dcda7e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council does not have executive powers but meets biannually to discuss issues of mutual importance. Similarly, the Parliamentary Assembly has no legislative powers but investigates and collects witness evidence from the public on matters of mutual concern to its members. Reports on its findings are presented to the Governments of Ireland and the United Kingdom. During the February 2008 meeting of the British\u2013Irish Council, it was agreed to set up a standing secretariat that would serve as a permanent 'civil service' for the Council. Leading on from developments in the British\u2013Irish Council, the chair of the British\u2013Irish Inter-Parliamentary Assembly, Niall Blaney, has suggested that the body should shadow the British\u2013Irish Council's work.", "targets": "What does the British-Irish Council discuss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df9a5e6f5ab44603ada5fe01dcda7e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council does not have executive powers but meets biannually to discuss issues of mutual importance. Similarly, the Parliamentary Assembly has no legislative powers but investigates and collects witness evidence from the public on matters of mutual concern to its members. Reports on its findings are presented to the Governments of Ireland and the United Kingdom. During the February 2008 meeting of the British\u2013Irish Council, it was agreed to set up a standing secretariat that would serve as a permanent 'civil service' for the Council. Leading on from developments in the British\u2013Irish Council, the chair of the British\u2013Irish Inter-Parliamentary Assembly, Niall Blaney, has suggested that the body should shadow the British\u2013Irish Council's work.", "targets": "What does the British-Irish Council do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df9a5e6f5ab44603ada5fe01dcda7e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council does not have executive powers but meets biannually to discuss issues of mutual importance. Similarly, the Parliamentary Assembly has no legislative powers but investigates and collects witness evidence from the public on matters of mutual concern to its members. Reports on its findings are presented to the Governments of Ireland and the United Kingdom. During the February 2008 meeting of the British\u2013Irish Council, it was agreed to set up a standing secretariat that would serve as a permanent 'civil service' for the Council. Leading on from developments in the British\u2013Irish Council, the chair of the British\u2013Irish Inter-Parliamentary Assembly, Niall Blaney, has suggested that the body should shadow the British\u2013Irish Council's work.", "targets": "How often does the British-Irish Council meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df9a5e6f5ab44603ada5fe01dcda7e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Council does not have executive powers but meets biannually to discuss issues of mutual importance. Similarly, the Parliamentary Assembly has no legislative powers but investigates and collects witness evidence from the public on matters of mutual concern to its members. Reports on its findings are presented to the Governments of Ireland and the United Kingdom. During the February 2008 meeting of the British\u2013Irish Council, it was agreed to set up a standing secretariat that would serve as a permanent 'civil service' for the Council. Leading on from developments in the British\u2013Irish Council, the chair of the British\u2013Irish Inter-Parliamentary Assembly, Niall Blaney, has suggested that the body should shadow the British\u2013Irish Council's work.", "targets": "Who recommended that the British-Irish Inter-Parliamentary Assembly should look very closely at the work that the British-Irish Council does?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e40e976f4242da8cb763943c5d8f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's public bus fleet is the largest in North America, and the Port Authority Bus Terminal, the main intercity bus terminal of the city, serves 7,000 buses and 200,000 commuters daily, making it the busiest bus station in the world.", "targets": "The busiest bus station in the world in the world is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e40e976f4242da8cb763943c5d8f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's public bus fleet is the largest in North America, and the Port Authority Bus Terminal, the main intercity bus terminal of the city, serves 7,000 buses and 200,000 commuters daily, making it the busiest bus station in the world.", "targets": "How many buses visit the Port Authority Bus Terminal each day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e40e976f4242da8cb763943c5d8f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's public bus fleet is the largest in North America, and the Port Authority Bus Terminal, the main intercity bus terminal of the city, serves 7,000 buses and 200,000 commuters daily, making it the busiest bus station in the world.", "targets": "How many New Yorkers ride the bus on a daily basis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04e40e976f4242da8cb763943c5d8f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City's public bus fleet is the largest in North America, and the Port Authority Bus Terminal, the main intercity bus terminal of the city, serves 7,000 buses and 200,000 commuters daily, making it the busiest bus station in the world.", "targets": "What is New York's primary bus terminal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c504a29307b45c2957bf86122cbedb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion of the \"Land of Israel\", known in Hebrew as Eretz Yisrael, has been important and sacred to the Jewish people since Biblical times. According to the Torah, God promised the land to the three Patriarchs of the Jewish people. On the basis of scripture, the period of the three Patriarchs has been placed somewhere in the early 2nd millennium BCE, and the first Kingdom of Israel was established around the 11th century BCE. Subsequent Israelite kingdoms and states ruled intermittently over the next four hundred years, and are known from various extra-biblical sources.", "targets": "What is the \"Land of Israel\" known as in Hebrew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c504a29307b45c2957bf86122cbedb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion of the \"Land of Israel\", known in Hebrew as Eretz Yisrael, has been important and sacred to the Jewish people since Biblical times. According to the Torah, God promised the land to the three Patriarchs of the Jewish people. On the basis of scripture, the period of the three Patriarchs has been placed somewhere in the early 2nd millennium BCE, and the first Kingdom of Israel was established around the 11th century BCE. Subsequent Israelite kingdoms and states ruled intermittently over the next four hundred years, and are known from various extra-biblical sources.", "targets": "According to the Torah, God promised the land to how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c504a29307b45c2957bf86122cbedb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion of the \"Land of Israel\", known in Hebrew as Eretz Yisrael, has been important and sacred to the Jewish people since Biblical times. According to the Torah, God promised the land to the three Patriarchs of the Jewish people. On the basis of scripture, the period of the three Patriarchs has been placed somewhere in the early 2nd millennium BCE, and the first Kingdom of Israel was established around the 11th century BCE. Subsequent Israelite kingdoms and states ruled intermittently over the next four hundred years, and are known from various extra-biblical sources.", "targets": "When was the first Kingdom of Israel established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0af2a10201a4593952f12fd328fd9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An FBI special agent is issued a Glock Model 22 pistol or a Glock 23 in .40 S&W caliber. If they fail their first qualification, they are issued either a Glock 17 or Glock 19, to aid in their next qualification. In May 1997, the FBI officially adopted the Glock .40 S&W pistol for general agent use and first issued it to New Agent Class 98-1 in October 1997. At present, the Model 23 \"FG&R\" (finger groove and rail) is the issue sidearm. New agents are issued firearms, on which they must qualify, on successful completion of their training at the FBI Academy. The Glock 26 in 9\u00d719mm Parabellum, and Glock Models 23 and 27 in .40 S&W caliber are authorized as secondary weapons. Special agents are authorized to purchase and qualify with the Glock Model 21 in .45 ACP. Special agents of the FBI HRT (Hostage Rescue Team), and regional SWAT teams are issued the Springfield Professional Model 1911A1 .45 ACP pistol (see FBI Special Weapons and Tactics Teams).", "targets": "What gun are FBI special agents issued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0af2a10201a4593952f12fd328fd9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An FBI special agent is issued a Glock Model 22 pistol or a Glock 23 in .40 S&W caliber. If they fail their first qualification, they are issued either a Glock 17 or Glock 19, to aid in their next qualification. In May 1997, the FBI officially adopted the Glock .40 S&W pistol for general agent use and first issued it to New Agent Class 98-1 in October 1997. At present, the Model 23 \"FG&R\" (finger groove and rail) is the issue sidearm. New agents are issued firearms, on which they must qualify, on successful completion of their training at the FBI Academy. The Glock 26 in 9\u00d719mm Parabellum, and Glock Models 23 and 27 in .40 S&W caliber are authorized as secondary weapons. Special agents are authorized to purchase and qualify with the Glock Model 21 in .45 ACP. Special agents of the FBI HRT (Hostage Rescue Team), and regional SWAT teams are issued the Springfield Professional Model 1911A1 .45 ACP pistol (see FBI Special Weapons and Tactics Teams).", "targets": "What are FBI special agents issued if they fail their first qualification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0af2a10201a4593952f12fd328fd9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An FBI special agent is issued a Glock Model 22 pistol or a Glock 23 in .40 S&W caliber. If they fail their first qualification, they are issued either a Glock 17 or Glock 19, to aid in their next qualification. In May 1997, the FBI officially adopted the Glock .40 S&W pistol for general agent use and first issued it to New Agent Class 98-1 in October 1997. At present, the Model 23 \"FG&R\" (finger groove and rail) is the issue sidearm. New agents are issued firearms, on which they must qualify, on successful completion of their training at the FBI Academy. The Glock 26 in 9\u00d719mm Parabellum, and Glock Models 23 and 27 in .40 S&W caliber are authorized as secondary weapons. Special agents are authorized to purchase and qualify with the Glock Model 21 in .45 ACP. Special agents of the FBI HRT (Hostage Rescue Team), and regional SWAT teams are issued the Springfield Professional Model 1911A1 .45 ACP pistol (see FBI Special Weapons and Tactics Teams).", "targets": "What did the FBI adopt in May 1997"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0af2a10201a4593952f12fd328fd9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An FBI special agent is issued a Glock Model 22 pistol or a Glock 23 in .40 S&W caliber. If they fail their first qualification, they are issued either a Glock 17 or Glock 19, to aid in their next qualification. In May 1997, the FBI officially adopted the Glock .40 S&W pistol for general agent use and first issued it to New Agent Class 98-1 in October 1997. At present, the Model 23 \"FG&R\" (finger groove and rail) is the issue sidearm. New agents are issued firearms, on which they must qualify, on successful completion of their training at the FBI Academy. The Glock 26 in 9\u00d719mm Parabellum, and Glock Models 23 and 27 in .40 S&W caliber are authorized as secondary weapons. Special agents are authorized to purchase and qualify with the Glock Model 21 in .45 ACP. Special agents of the FBI HRT (Hostage Rescue Team), and regional SWAT teams are issued the Springfield Professional Model 1911A1 .45 ACP pistol (see FBI Special Weapons and Tactics Teams).", "targets": "What did the FBI adopt the Glock .40 S&W pistol for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0af2a10201a4593952f12fd328fd9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An FBI special agent is issued a Glock Model 22 pistol or a Glock 23 in .40 S&W caliber. If they fail their first qualification, they are issued either a Glock 17 or Glock 19, to aid in their next qualification. In May 1997, the FBI officially adopted the Glock .40 S&W pistol for general agent use and first issued it to New Agent Class 98-1 in October 1997. At present, the Model 23 \"FG&R\" (finger groove and rail) is the issue sidearm. New agents are issued firearms, on which they must qualify, on successful completion of their training at the FBI Academy. The Glock 26 in 9\u00d719mm Parabellum, and Glock Models 23 and 27 in .40 S&W caliber are authorized as secondary weapons. Special agents are authorized to purchase and qualify with the Glock Model 21 in .45 ACP. Special agents of the FBI HRT (Hostage Rescue Team), and regional SWAT teams are issued the Springfield Professional Model 1911A1 .45 ACP pistol (see FBI Special Weapons and Tactics Teams).", "targets": "What class was the first to receive the Glock .40 S&W pistol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b1f0b2fe94a489ea3b17650b814ca20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the salary year beginning April 2008, unpromoted teachers in Scotland earned from \u00a320,427 for a Probationer, up to \u00a332,583 after 6 years teaching, but could then go on to earn up to \u00a339,942 as they complete the modules to earn Chartered Teacher Status (requiring at least 6 years at up to two modules per year.) Promotion to Principal Teacher positions attracts a salary of between \u00a334,566 and \u00a344,616; Deputy Head, and Head teachers earn from \u00a340,290 to \u00a378,642. Teachers in Scotland can be registered members of trade unions with the main ones being the Educational Institute of Scotland and the Scottish Secondary Teachers' Association.", "targets": "What is the start of the salary year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b1f0b2fe94a489ea3b17650b814ca20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the salary year beginning April 2008, unpromoted teachers in Scotland earned from \u00a320,427 for a Probationer, up to \u00a332,583 after 6 years teaching, but could then go on to earn up to \u00a339,942 as they complete the modules to earn Chartered Teacher Status (requiring at least 6 years at up to two modules per year.) Promotion to Principal Teacher positions attracts a salary of between \u00a334,566 and \u00a344,616; Deputy Head, and Head teachers earn from \u00a340,290 to \u00a378,642. Teachers in Scotland can be registered members of trade unions with the main ones being the Educational Institute of Scotland and the Scottish Secondary Teachers' Association.", "targets": "How much does a Probationer earn, initially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b1f0b2fe94a489ea3b17650b814ca20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the salary year beginning April 2008, unpromoted teachers in Scotland earned from \u00a320,427 for a Probationer, up to \u00a332,583 after 6 years teaching, but could then go on to earn up to \u00a339,942 as they complete the modules to earn Chartered Teacher Status (requiring at least 6 years at up to two modules per year.) Promotion to Principal Teacher positions attracts a salary of between \u00a334,566 and \u00a344,616; Deputy Head, and Head teachers earn from \u00a340,290 to \u00a378,642. Teachers in Scotland can be registered members of trade unions with the main ones being the Educational Institute of Scotland and the Scottish Secondary Teachers' Association.", "targets": "How much does a Probationer earn, after 6 years of service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b1f0b2fe94a489ea3b17650b814ca20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the salary year beginning April 2008, unpromoted teachers in Scotland earned from \u00a320,427 for a Probationer, up to \u00a332,583 after 6 years teaching, but could then go on to earn up to \u00a339,942 as they complete the modules to earn Chartered Teacher Status (requiring at least 6 years at up to two modules per year.) Promotion to Principal Teacher positions attracts a salary of between \u00a334,566 and \u00a344,616; Deputy Head, and Head teachers earn from \u00a340,290 to \u00a378,642. Teachers in Scotland can be registered members of trade unions with the main ones being the Educational Institute of Scotland and the Scottish Secondary Teachers' Association.", "targets": "What would a Probationer need to do to earn more money, after 6 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b1f0b2fe94a489ea3b17650b814ca20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the salary year beginning April 2008, unpromoted teachers in Scotland earned from \u00a320,427 for a Probationer, up to \u00a332,583 after 6 years teaching, but could then go on to earn up to \u00a339,942 as they complete the modules to earn Chartered Teacher Status (requiring at least 6 years at up to two modules per year.) Promotion to Principal Teacher positions attracts a salary of between \u00a334,566 and \u00a344,616; Deputy Head, and Head teachers earn from \u00a340,290 to \u00a378,642. Teachers in Scotland can be registered members of trade unions with the main ones being the Educational Institute of Scotland and the Scottish Secondary Teachers' Association.", "targets": "What group can teachers register with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6430a147f5644318bf2f12e9b34970fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.", "targets": "What increases student's motivation to learn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6430a147f5644318bf2f12e9b34970fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.", "targets": "Students exposed to an enthusiastic teacher usually did what more often outside class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6430a147f5644318bf2f12e9b34970fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.", "targets": "What is dramatic gesturing an example of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6430a147f5644318bf2f12e9b34970fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.", "targets": "What type of studies explored student motivation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6430a147f5644318bf2f12e9b34970fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.", "targets": "Nonverbal expressions resulted in what kind of levels of motivation to learn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3adb31f3505f4b8bb591297999beb8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Air Force is a military service organized within the Department of the Air Force, one of the three military departments of the Department of Defense. The Air Force is headed by the civilian Secretary of the Air Force, who reports to the Secretary of Defense, and is appointed by the President with Senate confirmation. The highest-ranking military officer in the Department of the Air Force is the Chief of Staff of the Air Force, who exercises supervision over Air Force units, and serves as a member of the Joint Chiefs of Staff. Air Force combat and mobility forces are assigned, as directed by the Secretary of Defense, to the Combatant Commanders, and neither the Secretary of the Air Force nor the Chief of Staff have operational command authority over them.", "targets": "How many departments are there in the Department of Defense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3adb31f3505f4b8bb591297999beb8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Air Force is a military service organized within the Department of the Air Force, one of the three military departments of the Department of Defense. The Air Force is headed by the civilian Secretary of the Air Force, who reports to the Secretary of Defense, and is appointed by the President with Senate confirmation. The highest-ranking military officer in the Department of the Air Force is the Chief of Staff of the Air Force, who exercises supervision over Air Force units, and serves as a member of the Joint Chiefs of Staff. Air Force combat and mobility forces are assigned, as directed by the Secretary of Defense, to the Combatant Commanders, and neither the Secretary of the Air Force nor the Chief of Staff have operational command authority over them.", "targets": "Who does the Secretary of the Air Force currently report to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3adb31f3505f4b8bb591297999beb8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Air Force is a military service organized within the Department of the Air Force, one of the three military departments of the Department of Defense. The Air Force is headed by the civilian Secretary of the Air Force, who reports to the Secretary of Defense, and is appointed by the President with Senate confirmation. The highest-ranking military officer in the Department of the Air Force is the Chief of Staff of the Air Force, who exercises supervision over Air Force units, and serves as a member of the Joint Chiefs of Staff. Air Force combat and mobility forces are assigned, as directed by the Secretary of Defense, to the Combatant Commanders, and neither the Secretary of the Air Force nor the Chief of Staff have operational command authority over them.", "targets": "What branch of the government must confirm the President's appointment of the Secretary of the Air Force? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3adb31f3505f4b8bb591297999beb8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Air Force is a military service organized within the Department of the Air Force, one of the three military departments of the Department of Defense. The Air Force is headed by the civilian Secretary of the Air Force, who reports to the Secretary of Defense, and is appointed by the President with Senate confirmation. The highest-ranking military officer in the Department of the Air Force is the Chief of Staff of the Air Force, who exercises supervision over Air Force units, and serves as a member of the Joint Chiefs of Staff. Air Force combat and mobility forces are assigned, as directed by the Secretary of Defense, to the Combatant Commanders, and neither the Secretary of the Air Force nor the Chief of Staff have operational command authority over them.", "targets": "Who serves as a member of the Joint Chiefs of Staff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3adb31f3505f4b8bb591297999beb8b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Air Force is a military service organized within the Department of the Air Force, one of the three military departments of the Department of Defense. The Air Force is headed by the civilian Secretary of the Air Force, who reports to the Secretary of Defense, and is appointed by the President with Senate confirmation. The highest-ranking military officer in the Department of the Air Force is the Chief of Staff of the Air Force, who exercises supervision over Air Force units, and serves as a member of the Joint Chiefs of Staff. Air Force combat and mobility forces are assigned, as directed by the Secretary of Defense, to the Combatant Commanders, and neither the Secretary of the Air Force nor the Chief of Staff have operational command authority over them.", "targets": "Who assigns combat missions to the Air Force? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112fbdd8ecb84776be238bea5b1c0703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has numerous venues for rock and pop concerts, including the world's busiest arena the o2 arena and other large arenas such as Earls Court, Wembley Arena, as well as many mid-sized venues, such as Brixton Academy, the Hammersmith Apollo and the Shepherd's Bush Empire. Several music festivals, including the Wireless Festival, South West Four, Lovebox, and Hyde Park's British Summer Time are all held in London. The city is home to the first and original Hard Rock Cafe and the Abbey Road Studios where The Beatles recorded many of their hits. In the 1960s, 1970s and 1980s, musicians and groups like Elton John, Pink Floyd, David Bowie, Queen, The Kinks, The Rolling Stones, The Who, Eric Clapton, Led Zeppelin, The Small Faces, Iron Maiden, Fleetwood Mac, Elvis Costello, Cat Stevens, The Police, The Cure, Madness, The Jam, Dusty Springfield, Phil Collins, Rod Stewart and Sade, derived their sound from the streets and rhythms vibrating through London.", "targets": "What famous chain of music-themed restaurants opened its first establishment in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112fbdd8ecb84776be238bea5b1c0703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has numerous venues for rock and pop concerts, including the world's busiest arena the o2 arena and other large arenas such as Earls Court, Wembley Arena, as well as many mid-sized venues, such as Brixton Academy, the Hammersmith Apollo and the Shepherd's Bush Empire. Several music festivals, including the Wireless Festival, South West Four, Lovebox, and Hyde Park's British Summer Time are all held in London. The city is home to the first and original Hard Rock Cafe and the Abbey Road Studios where The Beatles recorded many of their hits. In the 1960s, 1970s and 1980s, musicians and groups like Elton John, Pink Floyd, David Bowie, Queen, The Kinks, The Rolling Stones, The Who, Eric Clapton, Led Zeppelin, The Small Faces, Iron Maiden, Fleetwood Mac, Elvis Costello, Cat Stevens, The Police, The Cure, Madness, The Jam, Dusty Springfield, Phil Collins, Rod Stewart and Sade, derived their sound from the streets and rhythms vibrating through London.", "targets": "In which recording studio did the Beatles do much of their recording? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112fbdd8ecb84776be238bea5b1c0703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has numerous venues for rock and pop concerts, including the world's busiest arena the o2 arena and other large arenas such as Earls Court, Wembley Arena, as well as many mid-sized venues, such as Brixton Academy, the Hammersmith Apollo and the Shepherd's Bush Empire. Several music festivals, including the Wireless Festival, South West Four, Lovebox, and Hyde Park's British Summer Time are all held in London. The city is home to the first and original Hard Rock Cafe and the Abbey Road Studios where The Beatles recorded many of their hits. In the 1960s, 1970s and 1980s, musicians and groups like Elton John, Pink Floyd, David Bowie, Queen, The Kinks, The Rolling Stones, The Who, Eric Clapton, Led Zeppelin, The Small Faces, Iron Maiden, Fleetwood Mac, Elvis Costello, Cat Stevens, The Police, The Cure, Madness, The Jam, Dusty Springfield, Phil Collins, Rod Stewart and Sade, derived their sound from the streets and rhythms vibrating through London.", "targets": "What in part inspired the sounds of many British rock bands and singers in the 60s, 70s, and 80s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112fbdd8ecb84776be238bea5b1c0703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has numerous venues for rock and pop concerts, including the world's busiest arena the o2 arena and other large arenas such as Earls Court, Wembley Arena, as well as many mid-sized venues, such as Brixton Academy, the Hammersmith Apollo and the Shepherd's Bush Empire. Several music festivals, including the Wireless Festival, South West Four, Lovebox, and Hyde Park's British Summer Time are all held in London. The city is home to the first and original Hard Rock Cafe and the Abbey Road Studios where The Beatles recorded many of their hits. In the 1960s, 1970s and 1980s, musicians and groups like Elton John, Pink Floyd, David Bowie, Queen, The Kinks, The Rolling Stones, The Who, Eric Clapton, Led Zeppelin, The Small Faces, Iron Maiden, Fleetwood Mac, Elvis Costello, Cat Stevens, The Police, The Cure, Madness, The Jam, Dusty Springfield, Phil Collins, Rod Stewart and Sade, derived their sound from the streets and rhythms vibrating through London.", "targets": "What London concert venue shares its first name with a famous football stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-112fbdd8ecb84776be238bea5b1c0703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London has numerous venues for rock and pop concerts, including the world's busiest arena the o2 arena and other large arenas such as Earls Court, Wembley Arena, as well as many mid-sized venues, such as Brixton Academy, the Hammersmith Apollo and the Shepherd's Bush Empire. Several music festivals, including the Wireless Festival, South West Four, Lovebox, and Hyde Park's British Summer Time are all held in London. The city is home to the first and original Hard Rock Cafe and the Abbey Road Studios where The Beatles recorded many of their hits. In the 1960s, 1970s and 1980s, musicians and groups like Elton John, Pink Floyd, David Bowie, Queen, The Kinks, The Rolling Stones, The Who, Eric Clapton, Led Zeppelin, The Small Faces, Iron Maiden, Fleetwood Mac, Elvis Costello, Cat Stevens, The Police, The Cure, Madness, The Jam, Dusty Springfield, Phil Collins, Rod Stewart and Sade, derived their sound from the streets and rhythms vibrating through London.", "targets": "Located in London, what is the busiest concert arena in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c07075cdea374225b4f845af2315b821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the words of Labour Member of Parliament George Hardie, the abdication crisis of 1936 did \"more for republicanism than fifty years of propaganda\". George VI wrote to his brother Edward that in the aftermath of the abdication he had reluctantly assumed \"a rocking throne\", and tried \"to make it steady again\". He became king at a point when public faith in the monarchy was at a low ebb. During his reign his people endured the hardships of war, and imperial power was eroded. However, as a dutiful family man and by showing personal courage, he succeeded in restoring the popularity of the monarchy.", "targets": "How high was public faith in the monarchy when King George assumed the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c07075cdea374225b4f845af2315b821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the words of Labour Member of Parliament George Hardie, the abdication crisis of 1936 did \"more for republicanism than fifty years of propaganda\". George VI wrote to his brother Edward that in the aftermath of the abdication he had reluctantly assumed \"a rocking throne\", and tried \"to make it steady again\". He became king at a point when public faith in the monarchy was at a low ebb. During his reign his people endured the hardships of war, and imperial power was eroded. However, as a dutiful family man and by showing personal courage, he succeeded in restoring the popularity of the monarchy.", "targets": "What position did George Hardie hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c07075cdea374225b4f845af2315b821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the words of Labour Member of Parliament George Hardie, the abdication crisis of 1936 did \"more for republicanism than fifty years of propaganda\". George VI wrote to his brother Edward that in the aftermath of the abdication he had reluctantly assumed \"a rocking throne\", and tried \"to make it steady again\". He became king at a point when public faith in the monarchy was at a low ebb. During his reign his people endured the hardships of war, and imperial power was eroded. However, as a dutiful family man and by showing personal courage, he succeeded in restoring the popularity of the monarchy.", "targets": "Who was George VI's brother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77a9310a51d9476d92e6766c5b0dc9e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.", "targets": "What is a new trend in teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77a9310a51d9476d92e6766c5b0dc9e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.", "targets": "How many teachers are usually involved when co-teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77a9310a51d9476d92e6766c5b0dc9e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.", "targets": "What does co-teaching get the students to focus on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77a9310a51d9476d92e6766c5b0dc9e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.", "targets": "How do co-teachers work with each other to fulfill the needs of students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77a9310a51d9476d92e6766c5b0dc9e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.", "targets": "What type of support does co-teaching provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1e0c428276b4ff48b759c2cf43de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bodhi (P\u0101li and Sanskrit, in devanagari: \u092c\u094a\u0927\u093f) is a term applied to the experience of Awakening of arahants. Bodhi literally means \"awakening\", but it is more commonly translated into English as \"enlightenment\". In Early Buddhism, bodhi carried a meaning synonymous to nirvana, using only some different metaphors to describe the experience, which implies the extinction of raga (greed, craving),[web 12] dosa (hate, aversion)[web 13] and moha (delusion).[web 14] In the later school of Mahayana Buddhism, the status of nirvana was downgraded in some scriptures, coming to refer only to the extinction of greed and hate, implying that delusion was still present in one who attained nirvana, and that one needed to attain bodhi to eradicate delusion:", "targets": "What is the term applied to the experience of the awakening of arahants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1e0c428276b4ff48b759c2cf43de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bodhi (P\u0101li and Sanskrit, in devanagari: \u092c\u094a\u0927\u093f) is a term applied to the experience of Awakening of arahants. Bodhi literally means \"awakening\", but it is more commonly translated into English as \"enlightenment\". In Early Buddhism, bodhi carried a meaning synonymous to nirvana, using only some different metaphors to describe the experience, which implies the extinction of raga (greed, craving),[web 12] dosa (hate, aversion)[web 13] and moha (delusion).[web 14] In the later school of Mahayana Buddhism, the status of nirvana was downgraded in some scriptures, coming to refer only to the extinction of greed and hate, implying that delusion was still present in one who attained nirvana, and that one needed to attain bodhi to eradicate delusion:", "targets": "In early Buddhism Bodhi used a meaning synonymous to what word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1e0c428276b4ff48b759c2cf43de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bodhi (P\u0101li and Sanskrit, in devanagari: \u092c\u094a\u0927\u093f) is a term applied to the experience of Awakening of arahants. Bodhi literally means \"awakening\", but it is more commonly translated into English as \"enlightenment\". In Early Buddhism, bodhi carried a meaning synonymous to nirvana, using only some different metaphors to describe the experience, which implies the extinction of raga (greed, craving),[web 12] dosa (hate, aversion)[web 13] and moha (delusion).[web 14] In the later school of Mahayana Buddhism, the status of nirvana was downgraded in some scriptures, coming to refer only to the extinction of greed and hate, implying that delusion was still present in one who attained nirvana, and that one needed to attain bodhi to eradicate delusion:", "targets": "What is the term for greed or craving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1e0c428276b4ff48b759c2cf43de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bodhi (P\u0101li and Sanskrit, in devanagari: \u092c\u094a\u0927\u093f) is a term applied to the experience of Awakening of arahants. Bodhi literally means \"awakening\", but it is more commonly translated into English as \"enlightenment\". In Early Buddhism, bodhi carried a meaning synonymous to nirvana, using only some different metaphors to describe the experience, which implies the extinction of raga (greed, craving),[web 12] dosa (hate, aversion)[web 13] and moha (delusion).[web 14] In the later school of Mahayana Buddhism, the status of nirvana was downgraded in some scriptures, coming to refer only to the extinction of greed and hate, implying that delusion was still present in one who attained nirvana, and that one needed to attain bodhi to eradicate delusion:", "targets": "what is the word for hate or aversion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1e0c428276b4ff48b759c2cf43de319", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bodhi (P\u0101li and Sanskrit, in devanagari: \u092c\u094a\u0927\u093f) is a term applied to the experience of Awakening of arahants. Bodhi literally means \"awakening\", but it is more commonly translated into English as \"enlightenment\". In Early Buddhism, bodhi carried a meaning synonymous to nirvana, using only some different metaphors to describe the experience, which implies the extinction of raga (greed, craving),[web 12] dosa (hate, aversion)[web 13] and moha (delusion).[web 14] In the later school of Mahayana Buddhism, the status of nirvana was downgraded in some scriptures, coming to refer only to the extinction of greed and hate, implying that delusion was still present in one who attained nirvana, and that one needed to attain bodhi to eradicate delusion:", "targets": "What does moha mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b5ba13c5a08425892c1baf791c4f945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yoga school builds on the Samkhya school theory that j\u00f1\u0101na (knowledge) is a sufficient means to moksha. It suggests that systematic techniques/practice (personal experimentation) combined with Samkhya's approach to knowledge is the path to moksha. Yoga shares several central ideas with Advaita Vedanta, with the difference that Yoga is a form of experimental mysticism while Advaita Vedanta is a form of monistic personalism. Like Advaita Vedanta, the Yoga school of Hindu philosophy states that liberation/freedom in this life is achievable, and this occurs when an individual fully understands and realizes the equivalence of Atman (soul, self) and Brahman.", "targets": "What principle does yoga use from Samkhya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b5ba13c5a08425892c1baf791c4f945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yoga school builds on the Samkhya school theory that j\u00f1\u0101na (knowledge) is a sufficient means to moksha. It suggests that systematic techniques/practice (personal experimentation) combined with Samkhya's approach to knowledge is the path to moksha. Yoga shares several central ideas with Advaita Vedanta, with the difference that Yoga is a form of experimental mysticism while Advaita Vedanta is a form of monistic personalism. Like Advaita Vedanta, the Yoga school of Hindu philosophy states that liberation/freedom in this life is achievable, and this occurs when an individual fully understands and realizes the equivalence of Atman (soul, self) and Brahman.", "targets": "What is the meaning of jnana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b5ba13c5a08425892c1baf791c4f945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yoga school builds on the Samkhya school theory that j\u00f1\u0101na (knowledge) is a sufficient means to moksha. It suggests that systematic techniques/practice (personal experimentation) combined with Samkhya's approach to knowledge is the path to moksha. Yoga shares several central ideas with Advaita Vedanta, with the difference that Yoga is a form of experimental mysticism while Advaita Vedanta is a form of monistic personalism. Like Advaita Vedanta, the Yoga school of Hindu philosophy states that liberation/freedom in this life is achievable, and this occurs when an individual fully understands and realizes the equivalence of Atman (soul, self) and Brahman.", "targets": "To what does yoga say personal experimentation and knowledge lead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b5ba13c5a08425892c1baf791c4f945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yoga school builds on the Samkhya school theory that j\u00f1\u0101na (knowledge) is a sufficient means to moksha. It suggests that systematic techniques/practice (personal experimentation) combined with Samkhya's approach to knowledge is the path to moksha. Yoga shares several central ideas with Advaita Vedanta, with the difference that Yoga is a form of experimental mysticism while Advaita Vedanta is a form of monistic personalism. Like Advaita Vedanta, the Yoga school of Hindu philosophy states that liberation/freedom in this life is achievable, and this occurs when an individual fully understands and realizes the equivalence of Atman (soul, self) and Brahman.", "targets": "To what school does yoga share central ideas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b5ba13c5a08425892c1baf791c4f945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yoga school builds on the Samkhya school theory that j\u00f1\u0101na (knowledge) is a sufficient means to moksha. It suggests that systematic techniques/practice (personal experimentation) combined with Samkhya's approach to knowledge is the path to moksha. Yoga shares several central ideas with Advaita Vedanta, with the difference that Yoga is a form of experimental mysticism while Advaita Vedanta is a form of monistic personalism. Like Advaita Vedanta, the Yoga school of Hindu philosophy states that liberation/freedom in this life is achievable, and this occurs when an individual fully understands and realizes the equivalence of Atman (soul, self) and Brahman.", "targets": "What state in life does yoga believe is achievable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a83e7a167806483c93e92200b7ef89d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although night air defence was causing greater concern before the war, it was not at the forefront of RAF planning. Most of the resources went into planning for daylight fighter defences. The difficulty RAF bombers had navigating in darkness, led the British to believe German bombers would suffer the same problems and would be unable to reach and identify their targets. There was also a mentality in all air forces that, if they could carry out effective operations by day, night missions and their disadvantages could be avoided.", "targets": "What did the RAF put most of their resources into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a83e7a167806483c93e92200b7ef89d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although night air defence was causing greater concern before the war, it was not at the forefront of RAF planning. Most of the resources went into planning for daylight fighter defences. The difficulty RAF bombers had navigating in darkness, led the British to believe German bombers would suffer the same problems and would be unable to reach and identify their targets. There was also a mentality in all air forces that, if they could carry out effective operations by day, night missions and their disadvantages could be avoided.", "targets": "RAF bombers had trouble flying at night, so the British believe the Germans would do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a83e7a167806483c93e92200b7ef89d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although night air defence was causing greater concern before the war, it was not at the forefront of RAF planning. Most of the resources went into planning for daylight fighter defences. The difficulty RAF bombers had navigating in darkness, led the British to believe German bombers would suffer the same problems and would be unable to reach and identify their targets. There was also a mentality in all air forces that, if they could carry out effective operations by day, night missions and their disadvantages could be avoided.", "targets": "What did the Air Force believe they could avoid if they carried out effective day missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a83e7a167806483c93e92200b7ef89d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although night air defence was causing greater concern before the war, it was not at the forefront of RAF planning. Most of the resources went into planning for daylight fighter defences. The difficulty RAF bombers had navigating in darkness, led the British to believe German bombers would suffer the same problems and would be unable to reach and identify their targets. There was also a mentality in all air forces that, if they could carry out effective operations by day, night missions and their disadvantages could be avoided.", "targets": "Britain believe German bombers would be unable to reach and identify what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0408ec46894989bb0d16b5351073f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though many of the events were outside the traditional time-period of the Middle Ages, the end of the unity of the Western Church (the Protestant Reformation), was one of the distinguishing characteristics of the medieval period. The Catholic Church had long fought against heretic movements, but during the Late Middle Ages, it started to experience demands for reform from within. The first of these came from Oxford professor John Wycliffe in England. Wycliffe held that the Bible should be the only authority in religious questions, and he spoke out against transubstantiation, celibacy and indulgences. In spite of influential supporters among the English aristocracy, such as John of Gaunt, the movement was not allowed to survive. Though Wycliffe himself was left unmolested, his supporters, the Lollards, were eventually suppressed in England.", "targets": "Which Oxford professor believed that the Bible should be the sole authority in religious questions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0408ec46894989bb0d16b5351073f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though many of the events were outside the traditional time-period of the Middle Ages, the end of the unity of the Western Church (the Protestant Reformation), was one of the distinguishing characteristics of the medieval period. The Catholic Church had long fought against heretic movements, but during the Late Middle Ages, it started to experience demands for reform from within. The first of these came from Oxford professor John Wycliffe in England. Wycliffe held that the Bible should be the only authority in religious questions, and he spoke out against transubstantiation, celibacy and indulgences. In spite of influential supporters among the English aristocracy, such as John of Gaunt, the movement was not allowed to survive. Though Wycliffe himself was left unmolested, his supporters, the Lollards, were eventually suppressed in England.", "targets": "What were Jon Wycliffe's supporters called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0408ec46894989bb0d16b5351073f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though many of the events were outside the traditional time-period of the Middle Ages, the end of the unity of the Western Church (the Protestant Reformation), was one of the distinguishing characteristics of the medieval period. The Catholic Church had long fought against heretic movements, but during the Late Middle Ages, it started to experience demands for reform from within. The first of these came from Oxford professor John Wycliffe in England. Wycliffe held that the Bible should be the only authority in religious questions, and he spoke out against transubstantiation, celibacy and indulgences. In spite of influential supporters among the English aristocracy, such as John of Gaunt, the movement was not allowed to survive. Though Wycliffe himself was left unmolested, his supporters, the Lollards, were eventually suppressed in England.", "targets": "What was the event that ended religious unity in the Western Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0408ec46894989bb0d16b5351073f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though many of the events were outside the traditional time-period of the Middle Ages, the end of the unity of the Western Church (the Protestant Reformation), was one of the distinguishing characteristics of the medieval period. The Catholic Church had long fought against heretic movements, but during the Late Middle Ages, it started to experience demands for reform from within. The first of these came from Oxford professor John Wycliffe in England. Wycliffe held that the Bible should be the only authority in religious questions, and he spoke out against transubstantiation, celibacy and indulgences. In spite of influential supporters among the English aristocracy, such as John of Gaunt, the movement was not allowed to survive. Though Wycliffe himself was left unmolested, his supporters, the Lollards, were eventually suppressed in England.", "targets": "Which Catholic practices did Wycliffe speak out against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0408ec46894989bb0d16b5351073f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though many of the events were outside the traditional time-period of the Middle Ages, the end of the unity of the Western Church (the Protestant Reformation), was one of the distinguishing characteristics of the medieval period. The Catholic Church had long fought against heretic movements, but during the Late Middle Ages, it started to experience demands for reform from within. The first of these came from Oxford professor John Wycliffe in England. Wycliffe held that the Bible should be the only authority in religious questions, and he spoke out against transubstantiation, celibacy and indulgences. In spite of influential supporters among the English aristocracy, such as John of Gaunt, the movement was not allowed to survive. Though Wycliffe himself was left unmolested, his supporters, the Lollards, were eventually suppressed in England.", "targets": "Who was one of the English aristocrats who supported the Lollard movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf39c9e009a494eb6b305e5263a2fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once known as \"the Gibraltar of the West\" and \"Fortress Bermuda\", Bermuda today is defended by forces of the British government. For the first two centuries of settlement, the most potent armed force operating from Bermuda was its merchant shipping fleet, which turned to privateering at every opportunity. The Bermuda government maintained a local militia. After the American Revolutionary War, Bermuda was established as the Western Atlantic headquarters of the Royal Navy. Once the Royal Navy established a base and dockyard defended by regular soldiers, however, the militias were disbanded following the War of 1812. At the end of the 19th century, the colony raised volunteer units to form a reserve for the military garrison.", "targets": "Due to the British goverment's defense forces, what are two nicknames for bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf39c9e009a494eb6b305e5263a2fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once known as \"the Gibraltar of the West\" and \"Fortress Bermuda\", Bermuda today is defended by forces of the British government. For the first two centuries of settlement, the most potent armed force operating from Bermuda was its merchant shipping fleet, which turned to privateering at every opportunity. The Bermuda government maintained a local militia. After the American Revolutionary War, Bermuda was established as the Western Atlantic headquarters of the Royal Navy. Once the Royal Navy established a base and dockyard defended by regular soldiers, however, the militias were disbanded following the War of 1812. At the end of the 19th century, the colony raised volunteer units to form a reserve for the military garrison.", "targets": "What did Bermuda's merchant shipping fleet do whenever it had the chance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf39c9e009a494eb6b305e5263a2fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once known as \"the Gibraltar of the West\" and \"Fortress Bermuda\", Bermuda today is defended by forces of the British government. For the first two centuries of settlement, the most potent armed force operating from Bermuda was its merchant shipping fleet, which turned to privateering at every opportunity. The Bermuda government maintained a local militia. After the American Revolutionary War, Bermuda was established as the Western Atlantic headquarters of the Royal Navy. Once the Royal Navy established a base and dockyard defended by regular soldiers, however, the militias were disbanded following the War of 1812. At the end of the 19th century, the colony raised volunteer units to form a reserve for the military garrison.", "targets": "What was Bermuda established as after the American Revolutionary War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf39c9e009a494eb6b305e5263a2fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once known as \"the Gibraltar of the West\" and \"Fortress Bermuda\", Bermuda today is defended by forces of the British government. For the first two centuries of settlement, the most potent armed force operating from Bermuda was its merchant shipping fleet, which turned to privateering at every opportunity. The Bermuda government maintained a local militia. After the American Revolutionary War, Bermuda was established as the Western Atlantic headquarters of the Royal Navy. Once the Royal Navy established a base and dockyard defended by regular soldiers, however, the militias were disbanded following the War of 1812. At the end of the 19th century, the colony raised volunteer units to form a reserve for the military garrison.", "targets": "When were the militias in Bermuda disbanded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cdf39c9e009a494eb6b305e5263a2fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once known as \"the Gibraltar of the West\" and \"Fortress Bermuda\", Bermuda today is defended by forces of the British government. For the first two centuries of settlement, the most potent armed force operating from Bermuda was its merchant shipping fleet, which turned to privateering at every opportunity. The Bermuda government maintained a local militia. After the American Revolutionary War, Bermuda was established as the Western Atlantic headquarters of the Royal Navy. Once the Royal Navy established a base and dockyard defended by regular soldiers, however, the militias were disbanded following the War of 1812. At the end of the 19th century, the colony raised volunteer units to form a reserve for the military garrison.", "targets": "How did the colony form a military garrison in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba3b168dee347cf82013b287b250de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israeli cuisine includes local dishes as well as dishes brought to the country by Jewish immigrants from the diaspora. Since the establishment of the State in 1948, and particularly since the late 1970s, an Israeli fusion cuisine has developed. Roughly half of the Israeli-Jewish population attests to keeping kosher at home. Kosher restaurants, though rare in the 1960s, make up around 25% of the total as of 2015[update], perhaps reflecting the largely secular values of those who dine out. Hotel restaurants are much more likely to serve kosher food. The non-kosher retail market was traditionally sparse, but grew rapidly and considerably following the influx of immigrants from Eastern Europe and Russia during the 1990s. Together with non-kosher fish, rabbits and ostriches, pork\u2014often called \"white meat\" in Israel\u2014is produced and consumed, though it is forbidden by both Judaism and Islam.", "targets": "When was Israeli fusion cuisine first developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba3b168dee347cf82013b287b250de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israeli cuisine includes local dishes as well as dishes brought to the country by Jewish immigrants from the diaspora. Since the establishment of the State in 1948, and particularly since the late 1970s, an Israeli fusion cuisine has developed. Roughly half of the Israeli-Jewish population attests to keeping kosher at home. Kosher restaurants, though rare in the 1960s, make up around 25% of the total as of 2015[update], perhaps reflecting the largely secular values of those who dine out. Hotel restaurants are much more likely to serve kosher food. The non-kosher retail market was traditionally sparse, but grew rapidly and considerably following the influx of immigrants from Eastern Europe and Russia during the 1990s. Together with non-kosher fish, rabbits and ostriches, pork\u2014often called \"white meat\" in Israel\u2014is produced and consumed, though it is forbidden by both Judaism and Islam.", "targets": "Kosher restaurants make up what percent of total restaurants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ba3b168dee347cf82013b287b250de5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israeli cuisine includes local dishes as well as dishes brought to the country by Jewish immigrants from the diaspora. Since the establishment of the State in 1948, and particularly since the late 1970s, an Israeli fusion cuisine has developed. Roughly half of the Israeli-Jewish population attests to keeping kosher at home. Kosher restaurants, though rare in the 1960s, make up around 25% of the total as of 2015[update], perhaps reflecting the largely secular values of those who dine out. Hotel restaurants are much more likely to serve kosher food. The non-kosher retail market was traditionally sparse, but grew rapidly and considerably following the influx of immigrants from Eastern Europe and Russia during the 1990s. Together with non-kosher fish, rabbits and ostriches, pork\u2014often called \"white meat\" in Israel\u2014is produced and consumed, though it is forbidden by both Judaism and Islam.", "targets": "What is pork often called in Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d27decaa48e42d0b787a086becccfc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Spider-Man and the Fantastic Four, Marvel began publishing further superhero titles featuring such heroes and antiheroes as the Hulk, Thor, Ant-Man, Iron Man, the X-Men, Daredevil, the Inhumans, Black Panther, Doctor Strange, Captain Marvel and the Silver Surfer, and such memorable antagonists as Doctor Doom, Magneto, Galactus, Loki, the Green Goblin, and Doctor Octopus, all existing in a shared reality known as the Marvel Universe, with locations that mirror real-life cities such as New York, Los Angeles and Chicago.", "targets": "What actual US cities have fictional equivalents in Marvel's comic milieu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d27decaa48e42d0b787a086becccfc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Spider-Man and the Fantastic Four, Marvel began publishing further superhero titles featuring such heroes and antiheroes as the Hulk, Thor, Ant-Man, Iron Man, the X-Men, Daredevil, the Inhumans, Black Panther, Doctor Strange, Captain Marvel and the Silver Surfer, and such memorable antagonists as Doctor Doom, Magneto, Galactus, Loki, the Green Goblin, and Doctor Octopus, all existing in a shared reality known as the Marvel Universe, with locations that mirror real-life cities such as New York, Los Angeles and Chicago.", "targets": "What Marvel hero is related to a tiny insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d27decaa48e42d0b787a086becccfc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Spider-Man and the Fantastic Four, Marvel began publishing further superhero titles featuring such heroes and antiheroes as the Hulk, Thor, Ant-Man, Iron Man, the X-Men, Daredevil, the Inhumans, Black Panther, Doctor Strange, Captain Marvel and the Silver Surfer, and such memorable antagonists as Doctor Doom, Magneto, Galactus, Loki, the Green Goblin, and Doctor Octopus, all existing in a shared reality known as the Marvel Universe, with locations that mirror real-life cities such as New York, Los Angeles and Chicago.", "targets": "The shared milieu inhabited by all Marvel heroes and villains is known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d27decaa48e42d0b787a086becccfc9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to Spider-Man and the Fantastic Four, Marvel began publishing further superhero titles featuring such heroes and antiheroes as the Hulk, Thor, Ant-Man, Iron Man, the X-Men, Daredevil, the Inhumans, Black Panther, Doctor Strange, Captain Marvel and the Silver Surfer, and such memorable antagonists as Doctor Doom, Magneto, Galactus, Loki, the Green Goblin, and Doctor Octopus, all existing in a shared reality known as the Marvel Universe, with locations that mirror real-life cities such as New York, Los Angeles and Chicago.", "targets": "Which two comic book titles were the precursors to the widening of this overall setting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fca0ea258b47449a4611be5eeb0e20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nobel Prize-winning economist Amartya Sen has observed that \"there is no such thing as an apolitical food problem.\" While drought and other naturally occurring events may trigger famine conditions, it is government action or inaction that determines its severity, and often even whether or not a famine will occur.", "targets": "Who has stated that apolitical food problems do not exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fca0ea258b47449a4611be5eeb0e20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nobel Prize-winning economist Amartya Sen has observed that \"there is no such thing as an apolitical food problem.\" While drought and other naturally occurring events may trigger famine conditions, it is government action or inaction that determines its severity, and often even whether or not a famine will occur.", "targets": "What can trigger famine conditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4fca0ea258b47449a4611be5eeb0e20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nobel Prize-winning economist Amartya Sen has observed that \"there is no such thing as an apolitical food problem.\" While drought and other naturally occurring events may trigger famine conditions, it is government action or inaction that determines its severity, and often even whether or not a famine will occur.", "targets": "While natural occurrences can cause famine, what determines the severity of it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "In approximately what year did revitalization most recently begin to occur in downtown New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "What specific area of downtown New Haven enjoyed a notable increase in apartments in condominiums at the beginning of the current century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "What specific service sector has substantially increased in downtown New Haven in recent years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "In addition to Stop & Shop, what new supermarket is located one block from the Green and is poised to serve the growing downtown population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "In the 21st Century what has happen to most of Downtown New Haven in terms of retail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "How has the media perceive most of these changes to the Downtown area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "What has happen in New Haven Green during the 2000s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaec9b3d47b84e79a7eb1caa68495332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since approximately 2000, many parts of downtown New Haven have been revitalized, with new restaurants, nightlife, and small retail stores. In particular, the area surrounding the New Haven Green has experienced an influx of apartments and condominiums. In recent years, downtown retail options have increased with the opening of new stores such as Urban Oufitters, J Crew, Origins, American Apparel, Gant Clothing, and an Apple Store, joining older stores such as Barnes & Noble, Cutlers Records, and Raggs Clothing. In addition, downtown's growing residential population will be served by two new supermarkets, a Stop & Shop just outside downtown and Elm City Market located one block from the Green. The recent turnaround of downtown New Haven has received positive press from various periodicals.", "targets": "Including to the growth, what market chain have expanded nearby Downtown New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7701268dd49747f782acfc3dcae43e67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, several new color schemes for all of the current iPod models were spotted in the latest version of iTunes, 12.2. Belgian website Belgium iPhone originally found the images when plugging in an iPod for the first time, and subsequent leaked photos were found by Pierre Dandumont.", "targets": "When were images of new iPod colors leaked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7701268dd49747f782acfc3dcae43e67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, several new color schemes for all of the current iPod models were spotted in the latest version of iTunes, 12.2. Belgian website Belgium iPhone originally found the images when plugging in an iPod for the first time, and subsequent leaked photos were found by Pierre Dandumont.", "targets": "Who leaked the photos of new iPod colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7701268dd49747f782acfc3dcae43e67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, several new color schemes for all of the current iPod models were spotted in the latest version of iTunes, 12.2. Belgian website Belgium iPhone originally found the images when plugging in an iPod for the first time, and subsequent leaked photos were found by Pierre Dandumont.", "targets": "What version of iTunes contained the leaked photos of new iPod colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7701268dd49747f782acfc3dcae43e67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, several new color schemes for all of the current iPod models were spotted in the latest version of iTunes, 12.2. Belgian website Belgium iPhone originally found the images when plugging in an iPod for the first time, and subsequent leaked photos were found by Pierre Dandumont.", "targets": "What was the latest version of iTunes as of mid-2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7701268dd49747f782acfc3dcae43e67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, several new color schemes for all of the current iPod models were spotted in the latest version of iTunes, 12.2. Belgian website Belgium iPhone originally found the images when plugging in an iPod for the first time, and subsequent leaked photos were found by Pierre Dandumont.", "targets": "Who first leaked the photos of the new iPod color scheme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbd2622f45d44007915ddd5b5279918d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After years of foreign policy coordination and developing ties, Nasser, President Sukarno of Indonesia, President Tito of Yugoslavia, and Prime Minister Nehru of India founded the Non-Aligned Movement (NAM) in 1961. Its declared purpose was to solidify international non-alignment and promote world peace amid the Cold War, end colonization, and increase economic cooperation among developing countries. In 1964, Nasser was made president of the NAM and held the second conference of the organization in Cairo.", "targets": "In what year was the Non-Aligned Movment formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbd2622f45d44007915ddd5b5279918d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After years of foreign policy coordination and developing ties, Nasser, President Sukarno of Indonesia, President Tito of Yugoslavia, and Prime Minister Nehru of India founded the Non-Aligned Movement (NAM) in 1961. Its declared purpose was to solidify international non-alignment and promote world peace amid the Cold War, end colonization, and increase economic cooperation among developing countries. In 1964, Nasser was made president of the NAM and held the second conference of the organization in Cairo.", "targets": "Who was named leader of the NAM in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbd2622f45d44007915ddd5b5279918d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After years of foreign policy coordination and developing ties, Nasser, President Sukarno of Indonesia, President Tito of Yugoslavia, and Prime Minister Nehru of India founded the Non-Aligned Movement (NAM) in 1961. Its declared purpose was to solidify international non-alignment and promote world peace amid the Cold War, end colonization, and increase economic cooperation among developing countries. In 1964, Nasser was made president of the NAM and held the second conference of the organization in Cairo.", "targets": "What global conflict was the NAM made to counter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f359893bf508466d8b59f0059ec1ef7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 3400 BCE, the Sahara was as dry as it is today, due to reduced precipitation and higher temperatures resulting from a shift in the Earth's orbit. As a result of this aridification, it became a largely impenetrable barrier to humans, with the remaining settlements mainly being concentrated around the numerous oases that dot the landscape. Little trade or commerce is known to have passed through the interior in subsequent periods, the only major exception being the Nile Valley. The Nile, however, was impassable at several cataracts, making trade and contact by boat difficult.", "targets": "By What time period was the Sahara dry like it is today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f359893bf508466d8b59f0059ec1ef7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 3400 BCE, the Sahara was as dry as it is today, due to reduced precipitation and higher temperatures resulting from a shift in the Earth's orbit. As a result of this aridification, it became a largely impenetrable barrier to humans, with the remaining settlements mainly being concentrated around the numerous oases that dot the landscape. Little trade or commerce is known to have passed through the interior in subsequent periods, the only major exception being the Nile Valley. The Nile, however, was impassable at several cataracts, making trade and contact by boat difficult.", "targets": "What was the main reason that the Sahara became so   dry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f359893bf508466d8b59f0059ec1ef7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 3400 BCE, the Sahara was as dry as it is today, due to reduced precipitation and higher temperatures resulting from a shift in the Earth's orbit. As a result of this aridification, it became a largely impenetrable barrier to humans, with the remaining settlements mainly being concentrated around the numerous oases that dot the landscape. Little trade or commerce is known to have passed through the interior in subsequent periods, the only major exception being the Nile Valley. The Nile, however, was impassable at several cataracts, making trade and contact by boat difficult.", "targets": "What area is known for having the majority of the trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b24fe55399c4fb29c93091cd7edd953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prayer plays a significant role among many believers. Muslims believe that the purpose of existence is to worship God. He is viewed as a personal God and there are no intermediaries, such as clergy, to contact God. Prayer often also includes supplication and asking forgiveness. God is often believed to be forgiving. For example, a hadith states God would replace a sinless people with one who sinned but still asked repentance. Christian theologian Alister McGrath writes that there are good reasons to suggest that a \"personal god\" is integral to the Christian outlook, but that one has to understand it is an analogy. \"To say that God is like a person is to affirm the divine ability and willingness to relate to others. This does not imply that God is human, or located at a specific point in the universe.\"", "targets": "What is a muslims life purpose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b24fe55399c4fb29c93091cd7edd953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prayer plays a significant role among many believers. Muslims believe that the purpose of existence is to worship God. He is viewed as a personal God and there are no intermediaries, such as clergy, to contact God. Prayer often also includes supplication and asking forgiveness. God is often believed to be forgiving. For example, a hadith states God would replace a sinless people with one who sinned but still asked repentance. Christian theologian Alister McGrath writes that there are good reasons to suggest that a \"personal god\" is integral to the Christian outlook, but that one has to understand it is an analogy. \"To say that God is like a person is to affirm the divine ability and willingness to relate to others. This does not imply that God is human, or located at a specific point in the universe.\"", "targets": "What type of God is the Muslim God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b24fe55399c4fb29c93091cd7edd953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prayer plays a significant role among many believers. Muslims believe that the purpose of existence is to worship God. He is viewed as a personal God and there are no intermediaries, such as clergy, to contact God. Prayer often also includes supplication and asking forgiveness. God is often believed to be forgiving. For example, a hadith states God would replace a sinless people with one who sinned but still asked repentance. Christian theologian Alister McGrath writes that there are good reasons to suggest that a \"personal god\" is integral to the Christian outlook, but that one has to understand it is an analogy. \"To say that God is like a person is to affirm the divine ability and willingness to relate to others. This does not imply that God is human, or located at a specific point in the universe.\"", "targets": "What aspect does Alister McGrath argue is important in Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b24fe55399c4fb29c93091cd7edd953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prayer plays a significant role among many believers. Muslims believe that the purpose of existence is to worship God. He is viewed as a personal God and there are no intermediaries, such as clergy, to contact God. Prayer often also includes supplication and asking forgiveness. God is often believed to be forgiving. For example, a hadith states God would replace a sinless people with one who sinned but still asked repentance. Christian theologian Alister McGrath writes that there are good reasons to suggest that a \"personal god\" is integral to the Christian outlook, but that one has to understand it is an analogy. \"To say that God is like a person is to affirm the divine ability and willingness to relate to others. This does not imply that God is human, or located at a specific point in the universe.\"", "targets": "What does prayer usually include in Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b24fe55399c4fb29c93091cd7edd953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prayer plays a significant role among many believers. Muslims believe that the purpose of existence is to worship God. He is viewed as a personal God and there are no intermediaries, such as clergy, to contact God. Prayer often also includes supplication and asking forgiveness. God is often believed to be forgiving. For example, a hadith states God would replace a sinless people with one who sinned but still asked repentance. Christian theologian Alister McGrath writes that there are good reasons to suggest that a \"personal god\" is integral to the Christian outlook, but that one has to understand it is an analogy. \"To say that God is like a person is to affirm the divine ability and willingness to relate to others. This does not imply that God is human, or located at a specific point in the universe.\"", "targets": "What type of God is the Muslim God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c09290a1afb4571991cea7ec7fa9478", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These regions were occupied by \"the brown men,\" with the yellow in the Far East and the black in Africa. The color issue was not settled until Kenya became independent in 1963, ending the last vestige of the British Empire.", "targets": "These regions were occupied by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c09290a1afb4571991cea7ec7fa9478", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These regions were occupied by \"the brown men,\" with the yellow in the Far East and the black in Africa. The color issue was not settled until Kenya became independent in 1963, ending the last vestige of the British Empire.", "targets": "Where where the yellow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c09290a1afb4571991cea7ec7fa9478", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These regions were occupied by \"the brown men,\" with the yellow in the Far East and the black in Africa. The color issue was not settled until Kenya became independent in 1963, ending the last vestige of the British Empire.", "targets": "Where were the black?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c09290a1afb4571991cea7ec7fa9478", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These regions were occupied by \"the brown men,\" with the yellow in the Far East and the black in Africa. The color issue was not settled until Kenya became independent in 1963, ending the last vestige of the British Empire.", "targets": "When did Kenya become independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c09290a1afb4571991cea7ec7fa9478", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These regions were occupied by \"the brown men,\" with the yellow in the Far East and the black in Africa. The color issue was not settled until Kenya became independent in 1963, ending the last vestige of the British Empire.", "targets": "The color issue was not settled until when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c29d3f2ef640e98d9b51f4e806d868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1904, the steamship General Slocum caught fire in the East River, killing 1,021 people on board. In 1911, the Triangle Shirtwaist Factory fire, the city's worst industrial disaster, took the lives of 146 garment workers and spurred the growth of the International Ladies' Garment Workers' Union and major improvements in factory safety standards.", "targets": "In what year did the General Slocum disaster occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c29d3f2ef640e98d9b51f4e806d868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1904, the steamship General Slocum caught fire in the East River, killing 1,021 people on board. In 1911, the Triangle Shirtwaist Factory fire, the city's worst industrial disaster, took the lives of 146 garment workers and spurred the growth of the International Ladies' Garment Workers' Union and major improvements in factory safety standards.", "targets": "How many people died on the General Slocum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c29d3f2ef640e98d9b51f4e806d868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1904, the steamship General Slocum caught fire in the East River, killing 1,021 people on board. In 1911, the Triangle Shirtwaist Factory fire, the city's worst industrial disaster, took the lives of 146 garment workers and spurred the growth of the International Ladies' Garment Workers' Union and major improvements in factory safety standards.", "targets": "In what building did the city's deadliest industrial disaster occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c29d3f2ef640e98d9b51f4e806d868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1904, the steamship General Slocum caught fire in the East River, killing 1,021 people on board. In 1911, the Triangle Shirtwaist Factory fire, the city's worst industrial disaster, took the lives of 146 garment workers and spurred the growth of the International Ladies' Garment Workers' Union and major improvements in factory safety standards.", "targets": "How many people died in the Triangle Shirtwaist Factory fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c29d3f2ef640e98d9b51f4e806d868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1904, the steamship General Slocum caught fire in the East River, killing 1,021 people on board. In 1911, the Triangle Shirtwaist Factory fire, the city's worst industrial disaster, took the lives of 146 garment workers and spurred the growth of the International Ladies' Garment Workers' Union and major improvements in factory safety standards.", "targets": "The growth of what organization was prompted by the Triangle Shirtwaist Factory fire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c29d3f2ef640e98d9b51f4e806d868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1904, the steamship General Slocum caught fire in the East River, killing 1,021 people on board. In 1911, the Triangle Shirtwaist Factory fire, the city's worst industrial disaster, took the lives of 146 garment workers and spurred the growth of the International Ladies' Garment Workers' Union and major improvements in factory safety standards.", "targets": "A catastrophe in 1911 that killed 146 workers was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bedebbc6d2d04654961031d907d35ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin, on the other hand, the [First name] Cardinal [Surname] order is used in the proclamation of the election of a new pope by the cardinal protodeacon: \"Annuntio vobis gaudium magnum; habemus Papam: Eminentissimum ac Reverendissimum Dominum, Dominum (first name) Sanctae Romanae Ecclesiae Cardinalem (last name), ...\" (Meaning: \"I announce to you a great joy; we have a Pope: The Most Eminent and Most Reverend Lord, Lord (first name) Cardinal of the Holy Roman Church (last name), ...\") This assumes that the new pope had been a cardinal just before becoming pope; the most recent election of a non-cardinal as pope was in 1378.", "targets": "What way is used to announce the election of a new pope in Latin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bedebbc6d2d04654961031d907d35ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin, on the other hand, the [First name] Cardinal [Surname] order is used in the proclamation of the election of a new pope by the cardinal protodeacon: \"Annuntio vobis gaudium magnum; habemus Papam: Eminentissimum ac Reverendissimum Dominum, Dominum (first name) Sanctae Romanae Ecclesiae Cardinalem (last name), ...\" (Meaning: \"I announce to you a great joy; we have a Pope: The Most Eminent and Most Reverend Lord, Lord (first name) Cardinal of the Holy Roman Church (last name), ...\") This assumes that the new pope had been a cardinal just before becoming pope; the most recent election of a non-cardinal as pope was in 1378.", "targets": "What should the new pople have been before becoming a pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bedebbc6d2d04654961031d907d35ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin, on the other hand, the [First name] Cardinal [Surname] order is used in the proclamation of the election of a new pope by the cardinal protodeacon: \"Annuntio vobis gaudium magnum; habemus Papam: Eminentissimum ac Reverendissimum Dominum, Dominum (first name) Sanctae Romanae Ecclesiae Cardinalem (last name), ...\" (Meaning: \"I announce to you a great joy; we have a Pope: The Most Eminent and Most Reverend Lord, Lord (first name) Cardinal of the Holy Roman Church (last name), ...\") This assumes that the new pope had been a cardinal just before becoming pope; the most recent election of a non-cardinal as pope was in 1378.", "targets": "When was the most recent election of a non-cardinal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bedebbc6d2d04654961031d907d35ae5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin, on the other hand, the [First name] Cardinal [Surname] order is used in the proclamation of the election of a new pope by the cardinal protodeacon: \"Annuntio vobis gaudium magnum; habemus Papam: Eminentissimum ac Reverendissimum Dominum, Dominum (first name) Sanctae Romanae Ecclesiae Cardinalem (last name), ...\" (Meaning: \"I announce to you a great joy; we have a Pope: The Most Eminent and Most Reverend Lord, Lord (first name) Cardinal of the Holy Roman Church (last name), ...\") This assumes that the new pope had been a cardinal just before becoming pope; the most recent election of a non-cardinal as pope was in 1378.", "targets": "When is the last time a non cardinal was elected as pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "The Chinese coverage of torch relay events has been accused by Western reporters as being what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "In turn, Chinese supporters have accused Western media of being what in their coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "Which French newspaper was accused of being biased by Chinese State press agency Xinhua?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "What was under scrutiny?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "Coverage in China is reported to be partial and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "What organization interrupted the relay and was not broadcast by the Chinese media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "Chinese State Press said what French newspaper was biased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fa9f7d5b444f96b4b22e5c582eaa01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coverage of the events by the media came under scrutiny during the relay. Chinese media coverage of the torch relay has been distinct in a number of ways from coverage elsewhere. Western reporters in Beijing have described Chinese media coverage as partial and censored (for example when Chinese media did not broadcast Reporters Without Borders' disruption of the torch lighting ceremony), whereas Chinese netizens have in turn accused Western media coverage of being biased. The French newspaper Lib\u00e9ration was criticised by the Chinese State press agency Xinhua for its allegedly biased reporting; Xinhua suggested that Lib\u00e9ration needed \"a stinging slap in the face\" for having \"insulted the Olympic flame\" and \"supported a handful of saboteurs\".", "targets": "The Chinese State Press said the French newspaper was supporting a handful of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a35ba3796914544bffd8bade14e7e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their collective name, not all woodwind instruments are made entirely of wood. The reeds used to play them, however, are usually made from Arundo donax, a type of monocot cane plant.", "targets": "What type of instruments with a misleading name aren't always made completely out of wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a35ba3796914544bffd8bade14e7e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their collective name, not all woodwind instruments are made entirely of wood. The reeds used to play them, however, are usually made from Arundo donax, a type of monocot cane plant.", "targets": "What are woodwind instrument's reeds often made out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a35ba3796914544bffd8bade14e7e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their collective name, not all woodwind instruments are made entirely of wood. The reeds used to play them, however, are usually made from Arundo donax, a type of monocot cane plant.", "targets": "Is the Arundo donax a monocot or dicot cane plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a35ba3796914544bffd8bade14e7e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their collective name, not all woodwind instruments are made entirely of wood. The reeds used to play them, however, are usually made from Arundo donax, a type of monocot cane plant.", "targets": "What objects do musicians have to have in order to play woodwind instruments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e3e067ce9843d49a7ccd95cfe91a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern Slavic peoples carry a variety of mitochondrial DNA haplogroups and Y-chromosome DNA haplogroups. Yet two paternal haplogroups predominate: R1a1a [M17] and I2a2a [L69.2=T/S163.2]. The frequency of Haplogroup R1a ranges from 63.39% in the Sorbs, through 56.4% in Poland, 54% in Ukraine, 52% in Russia, Belarus, to 15.2% in Republic of Macedonia, 14.7% in Bulgaria and 12.1% in Herzegovina. The correlation between R1a1a [M17] and the speakers of Indo-European languages, particularly those of Eastern Europe (Russian) and Central and Southern Asia, was noticed in the late 1990s. From this Spencer Wells and colleagues, following the Kurgan hypothesis, deduced that R1a1a arose on the Pontic-Caspian steppe.", "targets": "What two DNA haplogroups predominate in modern Slavic peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e3e067ce9843d49a7ccd95cfe91a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern Slavic peoples carry a variety of mitochondrial DNA haplogroups and Y-chromosome DNA haplogroups. Yet two paternal haplogroups predominate: R1a1a [M17] and I2a2a [L69.2=T/S163.2]. The frequency of Haplogroup R1a ranges from 63.39% in the Sorbs, through 56.4% in Poland, 54% in Ukraine, 52% in Russia, Belarus, to 15.2% in Republic of Macedonia, 14.7% in Bulgaria and 12.1% in Herzegovina. The correlation between R1a1a [M17] and the speakers of Indo-European languages, particularly those of Eastern Europe (Russian) and Central and Southern Asia, was noticed in the late 1990s. From this Spencer Wells and colleagues, following the Kurgan hypothesis, deduced that R1a1a arose on the Pontic-Caspian steppe.", "targets": "What is the frequency of Haplogroup R1a in the Sorbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e3e067ce9843d49a7ccd95cfe91a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern Slavic peoples carry a variety of mitochondrial DNA haplogroups and Y-chromosome DNA haplogroups. Yet two paternal haplogroups predominate: R1a1a [M17] and I2a2a [L69.2=T/S163.2]. The frequency of Haplogroup R1a ranges from 63.39% in the Sorbs, through 56.4% in Poland, 54% in Ukraine, 52% in Russia, Belarus, to 15.2% in Republic of Macedonia, 14.7% in Bulgaria and 12.1% in Herzegovina. The correlation between R1a1a [M17] and the speakers of Indo-European languages, particularly those of Eastern Europe (Russian) and Central and Southern Asia, was noticed in the late 1990s. From this Spencer Wells and colleagues, following the Kurgan hypothesis, deduced that R1a1a arose on the Pontic-Caspian steppe.", "targets": "What is the frequency of Haplogroup R1a in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e3e067ce9843d49a7ccd95cfe91a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern Slavic peoples carry a variety of mitochondrial DNA haplogroups and Y-chromosome DNA haplogroups. Yet two paternal haplogroups predominate: R1a1a [M17] and I2a2a [L69.2=T/S163.2]. The frequency of Haplogroup R1a ranges from 63.39% in the Sorbs, through 56.4% in Poland, 54% in Ukraine, 52% in Russia, Belarus, to 15.2% in Republic of Macedonia, 14.7% in Bulgaria and 12.1% in Herzegovina. The correlation between R1a1a [M17] and the speakers of Indo-European languages, particularly those of Eastern Europe (Russian) and Central and Southern Asia, was noticed in the late 1990s. From this Spencer Wells and colleagues, following the Kurgan hypothesis, deduced that R1a1a arose on the Pontic-Caspian steppe.", "targets": "What is the frequency of Haplogroup R1a in Ukraine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59e3e067ce9843d49a7ccd95cfe91a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern Slavic peoples carry a variety of mitochondrial DNA haplogroups and Y-chromosome DNA haplogroups. Yet two paternal haplogroups predominate: R1a1a [M17] and I2a2a [L69.2=T/S163.2]. The frequency of Haplogroup R1a ranges from 63.39% in the Sorbs, through 56.4% in Poland, 54% in Ukraine, 52% in Russia, Belarus, to 15.2% in Republic of Macedonia, 14.7% in Bulgaria and 12.1% in Herzegovina. The correlation between R1a1a [M17] and the speakers of Indo-European languages, particularly those of Eastern Europe (Russian) and Central and Southern Asia, was noticed in the late 1990s. From this Spencer Wells and colleagues, following the Kurgan hypothesis, deduced that R1a1a arose on the Pontic-Caspian steppe.", "targets": "What is the frequency of Haplogroup R1a in Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-253922d52d594308b8d27691b0767f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the race for individual contributions, economist Lyndon LaRouche dominated the pack leading up to the primaries. According to the Federal Election Commission statistics, LaRouche had more individual contributors to his 2004 presidential campaign than any other candidate, until the final quarter of the primary season, when John Kerry surpassed him. As of the April 15 filing, LaRouche had 7834 individual contributions, of those who have given cumulatively, $200 or more, as compared to 6257 for John Kerry, 5582 for John Edwards, 4090 for Howard Dean, and 2744 for Gephardt.", "targets": "Who, at the start of the primaries, had the most single campaign contributors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-253922d52d594308b8d27691b0767f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the race for individual contributions, economist Lyndon LaRouche dominated the pack leading up to the primaries. According to the Federal Election Commission statistics, LaRouche had more individual contributors to his 2004 presidential campaign than any other candidate, until the final quarter of the primary season, when John Kerry surpassed him. As of the April 15 filing, LaRouche had 7834 individual contributions, of those who have given cumulatively, $200 or more, as compared to 6257 for John Kerry, 5582 for John Edwards, 4090 for Howard Dean, and 2744 for Gephardt.", "targets": "Who had the highest amount of single campaign contributors, at the final quarter of the primaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-253922d52d594308b8d27691b0767f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the race for individual contributions, economist Lyndon LaRouche dominated the pack leading up to the primaries. According to the Federal Election Commission statistics, LaRouche had more individual contributors to his 2004 presidential campaign than any other candidate, until the final quarter of the primary season, when John Kerry surpassed him. As of the April 15 filing, LaRouche had 7834 individual contributions, of those who have given cumulatively, $200 or more, as compared to 6257 for John Kerry, 5582 for John Edwards, 4090 for Howard Dean, and 2744 for Gephardt.", "targets": "Who earned the fewest individual contributions as of the April 15th filing date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-253922d52d594308b8d27691b0767f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the race for individual contributions, economist Lyndon LaRouche dominated the pack leading up to the primaries. According to the Federal Election Commission statistics, LaRouche had more individual contributors to his 2004 presidential campaign than any other candidate, until the final quarter of the primary season, when John Kerry surpassed him. As of the April 15 filing, LaRouche had 7834 individual contributions, of those who have given cumulatively, $200 or more, as compared to 6257 for John Kerry, 5582 for John Edwards, 4090 for Howard Dean, and 2744 for Gephardt.", "targets": "What agency provided statistical information regarding the Presidential Candidates' individual contributors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25fed6ed9d9542128f16a6dbffaefd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mogadishu-based Somali National Television is the principal national public service broadcaster. On March 18, 2011, the Ministry of Information of the Transitional Federal Government began experimental broadcasts of the new TV channel. After a 20-year hiatus, the station was shortly thereafter officially re-launched on April 4, 2011. SNTV broadcasts 24 hours a day, and can be viewed both within Somalia and abroad via terrestrial and satellite platforms.", "targets": "What TV station is the main public service broadcaster in Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25fed6ed9d9542128f16a6dbffaefd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mogadishu-based Somali National Television is the principal national public service broadcaster. On March 18, 2011, the Ministry of Information of the Transitional Federal Government began experimental broadcasts of the new TV channel. After a 20-year hiatus, the station was shortly thereafter officially re-launched on April 4, 2011. SNTV broadcasts 24 hours a day, and can be viewed both within Somalia and abroad via terrestrial and satellite platforms.", "targets": "Where is Somali National Television located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25fed6ed9d9542128f16a6dbffaefd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mogadishu-based Somali National Television is the principal national public service broadcaster. On March 18, 2011, the Ministry of Information of the Transitional Federal Government began experimental broadcasts of the new TV channel. After a 20-year hiatus, the station was shortly thereafter officially re-launched on April 4, 2011. SNTV broadcasts 24 hours a day, and can be viewed both within Somalia and abroad via terrestrial and satellite platforms.", "targets": "What year did experimental broadcasts of Somali National Television begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25fed6ed9d9542128f16a6dbffaefd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mogadishu-based Somali National Television is the principal national public service broadcaster. On March 18, 2011, the Ministry of Information of the Transitional Federal Government began experimental broadcasts of the new TV channel. After a 20-year hiatus, the station was shortly thereafter officially re-launched on April 4, 2011. SNTV broadcasts 24 hours a day, and can be viewed both within Somalia and abroad via terrestrial and satellite platforms.", "targets": "When was Somali Nation Television officially re-launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25fed6ed9d9542128f16a6dbffaefd39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mogadishu-based Somali National Television is the principal national public service broadcaster. On March 18, 2011, the Ministry of Information of the Transitional Federal Government began experimental broadcasts of the new TV channel. After a 20-year hiatus, the station was shortly thereafter officially re-launched on April 4, 2011. SNTV broadcasts 24 hours a day, and can be viewed both within Somalia and abroad via terrestrial and satellite platforms.", "targets": "Howmany hours a day does SNTV broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffdda74c074e4ac4a807f1e4196ef842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other examples of the Gothic (also called neo-Gothic and collegiate Gothic) style are on Old Campus by such architects as Henry Austin, Charles C. Haight and Russell Sturgis. Several are associated with members of the Vanderbilt family, including Vanderbilt Hall, Phelps Hall, St. Anthony Hall (a commission for member Frederick William Vanderbilt), the Mason, Sloane and Osborn laboratories, dormitories for the Sheffield Scientific School (the engineering and sciences school at Yale until 1956) and elements of Silliman College, the largest residential college.", "targets": "What architects have buildings in the Yale Old Campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffdda74c074e4ac4a807f1e4196ef842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other examples of the Gothic (also called neo-Gothic and collegiate Gothic) style are on Old Campus by such architects as Henry Austin, Charles C. Haight and Russell Sturgis. Several are associated with members of the Vanderbilt family, including Vanderbilt Hall, Phelps Hall, St. Anthony Hall (a commission for member Frederick William Vanderbilt), the Mason, Sloane and Osborn laboratories, dormitories for the Sheffield Scientific School (the engineering and sciences school at Yale until 1956) and elements of Silliman College, the largest residential college.", "targets": "What is the largest residential college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffdda74c074e4ac4a807f1e4196ef842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other examples of the Gothic (also called neo-Gothic and collegiate Gothic) style are on Old Campus by such architects as Henry Austin, Charles C. Haight and Russell Sturgis. Several are associated with members of the Vanderbilt family, including Vanderbilt Hall, Phelps Hall, St. Anthony Hall (a commission for member Frederick William Vanderbilt), the Mason, Sloane and Osborn laboratories, dormitories for the Sheffield Scientific School (the engineering and sciences school at Yale until 1956) and elements of Silliman College, the largest residential college.", "targets": "Which school was used as the engineering and sciences school until 1956?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffdda74c074e4ac4a807f1e4196ef842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other examples of the Gothic (also called neo-Gothic and collegiate Gothic) style are on Old Campus by such architects as Henry Austin, Charles C. Haight and Russell Sturgis. Several are associated with members of the Vanderbilt family, including Vanderbilt Hall, Phelps Hall, St. Anthony Hall (a commission for member Frederick William Vanderbilt), the Mason, Sloane and Osborn laboratories, dormitories for the Sheffield Scientific School (the engineering and sciences school at Yale until 1956) and elements of Silliman College, the largest residential college.", "targets": "What are some other terms for the gothic style buildings in the Old Campus at Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662db0d82830464f97d054416fccd068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Second Sino-Japanese War had seen tensions rise between Imperial Japan and the United States; events such as the Panay incident and the Nanking Massacre turned American public opinion against Japan. With the occupation of French Indochina in the years of 1940\u201341, and with the continuing war in China, the United States placed embargoes on Japan of strategic materials such as scrap metal and oil, which were vitally needed for the war effort. The Japanese were faced with the option of either withdrawing from China and losing face or seizing and securing new sources of raw materials in the resource-rich, European-controlled colonies of South East Asia\u2014specifically British Malaya and the Dutch East Indies (modern-day Indonesia). In 1940, Imperial Japan signed the Tripartite Pact with Nazi Germany and Fascist Italy.", "targets": "What did the United States place on Japans war efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662db0d82830464f97d054416fccd068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Second Sino-Japanese War had seen tensions rise between Imperial Japan and the United States; events such as the Panay incident and the Nanking Massacre turned American public opinion against Japan. With the occupation of French Indochina in the years of 1940\u201341, and with the continuing war in China, the United States placed embargoes on Japan of strategic materials such as scrap metal and oil, which were vitally needed for the war effort. The Japanese were faced with the option of either withdrawing from China and losing face or seizing and securing new sources of raw materials in the resource-rich, European-controlled colonies of South East Asia\u2014specifically British Malaya and the Dutch East Indies (modern-day Indonesia). In 1940, Imperial Japan signed the Tripartite Pact with Nazi Germany and Fascist Italy.", "targets": "What war saw tensions arise between between Imperial Japan and the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662db0d82830464f97d054416fccd068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Second Sino-Japanese War had seen tensions rise between Imperial Japan and the United States; events such as the Panay incident and the Nanking Massacre turned American public opinion against Japan. With the occupation of French Indochina in the years of 1940\u201341, and with the continuing war in China, the United States placed embargoes on Japan of strategic materials such as scrap metal and oil, which were vitally needed for the war effort. The Japanese were faced with the option of either withdrawing from China and losing face or seizing and securing new sources of raw materials in the resource-rich, European-controlled colonies of South East Asia\u2014specifically British Malaya and the Dutch East Indies (modern-day Indonesia). In 1940, Imperial Japan signed the Tripartite Pact with Nazi Germany and Fascist Italy.", "targets": "Who did Imperial Japan sign a Tripartite pact with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-662db0d82830464f97d054416fccd068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Second Sino-Japanese War had seen tensions rise between Imperial Japan and the United States; events such as the Panay incident and the Nanking Massacre turned American public opinion against Japan. With the occupation of French Indochina in the years of 1940\u201341, and with the continuing war in China, the United States placed embargoes on Japan of strategic materials such as scrap metal and oil, which were vitally needed for the war effort. The Japanese were faced with the option of either withdrawing from China and losing face or seizing and securing new sources of raw materials in the resource-rich, European-controlled colonies of South East Asia\u2014specifically British Malaya and the Dutch East Indies (modern-day Indonesia). In 1940, Imperial Japan signed the Tripartite Pact with Nazi Germany and Fascist Italy.", "targets": "What did the American Embargoes prevent Japan from aquiring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afa70925dae84a98b4a1c3231f8b3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mercury has been smelted from cinnabar for thousands of years. Mercury dissolves many metals, such as gold, silver, and tin, to form amalgams (an alloy in a soft paste, or liquid form at ambient temperature). Amalgams have been used since 200 BC in China for plating objects with precious metals, called gilding, such as armor and mirrors. The ancient Romans often used mercury-tin amalgams for gilding their armor. The amalgam was applied as a paste and then heated until the mercury vaporized, leaving the gold, silver, or tin behind. Mercury was often used in mining, to extract precious metals like gold and silver from their ores.", "targets": "What does mercury make most metals do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afa70925dae84a98b4a1c3231f8b3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mercury has been smelted from cinnabar for thousands of years. Mercury dissolves many metals, such as gold, silver, and tin, to form amalgams (an alloy in a soft paste, or liquid form at ambient temperature). Amalgams have been used since 200 BC in China for plating objects with precious metals, called gilding, such as armor and mirrors. The ancient Romans often used mercury-tin amalgams for gilding their armor. The amalgam was applied as a paste and then heated until the mercury vaporized, leaving the gold, silver, or tin behind. Mercury was often used in mining, to extract precious metals like gold and silver from their ores.", "targets": "Since when have Amalgams been used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afa70925dae84a98b4a1c3231f8b3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mercury has been smelted from cinnabar for thousands of years. Mercury dissolves many metals, such as gold, silver, and tin, to form amalgams (an alloy in a soft paste, or liquid form at ambient temperature). Amalgams have been used since 200 BC in China for plating objects with precious metals, called gilding, such as armor and mirrors. The ancient Romans often used mercury-tin amalgams for gilding their armor. The amalgam was applied as a paste and then heated until the mercury vaporized, leaving the gold, silver, or tin behind. Mercury was often used in mining, to extract precious metals like gold and silver from their ores.", "targets": "What did ancient Romans use to gild their armor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afa70925dae84a98b4a1c3231f8b3c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mercury has been smelted from cinnabar for thousands of years. Mercury dissolves many metals, such as gold, silver, and tin, to form amalgams (an alloy in a soft paste, or liquid form at ambient temperature). Amalgams have been used since 200 BC in China for plating objects with precious metals, called gilding, such as armor and mirrors. The ancient Romans often used mercury-tin amalgams for gilding their armor. The amalgam was applied as a paste and then heated until the mercury vaporized, leaving the gold, silver, or tin behind. Mercury was often used in mining, to extract precious metals like gold and silver from their ores.", "targets": "Gold and silver were extracted from their ores by using?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1ca8d1c87e4bf48865c77d81ac567b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, Sony Music withdrew from the Greek market due to an economic crisis. Albums released by Sony Music in Greece from domestic and foreign artists are carried by Feelgood Records.", "targets": "In what year did Sony pull out of the Greek market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d1ca8d1c87e4bf48865c77d81ac567b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2013, Sony Music withdrew from the Greek market due to an economic crisis. Albums released by Sony Music in Greece from domestic and foreign artists are carried by Feelgood Records.", "targets": "What label for the Greek market were artists on under the Sony umbrella?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e93999a8f354e9598bf577d47b938e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, where devolved government is in place, the leaders of the Scottish, Northern Irish and Welsh Governments are styled First Minister. In India, The Prime Minister is referred to as \"Pradhan Mantri\", meaning \"prime minister\". In Pakistan, the prime minister is referred to as \"Wazir-e-Azam\", meaning \"Grand Vizier\".", "targets": "What kind of government is in operation in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e93999a8f354e9598bf577d47b938e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, where devolved government is in place, the leaders of the Scottish, Northern Irish and Welsh Governments are styled First Minister. In India, The Prime Minister is referred to as \"Pradhan Mantri\", meaning \"prime minister\". In Pakistan, the prime minister is referred to as \"Wazir-e-Azam\", meaning \"Grand Vizier\".", "targets": "What are the heads of government in Wales, Scotland and Northern Ireland called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e93999a8f354e9598bf577d47b938e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, where devolved government is in place, the leaders of the Scottish, Northern Irish and Welsh Governments are styled First Minister. In India, The Prime Minister is referred to as \"Pradhan Mantri\", meaning \"prime minister\". In Pakistan, the prime minister is referred to as \"Wazir-e-Azam\", meaning \"Grand Vizier\".", "targets": "What is the Indian term for Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e93999a8f354e9598bf577d47b938e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, where devolved government is in place, the leaders of the Scottish, Northern Irish and Welsh Governments are styled First Minister. In India, The Prime Minister is referred to as \"Pradhan Mantri\", meaning \"prime minister\". In Pakistan, the prime minister is referred to as \"Wazir-e-Azam\", meaning \"Grand Vizier\".", "targets": "What is the term for prime minister in Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e93999a8f354e9598bf577d47b938e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, where devolved government is in place, the leaders of the Scottish, Northern Irish and Welsh Governments are styled First Minister. In India, The Prime Minister is referred to as \"Pradhan Mantri\", meaning \"prime minister\". In Pakistan, the prime minister is referred to as \"Wazir-e-Azam\", meaning \"Grand Vizier\".", "targets": "What does Wazir-e-Azam mean in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9d427329244860a2fbb2a1848808b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fears decreased when Stalin died in 1953 and Nikita Khruschev emerged as the Soviet Union's new leader. Soon, life in Soviet Armenia began to see rapid improvement. The church, which suffered greatly under Stalin, was revived when Catholicos Vazgen I assumed the duties of his office in 1955. In 1967, a memorial to the victims of the Armenian Genocide was built at the Tsitsernakaberd hill above the Hrazdan gorge in Yerevan. This occurred after mass demonstrations took place on the tragic event's fiftieth anniversary in 1965.", "targets": "Who succeeded Stalin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9d427329244860a2fbb2a1848808b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fears decreased when Stalin died in 1953 and Nikita Khruschev emerged as the Soviet Union's new leader. Soon, life in Soviet Armenia began to see rapid improvement. The church, which suffered greatly under Stalin, was revived when Catholicos Vazgen I assumed the duties of his office in 1955. In 1967, a memorial to the victims of the Armenian Genocide was built at the Tsitsernakaberd hill above the Hrazdan gorge in Yerevan. This occurred after mass demonstrations took place on the tragic event's fiftieth anniversary in 1965.", "targets": "When was the Armenian Genocide Memorial constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9d427329244860a2fbb2a1848808b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fears decreased when Stalin died in 1953 and Nikita Khruschev emerged as the Soviet Union's new leader. Soon, life in Soviet Armenia began to see rapid improvement. The church, which suffered greatly under Stalin, was revived when Catholicos Vazgen I assumed the duties of his office in 1955. In 1967, a memorial to the victims of the Armenian Genocide was built at the Tsitsernakaberd hill above the Hrazdan gorge in Yerevan. This occurred after mass demonstrations took place on the tragic event's fiftieth anniversary in 1965.", "targets": "When did Vazgen acquire his position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9d427329244860a2fbb2a1848808b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fears decreased when Stalin died in 1953 and Nikita Khruschev emerged as the Soviet Union's new leader. Soon, life in Soviet Armenia began to see rapid improvement. The church, which suffered greatly under Stalin, was revived when Catholicos Vazgen I assumed the duties of his office in 1955. In 1967, a memorial to the victims of the Armenian Genocide was built at the Tsitsernakaberd hill above the Hrazdan gorge in Yerevan. This occurred after mass demonstrations took place on the tragic event's fiftieth anniversary in 1965.", "targets": "When did Stalin pass away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f9d427329244860a2fbb2a1848808b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fears decreased when Stalin died in 1953 and Nikita Khruschev emerged as the Soviet Union's new leader. Soon, life in Soviet Armenia began to see rapid improvement. The church, which suffered greatly under Stalin, was revived when Catholicos Vazgen I assumed the duties of his office in 1955. In 1967, a memorial to the victims of the Armenian Genocide was built at the Tsitsernakaberd hill above the Hrazdan gorge in Yerevan. This occurred after mass demonstrations took place on the tragic event's fiftieth anniversary in 1965.", "targets": "Where is the memorial for the Armenian Genocide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Which friend of Fr\u00e9d\u00e9ric failed to achieve success in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Who was Fr\u00e9d\u00e9ric's trusted adviser while in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "What familial role was Albert Grzyma\u0142a compared to in regards to Fr\u00e9d\u00e9ric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Who is stated as a jack of all trades in service to Fr\u00e9d\u00e9ric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "What nationality were the two friends who served as a pivotal influence in Fr\u00e9d\u00e9ric's life while in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Julian Fontana tried to find his way where before moving to Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Where did Julian Fontana fail to get established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Who did Chopin know that became rich in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Which friend of Chopin became like an older brother to him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Which friend took on the role of several jobs to help Chopin including copyist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f54c07fb3643eba00ad098026fe614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two Polish friends in Paris were also to play important roles in Chopin's life there. His fellow student at the Warsaw Conservatory, Julian Fontana, had originally tried unsuccessfully to establish himself in England; Albert Grzyma\u0142a, who in Paris became a wealthy financier and society figure, often acted as Chopin's adviser and \"gradually began to fill the role of elder brother in [his] life.\" Fontana was to become, in the words of Micha\u0142owski and Samson, Chopin's \"general factotum and copyist\".", "targets": "Where were Chopin and Fontana students together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d7f6c7a9d464ae9acda8081ae3126e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton were relegated to the Second Division two years later during internal turmoil at the club. However, the club was promoted at the first attempt scoring a record number of goals in the second division. On return to the top flight in 1931\u201332, Everton wasted no time in reaffirming their status and won a fourth League title at the first opportunity. Everton also won their second FA Cup in 1933 with a 3\u20130 win against Manchester City in the final. The era ended in 1938\u201339 with a fifth League title.", "targets": "In what season did Everton win their fourth League title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d7f6c7a9d464ae9acda8081ae3126e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton were relegated to the Second Division two years later during internal turmoil at the club. However, the club was promoted at the first attempt scoring a record number of goals in the second division. On return to the top flight in 1931\u201332, Everton wasted no time in reaffirming their status and won a fourth League title at the first opportunity. Everton also won their second FA Cup in 1933 with a 3\u20130 win against Manchester City in the final. The era ended in 1938\u201339 with a fifth League title.", "targets": "In what year did Everton win their second FA Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d7f6c7a9d464ae9acda8081ae3126e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton were relegated to the Second Division two years later during internal turmoil at the club. However, the club was promoted at the first attempt scoring a record number of goals in the second division. On return to the top flight in 1931\u201332, Everton wasted no time in reaffirming their status and won a fourth League title at the first opportunity. Everton also won their second FA Cup in 1933 with a 3\u20130 win against Manchester City in the final. The era ended in 1938\u201339 with a fifth League title.", "targets": "What was the score in the final game that Everton won its second FA Cup in 1993 against Manchester City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d7f6c7a9d464ae9acda8081ae3126e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton were relegated to the Second Division two years later during internal turmoil at the club. However, the club was promoted at the first attempt scoring a record number of goals in the second division. On return to the top flight in 1931\u201332, Everton wasted no time in reaffirming their status and won a fourth League title at the first opportunity. Everton also won their second FA Cup in 1933 with a 3\u20130 win against Manchester City in the final. The era ended in 1938\u201339 with a fifth League title.", "targets": "In what season did Everton win its fifth League title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b126160c5d6046f7b7503b6459da1fa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Lemon v. Kurtzman, 403 U.S. 602 (1971), the court determined that a Pennsylvania state policy of reimbursing the salaries and related costs of teachers of secular subjects in private religious schools violated the Establishment Clause. The court's decision argued that the separation of church and state could never be absolute: \"Our prior holdings do not call for total separation between church and state; total separation is not possible in an absolute sense. Some relationship between government and religious organizations is inevitable,\" the court wrote. \"Judicial caveats against entanglement must recognize that the line of separation, far from being a \"wall,\" is a blurred, indistinct, and variable barrier depending on all the circumstances of a particular relationship.\"", "targets": "When was the case of Lemon v. Kurtzman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b126160c5d6046f7b7503b6459da1fa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Lemon v. Kurtzman, 403 U.S. 602 (1971), the court determined that a Pennsylvania state policy of reimbursing the salaries and related costs of teachers of secular subjects in private religious schools violated the Establishment Clause. The court's decision argued that the separation of church and state could never be absolute: \"Our prior holdings do not call for total separation between church and state; total separation is not possible in an absolute sense. Some relationship between government and religious organizations is inevitable,\" the court wrote. \"Judicial caveats against entanglement must recognize that the line of separation, far from being a \"wall,\" is a blurred, indistinct, and variable barrier depending on all the circumstances of a particular relationship.\"", "targets": "What state's policy was in question in Lemon v. Kurtzman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b126160c5d6046f7b7503b6459da1fa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Lemon v. Kurtzman, 403 U.S. 602 (1971), the court determined that a Pennsylvania state policy of reimbursing the salaries and related costs of teachers of secular subjects in private religious schools violated the Establishment Clause. The court's decision argued that the separation of church and state could never be absolute: \"Our prior holdings do not call for total separation between church and state; total separation is not possible in an absolute sense. Some relationship between government and religious organizations is inevitable,\" the court wrote. \"Judicial caveats against entanglement must recognize that the line of separation, far from being a \"wall,\" is a blurred, indistinct, and variable barrier depending on all the circumstances of a particular relationship.\"", "targets": "Whose salaries were being reimbursed in private religious schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b126160c5d6046f7b7503b6459da1fa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Lemon v. Kurtzman, 403 U.S. 602 (1971), the court determined that a Pennsylvania state policy of reimbursing the salaries and related costs of teachers of secular subjects in private religious schools violated the Establishment Clause. The court's decision argued that the separation of church and state could never be absolute: \"Our prior holdings do not call for total separation between church and state; total separation is not possible in an absolute sense. Some relationship between government and religious organizations is inevitable,\" the court wrote. \"Judicial caveats against entanglement must recognize that the line of separation, far from being a \"wall,\" is a blurred, indistinct, and variable barrier depending on all the circumstances of a particular relationship.\"", "targets": "What did the state's policy violate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b126160c5d6046f7b7503b6459da1fa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Lemon v. Kurtzman, 403 U.S. 602 (1971), the court determined that a Pennsylvania state policy of reimbursing the salaries and related costs of teachers of secular subjects in private religious schools violated the Establishment Clause. The court's decision argued that the separation of church and state could never be absolute: \"Our prior holdings do not call for total separation between church and state; total separation is not possible in an absolute sense. Some relationship between government and religious organizations is inevitable,\" the court wrote. \"Judicial caveats against entanglement must recognize that the line of separation, far from being a \"wall,\" is a blurred, indistinct, and variable barrier depending on all the circumstances of a particular relationship.\"", "targets": "What did the court's decision argue that the separation of church and state could never be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ea8963eafc4f4c8eb5140d0c657a96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell has been attempting to offset its declining PC business, which still accounted for half of its revenue and generates steady cash flow, by expanding into the enterprise market with servers, networking, software, and services. It avoided many of the acquisition writedowns and management turnover that plagued its chief rival Hewlett Packard. Dell also managed some success in taking advantage of its high-touch direct sales heritage to establish close relationships and design solutions for clients. Despite spending $13 billion on acquisitions to diversify its portfolio beyond hardware, the company was unable to convince the market that it could thrive or made the transformation in the post-PC world, as it suffered continued declines in revenue and share price. Dell's market share in the corporate segment was previously a \"moat\" against rivals but this has no longer been the case as sales and profits have fallen precipitously.", "targets": "How much of Dell's revenue was its PC division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ea8963eafc4f4c8eb5140d0c657a96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell has been attempting to offset its declining PC business, which still accounted for half of its revenue and generates steady cash flow, by expanding into the enterprise market with servers, networking, software, and services. It avoided many of the acquisition writedowns and management turnover that plagued its chief rival Hewlett Packard. Dell also managed some success in taking advantage of its high-touch direct sales heritage to establish close relationships and design solutions for clients. Despite spending $13 billion on acquisitions to diversify its portfolio beyond hardware, the company was unable to convince the market that it could thrive or made the transformation in the post-PC world, as it suffered continued declines in revenue and share price. Dell's market share in the corporate segment was previously a \"moat\" against rivals but this has no longer been the case as sales and profits have fallen precipitously.", "targets": "Who was Dell's main business rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ea8963eafc4f4c8eb5140d0c657a96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell has been attempting to offset its declining PC business, which still accounted for half of its revenue and generates steady cash flow, by expanding into the enterprise market with servers, networking, software, and services. It avoided many of the acquisition writedowns and management turnover that plagued its chief rival Hewlett Packard. Dell also managed some success in taking advantage of its high-touch direct sales heritage to establish close relationships and design solutions for clients. Despite spending $13 billion on acquisitions to diversify its portfolio beyond hardware, the company was unable to convince the market that it could thrive or made the transformation in the post-PC world, as it suffered continued declines in revenue and share price. Dell's market share in the corporate segment was previously a \"moat\" against rivals but this has no longer been the case as sales and profits have fallen precipitously.", "targets": "How much did Dell spend on acquiring different divisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1ea8963eafc4f4c8eb5140d0c657a96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell has been attempting to offset its declining PC business, which still accounted for half of its revenue and generates steady cash flow, by expanding into the enterprise market with servers, networking, software, and services. It avoided many of the acquisition writedowns and management turnover that plagued its chief rival Hewlett Packard. Dell also managed some success in taking advantage of its high-touch direct sales heritage to establish close relationships and design solutions for clients. Despite spending $13 billion on acquisitions to diversify its portfolio beyond hardware, the company was unable to convince the market that it could thrive or made the transformation in the post-PC world, as it suffered continued declines in revenue and share price. Dell's market share in the corporate segment was previously a \"moat\" against rivals but this has no longer been the case as sales and profits have fallen precipitously.", "targets": "What happened to Dell's revenue and share price in the post-PC market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02ca53747b04148a68680c25290aa5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lophotrochozoa, evolved within Protostomia, include two of the most successful animal phyla, the Mollusca and Annelida. The former, which is the second-largest animal phylum by number of described species, includes animals such as snails, clams, and squids, and the latter comprises the segmented worms, such as earthworms and leeches. These two groups have long been considered close relatives because of the common presence of trochophore larvae, but the annelids were considered closer to the arthropods because they are both segmented. Now, this is generally considered convergent evolution, owing to many morphological and genetic differences between the two phyla. The Lophotrochozoa also include the Nemertea or ribbon worms, the Sipuncula, and several phyla that have a ring of ciliated tentacles around the mouth, called a lophophore. These were traditionally grouped together as the lophophorates. but it now appears that the lophophorate group may be paraphyletic, with some closer to the nemerteans and some to the molluscs and annelids. They include the Brachiopoda or lamp shells, which are prominent in the fossil record, the Entoprocta, the Phoronida, and possibly the Bryozoa or moss animals.", "targets": "What are two of the most successful animal phyla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02ca53747b04148a68680c25290aa5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lophotrochozoa, evolved within Protostomia, include two of the most successful animal phyla, the Mollusca and Annelida. The former, which is the second-largest animal phylum by number of described species, includes animals such as snails, clams, and squids, and the latter comprises the segmented worms, such as earthworms and leeches. These two groups have long been considered close relatives because of the common presence of trochophore larvae, but the annelids were considered closer to the arthropods because they are both segmented. Now, this is generally considered convergent evolution, owing to many morphological and genetic differences between the two phyla. The Lophotrochozoa also include the Nemertea or ribbon worms, the Sipuncula, and several phyla that have a ring of ciliated tentacles around the mouth, called a lophophore. These were traditionally grouped together as the lophophorates. but it now appears that the lophophorate group may be paraphyletic, with some closer to the nemerteans and some to the molluscs and annelids. They include the Brachiopoda or lamp shells, which are prominent in the fossil record, the Entoprocta, the Phoronida, and possibly the Bryozoa or moss animals.", "targets": "What are some of the animals in Mollusca?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02ca53747b04148a68680c25290aa5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lophotrochozoa, evolved within Protostomia, include two of the most successful animal phyla, the Mollusca and Annelida. The former, which is the second-largest animal phylum by number of described species, includes animals such as snails, clams, and squids, and the latter comprises the segmented worms, such as earthworms and leeches. These two groups have long been considered close relatives because of the common presence of trochophore larvae, but the annelids were considered closer to the arthropods because they are both segmented. Now, this is generally considered convergent evolution, owing to many morphological and genetic differences between the two phyla. The Lophotrochozoa also include the Nemertea or ribbon worms, the Sipuncula, and several phyla that have a ring of ciliated tentacles around the mouth, called a lophophore. These were traditionally grouped together as the lophophorates. but it now appears that the lophophorate group may be paraphyletic, with some closer to the nemerteans and some to the molluscs and annelids. They include the Brachiopoda or lamp shells, which are prominent in the fossil record, the Entoprocta, the Phoronida, and possibly the Bryozoa or moss animals.", "targets": "What are some of the animals in Annelida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02ca53747b04148a68680c25290aa5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lophotrochozoa, evolved within Protostomia, include two of the most successful animal phyla, the Mollusca and Annelida. The former, which is the second-largest animal phylum by number of described species, includes animals such as snails, clams, and squids, and the latter comprises the segmented worms, such as earthworms and leeches. These two groups have long been considered close relatives because of the common presence of trochophore larvae, but the annelids were considered closer to the arthropods because they are both segmented. Now, this is generally considered convergent evolution, owing to many morphological and genetic differences between the two phyla. The Lophotrochozoa also include the Nemertea or ribbon worms, the Sipuncula, and several phyla that have a ring of ciliated tentacles around the mouth, called a lophophore. These were traditionally grouped together as the lophophorates. but it now appears that the lophophorate group may be paraphyletic, with some closer to the nemerteans and some to the molluscs and annelids. They include the Brachiopoda or lamp shells, which are prominent in the fossil record, the Entoprocta, the Phoronida, and possibly the Bryozoa or moss animals.", "targets": "Why are the Mollusca and Annelida considered to be close relatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02ca53747b04148a68680c25290aa5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lophotrochozoa, evolved within Protostomia, include two of the most successful animal phyla, the Mollusca and Annelida. The former, which is the second-largest animal phylum by number of described species, includes animals such as snails, clams, and squids, and the latter comprises the segmented worms, such as earthworms and leeches. These two groups have long been considered close relatives because of the common presence of trochophore larvae, but the annelids were considered closer to the arthropods because they are both segmented. Now, this is generally considered convergent evolution, owing to many morphological and genetic differences between the two phyla. The Lophotrochozoa also include the Nemertea or ribbon worms, the Sipuncula, and several phyla that have a ring of ciliated tentacles around the mouth, called a lophophore. These were traditionally grouped together as the lophophorates. but it now appears that the lophophorate group may be paraphyletic, with some closer to the nemerteans and some to the molluscs and annelids. They include the Brachiopoda or lamp shells, which are prominent in the fossil record, the Entoprocta, the Phoronida, and possibly the Bryozoa or moss animals.", "targets": "What are the phyla that have a ring of ciliated tentacles around the mouth called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d89992a314a844758fc6b47766a231be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Social Charter was subsequently adopted in 1989 by 11 of the then 12 member states. The UK refused to sign the Social Charter and was exempt from the legislation covering Social Charter issues unless it agreed to be bound by the legislation. The UK subsequently was the only member state to veto the Social Charter being included as the \"Social Chapter\" of the 1992 Maastricht Treaty - instead, an Agreement on Social Policy was added as a protocol. Again, the UK was exempt from legislation arising from the protocol, unless it agreed to be bound by it. The protocol was to become known as \"Social Chapter\", despite not actually being a chapter of the Maastricht Treaty. To achieve aims of the Agreement on Social Policy the European Union was to \"support and complement\" the policies of member states. The aims of the Agreement on Social Policy are:", "targets": "How many member states adopted the Social Charter in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d89992a314a844758fc6b47766a231be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Social Charter was subsequently adopted in 1989 by 11 of the then 12 member states. The UK refused to sign the Social Charter and was exempt from the legislation covering Social Charter issues unless it agreed to be bound by the legislation. The UK subsequently was the only member state to veto the Social Charter being included as the \"Social Chapter\" of the 1992 Maastricht Treaty - instead, an Agreement on Social Policy was added as a protocol. Again, the UK was exempt from legislation arising from the protocol, unless it agreed to be bound by it. The protocol was to become known as \"Social Chapter\", despite not actually being a chapter of the Maastricht Treaty. To achieve aims of the Agreement on Social Policy the European Union was to \"support and complement\" the policies of member states. The aims of the Agreement on Social Policy are:", "targets": "Which member state declined to sign the Social Charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d89992a314a844758fc6b47766a231be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Social Charter was subsequently adopted in 1989 by 11 of the then 12 member states. The UK refused to sign the Social Charter and was exempt from the legislation covering Social Charter issues unless it agreed to be bound by the legislation. The UK subsequently was the only member state to veto the Social Charter being included as the \"Social Chapter\" of the 1992 Maastricht Treaty - instead, an Agreement on Social Policy was added as a protocol. Again, the UK was exempt from legislation arising from the protocol, unless it agreed to be bound by it. The protocol was to become known as \"Social Chapter\", despite not actually being a chapter of the Maastricht Treaty. To achieve aims of the Agreement on Social Policy the European Union was to \"support and complement\" the policies of member states. The aims of the Agreement on Social Policy are:", "targets": "What title was the Social Charter set to be included into the Maastricht treaty under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d89992a314a844758fc6b47766a231be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Social Charter was subsequently adopted in 1989 by 11 of the then 12 member states. The UK refused to sign the Social Charter and was exempt from the legislation covering Social Charter issues unless it agreed to be bound by the legislation. The UK subsequently was the only member state to veto the Social Charter being included as the \"Social Chapter\" of the 1992 Maastricht Treaty - instead, an Agreement on Social Policy was added as a protocol. Again, the UK was exempt from legislation arising from the protocol, unless it agreed to be bound by it. The protocol was to become known as \"Social Chapter\", despite not actually being a chapter of the Maastricht Treaty. To achieve aims of the Agreement on Social Policy the European Union was to \"support and complement\" the policies of member states. The aims of the Agreement on Social Policy are:", "targets": "What year was the Maastricht treaty signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c7079e30acb418eb8c642762718a6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although not yet tested as a therapy in humans, a growing body of evidence indicates that zinc may preferentially kill prostate cancer cells. Because zinc naturally homes to the prostate and because the prostate is accessible with relatively non-invasive procedures, its potential as a chemotherapeutic agent in this type of cancer has shown promise. However, other studies have demonstrated that chronic use of zinc supplements in excess of the recommended dosage may actually increase the chance of developing prostate cancer, also likely due to the natural buildup of this heavy metal in the prostate.", "targets": "What kind of cancer cells may zinc prove to kill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c7079e30acb418eb8c642762718a6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although not yet tested as a therapy in humans, a growing body of evidence indicates that zinc may preferentially kill prostate cancer cells. Because zinc naturally homes to the prostate and because the prostate is accessible with relatively non-invasive procedures, its potential as a chemotherapeutic agent in this type of cancer has shown promise. However, other studies have demonstrated that chronic use of zinc supplements in excess of the recommended dosage may actually increase the chance of developing prostate cancer, also likely due to the natural buildup of this heavy metal in the prostate.", "targets": "What type of agent is zync useful as against prostate cancer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c7079e30acb418eb8c642762718a6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although not yet tested as a therapy in humans, a growing body of evidence indicates that zinc may preferentially kill prostate cancer cells. Because zinc naturally homes to the prostate and because the prostate is accessible with relatively non-invasive procedures, its potential as a chemotherapeutic agent in this type of cancer has shown promise. However, other studies have demonstrated that chronic use of zinc supplements in excess of the recommended dosage may actually increase the chance of developing prostate cancer, also likely due to the natural buildup of this heavy metal in the prostate.", "targets": "What could overuse of zinc possibly cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c7079e30acb418eb8c642762718a6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although not yet tested as a therapy in humans, a growing body of evidence indicates that zinc may preferentially kill prostate cancer cells. Because zinc naturally homes to the prostate and because the prostate is accessible with relatively non-invasive procedures, its potential as a chemotherapeutic agent in this type of cancer has shown promise. However, other studies have demonstrated that chronic use of zinc supplements in excess of the recommended dosage may actually increase the chance of developing prostate cancer, also likely due to the natural buildup of this heavy metal in the prostate.", "targets": "Where does zinc naturally buildup in the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6f8b8556d5d4f2f8f066cf1ca0b98a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six of the seven lines of the commuter rail system, Metrolink, run out of Downtown Los Angeles, connecting Los Angeles, Ventura, San Bernardino, Riverside, Orange, and San Diego counties with the other line connecting San Bernardino, Riverside, and Orange counties directly.", "targets": "What is the name of the commuter rail system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6f8b8556d5d4f2f8f066cf1ca0b98a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six of the seven lines of the commuter rail system, Metrolink, run out of Downtown Los Angeles, connecting Los Angeles, Ventura, San Bernardino, Riverside, Orange, and San Diego counties with the other line connecting San Bernardino, Riverside, and Orange counties directly.", "targets": "How many lines does the commuter rail system have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6f8b8556d5d4f2f8f066cf1ca0b98a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six of the seven lines of the commuter rail system, Metrolink, run out of Downtown Los Angeles, connecting Los Angeles, Ventura, San Bernardino, Riverside, Orange, and San Diego counties with the other line connecting San Bernardino, Riverside, and Orange counties directly.", "targets": "How many lines run out of Downtown Los Angeles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6f8b8556d5d4f2f8f066cf1ca0b98a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six of the seven lines of the commuter rail system, Metrolink, run out of Downtown Los Angeles, connecting Los Angeles, Ventura, San Bernardino, Riverside, Orange, and San Diego counties with the other line connecting San Bernardino, Riverside, and Orange counties directly.", "targets": "A single line connects San Bernardino, Riverside and what other county?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-daab8460a6e647ceb162553806a6df65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Hellenistic period, there was much continuity in Greek religion: the Greek gods continued to be worshiped, and the same rites were practiced as before. However the socio-political changes brought on by the conquest of the Persian empire and Greek emigration abroad meant that change also came to religious practices. This varied greatly on location, Athens, Sparta and most cities in the Greek mainland did not see much religious change or new gods (with the exception of the Egyptian Isis in Athens), while the multi-ethnic Alexandria had a very varied group of gods and religious practices, including Egyptian, Jewish and Greek. Greek emigres brought their Greek religion everywhere they went, even as far as India and Afghanistan. Non-Greeks also had more freedom to travel and trade throughout the Mediterranean and in this period we can see Egyptian gods such as Serapis, and the Syrian gods Atargatis and Hadad, as well as a Jewish synagogue, all coexisting on the island of Delos alongside classical Greek deities. A common practice was to identify Greek gods with native gods that had similar characteristics and this created new fusions like Zeus-Ammon, Aphrodite Hagne (a Hellenized Atargatis) and Isis-Demeter. Greek emigres faced individual religious choices they had not faced on their home cities, where the gods they worshiped were dictated by tradition.", "targets": "What Egyptian god was worshipped in Athens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-daab8460a6e647ceb162553806a6df65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Hellenistic period, there was much continuity in Greek religion: the Greek gods continued to be worshiped, and the same rites were practiced as before. However the socio-political changes brought on by the conquest of the Persian empire and Greek emigration abroad meant that change also came to religious practices. This varied greatly on location, Athens, Sparta and most cities in the Greek mainland did not see much religious change or new gods (with the exception of the Egyptian Isis in Athens), while the multi-ethnic Alexandria had a very varied group of gods and religious practices, including Egyptian, Jewish and Greek. Greek emigres brought their Greek religion everywhere they went, even as far as India and Afghanistan. Non-Greeks also had more freedom to travel and trade throughout the Mediterranean and in this period we can see Egyptian gods such as Serapis, and the Syrian gods Atargatis and Hadad, as well as a Jewish synagogue, all coexisting on the island of Delos alongside classical Greek deities. A common practice was to identify Greek gods with native gods that had similar characteristics and this created new fusions like Zeus-Ammon, Aphrodite Hagne (a Hellenized Atargatis) and Isis-Demeter. Greek emigres faced individual religious choices they had not faced on their home cities, where the gods they worshiped were dictated by tradition.", "targets": "Zeus was paired with which local god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-daab8460a6e647ceb162553806a6df65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Hellenistic period, there was much continuity in Greek religion: the Greek gods continued to be worshiped, and the same rites were practiced as before. However the socio-political changes brought on by the conquest of the Persian empire and Greek emigration abroad meant that change also came to religious practices. This varied greatly on location, Athens, Sparta and most cities in the Greek mainland did not see much religious change or new gods (with the exception of the Egyptian Isis in Athens), while the multi-ethnic Alexandria had a very varied group of gods and religious practices, including Egyptian, Jewish and Greek. Greek emigres brought their Greek religion everywhere they went, even as far as India and Afghanistan. Non-Greeks also had more freedom to travel and trade throughout the Mediterranean and in this period we can see Egyptian gods such as Serapis, and the Syrian gods Atargatis and Hadad, as well as a Jewish synagogue, all coexisting on the island of Delos alongside classical Greek deities. A common practice was to identify Greek gods with native gods that had similar characteristics and this created new fusions like Zeus-Ammon, Aphrodite Hagne (a Hellenized Atargatis) and Isis-Demeter. Greek emigres faced individual religious choices they had not faced on their home cities, where the gods they worshiped were dictated by tradition.", "targets": "Aphrodite was paired with which local god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-daab8460a6e647ceb162553806a6df65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Hellenistic period, there was much continuity in Greek religion: the Greek gods continued to be worshiped, and the same rites were practiced as before. However the socio-political changes brought on by the conquest of the Persian empire and Greek emigration abroad meant that change also came to religious practices. This varied greatly on location, Athens, Sparta and most cities in the Greek mainland did not see much religious change or new gods (with the exception of the Egyptian Isis in Athens), while the multi-ethnic Alexandria had a very varied group of gods and religious practices, including Egyptian, Jewish and Greek. Greek emigres brought their Greek religion everywhere they went, even as far as India and Afghanistan. Non-Greeks also had more freedom to travel and trade throughout the Mediterranean and in this period we can see Egyptian gods such as Serapis, and the Syrian gods Atargatis and Hadad, as well as a Jewish synagogue, all coexisting on the island of Delos alongside classical Greek deities. A common practice was to identify Greek gods with native gods that had similar characteristics and this created new fusions like Zeus-Ammon, Aphrodite Hagne (a Hellenized Atargatis) and Isis-Demeter. Greek emigres faced individual religious choices they had not faced on their home cities, where the gods they worshiped were dictated by tradition.", "targets": "Isis was paired with what local god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a144ec998e9b486998dce40b2deafc3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol became the most expensive series on broadcast networks for advertisers starting season four, and by the next season, it had broken the record in advertising rate for a regularly scheduled prime-time network series, selling over $700,000 for a 30-seconds slot, and reaching up to $1.3 million for the finale. Its ad prices reached a peak in season seven at $737,000. Estimated revenue more than doubled from $404 million in season three to $870 million in season six. While that declined from season eight onwards, it still earned significantly more than its nearest competitor, with advertising revenue topping $800 million annually the next few seasons. However, the sharp drop in ratings in season eleven also resulted in a sharp drop in advertising rate for season twelve, and the show lost its leading position as the costliest show for advertisers. By 2014, ad revenue from had fallen to $427 million where a 30-second spot went for less than $300,000.", "targets": "In which season did American Idol become the costliest show for advertising on television? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a144ec998e9b486998dce40b2deafc3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol became the most expensive series on broadcast networks for advertisers starting season four, and by the next season, it had broken the record in advertising rate for a regularly scheduled prime-time network series, selling over $700,000 for a 30-seconds slot, and reaching up to $1.3 million for the finale. Its ad prices reached a peak in season seven at $737,000. Estimated revenue more than doubled from $404 million in season three to $870 million in season six. While that declined from season eight onwards, it still earned significantly more than its nearest competitor, with advertising revenue topping $800 million annually the next few seasons. However, the sharp drop in ratings in season eleven also resulted in a sharp drop in advertising rate for season twelve, and the show lost its leading position as the costliest show for advertisers. By 2014, ad revenue from had fallen to $427 million where a 30-second spot went for less than $300,000.", "targets": "How much did advertisers spend for a 30 second ad spot on the American Idol season four finale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a144ec998e9b486998dce40b2deafc3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol became the most expensive series on broadcast networks for advertisers starting season four, and by the next season, it had broken the record in advertising rate for a regularly scheduled prime-time network series, selling over $700,000 for a 30-seconds slot, and reaching up to $1.3 million for the finale. Its ad prices reached a peak in season seven at $737,000. Estimated revenue more than doubled from $404 million in season three to $870 million in season six. While that declined from season eight onwards, it still earned significantly more than its nearest competitor, with advertising revenue topping $800 million annually the next few seasons. However, the sharp drop in ratings in season eleven also resulted in a sharp drop in advertising rate for season twelve, and the show lost its leading position as the costliest show for advertisers. By 2014, ad revenue from had fallen to $427 million where a 30-second spot went for less than $300,000.", "targets": "How much did advertisers spend for a 30 second ad spot during American Idol in 2014? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a144ec998e9b486998dce40b2deafc3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol became the most expensive series on broadcast networks for advertisers starting season four, and by the next season, it had broken the record in advertising rate for a regularly scheduled prime-time network series, selling over $700,000 for a 30-seconds slot, and reaching up to $1.3 million for the finale. Its ad prices reached a peak in season seven at $737,000. Estimated revenue more than doubled from $404 million in season three to $870 million in season six. While that declined from season eight onwards, it still earned significantly more than its nearest competitor, with advertising revenue topping $800 million annually the next few seasons. However, the sharp drop in ratings in season eleven also resulted in a sharp drop in advertising rate for season twelve, and the show lost its leading position as the costliest show for advertisers. By 2014, ad revenue from had fallen to $427 million where a 30-second spot went for less than $300,000.", "targets": "How much did advertisers spend for a 30 second ad spot during American Idol in its seventh season? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a144ec998e9b486998dce40b2deafc3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol became the most expensive series on broadcast networks for advertisers starting season four, and by the next season, it had broken the record in advertising rate for a regularly scheduled prime-time network series, selling over $700,000 for a 30-seconds slot, and reaching up to $1.3 million for the finale. Its ad prices reached a peak in season seven at $737,000. Estimated revenue more than doubled from $404 million in season three to $870 million in season six. While that declined from season eight onwards, it still earned significantly more than its nearest competitor, with advertising revenue topping $800 million annually the next few seasons. However, the sharp drop in ratings in season eleven also resulted in a sharp drop in advertising rate for season twelve, and the show lost its leading position as the costliest show for advertisers. By 2014, ad revenue from had fallen to $427 million where a 30-second spot went for less than $300,000.", "targets": "By what season was Idol the  highest advertising cost of all shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a144ec998e9b486998dce40b2deafc3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "American Idol became the most expensive series on broadcast networks for advertisers starting season four, and by the next season, it had broken the record in advertising rate for a regularly scheduled prime-time network series, selling over $700,000 for a 30-seconds slot, and reaching up to $1.3 million for the finale. Its ad prices reached a peak in season seven at $737,000. Estimated revenue more than doubled from $404 million in season three to $870 million in season six. While that declined from season eight onwards, it still earned significantly more than its nearest competitor, with advertising revenue topping $800 million annually the next few seasons. However, the sharp drop in ratings in season eleven also resulted in a sharp drop in advertising rate for season twelve, and the show lost its leading position as the costliest show for advertisers. By 2014, ad revenue from had fallen to $427 million where a 30-second spot went for less than $300,000.", "targets": "How much did Idol earn in ad revenue alone for season 8?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82368e7243164aa7989fc40ae0e4084d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonassohn and Bj\u00f6rnson postulate that the major reason why no single generally accepted genocide definition has emerged is because academics have adjusted their focus to emphasise different periods and have found it expedient to use slightly different definitions to help them interpret events. For example, Frank Chalk and Kurt Jonassohn studied the whole of human history, while Leo Kuper and R. J. Rummel in their more recent works concentrated on the 20th century, and Helen Fein, Barbara Harff and Ted Gurr have looked at post World War II events. Jonassohn and Bj\u00f6rnson are critical of some of these studies, arguing that they are too expansive, and conclude that the academic discipline of genocide studies is too young to have a canon of work on which to build an academic paradigm.", "targets": "What two writers examined the lack of an accepted and singular definition for genocide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82368e7243164aa7989fc40ae0e4084d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonassohn and Bj\u00f6rnson postulate that the major reason why no single generally accepted genocide definition has emerged is because academics have adjusted their focus to emphasise different periods and have found it expedient to use slightly different definitions to help them interpret events. For example, Frank Chalk and Kurt Jonassohn studied the whole of human history, while Leo Kuper and R. J. Rummel in their more recent works concentrated on the 20th century, and Helen Fein, Barbara Harff and Ted Gurr have looked at post World War II events. Jonassohn and Bj\u00f6rnson are critical of some of these studies, arguing that they are too expansive, and conclude that the academic discipline of genocide studies is too young to have a canon of work on which to build an academic paradigm.", "targets": "The two writers suggested that academics adjusted what in their different definitions to assist them in interpreting events? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82368e7243164aa7989fc40ae0e4084d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonassohn and Bj\u00f6rnson postulate that the major reason why no single generally accepted genocide definition has emerged is because academics have adjusted their focus to emphasise different periods and have found it expedient to use slightly different definitions to help them interpret events. For example, Frank Chalk and Kurt Jonassohn studied the whole of human history, while Leo Kuper and R. J. Rummel in their more recent works concentrated on the 20th century, and Helen Fein, Barbara Harff and Ted Gurr have looked at post World War II events. Jonassohn and Bj\u00f6rnson are critical of some of these studies, arguing that they are too expansive, and conclude that the academic discipline of genocide studies is too young to have a canon of work on which to build an academic paradigm.", "targets": "What writer joined Jonassohn in the study of the whole of human history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82368e7243164aa7989fc40ae0e4084d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonassohn and Bj\u00f6rnson postulate that the major reason why no single generally accepted genocide definition has emerged is because academics have adjusted their focus to emphasise different periods and have found it expedient to use slightly different definitions to help them interpret events. For example, Frank Chalk and Kurt Jonassohn studied the whole of human history, while Leo Kuper and R. J. Rummel in their more recent works concentrated on the 20th century, and Helen Fein, Barbara Harff and Ted Gurr have looked at post World War II events. Jonassohn and Bj\u00f6rnson are critical of some of these studies, arguing that they are too expansive, and conclude that the academic discipline of genocide studies is too young to have a canon of work on which to build an academic paradigm.", "targets": "With whom was Leo Kuper paired in research that focused on 20th century works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82368e7243164aa7989fc40ae0e4084d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonassohn and Bj\u00f6rnson postulate that the major reason why no single generally accepted genocide definition has emerged is because academics have adjusted their focus to emphasise different periods and have found it expedient to use slightly different definitions to help them interpret events. For example, Frank Chalk and Kurt Jonassohn studied the whole of human history, while Leo Kuper and R. J. Rummel in their more recent works concentrated on the 20th century, and Helen Fein, Barbara Harff and Ted Gurr have looked at post World War II events. Jonassohn and Bj\u00f6rnson are critical of some of these studies, arguing that they are too expansive, and conclude that the academic discipline of genocide studies is too young to have a canon of work on which to build an academic paradigm.", "targets": "Two women and what man concentrated on post World War II events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83130bb2614045f5b65685e3c586e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of India, Hyderabad has a large informal economy that employs 30% of the labour force.:71 According to a survey published in 2007, it had 40\u201350,000 street vendors, and their numbers were increasing.:9 Among the street vendors, 84% are male and 16% female,:12 and four fifths are \"stationary vendors\" operating from a fixed pitch, often with their own stall.:15\u201316 Most are financed through personal savings; only 8% borrow from moneylenders.:19 Vendor earnings vary from \u20b950 (74\u00a2 US) to \u20b9800 (US$12) per day.:25 Other unorganised economic sectors include dairy, poultry farming, brick manufacturing, casual labour and domestic help. Those involved in the informal economy constitute a major portion of urban poor.:71", "targets": "What percentage of Hyderabad's employed are employed informally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83130bb2614045f5b65685e3c586e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of India, Hyderabad has a large informal economy that employs 30% of the labour force.:71 According to a survey published in 2007, it had 40\u201350,000 street vendors, and their numbers were increasing.:9 Among the street vendors, 84% are male and 16% female,:12 and four fifths are \"stationary vendors\" operating from a fixed pitch, often with their own stall.:15\u201316 Most are financed through personal savings; only 8% borrow from moneylenders.:19 Vendor earnings vary from \u20b950 (74\u00a2 US) to \u20b9800 (US$12) per day.:25 Other unorganised economic sectors include dairy, poultry farming, brick manufacturing, casual labour and domestic help. Those involved in the informal economy constitute a major portion of urban poor.:71", "targets": "In 2007 how many street vendors did Hyderabad have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83130bb2614045f5b65685e3c586e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of India, Hyderabad has a large informal economy that employs 30% of the labour force.:71 According to a survey published in 2007, it had 40\u201350,000 street vendors, and their numbers were increasing.:9 Among the street vendors, 84% are male and 16% female,:12 and four fifths are \"stationary vendors\" operating from a fixed pitch, often with their own stall.:15\u201316 Most are financed through personal savings; only 8% borrow from moneylenders.:19 Vendor earnings vary from \u20b950 (74\u00a2 US) to \u20b9800 (US$12) per day.:25 Other unorganised economic sectors include dairy, poultry farming, brick manufacturing, casual labour and domestic help. Those involved in the informal economy constitute a major portion of urban poor.:71", "targets": "What percentage of the street vendors in Hyderabad were male in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83130bb2614045f5b65685e3c586e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of India, Hyderabad has a large informal economy that employs 30% of the labour force.:71 According to a survey published in 2007, it had 40\u201350,000 street vendors, and their numbers were increasing.:9 Among the street vendors, 84% are male and 16% female,:12 and four fifths are \"stationary vendors\" operating from a fixed pitch, often with their own stall.:15\u201316 Most are financed through personal savings; only 8% borrow from moneylenders.:19 Vendor earnings vary from \u20b950 (74\u00a2 US) to \u20b9800 (US$12) per day.:25 Other unorganised economic sectors include dairy, poultry farming, brick manufacturing, casual labour and domestic help. Those involved in the informal economy constitute a major portion of urban poor.:71", "targets": "Of the street vendors in Hyderabad what percentage owned their own stall in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83130bb2614045f5b65685e3c586e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like the rest of India, Hyderabad has a large informal economy that employs 30% of the labour force.:71 According to a survey published in 2007, it had 40\u201350,000 street vendors, and their numbers were increasing.:9 Among the street vendors, 84% are male and 16% female,:12 and four fifths are \"stationary vendors\" operating from a fixed pitch, often with their own stall.:15\u201316 Most are financed through personal savings; only 8% borrow from moneylenders.:19 Vendor earnings vary from \u20b950 (74\u00a2 US) to \u20b9800 (US$12) per day.:25 Other unorganised economic sectors include dairy, poultry farming, brick manufacturing, casual labour and domestic help. Those involved in the informal economy constitute a major portion of urban poor.:71", "targets": "In 2007 what percentage of street vendors in Hyderabad borrowed money to finance their operations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-314a63b8a1f04485a6caa7829d2104e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the NLCS, the Cubs easily won the first two games at Wrigley Field against the San Diego Padres. The Padres were the winners of the Western Division with Steve Garvey, Tony Gwynn, Eric Show, Goose Gossage and Alan Wiggins. With wins of 13\u20130 and 4\u20132, the Cubs needed to win only one game of the next three in San Diego to make it to the World Series. After being beaten in Game 3 7\u20131, the Cubs lost Game 4 when Smith, with the game tied 5\u20135, allowed a game-winning home run to Garvey in the bottom of the ninth inning. In Game 5 the Cubs took a 3\u20130 lead into the 6th inning, and a 3\u20132 lead into the seventh with Sutcliffe (who won the Cy Young Award that year) still on the mound. Then, Leon Durham had a sharp grounder go under his glove. This critical error helped the Padres win the game 6\u20133, with a 4-run 7th inning and keep Chicago out of the 1984 World Series against the Detroit Tigers. The loss ended a spectacular season for the Cubs, one that brought alive a slumbering franchise and made the Cubs relevant for a whole new generation of Cubs fans.", "targets": "Who easily won the first two games in the NLCS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-314a63b8a1f04485a6caa7829d2104e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the NLCS, the Cubs easily won the first two games at Wrigley Field against the San Diego Padres. The Padres were the winners of the Western Division with Steve Garvey, Tony Gwynn, Eric Show, Goose Gossage and Alan Wiggins. With wins of 13\u20130 and 4\u20132, the Cubs needed to win only one game of the next three in San Diego to make it to the World Series. After being beaten in Game 3 7\u20131, the Cubs lost Game 4 when Smith, with the game tied 5\u20135, allowed a game-winning home run to Garvey in the bottom of the ninth inning. In Game 5 the Cubs took a 3\u20130 lead into the 6th inning, and a 3\u20132 lead into the seventh with Sutcliffe (who won the Cy Young Award that year) still on the mound. Then, Leon Durham had a sharp grounder go under his glove. This critical error helped the Padres win the game 6\u20133, with a 4-run 7th inning and keep Chicago out of the 1984 World Series against the Detroit Tigers. The loss ended a spectacular season for the Cubs, one that brought alive a slumbering franchise and made the Cubs relevant for a whole new generation of Cubs fans.", "targets": "Where did the Cubs easily win the first two games of the NLCS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-314a63b8a1f04485a6caa7829d2104e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the NLCS, the Cubs easily won the first two games at Wrigley Field against the San Diego Padres. The Padres were the winners of the Western Division with Steve Garvey, Tony Gwynn, Eric Show, Goose Gossage and Alan Wiggins. With wins of 13\u20130 and 4\u20132, the Cubs needed to win only one game of the next three in San Diego to make it to the World Series. After being beaten in Game 3 7\u20131, the Cubs lost Game 4 when Smith, with the game tied 5\u20135, allowed a game-winning home run to Garvey in the bottom of the ninth inning. In Game 5 the Cubs took a 3\u20130 lead into the 6th inning, and a 3\u20132 lead into the seventh with Sutcliffe (who won the Cy Young Award that year) still on the mound. Then, Leon Durham had a sharp grounder go under his glove. This critical error helped the Padres win the game 6\u20133, with a 4-run 7th inning and keep Chicago out of the 1984 World Series against the Detroit Tigers. The loss ended a spectacular season for the Cubs, one that brought alive a slumbering franchise and made the Cubs relevant for a whole new generation of Cubs fans.", "targets": "Who did the cubs play against in the first two games of the NLCS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-042cb17926a542cf810daea2e7d51b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic inspired his followers with loyalty to learning and virtue, a deep recognition of the spiritual power of worldly deprivation and the religious state, and a highly developed governmental structure. At the same time, Dominic inspired the members of his order to develop a \"mixed\" spirituality. They were both active in preaching, and contemplative in study, prayer and meditation. The brethren of the Dominican Order were urban and learned, as well as contemplative and mystical in their spirituality. While these traits had an impact on the women of the order, the nuns especially absorbed the latter characteristics and made those characteristics their own. In England, the Dominican nuns blended these elements with the defining characteristics of English Dominican spirituality and created a spirituality and collective personality that set them apart.", "targets": "How did Dominic inspire his followers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-042cb17926a542cf810daea2e7d51b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic inspired his followers with loyalty to learning and virtue, a deep recognition of the spiritual power of worldly deprivation and the religious state, and a highly developed governmental structure. At the same time, Dominic inspired the members of his order to develop a \"mixed\" spirituality. They were both active in preaching, and contemplative in study, prayer and meditation. The brethren of the Dominican Order were urban and learned, as well as contemplative and mystical in their spirituality. While these traits had an impact on the women of the order, the nuns especially absorbed the latter characteristics and made those characteristics their own. In England, the Dominican nuns blended these elements with the defining characteristics of English Dominican spirituality and created a spirituality and collective personality that set them apart.", "targets": "What group especially benefited from the Dominican Order's mystical spirituality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-042cb17926a542cf810daea2e7d51b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic inspired his followers with loyalty to learning and virtue, a deep recognition of the spiritual power of worldly deprivation and the religious state, and a highly developed governmental structure. At the same time, Dominic inspired the members of his order to develop a \"mixed\" spirituality. They were both active in preaching, and contemplative in study, prayer and meditation. The brethren of the Dominican Order were urban and learned, as well as contemplative and mystical in their spirituality. While these traits had an impact on the women of the order, the nuns especially absorbed the latter characteristics and made those characteristics their own. In England, the Dominican nuns blended these elements with the defining characteristics of English Dominican spirituality and created a spirituality and collective personality that set them apart.", "targets": "In what country did Dominican Order nuns thrive in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-042cb17926a542cf810daea2e7d51b7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic inspired his followers with loyalty to learning and virtue, a deep recognition of the spiritual power of worldly deprivation and the religious state, and a highly developed governmental structure. At the same time, Dominic inspired the members of his order to develop a \"mixed\" spirituality. They were both active in preaching, and contemplative in study, prayer and meditation. The brethren of the Dominican Order were urban and learned, as well as contemplative and mystical in their spirituality. While these traits had an impact on the women of the order, the nuns especially absorbed the latter characteristics and made those characteristics their own. In England, the Dominican nuns blended these elements with the defining characteristics of English Dominican spirituality and created a spirituality and collective personality that set them apart.", "targets": "What type of spirituality did Dominic want his followers to learn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What was the first thing Gautama did on his spiritual quest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What is the path of moderation between the extremes of self-indulgence and self-mortification called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What are some of the practices Gautama underwent on his quest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What was the first skill Gautama learnt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What almost killed Gautama in his pursuit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What did he receive from the locals that changed his approach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What is the path of moderation called he followed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "Gautama didn't like the religious teaching he initially found because of why?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "What did Gautama accept from a village girl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "Gautama devoted himself to what type of meditation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52dea80daaca4adb81fea7d877062fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gautama first went to study with famous religious teachers of the day, and mastered the meditative attainments they taught. But he found that they did not provide a permanent end to suffering, so he continued his quest. He next attempted an extreme asceticism, which was a religious pursuit common among the \u015brama\u1e47as, a religious culture distinct from the Vedic one. Gautama underwent prolonged fasting, breath-holding, and exposure to pain. He almost starved himself to death in the process. He realized that he had taken this kind of practice to its limit, and had not put an end to suffering. So in a pivotal moment he accepted milk and rice from a village girl and changed his approach. He devoted himself to anapanasati meditation, through which he discovered what Buddhists call the Middle Way (Skt. madhyam\u0101-pratipad): a path of moderation between the extremes of self-indulgence and self-mortification.[web 2][web 3]", "targets": "Buddhists call anapanasati what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420a1e00e6854972b826cd5d36b3de26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demand in Europe for Chinese goods such as silk, tea, and ceramics could only be met if European companies funneled their limited supplies of silver into China. In the late 1700s, the governments of Britain and France were deeply concerned about the imbalance of trade and the drain of silver. To meet the growing Chinese demand for opium, the British East India Company greatly expanded its production in Bengal. Since China's economy was essentially self-sufficient, the country had little need to import goods or raw materials from the Europeans, so the usual way of payment was through silver. The Daoguang Emperor, concerned both over the outflow of silver and the damage that opium smoking was causing to his subjects, ordered Lin Zexu to end the opium trade. Lin confiscated the stocks of opium without compensation in 1839, leading Britain to send a military expedition the following year.", "targets": "What products from China did Europeans want?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420a1e00e6854972b826cd5d36b3de26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demand in Europe for Chinese goods such as silk, tea, and ceramics could only be met if European companies funneled their limited supplies of silver into China. In the late 1700s, the governments of Britain and France were deeply concerned about the imbalance of trade and the drain of silver. To meet the growing Chinese demand for opium, the British East India Company greatly expanded its production in Bengal. Since China's economy was essentially self-sufficient, the country had little need to import goods or raw materials from the Europeans, so the usual way of payment was through silver. The Daoguang Emperor, concerned both over the outflow of silver and the damage that opium smoking was causing to his subjects, ordered Lin Zexu to end the opium trade. Lin confiscated the stocks of opium without compensation in 1839, leading Britain to send a military expedition the following year.", "targets": "What did the Chinese want in return?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420a1e00e6854972b826cd5d36b3de26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demand in Europe for Chinese goods such as silk, tea, and ceramics could only be met if European companies funneled their limited supplies of silver into China. In the late 1700s, the governments of Britain and France were deeply concerned about the imbalance of trade and the drain of silver. To meet the growing Chinese demand for opium, the British East India Company greatly expanded its production in Bengal. Since China's economy was essentially self-sufficient, the country had little need to import goods or raw materials from the Europeans, so the usual way of payment was through silver. The Daoguang Emperor, concerned both over the outflow of silver and the damage that opium smoking was causing to his subjects, ordered Lin Zexu to end the opium trade. Lin confiscated the stocks of opium without compensation in 1839, leading Britain to send a military expedition the following year.", "targets": "What were the British and French concerned about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420a1e00e6854972b826cd5d36b3de26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demand in Europe for Chinese goods such as silk, tea, and ceramics could only be met if European companies funneled their limited supplies of silver into China. In the late 1700s, the governments of Britain and France were deeply concerned about the imbalance of trade and the drain of silver. To meet the growing Chinese demand for opium, the British East India Company greatly expanded its production in Bengal. Since China's economy was essentially self-sufficient, the country had little need to import goods or raw materials from the Europeans, so the usual way of payment was through silver. The Daoguang Emperor, concerned both over the outflow of silver and the damage that opium smoking was causing to his subjects, ordered Lin Zexu to end the opium trade. Lin confiscated the stocks of opium without compensation in 1839, leading Britain to send a military expedition the following year.", "targets": "What else did the Chinese want from the British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-420a1e00e6854972b826cd5d36b3de26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Demand in Europe for Chinese goods such as silk, tea, and ceramics could only be met if European companies funneled their limited supplies of silver into China. In the late 1700s, the governments of Britain and France were deeply concerned about the imbalance of trade and the drain of silver. To meet the growing Chinese demand for opium, the British East India Company greatly expanded its production in Bengal. Since China's economy was essentially self-sufficient, the country had little need to import goods or raw materials from the Europeans, so the usual way of payment was through silver. The Daoguang Emperor, concerned both over the outflow of silver and the damage that opium smoking was causing to his subjects, ordered Lin Zexu to end the opium trade. Lin confiscated the stocks of opium without compensation in 1839, leading Britain to send a military expedition the following year.", "targets": "Where was opium made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfbe75124c54925b86f95ccae38684f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1950s the rivalry was exacerbated further when there was a controversy surrounding the transfer of Alfredo di St\u00e9fano, who finally played for Real Madrid and was key to their subsequent success. The 1960s saw the rivalry reach the European stage when they met twice in a controversial knock-out round of the European Cup, with Madrid receiving unfavourable treatment from the referee. In 2002, the European encounter between the clubs was dubbed the \"Match of The Century\" by Spanish media, and Madrid's win was watched by more than 500 million people.", "targets": "In 1950 what player was successful for Real Madrid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfbe75124c54925b86f95ccae38684f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1950s the rivalry was exacerbated further when there was a controversy surrounding the transfer of Alfredo di St\u00e9fano, who finally played for Real Madrid and was key to their subsequent success. The 1960s saw the rivalry reach the European stage when they met twice in a controversial knock-out round of the European Cup, with Madrid receiving unfavourable treatment from the referee. In 2002, the European encounter between the clubs was dubbed the \"Match of The Century\" by Spanish media, and Madrid's win was watched by more than 500 million people.", "targets": "When did Barcelona meet Real Madrid twice in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfbe75124c54925b86f95ccae38684f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1950s the rivalry was exacerbated further when there was a controversy surrounding the transfer of Alfredo di St\u00e9fano, who finally played for Real Madrid and was key to their subsequent success. The 1960s saw the rivalry reach the European stage when they met twice in a controversial knock-out round of the European Cup, with Madrid receiving unfavourable treatment from the referee. In 2002, the European encounter between the clubs was dubbed the \"Match of The Century\" by Spanish media, and Madrid's win was watched by more than 500 million people.", "targets": "What was a match between Real Madrid and Barcelona called in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfbe75124c54925b86f95ccae38684f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1950s the rivalry was exacerbated further when there was a controversy surrounding the transfer of Alfredo di St\u00e9fano, who finally played for Real Madrid and was key to their subsequent success. The 1960s saw the rivalry reach the European stage when they met twice in a controversial knock-out round of the European Cup, with Madrid receiving unfavourable treatment from the referee. In 2002, the European encounter between the clubs was dubbed the \"Match of The Century\" by Spanish media, and Madrid's win was watched by more than 500 million people.", "targets": "How many people watched the Match of the Century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfbe75124c54925b86f95ccae38684f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 1950s the rivalry was exacerbated further when there was a controversy surrounding the transfer of Alfredo di St\u00e9fano, who finally played for Real Madrid and was key to their subsequent success. The 1960s saw the rivalry reach the European stage when they met twice in a controversial knock-out round of the European Cup, with Madrid receiving unfavourable treatment from the referee. In 2002, the European encounter between the clubs was dubbed the \"Match of The Century\" by Spanish media, and Madrid's win was watched by more than 500 million people.", "targets": "Which team won the 2002 match between Real Madrid and Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f31cf64f4471399acbe4445b7b53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of September 2014, the greater Atlantic City area has one of the highest unemployment rates in the country at 13.8%, out of labor force of around 141,000.", "targets": "As of September 2014, the greater Atlantic City area had one of the highest rates in the country of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f31cf64f4471399acbe4445b7b53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of September 2014, the greater Atlantic City area has one of the highest unemployment rates in the country at 13.8%, out of labor force of around 141,000.", "targets": "What was the unemployment rate for the greater Atlantic City area, as of September 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f31cf64f4471399acbe4445b7b53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of September 2014, the greater Atlantic City area has one of the highest unemployment rates in the country at 13.8%, out of labor force of around 141,000.", "targets": "As of September 2014, what was the overall size of the labor force of the greater Atlantic City area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-550f31cf64f4471399acbe4445b7b53d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of September 2014, the greater Atlantic City area has one of the highest unemployment rates in the country at 13.8%, out of labor force of around 141,000.", "targets": "Out of a labor force of about 141,000 what was the unemployment rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697118e6648a46e0b2547cab177ecd79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Galileo Galilei was brought before the Inquisition for heresy, but abjured his views and was sentenced to house arrest, under which he spent the rest of his life. Galileo was found \"vehemently suspect of heresy\", namely of having held the opinions that the Sun lies motionless at the centre of the universe, that the Earth is not at its centre and moves, and that one may hold and defend an opinion as probable after it has been declared contrary to Holy Scripture. He was required to \"abjure, curse and detest\" those opinions.", "targets": "Who was brought before the Inquisition for heresy but renounced his beliefs and thus remained under house arrest for life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697118e6648a46e0b2547cab177ecd79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Galileo Galilei was brought before the Inquisition for heresy, but abjured his views and was sentenced to house arrest, under which he spent the rest of his life. Galileo was found \"vehemently suspect of heresy\", namely of having held the opinions that the Sun lies motionless at the centre of the universe, that the Earth is not at its centre and moves, and that one may hold and defend an opinion as probable after it has been declared contrary to Holy Scripture. He was required to \"abjure, curse and detest\" those opinions.", "targets": "What belief did Galileo have at the time that appeared to be extremely heretical to the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb1bff37b43946f4b14f78bd02e7d91c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York metropolitan area is home to a self-identifying gay and bisexual community estimated at 568,903 individuals, the largest in the United States and one of the world's largest. Same-sex marriages in New York were legalized on June 24, 2011 and were authorized to take place beginning 30 days thereafter.", "targets": "How many self-identified LGB people live in the New York metropolitan area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb1bff37b43946f4b14f78bd02e7d91c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York metropolitan area is home to a self-identifying gay and bisexual community estimated at 568,903 individuals, the largest in the United States and one of the world's largest. Same-sex marriages in New York were legalized on June 24, 2011 and were authorized to take place beginning 30 days thereafter.", "targets": "On what date did New York legalize gay marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb1bff37b43946f4b14f78bd02e7d91c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York metropolitan area is home to a self-identifying gay and bisexual community estimated at 568,903 individuals, the largest in the United States and one of the world's largest. Same-sex marriages in New York were legalized on June 24, 2011 and were authorized to take place beginning 30 days thereafter.", "targets": "How many days after gay marriage was legalized were gay marriages allowed to take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb1bff37b43946f4b14f78bd02e7d91c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York metropolitan area is home to a self-identifying gay and bisexual community estimated at 568,903 individuals, the largest in the United States and one of the world's largest. Same-sex marriages in New York were legalized on June 24, 2011 and were authorized to take place beginning 30 days thereafter.", "targets": "How many people identify as gay or bisexual in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb1bff37b43946f4b14f78bd02e7d91c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York metropolitan area is home to a self-identifying gay and bisexual community estimated at 568,903 individuals, the largest in the United States and one of the world's largest. Same-sex marriages in New York were legalized on June 24, 2011 and were authorized to take place beginning 30 days thereafter.", "targets": "Same-sex marriage became legal on what date in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb1bff37b43946f4b14f78bd02e7d91c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York metropolitan area is home to a self-identifying gay and bisexual community estimated at 568,903 individuals, the largest in the United States and one of the world's largest. Same-sex marriages in New York were legalized on June 24, 2011 and were authorized to take place beginning 30 days thereafter.", "targets": "Since Gay marriage became legal, how many days did people have to wait to marry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6afe5f8d2ee84d898235012cb2221dfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the World Cup, the most important international football competitions are the continental championships, which are organised by each continental confederation and contested between national teams. These are the European Championship (UEFA), the Copa Am\u00e9rica (CONMEBOL), African Cup of Nations (CAF), the Asian Cup (AFC), the CONCACAF Gold Cup (CONCACAF) and the OFC Nations Cup (OFC). The FIFA Confederations Cup is contested by the winners of all six continental championships, the current FIFA World Cup champions and the country which is hosting the Confederations Cup. This is generally regarded as a warm-up tournament for the upcoming FIFA World Cup and does not carry the same prestige as the World Cup itself. The most prestigious competitions in club football are the respective continental championships, which are generally contested between national champions, for example the UEFA Champions League in Europe and the Copa Libertadores in South America. The winners of each continental competition contest the FIFA Club World Cup.", "targets": "What does UEFA Stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6afe5f8d2ee84d898235012cb2221dfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the World Cup, the most important international football competitions are the continental championships, which are organised by each continental confederation and contested between national teams. These are the European Championship (UEFA), the Copa Am\u00e9rica (CONMEBOL), African Cup of Nations (CAF), the Asian Cup (AFC), the CONCACAF Gold Cup (CONCACAF) and the OFC Nations Cup (OFC). The FIFA Confederations Cup is contested by the winners of all six continental championships, the current FIFA World Cup champions and the country which is hosting the Confederations Cup. This is generally regarded as a warm-up tournament for the upcoming FIFA World Cup and does not carry the same prestige as the World Cup itself. The most prestigious competitions in club football are the respective continental championships, which are generally contested between national champions, for example the UEFA Champions League in Europe and the Copa Libertadores in South America. The winners of each continental competition contest the FIFA Club World Cup.", "targets": "The FIFA Confederations Cups is usually considered a warm-up for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6afe5f8d2ee84d898235012cb2221dfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the World Cup, the most important international football competitions are the continental championships, which are organised by each continental confederation and contested between national teams. These are the European Championship (UEFA), the Copa Am\u00e9rica (CONMEBOL), African Cup of Nations (CAF), the Asian Cup (AFC), the CONCACAF Gold Cup (CONCACAF) and the OFC Nations Cup (OFC). The FIFA Confederations Cup is contested by the winners of all six continental championships, the current FIFA World Cup champions and the country which is hosting the Confederations Cup. This is generally regarded as a warm-up tournament for the upcoming FIFA World Cup and does not carry the same prestige as the World Cup itself. The most prestigious competitions in club football are the respective continental championships, which are generally contested between national champions, for example the UEFA Champions League in Europe and the Copa Libertadores in South America. The winners of each continental competition contest the FIFA Club World Cup.", "targets": "What do winners of the continental competition get to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6afe5f8d2ee84d898235012cb2221dfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the World Cup, the most important international football competitions are the continental championships, which are organised by each continental confederation and contested between national teams. These are the European Championship (UEFA), the Copa Am\u00e9rica (CONMEBOL), African Cup of Nations (CAF), the Asian Cup (AFC), the CONCACAF Gold Cup (CONCACAF) and the OFC Nations Cup (OFC). The FIFA Confederations Cup is contested by the winners of all six continental championships, the current FIFA World Cup champions and the country which is hosting the Confederations Cup. This is generally regarded as a warm-up tournament for the upcoming FIFA World Cup and does not carry the same prestige as the World Cup itself. The most prestigious competitions in club football are the respective continental championships, which are generally contested between national champions, for example the UEFA Champions League in Europe and the Copa Libertadores in South America. The winners of each continental competition contest the FIFA Club World Cup.", "targets": "What does CAF stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7003c7d1814aaf982ce71fa67308e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Soumaya, named after the wife of Mexican magnate Carlos Slim, has the largest private collection of original Rodin sculptures outside Paris. It also has a large collection of Dal\u00ed sculptures, and recently began showing pieces in its masters collection including El Greco, Vel\u00e1zquez, Picasso and Canaletto. The museum inaugurated a new futuristic-design facility in 2011 just north of Polanco, while maintaining a smaller facility in Plaza Loreto in southern Mexico City. The Colecci\u00f3n J\u00famex is a contemporary art museum located on the sprawling grounds of the Jumex juice company in the northern industrial suburb of Ecatepec. It is said to have the largest private contemporary art collection in Latin America and hosts pieces from its permanent collection as well as traveling exhibits by leading contemporary artists. The new Museo J\u00famex in Nuevo Polanco was slated to open in November 2013. The Museo de San Ildefonso, housed in the Antiguo Colegio de San Ildefonso in Mexico City's historic downtown district is a 17th-century colonnaded palace housing an art museum that regularly hosts world-class exhibits of Mexican and international art. Recent exhibits have included those on David LaChapelle, Antony Gormley and Ron Mueck. The National Museum of Art (Museo Nacional de Arte) is also located in a former palace in the historic center. It houses a large collection of pieces by all major Mexican artists of the last 400 years and also hosts visiting exhibits.", "targets": "Who is the Museo Soumaya named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7003c7d1814aaf982ce71fa67308e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Soumaya, named after the wife of Mexican magnate Carlos Slim, has the largest private collection of original Rodin sculptures outside Paris. It also has a large collection of Dal\u00ed sculptures, and recently began showing pieces in its masters collection including El Greco, Vel\u00e1zquez, Picasso and Canaletto. The museum inaugurated a new futuristic-design facility in 2011 just north of Polanco, while maintaining a smaller facility in Plaza Loreto in southern Mexico City. The Colecci\u00f3n J\u00famex is a contemporary art museum located on the sprawling grounds of the Jumex juice company in the northern industrial suburb of Ecatepec. It is said to have the largest private contemporary art collection in Latin America and hosts pieces from its permanent collection as well as traveling exhibits by leading contemporary artists. The new Museo J\u00famex in Nuevo Polanco was slated to open in November 2013. The Museo de San Ildefonso, housed in the Antiguo Colegio de San Ildefonso in Mexico City's historic downtown district is a 17th-century colonnaded palace housing an art museum that regularly hosts world-class exhibits of Mexican and international art. Recent exhibits have included those on David LaChapelle, Antony Gormley and Ron Mueck. The National Museum of Art (Museo Nacional de Arte) is also located in a former palace in the historic center. It houses a large collection of pieces by all major Mexican artists of the last 400 years and also hosts visiting exhibits.", "targets": "What other famous sculpture has had his art displayed at the Museo Soumaya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7003c7d1814aaf982ce71fa67308e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Soumaya, named after the wife of Mexican magnate Carlos Slim, has the largest private collection of original Rodin sculptures outside Paris. It also has a large collection of Dal\u00ed sculptures, and recently began showing pieces in its masters collection including El Greco, Vel\u00e1zquez, Picasso and Canaletto. The museum inaugurated a new futuristic-design facility in 2011 just north of Polanco, while maintaining a smaller facility in Plaza Loreto in southern Mexico City. The Colecci\u00f3n J\u00famex is a contemporary art museum located on the sprawling grounds of the Jumex juice company in the northern industrial suburb of Ecatepec. It is said to have the largest private contemporary art collection in Latin America and hosts pieces from its permanent collection as well as traveling exhibits by leading contemporary artists. The new Museo J\u00famex in Nuevo Polanco was slated to open in November 2013. The Museo de San Ildefonso, housed in the Antiguo Colegio de San Ildefonso in Mexico City's historic downtown district is a 17th-century colonnaded palace housing an art museum that regularly hosts world-class exhibits of Mexican and international art. Recent exhibits have included those on David LaChapelle, Antony Gormley and Ron Mueck. The National Museum of Art (Museo Nacional de Arte) is also located in a former palace in the historic center. It houses a large collection of pieces by all major Mexican artists of the last 400 years and also hosts visiting exhibits.", "targets": "How many years worth of art does the Museum in the historic center hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7003c7d1814aaf982ce71fa67308e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Soumaya, named after the wife of Mexican magnate Carlos Slim, has the largest private collection of original Rodin sculptures outside Paris. It also has a large collection of Dal\u00ed sculptures, and recently began showing pieces in its masters collection including El Greco, Vel\u00e1zquez, Picasso and Canaletto. The museum inaugurated a new futuristic-design facility in 2011 just north of Polanco, while maintaining a smaller facility in Plaza Loreto in southern Mexico City. The Colecci\u00f3n J\u00famex is a contemporary art museum located on the sprawling grounds of the Jumex juice company in the northern industrial suburb of Ecatepec. It is said to have the largest private contemporary art collection in Latin America and hosts pieces from its permanent collection as well as traveling exhibits by leading contemporary artists. The new Museo J\u00famex in Nuevo Polanco was slated to open in November 2013. The Museo de San Ildefonso, housed in the Antiguo Colegio de San Ildefonso in Mexico City's historic downtown district is a 17th-century colonnaded palace housing an art museum that regularly hosts world-class exhibits of Mexican and international art. Recent exhibits have included those on David LaChapelle, Antony Gormley and Ron Mueck. The National Museum of Art (Museo Nacional de Arte) is also located in a former palace in the historic center. It houses a large collection of pieces by all major Mexican artists of the last 400 years and also hosts visiting exhibits.", "targets": "What city houses the only collection of Rodin sculptures that is larger than the one in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7003c7d1814aaf982ce71fa67308e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Museo Soumaya, named after the wife of Mexican magnate Carlos Slim, has the largest private collection of original Rodin sculptures outside Paris. It also has a large collection of Dal\u00ed sculptures, and recently began showing pieces in its masters collection including El Greco, Vel\u00e1zquez, Picasso and Canaletto. The museum inaugurated a new futuristic-design facility in 2011 just north of Polanco, while maintaining a smaller facility in Plaza Loreto in southern Mexico City. The Colecci\u00f3n J\u00famex is a contemporary art museum located on the sprawling grounds of the Jumex juice company in the northern industrial suburb of Ecatepec. It is said to have the largest private contemporary art collection in Latin America and hosts pieces from its permanent collection as well as traveling exhibits by leading contemporary artists. The new Museo J\u00famex in Nuevo Polanco was slated to open in November 2013. The Museo de San Ildefonso, housed in the Antiguo Colegio de San Ildefonso in Mexico City's historic downtown district is a 17th-century colonnaded palace housing an art museum that regularly hosts world-class exhibits of Mexican and international art. Recent exhibits have included those on David LaChapelle, Antony Gormley and Ron Mueck. The National Museum of Art (Museo Nacional de Arte) is also located in a former palace in the historic center. It houses a large collection of pieces by all major Mexican artists of the last 400 years and also hosts visiting exhibits.", "targets": "When did the new design of the museum open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6497baf6af8a4b1f861eab9a0b91d207", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Most Excellent Order of the British Empire is the \"order of chivalry of British constitutional monarchy\", rewarding contributions to the arts and sciences, work with charitable and welfare organisations and public service outside the Civil Service. It was established on 4 June 1917 by King George V, and comprises five classes, in civil and military divisions, the most senior two of which make the recipient either a knight if male, or dame if female. There is also the related British Empire Medal, whose recipients are affiliated with, but not members of, the order.", "targets": "Who was the most excellent Order of the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6497baf6af8a4b1f861eab9a0b91d207", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Most Excellent Order of the British Empire is the \"order of chivalry of British constitutional monarchy\", rewarding contributions to the arts and sciences, work with charitable and welfare organisations and public service outside the Civil Service. It was established on 4 June 1917 by King George V, and comprises five classes, in civil and military divisions, the most senior two of which make the recipient either a knight if male, or dame if female. There is also the related British Empire Medal, whose recipients are affiliated with, but not members of, the order.", "targets": "When was the order of chivalry of British constitutional monarchy established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6497baf6af8a4b1f861eab9a0b91d207", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Most Excellent Order of the British Empire is the \"order of chivalry of British constitutional monarchy\", rewarding contributions to the arts and sciences, work with charitable and welfare organisations and public service outside the Civil Service. It was established on 4 June 1917 by King George V, and comprises five classes, in civil and military divisions, the most senior two of which make the recipient either a knight if male, or dame if female. There is also the related British Empire Medal, whose recipients are affiliated with, but not members of, the order.", "targets": "Who rewarded contributions to the arts and sciences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6497baf6af8a4b1f861eab9a0b91d207", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Most Excellent Order of the British Empire is the \"order of chivalry of British constitutional monarchy\", rewarding contributions to the arts and sciences, work with charitable and welfare organisations and public service outside the Civil Service. It was established on 4 June 1917 by King George V, and comprises five classes, in civil and military divisions, the most senior two of which make the recipient either a knight if male, or dame if female. There is also the related British Empire Medal, whose recipients are affiliated with, but not members of, the order.", "targets": "Who established the chivalry of british constiutional monarchy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6497baf6af8a4b1f861eab9a0b91d207", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Most Excellent Order of the British Empire is the \"order of chivalry of British constitutional monarchy\", rewarding contributions to the arts and sciences, work with charitable and welfare organisations and public service outside the Civil Service. It was established on 4 June 1917 by King George V, and comprises five classes, in civil and military divisions, the most senior two of which make the recipient either a knight if male, or dame if female. There is also the related British Empire Medal, whose recipients are affiliated with, but not members of, the order.", "targets": "Who is the recipient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8ab44cac2c4c65a15438908a7a32f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, UNICEF reported that Ivory Coast farmers used enslaved children \u2013 many from surrounding countries. In late 2000 a BBC documentary reported the use of enslaved children in the production of cocoa\u2014the main ingredient in chocolate\u2014 in West Africa. Other media followed by reporting widespread child slavery and child trafficking in the production of cocoa. In 2001, the US State Department estimated there were 15,000 child slaves cocoa, cotton and coffee farms in the Ivory Coast, and the Chocolate Manufacturers Association acknowledged that child slavery is used in the cocoa harvest.[not in citation given][better source needed]", "targets": "Who reported Ivory Coast farmers usage of child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8ab44cac2c4c65a15438908a7a32f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, UNICEF reported that Ivory Coast farmers used enslaved children \u2013 many from surrounding countries. In late 2000 a BBC documentary reported the use of enslaved children in the production of cocoa\u2014the main ingredient in chocolate\u2014 in West Africa. Other media followed by reporting widespread child slavery and child trafficking in the production of cocoa. In 2001, the US State Department estimated there were 15,000 child slaves cocoa, cotton and coffee farms in the Ivory Coast, and the Chocolate Manufacturers Association acknowledged that child slavery is used in the cocoa harvest.[not in citation given][better source needed]", "targets": "What do child labourers work on in West Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb8ab44cac2c4c65a15438908a7a32f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, UNICEF reported that Ivory Coast farmers used enslaved children \u2013 many from surrounding countries. In late 2000 a BBC documentary reported the use of enslaved children in the production of cocoa\u2014the main ingredient in chocolate\u2014 in West Africa. Other media followed by reporting widespread child slavery and child trafficking in the production of cocoa. In 2001, the US State Department estimated there were 15,000 child slaves cocoa, cotton and coffee farms in the Ivory Coast, and the Chocolate Manufacturers Association acknowledged that child slavery is used in the cocoa harvest.[not in citation given][better source needed]", "targets": "How many child slaves were reported in cocoa, coffee and cotton farms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0afc9928d743db87b2e7db252bbb0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnic tensions had escalated between the Armenians and Azerbaijanis in spring and summer 1988. On January 9, 1990, after the Armenian parliament voted to include Nagorno-Karabakh within its budget, renewed fighting broke out, hostages were taken, and four Soviet soldiers were killed. On January 11, Popular Front radicals stormed party buildings and effectively overthrew the communist powers in the southern town of Lenkoran. Gorbachev resolved to regain control of Azerbaijan; the events that ensued are known as \"Black January.\" Late on January 19, 1990, after blowing up the central television station and cutting the phone and radio lines, 26,000 Soviet troops entered the Azerbaijani capital Baku, smashing barricades, attacking protesters, and firing into crowds. On that night and during subsequent confrontations (which lasted until February), more than 130 people died \u2013 the majority of whom were civilians. More than 700 civilians were wounded, hundreds were detained, but only a few were actually tried for alleged criminal offenses.", "targets": "Which two groups saw increasing ethnic conflicts in 1988?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0afc9928d743db87b2e7db252bbb0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnic tensions had escalated between the Armenians and Azerbaijanis in spring and summer 1988. On January 9, 1990, after the Armenian parliament voted to include Nagorno-Karabakh within its budget, renewed fighting broke out, hostages were taken, and four Soviet soldiers were killed. On January 11, Popular Front radicals stormed party buildings and effectively overthrew the communist powers in the southern town of Lenkoran. Gorbachev resolved to regain control of Azerbaijan; the events that ensued are known as \"Black January.\" Late on January 19, 1990, after blowing up the central television station and cutting the phone and radio lines, 26,000 Soviet troops entered the Azerbaijani capital Baku, smashing barricades, attacking protesters, and firing into crowds. On that night and during subsequent confrontations (which lasted until February), more than 130 people died \u2013 the majority of whom were civilians. More than 700 civilians were wounded, hundreds were detained, but only a few were actually tried for alleged criminal offenses.", "targets": "Who was killed in the January 9 riots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0afc9928d743db87b2e7db252bbb0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnic tensions had escalated between the Armenians and Azerbaijanis in spring and summer 1988. On January 9, 1990, after the Armenian parliament voted to include Nagorno-Karabakh within its budget, renewed fighting broke out, hostages were taken, and four Soviet soldiers were killed. On January 11, Popular Front radicals stormed party buildings and effectively overthrew the communist powers in the southern town of Lenkoran. Gorbachev resolved to regain control of Azerbaijan; the events that ensued are known as \"Black January.\" Late on January 19, 1990, after blowing up the central television station and cutting the phone and radio lines, 26,000 Soviet troops entered the Azerbaijani capital Baku, smashing barricades, attacking protesters, and firing into crowds. On that night and during subsequent confrontations (which lasted until February), more than 130 people died \u2013 the majority of whom were civilians. More than 700 civilians were wounded, hundreds were detained, but only a few were actually tried for alleged criminal offenses.", "targets": "How many people died in the Soviet response to the clashes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0afc9928d743db87b2e7db252bbb0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnic tensions had escalated between the Armenians and Azerbaijanis in spring and summer 1988. On January 9, 1990, after the Armenian parliament voted to include Nagorno-Karabakh within its budget, renewed fighting broke out, hostages were taken, and four Soviet soldiers were killed. On January 11, Popular Front radicals stormed party buildings and effectively overthrew the communist powers in the southern town of Lenkoran. Gorbachev resolved to regain control of Azerbaijan; the events that ensued are known as \"Black January.\" Late on January 19, 1990, after blowing up the central television station and cutting the phone and radio lines, 26,000 Soviet troops entered the Azerbaijani capital Baku, smashing barricades, attacking protesters, and firing into crowds. On that night and during subsequent confrontations (which lasted until February), more than 130 people died \u2013 the majority of whom were civilians. More than 700 civilians were wounded, hundreds were detained, but only a few were actually tried for alleged criminal offenses.", "targets": "What were the January incidents called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0afc9928d743db87b2e7db252bbb0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnic tensions had escalated between the Armenians and Azerbaijanis in spring and summer 1988. On January 9, 1990, after the Armenian parliament voted to include Nagorno-Karabakh within its budget, renewed fighting broke out, hostages were taken, and four Soviet soldiers were killed. On January 11, Popular Front radicals stormed party buildings and effectively overthrew the communist powers in the southern town of Lenkoran. Gorbachev resolved to regain control of Azerbaijan; the events that ensued are known as \"Black January.\" Late on January 19, 1990, after blowing up the central television station and cutting the phone and radio lines, 26,000 Soviet troops entered the Azerbaijani capital Baku, smashing barricades, attacking protesters, and firing into crowds. On that night and during subsequent confrontations (which lasted until February), more than 130 people died \u2013 the majority of whom were civilians. More than 700 civilians were wounded, hundreds were detained, but only a few were actually tried for alleged criminal offenses.", "targets": "How many Soviet troops occupied Baku?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c9a535d0a34b3f83d2b88655a33307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To classify the computation time (or similar resources, such as space consumption), one is interested in proving upper and lower bounds on the minimum amount of time required by the most efficient algorithm solving a given problem. The complexity of an algorithm is usually taken to be its worst-case complexity, unless specified otherwise. Analyzing a particular algorithm falls under the field of analysis of algorithms. To show an upper bound T(n) on the time complexity of a problem, one needs to show only that there is a particular algorithm with running time at most T(n). However, proving lower bounds is much more difficult, since lower bounds make a statement about all possible algorithms that solve a given problem. The phrase \"all possible algorithms\" includes not just the algorithms known today, but any algorithm that might be discovered in the future. To show a lower bound of T(n) for a problem requires showing that no algorithm can have time complexity lower than T(n).", "targets": "Classification of resources is contingent on determining the upper and lower bounds of minimum time required by what?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c9a535d0a34b3f83d2b88655a33307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To classify the computation time (or similar resources, such as space consumption), one is interested in proving upper and lower bounds on the minimum amount of time required by the most efficient algorithm solving a given problem. The complexity of an algorithm is usually taken to be its worst-case complexity, unless specified otherwise. Analyzing a particular algorithm falls under the field of analysis of algorithms. To show an upper bound T(n) on the time complexity of a problem, one needs to show only that there is a particular algorithm with running time at most T(n). However, proving lower bounds is much more difficult, since lower bounds make a statement about all possible algorithms that solve a given problem. The phrase \"all possible algorithms\" includes not just the algorithms known today, but any algorithm that might be discovered in the future. To show a lower bound of T(n) for a problem requires showing that no algorithm can have time complexity lower than T(n).", "targets": "The analysis of a specific algorithm is typically assigned to what field of computational science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c9a535d0a34b3f83d2b88655a33307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To classify the computation time (or similar resources, such as space consumption), one is interested in proving upper and lower bounds on the minimum amount of time required by the most efficient algorithm solving a given problem. The complexity of an algorithm is usually taken to be its worst-case complexity, unless specified otherwise. Analyzing a particular algorithm falls under the field of analysis of algorithms. To show an upper bound T(n) on the time complexity of a problem, one needs to show only that there is a particular algorithm with running time at most T(n). However, proving lower bounds is much more difficult, since lower bounds make a statement about all possible algorithms that solve a given problem. The phrase \"all possible algorithms\" includes not just the algorithms known today, but any algorithm that might be discovered in the future. To show a lower bound of T(n) for a problem requires showing that no algorithm can have time complexity lower than T(n).", "targets": "Which bound of time is more difficult to establish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c9a535d0a34b3f83d2b88655a33307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To classify the computation time (or similar resources, such as space consumption), one is interested in proving upper and lower bounds on the minimum amount of time required by the most efficient algorithm solving a given problem. The complexity of an algorithm is usually taken to be its worst-case complexity, unless specified otherwise. Analyzing a particular algorithm falls under the field of analysis of algorithms. To show an upper bound T(n) on the time complexity of a problem, one needs to show only that there is a particular algorithm with running time at most T(n). However, proving lower bounds is much more difficult, since lower bounds make a statement about all possible algorithms that solve a given problem. The phrase \"all possible algorithms\" includes not just the algorithms known today, but any algorithm that might be discovered in the future. To show a lower bound of T(n) for a problem requires showing that no algorithm can have time complexity lower than T(n).", "targets": "A specific algorithm demonstrating T(n) represents what measure of time complexity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c9a535d0a34b3f83d2b88655a33307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To classify the computation time (or similar resources, such as space consumption), one is interested in proving upper and lower bounds on the minimum amount of time required by the most efficient algorithm solving a given problem. The complexity of an algorithm is usually taken to be its worst-case complexity, unless specified otherwise. Analyzing a particular algorithm falls under the field of analysis of algorithms. To show an upper bound T(n) on the time complexity of a problem, one needs to show only that there is a particular algorithm with running time at most T(n). However, proving lower bounds is much more difficult, since lower bounds make a statement about all possible algorithms that solve a given problem. The phrase \"all possible algorithms\" includes not just the algorithms known today, but any algorithm that might be discovered in the future. To show a lower bound of T(n) for a problem requires showing that no algorithm can have time complexity lower than T(n).", "targets": "What is the colloquial phrase used to convey the continuum of algorithms with unlimited availability irrespective of time? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802feeecaf3d42b6bc9b948afa8e9e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail versions of Windows 8 are only able to install these apps through Windows Store\u2014a namesake distribution platform which offers both apps, and listings for desktop programs certified for comparability with Windows 8. A method to sideload apps from outside Windows Store is available to devices running Windows 8 Enterprise and joined to a domain; Windows 8 Pro and Windows RT devices that are not part of a domain can also sideload apps, but only after special product keys are obtained through volume licensing.", "targets": "Where can Windows 8 install apps from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802feeecaf3d42b6bc9b948afa8e9e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail versions of Windows 8 are only able to install these apps through Windows Store\u2014a namesake distribution platform which offers both apps, and listings for desktop programs certified for comparability with Windows 8. A method to sideload apps from outside Windows Store is available to devices running Windows 8 Enterprise and joined to a domain; Windows 8 Pro and Windows RT devices that are not part of a domain can also sideload apps, but only after special product keys are obtained through volume licensing.", "targets": "How do devices with Windows 8 Enterprise attain apps outside of the Windows Store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802feeecaf3d42b6bc9b948afa8e9e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Retail versions of Windows 8 are only able to install these apps through Windows Store\u2014a namesake distribution platform which offers both apps, and listings for desktop programs certified for comparability with Windows 8. A method to sideload apps from outside Windows Store is available to devices running Windows 8 Enterprise and joined to a domain; Windows 8 Pro and Windows RT devices that are not part of a domain can also sideload apps, but only after special product keys are obtained through volume licensing.", "targets": "What other devices can sideload apps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57017a371f9e43d8beeead198dacfb5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ability of bacteria to degrade a variety of organic compounds is remarkable and has been used in waste processing and bioremediation. Bacteria capable of digesting the hydrocarbons in petroleum are often used to clean up oil spills. Fertilizer was added to some of the beaches in Prince William Sound in an attempt to promote the growth of these naturally occurring bacteria after the 1989 Exxon Valdez oil spill. These efforts were effective on beaches that were not too thickly covered in oil. Bacteria are also used for the bioremediation of industrial toxic wastes. In the chemical industry, bacteria are most important in the production of enantiomerically pure chemicals for use as pharmaceuticals or agrichemicals.", "targets": "What quality of bacteria is being widely used re-cyling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57017a371f9e43d8beeead198dacfb5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ability of bacteria to degrade a variety of organic compounds is remarkable and has been used in waste processing and bioremediation. Bacteria capable of digesting the hydrocarbons in petroleum are often used to clean up oil spills. Fertilizer was added to some of the beaches in Prince William Sound in an attempt to promote the growth of these naturally occurring bacteria after the 1989 Exxon Valdez oil spill. These efforts were effective on beaches that were not too thickly covered in oil. Bacteria are also used for the bioremediation of industrial toxic wastes. In the chemical industry, bacteria are most important in the production of enantiomerically pure chemicals for use as pharmaceuticals or agrichemicals.", "targets": "What is being used in cleaning up oil spills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57017a371f9e43d8beeead198dacfb5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ability of bacteria to degrade a variety of organic compounds is remarkable and has been used in waste processing and bioremediation. Bacteria capable of digesting the hydrocarbons in petroleum are often used to clean up oil spills. Fertilizer was added to some of the beaches in Prince William Sound in an attempt to promote the growth of these naturally occurring bacteria after the 1989 Exxon Valdez oil spill. These efforts were effective on beaches that were not too thickly covered in oil. Bacteria are also used for the bioremediation of industrial toxic wastes. In the chemical industry, bacteria are most important in the production of enantiomerically pure chemicals for use as pharmaceuticals or agrichemicals.", "targets": "What other way is bacteria aiding to nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d21a1b38654efe9c871c3d4841c6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Americans of English descent and Americans of Scots-Irish descent began moving into northern Florida from the backwoods of Georgia and South Carolina. Though technically not allowed by the Spanish authorities, the Spanish were never able to effectively police the border region and the backwoods settlers from the United States would continue to migrate into Florida unchecked. These migrants, mixing with the already present British settlers who had remained in Florida since the British period, would be the progenitors of the population known as Florida Crackers.", "targets": "Where did English and Scotch Irish descent move to Florida from "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d21a1b38654efe9c871c3d4841c6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Americans of English descent and Americans of Scots-Irish descent began moving into northern Florida from the backwoods of Georgia and South Carolina. Though technically not allowed by the Spanish authorities, the Spanish were never able to effectively police the border region and the backwoods settlers from the United States would continue to migrate into Florida unchecked. These migrants, mixing with the already present British settlers who had remained in Florida since the British period, would be the progenitors of the population known as Florida Crackers.", "targets": "Backwoods settlers of Northern Florida are known as "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d21a1b38654efe9c871c3d4841c6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Americans of English descent and Americans of Scots-Irish descent began moving into northern Florida from the backwoods of Georgia and South Carolina. Though technically not allowed by the Spanish authorities, the Spanish were never able to effectively police the border region and the backwoods settlers from the United States would continue to migrate into Florida unchecked. These migrants, mixing with the already present British settlers who had remained in Florida since the British period, would be the progenitors of the population known as Florida Crackers.", "targets": "Were the Spanish able to police the backwoods settlements "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98b3f5f327214a20a131ba6ea999c5c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By contrast, the Habsburg frontier had settled somewhat, a stalemate caused by a stiffening of the Habsburg defences. The Long War against Habsburg Austria (1593\u20131606) created the need for greater numbers of Ottoman infantry equipped with firearms, resulting in a relaxation of recruitment policy. This contributed to problems of indiscipline and outright rebelliousness within the corps, which were never fully solved. Irregular sharpshooters (Sekban) were also recruited, and on demobilization turned to brigandage in the Jelali revolts (1595\u20131610), which engendered widespread anarchy in Anatolia in the late 16th and early 17th centuries. With the Empire's population reaching 30 million people by 1600, the shortage of land placed further pressure on the government . In spite of these problems, the Ottoman state remained strong, and its army did not collapse or suffer crushing defeats. The only exceptions were campaigns against the Safavid dynasty of Persia, where many of the Ottoman eastern provinces were lost, some permanently. This 1603\u20131618 war eventually resulted in the Treaty of Nasuh Pasha, which ceded the entire Caucasus, except westernmost Georgia, back into Iranian Safavid possession. Campaigns during this era became increasingly inconclusive, even against weaker states with much smaller forces, such as Poland or Austria.", "targets": "What was the late 16th century war against Habsburg Austria known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98b3f5f327214a20a131ba6ea999c5c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By contrast, the Habsburg frontier had settled somewhat, a stalemate caused by a stiffening of the Habsburg defences. The Long War against Habsburg Austria (1593\u20131606) created the need for greater numbers of Ottoman infantry equipped with firearms, resulting in a relaxation of recruitment policy. This contributed to problems of indiscipline and outright rebelliousness within the corps, which were never fully solved. Irregular sharpshooters (Sekban) were also recruited, and on demobilization turned to brigandage in the Jelali revolts (1595\u20131610), which engendered widespread anarchy in Anatolia in the late 16th and early 17th centuries. With the Empire's population reaching 30 million people by 1600, the shortage of land placed further pressure on the government . In spite of these problems, the Ottoman state remained strong, and its army did not collapse or suffer crushing defeats. The only exceptions were campaigns against the Safavid dynasty of Persia, where many of the Ottoman eastern provinces were lost, some permanently. This 1603\u20131618 war eventually resulted in the Treaty of Nasuh Pasha, which ceded the entire Caucasus, except westernmost Georgia, back into Iranian Safavid possession. Campaigns during this era became increasingly inconclusive, even against weaker states with much smaller forces, such as Poland or Austria.", "targets": "During what years did the Ottoman war against Habsburg Austria occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98b3f5f327214a20a131ba6ea999c5c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By contrast, the Habsburg frontier had settled somewhat, a stalemate caused by a stiffening of the Habsburg defences. The Long War against Habsburg Austria (1593\u20131606) created the need for greater numbers of Ottoman infantry equipped with firearms, resulting in a relaxation of recruitment policy. This contributed to problems of indiscipline and outright rebelliousness within the corps, which were never fully solved. Irregular sharpshooters (Sekban) were also recruited, and on demobilization turned to brigandage in the Jelali revolts (1595\u20131610), which engendered widespread anarchy in Anatolia in the late 16th and early 17th centuries. With the Empire's population reaching 30 million people by 1600, the shortage of land placed further pressure on the government . In spite of these problems, the Ottoman state remained strong, and its army did not collapse or suffer crushing defeats. The only exceptions were campaigns against the Safavid dynasty of Persia, where many of the Ottoman eastern provinces were lost, some permanently. This 1603\u20131618 war eventually resulted in the Treaty of Nasuh Pasha, which ceded the entire Caucasus, except westernmost Georgia, back into Iranian Safavid possession. Campaigns during this era became increasingly inconclusive, even against weaker states with much smaller forces, such as Poland or Austria.", "targets": "What were ottoman irregular sharpshooters known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98b3f5f327214a20a131ba6ea999c5c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By contrast, the Habsburg frontier had settled somewhat, a stalemate caused by a stiffening of the Habsburg defences. The Long War against Habsburg Austria (1593\u20131606) created the need for greater numbers of Ottoman infantry equipped with firearms, resulting in a relaxation of recruitment policy. This contributed to problems of indiscipline and outright rebelliousness within the corps, which were never fully solved. Irregular sharpshooters (Sekban) were also recruited, and on demobilization turned to brigandage in the Jelali revolts (1595\u20131610), which engendered widespread anarchy in Anatolia in the late 16th and early 17th centuries. With the Empire's population reaching 30 million people by 1600, the shortage of land placed further pressure on the government . In spite of these problems, the Ottoman state remained strong, and its army did not collapse or suffer crushing defeats. The only exceptions were campaigns against the Safavid dynasty of Persia, where many of the Ottoman eastern provinces were lost, some permanently. This 1603\u20131618 war eventually resulted in the Treaty of Nasuh Pasha, which ceded the entire Caucasus, except westernmost Georgia, back into Iranian Safavid possession. Campaigns during this era became increasingly inconclusive, even against weaker states with much smaller forces, such as Poland or Austria.", "targets": "What was the population of the Ottoman empire at the beginning of the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98b3f5f327214a20a131ba6ea999c5c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By contrast, the Habsburg frontier had settled somewhat, a stalemate caused by a stiffening of the Habsburg defences. The Long War against Habsburg Austria (1593\u20131606) created the need for greater numbers of Ottoman infantry equipped with firearms, resulting in a relaxation of recruitment policy. This contributed to problems of indiscipline and outright rebelliousness within the corps, which were never fully solved. Irregular sharpshooters (Sekban) were also recruited, and on demobilization turned to brigandage in the Jelali revolts (1595\u20131610), which engendered widespread anarchy in Anatolia in the late 16th and early 17th centuries. With the Empire's population reaching 30 million people by 1600, the shortage of land placed further pressure on the government . In spite of these problems, the Ottoman state remained strong, and its army did not collapse or suffer crushing defeats. The only exceptions were campaigns against the Safavid dynasty of Persia, where many of the Ottoman eastern provinces were lost, some permanently. This 1603\u20131618 war eventually resulted in the Treaty of Nasuh Pasha, which ceded the entire Caucasus, except westernmost Georgia, back into Iranian Safavid possession. Campaigns during this era became increasingly inconclusive, even against weaker states with much smaller forces, such as Poland or Austria.", "targets": "A war occurring from 1603 to 1618 resulted in what treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ec6342241d04842bd995353745de71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the early 20th century, treatments for infections were based primarily on medicinal folklore. Mixtures with antimicrobial properties that were used in treatments of infections were described over 2000 years ago. Many ancient cultures, including the ancient Egyptians and ancient Greeks, used specially selected mold and plant materials and extracts to treat infections. More recent observations made in the laboratory of antibiosis between microorganisms led to the discovery of natural antibacterials produced by microorganisms. Louis Pasteur observed, \"if we could intervene in the antagonism observed between some bacteria, it would offer perhaps the greatest hopes for therapeutics\". The term 'antibiosis', meaning \"against life\", was introduced by the French bacteriologist Jean Paul Vuillemin as a descriptive name of the phenomenon exhibited by these early antibacterial drugs. Antibiosis was first described in 1877 in bacteria when Louis Pasteur and Robert Koch observed that an airborne bacillus could inhibit the growth of Bacillus anthracis. These drugs were later renamed antibiotics by Selman Waksman, an American microbiologist, in 1942. Synthetic antibiotic chemotherapy as a science and development of antibacterials began in Germany with Paul Ehrlich in the late 1880s. Ehrlich noted certain dyes would color human, animal, or bacterial cells, whereas others did not. He then proposed the idea that it might be possible to create chemicals that would act as a selective drug that would bind to and kill bacteria without harming the human host. After screening hundreds of dyes against various organisms, in 1907, he discovered a medicinally useful drug, the synthetic antibacterial salvarsan now called arsphenamine.", "targets": "What methods did people use before antibiotics to treat infections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ec6342241d04842bd995353745de71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the early 20th century, treatments for infections were based primarily on medicinal folklore. Mixtures with antimicrobial properties that were used in treatments of infections were described over 2000 years ago. Many ancient cultures, including the ancient Egyptians and ancient Greeks, used specially selected mold and plant materials and extracts to treat infections. More recent observations made in the laboratory of antibiosis between microorganisms led to the discovery of natural antibacterials produced by microorganisms. Louis Pasteur observed, \"if we could intervene in the antagonism observed between some bacteria, it would offer perhaps the greatest hopes for therapeutics\". The term 'antibiosis', meaning \"against life\", was introduced by the French bacteriologist Jean Paul Vuillemin as a descriptive name of the phenomenon exhibited by these early antibacterial drugs. Antibiosis was first described in 1877 in bacteria when Louis Pasteur and Robert Koch observed that an airborne bacillus could inhibit the growth of Bacillus anthracis. These drugs were later renamed antibiotics by Selman Waksman, an American microbiologist, in 1942. Synthetic antibiotic chemotherapy as a science and development of antibacterials began in Germany with Paul Ehrlich in the late 1880s. Ehrlich noted certain dyes would color human, animal, or bacterial cells, whereas others did not. He then proposed the idea that it might be possible to create chemicals that would act as a selective drug that would bind to and kill bacteria without harming the human host. After screening hundreds of dyes against various organisms, in 1907, he discovered a medicinally useful drug, the synthetic antibacterial salvarsan now called arsphenamine.", "targets": "When were some kinds of antimicrobials first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ec6342241d04842bd995353745de71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the early 20th century, treatments for infections were based primarily on medicinal folklore. Mixtures with antimicrobial properties that were used in treatments of infections were described over 2000 years ago. Many ancient cultures, including the ancient Egyptians and ancient Greeks, used specially selected mold and plant materials and extracts to treat infections. More recent observations made in the laboratory of antibiosis between microorganisms led to the discovery of natural antibacterials produced by microorganisms. Louis Pasteur observed, \"if we could intervene in the antagonism observed between some bacteria, it would offer perhaps the greatest hopes for therapeutics\". The term 'antibiosis', meaning \"against life\", was introduced by the French bacteriologist Jean Paul Vuillemin as a descriptive name of the phenomenon exhibited by these early antibacterial drugs. Antibiosis was first described in 1877 in bacteria when Louis Pasteur and Robert Koch observed that an airborne bacillus could inhibit the growth of Bacillus anthracis. These drugs were later renamed antibiotics by Selman Waksman, an American microbiologist, in 1942. Synthetic antibiotic chemotherapy as a science and development of antibacterials began in Germany with Paul Ehrlich in the late 1880s. Ehrlich noted certain dyes would color human, animal, or bacterial cells, whereas others did not. He then proposed the idea that it might be possible to create chemicals that would act as a selective drug that would bind to and kill bacteria without harming the human host. After screening hundreds of dyes against various organisms, in 1907, he discovered a medicinally useful drug, the synthetic antibacterial salvarsan now called arsphenamine.", "targets": "What type of things did Egyptians and Greeks use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ec6342241d04842bd995353745de71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the early 20th century, treatments for infections were based primarily on medicinal folklore. Mixtures with antimicrobial properties that were used in treatments of infections were described over 2000 years ago. Many ancient cultures, including the ancient Egyptians and ancient Greeks, used specially selected mold and plant materials and extracts to treat infections. More recent observations made in the laboratory of antibiosis between microorganisms led to the discovery of natural antibacterials produced by microorganisms. Louis Pasteur observed, \"if we could intervene in the antagonism observed between some bacteria, it would offer perhaps the greatest hopes for therapeutics\". The term 'antibiosis', meaning \"against life\", was introduced by the French bacteriologist Jean Paul Vuillemin as a descriptive name of the phenomenon exhibited by these early antibacterial drugs. Antibiosis was first described in 1877 in bacteria when Louis Pasteur and Robert Koch observed that an airborne bacillus could inhibit the growth of Bacillus anthracis. These drugs were later renamed antibiotics by Selman Waksman, an American microbiologist, in 1942. Synthetic antibiotic chemotherapy as a science and development of antibacterials began in Germany with Paul Ehrlich in the late 1880s. Ehrlich noted certain dyes would color human, animal, or bacterial cells, whereas others did not. He then proposed the idea that it might be possible to create chemicals that would act as a selective drug that would bind to and kill bacteria without harming the human host. After screening hundreds of dyes against various organisms, in 1907, he discovered a medicinally useful drug, the synthetic antibacterial salvarsan now called arsphenamine.", "targets": "What does antibiosis mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ec6342241d04842bd995353745de71a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the early 20th century, treatments for infections were based primarily on medicinal folklore. Mixtures with antimicrobial properties that were used in treatments of infections were described over 2000 years ago. Many ancient cultures, including the ancient Egyptians and ancient Greeks, used specially selected mold and plant materials and extracts to treat infections. More recent observations made in the laboratory of antibiosis between microorganisms led to the discovery of natural antibacterials produced by microorganisms. Louis Pasteur observed, \"if we could intervene in the antagonism observed between some bacteria, it would offer perhaps the greatest hopes for therapeutics\". The term 'antibiosis', meaning \"against life\", was introduced by the French bacteriologist Jean Paul Vuillemin as a descriptive name of the phenomenon exhibited by these early antibacterial drugs. Antibiosis was first described in 1877 in bacteria when Louis Pasteur and Robert Koch observed that an airborne bacillus could inhibit the growth of Bacillus anthracis. These drugs were later renamed antibiotics by Selman Waksman, an American microbiologist, in 1942. Synthetic antibiotic chemotherapy as a science and development of antibacterials began in Germany with Paul Ehrlich in the late 1880s. Ehrlich noted certain dyes would color human, animal, or bacterial cells, whereas others did not. He then proposed the idea that it might be possible to create chemicals that would act as a selective drug that would bind to and kill bacteria without harming the human host. After screening hundreds of dyes against various organisms, in 1907, he discovered a medicinally useful drug, the synthetic antibacterial salvarsan now called arsphenamine.", "targets": "Who came up with the term antibiosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f8fc73edc643ceae41c4ca214b84dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 August 2007, Royal Dutch Shell and Reitan Group, the owner of the 7-Eleven brand in Scandinavia, announced an agreement to re-brand some 269 service stations across Norway, Sweden, Finland and Denmark, subject to obtaining regulatory approvals under the different competition laws in each country. On April 2010 Shell announced that the corporation is in process of trying to find a potential buyer for all of its operations in Finland and is doing similar market research concerning Swedish operations. On October 2010 Shell's gas stations and the heavy vehicle fuel supply networks in Finland and Sweden, along with a refinery located in Gothenburg, Sweden were sold to St1, a Finnish energy company, more precisely to its major shareholding parent company Keele Oy. Shell branded gas stations will be rebranded within maximum of five years from the acquisition and the number of gas stations is likely to be reduced. Until then the stations will operate under Shell brand licence.", "targets": "What company was the owner of the 7-Eleven brand in Scandinavia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f8fc73edc643ceae41c4ca214b84dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 August 2007, Royal Dutch Shell and Reitan Group, the owner of the 7-Eleven brand in Scandinavia, announced an agreement to re-brand some 269 service stations across Norway, Sweden, Finland and Denmark, subject to obtaining regulatory approvals under the different competition laws in each country. On April 2010 Shell announced that the corporation is in process of trying to find a potential buyer for all of its operations in Finland and is doing similar market research concerning Swedish operations. On October 2010 Shell's gas stations and the heavy vehicle fuel supply networks in Finland and Sweden, along with a refinery located in Gothenburg, Sweden were sold to St1, a Finnish energy company, more precisely to its major shareholding parent company Keele Oy. Shell branded gas stations will be rebranded within maximum of five years from the acquisition and the number of gas stations is likely to be reduced. Until then the stations will operate under Shell brand licence.", "targets": "In what year did Royal Dutch Shell and Reitan Group announce an agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f8fc73edc643ceae41c4ca214b84dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 August 2007, Royal Dutch Shell and Reitan Group, the owner of the 7-Eleven brand in Scandinavia, announced an agreement to re-brand some 269 service stations across Norway, Sweden, Finland and Denmark, subject to obtaining regulatory approvals under the different competition laws in each country. On April 2010 Shell announced that the corporation is in process of trying to find a potential buyer for all of its operations in Finland and is doing similar market research concerning Swedish operations. On October 2010 Shell's gas stations and the heavy vehicle fuel supply networks in Finland and Sweden, along with a refinery located in Gothenburg, Sweden were sold to St1, a Finnish energy company, more precisely to its major shareholding parent company Keele Oy. Shell branded gas stations will be rebranded within maximum of five years from the acquisition and the number of gas stations is likely to be reduced. Until then the stations will operate under Shell brand licence.", "targets": "How many service stations did Royal Dutch Shell and Reitan Group agree to re-brand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f8fc73edc643ceae41c4ca214b84dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 August 2007, Royal Dutch Shell and Reitan Group, the owner of the 7-Eleven brand in Scandinavia, announced an agreement to re-brand some 269 service stations across Norway, Sweden, Finland and Denmark, subject to obtaining regulatory approvals under the different competition laws in each country. On April 2010 Shell announced that the corporation is in process of trying to find a potential buyer for all of its operations in Finland and is doing similar market research concerning Swedish operations. On October 2010 Shell's gas stations and the heavy vehicle fuel supply networks in Finland and Sweden, along with a refinery located in Gothenburg, Sweden were sold to St1, a Finnish energy company, more precisely to its major shareholding parent company Keele Oy. Shell branded gas stations will be rebranded within maximum of five years from the acquisition and the number of gas stations is likely to be reduced. Until then the stations will operate under Shell brand licence.", "targets": "Shell announced it was in the process of doing what in April 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f8fc73edc643ceae41c4ca214b84dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 August 2007, Royal Dutch Shell and Reitan Group, the owner of the 7-Eleven brand in Scandinavia, announced an agreement to re-brand some 269 service stations across Norway, Sweden, Finland and Denmark, subject to obtaining regulatory approvals under the different competition laws in each country. On April 2010 Shell announced that the corporation is in process of trying to find a potential buyer for all of its operations in Finland and is doing similar market research concerning Swedish operations. On October 2010 Shell's gas stations and the heavy vehicle fuel supply networks in Finland and Sweden, along with a refinery located in Gothenburg, Sweden were sold to St1, a Finnish energy company, more precisely to its major shareholding parent company Keele Oy. Shell branded gas stations will be rebranded within maximum of five years from the acquisition and the number of gas stations is likely to be reduced. Until then the stations will operate under Shell brand licence.", "targets": "In October 2010, Shell sold what to St1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9196f0f253ff481fb73f0c0f327b1583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Members of the United Methodist Church who identify with the pro-life position have organized into the Taskforce of United Methodists on Abortion and Sexuality (TUMAS) to further their position within the denomination. There was an attempt to withdraw the United Methodist Church membership in the Religious Coalition for Reproductive Choice at their General Conference, held in May 2012, with a petition that passed through the legislative subcommittee and committee votes, but was not given a floor vote. Rev. Paul T. Stallsworth, president of the Taskforce of United Methodists on Abortion and Sexuality said he \"had every reason to believe\" that pro-life delegates would have won a floor vote.", "targets": "What is the taskforce that was organized to identify with the pro-life position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9196f0f253ff481fb73f0c0f327b1583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Members of the United Methodist Church who identify with the pro-life position have organized into the Taskforce of United Methodists on Abortion and Sexuality (TUMAS) to further their position within the denomination. There was an attempt to withdraw the United Methodist Church membership in the Religious Coalition for Reproductive Choice at their General Conference, held in May 2012, with a petition that passed through the legislative subcommittee and committee votes, but was not given a floor vote. Rev. Paul T. Stallsworth, president of the Taskforce of United Methodists on Abortion and Sexuality said he \"had every reason to believe\" that pro-life delegates would have won a floor vote.", "targets": "In what year was there an attempt to withdraw the UMC membership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9196f0f253ff481fb73f0c0f327b1583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Members of the United Methodist Church who identify with the pro-life position have organized into the Taskforce of United Methodists on Abortion and Sexuality (TUMAS) to further their position within the denomination. There was an attempt to withdraw the United Methodist Church membership in the Religious Coalition for Reproductive Choice at their General Conference, held in May 2012, with a petition that passed through the legislative subcommittee and committee votes, but was not given a floor vote. Rev. Paul T. Stallsworth, president of the Taskforce of United Methodists on Abortion and Sexuality said he \"had every reason to believe\" that pro-life delegates would have won a floor vote.", "targets": "Who is the president of TUMAS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "What tool did Hoover use to find bootleggers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "In what supreme court case was it ruled that FBI wiretaps did not violate the Fourth Amendment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "What Act did Congress pass to outlaw non-consensual phone tapping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "In what case was it ruled that evidence obtained by the FBI via wiretapping was inadmissible in court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "What is now necessary to tap someone's telephone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "Which president was the first to use wiretaps to find bootleggers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "What case centered around a bootlegger caught through phone tapping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "What did Congress pass to outlaw phone tapping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "What is now required to wire tap a citizen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aeb3462bde5454da4340743a43c98d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoover began using wiretapping in the 1920s during Prohibition to arrest bootleggers. In the 1927 case Olmstead v. United States, in which a bootlegger was caught through telephone tapping, the United States Supreme Court ruled that FBI wiretaps did not violate the Fourth Amendment as unlawful search and seizure, as long as the FBI did not break into a person's home to complete the tapping. After Prohibition's repeal, Congress passed the Communications Act of 1934, which outlawed non-consensual phone tapping, but allowed bugging. In the 1939 case Nardone v. United States, the court ruled that due to the 1934 law, evidence the FBI obtained by phone tapping was inadmissible in court. After the 1967 case Katz v. United States overturned the 1927 case that had allowed bugging, Congress passed the Omnibus Crime Control Act, allowing public authorities to tap telephones during investigations as long as they obtain a warrant beforehand.", "targets": "Is a warrant required before or after a wiretap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d5753d30a449238e89ea20969e6c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samkhya philosophy includes a theory of gunas (qualities, innate tendencies, psyche). Guna, it states, are of three types: Sattva being good, compassionate, illuminating, positive, and constructive; Rajas guna is one of activity, chaotic, passion, impulsive, potentially good or bad; and Tamas being the quality of darkness, ignorance, destructive, lethargic, negative. Everything, all life forms and human beings, state Samkhya scholars, have these three gunas, but in different proportions. The interplay of these gunas defines the character of someone or something, of nature and determines the progress of life. Samkhya theorises a pluralism of souls (Jeevatmas) who possess consciousness, but denies the existence of Ishvara (God). Classical Samkhya is considered an atheist / non-theistic Hindu philosophy.", "targets": "How many types of Guna exist in Hindu philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d5753d30a449238e89ea20969e6c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samkhya philosophy includes a theory of gunas (qualities, innate tendencies, psyche). Guna, it states, are of three types: Sattva being good, compassionate, illuminating, positive, and constructive; Rajas guna is one of activity, chaotic, passion, impulsive, potentially good or bad; and Tamas being the quality of darkness, ignorance, destructive, lethargic, negative. Everything, all life forms and human beings, state Samkhya scholars, have these three gunas, but in different proportions. The interplay of these gunas defines the character of someone or something, of nature and determines the progress of life. Samkhya theorises a pluralism of souls (Jeevatmas) who possess consciousness, but denies the existence of Ishvara (God). Classical Samkhya is considered an atheist / non-theistic Hindu philosophy.", "targets": "Which state of guna is that of compassion, positiveness, and goodness? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d5753d30a449238e89ea20969e6c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samkhya philosophy includes a theory of gunas (qualities, innate tendencies, psyche). Guna, it states, are of three types: Sattva being good, compassionate, illuminating, positive, and constructive; Rajas guna is one of activity, chaotic, passion, impulsive, potentially good or bad; and Tamas being the quality of darkness, ignorance, destructive, lethargic, negative. Everything, all life forms and human beings, state Samkhya scholars, have these three gunas, but in different proportions. The interplay of these gunas defines the character of someone or something, of nature and determines the progress of life. Samkhya theorises a pluralism of souls (Jeevatmas) who possess consciousness, but denies the existence of Ishvara (God). Classical Samkhya is considered an atheist / non-theistic Hindu philosophy.", "targets": "Which type of guna is concened with passion and activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d5753d30a449238e89ea20969e6c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samkhya philosophy includes a theory of gunas (qualities, innate tendencies, psyche). Guna, it states, are of three types: Sattva being good, compassionate, illuminating, positive, and constructive; Rajas guna is one of activity, chaotic, passion, impulsive, potentially good or bad; and Tamas being the quality of darkness, ignorance, destructive, lethargic, negative. Everything, all life forms and human beings, state Samkhya scholars, have these three gunas, but in different proportions. The interplay of these gunas defines the character of someone or something, of nature and determines the progress of life. Samkhya theorises a pluralism of souls (Jeevatmas) who possess consciousness, but denies the existence of Ishvara (God). Classical Samkhya is considered an atheist / non-theistic Hindu philosophy.", "targets": "What is the focus of the guna for negativeness and destruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63d5753d30a449238e89ea20969e6c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samkhya philosophy includes a theory of gunas (qualities, innate tendencies, psyche). Guna, it states, are of three types: Sattva being good, compassionate, illuminating, positive, and constructive; Rajas guna is one of activity, chaotic, passion, impulsive, potentially good or bad; and Tamas being the quality of darkness, ignorance, destructive, lethargic, negative. Everything, all life forms and human beings, state Samkhya scholars, have these three gunas, but in different proportions. The interplay of these gunas defines the character of someone or something, of nature and determines the progress of life. Samkhya theorises a pluralism of souls (Jeevatmas) who possess consciousness, but denies the existence of Ishvara (God). Classical Samkhya is considered an atheist / non-theistic Hindu philosophy.", "targets": "What is the interpretation of classical  of Samkhya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1204907dbaa044a9a5a9ea69c6221343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wrestler can win by knockout (sometimes referred to as a referee stoppage) if they do not resort to submission holds, but stills pummels their opponent to the point that they are unconscious or are unable to intelligently defend themselves. To check for a knockout in this manner, a referee will wave their hand in front of the wrestler's face; if the wrestler does not react in any way, the referee will award the victory to the other wrestler. If all the active wrestlers in a match are down inside the ring at the same time, the referee will begin a count (usually ten seconds, twenty in Japan). If nobody rises to their feet by the end of the count, the match is ruled a draw. Any participant who stands up in time will end the count for everyone else. In a Last Man Standing match, this form of a knockout is the only way that the match can end, so the referee will count when one or more wrestlers are down, and one wrestler standing up before the 10-count doesn't stop the count for another wrestler who is still down.", "targets": "How does a referee check for a knockout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1204907dbaa044a9a5a9ea69c6221343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wrestler can win by knockout (sometimes referred to as a referee stoppage) if they do not resort to submission holds, but stills pummels their opponent to the point that they are unconscious or are unable to intelligently defend themselves. To check for a knockout in this manner, a referee will wave their hand in front of the wrestler's face; if the wrestler does not react in any way, the referee will award the victory to the other wrestler. If all the active wrestlers in a match are down inside the ring at the same time, the referee will begin a count (usually ten seconds, twenty in Japan). If nobody rises to their feet by the end of the count, the match is ruled a draw. Any participant who stands up in time will end the count for everyone else. In a Last Man Standing match, this form of a knockout is the only way that the match can end, so the referee will count when one or more wrestlers are down, and one wrestler standing up before the 10-count doesn't stop the count for another wrestler who is still down.", "targets": "What happens if all wrestlers are down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1204907dbaa044a9a5a9ea69c6221343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wrestler can win by knockout (sometimes referred to as a referee stoppage) if they do not resort to submission holds, but stills pummels their opponent to the point that they are unconscious or are unable to intelligently defend themselves. To check for a knockout in this manner, a referee will wave their hand in front of the wrestler's face; if the wrestler does not react in any way, the referee will award the victory to the other wrestler. If all the active wrestlers in a match are down inside the ring at the same time, the referee will begin a count (usually ten seconds, twenty in Japan). If nobody rises to their feet by the end of the count, the match is ruled a draw. Any participant who stands up in time will end the count for everyone else. In a Last Man Standing match, this form of a knockout is the only way that the match can end, so the referee will count when one or more wrestlers are down, and one wrestler standing up before the 10-count doesn't stop the count for another wrestler who is still down.", "targets": "If all wrestlers are down, how long do they have to rise? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1204907dbaa044a9a5a9ea69c6221343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wrestler can win by knockout (sometimes referred to as a referee stoppage) if they do not resort to submission holds, but stills pummels their opponent to the point that they are unconscious or are unable to intelligently defend themselves. To check for a knockout in this manner, a referee will wave their hand in front of the wrestler's face; if the wrestler does not react in any way, the referee will award the victory to the other wrestler. If all the active wrestlers in a match are down inside the ring at the same time, the referee will begin a count (usually ten seconds, twenty in Japan). If nobody rises to their feet by the end of the count, the match is ruled a draw. Any participant who stands up in time will end the count for everyone else. In a Last Man Standing match, this form of a knockout is the only way that the match can end, so the referee will count when one or more wrestlers are down, and one wrestler standing up before the 10-count doesn't stop the count for another wrestler who is still down.", "targets": "What kind of match has to end in a knockout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1204907dbaa044a9a5a9ea69c6221343", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wrestler can win by knockout (sometimes referred to as a referee stoppage) if they do not resort to submission holds, but stills pummels their opponent to the point that they are unconscious or are unable to intelligently defend themselves. To check for a knockout in this manner, a referee will wave their hand in front of the wrestler's face; if the wrestler does not react in any way, the referee will award the victory to the other wrestler. If all the active wrestlers in a match are down inside the ring at the same time, the referee will begin a count (usually ten seconds, twenty in Japan). If nobody rises to their feet by the end of the count, the match is ruled a draw. Any participant who stands up in time will end the count for everyone else. In a Last Man Standing match, this form of a knockout is the only way that the match can end, so the referee will count when one or more wrestlers are down, and one wrestler standing up before the 10-count doesn't stop the count for another wrestler who is still down.", "targets": "What is another name for a knockout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc9c4b2ba064cd68fa58d108931a5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows keeps the system real-time clock in local time. This causes several problems, including compatibility when multi booting with operating systems that set the clock to UTC, and double-adjusting the clock when multi booting different Windows versions, such as with a rescue boot disk. This approach is a problem even in Windows-only systems: there is no support for per-user timezone settings, only a single system-wide setting. In 2008 Microsoft hinted that future versions of Windows will partially support a Windows registry entry RealTimeIsUniversal that had been introduced many years earlier, when Windows NT supported RISC machines with UTC clocks, but had not been maintained. Since then at least two fixes related to this feature have been published by Microsoft.", "targets": "What does Microsoft Windows use internally for its real-time clock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc9c4b2ba064cd68fa58d108931a5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows keeps the system real-time clock in local time. This causes several problems, including compatibility when multi booting with operating systems that set the clock to UTC, and double-adjusting the clock when multi booting different Windows versions, such as with a rescue boot disk. This approach is a problem even in Windows-only systems: there is no support for per-user timezone settings, only a single system-wide setting. In 2008 Microsoft hinted that future versions of Windows will partially support a Windows registry entry RealTimeIsUniversal that had been introduced many years earlier, when Windows NT supported RISC machines with UTC clocks, but had not been maintained. Since then at least two fixes related to this feature have been published by Microsoft.", "targets": "Not using UTC, Windows can't multi boot with different versions of itself like you'd need to do to use what kind of disk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc9c4b2ba064cd68fa58d108931a5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows keeps the system real-time clock in local time. This causes several problems, including compatibility when multi booting with operating systems that set the clock to UTC, and double-adjusting the clock when multi booting different Windows versions, such as with a rescue boot disk. This approach is a problem even in Windows-only systems: there is no support for per-user timezone settings, only a single system-wide setting. In 2008 Microsoft hinted that future versions of Windows will partially support a Windows registry entry RealTimeIsUniversal that had been introduced many years earlier, when Windows NT supported RISC machines with UTC clocks, but had not been maintained. Since then at least two fixes related to this feature have been published by Microsoft.", "targets": "As opposed to providing support for users to have unique time zone settings, Windows will only allow for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc9c4b2ba064cd68fa58d108931a5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows keeps the system real-time clock in local time. This causes several problems, including compatibility when multi booting with operating systems that set the clock to UTC, and double-adjusting the clock when multi booting different Windows versions, such as with a rescue boot disk. This approach is a problem even in Windows-only systems: there is no support for per-user timezone settings, only a single system-wide setting. In 2008 Microsoft hinted that future versions of Windows will partially support a Windows registry entry RealTimeIsUniversal that had been introduced many years earlier, when Windows NT supported RISC machines with UTC clocks, but had not been maintained. Since then at least two fixes related to this feature have been published by Microsoft.", "targets": "In what year did Microsoft imply that they would be making changes to support RealTimeIsUniversal in a step towards compatibility with UTC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc9c4b2ba064cd68fa58d108931a5b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Microsoft Windows keeps the system real-time clock in local time. This causes several problems, including compatibility when multi booting with operating systems that set the clock to UTC, and double-adjusting the clock when multi booting different Windows versions, such as with a rescue boot disk. This approach is a problem even in Windows-only systems: there is no support for per-user timezone settings, only a single system-wide setting. In 2008 Microsoft hinted that future versions of Windows will partially support a Windows registry entry RealTimeIsUniversal that had been introduced many years earlier, when Windows NT supported RISC machines with UTC clocks, but had not been maintained. Since then at least two fixes related to this feature have been published by Microsoft.", "targets": "Since 2008, at least how many times has Microsoft released fixes for the RealTimeIsUniversal feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cc8b66f14b4c30a69e37791ceaed05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many professional franchises/teams in national competitions including: cricket clubs Melbourne Stars, Melbourne Renegades and Victorian Bushrangers, which play in the Big Bash League and other domestic cricket competitions; soccer clubs Melbourne Victory and Melbourne City FC (known until June 2014 as Melbourne Heart), which play in the A-League competition, both teams play their home games at AAMI Park, with the Victory also playing home games at Etihad Stadium. Rugby league club Melbourne Storm which plays in the NRL competition; rugby union clubs Melbourne Rebels and Melbourne Rising, which play in the Super Rugby and National Rugby Championship competitions respectively; netball club Melbourne Vixens, which plays in the trans-Tasman trophy ANZ Championship; basketball club Melbourne United, which plays in the NBL competition; Bulleen Boomers and Dandenong Rangers, which play in the WNBL; ice hockey teams Melbourne Ice and Melbourne Mustangs, who play in the Australian Ice Hockey League; and baseball club Melbourne Aces, which plays in the Australian Baseball League. Rowing is also a large part of Melbourne's sporting identity, with a number of clubs located on the Yarra River, out of which many Australian Olympians trained. The city previously held the nation's premier long distance swimming event the annual Race to Prince's Bridge, in the Yarra River.", "targets": "When did Melbourne Heart become known as Melbourne City FC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cc8b66f14b4c30a69e37791ceaed05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many professional franchises/teams in national competitions including: cricket clubs Melbourne Stars, Melbourne Renegades and Victorian Bushrangers, which play in the Big Bash League and other domestic cricket competitions; soccer clubs Melbourne Victory and Melbourne City FC (known until June 2014 as Melbourne Heart), which play in the A-League competition, both teams play their home games at AAMI Park, with the Victory also playing home games at Etihad Stadium. Rugby league club Melbourne Storm which plays in the NRL competition; rugby union clubs Melbourne Rebels and Melbourne Rising, which play in the Super Rugby and National Rugby Championship competitions respectively; netball club Melbourne Vixens, which plays in the trans-Tasman trophy ANZ Championship; basketball club Melbourne United, which plays in the NBL competition; Bulleen Boomers and Dandenong Rangers, which play in the WNBL; ice hockey teams Melbourne Ice and Melbourne Mustangs, who play in the Australian Ice Hockey League; and baseball club Melbourne Aces, which plays in the Australian Baseball League. Rowing is also a large part of Melbourne's sporting identity, with a number of clubs located on the Yarra River, out of which many Australian Olympians trained. The city previously held the nation's premier long distance swimming event the annual Race to Prince's Bridge, in the Yarra River.", "targets": "What are Melbourne's two ice hockey teams named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cc8b66f14b4c30a69e37791ceaed05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many professional franchises/teams in national competitions including: cricket clubs Melbourne Stars, Melbourne Renegades and Victorian Bushrangers, which play in the Big Bash League and other domestic cricket competitions; soccer clubs Melbourne Victory and Melbourne City FC (known until June 2014 as Melbourne Heart), which play in the A-League competition, both teams play their home games at AAMI Park, with the Victory also playing home games at Etihad Stadium. Rugby league club Melbourne Storm which plays in the NRL competition; rugby union clubs Melbourne Rebels and Melbourne Rising, which play in the Super Rugby and National Rugby Championship competitions respectively; netball club Melbourne Vixens, which plays in the trans-Tasman trophy ANZ Championship; basketball club Melbourne United, which plays in the NBL competition; Bulleen Boomers and Dandenong Rangers, which play in the WNBL; ice hockey teams Melbourne Ice and Melbourne Mustangs, who play in the Australian Ice Hockey League; and baseball club Melbourne Aces, which plays in the Australian Baseball League. Rowing is also a large part of Melbourne's sporting identity, with a number of clubs located on the Yarra River, out of which many Australian Olympians trained. The city previously held the nation's premier long distance swimming event the annual Race to Prince's Bridge, in the Yarra River.", "targets": "In which river was the annual Race to Prince's Bridge held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cc8b66f14b4c30a69e37791ceaed05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many professional franchises/teams in national competitions including: cricket clubs Melbourne Stars, Melbourne Renegades and Victorian Bushrangers, which play in the Big Bash League and other domestic cricket competitions; soccer clubs Melbourne Victory and Melbourne City FC (known until June 2014 as Melbourne Heart), which play in the A-League competition, both teams play their home games at AAMI Park, with the Victory also playing home games at Etihad Stadium. Rugby league club Melbourne Storm which plays in the NRL competition; rugby union clubs Melbourne Rebels and Melbourne Rising, which play in the Super Rugby and National Rugby Championship competitions respectively; netball club Melbourne Vixens, which plays in the trans-Tasman trophy ANZ Championship; basketball club Melbourne United, which plays in the NBL competition; Bulleen Boomers and Dandenong Rangers, which play in the WNBL; ice hockey teams Melbourne Ice and Melbourne Mustangs, who play in the Australian Ice Hockey League; and baseball club Melbourne Aces, which plays in the Australian Baseball League. Rowing is also a large part of Melbourne's sporting identity, with a number of clubs located on the Yarra River, out of which many Australian Olympians trained. The city previously held the nation's premier long distance swimming event the annual Race to Prince's Bridge, in the Yarra River.", "targets": "Where does the soccer club Melbourne Victory play home games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cc8b66f14b4c30a69e37791ceaed05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to many professional franchises/teams in national competitions including: cricket clubs Melbourne Stars, Melbourne Renegades and Victorian Bushrangers, which play in the Big Bash League and other domestic cricket competitions; soccer clubs Melbourne Victory and Melbourne City FC (known until June 2014 as Melbourne Heart), which play in the A-League competition, both teams play their home games at AAMI Park, with the Victory also playing home games at Etihad Stadium. Rugby league club Melbourne Storm which plays in the NRL competition; rugby union clubs Melbourne Rebels and Melbourne Rising, which play in the Super Rugby and National Rugby Championship competitions respectively; netball club Melbourne Vixens, which plays in the trans-Tasman trophy ANZ Championship; basketball club Melbourne United, which plays in the NBL competition; Bulleen Boomers and Dandenong Rangers, which play in the WNBL; ice hockey teams Melbourne Ice and Melbourne Mustangs, who play in the Australian Ice Hockey League; and baseball club Melbourne Aces, which plays in the Australian Baseball League. Rowing is also a large part of Melbourne's sporting identity, with a number of clubs located on the Yarra River, out of which many Australian Olympians trained. The city previously held the nation's premier long distance swimming event the annual Race to Prince's Bridge, in the Yarra River.", "targets": "Which basketball club in Melbourne plays in the NBL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87791c05e2c24eac8f6d3c484cfdab59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first 200 years that black people were in the United States, they primarily identified themselves by their specific ethnic group (closely allied to language) and not by skin color. Individuals identified themselves, for example, as Ashanti, Igbo, Bakongo, or Wolof. However, when the first captives were brought to the Americas, they were often combined with other groups from West Africa, and individual ethnic affiliations were not generally acknowledged by English colonists. In areas of the Upper South, different ethnic groups were brought together. This is significant as the captives came from a vast geographic region: the West African coastline stretching from Senegal to Angola and in some cases from the south-east coast such as Mozambique. A new African-American identity and culture was born that incorporated elements of the various ethnic groups and of European cultural heritage, resulting in fusions such as the Black church and Black English. This new identity was based on provenance and slave status rather than membership in any one ethnic group.[citation needed] By contrast, slave records from Louisiana show that the French and Spanish colonists recorded more complete identities of the West Africans, including ethnicities and given tribal names.", "targets": "How did black people identify in early America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87791c05e2c24eac8f6d3c484cfdab59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first 200 years that black people were in the United States, they primarily identified themselves by their specific ethnic group (closely allied to language) and not by skin color. Individuals identified themselves, for example, as Ashanti, Igbo, Bakongo, or Wolof. However, when the first captives were brought to the Americas, they were often combined with other groups from West Africa, and individual ethnic affiliations were not generally acknowledged by English colonists. In areas of the Upper South, different ethnic groups were brought together. This is significant as the captives came from a vast geographic region: the West African coastline stretching from Senegal to Angola and in some cases from the south-east coast such as Mozambique. A new African-American identity and culture was born that incorporated elements of the various ethnic groups and of European cultural heritage, resulting in fusions such as the Black church and Black English. This new identity was based on provenance and slave status rather than membership in any one ethnic group.[citation needed] By contrast, slave records from Louisiana show that the French and Spanish colonists recorded more complete identities of the West Africans, including ethnicities and given tribal names.", "targets": "What was not acknowledged by English colonists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87791c05e2c24eac8f6d3c484cfdab59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first 200 years that black people were in the United States, they primarily identified themselves by their specific ethnic group (closely allied to language) and not by skin color. Individuals identified themselves, for example, as Ashanti, Igbo, Bakongo, or Wolof. However, when the first captives were brought to the Americas, they were often combined with other groups from West Africa, and individual ethnic affiliations were not generally acknowledged by English colonists. In areas of the Upper South, different ethnic groups were brought together. This is significant as the captives came from a vast geographic region: the West African coastline stretching from Senegal to Angola and in some cases from the south-east coast such as Mozambique. A new African-American identity and culture was born that incorporated elements of the various ethnic groups and of European cultural heritage, resulting in fusions such as the Black church and Black English. This new identity was based on provenance and slave status rather than membership in any one ethnic group.[citation needed] By contrast, slave records from Louisiana show that the French and Spanish colonists recorded more complete identities of the West Africans, including ethnicities and given tribal names.", "targets": "How vast was the backgrounds of the captives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87791c05e2c24eac8f6d3c484cfdab59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first 200 years that black people were in the United States, they primarily identified themselves by their specific ethnic group (closely allied to language) and not by skin color. Individuals identified themselves, for example, as Ashanti, Igbo, Bakongo, or Wolof. However, when the first captives were brought to the Americas, they were often combined with other groups from West Africa, and individual ethnic affiliations were not generally acknowledged by English colonists. In areas of the Upper South, different ethnic groups were brought together. This is significant as the captives came from a vast geographic region: the West African coastline stretching from Senegal to Angola and in some cases from the south-east coast such as Mozambique. A new African-American identity and culture was born that incorporated elements of the various ethnic groups and of European cultural heritage, resulting in fusions such as the Black church and Black English. This new identity was based on provenance and slave status rather than membership in any one ethnic group.[citation needed] By contrast, slave records from Louisiana show that the French and Spanish colonists recorded more complete identities of the West Africans, including ethnicities and given tribal names.", "targets": "How was the new African American identity defined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87791c05e2c24eac8f6d3c484cfdab59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first 200 years that black people were in the United States, they primarily identified themselves by their specific ethnic group (closely allied to language) and not by skin color. Individuals identified themselves, for example, as Ashanti, Igbo, Bakongo, or Wolof. However, when the first captives were brought to the Americas, they were often combined with other groups from West Africa, and individual ethnic affiliations were not generally acknowledged by English colonists. In areas of the Upper South, different ethnic groups were brought together. This is significant as the captives came from a vast geographic region: the West African coastline stretching from Senegal to Angola and in some cases from the south-east coast such as Mozambique. A new African-American identity and culture was born that incorporated elements of the various ethnic groups and of European cultural heritage, resulting in fusions such as the Black church and Black English. This new identity was based on provenance and slave status rather than membership in any one ethnic group.[citation needed] By contrast, slave records from Louisiana show that the French and Spanish colonists recorded more complete identities of the West Africans, including ethnicities and given tribal names.", "targets": "Which colonists recorded more complete identities of the West Africans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22243175fda94458a7716a84f8a3b0b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the V&A alongside Royal Institute of British Architects opened the first permanent gallery in the UK covering the history of architecture with displays using models, photographs, elements from buildings and original drawings. With the opening of the new gallery, the RIBA Drawings and Archives Collection has been transferred to the museum, joining the already extensive collection held by the V&A. With over 600,000 drawings, over 750,000 papers and paraphernalia, and over 700,000 photographs from around the world, together they form the world's most comprehensive architectural resource.", "targets": "In which year did the V&A opened the first permanent architectural history gallery in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22243175fda94458a7716a84f8a3b0b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the V&A alongside Royal Institute of British Architects opened the first permanent gallery in the UK covering the history of architecture with displays using models, photographs, elements from buildings and original drawings. With the opening of the new gallery, the RIBA Drawings and Archives Collection has been transferred to the museum, joining the already extensive collection held by the V&A. With over 600,000 drawings, over 750,000 papers and paraphernalia, and over 700,000 photographs from around the world, together they form the world's most comprehensive architectural resource.", "targets": "Which institution did the V&A partnered with to open the first permanent architectural history gallery in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22243175fda94458a7716a84f8a3b0b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the V&A alongside Royal Institute of British Architects opened the first permanent gallery in the UK covering the history of architecture with displays using models, photographs, elements from buildings and original drawings. With the opening of the new gallery, the RIBA Drawings and Archives Collection has been transferred to the museum, joining the already extensive collection held by the V&A. With over 600,000 drawings, over 750,000 papers and paraphernalia, and over 700,000 photographs from around the world, together they form the world's most comprehensive architectural resource.", "targets": "Approximately how many architectural drawings does the V&A hold in its collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22243175fda94458a7716a84f8a3b0b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the V&A alongside Royal Institute of British Architects opened the first permanent gallery in the UK covering the history of architecture with displays using models, photographs, elements from buildings and original drawings. With the opening of the new gallery, the RIBA Drawings and Archives Collection has been transferred to the museum, joining the already extensive collection held by the V&A. With over 600,000 drawings, over 750,000 papers and paraphernalia, and over 700,000 photographs from around the world, together they form the world's most comprehensive architectural resource.", "targets": "What collection was transferred to the museum when the new architectural history gallery opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22243175fda94458a7716a84f8a3b0b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2004, the V&A alongside Royal Institute of British Architects opened the first permanent gallery in the UK covering the history of architecture with displays using models, photographs, elements from buildings and original drawings. With the opening of the new gallery, the RIBA Drawings and Archives Collection has been transferred to the museum, joining the already extensive collection held by the V&A. With over 600,000 drawings, over 750,000 papers and paraphernalia, and over 700,000 photographs from around the world, together they form the world's most comprehensive architectural resource.", "targets": "Approximately how many architectural photographs does the V&A hold in its collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1c396ea07b4192b5017465bdcbd450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About five percent of the population are of full-blooded indigenous descent, but upwards to eighty percent more or the majority of Hondurans are mestizo or part-indigenous with European admixture, and about ten percent are of indigenous or African descent. The main concentration of indigenous in Honduras are in the rural westernmost areas facing Guatemala and to the Caribbean Sea coastline, as well on the Nicaraguan border. The majority of indigenous people are Lencas, Miskitos to the east, Mayans, Pech, Sumos, and Tolupan.", "targets": "How much of the population of Honduras is of full-blooded indigenous descent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1c396ea07b4192b5017465bdcbd450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About five percent of the population are of full-blooded indigenous descent, but upwards to eighty percent more or the majority of Hondurans are mestizo or part-indigenous with European admixture, and about ten percent are of indigenous or African descent. The main concentration of indigenous in Honduras are in the rural westernmost areas facing Guatemala and to the Caribbean Sea coastline, as well on the Nicaraguan border. The majority of indigenous people are Lencas, Miskitos to the east, Mayans, Pech, Sumos, and Tolupan.", "targets": "What percentage of Hondurans have African blood mixed in with the rest of their ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1c396ea07b4192b5017465bdcbd450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About five percent of the population are of full-blooded indigenous descent, but upwards to eighty percent more or the majority of Hondurans are mestizo or part-indigenous with European admixture, and about ten percent are of indigenous or African descent. The main concentration of indigenous in Honduras are in the rural westernmost areas facing Guatemala and to the Caribbean Sea coastline, as well on the Nicaraguan border. The majority of indigenous people are Lencas, Miskitos to the east, Mayans, Pech, Sumos, and Tolupan.", "targets": "Where are the main concentrations of indigenous people in Honduras? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c1c396ea07b4192b5017465bdcbd450", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About five percent of the population are of full-blooded indigenous descent, but upwards to eighty percent more or the majority of Hondurans are mestizo or part-indigenous with European admixture, and about ten percent are of indigenous or African descent. The main concentration of indigenous in Honduras are in the rural westernmost areas facing Guatemala and to the Caribbean Sea coastline, as well on the Nicaraguan border. The majority of indigenous people are Lencas, Miskitos to the east, Mayans, Pech, Sumos, and Tolupan.", "targets": "The Lencas, Miskitos, Mayans Pech, Sumos and Tolupan comprise the majority of what in Honduras?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7880d91ec0ad4e88b5e2d18b79a193ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is the final stage in the legislative process for acts of the Scottish parliament. The process is governed by sections 28, 32, and 33 of the Scotland Act 1998. After a bill has been passed, the Presiding Officer of the Scottish Parliament submits it to the monarch for royal assent after a four-week period, during which the Advocate General for Scotland, the Lord Advocate, the Attorney General or the Secretary of State for Scotland may refer the bill to the Supreme Court of the United Kingdom (prior to 1 October 2009, the Judicial Committee of the Privy Council) for review of its legality. Royal assent is signified by letters patent under the Great Seal of Scotland in the following form which is set out in The Scottish Parliament (Letters Patent and Proclamations) Order 1999 (SI 1999/737) and of which notice is published in the London, Edinburgh, and Belfast Gazettes:", "targets": "In Scotland, who is responsible for submitting a bill for royal assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7880d91ec0ad4e88b5e2d18b79a193ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is the final stage in the legislative process for acts of the Scottish parliament. The process is governed by sections 28, 32, and 33 of the Scotland Act 1998. After a bill has been passed, the Presiding Officer of the Scottish Parliament submits it to the monarch for royal assent after a four-week period, during which the Advocate General for Scotland, the Lord Advocate, the Attorney General or the Secretary of State for Scotland may refer the bill to the Supreme Court of the United Kingdom (prior to 1 October 2009, the Judicial Committee of the Privy Council) for review of its legality. Royal assent is signified by letters patent under the Great Seal of Scotland in the following form which is set out in The Scottish Parliament (Letters Patent and Proclamations) Order 1999 (SI 1999/737) and of which notice is published in the London, Edinburgh, and Belfast Gazettes:", "targets": "Which three publications are used to signify royal assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7880d91ec0ad4e88b5e2d18b79a193ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is the final stage in the legislative process for acts of the Scottish parliament. The process is governed by sections 28, 32, and 33 of the Scotland Act 1998. After a bill has been passed, the Presiding Officer of the Scottish Parliament submits it to the monarch for royal assent after a four-week period, during which the Advocate General for Scotland, the Lord Advocate, the Attorney General or the Secretary of State for Scotland may refer the bill to the Supreme Court of the United Kingdom (prior to 1 October 2009, the Judicial Committee of the Privy Council) for review of its legality. Royal assent is signified by letters patent under the Great Seal of Scotland in the following form which is set out in The Scottish Parliament (Letters Patent and Proclamations) Order 1999 (SI 1999/737) and of which notice is published in the London, Edinburgh, and Belfast Gazettes:", "targets": "Under which Scotland Act sections is the royal assent governed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7880d91ec0ad4e88b5e2d18b79a193ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is the final stage in the legislative process for acts of the Scottish parliament. The process is governed by sections 28, 32, and 33 of the Scotland Act 1998. After a bill has been passed, the Presiding Officer of the Scottish Parliament submits it to the monarch for royal assent after a four-week period, during which the Advocate General for Scotland, the Lord Advocate, the Attorney General or the Secretary of State for Scotland may refer the bill to the Supreme Court of the United Kingdom (prior to 1 October 2009, the Judicial Committee of the Privy Council) for review of its legality. Royal assent is signified by letters patent under the Great Seal of Scotland in the following form which is set out in The Scottish Parliament (Letters Patent and Proclamations) Order 1999 (SI 1999/737) and of which notice is published in the London, Edinburgh, and Belfast Gazettes:", "targets": "How many weeks pass before the monarch receives a bill from the Presiding Officer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7880d91ec0ad4e88b5e2d18b79a193ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is the final stage in the legislative process for acts of the Scottish parliament. The process is governed by sections 28, 32, and 33 of the Scotland Act 1998. After a bill has been passed, the Presiding Officer of the Scottish Parliament submits it to the monarch for royal assent after a four-week period, during which the Advocate General for Scotland, the Lord Advocate, the Attorney General or the Secretary of State for Scotland may refer the bill to the Supreme Court of the United Kingdom (prior to 1 October 2009, the Judicial Committee of the Privy Council) for review of its legality. Royal assent is signified by letters patent under the Great Seal of Scotland in the following form which is set out in The Scottish Parliament (Letters Patent and Proclamations) Order 1999 (SI 1999/737) and of which notice is published in the London, Edinburgh, and Belfast Gazettes:", "targets": "Which entities have the capability to refer a bill to the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7880d91ec0ad4e88b5e2d18b79a193ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent is the final stage in the legislative process for acts of the Scottish parliament. The process is governed by sections 28, 32, and 33 of the Scotland Act 1998. After a bill has been passed, the Presiding Officer of the Scottish Parliament submits it to the monarch for royal assent after a four-week period, during which the Advocate General for Scotland, the Lord Advocate, the Attorney General or the Secretary of State for Scotland may refer the bill to the Supreme Court of the United Kingdom (prior to 1 October 2009, the Judicial Committee of the Privy Council) for review of its legality. Royal assent is signified by letters patent under the Great Seal of Scotland in the following form which is set out in The Scottish Parliament (Letters Patent and Proclamations) Order 1999 (SI 1999/737) and of which notice is published in the London, Edinburgh, and Belfast Gazettes:", "targets": "For what would a bill be submitted to the Supreme Court of Scotland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c953c359e64f3a9d24489bf674b861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Canal, built in partnership with the French, was completed in 1869. Its construction led to enormous debt to European banks, and caused popular discontent because of the onerous taxation it required. In 1875 Ismail was forced to sell Egypt's share in the canal to the British Government. Within three years this led to the imposition of British and French controllers who sat in the Egyptian cabinet, and, \"with the financial power of the bondholders behind them, were the real power in the Government.\"", "targets": "When was Suez canal completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c953c359e64f3a9d24489bf674b861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Canal, built in partnership with the French, was completed in 1869. Its construction led to enormous debt to European banks, and caused popular discontent because of the onerous taxation it required. In 1875 Ismail was forced to sell Egypt's share in the canal to the British Government. Within three years this led to the imposition of British and French controllers who sat in the Egyptian cabinet, and, \"with the financial power of the bondholders behind them, were the real power in the Government.\"", "targets": "Who partnered with Egypt to build Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c953c359e64f3a9d24489bf674b861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Canal, built in partnership with the French, was completed in 1869. Its construction led to enormous debt to European banks, and caused popular discontent because of the onerous taxation it required. In 1875 Ismail was forced to sell Egypt's share in the canal to the British Government. Within three years this led to the imposition of British and French controllers who sat in the Egyptian cabinet, and, \"with the financial power of the bondholders behind them, were the real power in the Government.\"", "targets": "In what year did Egypt sell its portion of Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c953c359e64f3a9d24489bf674b861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Canal, built in partnership with the French, was completed in 1869. Its construction led to enormous debt to European banks, and caused popular discontent because of the onerous taxation it required. In 1875 Ismail was forced to sell Egypt's share in the canal to the British Government. Within three years this led to the imposition of British and French controllers who sat in the Egyptian cabinet, and, \"with the financial power of the bondholders behind them, were the real power in the Government.\"", "targets": "Who sold Egypt's portion of Suez?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c953c359e64f3a9d24489bf674b861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Canal, built in partnership with the French, was completed in 1869. Its construction led to enormous debt to European banks, and caused popular discontent because of the onerous taxation it required. In 1875 Ismail was forced to sell Egypt's share in the canal to the British Government. Within three years this led to the imposition of British and French controllers who sat in the Egyptian cabinet, and, \"with the financial power of the bondholders behind them, were the real power in the Government.\"", "targets": "To whom did Egypt sell its interest in Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8da0f09e7aa4d528818a15ffc46b97a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The language was first introduced in North America when Russian explorers voyaged into Alaska and claimed it for Russia during the 1700s. Although most colonists left after the United States bought the land in 1867, a handful stayed and preserved the Russian language in this region to this day, although only a few elderly speakers of this unique dialect are left. Sizable Russian-speaking communities also exist in North America, especially in large urban centers of the U.S. and Canada, such as New York City, Philadelphia, Boston, Los Angeles, Nashville, San Francisco, Seattle, Spokane, Toronto, Baltimore, Miami, Chicago, Denver and Cleveland. In a number of locations they issue their own newspapers, and live in ethnic enclaves (especially the generation of immigrants who started arriving in the early 1960s). Only about 25% of them are ethnic Russians, however. Before the dissolution of the Soviet Union, the overwhelming majority of Russophones in Brighton Beach, Brooklyn in New York City were Russian-speaking Jews. Afterward, the influx from the countries of the former Soviet Union changed the statistics somewhat, with ethnic Russians and Ukrainians immigrating along with some more Russian Jews and Central Asians. According to the United States Census, in 2007 Russian was the primary language spoken in the homes of over 850,000 individuals living in the United States.", "targets": "Where did Russian explorers first reach North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8da0f09e7aa4d528818a15ffc46b97a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The language was first introduced in North America when Russian explorers voyaged into Alaska and claimed it for Russia during the 1700s. Although most colonists left after the United States bought the land in 1867, a handful stayed and preserved the Russian language in this region to this day, although only a few elderly speakers of this unique dialect are left. Sizable Russian-speaking communities also exist in North America, especially in large urban centers of the U.S. and Canada, such as New York City, Philadelphia, Boston, Los Angeles, Nashville, San Francisco, Seattle, Spokane, Toronto, Baltimore, Miami, Chicago, Denver and Cleveland. In a number of locations they issue their own newspapers, and live in ethnic enclaves (especially the generation of immigrants who started arriving in the early 1960s). Only about 25% of them are ethnic Russians, however. Before the dissolution of the Soviet Union, the overwhelming majority of Russophones in Brighton Beach, Brooklyn in New York City were Russian-speaking Jews. Afterward, the influx from the countries of the former Soviet Union changed the statistics somewhat, with ethnic Russians and Ukrainians immigrating along with some more Russian Jews and Central Asians. According to the United States Census, in 2007 Russian was the primary language spoken in the homes of over 850,000 individuals living in the United States.", "targets": "When did Russian explorers first reach North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8da0f09e7aa4d528818a15ffc46b97a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The language was first introduced in North America when Russian explorers voyaged into Alaska and claimed it for Russia during the 1700s. Although most colonists left after the United States bought the land in 1867, a handful stayed and preserved the Russian language in this region to this day, although only a few elderly speakers of this unique dialect are left. Sizable Russian-speaking communities also exist in North America, especially in large urban centers of the U.S. and Canada, such as New York City, Philadelphia, Boston, Los Angeles, Nashville, San Francisco, Seattle, Spokane, Toronto, Baltimore, Miami, Chicago, Denver and Cleveland. In a number of locations they issue their own newspapers, and live in ethnic enclaves (especially the generation of immigrants who started arriving in the early 1960s). Only about 25% of them are ethnic Russians, however. Before the dissolution of the Soviet Union, the overwhelming majority of Russophones in Brighton Beach, Brooklyn in New York City were Russian-speaking Jews. Afterward, the influx from the countries of the former Soviet Union changed the statistics somewhat, with ethnic Russians and Ukrainians immigrating along with some more Russian Jews and Central Asians. According to the United States Census, in 2007 Russian was the primary language spoken in the homes of over 850,000 individuals living in the United States.", "targets": "When did the US buy Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8da0f09e7aa4d528818a15ffc46b97a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The language was first introduced in North America when Russian explorers voyaged into Alaska and claimed it for Russia during the 1700s. Although most colonists left after the United States bought the land in 1867, a handful stayed and preserved the Russian language in this region to this day, although only a few elderly speakers of this unique dialect are left. Sizable Russian-speaking communities also exist in North America, especially in large urban centers of the U.S. and Canada, such as New York City, Philadelphia, Boston, Los Angeles, Nashville, San Francisco, Seattle, Spokane, Toronto, Baltimore, Miami, Chicago, Denver and Cleveland. In a number of locations they issue their own newspapers, and live in ethnic enclaves (especially the generation of immigrants who started arriving in the early 1960s). Only about 25% of them are ethnic Russians, however. Before the dissolution of the Soviet Union, the overwhelming majority of Russophones in Brighton Beach, Brooklyn in New York City were Russian-speaking Jews. Afterward, the influx from the countries of the former Soviet Union changed the statistics somewhat, with ethnic Russians and Ukrainians immigrating along with some more Russian Jews and Central Asians. According to the United States Census, in 2007 Russian was the primary language spoken in the homes of over 850,000 individuals living in the United States.", "targets": "What portion of Russian-speaking Americans are ethnic Russians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8da0f09e7aa4d528818a15ffc46b97a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The language was first introduced in North America when Russian explorers voyaged into Alaska and claimed it for Russia during the 1700s. Although most colonists left after the United States bought the land in 1867, a handful stayed and preserved the Russian language in this region to this day, although only a few elderly speakers of this unique dialect are left. Sizable Russian-speaking communities also exist in North America, especially in large urban centers of the U.S. and Canada, such as New York City, Philadelphia, Boston, Los Angeles, Nashville, San Francisco, Seattle, Spokane, Toronto, Baltimore, Miami, Chicago, Denver and Cleveland. In a number of locations they issue their own newspapers, and live in ethnic enclaves (especially the generation of immigrants who started arriving in the early 1960s). Only about 25% of them are ethnic Russians, however. Before the dissolution of the Soviet Union, the overwhelming majority of Russophones in Brighton Beach, Brooklyn in New York City were Russian-speaking Jews. Afterward, the influx from the countries of the former Soviet Union changed the statistics somewhat, with ethnic Russians and Ukrainians immigrating along with some more Russian Jews and Central Asians. According to the United States Census, in 2007 Russian was the primary language spoken in the homes of over 850,000 individuals living in the United States.", "targets": "What is the term for Russian-speaking people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5919c9edf91947bbb262deec44f9a0ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Social insects, such as termites, ants and many bees and wasps, are the most familiar species of eusocial animal. They live together in large well-organized colonies that may be so tightly integrated and genetically similar that the colonies of some species are sometimes considered superorganisms. It is sometimes argued that the various species of honey bee are the only invertebrates (and indeed one of the few non-human groups) to have evolved a system of abstract symbolic communication where a behavior is used to represent and convey specific information about something in the environment. In this communication system, called dance language, the angle at which a bee dances represents a direction relative to the sun, and the length of the dance represents the distance to be flown.:309\u2013311 Though perhaps not as advanced as honey bees, bumblebees also potentially have some social communication behaviors. Bombus terrestris, for example, exhibit a faster learning curve for visiting unfamiliar, yet rewarding flowers, when they can see a conspecific foraging on the same species.", "targets": "Termites are considered what type of insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5919c9edf91947bbb262deec44f9a0ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Social insects, such as termites, ants and many bees and wasps, are the most familiar species of eusocial animal. They live together in large well-organized colonies that may be so tightly integrated and genetically similar that the colonies of some species are sometimes considered superorganisms. It is sometimes argued that the various species of honey bee are the only invertebrates (and indeed one of the few non-human groups) to have evolved a system of abstract symbolic communication where a behavior is used to represent and convey specific information about something in the environment. In this communication system, called dance language, the angle at which a bee dances represents a direction relative to the sun, and the length of the dance represents the distance to be flown.:309\u2013311 Though perhaps not as advanced as honey bees, bumblebees also potentially have some social communication behaviors. Bombus terrestris, for example, exhibit a faster learning curve for visiting unfamiliar, yet rewarding flowers, when they can see a conspecific foraging on the same species.", "targets": "Termites, bees, wasps, and what other insect are social insects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5919c9edf91947bbb262deec44f9a0ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Social insects, such as termites, ants and many bees and wasps, are the most familiar species of eusocial animal. They live together in large well-organized colonies that may be so tightly integrated and genetically similar that the colonies of some species are sometimes considered superorganisms. It is sometimes argued that the various species of honey bee are the only invertebrates (and indeed one of the few non-human groups) to have evolved a system of abstract symbolic communication where a behavior is used to represent and convey specific information about something in the environment. In this communication system, called dance language, the angle at which a bee dances represents a direction relative to the sun, and the length of the dance represents the distance to be flown.:309\u2013311 Though perhaps not as advanced as honey bees, bumblebees also potentially have some social communication behaviors. Bombus terrestris, for example, exhibit a faster learning curve for visiting unfamiliar, yet rewarding flowers, when they can see a conspecific foraging on the same species.", "targets": "What is another term for social insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5919c9edf91947bbb262deec44f9a0ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Social insects, such as termites, ants and many bees and wasps, are the most familiar species of eusocial animal. They live together in large well-organized colonies that may be so tightly integrated and genetically similar that the colonies of some species are sometimes considered superorganisms. It is sometimes argued that the various species of honey bee are the only invertebrates (and indeed one of the few non-human groups) to have evolved a system of abstract symbolic communication where a behavior is used to represent and convey specific information about something in the environment. In this communication system, called dance language, the angle at which a bee dances represents a direction relative to the sun, and the length of the dance represents the distance to be flown.:309\u2013311 Though perhaps not as advanced as honey bees, bumblebees also potentially have some social communication behaviors. Bombus terrestris, for example, exhibit a faster learning curve for visiting unfamiliar, yet rewarding flowers, when they can see a conspecific foraging on the same species.", "targets": "Social insects live in well organized what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5919c9edf91947bbb262deec44f9a0ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Social insects, such as termites, ants and many bees and wasps, are the most familiar species of eusocial animal. They live together in large well-organized colonies that may be so tightly integrated and genetically similar that the colonies of some species are sometimes considered superorganisms. It is sometimes argued that the various species of honey bee are the only invertebrates (and indeed one of the few non-human groups) to have evolved a system of abstract symbolic communication where a behavior is used to represent and convey specific information about something in the environment. In this communication system, called dance language, the angle at which a bee dances represents a direction relative to the sun, and the length of the dance represents the distance to be flown.:309\u2013311 Though perhaps not as advanced as honey bees, bumblebees also potentially have some social communication behaviors. Bombus terrestris, for example, exhibit a faster learning curve for visiting unfamiliar, yet rewarding flowers, when they can see a conspecific foraging on the same species.", "targets": "The method that a bee dances is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4987c1a4ad5a492dbf26a50d6e63fb93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of London's pubs are known to have been used by famous people, but in some cases, such as the association between Samuel Johnson and Ye Olde Cheshire Cheese, this is speculative, based on little more than the fact that the person is known to have lived nearby. However, Charles Dickens is known to have visited the Cheshire Cheese, the Prospect of Whitby, Ye Olde Cock Tavern and many others. Samuel Pepys is also associated with the Prospect of Whitby and the Cock Tavern.", "targets": "What pub was associated with Samuel Johnson, perhaps erroneously?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4987c1a4ad5a492dbf26a50d6e63fb93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of London's pubs are known to have been used by famous people, but in some cases, such as the association between Samuel Johnson and Ye Olde Cheshire Cheese, this is speculative, based on little more than the fact that the person is known to have lived nearby. However, Charles Dickens is known to have visited the Cheshire Cheese, the Prospect of Whitby, Ye Olde Cock Tavern and many others. Samuel Pepys is also associated with the Prospect of Whitby and the Cock Tavern.", "targets": "Along with the Prospect of Whitby, what pub was Samuel Pepys associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4987c1a4ad5a492dbf26a50d6e63fb93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of London's pubs are known to have been used by famous people, but in some cases, such as the association between Samuel Johnson and Ye Olde Cheshire Cheese, this is speculative, based on little more than the fact that the person is known to have lived nearby. However, Charles Dickens is known to have visited the Cheshire Cheese, the Prospect of Whitby, Ye Olde Cock Tavern and many others. Samuel Pepys is also associated with the Prospect of Whitby and the Cock Tavern.", "targets": "What writer was known to visit both the Cheshire Cheese and the Prospect of Whitby?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4987c1a4ad5a492dbf26a50d6e63fb93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of London's pubs are known to have been used by famous people, but in some cases, such as the association between Samuel Johnson and Ye Olde Cheshire Cheese, this is speculative, based on little more than the fact that the person is known to have lived nearby. However, Charles Dickens is known to have visited the Cheshire Cheese, the Prospect of Whitby, Ye Olde Cock Tavern and many others. Samuel Pepys is also associated with the Prospect of Whitby and the Cock Tavern.", "targets": "Along with the Prospect of Whitby and the Cheshire Cheese, what pub did Dickens visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33169c0889004390bf3f91b1c2566fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other awards and recognition for Popper included the City of Vienna Prize for the Humanities (1965), Karl Renner Prize (1978), Austrian Decoration for Science and Art (1980), Dr. Leopold Lucas Prize (1981), Ring of Honour of the City of Vienna (1983) and the Premio Internazionale of the Italian Federico Nietzsche Society (1988). In 1992, he was awarded the Kyoto Prize in Arts and Philosophy for \"symbolising the open spirit of the 20th century\" and for his \"enormous influence on the formation of the modern intellectual climate\".", "targets": "In which year did Popper win the Karl Renner Prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33169c0889004390bf3f91b1c2566fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other awards and recognition for Popper included the City of Vienna Prize for the Humanities (1965), Karl Renner Prize (1978), Austrian Decoration for Science and Art (1980), Dr. Leopold Lucas Prize (1981), Ring of Honour of the City of Vienna (1983) and the Premio Internazionale of the Italian Federico Nietzsche Society (1988). In 1992, he was awarded the Kyoto Prize in Arts and Philosophy for \"symbolising the open spirit of the 20th century\" and for his \"enormous influence on the formation of the modern intellectual climate\".", "targets": "Which city made Popper part of its Ring of Honour in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33169c0889004390bf3f91b1c2566fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other awards and recognition for Popper included the City of Vienna Prize for the Humanities (1965), Karl Renner Prize (1978), Austrian Decoration for Science and Art (1980), Dr. Leopold Lucas Prize (1981), Ring of Honour of the City of Vienna (1983) and the Premio Internazionale of the Italian Federico Nietzsche Society (1988). In 1992, he was awarded the Kyoto Prize in Arts and Philosophy for \"symbolising the open spirit of the 20th century\" and for his \"enormous influence on the formation of the modern intellectual climate\".", "targets": "What award given by a Japanese foundation did Popper win in 1992?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33169c0889004390bf3f91b1c2566fc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other awards and recognition for Popper included the City of Vienna Prize for the Humanities (1965), Karl Renner Prize (1978), Austrian Decoration for Science and Art (1980), Dr. Leopold Lucas Prize (1981), Ring of Honour of the City of Vienna (1983) and the Premio Internazionale of the Italian Federico Nietzsche Society (1988). In 1992, he was awarded the Kyoto Prize in Arts and Philosophy for \"symbolising the open spirit of the 20th century\" and for his \"enormous influence on the formation of the modern intellectual climate\".", "targets": "Popper won the Dr. Leopold Lucas Prize in which year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a15b49ebc90424ea80d23efb2cd82c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As is sometimes common in scientific discoveries, simultaneous developments can occur, as evidenced by a number of inventors who were at work on the telephone. Over a period of 18 years, the Bell Telephone Company faced 587 court challenges to its patents, including five that went to the U.S. Supreme Court, but none was successful in establishing priority over the original Bell patent and the Bell Telephone Company never lost a case that had proceeded to a final trial stage. Bell's laboratory notes and family letters were the key to establishing a long lineage to his experiments. The Bell company lawyers successfully fought off myriad lawsuits generated initially around the challenges by Elisha Gray and Amos Dolbear. In personal correspondence to Bell, both Gray and Dolbear had acknowledged his prior work, which considerably weakened their later claims.", "targets": "During how many years did the Bell Company battle lawsuits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a15b49ebc90424ea80d23efb2cd82c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As is sometimes common in scientific discoveries, simultaneous developments can occur, as evidenced by a number of inventors who were at work on the telephone. Over a period of 18 years, the Bell Telephone Company faced 587 court challenges to its patents, including five that went to the U.S. Supreme Court, but none was successful in establishing priority over the original Bell patent and the Bell Telephone Company never lost a case that had proceeded to a final trial stage. Bell's laboratory notes and family letters were the key to establishing a long lineage to his experiments. The Bell company lawyers successfully fought off myriad lawsuits generated initially around the challenges by Elisha Gray and Amos Dolbear. In personal correspondence to Bell, both Gray and Dolbear had acknowledged his prior work, which considerably weakened their later claims.", "targets": "How many times were Bell's patents contested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a15b49ebc90424ea80d23efb2cd82c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As is sometimes common in scientific discoveries, simultaneous developments can occur, as evidenced by a number of inventors who were at work on the telephone. Over a period of 18 years, the Bell Telephone Company faced 587 court challenges to its patents, including five that went to the U.S. Supreme Court, but none was successful in establishing priority over the original Bell patent and the Bell Telephone Company never lost a case that had proceeded to a final trial stage. Bell's laboratory notes and family letters were the key to establishing a long lineage to his experiments. The Bell company lawyers successfully fought off myriad lawsuits generated initially around the challenges by Elisha Gray and Amos Dolbear. In personal correspondence to Bell, both Gray and Dolbear had acknowledged his prior work, which considerably weakened their later claims.", "targets": "How many of the court cases wound up at the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a15b49ebc90424ea80d23efb2cd82c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As is sometimes common in scientific discoveries, simultaneous developments can occur, as evidenced by a number of inventors who were at work on the telephone. Over a period of 18 years, the Bell Telephone Company faced 587 court challenges to its patents, including five that went to the U.S. Supreme Court, but none was successful in establishing priority over the original Bell patent and the Bell Telephone Company never lost a case that had proceeded to a final trial stage. Bell's laboratory notes and family letters were the key to establishing a long lineage to his experiments. The Bell company lawyers successfully fought off myriad lawsuits generated initially around the challenges by Elisha Gray and Amos Dolbear. In personal correspondence to Bell, both Gray and Dolbear had acknowledged his prior work, which considerably weakened their later claims.", "targets": "Elisha Gray and what other man were behind many of the court cases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e829bb43a82412eb11dc9013bfef9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dumbwaiters are small freight elevators that are intended to carry food, books or other small freight loads rather than passengers. They often connect kitchens to rooms on other floors. they usually do not have the same safety features found in passenger elevators, like various ropes for redundancy. they have a lower capacity, and they can be up to 1 meter (3 ft.) tall. there's a control panel at every stop, that mimics the ones found in passenger elevators, like calling, door control, floor selection.", "targets": "What are small freight elevators used for things such as food, called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e829bb43a82412eb11dc9013bfef9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dumbwaiters are small freight elevators that are intended to carry food, books or other small freight loads rather than passengers. They often connect kitchens to rooms on other floors. they usually do not have the same safety features found in passenger elevators, like various ropes for redundancy. they have a lower capacity, and they can be up to 1 meter (3 ft.) tall. there's a control panel at every stop, that mimics the ones found in passenger elevators, like calling, door control, floor selection.", "targets": "What rooms are dumbwaiters frequently used in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e829bb43a82412eb11dc9013bfef9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dumbwaiters are small freight elevators that are intended to carry food, books or other small freight loads rather than passengers. They often connect kitchens to rooms on other floors. they usually do not have the same safety features found in passenger elevators, like various ropes for redundancy. they have a lower capacity, and they can be up to 1 meter (3 ft.) tall. there's a control panel at every stop, that mimics the ones found in passenger elevators, like calling, door control, floor selection.", "targets": "What is a safety feature found in passenger elevators they generally do not have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e829bb43a82412eb11dc9013bfef9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dumbwaiters are small freight elevators that are intended to carry food, books or other small freight loads rather than passengers. They often connect kitchens to rooms on other floors. they usually do not have the same safety features found in passenger elevators, like various ropes for redundancy. they have a lower capacity, and they can be up to 1 meter (3 ft.) tall. there's a control panel at every stop, that mimics the ones found in passenger elevators, like calling, door control, floor selection.", "targets": "What is the height restriction on dumbwaiters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e829bb43a82412eb11dc9013bfef9fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dumbwaiters are small freight elevators that are intended to carry food, books or other small freight loads rather than passengers. They often connect kitchens to rooms on other floors. they usually do not have the same safety features found in passenger elevators, like various ropes for redundancy. they have a lower capacity, and they can be up to 1 meter (3 ft.) tall. there's a control panel at every stop, that mimics the ones found in passenger elevators, like calling, door control, floor selection.", "targets": "What features do they have that mimic passenger elevators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b00311a32d043bfa20ff9e253461b6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the Bretton Woods system established after World War II, the value of gold was fixed to $35 per ounce, and the value of the U.S. dollar was thus anchored to the value of gold. Rising government spending in the 1960s, however, led to doubts about the ability of the United States to maintain this convertibility, gold stocks dwindled as banks and international investors began to convert dollars to gold, and as a result the value of the dollar began to decline. Facing an emerging currency crisis and the imminent danger that the United States would no longer be able to redeem dollars for gold, gold convertibility was finally terminated in 1971 by President Nixon, resulting in the \"Nixon shock\".", "targets": "When was the Bretton Woods system established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b00311a32d043bfa20ff9e253461b6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the Bretton Woods system established after World War II, the value of gold was fixed to $35 per ounce, and the value of the U.S. dollar was thus anchored to the value of gold. Rising government spending in the 1960s, however, led to doubts about the ability of the United States to maintain this convertibility, gold stocks dwindled as banks and international investors began to convert dollars to gold, and as a result the value of the dollar began to decline. Facing an emerging currency crisis and the imminent danger that the United States would no longer be able to redeem dollars for gold, gold convertibility was finally terminated in 1971 by President Nixon, resulting in the \"Nixon shock\".", "targets": "What was the fixed value of gold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b00311a32d043bfa20ff9e253461b6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the Bretton Woods system established after World War II, the value of gold was fixed to $35 per ounce, and the value of the U.S. dollar was thus anchored to the value of gold. Rising government spending in the 1960s, however, led to doubts about the ability of the United States to maintain this convertibility, gold stocks dwindled as banks and international investors began to convert dollars to gold, and as a result the value of the dollar began to decline. Facing an emerging currency crisis and the imminent danger that the United States would no longer be able to redeem dollars for gold, gold convertibility was finally terminated in 1971 by President Nixon, resulting in the \"Nixon shock\".", "targets": "What was the value of the U.S. dollar linked to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b00311a32d043bfa20ff9e253461b6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the Bretton Woods system established after World War II, the value of gold was fixed to $35 per ounce, and the value of the U.S. dollar was thus anchored to the value of gold. Rising government spending in the 1960s, however, led to doubts about the ability of the United States to maintain this convertibility, gold stocks dwindled as banks and international investors began to convert dollars to gold, and as a result the value of the dollar began to decline. Facing an emerging currency crisis and the imminent danger that the United States would no longer be able to redeem dollars for gold, gold convertibility was finally terminated in 1971 by President Nixon, resulting in the \"Nixon shock\".", "targets": "What did banks and investors do that devalued the dollar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b00311a32d043bfa20ff9e253461b6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the Bretton Woods system established after World War II, the value of gold was fixed to $35 per ounce, and the value of the U.S. dollar was thus anchored to the value of gold. Rising government spending in the 1960s, however, led to doubts about the ability of the United States to maintain this convertibility, gold stocks dwindled as banks and international investors began to convert dollars to gold, and as a result the value of the dollar began to decline. Facing an emerging currency crisis and the imminent danger that the United States would no longer be able to redeem dollars for gold, gold convertibility was finally terminated in 1971 by President Nixon, resulting in the \"Nixon shock\".", "targets": "In which year was gold convertability terminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c5f9c83da249d096a8fb24ad1425eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show itself is popular in the Southern United States, with households in the Southeastern United States 10% more likely to watch American Idol during the eighth season in 2009, and those in the East Central region, such as Kentucky, were 16 percent more likely to tune into the series. Data from Nielsen SoundScan, a music-sales tracking service, showed that of the 47 million CDs sold by Idol contestants through January 2010, 85 percent were by contestants with ties to the American South.", "targets": "How many CDs from American Idol contestants had been sold at the beginning of 2010? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c5f9c83da249d096a8fb24ad1425eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show itself is popular in the Southern United States, with households in the Southeastern United States 10% more likely to watch American Idol during the eighth season in 2009, and those in the East Central region, such as Kentucky, were 16 percent more likely to tune into the series. Data from Nielsen SoundScan, a music-sales tracking service, showed that of the 47 million CDs sold by Idol contestants through January 2010, 85 percent were by contestants with ties to the American South.", "targets": "In the same study, how much more likely was someone from Kentucky to tune into the show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c5f9c83da249d096a8fb24ad1425eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show itself is popular in the Southern United States, with households in the Southeastern United States 10% more likely to watch American Idol during the eighth season in 2009, and those in the East Central region, such as Kentucky, were 16 percent more likely to tune into the series. Data from Nielsen SoundScan, a music-sales tracking service, showed that of the 47 million CDs sold by Idol contestants through January 2010, 85 percent were by contestants with ties to the American South.", "targets": "How many CDS were sold by Idol contestants up to 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46c5f9c83da249d096a8fb24ad1425eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show itself is popular in the Southern United States, with households in the Southeastern United States 10% more likely to watch American Idol during the eighth season in 2009, and those in the East Central region, such as Kentucky, were 16 percent more likely to tune into the series. Data from Nielsen SoundScan, a music-sales tracking service, showed that of the 47 million CDs sold by Idol contestants through January 2010, 85 percent were by contestants with ties to the American South.", "targets": "Of the CDs sold, how many were by the contestants with southern ties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e762e88879b4a08a6b7e51233488b71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a Teletype 33 ASR equipped with the automatic paper tape reader received a Control-S (XOFF, an abbreviation for transmit off), it caused the tape reader to stop; receiving Control-Q (XON, \"transmit on\") caused the tape reader to resume. This technique became adopted by several early computer operating systems as a \"handshaking\" signal warning a sender to stop transmission because of impending overflow; it persists to this day in many systems as a manual output control technique. On some systems Control-S retains its meaning but Control-Q is replaced by a second Control-S to resume output. The 33 ASR also could be configured to employ Control-R (DC2) and Control-T (DC4) to start and stop the tape punch; on some units equipped with this function, the corresponding control character lettering on the keycap above the letter was TAPE and TAPE respectively.", "targets": "What casued the automatic paper tape reader to stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e762e88879b4a08a6b7e51233488b71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a Teletype 33 ASR equipped with the automatic paper tape reader received a Control-S (XOFF, an abbreviation for transmit off), it caused the tape reader to stop; receiving Control-Q (XON, \"transmit on\") caused the tape reader to resume. This technique became adopted by several early computer operating systems as a \"handshaking\" signal warning a sender to stop transmission because of impending overflow; it persists to this day in many systems as a manual output control technique. On some systems Control-S retains its meaning but Control-Q is replaced by a second Control-S to resume output. The 33 ASR also could be configured to employ Control-R (DC2) and Control-T (DC4) to start and stop the tape punch; on some units equipped with this function, the corresponding control character lettering on the keycap above the letter was TAPE and TAPE respectively.", "targets": "What caused the automatic paper tape reader to start again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e762e88879b4a08a6b7e51233488b71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a Teletype 33 ASR equipped with the automatic paper tape reader received a Control-S (XOFF, an abbreviation for transmit off), it caused the tape reader to stop; receiving Control-Q (XON, \"transmit on\") caused the tape reader to resume. This technique became adopted by several early computer operating systems as a \"handshaking\" signal warning a sender to stop transmission because of impending overflow; it persists to this day in many systems as a manual output control technique. On some systems Control-S retains its meaning but Control-Q is replaced by a second Control-S to resume output. The 33 ASR also could be configured to employ Control-R (DC2) and Control-T (DC4) to start and stop the tape punch; on some units equipped with this function, the corresponding control character lettering on the keycap above the letter was TAPE and TAPE respectively.", "targets": "What was the warning signal called that warned the sender that there was impending overflow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e762e88879b4a08a6b7e51233488b71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a Teletype 33 ASR equipped with the automatic paper tape reader received a Control-S (XOFF, an abbreviation for transmit off), it caused the tape reader to stop; receiving Control-Q (XON, \"transmit on\") caused the tape reader to resume. This technique became adopted by several early computer operating systems as a \"handshaking\" signal warning a sender to stop transmission because of impending overflow; it persists to this day in many systems as a manual output control technique. On some systems Control-S retains its meaning but Control-Q is replaced by a second Control-S to resume output. The 33 ASR also could be configured to employ Control-R (DC2) and Control-T (DC4) to start and stop the tape punch; on some units equipped with this function, the corresponding control character lettering on the keycap above the letter was TAPE and TAPE respectively.", "targets": "What two controls can be configured with 33 ASR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a9adcbeeb549668851df02b8197613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network began running into some trouble in the ratings by 2010. That year, the sixth and final season of Lost became the drama's lowest-rated season since its debut in 2004. Ratings for the once-instant hit Ugly Betty collapsed dramatically after it was moved to Fridays at the start of its fourth season in the fall of 2009; an attempt to boost ratings by moving the dramedy to Wednesdays failed, with its ultimate cancellation by the network eliciting negative reaction from the public, and particularly the show's fanbase. With the network's two former hit shows now out of the picture, the network's remaining top veteran shows Desperate Housewives and Grey's Anatomy, and another hit drama Brothers & Sisters, all ended the 2009\u201310 season recorded their lowest ratings ever.", "targets": "What year marked the lowest ratings for the drama Lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a9adcbeeb549668851df02b8197613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network began running into some trouble in the ratings by 2010. That year, the sixth and final season of Lost became the drama's lowest-rated season since its debut in 2004. Ratings for the once-instant hit Ugly Betty collapsed dramatically after it was moved to Fridays at the start of its fourth season in the fall of 2009; an attempt to boost ratings by moving the dramedy to Wednesdays failed, with its ultimate cancellation by the network eliciting negative reaction from the public, and particularly the show's fanbase. With the network's two former hit shows now out of the picture, the network's remaining top veteran shows Desperate Housewives and Grey's Anatomy, and another hit drama Brothers & Sisters, all ended the 2009\u201310 season recorded their lowest ratings ever.", "targets": "In what year did Lost first debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a9adcbeeb549668851df02b8197613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network began running into some trouble in the ratings by 2010. That year, the sixth and final season of Lost became the drama's lowest-rated season since its debut in 2004. Ratings for the once-instant hit Ugly Betty collapsed dramatically after it was moved to Fridays at the start of its fourth season in the fall of 2009; an attempt to boost ratings by moving the dramedy to Wednesdays failed, with its ultimate cancellation by the network eliciting negative reaction from the public, and particularly the show's fanbase. With the network's two former hit shows now out of the picture, the network's remaining top veteran shows Desperate Housewives and Grey's Anatomy, and another hit drama Brothers & Sisters, all ended the 2009\u201310 season recorded their lowest ratings ever.", "targets": "Ugly Betty's ratings fell dramatically after the series movie to what night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95a9adcbeeb549668851df02b8197613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network began running into some trouble in the ratings by 2010. That year, the sixth and final season of Lost became the drama's lowest-rated season since its debut in 2004. Ratings for the once-instant hit Ugly Betty collapsed dramatically after it was moved to Fridays at the start of its fourth season in the fall of 2009; an attempt to boost ratings by moving the dramedy to Wednesdays failed, with its ultimate cancellation by the network eliciting negative reaction from the public, and particularly the show's fanbase. With the network's two former hit shows now out of the picture, the network's remaining top veteran shows Desperate Housewives and Grey's Anatomy, and another hit drama Brothers & Sisters, all ended the 2009\u201310 season recorded their lowest ratings ever.", "targets": "What night did ABC move Ugly Betty to in an attempt to boost the series ratings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c793de5fbe9f4718b4a69c242c61ab88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 10, 2007, the National Archives and Fold3.com (formerly Footnote) launched a pilot project to digitize historic documents from the National Archives holdings. Allen Weinstein explained that this partnership would \"allow much greater access to approximately 4.5 million pages of important documents that are currently available only in their original format or on microfilm\" and \"would also enhance NARA's efforts to preserve its original records.\"", "targets": "In January of 2007, what internet company did the National Archives partner with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c793de5fbe9f4718b4a69c242c61ab88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 10, 2007, the National Archives and Fold3.com (formerly Footnote) launched a pilot project to digitize historic documents from the National Archives holdings. Allen Weinstein explained that this partnership would \"allow much greater access to approximately 4.5 million pages of important documents that are currently available only in their original format or on microfilm\" and \"would also enhance NARA's efforts to preserve its original records.\"", "targets": "What was the aim of the partnership with Fold3.com?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c793de5fbe9f4718b4a69c242c61ab88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 10, 2007, the National Archives and Fold3.com (formerly Footnote) launched a pilot project to digitize historic documents from the National Archives holdings. Allen Weinstein explained that this partnership would \"allow much greater access to approximately 4.5 million pages of important documents that are currently available only in their original format or on microfilm\" and \"would also enhance NARA's efforts to preserve its original records.\"", "targets": "What Archivist announced the partnership with Fold3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c793de5fbe9f4718b4a69c242c61ab88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 10, 2007, the National Archives and Fold3.com (formerly Footnote) launched a pilot project to digitize historic documents from the National Archives holdings. Allen Weinstein explained that this partnership would \"allow much greater access to approximately 4.5 million pages of important documents that are currently available only in their original format or on microfilm\" and \"would also enhance NARA's efforts to preserve its original records.\"", "targets": "Of all the benefits of the partnership with Fold3, what benefited the public at large the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c793de5fbe9f4718b4a69c242c61ab88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 10, 2007, the National Archives and Fold3.com (formerly Footnote) launched a pilot project to digitize historic documents from the National Archives holdings. Allen Weinstein explained that this partnership would \"allow much greater access to approximately 4.5 million pages of important documents that are currently available only in their original format or on microfilm\" and \"would also enhance NARA's efforts to preserve its original records.\"", "targets": "What direct benefit did NARA itself gain from the partnership with Fold3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a3804f0a1154408bbda1000d0183d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where CHP is not used, steam turbines in power stations use surface condensers as a cold sink. The condensers are cooled by water flow from oceans, rivers, lakes, and often by cooling towers which evaporate water to provide cooling energy removal. The resulting condensed hot water output from the condenser is then put back into the boiler via a pump. A dry type cooling tower is similar to an automobile radiator and is used in locations where water is costly. Evaporative (wet) cooling towers use the rejected heat to evaporate water; this water is kept separate from the condensate, which circulates in a closed system and returns to the boiler. Such towers often have visible plumes due to the evaporated water condensing into droplets carried up by the warm air. Evaporative cooling towers need less water flow than \"once-through\" cooling by river or lake water; a 700 megawatt coal-fired power plant may use about 3600 cubic metres of make-up water every hour for evaporative cooling, but would need about twenty times as much if cooled by river water.[citation needed]", "targets": "What do power station steam turbines use as a cold sink in the absence of CHP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a3804f0a1154408bbda1000d0183d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where CHP is not used, steam turbines in power stations use surface condensers as a cold sink. The condensers are cooled by water flow from oceans, rivers, lakes, and often by cooling towers which evaporate water to provide cooling energy removal. The resulting condensed hot water output from the condenser is then put back into the boiler via a pump. A dry type cooling tower is similar to an automobile radiator and is used in locations where water is costly. Evaporative (wet) cooling towers use the rejected heat to evaporate water; this water is kept separate from the condensate, which circulates in a closed system and returns to the boiler. Such towers often have visible plumes due to the evaporated water condensing into droplets carried up by the warm air. Evaporative cooling towers need less water flow than \"once-through\" cooling by river or lake water; a 700 megawatt coal-fired power plant may use about 3600 cubic metres of make-up water every hour for evaporative cooling, but would need about twenty times as much if cooled by river water.[citation needed]", "targets": "What device is a dry cooling tower similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a3804f0a1154408bbda1000d0183d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where CHP is not used, steam turbines in power stations use surface condensers as a cold sink. The condensers are cooled by water flow from oceans, rivers, lakes, and often by cooling towers which evaporate water to provide cooling energy removal. The resulting condensed hot water output from the condenser is then put back into the boiler via a pump. A dry type cooling tower is similar to an automobile radiator and is used in locations where water is costly. Evaporative (wet) cooling towers use the rejected heat to evaporate water; this water is kept separate from the condensate, which circulates in a closed system and returns to the boiler. Such towers often have visible plumes due to the evaporated water condensing into droplets carried up by the warm air. Evaporative cooling towers need less water flow than \"once-through\" cooling by river or lake water; a 700 megawatt coal-fired power plant may use about 3600 cubic metres of make-up water every hour for evaporative cooling, but would need about twenty times as much if cooled by river water.[citation needed]", "targets": "In what sort of places are dry cooling towers used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a3804f0a1154408bbda1000d0183d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where CHP is not used, steam turbines in power stations use surface condensers as a cold sink. The condensers are cooled by water flow from oceans, rivers, lakes, and often by cooling towers which evaporate water to provide cooling energy removal. The resulting condensed hot water output from the condenser is then put back into the boiler via a pump. A dry type cooling tower is similar to an automobile radiator and is used in locations where water is costly. Evaporative (wet) cooling towers use the rejected heat to evaporate water; this water is kept separate from the condensate, which circulates in a closed system and returns to the boiler. Such towers often have visible plumes due to the evaporated water condensing into droplets carried up by the warm air. Evaporative cooling towers need less water flow than \"once-through\" cooling by river or lake water; a 700 megawatt coal-fired power plant may use about 3600 cubic metres of make-up water every hour for evaporative cooling, but would need about twenty times as much if cooled by river water.[citation needed]", "targets": "An evaporative cooling tower is also referred to as what kind of cooling tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a3804f0a1154408bbda1000d0183d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Where CHP is not used, steam turbines in power stations use surface condensers as a cold sink. The condensers are cooled by water flow from oceans, rivers, lakes, and often by cooling towers which evaporate water to provide cooling energy removal. The resulting condensed hot water output from the condenser is then put back into the boiler via a pump. A dry type cooling tower is similar to an automobile radiator and is used in locations where water is costly. Evaporative (wet) cooling towers use the rejected heat to evaporate water; this water is kept separate from the condensate, which circulates in a closed system and returns to the boiler. Such towers often have visible plumes due to the evaporated water condensing into droplets carried up by the warm air. Evaporative cooling towers need less water flow than \"once-through\" cooling by river or lake water; a 700 megawatt coal-fired power plant may use about 3600 cubic metres of make-up water every hour for evaporative cooling, but would need about twenty times as much if cooled by river water.[citation needed]", "targets": "About how many cubic meters of make-up water is used by a 700-megawatt coal-fired power plant for evaporative cooling hourly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36abb924e83e43a1afb82ce02172e155", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the formation of the Third Coalition, Napoleon had assembled an invasion force, the Arm\u00e9e d'Angleterre, around six camps at Boulogne in Northern France. He intended to use this invasion force to strike at England. They never invaded, but Napoleon's troops received careful and invaluable training for future military operations. The men at Boulogne formed the core for what Napoleon later called La Grande Arm\u00e9e. At the start, this French army had about 200,000 men organized into seven corps, which were large field units that contained 36 to 40 cannons each and were capable of independent action until other corps could come to the rescue. A single corps properly situated in a strong defensive position could survive at least a day without support, giving the Grande Arm\u00e9e countless strategic and tactical options on every campaign. On top of these forces, Napoleon created a cavalry reserve of 22,000 organized into two cuirassier divisions, four mounted dragoon divisions, one division of dismounted dragoons, and one of light cavalry, all supported by 24 artillery pieces. By 1805, the Grande Arm\u00e9e had grown to a force of 350,000 men, who were well equipped, well trained, and led by competent officers.", "targets": "What was the name of the invasion force Napoleon assembled before the creation of the Third Coalition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36abb924e83e43a1afb82ce02172e155", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the formation of the Third Coalition, Napoleon had assembled an invasion force, the Arm\u00e9e d'Angleterre, around six camps at Boulogne in Northern France. He intended to use this invasion force to strike at England. They never invaded, but Napoleon's troops received careful and invaluable training for future military operations. The men at Boulogne formed the core for what Napoleon later called La Grande Arm\u00e9e. At the start, this French army had about 200,000 men organized into seven corps, which were large field units that contained 36 to 40 cannons each and were capable of independent action until other corps could come to the rescue. A single corps properly situated in a strong defensive position could survive at least a day without support, giving the Grande Arm\u00e9e countless strategic and tactical options on every campaign. On top of these forces, Napoleon created a cavalry reserve of 22,000 organized into two cuirassier divisions, four mounted dragoon divisions, one division of dismounted dragoons, and one of light cavalry, all supported by 24 artillery pieces. By 1805, the Grande Arm\u00e9e had grown to a force of 350,000 men, who were well equipped, well trained, and led by competent officers.", "targets": "Where in Northern France were the camps of the Arm\u00e9e d'Angleterre located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36abb924e83e43a1afb82ce02172e155", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the formation of the Third Coalition, Napoleon had assembled an invasion force, the Arm\u00e9e d'Angleterre, around six camps at Boulogne in Northern France. He intended to use this invasion force to strike at England. They never invaded, but Napoleon's troops received careful and invaluable training for future military operations. The men at Boulogne formed the core for what Napoleon later called La Grande Arm\u00e9e. At the start, this French army had about 200,000 men organized into seven corps, which were large field units that contained 36 to 40 cannons each and were capable of independent action until other corps could come to the rescue. A single corps properly situated in a strong defensive position could survive at least a day without support, giving the Grande Arm\u00e9e countless strategic and tactical options on every campaign. On top of these forces, Napoleon created a cavalry reserve of 22,000 organized into two cuirassier divisions, four mounted dragoon divisions, one division of dismounted dragoons, and one of light cavalry, all supported by 24 artillery pieces. By 1805, the Grande Arm\u00e9e had grown to a force of 350,000 men, who were well equipped, well trained, and led by competent officers.", "targets": "What country was the Arm\u00e9e d'Angleterre intended to strike at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36abb924e83e43a1afb82ce02172e155", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the formation of the Third Coalition, Napoleon had assembled an invasion force, the Arm\u00e9e d'Angleterre, around six camps at Boulogne in Northern France. He intended to use this invasion force to strike at England. They never invaded, but Napoleon's troops received careful and invaluable training for future military operations. The men at Boulogne formed the core for what Napoleon later called La Grande Arm\u00e9e. At the start, this French army had about 200,000 men organized into seven corps, which were large field units that contained 36 to 40 cannons each and were capable of independent action until other corps could come to the rescue. A single corps properly situated in a strong defensive position could survive at least a day without support, giving the Grande Arm\u00e9e countless strategic and tactical options on every campaign. On top of these forces, Napoleon created a cavalry reserve of 22,000 organized into two cuirassier divisions, four mounted dragoon divisions, one division of dismounted dragoons, and one of light cavalry, all supported by 24 artillery pieces. By 1805, the Grande Arm\u00e9e had grown to a force of 350,000 men, who were well equipped, well trained, and led by competent officers.", "targets": "What was the name of the later military organization that the Arm\u00e9e d'Angleterre formed the foundation of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36abb924e83e43a1afb82ce02172e155", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the formation of the Third Coalition, Napoleon had assembled an invasion force, the Arm\u00e9e d'Angleterre, around six camps at Boulogne in Northern France. He intended to use this invasion force to strike at England. They never invaded, but Napoleon's troops received careful and invaluable training for future military operations. The men at Boulogne formed the core for what Napoleon later called La Grande Arm\u00e9e. At the start, this French army had about 200,000 men organized into seven corps, which were large field units that contained 36 to 40 cannons each and were capable of independent action until other corps could come to the rescue. A single corps properly situated in a strong defensive position could survive at least a day without support, giving the Grande Arm\u00e9e countless strategic and tactical options on every campaign. On top of these forces, Napoleon created a cavalry reserve of 22,000 organized into two cuirassier divisions, four mounted dragoon divisions, one division of dismounted dragoons, and one of light cavalry, all supported by 24 artillery pieces. By 1805, the Grande Arm\u00e9e had grown to a force of 350,000 men, who were well equipped, well trained, and led by competent officers.", "targets": "How many men were in the Grande Arm\u00e9e by 1805?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c22891bc435497aab49909fa5eb0b5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was already regulation on public drinking spaces in the 17th and 18th centuries,[citation needed] and the income earned from licences was beneficial to the crown. Tavern owners were required to possess a licence to sell ale, and a separate licence for distilled spirits.", "targets": "In addition to a license to sell spirits, what did tavern owners require a license to sell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c22891bc435497aab49909fa5eb0b5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was already regulation on public drinking spaces in the 17th and 18th centuries,[citation needed] and the income earned from licences was beneficial to the crown. Tavern owners were required to possess a licence to sell ale, and a separate licence for distilled spirits.", "targets": "In what century did public drinking regulations first exist in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c22891bc435497aab49909fa5eb0b5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was already regulation on public drinking spaces in the 17th and 18th centuries,[citation needed] and the income earned from licences was beneficial to the crown. Tavern owners were required to possess a licence to sell ale, and a separate licence for distilled spirits.", "targets": "What party received income from the sale of public drinking house licenses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1932e836e204b9a94213d8b7835421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial infections may be treated with antibiotics, which are classified as bacteriocidal if they kill bacteria, or bacteriostatic if they just prevent bacterial growth. There are many types of antibiotics and each class inhibits a process that is different in the pathogen from that found in the host. An example of how antibiotics produce selective toxicity are chloramphenicol and puromycin, which inhibit the bacterial ribosome, but not the structurally different eukaryotic ribosome. Antibiotics are used both in treating human disease and in intensive farming to promote animal growth, where they may be contributing to the rapid development of antibiotic resistance in bacterial populations. Infections can be prevented by antiseptic measures such as sterilizing the skin prior to piercing it with the needle of a syringe, and by proper care of indwelling catheters. Surgical and dental instruments are also sterilized to prevent contamination by bacteria. Disinfectants such as bleach are used to kill bacteria or other pathogens on surfaces to prevent contamination and further reduce the risk of infection.", "targets": "What type of antibiotics called bacterocidal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1932e836e204b9a94213d8b7835421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial infections may be treated with antibiotics, which are classified as bacteriocidal if they kill bacteria, or bacteriostatic if they just prevent bacterial growth. There are many types of antibiotics and each class inhibits a process that is different in the pathogen from that found in the host. An example of how antibiotics produce selective toxicity are chloramphenicol and puromycin, which inhibit the bacterial ribosome, but not the structurally different eukaryotic ribosome. Antibiotics are used both in treating human disease and in intensive farming to promote animal growth, where they may be contributing to the rapid development of antibiotic resistance in bacterial populations. Infections can be prevented by antiseptic measures such as sterilizing the skin prior to piercing it with the needle of a syringe, and by proper care of indwelling catheters. Surgical and dental instruments are also sterilized to prevent contamination by bacteria. Disinfectants such as bleach are used to kill bacteria or other pathogens on surfaces to prevent contamination and further reduce the risk of infection.", "targets": "What kind of antibiotics are used for prevention of bacterial growth"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1932e836e204b9a94213d8b7835421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial infections may be treated with antibiotics, which are classified as bacteriocidal if they kill bacteria, or bacteriostatic if they just prevent bacterial growth. There are many types of antibiotics and each class inhibits a process that is different in the pathogen from that found in the host. An example of how antibiotics produce selective toxicity are chloramphenicol and puromycin, which inhibit the bacterial ribosome, but not the structurally different eukaryotic ribosome. Antibiotics are used both in treating human disease and in intensive farming to promote animal growth, where they may be contributing to the rapid development of antibiotic resistance in bacterial populations. Infections can be prevented by antiseptic measures such as sterilizing the skin prior to piercing it with the needle of a syringe, and by proper care of indwelling catheters. Surgical and dental instruments are also sterilized to prevent contamination by bacteria. Disinfectants such as bleach are used to kill bacteria or other pathogens on surfaces to prevent contamination and further reduce the risk of infection.", "targets": "What is the drawback of using antibiotics if agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1932e836e204b9a94213d8b7835421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial infections may be treated with antibiotics, which are classified as bacteriocidal if they kill bacteria, or bacteriostatic if they just prevent bacterial growth. There are many types of antibiotics and each class inhibits a process that is different in the pathogen from that found in the host. An example of how antibiotics produce selective toxicity are chloramphenicol and puromycin, which inhibit the bacterial ribosome, but not the structurally different eukaryotic ribosome. Antibiotics are used both in treating human disease and in intensive farming to promote animal growth, where they may be contributing to the rapid development of antibiotic resistance in bacterial populations. Infections can be prevented by antiseptic measures such as sterilizing the skin prior to piercing it with the needle of a syringe, and by proper care of indwelling catheters. Surgical and dental instruments are also sterilized to prevent contamination by bacteria. Disinfectants such as bleach are used to kill bacteria or other pathogens on surfaces to prevent contamination and further reduce the risk of infection.", "targets": "Besides in treating human disease where else are antibiotics used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1932e836e204b9a94213d8b7835421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial infections may be treated with antibiotics, which are classified as bacteriocidal if they kill bacteria, or bacteriostatic if they just prevent bacterial growth. There are many types of antibiotics and each class inhibits a process that is different in the pathogen from that found in the host. An example of how antibiotics produce selective toxicity are chloramphenicol and puromycin, which inhibit the bacterial ribosome, but not the structurally different eukaryotic ribosome. Antibiotics are used both in treating human disease and in intensive farming to promote animal growth, where they may be contributing to the rapid development of antibiotic resistance in bacterial populations. Infections can be prevented by antiseptic measures such as sterilizing the skin prior to piercing it with the needle of a syringe, and by proper care of indwelling catheters. Surgical and dental instruments are also sterilized to prevent contamination by bacteria. Disinfectants such as bleach are used to kill bacteria or other pathogens on surfaces to prevent contamination and further reduce the risk of infection.", "targets": "What is common prevention method of infections in medicine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3d99f59e244034b81835192e9b4540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Musicians Eric Burdon, Sting, Mark Knopfler, Alan Hull, Cheryl Cole and Neil Tennant lived in Newcastle. Hank Marvin and Bruce Welch were both former pupils of Rutherford Grammar School, actors Charlie Hunnam and James Scott, entertainers Ant and Dec and international footballers Michael Carrick and Alan Shearer were born in Newcastle. Multiple circumnavigator David Scott Cowper, Nobel Prize winning physicist Peter Higgs, and former WWE NXT champion Neville were born in the city. John Dunn, inventor of keyed Northumbrian smallpipes, the most characteristic musical instrument in the region, lived and worked in the city.", "targets": "What school did both Hank Marvin and Bruce Welch attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3d99f59e244034b81835192e9b4540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Musicians Eric Burdon, Sting, Mark Knopfler, Alan Hull, Cheryl Cole and Neil Tennant lived in Newcastle. Hank Marvin and Bruce Welch were both former pupils of Rutherford Grammar School, actors Charlie Hunnam and James Scott, entertainers Ant and Dec and international footballers Michael Carrick and Alan Shearer were born in Newcastle. Multiple circumnavigator David Scott Cowper, Nobel Prize winning physicist Peter Higgs, and former WWE NXT champion Neville were born in the city. John Dunn, inventor of keyed Northumbrian smallpipes, the most characteristic musical instrument in the region, lived and worked in the city.", "targets": "What is Michael Carrick and Alan Shearer's profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3d99f59e244034b81835192e9b4540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Musicians Eric Burdon, Sting, Mark Knopfler, Alan Hull, Cheryl Cole and Neil Tennant lived in Newcastle. Hank Marvin and Bruce Welch were both former pupils of Rutherford Grammar School, actors Charlie Hunnam and James Scott, entertainers Ant and Dec and international footballers Michael Carrick and Alan Shearer were born in Newcastle. Multiple circumnavigator David Scott Cowper, Nobel Prize winning physicist Peter Higgs, and former WWE NXT champion Neville were born in the city. John Dunn, inventor of keyed Northumbrian smallpipes, the most characteristic musical instrument in the region, lived and worked in the city.", "targets": "What prize did Peter Higgs win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3d99f59e244034b81835192e9b4540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Musicians Eric Burdon, Sting, Mark Knopfler, Alan Hull, Cheryl Cole and Neil Tennant lived in Newcastle. Hank Marvin and Bruce Welch were both former pupils of Rutherford Grammar School, actors Charlie Hunnam and James Scott, entertainers Ant and Dec and international footballers Michael Carrick and Alan Shearer were born in Newcastle. Multiple circumnavigator David Scott Cowper, Nobel Prize winning physicist Peter Higgs, and former WWE NXT champion Neville were born in the city. John Dunn, inventor of keyed Northumbrian smallpipes, the most characteristic musical instrument in the region, lived and worked in the city.", "targets": "What did John Dunn invent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3d99f59e244034b81835192e9b4540", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Musicians Eric Burdon, Sting, Mark Knopfler, Alan Hull, Cheryl Cole and Neil Tennant lived in Newcastle. Hank Marvin and Bruce Welch were both former pupils of Rutherford Grammar School, actors Charlie Hunnam and James Scott, entertainers Ant and Dec and international footballers Michael Carrick and Alan Shearer were born in Newcastle. Multiple circumnavigator David Scott Cowper, Nobel Prize winning physicist Peter Higgs, and former WWE NXT champion Neville were born in the city. John Dunn, inventor of keyed Northumbrian smallpipes, the most characteristic musical instrument in the region, lived and worked in the city.", "targets": "What city was former WWE NXT champion Neville born in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bacb2c9e67d45b7b6cdf9cc75178de6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Enlisted members of the USAF have pay grades from E-1 (entry level) to E-9 (senior enlisted). While all USAF military personnel are referred to as Airmen, the term also refers to the pay grades of E-1 through E-4, which are below the level of non-commissioned officers (NCOs). Above the pay grade of E-4 (i.e., pay grades E-5 through E-9) all ranks fall into the category of NCO and are further subdivided into \"NCOs\" (pay grades E-5 and E-6) and \"Senior NCOs\" (pay grades E-7 through E-9); the term \"Junior NCO\" is sometimes used to refer to staff sergeants and technical sergeants (pay grades E-5 and E-6).", "targets": "What is the lowest pay grade in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bacb2c9e67d45b7b6cdf9cc75178de6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Enlisted members of the USAF have pay grades from E-1 (entry level) to E-9 (senior enlisted). While all USAF military personnel are referred to as Airmen, the term also refers to the pay grades of E-1 through E-4, which are below the level of non-commissioned officers (NCOs). Above the pay grade of E-4 (i.e., pay grades E-5 through E-9) all ranks fall into the category of NCO and are further subdivided into \"NCOs\" (pay grades E-5 and E-6) and \"Senior NCOs\" (pay grades E-7 through E-9); the term \"Junior NCO\" is sometimes used to refer to staff sergeants and technical sergeants (pay grades E-5 and E-6).", "targets": "What is the highest pay grade in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bacb2c9e67d45b7b6cdf9cc75178de6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Enlisted members of the USAF have pay grades from E-1 (entry level) to E-9 (senior enlisted). While all USAF military personnel are referred to as Airmen, the term also refers to the pay grades of E-1 through E-4, which are below the level of non-commissioned officers (NCOs). Above the pay grade of E-4 (i.e., pay grades E-5 through E-9) all ranks fall into the category of NCO and are further subdivided into \"NCOs\" (pay grades E-5 and E-6) and \"Senior NCOs\" (pay grades E-7 through E-9); the term \"Junior NCO\" is sometimes used to refer to staff sergeants and technical sergeants (pay grades E-5 and E-6).", "targets": "What pay grades are included in the USAF for Senior NCOs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bacb2c9e67d45b7b6cdf9cc75178de6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Enlisted members of the USAF have pay grades from E-1 (entry level) to E-9 (senior enlisted). While all USAF military personnel are referred to as Airmen, the term also refers to the pay grades of E-1 through E-4, which are below the level of non-commissioned officers (NCOs). Above the pay grade of E-4 (i.e., pay grades E-5 through E-9) all ranks fall into the category of NCO and are further subdivided into \"NCOs\" (pay grades E-5 and E-6) and \"Senior NCOs\" (pay grades E-7 through E-9); the term \"Junior NCO\" is sometimes used to refer to staff sergeants and technical sergeants (pay grades E-5 and E-6).", "targets": "What does junior NCO refer to in the USAF pay grade system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0797b8d1722b4e68a9cb3ae49421d79a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite these crises, the 14th century was also a time of great progress in the arts and sciences. Following a renewed interest in ancient Greek and Roman texts that took root in the High Middle Ages, the Italian Renaissance began. The absorption of Latin texts had started before the Renaissance of the 12th century through contact with Arabs during the Crusades, but the availability of important Greek texts accelerated with the capture of Constantinople by the Ottoman Turks, when many Byzantine scholars had to seek refuge in the West, particularly Italy.", "targets": "An interest in texts from which two ancient civilizations sparked the Italian Renaissance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0797b8d1722b4e68a9cb3ae49421d79a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite these crises, the 14th century was also a time of great progress in the arts and sciences. Following a renewed interest in ancient Greek and Roman texts that took root in the High Middle Ages, the Italian Renaissance began. The absorption of Latin texts had started before the Renaissance of the 12th century through contact with Arabs during the Crusades, but the availability of important Greek texts accelerated with the capture of Constantinople by the Ottoman Turks, when many Byzantine scholars had to seek refuge in the West, particularly Italy.", "targets": "Which conflicts brought Europeans into contact with Arabs prior to the 12th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0797b8d1722b4e68a9cb3ae49421d79a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite these crises, the 14th century was also a time of great progress in the arts and sciences. Following a renewed interest in ancient Greek and Roman texts that took root in the High Middle Ages, the Italian Renaissance began. The absorption of Latin texts had started before the Renaissance of the 12th century through contact with Arabs during the Crusades, but the availability of important Greek texts accelerated with the capture of Constantinople by the Ottoman Turks, when many Byzantine scholars had to seek refuge in the West, particularly Italy.", "targets": "Which city was captured by the Ottoman Turks, resulting in the fleeing of scholars to Western Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0797b8d1722b4e68a9cb3ae49421d79a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite these crises, the 14th century was also a time of great progress in the arts and sciences. Following a renewed interest in ancient Greek and Roman texts that took root in the High Middle Ages, the Italian Renaissance began. The absorption of Latin texts had started before the Renaissance of the 12th century through contact with Arabs during the Crusades, but the availability of important Greek texts accelerated with the capture of Constantinople by the Ottoman Turks, when many Byzantine scholars had to seek refuge in the West, particularly Italy.", "targets": "Who captured Constantinople?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0797b8d1722b4e68a9cb3ae49421d79a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite these crises, the 14th century was also a time of great progress in the arts and sciences. Following a renewed interest in ancient Greek and Roman texts that took root in the High Middle Ages, the Italian Renaissance began. The absorption of Latin texts had started before the Renaissance of the 12th century through contact with Arabs during the Crusades, but the availability of important Greek texts accelerated with the capture of Constantinople by the Ottoman Turks, when many Byzantine scholars had to seek refuge in the West, particularly Italy.", "targets": "What kind of texts did Byzantine scholars take with them when they fled Constantinople?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1080260214a945d9affc4916e378f98f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1958, Korolev upgraded the R-7 to be able to launch a 400-kilogram (880 lb) payload to the Moon. Three secret 1958 attempts to launch Luna E-1-class impactor probes failed. The fourth attempt, Luna 1, launched successfully on January 2, 1959, but missed the Moon. The fifth attempt on June 18 also failed at launch. The 390-kilogram (860 lb) Luna 2 successfully impacted the Moon on September 14, 1959. The 278.5-kilogram (614 lb) Luna 3 successfully flew by the Moon and sent back pictures of its far side on October 6, 1959.", "targets": "How many attempts to the Moon did Luna E-1-class probes fail before successfully launching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1080260214a945d9affc4916e378f98f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1958, Korolev upgraded the R-7 to be able to launch a 400-kilogram (880 lb) payload to the Moon. Three secret 1958 attempts to launch Luna E-1-class impactor probes failed. The fourth attempt, Luna 1, launched successfully on January 2, 1959, but missed the Moon. The fifth attempt on June 18 also failed at launch. The 390-kilogram (860 lb) Luna 2 successfully impacted the Moon on September 14, 1959. The 278.5-kilogram (614 lb) Luna 3 successfully flew by the Moon and sent back pictures of its far side on October 6, 1959.", "targets": "The first probe to land on the Moon was in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1080260214a945d9affc4916e378f98f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1958, Korolev upgraded the R-7 to be able to launch a 400-kilogram (880 lb) payload to the Moon. Three secret 1958 attempts to launch Luna E-1-class impactor probes failed. The fourth attempt, Luna 1, launched successfully on January 2, 1959, but missed the Moon. The fifth attempt on June 18 also failed at launch. The 390-kilogram (860 lb) Luna 2 successfully impacted the Moon on September 14, 1959. The 278.5-kilogram (614 lb) Luna 3 successfully flew by the Moon and sent back pictures of its far side on October 6, 1959.", "targets": "Which Luna probe successfully photographed the back side of the Moon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845cf86b0ede405baf18c4cf9e5a776a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern was the site of the 1954 Football (Soccer) World Cup Final, a huge upset for the Hungarian Golden Team, who were beaten 3\u20132 by West Germany. The football team BSC Young Boys is based in Bern at the Stade de Suisse Wankdorf, which also was one of the venues for the European football championship 2008 in which it hosted 3 matches.", "targets": "What year was the Football World Cup Final in Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845cf86b0ede405baf18c4cf9e5a776a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern was the site of the 1954 Football (Soccer) World Cup Final, a huge upset for the Hungarian Golden Team, who were beaten 3\u20132 by West Germany. The football team BSC Young Boys is based in Bern at the Stade de Suisse Wankdorf, which also was one of the venues for the European football championship 2008 in which it hosted 3 matches.", "targets": "Who won the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-845cf86b0ede405baf18c4cf9e5a776a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern was the site of the 1954 Football (Soccer) World Cup Final, a huge upset for the Hungarian Golden Team, who were beaten 3\u20132 by West Germany. The football team BSC Young Boys is based in Bern at the Stade de Suisse Wankdorf, which also was one of the venues for the European football championship 2008 in which it hosted 3 matches.", "targets": "What football team is based in Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d126f555ad574beca57a5b9840a2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"[A] hedge or wall of separation between the garden of the church and the wilderness of the world\" was first used by Baptist theologian Roger Williams, the founder of the colony of Rhode Island, in his 1644 book The Bloody Tenent of Persecution. The phrase was later used by Thomas Jefferson as a description of the First Amendment and its restriction on the legislative branch of the federal government, in an 1802 letter to the Danbury Baptists (a religious minority concerned about the dominant position of the Congregationalist church in Connecticut):", "targets": "Who was Roger Williams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d126f555ad574beca57a5b9840a2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"[A] hedge or wall of separation between the garden of the church and the wilderness of the world\" was first used by Baptist theologian Roger Williams, the founder of the colony of Rhode Island, in his 1644 book The Bloody Tenent of Persecution. The phrase was later used by Thomas Jefferson as a description of the First Amendment and its restriction on the legislative branch of the federal government, in an 1802 letter to the Danbury Baptists (a religious minority concerned about the dominant position of the Congregationalist church in Connecticut):", "targets": "What phrase did Roger Williams first use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d126f555ad574beca57a5b9840a2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"[A] hedge or wall of separation between the garden of the church and the wilderness of the world\" was first used by Baptist theologian Roger Williams, the founder of the colony of Rhode Island, in his 1644 book The Bloody Tenent of Persecution. The phrase was later used by Thomas Jefferson as a description of the First Amendment and its restriction on the legislative branch of the federal government, in an 1802 letter to the Danbury Baptists (a religious minority concerned about the dominant position of the Congregationalist church in Connecticut):", "targets": "What colony was Roger Williams the founder of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d126f555ad574beca57a5b9840a2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"[A] hedge or wall of separation between the garden of the church and the wilderness of the world\" was first used by Baptist theologian Roger Williams, the founder of the colony of Rhode Island, in his 1644 book The Bloody Tenent of Persecution. The phrase was later used by Thomas Jefferson as a description of the First Amendment and its restriction on the legislative branch of the federal government, in an 1802 letter to the Danbury Baptists (a religious minority concerned about the dominant position of the Congregationalist church in Connecticut):", "targets": "When was the book The Bloody Tenent of Persecution published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d126f555ad574beca57a5b9840a2f790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"[A] hedge or wall of separation between the garden of the church and the wilderness of the world\" was first used by Baptist theologian Roger Williams, the founder of the colony of Rhode Island, in his 1644 book The Bloody Tenent of Persecution. The phrase was later used by Thomas Jefferson as a description of the First Amendment and its restriction on the legislative branch of the federal government, in an 1802 letter to the Danbury Baptists (a religious minority concerned about the dominant position of the Congregationalist church in Connecticut):", "targets": "Who used William's phrase as a description of the First Amendment and its restriction on the legislative branch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b4502f515a4f9e8bf993413b40af64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of Hyderabad's earliest newspapers, The Deccan Times, was established in the 1780s. In modern times, the major Telugu dailies published in Hyderabad are Eenadu, Andhra Jyothy, Sakshi and Namaste Telangana, while the major English papers are The Times of India, The Hindu and The Deccan Chronicle. The major Urdu papers include The Siasat Daily, The Munsif Daily and Etemaad. Many coffee table magazines, professional magazines and research journals are also regularly published. The Secunderabad Cantonment Board established the first radio station in Hyderabad State around 1919. Deccan Radio was the first radio public broadcast station in the city starting on 3 February 1935, with FM broadcasting beginning in 2000. The available channels in Hyderabad include All India Radio, Radio Mirchi, Radio City, Red FM and Big FM.", "targets": "When was The Deccan Times founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b4502f515a4f9e8bf993413b40af64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of Hyderabad's earliest newspapers, The Deccan Times, was established in the 1780s. In modern times, the major Telugu dailies published in Hyderabad are Eenadu, Andhra Jyothy, Sakshi and Namaste Telangana, while the major English papers are The Times of India, The Hindu and The Deccan Chronicle. The major Urdu papers include The Siasat Daily, The Munsif Daily and Etemaad. Many coffee table magazines, professional magazines and research journals are also regularly published. The Secunderabad Cantonment Board established the first radio station in Hyderabad State around 1919. Deccan Radio was the first radio public broadcast station in the city starting on 3 February 1935, with FM broadcasting beginning in 2000. The available channels in Hyderabad include All India Radio, Radio Mirchi, Radio City, Red FM and Big FM.", "targets": "What is The Deccan Chronicle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b4502f515a4f9e8bf993413b40af64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of Hyderabad's earliest newspapers, The Deccan Times, was established in the 1780s. In modern times, the major Telugu dailies published in Hyderabad are Eenadu, Andhra Jyothy, Sakshi and Namaste Telangana, while the major English papers are The Times of India, The Hindu and The Deccan Chronicle. The major Urdu papers include The Siasat Daily, The Munsif Daily and Etemaad. Many coffee table magazines, professional magazines and research journals are also regularly published. The Secunderabad Cantonment Board established the first radio station in Hyderabad State around 1919. Deccan Radio was the first radio public broadcast station in the city starting on 3 February 1935, with FM broadcasting beginning in 2000. The available channels in Hyderabad include All India Radio, Radio Mirchi, Radio City, Red FM and Big FM.", "targets": "What type of paper is The Siasat Daily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b4502f515a4f9e8bf993413b40af64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of Hyderabad's earliest newspapers, The Deccan Times, was established in the 1780s. In modern times, the major Telugu dailies published in Hyderabad are Eenadu, Andhra Jyothy, Sakshi and Namaste Telangana, while the major English papers are The Times of India, The Hindu and The Deccan Chronicle. The major Urdu papers include The Siasat Daily, The Munsif Daily and Etemaad. Many coffee table magazines, professional magazines and research journals are also regularly published. The Secunderabad Cantonment Board established the first radio station in Hyderabad State around 1919. Deccan Radio was the first radio public broadcast station in the city starting on 3 February 1935, with FM broadcasting beginning in 2000. The available channels in Hyderabad include All India Radio, Radio Mirchi, Radio City, Red FM and Big FM.", "targets": "What year was the first radio station in Hyderabad formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b4502f515a4f9e8bf993413b40af64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of Hyderabad's earliest newspapers, The Deccan Times, was established in the 1780s. In modern times, the major Telugu dailies published in Hyderabad are Eenadu, Andhra Jyothy, Sakshi and Namaste Telangana, while the major English papers are The Times of India, The Hindu and The Deccan Chronicle. The major Urdu papers include The Siasat Daily, The Munsif Daily and Etemaad. Many coffee table magazines, professional magazines and research journals are also regularly published. The Secunderabad Cantonment Board established the first radio station in Hyderabad State around 1919. Deccan Radio was the first radio public broadcast station in the city starting on 3 February 1935, with FM broadcasting beginning in 2000. The available channels in Hyderabad include All India Radio, Radio Mirchi, Radio City, Red FM and Big FM.", "targets": "On what date did the first public radio station in Hyderabad begin broadcasting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1827f106ed87434a8c1ed58f8e4da776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An earthworm's digestive system consists of a mouth, pharynx, esophagus, crop, gizzard, and intestine. The mouth is surrounded by strong lips, which act like a hand to grab pieces of dead grass, leaves, and weeds, with bits of soil to help chew. The lips break the food down into smaller pieces. In the pharynx, the food is lubricated by mucus secretions for easier passage. The esophagus adds calcium carbonate to neutralize the acids formed by food matter decay. Temporary storage occurs in the crop where food and calcium carbonate are mixed. The powerful muscles of the gizzard churn and mix the mass of food and dirt. When the churning is complete, the glands in the walls of the gizzard add enzymes to the thick paste, which helps chemically breakdown the organic matter. By peristalsis, the mixture is sent to the intestine where friendly bacteria continue chemical breakdown. This releases carbohydrates, protein, fat, and various vitamins and minerals for absorption into the body.", "targets": "What does a earthworms digestive systme consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1827f106ed87434a8c1ed58f8e4da776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An earthworm's digestive system consists of a mouth, pharynx, esophagus, crop, gizzard, and intestine. The mouth is surrounded by strong lips, which act like a hand to grab pieces of dead grass, leaves, and weeds, with bits of soil to help chew. The lips break the food down into smaller pieces. In the pharynx, the food is lubricated by mucus secretions for easier passage. The esophagus adds calcium carbonate to neutralize the acids formed by food matter decay. Temporary storage occurs in the crop where food and calcium carbonate are mixed. The powerful muscles of the gizzard churn and mix the mass of food and dirt. When the churning is complete, the glands in the walls of the gizzard add enzymes to the thick paste, which helps chemically breakdown the organic matter. By peristalsis, the mixture is sent to the intestine where friendly bacteria continue chemical breakdown. This releases carbohydrates, protein, fat, and various vitamins and minerals for absorption into the body.", "targets": "What does an earthworm eat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1827f106ed87434a8c1ed58f8e4da776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An earthworm's digestive system consists of a mouth, pharynx, esophagus, crop, gizzard, and intestine. The mouth is surrounded by strong lips, which act like a hand to grab pieces of dead grass, leaves, and weeds, with bits of soil to help chew. The lips break the food down into smaller pieces. In the pharynx, the food is lubricated by mucus secretions for easier passage. The esophagus adds calcium carbonate to neutralize the acids formed by food matter decay. Temporary storage occurs in the crop where food and calcium carbonate are mixed. The powerful muscles of the gizzard churn and mix the mass of food and dirt. When the churning is complete, the glands in the walls of the gizzard add enzymes to the thick paste, which helps chemically breakdown the organic matter. By peristalsis, the mixture is sent to the intestine where friendly bacteria continue chemical breakdown. This releases carbohydrates, protein, fat, and various vitamins and minerals for absorption into the body.", "targets": "What helps the earthworm grab grass leaves and weeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1827f106ed87434a8c1ed58f8e4da776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An earthworm's digestive system consists of a mouth, pharynx, esophagus, crop, gizzard, and intestine. The mouth is surrounded by strong lips, which act like a hand to grab pieces of dead grass, leaves, and weeds, with bits of soil to help chew. The lips break the food down into smaller pieces. In the pharynx, the food is lubricated by mucus secretions for easier passage. The esophagus adds calcium carbonate to neutralize the acids formed by food matter decay. Temporary storage occurs in the crop where food and calcium carbonate are mixed. The powerful muscles of the gizzard churn and mix the mass of food and dirt. When the churning is complete, the glands in the walls of the gizzard add enzymes to the thick paste, which helps chemically breakdown the organic matter. By peristalsis, the mixture is sent to the intestine where friendly bacteria continue chemical breakdown. This releases carbohydrates, protein, fat, and various vitamins and minerals for absorption into the body.", "targets": "What is the food coated with for easier passage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1827f106ed87434a8c1ed58f8e4da776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An earthworm's digestive system consists of a mouth, pharynx, esophagus, crop, gizzard, and intestine. The mouth is surrounded by strong lips, which act like a hand to grab pieces of dead grass, leaves, and weeds, with bits of soil to help chew. The lips break the food down into smaller pieces. In the pharynx, the food is lubricated by mucus secretions for easier passage. The esophagus adds calcium carbonate to neutralize the acids formed by food matter decay. Temporary storage occurs in the crop where food and calcium carbonate are mixed. The powerful muscles of the gizzard churn and mix the mass of food and dirt. When the churning is complete, the glands in the walls of the gizzard add enzymes to the thick paste, which helps chemically breakdown the organic matter. By peristalsis, the mixture is sent to the intestine where friendly bacteria continue chemical breakdown. This releases carbohydrates, protein, fat, and various vitamins and minerals for absorption into the body.", "targets": "What part of the earthworm helps churn and mix the dirt and food?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "Where is the setting for To Kill a Mockingbird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "How many years does the story of To Kill a Mockingbird take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "How many children does the protagonist, Atticus Finch, have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "Atticus Finch's children make friends with whom during the story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "What is the name of the town the story takes place in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "In what historical era does the book take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e839a124efc5446dabc8f8009b99e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The story takes place during three years (1933\u201335) of the Great Depression in the fictional \"tired old town\" of Maycomb, Alabama, the seat of Maycomb County. It focuses on six-year-old Jean Louise Finch (Scout), who lives with her older brother, Jem, and their widowed father, Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill, who visits Maycomb to stay with his aunt each summer. The three children are terrified of, and fascinated by, their neighbor, the reclusive Arthur \"Boo\" Radley. The adults of Maycomb are hesitant to talk about Boo, and, for many years few have seen him. The children feed one another's imagination with rumors about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. After two summers of friendship with Dill, Scout and Jem find that someone leaves them small gifts in a tree outside the Radley place. Several times the mysterious Boo makes gestures of affection to the children, but, to their disappointment, he never appears in person.", "targets": "Who is the main character of the book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb81b300f1743b4938be2b27297020d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs. More recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science.", "targets": "What replaced false beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb81b300f1743b4938be2b27297020d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs. More recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science.", "targets": "Who depicts the history of science in a wider matrix?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb81b300f1743b4938be2b27297020d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs. More recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science.", "targets": "What time period did the history of science begin to take a progressive narrative?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb81b300f1743b4938be2b27297020d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs. More recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science.", "targets": "Thomas Kuhn used conceptual systems and what other term to define the history of science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9ecf8610b7a4c73b01c265a8da88eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2010, YouTube launched an experimental version of the site that used the built-in multimedia capabilities of web browsers supporting the HTML5 standard. This allowed videos to be viewed without requiring Adobe Flash Player or any other plug-in to be installed. The YouTube site had a page that allowed supported browsers to opt into the HTML5 trial. Only browsers that supported HTML5 Video using the H.264 or WebM formats could play the videos, and not all videos on the site were available.", "targets": "In 2010 youtube launched a version of its site that ran on what standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9ecf8610b7a4c73b01c265a8da88eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2010, YouTube launched an experimental version of the site that used the built-in multimedia capabilities of web browsers supporting the HTML5 standard. This allowed videos to be viewed without requiring Adobe Flash Player or any other plug-in to be installed. The YouTube site had a page that allowed supported browsers to opt into the HTML5 trial. Only browsers that supported HTML5 Video using the H.264 or WebM formats could play the videos, and not all videos on the site were available.", "targets": "What was the main benefit from the switch to HTML5?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9ecf8610b7a4c73b01c265a8da88eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2010, YouTube launched an experimental version of the site that used the built-in multimedia capabilities of web browsers supporting the HTML5 standard. This allowed videos to be viewed without requiring Adobe Flash Player or any other plug-in to be installed. The YouTube site had a page that allowed supported browsers to opt into the HTML5 trial. Only browsers that supported HTML5 Video using the H.264 or WebM formats could play the videos, and not all videos on the site were available.", "targets": "How did users opt into the trial version of youtube's HTML5 site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9ecf8610b7a4c73b01c265a8da88eaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2010, YouTube launched an experimental version of the site that used the built-in multimedia capabilities of web browsers supporting the HTML5 standard. This allowed videos to be viewed without requiring Adobe Flash Player or any other plug-in to be installed. The YouTube site had a page that allowed supported browsers to opt into the HTML5 trial. Only browsers that supported HTML5 Video using the H.264 or WebM formats could play the videos, and not all videos on the site were available.", "targets": "What format besides H.264 was playable with HTML5?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f063c8bf8b5749a2b3c99ef25a33176a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century.", "targets": "What was the first British empire based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f063c8bf8b5749a2b3c99ef25a33176a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century.", "targets": "When did Great Britain lose its colonies in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f063c8bf8b5749a2b3c99ef25a33176a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century.", "targets": "What policy gave Britain dominance in world trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f063c8bf8b5749a2b3c99ef25a33176a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century.", "targets": "When did the Spanish and Portuguese colonies gain their independance."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f063c8bf8b5749a2b3c99ef25a33176a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The First British Empire was based on mercantilism, and involved colonies and holdings primarily in North America, the Caribbean, and India. Its growth was reversed by the loss of the American colonies in 1776. Britain made compensating gains in India, Australia, and in constructing an informal economic empire through control of trade and finance in Latin America after the independence of Spanish and Portuguese colonies about 1820. By the 1840s, Britain had adopted a highly successful policy of free trade that gave it dominance in the trade of much of the world. After losing its first Empire to the Americans, Britain then turned its attention towards Asia, Africa, and the Pacific. Following the defeat of Napoleonic France in 1815, Britain enjoyed a century of almost unchallenged dominance and expanded its imperial holdings around the globe. Increasing degrees of internal autonomy were granted to its white settler colonies in the 20th century.", "targets": "When was the defeat of Napoleonic France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08ae7042c6134452aeacdab939ab15ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somalis (Somali: Soomaali, Arabic: \u0635\u0648\u0645\u0627\u0644\u200e) are an ethnic group inhabiting the Horn of Africa (Somali Peninsula). The overwhelming majority of Somalis speak the Somali language, which is part of the Cushitic branch of the Afro-Asiatic family. They are predominantly Sunni Muslim. Ethnic Somalis number around 16-20 million and are principally concentrated in Somalia (around 12.3 million), Ethiopia (4.6 million), Kenya (2.4 million), and Djibouti (464,600), with many also residing in parts of the Middle East, North America and Europe.", "targets": "What language family is Somali a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08ae7042c6134452aeacdab939ab15ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somalis (Somali: Soomaali, Arabic: \u0635\u0648\u0645\u0627\u0644\u200e) are an ethnic group inhabiting the Horn of Africa (Somali Peninsula). The overwhelming majority of Somalis speak the Somali language, which is part of the Cushitic branch of the Afro-Asiatic family. They are predominantly Sunni Muslim. Ethnic Somalis number around 16-20 million and are principally concentrated in Somalia (around 12.3 million), Ethiopia (4.6 million), Kenya (2.4 million), and Djibouti (464,600), with many also residing in parts of the Middle East, North America and Europe.", "targets": "What part of the Afro-Asiatic language family is Somali a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08ae7042c6134452aeacdab939ab15ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somalis (Somali: Soomaali, Arabic: \u0635\u0648\u0645\u0627\u0644\u200e) are an ethnic group inhabiting the Horn of Africa (Somali Peninsula). The overwhelming majority of Somalis speak the Somali language, which is part of the Cushitic branch of the Afro-Asiatic family. They are predominantly Sunni Muslim. Ethnic Somalis number around 16-20 million and are principally concentrated in Somalia (around 12.3 million), Ethiopia (4.6 million), Kenya (2.4 million), and Djibouti (464,600), with many also residing in parts of the Middle East, North America and Europe.", "targets": "What is the majority religion of Somalis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08ae7042c6134452aeacdab939ab15ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somalis (Somali: Soomaali, Arabic: \u0635\u0648\u0645\u0627\u0644\u200e) are an ethnic group inhabiting the Horn of Africa (Somali Peninsula). The overwhelming majority of Somalis speak the Somali language, which is part of the Cushitic branch of the Afro-Asiatic family. They are predominantly Sunni Muslim. Ethnic Somalis number around 16-20 million and are principally concentrated in Somalia (around 12.3 million), Ethiopia (4.6 million), Kenya (2.4 million), and Djibouti (464,600), with many also residing in parts of the Middle East, North America and Europe.", "targets": "How many people of Somali ethnicity live in Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08ae7042c6134452aeacdab939ab15ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somalis (Somali: Soomaali, Arabic: \u0635\u0648\u0645\u0627\u0644\u200e) are an ethnic group inhabiting the Horn of Africa (Somali Peninsula). The overwhelming majority of Somalis speak the Somali language, which is part of the Cushitic branch of the Afro-Asiatic family. They are predominantly Sunni Muslim. Ethnic Somalis number around 16-20 million and are principally concentrated in Somalia (around 12.3 million), Ethiopia (4.6 million), Kenya (2.4 million), and Djibouti (464,600), with many also residing in parts of the Middle East, North America and Europe.", "targets": "What country has the second largest Somali population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ddf4695a424221bd0440de63027766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of their long life, fast switching times, and their ability to be seen in broad daylight due to their high output and focus, LEDs have been used in brake lights for cars' high-mounted brake lights, trucks, and buses, and in turn signals for some time, but many vehicles now use LEDs for their rear light clusters. The use in brakes improves safety, due to a great reduction in the time needed to light fully, or faster rise time, up to 0.5 second faster[citation needed] than an incandescent bulb. This gives drivers behind more time to react. In a dual intensity circuit (rear markers and brakes) if the LEDs are not pulsed at a fast enough frequency, they can create a phantom array, where ghost images of the LED will appear if the eyes quickly scan across the array. White LED headlamps are starting to be used. Using LEDs has styling advantages because LEDs can form much thinner lights than incandescent lamps with parabolic reflectors.", "targets": "Because of their high output, LED lights are very useful where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ddf4695a424221bd0440de63027766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of their long life, fast switching times, and their ability to be seen in broad daylight due to their high output and focus, LEDs have been used in brake lights for cars' high-mounted brake lights, trucks, and buses, and in turn signals for some time, but many vehicles now use LEDs for their rear light clusters. The use in brakes improves safety, due to a great reduction in the time needed to light fully, or faster rise time, up to 0.5 second faster[citation needed] than an incandescent bulb. This gives drivers behind more time to react. In a dual intensity circuit (rear markers and brakes) if the LEDs are not pulsed at a fast enough frequency, they can create a phantom array, where ghost images of the LED will appear if the eyes quickly scan across the array. White LED headlamps are starting to be used. Using LEDs has styling advantages because LEDs can form much thinner lights than incandescent lamps with parabolic reflectors.", "targets": "Why are LED lights sought after for various applications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ddf4695a424221bd0440de63027766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of their long life, fast switching times, and their ability to be seen in broad daylight due to their high output and focus, LEDs have been used in brake lights for cars' high-mounted brake lights, trucks, and buses, and in turn signals for some time, but many vehicles now use LEDs for their rear light clusters. The use in brakes improves safety, due to a great reduction in the time needed to light fully, or faster rise time, up to 0.5 second faster[citation needed] than an incandescent bulb. This gives drivers behind more time to react. In a dual intensity circuit (rear markers and brakes) if the LEDs are not pulsed at a fast enough frequency, they can create a phantom array, where ghost images of the LED will appear if the eyes quickly scan across the array. White LED headlamps are starting to be used. Using LEDs has styling advantages because LEDs can form much thinner lights than incandescent lamps with parabolic reflectors.", "targets": "LED brake lights are how many times faster than incandescent ones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ddf4695a424221bd0440de63027766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of their long life, fast switching times, and their ability to be seen in broad daylight due to their high output and focus, LEDs have been used in brake lights for cars' high-mounted brake lights, trucks, and buses, and in turn signals for some time, but many vehicles now use LEDs for their rear light clusters. The use in brakes improves safety, due to a great reduction in the time needed to light fully, or faster rise time, up to 0.5 second faster[citation needed] than an incandescent bulb. This gives drivers behind more time to react. In a dual intensity circuit (rear markers and brakes) if the LEDs are not pulsed at a fast enough frequency, they can create a phantom array, where ghost images of the LED will appear if the eyes quickly scan across the array. White LED headlamps are starting to be used. Using LEDs has styling advantages because LEDs can form much thinner lights than incandescent lamps with parabolic reflectors.", "targets": "What color LEDs are now starting to be used more?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82ddf4695a424221bd0440de63027766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of their long life, fast switching times, and their ability to be seen in broad daylight due to their high output and focus, LEDs have been used in brake lights for cars' high-mounted brake lights, trucks, and buses, and in turn signals for some time, but many vehicles now use LEDs for their rear light clusters. The use in brakes improves safety, due to a great reduction in the time needed to light fully, or faster rise time, up to 0.5 second faster[citation needed] than an incandescent bulb. This gives drivers behind more time to react. In a dual intensity circuit (rear markers and brakes) if the LEDs are not pulsed at a fast enough frequency, they can create a phantom array, where ghost images of the LED will appear if the eyes quickly scan across the array. White LED headlamps are starting to be used. Using LEDs has styling advantages because LEDs can form much thinner lights than incandescent lamps with parabolic reflectors.", "targets": "What types of light can LEDs form better than incandescent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e6da64946bf4e5289e86eb6a7423d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Elizabeth's accession, it seemed probable that the royal house would bear her husband's name, becoming the House of Mountbatten, in line with the custom of a wife taking her husband's surname on marriage. The British Prime Minister, Winston Churchill, and Elizabeth's grandmother, Queen Mary, favoured the retention of the House of Windsor, and so on 9 April 1952 Elizabeth issued a declaration that Windsor would continue to be the name of the royal house. The Duke complained, \"I am the only man in the country not allowed to give his name to his own children.\" In 1960, after the death of Queen Mary in 1953 and the resignation of Churchill in 1955, the surname Mountbatten-Windsor was adopted for Philip and Elizabeth's male-line descendants who do not carry royal titles.", "targets": "What name was it assumed Elizabeth would take upon her marriage to Philip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e6da64946bf4e5289e86eb6a7423d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Elizabeth's accession, it seemed probable that the royal house would bear her husband's name, becoming the House of Mountbatten, in line with the custom of a wife taking her husband's surname on marriage. The British Prime Minister, Winston Churchill, and Elizabeth's grandmother, Queen Mary, favoured the retention of the House of Windsor, and so on 9 April 1952 Elizabeth issued a declaration that Windsor would continue to be the name of the royal house. The Duke complained, \"I am the only man in the country not allowed to give his name to his own children.\" In 1960, after the death of Queen Mary in 1953 and the resignation of Churchill in 1955, the surname Mountbatten-Windsor was adopted for Philip and Elizabeth's male-line descendants who do not carry royal titles.", "targets": "What Prime Minister objected to the name change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e6da64946bf4e5289e86eb6a7423d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Elizabeth's accession, it seemed probable that the royal house would bear her husband's name, becoming the House of Mountbatten, in line with the custom of a wife taking her husband's surname on marriage. The British Prime Minister, Winston Churchill, and Elizabeth's grandmother, Queen Mary, favoured the retention of the House of Windsor, and so on 9 April 1952 Elizabeth issued a declaration that Windsor would continue to be the name of the royal house. The Duke complained, \"I am the only man in the country not allowed to give his name to his own children.\" In 1960, after the death of Queen Mary in 1953 and the resignation of Churchill in 1955, the surname Mountbatten-Windsor was adopted for Philip and Elizabeth's male-line descendants who do not carry royal titles.", "targets": "What name did Elizabeth keep as her married name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e6da64946bf4e5289e86eb6a7423d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Elizabeth's accession, it seemed probable that the royal house would bear her husband's name, becoming the House of Mountbatten, in line with the custom of a wife taking her husband's surname on marriage. The British Prime Minister, Winston Churchill, and Elizabeth's grandmother, Queen Mary, favoured the retention of the House of Windsor, and so on 9 April 1952 Elizabeth issued a declaration that Windsor would continue to be the name of the royal house. The Duke complained, \"I am the only man in the country not allowed to give his name to his own children.\" In 1960, after the death of Queen Mary in 1953 and the resignation of Churchill in 1955, the surname Mountbatten-Windsor was adopted for Philip and Elizabeth's male-line descendants who do not carry royal titles.", "targets": "What name was adopted for Elizabeth's male-line descendants who do not have royal titles? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e6da64946bf4e5289e86eb6a7423d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Elizabeth's accession, it seemed probable that the royal house would bear her husband's name, becoming the House of Mountbatten, in line with the custom of a wife taking her husband's surname on marriage. The British Prime Minister, Winston Churchill, and Elizabeth's grandmother, Queen Mary, favoured the retention of the House of Windsor, and so on 9 April 1952 Elizabeth issued a declaration that Windsor would continue to be the name of the royal house. The Duke complained, \"I am the only man in the country not allowed to give his name to his own children.\" In 1960, after the death of Queen Mary in 1953 and the resignation of Churchill in 1955, the surname Mountbatten-Windsor was adopted for Philip and Elizabeth's male-line descendants who do not carry royal titles.", "targets": "When did Elizabeth decree the use of Mountbatten-Windsor as the  surname? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35f98a5b589f468a96ac7231b09e4c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A similar situation occurs with waders (called shorebirds in North America). Many species, such as dunlin Calidris alpina and western sandpiper Calidris mauri, undertake long movements from their Arctic breeding grounds to warmer locations in the same hemisphere, but others such as semipalmated sandpiper C. pusilla travel longer distances to the tropics in the Southern Hemisphere.", "targets": "What are waders called in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35f98a5b589f468a96ac7231b09e4c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A similar situation occurs with waders (called shorebirds in North America). Many species, such as dunlin Calidris alpina and western sandpiper Calidris mauri, undertake long movements from their Arctic breeding grounds to warmer locations in the same hemisphere, but others such as semipalmated sandpiper C. pusilla travel longer distances to the tropics in the Southern Hemisphere.", "targets": "Where do dunlin Calidris alpina migrate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35f98a5b589f468a96ac7231b09e4c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A similar situation occurs with waders (called shorebirds in North America). Many species, such as dunlin Calidris alpina and western sandpiper Calidris mauri, undertake long movements from their Arctic breeding grounds to warmer locations in the same hemisphere, but others such as semipalmated sandpiper C. pusilla travel longer distances to the tropics in the Southern Hemisphere.", "targets": "Where do semiplamated sandpiper C. pusilla migrate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35f98a5b589f468a96ac7231b09e4c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A similar situation occurs with waders (called shorebirds in North America). Many species, such as dunlin Calidris alpina and western sandpiper Calidris mauri, undertake long movements from their Arctic breeding grounds to warmer locations in the same hemisphere, but others such as semipalmated sandpiper C. pusilla travel longer distances to the tropics in the Southern Hemisphere.", "targets": "Where do western sandpiper Calidris migrate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cca3ca973f24e8596e4161787e72861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Jurassic spans from 163 million to 145 million years ago. The Late Jurassic featured a massive extinction of sauropods and Ichthyosaurs due to the separation of Pangaea into Laurasia and Gondwana in an extinction known as the Jurassic-Cretaceous extinction. Sea levels rose, destroying fern prairies and creating shallows in its wake. Ichthyosaurs went extinct whereas sauropods, as a whole, did not die out in the Jurassic; in fact, some species, like the Titanosaurus, lived up to the K-T extinction. The increase in sea-levels opened up the Atlantic sea way which would continue to get larger over time. The divided world would give opportunity for the diversification of new dinosaurs.", "targets": "How many years did the Late Jurassic cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cca3ca973f24e8596e4161787e72861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Jurassic spans from 163 million to 145 million years ago. The Late Jurassic featured a massive extinction of sauropods and Ichthyosaurs due to the separation of Pangaea into Laurasia and Gondwana in an extinction known as the Jurassic-Cretaceous extinction. Sea levels rose, destroying fern prairies and creating shallows in its wake. Ichthyosaurs went extinct whereas sauropods, as a whole, did not die out in the Jurassic; in fact, some species, like the Titanosaurus, lived up to the K-T extinction. The increase in sea-levels opened up the Atlantic sea way which would continue to get larger over time. The divided world would give opportunity for the diversification of new dinosaurs.", "targets": "What did the separation of Pangaea cause to become extinct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cca3ca973f24e8596e4161787e72861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Jurassic spans from 163 million to 145 million years ago. The Late Jurassic featured a massive extinction of sauropods and Ichthyosaurs due to the separation of Pangaea into Laurasia and Gondwana in an extinction known as the Jurassic-Cretaceous extinction. Sea levels rose, destroying fern prairies and creating shallows in its wake. Ichthyosaurs went extinct whereas sauropods, as a whole, did not die out in the Jurassic; in fact, some species, like the Titanosaurus, lived up to the K-T extinction. The increase in sea-levels opened up the Atlantic sea way which would continue to get larger over time. The divided world would give opportunity for the diversification of new dinosaurs.", "targets": "What is the extinction caused by the splitting of Pangaea called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cca3ca973f24e8596e4161787e72861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Jurassic spans from 163 million to 145 million years ago. The Late Jurassic featured a massive extinction of sauropods and Ichthyosaurs due to the separation of Pangaea into Laurasia and Gondwana in an extinction known as the Jurassic-Cretaceous extinction. Sea levels rose, destroying fern prairies and creating shallows in its wake. Ichthyosaurs went extinct whereas sauropods, as a whole, did not die out in the Jurassic; in fact, some species, like the Titanosaurus, lived up to the K-T extinction. The increase in sea-levels opened up the Atlantic sea way which would continue to get larger over time. The divided world would give opportunity for the diversification of new dinosaurs.", "targets": "What caused the destruction of fern prairies and increasing shallows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cca3ca973f24e8596e4161787e72861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Late Jurassic spans from 163 million to 145 million years ago. The Late Jurassic featured a massive extinction of sauropods and Ichthyosaurs due to the separation of Pangaea into Laurasia and Gondwana in an extinction known as the Jurassic-Cretaceous extinction. Sea levels rose, destroying fern prairies and creating shallows in its wake. Ichthyosaurs went extinct whereas sauropods, as a whole, did not die out in the Jurassic; in fact, some species, like the Titanosaurus, lived up to the K-T extinction. The increase in sea-levels opened up the Atlantic sea way which would continue to get larger over time. The divided world would give opportunity for the diversification of new dinosaurs.", "targets": "What did the rise in sea levels open in the seaways? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29dfcb33510145f1976758206fbb1c3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs are highly variable in height and weight. The smallest known adult dog was a Yorkshire Terrier, that stood only 6.3 cm (2.5 in) at the shoulder, 9.5 cm (3.7 in) in length along the head-and-body, and weighed only 113 grams (4.0 oz). The largest known dog was an English Mastiff which weighed 155.6 kg (343 lb) and was 250 cm (98 in) from the snout to the tail. The tallest dog is a Great Dane that stands 106.7 cm (42.0 in) at the shoulder.", "targets": "Dogs show an extreme range in what two characteristics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29dfcb33510145f1976758206fbb1c3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs are highly variable in height and weight. The smallest known adult dog was a Yorkshire Terrier, that stood only 6.3 cm (2.5 in) at the shoulder, 9.5 cm (3.7 in) in length along the head-and-body, and weighed only 113 grams (4.0 oz). The largest known dog was an English Mastiff which weighed 155.6 kg (343 lb) and was 250 cm (98 in) from the snout to the tail. The tallest dog is a Great Dane that stands 106.7 cm (42.0 in) at the shoulder.", "targets": "What breed was the largest dog known to have lived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29dfcb33510145f1976758206fbb1c3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dogs are highly variable in height and weight. The smallest known adult dog was a Yorkshire Terrier, that stood only 6.3 cm (2.5 in) at the shoulder, 9.5 cm (3.7 in) in length along the head-and-body, and weighed only 113 grams (4.0 oz). The largest known dog was an English Mastiff which weighed 155.6 kg (343 lb) and was 250 cm (98 in) from the snout to the tail. The tallest dog is a Great Dane that stands 106.7 cm (42.0 in) at the shoulder.", "targets": "What is the biggest known dog?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6475c3924994d15893c88d1b1bc6da0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, sociologists and other scholars influenced by Marxism, such as Stuart Hall (1932\u20132014) and Raymond Williams (1921\u20131988), developed cultural studies. Following nineteenth-century Romantics, they identified \"culture\" with consumption goods and leisure activities (such as art, music, film, food, sports, and clothing). Nevertheless, they saw patterns of consumption and leisure as determined by relations of production, which led them to focus on class relations and the organization of production.", "targets": "Which scientist was influenced by Marxism in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6475c3924994d15893c88d1b1bc6da0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, sociologists and other scholars influenced by Marxism, such as Stuart Hall (1932\u20132014) and Raymond Williams (1921\u20131988), developed cultural studies. Following nineteenth-century Romantics, they identified \"culture\" with consumption goods and leisure activities (such as art, music, film, food, sports, and clothing). Nevertheless, they saw patterns of consumption and leisure as determined by relations of production, which led them to focus on class relations and the organization of production.", "targets": "What did Marxist like Stuart Hall and Raymond Williams  they identify culture as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6475c3924994d15893c88d1b1bc6da0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, sociologists and other scholars influenced by Marxism, such as Stuart Hall (1932\u20132014) and Raymond Williams (1921\u20131988), developed cultural studies. Following nineteenth-century Romantics, they identified \"culture\" with consumption goods and leisure activities (such as art, music, film, food, sports, and clothing). Nevertheless, they saw patterns of consumption and leisure as determined by relations of production, which led them to focus on class relations and the organization of production.", "targets": "What made up Leisure activities and goods as viewed by Marxist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6475c3924994d15893c88d1b1bc6da0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, sociologists and other scholars influenced by Marxism, such as Stuart Hall (1932\u20132014) and Raymond Williams (1921\u20131988), developed cultural studies. Following nineteenth-century Romantics, they identified \"culture\" with consumption goods and leisure activities (such as art, music, film, food, sports, and clothing). Nevertheless, they saw patterns of consumption and leisure as determined by relations of production, which led them to focus on class relations and the organization of production.", "targets": "What led sociologist like Stuart and Raymond to focus on class relations and the organization of production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182613a74e9d4f948d43adc35676edce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two largest metropolitan areas have subway systems: Lisbon Metro and Metro Sul do Tejo in the Lisbon Metropolitan Area and Porto Metro in the Porto Metropolitan Area, each with more than 35 km (22 mi) of lines. In Portugal, Lisbon tram services have been supplied by the Companhia de Carris de Ferro de Lisboa (Carris), for over a century. In Porto, a tram network, of which only a tourist line on the shores of the Douro remain, began construction on 12 September 1895 (a first for the Iberian Peninsula). All major cities and towns have their own local urban transport network, as well as taxi services.", "targets": "What are the two subway systems in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182613a74e9d4f948d43adc35676edce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two largest metropolitan areas have subway systems: Lisbon Metro and Metro Sul do Tejo in the Lisbon Metropolitan Area and Porto Metro in the Porto Metropolitan Area, each with more than 35 km (22 mi) of lines. In Portugal, Lisbon tram services have been supplied by the Companhia de Carris de Ferro de Lisboa (Carris), for over a century. In Porto, a tram network, of which only a tourist line on the shores of the Douro remain, began construction on 12 September 1895 (a first for the Iberian Peninsula). All major cities and towns have their own local urban transport network, as well as taxi services.", "targets": "How long are each of the subway systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182613a74e9d4f948d43adc35676edce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two largest metropolitan areas have subway systems: Lisbon Metro and Metro Sul do Tejo in the Lisbon Metropolitan Area and Porto Metro in the Porto Metropolitan Area, each with more than 35 km (22 mi) of lines. In Portugal, Lisbon tram services have been supplied by the Companhia de Carris de Ferro de Lisboa (Carris), for over a century. In Porto, a tram network, of which only a tourist line on the shores of the Douro remain, began construction on 12 September 1895 (a first for the Iberian Peninsula). All major cities and towns have their own local urban transport network, as well as taxi services.", "targets": "By what company have the Lisbon tram services been supplies by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-182613a74e9d4f948d43adc35676edce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two largest metropolitan areas have subway systems: Lisbon Metro and Metro Sul do Tejo in the Lisbon Metropolitan Area and Porto Metro in the Porto Metropolitan Area, each with more than 35 km (22 mi) of lines. In Portugal, Lisbon tram services have been supplied by the Companhia de Carris de Ferro de Lisboa (Carris), for over a century. In Porto, a tram network, of which only a tourist line on the shores of the Douro remain, began construction on 12 September 1895 (a first for the Iberian Peninsula). All major cities and towns have their own local urban transport network, as well as taxi services.", "targets": "For how long has the Libon tram service existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c772fb0389544666b6d185aa86f433e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc had a number of advantages over VHS. It featured a far sharper picture with a horizontal resolution of 425 TVL lines for NTSC and 440 TVL lines for PAL discs, while VHS featured only 240 TVL lines with NTSC. It could handle analog and digital audio where VHS was mostly analog only (VHS can have PCM audio in professional applications but is uncommon), and the NTSC discs could store multiple audio tracks. This allowed for extras like director's commentary tracks and other features to be added onto a film, creating \"Special Edition\" releases that would not have been possible with VHS. Disc access was random and chapter based, like the DVD format, meaning that one could jump to any point on a given disc very quickly. By comparison, VHS would require tedious rewinding and fast-forwarding to get to specific points.", "targets": "How many horizontal TVL lines did LaserDisc have in comparison to VHS's 240?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c772fb0389544666b6d185aa86f433e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc had a number of advantages over VHS. It featured a far sharper picture with a horizontal resolution of 425 TVL lines for NTSC and 440 TVL lines for PAL discs, while VHS featured only 240 TVL lines with NTSC. It could handle analog and digital audio where VHS was mostly analog only (VHS can have PCM audio in professional applications but is uncommon), and the NTSC discs could store multiple audio tracks. This allowed for extras like director's commentary tracks and other features to be added onto a film, creating \"Special Edition\" releases that would not have been possible with VHS. Disc access was random and chapter based, like the DVD format, meaning that one could jump to any point on a given disc very quickly. By comparison, VHS would require tedious rewinding and fast-forwarding to get to specific points.", "targets": "Which medium was chapter based like DVD format, Laserdisc or VHS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c772fb0389544666b6d185aa86f433e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LaserDisc had a number of advantages over VHS. It featured a far sharper picture with a horizontal resolution of 425 TVL lines for NTSC and 440 TVL lines for PAL discs, while VHS featured only 240 TVL lines with NTSC. It could handle analog and digital audio where VHS was mostly analog only (VHS can have PCM audio in professional applications but is uncommon), and the NTSC discs could store multiple audio tracks. This allowed for extras like director's commentary tracks and other features to be added onto a film, creating \"Special Edition\" releases that would not have been possible with VHS. Disc access was random and chapter based, like the DVD format, meaning that one could jump to any point on a given disc very quickly. By comparison, VHS would require tedious rewinding and fast-forwarding to get to specific points.", "targets": "Which medium allowed for multiple audio tracks, Laserdisc or VHS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65ff1cf61d54169ac4f7e038bd8c008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Texts on architecture have been written since ancient time. These texts provided both general advice and specific formal prescriptions or canons. Some examples of canons are found in the writings of the 1st-century BCE Roman Architect Vitruvius. Some of the most important early examples of canonic architecture are religious.", "targets": "When were architectural writings first made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65ff1cf61d54169ac4f7e038bd8c008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Texts on architecture have been written since ancient time. These texts provided both general advice and specific formal prescriptions or canons. Some examples of canons are found in the writings of the 1st-century BCE Roman Architect Vitruvius. Some of the most important early examples of canonic architecture are religious.", "targets": "Aside from general advice what did the texts contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65ff1cf61d54169ac4f7e038bd8c008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Texts on architecture have been written since ancient time. These texts provided both general advice and specific formal prescriptions or canons. Some examples of canons are found in the writings of the 1st-century BCE Roman Architect Vitruvius. Some of the most important early examples of canonic architecture are religious.", "targets": "What is another term for specific formal prescriptions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65ff1cf61d54169ac4f7e038bd8c008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Texts on architecture have been written since ancient time. These texts provided both general advice and specific formal prescriptions or canons. Some examples of canons are found in the writings of the 1st-century BCE Roman Architect Vitruvius. Some of the most important early examples of canonic architecture are religious.", "targets": "When did Vitruvius write his canons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e65ff1cf61d54169ac4f7e038bd8c008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Texts on architecture have been written since ancient time. These texts provided both general advice and specific formal prescriptions or canons. Some examples of canons are found in the writings of the 1st-century BCE Roman Architect Vitruvius. Some of the most important early examples of canonic architecture are religious.", "targets": "What is a significant early architectural canonical type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aafadf80cfd4c67a93f5e46b834c901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the uneven bars, the gymnast performs a routine on two horizontal bars set at different heights. These bars are made of fiberglass covered in wood laminate, to prevent them from breaking. In the past, bars were made of wood, but the bars were prone to breaking, providing an incentive to switch to newer technologies. The width and height of the bars may be adjusted. In the past, the uneven parallel bars were closer together. They've been moved increasingly further apart, allowing gymnasts to perform swinging, circling, transitional, and release moves, that may pass over, under, and between the two bars. At the Elite level, movements must pass through the handstand. Gymnasts often mount the Uneven Bars using a springboard, or a small mat. Chalk and grips (a leather strip with holes for fingers to protect hands and improve performance) may be used while doing this event. The chalk helps take the moisture out of gymnast's hands to decrease friction and prevent rips (tears to the skin of the hands), dowel grips help gymnasts grip the bar.", "targets": "What are the uneven bars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aafadf80cfd4c67a93f5e46b834c901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the uneven bars, the gymnast performs a routine on two horizontal bars set at different heights. These bars are made of fiberglass covered in wood laminate, to prevent them from breaking. In the past, bars were made of wood, but the bars were prone to breaking, providing an incentive to switch to newer technologies. The width and height of the bars may be adjusted. In the past, the uneven parallel bars were closer together. They've been moved increasingly further apart, allowing gymnasts to perform swinging, circling, transitional, and release moves, that may pass over, under, and between the two bars. At the Elite level, movements must pass through the handstand. Gymnasts often mount the Uneven Bars using a springboard, or a small mat. Chalk and grips (a leather strip with holes for fingers to protect hands and improve performance) may be used while doing this event. The chalk helps take the moisture out of gymnast's hands to decrease friction and prevent rips (tears to the skin of the hands), dowel grips help gymnasts grip the bar.", "targets": "What are these bars made out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aafadf80cfd4c67a93f5e46b834c901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the uneven bars, the gymnast performs a routine on two horizontal bars set at different heights. These bars are made of fiberglass covered in wood laminate, to prevent them from breaking. In the past, bars were made of wood, but the bars were prone to breaking, providing an incentive to switch to newer technologies. The width and height of the bars may be adjusted. In the past, the uneven parallel bars were closer together. They've been moved increasingly further apart, allowing gymnasts to perform swinging, circling, transitional, and release moves, that may pass over, under, and between the two bars. At the Elite level, movements must pass through the handstand. Gymnasts often mount the Uneven Bars using a springboard, or a small mat. Chalk and grips (a leather strip with holes for fingers to protect hands and improve performance) may be used while doing this event. The chalk helps take the moisture out of gymnast's hands to decrease friction and prevent rips (tears to the skin of the hands), dowel grips help gymnasts grip the bar.", "targets": "Why are the bars not made of wood anymore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aafadf80cfd4c67a93f5e46b834c901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the uneven bars, the gymnast performs a routine on two horizontal bars set at different heights. These bars are made of fiberglass covered in wood laminate, to prevent them from breaking. In the past, bars were made of wood, but the bars were prone to breaking, providing an incentive to switch to newer technologies. The width and height of the bars may be adjusted. In the past, the uneven parallel bars were closer together. They've been moved increasingly further apart, allowing gymnasts to perform swinging, circling, transitional, and release moves, that may pass over, under, and between the two bars. At the Elite level, movements must pass through the handstand. Gymnasts often mount the Uneven Bars using a springboard, or a small mat. Chalk and grips (a leather strip with holes for fingers to protect hands and improve performance) may be used while doing this event. The chalk helps take the moisture out of gymnast's hands to decrease friction and prevent rips (tears to the skin of the hands), dowel grips help gymnasts grip the bar.", "targets": "How have the bars changed over the years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aafadf80cfd4c67a93f5e46b834c901", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the uneven bars, the gymnast performs a routine on two horizontal bars set at different heights. These bars are made of fiberglass covered in wood laminate, to prevent them from breaking. In the past, bars were made of wood, but the bars were prone to breaking, providing an incentive to switch to newer technologies. The width and height of the bars may be adjusted. In the past, the uneven parallel bars were closer together. They've been moved increasingly further apart, allowing gymnasts to perform swinging, circling, transitional, and release moves, that may pass over, under, and between the two bars. At the Elite level, movements must pass through the handstand. Gymnasts often mount the Uneven Bars using a springboard, or a small mat. Chalk and grips (a leather strip with holes for fingers to protect hands and improve performance) may be used while doing this event. The chalk helps take the moisture out of gymnast's hands to decrease friction and prevent rips (tears to the skin of the hands), dowel grips help gymnasts grip the bar.", "targets": "How do gymnasts normally mount the uneven bars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6a42336c1a427fa96521344de25795", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though Britain and the empire emerged victorious from the Second World War, the effects of the conflict were profound, both at home and abroad. Much of Europe, a continent that had dominated the world for several centuries, was in ruins, and host to the armies of the United States and the Soviet Union, who now held the balance of global power. Britain was left essentially bankrupt, with insolvency only averted in 1946 after the negotiation of a $US 4.33 billion loan (US$56 billion in 2012) from the United States, the last instalment of which was repaid in 2006. At the same time, anti-colonial movements were on the rise in the colonies of European nations. The situation was complicated further by the increasing Cold War rivalry of the United States and the Soviet Union. In principle, both nations were opposed to European colonialism. In practice, however, American anti-communism prevailed over anti-imperialism, and therefore the United States supported the continued existence of the British Empire to keep Communist expansion in check. The \"wind of change\" ultimately meant that the British Empire's days were numbered, and on the whole, Britain adopted a policy of peaceful disengagement from its colonies once stable, non-Communist governments were available to transfer power to. This was in contrast to other European powers such as France and Portugal, which waged costly and ultimately unsuccessful wars to keep their empires intact. Between 1945 and 1965, the number of people under British rule outside the UK itself fell from 700 million to five million, three million of whom were in Hong Kong.", "targets": "How much money did the US loan to Britain after WW2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6a42336c1a427fa96521344de25795", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though Britain and the empire emerged victorious from the Second World War, the effects of the conflict were profound, both at home and abroad. Much of Europe, a continent that had dominated the world for several centuries, was in ruins, and host to the armies of the United States and the Soviet Union, who now held the balance of global power. Britain was left essentially bankrupt, with insolvency only averted in 1946 after the negotiation of a $US 4.33 billion loan (US$56 billion in 2012) from the United States, the last instalment of which was repaid in 2006. At the same time, anti-colonial movements were on the rise in the colonies of European nations. The situation was complicated further by the increasing Cold War rivalry of the United States and the Soviet Union. In principle, both nations were opposed to European colonialism. In practice, however, American anti-communism prevailed over anti-imperialism, and therefore the United States supported the continued existence of the British Empire to keep Communist expansion in check. The \"wind of change\" ultimately meant that the British Empire's days were numbered, and on the whole, Britain adopted a policy of peaceful disengagement from its colonies once stable, non-Communist governments were available to transfer power to. This was in contrast to other European powers such as France and Portugal, which waged costly and ultimately unsuccessful wars to keep their empires intact. Between 1945 and 1965, the number of people under British rule outside the UK itself fell from 700 million to five million, three million of whom were in Hong Kong.", "targets": "When did Britain finish paying back the US loan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6a42336c1a427fa96521344de25795", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though Britain and the empire emerged victorious from the Second World War, the effects of the conflict were profound, both at home and abroad. Much of Europe, a continent that had dominated the world for several centuries, was in ruins, and host to the armies of the United States and the Soviet Union, who now held the balance of global power. Britain was left essentially bankrupt, with insolvency only averted in 1946 after the negotiation of a $US 4.33 billion loan (US$56 billion in 2012) from the United States, the last instalment of which was repaid in 2006. At the same time, anti-colonial movements were on the rise in the colonies of European nations. The situation was complicated further by the increasing Cold War rivalry of the United States and the Soviet Union. In principle, both nations were opposed to European colonialism. In practice, however, American anti-communism prevailed over anti-imperialism, and therefore the United States supported the continued existence of the British Empire to keep Communist expansion in check. The \"wind of change\" ultimately meant that the British Empire's days were numbered, and on the whole, Britain adopted a policy of peaceful disengagement from its colonies once stable, non-Communist governments were available to transfer power to. This was in contrast to other European powers such as France and Portugal, which waged costly and ultimately unsuccessful wars to keep their empires intact. Between 1945 and 1965, the number of people under British rule outside the UK itself fell from 700 million to five million, three million of whom were in Hong Kong.", "targets": "When did the US make a large loan to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6a42336c1a427fa96521344de25795", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though Britain and the empire emerged victorious from the Second World War, the effects of the conflict were profound, both at home and abroad. Much of Europe, a continent that had dominated the world for several centuries, was in ruins, and host to the armies of the United States and the Soviet Union, who now held the balance of global power. Britain was left essentially bankrupt, with insolvency only averted in 1946 after the negotiation of a $US 4.33 billion loan (US$56 billion in 2012) from the United States, the last instalment of which was repaid in 2006. At the same time, anti-colonial movements were on the rise in the colonies of European nations. The situation was complicated further by the increasing Cold War rivalry of the United States and the Soviet Union. In principle, both nations were opposed to European colonialism. In practice, however, American anti-communism prevailed over anti-imperialism, and therefore the United States supported the continued existence of the British Empire to keep Communist expansion in check. The \"wind of change\" ultimately meant that the British Empire's days were numbered, and on the whole, Britain adopted a policy of peaceful disengagement from its colonies once stable, non-Communist governments were available to transfer power to. This was in contrast to other European powers such as France and Portugal, which waged costly and ultimately unsuccessful wars to keep their empires intact. Between 1945 and 1965, the number of people under British rule outside the UK itself fell from 700 million to five million, three million of whom were in Hong Kong.", "targets": "Though the US and the Soviet Union were both against colonialism, what was the US more afraid of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6a42336c1a427fa96521344de25795", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though Britain and the empire emerged victorious from the Second World War, the effects of the conflict were profound, both at home and abroad. Much of Europe, a continent that had dominated the world for several centuries, was in ruins, and host to the armies of the United States and the Soviet Union, who now held the balance of global power. Britain was left essentially bankrupt, with insolvency only averted in 1946 after the negotiation of a $US 4.33 billion loan (US$56 billion in 2012) from the United States, the last instalment of which was repaid in 2006. At the same time, anti-colonial movements were on the rise in the colonies of European nations. The situation was complicated further by the increasing Cold War rivalry of the United States and the Soviet Union. In principle, both nations were opposed to European colonialism. In practice, however, American anti-communism prevailed over anti-imperialism, and therefore the United States supported the continued existence of the British Empire to keep Communist expansion in check. The \"wind of change\" ultimately meant that the British Empire's days were numbered, and on the whole, Britain adopted a policy of peaceful disengagement from its colonies once stable, non-Communist governments were available to transfer power to. This was in contrast to other European powers such as France and Portugal, which waged costly and ultimately unsuccessful wars to keep their empires intact. Between 1945 and 1965, the number of people under British rule outside the UK itself fell from 700 million to five million, three million of whom were in Hong Kong.", "targets": "How many people outside the UK were under British rule in 1945?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffac8ad5dd494bbb31a3d6a249e094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s (1973, to be particular) when the military junta took over power in Uruguay, art suffered in Montevideo. The art studios went into protest mode, with Rimer Cardillo, one of the country's leading artists, making the National Institute of Fine Arts, Montevideo a \"hotbed of resistance\". This resulted in the military junta coming down heavily on artists by closing the Fine Art Institute and carting away all the presses and other studio equipment. Consequently, the learning of fine arts was only in private studios run by people who had been let out of jail, in works of printing and on paper and also painting and sculpture. It resumed much later.", "targets": "What suffered when the military junta took over power in Uruguay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffac8ad5dd494bbb31a3d6a249e094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s (1973, to be particular) when the military junta took over power in Uruguay, art suffered in Montevideo. The art studios went into protest mode, with Rimer Cardillo, one of the country's leading artists, making the National Institute of Fine Arts, Montevideo a \"hotbed of resistance\". This resulted in the military junta coming down heavily on artists by closing the Fine Art Institute and carting away all the presses and other studio equipment. Consequently, the learning of fine arts was only in private studios run by people who had been let out of jail, in works of printing and on paper and also painting and sculpture. It resumed much later.", "targets": "Rimer Cardillo was one of the country's leading what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaffac8ad5dd494bbb31a3d6a249e094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1970s (1973, to be particular) when the military junta took over power in Uruguay, art suffered in Montevideo. The art studios went into protest mode, with Rimer Cardillo, one of the country's leading artists, making the National Institute of Fine Arts, Montevideo a \"hotbed of resistance\". This resulted in the military junta coming down heavily on artists by closing the Fine Art Institute and carting away all the presses and other studio equipment. Consequently, the learning of fine arts was only in private studios run by people who had been let out of jail, in works of printing and on paper and also painting and sculpture. It resumed much later.", "targets": "Who made the National Institute of Fine Arts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "Where were Augustus Chapman Allen and John Kirby Allen from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "How many acres of land did Augustus Chapman Allen and John Kirby Allen purchase in 1836?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "What was the reason the Allen brothers purchased land in 1836?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "Who did the Allen brothers name the city they founded after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "In what year was Sam Houston elected President of Texas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "Who bought land along Buffalo Bayou to build a city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "How much land did the Allen brothers buy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "After which famous general was the city named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "In 1860 what percentage of the city's population was slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c355f00b07f4b8991ac9e28ee7c9833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1836, two real estate entrepreneurs\u2014Augustus Chapman Allen and John Kirby Allen\u2014from New York, purchased 6,642 acres (26.88 km2) of land along Buffalo Bayou with the intent of founding a city. The Allen brothers decided to name the city after Sam Houston, the popular general at the Battle of San Jacinto, who was elected President of Texas in September 1836. The great majority of slaves in Texas came with their owners from the older slave states. Sizable numbers, however, came through the domestic slave trade. New Orleans was the center of this trade in the Deep South, but there were slave dealers in Houston. Thousands of enslaved African-Americans lived near the city before the Civil War. Many of them near the city worked on sugar and cotton plantations, while most of those in the city limits had domestic and artisan jobs. In 1860 forty-nine percent of the city's population was enslaved. A few slaves, perhaps as many as 2,000 between 1835 and 1865, came through the illegal African trade. Post-war Texas grew rapidly as migrants poured into the cotton lands of the state. They also brought or purchased enslaved African Americans, whose numbers nearly tripled in the state from 1850 to 1860, from 58,000 to 182,566.", "targets": "How much did the slave population of Houston increase from 1850 to 1860?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf30e8b28474fb7b07780c129097fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In America, nonprofit organizations like Friends of UNFPA (formerly Americans for UNFPA) worked to compensate for the loss of United States federal funding by raising private donations.", "targets": "What is one country in which nonprofit organizations try to make up for the loss of United States funding for the UNFPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf30e8b28474fb7b07780c129097fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In America, nonprofit organizations like Friends of UNFPA (formerly Americans for UNFPA) worked to compensate for the loss of United States federal funding by raising private donations.", "targets": "What kind of organization is Friends of UNFPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf30e8b28474fb7b07780c129097fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In America, nonprofit organizations like Friends of UNFPA (formerly Americans for UNFPA) worked to compensate for the loss of United States federal funding by raising private donations.", "targets": "What was Friends of UNFPA's previous name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf30e8b28474fb7b07780c129097fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In America, nonprofit organizations like Friends of UNFPA (formerly Americans for UNFPA) worked to compensate for the loss of United States federal funding by raising private donations.", "targets": "What type of United States funding does Friends of UNFPA try to replace? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf30e8b28474fb7b07780c129097fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In America, nonprofit organizations like Friends of UNFPA (formerly Americans for UNFPA) worked to compensate for the loss of United States federal funding by raising private donations.", "targets": "Through what sort of donations does Friends of UNFPA raise money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "When did Beyonce start becoming popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What areas did Beyonce compete in when she was growing up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "When did Beyonce leave Destiny's Child and become a solo singer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "In what city and state did Beyonce  grow up? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "In which decade did Beyonce become famous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "In what R&B group was she the lead singer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What album made her a worldwide known artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "Who managed the Destiny's Child group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "In what city did Beyonce grow up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What was the name of Beyonce's first solo album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "On what date was Beyonce born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What is Beyonce's full name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "When did Beyonc\u00e9 rise to fame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What role did Beyonc\u00e9 have in Destiny's Child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What was the first album Beyonc\u00e9 released as a solo artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "When did Beyonc\u00e9 release Dangerously in Love?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "How many Grammy awards did Beyonc\u00e9 win for her first solo album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What was Beyonc\u00e9's role in Destiny's Child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "What was the name of Beyonc\u00e9's first solo album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2337aae8064b3fada55d0e038deb33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 Giselle Knowles-Carter (/bi\u02d0\u02c8j\u0252nse\u026a/ bee-YON-say) (born September 4, 1981) is an American singer, songwriter, record producer and actress. Born and raised in Houston, Texas, she performed in various singing and dancing competitions as a child, and rose to fame in the late 1990s as lead singer of R&B girl-group Destiny's Child. Managed by her father, Mathew Knowles, the group became one of the world's best-selling girl groups of all time. Their hiatus saw the release of Beyonc\u00e9's debut album, Dangerously in Love (2003), which established her as a solo artist worldwide, earned five Grammy Awards and featured the Billboard Hot 100 number-one singles \"Crazy in Love\" and \"Baby Boy\".", "targets": "When did Beyonc\u00e9 release her first solo album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccdf9dc25dc244e6b87c2eb82f7a624a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A government report covered by the Guardian in 2002 indicates that between 1940 and 1979, the Ministry of Defence \"turned large parts of the country into a giant laboratory to conduct a series of secret germ warfare tests on the public\" and many of these tests \"involved releasing potentially dangerous chemicals and micro-organisms over vast swaths of the population without the public being told.\" The Ministry of Defence claims that these trials were to simulate germ warfare and that the tests were harmless. Still, families who have been in the area of many of the tests are experiencing children with birth defects and physical and mental handicaps and many are asking for a public inquiry. According to the report these tests affected estimated millions of people including one period between 1961 and 1968 where \"more than a million people along the south coast of England, from Torquay to the New Forest, were exposed to bacteria including e.coli and bacillus globigii, which mimics anthrax.\" Two scientists commissioned by the Ministry of Defence stated that these trials posed no risk to the public. This was confirmed by Sue Ellison, a representative of Porton Down who said that the results from these trials \"will save lives, should the country or our forces face an attack by chemical and biological weapons.\" Asked whether such tests are still being carried out, she said: \"It is not our policy to discuss ongoing research.\" It is unknown whether or not the harmlessness of the trials was known at the time of their occurrence.", "targets": "What publication released a report about the Ministry of Defence in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccdf9dc25dc244e6b87c2eb82f7a624a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A government report covered by the Guardian in 2002 indicates that between 1940 and 1979, the Ministry of Defence \"turned large parts of the country into a giant laboratory to conduct a series of secret germ warfare tests on the public\" and many of these tests \"involved releasing potentially dangerous chemicals and micro-organisms over vast swaths of the population without the public being told.\" The Ministry of Defence claims that these trials were to simulate germ warfare and that the tests were harmless. Still, families who have been in the area of many of the tests are experiencing children with birth defects and physical and mental handicaps and many are asking for a public inquiry. According to the report these tests affected estimated millions of people including one period between 1961 and 1968 where \"more than a million people along the south coast of England, from Torquay to the New Forest, were exposed to bacteria including e.coli and bacillus globigii, which mimics anthrax.\" Two scientists commissioned by the Ministry of Defence stated that these trials posed no risk to the public. This was confirmed by Sue Ellison, a representative of Porton Down who said that the results from these trials \"will save lives, should the country or our forces face an attack by chemical and biological weapons.\" Asked whether such tests are still being carried out, she said: \"It is not our policy to discuss ongoing research.\" It is unknown whether or not the harmlessness of the trials was known at the time of their occurrence.", "targets": "What was the MoD accused of doing to the public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccdf9dc25dc244e6b87c2eb82f7a624a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A government report covered by the Guardian in 2002 indicates that between 1940 and 1979, the Ministry of Defence \"turned large parts of the country into a giant laboratory to conduct a series of secret germ warfare tests on the public\" and many of these tests \"involved releasing potentially dangerous chemicals and micro-organisms over vast swaths of the population without the public being told.\" The Ministry of Defence claims that these trials were to simulate germ warfare and that the tests were harmless. Still, families who have been in the area of many of the tests are experiencing children with birth defects and physical and mental handicaps and many are asking for a public inquiry. According to the report these tests affected estimated millions of people including one period between 1961 and 1968 where \"more than a million people along the south coast of England, from Torquay to the New Forest, were exposed to bacteria including e.coli and bacillus globigii, which mimics anthrax.\" Two scientists commissioned by the Ministry of Defence stated that these trials posed no risk to the public. This was confirmed by Sue Ellison, a representative of Porton Down who said that the results from these trials \"will save lives, should the country or our forces face an attack by chemical and biological weapons.\" Asked whether such tests are still being carried out, she said: \"It is not our policy to discuss ongoing research.\" It is unknown whether or not the harmlessness of the trials was known at the time of their occurrence.", "targets": "What are the children of some families in the area of the testing experiencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccdf9dc25dc244e6b87c2eb82f7a624a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A government report covered by the Guardian in 2002 indicates that between 1940 and 1979, the Ministry of Defence \"turned large parts of the country into a giant laboratory to conduct a series of secret germ warfare tests on the public\" and many of these tests \"involved releasing potentially dangerous chemicals and micro-organisms over vast swaths of the population without the public being told.\" The Ministry of Defence claims that these trials were to simulate germ warfare and that the tests were harmless. Still, families who have been in the area of many of the tests are experiencing children with birth defects and physical and mental handicaps and many are asking for a public inquiry. According to the report these tests affected estimated millions of people including one period between 1961 and 1968 where \"more than a million people along the south coast of England, from Torquay to the New Forest, were exposed to bacteria including e.coli and bacillus globigii, which mimics anthrax.\" Two scientists commissioned by the Ministry of Defence stated that these trials posed no risk to the public. This was confirmed by Sue Ellison, a representative of Porton Down who said that the results from these trials \"will save lives, should the country or our forces face an attack by chemical and biological weapons.\" Asked whether such tests are still being carried out, she said: \"It is not our policy to discuss ongoing research.\" It is unknown whether or not the harmlessness of the trials was known at the time of their occurrence.", "targets": "When was the supposed germ warfare testing taking place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccdf9dc25dc244e6b87c2eb82f7a624a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A government report covered by the Guardian in 2002 indicates that between 1940 and 1979, the Ministry of Defence \"turned large parts of the country into a giant laboratory to conduct a series of secret germ warfare tests on the public\" and many of these tests \"involved releasing potentially dangerous chemicals and micro-organisms over vast swaths of the population without the public being told.\" The Ministry of Defence claims that these trials were to simulate germ warfare and that the tests were harmless. Still, families who have been in the area of many of the tests are experiencing children with birth defects and physical and mental handicaps and many are asking for a public inquiry. According to the report these tests affected estimated millions of people including one period between 1961 and 1968 where \"more than a million people along the south coast of England, from Torquay to the New Forest, were exposed to bacteria including e.coli and bacillus globigii, which mimics anthrax.\" Two scientists commissioned by the Ministry of Defence stated that these trials posed no risk to the public. This was confirmed by Sue Ellison, a representative of Porton Down who said that the results from these trials \"will save lives, should the country or our forces face an attack by chemical and biological weapons.\" Asked whether such tests are still being carried out, she said: \"It is not our policy to discuss ongoing research.\" It is unknown whether or not the harmlessness of the trials was known at the time of their occurrence.", "targets": "When were millions of people supposedly exposed to e. coli and an anthrax-like bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02293ada5c44dc2a0b5f8b33506c756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.", "targets": "What is another general name for a religious teacher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02293ada5c44dc2a0b5f8b33506c756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.", "targets": "What type of text is the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02293ada5c44dc2a0b5f8b33506c756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.", "targets": "Name a text that might be used by a religious teacher to teach."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02293ada5c44dc2a0b5f8b33506c756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.", "targets": "Who would generally teach from a work like the Quran, Torah or Bible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0218ec3502084725b7dcbd0b74c7e0d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1989, the Communist Party of Lithuania under the leadership of Algirdas Brazauskas, split from the Communist Party of the Soviet Union and abandoned its claim to have a constitutional \"leading role\" in politics. A smaller loyalist faction of the Communist Party, headed by hardliner Mykolas Burokevi\u010dius, was established and remained affiliated with the CPSU. However, Lithuania\u2019s governing Communist Party was formally independent from Moscow's control \u2013 a first for Soviet Republics and a political earthquake that prompted Gorbachev to arrange a visit to Lithuania the following month in a futile attempt to bring the local party back under control.", "targets": "Who was in charge of Lithuania's Communist Party in 1989"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0218ec3502084725b7dcbd0b74c7e0d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1989, the Communist Party of Lithuania under the leadership of Algirdas Brazauskas, split from the Communist Party of the Soviet Union and abandoned its claim to have a constitutional \"leading role\" in politics. A smaller loyalist faction of the Communist Party, headed by hardliner Mykolas Burokevi\u010dius, was established and remained affiliated with the CPSU. However, Lithuania\u2019s governing Communist Party was formally independent from Moscow's control \u2013 a first for Soviet Republics and a political earthquake that prompted Gorbachev to arrange a visit to Lithuania the following month in a futile attempt to bring the local party back under control.", "targets": "What party did  Lithuania's Communist Party break apart from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0218ec3502084725b7dcbd0b74c7e0d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1989, the Communist Party of Lithuania under the leadership of Algirdas Brazauskas, split from the Communist Party of the Soviet Union and abandoned its claim to have a constitutional \"leading role\" in politics. A smaller loyalist faction of the Communist Party, headed by hardliner Mykolas Burokevi\u010dius, was established and remained affiliated with the CPSU. However, Lithuania\u2019s governing Communist Party was formally independent from Moscow's control \u2013 a first for Soviet Republics and a political earthquake that prompted Gorbachev to arrange a visit to Lithuania the following month in a futile attempt to bring the local party back under control.", "targets": "Who was in charge of the loyalist faction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0218ec3502084725b7dcbd0b74c7e0d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1989, the Communist Party of Lithuania under the leadership of Algirdas Brazauskas, split from the Communist Party of the Soviet Union and abandoned its claim to have a constitutional \"leading role\" in politics. A smaller loyalist faction of the Communist Party, headed by hardliner Mykolas Burokevi\u010dius, was established and remained affiliated with the CPSU. However, Lithuania\u2019s governing Communist Party was formally independent from Moscow's control \u2013 a first for Soviet Republics and a political earthquake that prompted Gorbachev to arrange a visit to Lithuania the following month in a futile attempt to bring the local party back under control.", "targets": "What place's control was the Communist Party of Lithuania out from under after the split?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0218ec3502084725b7dcbd0b74c7e0d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 7, 1989, the Communist Party of Lithuania under the leadership of Algirdas Brazauskas, split from the Communist Party of the Soviet Union and abandoned its claim to have a constitutional \"leading role\" in politics. A smaller loyalist faction of the Communist Party, headed by hardliner Mykolas Burokevi\u010dius, was established and remained affiliated with the CPSU. However, Lithuania\u2019s governing Communist Party was formally independent from Moscow's control \u2013 a first for Soviet Republics and a political earthquake that prompted Gorbachev to arrange a visit to Lithuania the following month in a futile attempt to bring the local party back under control.", "targets": "Who visited with the hope of bringing back the Communist Party of Lithuania to the Soviet Party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c393d6c1774f01b31b54b93d641f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu has a larger proportion of tea drinkers than coffee drinkers. Tea is widely served but is extremely weak by western standards. It is richer and contains tea leaves boiled with milk, sugar and spices. Alcohol is widely drunk, and there are numerous local variants of alcoholic beverages. Drinking and driving is illegal, and authorities have a zero tolerance policy. Ailaa and thwon (alcohol made from rice) are the alcoholic beverages of Kathmandu, found in all the local bhattis (alcohol serving eateries). Chhyaang, tongba (fermented millet or barley) and rakshi are alcoholic beverages from other parts of Nepal which are found in Kathmandu. However, shops and bars in Kathmandu widely sell western and Nepali beers.", "targets": "What beverage is consumed by more people in Kathmandu, coffee or tea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c393d6c1774f01b31b54b93d641f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu has a larger proportion of tea drinkers than coffee drinkers. Tea is widely served but is extremely weak by western standards. It is richer and contains tea leaves boiled with milk, sugar and spices. Alcohol is widely drunk, and there are numerous local variants of alcoholic beverages. Drinking and driving is illegal, and authorities have a zero tolerance policy. Ailaa and thwon (alcohol made from rice) are the alcoholic beverages of Kathmandu, found in all the local bhattis (alcohol serving eateries). Chhyaang, tongba (fermented millet or barley) and rakshi are alcoholic beverages from other parts of Nepal which are found in Kathmandu. However, shops and bars in Kathmandu widely sell western and Nepali beers.", "targets": "How might a western traveler find the tea served in Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c393d6c1774f01b31b54b93d641f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu has a larger proportion of tea drinkers than coffee drinkers. Tea is widely served but is extremely weak by western standards. It is richer and contains tea leaves boiled with milk, sugar and spices. Alcohol is widely drunk, and there are numerous local variants of alcoholic beverages. Drinking and driving is illegal, and authorities have a zero tolerance policy. Ailaa and thwon (alcohol made from rice) are the alcoholic beverages of Kathmandu, found in all the local bhattis (alcohol serving eateries). Chhyaang, tongba (fermented millet or barley) and rakshi are alcoholic beverages from other parts of Nepal which are found in Kathmandu. However, shops and bars in Kathmandu widely sell western and Nepali beers.", "targets": "What is used to make thwon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c393d6c1774f01b31b54b93d641f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu has a larger proportion of tea drinkers than coffee drinkers. Tea is widely served but is extremely weak by western standards. It is richer and contains tea leaves boiled with milk, sugar and spices. Alcohol is widely drunk, and there are numerous local variants of alcoholic beverages. Drinking and driving is illegal, and authorities have a zero tolerance policy. Ailaa and thwon (alcohol made from rice) are the alcoholic beverages of Kathmandu, found in all the local bhattis (alcohol serving eateries). Chhyaang, tongba (fermented millet or barley) and rakshi are alcoholic beverages from other parts of Nepal which are found in Kathmandu. However, shops and bars in Kathmandu widely sell western and Nepali beers.", "targets": "What are bhattis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81c393d6c1774f01b31b54b93d641f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu has a larger proportion of tea drinkers than coffee drinkers. Tea is widely served but is extremely weak by western standards. It is richer and contains tea leaves boiled with milk, sugar and spices. Alcohol is widely drunk, and there are numerous local variants of alcoholic beverages. Drinking and driving is illegal, and authorities have a zero tolerance policy. Ailaa and thwon (alcohol made from rice) are the alcoholic beverages of Kathmandu, found in all the local bhattis (alcohol serving eateries). Chhyaang, tongba (fermented millet or barley) and rakshi are alcoholic beverages from other parts of Nepal which are found in Kathmandu. However, shops and bars in Kathmandu widely sell western and Nepali beers.", "targets": "What goes through a fermentation process to create tongba?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45151be18c034d9681c62dec43044461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, in the late 1980s the Western Atlantic ctenophore Mnemiopsis leidyi was accidentally introduced into the Black Sea and Sea of Azov via the ballast tanks of ships, and has been blamed for causing sharp drops in fish catches by eating both fish larvae and small crustaceans that would otherwise feed the adult fish. Mnemiopsis is well equipped to invade new territories (although this was not predicted until after it so successfully colonized the Black Sea), as it can breed very rapidly and tolerate a wide range of water temperatures and salinities. The impact was increased by chronic overfishing, and by eutrophication that gave the entire ecosystem a short-term boost, causing the Mnemiopsis population to increase even faster than normal \u2013 and above all by the absence of efficient predators on these introduced ctenophores. Mnemiopsis populations in those areas were eventually brought under control by the accidental introduction of the Mnemiopsis-eating North American ctenophore Beroe ovata, and by a cooling of the local climate from 1991 to 1993, which significantly slowed the animal's metabolism. However the abundance of plankton in the area seems unlikely to be restored to pre-Mnemiopsis levels.", "targets": "What is blamed for causing the sharp drop in fish catches in the Black Sea and the Sea of Azov?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45151be18c034d9681c62dec43044461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, in the late 1980s the Western Atlantic ctenophore Mnemiopsis leidyi was accidentally introduced into the Black Sea and Sea of Azov via the ballast tanks of ships, and has been blamed for causing sharp drops in fish catches by eating both fish larvae and small crustaceans that would otherwise feed the adult fish. Mnemiopsis is well equipped to invade new territories (although this was not predicted until after it so successfully colonized the Black Sea), as it can breed very rapidly and tolerate a wide range of water temperatures and salinities. The impact was increased by chronic overfishing, and by eutrophication that gave the entire ecosystem a short-term boost, causing the Mnemiopsis population to increase even faster than normal \u2013 and above all by the absence of efficient predators on these introduced ctenophores. Mnemiopsis populations in those areas were eventually brought under control by the accidental introduction of the Mnemiopsis-eating North American ctenophore Beroe ovata, and by a cooling of the local climate from 1991 to 1993, which significantly slowed the animal's metabolism. However the abundance of plankton in the area seems unlikely to be restored to pre-Mnemiopsis levels.", "targets": "How was the ctenophore mnemiopsis leidyi introduced into The Black Sea and the Sea of Azov?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45151be18c034d9681c62dec43044461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, in the late 1980s the Western Atlantic ctenophore Mnemiopsis leidyi was accidentally introduced into the Black Sea and Sea of Azov via the ballast tanks of ships, and has been blamed for causing sharp drops in fish catches by eating both fish larvae and small crustaceans that would otherwise feed the adult fish. Mnemiopsis is well equipped to invade new territories (although this was not predicted until after it so successfully colonized the Black Sea), as it can breed very rapidly and tolerate a wide range of water temperatures and salinities. The impact was increased by chronic overfishing, and by eutrophication that gave the entire ecosystem a short-term boost, causing the Mnemiopsis population to increase even faster than normal \u2013 and above all by the absence of efficient predators on these introduced ctenophores. Mnemiopsis populations in those areas were eventually brought under control by the accidental introduction of the Mnemiopsis-eating North American ctenophore Beroe ovata, and by a cooling of the local climate from 1991 to 1993, which significantly slowed the animal's metabolism. However the abundance of plankton in the area seems unlikely to be restored to pre-Mnemiopsis levels.", "targets": "How was the population of mnemiopsis in The black Sea and the Sea of Azov brought under control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45151be18c034d9681c62dec43044461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, in the late 1980s the Western Atlantic ctenophore Mnemiopsis leidyi was accidentally introduced into the Black Sea and Sea of Azov via the ballast tanks of ships, and has been blamed for causing sharp drops in fish catches by eating both fish larvae and small crustaceans that would otherwise feed the adult fish. Mnemiopsis is well equipped to invade new territories (although this was not predicted until after it so successfully colonized the Black Sea), as it can breed very rapidly and tolerate a wide range of water temperatures and salinities. The impact was increased by chronic overfishing, and by eutrophication that gave the entire ecosystem a short-term boost, causing the Mnemiopsis population to increase even faster than normal \u2013 and above all by the absence of efficient predators on these introduced ctenophores. Mnemiopsis populations in those areas were eventually brought under control by the accidental introduction of the Mnemiopsis-eating North American ctenophore Beroe ovata, and by a cooling of the local climate from 1991 to 1993, which significantly slowed the animal's metabolism. However the abundance of plankton in the area seems unlikely to be restored to pre-Mnemiopsis levels.", "targets": "When was ctenophore mnemiopsis leidyi introduced into The Black Sea and the Sea of Azov?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45151be18c034d9681c62dec43044461", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, in the late 1980s the Western Atlantic ctenophore Mnemiopsis leidyi was accidentally introduced into the Black Sea and Sea of Azov via the ballast tanks of ships, and has been blamed for causing sharp drops in fish catches by eating both fish larvae and small crustaceans that would otherwise feed the adult fish. Mnemiopsis is well equipped to invade new territories (although this was not predicted until after it so successfully colonized the Black Sea), as it can breed very rapidly and tolerate a wide range of water temperatures and salinities. The impact was increased by chronic overfishing, and by eutrophication that gave the entire ecosystem a short-term boost, causing the Mnemiopsis population to increase even faster than normal \u2013 and above all by the absence of efficient predators on these introduced ctenophores. Mnemiopsis populations in those areas were eventually brought under control by the accidental introduction of the Mnemiopsis-eating North American ctenophore Beroe ovata, and by a cooling of the local climate from 1991 to 1993, which significantly slowed the animal's metabolism. However the abundance of plankton in the area seems unlikely to be restored to pre-Mnemiopsis levels.", "targets": "How does cooling of the local environment affect the mnemiopsis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "When did Libya become an independent nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "When Libya first became an independent country, what form of government did it adopt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "What countries occupied Libya after World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "Who was the first leader of Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "What World War I event directly impacted Gaddafi's family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "How did World War I directly impact Gaddafi's family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "What happened to Libya right after World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "When was it announced that Libya would be independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "What was the first type of government that Libya had?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "What country occupied Libya during World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "What nation controlled Libya as a colony when Gaddafi was a child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "Who battled the Italians during the North African campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "Who was Gaddafi's father's father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "During what year did the Italians invade Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fa03eb252f74de4809f0480a5f76e5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From childhood, Gaddafi was aware of the involvement of European colonialists in Libya; his nation was occupied by Italy, and during the North African Campaign of World War II it witnessed conflict between Italian and British troops. According to later claims, Gaddafi's paternal grandfather, Abdessalam Bouminyar, was killed by the Italian Army during the Italian invasion of 1911. At World War II's end in 1945, Libya was occupied by British and French forces. Although Britain and France intended on dividing the nation between their empires, the General Assembly of the United Nations (UN) declared that the country be granted political independence. In 1951, the UN created the United Kingdom of Libya, a federal state under the leadership of a pro-western monarch, Idris, who banned political parties and established an absolute monarchy.", "targets": "Along with the British, who occupied Libya at the end of the Second World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2b0ea9d7ba74fac99abf0e8e62a61b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 the Amazon rainforest experienced another severe drought, in some ways more extreme than the 2005 drought. The affected region was approximate 1,160,000 square miles (3,000,000 km2) of rainforest, compared to 734,000 square miles (1,900,000 km2) in 2005. The 2010 drought had three epicenters where vegetation died off, whereas in 2005 the drought was focused on the southwestern part. The findings were published in the journal Science. In a typical year the Amazon absorbs 1.5 gigatons of carbon dioxide; during 2005 instead 5 gigatons were released and in 2010 8 gigatons were released.", "targets": "In what year did the Amazon experience a drought that may have been more extreme than in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2b0ea9d7ba74fac99abf0e8e62a61b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 the Amazon rainforest experienced another severe drought, in some ways more extreme than the 2005 drought. The affected region was approximate 1,160,000 square miles (3,000,000 km2) of rainforest, compared to 734,000 square miles (1,900,000 km2) in 2005. The 2010 drought had three epicenters where vegetation died off, whereas in 2005 the drought was focused on the southwestern part. The findings were published in the journal Science. In a typical year the Amazon absorbs 1.5 gigatons of carbon dioxide; during 2005 instead 5 gigatons were released and in 2010 8 gigatons were released.", "targets": "How many square miles large was the region impacted by the 2010 drought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2b0ea9d7ba74fac99abf0e8e62a61b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 the Amazon rainforest experienced another severe drought, in some ways more extreme than the 2005 drought. The affected region was approximate 1,160,000 square miles (3,000,000 km2) of rainforest, compared to 734,000 square miles (1,900,000 km2) in 2005. The 2010 drought had three epicenters where vegetation died off, whereas in 2005 the drought was focused on the southwestern part. The findings were published in the journal Science. In a typical year the Amazon absorbs 1.5 gigatons of carbon dioxide; during 2005 instead 5 gigatons were released and in 2010 8 gigatons were released.", "targets": "How many areas were impacted by the the death of vegetation in the 2010 drought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2b0ea9d7ba74fac99abf0e8e62a61b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 the Amazon rainforest experienced another severe drought, in some ways more extreme than the 2005 drought. The affected region was approximate 1,160,000 square miles (3,000,000 km2) of rainforest, compared to 734,000 square miles (1,900,000 km2) in 2005. The 2010 drought had three epicenters where vegetation died off, whereas in 2005 the drought was focused on the southwestern part. The findings were published in the journal Science. In a typical year the Amazon absorbs 1.5 gigatons of carbon dioxide; during 2005 instead 5 gigatons were released and in 2010 8 gigatons were released.", "targets": "The southern part of the Amazon forest was mainly impacted by drought in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2b0ea9d7ba74fac99abf0e8e62a61b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010 the Amazon rainforest experienced another severe drought, in some ways more extreme than the 2005 drought. The affected region was approximate 1,160,000 square miles (3,000,000 km2) of rainforest, compared to 734,000 square miles (1,900,000 km2) in 2005. The 2010 drought had three epicenters where vegetation died off, whereas in 2005 the drought was focused on the southwestern part. The findings were published in the journal Science. In a typical year the Amazon absorbs 1.5 gigatons of carbon dioxide; during 2005 instead 5 gigatons were released and in 2010 8 gigatons were released.", "targets": "How many tons of carbon are absorbed the Amazon in a typical year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd6bdee39b3e40f78d2018c805e582ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salyut 1's orbit was increased to prevent premature reentry, but further piloted flights were delayed while the Soyuz was redesigned to fix the new safety problem. The station re-entered the Earth's atmosphere on October 11, after 175 days in orbit. The USSR attempted to launch a second Salyut-class station designated Durable Orbital Station-2 (DOS-2) on July 29, 1972, but a rocket failure caused it to fail to achieve orbit. After the DOS-2 failure, the USSR attempted to launch four more Salyut-class stations through 1975, with another failure due to an explosion of the final rocket stage, which punctured the station with shrapnel so that it wouldn't hold pressure. While all of the Salyuts were presented to the public as non-military scientific laboratories, some of them were actually covers for the military Almaz reconnaissance stations.", "targets": "The station, Salyut 1, came back to Earth on which date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd6bdee39b3e40f78d2018c805e582ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salyut 1's orbit was increased to prevent premature reentry, but further piloted flights were delayed while the Soyuz was redesigned to fix the new safety problem. The station re-entered the Earth's atmosphere on October 11, after 175 days in orbit. The USSR attempted to launch a second Salyut-class station designated Durable Orbital Station-2 (DOS-2) on July 29, 1972, but a rocket failure caused it to fail to achieve orbit. After the DOS-2 failure, the USSR attempted to launch four more Salyut-class stations through 1975, with another failure due to an explosion of the final rocket stage, which punctured the station with shrapnel so that it wouldn't hold pressure. While all of the Salyuts were presented to the public as non-military scientific laboratories, some of them were actually covers for the military Almaz reconnaissance stations.", "targets": "How long did the station, Salyut 1, stay in orbit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd6bdee39b3e40f78d2018c805e582ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Salyut 1's orbit was increased to prevent premature reentry, but further piloted flights were delayed while the Soyuz was redesigned to fix the new safety problem. The station re-entered the Earth's atmosphere on October 11, after 175 days in orbit. The USSR attempted to launch a second Salyut-class station designated Durable Orbital Station-2 (DOS-2) on July 29, 1972, but a rocket failure caused it to fail to achieve orbit. After the DOS-2 failure, the USSR attempted to launch four more Salyut-class stations through 1975, with another failure due to an explosion of the final rocket stage, which punctured the station with shrapnel so that it wouldn't hold pressure. While all of the Salyuts were presented to the public as non-military scientific laboratories, some of them were actually covers for the military Almaz reconnaissance stations.", "targets": "Why did The Durable Orbital Station-2 not reach orbit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30833bd0030443b79972c388428ddfb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the war, Operation Glory was conducted from July to November 1954, to allow combatant countries to exchange their dead. The remains of 4,167 U.S. Army and U.S. Marine Corps dead were exchanged for 13,528 KPA and PVA dead, and 546 civilians dead in UN prisoner-of-war camps were delivered to the South Korean government. After Operation Glory, 416 Korean War unknown soldiers were buried in the National Memorial Cemetery of the Pacific (The Punchbowl), on the island of Oahu, Hawaii. Defense Prisoner of War/Missing Personnel Office (DPMO) records indicate that the PRC and the DPRK transmitted 1,394 names, of which 858 were correct. From 4,167 containers of returned remains, forensic examination identified 4,219 individuals. Of these, 2,944 were identified as American, and all but 416 were identified by name. From 1996 to 2006, the DPRK recovered 220 remains near the Sino-Korean border.", "targets": "What was the point of Operation Glory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30833bd0030443b79972c388428ddfb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the war, Operation Glory was conducted from July to November 1954, to allow combatant countries to exchange their dead. The remains of 4,167 U.S. Army and U.S. Marine Corps dead were exchanged for 13,528 KPA and PVA dead, and 546 civilians dead in UN prisoner-of-war camps were delivered to the South Korean government. After Operation Glory, 416 Korean War unknown soldiers were buried in the National Memorial Cemetery of the Pacific (The Punchbowl), on the island of Oahu, Hawaii. Defense Prisoner of War/Missing Personnel Office (DPMO) records indicate that the PRC and the DPRK transmitted 1,394 names, of which 858 were correct. From 4,167 containers of returned remains, forensic examination identified 4,219 individuals. Of these, 2,944 were identified as American, and all but 416 were identified by name. From 1996 to 2006, the DPRK recovered 220 remains near the Sino-Korean border.", "targets": "How many US service members were exchanged during this operation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30833bd0030443b79972c388428ddfb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the war, Operation Glory was conducted from July to November 1954, to allow combatant countries to exchange their dead. The remains of 4,167 U.S. Army and U.S. Marine Corps dead were exchanged for 13,528 KPA and PVA dead, and 546 civilians dead in UN prisoner-of-war camps were delivered to the South Korean government. After Operation Glory, 416 Korean War unknown soldiers were buried in the National Memorial Cemetery of the Pacific (The Punchbowl), on the island of Oahu, Hawaii. Defense Prisoner of War/Missing Personnel Office (DPMO) records indicate that the PRC and the DPRK transmitted 1,394 names, of which 858 were correct. From 4,167 containers of returned remains, forensic examination identified 4,219 individuals. Of these, 2,944 were identified as American, and all but 416 were identified by name. From 1996 to 2006, the DPRK recovered 220 remains near the Sino-Korean border.", "targets": "Where are the remains of the 416 unidentified soldiers who died in the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30833bd0030443b79972c388428ddfb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the war, Operation Glory was conducted from July to November 1954, to allow combatant countries to exchange their dead. The remains of 4,167 U.S. Army and U.S. Marine Corps dead were exchanged for 13,528 KPA and PVA dead, and 546 civilians dead in UN prisoner-of-war camps were delivered to the South Korean government. After Operation Glory, 416 Korean War unknown soldiers were buried in the National Memorial Cemetery of the Pacific (The Punchbowl), on the island of Oahu, Hawaii. Defense Prisoner of War/Missing Personnel Office (DPMO) records indicate that the PRC and the DPRK transmitted 1,394 names, of which 858 were correct. From 4,167 containers of returned remains, forensic examination identified 4,219 individuals. Of these, 2,944 were identified as American, and all but 416 were identified by name. From 1996 to 2006, the DPRK recovered 220 remains near the Sino-Korean border.", "targets": "How many remains were recovered from the Sino-Korean border between 1996 and 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89406d05f271401d8b734bef4636e9fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Confederates held East Tennessee despite the strength of Unionist sentiment there, with the exception of extremely pro-Confederate Sullivan County. The Confederates, led by General James Longstreet, did attack General Burnside's Fort Sanders at Knoxville and lost. It was a big blow to East Tennessee Confederate momentum, but Longstreet won the Battle of Bean's Station a few weeks later. The Confederates besieged Chattanooga during the Chattanooga Campaign in early fall 1863, but were driven off by Grant in November. Many of the Confederate defeats can be attributed to the poor strategic vision of General Braxton Bragg, who led the Army of Tennessee from Perryville, Kentucky to another Confederate defeat at Chattanooga.", "targets": "Which county in East Tennessee was more supportive of the Confederacy than its neighbors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89406d05f271401d8b734bef4636e9fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Confederates held East Tennessee despite the strength of Unionist sentiment there, with the exception of extremely pro-Confederate Sullivan County. The Confederates, led by General James Longstreet, did attack General Burnside's Fort Sanders at Knoxville and lost. It was a big blow to East Tennessee Confederate momentum, but Longstreet won the Battle of Bean's Station a few weeks later. The Confederates besieged Chattanooga during the Chattanooga Campaign in early fall 1863, but were driven off by Grant in November. Many of the Confederate defeats can be attributed to the poor strategic vision of General Braxton Bragg, who led the Army of Tennessee from Perryville, Kentucky to another Confederate defeat at Chattanooga.", "targets": "Which Confederate general failed to capture the Union fort at Knoxville?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89406d05f271401d8b734bef4636e9fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Confederates held East Tennessee despite the strength of Unionist sentiment there, with the exception of extremely pro-Confederate Sullivan County. The Confederates, led by General James Longstreet, did attack General Burnside's Fort Sanders at Knoxville and lost. It was a big blow to East Tennessee Confederate momentum, but Longstreet won the Battle of Bean's Station a few weeks later. The Confederates besieged Chattanooga during the Chattanooga Campaign in early fall 1863, but were driven off by Grant in November. Many of the Confederate defeats can be attributed to the poor strategic vision of General Braxton Bragg, who led the Army of Tennessee from Perryville, Kentucky to another Confederate defeat at Chattanooga.", "targets": "Which Union general broke the Confederate siege of Chattanooga in November 1863?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89406d05f271401d8b734bef4636e9fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Confederates held East Tennessee despite the strength of Unionist sentiment there, with the exception of extremely pro-Confederate Sullivan County. The Confederates, led by General James Longstreet, did attack General Burnside's Fort Sanders at Knoxville and lost. It was a big blow to East Tennessee Confederate momentum, but Longstreet won the Battle of Bean's Station a few weeks later. The Confederates besieged Chattanooga during the Chattanooga Campaign in early fall 1863, but were driven off by Grant in November. Many of the Confederate defeats can be attributed to the poor strategic vision of General Braxton Bragg, who led the Army of Tennessee from Perryville, Kentucky to another Confederate defeat at Chattanooga.", "targets": "Which Confederate general launched an attack on Chattanooga from Perryville, KY?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89406d05f271401d8b734bef4636e9fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Confederates held East Tennessee despite the strength of Unionist sentiment there, with the exception of extremely pro-Confederate Sullivan County. The Confederates, led by General James Longstreet, did attack General Burnside's Fort Sanders at Knoxville and lost. It was a big blow to East Tennessee Confederate momentum, but Longstreet won the Battle of Bean's Station a few weeks later. The Confederates besieged Chattanooga during the Chattanooga Campaign in early fall 1863, but were driven off by Grant in November. Many of the Confederate defeats can be attributed to the poor strategic vision of General Braxton Bragg, who led the Army of Tennessee from Perryville, Kentucky to another Confederate defeat at Chattanooga.", "targets": "Which battle did Confederate General Longstreet win in East Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc600de58724ac7aefd83ef0b667386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some organisms, such as the lichen Trapelia involuta or microorganisms such as the bacterium Citrobacter, can absorb concentrations of uranium that are up to 300 times the level of their environment. Citrobacter species absorb uranyl ions when given glycerol phosphate (or other similar organic phosphates). After one day, one gram of bacteria can encrust themselves with nine grams of uranyl phosphate crystals; this creates the possibility that these organisms could be used in bioremediation to decontaminate uranium-polluted water. The proteobacterium Geobacter has also been shown to bioremediate uranium in ground water. The mycorrhizal fungus Glomus intraradices increases uranium content in the roots of its symbiotic plant.", "targets": "What microorganism can notably absorb a very high concentrate of uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc600de58724ac7aefd83ef0b667386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some organisms, such as the lichen Trapelia involuta or microorganisms such as the bacterium Citrobacter, can absorb concentrations of uranium that are up to 300 times the level of their environment. Citrobacter species absorb uranyl ions when given glycerol phosphate (or other similar organic phosphates). After one day, one gram of bacteria can encrust themselves with nine grams of uranyl phosphate crystals; this creates the possibility that these organisms could be used in bioremediation to decontaminate uranium-polluted water. The proteobacterium Geobacter has also been shown to bioremediate uranium in ground water. The mycorrhizal fungus Glomus intraradices increases uranium content in the roots of its symbiotic plant.", "targets": "What is given to Citrobacter to cause it to absorb uranyl ions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc600de58724ac7aefd83ef0b667386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some organisms, such as the lichen Trapelia involuta or microorganisms such as the bacterium Citrobacter, can absorb concentrations of uranium that are up to 300 times the level of their environment. Citrobacter species absorb uranyl ions when given glycerol phosphate (or other similar organic phosphates). After one day, one gram of bacteria can encrust themselves with nine grams of uranyl phosphate crystals; this creates the possibility that these organisms could be used in bioremediation to decontaminate uranium-polluted water. The proteobacterium Geobacter has also been shown to bioremediate uranium in ground water. The mycorrhizal fungus Glomus intraradices increases uranium content in the roots of its symbiotic plant.", "targets": "What lichen is known to absorb a uranium concentration nearly 300 times higher than the amount in the environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc600de58724ac7aefd83ef0b667386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some organisms, such as the lichen Trapelia involuta or microorganisms such as the bacterium Citrobacter, can absorb concentrations of uranium that are up to 300 times the level of their environment. Citrobacter species absorb uranyl ions when given glycerol phosphate (or other similar organic phosphates). After one day, one gram of bacteria can encrust themselves with nine grams of uranyl phosphate crystals; this creates the possibility that these organisms could be used in bioremediation to decontaminate uranium-polluted water. The proteobacterium Geobacter has also been shown to bioremediate uranium in ground water. The mycorrhizal fungus Glomus intraradices increases uranium content in the roots of its symbiotic plant.", "targets": "What protobacterium notably bioremediates ground water uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc600de58724ac7aefd83ef0b667386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some organisms, such as the lichen Trapelia involuta or microorganisms such as the bacterium Citrobacter, can absorb concentrations of uranium that are up to 300 times the level of their environment. Citrobacter species absorb uranyl ions when given glycerol phosphate (or other similar organic phosphates). After one day, one gram of bacteria can encrust themselves with nine grams of uranyl phosphate crystals; this creates the possibility that these organisms could be used in bioremediation to decontaminate uranium-polluted water. The proteobacterium Geobacter has also been shown to bioremediate uranium in ground water. The mycorrhizal fungus Glomus intraradices increases uranium content in the roots of its symbiotic plant.", "targets": "What fungus is known to cause uranium content in its symbiotic plant roots to increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "How many major medical centers are located in downtown New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What overarching New Haven medical center is the Smilow Cancer Hospital a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What hospital in New Haven provides notable cardiac emergency care? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "How many pavilions comprise Yale -- New Haven Hospital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What is the mental health facility is located in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "How many pavilion are part of New Haven Hospital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What hospital is located nearby a working class district within the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What is the hospital located north of New Haven in Meriden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What is the name of the well known hospital specializes in young children patients?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdbdce3da07469cb7469c11dae8b6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New Haven area supports several medical facilities that are considered some of the best hospitals in the country. There are two major medical centers downtown: Yale \u2013 New Haven Hospital has four pavilions, including the Yale \u2013 New Haven Children's Hospital and the Smilow Cancer Hospital; the Hospital of Saint Raphael is several blocks north, and touts its excellent cardiac emergency care program. Smaller downtown health facilities are the Temple Medical Center located downtown on Temple Street, Connecticut Mental Health Center/ across Park Street from Y-NHH, and the Hill Health Center, which serves the working-class Hill neighborhood. A large Veterans Affairs hospital is located in neighboring West Haven. To the west in Milford is Milford Hospital, and to the north in Meriden is the MidState Medical Center.", "targets": "What nearby city would you go to for war related injuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cf7498051ab498a9e4aba8cf66dcdc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It seems an oracular cult existed in Delphi from the Mycenaean ages. In historical times, the priests of Delphi were called Labryaden, \"the double-axe men\", which indicates Minoan origin. The double-axe, labrys, was the holy symbol of the Cretan labyrinth. The Homeric hymn adds that Apollo appeared as a dolphin and carried Cretan priests to Delphi, where they evidently transferred their religious practices. Apollo Delphinios was a sea-god especially worshiped in Crete and in the islands, and his name indicates his connection with Delphi and the holy serpent Delphyne (\"womb\").[citation needed] Apollo's sister Artemis, who was the Greek goddess of hunting, is identified with Britomartis (Diktynna), the Minoan \"Mistress of the animals\". In her earliest depictions she is accompanied by the \"Mister of the animals\", a male god of hunting who had the bow as his attribute. His original name is unknown, but it seems that he was absorbed by the more popular Apollo, who stood by the virgin \"Mistress of the Animals\", becoming her brother.", "targets": "What was the name for \"the double-axe men?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cf7498051ab498a9e4aba8cf66dcdc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It seems an oracular cult existed in Delphi from the Mycenaean ages. In historical times, the priests of Delphi were called Labryaden, \"the double-axe men\", which indicates Minoan origin. The double-axe, labrys, was the holy symbol of the Cretan labyrinth. The Homeric hymn adds that Apollo appeared as a dolphin and carried Cretan priests to Delphi, where they evidently transferred their religious practices. Apollo Delphinios was a sea-god especially worshiped in Crete and in the islands, and his name indicates his connection with Delphi and the holy serpent Delphyne (\"womb\").[citation needed] Apollo's sister Artemis, who was the Greek goddess of hunting, is identified with Britomartis (Diktynna), the Minoan \"Mistress of the animals\". In her earliest depictions she is accompanied by the \"Mister of the animals\", a male god of hunting who had the bow as his attribute. His original name is unknown, but it seems that he was absorbed by the more popular Apollo, who stood by the virgin \"Mistress of the Animals\", becoming her brother.", "targets": "What is another name for the double-axe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cf7498051ab498a9e4aba8cf66dcdc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It seems an oracular cult existed in Delphi from the Mycenaean ages. In historical times, the priests of Delphi were called Labryaden, \"the double-axe men\", which indicates Minoan origin. The double-axe, labrys, was the holy symbol of the Cretan labyrinth. The Homeric hymn adds that Apollo appeared as a dolphin and carried Cretan priests to Delphi, where they evidently transferred their religious practices. Apollo Delphinios was a sea-god especially worshiped in Crete and in the islands, and his name indicates his connection with Delphi and the holy serpent Delphyne (\"womb\").[citation needed] Apollo's sister Artemis, who was the Greek goddess of hunting, is identified with Britomartis (Diktynna), the Minoan \"Mistress of the animals\". In her earliest depictions she is accompanied by the \"Mister of the animals\", a male god of hunting who had the bow as his attribute. His original name is unknown, but it seems that he was absorbed by the more popular Apollo, who stood by the virgin \"Mistress of the Animals\", becoming her brother.", "targets": "Who was the Minoan \"Mistres of the animals?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cf7498051ab498a9e4aba8cf66dcdc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It seems an oracular cult existed in Delphi from the Mycenaean ages. In historical times, the priests of Delphi were called Labryaden, \"the double-axe men\", which indicates Minoan origin. The double-axe, labrys, was the holy symbol of the Cretan labyrinth. The Homeric hymn adds that Apollo appeared as a dolphin and carried Cretan priests to Delphi, where they evidently transferred their religious practices. Apollo Delphinios was a sea-god especially worshiped in Crete and in the islands, and his name indicates his connection with Delphi and the holy serpent Delphyne (\"womb\").[citation needed] Apollo's sister Artemis, who was the Greek goddess of hunting, is identified with Britomartis (Diktynna), the Minoan \"Mistress of the animals\". In her earliest depictions she is accompanied by the \"Mister of the animals\", a male god of hunting who had the bow as his attribute. His original name is unknown, but it seems that he was absorbed by the more popular Apollo, who stood by the virgin \"Mistress of the Animals\", becoming her brother.", "targets": "Who was Apollo's sister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e169eada7a419689e828ba15e2341f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans under Nero Claudius Drusus established a military outpost belonging to the Germania Superior Roman province at Strasbourg's current location, and named it Argentoratum. (Hence the town is commonly called Argentina in medieval Latin.) The name \"Argentoratum\" was first mentioned in 12 BC and the city celebrated its 2,000th birthday in 1988. \"Argentorate\" as the toponym of the Gaulish settlement preceded it before being Latinized, but it is not known by how long. The Roman camp was destroyed by fire and rebuilt six times between the first and the fifth centuries AD: in 70, 97, 235, 355, in the last quarter of the fourth century, and in the early years of the fifth century. It was under Trajan and after the fire of 97 that Argentoratum received its most extended and fortified shape. From the year 90 on, the Legio VIII Augusta was permanently stationed in the Roman camp of Argentoratum. It then included a cavalry section and covered an area of approximately 20 hectares. Other Roman legions temporarily stationed in Argentoratum were the Legio XIV Gemina and the Legio XXI Rapax, the latter during the reign of Nero.", "targets": "What was Strasbourg called in 12 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e169eada7a419689e828ba15e2341f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans under Nero Claudius Drusus established a military outpost belonging to the Germania Superior Roman province at Strasbourg's current location, and named it Argentoratum. (Hence the town is commonly called Argentina in medieval Latin.) The name \"Argentoratum\" was first mentioned in 12 BC and the city celebrated its 2,000th birthday in 1988. \"Argentorate\" as the toponym of the Gaulish settlement preceded it before being Latinized, but it is not known by how long. The Roman camp was destroyed by fire and rebuilt six times between the first and the fifth centuries AD: in 70, 97, 235, 355, in the last quarter of the fourth century, and in the early years of the fifth century. It was under Trajan and after the fire of 97 that Argentoratum received its most extended and fortified shape. From the year 90 on, the Legio VIII Augusta was permanently stationed in the Roman camp of Argentoratum. It then included a cavalry section and covered an area of approximately 20 hectares. Other Roman legions temporarily stationed in Argentoratum were the Legio XIV Gemina and the Legio XXI Rapax, the latter during the reign of Nero.", "targets": "What was the Roman camp destroyed by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e169eada7a419689e828ba15e2341f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans under Nero Claudius Drusus established a military outpost belonging to the Germania Superior Roman province at Strasbourg's current location, and named it Argentoratum. (Hence the town is commonly called Argentina in medieval Latin.) The name \"Argentoratum\" was first mentioned in 12 BC and the city celebrated its 2,000th birthday in 1988. \"Argentorate\" as the toponym of the Gaulish settlement preceded it before being Latinized, but it is not known by how long. The Roman camp was destroyed by fire and rebuilt six times between the first and the fifth centuries AD: in 70, 97, 235, 355, in the last quarter of the fourth century, and in the early years of the fifth century. It was under Trajan and after the fire of 97 that Argentoratum received its most extended and fortified shape. From the year 90 on, the Legio VIII Augusta was permanently stationed in the Roman camp of Argentoratum. It then included a cavalry section and covered an area of approximately 20 hectares. Other Roman legions temporarily stationed in Argentoratum were the Legio XIV Gemina and the Legio XXI Rapax, the latter during the reign of Nero.", "targets": "Who was leading the Romans at Argentoratum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e169eada7a419689e828ba15e2341f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans under Nero Claudius Drusus established a military outpost belonging to the Germania Superior Roman province at Strasbourg's current location, and named it Argentoratum. (Hence the town is commonly called Argentina in medieval Latin.) The name \"Argentoratum\" was first mentioned in 12 BC and the city celebrated its 2,000th birthday in 1988. \"Argentorate\" as the toponym of the Gaulish settlement preceded it before being Latinized, but it is not known by how long. The Roman camp was destroyed by fire and rebuilt six times between the first and the fifth centuries AD: in 70, 97, 235, 355, in the last quarter of the fourth century, and in the early years of the fifth century. It was under Trajan and after the fire of 97 that Argentoratum received its most extended and fortified shape. From the year 90 on, the Legio VIII Augusta was permanently stationed in the Roman camp of Argentoratum. It then included a cavalry section and covered an area of approximately 20 hectares. Other Roman legions temporarily stationed in Argentoratum were the Legio XIV Gemina and the Legio XXI Rapax, the latter during the reign of Nero.", "targets": "After what year was the Legio VIII Augusta permanently stationed in Argentoratum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e169eada7a419689e828ba15e2341f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans under Nero Claudius Drusus established a military outpost belonging to the Germania Superior Roman province at Strasbourg's current location, and named it Argentoratum. (Hence the town is commonly called Argentina in medieval Latin.) The name \"Argentoratum\" was first mentioned in 12 BC and the city celebrated its 2,000th birthday in 1988. \"Argentorate\" as the toponym of the Gaulish settlement preceded it before being Latinized, but it is not known by how long. The Roman camp was destroyed by fire and rebuilt six times between the first and the fifth centuries AD: in 70, 97, 235, 355, in the last quarter of the fourth century, and in the early years of the fifth century. It was under Trajan and after the fire of 97 that Argentoratum received its most extended and fortified shape. From the year 90 on, the Legio VIII Augusta was permanently stationed in the Roman camp of Argentoratum. It then included a cavalry section and covered an area of approximately 20 hectares. Other Roman legions temporarily stationed in Argentoratum were the Legio XIV Gemina and the Legio XXI Rapax, the latter during the reign of Nero.", "targets": "How many times was Argentoratum rebuilt during the first and fifth centuries AD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258f3fdfad2b4a2da884edddd5fa55dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under modern constitutional conventions, the sovereign acts on the advice of his or her ministers. Since these ministers most often maintain the support of parliament and are the ones who obtain the passage of bills, it is highly improbable that they would advise the sovereign to withhold assent. An exception is sometimes stated to be if bills are not passed in good faith, though it is difficult to make an interpretation on what this circumstance might constitute. Hence, in modern practice, royal assent is always granted; a refusal to do so would be appropriate only in an emergency requiring the use of the monarch's reserve powers.", "targets": "Modern-day sovereigns often acts on the advice of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258f3fdfad2b4a2da884edddd5fa55dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under modern constitutional conventions, the sovereign acts on the advice of his or her ministers. Since these ministers most often maintain the support of parliament and are the ones who obtain the passage of bills, it is highly improbable that they would advise the sovereign to withhold assent. An exception is sometimes stated to be if bills are not passed in good faith, though it is difficult to make an interpretation on what this circumstance might constitute. Hence, in modern practice, royal assent is always granted; a refusal to do so would be appropriate only in an emergency requiring the use of the monarch's reserve powers.", "targets": "In the event that the monarch refuses to give royal assent, what can the monarch make use of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258f3fdfad2b4a2da884edddd5fa55dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under modern constitutional conventions, the sovereign acts on the advice of his or her ministers. Since these ministers most often maintain the support of parliament and are the ones who obtain the passage of bills, it is highly improbable that they would advise the sovereign to withhold assent. An exception is sometimes stated to be if bills are not passed in good faith, though it is difficult to make an interpretation on what this circumstance might constitute. Hence, in modern practice, royal assent is always granted; a refusal to do so would be appropriate only in an emergency requiring the use of the monarch's reserve powers.", "targets": "Whose advice does a sovereign follow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258f3fdfad2b4a2da884edddd5fa55dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under modern constitutional conventions, the sovereign acts on the advice of his or her ministers. Since these ministers most often maintain the support of parliament and are the ones who obtain the passage of bills, it is highly improbable that they would advise the sovereign to withhold assent. An exception is sometimes stated to be if bills are not passed in good faith, though it is difficult to make an interpretation on what this circumstance might constitute. Hence, in modern practice, royal assent is always granted; a refusal to do so would be appropriate only in an emergency requiring the use of the monarch's reserve powers.", "targets": "Who often maintains parliamentary support and obtains the passage of bills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-258f3fdfad2b4a2da884edddd5fa55dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under modern constitutional conventions, the sovereign acts on the advice of his or her ministers. Since these ministers most often maintain the support of parliament and are the ones who obtain the passage of bills, it is highly improbable that they would advise the sovereign to withhold assent. An exception is sometimes stated to be if bills are not passed in good faith, though it is difficult to make an interpretation on what this circumstance might constitute. Hence, in modern practice, royal assent is always granted; a refusal to do so would be appropriate only in an emergency requiring the use of the monarch's reserve powers.", "targets": "Is it probable, improbable, or impossible that a sovereign would withhold assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1474902a6b4c4420a4128e075fef336e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times Atlases have been produced since 1895. They are currently produced by the Collins Bartholomew imprint of HarperCollins Publishers. The flagship product is The Times Comprehensive Atlas of the World.", "targets": "The Times began producing what kind of non-newspaper product in 1895?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1474902a6b4c4420a4128e075fef336e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times Atlases have been produced since 1895. They are currently produced by the Collins Bartholomew imprint of HarperCollins Publishers. The flagship product is The Times Comprehensive Atlas of the World.", "targets": "What publisher prints The Times atlas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1474902a6b4c4420a4128e075fef336e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Times Atlases have been produced since 1895. They are currently produced by the Collins Bartholomew imprint of HarperCollins Publishers. The flagship product is The Times Comprehensive Atlas of the World.", "targets": "What is the name of The Times' atlas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-141040b16cc14196926e5fab489f8e3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The football team plays at Ryan Field (formerly known as Dyche Stadium); the basketball, wrestling, and volleyball teams play at Welsh-Ryan Arena. Northwestern's athletic teams are nicknamed the Wildcats. Before 1924, they were known as \"The Purple\" and unofficially as \"The Fighting Methodists.\" The name Wildcats was bestowed upon the university in 1924 by Wallace Abbey, a writer for the Chicago Daily Tribune who wrote that even in a loss to the University of Chicago, \"Football players had not come down from Evanston; wildcats would be a name better suited to [Coach Glenn] Thistletwaite's boys.\" The name was so popular that university board members made \"wildcats\" the official nickname just months later. In 1972, the student body voted to change the official nickname from \"Wildcats\" to \"Purple Haze\" but the new name never stuck.", "targets": "Where do Northwestern's basketball, wrestling, and volleyball teams play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-141040b16cc14196926e5fab489f8e3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The football team plays at Ryan Field (formerly known as Dyche Stadium); the basketball, wrestling, and volleyball teams play at Welsh-Ryan Arena. Northwestern's athletic teams are nicknamed the Wildcats. Before 1924, they were known as \"The Purple\" and unofficially as \"The Fighting Methodists.\" The name Wildcats was bestowed upon the university in 1924 by Wallace Abbey, a writer for the Chicago Daily Tribune who wrote that even in a loss to the University of Chicago, \"Football players had not come down from Evanston; wildcats would be a name better suited to [Coach Glenn] Thistletwaite's boys.\" The name was so popular that university board members made \"wildcats\" the official nickname just months later. In 1972, the student body voted to change the official nickname from \"Wildcats\" to \"Purple Haze\" but the new name never stuck.", "targets": "What is the nickname given to Northwestern's athletic teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-141040b16cc14196926e5fab489f8e3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The football team plays at Ryan Field (formerly known as Dyche Stadium); the basketball, wrestling, and volleyball teams play at Welsh-Ryan Arena. Northwestern's athletic teams are nicknamed the Wildcats. Before 1924, they were known as \"The Purple\" and unofficially as \"The Fighting Methodists.\" The name Wildcats was bestowed upon the university in 1924 by Wallace Abbey, a writer for the Chicago Daily Tribune who wrote that even in a loss to the University of Chicago, \"Football players had not come down from Evanston; wildcats would be a name better suited to [Coach Glenn] Thistletwaite's boys.\" The name was so popular that university board members made \"wildcats\" the official nickname just months later. In 1972, the student body voted to change the official nickname from \"Wildcats\" to \"Purple Haze\" but the new name never stuck.", "targets": "What was the official nickname of Northwestern's athletic teams prior to 1924?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-141040b16cc14196926e5fab489f8e3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The football team plays at Ryan Field (formerly known as Dyche Stadium); the basketball, wrestling, and volleyball teams play at Welsh-Ryan Arena. Northwestern's athletic teams are nicknamed the Wildcats. Before 1924, they were known as \"The Purple\" and unofficially as \"The Fighting Methodists.\" The name Wildcats was bestowed upon the university in 1924 by Wallace Abbey, a writer for the Chicago Daily Tribune who wrote that even in a loss to the University of Chicago, \"Football players had not come down from Evanston; wildcats would be a name better suited to [Coach Glenn] Thistletwaite's boys.\" The name was so popular that university board members made \"wildcats\" the official nickname just months later. In 1972, the student body voted to change the official nickname from \"Wildcats\" to \"Purple Haze\" but the new name never stuck.", "targets": "What was the unofficial nickname of the Northwestern athletic teams prior to 1924?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-141040b16cc14196926e5fab489f8e3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The football team plays at Ryan Field (formerly known as Dyche Stadium); the basketball, wrestling, and volleyball teams play at Welsh-Ryan Arena. Northwestern's athletic teams are nicknamed the Wildcats. Before 1924, they were known as \"The Purple\" and unofficially as \"The Fighting Methodists.\" The name Wildcats was bestowed upon the university in 1924 by Wallace Abbey, a writer for the Chicago Daily Tribune who wrote that even in a loss to the University of Chicago, \"Football players had not come down from Evanston; wildcats would be a name better suited to [Coach Glenn] Thistletwaite's boys.\" The name was so popular that university board members made \"wildcats\" the official nickname just months later. In 1972, the student body voted to change the official nickname from \"Wildcats\" to \"Purple Haze\" but the new name never stuck.", "targets": "What name did the student body unsuccessfully try to rename the Wildcats in 1972?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfefb27690794d96abe8a5bdcd9ace59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Fourth Crusade and the fall of Constantinople to the \"Latins\" in 1204 mainland Greece was split between the Greek Despotate of Epirus (a Byzantine successor state) and Frankish rule (known as the Frankokratia), while some islands came under Venetian rule. The re-establishment of the Byzantine imperial capital in Constantinople in 1261 was accompanied by the empire's recovery of much of the Greek peninsula, although the Frankish Principality of Achaea in the Peloponnese and the rival Greek Despotate of Epirus in the north both remained important regional powers into the 14th century, while the islands remained largely under Genoese and Venetian control.", "targets": "Greece was split into sections of different rulers in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfefb27690794d96abe8a5bdcd9ace59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Fourth Crusade and the fall of Constantinople to the \"Latins\" in 1204 mainland Greece was split between the Greek Despotate of Epirus (a Byzantine successor state) and Frankish rule (known as the Frankokratia), while some islands came under Venetian rule. The re-establishment of the Byzantine imperial capital in Constantinople in 1261 was accompanied by the empire's recovery of much of the Greek peninsula, although the Frankish Principality of Achaea in the Peloponnese and the rival Greek Despotate of Epirus in the north both remained important regional powers into the 14th century, while the islands remained largely under Genoese and Venetian control.", "targets": "Constantinople once again became a capital  in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfefb27690794d96abe8a5bdcd9ace59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Fourth Crusade and the fall of Constantinople to the \"Latins\" in 1204 mainland Greece was split between the Greek Despotate of Epirus (a Byzantine successor state) and Frankish rule (known as the Frankokratia), while some islands came under Venetian rule. The re-establishment of the Byzantine imperial capital in Constantinople in 1261 was accompanied by the empire's recovery of much of the Greek peninsula, although the Frankish Principality of Achaea in the Peloponnese and the rival Greek Despotate of Epirus in the north both remained important regional powers into the 14th century, while the islands remained largely under Genoese and Venetian control.", "targets": "The Grecian islands in the 14th century were under the control of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfefb27690794d96abe8a5bdcd9ace59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Fourth Crusade and the fall of Constantinople to the \"Latins\" in 1204 mainland Greece was split between the Greek Despotate of Epirus (a Byzantine successor state) and Frankish rule (known as the Frankokratia), while some islands came under Venetian rule. The re-establishment of the Byzantine imperial capital in Constantinople in 1261 was accompanied by the empire's recovery of much of the Greek peninsula, although the Frankish Principality of Achaea in the Peloponnese and the rival Greek Despotate of Epirus in the north both remained important regional powers into the 14th century, while the islands remained largely under Genoese and Venetian control.", "targets": "In 1261 Constantinople was the capital for which empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35a5b443591b4005ab2878608fc7cd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though researchers generally believe that sexual orientation is not determined by any one factor but by a combination of genetic, hormonal, and environmental influences, with biological factors involving a complex interplay of genetic factors and the early uterine environment, they favor biological models for the cause. They believe that sexual orientation is not a choice, and some of them believe that it is established at conception. That is, individuals do not choose to be homosexual, heterosexual, bisexual, or asexual. While current scientific investigation usually seeks to find biological explanations for the adoption of a particular sexual orientation, there are yet no replicated scientific studies supporting any specific biological etiology for sexual orientation. However, scientific studies have found a number of statistical biological differences between gay people and heterosexuals, which may result from the same underlying cause as sexual orientation itself.", "targets": "What do researchers generally believe causes sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35a5b443591b4005ab2878608fc7cd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though researchers generally believe that sexual orientation is not determined by any one factor but by a combination of genetic, hormonal, and environmental influences, with biological factors involving a complex interplay of genetic factors and the early uterine environment, they favor biological models for the cause. They believe that sexual orientation is not a choice, and some of them believe that it is established at conception. That is, individuals do not choose to be homosexual, heterosexual, bisexual, or asexual. While current scientific investigation usually seeks to find biological explanations for the adoption of a particular sexual orientation, there are yet no replicated scientific studies supporting any specific biological etiology for sexual orientation. However, scientific studies have found a number of statistical biological differences between gay people and heterosexuals, which may result from the same underlying cause as sexual orientation itself.", "targets": "What biological factors do they believe plays a complicated part in sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35a5b443591b4005ab2878608fc7cd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though researchers generally believe that sexual orientation is not determined by any one factor but by a combination of genetic, hormonal, and environmental influences, with biological factors involving a complex interplay of genetic factors and the early uterine environment, they favor biological models for the cause. They believe that sexual orientation is not a choice, and some of them believe that it is established at conception. That is, individuals do not choose to be homosexual, heterosexual, bisexual, or asexual. While current scientific investigation usually seeks to find biological explanations for the adoption of a particular sexual orientation, there are yet no replicated scientific studies supporting any specific biological etiology for sexual orientation. However, scientific studies have found a number of statistical biological differences between gay people and heterosexuals, which may result from the same underlying cause as sexual orientation itself.", "targets": "What do they believe about sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35a5b443591b4005ab2878608fc7cd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though researchers generally believe that sexual orientation is not determined by any one factor but by a combination of genetic, hormonal, and environmental influences, with biological factors involving a complex interplay of genetic factors and the early uterine environment, they favor biological models for the cause. They believe that sexual orientation is not a choice, and some of them believe that it is established at conception. That is, individuals do not choose to be homosexual, heterosexual, bisexual, or asexual. While current scientific investigation usually seeks to find biological explanations for the adoption of a particular sexual orientation, there are yet no replicated scientific studies supporting any specific biological etiology for sexual orientation. However, scientific studies have found a number of statistical biological differences between gay people and heterosexuals, which may result from the same underlying cause as sexual orientation itself.", "targets": "What differences hace scientist found in certain studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35a5b443591b4005ab2878608fc7cd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though researchers generally believe that sexual orientation is not determined by any one factor but by a combination of genetic, hormonal, and environmental influences, with biological factors involving a complex interplay of genetic factors and the early uterine environment, they favor biological models for the cause. They believe that sexual orientation is not a choice, and some of them believe that it is established at conception. That is, individuals do not choose to be homosexual, heterosexual, bisexual, or asexual. While current scientific investigation usually seeks to find biological explanations for the adoption of a particular sexual orientation, there are yet no replicated scientific studies supporting any specific biological etiology for sexual orientation. However, scientific studies have found a number of statistical biological differences between gay people and heterosexuals, which may result from the same underlying cause as sexual orientation itself.", "targets": "What can these results be caused from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4217e38f68b34203b1ff9fa16cdad278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman literature was from its very inception influenced heavily by Greek authors. Some of the earliest works we possess are of historical epics telling the early military history of Rome. As the republic expanded, authors began to produce poetry, comedy, history, and tragedy. Virgil represents the pinnacle of Roman epic poetry. His Aeneid tells the story of flight of Aeneas from Troy and his settlement of the city that would become Rome.[citation needed] Lucretius, in his On the Nature of Things, attempted to explicate science in an epic poem. The genre of satire was common in Rome, and satires were written by, among others, Juvenal and Persius. The rhetorical works of Cicero are considered[by whom?] to be some of the best bodies of correspondence recorded in antiquity.[citation needed]", "targets": "Who was responsible for massively affecting Roman literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4217e38f68b34203b1ff9fa16cdad278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman literature was from its very inception influenced heavily by Greek authors. Some of the earliest works we possess are of historical epics telling the early military history of Rome. As the republic expanded, authors began to produce poetry, comedy, history, and tragedy. Virgil represents the pinnacle of Roman epic poetry. His Aeneid tells the story of flight of Aeneas from Troy and his settlement of the city that would become Rome.[citation needed] Lucretius, in his On the Nature of Things, attempted to explicate science in an epic poem. The genre of satire was common in Rome, and satires were written by, among others, Juvenal and Persius. The rhetorical works of Cicero are considered[by whom?] to be some of the best bodies of correspondence recorded in antiquity.[citation needed]", "targets": "What style of literature could commonly be found in Roman works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4217e38f68b34203b1ff9fa16cdad278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman literature was from its very inception influenced heavily by Greek authors. Some of the earliest works we possess are of historical epics telling the early military history of Rome. As the republic expanded, authors began to produce poetry, comedy, history, and tragedy. Virgil represents the pinnacle of Roman epic poetry. His Aeneid tells the story of flight of Aeneas from Troy and his settlement of the city that would become Rome.[citation needed] Lucretius, in his On the Nature of Things, attempted to explicate science in an epic poem. The genre of satire was common in Rome, and satires were written by, among others, Juvenal and Persius. The rhetorical works of Cicero are considered[by whom?] to be some of the best bodies of correspondence recorded in antiquity.[citation needed]", "targets": "Who was the author of the epic poem Aeneid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4217e38f68b34203b1ff9fa16cdad278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman literature was from its very inception influenced heavily by Greek authors. Some of the earliest works we possess are of historical epics telling the early military history of Rome. As the republic expanded, authors began to produce poetry, comedy, history, and tragedy. Virgil represents the pinnacle of Roman epic poetry. His Aeneid tells the story of flight of Aeneas from Troy and his settlement of the city that would become Rome.[citation needed] Lucretius, in his On the Nature of Things, attempted to explicate science in an epic poem. The genre of satire was common in Rome, and satires were written by, among others, Juvenal and Persius. The rhetorical works of Cicero are considered[by whom?] to be some of the best bodies of correspondence recorded in antiquity.[citation needed]", "targets": "What Roman poet attempted to develop science in their poetry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4217e38f68b34203b1ff9fa16cdad278", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman literature was from its very inception influenced heavily by Greek authors. Some of the earliest works we possess are of historical epics telling the early military history of Rome. As the republic expanded, authors began to produce poetry, comedy, history, and tragedy. Virgil represents the pinnacle of Roman epic poetry. His Aeneid tells the story of flight of Aeneas from Troy and his settlement of the city that would become Rome.[citation needed] Lucretius, in his On the Nature of Things, attempted to explicate science in an epic poem. The genre of satire was common in Rome, and satires were written by, among others, Juvenal and Persius. The rhetorical works of Cicero are considered[by whom?] to be some of the best bodies of correspondence recorded in antiquity.[citation needed]", "targets": "Which epic poem tells the tale of the founding of the city that one day would become Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e58bd4638e8f4a8c80ce169c3448d6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2010 United States Census reported that Fresno had a population of 494,665. The population density was 4,404.5 people per square mile (1,700.6/km\u00b2). The racial makeup of Fresno was 245,306 (49.6%) White, 40,960 (8.3%) African American, 8,525 (1.7%) Native American, 62,528 (12.6%) Asian (3.6% Hmong, 1.7% Indian, 1.2% Filipino, 1.2% Laotian, 1.0% Thai, 0.8% Cambodian, 0.7% Chinese, 0.5% Japanese, 0.4% Vietnamese, 0.2% Korean), 849 (0.2%) Pacific Islander, 111,984 (22.6%) from other races, and 24,513 (5.0%) from two or more races. Hispanic or Latino of any race were 232,055 persons (46.9%). Among the Hispanic population, 42.7% of the total population are Mexican, 0.4% Salvadoran, and 0.4% Puerto Rican. Non-Hispanic Whites were 30.0% of the population in 2010, down from 72.6% in 1970.", "targets": "what was Fresno's population in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e58bd4638e8f4a8c80ce169c3448d6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2010 United States Census reported that Fresno had a population of 494,665. The population density was 4,404.5 people per square mile (1,700.6/km\u00b2). The racial makeup of Fresno was 245,306 (49.6%) White, 40,960 (8.3%) African American, 8,525 (1.7%) Native American, 62,528 (12.6%) Asian (3.6% Hmong, 1.7% Indian, 1.2% Filipino, 1.2% Laotian, 1.0% Thai, 0.8% Cambodian, 0.7% Chinese, 0.5% Japanese, 0.4% Vietnamese, 0.2% Korean), 849 (0.2%) Pacific Islander, 111,984 (22.6%) from other races, and 24,513 (5.0%) from two or more races. Hispanic or Latino of any race were 232,055 persons (46.9%). Among the Hispanic population, 42.7% of the total population are Mexican, 0.4% Salvadoran, and 0.4% Puerto Rican. Non-Hispanic Whites were 30.0% of the population in 2010, down from 72.6% in 1970.", "targets": "What was the percentage of whit people in Fresno in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e58bd4638e8f4a8c80ce169c3448d6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2010 United States Census reported that Fresno had a population of 494,665. The population density was 4,404.5 people per square mile (1,700.6/km\u00b2). The racial makeup of Fresno was 245,306 (49.6%) White, 40,960 (8.3%) African American, 8,525 (1.7%) Native American, 62,528 (12.6%) Asian (3.6% Hmong, 1.7% Indian, 1.2% Filipino, 1.2% Laotian, 1.0% Thai, 0.8% Cambodian, 0.7% Chinese, 0.5% Japanese, 0.4% Vietnamese, 0.2% Korean), 849 (0.2%) Pacific Islander, 111,984 (22.6%) from other races, and 24,513 (5.0%) from two or more races. Hispanic or Latino of any race were 232,055 persons (46.9%). Among the Hispanic population, 42.7% of the total population are Mexican, 0.4% Salvadoran, and 0.4% Puerto Rican. Non-Hispanic Whites were 30.0% of the population in 2010, down from 72.6% in 1970.", "targets": "How many Native American people resided in Fresno in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e58bd4638e8f4a8c80ce169c3448d6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2010 United States Census reported that Fresno had a population of 494,665. The population density was 4,404.5 people per square mile (1,700.6/km\u00b2). The racial makeup of Fresno was 245,306 (49.6%) White, 40,960 (8.3%) African American, 8,525 (1.7%) Native American, 62,528 (12.6%) Asian (3.6% Hmong, 1.7% Indian, 1.2% Filipino, 1.2% Laotian, 1.0% Thai, 0.8% Cambodian, 0.7% Chinese, 0.5% Japanese, 0.4% Vietnamese, 0.2% Korean), 849 (0.2%) Pacific Islander, 111,984 (22.6%) from other races, and 24,513 (5.0%) from two or more races. Hispanic or Latino of any race were 232,055 persons (46.9%). Among the Hispanic population, 42.7% of the total population are Mexican, 0.4% Salvadoran, and 0.4% Puerto Rican. Non-Hispanic Whites were 30.0% of the population in 2010, down from 72.6% in 1970.", "targets": "What was the percentage of Non-Hispanic Whites in 2010? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e58bd4638e8f4a8c80ce169c3448d6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2010 United States Census reported that Fresno had a population of 494,665. The population density was 4,404.5 people per square mile (1,700.6/km\u00b2). The racial makeup of Fresno was 245,306 (49.6%) White, 40,960 (8.3%) African American, 8,525 (1.7%) Native American, 62,528 (12.6%) Asian (3.6% Hmong, 1.7% Indian, 1.2% Filipino, 1.2% Laotian, 1.0% Thai, 0.8% Cambodian, 0.7% Chinese, 0.5% Japanese, 0.4% Vietnamese, 0.2% Korean), 849 (0.2%) Pacific Islander, 111,984 (22.6%) from other races, and 24,513 (5.0%) from two or more races. Hispanic or Latino of any race were 232,055 persons (46.9%). Among the Hispanic population, 42.7% of the total population are Mexican, 0.4% Salvadoran, and 0.4% Puerto Rican. Non-Hispanic Whites were 30.0% of the population in 2010, down from 72.6% in 1970.", "targets": "How many people per square mile lived in Fresno in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7f647fdc79143b38dd57921230ebdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At least a few insects have nociceptors, cells that detect and transmit sensations of pain. This was discovered in 2003 by studying the variation in reactions of larvae of the common fruitfly Drosophila to the touch of a heated probe and an unheated one. The larvae reacted to the touch of the heated probe with a stereotypical rolling behavior that was not exhibited when the larvae were touched by the unheated probe. Although nociception has been demonstrated in insects, there is no consensus that insects feel pain consciously", "targets": "How many insects have nociceptors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7f647fdc79143b38dd57921230ebdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At least a few insects have nociceptors, cells that detect and transmit sensations of pain. This was discovered in 2003 by studying the variation in reactions of larvae of the common fruitfly Drosophila to the touch of a heated probe and an unheated one. The larvae reacted to the touch of the heated probe with a stereotypical rolling behavior that was not exhibited when the larvae were touched by the unheated probe. Although nociception has been demonstrated in insects, there is no consensus that insects feel pain consciously", "targets": "Cells that detect and transmit pain are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7f647fdc79143b38dd57921230ebdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At least a few insects have nociceptors, cells that detect and transmit sensations of pain. This was discovered in 2003 by studying the variation in reactions of larvae of the common fruitfly Drosophila to the touch of a heated probe and an unheated one. The larvae reacted to the touch of the heated probe with a stereotypical rolling behavior that was not exhibited when the larvae were touched by the unheated probe. Although nociception has been demonstrated in insects, there is no consensus that insects feel pain consciously", "targets": "When were nociceptors discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7f647fdc79143b38dd57921230ebdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At least a few insects have nociceptors, cells that detect and transmit sensations of pain. This was discovered in 2003 by studying the variation in reactions of larvae of the common fruitfly Drosophila to the touch of a heated probe and an unheated one. The larvae reacted to the touch of the heated probe with a stereotypical rolling behavior that was not exhibited when the larvae were touched by the unheated probe. Although nociception has been demonstrated in insects, there is no consensus that insects feel pain consciously", "targets": "Nociceptors were discovered by studying the common what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7f647fdc79143b38dd57921230ebdeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At least a few insects have nociceptors, cells that detect and transmit sensations of pain. This was discovered in 2003 by studying the variation in reactions of larvae of the common fruitfly Drosophila to the touch of a heated probe and an unheated one. The larvae reacted to the touch of the heated probe with a stereotypical rolling behavior that was not exhibited when the larvae were touched by the unheated probe. Although nociception has been demonstrated in insects, there is no consensus that insects feel pain consciously", "targets": "Which probe did the larvae react to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1555c93c9fe4ba1959768c3a0025d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Truman, symbolizing a broad-based desire for an Eisenhower candidacy for president, again in 1951 pressed him to run for the office as a Democrat. It was at this time that Eisenhower voiced his disagreements with the Democratic party and declared himself and his family to be Republicans. A \"Draft Eisenhower\" movement in the Republican Party persuaded him to declare his candidacy in the 1952 presidential election to counter the candidacy of non-interventionist Senator Robert A. Taft. The effort was a long struggle; Eisenhower had to be convinced that political circumstances had created a genuine duty for him to offer himself as a candidate, and that there was a mandate from the populace for him to be their President. Henry Cabot Lodge, who served as his campaign manager, and others succeeded in convincing him, and in June 1952 he resigned his command at NATO to campaign full-time. Eisenhower defeated Taft for the nomination, having won critical delegate votes from Texas. Eisenhower's campaign was noted for the simple but effective slogan, \"I Like Ike\". It was essential to his success that Eisenhower express opposition to Roosevelt's policy at Yalta and against Truman's policies in Korea and China\u2014matters in which he had once participated. In defeating Taft for the nomination, it became necessary for Eisenhower to appease the right wing Old Guard of the Republican Party; his selection of Richard M. Nixon as the Vice-President on the ticket was designed in part for that purpose. Nixon also provided a strong anti-communist presence as well as some youth to counter Ike's more advanced age.", "targets": "Who was President of the United States prior to Eisenhower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1555c93c9fe4ba1959768c3a0025d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Truman, symbolizing a broad-based desire for an Eisenhower candidacy for president, again in 1951 pressed him to run for the office as a Democrat. It was at this time that Eisenhower voiced his disagreements with the Democratic party and declared himself and his family to be Republicans. A \"Draft Eisenhower\" movement in the Republican Party persuaded him to declare his candidacy in the 1952 presidential election to counter the candidacy of non-interventionist Senator Robert A. Taft. The effort was a long struggle; Eisenhower had to be convinced that political circumstances had created a genuine duty for him to offer himself as a candidate, and that there was a mandate from the populace for him to be their President. Henry Cabot Lodge, who served as his campaign manager, and others succeeded in convincing him, and in June 1952 he resigned his command at NATO to campaign full-time. Eisenhower defeated Taft for the nomination, having won critical delegate votes from Texas. Eisenhower's campaign was noted for the simple but effective slogan, \"I Like Ike\". It was essential to his success that Eisenhower express opposition to Roosevelt's policy at Yalta and against Truman's policies in Korea and China\u2014matters in which he had once participated. In defeating Taft for the nomination, it became necessary for Eisenhower to appease the right wing Old Guard of the Republican Party; his selection of Richard M. Nixon as the Vice-President on the ticket was designed in part for that purpose. Nixon also provided a strong anti-communist presence as well as some youth to counter Ike's more advanced age.", "targets": "Truman wanted Eisenhower to run for the presidency as a member of what party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1555c93c9fe4ba1959768c3a0025d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Truman, symbolizing a broad-based desire for an Eisenhower candidacy for president, again in 1951 pressed him to run for the office as a Democrat. It was at this time that Eisenhower voiced his disagreements with the Democratic party and declared himself and his family to be Republicans. A \"Draft Eisenhower\" movement in the Republican Party persuaded him to declare his candidacy in the 1952 presidential election to counter the candidacy of non-interventionist Senator Robert A. Taft. The effort was a long struggle; Eisenhower had to be convinced that political circumstances had created a genuine duty for him to offer himself as a candidate, and that there was a mandate from the populace for him to be their President. Henry Cabot Lodge, who served as his campaign manager, and others succeeded in convincing him, and in June 1952 he resigned his command at NATO to campaign full-time. Eisenhower defeated Taft for the nomination, having won critical delegate votes from Texas. Eisenhower's campaign was noted for the simple but effective slogan, \"I Like Ike\". It was essential to his success that Eisenhower express opposition to Roosevelt's policy at Yalta and against Truman's policies in Korea and China\u2014matters in which he had once participated. In defeating Taft for the nomination, it became necessary for Eisenhower to appease the right wing Old Guard of the Republican Party; his selection of Richard M. Nixon as the Vice-President on the ticket was designed in part for that purpose. Nixon also provided a strong anti-communist presence as well as some youth to counter Ike's more advanced age.", "targets": "Who did the Republicans want to block with an Eisenhower candidacy in 1952?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1555c93c9fe4ba1959768c3a0025d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Truman, symbolizing a broad-based desire for an Eisenhower candidacy for president, again in 1951 pressed him to run for the office as a Democrat. It was at this time that Eisenhower voiced his disagreements with the Democratic party and declared himself and his family to be Republicans. A \"Draft Eisenhower\" movement in the Republican Party persuaded him to declare his candidacy in the 1952 presidential election to counter the candidacy of non-interventionist Senator Robert A. Taft. The effort was a long struggle; Eisenhower had to be convinced that political circumstances had created a genuine duty for him to offer himself as a candidate, and that there was a mandate from the populace for him to be their President. Henry Cabot Lodge, who served as his campaign manager, and others succeeded in convincing him, and in June 1952 he resigned his command at NATO to campaign full-time. Eisenhower defeated Taft for the nomination, having won critical delegate votes from Texas. Eisenhower's campaign was noted for the simple but effective slogan, \"I Like Ike\". It was essential to his success that Eisenhower express opposition to Roosevelt's policy at Yalta and against Truman's policies in Korea and China\u2014matters in which he had once participated. In defeating Taft for the nomination, it became necessary for Eisenhower to appease the right wing Old Guard of the Republican Party; his selection of Richard M. Nixon as the Vice-President on the ticket was designed in part for that purpose. Nixon also provided a strong anti-communist presence as well as some youth to counter Ike's more advanced age.", "targets": "What was Taft's political office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1555c93c9fe4ba1959768c3a0025d1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Truman, symbolizing a broad-based desire for an Eisenhower candidacy for president, again in 1951 pressed him to run for the office as a Democrat. It was at this time that Eisenhower voiced his disagreements with the Democratic party and declared himself and his family to be Republicans. A \"Draft Eisenhower\" movement in the Republican Party persuaded him to declare his candidacy in the 1952 presidential election to counter the candidacy of non-interventionist Senator Robert A. Taft. The effort was a long struggle; Eisenhower had to be convinced that political circumstances had created a genuine duty for him to offer himself as a candidate, and that there was a mandate from the populace for him to be their President. Henry Cabot Lodge, who served as his campaign manager, and others succeeded in convincing him, and in June 1952 he resigned his command at NATO to campaign full-time. Eisenhower defeated Taft for the nomination, having won critical delegate votes from Texas. Eisenhower's campaign was noted for the simple but effective slogan, \"I Like Ike\". It was essential to his success that Eisenhower express opposition to Roosevelt's policy at Yalta and against Truman's policies in Korea and China\u2014matters in which he had once participated. In defeating Taft for the nomination, it became necessary for Eisenhower to appease the right wing Old Guard of the Republican Party; his selection of Richard M. Nixon as the Vice-President on the ticket was designed in part for that purpose. Nixon also provided a strong anti-communist presence as well as some youth to counter Ike's more advanced age.", "targets": "Who was Eisenhower's campaign manager in 1952?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c27b654c80488a8c96545d85af4738", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resultant South Korean government promulgated a national political constitution on 17 July 1948, and elected Syngman Rhee as President on 20 July 1948. The Republic of Korea (South Korea) was established on 15 August 1948. In the Russian Korean Zone of Occupation, the Soviet Union established a Communist North Korean government led by Kim Il-sung. President Rhee's r\u00e9gime excluded communists and leftists from southern politics. Disenfranchised, they headed for the hills, to prepare for guerrilla war against the US-sponsored ROK Government.", "targets": "When was South Korea's constitution created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c27b654c80488a8c96545d85af4738", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resultant South Korean government promulgated a national political constitution on 17 July 1948, and elected Syngman Rhee as President on 20 July 1948. The Republic of Korea (South Korea) was established on 15 August 1948. In the Russian Korean Zone of Occupation, the Soviet Union established a Communist North Korean government led by Kim Il-sung. President Rhee's r\u00e9gime excluded communists and leftists from southern politics. Disenfranchised, they headed for the hills, to prepare for guerrilla war against the US-sponsored ROK Government.", "targets": "Who was elected president of South Korea on July 20, 1948?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c27b654c80488a8c96545d85af4738", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resultant South Korean government promulgated a national political constitution on 17 July 1948, and elected Syngman Rhee as President on 20 July 1948. The Republic of Korea (South Korea) was established on 15 August 1948. In the Russian Korean Zone of Occupation, the Soviet Union established a Communist North Korean government led by Kim Il-sung. President Rhee's r\u00e9gime excluded communists and leftists from southern politics. Disenfranchised, they headed for the hills, to prepare for guerrilla war against the US-sponsored ROK Government.", "targets": "What year was the Republic of Korea established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c27b654c80488a8c96545d85af4738", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resultant South Korean government promulgated a national political constitution on 17 July 1948, and elected Syngman Rhee as President on 20 July 1948. The Republic of Korea (South Korea) was established on 15 August 1948. In the Russian Korean Zone of Occupation, the Soviet Union established a Communist North Korean government led by Kim Il-sung. President Rhee's r\u00e9gime excluded communists and leftists from southern politics. Disenfranchised, they headed for the hills, to prepare for guerrilla war against the US-sponsored ROK Government.", "targets": "Who led the Russian Koran Zone of Occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c27b654c80488a8c96545d85af4738", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The resultant South Korean government promulgated a national political constitution on 17 July 1948, and elected Syngman Rhee as President on 20 July 1948. The Republic of Korea (South Korea) was established on 15 August 1948. In the Russian Korean Zone of Occupation, the Soviet Union established a Communist North Korean government led by Kim Il-sung. President Rhee's r\u00e9gime excluded communists and leftists from southern politics. Disenfranchised, they headed for the hills, to prepare for guerrilla war against the US-sponsored ROK Government.", "targets": "What two groups were excluded from the South Korean political process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc30622843214349b384e0c5aec57641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A red dye called Kermes was made beginning in the Neolithic Period by drying and then crushing the bodies of the females of a tiny scale insect in the genus Kermes, primarily Kermes vermilio. The insects live on the sap of certain trees, especially Kermes oak trees near the Mediterranean region. Jars of kermes have been found in a Neolithic cave-burial at Adaoutse, Bouches-du-Rh\u00f4ne. Kermes from oak trees was later used by Romans, who imported it from Spain. A different variety of dye was made from Porphyrophora hamelii (Armenian cochineal) scale insects that lived on the roots and stems of certain herbs. It was mentioned in texts as early as the 8th century BC, and it was used by the ancient Assyrians and Persians.", "targets": "During what period did people use Kermes vermilio to make red dye?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc30622843214349b384e0c5aec57641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A red dye called Kermes was made beginning in the Neolithic Period by drying and then crushing the bodies of the females of a tiny scale insect in the genus Kermes, primarily Kermes vermilio. The insects live on the sap of certain trees, especially Kermes oak trees near the Mediterranean region. Jars of kermes have been found in a Neolithic cave-burial at Adaoutse, Bouches-du-Rh\u00f4ne. Kermes from oak trees was later used by Romans, who imported it from Spain. A different variety of dye was made from Porphyrophora hamelii (Armenian cochineal) scale insects that lived on the roots and stems of certain herbs. It was mentioned in texts as early as the 8th century BC, and it was used by the ancient Assyrians and Persians.", "targets": "What does Kermes vermilio eat to survive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc30622843214349b384e0c5aec57641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A red dye called Kermes was made beginning in the Neolithic Period by drying and then crushing the bodies of the females of a tiny scale insect in the genus Kermes, primarily Kermes vermilio. The insects live on the sap of certain trees, especially Kermes oak trees near the Mediterranean region. Jars of kermes have been found in a Neolithic cave-burial at Adaoutse, Bouches-du-Rh\u00f4ne. Kermes from oak trees was later used by Romans, who imported it from Spain. A different variety of dye was made from Porphyrophora hamelii (Armenian cochineal) scale insects that lived on the roots and stems of certain herbs. It was mentioned in texts as early as the 8th century BC, and it was used by the ancient Assyrians and Persians.", "targets": "From where did Romans acquire Kermes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc30622843214349b384e0c5aec57641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A red dye called Kermes was made beginning in the Neolithic Period by drying and then crushing the bodies of the females of a tiny scale insect in the genus Kermes, primarily Kermes vermilio. The insects live on the sap of certain trees, especially Kermes oak trees near the Mediterranean region. Jars of kermes have been found in a Neolithic cave-burial at Adaoutse, Bouches-du-Rh\u00f4ne. Kermes from oak trees was later used by Romans, who imported it from Spain. A different variety of dye was made from Porphyrophora hamelii (Armenian cochineal) scale insects that lived on the roots and stems of certain herbs. It was mentioned in texts as early as the 8th century BC, and it was used by the ancient Assyrians and Persians.", "targets": "What kind of bural was at Adaoutse, Bouches-du-Rh\u00f4ne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc30622843214349b384e0c5aec57641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A red dye called Kermes was made beginning in the Neolithic Period by drying and then crushing the bodies of the females of a tiny scale insect in the genus Kermes, primarily Kermes vermilio. The insects live on the sap of certain trees, especially Kermes oak trees near the Mediterranean region. Jars of kermes have been found in a Neolithic cave-burial at Adaoutse, Bouches-du-Rh\u00f4ne. Kermes from oak trees was later used by Romans, who imported it from Spain. A different variety of dye was made from Porphyrophora hamelii (Armenian cochineal) scale insects that lived on the roots and stems of certain herbs. It was mentioned in texts as early as the 8th century BC, and it was used by the ancient Assyrians and Persians.", "targets": "What was the earliest known writing about dye from Aermenian cochineal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3d5fcd92ca4f83b074afdeb633267d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strategy behind the formation of the Warsaw Pact was driven by the desire of the Soviet Union to dominate Central and Eastern Europe. This policy was driven by ideological and geostrategic reasons. Ideologically, the Soviet Union arrogated the right to define socialism and communism and act as the leader of the global socialist movement. A corollary to this idea was the necessity of intervention if a country appeared to be violating core socialist ideas and Communist Party functions, which was explicitly stated in the Brezhnev Doctrine. Geostrategic principles also drove the Soviet Union to prevent invasion of its territory by Western European powers.", "targets": "Which ideologies did the Soviet Union aspire to lead around the globe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3d5fcd92ca4f83b074afdeb633267d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strategy behind the formation of the Warsaw Pact was driven by the desire of the Soviet Union to dominate Central and Eastern Europe. This policy was driven by ideological and geostrategic reasons. Ideologically, the Soviet Union arrogated the right to define socialism and communism and act as the leader of the global socialist movement. A corollary to this idea was the necessity of intervention if a country appeared to be violating core socialist ideas and Communist Party functions, which was explicitly stated in the Brezhnev Doctrine. Geostrategic principles also drove the Soviet Union to prevent invasion of its territory by Western European powers.", "targets": "Which Soviet leader formed doctrine aimed at keeping socialist satellite nations in line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3d5fcd92ca4f83b074afdeb633267d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The strategy behind the formation of the Warsaw Pact was driven by the desire of the Soviet Union to dominate Central and Eastern Europe. This policy was driven by ideological and geostrategic reasons. Ideologically, the Soviet Union arrogated the right to define socialism and communism and act as the leader of the global socialist movement. A corollary to this idea was the necessity of intervention if a country appeared to be violating core socialist ideas and Communist Party functions, which was explicitly stated in the Brezhnev Doctrine. Geostrategic principles also drove the Soviet Union to prevent invasion of its territory by Western European powers.", "targets": "The Soviet Union feared invasion from which potential enemy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da040725ceec4e33986db198a0fd513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Latin translation of Ibn Tufail's work, Philosophus Autodidactus, first appeared in 1671, prepared by Edward Pococke the Younger, followed by an English translation by Simon Ockley in 1708, as well as German and Dutch translations. These translations might have later inspired Daniel Defoe to write Robinson Crusoe, regarded as the first novel in English. Philosophus Autodidactus, continuing the thoughts of philosophers such as Aristotle from earlier ages, inspired Robert Boyle to write his own philosophical novel set on an island, The Aspiring Naturalist.", "targets": "Which year did a translation of Philosophus Autodidactus in Latin come to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da040725ceec4e33986db198a0fd513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Latin translation of Ibn Tufail's work, Philosophus Autodidactus, first appeared in 1671, prepared by Edward Pococke the Younger, followed by an English translation by Simon Ockley in 1708, as well as German and Dutch translations. These translations might have later inspired Daniel Defoe to write Robinson Crusoe, regarded as the first novel in English. Philosophus Autodidactus, continuing the thoughts of philosophers such as Aristotle from earlier ages, inspired Robert Boyle to write his own philosophical novel set on an island, The Aspiring Naturalist.", "targets": "Who wrote Robinson Crusoe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da040725ceec4e33986db198a0fd513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Latin translation of Ibn Tufail's work, Philosophus Autodidactus, first appeared in 1671, prepared by Edward Pococke the Younger, followed by an English translation by Simon Ockley in 1708, as well as German and Dutch translations. These translations might have later inspired Daniel Defoe to write Robinson Crusoe, regarded as the first novel in English. Philosophus Autodidactus, continuing the thoughts of philosophers such as Aristotle from earlier ages, inspired Robert Boyle to write his own philosophical novel set on an island, The Aspiring Naturalist.", "targets": "Who first translated Philosophus Autodidactus into latin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da040725ceec4e33986db198a0fd513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Latin translation of Ibn Tufail's work, Philosophus Autodidactus, first appeared in 1671, prepared by Edward Pococke the Younger, followed by an English translation by Simon Ockley in 1708, as well as German and Dutch translations. These translations might have later inspired Daniel Defoe to write Robinson Crusoe, regarded as the first novel in English. Philosophus Autodidactus, continuing the thoughts of philosophers such as Aristotle from earlier ages, inspired Robert Boyle to write his own philosophical novel set on an island, The Aspiring Naturalist.", "targets": "Simon Ockley translated Philosophus Autodidactus into English, in what year did he do that?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da040725ceec4e33986db198a0fd513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Latin translation of Ibn Tufail's work, Philosophus Autodidactus, first appeared in 1671, prepared by Edward Pococke the Younger, followed by an English translation by Simon Ockley in 1708, as well as German and Dutch translations. These translations might have later inspired Daniel Defoe to write Robinson Crusoe, regarded as the first novel in English. Philosophus Autodidactus, continuing the thoughts of philosophers such as Aristotle from earlier ages, inspired Robert Boyle to write his own philosophical novel set on an island, The Aspiring Naturalist.", "targets": "What book is Robert Boyle believe to have written after being inspired by Philosophus Autodidactus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9597f95e67e3485dad2b7c66d5606e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While a computer may be viewed as running one gigantic program stored in its main memory, in some systems it is necessary to give the appearance of running several programs simultaneously. This is achieved by multitasking i.e. having the computer switch rapidly between running each program in turn.", "targets": "In computer terms, when a computer is switching rapidly between running each program in turn, is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a5183526f8410aa99d2bea6a858d19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the early extant evidence for the origins of Mah\u0101y\u0101na comes from early Chinese translations of Mah\u0101y\u0101na texts. These Mah\u0101y\u0101na teachings were first propagated into China by Lokak\u1e63ema, the first translator of Mah\u0101y\u0101na s\u016btras into Chinese during the 2nd century CE.[note 39] Some scholars have traditionally considered the earliest Mah\u0101y\u0101na s\u016btras to include the very first versions of the Praj\u00f1\u0101p\u0101ramit\u0101 series, along with texts concerning Ak\u1e63obhya Buddha, which were probably composed in the 1st century BCE in the south of India.[note 40]", "targets": "Most of the early extant evidence for the origins of Mhayana comes from what type of translations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a5183526f8410aa99d2bea6a858d19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the early extant evidence for the origins of Mah\u0101y\u0101na comes from early Chinese translations of Mah\u0101y\u0101na texts. These Mah\u0101y\u0101na teachings were first propagated into China by Lokak\u1e63ema, the first translator of Mah\u0101y\u0101na s\u016btras into Chinese during the 2nd century CE.[note 39] Some scholars have traditionally considered the earliest Mah\u0101y\u0101na s\u016btras to include the very first versions of the Praj\u00f1\u0101p\u0101ramit\u0101 series, along with texts concerning Ak\u1e63obhya Buddha, which were probably composed in the 1st century BCE in the south of India.[note 40]", "targets": "The Mahayana teachings were first propagated into China by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a5183526f8410aa99d2bea6a858d19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the early extant evidence for the origins of Mah\u0101y\u0101na comes from early Chinese translations of Mah\u0101y\u0101na texts. These Mah\u0101y\u0101na teachings were first propagated into China by Lokak\u1e63ema, the first translator of Mah\u0101y\u0101na s\u016btras into Chinese during the 2nd century CE.[note 39] Some scholars have traditionally considered the earliest Mah\u0101y\u0101na s\u016btras to include the very first versions of the Praj\u00f1\u0101p\u0101ramit\u0101 series, along with texts concerning Ak\u1e63obhya Buddha, which were probably composed in the 1st century BCE in the south of India.[note 40]", "targets": "The earliest Mahayana sutras included the very first versions of what series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a5183526f8410aa99d2bea6a858d19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the early extant evidence for the origins of Mah\u0101y\u0101na comes from early Chinese translations of Mah\u0101y\u0101na texts. These Mah\u0101y\u0101na teachings were first propagated into China by Lokak\u1e63ema, the first translator of Mah\u0101y\u0101na s\u016btras into Chinese during the 2nd century CE.[note 39] Some scholars have traditionally considered the earliest Mah\u0101y\u0101na s\u016btras to include the very first versions of the Praj\u00f1\u0101p\u0101ramit\u0101 series, along with texts concerning Ak\u1e63obhya Buddha, which were probably composed in the 1st century BCE in the south of India.[note 40]", "targets": "Texts concerning Aksobhya Buddha were probably composed in what century BCE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd77cbd6afa24158a3d1a31e653ec41d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consistent with Calvin's political ideas, Protestants created both the English and the American democracies. In seventeenth-century England, the most important persons and events in this process were the English Civil War, Oliver Cromwell, John Milton, John Locke, the Glorious Revolution, the English Bill of Rights, and the Act of Settlement. Later, the British took their democratic ideals to their colonies, e.g. Australia, New Zealand, and India. In North America, Plymouth Colony (Pilgrim Fathers; 1620) and Massachusetts Bay Colony (1628) practised democratic self-rule and separation of powers. These Congregationalists were convinced that the democratic form of government was the will of God. The Mayflower Compact was a social contract.", "targets": "Whose democracies were created by Protestants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd77cbd6afa24158a3d1a31e653ec41d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consistent with Calvin's political ideas, Protestants created both the English and the American democracies. In seventeenth-century England, the most important persons and events in this process were the English Civil War, Oliver Cromwell, John Milton, John Locke, the Glorious Revolution, the English Bill of Rights, and the Act of Settlement. Later, the British took their democratic ideals to their colonies, e.g. Australia, New Zealand, and India. In North America, Plymouth Colony (Pilgrim Fathers; 1620) and Massachusetts Bay Colony (1628) practised democratic self-rule and separation of powers. These Congregationalists were convinced that the democratic form of government was the will of God. The Mayflower Compact was a social contract.", "targets": "What democratic principles were followed by the Plymouth Colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd77cbd6afa24158a3d1a31e653ec41d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consistent with Calvin's political ideas, Protestants created both the English and the American democracies. In seventeenth-century England, the most important persons and events in this process were the English Civil War, Oliver Cromwell, John Milton, John Locke, the Glorious Revolution, the English Bill of Rights, and the Act of Settlement. Later, the British took their democratic ideals to their colonies, e.g. Australia, New Zealand, and India. In North America, Plymouth Colony (Pilgrim Fathers; 1620) and Massachusetts Bay Colony (1628) practised democratic self-rule and separation of powers. These Congregationalists were convinced that the democratic form of government was the will of God. The Mayflower Compact was a social contract.", "targets": "Other than the U.S., to what colonies did the British export their democratic beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd77cbd6afa24158a3d1a31e653ec41d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consistent with Calvin's political ideas, Protestants created both the English and the American democracies. In seventeenth-century England, the most important persons and events in this process were the English Civil War, Oliver Cromwell, John Milton, John Locke, the Glorious Revolution, the English Bill of Rights, and the Act of Settlement. Later, the British took their democratic ideals to their colonies, e.g. Australia, New Zealand, and India. In North America, Plymouth Colony (Pilgrim Fathers; 1620) and Massachusetts Bay Colony (1628) practised democratic self-rule and separation of powers. These Congregationalists were convinced that the democratic form of government was the will of God. The Mayflower Compact was a social contract.", "targets": "What group believed that democracy was the will of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd77cbd6afa24158a3d1a31e653ec41d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Consistent with Calvin's political ideas, Protestants created both the English and the American democracies. In seventeenth-century England, the most important persons and events in this process were the English Civil War, Oliver Cromwell, John Milton, John Locke, the Glorious Revolution, the English Bill of Rights, and the Act of Settlement. Later, the British took their democratic ideals to their colonies, e.g. Australia, New Zealand, and India. In North America, Plymouth Colony (Pilgrim Fathers; 1620) and Massachusetts Bay Colony (1628) practised democratic self-rule and separation of powers. These Congregationalists were convinced that the democratic form of government was the will of God. The Mayflower Compact was a social contract.", "targets": "What other group in America practiced self-rule and separation of powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a457bfafb94c08a71f7fbdfb286204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is noted as \"the only major city in the United States conceived by a woman, Julia Tuttle\", a local citrus grower and a wealthy Cleveland native. The Miami area was better known as \"Biscayne Bay Country\" in the early years of its growth. In the late 19th century, reports described the area as a promising wilderness. The area was also characterized as \"one of the finest building sites in Florida.\" The Great Freeze of 1894\u201395 hastened Miami's growth, as the crops of the Miami area were the only ones in Florida that survived. Julia Tuttle subsequently convinced Henry Flagler, a railroad tycoon, to expand his Florida East Coast Railway to the region, for which she became known as \"the mother of Miami.\" Miami was officially incorporated as a city on July 28, 1896 with a population of just over 300. It was named for the nearby Miami River, derived from Mayaimi, the historic name of Lake Okeechobee.", "targets": "Where was Julia Tuttle born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a457bfafb94c08a71f7fbdfb286204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is noted as \"the only major city in the United States conceived by a woman, Julia Tuttle\", a local citrus grower and a wealthy Cleveland native. The Miami area was better known as \"Biscayne Bay Country\" in the early years of its growth. In the late 19th century, reports described the area as a promising wilderness. The area was also characterized as \"one of the finest building sites in Florida.\" The Great Freeze of 1894\u201395 hastened Miami's growth, as the crops of the Miami area were the only ones in Florida that survived. Julia Tuttle subsequently convinced Henry Flagler, a railroad tycoon, to expand his Florida East Coast Railway to the region, for which she became known as \"the mother of Miami.\" Miami was officially incorporated as a city on July 28, 1896 with a population of just over 300. It was named for the nearby Miami River, derived from Mayaimi, the historic name of Lake Okeechobee.", "targets": "Prior to the naming of Miami, what was the area around Miami called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a457bfafb94c08a71f7fbdfb286204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is noted as \"the only major city in the United States conceived by a woman, Julia Tuttle\", a local citrus grower and a wealthy Cleveland native. The Miami area was better known as \"Biscayne Bay Country\" in the early years of its growth. In the late 19th century, reports described the area as a promising wilderness. The area was also characterized as \"one of the finest building sites in Florida.\" The Great Freeze of 1894\u201395 hastened Miami's growth, as the crops of the Miami area were the only ones in Florida that survived. Julia Tuttle subsequently convinced Henry Flagler, a railroad tycoon, to expand his Florida East Coast Railway to the region, for which she became known as \"the mother of Miami.\" Miami was officially incorporated as a city on July 28, 1896 with a population of just over 300. It was named for the nearby Miami River, derived from Mayaimi, the historic name of Lake Okeechobee.", "targets": "When did the Great Freeze occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a457bfafb94c08a71f7fbdfb286204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is noted as \"the only major city in the United States conceived by a woman, Julia Tuttle\", a local citrus grower and a wealthy Cleveland native. The Miami area was better known as \"Biscayne Bay Country\" in the early years of its growth. In the late 19th century, reports described the area as a promising wilderness. The area was also characterized as \"one of the finest building sites in Florida.\" The Great Freeze of 1894\u201395 hastened Miami's growth, as the crops of the Miami area were the only ones in Florida that survived. Julia Tuttle subsequently convinced Henry Flagler, a railroad tycoon, to expand his Florida East Coast Railway to the region, for which she became known as \"the mother of Miami.\" Miami was officially incorporated as a city on July 28, 1896 with a population of just over 300. It was named for the nearby Miami River, derived from Mayaimi, the historic name of Lake Okeechobee.", "targets": "What railroad was owned by Henry Flagler?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a457bfafb94c08a71f7fbdfb286204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami is noted as \"the only major city in the United States conceived by a woman, Julia Tuttle\", a local citrus grower and a wealthy Cleveland native. The Miami area was better known as \"Biscayne Bay Country\" in the early years of its growth. In the late 19th century, reports described the area as a promising wilderness. The area was also characterized as \"one of the finest building sites in Florida.\" The Great Freeze of 1894\u201395 hastened Miami's growth, as the crops of the Miami area were the only ones in Florida that survived. Julia Tuttle subsequently convinced Henry Flagler, a railroad tycoon, to expand his Florida East Coast Railway to the region, for which she became known as \"the mother of Miami.\" Miami was officially incorporated as a city on July 28, 1896 with a population of just over 300. It was named for the nearby Miami River, derived from Mayaimi, the historic name of Lake Okeechobee.", "targets": "Who was \"the mother of Miami\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6eb63438eb41423c9c9584a876b718cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland's and Northern Ireland's licensing laws have long been more flexible, allowing local authorities to set pub opening and closing times. In Scotland, this stemmed out of[clarification needed] a late repeal of the wartime licensing laws, which stayed in force until 1976.", "targets": "When were wartime licensing laws ended in Scotland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6eb63438eb41423c9c9584a876b718cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland's and Northern Ireland's licensing laws have long been more flexible, allowing local authorities to set pub opening and closing times. In Scotland, this stemmed out of[clarification needed] a late repeal of the wartime licensing laws, which stayed in force until 1976.", "targets": "What constituent countries of the United Kingdom's licensing laws were notably flexible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da643353d3d9431c94fed7f68525fbfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is a republic. In the past, the government had been highly centralized. Multi-party governance was not established until mid-1991. The president is the head of state and the prime minister is the head of government. Since 1974, no president has successfully served a full five-year term.", "targets": "What country is listed as a republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da643353d3d9431c94fed7f68525fbfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is a republic. In the past, the government had been highly centralized. Multi-party governance was not established until mid-1991. The president is the head of state and the prime minister is the head of government. Since 1974, no president has successfully served a full five-year term.", "targets": "When had the government been highly centralized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da643353d3d9431c94fed7f68525fbfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is a republic. In the past, the government had been highly centralized. Multi-party governance was not established until mid-1991. The president is the head of state and the prime minister is the head of government. Since 1974, no president has successfully served a full five-year term.", "targets": "When was multi-party governance established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da643353d3d9431c94fed7f68525fbfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is a republic. In the past, the government had been highly centralized. Multi-party governance was not established until mid-1991. The president is the head of state and the prime minister is the head of government. Since 1974, no president has successfully served a full five-year term.", "targets": "Who is the head of state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da643353d3d9431c94fed7f68525fbfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is a republic. In the past, the government had been highly centralized. Multi-party governance was not established until mid-1991. The president is the head of state and the prime minister is the head of government. Since 1974, no president has successfully served a full five-year term.", "targets": "Who is the head of government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-666f5833b7d8424eae10579de358e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Macau resident was arrested on April 26 for posting a message on cyberctm.com encouraging people to disrupt the relay. Both orchidbbs.com and cyberctm.com Internet forums were shut down from May 2 to 4. This fueled speculation that the shutdowns were targeting speeches against the relay. The head of the Bureau of Telecommunications Regulation has denied that the shutdowns of the websites were politically motivated. About 2,200 police were deployed on the streets, there were no interruptions.", "targets": "A Macau citizen was arrested for posting a plea to disrupt the relay on what website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-666f5833b7d8424eae10579de358e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Macau resident was arrested on April 26 for posting a message on cyberctm.com encouraging people to disrupt the relay. Both orchidbbs.com and cyberctm.com Internet forums were shut down from May 2 to 4. This fueled speculation that the shutdowns were targeting speeches against the relay. The head of the Bureau of Telecommunications Regulation has denied that the shutdowns of the websites were politically motivated. About 2,200 police were deployed on the streets, there were no interruptions.", "targets": "In addition to cyberctm.com, what other website was shut down for two days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-666f5833b7d8424eae10579de358e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Macau resident was arrested on April 26 for posting a message on cyberctm.com encouraging people to disrupt the relay. Both orchidbbs.com and cyberctm.com Internet forums were shut down from May 2 to 4. This fueled speculation that the shutdowns were targeting speeches against the relay. The head of the Bureau of Telecommunications Regulation has denied that the shutdowns of the websites were politically motivated. About 2,200 police were deployed on the streets, there were no interruptions.", "targets": "Who was arrested on April 26 for posting an online message?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-666f5833b7d8424eae10579de358e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Macau resident was arrested on April 26 for posting a message on cyberctm.com encouraging people to disrupt the relay. Both orchidbbs.com and cyberctm.com Internet forums were shut down from May 2 to 4. This fueled speculation that the shutdowns were targeting speeches against the relay. The head of the Bureau of Telecommunications Regulation has denied that the shutdowns of the websites were politically motivated. About 2,200 police were deployed on the streets, there were no interruptions.", "targets": "Where was the message posted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-666f5833b7d8424eae10579de358e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A Macau resident was arrested on April 26 for posting a message on cyberctm.com encouraging people to disrupt the relay. Both orchidbbs.com and cyberctm.com Internet forums were shut down from May 2 to 4. This fueled speculation that the shutdowns were targeting speeches against the relay. The head of the Bureau of Telecommunications Regulation has denied that the shutdowns of the websites were politically motivated. About 2,200 police were deployed on the streets, there were no interruptions.", "targets": "Who denied the shutdown was motivated by politics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb19e78c5d2d4e338c1b27b0c060000a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tower Control controls aircraft on the runway and in the controlled airspace immediately surrounding the airport. Tower controllers may use radar to locate an aircraft's position in three-dimensional space, or they may rely on pilot position reports and visual observation. They coordinate the sequencing of aircraft in the traffic pattern and direct aircraft on how to safely join and leave the circuit. Aircraft which are only passing through the airspace must also contact Tower Control in order to be sure that they remain clear of other traffic.", "targets": "Who controls aircraft on the runway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb19e78c5d2d4e338c1b27b0c060000a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tower Control controls aircraft on the runway and in the controlled airspace immediately surrounding the airport. Tower controllers may use radar to locate an aircraft's position in three-dimensional space, or they may rely on pilot position reports and visual observation. They coordinate the sequencing of aircraft in the traffic pattern and direct aircraft on how to safely join and leave the circuit. Aircraft which are only passing through the airspace must also contact Tower Control in order to be sure that they remain clear of other traffic.", "targets": "Tower controllers use what to locate an aircraft's position in three-dimensional space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb19e78c5d2d4e338c1b27b0c060000a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tower Control controls aircraft on the runway and in the controlled airspace immediately surrounding the airport. Tower controllers may use radar to locate an aircraft's position in three-dimensional space, or they may rely on pilot position reports and visual observation. They coordinate the sequencing of aircraft in the traffic pattern and direct aircraft on how to safely join and leave the circuit. Aircraft which are only passing through the airspace must also contact Tower Control in order to be sure that they remain clear of other traffic.", "targets": "Who controls aircraft in the controlled airspace immediately surrounding the airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb19e78c5d2d4e338c1b27b0c060000a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tower Control controls aircraft on the runway and in the controlled airspace immediately surrounding the airport. Tower controllers may use radar to locate an aircraft's position in three-dimensional space, or they may rely on pilot position reports and visual observation. They coordinate the sequencing of aircraft in the traffic pattern and direct aircraft on how to safely join and leave the circuit. Aircraft which are only passing through the airspace must also contact Tower Control in order to be sure that they remain clear of other traffic.", "targets": "Why should aircraft that is only passing through an airspace contact Tower Control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ad10a8c1f6c4d2184bf6515fd466f4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This idea was later developed in ancient philosophy by the Stoic school. Stoic epistemology generally emphasized that the mind starts blank, but acquires knowledge as the outside world is impressed upon it. The doxographer Aetius summarizes this view as \"When a man is born, the Stoics say, he has the commanding part of his soul like a sheet of paper ready for writing upon.\" Later stoics, such as Sextus of Chaeronea, would continue this idea of empiricism in later Stoic writings as well. As Sextus contends \"For every thought comes from sense-perception or not without sense-perception and either from direct experience or not without direct experience\" (Against the Professors, 8.56-8).", "targets": "What is the Stoic view?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ad10a8c1f6c4d2184bf6515fd466f4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This idea was later developed in ancient philosophy by the Stoic school. Stoic epistemology generally emphasized that the mind starts blank, but acquires knowledge as the outside world is impressed upon it. The doxographer Aetius summarizes this view as \"When a man is born, the Stoics say, he has the commanding part of his soul like a sheet of paper ready for writing upon.\" Later stoics, such as Sextus of Chaeronea, would continue this idea of empiricism in later Stoic writings as well. As Sextus contends \"For every thought comes from sense-perception or not without sense-perception and either from direct experience or not without direct experience\" (Against the Professors, 8.56-8).", "targets": "What was Aetius's career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ad10a8c1f6c4d2184bf6515fd466f4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This idea was later developed in ancient philosophy by the Stoic school. Stoic epistemology generally emphasized that the mind starts blank, but acquires knowledge as the outside world is impressed upon it. The doxographer Aetius summarizes this view as \"When a man is born, the Stoics say, he has the commanding part of his soul like a sheet of paper ready for writing upon.\" Later stoics, such as Sextus of Chaeronea, would continue this idea of empiricism in later Stoic writings as well. As Sextus contends \"For every thought comes from sense-perception or not without sense-perception and either from direct experience or not without direct experience\" (Against the Professors, 8.56-8).", "targets": "Where was Sextus from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ad10a8c1f6c4d2184bf6515fd466f4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This idea was later developed in ancient philosophy by the Stoic school. Stoic epistemology generally emphasized that the mind starts blank, but acquires knowledge as the outside world is impressed upon it. The doxographer Aetius summarizes this view as \"When a man is born, the Stoics say, he has the commanding part of his soul like a sheet of paper ready for writing upon.\" Later stoics, such as Sextus of Chaeronea, would continue this idea of empiricism in later Stoic writings as well. As Sextus contends \"For every thought comes from sense-perception or not without sense-perception and either from direct experience or not without direct experience\" (Against the Professors, 8.56-8).", "targets": "Who wrote 'Against the Professors'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ad10a8c1f6c4d2184bf6515fd466f4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This idea was later developed in ancient philosophy by the Stoic school. Stoic epistemology generally emphasized that the mind starts blank, but acquires knowledge as the outside world is impressed upon it. The doxographer Aetius summarizes this view as \"When a man is born, the Stoics say, he has the commanding part of his soul like a sheet of paper ready for writing upon.\" Later stoics, such as Sextus of Chaeronea, would continue this idea of empiricism in later Stoic writings as well. As Sextus contends \"For every thought comes from sense-perception or not without sense-perception and either from direct experience or not without direct experience\" (Against the Professors, 8.56-8).", "targets": "Whose ideas did Sextus build on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fbf3af7803f4993818bcceab02a91b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the work of Franz Boas and Bronis\u0142aw Malinowski in the late 19th and early 20th centuries, social anthropology in Great Britain and cultural anthropology in the US have been distinguished from other social sciences by its emphasis on cross-cultural comparisons, long-term in-depth examination of context, and the importance it places on participant-observation or experiential immersion in the area of research. Cultural anthropology in particular has emphasized cultural relativism, holism, and the use of findings to frame cultural critiques. This has been particularly prominent in the United States, from Boas' arguments against 19th-century racial ideology, through Margaret Mead's advocacy for gender equality and sexual liberation, to current criticisms of post-colonial oppression and promotion of multiculturalism. Ethnography is one of its primary research designs as well as the text that is generated from anthropological fieldwork.", "targets": "When did Bronislaw Malinoswki and Franz Boas do their relevant work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fbf3af7803f4993818bcceab02a91b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the work of Franz Boas and Bronis\u0142aw Malinowski in the late 19th and early 20th centuries, social anthropology in Great Britain and cultural anthropology in the US have been distinguished from other social sciences by its emphasis on cross-cultural comparisons, long-term in-depth examination of context, and the importance it places on participant-observation or experiential immersion in the area of research. Cultural anthropology in particular has emphasized cultural relativism, holism, and the use of findings to frame cultural critiques. This has been particularly prominent in the United States, from Boas' arguments against 19th-century racial ideology, through Margaret Mead's advocacy for gender equality and sexual liberation, to current criticisms of post-colonial oppression and promotion of multiculturalism. Ethnography is one of its primary research designs as well as the text that is generated from anthropological fieldwork.", "targets": "What did Margaret Mead advocate for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fbf3af7803f4993818bcceab02a91b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the work of Franz Boas and Bronis\u0142aw Malinowski in the late 19th and early 20th centuries, social anthropology in Great Britain and cultural anthropology in the US have been distinguished from other social sciences by its emphasis on cross-cultural comparisons, long-term in-depth examination of context, and the importance it places on participant-observation or experiential immersion in the area of research. Cultural anthropology in particular has emphasized cultural relativism, holism, and the use of findings to frame cultural critiques. This has been particularly prominent in the United States, from Boas' arguments against 19th-century racial ideology, through Margaret Mead's advocacy for gender equality and sexual liberation, to current criticisms of post-colonial oppression and promotion of multiculturalism. Ethnography is one of its primary research designs as well as the text that is generated from anthropological fieldwork.", "targets": "What has cultural anthropology distinguished itself from other social sciences by emphasizing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fbf3af7803f4993818bcceab02a91b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the work of Franz Boas and Bronis\u0142aw Malinowski in the late 19th and early 20th centuries, social anthropology in Great Britain and cultural anthropology in the US have been distinguished from other social sciences by its emphasis on cross-cultural comparisons, long-term in-depth examination of context, and the importance it places on participant-observation or experiential immersion in the area of research. Cultural anthropology in particular has emphasized cultural relativism, holism, and the use of findings to frame cultural critiques. This has been particularly prominent in the United States, from Boas' arguments against 19th-century racial ideology, through Margaret Mead's advocacy for gender equality and sexual liberation, to current criticisms of post-colonial oppression and promotion of multiculturalism. Ethnography is one of its primary research designs as well as the text that is generated from anthropological fieldwork.", "targets": "What did Boas' argue against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fbf3af7803f4993818bcceab02a91b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the work of Franz Boas and Bronis\u0142aw Malinowski in the late 19th and early 20th centuries, social anthropology in Great Britain and cultural anthropology in the US have been distinguished from other social sciences by its emphasis on cross-cultural comparisons, long-term in-depth examination of context, and the importance it places on participant-observation or experiential immersion in the area of research. Cultural anthropology in particular has emphasized cultural relativism, holism, and the use of findings to frame cultural critiques. This has been particularly prominent in the United States, from Boas' arguments against 19th-century racial ideology, through Margaret Mead's advocacy for gender equality and sexual liberation, to current criticisms of post-colonial oppression and promotion of multiculturalism. Ethnography is one of its primary research designs as well as the text that is generated from anthropological fieldwork.", "targets": "What has cultural anthropology specifically emphasized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8b203e8aa85455da7c9c46dd5d6f3de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public policy determines the extent to which renewable energy (RE) is to be incorporated into a developed or developing country's generation mix. Energy sector regulators implement that policy\u2014thus affecting the pace and pattern of RE investments and connections to the grid. Energy regulators often have authority to carry out a number of functions that have implications for the financial feasibility of renewable energy projects. Such functions include issuing licenses, setting performance standards, monitoring the performance of regulated firms, determining the price level and structure of tariffs, establishing uniform systems of accounts, arbitrating stakeholder disputes (like interconnection cost allocations), performing management audits, developing agency human resources (expertise), reporting sector and commission activities to government authorities, and coordinating decisions with other government agencies. Thus, regulators make a wide range of decisions that affect the financial outcomes associated with RE investments. In addition, the sector regulator is in a position to give advice to the government regarding the full implications of focusing on climate change or energy security. The energy sector regulator is the natural advocate for efficiency and cost-containment throughout the process of designing and implementing RE policies. Since policies are not self-implementing, energy sector regulators become a key facilitator (or blocker) of renewable energy investments.", "targets": "What determines the extent to which renewable energy is to be incorporated into a country's generation mix?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8b203e8aa85455da7c9c46dd5d6f3de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public policy determines the extent to which renewable energy (RE) is to be incorporated into a developed or developing country's generation mix. Energy sector regulators implement that policy\u2014thus affecting the pace and pattern of RE investments and connections to the grid. Energy regulators often have authority to carry out a number of functions that have implications for the financial feasibility of renewable energy projects. Such functions include issuing licenses, setting performance standards, monitoring the performance of regulated firms, determining the price level and structure of tariffs, establishing uniform systems of accounts, arbitrating stakeholder disputes (like interconnection cost allocations), performing management audits, developing agency human resources (expertise), reporting sector and commission activities to government authorities, and coordinating decisions with other government agencies. Thus, regulators make a wide range of decisions that affect the financial outcomes associated with RE investments. In addition, the sector regulator is in a position to give advice to the government regarding the full implications of focusing on climate change or energy security. The energy sector regulator is the natural advocate for efficiency and cost-containment throughout the process of designing and implementing RE policies. Since policies are not self-implementing, energy sector regulators become a key facilitator (or blocker) of renewable energy investments.", "targets": "Who has the authority to carry out a number of functions that havae implications for the feasiblity of renewable energy projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8b203e8aa85455da7c9c46dd5d6f3de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public policy determines the extent to which renewable energy (RE) is to be incorporated into a developed or developing country's generation mix. Energy sector regulators implement that policy\u2014thus affecting the pace and pattern of RE investments and connections to the grid. Energy regulators often have authority to carry out a number of functions that have implications for the financial feasibility of renewable energy projects. Such functions include issuing licenses, setting performance standards, monitoring the performance of regulated firms, determining the price level and structure of tariffs, establishing uniform systems of accounts, arbitrating stakeholder disputes (like interconnection cost allocations), performing management audits, developing agency human resources (expertise), reporting sector and commission activities to government authorities, and coordinating decisions with other government agencies. Thus, regulators make a wide range of decisions that affect the financial outcomes associated with RE investments. In addition, the sector regulator is in a position to give advice to the government regarding the full implications of focusing on climate change or energy security. The energy sector regulator is the natural advocate for efficiency and cost-containment throughout the process of designing and implementing RE policies. Since policies are not self-implementing, energy sector regulators become a key facilitator (or blocker) of renewable energy investments.", "targets": "Why have energy sector regulators become a key facilitator of renewable energy investments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many Copa del Rey trophies has Barcelona won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many UEFA Champions League titles has Barcelona won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "Barcelona ranked first in the IFFHS Club World Ranking in what years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many Inter-Cities Fairs Cup trophies has Barcelona won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "What position is Barcelona ranked on the UEFA club rankings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many UEFA Championship League titles has Barcelona won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many UEFA  Cup Winners' Cup wins does Barcelona have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many FIFA Club World Cup trophies does football club Barcelona have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "What club is Barcelona's long time rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61baa9d9b04c4fbad5430e26ed2b24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Domestically, Barcelona has won 23 La Liga, 27 Copa del Rey, 11 Supercopa de Espa\u00f1a, 3 Copa Eva Duarte and 2 Copa de la Liga trophies, as well as being the record holder for the latter four competitions. In international club football, Barcelona has won five UEFA Champions League titles, a record four UEFA Cup Winners' Cup, a shared record five UEFA Super Cup, a record three Inter-Cities Fairs Cup and a record three FIFA Club World Cup trophies. Barcelona was ranked first in the IFFHS Club World Ranking for 1997, 2009, 2011, 2012 and 2015 and currently occupies the second position on the UEFA club rankings. The club has a long-standing rivalry with Real Madrid; matches between the two teams are referred to as El Cl\u00e1sico.", "targets": "How many UEFA Super Cup wins does the Barcelona team have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc6bc788f2a48eaae6109c76a63b100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cara Cusumano, director of the Tribeca Film Festival, stated in April 2014: \"Piracy is less about people not wanting to pay and more about just wanting the immediacy \u2013 people saying, 'I want to watch Spiderman right now' and downloading it\". The statement occurred during the third year that the festival used the Internet to present its content, while it was the first year that it featured a showcase of content producers who work exclusively online. Cusumano further explained that downloading behavior is not merely conducted by people who merely want to obtain content for free:", "targets": "What did Cara Cusumano say about piracy in 2014 that people want?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc6bc788f2a48eaae6109c76a63b100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cara Cusumano, director of the Tribeca Film Festival, stated in April 2014: \"Piracy is less about people not wanting to pay and more about just wanting the immediacy \u2013 people saying, 'I want to watch Spiderman right now' and downloading it\". The statement occurred during the third year that the festival used the Internet to present its content, while it was the first year that it featured a showcase of content producers who work exclusively online. Cusumano further explained that downloading behavior is not merely conducted by people who merely want to obtain content for free:", "targets": "What had the festival done for the past three years when the statement by Cara Cusumano was made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc6bc788f2a48eaae6109c76a63b100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cara Cusumano, director of the Tribeca Film Festival, stated in April 2014: \"Piracy is less about people not wanting to pay and more about just wanting the immediacy \u2013 people saying, 'I want to watch Spiderman right now' and downloading it\". The statement occurred during the third year that the festival used the Internet to present its content, while it was the first year that it featured a showcase of content producers who work exclusively online. Cusumano further explained that downloading behavior is not merely conducted by people who merely want to obtain content for free:", "targets": "It was the first year of Tribeca featuring a showcase of producers who do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc6bc788f2a48eaae6109c76a63b100", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cara Cusumano, director of the Tribeca Film Festival, stated in April 2014: \"Piracy is less about people not wanting to pay and more about just wanting the immediacy \u2013 people saying, 'I want to watch Spiderman right now' and downloading it\". The statement occurred during the third year that the festival used the Internet to present its content, while it was the first year that it featured a showcase of content producers who work exclusively online. Cusumano further explained that downloading behavior is not merely conducted by people who merely want to obtain content for free:", "targets": "What behavior is not just done by people who want content for free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfc858032de34c25b806667f1a7af994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important industries are financial services, especially mutual funds and insurance. Boston-based Fidelity Investments helped popularize the mutual fund in the 1980s and has made Boston one of the top financial cities in the United States. The city is home to the headquarters of Santander Bank, and Boston is a center for venture capital firms. State Street Corporation, which specializes in asset management and custody services, is based in the city. Boston is a printing and publishing center \u2014 Houghton Mifflin Harcourt is headquartered within the city, along with Bedford-St. Martin's Press and Beacon Press. Pearson PLC publishing units also employ several hundred people in Boston. The city is home to three major convention centers\u2014the Hynes Convention Center in the Back Bay, and the Seaport World Trade Center and Boston Convention and Exhibition Center on the South Boston waterfront. The General Electric Corporation announced in January 2016 its decision to move the company's global headquarters to the Seaport District in Boston, from Fairfield, Connecticut, citing factors including Boston's preeminence in the realm of higher education.", "targets": "Mutual funds and insurance are what type of industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfc858032de34c25b806667f1a7af994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important industries are financial services, especially mutual funds and insurance. Boston-based Fidelity Investments helped popularize the mutual fund in the 1980s and has made Boston one of the top financial cities in the United States. The city is home to the headquarters of Santander Bank, and Boston is a center for venture capital firms. State Street Corporation, which specializes in asset management and custody services, is based in the city. Boston is a printing and publishing center \u2014 Houghton Mifflin Harcourt is headquartered within the city, along with Bedford-St. Martin's Press and Beacon Press. Pearson PLC publishing units also employ several hundred people in Boston. The city is home to three major convention centers\u2014the Hynes Convention Center in the Back Bay, and the Seaport World Trade Center and Boston Convention and Exhibition Center on the South Boston waterfront. The General Electric Corporation announced in January 2016 its decision to move the company's global headquarters to the Seaport District in Boston, from Fairfield, Connecticut, citing factors including Boston's preeminence in the realm of higher education.", "targets": "What Boston investment firm helped make mutual funds popular in the 1980's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfc858032de34c25b806667f1a7af994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important industries are financial services, especially mutual funds and insurance. Boston-based Fidelity Investments helped popularize the mutual fund in the 1980s and has made Boston one of the top financial cities in the United States. The city is home to the headquarters of Santander Bank, and Boston is a center for venture capital firms. State Street Corporation, which specializes in asset management and custody services, is based in the city. Boston is a printing and publishing center \u2014 Houghton Mifflin Harcourt is headquartered within the city, along with Bedford-St. Martin's Press and Beacon Press. Pearson PLC publishing units also employ several hundred people in Boston. The city is home to three major convention centers\u2014the Hynes Convention Center in the Back Bay, and the Seaport World Trade Center and Boston Convention and Exhibition Center on the South Boston waterfront. The General Electric Corporation announced in January 2016 its decision to move the company's global headquarters to the Seaport District in Boston, from Fairfield, Connecticut, citing factors including Boston's preeminence in the realm of higher education.", "targets": "What helped make Boston one of the top financial cities in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfc858032de34c25b806667f1a7af994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important industries are financial services, especially mutual funds and insurance. Boston-based Fidelity Investments helped popularize the mutual fund in the 1980s and has made Boston one of the top financial cities in the United States. The city is home to the headquarters of Santander Bank, and Boston is a center for venture capital firms. State Street Corporation, which specializes in asset management and custody services, is based in the city. Boston is a printing and publishing center \u2014 Houghton Mifflin Harcourt is headquartered within the city, along with Bedford-St. Martin's Press and Beacon Press. Pearson PLC publishing units also employ several hundred people in Boston. The city is home to three major convention centers\u2014the Hynes Convention Center in the Back Bay, and the Seaport World Trade Center and Boston Convention and Exhibition Center on the South Boston waterfront. The General Electric Corporation announced in January 2016 its decision to move the company's global headquarters to the Seaport District in Boston, from Fairfield, Connecticut, citing factors including Boston's preeminence in the realm of higher education.", "targets": "Boston is the center for what type of capital firms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfc858032de34c25b806667f1a7af994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important industries are financial services, especially mutual funds and insurance. Boston-based Fidelity Investments helped popularize the mutual fund in the 1980s and has made Boston one of the top financial cities in the United States. The city is home to the headquarters of Santander Bank, and Boston is a center for venture capital firms. State Street Corporation, which specializes in asset management and custody services, is based in the city. Boston is a printing and publishing center \u2014 Houghton Mifflin Harcourt is headquartered within the city, along with Bedford-St. Martin's Press and Beacon Press. Pearson PLC publishing units also employ several hundred people in Boston. The city is home to three major convention centers\u2014the Hynes Convention Center in the Back Bay, and the Seaport World Trade Center and Boston Convention and Exhibition Center on the South Boston waterfront. The General Electric Corporation announced in January 2016 its decision to move the company's global headquarters to the Seaport District in Boston, from Fairfield, Connecticut, citing factors including Boston's preeminence in the realm of higher education.", "targets": "In 2016, GE Corporation decided to move its global headquarters to where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f804a68a544b05a5f2dc406f9c7204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Japan had a large number of submarines, they did not make a significant impact on the war. In 1942, the Japanese fleet subs performed well, knocking out or damaging many Allied warships. However, Imperial Japanese Navy (and pre-war U.S.) doctrine stipulated that only fleet battles, not guerre de course (commerce raiding) could win naval campaigns. So, while the US had an unusually long supply line between its west coast and frontline areas, leaving it vulnerable to submarine attack, Japan used its submarines primarily for long-range reconnaissance and only occasionally attacked U.S. supply lines. The Japanese submarine offensive against Australia in 1942 and 1943 also achieved little.", "targets": "What doctrine stated that only fleet battles could win naval campaigns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f804a68a544b05a5f2dc406f9c7204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Japan had a large number of submarines, they did not make a significant impact on the war. In 1942, the Japanese fleet subs performed well, knocking out or damaging many Allied warships. However, Imperial Japanese Navy (and pre-war U.S.) doctrine stipulated that only fleet battles, not guerre de course (commerce raiding) could win naval campaigns. So, while the US had an unusually long supply line between its west coast and frontline areas, leaving it vulnerable to submarine attack, Japan used its submarines primarily for long-range reconnaissance and only occasionally attacked U.S. supply lines. The Japanese submarine offensive against Australia in 1942 and 1943 also achieved little.", "targets": "What was commerce raiding refered to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f804a68a544b05a5f2dc406f9c7204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Japan had a large number of submarines, they did not make a significant impact on the war. In 1942, the Japanese fleet subs performed well, knocking out or damaging many Allied warships. However, Imperial Japanese Navy (and pre-war U.S.) doctrine stipulated that only fleet battles, not guerre de course (commerce raiding) could win naval campaigns. So, while the US had an unusually long supply line between its west coast and frontline areas, leaving it vulnerable to submarine attack, Japan used its submarines primarily for long-range reconnaissance and only occasionally attacked U.S. supply lines. The Japanese submarine offensive against Australia in 1942 and 1943 also achieved little.", "targets": "What was the primary use of Japanese submarines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f804a68a544b05a5f2dc406f9c7204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Japan had a large number of submarines, they did not make a significant impact on the war. In 1942, the Japanese fleet subs performed well, knocking out or damaging many Allied warships. However, Imperial Japanese Navy (and pre-war U.S.) doctrine stipulated that only fleet battles, not guerre de course (commerce raiding) could win naval campaigns. So, while the US had an unusually long supply line between its west coast and frontline areas, leaving it vulnerable to submarine attack, Japan used its submarines primarily for long-range reconnaissance and only occasionally attacked U.S. supply lines. The Japanese submarine offensive against Australia in 1942 and 1943 also achieved little.", "targets": "When was the Japanese submarine offensive against Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f804a68a544b05a5f2dc406f9c7204", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Japan had a large number of submarines, they did not make a significant impact on the war. In 1942, the Japanese fleet subs performed well, knocking out or damaging many Allied warships. However, Imperial Japanese Navy (and pre-war U.S.) doctrine stipulated that only fleet battles, not guerre de course (commerce raiding) could win naval campaigns. So, while the US had an unusually long supply line between its west coast and frontline areas, leaving it vulnerable to submarine attack, Japan used its submarines primarily for long-range reconnaissance and only occasionally attacked U.S. supply lines. The Japanese submarine offensive against Australia in 1942 and 1943 also achieved little.", "targets": "What did the Japanese submarine offensive against Austrailia achieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e49b882dd874ed4be2d638296be549d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are approximately ten times as many bacterial cells in the human flora as there are human cells in the body, with the largest number of the human flora being in the gut flora, and a large number on the skin. The vast majority of the bacteria in the body are rendered harmless by the protective effects of the immune system, and some are beneficial. However, several species of bacteria are pathogenic and cause infectious diseases, including cholera, syphilis, anthrax, leprosy, and bubonic plague. The most common fatal bacterial diseases are respiratory infections, with tuberculosis alone killing about 2 million people per year, mostly in sub-Saharan Africa. In developed countries, antibiotics are used to treat bacterial infections and are also used in farming, making antibiotic resistance a growing problem. In industry, bacteria are important in sewage treatment and the breakdown of oil spills, the production of cheese and yogurt through fermentation, and the recovery of gold, palladium, copper and other metals in the mining sector, as well as in biotechnology, and the manufacture of antibiotics and other chemicals.", "targets": "What is the ratio of human/bacteria cells in human flora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e49b882dd874ed4be2d638296be549d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are approximately ten times as many bacterial cells in the human flora as there are human cells in the body, with the largest number of the human flora being in the gut flora, and a large number on the skin. The vast majority of the bacteria in the body are rendered harmless by the protective effects of the immune system, and some are beneficial. However, several species of bacteria are pathogenic and cause infectious diseases, including cholera, syphilis, anthrax, leprosy, and bubonic plague. The most common fatal bacterial diseases are respiratory infections, with tuberculosis alone killing about 2 million people per year, mostly in sub-Saharan Africa. In developed countries, antibiotics are used to treat bacterial infections and are also used in farming, making antibiotic resistance a growing problem. In industry, bacteria are important in sewage treatment and the breakdown of oil spills, the production of cheese and yogurt through fermentation, and the recovery of gold, palladium, copper and other metals in the mining sector, as well as in biotechnology, and the manufacture of antibiotics and other chemicals.", "targets": "What keeps bacteria at bay in human body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e49b882dd874ed4be2d638296be549d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are approximately ten times as many bacterial cells in the human flora as there are human cells in the body, with the largest number of the human flora being in the gut flora, and a large number on the skin. The vast majority of the bacteria in the body are rendered harmless by the protective effects of the immune system, and some are beneficial. However, several species of bacteria are pathogenic and cause infectious diseases, including cholera, syphilis, anthrax, leprosy, and bubonic plague. The most common fatal bacterial diseases are respiratory infections, with tuberculosis alone killing about 2 million people per year, mostly in sub-Saharan Africa. In developed countries, antibiotics are used to treat bacterial infections and are also used in farming, making antibiotic resistance a growing problem. In industry, bacteria are important in sewage treatment and the breakdown of oil spills, the production of cheese and yogurt through fermentation, and the recovery of gold, palladium, copper and other metals in the mining sector, as well as in biotechnology, and the manufacture of antibiotics and other chemicals.", "targets": "What type of bacteria can cause infectious diseases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e49b882dd874ed4be2d638296be549d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are approximately ten times as many bacterial cells in the human flora as there are human cells in the body, with the largest number of the human flora being in the gut flora, and a large number on the skin. The vast majority of the bacteria in the body are rendered harmless by the protective effects of the immune system, and some are beneficial. However, several species of bacteria are pathogenic and cause infectious diseases, including cholera, syphilis, anthrax, leprosy, and bubonic plague. The most common fatal bacterial diseases are respiratory infections, with tuberculosis alone killing about 2 million people per year, mostly in sub-Saharan Africa. In developed countries, antibiotics are used to treat bacterial infections and are also used in farming, making antibiotic resistance a growing problem. In industry, bacteria are important in sewage treatment and the breakdown of oil spills, the production of cheese and yogurt through fermentation, and the recovery of gold, palladium, copper and other metals in the mining sector, as well as in biotechnology, and the manufacture of antibiotics and other chemicals.", "targets": "What are the deadliest diseases caused by bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e49b882dd874ed4be2d638296be549d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are approximately ten times as many bacterial cells in the human flora as there are human cells in the body, with the largest number of the human flora being in the gut flora, and a large number on the skin. The vast majority of the bacteria in the body are rendered harmless by the protective effects of the immune system, and some are beneficial. However, several species of bacteria are pathogenic and cause infectious diseases, including cholera, syphilis, anthrax, leprosy, and bubonic plague. The most common fatal bacterial diseases are respiratory infections, with tuberculosis alone killing about 2 million people per year, mostly in sub-Saharan Africa. In developed countries, antibiotics are used to treat bacterial infections and are also used in farming, making antibiotic resistance a growing problem. In industry, bacteria are important in sewage treatment and the breakdown of oil spills, the production of cheese and yogurt through fermentation, and the recovery of gold, palladium, copper and other metals in the mining sector, as well as in biotechnology, and the manufacture of antibiotics and other chemicals.", "targets": "What makes bacteria resistant to antibiotic treatment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef88733680ce4155bfaaa199d618ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of the use of leeches for the medically dubious practise of blood-letting have come from China around 30 AD, India around 200 AD, ancient Rome around 50 AD and later throughout Europe. In the 19th century medical demand for leeches was so high that some areas' stocks were exhausted and other regions imposed restrictions or bans on exports, and Hirudo medicinalis is treated as an endangered species by both IUCN and CITES. More recently leeches have been used to assist in microsurgery, and their saliva has provided anti-inflammatory compounds and several important anticoagulants, one of which also prevents tumors from spreading.", "targets": "When did leeches begin being used for blood-letting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef88733680ce4155bfaaa199d618ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of the use of leeches for the medically dubious practise of blood-letting have come from China around 30 AD, India around 200 AD, ancient Rome around 50 AD and later throughout Europe. In the 19th century medical demand for leeches was so high that some areas' stocks were exhausted and other regions imposed restrictions or bans on exports, and Hirudo medicinalis is treated as an endangered species by both IUCN and CITES. More recently leeches have been used to assist in microsurgery, and their saliva has provided anti-inflammatory compounds and several important anticoagulants, one of which also prevents tumors from spreading.", "targets": "Where did leeches begin being used for blood-letting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef88733680ce4155bfaaa199d618ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of the use of leeches for the medically dubious practise of blood-letting have come from China around 30 AD, India around 200 AD, ancient Rome around 50 AD and later throughout Europe. In the 19th century medical demand for leeches was so high that some areas' stocks were exhausted and other regions imposed restrictions or bans on exports, and Hirudo medicinalis is treated as an endangered species by both IUCN and CITES. More recently leeches have been used to assist in microsurgery, and their saliva has provided anti-inflammatory compounds and several important anticoagulants, one of which also prevents tumors from spreading.", "targets": "When did Rome begin using leeches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef88733680ce4155bfaaa199d618ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of the use of leeches for the medically dubious practise of blood-letting have come from China around 30 AD, India around 200 AD, ancient Rome around 50 AD and later throughout Europe. In the 19th century medical demand for leeches was so high that some areas' stocks were exhausted and other regions imposed restrictions or bans on exports, and Hirudo medicinalis is treated as an endangered species by both IUCN and CITES. More recently leeches have been used to assist in microsurgery, and their saliva has provided anti-inflammatory compounds and several important anticoagulants, one of which also prevents tumors from spreading.", "targets": "When did India begin using leeches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef88733680ce4155bfaaa199d618ff8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of the use of leeches for the medically dubious practise of blood-letting have come from China around 30 AD, India around 200 AD, ancient Rome around 50 AD and later throughout Europe. In the 19th century medical demand for leeches was so high that some areas' stocks were exhausted and other regions imposed restrictions or bans on exports, and Hirudo medicinalis is treated as an endangered species by both IUCN and CITES. More recently leeches have been used to assist in microsurgery, and their saliva has provided anti-inflammatory compounds and several important anticoagulants, one of which also prevents tumors from spreading.", "targets": "Which organizations list Hirudo medicinalis as endangered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d77f32cc6cc474b826de82c0b3eed9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immigration law firm Siskind & Susser have stated that Schwarzenegger may have been an illegal immigrant at some point in the late 1960s or early 1970s because of violations in the terms of his visa. LA Weekly would later say in 2002 that Schwarzenegger is the most famous immigrant in America, who \"overcame a thick Austrian accent and transcended the unlikely background of bodybuilding to become the biggest movie star in the world in the 1990s\".", "targets": "What magazine called Schwarzenegger America's most famous immigrant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520be5785644f7bbbecbb253b0bb93f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many locals and tourists frequent the southern California coast for its popular beaches, and the desert city of Palm Springs is popular for its resort feel and nearby open spaces.", "targets": "What is the name of the desert city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520be5785644f7bbbecbb253b0bb93f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many locals and tourists frequent the southern California coast for its popular beaches, and the desert city of Palm Springs is popular for its resort feel and nearby open spaces.", "targets": "Other than the desert city why do many locals and tourists frequent southern California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520be5785644f7bbbecbb253b0bb93f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many locals and tourists frequent the southern California coast for its popular beaches, and the desert city of Palm Springs is popular for its resort feel and nearby open spaces.", "targets": "Which region of California is Palm Springs located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6520be5785644f7bbbecbb253b0bb93f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many locals and tourists frequent the southern California coast for its popular beaches, and the desert city of Palm Springs is popular for its resort feel and nearby open spaces.", "targets": "Other than for its resort feel, what is Palm Springs popular for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae93d51787834898976f3f4c9068f5ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was at Port Said that Nasser saw a confrontation with the invading forces as being the strategic and psychological focal point of Egypt's defense. A third infantry battalion and hundreds of national guardsmen were sent to the city as reinforcements, while two regular companies were dispatched to organize popular resistance. Nasser and Boghdadi traveled to the canal zone to boost the morale of the armed volunteers. According to Boghdadi's memoirs, Nasser described the Egyptian Army as \"shattered\" as he saw the wreckage of Egyptian military equipment en route. When British and French forces landed in Port Said on 5\u20136 November, its local militia put up a stiff resistance, resulting in street-to-street fighting. The Egyptian Army commander in the city was preparing to request terms for a ceasefire, but Nasser ordered him to desist. The British-French forces managed to largely secure the city by 7 November. Between 750 and 1,000 Egyptians were killed in the battle for Port Said.", "targets": "How many Egyptians died in the battle for Port Said?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae93d51787834898976f3f4c9068f5ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was at Port Said that Nasser saw a confrontation with the invading forces as being the strategic and psychological focal point of Egypt's defense. A third infantry battalion and hundreds of national guardsmen were sent to the city as reinforcements, while two regular companies were dispatched to organize popular resistance. Nasser and Boghdadi traveled to the canal zone to boost the morale of the armed volunteers. According to Boghdadi's memoirs, Nasser described the Egyptian Army as \"shattered\" as he saw the wreckage of Egyptian military equipment en route. When British and French forces landed in Port Said on 5\u20136 November, its local militia put up a stiff resistance, resulting in street-to-street fighting. The Egyptian Army commander in the city was preparing to request terms for a ceasefire, but Nasser ordered him to desist. The British-French forces managed to largely secure the city by 7 November. Between 750 and 1,000 Egyptians were killed in the battle for Port Said.", "targets": "What did Nasser think was the most importatnt location in the battle for the canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae93d51787834898976f3f4c9068f5ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was at Port Said that Nasser saw a confrontation with the invading forces as being the strategic and psychological focal point of Egypt's defense. A third infantry battalion and hundreds of national guardsmen were sent to the city as reinforcements, while two regular companies were dispatched to organize popular resistance. Nasser and Boghdadi traveled to the canal zone to boost the morale of the armed volunteers. According to Boghdadi's memoirs, Nasser described the Egyptian Army as \"shattered\" as he saw the wreckage of Egyptian military equipment en route. When British and French forces landed in Port Said on 5\u20136 November, its local militia put up a stiff resistance, resulting in street-to-street fighting. The Egyptian Army commander in the city was preparing to request terms for a ceasefire, but Nasser ordered him to desist. The British-French forces managed to largely secure the city by 7 November. Between 750 and 1,000 Egyptians were killed in the battle for Port Said.", "targets": "In what state was the Egyptian army after fighting the French and UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae93d51787834898976f3f4c9068f5ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was at Port Said that Nasser saw a confrontation with the invading forces as being the strategic and psychological focal point of Egypt's defense. A third infantry battalion and hundreds of national guardsmen were sent to the city as reinforcements, while two regular companies were dispatched to organize popular resistance. Nasser and Boghdadi traveled to the canal zone to boost the morale of the armed volunteers. According to Boghdadi's memoirs, Nasser described the Egyptian Army as \"shattered\" as he saw the wreckage of Egyptian military equipment en route. When British and French forces landed in Port Said on 5\u20136 November, its local militia put up a stiff resistance, resulting in street-to-street fighting. The Egyptian Army commander in the city was preparing to request terms for a ceasefire, but Nasser ordered him to desist. The British-French forces managed to largely secure the city by 7 November. Between 750 and 1,000 Egyptians were killed in the battle for Port Said.", "targets": "Who was ultimately able to claim victoy in Port Said?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cecae7629b42f6b3fcc4c4b6902c74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When his father was transferred to Cairo in 1933, Nasser joined him and attended al-Nahda al-Masria school. He took up acting in school plays for a brief period and wrote articles for the school's paper, including a piece on French philosopher Voltaire titled \"Voltaire, the Man of Freedom\". On 13 November 1935, Nasser led a student demonstration against British rule, protesting against a statement made four days prior by UK foreign minister Samuel Hoare that rejected prospects for the 1923 Constitution's restoration. Two protesters were killed and Nasser received a graze to the head from a policeman's bullet. The incident garnered his first mention in the press: the nationalist newspaper Al Gihad reported that Nasser led the protest and was among the wounded. On 12 December, the new king, Farouk, issued a decree restoring the constitution.", "targets": "What school did Nasser attend in Cairo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cecae7629b42f6b3fcc4c4b6902c74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When his father was transferred to Cairo in 1933, Nasser joined him and attended al-Nahda al-Masria school. He took up acting in school plays for a brief period and wrote articles for the school's paper, including a piece on French philosopher Voltaire titled \"Voltaire, the Man of Freedom\". On 13 November 1935, Nasser led a student demonstration against British rule, protesting against a statement made four days prior by UK foreign minister Samuel Hoare that rejected prospects for the 1923 Constitution's restoration. Two protesters were killed and Nasser received a graze to the head from a policeman's bullet. The incident garnered his first mention in the press: the nationalist newspaper Al Gihad reported that Nasser led the protest and was among the wounded. On 12 December, the new king, Farouk, issued a decree restoring the constitution.", "targets": "What was the title of the article Nasser wrote for his school paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cecae7629b42f6b3fcc4c4b6902c74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When his father was transferred to Cairo in 1933, Nasser joined him and attended al-Nahda al-Masria school. He took up acting in school plays for a brief period and wrote articles for the school's paper, including a piece on French philosopher Voltaire titled \"Voltaire, the Man of Freedom\". On 13 November 1935, Nasser led a student demonstration against British rule, protesting against a statement made four days prior by UK foreign minister Samuel Hoare that rejected prospects for the 1923 Constitution's restoration. Two protesters were killed and Nasser received a graze to the head from a policeman's bullet. The incident garnered his first mention in the press: the nationalist newspaper Al Gihad reported that Nasser led the protest and was among the wounded. On 12 December, the new king, Farouk, issued a decree restoring the constitution.", "targets": "What was the issue Nasser led a protest against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cecae7629b42f6b3fcc4c4b6902c74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When his father was transferred to Cairo in 1933, Nasser joined him and attended al-Nahda al-Masria school. He took up acting in school plays for a brief period and wrote articles for the school's paper, including a piece on French philosopher Voltaire titled \"Voltaire, the Man of Freedom\". On 13 November 1935, Nasser led a student demonstration against British rule, protesting against a statement made four days prior by UK foreign minister Samuel Hoare that rejected prospects for the 1923 Constitution's restoration. Two protesters were killed and Nasser received a graze to the head from a policeman's bullet. The incident garnered his first mention in the press: the nationalist newspaper Al Gihad reported that Nasser led the protest and was among the wounded. On 12 December, the new king, Farouk, issued a decree restoring the constitution.", "targets": "How many protestors were killed in the demonstration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cecae7629b42f6b3fcc4c4b6902c74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When his father was transferred to Cairo in 1933, Nasser joined him and attended al-Nahda al-Masria school. He took up acting in school plays for a brief period and wrote articles for the school's paper, including a piece on French philosopher Voltaire titled \"Voltaire, the Man of Freedom\". On 13 November 1935, Nasser led a student demonstration against British rule, protesting against a statement made four days prior by UK foreign minister Samuel Hoare that rejected prospects for the 1923 Constitution's restoration. Two protesters were killed and Nasser received a graze to the head from a policeman's bullet. The incident garnered his first mention in the press: the nationalist newspaper Al Gihad reported that Nasser led the protest and was among the wounded. On 12 December, the new king, Farouk, issued a decree restoring the constitution.", "targets": "What did King Farouk restore after the demonstrations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e64f7c5e95644468c04fdfe87a874ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of non-Greek etymologies have been suggested for the name, The Hittite form Apaliunas (dx-ap-pa-li-u-na-a\u0161) is attested in the Manapa-Tarhunta letter, perhaps related to Hurrian (and certainly the Etruscan) Aplu, a god of plague, in turn likely from Akkadian Aplu Enlil meaning simply \"the son of Enlil\", a title that was given to the god Nergal, who was linked to Shamash, Babylonian god of the sun. The role of Apollo as god of plague is evident in the invocation of Apollo Smintheus (\"mouse Apollo\") by Chryses, the Trojan priest of Apollo, with the purpose of sending a plague against the Greeks (the reasoning behind a god of the plague becoming a god of healing is of course apotropaic, meaning that the god responsible for bringing the plague must be appeased in order to remove the plague).", "targets": "Who is a god of plague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e64f7c5e95644468c04fdfe87a874ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of non-Greek etymologies have been suggested for the name, The Hittite form Apaliunas (dx-ap-pa-li-u-na-a\u0161) is attested in the Manapa-Tarhunta letter, perhaps related to Hurrian (and certainly the Etruscan) Aplu, a god of plague, in turn likely from Akkadian Aplu Enlil meaning simply \"the son of Enlil\", a title that was given to the god Nergal, who was linked to Shamash, Babylonian god of the sun. The role of Apollo as god of plague is evident in the invocation of Apollo Smintheus (\"mouse Apollo\") by Chryses, the Trojan priest of Apollo, with the purpose of sending a plague against the Greeks (the reasoning behind a god of the plague becoming a god of healing is of course apotropaic, meaning that the god responsible for bringing the plague must be appeased in order to remove the plague).", "targets": "What is the meaning of Akkadia Apllu Enlil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e64f7c5e95644468c04fdfe87a874ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of non-Greek etymologies have been suggested for the name, The Hittite form Apaliunas (dx-ap-pa-li-u-na-a\u0161) is attested in the Manapa-Tarhunta letter, perhaps related to Hurrian (and certainly the Etruscan) Aplu, a god of plague, in turn likely from Akkadian Aplu Enlil meaning simply \"the son of Enlil\", a title that was given to the god Nergal, who was linked to Shamash, Babylonian god of the sun. The role of Apollo as god of plague is evident in the invocation of Apollo Smintheus (\"mouse Apollo\") by Chryses, the Trojan priest of Apollo, with the purpose of sending a plague against the Greeks (the reasoning behind a god of the plague becoming a god of healing is of course apotropaic, meaning that the god responsible for bringing the plague must be appeased in order to remove the plague).", "targets": "What title was given to the god Nergal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e64f7c5e95644468c04fdfe87a874ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of non-Greek etymologies have been suggested for the name, The Hittite form Apaliunas (dx-ap-pa-li-u-na-a\u0161) is attested in the Manapa-Tarhunta letter, perhaps related to Hurrian (and certainly the Etruscan) Aplu, a god of plague, in turn likely from Akkadian Aplu Enlil meaning simply \"the son of Enlil\", a title that was given to the god Nergal, who was linked to Shamash, Babylonian god of the sun. The role of Apollo as god of plague is evident in the invocation of Apollo Smintheus (\"mouse Apollo\") by Chryses, the Trojan priest of Apollo, with the purpose of sending a plague against the Greeks (the reasoning behind a god of the plague becoming a god of healing is of course apotropaic, meaning that the god responsible for bringing the plague must be appeased in order to remove the plague).", "targets": "Who was the Trojan priest of Apollo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd2db4aedb94d68b4434ab4f0897635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In central banking, the privileged status of the central bank is that it can make as much money as it deems needed. In the United States Federal Reserve Bank, the Federal Reserve buys assets: typically, bonds issued by the Federal government. There is no limit on the bonds that it can buy and one of the tools at its disposal in a financial crisis is to take such extraordinary measures as the purchase of large amounts of assets such as commercial paper. The purpose of such operations is to ensure that adequate liquidity is available for functioning of the financial system.", "targets": "What is a perk of the central bank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd2db4aedb94d68b4434ab4f0897635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In central banking, the privileged status of the central bank is that it can make as much money as it deems needed. In the United States Federal Reserve Bank, the Federal Reserve buys assets: typically, bonds issued by the Federal government. There is no limit on the bonds that it can buy and one of the tools at its disposal in a financial crisis is to take such extraordinary measures as the purchase of large amounts of assets such as commercial paper. The purpose of such operations is to ensure that adequate liquidity is available for functioning of the financial system.", "targets": "What kinds of assets does the US Federal Reserve buy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd2db4aedb94d68b4434ab4f0897635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In central banking, the privileged status of the central bank is that it can make as much money as it deems needed. In the United States Federal Reserve Bank, the Federal Reserve buys assets: typically, bonds issued by the Federal government. There is no limit on the bonds that it can buy and one of the tools at its disposal in a financial crisis is to take such extraordinary measures as the purchase of large amounts of assets such as commercial paper. The purpose of such operations is to ensure that adequate liquidity is available for functioning of the financial system.", "targets": "What kind of asset will the Federal Reserve purchase in mass quantities at a time of crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd2db4aedb94d68b4434ab4f0897635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In central banking, the privileged status of the central bank is that it can make as much money as it deems needed. In the United States Federal Reserve Bank, the Federal Reserve buys assets: typically, bonds issued by the Federal government. There is no limit on the bonds that it can buy and one of the tools at its disposal in a financial crisis is to take such extraordinary measures as the purchase of large amounts of assets such as commercial paper. The purpose of such operations is to ensure that adequate liquidity is available for functioning of the financial system.", "targets": "What is the purpose of buying commercial paper in a time of financial crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe930d1d194a5fa5e72a1893aae015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, the trial of six senior staff and journalists at The Sun newspaper began. All six were charged with conspiring to commit misconduct in a public office. They included The Sun's head of news Chris Pharo, who faced six charges, while ex-managing editor Graham Dudman and ex-Sun deputy news editor Ben O'Driscoll were accused of four charges each. Thames Valley district reporter Jamie Pyatt and picture editor John Edwards were charged with three counts each, while ex-reporter John Troup was accused of two counts. The trial related to illegal payments allegedly made to public officials, with prosecutors saying the men conspired to pay officials from 2002\u201311, including police, prison officers and soldiers. They were accused of buying confidential information about the Royal Family, public figures and prison inmates. They all denied the charges. On 16 January 2015, Troup and Edwards were cleared by the jury of all charges against them. The jury also partially cleared O'Driscoll and Dudman but continued deliberating over other counts faced by them, as well as the charges against Pharo and Pyatt. On 21 January 2015, the jury told the court that it was unable to reach unanimous verdicts on any of the outstanding charges and was told by the judge, Richard Marks, that he would accept majority verdicts. Shortly afterwards, one of the jurors sent a note to the judge and was discharged. The judge told the remaining 11 jurors that their colleague had been \"feeling unwell and feeling under a great deal of pressure and stress from the situation you are in\", and that under the circumstances he was prepared to accept majority verdicts of \"11 to zero or 10 to 1\". On 22 January 2015, the jury was discharged after failing to reach verdicts on the outstanding charges. The Crown Prosecution Service (CPS) announced that it would seek a retrial.", "targets": "What were Sun staff accused of in a 2014 trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe930d1d194a5fa5e72a1893aae015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, the trial of six senior staff and journalists at The Sun newspaper began. All six were charged with conspiring to commit misconduct in a public office. They included The Sun's head of news Chris Pharo, who faced six charges, while ex-managing editor Graham Dudman and ex-Sun deputy news editor Ben O'Driscoll were accused of four charges each. Thames Valley district reporter Jamie Pyatt and picture editor John Edwards were charged with three counts each, while ex-reporter John Troup was accused of two counts. The trial related to illegal payments allegedly made to public officials, with prosecutors saying the men conspired to pay officials from 2002\u201311, including police, prison officers and soldiers. They were accused of buying confidential information about the Royal Family, public figures and prison inmates. They all denied the charges. On 16 January 2015, Troup and Edwards were cleared by the jury of all charges against them. The jury also partially cleared O'Driscoll and Dudman but continued deliberating over other counts faced by them, as well as the charges against Pharo and Pyatt. On 21 January 2015, the jury told the court that it was unable to reach unanimous verdicts on any of the outstanding charges and was told by the judge, Richard Marks, that he would accept majority verdicts. Shortly afterwards, one of the jurors sent a note to the judge and was discharged. The judge told the remaining 11 jurors that their colleague had been \"feeling unwell and feeling under a great deal of pressure and stress from the situation you are in\", and that under the circumstances he was prepared to accept majority verdicts of \"11 to zero or 10 to 1\". On 22 January 2015, the jury was discharged after failing to reach verdicts on the outstanding charges. The Crown Prosecution Service (CPS) announced that it would seek a retrial.", "targets": "What was at issue in the 2014 trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe930d1d194a5fa5e72a1893aae015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, the trial of six senior staff and journalists at The Sun newspaper began. All six were charged with conspiring to commit misconduct in a public office. They included The Sun's head of news Chris Pharo, who faced six charges, while ex-managing editor Graham Dudman and ex-Sun deputy news editor Ben O'Driscoll were accused of four charges each. Thames Valley district reporter Jamie Pyatt and picture editor John Edwards were charged with three counts each, while ex-reporter John Troup was accused of two counts. The trial related to illegal payments allegedly made to public officials, with prosecutors saying the men conspired to pay officials from 2002\u201311, including police, prison officers and soldiers. They were accused of buying confidential information about the Royal Family, public figures and prison inmates. They all denied the charges. On 16 January 2015, Troup and Edwards were cleared by the jury of all charges against them. The jury also partially cleared O'Driscoll and Dudman but continued deliberating over other counts faced by them, as well as the charges against Pharo and Pyatt. On 21 January 2015, the jury told the court that it was unable to reach unanimous verdicts on any of the outstanding charges and was told by the judge, Richard Marks, that he would accept majority verdicts. Shortly afterwards, one of the jurors sent a note to the judge and was discharged. The judge told the remaining 11 jurors that their colleague had been \"feeling unwell and feeling under a great deal of pressure and stress from the situation you are in\", and that under the circumstances he was prepared to accept majority verdicts of \"11 to zero or 10 to 1\". On 22 January 2015, the jury was discharged after failing to reach verdicts on the outstanding charges. The Crown Prosecution Service (CPS) announced that it would seek a retrial.", "targets": "Who were The Sun staffers accused of buying information about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe930d1d194a5fa5e72a1893aae015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, the trial of six senior staff and journalists at The Sun newspaper began. All six were charged with conspiring to commit misconduct in a public office. They included The Sun's head of news Chris Pharo, who faced six charges, while ex-managing editor Graham Dudman and ex-Sun deputy news editor Ben O'Driscoll were accused of four charges each. Thames Valley district reporter Jamie Pyatt and picture editor John Edwards were charged with three counts each, while ex-reporter John Troup was accused of two counts. The trial related to illegal payments allegedly made to public officials, with prosecutors saying the men conspired to pay officials from 2002\u201311, including police, prison officers and soldiers. They were accused of buying confidential information about the Royal Family, public figures and prison inmates. They all denied the charges. On 16 January 2015, Troup and Edwards were cleared by the jury of all charges against them. The jury also partially cleared O'Driscoll and Dudman but continued deliberating over other counts faced by them, as well as the charges against Pharo and Pyatt. On 21 January 2015, the jury told the court that it was unable to reach unanimous verdicts on any of the outstanding charges and was told by the judge, Richard Marks, that he would accept majority verdicts. Shortly afterwards, one of the jurors sent a note to the judge and was discharged. The judge told the remaining 11 jurors that their colleague had been \"feeling unwell and feeling under a great deal of pressure and stress from the situation you are in\", and that under the circumstances he was prepared to accept majority verdicts of \"11 to zero or 10 to 1\". On 22 January 2015, the jury was discharged after failing to reach verdicts on the outstanding charges. The Crown Prosecution Service (CPS) announced that it would seek a retrial.", "targets": "Who was the judge in this particular case?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe930d1d194a5fa5e72a1893aae015", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, the trial of six senior staff and journalists at The Sun newspaper began. All six were charged with conspiring to commit misconduct in a public office. They included The Sun's head of news Chris Pharo, who faced six charges, while ex-managing editor Graham Dudman and ex-Sun deputy news editor Ben O'Driscoll were accused of four charges each. Thames Valley district reporter Jamie Pyatt and picture editor John Edwards were charged with three counts each, while ex-reporter John Troup was accused of two counts. The trial related to illegal payments allegedly made to public officials, with prosecutors saying the men conspired to pay officials from 2002\u201311, including police, prison officers and soldiers. They were accused of buying confidential information about the Royal Family, public figures and prison inmates. They all denied the charges. On 16 January 2015, Troup and Edwards were cleared by the jury of all charges against them. The jury also partially cleared O'Driscoll and Dudman but continued deliberating over other counts faced by them, as well as the charges against Pharo and Pyatt. On 21 January 2015, the jury told the court that it was unable to reach unanimous verdicts on any of the outstanding charges and was told by the judge, Richard Marks, that he would accept majority verdicts. Shortly afterwards, one of the jurors sent a note to the judge and was discharged. The judge told the remaining 11 jurors that their colleague had been \"feeling unwell and feeling under a great deal of pressure and stress from the situation you are in\", and that under the circumstances he was prepared to accept majority verdicts of \"11 to zero or 10 to 1\". On 22 January 2015, the jury was discharged after failing to reach verdicts on the outstanding charges. The Crown Prosecution Service (CPS) announced that it would seek a retrial.", "targets": "What was the outcome of the jury's deliberation in the trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many deaths were reported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many deaths were reported only in the Sichuan province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many people were listed as missing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many people were injured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many earthquake relief workers were killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many died in Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "What is the total tally of known deaths caused by the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "What is the number of missing persons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "How many people were injured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab9df9590f149d8a84595521defd236", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chinese state officials, the quake caused 69,180 known deaths including 68,636 in Sichuan province; 18,498 people are listed as missing, and 374,176 injured, but these figures may further increase as more reports come in.[dated info] This estimate includes 158 earthquake relief workers who were killed in landslides as they tried to repair roads.", "targets": "What were the 158 relief workers doing when they were killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3456c74909f4462bccc6ab490d48d4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic was[when?] a forgotten theatre of the Crimean War. Popularisation of events elsewhere overshadowed the significance of this theatre, which was close to Saint Petersburg, the Russian capital. In April 1854 an Anglo-French fleet entered the Baltic to attack the Russian naval base of Kronstadt and the Russian fleet stationed there. In August 1854 the combined British and French fleet returned to Kronstadt for another attempt. The outnumbered Russian Baltic Fleet confined its movements to the areas around its fortifications. At the same time, the British and French commanders Sir Charles Napier and Alexandre Ferdinand Parseval-Deschenes\u2014although they led the largest fleet assembled since the Napoleonic Wars\u2014considered the Sveaborg fortress too well-defended to engage. Thus, shelling of the Russian batteries was limited to two attempts in the summers of 1854 and 1855, and initially, the attacking fleets limited their actions to blockading Russian trade in the Gulf of Finland. Naval attacks on other ports, such as the ones in the island of Hogland in the Gulf of Finland, proved more successful. Additionally, allies conducted raids on less fortified sections of the Finnish coast. These battles are known in Finland as the \u00c5land war.", "targets": "What is the Russian capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3456c74909f4462bccc6ab490d48d4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic was[when?] a forgotten theatre of the Crimean War. Popularisation of events elsewhere overshadowed the significance of this theatre, which was close to Saint Petersburg, the Russian capital. In April 1854 an Anglo-French fleet entered the Baltic to attack the Russian naval base of Kronstadt and the Russian fleet stationed there. In August 1854 the combined British and French fleet returned to Kronstadt for another attempt. The outnumbered Russian Baltic Fleet confined its movements to the areas around its fortifications. At the same time, the British and French commanders Sir Charles Napier and Alexandre Ferdinand Parseval-Deschenes\u2014although they led the largest fleet assembled since the Napoleonic Wars\u2014considered the Sveaborg fortress too well-defended to engage. Thus, shelling of the Russian batteries was limited to two attempts in the summers of 1854 and 1855, and initially, the attacking fleets limited their actions to blockading Russian trade in the Gulf of Finland. Naval attacks on other ports, such as the ones in the island of Hogland in the Gulf of Finland, proved more successful. Additionally, allies conducted raids on less fortified sections of the Finnish coast. These battles are known in Finland as the \u00c5land war.", "targets": "Which theater was next to Saint Petersburg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3456c74909f4462bccc6ab490d48d4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic was[when?] a forgotten theatre of the Crimean War. Popularisation of events elsewhere overshadowed the significance of this theatre, which was close to Saint Petersburg, the Russian capital. In April 1854 an Anglo-French fleet entered the Baltic to attack the Russian naval base of Kronstadt and the Russian fleet stationed there. In August 1854 the combined British and French fleet returned to Kronstadt for another attempt. The outnumbered Russian Baltic Fleet confined its movements to the areas around its fortifications. At the same time, the British and French commanders Sir Charles Napier and Alexandre Ferdinand Parseval-Deschenes\u2014although they led the largest fleet assembled since the Napoleonic Wars\u2014considered the Sveaborg fortress too well-defended to engage. Thus, shelling of the Russian batteries was limited to two attempts in the summers of 1854 and 1855, and initially, the attacking fleets limited their actions to blockading Russian trade in the Gulf of Finland. Naval attacks on other ports, such as the ones in the island of Hogland in the Gulf of Finland, proved more successful. Additionally, allies conducted raids on less fortified sections of the Finnish coast. These battles are known in Finland as the \u00c5land war.", "targets": "Which fleet joined the Baltic attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3456c74909f4462bccc6ab490d48d4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic was[when?] a forgotten theatre of the Crimean War. Popularisation of events elsewhere overshadowed the significance of this theatre, which was close to Saint Petersburg, the Russian capital. In April 1854 an Anglo-French fleet entered the Baltic to attack the Russian naval base of Kronstadt and the Russian fleet stationed there. In August 1854 the combined British and French fleet returned to Kronstadt for another attempt. The outnumbered Russian Baltic Fleet confined its movements to the areas around its fortifications. At the same time, the British and French commanders Sir Charles Napier and Alexandre Ferdinand Parseval-Deschenes\u2014although they led the largest fleet assembled since the Napoleonic Wars\u2014considered the Sveaborg fortress too well-defended to engage. Thus, shelling of the Russian batteries was limited to two attempts in the summers of 1854 and 1855, and initially, the attacking fleets limited their actions to blockading Russian trade in the Gulf of Finland. Naval attacks on other ports, such as the ones in the island of Hogland in the Gulf of Finland, proved more successful. Additionally, allies conducted raids on less fortified sections of the Finnish coast. These battles are known in Finland as the \u00c5land war.", "targets": "When did the Anglo-French fleet join the Baltic attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3456c74909f4462bccc6ab490d48d4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Baltic was[when?] a forgotten theatre of the Crimean War. Popularisation of events elsewhere overshadowed the significance of this theatre, which was close to Saint Petersburg, the Russian capital. In April 1854 an Anglo-French fleet entered the Baltic to attack the Russian naval base of Kronstadt and the Russian fleet stationed there. In August 1854 the combined British and French fleet returned to Kronstadt for another attempt. The outnumbered Russian Baltic Fleet confined its movements to the areas around its fortifications. At the same time, the British and French commanders Sir Charles Napier and Alexandre Ferdinand Parseval-Deschenes\u2014although they led the largest fleet assembled since the Napoleonic Wars\u2014considered the Sveaborg fortress too well-defended to engage. Thus, shelling of the Russian batteries was limited to two attempts in the summers of 1854 and 1855, and initially, the attacking fleets limited their actions to blockading Russian trade in the Gulf of Finland. Naval attacks on other ports, such as the ones in the island of Hogland in the Gulf of Finland, proved more successful. Additionally, allies conducted raids on less fortified sections of the Finnish coast. These battles are known in Finland as the \u00c5land war.", "targets": "Which two fleets returned to Kronstadt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4565631cede4a4cb6afec432c805921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beneath the plain lies the Biscayne Aquifer, a natural underground source of fresh water that extends from southern Palm Beach County to Florida Bay, with its highest point peaking around the cities of Miami Springs and Hialeah. Most of the Miami metropolitan area obtains its drinking water from this aquifer. As a result of the aquifer, it is not possible to dig more than 15 to 20 ft (5 to 6 m) beneath the city without hitting water, which impedes underground construction, though some underground parking garages exist. For this reason, the mass transit systems in and around Miami are elevated or at-grade.[citation needed]", "targets": "Along with Miami Springs, where is the highest point of the Biscayne Aquifer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4565631cede4a4cb6afec432c805921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beneath the plain lies the Biscayne Aquifer, a natural underground source of fresh water that extends from southern Palm Beach County to Florida Bay, with its highest point peaking around the cities of Miami Springs and Hialeah. Most of the Miami metropolitan area obtains its drinking water from this aquifer. As a result of the aquifer, it is not possible to dig more than 15 to 20 ft (5 to 6 m) beneath the city without hitting water, which impedes underground construction, though some underground parking garages exist. For this reason, the mass transit systems in and around Miami are elevated or at-grade.[citation needed]", "targets": "The Biscayne Aquifer stretches from Palm Beach County to where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4565631cede4a4cb6afec432c805921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beneath the plain lies the Biscayne Aquifer, a natural underground source of fresh water that extends from southern Palm Beach County to Florida Bay, with its highest point peaking around the cities of Miami Springs and Hialeah. Most of the Miami metropolitan area obtains its drinking water from this aquifer. As a result of the aquifer, it is not possible to dig more than 15 to 20 ft (5 to 6 m) beneath the city without hitting water, which impedes underground construction, though some underground parking garages exist. For this reason, the mass transit systems in and around Miami are elevated or at-grade.[citation needed]", "targets": "After digging how many meters is one sure to reach running water in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4565631cede4a4cb6afec432c805921", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beneath the plain lies the Biscayne Aquifer, a natural underground source of fresh water that extends from southern Palm Beach County to Florida Bay, with its highest point peaking around the cities of Miami Springs and Hialeah. Most of the Miami metropolitan area obtains its drinking water from this aquifer. As a result of the aquifer, it is not possible to dig more than 15 to 20 ft (5 to 6 m) beneath the city without hitting water, which impedes underground construction, though some underground parking garages exist. For this reason, the mass transit systems in and around Miami are elevated or at-grade.[citation needed]", "targets": "What is limited by Miami's high water table?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94bf157ab294e86ad3d1e9cdb577651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a number of workers committed suicide at a Foxconn operations in China. Apple, HP, and others stated that they were investigating the situation. Foxconn guards have been videotaped beating employees. Another employee killed himself in 2009 when an Apple prototype went missing, and claimed in messages to friends, that he had been beaten and interrogated.", "targets": "In what year did Chinese Foxconn emplyees kill themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94bf157ab294e86ad3d1e9cdb577651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a number of workers committed suicide at a Foxconn operations in China. Apple, HP, and others stated that they were investigating the situation. Foxconn guards have been videotaped beating employees. Another employee killed himself in 2009 when an Apple prototype went missing, and claimed in messages to friends, that he had been beaten and interrogated.", "targets": "What disappeared in 2009 prior to the suicide of a Foxconn employee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94bf157ab294e86ad3d1e9cdb577651", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, a number of workers committed suicide at a Foxconn operations in China. Apple, HP, and others stated that they were investigating the situation. Foxconn guards have been videotaped beating employees. Another employee killed himself in 2009 when an Apple prototype went missing, and claimed in messages to friends, that he had been beaten and interrogated.", "targets": "In what year did several Foxconn workers commit suicide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435c617920e84460b4223d0a9fb20998", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British settlers outnumbered the French 20 to 1 with a population of about 1.5 million ranged along the eastern coast of the continent, from Nova Scotia and Newfoundland in the north, to Georgia in the south. Many of the older colonies had land claims that extended arbitrarily far to the west, as the extent of the continent was unknown at the time their provincial charters were granted. While their population centers were along the coast, the settlements were growing into the interior. Nova Scotia, which had been captured from France in 1713, still had a significant French-speaking population. Britain also claimed Rupert's Land, where the Hudson's Bay Company traded for furs with local tribes.", "targets": "What was the ratio of British settler to French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435c617920e84460b4223d0a9fb20998", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British settlers outnumbered the French 20 to 1 with a population of about 1.5 million ranged along the eastern coast of the continent, from Nova Scotia and Newfoundland in the north, to Georgia in the south. Many of the older colonies had land claims that extended arbitrarily far to the west, as the extent of the continent was unknown at the time their provincial charters were granted. While their population centers were along the coast, the settlements were growing into the interior. Nova Scotia, which had been captured from France in 1713, still had a significant French-speaking population. Britain also claimed Rupert's Land, where the Hudson's Bay Company traded for furs with local tribes.", "targets": "Where did British settlers live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435c617920e84460b4223d0a9fb20998", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "British settlers outnumbered the French 20 to 1 with a population of about 1.5 million ranged along the eastern coast of the continent, from Nova Scotia and Newfoundland in the north, to Georgia in the south. Many of the older colonies had land claims that extended arbitrarily far to the west, as the extent of the continent was unknown at the time their provincial charters were granted. While their population centers were along the coast, the settlements were growing into the interior. Nova Scotia, which had been captured from France in 1713, still had a significant French-speaking population. Britain also claimed Rupert's Land, where the Hudson's Bay Company traded for furs with local tribes.", "targets": "Where were populations centered in colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00d007d78474a828334e30ec0ba0e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the companies affected were those directly involved in home construction and mortgage lending such as Northern Rock and Countrywide Financial, as they could no longer obtain financing through the credit markets. Over 100 mortgage lenders went bankrupt during 2007 and 2008. Concerns that investment bank Bear Stearns would collapse in March 2008 resulted in its fire-sale to JP Morgan Chase. The financial institution crisis hit its peak in September and October 2008. Several major institutions either failed, were acquired under duress, or were subject to government takeover. These included Lehman Brothers, Merrill Lynch, Fannie Mae, Freddie Mac, Washington Mutual, Wachovia, Citigroup, and AIG. On Oct. 6, 2008, three weeks after Lehman Brothers filed the largest bankruptcy in U.S. history, Lehman's former CEO found himself before Representative Henry A. Waxman, the California Democrat who chaired the House Committee on Oversight and Government Reform. Fuld said he was a victim of the collapse, blaming a \"crisis of confidence\" in the markets for dooming his firm.", "targets": "How many mortgage lenders went bankrupt during 2007 and 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00d007d78474a828334e30ec0ba0e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the companies affected were those directly involved in home construction and mortgage lending such as Northern Rock and Countrywide Financial, as they could no longer obtain financing through the credit markets. Over 100 mortgage lenders went bankrupt during 2007 and 2008. Concerns that investment bank Bear Stearns would collapse in March 2008 resulted in its fire-sale to JP Morgan Chase. The financial institution crisis hit its peak in September and October 2008. Several major institutions either failed, were acquired under duress, or were subject to government takeover. These included Lehman Brothers, Merrill Lynch, Fannie Mae, Freddie Mac, Washington Mutual, Wachovia, Citigroup, and AIG. On Oct. 6, 2008, three weeks after Lehman Brothers filed the largest bankruptcy in U.S. history, Lehman's former CEO found himself before Representative Henry A. Waxman, the California Democrat who chaired the House Committee on Oversight and Government Reform. Fuld said he was a victim of the collapse, blaming a \"crisis of confidence\" in the markets for dooming his firm.", "targets": "Who is the investment bank that was feared to collapse in March 2008 and was sold in a fire-sale to JP Morgan Chase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00d007d78474a828334e30ec0ba0e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the companies affected were those directly involved in home construction and mortgage lending such as Northern Rock and Countrywide Financial, as they could no longer obtain financing through the credit markets. Over 100 mortgage lenders went bankrupt during 2007 and 2008. Concerns that investment bank Bear Stearns would collapse in March 2008 resulted in its fire-sale to JP Morgan Chase. The financial institution crisis hit its peak in September and October 2008. Several major institutions either failed, were acquired under duress, or were subject to government takeover. These included Lehman Brothers, Merrill Lynch, Fannie Mae, Freddie Mac, Washington Mutual, Wachovia, Citigroup, and AIG. On Oct. 6, 2008, three weeks after Lehman Brothers filed the largest bankruptcy in U.S. history, Lehman's former CEO found himself before Representative Henry A. Waxman, the California Democrat who chaired the House Committee on Oversight and Government Reform. Fuld said he was a victim of the collapse, blaming a \"crisis of confidence\" in the markets for dooming his firm.", "targets": "When did the financial institution crisis hit its peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00d007d78474a828334e30ec0ba0e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the companies affected were those directly involved in home construction and mortgage lending such as Northern Rock and Countrywide Financial, as they could no longer obtain financing through the credit markets. Over 100 mortgage lenders went bankrupt during 2007 and 2008. Concerns that investment bank Bear Stearns would collapse in March 2008 resulted in its fire-sale to JP Morgan Chase. The financial institution crisis hit its peak in September and October 2008. Several major institutions either failed, were acquired under duress, or were subject to government takeover. These included Lehman Brothers, Merrill Lynch, Fannie Mae, Freddie Mac, Washington Mutual, Wachovia, Citigroup, and AIG. On Oct. 6, 2008, three weeks after Lehman Brothers filed the largest bankruptcy in U.S. history, Lehman's former CEO found himself before Representative Henry A. Waxman, the California Democrat who chaired the House Committee on Oversight and Government Reform. Fuld said he was a victim of the collapse, blaming a \"crisis of confidence\" in the markets for dooming his firm.", "targets": "When did Lehman's former CEO appear before Representative Henry A. Waxman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00d007d78474a828334e30ec0ba0e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the companies affected were those directly involved in home construction and mortgage lending such as Northern Rock and Countrywide Financial, as they could no longer obtain financing through the credit markets. Over 100 mortgage lenders went bankrupt during 2007 and 2008. Concerns that investment bank Bear Stearns would collapse in March 2008 resulted in its fire-sale to JP Morgan Chase. The financial institution crisis hit its peak in September and October 2008. Several major institutions either failed, were acquired under duress, or were subject to government takeover. These included Lehman Brothers, Merrill Lynch, Fannie Mae, Freddie Mac, Washington Mutual, Wachovia, Citigroup, and AIG. On Oct. 6, 2008, three weeks after Lehman Brothers filed the largest bankruptcy in U.S. history, Lehman's former CEO found himself before Representative Henry A. Waxman, the California Democrat who chaired the House Committee on Oversight and Government Reform. Fuld said he was a victim of the collapse, blaming a \"crisis of confidence\" in the markets for dooming his firm.", "targets": "What firm filed the largest bankruptcy in U.S. history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c0134126dec44a584a5ed2fd1adba1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since Israel's capture of these territories, Israeli settlements and military installations have been built within each of them. Israel has applied civilian law to the Golan Heights and East Jerusalem and granted their inhabitants permanent residency status and the ability to apply for citizenship. The West Bank, outside of the Israeli settlements within the territory, has remained under direct military rule, and Palestinians in this area cannot become Israeli citizens. Israel withdrew its military forces and dismantled the Israeli settlements in the Gaza Strip as part of its disengagement from Gaza though it continues to maintain control of its airspace and waters. The UN Security Council has declared the annexation of the Golan Heights and East Jerusalem to be \"null and void\" and continues to view the territories as occupied. The International Court of Justice, principal judicial organ of the United Nations, asserted, in its 2004 advisory opinion on the legality of the construction of the Israeli West Bank barrier, that the lands captured by Israel in the Six-Day War, including East Jerusalem, are occupied territory.", "targets": "Who declared the annexation of the Golan Heights and East Jerusalem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c0134126dec44a584a5ed2fd1adba1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since Israel's capture of these territories, Israeli settlements and military installations have been built within each of them. Israel has applied civilian law to the Golan Heights and East Jerusalem and granted their inhabitants permanent residency status and the ability to apply for citizenship. The West Bank, outside of the Israeli settlements within the territory, has remained under direct military rule, and Palestinians in this area cannot become Israeli citizens. Israel withdrew its military forces and dismantled the Israeli settlements in the Gaza Strip as part of its disengagement from Gaza though it continues to maintain control of its airspace and waters. The UN Security Council has declared the annexation of the Golan Heights and East Jerusalem to be \"null and void\" and continues to view the territories as occupied. The International Court of Justice, principal judicial organ of the United Nations, asserted, in its 2004 advisory opinion on the legality of the construction of the Israeli West Bank barrier, that the lands captured by Israel in the Six-Day War, including East Jerusalem, are occupied territory.", "targets": "What was captured by Israel in the Six-Day War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c0134126dec44a584a5ed2fd1adba1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since Israel's capture of these territories, Israeli settlements and military installations have been built within each of them. Israel has applied civilian law to the Golan Heights and East Jerusalem and granted their inhabitants permanent residency status and the ability to apply for citizenship. The West Bank, outside of the Israeli settlements within the territory, has remained under direct military rule, and Palestinians in this area cannot become Israeli citizens. Israel withdrew its military forces and dismantled the Israeli settlements in the Gaza Strip as part of its disengagement from Gaza though it continues to maintain control of its airspace and waters. The UN Security Council has declared the annexation of the Golan Heights and East Jerusalem to be \"null and void\" and continues to view the territories as occupied. The International Court of Justice, principal judicial organ of the United Nations, asserted, in its 2004 advisory opinion on the legality of the construction of the Israeli West Bank barrier, that the lands captured by Israel in the Six-Day War, including East Jerusalem, are occupied territory.", "targets": "Where did Israel withdraw and disband its military forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fea742dd2248d39d6fdd8b4b2d24f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between about 1964 and 1973, large amounts of older material stored in the BBC's various video tape and film libraries were either destroyed,[note 3] wiped, or suffered from poor storage which led to severe deterioration from broadcast quality. This included many old episodes of Doctor Who, mostly stories featuring the first two Doctors: William Hartnell and Patrick Troughton. In all, 97 of 253 episodes produced during the first six years of the programme are not held in the BBC's archives (most notably seasons 3, 4, & 5, from which 79 episodes are missing). In 1972, almost all episodes then made were known to exist at the BBC, while by 1978 the practice of wiping tapes and destroying \"spare\" film copies had been brought to a stop.", "targets": "Who were the first two actors that played Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fea742dd2248d39d6fdd8b4b2d24f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between about 1964 and 1973, large amounts of older material stored in the BBC's various video tape and film libraries were either destroyed,[note 3] wiped, or suffered from poor storage which led to severe deterioration from broadcast quality. This included many old episodes of Doctor Who, mostly stories featuring the first two Doctors: William Hartnell and Patrick Troughton. In all, 97 of 253 episodes produced during the first six years of the programme are not held in the BBC's archives (most notably seasons 3, 4, & 5, from which 79 episodes are missing). In 1972, almost all episodes then made were known to exist at the BBC, while by 1978 the practice of wiping tapes and destroying \"spare\" film copies had been brought to a stop.", "targets": "How many of the episodes produced in the first six seasons are not in BBC's archives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fea742dd2248d39d6fdd8b4b2d24f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between about 1964 and 1973, large amounts of older material stored in the BBC's various video tape and film libraries were either destroyed,[note 3] wiped, or suffered from poor storage which led to severe deterioration from broadcast quality. This included many old episodes of Doctor Who, mostly stories featuring the first two Doctors: William Hartnell and Patrick Troughton. In all, 97 of 253 episodes produced during the first six years of the programme are not held in the BBC's archives (most notably seasons 3, 4, & 5, from which 79 episodes are missing). In 1972, almost all episodes then made were known to exist at the BBC, while by 1978 the practice of wiping tapes and destroying \"spare\" film copies had been brought to a stop.", "targets": "Which seasons is the BBC missing a total of 79 episodes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fea742dd2248d39d6fdd8b4b2d24f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between about 1964 and 1973, large amounts of older material stored in the BBC's various video tape and film libraries were either destroyed,[note 3] wiped, or suffered from poor storage which led to severe deterioration from broadcast quality. This included many old episodes of Doctor Who, mostly stories featuring the first two Doctors: William Hartnell and Patrick Troughton. In all, 97 of 253 episodes produced during the first six years of the programme are not held in the BBC's archives (most notably seasons 3, 4, & 5, from which 79 episodes are missing). In 1972, almost all episodes then made were known to exist at the BBC, while by 1978 the practice of wiping tapes and destroying \"spare\" film copies had been brought to a stop.", "targets": "When did the practice of wiping tapes stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fea742dd2248d39d6fdd8b4b2d24f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between about 1964 and 1973, large amounts of older material stored in the BBC's various video tape and film libraries were either destroyed,[note 3] wiped, or suffered from poor storage which led to severe deterioration from broadcast quality. This included many old episodes of Doctor Who, mostly stories featuring the first two Doctors: William Hartnell and Patrick Troughton. In all, 97 of 253 episodes produced during the first six years of the programme are not held in the BBC's archives (most notably seasons 3, 4, & 5, from which 79 episodes are missing). In 1972, almost all episodes then made were known to exist at the BBC, while by 1978 the practice of wiping tapes and destroying \"spare\" film copies had been brought to a stop.", "targets": "What years saw the most loss of old shows in the BBC archives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dcee6a5040642379f13f709e327a821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said on September 9 in response to a reporter's question about whether Syrian President Bashar al-Assad could avert a military strike: \"He could turn over every single bit of his chemical weapons to the international community in the next week. Turn it over, all of it, without delay, and allow a full and total accounting for that. But he isn't about to do it, and it can't be done, obviously.\" This unscripted remark initiated a process that would lead to Syria agreeing to relinquish and destroy its chemical weapons arsenal, as Russia treated Kerry's statement as a serious proposal. Russian Foreign Minister Sergey Lavrov said Russia would work \"immediately\" to convince Syria relinquish and destroy its large chemical weapons arsenal. Syria quickly welcomed this proposal and on September 14, the UN formally accepted Syria's application to join the convention banning chemical weapons, and separately, the U.S. and Russia agreed on a plan to eliminate Syria's chemical weapons by the middle of 2014. On September 28, the UN Security Council passed a resolution ordering the destruction of Syria's chemical weapons and condemning the August 21 Ghouta attack.", "targets": "Who was Syria's president in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dcee6a5040642379f13f709e327a821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said on September 9 in response to a reporter's question about whether Syrian President Bashar al-Assad could avert a military strike: \"He could turn over every single bit of his chemical weapons to the international community in the next week. Turn it over, all of it, without delay, and allow a full and total accounting for that. But he isn't about to do it, and it can't be done, obviously.\" This unscripted remark initiated a process that would lead to Syria agreeing to relinquish and destroy its chemical weapons arsenal, as Russia treated Kerry's statement as a serious proposal. Russian Foreign Minister Sergey Lavrov said Russia would work \"immediately\" to convince Syria relinquish and destroy its large chemical weapons arsenal. Syria quickly welcomed this proposal and on September 14, the UN formally accepted Syria's application to join the convention banning chemical weapons, and separately, the U.S. and Russia agreed on a plan to eliminate Syria's chemical weapons by the middle of 2014. On September 28, the UN Security Council passed a resolution ordering the destruction of Syria's chemical weapons and condemning the August 21 Ghouta attack.", "targets": "What did Kerry say Syria could do to avoid a military strike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dcee6a5040642379f13f709e327a821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said on September 9 in response to a reporter's question about whether Syrian President Bashar al-Assad could avert a military strike: \"He could turn over every single bit of his chemical weapons to the international community in the next week. Turn it over, all of it, without delay, and allow a full and total accounting for that. But he isn't about to do it, and it can't be done, obviously.\" This unscripted remark initiated a process that would lead to Syria agreeing to relinquish and destroy its chemical weapons arsenal, as Russia treated Kerry's statement as a serious proposal. Russian Foreign Minister Sergey Lavrov said Russia would work \"immediately\" to convince Syria relinquish and destroy its large chemical weapons arsenal. Syria quickly welcomed this proposal and on September 14, the UN formally accepted Syria's application to join the convention banning chemical weapons, and separately, the U.S. and Russia agreed on a plan to eliminate Syria's chemical weapons by the middle of 2014. On September 28, the UN Security Council passed a resolution ordering the destruction of Syria's chemical weapons and condemning the August 21 Ghouta attack.", "targets": "Which country convinced Syria to actually give up its chemical weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dcee6a5040642379f13f709e327a821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said on September 9 in response to a reporter's question about whether Syrian President Bashar al-Assad could avert a military strike: \"He could turn over every single bit of his chemical weapons to the international community in the next week. Turn it over, all of it, without delay, and allow a full and total accounting for that. But he isn't about to do it, and it can't be done, obviously.\" This unscripted remark initiated a process that would lead to Syria agreeing to relinquish and destroy its chemical weapons arsenal, as Russia treated Kerry's statement as a serious proposal. Russian Foreign Minister Sergey Lavrov said Russia would work \"immediately\" to convince Syria relinquish and destroy its large chemical weapons arsenal. Syria quickly welcomed this proposal and on September 14, the UN formally accepted Syria's application to join the convention banning chemical weapons, and separately, the U.S. and Russia agreed on a plan to eliminate Syria's chemical weapons by the middle of 2014. On September 28, the UN Security Council passed a resolution ordering the destruction of Syria's chemical weapons and condemning the August 21 Ghouta attack.", "targets": "What was Sergey Lavrov's position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dcee6a5040642379f13f709e327a821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry said on September 9 in response to a reporter's question about whether Syrian President Bashar al-Assad could avert a military strike: \"He could turn over every single bit of his chemical weapons to the international community in the next week. Turn it over, all of it, without delay, and allow a full and total accounting for that. But he isn't about to do it, and it can't be done, obviously.\" This unscripted remark initiated a process that would lead to Syria agreeing to relinquish and destroy its chemical weapons arsenal, as Russia treated Kerry's statement as a serious proposal. Russian Foreign Minister Sergey Lavrov said Russia would work \"immediately\" to convince Syria relinquish and destroy its large chemical weapons arsenal. Syria quickly welcomed this proposal and on September 14, the UN formally accepted Syria's application to join the convention banning chemical weapons, and separately, the U.S. and Russia agreed on a plan to eliminate Syria's chemical weapons by the middle of 2014. On September 28, the UN Security Council passed a resolution ordering the destruction of Syria's chemical weapons and condemning the August 21 Ghouta attack.", "targets": "When did the UN Security Council order Syria's chemical weapons be destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6df76755d44cd7b8c0793a7803092a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The median household income in Boston was $51,739, while the median income for a family was $61,035. Full-time year-round male workers had a median income of $52,544 versus $46,540 for full-time year-round female workers. The per capita income for the city was $33,158. 21.4% of the population and 16.0% of families are below the poverty line. Of the total population, 28.8% of those under the age of 18 and 20.4% of those 65 and older were living below the poverty line.", "targets": "What is the average household income in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6df76755d44cd7b8c0793a7803092a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The median household income in Boston was $51,739, while the median income for a family was $61,035. Full-time year-round male workers had a median income of $52,544 versus $46,540 for full-time year-round female workers. The per capita income for the city was $33,158. 21.4% of the population and 16.0% of families are below the poverty line. Of the total population, 28.8% of those under the age of 18 and 20.4% of those 65 and older were living below the poverty line.", "targets": "What is the average family income in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6df76755d44cd7b8c0793a7803092a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The median household income in Boston was $51,739, while the median income for a family was $61,035. Full-time year-round male workers had a median income of $52,544 versus $46,540 for full-time year-round female workers. The per capita income for the city was $33,158. 21.4% of the population and 16.0% of families are below the poverty line. Of the total population, 28.8% of those under the age of 18 and 20.4% of those 65 and older were living below the poverty line.", "targets": "What is the average income for a full time male worker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6df76755d44cd7b8c0793a7803092a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The median household income in Boston was $51,739, while the median income for a family was $61,035. Full-time year-round male workers had a median income of $52,544 versus $46,540 for full-time year-round female workers. The per capita income for the city was $33,158. 21.4% of the population and 16.0% of families are below the poverty line. Of the total population, 28.8% of those under the age of 18 and 20.4% of those 65 and older were living below the poverty line.", "targets": "What is the average income for a full time female worker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6df76755d44cd7b8c0793a7803092a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The median household income in Boston was $51,739, while the median income for a family was $61,035. Full-time year-round male workers had a median income of $52,544 versus $46,540 for full-time year-round female workers. The per capita income for the city was $33,158. 21.4% of the population and 16.0% of families are below the poverty line. Of the total population, 28.8% of those under the age of 18 and 20.4% of those 65 and older were living below the poverty line.", "targets": "What percent of families fall below the poverty line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-597b2883646440499bdce4e429a8face", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomers like Hipparchus (c.\u2009190 \u2013 c.\u2009120 BC) built upon the measurements of the Babylonian astronomers before him, to measure the precession of the Earth. Pliny reports that Hipparchus produced the first systematic star catalog after he observed a new star (it is uncertain whether this was a nova or a comet) and wished to preserve astronomical record of the stars, so that other new stars could be discovered. It has recently been claimed that a celestial globe based on Hipparchus's star catalog sits atop the broad shoulders of a large 2nd-century Roman statue known as the Farnese Atlas. Another astronomer, Aristarchos of Samos developed a heliocentric system.", "targets": "When was Hipparchus born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-597b2883646440499bdce4e429a8face", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomers like Hipparchus (c.\u2009190 \u2013 c.\u2009120 BC) built upon the measurements of the Babylonian astronomers before him, to measure the precession of the Earth. Pliny reports that Hipparchus produced the first systematic star catalog after he observed a new star (it is uncertain whether this was a nova or a comet) and wished to preserve astronomical record of the stars, so that other new stars could be discovered. It has recently been claimed that a celestial globe based on Hipparchus's star catalog sits atop the broad shoulders of a large 2nd-century Roman statue known as the Farnese Atlas. Another astronomer, Aristarchos of Samos developed a heliocentric system.", "targets": "Hipparchus measured the precession of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-597b2883646440499bdce4e429a8face", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomers like Hipparchus (c.\u2009190 \u2013 c.\u2009120 BC) built upon the measurements of the Babylonian astronomers before him, to measure the precession of the Earth. Pliny reports that Hipparchus produced the first systematic star catalog after he observed a new star (it is uncertain whether this was a nova or a comet) and wished to preserve astronomical record of the stars, so that other new stars could be discovered. It has recently been claimed that a celestial globe based on Hipparchus's star catalog sits atop the broad shoulders of a large 2nd-century Roman statue known as the Farnese Atlas. Another astronomer, Aristarchos of Samos developed a heliocentric system.", "targets": "Who stated that Hipparchus created the first systematic star map?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-597b2883646440499bdce4e429a8face", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomers like Hipparchus (c.\u2009190 \u2013 c.\u2009120 BC) built upon the measurements of the Babylonian astronomers before him, to measure the precession of the Earth. Pliny reports that Hipparchus produced the first systematic star catalog after he observed a new star (it is uncertain whether this was a nova or a comet) and wished to preserve astronomical record of the stars, so that other new stars could be discovered. It has recently been claimed that a celestial globe based on Hipparchus's star catalog sits atop the broad shoulders of a large 2nd-century Roman statue known as the Farnese Atlas. Another astronomer, Aristarchos of Samos developed a heliocentric system.", "targets": "Hipparchus' star may be depicted in a statue called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-597b2883646440499bdce4e429a8face", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomers like Hipparchus (c.\u2009190 \u2013 c.\u2009120 BC) built upon the measurements of the Babylonian astronomers before him, to measure the precession of the Earth. Pliny reports that Hipparchus produced the first systematic star catalog after he observed a new star (it is uncertain whether this was a nova or a comet) and wished to preserve astronomical record of the stars, so that other new stars could be discovered. It has recently been claimed that a celestial globe based on Hipparchus's star catalog sits atop the broad shoulders of a large 2nd-century Roman statue known as the Farnese Atlas. Another astronomer, Aristarchos of Samos developed a heliocentric system.", "targets": "Whch astronomer developed a heliocentric system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d39ffa72ce0a42febbd392c240594bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptist missionary work in Canada began in the British colony of Nova Scotia (present day Nova Scotia and New Brunswick) in the 1760s. The first official record of a Baptist church in Canada was that of the Horton Baptist Church (now Wolfville) in Wolfville, Nova Scotia on 29 October 1778. The church was established with the assistance of the New Light evangelist Henry Alline. Many of Alline's followers, after his death, would convert and strengthen the Baptist presence in the Atlantic region.[page needed] Two major groups of Baptists formed the basis of the churches in the Maritimes. These were referred to as Regular Baptist (Calvinistic in their doctrine) and Free Will Baptists.", "targets": "Missionary work began in what Canadian colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d39ffa72ce0a42febbd392c240594bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptist missionary work in Canada began in the British colony of Nova Scotia (present day Nova Scotia and New Brunswick) in the 1760s. The first official record of a Baptist church in Canada was that of the Horton Baptist Church (now Wolfville) in Wolfville, Nova Scotia on 29 October 1778. The church was established with the assistance of the New Light evangelist Henry Alline. Many of Alline's followers, after his death, would convert and strengthen the Baptist presence in the Atlantic region.[page needed] Two major groups of Baptists formed the basis of the churches in the Maritimes. These were referred to as Regular Baptist (Calvinistic in their doctrine) and Free Will Baptists.", "targets": "When did missionary work begin in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d39ffa72ce0a42febbd392c240594bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptist missionary work in Canada began in the British colony of Nova Scotia (present day Nova Scotia and New Brunswick) in the 1760s. The first official record of a Baptist church in Canada was that of the Horton Baptist Church (now Wolfville) in Wolfville, Nova Scotia on 29 October 1778. The church was established with the assistance of the New Light evangelist Henry Alline. Many of Alline's followers, after his death, would convert and strengthen the Baptist presence in the Atlantic region.[page needed] Two major groups of Baptists formed the basis of the churches in the Maritimes. These were referred to as Regular Baptist (Calvinistic in their doctrine) and Free Will Baptists.", "targets": "What was the first Baptist church in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d39ffa72ce0a42febbd392c240594bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptist missionary work in Canada began in the British colony of Nova Scotia (present day Nova Scotia and New Brunswick) in the 1760s. The first official record of a Baptist church in Canada was that of the Horton Baptist Church (now Wolfville) in Wolfville, Nova Scotia on 29 October 1778. The church was established with the assistance of the New Light evangelist Henry Alline. Many of Alline's followers, after his death, would convert and strengthen the Baptist presence in the Atlantic region.[page needed] Two major groups of Baptists formed the basis of the churches in the Maritimes. These were referred to as Regular Baptist (Calvinistic in their doctrine) and Free Will Baptists.", "targets": "Where was the first Baptist church located in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d39ffa72ce0a42febbd392c240594bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Baptist missionary work in Canada began in the British colony of Nova Scotia (present day Nova Scotia and New Brunswick) in the 1760s. The first official record of a Baptist church in Canada was that of the Horton Baptist Church (now Wolfville) in Wolfville, Nova Scotia on 29 October 1778. The church was established with the assistance of the New Light evangelist Henry Alline. Many of Alline's followers, after his death, would convert and strengthen the Baptist presence in the Atlantic region.[page needed] Two major groups of Baptists formed the basis of the churches in the Maritimes. These were referred to as Regular Baptist (Calvinistic in their doctrine) and Free Will Baptists.", "targets": "When was the first Canadian Baptist church established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d24a333ec53414b822cee52c0848045", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypothesis that plant growth and development is coordinated by plant hormones or plant growth regulators first emerged in the late 19th century. Darwin experimented on the movements of plant shoots and roots towards light and gravity, and concluded \"It is hardly an exaggeration to say that the tip of the radicle . . acts like the brain of one of the lower animals . . directing the several movements\". About the same time, the role of auxins (from the Greek auxein, to grow) in control of plant growth was first outlined by the Dutch scientist Frits Went. The first known auxin, indole-3-acetic acid (IAA), which promotes cell growth, was only isolated from plants about 50 years later. This compound mediates the tropic responses of shoots and roots towards light and gravity. The finding in 1939 that plant callus could be maintained in culture containing IAA, followed by the observation in 1947 that it could be induced to form roots and shoots by controlling the concentration of growth hormones were key steps in the development of plant biotechnology and genetic modification.", "targets": "When was the theory of plant hormones introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d24a333ec53414b822cee52c0848045", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypothesis that plant growth and development is coordinated by plant hormones or plant growth regulators first emerged in the late 19th century. Darwin experimented on the movements of plant shoots and roots towards light and gravity, and concluded \"It is hardly an exaggeration to say that the tip of the radicle . . acts like the brain of one of the lower animals . . directing the several movements\". About the same time, the role of auxins (from the Greek auxein, to grow) in control of plant growth was first outlined by the Dutch scientist Frits Went. The first known auxin, indole-3-acetic acid (IAA), which promotes cell growth, was only isolated from plants about 50 years later. This compound mediates the tropic responses of shoots and roots towards light and gravity. The finding in 1939 that plant callus could be maintained in culture containing IAA, followed by the observation in 1947 that it could be induced to form roots and shoots by controlling the concentration of growth hormones were key steps in the development of plant biotechnology and genetic modification.", "targets": "To what did Darwin compare the top of the plant radical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d24a333ec53414b822cee52c0848045", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypothesis that plant growth and development is coordinated by plant hormones or plant growth regulators first emerged in the late 19th century. Darwin experimented on the movements of plant shoots and roots towards light and gravity, and concluded \"It is hardly an exaggeration to say that the tip of the radicle . . acts like the brain of one of the lower animals . . directing the several movements\". About the same time, the role of auxins (from the Greek auxein, to grow) in control of plant growth was first outlined by the Dutch scientist Frits Went. The first known auxin, indole-3-acetic acid (IAA), which promotes cell growth, was only isolated from plants about 50 years later. This compound mediates the tropic responses of shoots and roots towards light and gravity. The finding in 1939 that plant callus could be maintained in culture containing IAA, followed by the observation in 1947 that it could be induced to form roots and shoots by controlling the concentration of growth hormones were key steps in the development of plant biotechnology and genetic modification.", "targets": "Why did Darwin feel plants had something comparable to a brain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d24a333ec53414b822cee52c0848045", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypothesis that plant growth and development is coordinated by plant hormones or plant growth regulators first emerged in the late 19th century. Darwin experimented on the movements of plant shoots and roots towards light and gravity, and concluded \"It is hardly an exaggeration to say that the tip of the radicle . . acts like the brain of one of the lower animals . . directing the several movements\". About the same time, the role of auxins (from the Greek auxein, to grow) in control of plant growth was first outlined by the Dutch scientist Frits Went. The first known auxin, indole-3-acetic acid (IAA), which promotes cell growth, was only isolated from plants about 50 years later. This compound mediates the tropic responses of shoots and roots towards light and gravity. The finding in 1939 that plant callus could be maintained in culture containing IAA, followed by the observation in 1947 that it could be induced to form roots and shoots by controlling the concentration of growth hormones were key steps in the development of plant biotechnology and genetic modification.", "targets": "What do auxins do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d24a333ec53414b822cee52c0848045", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypothesis that plant growth and development is coordinated by plant hormones or plant growth regulators first emerged in the late 19th century. Darwin experimented on the movements of plant shoots and roots towards light and gravity, and concluded \"It is hardly an exaggeration to say that the tip of the radicle . . acts like the brain of one of the lower animals . . directing the several movements\". About the same time, the role of auxins (from the Greek auxein, to grow) in control of plant growth was first outlined by the Dutch scientist Frits Went. The first known auxin, indole-3-acetic acid (IAA), which promotes cell growth, was only isolated from plants about 50 years later. This compound mediates the tropic responses of shoots and roots towards light and gravity. The finding in 1939 that plant callus could be maintained in culture containing IAA, followed by the observation in 1947 that it could be induced to form roots and shoots by controlling the concentration of growth hormones were key steps in the development of plant biotechnology and genetic modification.", "targets": "What can plant callus be coaxed into doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356fb83717154d5fb8680c50ce2ed62a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organized crime has long been associated with New York City, beginning with the Forty Thieves and the Roach Guards in the Five Points in the 1820s. The 20th century saw a rise in the Mafia, dominated by the Five Families, as well as in gangs, including the Black Spades. The Mafia presence has declined in the city in the 21st century.", "targets": "The first major crime groups in NYC were in the 1820s known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356fb83717154d5fb8680c50ce2ed62a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organized crime has long been associated with New York City, beginning with the Forty Thieves and the Roach Guards in the Five Points in the 1820s. The 20th century saw a rise in the Mafia, dominated by the Five Families, as well as in gangs, including the Black Spades. The Mafia presence has declined in the city in the 21st century.", "targets": "What group controlled the Mafia in New York in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356fb83717154d5fb8680c50ce2ed62a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organized crime has long been associated with New York City, beginning with the Forty Thieves and the Roach Guards in the Five Points in the 1820s. The 20th century saw a rise in the Mafia, dominated by the Five Families, as well as in gangs, including the Black Spades. The Mafia presence has declined in the city in the 21st century.", "targets": "The Forth Thieves and Roach Guards were two gangs that operated in what area of New York in the 1820s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356fb83717154d5fb8680c50ce2ed62a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organized crime has long been associated with New York City, beginning with the Forty Thieves and the Roach Guards in the Five Points in the 1820s. The 20th century saw a rise in the Mafia, dominated by the Five Families, as well as in gangs, including the Black Spades. The Mafia presence has declined in the city in the 21st century.", "targets": "What was a notable 20th century gang in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aec886fa4d74003a5361196915fadf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Marzpanate period (428\u2013636), Armenia emerged as the Emirate of Armenia, an autonomous principality within the Arabic Empire, reuniting Armenian lands previously taken by the Byzantine Empire as well. The principality was ruled by the Prince of Armenia, and recognized by the Caliph and the Byzantine Emperor. It was part of the administrative division/emirate Arminiya created by the Arabs, which also included parts of Georgia and Caucasian Albania, and had its center in the Armenian city, Dvin. The Principality of Armenia lasted until 884, when it regained its independence from the weakened Arab Empire under King Ashot I Bagratuni.", "targets": "When was the Marzpanate era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aec886fa4d74003a5361196915fadf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Marzpanate period (428\u2013636), Armenia emerged as the Emirate of Armenia, an autonomous principality within the Arabic Empire, reuniting Armenian lands previously taken by the Byzantine Empire as well. The principality was ruled by the Prince of Armenia, and recognized by the Caliph and the Byzantine Emperor. It was part of the administrative division/emirate Arminiya created by the Arabs, which also included parts of Georgia and Caucasian Albania, and had its center in the Armenian city, Dvin. The Principality of Armenia lasted until 884, when it regained its independence from the weakened Arab Empire under King Ashot I Bagratuni.", "targets": "When did the Principality of Armenia end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aec886fa4d74003a5361196915fadf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Marzpanate period (428\u2013636), Armenia emerged as the Emirate of Armenia, an autonomous principality within the Arabic Empire, reuniting Armenian lands previously taken by the Byzantine Empire as well. The principality was ruled by the Prince of Armenia, and recognized by the Caliph and the Byzantine Emperor. It was part of the administrative division/emirate Arminiya created by the Arabs, which also included parts of Georgia and Caucasian Albania, and had its center in the Armenian city, Dvin. The Principality of Armenia lasted until 884, when it regained its independence from the weakened Arab Empire under King Ashot I Bagratuni.", "targets": "Under which ruler did the Principality of Armenia gain its independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aec886fa4d74003a5361196915fadf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Marzpanate period (428\u2013636), Armenia emerged as the Emirate of Armenia, an autonomous principality within the Arabic Empire, reuniting Armenian lands previously taken by the Byzantine Empire as well. The principality was ruled by the Prince of Armenia, and recognized by the Caliph and the Byzantine Emperor. It was part of the administrative division/emirate Arminiya created by the Arabs, which also included parts of Georgia and Caucasian Albania, and had its center in the Armenian city, Dvin. The Principality of Armenia lasted until 884, when it regained its independence from the weakened Arab Empire under King Ashot I Bagratuni.", "targets": "Where was the Principality of Armenia centered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aec886fa4d74003a5361196915fadf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Marzpanate period (428\u2013636), Armenia emerged as the Emirate of Armenia, an autonomous principality within the Arabic Empire, reuniting Armenian lands previously taken by the Byzantine Empire as well. The principality was ruled by the Prince of Armenia, and recognized by the Caliph and the Byzantine Emperor. It was part of the administrative division/emirate Arminiya created by the Arabs, which also included parts of Georgia and Caucasian Albania, and had its center in the Armenian city, Dvin. The Principality of Armenia lasted until 884, when it regained its independence from the weakened Arab Empire under King Ashot I Bagratuni.", "targets": "Who ruled the Emirate of Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-519624974e9b4e14adbda5128ffe7f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 April 1973, Gaddafi proclaimed the start of a \"Popular Revolution\" in a Zuwarah speech. He initiated this with a 5-point plan, the first point of which dissolved all existing laws, to be replaced by revolutionary enactments. The second point proclaimed that all opponents of the revolution had to be removed, while the third initiated an administrative revolution that Gaddafi proclaimed would remove all traces of bureaucracy and the bourgeoisie. The fourth point announced that the population must form People's Committees and be armed to defend the revolution, while the fifth proclaimed the beginning of a cultural revolution to expunge Libya of \"poisonous\" foreign influences. He began to lecture on this new phase of the revolution in Libya, Egypt, and France.", "targets": "On what date did Gaddafi declare the beginning of a \"Popular Revolution\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-519624974e9b4e14adbda5128ffe7f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 April 1973, Gaddafi proclaimed the start of a \"Popular Revolution\" in a Zuwarah speech. He initiated this with a 5-point plan, the first point of which dissolved all existing laws, to be replaced by revolutionary enactments. The second point proclaimed that all opponents of the revolution had to be removed, while the third initiated an administrative revolution that Gaddafi proclaimed would remove all traces of bureaucracy and the bourgeoisie. The fourth point announced that the population must form People's Committees and be armed to defend the revolution, while the fifth proclaimed the beginning of a cultural revolution to expunge Libya of \"poisonous\" foreign influences. He began to lecture on this new phase of the revolution in Libya, Egypt, and France.", "targets": "What type of revolution began as a result of the third point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-519624974e9b4e14adbda5128ffe7f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 April 1973, Gaddafi proclaimed the start of a \"Popular Revolution\" in a Zuwarah speech. He initiated this with a 5-point plan, the first point of which dissolved all existing laws, to be replaced by revolutionary enactments. The second point proclaimed that all opponents of the revolution had to be removed, while the third initiated an administrative revolution that Gaddafi proclaimed would remove all traces of bureaucracy and the bourgeoisie. The fourth point announced that the population must form People's Committees and be armed to defend the revolution, while the fifth proclaimed the beginning of a cultural revolution to expunge Libya of \"poisonous\" foreign influences. He began to lecture on this new phase of the revolution in Libya, Egypt, and France.", "targets": "What happened to Libya's laws as a result of the first point of Gaddafi's speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-519624974e9b4e14adbda5128ffe7f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 April 1973, Gaddafi proclaimed the start of a \"Popular Revolution\" in a Zuwarah speech. He initiated this with a 5-point plan, the first point of which dissolved all existing laws, to be replaced by revolutionary enactments. The second point proclaimed that all opponents of the revolution had to be removed, while the third initiated an administrative revolution that Gaddafi proclaimed would remove all traces of bureaucracy and the bourgeoisie. The fourth point announced that the population must form People's Committees and be armed to defend the revolution, while the fifth proclaimed the beginning of a cultural revolution to expunge Libya of \"poisonous\" foreign influences. He began to lecture on this new phase of the revolution in Libya, Egypt, and France.", "targets": "How many points did the Popular Revolution plan have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-519624974e9b4e14adbda5128ffe7f63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 April 1973, Gaddafi proclaimed the start of a \"Popular Revolution\" in a Zuwarah speech. He initiated this with a 5-point plan, the first point of which dissolved all existing laws, to be replaced by revolutionary enactments. The second point proclaimed that all opponents of the revolution had to be removed, while the third initiated an administrative revolution that Gaddafi proclaimed would remove all traces of bureaucracy and the bourgeoisie. The fourth point announced that the population must form People's Committees and be armed to defend the revolution, while the fifth proclaimed the beginning of a cultural revolution to expunge Libya of \"poisonous\" foreign influences. He began to lecture on this new phase of the revolution in Libya, Egypt, and France.", "targets": "Along with Libya and France, where did Gaddafi speak on the Popular Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-288d28faa29f43fbaaa861520558af18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The center of all mystical experience is, of course, Christ. English Dominicans sought to gain a full knowledge of Christ through an imitation of His life. English mystics of all types tended to focus on the moral values that the events in Christ's life exemplified. This led to a \"progressive understanding of the meanings of Scripture--literal, moral, allegorical, and anagogical\"\u2014that was contained within the mystical journey itself. From these considerations of Scripture comes the simplest way to imitate Christ: an emulation of the moral actions and attitudes that Jesus demonstrated in His earthly ministry becomes the most significant way to feel and have knowledge of God.", "targets": "How did the English order hope to gain knowledge of Christ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-288d28faa29f43fbaaa861520558af18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The center of all mystical experience is, of course, Christ. English Dominicans sought to gain a full knowledge of Christ through an imitation of His life. English mystics of all types tended to focus on the moral values that the events in Christ's life exemplified. This led to a \"progressive understanding of the meanings of Scripture--literal, moral, allegorical, and anagogical\"\u2014that was contained within the mystical journey itself. From these considerations of Scripture comes the simplest way to imitate Christ: an emulation of the moral actions and attitudes that Jesus demonstrated in His earthly ministry becomes the most significant way to feel and have knowledge of God.", "targets": "Who is at the center of all mystical experiences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-288d28faa29f43fbaaa861520558af18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The center of all mystical experience is, of course, Christ. English Dominicans sought to gain a full knowledge of Christ through an imitation of His life. English mystics of all types tended to focus on the moral values that the events in Christ's life exemplified. This led to a \"progressive understanding of the meanings of Scripture--literal, moral, allegorical, and anagogical\"\u2014that was contained within the mystical journey itself. From these considerations of Scripture comes the simplest way to imitate Christ: an emulation of the moral actions and attitudes that Jesus demonstrated in His earthly ministry becomes the most significant way to feel and have knowledge of God.", "targets": "What is the most significant way to know Christ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-288d28faa29f43fbaaa861520558af18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The center of all mystical experience is, of course, Christ. English Dominicans sought to gain a full knowledge of Christ through an imitation of His life. English mystics of all types tended to focus on the moral values that the events in Christ's life exemplified. This led to a \"progressive understanding of the meanings of Scripture--literal, moral, allegorical, and anagogical\"\u2014that was contained within the mystical journey itself. From these considerations of Scripture comes the simplest way to imitate Christ: an emulation of the moral actions and attitudes that Jesus demonstrated in His earthly ministry becomes the most significant way to feel and have knowledge of God.", "targets": "What did English mystics tend to focus on in their studies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-288d28faa29f43fbaaa861520558af18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The center of all mystical experience is, of course, Christ. English Dominicans sought to gain a full knowledge of Christ through an imitation of His life. English mystics of all types tended to focus on the moral values that the events in Christ's life exemplified. This led to a \"progressive understanding of the meanings of Scripture--literal, moral, allegorical, and anagogical\"\u2014that was contained within the mystical journey itself. From these considerations of Scripture comes the simplest way to imitate Christ: an emulation of the moral actions and attitudes that Jesus demonstrated in His earthly ministry becomes the most significant way to feel and have knowledge of God.", "targets": "What type of understanding of scripture did the English Order subscribe to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2df4c112b5534425b62651ce50d780de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnivore was an electronic eavesdropping software system implemented by the FBI during the Clinton administration; it was designed to monitor email and electronic communications. After prolonged negative coverage in the press, the FBI changed the name of its system from \"Carnivore\" to \"DCS1000.\" DCS is reported to stand for \"Digital Collection System\"; the system has the same functions as before. The Associated Press reported in mid-January 2005 that the FBI essentially abandoned the use of Carnivore in 2001, in favor of commercially available software, such as NarusInsight.", "targets": "What was the electronic eavesdropping system used by the FBI during the Clinton presidency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2df4c112b5534425b62651ce50d780de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnivore was an electronic eavesdropping software system implemented by the FBI during the Clinton administration; it was designed to monitor email and electronic communications. After prolonged negative coverage in the press, the FBI changed the name of its system from \"Carnivore\" to \"DCS1000.\" DCS is reported to stand for \"Digital Collection System\"; the system has the same functions as before. The Associated Press reported in mid-January 2005 that the FBI essentially abandoned the use of Carnivore in 2001, in favor of commercially available software, such as NarusInsight.", "targets": "What did Carnivore monitor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2df4c112b5534425b62651ce50d780de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnivore was an electronic eavesdropping software system implemented by the FBI during the Clinton administration; it was designed to monitor email and electronic communications. After prolonged negative coverage in the press, the FBI changed the name of its system from \"Carnivore\" to \"DCS1000.\" DCS is reported to stand for \"Digital Collection System\"; the system has the same functions as before. The Associated Press reported in mid-January 2005 that the FBI essentially abandoned the use of Carnivore in 2001, in favor of commercially available software, such as NarusInsight.", "targets": "What was Carnivore renamed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2df4c112b5534425b62651ce50d780de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnivore was an electronic eavesdropping software system implemented by the FBI during the Clinton administration; it was designed to monitor email and electronic communications. After prolonged negative coverage in the press, the FBI changed the name of its system from \"Carnivore\" to \"DCS1000.\" DCS is reported to stand for \"Digital Collection System\"; the system has the same functions as before. The Associated Press reported in mid-January 2005 that the FBI essentially abandoned the use of Carnivore in 2001, in favor of commercially available software, such as NarusInsight.", "targets": "When did the FBI abandon Carnivore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2df4c112b5534425b62651ce50d780de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carnivore was an electronic eavesdropping software system implemented by the FBI during the Clinton administration; it was designed to monitor email and electronic communications. After prolonged negative coverage in the press, the FBI changed the name of its system from \"Carnivore\" to \"DCS1000.\" DCS is reported to stand for \"Digital Collection System\"; the system has the same functions as before. The Associated Press reported in mid-January 2005 that the FBI essentially abandoned the use of Carnivore in 2001, in favor of commercially available software, such as NarusInsight.", "targets": "What kind of software replaced Carnivore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f5db23f0d4bd4958590c0f0e64464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reactive oxygen species, such as superoxide ion (O\u2212\n2) and hydrogen peroxide (H\n2O\n2), are dangerous by-products of oxygen use in organisms. Parts of the immune system of higher organisms create peroxide, superoxide, and singlet oxygen to destroy invading microbes. Reactive oxygen species also play an important role in the hypersensitive response of plants against pathogen attack. Oxygen is toxic to obligately anaerobic organisms, which were the dominant form of early life on Earth until O\n2 began to accumulate in the atmosphere about 2.5 billion years ago during the Great Oxygenation Event, about a billion years after the first appearance of these organisms.", "targets": "What do the reactive forms of oxygen produce in organisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f5db23f0d4bd4958590c0f0e64464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reactive oxygen species, such as superoxide ion (O\u2212\n2) and hydrogen peroxide (H\n2O\n2), are dangerous by-products of oxygen use in organisms. Parts of the immune system of higher organisms create peroxide, superoxide, and singlet oxygen to destroy invading microbes. Reactive oxygen species also play an important role in the hypersensitive response of plants against pathogen attack. Oxygen is toxic to obligately anaerobic organisms, which were the dominant form of early life on Earth until O\n2 began to accumulate in the atmosphere about 2.5 billion years ago during the Great Oxygenation Event, about a billion years after the first appearance of these organisms.", "targets": "For what purpose do organisms make peroxide and superoxide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f5db23f0d4bd4958590c0f0e64464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reactive oxygen species, such as superoxide ion (O\u2212\n2) and hydrogen peroxide (H\n2O\n2), are dangerous by-products of oxygen use in organisms. Parts of the immune system of higher organisms create peroxide, superoxide, and singlet oxygen to destroy invading microbes. Reactive oxygen species also play an important role in the hypersensitive response of plants against pathogen attack. Oxygen is toxic to obligately anaerobic organisms, which were the dominant form of early life on Earth until O\n2 began to accumulate in the atmosphere about 2.5 billion years ago during the Great Oxygenation Event, about a billion years after the first appearance of these organisms.", "targets": "Against what does reactive oxygen play in plant defense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f5db23f0d4bd4958590c0f0e64464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reactive oxygen species, such as superoxide ion (O\u2212\n2) and hydrogen peroxide (H\n2O\n2), are dangerous by-products of oxygen use in organisms. Parts of the immune system of higher organisms create peroxide, superoxide, and singlet oxygen to destroy invading microbes. Reactive oxygen species also play an important role in the hypersensitive response of plants against pathogen attack. Oxygen is toxic to obligately anaerobic organisms, which were the dominant form of early life on Earth until O\n2 began to accumulate in the atmosphere about 2.5 billion years ago during the Great Oxygenation Event, about a billion years after the first appearance of these organisms.", "targets": "To what type of organisms is oxygen toxic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53f5db23f0d4bd4958590c0f0e64464", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reactive oxygen species, such as superoxide ion (O\u2212\n2) and hydrogen peroxide (H\n2O\n2), are dangerous by-products of oxygen use in organisms. Parts of the immune system of higher organisms create peroxide, superoxide, and singlet oxygen to destroy invading microbes. Reactive oxygen species also play an important role in the hypersensitive response of plants against pathogen attack. Oxygen is toxic to obligately anaerobic organisms, which were the dominant form of early life on Earth until O\n2 began to accumulate in the atmosphere about 2.5 billion years ago during the Great Oxygenation Event, about a billion years after the first appearance of these organisms.", "targets": "When did O2 begin to acculturate in the atmosphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0bc9ea1df14700be0a49bc0263036b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Europe's flora is that of the Mediterranean Region, one of the phytochoria recognized by Armen Takhtajan. The Mediterranean and Submediterranean climate regions in Europe are found in much of Southern Europe, mainly in Southern Portugal, most of Spain, the southern coast of France, Italy, the Croatian coast, much of Bosnia, Montenegro, Albania, Macedonia, Greece, and the Mediterranean islands.", "targets": "What is a word that can be used to describe the plant life of southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0bc9ea1df14700be0a49bc0263036b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Europe's flora is that of the Mediterranean Region, one of the phytochoria recognized by Armen Takhtajan. The Mediterranean and Submediterranean climate regions in Europe are found in much of Southern Europe, mainly in Southern Portugal, most of Spain, the southern coast of France, Italy, the Croatian coast, much of Bosnia, Montenegro, Albania, Macedonia, Greece, and the Mediterranean islands.", "targets": "Who coined the term phytochoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb8a0f31dca4143884dcb3b98555dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War II, Oklahoma City developed major stockyards, attracting jobs and revenue formerly in Chicago and Omaha, Nebraska. With the 1928 discovery of oil within the city limits (including under the State Capitol), Oklahoma City became a major center of oil production. Post-war growth accompanied the construction of the Interstate Highway System, which made Oklahoma City a major interchange as the convergence of I-35, I-40 and I-44. It was also aided by federal development of Tinker Air Force Base.", "targets": "When was oil discovered in the city limits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb8a0f31dca4143884dcb3b98555dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before World War II, Oklahoma City developed major stockyards, attracting jobs and revenue formerly in Chicago and Omaha, Nebraska. With the 1928 discovery of oil within the city limits (including under the State Capitol), Oklahoma City became a major center of oil production. Post-war growth accompanied the construction of the Interstate Highway System, which made Oklahoma City a major interchange as the convergence of I-35, I-40 and I-44. It was also aided by federal development of Tinker Air Force Base.", "targets": "What routes used Oklahoma City as a major route change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4bc5a22acf040d4a7f4ab3f19114c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "P\u0101\u015bupata Shaivism (P\u0101\u015bupata, \"of Pa\u015bupati\") is the oldest of the major Shaiva schools. The philosophy of Pashupata sect was systematized by Lakulish in the 2nd century CE. Pa\u015bu in Pa\u015bupati refers to the effect (or created world), the word designates that which is dependent on something ulterior. Whereas, Pati means the cause (or principium), the word designates the Lord, who is the cause of the universe, the pati, or the ruler. Pashupatas disapproved of Vaishnava theology, known for its doctrine servitude of souls to the Supreme Being, on the grounds that dependence upon anything could not be the means of cessation of pain and other desired ends. They recognised that those depending upon another and longing for independence will not be emancipated because they still depend upon something other than themselves. According to P\u0101\u015bupatas, soul possesses the attributes of the Supreme Deity when it becomes liberated from the 'germ of every pain'.", "targets": "What is the oldest school of Shaivism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4bc5a22acf040d4a7f4ab3f19114c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "P\u0101\u015bupata Shaivism (P\u0101\u015bupata, \"of Pa\u015bupati\") is the oldest of the major Shaiva schools. The philosophy of Pashupata sect was systematized by Lakulish in the 2nd century CE. Pa\u015bu in Pa\u015bupati refers to the effect (or created world), the word designates that which is dependent on something ulterior. Whereas, Pati means the cause (or principium), the word designates the Lord, who is the cause of the universe, the pati, or the ruler. Pashupatas disapproved of Vaishnava theology, known for its doctrine servitude of souls to the Supreme Being, on the grounds that dependence upon anything could not be the means of cessation of pain and other desired ends. They recognised that those depending upon another and longing for independence will not be emancipated because they still depend upon something other than themselves. According to P\u0101\u015bupatas, soul possesses the attributes of the Supreme Deity when it becomes liberated from the 'germ of every pain'.", "targets": "Who organized the Pasupata philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4bc5a22acf040d4a7f4ab3f19114c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "P\u0101\u015bupata Shaivism (P\u0101\u015bupata, \"of Pa\u015bupati\") is the oldest of the major Shaiva schools. The philosophy of Pashupata sect was systematized by Lakulish in the 2nd century CE. Pa\u015bu in Pa\u015bupati refers to the effect (or created world), the word designates that which is dependent on something ulterior. Whereas, Pati means the cause (or principium), the word designates the Lord, who is the cause of the universe, the pati, or the ruler. Pashupatas disapproved of Vaishnava theology, known for its doctrine servitude of souls to the Supreme Being, on the grounds that dependence upon anything could not be the means of cessation of pain and other desired ends. They recognised that those depending upon another and longing for independence will not be emancipated because they still depend upon something other than themselves. According to P\u0101\u015bupatas, soul possesses the attributes of the Supreme Deity when it becomes liberated from the 'germ of every pain'.", "targets": "When did Lakulish systematize the Pasupata Shaivism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4bc5a22acf040d4a7f4ab3f19114c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "P\u0101\u015bupata Shaivism (P\u0101\u015bupata, \"of Pa\u015bupati\") is the oldest of the major Shaiva schools. The philosophy of Pashupata sect was systematized by Lakulish in the 2nd century CE. Pa\u015bu in Pa\u015bupati refers to the effect (or created world), the word designates that which is dependent on something ulterior. Whereas, Pati means the cause (or principium), the word designates the Lord, who is the cause of the universe, the pati, or the ruler. Pashupatas disapproved of Vaishnava theology, known for its doctrine servitude of souls to the Supreme Being, on the grounds that dependence upon anything could not be the means of cessation of pain and other desired ends. They recognised that those depending upon another and longing for independence will not be emancipated because they still depend upon something other than themselves. According to P\u0101\u015bupatas, soul possesses the attributes of the Supreme Deity when it becomes liberated from the 'germ of every pain'.", "targets": "What school of philosophy did the Pasupatas dislike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4bc5a22acf040d4a7f4ab3f19114c50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "P\u0101\u015bupata Shaivism (P\u0101\u015bupata, \"of Pa\u015bupati\") is the oldest of the major Shaiva schools. The philosophy of Pashupata sect was systematized by Lakulish in the 2nd century CE. Pa\u015bu in Pa\u015bupati refers to the effect (or created world), the word designates that which is dependent on something ulterior. Whereas, Pati means the cause (or principium), the word designates the Lord, who is the cause of the universe, the pati, or the ruler. Pashupatas disapproved of Vaishnava theology, known for its doctrine servitude of souls to the Supreme Being, on the grounds that dependence upon anything could not be the means of cessation of pain and other desired ends. They recognised that those depending upon another and longing for independence will not be emancipated because they still depend upon something other than themselves. According to P\u0101\u015bupatas, soul possesses the attributes of the Supreme Deity when it becomes liberated from the 'germ of every pain'.", "targets": "What aspect of Vaishnava was unpalatable for the Pasupatas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b185f4b6c08478d9c7ab589819c7c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of a gene consists of many elements of which the actual protein coding sequence is often only a small part. These include DNA regions that are not transcribed as well as untranslated regions of the RNA.", "targets": "Often, how large a part of the structure of a gene is the protein coding sequence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b185f4b6c08478d9c7ab589819c7c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of a gene consists of many elements of which the actual protein coding sequence is often only a small part. These include DNA regions that are not transcribed as well as untranslated regions of the RNA.", "targets": "What often plays only a small part in the structure of a gene? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b185f4b6c08478d9c7ab589819c7c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of a gene consists of many elements of which the actual protein coding sequence is often only a small part. These include DNA regions that are not transcribed as well as untranslated regions of the RNA.", "targets": "What is one of the many elements that the structure of a gene consists of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b185f4b6c08478d9c7ab589819c7c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of a gene consists of many elements of which the actual protein coding sequence is often only a small part. These include DNA regions that are not transcribed as well as untranslated regions of the RNA.", "targets": "What is another element of the structure of a gene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b185f4b6c08478d9c7ab589819c7c36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of a gene consists of many elements of which the actual protein coding sequence is often only a small part. These include DNA regions that are not transcribed as well as untranslated regions of the RNA.", "targets": "What elements does the structure of a gene consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "Why did Greg Dyke of London Weekend Television meet with representatives of the biggest five English football clubs in 1990?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "Why did Dyke only want the larger clubs featured on national television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "Did the five clubs think this was a good idea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "Were talks held with the Football Association to see if they were okay with this plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "Who was the London Weekend Television's managing director?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "In which year did the managing director meet with the representatives of the \"big five\" football clubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "In which country did the managing director meet with the representatives of the \"big five\" football clubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "Which Arsenal representative held talks with the Football Association about getting their backing for the new league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359a903ac96f4214a77c41188a637818", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The managing director of London Weekend Television (LWT), Greg Dyke, met with the representatives of the \"big five\" football clubs in England in 1990. The meeting was to pave the way for a break away from The Football League. Dyke believed that it would be more lucrative for LWT if only the larger clubs in the country were featured on national television and wanted to establish whether the clubs would be interested in a larger share of television rights money. The five clubs decided it was a good idea and decided to press ahead with it; however, the league would have no credibility without the backing of The Football Association and so David Dein of Arsenal held talks to see whether the FA were receptive to the idea. The FA did not enjoy an amicable relationship with the Football League at the time and considered it as a way to weaken the Football League's position.", "targets": "What did the Football Association want to do through building a relationship with the new league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42386b3737794bb3867ad6467edf34f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia has a tropical savanna climate (Aw) according to the K\u00f6ppen system, with two distinct seasons: the rainy season, from October to April, and a dry season, from May to September. The average temperature is 20.6 \u00b0C (69.1 \u00b0F). September, at the end of the dry season, has the highest average maximum temperature, 28.3 \u00b0C (82.9 \u00b0F), has major and minor lower maximum average temperature, of 25.1 \u00b0C (77.2 \u00b0F) and 12.9 \u00b0C (55.2 \u00b0F), respectively. Average temperatures from September through March are a consistent 22 \u00b0C (72 \u00b0F). With 247.4 mm (9.7 in), January is the month with the highest rainfall of the year, while June is the lowest, with only 8.7 mm (0.3 in).", "targets": "What climate type does Brasilia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42386b3737794bb3867ad6467edf34f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia has a tropical savanna climate (Aw) according to the K\u00f6ppen system, with two distinct seasons: the rainy season, from October to April, and a dry season, from May to September. The average temperature is 20.6 \u00b0C (69.1 \u00b0F). September, at the end of the dry season, has the highest average maximum temperature, 28.3 \u00b0C (82.9 \u00b0F), has major and minor lower maximum average temperature, of 25.1 \u00b0C (77.2 \u00b0F) and 12.9 \u00b0C (55.2 \u00b0F), respectively. Average temperatures from September through March are a consistent 22 \u00b0C (72 \u00b0F). With 247.4 mm (9.7 in), January is the month with the highest rainfall of the year, while June is the lowest, with only 8.7 mm (0.3 in).", "targets": "When is Brasilia's rainy season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42386b3737794bb3867ad6467edf34f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia has a tropical savanna climate (Aw) according to the K\u00f6ppen system, with two distinct seasons: the rainy season, from October to April, and a dry season, from May to September. The average temperature is 20.6 \u00b0C (69.1 \u00b0F). September, at the end of the dry season, has the highest average maximum temperature, 28.3 \u00b0C (82.9 \u00b0F), has major and minor lower maximum average temperature, of 25.1 \u00b0C (77.2 \u00b0F) and 12.9 \u00b0C (55.2 \u00b0F), respectively. Average temperatures from September through March are a consistent 22 \u00b0C (72 \u00b0F). With 247.4 mm (9.7 in), January is the month with the highest rainfall of the year, while June is the lowest, with only 8.7 mm (0.3 in).", "targets": "When is Brasilia's dry season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42386b3737794bb3867ad6467edf34f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia has a tropical savanna climate (Aw) according to the K\u00f6ppen system, with two distinct seasons: the rainy season, from October to April, and a dry season, from May to September. The average temperature is 20.6 \u00b0C (69.1 \u00b0F). September, at the end of the dry season, has the highest average maximum temperature, 28.3 \u00b0C (82.9 \u00b0F), has major and minor lower maximum average temperature, of 25.1 \u00b0C (77.2 \u00b0F) and 12.9 \u00b0C (55.2 \u00b0F), respectively. Average temperatures from September through March are a consistent 22 \u00b0C (72 \u00b0F). With 247.4 mm (9.7 in), January is the month with the highest rainfall of the year, while June is the lowest, with only 8.7 mm (0.3 in).", "targets": "What is the average maximum temperature in Brasilia in September?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42386b3737794bb3867ad6467edf34f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia has a tropical savanna climate (Aw) according to the K\u00f6ppen system, with two distinct seasons: the rainy season, from October to April, and a dry season, from May to September. The average temperature is 20.6 \u00b0C (69.1 \u00b0F). September, at the end of the dry season, has the highest average maximum temperature, 28.3 \u00b0C (82.9 \u00b0F), has major and minor lower maximum average temperature, of 25.1 \u00b0C (77.2 \u00b0F) and 12.9 \u00b0C (55.2 \u00b0F), respectively. Average temperatures from September through March are a consistent 22 \u00b0C (72 \u00b0F). With 247.4 mm (9.7 in), January is the month with the highest rainfall of the year, while June is the lowest, with only 8.7 mm (0.3 in).", "targets": "Which month does Brasilia have the highest rainfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "What is listed as Chopin's official cause of death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "What was the name of Chopin's doctor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "What has the Polish government not allowed to find true cause of death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "What was the cause of death on Chopin's death certificate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "Who was Chopin's physician?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "Other possiblities for Chopin's death include cirrhosis, alpha 1-antitrypsin deficiency, and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2aa46d2d9f3469d864db055679f0bbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's disease and the cause of his death have since been a matter of discussion. His death certificate gave the cause as tuberculosis, and his physician, Jean Cruveilhier, was then the leading French authority on this disease. Other possibilities have been advanced including cystic fibrosis, cirrhosis and alpha 1-antitrypsin deficiency. However, the attribution of tuberculosis as principal cause of death has not been disproved. Permission for DNA testing, which could put the matter to rest, has been denied by the Polish government.", "targets": "Who has denied testing Chopin's DNA to determine the actual cause of death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01028c9482ac421da7a10a9e51ae77ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French capture of Algeria (1833), that region saw several waves of Catalan-speaking settlers. People from the Spanish Alacant province settled around Oran, whereas Algiers received immigration from Northern Catalonia and Minorca. Their speech was known as patuet. By 1911, the number of Catalan speakers was around 100,000. After the declaration of independence of Algeria in 1962, almost all the Catalan speakers fled to Northern Catalonia (as Pieds-Noirs) or Alacant.", "targets": "When did the French obtain Algeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01028c9482ac421da7a10a9e51ae77ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French capture of Algeria (1833), that region saw several waves of Catalan-speaking settlers. People from the Spanish Alacant province settled around Oran, whereas Algiers received immigration from Northern Catalonia and Minorca. Their speech was known as patuet. By 1911, the number of Catalan speakers was around 100,000. After the declaration of independence of Algeria in 1962, almost all the Catalan speakers fled to Northern Catalonia (as Pieds-Noirs) or Alacant.", "targets": "Where did the Algiers immigrants come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01028c9482ac421da7a10a9e51ae77ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French capture of Algeria (1833), that region saw several waves of Catalan-speaking settlers. People from the Spanish Alacant province settled around Oran, whereas Algiers received immigration from Northern Catalonia and Minorca. Their speech was known as patuet. By 1911, the number of Catalan speakers was around 100,000. After the declaration of independence of Algeria in 1962, almost all the Catalan speakers fled to Northern Catalonia (as Pieds-Noirs) or Alacant.", "targets": "What was the Catalan immigrant's speech called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01028c9482ac421da7a10a9e51ae77ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French capture of Algeria (1833), that region saw several waves of Catalan-speaking settlers. People from the Spanish Alacant province settled around Oran, whereas Algiers received immigration from Northern Catalonia and Minorca. Their speech was known as patuet. By 1911, the number of Catalan speakers was around 100,000. After the declaration of independence of Algeria in 1962, almost all the Catalan speakers fled to Northern Catalonia (as Pieds-Noirs) or Alacant.", "targets": "How many Catalan speakers lived in Algiers by 1911?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01028c9482ac421da7a10a9e51ae77ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the French capture of Algeria (1833), that region saw several waves of Catalan-speaking settlers. People from the Spanish Alacant province settled around Oran, whereas Algiers received immigration from Northern Catalonia and Minorca. Their speech was known as patuet. By 1911, the number of Catalan speakers was around 100,000. After the declaration of independence of Algeria in 1962, almost all the Catalan speakers fled to Northern Catalonia (as Pieds-Noirs) or Alacant.", "targets": "When did most Catalan speakers leave northern Catalonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba3cb30c694241c1bc1e2dcfb333d66d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are quite a few different dielectrics that can be chosen to provide different insulating values depending on the requirements of the circuit. Some of these dielectrics are polytetrafluoroethylene (Teflon), FR-4, FR-1, CEM-1 or CEM-3. Well known pre-preg materials used in the PCB industry are FR-2 (phenolic cotton paper), FR-3 (cotton paper and epoxy), FR-4 (woven glass and epoxy), FR-5 (woven glass and epoxy), FR-6 (matte glass and polyester), G-10 (woven glass and epoxy), CEM-1 (cotton paper and epoxy), CEM-2 (cotton paper and epoxy), CEM-3 (non-woven glass and epoxy), CEM-4 (woven glass and epoxy), CEM-5 (woven glass and polyester). Thermal expansion is an important consideration especially with ball grid array (BGA) and naked die technologies, and glass fiber offers the best dimensional stability.", "targets": "What's the common name of polytetrafluoroethylene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba3cb30c694241c1bc1e2dcfb333d66d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are quite a few different dielectrics that can be chosen to provide different insulating values depending on the requirements of the circuit. Some of these dielectrics are polytetrafluoroethylene (Teflon), FR-4, FR-1, CEM-1 or CEM-3. Well known pre-preg materials used in the PCB industry are FR-2 (phenolic cotton paper), FR-3 (cotton paper and epoxy), FR-4 (woven glass and epoxy), FR-5 (woven glass and epoxy), FR-6 (matte glass and polyester), G-10 (woven glass and epoxy), CEM-1 (cotton paper and epoxy), CEM-2 (cotton paper and epoxy), CEM-3 (non-woven glass and epoxy), CEM-4 (woven glass and epoxy), CEM-5 (woven glass and polyester). Thermal expansion is an important consideration especially with ball grid array (BGA) and naked die technologies, and glass fiber offers the best dimensional stability.", "targets": "What pre-preg material is designated by \"FR-2\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba3cb30c694241c1bc1e2dcfb333d66d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are quite a few different dielectrics that can be chosen to provide different insulating values depending on the requirements of the circuit. Some of these dielectrics are polytetrafluoroethylene (Teflon), FR-4, FR-1, CEM-1 or CEM-3. Well known pre-preg materials used in the PCB industry are FR-2 (phenolic cotton paper), FR-3 (cotton paper and epoxy), FR-4 (woven glass and epoxy), FR-5 (woven glass and epoxy), FR-6 (matte glass and polyester), G-10 (woven glass and epoxy), CEM-1 (cotton paper and epoxy), CEM-2 (cotton paper and epoxy), CEM-3 (non-woven glass and epoxy), CEM-4 (woven glass and epoxy), CEM-5 (woven glass and polyester). Thermal expansion is an important consideration especially with ball grid array (BGA) and naked die technologies, and glass fiber offers the best dimensional stability.", "targets": "To what type of packaging is thermal expansion particularly critical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba3cb30c694241c1bc1e2dcfb333d66d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are quite a few different dielectrics that can be chosen to provide different insulating values depending on the requirements of the circuit. Some of these dielectrics are polytetrafluoroethylene (Teflon), FR-4, FR-1, CEM-1 or CEM-3. Well known pre-preg materials used in the PCB industry are FR-2 (phenolic cotton paper), FR-3 (cotton paper and epoxy), FR-4 (woven glass and epoxy), FR-5 (woven glass and epoxy), FR-6 (matte glass and polyester), G-10 (woven glass and epoxy), CEM-1 (cotton paper and epoxy), CEM-2 (cotton paper and epoxy), CEM-3 (non-woven glass and epoxy), CEM-4 (woven glass and epoxy), CEM-5 (woven glass and polyester). Thermal expansion is an important consideration especially with ball grid array (BGA) and naked die technologies, and glass fiber offers the best dimensional stability.", "targets": "What material delivers optimum dimensional stability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba3cb30c694241c1bc1e2dcfb333d66d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are quite a few different dielectrics that can be chosen to provide different insulating values depending on the requirements of the circuit. Some of these dielectrics are polytetrafluoroethylene (Teflon), FR-4, FR-1, CEM-1 or CEM-3. Well known pre-preg materials used in the PCB industry are FR-2 (phenolic cotton paper), FR-3 (cotton paper and epoxy), FR-4 (woven glass and epoxy), FR-5 (woven glass and epoxy), FR-6 (matte glass and polyester), G-10 (woven glass and epoxy), CEM-1 (cotton paper and epoxy), CEM-2 (cotton paper and epoxy), CEM-3 (non-woven glass and epoxy), CEM-4 (woven glass and epoxy), CEM-5 (woven glass and polyester). Thermal expansion is an important consideration especially with ball grid array (BGA) and naked die technologies, and glass fiber offers the best dimensional stability.", "targets": "What dielectric is matte glass and polyester?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f0c9cf47754386b8656d6ee123f044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana's personal income tax contains 7 brackets, with rates ranging from 1 percent to 6.9 percent. Montana has no sales tax. In Montana, household goods are exempt from property taxes. However, property taxes are assessed on livestock, farm machinery, heavy equipment, automobiles, trucks, and business equipment. The amount of property tax owed is not determined solely by the property's value. The property's value is multiplied by a tax rate, set by the Montana Legislature, to determine its taxable value. The taxable value is then multiplied by the mill levy established by various taxing jurisdictions\u2014city and county government, school districts and others.", "targets": "How many tax brackets does Montana have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f0c9cf47754386b8656d6ee123f044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana's personal income tax contains 7 brackets, with rates ranging from 1 percent to 6.9 percent. Montana has no sales tax. In Montana, household goods are exempt from property taxes. However, property taxes are assessed on livestock, farm machinery, heavy equipment, automobiles, trucks, and business equipment. The amount of property tax owed is not determined solely by the property's value. The property's value is multiplied by a tax rate, set by the Montana Legislature, to determine its taxable value. The taxable value is then multiplied by the mill levy established by various taxing jurisdictions\u2014city and county government, school districts and others.", "targets": "What is the highest tax bracket in Montana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f0c9cf47754386b8656d6ee123f044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana's personal income tax contains 7 brackets, with rates ranging from 1 percent to 6.9 percent. Montana has no sales tax. In Montana, household goods are exempt from property taxes. However, property taxes are assessed on livestock, farm machinery, heavy equipment, automobiles, trucks, and business equipment. The amount of property tax owed is not determined solely by the property's value. The property's value is multiplied by a tax rate, set by the Montana Legislature, to determine its taxable value. The taxable value is then multiplied by the mill levy established by various taxing jurisdictions\u2014city and county government, school districts and others.", "targets": "Does Montana have a sales tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13de242fb53a455890b0168713f060e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chen, the Ming officer of Hezhou (modern day Linxia) informed the Hongwu Emperor that the general situation in Dbus and Gtsang \"was under control,\" and so he suggested to the emperor that he offer the second Phagmodru ruler, Jamyang Shakya Gyaltsen, an official title. According to the Records of the Founding Emperor, the Hongwu Emperor issued an edict granting the title \"Initiation State Master\" to Sagya Gyaincain, while the latter sent envoys to the Ming court to hand over his jade seal of authority along with tribute of colored silk and satin, statues of the Buddha, Buddhist scriptures, and sarira.", "targets": "Who did the Hongwu Emperor grant the title Initiation State Master to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13de242fb53a455890b0168713f060e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chen, the Ming officer of Hezhou (modern day Linxia) informed the Hongwu Emperor that the general situation in Dbus and Gtsang \"was under control,\" and so he suggested to the emperor that he offer the second Phagmodru ruler, Jamyang Shakya Gyaltsen, an official title. According to the Records of the Founding Emperor, the Hongwu Emperor issued an edict granting the title \"Initiation State Master\" to Sagya Gyaincain, while the latter sent envoys to the Ming court to hand over his jade seal of authority along with tribute of colored silk and satin, statues of the Buddha, Buddhist scriptures, and sarira.", "targets": "Who suggested to the emperor that an official title be granted to second Phagmodru ruler?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13de242fb53a455890b0168713f060e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chen, the Ming officer of Hezhou (modern day Linxia) informed the Hongwu Emperor that the general situation in Dbus and Gtsang \"was under control,\" and so he suggested to the emperor that he offer the second Phagmodru ruler, Jamyang Shakya Gyaltsen, an official title. According to the Records of the Founding Emperor, the Hongwu Emperor issued an edict granting the title \"Initiation State Master\" to Sagya Gyaincain, while the latter sent envoys to the Ming court to hand over his jade seal of authority along with tribute of colored silk and satin, statues of the Buddha, Buddhist scriptures, and sarira.", "targets": "Who was the second Phagmodru ruler?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13de242fb53a455890b0168713f060e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chen, the Ming officer of Hezhou (modern day Linxia) informed the Hongwu Emperor that the general situation in Dbus and Gtsang \"was under control,\" and so he suggested to the emperor that he offer the second Phagmodru ruler, Jamyang Shakya Gyaltsen, an official title. According to the Records of the Founding Emperor, the Hongwu Emperor issued an edict granting the title \"Initiation State Master\" to Sagya Gyaincain, while the latter sent envoys to the Ming court to hand over his jade seal of authority along with tribute of colored silk and satin, statues of the Buddha, Buddhist scriptures, and sarira.", "targets": "Who told the emperor that the situation in Dbus and Gtsang were under control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13de242fb53a455890b0168713f060e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Chen, the Ming officer of Hezhou (modern day Linxia) informed the Hongwu Emperor that the general situation in Dbus and Gtsang \"was under control,\" and so he suggested to the emperor that he offer the second Phagmodru ruler, Jamyang Shakya Gyaltsen, an official title. According to the Records of the Founding Emperor, the Hongwu Emperor issued an edict granting the title \"Initiation State Master\" to Sagya Gyaincain, while the latter sent envoys to the Ming court to hand over his jade seal of authority along with tribute of colored silk and satin, statues of the Buddha, Buddhist scriptures, and sarira.", "targets": "Where were the envoys sent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bdff0a5e68c4254b641d4a64de5439b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, the saloon, or lounge bar, had become a middle-class room[citation needed]\u2014carpets on the floor, cushions on the seats, and a penny or two on the prices,[citation needed] while the public bar, or tap room, remained working class with bare boards, sometimes with sawdust to absorb the spitting and spillages (known as \"spit and sawdust\"), hard bench seats, and cheap beer[citation needed]. This bar was known as the four-ale bar from the days when the cheapest beer served there cost 4 pence (4d) a quart.[citation needed]", "targets": "What socioeconomic class was associated with the lounge bar in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bdff0a5e68c4254b641d4a64de5439b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, the saloon, or lounge bar, had become a middle-class room[citation needed]\u2014carpets on the floor, cushions on the seats, and a penny or two on the prices,[citation needed] while the public bar, or tap room, remained working class with bare boards, sometimes with sawdust to absorb the spitting and spillages (known as \"spit and sawdust\"), hard bench seats, and cheap beer[citation needed]. This bar was known as the four-ale bar from the days when the cheapest beer served there cost 4 pence (4d) a quart.[citation needed]", "targets": "What economic class was most likely to be found in the tap room?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bdff0a5e68c4254b641d4a64de5439b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, the saloon, or lounge bar, had become a middle-class room[citation needed]\u2014carpets on the floor, cushions on the seats, and a penny or two on the prices,[citation needed] while the public bar, or tap room, remained working class with bare boards, sometimes with sawdust to absorb the spitting and spillages (known as \"spit and sawdust\"), hard bench seats, and cheap beer[citation needed]. This bar was known as the four-ale bar from the days when the cheapest beer served there cost 4 pence (4d) a quart.[citation needed]", "targets": "In pence, what did the cheapest beer cost in the four-ale bar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bdff0a5e68c4254b641d4a64de5439b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, the saloon, or lounge bar, had become a middle-class room[citation needed]\u2014carpets on the floor, cushions on the seats, and a penny or two on the prices,[citation needed] while the public bar, or tap room, remained working class with bare boards, sometimes with sawdust to absorb the spitting and spillages (known as \"spit and sawdust\"), hard bench seats, and cheap beer[citation needed]. This bar was known as the four-ale bar from the days when the cheapest beer served there cost 4 pence (4d) a quart.[citation needed]", "targets": "What was the tap room sawdust meant to absorb spills and spit called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bdff0a5e68c4254b641d4a64de5439b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 20th century, the saloon, or lounge bar, had become a middle-class room[citation needed]\u2014carpets on the floor, cushions on the seats, and a penny or two on the prices,[citation needed] while the public bar, or tap room, remained working class with bare boards, sometimes with sawdust to absorb the spitting and spillages (known as \"spit and sawdust\"), hard bench seats, and cheap beer[citation needed]. This bar was known as the four-ale bar from the days when the cheapest beer served there cost 4 pence (4d) a quart.[citation needed]", "targets": "What is another name for the lounge bar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e8f848386a34331adfab83126c1caae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1942, the governments of smaller powers began to push for an inter-governmental Asia-Pacific war council, based in Washington, D.C.. A council was established in London, with a subsidiary body in Washington. However, the smaller powers continued to push for an American-based body. The Pacific War Council was formed in Washington, on 1 April 1942, with President Franklin D. Roosevelt, his key advisor Harry Hopkins, and representatives from Britain, China, Australia, the Netherlands, New Zealand, and Canada. Representatives from India and the Philippines were later added. The council never had any direct operational control, and any decisions it made were referred to the U.S.-UK Combined Chiefs of Staff, which was also in Washington. Allied resistance, at first symbolic, gradually began to stiffen. Australian and Dutch forces led civilians in a prolonged guerilla campaign in Portuguese Timor.", "targets": "What American president was a member of the Pacific War Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e8f848386a34331adfab83126c1caae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1942, the governments of smaller powers began to push for an inter-governmental Asia-Pacific war council, based in Washington, D.C.. A council was established in London, with a subsidiary body in Washington. However, the smaller powers continued to push for an American-based body. The Pacific War Council was formed in Washington, on 1 April 1942, with President Franklin D. Roosevelt, his key advisor Harry Hopkins, and representatives from Britain, China, Australia, the Netherlands, New Zealand, and Canada. Representatives from India and the Philippines were later added. The council never had any direct operational control, and any decisions it made were referred to the U.S.-UK Combined Chiefs of Staff, which was also in Washington. Allied resistance, at first symbolic, gradually began to stiffen. Australian and Dutch forces led civilians in a prolonged guerilla campaign in Portuguese Timor.", "targets": "When was the Pacific War Council formed in Washingto D.C.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e8f848386a34331adfab83126c1caae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1942, the governments of smaller powers began to push for an inter-governmental Asia-Pacific war council, based in Washington, D.C.. A council was established in London, with a subsidiary body in Washington. However, the smaller powers continued to push for an American-based body. The Pacific War Council was formed in Washington, on 1 April 1942, with President Franklin D. Roosevelt, his key advisor Harry Hopkins, and representatives from Britain, China, Australia, the Netherlands, New Zealand, and Canada. Representatives from India and the Philippines were later added. The council never had any direct operational control, and any decisions it made were referred to the U.S.-UK Combined Chiefs of Staff, which was also in Washington. Allied resistance, at first symbolic, gradually began to stiffen. Australian and Dutch forces led civilians in a prolonged guerilla campaign in Portuguese Timor.", "targets": "Who was President Roosevelt's key advisor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e8f848386a34331adfab83126c1caae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1942, the governments of smaller powers began to push for an inter-governmental Asia-Pacific war council, based in Washington, D.C.. A council was established in London, with a subsidiary body in Washington. However, the smaller powers continued to push for an American-based body. The Pacific War Council was formed in Washington, on 1 April 1942, with President Franklin D. Roosevelt, his key advisor Harry Hopkins, and representatives from Britain, China, Australia, the Netherlands, New Zealand, and Canada. Representatives from India and the Philippines were later added. The council never had any direct operational control, and any decisions it made were referred to the U.S.-UK Combined Chiefs of Staff, which was also in Washington. Allied resistance, at first symbolic, gradually began to stiffen. Australian and Dutch forces led civilians in a prolonged guerilla campaign in Portuguese Timor.", "targets": "Where was the U.S.-UK Combined Chiefs of Staff located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e8f848386a34331adfab83126c1caae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1942, the governments of smaller powers began to push for an inter-governmental Asia-Pacific war council, based in Washington, D.C.. A council was established in London, with a subsidiary body in Washington. However, the smaller powers continued to push for an American-based body. The Pacific War Council was formed in Washington, on 1 April 1942, with President Franklin D. Roosevelt, his key advisor Harry Hopkins, and representatives from Britain, China, Australia, the Netherlands, New Zealand, and Canada. Representatives from India and the Philippines were later added. The council never had any direct operational control, and any decisions it made were referred to the U.S.-UK Combined Chiefs of Staff, which was also in Washington. Allied resistance, at first symbolic, gradually began to stiffen. Australian and Dutch forces led civilians in a prolonged guerilla campaign in Portuguese Timor.", "targets": "Where was the Australian and Dutch guerilla campaign led?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1867b49309542bfa03992a3a6029223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The diversion of heavier bombers to the Balkans meant that the crews and units left behind were asked to fly two or three sorties per night. Bombers were noisy, cold, and vibrated badly. Added to the tension of the mission which exhausted and drained crews, tiredness caught up with and killed many. In one incident on 28/29 April, Peter Stahl of KG 30 was flying on his 50th mission. He fell asleep at the controls of his Ju 88 and woke up to discover the entire crew asleep. He roused them, ensured they took oxygen and Dextro-Energen tablets, then completed the mission.", "targets": "How many sorties a night were crews asked to fly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1867b49309542bfa03992a3a6029223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The diversion of heavier bombers to the Balkans meant that the crews and units left behind were asked to fly two or three sorties per night. Bombers were noisy, cold, and vibrated badly. Added to the tension of the mission which exhausted and drained crews, tiredness caught up with and killed many. In one incident on 28/29 April, Peter Stahl of KG 30 was flying on his 50th mission. He fell asleep at the controls of his Ju 88 and woke up to discover the entire crew asleep. He roused them, ensured they took oxygen and Dextro-Energen tablets, then completed the mission.", "targets": "What contributed to the exhaustion of crews flying extra sorties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1867b49309542bfa03992a3a6029223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The diversion of heavier bombers to the Balkans meant that the crews and units left behind were asked to fly two or three sorties per night. Bombers were noisy, cold, and vibrated badly. Added to the tension of the mission which exhausted and drained crews, tiredness caught up with and killed many. In one incident on 28/29 April, Peter Stahl of KG 30 was flying on his 50th mission. He fell asleep at the controls of his Ju 88 and woke up to discover the entire crew asleep. He roused them, ensured they took oxygen and Dextro-Energen tablets, then completed the mission.", "targets": "What happened to Peter Stahl when he fell asleep flying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1867b49309542bfa03992a3a6029223", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The diversion of heavier bombers to the Balkans meant that the crews and units left behind were asked to fly two or three sorties per night. Bombers were noisy, cold, and vibrated badly. Added to the tension of the mission which exhausted and drained crews, tiredness caught up with and killed many. In one incident on 28/29 April, Peter Stahl of KG 30 was flying on his 50th mission. He fell asleep at the controls of his Ju 88 and woke up to discover the entire crew asleep. He roused them, ensured they took oxygen and Dextro-Energen tablets, then completed the mission.", "targets": "What did Peter's crew take to complete their mission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "What was the name of the explorer who visited the area in 1609?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "Who was Henry Hudson working for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "In what year did the Netherlands claim the area between Delaware Bay and Cape Cod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "How many days did Henry Hudson spend exploring the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "What did Henry Hudson call the river that is now called the Hudson River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "Henry Hudson worked for which company in the 1600s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "In what year was the land between Cape Cod and Delaware Bay claimed by the Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bbc2f1f61054523bd598fbec5d17668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1609, English explorer Henry Hudson re-discovered the region when he sailed his ship the Halve Maen (\"Half Moon\" in Dutch) into New York Harbor while searching for the Northwest Passage to the Orient for his employer, the Dutch East India Company. He proceeded to sail up what he named the North River, also called the Mauritis River, and now known as the Hudson River, to the site of the present-day New York State capital of Albany in the belief that it might represent an oceanic tributary. When the river narrowed and was no longer saline, he realized it was not a maritime passage and sailed back downriver. He made a ten-day exploration of the area and claimed the region for his employer. In 1614, the area between Cape Cod and Delaware Bay would be claimed by the Netherlands and called Nieuw-Nederland (New Netherland).", "targets": "Which explorer sailed his ship into New York harbor in 1609?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330f2c0b43bf4b93a172b6a26a232813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is an extensive network of caves, including Wookey Hole, underground rivers, and gorges, including the Cheddar Gorge and Ebbor Gorge. The county has many rivers, including the Axe, Brue, Cary, Parrett, Sheppey, Tone and Yeo. These both feed and drain the flat levels and moors of mid and west Somerset. In the north of the county the River Chew flows into the Bristol Avon. The Parrett is tidal almost to Langport, where there is evidence of two Roman wharfs. At the same site during the reign of King Charles I, river tolls were levied on boats to pay for the maintenance of the bridge.", "targets": "What's the name of the cave system "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330f2c0b43bf4b93a172b6a26a232813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is an extensive network of caves, including Wookey Hole, underground rivers, and gorges, including the Cheddar Gorge and Ebbor Gorge. The county has many rivers, including the Axe, Brue, Cary, Parrett, Sheppey, Tone and Yeo. These both feed and drain the flat levels and moors of mid and west Somerset. In the north of the county the River Chew flows into the Bristol Avon. The Parrett is tidal almost to Langport, where there is evidence of two Roman wharfs. At the same site during the reign of King Charles I, river tolls were levied on boats to pay for the maintenance of the bridge.", "targets": "Name 2 of the county gorges "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330f2c0b43bf4b93a172b6a26a232813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is an extensive network of caves, including Wookey Hole, underground rivers, and gorges, including the Cheddar Gorge and Ebbor Gorge. The county has many rivers, including the Axe, Brue, Cary, Parrett, Sheppey, Tone and Yeo. These both feed and drain the flat levels and moors of mid and west Somerset. In the north of the county the River Chew flows into the Bristol Avon. The Parrett is tidal almost to Langport, where there is evidence of two Roman wharfs. At the same site during the reign of King Charles I, river tolls were levied on boats to pay for the maintenance of the bridge.", "targets": "Name some of the county rivers "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-330f2c0b43bf4b93a172b6a26a232813", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is an extensive network of caves, including Wookey Hole, underground rivers, and gorges, including the Cheddar Gorge and Ebbor Gorge. The county has many rivers, including the Axe, Brue, Cary, Parrett, Sheppey, Tone and Yeo. These both feed and drain the flat levels and moors of mid and west Somerset. In the north of the county the River Chew flows into the Bristol Avon. The Parrett is tidal almost to Langport, where there is evidence of two Roman wharfs. At the same site during the reign of King Charles I, river tolls were levied on boats to pay for the maintenance of the bridge.", "targets": "What did King charles levy on river boats "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e3dc0e80b7470db2b1b5b61753f2f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its knowledge and uses spread from China through the Middle East to medieval Europe in the 13th century, where the first water powered paper mills were built. Because of paper's introduction to the West through the city of Baghdad, it was first called bagdatikos. In the 19th century, industrial manufacture greatly lowered its cost, enabling mass exchange of information and contributing to significant cultural shifts. In 1844, the Canadian inventor Charles Fenerty and the German F. G. Keller independently developed processes for pulping wood fibres.", "targets": "In what century did the papermaking process spread from China to Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e3dc0e80b7470db2b1b5b61753f2f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its knowledge and uses spread from China through the Middle East to medieval Europe in the 13th century, where the first water powered paper mills were built. Because of paper's introduction to the West through the city of Baghdad, it was first called bagdatikos. In the 19th century, industrial manufacture greatly lowered its cost, enabling mass exchange of information and contributing to significant cultural shifts. In 1844, the Canadian inventor Charles Fenerty and the German F. G. Keller independently developed processes for pulping wood fibres.", "targets": "Which middle eastern city did the papermaking process to Europe from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e3dc0e80b7470db2b1b5b61753f2f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its knowledge and uses spread from China through the Middle East to medieval Europe in the 13th century, where the first water powered paper mills were built. Because of paper's introduction to the West through the city of Baghdad, it was first called bagdatikos. In the 19th century, industrial manufacture greatly lowered its cost, enabling mass exchange of information and contributing to significant cultural shifts. In 1844, the Canadian inventor Charles Fenerty and the German F. G. Keller independently developed processes for pulping wood fibres.", "targets": "What name did the process take on in Baghdad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e3dc0e80b7470db2b1b5b61753f2f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its knowledge and uses spread from China through the Middle East to medieval Europe in the 13th century, where the first water powered paper mills were built. Because of paper's introduction to the West through the city of Baghdad, it was first called bagdatikos. In the 19th century, industrial manufacture greatly lowered its cost, enabling mass exchange of information and contributing to significant cultural shifts. In 1844, the Canadian inventor Charles Fenerty and the German F. G. Keller independently developed processes for pulping wood fibres.", "targets": "In which century did the process become much cheaper than before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e3dc0e80b7470db2b1b5b61753f2f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its knowledge and uses spread from China through the Middle East to medieval Europe in the 13th century, where the first water powered paper mills were built. Because of paper's introduction to the West through the city of Baghdad, it was first called bagdatikos. In the 19th century, industrial manufacture greatly lowered its cost, enabling mass exchange of information and contributing to significant cultural shifts. In 1844, the Canadian inventor Charles Fenerty and the German F. G. Keller independently developed processes for pulping wood fibres.", "targets": "Which Canadian inventor helped F.G. Keller to develop their own process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11b96f6b90944f86909f6e8f8ee720cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small-scale artisanal mining of gold is another source of dangerous child labour in poor rural areas in certain parts of the world. This form of mining uses labour-intensive and low-tech methods. It is informal sector of the economy. Human Rights Watch group estimates that about 12 percent of global gold production comes from artisanal mines. In west Africa, in countries such as Mali - the third largest exporter of gold in Africa - between 20,000 and 40,000 children work in artisanal mining. Locally known as orpaillage, children as young as 6 years old work with their families. These children and families suffer chronic exposure to toxic chemicals including mercury, and do hazardous work such as digging shafts and working underground, pulling up, carrying and crushing the ore. The poor work practices harm the long term health of children, as well as release hundreds of tons of mercury every year into local rivers, ground water and lakes. Gold is important to the economy of Mali and Ghana. For Mali, it is the second largest earner of its export revenue. For many poor families with children, it is the primary and sometimes the only source of income.", "targets": "What is another source of mining dangerous to children workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11b96f6b90944f86909f6e8f8ee720cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small-scale artisanal mining of gold is another source of dangerous child labour in poor rural areas in certain parts of the world. This form of mining uses labour-intensive and low-tech methods. It is informal sector of the economy. Human Rights Watch group estimates that about 12 percent of global gold production comes from artisanal mines. In west Africa, in countries such as Mali - the third largest exporter of gold in Africa - between 20,000 and 40,000 children work in artisanal mining. Locally known as orpaillage, children as young as 6 years old work with their families. These children and families suffer chronic exposure to toxic chemicals including mercury, and do hazardous work such as digging shafts and working underground, pulling up, carrying and crushing the ore. The poor work practices harm the long term health of children, as well as release hundreds of tons of mercury every year into local rivers, ground water and lakes. Gold is important to the economy of Mali and Ghana. For Mali, it is the second largest earner of its export revenue. For many poor families with children, it is the primary and sometimes the only source of income.", "targets": "What is the third largest exporter of gold in Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11b96f6b90944f86909f6e8f8ee720cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small-scale artisanal mining of gold is another source of dangerous child labour in poor rural areas in certain parts of the world. This form of mining uses labour-intensive and low-tech methods. It is informal sector of the economy. Human Rights Watch group estimates that about 12 percent of global gold production comes from artisanal mines. In west Africa, in countries such as Mali - the third largest exporter of gold in Africa - between 20,000 and 40,000 children work in artisanal mining. Locally known as orpaillage, children as young as 6 years old work with their families. These children and families suffer chronic exposure to toxic chemicals including mercury, and do hazardous work such as digging shafts and working underground, pulling up, carrying and crushing the ore. The poor work practices harm the long term health of children, as well as release hundreds of tons of mercury every year into local rivers, ground water and lakes. Gold is important to the economy of Mali and Ghana. For Mali, it is the second largest earner of its export revenue. For many poor families with children, it is the primary and sometimes the only source of income.", "targets": "Why is gold vital to the people of Mali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11b96f6b90944f86909f6e8f8ee720cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Small-scale artisanal mining of gold is another source of dangerous child labour in poor rural areas in certain parts of the world. This form of mining uses labour-intensive and low-tech methods. It is informal sector of the economy. Human Rights Watch group estimates that about 12 percent of global gold production comes from artisanal mines. In west Africa, in countries such as Mali - the third largest exporter of gold in Africa - between 20,000 and 40,000 children work in artisanal mining. Locally known as orpaillage, children as young as 6 years old work with their families. These children and families suffer chronic exposure to toxic chemicals including mercury, and do hazardous work such as digging shafts and working underground, pulling up, carrying and crushing the ore. The poor work practices harm the long term health of children, as well as release hundreds of tons of mercury every year into local rivers, ground water and lakes. Gold is important to the economy of Mali and Ghana. For Mali, it is the second largest earner of its export revenue. For many poor families with children, it is the primary and sometimes the only source of income.", "targets": "What is the gold production income of poor families in Mali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "What rail trail is slated to run between downtown New Haven and Northampton, Massachusetts? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "What historic trail does the Farmington Canal Trail follow? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "What canal lies adjacent to the Historic New Haven and Northamption company trail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "What proposed bike path, projected connect every major city on the eastern seaboard, is part of the Farmington Canal Trail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "What is the name of the trail that runs from to New Haven all the way to Eastern Massachusetts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "Part of the rail trail is also accessible by what form of transportation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "Segments of the Farmington Canal is also part of which bicycle trail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5051c07fc5794d9ea0db4b9fa43e143d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Farmington Canal Trail is a rail trail that will eventually run continuously from downtown New Haven to Northampton, Massachusetts. The scenic trail follows the path of the historic New Haven and Northampton Company and the Farmington Canal. Currently, there is a continuous 14-mile (23 km) stretch of the trail from downtown, through Hamden and into Cheshire, making bicycle commuting between New Haven and those suburbs possible. The trail is part of the East Coast Greenway, a proposed 3,000-mile (4,800 km) bike path that would link every major city on the East Coast from Florida to Maine.", "targets": "In terms of length, how long is the East Coast Greenway trail if it stretches from Maine to Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0f954c5fa84dce92b0abf248d4cb7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were too few ethnic Manchus to conquer China, so they gained strength by defeating and absorbing Mongols, but more importantly, adding Han Chinese to the Eight Banners. The Manchus had to create an entire \"Jiu Han jun\" (Old Han Army) due to the massive amount of Han Chinese soldiers which were absorbed into the Eight Banners by both capture and defection, Ming artillery was responsible for many victories against the Manchus, so the Manchus established an artillery corps made out of Han Chinese soldiers in 1641 and the swelling of Han Chinese numbers in the Eight Banners led in 1642 of all Eight Han Banners being created. It was defected Ming Han Chinese armies which conquered southern China for the Qing.", "targets": "What group did the Manchus take over to add strength to their numbers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0f954c5fa84dce92b0abf248d4cb7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were too few ethnic Manchus to conquer China, so they gained strength by defeating and absorbing Mongols, but more importantly, adding Han Chinese to the Eight Banners. The Manchus had to create an entire \"Jiu Han jun\" (Old Han Army) due to the massive amount of Han Chinese soldiers which were absorbed into the Eight Banners by both capture and defection, Ming artillery was responsible for many victories against the Manchus, so the Manchus established an artillery corps made out of Han Chinese soldiers in 1641 and the swelling of Han Chinese numbers in the Eight Banners led in 1642 of all Eight Han Banners being created. It was defected Ming Han Chinese armies which conquered southern China for the Qing.", "targets": "What weapon helped the Ming defeat the Manchus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f0f954c5fa84dce92b0abf248d4cb7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were too few ethnic Manchus to conquer China, so they gained strength by defeating and absorbing Mongols, but more importantly, adding Han Chinese to the Eight Banners. The Manchus had to create an entire \"Jiu Han jun\" (Old Han Army) due to the massive amount of Han Chinese soldiers which were absorbed into the Eight Banners by both capture and defection, Ming artillery was responsible for many victories against the Manchus, so the Manchus established an artillery corps made out of Han Chinese soldiers in 1641 and the swelling of Han Chinese numbers in the Eight Banners led in 1642 of all Eight Han Banners being created. It was defected Ming Han Chinese armies which conquered southern China for the Qing.", "targets": "When did the Manchus create their own artillery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3fb90ef62f74260a53a864ff2e7c19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period of renewed assertiveness came to a calamitous end in May 1683 when Grand Vizier Kara Mustafa Pasha led a huge army to attempt a second Ottoman siege of Vienna in the Great Turkish War of 1683\u20131687. The final assault being fatally delayed, the Ottoman forces were swept away by allied Habsburg, German and Polish forces spearheaded by the Polish king Jan III Sobieski at the Battle of Vienna. The alliance of the Holy League pressed home the advantage of the defeat at Vienna, culminating in the Treaty of Karlowitz (26 January 1699), which ended the Great Turkish War. The Ottomans surrendered control of significant territories, many permanently. Mustafa II (1695\u20131703) led the counterattack of 1695\u201396 against the Habsburgs in Hungary, but was undone at the disastrous defeat at Zenta (in modern Serbia), 11 September 1697.", "targets": "Which Grand Vizier attempted a siege of Vienna in 1683?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3fb90ef62f74260a53a864ff2e7c19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period of renewed assertiveness came to a calamitous end in May 1683 when Grand Vizier Kara Mustafa Pasha led a huge army to attempt a second Ottoman siege of Vienna in the Great Turkish War of 1683\u20131687. The final assault being fatally delayed, the Ottoman forces were swept away by allied Habsburg, German and Polish forces spearheaded by the Polish king Jan III Sobieski at the Battle of Vienna. The alliance of the Holy League pressed home the advantage of the defeat at Vienna, culminating in the Treaty of Karlowitz (26 January 1699), which ended the Great Turkish War. The Ottomans surrendered control of significant territories, many permanently. Mustafa II (1695\u20131703) led the counterattack of 1695\u201396 against the Habsburgs in Hungary, but was undone at the disastrous defeat at Zenta (in modern Serbia), 11 September 1697.", "targets": "What was the war that took place from 1683 to 1687 known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3fb90ef62f74260a53a864ff2e7c19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period of renewed assertiveness came to a calamitous end in May 1683 when Grand Vizier Kara Mustafa Pasha led a huge army to attempt a second Ottoman siege of Vienna in the Great Turkish War of 1683\u20131687. The final assault being fatally delayed, the Ottoman forces were swept away by allied Habsburg, German and Polish forces spearheaded by the Polish king Jan III Sobieski at the Battle of Vienna. The alliance of the Holy League pressed home the advantage of the defeat at Vienna, culminating in the Treaty of Karlowitz (26 January 1699), which ended the Great Turkish War. The Ottomans surrendered control of significant territories, many permanently. Mustafa II (1695\u20131703) led the counterattack of 1695\u201396 against the Habsburgs in Hungary, but was undone at the disastrous defeat at Zenta (in modern Serbia), 11 September 1697.", "targets": "Which polish king led the fight against the Ottoman empire in the Battle of Vienna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3fb90ef62f74260a53a864ff2e7c19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period of renewed assertiveness came to a calamitous end in May 1683 when Grand Vizier Kara Mustafa Pasha led a huge army to attempt a second Ottoman siege of Vienna in the Great Turkish War of 1683\u20131687. The final assault being fatally delayed, the Ottoman forces were swept away by allied Habsburg, German and Polish forces spearheaded by the Polish king Jan III Sobieski at the Battle of Vienna. The alliance of the Holy League pressed home the advantage of the defeat at Vienna, culminating in the Treaty of Karlowitz (26 January 1699), which ended the Great Turkish War. The Ottomans surrendered control of significant territories, many permanently. Mustafa II (1695\u20131703) led the counterattack of 1695\u201396 against the Habsburgs in Hungary, but was undone at the disastrous defeat at Zenta (in modern Serbia), 11 September 1697.", "targets": "What was the alliance against the late 17th century Ottoman empire known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3fb90ef62f74260a53a864ff2e7c19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period of renewed assertiveness came to a calamitous end in May 1683 when Grand Vizier Kara Mustafa Pasha led a huge army to attempt a second Ottoman siege of Vienna in the Great Turkish War of 1683\u20131687. The final assault being fatally delayed, the Ottoman forces were swept away by allied Habsburg, German and Polish forces spearheaded by the Polish king Jan III Sobieski at the Battle of Vienna. The alliance of the Holy League pressed home the advantage of the defeat at Vienna, culminating in the Treaty of Karlowitz (26 January 1699), which ended the Great Turkish War. The Ottomans surrendered control of significant territories, many permanently. Mustafa II (1695\u20131703) led the counterattack of 1695\u201396 against the Habsburgs in Hungary, but was undone at the disastrous defeat at Zenta (in modern Serbia), 11 September 1697.", "targets": "What treaty was signed 26 January 1699?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b287a1d1d64c409d9e6e2d7509ff1886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese troops suffered from deficient military equipment, serious logistical problems, overextended communication and supply lines, and the constant threat of UN bombers. All of these factors generally led to a rate of Chinese casualties that was far greater than the casualties suffered by UN troops. The situation became so serious that, on November 1951, Zhou Enlai called a conference in Shenyang to discuss the PVA's logistical problems. At the meeting it was decided to accelerate the construction of railways and airfields in the area, to increase the number of trucks available to the army, and to improve air defense by any means possible. These commitments did little to directly address the problems confronting PVA troops.", "targets": "Did the UN troops or Chinese troops experience more war casualties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b287a1d1d64c409d9e6e2d7509ff1886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese troops suffered from deficient military equipment, serious logistical problems, overextended communication and supply lines, and the constant threat of UN bombers. All of these factors generally led to a rate of Chinese casualties that was far greater than the casualties suffered by UN troops. The situation became so serious that, on November 1951, Zhou Enlai called a conference in Shenyang to discuss the PVA's logistical problems. At the meeting it was decided to accelerate the construction of railways and airfields in the area, to increase the number of trucks available to the army, and to improve air defense by any means possible. These commitments did little to directly address the problems confronting PVA troops.", "targets": "What did Zhou Enlai do as a result of the significant amount of Chinese casualties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b287a1d1d64c409d9e6e2d7509ff1886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese troops suffered from deficient military equipment, serious logistical problems, overextended communication and supply lines, and the constant threat of UN bombers. All of these factors generally led to a rate of Chinese casualties that was far greater than the casualties suffered by UN troops. The situation became so serious that, on November 1951, Zhou Enlai called a conference in Shenyang to discuss the PVA's logistical problems. At the meeting it was decided to accelerate the construction of railways and airfields in the area, to increase the number of trucks available to the army, and to improve air defense by any means possible. These commitments did little to directly address the problems confronting PVA troops.", "targets": "What was the purpose of the Shengyang meeting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b287a1d1d64c409d9e6e2d7509ff1886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese troops suffered from deficient military equipment, serious logistical problems, overextended communication and supply lines, and the constant threat of UN bombers. All of these factors generally led to a rate of Chinese casualties that was far greater than the casualties suffered by UN troops. The situation became so serious that, on November 1951, Zhou Enlai called a conference in Shenyang to discuss the PVA's logistical problems. At the meeting it was decided to accelerate the construction of railways and airfields in the area, to increase the number of trucks available to the army, and to improve air defense by any means possible. These commitments did little to directly address the problems confronting PVA troops.", "targets": "Did the actions of the Chinese fix their problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a308b0ede24b3f896f24319b1768b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Punjabis followed a diverse plethora of faiths, mainly comprising Hinduism[citation needed] , when the Muslim Umayyad army led by Muhammad bin Qasim conquered Sindh and Southern Punjab in 712, by defeating Raja Dahir. The Umayyad Caliphate was the second Islamic caliphate established after the death of Muhammad. It was ruled by the Umayyad dynasty, whose name derives from Umayya ibn Abd Shams, the great-grandfather of the first Umayyad caliph. Although the Umayyad family originally came from the city of Mecca, their capital was Damascus. Muhammad bin Qasim was the first to bring message of Islam to the population of Punjab.[citation needed] Punjab was part of different Muslim Empires consisting of Afghans and Turkic peoples in co-operation with local Punjabi tribes and others.[citation needed] In the 11th century, during the reign of Mahmud of Ghazni, the province became an important centre with Lahore as its second capital[citation needed] of the Ghaznavid Empire based out of Afghanistan. The Punjab region became predominantly Muslim due to missionary Sufi saints whose dargahs dot the landscape of Punjab region.", "targets": "What religion did Punjab become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a308b0ede24b3f896f24319b1768b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Punjabis followed a diverse plethora of faiths, mainly comprising Hinduism[citation needed] , when the Muslim Umayyad army led by Muhammad bin Qasim conquered Sindh and Southern Punjab in 712, by defeating Raja Dahir. The Umayyad Caliphate was the second Islamic caliphate established after the death of Muhammad. It was ruled by the Umayyad dynasty, whose name derives from Umayya ibn Abd Shams, the great-grandfather of the first Umayyad caliph. Although the Umayyad family originally came from the city of Mecca, their capital was Damascus. Muhammad bin Qasim was the first to bring message of Islam to the population of Punjab.[citation needed] Punjab was part of different Muslim Empires consisting of Afghans and Turkic peoples in co-operation with local Punjabi tribes and others.[citation needed] In the 11th century, during the reign of Mahmud of Ghazni, the province became an important centre with Lahore as its second capital[citation needed] of the Ghaznavid Empire based out of Afghanistan. The Punjab region became predominantly Muslim due to missionary Sufi saints whose dargahs dot the landscape of Punjab region.", "targets": "What did missionary Muslims build in Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a308b0ede24b3f896f24319b1768b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Punjabis followed a diverse plethora of faiths, mainly comprising Hinduism[citation needed] , when the Muslim Umayyad army led by Muhammad bin Qasim conquered Sindh and Southern Punjab in 712, by defeating Raja Dahir. The Umayyad Caliphate was the second Islamic caliphate established after the death of Muhammad. It was ruled by the Umayyad dynasty, whose name derives from Umayya ibn Abd Shams, the great-grandfather of the first Umayyad caliph. Although the Umayyad family originally came from the city of Mecca, their capital was Damascus. Muhammad bin Qasim was the first to bring message of Islam to the population of Punjab.[citation needed] Punjab was part of different Muslim Empires consisting of Afghans and Turkic peoples in co-operation with local Punjabi tribes and others.[citation needed] In the 11th century, during the reign of Mahmud of Ghazni, the province became an important centre with Lahore as its second capital[citation needed] of the Ghaznavid Empire based out of Afghanistan. The Punjab region became predominantly Muslim due to missionary Sufi saints whose dargahs dot the landscape of Punjab region.", "targets": "Who led the Umayyad army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a308b0ede24b3f896f24319b1768b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Punjabis followed a diverse plethora of faiths, mainly comprising Hinduism[citation needed] , when the Muslim Umayyad army led by Muhammad bin Qasim conquered Sindh and Southern Punjab in 712, by defeating Raja Dahir. The Umayyad Caliphate was the second Islamic caliphate established after the death of Muhammad. It was ruled by the Umayyad dynasty, whose name derives from Umayya ibn Abd Shams, the great-grandfather of the first Umayyad caliph. Although the Umayyad family originally came from the city of Mecca, their capital was Damascus. Muhammad bin Qasim was the first to bring message of Islam to the population of Punjab.[citation needed] Punjab was part of different Muslim Empires consisting of Afghans and Turkic peoples in co-operation with local Punjabi tribes and others.[citation needed] In the 11th century, during the reign of Mahmud of Ghazni, the province became an important centre with Lahore as its second capital[citation needed] of the Ghaznavid Empire based out of Afghanistan. The Punjab region became predominantly Muslim due to missionary Sufi saints whose dargahs dot the landscape of Punjab region.", "targets": "Where did the Umayyads conquer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46a308b0ede24b3f896f24319b1768b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Punjabis followed a diverse plethora of faiths, mainly comprising Hinduism[citation needed] , when the Muslim Umayyad army led by Muhammad bin Qasim conquered Sindh and Southern Punjab in 712, by defeating Raja Dahir. The Umayyad Caliphate was the second Islamic caliphate established after the death of Muhammad. It was ruled by the Umayyad dynasty, whose name derives from Umayya ibn Abd Shams, the great-grandfather of the first Umayyad caliph. Although the Umayyad family originally came from the city of Mecca, their capital was Damascus. Muhammad bin Qasim was the first to bring message of Islam to the population of Punjab.[citation needed] Punjab was part of different Muslim Empires consisting of Afghans and Turkic peoples in co-operation with local Punjabi tribes and others.[citation needed] In the 11th century, during the reign of Mahmud of Ghazni, the province became an important centre with Lahore as its second capital[citation needed] of the Ghaznavid Empire based out of Afghanistan. The Punjab region became predominantly Muslim due to missionary Sufi saints whose dargahs dot the landscape of Punjab region.", "targets": "Who did the Umayyads defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-816ad7227a2d44f88e5a9f71f98e24ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing 25% of Namibia's revenue, mining is the single most important contributor to the economy. Namibia is the fourth largest exporter of non-fuel minerals in Africa and the world's fourth largest producer of uranium. There has been significant investment in uranium mining and Namibia is set to become the largest exporter of uranium by 2015. Rich alluvial diamond deposits make Namibia a primary source for gem-quality diamonds. While Namibia is known predominantly for its gem diamond and uranium deposits, a number of other minerals are extracted industrially such as lead, tungsten, gold, tin, fluorspar, manganese, marble, copper and zinc. There are offshore gas deposits in the Atlantic Ocean that are planned to be extracted in the future. According to \"The Diamond Investigation\", a book about the global diamond market, from 1978, De Beers, the largest diamond company, bought most of the Namibian diamonds, and would continue to do so, because \"whatever government eventually comes to power they will need this revenue to survive\".", "targets": "How much revenue does mining provide Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-816ad7227a2d44f88e5a9f71f98e24ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing 25% of Namibia's revenue, mining is the single most important contributor to the economy. Namibia is the fourth largest exporter of non-fuel minerals in Africa and the world's fourth largest producer of uranium. There has been significant investment in uranium mining and Namibia is set to become the largest exporter of uranium by 2015. Rich alluvial diamond deposits make Namibia a primary source for gem-quality diamonds. While Namibia is known predominantly for its gem diamond and uranium deposits, a number of other minerals are extracted industrially such as lead, tungsten, gold, tin, fluorspar, manganese, marble, copper and zinc. There are offshore gas deposits in the Atlantic Ocean that are planned to be extracted in the future. According to \"The Diamond Investigation\", a book about the global diamond market, from 1978, De Beers, the largest diamond company, bought most of the Namibian diamonds, and would continue to do so, because \"whatever government eventually comes to power they will need this revenue to survive\".", "targets": "Where does Namibia rank in the exportation of uranium? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-816ad7227a2d44f88e5a9f71f98e24ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing 25% of Namibia's revenue, mining is the single most important contributor to the economy. Namibia is the fourth largest exporter of non-fuel minerals in Africa and the world's fourth largest producer of uranium. There has been significant investment in uranium mining and Namibia is set to become the largest exporter of uranium by 2015. Rich alluvial diamond deposits make Namibia a primary source for gem-quality diamonds. While Namibia is known predominantly for its gem diamond and uranium deposits, a number of other minerals are extracted industrially such as lead, tungsten, gold, tin, fluorspar, manganese, marble, copper and zinc. There are offshore gas deposits in the Atlantic Ocean that are planned to be extracted in the future. According to \"The Diamond Investigation\", a book about the global diamond market, from 1978, De Beers, the largest diamond company, bought most of the Namibian diamonds, and would continue to do so, because \"whatever government eventually comes to power they will need this revenue to survive\".", "targets": "What does rich alluvial diamond deposits make Namibia a source of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-816ad7227a2d44f88e5a9f71f98e24ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Providing 25% of Namibia's revenue, mining is the single most important contributor to the economy. Namibia is the fourth largest exporter of non-fuel minerals in Africa and the world's fourth largest producer of uranium. There has been significant investment in uranium mining and Namibia is set to become the largest exporter of uranium by 2015. Rich alluvial diamond deposits make Namibia a primary source for gem-quality diamonds. While Namibia is known predominantly for its gem diamond and uranium deposits, a number of other minerals are extracted industrially such as lead, tungsten, gold, tin, fluorspar, manganese, marble, copper and zinc. There are offshore gas deposits in the Atlantic Ocean that are planned to be extracted in the future. According to \"The Diamond Investigation\", a book about the global diamond market, from 1978, De Beers, the largest diamond company, bought most of the Namibian diamonds, and would continue to do so, because \"whatever government eventually comes to power they will need this revenue to survive\".", "targets": "Namibia was expected to become the largest exporter of what in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-267a3ca08e5542eca51fab3e3a6cb2a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Canadian Air Force (RCAF) is headed by the Commander of the Royal Canadian Air Force. The commander of 1 Canadian Air Division and Canadian NORAD Region, based in Winnipeg, is responsible for the operational command and control of Air Force activities throughout Canada and worldwide. 1 Canadian Air Division operations are carried out through eleven wings located across Canada. The commander of 2 Canadian Air Division is responsible for training and support functions. 2 Canadian Air Division operations are carried out at two wings. Wings represent the grouping of various squadrons, both operational and support, under a single tactical commander reporting to the operational commander and vary in size from several hundred personnel to several thousand.", "targets": "Who heads the Royal Canadian Air Force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-267a3ca08e5542eca51fab3e3a6cb2a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Canadian Air Force (RCAF) is headed by the Commander of the Royal Canadian Air Force. The commander of 1 Canadian Air Division and Canadian NORAD Region, based in Winnipeg, is responsible for the operational command and control of Air Force activities throughout Canada and worldwide. 1 Canadian Air Division operations are carried out through eleven wings located across Canada. The commander of 2 Canadian Air Division is responsible for training and support functions. 2 Canadian Air Division operations are carried out at two wings. Wings represent the grouping of various squadrons, both operational and support, under a single tactical commander reporting to the operational commander and vary in size from several hundred personnel to several thousand.", "targets": "Where is the commander based out of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-267a3ca08e5542eca51fab3e3a6cb2a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Canadian Air Force (RCAF) is headed by the Commander of the Royal Canadian Air Force. The commander of 1 Canadian Air Division and Canadian NORAD Region, based in Winnipeg, is responsible for the operational command and control of Air Force activities throughout Canada and worldwide. 1 Canadian Air Division operations are carried out through eleven wings located across Canada. The commander of 2 Canadian Air Division is responsible for training and support functions. 2 Canadian Air Division operations are carried out at two wings. Wings represent the grouping of various squadrons, both operational and support, under a single tactical commander reporting to the operational commander and vary in size from several hundred personnel to several thousand.", "targets": "How many air force wings are located across Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-267a3ca08e5542eca51fab3e3a6cb2a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Canadian Air Force (RCAF) is headed by the Commander of the Royal Canadian Air Force. The commander of 1 Canadian Air Division and Canadian NORAD Region, based in Winnipeg, is responsible for the operational command and control of Air Force activities throughout Canada and worldwide. 1 Canadian Air Division operations are carried out through eleven wings located across Canada. The commander of 2 Canadian Air Division is responsible for training and support functions. 2 Canadian Air Division operations are carried out at two wings. Wings represent the grouping of various squadrons, both operational and support, under a single tactical commander reporting to the operational commander and vary in size from several hundred personnel to several thousand.", "targets": "Who reports to the operational commander about the wings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3857a1fc10264d448e1126ed86ca58d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CYCLADES packet switching network was a French research network designed and directed by Louis Pouzin. First demonstrated in 1973, it was developed to explore alternatives to the early ARPANET design and to support network research generally. It was the first network to make the hosts responsible for reliable delivery of data, rather than the network itself, using unreliable datagrams and associated end-to-end protocol mechanisms. Concepts of this network influenced later ARPANET architecture.", "targets": "What network was designed by the french "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3857a1fc10264d448e1126ed86ca58d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CYCLADES packet switching network was a French research network designed and directed by Louis Pouzin. First demonstrated in 1973, it was developed to explore alternatives to the early ARPANET design and to support network research generally. It was the first network to make the hosts responsible for reliable delivery of data, rather than the network itself, using unreliable datagrams and associated end-to-end protocol mechanisms. Concepts of this network influenced later ARPANET architecture.", "targets": "What was a first for this network "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3857a1fc10264d448e1126ed86ca58d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CYCLADES packet switching network was a French research network designed and directed by Louis Pouzin. First demonstrated in 1973, it was developed to explore alternatives to the early ARPANET design and to support network research generally. It was the first network to make the hosts responsible for reliable delivery of data, rather than the network itself, using unreliable datagrams and associated end-to-end protocol mechanisms. Concepts of this network influenced later ARPANET architecture.", "targets": "How was this possible "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3857a1fc10264d448e1126ed86ca58d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CYCLADES packet switching network was a French research network designed and directed by Louis Pouzin. First demonstrated in 1973, it was developed to explore alternatives to the early ARPANET design and to support network research generally. It was the first network to make the hosts responsible for reliable delivery of data, rather than the network itself, using unreliable datagrams and associated end-to-end protocol mechanisms. Concepts of this network influenced later ARPANET architecture.", "targets": "This network influenced  later models of "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77e72b9ec7a54493be636fea0cd5f191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "112th Street starts in Morningside Heights and runs from Riverside Drive to Amsterdam Avenue, where it meets the steps of the Cathedral of Saint John the Divine. The street resumes at the eastern edge of Morningside Park and extends through Harlem before ending at First Avenue adjacent Thomas Jefferson Park in East Harlem. Notable locations include:", "targets": "Where does 112th Street start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77e72b9ec7a54493be636fea0cd5f191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "112th Street starts in Morningside Heights and runs from Riverside Drive to Amsterdam Avenue, where it meets the steps of the Cathedral of Saint John the Divine. The street resumes at the eastern edge of Morningside Park and extends through Harlem before ending at First Avenue adjacent Thomas Jefferson Park in East Harlem. Notable locations include:", "targets": "Which street runs from Riverside Drive to Amsterdam Avenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77e72b9ec7a54493be636fea0cd5f191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "112th Street starts in Morningside Heights and runs from Riverside Drive to Amsterdam Avenue, where it meets the steps of the Cathedral of Saint John the Divine. The street resumes at the eastern edge of Morningside Park and extends through Harlem before ending at First Avenue adjacent Thomas Jefferson Park in East Harlem. Notable locations include:", "targets": "Which road meets the steps of the Cathedral of Saint John the Divine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db79df082c6846ff98be8998ddeae4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his book, The Greatest Show on Earth: The Evidence for Evolution, biologist Richard Dawkins grapples with the question of why pain has to be so very painful. He describes the alternative as a simple, mental raising of a \"red flag\". To argue why that red flag might be insufficient, Dawkins explains that drives must compete with each other within living beings. The most fit creature would be the one whose pains are well balanced. Those pains which mean certain death when ignored will become the most powerfully felt. The relative intensities of pain, then, may resemble the relative importance of that risk to our ancestors (lack of food, too much cold, or serious injuries are felt as agony, whereas minor damage is felt as mere discomfort). This resemblance will not be perfect, however, because natural selection can be a poor designer. The result is often glitches in animals, including supernormal stimuli. Such glitches help explain pains which are not, or at least no longer directly adaptive (e.g. perhaps some forms of toothache, or injury to fingernails).", "targets": "Who wrote \"The Greatest Show on Earth: The Evidence for Evolution\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db79df082c6846ff98be8998ddeae4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his book, The Greatest Show on Earth: The Evidence for Evolution, biologist Richard Dawkins grapples with the question of why pain has to be so very painful. He describes the alternative as a simple, mental raising of a \"red flag\". To argue why that red flag might be insufficient, Dawkins explains that drives must compete with each other within living beings. The most fit creature would be the one whose pains are well balanced. Those pains which mean certain death when ignored will become the most powerfully felt. The relative intensities of pain, then, may resemble the relative importance of that risk to our ancestors (lack of food, too much cold, or serious injuries are felt as agony, whereas minor damage is felt as mere discomfort). This resemblance will not be perfect, however, because natural selection can be a poor designer. The result is often glitches in animals, including supernormal stimuli. Such glitches help explain pains which are not, or at least no longer directly adaptive (e.g. perhaps some forms of toothache, or injury to fingernails).", "targets": "What does Dawkins explain must compete with each other in living begins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db79df082c6846ff98be8998ddeae4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his book, The Greatest Show on Earth: The Evidence for Evolution, biologist Richard Dawkins grapples with the question of why pain has to be so very painful. He describes the alternative as a simple, mental raising of a \"red flag\". To argue why that red flag might be insufficient, Dawkins explains that drives must compete with each other within living beings. The most fit creature would be the one whose pains are well balanced. Those pains which mean certain death when ignored will become the most powerfully felt. The relative intensities of pain, then, may resemble the relative importance of that risk to our ancestors (lack of food, too much cold, or serious injuries are felt as agony, whereas minor damage is felt as mere discomfort). This resemblance will not be perfect, however, because natural selection can be a poor designer. The result is often glitches in animals, including supernormal stimuli. Such glitches help explain pains which are not, or at least no longer directly adaptive (e.g. perhaps some forms of toothache, or injury to fingernails).", "targets": "What would be the most fit creature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db79df082c6846ff98be8998ddeae4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his book, The Greatest Show on Earth: The Evidence for Evolution, biologist Richard Dawkins grapples with the question of why pain has to be so very painful. He describes the alternative as a simple, mental raising of a \"red flag\". To argue why that red flag might be insufficient, Dawkins explains that drives must compete with each other within living beings. The most fit creature would be the one whose pains are well balanced. Those pains which mean certain death when ignored will become the most powerfully felt. The relative intensities of pain, then, may resemble the relative importance of that risk to our ancestors (lack of food, too much cold, or serious injuries are felt as agony, whereas minor damage is felt as mere discomfort). This resemblance will not be perfect, however, because natural selection can be a poor designer. The result is often glitches in animals, including supernormal stimuli. Such glitches help explain pains which are not, or at least no longer directly adaptive (e.g. perhaps some forms of toothache, or injury to fingernails).", "targets": "What type of designer is natural selection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db79df082c6846ff98be8998ddeae4f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his book, The Greatest Show on Earth: The Evidence for Evolution, biologist Richard Dawkins grapples with the question of why pain has to be so very painful. He describes the alternative as a simple, mental raising of a \"red flag\". To argue why that red flag might be insufficient, Dawkins explains that drives must compete with each other within living beings. The most fit creature would be the one whose pains are well balanced. Those pains which mean certain death when ignored will become the most powerfully felt. The relative intensities of pain, then, may resemble the relative importance of that risk to our ancestors (lack of food, too much cold, or serious injuries are felt as agony, whereas minor damage is felt as mere discomfort). This resemblance will not be perfect, however, because natural selection can be a poor designer. The result is often glitches in animals, including supernormal stimuli. Such glitches help explain pains which are not, or at least no longer directly adaptive (e.g. perhaps some forms of toothache, or injury to fingernails).", "targets": "What might the relative intensities of pain resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-975c63253aa847c28d042a7e0bebbede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Above the forestry, there is often a band of short pine trees (Pinus mugo), which is in turn superseded by Alpenrosen, dwarf shrubs, typically Rhododendron ferrugineum (on acid soils) or Rhododendron hirsutum (on alkaline soils). Although the Alpenrose prefers acidic soil, the plants are found throughout the region. Above the tree line is the area defined as \"alpine\" where in the alpine meadow plants are found that have adapted well to harsh conditions of cold temperatures, aridity, and high altitudes. The alpine area fluctuates greatly because of regional fluctuations in tree lines.", "targets": "What is often above the forestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-975c63253aa847c28d042a7e0bebbede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Above the forestry, there is often a band of short pine trees (Pinus mugo), which is in turn superseded by Alpenrosen, dwarf shrubs, typically Rhododendron ferrugineum (on acid soils) or Rhododendron hirsutum (on alkaline soils). Although the Alpenrose prefers acidic soil, the plants are found throughout the region. Above the tree line is the area defined as \"alpine\" where in the alpine meadow plants are found that have adapted well to harsh conditions of cold temperatures, aridity, and high altitudes. The alpine area fluctuates greatly because of regional fluctuations in tree lines.", "targets": "What type of soil does Alpenrose prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-975c63253aa847c28d042a7e0bebbede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Above the forestry, there is often a band of short pine trees (Pinus mugo), which is in turn superseded by Alpenrosen, dwarf shrubs, typically Rhododendron ferrugineum (on acid soils) or Rhododendron hirsutum (on alkaline soils). Although the Alpenrose prefers acidic soil, the plants are found throughout the region. Above the tree line is the area defined as \"alpine\" where in the alpine meadow plants are found that have adapted well to harsh conditions of cold temperatures, aridity, and high altitudes. The alpine area fluctuates greatly because of regional fluctuations in tree lines.", "targets": "What is the area above the treeline defined as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-975c63253aa847c28d042a7e0bebbede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Above the forestry, there is often a band of short pine trees (Pinus mugo), which is in turn superseded by Alpenrosen, dwarf shrubs, typically Rhododendron ferrugineum (on acid soils) or Rhododendron hirsutum (on alkaline soils). Although the Alpenrose prefers acidic soil, the plants are found throughout the region. Above the tree line is the area defined as \"alpine\" where in the alpine meadow plants are found that have adapted well to harsh conditions of cold temperatures, aridity, and high altitudes. The alpine area fluctuates greatly because of regional fluctuations in tree lines.", "targets": "Why does the alpine area fluctuate greatly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a70e911f577e4803afa44f77b720c497", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motion picture and television production use many of the same tools and methods of stage lighting. Especially in the early days of these industries, very high light levels were required and heat produced by lighting equipment presented substantial challenges. Modern cameras require less light, and modern light sources emit less heat.", "targets": "Motion pictures employee the similar lighting techniques as which other form of lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fdf90cd57a4725a2f5081586857a91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The connection between macroscopic nonconservative forces and microscopic conservative forces is described by detailed treatment with statistical mechanics. In macroscopic closed systems, nonconservative forces act to change the internal energies of the system, and are often associated with the transfer of heat. According to the Second law of thermodynamics, nonconservative forces necessarily result in energy transformations within closed systems from ordered to more random conditions as entropy increases.", "targets": "In what treatment are nonconservative and conservative forces described?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fdf90cd57a4725a2f5081586857a91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The connection between macroscopic nonconservative forces and microscopic conservative forces is described by detailed treatment with statistical mechanics. In macroscopic closed systems, nonconservative forces act to change the internal energies of the system, and are often associated with the transfer of heat. According to the Second law of thermodynamics, nonconservative forces necessarily result in energy transformations within closed systems from ordered to more random conditions as entropy increases.", "targets": "What changes macroscopic closed system energies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fdf90cd57a4725a2f5081586857a91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The connection between macroscopic nonconservative forces and microscopic conservative forces is described by detailed treatment with statistical mechanics. In macroscopic closed systems, nonconservative forces act to change the internal energies of the system, and are often associated with the transfer of heat. According to the Second law of thermodynamics, nonconservative forces necessarily result in energy transformations within closed systems from ordered to more random conditions as entropy increases.", "targets": "What is the exchange of heat associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fdf90cd57a4725a2f5081586857a91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The connection between macroscopic nonconservative forces and microscopic conservative forces is described by detailed treatment with statistical mechanics. In macroscopic closed systems, nonconservative forces act to change the internal energies of the system, and are often associated with the transfer of heat. According to the Second law of thermodynamics, nonconservative forces necessarily result in energy transformations within closed systems from ordered to more random conditions as entropy increases.", "targets": "What is the law of thermodynamics associated with closed system heat exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fdf90cd57a4725a2f5081586857a91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The connection between macroscopic nonconservative forces and microscopic conservative forces is described by detailed treatment with statistical mechanics. In macroscopic closed systems, nonconservative forces act to change the internal energies of the system, and are often associated with the transfer of heat. According to the Second law of thermodynamics, nonconservative forces necessarily result in energy transformations within closed systems from ordered to more random conditions as entropy increases.", "targets": "What makes energy changes in a closed system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e8dd3a117c4b05bcdba293d1ec1e79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the German invasion of Poland on 1 September 1939 and the Anglo-French declaration of War against the German Reich on 3 September 1939, the entire city (a total of 120,000 people) was evacuated, like other border towns as well. Until the arrival of the Wehrmacht troops mid-June 1940, the city was, for ten months, completely empty, with the exception of the garrisoned soldiers. The Jews of Strasbourg had been evacuated to P\u00e9rigueux and Limoges, the University had been evacuated to Clermont-Ferrand.", "targets": "Who invaded Poland on 1 September 1939? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e8dd3a117c4b05bcdba293d1ec1e79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the German invasion of Poland on 1 September 1939 and the Anglo-French declaration of War against the German Reich on 3 September 1939, the entire city (a total of 120,000 people) was evacuated, like other border towns as well. Until the arrival of the Wehrmacht troops mid-June 1940, the city was, for ten months, completely empty, with the exception of the garrisoned soldiers. The Jews of Strasbourg had been evacuated to P\u00e9rigueux and Limoges, the University had been evacuated to Clermont-Ferrand.", "targets": "How many people were evacuated during the invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e8dd3a117c4b05bcdba293d1ec1e79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the German invasion of Poland on 1 September 1939 and the Anglo-French declaration of War against the German Reich on 3 September 1939, the entire city (a total of 120,000 people) was evacuated, like other border towns as well. Until the arrival of the Wehrmacht troops mid-June 1940, the city was, for ten months, completely empty, with the exception of the garrisoned soldiers. The Jews of Strasbourg had been evacuated to P\u00e9rigueux and Limoges, the University had been evacuated to Clermont-Ferrand.", "targets": "What troops arrived in mid-June 1940?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e8dd3a117c4b05bcdba293d1ec1e79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the German invasion of Poland on 1 September 1939 and the Anglo-French declaration of War against the German Reich on 3 September 1939, the entire city (a total of 120,000 people) was evacuated, like other border towns as well. Until the arrival of the Wehrmacht troops mid-June 1940, the city was, for ten months, completely empty, with the exception of the garrisoned soldiers. The Jews of Strasbourg had been evacuated to P\u00e9rigueux and Limoges, the University had been evacuated to Clermont-Ferrand.", "targets": "How long was the city completely empty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e8dd3a117c4b05bcdba293d1ec1e79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the German invasion of Poland on 1 September 1939 and the Anglo-French declaration of War against the German Reich on 3 September 1939, the entire city (a total of 120,000 people) was evacuated, like other border towns as well. Until the arrival of the Wehrmacht troops mid-June 1940, the city was, for ten months, completely empty, with the exception of the garrisoned soldiers. The Jews of Strasbourg had been evacuated to P\u00e9rigueux and Limoges, the University had been evacuated to Clermont-Ferrand.", "targets": "Where was the University evacuated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-991357181ca34e8a86dd2797aa4de88e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early High Middle Ages, Germany was ruled by the Ottonian dynasty, which struggled to control the powerful dukes ruling over territorial duchies tracing back to the Migration period. In 1024, they were replaced by the Salian dynasty, who famously clashed with the papacy under Emperor Henry IV (r. 1084\u20131105) over church appointments as part of the Investiture Controversy. His successors continued to struggle against the papacy as well as the German nobility. A period of instability followed the death of Emperor Henry V (r. 1111\u201325), who died without heirs, until Frederick I Barbarossa (r. 1155\u201390) took the imperial throne. Although he ruled effectively, the basic problems remained, and his successors continued to struggle into the 13th century. Barbarossa's grandson Frederick II (r. 1220\u20131250), who was also heir to the throne of Sicily through his mother, clashed repeatedly with the papacy. His court was famous for its scholars and he was often accused of heresy. He and his successors faced many difficulties, including the invasion of the Mongols into Europe in the mid-13th century. Mongols first shattered the Kievan Rus' principalities and then invaded Eastern Europe in 1241, 1259, and 1287.", "targets": "What dynasty controlled Germany in the early High Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-991357181ca34e8a86dd2797aa4de88e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early High Middle Ages, Germany was ruled by the Ottonian dynasty, which struggled to control the powerful dukes ruling over territorial duchies tracing back to the Migration period. In 1024, they were replaced by the Salian dynasty, who famously clashed with the papacy under Emperor Henry IV (r. 1084\u20131105) over church appointments as part of the Investiture Controversy. His successors continued to struggle against the papacy as well as the German nobility. A period of instability followed the death of Emperor Henry V (r. 1111\u201325), who died without heirs, until Frederick I Barbarossa (r. 1155\u201390) took the imperial throne. Although he ruled effectively, the basic problems remained, and his successors continued to struggle into the 13th century. Barbarossa's grandson Frederick II (r. 1220\u20131250), who was also heir to the throne of Sicily through his mother, clashed repeatedly with the papacy. His court was famous for its scholars and he was often accused of heresy. He and his successors faced many difficulties, including the invasion of the Mongols into Europe in the mid-13th century. Mongols first shattered the Kievan Rus' principalities and then invaded Eastern Europe in 1241, 1259, and 1287.", "targets": "What dynasty ruled Germany starting in 1024?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-991357181ca34e8a86dd2797aa4de88e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early High Middle Ages, Germany was ruled by the Ottonian dynasty, which struggled to control the powerful dukes ruling over territorial duchies tracing back to the Migration period. In 1024, they were replaced by the Salian dynasty, who famously clashed with the papacy under Emperor Henry IV (r. 1084\u20131105) over church appointments as part of the Investiture Controversy. His successors continued to struggle against the papacy as well as the German nobility. A period of instability followed the death of Emperor Henry V (r. 1111\u201325), who died without heirs, until Frederick I Barbarossa (r. 1155\u201390) took the imperial throne. Although he ruled effectively, the basic problems remained, and his successors continued to struggle into the 13th century. Barbarossa's grandson Frederick II (r. 1220\u20131250), who was also heir to the throne of Sicily through his mother, clashed repeatedly with the papacy. His court was famous for its scholars and he was often accused of heresy. He and his successors faced many difficulties, including the invasion of the Mongols into Europe in the mid-13th century. Mongols first shattered the Kievan Rus' principalities and then invaded Eastern Europe in 1241, 1259, and 1287.", "targets": "When did Henry IV's reign begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-991357181ca34e8a86dd2797aa4de88e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early High Middle Ages, Germany was ruled by the Ottonian dynasty, which struggled to control the powerful dukes ruling over territorial duchies tracing back to the Migration period. In 1024, they were replaced by the Salian dynasty, who famously clashed with the papacy under Emperor Henry IV (r. 1084\u20131105) over church appointments as part of the Investiture Controversy. His successors continued to struggle against the papacy as well as the German nobility. A period of instability followed the death of Emperor Henry V (r. 1111\u201325), who died without heirs, until Frederick I Barbarossa (r. 1155\u201390) took the imperial throne. Although he ruled effectively, the basic problems remained, and his successors continued to struggle into the 13th century. Barbarossa's grandson Frederick II (r. 1220\u20131250), who was also heir to the throne of Sicily through his mother, clashed repeatedly with the papacy. His court was famous for its scholars and he was often accused of heresy. He and his successors faced many difficulties, including the invasion of the Mongols into Europe in the mid-13th century. Mongols first shattered the Kievan Rus' principalities and then invaded Eastern Europe in 1241, 1259, and 1287.", "targets": "The clash between Henry IV and the pope was part of what greater conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-991357181ca34e8a86dd2797aa4de88e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early High Middle Ages, Germany was ruled by the Ottonian dynasty, which struggled to control the powerful dukes ruling over territorial duchies tracing back to the Migration period. In 1024, they were replaced by the Salian dynasty, who famously clashed with the papacy under Emperor Henry IV (r. 1084\u20131105) over church appointments as part of the Investiture Controversy. His successors continued to struggle against the papacy as well as the German nobility. A period of instability followed the death of Emperor Henry V (r. 1111\u201325), who died without heirs, until Frederick I Barbarossa (r. 1155\u201390) took the imperial throne. Although he ruled effectively, the basic problems remained, and his successors continued to struggle into the 13th century. Barbarossa's grandson Frederick II (r. 1220\u20131250), who was also heir to the throne of Sicily through his mother, clashed repeatedly with the papacy. His court was famous for its scholars and he was often accused of heresy. He and his successors faced many difficulties, including the invasion of the Mongols into Europe in the mid-13th century. Mongols first shattered the Kievan Rus' principalities and then invaded Eastern Europe in 1241, 1259, and 1287.", "targets": "What was the regnal name of Frederick I Barbarossa's grandson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309511d2c9424118826faf52f13abf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Streets' names change from West to East (for instance, East 10th Street to West 10th Street) at Broadway below 8th Street, and at Fifth Avenue from 8th Street and above.", "targets": "What happens at Broadway below 8th Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309511d2c9424118826faf52f13abf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Streets' names change from West to East (for instance, East 10th Street to West 10th Street) at Broadway below 8th Street, and at Fifth Avenue from 8th Street and above.", "targets": "What happens at Fifth Avenue from 8th street and above?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309511d2c9424118826faf52f13abf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Streets' names change from West to East (for instance, East 10th Street to West 10th Street) at Broadway below 8th Street, and at Fifth Avenue from 8th Street and above.", "targets": "Do streets' names change from West to East or North to South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59522bdbfe59484d9f09dc79a497102e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hospital Vilardeb\u00f3 is the only psychiatric hospital in Montevideo. Named after the physician and naturalist Teodoro Vilardeb\u00f3 Matuliche, it opened 21 May 1880. The hospital was originally one of the best of Latin America and in 1915 grew to 1,500 inpatients. Today the hospital is very deteriorated, with broken walls and floors, lack of medicines, beds, and rooms for the personnel. It has an emergency service, outpatient, clinic and inpatient rooms and employs approximately 610 staff, psychologists, psychiatrists, social workers, administrators, guards, among others. The average patient age is 30 years; more than half of the patients arrive by court order; 42% suffer from schizophrenia, 18% from depression and mania, and there are also a high percentage of drug addicted patients.", "targets": "What is the only psychiatric hospital in Montevideo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59522bdbfe59484d9f09dc79a497102e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hospital Vilardeb\u00f3 is the only psychiatric hospital in Montevideo. Named after the physician and naturalist Teodoro Vilardeb\u00f3 Matuliche, it opened 21 May 1880. The hospital was originally one of the best of Latin America and in 1915 grew to 1,500 inpatients. Today the hospital is very deteriorated, with broken walls and floors, lack of medicines, beds, and rooms for the personnel. It has an emergency service, outpatient, clinic and inpatient rooms and employs approximately 610 staff, psychologists, psychiatrists, social workers, administrators, guards, among others. The average patient age is 30 years; more than half of the patients arrive by court order; 42% suffer from schizophrenia, 18% from depression and mania, and there are also a high percentage of drug addicted patients.", "targets": "Who is Hospital Vilardebo named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59522bdbfe59484d9f09dc79a497102e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hospital Vilardeb\u00f3 is the only psychiatric hospital in Montevideo. Named after the physician and naturalist Teodoro Vilardeb\u00f3 Matuliche, it opened 21 May 1880. The hospital was originally one of the best of Latin America and in 1915 grew to 1,500 inpatients. Today the hospital is very deteriorated, with broken walls and floors, lack of medicines, beds, and rooms for the personnel. It has an emergency service, outpatient, clinic and inpatient rooms and employs approximately 610 staff, psychologists, psychiatrists, social workers, administrators, guards, among others. The average patient age is 30 years; more than half of the patients arrive by court order; 42% suffer from schizophrenia, 18% from depression and mania, and there are also a high percentage of drug addicted patients.", "targets": "When did the Hospital Vilardebo open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59522bdbfe59484d9f09dc79a497102e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hospital Vilardeb\u00f3 is the only psychiatric hospital in Montevideo. Named after the physician and naturalist Teodoro Vilardeb\u00f3 Matuliche, it opened 21 May 1880. The hospital was originally one of the best of Latin America and in 1915 grew to 1,500 inpatients. Today the hospital is very deteriorated, with broken walls and floors, lack of medicines, beds, and rooms for the personnel. It has an emergency service, outpatient, clinic and inpatient rooms and employs approximately 610 staff, psychologists, psychiatrists, social workers, administrators, guards, among others. The average patient age is 30 years; more than half of the patients arrive by court order; 42% suffer from schizophrenia, 18% from depression and mania, and there are also a high percentage of drug addicted patients.", "targets": "How many inpatients did the the Hospital Vilardebo have in 1915?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac5f2b27a8a434fa0bfa078c75d8977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical use of the various technologies described above include calling or conferencing on a one-on-one, one-to-many or many-to-many basis for personal, business, educational, deaf Video Relay Service and tele-medical, diagnostic and rehabilitative use or services. New services utilizing videocalling and videoconferencing, such as teachers and psychologists conducting online sessions, personal videocalls to inmates incarcerated in penitentiaries, and videoconferencing to resolve airline engineering issues at maintenance facilities, are being created or evolving on an ongoing basis.", "targets": "What is a common use of conferencing technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac5f2b27a8a434fa0bfa078c75d8977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical use of the various technologies described above include calling or conferencing on a one-on-one, one-to-many or many-to-many basis for personal, business, educational, deaf Video Relay Service and tele-medical, diagnostic and rehabilitative use or services. New services utilizing videocalling and videoconferencing, such as teachers and psychologists conducting online sessions, personal videocalls to inmates incarcerated in penitentiaries, and videoconferencing to resolve airline engineering issues at maintenance facilities, are being created or evolving on an ongoing basis.", "targets": "What profession utilizes videoconferencing technology to conduct online sessions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac5f2b27a8a434fa0bfa078c75d8977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical use of the various technologies described above include calling or conferencing on a one-on-one, one-to-many or many-to-many basis for personal, business, educational, deaf Video Relay Service and tele-medical, diagnostic and rehabilitative use or services. New services utilizing videocalling and videoconferencing, such as teachers and psychologists conducting online sessions, personal videocalls to inmates incarcerated in penitentiaries, and videoconferencing to resolve airline engineering issues at maintenance facilities, are being created or evolving on an ongoing basis.", "targets": "What is one way that videocalling can be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac5f2b27a8a434fa0bfa078c75d8977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typical use of the various technologies described above include calling or conferencing on a one-on-one, one-to-many or many-to-many basis for personal, business, educational, deaf Video Relay Service and tele-medical, diagnostic and rehabilitative use or services. New services utilizing videocalling and videoconferencing, such as teachers and psychologists conducting online sessions, personal videocalls to inmates incarcerated in penitentiaries, and videoconferencing to resolve airline engineering issues at maintenance facilities, are being created or evolving on an ongoing basis.", "targets": "What is a common use of conferencing technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "How many federal states does Germany have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "What are Hamburg and Berlin called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "The Free Hanseatic City of Bremen includes which two cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "How many federal states does Germany have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "What do constituent states still have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "What are the two major city-states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "What is the name of the city-state that contains Bremen and Bremerhaven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "What do Germans call the other 13 states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "How many states are in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "Which cities are called Stadtstaaten, other than Bremen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "What is the German terms for states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "How many states are called \"Fl\u00e4chenl\u00e4nder\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b25b3bfbd6df4e5cb6d754c719315842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Germany is a federal republic consisting of sixteen federal states (German: Bundesland, or Land).[a] Since today's Germany was formed from an earlier collection of several states, it has a federal constitution, and the constituent states retain a measure of sovereignty. With an emphasis on geographical conditions, Berlin and Hamburg are frequently called Stadtstaaten (city-states), as is the Free Hanseatic City of Bremen, which in fact includes the cities of Bremen and Bremerhaven. The remaining 13 states are called Fl\u00e4chenl\u00e4nder (literally: area states).", "targets": "The Free Hanseatic City of Bremen includes which cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a69f932bfadc45a3ba3eb2b4bc0fb10a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although inefficient, incandescent light bulbs have an advantage in applications where accurate color reproduction is important, since the continuous blackbody spectrum emitted from an incandescent light-bulb filament yields near-perfect color rendition, with a color rendering index of 100 (the best possible). White-balancing is still required to avoid too \"warm\" or \"cool\" colors, but this is a simple process that requires only the color temperature in Kelvin as input for modern, digital visual reproduction equipment such as video or still cameras unless it is completely automated. The color-rendering performance of incandescent lights cannot be matched by LEDs or fluorescent lights, although they can offer satisfactory performance for non-critical applications such as home lighting. White-balancing such lights is therefore more complicated, requiring additional adjustments to reduce for example green-magenta color casts, and even when properly white-balanced, the color reproduction will not be perfect.", "targets": "What is the purpose of white-balancing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a69f932bfadc45a3ba3eb2b4bc0fb10a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although inefficient, incandescent light bulbs have an advantage in applications where accurate color reproduction is important, since the continuous blackbody spectrum emitted from an incandescent light-bulb filament yields near-perfect color rendition, with a color rendering index of 100 (the best possible). White-balancing is still required to avoid too \"warm\" or \"cool\" colors, but this is a simple process that requires only the color temperature in Kelvin as input for modern, digital visual reproduction equipment such as video or still cameras unless it is completely automated. The color-rendering performance of incandescent lights cannot be matched by LEDs or fluorescent lights, although they can offer satisfactory performance for non-critical applications such as home lighting. White-balancing such lights is therefore more complicated, requiring additional adjustments to reduce for example green-magenta color casts, and even when properly white-balanced, the color reproduction will not be perfect.", "targets": "Of incandescent lights, fluorescent lights and LEDs, which has the best color-rendering performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a69f932bfadc45a3ba3eb2b4bc0fb10a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although inefficient, incandescent light bulbs have an advantage in applications where accurate color reproduction is important, since the continuous blackbody spectrum emitted from an incandescent light-bulb filament yields near-perfect color rendition, with a color rendering index of 100 (the best possible). White-balancing is still required to avoid too \"warm\" or \"cool\" colors, but this is a simple process that requires only the color temperature in Kelvin as input for modern, digital visual reproduction equipment such as video or still cameras unless it is completely automated. The color-rendering performance of incandescent lights cannot be matched by LEDs or fluorescent lights, although they can offer satisfactory performance for non-critical applications such as home lighting. White-balancing such lights is therefore more complicated, requiring additional adjustments to reduce for example green-magenta color casts, and even when properly white-balanced, the color reproduction will not be perfect.", "targets": "What is the color rendering index of an incandescent light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a69f932bfadc45a3ba3eb2b4bc0fb10a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although inefficient, incandescent light bulbs have an advantage in applications where accurate color reproduction is important, since the continuous blackbody spectrum emitted from an incandescent light-bulb filament yields near-perfect color rendition, with a color rendering index of 100 (the best possible). White-balancing is still required to avoid too \"warm\" or \"cool\" colors, but this is a simple process that requires only the color temperature in Kelvin as input for modern, digital visual reproduction equipment such as video or still cameras unless it is completely automated. The color-rendering performance of incandescent lights cannot be matched by LEDs or fluorescent lights, although they can offer satisfactory performance for non-critical applications such as home lighting. White-balancing such lights is therefore more complicated, requiring additional adjustments to reduce for example green-magenta color casts, and even when properly white-balanced, the color reproduction will not be perfect.", "targets": "Why do incandescent lights have superior color rendering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a69f932bfadc45a3ba3eb2b4bc0fb10a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although inefficient, incandescent light bulbs have an advantage in applications where accurate color reproduction is important, since the continuous blackbody spectrum emitted from an incandescent light-bulb filament yields near-perfect color rendition, with a color rendering index of 100 (the best possible). White-balancing is still required to avoid too \"warm\" or \"cool\" colors, but this is a simple process that requires only the color temperature in Kelvin as input for modern, digital visual reproduction equipment such as video or still cameras unless it is completely automated. The color-rendering performance of incandescent lights cannot be matched by LEDs or fluorescent lights, although they can offer satisfactory performance for non-critical applications such as home lighting. White-balancing such lights is therefore more complicated, requiring additional adjustments to reduce for example green-magenta color casts, and even when properly white-balanced, the color reproduction will not be perfect.", "targets": "What is the highest possible color rendering index score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a08c19e1ab49b08367c945b8caf627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1928, Tesla received his last patent, U.S. Patent 1,655,114, for a biplane capable of taking off vertically (VTOL aircraft) and then be \"gradually tilted through manipulation of the elevator devices\" in flight until it was flying like a conventional plane. Tesla thought the plane would sell for less than $1,000.:251 Although the aircraft was probably impractical, it may be the earliest known design for what became the tiltrotor/tilt-wing concept as well as the earliest proposal for the use of turbine engines in rotor aircraft.[improper synthesis?]", "targets": "What was the patent number for Tesla's final patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a08c19e1ab49b08367c945b8caf627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1928, Tesla received his last patent, U.S. Patent 1,655,114, for a biplane capable of taking off vertically (VTOL aircraft) and then be \"gradually tilted through manipulation of the elevator devices\" in flight until it was flying like a conventional plane. Tesla thought the plane would sell for less than $1,000.:251 Although the aircraft was probably impractical, it may be the earliest known design for what became the tiltrotor/tilt-wing concept as well as the earliest proposal for the use of turbine engines in rotor aircraft.[improper synthesis?]", "targets": "For what invention was U.S. Patent 1,655,114 granted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a08c19e1ab49b08367c945b8caf627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1928, Tesla received his last patent, U.S. Patent 1,655,114, for a biplane capable of taking off vertically (VTOL aircraft) and then be \"gradually tilted through manipulation of the elevator devices\" in flight until it was flying like a conventional plane. Tesla thought the plane would sell for less than $1,000.:251 Although the aircraft was probably impractical, it may be the earliest known design for what became the tiltrotor/tilt-wing concept as well as the earliest proposal for the use of turbine engines in rotor aircraft.[improper synthesis?]", "targets": "What was Tesla's belief as to the selling price of the biplane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a08c19e1ab49b08367c945b8caf627", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1928, Tesla received his last patent, U.S. Patent 1,655,114, for a biplane capable of taking off vertically (VTOL aircraft) and then be \"gradually tilted through manipulation of the elevator devices\" in flight until it was flying like a conventional plane. Tesla thought the plane would sell for less than $1,000.:251 Although the aircraft was probably impractical, it may be the earliest known design for what became the tiltrotor/tilt-wing concept as well as the earliest proposal for the use of turbine engines in rotor aircraft.[improper synthesis?]", "targets": "What kind of engines did the biplane design have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56d8966af5df4c64bd9c51a9e730c57a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the late 20th century, the majority of the world's countries had a prime minister or equivalent minister, holding office under either a constitutional monarchy or a ceremonial president. The main exceptions to this system have been the United States and the presidential republics in Latin America modelled on the U.S. system, in which the president directly exercises executive authority.", "targets": "In the U.S. and governments modeled on it, who holds executive power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0bfb77423d4ad5ace193828f35a18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was unclear if Shell would recommence drilling in mid-2013, following the \"Kulluk\" incident and, in February 2013, the corporation stated that it would \"pause\" its closely watched drilling project off the Alaskan coast in 2013, and will instead prepare for future exploration. In January 2014, the corporation announced the extension of the suspension of its drilling program in the Arctic, with chief executive van Beurden explaining that the project is \"under review\" due to both market and internal issues.", "targets": "Following what event was it uncertain if Shell would recommence drilling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0bfb77423d4ad5ace193828f35a18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was unclear if Shell would recommence drilling in mid-2013, following the \"Kulluk\" incident and, in February 2013, the corporation stated that it would \"pause\" its closely watched drilling project off the Alaskan coast in 2013, and will instead prepare for future exploration. In January 2014, the corporation announced the extension of the suspension of its drilling program in the Arctic, with chief executive van Beurden explaining that the project is \"under review\" due to both market and internal issues.", "targets": "In February 2013, Shell Corporation announced that it would pause what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0bfb77423d4ad5ace193828f35a18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was unclear if Shell would recommence drilling in mid-2013, following the \"Kulluk\" incident and, in February 2013, the corporation stated that it would \"pause\" its closely watched drilling project off the Alaskan coast in 2013, and will instead prepare for future exploration. In January 2014, the corporation announced the extension of the suspension of its drilling program in the Arctic, with chief executive van Beurden explaining that the project is \"under review\" due to both market and internal issues.", "targets": "Shell Corporation announced what in January 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0bfb77423d4ad5ace193828f35a18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was unclear if Shell would recommence drilling in mid-2013, following the \"Kulluk\" incident and, in February 2013, the corporation stated that it would \"pause\" its closely watched drilling project off the Alaskan coast in 2013, and will instead prepare for future exploration. In January 2014, the corporation announced the extension of the suspension of its drilling program in the Arctic, with chief executive van Beurden explaining that the project is \"under review\" due to both market and internal issues.", "targets": "Which Shell Corporation executive explained the reason for the January 2014 announcement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0bfb77423d4ad5ace193828f35a18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was unclear if Shell would recommence drilling in mid-2013, following the \"Kulluk\" incident and, in February 2013, the corporation stated that it would \"pause\" its closely watched drilling project off the Alaskan coast in 2013, and will instead prepare for future exploration. In January 2014, the corporation announced the extension of the suspension of its drilling program in the Arctic, with chief executive van Beurden explaining that the project is \"under review\" due to both market and internal issues.", "targets": "What reason did the executive give for Shell's January 2014 announcement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b86b225892b4b0285fe49931572521d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physician Valerius Cordus (1515\u20131544) authored a botanically and pharmacologically important herbal Historia Plantarum in 1544 and a pharmacopoeia of lasting importance, the Dispensatorium in 1546. Naturalist Conrad von Gesner (1516\u20131565) and herbalist John Gerard (1545\u2013c. 1611) published herbals covering the medicinal uses of plants. Naturalist Ulisse Aldrovandi (1522\u20131605) was considered the father of natural history, which included the study of plants. In 1665, using an early microscope, Polymath Robert Hooke discovered cells, a term he coined, in cork, and a short time later in living plant tissue.", "targets": "Who wrote Historia Plantarum in 1544?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b86b225892b4b0285fe49931572521d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physician Valerius Cordus (1515\u20131544) authored a botanically and pharmacologically important herbal Historia Plantarum in 1544 and a pharmacopoeia of lasting importance, the Dispensatorium in 1546. Naturalist Conrad von Gesner (1516\u20131565) and herbalist John Gerard (1545\u2013c. 1611) published herbals covering the medicinal uses of plants. Naturalist Ulisse Aldrovandi (1522\u20131605) was considered the father of natural history, which included the study of plants. In 1665, using an early microscope, Polymath Robert Hooke discovered cells, a term he coined, in cork, and a short time later in living plant tissue.", "targets": "What herbalist wrote about medicinal plants in the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b86b225892b4b0285fe49931572521d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physician Valerius Cordus (1515\u20131544) authored a botanically and pharmacologically important herbal Historia Plantarum in 1544 and a pharmacopoeia of lasting importance, the Dispensatorium in 1546. Naturalist Conrad von Gesner (1516\u20131565) and herbalist John Gerard (1545\u2013c. 1611) published herbals covering the medicinal uses of plants. Naturalist Ulisse Aldrovandi (1522\u20131605) was considered the father of natural history, which included the study of plants. In 1665, using an early microscope, Polymath Robert Hooke discovered cells, a term he coined, in cork, and a short time later in living plant tissue.", "targets": "Who is considered the father of natural history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b86b225892b4b0285fe49931572521d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physician Valerius Cordus (1515\u20131544) authored a botanically and pharmacologically important herbal Historia Plantarum in 1544 and a pharmacopoeia of lasting importance, the Dispensatorium in 1546. Naturalist Conrad von Gesner (1516\u20131565) and herbalist John Gerard (1545\u2013c. 1611) published herbals covering the medicinal uses of plants. Naturalist Ulisse Aldrovandi (1522\u20131605) was considered the father of natural history, which included the study of plants. In 1665, using an early microscope, Polymath Robert Hooke discovered cells, a term he coined, in cork, and a short time later in living plant tissue.", "targets": "Who coined the term cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b86b225892b4b0285fe49931572521d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physician Valerius Cordus (1515\u20131544) authored a botanically and pharmacologically important herbal Historia Plantarum in 1544 and a pharmacopoeia of lasting importance, the Dispensatorium in 1546. Naturalist Conrad von Gesner (1516\u20131565) and herbalist John Gerard (1545\u2013c. 1611) published herbals covering the medicinal uses of plants. Naturalist Ulisse Aldrovandi (1522\u20131605) was considered the father of natural history, which included the study of plants. In 1665, using an early microscope, Polymath Robert Hooke discovered cells, a term he coined, in cork, and a short time later in living plant tissue.", "targets": "In what plant were cells first discovered by microscope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54565fad7e4a4ba89060c7c2d1ba809c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various cases for rape, physical abuse and murder were prosecuted in court. Women, although usually having fewer rights by custom, were allowed to level civil and criminal charges against men. While suspects were jailed, convicted criminals were never imprisoned. Instead, punishments were commonly monetary fines, periods of forced hard labor for convicts, and the penalty of death by beheading. Early Han punishments of torturous mutilation were borrowed from Qin law. A series of reforms abolished mutilation punishments with progressively less-severe beatings by the bastinado.", "targets": "What type of torture was acquired from Qin law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54565fad7e4a4ba89060c7c2d1ba809c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various cases for rape, physical abuse and murder were prosecuted in court. Women, although usually having fewer rights by custom, were allowed to level civil and criminal charges against men. While suspects were jailed, convicted criminals were never imprisoned. Instead, punishments were commonly monetary fines, periods of forced hard labor for convicts, and the penalty of death by beheading. Early Han punishments of torturous mutilation were borrowed from Qin law. A series of reforms abolished mutilation punishments with progressively less-severe beatings by the bastinado.", "targets": "What eventually replaced torturous mutilation as a type of punishment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54565fad7e4a4ba89060c7c2d1ba809c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various cases for rape, physical abuse and murder were prosecuted in court. Women, although usually having fewer rights by custom, were allowed to level civil and criminal charges against men. While suspects were jailed, convicted criminals were never imprisoned. Instead, punishments were commonly monetary fines, periods of forced hard labor for convicts, and the penalty of death by beheading. Early Han punishments of torturous mutilation were borrowed from Qin law. A series of reforms abolished mutilation punishments with progressively less-severe beatings by the bastinado.", "targets": "What could a criminal in this era expect not to happen if he was convicted of a crime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54565fad7e4a4ba89060c7c2d1ba809c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various cases for rape, physical abuse and murder were prosecuted in court. Women, although usually having fewer rights by custom, were allowed to level civil and criminal charges against men. While suspects were jailed, convicted criminals were never imprisoned. Instead, punishments were commonly monetary fines, periods of forced hard labor for convicts, and the penalty of death by beheading. Early Han punishments of torturous mutilation were borrowed from Qin law. A series of reforms abolished mutilation punishments with progressively less-severe beatings by the bastinado.", "targets": "What type of extreme punishment was likely to be laid upon those who committed the harshest of crimes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54565fad7e4a4ba89060c7c2d1ba809c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various cases for rape, physical abuse and murder were prosecuted in court. Women, although usually having fewer rights by custom, were allowed to level civil and criminal charges against men. While suspects were jailed, convicted criminals were never imprisoned. Instead, punishments were commonly monetary fines, periods of forced hard labor for convicts, and the penalty of death by beheading. Early Han punishments of torturous mutilation were borrowed from Qin law. A series of reforms abolished mutilation punishments with progressively less-severe beatings by the bastinado.", "targets": "What did women commonly have less of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ec280bd03eb4b2ba60f435055752037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The literal meaning of Durbar Square is a \"place of palaces\". There are three preserved Durbar Squares in Kathmandu valley and one unpreserved in Kirtipur. The Durbar Square of Kathmandu is located in the old city and has heritage buildings representing four kingdoms (Kantipur, Lalitpur, Bhaktapur, Kirtipur); the earliest is the Licchavi dynasty. The complex has 50 temples and is distributed in two quadrangles of the Durbar Square. The outer quadrangle has the Kasthamandap, Kumari Ghar, and Shiva-Parvati Temple; the inner quadrangle has the Hanuman Dhoka palace. The squares were severely damaged in the April 2015 Nepal earthquake.", "targets": "Where is a Durban Square located that is not preserved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ec280bd03eb4b2ba60f435055752037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The literal meaning of Durbar Square is a \"place of palaces\". There are three preserved Durbar Squares in Kathmandu valley and one unpreserved in Kirtipur. The Durbar Square of Kathmandu is located in the old city and has heritage buildings representing four kingdoms (Kantipur, Lalitpur, Bhaktapur, Kirtipur); the earliest is the Licchavi dynasty. The complex has 50 temples and is distributed in two quadrangles of the Durbar Square. The outer quadrangle has the Kasthamandap, Kumari Ghar, and Shiva-Parvati Temple; the inner quadrangle has the Hanuman Dhoka palace. The squares were severely damaged in the April 2015 Nepal earthquake.", "targets": "What is the oldest dynasty to be represented with buildings in Kathmandu's Durbar Square?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ec280bd03eb4b2ba60f435055752037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The literal meaning of Durbar Square is a \"place of palaces\". There are three preserved Durbar Squares in Kathmandu valley and one unpreserved in Kirtipur. The Durbar Square of Kathmandu is located in the old city and has heritage buildings representing four kingdoms (Kantipur, Lalitpur, Bhaktapur, Kirtipur); the earliest is the Licchavi dynasty. The complex has 50 temples and is distributed in two quadrangles of the Durbar Square. The outer quadrangle has the Kasthamandap, Kumari Ghar, and Shiva-Parvati Temple; the inner quadrangle has the Hanuman Dhoka palace. The squares were severely damaged in the April 2015 Nepal earthquake.", "targets": "How many temples are present in Kathmandu's Durbar Square?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ec280bd03eb4b2ba60f435055752037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The literal meaning of Durbar Square is a \"place of palaces\". There are three preserved Durbar Squares in Kathmandu valley and one unpreserved in Kirtipur. The Durbar Square of Kathmandu is located in the old city and has heritage buildings representing four kingdoms (Kantipur, Lalitpur, Bhaktapur, Kirtipur); the earliest is the Licchavi dynasty. The complex has 50 temples and is distributed in two quadrangles of the Durbar Square. The outer quadrangle has the Kasthamandap, Kumari Ghar, and Shiva-Parvati Temple; the inner quadrangle has the Hanuman Dhoka palace. The squares were severely damaged in the April 2015 Nepal earthquake.", "targets": "When did a notable earthquake occur that damaged Kathmandu's Durbar Square?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ec280bd03eb4b2ba60f435055752037", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The literal meaning of Durbar Square is a \"place of palaces\". There are three preserved Durbar Squares in Kathmandu valley and one unpreserved in Kirtipur. The Durbar Square of Kathmandu is located in the old city and has heritage buildings representing four kingdoms (Kantipur, Lalitpur, Bhaktapur, Kirtipur); the earliest is the Licchavi dynasty. The complex has 50 temples and is distributed in two quadrangles of the Durbar Square. The outer quadrangle has the Kasthamandap, Kumari Ghar, and Shiva-Parvati Temple; the inner quadrangle has the Hanuman Dhoka palace. The squares were severely damaged in the April 2015 Nepal earthquake.", "targets": "How many kingdoms have buildings present in the Durbar Square of Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cff0ac578d646f396ba2331b60bf840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1982, Diego Maradona was signed for a world record fee of \u00a35 million from Boca Juniors. In the following season, under coach Luis, Barcelona won the Copa del Rey, beating Real Madrid. However, Maradona's time with Barcelona was short-lived and he soon left for Napoli. At the start of the 1984\u201385 season, Terry Venables was hired as manager and he won La Liga with noteworthy displays by German midfielder Bernd Schuster. The next season, he took the team to their second European Cup final, only to lose on penalties to Steaua Bucure\u015fti during a dramatic evening in Seville.", "targets": "How much was the signing payment for Diego Maradona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cff0ac578d646f396ba2331b60bf840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1982, Diego Maradona was signed for a world record fee of \u00a35 million from Boca Juniors. In the following season, under coach Luis, Barcelona won the Copa del Rey, beating Real Madrid. However, Maradona's time with Barcelona was short-lived and he soon left for Napoli. At the start of the 1984\u201385 season, Terry Venables was hired as manager and he won La Liga with noteworthy displays by German midfielder Bernd Schuster. The next season, he took the team to their second European Cup final, only to lose on penalties to Steaua Bucure\u015fti during a dramatic evening in Seville.", "targets": "When was Diego Maradona signed by Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cff0ac578d646f396ba2331b60bf840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1982, Diego Maradona was signed for a world record fee of \u00a35 million from Boca Juniors. In the following season, under coach Luis, Barcelona won the Copa del Rey, beating Real Madrid. However, Maradona's time with Barcelona was short-lived and he soon left for Napoli. At the start of the 1984\u201385 season, Terry Venables was hired as manager and he won La Liga with noteworthy displays by German midfielder Bernd Schuster. The next season, he took the team to their second European Cup final, only to lose on penalties to Steaua Bucure\u015fti during a dramatic evening in Seville.", "targets": "Who did Barcelona defeat the season following the signing of Maradona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cff0ac578d646f396ba2331b60bf840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1982, Diego Maradona was signed for a world record fee of \u00a35 million from Boca Juniors. In the following season, under coach Luis, Barcelona won the Copa del Rey, beating Real Madrid. However, Maradona's time with Barcelona was short-lived and he soon left for Napoli. At the start of the 1984\u201385 season, Terry Venables was hired as manager and he won La Liga with noteworthy displays by German midfielder Bernd Schuster. The next season, he took the team to their second European Cup final, only to lose on penalties to Steaua Bucure\u015fti during a dramatic evening in Seville.", "targets": "Who was hired as manager in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cff0ac578d646f396ba2331b60bf840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1982, Diego Maradona was signed for a world record fee of \u00a35 million from Boca Juniors. In the following season, under coach Luis, Barcelona won the Copa del Rey, beating Real Madrid. However, Maradona's time with Barcelona was short-lived and he soon left for Napoli. At the start of the 1984\u201385 season, Terry Venables was hired as manager and he won La Liga with noteworthy displays by German midfielder Bernd Schuster. The next season, he took the team to their second European Cup final, only to lose on penalties to Steaua Bucure\u015fti during a dramatic evening in Seville.", "targets": "What caused the loss to Steaua Bucuresti in Seville?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4b89647920432ca736dcdef7d46fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following years of mistreatment, the Ta\u00ednos began to adopt suicidal behaviors, with women aborting or killing their infants and men jumping from the cliffs or ingesting untreated cassava, a violent poison. Eventually, a Ta\u00edno Cacique named Enriquillo managed to hold out in the Baoruco Mountain Range for thirteen years, causing serious damage to the Spanish, Carib-held plantations and their Indian auxiliaries. Hearing of the seriousness of the revolt, Emperor Charles V (also King of Spain) sent captain Francisco Barrionuevo to negotiate a peace treaty with the ever-increasing number of rebels. Two months later, after consultation with the Audencia of Santo Domingo, Enriquillo was offered any part of the island to live in peace.", "targets": "What behaviors did the Ta\u00ednos begin to adopt after years of mistreatment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4b89647920432ca736dcdef7d46fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following years of mistreatment, the Ta\u00ednos began to adopt suicidal behaviors, with women aborting or killing their infants and men jumping from the cliffs or ingesting untreated cassava, a violent poison. Eventually, a Ta\u00edno Cacique named Enriquillo managed to hold out in the Baoruco Mountain Range for thirteen years, causing serious damage to the Spanish, Carib-held plantations and their Indian auxiliaries. Hearing of the seriousness of the revolt, Emperor Charles V (also King of Spain) sent captain Francisco Barrionuevo to negotiate a peace treaty with the ever-increasing number of rebels. Two months later, after consultation with the Audencia of Santo Domingo, Enriquillo was offered any part of the island to live in peace.", "targets": "What did Ta\u00ednos women start doing to their infants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4b89647920432ca736dcdef7d46fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following years of mistreatment, the Ta\u00ednos began to adopt suicidal behaviors, with women aborting or killing their infants and men jumping from the cliffs or ingesting untreated cassava, a violent poison. Eventually, a Ta\u00edno Cacique named Enriquillo managed to hold out in the Baoruco Mountain Range for thirteen years, causing serious damage to the Spanish, Carib-held plantations and their Indian auxiliaries. Hearing of the seriousness of the revolt, Emperor Charles V (also King of Spain) sent captain Francisco Barrionuevo to negotiate a peace treaty with the ever-increasing number of rebels. Two months later, after consultation with the Audencia of Santo Domingo, Enriquillo was offered any part of the island to live in peace.", "targets": "Why would ingesting untreated cassava be a bad idea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4b89647920432ca736dcdef7d46fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following years of mistreatment, the Ta\u00ednos began to adopt suicidal behaviors, with women aborting or killing their infants and men jumping from the cliffs or ingesting untreated cassava, a violent poison. Eventually, a Ta\u00edno Cacique named Enriquillo managed to hold out in the Baoruco Mountain Range for thirteen years, causing serious damage to the Spanish, Carib-held plantations and their Indian auxiliaries. Hearing of the seriousness of the revolt, Emperor Charles V (also King of Spain) sent captain Francisco Barrionuevo to negotiate a peace treaty with the ever-increasing number of rebels. Two months later, after consultation with the Audencia of Santo Domingo, Enriquillo was offered any part of the island to live in peace.", "targets": "Who was sent to negotiate a peace treaty with the rebels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef4b89647920432ca736dcdef7d46fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following years of mistreatment, the Ta\u00ednos began to adopt suicidal behaviors, with women aborting or killing their infants and men jumping from the cliffs or ingesting untreated cassava, a violent poison. Eventually, a Ta\u00edno Cacique named Enriquillo managed to hold out in the Baoruco Mountain Range for thirteen years, causing serious damage to the Spanish, Carib-held plantations and their Indian auxiliaries. Hearing of the seriousness of the revolt, Emperor Charles V (also King of Spain) sent captain Francisco Barrionuevo to negotiate a peace treaty with the ever-increasing number of rebels. Two months later, after consultation with the Audencia of Santo Domingo, Enriquillo was offered any part of the island to live in peace.", "targets": "How many years was a Ta\u00ednos Cacique able to hold ou in the Baoruco Mountain Range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5ef885514c44fd7bf4698c9ef23da3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In intelligent mammals, such as primates, the cerebrum is larger relative to the rest of the brain. Intelligence itself is not easy to define, but indications of intelligence include the ability to learn, matched with behavioral flexibility. Rats, for example, are considered to be highly intelligent, as they can learn and perform new tasks, an ability that may be important when they first colonize a fresh habitat. In some mammals, food gathering appears to be related to intelligence: a deer feeding on plants has a brain smaller than a cat, which must think to outwit its prey.", "targets": "Which part is larger relative to the brain in primates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5ef885514c44fd7bf4698c9ef23da3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In intelligent mammals, such as primates, the cerebrum is larger relative to the rest of the brain. Intelligence itself is not easy to define, but indications of intelligence include the ability to learn, matched with behavioral flexibility. Rats, for example, are considered to be highly intelligent, as they can learn and perform new tasks, an ability that may be important when they first colonize a fresh habitat. In some mammals, food gathering appears to be related to intelligence: a deer feeding on plants has a brain smaller than a cat, which must think to outwit its prey.", "targets": "Which non-primate has the ability to learn and perform new task?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5ef885514c44fd7bf4698c9ef23da3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In intelligent mammals, such as primates, the cerebrum is larger relative to the rest of the brain. Intelligence itself is not easy to define, but indications of intelligence include the ability to learn, matched with behavioral flexibility. Rats, for example, are considered to be highly intelligent, as they can learn and perform new tasks, an ability that may be important when they first colonize a fresh habitat. In some mammals, food gathering appears to be related to intelligence: a deer feeding on plants has a brain smaller than a cat, which must think to outwit its prey.", "targets": "Mammals with smaller brains tend to be in what class in the food chain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6b3e1df245042be802f4db480dfad0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Council estates are in the Weston, Thornhill and Townhill Park districts. The city is ranked 96th most deprived out of all 354 Local Authorities in England.", "targets": "How many Local Authorities are there in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6b3e1df245042be802f4db480dfad0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Council estates are in the Weston, Thornhill and Townhill Park districts. The city is ranked 96th most deprived out of all 354 Local Authorities in England.", "targets": "In addition to the Thornhill and Townhill Park districts, what other district has a council estate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6b3e1df245042be802f4db480dfad0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Council estates are in the Weston, Thornhill and Townhill Park districts. The city is ranked 96th most deprived out of all 354 Local Authorities in England.", "targets": "What's Southampton's ranking on the list of most deprived Local Authorities in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d11e9aed5f27457682e2079ec5068775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Officially, human sacrifice was obnoxious \"to the laws of gods and men.\" The practice was a mark of the \"Other\", attributed to Rome's traditional enemies such as the Carthaginians and Gauls. Rome banned it on several occasions under extreme penalty. A law passed in 81 BC characterised human sacrifice as murder committed for magical purposes. Pliny saw the ending of human sacrifice conducted by the druids as a positive consequence of the conquest of Gaul and Britain. Despite an empire-wide ban under Hadrian, human sacrifice may have continued covertly in North Africa and elsewhere.", "targets": "What act did Romans view as obnoxious?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d11e9aed5f27457682e2079ec5068775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Officially, human sacrifice was obnoxious \"to the laws of gods and men.\" The practice was a mark of the \"Other\", attributed to Rome's traditional enemies such as the Carthaginians and Gauls. Rome banned it on several occasions under extreme penalty. A law passed in 81 BC characterised human sacrifice as murder committed for magical purposes. Pliny saw the ending of human sacrifice conducted by the druids as a positive consequence of the conquest of Gaul and Britain. Despite an empire-wide ban under Hadrian, human sacrifice may have continued covertly in North Africa and elsewhere.", "targets": "To whom was human sacrifice usually attributed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d11e9aed5f27457682e2079ec5068775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Officially, human sacrifice was obnoxious \"to the laws of gods and men.\" The practice was a mark of the \"Other\", attributed to Rome's traditional enemies such as the Carthaginians and Gauls. Rome banned it on several occasions under extreme penalty. A law passed in 81 BC characterised human sacrifice as murder committed for magical purposes. Pliny saw the ending of human sacrifice conducted by the druids as a positive consequence of the conquest of Gaul and Britain. Despite an empire-wide ban under Hadrian, human sacrifice may have continued covertly in North Africa and elsewhere.", "targets": "What did Rome do about human sacrifice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d11e9aed5f27457682e2079ec5068775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Officially, human sacrifice was obnoxious \"to the laws of gods and men.\" The practice was a mark of the \"Other\", attributed to Rome's traditional enemies such as the Carthaginians and Gauls. Rome banned it on several occasions under extreme penalty. A law passed in 81 BC characterised human sacrifice as murder committed for magical purposes. Pliny saw the ending of human sacrifice conducted by the druids as a positive consequence of the conquest of Gaul and Britain. Despite an empire-wide ban under Hadrian, human sacrifice may have continued covertly in North Africa and elsewhere.", "targets": "As what  did the law of 81 BC view human sacrifice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d11e9aed5f27457682e2079ec5068775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Officially, human sacrifice was obnoxious \"to the laws of gods and men.\" The practice was a mark of the \"Other\", attributed to Rome's traditional enemies such as the Carthaginians and Gauls. Rome banned it on several occasions under extreme penalty. A law passed in 81 BC characterised human sacrifice as murder committed for magical purposes. Pliny saw the ending of human sacrifice conducted by the druids as a positive consequence of the conquest of Gaul and Britain. Despite an empire-wide ban under Hadrian, human sacrifice may have continued covertly in North Africa and elsewhere.", "targets": "What ruler banned human sacrifice empire wide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e48a5c80154485a2cbdf0cbd77a1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Science Fiction Hall of Fame inducted Spielberg in 2005, the first year it considered non-literary contributors. In November 2007, he was chosen for a Lifetime Achievement Award to be presented at the sixth annual Visual Effects Society Awards in February 2009. He was set to be honored with the Cecil B. DeMille Award at the January 2008 Golden Globes; however, the new, watered-down format of the ceremony resulting from conflicts in the 2007\u201308 writers strike, the HFPA postponed his honor to the 2009 ceremony. In 2008, Spielberg was awarded the L\u00e9gion d'honneur.", "targets": "When was Spielberg added to the Science Fiction Hall of Fame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e48a5c80154485a2cbdf0cbd77a1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Science Fiction Hall of Fame inducted Spielberg in 2005, the first year it considered non-literary contributors. In November 2007, he was chosen for a Lifetime Achievement Award to be presented at the sixth annual Visual Effects Society Awards in February 2009. He was set to be honored with the Cecil B. DeMille Award at the January 2008 Golden Globes; however, the new, watered-down format of the ceremony resulting from conflicts in the 2007\u201308 writers strike, the HFPA postponed his honor to the 2009 ceremony. In 2008, Spielberg was awarded the L\u00e9gion d'honneur.", "targets": "When did the Visual Effects Society give Spielberg a Lifetime Achievement Award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e48a5c80154485a2cbdf0cbd77a1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Science Fiction Hall of Fame inducted Spielberg in 2005, the first year it considered non-literary contributors. In November 2007, he was chosen for a Lifetime Achievement Award to be presented at the sixth annual Visual Effects Society Awards in February 2009. He was set to be honored with the Cecil B. DeMille Award at the January 2008 Golden Globes; however, the new, watered-down format of the ceremony resulting from conflicts in the 2007\u201308 writers strike, the HFPA postponed his honor to the 2009 ceremony. In 2008, Spielberg was awarded the L\u00e9gion d'honneur.", "targets": "When did Spielberg win the Cecil B. DeMille Award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2e48a5c80154485a2cbdf0cbd77a1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Science Fiction Hall of Fame inducted Spielberg in 2005, the first year it considered non-literary contributors. In November 2007, he was chosen for a Lifetime Achievement Award to be presented at the sixth annual Visual Effects Society Awards in February 2009. He was set to be honored with the Cecil B. DeMille Award at the January 2008 Golden Globes; however, the new, watered-down format of the ceremony resulting from conflicts in the 2007\u201308 writers strike, the HFPA postponed his honor to the 2009 ceremony. In 2008, Spielberg was awarded the L\u00e9gion d'honneur.", "targets": "Why was Spielberg's Cecil B. DeMille Award postponed from 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-631c1c5a7a3d4aa3aee318906adda6f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 1847, Doniphan continued his march with 924 men mostly from Missouri; he accompanied a train of 315 wagons of a large commercial caravan heading to the state capital. Meanwhile, the Mexican forces in the state had time to prepare a defense against the Americans. About 20 miles (32 km) north of the capital where two mountain ranges join from east to west is the only pass into the capital; known as Sacramento Pass, this point is now part of present-day Chihuahua City. The Battle of Sacramento was the most important battle fought in the state of Chihuahua because it was the sole defense for the state capital. The battle ended quickly because of some devastating defensive errors from the Mexican forces and the ingenious strategic moves by the American forces. After their loss at the Battle of Sacramento, the remaining Mexican soldiers retreated south, leaving the city to American occupation. Almost 300 Mexicans were killed in the battle, as well as almost 300 wounded. The Americans also confiscated large amounts of Mexican supplies and took 400 Mexican soldiers prisoners of war. American forces maintained an occupation of the state capital for the rest of the Mexican\u2013American War.", "targets": "In which year did Doniphan march with men from Missouri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-631c1c5a7a3d4aa3aee318906adda6f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 1847, Doniphan continued his march with 924 men mostly from Missouri; he accompanied a train of 315 wagons of a large commercial caravan heading to the state capital. Meanwhile, the Mexican forces in the state had time to prepare a defense against the Americans. About 20 miles (32 km) north of the capital where two mountain ranges join from east to west is the only pass into the capital; known as Sacramento Pass, this point is now part of present-day Chihuahua City. The Battle of Sacramento was the most important battle fought in the state of Chihuahua because it was the sole defense for the state capital. The battle ended quickly because of some devastating defensive errors from the Mexican forces and the ingenious strategic moves by the American forces. After their loss at the Battle of Sacramento, the remaining Mexican soldiers retreated south, leaving the city to American occupation. Almost 300 Mexicans were killed in the battle, as well as almost 300 wounded. The Americans also confiscated large amounts of Mexican supplies and took 400 Mexican soldiers prisoners of war. American forces maintained an occupation of the state capital for the rest of the Mexican\u2013American War.", "targets": "How many men did he have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-631c1c5a7a3d4aa3aee318906adda6f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 1847, Doniphan continued his march with 924 men mostly from Missouri; he accompanied a train of 315 wagons of a large commercial caravan heading to the state capital. Meanwhile, the Mexican forces in the state had time to prepare a defense against the Americans. About 20 miles (32 km) north of the capital where two mountain ranges join from east to west is the only pass into the capital; known as Sacramento Pass, this point is now part of present-day Chihuahua City. The Battle of Sacramento was the most important battle fought in the state of Chihuahua because it was the sole defense for the state capital. The battle ended quickly because of some devastating defensive errors from the Mexican forces and the ingenious strategic moves by the American forces. After their loss at the Battle of Sacramento, the remaining Mexican soldiers retreated south, leaving the city to American occupation. Almost 300 Mexicans were killed in the battle, as well as almost 300 wounded. The Americans also confiscated large amounts of Mexican supplies and took 400 Mexican soldiers prisoners of war. American forces maintained an occupation of the state capital for the rest of the Mexican\u2013American War.", "targets": "What was the pass into the capital known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-631c1c5a7a3d4aa3aee318906adda6f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 1847, Doniphan continued his march with 924 men mostly from Missouri; he accompanied a train of 315 wagons of a large commercial caravan heading to the state capital. Meanwhile, the Mexican forces in the state had time to prepare a defense against the Americans. About 20 miles (32 km) north of the capital where two mountain ranges join from east to west is the only pass into the capital; known as Sacramento Pass, this point is now part of present-day Chihuahua City. The Battle of Sacramento was the most important battle fought in the state of Chihuahua because it was the sole defense for the state capital. The battle ended quickly because of some devastating defensive errors from the Mexican forces and the ingenious strategic moves by the American forces. After their loss at the Battle of Sacramento, the remaining Mexican soldiers retreated south, leaving the city to American occupation. Almost 300 Mexicans were killed in the battle, as well as almost 300 wounded. The Americans also confiscated large amounts of Mexican supplies and took 400 Mexican soldiers prisoners of war. American forces maintained an occupation of the state capital for the rest of the Mexican\u2013American War.", "targets": "Which was the most important battle fought in Chihuahua?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-631c1c5a7a3d4aa3aee318906adda6f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 8, 1847, Doniphan continued his march with 924 men mostly from Missouri; he accompanied a train of 315 wagons of a large commercial caravan heading to the state capital. Meanwhile, the Mexican forces in the state had time to prepare a defense against the Americans. About 20 miles (32 km) north of the capital where two mountain ranges join from east to west is the only pass into the capital; known as Sacramento Pass, this point is now part of present-day Chihuahua City. The Battle of Sacramento was the most important battle fought in the state of Chihuahua because it was the sole defense for the state capital. The battle ended quickly because of some devastating defensive errors from the Mexican forces and the ingenious strategic moves by the American forces. After their loss at the Battle of Sacramento, the remaining Mexican soldiers retreated south, leaving the city to American occupation. Almost 300 Mexicans were killed in the battle, as well as almost 300 wounded. The Americans also confiscated large amounts of Mexican supplies and took 400 Mexican soldiers prisoners of war. American forces maintained an occupation of the state capital for the rest of the Mexican\u2013American War.", "targets": "How many Mexicans were killed in the battle of Sacramento?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1695c7be11247918369a09dcd9a2c58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biomass for heat and power is a fully mature technology which offers a ready disposal mechanism for municipal, agricultural, and industrial organic wastes. However, the industry has remained relatively stagnant over the decade to 2007, even though demand for biomass (mostly wood) continues to grow in many developing countries. One of the problems of biomass is that material directly combusted in cook stoves produces pollutants, leading to severe health and environmental consequences, although improved cook stove programmes are alleviating some of these effects. First-generation biomass technologies can be economically competitive, but may still require deployment support to overcome public acceptance and small-scale issues.", "targets": "What is one problem with biomass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1695c7be11247918369a09dcd9a2c58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biomass for heat and power is a fully mature technology which offers a ready disposal mechanism for municipal, agricultural, and industrial organic wastes. However, the industry has remained relatively stagnant over the decade to 2007, even though demand for biomass (mostly wood) continues to grow in many developing countries. One of the problems of biomass is that material directly combusted in cook stoves produces pollutants, leading to severe health and environmental consequences, although improved cook stove programmes are alleviating some of these effects. First-generation biomass technologies can be economically competitive, but may still require deployment support to overcome public acceptance and small-scale issues.", "targets": "What can be economically competetive but may still require deployment support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1695c7be11247918369a09dcd9a2c58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Biomass for heat and power is a fully mature technology which offers a ready disposal mechanism for municipal, agricultural, and industrial organic wastes. However, the industry has remained relatively stagnant over the decade to 2007, even though demand for biomass (mostly wood) continues to grow in many developing countries. One of the problems of biomass is that material directly combusted in cook stoves produces pollutants, leading to severe health and environmental consequences, although improved cook stove programmes are alleviating some of these effects. First-generation biomass technologies can be economically competitive, but may still require deployment support to overcome public acceptance and small-scale issues.", "targets": "What is a fully maturing technology which offer a ready disposal mechanismm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acfbdd85234941088d0861fc3db65069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Play stops when the ball carrier's knee, elbow, or any other body part aside from the feet and hands, is forced to the ground (a tackle); when a forward pass is not caught on the fly (during a scrimmage); when a touchdown (see below) or a field goal is scored; when the ball leaves the playing area by any means (being carried, thrown, or fumbled out of bounds); or when the ball carrier is in a standing position but can no longer move forwards (called forward progress). If no score has been made, the next play starts from scrimmage.", "targets": "What is the term for play stopped because the ball carrier, although not fully tackled, can no longer advance the ball?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acfbdd85234941088d0861fc3db65069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Play stops when the ball carrier's knee, elbow, or any other body part aside from the feet and hands, is forced to the ground (a tackle); when a forward pass is not caught on the fly (during a scrimmage); when a touchdown (see below) or a field goal is scored; when the ball leaves the playing area by any means (being carried, thrown, or fumbled out of bounds); or when the ball carrier is in a standing position but can no longer move forwards (called forward progress). If no score has been made, the next play starts from scrimmage.", "targets": "Where does the next play start unless a team has just scored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acfbdd85234941088d0861fc3db65069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Play stops when the ball carrier's knee, elbow, or any other body part aside from the feet and hands, is forced to the ground (a tackle); when a forward pass is not caught on the fly (during a scrimmage); when a touchdown (see below) or a field goal is scored; when the ball leaves the playing area by any means (being carried, thrown, or fumbled out of bounds); or when the ball carrier is in a standing position but can no longer move forwards (called forward progress). If no score has been made, the next play starts from scrimmage.", "targets": "Which parts of the ball carrier's body do not cause play to stop when they touch the ground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acfbdd85234941088d0861fc3db65069", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Play stops when the ball carrier's knee, elbow, or any other body part aside from the feet and hands, is forced to the ground (a tackle); when a forward pass is not caught on the fly (during a scrimmage); when a touchdown (see below) or a field goal is scored; when the ball leaves the playing area by any means (being carried, thrown, or fumbled out of bounds); or when the ball carrier is in a standing position but can no longer move forwards (called forward progress). If no score has been made, the next play starts from scrimmage.", "targets": "Which direction of pass causes play to stop when it is not caught?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2209022647b425b9b7e9cc1d5e37d70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The academic bodies of the University of Chicago consist of the College, four divisions of graduate research and seven professional schools. The university also contains a library system, the University of Chicago Press, the University of Chicago Laboratory Schools, and the University of Chicago Medical Center, and holds ties with a number of independent academic institutions, including Fermilab, Argonne National Laboratory, and the Marine Biological Laboratory. The university is accredited by The Higher Learning Commission.", "targets": "Who is the university accredited by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2209022647b425b9b7e9cc1d5e37d70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The academic bodies of the University of Chicago consist of the College, four divisions of graduate research and seven professional schools. The university also contains a library system, the University of Chicago Press, the University of Chicago Laboratory Schools, and the University of Chicago Medical Center, and holds ties with a number of independent academic institutions, including Fermilab, Argonne National Laboratory, and the Marine Biological Laboratory. The university is accredited by The Higher Learning Commission.", "targets": "The academic body of the university is made up of how many divisions of graduate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2209022647b425b9b7e9cc1d5e37d70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The academic bodies of the University of Chicago consist of the College, four divisions of graduate research and seven professional schools. The university also contains a library system, the University of Chicago Press, the University of Chicago Laboratory Schools, and the University of Chicago Medical Center, and holds ties with a number of independent academic institutions, including Fermilab, Argonne National Laboratory, and the Marine Biological Laboratory. The university is accredited by The Higher Learning Commission.", "targets": "The academic body of the university is made up of how many professional schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb6259dd81ae404baaf16b3d3ecc3fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest known movie featuring some exterior scenes filmed in the city is On the Night of the Fire (1939), though by and large the action is studio-bound. Later came The Clouded Yellow (1951) and Payroll (1961), both of which feature more extensive scenes filmed in the city. The 1971 film Get Carter was shot on location in and around Newcastle and offers an opportunity to see what Newcastle looked like in the 1960s and early 1970s. The city was also backdrop to another gangster film, the 1988 film noir thriller Stormy Monday, directed by Mike Figgis and starring Tommy Lee Jones, Melanie Griffith, Sting and Sean Bean.", "targets": "What is the earliest known movie featuring scenes filmed outdoors in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb6259dd81ae404baaf16b3d3ecc3fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest known movie featuring some exterior scenes filmed in the city is On the Night of the Fire (1939), though by and large the action is studio-bound. Later came The Clouded Yellow (1951) and Payroll (1961), both of which feature more extensive scenes filmed in the city. The 1971 film Get Carter was shot on location in and around Newcastle and offers an opportunity to see what Newcastle looked like in the 1960s and early 1970s. The city was also backdrop to another gangster film, the 1988 film noir thriller Stormy Monday, directed by Mike Figgis and starring Tommy Lee Jones, Melanie Griffith, Sting and Sean Bean.", "targets": "What 1971 film was shot on location in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb6259dd81ae404baaf16b3d3ecc3fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest known movie featuring some exterior scenes filmed in the city is On the Night of the Fire (1939), though by and large the action is studio-bound. Later came The Clouded Yellow (1951) and Payroll (1961), both of which feature more extensive scenes filmed in the city. The 1971 film Get Carter was shot on location in and around Newcastle and offers an opportunity to see what Newcastle looked like in the 1960s and early 1970s. The city was also backdrop to another gangster film, the 1988 film noir thriller Stormy Monday, directed by Mike Figgis and starring Tommy Lee Jones, Melanie Griffith, Sting and Sean Bean.", "targets": "What genre of film was the 1988 film Stormy Monday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb6259dd81ae404baaf16b3d3ecc3fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest known movie featuring some exterior scenes filmed in the city is On the Night of the Fire (1939), though by and large the action is studio-bound. Later came The Clouded Yellow (1951) and Payroll (1961), both of which feature more extensive scenes filmed in the city. The 1971 film Get Carter was shot on location in and around Newcastle and offers an opportunity to see what Newcastle looked like in the 1960s and early 1970s. The city was also backdrop to another gangster film, the 1988 film noir thriller Stormy Monday, directed by Mike Figgis and starring Tommy Lee Jones, Melanie Griffith, Sting and Sean Bean.", "targets": "Who directed Stormy Monday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb6259dd81ae404baaf16b3d3ecc3fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest known movie featuring some exterior scenes filmed in the city is On the Night of the Fire (1939), though by and large the action is studio-bound. Later came The Clouded Yellow (1951) and Payroll (1961), both of which feature more extensive scenes filmed in the city. The 1971 film Get Carter was shot on location in and around Newcastle and offers an opportunity to see what Newcastle looked like in the 1960s and early 1970s. The city was also backdrop to another gangster film, the 1988 film noir thriller Stormy Monday, directed by Mike Figgis and starring Tommy Lee Jones, Melanie Griffith, Sting and Sean Bean.", "targets": "What famous musician starred in Stormy Monday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9615770587f4baab24e2518d9733ba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid increase of population of A Coru\u00f1a, Vigo and to a lesser degree other major Galician cities, like Ourense, Pontevedra or Santiago de Compostela during the years that followed the Spanish Civil War during the mid-20th century occurred as the rural population declined: many villages and hamlets of the four provinces of Galicia disappeared or nearly disappeared during the same period. Economic development and mechanization of agriculture resulted in the fields being abandoned, and most of the population has moving to find jobs in the main cities. The number of people working in the Tertiary and Quaternary sectors of the economy has increased significantly.", "targets": "A rapid population growth after occurred after which war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9615770587f4baab24e2518d9733ba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid increase of population of A Coru\u00f1a, Vigo and to a lesser degree other major Galician cities, like Ourense, Pontevedra or Santiago de Compostela during the years that followed the Spanish Civil War during the mid-20th century occurred as the rural population declined: many villages and hamlets of the four provinces of Galicia disappeared or nearly disappeared during the same period. Economic development and mechanization of agriculture resulted in the fields being abandoned, and most of the population has moving to find jobs in the main cities. The number of people working in the Tertiary and Quaternary sectors of the economy has increased significantly.", "targets": "What are two reasons for which Galicia's rural areas have been largely abandoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a1c90a8f7cb4f8cacaff02cf9ecf122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mahayana sutras are a very broad genre of Buddhist scriptures that the Mahayana Buddhist tradition holds are original teachings of the Buddha. Some adherents of Mahayana accept both the early teachings (including in this the Sarvastivada Abhidharma, which was criticized by Nagarjuna and is in fact opposed to early Buddhist thought) and the Mahayana sutras as authentic teachings of Gautama Buddha, and claim they were designed for different types of persons and different levels of spiritual understanding.", "targets": "What are considered the original teachings of the Buddha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a1c90a8f7cb4f8cacaff02cf9ecf122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mahayana sutras are a very broad genre of Buddhist scriptures that the Mahayana Buddhist tradition holds are original teachings of the Buddha. Some adherents of Mahayana accept both the early teachings (including in this the Sarvastivada Abhidharma, which was criticized by Nagarjuna and is in fact opposed to early Buddhist thought) and the Mahayana sutras as authentic teachings of Gautama Buddha, and claim they were designed for different types of persons and different levels of spiritual understanding.", "targets": "What is a very broad genre of Buddhist scripture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a1c90a8f7cb4f8cacaff02cf9ecf122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mahayana sutras are a very broad genre of Buddhist scriptures that the Mahayana Buddhist tradition holds are original teachings of the Buddha. Some adherents of Mahayana accept both the early teachings (including in this the Sarvastivada Abhidharma, which was criticized by Nagarjuna and is in fact opposed to early Buddhist thought) and the Mahayana sutras as authentic teachings of Gautama Buddha, and claim they were designed for different types of persons and different levels of spiritual understanding.", "targets": "What teaching was criticized by Nagarjuna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0663c8beef44ac58fabf98281065e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the English Civil War the Royal Citadel was built in 1666 on the east end of Plymouth Hoe, to defend the port from naval attacks, suppress Plymothian Parliamentary leanings and to train the armed forces. Guided tours are available in the summer months. Further west is Smeaton's Tower, which was built in 1759 as a lighthouse on rocks 14 miles (23 km) off shore, but dismantled and the top two thirds rebuilt on the Hoe in 1877. It is open to the public and has views over the Plymouth Sound and the city from the lantern room. Plymouth has 20 war memorials of which nine are on The Hoe including: Plymouth Naval Memorial, to remember those killed in World Wars I and II, and the Armada Memorial, to commemorate the defeat of the Spanish Armada.", "targets": "In what year was the Royal Citadel constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0663c8beef44ac58fabf98281065e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the English Civil War the Royal Citadel was built in 1666 on the east end of Plymouth Hoe, to defend the port from naval attacks, suppress Plymothian Parliamentary leanings and to train the armed forces. Guided tours are available in the summer months. Further west is Smeaton's Tower, which was built in 1759 as a lighthouse on rocks 14 miles (23 km) off shore, but dismantled and the top two thirds rebuilt on the Hoe in 1877. It is open to the public and has views over the Plymouth Sound and the city from the lantern room. Plymouth has 20 war memorials of which nine are on The Hoe including: Plymouth Naval Memorial, to remember those killed in World Wars I and II, and the Armada Memorial, to commemorate the defeat of the Spanish Armada.", "targets": "In the wake of what conflict was the Royal Citadel built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0663c8beef44ac58fabf98281065e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the English Civil War the Royal Citadel was built in 1666 on the east end of Plymouth Hoe, to defend the port from naval attacks, suppress Plymothian Parliamentary leanings and to train the armed forces. Guided tours are available in the summer months. Further west is Smeaton's Tower, which was built in 1759 as a lighthouse on rocks 14 miles (23 km) off shore, but dismantled and the top two thirds rebuilt on the Hoe in 1877. It is open to the public and has views over the Plymouth Sound and the city from the lantern room. Plymouth has 20 war memorials of which nine are on The Hoe including: Plymouth Naval Memorial, to remember those killed in World Wars I and II, and the Armada Memorial, to commemorate the defeat of the Spanish Armada.", "targets": "When was Smeaton's Tower first constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0663c8beef44ac58fabf98281065e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the English Civil War the Royal Citadel was built in 1666 on the east end of Plymouth Hoe, to defend the port from naval attacks, suppress Plymothian Parliamentary leanings and to train the armed forces. Guided tours are available in the summer months. Further west is Smeaton's Tower, which was built in 1759 as a lighthouse on rocks 14 miles (23 km) off shore, but dismantled and the top two thirds rebuilt on the Hoe in 1877. It is open to the public and has views over the Plymouth Sound and the city from the lantern room. Plymouth has 20 war memorials of which nine are on The Hoe including: Plymouth Naval Memorial, to remember those killed in World Wars I and II, and the Armada Memorial, to commemorate the defeat of the Spanish Armada.", "targets": "In kilometers, how far off the coast was Smeaton's Tower originally built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0663c8beef44ac58fabf98281065e4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the English Civil War the Royal Citadel was built in 1666 on the east end of Plymouth Hoe, to defend the port from naval attacks, suppress Plymothian Parliamentary leanings and to train the armed forces. Guided tours are available in the summer months. Further west is Smeaton's Tower, which was built in 1759 as a lighthouse on rocks 14 miles (23 km) off shore, but dismantled and the top two thirds rebuilt on the Hoe in 1877. It is open to the public and has views over the Plymouth Sound and the city from the lantern room. Plymouth has 20 war memorials of which nine are on The Hoe including: Plymouth Naval Memorial, to remember those killed in World Wars I and II, and the Armada Memorial, to commemorate the defeat of the Spanish Armada.", "targets": "What memorial commemorates the naval victory over the Spanish Armada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544df2e42e5545eea24c962f2f13b7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At times a character may \"turn\", altering their face/heel alignment. This may be an abrupt, surprising event, or it may slowly build up over time. It almost always is accomplished with a markable change in behavior on the part of the character. Some turns become defining points in a wrestler's career, as was the case when Hulk Hogan turned heel after being a top face for over a decade. Others may have no noticeable effect on the character's status. If a character repeatedly switches between being a face and heel, this lessens the effect of such turns, and may result in apathy from the audience. Vince McMahon is a good example of having more heel and face turns than anyone in WWE history.", "targets": "What might a character do with their persona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544df2e42e5545eea24c962f2f13b7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At times a character may \"turn\", altering their face/heel alignment. This may be an abrupt, surprising event, or it may slowly build up over time. It almost always is accomplished with a markable change in behavior on the part of the character. Some turns become defining points in a wrestler's career, as was the case when Hulk Hogan turned heel after being a top face for over a decade. Others may have no noticeable effect on the character's status. If a character repeatedly switches between being a face and heel, this lessens the effect of such turns, and may result in apathy from the audience. Vince McMahon is a good example of having more heel and face turns than anyone in WWE history.", "targets": "What did Hulk Hogan become? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-544df2e42e5545eea24c962f2f13b7c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At times a character may \"turn\", altering their face/heel alignment. This may be an abrupt, surprising event, or it may slowly build up over time. It almost always is accomplished with a markable change in behavior on the part of the character. Some turns become defining points in a wrestler's career, as was the case when Hulk Hogan turned heel after being a top face for over a decade. Others may have no noticeable effect on the character's status. If a character repeatedly switches between being a face and heel, this lessens the effect of such turns, and may result in apathy from the audience. Vince McMahon is a good example of having more heel and face turns than anyone in WWE history.", "targets": "Who has the most turns in the WWE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "What is the average length of years of life for canines with long lifespans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "What is the name of the canine that is reported to have lived the longest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "What is the name of the dog in the Guinness Book of World Records for longest lived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "What year did the dog die that is reported to be the longest lived but not officially in a record book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "What was the name of the dog who lived to be 29.5 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "When did Bluey die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7992c8fdf4a491f888638ecfc07eb94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The longest-lived breeds, including Toy Poodles, Japanese Spitz, Border Terriers, and Tibetan Spaniels, have median longevities of 14 to 15 years. The median longevity of mixed-breed dogs, taken as an average of all sizes, is one or more years longer than that of purebred dogs when all breeds are averaged. The dog widely reported to be the longest-lived is \"Bluey\", who died in 1939 and was claimed to be 29.5 years old at the time of his death. On 5 December 2011, Pusuke, the world's oldest living dog recognized by Guinness Book of World Records, died aged 26 years and 9 months.", "targets": "Who did the Guinness Book of World Records say was the oldest dog in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d278b7887fad4034b0d44245ce1d7ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 427,652 people, 140,079 households, and 97,915 families residing in the city. The population density was 4,097.9 people per square mile (1,582.2/km\u00b2). There were 149,025 housing units at an average density of 1,427.9 square miles (3,698 km2). The racial makeup of the city was 50.2% White, 8.4% Black or African American, 1.6% Native American, 11.2% Asian (about a third of which is Hmong), 0.1% Pacific Islander, 23.4% from other races, and 5.2% from two or more races. Hispanic or Latino of any race were 39.9% of the population.", "targets": "How many people lived in Fresno in 2000, according to the Census Bureau? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d278b7887fad4034b0d44245ce1d7ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 427,652 people, 140,079 households, and 97,915 families residing in the city. The population density was 4,097.9 people per square mile (1,582.2/km\u00b2). There were 149,025 housing units at an average density of 1,427.9 square miles (3,698 km2). The racial makeup of the city was 50.2% White, 8.4% Black or African American, 1.6% Native American, 11.2% Asian (about a third of which is Hmong), 0.1% Pacific Islander, 23.4% from other races, and 5.2% from two or more races. Hispanic or Latino of any race were 39.9% of the population.", "targets": "How many housing units were there in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d278b7887fad4034b0d44245ce1d7ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 427,652 people, 140,079 households, and 97,915 families residing in the city. The population density was 4,097.9 people per square mile (1,582.2/km\u00b2). There were 149,025 housing units at an average density of 1,427.9 square miles (3,698 km2). The racial makeup of the city was 50.2% White, 8.4% Black or African American, 1.6% Native American, 11.2% Asian (about a third of which is Hmong), 0.1% Pacific Islander, 23.4% from other races, and 5.2% from two or more races. Hispanic or Latino of any race were 39.9% of the population.", "targets": "What was the percentage of Black or African-Americans living in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d278b7887fad4034b0d44245ce1d7ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 427,652 people, 140,079 households, and 97,915 families residing in the city. The population density was 4,097.9 people per square mile (1,582.2/km\u00b2). There were 149,025 housing units at an average density of 1,427.9 square miles (3,698 km2). The racial makeup of the city was 50.2% White, 8.4% Black or African American, 1.6% Native American, 11.2% Asian (about a third of which is Hmong), 0.1% Pacific Islander, 23.4% from other races, and 5.2% from two or more races. Hispanic or Latino of any race were 39.9% of the population.", "targets": "About how many of the Asian population was Hmong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d278b7887fad4034b0d44245ce1d7ad5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the census of 2000, there were 427,652 people, 140,079 households, and 97,915 families residing in the city. The population density was 4,097.9 people per square mile (1,582.2/km\u00b2). There were 149,025 housing units at an average density of 1,427.9 square miles (3,698 km2). The racial makeup of the city was 50.2% White, 8.4% Black or African American, 1.6% Native American, 11.2% Asian (about a third of which is Hmong), 0.1% Pacific Islander, 23.4% from other races, and 5.2% from two or more races. Hispanic or Latino of any race were 39.9% of the population.", "targets": "What was the population density in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7874de3d0cdb4a6aa2486c1d6ad88671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of blackness in the United States has been described as the degree to which one associates themselves with mainstream African-American culture, politics, and values. To a certain extent, this concept is not so much about race but more about political orientation, culture and behavior. Blackness can be contrasted with \"acting white\", where black Americans are said to behave with assumed characteristics of stereotypical white Americans with regard to fashion, dialect, taste in music, and possibly, from the perspective of a significant number of black youth, academic achievement.", "targets": "How is blackness described in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7874de3d0cdb4a6aa2486c1d6ad88671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of blackness in the United States has been described as the degree to which one associates themselves with mainstream African-American culture, politics, and values. To a certain extent, this concept is not so much about race but more about political orientation, culture and behavior. Blackness can be contrasted with \"acting white\", where black Americans are said to behave with assumed characteristics of stereotypical white Americans with regard to fashion, dialect, taste in music, and possibly, from the perspective of a significant number of black youth, academic achievement.", "targets": "What defines \"blackness\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7874de3d0cdb4a6aa2486c1d6ad88671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of blackness in the United States has been described as the degree to which one associates themselves with mainstream African-American culture, politics, and values. To a certain extent, this concept is not so much about race but more about political orientation, culture and behavior. Blackness can be contrasted with \"acting white\", where black Americans are said to behave with assumed characteristics of stereotypical white Americans with regard to fashion, dialect, taste in music, and possibly, from the perspective of a significant number of black youth, academic achievement.", "targets": "What is the opposite of \"blackness\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7874de3d0cdb4a6aa2486c1d6ad88671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of blackness in the United States has been described as the degree to which one associates themselves with mainstream African-American culture, politics, and values. To a certain extent, this concept is not so much about race but more about political orientation, culture and behavior. Blackness can be contrasted with \"acting white\", where black Americans are said to behave with assumed characteristics of stereotypical white Americans with regard to fashion, dialect, taste in music, and possibly, from the perspective of a significant number of black youth, academic achievement.", "targets": "How does one \"act white\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7874de3d0cdb4a6aa2486c1d6ad88671", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of blackness in the United States has been described as the degree to which one associates themselves with mainstream African-American culture, politics, and values. To a certain extent, this concept is not so much about race but more about political orientation, culture and behavior. Blackness can be contrasted with \"acting white\", where black Americans are said to behave with assumed characteristics of stereotypical white Americans with regard to fashion, dialect, taste in music, and possibly, from the perspective of a significant number of black youth, academic achievement.", "targets": "In what regards can one \"act white\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7707ebcd4344490b4fc3e77a30ef2f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], Germany is the fourth largest music market in the world and has exerted a strong influence on Dance and Rock music, and pioneered trance music. Artists such as Herbert Gr\u00f6nemeyer, Scorpions, Rammstein, Nena, Dieter Bohlen, Tokio Hotel and Modern Talking have enjoyed international fame. German musicians and, particularly, the pioneering bands Tangerine Dream and Kraftwerk have also contributed to the development of electronic music. Germany hosts many large rock music festivals annually. The Rock am Ring festival is the largest music festival in Germany, and among the largest in the world. German artists also make up a large percentage of Industrial music acts, which is called Neue Deutsche H\u00e4rte. Germany hosts some of the largest Goth scenes and festivals in the entire world, with events like Wave-Gothic-Treffen and M'era Luna Festival easily attracting up to 30,000 people. Amongst Germany's famous artists there are various Dutch entertainers, such as Johannes Heesters.", "targets": "In 2008,, where was Germany ranked as a world music market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7707ebcd4344490b4fc3e77a30ef2f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], Germany is the fourth largest music market in the world and has exerted a strong influence on Dance and Rock music, and pioneered trance music. Artists such as Herbert Gr\u00f6nemeyer, Scorpions, Rammstein, Nena, Dieter Bohlen, Tokio Hotel and Modern Talking have enjoyed international fame. German musicians and, particularly, the pioneering bands Tangerine Dream and Kraftwerk have also contributed to the development of electronic music. Germany hosts many large rock music festivals annually. The Rock am Ring festival is the largest music festival in Germany, and among the largest in the world. German artists also make up a large percentage of Industrial music acts, which is called Neue Deutsche H\u00e4rte. Germany hosts some of the largest Goth scenes and festivals in the entire world, with events like Wave-Gothic-Treffen and M'era Luna Festival easily attracting up to 30,000 people. Amongst Germany's famous artists there are various Dutch entertainers, such as Johannes Heesters.", "targets": "What type of music was pioneered in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7707ebcd4344490b4fc3e77a30ef2f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], Germany is the fourth largest music market in the world and has exerted a strong influence on Dance and Rock music, and pioneered trance music. Artists such as Herbert Gr\u00f6nemeyer, Scorpions, Rammstein, Nena, Dieter Bohlen, Tokio Hotel and Modern Talking have enjoyed international fame. German musicians and, particularly, the pioneering bands Tangerine Dream and Kraftwerk have also contributed to the development of electronic music. Germany hosts many large rock music festivals annually. The Rock am Ring festival is the largest music festival in Germany, and among the largest in the world. German artists also make up a large percentage of Industrial music acts, which is called Neue Deutsche H\u00e4rte. Germany hosts some of the largest Goth scenes and festivals in the entire world, with events like Wave-Gothic-Treffen and M'era Luna Festival easily attracting up to 30,000 people. Amongst Germany's famous artists there are various Dutch entertainers, such as Johannes Heesters.", "targets": "What type of music does Kraftwerk make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7707ebcd4344490b4fc3e77a30ef2f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], Germany is the fourth largest music market in the world and has exerted a strong influence on Dance and Rock music, and pioneered trance music. Artists such as Herbert Gr\u00f6nemeyer, Scorpions, Rammstein, Nena, Dieter Bohlen, Tokio Hotel and Modern Talking have enjoyed international fame. German musicians and, particularly, the pioneering bands Tangerine Dream and Kraftwerk have also contributed to the development of electronic music. Germany hosts many large rock music festivals annually. The Rock am Ring festival is the largest music festival in Germany, and among the largest in the world. German artists also make up a large percentage of Industrial music acts, which is called Neue Deutsche H\u00e4rte. Germany hosts some of the largest Goth scenes and festivals in the entire world, with events like Wave-Gothic-Treffen and M'era Luna Festival easily attracting up to 30,000 people. Amongst Germany's famous artists there are various Dutch entertainers, such as Johannes Heesters.", "targets": "What is the largest music festival in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7707ebcd4344490b4fc3e77a30ef2f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2008[update], Germany is the fourth largest music market in the world and has exerted a strong influence on Dance and Rock music, and pioneered trance music. Artists such as Herbert Gr\u00f6nemeyer, Scorpions, Rammstein, Nena, Dieter Bohlen, Tokio Hotel and Modern Talking have enjoyed international fame. German musicians and, particularly, the pioneering bands Tangerine Dream and Kraftwerk have also contributed to the development of electronic music. Germany hosts many large rock music festivals annually. The Rock am Ring festival is the largest music festival in Germany, and among the largest in the world. German artists also make up a large percentage of Industrial music acts, which is called Neue Deutsche H\u00e4rte. Germany hosts some of the largest Goth scenes and festivals in the entire world, with events like Wave-Gothic-Treffen and M'era Luna Festival easily attracting up to 30,000 people. Amongst Germany's famous artists there are various Dutch entertainers, such as Johannes Heesters.", "targets": "How many people does M'era Luna Festival attract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "What is the term for the class of insects with wings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "What is the term for the class of insects without wings? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "What group of insects are inclusive within the Monocondylia primarily due to the shape of their mandible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "What is the collective group to which Thysanura and Pterygota belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "Insects are historically divided into how many groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "Insects with wings are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "Does an Apterygots have wings or wingless?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "What is a Thysanura?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca6f715e8d24d35a5e89601b02e1102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects can be divided into two groups historically treated as subclasses: wingless insects, known as Apterygota, and winged insects, known as Pterygota. The Apterygota consist of the primitively wingless order of the silverfish (Thysanura). Archaeognatha make up the Monocondylia based on the shape of their mandibles, while Thysanura and Pterygota are grouped together as Dicondylia. The Thysanura themselves possibly are not monophyletic, with the family Lepidotrichidae being a sister group to the Dicondylia (Pterygota and the remaining Thysanura).", "targets": "Thysanura and Pterygota are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0835a0b05d44b7bc9be6425d9a6571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthocyanins tend to be the main polyphenolics in purple grapes whereas flavan-3-ols (i.e. catechins) are the more abundant phenolic in white varieties. Total phenolic content, a laboratory index of antioxidant strength, is higher in purple varieties due almost entirely to anthocyanin density in purple grape skin compared to absence of anthocyanins in white grape skin. It is these anthocyanins that are attracting the efforts of scientists to define their properties for human health. Phenolic content of grape skin varies with cultivar, soil composition, climate, geographic origin, and cultivation practices or exposure to diseases, such as fungal infections.", "targets": "What are the most abundant polyphenolics in purple grapes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0835a0b05d44b7bc9be6425d9a6571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthocyanins tend to be the main polyphenolics in purple grapes whereas flavan-3-ols (i.e. catechins) are the more abundant phenolic in white varieties. Total phenolic content, a laboratory index of antioxidant strength, is higher in purple varieties due almost entirely to anthocyanin density in purple grape skin compared to absence of anthocyanins in white grape skin. It is these anthocyanins that are attracting the efforts of scientists to define their properties for human health. Phenolic content of grape skin varies with cultivar, soil composition, climate, geographic origin, and cultivation practices or exposure to diseases, such as fungal infections.", "targets": "What is the laboratory index of antioxidant strength in grapes known as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0835a0b05d44b7bc9be6425d9a6571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthocyanins tend to be the main polyphenolics in purple grapes whereas flavan-3-ols (i.e. catechins) are the more abundant phenolic in white varieties. Total phenolic content, a laboratory index of antioxidant strength, is higher in purple varieties due almost entirely to anthocyanin density in purple grape skin compared to absence of anthocyanins in white grape skin. It is these anthocyanins that are attracting the efforts of scientists to define their properties for human health. Phenolic content of grape skin varies with cultivar, soil composition, climate, geographic origin, and cultivation practices or exposure to diseases, such as fungal infections.", "targets": "What content of a grapes skin can be affected by soil composition, climate, and cultivation practices? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0835a0b05d44b7bc9be6425d9a6571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthocyanins tend to be the main polyphenolics in purple grapes whereas flavan-3-ols (i.e. catechins) are the more abundant phenolic in white varieties. Total phenolic content, a laboratory index of antioxidant strength, is higher in purple varieties due almost entirely to anthocyanin density in purple grape skin compared to absence of anthocyanins in white grape skin. It is these anthocyanins that are attracting the efforts of scientists to define their properties for human health. Phenolic content of grape skin varies with cultivar, soil composition, climate, geographic origin, and cultivation practices or exposure to diseases, such as fungal infections.", "targets": "Why causes antioxidant strength to be higher in purple grapes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d0835a0b05d44b7bc9be6425d9a6571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthocyanins tend to be the main polyphenolics in purple grapes whereas flavan-3-ols (i.e. catechins) are the more abundant phenolic in white varieties. Total phenolic content, a laboratory index of antioxidant strength, is higher in purple varieties due almost entirely to anthocyanin density in purple grape skin compared to absence of anthocyanins in white grape skin. It is these anthocyanins that are attracting the efforts of scientists to define their properties for human health. Phenolic content of grape skin varies with cultivar, soil composition, climate, geographic origin, and cultivation practices or exposure to diseases, such as fungal infections.", "targets": "What is the main phenolic in white grapes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8696fd6eecee4415bb5ef00ffc3df3b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(\u30c7\u30b8\u30e2\u30f3 Dejimon, branded as Digimon: Digital Monsters, stylized as DIGIMON), short for \"Digital Monsters\" (\u30c7\u30b8\u30bf\u30eb\u30e2\u30f3\u30b9\u30bf\u30fc Dejitaru Monsut\u0101), is a Japanese media franchise encompassing virtual pet toys, anime, manga, video games, films and a trading card game. The franchise focuses on Digimon creatures, which are monsters living in a \"Digital World\", a parallel universe that originated from Earth's various communication networks. In many incarnations, Digimon are raised by humans called \"Digidestined\" or \"Tamers\", and they team up to defeat evil Digimon and human villains who are trying to destroy the fabric of the Digital world.", "targets": "What does Digimon stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8696fd6eecee4415bb5ef00ffc3df3b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(\u30c7\u30b8\u30e2\u30f3 Dejimon, branded as Digimon: Digital Monsters, stylized as DIGIMON), short for \"Digital Monsters\" (\u30c7\u30b8\u30bf\u30eb\u30e2\u30f3\u30b9\u30bf\u30fc Dejitaru Monsut\u0101), is a Japanese media franchise encompassing virtual pet toys, anime, manga, video games, films and a trading card game. The franchise focuses on Digimon creatures, which are monsters living in a \"Digital World\", a parallel universe that originated from Earth's various communication networks. In many incarnations, Digimon are raised by humans called \"Digidestined\" or \"Tamers\", and they team up to defeat evil Digimon and human villains who are trying to destroy the fabric of the Digital world.", "targets": "What forms of entertainment does the Digimon franchise include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8696fd6eecee4415bb5ef00ffc3df3b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(\u30c7\u30b8\u30e2\u30f3 Dejimon, branded as Digimon: Digital Monsters, stylized as DIGIMON), short for \"Digital Monsters\" (\u30c7\u30b8\u30bf\u30eb\u30e2\u30f3\u30b9\u30bf\u30fc Dejitaru Monsut\u0101), is a Japanese media franchise encompassing virtual pet toys, anime, manga, video games, films and a trading card game. The franchise focuses on Digimon creatures, which are monsters living in a \"Digital World\", a parallel universe that originated from Earth's various communication networks. In many incarnations, Digimon are raised by humans called \"Digidestined\" or \"Tamers\", and they team up to defeat evil Digimon and human villains who are trying to destroy the fabric of the Digital world.", "targets": "What is the Digital World in which the Digimon creatures live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8696fd6eecee4415bb5ef00ffc3df3b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(\u30c7\u30b8\u30e2\u30f3 Dejimon, branded as Digimon: Digital Monsters, stylized as DIGIMON), short for \"Digital Monsters\" (\u30c7\u30b8\u30bf\u30eb\u30e2\u30f3\u30b9\u30bf\u30fc Dejitaru Monsut\u0101), is a Japanese media franchise encompassing virtual pet toys, anime, manga, video games, films and a trading card game. The franchise focuses on Digimon creatures, which are monsters living in a \"Digital World\", a parallel universe that originated from Earth's various communication networks. In many incarnations, Digimon are raised by humans called \"Digidestined\" or \"Tamers\", and they team up to defeat evil Digimon and human villains who are trying to destroy the fabric of the Digital world.", "targets": "What are the people who raise Digimon called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8696fd6eecee4415bb5ef00ffc3df3b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "(\u30c7\u30b8\u30e2\u30f3 Dejimon, branded as Digimon: Digital Monsters, stylized as DIGIMON), short for \"Digital Monsters\" (\u30c7\u30b8\u30bf\u30eb\u30e2\u30f3\u30b9\u30bf\u30fc Dejitaru Monsut\u0101), is a Japanese media franchise encompassing virtual pet toys, anime, manga, video games, films and a trading card game. The franchise focuses on Digimon creatures, which are monsters living in a \"Digital World\", a parallel universe that originated from Earth's various communication networks. In many incarnations, Digimon are raised by humans called \"Digidestined\" or \"Tamers\", and they team up to defeat evil Digimon and human villains who are trying to destroy the fabric of the Digital world.", "targets": "What are the Digimon villians main goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a854f12154d843c9b541887fb00545b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the 2000 United States census, there were 276,093 persons (July 2008 estimate was 380,173) and 61,371 families residing in Raleigh. The population density was 2,409.2 people per square mile (930.2/km\u00b2). There were 120,699 housing units at an average density of 1,053.2 per square mile (406.7/km\u00b2). The racial composition of the city was: 63.31% White, 27.80% Black or African American, 7.01% Hispanic or Latino American, 3.38% Asian American, 0.36% Native American, 0.04% Native Hawaiian or Other Pacific Islander, 3.24% some other race, and 1.88% two or more races.", "targets": "How many families lived in Raleigh in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a854f12154d843c9b541887fb00545b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the 2000 United States census, there were 276,093 persons (July 2008 estimate was 380,173) and 61,371 families residing in Raleigh. The population density was 2,409.2 people per square mile (930.2/km\u00b2). There were 120,699 housing units at an average density of 1,053.2 per square mile (406.7/km\u00b2). The racial composition of the city was: 63.31% White, 27.80% Black or African American, 7.01% Hispanic or Latino American, 3.38% Asian American, 0.36% Native American, 0.04% Native Hawaiian or Other Pacific Islander, 3.24% some other race, and 1.88% two or more races.", "targets": "What is the population density of Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a854f12154d843c9b541887fb00545b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the 2000 United States census, there were 276,093 persons (July 2008 estimate was 380,173) and 61,371 families residing in Raleigh. The population density was 2,409.2 people per square mile (930.2/km\u00b2). There were 120,699 housing units at an average density of 1,053.2 per square mile (406.7/km\u00b2). The racial composition of the city was: 63.31% White, 27.80% Black or African American, 7.01% Hispanic or Latino American, 3.38% Asian American, 0.36% Native American, 0.04% Native Hawaiian or Other Pacific Islander, 3.24% some other race, and 1.88% two or more races.", "targets": "How many housing units were in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a854f12154d843c9b541887fb00545b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the 2000 United States census, there were 276,093 persons (July 2008 estimate was 380,173) and 61,371 families residing in Raleigh. The population density was 2,409.2 people per square mile (930.2/km\u00b2). There were 120,699 housing units at an average density of 1,053.2 per square mile (406.7/km\u00b2). The racial composition of the city was: 63.31% White, 27.80% Black or African American, 7.01% Hispanic or Latino American, 3.38% Asian American, 0.36% Native American, 0.04% Native Hawaiian or Other Pacific Islander, 3.24% some other race, and 1.88% two or more races.", "targets": "What percentage of people in Raleigh are white?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a854f12154d843c9b541887fb00545b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the 2000 United States census, there were 276,093 persons (July 2008 estimate was 380,173) and 61,371 families residing in Raleigh. The population density was 2,409.2 people per square mile (930.2/km\u00b2). There were 120,699 housing units at an average density of 1,053.2 per square mile (406.7/km\u00b2). The racial composition of the city was: 63.31% White, 27.80% Black or African American, 7.01% Hispanic or Latino American, 3.38% Asian American, 0.36% Native American, 0.04% Native Hawaiian or Other Pacific Islander, 3.24% some other race, and 1.88% two or more races.", "targets": "How many Native Hawaiian are in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d853bb42b924932bce23b20dd6f8211", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A UCLA research study published in the June 2006 issue of the American Journal of Geriatric Psychiatry found that people can improve cognitive function and brain efficiency through simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction into their daily lives. This study examined 17 subjects, (average age 53) with normal memory performance. Eight subjects were asked to follow a \"brain healthy\" diet, relaxation, physical, and mental exercise (brain teasers and verbal memory training techniques). After 14 days, they showed greater word fluency (not memory) compared to their baseline performance. No long term follow up was conducted, it is therefore unclear if this intervention has lasting effects on memory.", "targets": "Can one increase their brain efficency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d853bb42b924932bce23b20dd6f8211", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A UCLA research study published in the June 2006 issue of the American Journal of Geriatric Psychiatry found that people can improve cognitive function and brain efficiency through simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction into their daily lives. This study examined 17 subjects, (average age 53) with normal memory performance. Eight subjects were asked to follow a \"brain healthy\" diet, relaxation, physical, and mental exercise (brain teasers and verbal memory training techniques). After 14 days, they showed greater word fluency (not memory) compared to their baseline performance. No long term follow up was conducted, it is therefore unclear if this intervention has lasting effects on memory.", "targets": "What can a person do to increase their brain efficiency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d853bb42b924932bce23b20dd6f8211", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A UCLA research study published in the June 2006 issue of the American Journal of Geriatric Psychiatry found that people can improve cognitive function and brain efficiency through simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction into their daily lives. This study examined 17 subjects, (average age 53) with normal memory performance. Eight subjects were asked to follow a \"brain healthy\" diet, relaxation, physical, and mental exercise (brain teasers and verbal memory training techniques). After 14 days, they showed greater word fluency (not memory) compared to their baseline performance. No long term follow up was conducted, it is therefore unclear if this intervention has lasting effects on memory.", "targets": "In a study performed with 17 subjects, what relationship did healthy changes and brain efficiency have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d853bb42b924932bce23b20dd6f8211", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A UCLA research study published in the June 2006 issue of the American Journal of Geriatric Psychiatry found that people can improve cognitive function and brain efficiency through simple lifestyle changes such as incorporating memory exercises, healthy eating, physical fitness and stress reduction into their daily lives. This study examined 17 subjects, (average age 53) with normal memory performance. Eight subjects were asked to follow a \"brain healthy\" diet, relaxation, physical, and mental exercise (brain teasers and verbal memory training techniques). After 14 days, they showed greater word fluency (not memory) compared to their baseline performance. No long term follow up was conducted, it is therefore unclear if this intervention has lasting effects on memory.", "targets": "Do lifestyle changes definitely have an affect on long term memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a6236e6e04d46b8927cab31f7aa4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe there are old pharmacies still operating in Dubrovnik, Croatia, located inside the Franciscan monastery, opened in 1317; and in the Town Hall Square of Tallinn, Estonia, dating from at least 1422. The oldest is claimed to have been set up in 1221 in the Church of Santa Maria Novella in Florence, Italy, which now houses a perfume museum. The medieval Esteve Pharmacy, located in Ll\u00edvia, a Catalan enclave close to Puigcerd\u00e0, also now a museum, dates back to the 15th century, keeping albarellos from the 16th and 17th centuries, old prescription books and antique drugs.", "targets": "How far does one pharmacy in Croatia date back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a6236e6e04d46b8927cab31f7aa4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe there are old pharmacies still operating in Dubrovnik, Croatia, located inside the Franciscan monastery, opened in 1317; and in the Town Hall Square of Tallinn, Estonia, dating from at least 1422. The oldest is claimed to have been set up in 1221 in the Church of Santa Maria Novella in Florence, Italy, which now houses a perfume museum. The medieval Esteve Pharmacy, located in Ll\u00edvia, a Catalan enclave close to Puigcerd\u00e0, also now a museum, dates back to the 15th century, keeping albarellos from the 16th and 17th centuries, old prescription books and antique drugs.", "targets": "Where is the oldest pharmacy stated to be located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a6236e6e04d46b8927cab31f7aa4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe there are old pharmacies still operating in Dubrovnik, Croatia, located inside the Franciscan monastery, opened in 1317; and in the Town Hall Square of Tallinn, Estonia, dating from at least 1422. The oldest is claimed to have been set up in 1221 in the Church of Santa Maria Novella in Florence, Italy, which now houses a perfume museum. The medieval Esteve Pharmacy, located in Ll\u00edvia, a Catalan enclave close to Puigcerd\u00e0, also now a museum, dates back to the 15th century, keeping albarellos from the 16th and 17th centuries, old prescription books and antique drugs.", "targets": "What is the medieval Esteve Pharmacy used as at present?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a6236e6e04d46b8927cab31f7aa4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe there are old pharmacies still operating in Dubrovnik, Croatia, located inside the Franciscan monastery, opened in 1317; and in the Town Hall Square of Tallinn, Estonia, dating from at least 1422. The oldest is claimed to have been set up in 1221 in the Church of Santa Maria Novella in Florence, Italy, which now houses a perfume museum. The medieval Esteve Pharmacy, located in Ll\u00edvia, a Catalan enclave close to Puigcerd\u00e0, also now a museum, dates back to the 15th century, keeping albarellos from the 16th and 17th centuries, old prescription books and antique drugs.", "targets": "What sorts of items are displayed in the Esteve Pharmacy museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a6236e6e04d46b8927cab31f7aa4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe there are old pharmacies still operating in Dubrovnik, Croatia, located inside the Franciscan monastery, opened in 1317; and in the Town Hall Square of Tallinn, Estonia, dating from at least 1422. The oldest is claimed to have been set up in 1221 in the Church of Santa Maria Novella in Florence, Italy, which now houses a perfume museum. The medieval Esteve Pharmacy, located in Ll\u00edvia, a Catalan enclave close to Puigcerd\u00e0, also now a museum, dates back to the 15th century, keeping albarellos from the 16th and 17th centuries, old prescription books and antique drugs.", "targets": "In what year is the oldest pharmacy said to have been established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0332949728954505a91c48898127a4c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plato describes the priestesses of Delphi and Dodona as frenzied women, obsessed by \"mania\" (\u03bc\u03b1\u03bd\u03af\u03b1, \"frenzy\"), a Greek word he connected with mantis (\u03bc\u03ac\u03bd\u03c4\u03b9\u03c2, \"prophet\"). Frenzied women like Sibyls from whose lips the god speaks are recorded in the Near East as Mari in the second millennium BC. Although Crete had contacts with Mari from 2000 BC, there is no evidence that the ecstatic prophetic art existed during the Minoan and Mycenean ages. It is more probable that this art was introduced later from Anatolia and regenerated an existing oracular cult that was local to Delphi and dormant in several areas of Greece.", "targets": "Who describes Delphi and Dodona as frenzied women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0332949728954505a91c48898127a4c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plato describes the priestesses of Delphi and Dodona as frenzied women, obsessed by \"mania\" (\u03bc\u03b1\u03bd\u03af\u03b1, \"frenzy\"), a Greek word he connected with mantis (\u03bc\u03ac\u03bd\u03c4\u03b9\u03c2, \"prophet\"). Frenzied women like Sibyls from whose lips the god speaks are recorded in the Near East as Mari in the second millennium BC. Although Crete had contacts with Mari from 2000 BC, there is no evidence that the ecstatic prophetic art existed during the Minoan and Mycenean ages. It is more probable that this art was introduced later from Anatolia and regenerated an existing oracular cult that was local to Delphi and dormant in several areas of Greece.", "targets": "What two women were said to be obsessed by \"mania?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0332949728954505a91c48898127a4c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plato describes the priestesses of Delphi and Dodona as frenzied women, obsessed by \"mania\" (\u03bc\u03b1\u03bd\u03af\u03b1, \"frenzy\"), a Greek word he connected with mantis (\u03bc\u03ac\u03bd\u03c4\u03b9\u03c2, \"prophet\"). Frenzied women like Sibyls from whose lips the god speaks are recorded in the Near East as Mari in the second millennium BC. Although Crete had contacts with Mari from 2000 BC, there is no evidence that the ecstatic prophetic art existed during the Minoan and Mycenean ages. It is more probable that this art was introduced later from Anatolia and regenerated an existing oracular cult that was local to Delphi and dormant in several areas of Greece.", "targets": "What Greek word is connected with mantis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-242c697c2c054ce4bccbf1531f91df9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several churches and monasteries were built inside, or close to, the city of Utrecht. The most dominant of these was the Cathedral of Saint Martin, inside the old Roman fortress. The construction of the present Gothic building was begun in 1254 after an earlier romanesque construction had been badly damaged by fire. The choir and transept were finished from 1320 and were followed then by the ambitious Dom tower. The last part to be constructed was the central nave, from 1420. By that time, however, the age of the great cathedrals had come to an end and declining finances prevented the ambitious project from being finished, the construction of the central nave being suspended before the planned flying buttresses could be finished. Besides the cathedral there were four collegiate churches in Utrecht: St. Salvator's Church (demolished in the 16th century), on the Dom square, dating back to the early 8th century. Saint John (Janskerk), originating in 1040; Saint Peter, building started in 1039 and Saint Mary's church building started around 1090 (demolished in the early 19th century, cloister survives). Besides these churches the city housed St. Paul's Abbey, the 15th-century beguinage of St. Nicholas, and a 14th-century chapter house of the Teutonic Knights.", "targets": "What was the Most dominant Cathedral in Utrecht"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-242c697c2c054ce4bccbf1531f91df9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several churches and monasteries were built inside, or close to, the city of Utrecht. The most dominant of these was the Cathedral of Saint Martin, inside the old Roman fortress. The construction of the present Gothic building was begun in 1254 after an earlier romanesque construction had been badly damaged by fire. The choir and transept were finished from 1320 and were followed then by the ambitious Dom tower. The last part to be constructed was the central nave, from 1420. By that time, however, the age of the great cathedrals had come to an end and declining finances prevented the ambitious project from being finished, the construction of the central nave being suspended before the planned flying buttresses could be finished. Besides the cathedral there were four collegiate churches in Utrecht: St. Salvator's Church (demolished in the 16th century), on the Dom square, dating back to the early 8th century. Saint John (Janskerk), originating in 1040; Saint Peter, building started in 1039 and Saint Mary's church building started around 1090 (demolished in the early 19th century, cloister survives). Besides these churches the city housed St. Paul's Abbey, the 15th-century beguinage of St. Nicholas, and a 14th-century chapter house of the Teutonic Knights.", "targets": "What began in 1254 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-242c697c2c054ce4bccbf1531f91df9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several churches and monasteries were built inside, or close to, the city of Utrecht. The most dominant of these was the Cathedral of Saint Martin, inside the old Roman fortress. The construction of the present Gothic building was begun in 1254 after an earlier romanesque construction had been badly damaged by fire. The choir and transept were finished from 1320 and were followed then by the ambitious Dom tower. The last part to be constructed was the central nave, from 1420. By that time, however, the age of the great cathedrals had come to an end and declining finances prevented the ambitious project from being finished, the construction of the central nave being suspended before the planned flying buttresses could be finished. Besides the cathedral there were four collegiate churches in Utrecht: St. Salvator's Church (demolished in the 16th century), on the Dom square, dating back to the early 8th century. Saint John (Janskerk), originating in 1040; Saint Peter, building started in 1039 and Saint Mary's church building started around 1090 (demolished in the early 19th century, cloister survives). Besides these churches the city housed St. Paul's Abbey, the 15th-century beguinage of St. Nicholas, and a 14th-century chapter house of the Teutonic Knights.", "targets": "Was the cathedral finished "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-242c697c2c054ce4bccbf1531f91df9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several churches and monasteries were built inside, or close to, the city of Utrecht. The most dominant of these was the Cathedral of Saint Martin, inside the old Roman fortress. The construction of the present Gothic building was begun in 1254 after an earlier romanesque construction had been badly damaged by fire. The choir and transept were finished from 1320 and were followed then by the ambitious Dom tower. The last part to be constructed was the central nave, from 1420. By that time, however, the age of the great cathedrals had come to an end and declining finances prevented the ambitious project from being finished, the construction of the central nave being suspended before the planned flying buttresses could be finished. Besides the cathedral there were four collegiate churches in Utrecht: St. Salvator's Church (demolished in the 16th century), on the Dom square, dating back to the early 8th century. Saint John (Janskerk), originating in 1040; Saint Peter, building started in 1039 and Saint Mary's church building started around 1090 (demolished in the early 19th century, cloister survives). Besides these churches the city housed St. Paul's Abbey, the 15th-century beguinage of St. Nicholas, and a 14th-century chapter house of the Teutonic Knights.", "targets": "How many collegiate churches existed in Utecht besides the cathedral"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-242c697c2c054ce4bccbf1531f91df9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several churches and monasteries were built inside, or close to, the city of Utrecht. The most dominant of these was the Cathedral of Saint Martin, inside the old Roman fortress. The construction of the present Gothic building was begun in 1254 after an earlier romanesque construction had been badly damaged by fire. The choir and transept were finished from 1320 and were followed then by the ambitious Dom tower. The last part to be constructed was the central nave, from 1420. By that time, however, the age of the great cathedrals had come to an end and declining finances prevented the ambitious project from being finished, the construction of the central nave being suspended before the planned flying buttresses could be finished. Besides the cathedral there were four collegiate churches in Utrecht: St. Salvator's Church (demolished in the 16th century), on the Dom square, dating back to the early 8th century. Saint John (Janskerk), originating in 1040; Saint Peter, building started in 1039 and Saint Mary's church building started around 1090 (demolished in the early 19th century, cloister survives). Besides these churches the city housed St. Paul's Abbey, the 15th-century beguinage of St. Nicholas, and a 14th-century chapter house of the Teutonic Knights.", "targets": "What else was housed in the city "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02c567ee9764dbfba4d6470a2c890db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK the Royal Society for the Prevention of Accidents supports a proposal to observe SDST's additional hour year-round, but is opposed in some industries, such as postal workers and farmers, and particularly by those living in the northern regions of the UK.", "targets": "What was the name of the organization that supported adding an additional hour to their clocks all year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02c567ee9764dbfba4d6470a2c890db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK the Royal Society for the Prevention of Accidents supports a proposal to observe SDST's additional hour year-round, but is opposed in some industries, such as postal workers and farmers, and particularly by those living in the northern regions of the UK.", "targets": "Joining farmers, what other kind of workers opposed SDST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e02c567ee9764dbfba4d6470a2c890db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK the Royal Society for the Prevention of Accidents supports a proposal to observe SDST's additional hour year-round, but is opposed in some industries, such as postal workers and farmers, and particularly by those living in the northern regions of the UK.", "targets": "What regions of the United Kingdom were generally against SDST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c61351991a2246ab9a47dc25eeb8cbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under ordinary conditions on Earth, elemental hydrogen exists as the diatomic gas, H2. However, hydrogen gas is very rare in the Earth's atmosphere (1 ppm by volume) because of its light weight, which enables it to escape from Earth's gravity more easily than heavier gases. However, hydrogen is the third most abundant element on the Earth's surface, mostly in the form of chemical compounds such as hydrocarbons and water. Hydrogen gas is produced by some bacteria and algae and is a natural component of flatus, as is methane, itself a hydrogen source of increasing importance.", "targets": "How abundant is hydrogen on the earths surface?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c61351991a2246ab9a47dc25eeb8cbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under ordinary conditions on Earth, elemental hydrogen exists as the diatomic gas, H2. However, hydrogen gas is very rare in the Earth's atmosphere (1 ppm by volume) because of its light weight, which enables it to escape from Earth's gravity more easily than heavier gases. However, hydrogen is the third most abundant element on the Earth's surface, mostly in the form of chemical compounds such as hydrocarbons and water. Hydrogen gas is produced by some bacteria and algae and is a natural component of flatus, as is methane, itself a hydrogen source of increasing importance.", "targets": "what produces hydrogen gas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6361f24f7634cb8b52cd4ee9fccf98a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1940s, Detroit blues artist John Lee Hooker became a long-term resident in the city's southwest Delray neighborhood. Hooker, among other important blues musicians migrated from his home in Mississippi bringing the Delta blues to northern cities like Detroit. Hooker recorded for Fortune Records, the biggest pre-Motown blues/soul label. During the 1950s, the city became a center for jazz, with stars performing in the Black Bottom neighborhood. Prominent emerging Jazz musicians of the 1960s included: trumpet player Donald Byrd who attended Cass Tech and performed with Art Blakey and the Jazz Messengers early in his career and Saxophonist Pepper Adams who enjoyed a solo career and accompanied Byrd on several albums. The Graystone International Jazz Museum documents jazz in Detroit.", "targets": "Which artist resided in Delray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6361f24f7634cb8b52cd4ee9fccf98a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1940s, Detroit blues artist John Lee Hooker became a long-term resident in the city's southwest Delray neighborhood. Hooker, among other important blues musicians migrated from his home in Mississippi bringing the Delta blues to northern cities like Detroit. Hooker recorded for Fortune Records, the biggest pre-Motown blues/soul label. During the 1950s, the city became a center for jazz, with stars performing in the Black Bottom neighborhood. Prominent emerging Jazz musicians of the 1960s included: trumpet player Donald Byrd who attended Cass Tech and performed with Art Blakey and the Jazz Messengers early in his career and Saxophonist Pepper Adams who enjoyed a solo career and accompanied Byrd on several albums. The Graystone International Jazz Museum documents jazz in Detroit.", "targets": "Which musician attended Cass Tech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6361f24f7634cb8b52cd4ee9fccf98a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1940s, Detroit blues artist John Lee Hooker became a long-term resident in the city's southwest Delray neighborhood. Hooker, among other important blues musicians migrated from his home in Mississippi bringing the Delta blues to northern cities like Detroit. Hooker recorded for Fortune Records, the biggest pre-Motown blues/soul label. During the 1950s, the city became a center for jazz, with stars performing in the Black Bottom neighborhood. Prominent emerging Jazz musicians of the 1960s included: trumpet player Donald Byrd who attended Cass Tech and performed with Art Blakey and the Jazz Messengers early in his career and Saxophonist Pepper Adams who enjoyed a solo career and accompanied Byrd on several albums. The Graystone International Jazz Museum documents jazz in Detroit.", "targets": "Which musician accompanied Donald Byrd on several albums?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6361f24f7634cb8b52cd4ee9fccf98a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1940s, Detroit blues artist John Lee Hooker became a long-term resident in the city's southwest Delray neighborhood. Hooker, among other important blues musicians migrated from his home in Mississippi bringing the Delta blues to northern cities like Detroit. Hooker recorded for Fortune Records, the biggest pre-Motown blues/soul label. During the 1950s, the city became a center for jazz, with stars performing in the Black Bottom neighborhood. Prominent emerging Jazz musicians of the 1960s included: trumpet player Donald Byrd who attended Cass Tech and performed with Art Blakey and the Jazz Messengers early in his career and Saxophonist Pepper Adams who enjoyed a solo career and accompanied Byrd on several albums. The Graystone International Jazz Museum documents jazz in Detroit.", "targets": "What is the name of the jazz museum in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6361f24f7634cb8b52cd4ee9fccf98a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1940s, Detroit blues artist John Lee Hooker became a long-term resident in the city's southwest Delray neighborhood. Hooker, among other important blues musicians migrated from his home in Mississippi bringing the Delta blues to northern cities like Detroit. Hooker recorded for Fortune Records, the biggest pre-Motown blues/soul label. During the 1950s, the city became a center for jazz, with stars performing in the Black Bottom neighborhood. Prominent emerging Jazz musicians of the 1960s included: trumpet player Donald Byrd who attended Cass Tech and performed with Art Blakey and the Jazz Messengers early in his career and Saxophonist Pepper Adams who enjoyed a solo career and accompanied Byrd on several albums. The Graystone International Jazz Museum documents jazz in Detroit.", "targets": "What type of music is John Lee Hooker known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "Who did Tesla partner with in 1886?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What did lane and vail finance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What did Tesla Electric Light & Manufacturing do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What did Tesla first receive after starting his company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What was produced at tesla's company? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What were the names of Tesla's new partners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "When did the partnership between Tesla, Lane and Vail form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What was the name of the company the businessmen financed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "What did Tesla Electric Light & Manufacturing do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bcd351566c4de4b5ae29580fe09714", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After leaving Edison's company Tesla partnered with two businessmen in 1886, Robert Lane and Benjamin Vail, who agreed to finance an electric lighting company in Tesla's name, Tesla Electric Light & Manufacturing. The company installed electrical arc light based illumination systems designed by Tesla and also had designs for dynamo electric machine commutators, the first patents issued to Tesla in the US.", "targets": "Who designed the illumination systems that Tesla Electric Light & Manufacturing installed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5444c242b184df8b1cff79132e0e054", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the approximately 850 municipalities of Thuringia, 126 are classed as towns (within a district) or cities (forming their own urban district). Most of the towns are small with a population of less than 10,000; only the ten biggest ones have a population greater than 30,000. The first towns emerged during the 12th century, whereas the latest ones received town status only in the 20th century. Today, all municipalities within districts are equal in law, whether they are towns or villages. Independent cities (i.e. urban districts) have greater powers (the same as any district) than towns within a district.", "targets": "How many municipalities are in Thuringia? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5444c242b184df8b1cff79132e0e054", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the approximately 850 municipalities of Thuringia, 126 are classed as towns (within a district) or cities (forming their own urban district). Most of the towns are small with a population of less than 10,000; only the ten biggest ones have a population greater than 30,000. The first towns emerged during the 12th century, whereas the latest ones received town status only in the 20th century. Today, all municipalities within districts are equal in law, whether they are towns or villages. Independent cities (i.e. urban districts) have greater powers (the same as any district) than towns within a district.", "targets": "How many municipalities in Thuringia are classified as towns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5444c242b184df8b1cff79132e0e054", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the approximately 850 municipalities of Thuringia, 126 are classed as towns (within a district) or cities (forming their own urban district). Most of the towns are small with a population of less than 10,000; only the ten biggest ones have a population greater than 30,000. The first towns emerged during the 12th century, whereas the latest ones received town status only in the 20th century. Today, all municipalities within districts are equal in law, whether they are towns or villages. Independent cities (i.e. urban districts) have greater powers (the same as any district) than towns within a district.", "targets": "How many towns have populations greater than 30,000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5444c242b184df8b1cff79132e0e054", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the approximately 850 municipalities of Thuringia, 126 are classed as towns (within a district) or cities (forming their own urban district). Most of the towns are small with a population of less than 10,000; only the ten biggest ones have a population greater than 30,000. The first towns emerged during the 12th century, whereas the latest ones received town status only in the 20th century. Today, all municipalities within districts are equal in law, whether they are towns or villages. Independent cities (i.e. urban districts) have greater powers (the same as any district) than towns within a district.", "targets": "What was the latest a town was established in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5444c242b184df8b1cff79132e0e054", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the approximately 850 municipalities of Thuringia, 126 are classed as towns (within a district) or cities (forming their own urban district). Most of the towns are small with a population of less than 10,000; only the ten biggest ones have a population greater than 30,000. The first towns emerged during the 12th century, whereas the latest ones received town status only in the 20th century. Today, all municipalities within districts are equal in law, whether they are towns or villages. Independent cities (i.e. urban districts) have greater powers (the same as any district) than towns within a district.", "targets": "Which regions of Thuringia have the most political power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b501a924014a668f6b96dd07659c52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Text is frequently incorporated into comics via speech balloons, captions, and sound effects. Speech balloons indicate dialogue (or thought, in the case of thought balloons), with tails pointing at their respective speakers. Captions can give voice to a narrator, convey characters' dialogue or thoughts, or indicate place or time. Speech balloons themselves are strongly associated with comics, such that the addition of one to an image is sufficient to turn the image into comics. Sound effects mimic non-vocal sounds textually using onomatopoeia sound-words.", "targets": "What association with comics is strong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b501a924014a668f6b96dd07659c52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Text is frequently incorporated into comics via speech balloons, captions, and sound effects. Speech balloons indicate dialogue (or thought, in the case of thought balloons), with tails pointing at their respective speakers. Captions can give voice to a narrator, convey characters' dialogue or thoughts, or indicate place or time. Speech balloons themselves are strongly associated with comics, such that the addition of one to an image is sufficient to turn the image into comics. Sound effects mimic non-vocal sounds textually using onomatopoeia sound-words.", "targets": "The presence of a single speech balloon in an image turns it into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b501a924014a668f6b96dd07659c52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Text is frequently incorporated into comics via speech balloons, captions, and sound effects. Speech balloons indicate dialogue (or thought, in the case of thought balloons), with tails pointing at their respective speakers. Captions can give voice to a narrator, convey characters' dialogue or thoughts, or indicate place or time. Speech balloons themselves are strongly associated with comics, such that the addition of one to an image is sufficient to turn the image into comics. Sound effects mimic non-vocal sounds textually using onomatopoeia sound-words.", "targets": "What type of words are used to do sound effects in comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e68aa1ec5f4dcf8675c98f318870e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin America and English-speaking countries, most wrestlers (and other on-stage performers) portray character roles, sometimes with personalities wildly different from their own. These personalities are a gimmick intended to heighten interest in a wrestler without regard to athletic ability. Some can be unrealistic and cartoon-like (such as Doink the Clown), while others carry more verisimilitude and can be seen as exaggerated versions of the performer's real life personality (such as Chris Jericho, The Rock, John Cena, Stone Cold Steve Austin, and CM Punk). In lucha libre, many characters wear masks, adopting a secret identity akin to a superhero, a near-sacred tradition.", "targets": "What do most wrestlers do, as far as how they act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e68aa1ec5f4dcf8675c98f318870e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin America and English-speaking countries, most wrestlers (and other on-stage performers) portray character roles, sometimes with personalities wildly different from their own. These personalities are a gimmick intended to heighten interest in a wrestler without regard to athletic ability. Some can be unrealistic and cartoon-like (such as Doink the Clown), while others carry more verisimilitude and can be seen as exaggerated versions of the performer's real life personality (such as Chris Jericho, The Rock, John Cena, Stone Cold Steve Austin, and CM Punk). In lucha libre, many characters wear masks, adopting a secret identity akin to a superhero, a near-sacred tradition.", "targets": "What is the name of one wrestler who acts like a cartoonish character? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e68aa1ec5f4dcf8675c98f318870e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin America and English-speaking countries, most wrestlers (and other on-stage performers) portray character roles, sometimes with personalities wildly different from their own. These personalities are a gimmick intended to heighten interest in a wrestler without regard to athletic ability. Some can be unrealistic and cartoon-like (such as Doink the Clown), while others carry more verisimilitude and can be seen as exaggerated versions of the performer's real life personality (such as Chris Jericho, The Rock, John Cena, Stone Cold Steve Austin, and CM Punk). In lucha libre, many characters wear masks, adopting a secret identity akin to a superhero, a near-sacred tradition.", "targets": "The Rock's persona is seen as what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37e68aa1ec5f4dcf8675c98f318870e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Latin America and English-speaking countries, most wrestlers (and other on-stage performers) portray character roles, sometimes with personalities wildly different from their own. These personalities are a gimmick intended to heighten interest in a wrestler without regard to athletic ability. Some can be unrealistic and cartoon-like (such as Doink the Clown), while others carry more verisimilitude and can be seen as exaggerated versions of the performer's real life personality (such as Chris Jericho, The Rock, John Cena, Stone Cold Steve Austin, and CM Punk). In lucha libre, many characters wear masks, adopting a secret identity akin to a superhero, a near-sacred tradition.", "targets": "What is common apparel in lucha libre? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34b68b17449a424a91e75745bd1a4c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of June 2012[update], Pakistan's electricity problems were so severe that violent riots were taking place across Punjab. According to protesters, load shedding was depriving the cities of electricity 20\u201322 hours a day, causing businesses to go bust and making living extremely hard. Gujranwala, Toba Tek Singh, Faisalabad, Sialkot, Bahawalnagar and communities across Khanewal District saw widespread rioting and violence on Sunday 17 June 2012, with the houses of several members of parliament being attacked as well as the offices of regional energy suppliers Fesco, Gepco and Mepco being ransacked or attacked.", "targets": "What kind of problem caused riots in June 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34b68b17449a424a91e75745bd1a4c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of June 2012[update], Pakistan's electricity problems were so severe that violent riots were taking place across Punjab. According to protesters, load shedding was depriving the cities of electricity 20\u201322 hours a day, causing businesses to go bust and making living extremely hard. Gujranwala, Toba Tek Singh, Faisalabad, Sialkot, Bahawalnagar and communities across Khanewal District saw widespread rioting and violence on Sunday 17 June 2012, with the houses of several members of parliament being attacked as well as the offices of regional energy suppliers Fesco, Gepco and Mepco being ransacked or attacked.", "targets": "How long were cities without electricity in June 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34b68b17449a424a91e75745bd1a4c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of June 2012[update], Pakistan's electricity problems were so severe that violent riots were taking place across Punjab. According to protesters, load shedding was depriving the cities of electricity 20\u201322 hours a day, causing businesses to go bust and making living extremely hard. Gujranwala, Toba Tek Singh, Faisalabad, Sialkot, Bahawalnagar and communities across Khanewal District saw widespread rioting and violence on Sunday 17 June 2012, with the houses of several members of parliament being attacked as well as the offices of regional energy suppliers Fesco, Gepco and Mepco being ransacked or attacked.", "targets": "Where were there riots in June 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34b68b17449a424a91e75745bd1a4c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of June 2012[update], Pakistan's electricity problems were so severe that violent riots were taking place across Punjab. According to protesters, load shedding was depriving the cities of electricity 20\u201322 hours a day, causing businesses to go bust and making living extremely hard. Gujranwala, Toba Tek Singh, Faisalabad, Sialkot, Bahawalnagar and communities across Khanewal District saw widespread rioting and violence on Sunday 17 June 2012, with the houses of several members of parliament being attacked as well as the offices of regional energy suppliers Fesco, Gepco and Mepco being ransacked or attacked.", "targets": "Which energy companies' offices were attacked by rioters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502821df7d6f405fb6c6e528deaeac03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nieders\u00e4chsische Technische Hochschule is a joint-venture of TU Clausthal, TU Braunschweig and University of Hanover. Some universities in Germany can also be seen as institutes of technology due to comprising a wide spread of technical sciences and having a history as a technical university. Examples are", "targets": "What's the joint project of TU Clausthal, TU Braunschweig, and the University of Hanover called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fc30efc93c4fd69333ec0fd9979dae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the fall of Napoleon, not only was Napoleonic Code retained by conquered countries including the Netherlands, Belgium, parts of Italy and Germany, but has been used as the basis of certain parts of law outside Europe including the Dominican Republic, the US state of Louisiana and the Canadian province of Quebec. The memory of Napoleon in Poland is favorable, for his support for independence and opposition to Russia, his legal code, the abolition of serfdom, and the introduction of modern middle class bureaucracies.", "targets": "After the fall of Napoleon, many countries retained what system of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fc30efc93c4fd69333ec0fd9979dae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the fall of Napoleon, not only was Napoleonic Code retained by conquered countries including the Netherlands, Belgium, parts of Italy and Germany, but has been used as the basis of certain parts of law outside Europe including the Dominican Republic, the US state of Louisiana and the Canadian province of Quebec. The memory of Napoleon in Poland is favorable, for his support for independence and opposition to Russia, his legal code, the abolition of serfdom, and the introduction of modern middle class bureaucracies.", "targets": "Outside Europe, Napoleonic Code has been used as the basis for certain parts of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fc30efc93c4fd69333ec0fd9979dae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the fall of Napoleon, not only was Napoleonic Code retained by conquered countries including the Netherlands, Belgium, parts of Italy and Germany, but has been used as the basis of certain parts of law outside Europe including the Dominican Republic, the US state of Louisiana and the Canadian province of Quebec. The memory of Napoleon in Poland is favorable, for his support for independence and opposition to Russia, his legal code, the abolition of serfdom, and the introduction of modern middle class bureaucracies.", "targets": "How can the memory of Napoleon in Poland be characterized as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fc30efc93c4fd69333ec0fd9979dae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the fall of Napoleon, not only was Napoleonic Code retained by conquered countries including the Netherlands, Belgium, parts of Italy and Germany, but has been used as the basis of certain parts of law outside Europe including the Dominican Republic, the US state of Louisiana and the Canadian province of Quebec. The memory of Napoleon in Poland is favorable, for his support for independence and opposition to Russia, his legal code, the abolition of serfdom, and the introduction of modern middle class bureaucracies.", "targets": "Poland views Napoleon in a positive light partially based on his opposition to what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48fc30efc93c4fd69333ec0fd9979dae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the fall of Napoleon, not only was Napoleonic Code retained by conquered countries including the Netherlands, Belgium, parts of Italy and Germany, but has been used as the basis of certain parts of law outside Europe including the Dominican Republic, the US state of Louisiana and the Canadian province of Quebec. The memory of Napoleon in Poland is favorable, for his support for independence and opposition to Russia, his legal code, the abolition of serfdom, and the introduction of modern middle class bureaucracies.", "targets": "One reason Poland views Napoleon favorably is due to his abolition of what form of indentured servitude?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e81850993024147a3fe4acb8e0fc9fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lowest pressure that can be attained in a system is also dependent on many things other than the nature of the pumps. Multiple pumps may be connected in series, called stages, to achieve higher vacuums. The choice of seals, chamber geometry, materials, and pump-down procedures will all have an impact. Collectively, these are called vacuum technique. And sometimes, the final pressure is not the only relevant characteristic. Pumping systems differ in oil contamination, vibration, preferential pumping of certain gases, pump-down speeds, intermittent duty cycle, reliability, or tolerance to high leakage rates.", "targets": "When multiple pumps are connected in series to produce higher vacuum it is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e81850993024147a3fe4acb8e0fc9fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lowest pressure that can be attained in a system is also dependent on many things other than the nature of the pumps. Multiple pumps may be connected in series, called stages, to achieve higher vacuums. The choice of seals, chamber geometry, materials, and pump-down procedures will all have an impact. Collectively, these are called vacuum technique. And sometimes, the final pressure is not the only relevant characteristic. Pumping systems differ in oil contamination, vibration, preferential pumping of certain gases, pump-down speeds, intermittent duty cycle, reliability, or tolerance to high leakage rates.", "targets": "The choice of seals, or chamber geometry ,for example impact a pump. Together these are options are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e81850993024147a3fe4acb8e0fc9fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lowest pressure that can be attained in a system is also dependent on many things other than the nature of the pumps. Multiple pumps may be connected in series, called stages, to achieve higher vacuums. The choice of seals, chamber geometry, materials, and pump-down procedures will all have an impact. Collectively, these are called vacuum technique. And sometimes, the final pressure is not the only relevant characteristic. Pumping systems differ in oil contamination, vibration, preferential pumping of certain gases, pump-down speeds, intermittent duty cycle, reliability, or tolerance to high leakage rates.", "targets": "What are two other relevant characteristics of a pumping system along with final pressure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4dfd4db7974169a6491f7c3f2bfd79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, during the \"Singing Revolution\", in a landmark demonstration for more independence, more than two million people formed a human chain stretching through Lithuania, Latvia and Estonia, called the Baltic Way. All three nations had similar experiences of occupation and similar aspirations for regaining independence. The Estonian Sovereignty Declaration was issued on 16 November 1988. On 20 August 1991, Estonia declared formal independence during the Soviet military coup attempt in Moscow, reconstituting the pre-1940 state. The Soviet Union recognised the independence of Estonia on 6 September 1991. The first country to diplomatically recognise Estonia's reclaimed independence was Iceland. The last units of the Russian army left on 31 August 1994.", "targets": "What year did the Singing Revolution occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4dfd4db7974169a6491f7c3f2bfd79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, during the \"Singing Revolution\", in a landmark demonstration for more independence, more than two million people formed a human chain stretching through Lithuania, Latvia and Estonia, called the Baltic Way. All three nations had similar experiences of occupation and similar aspirations for regaining independence. The Estonian Sovereignty Declaration was issued on 16 November 1988. On 20 August 1991, Estonia declared formal independence during the Soviet military coup attempt in Moscow, reconstituting the pre-1940 state. The Soviet Union recognised the independence of Estonia on 6 September 1991. The first country to diplomatically recognise Estonia's reclaimed independence was Iceland. The last units of the Russian army left on 31 August 1994.", "targets": "What was the demonstration of the Singing Revolution trying to fight for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4dfd4db7974169a6491f7c3f2bfd79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, during the \"Singing Revolution\", in a landmark demonstration for more independence, more than two million people formed a human chain stretching through Lithuania, Latvia and Estonia, called the Baltic Way. All three nations had similar experiences of occupation and similar aspirations for regaining independence. The Estonian Sovereignty Declaration was issued on 16 November 1988. On 20 August 1991, Estonia declared formal independence during the Soviet military coup attempt in Moscow, reconstituting the pre-1940 state. The Soviet Union recognised the independence of Estonia on 6 September 1991. The first country to diplomatically recognise Estonia's reclaimed independence was Iceland. The last units of the Russian army left on 31 August 1994.", "targets": "How many people created a chain of solidarity that went Estonia and other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4dfd4db7974169a6491f7c3f2bfd79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, during the \"Singing Revolution\", in a landmark demonstration for more independence, more than two million people formed a human chain stretching through Lithuania, Latvia and Estonia, called the Baltic Way. All three nations had similar experiences of occupation and similar aspirations for regaining independence. The Estonian Sovereignty Declaration was issued on 16 November 1988. On 20 August 1991, Estonia declared formal independence during the Soviet military coup attempt in Moscow, reconstituting the pre-1940 state. The Soviet Union recognised the independence of Estonia on 6 September 1991. The first country to diplomatically recognise Estonia's reclaimed independence was Iceland. The last units of the Russian army left on 31 August 1994.", "targets": "What was the name of the human chain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "On what date did the NFL announce that Coldplay would headline the halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "What nationality is the band Coldplay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "At what Super Bowl did Beyonc\u00e9 headline the halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "What was the name of the single that Coldplay and Beyonc\u00e9 collaborated on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "What previous Super Bowl halftime show did Bruno Mars headline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "Who lead the halftime show of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "What company confirmed that Beyonc\u00e9 would participate in the Super Bowl 50 halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "What song did Coldplay and Beyonc\u00e9 collaborate on for the Super Bowl 50 halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "Who headlined the Super Bowl 50 halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "On January 7, 2016, it was confirmed that which start would join Coldplay for the halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "Which single did Beyonc\u00e9 and Coldplay collaborate on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8f1d56905b436881236b058862d186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In late November 2015, reports surfaced stating that \"multiple acts\" would perform during the halftime show. On December 3, the league confirmed that the show would be headlined by the British rock group Coldplay. On January 7, 2016, Pepsi confirmed to the Associated Press that Beyonc\u00e9, who headlined the Super Bowl XLVII halftime show and collaborated with Coldplay on the single \"Hymn for the Weekend\", would be making an appearance. Bruno Mars, who headlined the Super Bowl XLVIII halftime show, and Mark Ronson also performed.", "targets": "What other former halftime show performer joined Coldplay and Beyonc\u00e9 for the Super Bowl 50 halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7520e7a337324200b5c8d1ce4cce710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to a given problem situation (), a number of competing conjectures, or tentative theories (), are systematically subjected to the most rigorous attempts at falsification possible. This process, error elimination (), performs a similar function for science that natural selection performs for biological evolution. Theories that better survive the process of refutation are not more true, but rather, more \"fit\"\u2014in other words, more applicable to the problem situation at hand (). Consequently, just as a species' biological fitness does not ensure continued survival, neither does rigorous testing protect a scientific theory from refutation in the future. Yet, as it appears that the engine of biological evolution has, over many generations, produced adaptive traits equipped to deal with more and more complex problems of survival, likewise, the evolution of theories through the scientific method may, in Popper's view, reflect a certain type of progress: toward more and more interesting problems (). For Popper, it is in the interplay between the tentative theories (conjectures) and error elimination (refutation) that scientific knowledge advances toward greater and greater problems; in a process very much akin to the interplay between genetic variation and natural selection.", "targets": "What process in science is like the process of natural selection in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7520e7a337324200b5c8d1ce4cce710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to a given problem situation (), a number of competing conjectures, or tentative theories (), are systematically subjected to the most rigorous attempts at falsification possible. This process, error elimination (), performs a similar function for science that natural selection performs for biological evolution. Theories that better survive the process of refutation are not more true, but rather, more \"fit\"\u2014in other words, more applicable to the problem situation at hand (). Consequently, just as a species' biological fitness does not ensure continued survival, neither does rigorous testing protect a scientific theory from refutation in the future. Yet, as it appears that the engine of biological evolution has, over many generations, produced adaptive traits equipped to deal with more and more complex problems of survival, likewise, the evolution of theories through the scientific method may, in Popper's view, reflect a certain type of progress: toward more and more interesting problems (). For Popper, it is in the interplay between the tentative theories (conjectures) and error elimination (refutation) that scientific knowledge advances toward greater and greater problems; in a process very much akin to the interplay between genetic variation and natural selection.", "targets": "What is a better description for theories that survive scientific scrutiny than \"more true?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7520e7a337324200b5c8d1ce4cce710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to a given problem situation (), a number of competing conjectures, or tentative theories (), are systematically subjected to the most rigorous attempts at falsification possible. This process, error elimination (), performs a similar function for science that natural selection performs for biological evolution. Theories that better survive the process of refutation are not more true, but rather, more \"fit\"\u2014in other words, more applicable to the problem situation at hand (). Consequently, just as a species' biological fitness does not ensure continued survival, neither does rigorous testing protect a scientific theory from refutation in the future. Yet, as it appears that the engine of biological evolution has, over many generations, produced adaptive traits equipped to deal with more and more complex problems of survival, likewise, the evolution of theories through the scientific method may, in Popper's view, reflect a certain type of progress: toward more and more interesting problems (). For Popper, it is in the interplay between the tentative theories (conjectures) and error elimination (refutation) that scientific knowledge advances toward greater and greater problems; in a process very much akin to the interplay between genetic variation and natural selection.", "targets": "What is another term for the tentative theories enter the process of error elimination in science? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7520e7a337324200b5c8d1ce4cce710e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to a given problem situation (), a number of competing conjectures, or tentative theories (), are systematically subjected to the most rigorous attempts at falsification possible. This process, error elimination (), performs a similar function for science that natural selection performs for biological evolution. Theories that better survive the process of refutation are not more true, but rather, more \"fit\"\u2014in other words, more applicable to the problem situation at hand (). Consequently, just as a species' biological fitness does not ensure continued survival, neither does rigorous testing protect a scientific theory from refutation in the future. Yet, as it appears that the engine of biological evolution has, over many generations, produced adaptive traits equipped to deal with more and more complex problems of survival, likewise, the evolution of theories through the scientific method may, in Popper's view, reflect a certain type of progress: toward more and more interesting problems (). For Popper, it is in the interplay between the tentative theories (conjectures) and error elimination (refutation) that scientific knowledge advances toward greater and greater problems; in a process very much akin to the interplay between genetic variation and natural selection.", "targets": "Toward what does Popper believe scientific understandings progress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5185d15bf21e42d78e0b5b8c8758e457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars in the late 18th century and early 19th century, Napoleon annexed territory formerly controlled by the Habsburgs and Savoys. In 1798 he established the Helvetic Republic in Switzerland; two years later he led an army across the St. Bernard pass and conquered almost all of the Alpine regions.", "targets": "What wars took place during the late 18th century and early 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5185d15bf21e42d78e0b5b8c8758e457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars in the late 18th century and early 19th century, Napoleon annexed territory formerly controlled by the Habsburgs and Savoys. In 1798 he established the Helvetic Republic in Switzerland; two years later he led an army across the St. Bernard pass and conquered almost all of the Alpine regions.", "targets": "Who annexed territory formerly controlled by the Habsburgs and Savoys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5185d15bf21e42d78e0b5b8c8758e457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars in the late 18th century and early 19th century, Napoleon annexed territory formerly controlled by the Habsburgs and Savoys. In 1798 he established the Helvetic Republic in Switzerland; two years later he led an army across the St. Bernard pass and conquered almost all of the Alpine regions.", "targets": "When was the Helvetic Republic established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5185d15bf21e42d78e0b5b8c8758e457", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Napoleonic Wars in the late 18th century and early 19th century, Napoleon annexed territory formerly controlled by the Habsburgs and Savoys. In 1798 he established the Helvetic Republic in Switzerland; two years later he led an army across the St. Bernard pass and conquered almost all of the Alpine regions.", "targets": "Where was the Helvetic Republic established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f99bedc92294797a5552c1e8b55d47b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the other extreme mountainous regions can be windy, cold, and areas at elevation of 750 meters or more (same elevation as Jerusalem) will usually receive at least one snowfall each year. From May to September, rain in Israel is rare. With scarce water resources, Israel has developed various water-saving technologies, including drip irrigation. Israelis also take advantage of the considerable sunlight available for solar energy, making Israel the leading nation in solar energy use per capita (practically every house uses solar panels for water heating).", "targets": "Israel developed what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f99bedc92294797a5552c1e8b55d47b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the other extreme mountainous regions can be windy, cold, and areas at elevation of 750 meters or more (same elevation as Jerusalem) will usually receive at least one snowfall each year. From May to September, rain in Israel is rare. With scarce water resources, Israel has developed various water-saving technologies, including drip irrigation. Israelis also take advantage of the considerable sunlight available for solar energy, making Israel the leading nation in solar energy use per capita (practically every house uses solar panels for water heating).", "targets": "What does Israelis take advantage of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f99bedc92294797a5552c1e8b55d47b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the other extreme mountainous regions can be windy, cold, and areas at elevation of 750 meters or more (same elevation as Jerusalem) will usually receive at least one snowfall each year. From May to September, rain in Israel is rare. With scarce water resources, Israel has developed various water-saving technologies, including drip irrigation. Israelis also take advantage of the considerable sunlight available for solar energy, making Israel the leading nation in solar energy use per capita (practically every house uses solar panels for water heating).", "targets": "Who leads the nation in solar energy use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c2e4d7c3bf4ef396307a59bc9e9766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, two thirds of the Presbyterian Church of Australia, along with most of the Congregational Union of Australia and all the Methodist Church of Australasia, combined to form the Uniting Church in Australia. The third who did not unite had various reasons for so acting, often cultural attachment but often conservative theological or social views. The permission for the ordination of women given in 1974 was rescinded in 1991 without affecting the two or three existing woman ministers. The approval of women elders given in the 1960s has been rescinded in all states except New South Wales, which has the largest membership. The theology of the church is now generally conservative and Reformed. A number of small Presbyterian denominations have arisen since the 1950s through migration or schism.", "targets": "In what year did the Presbyterian Church of Australia , the Congregational Union of Australia , and all the Methodist Church of Australasia merge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c2e4d7c3bf4ef396307a59bc9e9766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, two thirds of the Presbyterian Church of Australia, along with most of the Congregational Union of Australia and all the Methodist Church of Australasia, combined to form the Uniting Church in Australia. The third who did not unite had various reasons for so acting, often cultural attachment but often conservative theological or social views. The permission for the ordination of women given in 1974 was rescinded in 1991 without affecting the two or three existing woman ministers. The approval of women elders given in the 1960s has been rescinded in all states except New South Wales, which has the largest membership. The theology of the church is now generally conservative and Reformed. A number of small Presbyterian denominations have arisen since the 1950s through migration or schism.", "targets": "In what year was ordination of woman ministries recsinded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4c2e4d7c3bf4ef396307a59bc9e9766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, two thirds of the Presbyterian Church of Australia, along with most of the Congregational Union of Australia and all the Methodist Church of Australasia, combined to form the Uniting Church in Australia. The third who did not unite had various reasons for so acting, often cultural attachment but often conservative theological or social views. The permission for the ordination of women given in 1974 was rescinded in 1991 without affecting the two or three existing woman ministers. The approval of women elders given in the 1960s has been rescinded in all states except New South Wales, which has the largest membership. The theology of the church is now generally conservative and Reformed. A number of small Presbyterian denominations have arisen since the 1950s through migration or schism.", "targets": "The approval of women elders which was given in 1960 has been rescinded in all of the Australian states except one, which state did not?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f2beb74a9064872a9e9cbbfaeac7fb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coffeehouses were especially important to the spread of knowledge during the Enlightenment because they created a unique environment in which people from many different walks of life gathered and shared ideas. They were frequently criticized by nobles who feared the possibility of an environment in which class and its accompanying titles and privileges were disregarded. Such an environment was especially intimidating to monarchs who derived much of their power from the disparity between classes of people. If classes were to join together under the influence of Enlightenment thinking, they might recognize the all-encompassing oppression and abuses of their monarchs and, because of their size, might be able to carry out successful revolts. Monarchs also resented the idea of their subjects convening as one to discuss political matters, especially those concerning foreign affairs - rulers thought political affairs to be their business only, a result of their supposed divine right to rule. ", "targets": "Which venue created a unique environment in which people from many different walks of life could gather and share ideas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f2beb74a9064872a9e9cbbfaeac7fb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coffeehouses were especially important to the spread of knowledge during the Enlightenment because they created a unique environment in which people from many different walks of life gathered and shared ideas. They were frequently criticized by nobles who feared the possibility of an environment in which class and its accompanying titles and privileges were disregarded. Such an environment was especially intimidating to monarchs who derived much of their power from the disparity between classes of people. If classes were to join together under the influence of Enlightenment thinking, they might recognize the all-encompassing oppression and abuses of their monarchs and, because of their size, might be able to carry out successful revolts. Monarchs also resented the idea of their subjects convening as one to discuss political matters, especially those concerning foreign affairs - rulers thought political affairs to be their business only, a result of their supposed divine right to rule. ", "targets": "Coffehouses were criticized by which group of people, fearing the possiblity of an environmentin which class was disregarded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f2beb74a9064872a9e9cbbfaeac7fb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coffeehouses were especially important to the spread of knowledge during the Enlightenment because they created a unique environment in which people from many different walks of life gathered and shared ideas. They were frequently criticized by nobles who feared the possibility of an environment in which class and its accompanying titles and privileges were disregarded. Such an environment was especially intimidating to monarchs who derived much of their power from the disparity between classes of people. If classes were to join together under the influence of Enlightenment thinking, they might recognize the all-encompassing oppression and abuses of their monarchs and, because of their size, might be able to carry out successful revolts. Monarchs also resented the idea of their subjects convening as one to discuss political matters, especially those concerning foreign affairs - rulers thought political affairs to be their business only, a result of their supposed divine right to rule. ", "targets": "Which societal group believed they held a divine right to rule and resented the idea of their subjects convening to discuss political matters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f2beb74a9064872a9e9cbbfaeac7fb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Coffeehouses were especially important to the spread of knowledge during the Enlightenment because they created a unique environment in which people from many different walks of life gathered and shared ideas. They were frequently criticized by nobles who feared the possibility of an environment in which class and its accompanying titles and privileges were disregarded. Such an environment was especially intimidating to monarchs who derived much of their power from the disparity between classes of people. If classes were to join together under the influence of Enlightenment thinking, they might recognize the all-encompassing oppression and abuses of their monarchs and, because of their size, might be able to carry out successful revolts. Monarchs also resented the idea of their subjects convening as one to discuss political matters, especially those concerning foreign affairs - rulers thought political affairs to be their business only, a result of their supposed divine right to rule. ", "targets": "What societal group derived much of their power from the disparity between classes of people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30e1c9e8d15f42a094c41356d7041c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning and ending dates are roughly the reverse in the southern hemisphere. For example, mainland Chile observed DST from the second Saturday in October to the second Saturday in March, with transitions at 24:00 local time. The time difference between the United Kingdom and mainland Chile could therefore be five hours during the Northern summer, three hours during the Southern summer and four hours a few weeks per year because of mismatch of changing dates.", "targets": "In the southern hemisphere, what aspect of DST is about the reverse of that of the northern hemisphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30e1c9e8d15f42a094c41356d7041c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning and ending dates are roughly the reverse in the southern hemisphere. For example, mainland Chile observed DST from the second Saturday in October to the second Saturday in March, with transitions at 24:00 local time. The time difference between the United Kingdom and mainland Chile could therefore be five hours during the Northern summer, three hours during the Southern summer and four hours a few weeks per year because of mismatch of changing dates.", "targets": "At what local time does Chile change their clocks for DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30e1c9e8d15f42a094c41356d7041c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning and ending dates are roughly the reverse in the southern hemisphere. For example, mainland Chile observed DST from the second Saturday in October to the second Saturday in March, with transitions at 24:00 local time. The time difference between the United Kingdom and mainland Chile could therefore be five hours during the Northern summer, three hours during the Southern summer and four hours a few weeks per year because of mismatch of changing dates.", "targets": "What day of the week does DST begin and end in Chile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30e1c9e8d15f42a094c41356d7041c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning and ending dates are roughly the reverse in the southern hemisphere. For example, mainland Chile observed DST from the second Saturday in October to the second Saturday in March, with transitions at 24:00 local time. The time difference between the United Kingdom and mainland Chile could therefore be five hours during the Northern summer, three hours during the Southern summer and four hours a few weeks per year because of mismatch of changing dates.", "targets": "In the Northern hemisphere's summer, what is the time difference between the UK and Chile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30e1c9e8d15f42a094c41356d7041c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning and ending dates are roughly the reverse in the southern hemisphere. For example, mainland Chile observed DST from the second Saturday in October to the second Saturday in March, with transitions at 24:00 local time. The time difference between the United Kingdom and mainland Chile could therefore be five hours during the Northern summer, three hours during the Southern summer and four hours a few weeks per year because of mismatch of changing dates.", "targets": "During what season in the Southern hemisphere is there a three-hour time difference between mainland Chile and the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6714ed5b612b448da9bbd111282a25ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The men's basketball team has over 1,600 wins, one of only 12 schools who have reached that mark, and have appeared in 28 NCAA tournaments. Former player Austin Carr holds the record for most points scored in a single game of the tournament with 61. Although the team has never won the NCAA Tournament, they were named by the Helms Athletic Foundation as national champions twice. The team has orchestrated a number of upsets of number one ranked teams, the most notable of which was ending UCLA's record 88-game winning streak in 1974. The team has beaten an additional eight number-one teams, and those nine wins rank second, to UCLA's 10, all-time in wins against the top team. The team plays in newly renovated Purcell Pavilion (within the Edmund P. Joyce Center), which reopened for the beginning of the 2009\u20132010 season. The team is coached by Mike Brey, who, as of the 2014\u201315 season, his fifteenth at Notre Dame, has achieved a 332-165 record. In 2009 they were invited to the NIT, where they advanced to the semifinals but were beaten by Penn State who went on and beat Baylor in the championship. The 2010\u201311 team concluded its regular season ranked number seven in the country, with a record of 25\u20135, Brey's fifth straight 20-win season, and a second-place finish in the Big East. During the 2014-15 season, the team went 32-6 and won the ACC conference tournament, later advancing to the Elite 8, where the Fighting Irish lost on a missed buzzer-beater against then undefeated Kentucky. Led by NBA draft picks Jerian Grant and Pat Connaughton, the Fighting Irish beat the eventual national champion Duke Blue Devils twice during the season. The 32 wins were the most by the Fighting Irish team since 1908-09.", "targets": "How many wins does the Notre Dame men's basketball team have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6714ed5b612b448da9bbd111282a25ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The men's basketball team has over 1,600 wins, one of only 12 schools who have reached that mark, and have appeared in 28 NCAA tournaments. Former player Austin Carr holds the record for most points scored in a single game of the tournament with 61. Although the team has never won the NCAA Tournament, they were named by the Helms Athletic Foundation as national champions twice. The team has orchestrated a number of upsets of number one ranked teams, the most notable of which was ending UCLA's record 88-game winning streak in 1974. The team has beaten an additional eight number-one teams, and those nine wins rank second, to UCLA's 10, all-time in wins against the top team. The team plays in newly renovated Purcell Pavilion (within the Edmund P. Joyce Center), which reopened for the beginning of the 2009\u20132010 season. The team is coached by Mike Brey, who, as of the 2014\u201315 season, his fifteenth at Notre Dame, has achieved a 332-165 record. In 2009 they were invited to the NIT, where they advanced to the semifinals but were beaten by Penn State who went on and beat Baylor in the championship. The 2010\u201311 team concluded its regular season ranked number seven in the country, with a record of 25\u20135, Brey's fifth straight 20-win season, and a second-place finish in the Big East. During the 2014-15 season, the team went 32-6 and won the ACC conference tournament, later advancing to the Elite 8, where the Fighting Irish lost on a missed buzzer-beater against then undefeated Kentucky. Led by NBA draft picks Jerian Grant and Pat Connaughton, the Fighting Irish beat the eventual national champion Duke Blue Devils twice during the season. The 32 wins were the most by the Fighting Irish team since 1908-09.", "targets": "How many schools have a similar men's basketball record to Notre Dame in terms of wins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6714ed5b612b448da9bbd111282a25ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The men's basketball team has over 1,600 wins, one of only 12 schools who have reached that mark, and have appeared in 28 NCAA tournaments. Former player Austin Carr holds the record for most points scored in a single game of the tournament with 61. Although the team has never won the NCAA Tournament, they were named by the Helms Athletic Foundation as national champions twice. The team has orchestrated a number of upsets of number one ranked teams, the most notable of which was ending UCLA's record 88-game winning streak in 1974. The team has beaten an additional eight number-one teams, and those nine wins rank second, to UCLA's 10, all-time in wins against the top team. The team plays in newly renovated Purcell Pavilion (within the Edmund P. Joyce Center), which reopened for the beginning of the 2009\u20132010 season. The team is coached by Mike Brey, who, as of the 2014\u201315 season, his fifteenth at Notre Dame, has achieved a 332-165 record. In 2009 they were invited to the NIT, where they advanced to the semifinals but were beaten by Penn State who went on and beat Baylor in the championship. The 2010\u201311 team concluded its regular season ranked number seven in the country, with a record of 25\u20135, Brey's fifth straight 20-win season, and a second-place finish in the Big East. During the 2014-15 season, the team went 32-6 and won the ACC conference tournament, later advancing to the Elite 8, where the Fighting Irish lost on a missed buzzer-beater against then undefeated Kentucky. Led by NBA draft picks Jerian Grant and Pat Connaughton, the Fighting Irish beat the eventual national champion Duke Blue Devils twice during the season. The 32 wins were the most by the Fighting Irish team since 1908-09.", "targets": "How many NCAA tournaments did the Notre Dame men's basketball team take part in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6714ed5b612b448da9bbd111282a25ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The men's basketball team has over 1,600 wins, one of only 12 schools who have reached that mark, and have appeared in 28 NCAA tournaments. Former player Austin Carr holds the record for most points scored in a single game of the tournament with 61. Although the team has never won the NCAA Tournament, they were named by the Helms Athletic Foundation as national champions twice. The team has orchestrated a number of upsets of number one ranked teams, the most notable of which was ending UCLA's record 88-game winning streak in 1974. The team has beaten an additional eight number-one teams, and those nine wins rank second, to UCLA's 10, all-time in wins against the top team. The team plays in newly renovated Purcell Pavilion (within the Edmund P. Joyce Center), which reopened for the beginning of the 2009\u20132010 season. The team is coached by Mike Brey, who, as of the 2014\u201315 season, his fifteenth at Notre Dame, has achieved a 332-165 record. In 2009 they were invited to the NIT, where they advanced to the semifinals but were beaten by Penn State who went on and beat Baylor in the championship. The 2010\u201311 team concluded its regular season ranked number seven in the country, with a record of 25\u20135, Brey's fifth straight 20-win season, and a second-place finish in the Big East. During the 2014-15 season, the team went 32-6 and won the ACC conference tournament, later advancing to the Elite 8, where the Fighting Irish lost on a missed buzzer-beater against then undefeated Kentucky. Led by NBA draft picks Jerian Grant and Pat Connaughton, the Fighting Irish beat the eventual national champion Duke Blue Devils twice during the season. The 32 wins were the most by the Fighting Irish team since 1908-09.", "targets": "Which Notre Dame men's basketball player has the record for more points in one game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6714ed5b612b448da9bbd111282a25ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The men's basketball team has over 1,600 wins, one of only 12 schools who have reached that mark, and have appeared in 28 NCAA tournaments. Former player Austin Carr holds the record for most points scored in a single game of the tournament with 61. Although the team has never won the NCAA Tournament, they were named by the Helms Athletic Foundation as national champions twice. The team has orchestrated a number of upsets of number one ranked teams, the most notable of which was ending UCLA's record 88-game winning streak in 1974. The team has beaten an additional eight number-one teams, and those nine wins rank second, to UCLA's 10, all-time in wins against the top team. The team plays in newly renovated Purcell Pavilion (within the Edmund P. Joyce Center), which reopened for the beginning of the 2009\u20132010 season. The team is coached by Mike Brey, who, as of the 2014\u201315 season, his fifteenth at Notre Dame, has achieved a 332-165 record. In 2009 they were invited to the NIT, where they advanced to the semifinals but were beaten by Penn State who went on and beat Baylor in the championship. The 2010\u201311 team concluded its regular season ranked number seven in the country, with a record of 25\u20135, Brey's fifth straight 20-win season, and a second-place finish in the Big East. During the 2014-15 season, the team went 32-6 and won the ACC conference tournament, later advancing to the Elite 8, where the Fighting Irish lost on a missed buzzer-beater against then undefeated Kentucky. Led by NBA draft picks Jerian Grant and Pat Connaughton, the Fighting Irish beat the eventual national champion Duke Blue Devils twice during the season. The 32 wins were the most by the Fighting Irish team since 1908-09.", "targets": "Who was the Notre Dame men's basketball coach in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f64112a688e4f3c984d156606ed0ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 80% of undergraduates and 20% of graduate students live on campus. The majority of the graduate students on campus live in one of four graduate housing complexes on campus, while all on-campus undergraduates live in one of the 29 residence halls. Because of the religious affiliation of the university, all residence halls are single-sex, with 15 male dorms and 14 female dorms. The university maintains a visiting policy (known as parietal hours) for those students who live in dormitories, specifying times when members of the opposite sex are allowed to visit other students' dorm rooms; however, all residence halls have 24-hour social spaces for students regardless of gender. Many residence halls have at least one nun and/or priest as a resident. There are no traditional social fraternities or sororities at the university, but a majority of students live in the same residence hall for all four years. Some intramural sports are based on residence hall teams, where the university offers the only non-military academy program of full-contact intramural American football. At the end of the intramural season, the championship game is played on the field in Notre Dame Stadium.", "targets": "What percentage of undergrads live on the Notre Dame campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f64112a688e4f3c984d156606ed0ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 80% of undergraduates and 20% of graduate students live on campus. The majority of the graduate students on campus live in one of four graduate housing complexes on campus, while all on-campus undergraduates live in one of the 29 residence halls. Because of the religious affiliation of the university, all residence halls are single-sex, with 15 male dorms and 14 female dorms. The university maintains a visiting policy (known as parietal hours) for those students who live in dormitories, specifying times when members of the opposite sex are allowed to visit other students' dorm rooms; however, all residence halls have 24-hour social spaces for students regardless of gender. Many residence halls have at least one nun and/or priest as a resident. There are no traditional social fraternities or sororities at the university, but a majority of students live in the same residence hall for all four years. Some intramural sports are based on residence hall teams, where the university offers the only non-military academy program of full-contact intramural American football. At the end of the intramural season, the championship game is played on the field in Notre Dame Stadium.", "targets": "How many student housing areas are reserved for Notre Dame's graduate students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f64112a688e4f3c984d156606ed0ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 80% of undergraduates and 20% of graduate students live on campus. The majority of the graduate students on campus live in one of four graduate housing complexes on campus, while all on-campus undergraduates live in one of the 29 residence halls. Because of the religious affiliation of the university, all residence halls are single-sex, with 15 male dorms and 14 female dorms. The university maintains a visiting policy (known as parietal hours) for those students who live in dormitories, specifying times when members of the opposite sex are allowed to visit other students' dorm rooms; however, all residence halls have 24-hour social spaces for students regardless of gender. Many residence halls have at least one nun and/or priest as a resident. There are no traditional social fraternities or sororities at the university, but a majority of students live in the same residence hall for all four years. Some intramural sports are based on residence hall teams, where the university offers the only non-military academy program of full-contact intramural American football. At the end of the intramural season, the championship game is played on the field in Notre Dame Stadium.", "targets": "How many dorms for males are on the Notre Dame campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f64112a688e4f3c984d156606ed0ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 80% of undergraduates and 20% of graduate students live on campus. The majority of the graduate students on campus live in one of four graduate housing complexes on campus, while all on-campus undergraduates live in one of the 29 residence halls. Because of the religious affiliation of the university, all residence halls are single-sex, with 15 male dorms and 14 female dorms. The university maintains a visiting policy (known as parietal hours) for those students who live in dormitories, specifying times when members of the opposite sex are allowed to visit other students' dorm rooms; however, all residence halls have 24-hour social spaces for students regardless of gender. Many residence halls have at least one nun and/or priest as a resident. There are no traditional social fraternities or sororities at the university, but a majority of students live in the same residence hall for all four years. Some intramural sports are based on residence hall teams, where the university offers the only non-military academy program of full-contact intramural American football. At the end of the intramural season, the championship game is played on the field in Notre Dame Stadium.", "targets": "What amount of the graduate student body at Notre Dame live on the campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f64112a688e4f3c984d156606ed0ecd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 80% of undergraduates and 20% of graduate students live on campus. The majority of the graduate students on campus live in one of four graduate housing complexes on campus, while all on-campus undergraduates live in one of the 29 residence halls. Because of the religious affiliation of the university, all residence halls are single-sex, with 15 male dorms and 14 female dorms. The university maintains a visiting policy (known as parietal hours) for those students who live in dormitories, specifying times when members of the opposite sex are allowed to visit other students' dorm rooms; however, all residence halls have 24-hour social spaces for students regardless of gender. Many residence halls have at least one nun and/or priest as a resident. There are no traditional social fraternities or sororities at the university, but a majority of students live in the same residence hall for all four years. Some intramural sports are based on residence hall teams, where the university offers the only non-military academy program of full-contact intramural American football. At the end of the intramural season, the championship game is played on the field in Notre Dame Stadium.", "targets": "There are how many dorms for females at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc0799579db44b5980f091d0bf50bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official position of the Ministry of Foreign Affairs of the People's Republic of China is that the Ming implemented a policy of managing Tibet according to conventions and customs, granting titles and setting up administrative organs over Tibet. The State Council Information Office of the People's Republic states that the Ming dynasty's \u00dc-Tsang Commanding Office governed most areas of Tibet. It also states that while the Ming abolished the policy council set up by the Mongol Yuan to manage local affairs in Tibet and the Mongol system of Imperial Tutors to govern religious affairs, the Ming adopted a policy of bestowing titles upon religious leaders who had submitted to the Ming dynasty. For example, an edict of the Hongwu Emperor in 1373 appointed the Tibetan leader Choskunskyabs as the General of the Ngari Military and Civil Wanhu Office, stating:", "targets": "Who abolished the policy council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc0799579db44b5980f091d0bf50bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official position of the Ministry of Foreign Affairs of the People's Republic of China is that the Ming implemented a policy of managing Tibet according to conventions and customs, granting titles and setting up administrative organs over Tibet. The State Council Information Office of the People's Republic states that the Ming dynasty's \u00dc-Tsang Commanding Office governed most areas of Tibet. It also states that while the Ming abolished the policy council set up by the Mongol Yuan to manage local affairs in Tibet and the Mongol system of Imperial Tutors to govern religious affairs, the Ming adopted a policy of bestowing titles upon religious leaders who had submitted to the Ming dynasty. For example, an edict of the Hongwu Emperor in 1373 appointed the Tibetan leader Choskunskyabs as the General of the Ngari Military and Civil Wanhu Office, stating:", "targets": "What was the Tibetan leader  Choskunskyabs  appointed as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc0799579db44b5980f091d0bf50bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official position of the Ministry of Foreign Affairs of the People's Republic of China is that the Ming implemented a policy of managing Tibet according to conventions and customs, granting titles and setting up administrative organs over Tibet. The State Council Information Office of the People's Republic states that the Ming dynasty's \u00dc-Tsang Commanding Office governed most areas of Tibet. It also states that while the Ming abolished the policy council set up by the Mongol Yuan to manage local affairs in Tibet and the Mongol system of Imperial Tutors to govern religious affairs, the Ming adopted a policy of bestowing titles upon religious leaders who had submitted to the Ming dynasty. For example, an edict of the Hongwu Emperor in 1373 appointed the Tibetan leader Choskunskyabs as the General of the Ngari Military and Civil Wanhu Office, stating:", "targets": "Who governed most areas of Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee98439ca62d4066a71c01b410822702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crisis deepened during the 17th century with the expulsion in 1609 of the Jews and the Moriscos, descendants of the Muslim population that converted to Christianity under threat of exile from Ferdinand and Isabella in 1502. From 1609 through 1614, the Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. They were concentrated in the former Kingdom of Aragon, where they constituted a fifth of the population, and the Valencia area specifically, where they were roughly a third of the total population. The expulsion caused the financial ruin of some of the nobility and the bankruptcy of the Taula de Canvi in 1613. The Crown endeavoured to compensate the nobles, who had lost much of their agricultural labour force; this harmed the economy of the city for generations to come. Later, during the so-called Catalan Revolt (1640\u20131652), Valencia contributed to the cause of Philip IV with militias and money, resulting in a period of further economic hardship exacerbated by the arrival of troops from other parts of Spain.", "targets": "What people group was descended from Muslim converts to Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee98439ca62d4066a71c01b410822702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crisis deepened during the 17th century with the expulsion in 1609 of the Jews and the Moriscos, descendants of the Muslim population that converted to Christianity under threat of exile from Ferdinand and Isabella in 1502. From 1609 through 1614, the Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. They were concentrated in the former Kingdom of Aragon, where they constituted a fifth of the population, and the Valencia area specifically, where they were roughly a third of the total population. The expulsion caused the financial ruin of some of the nobility and the bankruptcy of the Taula de Canvi in 1613. The Crown endeavoured to compensate the nobles, who had lost much of their agricultural labour force; this harmed the economy of the city for generations to come. Later, during the so-called Catalan Revolt (1640\u20131652), Valencia contributed to the cause of Philip IV with militias and money, resulting in a period of further economic hardship exacerbated by the arrival of troops from other parts of Spain.", "targets": "When were the Jews expelled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee98439ca62d4066a71c01b410822702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crisis deepened during the 17th century with the expulsion in 1609 of the Jews and the Moriscos, descendants of the Muslim population that converted to Christianity under threat of exile from Ferdinand and Isabella in 1502. From 1609 through 1614, the Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. They were concentrated in the former Kingdom of Aragon, where they constituted a fifth of the population, and the Valencia area specifically, where they were roughly a third of the total population. The expulsion caused the financial ruin of some of the nobility and the bankruptcy of the Taula de Canvi in 1613. The Crown endeavoured to compensate the nobles, who had lost much of their agricultural labour force; this harmed the economy of the city for generations to come. Later, during the so-called Catalan Revolt (1640\u20131652), Valencia contributed to the cause of Philip IV with militias and money, resulting in a period of further economic hardship exacerbated by the arrival of troops from other parts of Spain.", "targets": "Where did the Moriscos go when they were forced out of Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee98439ca62d4066a71c01b410822702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crisis deepened during the 17th century with the expulsion in 1609 of the Jews and the Moriscos, descendants of the Muslim population that converted to Christianity under threat of exile from Ferdinand and Isabella in 1502. From 1609 through 1614, the Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. They were concentrated in the former Kingdom of Aragon, where they constituted a fifth of the population, and the Valencia area specifically, where they were roughly a third of the total population. The expulsion caused the financial ruin of some of the nobility and the bankruptcy of the Taula de Canvi in 1613. The Crown endeavoured to compensate the nobles, who had lost much of their agricultural labour force; this harmed the economy of the city for generations to come. Later, during the so-called Catalan Revolt (1640\u20131652), Valencia contributed to the cause of Philip IV with militias and money, resulting in a period of further economic hardship exacerbated by the arrival of troops from other parts of Spain.", "targets": "What proportion of the Valencia area's population were the Moriscos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee98439ca62d4066a71c01b410822702", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crisis deepened during the 17th century with the expulsion in 1609 of the Jews and the Moriscos, descendants of the Muslim population that converted to Christianity under threat of exile from Ferdinand and Isabella in 1502. From 1609 through 1614, the Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. They were concentrated in the former Kingdom of Aragon, where they constituted a fifth of the population, and the Valencia area specifically, where they were roughly a third of the total population. The expulsion caused the financial ruin of some of the nobility and the bankruptcy of the Taula de Canvi in 1613. The Crown endeavoured to compensate the nobles, who had lost much of their agricultural labour force; this harmed the economy of the city for generations to come. Later, during the so-called Catalan Revolt (1640\u20131652), Valencia contributed to the cause of Philip IV with militias and money, resulting in a period of further economic hardship exacerbated by the arrival of troops from other parts of Spain.", "targets": "When was the Taula de Canvi bankrupted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df072f0bae4fd18a41b4d1e2510803", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mean speeds vary greatly, but is typically around 1 m (3 ft) per day. There may be no motion in stagnant areas; for example, in parts of Alaska, trees can establish themselves on surface sediment deposits. In other cases, glaciers can move as fast as 20\u201330 m (70\u2013100 ft) per day, such as in Greenland's Jakobshavn Isbr\u00e6 (Greenlandic: Sermeq Kujalleq). Velocity increases with increasing slope, increasing thickness, increasing snowfall, increasing longitudinal confinement, increasing basal temperature, increasing meltwater production and reduced bed hardness.", "targets": "In what area of Greenland can glaciers move 20-30m per day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df072f0bae4fd18a41b4d1e2510803", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mean speeds vary greatly, but is typically around 1 m (3 ft) per day. There may be no motion in stagnant areas; for example, in parts of Alaska, trees can establish themselves on surface sediment deposits. In other cases, glaciers can move as fast as 20\u201330 m (70\u2013100 ft) per day, such as in Greenland's Jakobshavn Isbr\u00e6 (Greenlandic: Sermeq Kujalleq). Velocity increases with increasing slope, increasing thickness, increasing snowfall, increasing longitudinal confinement, increasing basal temperature, increasing meltwater production and reduced bed hardness.", "targets": "Increasing slope, thickness, snowfall, longitudinal confinement, basal temperature, and meltwater production result in increased what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df072f0bae4fd18a41b4d1e2510803", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mean speeds vary greatly, but is typically around 1 m (3 ft) per day. There may be no motion in stagnant areas; for example, in parts of Alaska, trees can establish themselves on surface sediment deposits. In other cases, glaciers can move as fast as 20\u201330 m (70\u2013100 ft) per day, such as in Greenland's Jakobshavn Isbr\u00e6 (Greenlandic: Sermeq Kujalleq). Velocity increases with increasing slope, increasing thickness, increasing snowfall, increasing longitudinal confinement, increasing basal temperature, increasing meltwater production and reduced bed hardness.", "targets": "How far do glaciers generally move per day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df072f0bae4fd18a41b4d1e2510803", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mean speeds vary greatly, but is typically around 1 m (3 ft) per day. There may be no motion in stagnant areas; for example, in parts of Alaska, trees can establish themselves on surface sediment deposits. In other cases, glaciers can move as fast as 20\u201330 m (70\u2013100 ft) per day, such as in Greenland's Jakobshavn Isbr\u00e6 (Greenlandic: Sermeq Kujalleq). Velocity increases with increasing slope, increasing thickness, increasing snowfall, increasing longitudinal confinement, increasing basal temperature, increasing meltwater production and reduced bed hardness.", "targets": "Why are some glaciers stagnant in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a33261772a4b4783bf023f30ad0e36eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The only foreign diplomatic experience Montini underwent was his time in the nunciature in Warsaw, Poland in 1923. Like Achille Ratti before him,[a] he felt confronted with the huge problem, not limited to Poland, of excessive nationalism: \"This form of nationalism treats foreigners as enemies, especially foreigners with whom one has common frontiers. Then one seeks the expansion of one's own country at the expense of the immediate neighbours. People grow up with a feeling of being hemmed in. Peace becomes a transient compromise between wars.\" When he was recalled to Rome he was happy to go, because \"this concludes this episode of my life, which has provided useful, though not always joyful, experiences.\"", "targets": "What political problem did Montini feel he needed to address as a diplomat in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a33261772a4b4783bf023f30ad0e36eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The only foreign diplomatic experience Montini underwent was his time in the nunciature in Warsaw, Poland in 1923. Like Achille Ratti before him,[a] he felt confronted with the huge problem, not limited to Poland, of excessive nationalism: \"This form of nationalism treats foreigners as enemies, especially foreigners with whom one has common frontiers. Then one seeks the expansion of one's own country at the expense of the immediate neighbours. People grow up with a feeling of being hemmed in. Peace becomes a transient compromise between wars.\" When he was recalled to Rome he was happy to go, because \"this concludes this episode of my life, which has provided useful, though not always joyful, experiences.\"", "targets": "How did Montini see the nationalism of Poland as a problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a33261772a4b4783bf023f30ad0e36eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The only foreign diplomatic experience Montini underwent was his time in the nunciature in Warsaw, Poland in 1923. Like Achille Ratti before him,[a] he felt confronted with the huge problem, not limited to Poland, of excessive nationalism: \"This form of nationalism treats foreigners as enemies, especially foreigners with whom one has common frontiers. Then one seeks the expansion of one's own country at the expense of the immediate neighbours. People grow up with a feeling of being hemmed in. Peace becomes a transient compromise between wars.\" When he was recalled to Rome he was happy to go, because \"this concludes this episode of my life, which has provided useful, though not always joyful, experiences.\"", "targets": "What humanitarian concept did Montini see nationalism as violating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a33261772a4b4783bf023f30ad0e36eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The only foreign diplomatic experience Montini underwent was his time in the nunciature in Warsaw, Poland in 1923. Like Achille Ratti before him,[a] he felt confronted with the huge problem, not limited to Poland, of excessive nationalism: \"This form of nationalism treats foreigners as enemies, especially foreigners with whom one has common frontiers. Then one seeks the expansion of one's own country at the expense of the immediate neighbours. People grow up with a feeling of being hemmed in. Peace becomes a transient compromise between wars.\" When he was recalled to Rome he was happy to go, because \"this concludes this episode of my life, which has provided useful, though not always joyful, experiences.\"", "targets": "What type of political stability was compromised as a result of violent nationalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a33261772a4b4783bf023f30ad0e36eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The only foreign diplomatic experience Montini underwent was his time in the nunciature in Warsaw, Poland in 1923. Like Achille Ratti before him,[a] he felt confronted with the huge problem, not limited to Poland, of excessive nationalism: \"This form of nationalism treats foreigners as enemies, especially foreigners with whom one has common frontiers. Then one seeks the expansion of one's own country at the expense of the immediate neighbours. People grow up with a feeling of being hemmed in. Peace becomes a transient compromise between wars.\" When he was recalled to Rome he was happy to go, because \"this concludes this episode of my life, which has provided useful, though not always joyful, experiences.\"", "targets": "Where was Montini happy to return to after his tenure in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "In the 1880s, who constructed the first solar cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "In what year was the crystalline silicon solar cell constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "What has happened to photovoltaic in the past 20 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "What is a solar cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "Who created the first solar cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "Who created the first solar cell using silver selenide in place of copper oxide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1d9d25f1d3748b99f77ab7e7bd30ab0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the last two decades, photovoltaics (PV), also known as solar PV, has evolved from a pure niche market of small scale applications towards becoming a mainstream electricity source. A solar cell is a device that converts light directly into electricity using the photoelectric effect. The first solar cell was constructed by Charles Fritts in the 1880s. In 1931 a German engineer, Dr Bruno Lange, developed a photo cell using silver selenide in place of copper oxide. Although the prototype selenium cells converted less than 1% of incident light into electricity, both Ernst Werner von Siemens and James Clerk Maxwell recognized the importance of this discovery. Following the work of Russell Ohl in the 1940s, researchers Gerald Pearson, Calvin Fuller and Daryl Chapin created the crystalline silicon solar cell in 1954. These early solar cells cost 286 USD/watt and reached efficiencies of 4.5\u20136%. By 2012 available efficiencies exceed 20% and the maximum efficiency of research photovoltaics is over 40%.", "targets": "Who created the crystalline silicon solar cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a1bf0bc7e54dbfbf53fd9c511017d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenot explorer Jean Ribault charted the St. Johns River in 1562 calling it the River of May because he discovered it in May. Ribault erected a stone column near present-day Jacksonville claiming the newly discovered land for France. In 1564, Ren\u00e9 Goulaine de Laudonni\u00e8re established the first European settlement, Fort Caroline, on the St. Johns near the main village of the Saturiwa. Philip II of Spain ordered Pedro Men\u00e9ndez de Avil\u00e9s to protect the interest of Spain by attacking the French presence at Fort Caroline. On September 20, 1565, a Spanish force from the nearby Spanish settlement of St. Augustine attacked Fort Caroline, and killed nearly all the French soldiers defending it. The Spanish renamed the fort San Mateo, and following the ejection of the French, St. Augustine's position as the most important settlement in Florida was solidified. The location of Fort Caroline is subject to debate but a reconstruction of the fort was established on the St. Johns River in 1964.", "targets": "Who mapped the St. Johns River in 1562?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a1bf0bc7e54dbfbf53fd9c511017d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenot explorer Jean Ribault charted the St. Johns River in 1562 calling it the River of May because he discovered it in May. Ribault erected a stone column near present-day Jacksonville claiming the newly discovered land for France. In 1564, Ren\u00e9 Goulaine de Laudonni\u00e8re established the first European settlement, Fort Caroline, on the St. Johns near the main village of the Saturiwa. Philip II of Spain ordered Pedro Men\u00e9ndez de Avil\u00e9s to protect the interest of Spain by attacking the French presence at Fort Caroline. On September 20, 1565, a Spanish force from the nearby Spanish settlement of St. Augustine attacked Fort Caroline, and killed nearly all the French soldiers defending it. The Spanish renamed the fort San Mateo, and following the ejection of the French, St. Augustine's position as the most important settlement in Florida was solidified. The location of Fort Caroline is subject to debate but a reconstruction of the fort was established on the St. Johns River in 1964.", "targets": "For what nation did Ribault initially claim what is now Jacksonville?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a1bf0bc7e54dbfbf53fd9c511017d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenot explorer Jean Ribault charted the St. Johns River in 1562 calling it the River of May because he discovered it in May. Ribault erected a stone column near present-day Jacksonville claiming the newly discovered land for France. In 1564, Ren\u00e9 Goulaine de Laudonni\u00e8re established the first European settlement, Fort Caroline, on the St. Johns near the main village of the Saturiwa. Philip II of Spain ordered Pedro Men\u00e9ndez de Avil\u00e9s to protect the interest of Spain by attacking the French presence at Fort Caroline. On September 20, 1565, a Spanish force from the nearby Spanish settlement of St. Augustine attacked Fort Caroline, and killed nearly all the French soldiers defending it. The Spanish renamed the fort San Mateo, and following the ejection of the French, St. Augustine's position as the most important settlement in Florida was solidified. The location of Fort Caroline is subject to debate but a reconstruction of the fort was established on the St. Johns River in 1964.", "targets": "Who led the attack of the French colony in 1565?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a1bf0bc7e54dbfbf53fd9c511017d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenot explorer Jean Ribault charted the St. Johns River in 1562 calling it the River of May because he discovered it in May. Ribault erected a stone column near present-day Jacksonville claiming the newly discovered land for France. In 1564, Ren\u00e9 Goulaine de Laudonni\u00e8re established the first European settlement, Fort Caroline, on the St. Johns near the main village of the Saturiwa. Philip II of Spain ordered Pedro Men\u00e9ndez de Avil\u00e9s to protect the interest of Spain by attacking the French presence at Fort Caroline. On September 20, 1565, a Spanish force from the nearby Spanish settlement of St. Augustine attacked Fort Caroline, and killed nearly all the French soldiers defending it. The Spanish renamed the fort San Mateo, and following the ejection of the French, St. Augustine's position as the most important settlement in Florida was solidified. The location of Fort Caroline is subject to debate but a reconstruction of the fort was established on the St. Johns River in 1964.", "targets": "What was Fort Caroline renamed to after the Spanish attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9a1bf0bc7e54dbfbf53fd9c511017d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenot explorer Jean Ribault charted the St. Johns River in 1562 calling it the River of May because he discovered it in May. Ribault erected a stone column near present-day Jacksonville claiming the newly discovered land for France. In 1564, Ren\u00e9 Goulaine de Laudonni\u00e8re established the first European settlement, Fort Caroline, on the St. Johns near the main village of the Saturiwa. Philip II of Spain ordered Pedro Men\u00e9ndez de Avil\u00e9s to protect the interest of Spain by attacking the French presence at Fort Caroline. On September 20, 1565, a Spanish force from the nearby Spanish settlement of St. Augustine attacked Fort Caroline, and killed nearly all the French soldiers defending it. The Spanish renamed the fort San Mateo, and following the ejection of the French, St. Augustine's position as the most important settlement in Florida was solidified. The location of Fort Caroline is subject to debate but a reconstruction of the fort was established on the St. Johns River in 1964.", "targets": "Which fort was rebuilt in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0af79071e7364b1aa7fd7bf4e83fd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was colonised by East Polynesians but was long unpeopled when it was settled by Great Britain as part of its settlement of Australia from 1788. The island served as a convict penal settlement from 6 March 1788 until 5 May 1855, except for an 11-year hiatus between 15 February 1814 and 6 June 1825, when it lay abandoned. On 8 June 1856, permanent civilian residence on the island began when it was settled from Pitcairn Island. In 1913, the UK handed Norfolk over to Australia to administer as an external territory.", "targets": "Who was Norfolk Island colonised by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0af79071e7364b1aa7fd7bf4e83fd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was colonised by East Polynesians but was long unpeopled when it was settled by Great Britain as part of its settlement of Australia from 1788. The island served as a convict penal settlement from 6 March 1788 until 5 May 1855, except for an 11-year hiatus between 15 February 1814 and 6 June 1825, when it lay abandoned. On 8 June 1856, permanent civilian residence on the island began when it was settled from Pitcairn Island. In 1913, the UK handed Norfolk over to Australia to administer as an external territory.", "targets": "What purpose did Norfolk Island serve for the majority of the time from 1788 until 1855?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0af79071e7364b1aa7fd7bf4e83fd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was colonised by East Polynesians but was long unpeopled when it was settled by Great Britain as part of its settlement of Australia from 1788. The island served as a convict penal settlement from 6 March 1788 until 5 May 1855, except for an 11-year hiatus between 15 February 1814 and 6 June 1825, when it lay abandoned. On 8 June 1856, permanent civilian residence on the island began when it was settled from Pitcairn Island. In 1913, the UK handed Norfolk over to Australia to administer as an external territory.", "targets": "What date did civilians begin to permanently reside in Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0af79071e7364b1aa7fd7bf4e83fd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was colonised by East Polynesians but was long unpeopled when it was settled by Great Britain as part of its settlement of Australia from 1788. The island served as a convict penal settlement from 6 March 1788 until 5 May 1855, except for an 11-year hiatus between 15 February 1814 and 6 June 1825, when it lay abandoned. On 8 June 1856, permanent civilian residence on the island began when it was settled from Pitcairn Island. In 1913, the UK handed Norfolk over to Australia to administer as an external territory.", "targets": "Where did the first permanent civilians of Norfolk Island settle from in 1856?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0af79071e7364b1aa7fd7bf4e83fd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island was colonised by East Polynesians but was long unpeopled when it was settled by Great Britain as part of its settlement of Australia from 1788. The island served as a convict penal settlement from 6 March 1788 until 5 May 1855, except for an 11-year hiatus between 15 February 1814 and 6 June 1825, when it lay abandoned. On 8 June 1856, permanent civilian residence on the island began when it was settled from Pitcairn Island. In 1913, the UK handed Norfolk over to Australia to administer as an external territory.", "targets": "In what year did the UK hand Norfolk Island over to Australia to administrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b155314f12d4408a2b44dc5aba34c7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout his presidency, Eisenhower adhered to a political philosophy of dynamic conservatism. A self-described \"progressive conservative,\" he continued all the major New Deal programs still in operation, especially Social Security. He expanded its programs and rolled them into a new cabinet-level agency, the Department of Health, Education and Welfare, while extending benefits to an additional ten million workers. He implemented integration in the Armed Services in two years, which had not been completed under Truman.", "targets": "How did Eisenhower describe his political views?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b155314f12d4408a2b44dc5aba34c7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout his presidency, Eisenhower adhered to a political philosophy of dynamic conservatism. A self-described \"progressive conservative,\" he continued all the major New Deal programs still in operation, especially Social Security. He expanded its programs and rolled them into a new cabinet-level agency, the Department of Health, Education and Welfare, while extending benefits to an additional ten million workers. He implemented integration in the Armed Services in two years, which had not been completed under Truman.", "targets": "How many people were added to the Social Security rolls by Eisenhower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b155314f12d4408a2b44dc5aba34c7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout his presidency, Eisenhower adhered to a political philosophy of dynamic conservatism. A self-described \"progressive conservative,\" he continued all the major New Deal programs still in operation, especially Social Security. He expanded its programs and rolled them into a new cabinet-level agency, the Department of Health, Education and Welfare, while extending benefits to an additional ten million workers. He implemented integration in the Armed Services in two years, which had not been completed under Truman.", "targets": "What New deal program did Eisenhower particularly support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b155314f12d4408a2b44dc5aba34c7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout his presidency, Eisenhower adhered to a political philosophy of dynamic conservatism. A self-described \"progressive conservative,\" he continued all the major New Deal programs still in operation, especially Social Security. He expanded its programs and rolled them into a new cabinet-level agency, the Department of Health, Education and Welfare, while extending benefits to an additional ten million workers. He implemented integration in the Armed Services in two years, which had not been completed under Truman.", "targets": "What cabinet agency did Eisenhower make Social Security a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b155314f12d4408a2b44dc5aba34c7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout his presidency, Eisenhower adhered to a political philosophy of dynamic conservatism. A self-described \"progressive conservative,\" he continued all the major New Deal programs still in operation, especially Social Security. He expanded its programs and rolled them into a new cabinet-level agency, the Department of Health, Education and Welfare, while extending benefits to an additional ten million workers. He implemented integration in the Armed Services in two years, which had not been completed under Truman.", "targets": "What policy in regard to the military did Eisenhower see to completion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e168a1686dad412d8db80c3c93383340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower ontogeny uses a combination of genes normally responsible for forming new shoots. The most primitive flowers probably had a variable number of flower parts, often separate from (but in contact with) each other. The flowers tended to grow in a spiral pattern, to be bisexual (in plants, this means both male and female parts on the same flower), and to be dominated by the ovary (female part). As flowers evolved, some variations developed parts fused together, with a much more specific number and design, and with either specific sexes per flower or plant or at least \"ovary-inferior\".", "targets": "What uses a combination of genes to form new shoots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e168a1686dad412d8db80c3c93383340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower ontogeny uses a combination of genes normally responsible for forming new shoots. The most primitive flowers probably had a variable number of flower parts, often separate from (but in contact with) each other. The flowers tended to grow in a spiral pattern, to be bisexual (in plants, this means both male and female parts on the same flower), and to be dominated by the ovary (female part). As flowers evolved, some variations developed parts fused together, with a much more specific number and design, and with either specific sexes per flower or plant or at least \"ovary-inferior\".", "targets": "What were plant parts like in their primitive days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e168a1686dad412d8db80c3c93383340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower ontogeny uses a combination of genes normally responsible for forming new shoots. The most primitive flowers probably had a variable number of flower parts, often separate from (but in contact with) each other. The flowers tended to grow in a spiral pattern, to be bisexual (in plants, this means both male and female parts on the same flower), and to be dominated by the ovary (female part). As flowers evolved, some variations developed parts fused together, with a much more specific number and design, and with either specific sexes per flower or plant or at least \"ovary-inferior\".", "targets": "How did flowers become bixsexual?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e168a1686dad412d8db80c3c93383340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower ontogeny uses a combination of genes normally responsible for forming new shoots. The most primitive flowers probably had a variable number of flower parts, often separate from (but in contact with) each other. The flowers tended to grow in a spiral pattern, to be bisexual (in plants, this means both male and female parts on the same flower), and to be dominated by the ovary (female part). As flowers evolved, some variations developed parts fused together, with a much more specific number and design, and with either specific sexes per flower or plant or at least \"ovary-inferior\".", "targets": "What did some plant parts do as they evolved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e168a1686dad412d8db80c3c93383340", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower ontogeny uses a combination of genes normally responsible for forming new shoots. The most primitive flowers probably had a variable number of flower parts, often separate from (but in contact with) each other. The flowers tended to grow in a spiral pattern, to be bisexual (in plants, this means both male and female parts on the same flower), and to be dominated by the ovary (female part). As flowers evolved, some variations developed parts fused together, with a much more specific number and design, and with either specific sexes per flower or plant or at least \"ovary-inferior\".", "targets": "What is a term for a plant with a specific sex per flower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-067f2901629840d0b8c1d4791dd020df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vietnam War is often regarded as a low point for the U.S. Army due to the use of drafted personnel, the unpopularity of the war with the American public, and frustrating restrictions placed on the military by American political leaders. While American forces had been stationed in the Republic of Vietnam since 1959, in intelligence & advising/training roles, they did not deploy in large numbers until 1965, after the Gulf of Tonkin Incident. American forces effectively established and maintained control of the \"traditional\" battlefield, however they struggled to counter the guerrilla hit and run tactics of the communist Viet Cong and the North Vietnamese Army. On a tactical level, American soldiers (and the U.S. military as a whole) did not lose a sizable battle.", "targets": "What year did American forces start being stationed in Vietnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-067f2901629840d0b8c1d4791dd020df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vietnam War is often regarded as a low point for the U.S. Army due to the use of drafted personnel, the unpopularity of the war with the American public, and frustrating restrictions placed on the military by American political leaders. While American forces had been stationed in the Republic of Vietnam since 1959, in intelligence & advising/training roles, they did not deploy in large numbers until 1965, after the Gulf of Tonkin Incident. American forces effectively established and maintained control of the \"traditional\" battlefield, however they struggled to counter the guerrilla hit and run tactics of the communist Viet Cong and the North Vietnamese Army. On a tactical level, American soldiers (and the U.S. military as a whole) did not lose a sizable battle.", "targets": "What caused American forces to deploy in large number in 1965?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-067f2901629840d0b8c1d4791dd020df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vietnam War is often regarded as a low point for the U.S. Army due to the use of drafted personnel, the unpopularity of the war with the American public, and frustrating restrictions placed on the military by American political leaders. While American forces had been stationed in the Republic of Vietnam since 1959, in intelligence & advising/training roles, they did not deploy in large numbers until 1965, after the Gulf of Tonkin Incident. American forces effectively established and maintained control of the \"traditional\" battlefield, however they struggled to counter the guerrilla hit and run tactics of the communist Viet Cong and the North Vietnamese Army. On a tactical level, American soldiers (and the U.S. military as a whole) did not lose a sizable battle.", "targets": "What political structure did Vietnam have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feca1c6e7c5142e8b18a8f66598f6787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In spite of their flaws, such as the lack of portability, records still have enthusiastic supporters. Vinyl records continue to be manufactured and sold today, especially by independent rock bands and labels, although record sales are considered to be a niche market composed of audiophiles, collectors, and DJs. Old records and out-of-print recordings in particular are in much demand by collectors the world over. (See Record collecting.) Many popular new albums are given releases on vinyl records and older albums are also given reissues, sometimes on audiophile-grade vinyl.", "targets": "Are records generally out of print as of date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feca1c6e7c5142e8b18a8f66598f6787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In spite of their flaws, such as the lack of portability, records still have enthusiastic supporters. Vinyl records continue to be manufactured and sold today, especially by independent rock bands and labels, although record sales are considered to be a niche market composed of audiophiles, collectors, and DJs. Old records and out-of-print recordings in particular are in much demand by collectors the world over. (See Record collecting.) Many popular new albums are given releases on vinyl records and older albums are also given reissues, sometimes on audiophile-grade vinyl.", "targets": "Are albums ever reproduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feca1c6e7c5142e8b18a8f66598f6787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In spite of their flaws, such as the lack of portability, records still have enthusiastic supporters. Vinyl records continue to be manufactured and sold today, especially by independent rock bands and labels, although record sales are considered to be a niche market composed of audiophiles, collectors, and DJs. Old records and out-of-print recordings in particular are in much demand by collectors the world over. (See Record collecting.) Many popular new albums are given releases on vinyl records and older albums are also given reissues, sometimes on audiophile-grade vinyl.", "targets": "What types of vinyl hold the most popularity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feca1c6e7c5142e8b18a8f66598f6787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In spite of their flaws, such as the lack of portability, records still have enthusiastic supporters. Vinyl records continue to be manufactured and sold today, especially by independent rock bands and labels, although record sales are considered to be a niche market composed of audiophiles, collectors, and DJs. Old records and out-of-print recordings in particular are in much demand by collectors the world over. (See Record collecting.) Many popular new albums are given releases on vinyl records and older albums are also given reissues, sometimes on audiophile-grade vinyl.", "targets": "Does vinyl record maintain any popularity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "Who won season two of American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "Who came in second on season two of American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "What year did Vote for the Worst cease operations? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "How many more text votes were there in season eight of American Idol over season seven? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "Which season had the biggest voting controversy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "Which season had a voting controversy because of a huge increase in text votes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "Which voting concern has been present since the first season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "When did Vote for the Girls start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e03698dd4ea44288b8dd4cb9da5316d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Voting results have been a consistent source of controversy. The mechanism of voting had also aroused considerable criticisms, most notably in season two when Ruben Studdard beat Clay Aiken in a close vote, and in season eight, when the massive increase in text votes (100 million more text votes than season 7) fueled the texting controversy. Concerns about power voting have been expressed from the very first season. Since 2004, votes also have been affected to a limited degree by online communities such as DialIdol, Vote for the Worst (closed in 2013), and Vote for the Girls (started 2010).", "targets": "When did Vote for the Worst close?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d19568b31514dc696822b437925c29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is synthesized in massive stars and is present in the Earth's crust at a concentration of about 50 parts per million (ppm), where it occurs as native copper or in minerals such as the copper sulfides chalcopyrite and chalcocite, the copper carbonates azurite and malachite, and the copper(I) oxide mineral cuprite. The largest mass of elemental copper discovered weighed 420 tonnes and was found in 1857 on the Keweenaw Peninsula in Michigan, US. Native copper is a polycrystal, with the largest described single crystal measuring 4.4\u00d73.2\u00d73.2 cm.", "targets": "What is the concentration of copper in the earths crust."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d19568b31514dc696822b437925c29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is synthesized in massive stars and is present in the Earth's crust at a concentration of about 50 parts per million (ppm), where it occurs as native copper or in minerals such as the copper sulfides chalcopyrite and chalcocite, the copper carbonates azurite and malachite, and the copper(I) oxide mineral cuprite. The largest mass of elemental copper discovered weighed 420 tonnes and was found in 1857 on the Keweenaw Peninsula in Michigan, US. Native copper is a polycrystal, with the largest described single crystal measuring 4.4\u00d73.2\u00d73.2 cm.", "targets": "How large was the biggest find of copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d19568b31514dc696822b437925c29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is synthesized in massive stars and is present in the Earth's crust at a concentration of about 50 parts per million (ppm), where it occurs as native copper or in minerals such as the copper sulfides chalcopyrite and chalcocite, the copper carbonates azurite and malachite, and the copper(I) oxide mineral cuprite. The largest mass of elemental copper discovered weighed 420 tonnes and was found in 1857 on the Keweenaw Peninsula in Michigan, US. Native copper is a polycrystal, with the largest described single crystal measuring 4.4\u00d73.2\u00d73.2 cm.", "targets": "What year was the largest find of copper discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d19568b31514dc696822b437925c29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is synthesized in massive stars and is present in the Earth's crust at a concentration of about 50 parts per million (ppm), where it occurs as native copper or in minerals such as the copper sulfides chalcopyrite and chalcocite, the copper carbonates azurite and malachite, and the copper(I) oxide mineral cuprite. The largest mass of elemental copper discovered weighed 420 tonnes and was found in 1857 on the Keweenaw Peninsula in Michigan, US. Native copper is a polycrystal, with the largest described single crystal measuring 4.4\u00d73.2\u00d73.2 cm.", "targets": "How big is the largest copper crystal that has been found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d19568b31514dc696822b437925c29a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Copper is synthesized in massive stars and is present in the Earth's crust at a concentration of about 50 parts per million (ppm), where it occurs as native copper or in minerals such as the copper sulfides chalcopyrite and chalcocite, the copper carbonates azurite and malachite, and the copper(I) oxide mineral cuprite. The largest mass of elemental copper discovered weighed 420 tonnes and was found in 1857 on the Keweenaw Peninsula in Michigan, US. Native copper is a polycrystal, with the largest described single crystal measuring 4.4\u00d73.2\u00d73.2 cm.", "targets": "Where was the largest mass of copper found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef831309e6e441d91dd0e2823431102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeology is the study of the human past through its material remains. Artifacts, faunal remains, and human altered landscapes are evidence of the cultural and material lives of past societies. Archaeologists examine these material remains in order to deduce patterns of past human behavior and cultural practices. Ethnoarchaeology is a type of archaeology that studies the practices and material remains of living human groups in order to gain a better understanding of the evidence left behind by past human groups, who are presumed to have lived in similar ways.", "targets": "What field studies human's past through material remains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef831309e6e441d91dd0e2823431102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeology is the study of the human past through its material remains. Artifacts, faunal remains, and human altered landscapes are evidence of the cultural and material lives of past societies. Archaeologists examine these material remains in order to deduce patterns of past human behavior and cultural practices. Ethnoarchaeology is a type of archaeology that studies the practices and material remains of living human groups in order to gain a better understanding of the evidence left behind by past human groups, who are presumed to have lived in similar ways.", "targets": "What can archaeologists deduce from material remains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef831309e6e441d91dd0e2823431102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeology is the study of the human past through its material remains. Artifacts, faunal remains, and human altered landscapes are evidence of the cultural and material lives of past societies. Archaeologists examine these material remains in order to deduce patterns of past human behavior and cultural practices. Ethnoarchaeology is a type of archaeology that studies the practices and material remains of living human groups in order to gain a better understanding of the evidence left behind by past human groups, who are presumed to have lived in similar ways.", "targets": "What do Ethnoarchaeologists gain a better understanding of by studying living human groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef831309e6e441d91dd0e2823431102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeology is the study of the human past through its material remains. Artifacts, faunal remains, and human altered landscapes are evidence of the cultural and material lives of past societies. Archaeologists examine these material remains in order to deduce patterns of past human behavior and cultural practices. Ethnoarchaeology is a type of archaeology that studies the practices and material remains of living human groups in order to gain a better understanding of the evidence left behind by past human groups, who are presumed to have lived in similar ways.", "targets": "How are long dead human groups presumed to have lived and behaved as compared to still living populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef831309e6e441d91dd0e2823431102", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archaeology is the study of the human past through its material remains. Artifacts, faunal remains, and human altered landscapes are evidence of the cultural and material lives of past societies. Archaeologists examine these material remains in order to deduce patterns of past human behavior and cultural practices. Ethnoarchaeology is a type of archaeology that studies the practices and material remains of living human groups in order to gain a better understanding of the evidence left behind by past human groups, who are presumed to have lived in similar ways.", "targets": "What are artifacts, faunal remains and human altered landscapes the evidence of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4f4c4e35b04fa28ebc33e7aeb30a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"high fidelity\" was coined in the 1920s by some manufacturers of radio receivers and phonographs to differentiate their better-sounding products claimed as providing \"perfect\" sound reproduction. The term began to be used by some audio engineers and consumers through the 1930s and 1940s. After 1949 a variety of improvements in recording and playback technologies, especially stereo recordings, which became widely available in 1958, gave a boost to the \"hi-fi\" classification of products, leading to sales of individual components for the home such as amplifiers, loudspeakers, phonographs, and tape players. High Fidelity and Audio were two magazines that hi-fi consumers and engineers could read for reviews of playback equipment and recordings.", "targets": "What term was coined to differentiate better sounding products in the 1920s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4f4c4e35b04fa28ebc33e7aeb30a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"high fidelity\" was coined in the 1920s by some manufacturers of radio receivers and phonographs to differentiate their better-sounding products claimed as providing \"perfect\" sound reproduction. The term began to be used by some audio engineers and consumers through the 1930s and 1940s. After 1949 a variety of improvements in recording and playback technologies, especially stereo recordings, which became widely available in 1958, gave a boost to the \"hi-fi\" classification of products, leading to sales of individual components for the home such as amplifiers, loudspeakers, phonographs, and tape players. High Fidelity and Audio were two magazines that hi-fi consumers and engineers could read for reviews of playback equipment and recordings.", "targets": "What magazines provided reviews for audio equipment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4f4c4e35b04fa28ebc33e7aeb30a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"high fidelity\" was coined in the 1920s by some manufacturers of radio receivers and phonographs to differentiate their better-sounding products claimed as providing \"perfect\" sound reproduction. The term began to be used by some audio engineers and consumers through the 1930s and 1940s. After 1949 a variety of improvements in recording and playback technologies, especially stereo recordings, which became widely available in 1958, gave a boost to the \"hi-fi\" classification of products, leading to sales of individual components for the home such as amplifiers, loudspeakers, phonographs, and tape players. High Fidelity and Audio were two magazines that hi-fi consumers and engineers could read for reviews of playback equipment and recordings.", "targets": "What happened in 1958 that changed the home music scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4f4c4e35b04fa28ebc33e7aeb30a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"high fidelity\" was coined in the 1920s by some manufacturers of radio receivers and phonographs to differentiate their better-sounding products claimed as providing \"perfect\" sound reproduction. The term began to be used by some audio engineers and consumers through the 1930s and 1940s. After 1949 a variety of improvements in recording and playback technologies, especially stereo recordings, which became widely available in 1958, gave a boost to the \"hi-fi\" classification of products, leading to sales of individual components for the home such as amplifiers, loudspeakers, phonographs, and tape players. High Fidelity and Audio were two magazines that hi-fi consumers and engineers could read for reviews of playback equipment and recordings.", "targets": "During what years did the term HiFi take off with engineers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae4f4c4e35b04fa28ebc33e7aeb30a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"high fidelity\" was coined in the 1920s by some manufacturers of radio receivers and phonographs to differentiate their better-sounding products claimed as providing \"perfect\" sound reproduction. The term began to be used by some audio engineers and consumers through the 1930s and 1940s. After 1949 a variety of improvements in recording and playback technologies, especially stereo recordings, which became widely available in 1958, gave a boost to the \"hi-fi\" classification of products, leading to sales of individual components for the home such as amplifiers, loudspeakers, phonographs, and tape players. High Fidelity and Audio were two magazines that hi-fi consumers and engineers could read for reviews of playback equipment and recordings.", "targets": "What term would be used when one said they produced perfect sound reproduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40869b042664bf2b12c4eb406ab5180", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terrestrial annelids can be invasive in some situations. In the glaciated areas of North America, for example, almost all native earthworms are thought to have been killed by the glaciers and the worms currently found in those areas are all introduced from other areas, primarily from Europe, and, more recently, from Asia. Northern hardwood forests are especially negatively impacted by invasive worms through the loss of leaf duff, soil fertility, changes in soil chemistry and the loss of ecological diversity. Especially of concern is Amynthas agrestis and at least one state (Wisconsin) has listed it as a prohibited species.", "targets": "Where were native earthworms killed by glaciers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40869b042664bf2b12c4eb406ab5180", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terrestrial annelids can be invasive in some situations. In the glaciated areas of North America, for example, almost all native earthworms are thought to have been killed by the glaciers and the worms currently found in those areas are all introduced from other areas, primarily from Europe, and, more recently, from Asia. Northern hardwood forests are especially negatively impacted by invasive worms through the loss of leaf duff, soil fertility, changes in soil chemistry and the loss of ecological diversity. Especially of concern is Amynthas agrestis and at least one state (Wisconsin) has listed it as a prohibited species.", "targets": "Where did most of the current earthworms in glacial areas come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40869b042664bf2b12c4eb406ab5180", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Terrestrial annelids can be invasive in some situations. In the glaciated areas of North America, for example, almost all native earthworms are thought to have been killed by the glaciers and the worms currently found in those areas are all introduced from other areas, primarily from Europe, and, more recently, from Asia. Northern hardwood forests are especially negatively impacted by invasive worms through the loss of leaf duff, soil fertility, changes in soil chemistry and the loss of ecological diversity. Especially of concern is Amynthas agrestis and at least one state (Wisconsin) has listed it as a prohibited species.", "targets": "What type of forests can be hurt by invasive worms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b34011451b346d98d890c50cbc0255c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rheinmetall in Germany developed an automatic 20 mm in the 1920s and Oerlikon in Switzerland had acquired the patent to an automatic 20 mm gun designed in Germany during World War I. Germany introduced the rapid-fire 2 cm FlaK 30 and later in the decade it was redesigned by Mauser-Werke and became the 2 cm FlaK 38. Nevertheless, while 20 mm was better than a machine gun and mounted on a very small trailer made it easy to move, its effectiveness was limited. Germany therefore added a 3.7 cm. The first, the 3.7 cm FlaK 18 developed by Rheinmetall in the early 1930s, was basically an enlarged 2 cm FlaK 30. It was introduced in 1935 and production stopped the following year. A redesigned gun 3.7 cm FlaK 36 entered service in 1938, it too had a two-wheel carriage. However, by the mid-1930s the Luftwaffe realised that there was still a coverage gap between 3.7 cm and 8.8 cm guns. They started development of a 5 cm gun on a four-wheel carriage.", "targets": "In the 1920s, which company developed the automatic 20 mm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b34011451b346d98d890c50cbc0255c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rheinmetall in Germany developed an automatic 20 mm in the 1920s and Oerlikon in Switzerland had acquired the patent to an automatic 20 mm gun designed in Germany during World War I. Germany introduced the rapid-fire 2 cm FlaK 30 and later in the decade it was redesigned by Mauser-Werke and became the 2 cm FlaK 38. Nevertheless, while 20 mm was better than a machine gun and mounted on a very small trailer made it easy to move, its effectiveness was limited. Germany therefore added a 3.7 cm. The first, the 3.7 cm FlaK 18 developed by Rheinmetall in the early 1930s, was basically an enlarged 2 cm FlaK 30. It was introduced in 1935 and production stopped the following year. A redesigned gun 3.7 cm FlaK 36 entered service in 1938, it too had a two-wheel carriage. However, by the mid-1930s the Luftwaffe realised that there was still a coverage gap between 3.7 cm and 8.8 cm guns. They started development of a 5 cm gun on a four-wheel carriage.", "targets": "Which Switzerland company obtained the patent for an automatic 20 mm gun during the first World War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b34011451b346d98d890c50cbc0255c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rheinmetall in Germany developed an automatic 20 mm in the 1920s and Oerlikon in Switzerland had acquired the patent to an automatic 20 mm gun designed in Germany during World War I. Germany introduced the rapid-fire 2 cm FlaK 30 and later in the decade it was redesigned by Mauser-Werke and became the 2 cm FlaK 38. Nevertheless, while 20 mm was better than a machine gun and mounted on a very small trailer made it easy to move, its effectiveness was limited. Germany therefore added a 3.7 cm. The first, the 3.7 cm FlaK 18 developed by Rheinmetall in the early 1930s, was basically an enlarged 2 cm FlaK 30. It was introduced in 1935 and production stopped the following year. A redesigned gun 3.7 cm FlaK 36 entered service in 1938, it too had a two-wheel carriage. However, by the mid-1930s the Luftwaffe realised that there was still a coverage gap between 3.7 cm and 8.8 cm guns. They started development of a 5 cm gun on a four-wheel carriage.", "targets": "Which company redesigned the rapid fire 2 cm FlaK 30?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b34011451b346d98d890c50cbc0255c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rheinmetall in Germany developed an automatic 20 mm in the 1920s and Oerlikon in Switzerland had acquired the patent to an automatic 20 mm gun designed in Germany during World War I. Germany introduced the rapid-fire 2 cm FlaK 30 and later in the decade it was redesigned by Mauser-Werke and became the 2 cm FlaK 38. Nevertheless, while 20 mm was better than a machine gun and mounted on a very small trailer made it easy to move, its effectiveness was limited. Germany therefore added a 3.7 cm. The first, the 3.7 cm FlaK 18 developed by Rheinmetall in the early 1930s, was basically an enlarged 2 cm FlaK 30. It was introduced in 1935 and production stopped the following year. A redesigned gun 3.7 cm FlaK 36 entered service in 1938, it too had a two-wheel carriage. However, by the mid-1930s the Luftwaffe realised that there was still a coverage gap between 3.7 cm and 8.8 cm guns. They started development of a 5 cm gun on a four-wheel carriage.", "targets": "What did Germany add to the 20 mm to make it more effective?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b34011451b346d98d890c50cbc0255c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rheinmetall in Germany developed an automatic 20 mm in the 1920s and Oerlikon in Switzerland had acquired the patent to an automatic 20 mm gun designed in Germany during World War I. Germany introduced the rapid-fire 2 cm FlaK 30 and later in the decade it was redesigned by Mauser-Werke and became the 2 cm FlaK 38. Nevertheless, while 20 mm was better than a machine gun and mounted on a very small trailer made it easy to move, its effectiveness was limited. Germany therefore added a 3.7 cm. The first, the 3.7 cm FlaK 18 developed by Rheinmetall in the early 1930s, was basically an enlarged 2 cm FlaK 30. It was introduced in 1935 and production stopped the following year. A redesigned gun 3.7 cm FlaK 36 entered service in 1938, it too had a two-wheel carriage. However, by the mid-1930s the Luftwaffe realised that there was still a coverage gap between 3.7 cm and 8.8 cm guns. They started development of a 5 cm gun on a four-wheel carriage.", "targets": "When was the first 3.7 cm FlaK 18 introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e2dcce2b1f476a8d2c6747b40fe9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bitumen was the nemesis of many artists during the 19th century. Although widely used for a time, it ultimately proved unstable for use in oil painting, especially when mixed with the most common diluents, such as linseed oil, varnish and turpentine. Unless thoroughly diluted, bitumen never fully solidifies and will in time corrupt the other pigments with which it comes into contact. The use of bitumen as a glaze to set in shadow or mixed with other colors to render a darker tone resulted in the eventual deterioration of many paintings, for instance those of Delacroix. Perhaps the most famous example of the destructiveness of bitumen is Th\u00e9odore G\u00e9ricault's Raft of the Medusa (1818\u20131819), where his use of bitumen caused the brilliant colors to degenerate into dark greens and blacks and the paint and canvas to buckle.", "targets": "What pigment did 19th century artists use that was deemed unfavorably?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e2dcce2b1f476a8d2c6747b40fe9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bitumen was the nemesis of many artists during the 19th century. Although widely used for a time, it ultimately proved unstable for use in oil painting, especially when mixed with the most common diluents, such as linseed oil, varnish and turpentine. Unless thoroughly diluted, bitumen never fully solidifies and will in time corrupt the other pigments with which it comes into contact. The use of bitumen as a glaze to set in shadow or mixed with other colors to render a darker tone resulted in the eventual deterioration of many paintings, for instance those of Delacroix. Perhaps the most famous example of the destructiveness of bitumen is Th\u00e9odore G\u00e9ricault's Raft of the Medusa (1818\u20131819), where his use of bitumen caused the brilliant colors to degenerate into dark greens and blacks and the paint and canvas to buckle.", "targets": "What did bitumen when used as a paint not do correctly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e2dcce2b1f476a8d2c6747b40fe9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bitumen was the nemesis of many artists during the 19th century. Although widely used for a time, it ultimately proved unstable for use in oil painting, especially when mixed with the most common diluents, such as linseed oil, varnish and turpentine. Unless thoroughly diluted, bitumen never fully solidifies and will in time corrupt the other pigments with which it comes into contact. The use of bitumen as a glaze to set in shadow or mixed with other colors to render a darker tone resulted in the eventual deterioration of many paintings, for instance those of Delacroix. Perhaps the most famous example of the destructiveness of bitumen is Th\u00e9odore G\u00e9ricault's Raft of the Medusa (1818\u20131819), where his use of bitumen caused the brilliant colors to degenerate into dark greens and blacks and the paint and canvas to buckle.", "targets": "What did even limited use of bitumen do to damage paintings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e2dcce2b1f476a8d2c6747b40fe9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bitumen was the nemesis of many artists during the 19th century. Although widely used for a time, it ultimately proved unstable for use in oil painting, especially when mixed with the most common diluents, such as linseed oil, varnish and turpentine. Unless thoroughly diluted, bitumen never fully solidifies and will in time corrupt the other pigments with which it comes into contact. The use of bitumen as a glaze to set in shadow or mixed with other colors to render a darker tone resulted in the eventual deterioration of many paintings, for instance those of Delacroix. Perhaps the most famous example of the destructiveness of bitumen is Th\u00e9odore G\u00e9ricault's Raft of the Medusa (1818\u20131819), where his use of bitumen caused the brilliant colors to degenerate into dark greens and blacks and the paint and canvas to buckle.", "targets": "What artist's work i considered to be an example of the damaging effects of bitumen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e2dcce2b1f476a8d2c6747b40fe9ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bitumen was the nemesis of many artists during the 19th century. Although widely used for a time, it ultimately proved unstable for use in oil painting, especially when mixed with the most common diluents, such as linseed oil, varnish and turpentine. Unless thoroughly diluted, bitumen never fully solidifies and will in time corrupt the other pigments with which it comes into contact. The use of bitumen as a glaze to set in shadow or mixed with other colors to render a darker tone resulted in the eventual deterioration of many paintings, for instance those of Delacroix. Perhaps the most famous example of the destructiveness of bitumen is Th\u00e9odore G\u00e9ricault's Raft of the Medusa (1818\u20131819), where his use of bitumen caused the brilliant colors to degenerate into dark greens and blacks and the paint and canvas to buckle.", "targets": "What major problem did bitumen as a pigment show itself to be?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729769304bef4ec791dee9224db51c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz argues that rather than explaining concentrations of wealth and income, market forces should serve as a brake on such concentration, which may better be explained by the non-market force known as \"rent-seeking\". While the market will bid up compensation for rare and desired skills to reward wealth creation, greater productivity, etc., it will also prevent successful entrepreneurs from earning excess profits by fostering competition to cut prices, profits and large compensation. A better explainer of growing inequality, according to Stiglitz, is the use of political power generated by wealth by certain groups to shape government policies financially beneficial to them. This process, known to economists as rent-seeking, brings income not from creation of wealth but from \"grabbing a larger share of the wealth that would otherwise have been produced without their effort\"", "targets": "What forces should serve as a brake on wealth concentration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729769304bef4ec791dee9224db51c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz argues that rather than explaining concentrations of wealth and income, market forces should serve as a brake on such concentration, which may better be explained by the non-market force known as \"rent-seeking\". While the market will bid up compensation for rare and desired skills to reward wealth creation, greater productivity, etc., it will also prevent successful entrepreneurs from earning excess profits by fostering competition to cut prices, profits and large compensation. A better explainer of growing inequality, according to Stiglitz, is the use of political power generated by wealth by certain groups to shape government policies financially beneficial to them. This process, known to economists as rent-seeking, brings income not from creation of wealth but from \"grabbing a larger share of the wealth that would otherwise have been produced without their effort\"", "targets": "What career does Joseph Stiglitz have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729769304bef4ec791dee9224db51c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz argues that rather than explaining concentrations of wealth and income, market forces should serve as a brake on such concentration, which may better be explained by the non-market force known as \"rent-seeking\". While the market will bid up compensation for rare and desired skills to reward wealth creation, greater productivity, etc., it will also prevent successful entrepreneurs from earning excess profits by fostering competition to cut prices, profits and large compensation. A better explainer of growing inequality, according to Stiglitz, is the use of political power generated by wealth by certain groups to shape government policies financially beneficial to them. This process, known to economists as rent-seeking, brings income not from creation of wealth but from \"grabbing a larger share of the wealth that would otherwise have been produced without their effort\"", "targets": "What type of skills does the market bid up compensation for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729769304bef4ec791dee9224db51c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz argues that rather than explaining concentrations of wealth and income, market forces should serve as a brake on such concentration, which may better be explained by the non-market force known as \"rent-seeking\". While the market will bid up compensation for rare and desired skills to reward wealth creation, greater productivity, etc., it will also prevent successful entrepreneurs from earning excess profits by fostering competition to cut prices, profits and large compensation. A better explainer of growing inequality, according to Stiglitz, is the use of political power generated by wealth by certain groups to shape government policies financially beneficial to them. This process, known to economists as rent-seeking, brings income not from creation of wealth but from \"grabbing a larger share of the wealth that would otherwise have been produced without their effort\"", "targets": "What is used by certain wealthy groups to obtain policies financially beneficial for them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729769304bef4ec791dee9224db51c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economist Joseph Stiglitz argues that rather than explaining concentrations of wealth and income, market forces should serve as a brake on such concentration, which may better be explained by the non-market force known as \"rent-seeking\". While the market will bid up compensation for rare and desired skills to reward wealth creation, greater productivity, etc., it will also prevent successful entrepreneurs from earning excess profits by fostering competition to cut prices, profits and large compensation. A better explainer of growing inequality, according to Stiglitz, is the use of political power generated by wealth by certain groups to shape government policies financially beneficial to them. This process, known to economists as rent-seeking, brings income not from creation of wealth but from \"grabbing a larger share of the wealth that would otherwise have been produced without their effort\"", "targets": "Income not from the creation of wealth but by grabbing a larger share of it is know to economists by what term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdb8b6f17a664462b1c1c0148617e1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chemical barriers also protect against infection. The skin and respiratory tract secrete antimicrobial peptides such as the \u03b2-defensins. Enzymes such as lysozyme and phospholipase A2 in saliva, tears, and breast milk are also antibacterials. Vaginal secretions serve as a chemical barrier following menarche, when they become slightly acidic, while semen contains defensins and zinc to kill pathogens. In the stomach, gastric acid and proteases serve as powerful chemical defenses against ingested pathogens.", "targets": "What are the anitmicrobial peptides secreted by the skin called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdb8b6f17a664462b1c1c0148617e1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chemical barriers also protect against infection. The skin and respiratory tract secrete antimicrobial peptides such as the \u03b2-defensins. Enzymes such as lysozyme and phospholipase A2 in saliva, tears, and breast milk are also antibacterials. Vaginal secretions serve as a chemical barrier following menarche, when they become slightly acidic, while semen contains defensins and zinc to kill pathogens. In the stomach, gastric acid and proteases serve as powerful chemical defenses against ingested pathogens.", "targets": "What enzymes in saliva are antibacterial in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdb8b6f17a664462b1c1c0148617e1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chemical barriers also protect against infection. The skin and respiratory tract secrete antimicrobial peptides such as the \u03b2-defensins. Enzymes such as lysozyme and phospholipase A2 in saliva, tears, and breast milk are also antibacterials. Vaginal secretions serve as a chemical barrier following menarche, when they become slightly acidic, while semen contains defensins and zinc to kill pathogens. In the stomach, gastric acid and proteases serve as powerful chemical defenses against ingested pathogens.", "targets": "Semen contains what in order to kill pathogens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdb8b6f17a664462b1c1c0148617e1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chemical barriers also protect against infection. The skin and respiratory tract secrete antimicrobial peptides such as the \u03b2-defensins. Enzymes such as lysozyme and phospholipase A2 in saliva, tears, and breast milk are also antibacterials. Vaginal secretions serve as a chemical barrier following menarche, when they become slightly acidic, while semen contains defensins and zinc to kill pathogens. In the stomach, gastric acid and proteases serve as powerful chemical defenses against ingested pathogens.", "targets": "What compounds in the stomach protect against ingested pathogens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdb8b6f17a664462b1c1c0148617e1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chemical barriers also protect against infection. The skin and respiratory tract secrete antimicrobial peptides such as the \u03b2-defensins. Enzymes such as lysozyme and phospholipase A2 in saliva, tears, and breast milk are also antibacterials. Vaginal secretions serve as a chemical barrier following menarche, when they become slightly acidic, while semen contains defensins and zinc to kill pathogens. In the stomach, gastric acid and proteases serve as powerful chemical defenses against ingested pathogens.", "targets": "Vaginal secretions serve as a chemical protective barrier following what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508f297aa5384b10b0c4ce0d1c055615", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of both rapid development of infrastructure and economic stagnation. During the first half of the 20th century, a nationwide struggle for independence was launched with the leading party involved being the Indian National Congress which was later joined by other organizations. The subcontinent gained independence from the United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.", "targets": "What company annexed large areas of India in the 18th and 19th centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508f297aa5384b10b0c4ce0d1c055615", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of both rapid development of infrastructure and economic stagnation. During the first half of the 20th century, a nationwide struggle for independence was launched with the leading party involved being the Indian National Congress which was later joined by other organizations. The subcontinent gained independence from the United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.", "targets": "What effect did Company rule in India produce in 1857?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508f297aa5384b10b0c4ce0d1c055615", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of both rapid development of infrastructure and economic stagnation. During the first half of the 20th century, a nationwide struggle for independence was launched with the leading party involved being the Indian National Congress which was later joined by other organizations. The subcontinent gained independence from the United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.", "targets": "After the Rebellion who administered the British provinces of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508f297aa5384b10b0c4ce0d1c055615", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of both rapid development of infrastructure and economic stagnation. During the first half of the 20th century, a nationwide struggle for independence was launched with the leading party involved being the Indian National Congress which was later joined by other organizations. The subcontinent gained independence from the United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.", "targets": "The rapid development of what did British rule cause in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508f297aa5384b10b0c4ce0d1c055615", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of both rapid development of infrastructure and economic stagnation. During the first half of the 20th century, a nationwide struggle for independence was launched with the leading party involved being the Indian National Congress which was later joined by other organizations. The subcontinent gained independence from the United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.", "targets": "What party was the leader in the Indian independence movement of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d384ac0595cb45a5b00d636539fc531f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The developers of both Chrome and Firefox committed to developing Metro-style versions of their browsers; while Chrome's \"Windows 8 mode\" uses a full-screen version of the existing desktop interface, Firefox's version (which was first made available on the \"Aurora\" release channel in September 2013) uses a touch-optimized interface inspired by the Android version of Firefox. In October 2013, Chrome's app was changed to mimic the desktop environment used by Chrome OS. Development of the Firefox app for Windows 8 has since been cancelled, citing a lack of user adoption for the beta versions.", "targets": "Which two browsers promised to develop Metro-style versions of their browsers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d384ac0595cb45a5b00d636539fc531f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The developers of both Chrome and Firefox committed to developing Metro-style versions of their browsers; while Chrome's \"Windows 8 mode\" uses a full-screen version of the existing desktop interface, Firefox's version (which was first made available on the \"Aurora\" release channel in September 2013) uses a touch-optimized interface inspired by the Android version of Firefox. In October 2013, Chrome's app was changed to mimic the desktop environment used by Chrome OS. Development of the Firefox app for Windows 8 has since been cancelled, citing a lack of user adoption for the beta versions.", "targets": "What does Chromes version for Windows 8 do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d384ac0595cb45a5b00d636539fc531f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The developers of both Chrome and Firefox committed to developing Metro-style versions of their browsers; while Chrome's \"Windows 8 mode\" uses a full-screen version of the existing desktop interface, Firefox's version (which was first made available on the \"Aurora\" release channel in September 2013) uses a touch-optimized interface inspired by the Android version of Firefox. In October 2013, Chrome's app was changed to mimic the desktop environment used by Chrome OS. Development of the Firefox app for Windows 8 has since been cancelled, citing a lack of user adoption for the beta versions.", "targets": "What does Firefox's version for Windows 8 do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d384ac0595cb45a5b00d636539fc531f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The developers of both Chrome and Firefox committed to developing Metro-style versions of their browsers; while Chrome's \"Windows 8 mode\" uses a full-screen version of the existing desktop interface, Firefox's version (which was first made available on the \"Aurora\" release channel in September 2013) uses a touch-optimized interface inspired by the Android version of Firefox. In October 2013, Chrome's app was changed to mimic the desktop environment used by Chrome OS. Development of the Firefox app for Windows 8 has since been cancelled, citing a lack of user adoption for the beta versions.", "targets": "When was Firefox's version of Windows 8 made accesible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68fc80fc9b54fabaad47d0d2e7d81e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan's rivers, such as the Vakhsh and the Panj, have great hydropower potential, and the government has focused on attracting investment for projects for internal use and electricity exports. Tajikistan is home to the Nurek Dam, the highest dam in the world. Lately, Russia's RAO UES energy giant has been working on the Sangtuda-1 hydroelectric power station (670 MW capacity) commenced operations on 18 January 2008. Other projects at the development stage include Sangtuda-2 by Iran, Zerafshan by the Chinese company SinoHydro, and the Rogun power plant that, at a projected height of 335 metres (1,099 ft), would supersede the Nurek Dam as highest in the world if it is brought to completion. A planned project, CASA 1000, will transmit 1000 MW of surplus electricity from Tajikistan to Pakistan with power transit through Afghanistan. The total length of transmission line is 750 km while the project is planned to be on Public-Private Partnership basis with the support of WB, IFC, ADB and IDB. The project cost is estimated to be around US$865 million. Other energy resources include sizable coal deposits and smaller reserves of natural gas and petroleum.", "targets": "Who is trying to attract investments for hydropower in Tajikistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68fc80fc9b54fabaad47d0d2e7d81e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan's rivers, such as the Vakhsh and the Panj, have great hydropower potential, and the government has focused on attracting investment for projects for internal use and electricity exports. Tajikistan is home to the Nurek Dam, the highest dam in the world. Lately, Russia's RAO UES energy giant has been working on the Sangtuda-1 hydroelectric power station (670 MW capacity) commenced operations on 18 January 2008. Other projects at the development stage include Sangtuda-2 by Iran, Zerafshan by the Chinese company SinoHydro, and the Rogun power plant that, at a projected height of 335 metres (1,099 ft), would supersede the Nurek Dam as highest in the world if it is brought to completion. A planned project, CASA 1000, will transmit 1000 MW of surplus electricity from Tajikistan to Pakistan with power transit through Afghanistan. The total length of transmission line is 750 km while the project is planned to be on Public-Private Partnership basis with the support of WB, IFC, ADB and IDB. The project cost is estimated to be around US$865 million. Other energy resources include sizable coal deposits and smaller reserves of natural gas and petroleum.", "targets": "What is something that the rivers in Tajikistan are good for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68fc80fc9b54fabaad47d0d2e7d81e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan's rivers, such as the Vakhsh and the Panj, have great hydropower potential, and the government has focused on attracting investment for projects for internal use and electricity exports. Tajikistan is home to the Nurek Dam, the highest dam in the world. Lately, Russia's RAO UES energy giant has been working on the Sangtuda-1 hydroelectric power station (670 MW capacity) commenced operations on 18 January 2008. Other projects at the development stage include Sangtuda-2 by Iran, Zerafshan by the Chinese company SinoHydro, and the Rogun power plant that, at a projected height of 335 metres (1,099 ft), would supersede the Nurek Dam as highest in the world if it is brought to completion. A planned project, CASA 1000, will transmit 1000 MW of surplus electricity from Tajikistan to Pakistan with power transit through Afghanistan. The total length of transmission line is 750 km while the project is planned to be on Public-Private Partnership basis with the support of WB, IFC, ADB and IDB. The project cost is estimated to be around US$865 million. Other energy resources include sizable coal deposits and smaller reserves of natural gas and petroleum.", "targets": "What is the highest dam in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68fc80fc9b54fabaad47d0d2e7d81e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan's rivers, such as the Vakhsh and the Panj, have great hydropower potential, and the government has focused on attracting investment for projects for internal use and electricity exports. Tajikistan is home to the Nurek Dam, the highest dam in the world. Lately, Russia's RAO UES energy giant has been working on the Sangtuda-1 hydroelectric power station (670 MW capacity) commenced operations on 18 January 2008. Other projects at the development stage include Sangtuda-2 by Iran, Zerafshan by the Chinese company SinoHydro, and the Rogun power plant that, at a projected height of 335 metres (1,099 ft), would supersede the Nurek Dam as highest in the world if it is brought to completion. A planned project, CASA 1000, will transmit 1000 MW of surplus electricity from Tajikistan to Pakistan with power transit through Afghanistan. The total length of transmission line is 750 km while the project is planned to be on Public-Private Partnership basis with the support of WB, IFC, ADB and IDB. The project cost is estimated to be around US$865 million. Other energy resources include sizable coal deposits and smaller reserves of natural gas and petroleum.", "targets": "What will the project named CASA 1000 do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f43c0fa39af94a6b852d02a8580403cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other, prominent Motor City R&B stars in the 1950s and early 1960s was Nolan Strong, Andre Williams and Nathaniel Mayer \u2013 who all scored local and national hits on the Fortune Records label. According to Smokey Robinson, Strong was a primary influence on his voice as a teenager. The Fortune label was a family-operated label located on Third Avenue in Detroit, and was owned by the husband and wife team of Jack Brown and Devora Brown. Fortune, which also released country, gospel and rockabilly LPs and 45s, laid the groundwork for Motown, which became Detroit's most legendary record label.", "targets": "Who was a big influence on Smokey Robinson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f43c0fa39af94a6b852d02a8580403cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other, prominent Motor City R&B stars in the 1950s and early 1960s was Nolan Strong, Andre Williams and Nathaniel Mayer \u2013 who all scored local and national hits on the Fortune Records label. According to Smokey Robinson, Strong was a primary influence on his voice as a teenager. The Fortune label was a family-operated label located on Third Avenue in Detroit, and was owned by the husband and wife team of Jack Brown and Devora Brown. Fortune, which also released country, gospel and rockabilly LPs and 45s, laid the groundwork for Motown, which became Detroit's most legendary record label.", "targets": "What label operated in Third Avenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f43c0fa39af94a6b852d02a8580403cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other, prominent Motor City R&B stars in the 1950s and early 1960s was Nolan Strong, Andre Williams and Nathaniel Mayer \u2013 who all scored local and national hits on the Fortune Records label. According to Smokey Robinson, Strong was a primary influence on his voice as a teenager. The Fortune label was a family-operated label located on Third Avenue in Detroit, and was owned by the husband and wife team of Jack Brown and Devora Brown. Fortune, which also released country, gospel and rockabilly LPs and 45s, laid the groundwork for Motown, which became Detroit's most legendary record label.", "targets": "Who was Jack Brown's wife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f43c0fa39af94a6b852d02a8580403cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other, prominent Motor City R&B stars in the 1950s and early 1960s was Nolan Strong, Andre Williams and Nathaniel Mayer \u2013 who all scored local and national hits on the Fortune Records label. According to Smokey Robinson, Strong was a primary influence on his voice as a teenager. The Fortune label was a family-operated label located on Third Avenue in Detroit, and was owned by the husband and wife team of Jack Brown and Devora Brown. Fortune, which also released country, gospel and rockabilly LPs and 45s, laid the groundwork for Motown, which became Detroit's most legendary record label.", "targets": "What label became Detroit's most famous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b76db4c9d304a90ad50d8719b80d766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage 3 is the final stage of the bill and is considered at a meeting of the whole Parliament. This stage comprises two parts: consideration of amendments to the bill as a general debate, and a final vote on the bill. Opposition members can table \"wrecking amendments\" to the bill, designed to thwart further progress and take up parliamentary time, to cause the bill to fall without a final vote being taken. After a general debate on the final form of the bill, members proceed to vote at Decision Time on whether they agree to the general principles of the final bill.", "targets": "What is the final stage of a bill in the Scottish Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b76db4c9d304a90ad50d8719b80d766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage 3 is the final stage of the bill and is considered at a meeting of the whole Parliament. This stage comprises two parts: consideration of amendments to the bill as a general debate, and a final vote on the bill. Opposition members can table \"wrecking amendments\" to the bill, designed to thwart further progress and take up parliamentary time, to cause the bill to fall without a final vote being taken. After a general debate on the final form of the bill, members proceed to vote at Decision Time on whether they agree to the general principles of the final bill.", "targets": "How many parts does the consideration of a bill in Stage 3 have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b76db4c9d304a90ad50d8719b80d766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage 3 is the final stage of the bill and is considered at a meeting of the whole Parliament. This stage comprises two parts: consideration of amendments to the bill as a general debate, and a final vote on the bill. Opposition members can table \"wrecking amendments\" to the bill, designed to thwart further progress and take up parliamentary time, to cause the bill to fall without a final vote being taken. After a general debate on the final form of the bill, members proceed to vote at Decision Time on whether they agree to the general principles of the final bill.", "targets": "What vote on a bill takes place in Stage 3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b76db4c9d304a90ad50d8719b80d766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage 3 is the final stage of the bill and is considered at a meeting of the whole Parliament. This stage comprises two parts: consideration of amendments to the bill as a general debate, and a final vote on the bill. Opposition members can table \"wrecking amendments\" to the bill, designed to thwart further progress and take up parliamentary time, to cause the bill to fall without a final vote being taken. After a general debate on the final form of the bill, members proceed to vote at Decision Time on whether they agree to the general principles of the final bill.", "targets": "What type of amendments might members opposed to a bill put on the table?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b76db4c9d304a90ad50d8719b80d766", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage 3 is the final stage of the bill and is considered at a meeting of the whole Parliament. This stage comprises two parts: consideration of amendments to the bill as a general debate, and a final vote on the bill. Opposition members can table \"wrecking amendments\" to the bill, designed to thwart further progress and take up parliamentary time, to cause the bill to fall without a final vote being taken. After a general debate on the final form of the bill, members proceed to vote at Decision Time on whether they agree to the general principles of the final bill.", "targets": "When do members proceed to vote on whether they agree to the principles of the final bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4209ac930d840d497716927881a7a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg served as an uncredited executive producer on The Haunting, The Prince of Egypt, Just Like Heaven, Shrek, Road to Perdition, and Evolution. He served as an executive producer for the 1997 film Men in Black, and its sequels, Men in Black II and Men in Black III. In 2005, he served as a producer of Memoirs of a Geisha, an adaptation of the novel by Arthur Golden, a film to which he was previously attached as director. In 2006, Spielberg co-executive produced with famed filmmaker Robert Zemeckis a CGI children's film called Monster House, marking their eighth collaboration since 1990's Back to the Future Part III. He also teamed with Clint Eastwood for the first time in their careers, co-producing Eastwood's Flags of Our Fathers and Letters from Iwo Jima with Robert Lorenz and Eastwood himself. He earned his twelfth Academy Award nomination for the latter film as it was nominated for Best Picture. Spielberg served as executive producer for Disturbia and the Transformers live action film with Brian Goldner, an employee of Hasbro. The film was directed by Michael Bay and written by Roberto Orci and Alex Kurtzman, and Spielberg continued to collaborate on the sequels, Transformers: Revenge of the Fallen and Transformers: Dark of the Moon. In 2011, he produced the J. J. Abrams science fiction thriller film Super 8 for Paramount Pictures.", "targets": "When was 'Men In Black' released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4209ac930d840d497716927881a7a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg served as an uncredited executive producer on The Haunting, The Prince of Egypt, Just Like Heaven, Shrek, Road to Perdition, and Evolution. He served as an executive producer for the 1997 film Men in Black, and its sequels, Men in Black II and Men in Black III. In 2005, he served as a producer of Memoirs of a Geisha, an adaptation of the novel by Arthur Golden, a film to which he was previously attached as director. In 2006, Spielberg co-executive produced with famed filmmaker Robert Zemeckis a CGI children's film called Monster House, marking their eighth collaboration since 1990's Back to the Future Part III. He also teamed with Clint Eastwood for the first time in their careers, co-producing Eastwood's Flags of Our Fathers and Letters from Iwo Jima with Robert Lorenz and Eastwood himself. He earned his twelfth Academy Award nomination for the latter film as it was nominated for Best Picture. Spielberg served as executive producer for Disturbia and the Transformers live action film with Brian Goldner, an employee of Hasbro. The film was directed by Michael Bay and written by Roberto Orci and Alex Kurtzman, and Spielberg continued to collaborate on the sequels, Transformers: Revenge of the Fallen and Transformers: Dark of the Moon. In 2011, he produced the J. J. Abrams science fiction thriller film Super 8 for Paramount Pictures.", "targets": "Who wrote the book 'Memoirs of a Geisha' is based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4209ac930d840d497716927881a7a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg served as an uncredited executive producer on The Haunting, The Prince of Egypt, Just Like Heaven, Shrek, Road to Perdition, and Evolution. He served as an executive producer for the 1997 film Men in Black, and its sequels, Men in Black II and Men in Black III. In 2005, he served as a producer of Memoirs of a Geisha, an adaptation of the novel by Arthur Golden, a film to which he was previously attached as director. In 2006, Spielberg co-executive produced with famed filmmaker Robert Zemeckis a CGI children's film called Monster House, marking their eighth collaboration since 1990's Back to the Future Part III. He also teamed with Clint Eastwood for the first time in their careers, co-producing Eastwood's Flags of Our Fathers and Letters from Iwo Jima with Robert Lorenz and Eastwood himself. He earned his twelfth Academy Award nomination for the latter film as it was nominated for Best Picture. Spielberg served as executive producer for Disturbia and the Transformers live action film with Brian Goldner, an employee of Hasbro. The film was directed by Michael Bay and written by Roberto Orci and Alex Kurtzman, and Spielberg continued to collaborate on the sequels, Transformers: Revenge of the Fallen and Transformers: Dark of the Moon. In 2011, he produced the J. J. Abrams science fiction thriller film Super 8 for Paramount Pictures.", "targets": "Who did Spielberg collaborate with in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4209ac930d840d497716927881a7a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg served as an uncredited executive producer on The Haunting, The Prince of Egypt, Just Like Heaven, Shrek, Road to Perdition, and Evolution. He served as an executive producer for the 1997 film Men in Black, and its sequels, Men in Black II and Men in Black III. In 2005, he served as a producer of Memoirs of a Geisha, an adaptation of the novel by Arthur Golden, a film to which he was previously attached as director. In 2006, Spielberg co-executive produced with famed filmmaker Robert Zemeckis a CGI children's film called Monster House, marking their eighth collaboration since 1990's Back to the Future Part III. He also teamed with Clint Eastwood for the first time in their careers, co-producing Eastwood's Flags of Our Fathers and Letters from Iwo Jima with Robert Lorenz and Eastwood himself. He earned his twelfth Academy Award nomination for the latter film as it was nominated for Best Picture. Spielberg served as executive producer for Disturbia and the Transformers live action film with Brian Goldner, an employee of Hasbro. The film was directed by Michael Bay and written by Roberto Orci and Alex Kurtzman, and Spielberg continued to collaborate on the sequels, Transformers: Revenge of the Fallen and Transformers: Dark of the Moon. In 2011, he produced the J. J. Abrams science fiction thriller film Super 8 for Paramount Pictures.", "targets": "What film did Spielberg first collaborate with Zemeckis on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4209ac930d840d497716927881a7a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg served as an uncredited executive producer on The Haunting, The Prince of Egypt, Just Like Heaven, Shrek, Road to Perdition, and Evolution. He served as an executive producer for the 1997 film Men in Black, and its sequels, Men in Black II and Men in Black III. In 2005, he served as a producer of Memoirs of a Geisha, an adaptation of the novel by Arthur Golden, a film to which he was previously attached as director. In 2006, Spielberg co-executive produced with famed filmmaker Robert Zemeckis a CGI children's film called Monster House, marking their eighth collaboration since 1990's Back to the Future Part III. He also teamed with Clint Eastwood for the first time in their careers, co-producing Eastwood's Flags of Our Fathers and Letters from Iwo Jima with Robert Lorenz and Eastwood himself. He earned his twelfth Academy Award nomination for the latter film as it was nominated for Best Picture. Spielberg served as executive producer for Disturbia and the Transformers live action film with Brian Goldner, an employee of Hasbro. The film was directed by Michael Bay and written by Roberto Orci and Alex Kurtzman, and Spielberg continued to collaborate on the sequels, Transformers: Revenge of the Fallen and Transformers: Dark of the Moon. In 2011, he produced the J. J. Abrams science fiction thriller film Super 8 for Paramount Pictures.", "targets": "Which studio produced 'Super 8'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053e28fad9704c8eb03f0bfedbcd6922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Constitution provides that Congress shall have the power to \"borrow money on the credit of the United States\". Congress has exercised that power by authorizing Federal Reserve Banks to issue Federal Reserve Notes. Those notes are \"obligations of the United States\" and \"shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve bank\". Federal Reserve Notes are designated by law as \"legal tender\" for the payment of debts. Congress has also authorized the issuance of more than 10 other types of banknotes, including the United States Note and the Federal Reserve Bank Note. The Federal Reserve Note is the only type that remains in circulation since the 1970s.", "targets": "What power was Congress given by the Constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053e28fad9704c8eb03f0bfedbcd6922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Constitution provides that Congress shall have the power to \"borrow money on the credit of the United States\". Congress has exercised that power by authorizing Federal Reserve Banks to issue Federal Reserve Notes. Those notes are \"obligations of the United States\" and \"shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve bank\". Federal Reserve Notes are designated by law as \"legal tender\" for the payment of debts. Congress has also authorized the issuance of more than 10 other types of banknotes, including the United States Note and the Federal Reserve Bank Note. The Federal Reserve Note is the only type that remains in circulation since the 1970s.", "targets": "What did Congress authorize the Federal Reserve Banks to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053e28fad9704c8eb03f0bfedbcd6922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Constitution provides that Congress shall have the power to \"borrow money on the credit of the United States\". Congress has exercised that power by authorizing Federal Reserve Banks to issue Federal Reserve Notes. Those notes are \"obligations of the United States\" and \"shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve bank\". Federal Reserve Notes are designated by law as \"legal tender\" for the payment of debts. Congress has also authorized the issuance of more than 10 other types of banknotes, including the United States Note and the Federal Reserve Bank Note. The Federal Reserve Note is the only type that remains in circulation since the 1970s.", "targets": "What are the notes issued by the Federal Reserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053e28fad9704c8eb03f0bfedbcd6922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Constitution provides that Congress shall have the power to \"borrow money on the credit of the United States\". Congress has exercised that power by authorizing Federal Reserve Banks to issue Federal Reserve Notes. Those notes are \"obligations of the United States\" and \"shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve bank\". Federal Reserve Notes are designated by law as \"legal tender\" for the payment of debts. Congress has also authorized the issuance of more than 10 other types of banknotes, including the United States Note and the Federal Reserve Bank Note. The Federal Reserve Note is the only type that remains in circulation since the 1970s.", "targets": "Where, other than any Federal Reserve bank, can notes be redeemed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053e28fad9704c8eb03f0bfedbcd6922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Constitution provides that Congress shall have the power to \"borrow money on the credit of the United States\". Congress has exercised that power by authorizing Federal Reserve Banks to issue Federal Reserve Notes. Those notes are \"obligations of the United States\" and \"shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve bank\". Federal Reserve Notes are designated by law as \"legal tender\" for the payment of debts. Congress has also authorized the issuance of more than 10 other types of banknotes, including the United States Note and the Federal Reserve Bank Note. The Federal Reserve Note is the only type that remains in circulation since the 1970s.", "targets": "Since the 1970s, what is the only type of note that has remained in circulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5687fd95410b4561aed8cf83954bff3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the Roman Empire, about two thousand years ago, various tribes, which spoke Celtic dialects of the Insular Celtic group, were inhabiting the islands. The Romans expanded their civilisation to control southern Great Britain but were impeded in advancing any further, building Hadrian's Wall to mark the northern frontier of their empire in 122 AD. At that time, Ireland was populated by a people known as Hiberni, the northern third or so of Great Britain by a people known as Picts and the southern two thirds by Britons.", "targets": "The people that lived in the British Isles during the Roman Empire era spoke which language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5687fd95410b4561aed8cf83954bff3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the Roman Empire, about two thousand years ago, various tribes, which spoke Celtic dialects of the Insular Celtic group, were inhabiting the islands. The Romans expanded their civilisation to control southern Great Britain but were impeded in advancing any further, building Hadrian's Wall to mark the northern frontier of their empire in 122 AD. At that time, Ireland was populated by a people known as Hiberni, the northern third or so of Great Britain by a people known as Picts and the southern two thirds by Britons.", "targets": "What was the name of the wall that the Romans built to mark their northern territory in the British Isles in 122AD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5687fd95410b4561aed8cf83954bff3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the Roman Empire, about two thousand years ago, various tribes, which spoke Celtic dialects of the Insular Celtic group, were inhabiting the islands. The Romans expanded their civilisation to control southern Great Britain but were impeded in advancing any further, building Hadrian's Wall to mark the northern frontier of their empire in 122 AD. At that time, Ireland was populated by a people known as Hiberni, the northern third or so of Great Britain by a people known as Picts and the southern two thirds by Britons.", "targets": "During the Roman Empire occupation in the British Isles, what was the name of the people that lived in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5687fd95410b4561aed8cf83954bff3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the Roman Empire, about two thousand years ago, various tribes, which spoke Celtic dialects of the Insular Celtic group, were inhabiting the islands. The Romans expanded their civilisation to control southern Great Britain but were impeded in advancing any further, building Hadrian's Wall to mark the northern frontier of their empire in 122 AD. At that time, Ireland was populated by a people known as Hiberni, the northern third or so of Great Britain by a people known as Picts and the southern two thirds by Britons.", "targets": "The northern area of Great Britain was populated by what native people during the Roman Empire occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5687fd95410b4561aed8cf83954bff3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the Roman Empire, about two thousand years ago, various tribes, which spoke Celtic dialects of the Insular Celtic group, were inhabiting the islands. The Romans expanded their civilisation to control southern Great Britain but were impeded in advancing any further, building Hadrian's Wall to mark the northern frontier of their empire in 122 AD. At that time, Ireland was populated by a people known as Hiberni, the northern third or so of Great Britain by a people known as Picts and the southern two thirds by Britons.", "targets": "What was the name of the native people that lived in the southern parts of the British Isles during the Roman Empire occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3180c6b41e4d46a682e6f191d5bed2c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an economy larger than all the Balkan economies combined, Greece is the largest economy in the Balkans, and an important regional investor. Greece is the number-two foreign investor of capital in Albania, the number-three foreign investor in Bulgaria, at the top-three of foreign investors in Romania and Serbia and the most important trading partner and largest foreign investor of the Republic of Macedonia. Greek banks open a new branch somewhere in the Balkans on an almost weekly basis. The Greek telecommunications company OTE has become a strong investor in Yugoslavia and other Balkan countries.", "targets": "Greece's economy is what size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3180c6b41e4d46a682e6f191d5bed2c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an economy larger than all the Balkan economies combined, Greece is the largest economy in the Balkans, and an important regional investor. Greece is the number-two foreign investor of capital in Albania, the number-three foreign investor in Bulgaria, at the top-three of foreign investors in Romania and Serbia and the most important trading partner and largest foreign investor of the Republic of Macedonia. Greek banks open a new branch somewhere in the Balkans on an almost weekly basis. The Greek telecommunications company OTE has become a strong investor in Yugoslavia and other Balkan countries.", "targets": "What rank does Greece hold as an Albania investor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3180c6b41e4d46a682e6f191d5bed2c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an economy larger than all the Balkan economies combined, Greece is the largest economy in the Balkans, and an important regional investor. Greece is the number-two foreign investor of capital in Albania, the number-three foreign investor in Bulgaria, at the top-three of foreign investors in Romania and Serbia and the most important trading partner and largest foreign investor of the Republic of Macedonia. Greek banks open a new branch somewhere in the Balkans on an almost weekly basis. The Greek telecommunications company OTE has become a strong investor in Yugoslavia and other Balkan countries.", "targets": "What rank does Greece hold as an Bulgaria investor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3180c6b41e4d46a682e6f191d5bed2c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an economy larger than all the Balkan economies combined, Greece is the largest economy in the Balkans, and an important regional investor. Greece is the number-two foreign investor of capital in Albania, the number-three foreign investor in Bulgaria, at the top-three of foreign investors in Romania and Serbia and the most important trading partner and largest foreign investor of the Republic of Macedonia. Greek banks open a new branch somewhere in the Balkans on an almost weekly basis. The Greek telecommunications company OTE has become a strong investor in Yugoslavia and other Balkan countries.", "targets": "Greece is the largest foreign investor of what area? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3180c6b41e4d46a682e6f191d5bed2c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an economy larger than all the Balkan economies combined, Greece is the largest economy in the Balkans, and an important regional investor. Greece is the number-two foreign investor of capital in Albania, the number-three foreign investor in Bulgaria, at the top-three of foreign investors in Romania and Serbia and the most important trading partner and largest foreign investor of the Republic of Macedonia. Greek banks open a new branch somewhere in the Balkans on an almost weekly basis. The Greek telecommunications company OTE has become a strong investor in Yugoslavia and other Balkan countries.", "targets": "OTE is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7688168512c04bbb9839886dfbec51f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, Comcast became the third largest cable operator in the United States with around 3.5 million subscribers following its purchase of Maclean-Hunter's American division for $1.27 billion. The company's UK branch, Comcast UK Cable Partners, goes public while constructing a cable telecommunications network. With five other media companies, the corporation becomes an original investor in The Golf Channel. Following a bid in 1994 for $2.1 billion, Comcast increased its ownership of QVC from 15.5% of stock to a majority, in a move to prevent QVC from merging with CBS. Comcast later sold its QVC shares in 2004 to Liberty Media for $7.9 billion.", "targets": "How many paying customers did Comcast have in 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7688168512c04bbb9839886dfbec51f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, Comcast became the third largest cable operator in the United States with around 3.5 million subscribers following its purchase of Maclean-Hunter's American division for $1.27 billion. The company's UK branch, Comcast UK Cable Partners, goes public while constructing a cable telecommunications network. With five other media companies, the corporation becomes an original investor in The Golf Channel. Following a bid in 1994 for $2.1 billion, Comcast increased its ownership of QVC from 15.5% of stock to a majority, in a move to prevent QVC from merging with CBS. Comcast later sold its QVC shares in 2004 to Liberty Media for $7.9 billion.", "targets": "Comcast's customer base in 1994 was good enough for what national ranking among its competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7688168512c04bbb9839886dfbec51f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, Comcast became the third largest cable operator in the United States with around 3.5 million subscribers following its purchase of Maclean-Hunter's American division for $1.27 billion. The company's UK branch, Comcast UK Cable Partners, goes public while constructing a cable telecommunications network. With five other media companies, the corporation becomes an original investor in The Golf Channel. Following a bid in 1994 for $2.1 billion, Comcast increased its ownership of QVC from 15.5% of stock to a majority, in a move to prevent QVC from merging with CBS. Comcast later sold its QVC shares in 2004 to Liberty Media for $7.9 billion.", "targets": "What sports network was Comcast a founding investor of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7688168512c04bbb9839886dfbec51f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, Comcast became the third largest cable operator in the United States with around 3.5 million subscribers following its purchase of Maclean-Hunter's American division for $1.27 billion. The company's UK branch, Comcast UK Cable Partners, goes public while constructing a cable telecommunications network. With five other media companies, the corporation becomes an original investor in The Golf Channel. Following a bid in 1994 for $2.1 billion, Comcast increased its ownership of QVC from 15.5% of stock to a majority, in a move to prevent QVC from merging with CBS. Comcast later sold its QVC shares in 2004 to Liberty Media for $7.9 billion.", "targets": "In what year did Comcast take over a majority interest in QVC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7688168512c04bbb9839886dfbec51f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, Comcast became the third largest cable operator in the United States with around 3.5 million subscribers following its purchase of Maclean-Hunter's American division for $1.27 billion. The company's UK branch, Comcast UK Cable Partners, goes public while constructing a cable telecommunications network. With five other media companies, the corporation becomes an original investor in The Golf Channel. Following a bid in 1994 for $2.1 billion, Comcast increased its ownership of QVC from 15.5% of stock to a majority, in a move to prevent QVC from merging with CBS. Comcast later sold its QVC shares in 2004 to Liberty Media for $7.9 billion.", "targets": "What company did Comcast sell its interest in QVC to in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49a246ae304118afc740c955929c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August, the KPA had pushed back the ROK Army and the Eighth United States Army to the vicinity of Pusan in southeast Korea. In their southward advance, the KPA purged the Republic of Korea's intelligentsia by killing civil servants and intellectuals. On 20 August, General MacArthur warned North Korean leader Kim Il-sung that he was responsible for the KPA's atrocities. By September, the UN Command controlled the Pusan perimeter, enclosing about 10% of Korea, in a line partially defined by the Nakdong River.", "targets": "How did the KPA hurt the Republic of Korea's intellectual core?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49a246ae304118afc740c955929c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August, the KPA had pushed back the ROK Army and the Eighth United States Army to the vicinity of Pusan in southeast Korea. In their southward advance, the KPA purged the Republic of Korea's intelligentsia by killing civil servants and intellectuals. On 20 August, General MacArthur warned North Korean leader Kim Il-sung that he was responsible for the KPA's atrocities. By September, the UN Command controlled the Pusan perimeter, enclosing about 10% of Korea, in a line partially defined by the Nakdong River.", "targets": "Who was held responsible for the actions of the KPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49a246ae304118afc740c955929c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August, the KPA had pushed back the ROK Army and the Eighth United States Army to the vicinity of Pusan in southeast Korea. In their southward advance, the KPA purged the Republic of Korea's intelligentsia by killing civil servants and intellectuals. On 20 August, General MacArthur warned North Korean leader Kim Il-sung that he was responsible for the KPA's atrocities. By September, the UN Command controlled the Pusan perimeter, enclosing about 10% of Korea, in a line partially defined by the Nakdong River.", "targets": "Where did the Eighth United States and ROK get pushed back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49a246ae304118afc740c955929c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August, the KPA had pushed back the ROK Army and the Eighth United States Army to the vicinity of Pusan in southeast Korea. In their southward advance, the KPA purged the Republic of Korea's intelligentsia by killing civil servants and intellectuals. On 20 August, General MacArthur warned North Korean leader Kim Il-sung that he was responsible for the KPA's atrocities. By September, the UN Command controlled the Pusan perimeter, enclosing about 10% of Korea, in a line partially defined by the Nakdong River.", "targets": "What body of water provided a natural border to the UN command-controlled Pusan perimeter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d49a246ae304118afc740c955929c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August, the KPA had pushed back the ROK Army and the Eighth United States Army to the vicinity of Pusan in southeast Korea. In their southward advance, the KPA purged the Republic of Korea's intelligentsia by killing civil servants and intellectuals. On 20 August, General MacArthur warned North Korean leader Kim Il-sung that he was responsible for the KPA's atrocities. By September, the UN Command controlled the Pusan perimeter, enclosing about 10% of Korea, in a line partially defined by the Nakdong River.", "targets": "How much of Korea was under the control of the United Nations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761bc3add2ff459aa76b49de39cfd875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The novel has been noted for its poignant exploration of different forms of courage. Scout's impulsive inclination to fight students who insult Atticus reflects her attempt to stand up for him and defend him. Atticus is the moral center of the novel, however, and he teaches Jem one of the most significant lessons of courage. In a statement that foreshadows Atticus' motivation for defending Tom Robinson and describes Mrs. Dubose, who is determined to break herself of a morphine addiction, Atticus tells Jem that courage is \"when you're licked before you begin but you begin anyway and you see it through no matter what\".", "targets": "Mrs. Dubose suffers from an addiction to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761bc3add2ff459aa76b49de39cfd875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The novel has been noted for its poignant exploration of different forms of courage. Scout's impulsive inclination to fight students who insult Atticus reflects her attempt to stand up for him and defend him. Atticus is the moral center of the novel, however, and he teaches Jem one of the most significant lessons of courage. In a statement that foreshadows Atticus' motivation for defending Tom Robinson and describes Mrs. Dubose, who is determined to break herself of a morphine addiction, Atticus tells Jem that courage is \"when you're licked before you begin but you begin anyway and you see it through no matter what\".", "targets": "Who is the moral center of the novel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761bc3add2ff459aa76b49de39cfd875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The novel has been noted for its poignant exploration of different forms of courage. Scout's impulsive inclination to fight students who insult Atticus reflects her attempt to stand up for him and defend him. Atticus is the moral center of the novel, however, and he teaches Jem one of the most significant lessons of courage. In a statement that foreshadows Atticus' motivation for defending Tom Robinson and describes Mrs. Dubose, who is determined to break herself of a morphine addiction, Atticus tells Jem that courage is \"when you're licked before you begin but you begin anyway and you see it through no matter what\".", "targets": "The novel explores various forms of what trait?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cf696a124e4cd4b6c2546f9222e8a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, the league announced the granting of a new franchise to former M\u00f6tley Cr\u00fce frontman Vince Neil, previously part-owner of the Jacksonville Sharks. That franchise, the Las Vegas Outlaws, were originally to play in Las Vegas at the MGM Grand Garden Arena in 2015, but instead played their home games at the Thomas & Mack Center, previous home to the Las Vegas Sting and Las Vegas Gladiators. After 20 years as a familiar name to the league, an AFL mainstay, the Iowa Barnstormers, departed the league to join the Indoor Football League. The San Antonio Talons folded on October 13, 2014, after the league (which owned the team) failed to find a new owner. On November 16, 2014, despite a successful season record-wise, the Pittsburgh Power became the second team to cease operations after the 2014 season. This resulted from poor attendance. It was later announced by the league that the Power would go dormant for 2015 and were looking for new ownership.", "targets": "What band was Vince Neil a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cf696a124e4cd4b6c2546f9222e8a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, the league announced the granting of a new franchise to former M\u00f6tley Cr\u00fce frontman Vince Neil, previously part-owner of the Jacksonville Sharks. That franchise, the Las Vegas Outlaws, were originally to play in Las Vegas at the MGM Grand Garden Arena in 2015, but instead played their home games at the Thomas & Mack Center, previous home to the Las Vegas Sting and Las Vegas Gladiators. After 20 years as a familiar name to the league, an AFL mainstay, the Iowa Barnstormers, departed the league to join the Indoor Football League. The San Antonio Talons folded on October 13, 2014, after the league (which owned the team) failed to find a new owner. On November 16, 2014, despite a successful season record-wise, the Pittsburgh Power became the second team to cease operations after the 2014 season. This resulted from poor attendance. It was later announced by the league that the Power would go dormant for 2015 and were looking for new ownership.", "targets": "What was the name of the Las Vegas team owned by Vince Neil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cf696a124e4cd4b6c2546f9222e8a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, the league announced the granting of a new franchise to former M\u00f6tley Cr\u00fce frontman Vince Neil, previously part-owner of the Jacksonville Sharks. That franchise, the Las Vegas Outlaws, were originally to play in Las Vegas at the MGM Grand Garden Arena in 2015, but instead played their home games at the Thomas & Mack Center, previous home to the Las Vegas Sting and Las Vegas Gladiators. After 20 years as a familiar name to the league, an AFL mainstay, the Iowa Barnstormers, departed the league to join the Indoor Football League. The San Antonio Talons folded on October 13, 2014, after the league (which owned the team) failed to find a new owner. On November 16, 2014, despite a successful season record-wise, the Pittsburgh Power became the second team to cease operations after the 2014 season. This resulted from poor attendance. It was later announced by the league that the Power would go dormant for 2015 and were looking for new ownership.", "targets": "What was the original intended home field of the Las Vegas Outlaws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cf696a124e4cd4b6c2546f9222e8a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, the league announced the granting of a new franchise to former M\u00f6tley Cr\u00fce frontman Vince Neil, previously part-owner of the Jacksonville Sharks. That franchise, the Las Vegas Outlaws, were originally to play in Las Vegas at the MGM Grand Garden Arena in 2015, but instead played their home games at the Thomas & Mack Center, previous home to the Las Vegas Sting and Las Vegas Gladiators. After 20 years as a familiar name to the league, an AFL mainstay, the Iowa Barnstormers, departed the league to join the Indoor Football League. The San Antonio Talons folded on October 13, 2014, after the league (which owned the team) failed to find a new owner. On November 16, 2014, despite a successful season record-wise, the Pittsburgh Power became the second team to cease operations after the 2014 season. This resulted from poor attendance. It was later announced by the league that the Power would go dormant for 2015 and were looking for new ownership.", "targets": "Where did the Outlaws play their home games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1cf696a124e4cd4b6c2546f9222e8a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2014, the league announced the granting of a new franchise to former M\u00f6tley Cr\u00fce frontman Vince Neil, previously part-owner of the Jacksonville Sharks. That franchise, the Las Vegas Outlaws, were originally to play in Las Vegas at the MGM Grand Garden Arena in 2015, but instead played their home games at the Thomas & Mack Center, previous home to the Las Vegas Sting and Las Vegas Gladiators. After 20 years as a familiar name to the league, an AFL mainstay, the Iowa Barnstormers, departed the league to join the Indoor Football League. The San Antonio Talons folded on October 13, 2014, after the league (which owned the team) failed to find a new owner. On November 16, 2014, despite a successful season record-wise, the Pittsburgh Power became the second team to cease operations after the 2014 season. This resulted from poor attendance. It was later announced by the league that the Power would go dormant for 2015 and were looking for new ownership.", "targets": "Along with the Las Vegas Gladiators, what prior AFL team played its home games at the Thomas & Mack Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77fe5edfe83d4d7faafb5b69297796da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 was distributed as a retail box product on DVD, and through a digital download that could be converted into DVD or USB install media. As part of a launch promotion, Microsoft offered Windows 8 Pro upgrades at a discounted price of US$39.99 online, or $69.99 for retail box from its launch until January 31, 2013; afterward the Windows 8 price has been $119.99 and the Pro price $199.99. Those who purchased new PCs pre-loaded with Windows 7 Home Basic, Home Premium, Professional, or Ultimate between June 2, 2012 and January 31, 2013 could digitally purchase a Windows 8 Pro upgrade for US$14.99. Several PC manufacturers offered rebates and refunds on Windows 8 upgrades obtained through the promotion on select models, such as Hewlett-Packard (in the U.S. and Canada on select models), and Acer (in Europe on selected Ultrabook models). During these promotions, the Windows Media Center add-on for Windows 8 Pro was also offered for free.", "targets": "During it's launch how much was a Windows 8 upgrade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77fe5edfe83d4d7faafb5b69297796da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 was distributed as a retail box product on DVD, and through a digital download that could be converted into DVD or USB install media. As part of a launch promotion, Microsoft offered Windows 8 Pro upgrades at a discounted price of US$39.99 online, or $69.99 for retail box from its launch until January 31, 2013; afterward the Windows 8 price has been $119.99 and the Pro price $199.99. Those who purchased new PCs pre-loaded with Windows 7 Home Basic, Home Premium, Professional, or Ultimate between June 2, 2012 and January 31, 2013 could digitally purchase a Windows 8 Pro upgrade for US$14.99. Several PC manufacturers offered rebates and refunds on Windows 8 upgrades obtained through the promotion on select models, such as Hewlett-Packard (in the U.S. and Canada on select models), and Acer (in Europe on selected Ultrabook models). During these promotions, the Windows Media Center add-on for Windows 8 Pro was also offered for free.", "targets": "What is the Windows 8 price?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77fe5edfe83d4d7faafb5b69297796da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 was distributed as a retail box product on DVD, and through a digital download that could be converted into DVD or USB install media. As part of a launch promotion, Microsoft offered Windows 8 Pro upgrades at a discounted price of US$39.99 online, or $69.99 for retail box from its launch until January 31, 2013; afterward the Windows 8 price has been $119.99 and the Pro price $199.99. Those who purchased new PCs pre-loaded with Windows 7 Home Basic, Home Premium, Professional, or Ultimate between June 2, 2012 and January 31, 2013 could digitally purchase a Windows 8 Pro upgrade for US$14.99. Several PC manufacturers offered rebates and refunds on Windows 8 upgrades obtained through the promotion on select models, such as Hewlett-Packard (in the U.S. and Canada on select models), and Acer (in Europe on selected Ultrabook models). During these promotions, the Windows Media Center add-on for Windows 8 Pro was also offered for free.", "targets": "What is the Windows 8 Pro price?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77fe5edfe83d4d7faafb5b69297796da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 was distributed as a retail box product on DVD, and through a digital download that could be converted into DVD or USB install media. As part of a launch promotion, Microsoft offered Windows 8 Pro upgrades at a discounted price of US$39.99 online, or $69.99 for retail box from its launch until January 31, 2013; afterward the Windows 8 price has been $119.99 and the Pro price $199.99. Those who purchased new PCs pre-loaded with Windows 7 Home Basic, Home Premium, Professional, or Ultimate between June 2, 2012 and January 31, 2013 could digitally purchase a Windows 8 Pro upgrade for US$14.99. Several PC manufacturers offered rebates and refunds on Windows 8 upgrades obtained through the promotion on select models, such as Hewlett-Packard (in the U.S. and Canada on select models), and Acer (in Europe on selected Ultrabook models). During these promotions, the Windows Media Center add-on for Windows 8 Pro was also offered for free.", "targets": "Which PC owners could purchase a Windows 8 Pro uprgrade for $14.99?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77fe5edfe83d4d7faafb5b69297796da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 was distributed as a retail box product on DVD, and through a digital download that could be converted into DVD or USB install media. As part of a launch promotion, Microsoft offered Windows 8 Pro upgrades at a discounted price of US$39.99 online, or $69.99 for retail box from its launch until January 31, 2013; afterward the Windows 8 price has been $119.99 and the Pro price $199.99. Those who purchased new PCs pre-loaded with Windows 7 Home Basic, Home Premium, Professional, or Ultimate between June 2, 2012 and January 31, 2013 could digitally purchase a Windows 8 Pro upgrade for US$14.99. Several PC manufacturers offered rebates and refunds on Windows 8 upgrades obtained through the promotion on select models, such as Hewlett-Packard (in the U.S. and Canada on select models), and Acer (in Europe on selected Ultrabook models). During these promotions, the Windows Media Center add-on for Windows 8 Pro was also offered for free.", "targets": "How much was the Windows Media Center add-on during the original Windows 8 promotion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fa2ac54e564c5c9e1f6d8de0480cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The retail trade in Cork city includes a mix of both modern, state of the art shopping centres and family owned local shops. Department stores cater for all budgets, with expensive boutiques for one end of the market and high street stores also available. Shopping centres can be found in many of Cork's suburbs, including Blackpool, Ballincollig, Douglas, Ballyvolane, Wilton and Mahon Point. Others are available in the city centre. These include the recently[when?] completed development of two large malls The Cornmarket Centre on Cornmarket Street, and new the retail street called \"Opera Lane\" off St. Patrick's Street/Academy Street. The Grand Parade scheme, on the site of the former Capitol Cineplex, was planning-approved for 60,000 square feet (5,600 m2) of retail space, with work commencing in 2016. Cork's main shopping street is St. Patrick's Street and is the most expensive street in the country per sq. metre after Dublin's Grafton Street. As of 2015[update] this area has been impacted by the post-2008 downturn, with many retail spaces available for let.[citation needed] Other shopping areas in the city centre include Oliver Plunkett St. and Grand Parade. Cork is also home to some of the country's leading department stores with the foundations of shops such as Dunnes Stores and the former Roches Stores being laid in the city. Outside the city centre is Mahon Point Shopping Centre.", "targets": "What types of retail offerings are found in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fa2ac54e564c5c9e1f6d8de0480cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The retail trade in Cork city includes a mix of both modern, state of the art shopping centres and family owned local shops. Department stores cater for all budgets, with expensive boutiques for one end of the market and high street stores also available. Shopping centres can be found in many of Cork's suburbs, including Blackpool, Ballincollig, Douglas, Ballyvolane, Wilton and Mahon Point. Others are available in the city centre. These include the recently[when?] completed development of two large malls The Cornmarket Centre on Cornmarket Street, and new the retail street called \"Opera Lane\" off St. Patrick's Street/Academy Street. The Grand Parade scheme, on the site of the former Capitol Cineplex, was planning-approved for 60,000 square feet (5,600 m2) of retail space, with work commencing in 2016. Cork's main shopping street is St. Patrick's Street and is the most expensive street in the country per sq. metre after Dublin's Grafton Street. As of 2015[update] this area has been impacted by the post-2008 downturn, with many retail spaces available for let.[citation needed] Other shopping areas in the city centre include Oliver Plunkett St. and Grand Parade. Cork is also home to some of the country's leading department stores with the foundations of shops such as Dunnes Stores and the former Roches Stores being laid in the city. Outside the city centre is Mahon Point Shopping Centre.", "targets": "What happened after the economy dropped off around 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fa2ac54e564c5c9e1f6d8de0480cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The retail trade in Cork city includes a mix of both modern, state of the art shopping centres and family owned local shops. Department stores cater for all budgets, with expensive boutiques for one end of the market and high street stores also available. Shopping centres can be found in many of Cork's suburbs, including Blackpool, Ballincollig, Douglas, Ballyvolane, Wilton and Mahon Point. Others are available in the city centre. These include the recently[when?] completed development of two large malls The Cornmarket Centre on Cornmarket Street, and new the retail street called \"Opera Lane\" off St. Patrick's Street/Academy Street. The Grand Parade scheme, on the site of the former Capitol Cineplex, was planning-approved for 60,000 square feet (5,600 m2) of retail space, with work commencing in 2016. Cork's main shopping street is St. Patrick's Street and is the most expensive street in the country per sq. metre after Dublin's Grafton Street. As of 2015[update] this area has been impacted by the post-2008 downturn, with many retail spaces available for let.[citation needed] Other shopping areas in the city centre include Oliver Plunkett St. and Grand Parade. Cork is also home to some of the country's leading department stores with the foundations of shops such as Dunnes Stores and the former Roches Stores being laid in the city. Outside the city centre is Mahon Point Shopping Centre.", "targets": "What major department stores gottheir starts in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fa2ac54e564c5c9e1f6d8de0480cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The retail trade in Cork city includes a mix of both modern, state of the art shopping centres and family owned local shops. Department stores cater for all budgets, with expensive boutiques for one end of the market and high street stores also available. Shopping centres can be found in many of Cork's suburbs, including Blackpool, Ballincollig, Douglas, Ballyvolane, Wilton and Mahon Point. Others are available in the city centre. These include the recently[when?] completed development of two large malls The Cornmarket Centre on Cornmarket Street, and new the retail street called \"Opera Lane\" off St. Patrick's Street/Academy Street. The Grand Parade scheme, on the site of the former Capitol Cineplex, was planning-approved for 60,000 square feet (5,600 m2) of retail space, with work commencing in 2016. Cork's main shopping street is St. Patrick's Street and is the most expensive street in the country per sq. metre after Dublin's Grafton Street. As of 2015[update] this area has been impacted by the post-2008 downturn, with many retail spaces available for let.[citation needed] Other shopping areas in the city centre include Oliver Plunkett St. and Grand Parade. Cork is also home to some of the country's leading department stores with the foundations of shops such as Dunnes Stores and the former Roches Stores being laid in the city. Outside the city centre is Mahon Point Shopping Centre.", "targets": "When will work on the Grand Parade begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61fa2ac54e564c5c9e1f6d8de0480cc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The retail trade in Cork city includes a mix of both modern, state of the art shopping centres and family owned local shops. Department stores cater for all budgets, with expensive boutiques for one end of the market and high street stores also available. Shopping centres can be found in many of Cork's suburbs, including Blackpool, Ballincollig, Douglas, Ballyvolane, Wilton and Mahon Point. Others are available in the city centre. These include the recently[when?] completed development of two large malls The Cornmarket Centre on Cornmarket Street, and new the retail street called \"Opera Lane\" off St. Patrick's Street/Academy Street. The Grand Parade scheme, on the site of the former Capitol Cineplex, was planning-approved for 60,000 square feet (5,600 m2) of retail space, with work commencing in 2016. Cork's main shopping street is St. Patrick's Street and is the most expensive street in the country per sq. metre after Dublin's Grafton Street. As of 2015[update] this area has been impacted by the post-2008 downturn, with many retail spaces available for let.[citation needed] Other shopping areas in the city centre include Oliver Plunkett St. and Grand Parade. Cork is also home to some of the country's leading department stores with the foundations of shops such as Dunnes Stores and the former Roches Stores being laid in the city. Outside the city centre is Mahon Point Shopping Centre.", "targets": "How large is the retail space in the Grand Parade proposed to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd520ae9cccc4b71b04b37e7cb419a01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Constantinople as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the centre of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, joining in World War I to achieve this ambition on the side of Germany and the Central Powers. While the Empire was able to largely hold its own during the conflict, it was struggling with internal dissent, especially with the Arab Revolt in its Arabian holdings. Starting before the war, but growing increasingly common and violent during it, major atrocities were committed by the Ottoman government against the Armenians, Assyrians and Pontic Greeks. The Empire's defeat and the occupation of part of its territory by the Allied Powers in the aftermath of World War I resulted in the emergence of a new state, Turkey, in the Ottoman Anatolian heartland following the Turkish War of Independence, as well as the founding of modern Balkan and Middle Eastern states and the partitioning of the Ottoman Empire.", "targets": "What was the capital of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd520ae9cccc4b71b04b37e7cb419a01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Constantinople as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the centre of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, joining in World War I to achieve this ambition on the side of Germany and the Central Powers. While the Empire was able to largely hold its own during the conflict, it was struggling with internal dissent, especially with the Arab Revolt in its Arabian holdings. Starting before the war, but growing increasingly common and violent during it, major atrocities were committed by the Ottoman government against the Armenians, Assyrians and Pontic Greeks. The Empire's defeat and the occupation of part of its territory by the Allied Powers in the aftermath of World War I resulted in the emergence of a new state, Turkey, in the Ottoman Anatolian heartland following the Turkish War of Independence, as well as the founding of modern Balkan and Middle Eastern states and the partitioning of the Ottoman Empire.", "targets": "What Ottoman empire controlled lands contributed to the centre of transactions between East and West ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd520ae9cccc4b71b04b37e7cb419a01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Constantinople as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the centre of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, joining in World War I to achieve this ambition on the side of Germany and the Central Powers. While the Empire was able to largely hold its own during the conflict, it was struggling with internal dissent, especially with the Arab Revolt in its Arabian holdings. Starting before the war, but growing increasingly common and violent during it, major atrocities were committed by the Ottoman government against the Armenians, Assyrians and Pontic Greeks. The Empire's defeat and the occupation of part of its territory by the Allied Powers in the aftermath of World War I resulted in the emergence of a new state, Turkey, in the Ottoman Anatolian heartland following the Turkish War of Independence, as well as the founding of modern Balkan and Middle Eastern states and the partitioning of the Ottoman Empire.", "targets": "When did the Ottoman empire decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd520ae9cccc4b71b04b37e7cb419a01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Constantinople as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the centre of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, joining in World War I to achieve this ambition on the side of Germany and the Central Powers. While the Empire was able to largely hold its own during the conflict, it was struggling with internal dissent, especially with the Arab Revolt in its Arabian holdings. Starting before the war, but growing increasingly common and violent during it, major atrocities were committed by the Ottoman government against the Armenians, Assyrians and Pontic Greeks. The Empire's defeat and the occupation of part of its territory by the Allied Powers in the aftermath of World War I resulted in the emergence of a new state, Turkey, in the Ottoman Anatolian heartland following the Turkish War of Independence, as well as the founding of modern Balkan and Middle Eastern states and the partitioning of the Ottoman Empire.", "targets": "What nation did the Ottoman empire align with in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd520ae9cccc4b71b04b37e7cb419a01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Constantinople as its capital and control of lands around the Mediterranean basin, the Ottoman Empire was at the centre of interactions between the Eastern and Western worlds for six centuries. Following a long period of military setbacks against European powers, the Ottoman Empire gradually declined into the late nineteenth century. The empire allied with Germany in the early 20th century, with the imperial ambition of recovering its lost territories, joining in World War I to achieve this ambition on the side of Germany and the Central Powers. While the Empire was able to largely hold its own during the conflict, it was struggling with internal dissent, especially with the Arab Revolt in its Arabian holdings. Starting before the war, but growing increasingly common and violent during it, major atrocities were committed by the Ottoman government against the Armenians, Assyrians and Pontic Greeks. The Empire's defeat and the occupation of part of its territory by the Allied Powers in the aftermath of World War I resulted in the emergence of a new state, Turkey, in the Ottoman Anatolian heartland following the Turkish War of Independence, as well as the founding of modern Balkan and Middle Eastern states and the partitioning of the Ottoman Empire.", "targets": "What led to the decline of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387620b411d44c64918ef8cfe598ddd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dante Alighieri's Divine Comedy, written in the early 14th century, merged a medieval world view with classical ideals. Another promoter of the Italian language was Boccaccio with his Decameron. The application of the vernacular did not entail a rejection of Latin, and both Dante and Boccaccio wrote prolifically in Latin as well as Italian, as would Petrarch later (whose Canzoniere also promoted the vernacular and whose contents are considered the first modern lyric poems). Together the three poets established the Tuscan dialect as the norm for the modern Italian language.", "targets": "Who wrote the Divine Comedy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387620b411d44c64918ef8cfe598ddd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dante Alighieri's Divine Comedy, written in the early 14th century, merged a medieval world view with classical ideals. Another promoter of the Italian language was Boccaccio with his Decameron. The application of the vernacular did not entail a rejection of Latin, and both Dante and Boccaccio wrote prolifically in Latin as well as Italian, as would Petrarch later (whose Canzoniere also promoted the vernacular and whose contents are considered the first modern lyric poems). Together the three poets established the Tuscan dialect as the norm for the modern Italian language.", "targets": "In what languages did Dante and Boccaccio create their works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387620b411d44c64918ef8cfe598ddd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dante Alighieri's Divine Comedy, written in the early 14th century, merged a medieval world view with classical ideals. Another promoter of the Italian language was Boccaccio with his Decameron. The application of the vernacular did not entail a rejection of Latin, and both Dante and Boccaccio wrote prolifically in Latin as well as Italian, as would Petrarch later (whose Canzoniere also promoted the vernacular and whose contents are considered the first modern lyric poems). Together the three poets established the Tuscan dialect as the norm for the modern Italian language.", "targets": "Which dialect became the norm for the modern Italian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387620b411d44c64918ef8cfe598ddd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dante Alighieri's Divine Comedy, written in the early 14th century, merged a medieval world view with classical ideals. Another promoter of the Italian language was Boccaccio with his Decameron. The application of the vernacular did not entail a rejection of Latin, and both Dante and Boccaccio wrote prolifically in Latin as well as Italian, as would Petrarch later (whose Canzoniere also promoted the vernacular and whose contents are considered the first modern lyric poems). Together the three poets established the Tuscan dialect as the norm for the modern Italian language.", "targets": "What is one of Boccaccio's works that helped promote the Italian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387620b411d44c64918ef8cfe598ddd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dante Alighieri's Divine Comedy, written in the early 14th century, merged a medieval world view with classical ideals. Another promoter of the Italian language was Boccaccio with his Decameron. The application of the vernacular did not entail a rejection of Latin, and both Dante and Boccaccio wrote prolifically in Latin as well as Italian, as would Petrarch later (whose Canzoniere also promoted the vernacular and whose contents are considered the first modern lyric poems). Together the three poets established the Tuscan dialect as the norm for the modern Italian language.", "targets": "Whose work, Canzoniere, is considered to be the first example of modern lyric poetry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f8b5b61bc6482595c0e56cc7396a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, Abigail Fisher, an undergraduate student at Louisiana State University, and Rachel Multer Michalewicz, a law student at Southern Methodist University, filed a lawsuit to challenge the University of Texas admissions policy, asserting it had a \"race-conscious policy\" that \"violated their civil and constitutional rights\". The University of Texas employs the \"Top Ten Percent Law\", under which admission to any public college or university in Texas is guaranteed to high school students who graduate in the top ten percent of their high school class. Fisher has brought the admissions policy to court because she believes that she was denied acceptance to the University of Texas based on her race, and thus, her right to equal protection according to the 14th Amendment was violated. The Supreme Court heard oral arguments in Fisher on October 10, 2012, and rendered an ambiguous ruling in 2013 that sent the case back to the lower court, stipulating only that the University must demonstrate that it could not achieve diversity through other, non-race sensitive means. In July 2014, the US Court of Appeals for the Fifth Circuit concluded that U of T maintained a \"holistic\" approach in its application of affirmative action, and could continue the practice. On February 10, 2015, lawyers for Fisher filed a new case in the Supreme Court. It is a renewed complaint that the U.S. Court of Appeals for the Fifth Circuit got the issue wrong \u2014 on the second try as well as on the first. The Supreme Court agreed in June 2015 to hear the case a second time. It will likely be decided by June 2016.", "targets": "Which University had a lawsuit filed against it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f8b5b61bc6482595c0e56cc7396a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, Abigail Fisher, an undergraduate student at Louisiana State University, and Rachel Multer Michalewicz, a law student at Southern Methodist University, filed a lawsuit to challenge the University of Texas admissions policy, asserting it had a \"race-conscious policy\" that \"violated their civil and constitutional rights\". The University of Texas employs the \"Top Ten Percent Law\", under which admission to any public college or university in Texas is guaranteed to high school students who graduate in the top ten percent of their high school class. Fisher has brought the admissions policy to court because she believes that she was denied acceptance to the University of Texas based on her race, and thus, her right to equal protection according to the 14th Amendment was violated. The Supreme Court heard oral arguments in Fisher on October 10, 2012, and rendered an ambiguous ruling in 2013 that sent the case back to the lower court, stipulating only that the University must demonstrate that it could not achieve diversity through other, non-race sensitive means. In July 2014, the US Court of Appeals for the Fifth Circuit concluded that U of T maintained a \"holistic\" approach in its application of affirmative action, and could continue the practice. On February 10, 2015, lawyers for Fisher filed a new case in the Supreme Court. It is a renewed complaint that the U.S. Court of Appeals for the Fifth Circuit got the issue wrong \u2014 on the second try as well as on the first. The Supreme Court agreed in June 2015 to hear the case a second time. It will likely be decided by June 2016.", "targets": "What did the plaintiffs claim the university had for an admissions policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f8b5b61bc6482595c0e56cc7396a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, Abigail Fisher, an undergraduate student at Louisiana State University, and Rachel Multer Michalewicz, a law student at Southern Methodist University, filed a lawsuit to challenge the University of Texas admissions policy, asserting it had a \"race-conscious policy\" that \"violated their civil and constitutional rights\". The University of Texas employs the \"Top Ten Percent Law\", under which admission to any public college or university in Texas is guaranteed to high school students who graduate in the top ten percent of their high school class. Fisher has brought the admissions policy to court because she believes that she was denied acceptance to the University of Texas based on her race, and thus, her right to equal protection according to the 14th Amendment was violated. The Supreme Court heard oral arguments in Fisher on October 10, 2012, and rendered an ambiguous ruling in 2013 that sent the case back to the lower court, stipulating only that the University must demonstrate that it could not achieve diversity through other, non-race sensitive means. In July 2014, the US Court of Appeals for the Fifth Circuit concluded that U of T maintained a \"holistic\" approach in its application of affirmative action, and could continue the practice. On February 10, 2015, lawyers for Fisher filed a new case in the Supreme Court. It is a renewed complaint that the U.S. Court of Appeals for the Fifth Circuit got the issue wrong \u2014 on the second try as well as on the first. The Supreme Court agreed in June 2015 to hear the case a second time. It will likely be decided by June 2016.", "targets": "What did the admissions policy of the University of Texas supposedly violate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f8b5b61bc6482595c0e56cc7396a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, Abigail Fisher, an undergraduate student at Louisiana State University, and Rachel Multer Michalewicz, a law student at Southern Methodist University, filed a lawsuit to challenge the University of Texas admissions policy, asserting it had a \"race-conscious policy\" that \"violated their civil and constitutional rights\". The University of Texas employs the \"Top Ten Percent Law\", under which admission to any public college or university in Texas is guaranteed to high school students who graduate in the top ten percent of their high school class. Fisher has brought the admissions policy to court because she believes that she was denied acceptance to the University of Texas based on her race, and thus, her right to equal protection according to the 14th Amendment was violated. The Supreme Court heard oral arguments in Fisher on October 10, 2012, and rendered an ambiguous ruling in 2013 that sent the case back to the lower court, stipulating only that the University must demonstrate that it could not achieve diversity through other, non-race sensitive means. In July 2014, the US Court of Appeals for the Fifth Circuit concluded that U of T maintained a \"holistic\" approach in its application of affirmative action, and could continue the practice. On February 10, 2015, lawyers for Fisher filed a new case in the Supreme Court. It is a renewed complaint that the U.S. Court of Appeals for the Fifth Circuit got the issue wrong \u2014 on the second try as well as on the first. The Supreme Court agreed in June 2015 to hear the case a second time. It will likely be decided by June 2016.", "targets": "Who concluded that the University maintained a \"holistic\" approach to affirmative action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f8b5b61bc6482595c0e56cc7396a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, Abigail Fisher, an undergraduate student at Louisiana State University, and Rachel Multer Michalewicz, a law student at Southern Methodist University, filed a lawsuit to challenge the University of Texas admissions policy, asserting it had a \"race-conscious policy\" that \"violated their civil and constitutional rights\". The University of Texas employs the \"Top Ten Percent Law\", under which admission to any public college or university in Texas is guaranteed to high school students who graduate in the top ten percent of their high school class. Fisher has brought the admissions policy to court because she believes that she was denied acceptance to the University of Texas based on her race, and thus, her right to equal protection according to the 14th Amendment was violated. The Supreme Court heard oral arguments in Fisher on October 10, 2012, and rendered an ambiguous ruling in 2013 that sent the case back to the lower court, stipulating only that the University must demonstrate that it could not achieve diversity through other, non-race sensitive means. In July 2014, the US Court of Appeals for the Fifth Circuit concluded that U of T maintained a \"holistic\" approach in its application of affirmative action, and could continue the practice. On February 10, 2015, lawyers for Fisher filed a new case in the Supreme Court. It is a renewed complaint that the U.S. Court of Appeals for the Fifth Circuit got the issue wrong \u2014 on the second try as well as on the first. The Supreme Court agreed in June 2015 to hear the case a second time. It will likely be decided by June 2016.", "targets": "When will the Supreme Court likely hear the case for the second time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8389a0bc361c41b893d270e3ef21257f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913 the Zliten mosaic, a Roman mosaic famous for its many scenes from gladiatorial contests, hunting and everyday life, was discovered in the Libyan town of Zliten. In 2000 archaeologists working in Leptis Magna, Libya, uncovered a 30 ft length of five colorful mosaics created during the 1st or 2nd century AD. The mosaics show a warrior in combat with a deer, four young men wrestling a wild bull to the ground, and a gladiator resting in a state of fatigue, staring at his slain opponent. The mosaics decorated the walls of a cold plunge pool in a bath house within a Roman villa. The gladiator mosaic is noted by scholars as one of the finest examples of mosaic art ever seen \u2014 a \"masterpiece comparable in quality with the Alexander Mosaic in Pompeii.\"", "targets": "What scenes are depicted on the Zliten mosaic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8389a0bc361c41b893d270e3ef21257f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913 the Zliten mosaic, a Roman mosaic famous for its many scenes from gladiatorial contests, hunting and everyday life, was discovered in the Libyan town of Zliten. In 2000 archaeologists working in Leptis Magna, Libya, uncovered a 30 ft length of five colorful mosaics created during the 1st or 2nd century AD. The mosaics show a warrior in combat with a deer, four young men wrestling a wild bull to the ground, and a gladiator resting in a state of fatigue, staring at his slain opponent. The mosaics decorated the walls of a cold plunge pool in a bath house within a Roman villa. The gladiator mosaic is noted by scholars as one of the finest examples of mosaic art ever seen \u2014 a \"masterpiece comparable in quality with the Alexander Mosaic in Pompeii.\"", "targets": "When was the Zliten mosaic discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8389a0bc361c41b893d270e3ef21257f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913 the Zliten mosaic, a Roman mosaic famous for its many scenes from gladiatorial contests, hunting and everyday life, was discovered in the Libyan town of Zliten. In 2000 archaeologists working in Leptis Magna, Libya, uncovered a 30 ft length of five colorful mosaics created during the 1st or 2nd century AD. The mosaics show a warrior in combat with a deer, four young men wrestling a wild bull to the ground, and a gladiator resting in a state of fatigue, staring at his slain opponent. The mosaics decorated the walls of a cold plunge pool in a bath house within a Roman villa. The gladiator mosaic is noted by scholars as one of the finest examples of mosaic art ever seen \u2014 a \"masterpiece comparable in quality with the Alexander Mosaic in Pompeii.\"", "targets": "How long was the mural discovered in Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8389a0bc361c41b893d270e3ef21257f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913 the Zliten mosaic, a Roman mosaic famous for its many scenes from gladiatorial contests, hunting and everyday life, was discovered in the Libyan town of Zliten. In 2000 archaeologists working in Leptis Magna, Libya, uncovered a 30 ft length of five colorful mosaics created during the 1st or 2nd century AD. The mosaics show a warrior in combat with a deer, four young men wrestling a wild bull to the ground, and a gladiator resting in a state of fatigue, staring at his slain opponent. The mosaics decorated the walls of a cold plunge pool in a bath house within a Roman villa. The gladiator mosaic is noted by scholars as one of the finest examples of mosaic art ever seen \u2014 a \"masterpiece comparable in quality with the Alexander Mosaic in Pompeii.\"", "targets": "The mosaics uncovered in Libya were from which century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8389a0bc361c41b893d270e3ef21257f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913 the Zliten mosaic, a Roman mosaic famous for its many scenes from gladiatorial contests, hunting and everyday life, was discovered in the Libyan town of Zliten. In 2000 archaeologists working in Leptis Magna, Libya, uncovered a 30 ft length of five colorful mosaics created during the 1st or 2nd century AD. The mosaics show a warrior in combat with a deer, four young men wrestling a wild bull to the ground, and a gladiator resting in a state of fatigue, staring at his slain opponent. The mosaics decorated the walls of a cold plunge pool in a bath house within a Roman villa. The gladiator mosaic is noted by scholars as one of the finest examples of mosaic art ever seen \u2014 a \"masterpiece comparable in quality with the Alexander Mosaic in Pompeii.\"", "targets": "The gladiator mosaic is on par with the Alexander mosaic in which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "Where does the name Rhine derive from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What is the French name for the Rhine? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What is the Proto-Germanic adaptation of the name of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What century did the name of the Rhine come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What does the name The Rhine come from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What is the Rhine called in French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What is the Rhine called in Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "What is the Proto-Germanic adoption of the Gaulish name of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5e786d1673941c0b9ca34ca3e3ca565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The variant forms of the name of the Rhine in modern languages are all derived from the Gaulish name R\u0113nos, which was adapted in Roman-era geography (1st century BC) as Greek \u1fec\u1fc6\u03bd\u03bf\u03c2 (Rh\u0113nos), Latin Rhenus.[note 3] The spelling with Rh- in English Rhine as well as in German Rhein and French Rhin is due to the influence of Greek orthography, while the vocalisation -i- is due to the Proto-Germanic adoption of the Gaulish name as *R\u012bnaz, via Old Frankish giving Old English R\u00edn, Old High German R\u012bn, Dutch Rijn (formerly also spelled Rhijn)). The diphthong in modern German Rhein (also adopted in Romansh Rein, Rain) is a Central German development of the early modern period, the Alemannic name R\u012b(n) retaining the older vocalism,[note 4] as does Ripuarian Rhing, while Palatine has diphthongized Rhei, Rhoi. Spanish is with French in adopting the Germanic vocalism Rin-, while Italian, Occitan and Portuguese retain the Latin Ren-.", "targets": "How was the Dutch name for the Rhine originally spelled? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247f985ec1e44587a7d9a4c73184ec7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast was given an \"F\" for its corporate governance practices in 2010, by Corporate Library, an independent shareholder-research organization. According to Corporate Library, Comcast's board of directors ability to oversee and control management was severely compromised (at least in 2010) by the fact that several of the directors either worked for the company or had business ties to it (making them susceptible to management pressure), and a third of the directors were over 70 years of age. According to the Wall Street Journal nearly two-thirds of the flights of Comcast's $40 million corporate jet purchased for business travel related to the NBCU acquisition, were to CEO Brian Roberts' private homes or to resorts.", "targets": "What organization gave Comcast an \"F\" rating in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247f985ec1e44587a7d9a4c73184ec7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast was given an \"F\" for its corporate governance practices in 2010, by Corporate Library, an independent shareholder-research organization. According to Corporate Library, Comcast's board of directors ability to oversee and control management was severely compromised (at least in 2010) by the fact that several of the directors either worked for the company or had business ties to it (making them susceptible to management pressure), and a third of the directors were over 70 years of age. According to the Wall Street Journal nearly two-thirds of the flights of Comcast's $40 million corporate jet purchased for business travel related to the NBCU acquisition, were to CEO Brian Roberts' private homes or to resorts.", "targets": "In issuing the grade, the Corporate Library found that a third of Comcast's board was how old?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247f985ec1e44587a7d9a4c73184ec7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast was given an \"F\" for its corporate governance practices in 2010, by Corporate Library, an independent shareholder-research organization. According to Corporate Library, Comcast's board of directors ability to oversee and control management was severely compromised (at least in 2010) by the fact that several of the directors either worked for the company or had business ties to it (making them susceptible to management pressure), and a third of the directors were over 70 years of age. According to the Wall Street Journal nearly two-thirds of the flights of Comcast's $40 million corporate jet purchased for business travel related to the NBCU acquisition, were to CEO Brian Roberts' private homes or to resorts.", "targets": "How much did Comcast pay for flights of its company jet in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247f985ec1e44587a7d9a4c73184ec7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast was given an \"F\" for its corporate governance practices in 2010, by Corporate Library, an independent shareholder-research organization. According to Corporate Library, Comcast's board of directors ability to oversee and control management was severely compromised (at least in 2010) by the fact that several of the directors either worked for the company or had business ties to it (making them susceptible to management pressure), and a third of the directors were over 70 years of age. According to the Wall Street Journal nearly two-thirds of the flights of Comcast's $40 million corporate jet purchased for business travel related to the NBCU acquisition, were to CEO Brian Roberts' private homes or to resorts.", "targets": "What conflict did Corporate Library note with Comcast's Board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3e1d0efcf754e579d7b6e9950126ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid-19th century, Serbian (led by self-taught writer and folklorist Vuk Stefanovi\u0107 Karad\u017ei\u0107) and most Croatian writers and linguists (represented by the Illyrian movement and led by Ljudevit Gaj and \u0110uro Dani\u010di\u0107), proposed the use of the most widespread dialect, Shtokavian, as the base for their common standard language. Karad\u017ei\u0107 standardised the Serbian Cyrillic alphabet, and Gaj and Dani\u010di\u0107 standardized the Croatian Latin alphabet, on the basis of vernacular speech phonemes and the principle of phonological spelling. In 1850 Serbian and Croatian writers and linguists signed the Vienna Literary Agreement, declaring their intention to create a unified standard. Thus a complex bi-variant language appeared, which the Serbs officially called \"Serbo-Croatian\" or \"Serbian or Croatian\" and the Croats \"Croato-Serbian\", or \"Croatian or Serbian\". Yet, in practice, the variants of the conceived common literary language served as different literary variants, chiefly differing in lexical inventory and stylistic devices. The common phrase describing this situation was that Serbo-Croatian or \"Croatian or Serbian\" was a single language. During the Austro-Hungarian occupation of Bosnia and Herzegovina, the language of all three nations was called \"Bosnian\" until the death of administrator von K\u00e1llay in 1907, at which point the name was changed to \"Serbo-Croatian\".", "targets": "Which dialect did writers and linguists of both Serbian and Croatian backgrounds wish to use as their common standard language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3e1d0efcf754e579d7b6e9950126ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid-19th century, Serbian (led by self-taught writer and folklorist Vuk Stefanovi\u0107 Karad\u017ei\u0107) and most Croatian writers and linguists (represented by the Illyrian movement and led by Ljudevit Gaj and \u0110uro Dani\u010di\u0107), proposed the use of the most widespread dialect, Shtokavian, as the base for their common standard language. Karad\u017ei\u0107 standardised the Serbian Cyrillic alphabet, and Gaj and Dani\u010di\u0107 standardized the Croatian Latin alphabet, on the basis of vernacular speech phonemes and the principle of phonological spelling. In 1850 Serbian and Croatian writers and linguists signed the Vienna Literary Agreement, declaring their intention to create a unified standard. Thus a complex bi-variant language appeared, which the Serbs officially called \"Serbo-Croatian\" or \"Serbian or Croatian\" and the Croats \"Croato-Serbian\", or \"Croatian or Serbian\". Yet, in practice, the variants of the conceived common literary language served as different literary variants, chiefly differing in lexical inventory and stylistic devices. The common phrase describing this situation was that Serbo-Croatian or \"Croatian or Serbian\" was a single language. During the Austro-Hungarian occupation of Bosnia and Herzegovina, the language of all three nations was called \"Bosnian\" until the death of administrator von K\u00e1llay in 1907, at which point the name was changed to \"Serbo-Croatian\".", "targets": "Why was Shtokavian suggested as a common language base?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3e1d0efcf754e579d7b6e9950126ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid-19th century, Serbian (led by self-taught writer and folklorist Vuk Stefanovi\u0107 Karad\u017ei\u0107) and most Croatian writers and linguists (represented by the Illyrian movement and led by Ljudevit Gaj and \u0110uro Dani\u010di\u0107), proposed the use of the most widespread dialect, Shtokavian, as the base for their common standard language. Karad\u017ei\u0107 standardised the Serbian Cyrillic alphabet, and Gaj and Dani\u010di\u0107 standardized the Croatian Latin alphabet, on the basis of vernacular speech phonemes and the principle of phonological spelling. In 1850 Serbian and Croatian writers and linguists signed the Vienna Literary Agreement, declaring their intention to create a unified standard. Thus a complex bi-variant language appeared, which the Serbs officially called \"Serbo-Croatian\" or \"Serbian or Croatian\" and the Croats \"Croato-Serbian\", or \"Croatian or Serbian\". Yet, in practice, the variants of the conceived common literary language served as different literary variants, chiefly differing in lexical inventory and stylistic devices. The common phrase describing this situation was that Serbo-Croatian or \"Croatian or Serbian\" was a single language. During the Austro-Hungarian occupation of Bosnia and Herzegovina, the language of all three nations was called \"Bosnian\" until the death of administrator von K\u00e1llay in 1907, at which point the name was changed to \"Serbo-Croatian\".", "targets": "What 1850 document formally declared the intent to create a unified standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3e1d0efcf754e579d7b6e9950126ba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the mid-19th century, Serbian (led by self-taught writer and folklorist Vuk Stefanovi\u0107 Karad\u017ei\u0107) and most Croatian writers and linguists (represented by the Illyrian movement and led by Ljudevit Gaj and \u0110uro Dani\u010di\u0107), proposed the use of the most widespread dialect, Shtokavian, as the base for their common standard language. Karad\u017ei\u0107 standardised the Serbian Cyrillic alphabet, and Gaj and Dani\u010di\u0107 standardized the Croatian Latin alphabet, on the basis of vernacular speech phonemes and the principle of phonological spelling. In 1850 Serbian and Croatian writers and linguists signed the Vienna Literary Agreement, declaring their intention to create a unified standard. Thus a complex bi-variant language appeared, which the Serbs officially called \"Serbo-Croatian\" or \"Serbian or Croatian\" and the Croats \"Croato-Serbian\", or \"Croatian or Serbian\". Yet, in practice, the variants of the conceived common literary language served as different literary variants, chiefly differing in lexical inventory and stylistic devices. The common phrase describing this situation was that Serbo-Croatian or \"Croatian or Serbian\" was a single language. During the Austro-Hungarian occupation of Bosnia and Herzegovina, the language of all three nations was called \"Bosnian\" until the death of administrator von K\u00e1llay in 1907, at which point the name was changed to \"Serbo-Croatian\".", "targets": "After whose death in 1907 was the \"Bosnian\" name changed to \"Serbo-Creation\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6eb27aaeaf473bbe68f3a9e0c1badc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Next to sound shifts, there are ample examples of suffix differences. Often simple suffix shifts (like switching between -the, -ske, -ke, -je, ...), sometimes the suffixes even depend on quite specific grammar rules for a certain dialect. Again taking West Flemish as an example. In that language, the words \"ja\" (yes) and \"nee\" (no) are also conjugated to the (often implicit) subject of the sentence. These separate grammar rules are a lot more difficult to imitate correctly than simple sound shifts, making it easy to recognise people who didn't grow up in a certain region, even decades after they moved.", "targets": "What's the West Flemish word for \"no\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6eb27aaeaf473bbe68f3a9e0c1badc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Next to sound shifts, there are ample examples of suffix differences. Often simple suffix shifts (like switching between -the, -ske, -ke, -je, ...), sometimes the suffixes even depend on quite specific grammar rules for a certain dialect. Again taking West Flemish as an example. In that language, the words \"ja\" (yes) and \"nee\" (no) are also conjugated to the (often implicit) subject of the sentence. These separate grammar rules are a lot more difficult to imitate correctly than simple sound shifts, making it easy to recognise people who didn't grow up in a certain region, even decades after they moved.", "targets": "How would you tell a West Flemish speaker \"yes\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6eb27aaeaf473bbe68f3a9e0c1badc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Next to sound shifts, there are ample examples of suffix differences. Often simple suffix shifts (like switching between -the, -ske, -ke, -je, ...), sometimes the suffixes even depend on quite specific grammar rules for a certain dialect. Again taking West Flemish as an example. In that language, the words \"ja\" (yes) and \"nee\" (no) are also conjugated to the (often implicit) subject of the sentence. These separate grammar rules are a lot more difficult to imitate correctly than simple sound shifts, making it easy to recognise people who didn't grow up in a certain region, even decades after they moved.", "targets": "What piece of a sentence does West Flemish match the case of a \"yes\" or \"no\" to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6eb27aaeaf473bbe68f3a9e0c1badc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Next to sound shifts, there are ample examples of suffix differences. Often simple suffix shifts (like switching between -the, -ske, -ke, -je, ...), sometimes the suffixes even depend on quite specific grammar rules for a certain dialect. Again taking West Flemish as an example. In that language, the words \"ja\" (yes) and \"nee\" (no) are also conjugated to the (often implicit) subject of the sentence. These separate grammar rules are a lot more difficult to imitate correctly than simple sound shifts, making it easy to recognise people who didn't grow up in a certain region, even decades after they moved.", "targets": "Would linguistic differences make it difficult or easy to point out someone who moved from a different region of the Netherlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6eb27aaeaf473bbe68f3a9e0c1badc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Next to sound shifts, there are ample examples of suffix differences. Often simple suffix shifts (like switching between -the, -ske, -ke, -je, ...), sometimes the suffixes even depend on quite specific grammar rules for a certain dialect. Again taking West Flemish as an example. In that language, the words \"ja\" (yes) and \"nee\" (no) are also conjugated to the (often implicit) subject of the sentence. These separate grammar rules are a lot more difficult to imitate correctly than simple sound shifts, making it easy to recognise people who didn't grow up in a certain region, even decades after they moved.", "targets": "Which is easier for a non-native speaker to imitate: grammar rules or sound shifts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24187fc40a804eeb8a05b5dfd796a38c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network has the unusual distinction of having separately owned and operated affiliates which serve the same market in Tampa, Florida (WFTS-TV and WWSB) and Grand Rapids, Michigan (WZZM and WOTV), with an analogous situation arising in Kansas City, Missouri (KMBC-TV and KQTV). KQTV is licensed to St. Joseph, Missouri, which is designated by Nielsen as a separate market from Kansas City despite being located within 55 miles (89 km) of one another, while WWSB and WOTV serve areas that do not receive an adequate signal from their market's primary ABC affiliate (in the case of WWSB, this dates back to when WTSP was Tampa's primary ABC affiliate prior to 1994, with the former being necessitated to serve the southern part of the Tampa market including the station's city of license, Sarasota, due to WTSP's transmitter being short-spaced to avoid interfering with the analog signal of Miami affiliate WPLG \u2013 which like WTSP, broadcast on VHF channel 10).", "targets": "What are the two ABC affiliates for Tampa, Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24187fc40a804eeb8a05b5dfd796a38c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network has the unusual distinction of having separately owned and operated affiliates which serve the same market in Tampa, Florida (WFTS-TV and WWSB) and Grand Rapids, Michigan (WZZM and WOTV), with an analogous situation arising in Kansas City, Missouri (KMBC-TV and KQTV). KQTV is licensed to St. Joseph, Missouri, which is designated by Nielsen as a separate market from Kansas City despite being located within 55 miles (89 km) of one another, while WWSB and WOTV serve areas that do not receive an adequate signal from their market's primary ABC affiliate (in the case of WWSB, this dates back to when WTSP was Tampa's primary ABC affiliate prior to 1994, with the former being necessitated to serve the southern part of the Tampa market including the station's city of license, Sarasota, due to WTSP's transmitter being short-spaced to avoid interfering with the analog signal of Miami affiliate WPLG \u2013 which like WTSP, broadcast on VHF channel 10).", "targets": "What are the two ABC affiliates for Kansas City, Missouri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24187fc40a804eeb8a05b5dfd796a38c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network has the unusual distinction of having separately owned and operated affiliates which serve the same market in Tampa, Florida (WFTS-TV and WWSB) and Grand Rapids, Michigan (WZZM and WOTV), with an analogous situation arising in Kansas City, Missouri (KMBC-TV and KQTV). KQTV is licensed to St. Joseph, Missouri, which is designated by Nielsen as a separate market from Kansas City despite being located within 55 miles (89 km) of one another, while WWSB and WOTV serve areas that do not receive an adequate signal from their market's primary ABC affiliate (in the case of WWSB, this dates back to when WTSP was Tampa's primary ABC affiliate prior to 1994, with the former being necessitated to serve the southern part of the Tampa market including the station's city of license, Sarasota, due to WTSP's transmitter being short-spaced to avoid interfering with the analog signal of Miami affiliate WPLG \u2013 which like WTSP, broadcast on VHF channel 10).", "targets": "What are the two ABC affiliates for Grand Rapids Michigan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24187fc40a804eeb8a05b5dfd796a38c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The network has the unusual distinction of having separately owned and operated affiliates which serve the same market in Tampa, Florida (WFTS-TV and WWSB) and Grand Rapids, Michigan (WZZM and WOTV), with an analogous situation arising in Kansas City, Missouri (KMBC-TV and KQTV). KQTV is licensed to St. Joseph, Missouri, which is designated by Nielsen as a separate market from Kansas City despite being located within 55 miles (89 km) of one another, while WWSB and WOTV serve areas that do not receive an adequate signal from their market's primary ABC affiliate (in the case of WWSB, this dates back to when WTSP was Tampa's primary ABC affiliate prior to 1994, with the former being necessitated to serve the southern part of the Tampa market including the station's city of license, Sarasota, due to WTSP's transmitter being short-spaced to avoid interfering with the analog signal of Miami affiliate WPLG \u2013 which like WTSP, broadcast on VHF channel 10).", "targets": "What was Tampa's primary ABC affiliate prior to 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee0479455eeb41c2b28a77d7d91e137b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, a report by the International Energy Agency found that solar energy technologies such as photovoltaics, solar hot water and concentrated solar power could provide a third of the world\u2019s energy by 2060 if politicians commit to limiting climate change. The energy from the sun could play a key role in de-carbonizing the global economy alongside improvements in energy efficiency and imposing costs on greenhouse gas emitters. \"The strength of solar is the incredible variety and flexibility of applications, from small scale to big scale\".", "targets": "According to a report in 2011, by what year could solar energy provide a third of the world's energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee0479455eeb41c2b28a77d7d91e137b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, a report by the International Energy Agency found that solar energy technologies such as photovoltaics, solar hot water and concentrated solar power could provide a third of the world\u2019s energy by 2060 if politicians commit to limiting climate change. The energy from the sun could play a key role in de-carbonizing the global economy alongside improvements in energy efficiency and imposing costs on greenhouse gas emitters. \"The strength of solar is the incredible variety and flexibility of applications, from small scale to big scale\".", "targets": "What could the sun's energy do to help limit climate change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "Who were the original settlers of the area that became the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "How were original settlers of the area able to move between islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "In what year did a European explorer first see the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "Which explorer first saw the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "For whom are the Marshall Islands named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "During what span were the Marshall Islands first settled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "Who first settled the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "In what decade did Europeans first visit the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "In what month and year did a European first arrive at the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e5685a546747c898e9bc1db4cf994a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Micronesian colonists gradually settled the Marshall Islands during the 2nd millennium BC, with inter-island navigation made possible using traditional stick charts. Islands in the archipelago were first explored by Europeans in the 1520s, with Spanish explorer Alonso de Salazar sighting an atoll in August 1526. Other expeditions by Spanish and English ships followed. The islands derive their name from British explorer John Marshall, who visited in 1788. The islands were historically known by the inhabitants as \"jolet jen Anij\" (Gifts from God).", "targets": "After whom are the Marshall Islands named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceb7e58a1f5a4683869eba371b6732f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most basic method of checking the primality of a given integer n is called trial division. This routine consists of dividing n by each integer m that is greater than 1 and less than or equal to the square root of n. If the result of any of these divisions is an integer, then n is not a prime, otherwise it is a prime. Indeed, if  is composite (with a and b \u2260 1) then one of the factors a or b is necessarily at most . For example, for , the trial divisions are by m = 2, 3, 4, 5, and 6. None of these numbers divides 37, so 37 is prime. This routine can be implemented more efficiently if a complete list of primes up to  is known\u2014then trial divisions need to be checked only for those m that are prime. For example, to check the primality of 37, only three divisions are necessary (m = 2, 3, and 5), given that 4 and 6 are composite.", "targets": "What is the most elemental way to test the primality of any integer n?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceb7e58a1f5a4683869eba371b6732f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most basic method of checking the primality of a given integer n is called trial division. This routine consists of dividing n by each integer m that is greater than 1 and less than or equal to the square root of n. If the result of any of these divisions is an integer, then n is not a prime, otherwise it is a prime. Indeed, if  is composite (with a and b \u2260 1) then one of the factors a or b is necessarily at most . For example, for , the trial divisions are by m = 2, 3, 4, 5, and 6. None of these numbers divides 37, so 37 is prime. This routine can be implemented more efficiently if a complete list of primes up to  is known\u2014then trial divisions need to be checked only for those m that are prime. For example, to check the primality of 37, only three divisions are necessary (m = 2, 3, and 5), given that 4 and 6 are composite.", "targets": "What makes the method of trial division more efficient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceb7e58a1f5a4683869eba371b6732f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most basic method of checking the primality of a given integer n is called trial division. This routine consists of dividing n by each integer m that is greater than 1 and less than or equal to the square root of n. If the result of any of these divisions is an integer, then n is not a prime, otherwise it is a prime. Indeed, if  is composite (with a and b \u2260 1) then one of the factors a or b is necessarily at most . For example, for , the trial divisions are by m = 2, 3, 4, 5, and 6. None of these numbers divides 37, so 37 is prime. This routine can be implemented more efficiently if a complete list of primes up to  is known\u2014then trial divisions need to be checked only for those m that are prime. For example, to check the primality of 37, only three divisions are necessary (m = 2, 3, and 5), given that 4 and 6 are composite.", "targets": "Trial division involves dividing n by every integer m greater than what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceb7e58a1f5a4683869eba371b6732f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most basic method of checking the primality of a given integer n is called trial division. This routine consists of dividing n by each integer m that is greater than 1 and less than or equal to the square root of n. If the result of any of these divisions is an integer, then n is not a prime, otherwise it is a prime. Indeed, if  is composite (with a and b \u2260 1) then one of the factors a or b is necessarily at most . For example, for , the trial divisions are by m = 2, 3, 4, 5, and 6. None of these numbers divides 37, so 37 is prime. This routine can be implemented more efficiently if a complete list of primes up to  is known\u2014then trial divisions need to be checked only for those m that are prime. For example, to check the primality of 37, only three divisions are necessary (m = 2, 3, and 5), given that 4 and 6 are composite.", "targets": "How many divisions are required to verify the primality of the number 37?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ceb7e58a1f5a4683869eba371b6732f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most basic method of checking the primality of a given integer n is called trial division. This routine consists of dividing n by each integer m that is greater than 1 and less than or equal to the square root of n. If the result of any of these divisions is an integer, then n is not a prime, otherwise it is a prime. Indeed, if  is composite (with a and b \u2260 1) then one of the factors a or b is necessarily at most . For example, for , the trial divisions are by m = 2, 3, 4, 5, and 6. None of these numbers divides 37, so 37 is prime. This routine can be implemented more efficiently if a complete list of primes up to  is known\u2014then trial divisions need to be checked only for those m that are prime. For example, to check the primality of 37, only three divisions are necessary (m = 2, 3, and 5), given that 4 and 6 are composite.", "targets": "What must the integer m be less than or equal to when performing trial division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643d49f5a66d4153aac8486789297335", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork was originally a monastic settlement, reputedly founded by Saint Finbarr in the 6th century. Cork achieved an urban character at some point between 915 and 922 when Norseman (Viking) settlers founded a trading port. It has been proposed that, like Dublin, Cork was an important trading centre in the global Scandinavian trade network. The ecclesiastical settlement continued alongside the Viking longphort, with the two developing a type of symbiotic relationship; the Norsemen providing otherwise unobtainable trade goods for the monastery, and perhaps also military aid.", "targets": "Who was thought to have founded Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643d49f5a66d4153aac8486789297335", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork was originally a monastic settlement, reputedly founded by Saint Finbarr in the 6th century. Cork achieved an urban character at some point between 915 and 922 when Norseman (Viking) settlers founded a trading port. It has been proposed that, like Dublin, Cork was an important trading centre in the global Scandinavian trade network. The ecclesiastical settlement continued alongside the Viking longphort, with the two developing a type of symbiotic relationship; the Norsemen providing otherwise unobtainable trade goods for the monastery, and perhaps also military aid.", "targets": "When was Cork believed to have been founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643d49f5a66d4153aac8486789297335", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork was originally a monastic settlement, reputedly founded by Saint Finbarr in the 6th century. Cork achieved an urban character at some point between 915 and 922 when Norseman (Viking) settlers founded a trading port. It has been proposed that, like Dublin, Cork was an important trading centre in the global Scandinavian trade network. The ecclesiastical settlement continued alongside the Viking longphort, with the two developing a type of symbiotic relationship; the Norsemen providing otherwise unobtainable trade goods for the monastery, and perhaps also military aid.", "targets": "When did Viking travelers establish a trading post in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643d49f5a66d4153aac8486789297335", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork was originally a monastic settlement, reputedly founded by Saint Finbarr in the 6th century. Cork achieved an urban character at some point between 915 and 922 when Norseman (Viking) settlers founded a trading port. It has been proposed that, like Dublin, Cork was an important trading centre in the global Scandinavian trade network. The ecclesiastical settlement continued alongside the Viking longphort, with the two developing a type of symbiotic relationship; the Norsemen providing otherwise unobtainable trade goods for the monastery, and perhaps also military aid.", "targets": "What kind of settlement was Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-643d49f5a66d4153aac8486789297335", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cork was originally a monastic settlement, reputedly founded by Saint Finbarr in the 6th century. Cork achieved an urban character at some point between 915 and 922 when Norseman (Viking) settlers founded a trading port. It has been proposed that, like Dublin, Cork was an important trading centre in the global Scandinavian trade network. The ecclesiastical settlement continued alongside the Viking longphort, with the two developing a type of symbiotic relationship; the Norsemen providing otherwise unobtainable trade goods for the monastery, and perhaps also military aid.", "targets": "What did the Norsemen provide to the monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9a21ac500b4f12a0404bed1a74b274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The editor, Larry Lamb, was originally from a Labour background, with a socialist upbringing while his temporary replacement Bernard Shrimsley (1972\u201375) was a middle-class uncommitted Conservative. An extensive advertising campaign on the ITV network in this period, voiced by actor Christopher Timothy, may have helped The Sun to overtake the Daily Mirror's circulation in 1978. Despite the industrial relations of the 1970s \u2013 the so-called \"Spanish practices\" of the print unions \u2013 The Sun was very profitable, enabling Murdoch to expand his operations to the United States from 1973.", "targets": "Who temporarily replaced Larry Lamb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9a21ac500b4f12a0404bed1a74b274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The editor, Larry Lamb, was originally from a Labour background, with a socialist upbringing while his temporary replacement Bernard Shrimsley (1972\u201375) was a middle-class uncommitted Conservative. An extensive advertising campaign on the ITV network in this period, voiced by actor Christopher Timothy, may have helped The Sun to overtake the Daily Mirror's circulation in 1978. Despite the industrial relations of the 1970s \u2013 the so-called \"Spanish practices\" of the print unions \u2013 The Sun was very profitable, enabling Murdoch to expand his operations to the United States from 1973.", "targets": "What was Shrimsley's political background?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9a21ac500b4f12a0404bed1a74b274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The editor, Larry Lamb, was originally from a Labour background, with a socialist upbringing while his temporary replacement Bernard Shrimsley (1972\u201375) was a middle-class uncommitted Conservative. An extensive advertising campaign on the ITV network in this period, voiced by actor Christopher Timothy, may have helped The Sun to overtake the Daily Mirror's circulation in 1978. Despite the industrial relations of the 1970s \u2013 the so-called \"Spanish practices\" of the print unions \u2013 The Sun was very profitable, enabling Murdoch to expand his operations to the United States from 1973.", "targets": "Who lent his voice to a campaign that aided The Sun in passing the Daily Mirror in 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9a21ac500b4f12a0404bed1a74b274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The editor, Larry Lamb, was originally from a Labour background, with a socialist upbringing while his temporary replacement Bernard Shrimsley (1972\u201375) was a middle-class uncommitted Conservative. An extensive advertising campaign on the ITV network in this period, voiced by actor Christopher Timothy, may have helped The Sun to overtake the Daily Mirror's circulation in 1978. Despite the industrial relations of the 1970s \u2013 the so-called \"Spanish practices\" of the print unions \u2013 The Sun was very profitable, enabling Murdoch to expand his operations to the United States from 1973.", "targets": "Where did Murdoch begin expanding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9a21ac500b4f12a0404bed1a74b274", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The editor, Larry Lamb, was originally from a Labour background, with a socialist upbringing while his temporary replacement Bernard Shrimsley (1972\u201375) was a middle-class uncommitted Conservative. An extensive advertising campaign on the ITV network in this period, voiced by actor Christopher Timothy, may have helped The Sun to overtake the Daily Mirror's circulation in 1978. Despite the industrial relations of the 1970s \u2013 the so-called \"Spanish practices\" of the print unions \u2013 The Sun was very profitable, enabling Murdoch to expand his operations to the United States from 1973.", "targets": "When did Murdoch begin expanding into the U.S?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What is a nation which can exert its influence on a global scale called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What two dominant traits do great powers usually possess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "China, France, Russia, the United Kingdom, and the United States serve as what body's five permanent members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What two lesser traits do great powers usually possess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "Canada, France, Germany, Italy, Japan, the United Kingdom, and the United States are part of what international forum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What do great powers usually have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What are the permanent members of UN Security Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What are the countries in the G7?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fc2b30c8fcf43c68684ef437df5bca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A great power is a sovereign state that is recognized as having the ability and expertise to exert its influence on a global scale. Great powers characteristically possess military and economic strength, as well as diplomatic and soft power influence, which may cause middle or small powers to consider the great powers' opinions before taking actions of their own. International relations theorists have posited that great power status can be characterized into power capabilities, spatial aspects, and status dimensions. Sometimes the status of great powers is formally recognized in conferences such as the Congress of Vienna or an international structure such as the United Nations Security Council (China, France, Russia, the United Kingdom and the United States serve as the body's five permanent members). At the same time the status of great powers can be informally recognized in a forum such as the G7 which consists of Canada, France, Germany, Italy, Japan, the United Kingdom and the United States of America.", "targets": "What 3 factors have international relations theorists considered factors for great power status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "When were the actors in Spectre announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "Which actor portrayed M?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "Which actress portrayed Eve Moneypenny?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "Which actor portrayed Q?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "Which actor portrayed Bill Tanner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "How many times has Daniel Craig portrayed James Bond in films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "Which actor portrays Bill Tanner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9faba6e77c374164b1d79ba70b7d9331", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main cast was revealed in December 2014 at the 007 Stage at Pinewood Studios. Daniel Craig returned for his fourth appearance as James Bond, while Ralph Fiennes, Naomie Harris and Ben Whishaw reprised their roles as M, Eve Moneypenny and Q respectively, having been established in Skyfall. Rory Kinnear also reprised his role as Bill Tanner in his third appearance in the series.", "targets": "Which three actors reprised supporting roles for Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f814b5e4f55b4aaf98818cd6ce67bcc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However many early history books like the Islamic Conquest of Syria Fatuhusham by al-Imam al-Waqidi state that after the conversion to Islam Muawiyah's father Abu Sufyan ibn Harb and his brothers Yazid ibn Abi Sufyan were appointed as commanders in the Muslim armies by Muhammad. Muawiyah, Abu Sufyan ibn Harb, Yazid ibn Abi Sufyan and Hind bint Utbah fought in the Battle of Yarmouk. The defeat of the Byzantine Emperor Heraclius at the Battle of Yarmouk opened the way for the Muslim expansion into Jerusalem and Syria.", "targets": "What nation lost the Battle of Yarmouk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f814b5e4f55b4aaf98818cd6ce67bcc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However many early history books like the Islamic Conquest of Syria Fatuhusham by al-Imam al-Waqidi state that after the conversion to Islam Muawiyah's father Abu Sufyan ibn Harb and his brothers Yazid ibn Abi Sufyan were appointed as commanders in the Muslim armies by Muhammad. Muawiyah, Abu Sufyan ibn Harb, Yazid ibn Abi Sufyan and Hind bint Utbah fought in the Battle of Yarmouk. The defeat of the Byzantine Emperor Heraclius at the Battle of Yarmouk opened the way for the Muslim expansion into Jerusalem and Syria.", "targets": "Who was the Byzantine leader at the Battle of Yarmouk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f814b5e4f55b4aaf98818cd6ce67bcc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However many early history books like the Islamic Conquest of Syria Fatuhusham by al-Imam al-Waqidi state that after the conversion to Islam Muawiyah's father Abu Sufyan ibn Harb and his brothers Yazid ibn Abi Sufyan were appointed as commanders in the Muslim armies by Muhammad. Muawiyah, Abu Sufyan ibn Harb, Yazid ibn Abi Sufyan and Hind bint Utbah fought in the Battle of Yarmouk. The defeat of the Byzantine Emperor Heraclius at the Battle of Yarmouk opened the way for the Muslim expansion into Jerusalem and Syria.", "targets": "Along with Syria, where did the Muslims extend their control after the Battle of Yarmouk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f814b5e4f55b4aaf98818cd6ce67bcc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However many early history books like the Islamic Conquest of Syria Fatuhusham by al-Imam al-Waqidi state that after the conversion to Islam Muawiyah's father Abu Sufyan ibn Harb and his brothers Yazid ibn Abi Sufyan were appointed as commanders in the Muslim armies by Muhammad. Muawiyah, Abu Sufyan ibn Harb, Yazid ibn Abi Sufyan and Hind bint Utbah fought in the Battle of Yarmouk. The defeat of the Byzantine Emperor Heraclius at the Battle of Yarmouk opened the way for the Muslim expansion into Jerusalem and Syria.", "targets": "Who was the father of Yazid ibn Abi Sufyan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f814b5e4f55b4aaf98818cd6ce67bcc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However many early history books like the Islamic Conquest of Syria Fatuhusham by al-Imam al-Waqidi state that after the conversion to Islam Muawiyah's father Abu Sufyan ibn Harb and his brothers Yazid ibn Abi Sufyan were appointed as commanders in the Muslim armies by Muhammad. Muawiyah, Abu Sufyan ibn Harb, Yazid ibn Abi Sufyan and Hind bint Utbah fought in the Battle of Yarmouk. The defeat of the Byzantine Emperor Heraclius at the Battle of Yarmouk opened the way for the Muslim expansion into Jerusalem and Syria.", "targets": "Along with Muawiyah, Abu Sufyan ibn Harb and Yazid ibn Abi Sufyan, what notable Muslim participated in the Battle of Yarmouk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24692def2a4481886567989e0c75215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some nations started rocket research before World War II, including for anti-aircraft use. Further research started during the war. The first step was unguided missile systems like the British 2-inch RP and 3-inch, which was fired in large numbers from Z batteries, and were also fitted to warships. The firing of one of these devices during an air raid is suspected to have caused the Bethnal Green disaster in 1943. Facing the threat of Japanese Kamikaze attacks the British and US developed surface-to-air rockets like British Stooge or the American Lark as counter measures, but none of them were ready at the end of the war. The Germans missile research was the most advanced of the war as the Germans put considerable effort in the research and development of rocket systems for all purposes. Among them were several guided and unguided systems. Unguided systems involved the Fliegerfaust (literally \"aircraft fist\") as the first MANPADS. Guided systems were several sophisticated radio, wire, or radar guided missiles like the Wasserfall (\"waterfall\") rocket. Due to the severe war situation for Germany all of those systems were only produced in small numbers and most of them were only used by training or trial units.", "targets": "Rocket research began prior to which war in some countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24692def2a4481886567989e0c75215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some nations started rocket research before World War II, including for anti-aircraft use. Further research started during the war. The first step was unguided missile systems like the British 2-inch RP and 3-inch, which was fired in large numbers from Z batteries, and were also fitted to warships. The firing of one of these devices during an air raid is suspected to have caused the Bethnal Green disaster in 1943. Facing the threat of Japanese Kamikaze attacks the British and US developed surface-to-air rockets like British Stooge or the American Lark as counter measures, but none of them were ready at the end of the war. The Germans missile research was the most advanced of the war as the Germans put considerable effort in the research and development of rocket systems for all purposes. Among them were several guided and unguided systems. Unguided systems involved the Fliegerfaust (literally \"aircraft fist\") as the first MANPADS. Guided systems were several sophisticated radio, wire, or radar guided missiles like the Wasserfall (\"waterfall\") rocket. Due to the severe war situation for Germany all of those systems were only produced in small numbers and most of them were only used by training or trial units.", "targets": "What unguided missile systems was fitted to warships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24692def2a4481886567989e0c75215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some nations started rocket research before World War II, including for anti-aircraft use. Further research started during the war. The first step was unguided missile systems like the British 2-inch RP and 3-inch, which was fired in large numbers from Z batteries, and were also fitted to warships. The firing of one of these devices during an air raid is suspected to have caused the Bethnal Green disaster in 1943. Facing the threat of Japanese Kamikaze attacks the British and US developed surface-to-air rockets like British Stooge or the American Lark as counter measures, but none of them were ready at the end of the war. The Germans missile research was the most advanced of the war as the Germans put considerable effort in the research and development of rocket systems for all purposes. Among them were several guided and unguided systems. Unguided systems involved the Fliegerfaust (literally \"aircraft fist\") as the first MANPADS. Guided systems were several sophisticated radio, wire, or radar guided missiles like the Wasserfall (\"waterfall\") rocket. Due to the severe war situation for Germany all of those systems were only produced in small numbers and most of them were only used by training or trial units.", "targets": "When did the Bethnal Green disaster occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24692def2a4481886567989e0c75215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some nations started rocket research before World War II, including for anti-aircraft use. Further research started during the war. The first step was unguided missile systems like the British 2-inch RP and 3-inch, which was fired in large numbers from Z batteries, and were also fitted to warships. The firing of one of these devices during an air raid is suspected to have caused the Bethnal Green disaster in 1943. Facing the threat of Japanese Kamikaze attacks the British and US developed surface-to-air rockets like British Stooge or the American Lark as counter measures, but none of them were ready at the end of the war. The Germans missile research was the most advanced of the war as the Germans put considerable effort in the research and development of rocket systems for all purposes. Among them were several guided and unguided systems. Unguided systems involved the Fliegerfaust (literally \"aircraft fist\") as the first MANPADS. Guided systems were several sophisticated radio, wire, or radar guided missiles like the Wasserfall (\"waterfall\") rocket. Due to the severe war situation for Germany all of those systems were only produced in small numbers and most of them were only used by training or trial units.", "targets": "What was the US military's counterpart to the British Stooge to counter the attacks by Kamikazes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f24692def2a4481886567989e0c75215", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some nations started rocket research before World War II, including for anti-aircraft use. Further research started during the war. The first step was unguided missile systems like the British 2-inch RP and 3-inch, which was fired in large numbers from Z batteries, and were also fitted to warships. The firing of one of these devices during an air raid is suspected to have caused the Bethnal Green disaster in 1943. Facing the threat of Japanese Kamikaze attacks the British and US developed surface-to-air rockets like British Stooge or the American Lark as counter measures, but none of them were ready at the end of the war. The Germans missile research was the most advanced of the war as the Germans put considerable effort in the research and development of rocket systems for all purposes. Among them were several guided and unguided systems. Unguided systems involved the Fliegerfaust (literally \"aircraft fist\") as the first MANPADS. Guided systems were several sophisticated radio, wire, or radar guided missiles like the Wasserfall (\"waterfall\") rocket. Due to the severe war situation for Germany all of those systems were only produced in small numbers and most of them were only used by training or trial units.", "targets": "Which country's research was ahead of all other countries for missiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01017800c10f4d25b885c86dcfa8e21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many larger animals, such as wolf, bear and the European elk are today extinct. However, some species such as red deer are protected. Other small mammals, such as rabbits, foxes, badgers, hares, hedgehogs, and stoats, are very common and the European beaver has been reintroduced in parts of Scotland. Wild boar have also been reintroduced to parts of southern England, following escapes from boar farms and illegal releases. Many rivers contain otters and seals are common on coasts. Over 200 species of bird reside permanently and another 200 migrate. Common types are the common chaffinch, common blackbird, house sparrow and common starling; all small birds. Large birds are declining in number, except for those kept for game such as pheasant, partridge, and red grouse. Fish are abundant in the rivers and lakes, in particular salmon, trout, perch and pike. Sea fish include dogfish, cod, sole, pollock and bass, as well as mussels, crab and oysters along the coast. There are more than 21,000 species of insects.", "targets": "Which two animals became extinct in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01017800c10f4d25b885c86dcfa8e21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many larger animals, such as wolf, bear and the European elk are today extinct. However, some species such as red deer are protected. Other small mammals, such as rabbits, foxes, badgers, hares, hedgehogs, and stoats, are very common and the European beaver has been reintroduced in parts of Scotland. Wild boar have also been reintroduced to parts of southern England, following escapes from boar farms and illegal releases. Many rivers contain otters and seals are common on coasts. Over 200 species of bird reside permanently and another 200 migrate. Common types are the common chaffinch, common blackbird, house sparrow and common starling; all small birds. Large birds are declining in number, except for those kept for game such as pheasant, partridge, and red grouse. Fish are abundant in the rivers and lakes, in particular salmon, trout, perch and pike. Sea fish include dogfish, cod, sole, pollock and bass, as well as mussels, crab and oysters along the coast. There are more than 21,000 species of insects.", "targets": "Which species of deer is protected in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01017800c10f4d25b885c86dcfa8e21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many larger animals, such as wolf, bear and the European elk are today extinct. However, some species such as red deer are protected. Other small mammals, such as rabbits, foxes, badgers, hares, hedgehogs, and stoats, are very common and the European beaver has been reintroduced in parts of Scotland. Wild boar have also been reintroduced to parts of southern England, following escapes from boar farms and illegal releases. Many rivers contain otters and seals are common on coasts. Over 200 species of bird reside permanently and another 200 migrate. Common types are the common chaffinch, common blackbird, house sparrow and common starling; all small birds. Large birds are declining in number, except for those kept for game such as pheasant, partridge, and red grouse. Fish are abundant in the rivers and lakes, in particular salmon, trout, perch and pike. Sea fish include dogfish, cod, sole, pollock and bass, as well as mussels, crab and oysters along the coast. There are more than 21,000 species of insects.", "targets": "How many bird species does the British Isles have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01017800c10f4d25b885c86dcfa8e21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many larger animals, such as wolf, bear and the European elk are today extinct. However, some species such as red deer are protected. Other small mammals, such as rabbits, foxes, badgers, hares, hedgehogs, and stoats, are very common and the European beaver has been reintroduced in parts of Scotland. Wild boar have also been reintroduced to parts of southern England, following escapes from boar farms and illegal releases. Many rivers contain otters and seals are common on coasts. Over 200 species of bird reside permanently and another 200 migrate. Common types are the common chaffinch, common blackbird, house sparrow and common starling; all small birds. Large birds are declining in number, except for those kept for game such as pheasant, partridge, and red grouse. Fish are abundant in the rivers and lakes, in particular salmon, trout, perch and pike. Sea fish include dogfish, cod, sole, pollock and bass, as well as mussels, crab and oysters along the coast. There are more than 21,000 species of insects.", "targets": "What are three of the most common birds in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01017800c10f4d25b885c86dcfa8e21d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many larger animals, such as wolf, bear and the European elk are today extinct. However, some species such as red deer are protected. Other small mammals, such as rabbits, foxes, badgers, hares, hedgehogs, and stoats, are very common and the European beaver has been reintroduced in parts of Scotland. Wild boar have also been reintroduced to parts of southern England, following escapes from boar farms and illegal releases. Many rivers contain otters and seals are common on coasts. Over 200 species of bird reside permanently and another 200 migrate. Common types are the common chaffinch, common blackbird, house sparrow and common starling; all small birds. Large birds are declining in number, except for those kept for game such as pheasant, partridge, and red grouse. Fish are abundant in the rivers and lakes, in particular salmon, trout, perch and pike. Sea fish include dogfish, cod, sole, pollock and bass, as well as mussels, crab and oysters along the coast. There are more than 21,000 species of insects.", "targets": "What kinds of fish are abundent in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a05d1527d0456b862c6ffba10a45dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1920 leaders such as Mahatma Gandhi began highly popular mass movements to campaign against the British Raj using largely peaceful methods. The Gandhi-led independence movement opposed the British rule using non-violent methods like non-cooperation, civil disobedience and economic resistance. However, revolutionary activities against the British rule took place throughout the Indian subcontinent and some others adopted a militant approach like the Indian National Army that sought to overthrow British rule by armed struggle. The Government of India Act 1935 was a major success in this regard. All these movements succeeded in bringing independence to the new dominions of India and Pakistan on 15 August 1947.", "targets": "What leader started a mass movement against British rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a05d1527d0456b862c6ffba10a45dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1920 leaders such as Mahatma Gandhi began highly popular mass movements to campaign against the British Raj using largely peaceful methods. The Gandhi-led independence movement opposed the British rule using non-violent methods like non-cooperation, civil disobedience and economic resistance. However, revolutionary activities against the British rule took place throughout the Indian subcontinent and some others adopted a militant approach like the Indian National Army that sought to overthrow British rule by armed struggle. The Government of India Act 1935 was a major success in this regard. All these movements succeeded in bringing independence to the new dominions of India and Pakistan on 15 August 1947.", "targets": "What means did Gandhi espouse to gain self-rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a05d1527d0456b862c6ffba10a45dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1920 leaders such as Mahatma Gandhi began highly popular mass movements to campaign against the British Raj using largely peaceful methods. The Gandhi-led independence movement opposed the British rule using non-violent methods like non-cooperation, civil disobedience and economic resistance. However, revolutionary activities against the British rule took place throughout the Indian subcontinent and some others adopted a militant approach like the Indian National Army that sought to overthrow British rule by armed struggle. The Government of India Act 1935 was a major success in this regard. All these movements succeeded in bringing independence to the new dominions of India and Pakistan on 15 August 1947.", "targets": "What group wanted to use violent means to over throw the British rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a05d1527d0456b862c6ffba10a45dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1920 leaders such as Mahatma Gandhi began highly popular mass movements to campaign against the British Raj using largely peaceful methods. The Gandhi-led independence movement opposed the British rule using non-violent methods like non-cooperation, civil disobedience and economic resistance. However, revolutionary activities against the British rule took place throughout the Indian subcontinent and some others adopted a militant approach like the Indian National Army that sought to overthrow British rule by armed struggle. The Government of India Act 1935 was a major success in this regard. All these movements succeeded in bringing independence to the new dominions of India and Pakistan on 15 August 1947.", "targets": "On what date did India gain its independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6a05d1527d0456b862c6ffba10a45dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1920 leaders such as Mahatma Gandhi began highly popular mass movements to campaign against the British Raj using largely peaceful methods. The Gandhi-led independence movement opposed the British rule using non-violent methods like non-cooperation, civil disobedience and economic resistance. However, revolutionary activities against the British rule took place throughout the Indian subcontinent and some others adopted a militant approach like the Indian National Army that sought to overthrow British rule by armed struggle. The Government of India Act 1935 was a major success in this regard. All these movements succeeded in bringing independence to the new dominions of India and Pakistan on 15 August 1947.", "targets": "What action did the movements combine to produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf45f3013114933aacafafeed001ba4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, Paul VI decided on the creation of a joint working group with the World Council of Churches to map all possible avenues of dialogue and cooperation. In the following three years, eight sessions were held which resulted in many joint proposals. It was proposed to work closely together in areas of social justice and development and Third World Issues such as hunger and poverty. On the religious side, it was agreed to share together in the Week of Prayer for Christian Unity, to be held every year. The joint working group was to prepare texts which were to be used by all Christians. On 19 July 1968, the meeting of the World Council of Churches took place in Uppsala, Sweden, which Pope Paul called a sign of the times. He sent his blessing in an ecumenical manner: \"May the Lord bless everything you do for the case of Christian Unity.\" The World Council of Churches decided on including Catholic theologians in its committees, provided they have the backing of the Vatican.", "targets": "In what year was a group created to work with the World Council of Churches to increase dialogue between Catholic Christians and other Christian denominations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf45f3013114933aacafafeed001ba4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, Paul VI decided on the creation of a joint working group with the World Council of Churches to map all possible avenues of dialogue and cooperation. In the following three years, eight sessions were held which resulted in many joint proposals. It was proposed to work closely together in areas of social justice and development and Third World Issues such as hunger and poverty. On the religious side, it was agreed to share together in the Week of Prayer for Christian Unity, to be held every year. The joint working group was to prepare texts which were to be used by all Christians. On 19 July 1968, the meeting of the World Council of Churches took place in Uppsala, Sweden, which Pope Paul called a sign of the times. He sent his blessing in an ecumenical manner: \"May the Lord bless everything you do for the case of Christian Unity.\" The World Council of Churches decided on including Catholic theologians in its committees, provided they have the backing of the Vatican.", "targets": "In what year did the World Council of Churches meet in Uppsala, Sweden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf45f3013114933aacafafeed001ba4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, Paul VI decided on the creation of a joint working group with the World Council of Churches to map all possible avenues of dialogue and cooperation. In the following three years, eight sessions were held which resulted in many joint proposals. It was proposed to work closely together in areas of social justice and development and Third World Issues such as hunger and poverty. On the religious side, it was agreed to share together in the Week of Prayer for Christian Unity, to be held every year. The joint working group was to prepare texts which were to be used by all Christians. On 19 July 1968, the meeting of the World Council of Churches took place in Uppsala, Sweden, which Pope Paul called a sign of the times. He sent his blessing in an ecumenical manner: \"May the Lord bless everything you do for the case of Christian Unity.\" The World Council of Churches decided on including Catholic theologians in its committees, provided they have the backing of the Vatican.", "targets": "What type of theologians did the World Council of Churches decide to include in their committees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf45f3013114933aacafafeed001ba4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, Paul VI decided on the creation of a joint working group with the World Council of Churches to map all possible avenues of dialogue and cooperation. In the following three years, eight sessions were held which resulted in many joint proposals. It was proposed to work closely together in areas of social justice and development and Third World Issues such as hunger and poverty. On the religious side, it was agreed to share together in the Week of Prayer for Christian Unity, to be held every year. The joint working group was to prepare texts which were to be used by all Christians. On 19 July 1968, the meeting of the World Council of Churches took place in Uppsala, Sweden, which Pope Paul called a sign of the times. He sent his blessing in an ecumenical manner: \"May the Lord bless everything you do for the case of Christian Unity.\" The World Council of Churches decided on including Catholic theologians in its committees, provided they have the backing of the Vatican.", "targets": "In what country did the World Council of Churches meet in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbf45f3013114933aacafafeed001ba4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1965, Paul VI decided on the creation of a joint working group with the World Council of Churches to map all possible avenues of dialogue and cooperation. In the following three years, eight sessions were held which resulted in many joint proposals. It was proposed to work closely together in areas of social justice and development and Third World Issues such as hunger and poverty. On the religious side, it was agreed to share together in the Week of Prayer for Christian Unity, to be held every year. The joint working group was to prepare texts which were to be used by all Christians. On 19 July 1968, the meeting of the World Council of Churches took place in Uppsala, Sweden, which Pope Paul called a sign of the times. He sent his blessing in an ecumenical manner: \"May the Lord bless everything you do for the case of Christian Unity.\" The World Council of Churches decided on including Catholic theologians in its committees, provided they have the backing of the Vatican.", "targets": "Whose backing did the World Council of Churches require Catholic theologians serving on joint committees to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310b6cbb9bc34a28836f42c7a92e6dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Digital Millennium Copyright Act (1998) and the European E-Commerce Directive (2000) provide online intermediaries with limited statutory immunity from liability for copyright infringement. Online intermediaries hosting content that infringes copyright are not liable, so long as they do not know about it and take actions once the infringing content is brought to their attention. In U.S. law this is characterized as \"safe harbor\" provisions. Under European law, the governing principles for Internet Service Providers are \"mere conduit\", meaning that they are neutral 'pipes' with no knowledge of what they are carrying; and 'no obligation to monitor' meaning that they cannot be given a general mandate by governments to monitor content. These two principles are a barrier for certain forms of online copyright enforcement and they were the reason behind an attempt to amend the European Telecoms Package in 2009 to support new measures against copyright infringement.", "targets": "What law enacted in the U.S. in 1998 gave online intermediaries limited statutory immunity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310b6cbb9bc34a28836f42c7a92e6dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Digital Millennium Copyright Act (1998) and the European E-Commerce Directive (2000) provide online intermediaries with limited statutory immunity from liability for copyright infringement. Online intermediaries hosting content that infringes copyright are not liable, so long as they do not know about it and take actions once the infringing content is brought to their attention. In U.S. law this is characterized as \"safe harbor\" provisions. Under European law, the governing principles for Internet Service Providers are \"mere conduit\", meaning that they are neutral 'pipes' with no knowledge of what they are carrying; and 'no obligation to monitor' meaning that they cannot be given a general mandate by governments to monitor content. These two principles are a barrier for certain forms of online copyright enforcement and they were the reason behind an attempt to amend the European Telecoms Package in 2009 to support new measures against copyright infringement.", "targets": "How is this law characterized in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310b6cbb9bc34a28836f42c7a92e6dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Digital Millennium Copyright Act (1998) and the European E-Commerce Directive (2000) provide online intermediaries with limited statutory immunity from liability for copyright infringement. Online intermediaries hosting content that infringes copyright are not liable, so long as they do not know about it and take actions once the infringing content is brought to their attention. In U.S. law this is characterized as \"safe harbor\" provisions. Under European law, the governing principles for Internet Service Providers are \"mere conduit\", meaning that they are neutral 'pipes' with no knowledge of what they are carrying; and 'no obligation to monitor' meaning that they cannot be given a general mandate by governments to monitor content. These two principles are a barrier for certain forms of online copyright enforcement and they were the reason behind an attempt to amend the European Telecoms Package in 2009 to support new measures against copyright infringement.", "targets": "In the E.U., what are the governing principles for ISP's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310b6cbb9bc34a28836f42c7a92e6dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Digital Millennium Copyright Act (1998) and the European E-Commerce Directive (2000) provide online intermediaries with limited statutory immunity from liability for copyright infringement. Online intermediaries hosting content that infringes copyright are not liable, so long as they do not know about it and take actions once the infringing content is brought to their attention. In U.S. law this is characterized as \"safe harbor\" provisions. Under European law, the governing principles for Internet Service Providers are \"mere conduit\", meaning that they are neutral 'pipes' with no knowledge of what they are carrying; and 'no obligation to monitor' meaning that they cannot be given a general mandate by governments to monitor content. These two principles are a barrier for certain forms of online copyright enforcement and they were the reason behind an attempt to amend the European Telecoms Package in 2009 to support new measures against copyright infringement.", "targets": "What is it called when intermediaries cannot be given an order by governments to monitor what happens on their services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310b6cbb9bc34a28836f42c7a92e6dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Digital Millennium Copyright Act (1998) and the European E-Commerce Directive (2000) provide online intermediaries with limited statutory immunity from liability for copyright infringement. Online intermediaries hosting content that infringes copyright are not liable, so long as they do not know about it and take actions once the infringing content is brought to their attention. In U.S. law this is characterized as \"safe harbor\" provisions. Under European law, the governing principles for Internet Service Providers are \"mere conduit\", meaning that they are neutral 'pipes' with no knowledge of what they are carrying; and 'no obligation to monitor' meaning that they cannot be given a general mandate by governments to monitor content. These two principles are a barrier for certain forms of online copyright enforcement and they were the reason behind an attempt to amend the European Telecoms Package in 2009 to support new measures against copyright infringement.", "targets": "What was attempted to be amended in 2009 to support new ways to prevent copyright infringement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ae4535b14fa40fd9e63660e3ae5d127", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's royal household was based around several groups of followers. One group was the familiares regis, John's immediate friends and knights who travelled around the country with him. They also played an important role in organising and leading military campaigns. Another section of royal followers were the curia regis; these curiales were the senior officials and agents of the king and were essential to his day-to-day rule. Being a member of these inner circles brought huge advantages, as it was easier to gain favours from the king, file lawsuits, marry a wealthy heiress or have one's debts remitted. By the time of Henry II, these posts were increasingly being filled by \"new men\" from outside the normal ranks of the barons. This intensified under John's rule, with many lesser nobles arriving from the continent to take up positions at court; many were mercenary leaders from Poitou. These men included soldiers who would become infamous in England for their uncivilised behaviour, including Falkes de Breaut\u00e9, Geard d'Athies, Engelard de Cigong\u00e9 and Philip Marc. Many barons perceived the king's household as what Ralph Turner has characterised as a \"narrow clique enjoying royal favour at barons' expense\" staffed by men of lesser status.", "targets": "John's royal household was based around what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ae4535b14fa40fd9e63660e3ae5d127", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's royal household was based around several groups of followers. One group was the familiares regis, John's immediate friends and knights who travelled around the country with him. They also played an important role in organising and leading military campaigns. Another section of royal followers were the curia regis; these curiales were the senior officials and agents of the king and were essential to his day-to-day rule. Being a member of these inner circles brought huge advantages, as it was easier to gain favours from the king, file lawsuits, marry a wealthy heiress or have one's debts remitted. By the time of Henry II, these posts were increasingly being filled by \"new men\" from outside the normal ranks of the barons. This intensified under John's rule, with many lesser nobles arriving from the continent to take up positions at court; many were mercenary leaders from Poitou. These men included soldiers who would become infamous in England for their uncivilised behaviour, including Falkes de Breaut\u00e9, Geard d'Athies, Engelard de Cigong\u00e9 and Philip Marc. Many barons perceived the king's household as what Ralph Turner has characterised as a \"narrow clique enjoying royal favour at barons' expense\" staffed by men of lesser status.", "targets": "Who were the curia regis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ae4535b14fa40fd9e63660e3ae5d127", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's royal household was based around several groups of followers. One group was the familiares regis, John's immediate friends and knights who travelled around the country with him. They also played an important role in organising and leading military campaigns. Another section of royal followers were the curia regis; these curiales were the senior officials and agents of the king and were essential to his day-to-day rule. Being a member of these inner circles brought huge advantages, as it was easier to gain favours from the king, file lawsuits, marry a wealthy heiress or have one's debts remitted. By the time of Henry II, these posts were increasingly being filled by \"new men\" from outside the normal ranks of the barons. This intensified under John's rule, with many lesser nobles arriving from the continent to take up positions at court; many were mercenary leaders from Poitou. These men included soldiers who would become infamous in England for their uncivilised behaviour, including Falkes de Breaut\u00e9, Geard d'Athies, Engelard de Cigong\u00e9 and Philip Marc. Many barons perceived the king's household as what Ralph Turner has characterised as a \"narrow clique enjoying royal favour at barons' expense\" staffed by men of lesser status.", "targets": "The mercenary leaders became infamous in England for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bff77557a3e44c5bf2b058af13987d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech syntax has a subject\u2013verb\u2013object sentence structure. In practice, however, word order is flexible and used for topicalization and focus. Although Czech has a periphrastic passive construction (like English), colloquial word-order changes frequently produce the passive voice. For example, to change \"Peter killed Paul\" to \"Paul was killed by Peter\" the order of subject and object is inverted: Petr zabil Pavla (\"Peter killed Paul\") becomes \"Paul, Peter killed\" (Pavla zabil Petr). Pavla is in the accusative case, the grammatical object (in this case, the victim) of the verb.", "targets": "What is the sentence structure of Czech syntax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bff77557a3e44c5bf2b058af13987d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech syntax has a subject\u2013verb\u2013object sentence structure. In practice, however, word order is flexible and used for topicalization and focus. Although Czech has a periphrastic passive construction (like English), colloquial word-order changes frequently produce the passive voice. For example, to change \"Peter killed Paul\" to \"Paul was killed by Peter\" the order of subject and object is inverted: Petr zabil Pavla (\"Peter killed Paul\") becomes \"Paul, Peter killed\" (Pavla zabil Petr). Pavla is in the accusative case, the grammatical object (in this case, the victim) of the verb.", "targets": "Because word order is flexible in Czech, what does it tend to actually be used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bff77557a3e44c5bf2b058af13987d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech syntax has a subject\u2013verb\u2013object sentence structure. In practice, however, word order is flexible and used for topicalization and focus. Although Czech has a periphrastic passive construction (like English), colloquial word-order changes frequently produce the passive voice. For example, to change \"Peter killed Paul\" to \"Paul was killed by Peter\" the order of subject and object is inverted: Petr zabil Pavla (\"Peter killed Paul\") becomes \"Paul, Peter killed\" (Pavla zabil Petr). Pavla is in the accusative case, the grammatical object (in this case, the victim) of the verb.", "targets": "What kind of passive construction does Czech have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bff77557a3e44c5bf2b058af13987d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech syntax has a subject\u2013verb\u2013object sentence structure. In practice, however, word order is flexible and used for topicalization and focus. Although Czech has a periphrastic passive construction (like English), colloquial word-order changes frequently produce the passive voice. For example, to change \"Peter killed Paul\" to \"Paul was killed by Peter\" the order of subject and object is inverted: Petr zabil Pavla (\"Peter killed Paul\") becomes \"Paul, Peter killed\" (Pavla zabil Petr). Pavla is in the accusative case, the grammatical object (in this case, the victim) of the verb.", "targets": "What happens to the subject and object to produce a passive voice in Czech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bff77557a3e44c5bf2b058af13987d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech syntax has a subject\u2013verb\u2013object sentence structure. In practice, however, word order is flexible and used for topicalization and focus. Although Czech has a periphrastic passive construction (like English), colloquial word-order changes frequently produce the passive voice. For example, to change \"Peter killed Paul\" to \"Paul was killed by Peter\" the order of subject and object is inverted: Petr zabil Pavla (\"Peter killed Paul\") becomes \"Paul, Peter killed\" (Pavla zabil Petr). Pavla is in the accusative case, the grammatical object (in this case, the victim) of the verb.", "targets": "What case is the grammatical object of a verb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cf30cc9f934cdcb66f9adb44914705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Masonic lodges created a private model for public affairs. They \"reconstituted the polity and established a constitutional form of self-government, complete with constitutions and laws, elections and representatives.\" In other words, the micro-society set up within the lodges constituted a normative model for society as a whole. This was especially true on the Continent: when the first lodges began to appear in the 1730s, their embodiment of British values was often seen as threatening by state authorities. For example, the Parisian lodge that met in the mid 1720s was composed of English Jacobite exiles. Furthermore, freemasons all across Europe explicitly linked themselves to the Enlightenment as a whole. In French lodges, for example, the line \"As the means to be enlightened I search for the enlightened\" was a part of their initiation rites. British lodges assigned themselves the duty to \"initiate the unenlightened\". This did not necessarily link lodges to the irreligious, but neither did this exclude them from the occasional heresy. In fact, many lodges praised the Grand Architect, the masonic terminology for the deistic divine being who created a scientifically ordered universe.", "targets": "In what decade did the first Masonic lodges appear on the Continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cf30cc9f934cdcb66f9adb44914705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Masonic lodges created a private model for public affairs. They \"reconstituted the polity and established a constitutional form of self-government, complete with constitutions and laws, elections and representatives.\" In other words, the micro-society set up within the lodges constituted a normative model for society as a whole. This was especially true on the Continent: when the first lodges began to appear in the 1730s, their embodiment of British values was often seen as threatening by state authorities. For example, the Parisian lodge that met in the mid 1720s was composed of English Jacobite exiles. Furthermore, freemasons all across Europe explicitly linked themselves to the Enlightenment as a whole. In French lodges, for example, the line \"As the means to be enlightened I search for the enlightened\" was a part of their initiation rites. British lodges assigned themselves the duty to \"initiate the unenlightened\". This did not necessarily link lodges to the irreligious, but neither did this exclude them from the occasional heresy. In fact, many lodges praised the Grand Architect, the masonic terminology for the deistic divine being who created a scientifically ordered universe.", "targets": "The Freemason embodiment of what country's values was seen as threatening by Continental authorities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cf30cc9f934cdcb66f9adb44914705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Masonic lodges created a private model for public affairs. They \"reconstituted the polity and established a constitutional form of self-government, complete with constitutions and laws, elections and representatives.\" In other words, the micro-society set up within the lodges constituted a normative model for society as a whole. This was especially true on the Continent: when the first lodges began to appear in the 1730s, their embodiment of British values was often seen as threatening by state authorities. For example, the Parisian lodge that met in the mid 1720s was composed of English Jacobite exiles. Furthermore, freemasons all across Europe explicitly linked themselves to the Enlightenment as a whole. In French lodges, for example, the line \"As the means to be enlightened I search for the enlightened\" was a part of their initiation rites. British lodges assigned themselves the duty to \"initiate the unenlightened\". This did not necessarily link lodges to the irreligious, but neither did this exclude them from the occasional heresy. In fact, many lodges praised the Grand Architect, the masonic terminology for the deistic divine being who created a scientifically ordered universe.", "targets": "Which lodge that met in the mid 1720s was composed of English Jacobite exiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cf30cc9f934cdcb66f9adb44914705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Masonic lodges created a private model for public affairs. They \"reconstituted the polity and established a constitutional form of self-government, complete with constitutions and laws, elections and representatives.\" In other words, the micro-society set up within the lodges constituted a normative model for society as a whole. This was especially true on the Continent: when the first lodges began to appear in the 1730s, their embodiment of British values was often seen as threatening by state authorities. For example, the Parisian lodge that met in the mid 1720s was composed of English Jacobite exiles. Furthermore, freemasons all across Europe explicitly linked themselves to the Enlightenment as a whole. In French lodges, for example, the line \"As the means to be enlightened I search for the enlightened\" was a part of their initiation rites. British lodges assigned themselves the duty to \"initiate the unenlightened\". This did not necessarily link lodges to the irreligious, but neither did this exclude them from the occasional heresy. In fact, many lodges praised the Grand Architect, the masonic terminology for the deistic divine being who created a scientifically ordered universe.", "targets": "Which lodges assigned themselves the duty to \"initate the unenlightened\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cf30cc9f934cdcb66f9adb44914705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Masonic lodges created a private model for public affairs. They \"reconstituted the polity and established a constitutional form of self-government, complete with constitutions and laws, elections and representatives.\" In other words, the micro-society set up within the lodges constituted a normative model for society as a whole. This was especially true on the Continent: when the first lodges began to appear in the 1730s, their embodiment of British values was often seen as threatening by state authorities. For example, the Parisian lodge that met in the mid 1720s was composed of English Jacobite exiles. Furthermore, freemasons all across Europe explicitly linked themselves to the Enlightenment as a whole. In French lodges, for example, the line \"As the means to be enlightened I search for the enlightened\" was a part of their initiation rites. British lodges assigned themselves the duty to \"initiate the unenlightened\". This did not necessarily link lodges to the irreligious, but neither did this exclude them from the occasional heresy. In fact, many lodges praised the Grand Architect, the masonic terminology for the deistic divine being who created a scientifically ordered universe.", "targets": "What is the masonic term for the deistic divine being who created a scientifically ordered universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa40219ca8240a9a02a8f84072b3368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Minor Occultation (Ghaybat al-Sughr\u00e1), it is believed that al-Mahdi maintained contact with his followers via deputies (Arab. an-nuw\u0101b al-arba\u02bba or \"the Four Leaders\"). They represented him and acted as agents between him and his followers. Whenever the believers faced a problem, they would write their concerns and send them to his deputy. The deputy would ascertain his verdict, endorse it with his seal and signature and return it to the relevant parties. The deputies also collected zakat and khums on his behalf.", "targets": "How did al-Mahdi maintain contact during his Occultation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa40219ca8240a9a02a8f84072b3368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Minor Occultation (Ghaybat al-Sughr\u00e1), it is believed that al-Mahdi maintained contact with his followers via deputies (Arab. an-nuw\u0101b al-arba\u02bba or \"the Four Leaders\"). They represented him and acted as agents between him and his followers. Whenever the believers faced a problem, they would write their concerns and send them to his deputy. The deputy would ascertain his verdict, endorse it with his seal and signature and return it to the relevant parties. The deputies also collected zakat and khums on his behalf.", "targets": "How did deputies represent al-Mahdi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa40219ca8240a9a02a8f84072b3368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Minor Occultation (Ghaybat al-Sughr\u00e1), it is believed that al-Mahdi maintained contact with his followers via deputies (Arab. an-nuw\u0101b al-arba\u02bba or \"the Four Leaders\"). They represented him and acted as agents between him and his followers. Whenever the believers faced a problem, they would write their concerns and send them to his deputy. The deputy would ascertain his verdict, endorse it with his seal and signature and return it to the relevant parties. The deputies also collected zakat and khums on his behalf.", "targets": "What would believers do when they had a problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa40219ca8240a9a02a8f84072b3368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Minor Occultation (Ghaybat al-Sughr\u00e1), it is believed that al-Mahdi maintained contact with his followers via deputies (Arab. an-nuw\u0101b al-arba\u02bba or \"the Four Leaders\"). They represented him and acted as agents between him and his followers. Whenever the believers faced a problem, they would write their concerns and send them to his deputy. The deputy would ascertain his verdict, endorse it with his seal and signature and return it to the relevant parties. The deputies also collected zakat and khums on his behalf.", "targets": "What would the deputy endorse the concerns with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfa40219ca8240a9a02a8f84072b3368", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Minor Occultation (Ghaybat al-Sughr\u00e1), it is believed that al-Mahdi maintained contact with his followers via deputies (Arab. an-nuw\u0101b al-arba\u02bba or \"the Four Leaders\"). They represented him and acted as agents between him and his followers. Whenever the believers faced a problem, they would write their concerns and send them to his deputy. The deputy would ascertain his verdict, endorse it with his seal and signature and return it to the relevant parties. The deputies also collected zakat and khums on his behalf.", "targets": "What did the deputies collect in the Imam's behalf?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90cdf9a7f7f94e5599617ece05009fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of French cathedrals, and those in Germany and Belgium that were strongly influenced by them, is their height and their impression of verticality. Each French cathedral tends to be stylistically unified in appearance when compared with an English cathedral where there is great diversity in almost every building. They are compact, with slight or no projection of the transepts and subsidiary chapels. The west fronts are highly consistent, having three portals surmounted by a rose window, and two large towers. Sometimes there are additional towers on the transept ends. The east end is polygonal with ambulatory and sometimes a chevette of radiating chapels. In the south of France, many of the major churches are without transepts and some are without aisles.", "targets": "What is the distinguiushing visual design feature of French cathedrals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90cdf9a7f7f94e5599617ece05009fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of French cathedrals, and those in Germany and Belgium that were strongly influenced by them, is their height and their impression of verticality. Each French cathedral tends to be stylistically unified in appearance when compared with an English cathedral where there is great diversity in almost every building. They are compact, with slight or no projection of the transepts and subsidiary chapels. The west fronts are highly consistent, having three portals surmounted by a rose window, and two large towers. Sometimes there are additional towers on the transept ends. The east end is polygonal with ambulatory and sometimes a chevette of radiating chapels. In the south of France, many of the major churches are without transepts and some are without aisles.", "targets": "How many portals are typically found on the west front of French cathedrals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90cdf9a7f7f94e5599617ece05009fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of French cathedrals, and those in Germany and Belgium that were strongly influenced by them, is their height and their impression of verticality. Each French cathedral tends to be stylistically unified in appearance when compared with an English cathedral where there is great diversity in almost every building. They are compact, with slight or no projection of the transepts and subsidiary chapels. The west fronts are highly consistent, having three portals surmounted by a rose window, and two large towers. Sometimes there are additional towers on the transept ends. The east end is polygonal with ambulatory and sometimes a chevette of radiating chapels. In the south of France, many of the major churches are without transepts and some are without aisles.", "targets": "How many towers are typically found on the west front of French cathedrals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90cdf9a7f7f94e5599617ece05009fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of French cathedrals, and those in Germany and Belgium that were strongly influenced by them, is their height and their impression of verticality. Each French cathedral tends to be stylistically unified in appearance when compared with an English cathedral where there is great diversity in almost every building. They are compact, with slight or no projection of the transepts and subsidiary chapels. The west fronts are highly consistent, having three portals surmounted by a rose window, and two large towers. Sometimes there are additional towers on the transept ends. The east end is polygonal with ambulatory and sometimes a chevette of radiating chapels. In the south of France, many of the major churches are without transepts and some are without aisles.", "targets": "What shape does the east end of French chapels typically have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90cdf9a7f7f94e5599617ece05009fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The distinctive characteristic of French cathedrals, and those in Germany and Belgium that were strongly influenced by them, is their height and their impression of verticality. Each French cathedral tends to be stylistically unified in appearance when compared with an English cathedral where there is great diversity in almost every building. They are compact, with slight or no projection of the transepts and subsidiary chapels. The west fronts are highly consistent, having three portals surmounted by a rose window, and two large towers. Sometimes there are additional towers on the transept ends. The east end is polygonal with ambulatory and sometimes a chevette of radiating chapels. In the south of France, many of the major churches are without transepts and some are without aisles.", "targets": "What do many major churches in Southern France often lack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b047e6e8debc4598b491cfdf6f07b807", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1980s, he travelled with his all-female Amazonian Guard, who were allegedly sworn to a life of celibacy. However, according to psychologist Seham Sergewa, after the civil war several of the guards told her they had been pressured into joining and raped by Gaddafi and senior officials. He hired several Ukrainian nurses to care for him and his family's health, and traveled everywhere with his trusted Ukrainian nurse Halyna Kolotnytska. Kolotnytska's daughter denied the suggestion that the relationship was anything but professional.", "targets": "What was the name of Gaddafi's female bodyguard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b047e6e8debc4598b491cfdf6f07b807", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1980s, he travelled with his all-female Amazonian Guard, who were allegedly sworn to a life of celibacy. However, according to psychologist Seham Sergewa, after the civil war several of the guards told her they had been pressured into joining and raped by Gaddafi and senior officials. He hired several Ukrainian nurses to care for him and his family's health, and traveled everywhere with his trusted Ukrainian nurse Halyna Kolotnytska. Kolotnytska's daughter denied the suggestion that the relationship was anything but professional.", "targets": "In what decade was Gaddafi first accompanied by his female bodyguard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b047e6e8debc4598b491cfdf6f07b807", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1980s, he travelled with his all-female Amazonian Guard, who were allegedly sworn to a life of celibacy. However, according to psychologist Seham Sergewa, after the civil war several of the guards told her they had been pressured into joining and raped by Gaddafi and senior officials. He hired several Ukrainian nurses to care for him and his family's health, and traveled everywhere with his trusted Ukrainian nurse Halyna Kolotnytska. Kolotnytska's daughter denied the suggestion that the relationship was anything but professional.", "targets": "What is Halyna Kolotnytska's nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b047e6e8debc4598b491cfdf6f07b807", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1980s, he travelled with his all-female Amazonian Guard, who were allegedly sworn to a life of celibacy. However, according to psychologist Seham Sergewa, after the civil war several of the guards told her they had been pressured into joining and raped by Gaddafi and senior officials. He hired several Ukrainian nurses to care for him and his family's health, and traveled everywhere with his trusted Ukrainian nurse Halyna Kolotnytska. Kolotnytska's daughter denied the suggestion that the relationship was anything but professional.", "targets": "What is the profession of Halyna Kolotnytska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b047e6e8debc4598b491cfdf6f07b807", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1980s, he travelled with his all-female Amazonian Guard, who were allegedly sworn to a life of celibacy. However, according to psychologist Seham Sergewa, after the civil war several of the guards told her they had been pressured into joining and raped by Gaddafi and senior officials. He hired several Ukrainian nurses to care for him and his family's health, and traveled everywhere with his trusted Ukrainian nurse Halyna Kolotnytska. Kolotnytska's daughter denied the suggestion that the relationship was anything but professional.", "targets": "What sort of relationship did Gaddafi have with Halyna Kolotnytska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-271f6275fa36426dae232530475e30a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a unified German Empire ended the balance of power that had been created with the Congress of Vienna after the end of the Napoleonic Wars. Germany had established itself as the main power in continental Europe with the most powerful and professional army in the world.[citation needed] Although Great Britain remained the dominant world power, British involvement in European affairs during the late 19th century was very limited, allowing Germany to exercise great influence over the European mainland.[citation needed] Besides, the Crown Prince's marriage with the daughter of Queen Victoria was only the most prominent of several German\u2013British relationships.", "targets": "A unified German Empire ended the balance of power in which congress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-271f6275fa36426dae232530475e30a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a unified German Empire ended the balance of power that had been created with the Congress of Vienna after the end of the Napoleonic Wars. Germany had established itself as the main power in continental Europe with the most powerful and professional army in the world.[citation needed] Although Great Britain remained the dominant world power, British involvement in European affairs during the late 19th century was very limited, allowing Germany to exercise great influence over the European mainland.[citation needed] Besides, the Crown Prince's marriage with the daughter of Queen Victoria was only the most prominent of several German\u2013British relationships.", "targets": "At the end of the Napoleonic wars, Germany had established itself as what, in continental Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-271f6275fa36426dae232530475e30a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a unified German Empire ended the balance of power that had been created with the Congress of Vienna after the end of the Napoleonic Wars. Germany had established itself as the main power in continental Europe with the most powerful and professional army in the world.[citation needed] Although Great Britain remained the dominant world power, British involvement in European affairs during the late 19th century was very limited, allowing Germany to exercise great influence over the European mainland.[citation needed] Besides, the Crown Prince's marriage with the daughter of Queen Victoria was only the most prominent of several German\u2013British relationships.", "targets": "Who remained the dominant world power at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-271f6275fa36426dae232530475e30a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a unified German Empire ended the balance of power that had been created with the Congress of Vienna after the end of the Napoleonic Wars. Germany had established itself as the main power in continental Europe with the most powerful and professional army in the world.[citation needed] Although Great Britain remained the dominant world power, British involvement in European affairs during the late 19th century was very limited, allowing Germany to exercise great influence over the European mainland.[citation needed] Besides, the Crown Prince's marriage with the daughter of Queen Victoria was only the most prominent of several German\u2013British relationships.", "targets": "British involvement in European matters in the late 19th century was considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-271f6275fa36426dae232530475e30a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The creation of a unified German Empire ended the balance of power that had been created with the Congress of Vienna after the end of the Napoleonic Wars. Germany had established itself as the main power in continental Europe with the most powerful and professional army in the world.[citation needed] Although Great Britain remained the dominant world power, British involvement in European affairs during the late 19th century was very limited, allowing Germany to exercise great influence over the European mainland.[citation needed] Besides, the Crown Prince's marriage with the daughter of Queen Victoria was only the most prominent of several German\u2013British relationships.", "targets": "The Crown Prince's marriage to whom was considered the most prominent of German-British royal liasons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb706d968e7451bbadf0f3246467877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest share of Kenya's electricity supply comes from hydroelectric stations at dams along the upper Tana River, as well as the Turkwel Gorge Dam in the west. A petroleum-fired plant on the coast, geothermal facilities at Olkaria (near Nairobi), and electricity imported from Uganda make up the rest of the supply. Kenya's installed capacity stood at 1,142 megawatts between 2001 and 2003. The state-owned Kenya Electricity Generating Company (KenGen), established in 1997 under the name of Kenya Power Company, handles the generation of electricity, while Kenya Power handles the electricity transmission and distribution system in the country. Shortfalls of electricity occur periodically, when drought reduces water flow. To become energy sufficient, Kenya aims to build a nuclear power plant by 2017.", "targets": "Where does the largest part of Kenya's power come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb706d968e7451bbadf0f3246467877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest share of Kenya's electricity supply comes from hydroelectric stations at dams along the upper Tana River, as well as the Turkwel Gorge Dam in the west. A petroleum-fired plant on the coast, geothermal facilities at Olkaria (near Nairobi), and electricity imported from Uganda make up the rest of the supply. Kenya's installed capacity stood at 1,142 megawatts between 2001 and 2003. The state-owned Kenya Electricity Generating Company (KenGen), established in 1997 under the name of Kenya Power Company, handles the generation of electricity, while Kenya Power handles the electricity transmission and distribution system in the country. Shortfalls of electricity occur periodically, when drought reduces water flow. To become energy sufficient, Kenya aims to build a nuclear power plant by 2017.", "targets": "Where are these dams located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb706d968e7451bbadf0f3246467877", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest share of Kenya's electricity supply comes from hydroelectric stations at dams along the upper Tana River, as well as the Turkwel Gorge Dam in the west. A petroleum-fired plant on the coast, geothermal facilities at Olkaria (near Nairobi), and electricity imported from Uganda make up the rest of the supply. Kenya's installed capacity stood at 1,142 megawatts between 2001 and 2003. The state-owned Kenya Electricity Generating Company (KenGen), established in 1997 under the name of Kenya Power Company, handles the generation of electricity, while Kenya Power handles the electricity transmission and distribution system in the country. Shortfalls of electricity occur periodically, when drought reduces water flow. To become energy sufficient, Kenya aims to build a nuclear power plant by 2017.", "targets": "When was Kenya Electricity Generating Company established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0385803d06f4b568ae08bf6fd23261d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After losing an extra-inning game in Game 1, the Cubs rallied and took a 3 games to 1 lead over the Wild Card Florida Marlins in the NLCS. Florida shut the Cubs out in Game 5, but young pitcher Mark Prior led the Cubs in Game 6 as they took a 3\u20130 lead into the 8th inning and it was at this point when a now-infamous incident took place. Several spectators attempted to catch a foul ball off the bat of Luis Castillo. A Chicago Cubs fan by the name of Steve Bartman, of Northbrook, Illinois, reached for the ball and deflected it away from the glove of Mois\u00e9s Alou for the second out of the 8th inning. Alou reacted angrily toward the stands, and after the game stated that he would have caught the ball. Alou at one point recanted, saying he would not have been able to make the play, but later said this was just an attempt to make Bartman feel better and believing the whole incident should be forgotten. Interference was not called on the play, as the ball was ruled to be on the spectator side of the wall. Castillo was eventually walked by Prior. Two batters later, and to the chagrin of the packed stadium, Cubs shortstop Alex Gonzalez misplayed an inning ending double play, loading the bases and leading to eight Florida runs and a Marlin victory. Despite sending Kerry Wood to the mound and holding a lead twice, the Cubs ultimately dropped Game 7, and failed to reach the World Series.", "targets": "In what game did Florida shut the Cubs out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0385803d06f4b568ae08bf6fd23261d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After losing an extra-inning game in Game 1, the Cubs rallied and took a 3 games to 1 lead over the Wild Card Florida Marlins in the NLCS. Florida shut the Cubs out in Game 5, but young pitcher Mark Prior led the Cubs in Game 6 as they took a 3\u20130 lead into the 8th inning and it was at this point when a now-infamous incident took place. Several spectators attempted to catch a foul ball off the bat of Luis Castillo. A Chicago Cubs fan by the name of Steve Bartman, of Northbrook, Illinois, reached for the ball and deflected it away from the glove of Mois\u00e9s Alou for the second out of the 8th inning. Alou reacted angrily toward the stands, and after the game stated that he would have caught the ball. Alou at one point recanted, saying he would not have been able to make the play, but later said this was just an attempt to make Bartman feel better and believing the whole incident should be forgotten. Interference was not called on the play, as the ball was ruled to be on the spectator side of the wall. Castillo was eventually walked by Prior. Two batters later, and to the chagrin of the packed stadium, Cubs shortstop Alex Gonzalez misplayed an inning ending double play, loading the bases and leading to eight Florida runs and a Marlin victory. Despite sending Kerry Wood to the mound and holding a lead twice, the Cubs ultimately dropped Game 7, and failed to reach the World Series.", "targets": "What pitcher led the Cubs in Game 6?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0385803d06f4b568ae08bf6fd23261d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After losing an extra-inning game in Game 1, the Cubs rallied and took a 3 games to 1 lead over the Wild Card Florida Marlins in the NLCS. Florida shut the Cubs out in Game 5, but young pitcher Mark Prior led the Cubs in Game 6 as they took a 3\u20130 lead into the 8th inning and it was at this point when a now-infamous incident took place. Several spectators attempted to catch a foul ball off the bat of Luis Castillo. A Chicago Cubs fan by the name of Steve Bartman, of Northbrook, Illinois, reached for the ball and deflected it away from the glove of Mois\u00e9s Alou for the second out of the 8th inning. Alou reacted angrily toward the stands, and after the game stated that he would have caught the ball. Alou at one point recanted, saying he would not have been able to make the play, but later said this was just an attempt to make Bartman feel better and believing the whole incident should be forgotten. Interference was not called on the play, as the ball was ruled to be on the spectator side of the wall. Castillo was eventually walked by Prior. Two batters later, and to the chagrin of the packed stadium, Cubs shortstop Alex Gonzalez misplayed an inning ending double play, loading the bases and leading to eight Florida runs and a Marlin victory. Despite sending Kerry Wood to the mound and holding a lead twice, the Cubs ultimately dropped Game 7, and failed to reach the World Series.", "targets": "Who hit the foul ball that several spectators attempted to catch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f70ff3ee7450447dbd1f74cf2f06d07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of August 2015, Jehovah's Witnesses report an average of 8.2 million publishers\u2014the term they use for members actively involved in preaching\u2014in 118,016 congregations. In 2015, these reports indicated over 1.93 billion hours spent in preaching and \"Bible study\" activity. Since the mid-1990s, the number of peak publishers has increased from 4.5 million to 8.2 million. In the same year, they conducted \"Bible studies\" with over 9.7 million individuals, including those conducted by Witness parents with their children. Jehovah's Witnesses estimate their current worldwide growth rate to be 1.5% per year.", "targets": "What term do Jehovah's Witnesses use for members actively involved in preaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f70ff3ee7450447dbd1f74cf2f06d07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of August 2015, Jehovah's Witnesses report an average of 8.2 million publishers\u2014the term they use for members actively involved in preaching\u2014in 118,016 congregations. In 2015, these reports indicated over 1.93 billion hours spent in preaching and \"Bible study\" activity. Since the mid-1990s, the number of peak publishers has increased from 4.5 million to 8.2 million. In the same year, they conducted \"Bible studies\" with over 9.7 million individuals, including those conducted by Witness parents with their children. Jehovah's Witnesses estimate their current worldwide growth rate to be 1.5% per year.", "targets": "How many publishers did the Jehovah's Witnesses have as of August 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f70ff3ee7450447dbd1f74cf2f06d07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of August 2015, Jehovah's Witnesses report an average of 8.2 million publishers\u2014the term they use for members actively involved in preaching\u2014in 118,016 congregations. In 2015, these reports indicated over 1.93 billion hours spent in preaching and \"Bible study\" activity. Since the mid-1990s, the number of peak publishers has increased from 4.5 million to 8.2 million. In the same year, they conducted \"Bible studies\" with over 9.7 million individuals, including those conducted by Witness parents with their children. Jehovah's Witnesses estimate their current worldwide growth rate to be 1.5% per year.", "targets": "How many congregations did the Jehovah's Witnesses have in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f70ff3ee7450447dbd1f74cf2f06d07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of August 2015, Jehovah's Witnesses report an average of 8.2 million publishers\u2014the term they use for members actively involved in preaching\u2014in 118,016 congregations. In 2015, these reports indicated over 1.93 billion hours spent in preaching and \"Bible study\" activity. Since the mid-1990s, the number of peak publishers has increased from 4.5 million to 8.2 million. In the same year, they conducted \"Bible studies\" with over 9.7 million individuals, including those conducted by Witness parents with their children. Jehovah's Witnesses estimate their current worldwide growth rate to be 1.5% per year.", "targets": "Over how many hours had Jehovah's Witnesses spent preaching and in \"Bible study\" activity in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f70ff3ee7450447dbd1f74cf2f06d07b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of August 2015, Jehovah's Witnesses report an average of 8.2 million publishers\u2014the term they use for members actively involved in preaching\u2014in 118,016 congregations. In 2015, these reports indicated over 1.93 billion hours spent in preaching and \"Bible study\" activity. Since the mid-1990s, the number of peak publishers has increased from 4.5 million to 8.2 million. In the same year, they conducted \"Bible studies\" with over 9.7 million individuals, including those conducted by Witness parents with their children. Jehovah's Witnesses estimate their current worldwide growth rate to be 1.5% per year.", "targets": "What do Jehovah's Witnesses their worldwide growth rate to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efb3ba67e159465f87afe6473b0eb623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824, the French physicist Fran\u00e7ois Arago formulated the existence of rotating magnetic fields, termed Arago's rotations, which, by manually turning switches on and off, Walter Baily demonstrated in 1879 as in effect the first primitive induction motor.  In the 1880s, many inventors were trying to develop workable AC motors because AC's advantages in long-distance high-voltage transmission were counterbalanced by the inability to operate motors on AC. The first alternating-current commutatorless induction motors were independently invented by Galileo Ferraris and Nikola Tesla, a working motor model having been demonstrated by the former in 1885 and by the latter in 1887. In 1888, the Royal Academy of Science of Turin published Ferraris' research detailing the foundations of motor operation while however concluding that \"the apparatus based on that principle could not be of any commercial importance as motor.\" In 1888, Tesla presented his paper A New System for Alternating Current Motors and Transformers to the AIEE that described three patented two-phase four-stator-pole motor types: one with a four-pole rotor forming a non-self-starting reluctance motor, another with a wound rotor forming a self-starting induction motor, and the third a true synchronous motor with separately excited DC supply to rotor winding. One of the patents Tesla filed in 1887, however, also described a shorted-winding-rotor induction motor. George Westinghouse promptly bought Tesla's patents, employed Tesla to develop them, and assigned C. F. Scott to help Tesla, Tesla left for other pursuits in 1889.  The constant speed AC induction motor was found not to be suitable for street cars but Westinghouse engineers successfully adapted it to power a mining operation in Telluride, Colorado in 1891. Steadfast in his promotion of three-phase development, Mikhail Dolivo-Dobrovolsky invented the three-phase cage-rotor induction motor in 1889 and the three-limb transformer in 1890. This type of motor is now used for the vast majority of commercial applications. However, he claimed that Tesla's motor was not practical because of two-phase pulsations, which prompted him to persist in his three-phase work. Although Westinghouse achieved its first practical induction motor in 1892 and developed a line of polyphase 60 hertz induction motors in 1893, these early Westinghouse motors were two-phase motors with wound rotors until B. G. Lamme developed a rotating bar winding rotor. The General Electric Company began developing three-phase induction motors in 1891. By 1896, General Electric and Westinghouse signed a cross-licensing agreement for the bar-winding-rotor design, later called the squirrel-cage rotor. Induction motor improvements flowing from these inventions and innovations were such that a 100 horsepower (HP) induction motor currently has the same mounting dimensions as a 7.5 HP motor in 1897.", "targets": "Who built the first induction motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efb3ba67e159465f87afe6473b0eb623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824, the French physicist Fran\u00e7ois Arago formulated the existence of rotating magnetic fields, termed Arago's rotations, which, by manually turning switches on and off, Walter Baily demonstrated in 1879 as in effect the first primitive induction motor.  In the 1880s, many inventors were trying to develop workable AC motors because AC's advantages in long-distance high-voltage transmission were counterbalanced by the inability to operate motors on AC. The first alternating-current commutatorless induction motors were independently invented by Galileo Ferraris and Nikola Tesla, a working motor model having been demonstrated by the former in 1885 and by the latter in 1887. In 1888, the Royal Academy of Science of Turin published Ferraris' research detailing the foundations of motor operation while however concluding that \"the apparatus based on that principle could not be of any commercial importance as motor.\" In 1888, Tesla presented his paper A New System for Alternating Current Motors and Transformers to the AIEE that described three patented two-phase four-stator-pole motor types: one with a four-pole rotor forming a non-self-starting reluctance motor, another with a wound rotor forming a self-starting induction motor, and the third a true synchronous motor with separately excited DC supply to rotor winding. One of the patents Tesla filed in 1887, however, also described a shorted-winding-rotor induction motor. George Westinghouse promptly bought Tesla's patents, employed Tesla to develop them, and assigned C. F. Scott to help Tesla, Tesla left for other pursuits in 1889.  The constant speed AC induction motor was found not to be suitable for street cars but Westinghouse engineers successfully adapted it to power a mining operation in Telluride, Colorado in 1891. Steadfast in his promotion of three-phase development, Mikhail Dolivo-Dobrovolsky invented the three-phase cage-rotor induction motor in 1889 and the three-limb transformer in 1890. This type of motor is now used for the vast majority of commercial applications. However, he claimed that Tesla's motor was not practical because of two-phase pulsations, which prompted him to persist in his three-phase work. Although Westinghouse achieved its first practical induction motor in 1892 and developed a line of polyphase 60 hertz induction motors in 1893, these early Westinghouse motors were two-phase motors with wound rotors until B. G. Lamme developed a rotating bar winding rotor. The General Electric Company began developing three-phase induction motors in 1891. By 1896, General Electric and Westinghouse signed a cross-licensing agreement for the bar-winding-rotor design, later called the squirrel-cage rotor. Induction motor improvements flowing from these inventions and innovations were such that a 100 horsepower (HP) induction motor currently has the same mounting dimensions as a 7.5 HP motor in 1897.", "targets": "What type of power were early motors unable to use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efb3ba67e159465f87afe6473b0eb623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824, the French physicist Fran\u00e7ois Arago formulated the existence of rotating magnetic fields, termed Arago's rotations, which, by manually turning switches on and off, Walter Baily demonstrated in 1879 as in effect the first primitive induction motor.  In the 1880s, many inventors were trying to develop workable AC motors because AC's advantages in long-distance high-voltage transmission were counterbalanced by the inability to operate motors on AC. The first alternating-current commutatorless induction motors were independently invented by Galileo Ferraris and Nikola Tesla, a working motor model having been demonstrated by the former in 1885 and by the latter in 1887. In 1888, the Royal Academy of Science of Turin published Ferraris' research detailing the foundations of motor operation while however concluding that \"the apparatus based on that principle could not be of any commercial importance as motor.\" In 1888, Tesla presented his paper A New System for Alternating Current Motors and Transformers to the AIEE that described three patented two-phase four-stator-pole motor types: one with a four-pole rotor forming a non-self-starting reluctance motor, another with a wound rotor forming a self-starting induction motor, and the third a true synchronous motor with separately excited DC supply to rotor winding. One of the patents Tesla filed in 1887, however, also described a shorted-winding-rotor induction motor. George Westinghouse promptly bought Tesla's patents, employed Tesla to develop them, and assigned C. F. Scott to help Tesla, Tesla left for other pursuits in 1889.  The constant speed AC induction motor was found not to be suitable for street cars but Westinghouse engineers successfully adapted it to power a mining operation in Telluride, Colorado in 1891. Steadfast in his promotion of three-phase development, Mikhail Dolivo-Dobrovolsky invented the three-phase cage-rotor induction motor in 1889 and the three-limb transformer in 1890. This type of motor is now used for the vast majority of commercial applications. However, he claimed that Tesla's motor was not practical because of two-phase pulsations, which prompted him to persist in his three-phase work. Although Westinghouse achieved its first practical induction motor in 1892 and developed a line of polyphase 60 hertz induction motors in 1893, these early Westinghouse motors were two-phase motors with wound rotors until B. G. Lamme developed a rotating bar winding rotor. The General Electric Company began developing three-phase induction motors in 1891. By 1896, General Electric and Westinghouse signed a cross-licensing agreement for the bar-winding-rotor design, later called the squirrel-cage rotor. Induction motor improvements flowing from these inventions and innovations were such that a 100 horsepower (HP) induction motor currently has the same mounting dimensions as a 7.5 HP motor in 1897.", "targets": "Who bought Tesla's patents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efb3ba67e159465f87afe6473b0eb623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824, the French physicist Fran\u00e7ois Arago formulated the existence of rotating magnetic fields, termed Arago's rotations, which, by manually turning switches on and off, Walter Baily demonstrated in 1879 as in effect the first primitive induction motor.  In the 1880s, many inventors were trying to develop workable AC motors because AC's advantages in long-distance high-voltage transmission were counterbalanced by the inability to operate motors on AC. The first alternating-current commutatorless induction motors were independently invented by Galileo Ferraris and Nikola Tesla, a working motor model having been demonstrated by the former in 1885 and by the latter in 1887. In 1888, the Royal Academy of Science of Turin published Ferraris' research detailing the foundations of motor operation while however concluding that \"the apparatus based on that principle could not be of any commercial importance as motor.\" In 1888, Tesla presented his paper A New System for Alternating Current Motors and Transformers to the AIEE that described three patented two-phase four-stator-pole motor types: one with a four-pole rotor forming a non-self-starting reluctance motor, another with a wound rotor forming a self-starting induction motor, and the third a true synchronous motor with separately excited DC supply to rotor winding. One of the patents Tesla filed in 1887, however, also described a shorted-winding-rotor induction motor. George Westinghouse promptly bought Tesla's patents, employed Tesla to develop them, and assigned C. F. Scott to help Tesla, Tesla left for other pursuits in 1889.  The constant speed AC induction motor was found not to be suitable for street cars but Westinghouse engineers successfully adapted it to power a mining operation in Telluride, Colorado in 1891. Steadfast in his promotion of three-phase development, Mikhail Dolivo-Dobrovolsky invented the three-phase cage-rotor induction motor in 1889 and the three-limb transformer in 1890. This type of motor is now used for the vast majority of commercial applications. However, he claimed that Tesla's motor was not practical because of two-phase pulsations, which prompted him to persist in his three-phase work. Although Westinghouse achieved its first practical induction motor in 1892 and developed a line of polyphase 60 hertz induction motors in 1893, these early Westinghouse motors were two-phase motors with wound rotors until B. G. Lamme developed a rotating bar winding rotor. The General Electric Company began developing three-phase induction motors in 1891. By 1896, General Electric and Westinghouse signed a cross-licensing agreement for the bar-winding-rotor design, later called the squirrel-cage rotor. Induction motor improvements flowing from these inventions and innovations were such that a 100 horsepower (HP) induction motor currently has the same mounting dimensions as a 7.5 HP motor in 1897.", "targets": "For what application was Tesla's motor first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efb3ba67e159465f87afe6473b0eb623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1824, the French physicist Fran\u00e7ois Arago formulated the existence of rotating magnetic fields, termed Arago's rotations, which, by manually turning switches on and off, Walter Baily demonstrated in 1879 as in effect the first primitive induction motor.  In the 1880s, many inventors were trying to develop workable AC motors because AC's advantages in long-distance high-voltage transmission were counterbalanced by the inability to operate motors on AC. The first alternating-current commutatorless induction motors were independently invented by Galileo Ferraris and Nikola Tesla, a working motor model having been demonstrated by the former in 1885 and by the latter in 1887. In 1888, the Royal Academy of Science of Turin published Ferraris' research detailing the foundations of motor operation while however concluding that \"the apparatus based on that principle could not be of any commercial importance as motor.\" In 1888, Tesla presented his paper A New System for Alternating Current Motors and Transformers to the AIEE that described three patented two-phase four-stator-pole motor types: one with a four-pole rotor forming a non-self-starting reluctance motor, another with a wound rotor forming a self-starting induction motor, and the third a true synchronous motor with separately excited DC supply to rotor winding. One of the patents Tesla filed in 1887, however, also described a shorted-winding-rotor induction motor. George Westinghouse promptly bought Tesla's patents, employed Tesla to develop them, and assigned C. F. Scott to help Tesla, Tesla left for other pursuits in 1889.  The constant speed AC induction motor was found not to be suitable for street cars but Westinghouse engineers successfully adapted it to power a mining operation in Telluride, Colorado in 1891. Steadfast in his promotion of three-phase development, Mikhail Dolivo-Dobrovolsky invented the three-phase cage-rotor induction motor in 1889 and the three-limb transformer in 1890. This type of motor is now used for the vast majority of commercial applications. However, he claimed that Tesla's motor was not practical because of two-phase pulsations, which prompted him to persist in his three-phase work. Although Westinghouse achieved its first practical induction motor in 1892 and developed a line of polyphase 60 hertz induction motors in 1893, these early Westinghouse motors were two-phase motors with wound rotors until B. G. Lamme developed a rotating bar winding rotor. The General Electric Company began developing three-phase induction motors in 1891. By 1896, General Electric and Westinghouse signed a cross-licensing agreement for the bar-winding-rotor design, later called the squirrel-cage rotor. Induction motor improvements flowing from these inventions and innovations were such that a 100 horsepower (HP) induction motor currently has the same mounting dimensions as a 7.5 HP motor in 1897.", "targets": "What's another name for the bar-winding-rotor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-157d93fbc0b845d8ba6887a494c017e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's nomination for the post and the new constitution were put to public referendum on 23 June and each was approved by an overwhelming majority. A 350-member National Assembly was established, elections for which were held in July 1957. Nasser had ultimate approval over all the candidates. The constitution granted women's suffrage, prohibited gender-based discrimination, and entailed special protection for women in the workplace. Coinciding with the new constitution and Nasser's presidency, the RCC dissolved itself and its members resigned their military commissions as part of the transition to civilian rule. During the deliberations surrounding the establishment of a new government, Nasser began a process of sidelining his rivals among the original Free Officers, while elevating his closest allies to high-ranking positions in the cabinet.", "targets": "Who could approve or reject candidates for the National Assembly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-157d93fbc0b845d8ba6887a494c017e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's nomination for the post and the new constitution were put to public referendum on 23 June and each was approved by an overwhelming majority. A 350-member National Assembly was established, elections for which were held in July 1957. Nasser had ultimate approval over all the candidates. The constitution granted women's suffrage, prohibited gender-based discrimination, and entailed special protection for women in the workplace. Coinciding with the new constitution and Nasser's presidency, the RCC dissolved itself and its members resigned their military commissions as part of the transition to civilian rule. During the deliberations surrounding the establishment of a new government, Nasser began a process of sidelining his rivals among the original Free Officers, while elevating his closest allies to high-ranking positions in the cabinet.", "targets": "Who received new and special protections in the new constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-157d93fbc0b845d8ba6887a494c017e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's nomination for the post and the new constitution were put to public referendum on 23 June and each was approved by an overwhelming majority. A 350-member National Assembly was established, elections for which were held in July 1957. Nasser had ultimate approval over all the candidates. The constitution granted women's suffrage, prohibited gender-based discrimination, and entailed special protection for women in the workplace. Coinciding with the new constitution and Nasser's presidency, the RCC dissolved itself and its members resigned their military commissions as part of the transition to civilian rule. During the deliberations surrounding the establishment of a new government, Nasser began a process of sidelining his rivals among the original Free Officers, while elevating his closest allies to high-ranking positions in the cabinet.", "targets": "What group dissolved when the new constitution was enacted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-157d93fbc0b845d8ba6887a494c017e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's nomination for the post and the new constitution were put to public referendum on 23 June and each was approved by an overwhelming majority. A 350-member National Assembly was established, elections for which were held in July 1957. Nasser had ultimate approval over all the candidates. The constitution granted women's suffrage, prohibited gender-based discrimination, and entailed special protection for women in the workplace. Coinciding with the new constitution and Nasser's presidency, the RCC dissolved itself and its members resigned their military commissions as part of the transition to civilian rule. During the deliberations surrounding the establishment of a new government, Nasser began a process of sidelining his rivals among the original Free Officers, while elevating his closest allies to high-ranking positions in the cabinet.", "targets": "Among the original Free Officers, what did Nasser do to his opponents? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-157d93fbc0b845d8ba6887a494c017e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's nomination for the post and the new constitution were put to public referendum on 23 June and each was approved by an overwhelming majority. A 350-member National Assembly was established, elections for which were held in July 1957. Nasser had ultimate approval over all the candidates. The constitution granted women's suffrage, prohibited gender-based discrimination, and entailed special protection for women in the workplace. Coinciding with the new constitution and Nasser's presidency, the RCC dissolved itself and its members resigned their military commissions as part of the transition to civilian rule. During the deliberations surrounding the establishment of a new government, Nasser began a process of sidelining his rivals among the original Free Officers, while elevating his closest allies to high-ranking positions in the cabinet.", "targets": "What did Nasser's allies receive in the new arrangement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-054e4685585e43989596f23c5e63fdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an educational system made up of public school districts and independent private institutions, Oklahoma had 638,817 students enrolled in 1,845 public primary, secondary, and vocational schools in 533 school districts as of 2008[update]. Oklahoma has the highest enrollment of Native American students in the nation with 126,078 students in the 2009-10 school year. Ranked near the bottom of states in expenditures per student, Oklahoma spent $7,755 for each student in 2008, 47th in the nation, though its growth of total education expenditures between 1992 and 2002 ranked 22nd.", "targets": "How many students were in Oklahoma's public schools in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-054e4685585e43989596f23c5e63fdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an educational system made up of public school districts and independent private institutions, Oklahoma had 638,817 students enrolled in 1,845 public primary, secondary, and vocational schools in 533 school districts as of 2008[update]. Oklahoma has the highest enrollment of Native American students in the nation with 126,078 students in the 2009-10 school year. Ranked near the bottom of states in expenditures per student, Oklahoma spent $7,755 for each student in 2008, 47th in the nation, though its growth of total education expenditures between 1992 and 2002 ranked 22nd.", "targets": "How many school districts are in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-054e4685585e43989596f23c5e63fdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an educational system made up of public school districts and independent private institutions, Oklahoma had 638,817 students enrolled in 1,845 public primary, secondary, and vocational schools in 533 school districts as of 2008[update]. Oklahoma has the highest enrollment of Native American students in the nation with 126,078 students in the 2009-10 school year. Ranked near the bottom of states in expenditures per student, Oklahoma spent $7,755 for each student in 2008, 47th in the nation, though its growth of total education expenditures between 1992 and 2002 ranked 22nd.", "targets": "How many Native American students are in Oklahoma's public schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-054e4685585e43989596f23c5e63fdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an educational system made up of public school districts and independent private institutions, Oklahoma had 638,817 students enrolled in 1,845 public primary, secondary, and vocational schools in 533 school districts as of 2008[update]. Oklahoma has the highest enrollment of Native American students in the nation with 126,078 students in the 2009-10 school year. Ranked near the bottom of states in expenditures per student, Oklahoma spent $7,755 for each student in 2008, 47th in the nation, though its growth of total education expenditures between 1992 and 2002 ranked 22nd.", "targets": "What does Oklahoma spend per student in public schools as of 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-054e4685585e43989596f23c5e63fdd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With an educational system made up of public school districts and independent private institutions, Oklahoma had 638,817 students enrolled in 1,845 public primary, secondary, and vocational schools in 533 school districts as of 2008[update]. Oklahoma has the highest enrollment of Native American students in the nation with 126,078 students in the 2009-10 school year. Ranked near the bottom of states in expenditures per student, Oklahoma spent $7,755 for each student in 2008, 47th in the nation, though its growth of total education expenditures between 1992 and 2002 ranked 22nd.", "targets": "How many public schools does Oklahoma have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d25948efee29460991df7b94be7ab76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organizations including Viacom, Mediaset, and the English Premier League have filed lawsuits against YouTube, claiming that it has done too little to prevent the uploading of copyrighted material. Viacom, demanding $1 billion in damages, said that it had found more than 150,000 unauthorized clips of its material on YouTube that had been viewed \"an astounding 1.5 billion times\". YouTube responded by stating that it \"goes far beyond its legal obligations in assisting content owners to protect their works\".", "targets": "How much did Viacom want in damages in their lawsuit against youtube?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d25948efee29460991df7b94be7ab76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organizations including Viacom, Mediaset, and the English Premier League have filed lawsuits against YouTube, claiming that it has done too little to prevent the uploading of copyrighted material. Viacom, demanding $1 billion in damages, said that it had found more than 150,000 unauthorized clips of its material on YouTube that had been viewed \"an astounding 1.5 billion times\". YouTube responded by stating that it \"goes far beyond its legal obligations in assisting content owners to protect their works\".", "targets": "Companies including Viacom and Mediaset have done what against youtube?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d25948efee29460991df7b94be7ab76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organizations including Viacom, Mediaset, and the English Premier League have filed lawsuits against YouTube, claiming that it has done too little to prevent the uploading of copyrighted material. Viacom, demanding $1 billion in damages, said that it had found more than 150,000 unauthorized clips of its material on YouTube that had been viewed \"an astounding 1.5 billion times\". YouTube responded by stating that it \"goes far beyond its legal obligations in assisting content owners to protect their works\".", "targets": "What does youtube do to prevent losing lawsuits involving copyright infringement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d25948efee29460991df7b94be7ab76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Organizations including Viacom, Mediaset, and the English Premier League have filed lawsuits against YouTube, claiming that it has done too little to prevent the uploading of copyrighted material. Viacom, demanding $1 billion in damages, said that it had found more than 150,000 unauthorized clips of its material on YouTube that had been viewed \"an astounding 1.5 billion times\". YouTube responded by stating that it \"goes far beyond its legal obligations in assisting content owners to protect their works\".", "targets": "How many unauthorized clips did Viacom allegedly find on youtube that infringed its copyrights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0823597c92b1471fa61c84c565e0795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some decorative applications, wood with knots may be desirable to add visual interest. In applications where wood is painted, such as skirting boards, fascia boards, door frames and furniture, resins present in the timber may continue to 'bleed' through to the surface of a knot for months or even years after manufacture and show as a yellow or brownish stain. A knot primer paint or solution, correctly applied during preparation, may do much to reduce this problem but it is difficult to control completely, especially when using mass-produced kiln-dried timber stocks.", "targets": "What positive visual component can knots sometimes add to decorative pieces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0823597c92b1471fa61c84c565e0795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some decorative applications, wood with knots may be desirable to add visual interest. In applications where wood is painted, such as skirting boards, fascia boards, door frames and furniture, resins present in the timber may continue to 'bleed' through to the surface of a knot for months or even years after manufacture and show as a yellow or brownish stain. A knot primer paint or solution, correctly applied during preparation, may do much to reduce this problem but it is difficult to control completely, especially when using mass-produced kiln-dried timber stocks.", "targets": "What term is used to describe what knots can do to affect the finish of things made from wood even when they've been painted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0823597c92b1471fa61c84c565e0795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some decorative applications, wood with knots may be desirable to add visual interest. In applications where wood is painted, such as skirting boards, fascia boards, door frames and furniture, resins present in the timber may continue to 'bleed' through to the surface of a knot for months or even years after manufacture and show as a yellow or brownish stain. A knot primer paint or solution, correctly applied during preparation, may do much to reduce this problem but it is difficult to control completely, especially when using mass-produced kiln-dried timber stocks.", "targets": "Is bleed easy or difficult to control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0823597c92b1471fa61c84c565e0795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some decorative applications, wood with knots may be desirable to add visual interest. In applications where wood is painted, such as skirting boards, fascia boards, door frames and furniture, resins present in the timber may continue to 'bleed' through to the surface of a knot for months or even years after manufacture and show as a yellow or brownish stain. A knot primer paint or solution, correctly applied during preparation, may do much to reduce this problem but it is difficult to control completely, especially when using mass-produced kiln-dried timber stocks.", "targets": "The stain from a knot bleeding is usually brownish or what other color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0823597c92b1471fa61c84c565e0795a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some decorative applications, wood with knots may be desirable to add visual interest. In applications where wood is painted, such as skirting boards, fascia boards, door frames and furniture, resins present in the timber may continue to 'bleed' through to the surface of a knot for months or even years after manufacture and show as a yellow or brownish stain. A knot primer paint or solution, correctly applied during preparation, may do much to reduce this problem but it is difficult to control completely, especially when using mass-produced kiln-dried timber stocks.", "targets": "In what stage of processing does knot primer need to be applied for maximum effectiveness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697a1af9ad2349cfa5d66368fcddaad4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University's sports teams are called the Bears. They are members of the National Collegiate Athletic Association and participate in the University Athletic Association at the Division III level. The Bears have won 19 NCAA Division III Championships\u2014 one in women's cross country (2011), one in men's tennis (2008), two in men's basketball (2008, 2009), five in women's basketball (1998\u20132001, 2010), and ten in women's volleyball (1989, 1991\u20131996, 2003, 2007, 2009) \u2013 and 144 UAA titles in 15 different sports. The Athletic Department is headed by John Schael who has served as director of athletics since 1978. The 2000 Division III Central Region winner of the National Association of Collegiate Directors of Athletics/Continental Airlines Athletics Director of the Year award, Schael has helped orchestrate the Bears athletics transformation into one of the top departments in Division III.", "targets": "What is the name of the Washington University sports teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697a1af9ad2349cfa5d66368fcddaad4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University's sports teams are called the Bears. They are members of the National Collegiate Athletic Association and participate in the University Athletic Association at the Division III level. The Bears have won 19 NCAA Division III Championships\u2014 one in women's cross country (2011), one in men's tennis (2008), two in men's basketball (2008, 2009), five in women's basketball (1998\u20132001, 2010), and ten in women's volleyball (1989, 1991\u20131996, 2003, 2007, 2009) \u2013 and 144 UAA titles in 15 different sports. The Athletic Department is headed by John Schael who has served as director of athletics since 1978. The 2000 Division III Central Region winner of the National Association of Collegiate Directors of Athletics/Continental Airlines Athletics Director of the Year award, Schael has helped orchestrate the Bears athletics transformation into one of the top departments in Division III.", "targets": "At what division level does the Washington University sports teams compete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697a1af9ad2349cfa5d66368fcddaad4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University's sports teams are called the Bears. They are members of the National Collegiate Athletic Association and participate in the University Athletic Association at the Division III level. The Bears have won 19 NCAA Division III Championships\u2014 one in women's cross country (2011), one in men's tennis (2008), two in men's basketball (2008, 2009), five in women's basketball (1998\u20132001, 2010), and ten in women's volleyball (1989, 1991\u20131996, 2003, 2007, 2009) \u2013 and 144 UAA titles in 15 different sports. The Athletic Department is headed by John Schael who has served as director of athletics since 1978. The 2000 Division III Central Region winner of the National Association of Collegiate Directors of Athletics/Continental Airlines Athletics Director of the Year award, Schael has helped orchestrate the Bears athletics transformation into one of the top departments in Division III.", "targets": "How many NCAA division championships have the Washington University sports teams won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697a1af9ad2349cfa5d66368fcddaad4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University's sports teams are called the Bears. They are members of the National Collegiate Athletic Association and participate in the University Athletic Association at the Division III level. The Bears have won 19 NCAA Division III Championships\u2014 one in women's cross country (2011), one in men's tennis (2008), two in men's basketball (2008, 2009), five in women's basketball (1998\u20132001, 2010), and ten in women's volleyball (1989, 1991\u20131996, 2003, 2007, 2009) \u2013 and 144 UAA titles in 15 different sports. The Athletic Department is headed by John Schael who has served as director of athletics since 1978. The 2000 Division III Central Region winner of the National Association of Collegiate Directors of Athletics/Continental Airlines Athletics Director of the Year award, Schael has helped orchestrate the Bears athletics transformation into one of the top departments in Division III.", "targets": "In what years did the Washington University men's basketball teams win division championships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-697a1af9ad2349cfa5d66368fcddaad4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University's sports teams are called the Bears. They are members of the National Collegiate Athletic Association and participate in the University Athletic Association at the Division III level. The Bears have won 19 NCAA Division III Championships\u2014 one in women's cross country (2011), one in men's tennis (2008), two in men's basketball (2008, 2009), five in women's basketball (1998\u20132001, 2010), and ten in women's volleyball (1989, 1991\u20131996, 2003, 2007, 2009) \u2013 and 144 UAA titles in 15 different sports. The Athletic Department is headed by John Schael who has served as director of athletics since 1978. The 2000 Division III Central Region winner of the National Association of Collegiate Directors of Athletics/Continental Airlines Athletics Director of the Year award, Schael has helped orchestrate the Bears athletics transformation into one of the top departments in Division III.", "targets": "Who is the head of the Washington University Athletic Department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6214530b04a388217691707d6c538", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new generation of clubs such as Liverpool's Cream and the Ministry of Sound were opened to provide a venue for more commercial sounds. Major record companies began to open \"superclubs\" promoting their own acts. These superclubs entered into sponsorship deals initially with fast food, soft drinks, and clothing companies. Flyers in clubs in Ibiza often sported many corporate logos. A new subgenre, Chicago hard house, was developed by DJs such as Bad Boy Bill, DJ Lynnwood, DJ Irene, Richard \"Humpty\" Vission and DJ Enrie, mixing elements of Chicago house, funky house and hard house together. Additionally, Producers such as George Centeno, Darren Ramirez, and Martin O. Cairo would develop the Los Angeles Hard House sound. Similar to gabber or hardcore techno from the Netherlands, this sound was often associated with the \"rebel\" culture of the time. These 3 producers are often considered \"ahead of their time\" since many of the sounds they engineered during the late 20th century became more prominent during the 21st century.", "targets": "where was a new type of club called Cream located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6214530b04a388217691707d6c538", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new generation of clubs such as Liverpool's Cream and the Ministry of Sound were opened to provide a venue for more commercial sounds. Major record companies began to open \"superclubs\" promoting their own acts. These superclubs entered into sponsorship deals initially with fast food, soft drinks, and clothing companies. Flyers in clubs in Ibiza often sported many corporate logos. A new subgenre, Chicago hard house, was developed by DJs such as Bad Boy Bill, DJ Lynnwood, DJ Irene, Richard \"Humpty\" Vission and DJ Enrie, mixing elements of Chicago house, funky house and hard house together. Additionally, Producers such as George Centeno, Darren Ramirez, and Martin O. Cairo would develop the Los Angeles Hard House sound. Similar to gabber or hardcore techno from the Netherlands, this sound was often associated with the \"rebel\" culture of the time. These 3 producers are often considered \"ahead of their time\" since many of the sounds they engineered during the late 20th century became more prominent during the 21st century.", "targets": "what was a new subgenre of house in chicago, developed by bad boy bill and others, called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6214530b04a388217691707d6c538", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new generation of clubs such as Liverpool's Cream and the Ministry of Sound were opened to provide a venue for more commercial sounds. Major record companies began to open \"superclubs\" promoting their own acts. These superclubs entered into sponsorship deals initially with fast food, soft drinks, and clothing companies. Flyers in clubs in Ibiza often sported many corporate logos. A new subgenre, Chicago hard house, was developed by DJs such as Bad Boy Bill, DJ Lynnwood, DJ Irene, Richard \"Humpty\" Vission and DJ Enrie, mixing elements of Chicago house, funky house and hard house together. Additionally, Producers such as George Centeno, Darren Ramirez, and Martin O. Cairo would develop the Los Angeles Hard House sound. Similar to gabber or hardcore techno from the Netherlands, this sound was often associated with the \"rebel\" culture of the time. These 3 producers are often considered \"ahead of their time\" since many of the sounds they engineered during the late 20th century became more prominent during the 21st century.", "targets": "george centeno, darren ramirez, and martin o. cairo developed a hard house sound in what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6214530b04a388217691707d6c538", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new generation of clubs such as Liverpool's Cream and the Ministry of Sound were opened to provide a venue for more commercial sounds. Major record companies began to open \"superclubs\" promoting their own acts. These superclubs entered into sponsorship deals initially with fast food, soft drinks, and clothing companies. Flyers in clubs in Ibiza often sported many corporate logos. A new subgenre, Chicago hard house, was developed by DJs such as Bad Boy Bill, DJ Lynnwood, DJ Irene, Richard \"Humpty\" Vission and DJ Enrie, mixing elements of Chicago house, funky house and hard house together. Additionally, Producers such as George Centeno, Darren Ramirez, and Martin O. Cairo would develop the Los Angeles Hard House sound. Similar to gabber or hardcore techno from the Netherlands, this sound was often associated with the \"rebel\" culture of the time. These 3 producers are often considered \"ahead of their time\" since many of the sounds they engineered during the late 20th century became more prominent during the 21st century.", "targets": "what was another name for hardcore techno from the netherlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6214530b04a388217691707d6c538", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new generation of clubs such as Liverpool's Cream and the Ministry of Sound were opened to provide a venue for more commercial sounds. Major record companies began to open \"superclubs\" promoting their own acts. These superclubs entered into sponsorship deals initially with fast food, soft drinks, and clothing companies. Flyers in clubs in Ibiza often sported many corporate logos. A new subgenre, Chicago hard house, was developed by DJs such as Bad Boy Bill, DJ Lynnwood, DJ Irene, Richard \"Humpty\" Vission and DJ Enrie, mixing elements of Chicago house, funky house and hard house together. Additionally, Producers such as George Centeno, Darren Ramirez, and Martin O. Cairo would develop the Los Angeles Hard House sound. Similar to gabber or hardcore techno from the Netherlands, this sound was often associated with the \"rebel\" culture of the time. These 3 producers are often considered \"ahead of their time\" since many of the sounds they engineered during the late 20th century became more prominent during the 21st century.", "targets": "who began opening \"superclubs\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3be06c6acc4893943ab565332b54b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intrigued by the results of the automaton, Bell continued to experiment with a live subject, the family's Skye Terrier, \"Trouve\". After he taught it to growl continuously, Bell would reach into its mouth and manipulate the dog's lips and vocal cords to produce a crude-sounding \"Ow ah oo ga ma ma\". With little convincing, visitors believed his dog could articulate \"How are you grandma?\" More indicative of his playful nature, his experiments convinced onlookers that they saw a \"talking dog\". However, these initial forays into experimentation with sound led Bell to undertake his first serious work on the transmission of sound, using tuning forks to explore resonance.", "targets": "What living thing did Bell use in his research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3be06c6acc4893943ab565332b54b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intrigued by the results of the automaton, Bell continued to experiment with a live subject, the family's Skye Terrier, \"Trouve\". After he taught it to growl continuously, Bell would reach into its mouth and manipulate the dog's lips and vocal cords to produce a crude-sounding \"Ow ah oo ga ma ma\". With little convincing, visitors believed his dog could articulate \"How are you grandma?\" More indicative of his playful nature, his experiments convinced onlookers that they saw a \"talking dog\". However, these initial forays into experimentation with sound led Bell to undertake his first serious work on the transmission of sound, using tuning forks to explore resonance.", "targets": "What was Bell's pet's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3be06c6acc4893943ab565332b54b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intrigued by the results of the automaton, Bell continued to experiment with a live subject, the family's Skye Terrier, \"Trouve\". After he taught it to growl continuously, Bell would reach into its mouth and manipulate the dog's lips and vocal cords to produce a crude-sounding \"Ow ah oo ga ma ma\". With little convincing, visitors believed his dog could articulate \"How are you grandma?\" More indicative of his playful nature, his experiments convinced onlookers that they saw a \"talking dog\". However, these initial forays into experimentation with sound led Bell to undertake his first serious work on the transmission of sound, using tuning forks to explore resonance.", "targets": "What phrase did people believe Bell's dog could say?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3be06c6acc4893943ab565332b54b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intrigued by the results of the automaton, Bell continued to experiment with a live subject, the family's Skye Terrier, \"Trouve\". After he taught it to growl continuously, Bell would reach into its mouth and manipulate the dog's lips and vocal cords to produce a crude-sounding \"Ow ah oo ga ma ma\". With little convincing, visitors believed his dog could articulate \"How are you grandma?\" More indicative of his playful nature, his experiments convinced onlookers that they saw a \"talking dog\". However, these initial forays into experimentation with sound led Bell to undertake his first serious work on the transmission of sound, using tuning forks to explore resonance.", "targets": "Bell investigated resonance using what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f3be06c6acc4893943ab565332b54b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intrigued by the results of the automaton, Bell continued to experiment with a live subject, the family's Skye Terrier, \"Trouve\". After he taught it to growl continuously, Bell would reach into its mouth and manipulate the dog's lips and vocal cords to produce a crude-sounding \"Ow ah oo ga ma ma\". With little convincing, visitors believed his dog could articulate \"How are you grandma?\" More indicative of his playful nature, his experiments convinced onlookers that they saw a \"talking dog\". However, these initial forays into experimentation with sound led Bell to undertake his first serious work on the transmission of sound, using tuning forks to explore resonance.", "targets": "What did Bell  instruct his dog to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-475f669bc2e34e1da075b4d011a8af7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have one of the most complex respiratory systems of all animal groups. Upon inhalation, 75% of the fresh air bypasses the lungs and flows directly into a posterior air sac which extends from the lungs and connects with air spaces in the bones and fills them with air. The other 25% of the air goes directly into the lungs. When the bird exhales, the used air flows out of the lung and the stored fresh air from the posterior air sac is simultaneously forced into the lungs. Thus, a bird's lungs receive a constant supply of fresh air during both inhalation and exhalation. Sound production is achieved using the syrinx, a muscular chamber incorporating multiple tympanic membranes which diverges from the lower end of the trachea; the trachea being elongated in some species, increasing the volume of vocalizations and the perception of the bird's size.", "targets": "Upon inhalation, what percentage of fresh air bypasses the lungs and flows directly into a posterior air sac?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-475f669bc2e34e1da075b4d011a8af7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have one of the most complex respiratory systems of all animal groups. Upon inhalation, 75% of the fresh air bypasses the lungs and flows directly into a posterior air sac which extends from the lungs and connects with air spaces in the bones and fills them with air. The other 25% of the air goes directly into the lungs. When the bird exhales, the used air flows out of the lung and the stored fresh air from the posterior air sac is simultaneously forced into the lungs. Thus, a bird's lungs receive a constant supply of fresh air during both inhalation and exhalation. Sound production is achieved using the syrinx, a muscular chamber incorporating multiple tympanic membranes which diverges from the lower end of the trachea; the trachea being elongated in some species, increasing the volume of vocalizations and the perception of the bird's size.", "targets": "Where does the other 25 percent of fresh air go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-475f669bc2e34e1da075b4d011a8af7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have one of the most complex respiratory systems of all animal groups. Upon inhalation, 75% of the fresh air bypasses the lungs and flows directly into a posterior air sac which extends from the lungs and connects with air spaces in the bones and fills them with air. The other 25% of the air goes directly into the lungs. When the bird exhales, the used air flows out of the lung and the stored fresh air from the posterior air sac is simultaneously forced into the lungs. Thus, a bird's lungs receive a constant supply of fresh air during both inhalation and exhalation. Sound production is achieved using the syrinx, a muscular chamber incorporating multiple tympanic membranes which diverges from the lower end of the trachea; the trachea being elongated in some species, increasing the volume of vocalizations and the perception of the bird's size.", "targets": "What is the syrinx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-475f669bc2e34e1da075b4d011a8af7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have one of the most complex respiratory systems of all animal groups. Upon inhalation, 75% of the fresh air bypasses the lungs and flows directly into a posterior air sac which extends from the lungs and connects with air spaces in the bones and fills them with air. The other 25% of the air goes directly into the lungs. When the bird exhales, the used air flows out of the lung and the stored fresh air from the posterior air sac is simultaneously forced into the lungs. Thus, a bird's lungs receive a constant supply of fresh air during both inhalation and exhalation. Sound production is achieved using the syrinx, a muscular chamber incorporating multiple tympanic membranes which diverges from the lower end of the trachea; the trachea being elongated in some species, increasing the volume of vocalizations and the perception of the bird's size.", "targets": "Sound production is achieved using what muscular chamber?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-475f669bc2e34e1da075b4d011a8af7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds have one of the most complex respiratory systems of all animal groups. Upon inhalation, 75% of the fresh air bypasses the lungs and flows directly into a posterior air sac which extends from the lungs and connects with air spaces in the bones and fills them with air. The other 25% of the air goes directly into the lungs. When the bird exhales, the used air flows out of the lung and the stored fresh air from the posterior air sac is simultaneously forced into the lungs. Thus, a bird's lungs receive a constant supply of fresh air during both inhalation and exhalation. Sound production is achieved using the syrinx, a muscular chamber incorporating multiple tympanic membranes which diverges from the lower end of the trachea; the trachea being elongated in some species, increasing the volume of vocalizations and the perception of the bird's size.", "targets": "Which animal has one of the most complex respiratory system of all animal groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aa404e5224b4b8a8461ac242682dd74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the past 25 years, the Tucson Folk Festival has taken place the first Saturday and Sunday of May in downtown Tucson's El Presidio Park. In addition to nationally known headline acts each evening, the Festival highlights over 100 local and regional musicians on five stages is one of the largest free festivals in the country. All stages are within easy walking distance. Organized by the Tucson Kitchen Musicians Association, volunteers make this festival possible. KXCI 91.3-FM, Arizona's only community radio station, is a major partner, broadcasting from the Plaza Stage throughout the weekend. In addition, there are numerous workshops, events for children, sing-alongs, and a popular singer/songwriter contest. Musicians typically play 30-minute sets, supported by professional audio staff volunteers. A variety of food and crafts are available at the festival, as well as local micro-brews. All proceeds from sales go to fund future festivals.", "targets": "When is the Tucson Folk Festival held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aa404e5224b4b8a8461ac242682dd74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the past 25 years, the Tucson Folk Festival has taken place the first Saturday and Sunday of May in downtown Tucson's El Presidio Park. In addition to nationally known headline acts each evening, the Festival highlights over 100 local and regional musicians on five stages is one of the largest free festivals in the country. All stages are within easy walking distance. Organized by the Tucson Kitchen Musicians Association, volunteers make this festival possible. KXCI 91.3-FM, Arizona's only community radio station, is a major partner, broadcasting from the Plaza Stage throughout the weekend. In addition, there are numerous workshops, events for children, sing-alongs, and a popular singer/songwriter contest. Musicians typically play 30-minute sets, supported by professional audio staff volunteers. A variety of food and crafts are available at the festival, as well as local micro-brews. All proceeds from sales go to fund future festivals.", "targets": "Where is the Tucson Folk Festival held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aa404e5224b4b8a8461ac242682dd74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the past 25 years, the Tucson Folk Festival has taken place the first Saturday and Sunday of May in downtown Tucson's El Presidio Park. In addition to nationally known headline acts each evening, the Festival highlights over 100 local and regional musicians on five stages is one of the largest free festivals in the country. All stages are within easy walking distance. Organized by the Tucson Kitchen Musicians Association, volunteers make this festival possible. KXCI 91.3-FM, Arizona's only community radio station, is a major partner, broadcasting from the Plaza Stage throughout the weekend. In addition, there are numerous workshops, events for children, sing-alongs, and a popular singer/songwriter contest. Musicians typically play 30-minute sets, supported by professional audio staff volunteers. A variety of food and crafts are available at the festival, as well as local micro-brews. All proceeds from sales go to fund future festivals.", "targets": "How many performers are in the Tucson Folk Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aa404e5224b4b8a8461ac242682dd74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the past 25 years, the Tucson Folk Festival has taken place the first Saturday and Sunday of May in downtown Tucson's El Presidio Park. In addition to nationally known headline acts each evening, the Festival highlights over 100 local and regional musicians on five stages is one of the largest free festivals in the country. All stages are within easy walking distance. Organized by the Tucson Kitchen Musicians Association, volunteers make this festival possible. KXCI 91.3-FM, Arizona's only community radio station, is a major partner, broadcasting from the Plaza Stage throughout the weekend. In addition, there are numerous workshops, events for children, sing-alongs, and a popular singer/songwriter contest. Musicians typically play 30-minute sets, supported by professional audio staff volunteers. A variety of food and crafts are available at the festival, as well as local micro-brews. All proceeds from sales go to fund future festivals.", "targets": "How much does the Tucson Folk Festival cost to get in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aa404e5224b4b8a8461ac242682dd74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For the past 25 years, the Tucson Folk Festival has taken place the first Saturday and Sunday of May in downtown Tucson's El Presidio Park. In addition to nationally known headline acts each evening, the Festival highlights over 100 local and regional musicians on five stages is one of the largest free festivals in the country. All stages are within easy walking distance. Organized by the Tucson Kitchen Musicians Association, volunteers make this festival possible. KXCI 91.3-FM, Arizona's only community radio station, is a major partner, broadcasting from the Plaza Stage throughout the weekend. In addition, there are numerous workshops, events for children, sing-alongs, and a popular singer/songwriter contest. Musicians typically play 30-minute sets, supported by professional audio staff volunteers. A variety of food and crafts are available at the festival, as well as local micro-brews. All proceeds from sales go to fund future festivals.", "targets": "Who runs the Tucson Folk Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c03752c5f40a1b00db250de0c8454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Any individual made a member of the Order for gallantry could wear an emblem of two crossed silver oak leaves on the same riband, ribbon or bow as the badge. It could not be awarded posthumously and was effectively replaced in 1974 with the Queen's Gallantry Medal. If recipients of the Order of the British Empire for Gallantry received promotion within the Order, whether for gallantry or otherwise, they continued to wear also the insignia of the lower grade with the oak leaves. However, they only used the post-nominal letters of the higher grade.", "targets": "Who could wear a emblem of two crossed silver oak leaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c03752c5f40a1b00db250de0c8454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Any individual made a member of the Order for gallantry could wear an emblem of two crossed silver oak leaves on the same riband, ribbon or bow as the badge. It could not be awarded posthumously and was effectively replaced in 1974 with the Queen's Gallantry Medal. If recipients of the Order of the British Empire for Gallantry received promotion within the Order, whether for gallantry or otherwise, they continued to wear also the insignia of the lower grade with the oak leaves. However, they only used the post-nominal letters of the higher grade.", "targets": "What year was it replaced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c03752c5f40a1b00db250de0c8454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Any individual made a member of the Order for gallantry could wear an emblem of two crossed silver oak leaves on the same riband, ribbon or bow as the badge. It could not be awarded posthumously and was effectively replaced in 1974 with the Queen's Gallantry Medal. If recipients of the Order of the British Empire for Gallantry received promotion within the Order, whether for gallantry or otherwise, they continued to wear also the insignia of the lower grade with the oak leaves. However, they only used the post-nominal letters of the higher grade.", "targets": "What was the emblem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c03752c5f40a1b00db250de0c8454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Any individual made a member of the Order for gallantry could wear an emblem of two crossed silver oak leaves on the same riband, ribbon or bow as the badge. It could not be awarded posthumously and was effectively replaced in 1974 with the Queen's Gallantry Medal. If recipients of the Order of the British Empire for Gallantry received promotion within the Order, whether for gallantry or otherwise, they continued to wear also the insignia of the lower grade with the oak leaves. However, they only used the post-nominal letters of the higher grade.", "targets": "What kind of medal was replaced in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c03752c5f40a1b00db250de0c8454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Any individual made a member of the Order for gallantry could wear an emblem of two crossed silver oak leaves on the same riband, ribbon or bow as the badge. It could not be awarded posthumously and was effectively replaced in 1974 with the Queen's Gallantry Medal. If recipients of the Order of the British Empire for Gallantry received promotion within the Order, whether for gallantry or otherwise, they continued to wear also the insignia of the lower grade with the oak leaves. However, they only used the post-nominal letters of the higher grade.", "targets": "They continued to wear what the insignia of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b03fa0b8d8814391be40f04fec4ac860", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the memory of the \"Charge of the Light Brigade\" demonstrates, the war became an iconic symbol of logistical, medical and tactical failures and mismanagement. Public opinion in the UK was outraged at the logistical and command failures of the war; the newspapers demanded drastic reforms, and parliamentary investigations demonstrated the multiple failures of the Army. However, the reform campaign was not well organized, and the traditional aristocratic leadership of the Army pulled itself together, and blocked all serious reforms. No one was punished. The outbreak of the Indian Revolution in 1857 shifted attention to the heroic defense of British interest by the army, and further talk of reform went nowhere. The demand for professionalization was, however, achieved by Florence Nightingale, who gained worldwide attention for pioneering and publicizing modern nursing while treating the wounded.:469\u201371", "targets": "Who demanded drastic reforms after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b03fa0b8d8814391be40f04fec4ac860", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the memory of the \"Charge of the Light Brigade\" demonstrates, the war became an iconic symbol of logistical, medical and tactical failures and mismanagement. Public opinion in the UK was outraged at the logistical and command failures of the war; the newspapers demanded drastic reforms, and parliamentary investigations demonstrated the multiple failures of the Army. However, the reform campaign was not well organized, and the traditional aristocratic leadership of the Army pulled itself together, and blocked all serious reforms. No one was punished. The outbreak of the Indian Revolution in 1857 shifted attention to the heroic defense of British interest by the army, and further talk of reform went nowhere. The demand for professionalization was, however, achieved by Florence Nightingale, who gained worldwide attention for pioneering and publicizing modern nursing while treating the wounded.:469\u201371", "targets": "The outbreak of the Indian Revolution took place in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b03fa0b8d8814391be40f04fec4ac860", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the memory of the \"Charge of the Light Brigade\" demonstrates, the war became an iconic symbol of logistical, medical and tactical failures and mismanagement. Public opinion in the UK was outraged at the logistical and command failures of the war; the newspapers demanded drastic reforms, and parliamentary investigations demonstrated the multiple failures of the Army. However, the reform campaign was not well organized, and the traditional aristocratic leadership of the Army pulled itself together, and blocked all serious reforms. No one was punished. The outbreak of the Indian Revolution in 1857 shifted attention to the heroic defense of British interest by the army, and further talk of reform went nowhere. The demand for professionalization was, however, achieved by Florence Nightingale, who gained worldwide attention for pioneering and publicizing modern nursing while treating the wounded.:469\u201371", "targets": "What poem demonstrates that the war became a symbol of failures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a567f6384e3a41c7b0d3825535691c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The difference in the above factors for the case of \u03b8=0 is the reason that most broadcasting (transmissions intended for the public) uses vertical polarization. For receivers near the ground, horizontally polarized transmissions suffer cancellation. For best reception the receiving antennas for these signals are likewise vertically polarized. In some applications where the receiving antenna must work in any position, as in mobile phones, the base station antennas use mixed polarization, such as linear polarization at an angle (with both vertical and horizontal components) or circular polarization.", "targets": "What type of programmin relies on vertical polarization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a567f6384e3a41c7b0d3825535691c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The difference in the above factors for the case of \u03b8=0 is the reason that most broadcasting (transmissions intended for the public) uses vertical polarization. For receivers near the ground, horizontally polarized transmissions suffer cancellation. For best reception the receiving antennas for these signals are likewise vertically polarized. In some applications where the receiving antenna must work in any position, as in mobile phones, the base station antennas use mixed polarization, such as linear polarization at an angle (with both vertical and horizontal components) or circular polarization.", "targets": "If you were to position your receiver closer to the ground what might be a negative of this placement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a567f6384e3a41c7b0d3825535691c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The difference in the above factors for the case of \u03b8=0 is the reason that most broadcasting (transmissions intended for the public) uses vertical polarization. For receivers near the ground, horizontally polarized transmissions suffer cancellation. For best reception the receiving antennas for these signals are likewise vertically polarized. In some applications where the receiving antenna must work in any position, as in mobile phones, the base station antennas use mixed polarization, such as linear polarization at an angle (with both vertical and horizontal components) or circular polarization.", "targets": "What is one use that would require an antenna to receive signals in various ways at once?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a567f6384e3a41c7b0d3825535691c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The difference in the above factors for the case of \u03b8=0 is the reason that most broadcasting (transmissions intended for the public) uses vertical polarization. For receivers near the ground, horizontally polarized transmissions suffer cancellation. For best reception the receiving antennas for these signals are likewise vertically polarized. In some applications where the receiving antenna must work in any position, as in mobile phones, the base station antennas use mixed polarization, such as linear polarization at an angle (with both vertical and horizontal components) or circular polarization.", "targets": "If you were to develop a signal to be used with mobile phones what would be an effective antenna type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a567f6384e3a41c7b0d3825535691c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The difference in the above factors for the case of \u03b8=0 is the reason that most broadcasting (transmissions intended for the public) uses vertical polarization. For receivers near the ground, horizontally polarized transmissions suffer cancellation. For best reception the receiving antennas for these signals are likewise vertically polarized. In some applications where the receiving antenna must work in any position, as in mobile phones, the base station antennas use mixed polarization, such as linear polarization at an angle (with both vertical and horizontal components) or circular polarization.", "targets": "What would the antenna you are using take advantage of to allow it to work in multiple locations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef40c3d8edb4a66b3472900a6d1232d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded European excursions into what is now called Tennessee were three expeditions led by Spanish explorers, namely Hernando de Soto in 1540, Tristan de Luna in 1559, and Juan Pardo in 1567. Pardo recorded the name \"Tanasqui\" from a local Indian village, which evolved to the state's current name. At that time, Tennessee was inhabited by tribes of Muscogee and Yuchi people. Possibly because of European diseases devastating the Indian tribes, which would have left a population vacuum, and also from expanding European settlement in the north, the Cherokee moved south from the area now called Virginia. As European colonists spread into the area, the Indian populations were forcibly displaced to the south and west, including all Muscogee and Yuchi peoples, the Chickasaw and Choctaw, and ultimately, the Cherokee in 1838.", "targets": "Which European nationality first explored the Tennessee region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef40c3d8edb4a66b3472900a6d1232d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded European excursions into what is now called Tennessee were three expeditions led by Spanish explorers, namely Hernando de Soto in 1540, Tristan de Luna in 1559, and Juan Pardo in 1567. Pardo recorded the name \"Tanasqui\" from a local Indian village, which evolved to the state's current name. At that time, Tennessee was inhabited by tribes of Muscogee and Yuchi people. Possibly because of European diseases devastating the Indian tribes, which would have left a population vacuum, and also from expanding European settlement in the north, the Cherokee moved south from the area now called Virginia. As European colonists spread into the area, the Indian populations were forcibly displaced to the south and west, including all Muscogee and Yuchi peoples, the Chickasaw and Choctaw, and ultimately, the Cherokee in 1838.", "targets": "Which year did Hernando de Soto explore Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef40c3d8edb4a66b3472900a6d1232d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded European excursions into what is now called Tennessee were three expeditions led by Spanish explorers, namely Hernando de Soto in 1540, Tristan de Luna in 1559, and Juan Pardo in 1567. Pardo recorded the name \"Tanasqui\" from a local Indian village, which evolved to the state's current name. At that time, Tennessee was inhabited by tribes of Muscogee and Yuchi people. Possibly because of European diseases devastating the Indian tribes, which would have left a population vacuum, and also from expanding European settlement in the north, the Cherokee moved south from the area now called Virginia. As European colonists spread into the area, the Indian populations were forcibly displaced to the south and west, including all Muscogee and Yuchi peoples, the Chickasaw and Choctaw, and ultimately, the Cherokee in 1838.", "targets": "Which Native American peoples were living in Tennessee when Juan Pardo explored the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef40c3d8edb4a66b3472900a6d1232d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded European excursions into what is now called Tennessee were three expeditions led by Spanish explorers, namely Hernando de Soto in 1540, Tristan de Luna in 1559, and Juan Pardo in 1567. Pardo recorded the name \"Tanasqui\" from a local Indian village, which evolved to the state's current name. At that time, Tennessee was inhabited by tribes of Muscogee and Yuchi people. Possibly because of European diseases devastating the Indian tribes, which would have left a population vacuum, and also from expanding European settlement in the north, the Cherokee moved south from the area now called Virginia. As European colonists spread into the area, the Indian populations were forcibly displaced to the south and west, including all Muscogee and Yuchi peoples, the Chickasaw and Choctaw, and ultimately, the Cherokee in 1838.", "targets": "Which Native American people left Tennessee for the Virginia area because of encroaching Europeans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef40c3d8edb4a66b3472900a6d1232d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded European excursions into what is now called Tennessee were three expeditions led by Spanish explorers, namely Hernando de Soto in 1540, Tristan de Luna in 1559, and Juan Pardo in 1567. Pardo recorded the name \"Tanasqui\" from a local Indian village, which evolved to the state's current name. At that time, Tennessee was inhabited by tribes of Muscogee and Yuchi people. Possibly because of European diseases devastating the Indian tribes, which would have left a population vacuum, and also from expanding European settlement in the north, the Cherokee moved south from the area now called Virginia. As European colonists spread into the area, the Indian populations were forcibly displaced to the south and west, including all Muscogee and Yuchi peoples, the Chickasaw and Choctaw, and ultimately, the Cherokee in 1838.", "targets": "By which year had most of the Native Americans been forced out of the Tennessee region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3111a1a077af4063af2ba64baa2da9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The television industry developed in New York and is a significant employer in the city's economy. The three major American broadcast networks are all headquartered in New York: ABC, CBS, and NBC. Many cable networks are based in the city as well, including MTV, Fox News, HBO, Showtime, Bravo, Food Network, AMC, and Comedy Central. The City of New York operates a public broadcast service, NYCTV, that has produced several original Emmy Award-winning shows covering music and culture in city neighborhoods and city government.", "targets": "Along with ABC and NBC, what other major broadcaster is based in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3111a1a077af4063af2ba64baa2da9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The television industry developed in New York and is a significant employer in the city's economy. The three major American broadcast networks are all headquartered in New York: ABC, CBS, and NBC. Many cable networks are based in the city as well, including MTV, Fox News, HBO, Showtime, Bravo, Food Network, AMC, and Comedy Central. The City of New York operates a public broadcast service, NYCTV, that has produced several original Emmy Award-winning shows covering music and culture in city neighborhoods and city government.", "targets": "What is the name of the city's public television service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3111a1a077af4063af2ba64baa2da9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The television industry developed in New York and is a significant employer in the city's economy. The three major American broadcast networks are all headquartered in New York: ABC, CBS, and NBC. Many cable networks are based in the city as well, including MTV, Fox News, HBO, Showtime, Bravo, Food Network, AMC, and Comedy Central. The City of New York operates a public broadcast service, NYCTV, that has produced several original Emmy Award-winning shows covering music and culture in city neighborhoods and city government.", "targets": "What comedy channel on cable television is headquartered in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3111a1a077af4063af2ba64baa2da9d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The television industry developed in New York and is a significant employer in the city's economy. The three major American broadcast networks are all headquartered in New York: ABC, CBS, and NBC. Many cable networks are based in the city as well, including MTV, Fox News, HBO, Showtime, Bravo, Food Network, AMC, and Comedy Central. The City of New York operates a public broadcast service, NYCTV, that has produced several original Emmy Award-winning shows covering music and culture in city neighborhoods and city government.", "targets": "What cable news channel is based in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6c822092e04898bde07436fcc72c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Soga clan had taken control of the throne in the sixth century, the Fujiwara by the ninth century had intermarried with the imperial family, and one of their members was the first head of the Emperor's Private Office. Another Fujiwara became regent, Sessh\u014d for his grandson, then a minor emperor, and yet another was appointed Kampaku. Toward the end of the ninth century, several emperors tried, but failed, to check the Fujiwara. For a time, however, during the reign of Emperor Daigo (897-930), the Fujiwara regency was suspended as he ruled directly.", "targets": "In what century did the Soga family take the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6c822092e04898bde07436fcc72c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Soga clan had taken control of the throne in the sixth century, the Fujiwara by the ninth century had intermarried with the imperial family, and one of their members was the first head of the Emperor's Private Office. Another Fujiwara became regent, Sessh\u014d for his grandson, then a minor emperor, and yet another was appointed Kampaku. Toward the end of the ninth century, several emperors tried, but failed, to check the Fujiwara. For a time, however, during the reign of Emperor Daigo (897-930), the Fujiwara regency was suspended as he ruled directly.", "targets": "A member of what clan became the head of the Emperor's Private Office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6c822092e04898bde07436fcc72c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Soga clan had taken control of the throne in the sixth century, the Fujiwara by the ninth century had intermarried with the imperial family, and one of their members was the first head of the Emperor's Private Office. Another Fujiwara became regent, Sessh\u014d for his grandson, then a minor emperor, and yet another was appointed Kampaku. Toward the end of the ninth century, several emperors tried, but failed, to check the Fujiwara. For a time, however, during the reign of Emperor Daigo (897-930), the Fujiwara regency was suspended as he ruled directly.", "targets": "Which emperor suspended the Fujiwara clan's power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef6c822092e04898bde07436fcc72c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the Soga clan had taken control of the throne in the sixth century, the Fujiwara by the ninth century had intermarried with the imperial family, and one of their members was the first head of the Emperor's Private Office. Another Fujiwara became regent, Sessh\u014d for his grandson, then a minor emperor, and yet another was appointed Kampaku. Toward the end of the ninth century, several emperors tried, but failed, to check the Fujiwara. For a time, however, during the reign of Emperor Daigo (897-930), the Fujiwara regency was suspended as he ruled directly.", "targets": "Emperor Daigo ruled during what years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5628fa59b0194544836d286506f0d0fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish Supreme Court is the highest court for all cases in Spain (both private and public). Only those cases related to human rights can be appealed at the Constitutional Court (which also decides about acts accordance with Spanish Constitution).\nIn Spain, high courts cannot create binding precedents; however, lower rank courts usually observe Supreme Court interpretations. In most private law cases, two Supreme Court judgements supporting a claim are needed to appeal at the Supreme Court.\nFive sections form the Spanish Supreme court:", "targets": "The Spanish Supreme Court hears all cases related to law in what areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5628fa59b0194544836d286506f0d0fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish Supreme Court is the highest court for all cases in Spain (both private and public). Only those cases related to human rights can be appealed at the Constitutional Court (which also decides about acts accordance with Spanish Constitution).\nIn Spain, high courts cannot create binding precedents; however, lower rank courts usually observe Supreme Court interpretations. In most private law cases, two Supreme Court judgements supporting a claim are needed to appeal at the Supreme Court.\nFive sections form the Spanish Supreme court:", "targets": "What types of cases can be appealed to Spain's Constitutional Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5628fa59b0194544836d286506f0d0fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish Supreme Court is the highest court for all cases in Spain (both private and public). Only those cases related to human rights can be appealed at the Constitutional Court (which also decides about acts accordance with Spanish Constitution).\nIn Spain, high courts cannot create binding precedents; however, lower rank courts usually observe Supreme Court interpretations. In most private law cases, two Supreme Court judgements supporting a claim are needed to appeal at the Supreme Court.\nFive sections form the Spanish Supreme court:", "targets": "What is the other power of this latter court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5628fa59b0194544836d286506f0d0fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish Supreme Court is the highest court for all cases in Spain (both private and public). Only those cases related to human rights can be appealed at the Constitutional Court (which also decides about acts accordance with Spanish Constitution).\nIn Spain, high courts cannot create binding precedents; however, lower rank courts usually observe Supreme Court interpretations. In most private law cases, two Supreme Court judgements supporting a claim are needed to appeal at the Supreme Court.\nFive sections form the Spanish Supreme court:", "targets": "High courts in Spain do not establish what for lower court rulings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5628fa59b0194544836d286506f0d0fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spanish Supreme Court is the highest court for all cases in Spain (both private and public). Only those cases related to human rights can be appealed at the Constitutional Court (which also decides about acts accordance with Spanish Constitution).\nIn Spain, high courts cannot create binding precedents; however, lower rank courts usually observe Supreme Court interpretations. In most private law cases, two Supreme Court judgements supporting a claim are needed to appeal at the Supreme Court.\nFive sections form the Spanish Supreme court:", "targets": "In practicality, how do lower courts typically view the rulings of higher courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2835fa63604c47b88d2a1cecbc81178d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Army consisted in peacetime of approximately 400,000 soldiers, some of them regulars, others conscripts who until 1869 served the comparatively long period of seven years with the colours. Some of them were veterans of previous French campaigns in the Crimean War, Algeria, the Franco-Austrian War in Italy, and in the Franco-Mexican War. However, following the \"Seven Weeks War\" between Prussia and Austria four years earlier, it had been calculated that the French Army could field only 288,000 men to face the Prussian Army when perhaps 1,000,000 would be required. Under Marshal Adolphe Niel, urgent reforms were made. Universal conscription (rather than by ballot, as previously) and a shorter period of service gave increased numbers of reservists, who would swell the army to a planned strength of 800,000 on mobilisation. Those who for any reason were not conscripted were to be enrolled in the Garde Mobile, a militia with a nominal strength of 400,000. However, the Franco-Prussian War broke out before these reforms could be completely implemented. The mobilisation of reservists was chaotic and resulted in large numbers of stragglers, while the Garde Mobile were generally untrained and often mutinous.", "targets": "In peacetime, what the approximate number of French soldiers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2835fa63604c47b88d2a1cecbc81178d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Army consisted in peacetime of approximately 400,000 soldiers, some of them regulars, others conscripts who until 1869 served the comparatively long period of seven years with the colours. Some of them were veterans of previous French campaigns in the Crimean War, Algeria, the Franco-Austrian War in Italy, and in the Franco-Mexican War. However, following the \"Seven Weeks War\" between Prussia and Austria four years earlier, it had been calculated that the French Army could field only 288,000 men to face the Prussian Army when perhaps 1,000,000 would be required. Under Marshal Adolphe Niel, urgent reforms were made. Universal conscription (rather than by ballot, as previously) and a shorter period of service gave increased numbers of reservists, who would swell the army to a planned strength of 800,000 on mobilisation. Those who for any reason were not conscripted were to be enrolled in the Garde Mobile, a militia with a nominal strength of 400,000. However, the Franco-Prussian War broke out before these reforms could be completely implemented. The mobilisation of reservists was chaotic and resulted in large numbers of stragglers, while the Garde Mobile were generally untrained and often mutinous.", "targets": "Veterans of the French Army had prviously fought in which war in Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2835fa63604c47b88d2a1cecbc81178d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Army consisted in peacetime of approximately 400,000 soldiers, some of them regulars, others conscripts who until 1869 served the comparatively long period of seven years with the colours. Some of them were veterans of previous French campaigns in the Crimean War, Algeria, the Franco-Austrian War in Italy, and in the Franco-Mexican War. However, following the \"Seven Weeks War\" between Prussia and Austria four years earlier, it had been calculated that the French Army could field only 288,000 men to face the Prussian Army when perhaps 1,000,000 would be required. Under Marshal Adolphe Niel, urgent reforms were made. Universal conscription (rather than by ballot, as previously) and a shorter period of service gave increased numbers of reservists, who would swell the army to a planned strength of 800,000 on mobilisation. Those who for any reason were not conscripted were to be enrolled in the Garde Mobile, a militia with a nominal strength of 400,000. However, the Franco-Prussian War broke out before these reforms could be completely implemented. The mobilisation of reservists was chaotic and resulted in large numbers of stragglers, while the Garde Mobile were generally untrained and often mutinous.", "targets": "The \"Seven Weeks War\" was between which two countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2835fa63604c47b88d2a1cecbc81178d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Army consisted in peacetime of approximately 400,000 soldiers, some of them regulars, others conscripts who until 1869 served the comparatively long period of seven years with the colours. Some of them were veterans of previous French campaigns in the Crimean War, Algeria, the Franco-Austrian War in Italy, and in the Franco-Mexican War. However, following the \"Seven Weeks War\" between Prussia and Austria four years earlier, it had been calculated that the French Army could field only 288,000 men to face the Prussian Army when perhaps 1,000,000 would be required. Under Marshal Adolphe Niel, urgent reforms were made. Universal conscription (rather than by ballot, as previously) and a shorter period of service gave increased numbers of reservists, who would swell the army to a planned strength of 800,000 on mobilisation. Those who for any reason were not conscripted were to be enrolled in the Garde Mobile, a militia with a nominal strength of 400,000. However, the Franco-Prussian War broke out before these reforms could be completely implemented. The mobilisation of reservists was chaotic and resulted in large numbers of stragglers, while the Garde Mobile were generally untrained and often mutinous.", "targets": "Who reformed the low numbers of troops by implementing universal conscription?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2835fa63604c47b88d2a1cecbc81178d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Army consisted in peacetime of approximately 400,000 soldiers, some of them regulars, others conscripts who until 1869 served the comparatively long period of seven years with the colours. Some of them were veterans of previous French campaigns in the Crimean War, Algeria, the Franco-Austrian War in Italy, and in the Franco-Mexican War. However, following the \"Seven Weeks War\" between Prussia and Austria four years earlier, it had been calculated that the French Army could field only 288,000 men to face the Prussian Army when perhaps 1,000,000 would be required. Under Marshal Adolphe Niel, urgent reforms were made. Universal conscription (rather than by ballot, as previously) and a shorter period of service gave increased numbers of reservists, who would swell the army to a planned strength of 800,000 on mobilisation. Those who for any reason were not conscripted were to be enrolled in the Garde Mobile, a militia with a nominal strength of 400,000. However, the Franco-Prussian War broke out before these reforms could be completely implemented. The mobilisation of reservists was chaotic and resulted in large numbers of stragglers, while the Garde Mobile were generally untrained and often mutinous.", "targets": "If a citizen was for some reason not conscripted, in what militia were they were registered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-772064c9ffa3443bbc921c0a6b7b31ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared tracking, also known as infrared homing, refers to a passive missile guidance system, which uses the emission from a target of electromagnetic radiation in the infrared part of the spectrum to track it. Missiles that use infrared seeking are often referred to as \"heat-seekers\", since infrared (IR) is just below the visible spectrum of light in frequency and is radiated strongly by hot bodies. Many objects such as people, vehicle engines, and aircraft generate and retain heat, and as such, are especially visible in the infrared wavelengths of light compared to objects in the background.", "targets": "What is another term for infrared homing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-772064c9ffa3443bbc921c0a6b7b31ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared tracking, also known as infrared homing, refers to a passive missile guidance system, which uses the emission from a target of electromagnetic radiation in the infrared part of the spectrum to track it. Missiles that use infrared seeking are often referred to as \"heat-seekers\", since infrared (IR) is just below the visible spectrum of light in frequency and is radiated strongly by hot bodies. Many objects such as people, vehicle engines, and aircraft generate and retain heat, and as such, are especially visible in the infrared wavelengths of light compared to objects in the background.", "targets": "What devices make use of infrared homing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-772064c9ffa3443bbc921c0a6b7b31ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared tracking, also known as infrared homing, refers to a passive missile guidance system, which uses the emission from a target of electromagnetic radiation in the infrared part of the spectrum to track it. Missiles that use infrared seeking are often referred to as \"heat-seekers\", since infrared (IR) is just below the visible spectrum of light in frequency and is radiated strongly by hot bodies. Many objects such as people, vehicle engines, and aircraft generate and retain heat, and as such, are especially visible in the infrared wavelengths of light compared to objects in the background.", "targets": "What is a common name for missiles that make use of infrared seeking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-772064c9ffa3443bbc921c0a6b7b31ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared tracking, also known as infrared homing, refers to a passive missile guidance system, which uses the emission from a target of electromagnetic radiation in the infrared part of the spectrum to track it. Missiles that use infrared seeking are often referred to as \"heat-seekers\", since infrared (IR) is just below the visible spectrum of light in frequency and is radiated strongly by hot bodies. Many objects such as people, vehicle engines, and aircraft generate and retain heat, and as such, are especially visible in the infrared wavelengths of light compared to objects in the background.", "targets": "Along with aircraft and people, what objects notably create and retain heat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-772064c9ffa3443bbc921c0a6b7b31ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared tracking, also known as infrared homing, refers to a passive missile guidance system, which uses the emission from a target of electromagnetic radiation in the infrared part of the spectrum to track it. Missiles that use infrared seeking are often referred to as \"heat-seekers\", since infrared (IR) is just below the visible spectrum of light in frequency and is radiated strongly by hot bodies. Many objects such as people, vehicle engines, and aircraft generate and retain heat, and as such, are especially visible in the infrared wavelengths of light compared to objects in the background.", "targets": "What does IR stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4060a086c34f9fa75bb5286325d683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the simplest case, a single connection is established to an upstream ISP and is used to transmit data to or from areas of the Internet beyond the home network; this mode of interconnection is often cascaded multiple times until reaching a tier 1 carrier. In reality, the situation is often more complex. ISPs with more than one point of presence (PoP) may have separate connections to an upstream ISP at multiple PoPs, or they may be customers of multiple upstream ISPs and may have connections to each one of them at one or more point of presence. Transit ISPs provide large amounts of bandwidth for connecting hosting ISPs and access ISPs.", "targets": "What is the simplest case of an ISP using an upstream ISP? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4060a086c34f9fa75bb5286325d683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the simplest case, a single connection is established to an upstream ISP and is used to transmit data to or from areas of the Internet beyond the home network; this mode of interconnection is often cascaded multiple times until reaching a tier 1 carrier. In reality, the situation is often more complex. ISPs with more than one point of presence (PoP) may have separate connections to an upstream ISP at multiple PoPs, or they may be customers of multiple upstream ISPs and may have connections to each one of them at one or more point of presence. Transit ISPs provide large amounts of bandwidth for connecting hosting ISPs and access ISPs.", "targets": "what do transit ISPs provide? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4060a086c34f9fa75bb5286325d683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the simplest case, a single connection is established to an upstream ISP and is used to transmit data to or from areas of the Internet beyond the home network; this mode of interconnection is often cascaded multiple times until reaching a tier 1 carrier. In reality, the situation is often more complex. ISPs with more than one point of presence (PoP) may have separate connections to an upstream ISP at multiple PoPs, or they may be customers of multiple upstream ISPs and may have connections to each one of them at one or more point of presence. Transit ISPs provide large amounts of bandwidth for connecting hosting ISPs and access ISPs.", "targets": "A mode of interconnection is often cascaded multiple times until reaching what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4060a086c34f9fa75bb5286325d683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the simplest case, a single connection is established to an upstream ISP and is used to transmit data to or from areas of the Internet beyond the home network; this mode of interconnection is often cascaded multiple times until reaching a tier 1 carrier. In reality, the situation is often more complex. ISPs with more than one point of presence (PoP) may have separate connections to an upstream ISP at multiple PoPs, or they may be customers of multiple upstream ISPs and may have connections to each one of them at one or more point of presence. Transit ISPs provide large amounts of bandwidth for connecting hosting ISPs and access ISPs.", "targets": "What is a PoP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f4060a086c34f9fa75bb5286325d683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the simplest case, a single connection is established to an upstream ISP and is used to transmit data to or from areas of the Internet beyond the home network; this mode of interconnection is often cascaded multiple times until reaching a tier 1 carrier. In reality, the situation is often more complex. ISPs with more than one point of presence (PoP) may have separate connections to an upstream ISP at multiple PoPs, or they may be customers of multiple upstream ISPs and may have connections to each one of them at one or more point of presence. Transit ISPs provide large amounts of bandwidth for connecting hosting ISPs and access ISPs.", "targets": "What provides bandwidth for the connecting of hosting ISPs and access ISPs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b95d910020e49238ccd1d28f0561e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No provision within the constitution grants the monarch an ability to veto legislation directly; however, no provision prohibits the sovereign from withholding royal assent, which effectively constitutes a veto. When the Spanish media asked King Juan Carlos if he would endorse the bill legalising same-sex marriages, he answered \"Soy el Rey de Espa\u00f1a y no el de B\u00e9lgica\" (\"I am the King of Spain and not that of Belgium\")\u2014a reference to King Baudouin I of Belgium, who had refused to sign the Belgian law legalising abortion. The King gave royal assent to Law 13/2005 on 1 July 2005; the law was gazetted in the Bolet\u00edn Oficial del Estado on 2 July and came into effect on 3 July 2005. Likewise, in 2010, King Juan Carlos gave royal assent to a law permitting abortion on demand.", "targets": "What was King Juan Carlos' response to the media when asked if he would sign a bill supporting same-sex marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b95d910020e49238ccd1d28f0561e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No provision within the constitution grants the monarch an ability to veto legislation directly; however, no provision prohibits the sovereign from withholding royal assent, which effectively constitutes a veto. When the Spanish media asked King Juan Carlos if he would endorse the bill legalising same-sex marriages, he answered \"Soy el Rey de Espa\u00f1a y no el de B\u00e9lgica\" (\"I am the King of Spain and not that of Belgium\")\u2014a reference to King Baudouin I of Belgium, who had refused to sign the Belgian law legalising abortion. The King gave royal assent to Law 13/2005 on 1 July 2005; the law was gazetted in the Bolet\u00edn Oficial del Estado on 2 July and came into effect on 3 July 2005. Likewise, in 2010, King Juan Carlos gave royal assent to a law permitting abortion on demand.", "targets": "What other controversial bill did the king give his assent to in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b95d910020e49238ccd1d28f0561e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No provision within the constitution grants the monarch an ability to veto legislation directly; however, no provision prohibits the sovereign from withholding royal assent, which effectively constitutes a veto. When the Spanish media asked King Juan Carlos if he would endorse the bill legalising same-sex marriages, he answered \"Soy el Rey de Espa\u00f1a y no el de B\u00e9lgica\" (\"I am the King of Spain and not that of Belgium\")\u2014a reference to King Baudouin I of Belgium, who had refused to sign the Belgian law legalising abortion. The King gave royal assent to Law 13/2005 on 1 July 2005; the law was gazetted in the Bolet\u00edn Oficial del Estado on 2 July and came into effect on 3 July 2005. Likewise, in 2010, King Juan Carlos gave royal assent to a law permitting abortion on demand.", "targets": "When did same-sex marriages become legal in Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e78384801bc47148846d4f59e40c976", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licensing Act 2003, which came into force on 24 November 2005, consolidated the many laws into a single Act. This allowed pubs in England and Wales to apply to the local council for the opening hours of their choice. It was argued that this would end the concentration of violence around 11.30 pm, when people had to leave the pub, making policing easier. In practice, alcohol-related hospital admissions rose following the change in the law, with alcohol involved in 207,800 admissions in 2006/7. Critics claimed that these laws would lead to \"24-hour drinking\". By the time the law came into effect, 60,326 establishments had applied for longer hours and 1,121 had applied for a licence to sell alcohol 24 hours a day. However nine months later many pubs had not changed their hours, although some stayed open longer at the weekend, but rarely beyond 1:00 am.", "targets": "When did the Licensing Act 2003 come into effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e78384801bc47148846d4f59e40c976", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licensing Act 2003, which came into force on 24 November 2005, consolidated the many laws into a single Act. This allowed pubs in England and Wales to apply to the local council for the opening hours of their choice. It was argued that this would end the concentration of violence around 11.30 pm, when people had to leave the pub, making policing easier. In practice, alcohol-related hospital admissions rose following the change in the law, with alcohol involved in 207,800 admissions in 2006/7. Critics claimed that these laws would lead to \"24-hour drinking\". By the time the law came into effect, 60,326 establishments had applied for longer hours and 1,121 had applied for a licence to sell alcohol 24 hours a day. However nine months later many pubs had not changed their hours, although some stayed open longer at the weekend, but rarely beyond 1:00 am.", "targets": "After the Licensing Act 2003, who determined the operating hours of pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e78384801bc47148846d4f59e40c976", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licensing Act 2003, which came into force on 24 November 2005, consolidated the many laws into a single Act. This allowed pubs in England and Wales to apply to the local council for the opening hours of their choice. It was argued that this would end the concentration of violence around 11.30 pm, when people had to leave the pub, making policing easier. In practice, alcohol-related hospital admissions rose following the change in the law, with alcohol involved in 207,800 admissions in 2006/7. Critics claimed that these laws would lead to \"24-hour drinking\". By the time the law came into effect, 60,326 establishments had applied for longer hours and 1,121 had applied for a licence to sell alcohol 24 hours a day. However nine months later many pubs had not changed their hours, although some stayed open longer at the weekend, but rarely beyond 1:00 am.", "targets": "Due to the traditional closing hours, when was there often violence outside of pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e78384801bc47148846d4f59e40c976", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licensing Act 2003, which came into force on 24 November 2005, consolidated the many laws into a single Act. This allowed pubs in England and Wales to apply to the local council for the opening hours of their choice. It was argued that this would end the concentration of violence around 11.30 pm, when people had to leave the pub, making policing easier. In practice, alcohol-related hospital admissions rose following the change in the law, with alcohol involved in 207,800 admissions in 2006/7. Critics claimed that these laws would lead to \"24-hour drinking\". By the time the law came into effect, 60,326 establishments had applied for longer hours and 1,121 had applied for a licence to sell alcohol 24 hours a day. However nine months later many pubs had not changed their hours, although some stayed open longer at the weekend, but rarely beyond 1:00 am.", "targets": "How many alcohol involved hospital admissions were there in 2006/7?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e78384801bc47148846d4f59e40c976", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Licensing Act 2003, which came into force on 24 November 2005, consolidated the many laws into a single Act. This allowed pubs in England and Wales to apply to the local council for the opening hours of their choice. It was argued that this would end the concentration of violence around 11.30 pm, when people had to leave the pub, making policing easier. In practice, alcohol-related hospital admissions rose following the change in the law, with alcohol involved in 207,800 admissions in 2006/7. Critics claimed that these laws would lead to \"24-hour drinking\". By the time the law came into effect, 60,326 establishments had applied for longer hours and 1,121 had applied for a licence to sell alcohol 24 hours a day. However nine months later many pubs had not changed their hours, although some stayed open longer at the weekend, but rarely beyond 1:00 am.", "targets": "How many pubs applied to be allowed to sell alcohol 24 hours a day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77c1a21c56e6416ca3b6fa6a826fc27e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crowd roared in approval and Arab audiences were electrified. The assassination attempt backfired, quickly playing into Nasser's hands. Upon returning to Cairo, he ordered one of the largest political crackdowns in the modern history of Egypt, with the arrests of thousands of dissenters, mostly members of the Brotherhood, but also communists, and the dismissal of 140 officers loyal to Naguib. Eight Brotherhood leaders were sentenced to death, although the sentence of its chief ideologue, Sayyid Qutb, was commuted to a 15-year imprisonment. Naguib was removed from the presidency and put under house arrest, but was never tried or sentenced, and no one in the army rose to defend him. With his rivals neutralized, Nasser became the undisputed leader of Egypt.", "targets": "What event did Nasser exploit to his advantage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77c1a21c56e6416ca3b6fa6a826fc27e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crowd roared in approval and Arab audiences were electrified. The assassination attempt backfired, quickly playing into Nasser's hands. Upon returning to Cairo, he ordered one of the largest political crackdowns in the modern history of Egypt, with the arrests of thousands of dissenters, mostly members of the Brotherhood, but also communists, and the dismissal of 140 officers loyal to Naguib. Eight Brotherhood leaders were sentenced to death, although the sentence of its chief ideologue, Sayyid Qutb, was commuted to a 15-year imprisonment. Naguib was removed from the presidency and put under house arrest, but was never tried or sentenced, and no one in the army rose to defend him. With his rivals neutralized, Nasser became the undisputed leader of Egypt.", "targets": "To what group did many of the arrested dissenters belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77c1a21c56e6416ca3b6fa6a826fc27e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crowd roared in approval and Arab audiences were electrified. The assassination attempt backfired, quickly playing into Nasser's hands. Upon returning to Cairo, he ordered one of the largest political crackdowns in the modern history of Egypt, with the arrests of thousands of dissenters, mostly members of the Brotherhood, but also communists, and the dismissal of 140 officers loyal to Naguib. Eight Brotherhood leaders were sentenced to death, although the sentence of its chief ideologue, Sayyid Qutb, was commuted to a 15-year imprisonment. Naguib was removed from the presidency and put under house arrest, but was never tried or sentenced, and no one in the army rose to defend him. With his rivals neutralized, Nasser became the undisputed leader of Egypt.", "targets": "Who avoided a death sentence in favor of 15 years in jail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77c1a21c56e6416ca3b6fa6a826fc27e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crowd roared in approval and Arab audiences were electrified. The assassination attempt backfired, quickly playing into Nasser's hands. Upon returning to Cairo, he ordered one of the largest political crackdowns in the modern history of Egypt, with the arrests of thousands of dissenters, mostly members of the Brotherhood, but also communists, and the dismissal of 140 officers loyal to Naguib. Eight Brotherhood leaders were sentenced to death, although the sentence of its chief ideologue, Sayyid Qutb, was commuted to a 15-year imprisonment. Naguib was removed from the presidency and put under house arrest, but was never tried or sentenced, and no one in the army rose to defend him. With his rivals neutralized, Nasser became the undisputed leader of Egypt.", "targets": "Where did Naguib end up after the turmoil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77c1a21c56e6416ca3b6fa6a826fc27e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The crowd roared in approval and Arab audiences were electrified. The assassination attempt backfired, quickly playing into Nasser's hands. Upon returning to Cairo, he ordered one of the largest political crackdowns in the modern history of Egypt, with the arrests of thousands of dissenters, mostly members of the Brotherhood, but also communists, and the dismissal of 140 officers loyal to Naguib. Eight Brotherhood leaders were sentenced to death, although the sentence of its chief ideologue, Sayyid Qutb, was commuted to a 15-year imprisonment. Naguib was removed from the presidency and put under house arrest, but was never tried or sentenced, and no one in the army rose to defend him. With his rivals neutralized, Nasser became the undisputed leader of Egypt.", "targets": "Who assumed total control of Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3a01abb513482ca97e9533b498c816", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism accounts for much of Uruguay's economy. Tourism in Montevideo is centered in the Ciudad Vieja area, which includes the city's oldest buildings, several museums, art galleries, and nightclubs, with Sarand\u00ed Street and the Mercado del Puerto being the most frequented venues of the old city. On the edge of Ciudad Vieja, Plaza Independencia is surrounded by many sights, including the Sol\u00eds Theatre and the Palacio Salvo; the plaza also constitutes one end of 18 de Julio Avenue, the city's most important tourist destination outside of Ciudad Vieja. Apart from being a shopping street, the avenue is noted for its Art Deco buildings, three important public squares, the Gaucho Museum, the Palacio Municipal and many other sights. The avenue leads to the Obelisk of Montevideo; beyond that is Parque Batlle, which along with the Parque Prado is another important tourist destination. Along the coast, the Fortaleza del Cerro, the Rambla (the coastal avenue), 13 kilometres (8.1 mi) of sandy beaches, and Punta Gorda attract many tourists, as do the Barrio Sur and Palermo barrios.", "targets": "What accounts for much of Uruguay's economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3a01abb513482ca97e9533b498c816", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism accounts for much of Uruguay's economy. Tourism in Montevideo is centered in the Ciudad Vieja area, which includes the city's oldest buildings, several museums, art galleries, and nightclubs, with Sarand\u00ed Street and the Mercado del Puerto being the most frequented venues of the old city. On the edge of Ciudad Vieja, Plaza Independencia is surrounded by many sights, including the Sol\u00eds Theatre and the Palacio Salvo; the plaza also constitutes one end of 18 de Julio Avenue, the city's most important tourist destination outside of Ciudad Vieja. Apart from being a shopping street, the avenue is noted for its Art Deco buildings, three important public squares, the Gaucho Museum, the Palacio Municipal and many other sights. The avenue leads to the Obelisk of Montevideo; beyond that is Parque Batlle, which along with the Parque Prado is another important tourist destination. Along the coast, the Fortaleza del Cerro, the Rambla (the coastal avenue), 13 kilometres (8.1 mi) of sandy beaches, and Punta Gorda attract many tourists, as do the Barrio Sur and Palermo barrios.", "targets": "Where is tourism in Montevideo centered in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3a01abb513482ca97e9533b498c816", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tourism accounts for much of Uruguay's economy. Tourism in Montevideo is centered in the Ciudad Vieja area, which includes the city's oldest buildings, several museums, art galleries, and nightclubs, with Sarand\u00ed Street and the Mercado del Puerto being the most frequented venues of the old city. On the edge of Ciudad Vieja, Plaza Independencia is surrounded by many sights, including the Sol\u00eds Theatre and the Palacio Salvo; the plaza also constitutes one end of 18 de Julio Avenue, the city's most important tourist destination outside of Ciudad Vieja. Apart from being a shopping street, the avenue is noted for its Art Deco buildings, three important public squares, the Gaucho Museum, the Palacio Municipal and many other sights. The avenue leads to the Obelisk of Montevideo; beyond that is Parque Batlle, which along with the Parque Prado is another important tourist destination. Along the coast, the Fortaleza del Cerro, the Rambla (the coastal avenue), 13 kilometres (8.1 mi) of sandy beaches, and Punta Gorda attract many tourists, as do the Barrio Sur and Palermo barrios.", "targets": "Plaza Independencia constitutes one end of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b197a9409994c288e27eefcbfe5a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Hayek, the supposedly stark difference between authoritarianism and totalitarianism has much importance and Hayek places heavy weight on this distinction in his defence of transitional dictatorship. For example, when Hayek visited Venezuela in May 1981, he was asked to comment on the prevalence of totalitarian regimes in Latin America. In reply, Hayek warned against confusing \"totalitarianism with authoritarianism,\" and said that he was unaware of \"any totalitarian governments in Latin America. The only one was Chile under Allende\". For Hayek, however, the word 'totalitarian' signifies something very specific: the want to \u201corganize the whole of society\u201d to attain a \u201cdefinite social goal\u201d \u2014which is stark in contrast to \u201cliberalism and individualism\u201d.", "targets": "Hayek believed that authoritarianism was very different from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b197a9409994c288e27eefcbfe5a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Hayek, the supposedly stark difference between authoritarianism and totalitarianism has much importance and Hayek places heavy weight on this distinction in his defence of transitional dictatorship. For example, when Hayek visited Venezuela in May 1981, he was asked to comment on the prevalence of totalitarian regimes in Latin America. In reply, Hayek warned against confusing \"totalitarianism with authoritarianism,\" and said that he was unaware of \"any totalitarian governments in Latin America. The only one was Chile under Allende\". For Hayek, however, the word 'totalitarian' signifies something very specific: the want to \u201corganize the whole of society\u201d to attain a \u201cdefinite social goal\u201d \u2014which is stark in contrast to \u201cliberalism and individualism\u201d.", "targets": "What country did Hayek arrive in where he provided his disctinction between totalitarianism and authoritarianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b197a9409994c288e27eefcbfe5a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Hayek, the supposedly stark difference between authoritarianism and totalitarianism has much importance and Hayek places heavy weight on this distinction in his defence of transitional dictatorship. For example, when Hayek visited Venezuela in May 1981, he was asked to comment on the prevalence of totalitarian regimes in Latin America. In reply, Hayek warned against confusing \"totalitarianism with authoritarianism,\" and said that he was unaware of \"any totalitarian governments in Latin America. The only one was Chile under Allende\". For Hayek, however, the word 'totalitarian' signifies something very specific: the want to \u201corganize the whole of society\u201d to attain a \u201cdefinite social goal\u201d \u2014which is stark in contrast to \u201cliberalism and individualism\u201d.", "targets": "What did Hayek believe to be absent from Latin America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b197a9409994c288e27eefcbfe5a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For Hayek, the supposedly stark difference between authoritarianism and totalitarianism has much importance and Hayek places heavy weight on this distinction in his defence of transitional dictatorship. For example, when Hayek visited Venezuela in May 1981, he was asked to comment on the prevalence of totalitarian regimes in Latin America. In reply, Hayek warned against confusing \"totalitarianism with authoritarianism,\" and said that he was unaware of \"any totalitarian governments in Latin America. The only one was Chile under Allende\". For Hayek, however, the word 'totalitarian' signifies something very specific: the want to \u201corganize the whole of society\u201d to attain a \u201cdefinite social goal\u201d \u2014which is stark in contrast to \u201cliberalism and individualism\u201d.", "targets": "What is Hayek's definition of totalitarian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8dbfdd7703242778d098b0871aa34a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid development of religions in Zhejiang has driven the local committee of ethnic and religious affairs to enact measures to rationalise them in 2014, variously named \"Three Rectifications and One Demolition\" operations or \"Special Treatment Work on Illegally Constructed Sites of Religious and Folk Religion Activities\" according to the locality. These regulations have led to cases of demolition of churches and folk religion temples, or the removal of crosses from churches' roofs and spires. An exemplary case was that of the Sanjiang Church.", "targets": "When did the rapid development of religions in Zhejiang drive the local committee of ethnic and religious affairs to enact measures to rationalise them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8dbfdd7703242778d098b0871aa34a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid development of religions in Zhejiang has driven the local committee of ethnic and religious affairs to enact measures to rationalise them in 2014, variously named \"Three Rectifications and One Demolition\" operations or \"Special Treatment Work on Illegally Constructed Sites of Religious and Folk Religion Activities\" according to the locality. These regulations have led to cases of demolition of churches and folk religion temples, or the removal of crosses from churches' roofs and spires. An exemplary case was that of the Sanjiang Church.", "targets": "According to the locality, in addition to \"Three Rectifications and One Demolition\", what was another name for these measures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8dbfdd7703242778d098b0871aa34a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid development of religions in Zhejiang has driven the local committee of ethnic and religious affairs to enact measures to rationalise them in 2014, variously named \"Three Rectifications and One Demolition\" operations or \"Special Treatment Work on Illegally Constructed Sites of Religious and Folk Religion Activities\" according to the locality. These regulations have led to cases of demolition of churches and folk religion temples, or the removal of crosses from churches' roofs and spires. An exemplary case was that of the Sanjiang Church.", "targets": "These regulations have led to the demolition of churches and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8dbfdd7703242778d098b0871aa34a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid development of religions in Zhejiang has driven the local committee of ethnic and religious affairs to enact measures to rationalise them in 2014, variously named \"Three Rectifications and One Demolition\" operations or \"Special Treatment Work on Illegally Constructed Sites of Religious and Folk Religion Activities\" according to the locality. These regulations have led to cases of demolition of churches and folk religion temples, or the removal of crosses from churches' roofs and spires. An exemplary case was that of the Sanjiang Church.", "targets": "What have these regulations led to the removal of from churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8dbfdd7703242778d098b0871aa34a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid development of religions in Zhejiang has driven the local committee of ethnic and religious affairs to enact measures to rationalise them in 2014, variously named \"Three Rectifications and One Demolition\" operations or \"Special Treatment Work on Illegally Constructed Sites of Religious and Folk Religion Activities\" according to the locality. These regulations have led to cases of demolition of churches and folk religion temples, or the removal of crosses from churches' roofs and spires. An exemplary case was that of the Sanjiang Church.", "targets": "What was an exemplary case of all this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd03aeb2273f4d87be8c53b964dcb7b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is often characterized by weight. In the United States, the weight assigned to a paper is the weight of a ream, 500 sheets, of varying \"basic sizes\", before the paper is cut into the size it is sold to end customers. For example, a ream of 20 lb, 8.5 in \u00d7 11 in (216 mm \u00d7 279 mm) paper weighs 5 pounds, because it has been cut from a larger sheet into four pieces. In the United States, printing paper is generally 20 lb, 24 lb, or 32 lb at most. Cover stock is generally 68 lb, and 110 lb or more is considered card stock.", "targets": "What characteristic is paper usually classified by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd03aeb2273f4d87be8c53b964dcb7b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is often characterized by weight. In the United States, the weight assigned to a paper is the weight of a ream, 500 sheets, of varying \"basic sizes\", before the paper is cut into the size it is sold to end customers. For example, a ream of 20 lb, 8.5 in \u00d7 11 in (216 mm \u00d7 279 mm) paper weighs 5 pounds, because it has been cut from a larger sheet into four pieces. In the United States, printing paper is generally 20 lb, 24 lb, or 32 lb at most. Cover stock is generally 68 lb, and 110 lb or more is considered card stock.", "targets": "In the US, the weight of what is used to classify paper for sale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd03aeb2273f4d87be8c53b964dcb7b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paper is often characterized by weight. In the United States, the weight assigned to a paper is the weight of a ream, 500 sheets, of varying \"basic sizes\", before the paper is cut into the size it is sold to end customers. For example, a ream of 20 lb, 8.5 in \u00d7 11 in (216 mm \u00d7 279 mm) paper weighs 5 pounds, because it has been cut from a larger sheet into four pieces. In the United States, printing paper is generally 20 lb, 24 lb, or 32 lb at most. Cover stock is generally 68 lb, and 110 lb or more is considered card stock.", "targets": "Paper rated at over 110lb is considered what type of stock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a78529c13f4dc99f133861ba40386c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1993, the Famicom received a similar redesign. It also loads cartridges through a covered slot on the top of the unit and uses non-hardwired controllers. Because HVC-101 used composite video output instead of being RF only like the HVC-001, Nintendo marketed the newer model as the AV Famicom (AV\u4ed5\u69d8\u30d5\u30a1\u30df\u30b3\u30f3, Eibui Shiy\u014d Famikon?). Since the new controllers don't have microphones on them like the second controller on the original console, certain games such as the Disk System version of The Legend of Zelda and Raid on Bungeling Bay will have certain tricks that cannot be replicated when played on an HVC-101 Famicom without a modded controller. However, the HVC-101 Famicom is compatible with most NES controllers due to having the same controller port. Nintendo had also released a 3D graphic capable headset. However, this peripheral was never released outside Japan.[citation needed]", "targets": "What month and year did the Famicom receive a redesign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a78529c13f4dc99f133861ba40386c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1993, the Famicom received a similar redesign. It also loads cartridges through a covered slot on the top of the unit and uses non-hardwired controllers. Because HVC-101 used composite video output instead of being RF only like the HVC-001, Nintendo marketed the newer model as the AV Famicom (AV\u4ed5\u69d8\u30d5\u30a1\u30df\u30b3\u30f3, Eibui Shiy\u014d Famikon?). Since the new controllers don't have microphones on them like the second controller on the original console, certain games such as the Disk System version of The Legend of Zelda and Raid on Bungeling Bay will have certain tricks that cannot be replicated when played on an HVC-101 Famicom without a modded controller. However, the HVC-101 Famicom is compatible with most NES controllers due to having the same controller port. Nintendo had also released a 3D graphic capable headset. However, this peripheral was never released outside Japan.[citation needed]", "targets": "What used composite video output?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a78529c13f4dc99f133861ba40386c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1993, the Famicom received a similar redesign. It also loads cartridges through a covered slot on the top of the unit and uses non-hardwired controllers. Because HVC-101 used composite video output instead of being RF only like the HVC-001, Nintendo marketed the newer model as the AV Famicom (AV\u4ed5\u69d8\u30d5\u30a1\u30df\u30b3\u30f3, Eibui Shiy\u014d Famikon?). Since the new controllers don't have microphones on them like the second controller on the original console, certain games such as the Disk System version of The Legend of Zelda and Raid on Bungeling Bay will have certain tricks that cannot be replicated when played on an HVC-101 Famicom without a modded controller. However, the HVC-101 Famicom is compatible with most NES controllers due to having the same controller port. Nintendo had also released a 3D graphic capable headset. However, this peripheral was never released outside Japan.[citation needed]", "targets": "What device was RF only?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a78529c13f4dc99f133861ba40386c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1993, the Famicom received a similar redesign. It also loads cartridges through a covered slot on the top of the unit and uses non-hardwired controllers. Because HVC-101 used composite video output instead of being RF only like the HVC-001, Nintendo marketed the newer model as the AV Famicom (AV\u4ed5\u69d8\u30d5\u30a1\u30df\u30b3\u30f3, Eibui Shiy\u014d Famikon?). Since the new controllers don't have microphones on them like the second controller on the original console, certain games such as the Disk System version of The Legend of Zelda and Raid on Bungeling Bay will have certain tricks that cannot be replicated when played on an HVC-101 Famicom without a modded controller. However, the HVC-101 Famicom is compatible with most NES controllers due to having the same controller port. Nintendo had also released a 3D graphic capable headset. However, this peripheral was never released outside Japan.[citation needed]", "targets": "What was the newer model called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49a78529c13f4dc99f133861ba40386c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 1993, the Famicom received a similar redesign. It also loads cartridges through a covered slot on the top of the unit and uses non-hardwired controllers. Because HVC-101 used composite video output instead of being RF only like the HVC-001, Nintendo marketed the newer model as the AV Famicom (AV\u4ed5\u69d8\u30d5\u30a1\u30df\u30b3\u30f3, Eibui Shiy\u014d Famikon?). Since the new controllers don't have microphones on them like the second controller on the original console, certain games such as the Disk System version of The Legend of Zelda and Raid on Bungeling Bay will have certain tricks that cannot be replicated when played on an HVC-101 Famicom without a modded controller. However, the HVC-101 Famicom is compatible with most NES controllers due to having the same controller port. Nintendo had also released a 3D graphic capable headset. However, this peripheral was never released outside Japan.[citation needed]", "targets": "What did Nintendo release in Japan only?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-623188f5c7e348a2a4c86094ffe2a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the dead and wounded, government leaders feared mass psychological trauma from aerial attack and a resulting collapse of civil society. A committee of psychiatrists reported to the government in 1938 that there would be three times as many mental as physical casualties from aerial bombing, implying three to four million psychiatric patients. Winston Churchill told Parliament in 1934, \"We must expect that, under the pressure of continuous attack upon London, at least three or four million people would be driven out into the open country around the metropolis.\" Panicked reactions during the Munich crisis, such as the migration by 150,000 to Wales, contributed to fear of societal chaos.", "targets": "What was the biggest fear aerial attacks would cause besides death and wounded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-623188f5c7e348a2a4c86094ffe2a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the dead and wounded, government leaders feared mass psychological trauma from aerial attack and a resulting collapse of civil society. A committee of psychiatrists reported to the government in 1938 that there would be three times as many mental as physical casualties from aerial bombing, implying three to four million psychiatric patients. Winston Churchill told Parliament in 1934, \"We must expect that, under the pressure of continuous attack upon London, at least three or four million people would be driven out into the open country around the metropolis.\" Panicked reactions during the Munich crisis, such as the migration by 150,000 to Wales, contributed to fear of societal chaos.", "targets": "Psychiatrists believe in 1938  that mental trauma could reach how many millions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-623188f5c7e348a2a4c86094ffe2a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the dead and wounded, government leaders feared mass psychological trauma from aerial attack and a resulting collapse of civil society. A committee of psychiatrists reported to the government in 1938 that there would be three times as many mental as physical casualties from aerial bombing, implying three to four million psychiatric patients. Winston Churchill told Parliament in 1934, \"We must expect that, under the pressure of continuous attack upon London, at least three or four million people would be driven out into the open country around the metropolis.\" Panicked reactions during the Munich crisis, such as the migration by 150,000 to Wales, contributed to fear of societal chaos.", "targets": "Where did 150,000 migrate during the Munich crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-623188f5c7e348a2a4c86094ffe2a3ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the dead and wounded, government leaders feared mass psychological trauma from aerial attack and a resulting collapse of civil society. A committee of psychiatrists reported to the government in 1938 that there would be three times as many mental as physical casualties from aerial bombing, implying three to four million psychiatric patients. Winston Churchill told Parliament in 1934, \"We must expect that, under the pressure of continuous attack upon London, at least three or four million people would be driven out into the open country around the metropolis.\" Panicked reactions during the Munich crisis, such as the migration by 150,000 to Wales, contributed to fear of societal chaos.", "targets": "Who told Parliament that after long periods of attacks people would leave the cities for the country? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33cd5930aafa4a29a1f6394f176e7a85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major U.S. broadcast television networks have affiliates in the Oklahoma City market (ranked 41st for television by Nielsen and 48th for radio by Arbitron, covering a 34-county area serving the central, northern-central and west-central sections Oklahoma); including NBC affiliate KFOR-TV (channel 4), ABC affiliate KOCO-TV (channel 5), CBS affiliate KWTV-DT (channel 9, the flagship of locally based Griffin Communications), PBS station KETA-TV (channel 13, the flagship of the state-run OETA member network), Fox affiliate KOKH-TV (channel 25), CW affiliate KOCB (channel 34), independent station KAUT-TV (channel 43), MyNetworkTV affiliate KSBI-TV (channel 52), and Ion Television owned-and-operated station KOPX-TV (channel 62). The market is also home to several religious stations including TBN owned-and-operated station KTBO-TV (channel 14) and Norman-based Daystar owned-and-operated station KOCM (channel 46).", "targets": "What rank is Oklahoma Cities television networks for Nielsen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33cd5930aafa4a29a1f6394f176e7a85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major U.S. broadcast television networks have affiliates in the Oklahoma City market (ranked 41st for television by Nielsen and 48th for radio by Arbitron, covering a 34-county area serving the central, northern-central and west-central sections Oklahoma); including NBC affiliate KFOR-TV (channel 4), ABC affiliate KOCO-TV (channel 5), CBS affiliate KWTV-DT (channel 9, the flagship of locally based Griffin Communications), PBS station KETA-TV (channel 13, the flagship of the state-run OETA member network), Fox affiliate KOKH-TV (channel 25), CW affiliate KOCB (channel 34), independent station KAUT-TV (channel 43), MyNetworkTV affiliate KSBI-TV (channel 52), and Ion Television owned-and-operated station KOPX-TV (channel 62). The market is also home to several religious stations including TBN owned-and-operated station KTBO-TV (channel 14) and Norman-based Daystar owned-and-operated station KOCM (channel 46).", "targets": "How many counties does Oklahoma Cities Networks cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4c7fcd1b7d48338e3faab43703e256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The risk of reactivation increases with immunosuppression, such as that caused by infection with HIV. In people coinfected with M. tuberculosis and HIV, the risk of reactivation increases to 10% per year. Studies using DNA fingerprinting of M. tuberculosis strains have shown reinfection contributes more substantially to recurrent TB than previously thought, with estimates that it might account for more than 50% of reactivated cases in areas where TB is common. The chance of death from a case of tuberculosis is about 4% as of 2008, down from 8% in 1995.", "targets": "As immunosuppression goes up in tuberculosis cases, what risk rises with it? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4c7fcd1b7d48338e3faab43703e256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The risk of reactivation increases with immunosuppression, such as that caused by infection with HIV. In people coinfected with M. tuberculosis and HIV, the risk of reactivation increases to 10% per year. Studies using DNA fingerprinting of M. tuberculosis strains have shown reinfection contributes more substantially to recurrent TB than previously thought, with estimates that it might account for more than 50% of reactivated cases in areas where TB is common. The chance of death from a case of tuberculosis is about 4% as of 2008, down from 8% in 1995.", "targets": "What disease has a similar relationship as TB does between reactivation and immunosuppression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4c7fcd1b7d48338e3faab43703e256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The risk of reactivation increases with immunosuppression, such as that caused by infection with HIV. In people coinfected with M. tuberculosis and HIV, the risk of reactivation increases to 10% per year. Studies using DNA fingerprinting of M. tuberculosis strains have shown reinfection contributes more substantially to recurrent TB than previously thought, with estimates that it might account for more than 50% of reactivated cases in areas where TB is common. The chance of death from a case of tuberculosis is about 4% as of 2008, down from 8% in 1995.", "targets": "If you'd been diagnosed with tuberculosis in 1995, how great a chance would you have faced of dying from it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4c7fcd1b7d48338e3faab43703e256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The risk of reactivation increases with immunosuppression, such as that caused by infection with HIV. In people coinfected with M. tuberculosis and HIV, the risk of reactivation increases to 10% per year. Studies using DNA fingerprinting of M. tuberculosis strains have shown reinfection contributes more substantially to recurrent TB than previously thought, with estimates that it might account for more than 50% of reactivated cases in areas where TB is common. The chance of death from a case of tuberculosis is about 4% as of 2008, down from 8% in 1995.", "targets": "In what year did the risk of dying from TB reach half what it was in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4c7fcd1b7d48338e3faab43703e256", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The risk of reactivation increases with immunosuppression, such as that caused by infection with HIV. In people coinfected with M. tuberculosis and HIV, the risk of reactivation increases to 10% per year. Studies using DNA fingerprinting of M. tuberculosis strains have shown reinfection contributes more substantially to recurrent TB than previously thought, with estimates that it might account for more than 50% of reactivated cases in areas where TB is common. The chance of death from a case of tuberculosis is about 4% as of 2008, down from 8% in 1995.", "targets": "New studies have found that half of reactivation cases of tuberculosis might actually be due to what other \"re-\" word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7106c40ceeca4c49a7097d9485ca7fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 13 March, the upper Clyde port of Clydebank near Glasgow was bombed. All but seven of its 12,000 houses were damaged. Many more ports were attacked. Plymouth was attacked five times before the end of the month while Belfast, Hull, and Cardiff were hit. Cardiff was bombed on three nights, Portsmouth centre was devastated by five raids. The rate of civilian housing lost was averaging 40,000 people per week dehoused in September 1940. In March 1941, two raids on Plymouth and London dehoused 148,000 people. Still, while heavily damaged, British ports continued to support war industry and supplies from North America continued to pass through them while the Royal Navy continued to operate in Plymouth, Southampton, and Portsmouth. Plymouth in particular, because of its vulnerable position on the south coast and close proximity to German air bases, was subjected to the heaviest attacks. On 10/11 March, 240 bombers dropped 193 tons of high explosives and 46,000 incendiaries. Many houses and commercial centres were heavily damaged, the electrical supply was knocked out, and five oil tanks and two magazines exploded. Nine days later, two waves of 125 and 170 bombers dropped heavy bombs, including 160 tons of high explosive and 32,000 incendiaries. Much of the city centre was destroyed. Damage was inflicted on the port installations, but many bombs fell on the city itself. On 17 April 346 tons of explosives and 46,000 incendiaries were dropped from 250 bombers led by KG 26. The damage was considerable, and the Germans also used aerial mines. Over 2,000 AAA shells were fired, destroying two Ju 88s. By the end of the air campaign over Britain, only eight percent of the German effort against British ports was made using mines.", "targets": "How many houses were spared damage in Glasgow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7106c40ceeca4c49a7097d9485ca7fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 13 March, the upper Clyde port of Clydebank near Glasgow was bombed. All but seven of its 12,000 houses were damaged. Many more ports were attacked. Plymouth was attacked five times before the end of the month while Belfast, Hull, and Cardiff were hit. Cardiff was bombed on three nights, Portsmouth centre was devastated by five raids. The rate of civilian housing lost was averaging 40,000 people per week dehoused in September 1940. In March 1941, two raids on Plymouth and London dehoused 148,000 people. Still, while heavily damaged, British ports continued to support war industry and supplies from North America continued to pass through them while the Royal Navy continued to operate in Plymouth, Southampton, and Portsmouth. Plymouth in particular, because of its vulnerable position on the south coast and close proximity to German air bases, was subjected to the heaviest attacks. On 10/11 March, 240 bombers dropped 193 tons of high explosives and 46,000 incendiaries. Many houses and commercial centres were heavily damaged, the electrical supply was knocked out, and five oil tanks and two magazines exploded. Nine days later, two waves of 125 and 170 bombers dropped heavy bombs, including 160 tons of high explosive and 32,000 incendiaries. Much of the city centre was destroyed. Damage was inflicted on the port installations, but many bombs fell on the city itself. On 17 April 346 tons of explosives and 46,000 incendiaries were dropped from 250 bombers led by KG 26. The damage was considerable, and the Germans also used aerial mines. Over 2,000 AAA shells were fired, destroying two Ju 88s. By the end of the air campaign over Britain, only eight percent of the German effort against British ports was made using mines.", "targets": "How many people per week were losing housing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7106c40ceeca4c49a7097d9485ca7fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 13 March, the upper Clyde port of Clydebank near Glasgow was bombed. All but seven of its 12,000 houses were damaged. Many more ports were attacked. Plymouth was attacked five times before the end of the month while Belfast, Hull, and Cardiff were hit. Cardiff was bombed on three nights, Portsmouth centre was devastated by five raids. The rate of civilian housing lost was averaging 40,000 people per week dehoused in September 1940. In March 1941, two raids on Plymouth and London dehoused 148,000 people. Still, while heavily damaged, British ports continued to support war industry and supplies from North America continued to pass through them while the Royal Navy continued to operate in Plymouth, Southampton, and Portsmouth. Plymouth in particular, because of its vulnerable position on the south coast and close proximity to German air bases, was subjected to the heaviest attacks. On 10/11 March, 240 bombers dropped 193 tons of high explosives and 46,000 incendiaries. Many houses and commercial centres were heavily damaged, the electrical supply was knocked out, and five oil tanks and two magazines exploded. Nine days later, two waves of 125 and 170 bombers dropped heavy bombs, including 160 tons of high explosive and 32,000 incendiaries. Much of the city centre was destroyed. Damage was inflicted on the port installations, but many bombs fell on the city itself. On 17 April 346 tons of explosives and 46,000 incendiaries were dropped from 250 bombers led by KG 26. The damage was considerable, and the Germans also used aerial mines. Over 2,000 AAA shells were fired, destroying two Ju 88s. By the end of the air campaign over Britain, only eight percent of the German effort against British ports was made using mines.", "targets": "Why was Plymouth targeted the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7106c40ceeca4c49a7097d9485ca7fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 13 March, the upper Clyde port of Clydebank near Glasgow was bombed. All but seven of its 12,000 houses were damaged. Many more ports were attacked. Plymouth was attacked five times before the end of the month while Belfast, Hull, and Cardiff were hit. Cardiff was bombed on three nights, Portsmouth centre was devastated by five raids. The rate of civilian housing lost was averaging 40,000 people per week dehoused in September 1940. In March 1941, two raids on Plymouth and London dehoused 148,000 people. Still, while heavily damaged, British ports continued to support war industry and supplies from North America continued to pass through them while the Royal Navy continued to operate in Plymouth, Southampton, and Portsmouth. Plymouth in particular, because of its vulnerable position on the south coast and close proximity to German air bases, was subjected to the heaviest attacks. On 10/11 March, 240 bombers dropped 193 tons of high explosives and 46,000 incendiaries. Many houses and commercial centres were heavily damaged, the electrical supply was knocked out, and five oil tanks and two magazines exploded. Nine days later, two waves of 125 and 170 bombers dropped heavy bombs, including 160 tons of high explosive and 32,000 incendiaries. Much of the city centre was destroyed. Damage was inflicted on the port installations, but many bombs fell on the city itself. On 17 April 346 tons of explosives and 46,000 incendiaries were dropped from 250 bombers led by KG 26. The damage was considerable, and the Germans also used aerial mines. Over 2,000 AAA shells were fired, destroying two Ju 88s. By the end of the air campaign over Britain, only eight percent of the German effort against British ports was made using mines.", "targets": "What did the Germans use along with incendiaries and bombs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7106c40ceeca4c49a7097d9485ca7fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 13 March, the upper Clyde port of Clydebank near Glasgow was bombed. All but seven of its 12,000 houses were damaged. Many more ports were attacked. Plymouth was attacked five times before the end of the month while Belfast, Hull, and Cardiff were hit. Cardiff was bombed on three nights, Portsmouth centre was devastated by five raids. The rate of civilian housing lost was averaging 40,000 people per week dehoused in September 1940. In March 1941, two raids on Plymouth and London dehoused 148,000 people. Still, while heavily damaged, British ports continued to support war industry and supplies from North America continued to pass through them while the Royal Navy continued to operate in Plymouth, Southampton, and Portsmouth. Plymouth in particular, because of its vulnerable position on the south coast and close proximity to German air bases, was subjected to the heaviest attacks. On 10/11 March, 240 bombers dropped 193 tons of high explosives and 46,000 incendiaries. Many houses and commercial centres were heavily damaged, the electrical supply was knocked out, and five oil tanks and two magazines exploded. Nine days later, two waves of 125 and 170 bombers dropped heavy bombs, including 160 tons of high explosive and 32,000 incendiaries. Much of the city centre was destroyed. Damage was inflicted on the port installations, but many bombs fell on the city itself. On 17 April 346 tons of explosives and 46,000 incendiaries were dropped from 250 bombers led by KG 26. The damage was considerable, and the Germans also used aerial mines. Over 2,000 AAA shells were fired, destroying two Ju 88s. By the end of the air campaign over Britain, only eight percent of the German effort against British ports was made using mines.", "targets": "How many AAA shells were fired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82cf5416366c42cc86086f05e54ebe2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek cuisine is characteristic of the healthy Mediterranean diet, which is epitomized by dishes of Crete. Greek cuisine incorporates fresh ingredients into a variety of local dishes such as moussaka, stifado, Greek salad, fasolada, spanakopita and souvlaki. Some dishes can be traced back to ancient Greece like skordalia (a thick pur\u00e9e of walnuts, almonds, crushed garlic and olive oil), lentil soup, retsina (white or ros\u00e9 wine sealed with pine resin) and pasteli (candy bar with sesame seeds baked with honey). Throughout Greece people often enjoy eating from small dishes such as meze with various dips such as tzatziki, grilled octopus and small fish, feta cheese, dolmades (rice, currants and pine kernels wrapped in vine leaves), various pulses, olives and cheese. Olive oil is added to almost every dish.", "targets": "What is a characteristic of the Mediterranean diet? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82cf5416366c42cc86086f05e54ebe2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek cuisine is characteristic of the healthy Mediterranean diet, which is epitomized by dishes of Crete. Greek cuisine incorporates fresh ingredients into a variety of local dishes such as moussaka, stifado, Greek salad, fasolada, spanakopita and souvlaki. Some dishes can be traced back to ancient Greece like skordalia (a thick pur\u00e9e of walnuts, almonds, crushed garlic and olive oil), lentil soup, retsina (white or ros\u00e9 wine sealed with pine resin) and pasteli (candy bar with sesame seeds baked with honey). Throughout Greece people often enjoy eating from small dishes such as meze with various dips such as tzatziki, grilled octopus and small fish, feta cheese, dolmades (rice, currants and pine kernels wrapped in vine leaves), various pulses, olives and cheese. Olive oil is added to almost every dish.", "targets": "The epitome of the Mediterranean diet are dishes from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82cf5416366c42cc86086f05e54ebe2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek cuisine is characteristic of the healthy Mediterranean diet, which is epitomized by dishes of Crete. Greek cuisine incorporates fresh ingredients into a variety of local dishes such as moussaka, stifado, Greek salad, fasolada, spanakopita and souvlaki. Some dishes can be traced back to ancient Greece like skordalia (a thick pur\u00e9e of walnuts, almonds, crushed garlic and olive oil), lentil soup, retsina (white or ros\u00e9 wine sealed with pine resin) and pasteli (candy bar with sesame seeds baked with honey). Throughout Greece people often enjoy eating from small dishes such as meze with various dips such as tzatziki, grilled octopus and small fish, feta cheese, dolmades (rice, currants and pine kernels wrapped in vine leaves), various pulses, olives and cheese. Olive oil is added to almost every dish.", "targets": "What food can be traced back to ancient Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82cf5416366c42cc86086f05e54ebe2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek cuisine is characteristic of the healthy Mediterranean diet, which is epitomized by dishes of Crete. Greek cuisine incorporates fresh ingredients into a variety of local dishes such as moussaka, stifado, Greek salad, fasolada, spanakopita and souvlaki. Some dishes can be traced back to ancient Greece like skordalia (a thick pur\u00e9e of walnuts, almonds, crushed garlic and olive oil), lentil soup, retsina (white or ros\u00e9 wine sealed with pine resin) and pasteli (candy bar with sesame seeds baked with honey). Throughout Greece people often enjoy eating from small dishes such as meze with various dips such as tzatziki, grilled octopus and small fish, feta cheese, dolmades (rice, currants and pine kernels wrapped in vine leaves), various pulses, olives and cheese. Olive oil is added to almost every dish.", "targets": "What is added to almost every dish in Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b51358ca82e249d0a6c1ac408686389f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his victory in the Battle of Hastings, William, Duke of Normandy, was crowned King of England in the newly finished Westminster Abbey on Christmas Day 1066. William constructed the Tower of London, the first of the many Norman castles in England to be rebuilt in stone, in the southeastern corner of the city, to intimidate the native inhabitants. In 1097, William II began the building of Westminster Hall, close by the abbey of the same name. The hall became the basis of a new Palace of Westminster.", "targets": "In what area of London was the Tower of London built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b51358ca82e249d0a6c1ac408686389f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his victory in the Battle of Hastings, William, Duke of Normandy, was crowned King of England in the newly finished Westminster Abbey on Christmas Day 1066. William constructed the Tower of London, the first of the many Norman castles in England to be rebuilt in stone, in the southeastern corner of the city, to intimidate the native inhabitants. In 1097, William II began the building of Westminster Hall, close by the abbey of the same name. The hall became the basis of a new Palace of Westminster.", "targets": "The Palace of Westminster originated from what building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b51358ca82e249d0a6c1ac408686389f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his victory in the Battle of Hastings, William, Duke of Normandy, was crowned King of England in the newly finished Westminster Abbey on Christmas Day 1066. William constructed the Tower of London, the first of the many Norman castles in England to be rebuilt in stone, in the southeastern corner of the city, to intimidate the native inhabitants. In 1097, William II began the building of Westminster Hall, close by the abbey of the same name. The hall became the basis of a new Palace of Westminster.", "targets": "On what day did Duke William II of Normandy become King of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b51358ca82e249d0a6c1ac408686389f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his victory in the Battle of Hastings, William, Duke of Normandy, was crowned King of England in the newly finished Westminster Abbey on Christmas Day 1066. William constructed the Tower of London, the first of the many Norman castles in England to be rebuilt in stone, in the southeastern corner of the city, to intimidate the native inhabitants. In 1097, William II began the building of Westminster Hall, close by the abbey of the same name. The hall became the basis of a new Palace of Westminster.", "targets": "Who built Westminster Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b51358ca82e249d0a6c1ac408686389f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his victory in the Battle of Hastings, William, Duke of Normandy, was crowned King of England in the newly finished Westminster Abbey on Christmas Day 1066. William constructed the Tower of London, the first of the many Norman castles in England to be rebuilt in stone, in the southeastern corner of the city, to intimidate the native inhabitants. In 1097, William II began the building of Westminster Hall, close by the abbey of the same name. The hall became the basis of a new Palace of Westminster.", "targets": "In which famous battle did Duke William II of Normandy see victory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb243f04775f4175abbae81d1bb0bd4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theravada (\"Doctrine of the Elders\", or \"Ancient Doctrine\") is the oldest surviving Buddhist school. It is relatively conservative, and generally closest to early Buddhism. The name Therav\u0101da comes from the ancestral Sth\u0101vir\u012bya, one of the early Buddhist schools, from which the Theravadins claim descent. After unsuccessfully trying to modify the Vinaya, a small group of \"elderly members\", i.e. sthaviras, broke away from the majority Mah\u0101s\u0101\u1e43ghika during the Second Buddhist council, giving rise to the Sthavira sect. Sinhalese Buddhist reformers in the late nineteenth and early twentieth centuries portrayed the Pali Canon as the original version of scripture. They also emphasized Theravada being rational and scientific.", "targets": "What is the oldest surviving Buddhist school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb243f04775f4175abbae81d1bb0bd4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theravada (\"Doctrine of the Elders\", or \"Ancient Doctrine\") is the oldest surviving Buddhist school. It is relatively conservative, and generally closest to early Buddhism. The name Therav\u0101da comes from the ancestral Sth\u0101vir\u012bya, one of the early Buddhist schools, from which the Theravadins claim descent. After unsuccessfully trying to modify the Vinaya, a small group of \"elderly members\", i.e. sthaviras, broke away from the majority Mah\u0101s\u0101\u1e43ghika during the Second Buddhist council, giving rise to the Sthavira sect. Sinhalese Buddhist reformers in the late nineteenth and early twentieth centuries portrayed the Pali Canon as the original version of scripture. They also emphasized Theravada being rational and scientific.", "targets": "Where does the name theravada come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb243f04775f4175abbae81d1bb0bd4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Theravada (\"Doctrine of the Elders\", or \"Ancient Doctrine\") is the oldest surviving Buddhist school. It is relatively conservative, and generally closest to early Buddhism. The name Therav\u0101da comes from the ancestral Sth\u0101vir\u012bya, one of the early Buddhist schools, from which the Theravadins claim descent. After unsuccessfully trying to modify the Vinaya, a small group of \"elderly members\", i.e. sthaviras, broke away from the majority Mah\u0101s\u0101\u1e43ghika during the Second Buddhist council, giving rise to the Sthavira sect. Sinhalese Buddhist reformers in the late nineteenth and early twentieth centuries portrayed the Pali Canon as the original version of scripture. They also emphasized Theravada being rational and scientific.", "targets": "Sinhalese buddhist reformer portrayed what Canon as the original version of scripture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77469728b98f4558b839270490405835", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Suriname today, Dutch is the sole official language, and over 60 percent of the population speaks it as a mother tongue. Dutch is the obligatory medium of instruction in schools in Suriname, even for non-native speakers. A further twenty-four percent of the population speaks Dutch as a second language. Suriname gained its independence from the Netherlands in 1975 and has been an associate member of the Dutch Language Union since 2004. The lingua franca of Suriname, however, is Sranan Tongo, spoken natively by about a fifth of the population.", "targets": "About what percentage of residents of Suriname speak Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77469728b98f4558b839270490405835", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Suriname today, Dutch is the sole official language, and over 60 percent of the population speaks it as a mother tongue. Dutch is the obligatory medium of instruction in schools in Suriname, even for non-native speakers. A further twenty-four percent of the population speaks Dutch as a second language. Suriname gained its independence from the Netherlands in 1975 and has been an associate member of the Dutch Language Union since 2004. The lingua franca of Suriname, however, is Sranan Tongo, spoken natively by about a fifth of the population.", "targets": "What language would you hear teachers speak if you attended school in Suriname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77469728b98f4558b839270490405835", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Suriname today, Dutch is the sole official language, and over 60 percent of the population speaks it as a mother tongue. Dutch is the obligatory medium of instruction in schools in Suriname, even for non-native speakers. A further twenty-four percent of the population speaks Dutch as a second language. Suriname gained its independence from the Netherlands in 1975 and has been an associate member of the Dutch Language Union since 2004. The lingua franca of Suriname, however, is Sranan Tongo, spoken natively by about a fifth of the population.", "targets": "When did Suriname officially become independent from the Netherlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77469728b98f4558b839270490405835", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Suriname today, Dutch is the sole official language, and over 60 percent of the population speaks it as a mother tongue. Dutch is the obligatory medium of instruction in schools in Suriname, even for non-native speakers. A further twenty-four percent of the population speaks Dutch as a second language. Suriname gained its independence from the Netherlands in 1975 and has been an associate member of the Dutch Language Union since 2004. The lingua franca of Suriname, however, is Sranan Tongo, spoken natively by about a fifth of the population.", "targets": "What year did Suriname join the Dutch Language Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77469728b98f4558b839270490405835", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Suriname today, Dutch is the sole official language, and over 60 percent of the population speaks it as a mother tongue. Dutch is the obligatory medium of instruction in schools in Suriname, even for non-native speakers. A further twenty-four percent of the population speaks Dutch as a second language. Suriname gained its independence from the Netherlands in 1975 and has been an associate member of the Dutch Language Union since 2004. The lingua franca of Suriname, however, is Sranan Tongo, spoken natively by about a fifth of the population.", "targets": "What's the common language that around 20% of Suriname's people speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e294fe0d3094207b05cdbd53845d432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the GHMC was created in 2007, the area occupied by the municipality increased from 175 km2 (68 sq mi) to 650 km2 (250 sq mi). Consequently, the population increased by 87%, from 3,637,483 in the 2001 census to 6,809,970 in the 2011 census, 24% of which are migrants from elsewhere in India,:2 making Hyderabad the nation's fourth most populous city. As of 2011[update], the population density is 18,480/km2 (47,900/sq mi). At the same 2011 census, the Hyderabad Urban Agglomeration had a population of 7,749,334, making it the sixth most populous urban agglomeration in the country. The population of the Hyderabad urban agglomeration has since been estimated by electoral officials to be 9.1 million as of early 2013 but is expected to exceed 10 million by the end of the year. There are 3,500,802 male and 3,309,168 female citizens\u2014a sex ratio of 945 females per 1000 males, higher than the national average of 926 per 1000. Among children aged 0\u20136 years, 373,794 are boys and 352,022 are girls\u2014a ratio of 942 per 1000. Literacy stands at 82.96% (male 85.96%; female 79.79%), higher than the national average of 74.04%. The socio-economic strata consist of 20% upper class, 50% middle class and 30% working class.", "targets": "What was the area of Hyderabad before the GHMC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e294fe0d3094207b05cdbd53845d432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the GHMC was created in 2007, the area occupied by the municipality increased from 175 km2 (68 sq mi) to 650 km2 (250 sq mi). Consequently, the population increased by 87%, from 3,637,483 in the 2001 census to 6,809,970 in the 2011 census, 24% of which are migrants from elsewhere in India,:2 making Hyderabad the nation's fourth most populous city. As of 2011[update], the population density is 18,480/km2 (47,900/sq mi). At the same 2011 census, the Hyderabad Urban Agglomeration had a population of 7,749,334, making it the sixth most populous urban agglomeration in the country. The population of the Hyderabad urban agglomeration has since been estimated by electoral officials to be 9.1 million as of early 2013 but is expected to exceed 10 million by the end of the year. There are 3,500,802 male and 3,309,168 female citizens\u2014a sex ratio of 945 females per 1000 males, higher than the national average of 926 per 1000. Among children aged 0\u20136 years, 373,794 are boys and 352,022 are girls\u2014a ratio of 942 per 1000. Literacy stands at 82.96% (male 85.96%; female 79.79%), higher than the national average of 74.04%. The socio-economic strata consist of 20% upper class, 50% middle class and 30% working class.", "targets": "What was the population of Hyderabad in the 2011 census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e294fe0d3094207b05cdbd53845d432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the GHMC was created in 2007, the area occupied by the municipality increased from 175 km2 (68 sq mi) to 650 km2 (250 sq mi). Consequently, the population increased by 87%, from 3,637,483 in the 2001 census to 6,809,970 in the 2011 census, 24% of which are migrants from elsewhere in India,:2 making Hyderabad the nation's fourth most populous city. As of 2011[update], the population density is 18,480/km2 (47,900/sq mi). At the same 2011 census, the Hyderabad Urban Agglomeration had a population of 7,749,334, making it the sixth most populous urban agglomeration in the country. The population of the Hyderabad urban agglomeration has since been estimated by electoral officials to be 9.1 million as of early 2013 but is expected to exceed 10 million by the end of the year. There are 3,500,802 male and 3,309,168 female citizens\u2014a sex ratio of 945 females per 1000 males, higher than the national average of 926 per 1000. Among children aged 0\u20136 years, 373,794 are boys and 352,022 are girls\u2014a ratio of 942 per 1000. Literacy stands at 82.96% (male 85.96%; female 79.79%), higher than the national average of 74.04%. The socio-economic strata consist of 20% upper class, 50% middle class and 30% working class.", "targets": "How many females were in Hyderabad for the 2011 census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e294fe0d3094207b05cdbd53845d432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the GHMC was created in 2007, the area occupied by the municipality increased from 175 km2 (68 sq mi) to 650 km2 (250 sq mi). Consequently, the population increased by 87%, from 3,637,483 in the 2001 census to 6,809,970 in the 2011 census, 24% of which are migrants from elsewhere in India,:2 making Hyderabad the nation's fourth most populous city. As of 2011[update], the population density is 18,480/km2 (47,900/sq mi). At the same 2011 census, the Hyderabad Urban Agglomeration had a population of 7,749,334, making it the sixth most populous urban agglomeration in the country. The population of the Hyderabad urban agglomeration has since been estimated by electoral officials to be 9.1 million as of early 2013 but is expected to exceed 10 million by the end of the year. There are 3,500,802 male and 3,309,168 female citizens\u2014a sex ratio of 945 females per 1000 males, higher than the national average of 926 per 1000. Among children aged 0\u20136 years, 373,794 are boys and 352,022 are girls\u2014a ratio of 942 per 1000. Literacy stands at 82.96% (male 85.96%; female 79.79%), higher than the national average of 74.04%. The socio-economic strata consist of 20% upper class, 50% middle class and 30% working class.", "targets": "What is the literacy rate of Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e294fe0d3094207b05cdbd53845d432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the GHMC was created in 2007, the area occupied by the municipality increased from 175 km2 (68 sq mi) to 650 km2 (250 sq mi). Consequently, the population increased by 87%, from 3,637,483 in the 2001 census to 6,809,970 in the 2011 census, 24% of which are migrants from elsewhere in India,:2 making Hyderabad the nation's fourth most populous city. As of 2011[update], the population density is 18,480/km2 (47,900/sq mi). At the same 2011 census, the Hyderabad Urban Agglomeration had a population of 7,749,334, making it the sixth most populous urban agglomeration in the country. The population of the Hyderabad urban agglomeration has since been estimated by electoral officials to be 9.1 million as of early 2013 but is expected to exceed 10 million by the end of the year. There are 3,500,802 male and 3,309,168 female citizens\u2014a sex ratio of 945 females per 1000 males, higher than the national average of 926 per 1000. Among children aged 0\u20136 years, 373,794 are boys and 352,022 are girls\u2014a ratio of 942 per 1000. Literacy stands at 82.96% (male 85.96%; female 79.79%), higher than the national average of 74.04%. The socio-economic strata consist of 20% upper class, 50% middle class and 30% working class.", "targets": "What was the population density in Hyderabad in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ec831fae6744699dec155adebb996f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2014, JPMorgan Chase announced that it was injecting $100 million over five years into Detroit's economy, providing development funding for a variety of projects that would increase employment. It is the largest commitment made to any one city by the nation's biggest bank.[citation needed] Of the $100 million, $50 million will go toward development projects, $25 million will go toward city blight removal, $12.5 million will go for job training, $7 million will go for small businesses in the city, and $5.5 million will go toward the M-1 light rail project. On May 19, 2015, JPMorgan Chase announced that it has invested $32 million for two redevelopment projects in the city's Capitol Park district, the Capitol Park Lofts (the former Capitol Park Building) and the Detroit Savings Bank building at 1212 Griswold. Those investments are separate from Chase's five-year, $100-million commitment.", "targets": "Which bank announced an investment into Detroit in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ec831fae6744699dec155adebb996f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2014, JPMorgan Chase announced that it was injecting $100 million over five years into Detroit's economy, providing development funding for a variety of projects that would increase employment. It is the largest commitment made to any one city by the nation's biggest bank.[citation needed] Of the $100 million, $50 million will go toward development projects, $25 million will go toward city blight removal, $12.5 million will go for job training, $7 million will go for small businesses in the city, and $5.5 million will go toward the M-1 light rail project. On May 19, 2015, JPMorgan Chase announced that it has invested $32 million for two redevelopment projects in the city's Capitol Park district, the Capitol Park Lofts (the former Capitol Park Building) and the Detroit Savings Bank building at 1212 Griswold. Those investments are separate from Chase's five-year, $100-million commitment.", "targets": "How much of JPMorgan's investment will go to blight removal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ec831fae6744699dec155adebb996f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2014, JPMorgan Chase announced that it was injecting $100 million over five years into Detroit's economy, providing development funding for a variety of projects that would increase employment. It is the largest commitment made to any one city by the nation's biggest bank.[citation needed] Of the $100 million, $50 million will go toward development projects, $25 million will go toward city blight removal, $12.5 million will go for job training, $7 million will go for small businesses in the city, and $5.5 million will go toward the M-1 light rail project. On May 19, 2015, JPMorgan Chase announced that it has invested $32 million for two redevelopment projects in the city's Capitol Park district, the Capitol Park Lofts (the former Capitol Park Building) and the Detroit Savings Bank building at 1212 Griswold. Those investments are separate from Chase's five-year, $100-million commitment.", "targets": "How much of JPMorgan's investment will go to job training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ec831fae6744699dec155adebb996f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 21, 2014, JPMorgan Chase announced that it was injecting $100 million over five years into Detroit's economy, providing development funding for a variety of projects that would increase employment. It is the largest commitment made to any one city by the nation's biggest bank.[citation needed] Of the $100 million, $50 million will go toward development projects, $25 million will go toward city blight removal, $12.5 million will go for job training, $7 million will go for small businesses in the city, and $5.5 million will go toward the M-1 light rail project. On May 19, 2015, JPMorgan Chase announced that it has invested $32 million for two redevelopment projects in the city's Capitol Park district, the Capitol Park Lofts (the former Capitol Park Building) and the Detroit Savings Bank building at 1212 Griswold. Those investments are separate from Chase's five-year, $100-million commitment.", "targets": "How much did JPMorgan announce in additional investment into Detroit in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b49f2c73577a4395a58497d7c619c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the complexity of medications including specific indications, effectiveness of treatment regimens, safety of medications (i.e., drug interactions) and patient compliance issues (in the hospital and at home) many pharmacists practicing in hospitals gain more education and training after pharmacy school through a pharmacy practice residency and sometimes followed by another residency in a specific area. Those pharmacists are often referred to as clinical pharmacists and they often specialize in various disciplines of pharmacy. For example, there are pharmacists who specialize in hematology/oncology, HIV/AIDS, infectious disease, critical care, emergency medicine, toxicology, nuclear pharmacy, pain management, psychiatry, anti-coagulation clinics, herbal medicine, neurology/epilepsy management, pediatrics, neonatal pharmacists and more.", "targets": "Where do pharmacists acquire more preparation following pharmacy school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b49f2c73577a4395a58497d7c619c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the complexity of medications including specific indications, effectiveness of treatment regimens, safety of medications (i.e., drug interactions) and patient compliance issues (in the hospital and at home) many pharmacists practicing in hospitals gain more education and training after pharmacy school through a pharmacy practice residency and sometimes followed by another residency in a specific area. Those pharmacists are often referred to as clinical pharmacists and they often specialize in various disciplines of pharmacy. For example, there are pharmacists who specialize in hematology/oncology, HIV/AIDS, infectious disease, critical care, emergency medicine, toxicology, nuclear pharmacy, pain management, psychiatry, anti-coagulation clinics, herbal medicine, neurology/epilepsy management, pediatrics, neonatal pharmacists and more.", "targets": "What do clinical pharmacists specialize in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b49f2c73577a4395a58497d7c619c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the complexity of medications including specific indications, effectiveness of treatment regimens, safety of medications (i.e., drug interactions) and patient compliance issues (in the hospital and at home) many pharmacists practicing in hospitals gain more education and training after pharmacy school through a pharmacy practice residency and sometimes followed by another residency in a specific area. Those pharmacists are often referred to as clinical pharmacists and they often specialize in various disciplines of pharmacy. For example, there are pharmacists who specialize in hematology/oncology, HIV/AIDS, infectious disease, critical care, emergency medicine, toxicology, nuclear pharmacy, pain management, psychiatry, anti-coagulation clinics, herbal medicine, neurology/epilepsy management, pediatrics, neonatal pharmacists and more.", "targets": "What is one issue that adds to the complexity of a pharmacist's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b49f2c73577a4395a58497d7c619c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the complexity of medications including specific indications, effectiveness of treatment regimens, safety of medications (i.e., drug interactions) and patient compliance issues (in the hospital and at home) many pharmacists practicing in hospitals gain more education and training after pharmacy school through a pharmacy practice residency and sometimes followed by another residency in a specific area. Those pharmacists are often referred to as clinical pharmacists and they often specialize in various disciplines of pharmacy. For example, there are pharmacists who specialize in hematology/oncology, HIV/AIDS, infectious disease, critical care, emergency medicine, toxicology, nuclear pharmacy, pain management, psychiatry, anti-coagulation clinics, herbal medicine, neurology/epilepsy management, pediatrics, neonatal pharmacists and more.", "targets": "Which pharmacists are likely to seek additional education following pharmacy school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7475a83a4a3b44639023840ac3a665db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religious beliefs date back to the founding of Rome, around 800 BC. However, the Roman religion commonly associated with the republic and early empire did not begin until around 500 BC, when Romans came in contact with Greek culture, and adopted many of the Greek religious beliefs. Private and personal worship was an important aspect of religious practices. In a sense, each household was a temple to the gods. Each household had an altar (lararium), at which the family members would offer prayers, perform rites, and interact with the household gods. Many of the gods that Romans worshiped came from the Proto-Indo-European pantheon, others were based on Greek gods. The two most famous deities were Jupiter (the king God) and Mars (the god of war). With its cultural influence spreading over most of the Mediterranean, Romans began accepting foreign gods into their own culture, as well as other philosophical traditions such as Cynicism and Stoicism.", "targets": "When did the Roman religion that is generally identified with the republic first established? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7475a83a4a3b44639023840ac3a665db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religious beliefs date back to the founding of Rome, around 800 BC. However, the Roman religion commonly associated with the republic and early empire did not begin until around 500 BC, when Romans came in contact with Greek culture, and adopted many of the Greek religious beliefs. Private and personal worship was an important aspect of religious practices. In a sense, each household was a temple to the gods. Each household had an altar (lararium), at which the family members would offer prayers, perform rites, and interact with the household gods. Many of the gods that Romans worshiped came from the Proto-Indo-European pantheon, others were based on Greek gods. The two most famous deities were Jupiter (the king God) and Mars (the god of war). With its cultural influence spreading over most of the Mediterranean, Romans began accepting foreign gods into their own culture, as well as other philosophical traditions such as Cynicism and Stoicism.", "targets": "Who did the Romans adapt several of their religious convictions from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7475a83a4a3b44639023840ac3a665db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religious beliefs date back to the founding of Rome, around 800 BC. However, the Roman religion commonly associated with the republic and early empire did not begin until around 500 BC, when Romans came in contact with Greek culture, and adopted many of the Greek religious beliefs. Private and personal worship was an important aspect of religious practices. In a sense, each household was a temple to the gods. Each household had an altar (lararium), at which the family members would offer prayers, perform rites, and interact with the household gods. Many of the gods that Romans worshiped came from the Proto-Indo-European pantheon, others were based on Greek gods. The two most famous deities were Jupiter (the king God) and Mars (the god of war). With its cultural influence spreading over most of the Mediterranean, Romans began accepting foreign gods into their own culture, as well as other philosophical traditions such as Cynicism and Stoicism.", "targets": "Where did a large amount of the deities that were worshiped in Roman civilization come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7475a83a4a3b44639023840ac3a665db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religious beliefs date back to the founding of Rome, around 800 BC. However, the Roman religion commonly associated with the republic and early empire did not begin until around 500 BC, when Romans came in contact with Greek culture, and adopted many of the Greek religious beliefs. Private and personal worship was an important aspect of religious practices. In a sense, each household was a temple to the gods. Each household had an altar (lararium), at which the family members would offer prayers, perform rites, and interact with the household gods. Many of the gods that Romans worshiped came from the Proto-Indo-European pantheon, others were based on Greek gods. The two most famous deities were Jupiter (the king God) and Mars (the god of war). With its cultural influence spreading over most of the Mediterranean, Romans began accepting foreign gods into their own culture, as well as other philosophical traditions such as Cynicism and Stoicism.", "targets": "What religious element could be found in all Roman households?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7475a83a4a3b44639023840ac3a665db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religious beliefs date back to the founding of Rome, around 800 BC. However, the Roman religion commonly associated with the republic and early empire did not begin until around 500 BC, when Romans came in contact with Greek culture, and adopted many of the Greek religious beliefs. Private and personal worship was an important aspect of religious practices. In a sense, each household was a temple to the gods. Each household had an altar (lararium), at which the family members would offer prayers, perform rites, and interact with the household gods. Many of the gods that Romans worshiped came from the Proto-Indo-European pantheon, others were based on Greek gods. The two most famous deities were Jupiter (the king God) and Mars (the god of war). With its cultural influence spreading over most of the Mediterranean, Romans began accepting foreign gods into their own culture, as well as other philosophical traditions such as Cynicism and Stoicism.", "targets": "What in Roman society was considered to be a temple to the gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce11a0b81f8474ea344cc5159aca4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourist industry is heavily based on the promotion of Napoleon's imprisonment. A golf course also exists and the possibility for sportfishing tourism is great. Three hotels operate on the island but the arrival of tourists is directly linked to the arrival and departure schedule of the RMS St Helena. Some 3,200 short-term visitors arrived on the island in 2013.", "targets": "What is the tourist industry mostly based around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce11a0b81f8474ea344cc5159aca4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourist industry is heavily based on the promotion of Napoleon's imprisonment. A golf course also exists and the possibility for sportfishing tourism is great. Three hotels operate on the island but the arrival of tourists is directly linked to the arrival and departure schedule of the RMS St Helena. Some 3,200 short-term visitors arrived on the island in 2013.", "targets": "What kind of fishing tourism occurs on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce11a0b81f8474ea344cc5159aca4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourist industry is heavily based on the promotion of Napoleon's imprisonment. A golf course also exists and the possibility for sportfishing tourism is great. Three hotels operate on the island but the arrival of tourists is directly linked to the arrival and departure schedule of the RMS St Helena. Some 3,200 short-term visitors arrived on the island in 2013.", "targets": "How many hotels are on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ce11a0b81f8474ea344cc5159aca4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tourist industry is heavily based on the promotion of Napoleon's imprisonment. A golf course also exists and the possibility for sportfishing tourism is great. Three hotels operate on the island but the arrival of tourists is directly linked to the arrival and departure schedule of the RMS St Helena. Some 3,200 short-term visitors arrived on the island in 2013.", "targets": "Tourism is completely based on what arriving to the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-096773a22b814021ac3464c7b4279580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1755, six colonial governors in North America met with General Edward Braddock, the newly arrived British Army commander, and planned a four-way attack on the French. None succeeded and the main effort by Braddock was a disaster; he was defeated in the Battle of the Monongahela on July 9, 1755 and died a few days later. British operations in 1755, 1756 and 1757 in the frontier areas of Pennsylvania and New York all failed, due to a combination of poor management, internal divisions, and effective Canadian scouts, French regular forces, and Indian warrior allies. In 1755, the British captured Fort Beaus\u00e9jour on the border separating Nova Scotia from Acadia; soon afterward they ordered the expulsion of the Acadians. Orders for the deportation were given by William Shirley, Commander-in-Chief, North America, without direction from Great Britain. The Acadians, both those captured in arms and those who had sworn the loyalty oath to His Britannic Majesty, were expelled. Native Americans were likewise driven off their land to make way for settlers from New England.", "targets": "When did colonial governors meet with General Edward Braddock about attack on the french?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-096773a22b814021ac3464c7b4279580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1755, six colonial governors in North America met with General Edward Braddock, the newly arrived British Army commander, and planned a four-way attack on the French. None succeeded and the main effort by Braddock was a disaster; he was defeated in the Battle of the Monongahela on July 9, 1755 and died a few days later. British operations in 1755, 1756 and 1757 in the frontier areas of Pennsylvania and New York all failed, due to a combination of poor management, internal divisions, and effective Canadian scouts, French regular forces, and Indian warrior allies. In 1755, the British captured Fort Beaus\u00e9jour on the border separating Nova Scotia from Acadia; soon afterward they ordered the expulsion of the Acadians. Orders for the deportation were given by William Shirley, Commander-in-Chief, North America, without direction from Great Britain. The Acadians, both those captured in arms and those who had sworn the loyalty oath to His Britannic Majesty, were expelled. Native Americans were likewise driven off their land to make way for settlers from New England.", "targets": "How successful was initial effort by Braddock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-096773a22b814021ac3464c7b4279580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1755, six colonial governors in North America met with General Edward Braddock, the newly arrived British Army commander, and planned a four-way attack on the French. None succeeded and the main effort by Braddock was a disaster; he was defeated in the Battle of the Monongahela on July 9, 1755 and died a few days later. British operations in 1755, 1756 and 1757 in the frontier areas of Pennsylvania and New York all failed, due to a combination of poor management, internal divisions, and effective Canadian scouts, French regular forces, and Indian warrior allies. In 1755, the British captured Fort Beaus\u00e9jour on the border separating Nova Scotia from Acadia; soon afterward they ordered the expulsion of the Acadians. Orders for the deportation were given by William Shirley, Commander-in-Chief, North America, without direction from Great Britain. The Acadians, both those captured in arms and those who had sworn the loyalty oath to His Britannic Majesty, were expelled. Native Americans were likewise driven off their land to make way for settlers from New England.", "targets": "Why did British operation fail in 1755, 56, 57?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-096773a22b814021ac3464c7b4279580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1755, six colonial governors in North America met with General Edward Braddock, the newly arrived British Army commander, and planned a four-way attack on the French. None succeeded and the main effort by Braddock was a disaster; he was defeated in the Battle of the Monongahela on July 9, 1755 and died a few days later. British operations in 1755, 1756 and 1757 in the frontier areas of Pennsylvania and New York all failed, due to a combination of poor management, internal divisions, and effective Canadian scouts, French regular forces, and Indian warrior allies. In 1755, the British captured Fort Beaus\u00e9jour on the border separating Nova Scotia from Acadia; soon afterward they ordered the expulsion of the Acadians. Orders for the deportation were given by William Shirley, Commander-in-Chief, North America, without direction from Great Britain. The Acadians, both those captured in arms and those who had sworn the loyalty oath to His Britannic Majesty, were expelled. Native Americans were likewise driven off their land to make way for settlers from New England.", "targets": "In 1755 what fort did British capture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-096773a22b814021ac3464c7b4279580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1755, six colonial governors in North America met with General Edward Braddock, the newly arrived British Army commander, and planned a four-way attack on the French. None succeeded and the main effort by Braddock was a disaster; he was defeated in the Battle of the Monongahela on July 9, 1755 and died a few days later. British operations in 1755, 1756 and 1757 in the frontier areas of Pennsylvania and New York all failed, due to a combination of poor management, internal divisions, and effective Canadian scouts, French regular forces, and Indian warrior allies. In 1755, the British captured Fort Beaus\u00e9jour on the border separating Nova Scotia from Acadia; soon afterward they ordered the expulsion of the Acadians. Orders for the deportation were given by William Shirley, Commander-in-Chief, North America, without direction from Great Britain. The Acadians, both those captured in arms and those who had sworn the loyalty oath to His Britannic Majesty, were expelled. Native Americans were likewise driven off their land to make way for settlers from New England.", "targets": "What order did British make of French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f91b603199544619ba72f16c88b562e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, some Slavs were assimilated into other populations. Although the majority continued south, attracted by the riches of the territory which would become Bulgaria, a few remained in the Carpathian basin and were ultimately assimilated into the Magyar or Romanian population. There is a large number of river names and other placenames of Slavic origin in Romania.[better source needed]", "targets": "Slavs that remained in the Carpathian basin were assimilated into who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f91b603199544619ba72f16c88b562e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, some Slavs were assimilated into other populations. Although the majority continued south, attracted by the riches of the territory which would become Bulgaria, a few remained in the Carpathian basin and were ultimately assimilated into the Magyar or Romanian population. There is a large number of river names and other placenames of Slavic origin in Romania.[better source needed]", "targets": "There is a large number of river names and other placenames of Slavic origin in what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f91b603199544619ba72f16c88b562e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, some Slavs were assimilated into other populations. Although the majority continued south, attracted by the riches of the territory which would become Bulgaria, a few remained in the Carpathian basin and were ultimately assimilated into the Magyar or Romanian population. There is a large number of river names and other placenames of Slavic origin in Romania.[better source needed]", "targets": "Majority of Slavs continued south to the riches of the territory that became what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f91b603199544619ba72f16c88b562e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conversely, some Slavs were assimilated into other populations. Although the majority continued south, attracted by the riches of the territory which would become Bulgaria, a few remained in the Carpathian basin and were ultimately assimilated into the Magyar or Romanian population. There is a large number of river names and other placenames of Slavic origin in Romania.[better source needed]", "targets": "Where did the Slavs that assimilated into the Magyar or Romanian population remain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0293bfa9e04dc28f9973d724b3d594", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Julius had died in April, 352, and was succeeded by Liberius. For two years Liberius had been favourable to the cause of Athanasius; but driven at last into exile, he was induced to sign an ambiguous formula, from which the great Nicene text, the \"homoousion\", had been studiously omitted. In 355 a council was held at Milan, where in spite of the vigorous opposition of a handful of loyal prelates among the Western bishops, a fourth condemnation of Athanasius was announced to the world. With his friends scattered, the saintly Hosius in exile, and Pope Liberius denounced as acquiescing in Arian formularies, Athanasius could hardly hope to escape. On the night of 8 February, 356, while engaged in services in the Church of St. Thomas, a band of armed men burst in to secure his arrest. It was the beginning of his third exile.", "targets": "In what year did Pope Julius die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0293bfa9e04dc28f9973d724b3d594", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Julius had died in April, 352, and was succeeded by Liberius. For two years Liberius had been favourable to the cause of Athanasius; but driven at last into exile, he was induced to sign an ambiguous formula, from which the great Nicene text, the \"homoousion\", had been studiously omitted. In 355 a council was held at Milan, where in spite of the vigorous opposition of a handful of loyal prelates among the Western bishops, a fourth condemnation of Athanasius was announced to the world. With his friends scattered, the saintly Hosius in exile, and Pope Liberius denounced as acquiescing in Arian formularies, Athanasius could hardly hope to escape. On the night of 8 February, 356, while engaged in services in the Church of St. Thomas, a band of armed men burst in to secure his arrest. It was the beginning of his third exile.", "targets": "Did Liberius sympathize with Athanasius?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0293bfa9e04dc28f9973d724b3d594", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Julius had died in April, 352, and was succeeded by Liberius. For two years Liberius had been favourable to the cause of Athanasius; but driven at last into exile, he was induced to sign an ambiguous formula, from which the great Nicene text, the \"homoousion\", had been studiously omitted. In 355 a council was held at Milan, where in spite of the vigorous opposition of a handful of loyal prelates among the Western bishops, a fourth condemnation of Athanasius was announced to the world. With his friends scattered, the saintly Hosius in exile, and Pope Liberius denounced as acquiescing in Arian formularies, Athanasius could hardly hope to escape. On the night of 8 February, 356, while engaged in services in the Church of St. Thomas, a band of armed men burst in to secure his arrest. It was the beginning of his third exile.", "targets": "Where the men armed who arrested him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0293bfa9e04dc28f9973d724b3d594", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Julius had died in April, 352, and was succeeded by Liberius. For two years Liberius had been favourable to the cause of Athanasius; but driven at last into exile, he was induced to sign an ambiguous formula, from which the great Nicene text, the \"homoousion\", had been studiously omitted. In 355 a council was held at Milan, where in spite of the vigorous opposition of a handful of loyal prelates among the Western bishops, a fourth condemnation of Athanasius was announced to the world. With his friends scattered, the saintly Hosius in exile, and Pope Liberius denounced as acquiescing in Arian formularies, Athanasius could hardly hope to escape. On the night of 8 February, 356, while engaged in services in the Church of St. Thomas, a band of armed men burst in to secure his arrest. It was the beginning of his third exile.", "targets": "What was the outcome of the Council of Milan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0293bfa9e04dc28f9973d724b3d594", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Julius had died in April, 352, and was succeeded by Liberius. For two years Liberius had been favourable to the cause of Athanasius; but driven at last into exile, he was induced to sign an ambiguous formula, from which the great Nicene text, the \"homoousion\", had been studiously omitted. In 355 a council was held at Milan, where in spite of the vigorous opposition of a handful of loyal prelates among the Western bishops, a fourth condemnation of Athanasius was announced to the world. With his friends scattered, the saintly Hosius in exile, and Pope Liberius denounced as acquiescing in Arian formularies, Athanasius could hardly hope to escape. On the night of 8 February, 356, while engaged in services in the Church of St. Thomas, a band of armed men burst in to secure his arrest. It was the beginning of his third exile.", "targets": "What was  Athanasius doing when he was arrested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4072e9d5fdbb45b0bc70ea49b4289852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Presbyterians were careful to distinguish between the \"church,\" which referred the members, and the \"meeting house,\" which was the building in which the church met. Until the late 19th century, very few Presbyterians ever referred to their buildings as \"churches.\" Presbyterians believed that meeting-houses (now called churches) are buildings to support the worship of God. The decor in some instances was austere so as not to detract from worship. Early Presbyterian meeting-houses were extremely plain. No stained glass, no elaborate furnishings, and no images were to be found in the meeting-house. The pulpit, often raised so as only to be accessible by a staircase, was the centerpiece of the building.", "targets": "Presbyterians had to distinguished between \"Church\" and \"Meeting house\" What was \"Church\" referring too?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4072e9d5fdbb45b0bc70ea49b4289852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Presbyterians were careful to distinguish between the \"church,\" which referred the members, and the \"meeting house,\" which was the building in which the church met. Until the late 19th century, very few Presbyterians ever referred to their buildings as \"churches.\" Presbyterians believed that meeting-houses (now called churches) are buildings to support the worship of God. The decor in some instances was austere so as not to detract from worship. Early Presbyterian meeting-houses were extremely plain. No stained glass, no elaborate furnishings, and no images were to be found in the meeting-house. The pulpit, often raised so as only to be accessible by a staircase, was the centerpiece of the building.", "targets": "What did \"Meeting house\" refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4072e9d5fdbb45b0bc70ea49b4289852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Presbyterians were careful to distinguish between the \"church,\" which referred the members, and the \"meeting house,\" which was the building in which the church met. Until the late 19th century, very few Presbyterians ever referred to their buildings as \"churches.\" Presbyterians believed that meeting-houses (now called churches) are buildings to support the worship of God. The decor in some instances was austere so as not to detract from worship. Early Presbyterian meeting-houses were extremely plain. No stained glass, no elaborate furnishings, and no images were to be found in the meeting-house. The pulpit, often raised so as only to be accessible by a staircase, was the centerpiece of the building.", "targets": "What were churches called before the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4072e9d5fdbb45b0bc70ea49b4289852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Presbyterians were careful to distinguish between the \"church,\" which referred the members, and the \"meeting house,\" which was the building in which the church met. Until the late 19th century, very few Presbyterians ever referred to their buildings as \"churches.\" Presbyterians believed that meeting-houses (now called churches) are buildings to support the worship of God. The decor in some instances was austere so as not to detract from worship. Early Presbyterian meeting-houses were extremely plain. No stained glass, no elaborate furnishings, and no images were to be found in the meeting-house. The pulpit, often raised so as only to be accessible by a staircase, was the centerpiece of the building.", "targets": "Early churches were extremely plain, what did most churches not have in them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0c2d8beaa784dcdb96462a2a905aa33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional morphology-based or appearance-based systematics have usually given the Hexapoda the rank of superclass,:180 and identified four groups within it: insects (Ectognatha), springtails (Collembola), Protura, and Diplura, the latter three being grouped together as the Entognatha on the basis of internalized mouth parts. Supraordinal relationships have undergone numerous changes with the advent of methods based on evolutionary history and genetic data. A recent theory is that the Hexapoda are polyphyletic (where the last common ancestor was not a member of the group), with the entognath classes having separate evolutionary histories from the Insecta. Many of the traditional appearance-based taxa have been shown to be paraphyletic, so rather than using ranks like subclass, superorder, and infraorder, it has proved better to use monophyletic groupings (in which the last common ancestor is a member of the group). The following represents the best-supported monophyletic groupings for the Insecta.", "targets": "Morphology-based and appearance-based are known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0c2d8beaa784dcdb96462a2a905aa33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional morphology-based or appearance-based systematics have usually given the Hexapoda the rank of superclass,:180 and identified four groups within it: insects (Ectognatha), springtails (Collembola), Protura, and Diplura, the latter three being grouped together as the Entognatha on the basis of internalized mouth parts. Supraordinal relationships have undergone numerous changes with the advent of methods based on evolutionary history and genetic data. A recent theory is that the Hexapoda are polyphyletic (where the last common ancestor was not a member of the group), with the entognath classes having separate evolutionary histories from the Insecta. Many of the traditional appearance-based taxa have been shown to be paraphyletic, so rather than using ranks like subclass, superorder, and infraorder, it has proved better to use monophyletic groupings (in which the last common ancestor is a member of the group). The following represents the best-supported monophyletic groupings for the Insecta.", "targets": "What class is the Hexapoda ranked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0c2d8beaa784dcdb96462a2a905aa33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional morphology-based or appearance-based systematics have usually given the Hexapoda the rank of superclass,:180 and identified four groups within it: insects (Ectognatha), springtails (Collembola), Protura, and Diplura, the latter three being grouped together as the Entognatha on the basis of internalized mouth parts. Supraordinal relationships have undergone numerous changes with the advent of methods based on evolutionary history and genetic data. A recent theory is that the Hexapoda are polyphyletic (where the last common ancestor was not a member of the group), with the entognath classes having separate evolutionary histories from the Insecta. Many of the traditional appearance-based taxa have been shown to be paraphyletic, so rather than using ranks like subclass, superorder, and infraorder, it has proved better to use monophyletic groupings (in which the last common ancestor is a member of the group). The following represents the best-supported monophyletic groupings for the Insecta.", "targets": "How many groups are defined in the superclass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0c2d8beaa784dcdb96462a2a905aa33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional morphology-based or appearance-based systematics have usually given the Hexapoda the rank of superclass,:180 and identified four groups within it: insects (Ectognatha), springtails (Collembola), Protura, and Diplura, the latter three being grouped together as the Entognatha on the basis of internalized mouth parts. Supraordinal relationships have undergone numerous changes with the advent of methods based on evolutionary history and genetic data. A recent theory is that the Hexapoda are polyphyletic (where the last common ancestor was not a member of the group), with the entognath classes having separate evolutionary histories from the Insecta. Many of the traditional appearance-based taxa have been shown to be paraphyletic, so rather than using ranks like subclass, superorder, and infraorder, it has proved better to use monophyletic groupings (in which the last common ancestor is a member of the group). The following represents the best-supported monophyletic groupings for the Insecta.", "targets": "Springtails are also known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0c2d8beaa784dcdb96462a2a905aa33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditional morphology-based or appearance-based systematics have usually given the Hexapoda the rank of superclass,:180 and identified four groups within it: insects (Ectognatha), springtails (Collembola), Protura, and Diplura, the latter three being grouped together as the Entognatha on the basis of internalized mouth parts. Supraordinal relationships have undergone numerous changes with the advent of methods based on evolutionary history and genetic data. A recent theory is that the Hexapoda are polyphyletic (where the last common ancestor was not a member of the group), with the entognath classes having separate evolutionary histories from the Insecta. Many of the traditional appearance-based taxa have been shown to be paraphyletic, so rather than using ranks like subclass, superorder, and infraorder, it has proved better to use monophyletic groupings (in which the last common ancestor is a member of the group). The following represents the best-supported monophyletic groupings for the Insecta.", "targets": "Collembola, protura, and dipkura are in a group called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eaae38bea0134a0080b60b9916c7df1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its mission is to provide high quality education, training and research in the areas of science and technology to produce qualified professionals that can apply their knowledge and skills in the country's development.", "targets": "If the mission is achieved, professionals will apply what they've learned to what goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b7e24a0975543d1bdefff0ed1c0555c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nociceptive pain may also be divided into \"visceral\", \"deep somatic\" and \"superficial somatic\" pain. Visceral structures are highly sensitive to stretch, ischemia and inflammation, but relatively insensitive to other stimuli that normally evoke pain in other structures, such as burning and cutting. Visceral pain is diffuse, difficult to locate and often referred to a distant, usually superficial, structure. It may be accompanied by nausea and vomiting and may be described as sickening, deep, squeezing, and dull. Deep somatic pain is initiated by stimulation of nociceptors in ligaments, tendons, bones, blood vessels, fasciae and muscles, and is dull, aching, poorly-localized pain. Examples include sprains and broken bones. Superficial pain is initiated by activation of nociceptors in the skin or other superficial tissue, and is sharp, well-defined and clearly located. Examples of injuries that produce superficial somatic pain include minor wounds and minor (first degree) burns.", "targets": "What type of of pain is visceral a division of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b7e24a0975543d1bdefff0ed1c0555c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nociceptive pain may also be divided into \"visceral\", \"deep somatic\" and \"superficial somatic\" pain. Visceral structures are highly sensitive to stretch, ischemia and inflammation, but relatively insensitive to other stimuli that normally evoke pain in other structures, such as burning and cutting. Visceral pain is diffuse, difficult to locate and often referred to a distant, usually superficial, structure. It may be accompanied by nausea and vomiting and may be described as sickening, deep, squeezing, and dull. Deep somatic pain is initiated by stimulation of nociceptors in ligaments, tendons, bones, blood vessels, fasciae and muscles, and is dull, aching, poorly-localized pain. Examples include sprains and broken bones. Superficial pain is initiated by activation of nociceptors in the skin or other superficial tissue, and is sharp, well-defined and clearly located. Examples of injuries that produce superficial somatic pain include minor wounds and minor (first degree) burns.", "targets": "What type of structures are sensitive to being stretched but not very sensitive to burning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b7e24a0975543d1bdefff0ed1c0555c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nociceptive pain may also be divided into \"visceral\", \"deep somatic\" and \"superficial somatic\" pain. Visceral structures are highly sensitive to stretch, ischemia and inflammation, but relatively insensitive to other stimuli that normally evoke pain in other structures, such as burning and cutting. Visceral pain is diffuse, difficult to locate and often referred to a distant, usually superficial, structure. It may be accompanied by nausea and vomiting and may be described as sickening, deep, squeezing, and dull. Deep somatic pain is initiated by stimulation of nociceptors in ligaments, tendons, bones, blood vessels, fasciae and muscles, and is dull, aching, poorly-localized pain. Examples include sprains and broken bones. Superficial pain is initiated by activation of nociceptors in the skin or other superficial tissue, and is sharp, well-defined and clearly located. Examples of injuries that produce superficial somatic pain include minor wounds and minor (first degree) burns.", "targets": "Which type of pain is dull, aching and hard to pin-point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b7e24a0975543d1bdefff0ed1c0555c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nociceptive pain may also be divided into \"visceral\", \"deep somatic\" and \"superficial somatic\" pain. Visceral structures are highly sensitive to stretch, ischemia and inflammation, but relatively insensitive to other stimuli that normally evoke pain in other structures, such as burning and cutting. Visceral pain is diffuse, difficult to locate and often referred to a distant, usually superficial, structure. It may be accompanied by nausea and vomiting and may be described as sickening, deep, squeezing, and dull. Deep somatic pain is initiated by stimulation of nociceptors in ligaments, tendons, bones, blood vessels, fasciae and muscles, and is dull, aching, poorly-localized pain. Examples include sprains and broken bones. Superficial pain is initiated by activation of nociceptors in the skin or other superficial tissue, and is sharp, well-defined and clearly located. Examples of injuries that produce superficial somatic pain include minor wounds and minor (first degree) burns.", "targets": "What can visceral pain be accompanied by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b7e24a0975543d1bdefff0ed1c0555c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nociceptive pain may also be divided into \"visceral\", \"deep somatic\" and \"superficial somatic\" pain. Visceral structures are highly sensitive to stretch, ischemia and inflammation, but relatively insensitive to other stimuli that normally evoke pain in other structures, such as burning and cutting. Visceral pain is diffuse, difficult to locate and often referred to a distant, usually superficial, structure. It may be accompanied by nausea and vomiting and may be described as sickening, deep, squeezing, and dull. Deep somatic pain is initiated by stimulation of nociceptors in ligaments, tendons, bones, blood vessels, fasciae and muscles, and is dull, aching, poorly-localized pain. Examples include sprains and broken bones. Superficial pain is initiated by activation of nociceptors in the skin or other superficial tissue, and is sharp, well-defined and clearly located. Examples of injuries that produce superficial somatic pain include minor wounds and minor (first degree) burns.", "targets": "What type of pain are first degree burns classified as causing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fd6dd2d911143dc8ca233f98c1ec3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2007, the National Archives announced it would make its collection of Universal Newsreels from 1929 to 1967 available for purchase through CreateSpace, an Amazon.com subsidiary. During the announcement, Weinstein noted that the agreement would \"... reap major benefits for the public-at-large and for the National Archives.\" Adding, \"While the public can come to our College Park, MD research room to view films and even copy them at no charge, this new program will make our holdings much more accessible to millions of people who cannot travel to the Washington, DC area.\" The agreement also calls for CreateSpace partnership to provide the National Archives with digital reference and preservation copies of the films as part of NARA's preservation program.", "targets": "In what year did the National Archives announce that it would make its collection of Universal Newsreels available for purchase online?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fd6dd2d911143dc8ca233f98c1ec3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2007, the National Archives announced it would make its collection of Universal Newsreels from 1929 to 1967 available for purchase through CreateSpace, an Amazon.com subsidiary. During the announcement, Weinstein noted that the agreement would \"... reap major benefits for the public-at-large and for the National Archives.\" Adding, \"While the public can come to our College Park, MD research room to view films and even copy them at no charge, this new program will make our holdings much more accessible to millions of people who cannot travel to the Washington, DC area.\" The agreement also calls for CreateSpace partnership to provide the National Archives with digital reference and preservation copies of the films as part of NARA's preservation program.", "targets": "What company did the National Archives partner with make it's Universal Newsreels available online?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fd6dd2d911143dc8ca233f98c1ec3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2007, the National Archives announced it would make its collection of Universal Newsreels from 1929 to 1967 available for purchase through CreateSpace, an Amazon.com subsidiary. During the announcement, Weinstein noted that the agreement would \"... reap major benefits for the public-at-large and for the National Archives.\" Adding, \"While the public can come to our College Park, MD research room to view films and even copy them at no charge, this new program will make our holdings much more accessible to millions of people who cannot travel to the Washington, DC area.\" The agreement also calls for CreateSpace partnership to provide the National Archives with digital reference and preservation copies of the films as part of NARA's preservation program.", "targets": "Universal Newsreels dated from which year up to 1967 were made available through CreateSpace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-779f5937a8df46a797a13ac238a054c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The data indicate that the individual was from a population directly ancestral to present South American and Central American Native American populations, and closely related to present North American Native American populations. The implication is that there was an early divergence between North American and Central American plus South American populations. Hypotheses which posit that invasions subsequent to the Clovis culture overwhelmed or assimilated previous migrants into the Americas were ruled out.", "targets": "What does the data indicate about the population the individual was from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-779f5937a8df46a797a13ac238a054c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The data indicate that the individual was from a population directly ancestral to present South American and Central American Native American populations, and closely related to present North American Native American populations. The implication is that there was an early divergence between North American and Central American plus South American populations. Hypotheses which posit that invasions subsequent to the Clovis culture overwhelmed or assimilated previous migrants into the Americas were ruled out.", "targets": "What populations is the individual closely related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-779f5937a8df46a797a13ac238a054c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The data indicate that the individual was from a population directly ancestral to present South American and Central American Native American populations, and closely related to present North American Native American populations. The implication is that there was an early divergence between North American and Central American plus South American populations. Hypotheses which posit that invasions subsequent to the Clovis culture overwhelmed or assimilated previous migrants into the Americas were ruled out.", "targets": "What type of divergence is implicated to have occurred between North American and South American populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-779f5937a8df46a797a13ac238a054c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The data indicate that the individual was from a population directly ancestral to present South American and Central American Native American populations, and closely related to present North American Native American populations. The implication is that there was an early divergence between North American and Central American plus South American populations. Hypotheses which posit that invasions subsequent to the Clovis culture overwhelmed or assimilated previous migrants into the Americas were ruled out.", "targets": "Theories that there were invasions which overwhelmed or assimilated previous migrants into the Americas have been what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef9cde731484ba2964c5eb84a71bdd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Shia tariqah with a majority of adherents are the Twelvers who are commonly known as the \"Shia\". After that come the Nizari Ismailis commonly known as the Ismailis; and then come the Mustalian Ismailis commonly known as the \"Bohras\" with further schisms within their Bohri tariqah. The Druze tariqah (very small in number today) initially were of the Fatimid Ismailis and separated from them (the Fatimid Ismailis) after the death of the Fatimid Imam and Caliph Hakim Bi Amrillah. The Shia Sevener tariqah no longer exists. Another small tariqah is the Zaidi Shias, also known as the Fivers and who do not believe in The Occultation of their last Imam.", "targets": "In Shia tariqah, what are the Twelvers commonly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef9cde731484ba2964c5eb84a71bdd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Shia tariqah with a majority of adherents are the Twelvers who are commonly known as the \"Shia\". After that come the Nizari Ismailis commonly known as the Ismailis; and then come the Mustalian Ismailis commonly known as the \"Bohras\" with further schisms within their Bohri tariqah. The Druze tariqah (very small in number today) initially were of the Fatimid Ismailis and separated from them (the Fatimid Ismailis) after the death of the Fatimid Imam and Caliph Hakim Bi Amrillah. The Shia Sevener tariqah no longer exists. Another small tariqah is the Zaidi Shias, also known as the Fivers and who do not believe in The Occultation of their last Imam.", "targets": "What are the Nizari Ismailis more commonly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef9cde731484ba2964c5eb84a71bdd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Shia tariqah with a majority of adherents are the Twelvers who are commonly known as the \"Shia\". After that come the Nizari Ismailis commonly known as the Ismailis; and then come the Mustalian Ismailis commonly known as the \"Bohras\" with further schisms within their Bohri tariqah. The Druze tariqah (very small in number today) initially were of the Fatimid Ismailis and separated from them (the Fatimid Ismailis) after the death of the Fatimid Imam and Caliph Hakim Bi Amrillah. The Shia Sevener tariqah no longer exists. Another small tariqah is the Zaidi Shias, also known as the Fivers and who do not believe in The Occultation of their last Imam.", "targets": "What are the Mustalian Ismailis commonly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef9cde731484ba2964c5eb84a71bdd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Shia tariqah with a majority of adherents are the Twelvers who are commonly known as the \"Shia\". After that come the Nizari Ismailis commonly known as the Ismailis; and then come the Mustalian Ismailis commonly known as the \"Bohras\" with further schisms within their Bohri tariqah. The Druze tariqah (very small in number today) initially were of the Fatimid Ismailis and separated from them (the Fatimid Ismailis) after the death of the Fatimid Imam and Caliph Hakim Bi Amrillah. The Shia Sevener tariqah no longer exists. Another small tariqah is the Zaidi Shias, also known as the Fivers and who do not believe in The Occultation of their last Imam.", "targets": "Which tariqah no longer exists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eef9cde731484ba2964c5eb84a71bdd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Shia tariqah with a majority of adherents are the Twelvers who are commonly known as the \"Shia\". After that come the Nizari Ismailis commonly known as the Ismailis; and then come the Mustalian Ismailis commonly known as the \"Bohras\" with further schisms within their Bohri tariqah. The Druze tariqah (very small in number today) initially were of the Fatimid Ismailis and separated from them (the Fatimid Ismailis) after the death of the Fatimid Imam and Caliph Hakim Bi Amrillah. The Shia Sevener tariqah no longer exists. Another small tariqah is the Zaidi Shias, also known as the Fivers and who do not believe in The Occultation of their last Imam.", "targets": "Which tariah is known as the Fivers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5221e87b86e24dd0aec35159ac5fc933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The James River reaches tidewater at Richmond where flooding may occur in every month of the year, most frequently in March and least in July. Hurricanes and tropical storms have been responsible for most of the flooding during the summer and early fall months. Hurricanes passing near Richmond have produced record rainfalls. In 1955, three hurricanes brought record rainfall to Richmond within a six-week period. The most noteworthy of these were Hurricane Connie and Hurricane Diane that brought heavy rains five days apart. And in 2004, the downtown area suffered extensive flood damage after the remnants of Hurricane Gaston dumped up to 12 inches (300 mm) of rainfall.", "targets": "What is the most likely month for the James to flood Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5221e87b86e24dd0aec35159ac5fc933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The James River reaches tidewater at Richmond where flooding may occur in every month of the year, most frequently in March and least in July. Hurricanes and tropical storms have been responsible for most of the flooding during the summer and early fall months. Hurricanes passing near Richmond have produced record rainfalls. In 1955, three hurricanes brought record rainfall to Richmond within a six-week period. The most noteworthy of these were Hurricane Connie and Hurricane Diane that brought heavy rains five days apart. And in 2004, the downtown area suffered extensive flood damage after the remnants of Hurricane Gaston dumped up to 12 inches (300 mm) of rainfall.", "targets": "What month sees the lowest likelihood of the James flooding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5221e87b86e24dd0aec35159ac5fc933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The James River reaches tidewater at Richmond where flooding may occur in every month of the year, most frequently in March and least in July. Hurricanes and tropical storms have been responsible for most of the flooding during the summer and early fall months. Hurricanes passing near Richmond have produced record rainfalls. In 1955, three hurricanes brought record rainfall to Richmond within a six-week period. The most noteworthy of these were Hurricane Connie and Hurricane Diane that brought heavy rains five days apart. And in 2004, the downtown area suffered extensive flood damage after the remnants of Hurricane Gaston dumped up to 12 inches (300 mm) of rainfall.", "targets": "In 1955, Richmond was hit with three hurricanes in how many weeks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5221e87b86e24dd0aec35159ac5fc933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The James River reaches tidewater at Richmond where flooding may occur in every month of the year, most frequently in March and least in July. Hurricanes and tropical storms have been responsible for most of the flooding during the summer and early fall months. Hurricanes passing near Richmond have produced record rainfalls. In 1955, three hurricanes brought record rainfall to Richmond within a six-week period. The most noteworthy of these were Hurricane Connie and Hurricane Diane that brought heavy rains five days apart. And in 2004, the downtown area suffered extensive flood damage after the remnants of Hurricane Gaston dumped up to 12 inches (300 mm) of rainfall.", "targets": "In 1955, what two hurricanes occurred within a week of one another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5221e87b86e24dd0aec35159ac5fc933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The James River reaches tidewater at Richmond where flooding may occur in every month of the year, most frequently in March and least in July. Hurricanes and tropical storms have been responsible for most of the flooding during the summer and early fall months. Hurricanes passing near Richmond have produced record rainfalls. In 1955, three hurricanes brought record rainfall to Richmond within a six-week period. The most noteworthy of these were Hurricane Connie and Hurricane Diane that brought heavy rains five days apart. And in 2004, the downtown area suffered extensive flood damage after the remnants of Hurricane Gaston dumped up to 12 inches (300 mm) of rainfall.", "targets": "What hurricane hit Richmond in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a8ee9e18e124acab8d9bdf0d0fa454a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous application in which Bell described a cup of mercury, not water. Bell had filed the mercury application at the patent office a year earlier on February 25, 1875, long before Elisha Gray described the water device. In addition, Gray abandoned his caveat, and because he did not contest Bell's priority, the examiner approved Bell's patent on March 3, 1876. Gray had reinvented the variable resistance telephone, but Bell was the first to write down the idea and the first to test it in a telephone.", "targets": "What part of the telephone was investigated by the patent officer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a8ee9e18e124acab8d9bdf0d0fa454a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous application in which Bell described a cup of mercury, not water. Bell had filed the mercury application at the patent office a year earlier on February 25, 1875, long before Elisha Gray described the water device. In addition, Gray abandoned his caveat, and because he did not contest Bell's priority, the examiner approved Bell's patent on March 3, 1876. Gray had reinvented the variable resistance telephone, but Bell was the first to write down the idea and the first to test it in a telephone.", "targets": "When did Bell put in his prior patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a8ee9e18e124acab8d9bdf0d0fa454a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous application in which Bell described a cup of mercury, not water. Bell had filed the mercury application at the patent office a year earlier on February 25, 1875, long before Elisha Gray described the water device. In addition, Gray abandoned his caveat, and because he did not contest Bell's priority, the examiner approved Bell's patent on March 3, 1876. Gray had reinvented the variable resistance telephone, but Bell was the first to write down the idea and the first to test it in a telephone.", "targets": "What liquid did Bell use in his first application?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa3a68ce07664603a8ceca27b6fc0dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spirit possession has been documented in modern Rajasthan. Some of the spirits possessing Rajasthanis are seen as good and beneficial while others are seen as malevolent. The good spirits include murdered royalty, the underworld god Bhaironji, and Muslim saints. Bad spirits include perpetual debtors who die in debt, stillborn infants, deceased widows, and foreign tourists. The possessed individual is referred to as a ghorala (\"mount\"). Possession, even if it is by a benign spirit, is regarded as undesirable, as it entails loss of self-control and violent emotional outbursts.", "targets": "What type of possession has been documented in Rajasthan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa3a68ce07664603a8ceca27b6fc0dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spirit possession has been documented in modern Rajasthan. Some of the spirits possessing Rajasthanis are seen as good and beneficial while others are seen as malevolent. The good spirits include murdered royalty, the underworld god Bhaironji, and Muslim saints. Bad spirits include perpetual debtors who die in debt, stillborn infants, deceased widows, and foreign tourists. The possessed individual is referred to as a ghorala (\"mount\"). Possession, even if it is by a benign spirit, is regarded as undesirable, as it entails loss of self-control and violent emotional outbursts.", "targets": "What underworld god possess Rajasthanis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa3a68ce07664603a8ceca27b6fc0dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spirit possession has been documented in modern Rajasthan. Some of the spirits possessing Rajasthanis are seen as good and beneficial while others are seen as malevolent. The good spirits include murdered royalty, the underworld god Bhaironji, and Muslim saints. Bad spirits include perpetual debtors who die in debt, stillborn infants, deceased widows, and foreign tourists. The possessed individual is referred to as a ghorala (\"mount\"). Possession, even if it is by a benign spirit, is regarded as undesirable, as it entails loss of self-control and violent emotional outbursts.", "targets": "What are possessed individuals known as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa3a68ce07664603a8ceca27b6fc0dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spirit possession has been documented in modern Rajasthan. Some of the spirits possessing Rajasthanis are seen as good and beneficial while others are seen as malevolent. The good spirits include murdered royalty, the underworld god Bhaironji, and Muslim saints. Bad spirits include perpetual debtors who die in debt, stillborn infants, deceased widows, and foreign tourists. The possessed individual is referred to as a ghorala (\"mount\"). Possession, even if it is by a benign spirit, is regarded as undesirable, as it entails loss of self-control and violent emotional outbursts.", "targets": "Ghorala is another word for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa3a68ce07664603a8ceca27b6fc0dbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spirit possession has been documented in modern Rajasthan. Some of the spirits possessing Rajasthanis are seen as good and beneficial while others are seen as malevolent. The good spirits include murdered royalty, the underworld god Bhaironji, and Muslim saints. Bad spirits include perpetual debtors who die in debt, stillborn infants, deceased widows, and foreign tourists. The possessed individual is referred to as a ghorala (\"mount\"). Possession, even if it is by a benign spirit, is regarded as undesirable, as it entails loss of self-control and violent emotional outbursts.", "targets": "What results from possession by even benign spirits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d86ec3171b94c2da465f0ceaffc87f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some alloys occur naturally, such as electrum, which is an alloy that is native to Earth, consisting of silver and gold. Meteorites are sometimes made of naturally occurring alloys of iron and nickel, but are not native to the Earth. One of the first alloys made by humans was bronze, which is made by mixing the metals tin and copper. Bronze was an extremely useful alloy to the ancients, because it is much stronger and harder than either of its components. Steel was another common alloy. However, in ancient times, it could only be created as an accidental byproduct from the heating of iron ore in fires (smelting) during the manufacture of iron. Other ancient alloys include pewter, brass and pig iron. In the modern age, steel can be created in many forms. Carbon steel can be made by varying only the carbon content, producing soft alloys like mild steel or hard alloys like spring steel. Alloy steels can be made by adding other elements, such as molybdenum, vanadium or nickel, resulting in alloys such as high-speed steel or tool steel. Small amounts of manganese are usually alloyed with most modern-steels because of its ability to remove unwanted impurities, like phosphorus, sulfur and oxygen, which can have detrimental effects on the alloy. However, most alloys were not created until the 1900s, such as various aluminium, titanium, nickel, and magnesium alloys. Some modern superalloys, such as incoloy, inconel, and hastelloy, may consist of a multitude of different components.", "targets": "What is electrum made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d86ec3171b94c2da465f0ceaffc87f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some alloys occur naturally, such as electrum, which is an alloy that is native to Earth, consisting of silver and gold. Meteorites are sometimes made of naturally occurring alloys of iron and nickel, but are not native to the Earth. One of the first alloys made by humans was bronze, which is made by mixing the metals tin and copper. Bronze was an extremely useful alloy to the ancients, because it is much stronger and harder than either of its components. Steel was another common alloy. However, in ancient times, it could only be created as an accidental byproduct from the heating of iron ore in fires (smelting) during the manufacture of iron. Other ancient alloys include pewter, brass and pig iron. In the modern age, steel can be created in many forms. Carbon steel can be made by varying only the carbon content, producing soft alloys like mild steel or hard alloys like spring steel. Alloy steels can be made by adding other elements, such as molybdenum, vanadium or nickel, resulting in alloys such as high-speed steel or tool steel. Small amounts of manganese are usually alloyed with most modern-steels because of its ability to remove unwanted impurities, like phosphorus, sulfur and oxygen, which can have detrimental effects on the alloy. However, most alloys were not created until the 1900s, such as various aluminium, titanium, nickel, and magnesium alloys. Some modern superalloys, such as incoloy, inconel, and hastelloy, may consist of a multitude of different components.", "targets": "What alloy is formed naturally? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d86ec3171b94c2da465f0ceaffc87f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some alloys occur naturally, such as electrum, which is an alloy that is native to Earth, consisting of silver and gold. Meteorites are sometimes made of naturally occurring alloys of iron and nickel, but are not native to the Earth. One of the first alloys made by humans was bronze, which is made by mixing the metals tin and copper. Bronze was an extremely useful alloy to the ancients, because it is much stronger and harder than either of its components. Steel was another common alloy. However, in ancient times, it could only be created as an accidental byproduct from the heating of iron ore in fires (smelting) during the manufacture of iron. Other ancient alloys include pewter, brass and pig iron. In the modern age, steel can be created in many forms. Carbon steel can be made by varying only the carbon content, producing soft alloys like mild steel or hard alloys like spring steel. Alloy steels can be made by adding other elements, such as molybdenum, vanadium or nickel, resulting in alloys such as high-speed steel or tool steel. Small amounts of manganese are usually alloyed with most modern-steels because of its ability to remove unwanted impurities, like phosphorus, sulfur and oxygen, which can have detrimental effects on the alloy. However, most alloys were not created until the 1900s, such as various aluminium, titanium, nickel, and magnesium alloys. Some modern superalloys, such as incoloy, inconel, and hastelloy, may consist of a multitude of different components.", "targets": "Which was on of the first alloys made by humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d86ec3171b94c2da465f0ceaffc87f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some alloys occur naturally, such as electrum, which is an alloy that is native to Earth, consisting of silver and gold. Meteorites are sometimes made of naturally occurring alloys of iron and nickel, but are not native to the Earth. One of the first alloys made by humans was bronze, which is made by mixing the metals tin and copper. Bronze was an extremely useful alloy to the ancients, because it is much stronger and harder than either of its components. Steel was another common alloy. However, in ancient times, it could only be created as an accidental byproduct from the heating of iron ore in fires (smelting) during the manufacture of iron. Other ancient alloys include pewter, brass and pig iron. In the modern age, steel can be created in many forms. Carbon steel can be made by varying only the carbon content, producing soft alloys like mild steel or hard alloys like spring steel. Alloy steels can be made by adding other elements, such as molybdenum, vanadium or nickel, resulting in alloys such as high-speed steel or tool steel. Small amounts of manganese are usually alloyed with most modern-steels because of its ability to remove unwanted impurities, like phosphorus, sulfur and oxygen, which can have detrimental effects on the alloy. However, most alloys were not created until the 1900s, such as various aluminium, titanium, nickel, and magnesium alloys. Some modern superalloys, such as incoloy, inconel, and hastelloy, may consist of a multitude of different components.", "targets": "What metal is made by combining tin and copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d86ec3171b94c2da465f0ceaffc87f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some alloys occur naturally, such as electrum, which is an alloy that is native to Earth, consisting of silver and gold. Meteorites are sometimes made of naturally occurring alloys of iron and nickel, but are not native to the Earth. One of the first alloys made by humans was bronze, which is made by mixing the metals tin and copper. Bronze was an extremely useful alloy to the ancients, because it is much stronger and harder than either of its components. Steel was another common alloy. However, in ancient times, it could only be created as an accidental byproduct from the heating of iron ore in fires (smelting) during the manufacture of iron. Other ancient alloys include pewter, brass and pig iron. In the modern age, steel can be created in many forms. Carbon steel can be made by varying only the carbon content, producing soft alloys like mild steel or hard alloys like spring steel. Alloy steels can be made by adding other elements, such as molybdenum, vanadium or nickel, resulting in alloys such as high-speed steel or tool steel. Small amounts of manganese are usually alloyed with most modern-steels because of its ability to remove unwanted impurities, like phosphorus, sulfur and oxygen, which can have detrimental effects on the alloy. However, most alloys were not created until the 1900s, such as various aluminium, titanium, nickel, and magnesium alloys. Some modern superalloys, such as incoloy, inconel, and hastelloy, may consist of a multitude of different components.", "targets": "Around what time where alloys starting to get made by humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Which Carolina Panthers player was named Most Valuable Player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "How many appearances have the Denver Broncos made in the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "What year was the Carolina Panthers franchise founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "What team did the Panthers defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did the Broncos prevent from going to the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did the Panthers beat in the NFC Championship Game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who lost to the Broncos in the AFC Championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who were the defending Super Bowl champions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "How many teams have been in the Super Bowl eight times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who was this season's NFL MVP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "What was the win/loss ratio in 2015 for the Carolina Panthers during their regular season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Which Carolina Panthers team member was picked as the team's MVP in 2015? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "What were the win/loss game stats for the Denver Bronco's regular season in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "How many teams have played in the Super Bowl eight times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Which team did not get a chance to defend their Super Bowl XLIX win in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who is the quarterback for the Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did Carolina beat in the NFC championship game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "How many times have the Panthers been in the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did Denver beat in the AFC championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who was the Most Valuable Player for the 2015 NFL season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did Denver beat in the 2015 AFC Championship game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did the Carolina Panthers beat in the 2015 NFC Championship game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who was the 2015 NFL MVP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "Who did the Panthers beat to become the NFC champs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b9376544752489e909f301b58d8aab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Panthers finished the regular season with a 15\u20131 record, and quarterback Cam Newton was named the NFL Most Valuable Player (MVP). They defeated the Arizona Cardinals 49\u201315 in the NFC Championship Game and advanced to their second Super Bowl appearance since the franchise was founded in 1995. The Broncos finished the regular season with a 12\u20134 record, and denied the New England Patriots a chance to defend their title from Super Bowl XLIX by defeating them 20\u201318 in the AFC Championship Game. They joined the Patriots, Dallas Cowboys, and Pittsburgh Steelers as one of four teams that have made eight appearances in the Super Bowl.", "targets": "What year did the Carolina Panthers form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1617b18292848dab28401e4d88a67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of ABC's owned-and-operated stations and affiliates have had their own facilities and studios, but transverse entities have been created to produce national programming. As a result, television series were produced by ABC Circle Films beginning in 1962 and by Touchstone Television beginning in 1985, before Touchstone was reorganized as ABC Studios in February 2007. Since the 1950s, ABC has had two main production facilities: the ABC Television Center (now The Prospect Studios) on Prospect Avenue in Hollywood, California, shared with the operations of KABC-TV until 1999; and the ABC Television Center, East, a set of studios located throughout the New York City.", "targets": "What entity began producing television series for ABC in 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1617b18292848dab28401e4d88a67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of ABC's owned-and-operated stations and affiliates have had their own facilities and studios, but transverse entities have been created to produce national programming. As a result, television series were produced by ABC Circle Films beginning in 1962 and by Touchstone Television beginning in 1985, before Touchstone was reorganized as ABC Studios in February 2007. Since the 1950s, ABC has had two main production facilities: the ABC Television Center (now The Prospect Studios) on Prospect Avenue in Hollywood, California, shared with the operations of KABC-TV until 1999; and the ABC Television Center, East, a set of studios located throughout the New York City.", "targets": "What entity was Touchstone Television reorganized into in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1617b18292848dab28401e4d88a67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of ABC's owned-and-operated stations and affiliates have had their own facilities and studios, but transverse entities have been created to produce national programming. As a result, television series were produced by ABC Circle Films beginning in 1962 and by Touchstone Television beginning in 1985, before Touchstone was reorganized as ABC Studios in February 2007. Since the 1950s, ABC has had two main production facilities: the ABC Television Center (now The Prospect Studios) on Prospect Avenue in Hollywood, California, shared with the operations of KABC-TV until 1999; and the ABC Television Center, East, a set of studios located throughout the New York City.", "targets": "Which of ABC's main production facilities is located in Hollywood, CA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1617b18292848dab28401e4d88a67f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of ABC's owned-and-operated stations and affiliates have had their own facilities and studios, but transverse entities have been created to produce national programming. As a result, television series were produced by ABC Circle Films beginning in 1962 and by Touchstone Television beginning in 1985, before Touchstone was reorganized as ABC Studios in February 2007. Since the 1950s, ABC has had two main production facilities: the ABC Television Center (now The Prospect Studios) on Prospect Avenue in Hollywood, California, shared with the operations of KABC-TV until 1999; and the ABC Television Center, East, a set of studios located throughout the New York City.", "targets": "Which of ABC's main production facilities is located in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f7c8b11d8dd48eca3f18512328a3ac0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rival of Takeda Shingen (1521\u20131573) was Uesugi Kenshin (1530\u20131578), a legendary Sengoku warlord well-versed in the Chinese military classics and who advocated the \"way of the warrior as death\". Japanese historian Daisetz Teitaro Suzuki describes Uesugi's beliefs as: \"Those who are reluctant to give up their lives and embrace death are not true warriors.... Go to the battlefield firmly confident of victory, and you will come home with no wounds whatever. Engage in combat fully determined to die and you will be alive; wish to survive in the battle and you will surely meet death. When you leave the house determined not to see it again you will come home safely; when you have any thought of returning you will not return. You may not be in the wrong to think that the world is always subject to change, but the warrior must not entertain this way of thinking, for his fate is always determined.\"", "targets": "Who was Takeda's rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f7c8b11d8dd48eca3f18512328a3ac0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rival of Takeda Shingen (1521\u20131573) was Uesugi Kenshin (1530\u20131578), a legendary Sengoku warlord well-versed in the Chinese military classics and who advocated the \"way of the warrior as death\". Japanese historian Daisetz Teitaro Suzuki describes Uesugi's beliefs as: \"Those who are reluctant to give up their lives and embrace death are not true warriors.... Go to the battlefield firmly confident of victory, and you will come home with no wounds whatever. Engage in combat fully determined to die and you will be alive; wish to survive in the battle and you will surely meet death. When you leave the house determined not to see it again you will come home safely; when you have any thought of returning you will not return. You may not be in the wrong to think that the world is always subject to change, but the warrior must not entertain this way of thinking, for his fate is always determined.\"", "targets": "What did Uesugi encourage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f7c8b11d8dd48eca3f18512328a3ac0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rival of Takeda Shingen (1521\u20131573) was Uesugi Kenshin (1530\u20131578), a legendary Sengoku warlord well-versed in the Chinese military classics and who advocated the \"way of the warrior as death\". Japanese historian Daisetz Teitaro Suzuki describes Uesugi's beliefs as: \"Those who are reluctant to give up their lives and embrace death are not true warriors.... Go to the battlefield firmly confident of victory, and you will come home with no wounds whatever. Engage in combat fully determined to die and you will be alive; wish to survive in the battle and you will surely meet death. When you leave the house determined not to see it again you will come home safely; when you have any thought of returning you will not return. You may not be in the wrong to think that the world is always subject to change, but the warrior must not entertain this way of thinking, for his fate is always determined.\"", "targets": "What was Daisetz Teitaro Suzuki's occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f7c8b11d8dd48eca3f18512328a3ac0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rival of Takeda Shingen (1521\u20131573) was Uesugi Kenshin (1530\u20131578), a legendary Sengoku warlord well-versed in the Chinese military classics and who advocated the \"way of the warrior as death\". Japanese historian Daisetz Teitaro Suzuki describes Uesugi's beliefs as: \"Those who are reluctant to give up their lives and embrace death are not true warriors.... Go to the battlefield firmly confident of victory, and you will come home with no wounds whatever. Engage in combat fully determined to die and you will be alive; wish to survive in the battle and you will surely meet death. When you leave the house determined not to see it again you will come home safely; when you have any thought of returning you will not return. You may not be in the wrong to think that the world is always subject to change, but the warrior must not entertain this way of thinking, for his fate is always determined.\"", "targets": "When was Takeda born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f7c8b11d8dd48eca3f18512328a3ac0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rival of Takeda Shingen (1521\u20131573) was Uesugi Kenshin (1530\u20131578), a legendary Sengoku warlord well-versed in the Chinese military classics and who advocated the \"way of the warrior as death\". Japanese historian Daisetz Teitaro Suzuki describes Uesugi's beliefs as: \"Those who are reluctant to give up their lives and embrace death are not true warriors.... Go to the battlefield firmly confident of victory, and you will come home with no wounds whatever. Engage in combat fully determined to die and you will be alive; wish to survive in the battle and you will surely meet death. When you leave the house determined not to see it again you will come home safely; when you have any thought of returning you will not return. You may not be in the wrong to think that the world is always subject to change, but the warrior must not entertain this way of thinking, for his fate is always determined.\"", "targets": "When was Uesugi born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758d09b716f14f23bb16799f248d6330", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As soon as the Greek War of Independence broke out in 1821, several Greek Cypriots left for Greece to join the Greek forces. In response, the Ottoman governor of Cyprus arrested and executed 486 prominent Greek Cypriots, including the Archbishop of Cyprus, Kyprianos and four other bishops. In 1828, modern Greece's first president Ioannis Kapodistrias called for union of Cyprus with Greece, and numerous minor uprisings took place. Reaction to Ottoman misrule led to uprisings by both Greek and Turkish Cypriots, although none were successful. After centuries of neglect by the Turks, the unrelenting poverty of most of the people, and the ever-present tax collectors fuelled Greek nationalism, and by the 20th century idea of enosis, or union, with newly independent Greece was firmly rooted among Greek Cypriots.", "targets": "What year did the Greek war of independence break out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758d09b716f14f23bb16799f248d6330", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As soon as the Greek War of Independence broke out in 1821, several Greek Cypriots left for Greece to join the Greek forces. In response, the Ottoman governor of Cyprus arrested and executed 486 prominent Greek Cypriots, including the Archbishop of Cyprus, Kyprianos and four other bishops. In 1828, modern Greece's first president Ioannis Kapodistrias called for union of Cyprus with Greece, and numerous minor uprisings took place. Reaction to Ottoman misrule led to uprisings by both Greek and Turkish Cypriots, although none were successful. After centuries of neglect by the Turks, the unrelenting poverty of most of the people, and the ever-present tax collectors fuelled Greek nationalism, and by the 20th century idea of enosis, or union, with newly independent Greece was firmly rooted among Greek Cypriots.", "targets": "How many Greek Cypriots were arrested and executed by the Ottoman governor of Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758d09b716f14f23bb16799f248d6330", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As soon as the Greek War of Independence broke out in 1821, several Greek Cypriots left for Greece to join the Greek forces. In response, the Ottoman governor of Cyprus arrested and executed 486 prominent Greek Cypriots, including the Archbishop of Cyprus, Kyprianos and four other bishops. In 1828, modern Greece's first president Ioannis Kapodistrias called for union of Cyprus with Greece, and numerous minor uprisings took place. Reaction to Ottoman misrule led to uprisings by both Greek and Turkish Cypriots, although none were successful. After centuries of neglect by the Turks, the unrelenting poverty of most of the people, and the ever-present tax collectors fuelled Greek nationalism, and by the 20th century idea of enosis, or union, with newly independent Greece was firmly rooted among Greek Cypriots.", "targets": "Who was modern Greece's first president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758d09b716f14f23bb16799f248d6330", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As soon as the Greek War of Independence broke out in 1821, several Greek Cypriots left for Greece to join the Greek forces. In response, the Ottoman governor of Cyprus arrested and executed 486 prominent Greek Cypriots, including the Archbishop of Cyprus, Kyprianos and four other bishops. In 1828, modern Greece's first president Ioannis Kapodistrias called for union of Cyprus with Greece, and numerous minor uprisings took place. Reaction to Ottoman misrule led to uprisings by both Greek and Turkish Cypriots, although none were successful. After centuries of neglect by the Turks, the unrelenting poverty of most of the people, and the ever-present tax collectors fuelled Greek nationalism, and by the 20th century idea of enosis, or union, with newly independent Greece was firmly rooted among Greek Cypriots.", "targets": "What did Ioannis Kapodistrias call for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a38fad573be840a69f74ad11b8bae772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impact of American Idol is also strongly felt in musical theatre, where many of Idol alumni have forged successful careers. The striking effect of former American Idol contestants on Broadway has been noted and commented on. The casting of a popular Idol contestant can lead to significantly increased ticket sales. Other alumni have gone on to work in television and films, the most notable being Jennifer Hudson who, on the recommendation of the Idol vocal coach Debra Byrd, won a role in Dreamgirls and subsequently received an Academy Award for her performance.", "targets": "Which American Idol contestant won an Oscar for Dreamgirls? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a38fad573be840a69f74ad11b8bae772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impact of American Idol is also strongly felt in musical theatre, where many of Idol alumni have forged successful careers. The striking effect of former American Idol contestants on Broadway has been noted and commented on. The casting of a popular Idol contestant can lead to significantly increased ticket sales. Other alumni have gone on to work in television and films, the most notable being Jennifer Hudson who, on the recommendation of the Idol vocal coach Debra Byrd, won a role in Dreamgirls and subsequently received an Academy Award for her performance.", "targets": "What job does Debra Byrd do on American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a38fad573be840a69f74ad11b8bae772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impact of American Idol is also strongly felt in musical theatre, where many of Idol alumni have forged successful careers. The striking effect of former American Idol contestants on Broadway has been noted and commented on. The casting of a popular Idol contestant can lead to significantly increased ticket sales. Other alumni have gone on to work in television and films, the most notable being Jennifer Hudson who, on the recommendation of the Idol vocal coach Debra Byrd, won a role in Dreamgirls and subsequently received an Academy Award for her performance.", "targets": "In what area of the entertainment industry have some Idol contestants found success?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a38fad573be840a69f74ad11b8bae772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impact of American Idol is also strongly felt in musical theatre, where many of Idol alumni have forged successful careers. The striking effect of former American Idol contestants on Broadway has been noted and commented on. The casting of a popular Idol contestant can lead to significantly increased ticket sales. Other alumni have gone on to work in television and films, the most notable being Jennifer Hudson who, on the recommendation of the Idol vocal coach Debra Byrd, won a role in Dreamgirls and subsequently received an Academy Award for her performance.", "targets": "Which Idol won an Academy Award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a38fad573be840a69f74ad11b8bae772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impact of American Idol is also strongly felt in musical theatre, where many of Idol alumni have forged successful careers. The striking effect of former American Idol contestants on Broadway has been noted and commented on. The casting of a popular Idol contestant can lead to significantly increased ticket sales. Other alumni have gone on to work in television and films, the most notable being Jennifer Hudson who, on the recommendation of the Idol vocal coach Debra Byrd, won a role in Dreamgirls and subsequently received an Academy Award for her performance.", "targets": "What film did Jennifer Hudson win an Academy Award for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a38fad573be840a69f74ad11b8bae772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The impact of American Idol is also strongly felt in musical theatre, where many of Idol alumni have forged successful careers. The striking effect of former American Idol contestants on Broadway has been noted and commented on. The casting of a popular Idol contestant can lead to significantly increased ticket sales. Other alumni have gone on to work in television and films, the most notable being Jennifer Hudson who, on the recommendation of the Idol vocal coach Debra Byrd, won a role in Dreamgirls and subsequently received an Academy Award for her performance.", "targets": "Who recommended the role for Hudon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226e3613df1f41fa994be56ca9c76cb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's major upscale department stores are Galeries Lafayette and Le Printemps, which both have flagship stores on Boulevard Haussmann in Paris and branches around the country. The first department store in France, Le Bon March\u00e9 in Paris, was founded in 1852 and is now owned by the luxury goods conglomerate LVMH. La Samaritaine, another upscale department store also owned by LVMH, closed in 2005. Mid-range department stores chains also exist in France such as the BHV (Bazar de l'Hotel de Ville), part of the same group as Galeries Lafayette.", "targets": "What are two main department stores in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226e3613df1f41fa994be56ca9c76cb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's major upscale department stores are Galeries Lafayette and Le Printemps, which both have flagship stores on Boulevard Haussmann in Paris and branches around the country. The first department store in France, Le Bon March\u00e9 in Paris, was founded in 1852 and is now owned by the luxury goods conglomerate LVMH. La Samaritaine, another upscale department store also owned by LVMH, closed in 2005. Mid-range department stores chains also exist in France such as the BHV (Bazar de l'Hotel de Ville), part of the same group as Galeries Lafayette.", "targets": "What year was the first department store open in France? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226e3613df1f41fa994be56ca9c76cb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's major upscale department stores are Galeries Lafayette and Le Printemps, which both have flagship stores on Boulevard Haussmann in Paris and branches around the country. The first department store in France, Le Bon March\u00e9 in Paris, was founded in 1852 and is now owned by the luxury goods conglomerate LVMH. La Samaritaine, another upscale department store also owned by LVMH, closed in 2005. Mid-range department stores chains also exist in France such as the BHV (Bazar de l'Hotel de Ville), part of the same group as Galeries Lafayette.", "targets": "Who currently owns Le Bon Marche?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226e3613df1f41fa994be56ca9c76cb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's major upscale department stores are Galeries Lafayette and Le Printemps, which both have flagship stores on Boulevard Haussmann in Paris and branches around the country. The first department store in France, Le Bon March\u00e9 in Paris, was founded in 1852 and is now owned by the luxury goods conglomerate LVMH. La Samaritaine, another upscale department store also owned by LVMH, closed in 2005. Mid-range department stores chains also exist in France such as the BHV (Bazar de l'Hotel de Ville), part of the same group as Galeries Lafayette.", "targets": "What apartment store in Paris was closed in 2005? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-226e3613df1f41fa994be56ca9c76cb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's major upscale department stores are Galeries Lafayette and Le Printemps, which both have flagship stores on Boulevard Haussmann in Paris and branches around the country. The first department store in France, Le Bon March\u00e9 in Paris, was founded in 1852 and is now owned by the luxury goods conglomerate LVMH. La Samaritaine, another upscale department store also owned by LVMH, closed in 2005. Mid-range department stores chains also exist in France such as the BHV (Bazar de l'Hotel de Ville), part of the same group as Galeries Lafayette.", "targets": "What French department store is part of the same group as Galeries Lafayette?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9de3d27163c64150b51f613b0daf00c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pricing of risk refers to the incremental compensation required by investors for taking on additional risk, which may be measured by interest rates or fees. Several scholars have argued that a lack of transparency about banks' risk exposures prevented markets from correctly pricing risk before the crisis, enabled the mortgage market to grow larger than it otherwise would have, and made the financial crisis far more disruptive than it would have been if risk levels had been disclosed in a straightforward, readily understandable format.", "targets": "What is a measurement of pricing of risk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9de3d27163c64150b51f613b0daf00c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pricing of risk refers to the incremental compensation required by investors for taking on additional risk, which may be measured by interest rates or fees. Several scholars have argued that a lack of transparency about banks' risk exposures prevented markets from correctly pricing risk before the crisis, enabled the mortgage market to grow larger than it otherwise would have, and made the financial crisis far more disruptive than it would have been if risk levels had been disclosed in a straightforward, readily understandable format.", "targets": "What is the incremental compensation required by investors for taking on addition risk called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9de3d27163c64150b51f613b0daf00c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pricing of risk refers to the incremental compensation required by investors for taking on additional risk, which may be measured by interest rates or fees. Several scholars have argued that a lack of transparency about banks' risk exposures prevented markets from correctly pricing risk before the crisis, enabled the mortgage market to grow larger than it otherwise would have, and made the financial crisis far more disruptive than it would have been if risk levels had been disclosed in a straightforward, readily understandable format.", "targets": "According to several scholars, what prevented markets from correctly pricing risk before the crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9de3d27163c64150b51f613b0daf00c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pricing of risk refers to the incremental compensation required by investors for taking on additional risk, which may be measured by interest rates or fees. Several scholars have argued that a lack of transparency about banks' risk exposures prevented markets from correctly pricing risk before the crisis, enabled the mortgage market to grow larger than it otherwise would have, and made the financial crisis far more disruptive than it would have been if risk levels had been disclosed in a straightforward, readily understandable format.", "targets": "How should risk levels have been disclosed according to several scholars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9de3d27163c64150b51f613b0daf00c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pricing of risk refers to the incremental compensation required by investors for taking on additional risk, which may be measured by interest rates or fees. Several scholars have argued that a lack of transparency about banks' risk exposures prevented markets from correctly pricing risk before the crisis, enabled the mortgage market to grow larger than it otherwise would have, and made the financial crisis far more disruptive than it would have been if risk levels had been disclosed in a straightforward, readily understandable format.", "targets": "What was the outcome of the financial crisis since risk levels were not adequately disclosed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d0b7a18aa54a45b23ebe2a80ef2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years following the dissolution of Yugoslavia, some historians stated that human rights were suppressed in Yugoslavia under Tito, particularly in the first decade up until the Tito-Stalin split. On 4 October 2011, the Slovenian Constitutional Court found a 2009 naming of a street in Ljubljana after Tito to be unconstitutional. While several public areas in Slovenia (named during the Yugoslav period) do already bear Tito's name, on the issue of renaming an additional street the court ruled that:", "targets": "On what year did a Slovenian court find a 2009 naming of a street after Tito to be unconstitutional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d0b7a18aa54a45b23ebe2a80ef2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years following the dissolution of Yugoslavia, some historians stated that human rights were suppressed in Yugoslavia under Tito, particularly in the first decade up until the Tito-Stalin split. On 4 October 2011, the Slovenian Constitutional Court found a 2009 naming of a street in Ljubljana after Tito to be unconstitutional. While several public areas in Slovenia (named during the Yugoslav period) do already bear Tito's name, on the issue of renaming an additional street the court ruled that:", "targets": "Where was the street named after Tito that was found unconstitutional located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d0b7a18aa54a45b23ebe2a80ef2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years following the dissolution of Yugoslavia, some historians stated that human rights were suppressed in Yugoslavia under Tito, particularly in the first decade up until the Tito-Stalin split. On 4 October 2011, the Slovenian Constitutional Court found a 2009 naming of a street in Ljubljana after Tito to be unconstitutional. While several public areas in Slovenia (named during the Yugoslav period) do already bear Tito's name, on the issue of renaming an additional street the court ruled that:", "targets": "Several public area of Slovenia bear which person's name."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44d0b7a18aa54a45b23ebe2a80ef2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years following the dissolution of Yugoslavia, some historians stated that human rights were suppressed in Yugoslavia under Tito, particularly in the first decade up until the Tito-Stalin split. On 4 October 2011, the Slovenian Constitutional Court found a 2009 naming of a street in Ljubljana after Tito to be unconstitutional. While several public areas in Slovenia (named during the Yugoslav period) do already bear Tito's name, on the issue of renaming an additional street the court ruled that:", "targets": "Under which ruler do historians argue human rights were suppressed in Yugoslavia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376406a8d0474055982f03f38b93061b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, there has been much dispute over whether such a thing as a vacuum can exist. Ancient Greek philosophers debated the existence of a vacuum, or void, in the context of atomism, which posited void and atom as the fundamental explanatory elements of physics. Following Plato, even the abstract concept of a featureless void faced considerable skepticism: it could not be apprehended by the senses, it could not, itself, provide additional explanatory power beyond the physical volume with which it was commensurate and, by definition, it was quite literally nothing at all, which cannot rightly be said to exist. Aristotle believed that no void could occur naturally, because the denser surrounding material continuum would immediately fill any incipient rarity that might give rise to a void.", "targets": "What did Aristotle believe about a void?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376406a8d0474055982f03f38b93061b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, there has been much dispute over whether such a thing as a vacuum can exist. Ancient Greek philosophers debated the existence of a vacuum, or void, in the context of atomism, which posited void and atom as the fundamental explanatory elements of physics. Following Plato, even the abstract concept of a featureless void faced considerable skepticism: it could not be apprehended by the senses, it could not, itself, provide additional explanatory power beyond the physical volume with which it was commensurate and, by definition, it was quite literally nothing at all, which cannot rightly be said to exist. Aristotle believed that no void could occur naturally, because the denser surrounding material continuum would immediately fill any incipient rarity that might give rise to a void.", "targets": "What was historically disputed about vacuums?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376406a8d0474055982f03f38b93061b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, there has been much dispute over whether such a thing as a vacuum can exist. Ancient Greek philosophers debated the existence of a vacuum, or void, in the context of atomism, which posited void and atom as the fundamental explanatory elements of physics. Following Plato, even the abstract concept of a featureless void faced considerable skepticism: it could not be apprehended by the senses, it could not, itself, provide additional explanatory power beyond the physical volume with which it was commensurate and, by definition, it was quite literally nothing at all, which cannot rightly be said to exist. Aristotle believed that no void could occur naturally, because the denser surrounding material continuum would immediately fill any incipient rarity that might give rise to a void.", "targets": "What did something that was literally nothing at all,According to Plato, mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-376406a8d0474055982f03f38b93061b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Historically, there has been much dispute over whether such a thing as a vacuum can exist. Ancient Greek philosophers debated the existence of a vacuum, or void, in the context of atomism, which posited void and atom as the fundamental explanatory elements of physics. Following Plato, even the abstract concept of a featureless void faced considerable skepticism: it could not be apprehended by the senses, it could not, itself, provide additional explanatory power beyond the physical volume with which it was commensurate and, by definition, it was quite literally nothing at all, which cannot rightly be said to exist. Aristotle believed that no void could occur naturally, because the denser surrounding material continuum would immediately fill any incipient rarity that might give rise to a void.", "targets": "Aristotle thought what would fill any rarity that might give rise to a void?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc707ad14bfe4d2a9a168c872b5e93ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Christian philosophy of Augustine of Hippo was heavily influenced by Plato. A key change brought about by Christian thought was the moderatation of the Stoicism and theory of justice of the Roman world, as well emphasis on the role of the state in applying mercy as a moral example. Augustine also preached that one was not a member of his or her city, but was either a citizen of the City of God (Civitas Dei) or the City of Man (Civitas Terrena). Augustine's City of God is an influential work of this period that attacked the thesis, held by many Christian Romans, that the Christian view could be realized on Earth.", "targets": "Who heavily influenced the early Christian philosophy of Augustine of Hippo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc707ad14bfe4d2a9a168c872b5e93ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Christian philosophy of Augustine of Hippo was heavily influenced by Plato. A key change brought about by Christian thought was the moderatation of the Stoicism and theory of justice of the Roman world, as well emphasis on the role of the state in applying mercy as a moral example. Augustine also preached that one was not a member of his or her city, but was either a citizen of the City of God (Civitas Dei) or the City of Man (Civitas Terrena). Augustine's City of God is an influential work of this period that attacked the thesis, held by many Christian Romans, that the Christian view could be realized on Earth.", "targets": "What was a key change brought about by Christian thought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc707ad14bfe4d2a9a168c872b5e93ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Christian philosophy of Augustine of Hippo was heavily influenced by Plato. A key change brought about by Christian thought was the moderatation of the Stoicism and theory of justice of the Roman world, as well emphasis on the role of the state in applying mercy as a moral example. Augustine also preached that one was not a member of his or her city, but was either a citizen of the City of God (Civitas Dei) or the City of Man (Civitas Terrena). Augustine's City of God is an influential work of this period that attacked the thesis, held by many Christian Romans, that the Christian view could be realized on Earth.", "targets": "Who also preached that one was not a member of his or her city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc707ad14bfe4d2a9a168c872b5e93ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Christian philosophy of Augustine of Hippo was heavily influenced by Plato. A key change brought about by Christian thought was the moderatation of the Stoicism and theory of justice of the Roman world, as well emphasis on the role of the state in applying mercy as a moral example. Augustine also preached that one was not a member of his or her city, but was either a citizen of the City of God (Civitas Dei) or the City of Man (Civitas Terrena). Augustine's City of God is an influential work of this period that attacked the thesis, held by many Christian Romans, that the Christian view could be realized on Earth.", "targets": "What does Civitas terrena mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc707ad14bfe4d2a9a168c872b5e93ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Christian philosophy of Augustine of Hippo was heavily influenced by Plato. A key change brought about by Christian thought was the moderatation of the Stoicism and theory of justice of the Roman world, as well emphasis on the role of the state in applying mercy as a moral example. Augustine also preached that one was not a member of his or her city, but was either a citizen of the City of God (Civitas Dei) or the City of Man (Civitas Terrena). Augustine's City of God is an influential work of this period that attacked the thesis, held by many Christian Romans, that the Christian view could be realized on Earth.", "targets": "What does Civitas Dei mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-701e9697e87a4b32bde452494652e15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 8, 2005, a partnership led by Comcast and Sony Pictures Entertainment finalized a deal to acquire MGM and its affiliate studio, United Artists, and create an additional outlet to carry MGM/UA's material for cable and Internet distribution. On October 31, 2005, Comcast officially announced that it had acquired Susquehanna Communications a South Central Pennsylvania, -based cable television and broadband services provider and unit of the former Susquehanna Pfaltzgraff company, for $775 million cash. In this deal Comcast acquired approximately 230,000 basic cable customers, 71,000 digital cable customers, and 86,000 high-speed Internet customers. Comcast previously owned approximately 30 percent of Susquehanna Communications through affiliate company Lenfest. In December 2005, Comcast announced the creation of Comcast Interactive Media, a new division focused on online media.", "targets": "Comcast joined with what media company to acquire a movie studio in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-701e9697e87a4b32bde452494652e15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 8, 2005, a partnership led by Comcast and Sony Pictures Entertainment finalized a deal to acquire MGM and its affiliate studio, United Artists, and create an additional outlet to carry MGM/UA's material for cable and Internet distribution. On October 31, 2005, Comcast officially announced that it had acquired Susquehanna Communications a South Central Pennsylvania, -based cable television and broadband services provider and unit of the former Susquehanna Pfaltzgraff company, for $775 million cash. In this deal Comcast acquired approximately 230,000 basic cable customers, 71,000 digital cable customers, and 86,000 high-speed Internet customers. Comcast previously owned approximately 30 percent of Susquehanna Communications through affiliate company Lenfest. In December 2005, Comcast announced the creation of Comcast Interactive Media, a new division focused on online media.", "targets": "What movie studios did Comcast and their partner buy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-701e9697e87a4b32bde452494652e15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 8, 2005, a partnership led by Comcast and Sony Pictures Entertainment finalized a deal to acquire MGM and its affiliate studio, United Artists, and create an additional outlet to carry MGM/UA's material for cable and Internet distribution. On October 31, 2005, Comcast officially announced that it had acquired Susquehanna Communications a South Central Pennsylvania, -based cable television and broadband services provider and unit of the former Susquehanna Pfaltzgraff company, for $775 million cash. In this deal Comcast acquired approximately 230,000 basic cable customers, 71,000 digital cable customers, and 86,000 high-speed Internet customers. Comcast previously owned approximately 30 percent of Susquehanna Communications through affiliate company Lenfest. In December 2005, Comcast announced the creation of Comcast Interactive Media, a new division focused on online media.", "targets": "What Pennsylvania cable provider did Comcast buy controlling interest in during 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-701e9697e87a4b32bde452494652e15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 8, 2005, a partnership led by Comcast and Sony Pictures Entertainment finalized a deal to acquire MGM and its affiliate studio, United Artists, and create an additional outlet to carry MGM/UA's material for cable and Internet distribution. On October 31, 2005, Comcast officially announced that it had acquired Susquehanna Communications a South Central Pennsylvania, -based cable television and broadband services provider and unit of the former Susquehanna Pfaltzgraff company, for $775 million cash. In this deal Comcast acquired approximately 230,000 basic cable customers, 71,000 digital cable customers, and 86,000 high-speed Internet customers. Comcast previously owned approximately 30 percent of Susquehanna Communications through affiliate company Lenfest. In December 2005, Comcast announced the creation of Comcast Interactive Media, a new division focused on online media.", "targets": "When did Comcast formally announce its purchase of this cable provider?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-701e9697e87a4b32bde452494652e15d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 8, 2005, a partnership led by Comcast and Sony Pictures Entertainment finalized a deal to acquire MGM and its affiliate studio, United Artists, and create an additional outlet to carry MGM/UA's material for cable and Internet distribution. On October 31, 2005, Comcast officially announced that it had acquired Susquehanna Communications a South Central Pennsylvania, -based cable television and broadband services provider and unit of the former Susquehanna Pfaltzgraff company, for $775 million cash. In this deal Comcast acquired approximately 230,000 basic cable customers, 71,000 digital cable customers, and 86,000 high-speed Internet customers. Comcast previously owned approximately 30 percent of Susquehanna Communications through affiliate company Lenfest. In December 2005, Comcast announced the creation of Comcast Interactive Media, a new division focused on online media.", "targets": "How much did Comcast pay for this cable tv provider?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67c1629bb3e140cbadb909722e430959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Mesoamerica, a similar set of events (i.e., crop domestication and sedentary lifestyles) occurred by around 4500 BC, but possibly as early as 11,000\u201310,000 BC. These cultures are usually not referred to as belonging to the Neolithic; in America different terms are used such as Formative stage instead of mid-late Neolithic, Archaic Era instead of Early Neolithic and Paleo-Indian for the preceding period. The Formative stage is equivalent to the Neolithic Revolution period in Europe, Asia, and Africa. In the Southwestern United States it occurred from 500 to 1200 C.E. when there was a dramatic increase in population and development of large villages supported by agriculture based on dryland farming of maize, and later, beans, squash, and domesticated turkeys. During this period the bow and arrow and ceramic pottery were also introduced.", "targets": "What major trends appeared in Mesoamerica during 4500 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67c1629bb3e140cbadb909722e430959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Mesoamerica, a similar set of events (i.e., crop domestication and sedentary lifestyles) occurred by around 4500 BC, but possibly as early as 11,000\u201310,000 BC. These cultures are usually not referred to as belonging to the Neolithic; in America different terms are used such as Formative stage instead of mid-late Neolithic, Archaic Era instead of Early Neolithic and Paleo-Indian for the preceding period. The Formative stage is equivalent to the Neolithic Revolution period in Europe, Asia, and Africa. In the Southwestern United States it occurred from 500 to 1200 C.E. when there was a dramatic increase in population and development of large villages supported by agriculture based on dryland farming of maize, and later, beans, squash, and domesticated turkeys. During this period the bow and arrow and ceramic pottery were also introduced.", "targets": "What term is used to describe the mid-late Neolithic era in American education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67c1629bb3e140cbadb909722e430959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Mesoamerica, a similar set of events (i.e., crop domestication and sedentary lifestyles) occurred by around 4500 BC, but possibly as early as 11,000\u201310,000 BC. These cultures are usually not referred to as belonging to the Neolithic; in America different terms are used such as Formative stage instead of mid-late Neolithic, Archaic Era instead of Early Neolithic and Paleo-Indian for the preceding period. The Formative stage is equivalent to the Neolithic Revolution period in Europe, Asia, and Africa. In the Southwestern United States it occurred from 500 to 1200 C.E. when there was a dramatic increase in population and development of large villages supported by agriculture based on dryland farming of maize, and later, beans, squash, and domesticated turkeys. During this period the bow and arrow and ceramic pottery were also introduced.", "targets": "What term is used to describe the Early Neolithic era in American education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67c1629bb3e140cbadb909722e430959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Mesoamerica, a similar set of events (i.e., crop domestication and sedentary lifestyles) occurred by around 4500 BC, but possibly as early as 11,000\u201310,000 BC. These cultures are usually not referred to as belonging to the Neolithic; in America different terms are used such as Formative stage instead of mid-late Neolithic, Archaic Era instead of Early Neolithic and Paleo-Indian for the preceding period. The Formative stage is equivalent to the Neolithic Revolution period in Europe, Asia, and Africa. In the Southwestern United States it occurred from 500 to 1200 C.E. when there was a dramatic increase in population and development of large villages supported by agriculture based on dryland farming of maize, and later, beans, squash, and domesticated turkeys. During this period the bow and arrow and ceramic pottery were also introduced.", "targets": "What hunting weapon was found in the Southwestern US during  500 to 1200 C.E.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e02d9ed2f5845df875a7eb60c3a4137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity was a major unifying factor between Eastern and Western Europe before the Arab conquests, but the conquest of North Africa sundered maritime connections between those areas. Increasingly the Byzantine Church differed in language, practices, and liturgy from the western Church. The eastern church used Greek instead of the western Latin. Theological and political differences emerged, and by the early and middle 8th century issues such as iconoclasm, clerical marriage, and state control of the church had widened to the extent that the cultural and religious differences were greater than the similarities. The formal break came in 1054, when the papacy and the patriarchy of Constantinople clashed over papal supremacy and excommunicated each other, which led to the division of Christianity into two churches\u2014the western branch became the Roman Catholic Church and the eastern branch the Orthodox Church.", "targets": "What language was used by the eastern church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e02d9ed2f5845df875a7eb60c3a4137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity was a major unifying factor between Eastern and Western Europe before the Arab conquests, but the conquest of North Africa sundered maritime connections between those areas. Increasingly the Byzantine Church differed in language, practices, and liturgy from the western Church. The eastern church used Greek instead of the western Latin. Theological and political differences emerged, and by the early and middle 8th century issues such as iconoclasm, clerical marriage, and state control of the church had widened to the extent that the cultural and religious differences were greater than the similarities. The formal break came in 1054, when the papacy and the patriarchy of Constantinople clashed over papal supremacy and excommunicated each other, which led to the division of Christianity into two churches\u2014the western branch became the Roman Catholic Church and the eastern branch the Orthodox Church.", "targets": "What language did the western church use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e02d9ed2f5845df875a7eb60c3a4137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity was a major unifying factor between Eastern and Western Europe before the Arab conquests, but the conquest of North Africa sundered maritime connections between those areas. Increasingly the Byzantine Church differed in language, practices, and liturgy from the western Church. The eastern church used Greek instead of the western Latin. Theological and political differences emerged, and by the early and middle 8th century issues such as iconoclasm, clerical marriage, and state control of the church had widened to the extent that the cultural and religious differences were greater than the similarities. The formal break came in 1054, when the papacy and the patriarchy of Constantinople clashed over papal supremacy and excommunicated each other, which led to the division of Christianity into two churches\u2014the western branch became the Roman Catholic Church and the eastern branch the Orthodox Church.", "targets": "When did the eastern and western churches split?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e02d9ed2f5845df875a7eb60c3a4137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity was a major unifying factor between Eastern and Western Europe before the Arab conquests, but the conquest of North Africa sundered maritime connections between those areas. Increasingly the Byzantine Church differed in language, practices, and liturgy from the western Church. The eastern church used Greek instead of the western Latin. Theological and political differences emerged, and by the early and middle 8th century issues such as iconoclasm, clerical marriage, and state control of the church had widened to the extent that the cultural and religious differences were greater than the similarities. The formal break came in 1054, when the papacy and the patriarchy of Constantinople clashed over papal supremacy and excommunicated each other, which led to the division of Christianity into two churches\u2014the western branch became the Roman Catholic Church and the eastern branch the Orthodox Church.", "targets": "Over what issue did the eastern and western churches split?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e02d9ed2f5845df875a7eb60c3a4137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity was a major unifying factor between Eastern and Western Europe before the Arab conquests, but the conquest of North Africa sundered maritime connections between those areas. Increasingly the Byzantine Church differed in language, practices, and liturgy from the western Church. The eastern church used Greek instead of the western Latin. Theological and political differences emerged, and by the early and middle 8th century issues such as iconoclasm, clerical marriage, and state control of the church had widened to the extent that the cultural and religious differences were greater than the similarities. The formal break came in 1054, when the papacy and the patriarchy of Constantinople clashed over papal supremacy and excommunicated each other, which led to the division of Christianity into two churches\u2014the western branch became the Roman Catholic Church and the eastern branch the Orthodox Church.", "targets": "What was the eastern church subsequently known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a087c398313483bbb366f83cd8f217a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ship RMS Saint Helena runs between St Helena and Cape Town on a 5-day voyage, also visiting Ascension Island and Walvis Bay, and occasionally voyaging north to Tenerife and Portland, UK. It berths in James Bay, St Helena approximately thirty times per year. The RMS Saint Helena was due for decommissioning in 2010. However, its service life has been extended indefinitely until the airport is completed.", "targets": "What ship runs between Saint Helena and Cape town on 5 day voyages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a087c398313483bbb366f83cd8f217a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ship RMS Saint Helena runs between St Helena and Cape Town on a 5-day voyage, also visiting Ascension Island and Walvis Bay, and occasionally voyaging north to Tenerife and Portland, UK. It berths in James Bay, St Helena approximately thirty times per year. The RMS Saint Helena was due for decommissioning in 2010. However, its service life has been extended indefinitely until the airport is completed.", "targets": "What year was the RMS Saint Helena supposed to be decommissioned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a087c398313483bbb366f83cd8f217a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ship RMS Saint Helena runs between St Helena and Cape Town on a 5-day voyage, also visiting Ascension Island and Walvis Bay, and occasionally voyaging north to Tenerife and Portland, UK. It berths in James Bay, St Helena approximately thirty times per year. The RMS Saint Helena was due for decommissioning in 2010. However, its service life has been extended indefinitely until the airport is completed.", "targets": "What needs to be completed before the RMS Saint Helena can be decommissioned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e682fec3a85434585ae75a591db78a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As part of this Popular Revolution, Gaddafi invited Libya's people to found General People's Committees as conduits for raising political consciousness. Although offering little guidance for how to set up these councils, Gaddafi claimed that they would offer a form of direct political participation that was more democratic than a traditional party-based representative system. He hoped that the councils would mobilize the people behind the RCC, erode the power of the traditional leaders and the bureaucracy, and allow for a new legal system chosen by the people.", "targets": "What were the Libyan people instructed to create in conjunction with the Popular Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e682fec3a85434585ae75a591db78a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As part of this Popular Revolution, Gaddafi invited Libya's people to found General People's Committees as conduits for raising political consciousness. Although offering little guidance for how to set up these councils, Gaddafi claimed that they would offer a form of direct political participation that was more democratic than a traditional party-based representative system. He hoped that the councils would mobilize the people behind the RCC, erode the power of the traditional leaders and the bureaucracy, and allow for a new legal system chosen by the people.", "targets": "Along with the bureaucracy, who were the General People's Committees directed at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e682fec3a85434585ae75a591db78a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As part of this Popular Revolution, Gaddafi invited Libya's people to found General People's Committees as conduits for raising political consciousness. Although offering little guidance for how to set up these councils, Gaddafi claimed that they would offer a form of direct political participation that was more democratic than a traditional party-based representative system. He hoped that the councils would mobilize the people behind the RCC, erode the power of the traditional leaders and the bureaucracy, and allow for a new legal system chosen by the people.", "targets": "What political system did Gaddafi claim was less democratic than the General People's Committees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df530e4e264c3b9c346329f91f993f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Georgia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 130,000 native speakers of Russian in the country, and 1.7 million active speakers. 27% of the population was fluent in Russian in 2006, and 1% used it as the main language with family, friends or at work. Russian is the language of 9% of the population according to the World Factook. Ethnologue cites Russian as the country's de facto working language.", "targets": "How many Georgians speak Russian actively?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df530e4e264c3b9c346329f91f993f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Georgia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 130,000 native speakers of Russian in the country, and 1.7 million active speakers. 27% of the population was fluent in Russian in 2006, and 1% used it as the main language with family, friends or at work. Russian is the language of 9% of the population according to the World Factook. Ethnologue cites Russian as the country's de facto working language.", "targets": "What convention recognizes Russian in Georgia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df530e4e264c3b9c346329f91f993f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Georgia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 130,000 native speakers of Russian in the country, and 1.7 million active speakers. 27% of the population was fluent in Russian in 2006, and 1% used it as the main language with family, friends or at work. Russian is the language of 9% of the population according to the World Factook. Ethnologue cites Russian as the country's de facto working language.", "targets": "How many Georgians speak Russian natively?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df530e4e264c3b9c346329f91f993f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Georgia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 130,000 native speakers of Russian in the country, and 1.7 million active speakers. 27% of the population was fluent in Russian in 2006, and 1% used it as the main language with family, friends or at work. Russian is the language of 9% of the population according to the World Factook. Ethnologue cites Russian as the country's de facto working language.", "targets": "What percent of Georgia is fluent in Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88df530e4e264c3b9c346329f91f993f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Georgia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 130,000 native speakers of Russian in the country, and 1.7 million active speakers. 27% of the population was fluent in Russian in 2006, and 1% used it as the main language with family, friends or at work. Russian is the language of 9% of the population according to the World Factook. Ethnologue cites Russian as the country's de facto working language.", "targets": "What percent of Georgia use Russian as their main language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7f937ef7842495b84cd86e8a6b5800e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "University of Engineering & Technology or University of Engineering Sciences are the recognized universities that grant Bachelor's and master's degrees in undergraduate and graduate studies respectively. The Bachelor of Science degree awarded by Universities of Engineering & Technology or University of Engineering Sciences are 4 years full-time program after finishing 13 years of education (international high school certificate) in Pakistan known as F.Sc equivalent to British system A-Level.", "targets": "What's Pakistan's program called that's comparable to the British A Level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9c20e460e6427ea8eb24cd8b82bbe0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hindu philosophy also includes several sub-schools of theistic philosophies that integrate ideas from two or more of the six orthodox philosophies, such as the realism of the Ny\u0101ya, the naturalism of the Vai\u015be\u1e63ika, the dualism of the S\u0101\u1e45khya, the monism and knowledge of Self as essential to liberation of Advaita, the self-discipline of yoga and the asceticism and elements of theistic ideas. Examples of such schools include P\u0101\u015bupata \u015aaiva, \u015aaiva siddh\u0101nta, Pratyabhij\u00f1a, Rase\u015bvara and Vai\u1e63\u1e47ava. Some sub-schools share Tantric ideas with those found in some Buddhist traditions. The ideas of these sub-schools are found in the Puranas and \u0100gamas.", "targets": "How many orthodox philosophies are in Hindu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9c20e460e6427ea8eb24cd8b82bbe0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hindu philosophy also includes several sub-schools of theistic philosophies that integrate ideas from two or more of the six orthodox philosophies, such as the realism of the Ny\u0101ya, the naturalism of the Vai\u015be\u1e63ika, the dualism of the S\u0101\u1e45khya, the monism and knowledge of Self as essential to liberation of Advaita, the self-discipline of yoga and the asceticism and elements of theistic ideas. Examples of such schools include P\u0101\u015bupata \u015aaiva, \u015aaiva siddh\u0101nta, Pratyabhij\u00f1a, Rase\u015bvara and Vai\u1e63\u1e47ava. Some sub-schools share Tantric ideas with those found in some Buddhist traditions. The ideas of these sub-schools are found in the Puranas and \u0100gamas.", "targets": "Which orthodox Hindu philosophy concerns realism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9c20e460e6427ea8eb24cd8b82bbe0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hindu philosophy also includes several sub-schools of theistic philosophies that integrate ideas from two or more of the six orthodox philosophies, such as the realism of the Ny\u0101ya, the naturalism of the Vai\u015be\u1e63ika, the dualism of the S\u0101\u1e45khya, the monism and knowledge of Self as essential to liberation of Advaita, the self-discipline of yoga and the asceticism and elements of theistic ideas. Examples of such schools include P\u0101\u015bupata \u015aaiva, \u015aaiva siddh\u0101nta, Pratyabhij\u00f1a, Rase\u015bvara and Vai\u1e63\u1e47ava. Some sub-schools share Tantric ideas with those found in some Buddhist traditions. The ideas of these sub-schools are found in the Puranas and \u0100gamas.", "targets": "What Hindu philosophy is about naturalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9c20e460e6427ea8eb24cd8b82bbe0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hindu philosophy also includes several sub-schools of theistic philosophies that integrate ideas from two or more of the six orthodox philosophies, such as the realism of the Ny\u0101ya, the naturalism of the Vai\u015be\u1e63ika, the dualism of the S\u0101\u1e45khya, the monism and knowledge of Self as essential to liberation of Advaita, the self-discipline of yoga and the asceticism and elements of theistic ideas. Examples of such schools include P\u0101\u015bupata \u015aaiva, \u015aaiva siddh\u0101nta, Pratyabhij\u00f1a, Rase\u015bvara and Vai\u1e63\u1e47ava. Some sub-schools share Tantric ideas with those found in some Buddhist traditions. The ideas of these sub-schools are found in the Puranas and \u0100gamas.", "targets": "Which Hindu philosophy concerns dualism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9c20e460e6427ea8eb24cd8b82bbe0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hindu philosophy also includes several sub-schools of theistic philosophies that integrate ideas from two or more of the six orthodox philosophies, such as the realism of the Ny\u0101ya, the naturalism of the Vai\u015be\u1e63ika, the dualism of the S\u0101\u1e45khya, the monism and knowledge of Self as essential to liberation of Advaita, the self-discipline of yoga and the asceticism and elements of theistic ideas. Examples of such schools include P\u0101\u015bupata \u015aaiva, \u015aaiva siddh\u0101nta, Pratyabhij\u00f1a, Rase\u015bvara and Vai\u1e63\u1e47ava. Some sub-schools share Tantric ideas with those found in some Buddhist traditions. The ideas of these sub-schools are found in the Puranas and \u0100gamas.", "targets": "What Hindu philosophy stresses self knowledge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae27b46b5f6d4bf4b40c64224e9845c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At about this time the surrounding areas experienced recurring fragmentation and reincorporations among a number of feudal secular and ecclesiastical lordships, a common process in the Holy Roman Empire. Alsace experienced great prosperity during the 12th and 13th centuries under Hohenstaufen emperors. Frederick I set up Alsace as a province (a procuratio, not a provincia) to be ruled by ministeriales, a non-noble class of civil servants. The idea was that such men would be more tractable and less likely to alienate the fief from the crown out of their own greed. The province had a single provincial court (Landgericht) and a central administration with its seat at Hagenau. Frederick II designated the Bishop of Strasbourg to administer Alsace, but the authority of the bishop was challenged by Count Rudolf of Habsburg, who received his rights from Frederick II's son Conrad IV. Strasbourg began to grow to become the most populous and commercially important town in the region. In 1262, after a long struggle with the ruling bishops, its citizens gained the status of free imperial city. A stop on the Paris-Vienna-Orient trade route, as well as a port on the Rhine route linking southern Germany and Switzerland to the Netherlands, England and Scandinavia, it became the political and economic center of the region. Cities such as Colmar and Hagenau also began to grow in economic importance and gained a kind of autonomy within the \"Decapole\" or \"Dekapolis\", a federation of ten free towns.", "targets": "What was considered a common practice in during the Holy Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae27b46b5f6d4bf4b40c64224e9845c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At about this time the surrounding areas experienced recurring fragmentation and reincorporations among a number of feudal secular and ecclesiastical lordships, a common process in the Holy Roman Empire. Alsace experienced great prosperity during the 12th and 13th centuries under Hohenstaufen emperors. Frederick I set up Alsace as a province (a procuratio, not a provincia) to be ruled by ministeriales, a non-noble class of civil servants. The idea was that such men would be more tractable and less likely to alienate the fief from the crown out of their own greed. The province had a single provincial court (Landgericht) and a central administration with its seat at Hagenau. Frederick II designated the Bishop of Strasbourg to administer Alsace, but the authority of the bishop was challenged by Count Rudolf of Habsburg, who received his rights from Frederick II's son Conrad IV. Strasbourg began to grow to become the most populous and commercially important town in the region. In 1262, after a long struggle with the ruling bishops, its citizens gained the status of free imperial city. A stop on the Paris-Vienna-Orient trade route, as well as a port on the Rhine route linking southern Germany and Switzerland to the Netherlands, England and Scandinavia, it became the political and economic center of the region. Cities such as Colmar and Hagenau also began to grow in economic importance and gained a kind of autonomy within the \"Decapole\" or \"Dekapolis\", a federation of ten free towns.", "targets": "Under who's rule did Alsace thrive under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae27b46b5f6d4bf4b40c64224e9845c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At about this time the surrounding areas experienced recurring fragmentation and reincorporations among a number of feudal secular and ecclesiastical lordships, a common process in the Holy Roman Empire. Alsace experienced great prosperity during the 12th and 13th centuries under Hohenstaufen emperors. Frederick I set up Alsace as a province (a procuratio, not a provincia) to be ruled by ministeriales, a non-noble class of civil servants. The idea was that such men would be more tractable and less likely to alienate the fief from the crown out of their own greed. The province had a single provincial court (Landgericht) and a central administration with its seat at Hagenau. Frederick II designated the Bishop of Strasbourg to administer Alsace, but the authority of the bishop was challenged by Count Rudolf of Habsburg, who received his rights from Frederick II's son Conrad IV. Strasbourg began to grow to become the most populous and commercially important town in the region. In 1262, after a long struggle with the ruling bishops, its citizens gained the status of free imperial city. A stop on the Paris-Vienna-Orient trade route, as well as a port on the Rhine route linking southern Germany and Switzerland to the Netherlands, England and Scandinavia, it became the political and economic center of the region. Cities such as Colmar and Hagenau also began to grow in economic importance and gained a kind of autonomy within the \"Decapole\" or \"Dekapolis\", a federation of ten free towns.", "targets": "Was was the name given to the Alsace provincinal court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae27b46b5f6d4bf4b40c64224e9845c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At about this time the surrounding areas experienced recurring fragmentation and reincorporations among a number of feudal secular and ecclesiastical lordships, a common process in the Holy Roman Empire. Alsace experienced great prosperity during the 12th and 13th centuries under Hohenstaufen emperors. Frederick I set up Alsace as a province (a procuratio, not a provincia) to be ruled by ministeriales, a non-noble class of civil servants. The idea was that such men would be more tractable and less likely to alienate the fief from the crown out of their own greed. The province had a single provincial court (Landgericht) and a central administration with its seat at Hagenau. Frederick II designated the Bishop of Strasbourg to administer Alsace, but the authority of the bishop was challenged by Count Rudolf of Habsburg, who received his rights from Frederick II's son Conrad IV. Strasbourg began to grow to become the most populous and commercially important town in the region. In 1262, after a long struggle with the ruling bishops, its citizens gained the status of free imperial city. A stop on the Paris-Vienna-Orient trade route, as well as a port on the Rhine route linking southern Germany and Switzerland to the Netherlands, England and Scandinavia, it became the political and economic center of the region. Cities such as Colmar and Hagenau also began to grow in economic importance and gained a kind of autonomy within the \"Decapole\" or \"Dekapolis\", a federation of ten free towns.", "targets": "What was the name of the route that linked Germany,Switzerland , Netherlands, and England"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae27b46b5f6d4bf4b40c64224e9845c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At about this time the surrounding areas experienced recurring fragmentation and reincorporations among a number of feudal secular and ecclesiastical lordships, a common process in the Holy Roman Empire. Alsace experienced great prosperity during the 12th and 13th centuries under Hohenstaufen emperors. Frederick I set up Alsace as a province (a procuratio, not a provincia) to be ruled by ministeriales, a non-noble class of civil servants. The idea was that such men would be more tractable and less likely to alienate the fief from the crown out of their own greed. The province had a single provincial court (Landgericht) and a central administration with its seat at Hagenau. Frederick II designated the Bishop of Strasbourg to administer Alsace, but the authority of the bishop was challenged by Count Rudolf of Habsburg, who received his rights from Frederick II's son Conrad IV. Strasbourg began to grow to become the most populous and commercially important town in the region. In 1262, after a long struggle with the ruling bishops, its citizens gained the status of free imperial city. A stop on the Paris-Vienna-Orient trade route, as well as a port on the Rhine route linking southern Germany and Switzerland to the Netherlands, England and Scandinavia, it became the political and economic center of the region. Cities such as Colmar and Hagenau also began to grow in economic importance and gained a kind of autonomy within the \"Decapole\" or \"Dekapolis\", a federation of ten free towns.", "targets": "Which other two cities also started to grow economically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e806b0e21f4005b286eeec0f4eed79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The limited standardization of analog HDTV in the 1990s did not lead to global HDTV adoption as technical and economic constraints at the time did not permit HDTV to use bandwidths greater than normal television.", "targets": "What constraints kept HDTV from being widely adopted in the 90's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0e806b0e21f4005b286eeec0f4eed79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The limited standardization of analog HDTV in the 1990s did not lead to global HDTV adoption as technical and economic constraints at the time did not permit HDTV to use bandwidths greater than normal television.", "targets": "What was HDTV not permitted to do in the 90's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d461a0b0df1a4134a4da6b05bb51bd5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestantism is a form of Christian faith and practice which originated with the Protestant Reformation,[a] a movement against what its followers considered to be errors in the Roman Catholic Church. It is one of the three major divisions of Christendom, together with Roman Catholicism and Eastern Orthodoxy. Anglicanism is sometimes considered to be independent from Protestantism.[b] The term derives from the letter of protestation from Lutheran princes in 1529 against an edict condemning the teachings of Martin Luther as heretical.", "targets": "What type of faith is Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d461a0b0df1a4134a4da6b05bb51bd5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestantism is a form of Christian faith and practice which originated with the Protestant Reformation,[a] a movement against what its followers considered to be errors in the Roman Catholic Church. It is one of the three major divisions of Christendom, together with Roman Catholicism and Eastern Orthodoxy. Anglicanism is sometimes considered to be independent from Protestantism.[b] The term derives from the letter of protestation from Lutheran princes in 1529 against an edict condemning the teachings of Martin Luther as heretical.", "targets": "Whose teachings were once considered to be heretical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d461a0b0df1a4134a4da6b05bb51bd5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestantism is a form of Christian faith and practice which originated with the Protestant Reformation,[a] a movement against what its followers considered to be errors in the Roman Catholic Church. It is one of the three major divisions of Christendom, together with Roman Catholicism and Eastern Orthodoxy. Anglicanism is sometimes considered to be independent from Protestantism.[b] The term derives from the letter of protestation from Lutheran princes in 1529 against an edict condemning the teachings of Martin Luther as heretical.", "targets": "Other than Protestantism, what are the other two divisions of Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d461a0b0df1a4134a4da6b05bb51bd5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestantism is a form of Christian faith and practice which originated with the Protestant Reformation,[a] a movement against what its followers considered to be errors in the Roman Catholic Church. It is one of the three major divisions of Christendom, together with Roman Catholicism and Eastern Orthodoxy. Anglicanism is sometimes considered to be independent from Protestantism.[b] The term derives from the letter of protestation from Lutheran princes in 1529 against an edict condemning the teachings of Martin Luther as heretical.", "targets": "Who wrote a letter protesting the condemnation of Martin Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d461a0b0df1a4134a4da6b05bb51bd5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestantism is a form of Christian faith and practice which originated with the Protestant Reformation,[a] a movement against what its followers considered to be errors in the Roman Catholic Church. It is one of the three major divisions of Christendom, together with Roman Catholicism and Eastern Orthodoxy. Anglicanism is sometimes considered to be independent from Protestantism.[b] The term derives from the letter of protestation from Lutheran princes in 1529 against an edict condemning the teachings of Martin Luther as heretical.", "targets": "What was the name of the movement that started Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6f5fe1b8ca14750a92df185bb51d394", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are strict limits to how efficiently heat can be converted into work in a cyclic process, e.g. in a heat engine, as described by Carnot's theorem and the second law of thermodynamics. However, some energy transformations can be quite efficient. The direction of transformations in energy (what kind of energy is transformed to what other kind) is often determined by entropy (equal energy spread among all available degrees of freedom) considerations. In practice all energy transformations are permitted on a small scale, but certain larger transformations are not permitted because it is statistically unlikely that energy or matter will randomly move into more concentrated forms or smaller spaces.", "targets": "What states that there are strict limits to how efficiently heat can be converted into a work in a cyclic process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6f5fe1b8ca14750a92df185bb51d394", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are strict limits to how efficiently heat can be converted into work in a cyclic process, e.g. in a heat engine, as described by Carnot's theorem and the second law of thermodynamics. However, some energy transformations can be quite efficient. The direction of transformations in energy (what kind of energy is transformed to what other kind) is often determined by entropy (equal energy spread among all available degrees of freedom) considerations. In practice all energy transformations are permitted on a small scale, but certain larger transformations are not permitted because it is statistically unlikely that energy or matter will randomly move into more concentrated forms or smaller spaces.", "targets": "What is the direction of transformations in energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6f5fe1b8ca14750a92df185bb51d394", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are strict limits to how efficiently heat can be converted into work in a cyclic process, e.g. in a heat engine, as described by Carnot's theorem and the second law of thermodynamics. However, some energy transformations can be quite efficient. The direction of transformations in energy (what kind of energy is transformed to what other kind) is often determined by entropy (equal energy spread among all available degrees of freedom) considerations. In practice all energy transformations are permitted on a small scale, but certain larger transformations are not permitted because it is statistically unlikely that energy or matter will randomly move into more concentrated forms or smaller spaces.", "targets": "What is often determined by entropy considerations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6f5fe1b8ca14750a92df185bb51d394", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are strict limits to how efficiently heat can be converted into work in a cyclic process, e.g. in a heat engine, as described by Carnot's theorem and the second law of thermodynamics. However, some energy transformations can be quite efficient. The direction of transformations in energy (what kind of energy is transformed to what other kind) is often determined by entropy (equal energy spread among all available degrees of freedom) considerations. In practice all energy transformations are permitted on a small scale, but certain larger transformations are not permitted because it is statistically unlikely that energy or matter will randomly move into more concentrated forms or smaller spaces.", "targets": "Why are certain larger transformations not permitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053c5c67e574ddc9a13a186c23de5c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, North Carolina was a slave state, in which one-third of the population was enslaved. This was a smaller proportion than in many Southern states. The state did not vote to join the Confederacy until President Abraham Lincoln called on it to invade its sister state, South Carolina, becoming the last or second-to-last state to officially join the Confederacy. The title of \"last to join the Confederacy\" has been disputed; although Tennessee's informal secession on May 7, 1861, preceded North Carolina's official secession on May 20, the Tennessee legislature did not formally vote to secede until June 8, 1861.", "targets": "What fraction of the population of North Carolina was enslaved in 1860?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053c5c67e574ddc9a13a186c23de5c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, North Carolina was a slave state, in which one-third of the population was enslaved. This was a smaller proportion than in many Southern states. The state did not vote to join the Confederacy until President Abraham Lincoln called on it to invade its sister state, South Carolina, becoming the last or second-to-last state to officially join the Confederacy. The title of \"last to join the Confederacy\" has been disputed; although Tennessee's informal secession on May 7, 1861, preceded North Carolina's official secession on May 20, the Tennessee legislature did not formally vote to secede until June 8, 1861.", "targets": "North Carolina did not vote to join the confederacy until they were ordered to invade what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053c5c67e574ddc9a13a186c23de5c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, North Carolina was a slave state, in which one-third of the population was enslaved. This was a smaller proportion than in many Southern states. The state did not vote to join the Confederacy until President Abraham Lincoln called on it to invade its sister state, South Carolina, becoming the last or second-to-last state to officially join the Confederacy. The title of \"last to join the Confederacy\" has been disputed; although Tennessee's informal secession on May 7, 1861, preceded North Carolina's official secession on May 20, the Tennessee legislature did not formally vote to secede until June 8, 1861.", "targets": "When was North Carolinas official secession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053c5c67e574ddc9a13a186c23de5c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, North Carolina was a slave state, in which one-third of the population was enslaved. This was a smaller proportion than in many Southern states. The state did not vote to join the Confederacy until President Abraham Lincoln called on it to invade its sister state, South Carolina, becoming the last or second-to-last state to officially join the Confederacy. The title of \"last to join the Confederacy\" has been disputed; although Tennessee's informal secession on May 7, 1861, preceded North Carolina's official secession on May 20, the Tennessee legislature did not formally vote to secede until June 8, 1861.", "targets": "When was Tennessees informal secession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053c5c67e574ddc9a13a186c23de5c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, North Carolina was a slave state, in which one-third of the population was enslaved. This was a smaller proportion than in many Southern states. The state did not vote to join the Confederacy until President Abraham Lincoln called on it to invade its sister state, South Carolina, becoming the last or second-to-last state to officially join the Confederacy. The title of \"last to join the Confederacy\" has been disputed; although Tennessee's informal secession on May 7, 1861, preceded North Carolina's official secession on May 20, the Tennessee legislature did not formally vote to secede until June 8, 1861.", "targets": "When did Tennessee officially vote to secede?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b17288c8dd040929f566b5da253a471", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island experienced large-scale immigration over the 20th century, especially after the Second World War. Bermuda has a diverse population including both those with relatively deep roots in Bermuda extending back for centuries, and newer communities whose ancestry results from recent immigration, especially from Britain, North America, the West Indies, and the Portuguese Atlantic islands (especially the Azores), although these groups are steadily merging. About 46% of the population identified themselves with Bermudian ancestry in 2010, which was a decrease from the 51% who did so in the 2000 census. Those identifying with British ancestry dropped by 1% to 11% (although those born in Britain remain the largest non-native group at 3,942 persons). The number of people born in Canada declined by 13%. Those who reported West Indian ancestry were 13%. The number of people born in the West Indies actually increased by 538. A significant segment of the population is of Portuguese ancestry (10%), the result of immigration over the past 160 years, of whom 79% have residency status.", "targets": "When did Bermuda have a large amount of people immigrating to it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b17288c8dd040929f566b5da253a471", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island experienced large-scale immigration over the 20th century, especially after the Second World War. Bermuda has a diverse population including both those with relatively deep roots in Bermuda extending back for centuries, and newer communities whose ancestry results from recent immigration, especially from Britain, North America, the West Indies, and the Portuguese Atlantic islands (especially the Azores), although these groups are steadily merging. About 46% of the population identified themselves with Bermudian ancestry in 2010, which was a decrease from the 51% who did so in the 2000 census. Those identifying with British ancestry dropped by 1% to 11% (although those born in Britain remain the largest non-native group at 3,942 persons). The number of people born in Canada declined by 13%. Those who reported West Indian ancestry were 13%. The number of people born in the West Indies actually increased by 538. A significant segment of the population is of Portuguese ancestry (10%), the result of immigration over the past 160 years, of whom 79% have residency status.", "targets": "Where are the largest group of non-native people in Bermuda from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b17288c8dd040929f566b5da253a471", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island experienced large-scale immigration over the 20th century, especially after the Second World War. Bermuda has a diverse population including both those with relatively deep roots in Bermuda extending back for centuries, and newer communities whose ancestry results from recent immigration, especially from Britain, North America, the West Indies, and the Portuguese Atlantic islands (especially the Azores), although these groups are steadily merging. About 46% of the population identified themselves with Bermudian ancestry in 2010, which was a decrease from the 51% who did so in the 2000 census. Those identifying with British ancestry dropped by 1% to 11% (although those born in Britain remain the largest non-native group at 3,942 persons). The number of people born in Canada declined by 13%. Those who reported West Indian ancestry were 13%. The number of people born in the West Indies actually increased by 538. A significant segment of the population is of Portuguese ancestry (10%), the result of immigration over the past 160 years, of whom 79% have residency status.", "targets": "According to census result, there was the greatest decline in people claiming what ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b17288c8dd040929f566b5da253a471", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The island experienced large-scale immigration over the 20th century, especially after the Second World War. Bermuda has a diverse population including both those with relatively deep roots in Bermuda extending back for centuries, and newer communities whose ancestry results from recent immigration, especially from Britain, North America, the West Indies, and the Portuguese Atlantic islands (especially the Azores), although these groups are steadily merging. About 46% of the population identified themselves with Bermudian ancestry in 2010, which was a decrease from the 51% who did so in the 2000 census. Those identifying with British ancestry dropped by 1% to 11% (although those born in Britain remain the largest non-native group at 3,942 persons). The number of people born in Canada declined by 13%. Those who reported West Indian ancestry were 13%. The number of people born in the West Indies actually increased by 538. A significant segment of the population is of Portuguese ancestry (10%), the result of immigration over the past 160 years, of whom 79% have residency status.", "targets": "Which cultural group can claim 79% residency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4bd3c1ed8bd4200b464bf92c5e53b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is characterized by recurrent episodes of wheezing, shortness of breath, chest tightness, and coughing. Sputum may be produced from the lung by coughing but is often hard to bring up. During recovery from an attack, it may appear pus-like due to high levels of white blood cells called eosinophils. Symptoms are usually worse at night and in the early morning or in response to exercise or cold air. Some people with asthma rarely experience symptoms, usually in response to triggers, whereas others may have marked and persistent symptoms.", "targets": "What are the characteristics of asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4bd3c1ed8bd4200b464bf92c5e53b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is characterized by recurrent episodes of wheezing, shortness of breath, chest tightness, and coughing. Sputum may be produced from the lung by coughing but is often hard to bring up. During recovery from an attack, it may appear pus-like due to high levels of white blood cells called eosinophils. Symptoms are usually worse at night and in the early morning or in response to exercise or cold air. Some people with asthma rarely experience symptoms, usually in response to triggers, whereas others may have marked and persistent symptoms.", "targets": "When are symptoms of asthma normally worse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4bd3c1ed8bd4200b464bf92c5e53b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is characterized by recurrent episodes of wheezing, shortness of breath, chest tightness, and coughing. Sputum may be produced from the lung by coughing but is often hard to bring up. During recovery from an attack, it may appear pus-like due to high levels of white blood cells called eosinophils. Symptoms are usually worse at night and in the early morning or in response to exercise or cold air. Some people with asthma rarely experience symptoms, usually in response to triggers, whereas others may have marked and persistent symptoms.", "targets": "What is produced in the lungs by coughing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4bd3c1ed8bd4200b464bf92c5e53b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is characterized by recurrent episodes of wheezing, shortness of breath, chest tightness, and coughing. Sputum may be produced from the lung by coughing but is often hard to bring up. During recovery from an attack, it may appear pus-like due to high levels of white blood cells called eosinophils. Symptoms are usually worse at night and in the early morning or in response to exercise or cold air. Some people with asthma rarely experience symptoms, usually in response to triggers, whereas others may have marked and persistent symptoms.", "targets": "Is asthma worst during the day or at night time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4bd3c1ed8bd4200b464bf92c5e53b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is characterized by recurrent episodes of wheezing, shortness of breath, chest tightness, and coughing. Sputum may be produced from the lung by coughing but is often hard to bring up. During recovery from an attack, it may appear pus-like due to high levels of white blood cells called eosinophils. Symptoms are usually worse at night and in the early morning or in response to exercise or cold air. Some people with asthma rarely experience symptoms, usually in response to triggers, whereas others may have marked and persistent symptoms.", "targets": "Does everyone have horrible episodes of asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc0e12bd1bc4598b89b2173369b60cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another group of residences, known as the Village, is located in the northwest corner of Danforth Campus. Only open to upperclassmen and January Scholars, the North Side consists of Millbrook Apartments, The Village, Village East on-campus apartments, and all fraternity houses except the Zeta Beta Tau house, which is off campus and located just northwest of the South 40. Sororities at Washington University do not have houses by their own accord. The Village is a group of residences where students who have similar interests or academic goals apply as small groups of 4 to 24, known as BLOCs, to live together in clustered suites along with non-BLOCs. Like the South 40, the residences around the Village also surround a recreational lawn.", "targets": "Where is the Village located at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc0e12bd1bc4598b89b2173369b60cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another group of residences, known as the Village, is located in the northwest corner of Danforth Campus. Only open to upperclassmen and January Scholars, the North Side consists of Millbrook Apartments, The Village, Village East on-campus apartments, and all fraternity houses except the Zeta Beta Tau house, which is off campus and located just northwest of the South 40. Sororities at Washington University do not have houses by their own accord. The Village is a group of residences where students who have similar interests or academic goals apply as small groups of 4 to 24, known as BLOCs, to live together in clustered suites along with non-BLOCs. Like the South 40, the residences around the Village also surround a recreational lawn.", "targets": "What students are allowed in the North Side residences at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc0e12bd1bc4598b89b2173369b60cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another group of residences, known as the Village, is located in the northwest corner of Danforth Campus. Only open to upperclassmen and January Scholars, the North Side consists of Millbrook Apartments, The Village, Village East on-campus apartments, and all fraternity houses except the Zeta Beta Tau house, which is off campus and located just northwest of the South 40. Sororities at Washington University do not have houses by their own accord. The Village is a group of residences where students who have similar interests or academic goals apply as small groups of 4 to 24, known as BLOCs, to live together in clustered suites along with non-BLOCs. Like the South 40, the residences around the Village also surround a recreational lawn.", "targets": "How many students are composed in Blocs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc0e12bd1bc4598b89b2173369b60cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another group of residences, known as the Village, is located in the northwest corner of Danforth Campus. Only open to upperclassmen and January Scholars, the North Side consists of Millbrook Apartments, The Village, Village East on-campus apartments, and all fraternity houses except the Zeta Beta Tau house, which is off campus and located just northwest of the South 40. Sororities at Washington University do not have houses by their own accord. The Village is a group of residences where students who have similar interests or academic goals apply as small groups of 4 to 24, known as BLOCs, to live together in clustered suites along with non-BLOCs. Like the South 40, the residences around the Village also surround a recreational lawn.", "targets": "What residences comprise the North Side of Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cc0e12bd1bc4598b89b2173369b60cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another group of residences, known as the Village, is located in the northwest corner of Danforth Campus. Only open to upperclassmen and January Scholars, the North Side consists of Millbrook Apartments, The Village, Village East on-campus apartments, and all fraternity houses except the Zeta Beta Tau house, which is off campus and located just northwest of the South 40. Sororities at Washington University do not have houses by their own accord. The Village is a group of residences where students who have similar interests or academic goals apply as small groups of 4 to 24, known as BLOCs, to live together in clustered suites along with non-BLOCs. Like the South 40, the residences around the Village also surround a recreational lawn.", "targets": "How are students grouped in BLOCS at  the Village residences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99404202c68546168be7bf7f86b422cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of the area that now constitutes Himachal Pradesh dates back to the time when the Indus valley civilisation flourished between 2250 and 1750 BCE. Tribes such as the Koilis, Halis, Dagis, Dhaugris, Dasa, Khasas, Kinnars, and Kirats inhabited the region from the prehistoric era. During the Vedic period, several small republics known as \"Janapada\" existed which were later conquered by the Gupta Empire. After a brief period of supremacy by King Harshavardhana, the region was once again divided into several local powers headed by chieftains, including some Rajput principalities. These kingdoms enjoyed a large degree of independence and were invaded by Delhi Sultanate a number of times. Mahmud Ghaznavi conquered Kangra at the beginning of the 10th century. Timur and Sikander Lodi also marched through the lower hills of the state and captured a number of forts and fought many battles. Several hill states acknowledged Mughal suzerainty and paid regular tribute to the Mughals.", "targets": "What tribes inhibited the area that now constitutes Himachal Pradesh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99404202c68546168be7bf7f86b422cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of the area that now constitutes Himachal Pradesh dates back to the time when the Indus valley civilisation flourished between 2250 and 1750 BCE. Tribes such as the Koilis, Halis, Dagis, Dhaugris, Dasa, Khasas, Kinnars, and Kirats inhabited the region from the prehistoric era. During the Vedic period, several small republics known as \"Janapada\" existed which were later conquered by the Gupta Empire. After a brief period of supremacy by King Harshavardhana, the region was once again divided into several local powers headed by chieftains, including some Rajput principalities. These kingdoms enjoyed a large degree of independence and were invaded by Delhi Sultanate a number of times. Mahmud Ghaznavi conquered Kangra at the beginning of the 10th century. Timur and Sikander Lodi also marched through the lower hills of the state and captured a number of forts and fought many battles. Several hill states acknowledged Mughal suzerainty and paid regular tribute to the Mughals.", "targets": "What time periods did the Indus Valley civilization flourish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99404202c68546168be7bf7f86b422cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of the area that now constitutes Himachal Pradesh dates back to the time when the Indus valley civilisation flourished between 2250 and 1750 BCE. Tribes such as the Koilis, Halis, Dagis, Dhaugris, Dasa, Khasas, Kinnars, and Kirats inhabited the region from the prehistoric era. During the Vedic period, several small republics known as \"Janapada\" existed which were later conquered by the Gupta Empire. After a brief period of supremacy by King Harshavardhana, the region was once again divided into several local powers headed by chieftains, including some Rajput principalities. These kingdoms enjoyed a large degree of independence and were invaded by Delhi Sultanate a number of times. Mahmud Ghaznavi conquered Kangra at the beginning of the 10th century. Timur and Sikander Lodi also marched through the lower hills of the state and captured a number of forts and fought many battles. Several hill states acknowledged Mughal suzerainty and paid regular tribute to the Mughals.", "targets": "Who conquered Kangara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99404202c68546168be7bf7f86b422cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of the area that now constitutes Himachal Pradesh dates back to the time when the Indus valley civilisation flourished between 2250 and 1750 BCE. Tribes such as the Koilis, Halis, Dagis, Dhaugris, Dasa, Khasas, Kinnars, and Kirats inhabited the region from the prehistoric era. During the Vedic period, several small republics known as \"Janapada\" existed which were later conquered by the Gupta Empire. After a brief period of supremacy by King Harshavardhana, the region was once again divided into several local powers headed by chieftains, including some Rajput principalities. These kingdoms enjoyed a large degree of independence and were invaded by Delhi Sultanate a number of times. Mahmud Ghaznavi conquered Kangra at the beginning of the 10th century. Timur and Sikander Lodi also marched through the lower hills of the state and captured a number of forts and fought many battles. Several hill states acknowledged Mughal suzerainty and paid regular tribute to the Mughals.", "targets": "When did Mahmud Ghanznavi conquer Kangara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99404202c68546168be7bf7f86b422cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of the area that now constitutes Himachal Pradesh dates back to the time when the Indus valley civilisation flourished between 2250 and 1750 BCE. Tribes such as the Koilis, Halis, Dagis, Dhaugris, Dasa, Khasas, Kinnars, and Kirats inhabited the region from the prehistoric era. During the Vedic period, several small republics known as \"Janapada\" existed which were later conquered by the Gupta Empire. After a brief period of supremacy by King Harshavardhana, the region was once again divided into several local powers headed by chieftains, including some Rajput principalities. These kingdoms enjoyed a large degree of independence and were invaded by Delhi Sultanate a number of times. Mahmud Ghaznavi conquered Kangra at the beginning of the 10th century. Timur and Sikander Lodi also marched through the lower hills of the state and captured a number of forts and fought many battles. Several hill states acknowledged Mughal suzerainty and paid regular tribute to the Mughals.", "targets": "Who marched through the lower states and captured and forts and fought many battles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e510cd2b2cce441da2d1cd97f3d3ff5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest theatre in the city is the 2,300 capacity Mayflower Theatre (formerly known as the Gaumont), which, as the largest theatre in Southern England outside London, has hosted West End shows such as Les Mis\u00e9rables, The Rocky Horror Show and Chitty Chitty Bang Bang, as well as regular visits from Welsh National Opera and English National Ballet. There is also the Nuffield Theatre based at the University of Southampton's Highfield campus, which is the city's primary producing theatre. It was awarded The Stage Award for Best Regional Theatre in 2015. It also hosts touring companies and local performing societies (such as Southampton Operatic Society, the Maskers and the University Players).", "targets": "What's the biggest theatre in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e510cd2b2cce441da2d1cd97f3d3ff5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest theatre in the city is the 2,300 capacity Mayflower Theatre (formerly known as the Gaumont), which, as the largest theatre in Southern England outside London, has hosted West End shows such as Les Mis\u00e9rables, The Rocky Horror Show and Chitty Chitty Bang Bang, as well as regular visits from Welsh National Opera and English National Ballet. There is also the Nuffield Theatre based at the University of Southampton's Highfield campus, which is the city's primary producing theatre. It was awarded The Stage Award for Best Regional Theatre in 2015. It also hosts touring companies and local performing societies (such as Southampton Operatic Society, the Maskers and the University Players).", "targets": "How many people can the Mayflower Theatre hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e510cd2b2cce441da2d1cd97f3d3ff5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest theatre in the city is the 2,300 capacity Mayflower Theatre (formerly known as the Gaumont), which, as the largest theatre in Southern England outside London, has hosted West End shows such as Les Mis\u00e9rables, The Rocky Horror Show and Chitty Chitty Bang Bang, as well as regular visits from Welsh National Opera and English National Ballet. There is also the Nuffield Theatre based at the University of Southampton's Highfield campus, which is the city's primary producing theatre. It was awarded The Stage Award for Best Regional Theatre in 2015. It also hosts touring companies and local performing societies (such as Southampton Operatic Society, the Maskers and the University Players).", "targets": "What was the former name of the Mayflower Theatre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e510cd2b2cce441da2d1cd97f3d3ff5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest theatre in the city is the 2,300 capacity Mayflower Theatre (formerly known as the Gaumont), which, as the largest theatre in Southern England outside London, has hosted West End shows such as Les Mis\u00e9rables, The Rocky Horror Show and Chitty Chitty Bang Bang, as well as regular visits from Welsh National Opera and English National Ballet. There is also the Nuffield Theatre based at the University of Southampton's Highfield campus, which is the city's primary producing theatre. It was awarded The Stage Award for Best Regional Theatre in 2015. It also hosts touring companies and local performing societies (such as Southampton Operatic Society, the Maskers and the University Players).", "targets": "What famous ballet company has performed at the Mayflower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e510cd2b2cce441da2d1cd97f3d3ff5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The largest theatre in the city is the 2,300 capacity Mayflower Theatre (formerly known as the Gaumont), which, as the largest theatre in Southern England outside London, has hosted West End shows such as Les Mis\u00e9rables, The Rocky Horror Show and Chitty Chitty Bang Bang, as well as regular visits from Welsh National Opera and English National Ballet. There is also the Nuffield Theatre based at the University of Southampton's Highfield campus, which is the city's primary producing theatre. It was awarded The Stage Award for Best Regional Theatre in 2015. It also hosts touring companies and local performing societies (such as Southampton Operatic Society, the Maskers and the University Players).", "targets": "Which Southampton theatre won The Stage Award for Best Regional Theatre for 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29e6ba92caf24e8e949b7dc51daff4cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2012 a United Nations Special Rapporteur called on the Tuvalu Government to develop a national water strategy to improve access to safe drinking water and sanitation. In 2012, Tuvalu developed a National Water Resources Policy under the Integrated Water Resource Management (IWRM) Project and the Pacific Adaptation to Climate Change (PACC) Project, which are sponsored by the Global Environment Fund/SOPAC. Government water planning has established a target of between 50 and 100L of water per person per day accounting for drinking water, cleaning, community and cultural activities.", "targets": "When did the UN ask Tuvalu to come up with a plan to improve drinking water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29e6ba92caf24e8e949b7dc51daff4cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2012 a United Nations Special Rapporteur called on the Tuvalu Government to develop a national water strategy to improve access to safe drinking water and sanitation. In 2012, Tuvalu developed a National Water Resources Policy under the Integrated Water Resource Management (IWRM) Project and the Pacific Adaptation to Climate Change (PACC) Project, which are sponsored by the Global Environment Fund/SOPAC. Government water planning has established a target of between 50 and 100L of water per person per day accounting for drinking water, cleaning, community and cultural activities.", "targets": "What did Tuvalu develop as a safe water strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29e6ba92caf24e8e949b7dc51daff4cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2012 a United Nations Special Rapporteur called on the Tuvalu Government to develop a national water strategy to improve access to safe drinking water and sanitation. In 2012, Tuvalu developed a National Water Resources Policy under the Integrated Water Resource Management (IWRM) Project and the Pacific Adaptation to Climate Change (PACC) Project, which are sponsored by the Global Environment Fund/SOPAC. Government water planning has established a target of between 50 and 100L of water per person per day accounting for drinking water, cleaning, community and cultural activities.", "targets": "What is the per person per day targeted use of water for Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29e6ba92caf24e8e949b7dc51daff4cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2012 a United Nations Special Rapporteur called on the Tuvalu Government to develop a national water strategy to improve access to safe drinking water and sanitation. In 2012, Tuvalu developed a National Water Resources Policy under the Integrated Water Resource Management (IWRM) Project and the Pacific Adaptation to Climate Change (PACC) Project, which are sponsored by the Global Environment Fund/SOPAC. Government water planning has established a target of between 50 and 100L of water per person per day accounting for drinking water, cleaning, community and cultural activities.", "targets": "What organization called for Tuvalu to  improve its water and sanitation systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29e6ba92caf24e8e949b7dc51daff4cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 2012 a United Nations Special Rapporteur called on the Tuvalu Government to develop a national water strategy to improve access to safe drinking water and sanitation. In 2012, Tuvalu developed a National Water Resources Policy under the Integrated Water Resource Management (IWRM) Project and the Pacific Adaptation to Climate Change (PACC) Project, which are sponsored by the Global Environment Fund/SOPAC. Government water planning has established a target of between 50 and 100L of water per person per day accounting for drinking water, cleaning, community and cultural activities.", "targets": "What group ultimately sponsored the Tuvalu water resources policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0da0422d264495399873b00be672e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state has a great diversity due to the large number of microclimates found and dramatic varying terrain. The flora throughout the Sierra Madre Occidental mountain range varies with elevation. Pine (Pinus) and oak (Quercus) species are usually found at an elevation of 2,000 m (6,560 ft) above sea level. The most common species of flora found in the mountains are: Pinus, Quercus, Abies, Ficus, Vachellia, Ipomoea, Acacia, Lysiloma, Bursera, Vitex, Tabebuia, Sideroxylon, Cordia, Fouquieria, Pithecellobium. The state is home to one of the largest variation species of the genus Pinus in the world. The lower elevations have a steppe vegetation with a variety of grasses and small bushes. Several species of Juniperus dot the steppe and the transition zone.", "targets": "The state has great diversity thanks to the large number of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0da0422d264495399873b00be672e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state has a great diversity due to the large number of microclimates found and dramatic varying terrain. The flora throughout the Sierra Madre Occidental mountain range varies with elevation. Pine (Pinus) and oak (Quercus) species are usually found at an elevation of 2,000 m (6,560 ft) above sea level. The most common species of flora found in the mountains are: Pinus, Quercus, Abies, Ficus, Vachellia, Ipomoea, Acacia, Lysiloma, Bursera, Vitex, Tabebuia, Sideroxylon, Cordia, Fouquieria, Pithecellobium. The state is home to one of the largest variation species of the genus Pinus in the world. The lower elevations have a steppe vegetation with a variety of grasses and small bushes. Several species of Juniperus dot the steppe and the transition zone.", "targets": "What type of life varies greatly with the elevation in the mountains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0da0422d264495399873b00be672e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state has a great diversity due to the large number of microclimates found and dramatic varying terrain. The flora throughout the Sierra Madre Occidental mountain range varies with elevation. Pine (Pinus) and oak (Quercus) species are usually found at an elevation of 2,000 m (6,560 ft) above sea level. The most common species of flora found in the mountains are: Pinus, Quercus, Abies, Ficus, Vachellia, Ipomoea, Acacia, Lysiloma, Bursera, Vitex, Tabebuia, Sideroxylon, Cordia, Fouquieria, Pithecellobium. The state is home to one of the largest variation species of the genus Pinus in the world. The lower elevations have a steppe vegetation with a variety of grasses and small bushes. Several species of Juniperus dot the steppe and the transition zone.", "targets": "The state is home to one of the largest variation species of which genus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0da0422d264495399873b00be672e1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state has a great diversity due to the large number of microclimates found and dramatic varying terrain. The flora throughout the Sierra Madre Occidental mountain range varies with elevation. Pine (Pinus) and oak (Quercus) species are usually found at an elevation of 2,000 m (6,560 ft) above sea level. The most common species of flora found in the mountains are: Pinus, Quercus, Abies, Ficus, Vachellia, Ipomoea, Acacia, Lysiloma, Bursera, Vitex, Tabebuia, Sideroxylon, Cordia, Fouquieria, Pithecellobium. The state is home to one of the largest variation species of the genus Pinus in the world. The lower elevations have a steppe vegetation with a variety of grasses and small bushes. Several species of Juniperus dot the steppe and the transition zone.", "targets": "Several species of which type dot the steppe and transition zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b225b2849076492b9b63a8aac3e20760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original London production was scheduled to close on Saturday, 7 October 2006, at the Dominion Theatre, but due to public demand, the show ran until May 2014. We Will Rock You has become the longest running musical ever to run at this prime London theatre, overtaking the previous record holder, the Grease musical. Brian May stated in 2008 that they were considering writing a sequel to the musical. The musical toured around the UK in 2009, playing at Manchester Palace Theatre, Sunderland Empire, Birmingham Hippodrome, Bristol Hippodrome, and Edinburgh Playhouse.", "targets": "When was Queen's London production scheduled to end in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b225b2849076492b9b63a8aac3e20760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original London production was scheduled to close on Saturday, 7 October 2006, at the Dominion Theatre, but due to public demand, the show ran until May 2014. We Will Rock You has become the longest running musical ever to run at this prime London theatre, overtaking the previous record holder, the Grease musical. Brian May stated in 2008 that they were considering writing a sequel to the musical. The musical toured around the UK in 2009, playing at Manchester Palace Theatre, Sunderland Empire, Birmingham Hippodrome, Bristol Hippodrome, and Edinburgh Playhouse.", "targets": "Where was Queen's 2006 London production held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b225b2849076492b9b63a8aac3e20760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original London production was scheduled to close on Saturday, 7 October 2006, at the Dominion Theatre, but due to public demand, the show ran until May 2014. We Will Rock You has become the longest running musical ever to run at this prime London theatre, overtaking the previous record holder, the Grease musical. Brian May stated in 2008 that they were considering writing a sequel to the musical. The musical toured around the UK in 2009, playing at Manchester Palace Theatre, Sunderland Empire, Birmingham Hippodrome, Bristol Hippodrome, and Edinburgh Playhouse.", "targets": "When did Queen's 2006 London production actually end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b225b2849076492b9b63a8aac3e20760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original London production was scheduled to close on Saturday, 7 October 2006, at the Dominion Theatre, but due to public demand, the show ran until May 2014. We Will Rock You has become the longest running musical ever to run at this prime London theatre, overtaking the previous record holder, the Grease musical. Brian May stated in 2008 that they were considering writing a sequel to the musical. The musical toured around the UK in 2009, playing at Manchester Palace Theatre, Sunderland Empire, Birmingham Hippodrome, Bristol Hippodrome, and Edinburgh Playhouse.", "targets": "What is the longest running show at the Dominion Theatre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b225b2849076492b9b63a8aac3e20760", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original London production was scheduled to close on Saturday, 7 October 2006, at the Dominion Theatre, but due to public demand, the show ran until May 2014. We Will Rock You has become the longest running musical ever to run at this prime London theatre, overtaking the previous record holder, the Grease musical. Brian May stated in 2008 that they were considering writing a sequel to the musical. The musical toured around the UK in 2009, playing at Manchester Palace Theatre, Sunderland Empire, Birmingham Hippodrome, Bristol Hippodrome, and Edinburgh Playhouse.", "targets": "What is the second longest show at the Dominion Theatre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ca830ce12f446aa3fc4189f77d3757", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To begin with, England had no permanent home stadium. They joined FIFA in 1906 and played their first ever games against countries other than the Home Nations on a tour of Central Europe in 1908. Wembley Stadium was opened in 1923 and became their home ground. The relationship between England and FIFA became strained, and this resulted in their departure from FIFA in 1928, before they rejoined in 1946. As a result, they did not compete in a World Cup until 1950, in which they were beaten in a 1\u20130 defeat by the United States, failing to get past the first round in one of the most embarrassing defeats in the team's history.", "targets": "In which year did England join FIFA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ca830ce12f446aa3fc4189f77d3757", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To begin with, England had no permanent home stadium. They joined FIFA in 1906 and played their first ever games against countries other than the Home Nations on a tour of Central Europe in 1908. Wembley Stadium was opened in 1923 and became their home ground. The relationship between England and FIFA became strained, and this resulted in their departure from FIFA in 1928, before they rejoined in 1946. As a result, they did not compete in a World Cup until 1950, in which they were beaten in a 1\u20130 defeat by the United States, failing to get past the first round in one of the most embarrassing defeats in the team's history.", "targets": "England played against countries besides the Home Nations for the first time in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ca830ce12f446aa3fc4189f77d3757", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To begin with, England had no permanent home stadium. They joined FIFA in 1906 and played their first ever games against countries other than the Home Nations on a tour of Central Europe in 1908. Wembley Stadium was opened in 1923 and became their home ground. The relationship between England and FIFA became strained, and this resulted in their departure from FIFA in 1928, before they rejoined in 1946. As a result, they did not compete in a World Cup until 1950, in which they were beaten in a 1\u20130 defeat by the United States, failing to get past the first round in one of the most embarrassing defeats in the team's history.", "targets": "England left FIFA in 1928 and ultimately rejoined in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ca830ce12f446aa3fc4189f77d3757", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To begin with, England had no permanent home stadium. They joined FIFA in 1906 and played their first ever games against countries other than the Home Nations on a tour of Central Europe in 1908. Wembley Stadium was opened in 1923 and became their home ground. The relationship between England and FIFA became strained, and this resulted in their departure from FIFA in 1928, before they rejoined in 1946. As a result, they did not compete in a World Cup until 1950, in which they were beaten in a 1\u20130 defeat by the United States, failing to get past the first round in one of the most embarrassing defeats in the team's history.", "targets": "What was the first year after England left and rejoined FIFA in which they played in a World Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99ca830ce12f446aa3fc4189f77d3757", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To begin with, England had no permanent home stadium. They joined FIFA in 1906 and played their first ever games against countries other than the Home Nations on a tour of Central Europe in 1908. Wembley Stadium was opened in 1923 and became their home ground. The relationship between England and FIFA became strained, and this resulted in their departure from FIFA in 1928, before they rejoined in 1946. As a result, they did not compete in a World Cup until 1950, in which they were beaten in a 1\u20130 defeat by the United States, failing to get past the first round in one of the most embarrassing defeats in the team's history.", "targets": "In what year did Wembley Stadium open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e23ea81f2b543ec8c820c72cc23cde3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Haredi Judaism advocates segregation from non-Jewish culture, although not from non-Jewish society entirely. It is characterised by its focus on community-wide Torah study. Haredi Orthodoxy's differences with Modern Orthodoxy usually lie in interpretation of the nature of traditional halakhic concepts and in acceptable application of these concepts. Thus, engaging in the commercial world is a legitimate means to achieving a livelihood, but individuals should participate in modern society as little as possible. The same outlook is applied with regard to obtaining degrees necessary to enter one's intended profession: where tolerated in the Haredi society, attending secular institutions of higher education is viewed as a necessary but inferior activity. Academic interest is instead to be directed toward the religious education found in the yeshiva. Both boys and girls attend school and may proceed to higher Torah study, starting anywhere between the ages of 13 and 18. A significant proportion of students, especially boys, remain in yeshiva until marriage (which is often arranged through facilitated dating \u2013 see shiduch), and many study in a kollel (Torah study institute for married men) for many years after marriage. Most Orthodox men (including many Modern Orthodox), even those not in Kollel, will study Torah daily.", "targets": "What type of Judaism advocated segregation from non-Jewish culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e23ea81f2b543ec8c820c72cc23cde3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Haredi Judaism advocates segregation from non-Jewish culture, although not from non-Jewish society entirely. It is characterised by its focus on community-wide Torah study. Haredi Orthodoxy's differences with Modern Orthodoxy usually lie in interpretation of the nature of traditional halakhic concepts and in acceptable application of these concepts. Thus, engaging in the commercial world is a legitimate means to achieving a livelihood, but individuals should participate in modern society as little as possible. The same outlook is applied with regard to obtaining degrees necessary to enter one's intended profession: where tolerated in the Haredi society, attending secular institutions of higher education is viewed as a necessary but inferior activity. Academic interest is instead to be directed toward the religious education found in the yeshiva. Both boys and girls attend school and may proceed to higher Torah study, starting anywhere between the ages of 13 and 18. A significant proportion of students, especially boys, remain in yeshiva until marriage (which is often arranged through facilitated dating \u2013 see shiduch), and many study in a kollel (Torah study institute for married men) for many years after marriage. Most Orthodox men (including many Modern Orthodox), even those not in Kollel, will study Torah daily.", "targets": "What should individuals participate as little as possible in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e23ea81f2b543ec8c820c72cc23cde3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Haredi Judaism advocates segregation from non-Jewish culture, although not from non-Jewish society entirely. It is characterised by its focus on community-wide Torah study. Haredi Orthodoxy's differences with Modern Orthodoxy usually lie in interpretation of the nature of traditional halakhic concepts and in acceptable application of these concepts. Thus, engaging in the commercial world is a legitimate means to achieving a livelihood, but individuals should participate in modern society as little as possible. The same outlook is applied with regard to obtaining degrees necessary to enter one's intended profession: where tolerated in the Haredi society, attending secular institutions of higher education is viewed as a necessary but inferior activity. Academic interest is instead to be directed toward the religious education found in the yeshiva. Both boys and girls attend school and may proceed to higher Torah study, starting anywhere between the ages of 13 and 18. A significant proportion of students, especially boys, remain in yeshiva until marriage (which is often arranged through facilitated dating \u2013 see shiduch), and many study in a kollel (Torah study institute for married men) for many years after marriage. Most Orthodox men (including many Modern Orthodox), even those not in Kollel, will study Torah daily.", "targets": "Attending secular institution of higher education is viewed as necessary but inferior in what society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e23ea81f2b543ec8c820c72cc23cde3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Haredi Judaism advocates segregation from non-Jewish culture, although not from non-Jewish society entirely. It is characterised by its focus on community-wide Torah study. Haredi Orthodoxy's differences with Modern Orthodoxy usually lie in interpretation of the nature of traditional halakhic concepts and in acceptable application of these concepts. Thus, engaging in the commercial world is a legitimate means to achieving a livelihood, but individuals should participate in modern society as little as possible. The same outlook is applied with regard to obtaining degrees necessary to enter one's intended profession: where tolerated in the Haredi society, attending secular institutions of higher education is viewed as a necessary but inferior activity. Academic interest is instead to be directed toward the religious education found in the yeshiva. Both boys and girls attend school and may proceed to higher Torah study, starting anywhere between the ages of 13 and 18. A significant proportion of students, especially boys, remain in yeshiva until marriage (which is often arranged through facilitated dating \u2013 see shiduch), and many study in a kollel (Torah study institute for married men) for many years after marriage. Most Orthodox men (including many Modern Orthodox), even those not in Kollel, will study Torah daily.", "targets": "What do a significant portion of boys remain in until marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e23ea81f2b543ec8c820c72cc23cde3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Haredi Judaism advocates segregation from non-Jewish culture, although not from non-Jewish society entirely. It is characterised by its focus on community-wide Torah study. Haredi Orthodoxy's differences with Modern Orthodoxy usually lie in interpretation of the nature of traditional halakhic concepts and in acceptable application of these concepts. Thus, engaging in the commercial world is a legitimate means to achieving a livelihood, but individuals should participate in modern society as little as possible. The same outlook is applied with regard to obtaining degrees necessary to enter one's intended profession: where tolerated in the Haredi society, attending secular institutions of higher education is viewed as a necessary but inferior activity. Academic interest is instead to be directed toward the religious education found in the yeshiva. Both boys and girls attend school and may proceed to higher Torah study, starting anywhere between the ages of 13 and 18. A significant proportion of students, especially boys, remain in yeshiva until marriage (which is often arranged through facilitated dating \u2013 see shiduch), and many study in a kollel (Torah study institute for married men) for many years after marriage. Most Orthodox men (including many Modern Orthodox), even those not in Kollel, will study Torah daily.", "targets": "What is a Torah study institute for married men called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2635f56ca2fd4048b43e6b88ad08a9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1529, Warsaw for the first time became the seat of the General Sejm, permanent from 1569. In 1573 the city gave its name to the Warsaw Confederation, formally establishing religious freedom in the Polish\u2013Lithuanian Commonwealth. Due to its central location between the Commonwealth's capitals of Krak\u00f3w and Vilnius, Warsaw became the capital of the Commonwealth and the Crown of the Kingdom of Poland when King Sigismund III Vasa moved his court from Krak\u00f3w to Warsaw in 1596. In the following years the town expanded towards the suburbs. Several private independent districts were established, the property of aristocrats and the gentry, which were ruled by their own laws. Three times between 1655\u20131658 the city was under siege and three times it was taken and pillaged by the Swedish, Brandenburgian and Transylvanian forces.", "targets": "Who did Warsaw serve as the seat for in 1529?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2635f56ca2fd4048b43e6b88ad08a9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1529, Warsaw for the first time became the seat of the General Sejm, permanent from 1569. In 1573 the city gave its name to the Warsaw Confederation, formally establishing religious freedom in the Polish\u2013Lithuanian Commonwealth. Due to its central location between the Commonwealth's capitals of Krak\u00f3w and Vilnius, Warsaw became the capital of the Commonwealth and the Crown of the Kingdom of Poland when King Sigismund III Vasa moved his court from Krak\u00f3w to Warsaw in 1596. In the following years the town expanded towards the suburbs. Several private independent districts were established, the property of aristocrats and the gentry, which were ruled by their own laws. Three times between 1655\u20131658 the city was under siege and three times it was taken and pillaged by the Swedish, Brandenburgian and Transylvanian forces.", "targets": "When did the General Sejm make Warsaw it's permanent seat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2635f56ca2fd4048b43e6b88ad08a9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1529, Warsaw for the first time became the seat of the General Sejm, permanent from 1569. In 1573 the city gave its name to the Warsaw Confederation, formally establishing religious freedom in the Polish\u2013Lithuanian Commonwealth. Due to its central location between the Commonwealth's capitals of Krak\u00f3w and Vilnius, Warsaw became the capital of the Commonwealth and the Crown of the Kingdom of Poland when King Sigismund III Vasa moved his court from Krak\u00f3w to Warsaw in 1596. In the following years the town expanded towards the suburbs. Several private independent districts were established, the property of aristocrats and the gentry, which were ruled by their own laws. Three times between 1655\u20131658 the city was under siege and three times it was taken and pillaged by the Swedish, Brandenburgian and Transylvanian forces.", "targets": "What did the Warsaw Confederation formally establish in 1573?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2635f56ca2fd4048b43e6b88ad08a9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1529, Warsaw for the first time became the seat of the General Sejm, permanent from 1569. In 1573 the city gave its name to the Warsaw Confederation, formally establishing religious freedom in the Polish\u2013Lithuanian Commonwealth. Due to its central location between the Commonwealth's capitals of Krak\u00f3w and Vilnius, Warsaw became the capital of the Commonwealth and the Crown of the Kingdom of Poland when King Sigismund III Vasa moved his court from Krak\u00f3w to Warsaw in 1596. In the following years the town expanded towards the suburbs. Several private independent districts were established, the property of aristocrats and the gentry, which were ruled by their own laws. Three times between 1655\u20131658 the city was under siege and three times it was taken and pillaged by the Swedish, Brandenburgian and Transylvanian forces.", "targets": "Why did Warsaw become the capital of the Commonwealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2635f56ca2fd4048b43e6b88ad08a9a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1529, Warsaw for the first time became the seat of the General Sejm, permanent from 1569. In 1573 the city gave its name to the Warsaw Confederation, formally establishing religious freedom in the Polish\u2013Lithuanian Commonwealth. Due to its central location between the Commonwealth's capitals of Krak\u00f3w and Vilnius, Warsaw became the capital of the Commonwealth and the Crown of the Kingdom of Poland when King Sigismund III Vasa moved his court from Krak\u00f3w to Warsaw in 1596. In the following years the town expanded towards the suburbs. Several private independent districts were established, the property of aristocrats and the gentry, which were ruled by their own laws. Three times between 1655\u20131658 the city was under siege and three times it was taken and pillaged by the Swedish, Brandenburgian and Transylvanian forces.", "targets": "What year did King Sigismund III Vasa move his court to Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "When did Audio CDs become available for purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "What does CD stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "What does SVCD stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "What were CD's originally created to store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "What does SVCD stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "In what year were compact discs realesed for purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c238fa2b9b374e3c8cecf19ebb90c1b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact Disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play only sound recordings but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, PictureCD, CD-i, and Enhanced Music CD. Audio CDs and audio CD players have been commercially available since October 1982.", "targets": "What was the original intended format for CDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18233b0c46b46c087e13c358c4b9147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older than The Game by 23 years, the Harvard-Yale Regatta was the original source of the athletic rivalry between the two schools. It is held annually in June on the Thames River in eastern Connecticut. The Harvard crew is typically considered to be one of the top teams in the country in rowing. Today, Harvard fields top teams in several other sports, such as the Harvard Crimson men's ice hockey team (with a strong rivalry against Cornell), squash, and even recently won NCAA titles in Men's and Women's Fencing. Harvard also won the Intercollegiate Sailing Association National Championships in 2003.", "targets": "Harvard - Yale Regatta predates \"The Game\" by how many years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18233b0c46b46c087e13c358c4b9147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older than The Game by 23 years, the Harvard-Yale Regatta was the original source of the athletic rivalry between the two schools. It is held annually in June on the Thames River in eastern Connecticut. The Harvard crew is typically considered to be one of the top teams in the country in rowing. Today, Harvard fields top teams in several other sports, such as the Harvard Crimson men's ice hockey team (with a strong rivalry against Cornell), squash, and even recently won NCAA titles in Men's and Women's Fencing. Harvard also won the Intercollegiate Sailing Association National Championships in 2003.", "targets": "In what body of water is the Harvard - Yale Regatta held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18233b0c46b46c087e13c358c4b9147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older than The Game by 23 years, the Harvard-Yale Regatta was the original source of the athletic rivalry between the two schools. It is held annually in June on the Thames River in eastern Connecticut. The Harvard crew is typically considered to be one of the top teams in the country in rowing. Today, Harvard fields top teams in several other sports, such as the Harvard Crimson men's ice hockey team (with a strong rivalry against Cornell), squash, and even recently won NCAA titles in Men's and Women's Fencing. Harvard also won the Intercollegiate Sailing Association National Championships in 2003.", "targets": "Who is the primary rival of the Harvard Crimson hockey team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b18233b0c46b46c087e13c358c4b9147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Older than The Game by 23 years, the Harvard-Yale Regatta was the original source of the athletic rivalry between the two schools. It is held annually in June on the Thames River in eastern Connecticut. The Harvard crew is typically considered to be one of the top teams in the country in rowing. Today, Harvard fields top teams in several other sports, such as the Harvard Crimson men's ice hockey team (with a strong rivalry against Cornell), squash, and even recently won NCAA titles in Men's and Women's Fencing. Harvard also won the Intercollegiate Sailing Association National Championships in 2003.", "targets": "In what year did Harvard win an Intercolleiate Sailing Association National Championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac7d78534cb4cf182a74187e437e927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Emulation of the SNES is now available on handheld units, such as Android devices, Apple's iPhone and iPad, Sony's PlayStation Portable (PSP), the Nintendo DS and Game Boy Advance, the Gizmondo, the Dingoo and the GP2X by GamePark Holdings, as well as PDAs. While individual games have been included with emulators on some GameCube discs, Nintendo's Virtual Console service for the Wii marks the introduction of officially sanctioned general SNES emulation, though SNES9x GX, a port of SNES9x, has been made for the Wii.", "targets": "What smartphones have SNES emulators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac7d78534cb4cf182a74187e437e927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Emulation of the SNES is now available on handheld units, such as Android devices, Apple's iPhone and iPad, Sony's PlayStation Portable (PSP), the Nintendo DS and Game Boy Advance, the Gizmondo, the Dingoo and the GP2X by GamePark Holdings, as well as PDAs. While individual games have been included with emulators on some GameCube discs, Nintendo's Virtual Console service for the Wii marks the introduction of officially sanctioned general SNES emulation, though SNES9x GX, a port of SNES9x, has been made for the Wii.", "targets": "What was Nintendo's first approved emulator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac7d78534cb4cf182a74187e437e927", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Emulation of the SNES is now available on handheld units, such as Android devices, Apple's iPhone and iPad, Sony's PlayStation Portable (PSP), the Nintendo DS and Game Boy Advance, the Gizmondo, the Dingoo and the GP2X by GamePark Holdings, as well as PDAs. While individual games have been included with emulators on some GameCube discs, Nintendo's Virtual Console service for the Wii marks the introduction of officially sanctioned general SNES emulation, though SNES9x GX, a port of SNES9x, has been made for the Wii.", "targets": "What portable game systems have SNES emulators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a74440116aa4a6c9be58a6e20d65527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years a variety of record equalization practices emerged and there was no industry standard. For example, in Europe recordings for years required playback with a bass turnover setting of 250\u2013300 Hz and a treble roll-off at 10,000 Hz ranging from 0 to \u22125 dB or more. In the US there were more varied practices and a tendency to use higher bass turnover frequencies such as 500 Hz as well as a greater treble rolloff like \u22128.5 dB and even more to record generally higher modulation levels on the record.", "targets": "What was the industry standard in Europe for record equalization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a74440116aa4a6c9be58a6e20d65527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years a variety of record equalization practices emerged and there was no industry standard. For example, in Europe recordings for years required playback with a bass turnover setting of 250\u2013300 Hz and a treble roll-off at 10,000 Hz ranging from 0 to \u22125 dB or more. In the US there were more varied practices and a tendency to use higher bass turnover frequencies such as 500 Hz as well as a greater treble rolloff like \u22128.5 dB and even more to record generally higher modulation levels on the record.", "targets": "In which country was the treble roll off greater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a74440116aa4a6c9be58a6e20d65527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years a variety of record equalization practices emerged and there was no industry standard. For example, in Europe recordings for years required playback with a bass turnover setting of 250\u2013300 Hz and a treble roll-off at 10,000 Hz ranging from 0 to \u22125 dB or more. In the US there were more varied practices and a tendency to use higher bass turnover frequencies such as 500 Hz as well as a greater treble rolloff like \u22128.5 dB and even more to record generally higher modulation levels on the record.", "targets": "Which country prefers a bass turnover setting of 250-300 Hz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a74440116aa4a6c9be58a6e20d65527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years a variety of record equalization practices emerged and there was no industry standard. For example, in Europe recordings for years required playback with a bass turnover setting of 250\u2013300 Hz and a treble roll-off at 10,000 Hz ranging from 0 to \u22125 dB or more. In the US there were more varied practices and a tendency to use higher bass turnover frequencies such as 500 Hz as well as a greater treble rolloff like \u22128.5 dB and even more to record generally higher modulation levels on the record.", "targets": "What was the industry standard on equalization practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a74440116aa4a6c9be58a6e20d65527", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over the years a variety of record equalization practices emerged and there was no industry standard. For example, in Europe recordings for years required playback with a bass turnover setting of 250\u2013300 Hz and a treble roll-off at 10,000 Hz ranging from 0 to \u22125 dB or more. In the US there were more varied practices and a tendency to use higher bass turnover frequencies such as 500 Hz as well as a greater treble rolloff like \u22128.5 dB and even more to record generally higher modulation levels on the record.", "targets": "Which country used the most varied equalization practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bd1131e42c94dfa8b28e71eae65887e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The president, as noted above, appoints judges with the Senate's advice and consent. He also has the power to issue pardons and reprieves. Such pardons are not subject to confirmation by either the House of Representatives or the Senate, or even to acceptance by the recipient.", "targets": "Who has the power to issue a pardon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bd1131e42c94dfa8b28e71eae65887e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The president, as noted above, appoints judges with the Senate's advice and consent. He also has the power to issue pardons and reprieves. Such pardons are not subject to confirmation by either the House of Representatives or the Senate, or even to acceptance by the recipient.", "targets": "Who has the power to issue a reprieve? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0814ff546294fb5b63ea7f6e6e3cb4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A referee may stop the match when they or official ring physician decides that a wrestler cannot safely continue the match. This may be decided if the wrestler cannot continue the match due to an injury. At the Great American Bash in 2008, Chris Jericho was declared the winner of a match against Shawn Michaels when Michaels could not defend himself due to excessive blood loss and impaired vision. At NXT TakeOver: Rival in 2015, the referee stopped the match when Sami Zayn could not defend himself due to an injury sustained against Kevin Owens for the NXT Championship.", "targets": "In what case can a referee choose to end the match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0814ff546294fb5b63ea7f6e6e3cb4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A referee may stop the match when they or official ring physician decides that a wrestler cannot safely continue the match. This may be decided if the wrestler cannot continue the match due to an injury. At the Great American Bash in 2008, Chris Jericho was declared the winner of a match against Shawn Michaels when Michaels could not defend himself due to excessive blood loss and impaired vision. At NXT TakeOver: Rival in 2015, the referee stopped the match when Sami Zayn could not defend himself due to an injury sustained against Kevin Owens for the NXT Championship.", "targets": "What is one reason that a wrestler may not be able to continue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0814ff546294fb5b63ea7f6e6e3cb4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A referee may stop the match when they or official ring physician decides that a wrestler cannot safely continue the match. This may be decided if the wrestler cannot continue the match due to an injury. At the Great American Bash in 2008, Chris Jericho was declared the winner of a match against Shawn Michaels when Michaels could not defend himself due to excessive blood loss and impaired vision. At NXT TakeOver: Rival in 2015, the referee stopped the match when Sami Zayn could not defend himself due to an injury sustained against Kevin Owens for the NXT Championship.", "targets": "Why couldn't Shawn Michaels defend himself? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0814ff546294fb5b63ea7f6e6e3cb4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A referee may stop the match when they or official ring physician decides that a wrestler cannot safely continue the match. This may be decided if the wrestler cannot continue the match due to an injury. At the Great American Bash in 2008, Chris Jericho was declared the winner of a match against Shawn Michaels when Michaels could not defend himself due to excessive blood loss and impaired vision. At NXT TakeOver: Rival in 2015, the referee stopped the match when Sami Zayn could not defend himself due to an injury sustained against Kevin Owens for the NXT Championship.", "targets": "Where did Chris Jericho win in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01550c146bc3480398bf6e24ce218dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretary of War Elihu Root (1899\u20131904) led the modernization of the Army. His goal of a uniformed chief of staff as general manager and a European-type general staff for planning was stymied by General Nelson A. Miles but did succeed in enlarging West Point and establishing the U.S. Army War College as well as the General Staff. Root changed the procedures for promotions and organized schools for the special branches of the service. He also devised the principle of rotating officers from staff to line. Root was concerned about the Army's role in governing the new territories acquired in 1898 and worked out the procedures for turning Cuba over to the Cubans, and wrote the charter of government for the Philippines.", "targets": "Who was the Secretary of War who modernized the US military at the beginning of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01550c146bc3480398bf6e24ce218dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretary of War Elihu Root (1899\u20131904) led the modernization of the Army. His goal of a uniformed chief of staff as general manager and a European-type general staff for planning was stymied by General Nelson A. Miles but did succeed in enlarging West Point and establishing the U.S. Army War College as well as the General Staff. Root changed the procedures for promotions and organized schools for the special branches of the service. He also devised the principle of rotating officers from staff to line. Root was concerned about the Army's role in governing the new territories acquired in 1898 and worked out the procedures for turning Cuba over to the Cubans, and wrote the charter of government for the Philippines.", "targets": "Which military academy did Root help grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01550c146bc3480398bf6e24ce218dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretary of War Elihu Root (1899\u20131904) led the modernization of the Army. His goal of a uniformed chief of staff as general manager and a European-type general staff for planning was stymied by General Nelson A. Miles but did succeed in enlarging West Point and establishing the U.S. Army War College as well as the General Staff. Root changed the procedures for promotions and organized schools for the special branches of the service. He also devised the principle of rotating officers from staff to line. Root was concerned about the Army's role in governing the new territories acquired in 1898 and worked out the procedures for turning Cuba over to the Cubans, and wrote the charter of government for the Philippines.", "targets": "What military advisement committee was established by Root?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01550c146bc3480398bf6e24ce218dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretary of War Elihu Root (1899\u20131904) led the modernization of the Army. His goal of a uniformed chief of staff as general manager and a European-type general staff for planning was stymied by General Nelson A. Miles but did succeed in enlarging West Point and establishing the U.S. Army War College as well as the General Staff. Root changed the procedures for promotions and organized schools for the special branches of the service. He also devised the principle of rotating officers from staff to line. Root was concerned about the Army's role in governing the new territories acquired in 1898 and worked out the procedures for turning Cuba over to the Cubans, and wrote the charter of government for the Philippines.", "targets": "What officer rotation doctrine was developed under Root's guidance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01550c146bc3480398bf6e24ce218dd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Secretary of War Elihu Root (1899\u20131904) led the modernization of the Army. His goal of a uniformed chief of staff as general manager and a European-type general staff for planning was stymied by General Nelson A. Miles but did succeed in enlarging West Point and establishing the U.S. Army War College as well as the General Staff. Root changed the procedures for promotions and organized schools for the special branches of the service. He also devised the principle of rotating officers from staff to line. Root was concerned about the Army's role in governing the new territories acquired in 1898 and worked out the procedures for turning Cuba over to the Cubans, and wrote the charter of government for the Philippines.", "targets": "What then-US protectorate did Root write a government charter for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5898263ce5d54f33abf241bbdfb4d8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late nineteenth century also brought the systematic study of color theory, and particularly the study of how complementary colors such as red and green reinforced each other when they were placed next to each other. These studies were avidly followed by artists such as Vincent van Gogh. Describing his painting, The Night Cafe, to his brother Theo in 1888, Van Gogh wrote: \"I sought to express with red and green the terrible human passions. The hall is blood red and pale yellow, with a green billiard table in the center, and four lamps of lemon yellow, with rays of orange and green. Everywhere it is a battle and antithesis of the most different reds and greens.\"", "targets": "When did the systematic study of color theory begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5898263ce5d54f33abf241bbdfb4d8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late nineteenth century also brought the systematic study of color theory, and particularly the study of how complementary colors such as red and green reinforced each other when they were placed next to each other. These studies were avidly followed by artists such as Vincent van Gogh. Describing his painting, The Night Cafe, to his brother Theo in 1888, Van Gogh wrote: \"I sought to express with red and green the terrible human passions. The hall is blood red and pale yellow, with a green billiard table in the center, and four lamps of lemon yellow, with rays of orange and green. Everywhere it is a battle and antithesis of the most different reds and greens.\"", "targets": "Who painted The Night Cafe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5898263ce5d54f33abf241bbdfb4d8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The late nineteenth century also brought the systematic study of color theory, and particularly the study of how complementary colors such as red and green reinforced each other when they were placed next to each other. These studies were avidly followed by artists such as Vincent van Gogh. Describing his painting, The Night Cafe, to his brother Theo in 1888, Van Gogh wrote: \"I sought to express with red and green the terrible human passions. The hall is blood red and pale yellow, with a green billiard table in the center, and four lamps of lemon yellow, with rays of orange and green. Everywhere it is a battle and antithesis of the most different reds and greens.\"", "targets": "What type of colors are red and green?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cb183f356741f89dd5c407ea1efbaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects.", "targets": "What type of insect employs the use of prime numbers in its evolutionary strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cb183f356741f89dd5c407ea1efbaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects.", "targets": "Where do cicadas spend the majority of their lives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cb183f356741f89dd5c407ea1efbaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects.", "targets": "Other than 7 and 13, what other year interval do cicadas pupate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cb183f356741f89dd5c407ea1efbaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects.", "targets": "What is the logic behind the cicadas prime number evolutionary strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8cb183f356741f89dd5c407ea1efbaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects.", "targets": "How much larger would cicada predator populations be if cicada outbreaks occurred at 14 and 15 year intervals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6bd05f784254e32b793b84c759b1040", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.", "targets": "What factor may make a teacher's role vary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6bd05f784254e32b793b84c759b1040", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.", "targets": "What is similar to literacy that a teacher would teach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6bd05f784254e32b793b84c759b1040", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.", "targets": "What is similar to vocational training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6bd05f784254e32b793b84c759b1040", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.", "targets": "What type of teaching would help the most with everyday life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e638b3cd080d4595865d63151951e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the Regular Force component of the Army consists of three field-ready brigade groups: 1 Canadian Mechanized Brigade Group, at CFB Edmonton and CFB Shilo; 2 Canadian Mechanized Brigade Group, at CFB Petawawa and CFB Gagetown; and 5 Canadian Mechanized Brigade Group, at CFB Valcartier and Quebec City. Each contains one regiment each of artillery, armour, and combat engineers, three battalions of infantry (all scaled in the British fashion), one battalion for logistics, a squadron for headquarters/signals, and several smaller support organizations. A tactical helicopter squadron and a field ambulance are co-located with each brigade, but do not form part of the brigade's command structure.", "targets": "How many brigades does the Army consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e638b3cd080d4595865d63151951e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the Regular Force component of the Army consists of three field-ready brigade groups: 1 Canadian Mechanized Brigade Group, at CFB Edmonton and CFB Shilo; 2 Canadian Mechanized Brigade Group, at CFB Petawawa and CFB Gagetown; and 5 Canadian Mechanized Brigade Group, at CFB Valcartier and Quebec City. Each contains one regiment each of artillery, armour, and combat engineers, three battalions of infantry (all scaled in the British fashion), one battalion for logistics, a squadron for headquarters/signals, and several smaller support organizations. A tactical helicopter squadron and a field ambulance are co-located with each brigade, but do not form part of the brigade's command structure.", "targets": "Each Brigade contains how many regiments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e638b3cd080d4595865d63151951e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the Regular Force component of the Army consists of three field-ready brigade groups: 1 Canadian Mechanized Brigade Group, at CFB Edmonton and CFB Shilo; 2 Canadian Mechanized Brigade Group, at CFB Petawawa and CFB Gagetown; and 5 Canadian Mechanized Brigade Group, at CFB Valcartier and Quebec City. Each contains one regiment each of artillery, armour, and combat engineers, three battalions of infantry (all scaled in the British fashion), one battalion for logistics, a squadron for headquarters/signals, and several smaller support organizations. A tactical helicopter squadron and a field ambulance are co-located with each brigade, but do not form part of the brigade's command structure.", "targets": "What squadron is present but not an official part of the Brigade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e638b3cd080d4595865d63151951e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the Regular Force component of the Army consists of three field-ready brigade groups: 1 Canadian Mechanized Brigade Group, at CFB Edmonton and CFB Shilo; 2 Canadian Mechanized Brigade Group, at CFB Petawawa and CFB Gagetown; and 5 Canadian Mechanized Brigade Group, at CFB Valcartier and Quebec City. Each contains one regiment each of artillery, armour, and combat engineers, three battalions of infantry (all scaled in the British fashion), one battalion for logistics, a squadron for headquarters/signals, and several smaller support organizations. A tactical helicopter squadron and a field ambulance are co-located with each brigade, but do not form part of the brigade's command structure.", "targets": "What medical group is present at all Brigades but not part of it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fac167f1488a4a06b5bf97d615d417fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1946 to 1964 five Departments of State did the work of the modern Ministry of Defence: the Admiralty, the War Office, the Air Ministry, the Ministry of Aviation, and an earlier form of the Ministry of Defence. These departments merged in 1964; the defence functions of the Ministry of Aviation Supply merged into the Ministry of Defence in 1971.", "targets": "During what years did the five Departments of State do the work of the modern Ministry of Defence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fac167f1488a4a06b5bf97d615d417fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1946 to 1964 five Departments of State did the work of the modern Ministry of Defence: the Admiralty, the War Office, the Air Ministry, the Ministry of Aviation, and an earlier form of the Ministry of Defence. These departments merged in 1964; the defence functions of the Ministry of Aviation Supply merged into the Ministry of Defence in 1971.", "targets": "What were the five Departments of State that did the work of the modern Ministry of Defence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fac167f1488a4a06b5bf97d615d417fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1946 to 1964 five Departments of State did the work of the modern Ministry of Defence: the Admiralty, the War Office, the Air Ministry, the Ministry of Aviation, and an earlier form of the Ministry of Defence. These departments merged in 1964; the defence functions of the Ministry of Aviation Supply merged into the Ministry of Defence in 1971.", "targets": "When did the defence functions of the Ministry of Aviation Supply merge into the Ministry of Defence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fac167f1488a4a06b5bf97d615d417fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1946 to 1964 five Departments of State did the work of the modern Ministry of Defence: the Admiralty, the War Office, the Air Ministry, the Ministry of Aviation, and an earlier form of the Ministry of Defence. These departments merged in 1964; the defence functions of the Ministry of Aviation Supply merged into the Ministry of Defence in 1971.", "targets": "All former Departments of State (except the Ministry of Aviation Supply) merged in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36f4139690f340f7bdbfe6a3827daa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rev. Theodore Hesburgh, C.S.C., (1917\u20132015) served as president for 35 years (1952\u201387) of dramatic transformations. In that time the annual operating budget rose by a factor of 18 from $9.7 million to $176.6 million, and the endowment by a factor of 40 from $9 million to $350 million, and research funding by a factor of 20 from $735,000 to $15 million. Enrollment nearly doubled from 4,979 to 9,600, faculty more than doubled 389 to 950, and degrees awarded annually doubled from 1,212 to 2,500.", "targets": "What was the lifespan of Theodore Hesburgh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36f4139690f340f7bdbfe6a3827daa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rev. Theodore Hesburgh, C.S.C., (1917\u20132015) served as president for 35 years (1952\u201387) of dramatic transformations. In that time the annual operating budget rose by a factor of 18 from $9.7 million to $176.6 million, and the endowment by a factor of 40 from $9 million to $350 million, and research funding by a factor of 20 from $735,000 to $15 million. Enrollment nearly doubled from 4,979 to 9,600, faculty more than doubled 389 to 950, and degrees awarded annually doubled from 1,212 to 2,500.", "targets": "In the time that Hesburgh was president of Notre Dame by what factor did the operating budget increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36f4139690f340f7bdbfe6a3827daa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rev. Theodore Hesburgh, C.S.C., (1917\u20132015) served as president for 35 years (1952\u201387) of dramatic transformations. In that time the annual operating budget rose by a factor of 18 from $9.7 million to $176.6 million, and the endowment by a factor of 40 from $9 million to $350 million, and research funding by a factor of 20 from $735,000 to $15 million. Enrollment nearly doubled from 4,979 to 9,600, faculty more than doubled 389 to 950, and degrees awarded annually doubled from 1,212 to 2,500.", "targets": "What was the size of the Notre Dame endowment when Theodore Hesburgh became president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36f4139690f340f7bdbfe6a3827daa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rev. Theodore Hesburgh, C.S.C., (1917\u20132015) served as president for 35 years (1952\u201387) of dramatic transformations. In that time the annual operating budget rose by a factor of 18 from $9.7 million to $176.6 million, and the endowment by a factor of 40 from $9 million to $350 million, and research funding by a factor of 20 from $735,000 to $15 million. Enrollment nearly doubled from 4,979 to 9,600, faculty more than doubled 389 to 950, and degrees awarded annually doubled from 1,212 to 2,500.", "targets": "During what years was Theodor Hesburgh president of Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36f4139690f340f7bdbfe6a3827daa7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rev. Theodore Hesburgh, C.S.C., (1917\u20132015) served as president for 35 years (1952\u201387) of dramatic transformations. In that time the annual operating budget rose by a factor of 18 from $9.7 million to $176.6 million, and the endowment by a factor of 40 from $9 million to $350 million, and research funding by a factor of 20 from $735,000 to $15 million. Enrollment nearly doubled from 4,979 to 9,600, faculty more than doubled 389 to 950, and degrees awarded annually doubled from 1,212 to 2,500.", "targets": "How many faculty members were at Notre Dame when Hesburgh left the role of president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6994639607545e887b4cca1aeb9926e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to technical limitations, the original ReWritable CD could be written no faster than 4x speed. High Speed ReWritable CD has a different design, which permits writing at speeds ranging from 4x to 12x. Original CD-RW drives can only write to original ReWritable CDs. High Speed CD-RW drives can typically write to both original ReWritable CDs and High Speed ReWritable CDs. Both types of CD-RW discs can be read in most CD drives. Higher speed CD-RW discs, Ultra Speed (16x to 24x write speed) and Ultra Speed+ (32x write speed) are now available.", "targets": "How fast could the first ReWritable CD be written?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6994639607545e887b4cca1aeb9926e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to technical limitations, the original ReWritable CD could be written no faster than 4x speed. High Speed ReWritable CD has a different design, which permits writing at speeds ranging from 4x to 12x. Original CD-RW drives can only write to original ReWritable CDs. High Speed CD-RW drives can typically write to both original ReWritable CDs and High Speed ReWritable CDs. Both types of CD-RW discs can be read in most CD drives. Higher speed CD-RW discs, Ultra Speed (16x to 24x write speed) and Ultra Speed+ (32x write speed) are now available.", "targets": "Which CD has writing speeds betwen 4x and 12x?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6994639607545e887b4cca1aeb9926e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to technical limitations, the original ReWritable CD could be written no faster than 4x speed. High Speed ReWritable CD has a different design, which permits writing at speeds ranging from 4x to 12x. Original CD-RW drives can only write to original ReWritable CDs. High Speed CD-RW drives can typically write to both original ReWritable CDs and High Speed ReWritable CDs. Both types of CD-RW discs can be read in most CD drives. Higher speed CD-RW discs, Ultra Speed (16x to 24x write speed) and Ultra Speed+ (32x write speed) are now available.", "targets": "How fast can Ultra Speed+ CDs write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6994639607545e887b4cca1aeb9926e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to technical limitations, the original ReWritable CD could be written no faster than 4x speed. High Speed ReWritable CD has a different design, which permits writing at speeds ranging from 4x to 12x. Original CD-RW drives can only write to original ReWritable CDs. High Speed CD-RW drives can typically write to both original ReWritable CDs and High Speed ReWritable CDs. Both types of CD-RW discs can be read in most CD drives. Higher speed CD-RW discs, Ultra Speed (16x to 24x write speed) and Ultra Speed+ (32x write speed) are now available.", "targets": "How fast can Ultra Speed CDs write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a1e055324e14fee83a51187f9c77a7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Great Basin and Columbia Plateau (the Intermontane Plateaus) are arid or semiarid regions that lie in the rain shadow of the Cascades and Sierra Nevada. Precipitation averages less than 15 inches (38 cm). The Southwest is a hot desert, with temperatures exceeding 100 \u00b0F (37.8 \u00b0C) for several weeks at a time in summer. The Southwest and the Great Basin are also affected by the monsoon from the Gulf of California from July to September, which brings localized but often severe thunderstorms to the region.", "targets": "Which areas have arid regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a1e055324e14fee83a51187f9c77a7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Great Basin and Columbia Plateau (the Intermontane Plateaus) are arid or semiarid regions that lie in the rain shadow of the Cascades and Sierra Nevada. Precipitation averages less than 15 inches (38 cm). The Southwest is a hot desert, with temperatures exceeding 100 \u00b0F (37.8 \u00b0C) for several weeks at a time in summer. The Southwest and the Great Basin are also affected by the monsoon from the Gulf of California from July to September, which brings localized but often severe thunderstorms to the region.", "targets": "What is the precipitation average in the Intermontane plateaus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a1e055324e14fee83a51187f9c77a7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Great Basin and Columbia Plateau (the Intermontane Plateaus) are arid or semiarid regions that lie in the rain shadow of the Cascades and Sierra Nevada. Precipitation averages less than 15 inches (38 cm). The Southwest is a hot desert, with temperatures exceeding 100 \u00b0F (37.8 \u00b0C) for several weeks at a time in summer. The Southwest and the Great Basin are also affected by the monsoon from the Gulf of California from July to September, which brings localized but often severe thunderstorms to the region.", "targets": "In the southwest, how high do temperatures get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a1e055324e14fee83a51187f9c77a7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Great Basin and Columbia Plateau (the Intermontane Plateaus) are arid or semiarid regions that lie in the rain shadow of the Cascades and Sierra Nevada. Precipitation averages less than 15 inches (38 cm). The Southwest is a hot desert, with temperatures exceeding 100 \u00b0F (37.8 \u00b0C) for several weeks at a time in summer. The Southwest and the Great Basin are also affected by the monsoon from the Gulf of California from July to September, which brings localized but often severe thunderstorms to the region.", "targets": "During which months are portions of the US affected by the monsoon from the Gulf of California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a1e055324e14fee83a51187f9c77a7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Great Basin and Columbia Plateau (the Intermontane Plateaus) are arid or semiarid regions that lie in the rain shadow of the Cascades and Sierra Nevada. Precipitation averages less than 15 inches (38 cm). The Southwest is a hot desert, with temperatures exceeding 100 \u00b0F (37.8 \u00b0C) for several weeks at a time in summer. The Southwest and the Great Basin are also affected by the monsoon from the Gulf of California from July to September, which brings localized but often severe thunderstorms to the region.", "targets": "What type of weather do monsoons bring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b98d0eff8e4dce902cef72c9811e29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1981 to 2010, the average annual precipitation measured at Seattle\u2013Tacoma International Airport was 37.49 inches (952 mm). Annual precipitation has ranged from 23.78 in (604 mm) in 1952 to 55.14 in (1,401 mm) in 1950; for water year (October 1 \u2013 September 30) precipitation, the range is 23.16 in (588 mm) in 1976\u201377 to 51.82 in (1,316 mm) in 1996\u201397. Due to local variations in microclimate, Seattle also receives significantly lower precipitation than some other locations west of the Cascades. Around 80 mi (129 km) to the west, the Hoh Rain Forest in Olympic National Park on the western flank of the Olympic Mountains receives an annual average precipitation of 142 in (3.61 m). Sixty miles to the south of Seattle, the state capital Olympia, which is out of the Olympic Mountains' rain shadow, receives an annual average precipitation of 50 in (1,270 mm). The city of Bremerton, about 15 mi (24 km) west of downtown Seattle, receives 56.4 in (1,430 mm) of precipitation annually.", "targets": "What is the average rainfall in Seattle? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b98d0eff8e4dce902cef72c9811e29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1981 to 2010, the average annual precipitation measured at Seattle\u2013Tacoma International Airport was 37.49 inches (952 mm). Annual precipitation has ranged from 23.78 in (604 mm) in 1952 to 55.14 in (1,401 mm) in 1950; for water year (October 1 \u2013 September 30) precipitation, the range is 23.16 in (588 mm) in 1976\u201377 to 51.82 in (1,316 mm) in 1996\u201397. Due to local variations in microclimate, Seattle also receives significantly lower precipitation than some other locations west of the Cascades. Around 80 mi (129 km) to the west, the Hoh Rain Forest in Olympic National Park on the western flank of the Olympic Mountains receives an annual average precipitation of 142 in (3.61 m). Sixty miles to the south of Seattle, the state capital Olympia, which is out of the Olympic Mountains' rain shadow, receives an annual average precipitation of 50 in (1,270 mm). The city of Bremerton, about 15 mi (24 km) west of downtown Seattle, receives 56.4 in (1,430 mm) of precipitation annually.", "targets": "Where on the Olympic Peninsula does the rainfall average 142 inches a year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b98d0eff8e4dce902cef72c9811e29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1981 to 2010, the average annual precipitation measured at Seattle\u2013Tacoma International Airport was 37.49 inches (952 mm). Annual precipitation has ranged from 23.78 in (604 mm) in 1952 to 55.14 in (1,401 mm) in 1950; for water year (October 1 \u2013 September 30) precipitation, the range is 23.16 in (588 mm) in 1976\u201377 to 51.82 in (1,316 mm) in 1996\u201397. Due to local variations in microclimate, Seattle also receives significantly lower precipitation than some other locations west of the Cascades. Around 80 mi (129 km) to the west, the Hoh Rain Forest in Olympic National Park on the western flank of the Olympic Mountains receives an annual average precipitation of 142 in (3.61 m). Sixty miles to the south of Seattle, the state capital Olympia, which is out of the Olympic Mountains' rain shadow, receives an annual average precipitation of 50 in (1,270 mm). The city of Bremerton, about 15 mi (24 km) west of downtown Seattle, receives 56.4 in (1,430 mm) of precipitation annually.", "targets": "What mountain range is the cause of the variance in rainfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b98d0eff8e4dce902cef72c9811e29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1981 to 2010, the average annual precipitation measured at Seattle\u2013Tacoma International Airport was 37.49 inches (952 mm). Annual precipitation has ranged from 23.78 in (604 mm) in 1952 to 55.14 in (1,401 mm) in 1950; for water year (October 1 \u2013 September 30) precipitation, the range is 23.16 in (588 mm) in 1976\u201377 to 51.82 in (1,316 mm) in 1996\u201397. Due to local variations in microclimate, Seattle also receives significantly lower precipitation than some other locations west of the Cascades. Around 80 mi (129 km) to the west, the Hoh Rain Forest in Olympic National Park on the western flank of the Olympic Mountains receives an annual average precipitation of 142 in (3.61 m). Sixty miles to the south of Seattle, the state capital Olympia, which is out of the Olympic Mountains' rain shadow, receives an annual average precipitation of 50 in (1,270 mm). The city of Bremerton, about 15 mi (24 km) west of downtown Seattle, receives 56.4 in (1,430 mm) of precipitation annually.", "targets": "What weather factor produces a great variance in local climates in the Seattle area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6b98d0eff8e4dce902cef72c9811e29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1981 to 2010, the average annual precipitation measured at Seattle\u2013Tacoma International Airport was 37.49 inches (952 mm). Annual precipitation has ranged from 23.78 in (604 mm) in 1952 to 55.14 in (1,401 mm) in 1950; for water year (October 1 \u2013 September 30) precipitation, the range is 23.16 in (588 mm) in 1976\u201377 to 51.82 in (1,316 mm) in 1996\u201397. Due to local variations in microclimate, Seattle also receives significantly lower precipitation than some other locations west of the Cascades. Around 80 mi (129 km) to the west, the Hoh Rain Forest in Olympic National Park on the western flank of the Olympic Mountains receives an annual average precipitation of 142 in (3.61 m). Sixty miles to the south of Seattle, the state capital Olympia, which is out of the Olympic Mountains' rain shadow, receives an annual average precipitation of 50 in (1,270 mm). The city of Bremerton, about 15 mi (24 km) west of downtown Seattle, receives 56.4 in (1,430 mm) of precipitation annually.", "targets": "What is the capital of the state of Washington?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cf1e1fe7e984af69a4275fb8aa4c6c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All military occupations were open to women in 1989, with the exception of submarine service, which opened in 2000. Throughout the 1990s, the introduction of women into the combat arms increased the potential recruiting pool by about 100 percent. It also provided opportunities for all persons to serve their country to the best of their abilities. Women were fully integrated in all occupations and roles by the government of Jean Chretien, and by 8 March 2000, even allowed to serve on submarines.", "targets": "What year were most military occupations opened to women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cf1e1fe7e984af69a4275fb8aa4c6c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All military occupations were open to women in 1989, with the exception of submarine service, which opened in 2000. Throughout the 1990s, the introduction of women into the combat arms increased the potential recruiting pool by about 100 percent. It also provided opportunities for all persons to serve their country to the best of their abilities. Women were fully integrated in all occupations and roles by the government of Jean Chretien, and by 8 March 2000, even allowed to serve on submarines.", "targets": "What military occupation wasn't opened to women until the 2000s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cf1e1fe7e984af69a4275fb8aa4c6c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All military occupations were open to women in 1989, with the exception of submarine service, which opened in 2000. Throughout the 1990s, the introduction of women into the combat arms increased the potential recruiting pool by about 100 percent. It also provided opportunities for all persons to serve their country to the best of their abilities. Women were fully integrated in all occupations and roles by the government of Jean Chretien, and by 8 March 2000, even allowed to serve on submarines.", "targets": "By how much did opening these jobs to women increase the recruiting pool by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cf1e1fe7e984af69a4275fb8aa4c6c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All military occupations were open to women in 1989, with the exception of submarine service, which opened in 2000. Throughout the 1990s, the introduction of women into the combat arms increased the potential recruiting pool by about 100 percent. It also provided opportunities for all persons to serve their country to the best of their abilities. Women were fully integrated in all occupations and roles by the government of Jean Chretien, and by 8 March 2000, even allowed to serve on submarines.", "targets": "Which government was responsible in Canadian history for this fact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d359ffa64dc184f40a7e76cfeddc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth was born in London to the Duke and Duchess of York, later King George VI and Queen Elizabeth, and was the elder of their two daughters. She was educated privately at home. Her father acceded to the throne on the abdication of his brother Edward VIII in 1936, from which time she was the heir presumptive. She began to undertake public duties during World War II, serving in the Auxiliary Territorial Service. In 1947, she married Philip, Duke of Edinburgh, with whom she has four children: Charles, Anne, Andrew, and Edward.", "targets": "In what city was Elizabeth born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d359ffa64dc184f40a7e76cfeddc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth was born in London to the Duke and Duchess of York, later King George VI and Queen Elizabeth, and was the elder of their two daughters. She was educated privately at home. Her father acceded to the throne on the abdication of his brother Edward VIII in 1936, from which time she was the heir presumptive. She began to undertake public duties during World War II, serving in the Auxiliary Territorial Service. In 1947, she married Philip, Duke of Edinburgh, with whom she has four children: Charles, Anne, Andrew, and Edward.", "targets": "At the time of her birth, what was the rank of Elizabeth's parents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d359ffa64dc184f40a7e76cfeddc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth was born in London to the Duke and Duchess of York, later King George VI and Queen Elizabeth, and was the elder of their two daughters. She was educated privately at home. Her father acceded to the throne on the abdication of his brother Edward VIII in 1936, from which time she was the heir presumptive. She began to undertake public duties during World War II, serving in the Auxiliary Territorial Service. In 1947, she married Philip, Duke of Edinburgh, with whom she has four children: Charles, Anne, Andrew, and Edward.", "targets": "What were Elizabeth's parents' titles after ascending to the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d359ffa64dc184f40a7e76cfeddc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth was born in London to the Duke and Duchess of York, later King George VI and Queen Elizabeth, and was the elder of their two daughters. She was educated privately at home. Her father acceded to the throne on the abdication of his brother Edward VIII in 1936, from which time she was the heir presumptive. She began to undertake public duties during World War II, serving in the Auxiliary Territorial Service. In 1947, she married Philip, Duke of Edinburgh, with whom she has four children: Charles, Anne, Andrew, and Edward.", "targets": "How many children did Elizabeth's parents have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc38d359ffa64dc184f40a7e76cfeddc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elizabeth was born in London to the Duke and Duchess of York, later King George VI and Queen Elizabeth, and was the elder of their two daughters. She was educated privately at home. Her father acceded to the throne on the abdication of his brother Edward VIII in 1936, from which time she was the heir presumptive. She began to undertake public duties during World War II, serving in the Auxiliary Territorial Service. In 1947, she married Philip, Duke of Edinburgh, with whom she has four children: Charles, Anne, Andrew, and Edward.", "targets": "What event caused Elizabeth's father to become King?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3299d1ae16f0472089fc41bbca170720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese Banners were made up of Han Chinese who defected to the Qing up to 1644 and joined the Eight Banners, giving them social and legal privileges in addition to being acculturated to Manchu culture. So many Han defected to the Qing and swelled the ranks of the Eight Banners that ethnic Manchus became a minority, making up only 16% in 1648, with Han Bannermen dominating at 75% and Mongol Bannermen making up the rest. This multi-ethnic force in which Manchus were only a minority conquered China for the Qing.", "targets": "What percent of bannermen did the Han represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3299d1ae16f0472089fc41bbca170720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese Banners were made up of Han Chinese who defected to the Qing up to 1644 and joined the Eight Banners, giving them social and legal privileges in addition to being acculturated to Manchu culture. So many Han defected to the Qing and swelled the ranks of the Eight Banners that ethnic Manchus became a minority, making up only 16% in 1648, with Han Bannermen dominating at 75% and Mongol Bannermen making up the rest. This multi-ethnic force in which Manchus were only a minority conquered China for the Qing.", "targets": "Who made up the Han Chinese Banners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3299d1ae16f0472089fc41bbca170720", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese Banners were made up of Han Chinese who defected to the Qing up to 1644 and joined the Eight Banners, giving them social and legal privileges in addition to being acculturated to Manchu culture. So many Han defected to the Qing and swelled the ranks of the Eight Banners that ethnic Manchus became a minority, making up only 16% in 1648, with Han Bannermen dominating at 75% and Mongol Bannermen making up the rest. This multi-ethnic force in which Manchus were only a minority conquered China for the Qing.", "targets": "Who besides the Manchus and the Han made up the Eight Banners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edea14df5c404d999b6925b6dc513873", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar distillation can be used to make saline or brackish water potable. The first recorded instance of this was by 16th-century Arab alchemists. A large-scale solar distillation project was first constructed in 1872 in the Chilean mining town of Las Salinas. The plant, which had solar collection area of 4,700 m2 (51,000 sq ft), could produce up to 22,700 L (5,000 imp gal; 6,000 US gal) per day and operate for 40 years. Individual still designs include single-slope, double-slope (or greenhouse type), vertical, conical, inverted absorber, multi-wick, and multiple effect. These stills can operate in passive, active, or hybrid modes. Double-slope stills are the most economical for decentralized domestic purposes, while active multiple effect units are more suitable for large-scale applications.", "targets": "In what year was a large scale solar distillation project constructed in Las Salinas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edea14df5c404d999b6925b6dc513873", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar distillation can be used to make saline or brackish water potable. The first recorded instance of this was by 16th-century Arab alchemists. A large-scale solar distillation project was first constructed in 1872 in the Chilean mining town of Las Salinas. The plant, which had solar collection area of 4,700 m2 (51,000 sq ft), could produce up to 22,700 L (5,000 imp gal; 6,000 US gal) per day and operate for 40 years. Individual still designs include single-slope, double-slope (or greenhouse type), vertical, conical, inverted absorber, multi-wick, and multiple effect. These stills can operate in passive, active, or hybrid modes. Double-slope stills are the most economical for decentralized domestic purposes, while active multiple effect units are more suitable for large-scale applications.", "targets": "What is used to make saline or brackish water drinkable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edea14df5c404d999b6925b6dc513873", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar distillation can be used to make saline or brackish water potable. The first recorded instance of this was by 16th-century Arab alchemists. A large-scale solar distillation project was first constructed in 1872 in the Chilean mining town of Las Salinas. The plant, which had solar collection area of 4,700 m2 (51,000 sq ft), could produce up to 22,700 L (5,000 imp gal; 6,000 US gal) per day and operate for 40 years. Individual still designs include single-slope, double-slope (or greenhouse type), vertical, conical, inverted absorber, multi-wick, and multiple effect. These stills can operate in passive, active, or hybrid modes. Double-slope stills are the most economical for decentralized domestic purposes, while active multiple effect units are more suitable for large-scale applications.", "targets": "By who was the first record of solar distillation done by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edea14df5c404d999b6925b6dc513873", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar distillation can be used to make saline or brackish water potable. The first recorded instance of this was by 16th-century Arab alchemists. A large-scale solar distillation project was first constructed in 1872 in the Chilean mining town of Las Salinas. The plant, which had solar collection area of 4,700 m2 (51,000 sq ft), could produce up to 22,700 L (5,000 imp gal; 6,000 US gal) per day and operate for 40 years. Individual still designs include single-slope, double-slope (or greenhouse type), vertical, conical, inverted absorber, multi-wick, and multiple effect. These stills can operate in passive, active, or hybrid modes. Double-slope stills are the most economical for decentralized domestic purposes, while active multiple effect units are more suitable for large-scale applications.", "targets": "When was the first large solar distillation plant created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edea14df5c404d999b6925b6dc513873", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar distillation can be used to make saline or brackish water potable. The first recorded instance of this was by 16th-century Arab alchemists. A large-scale solar distillation project was first constructed in 1872 in the Chilean mining town of Las Salinas. The plant, which had solar collection area of 4,700 m2 (51,000 sq ft), could produce up to 22,700 L (5,000 imp gal; 6,000 US gal) per day and operate for 40 years. Individual still designs include single-slope, double-slope (or greenhouse type), vertical, conical, inverted absorber, multi-wick, and multiple effect. These stills can operate in passive, active, or hybrid modes. Double-slope stills are the most economical for decentralized domestic purposes, while active multiple effect units are more suitable for large-scale applications.", "targets": "How much water was produced by the plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edea14df5c404d999b6925b6dc513873", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar distillation can be used to make saline or brackish water potable. The first recorded instance of this was by 16th-century Arab alchemists. A large-scale solar distillation project was first constructed in 1872 in the Chilean mining town of Las Salinas. The plant, which had solar collection area of 4,700 m2 (51,000 sq ft), could produce up to 22,700 L (5,000 imp gal; 6,000 US gal) per day and operate for 40 years. Individual still designs include single-slope, double-slope (or greenhouse type), vertical, conical, inverted absorber, multi-wick, and multiple effect. These stills can operate in passive, active, or hybrid modes. Double-slope stills are the most economical for decentralized domestic purposes, while active multiple effect units are more suitable for large-scale applications.", "targets": "What is an example of a solar distillation design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beb01b87265d4029a032c827afc14870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Elizabeth marked the Silver Jubilee of her accession. Parties and events took place throughout the Commonwealth, many coinciding with her associated national and Commonwealth tours. The celebrations re-affirmed the Queen's popularity, despite virtually coincident negative press coverage of Princess Margaret's separation from her husband. In 1978, the Queen endured a state visit to the United Kingdom by Romania's communist dictator, Nicolae Ceau\u0219escu, and his wife, Elena, though privately she thought they had \"blood on their hands\". The following year brought two blows: one was the unmasking of Anthony Blunt, former Surveyor of the Queen's Pictures, as a communist spy; the other was the assassination of her relative and in-law Lord Mountbatten by the Provisional Irish Republican Army.", "targets": "What Jubilee did Elizabeth celebrate in 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beb01b87265d4029a032c827afc14870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Elizabeth marked the Silver Jubilee of her accession. Parties and events took place throughout the Commonwealth, many coinciding with her associated national and Commonwealth tours. The celebrations re-affirmed the Queen's popularity, despite virtually coincident negative press coverage of Princess Margaret's separation from her husband. In 1978, the Queen endured a state visit to the United Kingdom by Romania's communist dictator, Nicolae Ceau\u0219escu, and his wife, Elena, though privately she thought they had \"blood on their hands\". The following year brought two blows: one was the unmasking of Anthony Blunt, former Surveyor of the Queen's Pictures, as a communist spy; the other was the assassination of her relative and in-law Lord Mountbatten by the Provisional Irish Republican Army.", "targets": "When did Princess Margaret separate from her husband?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beb01b87265d4029a032c827afc14870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Elizabeth marked the Silver Jubilee of her accession. Parties and events took place throughout the Commonwealth, many coinciding with her associated national and Commonwealth tours. The celebrations re-affirmed the Queen's popularity, despite virtually coincident negative press coverage of Princess Margaret's separation from her husband. In 1978, the Queen endured a state visit to the United Kingdom by Romania's communist dictator, Nicolae Ceau\u0219escu, and his wife, Elena, though privately she thought they had \"blood on their hands\". The following year brought two blows: one was the unmasking of Anthony Blunt, former Surveyor of the Queen's Pictures, as a communist spy; the other was the assassination of her relative and in-law Lord Mountbatten by the Provisional Irish Republican Army.", "targets": "In what year did Nicolae Ceausescu visit the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beb01b87265d4029a032c827afc14870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Elizabeth marked the Silver Jubilee of her accession. Parties and events took place throughout the Commonwealth, many coinciding with her associated national and Commonwealth tours. The celebrations re-affirmed the Queen's popularity, despite virtually coincident negative press coverage of Princess Margaret's separation from her husband. In 1978, the Queen endured a state visit to the United Kingdom by Romania's communist dictator, Nicolae Ceau\u0219escu, and his wife, Elena, though privately she thought they had \"blood on their hands\". The following year brought two blows: one was the unmasking of Anthony Blunt, former Surveyor of the Queen's Pictures, as a communist spy; the other was the assassination of her relative and in-law Lord Mountbatten by the Provisional Irish Republican Army.", "targets": "Who, in 1979, was discovered to be a communist spy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-beb01b87265d4029a032c827afc14870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1977, Elizabeth marked the Silver Jubilee of her accession. Parties and events took place throughout the Commonwealth, many coinciding with her associated national and Commonwealth tours. The celebrations re-affirmed the Queen's popularity, despite virtually coincident negative press coverage of Princess Margaret's separation from her husband. In 1978, the Queen endured a state visit to the United Kingdom by Romania's communist dictator, Nicolae Ceau\u0219escu, and his wife, Elena, though privately she thought they had \"blood on their hands\". The following year brought two blows: one was the unmasking of Anthony Blunt, former Surveyor of the Queen's Pictures, as a communist spy; the other was the assassination of her relative and in-law Lord Mountbatten by the Provisional Irish Republican Army.", "targets": "What group assassinated Lord Mountbatten?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b65c61e35c4cdd96715a3ebb936eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Cowan Powers and his family recorded their old-time music from 1924-1926, his daughter Orpha Powers was one of the earliest known southern-music artists to record with the mandolin. By the 1930s, single mandolins were becoming more commonly used in southern string band music, most notably by brother duets such as the sedate Blue Sky Boys (Bill Bolick and Earl Bolick) and the more hard-driving Monroe Brothers (Bill Monroe and Charlie Monroe). However, the mandolin's modern popularity in country music can be directly traced to one man: Bill Monroe, the father of bluegrass music. After the Monroe Brothers broke up in 1939, Bill Monroe formed his own group, after a brief time called the Blue Grass Boys, and completed the transition of mandolin styles from a \"parlor\" sound typical of brother duets to the modern \"bluegrass\" style. He joined the Grand Ole Opry in 1939 and its powerful clear-channel broadcast signal on WSM-AM spread his style throughout the South, directly inspiring many musicians to take up the mandolin. Monroe famously played Gibson F-5 mandolin, signed and dated July 9, 1923, by Lloyd Loar, chief acoustic engineer at Gibson. The F-5 has since become the most imitated tonally and aesthetically by modern builders.", "targets": "What family recorded an old-time music in 1924-1926?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b65c61e35c4cdd96715a3ebb936eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Cowan Powers and his family recorded their old-time music from 1924-1926, his daughter Orpha Powers was one of the earliest known southern-music artists to record with the mandolin. By the 1930s, single mandolins were becoming more commonly used in southern string band music, most notably by brother duets such as the sedate Blue Sky Boys (Bill Bolick and Earl Bolick) and the more hard-driving Monroe Brothers (Bill Monroe and Charlie Monroe). However, the mandolin's modern popularity in country music can be directly traced to one man: Bill Monroe, the father of bluegrass music. After the Monroe Brothers broke up in 1939, Bill Monroe formed his own group, after a brief time called the Blue Grass Boys, and completed the transition of mandolin styles from a \"parlor\" sound typical of brother duets to the modern \"bluegrass\" style. He joined the Grand Ole Opry in 1939 and its powerful clear-channel broadcast signal on WSM-AM spread his style throughout the South, directly inspiring many musicians to take up the mandolin. Monroe famously played Gibson F-5 mandolin, signed and dated July 9, 1923, by Lloyd Loar, chief acoustic engineer at Gibson. The F-5 has since become the most imitated tonally and aesthetically by modern builders.", "targets": "Who was the earliest known southern music artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b65c61e35c4cdd96715a3ebb936eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Cowan Powers and his family recorded their old-time music from 1924-1926, his daughter Orpha Powers was one of the earliest known southern-music artists to record with the mandolin. By the 1930s, single mandolins were becoming more commonly used in southern string band music, most notably by brother duets such as the sedate Blue Sky Boys (Bill Bolick and Earl Bolick) and the more hard-driving Monroe Brothers (Bill Monroe and Charlie Monroe). However, the mandolin's modern popularity in country music can be directly traced to one man: Bill Monroe, the father of bluegrass music. After the Monroe Brothers broke up in 1939, Bill Monroe formed his own group, after a brief time called the Blue Grass Boys, and completed the transition of mandolin styles from a \"parlor\" sound typical of brother duets to the modern \"bluegrass\" style. He joined the Grand Ole Opry in 1939 and its powerful clear-channel broadcast signal on WSM-AM spread his style throughout the South, directly inspiring many musicians to take up the mandolin. Monroe famously played Gibson F-5 mandolin, signed and dated July 9, 1923, by Lloyd Loar, chief acoustic engineer at Gibson. The F-5 has since become the most imitated tonally and aesthetically by modern builders.", "targets": "What type of mandolin was becoming popular by 1930's? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b65c61e35c4cdd96715a3ebb936eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Cowan Powers and his family recorded their old-time music from 1924-1926, his daughter Orpha Powers was one of the earliest known southern-music artists to record with the mandolin. By the 1930s, single mandolins were becoming more commonly used in southern string band music, most notably by brother duets such as the sedate Blue Sky Boys (Bill Bolick and Earl Bolick) and the more hard-driving Monroe Brothers (Bill Monroe and Charlie Monroe). However, the mandolin's modern popularity in country music can be directly traced to one man: Bill Monroe, the father of bluegrass music. After the Monroe Brothers broke up in 1939, Bill Monroe formed his own group, after a brief time called the Blue Grass Boys, and completed the transition of mandolin styles from a \"parlor\" sound typical of brother duets to the modern \"bluegrass\" style. He joined the Grand Ole Opry in 1939 and its powerful clear-channel broadcast signal on WSM-AM spread his style throughout the South, directly inspiring many musicians to take up the mandolin. Monroe famously played Gibson F-5 mandolin, signed and dated July 9, 1923, by Lloyd Loar, chief acoustic engineer at Gibson. The F-5 has since become the most imitated tonally and aesthetically by modern builders.", "targets": "Who was considered the father of Bluegrass music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b65c61e35c4cdd96715a3ebb936eeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Cowan Powers and his family recorded their old-time music from 1924-1926, his daughter Orpha Powers was one of the earliest known southern-music artists to record with the mandolin. By the 1930s, single mandolins were becoming more commonly used in southern string band music, most notably by brother duets such as the sedate Blue Sky Boys (Bill Bolick and Earl Bolick) and the more hard-driving Monroe Brothers (Bill Monroe and Charlie Monroe). However, the mandolin's modern popularity in country music can be directly traced to one man: Bill Monroe, the father of bluegrass music. After the Monroe Brothers broke up in 1939, Bill Monroe formed his own group, after a brief time called the Blue Grass Boys, and completed the transition of mandolin styles from a \"parlor\" sound typical of brother duets to the modern \"bluegrass\" style. He joined the Grand Ole Opry in 1939 and its powerful clear-channel broadcast signal on WSM-AM spread his style throughout the South, directly inspiring many musicians to take up the mandolin. Monroe famously played Gibson F-5 mandolin, signed and dated July 9, 1923, by Lloyd Loar, chief acoustic engineer at Gibson. The F-5 has since become the most imitated tonally and aesthetically by modern builders.", "targets": "What was Bill Monroe's group called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-401ab097486e4edbae3176c5383b1a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other less likely contenders are Guam and the United States Virgin Islands, both of which are unincorporated organized territories of the United States. Also, the Northern Mariana Islands and American Samoa, an unorganized, unincorporated territory, could both attempt to gain statehood. Some proposals call for the Virgin Islands to be admitted with Puerto Rico as one state (often known as the proposed \"Commonwealth of Prusvi\", for Puerto Rico/U.S. Virgin Islands, or as \"Puerto Virgo\"), and for the amalgamation of U.S. territories or former territories in the Pacific Ocean, in the manner of the \"Greater Hawaii\" concept of the 1960s. Guam and the Northern Mariana Islands would be admitted as one state, along with Palau, the Federated States of Micronesia, and the Marshall Islands (although these latter three entities are now separate sovereign nations, which have Compact of Free Association relationships with the United States). Such a state would have a population of 412,381 (slightly lower than Wyoming's population) and a land area of 911.82 square miles (2,361.6 km2) (slightly smaller than Rhode Island). American Samoa could possibly be part of such a state, increasing the population to 467,900 and the area to 988.65 square miles (2,560.6 km2). Radio Australia, in late May 2008, issued signs of Guam and the Northern Mariana Islands becoming one again and becoming the 51st state.", "targets": "What is another likely country for statehood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-401ab097486e4edbae3176c5383b1a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other less likely contenders are Guam and the United States Virgin Islands, both of which are unincorporated organized territories of the United States. Also, the Northern Mariana Islands and American Samoa, an unorganized, unincorporated territory, could both attempt to gain statehood. Some proposals call for the Virgin Islands to be admitted with Puerto Rico as one state (often known as the proposed \"Commonwealth of Prusvi\", for Puerto Rico/U.S. Virgin Islands, or as \"Puerto Virgo\"), and for the amalgamation of U.S. territories or former territories in the Pacific Ocean, in the manner of the \"Greater Hawaii\" concept of the 1960s. Guam and the Northern Mariana Islands would be admitted as one state, along with Palau, the Federated States of Micronesia, and the Marshall Islands (although these latter three entities are now separate sovereign nations, which have Compact of Free Association relationships with the United States). Such a state would have a population of 412,381 (slightly lower than Wyoming's population) and a land area of 911.82 square miles (2,361.6 km2) (slightly smaller than Rhode Island). American Samoa could possibly be part of such a state, increasing the population to 467,900 and the area to 988.65 square miles (2,560.6 km2). Radio Australia, in late May 2008, issued signs of Guam and the Northern Mariana Islands becoming one again and becoming the 51st state.", "targets": "What is another likely country for statehood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-401ab097486e4edbae3176c5383b1a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other less likely contenders are Guam and the United States Virgin Islands, both of which are unincorporated organized territories of the United States. Also, the Northern Mariana Islands and American Samoa, an unorganized, unincorporated territory, could both attempt to gain statehood. Some proposals call for the Virgin Islands to be admitted with Puerto Rico as one state (often known as the proposed \"Commonwealth of Prusvi\", for Puerto Rico/U.S. Virgin Islands, or as \"Puerto Virgo\"), and for the amalgamation of U.S. territories or former territories in the Pacific Ocean, in the manner of the \"Greater Hawaii\" concept of the 1960s. Guam and the Northern Mariana Islands would be admitted as one state, along with Palau, the Federated States of Micronesia, and the Marshall Islands (although these latter three entities are now separate sovereign nations, which have Compact of Free Association relationships with the United States). Such a state would have a population of 412,381 (slightly lower than Wyoming's population) and a land area of 911.82 square miles (2,361.6 km2) (slightly smaller than Rhode Island). American Samoa could possibly be part of such a state, increasing the population to 467,900 and the area to 988.65 square miles (2,560.6 km2). Radio Australia, in late May 2008, issued signs of Guam and the Northern Mariana Islands becoming one again and becoming the 51st state.", "targets": "What entity reported on Guam and the Northern Mariana Islands becoming one again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a141f2d21724576bdd1d44104834979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to the speed of compression, which is proportional to the number of operations required by the algorithm, here latency refers to the number of samples that must be analysed before a block of audio is processed. In the minimum case, latency is zero samples (e.g., if the coder/decoder simply reduces the number of bits used to quantize the signal). Time domain algorithms such as LPC also often have low latencies, hence their popularity in speech coding for telephony. In algorithms such as MP3, however, a large number of samples have to be analyzed to implement a psychoacoustic model in the frequency domain, and latency is on the order of 23 ms (46 ms for two-way communication)).", "targets": "What refers to the number of samples that must be analysed before a block of audio is processed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a141f2d21724576bdd1d44104834979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to the speed of compression, which is proportional to the number of operations required by the algorithm, here latency refers to the number of samples that must be analysed before a block of audio is processed. In the minimum case, latency is zero samples (e.g., if the coder/decoder simply reduces the number of bits used to quantize the signal). Time domain algorithms such as LPC also often have low latencies, hence their popularity in speech coding for telephony. In algorithms such as MP3, however, a large number of samples have to be analyzed to implement a psychoacoustic model in the frequency domain, and latency is on the order of 23 ms (46 ms for two-way communication)).", "targets": "What has zero samples in a minimum case?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a141f2d21724576bdd1d44104834979", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast to the speed of compression, which is proportional to the number of operations required by the algorithm, here latency refers to the number of samples that must be analysed before a block of audio is processed. In the minimum case, latency is zero samples (e.g., if the coder/decoder simply reduces the number of bits used to quantize the signal). Time domain algorithms such as LPC also often have low latencies, hence their popularity in speech coding for telephony. In algorithms such as MP3, however, a large number of samples have to be analyzed to implement a psychoacoustic model in the frequency domain, and latency is on the order of 23 ms (46 ms for two-way communication)).", "targets": "What often has low latencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f89d24103ad41afa1b79c8a66a22e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is served by Mexico City International Airport (IATA Airport Code: MEX). This airport is Latin America's second busiest and one of the largests in traffic, with daily flights to United States and Canada, mainland Mexico, Central America and the Caribbean, South America, Europe and Asia. Aerom\u00e9xico (Skyteam) is based at this airport, and provide codeshare agreements with non-Mexican airlines that span the entire globe. In 2014, the airport handled well over 34 million passengers, just over 2 million more than the year before. This traffic exceeds the current capacity of the airport, which has historically centralized the majority of air traffic in the country. An alternate option is Lic. Adolfo L\u00f3pez Mateos International Airport (IATA Airport Code: TLC) in nearby Toluca, State of Mexico, although due to several airlines' decisions to terminate service to TLC, the airport has seen a passenger drop to just over 700,000 passengers in 2014 from over 2.1 million passengers just four years prior.", "targets": "What is the name of the major airport in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f89d24103ad41afa1b79c8a66a22e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is served by Mexico City International Airport (IATA Airport Code: MEX). This airport is Latin America's second busiest and one of the largests in traffic, with daily flights to United States and Canada, mainland Mexico, Central America and the Caribbean, South America, Europe and Asia. Aerom\u00e9xico (Skyteam) is based at this airport, and provide codeshare agreements with non-Mexican airlines that span the entire globe. In 2014, the airport handled well over 34 million passengers, just over 2 million more than the year before. This traffic exceeds the current capacity of the airport, which has historically centralized the majority of air traffic in the country. An alternate option is Lic. Adolfo L\u00f3pez Mateos International Airport (IATA Airport Code: TLC) in nearby Toluca, State of Mexico, although due to several airlines' decisions to terminate service to TLC, the airport has seen a passenger drop to just over 700,000 passengers in 2014 from over 2.1 million passengers just four years prior.", "targets": "What is the short hand code for Mexico City's largest airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f89d24103ad41afa1b79c8a66a22e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is served by Mexico City International Airport (IATA Airport Code: MEX). This airport is Latin America's second busiest and one of the largests in traffic, with daily flights to United States and Canada, mainland Mexico, Central America and the Caribbean, South America, Europe and Asia. Aerom\u00e9xico (Skyteam) is based at this airport, and provide codeshare agreements with non-Mexican airlines that span the entire globe. In 2014, the airport handled well over 34 million passengers, just over 2 million more than the year before. This traffic exceeds the current capacity of the airport, which has historically centralized the majority of air traffic in the country. An alternate option is Lic. Adolfo L\u00f3pez Mateos International Airport (IATA Airport Code: TLC) in nearby Toluca, State of Mexico, although due to several airlines' decisions to terminate service to TLC, the airport has seen a passenger drop to just over 700,000 passengers in 2014 from over 2.1 million passengers just four years prior.", "targets": "About how many passengers come through the Mexico City International Airport each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f89d24103ad41afa1b79c8a66a22e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is served by Mexico City International Airport (IATA Airport Code: MEX). This airport is Latin America's second busiest and one of the largests in traffic, with daily flights to United States and Canada, mainland Mexico, Central America and the Caribbean, South America, Europe and Asia. Aerom\u00e9xico (Skyteam) is based at this airport, and provide codeshare agreements with non-Mexican airlines that span the entire globe. In 2014, the airport handled well over 34 million passengers, just over 2 million more than the year before. This traffic exceeds the current capacity of the airport, which has historically centralized the majority of air traffic in the country. An alternate option is Lic. Adolfo L\u00f3pez Mateos International Airport (IATA Airport Code: TLC) in nearby Toluca, State of Mexico, although due to several airlines' decisions to terminate service to TLC, the airport has seen a passenger drop to just over 700,000 passengers in 2014 from over 2.1 million passengers just four years prior.", "targets": "What is the name of the smaller airport near Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f89d24103ad41afa1b79c8a66a22e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City is served by Mexico City International Airport (IATA Airport Code: MEX). This airport is Latin America's second busiest and one of the largests in traffic, with daily flights to United States and Canada, mainland Mexico, Central America and the Caribbean, South America, Europe and Asia. Aerom\u00e9xico (Skyteam) is based at this airport, and provide codeshare agreements with non-Mexican airlines that span the entire globe. In 2014, the airport handled well over 34 million passengers, just over 2 million more than the year before. This traffic exceeds the current capacity of the airport, which has historically centralized the majority of air traffic in the country. An alternate option is Lic. Adolfo L\u00f3pez Mateos International Airport (IATA Airport Code: TLC) in nearby Toluca, State of Mexico, although due to several airlines' decisions to terminate service to TLC, the airport has seen a passenger drop to just over 700,000 passengers in 2014 from over 2.1 million passengers just four years prior.", "targets": "How many passengers come through Adolfo Lopez Mateos International Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02f14347f0e4842832a77f73ff1920d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northeastern Puntland region has around six private radio stations, including Radio Garowe, Radio Daljir, Radio Codka-Nabbada and Radio Codka-Mudug. Radio Gaalkacyo, formerly known as Radio Free Somalia, operates from Galkayo in the north-central Mudug province. Additionally, the Somaliland region in the northwest has one government-operated radio station.", "targets": "About how many private radio stations does the region of Puntland have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02f14347f0e4842832a77f73ff1920d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northeastern Puntland region has around six private radio stations, including Radio Garowe, Radio Daljir, Radio Codka-Nabbada and Radio Codka-Mudug. Radio Gaalkacyo, formerly known as Radio Free Somalia, operates from Galkayo in the north-central Mudug province. Additionally, the Somaliland region in the northwest has one government-operated radio station.", "targets": "What is the former name of Radio Gaalkacyo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02f14347f0e4842832a77f73ff1920d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northeastern Puntland region has around six private radio stations, including Radio Garowe, Radio Daljir, Radio Codka-Nabbada and Radio Codka-Mudug. Radio Gaalkacyo, formerly known as Radio Free Somalia, operates from Galkayo in the north-central Mudug province. Additionally, the Somaliland region in the northwest has one government-operated radio station.", "targets": "Where does RAdio Gaalkacyo operate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02f14347f0e4842832a77f73ff1920d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northeastern Puntland region has around six private radio stations, including Radio Garowe, Radio Daljir, Radio Codka-Nabbada and Radio Codka-Mudug. Radio Gaalkacyo, formerly known as Radio Free Somalia, operates from Galkayo in the north-central Mudug province. Additionally, the Somaliland region in the northwest has one government-operated radio station.", "targets": "What province is Galkayo located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02f14347f0e4842832a77f73ff1920d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northeastern Puntland region has around six private radio stations, including Radio Garowe, Radio Daljir, Radio Codka-Nabbada and Radio Codka-Mudug. Radio Gaalkacyo, formerly known as Radio Free Somalia, operates from Galkayo in the north-central Mudug province. Additionally, the Somaliland region in the northwest has one government-operated radio station.", "targets": "How many government operated radio stations exist in the Somaliland region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c195449916a9418daf6f9aa118230c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assure/Dissuade/Deter is a mission set derived from the Air Force's readiness to carry out the nuclear strike operations mission as well as from specific actions taken to assure allies as a part of extended deterrence. Dissuading others from acquiring or proliferating WMD, and the means to deliver them, contributes to promoting security and is also an integral part of this mission. Moreover, different deterrence strategies are required to deter various adversaries, whether they are a nation state, or non-state/transnational actor. The Air Force maintains and presents credible deterrent capabilities through successful visible demonstrations and exercises which assure allies, dissuade proliferation, deter potential adversaries from actions that threaten US national security or the populations and deployed military forces of the US, its allies and friends.", "targets": "What is the mission set of the Air Force called that includes nuclear strike operations? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c195449916a9418daf6f9aa118230c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assure/Dissuade/Deter is a mission set derived from the Air Force's readiness to carry out the nuclear strike operations mission as well as from specific actions taken to assure allies as a part of extended deterrence. Dissuading others from acquiring or proliferating WMD, and the means to deliver them, contributes to promoting security and is also an integral part of this mission. Moreover, different deterrence strategies are required to deter various adversaries, whether they are a nation state, or non-state/transnational actor. The Air Force maintains and presents credible deterrent capabilities through successful visible demonstrations and exercises which assure allies, dissuade proliferation, deter potential adversaries from actions that threaten US national security or the populations and deployed military forces of the US, its allies and friends.", "targets": "How does the Air Force promote security to its allies? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c195449916a9418daf6f9aa118230c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assure/Dissuade/Deter is a mission set derived from the Air Force's readiness to carry out the nuclear strike operations mission as well as from specific actions taken to assure allies as a part of extended deterrence. Dissuading others from acquiring or proliferating WMD, and the means to deliver them, contributes to promoting security and is also an integral part of this mission. Moreover, different deterrence strategies are required to deter various adversaries, whether they are a nation state, or non-state/transnational actor. The Air Force maintains and presents credible deterrent capabilities through successful visible demonstrations and exercises which assure allies, dissuade proliferation, deter potential adversaries from actions that threaten US national security or the populations and deployed military forces of the US, its allies and friends.", "targets": "What is the US Air Force prepared to do to support its allies? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c195449916a9418daf6f9aa118230c4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assure/Dissuade/Deter is a mission set derived from the Air Force's readiness to carry out the nuclear strike operations mission as well as from specific actions taken to assure allies as a part of extended deterrence. Dissuading others from acquiring or proliferating WMD, and the means to deliver them, contributes to promoting security and is also an integral part of this mission. Moreover, different deterrence strategies are required to deter various adversaries, whether they are a nation state, or non-state/transnational actor. The Air Force maintains and presents credible deterrent capabilities through successful visible demonstrations and exercises which assure allies, dissuade proliferation, deter potential adversaries from actions that threaten US national security or the populations and deployed military forces of the US, its allies and friends.", "targets": "What do potential adversaries threaten that the US Air Force prevents? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc3ea3fafdf437ca580c9f9bbe2fea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the American Colonization Society began sending African-American volunteers to the Pepper Coast to establish a colony for freed African Americans. By 1867, the ACS (and state-related chapters) had assisted in the migration of more than 13,000 African Americans to Liberia. These free African Americans and their descendants married within their community and came to identify as Americo-Liberians. Many were of mixed race and educated in American culture; they did not identify with the indigenous natives of the tribes they encountered. They intermarried largely within the colonial community, developing an ethnic group that had a cultural tradition infused with American notions of political republicanism and Protestant Christianity.", "targets": "African  Americans were sent to the pepper coast to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc3ea3fafdf437ca580c9f9bbe2fea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the American Colonization Society began sending African-American volunteers to the Pepper Coast to establish a colony for freed African Americans. By 1867, the ACS (and state-related chapters) had assisted in the migration of more than 13,000 African Americans to Liberia. These free African Americans and their descendants married within their community and came to identify as Americo-Liberians. Many were of mixed race and educated in American culture; they did not identify with the indigenous natives of the tribes they encountered. They intermarried largely within the colonial community, developing an ethnic group that had a cultural tradition infused with American notions of political republicanism and Protestant Christianity.", "targets": "By 1837 the ACS had assisted in moving how many african americans to liberia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc3ea3fafdf437ca580c9f9bbe2fea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the American Colonization Society began sending African-American volunteers to the Pepper Coast to establish a colony for freed African Americans. By 1867, the ACS (and state-related chapters) had assisted in the migration of more than 13,000 African Americans to Liberia. These free African Americans and their descendants married within their community and came to identify as Americo-Liberians. Many were of mixed race and educated in American culture; they did not identify with the indigenous natives of the tribes they encountered. They intermarried largely within the colonial community, developing an ethnic group that had a cultural tradition infused with American notions of political republicanism and Protestant Christianity.", "targets": "What did African Americans who were moved to Liberia identify as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc3ea3fafdf437ca580c9f9bbe2fea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the American Colonization Society began sending African-American volunteers to the Pepper Coast to establish a colony for freed African Americans. By 1867, the ACS (and state-related chapters) had assisted in the migration of more than 13,000 African Americans to Liberia. These free African Americans and their descendants married within their community and came to identify as Americo-Liberians. Many were of mixed race and educated in American culture; they did not identify with the indigenous natives of the tribes they encountered. They intermarried largely within the colonial community, developing an ethnic group that had a cultural tradition infused with American notions of political republicanism and Protestant Christianity.", "targets": "Who did Americo-Liberians not identify with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc3ea3fafdf437ca580c9f9bbe2fea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the American Colonization Society began sending African-American volunteers to the Pepper Coast to establish a colony for freed African Americans. By 1867, the ACS (and state-related chapters) had assisted in the migration of more than 13,000 African Americans to Liberia. These free African Americans and their descendants married within their community and came to identify as Americo-Liberians. Many were of mixed race and educated in American culture; they did not identify with the indigenous natives of the tribes they encountered. They intermarried largely within the colonial community, developing an ethnic group that had a cultural tradition infused with American notions of political republicanism and Protestant Christianity.", "targets": "What did African Americans moved to Liberia keep from America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d3e4f6320e4119a027e732c6e6f6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants can be differentiated according to how they have been influenced by important movements since the Reformation, today regarded as branches. Some of these movements have a common lineage, sometimes directly spawning individual denominations. Due to the earlier stated multitude of denominations, this section discusses only the largest denominational families, or branches, widely considered to be a part of Protestantism. These are, in alphabetical order: Adventist, Anglican, Baptist, Calvinist (Reformed), Lutheran, Methodist and Pentecostal. A small but historically significant Anabaptist branch is also discussed.", "targets": "What is another name for denominational families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d3e4f6320e4119a027e732c6e6f6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants can be differentiated according to how they have been influenced by important movements since the Reformation, today regarded as branches. Some of these movements have a common lineage, sometimes directly spawning individual denominations. Due to the earlier stated multitude of denominations, this section discusses only the largest denominational families, or branches, widely considered to be a part of Protestantism. These are, in alphabetical order: Adventist, Anglican, Baptist, Calvinist (Reformed), Lutheran, Methodist and Pentecostal. A small but historically significant Anabaptist branch is also discussed.", "targets": "What are the major branches of Protestantism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d3e4f6320e4119a027e732c6e6f6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants can be differentiated according to how they have been influenced by important movements since the Reformation, today regarded as branches. Some of these movements have a common lineage, sometimes directly spawning individual denominations. Due to the earlier stated multitude of denominations, this section discusses only the largest denominational families, or branches, widely considered to be a part of Protestantism. These are, in alphabetical order: Adventist, Anglican, Baptist, Calvinist (Reformed), Lutheran, Methodist and Pentecostal. A small but historically significant Anabaptist branch is also discussed.", "targets": "What created the differentiation of Protestant branches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d3e4f6320e4119a027e732c6e6f6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants can be differentiated according to how they have been influenced by important movements since the Reformation, today regarded as branches. Some of these movements have a common lineage, sometimes directly spawning individual denominations. Due to the earlier stated multitude of denominations, this section discusses only the largest denominational families, or branches, widely considered to be a part of Protestantism. These are, in alphabetical order: Adventist, Anglican, Baptist, Calvinist (Reformed), Lutheran, Methodist and Pentecostal. A small but historically significant Anabaptist branch is also discussed.", "targets": "What small branch of Protestantism will also be discussed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d3e4f6320e4119a027e732c6e6f6f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants can be differentiated according to how they have been influenced by important movements since the Reformation, today regarded as branches. Some of these movements have a common lineage, sometimes directly spawning individual denominations. Due to the earlier stated multitude of denominations, this section discusses only the largest denominational families, or branches, widely considered to be a part of Protestantism. These are, in alphabetical order: Adventist, Anglican, Baptist, Calvinist (Reformed), Lutheran, Methodist and Pentecostal. A small but historically significant Anabaptist branch is also discussed.", "targets": "What do some branches share in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e458469db849b3a0a905926bc6075a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Asia has an area of approximately 4,000,000 km2 (1.6 million square miles). As of 2013, Around 625 million people lived in the region, more than a fifth of them (143 million) on the Indonesian island of Java, the most densely populated large island in the world. Indonesia is the most populous country with 255 million people as of 2015, and also the 4th most populous country in the world. The distribution of the religions and people is diverse in Southeast Asia and varies by country. Some 30 million overseas Chinese also live in Southeast Asia, most prominently in Christmas Island, Indonesia, Malaysia, the Philippines, Singapore, and Thailand, and also, as the Hoa, in Vietnam.", "targets": "What is the approximate area of Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e458469db849b3a0a905926bc6075a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Asia has an area of approximately 4,000,000 km2 (1.6 million square miles). As of 2013, Around 625 million people lived in the region, more than a fifth of them (143 million) on the Indonesian island of Java, the most densely populated large island in the world. Indonesia is the most populous country with 255 million people as of 2015, and also the 4th most populous country in the world. The distribution of the religions and people is diverse in Southeast Asia and varies by country. Some 30 million overseas Chinese also live in Southeast Asia, most prominently in Christmas Island, Indonesia, Malaysia, the Philippines, Singapore, and Thailand, and also, as the Hoa, in Vietnam.", "targets": "Among the Southeast Asian countries, which one is densely populated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-74e458469db849b3a0a905926bc6075a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Asia has an area of approximately 4,000,000 km2 (1.6 million square miles). As of 2013, Around 625 million people lived in the region, more than a fifth of them (143 million) on the Indonesian island of Java, the most densely populated large island in the world. Indonesia is the most populous country with 255 million people as of 2015, and also the 4th most populous country in the world. The distribution of the religions and people is diverse in Southeast Asia and varies by country. Some 30 million overseas Chinese also live in Southeast Asia, most prominently in Christmas Island, Indonesia, Malaysia, the Philippines, Singapore, and Thailand, and also, as the Hoa, in Vietnam.", "targets": "Which Island in Southeast Asia is densely populated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b24ed0684a44059f597e9c1f609504", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study examining the health and nutrition literacy status of residents of the lower Mississippi Delta found that 52 percent of participants had a high likelihood of limited literacy skills. While a precise comparison between the NAAL and Delta studies is difficult, primarily because of methodological differences, Zoellner et al. suggest that health literacy rates in the Mississippi Delta region are different from the U.S. general population and that they help establish the scope of the problem of health literacy among adults in the Delta region. For example, only 12 percent of study participants identified the My Pyramid graphic two years after it had been launched by the USDA. The study also found significant relationships between nutrition literacy and income level and nutrition literacy and educational attainment further delineating priorities for the region.", "targets": "What percentage of people were were found to have a high likelihood of low literacy skills in the Mississippi Delta region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b24ed0684a44059f597e9c1f609504", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study examining the health and nutrition literacy status of residents of the lower Mississippi Delta found that 52 percent of participants had a high likelihood of limited literacy skills. While a precise comparison between the NAAL and Delta studies is difficult, primarily because of methodological differences, Zoellner et al. suggest that health literacy rates in the Mississippi Delta region are different from the U.S. general population and that they help establish the scope of the problem of health literacy among adults in the Delta region. For example, only 12 percent of study participants identified the My Pyramid graphic two years after it had been launched by the USDA. The study also found significant relationships between nutrition literacy and income level and nutrition literacy and educational attainment further delineating priorities for the region.", "targets": "What primary difference was there between the NAAL and Delta study that made comparisons difficult?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b24ed0684a44059f597e9c1f609504", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study examining the health and nutrition literacy status of residents of the lower Mississippi Delta found that 52 percent of participants had a high likelihood of limited literacy skills. While a precise comparison between the NAAL and Delta studies is difficult, primarily because of methodological differences, Zoellner et al. suggest that health literacy rates in the Mississippi Delta region are different from the U.S. general population and that they help establish the scope of the problem of health literacy among adults in the Delta region. For example, only 12 percent of study participants identified the My Pyramid graphic two years after it had been launched by the USDA. The study also found significant relationships between nutrition literacy and income level and nutrition literacy and educational attainment further delineating priorities for the region.", "targets": "Who was the main author of the study that suggested that the Mississippi Delta study identified a problem of health literacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b24ed0684a44059f597e9c1f609504", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study examining the health and nutrition literacy status of residents of the lower Mississippi Delta found that 52 percent of participants had a high likelihood of limited literacy skills. While a precise comparison between the NAAL and Delta studies is difficult, primarily because of methodological differences, Zoellner et al. suggest that health literacy rates in the Mississippi Delta region are different from the U.S. general population and that they help establish the scope of the problem of health literacy among adults in the Delta region. For example, only 12 percent of study participants identified the My Pyramid graphic two years after it had been launched by the USDA. The study also found significant relationships between nutrition literacy and income level and nutrition literacy and educational attainment further delineating priorities for the region.", "targets": "For how many years had the My Pyramid graphic been released at the time of the Mississippi Delta study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b24ed0684a44059f597e9c1f609504", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study examining the health and nutrition literacy status of residents of the lower Mississippi Delta found that 52 percent of participants had a high likelihood of limited literacy skills. While a precise comparison between the NAAL and Delta studies is difficult, primarily because of methodological differences, Zoellner et al. suggest that health literacy rates in the Mississippi Delta region are different from the U.S. general population and that they help establish the scope of the problem of health literacy among adults in the Delta region. For example, only 12 percent of study participants identified the My Pyramid graphic two years after it had been launched by the USDA. The study also found significant relationships between nutrition literacy and income level and nutrition literacy and educational attainment further delineating priorities for the region.", "targets": "Income level was found to have a signification correlation to which outcome in the study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0071ce317e924b26918371cee5688cd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Environmental sustainability has become a mainstream issue, with profound effect on the architectural profession. Many developers, those who support the financing of buildings, have become educated to encourage the facilitation of environmentally sustainable design, rather than solutions based primarily on immediate cost. Major examples of this can be found in Passive solar building design, greener roof designs, biodegradable materials, and more attention to a structure's energy usage. This major shift in architecture has also changed architecture schools to focus more on the environment. Sustainability in architecture was pioneered by Frank Lloyd Wright, in the 1960s by Buckminster Fuller and in the 1970s by architects such as Ian McHarg and Sim Van der Ryn in the US and Brenda and Robert Vale in the UK and New Zealand. There has been an acceleration in the number of buildings which seek to meet green building sustainable design principles. Sustainable practices that were at the core of vernacular architecture increasingly provide inspiration for environmentally and socially sustainable contemporary techniques. The U.S. Green Building Council's LEED (Leadership in Energy and Environmental Design) rating system has been instrumental in this.", "targets": "What issue has moved to the forefront in recent years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0071ce317e924b26918371cee5688cd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Environmental sustainability has become a mainstream issue, with profound effect on the architectural profession. Many developers, those who support the financing of buildings, have become educated to encourage the facilitation of environmentally sustainable design, rather than solutions based primarily on immediate cost. Major examples of this can be found in Passive solar building design, greener roof designs, biodegradable materials, and more attention to a structure's energy usage. This major shift in architecture has also changed architecture schools to focus more on the environment. Sustainability in architecture was pioneered by Frank Lloyd Wright, in the 1960s by Buckminster Fuller and in the 1970s by architects such as Ian McHarg and Sim Van der Ryn in the US and Brenda and Robert Vale in the UK and New Zealand. There has been an acceleration in the number of buildings which seek to meet green building sustainable design principles. Sustainable practices that were at the core of vernacular architecture increasingly provide inspiration for environmentally and socially sustainable contemporary techniques. The U.S. Green Building Council's LEED (Leadership in Energy and Environmental Design) rating system has been instrumental in this.", "targets": "What do architecture schools look at more and more nowadays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0071ce317e924b26918371cee5688cd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Environmental sustainability has become a mainstream issue, with profound effect on the architectural profession. Many developers, those who support the financing of buildings, have become educated to encourage the facilitation of environmentally sustainable design, rather than solutions based primarily on immediate cost. Major examples of this can be found in Passive solar building design, greener roof designs, biodegradable materials, and more attention to a structure's energy usage. This major shift in architecture has also changed architecture schools to focus more on the environment. Sustainability in architecture was pioneered by Frank Lloyd Wright, in the 1960s by Buckminster Fuller and in the 1970s by architects such as Ian McHarg and Sim Van der Ryn in the US and Brenda and Robert Vale in the UK and New Zealand. There has been an acceleration in the number of buildings which seek to meet green building sustainable design principles. Sustainable practices that were at the core of vernacular architecture increasingly provide inspiration for environmentally and socially sustainable contemporary techniques. The U.S. Green Building Council's LEED (Leadership in Energy and Environmental Design) rating system has been instrumental in this.", "targets": "Who was the first to design architecture environmentally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0071ce317e924b26918371cee5688cd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Environmental sustainability has become a mainstream issue, with profound effect on the architectural profession. Many developers, those who support the financing of buildings, have become educated to encourage the facilitation of environmentally sustainable design, rather than solutions based primarily on immediate cost. Major examples of this can be found in Passive solar building design, greener roof designs, biodegradable materials, and more attention to a structure's energy usage. This major shift in architecture has also changed architecture schools to focus more on the environment. Sustainability in architecture was pioneered by Frank Lloyd Wright, in the 1960s by Buckminster Fuller and in the 1970s by architects such as Ian McHarg and Sim Van der Ryn in the US and Brenda and Robert Vale in the UK and New Zealand. There has been an acceleration in the number of buildings which seek to meet green building sustainable design principles. Sustainable practices that were at the core of vernacular architecture increasingly provide inspiration for environmentally and socially sustainable contemporary techniques. The U.S. Green Building Council's LEED (Leadership in Energy and Environmental Design) rating system has been instrumental in this.", "targets": "Who was known for focusing on the environment in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0071ce317e924b26918371cee5688cd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Environmental sustainability has become a mainstream issue, with profound effect on the architectural profession. Many developers, those who support the financing of buildings, have become educated to encourage the facilitation of environmentally sustainable design, rather than solutions based primarily on immediate cost. Major examples of this can be found in Passive solar building design, greener roof designs, biodegradable materials, and more attention to a structure's energy usage. This major shift in architecture has also changed architecture schools to focus more on the environment. Sustainability in architecture was pioneered by Frank Lloyd Wright, in the 1960s by Buckminster Fuller and in the 1970s by architects such as Ian McHarg and Sim Van der Ryn in the US and Brenda and Robert Vale in the UK and New Zealand. There has been an acceleration in the number of buildings which seek to meet green building sustainable design principles. Sustainable practices that were at the core of vernacular architecture increasingly provide inspiration for environmentally and socially sustainable contemporary techniques. The U.S. Green Building Council's LEED (Leadership in Energy and Environmental Design) rating system has been instrumental in this.", "targets": "What organization's rating system promotes sustainability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acddbe3008d34bd9912b3529d3c7833f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Digital cameras have far surpassed film in terms of sensitivity to light, with ISO equivalent speeds of up to 409,600, a number that is unfathomable in the realm of conventional film photography. Faster processors, as well as advances in software noise reduction techniques allow this type of processing to be executed the moment the photo is captured, allowing photographers to store images that have a higher level of refinement and would have been prohibitively time consuming to process with earlier generations of digital camera hardware.", "targets": "What types of cameras have proven to be much more sensitive to light than film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acddbe3008d34bd9912b3529d3c7833f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Digital cameras have far surpassed film in terms of sensitivity to light, with ISO equivalent speeds of up to 409,600, a number that is unfathomable in the realm of conventional film photography. Faster processors, as well as advances in software noise reduction techniques allow this type of processing to be executed the moment the photo is captured, allowing photographers to store images that have a higher level of refinement and would have been prohibitively time consuming to process with earlier generations of digital camera hardware.", "targets": "What ISO equivalent speeds can digital cameras obtain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acddbe3008d34bd9912b3529d3c7833f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Digital cameras have far surpassed film in terms of sensitivity to light, with ISO equivalent speeds of up to 409,600, a number that is unfathomable in the realm of conventional film photography. Faster processors, as well as advances in software noise reduction techniques allow this type of processing to be executed the moment the photo is captured, allowing photographers to store images that have a higher level of refinement and would have been prohibitively time consuming to process with earlier generations of digital camera hardware.", "targets": "What is responsible for these vast increases in speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acddbe3008d34bd9912b3529d3c7833f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Digital cameras have far surpassed film in terms of sensitivity to light, with ISO equivalent speeds of up to 409,600, a number that is unfathomable in the realm of conventional film photography. Faster processors, as well as advances in software noise reduction techniques allow this type of processing to be executed the moment the photo is captured, allowing photographers to store images that have a higher level of refinement and would have been prohibitively time consuming to process with earlier generations of digital camera hardware.", "targets": "What is one thing that limited speeds of older digital hardware?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acddbe3008d34bd9912b3529d3c7833f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Digital cameras have far surpassed film in terms of sensitivity to light, with ISO equivalent speeds of up to 409,600, a number that is unfathomable in the realm of conventional film photography. Faster processors, as well as advances in software noise reduction techniques allow this type of processing to be executed the moment the photo is captured, allowing photographers to store images that have a higher level of refinement and would have been prohibitively time consuming to process with earlier generations of digital camera hardware.", "targets": "What does the higher speed do for the images produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cad26e16769d4c079c6ed1dc9c5a5c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consolidation of the \"hot AC\" format contrasted with the near-demise of most other AC formats: Beginning with the 2005-2007 economic downturn and eventual recession most stations went for the more chart-based CHR, along with the top 40, urban and even Latino formats. Diminishing physical record sales also proved a major blow to the AC genre.", "targets": "Along with the recession, what broad economic trend marked the decline of adult contemporary radio stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cad26e16769d4c079c6ed1dc9c5a5c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consolidation of the \"hot AC\" format contrasted with the near-demise of most other AC formats: Beginning with the 2005-2007 economic downturn and eventual recession most stations went for the more chart-based CHR, along with the top 40, urban and even Latino formats. Diminishing physical record sales also proved a major blow to the AC genre.", "targets": "Along with CHR, Top 40 and Latino, what format have former AC stations transitioned to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cad26e16769d4c079c6ed1dc9c5a5c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consolidation of the \"hot AC\" format contrasted with the near-demise of most other AC formats: Beginning with the 2005-2007 economic downturn and eventual recession most stations went for the more chart-based CHR, along with the top 40, urban and even Latino formats. Diminishing physical record sales also proved a major blow to the AC genre.", "targets": "What AC format is still viable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cad26e16769d4c079c6ed1dc9c5a5c19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The consolidation of the \"hot AC\" format contrasted with the near-demise of most other AC formats: Beginning with the 2005-2007 economic downturn and eventual recession most stations went for the more chart-based CHR, along with the top 40, urban and even Latino formats. Diminishing physical record sales also proved a major blow to the AC genre.", "targets": "Declining sales of what items harmed the adult contemporary genre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6efd05d36284202bc60cd09dd47bbf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many places in Switzerland, household rubbish disposal is charged for. Rubbish (except dangerous items, batteries etc.) is only collected if it is in bags which either have a payment sticker attached, or in official bags with the surcharge paid at the time of purchase. This gives a financial incentive to recycle as much as possible, since recycling is free. Illegal disposal of garbage is not tolerated but usually the enforcement of such laws is limited to violations that involve the unlawful disposal of larger volumes at traffic intersections and public areas. Fines for not paying the disposal fee range from CHF 200\u2013500.", "targets": "What does Switzerland charge for the disposal of in order to encourage recycling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6efd05d36284202bc60cd09dd47bbf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many places in Switzerland, household rubbish disposal is charged for. Rubbish (except dangerous items, batteries etc.) is only collected if it is in bags which either have a payment sticker attached, or in official bags with the surcharge paid at the time of purchase. This gives a financial incentive to recycle as much as possible, since recycling is free. Illegal disposal of garbage is not tolerated but usually the enforcement of such laws is limited to violations that involve the unlawful disposal of larger volumes at traffic intersections and public areas. Fines for not paying the disposal fee range from CHF 200\u2013500.", "targets": "What are the fines for not paying the rubbish disposal fee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6efd05d36284202bc60cd09dd47bbf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many places in Switzerland, household rubbish disposal is charged for. Rubbish (except dangerous items, batteries etc.) is only collected if it is in bags which either have a payment sticker attached, or in official bags with the surcharge paid at the time of purchase. This gives a financial incentive to recycle as much as possible, since recycling is free. Illegal disposal of garbage is not tolerated but usually the enforcement of such laws is limited to violations that involve the unlawful disposal of larger volumes at traffic intersections and public areas. Fines for not paying the disposal fee range from CHF 200\u2013500.", "targets": "What is the charge for recycling in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2a4c96742d4a51b2fb10fd1ae2a407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of its technology and ideas were incorporated into the definition of ISO MPEG Audio Layer I and Layer II and the filter bank alone into Layer III (MP3) format as part of the computationally inefficient hybrid filter bank. Under the chairmanship of Professor Musmann (University of Hannover) the editing of the standard was made under the responsibilities of Leon van de Kerkhof (Layer I) and Gerhard Stoll (Layer II).", "targets": "What was only incorporated into Layer III and not Layers I or II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2a4c96742d4a51b2fb10fd1ae2a407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of its technology and ideas were incorporated into the definition of ISO MPEG Audio Layer I and Layer II and the filter bank alone into Layer III (MP3) format as part of the computationally inefficient hybrid filter bank. Under the chairmanship of Professor Musmann (University of Hannover) the editing of the standard was made under the responsibilities of Leon van de Kerkhof (Layer I) and Gerhard Stoll (Layer II).", "targets": "Who was the chair that oversaw the editing of the standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2a4c96742d4a51b2fb10fd1ae2a407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of its technology and ideas were incorporated into the definition of ISO MPEG Audio Layer I and Layer II and the filter bank alone into Layer III (MP3) format as part of the computationally inefficient hybrid filter bank. Under the chairmanship of Professor Musmann (University of Hannover) the editing of the standard was made under the responsibilities of Leon van de Kerkhof (Layer I) and Gerhard Stoll (Layer II).", "targets": "Who's responsibility was it to edit the standard for Layer I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a2a4c96742d4a51b2fb10fd1ae2a407", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of its technology and ideas were incorporated into the definition of ISO MPEG Audio Layer I and Layer II and the filter bank alone into Layer III (MP3) format as part of the computationally inefficient hybrid filter bank. Under the chairmanship of Professor Musmann (University of Hannover) the editing of the standard was made under the responsibilities of Leon van de Kerkhof (Layer I) and Gerhard Stoll (Layer II).", "targets": "Who's responsibility was it to edit the standard for Layer II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-849998b96dfc4d46b8df89a3b79e21fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris hosts one of the largest science museums in Europe, the Cit\u00e9 des Sciences et de l'Industrie at La Villette. The National Museum of Natural History, on the Left Bank, is famous for its dinosaur artefacts, mineral collections, and its Gallery of Evolution. The military history of France, from the Middle Ages to World War II, is vividly presented by displays at the Mus\u00e9e de l'Arm\u00e9e at Les Invalides, near the tomb of Napoleon. In addition to the national museums, run by the French Ministry of Culture, the City of Paris operates 14 museums, including the Carnavalet Museum on the history of Paris; Mus\u00e9e d'Art Moderne de la Ville de Paris; Palais de Tokyo; the House of Victor Hugo and House of Balzac, and the Catacombs of Paris. There are also notable private museums; The Contemporary Art museum of the Louis Vuitton Foundation, designed by architect Frank Gehry, opened in October 2014 in the Bois de Boulogne.", "targets": "What museum is famous for its dinosaur artifacts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-849998b96dfc4d46b8df89a3b79e21fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris hosts one of the largest science museums in Europe, the Cit\u00e9 des Sciences et de l'Industrie at La Villette. The National Museum of Natural History, on the Left Bank, is famous for its dinosaur artefacts, mineral collections, and its Gallery of Evolution. The military history of France, from the Middle Ages to World War II, is vividly presented by displays at the Mus\u00e9e de l'Arm\u00e9e at Les Invalides, near the tomb of Napoleon. In addition to the national museums, run by the French Ministry of Culture, the City of Paris operates 14 museums, including the Carnavalet Museum on the history of Paris; Mus\u00e9e d'Art Moderne de la Ville de Paris; Palais de Tokyo; the House of Victor Hugo and House of Balzac, and the Catacombs of Paris. There are also notable private museums; The Contemporary Art museum of the Louis Vuitton Foundation, designed by architect Frank Gehry, opened in October 2014 in the Bois de Boulogne.", "targets": "When did THe Contemporary Art museum of the Louis Vuitton Foundation open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-849998b96dfc4d46b8df89a3b79e21fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris hosts one of the largest science museums in Europe, the Cit\u00e9 des Sciences et de l'Industrie at La Villette. The National Museum of Natural History, on the Left Bank, is famous for its dinosaur artefacts, mineral collections, and its Gallery of Evolution. The military history of France, from the Middle Ages to World War II, is vividly presented by displays at the Mus\u00e9e de l'Arm\u00e9e at Les Invalides, near the tomb of Napoleon. In addition to the national museums, run by the French Ministry of Culture, the City of Paris operates 14 museums, including the Carnavalet Museum on the history of Paris; Mus\u00e9e d'Art Moderne de la Ville de Paris; Palais de Tokyo; the House of Victor Hugo and House of Balzac, and the Catacombs of Paris. There are also notable private museums; The Contemporary Art museum of the Louis Vuitton Foundation, designed by architect Frank Gehry, opened in October 2014 in the Bois de Boulogne.", "targets": "What famous landmark is Mysee de l'Armee lat Les Invalides located ner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-849998b96dfc4d46b8df89a3b79e21fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris hosts one of the largest science museums in Europe, the Cit\u00e9 des Sciences et de l'Industrie at La Villette. The National Museum of Natural History, on the Left Bank, is famous for its dinosaur artefacts, mineral collections, and its Gallery of Evolution. The military history of France, from the Middle Ages to World War II, is vividly presented by displays at the Mus\u00e9e de l'Arm\u00e9e at Les Invalides, near the tomb of Napoleon. In addition to the national museums, run by the French Ministry of Culture, the City of Paris operates 14 museums, including the Carnavalet Museum on the history of Paris; Mus\u00e9e d'Art Moderne de la Ville de Paris; Palais de Tokyo; the House of Victor Hugo and House of Balzac, and the Catacombs of Paris. There are also notable private museums; The Contemporary Art museum of the Louis Vuitton Foundation, designed by architect Frank Gehry, opened in October 2014 in the Bois de Boulogne.", "targets": "How many museums does the city of Paris operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3510e7455a7b4a809e1154dffcfcca24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of other health conditions occur more frequently in those with asthma, including gastro-esophageal reflux disease (GERD), rhinosinusitis, and obstructive sleep apnea. Psychological disorders are also more common, with anxiety disorders occurring in between 16\u201352% and mood disorders in 14\u201341%. However, it is not known if asthma causes psychological problems or if psychological problems lead to asthma. Those with asthma, especially if it is poorly controlled, are at high risk for radiocontrast reactions.", "targets": "Do other health concerns happen less frequently or more frequently with asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3510e7455a7b4a809e1154dffcfcca24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of other health conditions occur more frequently in those with asthma, including gastro-esophageal reflux disease (GERD), rhinosinusitis, and obstructive sleep apnea. Psychological disorders are also more common, with anxiety disorders occurring in between 16\u201352% and mood disorders in 14\u201341%. However, it is not known if asthma causes psychological problems or if psychological problems lead to asthma. Those with asthma, especially if it is poorly controlled, are at high risk for radiocontrast reactions.", "targets": "What are three of the other health conditions that occur more frequently with asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3510e7455a7b4a809e1154dffcfcca24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of other health conditions occur more frequently in those with asthma, including gastro-esophageal reflux disease (GERD), rhinosinusitis, and obstructive sleep apnea. Psychological disorders are also more common, with anxiety disorders occurring in between 16\u201352% and mood disorders in 14\u201341%. However, it is not known if asthma causes psychological problems or if psychological problems lead to asthma. Those with asthma, especially if it is poorly controlled, are at high risk for radiocontrast reactions.", "targets": "What other type of disorders are frequent in asthma sufferers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3510e7455a7b4a809e1154dffcfcca24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of other health conditions occur more frequently in those with asthma, including gastro-esophageal reflux disease (GERD), rhinosinusitis, and obstructive sleep apnea. Psychological disorders are also more common, with anxiety disorders occurring in between 16\u201352% and mood disorders in 14\u201341%. However, it is not known if asthma causes psychological problems or if psychological problems lead to asthma. Those with asthma, especially if it is poorly controlled, are at high risk for radiocontrast reactions.", "targets": "What are those with asthma that is poorly controll more susceptable to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ffb759e14c24dcba81f71fd593f8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Nike took over from Adidas as Arsenal's kit provider in 1994, Arsenal's away colours were again changed to two-tone blue shirts and shorts. Since the advent of the lucrative replica kit market, the away kits have been changed regularly, with Arsenal usually releasing both away and third choice kits. During this period the designs have been either all blue designs, or variations on the traditional yellow and blue, such as the metallic gold and navy strip used in the 2001\u201302 season, the yellow and dark grey used from 2005 to 2007, and the yellow and maroon of 2010 to 2013. As of 2009, the away kit is changed every season, and the outgoing away kit becomes the third-choice kit if a new home kit is being introduced in the same year.", "targets": "What manufacturer became Arsenal's uniform provider in 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ffb759e14c24dcba81f71fd593f8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Nike took over from Adidas as Arsenal's kit provider in 1994, Arsenal's away colours were again changed to two-tone blue shirts and shorts. Since the advent of the lucrative replica kit market, the away kits have been changed regularly, with Arsenal usually releasing both away and third choice kits. During this period the designs have been either all blue designs, or variations on the traditional yellow and blue, such as the metallic gold and navy strip used in the 2001\u201302 season, the yellow and dark grey used from 2005 to 2007, and the yellow and maroon of 2010 to 2013. As of 2009, the away kit is changed every season, and the outgoing away kit becomes the third-choice kit if a new home kit is being introduced in the same year.", "targets": "Which brand was the kit provider prior to 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ffb759e14c24dcba81f71fd593f8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Nike took over from Adidas as Arsenal's kit provider in 1994, Arsenal's away colours were again changed to two-tone blue shirts and shorts. Since the advent of the lucrative replica kit market, the away kits have been changed regularly, with Arsenal usually releasing both away and third choice kits. During this period the designs have been either all blue designs, or variations on the traditional yellow and blue, such as the metallic gold and navy strip used in the 2001\u201302 season, the yellow and dark grey used from 2005 to 2007, and the yellow and maroon of 2010 to 2013. As of 2009, the away kit is changed every season, and the outgoing away kit becomes the third-choice kit if a new home kit is being introduced in the same year.", "targets": "To appeal to what are the kits changed regularly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ffb759e14c24dcba81f71fd593f8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Nike took over from Adidas as Arsenal's kit provider in 1994, Arsenal's away colours were again changed to two-tone blue shirts and shorts. Since the advent of the lucrative replica kit market, the away kits have been changed regularly, with Arsenal usually releasing both away and third choice kits. During this period the designs have been either all blue designs, or variations on the traditional yellow and blue, such as the metallic gold and navy strip used in the 2001\u201302 season, the yellow and dark grey used from 2005 to 2007, and the yellow and maroon of 2010 to 2013. As of 2009, the away kit is changed every season, and the outgoing away kit becomes the third-choice kit if a new home kit is being introduced in the same year.", "targets": "What traditional Arsenal colors have frequently been employed for away kits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ffb759e14c24dcba81f71fd593f8c3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When Nike took over from Adidas as Arsenal's kit provider in 1994, Arsenal's away colours were again changed to two-tone blue shirts and shorts. Since the advent of the lucrative replica kit market, the away kits have been changed regularly, with Arsenal usually releasing both away and third choice kits. During this period the designs have been either all blue designs, or variations on the traditional yellow and blue, such as the metallic gold and navy strip used in the 2001\u201302 season, the yellow and dark grey used from 2005 to 2007, and the yellow and maroon of 2010 to 2013. As of 2009, the away kit is changed every season, and the outgoing away kit becomes the third-choice kit if a new home kit is being introduced in the same year.", "targets": "Since what year has the away kit been changed every year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7945fe738961475e9f547819fcf7271e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially, President Eisenhower was worried that a satellite passing above a nation at over 100 kilometers (62 mi), might be construed as violating that nation's sovereign airspace. He was concerned that the Soviet Union would accuse the Americans of an illegal overflight, thereby scoring a propaganda victory at his expense. Eisenhower and his advisors believed that a nation's airspace sovereignty did not extend into outer space, acknowledged as the K\u00e1rm\u00e1n line, and he used the 1957\u201358 International Geophysical Year launches to establish this principle in international law. Eisenhower also feared that he might cause an international incident and be called a \"warmonger\" if he were to use military missiles as launchers. Therefore, he selected the untried Naval Research Laboratory's Vanguard rocket, which was a research-only booster. This meant that von Braun's team was not allowed to put a satellite into orbit with their Jupiter-C rocket, because of its intended use as a future military vehicle. On September 20, 1956, von Braun and his team did launch a Jupiter-C that was capable of putting a satellite into orbit, but the launch was used only as a suborbital test of nose cone reentry technology.", "targets": "A Jupiter-C was launched by Von Braum on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a915d218c1e84cad93835e629d2cf07e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1803, an Act of Parliament, promoted by the East India Company, established the East India Dock Company, with the aim of establishing a new set of docks (the East India Docks) primarily for the use of ships trading with India. The existing Brunswick Dock, part of the Blackwall Yard site, became the Export Dock; while a new Import Dock was built to the north. In 1838 the East India Dock Company merged with the West India Dock Company. The docks were taken over by the Port of London Authority in 1909, and closed in 1967.", "targets": "in 1803 was act of parliament supported by  EIC? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a915d218c1e84cad93835e629d2cf07e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1803, an Act of Parliament, promoted by the East India Company, established the East India Dock Company, with the aim of establishing a new set of docks (the East India Docks) primarily for the use of ships trading with India. The existing Brunswick Dock, part of the Blackwall Yard site, became the Export Dock; while a new Import Dock was built to the north. In 1838 the East India Dock Company merged with the West India Dock Company. The docks were taken over by the Port of London Authority in 1909, and closed in 1967.", "targets": "the 1803 act created what dock program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a915d218c1e84cad93835e629d2cf07e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1803, an Act of Parliament, promoted by the East India Company, established the East India Dock Company, with the aim of establishing a new set of docks (the East India Docks) primarily for the use of ships trading with India. The existing Brunswick Dock, part of the Blackwall Yard site, became the Export Dock; while a new Import Dock was built to the north. In 1838 the East India Dock Company merged with the West India Dock Company. The docks were taken over by the Port of London Authority in 1909, and closed in 1967.", "targets": "The goal of the East in dock company was  first what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a915d218c1e84cad93835e629d2cf07e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1803, an Act of Parliament, promoted by the East India Company, established the East India Dock Company, with the aim of establishing a new set of docks (the East India Docks) primarily for the use of ships trading with India. The existing Brunswick Dock, part of the Blackwall Yard site, became the Export Dock; while a new Import Dock was built to the north. In 1838 the East India Dock Company merged with the West India Dock Company. The docks were taken over by the Port of London Authority in 1909, and closed in 1967.", "targets": "What was the name of the export dock of the EIC after the 1803 act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a915d218c1e84cad93835e629d2cf07e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1803, an Act of Parliament, promoted by the East India Company, established the East India Dock Company, with the aim of establishing a new set of docks (the East India Docks) primarily for the use of ships trading with India. The existing Brunswick Dock, part of the Blackwall Yard site, became the Export Dock; while a new Import Dock was built to the north. In 1838 the East India Dock Company merged with the West India Dock Company. The docks were taken over by the Port of London Authority in 1909, and closed in 1967.", "targets": "in 1838 what company did the  East india dock company merge with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d5cba4a7c943f9903a2af9d2b9139e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jean-Jacques Rousseau was the first of many to present the Alps as a place of allure and beauty, banishing the prevalent conception of the mountains as a hellish wasteland inhabited by demons. Rousseau's conception of alpine purity was later emphasized with the publication of Albrecht von Haller's poem Die Alpen that described the mountains as an area of mythical purity. Late in the 18th century the first wave of Romantics such as Goethe and Turner came to admire the scenery; Wordsworth visited the area in 1790, writing of his experiences in The Prelude. Schiller later wrote the play William Tell romanticising Swiss independence. After the end of the Napoleonic Wars, the Alpine countries began to see an influx of poets, artists, and musicians, as visitors came to experience the sublime effects of monumental nature.", "targets": "Who was the first of many to present the Alps as a place of allure and beauty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d5cba4a7c943f9903a2af9d2b9139e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jean-Jacques Rousseau was the first of many to present the Alps as a place of allure and beauty, banishing the prevalent conception of the mountains as a hellish wasteland inhabited by demons. Rousseau's conception of alpine purity was later emphasized with the publication of Albrecht von Haller's poem Die Alpen that described the mountains as an area of mythical purity. Late in the 18th century the first wave of Romantics such as Goethe and Turner came to admire the scenery; Wordsworth visited the area in 1790, writing of his experiences in The Prelude. Schiller later wrote the play William Tell romanticising Swiss independence. After the end of the Napoleonic Wars, the Alpine countries began to see an influx of poets, artists, and musicians, as visitors came to experience the sublime effects of monumental nature.", "targets": "Who wrote the poem Die Alpen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d5cba4a7c943f9903a2af9d2b9139e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jean-Jacques Rousseau was the first of many to present the Alps as a place of allure and beauty, banishing the prevalent conception of the mountains as a hellish wasteland inhabited by demons. Rousseau's conception of alpine purity was later emphasized with the publication of Albrecht von Haller's poem Die Alpen that described the mountains as an area of mythical purity. Late in the 18th century the first wave of Romantics such as Goethe and Turner came to admire the scenery; Wordsworth visited the area in 1790, writing of his experiences in The Prelude. Schiller later wrote the play William Tell romanticising Swiss independence. After the end of the Napoleonic Wars, the Alpine countries began to see an influx of poets, artists, and musicians, as visitors came to experience the sublime effects of monumental nature.", "targets": "When did the Alpine countries see an influx of poets, artists, and musicians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81d5cba4a7c943f9903a2af9d2b9139e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jean-Jacques Rousseau was the first of many to present the Alps as a place of allure and beauty, banishing the prevalent conception of the mountains as a hellish wasteland inhabited by demons. Rousseau's conception of alpine purity was later emphasized with the publication of Albrecht von Haller's poem Die Alpen that described the mountains as an area of mythical purity. Late in the 18th century the first wave of Romantics such as Goethe and Turner came to admire the scenery; Wordsworth visited the area in 1790, writing of his experiences in The Prelude. Schiller later wrote the play William Tell romanticising Swiss independence. After the end of the Napoleonic Wars, the Alpine countries began to see an influx of poets, artists, and musicians, as visitors came to experience the sublime effects of monumental nature.", "targets": "What did the visitors come to experience in the Alpine countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "What is the origin of the title of the book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "How did Whitehead define \"inert ideas\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "What was Whitehead's criticism of the use of inert ideas in education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "When was \"The Aims of Education and Other Essays\" published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "During what periods of time were the essays and address contained in \"The Aims of Education and Other Essays\" composed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "What year was The Aims of Education and Other Essays published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "What was the Aims of Education and Other Essays comprised of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebcf62d7f51b43d4954c9bb937bdf2bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called \"inert ideas\" \u2013 ideas that are disconnected scraps of information, with no application to real life or culture. He opined that \"education with inert ideas is not only useless: it is, above all things, harmful.\"", "targets": "What teaching did Whitehead caution against teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "Who was in charge of the Governemnt at the time of Victorias ascession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "What was the name of the Whig Prime minister at the time of Victorias ascession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "When was Queen Victorias coronation held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "Where was Victorias coronation held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "How many visitors came to London for Victorias coronation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "When did Victoria's coronation take place at Westminster Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "Who thought that Melbourne saw Victoria as if she was his daughter? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "How many people visited London for the Coronation of Queen Victoria? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "What was Victoria's allowance upon becoming Queen? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "What Whig was prime minister during Victoria's accession? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "Who was leading the government at the time of Victoria's accension?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "What kind of influence was Melbourne to Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "When was Victoria's coronation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "What major accomplishment did Victoria achieve with her civil list allowance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97ee2ca3d25d435a823248e8e635ad24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of her accession, the government was led by the Whig prime minister Lord Melbourne, who at once became a powerful influence on the politically inexperienced Queen, who relied on him for advice. Charles Greville supposed that the widowed and childless Melbourne was \"passionately fond of her as he might be of his daughter if he had one\", and Victoria probably saw him as a father figure. Her coronation took place on 28 June 1838 at Westminster Abbey. Over 400,000 visitors came to London for the celebrations. She became the first sovereign to take up residence at Buckingham Palace and inherited the revenues of the duchies of Lancaster and Cornwall as well as being granted a civil list allowance of \u00a3385,000 per year. Financially prudent, she paid off her father's debts.", "targets": "Where did Queen Victoria reside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c657259277344ae495008f6c62760ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three counties of the Washington District (now part of Tennessee) broke off from North Carolina in 1784 and formed the State of Franklin. Efforts to obtain admission to the Union failed, and the counties (now numbering eight) had re-joined North Carolina by 1789. North Carolina ceded the area to the federal government in 1790, after which it was organized into the Southwest Territory. In an effort to encourage settlers to move west into the new territory, in 1787 the mother state of North Carolina ordered a road to be cut to take settlers into the Cumberland Settlements\u2014from the south end of Clinch Mountain (in East Tennessee) to French Lick (Nashville). The Trace was called the \"North Carolina Road\" or \"Avery's Trace\", and sometimes \"The Wilderness Road\" (although it should not be confused with Daniel Boone's \"Wilderness Road\" through the Cumberland Gap).", "targets": "What was the name of the state that three North Carolina counties hoped to form in 1784?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c657259277344ae495008f6c62760ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three counties of the Washington District (now part of Tennessee) broke off from North Carolina in 1784 and formed the State of Franklin. Efforts to obtain admission to the Union failed, and the counties (now numbering eight) had re-joined North Carolina by 1789. North Carolina ceded the area to the federal government in 1790, after which it was organized into the Southwest Territory. In an effort to encourage settlers to move west into the new territory, in 1787 the mother state of North Carolina ordered a road to be cut to take settlers into the Cumberland Settlements\u2014from the south end of Clinch Mountain (in East Tennessee) to French Lick (Nashville). The Trace was called the \"North Carolina Road\" or \"Avery's Trace\", and sometimes \"The Wilderness Road\" (although it should not be confused with Daniel Boone's \"Wilderness Road\" through the Cumberland Gap).", "targets": "What was the name given to the land that North Carolina transferred to the federal government in 1790?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c657259277344ae495008f6c62760ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three counties of the Washington District (now part of Tennessee) broke off from North Carolina in 1784 and formed the State of Franklin. Efforts to obtain admission to the Union failed, and the counties (now numbering eight) had re-joined North Carolina by 1789. North Carolina ceded the area to the federal government in 1790, after which it was organized into the Southwest Territory. In an effort to encourage settlers to move west into the new territory, in 1787 the mother state of North Carolina ordered a road to be cut to take settlers into the Cumberland Settlements\u2014from the south end of Clinch Mountain (in East Tennessee) to French Lick (Nashville). The Trace was called the \"North Carolina Road\" or \"Avery's Trace\", and sometimes \"The Wilderness Road\" (although it should not be confused with Daniel Boone's \"Wilderness Road\" through the Cumberland Gap).", "targets": "What town marked the western extent of the Cumberland Settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c657259277344ae495008f6c62760ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three counties of the Washington District (now part of Tennessee) broke off from North Carolina in 1784 and formed the State of Franklin. Efforts to obtain admission to the Union failed, and the counties (now numbering eight) had re-joined North Carolina by 1789. North Carolina ceded the area to the federal government in 1790, after which it was organized into the Southwest Territory. In an effort to encourage settlers to move west into the new territory, in 1787 the mother state of North Carolina ordered a road to be cut to take settlers into the Cumberland Settlements\u2014from the south end of Clinch Mountain (in East Tennessee) to French Lick (Nashville). The Trace was called the \"North Carolina Road\" or \"Avery's Trace\", and sometimes \"The Wilderness Road\" (although it should not be confused with Daniel Boone's \"Wilderness Road\" through the Cumberland Gap).", "targets": "What other name does the North Carolina Road share with Daniel Boone's passage through the Cumberland Gap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58ce83d3a6f1447e82dbddae0f8aa78d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Viking invasions began in the 9th century, followed by more permanent settlements, particularly along the east coast of Ireland, the west coast of modern-day Scotland and the Isle of Man. Though the Vikings were eventually neutralised in Ireland, their influence remained in the cities of Dublin, Cork, Limerick, Waterford and Wexford. England however was slowly conquered around the turn of the first millennium AD, and eventually became a feudal possession of Denmark. The relations between the descendants of Vikings in England and counterparts in Normandy, in northern France, lay at the heart of a series of events that led to the Norman conquest of England in 1066. The remnants of the Duchy of Normandy, which conquered England, remain associated to the English Crown as the Channel Islands to this day. A century later the marriage of the future Henry II of England to Eleanor of Aquitaine created the Angevin Empire, partially under the French Crown. At the invitation of a provincial king and under the authority of Pope Adrian IV (the only Englishman to be elected pope), the Angevins invaded Ireland in 1169. Though initially intended to be kept as an independent kingdom, the failure of the Irish High King to ensure the terms of the Treaty of Windsor led Henry II, as King of England, to rule as effective monarch under the title of Lord of Ireland. This title was granted to his younger son but when Henry's heir unexpectedly died the title of King of England and Lord of Ireland became entwined in one person.", "targets": "When did Viking invasions begin in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58ce83d3a6f1447e82dbddae0f8aa78d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Viking invasions began in the 9th century, followed by more permanent settlements, particularly along the east coast of Ireland, the west coast of modern-day Scotland and the Isle of Man. Though the Vikings were eventually neutralised in Ireland, their influence remained in the cities of Dublin, Cork, Limerick, Waterford and Wexford. England however was slowly conquered around the turn of the first millennium AD, and eventually became a feudal possession of Denmark. The relations between the descendants of Vikings in England and counterparts in Normandy, in northern France, lay at the heart of a series of events that led to the Norman conquest of England in 1066. The remnants of the Duchy of Normandy, which conquered England, remain associated to the English Crown as the Channel Islands to this day. A century later the marriage of the future Henry II of England to Eleanor of Aquitaine created the Angevin Empire, partially under the French Crown. At the invitation of a provincial king and under the authority of Pope Adrian IV (the only Englishman to be elected pope), the Angevins invaded Ireland in 1169. Though initially intended to be kept as an independent kingdom, the failure of the Irish High King to ensure the terms of the Treaty of Windsor led Henry II, as King of England, to rule as effective monarch under the title of Lord of Ireland. This title was granted to his younger son but when Henry's heir unexpectedly died the title of King of England and Lord of Ireland became entwined in one person.", "targets": "What is one area where the Vikings created a permanent settlement in the British Isles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58ce83d3a6f1447e82dbddae0f8aa78d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Viking invasions began in the 9th century, followed by more permanent settlements, particularly along the east coast of Ireland, the west coast of modern-day Scotland and the Isle of Man. Though the Vikings were eventually neutralised in Ireland, their influence remained in the cities of Dublin, Cork, Limerick, Waterford and Wexford. England however was slowly conquered around the turn of the first millennium AD, and eventually became a feudal possession of Denmark. The relations between the descendants of Vikings in England and counterparts in Normandy, in northern France, lay at the heart of a series of events that led to the Norman conquest of England in 1066. The remnants of the Duchy of Normandy, which conquered England, remain associated to the English Crown as the Channel Islands to this day. A century later the marriage of the future Henry II of England to Eleanor of Aquitaine created the Angevin Empire, partially under the French Crown. At the invitation of a provincial king and under the authority of Pope Adrian IV (the only Englishman to be elected pope), the Angevins invaded Ireland in 1169. Though initially intended to be kept as an independent kingdom, the failure of the Irish High King to ensure the terms of the Treaty of Windsor led Henry II, as King of England, to rule as effective monarch under the title of Lord of Ireland. This title was granted to his younger son but when Henry's heir unexpectedly died the title of King of England and Lord of Ireland became entwined in one person.", "targets": "England became a possession of which country when it became conquered after the first millennium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58ce83d3a6f1447e82dbddae0f8aa78d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Viking invasions began in the 9th century, followed by more permanent settlements, particularly along the east coast of Ireland, the west coast of modern-day Scotland and the Isle of Man. Though the Vikings were eventually neutralised in Ireland, their influence remained in the cities of Dublin, Cork, Limerick, Waterford and Wexford. England however was slowly conquered around the turn of the first millennium AD, and eventually became a feudal possession of Denmark. The relations between the descendants of Vikings in England and counterparts in Normandy, in northern France, lay at the heart of a series of events that led to the Norman conquest of England in 1066. The remnants of the Duchy of Normandy, which conquered England, remain associated to the English Crown as the Channel Islands to this day. A century later the marriage of the future Henry II of England to Eleanor of Aquitaine created the Angevin Empire, partially under the French Crown. At the invitation of a provincial king and under the authority of Pope Adrian IV (the only Englishman to be elected pope), the Angevins invaded Ireland in 1169. Though initially intended to be kept as an independent kingdom, the failure of the Irish High King to ensure the terms of the Treaty of Windsor led Henry II, as King of England, to rule as effective monarch under the title of Lord of Ireland. This title was granted to his younger son but when Henry's heir unexpectedly died the title of King of England and Lord of Ireland became entwined in one person.", "targets": "When did the Norman Conquest occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58ce83d3a6f1447e82dbddae0f8aa78d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Viking invasions began in the 9th century, followed by more permanent settlements, particularly along the east coast of Ireland, the west coast of modern-day Scotland and the Isle of Man. Though the Vikings were eventually neutralised in Ireland, their influence remained in the cities of Dublin, Cork, Limerick, Waterford and Wexford. England however was slowly conquered around the turn of the first millennium AD, and eventually became a feudal possession of Denmark. The relations between the descendants of Vikings in England and counterparts in Normandy, in northern France, lay at the heart of a series of events that led to the Norman conquest of England in 1066. The remnants of the Duchy of Normandy, which conquered England, remain associated to the English Crown as the Channel Islands to this day. A century later the marriage of the future Henry II of England to Eleanor of Aquitaine created the Angevin Empire, partially under the French Crown. At the invitation of a provincial king and under the authority of Pope Adrian IV (the only Englishman to be elected pope), the Angevins invaded Ireland in 1169. Though initially intended to be kept as an independent kingdom, the failure of the Irish High King to ensure the terms of the Treaty of Windsor led Henry II, as King of England, to rule as effective monarch under the title of Lord of Ireland. This title was granted to his younger son but when Henry's heir unexpectedly died the title of King of England and Lord of Ireland became entwined in one person.", "targets": "In 1169, Ireland was invaded by which people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cee2d26a96b42b98c7a6110d6ec71cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1353, the three original cantons had joined with the cantons of Glarus and Zug and the Lucerne, Z\u00fcrich and Bern city states to form the \"Old Confederacy\" of eight states that existed until the end of the 15th century. The expansion led to increased power and wealth for the federation. By 1460, the confederates controlled most of the territory south and west of the Rhine to the Alps and the Jura mountains, particularly after victories against the Habsburgs (Battle of Sempach, Battle of N\u00e4fels), over Charles the Bold of Burgundy during the 1470s, and the success of the Swiss mercenaries. The Swiss victory in the Swabian War against the Swabian League of Emperor Maximilian I in 1499 amounted to de facto independence within the Holy Roman Empire.", "targets": "In what year did the three original  cantons join with five other cantons to form the \"Old Confederacy\" of eight states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cee2d26a96b42b98c7a6110d6ec71cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1353, the three original cantons had joined with the cantons of Glarus and Zug and the Lucerne, Z\u00fcrich and Bern city states to form the \"Old Confederacy\" of eight states that existed until the end of the 15th century. The expansion led to increased power and wealth for the federation. By 1460, the confederates controlled most of the territory south and west of the Rhine to the Alps and the Jura mountains, particularly after victories against the Habsburgs (Battle of Sempach, Battle of N\u00e4fels), over Charles the Bold of Burgundy during the 1470s, and the success of the Swiss mercenaries. The Swiss victory in the Swabian War against the Swabian League of Emperor Maximilian I in 1499 amounted to de facto independence within the Holy Roman Empire.", "targets": "Which century did the Old Confederacy of the eight states exist until?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cee2d26a96b42b98c7a6110d6ec71cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1353, the three original cantons had joined with the cantons of Glarus and Zug and the Lucerne, Z\u00fcrich and Bern city states to form the \"Old Confederacy\" of eight states that existed until the end of the 15th century. The expansion led to increased power and wealth for the federation. By 1460, the confederates controlled most of the territory south and west of the Rhine to the Alps and the Jura mountains, particularly after victories against the Habsburgs (Battle of Sempach, Battle of N\u00e4fels), over Charles the Bold of Burgundy during the 1470s, and the success of the Swiss mercenaries. The Swiss victory in the Swabian War against the Swabian League of Emperor Maximilian I in 1499 amounted to de facto independence within the Holy Roman Empire.", "targets": "What effect did the expansion of the three cantons into eight have on the status of the federation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cee2d26a96b42b98c7a6110d6ec71cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1353, the three original cantons had joined with the cantons of Glarus and Zug and the Lucerne, Z\u00fcrich and Bern city states to form the \"Old Confederacy\" of eight states that existed until the end of the 15th century. The expansion led to increased power and wealth for the federation. By 1460, the confederates controlled most of the territory south and west of the Rhine to the Alps and the Jura mountains, particularly after victories against the Habsburgs (Battle of Sempach, Battle of N\u00e4fels), over Charles the Bold of Burgundy during the 1470s, and the success of the Swiss mercenaries. The Swiss victory in the Swabian War against the Swabian League of Emperor Maximilian I in 1499 amounted to de facto independence within the Holy Roman Empire.", "targets": "By 1460, who controlled most of the territory south and west of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cee2d26a96b42b98c7a6110d6ec71cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1353, the three original cantons had joined with the cantons of Glarus and Zug and the Lucerne, Z\u00fcrich and Bern city states to form the \"Old Confederacy\" of eight states that existed until the end of the 15th century. The expansion led to increased power and wealth for the federation. By 1460, the confederates controlled most of the territory south and west of the Rhine to the Alps and the Jura mountains, particularly after victories against the Habsburgs (Battle of Sempach, Battle of N\u00e4fels), over Charles the Bold of Burgundy during the 1470s, and the success of the Swiss mercenaries. The Swiss victory in the Swabian War against the Swabian League of Emperor Maximilian I in 1499 amounted to de facto independence within the Holy Roman Empire.", "targets": "Which Swiss victory in 1499 amounted to de facto independence within the Holy Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaef8de2de6d4fd6b6d86a3f86d250e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch dialects and regional languages are not spoken as often as they used to be. Recent research by Geert Driessen shows that the use of dialects and regional languages among both Dutch adults and youth is in heavy decline. In 1995, 27 percent of the Dutch adult population spoke a dialect or regional language on a regular basis, while in 2011 this was no more than 11 percent. In 1995, 12 percent of the primary school aged children spoke a dialect or regional language, while in 2011 this had declined to 4 percent. Of the three officially recognized regional languages Limburgish is spoken most (in 2011 among adults 54%, among children 31%) and Dutch Low Saxon least (adults 15%, children 1%); Frisian occupies a middle position (adults 44%, children 22%).", "targets": "What organization researched the use of regional Dutch dialects and found their usage declining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaef8de2de6d4fd6b6d86a3f86d250e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch dialects and regional languages are not spoken as often as they used to be. Recent research by Geert Driessen shows that the use of dialects and regional languages among both Dutch adults and youth is in heavy decline. In 1995, 27 percent of the Dutch adult population spoke a dialect or regional language on a regular basis, while in 2011 this was no more than 11 percent. In 1995, 12 percent of the primary school aged children spoke a dialect or regional language, while in 2011 this had declined to 4 percent. Of the three officially recognized regional languages Limburgish is spoken most (in 2011 among adults 54%, among children 31%) and Dutch Low Saxon least (adults 15%, children 1%); Frisian occupies a middle position (adults 44%, children 22%).", "targets": "What percentage of adults in the Netherlands spoke a dialect or regional language in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaef8de2de6d4fd6b6d86a3f86d250e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch dialects and regional languages are not spoken as often as they used to be. Recent research by Geert Driessen shows that the use of dialects and regional languages among both Dutch adults and youth is in heavy decline. In 1995, 27 percent of the Dutch adult population spoke a dialect or regional language on a regular basis, while in 2011 this was no more than 11 percent. In 1995, 12 percent of the primary school aged children spoke a dialect or regional language, while in 2011 this had declined to 4 percent. Of the three officially recognized regional languages Limburgish is spoken most (in 2011 among adults 54%, among children 31%) and Dutch Low Saxon least (adults 15%, children 1%); Frisian occupies a middle position (adults 44%, children 22%).", "targets": "How many primary school aged children were found to speak a dialect or regional language by 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaef8de2de6d4fd6b6d86a3f86d250e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch dialects and regional languages are not spoken as often as they used to be. Recent research by Geert Driessen shows that the use of dialects and regional languages among both Dutch adults and youth is in heavy decline. In 1995, 27 percent of the Dutch adult population spoke a dialect or regional language on a regular basis, while in 2011 this was no more than 11 percent. In 1995, 12 percent of the primary school aged children spoke a dialect or regional language, while in 2011 this had declined to 4 percent. Of the three officially recognized regional languages Limburgish is spoken most (in 2011 among adults 54%, among children 31%) and Dutch Low Saxon least (adults 15%, children 1%); Frisian occupies a middle position (adults 44%, children 22%).", "targets": "What's the most commonly spoken regional language in the Netherlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaef8de2de6d4fd6b6d86a3f86d250e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch dialects and regional languages are not spoken as often as they used to be. Recent research by Geert Driessen shows that the use of dialects and regional languages among both Dutch adults and youth is in heavy decline. In 1995, 27 percent of the Dutch adult population spoke a dialect or regional language on a regular basis, while in 2011 this was no more than 11 percent. In 1995, 12 percent of the primary school aged children spoke a dialect or regional language, while in 2011 this had declined to 4 percent. Of the three officially recognized regional languages Limburgish is spoken most (in 2011 among adults 54%, among children 31%) and Dutch Low Saxon least (adults 15%, children 1%); Frisian occupies a middle position (adults 44%, children 22%).", "targets": "In 2011, what percentage of Dutch adults spoke Frisian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca3acb93134643da9ff8c9b246337d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi has a population of 249,998. Hindi and Punjabi are the most widely spoken languages in New Delhi and the lingua franca of the city. English is primarily used as the formal language by business and government institutes. New Delhi has a literacy rate of 89.38% according to 2011 census, which is highest in Delhi.", "targets": "What is the population of New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca3acb93134643da9ff8c9b246337d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi has a population of 249,998. Hindi and Punjabi are the most widely spoken languages in New Delhi and the lingua franca of the city. English is primarily used as the formal language by business and government institutes. New Delhi has a literacy rate of 89.38% according to 2011 census, which is highest in Delhi.", "targets": "What are the most common languages spoken in New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca3acb93134643da9ff8c9b246337d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi has a population of 249,998. Hindi and Punjabi are the most widely spoken languages in New Delhi and the lingua franca of the city. English is primarily used as the formal language by business and government institutes. New Delhi has a literacy rate of 89.38% according to 2011 census, which is highest in Delhi.", "targets": "What language is used for formal purposes by business and government institutes of New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca3acb93134643da9ff8c9b246337d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi has a population of 249,998. Hindi and Punjabi are the most widely spoken languages in New Delhi and the lingua franca of the city. English is primarily used as the formal language by business and government institutes. New Delhi has a literacy rate of 89.38% according to 2011 census, which is highest in Delhi.", "targets": "What is the literacy rate of New Delhi according to the 2011 census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca3acb93134643da9ff8c9b246337d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi has a population of 249,998. Hindi and Punjabi are the most widely spoken languages in New Delhi and the lingua franca of the city. English is primarily used as the formal language by business and government institutes. New Delhi has a literacy rate of 89.38% according to 2011 census, which is highest in Delhi.", "targets": "What city in the territory of Delhi has the highest literacy rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f9cde5cba64882bd9bde70e06a2f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formation of the ice giants, Neptune and Uranus, has proven difficult to model precisely. Current models suggest that the matter density in the outer regions of the Solar System was too low to account for the formation of such large bodies from the traditionally accepted method of core accretion, and various hypotheses have been advanced to explain their formation. One is that the ice giants were not formed by core accretion but from instabilities within the original protoplanetary disc and later had their atmospheres blasted away by radiation from a nearby massive OB star.", "targets": "What could have blasted Neptune and Uranus's atmosphere with radiation, aiding in creation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f9cde5cba64882bd9bde70e06a2f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formation of the ice giants, Neptune and Uranus, has proven difficult to model precisely. Current models suggest that the matter density in the outer regions of the Solar System was too low to account for the formation of such large bodies from the traditionally accepted method of core accretion, and various hypotheses have been advanced to explain their formation. One is that the ice giants were not formed by core accretion but from instabilities within the original protoplanetary disc and later had their atmospheres blasted away by radiation from a nearby massive OB star.", "targets": "What is too low to account for the formation of Neptune?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06f9cde5cba64882bd9bde70e06a2f14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formation of the ice giants, Neptune and Uranus, has proven difficult to model precisely. Current models suggest that the matter density in the outer regions of the Solar System was too low to account for the formation of such large bodies from the traditionally accepted method of core accretion, and various hypotheses have been advanced to explain their formation. One is that the ice giants were not formed by core accretion but from instabilities within the original protoplanetary disc and later had their atmospheres blasted away by radiation from a nearby massive OB star.", "targets": "If Neptune was formed from instabilities within the original protoplanetary disc, what was it not formed by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c6a5d817a834bb2b40975f361c1ec72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another term for Christians which appears in the New Testament is \"Nazarenes\" which is used by the Jewish lawyer Tertullus in Acts 24. Tertullian (Against Marcion 4:8) records that \"the Jews call us Nazarenes,\" while around 331 AD Eusebius records that Christ was called a Nazoraean from the name Nazareth, and that in earlier centuries \"Christians,\" were once called \"Nazarenes.\" The Hebrew equivalent of \"Nazarenes\", Notzrim, occurs in the Babylonian Talmud, and is still the modern Israeli Hebrew term for Christian.", "targets": "In Acts 24, what is another word that Christians are called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c6a5d817a834bb2b40975f361c1ec72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another term for Christians which appears in the New Testament is \"Nazarenes\" which is used by the Jewish lawyer Tertullus in Acts 24. Tertullian (Against Marcion 4:8) records that \"the Jews call us Nazarenes,\" while around 331 AD Eusebius records that Christ was called a Nazoraean from the name Nazareth, and that in earlier centuries \"Christians,\" were once called \"Nazarenes.\" The Hebrew equivalent of \"Nazarenes\", Notzrim, occurs in the Babylonian Talmud, and is still the modern Israeli Hebrew term for Christian.", "targets": "What was Jesus called since he was from Nazareth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c6a5d817a834bb2b40975f361c1ec72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another term for Christians which appears in the New Testament is \"Nazarenes\" which is used by the Jewish lawyer Tertullus in Acts 24. Tertullian (Against Marcion 4:8) records that \"the Jews call us Nazarenes,\" while around 331 AD Eusebius records that Christ was called a Nazoraean from the name Nazareth, and that in earlier centuries \"Christians,\" were once called \"Nazarenes.\" The Hebrew equivalent of \"Nazarenes\", Notzrim, occurs in the Babylonian Talmud, and is still the modern Israeli Hebrew term for Christian.", "targets": "What is another Hebrew term for Nazarenes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c6a5d817a834bb2b40975f361c1ec72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another term for Christians which appears in the New Testament is \"Nazarenes\" which is used by the Jewish lawyer Tertullus in Acts 24. Tertullian (Against Marcion 4:8) records that \"the Jews call us Nazarenes,\" while around 331 AD Eusebius records that Christ was called a Nazoraean from the name Nazareth, and that in earlier centuries \"Christians,\" were once called \"Nazarenes.\" The Hebrew equivalent of \"Nazarenes\", Notzrim, occurs in the Babylonian Talmud, and is still the modern Israeli Hebrew term for Christian.", "targets": "Wha still calls Christians Notzrim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a86a9714ecfe44bab27a3d9a1e7112e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jobs stated during the Macintosh's introduction \"we expect Macintosh to become the third industry standard\", after the Apple II and IBM PC. Although outselling every other computer, it did not meet expectations during the first year, especially among business customers. Only about ten applications including MacWrite and MacPaint were widely available, although many non-Apple software developers participated in the introduction and Apple promised that 79 companies including Lotus, Digital Research, and Ashton-Tate were creating products for the new computer. After one year, it had less than one quarter of the software selection available compared to the IBM PC\u2014including only one word processor, two databases, and one spreadsheet\u2014although Apple had sold 280,000 Macintoshes compared to IBM's first year sales of fewer than 100,000 PCs.", "targets": "What did Jobs state that he expected Macintosh to become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a86a9714ecfe44bab27a3d9a1e7112e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jobs stated during the Macintosh's introduction \"we expect Macintosh to become the third industry standard\", after the Apple II and IBM PC. Although outselling every other computer, it did not meet expectations during the first year, especially among business customers. Only about ten applications including MacWrite and MacPaint were widely available, although many non-Apple software developers participated in the introduction and Apple promised that 79 companies including Lotus, Digital Research, and Ashton-Tate were creating products for the new computer. After one year, it had less than one quarter of the software selection available compared to the IBM PC\u2014including only one word processor, two databases, and one spreadsheet\u2014although Apple had sold 280,000 Macintoshes compared to IBM's first year sales of fewer than 100,000 PCs.", "targets": "How many applications were widely available during Macintosh's introduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a86a9714ecfe44bab27a3d9a1e7112e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jobs stated during the Macintosh's introduction \"we expect Macintosh to become the third industry standard\", after the Apple II and IBM PC. Although outselling every other computer, it did not meet expectations during the first year, especially among business customers. Only about ten applications including MacWrite and MacPaint were widely available, although many non-Apple software developers participated in the introduction and Apple promised that 79 companies including Lotus, Digital Research, and Ashton-Tate were creating products for the new computer. After one year, it had less than one quarter of the software selection available compared to the IBM PC\u2014including only one word processor, two databases, and one spreadsheet\u2014although Apple had sold 280,000 Macintoshes compared to IBM's first year sales of fewer than 100,000 PCs.", "targets": "How many companies did Apple promise were develping products for the new computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a86a9714ecfe44bab27a3d9a1e7112e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jobs stated during the Macintosh's introduction \"we expect Macintosh to become the third industry standard\", after the Apple II and IBM PC. Although outselling every other computer, it did not meet expectations during the first year, especially among business customers. Only about ten applications including MacWrite and MacPaint were widely available, although many non-Apple software developers participated in the introduction and Apple promised that 79 companies including Lotus, Digital Research, and Ashton-Tate were creating products for the new computer. After one year, it had less than one quarter of the software selection available compared to the IBM PC\u2014including only one word processor, two databases, and one spreadsheet\u2014although Apple had sold 280,000 Macintoshes compared to IBM's first year sales of fewer than 100,000 PCs.", "targets": "How many Macintoshes had Apple sold after one year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a86a9714ecfe44bab27a3d9a1e7112e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jobs stated during the Macintosh's introduction \"we expect Macintosh to become the third industry standard\", after the Apple II and IBM PC. Although outselling every other computer, it did not meet expectations during the first year, especially among business customers. Only about ten applications including MacWrite and MacPaint were widely available, although many non-Apple software developers participated in the introduction and Apple promised that 79 companies including Lotus, Digital Research, and Ashton-Tate were creating products for the new computer. After one year, it had less than one quarter of the software selection available compared to the IBM PC\u2014including only one word processor, two databases, and one spreadsheet\u2014although Apple had sold 280,000 Macintoshes compared to IBM's first year sales of fewer than 100,000 PCs.", "targets": "How many databases did Apple have available the first year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a599e9935c6b47e29b89bd45eca60fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers face several occupational hazards in their line of work, including occupational stress, which can negatively impact teachers' mental and physical health, productivity, and students' performance. Stress can be caused by organizational change, relationships with students, fellow teachers, and administrative personnel, working environment, expectations to substitute, long hours with a heavy workload, and inspections. Teachers are also at high risk for occupational burnout.", "targets": "What can hurt a teacher's mental and physical health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a599e9935c6b47e29b89bd45eca60fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers face several occupational hazards in their line of work, including occupational stress, which can negatively impact teachers' mental and physical health, productivity, and students' performance. Stress can be caused by organizational change, relationships with students, fellow teachers, and administrative personnel, working environment, expectations to substitute, long hours with a heavy workload, and inspections. Teachers are also at high risk for occupational burnout.", "targets": "What, when combined with a large workload, can contribute to occupational stress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a599e9935c6b47e29b89bd45eca60fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers face several occupational hazards in their line of work, including occupational stress, which can negatively impact teachers' mental and physical health, productivity, and students' performance. Stress can be caused by organizational change, relationships with students, fellow teachers, and administrative personnel, working environment, expectations to substitute, long hours with a heavy workload, and inspections. Teachers are also at high risk for occupational burnout.", "targets": "What is something that teacher's are at a high risk for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a599e9935c6b47e29b89bd45eca60fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers face several occupational hazards in their line of work, including occupational stress, which can negatively impact teachers' mental and physical health, productivity, and students' performance. Stress can be caused by organizational change, relationships with students, fellow teachers, and administrative personnel, working environment, expectations to substitute, long hours with a heavy workload, and inspections. Teachers are also at high risk for occupational burnout.", "targets": "What can be the result of a change in an organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a599e9935c6b47e29b89bd45eca60fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Teachers face several occupational hazards in their line of work, including occupational stress, which can negatively impact teachers' mental and physical health, productivity, and students' performance. Stress can be caused by organizational change, relationships with students, fellow teachers, and administrative personnel, working environment, expectations to substitute, long hours with a heavy workload, and inspections. Teachers are also at high risk for occupational burnout.", "targets": "What, on the part of a teacher, can result in a decrease in student performance"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-598074a281fa4986b3488b434f3d84f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Namibia Labour Force Survey Report 2012, conducted by the Namibia Statistics Agency, the country's unemployment rate is 27.4%. \"Strict unemployment\" (people actively seeking a full-time job) stood at 20.2% in 2000, 21.9% in 2004 and spiraled to 29.4% in 2008. Under a broader definition (including people that have given up searching for employment) unemployment rose to 36.7% in 2004. This estimate considers people in the informal economy as employed. Labour and Social Welfare Minister Immanuel Ngatjizeko praised the 2008 study as \"by far superior in scope and quality to any that has been available previously\", but its methodology has also received criticism.", "targets": "What was the highest unemployment rate in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-598074a281fa4986b3488b434f3d84f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Namibia Labour Force Survey Report 2012, conducted by the Namibia Statistics Agency, the country's unemployment rate is 27.4%. \"Strict unemployment\" (people actively seeking a full-time job) stood at 20.2% in 2000, 21.9% in 2004 and spiraled to 29.4% in 2008. Under a broader definition (including people that have given up searching for employment) unemployment rose to 36.7% in 2004. This estimate considers people in the informal economy as employed. Labour and Social Welfare Minister Immanuel Ngatjizeko praised the 2008 study as \"by far superior in scope and quality to any that has been available previously\", but its methodology has also received criticism.", "targets": "Who is the Labour and Social Welfare Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-598074a281fa4986b3488b434f3d84f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Namibia Labour Force Survey Report 2012, conducted by the Namibia Statistics Agency, the country's unemployment rate is 27.4%. \"Strict unemployment\" (people actively seeking a full-time job) stood at 20.2% in 2000, 21.9% in 2004 and spiraled to 29.4% in 2008. Under a broader definition (including people that have given up searching for employment) unemployment rose to 36.7% in 2004. This estimate considers people in the informal economy as employed. Labour and Social Welfare Minister Immanuel Ngatjizeko praised the 2008 study as \"by far superior in scope and quality to any that has been available previously\", but its methodology has also received criticism.", "targets": "When was the lowest unemployment rate in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-598074a281fa4986b3488b434f3d84f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Namibia Labour Force Survey Report 2012, conducted by the Namibia Statistics Agency, the country's unemployment rate is 27.4%. \"Strict unemployment\" (people actively seeking a full-time job) stood at 20.2% in 2000, 21.9% in 2004 and spiraled to 29.4% in 2008. Under a broader definition (including people that have given up searching for employment) unemployment rose to 36.7% in 2004. This estimate considers people in the informal economy as employed. Labour and Social Welfare Minister Immanuel Ngatjizeko praised the 2008 study as \"by far superior in scope and quality to any that has been available previously\", but its methodology has also received criticism.", "targets": "What is Namibian's unemployment rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8b80ffb4bdf4641998bdc169bf87db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has 11,500 listed buildings, 523 scheduled monuments, 192 conservation areas, 41 parks and gardens including those at Barrington Court, Holnicote Estate, Prior Park Landscape Garden and Tintinhull Garden, 36 English Heritage sites and 19 National Trust sites, including Clevedon Court, Fyne Court, Montacute House and Tyntesfield as well as Stembridge Tower Mill, the last remaining thatched windmill in England. Other historic houses in the county which have remained in private ownership or used for other purposes include Halswell House and Marston Bigot. A key contribution of Somerset architecture is its medieval church towers. Jenkins writes, \"These structures, with their buttresses, bell-opening tracery and crowns, rank with Nottinghamshire alabaster as England's finest contribution to medieval art.\"", "targets": "How many listed buildings in Somerset "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8b80ffb4bdf4641998bdc169bf87db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has 11,500 listed buildings, 523 scheduled monuments, 192 conservation areas, 41 parks and gardens including those at Barrington Court, Holnicote Estate, Prior Park Landscape Garden and Tintinhull Garden, 36 English Heritage sites and 19 National Trust sites, including Clevedon Court, Fyne Court, Montacute House and Tyntesfield as well as Stembridge Tower Mill, the last remaining thatched windmill in England. Other historic houses in the county which have remained in private ownership or used for other purposes include Halswell House and Marston Bigot. A key contribution of Somerset architecture is its medieval church towers. Jenkins writes, \"These structures, with their buttresses, bell-opening tracery and crowns, rank with Nottinghamshire alabaster as England's finest contribution to medieval art.\"", "targets": "How many monuments on Somerset "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8b80ffb4bdf4641998bdc169bf87db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has 11,500 listed buildings, 523 scheduled monuments, 192 conservation areas, 41 parks and gardens including those at Barrington Court, Holnicote Estate, Prior Park Landscape Garden and Tintinhull Garden, 36 English Heritage sites and 19 National Trust sites, including Clevedon Court, Fyne Court, Montacute House and Tyntesfield as well as Stembridge Tower Mill, the last remaining thatched windmill in England. Other historic houses in the county which have remained in private ownership or used for other purposes include Halswell House and Marston Bigot. A key contribution of Somerset architecture is its medieval church towers. Jenkins writes, \"These structures, with their buttresses, bell-opening tracery and crowns, rank with Nottinghamshire alabaster as England's finest contribution to medieval art.\"", "targets": "What is a key type of Architecture in Somerset "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8b80ffb4bdf4641998bdc169bf87db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has 11,500 listed buildings, 523 scheduled monuments, 192 conservation areas, 41 parks and gardens including those at Barrington Court, Holnicote Estate, Prior Park Landscape Garden and Tintinhull Garden, 36 English Heritage sites and 19 National Trust sites, including Clevedon Court, Fyne Court, Montacute House and Tyntesfield as well as Stembridge Tower Mill, the last remaining thatched windmill in England. Other historic houses in the county which have remained in private ownership or used for other purposes include Halswell House and Marston Bigot. A key contribution of Somerset architecture is its medieval church towers. Jenkins writes, \"These structures, with their buttresses, bell-opening tracery and crowns, rank with Nottinghamshire alabaster as England's finest contribution to medieval art.\"", "targets": "Name some historic private houses in the county "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcec5de279694be4a0954b5bb9ef4fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is a West Germanic language, developing out of Ingvaeonic (also known as North Sea Germanic) dialects from the 5th century. It came to be spoken over most of the territory of the Anglo-Saxon kingdoms which became the Kingdom of England. This included most of present-day England, as well as part of what is now southeastern Scotland, which for several centuries belonged to the Anglo-Saxon kingdom of Northumbria. Other parts of the island \u2013 Wales and most of Scotland \u2013 continued to use Celtic languages, except in the areas of Scandinavian settlements where Old Norse was spoken. Celtic speech also remained established in certain parts of England: Medieval Cornish was spoken all over Cornwall and in adjacent parts of Devon, while Cumbric survived perhaps to the 12th century in parts of Cumbria, and Welsh may have been spoken on the English side of the Anglo-Welsh border. Norse was also widely spoken in the parts of England which fell under Danish law.", "targets": "What language family does Old English belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcec5de279694be4a0954b5bb9ef4fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is a West Germanic language, developing out of Ingvaeonic (also known as North Sea Germanic) dialects from the 5th century. It came to be spoken over most of the territory of the Anglo-Saxon kingdoms which became the Kingdom of England. This included most of present-day England, as well as part of what is now southeastern Scotland, which for several centuries belonged to the Anglo-Saxon kingdom of Northumbria. Other parts of the island \u2013 Wales and most of Scotland \u2013 continued to use Celtic languages, except in the areas of Scandinavian settlements where Old Norse was spoken. Celtic speech also remained established in certain parts of England: Medieval Cornish was spoken all over Cornwall and in adjacent parts of Devon, while Cumbric survived perhaps to the 12th century in parts of Cumbria, and Welsh may have been spoken on the English side of the Anglo-Welsh border. Norse was also widely spoken in the parts of England which fell under Danish law.", "targets": "What is another name for Ingvaeonic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcec5de279694be4a0954b5bb9ef4fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is a West Germanic language, developing out of Ingvaeonic (also known as North Sea Germanic) dialects from the 5th century. It came to be spoken over most of the territory of the Anglo-Saxon kingdoms which became the Kingdom of England. This included most of present-day England, as well as part of what is now southeastern Scotland, which for several centuries belonged to the Anglo-Saxon kingdom of Northumbria. Other parts of the island \u2013 Wales and most of Scotland \u2013 continued to use Celtic languages, except in the areas of Scandinavian settlements where Old Norse was spoken. Celtic speech also remained established in certain parts of England: Medieval Cornish was spoken all over Cornwall and in adjacent parts of Devon, while Cumbric survived perhaps to the 12th century in parts of Cumbria, and Welsh may have been spoken on the English side of the Anglo-Welsh border. Norse was also widely spoken in the parts of England which fell under Danish law.", "targets": "In what century did Old English first develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcec5de279694be4a0954b5bb9ef4fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is a West Germanic language, developing out of Ingvaeonic (also known as North Sea Germanic) dialects from the 5th century. It came to be spoken over most of the territory of the Anglo-Saxon kingdoms which became the Kingdom of England. This included most of present-day England, as well as part of what is now southeastern Scotland, which for several centuries belonged to the Anglo-Saxon kingdom of Northumbria. Other parts of the island \u2013 Wales and most of Scotland \u2013 continued to use Celtic languages, except in the areas of Scandinavian settlements where Old Norse was spoken. Celtic speech also remained established in certain parts of England: Medieval Cornish was spoken all over Cornwall and in adjacent parts of Devon, while Cumbric survived perhaps to the 12th century in parts of Cumbria, and Welsh may have been spoken on the English side of the Anglo-Welsh border. Norse was also widely spoken in the parts of England which fell under Danish law.", "targets": "What Anglo-Saxon kingdom ruled parts of modern-day Scotland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcec5de279694be4a0954b5bb9ef4fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English is a West Germanic language, developing out of Ingvaeonic (also known as North Sea Germanic) dialects from the 5th century. It came to be spoken over most of the territory of the Anglo-Saxon kingdoms which became the Kingdom of England. This included most of present-day England, as well as part of what is now southeastern Scotland, which for several centuries belonged to the Anglo-Saxon kingdom of Northumbria. Other parts of the island \u2013 Wales and most of Scotland \u2013 continued to use Celtic languages, except in the areas of Scandinavian settlements where Old Norse was spoken. Celtic speech also remained established in certain parts of England: Medieval Cornish was spoken all over Cornwall and in adjacent parts of Devon, while Cumbric survived perhaps to the 12th century in parts of Cumbria, and Welsh may have been spoken on the English side of the Anglo-Welsh border. Norse was also widely spoken in the parts of England which fell under Danish law.", "targets": "What language was spoken in Cornwall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a29a1fe8464842b699445063191c3380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two years later, the Royal African Company was inaugurated, receiving from King Charles a monopoly of the trade to supply slaves to the British colonies of the Caribbean. From the outset, slavery was the basis of the British Empire in the West Indies. Until the abolition of the slave trade in 1807, Britain was responsible for the transportation of 3.5 million African slaves to the Americas, a third of all slaves transported across the Atlantic. To facilitate this trade, forts were established on the coast of West Africa, such as James Island, Accra and Bunce Island. In the British Caribbean, the percentage of the population of African descent rose from 25 percent in 1650 to around 80 percent in 1780, and in the 13 Colonies from 10 percent to 40 percent over the same period (the majority in the southern colonies). For the slave traders, the trade was extremely profitable, and became a major economic mainstay for such western British cities as Bristol and Liverpool, which formed the third corner of the so-called triangular trade with Africa and the Americas. For the transported, harsh and unhygienic conditions on the slaving ships and poor diets meant that the average mortality rate during the Middle Passage was one in seven.", "targets": "Which company had monopoly of the trade to supply slaves to the British colonies of the Caribbean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a29a1fe8464842b699445063191c3380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two years later, the Royal African Company was inaugurated, receiving from King Charles a monopoly of the trade to supply slaves to the British colonies of the Caribbean. From the outset, slavery was the basis of the British Empire in the West Indies. Until the abolition of the slave trade in 1807, Britain was responsible for the transportation of 3.5 million African slaves to the Americas, a third of all slaves transported across the Atlantic. To facilitate this trade, forts were established on the coast of West Africa, such as James Island, Accra and Bunce Island. In the British Caribbean, the percentage of the population of African descent rose from 25 percent in 1650 to around 80 percent in 1780, and in the 13 Colonies from 10 percent to 40 percent over the same period (the majority in the southern colonies). For the slave traders, the trade was extremely profitable, and became a major economic mainstay for such western British cities as Bristol and Liverpool, which formed the third corner of the so-called triangular trade with Africa and the Americas. For the transported, harsh and unhygienic conditions on the slaving ships and poor diets meant that the average mortality rate during the Middle Passage was one in seven.", "targets": "When was the British slave trade abolished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a29a1fe8464842b699445063191c3380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two years later, the Royal African Company was inaugurated, receiving from King Charles a monopoly of the trade to supply slaves to the British colonies of the Caribbean. From the outset, slavery was the basis of the British Empire in the West Indies. Until the abolition of the slave trade in 1807, Britain was responsible for the transportation of 3.5 million African slaves to the Americas, a third of all slaves transported across the Atlantic. To facilitate this trade, forts were established on the coast of West Africa, such as James Island, Accra and Bunce Island. In the British Caribbean, the percentage of the population of African descent rose from 25 percent in 1650 to around 80 percent in 1780, and in the 13 Colonies from 10 percent to 40 percent over the same period (the majority in the southern colonies). For the slave traders, the trade was extremely profitable, and became a major economic mainstay for such western British cities as Bristol and Liverpool, which formed the third corner of the so-called triangular trade with Africa and the Americas. For the transported, harsh and unhygienic conditions on the slaving ships and poor diets meant that the average mortality rate during the Middle Passage was one in seven.", "targets": "How many African slaves did Britain transport to the Americas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a29a1fe8464842b699445063191c3380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two years later, the Royal African Company was inaugurated, receiving from King Charles a monopoly of the trade to supply slaves to the British colonies of the Caribbean. From the outset, slavery was the basis of the British Empire in the West Indies. Until the abolition of the slave trade in 1807, Britain was responsible for the transportation of 3.5 million African slaves to the Americas, a third of all slaves transported across the Atlantic. To facilitate this trade, forts were established on the coast of West Africa, such as James Island, Accra and Bunce Island. In the British Caribbean, the percentage of the population of African descent rose from 25 percent in 1650 to around 80 percent in 1780, and in the 13 Colonies from 10 percent to 40 percent over the same period (the majority in the southern colonies). For the slave traders, the trade was extremely profitable, and became a major economic mainstay for such western British cities as Bristol and Liverpool, which formed the third corner of the so-called triangular trade with Africa and the Americas. For the transported, harsh and unhygienic conditions on the slaving ships and poor diets meant that the average mortality rate during the Middle Passage was one in seven.", "targets": "The triangular slave trade was between Africa, the Americas, and which British cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a29a1fe8464842b699445063191c3380", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two years later, the Royal African Company was inaugurated, receiving from King Charles a monopoly of the trade to supply slaves to the British colonies of the Caribbean. From the outset, slavery was the basis of the British Empire in the West Indies. Until the abolition of the slave trade in 1807, Britain was responsible for the transportation of 3.5 million African slaves to the Americas, a third of all slaves transported across the Atlantic. To facilitate this trade, forts were established on the coast of West Africa, such as James Island, Accra and Bunce Island. In the British Caribbean, the percentage of the population of African descent rose from 25 percent in 1650 to around 80 percent in 1780, and in the 13 Colonies from 10 percent to 40 percent over the same period (the majority in the southern colonies). For the slave traders, the trade was extremely profitable, and became a major economic mainstay for such western British cities as Bristol and Liverpool, which formed the third corner of the so-called triangular trade with Africa and the Americas. For the transported, harsh and unhygienic conditions on the slaving ships and poor diets meant that the average mortality rate during the Middle Passage was one in seven.", "targets": "What was the death rate during the Middle Passage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d3a147f641a4cb4b5a370c2642bbc1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of time in the United States includes DST during both world wars, but no standardization of peacetime DST until 1966. In May 1965, for two weeks, St. Paul, Minnesota and Minneapolis, Minnesota were on different times, when the capital city decided to join most of the nation by starting Daylight Saving Time while Minneapolis opted to follow the later date set by state law. In the mid-1980s, Clorox (parent of Kingsford Charcoal) and 7-Eleven provided the primary funding for the Daylight Saving Time Coalition behind the 1987 extension to US DST, and both Idaho senators voted for it based on the premise that during DST fast-food restaurants sell more French fries, which are made from Idaho potatoes.", "targets": "What month and year were two neighboring cities in Minnesota on different time schedules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d3a147f641a4cb4b5a370c2642bbc1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of time in the United States includes DST during both world wars, but no standardization of peacetime DST until 1966. In May 1965, for two weeks, St. Paul, Minnesota and Minneapolis, Minnesota were on different times, when the capital city decided to join most of the nation by starting Daylight Saving Time while Minneapolis opted to follow the later date set by state law. In the mid-1980s, Clorox (parent of Kingsford Charcoal) and 7-Eleven provided the primary funding for the Daylight Saving Time Coalition behind the 1987 extension to US DST, and both Idaho senators voted for it based on the premise that during DST fast-food restaurants sell more French fries, which are made from Idaho potatoes.", "targets": "What state supported DST because it wanted to sell more potatoes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d3a147f641a4cb4b5a370c2642bbc1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of time in the United States includes DST during both world wars, but no standardization of peacetime DST until 1966. In May 1965, for two weeks, St. Paul, Minnesota and Minneapolis, Minnesota were on different times, when the capital city decided to join most of the nation by starting Daylight Saving Time while Minneapolis opted to follow the later date set by state law. In the mid-1980s, Clorox (parent of Kingsford Charcoal) and 7-Eleven provided the primary funding for the Daylight Saving Time Coalition behind the 1987 extension to US DST, and both Idaho senators voted for it based on the premise that during DST fast-food restaurants sell more French fries, which are made from Idaho potatoes.", "targets": "What company joined Clorox in funding the Daylight Saving Time Coalition in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d3a147f641a4cb4b5a370c2642bbc1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of time in the United States includes DST during both world wars, but no standardization of peacetime DST until 1966. In May 1965, for two weeks, St. Paul, Minnesota and Minneapolis, Minnesota were on different times, when the capital city decided to join most of the nation by starting Daylight Saving Time while Minneapolis opted to follow the later date set by state law. In the mid-1980s, Clorox (parent of Kingsford Charcoal) and 7-Eleven provided the primary funding for the Daylight Saving Time Coalition behind the 1987 extension to US DST, and both Idaho senators voted for it based on the premise that during DST fast-food restaurants sell more French fries, which are made from Idaho potatoes.", "targets": "What year was the extension to U.S. daylight savings proposed by the DST Coalition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d3a147f641a4cb4b5a370c2642bbc1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of time in the United States includes DST during both world wars, but no standardization of peacetime DST until 1966. In May 1965, for two weeks, St. Paul, Minnesota and Minneapolis, Minnesota were on different times, when the capital city decided to join most of the nation by starting Daylight Saving Time while Minneapolis opted to follow the later date set by state law. In the mid-1980s, Clorox (parent of Kingsford Charcoal) and 7-Eleven provided the primary funding for the Daylight Saving Time Coalition behind the 1987 extension to US DST, and both Idaho senators voted for it based on the premise that during DST fast-food restaurants sell more French fries, which are made from Idaho potatoes.", "targets": "What year did the U.S. see standardization of DST outside of wartime for the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b18357499b45ca9438667389752590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sisvel S.p.A. and its U.S. subsidiary Audio MPEG, Inc. previously sued Thomson for patent infringement on MP3 technology, but those disputes were resolved in November 2005 with Sisvel granting Thomson a license to their patents. Motorola followed soon after, and signed with Sisvel to license MP3-related patents in December 2005. Except for three patents, the US patents administered by Sisvel had all expired in 2015, however (the exceptions are: U.S. Patent 5,878,080, expires February 2017, U.S. Patent 5,850,456, expires February 2017 and U.S. Patent 5,960,037, expires 9. April 2017.", "targets": "Who was sued for patent infringement on MP3 technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b18357499b45ca9438667389752590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sisvel S.p.A. and its U.S. subsidiary Audio MPEG, Inc. previously sued Thomson for patent infringement on MP3 technology, but those disputes were resolved in November 2005 with Sisvel granting Thomson a license to their patents. Motorola followed soon after, and signed with Sisvel to license MP3-related patents in December 2005. Except for three patents, the US patents administered by Sisvel had all expired in 2015, however (the exceptions are: U.S. Patent 5,878,080, expires February 2017, U.S. Patent 5,850,456, expires February 2017 and U.S. Patent 5,960,037, expires 9. April 2017.", "targets": "Who initially sued to protect their patent rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b18357499b45ca9438667389752590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sisvel S.p.A. and its U.S. subsidiary Audio MPEG, Inc. previously sued Thomson for patent infringement on MP3 technology, but those disputes were resolved in November 2005 with Sisvel granting Thomson a license to their patents. Motorola followed soon after, and signed with Sisvel to license MP3-related patents in December 2005. Except for three patents, the US patents administered by Sisvel had all expired in 2015, however (the exceptions are: U.S. Patent 5,878,080, expires February 2017, U.S. Patent 5,850,456, expires February 2017 and U.S. Patent 5,960,037, expires 9. April 2017.", "targets": "What did Sisvel grant Thomson to end the lawsuit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b18357499b45ca9438667389752590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sisvel S.p.A. and its U.S. subsidiary Audio MPEG, Inc. previously sued Thomson for patent infringement on MP3 technology, but those disputes were resolved in November 2005 with Sisvel granting Thomson a license to their patents. Motorola followed soon after, and signed with Sisvel to license MP3-related patents in December 2005. Except for three patents, the US patents administered by Sisvel had all expired in 2015, however (the exceptions are: U.S. Patent 5,878,080, expires February 2017, U.S. Patent 5,850,456, expires February 2017 and U.S. Patent 5,960,037, expires 9. April 2017.", "targets": "When did the majority of the patents held by Sisvel expire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3b18357499b45ca9438667389752590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sisvel S.p.A. and its U.S. subsidiary Audio MPEG, Inc. previously sued Thomson for patent infringement on MP3 technology, but those disputes were resolved in November 2005 with Sisvel granting Thomson a license to their patents. Motorola followed soon after, and signed with Sisvel to license MP3-related patents in December 2005. Except for three patents, the US patents administered by Sisvel had all expired in 2015, however (the exceptions are: U.S. Patent 5,878,080, expires February 2017, U.S. Patent 5,850,456, expires February 2017 and U.S. Patent 5,960,037, expires 9. April 2017.", "targets": "When does the last patent held by Sisvel expire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2f5c7cfc4b4b7ea3e9e1d4aeaec45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev again refused to make any changes to the status of Nagorno Karabakh, which remained part of Azerbaijan. Instead he sacked both Republics' Communist Party Leaders: On May 21, 1988, Karen Demirchian was replaced by Suren Harutyunyan as First Secretary of the Communist Party of Armenia. However, Harutyunyan quickly decided to run before the nationalist wind and on May 28, allowed Armenians to unfurl the red-blue-gold First Armenian Republic flag for the first time in almost 70 years. On June 15, 1988, the Armenian Supreme Soviet adopted a resolution formally approving the idea of Nagorno Karabakh joining Armenia. Armenia, formerly one of the most loyal Republics, had suddenly turned into the leading rebel republic. On July 5, 1988, when a contingent of troops was sent in to remove demonstrators by force from Yerevan's Zvartnots International Airport, shots were fired and one student protester was killed. In September, further large demonstrations in Yerevan led to the deployment of armored vehicles. In the autumn of 1988 almost all the 200,000 Azerbaijani minority in Armenia was expelled by Armenian Nationalists, with over 100 killed in the process \u2013 this, after the Sumgait pogrom earlier that year carried out by Azerbaijanis against ethnic Armenians and subsequent expulsion of all Armenians from Azerbaijan. On November 25, 1988, a military commandant took control of Yerevan as the Soviet government moved to prevent further ethnic violence.", "targets": "Who banned the Azerbaijani people from Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2f5c7cfc4b4b7ea3e9e1d4aeaec45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev again refused to make any changes to the status of Nagorno Karabakh, which remained part of Azerbaijan. Instead he sacked both Republics' Communist Party Leaders: On May 21, 1988, Karen Demirchian was replaced by Suren Harutyunyan as First Secretary of the Communist Party of Armenia. However, Harutyunyan quickly decided to run before the nationalist wind and on May 28, allowed Armenians to unfurl the red-blue-gold First Armenian Republic flag for the first time in almost 70 years. On June 15, 1988, the Armenian Supreme Soviet adopted a resolution formally approving the idea of Nagorno Karabakh joining Armenia. Armenia, formerly one of the most loyal Republics, had suddenly turned into the leading rebel republic. On July 5, 1988, when a contingent of troops was sent in to remove demonstrators by force from Yerevan's Zvartnots International Airport, shots were fired and one student protester was killed. In September, further large demonstrations in Yerevan led to the deployment of armored vehicles. In the autumn of 1988 almost all the 200,000 Azerbaijani minority in Armenia was expelled by Armenian Nationalists, with over 100 killed in the process \u2013 this, after the Sumgait pogrom earlier that year carried out by Azerbaijanis against ethnic Armenians and subsequent expulsion of all Armenians from Azerbaijan. On November 25, 1988, a military commandant took control of Yerevan as the Soviet government moved to prevent further ethnic violence.", "targets": "How many protesters died in the airport violence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2f5c7cfc4b4b7ea3e9e1d4aeaec45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev again refused to make any changes to the status of Nagorno Karabakh, which remained part of Azerbaijan. Instead he sacked both Republics' Communist Party Leaders: On May 21, 1988, Karen Demirchian was replaced by Suren Harutyunyan as First Secretary of the Communist Party of Armenia. However, Harutyunyan quickly decided to run before the nationalist wind and on May 28, allowed Armenians to unfurl the red-blue-gold First Armenian Republic flag for the first time in almost 70 years. On June 15, 1988, the Armenian Supreme Soviet adopted a resolution formally approving the idea of Nagorno Karabakh joining Armenia. Armenia, formerly one of the most loyal Republics, had suddenly turned into the leading rebel republic. On July 5, 1988, when a contingent of troops was sent in to remove demonstrators by force from Yerevan's Zvartnots International Airport, shots were fired and one student protester was killed. In September, further large demonstrations in Yerevan led to the deployment of armored vehicles. In the autumn of 1988 almost all the 200,000 Azerbaijani minority in Armenia was expelled by Armenian Nationalists, with over 100 killed in the process \u2013 this, after the Sumgait pogrom earlier that year carried out by Azerbaijanis against ethnic Armenians and subsequent expulsion of all Armenians from Azerbaijan. On November 25, 1988, a military commandant took control of Yerevan as the Soviet government moved to prevent further ethnic violence.", "targets": "Who had been previously removed from Azerbaijan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df2f5c7cfc4b4b7ea3e9e1d4aeaec45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gorbachev again refused to make any changes to the status of Nagorno Karabakh, which remained part of Azerbaijan. Instead he sacked both Republics' Communist Party Leaders: On May 21, 1988, Karen Demirchian was replaced by Suren Harutyunyan as First Secretary of the Communist Party of Armenia. However, Harutyunyan quickly decided to run before the nationalist wind and on May 28, allowed Armenians to unfurl the red-blue-gold First Armenian Republic flag for the first time in almost 70 years. On June 15, 1988, the Armenian Supreme Soviet adopted a resolution formally approving the idea of Nagorno Karabakh joining Armenia. Armenia, formerly one of the most loyal Republics, had suddenly turned into the leading rebel republic. On July 5, 1988, when a contingent of troops was sent in to remove demonstrators by force from Yerevan's Zvartnots International Airport, shots were fired and one student protester was killed. In September, further large demonstrations in Yerevan led to the deployment of armored vehicles. In the autumn of 1988 almost all the 200,000 Azerbaijani minority in Armenia was expelled by Armenian Nationalists, with over 100 killed in the process \u2013 this, after the Sumgait pogrom earlier that year carried out by Azerbaijanis against ethnic Armenians and subsequent expulsion of all Armenians from Azerbaijan. On November 25, 1988, a military commandant took control of Yerevan as the Soviet government moved to prevent further ethnic violence.", "targets": "Who took charge of Yerevan in November of 1988?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78058a76a5f44c0caa618ad856fde1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were concerns among Tajik officials that Islamic militarism in the east of the country was on the rise following the escape of 25 militants from a Tajik prison in August, an ambush that killed 28 Tajik soldiers in the Rasht Valley in September, and another ambush in the valley in October that killed 30 soldiers, followed by fighting outside Gharm that left 3 militants dead. To date the country's Interior Ministry asserts that the central government maintains full control over the country's east, and the military operation in the Rasht Valley was concluded in November 2010. However, fighting erupted again in July 2012. In 2015 Russia will send more troops to Tajikistan, as confirmed by a report of STRATFOR (magazine online)", "targets": "How many solider were killed in September when Islamic militants escaped?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78058a76a5f44c0caa618ad856fde1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were concerns among Tajik officials that Islamic militarism in the east of the country was on the rise following the escape of 25 militants from a Tajik prison in August, an ambush that killed 28 Tajik soldiers in the Rasht Valley in September, and another ambush in the valley in October that killed 30 soldiers, followed by fighting outside Gharm that left 3 militants dead. To date the country's Interior Ministry asserts that the central government maintains full control over the country's east, and the military operation in the Rasht Valley was concluded in November 2010. However, fighting erupted again in July 2012. In 2015 Russia will send more troops to Tajikistan, as confirmed by a report of STRATFOR (magazine online)", "targets": "When did Russia say they will be sending more troops to Tajikistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78058a76a5f44c0caa618ad856fde1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were concerns among Tajik officials that Islamic militarism in the east of the country was on the rise following the escape of 25 militants from a Tajik prison in August, an ambush that killed 28 Tajik soldiers in the Rasht Valley in September, and another ambush in the valley in October that killed 30 soldiers, followed by fighting outside Gharm that left 3 militants dead. To date the country's Interior Ministry asserts that the central government maintains full control over the country's east, and the military operation in the Rasht Valley was concluded in November 2010. However, fighting erupted again in July 2012. In 2015 Russia will send more troops to Tajikistan, as confirmed by a report of STRATFOR (magazine online)", "targets": "When did the military operation end in Rasht Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78058a76a5f44c0caa618ad856fde1dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, there were concerns among Tajik officials that Islamic militarism in the east of the country was on the rise following the escape of 25 militants from a Tajik prison in August, an ambush that killed 28 Tajik soldiers in the Rasht Valley in September, and another ambush in the valley in October that killed 30 soldiers, followed by fighting outside Gharm that left 3 militants dead. To date the country's Interior Ministry asserts that the central government maintains full control over the country's east, and the military operation in the Rasht Valley was concluded in November 2010. However, fighting erupted again in July 2012. In 2015 Russia will send more troops to Tajikistan, as confirmed by a report of STRATFOR (magazine online)", "targets": "Why was there concerns in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4a109a78c74968aa067038568f4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He also invested in a shopping mall in Columbus, Ohio. He has talked about some of those who have helped him over the years in business: \"I couldn't have learned about business without a parade of teachers guiding me... from Milton Friedman to Donald Trump... and now, Les Wexner and Warren Buffett. I even learned a thing or two from Planet Hollywood, such as when to get out! And I did!\" He has significant ownership in Dimensional Fund Advisors, an investment firm. Schwarzenegger is also the owner of Arnold's Sports Festival, which he started in 1989 and is held annually in Columbus, Ohio. It is a festival that hosts thousands of international health and fitness professionals which has also expanded into a three-day expo. He also owns a movie production company called Oak Productions, Inc. and Fitness Publications, a joint publishing venture with Simon & Schuster.", "targets": "What investment firm does Schwarzenegger maintain partial ownership of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4a109a78c74968aa067038568f4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He also invested in a shopping mall in Columbus, Ohio. He has talked about some of those who have helped him over the years in business: \"I couldn't have learned about business without a parade of teachers guiding me... from Milton Friedman to Donald Trump... and now, Les Wexner and Warren Buffett. I even learned a thing or two from Planet Hollywood, such as when to get out! And I did!\" He has significant ownership in Dimensional Fund Advisors, an investment firm. Schwarzenegger is also the owner of Arnold's Sports Festival, which he started in 1989 and is held annually in Columbus, Ohio. It is a festival that hosts thousands of international health and fitness professionals which has also expanded into a three-day expo. He also owns a movie production company called Oak Productions, Inc. and Fitness Publications, a joint publishing venture with Simon & Schuster.", "targets": "What city hosts Arnold's Sports Festival each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4a109a78c74968aa067038568f4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He also invested in a shopping mall in Columbus, Ohio. He has talked about some of those who have helped him over the years in business: \"I couldn't have learned about business without a parade of teachers guiding me... from Milton Friedman to Donald Trump... and now, Les Wexner and Warren Buffett. I even learned a thing or two from Planet Hollywood, such as when to get out! And I did!\" He has significant ownership in Dimensional Fund Advisors, an investment firm. Schwarzenegger is also the owner of Arnold's Sports Festival, which he started in 1989 and is held annually in Columbus, Ohio. It is a festival that hosts thousands of international health and fitness professionals which has also expanded into a three-day expo. He also owns a movie production company called Oak Productions, Inc. and Fitness Publications, a joint publishing venture with Simon & Schuster.", "targets": "What's the name of Schwarzenegger's film production company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4a109a78c74968aa067038568f4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He also invested in a shopping mall in Columbus, Ohio. He has talked about some of those who have helped him over the years in business: \"I couldn't have learned about business without a parade of teachers guiding me... from Milton Friedman to Donald Trump... and now, Les Wexner and Warren Buffett. I even learned a thing or two from Planet Hollywood, such as when to get out! And I did!\" He has significant ownership in Dimensional Fund Advisors, an investment firm. Schwarzenegger is also the owner of Arnold's Sports Festival, which he started in 1989 and is held annually in Columbus, Ohio. It is a festival that hosts thousands of international health and fitness professionals which has also expanded into a three-day expo. He also owns a movie production company called Oak Productions, Inc. and Fitness Publications, a joint publishing venture with Simon & Schuster.", "targets": "What renowned publishing company partners with Schwarzenegger in Fitness Publications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b66e2e50a32b4e11a81bc56960e04bc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cosmology and astronomy the phenomena of stars, nova, supernova, quasars and gamma-ray bursts are the universe's highest-output energy transformations of matter. All stellar phenomena (including solar activity) are driven by various kinds of energy transformations. Energy in such transformations is either from gravitational collapse of matter (usually molecular hydrogen) into various classes of astronomical objects (stars, black holes, etc.), or from nuclear fusion (of lighter elements, primarily hydrogen). The nuclear fusion of hydrogen in the Sun also releases another store of potential energy which was created at the time of the Big Bang. At that time, according to theory, space expanded and the universe cooled too rapidly for hydrogen to completely fuse into heavier elements. This meant that hydrogen represents a store of potential energy that can be released by fusion. Such a fusion process is triggered by heat and pressure generated from gravitational collapse of hydrogen clouds when they produce stars, and some of the fusion energy is then transformed into sunlight.", "targets": "What is driven by various kinds of energy transformations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b66e2e50a32b4e11a81bc56960e04bc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cosmology and astronomy the phenomena of stars, nova, supernova, quasars and gamma-ray bursts are the universe's highest-output energy transformations of matter. All stellar phenomena (including solar activity) are driven by various kinds of energy transformations. Energy in such transformations is either from gravitational collapse of matter (usually molecular hydrogen) into various classes of astronomical objects (stars, black holes, etc.), or from nuclear fusion (of lighter elements, primarily hydrogen). The nuclear fusion of hydrogen in the Sun also releases another store of potential energy which was created at the time of the Big Bang. At that time, according to theory, space expanded and the universe cooled too rapidly for hydrogen to completely fuse into heavier elements. This meant that hydrogen represents a store of potential energy that can be released by fusion. Such a fusion process is triggered by heat and pressure generated from gravitational collapse of hydrogen clouds when they produce stars, and some of the fusion energy is then transformed into sunlight.", "targets": "What releases another store of potential energy which was created at the time of the Big Bang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b66e2e50a32b4e11a81bc56960e04bc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cosmology and astronomy the phenomena of stars, nova, supernova, quasars and gamma-ray bursts are the universe's highest-output energy transformations of matter. All stellar phenomena (including solar activity) are driven by various kinds of energy transformations. Energy in such transformations is either from gravitational collapse of matter (usually molecular hydrogen) into various classes of astronomical objects (stars, black holes, etc.), or from nuclear fusion (of lighter elements, primarily hydrogen). The nuclear fusion of hydrogen in the Sun also releases another store of potential energy which was created at the time of the Big Bang. At that time, according to theory, space expanded and the universe cooled too rapidly for hydrogen to completely fuse into heavier elements. This meant that hydrogen represents a store of potential energy that can be released by fusion. Such a fusion process is triggered by heat and pressure generated from gravitational collapse of hydrogen clouds when they produce stars, and some of the fusion energy is then transformed into sunlight.", "targets": "What theory states that space expanded and the universe cooled too rapidly for hydrogen to completely fuse into heavier elements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b66e2e50a32b4e11a81bc56960e04bc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cosmology and astronomy the phenomena of stars, nova, supernova, quasars and gamma-ray bursts are the universe's highest-output energy transformations of matter. All stellar phenomena (including solar activity) are driven by various kinds of energy transformations. Energy in such transformations is either from gravitational collapse of matter (usually molecular hydrogen) into various classes of astronomical objects (stars, black holes, etc.), or from nuclear fusion (of lighter elements, primarily hydrogen). The nuclear fusion of hydrogen in the Sun also releases another store of potential energy which was created at the time of the Big Bang. At that time, according to theory, space expanded and the universe cooled too rapidly for hydrogen to completely fuse into heavier elements. This meant that hydrogen represents a store of potential energy that can be released by fusion. Such a fusion process is triggered by heat and pressure generated from gravitational collapse of hydrogen clouds when they produce stars, and some of the fusion energy is then transformed into sunlight.", "targets": "Hydrogen represents a store of potential energy that can be released by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a9e21e8a0b645809f1465ed395b0000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to American aid to Israel, on October 16, 1973, OPEC raised the posted price of oil by 70%, to $5.11 a barrel. The following day, oil ministers agreed to the embargo, a cut in production by five percent from September's output and to continue to cut production in five percent monthly increments until their economic and political objectives were met. On October 19, Nixon requested Congress to appropriate $2.2 billion in emergency aid to Israel, including $1.5 billion in outright grants. George Lenczowski notes, \"Military supplies did not exhaust Nixon's eagerness to prevent Israel's collapse...This [$2.2 billion] decision triggered a collective OPEC response.\" Libya immediately announced it would embargo oil shipments to the United States. Saudi Arabia and the other Arab oil-producing states joined the embargo on October 20, 1973. At their Kuwait meeting, OAPEC proclaimed the embargo that curbed exports to various countries and blocked all oil deliveries to the US as a \"principal hostile country\".", "targets": "Why did OPEC raise the price of oil to $5.11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a9e21e8a0b645809f1465ed395b0000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to American aid to Israel, on October 16, 1973, OPEC raised the posted price of oil by 70%, to $5.11 a barrel. The following day, oil ministers agreed to the embargo, a cut in production by five percent from September's output and to continue to cut production in five percent monthly increments until their economic and political objectives were met. On October 19, Nixon requested Congress to appropriate $2.2 billion in emergency aid to Israel, including $1.5 billion in outright grants. George Lenczowski notes, \"Military supplies did not exhaust Nixon's eagerness to prevent Israel's collapse...This [$2.2 billion] decision triggered a collective OPEC response.\" Libya immediately announced it would embargo oil shipments to the United States. Saudi Arabia and the other Arab oil-producing states joined the embargo on October 20, 1973. At their Kuwait meeting, OAPEC proclaimed the embargo that curbed exports to various countries and blocked all oil deliveries to the US as a \"principal hostile country\".", "targets": "When did they raise the price of oil to $5.11?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a9e21e8a0b645809f1465ed395b0000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to American aid to Israel, on October 16, 1973, OPEC raised the posted price of oil by 70%, to $5.11 a barrel. The following day, oil ministers agreed to the embargo, a cut in production by five percent from September's output and to continue to cut production in five percent monthly increments until their economic and political objectives were met. On October 19, Nixon requested Congress to appropriate $2.2 billion in emergency aid to Israel, including $1.5 billion in outright grants. George Lenczowski notes, \"Military supplies did not exhaust Nixon's eagerness to prevent Israel's collapse...This [$2.2 billion] decision triggered a collective OPEC response.\" Libya immediately announced it would embargo oil shipments to the United States. Saudi Arabia and the other Arab oil-producing states joined the embargo on October 20, 1973. At their Kuwait meeting, OAPEC proclaimed the embargo that curbed exports to various countries and blocked all oil deliveries to the US as a \"principal hostile country\".", "targets": "Why did the oil ministers agree to a cut in oil production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a9e21e8a0b645809f1465ed395b0000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to American aid to Israel, on October 16, 1973, OPEC raised the posted price of oil by 70%, to $5.11 a barrel. The following day, oil ministers agreed to the embargo, a cut in production by five percent from September's output and to continue to cut production in five percent monthly increments until their economic and political objectives were met. On October 19, Nixon requested Congress to appropriate $2.2 billion in emergency aid to Israel, including $1.5 billion in outright grants. George Lenczowski notes, \"Military supplies did not exhaust Nixon's eagerness to prevent Israel's collapse...This [$2.2 billion] decision triggered a collective OPEC response.\" Libya immediately announced it would embargo oil shipments to the United States. Saudi Arabia and the other Arab oil-producing states joined the embargo on October 20, 1973. At their Kuwait meeting, OAPEC proclaimed the embargo that curbed exports to various countries and blocked all oil deliveries to the US as a \"principal hostile country\".", "targets": "How much was the emergency aid to Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a9e21e8a0b645809f1465ed395b0000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to American aid to Israel, on October 16, 1973, OPEC raised the posted price of oil by 70%, to $5.11 a barrel. The following day, oil ministers agreed to the embargo, a cut in production by five percent from September's output and to continue to cut production in five percent monthly increments until their economic and political objectives were met. On October 19, Nixon requested Congress to appropriate $2.2 billion in emergency aid to Israel, including $1.5 billion in outright grants. George Lenczowski notes, \"Military supplies did not exhaust Nixon's eagerness to prevent Israel's collapse...This [$2.2 billion] decision triggered a collective OPEC response.\" Libya immediately announced it would embargo oil shipments to the United States. Saudi Arabia and the other Arab oil-producing states joined the embargo on October 20, 1973. At their Kuwait meeting, OAPEC proclaimed the embargo that curbed exports to various countries and blocked all oil deliveries to the US as a \"principal hostile country\".", "targets": "Why did OPEC block oil deliveries to the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5760eb19c5fe4676817f9bc6fa16d85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire had a lively culture of choral and classical music, with very large numbers of local church choirs from the 17th century, leading to the foundation of local choral societies from the mid-18th century, often particularly focused on performances of the music of Handel and his contemporaries. It also played a major part in the development of brass bands which emerged in the county, particularly in the textile and coalfield areas, in the 19th century. The first open competition for brass bands was held at Manchester in 1853, and continued annually until the 1980s. The vibrant brass band culture of the area made an important contribution to the foundation and staffing of the Hall\u00e9 Orchestra from 1857, the oldest extant professional orchestra in the United Kingdom. The same local musical tradition produced eminent figures such as Sir William Walton (1902\u201388), son of an Oldham choirmaster and music teacher, Sir Thomas Beecham (1879\u20131961), born in St. Helens, who began his career by conducting local orchestras and Alan Rawsthorne (1905\u201371) born in Haslingden. The conductor David Atherton, co-founder of the London Sinfonietta, was born in Blackpool in 1944. Lancashire also produced more populist figures, such as early musical theatre composer Leslie Stuart (1863\u20131928), born in Southport, who began his musical career as organist of Salford Cathedral.", "targets": "Where was the first open competition for brass bands held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5760eb19c5fe4676817f9bc6fa16d85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire had a lively culture of choral and classical music, with very large numbers of local church choirs from the 17th century, leading to the foundation of local choral societies from the mid-18th century, often particularly focused on performances of the music of Handel and his contemporaries. It also played a major part in the development of brass bands which emerged in the county, particularly in the textile and coalfield areas, in the 19th century. The first open competition for brass bands was held at Manchester in 1853, and continued annually until the 1980s. The vibrant brass band culture of the area made an important contribution to the foundation and staffing of the Hall\u00e9 Orchestra from 1857, the oldest extant professional orchestra in the United Kingdom. The same local musical tradition produced eminent figures such as Sir William Walton (1902\u201388), son of an Oldham choirmaster and music teacher, Sir Thomas Beecham (1879\u20131961), born in St. Helens, who began his career by conducting local orchestras and Alan Rawsthorne (1905\u201371) born in Haslingden. The conductor David Atherton, co-founder of the London Sinfonietta, was born in Blackpool in 1944. Lancashire also produced more populist figures, such as early musical theatre composer Leslie Stuart (1863\u20131928), born in Southport, who began his musical career as organist of Salford Cathedral.", "targets": "What year was the first open competition for brass bands held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5760eb19c5fe4676817f9bc6fa16d85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire had a lively culture of choral and classical music, with very large numbers of local church choirs from the 17th century, leading to the foundation of local choral societies from the mid-18th century, often particularly focused on performances of the music of Handel and his contemporaries. It also played a major part in the development of brass bands which emerged in the county, particularly in the textile and coalfield areas, in the 19th century. The first open competition for brass bands was held at Manchester in 1853, and continued annually until the 1980s. The vibrant brass band culture of the area made an important contribution to the foundation and staffing of the Hall\u00e9 Orchestra from 1857, the oldest extant professional orchestra in the United Kingdom. The same local musical tradition produced eminent figures such as Sir William Walton (1902\u201388), son of an Oldham choirmaster and music teacher, Sir Thomas Beecham (1879\u20131961), born in St. Helens, who began his career by conducting local orchestras and Alan Rawsthorne (1905\u201371) born in Haslingden. The conductor David Atherton, co-founder of the London Sinfonietta, was born in Blackpool in 1944. Lancashire also produced more populist figures, such as early musical theatre composer Leslie Stuart (1863\u20131928), born in Southport, who began his musical career as organist of Salford Cathedral.", "targets": "Where was David Atherton born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5760eb19c5fe4676817f9bc6fa16d85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire had a lively culture of choral and classical music, with very large numbers of local church choirs from the 17th century, leading to the foundation of local choral societies from the mid-18th century, often particularly focused on performances of the music of Handel and his contemporaries. It also played a major part in the development of brass bands which emerged in the county, particularly in the textile and coalfield areas, in the 19th century. The first open competition for brass bands was held at Manchester in 1853, and continued annually until the 1980s. The vibrant brass band culture of the area made an important contribution to the foundation and staffing of the Hall\u00e9 Orchestra from 1857, the oldest extant professional orchestra in the United Kingdom. The same local musical tradition produced eminent figures such as Sir William Walton (1902\u201388), son of an Oldham choirmaster and music teacher, Sir Thomas Beecham (1879\u20131961), born in St. Helens, who began his career by conducting local orchestras and Alan Rawsthorne (1905\u201371) born in Haslingden. The conductor David Atherton, co-founder of the London Sinfonietta, was born in Blackpool in 1944. Lancashire also produced more populist figures, such as early musical theatre composer Leslie Stuart (1863\u20131928), born in Southport, who began his musical career as organist of Salford Cathedral.", "targets": "What did David Atherton co-found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5760eb19c5fe4676817f9bc6fa16d85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire had a lively culture of choral and classical music, with very large numbers of local church choirs from the 17th century, leading to the foundation of local choral societies from the mid-18th century, often particularly focused on performances of the music of Handel and his contemporaries. It also played a major part in the development of brass bands which emerged in the county, particularly in the textile and coalfield areas, in the 19th century. The first open competition for brass bands was held at Manchester in 1853, and continued annually until the 1980s. The vibrant brass band culture of the area made an important contribution to the foundation and staffing of the Hall\u00e9 Orchestra from 1857, the oldest extant professional orchestra in the United Kingdom. The same local musical tradition produced eminent figures such as Sir William Walton (1902\u201388), son of an Oldham choirmaster and music teacher, Sir Thomas Beecham (1879\u20131961), born in St. Helens, who began his career by conducting local orchestras and Alan Rawsthorne (1905\u201371) born in Haslingden. The conductor David Atherton, co-founder of the London Sinfonietta, was born in Blackpool in 1944. Lancashire also produced more populist figures, such as early musical theatre composer Leslie Stuart (1863\u20131928), born in Southport, who began his musical career as organist of Salford Cathedral.", "targets": "Who began their musical career as organist of Salford Cathedral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-245bb197796f4da496d015d28ea44cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Korean Presbyterian denominations share the same name in Korean, \ub300\ud55c\uc608\uc218\uad50\uc7a5\ub85c\ud68c (literally means the Presbyterian Church of Korea or PCK), tracing its roots to the United Presbyterian Assembly before its long history of disputes and schisms. The Presbyterian schism began with the controversy in relation to the Japanese shrine worship enforced during the Japanese colonial period and the establishment of a minor division (Koryu-pa, \uace0\ub824\ud30c, later The Koshin Presbyterian Church in Korea, Koshin \uace0\uc2e0) in 1952. And in 1953 the second schism happened when the theological orientation of the Chosun Seminary (later Hanshin University) founded in 1947 could not be tolerated in the PCK and another minor group (The Presbyterian Church in the Republic of Korea, Kijang, \uae30\uc7a5) was separated. The last major schism had to do with the issue of whether the PCK should join the WCC. The controversy divided the PCK into two denominations, The Presbyterian Church of Korea (Tonghap, \ud1b5\ud569) and The General Assembly of Presbyterian Church in Korea (Hapdong, \ud569\ub3d9) in 1959. All major seminaries associated with each denomination claim heritage from the Pyung Yang Theological Seminary, therefore, not only Presbyterian University and Theological Seminary and Chongsin University which are related to PCK but also Hanshin University of PROK all celebrated the 100th class in 2007, 100 years from the first graduates of Pyung Yang Theological Seminary.", "targets": "Most of the churches in Korea carry the same name, what is it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-245bb197796f4da496d015d28ea44cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Korean Presbyterian denominations share the same name in Korean, \ub300\ud55c\uc608\uc218\uad50\uc7a5\ub85c\ud68c (literally means the Presbyterian Church of Korea or PCK), tracing its roots to the United Presbyterian Assembly before its long history of disputes and schisms. The Presbyterian schism began with the controversy in relation to the Japanese shrine worship enforced during the Japanese colonial period and the establishment of a minor division (Koryu-pa, \uace0\ub824\ud30c, later The Koshin Presbyterian Church in Korea, Koshin \uace0\uc2e0) in 1952. And in 1953 the second schism happened when the theological orientation of the Chosun Seminary (later Hanshin University) founded in 1947 could not be tolerated in the PCK and another minor group (The Presbyterian Church in the Republic of Korea, Kijang, \uae30\uc7a5) was separated. The last major schism had to do with the issue of whether the PCK should join the WCC. The controversy divided the PCK into two denominations, The Presbyterian Church of Korea (Tonghap, \ud1b5\ud569) and The General Assembly of Presbyterian Church in Korea (Hapdong, \ud569\ub3d9) in 1959. All major seminaries associated with each denomination claim heritage from the Pyung Yang Theological Seminary, therefore, not only Presbyterian University and Theological Seminary and Chongsin University which are related to PCK but also Hanshin University of PROK all celebrated the 100th class in 2007, 100 years from the first graduates of Pyung Yang Theological Seminary.", "targets": "What year did the second schism take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-245bb197796f4da496d015d28ea44cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Korean Presbyterian denominations share the same name in Korean, \ub300\ud55c\uc608\uc218\uad50\uc7a5\ub85c\ud68c (literally means the Presbyterian Church of Korea or PCK), tracing its roots to the United Presbyterian Assembly before its long history of disputes and schisms. The Presbyterian schism began with the controversy in relation to the Japanese shrine worship enforced during the Japanese colonial period and the establishment of a minor division (Koryu-pa, \uace0\ub824\ud30c, later The Koshin Presbyterian Church in Korea, Koshin \uace0\uc2e0) in 1952. And in 1953 the second schism happened when the theological orientation of the Chosun Seminary (later Hanshin University) founded in 1947 could not be tolerated in the PCK and another minor group (The Presbyterian Church in the Republic of Korea, Kijang, \uae30\uc7a5) was separated. The last major schism had to do with the issue of whether the PCK should join the WCC. The controversy divided the PCK into two denominations, The Presbyterian Church of Korea (Tonghap, \ud1b5\ud569) and The General Assembly of Presbyterian Church in Korea (Hapdong, \ud569\ub3d9) in 1959. All major seminaries associated with each denomination claim heritage from the Pyung Yang Theological Seminary, therefore, not only Presbyterian University and Theological Seminary and Chongsin University which are related to PCK but also Hanshin University of PROK all celebrated the 100th class in 2007, 100 years from the first graduates of Pyung Yang Theological Seminary.", "targets": "What was the main reason for the latest schism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-245bb197796f4da496d015d28ea44cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Korean Presbyterian denominations share the same name in Korean, \ub300\ud55c\uc608\uc218\uad50\uc7a5\ub85c\ud68c (literally means the Presbyterian Church of Korea or PCK), tracing its roots to the United Presbyterian Assembly before its long history of disputes and schisms. The Presbyterian schism began with the controversy in relation to the Japanese shrine worship enforced during the Japanese colonial period and the establishment of a minor division (Koryu-pa, \uace0\ub824\ud30c, later The Koshin Presbyterian Church in Korea, Koshin \uace0\uc2e0) in 1952. And in 1953 the second schism happened when the theological orientation of the Chosun Seminary (later Hanshin University) founded in 1947 could not be tolerated in the PCK and another minor group (The Presbyterian Church in the Republic of Korea, Kijang, \uae30\uc7a5) was separated. The last major schism had to do with the issue of whether the PCK should join the WCC. The controversy divided the PCK into two denominations, The Presbyterian Church of Korea (Tonghap, \ud1b5\ud569) and The General Assembly of Presbyterian Church in Korea (Hapdong, \ud569\ub3d9) in 1959. All major seminaries associated with each denomination claim heritage from the Pyung Yang Theological Seminary, therefore, not only Presbyterian University and Theological Seminary and Chongsin University which are related to PCK but also Hanshin University of PROK all celebrated the 100th class in 2007, 100 years from the first graduates of Pyung Yang Theological Seminary.", "targets": "What year was the Chosun Seminary founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-245bb197796f4da496d015d28ea44cd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Korean Presbyterian denominations share the same name in Korean, \ub300\ud55c\uc608\uc218\uad50\uc7a5\ub85c\ud68c (literally means the Presbyterian Church of Korea or PCK), tracing its roots to the United Presbyterian Assembly before its long history of disputes and schisms. The Presbyterian schism began with the controversy in relation to the Japanese shrine worship enforced during the Japanese colonial period and the establishment of a minor division (Koryu-pa, \uace0\ub824\ud30c, later The Koshin Presbyterian Church in Korea, Koshin \uace0\uc2e0) in 1952. And in 1953 the second schism happened when the theological orientation of the Chosun Seminary (later Hanshin University) founded in 1947 could not be tolerated in the PCK and another minor group (The Presbyterian Church in the Republic of Korea, Kijang, \uae30\uc7a5) was separated. The last major schism had to do with the issue of whether the PCK should join the WCC. The controversy divided the PCK into two denominations, The Presbyterian Church of Korea (Tonghap, \ud1b5\ud569) and The General Assembly of Presbyterian Church in Korea (Hapdong, \ud569\ub3d9) in 1959. All major seminaries associated with each denomination claim heritage from the Pyung Yang Theological Seminary, therefore, not only Presbyterian University and Theological Seminary and Chongsin University which are related to PCK but also Hanshin University of PROK all celebrated the 100th class in 2007, 100 years from the first graduates of Pyung Yang Theological Seminary.", "targets": "In what year did the Korean church celebrate the 100th class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "Tagalog is what kind of language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "From what language is a large proportion of Tagalog derived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "What is an example of a Sanskrit loanword used in Southeast Asian languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "What is the meaning of the Sanskrit loanword \"bh\u0101\u1e63\u0101?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "What is an example of a traditional language that derives much of its vocabulary from Sanskrit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "Where were many Sanskrit words found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "In what older from of which language were more than half the words borrowed from Sanskrit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "What Sanskrit borrowed word is found in many Asian languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "What is the meaning of bhasa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0171599805be41f3a519ed9f0eef0fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Sanskrit loanwords are also found in Austronesian languages, such as Javanese, particularly the older form in which nearly half the vocabulary is borrowed. Other Austronesian languages, such as traditional Malay and modern Indonesian, also derive much of their vocabulary from Sanskrit, albeit to a lesser extent, with a larger proportion derived from Arabic. Similarly, Philippine languages such as Tagalog have some Sanskrit loanwords, although more are derived from Spanish. A Sanskrit loanword encountered in many Southeast Asian languages is the word bh\u0101\u1e63\u0101, or spoken language, which is used to refer to the names of many languages.", "targets": "Where does traditional Malay get many of its loanwords?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30696e90250f4488a6aee6098521a629", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Catalan has abandoned almost completely unstressed possessives (mon, etc.) in favour of constructions of article + stressed forms (el meu, etc.), a feature shared with Italian.", "targets": "What has Central Catalan mostly abandoned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30696e90250f4488a6aee6098521a629", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Catalan has abandoned almost completely unstressed possessives (mon, etc.) in favour of constructions of article + stressed forms (el meu, etc.), a feature shared with Italian.", "targets": "What other language shares this type of construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30696e90250f4488a6aee6098521a629", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Catalan has abandoned almost completely unstressed possessives (mon, etc.) in favour of constructions of article + stressed forms (el meu, etc.), a feature shared with Italian.", "targets": "What is an example of an article +stressed forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30696e90250f4488a6aee6098521a629", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Central Catalan has abandoned almost completely unstressed possessives (mon, etc.) in favour of constructions of article + stressed forms (el meu, etc.), a feature shared with Italian.", "targets": "What is an example of an unstressed possessive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeab039ff3aa4aad8142362fed0310e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A core problem in the study of early Buddhism is the relation between dhyana and insight. Schmithausen, in his often-cited article On some Aspects of Descriptions or Theories of 'Liberating Insight' and 'Enlightenment' in Early Buddhism notes that the mention of the four noble truths as constituting \"liberating insight\", which is attained after mastering the Rupa Jhanas, is a later addition to texts such as Majjhima Nikaya 36.[page needed]", "targets": "A large problem in the study of early Buddhism is the relationship of dhyana and what else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeab039ff3aa4aad8142362fed0310e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A core problem in the study of early Buddhism is the relation between dhyana and insight. Schmithausen, in his often-cited article On some Aspects of Descriptions or Theories of 'Liberating Insight' and 'Enlightenment' in Early Buddhism notes that the mention of the four noble truths as constituting \"liberating insight\", which is attained after mastering the Rupa Jhanas, is a later addition to texts such as Majjhima Nikaya 36.[page needed]", "targets": "Liberating insight is attained after mastering what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eeab039ff3aa4aad8142362fed0310e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A core problem in the study of early Buddhism is the relation between dhyana and insight. Schmithausen, in his often-cited article On some Aspects of Descriptions or Theories of 'Liberating Insight' and 'Enlightenment' in Early Buddhism notes that the mention of the four noble truths as constituting \"liberating insight\", which is attained after mastering the Rupa Jhanas, is a later addition to texts such as Majjhima Nikaya 36.[page needed]", "targets": "Later edition of texts such as what has the Rupa Jhanas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc15e77bb76b4f16aced279fb304a2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For exercise, Tesla walked between 8 to 10 miles per day. He squished his toes one hundred times for each foot every night, saying that it stimulated his brain cells.", "targets": "What was the daily distance walked by Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc15e77bb76b4f16aced279fb304a2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For exercise, Tesla walked between 8 to 10 miles per day. He squished his toes one hundred times for each foot every night, saying that it stimulated his brain cells.", "targets": "Why did he walk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc15e77bb76b4f16aced279fb304a2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For exercise, Tesla walked between 8 to 10 miles per day. He squished his toes one hundred times for each foot every night, saying that it stimulated his brain cells.", "targets": "What did he do to his feet at night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc15e77bb76b4f16aced279fb304a2f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For exercise, Tesla walked between 8 to 10 miles per day. He squished his toes one hundred times for each foot every night, saying that it stimulated his brain cells.", "targets": "What was he hoping to stimulate with the toe squishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296cd354d1a54516a8a909cec7f4ab24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 3, 2010, Public Safety Canada unveiled Canada\u2019s Cyber Security Strategy, following a Speech from the Throne commitment to boost the security of Canadian cyberspace. The aim of the strategy is to strengthen Canada\u2019s \"cyber systems and critical infrastructure sectors, support economic growth and protect Canadians as they connect to each other and to the world.\" Three main pillars define the strategy: securing government systems, partnering to secure vital cyber systems outside the federal government, and helping Canadians to be secure online. The strategy involves multiple departments and agencies across the Government of Canada. The Cyber Incident Management Framework for Canada outlines these responsibilities, and provides a plan for coordinated response between government and other partners in the event of a cyber incident. The Action Plan 2010\u20132015 for Canada's Cyber Security Strategy outlines the ongoing implementation of the strategy.", "targets": "When did Public Safety Canada unveil Canada's Cyber Security Strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296cd354d1a54516a8a909cec7f4ab24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 3, 2010, Public Safety Canada unveiled Canada\u2019s Cyber Security Strategy, following a Speech from the Throne commitment to boost the security of Canadian cyberspace. The aim of the strategy is to strengthen Canada\u2019s \"cyber systems and critical infrastructure sectors, support economic growth and protect Canadians as they connect to each other and to the world.\" Three main pillars define the strategy: securing government systems, partnering to secure vital cyber systems outside the federal government, and helping Canadians to be secure online. The strategy involves multiple departments and agencies across the Government of Canada. The Cyber Incident Management Framework for Canada outlines these responsibilities, and provides a plan for coordinated response between government and other partners in the event of a cyber incident. The Action Plan 2010\u20132015 for Canada's Cyber Security Strategy outlines the ongoing implementation of the strategy.", "targets": "What outlines the ongoing implementation of the Cyber Security Strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296cd354d1a54516a8a909cec7f4ab24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On October 3, 2010, Public Safety Canada unveiled Canada\u2019s Cyber Security Strategy, following a Speech from the Throne commitment to boost the security of Canadian cyberspace. The aim of the strategy is to strengthen Canada\u2019s \"cyber systems and critical infrastructure sectors, support economic growth and protect Canadians as they connect to each other and to the world.\" Three main pillars define the strategy: securing government systems, partnering to secure vital cyber systems outside the federal government, and helping Canadians to be secure online. The strategy involves multiple departments and agencies across the Government of Canada. The Cyber Incident Management Framework for Canada outlines these responsibilities, and provides a plan for coordinated response between government and other partners in the event of a cyber incident. The Action Plan 2010\u20132015 for Canada's Cyber Security Strategy outlines the ongoing implementation of the strategy.", "targets": "What outlines the responsibilities and provides a plan for coordination during a cyber incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2481c18ccdd34f4fbe4a3301322452b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Affirmative action in the United States tends to focus on issues such as education and employment, specifically granting special consideration to racial minorities, Native Americans, and women who have been historically excluded groups in America. Reports have shown that minorities and women have faced discrimination in schools and businesses for many years and this discrimination produced unfair advantages for whites and males in education and employment. The impetus toward affirmative action is redressing the disadvantages associated with past and present discrimination. Further impetus is a desire to ensure public institutions, such as universities, hospitals, and police forces, are more representative of the populations they serve.", "targets": "Outside of employment, what is the other main issue that affirmative action focuses on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2481c18ccdd34f4fbe4a3301322452b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Affirmative action in the United States tends to focus on issues such as education and employment, specifically granting special consideration to racial minorities, Native Americans, and women who have been historically excluded groups in America. Reports have shown that minorities and women have faced discrimination in schools and businesses for many years and this discrimination produced unfair advantages for whites and males in education and employment. The impetus toward affirmative action is redressing the disadvantages associated with past and present discrimination. Further impetus is a desire to ensure public institutions, such as universities, hospitals, and police forces, are more representative of the populations they serve.", "targets": "Affirmative action attempts to ask institutions to grant extra consideration to what group of people outside of Native Americans and women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2481c18ccdd34f4fbe4a3301322452b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Affirmative action in the United States tends to focus on issues such as education and employment, specifically granting special consideration to racial minorities, Native Americans, and women who have been historically excluded groups in America. Reports have shown that minorities and women have faced discrimination in schools and businesses for many years and this discrimination produced unfair advantages for whites and males in education and employment. The impetus toward affirmative action is redressing the disadvantages associated with past and present discrimination. Further impetus is a desire to ensure public institutions, such as universities, hospitals, and police forces, are more representative of the populations they serve.", "targets": "Studies showed that discrimination in both business sectors and education resulted in advantages for what group of people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2481c18ccdd34f4fbe4a3301322452b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Affirmative action in the United States tends to focus on issues such as education and employment, specifically granting special consideration to racial minorities, Native Americans, and women who have been historically excluded groups in America. Reports have shown that minorities and women have faced discrimination in schools and businesses for many years and this discrimination produced unfair advantages for whites and males in education and employment. The impetus toward affirmative action is redressing the disadvantages associated with past and present discrimination. Further impetus is a desire to ensure public institutions, such as universities, hospitals, and police forces, are more representative of the populations they serve.", "targets": "Affirmative action does not only attempt to remove disadvantages, but also to ensure what about the number of people in a field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f892408f9604529ad73d91127e20ed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Concerns have often been raised over the buying public's moral complicity in purchasing products assembled or otherwise manufactured in developing countries with child labour. However, others have raised concerns that boycotting products manufactured through child labour may force these children to turn to more dangerous or strenuous professions, such as prostitution or agriculture. For example, a UNICEF study found that after the Child Labour Deterrence Act was introduced in the US, an estimated 50,000 children were dismissed from their garment industry jobs in Bangladesh, leaving many to resort to jobs such as \"stone-crushing, street hustling, and prostitution\", jobs that are \"more hazardous and exploitative than garment production\". The study suggests that boycotts are \"blunt instruments with long-term consequences, that can actually harm rather than help the children involved.\"", "targets": "What do some feel may happen if child labour products were completely rejected by society as a whole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f892408f9604529ad73d91127e20ed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Concerns have often been raised over the buying public's moral complicity in purchasing products assembled or otherwise manufactured in developing countries with child labour. However, others have raised concerns that boycotting products manufactured through child labour may force these children to turn to more dangerous or strenuous professions, such as prostitution or agriculture. For example, a UNICEF study found that after the Child Labour Deterrence Act was introduced in the US, an estimated 50,000 children were dismissed from their garment industry jobs in Bangladesh, leaving many to resort to jobs such as \"stone-crushing, street hustling, and prostitution\", jobs that are \"more hazardous and exploitative than garment production\". The study suggests that boycotts are \"blunt instruments with long-term consequences, that can actually harm rather than help the children involved.\"", "targets": "What happened to the 50,000 children in the UNICEF study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f892408f9604529ad73d91127e20ed6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Concerns have often been raised over the buying public's moral complicity in purchasing products assembled or otherwise manufactured in developing countries with child labour. However, others have raised concerns that boycotting products manufactured through child labour may force these children to turn to more dangerous or strenuous professions, such as prostitution or agriculture. For example, a UNICEF study found that after the Child Labour Deterrence Act was introduced in the US, an estimated 50,000 children were dismissed from their garment industry jobs in Bangladesh, leaving many to resort to jobs such as \"stone-crushing, street hustling, and prostitution\", jobs that are \"more hazardous and exploitative than garment production\". The study suggests that boycotts are \"blunt instruments with long-term consequences, that can actually harm rather than help the children involved.\"", "targets": "What does the study say in regards to boycotts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86f5ace0260c4e6e88da4fd7f3a6264f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poverty is a good indicator of the rate of infectious diarrhea in a population. This association does not stem from poverty itself, but rather from the conditions under which impoverished people live. The absence of certain resources compromises the ability of the poor to defend themselves against infectious diarrhea. \"Poverty is associated with poor housing, crowding, dirt floors, lack of access to clean water or to sanitary disposal of fecal waste (sanitation), cohabitation with domestic animals that may carry human pathogens, and a lack of refrigerated storage for food, all of which increase the frequency of diarrhea... Poverty also restricts the ability to provide age-appropriate, nutritionally balanced diets or to modify diets when diarrhea develops so as to mitigate and repair nutrient losses. The impact is exacerbated by the lack of adequate, available, and affordable medical care.\"", "targets": "What is a good indicator of the rate of infectious diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86f5ace0260c4e6e88da4fd7f3a6264f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poverty is a good indicator of the rate of infectious diarrhea in a population. This association does not stem from poverty itself, but rather from the conditions under which impoverished people live. The absence of certain resources compromises the ability of the poor to defend themselves against infectious diarrhea. \"Poverty is associated with poor housing, crowding, dirt floors, lack of access to clean water or to sanitary disposal of fecal waste (sanitation), cohabitation with domestic animals that may carry human pathogens, and a lack of refrigerated storage for food, all of which increase the frequency of diarrhea... Poverty also restricts the ability to provide age-appropriate, nutritionally balanced diets or to modify diets when diarrhea develops so as to mitigate and repair nutrient losses. The impact is exacerbated by the lack of adequate, available, and affordable medical care.\"", "targets": "Why does living in poverty raise your risk of diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86f5ace0260c4e6e88da4fd7f3a6264f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poverty is a good indicator of the rate of infectious diarrhea in a population. This association does not stem from poverty itself, but rather from the conditions under which impoverished people live. The absence of certain resources compromises the ability of the poor to defend themselves against infectious diarrhea. \"Poverty is associated with poor housing, crowding, dirt floors, lack of access to clean water or to sanitary disposal of fecal waste (sanitation), cohabitation with domestic animals that may carry human pathogens, and a lack of refrigerated storage for food, all of which increase the frequency of diarrhea... Poverty also restricts the ability to provide age-appropriate, nutritionally balanced diets or to modify diets when diarrhea develops so as to mitigate and repair nutrient losses. The impact is exacerbated by the lack of adequate, available, and affordable medical care.\"", "targets": "What causes this to be exacerbated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019ace39d5c47c0a5b590a42a9d4126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This contributed to the \"Oil Shock\". After 1971, OPEC was slow to readjust prices to reflect this depreciation. From 1947 to 1967, the dollar price of oil had risen by less than two percent per year. Until the oil shock, the price had also remained fairly stable versus other currencies and commodities. OPEC ministers had not developed institutional mechanisms to update prices in sync with changing market conditions, so their real incomes lagged. The substantial price increases of 1973\u20131974 largely returned their prices and corresponding incomes to Bretton Woods levels in terms of commodities such as gold.", "targets": "From 1947 to 1967, how much did the price of oil increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019ace39d5c47c0a5b590a42a9d4126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This contributed to the \"Oil Shock\". After 1971, OPEC was slow to readjust prices to reflect this depreciation. From 1947 to 1967, the dollar price of oil had risen by less than two percent per year. Until the oil shock, the price had also remained fairly stable versus other currencies and commodities. OPEC ministers had not developed institutional mechanisms to update prices in sync with changing market conditions, so their real incomes lagged. The substantial price increases of 1973\u20131974 largely returned their prices and corresponding incomes to Bretton Woods levels in terms of commodities such as gold.", "targets": "When did OPEC start to readjust oil prices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019ace39d5c47c0a5b590a42a9d4126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This contributed to the \"Oil Shock\". After 1971, OPEC was slow to readjust prices to reflect this depreciation. From 1947 to 1967, the dollar price of oil had risen by less than two percent per year. Until the oil shock, the price had also remained fairly stable versus other currencies and commodities. OPEC ministers had not developed institutional mechanisms to update prices in sync with changing market conditions, so their real incomes lagged. The substantial price increases of 1973\u20131974 largely returned their prices and corresponding incomes to Bretton Woods levels in terms of commodities such as gold.", "targets": "When did oil finally returned to its Bretton Woods levels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019ace39d5c47c0a5b590a42a9d4126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This contributed to the \"Oil Shock\". After 1971, OPEC was slow to readjust prices to reflect this depreciation. From 1947 to 1967, the dollar price of oil had risen by less than two percent per year. Until the oil shock, the price had also remained fairly stable versus other currencies and commodities. OPEC ministers had not developed institutional mechanisms to update prices in sync with changing market conditions, so their real incomes lagged. The substantial price increases of 1973\u20131974 largely returned their prices and corresponding incomes to Bretton Woods levels in terms of commodities such as gold.", "targets": "The price of oil is usually a stable commodity until when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "By what method do humans often try to control the spread of insects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "What portion of the biosphere would be devastated absent the complex pollination role of insects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "What insect provides a tangible economic benefit via the production of silk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "What insect is known to consume carrion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "Humans consider most insects as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "Humans can control insects using what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "Insects have the potential to damage what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "Insects can damage crops by feeing on sap, fruits, or what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30866fe71f834fe390b925ef94612787", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans regard certain insects as pests, and attempt to control them using insecticides and a host of other techniques. Some insects damage crops by feeding on sap, leaves or fruits. A few parasitic species are pathogenic. Some insects perform complex ecological roles; blow-flies, for example, help consume carrion but also spread diseases. Insect pollinators are essential to the life-cycle of many flowering plant species on which most organisms, including humans, are at least partly dependent; without them, the terrestrial portion of the biosphere (including humans) would be devastated. Many other insects are considered ecologically beneficial as predators and a few provide direct economic benefit. Silkworms and bees have been used extensively by humans for the production of silk and honey, respectively. In some cultures, people eat the larvae or adults of certain insects.", "targets": "Silkworms are used by humans for producing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "What does the second of the Four Noble Truths explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "What is the origin of dukkha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "What is the third of the Four Noble Truths explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "What is the fourth of the Four Noble Truths explain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "What is the second truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "How is the meaning of Dukkha explained?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "What is a contributing factor to Dukkha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "The second truth is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "The origin of dukkha is explained as craving conditioned by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "The root cause of dukkha is identified as ignorance of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f42ef01aa534682a7aabb89a222c9d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second truth is that the origin of dukkha can be known. Within the context of the four noble truths, the origin of dukkha is commonly explained as craving (Pali: tanha) conditioned by ignorance (Pali: avijja). On a deeper level, the root cause of dukkha is identified as ignorance (Pali: avijja) of the true nature of things. The third noble truth is that the complete cessation of dukkha is possible, and the fourth noble truth identifies a path to this cessation.[note 7]", "targets": "The third noble truth is that the complete cessation of what is possible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c60e034d33bf492aad60572d1dc546a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The High Middle Ages was a period of tremendous expansion of population. The estimated population of Europe grew from 35 to 80 million between 1000 and 1347, although the exact causes remain unclear: improved agricultural techniques, the decline of slaveholding, a more clement climate and the lack of invasion have all been suggested. As much as 90 per cent of the European population remained rural peasants. Many were no longer settled in isolated farms but had gathered into small communities, usually known as manors or villages. These peasants were often subject to noble overlords and owed them rents and other services, in a system known as manorialism. There remained a few free peasants throughout this period and beyond, with more of them in the regions of Southern Europe than in the north. The practice of assarting, or bringing new lands into production by offering incentives to the peasants who settled them, also contributed to the expansion of population.", "targets": "What was the approximate population of Europe in 1347?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c60e034d33bf492aad60572d1dc546a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The High Middle Ages was a period of tremendous expansion of population. The estimated population of Europe grew from 35 to 80 million between 1000 and 1347, although the exact causes remain unclear: improved agricultural techniques, the decline of slaveholding, a more clement climate and the lack of invasion have all been suggested. As much as 90 per cent of the European population remained rural peasants. Many were no longer settled in isolated farms but had gathered into small communities, usually known as manors or villages. These peasants were often subject to noble overlords and owed them rents and other services, in a system known as manorialism. There remained a few free peasants throughout this period and beyond, with more of them in the regions of Southern Europe than in the north. The practice of assarting, or bringing new lands into production by offering incentives to the peasants who settled them, also contributed to the expansion of population.", "targets": "About how many millions of people lived in Europe in the year 1000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c60e034d33bf492aad60572d1dc546a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The High Middle Ages was a period of tremendous expansion of population. The estimated population of Europe grew from 35 to 80 million between 1000 and 1347, although the exact causes remain unclear: improved agricultural techniques, the decline of slaveholding, a more clement climate and the lack of invasion have all been suggested. As much as 90 per cent of the European population remained rural peasants. Many were no longer settled in isolated farms but had gathered into small communities, usually known as manors or villages. These peasants were often subject to noble overlords and owed them rents and other services, in a system known as manorialism. There remained a few free peasants throughout this period and beyond, with more of them in the regions of Southern Europe than in the north. The practice of assarting, or bringing new lands into production by offering incentives to the peasants who settled them, also contributed to the expansion of population.", "targets": "During the High Middle Ages, what percentage of the European population consisted of rural peasants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c60e034d33bf492aad60572d1dc546a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The High Middle Ages was a period of tremendous expansion of population. The estimated population of Europe grew from 35 to 80 million between 1000 and 1347, although the exact causes remain unclear: improved agricultural techniques, the decline of slaveholding, a more clement climate and the lack of invasion have all been suggested. As much as 90 per cent of the European population remained rural peasants. Many were no longer settled in isolated farms but had gathered into small communities, usually known as manors or villages. These peasants were often subject to noble overlords and owed them rents and other services, in a system known as manorialism. There remained a few free peasants throughout this period and beyond, with more of them in the regions of Southern Europe than in the north. The practice of assarting, or bringing new lands into production by offering incentives to the peasants who settled them, also contributed to the expansion of population.", "targets": "Along with manors, where did peasants in the High Middle Ages often live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c60e034d33bf492aad60572d1dc546a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The High Middle Ages was a period of tremendous expansion of population. The estimated population of Europe grew from 35 to 80 million between 1000 and 1347, although the exact causes remain unclear: improved agricultural techniques, the decline of slaveholding, a more clement climate and the lack of invasion have all been suggested. As much as 90 per cent of the European population remained rural peasants. Many were no longer settled in isolated farms but had gathered into small communities, usually known as manors or villages. These peasants were often subject to noble overlords and owed them rents and other services, in a system known as manorialism. There remained a few free peasants throughout this period and beyond, with more of them in the regions of Southern Europe than in the north. The practice of assarting, or bringing new lands into production by offering incentives to the peasants who settled them, also contributed to the expansion of population.", "targets": "What was the term for the practice of giving incentives to peasants to cultivate new lands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03725611dd114ed79d87b3376c7d2b86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RMIT University was also ranked among the top 51\u2013100 universities in the world in the subjects of: accounting, Business and Management, communication and media studies, computer science and information systems. The Swinburne University of Technology, based in the inner city Melbourne suburb of Hawthorn is ranked 76\u2013100 in the world for Physics by the Academic Ranking of World Universities making Swinburne the only Australian university outside the Group of Eight to achieve a top 100 rating in a science discipline. Deakin University maintains two major campuses in Melbourne and Geelong, and is the third largest university in Victoria. In recent years, the number of international students at Melbourne's universities has risen rapidly, a result of an increasing number of places being made available to full fee paying students. Education in Melbourne is overseen by the Victorian Department of Education and Early Childhood Development (DEECD), whose role is to 'provide policy and planning advice for the delivery of education'.", "targets": "Which university maintains two major campuses in Melbourne and Geelong and is the third largest university in Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03725611dd114ed79d87b3376c7d2b86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RMIT University was also ranked among the top 51\u2013100 universities in the world in the subjects of: accounting, Business and Management, communication and media studies, computer science and information systems. The Swinburne University of Technology, based in the inner city Melbourne suburb of Hawthorn is ranked 76\u2013100 in the world for Physics by the Academic Ranking of World Universities making Swinburne the only Australian university outside the Group of Eight to achieve a top 100 rating in a science discipline. Deakin University maintains two major campuses in Melbourne and Geelong, and is the third largest university in Victoria. In recent years, the number of international students at Melbourne's universities has risen rapidly, a result of an increasing number of places being made available to full fee paying students. Education in Melbourne is overseen by the Victorian Department of Education and Early Childhood Development (DEECD), whose role is to 'provide policy and planning advice for the delivery of education'.", "targets": "What is the role of the DEECD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03725611dd114ed79d87b3376c7d2b86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RMIT University was also ranked among the top 51\u2013100 universities in the world in the subjects of: accounting, Business and Management, communication and media studies, computer science and information systems. The Swinburne University of Technology, based in the inner city Melbourne suburb of Hawthorn is ranked 76\u2013100 in the world for Physics by the Academic Ranking of World Universities making Swinburne the only Australian university outside the Group of Eight to achieve a top 100 rating in a science discipline. Deakin University maintains two major campuses in Melbourne and Geelong, and is the third largest university in Victoria. In recent years, the number of international students at Melbourne's universities has risen rapidly, a result of an increasing number of places being made available to full fee paying students. Education in Melbourne is overseen by the Victorian Department of Education and Early Childhood Development (DEECD), whose role is to 'provide policy and planning advice for the delivery of education'.", "targets": "Who oversees education in Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb105a4eb5f424a9a409399fa1a7342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious Jews have Minhagim, customs, in addition to Halakha, or religious law, and different interpretations of law. Different groups of religious Jews in different geographic areas historically adopted different customs and interpretations. On certain issues, Orthodox Jews are required to follow the customs of their ancestors, and do not believe they have the option of picking and choosing. For this reason, observant Jews at times find it important for religious reasons to ascertain who their household's religious ancestors are in order to know what customs their household should follow. These times include, for example, when two Jews of different ethnic background marry, when a non-Jew converts to Judaism and determines what customs to follow for the first time, or when a lapsed or less observant Jew returns to traditional Judaism and must determine what was done in his or her family's past. In this sense, \"Ashkenazic\" refers both to a family ancestry and to a body of customs binding on Jews of that ancestry. Reform Judaism, which does not necessarily follow those minhagim, did nonetheless originate among Ashkenazi Jews.", "targets": "For religious Jews, what does Minhagim mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb105a4eb5f424a9a409399fa1a7342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious Jews have Minhagim, customs, in addition to Halakha, or religious law, and different interpretations of law. Different groups of religious Jews in different geographic areas historically adopted different customs and interpretations. On certain issues, Orthodox Jews are required to follow the customs of their ancestors, and do not believe they have the option of picking and choosing. For this reason, observant Jews at times find it important for religious reasons to ascertain who their household's religious ancestors are in order to know what customs their household should follow. These times include, for example, when two Jews of different ethnic background marry, when a non-Jew converts to Judaism and determines what customs to follow for the first time, or when a lapsed or less observant Jew returns to traditional Judaism and must determine what was done in his or her family's past. In this sense, \"Ashkenazic\" refers both to a family ancestry and to a body of customs binding on Jews of that ancestry. Reform Judaism, which does not necessarily follow those minhagim, did nonetheless originate among Ashkenazi Jews.", "targets": "What type of Jew is required to follow the customs of their ancestors without the option of picking and choosing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb105a4eb5f424a9a409399fa1a7342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious Jews have Minhagim, customs, in addition to Halakha, or religious law, and different interpretations of law. Different groups of religious Jews in different geographic areas historically adopted different customs and interpretations. On certain issues, Orthodox Jews are required to follow the customs of their ancestors, and do not believe they have the option of picking and choosing. For this reason, observant Jews at times find it important for religious reasons to ascertain who their household's religious ancestors are in order to know what customs their household should follow. These times include, for example, when two Jews of different ethnic background marry, when a non-Jew converts to Judaism and determines what customs to follow for the first time, or when a lapsed or less observant Jew returns to traditional Judaism and must determine what was done in his or her family's past. In this sense, \"Ashkenazic\" refers both to a family ancestry and to a body of customs binding on Jews of that ancestry. Reform Judaism, which does not necessarily follow those minhagim, did nonetheless originate among Ashkenazi Jews.", "targets": "For religious Jews, what does Halakha mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb105a4eb5f424a9a409399fa1a7342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious Jews have Minhagim, customs, in addition to Halakha, or religious law, and different interpretations of law. Different groups of religious Jews in different geographic areas historically adopted different customs and interpretations. On certain issues, Orthodox Jews are required to follow the customs of their ancestors, and do not believe they have the option of picking and choosing. For this reason, observant Jews at times find it important for religious reasons to ascertain who their household's religious ancestors are in order to know what customs their household should follow. These times include, for example, when two Jews of different ethnic background marry, when a non-Jew converts to Judaism and determines what customs to follow for the first time, or when a lapsed or less observant Jew returns to traditional Judaism and must determine what was done in his or her family's past. In this sense, \"Ashkenazic\" refers both to a family ancestry and to a body of customs binding on Jews of that ancestry. Reform Judaism, which does not necessarily follow those minhagim, did nonetheless originate among Ashkenazi Jews.", "targets": "For religious Jews, \"Ashkenazic\" refers to what two things?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffb105a4eb5f424a9a409399fa1a7342", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Religious Jews have Minhagim, customs, in addition to Halakha, or religious law, and different interpretations of law. Different groups of religious Jews in different geographic areas historically adopted different customs and interpretations. On certain issues, Orthodox Jews are required to follow the customs of their ancestors, and do not believe they have the option of picking and choosing. For this reason, observant Jews at times find it important for religious reasons to ascertain who their household's religious ancestors are in order to know what customs their household should follow. These times include, for example, when two Jews of different ethnic background marry, when a non-Jew converts to Judaism and determines what customs to follow for the first time, or when a lapsed or less observant Jew returns to traditional Judaism and must determine what was done in his or her family's past. In this sense, \"Ashkenazic\" refers both to a family ancestry and to a body of customs binding on Jews of that ancestry. Reform Judaism, which does not necessarily follow those minhagim, did nonetheless originate among Ashkenazi Jews.", "targets": "Reform Judaism originated among what type of Jew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc497ef2b35d44698b18e1880f758778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They established communities throughout Central and Eastern Europe, which had been their primary region of concentration and residence until recent times, evolving their own distinctive characteristics and diasporic identities. In the late Middle Ages the center of gravity of the Ashkenazi population, and its traditional cultural life, shifted steadily eastward, out of the German lands into Poland and Lithuania (including present-day Belarus and Ukraine). In the course of the late 18th and 19th centuries, those Jews who remained in or returned to the German lands experienced a cultural reorientation; under the influence of the Haskalah and the struggle for emancipation, as well the intellectual and cultural ferment in urban centers, they gradually abandoned the use of Yiddish, while developing new forms of Jewish religious life and cultural identity.", "targets": "In the late Middle Ages, the Ashkenazi population shifted in which direction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc497ef2b35d44698b18e1880f758778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They established communities throughout Central and Eastern Europe, which had been their primary region of concentration and residence until recent times, evolving their own distinctive characteristics and diasporic identities. In the late Middle Ages the center of gravity of the Ashkenazi population, and its traditional cultural life, shifted steadily eastward, out of the German lands into Poland and Lithuania (including present-day Belarus and Ukraine). In the course of the late 18th and 19th centuries, those Jews who remained in or returned to the German lands experienced a cultural reorientation; under the influence of the Haskalah and the struggle for emancipation, as well the intellectual and cultural ferment in urban centers, they gradually abandoned the use of Yiddish, while developing new forms of Jewish religious life and cultural identity.", "targets": "In the late Middle Ages, as the Ashkenazi population shifted it moved from what location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc497ef2b35d44698b18e1880f758778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They established communities throughout Central and Eastern Europe, which had been their primary region of concentration and residence until recent times, evolving their own distinctive characteristics and diasporic identities. In the late Middle Ages the center of gravity of the Ashkenazi population, and its traditional cultural life, shifted steadily eastward, out of the German lands into Poland and Lithuania (including present-day Belarus and Ukraine). In the course of the late 18th and 19th centuries, those Jews who remained in or returned to the German lands experienced a cultural reorientation; under the influence of the Haskalah and the struggle for emancipation, as well the intellectual and cultural ferment in urban centers, they gradually abandoned the use of Yiddish, while developing new forms of Jewish religious life and cultural identity.", "targets": "In the late Middle Ages, as the Ashkenazi population shifted it moved into which location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc497ef2b35d44698b18e1880f758778", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "They established communities throughout Central and Eastern Europe, which had been their primary region of concentration and residence until recent times, evolving their own distinctive characteristics and diasporic identities. In the late Middle Ages the center of gravity of the Ashkenazi population, and its traditional cultural life, shifted steadily eastward, out of the German lands into Poland and Lithuania (including present-day Belarus and Ukraine). In the course of the late 18th and 19th centuries, those Jews who remained in or returned to the German lands experienced a cultural reorientation; under the influence of the Haskalah and the struggle for emancipation, as well the intellectual and cultural ferment in urban centers, they gradually abandoned the use of Yiddish, while developing new forms of Jewish religious life and cultural identity.", "targets": "In the late 18th and 19th centuries, Jews who returned to German lands experienced what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2629cba0c975476cb8bfbfe5c5526cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctrines of Jehovah's Witnesses are established by the Governing Body. The religion does not tolerate dissent over doctrines and practices; members who openly disagree with the religion's teachings are expelled and shunned. Witness publications strongly discourage followers from questioning doctrine and counsel received from the Governing Body, reasoning that it is to be trusted as part of \"God's organization\". It also warns members to \"avoid independent thinking\", claiming such thinking \"was introduced by Satan the Devil\" and would \"cause division\". Those who openly disagree with official teachings are condemned as \"apostates\" who are \"mentally diseased\".", "targets": "Who establishes the doctrines of the Jehovah's Witnesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2629cba0c975476cb8bfbfe5c5526cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctrines of Jehovah's Witnesses are established by the Governing Body. The religion does not tolerate dissent over doctrines and practices; members who openly disagree with the religion's teachings are expelled and shunned. Witness publications strongly discourage followers from questioning doctrine and counsel received from the Governing Body, reasoning that it is to be trusted as part of \"God's organization\". It also warns members to \"avoid independent thinking\", claiming such thinking \"was introduced by Satan the Devil\" and would \"cause division\". Those who openly disagree with official teachings are condemned as \"apostates\" who are \"mentally diseased\".", "targets": "What do the Jehovah's Witnesses religion not tolerate any of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2629cba0c975476cb8bfbfe5c5526cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctrines of Jehovah's Witnesses are established by the Governing Body. The religion does not tolerate dissent over doctrines and practices; members who openly disagree with the religion's teachings are expelled and shunned. Witness publications strongly discourage followers from questioning doctrine and counsel received from the Governing Body, reasoning that it is to be trusted as part of \"God's organization\". It also warns members to \"avoid independent thinking\", claiming such thinking \"was introduced by Satan the Devil\" and would \"cause division\". Those who openly disagree with official teachings are condemned as \"apostates\" who are \"mentally diseased\".", "targets": "What happens to members who disagree with the religion's teachings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2629cba0c975476cb8bfbfe5c5526cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctrines of Jehovah's Witnesses are established by the Governing Body. The religion does not tolerate dissent over doctrines and practices; members who openly disagree with the religion's teachings are expelled and shunned. Witness publications strongly discourage followers from questioning doctrine and counsel received from the Governing Body, reasoning that it is to be trusted as part of \"God's organization\". It also warns members to \"avoid independent thinking\", claiming such thinking \"was introduced by Satan the Devil\" and would \"cause division\". Those who openly disagree with official teachings are condemned as \"apostates\" who are \"mentally diseased\".", "targets": "Why should the counsel received from the Governing Body be trusted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2629cba0c975476cb8bfbfe5c5526cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctrines of Jehovah's Witnesses are established by the Governing Body. The religion does not tolerate dissent over doctrines and practices; members who openly disagree with the religion's teachings are expelled and shunned. Witness publications strongly discourage followers from questioning doctrine and counsel received from the Governing Body, reasoning that it is to be trusted as part of \"God's organization\". It also warns members to \"avoid independent thinking\", claiming such thinking \"was introduced by Satan the Devil\" and would \"cause division\". Those who openly disagree with official teachings are condemned as \"apostates\" who are \"mentally diseased\".", "targets": "Who do Jehovah's Witnesses believe introduced independent thinking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121574bb1a994da69c13382b12ea9c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rise of Islam, based on both the Qur'an and Muhammad strongly altered the power balances and perceptions of origin of power in the Mediterranean region. Early Islamic philosophy emphasized an inexorable link between science and religion, and the process of ijtihad to find truth\u2014in effect all philosophy was \"political\" as it had real implications for governance. This view was challenged by the \"rationalist\" Mutazilite philosophers, who held a more Hellenic view, reason above revelation, and as such are known to modern scholars as the first speculative theologians of Islam; they were supported by a secular aristocracy who sought freedom of action independent of the Caliphate. By the late ancient period, however, the \"traditionalist\" Asharite view of Islam had in general triumphed. According to the Asharites, reason must be subordinate to the Quran and the Sunna.", "targets": "What strongly altered the power balances and perceptions of origin of power in the Mediterranean region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121574bb1a994da69c13382b12ea9c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rise of Islam, based on both the Qur'an and Muhammad strongly altered the power balances and perceptions of origin of power in the Mediterranean region. Early Islamic philosophy emphasized an inexorable link between science and religion, and the process of ijtihad to find truth\u2014in effect all philosophy was \"political\" as it had real implications for governance. This view was challenged by the \"rationalist\" Mutazilite philosophers, who held a more Hellenic view, reason above revelation, and as such are known to modern scholars as the first speculative theologians of Islam; they were supported by a secular aristocracy who sought freedom of action independent of the Caliphate. By the late ancient period, however, the \"traditionalist\" Asharite view of Islam had in general triumphed. According to the Asharites, reason must be subordinate to the Quran and the Sunna.", "targets": "What emphasized an inexorable link between science and religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121574bb1a994da69c13382b12ea9c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rise of Islam, based on both the Qur'an and Muhammad strongly altered the power balances and perceptions of origin of power in the Mediterranean region. Early Islamic philosophy emphasized an inexorable link between science and religion, and the process of ijtihad to find truth\u2014in effect all philosophy was \"political\" as it had real implications for governance. This view was challenged by the \"rationalist\" Mutazilite philosophers, who held a more Hellenic view, reason above revelation, and as such are known to modern scholars as the first speculative theologians of Islam; they were supported by a secular aristocracy who sought freedom of action independent of the Caliphate. By the late ancient period, however, the \"traditionalist\" Asharite view of Islam had in general triumphed. According to the Asharites, reason must be subordinate to the Quran and the Sunna.", "targets": "Who challenged the early Islamic philosophy's views?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121574bb1a994da69c13382b12ea9c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rise of Islam, based on both the Qur'an and Muhammad strongly altered the power balances and perceptions of origin of power in the Mediterranean region. Early Islamic philosophy emphasized an inexorable link between science and religion, and the process of ijtihad to find truth\u2014in effect all philosophy was \"political\" as it had real implications for governance. This view was challenged by the \"rationalist\" Mutazilite philosophers, who held a more Hellenic view, reason above revelation, and as such are known to modern scholars as the first speculative theologians of Islam; they were supported by a secular aristocracy who sought freedom of action independent of the Caliphate. By the late ancient period, however, the \"traditionalist\" Asharite view of Islam had in general triumphed. According to the Asharites, reason must be subordinate to the Quran and the Sunna.", "targets": "What type of views did the \"rationalist\" Mutaziite philosophers hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d326c45a5cb54d6c975a24a35100d189", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's direct-to-home satellite service became available in 10 million homes in 2010, Europe's first pay-TV platform in to achieve that milestone. Confirming it had reached its target, the broadcaster said its reach into 36% of households in the UK represented an audience of more than 25m people. The target was first announced in August 2004, since then an additional 2.4m customers had subscribed to BSkyB's direct-to-home service. Media commentators had debated whether the figure could be reached as the growth in subscriber numbers elsewhere in Europe flattened.", "targets": "How many homes had BSkyB's direct-to-home satellite service available to them in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d326c45a5cb54d6c975a24a35100d189", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's direct-to-home satellite service became available in 10 million homes in 2010, Europe's first pay-TV platform in to achieve that milestone. Confirming it had reached its target, the broadcaster said its reach into 36% of households in the UK represented an audience of more than 25m people. The target was first announced in August 2004, since then an additional 2.4m customers had subscribed to BSkyB's direct-to-home service. Media commentators had debated whether the figure could be reached as the growth in subscriber numbers elsewhere in Europe flattened.", "targets": "How large was the audience BSkyB said they could reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d326c45a5cb54d6c975a24a35100d189", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's direct-to-home satellite service became available in 10 million homes in 2010, Europe's first pay-TV platform in to achieve that milestone. Confirming it had reached its target, the broadcaster said its reach into 36% of households in the UK represented an audience of more than 25m people. The target was first announced in August 2004, since then an additional 2.4m customers had subscribed to BSkyB's direct-to-home service. Media commentators had debated whether the figure could be reached as the growth in subscriber numbers elsewhere in Europe flattened.", "targets": "When did BSkyB first announce their target goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d326c45a5cb54d6c975a24a35100d189", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's direct-to-home satellite service became available in 10 million homes in 2010, Europe's first pay-TV platform in to achieve that milestone. Confirming it had reached its target, the broadcaster said its reach into 36% of households in the UK represented an audience of more than 25m people. The target was first announced in August 2004, since then an additional 2.4m customers had subscribed to BSkyB's direct-to-home service. Media commentators had debated whether the figure could be reached as the growth in subscriber numbers elsewhere in Europe flattened.", "targets": "What was the target percentage of households BSkyB wanted to reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d326c45a5cb54d6c975a24a35100d189", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's direct-to-home satellite service became available in 10 million homes in 2010, Europe's first pay-TV platform in to achieve that milestone. Confirming it had reached its target, the broadcaster said its reach into 36% of households in the UK represented an audience of more than 25m people. The target was first announced in August 2004, since then an additional 2.4m customers had subscribed to BSkyB's direct-to-home service. Media commentators had debated whether the figure could be reached as the growth in subscriber numbers elsewhere in Europe flattened.", "targets": "What was happening to subscriber numbers in other areas of europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "How many species of insects are known in the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "What portion of bird species make up the world's total live in the rainforest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "How many plant species make up the total in the rainforest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "What is the total make up of fish species living in the Amazon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "How many invertebrate species are known in Brazil alone? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "The Amazon region is home to how many species of insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "How many species of bird and mammals are there in the Amazon region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "How many plant species are estimated to be in the Amazon region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "How many reptiles have been discovered in the Amazon region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67274b7b21f74e89968416be76e2d426", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region is home to about 2.5 million insect species, tens of thousands of plants, and some 2,000 birds and mammals. To date, at least 40,000 plant species, 2,200 fishes, 1,294 birds, 427 mammals, 428 amphibians, and 378 reptiles have been scientifically classified in the region. One in five of all the bird species in the world live in the rainforests of the Amazon, and one in five of the fish species live in Amazonian rivers and streams. Scientists have described between 96,660 and 128,843 invertebrate species in Brazil alone.", "targets": "What amount of bird species on earth are found in the Amazon rainforest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d14758c035943d6960dbf9dbc216e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servo system differs from some stepper motor applications in that the position feedback is continuous while the motor is running; a stepper system relies on the motor not to \"miss steps\" for short term accuracy, although a stepper system may include a \"home\" switch or other element to provide long-term stability of control. For instance, when a typical dot matrix computer printer starts up, its controller makes the print head stepper motor drive to its left-hand limit, where a position sensor defines home position and stops stepping. As long as power is on, a bidirectional counter in the printer's microprocessor keeps track of print-head position.", "targets": "How do servo motors differ from stepper motors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d14758c035943d6960dbf9dbc216e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servo system differs from some stepper motor applications in that the position feedback is continuous while the motor is running; a stepper system relies on the motor not to \"miss steps\" for short term accuracy, although a stepper system may include a \"home\" switch or other element to provide long-term stability of control. For instance, when a typical dot matrix computer printer starts up, its controller makes the print head stepper motor drive to its left-hand limit, where a position sensor defines home position and stops stepping. As long as power is on, a bidirectional counter in the printer's microprocessor keeps track of print-head position.", "targets": "How does a stepper system achieve stability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d14758c035943d6960dbf9dbc216e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servo system differs from some stepper motor applications in that the position feedback is continuous while the motor is running; a stepper system relies on the motor not to \"miss steps\" for short term accuracy, although a stepper system may include a \"home\" switch or other element to provide long-term stability of control. For instance, when a typical dot matrix computer printer starts up, its controller makes the print head stepper motor drive to its left-hand limit, where a position sensor defines home position and stops stepping. As long as power is on, a bidirectional counter in the printer's microprocessor keeps track of print-head position.", "targets": "What makes a printer home switch work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d14758c035943d6960dbf9dbc216e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servo system differs from some stepper motor applications in that the position feedback is continuous while the motor is running; a stepper system relies on the motor not to \"miss steps\" for short term accuracy, although a stepper system may include a \"home\" switch or other element to provide long-term stability of control. For instance, when a typical dot matrix computer printer starts up, its controller makes the print head stepper motor drive to its left-hand limit, where a position sensor defines home position and stops stepping. As long as power is on, a bidirectional counter in the printer's microprocessor keeps track of print-head position.", "targets": "What kind of counter keeps track of a print head's position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d14758c035943d6960dbf9dbc216e60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A servo system differs from some stepper motor applications in that the position feedback is continuous while the motor is running; a stepper system relies on the motor not to \"miss steps\" for short term accuracy, although a stepper system may include a \"home\" switch or other element to provide long-term stability of control. For instance, when a typical dot matrix computer printer starts up, its controller makes the print head stepper motor drive to its left-hand limit, where a position sensor defines home position and stops stepping. As long as power is on, a bidirectional counter in the printer's microprocessor keeps track of print-head position.", "targets": "A stepper system's motor is relied on to not do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ae5c9953a0441580e523fd8af4f5a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Southampton, which was founded in 1862 and received its Royal Charter as a university in 1952, has over 22,000 students. The university is ranked in the top 100 research universities in the world in the Academic Ranking of World Universities 2010. In 2010, the THES - QS World University Rankings positioned the University of Southampton in the top 80 universities in the world. The university considers itself one of the top 5 research universities in the UK. The university has a global reputation for research into engineering sciences, oceanography, chemistry, cancer sciences, sound and vibration research, computer science and electronics, optoelectronics and textile conservation at the Textile Conservation Centre (which is due to close in October 2009.) It is also home to the National Oceanography Centre, Southampton (NOCS), the focus of Natural Environment Research Council-funded marine research.", "targets": "What year was the University of Southampton founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ae5c9953a0441580e523fd8af4f5a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Southampton, which was founded in 1862 and received its Royal Charter as a university in 1952, has over 22,000 students. The university is ranked in the top 100 research universities in the world in the Academic Ranking of World Universities 2010. In 2010, the THES - QS World University Rankings positioned the University of Southampton in the top 80 universities in the world. The university considers itself one of the top 5 research universities in the UK. The university has a global reputation for research into engineering sciences, oceanography, chemistry, cancer sciences, sound and vibration research, computer science and electronics, optoelectronics and textile conservation at the Textile Conservation Centre (which is due to close in October 2009.) It is also home to the National Oceanography Centre, Southampton (NOCS), the focus of Natural Environment Research Council-funded marine research.", "targets": "When did the University of Southampton receive university designation by official Royal Charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ae5c9953a0441580e523fd8af4f5a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Southampton, which was founded in 1862 and received its Royal Charter as a university in 1952, has over 22,000 students. The university is ranked in the top 100 research universities in the world in the Academic Ranking of World Universities 2010. In 2010, the THES - QS World University Rankings positioned the University of Southampton in the top 80 universities in the world. The university considers itself one of the top 5 research universities in the UK. The university has a global reputation for research into engineering sciences, oceanography, chemistry, cancer sciences, sound and vibration research, computer science and electronics, optoelectronics and textile conservation at the Textile Conservation Centre (which is due to close in October 2009.) It is also home to the National Oceanography Centre, Southampton (NOCS), the focus of Natural Environment Research Council-funded marine research.", "targets": "The University of Southampton has more than what number of students attending?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ae5c9953a0441580e523fd8af4f5a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Southampton, which was founded in 1862 and received its Royal Charter as a university in 1952, has over 22,000 students. The university is ranked in the top 100 research universities in the world in the Academic Ranking of World Universities 2010. In 2010, the THES - QS World University Rankings positioned the University of Southampton in the top 80 universities in the world. The university considers itself one of the top 5 research universities in the UK. The university has a global reputation for research into engineering sciences, oceanography, chemistry, cancer sciences, sound and vibration research, computer science and electronics, optoelectronics and textile conservation at the Textile Conservation Centre (which is due to close in October 2009.) It is also home to the National Oceanography Centre, Southampton (NOCS), the focus of Natural Environment Research Council-funded marine research.", "targets": "What research centre at the University of Southampton is abbreviated NOCS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ae5c9953a0441580e523fd8af4f5a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Southampton, which was founded in 1862 and received its Royal Charter as a university in 1952, has over 22,000 students. The university is ranked in the top 100 research universities in the world in the Academic Ranking of World Universities 2010. In 2010, the THES - QS World University Rankings positioned the University of Southampton in the top 80 universities in the world. The university considers itself one of the top 5 research universities in the UK. The university has a global reputation for research into engineering sciences, oceanography, chemistry, cancer sciences, sound and vibration research, computer science and electronics, optoelectronics and textile conservation at the Textile Conservation Centre (which is due to close in October 2009.) It is also home to the National Oceanography Centre, Southampton (NOCS), the focus of Natural Environment Research Council-funded marine research.", "targets": "What organization ranked the University of Southampton in the top 80 universities worldwide in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d62c5e865a434422b98c74c0d3b92106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 20, 1971, his brother, Meinhard, died in a car accident. Meinhard had been drinking and was killed instantly. Schwarzenegger did not attend his funeral. Meinhard was due to marry Erika Knapp, and the couple had a three-year-old son, Patrick. Schwarzenegger would pay for Patrick's education and help him to emigrate to the United States. Gustav died the following year from a stroke. In Pumping Iron, Schwarzenegger claimed that he did not attend his father's funeral because he was training for a bodybuilding contest. Later, he and the film's producer said this story was taken from another bodybuilder for the purpose of showing the extremes that some would go to for their sport and to make Schwarzenegger's image more cold and machine-like in order to fan controversy for the film. Barbara Baker, his first serious girlfriend, has said he informed her of his father's death without emotion and that he never spoke of his brother. Over time, he has given at least three versions of why he was absent from his father's funeral.", "targets": "What year did Schwarzenegger's brother die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d62c5e865a434422b98c74c0d3b92106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 20, 1971, his brother, Meinhard, died in a car accident. Meinhard had been drinking and was killed instantly. Schwarzenegger did not attend his funeral. Meinhard was due to marry Erika Knapp, and the couple had a three-year-old son, Patrick. Schwarzenegger would pay for Patrick's education and help him to emigrate to the United States. Gustav died the following year from a stroke. In Pumping Iron, Schwarzenegger claimed that he did not attend his father's funeral because he was training for a bodybuilding contest. Later, he and the film's producer said this story was taken from another bodybuilder for the purpose of showing the extremes that some would go to for their sport and to make Schwarzenegger's image more cold and machine-like in order to fan controversy for the film. Barbara Baker, his first serious girlfriend, has said he informed her of his father's death without emotion and that he never spoke of his brother. Over time, he has given at least three versions of why he was absent from his father's funeral.", "targets": "What is Meinhard's son named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d62c5e865a434422b98c74c0d3b92106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 20, 1971, his brother, Meinhard, died in a car accident. Meinhard had been drinking and was killed instantly. Schwarzenegger did not attend his funeral. Meinhard was due to marry Erika Knapp, and the couple had a three-year-old son, Patrick. Schwarzenegger would pay for Patrick's education and help him to emigrate to the United States. Gustav died the following year from a stroke. In Pumping Iron, Schwarzenegger claimed that he did not attend his father's funeral because he was training for a bodybuilding contest. Later, he and the film's producer said this story was taken from another bodybuilder for the purpose of showing the extremes that some would go to for their sport and to make Schwarzenegger's image more cold and machine-like in order to fan controversy for the film. Barbara Baker, his first serious girlfriend, has said he informed her of his father's death without emotion and that he never spoke of his brother. Over time, he has given at least three versions of why he was absent from his father's funeral.", "targets": "What caused Schwarzenegger's father Gustav's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d62c5e865a434422b98c74c0d3b92106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 20, 1971, his brother, Meinhard, died in a car accident. Meinhard had been drinking and was killed instantly. Schwarzenegger did not attend his funeral. Meinhard was due to marry Erika Knapp, and the couple had a three-year-old son, Patrick. Schwarzenegger would pay for Patrick's education and help him to emigrate to the United States. Gustav died the following year from a stroke. In Pumping Iron, Schwarzenegger claimed that he did not attend his father's funeral because he was training for a bodybuilding contest. Later, he and the film's producer said this story was taken from another bodybuilder for the purpose of showing the extremes that some would go to for their sport and to make Schwarzenegger's image more cold and machine-like in order to fan controversy for the film. Barbara Baker, his first serious girlfriend, has said he informed her of his father's death without emotion and that he never spoke of his brother. Over time, he has given at least three versions of why he was absent from his father's funeral.", "targets": "Who was the first woman Schwarzenegger was serious about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7953eed2db3b429785e44fd482f4dca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Yoritomo firmly established, the bakufu system that would govern Japan for the next seven centuries was in place. He appointed military governors, or daimyos, to rule over the provinces, and stewards, or jito to supervise public and private estates. Yoritomo then turned his attention to the elimination of the powerful Fujiwara family, which sheltered his rebellious brother Yoshitsune. Three years later, he was appointed shogun in Kyoto. One year before his death in 1199, Yoritomo expelled the teenage emperor Go-Toba from the throne. Two of Go-Toba's sons succeeded him, but they would also be removed by Yoritomo's successors to the shogunate.", "targets": "What was the term used to describe military governors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7953eed2db3b429785e44fd482f4dca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Yoritomo firmly established, the bakufu system that would govern Japan for the next seven centuries was in place. He appointed military governors, or daimyos, to rule over the provinces, and stewards, or jito to supervise public and private estates. Yoritomo then turned his attention to the elimination of the powerful Fujiwara family, which sheltered his rebellious brother Yoshitsune. Three years later, he was appointed shogun in Kyoto. One year before his death in 1199, Yoritomo expelled the teenage emperor Go-Toba from the throne. Two of Go-Toba's sons succeeded him, but they would also be removed by Yoritomo's successors to the shogunate.", "targets": "What was the term used to describe supervisors of estates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7953eed2db3b429785e44fd482f4dca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With Yoritomo firmly established, the bakufu system that would govern Japan for the next seven centuries was in place. He appointed military governors, or daimyos, to rule over the provinces, and stewards, or jito to supervise public and private estates. Yoritomo then turned his attention to the elimination of the powerful Fujiwara family, which sheltered his rebellious brother Yoshitsune. Three years later, he was appointed shogun in Kyoto. One year before his death in 1199, Yoritomo expelled the teenage emperor Go-Toba from the throne. Two of Go-Toba's sons succeeded him, but they would also be removed by Yoritomo's successors to the shogunate.", "targets": "What was the name of the emperor that Yoritomo removed from the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd8256a9a24b4682897f7dde1a225e0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics such as economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner have argued that the regulatory framework did not keep pace with financial innovation, such as the increasing importance of the shadow banking system, derivatives and off-balance sheet financing. A recent OECD study suggest that bank regulation based on the Basel accords encourage unconventional business practices and contributed to or even reinforced the financial crisis. In other cases, laws were changed or enforcement weakened in parts of the financial system. Key examples include:", "targets": "What economist believed that regulations did not keep up with financial innovation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd8256a9a24b4682897f7dde1a225e0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics such as economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner have argued that the regulatory framework did not keep pace with financial innovation, such as the increasing importance of the shadow banking system, derivatives and off-balance sheet financing. A recent OECD study suggest that bank regulation based on the Basel accords encourage unconventional business practices and contributed to or even reinforced the financial crisis. In other cases, laws were changed or enforcement weakened in parts of the financial system. Key examples include:", "targets": "Who was the U.S. Treasury Secretary dealing with the aftermath of the financial crisis of 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd8256a9a24b4682897f7dde1a225e0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics such as economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner have argued that the regulatory framework did not keep pace with financial innovation, such as the increasing importance of the shadow banking system, derivatives and off-balance sheet financing. A recent OECD study suggest that bank regulation based on the Basel accords encourage unconventional business practices and contributed to or even reinforced the financial crisis. In other cases, laws were changed or enforcement weakened in parts of the financial system. Key examples include:", "targets": "Which group's study suggested that Basel accords encourage unconventional business practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd8256a9a24b4682897f7dde1a225e0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics such as economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner have argued that the regulatory framework did not keep pace with financial innovation, such as the increasing importance of the shadow banking system, derivatives and off-balance sheet financing. A recent OECD study suggest that bank regulation based on the Basel accords encourage unconventional business practices and contributed to or even reinforced the financial crisis. In other cases, laws were changed or enforcement weakened in parts of the financial system. Key examples include:", "targets": "It has been argued that what did not keep up with financial innovation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd8256a9a24b4682897f7dde1a225e0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics such as economist Paul Krugman and U.S. Treasury Secretary Timothy Geithner have argued that the regulatory framework did not keep pace with financial innovation, such as the increasing importance of the shadow banking system, derivatives and off-balance sheet financing. A recent OECD study suggest that bank regulation based on the Basel accords encourage unconventional business practices and contributed to or even reinforced the financial crisis. In other cases, laws were changed or enforcement weakened in parts of the financial system. Key examples include:", "targets": "What accords possibly contributed to or reinforced the financial crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b135d2350748f4983e3c36586d86f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The polarization of an antenna refers to the orientation of the electric field (E-plane) of the radio wave with respect to the Earth's surface and is determined by the physical structure of the antenna and by its orientation; note that this designation is totally distinct from the antenna's directionality. Thus, a simple straight wire antenna will have one polarization when mounted vertically, and a different polarization when mounted horizontally. As a transverse wave, the magnetic field of a radio wave is at right angles to that of the electric field, but by convention, talk of an antenna's \"polarization\" is understood to refer to the direction of the electric field.", "targets": "How many polarizations will a antenna have when mounted vertically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b135d2350748f4983e3c36586d86f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The polarization of an antenna refers to the orientation of the electric field (E-plane) of the radio wave with respect to the Earth's surface and is determined by the physical structure of the antenna and by its orientation; note that this designation is totally distinct from the antenna's directionality. Thus, a simple straight wire antenna will have one polarization when mounted vertically, and a different polarization when mounted horizontally. As a transverse wave, the magnetic field of a radio wave is at right angles to that of the electric field, but by convention, talk of an antenna's \"polarization\" is understood to refer to the direction of the electric field.", "targets": "What is another name for electric-field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b135d2350748f4983e3c36586d86f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The polarization of an antenna refers to the orientation of the electric field (E-plane) of the radio wave with respect to the Earth's surface and is determined by the physical structure of the antenna and by its orientation; note that this designation is totally distinct from the antenna's directionality. Thus, a simple straight wire antenna will have one polarization when mounted vertically, and a different polarization when mounted horizontally. As a transverse wave, the magnetic field of a radio wave is at right angles to that of the electric field, but by convention, talk of an antenna's \"polarization\" is understood to refer to the direction of the electric field.", "targets": "When is a magnetic fields right angles to a electrical field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b135d2350748f4983e3c36586d86f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The polarization of an antenna refers to the orientation of the electric field (E-plane) of the radio wave with respect to the Earth's surface and is determined by the physical structure of the antenna and by its orientation; note that this designation is totally distinct from the antenna's directionality. Thus, a simple straight wire antenna will have one polarization when mounted vertically, and a different polarization when mounted horizontally. As a transverse wave, the magnetic field of a radio wave is at right angles to that of the electric field, but by convention, talk of an antenna's \"polarization\" is understood to refer to the direction of the electric field.", "targets": "Whats understood in reference of direction of an E-plane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e36cd11441f48e5a6990cb55dee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was not long until Apple released their first portable computer, the Macintosh Portable in 1989. Although due to considerable design issues, it was soon replaced in 1991 with the first of the PowerBook line: the PowerBook 100, a miniaturized portable; the 16 MHz 68030 PowerBook 140; and the 25 MHz 68030 PowerBook 170. They were the first portable computers with the keyboard behind a palm rest and a built-in pointing device (a trackball) in front of the keyboard. The 1993 PowerBook 165c was Apple's first portable computer to feature a color screen, displaying 256 colors with 640 x 400-pixel resolution. The second generation of PowerBooks, the 68040-equipped 500 series, introduced trackpads, integrated stereo speakers, and built-in Ethernet to the laptop form factor in 1994.", "targets": "What was the name of Apple's first portable computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e36cd11441f48e5a6990cb55dee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was not long until Apple released their first portable computer, the Macintosh Portable in 1989. Although due to considerable design issues, it was soon replaced in 1991 with the first of the PowerBook line: the PowerBook 100, a miniaturized portable; the 16 MHz 68030 PowerBook 140; and the 25 MHz 68030 PowerBook 170. They were the first portable computers with the keyboard behind a palm rest and a built-in pointing device (a trackball) in front of the keyboard. The 1993 PowerBook 165c was Apple's first portable computer to feature a color screen, displaying 256 colors with 640 x 400-pixel resolution. The second generation of PowerBooks, the 68040-equipped 500 series, introduced trackpads, integrated stereo speakers, and built-in Ethernet to the laptop form factor in 1994.", "targets": "When was the Macintosh Portable first released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e36cd11441f48e5a6990cb55dee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was not long until Apple released their first portable computer, the Macintosh Portable in 1989. Although due to considerable design issues, it was soon replaced in 1991 with the first of the PowerBook line: the PowerBook 100, a miniaturized portable; the 16 MHz 68030 PowerBook 140; and the 25 MHz 68030 PowerBook 170. They were the first portable computers with the keyboard behind a palm rest and a built-in pointing device (a trackball) in front of the keyboard. The 1993 PowerBook 165c was Apple's first portable computer to feature a color screen, displaying 256 colors with 640 x 400-pixel resolution. The second generation of PowerBooks, the 68040-equipped 500 series, introduced trackpads, integrated stereo speakers, and built-in Ethernet to the laptop form factor in 1994.", "targets": "What replaced the Macintosh Portable in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e36cd11441f48e5a6990cb55dee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was not long until Apple released their first portable computer, the Macintosh Portable in 1989. Although due to considerable design issues, it was soon replaced in 1991 with the first of the PowerBook line: the PowerBook 100, a miniaturized portable; the 16 MHz 68030 PowerBook 140; and the 25 MHz 68030 PowerBook 170. They were the first portable computers with the keyboard behind a palm rest and a built-in pointing device (a trackball) in front of the keyboard. The 1993 PowerBook 165c was Apple's first portable computer to feature a color screen, displaying 256 colors with 640 x 400-pixel resolution. The second generation of PowerBooks, the 68040-equipped 500 series, introduced trackpads, integrated stereo speakers, and built-in Ethernet to the laptop form factor in 1994.", "targets": "What was the 1993 PowerBook 165c Apple's first portable computer to feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0292e36cd11441f48e5a6990cb55dee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was not long until Apple released their first portable computer, the Macintosh Portable in 1989. Although due to considerable design issues, it was soon replaced in 1991 with the first of the PowerBook line: the PowerBook 100, a miniaturized portable; the 16 MHz 68030 PowerBook 140; and the 25 MHz 68030 PowerBook 170. They were the first portable computers with the keyboard behind a palm rest and a built-in pointing device (a trackball) in front of the keyboard. The 1993 PowerBook 165c was Apple's first portable computer to feature a color screen, displaying 256 colors with 640 x 400-pixel resolution. The second generation of PowerBooks, the 68040-equipped 500 series, introduced trackpads, integrated stereo speakers, and built-in Ethernet to the laptop form factor in 1994.", "targets": "Which generation of PowerBooks introduced trackpads?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d241795b5794e6c9e73308b418c8fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1949 and the 1980s, telephone communications in Greece were a state monopoly by the Hellenic Telecommunications Organization, better known by its acronym, OTE. Despite the liberalization of telephone communications in the country in the 1980s, OTE still dominates the Greek market in its field and has emerged as one of the largest telecommunications companies in Southeast Europe. Since 2011, the company's major shareholder is Deutsche Telekom with a 40% stake, while the Greek state continues to own 10% of the company's shares. OTE owns several subsidiaries across the Balkans, including Cosmote, Greece's top mobile telecommunications provider, Cosmote Romania and Albanian Mobile Communications.", "targets": "Who ran the phones in Greece between 1949 and the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d241795b5794e6c9e73308b418c8fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1949 and the 1980s, telephone communications in Greece were a state monopoly by the Hellenic Telecommunications Organization, better known by its acronym, OTE. Despite the liberalization of telephone communications in the country in the 1980s, OTE still dominates the Greek market in its field and has emerged as one of the largest telecommunications companies in Southeast Europe. Since 2011, the company's major shareholder is Deutsche Telekom with a 40% stake, while the Greek state continues to own 10% of the company's shares. OTE owns several subsidiaries across the Balkans, including Cosmote, Greece's top mobile telecommunications provider, Cosmote Romania and Albanian Mobile Communications.", "targets": "What was the Hellenic Telecommunications Organization better known by the acronym of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d241795b5794e6c9e73308b418c8fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1949 and the 1980s, telephone communications in Greece were a state monopoly by the Hellenic Telecommunications Organization, better known by its acronym, OTE. Despite the liberalization of telephone communications in the country in the 1980s, OTE still dominates the Greek market in its field and has emerged as one of the largest telecommunications companies in Southeast Europe. Since 2011, the company's major shareholder is Deutsche Telekom with a 40% stake, while the Greek state continues to own 10% of the company's shares. OTE owns several subsidiaries across the Balkans, including Cosmote, Greece's top mobile telecommunications provider, Cosmote Romania and Albanian Mobile Communications.", "targets": "When did the liberalization of the telephone communications in Greece happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d241795b5794e6c9e73308b418c8fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1949 and the 1980s, telephone communications in Greece were a state monopoly by the Hellenic Telecommunications Organization, better known by its acronym, OTE. Despite the liberalization of telephone communications in the country in the 1980s, OTE still dominates the Greek market in its field and has emerged as one of the largest telecommunications companies in Southeast Europe. Since 2011, the company's major shareholder is Deutsche Telekom with a 40% stake, while the Greek state continues to own 10% of the company's shares. OTE owns several subsidiaries across the Balkans, including Cosmote, Greece's top mobile telecommunications provider, Cosmote Romania and Albanian Mobile Communications.", "targets": "What company has a 40% stake in OTE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d241795b5794e6c9e73308b418c8fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1949 and the 1980s, telephone communications in Greece were a state monopoly by the Hellenic Telecommunications Organization, better known by its acronym, OTE. Despite the liberalization of telephone communications in the country in the 1980s, OTE still dominates the Greek market in its field and has emerged as one of the largest telecommunications companies in Southeast Europe. Since 2011, the company's major shareholder is Deutsche Telekom with a 40% stake, while the Greek state continues to own 10% of the company's shares. OTE owns several subsidiaries across the Balkans, including Cosmote, Greece's top mobile telecommunications provider, Cosmote Romania and Albanian Mobile Communications.", "targets": "How many shares of OTE does the Greek state own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f28f6b59a403b8cdcf8d11741b14b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medievalist specialists who define the university as a legally autonomous corporation disagree with the term \"university\" for the Islamic madaris and j\u0101mi\u2018ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and j\u0101mi\u02bbah. Despite the many similarities, medieval specialists have coined the term \"Islamic college\" for madrasa and j\u0101mi\u02bbah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:", "targets": "Who argues that madaris are not the same as traditional European universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f28f6b59a403b8cdcf8d11741b14b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medievalist specialists who define the university as a legally autonomous corporation disagree with the term \"university\" for the Islamic madaris and j\u0101mi\u2018ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and j\u0101mi\u02bbah. Despite the many similarities, medieval specialists have coined the term \"Islamic college\" for madrasa and j\u0101mi\u02bbah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:", "targets": "What are two examples of waqfs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f28f6b59a403b8cdcf8d11741b14b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medievalist specialists who define the university as a legally autonomous corporation disagree with the term \"university\" for the Islamic madaris and j\u0101mi\u2018ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and j\u0101mi\u02bbah. Despite the many similarities, medieval specialists have coined the term \"Islamic college\" for madrasa and j\u0101mi\u02bbah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:", "targets": "What do scholars that specialize in the medieval period describe madaris as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e2f28f6b59a403b8cdcf8d11741b14b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medievalist specialists who define the university as a legally autonomous corporation disagree with the term \"university\" for the Islamic madaris and j\u0101mi\u2018ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and j\u0101mi\u02bbah. Despite the many similarities, medieval specialists have coined the term \"Islamic college\" for madrasa and j\u0101mi\u02bbah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:", "targets": "What do scholars believe is missing from madaris that prevent them from being considered universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f1d2db329c4a7dad3723a80650562d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity came to Tuvalu in 1861 when Elekana, a deacon of a Congregational church in Manihiki, Cook Islands became caught in a storm and drifted for 8 weeks before landing at Nukulaelae on 10 May 1861. Elekana began proselytising Christianity. He was trained at Malua Theological College, a London Missionary Society (LMS) school in Samoa, before beginning his work in establishing the Church of Tuvalu. In 1865 the Rev. A. W. Murray of the LMS \u2013 a Protestant congregationalist missionary society \u2013 arrived as the first European missionary where he too proselytised among the inhabitants of Tuvalu. By 1878 Protestantism was well established with preachers on each island. In the later 19th and early 20th centuries the ministers of what became the Church of Tuvalu (Te Ekalesia Kelisiano Tuvalu) were predominantly Samoans, who influenced the development of the Tuvaluan language and the music of Tuvalu.", "targets": "When did Christianity arrive in Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f1d2db329c4a7dad3723a80650562d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity came to Tuvalu in 1861 when Elekana, a deacon of a Congregational church in Manihiki, Cook Islands became caught in a storm and drifted for 8 weeks before landing at Nukulaelae on 10 May 1861. Elekana began proselytising Christianity. He was trained at Malua Theological College, a London Missionary Society (LMS) school in Samoa, before beginning his work in establishing the Church of Tuvalu. In 1865 the Rev. A. W. Murray of the LMS \u2013 a Protestant congregationalist missionary society \u2013 arrived as the first European missionary where he too proselytised among the inhabitants of Tuvalu. By 1878 Protestantism was well established with preachers on each island. In the later 19th and early 20th centuries the ministers of what became the Church of Tuvalu (Te Ekalesia Kelisiano Tuvalu) were predominantly Samoans, who influenced the development of the Tuvaluan language and the music of Tuvalu.", "targets": "What church deacon was washed ashore on Nukulaelae?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f1d2db329c4a7dad3723a80650562d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity came to Tuvalu in 1861 when Elekana, a deacon of a Congregational church in Manihiki, Cook Islands became caught in a storm and drifted for 8 weeks before landing at Nukulaelae on 10 May 1861. Elekana began proselytising Christianity. He was trained at Malua Theological College, a London Missionary Society (LMS) school in Samoa, before beginning his work in establishing the Church of Tuvalu. In 1865 the Rev. A. W. Murray of the LMS \u2013 a Protestant congregationalist missionary society \u2013 arrived as the first European missionary where he too proselytised among the inhabitants of Tuvalu. By 1878 Protestantism was well established with preachers on each island. In the later 19th and early 20th centuries the ministers of what became the Church of Tuvalu (Te Ekalesia Kelisiano Tuvalu) were predominantly Samoans, who influenced the development of the Tuvaluan language and the music of Tuvalu.", "targets": "What missionary was the first European missionary to come to Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f1d2db329c4a7dad3723a80650562d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christianity came to Tuvalu in 1861 when Elekana, a deacon of a Congregational church in Manihiki, Cook Islands became caught in a storm and drifted for 8 weeks before landing at Nukulaelae on 10 May 1861. Elekana began proselytising Christianity. He was trained at Malua Theological College, a London Missionary Society (LMS) school in Samoa, before beginning his work in establishing the Church of Tuvalu. In 1865 the Rev. A. W. Murray of the LMS \u2013 a Protestant congregationalist missionary society \u2013 arrived as the first European missionary where he too proselytised among the inhabitants of Tuvalu. By 1878 Protestantism was well established with preachers on each island. In the later 19th and early 20th centuries the ministers of what became the Church of Tuvalu (Te Ekalesia Kelisiano Tuvalu) were predominantly Samoans, who influenced the development of the Tuvaluan language and the music of Tuvalu.", "targets": "Of what nationality were most of the ministers of the Church of Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb2d5b45e798429bb46457c6a0335c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech has one of the most phonemic orthographies of all European languages. Its thirty-one graphemes represent thirty sounds (in most dialects, i and y have the same sound), and it contains only one digraph: ch, which follows h in the alphabet. As a result, some of its characters have been used by phonologists to denote corresponding sounds in other languages. The characters q, w and x appear only in foreign words. The h\u00e1\u010dek (\u02c7) is used with certain letters to form new characters: \u0161, \u017e, and \u010d, as well as \u0148, \u011b, \u0159, \u0165, and \u010f (the latter five uncommon outside Czech). The last two letters are sometimes written with a comma above (\u02bc, an abbreviated h\u00e1\u010dek) because of their height. The character \u00f3 exists only in loanwords and onomatopoeia.", "targets": "What language has one of the most phonemic orthographies of all European languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb2d5b45e798429bb46457c6a0335c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech has one of the most phonemic orthographies of all European languages. Its thirty-one graphemes represent thirty sounds (in most dialects, i and y have the same sound), and it contains only one digraph: ch, which follows h in the alphabet. As a result, some of its characters have been used by phonologists to denote corresponding sounds in other languages. The characters q, w and x appear only in foreign words. The h\u00e1\u010dek (\u02c7) is used with certain letters to form new characters: \u0161, \u017e, and \u010d, as well as \u0148, \u011b, \u0159, \u0165, and \u010f (the latter five uncommon outside Czech). The last two letters are sometimes written with a comma above (\u02bc, an abbreviated h\u00e1\u010dek) because of their height. The character \u00f3 exists only in loanwords and onomatopoeia.", "targets": "How many graphemes does Czech have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb2d5b45e798429bb46457c6a0335c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech has one of the most phonemic orthographies of all European languages. Its thirty-one graphemes represent thirty sounds (in most dialects, i and y have the same sound), and it contains only one digraph: ch, which follows h in the alphabet. As a result, some of its characters have been used by phonologists to denote corresponding sounds in other languages. The characters q, w and x appear only in foreign words. The h\u00e1\u010dek (\u02c7) is used with certain letters to form new characters: \u0161, \u017e, and \u010d, as well as \u0148, \u011b, \u0159, \u0165, and \u010f (the latter five uncommon outside Czech). The last two letters are sometimes written with a comma above (\u02bc, an abbreviated h\u00e1\u010dek) because of their height. The character \u00f3 exists only in loanwords and onomatopoeia.", "targets": "What have some of Czech's characters been used for by phonologists to denote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb2d5b45e798429bb46457c6a0335c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech has one of the most phonemic orthographies of all European languages. Its thirty-one graphemes represent thirty sounds (in most dialects, i and y have the same sound), and it contains only one digraph: ch, which follows h in the alphabet. As a result, some of its characters have been used by phonologists to denote corresponding sounds in other languages. The characters q, w and x appear only in foreign words. The h\u00e1\u010dek (\u02c7) is used with certain letters to form new characters: \u0161, \u017e, and \u010d, as well as \u0148, \u011b, \u0159, \u0165, and \u010f (the latter five uncommon outside Czech). The last two letters are sometimes written with a comma above (\u02bc, an abbreviated h\u00e1\u010dek) because of their height. The character \u00f3 exists only in loanwords and onomatopoeia.", "targets": "What character in Czech only exists in loanwords?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb2d5b45e798429bb46457c6a0335c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech has one of the most phonemic orthographies of all European languages. Its thirty-one graphemes represent thirty sounds (in most dialects, i and y have the same sound), and it contains only one digraph: ch, which follows h in the alphabet. As a result, some of its characters have been used by phonologists to denote corresponding sounds in other languages. The characters q, w and x appear only in foreign words. The h\u00e1\u010dek (\u02c7) is used with certain letters to form new characters: \u0161, \u017e, and \u010d, as well as \u0148, \u011b, \u0159, \u0165, and \u010f (the latter five uncommon outside Czech). The last two letters are sometimes written with a comma above (\u02bc, an abbreviated h\u00e1\u010dek) because of their height. The character \u00f3 exists only in loanwords and onomatopoeia.", "targets": "In Czech, what type of words do the characters \"q\", \"w\" and \"x\" exclusively appear in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8695f1c8b8734d3cb486aa706df8b9b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the center, at the end of the groove, there is another wide-pitched section known as the lead-out. At the very end of this section the groove joins itself to form a complete circle, called the lock groove; when the stylus reaches this point, it circles repeatedly until lifted from the record. On some recordings (for example Sgt. Pepper's Lonely Hearts Club Band by The Beatles, Super Trouper by Abba and Atom Heart Mother by Pink Floyd), the sound continues on the lock groove, which gives a strange repeating effect. Automatic turntables rely on the position or angular velocity of the arm, as it reaches the wider spacing in the groove, to trigger a mechanism that lifts the arm off the record. Precisely because of this mechanism, most automatic turntables are incapable of playing any audio in the lock groove, since they will lift the arm before it reaches that groove.", "targets": "What is a 'lead out'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8695f1c8b8734d3cb486aa706df8b9b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the center, at the end of the groove, there is another wide-pitched section known as the lead-out. At the very end of this section the groove joins itself to form a complete circle, called the lock groove; when the stylus reaches this point, it circles repeatedly until lifted from the record. On some recordings (for example Sgt. Pepper's Lonely Hearts Club Band by The Beatles, Super Trouper by Abba and Atom Heart Mother by Pink Floyd), the sound continues on the lock groove, which gives a strange repeating effect. Automatic turntables rely on the position or angular velocity of the arm, as it reaches the wider spacing in the groove, to trigger a mechanism that lifts the arm off the record. Precisely because of this mechanism, most automatic turntables are incapable of playing any audio in the lock groove, since they will lift the arm before it reaches that groove.", "targets": "What is the center where the data joins to complete a circle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8695f1c8b8734d3cb486aa706df8b9b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the center, at the end of the groove, there is another wide-pitched section known as the lead-out. At the very end of this section the groove joins itself to form a complete circle, called the lock groove; when the stylus reaches this point, it circles repeatedly until lifted from the record. On some recordings (for example Sgt. Pepper's Lonely Hearts Club Band by The Beatles, Super Trouper by Abba and Atom Heart Mother by Pink Floyd), the sound continues on the lock groove, which gives a strange repeating effect. Automatic turntables rely on the position or angular velocity of the arm, as it reaches the wider spacing in the groove, to trigger a mechanism that lifts the arm off the record. Precisely because of this mechanism, most automatic turntables are incapable of playing any audio in the lock groove, since they will lift the arm before it reaches that groove.", "targets": "Do turntables play music on lock grooves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8695f1c8b8734d3cb486aa706df8b9b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the center, at the end of the groove, there is another wide-pitched section known as the lead-out. At the very end of this section the groove joins itself to form a complete circle, called the lock groove; when the stylus reaches this point, it circles repeatedly until lifted from the record. On some recordings (for example Sgt. Pepper's Lonely Hearts Club Band by The Beatles, Super Trouper by Abba and Atom Heart Mother by Pink Floyd), the sound continues on the lock groove, which gives a strange repeating effect. Automatic turntables rely on the position or angular velocity of the arm, as it reaches the wider spacing in the groove, to trigger a mechanism that lifts the arm off the record. Precisely because of this mechanism, most automatic turntables are incapable of playing any audio in the lock groove, since they will lift the arm before it reaches that groove.", "targets": "What do most automatic turn tables do when they meet a lock groove?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8695f1c8b8734d3cb486aa706df8b9b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the center, at the end of the groove, there is another wide-pitched section known as the lead-out. At the very end of this section the groove joins itself to form a complete circle, called the lock groove; when the stylus reaches this point, it circles repeatedly until lifted from the record. On some recordings (for example Sgt. Pepper's Lonely Hearts Club Band by The Beatles, Super Trouper by Abba and Atom Heart Mother by Pink Floyd), the sound continues on the lock groove, which gives a strange repeating effect. Automatic turntables rely on the position or angular velocity of the arm, as it reaches the wider spacing in the groove, to trigger a mechanism that lifts the arm off the record. Precisely because of this mechanism, most automatic turntables are incapable of playing any audio in the lock groove, since they will lift the arm before it reaches that groove.", "targets": "Where do you find a lead out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c31d7160627433d9156ed3e7f3619ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Institute of Russian Language of the Russian Academy of Sciences, an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f) may, and sometimes should, be used to mark stress. For example, it is used to distinguish between otherwise identical words, especially when context does not make it obvious: \u0437\u0430\u043c\u043e\u0301\u043a/\u0437\u0430\u0301\u043c\u043e\u043a (lock/castle), \u0441\u0442\u043e\u0301\u044f\u0449\u0438\u0439/\u0441\u0442\u043e\u044f\u0301\u0449\u0438\u0439 (worthwhile/standing), \u0447\u0443\u0434\u043d\u043e\u0301/\u0447\u0443\u0301\u0434\u043d\u043e (this is odd/this is marvelous), \u043c\u043e\u043b\u043e\u0434\u0435\u0301\u0446/\u043c\u043e\u0301\u043b\u043e\u0434\u0435\u0446 (attaboy/fine young man), \u0443\u0437\u043d\u0430\u0301\u044e/\u0443\u0437\u043d\u0430\u044e\u0301 (I shall learn it/I recognize it), \u043e\u0442\u0440\u0435\u0437\u0430\u0301\u0442\u044c/\u043e\u0442\u0440\u0435\u0301\u0437\u0430\u0442\u044c (to be cutting/to have cut); to indicate the proper pronunciation of uncommon words, especially personal and family names (\u0430\u0444\u0435\u0301\u0440\u0430, \u0433\u0443\u0301\u0440\u0443, \u0413\u0430\u0440\u0441\u0438\u0301\u044f, \u041e\u043b\u0435\u0301\u0448\u0430, \u0424\u0435\u0301\u0440\u043c\u0438), and to show which is the stressed word in a sentence (\u0422\u044b\u0301 \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u0301\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u0301\u043d\u044c\u0435? \u2013 Was it you who ate the cookie?/Did you eat the cookie?/Was it the cookie that you ate?). Stress marks are mandatory in lexical dictionaries and books for children or Russian learners.", "targets": "What organization is the Institute of Russian Language part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c31d7160627433d9156ed3e7f3619ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Institute of Russian Language of the Russian Academy of Sciences, an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f) may, and sometimes should, be used to mark stress. For example, it is used to distinguish between otherwise identical words, especially when context does not make it obvious: \u0437\u0430\u043c\u043e\u0301\u043a/\u0437\u0430\u0301\u043c\u043e\u043a (lock/castle), \u0441\u0442\u043e\u0301\u044f\u0449\u0438\u0439/\u0441\u0442\u043e\u044f\u0301\u0449\u0438\u0439 (worthwhile/standing), \u0447\u0443\u0434\u043d\u043e\u0301/\u0447\u0443\u0301\u0434\u043d\u043e (this is odd/this is marvelous), \u043c\u043e\u043b\u043e\u0434\u0435\u0301\u0446/\u043c\u043e\u0301\u043b\u043e\u0434\u0435\u0446 (attaboy/fine young man), \u0443\u0437\u043d\u0430\u0301\u044e/\u0443\u0437\u043d\u0430\u044e\u0301 (I shall learn it/I recognize it), \u043e\u0442\u0440\u0435\u0437\u0430\u0301\u0442\u044c/\u043e\u0442\u0440\u0435\u0301\u0437\u0430\u0442\u044c (to be cutting/to have cut); to indicate the proper pronunciation of uncommon words, especially personal and family names (\u0430\u0444\u0435\u0301\u0440\u0430, \u0433\u0443\u0301\u0440\u0443, \u0413\u0430\u0440\u0441\u0438\u0301\u044f, \u041e\u043b\u0435\u0301\u0448\u0430, \u0424\u0435\u0301\u0440\u043c\u0438), and to show which is the stressed word in a sentence (\u0422\u044b\u0301 \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u0301\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u0301\u043d\u044c\u0435? \u2013 Was it you who ate the cookie?/Did you eat the cookie?/Was it the cookie that you ate?). Stress marks are mandatory in lexical dictionaries and books for children or Russian learners.", "targets": "What can optional acute accents indicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c31d7160627433d9156ed3e7f3619ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Institute of Russian Language of the Russian Academy of Sciences, an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f) may, and sometimes should, be used to mark stress. For example, it is used to distinguish between otherwise identical words, especially when context does not make it obvious: \u0437\u0430\u043c\u043e\u0301\u043a/\u0437\u0430\u0301\u043c\u043e\u043a (lock/castle), \u0441\u0442\u043e\u0301\u044f\u0449\u0438\u0439/\u0441\u0442\u043e\u044f\u0301\u0449\u0438\u0439 (worthwhile/standing), \u0447\u0443\u0434\u043d\u043e\u0301/\u0447\u0443\u0301\u0434\u043d\u043e (this is odd/this is marvelous), \u043c\u043e\u043b\u043e\u0434\u0435\u0301\u0446/\u043c\u043e\u0301\u043b\u043e\u0434\u0435\u0446 (attaboy/fine young man), \u0443\u0437\u043d\u0430\u0301\u044e/\u0443\u0437\u043d\u0430\u044e\u0301 (I shall learn it/I recognize it), \u043e\u0442\u0440\u0435\u0437\u0430\u0301\u0442\u044c/\u043e\u0442\u0440\u0435\u0301\u0437\u0430\u0442\u044c (to be cutting/to have cut); to indicate the proper pronunciation of uncommon words, especially personal and family names (\u0430\u0444\u0435\u0301\u0440\u0430, \u0433\u0443\u0301\u0440\u0443, \u0413\u0430\u0440\u0441\u0438\u0301\u044f, \u041e\u043b\u0435\u0301\u0448\u0430, \u0424\u0435\u0301\u0440\u043c\u0438), and to show which is the stressed word in a sentence (\u0422\u044b\u0301 \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u0301\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u0301\u043d\u044c\u0435? \u2013 Was it you who ate the cookie?/Did you eat the cookie?/Was it the cookie that you ate?). Stress marks are mandatory in lexical dictionaries and books for children or Russian learners.", "targets": "What is distinguished from 'lock' only by an accent, in Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c31d7160627433d9156ed3e7f3619ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Institute of Russian Language of the Russian Academy of Sciences, an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f) may, and sometimes should, be used to mark stress. For example, it is used to distinguish between otherwise identical words, especially when context does not make it obvious: \u0437\u0430\u043c\u043e\u0301\u043a/\u0437\u0430\u0301\u043c\u043e\u043a (lock/castle), \u0441\u0442\u043e\u0301\u044f\u0449\u0438\u0439/\u0441\u0442\u043e\u044f\u0301\u0449\u0438\u0439 (worthwhile/standing), \u0447\u0443\u0434\u043d\u043e\u0301/\u0447\u0443\u0301\u0434\u043d\u043e (this is odd/this is marvelous), \u043c\u043e\u043b\u043e\u0434\u0435\u0301\u0446/\u043c\u043e\u0301\u043b\u043e\u0434\u0435\u0446 (attaboy/fine young man), \u0443\u0437\u043d\u0430\u0301\u044e/\u0443\u0437\u043d\u0430\u044e\u0301 (I shall learn it/I recognize it), \u043e\u0442\u0440\u0435\u0437\u0430\u0301\u0442\u044c/\u043e\u0442\u0440\u0435\u0301\u0437\u0430\u0442\u044c (to be cutting/to have cut); to indicate the proper pronunciation of uncommon words, especially personal and family names (\u0430\u0444\u0435\u0301\u0440\u0430, \u0433\u0443\u0301\u0440\u0443, \u0413\u0430\u0440\u0441\u0438\u0301\u044f, \u041e\u043b\u0435\u0301\u0448\u0430, \u0424\u0435\u0301\u0440\u043c\u0438), and to show which is the stressed word in a sentence (\u0422\u044b\u0301 \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u0301\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u0301\u043d\u044c\u0435? \u2013 Was it you who ate the cookie?/Did you eat the cookie?/Was it the cookie that you ate?). Stress marks are mandatory in lexical dictionaries and books for children or Russian learners.", "targets": "What is distinguished from 'this is odd' only by an accent, in Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c31d7160627433d9156ed3e7f3619ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Institute of Russian Language of the Russian Academy of Sciences, an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f) may, and sometimes should, be used to mark stress. For example, it is used to distinguish between otherwise identical words, especially when context does not make it obvious: \u0437\u0430\u043c\u043e\u0301\u043a/\u0437\u0430\u0301\u043c\u043e\u043a (lock/castle), \u0441\u0442\u043e\u0301\u044f\u0449\u0438\u0439/\u0441\u0442\u043e\u044f\u0301\u0449\u0438\u0439 (worthwhile/standing), \u0447\u0443\u0434\u043d\u043e\u0301/\u0447\u0443\u0301\u0434\u043d\u043e (this is odd/this is marvelous), \u043c\u043e\u043b\u043e\u0434\u0435\u0301\u0446/\u043c\u043e\u0301\u043b\u043e\u0434\u0435\u0446 (attaboy/fine young man), \u0443\u0437\u043d\u0430\u0301\u044e/\u0443\u0437\u043d\u0430\u044e\u0301 (I shall learn it/I recognize it), \u043e\u0442\u0440\u0435\u0437\u0430\u0301\u0442\u044c/\u043e\u0442\u0440\u0435\u0301\u0437\u0430\u0442\u044c (to be cutting/to have cut); to indicate the proper pronunciation of uncommon words, especially personal and family names (\u0430\u0444\u0435\u0301\u0440\u0430, \u0433\u0443\u0301\u0440\u0443, \u0413\u0430\u0440\u0441\u0438\u0301\u044f, \u041e\u043b\u0435\u0301\u0448\u0430, \u0424\u0435\u0301\u0440\u043c\u0438), and to show which is the stressed word in a sentence (\u0422\u044b\u0301 \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u0301\u043b \u043f\u0435\u0447\u0435\u043d\u044c\u0435?/\u0422\u044b \u0441\u044a\u0435\u043b \u043f\u0435\u0447\u0435\u0301\u043d\u044c\u0435? \u2013 Was it you who ate the cookie?/Did you eat the cookie?/Was it the cookie that you ate?). Stress marks are mandatory in lexical dictionaries and books for children or Russian learners.", "targets": "What is distinguished from 'wothwhile' only by an accent, in Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9448439fb0d4dd78d08eeb5bcd66233", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998 the Angiosperm Phylogeny Group published a phylogeny for flowering plants based on an analysis of DNA sequences from most families of flowering plants. As a result of this work, many questions, such as which families represent the earliest branches of angiosperms, have now been answered. Investigating how plant species are related to each other allows botanists to better understand the process of evolution in plants. Despite the study of model plants and increasing use of DNA evidence, there is ongoing work and discussion among taxonomists about how best to classify plants into various taxa. Technological developments such as computers and electron microscopes have greatly increased the level of detail studied and speed at which data can be analysed.", "targets": "What was the first plant grouping based on DNA sequencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9448439fb0d4dd78d08eeb5bcd66233", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998 the Angiosperm Phylogeny Group published a phylogeny for flowering plants based on an analysis of DNA sequences from most families of flowering plants. As a result of this work, many questions, such as which families represent the earliest branches of angiosperms, have now been answered. Investigating how plant species are related to each other allows botanists to better understand the process of evolution in plants. Despite the study of model plants and increasing use of DNA evidence, there is ongoing work and discussion among taxonomists about how best to classify plants into various taxa. Technological developments such as computers and electron microscopes have greatly increased the level of detail studied and speed at which data can be analysed.", "targets": "What can be learned from DNA sequencing of plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9448439fb0d4dd78d08eeb5bcd66233", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998 the Angiosperm Phylogeny Group published a phylogeny for flowering plants based on an analysis of DNA sequences from most families of flowering plants. As a result of this work, many questions, such as which families represent the earliest branches of angiosperms, have now been answered. Investigating how plant species are related to each other allows botanists to better understand the process of evolution in plants. Despite the study of model plants and increasing use of DNA evidence, there is ongoing work and discussion among taxonomists about how best to classify plants into various taxa. Technological developments such as computers and electron microscopes have greatly increased the level of detail studied and speed at which data can be analysed.", "targets": "How has technology improved the study of botany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9448439fb0d4dd78d08eeb5bcd66233", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998 the Angiosperm Phylogeny Group published a phylogeny for flowering plants based on an analysis of DNA sequences from most families of flowering plants. As a result of this work, many questions, such as which families represent the earliest branches of angiosperms, have now been answered. Investigating how plant species are related to each other allows botanists to better understand the process of evolution in plants. Despite the study of model plants and increasing use of DNA evidence, there is ongoing work and discussion among taxonomists about how best to classify plants into various taxa. Technological developments such as computers and electron microscopes have greatly increased the level of detail studied and speed at which data can be analysed.", "targets": "What have scientists learned about angiosperms from DNA sequencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a995c71cf64228bcbd4f5bf74b0367", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its relative lexical unity, the two dialectal blocks of Catalan (Eastern and Western) show some differences in word choices. Any lexical divergence within any of the two groups can be explained as an archaism. Also, usually Central Catalan acts as an innovative element.", "targets": "As what can divergence in the groups be shown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a995c71cf64228bcbd4f5bf74b0367", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its relative lexical unity, the two dialectal blocks of Catalan (Eastern and Western) show some differences in word choices. Any lexical divergence within any of the two groups can be explained as an archaism. Also, usually Central Catalan acts as an innovative element.", "targets": "How does central Catalan behave with the groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a995c71cf64228bcbd4f5bf74b0367", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its relative lexical unity, the two dialectal blocks of Catalan (Eastern and Western) show some differences in word choices. Any lexical divergence within any of the two groups can be explained as an archaism. Also, usually Central Catalan acts as an innovative element.", "targets": "What are the two dialectical groups of Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a995c71cf64228bcbd4f5bf74b0367", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite its relative lexical unity, the two dialectal blocks of Catalan (Eastern and Western) show some differences in word choices. Any lexical divergence within any of the two groups can be explained as an archaism. Also, usually Central Catalan acts as an innovative element.", "targets": "What language has a lexical unity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3dbe4ae3b2409097940329f72826ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sangoma is a traditional diviner chosen by the ancestors of that particular family. The training of the Sangoma is called \"kwetfwasa\". At the end of the training, a graduation ceremony takes place where all the local sangoma come together for feasting and dancing. The diviner is consulted for various reasons, such the cause of sickness or even death. His diagnosis is based on \"kubhula\", a process of communication, through trance, with the natural superpowers. The Inyanga (a medical and pharmaceutical specialist in western terms) possesses the bone throwing skill (\"kushaya ematsambo\") used to determine the cause of the sickness.", "targets": "In Swaziland, what is kwetfwasa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3dbe4ae3b2409097940329f72826ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sangoma is a traditional diviner chosen by the ancestors of that particular family. The training of the Sangoma is called \"kwetfwasa\". At the end of the training, a graduation ceremony takes place where all the local sangoma come together for feasting and dancing. The diviner is consulted for various reasons, such the cause of sickness or even death. His diagnosis is based on \"kubhula\", a process of communication, through trance, with the natural superpowers. The Inyanga (a medical and pharmaceutical specialist in western terms) possesses the bone throwing skill (\"kushaya ematsambo\") used to determine the cause of the sickness.", "targets": "What is a Sangoma in Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3dbe4ae3b2409097940329f72826ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sangoma is a traditional diviner chosen by the ancestors of that particular family. The training of the Sangoma is called \"kwetfwasa\". At the end of the training, a graduation ceremony takes place where all the local sangoma come together for feasting and dancing. The diviner is consulted for various reasons, such the cause of sickness or even death. His diagnosis is based on \"kubhula\", a process of communication, through trance, with the natural superpowers. The Inyanga (a medical and pharmaceutical specialist in western terms) possesses the bone throwing skill (\"kushaya ematsambo\") used to determine the cause of the sickness.", "targets": "Why might one want to discover when consulting a sangoma in Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3dbe4ae3b2409097940329f72826ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sangoma is a traditional diviner chosen by the ancestors of that particular family. The training of the Sangoma is called \"kwetfwasa\". At the end of the training, a graduation ceremony takes place where all the local sangoma come together for feasting and dancing. The diviner is consulted for various reasons, such the cause of sickness or even death. His diagnosis is based on \"kubhula\", a process of communication, through trance, with the natural superpowers. The Inyanga (a medical and pharmaceutical specialist in western terms) possesses the bone throwing skill (\"kushaya ematsambo\") used to determine the cause of the sickness.", "targets": "How does a sangoma in Swaziland communicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3dbe4ae3b2409097940329f72826ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sangoma is a traditional diviner chosen by the ancestors of that particular family. The training of the Sangoma is called \"kwetfwasa\". At the end of the training, a graduation ceremony takes place where all the local sangoma come together for feasting and dancing. The diviner is consulted for various reasons, such the cause of sickness or even death. His diagnosis is based on \"kubhula\", a process of communication, through trance, with the natural superpowers. The Inyanga (a medical and pharmaceutical specialist in western terms) possesses the bone throwing skill (\"kushaya ematsambo\") used to determine the cause of the sickness.", "targets": "What is kushaya ematsambo used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f21cc3a77414ae393554492d33292f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some wrestlers may have their own specific \"mini me\", like Mascarita Sagrada, Alebrije has Quije, etc. There are also cases in which midgets can become valets for a wrestler, and even get physically involved in matches, like Alushe, who often accompanies Tinieblas, or KeMonito, who is portrayed as Consejo Mundial de Lucha Libre's mascot and is also a valet for Mistico. Dave Finlay was often aided in his matches by a midget known mainly as Hornswoggle while in WWE, who hid under the ring and gave a shillelagh to Finlay to use on his opponent. Finlay also occasionally threw him at his opponent(s). Hornswoggle has also been given a run with the Cruiserweight Championship and feuded with D-Generation X in 2009.", "targets": "A wrestler may have a small person called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f21cc3a77414ae393554492d33292f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some wrestlers may have their own specific \"mini me\", like Mascarita Sagrada, Alebrije has Quije, etc. There are also cases in which midgets can become valets for a wrestler, and even get physically involved in matches, like Alushe, who often accompanies Tinieblas, or KeMonito, who is portrayed as Consejo Mundial de Lucha Libre's mascot and is also a valet for Mistico. Dave Finlay was often aided in his matches by a midget known mainly as Hornswoggle while in WWE, who hid under the ring and gave a shillelagh to Finlay to use on his opponent. Finlay also occasionally threw him at his opponent(s). Hornswoggle has also been given a run with the Cruiserweight Championship and feuded with D-Generation X in 2009.", "targets": "What else can a little person do in the match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f21cc3a77414ae393554492d33292f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some wrestlers may have their own specific \"mini me\", like Mascarita Sagrada, Alebrije has Quije, etc. There are also cases in which midgets can become valets for a wrestler, and even get physically involved in matches, like Alushe, who often accompanies Tinieblas, or KeMonito, who is portrayed as Consejo Mundial de Lucha Libre's mascot and is also a valet for Mistico. Dave Finlay was often aided in his matches by a midget known mainly as Hornswoggle while in WWE, who hid under the ring and gave a shillelagh to Finlay to use on his opponent. Finlay also occasionally threw him at his opponent(s). Hornswoggle has also been given a run with the Cruiserweight Championship and feuded with D-Generation X in 2009.", "targets": "Who was Dave Finlay often helped by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f21cc3a77414ae393554492d33292f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some wrestlers may have their own specific \"mini me\", like Mascarita Sagrada, Alebrije has Quije, etc. There are also cases in which midgets can become valets for a wrestler, and even get physically involved in matches, like Alushe, who often accompanies Tinieblas, or KeMonito, who is portrayed as Consejo Mundial de Lucha Libre's mascot and is also a valet for Mistico. Dave Finlay was often aided in his matches by a midget known mainly as Hornswoggle while in WWE, who hid under the ring and gave a shillelagh to Finlay to use on his opponent. Finlay also occasionally threw him at his opponent(s). Hornswoggle has also been given a run with the Cruiserweight Championship and feuded with D-Generation X in 2009.", "targets": "What else did Finlay do with his little person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f21cc3a77414ae393554492d33292f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some wrestlers may have their own specific \"mini me\", like Mascarita Sagrada, Alebrije has Quije, etc. There are also cases in which midgets can become valets for a wrestler, and even get physically involved in matches, like Alushe, who often accompanies Tinieblas, or KeMonito, who is portrayed as Consejo Mundial de Lucha Libre's mascot and is also a valet for Mistico. Dave Finlay was often aided in his matches by a midget known mainly as Hornswoggle while in WWE, who hid under the ring and gave a shillelagh to Finlay to use on his opponent. Finlay also occasionally threw him at his opponent(s). Hornswoggle has also been given a run with the Cruiserweight Championship and feuded with D-Generation X in 2009.", "targets": "What happened to Hornswoggle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373cd7c72d124ff1bf334761ad28e3a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU's stated mission \"is to assist individuals in their quest for perfection and eternal life.\" BYU is thus considered by its leaders to be at heart a religious institution, wherein, ideally, religious and secular education are interwoven in a way that encourages the highest standards in both areas. This weaving of the secular and the religious aspects of a religious university goes back as far as Brigham Young himself, who told Karl G. Maeser when the Church purchased the school: \"I want you to remember that you ought not to teach even the alphabet or the multiplication tables without the Spirit of God.\"", "targets": "What is the stated mission of BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373cd7c72d124ff1bf334761ad28e3a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU's stated mission \"is to assist individuals in their quest for perfection and eternal life.\" BYU is thus considered by its leaders to be at heart a religious institution, wherein, ideally, religious and secular education are interwoven in a way that encourages the highest standards in both areas. This weaving of the secular and the religious aspects of a religious university goes back as far as Brigham Young himself, who told Karl G. Maeser when the Church purchased the school: \"I want you to remember that you ought not to teach even the alphabet or the multiplication tables without the Spirit of God.\"", "targets": "What did Brigham Young instruct Karl G. Maeser to not teach even the alphabet without?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373cd7c72d124ff1bf334761ad28e3a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU's stated mission \"is to assist individuals in their quest for perfection and eternal life.\" BYU is thus considered by its leaders to be at heart a religious institution, wherein, ideally, religious and secular education are interwoven in a way that encourages the highest standards in both areas. This weaving of the secular and the religious aspects of a religious university goes back as far as Brigham Young himself, who told Karl G. Maeser when the Church purchased the school: \"I want you to remember that you ought not to teach even the alphabet or the multiplication tables without the Spirit of God.\"", "targets": "What type of institution do BYU leaders consider it to be at heart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373cd7c72d124ff1bf334761ad28e3a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU's stated mission \"is to assist individuals in their quest for perfection and eternal life.\" BYU is thus considered by its leaders to be at heart a religious institution, wherein, ideally, religious and secular education are interwoven in a way that encourages the highest standards in both areas. This weaving of the secular and the religious aspects of a religious university goes back as far as Brigham Young himself, who told Karl G. Maeser when the Church purchased the school: \"I want you to remember that you ought not to teach even the alphabet or the multiplication tables without the Spirit of God.\"", "targets": "What two types of education does BYU strive to excel in while combining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "In what year were Tesla's motor and transformer designs licensed to Westinghouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "How much did Westinghouse pay to license Tesla's designs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "Who hired Tesla in 1888?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "What was Tesla's position with Westinghouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "How much did Westinghouse pay for Tesla's designs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "When did the deal between Peck, Brown and Westinghouse take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "What was Tesla's monthly consultant salary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-902552d8e9b94fe3a1ee4fd9cd60a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1888, Brown and Peck negotiated a licensing deal with George Westinghouse for Tesla's polyphase induction motor and transformer designs for $60,000 in cash and stock and a royalty of $2.50 per AC horsepower produced by each motor. Westinghouse also hired Tesla for one year for the large fee of $2,000 ($52,700 in today's dollars) per month to be a consultant at the Westinghouse Electric & Manufacturing Company's Pittsburgh labs.", "targets": "In which city was Tesla's consultant job for Westinghouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a017be570e4ec59341aee2d00b2d52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame alumni work in various fields. Alumni working in political fields include state governors, members of the United States Congress, and former United States Secretary of State Condoleezza Rice. A notable alumnus of the College of Science is Medicine Nobel Prize winner Eric F. Wieschaus. A number of university heads are alumni, including Notre Dame's current president, the Rev. John Jenkins. Additionally, many alumni are in the media, including talk show hosts Regis Philbin and Phil Donahue, and television and radio personalities such as Mike Golic and Hannah Storm. With the university having high profile sports teams itself, a number of alumni went on to become involved in athletics outside the university, including professional baseball, basketball, football, and ice hockey players, such as Joe Theismann, Joe Montana, Tim Brown, Ross Browner, Rocket Ismail, Ruth Riley, Jeff Samardzija, Jerome Bettis, Brett Lebda, Olympic gold medalist Mariel Zagunis, professional boxer Mike Lee, former football coaches such as Charlie Weis, Frank Leahy and Knute Rockne, and Basketball Hall of Famers Austin Carr and Adrian Dantley. Other notable alumni include prominent businessman Edward J. DeBartolo, Jr. and astronaut Jim Wetherbee.", "targets": "Which Secretary of State attended Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a017be570e4ec59341aee2d00b2d52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame alumni work in various fields. Alumni working in political fields include state governors, members of the United States Congress, and former United States Secretary of State Condoleezza Rice. A notable alumnus of the College of Science is Medicine Nobel Prize winner Eric F. Wieschaus. A number of university heads are alumni, including Notre Dame's current president, the Rev. John Jenkins. Additionally, many alumni are in the media, including talk show hosts Regis Philbin and Phil Donahue, and television and radio personalities such as Mike Golic and Hannah Storm. With the university having high profile sports teams itself, a number of alumni went on to become involved in athletics outside the university, including professional baseball, basketball, football, and ice hockey players, such as Joe Theismann, Joe Montana, Tim Brown, Ross Browner, Rocket Ismail, Ruth Riley, Jeff Samardzija, Jerome Bettis, Brett Lebda, Olympic gold medalist Mariel Zagunis, professional boxer Mike Lee, former football coaches such as Charlie Weis, Frank Leahy and Knute Rockne, and Basketball Hall of Famers Austin Carr and Adrian Dantley. Other notable alumni include prominent businessman Edward J. DeBartolo, Jr. and astronaut Jim Wetherbee.", "targets": "Which Notre Dame alum from the College of Science won a Nobel Prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a017be570e4ec59341aee2d00b2d52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame alumni work in various fields. Alumni working in political fields include state governors, members of the United States Congress, and former United States Secretary of State Condoleezza Rice. A notable alumnus of the College of Science is Medicine Nobel Prize winner Eric F. Wieschaus. A number of university heads are alumni, including Notre Dame's current president, the Rev. John Jenkins. Additionally, many alumni are in the media, including talk show hosts Regis Philbin and Phil Donahue, and television and radio personalities such as Mike Golic and Hannah Storm. With the university having high profile sports teams itself, a number of alumni went on to become involved in athletics outside the university, including professional baseball, basketball, football, and ice hockey players, such as Joe Theismann, Joe Montana, Tim Brown, Ross Browner, Rocket Ismail, Ruth Riley, Jeff Samardzija, Jerome Bettis, Brett Lebda, Olympic gold medalist Mariel Zagunis, professional boxer Mike Lee, former football coaches such as Charlie Weis, Frank Leahy and Knute Rockne, and Basketball Hall of Famers Austin Carr and Adrian Dantley. Other notable alumni include prominent businessman Edward J. DeBartolo, Jr. and astronaut Jim Wetherbee.", "targets": "Who is the current president of Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a017be570e4ec59341aee2d00b2d52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame alumni work in various fields. Alumni working in political fields include state governors, members of the United States Congress, and former United States Secretary of State Condoleezza Rice. A notable alumnus of the College of Science is Medicine Nobel Prize winner Eric F. Wieschaus. A number of university heads are alumni, including Notre Dame's current president, the Rev. John Jenkins. Additionally, many alumni are in the media, including talk show hosts Regis Philbin and Phil Donahue, and television and radio personalities such as Mike Golic and Hannah Storm. With the university having high profile sports teams itself, a number of alumni went on to become involved in athletics outside the university, including professional baseball, basketball, football, and ice hockey players, such as Joe Theismann, Joe Montana, Tim Brown, Ross Browner, Rocket Ismail, Ruth Riley, Jeff Samardzija, Jerome Bettis, Brett Lebda, Olympic gold medalist Mariel Zagunis, professional boxer Mike Lee, former football coaches such as Charlie Weis, Frank Leahy and Knute Rockne, and Basketball Hall of Famers Austin Carr and Adrian Dantley. Other notable alumni include prominent businessman Edward J. DeBartolo, Jr. and astronaut Jim Wetherbee.", "targets": "Mariel Zagunis is notable for winning what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2a017be570e4ec59341aee2d00b2d52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame alumni work in various fields. Alumni working in political fields include state governors, members of the United States Congress, and former United States Secretary of State Condoleezza Rice. A notable alumnus of the College of Science is Medicine Nobel Prize winner Eric F. Wieschaus. A number of university heads are alumni, including Notre Dame's current president, the Rev. John Jenkins. Additionally, many alumni are in the media, including talk show hosts Regis Philbin and Phil Donahue, and television and radio personalities such as Mike Golic and Hannah Storm. With the university having high profile sports teams itself, a number of alumni went on to become involved in athletics outside the university, including professional baseball, basketball, football, and ice hockey players, such as Joe Theismann, Joe Montana, Tim Brown, Ross Browner, Rocket Ismail, Ruth Riley, Jeff Samardzija, Jerome Bettis, Brett Lebda, Olympic gold medalist Mariel Zagunis, professional boxer Mike Lee, former football coaches such as Charlie Weis, Frank Leahy and Knute Rockne, and Basketball Hall of Famers Austin Carr and Adrian Dantley. Other notable alumni include prominent businessman Edward J. DeBartolo, Jr. and astronaut Jim Wetherbee.", "targets": "Which notable astronaut is known to have attended Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6a1c5a40f849a1967740b3d2a8db4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Education and Employment Directorate also offers programmes for students with special needs, vocational training, adult education, evening classes, and distance learning. The island has a public library (the oldest in the Southern Hemisphere) and a mobile library service which operates weekly rural areas.", "targets": "When does the mobile library service operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6a1c5a40f849a1967740b3d2a8db4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Education and Employment Directorate also offers programmes for students with special needs, vocational training, adult education, evening classes, and distance learning. The island has a public library (the oldest in the Southern Hemisphere) and a mobile library service which operates weekly rural areas.", "targets": "Who provides programs to students with special needs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95ef1449b997431ba9d8e4690c96fe08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once a neuron is in place, it extends dendrites and an axon into the area around it. Axons, because they commonly extend a great distance from the cell body and need to reach specific targets, grow in a particularly complex way. The tip of a growing axon consists of a blob of protoplasm called a growth cone, studded with chemical receptors. These receptors sense the local environment, causing the growth cone to be attracted or repelled by various cellular elements, and thus to be pulled in a particular direction at each point along its path. The result of this pathfinding process is that the growth cone navigates through the brain until it reaches its destination area, where other chemical cues cause it to begin generating synapses. Considering the entire brain, thousands of genes create products that influence axonal pathfinding.", "targets": "A growth cone of an axon is made up of a blob of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95ef1449b997431ba9d8e4690c96fe08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Once a neuron is in place, it extends dendrites and an axon into the area around it. Axons, because they commonly extend a great distance from the cell body and need to reach specific targets, grow in a particularly complex way. The tip of a growing axon consists of a blob of protoplasm called a growth cone, studded with chemical receptors. These receptors sense the local environment, causing the growth cone to be attracted or repelled by various cellular elements, and thus to be pulled in a particular direction at each point along its path. The result of this pathfinding process is that the growth cone navigates through the brain until it reaches its destination area, where other chemical cues cause it to begin generating synapses. Considering the entire brain, thousands of genes create products that influence axonal pathfinding.", "targets": "What two structures does a neuron extend when it is in place during development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "In the Canadian federal government, who is typically responsible for deciding wether to give assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "Which positions from the Canadian Supreme Court may also give assent if need be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "Who has the capability of granting assent if the Governer General of Canada cannot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "How many methods are available to grant assent in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "If each house of parliament is notified seperately, what regulation applies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "How can the House of Commons be notified of assent if it is not in session?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fca118f8acd746fc94b4168ab8d9c78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If the Governor General of Canada is unable to give assent, it can be done by either the Deputy of the Governor General of Canada\u2014the Chief Justice of Canada\u2014or another justice of the Supreme Court of Canada. It is not actually necessary for the governor general to sign a bill passed by a legislature, the signature being merely an attestation. In each case, the parliament must be apprised of the granting of assent before the bill is considered to have become law. Two methods are available: the sovereign's representatives may grant assent in the presence of both houses of parliament; alternatively, each house may be notified separately, usually by the speaker of that house. However, though both houses must be notified on the same day, notice to the House of Commons while it is not in session may be given by way of publishing a special issue of the Journals of the House of Commons, whereas the Senate must be sitting and the governor general's letter read aloud by the speaker.", "targets": "In contrast to the House of Commons, how must the Senate be notified of assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79d8113a5e9041f2ad0f883bff46c1b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the country is popularly known as either \"Burma\" or \"Myanmar\" i/\u02c8mj\u0251\u02d0n\u02ccm\u0251\u02d0r/. Both these names are derived from the name of the majority Burmese Bamar ethnic group. Myanmar is considered to be the literary form of the name of the group, while Burma is derived from \"Bamar\", the colloquial form of the group's name. Depending on the register used, the pronunciation would be Bama (pronounced: [b\u0259m\u00e0]) or Myamah (pronounced: [mj\u0259m\u00e0]). The name Burma has been in use in English since the 18th century.", "targets": "Where did the name Burma originate from ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79d8113a5e9041f2ad0f883bff46c1b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the country is popularly known as either \"Burma\" or \"Myanmar\" i/\u02c8mj\u0251\u02d0n\u02ccm\u0251\u02d0r/. Both these names are derived from the name of the majority Burmese Bamar ethnic group. Myanmar is considered to be the literary form of the name of the group, while Burma is derived from \"Bamar\", the colloquial form of the group's name. Depending on the register used, the pronunciation would be Bama (pronounced: [b\u0259m\u00e0]) or Myamah (pronounced: [mj\u0259m\u00e0]). The name Burma has been in use in English since the 18th century.", "targets": "What is the considered to be the name in slang terms for the people of Myanmar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79d8113a5e9041f2ad0f883bff46c1b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the country is popularly known as either \"Burma\" or \"Myanmar\" i/\u02c8mj\u0251\u02d0n\u02ccm\u0251\u02d0r/. Both these names are derived from the name of the majority Burmese Bamar ethnic group. Myanmar is considered to be the literary form of the name of the group, while Burma is derived from \"Bamar\", the colloquial form of the group's name. Depending on the register used, the pronunciation would be Bama (pronounced: [b\u0259m\u00e0]) or Myamah (pronounced: [mj\u0259m\u00e0]). The name Burma has been in use in English since the 18th century.", "targets": "How is the slang term for the people of Burma articulated correctly ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79d8113a5e9041f2ad0f883bff46c1b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the country is popularly known as either \"Burma\" or \"Myanmar\" i/\u02c8mj\u0251\u02d0n\u02ccm\u0251\u02d0r/. Both these names are derived from the name of the majority Burmese Bamar ethnic group. Myanmar is considered to be the literary form of the name of the group, while Burma is derived from \"Bamar\", the colloquial form of the group's name. Depending on the register used, the pronunciation would be Bama (pronounced: [b\u0259m\u00e0]) or Myamah (pronounced: [mj\u0259m\u00e0]). The name Burma has been in use in English since the 18th century.", "targets": "When did the term for the people of Burma become a common place word in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c21ba38db474cf5815ad9a4d34b19fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lands of Galicia are ascribed to two different areas in the K\u00f6ppen climate classification: a south area (roughly, the province of Ourense and Pontevedra) with tendencies to have some summer drought, classified as a warm-summer Mediterranean climate (Csb), with mild temperatures and rainfall usual throughout the year; and the western and northern coastal regions, the provinces of Lugo and A Coru\u00f1a, which are characterized by their Oceanic climate (Cfb), with a more uniform precipitation distribution along the year, and milder summers. However, precipitation in southern coastal areas are often classified as oceanic since the averages remain significantly higher than a typical mediterranean climate.", "targets": "What is the southern area's climate classified as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c21ba38db474cf5815ad9a4d34b19fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lands of Galicia are ascribed to two different areas in the K\u00f6ppen climate classification: a south area (roughly, the province of Ourense and Pontevedra) with tendencies to have some summer drought, classified as a warm-summer Mediterranean climate (Csb), with mild temperatures and rainfall usual throughout the year; and the western and northern coastal regions, the provinces of Lugo and A Coru\u00f1a, which are characterized by their Oceanic climate (Cfb), with a more uniform precipitation distribution along the year, and milder summers. However, precipitation in southern coastal areas are often classified as oceanic since the averages remain significantly higher than a typical mediterranean climate.", "targets": "What about the climate of its coastal areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37efbcff159b411497578c9d0a98c440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has several federal facilities, including the John F. Kennedy Federal Office Building, the Thomas P. O'Neill Federal Building, the United States Court of Appeals for the First Circuit, the United States District Court for the District of Massachusetts, and the Federal Reserve Bank of Boston.", "targets": "Where is the John F kennedy Federal office building located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37efbcff159b411497578c9d0a98c440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has several federal facilities, including the John F. Kennedy Federal Office Building, the Thomas P. O'Neill Federal Building, the United States Court of Appeals for the First Circuit, the United States District Court for the District of Massachusetts, and the Federal Reserve Bank of Boston.", "targets": "What court is located in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37efbcff159b411497578c9d0a98c440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has several federal facilities, including the John F. Kennedy Federal Office Building, the Thomas P. O'Neill Federal Building, the United States Court of Appeals for the First Circuit, the United States District Court for the District of Massachusetts, and the Federal Reserve Bank of Boston.", "targets": "What is the name of the famous bank located in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a60b36e47b94fcc9c1d184f83ee7e39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union challenged the legitimacy of the war for several reasons. The ROK Army intelligence upon which Resolution 83 was based came from U.S. Intelligence; North Korea was not invited as a sitting temporary member of the UN, which violated UN Charter Article 32; and the Korean conflict was beyond the UN Charter's scope, because the initial north\u2013south border fighting was classed as a civil war. Because the Soviet Union was boycotting the Security Council at the time, legal scholars posited that deciding upon an action of this type required the unanimous vote of the five permanent members.", "targets": "What country challenged the legitimacy of the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a60b36e47b94fcc9c1d184f83ee7e39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union challenged the legitimacy of the war for several reasons. The ROK Army intelligence upon which Resolution 83 was based came from U.S. Intelligence; North Korea was not invited as a sitting temporary member of the UN, which violated UN Charter Article 32; and the Korean conflict was beyond the UN Charter's scope, because the initial north\u2013south border fighting was classed as a civil war. Because the Soviet Union was boycotting the Security Council at the time, legal scholars posited that deciding upon an action of this type required the unanimous vote of the five permanent members.", "targets": "Where did the intelligence information that led to the passage of Resolution 83 come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a60b36e47b94fcc9c1d184f83ee7e39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union challenged the legitimacy of the war for several reasons. The ROK Army intelligence upon which Resolution 83 was based came from U.S. Intelligence; North Korea was not invited as a sitting temporary member of the UN, which violated UN Charter Article 32; and the Korean conflict was beyond the UN Charter's scope, because the initial north\u2013south border fighting was classed as a civil war. Because the Soviet Union was boycotting the Security Council at the time, legal scholars posited that deciding upon an action of this type required the unanimous vote of the five permanent members.", "targets": "What type of vote is required for the Security Council to commit to military action in Korea."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a60b36e47b94fcc9c1d184f83ee7e39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union challenged the legitimacy of the war for several reasons. The ROK Army intelligence upon which Resolution 83 was based came from U.S. Intelligence; North Korea was not invited as a sitting temporary member of the UN, which violated UN Charter Article 32; and the Korean conflict was beyond the UN Charter's scope, because the initial north\u2013south border fighting was classed as a civil war. Because the Soviet Union was boycotting the Security Council at the time, legal scholars posited that deciding upon an action of this type required the unanimous vote of the five permanent members.", "targets": "How many permanent members did the UN Security Council have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a60b36e47b94fcc9c1d184f83ee7e39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet Union challenged the legitimacy of the war for several reasons. The ROK Army intelligence upon which Resolution 83 was based came from U.S. Intelligence; North Korea was not invited as a sitting temporary member of the UN, which violated UN Charter Article 32; and the Korean conflict was beyond the UN Charter's scope, because the initial north\u2013south border fighting was classed as a civil war. Because the Soviet Union was boycotting the Security Council at the time, legal scholars posited that deciding upon an action of this type required the unanimous vote of the five permanent members.", "targets": "What charter did the US believe was violated by intervening in the Korean conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c46b4461f054b9dba623b039684b35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a lengthy legal battle with the European Commission, which deemed the exclusivity of the rights to be against the interests of competition and the consumer, BSkyB's monopoly came to an end from the 2007\u201308 season. In May 2006, the Irish broadcaster Setanta Sports was awarded two of the six Premier League packages that the English FA offered to broadcasters. Sky picked up the remaining four for \u00a31.3bn. In February 2015, Sky bid \u00a34.2bn for a package of 120 premier league games across the three seasons from 2016. This represented an increase of 70% on the previous contract and was said to be \u00a31bn more than the company had expected to pay. The move has been followed by staff cuts, increased subscription prices (including 9% in Sky's family package) and the dropping of the 3D channel.", "targets": "What year was Setanta Sports awarded Primeier Leage rights to broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c46b4461f054b9dba623b039684b35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a lengthy legal battle with the European Commission, which deemed the exclusivity of the rights to be against the interests of competition and the consumer, BSkyB's monopoly came to an end from the 2007\u201308 season. In May 2006, the Irish broadcaster Setanta Sports was awarded two of the six Premier League packages that the English FA offered to broadcasters. Sky picked up the remaining four for \u00a31.3bn. In February 2015, Sky bid \u00a34.2bn for a package of 120 premier league games across the three seasons from 2016. This represented an increase of 70% on the previous contract and was said to be \u00a31bn more than the company had expected to pay. The move has been followed by staff cuts, increased subscription prices (including 9% in Sky's family package) and the dropping of the 3D channel.", "targets": "How many of the six total packages available to broadcasters was Setanta awarded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c46b4461f054b9dba623b039684b35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a lengthy legal battle with the European Commission, which deemed the exclusivity of the rights to be against the interests of competition and the consumer, BSkyB's monopoly came to an end from the 2007\u201308 season. In May 2006, the Irish broadcaster Setanta Sports was awarded two of the six Premier League packages that the English FA offered to broadcasters. Sky picked up the remaining four for \u00a31.3bn. In February 2015, Sky bid \u00a34.2bn for a package of 120 premier league games across the three seasons from 2016. This represented an increase of 70% on the previous contract and was said to be \u00a31bn more than the company had expected to pay. The move has been followed by staff cuts, increased subscription prices (including 9% in Sky's family package) and the dropping of the 3D channel.", "targets": "Who purhcased the remaining 4 pacakages available to broadcasters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c46b4461f054b9dba623b039684b35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a lengthy legal battle with the European Commission, which deemed the exclusivity of the rights to be against the interests of competition and the consumer, BSkyB's monopoly came to an end from the 2007\u201308 season. In May 2006, the Irish broadcaster Setanta Sports was awarded two of the six Premier League packages that the English FA offered to broadcasters. Sky picked up the remaining four for \u00a31.3bn. In February 2015, Sky bid \u00a34.2bn for a package of 120 premier league games across the three seasons from 2016. This represented an increase of 70% on the previous contract and was said to be \u00a31bn more than the company had expected to pay. The move has been followed by staff cuts, increased subscription prices (including 9% in Sky's family package) and the dropping of the 3D channel.", "targets": "How much did Sky bid to win the 4 broadcast pacakges they bought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36ad206e494091b8e5db2092bb60ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread Roman interference in the Greek world was probably inevitable given the general manner of the ascendency of the Roman Republic. This Roman-Greek interaction began as a consequence of the Greek city-states located along the coast of southern Italy. Rome had come to dominate the Italian peninsula, and desired the submission of the Greek cities to its rule. Although they initially resisted, allying themselves with Pyrrhus of Epirus, and defeating the Romans at several battles, the Greek cities were unable to maintain this position and were absorbed by the Roman republic. Shortly afterwards, Rome became involved in Sicily, fighting against the Carthaginians in the First Punic War. The end result was the complete conquest of Sicily, including its previously powerful Greek cities, by the Romans.", "targets": "Rome dominated what peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36ad206e494091b8e5db2092bb60ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread Roman interference in the Greek world was probably inevitable given the general manner of the ascendency of the Roman Republic. This Roman-Greek interaction began as a consequence of the Greek city-states located along the coast of southern Italy. Rome had come to dominate the Italian peninsula, and desired the submission of the Greek cities to its rule. Although they initially resisted, allying themselves with Pyrrhus of Epirus, and defeating the Romans at several battles, the Greek cities were unable to maintain this position and were absorbed by the Roman republic. Shortly afterwards, Rome became involved in Sicily, fighting against the Carthaginians in the First Punic War. The end result was the complete conquest of Sicily, including its previously powerful Greek cities, by the Romans.", "targets": "Greek cities were absorbed by what republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36ad206e494091b8e5db2092bb60ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread Roman interference in the Greek world was probably inevitable given the general manner of the ascendency of the Roman Republic. This Roman-Greek interaction began as a consequence of the Greek city-states located along the coast of southern Italy. Rome had come to dominate the Italian peninsula, and desired the submission of the Greek cities to its rule. Although they initially resisted, allying themselves with Pyrrhus of Epirus, and defeating the Romans at several battles, the Greek cities were unable to maintain this position and were absorbed by the Roman republic. Shortly afterwards, Rome became involved in Sicily, fighting against the Carthaginians in the First Punic War. The end result was the complete conquest of Sicily, including its previously powerful Greek cities, by the Romans.", "targets": "Rome fought against the Carthaginians in what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e36ad206e494091b8e5db2092bb60ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread Roman interference in the Greek world was probably inevitable given the general manner of the ascendency of the Roman Republic. This Roman-Greek interaction began as a consequence of the Greek city-states located along the coast of southern Italy. Rome had come to dominate the Italian peninsula, and desired the submission of the Greek cities to its rule. Although they initially resisted, allying themselves with Pyrrhus of Epirus, and defeating the Romans at several battles, the Greek cities were unable to maintain this position and were absorbed by the Roman republic. Shortly afterwards, Rome became involved in Sicily, fighting against the Carthaginians in the First Punic War. The end result was the complete conquest of Sicily, including its previously powerful Greek cities, by the Romans.", "targets": "Sicily was won by whom in the First Punic war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4089609b6904a41a917a1fc0859f019", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearby, in Ogr\u00f3d Saski (the Saxon Garden), the Summer Theatre was in operation from 1870 to 1939, and in the inter-war period, the theatre complex also included Momus, Warsaw's first literary cabaret, and Leon Schiller's musical theatre Melodram. The Wojciech Bogus\u0142awski Theatre (1922\u201326), was the best example of \"Polish monumental theatre\". From the mid-1930s, the Great Theatre building housed the Upati Institute of Dramatic Arts \u2013 the first state-run academy of dramatic art, with an acting department and a stage directing department.", "targets": "What is the Saxon Garden in Polish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4089609b6904a41a917a1fc0859f019", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearby, in Ogr\u00f3d Saski (the Saxon Garden), the Summer Theatre was in operation from 1870 to 1939, and in the inter-war period, the theatre complex also included Momus, Warsaw's first literary cabaret, and Leon Schiller's musical theatre Melodram. The Wojciech Bogus\u0142awski Theatre (1922\u201326), was the best example of \"Polish monumental theatre\". From the mid-1930s, the Great Theatre building housed the Upati Institute of Dramatic Arts \u2013 the first state-run academy of dramatic art, with an acting department and a stage directing department.", "targets": "Where was the Summer Theatre located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4089609b6904a41a917a1fc0859f019", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearby, in Ogr\u00f3d Saski (the Saxon Garden), the Summer Theatre was in operation from 1870 to 1939, and in the inter-war period, the theatre complex also included Momus, Warsaw's first literary cabaret, and Leon Schiller's musical theatre Melodram. The Wojciech Bogus\u0142awski Theatre (1922\u201326), was the best example of \"Polish monumental theatre\". From the mid-1930s, the Great Theatre building housed the Upati Institute of Dramatic Arts \u2013 the first state-run academy of dramatic art, with an acting department and a stage directing department.", "targets": "How long was the Summer Theatre in operation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4089609b6904a41a917a1fc0859f019", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearby, in Ogr\u00f3d Saski (the Saxon Garden), the Summer Theatre was in operation from 1870 to 1939, and in the inter-war period, the theatre complex also included Momus, Warsaw's first literary cabaret, and Leon Schiller's musical theatre Melodram. The Wojciech Bogus\u0142awski Theatre (1922\u201326), was the best example of \"Polish monumental theatre\". From the mid-1930s, the Great Theatre building housed the Upati Institute of Dramatic Arts \u2013 the first state-run academy of dramatic art, with an acting department and a stage directing department.", "targets": "What was Warsaw's first literary cabaret?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4089609b6904a41a917a1fc0859f019", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearby, in Ogr\u00f3d Saski (the Saxon Garden), the Summer Theatre was in operation from 1870 to 1939, and in the inter-war period, the theatre complex also included Momus, Warsaw's first literary cabaret, and Leon Schiller's musical theatre Melodram. The Wojciech Bogus\u0142awski Theatre (1922\u201326), was the best example of \"Polish monumental theatre\". From the mid-1930s, the Great Theatre building housed the Upati Institute of Dramatic Arts \u2013 the first state-run academy of dramatic art, with an acting department and a stage directing department.", "targets": "What theatre was the best example of \"Polish monumental theatre\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642ec05f5abc4664a389367dec7f0699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paintings, Mary is traditionally portrayed in blue. This tradition can trace its origin to the Byzantine Empire, from c.500 AD, where blue was \"the colour of an empress\". A more practical explanation for the use of this colour is that in Medieval and Renaissance Europe, the blue pigment was derived from the rock lapis lazuli, a stone imported from Afghanistan of greater value than gold. Beyond a painter's retainer, patrons were expected to purchase any gold or lapis lazuli to be used in the painting. Hence, it was an expression of devotion and glorification to swathe the Virgin in gowns of blue.", "targets": "Which color is traditionally used to portray Mary in paintings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642ec05f5abc4664a389367dec7f0699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paintings, Mary is traditionally portrayed in blue. This tradition can trace its origin to the Byzantine Empire, from c.500 AD, where blue was \"the colour of an empress\". A more practical explanation for the use of this colour is that in Medieval and Renaissance Europe, the blue pigment was derived from the rock lapis lazuli, a stone imported from Afghanistan of greater value than gold. Beyond a painter's retainer, patrons were expected to purchase any gold or lapis lazuli to be used in the painting. Hence, it was an expression of devotion and glorification to swathe the Virgin in gowns of blue.", "targets": "What rock was used as the source of blue pigment in paints in Medieval and Renaissance Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642ec05f5abc4664a389367dec7f0699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paintings, Mary is traditionally portrayed in blue. This tradition can trace its origin to the Byzantine Empire, from c.500 AD, where blue was \"the colour of an empress\". A more practical explanation for the use of this colour is that in Medieval and Renaissance Europe, the blue pigment was derived from the rock lapis lazuli, a stone imported from Afghanistan of greater value than gold. Beyond a painter's retainer, patrons were expected to purchase any gold or lapis lazuli to be used in the painting. Hence, it was an expression of devotion and glorification to swathe the Virgin in gowns of blue.", "targets": "From which country was lapis lazuli imported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642ec05f5abc4664a389367dec7f0699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paintings, Mary is traditionally portrayed in blue. This tradition can trace its origin to the Byzantine Empire, from c.500 AD, where blue was \"the colour of an empress\". A more practical explanation for the use of this colour is that in Medieval and Renaissance Europe, the blue pigment was derived from the rock lapis lazuli, a stone imported from Afghanistan of greater value than gold. Beyond a painter's retainer, patrons were expected to purchase any gold or lapis lazuli to be used in the painting. Hence, it was an expression of devotion and glorification to swathe the Virgin in gowns of blue.", "targets": "Lapis lazuli was thought to be more valuable than which precious metal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642ec05f5abc4664a389367dec7f0699", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In paintings, Mary is traditionally portrayed in blue. This tradition can trace its origin to the Byzantine Empire, from c.500 AD, where blue was \"the colour of an empress\". A more practical explanation for the use of this colour is that in Medieval and Renaissance Europe, the blue pigment was derived from the rock lapis lazuli, a stone imported from Afghanistan of greater value than gold. Beyond a painter's retainer, patrons were expected to purchase any gold or lapis lazuli to be used in the painting. Hence, it was an expression of devotion and glorification to swathe the Virgin in gowns of blue.", "targets": "Which ancient empire is thought to have started the tradition of portraying Mary in paintings using the color blue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dbe1e85f1f848c0b173e5abc1d99c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most hunter-gatherers are nomadic or semi-nomadic and live in temporary settlements. Mobile communities typically construct shelters using impermanent building materials, or they may use natural rock shelters, where they are available.", "targets": "What is the lifestyle of hunter-gatherers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dbe1e85f1f848c0b173e5abc1d99c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most hunter-gatherers are nomadic or semi-nomadic and live in temporary settlements. Mobile communities typically construct shelters using impermanent building materials, or they may use natural rock shelters, where they are available.", "targets": "What is the permanence of hunter-gatherer settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dbe1e85f1f848c0b173e5abc1d99c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most hunter-gatherers are nomadic or semi-nomadic and live in temporary settlements. Mobile communities typically construct shelters using impermanent building materials, or they may use natural rock shelters, where they are available.", "targets": "What kind of building materials do they use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dbe1e85f1f848c0b173e5abc1d99c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most hunter-gatherers are nomadic or semi-nomadic and live in temporary settlements. Mobile communities typically construct shelters using impermanent building materials, or they may use natural rock shelters, where they are available.", "targets": "What kind of natural structure do hunter-gatherers use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dbe1e85f1f848c0b173e5abc1d99c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most hunter-gatherers are nomadic or semi-nomadic and live in temporary settlements. Mobile communities typically construct shelters using impermanent building materials, or they may use natural rock shelters, where they are available.", "targets": "What is the movement ability of hunter-gathers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9e23620a824979bbc681c20e028e69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Pennsylvania, there are over sixty summits that rise over 2,500 ft (800 m); the summits of Mount Davis and Blue Knob rise over 3,000 ft (900 m). In Maryland, Eagle Rock and Dans Mountain are conspicuous points reaching 3,162 ft (964 m) and 2,882 ft (878 m) respectively. On the same side of the Great Valley, south of the Potomac, are the Pinnacle 3,007 feet (917 m) and Pidgeon Roost 3,400 ft (1,000 m). In West Virginia, more than 150 peaks rise above 4,000 ft (1,200 m), including Spruce Knob 4,863 ft (1,482 m), the highest point in the Allegheny Mountains. A number of other points in the state rise above 4,800 ft (1,500 m). Snowshoe Mountain at Thorny Flat 4,848 ft (1,478 m) and Bald Knob 4,842 ft (1,476 m) are among the more notable peaks in West Virginia.", "targets": "How many summits in PA are over 2,500 ft? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9e23620a824979bbc681c20e028e69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Pennsylvania, there are over sixty summits that rise over 2,500 ft (800 m); the summits of Mount Davis and Blue Knob rise over 3,000 ft (900 m). In Maryland, Eagle Rock and Dans Mountain are conspicuous points reaching 3,162 ft (964 m) and 2,882 ft (878 m) respectively. On the same side of the Great Valley, south of the Potomac, are the Pinnacle 3,007 feet (917 m) and Pidgeon Roost 3,400 ft (1,000 m). In West Virginia, more than 150 peaks rise above 4,000 ft (1,200 m), including Spruce Knob 4,863 ft (1,482 m), the highest point in the Allegheny Mountains. A number of other points in the state rise above 4,800 ft (1,500 m). Snowshoe Mountain at Thorny Flat 4,848 ft (1,478 m) and Bald Knob 4,842 ft (1,476 m) are among the more notable peaks in West Virginia.", "targets": "How tall are the summits of Mount Davis and Blue Knob?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9e23620a824979bbc681c20e028e69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Pennsylvania, there are over sixty summits that rise over 2,500 ft (800 m); the summits of Mount Davis and Blue Knob rise over 3,000 ft (900 m). In Maryland, Eagle Rock and Dans Mountain are conspicuous points reaching 3,162 ft (964 m) and 2,882 ft (878 m) respectively. On the same side of the Great Valley, south of the Potomac, are the Pinnacle 3,007 feet (917 m) and Pidgeon Roost 3,400 ft (1,000 m). In West Virginia, more than 150 peaks rise above 4,000 ft (1,200 m), including Spruce Knob 4,863 ft (1,482 m), the highest point in the Allegheny Mountains. A number of other points in the state rise above 4,800 ft (1,500 m). Snowshoe Mountain at Thorny Flat 4,848 ft (1,478 m) and Bald Knob 4,842 ft (1,476 m) are among the more notable peaks in West Virginia.", "targets": "How tall are Eagle Rock and Dans Mountain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9e23620a824979bbc681c20e028e69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Pennsylvania, there are over sixty summits that rise over 2,500 ft (800 m); the summits of Mount Davis and Blue Knob rise over 3,000 ft (900 m). In Maryland, Eagle Rock and Dans Mountain are conspicuous points reaching 3,162 ft (964 m) and 2,882 ft (878 m) respectively. On the same side of the Great Valley, south of the Potomac, are the Pinnacle 3,007 feet (917 m) and Pidgeon Roost 3,400 ft (1,000 m). In West Virginia, more than 150 peaks rise above 4,000 ft (1,200 m), including Spruce Knob 4,863 ft (1,482 m), the highest point in the Allegheny Mountains. A number of other points in the state rise above 4,800 ft (1,500 m). Snowshoe Mountain at Thorny Flat 4,848 ft (1,478 m) and Bald Knob 4,842 ft (1,476 m) are among the more notable peaks in West Virginia.", "targets": "How tall is the Pinnacle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9e23620a824979bbc681c20e028e69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Pennsylvania, there are over sixty summits that rise over 2,500 ft (800 m); the summits of Mount Davis and Blue Knob rise over 3,000 ft (900 m). In Maryland, Eagle Rock and Dans Mountain are conspicuous points reaching 3,162 ft (964 m) and 2,882 ft (878 m) respectively. On the same side of the Great Valley, south of the Potomac, are the Pinnacle 3,007 feet (917 m) and Pidgeon Roost 3,400 ft (1,000 m). In West Virginia, more than 150 peaks rise above 4,000 ft (1,200 m), including Spruce Knob 4,863 ft (1,482 m), the highest point in the Allegheny Mountains. A number of other points in the state rise above 4,800 ft (1,500 m). Snowshoe Mountain at Thorny Flat 4,848 ft (1,478 m) and Bald Knob 4,842 ft (1,476 m) are among the more notable peaks in West Virginia.", "targets": "How many peaks are over 4,000 feet in WV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e16a3633e408401ca2fcd48ed02e9de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambrian is a major division of the geologic timescale that begins about 541.0 \u00b1 1.0 Ma. Cambrian continents are thought to have resulted from the breakup of a Neoproterozoic supercontinent called Pannotia. The waters of the Cambrian period appear to have been widespread and shallow. Continental drift rates may have been anomalously high. Laurentia, Baltica and Siberia remained independent continents following the break-up of the supercontinent of Pannotia. Gondwana started to drift toward the South Pole. Panthalassa covered most of the southern hemisphere, and minor oceans included the Proto-Tethys Ocean, Iapetus Ocean and Khanty Ocean.", "targets": "At what rough time did the Cambrian era start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e16a3633e408401ca2fcd48ed02e9de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambrian is a major division of the geologic timescale that begins about 541.0 \u00b1 1.0 Ma. Cambrian continents are thought to have resulted from the breakup of a Neoproterozoic supercontinent called Pannotia. The waters of the Cambrian period appear to have been widespread and shallow. Continental drift rates may have been anomalously high. Laurentia, Baltica and Siberia remained independent continents following the break-up of the supercontinent of Pannotia. Gondwana started to drift toward the South Pole. Panthalassa covered most of the southern hemisphere, and minor oceans included the Proto-Tethys Ocean, Iapetus Ocean and Khanty Ocean.", "targets": "What were the continents of the Cambrian area believed to have formerly been a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e16a3633e408401ca2fcd48ed02e9de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambrian is a major division of the geologic timescale that begins about 541.0 \u00b1 1.0 Ma. Cambrian continents are thought to have resulted from the breakup of a Neoproterozoic supercontinent called Pannotia. The waters of the Cambrian period appear to have been widespread and shallow. Continental drift rates may have been anomalously high. Laurentia, Baltica and Siberia remained independent continents following the break-up of the supercontinent of Pannotia. Gondwana started to drift toward the South Pole. Panthalassa covered most of the southern hemisphere, and minor oceans included the Proto-Tethys Ocean, Iapetus Ocean and Khanty Ocean.", "targets": "What continent moved to the southern-most part of the earth in the Cambrian era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e16a3633e408401ca2fcd48ed02e9de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambrian is a major division of the geologic timescale that begins about 541.0 \u00b1 1.0 Ma. Cambrian continents are thought to have resulted from the breakup of a Neoproterozoic supercontinent called Pannotia. The waters of the Cambrian period appear to have been widespread and shallow. Continental drift rates may have been anomalously high. Laurentia, Baltica and Siberia remained independent continents following the break-up of the supercontinent of Pannotia. Gondwana started to drift toward the South Pole. Panthalassa covered most of the southern hemisphere, and minor oceans included the Proto-Tethys Ocean, Iapetus Ocean and Khanty Ocean.", "targets": "What continent ranged over the majority of the southern hemisphere of earth in the Cambrian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e16a3633e408401ca2fcd48ed02e9de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambrian is a major division of the geologic timescale that begins about 541.0 \u00b1 1.0 Ma. Cambrian continents are thought to have resulted from the breakup of a Neoproterozoic supercontinent called Pannotia. The waters of the Cambrian period appear to have been widespread and shallow. Continental drift rates may have been anomalously high. Laurentia, Baltica and Siberia remained independent continents following the break-up of the supercontinent of Pannotia. Gondwana started to drift toward the South Pole. Panthalassa covered most of the southern hemisphere, and minor oceans included the Proto-Tethys Ocean, Iapetus Ocean and Khanty Ocean.", "targets": "Baltica and Sibera are examples of what thing, during the Cambrian era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131af762c4c843719de03cc67422326c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abundant variety of natural life depicted in the Butrint mosaics celebrates the richness of God\u2019s creation; some elements also have specific connotations. The kantharos vase and vine refer to the eucharist, the symbol of the sacrifice of Christ leading to salvation. Peacocks are symbols of paradise and resurrection; shown eating or drinking from the vase they indicate the route to eternal life. Deer or stags were commonly used as images of the faithful aspiring to Christ: \"As a heart desireth the water brook, so my souls longs for thee, O God.\" Water-birds and fish and other sea-creatures can indicate baptism as well as the members of the Church who are christened.", "targets": "What was depicted on the Butrint mosaics in abundance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131af762c4c843719de03cc67422326c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abundant variety of natural life depicted in the Butrint mosaics celebrates the richness of God\u2019s creation; some elements also have specific connotations. The kantharos vase and vine refer to the eucharist, the symbol of the sacrifice of Christ leading to salvation. Peacocks are symbols of paradise and resurrection; shown eating or drinking from the vase they indicate the route to eternal life. Deer or stags were commonly used as images of the faithful aspiring to Christ: \"As a heart desireth the water brook, so my souls longs for thee, O God.\" Water-birds and fish and other sea-creatures can indicate baptism as well as the members of the Church who are christened.", "targets": "What do the katharos vase and vine refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131af762c4c843719de03cc67422326c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abundant variety of natural life depicted in the Butrint mosaics celebrates the richness of God\u2019s creation; some elements also have specific connotations. The kantharos vase and vine refer to the eucharist, the symbol of the sacrifice of Christ leading to salvation. Peacocks are symbols of paradise and resurrection; shown eating or drinking from the vase they indicate the route to eternal life. Deer or stags were commonly used as images of the faithful aspiring to Christ: \"As a heart desireth the water brook, so my souls longs for thee, O God.\" Water-birds and fish and other sea-creatures can indicate baptism as well as the members of the Church who are christened.", "targets": "What do peacocks represent in Christian symbolism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131af762c4c843719de03cc67422326c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abundant variety of natural life depicted in the Butrint mosaics celebrates the richness of God\u2019s creation; some elements also have specific connotations. The kantharos vase and vine refer to the eucharist, the symbol of the sacrifice of Christ leading to salvation. Peacocks are symbols of paradise and resurrection; shown eating or drinking from the vase they indicate the route to eternal life. Deer or stags were commonly used as images of the faithful aspiring to Christ: \"As a heart desireth the water brook, so my souls longs for thee, O God.\" Water-birds and fish and other sea-creatures can indicate baptism as well as the members of the Church who are christened.", "targets": "What do most sea-creatures represent in Christina symbolism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131af762c4c843719de03cc67422326c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The abundant variety of natural life depicted in the Butrint mosaics celebrates the richness of God\u2019s creation; some elements also have specific connotations. The kantharos vase and vine refer to the eucharist, the symbol of the sacrifice of Christ leading to salvation. Peacocks are symbols of paradise and resurrection; shown eating or drinking from the vase they indicate the route to eternal life. Deer or stags were commonly used as images of the faithful aspiring to Christ: \"As a heart desireth the water brook, so my souls longs for thee, O God.\" Water-birds and fish and other sea-creatures can indicate baptism as well as the members of the Church who are christened.", "targets": "What did deers or stags represent in Christian Symbolism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61e4b8a7b0d4badb0a274bb4112c87a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1949, as RCA released the 45, Columbia released several hundred 7 inch 33 1/3 rpm small spindle hole singles. This format was soon dropped as it became clear that the RCA 45 was the single of choice and the Columbia 12 inch LP would be the 'album' of choice. The first release of the 45 came in seven colors: black 47-xxxx popular series, yellow 47-xxxx juvenile series, green (teal) 48-xxxx country series, deep red 49-xxxx classical series, bright red (cerise) 50-xxxx blues/spiritual series, light blue 51-xxxx international series, dark blue 52-xxxx light classics. All colors were soon dropped in favor of black because of production problems. However, yellow and deep red were continued until about 1952. The first 45 rpm record created for sale was \"PeeWee the Piccolo\" RCA 47-0147 pressed in yellow translucent vinyl at the Sherman Avenue plant, Indianapolis Dec. 7, 1948, R.O. Price, plant manager.", "targets": "Which colors of 45 were available as late as 1952 before being discontinued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61e4b8a7b0d4badb0a274bb4112c87a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1949, as RCA released the 45, Columbia released several hundred 7 inch 33 1/3 rpm small spindle hole singles. This format was soon dropped as it became clear that the RCA 45 was the single of choice and the Columbia 12 inch LP would be the 'album' of choice. The first release of the 45 came in seven colors: black 47-xxxx popular series, yellow 47-xxxx juvenile series, green (teal) 48-xxxx country series, deep red 49-xxxx classical series, bright red (cerise) 50-xxxx blues/spiritual series, light blue 51-xxxx international series, dark blue 52-xxxx light classics. All colors were soon dropped in favor of black because of production problems. However, yellow and deep red were continued until about 1952. The first 45 rpm record created for sale was \"PeeWee the Piccolo\" RCA 47-0147 pressed in yellow translucent vinyl at the Sherman Avenue plant, Indianapolis Dec. 7, 1948, R.O. Price, plant manager.", "targets": "PeeWee the Piccolo was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61e4b8a7b0d4badb0a274bb4112c87a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1949, as RCA released the 45, Columbia released several hundred 7 inch 33 1/3 rpm small spindle hole singles. This format was soon dropped as it became clear that the RCA 45 was the single of choice and the Columbia 12 inch LP would be the 'album' of choice. The first release of the 45 came in seven colors: black 47-xxxx popular series, yellow 47-xxxx juvenile series, green (teal) 48-xxxx country series, deep red 49-xxxx classical series, bright red (cerise) 50-xxxx blues/spiritual series, light blue 51-xxxx international series, dark blue 52-xxxx light classics. All colors were soon dropped in favor of black because of production problems. However, yellow and deep red were continued until about 1952. The first 45 rpm record created for sale was \"PeeWee the Piccolo\" RCA 47-0147 pressed in yellow translucent vinyl at the Sherman Avenue plant, Indianapolis Dec. 7, 1948, R.O. Price, plant manager.", "targets": "What significance does Dec 7/ 1948 hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61e4b8a7b0d4badb0a274bb4112c87a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1949, as RCA released the 45, Columbia released several hundred 7 inch 33 1/3 rpm small spindle hole singles. This format was soon dropped as it became clear that the RCA 45 was the single of choice and the Columbia 12 inch LP would be the 'album' of choice. The first release of the 45 came in seven colors: black 47-xxxx popular series, yellow 47-xxxx juvenile series, green (teal) 48-xxxx country series, deep red 49-xxxx classical series, bright red (cerise) 50-xxxx blues/spiritual series, light blue 51-xxxx international series, dark blue 52-xxxx light classics. All colors were soon dropped in favor of black because of production problems. However, yellow and deep red were continued until about 1952. The first 45 rpm record created for sale was \"PeeWee the Piccolo\" RCA 47-0147 pressed in yellow translucent vinyl at the Sherman Avenue plant, Indianapolis Dec. 7, 1948, R.O. Price, plant manager.", "targets": "How many colors were 45s available in when first released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f61e4b8a7b0d4badb0a274bb4112c87a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 1949, as RCA released the 45, Columbia released several hundred 7 inch 33 1/3 rpm small spindle hole singles. This format was soon dropped as it became clear that the RCA 45 was the single of choice and the Columbia 12 inch LP would be the 'album' of choice. The first release of the 45 came in seven colors: black 47-xxxx popular series, yellow 47-xxxx juvenile series, green (teal) 48-xxxx country series, deep red 49-xxxx classical series, bright red (cerise) 50-xxxx blues/spiritual series, light blue 51-xxxx international series, dark blue 52-xxxx light classics. All colors were soon dropped in favor of black because of production problems. However, yellow and deep red were continued until about 1952. The first 45 rpm record created for sale was \"PeeWee the Piccolo\" RCA 47-0147 pressed in yellow translucent vinyl at the Sherman Avenue plant, Indianapolis Dec. 7, 1948, R.O. Price, plant manager.", "targets": "When did RCA release the 45?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9285793bfe29419cb93f069771089c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern languages the term alp, alm, albe or alpe refers to a grazing pastures in the alpine regions below the glaciers, not the peaks. An alp refers to a high mountain pasture where cows are taken to be grazed during the summer months and where hay barns can be found, and the term \"the Alps\", referring to the mountains, is a misnomer. The term for the mountain peaks varies by nation and language: words such as horn, kogel, gipfel, spitz, and berg are used in German speaking regions: mont, pic, dent and aiguille in French speaking regions; and monte, picco or cima in Italian speaking regions.", "targets": "The term alp, alm, albe or alpe refers to what in modern languages? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9285793bfe29419cb93f069771089c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern languages the term alp, alm, albe or alpe refers to a grazing pastures in the alpine regions below the glaciers, not the peaks. An alp refers to a high mountain pasture where cows are taken to be grazed during the summer months and where hay barns can be found, and the term \"the Alps\", referring to the mountains, is a misnomer. The term for the mountain peaks varies by nation and language: words such as horn, kogel, gipfel, spitz, and berg are used in German speaking regions: mont, pic, dent and aiguille in French speaking regions; and monte, picco or cima in Italian speaking regions.", "targets": "What refers to a high mountain pasture where cows are taken to be grazed during the summer months?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9285793bfe29419cb93f069771089c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern languages the term alp, alm, albe or alpe refers to a grazing pastures in the alpine regions below the glaciers, not the peaks. An alp refers to a high mountain pasture where cows are taken to be grazed during the summer months and where hay barns can be found, and the term \"the Alps\", referring to the mountains, is a misnomer. The term for the mountain peaks varies by nation and language: words such as horn, kogel, gipfel, spitz, and berg are used in German speaking regions: mont, pic, dent and aiguille in French speaking regions; and monte, picco or cima in Italian speaking regions.", "targets": "Words such as horn, kogel, gipfel, spitz, and berd are used in what regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9285793bfe29419cb93f069771089c03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern languages the term alp, alm, albe or alpe refers to a grazing pastures in the alpine regions below the glaciers, not the peaks. An alp refers to a high mountain pasture where cows are taken to be grazed during the summer months and where hay barns can be found, and the term \"the Alps\", referring to the mountains, is a misnomer. The term for the mountain peaks varies by nation and language: words such as horn, kogel, gipfel, spitz, and berg are used in German speaking regions: mont, pic, dent and aiguille in French speaking regions; and monte, picco or cima in Italian speaking regions.", "targets": "Mont, pic, dent and aiguille are words used in what regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb92bd9a9874f8ebb4cac2e35a96849", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of emissivity is important in understanding the infrared emissions of objects. This is a property of a surface that describes how its thermal emissions deviate from the ideal of a black body. To further explain, two objects at the same physical temperature will not show the same infrared image if they have differing emissivity. For example, for any pre-set emissivity value, objects with higher emissivity will appear hotter, and those with a lower emissivity will appear cooler. For that reason, incorrect selection of emissivity will give inaccurate results when using infrared cameras and pyrometers.", "targets": "What is the term for the property that describes how a surface's thermal emissions deviate from the ideal of a black body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb92bd9a9874f8ebb4cac2e35a96849", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of emissivity is important in understanding the infrared emissions of objects. This is a property of a surface that describes how its thermal emissions deviate from the ideal of a black body. To further explain, two objects at the same physical temperature will not show the same infrared image if they have differing emissivity. For example, for any pre-set emissivity value, objects with higher emissivity will appear hotter, and those with a lower emissivity will appear cooler. For that reason, incorrect selection of emissivity will give inaccurate results when using infrared cameras and pyrometers.", "targets": "How will the infrared image of an object with a higher emissivity appear in relation to one with lower emissivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fb92bd9a9874f8ebb4cac2e35a96849", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of emissivity is important in understanding the infrared emissions of objects. This is a property of a surface that describes how its thermal emissions deviate from the ideal of a black body. To further explain, two objects at the same physical temperature will not show the same infrared image if they have differing emissivity. For example, for any pre-set emissivity value, objects with higher emissivity will appear hotter, and those with a lower emissivity will appear cooler. For that reason, incorrect selection of emissivity will give inaccurate results when using infrared cameras and pyrometers.", "targets": "Along with pyrometers, what devices can receive inaccurate results if emissivity is not set correctly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42cadcacd2e4398940370307c02cf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, fidelity, dynamic and noise levels improved to the point that it was harder to tell the difference between a live performance in the studio and the recorded version. This was especially true after the invention of the variable reluctance magnetic pickup cartridge by General Electric in the 1940s when high quality cuts were played on well-designed audio systems. The Capehart radio/phonographs of the era with large diameter electrodynamic loudspeakers, though not ideal, demonstrated this quite well with \"home recordings\" readily available in the music stores for the public to buy.", "targets": "What was a benefit of the use of magnetic pickup cartridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42cadcacd2e4398940370307c02cf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, fidelity, dynamic and noise levels improved to the point that it was harder to tell the difference between a live performance in the studio and the recorded version. This was especially true after the invention of the variable reluctance magnetic pickup cartridge by General Electric in the 1940s when high quality cuts were played on well-designed audio systems. The Capehart radio/phonographs of the era with large diameter electrodynamic loudspeakers, though not ideal, demonstrated this quite well with \"home recordings\" readily available in the music stores for the public to buy.", "targets": "In what era could you find good quality recordings and playbacks at home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42cadcacd2e4398940370307c02cf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, fidelity, dynamic and noise levels improved to the point that it was harder to tell the difference between a live performance in the studio and the recorded version. This was especially true after the invention of the variable reluctance magnetic pickup cartridge by General Electric in the 1940s when high quality cuts were played on well-designed audio systems. The Capehart radio/phonographs of the era with large diameter electrodynamic loudspeakers, though not ideal, demonstrated this quite well with \"home recordings\" readily available in the music stores for the public to buy.", "targets": "What was a unique feature of the Capeart radio phonographs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42cadcacd2e4398940370307c02cf41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over time, fidelity, dynamic and noise levels improved to the point that it was harder to tell the difference between a live performance in the studio and the recorded version. This was especially true after the invention of the variable reluctance magnetic pickup cartridge by General Electric in the 1940s when high quality cuts were played on well-designed audio systems. The Capehart radio/phonographs of the era with large diameter electrodynamic loudspeakers, though not ideal, demonstrated this quite well with \"home recordings\" readily available in the music stores for the public to buy.", "targets": "How similar were live and recorded versions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b5dad2423f47a2b04dccf3cd49b64d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 February 2007, the French Parliament passed a bill granting COM status to both St. Barth\u00e9lemy and (separately) to the neighbouring Saint Martin. The new status took effect on 15 July 2007, when the first territorial council was elected, according to the law. The island has a president (elected every five years), a unicameral Territorial Council of nineteen members who are elected by popular vote and serve for five-year terms, and an executive council of seven members. Elections to these councils were first held on 1 July 2007 with the last election in March 2012.", "targets": "What island besides St. Barts was granted COM status by France in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b5dad2423f47a2b04dccf3cd49b64d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 February 2007, the French Parliament passed a bill granting COM status to both St. Barth\u00e9lemy and (separately) to the neighbouring Saint Martin. The new status took effect on 15 July 2007, when the first territorial council was elected, according to the law. The island has a president (elected every five years), a unicameral Territorial Council of nineteen members who are elected by popular vote and serve for five-year terms, and an executive council of seven members. Elections to these councils were first held on 1 July 2007 with the last election in March 2012.", "targets": "How many years does a president have in office in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b5dad2423f47a2b04dccf3cd49b64d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 February 2007, the French Parliament passed a bill granting COM status to both St. Barth\u00e9lemy and (separately) to the neighbouring Saint Martin. The new status took effect on 15 July 2007, when the first territorial council was elected, according to the law. The island has a president (elected every five years), a unicameral Territorial Council of nineteen members who are elected by popular vote and serve for five-year terms, and an executive council of seven members. Elections to these councils were first held on 1 July 2007 with the last election in March 2012.", "targets": "When was the last election held for the executive council positions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b5dad2423f47a2b04dccf3cd49b64d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 February 2007, the French Parliament passed a bill granting COM status to both St. Barth\u00e9lemy and (separately) to the neighbouring Saint Martin. The new status took effect on 15 July 2007, when the first territorial council was elected, according to the law. The island has a president (elected every five years), a unicameral Territorial Council of nineteen members who are elected by popular vote and serve for five-year terms, and an executive council of seven members. Elections to these councils were first held on 1 July 2007 with the last election in March 2012.", "targets": "When did the COM status for St. Barts take effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37b5dad2423f47a2b04dccf3cd49b64d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 7 February 2007, the French Parliament passed a bill granting COM status to both St. Barth\u00e9lemy and (separately) to the neighbouring Saint Martin. The new status took effect on 15 July 2007, when the first territorial council was elected, according to the law. The island has a president (elected every five years), a unicameral Territorial Council of nineteen members who are elected by popular vote and serve for five-year terms, and an executive council of seven members. Elections to these councils were first held on 1 July 2007 with the last election in March 2012.", "targets": "How many people are on the Territorial Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9457cf63046427eb0cd1322320cd2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhist scriptures and other texts exist in great variety. Different schools of Buddhism place varying levels of value on learning the various texts. Some schools venerate certain texts as religious objects in themselves, while others take a more scholastic approach. Buddhist scriptures are mainly written in P\u0101li, Tibetan, Mongolian, and Chinese. Some texts still exist in Sanskrit and Buddhist Hybrid Sanskrit.", "targets": "There is a great variety of what type of scripture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9457cf63046427eb0cd1322320cd2cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhist scriptures and other texts exist in great variety. Different schools of Buddhism place varying levels of value on learning the various texts. Some schools venerate certain texts as religious objects in themselves, while others take a more scholastic approach. Buddhist scriptures are mainly written in P\u0101li, Tibetan, Mongolian, and Chinese. Some texts still exist in Sanskrit and Buddhist Hybrid Sanskrit.", "targets": "Some schools venerate certain texts as religious what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c00a2a0aff1b4bc68c1af483ed7527a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 1985, Gorbachev promoted Eduard Shevardnadze, First Secretary of the Georgian Communist Party, to full member of the Politburo, and the following day appointed him minister of foreign affairs, replacing longtime Foreign Minister Andrei Gromyko. The latter, disparaged as \"Mr Nyet\" in the West, had served for 28 years as Minister of Foreign Affairs. Gromyko was relegated to the largely ceremonial position of Chairman of the Presidium of the Supreme Soviet (officially Soviet Head of State), as he was considered an \"old thinker.\" Also on July 1, Gorbachev took the opportunity to dispose of his main rival by removing Grigory Romanov from the Politburo, and brought Boris Yeltsin and Lev Zaikov into the CPSU Central Committee Secretariat.", "targets": "When did Eduard Shevardnadze gain full membership in the Politburo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c00a2a0aff1b4bc68c1af483ed7527a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 1985, Gorbachev promoted Eduard Shevardnadze, First Secretary of the Georgian Communist Party, to full member of the Politburo, and the following day appointed him minister of foreign affairs, replacing longtime Foreign Minister Andrei Gromyko. The latter, disparaged as \"Mr Nyet\" in the West, had served for 28 years as Minister of Foreign Affairs. Gromyko was relegated to the largely ceremonial position of Chairman of the Presidium of the Supreme Soviet (officially Soviet Head of State), as he was considered an \"old thinker.\" Also on July 1, Gorbachev took the opportunity to dispose of his main rival by removing Grigory Romanov from the Politburo, and brought Boris Yeltsin and Lev Zaikov into the CPSU Central Committee Secretariat.", "targets": "Who was responsible for Shevardnadze's membership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c00a2a0aff1b4bc68c1af483ed7527a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 1985, Gorbachev promoted Eduard Shevardnadze, First Secretary of the Georgian Communist Party, to full member of the Politburo, and the following day appointed him minister of foreign affairs, replacing longtime Foreign Minister Andrei Gromyko. The latter, disparaged as \"Mr Nyet\" in the West, had served for 28 years as Minister of Foreign Affairs. Gromyko was relegated to the largely ceremonial position of Chairman of the Presidium of the Supreme Soviet (officially Soviet Head of State), as he was considered an \"old thinker.\" Also on July 1, Gorbachev took the opportunity to dispose of his main rival by removing Grigory Romanov from the Politburo, and brought Boris Yeltsin and Lev Zaikov into the CPSU Central Committee Secretariat.", "targets": "Who was minister of foreign affairs prior to Shevardnadze?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c00a2a0aff1b4bc68c1af483ed7527a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 1985, Gorbachev promoted Eduard Shevardnadze, First Secretary of the Georgian Communist Party, to full member of the Politburo, and the following day appointed him minister of foreign affairs, replacing longtime Foreign Minister Andrei Gromyko. The latter, disparaged as \"Mr Nyet\" in the West, had served for 28 years as Minister of Foreign Affairs. Gromyko was relegated to the largely ceremonial position of Chairman of the Presidium of the Supreme Soviet (officially Soviet Head of State), as he was considered an \"old thinker.\" Also on July 1, Gorbachev took the opportunity to dispose of his main rival by removing Grigory Romanov from the Politburo, and brought Boris Yeltsin and Lev Zaikov into the CPSU Central Committee Secretariat.", "targets": "What was Gromyko's western nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c00a2a0aff1b4bc68c1af483ed7527a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 1, 1985, Gorbachev promoted Eduard Shevardnadze, First Secretary of the Georgian Communist Party, to full member of the Politburo, and the following day appointed him minister of foreign affairs, replacing longtime Foreign Minister Andrei Gromyko. The latter, disparaged as \"Mr Nyet\" in the West, had served for 28 years as Minister of Foreign Affairs. Gromyko was relegated to the largely ceremonial position of Chairman of the Presidium of the Supreme Soviet (officially Soviet Head of State), as he was considered an \"old thinker.\" Also on July 1, Gorbachev took the opportunity to dispose of his main rival by removing Grigory Romanov from the Politburo, and brought Boris Yeltsin and Lev Zaikov into the CPSU Central Committee Secretariat.", "targets": "Which person did Gorbachev kick out of the Politburo on the first of July?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf785129a724c799e3307b68a0bccde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bamar form an estimated 68% of the population. 10% of the population are Shan. The Kayin make up 7% of the population. The Rakhine people constitute 4% of the population. Overseas Chinese form approximately 3% of the population. Myanmar's ethnic minority groups prefer the term \"ethnic nationality\" over \"ethnic minority\" as the term \"minority\" furthers their sense of insecurity in the face of what is often described as \"Burmanisation\"\u2014the proliferation and domination of the dominant Bamar culture over minority cultures.", "targets": "What is the largest percentage of  the Burmese populace ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf785129a724c799e3307b68a0bccde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bamar form an estimated 68% of the population. 10% of the population are Shan. The Kayin make up 7% of the population. The Rakhine people constitute 4% of the population. Overseas Chinese form approximately 3% of the population. Myanmar's ethnic minority groups prefer the term \"ethnic nationality\" over \"ethnic minority\" as the term \"minority\" furthers their sense of insecurity in the face of what is often described as \"Burmanisation\"\u2014the proliferation and domination of the dominant Bamar culture over minority cultures.", "targets": "What is the smallest percentage of the Burmese populace ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf785129a724c799e3307b68a0bccde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bamar form an estimated 68% of the population. 10% of the population are Shan. The Kayin make up 7% of the population. The Rakhine people constitute 4% of the population. Overseas Chinese form approximately 3% of the population. Myanmar's ethnic minority groups prefer the term \"ethnic nationality\" over \"ethnic minority\" as the term \"minority\" furthers their sense of insecurity in the face of what is often described as \"Burmanisation\"\u2014the proliferation and domination of the dominant Bamar culture over minority cultures.", "targets": "What is the preferential term for those in Burma that are not a part of the racial majority ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf785129a724c799e3307b68a0bccde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bamar form an estimated 68% of the population. 10% of the population are Shan. The Kayin make up 7% of the population. The Rakhine people constitute 4% of the population. Overseas Chinese form approximately 3% of the population. Myanmar's ethnic minority groups prefer the term \"ethnic nationality\" over \"ethnic minority\" as the term \"minority\" furthers their sense of insecurity in the face of what is often described as \"Burmanisation\"\u2014the proliferation and domination of the dominant Bamar culture over minority cultures.", "targets": "What percentage of the population is of the  Rakhine descendant line ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf785129a724c799e3307b68a0bccde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bamar form an estimated 68% of the population. 10% of the population are Shan. The Kayin make up 7% of the population. The Rakhine people constitute 4% of the population. Overseas Chinese form approximately 3% of the population. Myanmar's ethnic minority groups prefer the term \"ethnic nationality\" over \"ethnic minority\" as the term \"minority\" furthers their sense of insecurity in the face of what is often described as \"Burmanisation\"\u2014the proliferation and domination of the dominant Bamar culture over minority cultures.", "targets": "What does the term Burmanisation make people feel ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2c9db3d6ba44b2a73ca6a43af1df46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This situation prevailed until 1639, when most of Alsace was conquered by France so as to keep it out of the hands of the Spanish Habsburgs, who wanted a clear road to their valuable and rebellious possessions in the Spanish Netherlands. Beset by enemies and seeking to gain a free hand in Hungary, the Habsburgs sold their Sundgau territory (mostly in Upper Alsace) to France in 1646, which had occupied it, for the sum of 1.2 million Thalers. When hostilities were concluded in 1648 with the Treaty of Westphalia, most of Alsace was recognized as part of France, although some towns remained independent. The treaty stipulations regarding Alsace were complex; although the French king gained sovereignty, existing rights and customs of the inhabitants were largely preserved. France continued to maintain its customs border along the Vosges mountains where it had been, leaving Alsace more economically oriented to neighbouring German-speaking lands. The German language remained in use in local administration, in schools, and at the (Lutheran) University of Strasbourg, which continued to draw students from other German-speaking lands. The 1685 Edict of Fontainebleau, by which the French king ordered the suppression of French Protestantism, was not applied in Alsace. France did endeavour to promote Catholicism; Strasbourg Cathedral, for example, which had been Lutheran from 1524 to 1681, was returned to the Catholic Church. However, compared to the rest of France, Alsace enjoyed a climate of religious tolerance.", "targets": "When did the Habsburgs  sell the Sundgau territory to France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2c9db3d6ba44b2a73ca6a43af1df46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This situation prevailed until 1639, when most of Alsace was conquered by France so as to keep it out of the hands of the Spanish Habsburgs, who wanted a clear road to their valuable and rebellious possessions in the Spanish Netherlands. Beset by enemies and seeking to gain a free hand in Hungary, the Habsburgs sold their Sundgau territory (mostly in Upper Alsace) to France in 1646, which had occupied it, for the sum of 1.2 million Thalers. When hostilities were concluded in 1648 with the Treaty of Westphalia, most of Alsace was recognized as part of France, although some towns remained independent. The treaty stipulations regarding Alsace were complex; although the French king gained sovereignty, existing rights and customs of the inhabitants were largely preserved. France continued to maintain its customs border along the Vosges mountains where it had been, leaving Alsace more economically oriented to neighbouring German-speaking lands. The German language remained in use in local administration, in schools, and at the (Lutheran) University of Strasbourg, which continued to draw students from other German-speaking lands. The 1685 Edict of Fontainebleau, by which the French king ordered the suppression of French Protestantism, was not applied in Alsace. France did endeavour to promote Catholicism; Strasbourg Cathedral, for example, which had been Lutheran from 1524 to 1681, was returned to the Catholic Church. However, compared to the rest of France, Alsace enjoyed a climate of religious tolerance.", "targets": "How much did France pay for Sundgau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c2c9db3d6ba44b2a73ca6a43af1df46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This situation prevailed until 1639, when most of Alsace was conquered by France so as to keep it out of the hands of the Spanish Habsburgs, who wanted a clear road to their valuable and rebellious possessions in the Spanish Netherlands. Beset by enemies and seeking to gain a free hand in Hungary, the Habsburgs sold their Sundgau territory (mostly in Upper Alsace) to France in 1646, which had occupied it, for the sum of 1.2 million Thalers. When hostilities were concluded in 1648 with the Treaty of Westphalia, most of Alsace was recognized as part of France, although some towns remained independent. The treaty stipulations regarding Alsace were complex; although the French king gained sovereignty, existing rights and customs of the inhabitants were largely preserved. France continued to maintain its customs border along the Vosges mountains where it had been, leaving Alsace more economically oriented to neighbouring German-speaking lands. The German language remained in use in local administration, in schools, and at the (Lutheran) University of Strasbourg, which continued to draw students from other German-speaking lands. The 1685 Edict of Fontainebleau, by which the French king ordered the suppression of French Protestantism, was not applied in Alsace. France did endeavour to promote Catholicism; Strasbourg Cathedral, for example, which had been Lutheran from 1524 to 1681, was returned to the Catholic Church. However, compared to the rest of France, Alsace enjoyed a climate of religious tolerance.", "targets": "In 1685 Edict Fontainebleau by way of the French King ordered what to be done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95ae437ff22e4408a27c2b1669a734d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All Greeks were united, however, in their determination to liberate the Greek-speaking provinces of the Ottoman Empire, regardless of the dialect they spoke. Especially in Crete, a prolonged revolt in 1866\u20131869 had raised nationalist fervour. When war broke out between Russia and the Ottomans in 1877, Greek popular sentiment rallied to Russia's side, but Greece was too poor, and too concerned of British intervention, to officially enter the war. Nevertheless, in 1881, Thessaly and small parts of Epirus were ceded to Greece as part of the Treaty of Berlin, while frustrating Greek hopes of receiving Crete.", "targets": "War between Russia and the Ottomans began in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95ae437ff22e4408a27c2b1669a734d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All Greeks were united, however, in their determination to liberate the Greek-speaking provinces of the Ottoman Empire, regardless of the dialect they spoke. Especially in Crete, a prolonged revolt in 1866\u20131869 had raised nationalist fervour. When war broke out between Russia and the Ottomans in 1877, Greek popular sentiment rallied to Russia's side, but Greece was too poor, and too concerned of British intervention, to officially enter the war. Nevertheless, in 1881, Thessaly and small parts of Epirus were ceded to Greece as part of the Treaty of Berlin, while frustrating Greek hopes of receiving Crete.", "targets": "A revolt lasted for 3 years on which Greek island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95ae437ff22e4408a27c2b1669a734d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All Greeks were united, however, in their determination to liberate the Greek-speaking provinces of the Ottoman Empire, regardless of the dialect they spoke. Especially in Crete, a prolonged revolt in 1866\u20131869 had raised nationalist fervour. When war broke out between Russia and the Ottomans in 1877, Greek popular sentiment rallied to Russia's side, but Greece was too poor, and too concerned of British intervention, to officially enter the war. Nevertheless, in 1881, Thessaly and small parts of Epirus were ceded to Greece as part of the Treaty of Berlin, while frustrating Greek hopes of receiving Crete.", "targets": "In what year did the Treaty of Berlin occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b2e4268d74e43c0adad8b4869631c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apse mosaic of the Gelati Monastery is a rare example of mosaic use in Georgia. Began by king David IV and completed by his son Demetrius I of Georgia, the fragmentary panel depicts Theotokos flanked by two archangels. The use of mosaic in Gelati attests to some Byzantine influence in the country and was a demonstration of the imperial ambition of the Bagrationids. The mosaic covered church could compete in magnificence with the churches of Constantinople. Gelati is one of few mosaic creations which survived in Georgia but fragments prove that the early churches of Pitsunda and Tsromi were also decorated with mosaic as well as other, lesser known sites. The destroyed 6th century mosaic floors in the Pitsunda Cathedral have been inspired by Roman prototypes. In Tsromi the tesserae are still visible on the walls of the 7th-century church but only faint lines hint at the original scheme. Its central figure was Christ standing and displaying a scroll with Georgian text.", "targets": "In what country is the the Gelati Monastery located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b2e4268d74e43c0adad8b4869631c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apse mosaic of the Gelati Monastery is a rare example of mosaic use in Georgia. Began by king David IV and completed by his son Demetrius I of Georgia, the fragmentary panel depicts Theotokos flanked by two archangels. The use of mosaic in Gelati attests to some Byzantine influence in the country and was a demonstration of the imperial ambition of the Bagrationids. The mosaic covered church could compete in magnificence with the churches of Constantinople. Gelati is one of few mosaic creations which survived in Georgia but fragments prove that the early churches of Pitsunda and Tsromi were also decorated with mosaic as well as other, lesser known sites. The destroyed 6th century mosaic floors in the Pitsunda Cathedral have been inspired by Roman prototypes. In Tsromi the tesserae are still visible on the walls of the 7th-century church but only faint lines hint at the original scheme. Its central figure was Christ standing and displaying a scroll with Georgian text.", "targets": "Who started construction on the Gelati Monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b2e4268d74e43c0adad8b4869631c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apse mosaic of the Gelati Monastery is a rare example of mosaic use in Georgia. Began by king David IV and completed by his son Demetrius I of Georgia, the fragmentary panel depicts Theotokos flanked by two archangels. The use of mosaic in Gelati attests to some Byzantine influence in the country and was a demonstration of the imperial ambition of the Bagrationids. The mosaic covered church could compete in magnificence with the churches of Constantinople. Gelati is one of few mosaic creations which survived in Georgia but fragments prove that the early churches of Pitsunda and Tsromi were also decorated with mosaic as well as other, lesser known sites. The destroyed 6th century mosaic floors in the Pitsunda Cathedral have been inspired by Roman prototypes. In Tsromi the tesserae are still visible on the walls of the 7th-century church but only faint lines hint at the original scheme. Its central figure was Christ standing and displaying a scroll with Georgian text.", "targets": "Who eventually oversaw completion of the Gelati Monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b2e4268d74e43c0adad8b4869631c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apse mosaic of the Gelati Monastery is a rare example of mosaic use in Georgia. Began by king David IV and completed by his son Demetrius I of Georgia, the fragmentary panel depicts Theotokos flanked by two archangels. The use of mosaic in Gelati attests to some Byzantine influence in the country and was a demonstration of the imperial ambition of the Bagrationids. The mosaic covered church could compete in magnificence with the churches of Constantinople. Gelati is one of few mosaic creations which survived in Georgia but fragments prove that the early churches of Pitsunda and Tsromi were also decorated with mosaic as well as other, lesser known sites. The destroyed 6th century mosaic floors in the Pitsunda Cathedral have been inspired by Roman prototypes. In Tsromi the tesserae are still visible on the walls of the 7th-century church but only faint lines hint at the original scheme. Its central figure was Christ standing and displaying a scroll with Georgian text.", "targets": "Who was the central theme of the mosaics at Tsromi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aabd0bc52eb48b0b96d0ee593f3a0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea fowl originated in southern Africa, and the species most often kept as poultry is the helmeted guineafowl (Numida meleagris). It is a medium-sized grey or speckled bird with a small naked head with colourful wattles and a knob on top, and was domesticated by the time of the ancient Greeks and Romans. Guinea fowl are hardy, sociable birds that subsist mainly on insects, but also consume grasses and seeds. They will keep a vegetable garden clear of pests and will eat the ticks that carry Lyme disease. They happily roost in trees and give a loud vocal warning of the approach of predators. Their flesh and eggs can be eaten in the same way as chickens, young birds being ready for the table at the age of about four months. ", "targets": "What continent is the evolution of guinea fowl credited to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aabd0bc52eb48b0b96d0ee593f3a0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea fowl originated in southern Africa, and the species most often kept as poultry is the helmeted guineafowl (Numida meleagris). It is a medium-sized grey or speckled bird with a small naked head with colourful wattles and a knob on top, and was domesticated by the time of the ancient Greeks and Romans. Guinea fowl are hardy, sociable birds that subsist mainly on insects, but also consume grasses and seeds. They will keep a vegetable garden clear of pests and will eat the ticks that carry Lyme disease. They happily roost in trees and give a loud vocal warning of the approach of predators. Their flesh and eggs can be eaten in the same way as chickens, young birds being ready for the table at the age of about four months. ", "targets": "Who first domesticated the guinea fowl ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aabd0bc52eb48b0b96d0ee593f3a0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea fowl originated in southern Africa, and the species most often kept as poultry is the helmeted guineafowl (Numida meleagris). It is a medium-sized grey or speckled bird with a small naked head with colourful wattles and a knob on top, and was domesticated by the time of the ancient Greeks and Romans. Guinea fowl are hardy, sociable birds that subsist mainly on insects, but also consume grasses and seeds. They will keep a vegetable garden clear of pests and will eat the ticks that carry Lyme disease. They happily roost in trees and give a loud vocal warning of the approach of predators. Their flesh and eggs can be eaten in the same way as chickens, young birds being ready for the table at the age of about four months. ", "targets": "Aside from consumption how are Guinea fowl  useful to humans."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aabd0bc52eb48b0b96d0ee593f3a0d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea fowl originated in southern Africa, and the species most often kept as poultry is the helmeted guineafowl (Numida meleagris). It is a medium-sized grey or speckled bird with a small naked head with colourful wattles and a knob on top, and was domesticated by the time of the ancient Greeks and Romans. Guinea fowl are hardy, sociable birds that subsist mainly on insects, but also consume grasses and seeds. They will keep a vegetable garden clear of pests and will eat the ticks that carry Lyme disease. They happily roost in trees and give a loud vocal warning of the approach of predators. Their flesh and eggs can be eaten in the same way as chickens, young birds being ready for the table at the age of about four months. ", "targets": "What are Guinea fowl  also praised for accomplishing for humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "Apple was involved in a lawsuit with which company in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "Who previously applied for a patent for an iPod-like device?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "In what country did Kane Kramer apply for his patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "In what year did Kane Kramer apply for his patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "What did Kane Kramer call the device for which he wanted a patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "What patent holding company sued Apple in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "What was the name of the previously-patented music player from 1981?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4da4883a70b240d39869e0fe6f7309f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2007, during a lawsuit with patent holding company Burst.com, Apple drew attention to a patent for a similar device that was developed in 1979. Kane Kramer applied for a UK patent for his design of a \"plastic music box\" in 1981, which he called the IXI. He was unable to secure funding to renew the US$120,000 worldwide patent, so it lapsed and Kramer never profited from his idea.", "targets": "Who was the holder of the previous patent for the \"plastic music box\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c71cc9fa554c608421a22bee105e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years immediately following the novel's publication, Harper Lee enjoyed the attention its popularity garnered her, granting interviews, visiting schools, and attending events honoring the book. In 1961, when To Kill a Mockingbird was in its 41st week on the bestseller list, it was awarded the Pulitzer Prize, stunning Lee. It also won the Brotherhood Award of the National Conference of Christians and Jews in the same year, and the Paperback of the Year award from Bestsellers magazine in 1962. Starting in 1964, Lee began to turn down interviews, complaining that the questions were monotonous, and grew concerned that attention she received bordered on the kind of publicity celebrities sought. Since the, she declined talking with reporters about the book. She also steadfastly refused to provide an introduction, writing in 1995: \"Introductions inhibit pleasure, they kill the joy of anticipation, they frustrate curiosity. The only good thing about Introductions is that in some cases they delay the dose to come. Mockingbird still says what it has to say; it has managed to survive the years without preamble.\"", "targets": "Which year did To Kill a Mockingbird win the Pulitzer Prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c71cc9fa554c608421a22bee105e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years immediately following the novel's publication, Harper Lee enjoyed the attention its popularity garnered her, granting interviews, visiting schools, and attending events honoring the book. In 1961, when To Kill a Mockingbird was in its 41st week on the bestseller list, it was awarded the Pulitzer Prize, stunning Lee. It also won the Brotherhood Award of the National Conference of Christians and Jews in the same year, and the Paperback of the Year award from Bestsellers magazine in 1962. Starting in 1964, Lee began to turn down interviews, complaining that the questions were monotonous, and grew concerned that attention she received bordered on the kind of publicity celebrities sought. Since the, she declined talking with reporters about the book. She also steadfastly refused to provide an introduction, writing in 1995: \"Introductions inhibit pleasure, they kill the joy of anticipation, they frustrate curiosity. The only good thing about Introductions is that in some cases they delay the dose to come. Mockingbird still says what it has to say; it has managed to survive the years without preamble.\"", "targets": "How many weeks did To Kill a Mockingbird remain on the bestsellers list when it won the Pulitzer Prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c71cc9fa554c608421a22bee105e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years immediately following the novel's publication, Harper Lee enjoyed the attention its popularity garnered her, granting interviews, visiting schools, and attending events honoring the book. In 1961, when To Kill a Mockingbird was in its 41st week on the bestseller list, it was awarded the Pulitzer Prize, stunning Lee. It also won the Brotherhood Award of the National Conference of Christians and Jews in the same year, and the Paperback of the Year award from Bestsellers magazine in 1962. Starting in 1964, Lee began to turn down interviews, complaining that the questions were monotonous, and grew concerned that attention she received bordered on the kind of publicity celebrities sought. Since the, she declined talking with reporters about the book. She also steadfastly refused to provide an introduction, writing in 1995: \"Introductions inhibit pleasure, they kill the joy of anticipation, they frustrate curiosity. The only good thing about Introductions is that in some cases they delay the dose to come. Mockingbird still says what it has to say; it has managed to survive the years without preamble.\"", "targets": "Paperback of the Year award from Bestsellers magazine was awarded when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c71cc9fa554c608421a22bee105e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years immediately following the novel's publication, Harper Lee enjoyed the attention its popularity garnered her, granting interviews, visiting schools, and attending events honoring the book. In 1961, when To Kill a Mockingbird was in its 41st week on the bestseller list, it was awarded the Pulitzer Prize, stunning Lee. It also won the Brotherhood Award of the National Conference of Christians and Jews in the same year, and the Paperback of the Year award from Bestsellers magazine in 1962. Starting in 1964, Lee began to turn down interviews, complaining that the questions were monotonous, and grew concerned that attention she received bordered on the kind of publicity celebrities sought. Since the, she declined talking with reporters about the book. She also steadfastly refused to provide an introduction, writing in 1995: \"Introductions inhibit pleasure, they kill the joy of anticipation, they frustrate curiosity. The only good thing about Introductions is that in some cases they delay the dose to come. Mockingbird still says what it has to say; it has managed to survive the years without preamble.\"", "targets": "When did Harper Lee begin refusing interviews and questions about the book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c71cc9fa554c608421a22bee105e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years immediately following the novel's publication, Harper Lee enjoyed the attention its popularity garnered her, granting interviews, visiting schools, and attending events honoring the book. In 1961, when To Kill a Mockingbird was in its 41st week on the bestseller list, it was awarded the Pulitzer Prize, stunning Lee. It also won the Brotherhood Award of the National Conference of Christians and Jews in the same year, and the Paperback of the Year award from Bestsellers magazine in 1962. Starting in 1964, Lee began to turn down interviews, complaining that the questions were monotonous, and grew concerned that attention she received bordered on the kind of publicity celebrities sought. Since the, she declined talking with reporters about the book. She also steadfastly refused to provide an introduction, writing in 1995: \"Introductions inhibit pleasure, they kill the joy of anticipation, they frustrate curiosity. The only good thing about Introductions is that in some cases they delay the dose to come. Mockingbird still says what it has to say; it has managed to survive the years without preamble.\"", "targets": "What major award did the book receive in 1961?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c71cc9fa554c608421a22bee105e3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the years immediately following the novel's publication, Harper Lee enjoyed the attention its popularity garnered her, granting interviews, visiting schools, and attending events honoring the book. In 1961, when To Kill a Mockingbird was in its 41st week on the bestseller list, it was awarded the Pulitzer Prize, stunning Lee. It also won the Brotherhood Award of the National Conference of Christians and Jews in the same year, and the Paperback of the Year award from Bestsellers magazine in 1962. Starting in 1964, Lee began to turn down interviews, complaining that the questions were monotonous, and grew concerned that attention she received bordered on the kind of publicity celebrities sought. Since the, she declined talking with reporters about the book. She also steadfastly refused to provide an introduction, writing in 1995: \"Introductions inhibit pleasure, they kill the joy of anticipation, they frustrate curiosity. The only good thing about Introductions is that in some cases they delay the dose to come. Mockingbird still says what it has to say; it has managed to survive the years without preamble.\"", "targets": "In what year did Lee stop giving interviews about the book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64be2271faa948eaa45cb722da55749f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famed Carnival festivities are in Guaranda (Bolivar province) and Ambato (Tungurahua province). In Ambato, the festivities are called Fiesta de las Flores y las Frutas (Festival of the Flowers and Fruits). Other cities have revived Carnival traditions with colorful parades, such as in Azogues (Ca\u00f1ar Province). In Azogues and the Southern Andes in general, Taita Carnival is always an indigenous Ca\u00f1ari. Recently a celebration has gained prominence in the northern part of the Sierra in the Chota Valley in Imbabura which is a zone of a strong afro-Ecuadorian population and so the Carnival is celebrated with bomba del chota music.", "targets": "Where are the most famed Carnival festivities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64be2271faa948eaa45cb722da55749f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famed Carnival festivities are in Guaranda (Bolivar province) and Ambato (Tungurahua province). In Ambato, the festivities are called Fiesta de las Flores y las Frutas (Festival of the Flowers and Fruits). Other cities have revived Carnival traditions with colorful parades, such as in Azogues (Ca\u00f1ar Province). In Azogues and the Southern Andes in general, Taita Carnival is always an indigenous Ca\u00f1ari. Recently a celebration has gained prominence in the northern part of the Sierra in the Chota Valley in Imbabura which is a zone of a strong afro-Ecuadorian population and so the Carnival is celebrated with bomba del chota music.", "targets": "What are the festivities known as in Ambato?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64be2271faa948eaa45cb722da55749f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famed Carnival festivities are in Guaranda (Bolivar province) and Ambato (Tungurahua province). In Ambato, the festivities are called Fiesta de las Flores y las Frutas (Festival of the Flowers and Fruits). Other cities have revived Carnival traditions with colorful parades, such as in Azogues (Ca\u00f1ar Province). In Azogues and the Southern Andes in general, Taita Carnival is always an indigenous Ca\u00f1ari. Recently a celebration has gained prominence in the northern part of the Sierra in the Chota Valley in Imbabura which is a zone of a strong afro-Ecuadorian population and so the Carnival is celebrated with bomba del chota music.", "targets": "Where has a celebration recently gained acclaim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64be2271faa948eaa45cb722da55749f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famed Carnival festivities are in Guaranda (Bolivar province) and Ambato (Tungurahua province). In Ambato, the festivities are called Fiesta de las Flores y las Frutas (Festival of the Flowers and Fruits). Other cities have revived Carnival traditions with colorful parades, such as in Azogues (Ca\u00f1ar Province). In Azogues and the Southern Andes in general, Taita Carnival is always an indigenous Ca\u00f1ari. Recently a celebration has gained prominence in the northern part of the Sierra in the Chota Valley in Imbabura which is a zone of a strong afro-Ecuadorian population and so the Carnival is celebrated with bomba del chota music.", "targets": "What is there a large population of in the Chota Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64be2271faa948eaa45cb722da55749f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famed Carnival festivities are in Guaranda (Bolivar province) and Ambato (Tungurahua province). In Ambato, the festivities are called Fiesta de las Flores y las Frutas (Festival of the Flowers and Fruits). Other cities have revived Carnival traditions with colorful parades, such as in Azogues (Ca\u00f1ar Province). In Azogues and the Southern Andes in general, Taita Carnival is always an indigenous Ca\u00f1ari. Recently a celebration has gained prominence in the northern part of the Sierra in the Chota Valley in Imbabura which is a zone of a strong afro-Ecuadorian population and so the Carnival is celebrated with bomba del chota music.", "targets": "What music is the Carnival celebrated with in the Chota Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc4eafd0368b486298205aea0caf4853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late renaissance various writers began to question the medieval and classical understanding of knowledge acquisition in a more fundamental way. In political and historical writing Niccol\u00f2 Machiavelli and his friend Francesco Guicciardini initiated a new realistic style of writing. Machiavelli in particular was scornful of writers on politics who judged everything in comparison to mental ideals and demanded that people should study the \"effectual truth\" instead. Their contemporary, Leonardo da Vinci (1452\u20131519) said, \"If you find from your own experience that something is a fact and it contradicts what some authority has written down, then you must abandon the authority and base your reasoning on your own findings.\"", "targets": "When was da Vinci born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc4eafd0368b486298205aea0caf4853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late renaissance various writers began to question the medieval and classical understanding of knowledge acquisition in a more fundamental way. In political and historical writing Niccol\u00f2 Machiavelli and his friend Francesco Guicciardini initiated a new realistic style of writing. Machiavelli in particular was scornful of writers on politics who judged everything in comparison to mental ideals and demanded that people should study the \"effectual truth\" instead. Their contemporary, Leonardo da Vinci (1452\u20131519) said, \"If you find from your own experience that something is a fact and it contradicts what some authority has written down, then you must abandon the authority and base your reasoning on your own findings.\"", "targets": "When did da Vinci die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc4eafd0368b486298205aea0caf4853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late renaissance various writers began to question the medieval and classical understanding of knowledge acquisition in a more fundamental way. In political and historical writing Niccol\u00f2 Machiavelli and his friend Francesco Guicciardini initiated a new realistic style of writing. Machiavelli in particular was scornful of writers on politics who judged everything in comparison to mental ideals and demanded that people should study the \"effectual truth\" instead. Their contemporary, Leonardo da Vinci (1452\u20131519) said, \"If you find from your own experience that something is a fact and it contradicts what some authority has written down, then you must abandon the authority and base your reasoning on your own findings.\"", "targets": "What did renaissance writers question?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc4eafd0368b486298205aea0caf4853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late renaissance various writers began to question the medieval and classical understanding of knowledge acquisition in a more fundamental way. In political and historical writing Niccol\u00f2 Machiavelli and his friend Francesco Guicciardini initiated a new realistic style of writing. Machiavelli in particular was scornful of writers on politics who judged everything in comparison to mental ideals and demanded that people should study the \"effectual truth\" instead. Their contemporary, Leonardo da Vinci (1452\u20131519) said, \"If you find from your own experience that something is a fact and it contradicts what some authority has written down, then you must abandon the authority and base your reasoning on your own findings.\"", "targets": "Who did Machiavelli disdain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc4eafd0368b486298205aea0caf4853", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late renaissance various writers began to question the medieval and classical understanding of knowledge acquisition in a more fundamental way. In political and historical writing Niccol\u00f2 Machiavelli and his friend Francesco Guicciardini initiated a new realistic style of writing. Machiavelli in particular was scornful of writers on politics who judged everything in comparison to mental ideals and demanded that people should study the \"effectual truth\" instead. Their contemporary, Leonardo da Vinci (1452\u20131519) said, \"If you find from your own experience that something is a fact and it contradicts what some authority has written down, then you must abandon the authority and base your reasoning on your own findings.\"", "targets": "What did da Vinci advise when your experience contradicted authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7883ac5930949b39acc7a859d1b2a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Islamic kingdoms (sultanates) under both foreign and, newly converted, Rajput rulers were established across the north western subcontinent (Afghanistan and Pakistan) over a period of a few centuries. From the 10th century, Sindh was ruled by the Rajput Soomra dynasty, and later, in the mid-13th century by the Rajput Samma dynasty. Additionally, Muslim trading communities flourished throughout coastal south India, particularly on the western coast where Muslim traders arrived in small numbers, mainly from the Arabian peninsula. This marked the introduction of a third Abrahamic Middle Eastern religion, following Judaism and Christianity, often in puritanical form. Mahmud of Ghazni in the early 11th century raided mainly the north-western parts of the Indian sub-continent 17 times, but he did not seek to establish \"permanent dominion\" in those areas.", "targets": "In what areas of India were Islamic kingdoms formed over a period of centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7883ac5930949b39acc7a859d1b2a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Islamic kingdoms (sultanates) under both foreign and, newly converted, Rajput rulers were established across the north western subcontinent (Afghanistan and Pakistan) over a period of a few centuries. From the 10th century, Sindh was ruled by the Rajput Soomra dynasty, and later, in the mid-13th century by the Rajput Samma dynasty. Additionally, Muslim trading communities flourished throughout coastal south India, particularly on the western coast where Muslim traders arrived in small numbers, mainly from the Arabian peninsula. This marked the introduction of a third Abrahamic Middle Eastern religion, following Judaism and Christianity, often in puritanical form. Mahmud of Ghazni in the early 11th century raided mainly the north-western parts of the Indian sub-continent 17 times, but he did not seek to establish \"permanent dominion\" in those areas.", "targets": "What Muslim endeavors thrived on the coastal areas of south India? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7883ac5930949b39acc7a859d1b2a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Islamic kingdoms (sultanates) under both foreign and, newly converted, Rajput rulers were established across the north western subcontinent (Afghanistan and Pakistan) over a period of a few centuries. From the 10th century, Sindh was ruled by the Rajput Soomra dynasty, and later, in the mid-13th century by the Rajput Samma dynasty. Additionally, Muslim trading communities flourished throughout coastal south India, particularly on the western coast where Muslim traders arrived in small numbers, mainly from the Arabian peninsula. This marked the introduction of a third Abrahamic Middle Eastern religion, following Judaism and Christianity, often in puritanical form. Mahmud of Ghazni in the early 11th century raided mainly the north-western parts of the Indian sub-continent 17 times, but he did not seek to establish \"permanent dominion\" in those areas.", "targets": "Which south Indian coast was favored by Muslim traders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7883ac5930949b39acc7a859d1b2a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Islamic kingdoms (sultanates) under both foreign and, newly converted, Rajput rulers were established across the north western subcontinent (Afghanistan and Pakistan) over a period of a few centuries. From the 10th century, Sindh was ruled by the Rajput Soomra dynasty, and later, in the mid-13th century by the Rajput Samma dynasty. Additionally, Muslim trading communities flourished throughout coastal south India, particularly on the western coast where Muslim traders arrived in small numbers, mainly from the Arabian peninsula. This marked the introduction of a third Abrahamic Middle Eastern religion, following Judaism and Christianity, often in puritanical form. Mahmud of Ghazni in the early 11th century raided mainly the north-western parts of the Indian sub-continent 17 times, but he did not seek to establish \"permanent dominion\" in those areas.", "targets": "From where did the Arab traders come in order to trade on the west coast of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7883ac5930949b39acc7a859d1b2a87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several Islamic kingdoms (sultanates) under both foreign and, newly converted, Rajput rulers were established across the north western subcontinent (Afghanistan and Pakistan) over a period of a few centuries. From the 10th century, Sindh was ruled by the Rajput Soomra dynasty, and later, in the mid-13th century by the Rajput Samma dynasty. Additionally, Muslim trading communities flourished throughout coastal south India, particularly on the western coast where Muslim traders arrived in small numbers, mainly from the Arabian peninsula. This marked the introduction of a third Abrahamic Middle Eastern religion, following Judaism and Christianity, often in puritanical form. Mahmud of Ghazni in the early 11th century raided mainly the north-western parts of the Indian sub-continent 17 times, but he did not seek to establish \"permanent dominion\" in those areas.", "targets": "Besides the newly introduced Islamic religion, what other Abrahamic religions were practiced in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700202a76974eb7aa6ac47510583c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thoracic segments have one ganglion on each side, which are connected into a pair, one pair per segment. This arrangement is also seen in the abdomen but only in the first eight segments. Many species of insects have reduced numbers of ganglia due to fusion or reduction. Some cockroaches have just six ganglia in the abdomen, whereas the wasp Vespa crabro has only two in the thorax and three in the abdomen. Some insects, like the house fly Musca domestica, have all the body ganglia fused into a single large thoracic ganglion.", "targets": "What is on each side of a thoracic segment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700202a76974eb7aa6ac47510583c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thoracic segments have one ganglion on each side, which are connected into a pair, one pair per segment. This arrangement is also seen in the abdomen but only in the first eight segments. Many species of insects have reduced numbers of ganglia due to fusion or reduction. Some cockroaches have just six ganglia in the abdomen, whereas the wasp Vespa crabro has only two in the thorax and three in the abdomen. Some insects, like the house fly Musca domestica, have all the body ganglia fused into a single large thoracic ganglion.", "targets": "How many ganglia are on each side of a thoracic segment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700202a76974eb7aa6ac47510583c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thoracic segments have one ganglion on each side, which are connected into a pair, one pair per segment. This arrangement is also seen in the abdomen but only in the first eight segments. Many species of insects have reduced numbers of ganglia due to fusion or reduction. Some cockroaches have just six ganglia in the abdomen, whereas the wasp Vespa crabro has only two in the thorax and three in the abdomen. Some insects, like the house fly Musca domestica, have all the body ganglia fused into a single large thoracic ganglion.", "targets": "Ganglia are connected into a what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700202a76974eb7aa6ac47510583c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thoracic segments have one ganglion on each side, which are connected into a pair, one pair per segment. This arrangement is also seen in the abdomen but only in the first eight segments. Many species of insects have reduced numbers of ganglia due to fusion or reduction. Some cockroaches have just six ganglia in the abdomen, whereas the wasp Vespa crabro has only two in the thorax and three in the abdomen. Some insects, like the house fly Musca domestica, have all the body ganglia fused into a single large thoracic ganglion.", "targets": "How many pairs of ganglia are in a segment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700202a76974eb7aa6ac47510583c72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thoracic segments have one ganglion on each side, which are connected into a pair, one pair per segment. This arrangement is also seen in the abdomen but only in the first eight segments. Many species of insects have reduced numbers of ganglia due to fusion or reduction. Some cockroaches have just six ganglia in the abdomen, whereas the wasp Vespa crabro has only two in the thorax and three in the abdomen. Some insects, like the house fly Musca domestica, have all the body ganglia fused into a single large thoracic ganglion.", "targets": "What other location on an insect are ganglia located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What county is Tuscon located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was the population of Tuscon in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "what were veterans in need of after World War I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What did the U.S. Veterans Administration build around 1910?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was the population of Tuscon in 1940?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was Tucson's population in 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was Tucson's population in 1910?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was Tucson's population in 1920?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was Tucson's population in 1940?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d0a8c3c4e6b4649bb7b16c03b62e254", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1900, 7,531 people lived in the city. The population increased gradually to 13,913 in 1910. At about this time, the U.S. Veterans Administration had begun construction on the present Veterans Hospital. Many veterans who had been gassed in World War I and were in need of respiratory therapy began coming to Tucson after the war, due to the clean dry air. Over the following years the city continued to grow, with the population increasing to 20,292 in 1920 and 36,818 in 1940. In 2006 the population of Pima County, in which Tucson is located, passed one million while the City of Tucson's population was 535,000.", "targets": "What was Tucson's population in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb96d9502ce841848cb15b020e9da370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenots made two attempts to establish a haven in North America. In 1562, naval officer Jean Ribault led an expedition that explored Florida and the present-day Southeastern U.S., and founded the outpost of Charlesfort on Parris Island, South Carolina. The Wars of Religion precluded a return voyage, and the outpost was abandoned. In 1564, Ribault's former lieutenant Ren\u00e9 Goulaine de Laudonni\u00e8re launched a second voyage to build a colony; he established Fort Caroline in what is now Jacksonville, Florida. War at home again precluded a resupply mission, and the colony struggled. In 1565 the Spanish decided to enforce their claim to La Florida, and sent Pedro Men\u00e9ndez de Avil\u00e9s, who established the settlement of St. Augustine near Fort Caroline. Men\u00e9ndez' forces routed the French and executed most of the Protestant captives.", "targets": "What was the name of the first Huguenot outpost in South Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb96d9502ce841848cb15b020e9da370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenots made two attempts to establish a haven in North America. In 1562, naval officer Jean Ribault led an expedition that explored Florida and the present-day Southeastern U.S., and founded the outpost of Charlesfort on Parris Island, South Carolina. The Wars of Religion precluded a return voyage, and the outpost was abandoned. In 1564, Ribault's former lieutenant Ren\u00e9 Goulaine de Laudonni\u00e8re launched a second voyage to build a colony; he established Fort Caroline in what is now Jacksonville, Florida. War at home again precluded a resupply mission, and the colony struggled. In 1565 the Spanish decided to enforce their claim to La Florida, and sent Pedro Men\u00e9ndez de Avil\u00e9s, who established the settlement of St. Augustine near Fort Caroline. Men\u00e9ndez' forces routed the French and executed most of the Protestant captives.", "targets": "What present-day area was this settlement near?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb96d9502ce841848cb15b020e9da370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenots made two attempts to establish a haven in North America. In 1562, naval officer Jean Ribault led an expedition that explored Florida and the present-day Southeastern U.S., and founded the outpost of Charlesfort on Parris Island, South Carolina. The Wars of Religion precluded a return voyage, and the outpost was abandoned. In 1564, Ribault's former lieutenant Ren\u00e9 Goulaine de Laudonni\u00e8re launched a second voyage to build a colony; he established Fort Caroline in what is now Jacksonville, Florida. War at home again precluded a resupply mission, and the colony struggled. In 1565 the Spanish decided to enforce their claim to La Florida, and sent Pedro Men\u00e9ndez de Avil\u00e9s, who established the settlement of St. Augustine near Fort Caroline. Men\u00e9ndez' forces routed the French and executed most of the Protestant captives.", "targets": "Which Spanish officer established the settlement at St. Augustine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb96d9502ce841848cb15b020e9da370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenots made two attempts to establish a haven in North America. In 1562, naval officer Jean Ribault led an expedition that explored Florida and the present-day Southeastern U.S., and founded the outpost of Charlesfort on Parris Island, South Carolina. The Wars of Religion precluded a return voyage, and the outpost was abandoned. In 1564, Ribault's former lieutenant Ren\u00e9 Goulaine de Laudonni\u00e8re launched a second voyage to build a colony; he established Fort Caroline in what is now Jacksonville, Florida. War at home again precluded a resupply mission, and the colony struggled. In 1565 the Spanish decided to enforce their claim to La Florida, and sent Pedro Men\u00e9ndez de Avil\u00e9s, who established the settlement of St. Augustine near Fort Caroline. Men\u00e9ndez' forces routed the French and executed most of the Protestant captives.", "targets": "When did Ribault first establish a settlement in South Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb96d9502ce841848cb15b020e9da370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French Huguenots made two attempts to establish a haven in North America. In 1562, naval officer Jean Ribault led an expedition that explored Florida and the present-day Southeastern U.S., and founded the outpost of Charlesfort on Parris Island, South Carolina. The Wars of Religion precluded a return voyage, and the outpost was abandoned. In 1564, Ribault's former lieutenant Ren\u00e9 Goulaine de Laudonni\u00e8re launched a second voyage to build a colony; he established Fort Caroline in what is now Jacksonville, Florida. War at home again precluded a resupply mission, and the colony struggled. In 1565 the Spanish decided to enforce their claim to La Florida, and sent Pedro Men\u00e9ndez de Avil\u00e9s, who established the settlement of St. Augustine near Fort Caroline. Men\u00e9ndez' forces routed the French and executed most of the Protestant captives.", "targets": "What European event caused the Huguenots to abandon Charlesfort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-492c0b51f04f4736b1e2acc36531275c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978 Aboriginal writer Kevin Gilbert received the National Book Council award for his book Living Black: Blacks Talk to Kevin Gilbert, a collection of Aboriginal people's stories, and in 1998 was awarded (but refused to accept) the Human Rights Award for Literature for Inside Black Australia, a poetry anthology and exhibition of Aboriginal photography. In contrast to previous definitions based solely on the degree of Aboriginal ancestry, in 1990 the Government changed the legal definition of Aboriginal to include any:", "targets": "Who wrote \"Living Black?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-492c0b51f04f4736b1e2acc36531275c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978 Aboriginal writer Kevin Gilbert received the National Book Council award for his book Living Black: Blacks Talk to Kevin Gilbert, a collection of Aboriginal people's stories, and in 1998 was awarded (but refused to accept) the Human Rights Award for Literature for Inside Black Australia, a poetry anthology and exhibition of Aboriginal photography. In contrast to previous definitions based solely on the degree of Aboriginal ancestry, in 1990 the Government changed the legal definition of Aboriginal to include any:", "targets": "What year was Gilbert awarded for his efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-492c0b51f04f4736b1e2acc36531275c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978 Aboriginal writer Kevin Gilbert received the National Book Council award for his book Living Black: Blacks Talk to Kevin Gilbert, a collection of Aboriginal people's stories, and in 1998 was awarded (but refused to accept) the Human Rights Award for Literature for Inside Black Australia, a poetry anthology and exhibition of Aboriginal photography. In contrast to previous definitions based solely on the degree of Aboriginal ancestry, in 1990 the Government changed the legal definition of Aboriginal to include any:", "targets": "What was Living Black about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-492c0b51f04f4736b1e2acc36531275c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978 Aboriginal writer Kevin Gilbert received the National Book Council award for his book Living Black: Blacks Talk to Kevin Gilbert, a collection of Aboriginal people's stories, and in 1998 was awarded (but refused to accept) the Human Rights Award for Literature for Inside Black Australia, a poetry anthology and exhibition of Aboriginal photography. In contrast to previous definitions based solely on the degree of Aboriginal ancestry, in 1990 the Government changed the legal definition of Aboriginal to include any:", "targets": "What award did Gilbert refuse in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-492c0b51f04f4736b1e2acc36531275c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978 Aboriginal writer Kevin Gilbert received the National Book Council award for his book Living Black: Blacks Talk to Kevin Gilbert, a collection of Aboriginal people's stories, and in 1998 was awarded (but refused to accept) the Human Rights Award for Literature for Inside Black Australia, a poetry anthology and exhibition of Aboriginal photography. In contrast to previous definitions based solely on the degree of Aboriginal ancestry, in 1990 the Government changed the legal definition of Aboriginal to include any:", "targets": "What was the award in 1998 for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a38ceafd9a4a1c89bb0cbdb85d3ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, The Sun in the early Murdoch years, remained nominally Labour. It supported the Labour Party led by Harold Wilson in the 1970 General Election, with the headline \"Why It Must Be Labour\" but by February 1974 it was calling for a vote for the Conservative Party led by Edward Heath while suggesting that it might support a Labour Party led by James Callaghan or Roy Jenkins. In the October election an editorial asserted: \"ALL our instincts are left rather than right and we would vote for any able politician who would describe himself as a Social Democrat.\"", "targets": "What were the Sun's political leanings early on under Murdoch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a38ceafd9a4a1c89bb0cbdb85d3ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, The Sun in the early Murdoch years, remained nominally Labour. It supported the Labour Party led by Harold Wilson in the 1970 General Election, with the headline \"Why It Must Be Labour\" but by February 1974 it was calling for a vote for the Conservative Party led by Edward Heath while suggesting that it might support a Labour Party led by James Callaghan or Roy Jenkins. In the October election an editorial asserted: \"ALL our instincts are left rather than right and we would vote for any able politician who would describe himself as a Social Democrat.\"", "targets": "Who led the Labour Party in the 1970 General Election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a38ceafd9a4a1c89bb0cbdb85d3ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, The Sun in the early Murdoch years, remained nominally Labour. It supported the Labour Party led by Harold Wilson in the 1970 General Election, with the headline \"Why It Must Be Labour\" but by February 1974 it was calling for a vote for the Conservative Party led by Edward Heath while suggesting that it might support a Labour Party led by James Callaghan or Roy Jenkins. In the October election an editorial asserted: \"ALL our instincts are left rather than right and we would vote for any able politician who would describe himself as a Social Democrat.\"", "targets": "Who did the Sun support in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a38ceafd9a4a1c89bb0cbdb85d3ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, The Sun in the early Murdoch years, remained nominally Labour. It supported the Labour Party led by Harold Wilson in the 1970 General Election, with the headline \"Why It Must Be Labour\" but by February 1974 it was calling for a vote for the Conservative Party led by Edward Heath while suggesting that it might support a Labour Party led by James Callaghan or Roy Jenkins. In the October election an editorial asserted: \"ALL our instincts are left rather than right and we would vote for any able politician who would describe himself as a Social Democrat.\"", "targets": "Who would the Sun consider supporting from the Labour Party in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9a38ceafd9a4a1c89bb0cbdb85d3ffc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Politically, The Sun in the early Murdoch years, remained nominally Labour. It supported the Labour Party led by Harold Wilson in the 1970 General Election, with the headline \"Why It Must Be Labour\" but by February 1974 it was calling for a vote for the Conservative Party led by Edward Heath while suggesting that it might support a Labour Party led by James Callaghan or Roy Jenkins. In the October election an editorial asserted: \"ALL our instincts are left rather than right and we would vote for any able politician who would describe himself as a Social Democrat.\"", "targets": "What type of politician did a Sun editorial state that it would support in October 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53936dfd10448448715500f52f2c583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties formed an important part of European colonization and, in many parts of the world, Europeans attempted to legitimize their sovereignty by signing treaties with indigenous peoples. In most cases these treaties were in extremely disadvantageous terms to the native people, who often did not appreciate the implications of what they were signing.", "targets": "What formed an important part of European colonization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53936dfd10448448715500f52f2c583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties formed an important part of European colonization and, in many parts of the world, Europeans attempted to legitimize their sovereignty by signing treaties with indigenous peoples. In most cases these treaties were in extremely disadvantageous terms to the native people, who often did not appreciate the implications of what they were signing.", "targets": "With whom did Europeans attempt to sign treaties in order to legitimize their sovereignty during colonization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53936dfd10448448715500f52f2c583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties formed an important part of European colonization and, in many parts of the world, Europeans attempted to legitimize their sovereignty by signing treaties with indigenous peoples. In most cases these treaties were in extremely disadvantageous terms to the native people, who often did not appreciate the implications of what they were signing.", "targets": "What terms in relation to Europeans did most indigenous people enjoy under treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53936dfd10448448715500f52f2c583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties formed an important part of European colonization and, in many parts of the world, Europeans attempted to legitimize their sovereignty by signing treaties with indigenous peoples. In most cases these treaties were in extremely disadvantageous terms to the native people, who often did not appreciate the implications of what they were signing.", "targets": "What aspect of the treaties that indigenous people signed with Europeans did the indigenous people typically not understand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53936dfd10448448715500f52f2c583", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties formed an important part of European colonization and, in many parts of the world, Europeans attempted to legitimize their sovereignty by signing treaties with indigenous peoples. In most cases these treaties were in extremely disadvantageous terms to the native people, who often did not appreciate the implications of what they were signing.", "targets": "What did Europeans try to legitimize all over the world by signing treaties with indigenous people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d8ce24d2454a509bc04c66d891be2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther taught that salvation and subsequently eternal life is not earned by good deeds but is received only as a free gift of God's grace through faith in Jesus Christ as redeemer from sin. His theology challenged the authority and office of the Pope by teaching that the Bible is the only source of divinely revealed knowledge from God and opposed sacerdotalism by considering all baptized Christians to be a holy priesthood. Those who identify with these, and all of Luther's wider teachings, are called Lutherans even though Luther insisted on Christian or Evangelical as the only acceptable names for individuals who professed Christ.", "targets": "Since he didn't believe that salvation was acquired through good deeds, how was it achieved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d8ce24d2454a509bc04c66d891be2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther taught that salvation and subsequently eternal life is not earned by good deeds but is received only as a free gift of God's grace through faith in Jesus Christ as redeemer from sin. His theology challenged the authority and office of the Pope by teaching that the Bible is the only source of divinely revealed knowledge from God and opposed sacerdotalism by considering all baptized Christians to be a holy priesthood. Those who identify with these, and all of Luther's wider teachings, are called Lutherans even though Luther insisted on Christian or Evangelical as the only acceptable names for individuals who professed Christ.", "targets": "What did Martin Luther believe achieved God's Grace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d8ce24d2454a509bc04c66d891be2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther taught that salvation and subsequently eternal life is not earned by good deeds but is received only as a free gift of God's grace through faith in Jesus Christ as redeemer from sin. His theology challenged the authority and office of the Pope by teaching that the Bible is the only source of divinely revealed knowledge from God and opposed sacerdotalism by considering all baptized Christians to be a holy priesthood. Those who identify with these, and all of Luther's wider teachings, are called Lutherans even though Luther insisted on Christian or Evangelical as the only acceptable names for individuals who professed Christ.", "targets": "Whose authority did Luther's theology oppose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d8ce24d2454a509bc04c66d891be2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther taught that salvation and subsequently eternal life is not earned by good deeds but is received only as a free gift of God's grace through faith in Jesus Christ as redeemer from sin. His theology challenged the authority and office of the Pope by teaching that the Bible is the only source of divinely revealed knowledge from God and opposed sacerdotalism by considering all baptized Christians to be a holy priesthood. Those who identify with these, and all of Luther's wider teachings, are called Lutherans even though Luther insisted on Christian or Evangelical as the only acceptable names for individuals who professed Christ.", "targets": "What did Luther think was the only source of knowledge of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d8ce24d2454a509bc04c66d891be2b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther taught that salvation and subsequently eternal life is not earned by good deeds but is received only as a free gift of God's grace through faith in Jesus Christ as redeemer from sin. His theology challenged the authority and office of the Pope by teaching that the Bible is the only source of divinely revealed knowledge from God and opposed sacerdotalism by considering all baptized Christians to be a holy priesthood. Those who identify with these, and all of Luther's wider teachings, are called Lutherans even though Luther insisted on Christian or Evangelical as the only acceptable names for individuals who professed Christ.", "targets": "To Luther, what were all baptized Christians considered to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36060a047f4549e8bebca938f59e6dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is considered that overeating and lack of muscle tone is the main cause of a beer belly, rather than beer consumption. A 2004 study, however, found a link between binge drinking and a beer belly. But with most overconsumption, it is more a problem of improper exercise and overconsumption of carbohydrates than the product itself. Several diet books quote beer as having an undesirably high glycemic index of 110, the same as maltose; however, the maltose in beer undergoes metabolism by yeast during fermentation so that beer consists mostly of water, hop oils and only trace amounts of sugars, including maltose.", "targets": "In addition to a lack of muscle tone, what is believed to be the main cause of the beer belly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36060a047f4549e8bebca938f59e6dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is considered that overeating and lack of muscle tone is the main cause of a beer belly, rather than beer consumption. A 2004 study, however, found a link between binge drinking and a beer belly. But with most overconsumption, it is more a problem of improper exercise and overconsumption of carbohydrates than the product itself. Several diet books quote beer as having an undesirably high glycemic index of 110, the same as maltose; however, the maltose in beer undergoes metabolism by yeast during fermentation so that beer consists mostly of water, hop oils and only trace amounts of sugars, including maltose.", "targets": "What condition was attributed to binge drinking in a 2004 study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36060a047f4549e8bebca938f59e6dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is considered that overeating and lack of muscle tone is the main cause of a beer belly, rather than beer consumption. A 2004 study, however, found a link between binge drinking and a beer belly. But with most overconsumption, it is more a problem of improper exercise and overconsumption of carbohydrates than the product itself. Several diet books quote beer as having an undesirably high glycemic index of 110, the same as maltose; however, the maltose in beer undergoes metabolism by yeast during fermentation so that beer consists mostly of water, hop oils and only trace amounts of sugars, including maltose.", "targets": "What is believed to be the glycemic index in beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36060a047f4549e8bebca938f59e6dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is considered that overeating and lack of muscle tone is the main cause of a beer belly, rather than beer consumption. A 2004 study, however, found a link between binge drinking and a beer belly. But with most overconsumption, it is more a problem of improper exercise and overconsumption of carbohydrates than the product itself. Several diet books quote beer as having an undesirably high glycemic index of 110, the same as maltose; however, the maltose in beer undergoes metabolism by yeast during fermentation so that beer consists mostly of water, hop oils and only trace amounts of sugars, including maltose.", "targets": "What is the glycemic index in maltose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c79271756b474b5897a40c9aab04ff60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "African Americans made up 41 percent of death row inmates while making up only 12.6 percent of the general population. (They have made up 34 percent of those actually executed since 1976.) However, that number is lower than that of prison inmates, which is 47 percent. According to the US Department of Justice, African Americans accounted for 52.5% of homicide offenders from 1980 to 2008, with whites 45.3% and Native Americans and Asians 2.2%. This means African Americans are less likely to be executed on a per capita basis. However, according to a 2003 Amnesty International report, blacks and whites were the victims of murder in almost equal numbers, yet 80 percent of the people executed since 1977 were convicted of murders involving white victims. 13.5% of death row inmates are of Hispanic or Latino descent, while they make up 17.4% of the general population.", "targets": "What percentage of American death row prisoners are African American?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c79271756b474b5897a40c9aab04ff60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "African Americans made up 41 percent of death row inmates while making up only 12.6 percent of the general population. (They have made up 34 percent of those actually executed since 1976.) However, that number is lower than that of prison inmates, which is 47 percent. According to the US Department of Justice, African Americans accounted for 52.5% of homicide offenders from 1980 to 2008, with whites 45.3% and Native Americans and Asians 2.2%. This means African Americans are less likely to be executed on a per capita basis. However, according to a 2003 Amnesty International report, blacks and whites were the victims of murder in almost equal numbers, yet 80 percent of the people executed since 1977 were convicted of murders involving white victims. 13.5% of death row inmates are of Hispanic or Latino descent, while they make up 17.4% of the general population.", "targets": "What percentage of people executed in the United States since 1976 have been African American?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c79271756b474b5897a40c9aab04ff60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "African Americans made up 41 percent of death row inmates while making up only 12.6 percent of the general population. (They have made up 34 percent of those actually executed since 1976.) However, that number is lower than that of prison inmates, which is 47 percent. According to the US Department of Justice, African Americans accounted for 52.5% of homicide offenders from 1980 to 2008, with whites 45.3% and Native Americans and Asians 2.2%. This means African Americans are less likely to be executed on a per capita basis. However, according to a 2003 Amnesty International report, blacks and whites were the victims of murder in almost equal numbers, yet 80 percent of the people executed since 1977 were convicted of murders involving white victims. 13.5% of death row inmates are of Hispanic or Latino descent, while they make up 17.4% of the general population.", "targets": "What percentage of American prison inmates are African American?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c79271756b474b5897a40c9aab04ff60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "African Americans made up 41 percent of death row inmates while making up only 12.6 percent of the general population. (They have made up 34 percent of those actually executed since 1976.) However, that number is lower than that of prison inmates, which is 47 percent. According to the US Department of Justice, African Americans accounted for 52.5% of homicide offenders from 1980 to 2008, with whites 45.3% and Native Americans and Asians 2.2%. This means African Americans are less likely to be executed on a per capita basis. However, according to a 2003 Amnesty International report, blacks and whites were the victims of murder in almost equal numbers, yet 80 percent of the people executed since 1977 were convicted of murders involving white victims. 13.5% of death row inmates are of Hispanic or Latino descent, while they make up 17.4% of the general population.", "targets": "What percentage of homicides were committed by Asians between 1980 and 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c79271756b474b5897a40c9aab04ff60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "African Americans made up 41 percent of death row inmates while making up only 12.6 percent of the general population. (They have made up 34 percent of those actually executed since 1976.) However, that number is lower than that of prison inmates, which is 47 percent. According to the US Department of Justice, African Americans accounted for 52.5% of homicide offenders from 1980 to 2008, with whites 45.3% and Native Americans and Asians 2.2%. This means African Americans are less likely to be executed on a per capita basis. However, according to a 2003 Amnesty International report, blacks and whites were the victims of murder in almost equal numbers, yet 80 percent of the people executed since 1977 were convicted of murders involving white victims. 13.5% of death row inmates are of Hispanic or Latino descent, while they make up 17.4% of the general population.", "targets": "What percentage of the American population is Hispanic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131f451f62f44c8284773a2bf783cb1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first half of the 20th century the Olympic Winter Games were held three times in Alpine venues: the 1924 Winter Olympics in Chamonix, France; the 1928 Winter Olympics in St. Moritz, Switzerland; and the 1936 Winter Olympics in Garmisch-Partenkirchen, Germany. During World War II the winter games were canceled but after that time the Winter Games have been held in St. Moritz (1948), Cortina d'Ampezzo (1956), Innsbruck, Austria (1964 and 1976), Grenoble, France, (1968), Albertville, France, (1992), and Torino (2006). In 1930 the Lauberhorn Rennen (Lauberhorn Race), was run for the first time on the Lauberhorn above Wengen; the equally demanding Hahnenkamm was first run in the same year in Kitzb\u00fchl, Austria. Both races continue to be held each January on successive weekends. The Lauberhorn is the more strenuous downhill race at 4.5 km (2.8 mi) and poses danger to racers who reach 130 km/h (81 mph) within seconds of leaving the start gate.", "targets": "Where were the Winter Olympics held in 1924?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131f451f62f44c8284773a2bf783cb1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first half of the 20th century the Olympic Winter Games were held three times in Alpine venues: the 1924 Winter Olympics in Chamonix, France; the 1928 Winter Olympics in St. Moritz, Switzerland; and the 1936 Winter Olympics in Garmisch-Partenkirchen, Germany. During World War II the winter games were canceled but after that time the Winter Games have been held in St. Moritz (1948), Cortina d'Ampezzo (1956), Innsbruck, Austria (1964 and 1976), Grenoble, France, (1968), Albertville, France, (1992), and Torino (2006). In 1930 the Lauberhorn Rennen (Lauberhorn Race), was run for the first time on the Lauberhorn above Wengen; the equally demanding Hahnenkamm was first run in the same year in Kitzb\u00fchl, Austria. Both races continue to be held each January on successive weekends. The Lauberhorn is the more strenuous downhill race at 4.5 km (2.8 mi) and poses danger to racers who reach 130 km/h (81 mph) within seconds of leaving the start gate.", "targets": "Where were the Winter Olympics held in 1928?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131f451f62f44c8284773a2bf783cb1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first half of the 20th century the Olympic Winter Games were held three times in Alpine venues: the 1924 Winter Olympics in Chamonix, France; the 1928 Winter Olympics in St. Moritz, Switzerland; and the 1936 Winter Olympics in Garmisch-Partenkirchen, Germany. During World War II the winter games were canceled but after that time the Winter Games have been held in St. Moritz (1948), Cortina d'Ampezzo (1956), Innsbruck, Austria (1964 and 1976), Grenoble, France, (1968), Albertville, France, (1992), and Torino (2006). In 1930 the Lauberhorn Rennen (Lauberhorn Race), was run for the first time on the Lauberhorn above Wengen; the equally demanding Hahnenkamm was first run in the same year in Kitzb\u00fchl, Austria. Both races continue to be held each January on successive weekends. The Lauberhorn is the more strenuous downhill race at 4.5 km (2.8 mi) and poses danger to racers who reach 130 km/h (81 mph) within seconds of leaving the start gate.", "targets": "Where were the Winter Olympics held in 1936?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131f451f62f44c8284773a2bf783cb1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first half of the 20th century the Olympic Winter Games were held three times in Alpine venues: the 1924 Winter Olympics in Chamonix, France; the 1928 Winter Olympics in St. Moritz, Switzerland; and the 1936 Winter Olympics in Garmisch-Partenkirchen, Germany. During World War II the winter games were canceled but after that time the Winter Games have been held in St. Moritz (1948), Cortina d'Ampezzo (1956), Innsbruck, Austria (1964 and 1976), Grenoble, France, (1968), Albertville, France, (1992), and Torino (2006). In 1930 the Lauberhorn Rennen (Lauberhorn Race), was run for the first time on the Lauberhorn above Wengen; the equally demanding Hahnenkamm was first run in the same year in Kitzb\u00fchl, Austria. Both races continue to be held each January on successive weekends. The Lauberhorn is the more strenuous downhill race at 4.5 km (2.8 mi) and poses danger to racers who reach 130 km/h (81 mph) within seconds of leaving the start gate.", "targets": "When was the Lauberhorn Rennen ran for the first time on the Lauberhorn above Wengen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131f451f62f44c8284773a2bf783cb1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first half of the 20th century the Olympic Winter Games were held three times in Alpine venues: the 1924 Winter Olympics in Chamonix, France; the 1928 Winter Olympics in St. Moritz, Switzerland; and the 1936 Winter Olympics in Garmisch-Partenkirchen, Germany. During World War II the winter games were canceled but after that time the Winter Games have been held in St. Moritz (1948), Cortina d'Ampezzo (1956), Innsbruck, Austria (1964 and 1976), Grenoble, France, (1968), Albertville, France, (1992), and Torino (2006). In 1930 the Lauberhorn Rennen (Lauberhorn Race), was run for the first time on the Lauberhorn above Wengen; the equally demanding Hahnenkamm was first run in the same year in Kitzb\u00fchl, Austria. Both races continue to be held each January on successive weekends. The Lauberhorn is the more strenuous downhill race at 4.5 km (2.8 mi) and poses danger to racers who reach 130 km/h (81 mph) within seconds of leaving the start gate.", "targets": "When were the Winter Olympics held in Albertville, France? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed9c2f3c2554a6094ec46d53d451fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sven-G\u00f6ran Eriksson took charge of the team between 2001 and 2006, and was the first non\u2013English manager of England. Despite controversial press coverage of his personal life, Eriksson was consistently popular with the majority of fans.[citation needed] He guided England to the quarter-finals of the 2002 FIFA World Cup, UEFA Euro 2004, and the 2006 FIFA World Cup. He lost only five competitive matches during his tenure, and England rose to an No.4 world ranking under his guidance. His contract was extended by the Football Association by two years, to include UEFA Euro 2008. However, it was terminated by them at the 2006 FIFA World Cup's conclusion.", "targets": "Who was the first non-English person to manage England's football team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed9c2f3c2554a6094ec46d53d451fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sven-G\u00f6ran Eriksson took charge of the team between 2001 and 2006, and was the first non\u2013English manager of England. Despite controversial press coverage of his personal life, Eriksson was consistently popular with the majority of fans.[citation needed] He guided England to the quarter-finals of the 2002 FIFA World Cup, UEFA Euro 2004, and the 2006 FIFA World Cup. He lost only five competitive matches during his tenure, and England rose to an No.4 world ranking under his guidance. His contract was extended by the Football Association by two years, to include UEFA Euro 2008. However, it was terminated by them at the 2006 FIFA World Cup's conclusion.", "targets": "How many competitive matches were lost under the tenure of manager Sven-G\u00f6ran Eriksson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed9c2f3c2554a6094ec46d53d451fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sven-G\u00f6ran Eriksson took charge of the team between 2001 and 2006, and was the first non\u2013English manager of England. Despite controversial press coverage of his personal life, Eriksson was consistently popular with the majority of fans.[citation needed] He guided England to the quarter-finals of the 2002 FIFA World Cup, UEFA Euro 2004, and the 2006 FIFA World Cup. He lost only five competitive matches during his tenure, and England rose to an No.4 world ranking under his guidance. His contract was extended by the Football Association by two years, to include UEFA Euro 2008. However, it was terminated by them at the 2006 FIFA World Cup's conclusion.", "targets": "What was the highest world ranking achieved by England under management by Sven-G\u00f6ran Eriksson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed9c2f3c2554a6094ec46d53d451fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sven-G\u00f6ran Eriksson took charge of the team between 2001 and 2006, and was the first non\u2013English manager of England. Despite controversial press coverage of his personal life, Eriksson was consistently popular with the majority of fans.[citation needed] He guided England to the quarter-finals of the 2002 FIFA World Cup, UEFA Euro 2004, and the 2006 FIFA World Cup. He lost only five competitive matches during his tenure, and England rose to an No.4 world ranking under his guidance. His contract was extended by the Football Association by two years, to include UEFA Euro 2008. However, it was terminated by them at the 2006 FIFA World Cup's conclusion.", "targets": "In what year was the contract of Sven-G\u00f6ran Eriksson terminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed9c2f3c2554a6094ec46d53d451fb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sven-G\u00f6ran Eriksson took charge of the team between 2001 and 2006, and was the first non\u2013English manager of England. Despite controversial press coverage of his personal life, Eriksson was consistently popular with the majority of fans.[citation needed] He guided England to the quarter-finals of the 2002 FIFA World Cup, UEFA Euro 2004, and the 2006 FIFA World Cup. He lost only five competitive matches during his tenure, and England rose to an No.4 world ranking under his guidance. His contract was extended by the Football Association by two years, to include UEFA Euro 2008. However, it was terminated by them at the 2006 FIFA World Cup's conclusion.", "targets": "In what year did Sven-G\u00f6ran Eriksson become the manager of England's football team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77ad4cc6ed24e0cbe9e5e45ad68489a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620\u201321, and again in 1654\u201357, 1665, 1691, and 1740\u201342. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out.", "targets": "During which years was the plague present in Islamic countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77ad4cc6ed24e0cbe9e5e45ad68489a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620\u201321, and again in 1654\u201357, 1665, 1691, and 1740\u201342. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out.", "targets": "How many people were lost in Algiers during 1620-21?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77ad4cc6ed24e0cbe9e5e45ad68489a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620\u201321, and again in 1654\u201357, 1665, 1691, and 1740\u201342. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out.", "targets": "How long did plague last in the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b77ad4cc6ed24e0cbe9e5e45ad68489a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Death ravaged much of the Islamic world. Plague was present in at least one location in the Islamic world virtually every year between 1500 and 1850. Plague repeatedly struck the cities of North Africa. Algiers lost 30 to 50 thousand inhabitants to it in 1620\u201321, and again in 1654\u201357, 1665, 1691, and 1740\u201342. Plague remained a major event in Ottoman society until the second quarter of the 19th century. Between 1701 and 1750, thirty-seven larger and smaller epidemics were recorded in Constantinople, and an additional thirty-one between 1751 and 1800. Baghdad has suffered severely from visitations of the plague, and sometimes two-thirds of its population has been wiped out.", "targets": "How many people, at most, have died of plague in Baghdad? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbcb616f8bd546ec8416b36a15cbfe24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest valve gears give events of fixed length during the engine cycle and often make the engine rotate in only one direction. Most however have a reversing mechanism which additionally can provide means for saving steam as speed and momentum are gained by gradually \"shortening the cutoff\" or rather, shortening the admission event; this in turn proportionately lengthens the expansion period. However, as one and the same valve usually controls both steam flows, a short cutoff at admission adversely affects the exhaust and compression periods which should ideally always be kept fairly constant; if the exhaust event is too brief, the totality of the exhaust steam cannot evacuate the cylinder, choking it and giving excessive compression (\"kick back\").[citation needed]", "targets": "What is another term for shortening the admission event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbcb616f8bd546ec8416b36a15cbfe24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest valve gears give events of fixed length during the engine cycle and often make the engine rotate in only one direction. Most however have a reversing mechanism which additionally can provide means for saving steam as speed and momentum are gained by gradually \"shortening the cutoff\" or rather, shortening the admission event; this in turn proportionately lengthens the expansion period. However, as one and the same valve usually controls both steam flows, a short cutoff at admission adversely affects the exhaust and compression periods which should ideally always be kept fairly constant; if the exhaust event is too brief, the totality of the exhaust steam cannot evacuate the cylinder, choking it and giving excessive compression (\"kick back\").[citation needed]", "targets": "What is another term for excessive compression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbcb616f8bd546ec8416b36a15cbfe24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest valve gears give events of fixed length during the engine cycle and often make the engine rotate in only one direction. Most however have a reversing mechanism which additionally can provide means for saving steam as speed and momentum are gained by gradually \"shortening the cutoff\" or rather, shortening the admission event; this in turn proportionately lengthens the expansion period. However, as one and the same valve usually controls both steam flows, a short cutoff at admission adversely affects the exhaust and compression periods which should ideally always be kept fairly constant; if the exhaust event is too brief, the totality of the exhaust steam cannot evacuate the cylinder, choking it and giving excessive compression (\"kick back\").[citation needed]", "targets": "What can the exhaust steam not fully do when the exhaust event is insufficiently long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbcb616f8bd546ec8416b36a15cbfe24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The simplest valve gears give events of fixed length during the engine cycle and often make the engine rotate in only one direction. Most however have a reversing mechanism which additionally can provide means for saving steam as speed and momentum are gained by gradually \"shortening the cutoff\" or rather, shortening the admission event; this in turn proportionately lengthens the expansion period. However, as one and the same valve usually controls both steam flows, a short cutoff at admission adversely affects the exhaust and compression periods which should ideally always be kept fairly constant; if the exhaust event is too brief, the totality of the exhaust steam cannot evacuate the cylinder, choking it and giving excessive compression (\"kick back\").[citation needed]", "targets": "Of what length are engine cycle events when the simplest valve gears are used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae100c1ba229452dad0f25eedd8de726", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 15, 2013, two Chechen Islamist brothers exploded two bombs near the finish line of the Boston Marathon, killing three people and injuring roughly 264.", "targets": "On what date did bombs go off at the Boston marathon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae100c1ba229452dad0f25eedd8de726", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 15, 2013, two Chechen Islamist brothers exploded two bombs near the finish line of the Boston Marathon, killing three people and injuring roughly 264.", "targets": "At what point of the Marathon were the bombs exploded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae100c1ba229452dad0f25eedd8de726", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 15, 2013, two Chechen Islamist brothers exploded two bombs near the finish line of the Boston Marathon, killing three people and injuring roughly 264.", "targets": "How many fatalities were there at the marathon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae100c1ba229452dad0f25eedd8de726", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 15, 2013, two Chechen Islamist brothers exploded two bombs near the finish line of the Boston Marathon, killing three people and injuring roughly 264.", "targets": "About how many people were injured in the explosion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "Where did Kanye's famous mic-grab incident occur at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "From who did Kanye grab the mic from to make his statement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "Kanye's tour with what artist was cancelled following his outburst at the VMA's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "In what year did Kanye's biggest controversy so far take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "What artist did Kanye West interrupt Taylor Swift to defend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "Which artist was Kanye supposed to tour with, but couldn't due to the Taylor Swift controversy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f04a30a57947848687070d1952ff61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West's controversial incident the following year at the 2009 MTV Video Music Awards was arguably his biggest controversy, and led to widespread outrage throughout the music industry. During the ceremony, West crashed the stage and grabbed the microphone from winner Taylor Swift in order to proclaim that, instead, Beyonc\u00e9's video for \"Single Ladies (Put a Ring on It)\", nominated for the same award, was \"one of the best videos of all time\". He was subsequently withdrawn from the remainder of the show for his actions. West's tour with Lady Gaga was cancelled in response to the controversy, and it was suggested that the incident was partially responsible for 808s & Heartbreak's lack of nominations at the 52nd Grammy Awards.", "targets": "What awards ceremony did Kanye not receive any nominations for after the MTV controversy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2001bc5155aa4717b3ec1af752d1bf9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Energy Agency has said that solar energy can make considerable contributions to solving some of the most urgent problems the world now faces:", "targets": "Which organization believes that solar energy can solve some of our most pressing issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2001bc5155aa4717b3ec1af752d1bf9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Energy Agency has said that solar energy can make considerable contributions to solving some of the most urgent problems the world now faces:", "targets": "Who said that solar energy can help solve some of the most urgent problems in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-134a9cafcd034232a1b89e7bf8b2462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mutations or deletions of clock gene in mice have demonstrated the importance of body clocks to ensure the proper timing of cellular/metabolic events; clock-mutant mice are hyperphagic and obese, and have altered glucose metabolism. In mice, deletion of the Rev-ErbA alpha clock gene facilitates diet-induced obesity and changes the balance between glucose and lipid utilization predisposing to diabetes. However, it is not clear whether there is a strong association between clock gene polymorphisms in humans and the susceptibility to develop the metabolic syndrome.", "targets": "What is the body clock gene in animals necessary to ensure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-134a9cafcd034232a1b89e7bf8b2462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mutations or deletions of clock gene in mice have demonstrated the importance of body clocks to ensure the proper timing of cellular/metabolic events; clock-mutant mice are hyperphagic and obese, and have altered glucose metabolism. In mice, deletion of the Rev-ErbA alpha clock gene facilitates diet-induced obesity and changes the balance between glucose and lipid utilization predisposing to diabetes. However, it is not clear whether there is a strong association between clock gene polymorphisms in humans and the susceptibility to develop the metabolic syndrome.", "targets": "What do mice without the clock gene become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-134a9cafcd034232a1b89e7bf8b2462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mutations or deletions of clock gene in mice have demonstrated the importance of body clocks to ensure the proper timing of cellular/metabolic events; clock-mutant mice are hyperphagic and obese, and have altered glucose metabolism. In mice, deletion of the Rev-ErbA alpha clock gene facilitates diet-induced obesity and changes the balance between glucose and lipid utilization predisposing to diabetes. However, it is not clear whether there is a strong association between clock gene polymorphisms in humans and the susceptibility to develop the metabolic syndrome.", "targets": "Beside obesity, how else does the lack of a circadian clock effect   the mice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-134a9cafcd034232a1b89e7bf8b2462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mutations or deletions of clock gene in mice have demonstrated the importance of body clocks to ensure the proper timing of cellular/metabolic events; clock-mutant mice are hyperphagic and obese, and have altered glucose metabolism. In mice, deletion of the Rev-ErbA alpha clock gene facilitates diet-induced obesity and changes the balance between glucose and lipid utilization predisposing to diabetes. However, it is not clear whether there is a strong association between clock gene polymorphisms in humans and the susceptibility to develop the metabolic syndrome.", "targets": "How certain is it that these circadian clock  effects are the same in humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-134a9cafcd034232a1b89e7bf8b2462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mutations or deletions of clock gene in mice have demonstrated the importance of body clocks to ensure the proper timing of cellular/metabolic events; clock-mutant mice are hyperphagic and obese, and have altered glucose metabolism. In mice, deletion of the Rev-ErbA alpha clock gene facilitates diet-induced obesity and changes the balance between glucose and lipid utilization predisposing to diabetes. However, it is not clear whether there is a strong association between clock gene polymorphisms in humans and the susceptibility to develop the metabolic syndrome.", "targets": "What gene needs to be deleted to cause obesity in mice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f603cc9c6bb4103a9b371e2d50c8c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853 the Russian Empire on behalf of the Slavic Balkan states began to question the very existence of the Ottoman Empire. The result was the Crimean War, 1853\u20131856, in which the British Empire and the French Empire supported the Ottoman Empire in its struggle against the incursions of the Russian Empire. Eventually, the Ottoman Empire lost control of the Balkan region.", "targets": "When did the Russian Empire begin to question the existence of the Ottoman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f603cc9c6bb4103a9b371e2d50c8c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853 the Russian Empire on behalf of the Slavic Balkan states began to question the very existence of the Ottoman Empire. The result was the Crimean War, 1853\u20131856, in which the British Empire and the French Empire supported the Ottoman Empire in its struggle against the incursions of the Russian Empire. Eventually, the Ottoman Empire lost control of the Balkan region.", "targets": "When was the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f603cc9c6bb4103a9b371e2d50c8c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853 the Russian Empire on behalf of the Slavic Balkan states began to question the very existence of the Ottoman Empire. The result was the Crimean War, 1853\u20131856, in which the British Empire and the French Empire supported the Ottoman Empire in its struggle against the incursions of the Russian Empire. Eventually, the Ottoman Empire lost control of the Balkan region.", "targets": "During the Crimean War who did the British and French support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f603cc9c6bb4103a9b371e2d50c8c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853 the Russian Empire on behalf of the Slavic Balkan states began to question the very existence of the Ottoman Empire. The result was the Crimean War, 1853\u20131856, in which the British Empire and the French Empire supported the Ottoman Empire in its struggle against the incursions of the Russian Empire. Eventually, the Ottoman Empire lost control of the Balkan region.", "targets": "What was the Ottoman Empire's struggle against in the Crimean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f603cc9c6bb4103a9b371e2d50c8c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1853 the Russian Empire on behalf of the Slavic Balkan states began to question the very existence of the Ottoman Empire. The result was the Crimean War, 1853\u20131856, in which the British Empire and the French Empire supported the Ottoman Empire in its struggle against the incursions of the Russian Empire. Eventually, the Ottoman Empire lost control of the Balkan region.", "targets": "The Ottoman Empire eventually lost control of what region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19c574a71a2b4f9daa41227ae651f763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"51st state\" can be used in a positive sense, meaning that a region or territory is so aligned, supportive, and conducive with the United States, that it is like a U.S. state. It can also be used in a pejorative sense, meaning an area or region is perceived to be under excessive American cultural or military influence or control. In various countries around the world, people who believe their local or national culture has become too Americanized sometimes use the term \"51st state\" in reference to their own countries.", "targets": "What types of control are considered when labeling a country with the perjorative \"51st state\" label?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19c574a71a2b4f9daa41227ae651f763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"51st state\" can be used in a positive sense, meaning that a region or territory is so aligned, supportive, and conducive with the United States, that it is like a U.S. state. It can also be used in a pejorative sense, meaning an area or region is perceived to be under excessive American cultural or military influence or control. In various countries around the world, people who believe their local or national culture has become too Americanized sometimes use the term \"51st state\" in reference to their own countries.", "targets": "Sometimes, when a country refers to themselves as the 51st state, what has happened to their culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19c574a71a2b4f9daa41227ae651f763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"51st state\" can be used in a positive sense, meaning that a region or territory is so aligned, supportive, and conducive with the United States, that it is like a U.S. state. It can also be used in a pejorative sense, meaning an area or region is perceived to be under excessive American cultural or military influence or control. In various countries around the world, people who believe their local or national culture has become too Americanized sometimes use the term \"51st state\" in reference to their own countries.", "targets": "What reasoning would cause a country to be referred to as the \"51st state\" in a positive way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19c574a71a2b4f9daa41227ae651f763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"51st state\" can be used in a positive sense, meaning that a region or territory is so aligned, supportive, and conducive with the United States, that it is like a U.S. state. It can also be used in a pejorative sense, meaning an area or region is perceived to be under excessive American cultural or military influence or control. In various countries around the world, people who believe their local or national culture has become too Americanized sometimes use the term \"51st state\" in reference to their own countries.", "targets": "What is a positive connotation of the label \"51st state\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19c574a71a2b4f9daa41227ae651f763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"51st state\" can be used in a positive sense, meaning that a region or territory is so aligned, supportive, and conducive with the United States, that it is like a U.S. state. It can also be used in a pejorative sense, meaning an area or region is perceived to be under excessive American cultural or military influence or control. In various countries around the world, people who believe their local or national culture has become too Americanized sometimes use the term \"51st state\" in reference to their own countries.", "targets": "What is a reason for one negative connotation of the term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19c574a71a2b4f9daa41227ae651f763", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The phrase \"51st state\" can be used in a positive sense, meaning that a region or territory is so aligned, supportive, and conducive with the United States, that it is like a U.S. state. It can also be used in a pejorative sense, meaning an area or region is perceived to be under excessive American cultural or military influence or control. In various countries around the world, people who believe their local or national culture has become too Americanized sometimes use the term \"51st state\" in reference to their own countries.", "targets": "If a country refers to themselves as the \"51st state\" after cultural changes, what can we assume has changed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d9aa5e873045d687f69b17af0512b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Tokugawa shogunate, samurai increasingly became courtiers, bureaucrats, and administrators rather than warriors. With no warfare since the early 17th century, samurai gradually lost their military function during the Tokugawa era (also called the Edo period). By the end of the Tokugawa era, samurai were aristocratic bureaucrats for the daimyo, with their daisho, the paired long and short swords of the samurai (cf. katana and wakizashi) becoming more of a symbolic emblem of power rather than a weapon used in daily life. They still had the legal right to cut down any commoner who did not show proper respect kiri-sute gomen (\u65ac\u308a\u6368\u3066\u5fa1\u514d?), but to what extent this right was used is unknown. When the central government forced daimyos to cut the size of their armies, unemployed r\u014dnin became a social problem.", "targets": "When were samurai becoming less warrior-like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d9aa5e873045d687f69b17af0512b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Tokugawa shogunate, samurai increasingly became courtiers, bureaucrats, and administrators rather than warriors. With no warfare since the early 17th century, samurai gradually lost their military function during the Tokugawa era (also called the Edo period). By the end of the Tokugawa era, samurai were aristocratic bureaucrats for the daimyo, with their daisho, the paired long and short swords of the samurai (cf. katana and wakizashi) becoming more of a symbolic emblem of power rather than a weapon used in daily life. They still had the legal right to cut down any commoner who did not show proper respect kiri-sute gomen (\u65ac\u308a\u6368\u3066\u5fa1\u514d?), but to what extent this right was used is unknown. When the central government forced daimyos to cut the size of their armies, unemployed r\u014dnin became a social problem.", "targets": "When had samurai last been used in battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d9aa5e873045d687f69b17af0512b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Tokugawa shogunate, samurai increasingly became courtiers, bureaucrats, and administrators rather than warriors. With no warfare since the early 17th century, samurai gradually lost their military function during the Tokugawa era (also called the Edo period). By the end of the Tokugawa era, samurai were aristocratic bureaucrats for the daimyo, with their daisho, the paired long and short swords of the samurai (cf. katana and wakizashi) becoming more of a symbolic emblem of power rather than a weapon used in daily life. They still had the legal right to cut down any commoner who did not show proper respect kiri-sute gomen (\u65ac\u308a\u6368\u3066\u5fa1\u514d?), but to what extent this right was used is unknown. When the central government forced daimyos to cut the size of their armies, unemployed r\u014dnin became a social problem.", "targets": "What was another name for the Tokugawa era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d9aa5e873045d687f69b17af0512b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Tokugawa shogunate, samurai increasingly became courtiers, bureaucrats, and administrators rather than warriors. With no warfare since the early 17th century, samurai gradually lost their military function during the Tokugawa era (also called the Edo period). By the end of the Tokugawa era, samurai were aristocratic bureaucrats for the daimyo, with their daisho, the paired long and short swords of the samurai (cf. katana and wakizashi) becoming more of a symbolic emblem of power rather than a weapon used in daily life. They still had the legal right to cut down any commoner who did not show proper respect kiri-sute gomen (\u65ac\u308a\u6368\u3066\u5fa1\u514d?), but to what extent this right was used is unknown. When the central government forced daimyos to cut the size of their armies, unemployed r\u014dnin became a social problem.", "targets": "What was the samurai's long sword called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0d9aa5e873045d687f69b17af0512b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Tokugawa shogunate, samurai increasingly became courtiers, bureaucrats, and administrators rather than warriors. With no warfare since the early 17th century, samurai gradually lost their military function during the Tokugawa era (also called the Edo period). By the end of the Tokugawa era, samurai were aristocratic bureaucrats for the daimyo, with their daisho, the paired long and short swords of the samurai (cf. katana and wakizashi) becoming more of a symbolic emblem of power rather than a weapon used in daily life. They still had the legal right to cut down any commoner who did not show proper respect kiri-sute gomen (\u65ac\u308a\u6368\u3066\u5fa1\u514d?), but to what extent this right was used is unknown. When the central government forced daimyos to cut the size of their armies, unemployed r\u014dnin became a social problem.", "targets": "What was the samurai's short sword called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ba44da1ce24920bb1f426e2065959f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West has been an outspoken and controversial celebrity throughout his career, receiving both criticism and praise from many, including the mainstream media, other artists and entertainers, and two U.S. presidents. On September 2, 2005, during a benefit concert for Hurricane Katrina relief on NBC, A Concert for Hurricane Relief, West (a featured speaker) accused President George W. Bush of not \"car[ing] about black people\". When West was presenting alongside actor Mike Myers, he deviated from the prepared script to criticize the media's portrayal of hurricane victims, saying:", "targets": "During what show did Kanye take an opportunity to criticize the efforts of a U.S. President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ba44da1ce24920bb1f426e2065959f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West has been an outspoken and controversial celebrity throughout his career, receiving both criticism and praise from many, including the mainstream media, other artists and entertainers, and two U.S. presidents. On September 2, 2005, during a benefit concert for Hurricane Katrina relief on NBC, A Concert for Hurricane Relief, West (a featured speaker) accused President George W. Bush of not \"car[ing] about black people\". When West was presenting alongside actor Mike Myers, he deviated from the prepared script to criticize the media's portrayal of hurricane victims, saying:", "targets": "Which U.S. President did Kanye criticize after the events of Hurricane Katrina? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ba44da1ce24920bb1f426e2065959f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West has been an outspoken and controversial celebrity throughout his career, receiving both criticism and praise from many, including the mainstream media, other artists and entertainers, and two U.S. presidents. On September 2, 2005, during a benefit concert for Hurricane Katrina relief on NBC, A Concert for Hurricane Relief, West (a featured speaker) accused President George W. Bush of not \"car[ing] about black people\". When West was presenting alongside actor Mike Myers, he deviated from the prepared script to criticize the media's portrayal of hurricane victims, saying:", "targets": "Which President did Kanye West accuse of \"Not caring for black people\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40ba44da1ce24920bb1f426e2065959f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West has been an outspoken and controversial celebrity throughout his career, receiving both criticism and praise from many, including the mainstream media, other artists and entertainers, and two U.S. presidents. On September 2, 2005, during a benefit concert for Hurricane Katrina relief on NBC, A Concert for Hurricane Relief, West (a featured speaker) accused President George W. Bush of not \"car[ing] about black people\". When West was presenting alongside actor Mike Myers, he deviated from the prepared script to criticize the media's portrayal of hurricane victims, saying:", "targets": "On what day did the Kanye's famous George W. Bush criticism take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75067616534d3e89c78fc26050b641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In science, alumni include astronomers Carl Sagan, a prominent contributor to the scientific research of extraterrestrial life, and Edwin Hubble, known for \"Hubble's Law\", NASA astronaut John M. Grunsfeld, geneticist James Watson, best known as one of the co-discoverers of the structure of DNA, experimental physicist Luis Alvarez, popular environmentalist David Suzuki, balloonist Jeannette Piccard, biologists Ernest Everett Just and Lynn Margulis, computer scientist Richard Hamming, the creator of the Hamming Code, lithium-ion battery developer John B. Goodenough, mathematician and Fields Medal recipient Paul Joseph Cohen, and geochemist Clair Cameron Patterson, who developed the uranium-lead dating method into lead-lead dating. Nuclear physicist and researcher Stanton Friedman, who worked on some early projects involving nuclear-powered spacecraft propulsion systems, is also a graduate (M.Sc).", "targets": "What astronomers is also a university alumni member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75067616534d3e89c78fc26050b641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In science, alumni include astronomers Carl Sagan, a prominent contributor to the scientific research of extraterrestrial life, and Edwin Hubble, known for \"Hubble's Law\", NASA astronaut John M. Grunsfeld, geneticist James Watson, best known as one of the co-discoverers of the structure of DNA, experimental physicist Luis Alvarez, popular environmentalist David Suzuki, balloonist Jeannette Piccard, biologists Ernest Everett Just and Lynn Margulis, computer scientist Richard Hamming, the creator of the Hamming Code, lithium-ion battery developer John B. Goodenough, mathematician and Fields Medal recipient Paul Joseph Cohen, and geochemist Clair Cameron Patterson, who developed the uranium-lead dating method into lead-lead dating. Nuclear physicist and researcher Stanton Friedman, who worked on some early projects involving nuclear-powered spacecraft propulsion systems, is also a graduate (M.Sc).", "targets": "What NASA astronaut is also a university alumni member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75067616534d3e89c78fc26050b641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In science, alumni include astronomers Carl Sagan, a prominent contributor to the scientific research of extraterrestrial life, and Edwin Hubble, known for \"Hubble's Law\", NASA astronaut John M. Grunsfeld, geneticist James Watson, best known as one of the co-discoverers of the structure of DNA, experimental physicist Luis Alvarez, popular environmentalist David Suzuki, balloonist Jeannette Piccard, biologists Ernest Everett Just and Lynn Margulis, computer scientist Richard Hamming, the creator of the Hamming Code, lithium-ion battery developer John B. Goodenough, mathematician and Fields Medal recipient Paul Joseph Cohen, and geochemist Clair Cameron Patterson, who developed the uranium-lead dating method into lead-lead dating. Nuclear physicist and researcher Stanton Friedman, who worked on some early projects involving nuclear-powered spacecraft propulsion systems, is also a graduate (M.Sc).", "targets": "What popular environmentalist is also a university alumni member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75067616534d3e89c78fc26050b641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In science, alumni include astronomers Carl Sagan, a prominent contributor to the scientific research of extraterrestrial life, and Edwin Hubble, known for \"Hubble's Law\", NASA astronaut John M. Grunsfeld, geneticist James Watson, best known as one of the co-discoverers of the structure of DNA, experimental physicist Luis Alvarez, popular environmentalist David Suzuki, balloonist Jeannette Piccard, biologists Ernest Everett Just and Lynn Margulis, computer scientist Richard Hamming, the creator of the Hamming Code, lithium-ion battery developer John B. Goodenough, mathematician and Fields Medal recipient Paul Joseph Cohen, and geochemist Clair Cameron Patterson, who developed the uranium-lead dating method into lead-lead dating. Nuclear physicist and researcher Stanton Friedman, who worked on some early projects involving nuclear-powered spacecraft propulsion systems, is also a graduate (M.Sc).", "targets": "Who developed the lithium-ion battery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea75067616534d3e89c78fc26050b641", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In science, alumni include astronomers Carl Sagan, a prominent contributor to the scientific research of extraterrestrial life, and Edwin Hubble, known for \"Hubble's Law\", NASA astronaut John M. Grunsfeld, geneticist James Watson, best known as one of the co-discoverers of the structure of DNA, experimental physicist Luis Alvarez, popular environmentalist David Suzuki, balloonist Jeannette Piccard, biologists Ernest Everett Just and Lynn Margulis, computer scientist Richard Hamming, the creator of the Hamming Code, lithium-ion battery developer John B. Goodenough, mathematician and Fields Medal recipient Paul Joseph Cohen, and geochemist Clair Cameron Patterson, who developed the uranium-lead dating method into lead-lead dating. Nuclear physicist and researcher Stanton Friedman, who worked on some early projects involving nuclear-powered spacecraft propulsion systems, is also a graduate (M.Sc).", "targets": "What geochemist developed the uranium-lead dating method into lead-lead dating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbb4b9f46fc41be9b012508ee836f84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to \"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.\"", "targets": "What makes up Indigenous education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbb4b9f46fc41be9b012508ee836f84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to \"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.\"", "targets": "In which two systems can Indigenous education be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afbb4b9f46fc41be9b012508ee836f84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to \"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.\"", "targets": "What is one of the main purposes for Indigenous education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-369bafd930784c0fbc4ba2d0f83de548", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A problem is regarded as inherently difficult if its solution requires significant resources, whatever the algorithm used. The theory formalizes this intuition, by introducing mathematical models of computation to study these problems and quantifying the amount of resources needed to solve them, such as time and storage. Other complexity measures are also used, such as the amount of communication (used in communication complexity), the number of gates in a circuit (used in circuit complexity) and the number of processors (used in parallel computing). One of the roles of computational complexity theory is to determine the practical limits on what computers can and cannot do.", "targets": "What measure of a computational problem broadly defines the inherent difficulty of the solution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-369bafd930784c0fbc4ba2d0f83de548", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A problem is regarded as inherently difficult if its solution requires significant resources, whatever the algorithm used. The theory formalizes this intuition, by introducing mathematical models of computation to study these problems and quantifying the amount of resources needed to solve them, such as time and storage. Other complexity measures are also used, such as the amount of communication (used in communication complexity), the number of gates in a circuit (used in circuit complexity) and the number of processors (used in parallel computing). One of the roles of computational complexity theory is to determine the practical limits on what computers can and cannot do.", "targets": "What method is used to intuitively assess or quantify the amount of resources required to solve a computational problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-369bafd930784c0fbc4ba2d0f83de548", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A problem is regarded as inherently difficult if its solution requires significant resources, whatever the algorithm used. The theory formalizes this intuition, by introducing mathematical models of computation to study these problems and quantifying the amount of resources needed to solve them, such as time and storage. Other complexity measures are also used, such as the amount of communication (used in communication complexity), the number of gates in a circuit (used in circuit complexity) and the number of processors (used in parallel computing). One of the roles of computational complexity theory is to determine the practical limits on what computers can and cannot do.", "targets": "What are two basic primary resources used to guage complexity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-369bafd930784c0fbc4ba2d0f83de548", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A problem is regarded as inherently difficult if its solution requires significant resources, whatever the algorithm used. The theory formalizes this intuition, by introducing mathematical models of computation to study these problems and quantifying the amount of resources needed to solve them, such as time and storage. Other complexity measures are also used, such as the amount of communication (used in communication complexity), the number of gates in a circuit (used in circuit complexity) and the number of processors (used in parallel computing). One of the roles of computational complexity theory is to determine the practical limits on what computers can and cannot do.", "targets": "What unit is measured to determine circuit complexity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-369bafd930784c0fbc4ba2d0f83de548", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A problem is regarded as inherently difficult if its solution requires significant resources, whatever the algorithm used. The theory formalizes this intuition, by introducing mathematical models of computation to study these problems and quantifying the amount of resources needed to solve them, such as time and storage. Other complexity measures are also used, such as the amount of communication (used in communication complexity), the number of gates in a circuit (used in circuit complexity) and the number of processors (used in parallel computing). One of the roles of computational complexity theory is to determine the practical limits on what computers can and cannot do.", "targets": "What practical role does defining the complexity of problems play in everyday computing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fec643b1fea4ed1a048a07f43815d12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wolves, and their dog descendants, would have derived significant benefits from living in human camps\u2014more safety, more reliable food, lesser caloric needs, and more chance to breed. They would have benefited from humans' upright gait that gives them larger range over which to see potential predators and prey, as well as color vision that, at least by day, gives humans better visual discrimination. Camp dogs would also have benefited from human tool use, as in bringing down larger prey and controlling fire for a range of purposes.", "targets": "What would wolves have gotten from living with humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d9431a06fa492c8529098679b38b62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger rolled profits from the mail order business and his bodybuilding competition winnings into his first real estate investment venture: an apartment building he purchased for $10,000. He would later go on to invest in a number of real estate holding companies.", "targets": "How much did Schwarzenegger pay for the first apartment building he bought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ba5bb669c74d11932ebe19e779580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commensalism describes a relationship between two living organisms where one benefits and the other is not significantly harmed or helped. It is derived from the English word commensal used of human social interaction. The word derives from the medieval Latin word, formed from com- and mensa, meaning \"sharing a table\".", "targets": "What language do the roots of \"commensal\" come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ba5bb669c74d11932ebe19e779580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commensalism describes a relationship between two living organisms where one benefits and the other is not significantly harmed or helped. It is derived from the English word commensal used of human social interaction. The word derives from the medieval Latin word, formed from com- and mensa, meaning \"sharing a table\".", "targets": "What type of symbiotic relationship helps one organism and doesn't have a major affect on the other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248680fc0b8143d8b4bdc5d5c6112d9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Watch Tower Society rejects accusations that it is a false prophet, stating that its teachings are not inspired or infallible, and that it has not claimed its predictions were \"the words of Jehovah.\" George D. Chryssides has suggested that with the exception of statements about 1914, 1925 and 1975, the changing views and dates of the Jehovah's Witnesses are largely attributable to changed understandings of biblical chronology than to failed predictions. Chryssides further states, \"it is therefore simplistic and na\u00efve to view the Witnesses as a group that continues to set a single end-date that fails and then devise a new one, as many counter-cultists do.\" However, sociologist Andrew Holden states that since the foundation of the movement around 140 years ago, \"Witnesses have maintained that we are living on the precipice of the end of time.\"", "targets": "What does George D. Chryssides suggest the changing views and dates of the Jehovah's Witnesses can be attributed to changed understandings of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248680fc0b8143d8b4bdc5d5c6112d9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Watch Tower Society rejects accusations that it is a false prophet, stating that its teachings are not inspired or infallible, and that it has not claimed its predictions were \"the words of Jehovah.\" George D. Chryssides has suggested that with the exception of statements about 1914, 1925 and 1975, the changing views and dates of the Jehovah's Witnesses are largely attributable to changed understandings of biblical chronology than to failed predictions. Chryssides further states, \"it is therefore simplistic and na\u00efve to view the Witnesses as a group that continues to set a single end-date that fails and then devise a new one, as many counter-cultists do.\" However, sociologist Andrew Holden states that since the foundation of the movement around 140 years ago, \"Witnesses have maintained that we are living on the precipice of the end of time.\"", "targets": "What accusations does the Watch Tower Society reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248680fc0b8143d8b4bdc5d5c6112d9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Watch Tower Society rejects accusations that it is a false prophet, stating that its teachings are not inspired or infallible, and that it has not claimed its predictions were \"the words of Jehovah.\" George D. Chryssides has suggested that with the exception of statements about 1914, 1925 and 1975, the changing views and dates of the Jehovah's Witnesses are largely attributable to changed understandings of biblical chronology than to failed predictions. Chryssides further states, \"it is therefore simplistic and na\u00efve to view the Witnesses as a group that continues to set a single end-date that fails and then devise a new one, as many counter-cultists do.\" However, sociologist Andrew Holden states that since the foundation of the movement around 140 years ago, \"Witnesses have maintained that we are living on the precipice of the end of time.\"", "targets": "What have Jehovah's Witnesses maintained we are living on the precipice of since their formation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248680fc0b8143d8b4bdc5d5c6112d9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Watch Tower Society rejects accusations that it is a false prophet, stating that its teachings are not inspired or infallible, and that it has not claimed its predictions were \"the words of Jehovah.\" George D. Chryssides has suggested that with the exception of statements about 1914, 1925 and 1975, the changing views and dates of the Jehovah's Witnesses are largely attributable to changed understandings of biblical chronology than to failed predictions. Chryssides further states, \"it is therefore simplistic and na\u00efve to view the Witnesses as a group that continues to set a single end-date that fails and then devise a new one, as many counter-cultists do.\" However, sociologist Andrew Holden states that since the foundation of the movement around 140 years ago, \"Witnesses have maintained that we are living on the precipice of the end of time.\"", "targets": "How long ago was the foundation of the Jehovah's Witnesses movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-248680fc0b8143d8b4bdc5d5c6112d9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Watch Tower Society rejects accusations that it is a false prophet, stating that its teachings are not inspired or infallible, and that it has not claimed its predictions were \"the words of Jehovah.\" George D. Chryssides has suggested that with the exception of statements about 1914, 1925 and 1975, the changing views and dates of the Jehovah's Witnesses are largely attributable to changed understandings of biblical chronology than to failed predictions. Chryssides further states, \"it is therefore simplistic and na\u00efve to view the Witnesses as a group that continues to set a single end-date that fails and then devise a new one, as many counter-cultists do.\" However, sociologist Andrew Holden states that since the foundation of the movement around 140 years ago, \"Witnesses have maintained that we are living on the precipice of the end of time.\"", "targets": "What profession does Andrew Holden smugly self-identify as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f21638bde6c240dc9b0c30e501f5e9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wu Chinese has a three-way distinction in stops and affricates: /p p\u02b0 b/. In addition to aspirated and unaspirated consonants, there is a series of muddy consonants, like /b/. These are pronounced with slack or breathy voice: that is, they are weakly voiced. Muddy consonants as initial cause a syllable to be pronounced with low pitch or light (\u967d y\u00e1ng) tone.", "targets": "What has a three-way distinction in regards to stops and affricates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f21638bde6c240dc9b0c30e501f5e9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wu Chinese has a three-way distinction in stops and affricates: /p p\u02b0 b/. In addition to aspirated and unaspirated consonants, there is a series of muddy consonants, like /b/. These are pronounced with slack or breathy voice: that is, they are weakly voiced. Muddy consonants as initial cause a syllable to be pronounced with low pitch or light (\u967d y\u00e1ng) tone.", "targets": "What is the actual distinction for Wu Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f21638bde6c240dc9b0c30e501f5e9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wu Chinese has a three-way distinction in stops and affricates: /p p\u02b0 b/. In addition to aspirated and unaspirated consonants, there is a series of muddy consonants, like /b/. These are pronounced with slack or breathy voice: that is, they are weakly voiced. Muddy consonants as initial cause a syllable to be pronounced with low pitch or light (\u967d y\u00e1ng) tone.", "targets": "What is /b/ representative of, in addition to aspirated and unaspirated consonants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f21638bde6c240dc9b0c30e501f5e9fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wu Chinese has a three-way distinction in stops and affricates: /p p\u02b0 b/. In addition to aspirated and unaspirated consonants, there is a series of muddy consonants, like /b/. These are pronounced with slack or breathy voice: that is, they are weakly voiced. Muddy consonants as initial cause a syllable to be pronounced with low pitch or light (\u967d y\u00e1ng) tone.", "targets": "What kind of voice are muddy consonants pronounced with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7afbb60656c4898abad6e42ed6c1250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago is governed by a board of trustees. The Board of Trustees oversees the long-term development and plans of the university and manages fundraising efforts, and is composed of 50 members including the university President. Directly beneath the President are the Provost, fourteen Vice Presidents (including the Chief Financial Officer, Chief Investment Officer, and Dean of Students of the university), the Directors of Argonne National Laboratory and Fermilab, the Secretary of the university, and the Student Ombudsperson. As of August 2009[update], the Chairman of the Board of Trustees is Andrew Alper, and the President of the university is Robert Zimmer. In December 2013 it was announced that the Director of Argonne National Laboratory, Eric Isaacs, would become Provost. Isaacs was replaced as Provost in March 2016 by Daniel Diermeier. ", "targets": "Who runs the University of Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7afbb60656c4898abad6e42ed6c1250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago is governed by a board of trustees. The Board of Trustees oversees the long-term development and plans of the university and manages fundraising efforts, and is composed of 50 members including the university President. Directly beneath the President are the Provost, fourteen Vice Presidents (including the Chief Financial Officer, Chief Investment Officer, and Dean of Students of the university), the Directors of Argonne National Laboratory and Fermilab, the Secretary of the university, and the Student Ombudsperson. As of August 2009[update], the Chairman of the Board of Trustees is Andrew Alper, and the President of the university is Robert Zimmer. In December 2013 it was announced that the Director of Argonne National Laboratory, Eric Isaacs, would become Provost. Isaacs was replaced as Provost in March 2016 by Daniel Diermeier. ", "targets": "How many people belong to the university's Board of Trustees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7afbb60656c4898abad6e42ed6c1250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago is governed by a board of trustees. The Board of Trustees oversees the long-term development and plans of the university and manages fundraising efforts, and is composed of 50 members including the university President. Directly beneath the President are the Provost, fourteen Vice Presidents (including the Chief Financial Officer, Chief Investment Officer, and Dean of Students of the university), the Directors of Argonne National Laboratory and Fermilab, the Secretary of the university, and the Student Ombudsperson. As of August 2009[update], the Chairman of the Board of Trustees is Andrew Alper, and the President of the university is Robert Zimmer. In December 2013 it was announced that the Director of Argonne National Laboratory, Eric Isaacs, would become Provost. Isaacs was replaced as Provost in March 2016 by Daniel Diermeier. ", "targets": "How many Vice Presidents are in the Board of Trustees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7afbb60656c4898abad6e42ed6c1250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago is governed by a board of trustees. The Board of Trustees oversees the long-term development and plans of the university and manages fundraising efforts, and is composed of 50 members including the university President. Directly beneath the President are the Provost, fourteen Vice Presidents (including the Chief Financial Officer, Chief Investment Officer, and Dean of Students of the university), the Directors of Argonne National Laboratory and Fermilab, the Secretary of the university, and the Student Ombudsperson. As of August 2009[update], the Chairman of the Board of Trustees is Andrew Alper, and the President of the university is Robert Zimmer. In December 2013 it was announced that the Director of Argonne National Laboratory, Eric Isaacs, would become Provost. Isaacs was replaced as Provost in March 2016 by Daniel Diermeier. ", "targets": "What is the name of the Chairman of the Board of Trustees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7afbb60656c4898abad6e42ed6c1250", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago is governed by a board of trustees. The Board of Trustees oversees the long-term development and plans of the university and manages fundraising efforts, and is composed of 50 members including the university President. Directly beneath the President are the Provost, fourteen Vice Presidents (including the Chief Financial Officer, Chief Investment Officer, and Dean of Students of the university), the Directors of Argonne National Laboratory and Fermilab, the Secretary of the university, and the Student Ombudsperson. As of August 2009[update], the Chairman of the Board of Trustees is Andrew Alper, and the President of the university is Robert Zimmer. In December 2013 it was announced that the Director of Argonne National Laboratory, Eric Isaacs, would become Provost. Isaacs was replaced as Provost in March 2016 by Daniel Diermeier. ", "targets": "Who took Isaacs place as Provost in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e403e67c20c45d88a3691f65bc30ac8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from being an ardent gamer Spielberg has had a long history of involvement in video games. He has been giving thanks to his games of his division DreamWorks Interactive most notable as Someone's in the Kitchen with script written by Animaniacs' Paul Rugg, Goosebumps: Escape from HorrorLand, The Neverhood (all in 1996), Skullmonkeys, Dilbert's Desktop Games, Goosebumps: Attack of the Mutant (all 1997), Boombots (1999), T'ai Fu: Wrath of the Tiger (1999), and Clive Barker's Undying (2001). In 2005 the director signed with Electronic Arts to collaborate on three games including an action game and an award winning puzzle game for the Wii called Boom Blox (and its 2009 sequel: Boom Blox Bash Party). Previously, he was involved in creating the scenario for the adventure game The Dig. In 1996, Spielberg worked on and shot original footage for a movie-making simulation game called Steven Spielberg's Director's Chair. He is the creator of the Medal of Honor series by Electronic Arts. He is credited in the special thanks section of the 1998 video game Trespasser. In 2013, Spielberg has announced he is collaborating with 343 Industries for a live-action TV show of Halo.", "targets": "Who wrote the script for 'Someone's in the Kitchen'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e403e67c20c45d88a3691f65bc30ac8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from being an ardent gamer Spielberg has had a long history of involvement in video games. He has been giving thanks to his games of his division DreamWorks Interactive most notable as Someone's in the Kitchen with script written by Animaniacs' Paul Rugg, Goosebumps: Escape from HorrorLand, The Neverhood (all in 1996), Skullmonkeys, Dilbert's Desktop Games, Goosebumps: Attack of the Mutant (all 1997), Boombots (1999), T'ai Fu: Wrath of the Tiger (1999), and Clive Barker's Undying (2001). In 2005 the director signed with Electronic Arts to collaborate on three games including an action game and an award winning puzzle game for the Wii called Boom Blox (and its 2009 sequel: Boom Blox Bash Party). Previously, he was involved in creating the scenario for the adventure game The Dig. In 1996, Spielberg worked on and shot original footage for a movie-making simulation game called Steven Spielberg's Director's Chair. He is the creator of the Medal of Honor series by Electronic Arts. He is credited in the special thanks section of the 1998 video game Trespasser. In 2013, Spielberg has announced he is collaborating with 343 Industries for a live-action TV show of Halo.", "targets": "When was 'Skullmonkeys' released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e403e67c20c45d88a3691f65bc30ac8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from being an ardent gamer Spielberg has had a long history of involvement in video games. He has been giving thanks to his games of his division DreamWorks Interactive most notable as Someone's in the Kitchen with script written by Animaniacs' Paul Rugg, Goosebumps: Escape from HorrorLand, The Neverhood (all in 1996), Skullmonkeys, Dilbert's Desktop Games, Goosebumps: Attack of the Mutant (all 1997), Boombots (1999), T'ai Fu: Wrath of the Tiger (1999), and Clive Barker's Undying (2001). In 2005 the director signed with Electronic Arts to collaborate on three games including an action game and an award winning puzzle game for the Wii called Boom Blox (and its 2009 sequel: Boom Blox Bash Party). Previously, he was involved in creating the scenario for the adventure game The Dig. In 1996, Spielberg worked on and shot original footage for a movie-making simulation game called Steven Spielberg's Director's Chair. He is the creator of the Medal of Honor series by Electronic Arts. He is credited in the special thanks section of the 1998 video game Trespasser. In 2013, Spielberg has announced he is collaborating with 343 Industries for a live-action TV show of Halo.", "targets": "When was Boombots released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e403e67c20c45d88a3691f65bc30ac8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from being an ardent gamer Spielberg has had a long history of involvement in video games. He has been giving thanks to his games of his division DreamWorks Interactive most notable as Someone's in the Kitchen with script written by Animaniacs' Paul Rugg, Goosebumps: Escape from HorrorLand, The Neverhood (all in 1996), Skullmonkeys, Dilbert's Desktop Games, Goosebumps: Attack of the Mutant (all 1997), Boombots (1999), T'ai Fu: Wrath of the Tiger (1999), and Clive Barker's Undying (2001). In 2005 the director signed with Electronic Arts to collaborate on three games including an action game and an award winning puzzle game for the Wii called Boom Blox (and its 2009 sequel: Boom Blox Bash Party). Previously, he was involved in creating the scenario for the adventure game The Dig. In 1996, Spielberg worked on and shot original footage for a movie-making simulation game called Steven Spielberg's Director's Chair. He is the creator of the Medal of Honor series by Electronic Arts. He is credited in the special thanks section of the 1998 video game Trespasser. In 2013, Spielberg has announced he is collaborating with 343 Industries for a live-action TV show of Halo.", "targets": "When was The Neverhood released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e403e67c20c45d88a3691f65bc30ac8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apart from being an ardent gamer Spielberg has had a long history of involvement in video games. He has been giving thanks to his games of his division DreamWorks Interactive most notable as Someone's in the Kitchen with script written by Animaniacs' Paul Rugg, Goosebumps: Escape from HorrorLand, The Neverhood (all in 1996), Skullmonkeys, Dilbert's Desktop Games, Goosebumps: Attack of the Mutant (all 1997), Boombots (1999), T'ai Fu: Wrath of the Tiger (1999), and Clive Barker's Undying (2001). In 2005 the director signed with Electronic Arts to collaborate on three games including an action game and an award winning puzzle game for the Wii called Boom Blox (and its 2009 sequel: Boom Blox Bash Party). Previously, he was involved in creating the scenario for the adventure game The Dig. In 1996, Spielberg worked on and shot original footage for a movie-making simulation game called Steven Spielberg's Director's Chair. He is the creator of the Medal of Honor series by Electronic Arts. He is credited in the special thanks section of the 1998 video game Trespasser. In 2013, Spielberg has announced he is collaborating with 343 Industries for a live-action TV show of Halo.", "targets": "What video game did Spielberg say in 2013 he's working on a TV show based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "How large was the displacement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "Who warned of possible seismic activity in the area beforehand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "What did the United States Geological Survey show as the amount of displacement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "How long was the fault where the quake occurred?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "How deep is the fault?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "Where on the fault is the possibility of future earthquakes increased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8c1367d7a754a00a57d4d65c1fe4f12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a United States Geological Survey (USGS) study, preliminary rupture models of the earthquake indicated displacement of up to 9 meters along a fault approximately 240 km long by 20 km deep. The earthquake generated deformations of the surface greater than 3 meters and increased the stress (and probability of occurrence of future events) at the northeastern and southwestern ends of the fault. On May 20, USGS seismologist Tom Parsons warned that there is \"high risk\" of a major M>7 aftershock over the next weeks or months.", "targets": "What did Tom Parsons consider as the risk factor for strong future quakes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "What is the only mainstream computer platform to successfully transition to a new CPU architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "What is the standard amount of RAM included with almost all current Mac models?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "Which MacBook Pro port can transfer data at speeds up to 10 gigabits per second?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "When was the iMac G5 released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "Which interface did Apple introduce that was capable of being operated by an Apple Remote or keyboard for accessing media stored on the computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "What is the standard amount of RAM shipped with most Mac models?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "What processors are used by the current Mac product family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "How many data transfer ports are included in most current Macs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-339a8894257e43c08f64855dd05bfc53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current Mac product family uses Intel x86-64 processors. Apple introduced an emulator during the transition from PowerPC chips (called Rosetta), much as it did during the transition from Motorola 68000 architecture a decade earlier. The Macintosh is the only mainstream computer platform to have successfully transitioned to a new CPU architecture, and has done so twice. All current Mac models ship with at least 8 GB of RAM as standard other than the 1.4 GHz Mac Mini, MacBook Pro (without Retina Display), and MacBook Air. Current Mac computers use ATI Radeon or nVidia GeForce graphics cards as well as Intel graphics built into the main CPU. All current Macs (except for the MacBook Pro without Retina Display) do not ship with an optical media drive that includes a dual-function DVD/CD burner. Apple refers to this as a SuperDrive. Current Macs include two standard data transfer ports: USB and Thunderbolt (except for the MacBook (2015 version), which only has a USB-C port and headphone port). MacBook Pro, iMac, MacBook Air, and Mac Mini computers now also feature the \"Thunderbolt\" port, which Apple says can transfer data at speeds up to 10 gigabits per second. USB was introduced in the 1998 iMac G3 and is ubiquitous today, while FireWire is mainly reserved for high-performance devices such as hard drives or video cameras. Starting with the then-new iMac G5, released in October 2005, Apple started to include built-in iSight cameras on appropriate models, and a media center interface called Front Row that can be operated by an Apple Remote or keyboard for accessing media stored on the computer. Front Row has been discontinued as of 2011, however, and the Apple Remote is no longer bundled with new Macs.", "targets": "According to Apple, how fast can the Thunderbolt port transfer data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac15ed3c848e497d8de1633af066c66a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the division of the Roman Empire, the Western Roman Empire lost contact with much of its past. In the Middle East, Greek philosophy was able to find some support under the newly created Arab Empire. With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship, known as the Islamic Golden Age, lasted until the 13th century. This scholarship was aided by several factors. The use of a single language, Arabic, allowed communication without need of a translator. Access to Greek texts from the Byzantine Empire, along with Indian sources of learning, provided Muslim scholars a knowledge base to build upon.", "targets": "What was a consequence of the Roman Empire being divided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac15ed3c848e497d8de1633af066c66a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the division of the Roman Empire, the Western Roman Empire lost contact with much of its past. In the Middle East, Greek philosophy was able to find some support under the newly created Arab Empire. With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship, known as the Islamic Golden Age, lasted until the 13th century. This scholarship was aided by several factors. The use of a single language, Arabic, allowed communication without need of a translator. Access to Greek texts from the Byzantine Empire, along with Indian sources of learning, provided Muslim scholars a knowledge base to build upon.", "targets": "Where was support found for Greek philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac15ed3c848e497d8de1633af066c66a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the division of the Roman Empire, the Western Roman Empire lost contact with much of its past. In the Middle East, Greek philosophy was able to find some support under the newly created Arab Empire. With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship, known as the Islamic Golden Age, lasted until the 13th century. This scholarship was aided by several factors. The use of a single language, Arabic, allowed communication without need of a translator. Access to Greek texts from the Byzantine Empire, along with Indian sources of learning, provided Muslim scholars a knowledge base to build upon.", "targets": "What time period was marked by the spreading of Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac15ed3c848e497d8de1633af066c66a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the division of the Roman Empire, the Western Roman Empire lost contact with much of its past. In the Middle East, Greek philosophy was able to find some support under the newly created Arab Empire. With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship, known as the Islamic Golden Age, lasted until the 13th century. This scholarship was aided by several factors. The use of a single language, Arabic, allowed communication without need of a translator. Access to Greek texts from the Byzantine Empire, along with Indian sources of learning, provided Muslim scholars a knowledge base to build upon.", "targets": "How long did the Islamic Golden Age last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac15ed3c848e497d8de1633af066c66a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the division of the Roman Empire, the Western Roman Empire lost contact with much of its past. In the Middle East, Greek philosophy was able to find some support under the newly created Arab Empire. With the spread of Islam in the 7th and 8th centuries, a period of Muslim scholarship, known as the Islamic Golden Age, lasted until the 13th century. This scholarship was aided by several factors. The use of a single language, Arabic, allowed communication without need of a translator. Access to Greek texts from the Byzantine Empire, along with Indian sources of learning, provided Muslim scholars a knowledge base to build upon.", "targets": "What language did Muslim philosophers speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6ca55dc5fa24459aaa26e88f7e91e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1454 King Casimir IV granted the Nieszawa Statutes (Polish: \"statuty cerkwicko-nieszawskie\"), clarifying the legal basis of voivodship sejmiks (local parliaments). The king could promulgate new laws, raise taxes, or call for a lev\u00e9e en masse (pospolite ruszenie) only with the consent of the sejmiks, and the nobility were protected from judicial abuses. The Nieszawa Statutes also curbed the power of the magnates, as the Sejm (national parliament) received the right to elect many officials, including judges, voivods and castellans. These privileges were demanded by the szlachta as a compensation for their participation in the Thirteen Years' War.", "targets": "When were the Nieszawa statutes granted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6ca55dc5fa24459aaa26e88f7e91e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1454 King Casimir IV granted the Nieszawa Statutes (Polish: \"statuty cerkwicko-nieszawskie\"), clarifying the legal basis of voivodship sejmiks (local parliaments). The king could promulgate new laws, raise taxes, or call for a lev\u00e9e en masse (pospolite ruszenie) only with the consent of the sejmiks, and the nobility were protected from judicial abuses. The Nieszawa Statutes also curbed the power of the magnates, as the Sejm (national parliament) received the right to elect many officials, including judges, voivods and castellans. These privileges were demanded by the szlachta as a compensation for their participation in the Thirteen Years' War.", "targets": "What did the Nieszawa statues clarify?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6ca55dc5fa24459aaa26e88f7e91e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1454 King Casimir IV granted the Nieszawa Statutes (Polish: \"statuty cerkwicko-nieszawskie\"), clarifying the legal basis of voivodship sejmiks (local parliaments). The king could promulgate new laws, raise taxes, or call for a lev\u00e9e en masse (pospolite ruszenie) only with the consent of the sejmiks, and the nobility were protected from judicial abuses. The Nieszawa Statutes also curbed the power of the magnates, as the Sejm (national parliament) received the right to elect many officials, including judges, voivods and castellans. These privileges were demanded by the szlachta as a compensation for their participation in the Thirteen Years' War.", "targets": "THe nobility was protected from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6ca55dc5fa24459aaa26e88f7e91e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1454 King Casimir IV granted the Nieszawa Statutes (Polish: \"statuty cerkwicko-nieszawskie\"), clarifying the legal basis of voivodship sejmiks (local parliaments). The king could promulgate new laws, raise taxes, or call for a lev\u00e9e en masse (pospolite ruszenie) only with the consent of the sejmiks, and the nobility were protected from judicial abuses. The Nieszawa Statutes also curbed the power of the magnates, as the Sejm (national parliament) received the right to elect many officials, including judges, voivods and castellans. These privileges were demanded by the szlachta as a compensation for their participation in the Thirteen Years' War.", "targets": "Whos power was curbed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6ca55dc5fa24459aaa26e88f7e91e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1454 King Casimir IV granted the Nieszawa Statutes (Polish: \"statuty cerkwicko-nieszawskie\"), clarifying the legal basis of voivodship sejmiks (local parliaments). The king could promulgate new laws, raise taxes, or call for a lev\u00e9e en masse (pospolite ruszenie) only with the consent of the sejmiks, and the nobility were protected from judicial abuses. The Nieszawa Statutes also curbed the power of the magnates, as the Sejm (national parliament) received the right to elect many officials, including judges, voivods and castellans. These privileges were demanded by the szlachta as a compensation for their participation in the Thirteen Years' War.", "targets": "Why did the szlachta demand privileges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5beb6acf931e43ba9bd163d0b08cf85d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The galleries also link design to wider trends in British culture. For instance, design in the Tudor period was influenced by the spread of printed books and the work of European artists and craftsmen employed in Britain. In the Stuart period, increasing trade, especially with Asia, enabled wider access to luxuries like carpets, lacquered furniture, silks and porcelain. In the Georgian age there was increasing emphasis on entertainment and leisure. For example, the increase in tea drinking led to the production of tea paraphernalia such as china and caddies. European styles seen on the Grand Tour also influenced taste. As the Industrial Revolution took hold, the growth of mass production produced entrepreneurs such as Josiah Wedgwood, Matthew Boulton and Eleanor Coade. In the Victorian era new technology and machinery had a significant effect on manufacturing, and for the first time since the reformation, the Anglican and Roman Catholic Churches had a major effect on art and design such as the Gothic Revival. There is a large display on the Great Exhibition which, among other things, led to the founding of the V&A. In the later 19th century, the increasing backlash against industrialization, led by John Ruskin, contributed to the Arts and Crafts movement.", "targets": "What led to the production of tea paraphernalia such as china and caddies during the Georgian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5beb6acf931e43ba9bd163d0b08cf85d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The galleries also link design to wider trends in British culture. For instance, design in the Tudor period was influenced by the spread of printed books and the work of European artists and craftsmen employed in Britain. In the Stuart period, increasing trade, especially with Asia, enabled wider access to luxuries like carpets, lacquered furniture, silks and porcelain. In the Georgian age there was increasing emphasis on entertainment and leisure. For example, the increase in tea drinking led to the production of tea paraphernalia such as china and caddies. European styles seen on the Grand Tour also influenced taste. As the Industrial Revolution took hold, the growth of mass production produced entrepreneurs such as Josiah Wedgwood, Matthew Boulton and Eleanor Coade. In the Victorian era new technology and machinery had a significant effect on manufacturing, and for the first time since the reformation, the Anglican and Roman Catholic Churches had a major effect on art and design such as the Gothic Revival. There is a large display on the Great Exhibition which, among other things, led to the founding of the V&A. In the later 19th century, the increasing backlash against industrialization, led by John Ruskin, contributed to the Arts and Crafts movement.", "targets": "What British cultural trend during the Georgian is linked to design during the same period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5beb6acf931e43ba9bd163d0b08cf85d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The galleries also link design to wider trends in British culture. For instance, design in the Tudor period was influenced by the spread of printed books and the work of European artists and craftsmen employed in Britain. In the Stuart period, increasing trade, especially with Asia, enabled wider access to luxuries like carpets, lacquered furniture, silks and porcelain. In the Georgian age there was increasing emphasis on entertainment and leisure. For example, the increase in tea drinking led to the production of tea paraphernalia such as china and caddies. European styles seen on the Grand Tour also influenced taste. As the Industrial Revolution took hold, the growth of mass production produced entrepreneurs such as Josiah Wedgwood, Matthew Boulton and Eleanor Coade. In the Victorian era new technology and machinery had a significant effect on manufacturing, and for the first time since the reformation, the Anglican and Roman Catholic Churches had a major effect on art and design such as the Gothic Revival. There is a large display on the Great Exhibition which, among other things, led to the founding of the V&A. In the later 19th century, the increasing backlash against industrialization, led by John Ruskin, contributed to the Arts and Crafts movement.", "targets": "Who is considered the leading figure in the Arts and Crafts movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5beb6acf931e43ba9bd163d0b08cf85d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The galleries also link design to wider trends in British culture. For instance, design in the Tudor period was influenced by the spread of printed books and the work of European artists and craftsmen employed in Britain. In the Stuart period, increasing trade, especially with Asia, enabled wider access to luxuries like carpets, lacquered furniture, silks and porcelain. In the Georgian age there was increasing emphasis on entertainment and leisure. For example, the increase in tea drinking led to the production of tea paraphernalia such as china and caddies. European styles seen on the Grand Tour also influenced taste. As the Industrial Revolution took hold, the growth of mass production produced entrepreneurs such as Josiah Wedgwood, Matthew Boulton and Eleanor Coade. In the Victorian era new technology and machinery had a significant effect on manufacturing, and for the first time since the reformation, the Anglican and Roman Catholic Churches had a major effect on art and design such as the Gothic Revival. There is a large display on the Great Exhibition which, among other things, led to the founding of the V&A. In the later 19th century, the increasing backlash against industrialization, led by John Ruskin, contributed to the Arts and Crafts movement.", "targets": "The entrepreneurs Josiah Wedgwood, Matthew Boulton and Eleanor Coade were influenced by what manufacturing process developed during the Industrial Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5beb6acf931e43ba9bd163d0b08cf85d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The galleries also link design to wider trends in British culture. For instance, design in the Tudor period was influenced by the spread of printed books and the work of European artists and craftsmen employed in Britain. In the Stuart period, increasing trade, especially with Asia, enabled wider access to luxuries like carpets, lacquered furniture, silks and porcelain. In the Georgian age there was increasing emphasis on entertainment and leisure. For example, the increase in tea drinking led to the production of tea paraphernalia such as china and caddies. European styles seen on the Grand Tour also influenced taste. As the Industrial Revolution took hold, the growth of mass production produced entrepreneurs such as Josiah Wedgwood, Matthew Boulton and Eleanor Coade. In the Victorian era new technology and machinery had a significant effect on manufacturing, and for the first time since the reformation, the Anglican and Roman Catholic Churches had a major effect on art and design such as the Gothic Revival. There is a large display on the Great Exhibition which, among other things, led to the founding of the V&A. In the later 19th century, the increasing backlash against industrialization, led by John Ruskin, contributed to the Arts and Crafts movement.", "targets": "A reaction against industrialiazation contributed to the development of what artistic movement in the late 19th centurY"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2408463ae34f6dbd7e5ff86eaf8114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the excommunication of Luther and condemnation of the Reformation by the Pope, the work and writings of John Calvin were influential in establishing a loose consensus among various groups in Switzerland, Scotland, Hungary, Germany and elsewhere. After the expulsion of its Bishop in 1526, and the unsuccessful attempts of the Bern reformer William Farel, Calvin was asked to use the organisational skill he had gathered as a student of law to discipline the \"fallen city\" of Geneva. His Ordinances of 1541 involved a collaboration of Church affairs with the City council and consistory to bring morality to all areas of life. After the establishment of the Geneva academy in 1559, Geneva became the unofficial capital of the Protestant movement, providing refuge for Protestant exiles from all over Europe and educating them as Calvinist missionaries. The faith continued to spread after Calvin's death in 1563.", "targets": "Who condemned the Reformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2408463ae34f6dbd7e5ff86eaf8114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the excommunication of Luther and condemnation of the Reformation by the Pope, the work and writings of John Calvin were influential in establishing a loose consensus among various groups in Switzerland, Scotland, Hungary, Germany and elsewhere. After the expulsion of its Bishop in 1526, and the unsuccessful attempts of the Bern reformer William Farel, Calvin was asked to use the organisational skill he had gathered as a student of law to discipline the \"fallen city\" of Geneva. His Ordinances of 1541 involved a collaboration of Church affairs with the City council and consistory to bring morality to all areas of life. After the establishment of the Geneva academy in 1559, Geneva became the unofficial capital of the Protestant movement, providing refuge for Protestant exiles from all over Europe and educating them as Calvinist missionaries. The faith continued to spread after Calvin's death in 1563.", "targets": "Who wrote the Ordinances of 1541?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2408463ae34f6dbd7e5ff86eaf8114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the excommunication of Luther and condemnation of the Reformation by the Pope, the work and writings of John Calvin were influential in establishing a loose consensus among various groups in Switzerland, Scotland, Hungary, Germany and elsewhere. After the expulsion of its Bishop in 1526, and the unsuccessful attempts of the Bern reformer William Farel, Calvin was asked to use the organisational skill he had gathered as a student of law to discipline the \"fallen city\" of Geneva. His Ordinances of 1541 involved a collaboration of Church affairs with the City council and consistory to bring morality to all areas of life. After the establishment of the Geneva academy in 1559, Geneva became the unofficial capital of the Protestant movement, providing refuge for Protestant exiles from all over Europe and educating them as Calvinist missionaries. The faith continued to spread after Calvin's death in 1563.", "targets": "What city became the unofficial capital of the Protestant movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2408463ae34f6dbd7e5ff86eaf8114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the excommunication of Luther and condemnation of the Reformation by the Pope, the work and writings of John Calvin were influential in establishing a loose consensus among various groups in Switzerland, Scotland, Hungary, Germany and elsewhere. After the expulsion of its Bishop in 1526, and the unsuccessful attempts of the Bern reformer William Farel, Calvin was asked to use the organisational skill he had gathered as a student of law to discipline the \"fallen city\" of Geneva. His Ordinances of 1541 involved a collaboration of Church affairs with the City council and consistory to bring morality to all areas of life. After the establishment of the Geneva academy in 1559, Geneva became the unofficial capital of the Protestant movement, providing refuge for Protestant exiles from all over Europe and educating them as Calvinist missionaries. The faith continued to spread after Calvin's death in 1563.", "targets": "When did John Calvin die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2408463ae34f6dbd7e5ff86eaf8114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the excommunication of Luther and condemnation of the Reformation by the Pope, the work and writings of John Calvin were influential in establishing a loose consensus among various groups in Switzerland, Scotland, Hungary, Germany and elsewhere. After the expulsion of its Bishop in 1526, and the unsuccessful attempts of the Bern reformer William Farel, Calvin was asked to use the organisational skill he had gathered as a student of law to discipline the \"fallen city\" of Geneva. His Ordinances of 1541 involved a collaboration of Church affairs with the City council and consistory to bring morality to all areas of life. After the establishment of the Geneva academy in 1559, Geneva became the unofficial capital of the Protestant movement, providing refuge for Protestant exiles from all over Europe and educating them as Calvinist missionaries. The faith continued to spread after Calvin's death in 1563.", "targets": "What type of missionaries were taught in Geneva?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ebc76679c4477eaea8944df3105d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exodus of Salvadorans was a result of both economic and political problems. The largest immigration wave occurred as a result of the Salvadoran Civil War in the 1980s, in which 20\u201330% of El Salvador's population emigrated. About 50%, or up to 500,000 of those who escaped headed to the United States, which was already home to over 10,000 Salvadorans, making Salvadorans Americans the fourth-largest Hispanic and Latino American group, after the Mexican-American majority, stateside Puerto Ricans, and Cubans.", "targets": "Why did Salvadorans come to America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ebc76679c4477eaea8944df3105d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exodus of Salvadorans was a result of both economic and political problems. The largest immigration wave occurred as a result of the Salvadoran Civil War in the 1980s, in which 20\u201330% of El Salvador's population emigrated. About 50%, or up to 500,000 of those who escaped headed to the United States, which was already home to over 10,000 Salvadorans, making Salvadorans Americans the fourth-largest Hispanic and Latino American group, after the Mexican-American majority, stateside Puerto Ricans, and Cubans.", "targets": "When did Salvadorans come to America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ebc76679c4477eaea8944df3105d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exodus of Salvadorans was a result of both economic and political problems. The largest immigration wave occurred as a result of the Salvadoran Civil War in the 1980s, in which 20\u201330% of El Salvador's population emigrated. About 50%, or up to 500,000 of those who escaped headed to the United States, which was already home to over 10,000 Salvadorans, making Salvadorans Americans the fourth-largest Hispanic and Latino American group, after the Mexican-American majority, stateside Puerto Ricans, and Cubans.", "targets": "How many Salvadorans immigrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ebc76679c4477eaea8944df3105d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exodus of Salvadorans was a result of both economic and political problems. The largest immigration wave occurred as a result of the Salvadoran Civil War in the 1980s, in which 20\u201330% of El Salvador's population emigrated. About 50%, or up to 500,000 of those who escaped headed to the United States, which was already home to over 10,000 Salvadorans, making Salvadorans Americans the fourth-largest Hispanic and Latino American group, after the Mexican-American majority, stateside Puerto Ricans, and Cubans.", "targets": "What is the population of Salvadorans living in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2ebc76679c4477eaea8944df3105d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exodus of Salvadorans was a result of both economic and political problems. The largest immigration wave occurred as a result of the Salvadoran Civil War in the 1980s, in which 20\u201330% of El Salvador's population emigrated. About 50%, or up to 500,000 of those who escaped headed to the United States, which was already home to over 10,000 Salvadorans, making Salvadorans Americans the fourth-largest Hispanic and Latino American group, after the Mexican-American majority, stateside Puerto Ricans, and Cubans.", "targets": "Where do Salvadorans fall on the scale for Hispanic living in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc6fb0c115d74ec7af79ce0601ecbceb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc is more reactive than iron or steel and thus will attract almost all local oxidation until it completely corrodes away. A protective surface layer of oxide and carbonate (Zn\n5(OH)\n6(CO\n3)\n2) forms as the zinc corrodes. This protection lasts even after the zinc layer is scratched but degrades through time as the zinc corrodes away. The zinc is applied electrochemically or as molten zinc by hot-dip galvanizing or spraying. Galvanization is used on chain-link fencing, guard rails, suspension bridges, lightposts, metal roofs, heat exchangers, and car bodies.", "targets": "What two compounds is zinc more reactive than?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc6fb0c115d74ec7af79ce0601ecbceb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc is more reactive than iron or steel and thus will attract almost all local oxidation until it completely corrodes away. A protective surface layer of oxide and carbonate (Zn\n5(OH)\n6(CO\n3)\n2) forms as the zinc corrodes. This protection lasts even after the zinc layer is scratched but degrades through time as the zinc corrodes away. The zinc is applied electrochemically or as molten zinc by hot-dip galvanizing or spraying. Galvanization is used on chain-link fencing, guard rails, suspension bridges, lightposts, metal roofs, heat exchangers, and car bodies.", "targets": "What forms as zinc corrodes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc6fb0c115d74ec7af79ce0601ecbceb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc is more reactive than iron or steel and thus will attract almost all local oxidation until it completely corrodes away. A protective surface layer of oxide and carbonate (Zn\n5(OH)\n6(CO\n3)\n2) forms as the zinc corrodes. This protection lasts even after the zinc layer is scratched but degrades through time as the zinc corrodes away. The zinc is applied electrochemically or as molten zinc by hot-dip galvanizing or spraying. Galvanization is used on chain-link fencing, guard rails, suspension bridges, lightposts, metal roofs, heat exchangers, and car bodies.", "targets": "How is zinc applied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc6fb0c115d74ec7af79ce0601ecbceb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zinc is more reactive than iron or steel and thus will attract almost all local oxidation until it completely corrodes away. A protective surface layer of oxide and carbonate (Zn\n5(OH)\n6(CO\n3)\n2) forms as the zinc corrodes. This protection lasts even after the zinc layer is scratched but degrades through time as the zinc corrodes away. The zinc is applied electrochemically or as molten zinc by hot-dip galvanizing or spraying. Galvanization is used on chain-link fencing, guard rails, suspension bridges, lightposts, metal roofs, heat exchangers, and car bodies.", "targets": "What is used on many common items, such as chain link fences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8556d865eaf94cbb9e6db183233b8ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet retained nominal power over religious and regional political affairs, while the Mongols managed a structural and administrative rule over the region, reinforced by the rare military intervention. This existed as a \"diarchic structure\" under the Yuan emperor, with power primarily in favor of the Mongols. Mongolian prince Khuden gained temporal power in Tibet in the 1240s and sponsored Sakya Pandita, whose seat became the capital of Tibet. Drog\u00f6n Ch\u00f6gyal Phagpa, Sakya Pandita's nephew became Imperial Preceptor of Kublai Khan, founder of the Yuan dynasty.", "targets": "Who managed religious and regional political affairs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8556d865eaf94cbb9e6db183233b8ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet retained nominal power over religious and regional political affairs, while the Mongols managed a structural and administrative rule over the region, reinforced by the rare military intervention. This existed as a \"diarchic structure\" under the Yuan emperor, with power primarily in favor of the Mongols. Mongolian prince Khuden gained temporal power in Tibet in the 1240s and sponsored Sakya Pandita, whose seat became the capital of Tibet. Drog\u00f6n Ch\u00f6gyal Phagpa, Sakya Pandita's nephew became Imperial Preceptor of Kublai Khan, founder of the Yuan dynasty.", "targets": "Who managed structural and administrative rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8556d865eaf94cbb9e6db183233b8ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet retained nominal power over religious and regional political affairs, while the Mongols managed a structural and administrative rule over the region, reinforced by the rare military intervention. This existed as a \"diarchic structure\" under the Yuan emperor, with power primarily in favor of the Mongols. Mongolian prince Khuden gained temporal power in Tibet in the 1240s and sponsored Sakya Pandita, whose seat became the capital of Tibet. Drog\u00f6n Ch\u00f6gyal Phagpa, Sakya Pandita's nephew became Imperial Preceptor of Kublai Khan, founder of the Yuan dynasty.", "targets": "Who gained temporal power in Tibet in the 1240s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8556d865eaf94cbb9e6db183233b8ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet retained nominal power over religious and regional political affairs, while the Mongols managed a structural and administrative rule over the region, reinforced by the rare military intervention. This existed as a \"diarchic structure\" under the Yuan emperor, with power primarily in favor of the Mongols. Mongolian prince Khuden gained temporal power in Tibet in the 1240s and sponsored Sakya Pandita, whose seat became the capital of Tibet. Drog\u00f6n Ch\u00f6gyal Phagpa, Sakya Pandita's nephew became Imperial Preceptor of Kublai Khan, founder of the Yuan dynasty.", "targets": "Who founded the Yuan dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d8c17330624ca7bffe240496febf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gregorian calendar is a solar calendar. A regular Gregorian year consists of 365 days, but as in the Julian calendar, in a leap year, a leap day is added to February. In the Julian calendar a leap year occurs every 4 years, but the Gregorian calendar omits 3 leap days every 400 years. In the Julian calendar, this leap day was inserted by doubling 24 February, and the Gregorian reform did not change the date of the leap day. In the modern period, it has become customary to number the days from the beginning of the month, and February 29th is often considered as the leap day. Some churches, notably the Roman Catholic Church, delay February festivals after the 23rd by one day in leap years.", "targets": "What kind of calendar is the Gregorian calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d8c17330624ca7bffe240496febf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gregorian calendar is a solar calendar. A regular Gregorian year consists of 365 days, but as in the Julian calendar, in a leap year, a leap day is added to February. In the Julian calendar a leap year occurs every 4 years, but the Gregorian calendar omits 3 leap days every 400 years. In the Julian calendar, this leap day was inserted by doubling 24 February, and the Gregorian reform did not change the date of the leap day. In the modern period, it has become customary to number the days from the beginning of the month, and February 29th is often considered as the leap day. Some churches, notably the Roman Catholic Church, delay February festivals after the 23rd by one day in leap years.", "targets": "How many days are in the Gregorian calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d8c17330624ca7bffe240496febf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gregorian calendar is a solar calendar. A regular Gregorian year consists of 365 days, but as in the Julian calendar, in a leap year, a leap day is added to February. In the Julian calendar a leap year occurs every 4 years, but the Gregorian calendar omits 3 leap days every 400 years. In the Julian calendar, this leap day was inserted by doubling 24 February, and the Gregorian reform did not change the date of the leap day. In the modern period, it has become customary to number the days from the beginning of the month, and February 29th is often considered as the leap day. Some churches, notably the Roman Catholic Church, delay February festivals after the 23rd by one day in leap years.", "targets": "How often is a leap day added to the Julian calendar year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d8c17330624ca7bffe240496febf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gregorian calendar is a solar calendar. A regular Gregorian year consists of 365 days, but as in the Julian calendar, in a leap year, a leap day is added to February. In the Julian calendar a leap year occurs every 4 years, but the Gregorian calendar omits 3 leap days every 400 years. In the Julian calendar, this leap day was inserted by doubling 24 February, and the Gregorian reform did not change the date of the leap day. In the modern period, it has become customary to number the days from the beginning of the month, and February 29th is often considered as the leap day. Some churches, notably the Roman Catholic Church, delay February festivals after the 23rd by one day in leap years.", "targets": "When does the Gregorian calendar omit 3 leap days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d8c17330624ca7bffe240496febf60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gregorian calendar is a solar calendar. A regular Gregorian year consists of 365 days, but as in the Julian calendar, in a leap year, a leap day is added to February. In the Julian calendar a leap year occurs every 4 years, but the Gregorian calendar omits 3 leap days every 400 years. In the Julian calendar, this leap day was inserted by doubling 24 February, and the Gregorian reform did not change the date of the leap day. In the modern period, it has become customary to number the days from the beginning of the month, and February 29th is often considered as the leap day. Some churches, notably the Roman Catholic Church, delay February festivals after the 23rd by one day in leap years.", "targets": "On what day did both the Julian and Gregorian calendars add leap day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8fb489be2b458391d3d0f4fd3a3b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Air Force officer promotions are governed by the Defense Officer Personnel Management Act of 1980 and its companion Reserve Officer Personnel Management Act (ROPMA) for officers in the Air Force Reserve and the Air National Guard. DOPMA also establishes limits on the number of officers that can serve at any given time in the Air Force. Currently, promotion from second lieutenant to first lieutenant is virtually guaranteed after two years of satisfactory service. The promotion from first lieutenant to captain is competitive after successfully completing another two years of service, with a selection rate varying between 99% and 100%. Promotion to major through major general is through a formal selection board process, while promotions to lieutenant general and general are contingent upon nomination to specific general officer positions and subject to U.S. Senate approval.", "targets": "Was does ROPMA stand for in the USAF? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8fb489be2b458391d3d0f4fd3a3b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Air Force officer promotions are governed by the Defense Officer Personnel Management Act of 1980 and its companion Reserve Officer Personnel Management Act (ROPMA) for officers in the Air Force Reserve and the Air National Guard. DOPMA also establishes limits on the number of officers that can serve at any given time in the Air Force. Currently, promotion from second lieutenant to first lieutenant is virtually guaranteed after two years of satisfactory service. The promotion from first lieutenant to captain is competitive after successfully completing another two years of service, with a selection rate varying between 99% and 100%. Promotion to major through major general is through a formal selection board process, while promotions to lieutenant general and general are contingent upon nomination to specific general officer positions and subject to U.S. Senate approval.", "targets": "What are Air Force Officer promotions overseen by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8fb489be2b458391d3d0f4fd3a3b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Air Force officer promotions are governed by the Defense Officer Personnel Management Act of 1980 and its companion Reserve Officer Personnel Management Act (ROPMA) for officers in the Air Force Reserve and the Air National Guard. DOPMA also establishes limits on the number of officers that can serve at any given time in the Air Force. Currently, promotion from second lieutenant to first lieutenant is virtually guaranteed after two years of satisfactory service. The promotion from first lieutenant to captain is competitive after successfully completing another two years of service, with a selection rate varying between 99% and 100%. Promotion to major through major general is through a formal selection board process, while promotions to lieutenant general and general are contingent upon nomination to specific general officer positions and subject to U.S. Senate approval.", "targets": "How long does it usually take to be promoted from second to first lieutenant in the USAF? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8fb489be2b458391d3d0f4fd3a3b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Air Force officer promotions are governed by the Defense Officer Personnel Management Act of 1980 and its companion Reserve Officer Personnel Management Act (ROPMA) for officers in the Air Force Reserve and the Air National Guard. DOPMA also establishes limits on the number of officers that can serve at any given time in the Air Force. Currently, promotion from second lieutenant to first lieutenant is virtually guaranteed after two years of satisfactory service. The promotion from first lieutenant to captain is competitive after successfully completing another two years of service, with a selection rate varying between 99% and 100%. Promotion to major through major general is through a formal selection board process, while promotions to lieutenant general and general are contingent upon nomination to specific general officer positions and subject to U.S. Senate approval.", "targets": "Who establishes limits on the amount of Air Force officers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f8fb489be2b458391d3d0f4fd3a3b7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Air Force officer promotions are governed by the Defense Officer Personnel Management Act of 1980 and its companion Reserve Officer Personnel Management Act (ROPMA) for officers in the Air Force Reserve and the Air National Guard. DOPMA also establishes limits on the number of officers that can serve at any given time in the Air Force. Currently, promotion from second lieutenant to first lieutenant is virtually guaranteed after two years of satisfactory service. The promotion from first lieutenant to captain is competitive after successfully completing another two years of service, with a selection rate varying between 99% and 100%. Promotion to major through major general is through a formal selection board process, while promotions to lieutenant general and general are contingent upon nomination to specific general officer positions and subject to U.S. Senate approval.", "targets": "What promotion in the USAF is governed by a formal selection process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a07635076b6b45dd9a66f4e22424187c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913, Elmer McCollum discovered the first vitamins, fat-soluble vitamin A, and water-soluble vitamin B (in 1915; now known to be a complex of several water-soluble vitamins) and named vitamin C as the then-unknown substance preventing scurvy. Lafayette Mendel and Thomas Osborne also performed pioneering work on vitamins A and B. In 1919, Sir Edward Mellanby incorrectly identified rickets as a vitamin A deficiency because he could cure it in dogs with cod liver oil. In 1922, McCollum destroyed the vitamin A in cod liver oil, but found that it still cured rickets. Also in 1922, H.M. Evans and L.S. Bishop discover vitamin E as essential for rat pregnancy, originally calling it \"food factor X\" until 1925.", "targets": "What was notable about the discovered vitamin A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a07635076b6b45dd9a66f4e22424187c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913, Elmer McCollum discovered the first vitamins, fat-soluble vitamin A, and water-soluble vitamin B (in 1915; now known to be a complex of several water-soluble vitamins) and named vitamin C as the then-unknown substance preventing scurvy. Lafayette Mendel and Thomas Osborne also performed pioneering work on vitamins A and B. In 1919, Sir Edward Mellanby incorrectly identified rickets as a vitamin A deficiency because he could cure it in dogs with cod liver oil. In 1922, McCollum destroyed the vitamin A in cod liver oil, but found that it still cured rickets. Also in 1922, H.M. Evans and L.S. Bishop discover vitamin E as essential for rat pregnancy, originally calling it \"food factor X\" until 1925.", "targets": "Which property was vitamin B found to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a07635076b6b45dd9a66f4e22424187c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913, Elmer McCollum discovered the first vitamins, fat-soluble vitamin A, and water-soluble vitamin B (in 1915; now known to be a complex of several water-soluble vitamins) and named vitamin C as the then-unknown substance preventing scurvy. Lafayette Mendel and Thomas Osborne also performed pioneering work on vitamins A and B. In 1919, Sir Edward Mellanby incorrectly identified rickets as a vitamin A deficiency because he could cure it in dogs with cod liver oil. In 1922, McCollum destroyed the vitamin A in cod liver oil, but found that it still cured rickets. Also in 1922, H.M. Evans and L.S. Bishop discover vitamin E as essential for rat pregnancy, originally calling it \"food factor X\" until 1925.", "targets": "Which disease was vitamin C claimed to help prevent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a07635076b6b45dd9a66f4e22424187c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913, Elmer McCollum discovered the first vitamins, fat-soluble vitamin A, and water-soluble vitamin B (in 1915; now known to be a complex of several water-soluble vitamins) and named vitamin C as the then-unknown substance preventing scurvy. Lafayette Mendel and Thomas Osborne also performed pioneering work on vitamins A and B. In 1919, Sir Edward Mellanby incorrectly identified rickets as a vitamin A deficiency because he could cure it in dogs with cod liver oil. In 1922, McCollum destroyed the vitamin A in cod liver oil, but found that it still cured rickets. Also in 1922, H.M. Evans and L.S. Bishop discover vitamin E as essential for rat pregnancy, originally calling it \"food factor X\" until 1925.", "targets": "What was cod liver oil able to help cure in dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a07635076b6b45dd9a66f4e22424187c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1913, Elmer McCollum discovered the first vitamins, fat-soluble vitamin A, and water-soluble vitamin B (in 1915; now known to be a complex of several water-soluble vitamins) and named vitamin C as the then-unknown substance preventing scurvy. Lafayette Mendel and Thomas Osborne also performed pioneering work on vitamins A and B. In 1919, Sir Edward Mellanby incorrectly identified rickets as a vitamin A deficiency because he could cure it in dogs with cod liver oil. In 1922, McCollum destroyed the vitamin A in cod liver oil, but found that it still cured rickets. Also in 1922, H.M. Evans and L.S. Bishop discover vitamin E as essential for rat pregnancy, originally calling it \"food factor X\" until 1925.", "targets": "What was referred to as \"food factor X\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0495be91f79419ebcb42e4d72406f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The military effectiveness of bombing varied. The Luftwaffe dropped around 45,000 short tons (41,000 t) of bombs during the Blitz disrupting production and transport, reducing food supplies and shaking the British morale. It also helped to support the U-Boat blockade by sinking some 58,000 long tons (59,000 t) of shipping destroyed and 450,000 long tons (460,000 t) damaged. Yet, overall the British production rose steadily throughout this period although there were significant falls during April 1941, probably influenced by the departure of workers of Easter Holidays according to the British official history. The British official history on war production noted the great impact was upon the supply of components rather than complete equipment. In aircraft production, the British were denied the opportunity to reach the planned target of 2,500 aircraft in a month, arguably the greatest achievement of the bombing, as it forced the dispersal of industry. In April 1941, when the targets were British ports, rifle production fell by 25%, filled-shell production by 4.6%, and in smallarms production 4.5% overall. The strategic impact on industrial cities was varied; most took from 10\u201315 days to recover from heavy raids, although Belfast and Liverpool took longer. The attacks against Birmingham took war industries some three months to recover fully from. The exhausted population took three weeks to overcome the effects of an attack.", "targets": "The Luftwaffe used how many short tons of bombs during the Blitz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0495be91f79419ebcb42e4d72406f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The military effectiveness of bombing varied. The Luftwaffe dropped around 45,000 short tons (41,000 t) of bombs during the Blitz disrupting production and transport, reducing food supplies and shaking the British morale. It also helped to support the U-Boat blockade by sinking some 58,000 long tons (59,000 t) of shipping destroyed and 450,000 long tons (460,000 t) damaged. Yet, overall the British production rose steadily throughout this period although there were significant falls during April 1941, probably influenced by the departure of workers of Easter Holidays according to the British official history. The British official history on war production noted the great impact was upon the supply of components rather than complete equipment. In aircraft production, the British were denied the opportunity to reach the planned target of 2,500 aircraft in a month, arguably the greatest achievement of the bombing, as it forced the dispersal of industry. In April 1941, when the targets were British ports, rifle production fell by 25%, filled-shell production by 4.6%, and in smallarms production 4.5% overall. The strategic impact on industrial cities was varied; most took from 10\u201315 days to recover from heavy raids, although Belfast and Liverpool took longer. The attacks against Birmingham took war industries some three months to recover fully from. The exhausted population took three weeks to overcome the effects of an attack.", "targets": "The Luftwaffe helped the U-boats by sinking how much shipping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0495be91f79419ebcb42e4d72406f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The military effectiveness of bombing varied. The Luftwaffe dropped around 45,000 short tons (41,000 t) of bombs during the Blitz disrupting production and transport, reducing food supplies and shaking the British morale. It also helped to support the U-Boat blockade by sinking some 58,000 long tons (59,000 t) of shipping destroyed and 450,000 long tons (460,000 t) damaged. Yet, overall the British production rose steadily throughout this period although there were significant falls during April 1941, probably influenced by the departure of workers of Easter Holidays according to the British official history. The British official history on war production noted the great impact was upon the supply of components rather than complete equipment. In aircraft production, the British were denied the opportunity to reach the planned target of 2,500 aircraft in a month, arguably the greatest achievement of the bombing, as it forced the dispersal of industry. In April 1941, when the targets were British ports, rifle production fell by 25%, filled-shell production by 4.6%, and in smallarms production 4.5% overall. The strategic impact on industrial cities was varied; most took from 10\u201315 days to recover from heavy raids, although Belfast and Liverpool took longer. The attacks against Birmingham took war industries some three months to recover fully from. The exhausted population took three weeks to overcome the effects of an attack.", "targets": "How did the British production fare as a result of all the bombing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0495be91f79419ebcb42e4d72406f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The military effectiveness of bombing varied. The Luftwaffe dropped around 45,000 short tons (41,000 t) of bombs during the Blitz disrupting production and transport, reducing food supplies and shaking the British morale. It also helped to support the U-Boat blockade by sinking some 58,000 long tons (59,000 t) of shipping destroyed and 450,000 long tons (460,000 t) damaged. Yet, overall the British production rose steadily throughout this period although there were significant falls during April 1941, probably influenced by the departure of workers of Easter Holidays according to the British official history. The British official history on war production noted the great impact was upon the supply of components rather than complete equipment. In aircraft production, the British were denied the opportunity to reach the planned target of 2,500 aircraft in a month, arguably the greatest achievement of the bombing, as it forced the dispersal of industry. In April 1941, when the targets were British ports, rifle production fell by 25%, filled-shell production by 4.6%, and in smallarms production 4.5% overall. The strategic impact on industrial cities was varied; most took from 10\u201315 days to recover from heavy raids, although Belfast and Liverpool took longer. The attacks against Birmingham took war industries some three months to recover fully from. The exhausted population took three weeks to overcome the effects of an attack.", "targets": "What was the greatest achievement of the bombings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c0495be91f79419ebcb42e4d72406f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The military effectiveness of bombing varied. The Luftwaffe dropped around 45,000 short tons (41,000 t) of bombs during the Blitz disrupting production and transport, reducing food supplies and shaking the British morale. It also helped to support the U-Boat blockade by sinking some 58,000 long tons (59,000 t) of shipping destroyed and 450,000 long tons (460,000 t) damaged. Yet, overall the British production rose steadily throughout this period although there were significant falls during April 1941, probably influenced by the departure of workers of Easter Holidays according to the British official history. The British official history on war production noted the great impact was upon the supply of components rather than complete equipment. In aircraft production, the British were denied the opportunity to reach the planned target of 2,500 aircraft in a month, arguably the greatest achievement of the bombing, as it forced the dispersal of industry. In April 1941, when the targets were British ports, rifle production fell by 25%, filled-shell production by 4.6%, and in smallarms production 4.5% overall. The strategic impact on industrial cities was varied; most took from 10\u201315 days to recover from heavy raids, although Belfast and Liverpool took longer. The attacks against Birmingham took war industries some three months to recover fully from. The exhausted population took three weeks to overcome the effects of an attack.", "targets": "How long was the recovery of industrial cities from raids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a770edd4654e1386ab8d10d57f2b10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Menzies came to power the year the Communist Party of Australia had led a coal strike to improve pit miners' working conditions. That same year Joseph Stalin's Soviet Union exploded its first atomic bomb, and Mao Zedong led the Communist Party of China to power in China; a year later came the invasion of South Korea by Communist North Korea. Anti-communism was a key political issue of the 1950s and 1960s. Menzies was firmly anti-Communist; he committed troops to the Korean War and attempted to ban the Communist Party of Australia in an unsuccessful referendum during the course of that war. The Labor Party split over concerns about the influence of the Communist Party over the Trade Union movement, leading to the foundation of the breakaway Democratic Labor Party whose preferences supported the Liberal and Country parties.", "targets": "What was a key political topic in the 1950s and 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a770edd4654e1386ab8d10d57f2b10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Menzies came to power the year the Communist Party of Australia had led a coal strike to improve pit miners' working conditions. That same year Joseph Stalin's Soviet Union exploded its first atomic bomb, and Mao Zedong led the Communist Party of China to power in China; a year later came the invasion of South Korea by Communist North Korea. Anti-communism was a key political issue of the 1950s and 1960s. Menzies was firmly anti-Communist; he committed troops to the Korean War and attempted to ban the Communist Party of Australia in an unsuccessful referendum during the course of that war. The Labor Party split over concerns about the influence of the Communist Party over the Trade Union movement, leading to the foundation of the breakaway Democratic Labor Party whose preferences supported the Liberal and Country parties.", "targets": "What actions showed Menzies' anti-Communist beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0a770edd4654e1386ab8d10d57f2b10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Menzies came to power the year the Communist Party of Australia had led a coal strike to improve pit miners' working conditions. That same year Joseph Stalin's Soviet Union exploded its first atomic bomb, and Mao Zedong led the Communist Party of China to power in China; a year later came the invasion of South Korea by Communist North Korea. Anti-communism was a key political issue of the 1950s and 1960s. Menzies was firmly anti-Communist; he committed troops to the Korean War and attempted to ban the Communist Party of Australia in an unsuccessful referendum during the course of that war. The Labor Party split over concerns about the influence of the Communist Party over the Trade Union movement, leading to the foundation of the breakaway Democratic Labor Party whose preferences supported the Liberal and Country parties.", "targets": "Over what did the Labor party divide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc187322f674fe6b16f7dd2dd2a2418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Bleacher Bums\" is a name given to fans, many of whom spend much of the day heckling, who sit in the bleacher section at Wrigley Field. Initially, the group was called \"bums\" because it referred to a group of fans who were at most games, and since those games were all day games, it was assumed they did not work. Many of those fans were, and are still, students at Chicago area colleges, such as DePaul University, Loyola, Northwestern University, and Illinois-Chicago. A Broadway play, starring Joe Mantegna, Dennis Farina, Dennis Franz, and James Belushi ran for years and was based on a group of Cub fans who frequented the club's games. The group was started in 1967 by dedicated fans Ron Grousl, Tom Nall and \"mad bugler\" Mike Murphy, who was a sports radio host during mid days on Chicago-based WSCR AM 670 \"The Score\". Murphy alleges that Grousl started the Wrigley tradition of throwing back opposing teams' home run balls. The current group is headed by Derek Schaul (Derek the Five Dollar Kid). Prior to the 2006 season, they were updated, with new shops and private bar (The Batter's Eye) being added, and Bud Light bought naming rights to the bleacher section, dubbing them the Bud Light Bleachers. Bleachers at Wrigley are general admission, except during the playoffs. The bleachers have been referred to as the \"World's Largest Beer Garden.\" A popular T-shirt (sold inside the park and licensed by the club) which says \"Wrigley Bleachers\" on the front and the phrase \"Shut Up and Drink Your Beer\" on the reverse fuels this stereotype.", "targets": "What nickname has been given to the fans who sit in the bleacher section at Wrigley Field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc187322f674fe6b16f7dd2dd2a2418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Bleacher Bums\" is a name given to fans, many of whom spend much of the day heckling, who sit in the bleacher section at Wrigley Field. Initially, the group was called \"bums\" because it referred to a group of fans who were at most games, and since those games were all day games, it was assumed they did not work. Many of those fans were, and are still, students at Chicago area colleges, such as DePaul University, Loyola, Northwestern University, and Illinois-Chicago. A Broadway play, starring Joe Mantegna, Dennis Farina, Dennis Franz, and James Belushi ran for years and was based on a group of Cub fans who frequented the club's games. The group was started in 1967 by dedicated fans Ron Grousl, Tom Nall and \"mad bugler\" Mike Murphy, who was a sports radio host during mid days on Chicago-based WSCR AM 670 \"The Score\". Murphy alleges that Grousl started the Wrigley tradition of throwing back opposing teams' home run balls. The current group is headed by Derek Schaul (Derek the Five Dollar Kid). Prior to the 2006 season, they were updated, with new shops and private bar (The Batter's Eye) being added, and Bud Light bought naming rights to the bleacher section, dubbing them the Bud Light Bleachers. Bleachers at Wrigley are general admission, except during the playoffs. The bleachers have been referred to as the \"World's Largest Beer Garden.\" A popular T-shirt (sold inside the park and licensed by the club) which says \"Wrigley Bleachers\" on the front and the phrase \"Shut Up and Drink Your Beer\" on the reverse fuels this stereotype.", "targets": "Who heads the current group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adc187322f674fe6b16f7dd2dd2a2418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Bleacher Bums\" is a name given to fans, many of whom spend much of the day heckling, who sit in the bleacher section at Wrigley Field. Initially, the group was called \"bums\" because it referred to a group of fans who were at most games, and since those games were all day games, it was assumed they did not work. Many of those fans were, and are still, students at Chicago area colleges, such as DePaul University, Loyola, Northwestern University, and Illinois-Chicago. A Broadway play, starring Joe Mantegna, Dennis Farina, Dennis Franz, and James Belushi ran for years and was based on a group of Cub fans who frequented the club's games. The group was started in 1967 by dedicated fans Ron Grousl, Tom Nall and \"mad bugler\" Mike Murphy, who was a sports radio host during mid days on Chicago-based WSCR AM 670 \"The Score\". Murphy alleges that Grousl started the Wrigley tradition of throwing back opposing teams' home run balls. The current group is headed by Derek Schaul (Derek the Five Dollar Kid). Prior to the 2006 season, they were updated, with new shops and private bar (The Batter's Eye) being added, and Bud Light bought naming rights to the bleacher section, dubbing them the Bud Light Bleachers. Bleachers at Wrigley are general admission, except during the playoffs. The bleachers have been referred to as the \"World's Largest Beer Garden.\" A popular T-shirt (sold inside the park and licensed by the club) which says \"Wrigley Bleachers\" on the front and the phrase \"Shut Up and Drink Your Beer\" on the reverse fuels this stereotype.", "targets": "What did Bud Light dub the bleacher section?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1ddc93db0d4c07894d697abc8dcd2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ReWritable Audio CD is designed to be used in a consumer audio CD recorder, which will not (without modification) accept standard CD-RW discs. These consumer audio CD recorders use the Serial Copy Management System (SCMS), an early form of digital rights management (DRM), to conform to the United States' Audio Home Recording Act (AHRA). The ReWritable Audio CD is typically somewhat more expensive than CD-RW due to (a) lower volume and (b) a 3% AHRA royalty used to compensate the music industry for the making of a copy.", "targets": "What does SCMS stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1ddc93db0d4c07894d697abc8dcd2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ReWritable Audio CD is designed to be used in a consumer audio CD recorder, which will not (without modification) accept standard CD-RW discs. These consumer audio CD recorders use the Serial Copy Management System (SCMS), an early form of digital rights management (DRM), to conform to the United States' Audio Home Recording Act (AHRA). The ReWritable Audio CD is typically somewhat more expensive than CD-RW due to (a) lower volume and (b) a 3% AHRA royalty used to compensate the music industry for the making of a copy.", "targets": "What does DRM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1ddc93db0d4c07894d697abc8dcd2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ReWritable Audio CD is designed to be used in a consumer audio CD recorder, which will not (without modification) accept standard CD-RW discs. These consumer audio CD recorders use the Serial Copy Management System (SCMS), an early form of digital rights management (DRM), to conform to the United States' Audio Home Recording Act (AHRA). The ReWritable Audio CD is typically somewhat more expensive than CD-RW due to (a) lower volume and (b) a 3% AHRA royalty used to compensate the music industry for the making of a copy.", "targets": "What does AHRA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1ddc93db0d4c07894d697abc8dcd2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ReWritable Audio CD is designed to be used in a consumer audio CD recorder, which will not (without modification) accept standard CD-RW discs. These consumer audio CD recorders use the Serial Copy Management System (SCMS), an early form of digital rights management (DRM), to conform to the United States' Audio Home Recording Act (AHRA). The ReWritable Audio CD is typically somewhat more expensive than CD-RW due to (a) lower volume and (b) a 3% AHRA royalty used to compensate the music industry for the making of a copy.", "targets": "What type of CD is intended to be used in a Consumer audio CD Recorder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1ddc93db0d4c07894d697abc8dcd2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ReWritable Audio CD is designed to be used in a consumer audio CD recorder, which will not (without modification) accept standard CD-RW discs. These consumer audio CD recorders use the Serial Copy Management System (SCMS), an early form of digital rights management (DRM), to conform to the United States' Audio Home Recording Act (AHRA). The ReWritable Audio CD is typically somewhat more expensive than CD-RW due to (a) lower volume and (b) a 3% AHRA royalty used to compensate the music industry for the making of a copy.", "targets": "Which is less expensive, the ReWritable Audio CD or a CD-RW?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913264c32819479d908a1e8db941e8d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over a dozen racial categories would be recognized in conformity with all the possible combinations of hair color, hair texture, eye color, and skin color. These types grade into each other like the colors of the spectrum, and not one category stands significantly isolated from the rest. That is, race referred preferentially to appearance, not heredity, and appearance is a poor indication of ancestry, because only a few genes are responsible for someone's skin color and traits: a person who is considered white may have more African ancestry than a person who is considered black, and the reverse can be also true about European ancestry. The complexity of racial classifications in Brazil reflects the extent of miscegenation in Brazilian society, a society that remains highly, but not strictly, stratified along color lines. These socioeconomic factors are also significant to the limits of racial lines, because a minority of pardos, or brown people, are likely to start declaring themselves white or black if socially upward, and being seen as relatively \"whiter\" as their perceived social status increases (much as in other regions of Latin America).", "targets": "How many racial categories would be needed with all the possible combinations of outward features?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913264c32819479d908a1e8db941e8d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over a dozen racial categories would be recognized in conformity with all the possible combinations of hair color, hair texture, eye color, and skin color. These types grade into each other like the colors of the spectrum, and not one category stands significantly isolated from the rest. That is, race referred preferentially to appearance, not heredity, and appearance is a poor indication of ancestry, because only a few genes are responsible for someone's skin color and traits: a person who is considered white may have more African ancestry than a person who is considered black, and the reverse can be also true about European ancestry. The complexity of racial classifications in Brazil reflects the extent of miscegenation in Brazilian society, a society that remains highly, but not strictly, stratified along color lines. These socioeconomic factors are also significant to the limits of racial lines, because a minority of pardos, or brown people, are likely to start declaring themselves white or black if socially upward, and being seen as relatively \"whiter\" as their perceived social status increases (much as in other regions of Latin America).", "targets": "What way would categories grade into each other, rather than being isolated from each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913264c32819479d908a1e8db941e8d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over a dozen racial categories would be recognized in conformity with all the possible combinations of hair color, hair texture, eye color, and skin color. These types grade into each other like the colors of the spectrum, and not one category stands significantly isolated from the rest. That is, race referred preferentially to appearance, not heredity, and appearance is a poor indication of ancestry, because only a few genes are responsible for someone's skin color and traits: a person who is considered white may have more African ancestry than a person who is considered black, and the reverse can be also true about European ancestry. The complexity of racial classifications in Brazil reflects the extent of miscegenation in Brazilian society, a society that remains highly, but not strictly, stratified along color lines. These socioeconomic factors are also significant to the limits of racial lines, because a minority of pardos, or brown people, are likely to start declaring themselves white or black if socially upward, and being seen as relatively \"whiter\" as their perceived social status increases (much as in other regions of Latin America).", "targets": "What did race refer to instead of heredity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913264c32819479d908a1e8db941e8d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over a dozen racial categories would be recognized in conformity with all the possible combinations of hair color, hair texture, eye color, and skin color. These types grade into each other like the colors of the spectrum, and not one category stands significantly isolated from the rest. That is, race referred preferentially to appearance, not heredity, and appearance is a poor indication of ancestry, because only a few genes are responsible for someone's skin color and traits: a person who is considered white may have more African ancestry than a person who is considered black, and the reverse can be also true about European ancestry. The complexity of racial classifications in Brazil reflects the extent of miscegenation in Brazilian society, a society that remains highly, but not strictly, stratified along color lines. These socioeconomic factors are also significant to the limits of racial lines, because a minority of pardos, or brown people, are likely to start declaring themselves white or black if socially upward, and being seen as relatively \"whiter\" as their perceived social status increases (much as in other regions of Latin America).", "targets": "What is appearance a poor indication of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-913264c32819479d908a1e8db941e8d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Over a dozen racial categories would be recognized in conformity with all the possible combinations of hair color, hair texture, eye color, and skin color. These types grade into each other like the colors of the spectrum, and not one category stands significantly isolated from the rest. That is, race referred preferentially to appearance, not heredity, and appearance is a poor indication of ancestry, because only a few genes are responsible for someone's skin color and traits: a person who is considered white may have more African ancestry than a person who is considered black, and the reverse can be also true about European ancestry. The complexity of racial classifications in Brazil reflects the extent of miscegenation in Brazilian society, a society that remains highly, but not strictly, stratified along color lines. These socioeconomic factors are also significant to the limits of racial lines, because a minority of pardos, or brown people, are likely to start declaring themselves white or black if socially upward, and being seen as relatively \"whiter\" as their perceived social status increases (much as in other regions of Latin America).", "targets": "Where is there a lot of complexity in racial classifications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a0a8d41c0849889d2961b21c12413d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Byzantine Empire ruled the northern shores of the Sahara from the 5th to the 7th centuries. After the Muslim conquest of Arabia (Arabian peninsula) the Muslim conquest of North Africa began in the mid-7th to early 8th centuries, Islamic influence expanded rapidly on the Sahara. By the end of 641 all of Egypt was in Muslim hands. The trade across the desert intensified. A significant slave trade crossed the desert. It has been estimated that from the 10th to 19th centuries some 6,000 to 7,000 slaves were transported north each year.", "targets": "What group of people ruled the northern shoes of the   Sahara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a0a8d41c0849889d2961b21c12413d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Byzantine Empire ruled the northern shores of the Sahara from the 5th to the 7th centuries. After the Muslim conquest of Arabia (Arabian peninsula) the Muslim conquest of North Africa began in the mid-7th to early 8th centuries, Islamic influence expanded rapidly on the Sahara. By the end of 641 all of Egypt was in Muslim hands. The trade across the desert intensified. A significant slave trade crossed the desert. It has been estimated that from the 10th to 19th centuries some 6,000 to 7,000 slaves were transported north each year.", "targets": "What time period did the Muslim conquest of North Africa   take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64a0a8d41c0849889d2961b21c12413d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Byzantine Empire ruled the northern shores of the Sahara from the 5th to the 7th centuries. After the Muslim conquest of Arabia (Arabian peninsula) the Muslim conquest of North Africa began in the mid-7th to early 8th centuries, Islamic influence expanded rapidly on the Sahara. By the end of 641 all of Egypt was in Muslim hands. The trade across the desert intensified. A significant slave trade crossed the desert. It has been estimated that from the 10th to 19th centuries some 6,000 to 7,000 slaves were transported north each year.", "targets": "What is the estimated number of slaves that were   transported each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da0380591840a0bf138ef22e5887bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes, poly-sided matches that pit every one for themselves will incorporate tagging rules. Outside of kayfabe, this is done to give wrestlers a break from the action (as these matches tend to go on for long periods of time), and to make the action in the ring easier to choreograph. One of the most mainstream examples of this is the four-corner match, the most common type of match in the WWE before it was replaced with its equivalent fatal four-way; four wrestlers, each for themselves, fight in a match, but only two wrestlers can be in the match at any given time. The other two are positioned in the corner, and tags can be made between any two wrestlers.", "targets": "What happens in a fatal four-way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da0380591840a0bf138ef22e5887bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes, poly-sided matches that pit every one for themselves will incorporate tagging rules. Outside of kayfabe, this is done to give wrestlers a break from the action (as these matches tend to go on for long periods of time), and to make the action in the ring easier to choreograph. One of the most mainstream examples of this is the four-corner match, the most common type of match in the WWE before it was replaced with its equivalent fatal four-way; four wrestlers, each for themselves, fight in a match, but only two wrestlers can be in the match at any given time. The other two are positioned in the corner, and tags can be made between any two wrestlers.", "targets": "In a fatal four-way, who can make tags?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da0380591840a0bf138ef22e5887bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes, poly-sided matches that pit every one for themselves will incorporate tagging rules. Outside of kayfabe, this is done to give wrestlers a break from the action (as these matches tend to go on for long periods of time), and to make the action in the ring easier to choreograph. One of the most mainstream examples of this is the four-corner match, the most common type of match in the WWE before it was replaced with its equivalent fatal four-way; four wrestlers, each for themselves, fight in a match, but only two wrestlers can be in the match at any given time. The other two are positioned in the corner, and tags can be made between any two wrestlers.", "targets": "What was the most common type of match before the fatal four-way? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7da0380591840a0bf138ef22e5887bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sometimes, poly-sided matches that pit every one for themselves will incorporate tagging rules. Outside of kayfabe, this is done to give wrestlers a break from the action (as these matches tend to go on for long periods of time), and to make the action in the ring easier to choreograph. One of the most mainstream examples of this is the four-corner match, the most common type of match in the WWE before it was replaced with its equivalent fatal four-way; four wrestlers, each for themselves, fight in a match, but only two wrestlers can be in the match at any given time. The other two are positioned in the corner, and tags can be made between any two wrestlers.", "targets": "Why are tagging rules made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d515ada8b3441589fed00ee8a098c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Luftwaffe, there was a more muted view of strategic bombing. The OKL did not oppose the strategic bombardment of enemy industries and or cities, and believed it could greatly affect the balance of power on the battlefield in Germany's favour by disrupting production and damaging civilian morale, but they did not believe that air power alone could be decisive. Contrary to popular belief, the Luftwaffe did not have a systematic policy of what became known as \"terror bombing\". Evidence suggests that the Luftwaffe did not adopt an official bombing policy in which civilians became the primary target until 1942.", "targets": "Who believe air power alone would not be decisive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d515ada8b3441589fed00ee8a098c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Luftwaffe, there was a more muted view of strategic bombing. The OKL did not oppose the strategic bombardment of enemy industries and or cities, and believed it could greatly affect the balance of power on the battlefield in Germany's favour by disrupting production and damaging civilian morale, but they did not believe that air power alone could be decisive. Contrary to popular belief, the Luftwaffe did not have a systematic policy of what became known as \"terror bombing\". Evidence suggests that the Luftwaffe did not adopt an official bombing policy in which civilians became the primary target until 1942.", "targets": "What was the name of the Luftwaffe's bombing raids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d515ada8b3441589fed00ee8a098c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Luftwaffe, there was a more muted view of strategic bombing. The OKL did not oppose the strategic bombardment of enemy industries and or cities, and believed it could greatly affect the balance of power on the battlefield in Germany's favour by disrupting production and damaging civilian morale, but they did not believe that air power alone could be decisive. Contrary to popular belief, the Luftwaffe did not have a systematic policy of what became known as \"terror bombing\". Evidence suggests that the Luftwaffe did not adopt an official bombing policy in which civilians became the primary target until 1942.", "targets": "What year did the terror bombing policy become official?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6d6cd4ae335426db238750f5e2e45ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 21, 1968, Frank Borman, James Lovell, and William Anders became the first humans to ride the Saturn V rocket into space on Apollo 8. They also became the first to leave low-Earth orbit and go to another celestial body, and entered lunar orbit on December 24. They made ten orbits in twenty hours, and transmitted one of the most watched TV broadcasts in history, with their Christmas Eve program from lunar orbit, that concluded with a reading from the biblical Book of Genesis. Two and a half hours after the broadcast, they fired their engine to perform the first trans-Earth injection to leave lunar orbit and return to the Earth. Apollo 8 safely landed in the Pacific ocean on December 27, in NASA's first dawn splashdown and recovery.", "targets": "Which three people were the first to ride the Saturn V rocket into space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6d6cd4ae335426db238750f5e2e45ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 21, 1968, Frank Borman, James Lovell, and William Anders became the first humans to ride the Saturn V rocket into space on Apollo 8. They also became the first to leave low-Earth orbit and go to another celestial body, and entered lunar orbit on December 24. They made ten orbits in twenty hours, and transmitted one of the most watched TV broadcasts in history, with their Christmas Eve program from lunar orbit, that concluded with a reading from the biblical Book of Genesis. Two and a half hours after the broadcast, they fired their engine to perform the first trans-Earth injection to leave lunar orbit and return to the Earth. Apollo 8 safely landed in the Pacific ocean on December 27, in NASA's first dawn splashdown and recovery.", "targets": "What date did Frank Borman, James Lovell, and William Anders leave Earth on the Apollo 8 mission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6d6cd4ae335426db238750f5e2e45ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 21, 1968, Frank Borman, James Lovell, and William Anders became the first humans to ride the Saturn V rocket into space on Apollo 8. They also became the first to leave low-Earth orbit and go to another celestial body, and entered lunar orbit on December 24. They made ten orbits in twenty hours, and transmitted one of the most watched TV broadcasts in history, with their Christmas Eve program from lunar orbit, that concluded with a reading from the biblical Book of Genesis. Two and a half hours after the broadcast, they fired their engine to perform the first trans-Earth injection to leave lunar orbit and return to the Earth. Apollo 8 safely landed in the Pacific ocean on December 27, in NASA's first dawn splashdown and recovery.", "targets": "During what holiday, was the Apollo 8 mission broadcast from orbit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6d6cd4ae335426db238750f5e2e45ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 21, 1968, Frank Borman, James Lovell, and William Anders became the first humans to ride the Saturn V rocket into space on Apollo 8. They also became the first to leave low-Earth orbit and go to another celestial body, and entered lunar orbit on December 24. They made ten orbits in twenty hours, and transmitted one of the most watched TV broadcasts in history, with their Christmas Eve program from lunar orbit, that concluded with a reading from the biblical Book of Genesis. Two and a half hours after the broadcast, they fired their engine to perform the first trans-Earth injection to leave lunar orbit and return to the Earth. Apollo 8 safely landed in the Pacific ocean on December 27, in NASA's first dawn splashdown and recovery.", "targets": "Which ocean did the Apolo 8 mission land in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f3febcb6af04f75a2a1a8ab95a0ce3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all species are hermaphrodites, in other words they function as both males and females at the same time \u2013 except that in two species of the genus Ocryopsis individuals remain of the same single sex all their lives. The gonads are located in the parts of the internal canal network under the comb rows, and eggs and sperm are released via pores in the epidermis. Fertilization is external in most species, but platyctenids use internal fertilization and keep the eggs in brood chambers until they hatch. Self-fertilization has occasionally been seen in species of the genus Mnemiopsis, and it is thought that most of the hermaphroditic species are self-fertile.", "targets": "How are eggs and sperm released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f3febcb6af04f75a2a1a8ab95a0ce3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all species are hermaphrodites, in other words they function as both males and females at the same time \u2013 except that in two species of the genus Ocryopsis individuals remain of the same single sex all their lives. The gonads are located in the parts of the internal canal network under the comb rows, and eggs and sperm are released via pores in the epidermis. Fertilization is external in most species, but platyctenids use internal fertilization and keep the eggs in brood chambers until they hatch. Self-fertilization has occasionally been seen in species of the genus Mnemiopsis, and it is thought that most of the hermaphroditic species are self-fertile.", "targets": "How do platyctenids reproduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f3febcb6af04f75a2a1a8ab95a0ce3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all species are hermaphrodites, in other words they function as both males and females at the same time \u2013 except that in two species of the genus Ocryopsis individuals remain of the same single sex all their lives. The gonads are located in the parts of the internal canal network under the comb rows, and eggs and sperm are released via pores in the epidermis. Fertilization is external in most species, but platyctenids use internal fertilization and keep the eggs in brood chambers until they hatch. Self-fertilization has occasionally been seen in species of the genus Mnemiopsis, and it is thought that most of the hermaphroditic species are self-fertile.", "targets": "What genus has self-fertilization been seen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f3febcb6af04f75a2a1a8ab95a0ce3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all species are hermaphrodites, in other words they function as both males and females at the same time \u2013 except that in two species of the genus Ocryopsis individuals remain of the same single sex all their lives. The gonads are located in the parts of the internal canal network under the comb rows, and eggs and sperm are released via pores in the epidermis. Fertilization is external in most species, but platyctenids use internal fertilization and keep the eggs in brood chambers until they hatch. Self-fertilization has occasionally been seen in species of the genus Mnemiopsis, and it is thought that most of the hermaphroditic species are self-fertile.", "targets": "Where are the gonads located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f3febcb6af04f75a2a1a8ab95a0ce3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Almost all species are hermaphrodites, in other words they function as both males and females at the same time \u2013 except that in two species of the genus Ocryopsis individuals remain of the same single sex all their lives. The gonads are located in the parts of the internal canal network under the comb rows, and eggs and sperm are released via pores in the epidermis. Fertilization is external in most species, but platyctenids use internal fertilization and keep the eggs in brood chambers until they hatch. Self-fertilization has occasionally been seen in species of the genus Mnemiopsis, and it is thought that most of the hermaphroditic species are self-fertile.", "targets": "Is fertilization  internal or exeternal in most species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1952a9392d40b0b2f88745c91e45b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He moved rapidly. First, he promoted Confucian orthodoxy and reversed what he saw as his father's laxness by cracking down on unorthodox sects and by decapitating an anti-Manchu writer his father had pardoned. In 1723 he outlawed Christianity and expelled Christian missionaries, though some were allowed to remain in the capital. Next, he moved to control the government. He expanded his father's system of Palace Memorials which brought frank and detailed reports on local conditions directly to the throne without being intercepted by the bureaucracy, and created a small Grand Council of personal advisors which eventually grew into the emperor's de facto cabinet for the rest of the dynasty. He shrewdly filled key positions with Manchu and Han Chinese officials who depended on his patronage. When he began to realize that the financial crisis was even greater than he had thought, Yongzheng rejected his father's lenient approach to local landowning elites and mounted a campaign to enforce collection of the land tax. The increased revenues were to be used for \"money to nourish honesty\" among local officials and for local irrigation, schools, roads, and charity. Although these reforms were effective in the north, in the south and lower Yangzi valley, where Kangxi had wooed the elites, there were long established networks of officials and landowners. Yongzheng dispatched experienced Manchu commissioners to penetrate the thickets of falsified land registers and coded account books, but they were met with tricks, passivity, and even violence. The fiscal crisis persisted.", "targets": "Who did Yongzheng behead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1952a9392d40b0b2f88745c91e45b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He moved rapidly. First, he promoted Confucian orthodoxy and reversed what he saw as his father's laxness by cracking down on unorthodox sects and by decapitating an anti-Manchu writer his father had pardoned. In 1723 he outlawed Christianity and expelled Christian missionaries, though some were allowed to remain in the capital. Next, he moved to control the government. He expanded his father's system of Palace Memorials which brought frank and detailed reports on local conditions directly to the throne without being intercepted by the bureaucracy, and created a small Grand Council of personal advisors which eventually grew into the emperor's de facto cabinet for the rest of the dynasty. He shrewdly filled key positions with Manchu and Han Chinese officials who depended on his patronage. When he began to realize that the financial crisis was even greater than he had thought, Yongzheng rejected his father's lenient approach to local landowning elites and mounted a campaign to enforce collection of the land tax. The increased revenues were to be used for \"money to nourish honesty\" among local officials and for local irrigation, schools, roads, and charity. Although these reforms were effective in the north, in the south and lower Yangzi valley, where Kangxi had wooed the elites, there were long established networks of officials and landowners. Yongzheng dispatched experienced Manchu commissioners to penetrate the thickets of falsified land registers and coded account books, but they were met with tricks, passivity, and even violence. The fiscal crisis persisted.", "targets": "What religion did Yongzheng ban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1952a9392d40b0b2f88745c91e45b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He moved rapidly. First, he promoted Confucian orthodoxy and reversed what he saw as his father's laxness by cracking down on unorthodox sects and by decapitating an anti-Manchu writer his father had pardoned. In 1723 he outlawed Christianity and expelled Christian missionaries, though some were allowed to remain in the capital. Next, he moved to control the government. He expanded his father's system of Palace Memorials which brought frank and detailed reports on local conditions directly to the throne without being intercepted by the bureaucracy, and created a small Grand Council of personal advisors which eventually grew into the emperor's de facto cabinet for the rest of the dynasty. He shrewdly filled key positions with Manchu and Han Chinese officials who depended on his patronage. When he began to realize that the financial crisis was even greater than he had thought, Yongzheng rejected his father's lenient approach to local landowning elites and mounted a campaign to enforce collection of the land tax. The increased revenues were to be used for \"money to nourish honesty\" among local officials and for local irrigation, schools, roads, and charity. Although these reforms were effective in the north, in the south and lower Yangzi valley, where Kangxi had wooed the elites, there were long established networks of officials and landowners. Yongzheng dispatched experienced Manchu commissioners to penetrate the thickets of falsified land registers and coded account books, but they were met with tricks, passivity, and even violence. The fiscal crisis persisted.", "targets": "What did Yongzheng crack down on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1952a9392d40b0b2f88745c91e45b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He moved rapidly. First, he promoted Confucian orthodoxy and reversed what he saw as his father's laxness by cracking down on unorthodox sects and by decapitating an anti-Manchu writer his father had pardoned. In 1723 he outlawed Christianity and expelled Christian missionaries, though some were allowed to remain in the capital. Next, he moved to control the government. He expanded his father's system of Palace Memorials which brought frank and detailed reports on local conditions directly to the throne without being intercepted by the bureaucracy, and created a small Grand Council of personal advisors which eventually grew into the emperor's de facto cabinet for the rest of the dynasty. He shrewdly filled key positions with Manchu and Han Chinese officials who depended on his patronage. When he began to realize that the financial crisis was even greater than he had thought, Yongzheng rejected his father's lenient approach to local landowning elites and mounted a campaign to enforce collection of the land tax. The increased revenues were to be used for \"money to nourish honesty\" among local officials and for local irrigation, schools, roads, and charity. Although these reforms were effective in the north, in the south and lower Yangzi valley, where Kangxi had wooed the elites, there were long established networks of officials and landowners. Yongzheng dispatched experienced Manchu commissioners to penetrate the thickets of falsified land registers and coded account books, but they were met with tricks, passivity, and even violence. The fiscal crisis persisted.", "targets": "When did Yongzheng ban christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d1861885f4465c94024712620429a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a consolidation referendum was held in 1967, voters approved the plan. On October 1, 1968, the governments merged to create the Consolidated City of Jacksonville. Fire, police, health & welfare, recreation, public works, and housing & urban development were all combined under the new government. In honor of the occasion, then-Mayor Hans Tanzler posed with actress Lee Meredith behind a sign marking the new border of the \"Bold New City of the South\" at Florida 13 and Julington Creek. The Better Jacksonville Plan, promoted as a blueprint for Jacksonville's future and approved by Jacksonville voters in 2000, authorized a half-penny sales tax. This would generate most of the revenue required for the $2.25 billion package of major projects that included road & infrastructure improvements, environmental preservation, targeted economic development and new or improved public facilities.", "targets": "What was the result of the 1967 referendum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d1861885f4465c94024712620429a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a consolidation referendum was held in 1967, voters approved the plan. On October 1, 1968, the governments merged to create the Consolidated City of Jacksonville. Fire, police, health & welfare, recreation, public works, and housing & urban development were all combined under the new government. In honor of the occasion, then-Mayor Hans Tanzler posed with actress Lee Meredith behind a sign marking the new border of the \"Bold New City of the South\" at Florida 13 and Julington Creek. The Better Jacksonville Plan, promoted as a blueprint for Jacksonville's future and approved by Jacksonville voters in 2000, authorized a half-penny sales tax. This would generate most of the revenue required for the $2.25 billion package of major projects that included road & infrastructure improvements, environmental preservation, targeted economic development and new or improved public facilities.", "targets": "Who was Jacksonville's mayor at the time of the consolidation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d1861885f4465c94024712620429a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a consolidation referendum was held in 1967, voters approved the plan. On October 1, 1968, the governments merged to create the Consolidated City of Jacksonville. Fire, police, health & welfare, recreation, public works, and housing & urban development were all combined under the new government. In honor of the occasion, then-Mayor Hans Tanzler posed with actress Lee Meredith behind a sign marking the new border of the \"Bold New City of the South\" at Florida 13 and Julington Creek. The Better Jacksonville Plan, promoted as a blueprint for Jacksonville's future and approved by Jacksonville voters in 2000, authorized a half-penny sales tax. This would generate most of the revenue required for the $2.25 billion package of major projects that included road & infrastructure improvements, environmental preservation, targeted economic development and new or improved public facilities.", "targets": "What was Jacksonville referred to as after the consolidation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d1861885f4465c94024712620429a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a consolidation referendum was held in 1967, voters approved the plan. On October 1, 1968, the governments merged to create the Consolidated City of Jacksonville. Fire, police, health & welfare, recreation, public works, and housing & urban development were all combined under the new government. In honor of the occasion, then-Mayor Hans Tanzler posed with actress Lee Meredith behind a sign marking the new border of the \"Bold New City of the South\" at Florida 13 and Julington Creek. The Better Jacksonville Plan, promoted as a blueprint for Jacksonville's future and approved by Jacksonville voters in 2000, authorized a half-penny sales tax. This would generate most of the revenue required for the $2.25 billion package of major projects that included road & infrastructure improvements, environmental preservation, targeted economic development and new or improved public facilities.", "targets": "What was the name of the approved measure that helped cover the cost of major city projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d1861885f4465c94024712620429a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When a consolidation referendum was held in 1967, voters approved the plan. On October 1, 1968, the governments merged to create the Consolidated City of Jacksonville. Fire, police, health & welfare, recreation, public works, and housing & urban development were all combined under the new government. In honor of the occasion, then-Mayor Hans Tanzler posed with actress Lee Meredith behind a sign marking the new border of the \"Bold New City of the South\" at Florida 13 and Julington Creek. The Better Jacksonville Plan, promoted as a blueprint for Jacksonville's future and approved by Jacksonville voters in 2000, authorized a half-penny sales tax. This would generate most of the revenue required for the $2.25 billion package of major projects that included road & infrastructure improvements, environmental preservation, targeted economic development and new or improved public facilities.", "targets": "How did the Better Jacksonville Plan generate money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e0b45b6f1724b39b18410a4db72dd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most important events of the 19th century was the rise of Indian nationalism, leading Indians to seek first \"self-rule\" and later \"complete independence\". However, historians are divided over the causes of its rise. Probable reasons include a \"clash of interests of the Indian people with British interests\", \"racial discriminations\", \"the revelation of India's past\", \"inter-linking of the new social groups in different regions\", and Indians coming in close contact with \"European education\".", "targets": "What movement rose in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e0b45b6f1724b39b18410a4db72dd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most important events of the 19th century was the rise of Indian nationalism, leading Indians to seek first \"self-rule\" and later \"complete independence\". However, historians are divided over the causes of its rise. Probable reasons include a \"clash of interests of the Indian people with British interests\", \"racial discriminations\", \"the revelation of India's past\", \"inter-linking of the new social groups in different regions\", and Indians coming in close contact with \"European education\".", "targets": "What did Indian first want as government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e0b45b6f1724b39b18410a4db72dd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most important events of the 19th century was the rise of Indian nationalism, leading Indians to seek first \"self-rule\" and later \"complete independence\". However, historians are divided over the causes of its rise. Probable reasons include a \"clash of interests of the Indian people with British interests\", \"racial discriminations\", \"the revelation of India's past\", \"inter-linking of the new social groups in different regions\", and Indians coming in close contact with \"European education\".", "targets": "What did Indians finally begin to demand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e0b45b6f1724b39b18410a4db72dd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most important events of the 19th century was the rise of Indian nationalism, leading Indians to seek first \"self-rule\" and later \"complete independence\". However, historians are divided over the causes of its rise. Probable reasons include a \"clash of interests of the Indian people with British interests\", \"racial discriminations\", \"the revelation of India's past\", \"inter-linking of the new social groups in different regions\", and Indians coming in close contact with \"European education\".", "targets": "What feature of the nationalism movement is unknown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e0b45b6f1724b39b18410a4db72dd7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most important events of the 19th century was the rise of Indian nationalism, leading Indians to seek first \"self-rule\" and later \"complete independence\". However, historians are divided over the causes of its rise. Probable reasons include a \"clash of interests of the Indian people with British interests\", \"racial discriminations\", \"the revelation of India's past\", \"inter-linking of the new social groups in different regions\", and Indians coming in close contact with \"European education\".", "targets": "What can only be listed without absolute firmness in the nationalism movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bc62f7d67bf43ab83edaf558044c742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early farmers were also adversely affected in times of famine, such as may be caused by drought or pests. In instances where agriculture had become the predominant way of life, the sensitivity to these shortages could be particularly acute, affecting agrarian populations to an extent that otherwise may not have been routinely experienced by prior hunter-gatherer communities. Nevertheless, agrarian communities generally proved successful, and their growth and the expansion of territory under cultivation continued.", "targets": "What were the causes of famine in early farm towns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bc62f7d67bf43ab83edaf558044c742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early farmers were also adversely affected in times of famine, such as may be caused by drought or pests. In instances where agriculture had become the predominant way of life, the sensitivity to these shortages could be particularly acute, affecting agrarian populations to an extent that otherwise may not have been routinely experienced by prior hunter-gatherer communities. Nevertheless, agrarian communities generally proved successful, and their growth and the expansion of territory under cultivation continued.", "targets": "What type of societies were not affected by famine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bc62f7d67bf43ab83edaf558044c742", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, early farmers were also adversely affected in times of famine, such as may be caused by drought or pests. In instances where agriculture had become the predominant way of life, the sensitivity to these shortages could be particularly acute, affecting agrarian populations to an extent that otherwise may not have been routinely experienced by prior hunter-gatherer communities. Nevertheless, agrarian communities generally proved successful, and their growth and the expansion of territory under cultivation continued.", "targets": "What type of societies were usually still successful after dealing with famine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b657429f9d4f488eb693f1b996d3b38a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen poses a number of hazards to human safety, from potential detonations and fires when mixed with air to being an asphyxiant in its pure, oxygen-free form. In addition, liquid hydrogen is a cryogen and presents dangers (such as frostbite) associated with very cold liquids. Hydrogen dissolves in many metals, and, in addition to leaking out, may have adverse effects on them, such as hydrogen embrittlement, leading to cracks and explosions. Hydrogen gas leaking into external air may spontaneously ignite. Moreover, hydrogen fire, while being extremely hot, is almost invisible, and thus can lead to accidental burns.", "targets": "What threats can hydrogen cause to human saftey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b657429f9d4f488eb693f1b996d3b38a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen poses a number of hazards to human safety, from potential detonations and fires when mixed with air to being an asphyxiant in its pure, oxygen-free form. In addition, liquid hydrogen is a cryogen and presents dangers (such as frostbite) associated with very cold liquids. Hydrogen dissolves in many metals, and, in addition to leaking out, may have adverse effects on them, such as hydrogen embrittlement, leading to cracks and explosions. Hydrogen gas leaking into external air may spontaneously ignite. Moreover, hydrogen fire, while being extremely hot, is almost invisible, and thus can lead to accidental burns.", "targets": "What can hydrogen embrittlement lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffd2f3771e56444784e49e82a951739f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy transformations in the universe over time are characterized by various kinds of potential energy that has been available since the Big Bang later being \"released\" (transformed to more active types of energy such as kinetic or radiant energy) when a triggering mechanism is available. Familiar examples of such processes include nuclear decay, in which energy is released that was originally \"stored\" in heavy isotopes (such as uranium and thorium), by nucleosynthesis, a process ultimately using the gravitational potential energy released from the gravitational collapse of supernovae, to store energy in the creation of these heavy elements before they were incorporated into the solar system and the Earth. This energy is triggered and released in nuclear fission bombs or in civil nuclear power generation. Similarly, in the case of a chemical explosion, chemical potential energy is transformed to kinetic energy and thermal energy in a very short time. Yet another example is that of a pendulum. At its highest points the kinetic energy is zero and the gravitational potential energy is at maximum. At its lowest point the kinetic energy is at maximum and is equal to the decrease of potential energy. If one (unrealistically) assumes that there is no friction or other losses, the conversion of energy between these processes would be perfect, and the pendulum would continue swinging forever.", "targets": "Name an example of a heavy isotope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffd2f3771e56444784e49e82a951739f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy transformations in the universe over time are characterized by various kinds of potential energy that has been available since the Big Bang later being \"released\" (transformed to more active types of energy such as kinetic or radiant energy) when a triggering mechanism is available. Familiar examples of such processes include nuclear decay, in which energy is released that was originally \"stored\" in heavy isotopes (such as uranium and thorium), by nucleosynthesis, a process ultimately using the gravitational potential energy released from the gravitational collapse of supernovae, to store energy in the creation of these heavy elements before they were incorporated into the solar system and the Earth. This energy is triggered and released in nuclear fission bombs or in civil nuclear power generation. Similarly, in the case of a chemical explosion, chemical potential energy is transformed to kinetic energy and thermal energy in a very short time. Yet another example is that of a pendulum. At its highest points the kinetic energy is zero and the gravitational potential energy is at maximum. At its lowest point the kinetic energy is at maximum and is equal to the decrease of potential energy. If one (unrealistically) assumes that there is no friction or other losses, the conversion of energy between these processes would be perfect, and the pendulum would continue swinging forever.", "targets": "Name another example of a heavy isotope."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffd2f3771e56444784e49e82a951739f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy transformations in the universe over time are characterized by various kinds of potential energy that has been available since the Big Bang later being \"released\" (transformed to more active types of energy such as kinetic or radiant energy) when a triggering mechanism is available. Familiar examples of such processes include nuclear decay, in which energy is released that was originally \"stored\" in heavy isotopes (such as uranium and thorium), by nucleosynthesis, a process ultimately using the gravitational potential energy released from the gravitational collapse of supernovae, to store energy in the creation of these heavy elements before they were incorporated into the solar system and the Earth. This energy is triggered and released in nuclear fission bombs or in civil nuclear power generation. Similarly, in the case of a chemical explosion, chemical potential energy is transformed to kinetic energy and thermal energy in a very short time. Yet another example is that of a pendulum. At its highest points the kinetic energy is zero and the gravitational potential energy is at maximum. At its lowest point the kinetic energy is at maximum and is equal to the decrease of potential energy. If one (unrealistically) assumes that there is no friction or other losses, the conversion of energy between these processes would be perfect, and the pendulum would continue swinging forever.", "targets": "What is a process ultimately using the gravitational potential energy in the creation of these heavy elements before they were incorporated into the solar system and the Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffd2f3771e56444784e49e82a951739f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Energy transformations in the universe over time are characterized by various kinds of potential energy that has been available since the Big Bang later being \"released\" (transformed to more active types of energy such as kinetic or radiant energy) when a triggering mechanism is available. Familiar examples of such processes include nuclear decay, in which energy is released that was originally \"stored\" in heavy isotopes (such as uranium and thorium), by nucleosynthesis, a process ultimately using the gravitational potential energy released from the gravitational collapse of supernovae, to store energy in the creation of these heavy elements before they were incorporated into the solar system and the Earth. This energy is triggered and released in nuclear fission bombs or in civil nuclear power generation. Similarly, in the case of a chemical explosion, chemical potential energy is transformed to kinetic energy and thermal energy in a very short time. Yet another example is that of a pendulum. At its highest points the kinetic energy is zero and the gravitational potential energy is at maximum. At its lowest point the kinetic energy is at maximum and is equal to the decrease of potential energy. If one (unrealistically) assumes that there is no friction or other losses, the conversion of energy between these processes would be perfect, and the pendulum would continue swinging forever.", "targets": "In the case of a chemical explosion, what is transformed to kinetic energy and thermal energy in a short time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f22c3f479c674debb619d8f727b3fa3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the creation-evolution controversy, Popper wrote that he considered it \"a somewhat sensational clash between a brilliant scientific hypothesis concerning the history of the various species of animals and plants on earth, and an older metaphysical theory which, incidentally, happened to be part of an established religious belief\" with a footnote to the effect that \"[he] agree[s] with Professor C.E. Raven when, in his Science, Religion, and the Future, 1943, he calls this conflict \"a storm in a Victorian tea-cup\"; though the force of this remark is perhaps a little impaired by the attention he pays to the vapours still emerging from the cup\u2014to the Great Systems of Evolutionist Philosophy, produced by Bergson, Whitehead, Smuts, and others.\"", "targets": "Which professor cited by Popper described the creation-evolution debate as \"a storm in a Victorian tea-cup?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f22c3f479c674debb619d8f727b3fa3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the creation-evolution controversy, Popper wrote that he considered it \"a somewhat sensational clash between a brilliant scientific hypothesis concerning the history of the various species of animals and plants on earth, and an older metaphysical theory which, incidentally, happened to be part of an established religious belief\" with a footnote to the effect that \"[he] agree[s] with Professor C.E. Raven when, in his Science, Religion, and the Future, 1943, he calls this conflict \"a storm in a Victorian tea-cup\"; though the force of this remark is perhaps a little impaired by the attention he pays to the vapours still emerging from the cup\u2014to the Great Systems of Evolutionist Philosophy, produced by Bergson, Whitehead, Smuts, and others.\"", "targets": "What controversy involving science did Popper believe was sensationalized because of its connection with religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f22c3f479c674debb619d8f727b3fa3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the creation-evolution controversy, Popper wrote that he considered it \"a somewhat sensational clash between a brilliant scientific hypothesis concerning the history of the various species of animals and plants on earth, and an older metaphysical theory which, incidentally, happened to be part of an established religious belief\" with a footnote to the effect that \"[he] agree[s] with Professor C.E. Raven when, in his Science, Religion, and the Future, 1943, he calls this conflict \"a storm in a Victorian tea-cup\"; though the force of this remark is perhaps a little impaired by the attention he pays to the vapours still emerging from the cup\u2014to the Great Systems of Evolutionist Philosophy, produced by Bergson, Whitehead, Smuts, and others.\"", "targets": "In which year did C.E. Raven publish the remarks on creation-evolution quoted by Popper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f22c3f479c674debb619d8f727b3fa3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About the creation-evolution controversy, Popper wrote that he considered it \"a somewhat sensational clash between a brilliant scientific hypothesis concerning the history of the various species of animals and plants on earth, and an older metaphysical theory which, incidentally, happened to be part of an established religious belief\" with a footnote to the effect that \"[he] agree[s] with Professor C.E. Raven when, in his Science, Religion, and the Future, 1943, he calls this conflict \"a storm in a Victorian tea-cup\"; though the force of this remark is perhaps a little impaired by the attention he pays to the vapours still emerging from the cup\u2014to the Great Systems of Evolutionist Philosophy, produced by Bergson, Whitehead, Smuts, and others.\"", "targets": "What term does Popper use when describing creationism as a type of theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8fb47b083d04b95a390397dab84c5f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As mayor, Young sought to revive the city by seeking to increase investment in the city's declining downtown. The Renaissance Center, a mixed-use office and retail complex, opened in 1977. This group of skyscrapers was an attempt to keep businesses in downtown. Young also gave city support to other large developments to attract middle and upper-class residents back to the city. Despite the Renaissance Center and other projects, the downtown area continued to lose businesses to the suburbs. Major stores and hotels closed and many large office buildings went vacant. Young was criticized for being too focused on downtown development and not doing enough to lower the city's high crime rate and improve city services.", "targets": "What group of buildings opened in 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8fb47b083d04b95a390397dab84c5f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As mayor, Young sought to revive the city by seeking to increase investment in the city's declining downtown. The Renaissance Center, a mixed-use office and retail complex, opened in 1977. This group of skyscrapers was an attempt to keep businesses in downtown. Young also gave city support to other large developments to attract middle and upper-class residents back to the city. Despite the Renaissance Center and other projects, the downtown area continued to lose businesses to the suburbs. Major stores and hotels closed and many large office buildings went vacant. Young was criticized for being too focused on downtown development and not doing enough to lower the city's high crime rate and improve city services.", "targets": "What was Mayor Young criticized for not reducing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8fb47b083d04b95a390397dab84c5f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As mayor, Young sought to revive the city by seeking to increase investment in the city's declining downtown. The Renaissance Center, a mixed-use office and retail complex, opened in 1977. This group of skyscrapers was an attempt to keep businesses in downtown. Young also gave city support to other large developments to attract middle and upper-class residents back to the city. Despite the Renaissance Center and other projects, the downtown area continued to lose businesses to the suburbs. Major stores and hotels closed and many large office buildings went vacant. Young was criticized for being too focused on downtown development and not doing enough to lower the city's high crime rate and improve city services.", "targets": "What area did downtown Detroit continue to lose businesses to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f9768daffd14c2f813a0405cc3a31a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active in the early 1920s, F.C.S. Schiller labelled his work \"humanism\" but for Schiller the term referred to the pragmatist philosophy he shared with William James. In 1929, Charles Francis Potter founded the First Humanist Society of New York whose advisory board included Julian Huxley, John Dewey, Albert Einstein and Thomas Mann. Potter was a minister from the Unitarian tradition and in 1930 he and his wife, Clara Cook Potter, published Humanism: A New Religion. Throughout the 1930s, Potter was an advocate of such liberal causes as, women\u2019s rights, access to birth control, \"civil divorce laws\", and an end to capital punishment.", "targets": "What 19th century author associated his works with humanism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f9768daffd14c2f813a0405cc3a31a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active in the early 1920s, F.C.S. Schiller labelled his work \"humanism\" but for Schiller the term referred to the pragmatist philosophy he shared with William James. In 1929, Charles Francis Potter founded the First Humanist Society of New York whose advisory board included Julian Huxley, John Dewey, Albert Einstein and Thomas Mann. Potter was a minister from the Unitarian tradition and in 1930 he and his wife, Clara Cook Potter, published Humanism: A New Religion. Throughout the 1930s, Potter was an advocate of such liberal causes as, women\u2019s rights, access to birth control, \"civil divorce laws\", and an end to capital punishment.", "targets": "When was the first public group for Humanist founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f9768daffd14c2f813a0405cc3a31a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active in the early 1920s, F.C.S. Schiller labelled his work \"humanism\" but for Schiller the term referred to the pragmatist philosophy he shared with William James. In 1929, Charles Francis Potter founded the First Humanist Society of New York whose advisory board included Julian Huxley, John Dewey, Albert Einstein and Thomas Mann. Potter was a minister from the Unitarian tradition and in 1930 he and his wife, Clara Cook Potter, published Humanism: A New Religion. Throughout the 1930s, Potter was an advocate of such liberal causes as, women\u2019s rights, access to birth control, \"civil divorce laws\", and an end to capital punishment.", "targets": "Who created this group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3f9768daffd14c2f813a0405cc3a31a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active in the early 1920s, F.C.S. Schiller labelled his work \"humanism\" but for Schiller the term referred to the pragmatist philosophy he shared with William James. In 1929, Charles Francis Potter founded the First Humanist Society of New York whose advisory board included Julian Huxley, John Dewey, Albert Einstein and Thomas Mann. Potter was a minister from the Unitarian tradition and in 1930 he and his wife, Clara Cook Potter, published Humanism: A New Religion. Throughout the 1930s, Potter was an advocate of such liberal causes as, women\u2019s rights, access to birth control, \"civil divorce laws\", and an end to capital punishment.", "targets": "When did Charles Potter and Clara Potter publish their first writings on Humanism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d2a62f32fc4585b8f5b03a840a276f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Basketball is also a notable sport in Estonia. Estonia national basketball team previously participated in 1936 Summer Olympics, appeared in EuroBasket four times. Estonia national team also qualified to EuroBasket 2015, which will be held in Ukraine. BC Kalev/Cramo, which participates in EuroCup, is the most recent Korvpalli Meistriliiga winner after becoming champion of the league for the 6th time. Tartu \u00dclikool/Rock, which participates in EuroChallenge, is the second strongest Estonian basketball club, previously winning Korvpalli Meistriliiga 22 times. Six Estonian basketball clubs participates in Baltic Basketball League.", "targets": "What year did Estonia's basketball team first compete in the Summer Olympics"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d2a62f32fc4585b8f5b03a840a276f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Basketball is also a notable sport in Estonia. Estonia national basketball team previously participated in 1936 Summer Olympics, appeared in EuroBasket four times. Estonia national team also qualified to EuroBasket 2015, which will be held in Ukraine. BC Kalev/Cramo, which participates in EuroCup, is the most recent Korvpalli Meistriliiga winner after becoming champion of the league for the 6th time. Tartu \u00dclikool/Rock, which participates in EuroChallenge, is the second strongest Estonian basketball club, previously winning Korvpalli Meistriliiga 22 times. Six Estonian basketball clubs participates in Baltic Basketball League.", "targets": "How many instances has Estonia appeared in the EuroBasket tournament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d2a62f32fc4585b8f5b03a840a276f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Basketball is also a notable sport in Estonia. Estonia national basketball team previously participated in 1936 Summer Olympics, appeared in EuroBasket four times. Estonia national team also qualified to EuroBasket 2015, which will be held in Ukraine. BC Kalev/Cramo, which participates in EuroCup, is the most recent Korvpalli Meistriliiga winner after becoming champion of the league for the 6th time. Tartu \u00dclikool/Rock, which participates in EuroChallenge, is the second strongest Estonian basketball club, previously winning Korvpalli Meistriliiga 22 times. Six Estonian basketball clubs participates in Baltic Basketball League.", "targets": "Which Estonian football club competes in the EuroCup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d2a62f32fc4585b8f5b03a840a276f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Basketball is also a notable sport in Estonia. Estonia national basketball team previously participated in 1936 Summer Olympics, appeared in EuroBasket four times. Estonia national team also qualified to EuroBasket 2015, which will be held in Ukraine. BC Kalev/Cramo, which participates in EuroCup, is the most recent Korvpalli Meistriliiga winner after becoming champion of the league for the 6th time. Tartu \u00dclikool/Rock, which participates in EuroChallenge, is the second strongest Estonian basketball club, previously winning Korvpalli Meistriliiga 22 times. Six Estonian basketball clubs participates in Baltic Basketball League.", "targets": "What is the name of second best basketball club in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0d2a62f32fc4585b8f5b03a840a276f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Basketball is also a notable sport in Estonia. Estonia national basketball team previously participated in 1936 Summer Olympics, appeared in EuroBasket four times. Estonia national team also qualified to EuroBasket 2015, which will be held in Ukraine. BC Kalev/Cramo, which participates in EuroCup, is the most recent Korvpalli Meistriliiga winner after becoming champion of the league for the 6th time. Tartu \u00dclikool/Rock, which participates in EuroChallenge, is the second strongest Estonian basketball club, previously winning Korvpalli Meistriliiga 22 times. Six Estonian basketball clubs participates in Baltic Basketball League.", "targets": "How many Estonian teams are in the Baltic Basketball League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720858d14eee467d975ad217082d57c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the legendary figure is not fully known. The best-known legend, by Artur Oppman, is that long ago two of Triton's daughters set out on a journey through the depths of the oceans and seas. One of them decided to stay on the coast of Denmark and can be seen sitting at the entrance to the port of Copenhagen. The second mermaid reached the mouth of the Vistula River and plunged into its waters. She stopped to rest on a sandy beach by the village of Warszowa, where fishermen came to admire her beauty and listen to her beautiful voice. A greedy merchant also heard her songs; he followed the fishermen and captured the mermaid.", "targets": "What did Artur Oppman give to the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720858d14eee467d975ad217082d57c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the legendary figure is not fully known. The best-known legend, by Artur Oppman, is that long ago two of Triton's daughters set out on a journey through the depths of the oceans and seas. One of them decided to stay on the coast of Denmark and can be seen sitting at the entrance to the port of Copenhagen. The second mermaid reached the mouth of the Vistula River and plunged into its waters. She stopped to rest on a sandy beach by the village of Warszowa, where fishermen came to admire her beauty and listen to her beautiful voice. A greedy merchant also heard her songs; he followed the fishermen and captured the mermaid.", "targets": "Where did two of Triton's daughters set out on a journey through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720858d14eee467d975ad217082d57c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the legendary figure is not fully known. The best-known legend, by Artur Oppman, is that long ago two of Triton's daughters set out on a journey through the depths of the oceans and seas. One of them decided to stay on the coast of Denmark and can be seen sitting at the entrance to the port of Copenhagen. The second mermaid reached the mouth of the Vistula River and plunged into its waters. She stopped to rest on a sandy beach by the village of Warszowa, where fishermen came to admire her beauty and listen to her beautiful voice. A greedy merchant also heard her songs; he followed the fishermen and captured the mermaid.", "targets": "Where did one of Triton's daughters decide she wanted to hang out and stay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720858d14eee467d975ad217082d57c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the legendary figure is not fully known. The best-known legend, by Artur Oppman, is that long ago two of Triton's daughters set out on a journey through the depths of the oceans and seas. One of them decided to stay on the coast of Denmark and can be seen sitting at the entrance to the port of Copenhagen. The second mermaid reached the mouth of the Vistula River and plunged into its waters. She stopped to rest on a sandy beach by the village of Warszowa, where fishermen came to admire her beauty and listen to her beautiful voice. A greedy merchant also heard her songs; he followed the fishermen and captured the mermaid.", "targets": "A mermaid stopped to rest on the sandy beach by what village?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720858d14eee467d975ad217082d57c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the legendary figure is not fully known. The best-known legend, by Artur Oppman, is that long ago two of Triton's daughters set out on a journey through the depths of the oceans and seas. One of them decided to stay on the coast of Denmark and can be seen sitting at the entrance to the port of Copenhagen. The second mermaid reached the mouth of the Vistula River and plunged into its waters. She stopped to rest on a sandy beach by the village of Warszowa, where fishermen came to admire her beauty and listen to her beautiful voice. A greedy merchant also heard her songs; he followed the fishermen and captured the mermaid.", "targets": "What did a greedy merchant do to the mermaid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e9f78b82cf421d87d3b4596d6610e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 12, the league announced the defending champion San Jose SaberCats would be ceasing operations due to \"reasons unrelated to League operations\". A statement from the league indicated that the AFL is working to secure new, long-term owners for the franchise. This leaves the AFL with eight teams for 2016.", "targets": "Who were the defending champions of the Arena Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e9f78b82cf421d87d3b4596d6610e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 12, the league announced the defending champion San Jose SaberCats would be ceasing operations due to \"reasons unrelated to League operations\". A statement from the league indicated that the AFL is working to secure new, long-term owners for the franchise. This leaves the AFL with eight teams for 2016.", "targets": "When was it announced that the SaberCats would be shutting down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e9f78b82cf421d87d3b4596d6610e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 12, the league announced the defending champion San Jose SaberCats would be ceasing operations due to \"reasons unrelated to League operations\". A statement from the league indicated that the AFL is working to secure new, long-term owners for the franchise. This leaves the AFL with eight teams for 2016.", "targets": "What was the reason given for the closing of the SaberCats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e9f78b82cf421d87d3b4596d6610e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 12, the league announced the defending champion San Jose SaberCats would be ceasing operations due to \"reasons unrelated to League operations\". A statement from the league indicated that the AFL is working to secure new, long-term owners for the franchise. This leaves the AFL with eight teams for 2016.", "targets": "How many AFL teams are operating as of 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0ac4e6b3964b70914c1a23889c39f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stress of the war had taken its toll on the King's health, exacerbated by his heavy smoking and subsequent development of lung cancer among other ailments, including arteriosclerosis and thromboangiitis obliterans. A planned tour of Australia and New Zealand was postponed after the King suffered an arterial blockage in his right leg, which threatened the loss of the leg and was treated with a right lumbar sympathectomy in March 1949. His elder daughter Elizabeth, the heir presumptive, took on more royal duties as her father's health deteriorated. The delayed tour was re-organised, with Elizabeth and her husband, the Duke of Edinburgh, taking the place of the King and Queen. The King was well enough to open the Festival of Britain in May 1951, but on 23 September 1951, his left lung was removed by Clement Price Thomas after a malignant tumour was found. In October 1951, Princess Elizabeth and the Duke of Edinburgh went on a month-long tour of Canada; the trip had been delayed for a week due to the King's illness. At the State Opening of Parliament in November, the King's speech from the throne was read for him by the Lord Chancellor, Lord Simonds. His Christmas broadcast of 1951 was recorded in sections, and then edited together.", "targets": "What kind of cancer did the King develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0ac4e6b3964b70914c1a23889c39f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stress of the war had taken its toll on the King's health, exacerbated by his heavy smoking and subsequent development of lung cancer among other ailments, including arteriosclerosis and thromboangiitis obliterans. A planned tour of Australia and New Zealand was postponed after the King suffered an arterial blockage in his right leg, which threatened the loss of the leg and was treated with a right lumbar sympathectomy in March 1949. His elder daughter Elizabeth, the heir presumptive, took on more royal duties as her father's health deteriorated. The delayed tour was re-organised, with Elizabeth and her husband, the Duke of Edinburgh, taking the place of the King and Queen. The King was well enough to open the Festival of Britain in May 1951, but on 23 September 1951, his left lung was removed by Clement Price Thomas after a malignant tumour was found. In October 1951, Princess Elizabeth and the Duke of Edinburgh went on a month-long tour of Canada; the trip had been delayed for a week due to the King's illness. At the State Opening of Parliament in November, the King's speech from the throne was read for him by the Lord Chancellor, Lord Simonds. His Christmas broadcast of 1951 was recorded in sections, and then edited together.", "targets": "What developed in the King's right leg that prevented him from touring Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0ac4e6b3964b70914c1a23889c39f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stress of the war had taken its toll on the King's health, exacerbated by his heavy smoking and subsequent development of lung cancer among other ailments, including arteriosclerosis and thromboangiitis obliterans. A planned tour of Australia and New Zealand was postponed after the King suffered an arterial blockage in his right leg, which threatened the loss of the leg and was treated with a right lumbar sympathectomy in March 1949. His elder daughter Elizabeth, the heir presumptive, took on more royal duties as her father's health deteriorated. The delayed tour was re-organised, with Elizabeth and her husband, the Duke of Edinburgh, taking the place of the King and Queen. The King was well enough to open the Festival of Britain in May 1951, but on 23 September 1951, his left lung was removed by Clement Price Thomas after a malignant tumour was found. In October 1951, Princess Elizabeth and the Duke of Edinburgh went on a month-long tour of Canada; the trip had been delayed for a week due to the King's illness. At the State Opening of Parliament in November, the King's speech from the throne was read for him by the Lord Chancellor, Lord Simonds. His Christmas broadcast of 1951 was recorded in sections, and then edited together.", "targets": "What treatment helped prevent the loss of the King's right leg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0ac4e6b3964b70914c1a23889c39f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stress of the war had taken its toll on the King's health, exacerbated by his heavy smoking and subsequent development of lung cancer among other ailments, including arteriosclerosis and thromboangiitis obliterans. A planned tour of Australia and New Zealand was postponed after the King suffered an arterial blockage in his right leg, which threatened the loss of the leg and was treated with a right lumbar sympathectomy in March 1949. His elder daughter Elizabeth, the heir presumptive, took on more royal duties as her father's health deteriorated. The delayed tour was re-organised, with Elizabeth and her husband, the Duke of Edinburgh, taking the place of the King and Queen. The King was well enough to open the Festival of Britain in May 1951, but on 23 September 1951, his left lung was removed by Clement Price Thomas after a malignant tumour was found. In October 1951, Princess Elizabeth and the Duke of Edinburgh went on a month-long tour of Canada; the trip had been delayed for a week due to the King's illness. At the State Opening of Parliament in November, the King's speech from the throne was read for him by the Lord Chancellor, Lord Simonds. His Christmas broadcast of 1951 was recorded in sections, and then edited together.", "targets": "Who was the King's heir presumptive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f0ac4e6b3964b70914c1a23889c39f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stress of the war had taken its toll on the King's health, exacerbated by his heavy smoking and subsequent development of lung cancer among other ailments, including arteriosclerosis and thromboangiitis obliterans. A planned tour of Australia and New Zealand was postponed after the King suffered an arterial blockage in his right leg, which threatened the loss of the leg and was treated with a right lumbar sympathectomy in March 1949. His elder daughter Elizabeth, the heir presumptive, took on more royal duties as her father's health deteriorated. The delayed tour was re-organised, with Elizabeth and her husband, the Duke of Edinburgh, taking the place of the King and Queen. The King was well enough to open the Festival of Britain in May 1951, but on 23 September 1951, his left lung was removed by Clement Price Thomas after a malignant tumour was found. In October 1951, Princess Elizabeth and the Duke of Edinburgh went on a month-long tour of Canada; the trip had been delayed for a week due to the King's illness. At the State Opening of Parliament in November, the King's speech from the throne was read for him by the Lord Chancellor, Lord Simonds. His Christmas broadcast of 1951 was recorded in sections, and then edited together.", "targets": "Who was Elizabeth's spouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf26180670942138a70b0ac86eb3398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, I2a1b1 (P41.2) is typical of the South Slavic populations, being highest in Bosnia-Herzegovina (>50%). Haplogroup I2a2 is also commonly found in north-eastern Italians. There is also a high concentration of I2a2a in the Moldavian region of Romania, Moldova and western Ukraine. According to original studies, Hg I2a2 was believed to have arisen in the west Balkans sometime after the LGM, subsequently spreading from the Balkans through Central Russian Plain. Recently, Ken Nordtvedt has split I2a2 into two clades \u2013 N (northern) and S (southern), in relation where they arose compared to Danube river. He proposes that N is slightly older than S. He recalculated the age of I2a2 to be ~ 2550 years and proposed that the current distribution is explained by a Slavic expansion from the area north-east of the Carpathians.", "targets": "I2a1b1 is typical of what populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf26180670942138a70b0ac86eb3398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, I2a1b1 (P41.2) is typical of the South Slavic populations, being highest in Bosnia-Herzegovina (>50%). Haplogroup I2a2 is also commonly found in north-eastern Italians. There is also a high concentration of I2a2a in the Moldavian region of Romania, Moldova and western Ukraine. According to original studies, Hg I2a2 was believed to have arisen in the west Balkans sometime after the LGM, subsequently spreading from the Balkans through Central Russian Plain. Recently, Ken Nordtvedt has split I2a2 into two clades \u2013 N (northern) and S (southern), in relation where they arose compared to Danube river. He proposes that N is slightly older than S. He recalculated the age of I2a2 to be ~ 2550 years and proposed that the current distribution is explained by a Slavic expansion from the area north-east of the Carpathians.", "targets": "I2a1b1 is found being highest where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf26180670942138a70b0ac86eb3398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, I2a1b1 (P41.2) is typical of the South Slavic populations, being highest in Bosnia-Herzegovina (>50%). Haplogroup I2a2 is also commonly found in north-eastern Italians. There is also a high concentration of I2a2a in the Moldavian region of Romania, Moldova and western Ukraine. According to original studies, Hg I2a2 was believed to have arisen in the west Balkans sometime after the LGM, subsequently spreading from the Balkans through Central Russian Plain. Recently, Ken Nordtvedt has split I2a2 into two clades \u2013 N (northern) and S (southern), in relation where they arose compared to Danube river. He proposes that N is slightly older than S. He recalculated the age of I2a2 to be ~ 2550 years and proposed that the current distribution is explained by a Slavic expansion from the area north-east of the Carpathians.", "targets": "Haplogroup I2a2 is commonly found in what group of people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf26180670942138a70b0ac86eb3398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, I2a1b1 (P41.2) is typical of the South Slavic populations, being highest in Bosnia-Herzegovina (>50%). Haplogroup I2a2 is also commonly found in north-eastern Italians. There is also a high concentration of I2a2a in the Moldavian region of Romania, Moldova and western Ukraine. According to original studies, Hg I2a2 was believed to have arisen in the west Balkans sometime after the LGM, subsequently spreading from the Balkans through Central Russian Plain. Recently, Ken Nordtvedt has split I2a2 into two clades \u2013 N (northern) and S (southern), in relation where they arose compared to Danube river. He proposes that N is slightly older than S. He recalculated the age of I2a2 to be ~ 2550 years and proposed that the current distribution is explained by a Slavic expansion from the area north-east of the Carpathians.", "targets": "Hg I2a2 was believed to have arisen where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf26180670942138a70b0ac86eb3398", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, I2a1b1 (P41.2) is typical of the South Slavic populations, being highest in Bosnia-Herzegovina (>50%). Haplogroup I2a2 is also commonly found in north-eastern Italians. There is also a high concentration of I2a2a in the Moldavian region of Romania, Moldova and western Ukraine. According to original studies, Hg I2a2 was believed to have arisen in the west Balkans sometime after the LGM, subsequently spreading from the Balkans through Central Russian Plain. Recently, Ken Nordtvedt has split I2a2 into two clades \u2013 N (northern) and S (southern), in relation where they arose compared to Danube river. He proposes that N is slightly older than S. He recalculated the age of I2a2 to be ~ 2550 years and proposed that the current distribution is explained by a Slavic expansion from the area north-east of the Carpathians.", "targets": "Who has split I2a2 into two clades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "What did Whitehead believe were essentially the only things that truly exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "Regarding the idea that individuals or objects don't fundamentally change, what terms can be used to describe what an object or individual actually is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "In that line of thinking, how are changes described?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "The idea that people are unchanging and stay the same even through changes is considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "In Whitehead's cosmology, what are the only things that fundamentally exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "Where do occasions of experience overlap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "Instead of having an enduring essence, what does Whitehead believe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fa4c42bacfb40228fa0d22881bcb683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To put it another way, a thing or person is often seen as having a \"defining essence\" or a \"core identity\" that is unchanging, and describes what the thing or person really is. In this way of thinking, things and people are seen as fundamentally the same through time, with any changes being qualitative and secondary to their core identity (e.g. \"Mark's hair has turned gray as he has gotten older, but he is still the same person\"). But in Whitehead's cosmology, the only fundamentally existent things are discrete \"occasions of experience\" that overlap one another in time and space, and jointly make up the enduring person or thing. On the other hand, what ordinary thinking often regards as \"the essence of a thing\" or \"the identity/core of a person\" is an abstract generalization of what is regarded as that person or thing's most important or salient features across time. Identities do not define people, people define identities. Everything changes from moment to moment, and to think of anything as having an \"enduring essence\" misses the fact that \"all things flow\", though it is often a useful way of speaking.", "targets": "In Whitehead's view, identities do not define people, but what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5f2909a179f4fde9c97f469fcaa9b20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Institute also maintains a dozen regional offices around the United Kingdom, it opened its first regional office for the East of England at Cambridge in 1966.", "targets": "How many satellite offices does the Royal Institute run in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5f2909a179f4fde9c97f469fcaa9b20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Institute also maintains a dozen regional offices around the United Kingdom, it opened its first regional office for the East of England at Cambridge in 1966.", "targets": "When was RIBA's first satellite office opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5f2909a179f4fde9c97f469fcaa9b20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Institute also maintains a dozen regional offices around the United Kingdom, it opened its first regional office for the East of England at Cambridge in 1966.", "targets": "In what city was the first RIBA branch office opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5f2909a179f4fde9c97f469fcaa9b20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Institute also maintains a dozen regional offices around the United Kingdom, it opened its first regional office for the East of England at Cambridge in 1966.", "targets": "What territory did RIBA's Cambridge branch office cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "What kinds of telecommunications were cut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "What capabilities were cut to the entire Sichuan area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "How long did it take for these capabilities to be restored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "What was cut after the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "Where were the internet cut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "Who restored communications over a period of months?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "What internet services were decreased in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be3a3e4e92748a9993b9cc3cff78b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after the earthquake event, mobile and terrestrial telecommunications were cut to the affected and surrounding area, with all internet capabilities cut to the Sichuan area too. Elements of telecommunications were restored by the government piece by piece over the next number of months as the situation in the Sichuan province gradually improved. Eventually, a handful of major news and media websites were made accessible online in the region, albeit with dramatically pared back webpages.", "targets": "What services were finally online again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d3bba6b47c9423cac6e5ae4ba79cf2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within Galicia are the Autopista AP-9 from Ferrol to Vigo and the Autopista AP-53 (also known as AG-53, because it was initially built by the Xunta de Galicia) from Santiago to Ourense. Additional roads under construction include Autov\u00eda A-54 from Santiago de Compostela to Lugo, and Autov\u00eda A-56 from Lugo to Ourense. The Xunta de Galicia has built roads connecting comarcal capitals, such as the aforementioned AG-53, Autov\u00eda AG-55 connecting A Coru\u00f1a to Carballo or AG-41 connecting Pontevedra to Sanxenxo.", "targets": "The Autopista AP-53 was originally built by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d3bba6b47c9423cac6e5ae4ba79cf2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within Galicia are the Autopista AP-9 from Ferrol to Vigo and the Autopista AP-53 (also known as AG-53, because it was initially built by the Xunta de Galicia) from Santiago to Ourense. Additional roads under construction include Autov\u00eda A-54 from Santiago de Compostela to Lugo, and Autov\u00eda A-56 from Lugo to Ourense. The Xunta de Galicia has built roads connecting comarcal capitals, such as the aforementioned AG-53, Autov\u00eda AG-55 connecting A Coru\u00f1a to Carballo or AG-41 connecting Pontevedra to Sanxenxo.", "targets": "Name another road they responsible for."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8148bed5eacd468a9b8e7da33c969bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In single phase squirrel cage motors, the primary winding within the motor housing is not capable of starting a rotational motion on the rotor, but is capable of sustaining one. To start the motor, a secondary \"start\" winding has a series non-polarized starting capacitor to introduce a lead in the sinusoidal current. When the secondary (start) winding is placed at an angle with respect to the primary (run) winding, a rotating electric field is created. The force of the rotational field is not constant, but is sufficient to start the rotor spinning. When the rotor comes close to operating speed, a centrifugal switch (or current-sensitive relay in series with the main winding) disconnects the capacitor. The start capacitor is typically mounted to the side of the motor housing. These are called capacitor-start motors, that have relatively high starting torque. Typically they can have up-to four times as much starting torque than a split-phase motor and are used on applications such as compressors, pressure washers and any small device requiring high starting torques.", "targets": "What is the main winding on a squirrel cage motor capable of withstanding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8148bed5eacd468a9b8e7da33c969bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In single phase squirrel cage motors, the primary winding within the motor housing is not capable of starting a rotational motion on the rotor, but is capable of sustaining one. To start the motor, a secondary \"start\" winding has a series non-polarized starting capacitor to introduce a lead in the sinusoidal current. When the secondary (start) winding is placed at an angle with respect to the primary (run) winding, a rotating electric field is created. The force of the rotational field is not constant, but is sufficient to start the rotor spinning. When the rotor comes close to operating speed, a centrifugal switch (or current-sensitive relay in series with the main winding) disconnects the capacitor. The start capacitor is typically mounted to the side of the motor housing. These are called capacitor-start motors, that have relatively high starting torque. Typically they can have up-to four times as much starting torque than a split-phase motor and are used on applications such as compressors, pressure washers and any small device requiring high starting torques.", "targets": "What sort of capacitors are used on the second winding of a squirrel cage motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8148bed5eacd468a9b8e7da33c969bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In single phase squirrel cage motors, the primary winding within the motor housing is not capable of starting a rotational motion on the rotor, but is capable of sustaining one. To start the motor, a secondary \"start\" winding has a series non-polarized starting capacitor to introduce a lead in the sinusoidal current. When the secondary (start) winding is placed at an angle with respect to the primary (run) winding, a rotating electric field is created. The force of the rotational field is not constant, but is sufficient to start the rotor spinning. When the rotor comes close to operating speed, a centrifugal switch (or current-sensitive relay in series with the main winding) disconnects the capacitor. The start capacitor is typically mounted to the side of the motor housing. These are called capacitor-start motors, that have relatively high starting torque. Typically they can have up-to four times as much starting torque than a split-phase motor and are used on applications such as compressors, pressure washers and any small device requiring high starting torques.", "targets": "What does the capacitor on the second winding of a squirrel cage motor do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8148bed5eacd468a9b8e7da33c969bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In single phase squirrel cage motors, the primary winding within the motor housing is not capable of starting a rotational motion on the rotor, but is capable of sustaining one. To start the motor, a secondary \"start\" winding has a series non-polarized starting capacitor to introduce a lead in the sinusoidal current. When the secondary (start) winding is placed at an angle with respect to the primary (run) winding, a rotating electric field is created. The force of the rotational field is not constant, but is sufficient to start the rotor spinning. When the rotor comes close to operating speed, a centrifugal switch (or current-sensitive relay in series with the main winding) disconnects the capacitor. The start capacitor is typically mounted to the side of the motor housing. These are called capacitor-start motors, that have relatively high starting torque. Typically they can have up-to four times as much starting torque than a split-phase motor and are used on applications such as compressors, pressure washers and any small device requiring high starting torques.", "targets": "What does the centrifugal switch do the capacitor when the rotor achieves operating speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8148bed5eacd468a9b8e7da33c969bb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In single phase squirrel cage motors, the primary winding within the motor housing is not capable of starting a rotational motion on the rotor, but is capable of sustaining one. To start the motor, a secondary \"start\" winding has a series non-polarized starting capacitor to introduce a lead in the sinusoidal current. When the secondary (start) winding is placed at an angle with respect to the primary (run) winding, a rotating electric field is created. The force of the rotational field is not constant, but is sufficient to start the rotor spinning. When the rotor comes close to operating speed, a centrifugal switch (or current-sensitive relay in series with the main winding) disconnects the capacitor. The start capacitor is typically mounted to the side of the motor housing. These are called capacitor-start motors, that have relatively high starting torque. Typically they can have up-to four times as much starting torque than a split-phase motor and are used on applications such as compressors, pressure washers and any small device requiring high starting torques.", "targets": "Where is the start capacitor commonly mounted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7a07b418b94415fa59a0c8b880183e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar hot water systems use sunlight to heat water. In low geographical latitudes (below 40 degrees) from 60 to 70% of the domestic hot water use with temperatures up to 60 \u00b0C can be provided by solar heating systems. The most common types of solar water heaters are evacuated tube collectors (44%) and glazed flat plate collectors (34%) generally used for domestic hot water; and unglazed plastic collectors (21%) used mainly to heat swimming pools.", "targets": "According to Shuman, up to what percentage of domestic hot water can be  provided by solar heating systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7a07b418b94415fa59a0c8b880183e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar hot water systems use sunlight to heat water. In low geographical latitudes (below 40 degrees) from 60 to 70% of the domestic hot water use with temperatures up to 60 \u00b0C can be provided by solar heating systems. The most common types of solar water heaters are evacuated tube collectors (44%) and glazed flat plate collectors (34%) generally used for domestic hot water; and unglazed plastic collectors (21%) used mainly to heat swimming pools.", "targets": "What do Solar hot water systems use to heat water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7a07b418b94415fa59a0c8b880183e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar hot water systems use sunlight to heat water. In low geographical latitudes (below 40 degrees) from 60 to 70% of the domestic hot water use with temperatures up to 60 \u00b0C can be provided by solar heating systems. The most common types of solar water heaters are evacuated tube collectors (44%) and glazed flat plate collectors (34%) generally used for domestic hot water; and unglazed plastic collectors (21%) used mainly to heat swimming pools.", "targets": "How much hot water can be produced by solar heating systems in low geographical latitudes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7a07b418b94415fa59a0c8b880183e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar hot water systems use sunlight to heat water. In low geographical latitudes (below 40 degrees) from 60 to 70% of the domestic hot water use with temperatures up to 60 \u00b0C can be provided by solar heating systems. The most common types of solar water heaters are evacuated tube collectors (44%) and glazed flat plate collectors (34%) generally used for domestic hot water; and unglazed plastic collectors (21%) used mainly to heat swimming pools.", "targets": "What is a common type of solar water heater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a7a07b418b94415fa59a0c8b880183e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar hot water systems use sunlight to heat water. In low geographical latitudes (below 40 degrees) from 60 to 70% of the domestic hot water use with temperatures up to 60 \u00b0C can be provided by solar heating systems. The most common types of solar water heaters are evacuated tube collectors (44%) and glazed flat plate collectors (34%) generally used for domestic hot water; and unglazed plastic collectors (21%) used mainly to heat swimming pools.", "targets": "What type of solar water heater is used to heat pools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7aff8813b5b40ff87debb3a889c61b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philadelphia County Court of Common Pleas (First Judicial District) is the trial court of general jurisdiction for Philadelphia, hearing felony-level criminal cases and civil suits above the minimum jurisdictional limit of $7000 (excepting small claims cases valued between $7000 and $12000 and landlord-tenant issues heard in the Municipal Court) under its original jurisdiction; it also has appellate jurisdiction over rulings from the Municipal and Traffic Courts and over decisions of certain Pennsylvania state agencies (e.g. the Pennsylvania Liquor Control Board). It has 90 legally trained judges elected by the voters. It is funded and operated largely by city resources and employees. The current District Attorney is Seth Williams, a Democrat. The last Republican to hold the office is Ron Castille, who left in 1991 and is currently the Chief Justice of the Pennsylvania Supreme Court.", "targets": "What is the main trial court called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7aff8813b5b40ff87debb3a889c61b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philadelphia County Court of Common Pleas (First Judicial District) is the trial court of general jurisdiction for Philadelphia, hearing felony-level criminal cases and civil suits above the minimum jurisdictional limit of $7000 (excepting small claims cases valued between $7000 and $12000 and landlord-tenant issues heard in the Municipal Court) under its original jurisdiction; it also has appellate jurisdiction over rulings from the Municipal and Traffic Courts and over decisions of certain Pennsylvania state agencies (e.g. the Pennsylvania Liquor Control Board). It has 90 legally trained judges elected by the voters. It is funded and operated largely by city resources and employees. The current District Attorney is Seth Williams, a Democrat. The last Republican to hold the office is Ron Castille, who left in 1991 and is currently the Chief Justice of the Pennsylvania Supreme Court.", "targets": "What type of cases are heard here?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7aff8813b5b40ff87debb3a889c61b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philadelphia County Court of Common Pleas (First Judicial District) is the trial court of general jurisdiction for Philadelphia, hearing felony-level criminal cases and civil suits above the minimum jurisdictional limit of $7000 (excepting small claims cases valued between $7000 and $12000 and landlord-tenant issues heard in the Municipal Court) under its original jurisdiction; it also has appellate jurisdiction over rulings from the Municipal and Traffic Courts and over decisions of certain Pennsylvania state agencies (e.g. the Pennsylvania Liquor Control Board). It has 90 legally trained judges elected by the voters. It is funded and operated largely by city resources and employees. The current District Attorney is Seth Williams, a Democrat. The last Republican to hold the office is Ron Castille, who left in 1991 and is currently the Chief Justice of the Pennsylvania Supreme Court.", "targets": "How are judges appointed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7aff8813b5b40ff87debb3a889c61b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Philadelphia County Court of Common Pleas (First Judicial District) is the trial court of general jurisdiction for Philadelphia, hearing felony-level criminal cases and civil suits above the minimum jurisdictional limit of $7000 (excepting small claims cases valued between $7000 and $12000 and landlord-tenant issues heard in the Municipal Court) under its original jurisdiction; it also has appellate jurisdiction over rulings from the Municipal and Traffic Courts and over decisions of certain Pennsylvania state agencies (e.g. the Pennsylvania Liquor Control Board). It has 90 legally trained judges elected by the voters. It is funded and operated largely by city resources and employees. The current District Attorney is Seth Williams, a Democrat. The last Republican to hold the office is Ron Castille, who left in 1991 and is currently the Chief Justice of the Pennsylvania Supreme Court.", "targets": "Who was the last Republican DA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-452ecee910e8419a80481f74dbce158e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's was the starting point for the first non-stop transatlantic aircraft flight, by Alcock and Brown in a modified Vickers Vimy IV bomber, in June 1919, departing from Lester's Field in St. John's and ending in a bog near Clifden, Connemara, Ireland. In July 2005, the flight was duplicated by American aviator and adventurer Steve Fossett in a replica Vickers Vimy aircraft, with St. John's International Airport substituting for Lester's Field (now an urban and residential part of the city).", "targets": "Who flew the first non-stop transatlantic aircraft flight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-452ecee910e8419a80481f74dbce158e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's was the starting point for the first non-stop transatlantic aircraft flight, by Alcock and Brown in a modified Vickers Vimy IV bomber, in June 1919, departing from Lester's Field in St. John's and ending in a bog near Clifden, Connemara, Ireland. In July 2005, the flight was duplicated by American aviator and adventurer Steve Fossett in a replica Vickers Vimy aircraft, with St. John's International Airport substituting for Lester's Field (now an urban and residential part of the city).", "targets": "What aircraft did Alcock and Brown use in 1919 for their flight? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-452ecee910e8419a80481f74dbce158e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's was the starting point for the first non-stop transatlantic aircraft flight, by Alcock and Brown in a modified Vickers Vimy IV bomber, in June 1919, departing from Lester's Field in St. John's and ending in a bog near Clifden, Connemara, Ireland. In July 2005, the flight was duplicated by American aviator and adventurer Steve Fossett in a replica Vickers Vimy aircraft, with St. John's International Airport substituting for Lester's Field (now an urban and residential part of the city).", "targets": "Where in St. John's did Alcock and Brown depart from in June 1919?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-452ecee910e8419a80481f74dbce158e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's was the starting point for the first non-stop transatlantic aircraft flight, by Alcock and Brown in a modified Vickers Vimy IV bomber, in June 1919, departing from Lester's Field in St. John's and ending in a bog near Clifden, Connemara, Ireland. In July 2005, the flight was duplicated by American aviator and adventurer Steve Fossett in a replica Vickers Vimy aircraft, with St. John's International Airport substituting for Lester's Field (now an urban and residential part of the city).", "targets": "Who duplicated Alcock and Brown flight in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-452ecee910e8419a80481f74dbce158e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's was the starting point for the first non-stop transatlantic aircraft flight, by Alcock and Brown in a modified Vickers Vimy IV bomber, in June 1919, departing from Lester's Field in St. John's and ending in a bog near Clifden, Connemara, Ireland. In July 2005, the flight was duplicated by American aviator and adventurer Steve Fossett in a replica Vickers Vimy aircraft, with St. John's International Airport substituting for Lester's Field (now an urban and residential part of the city).", "targets": "What aircraft did Steve Fossett use for his flight in July 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c517c8718b454f3197c9d4f8c6ed9622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Keate, Head Master from 1809 to 1834, took over at a time when discipline was poor. Anthony Chenevix-Trench, Head Master from 1964 to 1970, abolished the birch and replaced it with caning, also applied to the bare posterior, which he administered privately in his office. Chenevix-Trench also abolished corporal punishment administered by senior boys. Previously, House Captains were permitted to cane miscreants over the seat of the trousers. This was a routine occurrence, carried out privately with the boy bending over with his head under the edge of a table. Less common but more severe were the canings administered by Pop (see Eton Society below) in the form of a \"Pop-Tanning\", in which a large number of hard strokes were inflicted by the President of Pop in the presence of all Pop members (or, in earlier times, each member of Pop took it in turns to inflict a stroke). The culprit was summoned to appear in a pair of old trousers, as the caning would cut the cloth to shreds. This was the most severe form of physical punishment at Eton.", "targets": "The birch was abolished and replaced with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c517c8718b454f3197c9d4f8c6ed9622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Keate, Head Master from 1809 to 1834, took over at a time when discipline was poor. Anthony Chenevix-Trench, Head Master from 1964 to 1970, abolished the birch and replaced it with caning, also applied to the bare posterior, which he administered privately in his office. Chenevix-Trench also abolished corporal punishment administered by senior boys. Previously, House Captains were permitted to cane miscreants over the seat of the trousers. This was a routine occurrence, carried out privately with the boy bending over with his head under the edge of a table. Less common but more severe were the canings administered by Pop (see Eton Society below) in the form of a \"Pop-Tanning\", in which a large number of hard strokes were inflicted by the President of Pop in the presence of all Pop members (or, in earlier times, each member of Pop took it in turns to inflict a stroke). The culprit was summoned to appear in a pair of old trousers, as the caning would cut the cloth to shreds. This was the most severe form of physical punishment at Eton.", "targets": "What was the most severe form of physical punishment at Eton referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c517c8718b454f3197c9d4f8c6ed9622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Keate, Head Master from 1809 to 1834, took over at a time when discipline was poor. Anthony Chenevix-Trench, Head Master from 1964 to 1970, abolished the birch and replaced it with caning, also applied to the bare posterior, which he administered privately in his office. Chenevix-Trench also abolished corporal punishment administered by senior boys. Previously, House Captains were permitted to cane miscreants over the seat of the trousers. This was a routine occurrence, carried out privately with the boy bending over with his head under the edge of a table. Less common but more severe were the canings administered by Pop (see Eton Society below) in the form of a \"Pop-Tanning\", in which a large number of hard strokes were inflicted by the President of Pop in the presence of all Pop members (or, in earlier times, each member of Pop took it in turns to inflict a stroke). The culprit was summoned to appear in a pair of old trousers, as the caning would cut the cloth to shreds. This was the most severe form of physical punishment at Eton.", "targets": "Why was a subject ordered to appear to Pop-Tanning in old trousers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c517c8718b454f3197c9d4f8c6ed9622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Keate, Head Master from 1809 to 1834, took over at a time when discipline was poor. Anthony Chenevix-Trench, Head Master from 1964 to 1970, abolished the birch and replaced it with caning, also applied to the bare posterior, which he administered privately in his office. Chenevix-Trench also abolished corporal punishment administered by senior boys. Previously, House Captains were permitted to cane miscreants over the seat of the trousers. This was a routine occurrence, carried out privately with the boy bending over with his head under the edge of a table. Less common but more severe were the canings administered by Pop (see Eton Society below) in the form of a \"Pop-Tanning\", in which a large number of hard strokes were inflicted by the President of Pop in the presence of all Pop members (or, in earlier times, each member of Pop took it in turns to inflict a stroke). The culprit was summoned to appear in a pair of old trousers, as the caning would cut the cloth to shreds. This was the most severe form of physical punishment at Eton.", "targets": "Which Head Master abolished corporal punishment by peers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c517c8718b454f3197c9d4f8c6ed9622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Keate, Head Master from 1809 to 1834, took over at a time when discipline was poor. Anthony Chenevix-Trench, Head Master from 1964 to 1970, abolished the birch and replaced it with caning, also applied to the bare posterior, which he administered privately in his office. Chenevix-Trench also abolished corporal punishment administered by senior boys. Previously, House Captains were permitted to cane miscreants over the seat of the trousers. This was a routine occurrence, carried out privately with the boy bending over with his head under the edge of a table. Less common but more severe were the canings administered by Pop (see Eton Society below) in the form of a \"Pop-Tanning\", in which a large number of hard strokes were inflicted by the President of Pop in the presence of all Pop members (or, in earlier times, each member of Pop took it in turns to inflict a stroke). The culprit was summoned to appear in a pair of old trousers, as the caning would cut the cloth to shreds. This was the most severe form of physical punishment at Eton.", "targets": "Who administered caning privately in his office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f8852cb5ece441bba2fbef691011997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1348 and 1349 Portugal, like the rest of Europe, was devastated by the Black Death. In 1373, Portugal made an alliance with England, which is the longest-standing alliance in the world. This alliance served both nations' interests throughout history and is regarded by many as the predecessor to NATO. Over time this went way beyond geo-political and military cooperation (protecting both nations' interests in Africa, the Americas and Asia against French, Spanish and Dutch rivals) and maintained strong trade and cultural ties between the two old European allies. Particularly in the Oporto region, there is visible English influence to this day.", "targets": "Which years were plagued by the Black Death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f8852cb5ece441bba2fbef691011997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1348 and 1349 Portugal, like the rest of Europe, was devastated by the Black Death. In 1373, Portugal made an alliance with England, which is the longest-standing alliance in the world. This alliance served both nations' interests throughout history and is regarded by many as the predecessor to NATO. Over time this went way beyond geo-political and military cooperation (protecting both nations' interests in Africa, the Americas and Asia against French, Spanish and Dutch rivals) and maintained strong trade and cultural ties between the two old European allies. Particularly in the Oporto region, there is visible English influence to this day.", "targets": "In 1373, Portugal made an alliance with which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f8852cb5ece441bba2fbef691011997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1348 and 1349 Portugal, like the rest of Europe, was devastated by the Black Death. In 1373, Portugal made an alliance with England, which is the longest-standing alliance in the world. This alliance served both nations' interests throughout history and is regarded by many as the predecessor to NATO. Over time this went way beyond geo-political and military cooperation (protecting both nations' interests in Africa, the Americas and Asia against French, Spanish and Dutch rivals) and maintained strong trade and cultural ties between the two old European allies. Particularly in the Oporto region, there is visible English influence to this day.", "targets": "What is the longest standing alliance in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f8852cb5ece441bba2fbef691011997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1348 and 1349 Portugal, like the rest of Europe, was devastated by the Black Death. In 1373, Portugal made an alliance with England, which is the longest-standing alliance in the world. This alliance served both nations' interests throughout history and is regarded by many as the predecessor to NATO. Over time this went way beyond geo-political and military cooperation (protecting both nations' interests in Africa, the Americas and Asia against French, Spanish and Dutch rivals) and maintained strong trade and cultural ties between the two old European allies. Particularly in the Oporto region, there is visible English influence to this day.", "targets": "The Portugal-English alliance served as the predecessor to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f8852cb5ece441bba2fbef691011997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1348 and 1349 Portugal, like the rest of Europe, was devastated by the Black Death. In 1373, Portugal made an alliance with England, which is the longest-standing alliance in the world. This alliance served both nations' interests throughout history and is regarded by many as the predecessor to NATO. Over time this went way beyond geo-political and military cooperation (protecting both nations' interests in Africa, the Americas and Asia against French, Spanish and Dutch rivals) and maintained strong trade and cultural ties between the two old European allies. Particularly in the Oporto region, there is visible English influence to this day.", "targets": "In which Portugese region is there still visible English influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318cafef9c654a13b9283012fe8c7264", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With 39,000 acres (158 km2), the Tallgrass Prairie Preserve in north-central Oklahoma is the largest protected area of tallgrass prairie in the world and is part of an ecosystem that encompasses only 10 percent of its former land area, once covering 14 states. In addition, the Black Kettle National Grassland covers 31,300 acres (127 km2) of prairie in southwestern Oklahoma. The Wichita Mountains Wildlife Refuge is the oldest and largest of nine national wildlife refuges in the state and was founded in 1901, encompassing 59,020 acres (238.8 km2).", "targets": "How large is the Tallgrass Prairie Preserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318cafef9c654a13b9283012fe8c7264", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With 39,000 acres (158 km2), the Tallgrass Prairie Preserve in north-central Oklahoma is the largest protected area of tallgrass prairie in the world and is part of an ecosystem that encompasses only 10 percent of its former land area, once covering 14 states. In addition, the Black Kettle National Grassland covers 31,300 acres (127 km2) of prairie in southwestern Oklahoma. The Wichita Mountains Wildlife Refuge is the oldest and largest of nine national wildlife refuges in the state and was founded in 1901, encompassing 59,020 acres (238.8 km2).", "targets": "What part of Oklahoma is the Tallgrass Prairie Preserve in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318cafef9c654a13b9283012fe8c7264", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With 39,000 acres (158 km2), the Tallgrass Prairie Preserve in north-central Oklahoma is the largest protected area of tallgrass prairie in the world and is part of an ecosystem that encompasses only 10 percent of its former land area, once covering 14 states. In addition, the Black Kettle National Grassland covers 31,300 acres (127 km2) of prairie in southwestern Oklahoma. The Wichita Mountains Wildlife Refuge is the oldest and largest of nine national wildlife refuges in the state and was founded in 1901, encompassing 59,020 acres (238.8 km2).", "targets": "The Tallgrass Prairie Preserve is the largest protected tallgrass prairie in what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318cafef9c654a13b9283012fe8c7264", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With 39,000 acres (158 km2), the Tallgrass Prairie Preserve in north-central Oklahoma is the largest protected area of tallgrass prairie in the world and is part of an ecosystem that encompasses only 10 percent of its former land area, once covering 14 states. In addition, the Black Kettle National Grassland covers 31,300 acres (127 km2) of prairie in southwestern Oklahoma. The Wichita Mountains Wildlife Refuge is the oldest and largest of nine national wildlife refuges in the state and was founded in 1901, encompassing 59,020 acres (238.8 km2).", "targets": "How many states were originally covered by the Tallgrass Prairie Preserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-318cafef9c654a13b9283012fe8c7264", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With 39,000 acres (158 km2), the Tallgrass Prairie Preserve in north-central Oklahoma is the largest protected area of tallgrass prairie in the world and is part of an ecosystem that encompasses only 10 percent of its former land area, once covering 14 states. In addition, the Black Kettle National Grassland covers 31,300 acres (127 km2) of prairie in southwestern Oklahoma. The Wichita Mountains Wildlife Refuge is the oldest and largest of nine national wildlife refuges in the state and was founded in 1901, encompassing 59,020 acres (238.8 km2).", "targets": "How many national wildlife refuges are in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e866a2f14bca45f09cc3893cf5712e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague struck various countries in the Middle East during the pandemic, leading to serious depopulation and permanent change in both economic and social structures. As it spread to western Europe, the disease entered the region from southern Russia also. By autumn 1347, the plague reached Alexandria in Egypt, probably through the port's trade with Constantinople, and ports on the Black Sea. During 1347, the disease travelled eastward to Gaza, and north along the eastern coast to cities in Lebanon, Syria and Palestine, including Ashkelon, Acre, Jerusalem, Sidon, Damascus, Homs, and Aleppo. In 1348\u201349, the disease reached Antioch. The city's residents fled to the north, most of them dying during the journey, but the infection had been spread to the people of Asia Minor.[citation needed]", "targets": "What effect did the plague have on the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e866a2f14bca45f09cc3893cf5712e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague struck various countries in the Middle East during the pandemic, leading to serious depopulation and permanent change in both economic and social structures. As it spread to western Europe, the disease entered the region from southern Russia also. By autumn 1347, the plague reached Alexandria in Egypt, probably through the port's trade with Constantinople, and ports on the Black Sea. During 1347, the disease travelled eastward to Gaza, and north along the eastern coast to cities in Lebanon, Syria and Palestine, including Ashkelon, Acre, Jerusalem, Sidon, Damascus, Homs, and Aleppo. In 1348\u201349, the disease reached Antioch. The city's residents fled to the north, most of them dying during the journey, but the infection had been spread to the people of Asia Minor.[citation needed]", "targets": "When had the plague reached Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e866a2f14bca45f09cc3893cf5712e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague struck various countries in the Middle East during the pandemic, leading to serious depopulation and permanent change in both economic and social structures. As it spread to western Europe, the disease entered the region from southern Russia also. By autumn 1347, the plague reached Alexandria in Egypt, probably through the port's trade with Constantinople, and ports on the Black Sea. During 1347, the disease travelled eastward to Gaza, and north along the eastern coast to cities in Lebanon, Syria and Palestine, including Ashkelon, Acre, Jerusalem, Sidon, Damascus, Homs, and Aleppo. In 1348\u201349, the disease reached Antioch. The city's residents fled to the north, most of them dying during the journey, but the infection had been spread to the people of Asia Minor.[citation needed]", "targets": "How did the plague infiltrate Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e866a2f14bca45f09cc3893cf5712e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague struck various countries in the Middle East during the pandemic, leading to serious depopulation and permanent change in both economic and social structures. As it spread to western Europe, the disease entered the region from southern Russia also. By autumn 1347, the plague reached Alexandria in Egypt, probably through the port's trade with Constantinople, and ports on the Black Sea. During 1347, the disease travelled eastward to Gaza, and north along the eastern coast to cities in Lebanon, Syria and Palestine, including Ashkelon, Acre, Jerusalem, Sidon, Damascus, Homs, and Aleppo. In 1348\u201349, the disease reached Antioch. The city's residents fled to the north, most of them dying during the journey, but the infection had been spread to the people of Asia Minor.[citation needed]", "targets": "Where did the residents of Antioch flee to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e18cf929fec84fbb89af4d4ab15a73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Rheinische\" Carnival is held in the west of Germany, mainly in the states of North Rhine-Westphalia or Nordrhein-Westfalen, Rhineland Palatinate or Rheinland-Pfalz, but also in Hessen [including Oberhessen], Bavaria and other states. Some cities are more famous for celebrations such as parades and costume balls. K\u00f6ln or Cologne Carnival, as well as Mainz and D\u00fcsseldorf are the largest and most famous. Other cities have their own, often less well-known celebrations, parades and parties such as Worms am Rhein, Speyer, Kaiserslautern, Frankfurt, Darmstadt, Mannheim, Ludwigshafen, Stuttgart, Augsburg and M\u00fcnchen [Munich] N\u00fcrnberg. On Carnival Thursday (called \"Old Women Day\" or \"The Women's Day\") in commemoration of an 1824 revolt by washer-women, women storm city halls, cut men's ties, and are allowed to kiss any passing man.", "targets": "Which Carnival is held in Germany's west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e18cf929fec84fbb89af4d4ab15a73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Rheinische\" Carnival is held in the west of Germany, mainly in the states of North Rhine-Westphalia or Nordrhein-Westfalen, Rhineland Palatinate or Rheinland-Pfalz, but also in Hessen [including Oberhessen], Bavaria and other states. Some cities are more famous for celebrations such as parades and costume balls. K\u00f6ln or Cologne Carnival, as well as Mainz and D\u00fcsseldorf are the largest and most famous. Other cities have their own, often less well-known celebrations, parades and parties such as Worms am Rhein, Speyer, Kaiserslautern, Frankfurt, Darmstadt, Mannheim, Ludwigshafen, Stuttgart, Augsburg and M\u00fcnchen [Munich] N\u00fcrnberg. On Carnival Thursday (called \"Old Women Day\" or \"The Women's Day\") in commemoration of an 1824 revolt by washer-women, women storm city halls, cut men's ties, and are allowed to kiss any passing man.", "targets": "Cologne Carnival is one of the largest Carnivals and also is the most what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e18cf929fec84fbb89af4d4ab15a73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Rheinische\" Carnival is held in the west of Germany, mainly in the states of North Rhine-Westphalia or Nordrhein-Westfalen, Rhineland Palatinate or Rheinland-Pfalz, but also in Hessen [including Oberhessen], Bavaria and other states. Some cities are more famous for celebrations such as parades and costume balls. K\u00f6ln or Cologne Carnival, as well as Mainz and D\u00fcsseldorf are the largest and most famous. Other cities have their own, often less well-known celebrations, parades and parties such as Worms am Rhein, Speyer, Kaiserslautern, Frankfurt, Darmstadt, Mannheim, Ludwigshafen, Stuttgart, Augsburg and M\u00fcnchen [Munich] N\u00fcrnberg. On Carnival Thursday (called \"Old Women Day\" or \"The Women's Day\") in commemoration of an 1824 revolt by washer-women, women storm city halls, cut men's ties, and are allowed to kiss any passing man.", "targets": "What is colloquially known as Old Women Day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e18cf929fec84fbb89af4d4ab15a73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Rheinische\" Carnival is held in the west of Germany, mainly in the states of North Rhine-Westphalia or Nordrhein-Westfalen, Rhineland Palatinate or Rheinland-Pfalz, but also in Hessen [including Oberhessen], Bavaria and other states. Some cities are more famous for celebrations such as parades and costume balls. K\u00f6ln or Cologne Carnival, as well as Mainz and D\u00fcsseldorf are the largest and most famous. Other cities have their own, often less well-known celebrations, parades and parties such as Worms am Rhein, Speyer, Kaiserslautern, Frankfurt, Darmstadt, Mannheim, Ludwigshafen, Stuttgart, Augsburg and M\u00fcnchen [Munich] N\u00fcrnberg. On Carnival Thursday (called \"Old Women Day\" or \"The Women's Day\") in commemoration of an 1824 revolt by washer-women, women storm city halls, cut men's ties, and are allowed to kiss any passing man.", "targets": "Who revolted in 1824?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e18cf929fec84fbb89af4d4ab15a73e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Rheinische\" Carnival is held in the west of Germany, mainly in the states of North Rhine-Westphalia or Nordrhein-Westfalen, Rhineland Palatinate or Rheinland-Pfalz, but also in Hessen [including Oberhessen], Bavaria and other states. Some cities are more famous for celebrations such as parades and costume balls. K\u00f6ln or Cologne Carnival, as well as Mainz and D\u00fcsseldorf are the largest and most famous. Other cities have their own, often less well-known celebrations, parades and parties such as Worms am Rhein, Speyer, Kaiserslautern, Frankfurt, Darmstadt, Mannheim, Ludwigshafen, Stuttgart, Augsburg and M\u00fcnchen [Munich] N\u00fcrnberg. On Carnival Thursday (called \"Old Women Day\" or \"The Women's Day\") in commemoration of an 1824 revolt by washer-women, women storm city halls, cut men's ties, and are allowed to kiss any passing man.", "targets": "What are the women who stormy city halls allowed to do to any passing man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b8cfda9680c48ea9630af0c00f59f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Raleigh Parks and Recreation Department offers a wide variety of leisure opportunities at more than 150 sites throughout the city, which include: 8,100 acres (33 km2) of park land, 78 miles (126 km) of greenway, 22 community centers, a BMX championship-caliber race track, 112 tennis courts among 25 locations, 5 public lakes, and 8 public aquatic facilities. The J. C. Raulston Arboretum, an 8-acre (32,000 m\u00b2) arboretum and botanical garden in west Raleigh administered by North Carolina State University, maintains a year-round collection that is open daily to the public without charge.", "targets": "How many sites are throughout Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b8cfda9680c48ea9630af0c00f59f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Raleigh Parks and Recreation Department offers a wide variety of leisure opportunities at more than 150 sites throughout the city, which include: 8,100 acres (33 km2) of park land, 78 miles (126 km) of greenway, 22 community centers, a BMX championship-caliber race track, 112 tennis courts among 25 locations, 5 public lakes, and 8 public aquatic facilities. The J. C. Raulston Arboretum, an 8-acre (32,000 m\u00b2) arboretum and botanical garden in west Raleigh administered by North Carolina State University, maintains a year-round collection that is open daily to the public without charge.", "targets": "What are there 8,100 acres of in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b8cfda9680c48ea9630af0c00f59f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Raleigh Parks and Recreation Department offers a wide variety of leisure opportunities at more than 150 sites throughout the city, which include: 8,100 acres (33 km2) of park land, 78 miles (126 km) of greenway, 22 community centers, a BMX championship-caliber race track, 112 tennis courts among 25 locations, 5 public lakes, and 8 public aquatic facilities. The J. C. Raulston Arboretum, an 8-acre (32,000 m\u00b2) arboretum and botanical garden in west Raleigh administered by North Carolina State University, maintains a year-round collection that is open daily to the public without charge.", "targets": "What type of race track is in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b8cfda9680c48ea9630af0c00f59f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Raleigh Parks and Recreation Department offers a wide variety of leisure opportunities at more than 150 sites throughout the city, which include: 8,100 acres (33 km2) of park land, 78 miles (126 km) of greenway, 22 community centers, a BMX championship-caliber race track, 112 tennis courts among 25 locations, 5 public lakes, and 8 public aquatic facilities. The J. C. Raulston Arboretum, an 8-acre (32,000 m\u00b2) arboretum and botanical garden in west Raleigh administered by North Carolina State University, maintains a year-round collection that is open daily to the public without charge.", "targets": "How many public lakes are in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b8cfda9680c48ea9630af0c00f59f2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Raleigh Parks and Recreation Department offers a wide variety of leisure opportunities at more than 150 sites throughout the city, which include: 8,100 acres (33 km2) of park land, 78 miles (126 km) of greenway, 22 community centers, a BMX championship-caliber race track, 112 tennis courts among 25 locations, 5 public lakes, and 8 public aquatic facilities. The J. C. Raulston Arboretum, an 8-acre (32,000 m\u00b2) arboretum and botanical garden in west Raleigh administered by North Carolina State University, maintains a year-round collection that is open daily to the public without charge.", "targets": "What is the name of the arboretum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-201ed4268e0245ce8043295558a94ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's airport was Plymouth City Airport about 4 miles (6 km) north of the city centre. The airport was home to the local airline Air Southwest, which operated flights across the United Kingdom and Ireland. In June 2003, a report by the South West RDA was published looking at the future of aviation in the south-west and the possible closure of airports. It concluded that the best option for the south-west was to close Plymouth City Airport and expand Exeter International Airport and Newquay Cornwall Airport, although it did conclude that this was not the best option for Plymouth. In April 2011, it was announced that the airport would close, which it did on 23 December. However, FlyPlymouth plans to reopen the city airport by 2018, which will provide daily services to various destinations including London.", "targets": "What local airport closed in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-201ed4268e0245ce8043295558a94ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's airport was Plymouth City Airport about 4 miles (6 km) north of the city centre. The airport was home to the local airline Air Southwest, which operated flights across the United Kingdom and Ireland. In June 2003, a report by the South West RDA was published looking at the future of aviation in the south-west and the possible closure of airports. It concluded that the best option for the south-west was to close Plymouth City Airport and expand Exeter International Airport and Newquay Cornwall Airport, although it did conclude that this was not the best option for Plymouth. In April 2011, it was announced that the airport would close, which it did on 23 December. However, FlyPlymouth plans to reopen the city airport by 2018, which will provide daily services to various destinations including London.", "targets": "In kilometers, how far away from the Plymouth city center was Plymouth City Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-201ed4268e0245ce8043295558a94ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's airport was Plymouth City Airport about 4 miles (6 km) north of the city centre. The airport was home to the local airline Air Southwest, which operated flights across the United Kingdom and Ireland. In June 2003, a report by the South West RDA was published looking at the future of aviation in the south-west and the possible closure of airports. It concluded that the best option for the south-west was to close Plymouth City Airport and expand Exeter International Airport and Newquay Cornwall Airport, although it did conclude that this was not the best option for Plymouth. In April 2011, it was announced that the airport would close, which it did on 23 December. However, FlyPlymouth plans to reopen the city airport by 2018, which will provide daily services to various destinations including London.", "targets": "By what year is the city airport planned to reopen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-201ed4268e0245ce8043295558a94ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's airport was Plymouth City Airport about 4 miles (6 km) north of the city centre. The airport was home to the local airline Air Southwest, which operated flights across the United Kingdom and Ireland. In June 2003, a report by the South West RDA was published looking at the future of aviation in the south-west and the possible closure of airports. It concluded that the best option for the south-west was to close Plymouth City Airport and expand Exeter International Airport and Newquay Cornwall Airport, although it did conclude that this was not the best option for Plymouth. In April 2011, it was announced that the airport would close, which it did on 23 December. However, FlyPlymouth plans to reopen the city airport by 2018, which will provide daily services to various destinations including London.", "targets": "Who intends to reopen the Plymouth City Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec846cf36d040d3a97948a366d0854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hinkley Point C nuclear power station is a project to construct a 3,200 MW two reactor nuclear power station. On 18 October 2010, the British government announced that Hinkley Point \u2013 already the site of the disused Hinkley Point A and the still operational Hinkley Point B power stations \u2013 was one of the eight sites it considered suitable for future nuclear power stations. NNB Generation Company, a subsidiary of EDF, submitted an application for development consent to the Infrastructure Planning Commission on 31 October 2011. A protest group, Stop Hinkley, was formed to campaign for the closure of Hinkley Point B and oppose any expansion at the Hinkley Point site. In December 2013, the European Commission opened an investigation to assess whether the project breaks state-aid rules. On 8 October 2014 it was announced that the European Commission has approved the project, with an overwhelming majority and only four commissioners voting against the decision.", "targets": "What is Hinkley point C "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec846cf36d040d3a97948a366d0854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hinkley Point C nuclear power station is a project to construct a 3,200 MW two reactor nuclear power station. On 18 October 2010, the British government announced that Hinkley Point \u2013 already the site of the disused Hinkley Point A and the still operational Hinkley Point B power stations \u2013 was one of the eight sites it considered suitable for future nuclear power stations. NNB Generation Company, a subsidiary of EDF, submitted an application for development consent to the Infrastructure Planning Commission on 31 October 2011. A protest group, Stop Hinkley, was formed to campaign for the closure of Hinkley Point B and oppose any expansion at the Hinkley Point site. In December 2013, the European Commission opened an investigation to assess whether the project breaks state-aid rules. On 8 October 2014 it was announced that the European Commission has approved the project, with an overwhelming majority and only four commissioners voting against the decision.", "targets": "What was Stop Hinkley "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec846cf36d040d3a97948a366d0854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hinkley Point C nuclear power station is a project to construct a 3,200 MW two reactor nuclear power station. On 18 October 2010, the British government announced that Hinkley Point \u2013 already the site of the disused Hinkley Point A and the still operational Hinkley Point B power stations \u2013 was one of the eight sites it considered suitable for future nuclear power stations. NNB Generation Company, a subsidiary of EDF, submitted an application for development consent to the Infrastructure Planning Commission on 31 October 2011. A protest group, Stop Hinkley, was formed to campaign for the closure of Hinkley Point B and oppose any expansion at the Hinkley Point site. In December 2013, the European Commission opened an investigation to assess whether the project breaks state-aid rules. On 8 October 2014 it was announced that the European Commission has approved the project, with an overwhelming majority and only four commissioners voting against the decision.", "targets": "What did the European Commission review "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec846cf36d040d3a97948a366d0854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hinkley Point C nuclear power station is a project to construct a 3,200 MW two reactor nuclear power station. On 18 October 2010, the British government announced that Hinkley Point \u2013 already the site of the disused Hinkley Point A and the still operational Hinkley Point B power stations \u2013 was one of the eight sites it considered suitable for future nuclear power stations. NNB Generation Company, a subsidiary of EDF, submitted an application for development consent to the Infrastructure Planning Commission on 31 October 2011. A protest group, Stop Hinkley, was formed to campaign for the closure of Hinkley Point B and oppose any expansion at the Hinkley Point site. In December 2013, the European Commission opened an investigation to assess whether the project breaks state-aid rules. On 8 October 2014 it was announced that the European Commission has approved the project, with an overwhelming majority and only four commissioners voting against the decision.", "targets": "How did the Commission vote turn out "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a4afba61bb45beaebd481165ae0416", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1-mile-long (2 km) Breakwater in Plymouth Sound was designed by John Rennie in order to protect the fleet moving in and out of Devonport; work started in 1812. Numerous technical difficulties and repeated storm damage meant that it was not completed until 1841, twenty years after Rennie's death. In the 1860s, a ring of Palmerston forts was constructed around the outskirts of Devonport, to protect the dockyard from attack from any direction.", "targets": "In kilometers, how long was the Plymouth Sound Breakwater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a4afba61bb45beaebd481165ae0416", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1-mile-long (2 km) Breakwater in Plymouth Sound was designed by John Rennie in order to protect the fleet moving in and out of Devonport; work started in 1812. Numerous technical difficulties and repeated storm damage meant that it was not completed until 1841, twenty years after Rennie's death. In the 1860s, a ring of Palmerston forts was constructed around the outskirts of Devonport, to protect the dockyard from attack from any direction.", "targets": "Who was the designer of the Plymouth Sound Breakwater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a4afba61bb45beaebd481165ae0416", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1-mile-long (2 km) Breakwater in Plymouth Sound was designed by John Rennie in order to protect the fleet moving in and out of Devonport; work started in 1812. Numerous technical difficulties and repeated storm damage meant that it was not completed until 1841, twenty years after Rennie's death. In the 1860s, a ring of Palmerston forts was constructed around the outskirts of Devonport, to protect the dockyard from attack from any direction.", "targets": "In what year did construction finish on the Plymouth Sound Breakwater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a4afba61bb45beaebd481165ae0416", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1-mile-long (2 km) Breakwater in Plymouth Sound was designed by John Rennie in order to protect the fleet moving in and out of Devonport; work started in 1812. Numerous technical difficulties and repeated storm damage meant that it was not completed until 1841, twenty years after Rennie's death. In the 1860s, a ring of Palmerston forts was constructed around the outskirts of Devonport, to protect the dockyard from attack from any direction.", "targets": "When did construction commence on Plymouth Sound Breakwater?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22a4afba61bb45beaebd481165ae0416", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1-mile-long (2 km) Breakwater in Plymouth Sound was designed by John Rennie in order to protect the fleet moving in and out of Devonport; work started in 1812. Numerous technical difficulties and repeated storm damage meant that it was not completed until 1841, twenty years after Rennie's death. In the 1860s, a ring of Palmerston forts was constructed around the outskirts of Devonport, to protect the dockyard from attack from any direction.", "targets": "Near which settlement were Palmerston forts built in the 1860s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9f3165ad58498fa03e8adf11a5e0a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenia established a Church that still exists independently of both the Catholic and the Eastern Orthodox churches, having become so in 451 AD as a result of its stance regarding the Council of Chalcedon. Today this church is known as the Armenian Apostolic Church, which is a part of the Oriental Orthodox communion, not to be confused with the Eastern Orthodox communion. During its later political eclipses, Armenia depended on the church to preserve and protect its unique identity. The original location of the Armenian Catholicosate is Echmiadzin. However, the continuous upheavals, which characterized the political scenes of Armenia, made the political power move to safer places. The Church center moved as well to different locations together with the political authority. Therefore, it eventually moved to Cilicia as the Holy See of Cilicia.", "targets": "When did Armenia's church become independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9f3165ad58498fa03e8adf11a5e0a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenia established a Church that still exists independently of both the Catholic and the Eastern Orthodox churches, having become so in 451 AD as a result of its stance regarding the Council of Chalcedon. Today this church is known as the Armenian Apostolic Church, which is a part of the Oriental Orthodox communion, not to be confused with the Eastern Orthodox communion. During its later political eclipses, Armenia depended on the church to preserve and protect its unique identity. The original location of the Armenian Catholicosate is Echmiadzin. However, the continuous upheavals, which characterized the political scenes of Armenia, made the political power move to safer places. The Church center moved as well to different locations together with the political authority. Therefore, it eventually moved to Cilicia as the Holy See of Cilicia.", "targets": "What is Armenia's church called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9f3165ad58498fa03e8adf11a5e0a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenia established a Church that still exists independently of both the Catholic and the Eastern Orthodox churches, having become so in 451 AD as a result of its stance regarding the Council of Chalcedon. Today this church is known as the Armenian Apostolic Church, which is a part of the Oriental Orthodox communion, not to be confused with the Eastern Orthodox communion. During its later political eclipses, Armenia depended on the church to preserve and protect its unique identity. The original location of the Armenian Catholicosate is Echmiadzin. However, the continuous upheavals, which characterized the political scenes of Armenia, made the political power move to safer places. The Church center moved as well to different locations together with the political authority. Therefore, it eventually moved to Cilicia as the Holy See of Cilicia.", "targets": "What type of Catholicism is Armenia's church part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9f3165ad58498fa03e8adf11a5e0a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenia established a Church that still exists independently of both the Catholic and the Eastern Orthodox churches, having become so in 451 AD as a result of its stance regarding the Council of Chalcedon. Today this church is known as the Armenian Apostolic Church, which is a part of the Oriental Orthodox communion, not to be confused with the Eastern Orthodox communion. During its later political eclipses, Armenia depended on the church to preserve and protect its unique identity. The original location of the Armenian Catholicosate is Echmiadzin. However, the continuous upheavals, which characterized the political scenes of Armenia, made the political power move to safer places. The Church center moved as well to different locations together with the political authority. Therefore, it eventually moved to Cilicia as the Holy See of Cilicia.", "targets": "Where was the Armenian Catholicosate located at first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c9f3165ad58498fa03e8adf11a5e0a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armenia established a Church that still exists independently of both the Catholic and the Eastern Orthodox churches, having become so in 451 AD as a result of its stance regarding the Council of Chalcedon. Today this church is known as the Armenian Apostolic Church, which is a part of the Oriental Orthodox communion, not to be confused with the Eastern Orthodox communion. During its later political eclipses, Armenia depended on the church to preserve and protect its unique identity. The original location of the Armenian Catholicosate is Echmiadzin. However, the continuous upheavals, which characterized the political scenes of Armenia, made the political power move to safer places. The Church center moved as well to different locations together with the political authority. Therefore, it eventually moved to Cilicia as the Holy See of Cilicia.", "targets": "Where did the Armenian Catholicosate move to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7b5dc1df4504cb38bd9229979f836e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sector, a calculating instrument used for solving problems in proportion, trigonometry, multiplication and division, and for various functions, such as squares and cube roots, was developed in the late 16th century and found application in gunnery, surveying and navigation.", "targets": "The sector, a calculating instrument, was invented during what century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e080e3b3feb41d09de8be9bffafefd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first buildings of the University of Chicago campus, which make up what is now known as the Main Quadrangles, were part of a \"master plan\" conceived by two University of Chicago trustees and plotted by Chicago architect Henry Ives Cobb. The Main Quadrangles consist of six quadrangles, each surrounded by buildings, bordering one larger quadrangle. The buildings of the Main Quadrangles were designed by Cobb, Shepley, Rutan and Coolidge, Holabird & Roche, and other architectural firms in a mixture of the Victorian Gothic and Collegiate Gothic styles, patterned on the colleges of the University of Oxford. (Mitchell Tower, for example, is modeled after Oxford's Magdalen Tower, and the university Commons, Hutchinson Hall, replicates Christ Church Hall.)", "targets": "What are the first buildings the university built knows as today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e080e3b3feb41d09de8be9bffafefd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first buildings of the University of Chicago campus, which make up what is now known as the Main Quadrangles, were part of a \"master plan\" conceived by two University of Chicago trustees and plotted by Chicago architect Henry Ives Cobb. The Main Quadrangles consist of six quadrangles, each surrounded by buildings, bordering one larger quadrangle. The buildings of the Main Quadrangles were designed by Cobb, Shepley, Rutan and Coolidge, Holabird & Roche, and other architectural firms in a mixture of the Victorian Gothic and Collegiate Gothic styles, patterned on the colleges of the University of Oxford. (Mitchell Tower, for example, is modeled after Oxford's Magdalen Tower, and the university Commons, Hutchinson Hall, replicates Christ Church Hall.)", "targets": "How many quadrangles does the Main Quadrangles have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e080e3b3feb41d09de8be9bffafefd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first buildings of the University of Chicago campus, which make up what is now known as the Main Quadrangles, were part of a \"master plan\" conceived by two University of Chicago trustees and plotted by Chicago architect Henry Ives Cobb. The Main Quadrangles consist of six quadrangles, each surrounded by buildings, bordering one larger quadrangle. The buildings of the Main Quadrangles were designed by Cobb, Shepley, Rutan and Coolidge, Holabird & Roche, and other architectural firms in a mixture of the Victorian Gothic and Collegiate Gothic styles, patterned on the colleges of the University of Oxford. (Mitchell Tower, for example, is modeled after Oxford's Magdalen Tower, and the university Commons, Hutchinson Hall, replicates Christ Church Hall.)", "targets": "Who helped designed the Main Quadrangles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e080e3b3feb41d09de8be9bffafefd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first buildings of the University of Chicago campus, which make up what is now known as the Main Quadrangles, were part of a \"master plan\" conceived by two University of Chicago trustees and plotted by Chicago architect Henry Ives Cobb. The Main Quadrangles consist of six quadrangles, each surrounded by buildings, bordering one larger quadrangle. The buildings of the Main Quadrangles were designed by Cobb, Shepley, Rutan and Coolidge, Holabird & Roche, and other architectural firms in a mixture of the Victorian Gothic and Collegiate Gothic styles, patterned on the colleges of the University of Oxford. (Mitchell Tower, for example, is modeled after Oxford's Magdalen Tower, and the university Commons, Hutchinson Hall, replicates Christ Church Hall.)", "targets": "The Mitchell Tower is designed to look like what Oxford tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e080e3b3feb41d09de8be9bffafefd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first buildings of the University of Chicago campus, which make up what is now known as the Main Quadrangles, were part of a \"master plan\" conceived by two University of Chicago trustees and plotted by Chicago architect Henry Ives Cobb. The Main Quadrangles consist of six quadrangles, each surrounded by buildings, bordering one larger quadrangle. The buildings of the Main Quadrangles were designed by Cobb, Shepley, Rutan and Coolidge, Holabird & Roche, and other architectural firms in a mixture of the Victorian Gothic and Collegiate Gothic styles, patterned on the colleges of the University of Oxford. (Mitchell Tower, for example, is modeled after Oxford's Magdalen Tower, and the university Commons, Hutchinson Hall, replicates Christ Church Hall.)", "targets": "Hutchinson Hall was designed to look like what Oxford hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a92250261c5c4abcbb93a172372c0e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of Ali Shariati, ideologue of the Iranian Revolution, had resemblance with Mohammad Iqbal, ideological father of the State of Pakistan, but Khomeini's beliefs is perceived to be placed somewhere between beliefs of Sunni Islamic thinkers like Mawdudi and Qutb. He believed that complete imitation of the Prophet Mohammad and his successors such as Ali for restoration of Sharia law was essential to Islam, that many secular, Westernizing Muslims were actually agents of the West serving Western interests, and that the acts such as \"plundering\" of Muslim lands was part of a long-term conspiracy against Islam by the Western governments.", "targets": "Mohammad Iqbal was what type of father to the State of Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a92250261c5c4abcbb93a172372c0e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of Ali Shariati, ideologue of the Iranian Revolution, had resemblance with Mohammad Iqbal, ideological father of the State of Pakistan, but Khomeini's beliefs is perceived to be placed somewhere between beliefs of Sunni Islamic thinkers like Mawdudi and Qutb. He believed that complete imitation of the Prophet Mohammad and his successors such as Ali for restoration of Sharia law was essential to Islam, that many secular, Westernizing Muslims were actually agents of the West serving Western interests, and that the acts such as \"plundering\" of Muslim lands was part of a long-term conspiracy against Islam by the Western governments.", "targets": "Who was the ideologue of the Iranian Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a92250261c5c4abcbb93a172372c0e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of Ali Shariati, ideologue of the Iranian Revolution, had resemblance with Mohammad Iqbal, ideological father of the State of Pakistan, but Khomeini's beliefs is perceived to be placed somewhere between beliefs of Sunni Islamic thinkers like Mawdudi and Qutb. He believed that complete imitation of the Prophet Mohammad and his successors such as Ali for restoration of Sharia law was essential to Islam, that many secular, Westernizing Muslims were actually agents of the West serving Western interests, and that the acts such as \"plundering\" of Muslim lands was part of a long-term conspiracy against Islam by the Western governments.", "targets": "Where does Khomeini's beliefs fall as compared to Mawdudi and Qutb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a92250261c5c4abcbb93a172372c0e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of Ali Shariati, ideologue of the Iranian Revolution, had resemblance with Mohammad Iqbal, ideological father of the State of Pakistan, but Khomeini's beliefs is perceived to be placed somewhere between beliefs of Sunni Islamic thinkers like Mawdudi and Qutb. He believed that complete imitation of the Prophet Mohammad and his successors such as Ali for restoration of Sharia law was essential to Islam, that many secular, Westernizing Muslims were actually agents of the West serving Western interests, and that the acts such as \"plundering\" of Muslim lands was part of a long-term conspiracy against Islam by the Western governments.", "targets": "Who was it essential to Islam to imitate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a92250261c5c4abcbb93a172372c0e50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The views of Ali Shariati, ideologue of the Iranian Revolution, had resemblance with Mohammad Iqbal, ideological father of the State of Pakistan, but Khomeini's beliefs is perceived to be placed somewhere between beliefs of Sunni Islamic thinkers like Mawdudi and Qutb. He believed that complete imitation of the Prophet Mohammad and his successors such as Ali for restoration of Sharia law was essential to Islam, that many secular, Westernizing Muslims were actually agents of the West serving Western interests, and that the acts such as \"plundering\" of Muslim lands was part of a long-term conspiracy against Islam by the Western governments.", "targets": "What long term agenda was the acts of plundering Muslim lands by the West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3c4b4c9067a43f89cbc130b0436bf48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is spread across valleys, and 90% of the population lives in villages and towns. However, the state has achieved 100% hygiene and practically no single house is without a toilet. The villages are well connected to roads, public health centers, and now with Lokmitra kendra using high-speed broadband. Shimla district has maximum urban population of 25%. According to a 2005 Transparency International survey, Himachal Pradesh is ranked the second-least corrupt state in the country after Kerala. The hill stations of the state are among the most visited places in the country. The government has successfully imposed environmental protection and tourism development, meeting European standards, and it is the only state which forbids the use of polyethylene and tobacco products.[citation needed]", "targets": "Where do 90% of the population live in Himachal Pradesh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3c4b4c9067a43f89cbc130b0436bf48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is spread across valleys, and 90% of the population lives in villages and towns. However, the state has achieved 100% hygiene and practically no single house is without a toilet. The villages are well connected to roads, public health centers, and now with Lokmitra kendra using high-speed broadband. Shimla district has maximum urban population of 25%. According to a 2005 Transparency International survey, Himachal Pradesh is ranked the second-least corrupt state in the country after Kerala. The hill stations of the state are among the most visited places in the country. The government has successfully imposed environmental protection and tourism development, meeting European standards, and it is the only state which forbids the use of polyethylene and tobacco products.[citation needed]", "targets": "No single house is without?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3c4b4c9067a43f89cbc130b0436bf48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is spread across valleys, and 90% of the population lives in villages and towns. However, the state has achieved 100% hygiene and practically no single house is without a toilet. The villages are well connected to roads, public health centers, and now with Lokmitra kendra using high-speed broadband. Shimla district has maximum urban population of 25%. According to a 2005 Transparency International survey, Himachal Pradesh is ranked the second-least corrupt state in the country after Kerala. The hill stations of the state are among the most visited places in the country. The government has successfully imposed environmental protection and tourism development, meeting European standards, and it is the only state which forbids the use of polyethylene and tobacco products.[citation needed]", "targets": "What are the villages well connected to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3c4b4c9067a43f89cbc130b0436bf48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is spread across valleys, and 90% of the population lives in villages and towns. However, the state has achieved 100% hygiene and practically no single house is without a toilet. The villages are well connected to roads, public health centers, and now with Lokmitra kendra using high-speed broadband. Shimla district has maximum urban population of 25%. According to a 2005 Transparency International survey, Himachal Pradesh is ranked the second-least corrupt state in the country after Kerala. The hill stations of the state are among the most visited places in the country. The government has successfully imposed environmental protection and tourism development, meeting European standards, and it is the only state which forbids the use of polyethylene and tobacco products.[citation needed]", "targets": "What is Himachal Pradesh rank according to the 2005 Transparency international survey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3c4b4c9067a43f89cbc130b0436bf48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is spread across valleys, and 90% of the population lives in villages and towns. However, the state has achieved 100% hygiene and practically no single house is without a toilet. The villages are well connected to roads, public health centers, and now with Lokmitra kendra using high-speed broadband. Shimla district has maximum urban population of 25%. According to a 2005 Transparency International survey, Himachal Pradesh is ranked the second-least corrupt state in the country after Kerala. The hill stations of the state are among the most visited places in the country. The government has successfully imposed environmental protection and tourism development, meeting European standards, and it is the only state which forbids the use of polyethylene and tobacco products.[citation needed]", "targets": "What are the most visited places in the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700579f2b5b433281e7dfbd6aaef410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early 2000s, the USAF fumbled several high profile aircraft procurement projects, such as the missteps on the KC-X program. Winslow Wheeler has written that this pattern represents \"failures of intellect and \u2013 much more importantly \u2013 ethics.\" As a result, the USAF fleet is setting new records for average aircraft age and needs to replace its fleets of fighters, bombers, airborne tankers, and airborne warning aircraft, in an age of restrictive defense budgets. Finally in the midst of scandal and failure in maintaining its nuclear arsenal, the civilian and military leaders of the air force were replaced in 2008.", "targets": "When did the USAF have several missteps of aircraft procurement projects? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700579f2b5b433281e7dfbd6aaef410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early 2000s, the USAF fumbled several high profile aircraft procurement projects, such as the missteps on the KC-X program. Winslow Wheeler has written that this pattern represents \"failures of intellect and \u2013 much more importantly \u2013 ethics.\" As a result, the USAF fleet is setting new records for average aircraft age and needs to replace its fleets of fighters, bombers, airborne tankers, and airborne warning aircraft, in an age of restrictive defense budgets. Finally in the midst of scandal and failure in maintaining its nuclear arsenal, the civilian and military leaders of the air force were replaced in 2008.", "targets": "Who wrote that these aircraft procurement projects were a failure of intellect and ethics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a700579f2b5b433281e7dfbd6aaef410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early 2000s, the USAF fumbled several high profile aircraft procurement projects, such as the missteps on the KC-X program. Winslow Wheeler has written that this pattern represents \"failures of intellect and \u2013 much more importantly \u2013 ethics.\" As a result, the USAF fleet is setting new records for average aircraft age and needs to replace its fleets of fighters, bombers, airborne tankers, and airborne warning aircraft, in an age of restrictive defense budgets. Finally in the midst of scandal and failure in maintaining its nuclear arsenal, the civilian and military leaders of the air force were replaced in 2008.", "targets": "When were the military leaders replaced after a scandal over failure to maintain its nuclear arsenal? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62dbf3adaac406cb860e5139cafc871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans have shown extreme inventiveness in devising clothing solutions to environmental hazards. Examples include: space suits, air conditioned clothing, armor, diving suits, swimsuits, bee-keeper gear, motorcycle leathers, high-visibility clothing, and other pieces of protective clothing. Meanwhile, the distinction between clothing and protective equipment is not always clear-cut\u2014since clothes designed to be fashionable often have protective value and clothes designed for function often consider fashion in their design. Wearing clothes also has social implications. They cover parts of the body that social norms require to be covered, act as a form of adornment, and serve other social purposes.", "targets": "What animal has shown extreme inventiveness in the clothing it has devised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62dbf3adaac406cb860e5139cafc871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans have shown extreme inventiveness in devising clothing solutions to environmental hazards. Examples include: space suits, air conditioned clothing, armor, diving suits, swimsuits, bee-keeper gear, motorcycle leathers, high-visibility clothing, and other pieces of protective clothing. Meanwhile, the distinction between clothing and protective equipment is not always clear-cut\u2014since clothes designed to be fashionable often have protective value and clothes designed for function often consider fashion in their design. Wearing clothes also has social implications. They cover parts of the body that social norms require to be covered, act as a form of adornment, and serve other social purposes.", "targets": "What are space suits an example of a solution to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62dbf3adaac406cb860e5139cafc871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans have shown extreme inventiveness in devising clothing solutions to environmental hazards. Examples include: space suits, air conditioned clothing, armor, diving suits, swimsuits, bee-keeper gear, motorcycle leathers, high-visibility clothing, and other pieces of protective clothing. Meanwhile, the distinction between clothing and protective equipment is not always clear-cut\u2014since clothes designed to be fashionable often have protective value and clothes designed for function often consider fashion in their design. Wearing clothes also has social implications. They cover parts of the body that social norms require to be covered, act as a form of adornment, and serve other social purposes.", "targets": "What type of implication might a certain type of clothing have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62dbf3adaac406cb860e5139cafc871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans have shown extreme inventiveness in devising clothing solutions to environmental hazards. Examples include: space suits, air conditioned clothing, armor, diving suits, swimsuits, bee-keeper gear, motorcycle leathers, high-visibility clothing, and other pieces of protective clothing. Meanwhile, the distinction between clothing and protective equipment is not always clear-cut\u2014since clothes designed to be fashionable often have protective value and clothes designed for function often consider fashion in their design. Wearing clothes also has social implications. They cover parts of the body that social norms require to be covered, act as a form of adornment, and serve other social purposes.", "targets": "What value may clothing designed to be fashionable also have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e62dbf3adaac406cb860e5139cafc871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humans have shown extreme inventiveness in devising clothing solutions to environmental hazards. Examples include: space suits, air conditioned clothing, armor, diving suits, swimsuits, bee-keeper gear, motorcycle leathers, high-visibility clothing, and other pieces of protective clothing. Meanwhile, the distinction between clothing and protective equipment is not always clear-cut\u2014since clothes designed to be fashionable often have protective value and clothes designed for function often consider fashion in their design. Wearing clothes also has social implications. They cover parts of the body that social norms require to be covered, act as a form of adornment, and serve other social purposes.", "targets": "Why are some parts of the body covered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07d3123e925441a8aa7716c1dfcf7196", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Fan Save\" was introduced in the fourteenth season. During the finals, viewers are given a five-minute window to vote for the contestants in danger of elimination by using their Twitter account to decide which contestant will move on to the next show, starting with the Top 8.", "targets": "In which season was the \"Fan Save\" first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07d3123e925441a8aa7716c1dfcf7196", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Fan Save\" was introduced in the fourteenth season. During the finals, viewers are given a five-minute window to vote for the contestants in danger of elimination by using their Twitter account to decide which contestant will move on to the next show, starting with the Top 8.", "targets": "How do people vote using the fan save?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07d3123e925441a8aa7716c1dfcf7196", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Fan Save\" was introduced in the fourteenth season. During the finals, viewers are given a five-minute window to vote for the contestants in danger of elimination by using their Twitter account to decide which contestant will move on to the next show, starting with the Top 8.", "targets": "What was introduced in season 14 to allow the fans to help save a contestant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07d3123e925441a8aa7716c1dfcf7196", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Fan Save\" was introduced in the fourteenth season. During the finals, viewers are given a five-minute window to vote for the contestants in danger of elimination by using their Twitter account to decide which contestant will move on to the next show, starting with the Top 8.", "targets": "How do viewers vote for a contestant using Fan Save?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07d3123e925441a8aa7716c1dfcf7196", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"Fan Save\" was introduced in the fourteenth season. During the finals, viewers are given a five-minute window to vote for the contestants in danger of elimination by using their Twitter account to decide which contestant will move on to the next show, starting with the Top 8.", "targets": "When does the Fan Save start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01da6427ea442ff983060df546f34cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, Michael Dell brought in Lee Walker, a 51-year-old venture capitalist, as president and chief operating officer, to serve as Michael's mentor and implement Michael's ideas for growing the company. Walker was also instrumental in recruiting members to the board of directors when the company went public in 1988. Walker retired in 1990 due to health, and Michael Dell hired Morton Meyerson, former CEO and president of Electronic Data Systems to transform the company from a fast-growing medium-sized firm into a billion-dollar enterprise.", "targets": "What year did Michael Dell bring in Lee Walker to the company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01da6427ea442ff983060df546f34cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, Michael Dell brought in Lee Walker, a 51-year-old venture capitalist, as president and chief operating officer, to serve as Michael's mentor and implement Michael's ideas for growing the company. Walker was also instrumental in recruiting members to the board of directors when the company went public in 1988. Walker retired in 1990 due to health, and Michael Dell hired Morton Meyerson, former CEO and president of Electronic Data Systems to transform the company from a fast-growing medium-sized firm into a billion-dollar enterprise.", "targets": "What did Lee Walker recruit members to Dell for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01da6427ea442ff983060df546f34cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, Michael Dell brought in Lee Walker, a 51-year-old venture capitalist, as president and chief operating officer, to serve as Michael's mentor and implement Michael's ideas for growing the company. Walker was also instrumental in recruiting members to the board of directors when the company went public in 1988. Walker retired in 1990 due to health, and Michael Dell hired Morton Meyerson, former CEO and president of Electronic Data Systems to transform the company from a fast-growing medium-sized firm into a billion-dollar enterprise.", "targets": "What year did Walker retire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01da6427ea442ff983060df546f34cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1986, Michael Dell brought in Lee Walker, a 51-year-old venture capitalist, as president and chief operating officer, to serve as Michael's mentor and implement Michael's ideas for growing the company. Walker was also instrumental in recruiting members to the board of directors when the company went public in 1988. Walker retired in 1990 due to health, and Michael Dell hired Morton Meyerson, former CEO and president of Electronic Data Systems to transform the company from a fast-growing medium-sized firm into a billion-dollar enterprise.", "targets": "What was Morton Meyerson's position at his former company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5a3cd5b3122499c99eb2da67a22879b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Reformation, the Polish nobility were mostly either Roman Catholic or Orthodox with a small group of Muslims. Many families, however, soon adopted the Reformed faiths. After the Counter-Reformation, when the Roman Catholic Church regained power in Poland, the nobility became almost exclusively Catholic, despite the fact that Roman Catholicism was not the majority religion in Commonwealth (the Catholic and Orthodox churches each accounted for some 40% of all citizens population, with the remaining 20% being Jews or members of Protestant denominations). In the 18th century, many followers of Jacob Frank joined the ranks of Jewish-descended Polish gentry. Although Jewish religion wasn't usually a pretext to block or deprive of noble status, some laws favoured religious conversion from Judaism to Christianity (see: Neophyte) by rewarding it with ennoblement.", "targets": "What two religions were most common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5a3cd5b3122499c99eb2da67a22879b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Reformation, the Polish nobility were mostly either Roman Catholic or Orthodox with a small group of Muslims. Many families, however, soon adopted the Reformed faiths. After the Counter-Reformation, when the Roman Catholic Church regained power in Poland, the nobility became almost exclusively Catholic, despite the fact that Roman Catholicism was not the majority religion in Commonwealth (the Catholic and Orthodox churches each accounted for some 40% of all citizens population, with the remaining 20% being Jews or members of Protestant denominations). In the 18th century, many followers of Jacob Frank joined the ranks of Jewish-descended Polish gentry. Although Jewish religion wasn't usually a pretext to block or deprive of noble status, some laws favoured religious conversion from Judaism to Christianity (see: Neophyte) by rewarding it with ennoblement.", "targets": "What was the minority group in the polish nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5a3cd5b3122499c99eb2da67a22879b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Reformation, the Polish nobility were mostly either Roman Catholic or Orthodox with a small group of Muslims. Many families, however, soon adopted the Reformed faiths. After the Counter-Reformation, when the Roman Catholic Church regained power in Poland, the nobility became almost exclusively Catholic, despite the fact that Roman Catholicism was not the majority religion in Commonwealth (the Catholic and Orthodox churches each accounted for some 40% of all citizens population, with the remaining 20% being Jews or members of Protestant denominations). In the 18th century, many followers of Jacob Frank joined the ranks of Jewish-descended Polish gentry. Although Jewish religion wasn't usually a pretext to block or deprive of noble status, some laws favoured religious conversion from Judaism to Christianity (see: Neophyte) by rewarding it with ennoblement.", "targets": "What was rewarding for switching judiasm to christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5a3cd5b3122499c99eb2da67a22879b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Reformation, the Polish nobility were mostly either Roman Catholic or Orthodox with a small group of Muslims. Many families, however, soon adopted the Reformed faiths. After the Counter-Reformation, when the Roman Catholic Church regained power in Poland, the nobility became almost exclusively Catholic, despite the fact that Roman Catholicism was not the majority religion in Commonwealth (the Catholic and Orthodox churches each accounted for some 40% of all citizens population, with the remaining 20% being Jews or members of Protestant denominations). In the 18th century, many followers of Jacob Frank joined the ranks of Jewish-descended Polish gentry. Although Jewish religion wasn't usually a pretext to block or deprive of noble status, some laws favoured religious conversion from Judaism to Christianity (see: Neophyte) by rewarding it with ennoblement.", "targets": "What happened after the roman catholic church regained power in Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5a3cd5b3122499c99eb2da67a22879b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the Reformation, the Polish nobility were mostly either Roman Catholic or Orthodox with a small group of Muslims. Many families, however, soon adopted the Reformed faiths. After the Counter-Reformation, when the Roman Catholic Church regained power in Poland, the nobility became almost exclusively Catholic, despite the fact that Roman Catholicism was not the majority religion in Commonwealth (the Catholic and Orthodox churches each accounted for some 40% of all citizens population, with the remaining 20% being Jews or members of Protestant denominations). In the 18th century, many followers of Jacob Frank joined the ranks of Jewish-descended Polish gentry. Although Jewish religion wasn't usually a pretext to block or deprive of noble status, some laws favoured religious conversion from Judaism to Christianity (see: Neophyte) by rewarding it with ennoblement.", "targets": "What was the smallest amount of religion in the noble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa688ba0d6b14fde88964c09f1ce053b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's standard definition broadcasts are in DVB-compliant MPEG-2, with the Sky Movies and Sky Box Office channels including optional Dolby Digital soundtracks for recent films, although these are only accessible with a Sky+ box. Sky+ HD material is broadcast using MPEG-4 and most of the HD material uses the DVB-S2 standard. Interactive services and 7-day EPG use the proprietary OpenTV system, with set-top boxes including modems for a return path. Sky News, amongst other channels, provides a pseudo-video on demand interactive service by broadcasting looping video streams.", "targets": "What are BSkyB's standard definition broadcasts compliant with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa688ba0d6b14fde88964c09f1ce053b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's standard definition broadcasts are in DVB-compliant MPEG-2, with the Sky Movies and Sky Box Office channels including optional Dolby Digital soundtracks for recent films, although these are only accessible with a Sky+ box. Sky+ HD material is broadcast using MPEG-4 and most of the HD material uses the DVB-S2 standard. Interactive services and 7-day EPG use the proprietary OpenTV system, with set-top boxes including modems for a return path. Sky News, amongst other channels, provides a pseudo-video on demand interactive service by broadcasting looping video streams.", "targets": "Sky Movies and Sky Box office also include what optional soundtracks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa688ba0d6b14fde88964c09f1ce053b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's standard definition broadcasts are in DVB-compliant MPEG-2, with the Sky Movies and Sky Box Office channels including optional Dolby Digital soundtracks for recent films, although these are only accessible with a Sky+ box. Sky+ HD material is broadcast using MPEG-4 and most of the HD material uses the DVB-S2 standard. Interactive services and 7-day EPG use the proprietary OpenTV system, with set-top boxes including modems for a return path. Sky News, amongst other channels, provides a pseudo-video on demand interactive service by broadcasting looping video streams.", "targets": "What is Sky+ HD material broadcast using?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa688ba0d6b14fde88964c09f1ce053b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's standard definition broadcasts are in DVB-compliant MPEG-2, with the Sky Movies and Sky Box Office channels including optional Dolby Digital soundtracks for recent films, although these are only accessible with a Sky+ box. Sky+ HD material is broadcast using MPEG-4 and most of the HD material uses the DVB-S2 standard. Interactive services and 7-day EPG use the proprietary OpenTV system, with set-top boxes including modems for a return path. Sky News, amongst other channels, provides a pseudo-video on demand interactive service by broadcasting looping video streams.", "targets": "What is the proprietary system that Sky+HD uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa688ba0d6b14fde88964c09f1ce053b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's standard definition broadcasts are in DVB-compliant MPEG-2, with the Sky Movies and Sky Box Office channels including optional Dolby Digital soundtracks for recent films, although these are only accessible with a Sky+ box. Sky+ HD material is broadcast using MPEG-4 and most of the HD material uses the DVB-S2 standard. Interactive services and 7-day EPG use the proprietary OpenTV system, with set-top boxes including modems for a return path. Sky News, amongst other channels, provides a pseudo-video on demand interactive service by broadcasting looping video streams.", "targets": "What does most of the HD material use as a standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e43e98871a8484383840667e0008a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though there is a broad scientific agreement that essentialist and typological conceptualizations of race are untenable, scientists around the world continue to conceptualize race in widely differing ways, some of which have essentialist implications. While some researchers sometimes use the concept of race to make distinctions among fuzzy sets of traits, others in the scientific community suggest that the idea of race often is used in a naive or simplistic way,[page needed] and argue that, among humans, race has no taxonomic significance by pointing out that all living humans belong to the same species, Homo sapiens, and subspecies, Homo sapiens sapiens.", "targets": "What do all living humans belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e43e98871a8484383840667e0008a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though there is a broad scientific agreement that essentialist and typological conceptualizations of race are untenable, scientists around the world continue to conceptualize race in widely differing ways, some of which have essentialist implications. While some researchers sometimes use the concept of race to make distinctions among fuzzy sets of traits, others in the scientific community suggest that the idea of race often is used in a naive or simplistic way,[page needed] and argue that, among humans, race has no taxonomic significance by pointing out that all living humans belong to the same species, Homo sapiens, and subspecies, Homo sapiens sapiens.", "targets": "What species are all humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e43e98871a8484383840667e0008a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though there is a broad scientific agreement that essentialist and typological conceptualizations of race are untenable, scientists around the world continue to conceptualize race in widely differing ways, some of which have essentialist implications. While some researchers sometimes use the concept of race to make distinctions among fuzzy sets of traits, others in the scientific community suggest that the idea of race often is used in a naive or simplistic way,[page needed] and argue that, among humans, race has no taxonomic significance by pointing out that all living humans belong to the same species, Homo sapiens, and subspecies, Homo sapiens sapiens.", "targets": "Race has no taxonomic significance among whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e43e98871a8484383840667e0008a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though there is a broad scientific agreement that essentialist and typological conceptualizations of race are untenable, scientists around the world continue to conceptualize race in widely differing ways, some of which have essentialist implications. While some researchers sometimes use the concept of race to make distinctions among fuzzy sets of traits, others in the scientific community suggest that the idea of race often is used in a naive or simplistic way,[page needed] and argue that, among humans, race has no taxonomic significance by pointing out that all living humans belong to the same species, Homo sapiens, and subspecies, Homo sapiens sapiens.", "targets": "What set of traits do some scientists use race to make distinctions among?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e43e98871a8484383840667e0008a34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though there is a broad scientific agreement that essentialist and typological conceptualizations of race are untenable, scientists around the world continue to conceptualize race in widely differing ways, some of which have essentialist implications. While some researchers sometimes use the concept of race to make distinctions among fuzzy sets of traits, others in the scientific community suggest that the idea of race often is used in a naive or simplistic way,[page needed] and argue that, among humans, race has no taxonomic significance by pointing out that all living humans belong to the same species, Homo sapiens, and subspecies, Homo sapiens sapiens.", "targets": "How do scientists around the world continue to conceptualize race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb694b6e18f42dba9331a28cae50ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eclectic readings also normally give an impression of the number of witnesses to each available reading. Although a reading supported by the majority of witnesses is frequently preferred, this does not follow automatically. For example, a second edition of a Shakespeare play may include an addition alluding to an event known to have happened between the two editions. Although nearly all subsequent manuscripts may have included the addition, textual critics may reconstruct the original without the addition.", "targets": "What is often included in an eclectic reading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb694b6e18f42dba9331a28cae50ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eclectic readings also normally give an impression of the number of witnesses to each available reading. Although a reading supported by the majority of witnesses is frequently preferred, this does not follow automatically. For example, a second edition of a Shakespeare play may include an addition alluding to an event known to have happened between the two editions. Although nearly all subsequent manuscripts may have included the addition, textual critics may reconstruct the original without the addition.", "targets": "Why would someone prefer a second edition to a first edition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cb694b6e18f42dba9331a28cae50ae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eclectic readings also normally give an impression of the number of witnesses to each available reading. Although a reading supported by the majority of witnesses is frequently preferred, this does not follow automatically. For example, a second edition of a Shakespeare play may include an addition alluding to an event known to have happened between the two editions. Although nearly all subsequent manuscripts may have included the addition, textual critics may reconstruct the original without the addition.", "targets": "Do textual critics always include additions found in the majority of subsequent versions of a work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-073db5ca10b24a18b520abf402856f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Policing in Greater London, with the exception of the City of London, is provided by the Metropolitan Police Service, overseen by the Mayor through the Mayor's Office for Policing and Crime (MOPAC). The City of London has its own police force \u2013 the City of London Police. The British Transport Police are responsible for police services on National Rail, London Underground, Docklands Light Railway and Tramlink services. A fourth police force in London, the Ministry of Defence Police, do not generally become involved with policing the general public.", "targets": "Which police force in London does not typically engage in police activity with the general public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-073db5ca10b24a18b520abf402856f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Policing in Greater London, with the exception of the City of London, is provided by the Metropolitan Police Service, overseen by the Mayor through the Mayor's Office for Policing and Crime (MOPAC). The City of London has its own police force \u2013 the City of London Police. The British Transport Police are responsible for police services on National Rail, London Underground, Docklands Light Railway and Tramlink services. A fourth police force in London, the Ministry of Defence Police, do not generally become involved with policing the general public.", "targets": "What area of London does the Metropolitan Police Service cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-073db5ca10b24a18b520abf402856f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Policing in Greater London, with the exception of the City of London, is provided by the Metropolitan Police Service, overseen by the Mayor through the Mayor's Office for Policing and Crime (MOPAC). The City of London has its own police force \u2013 the City of London Police. The British Transport Police are responsible for police services on National Rail, London Underground, Docklands Light Railway and Tramlink services. A fourth police force in London, the Ministry of Defence Police, do not generally become involved with policing the general public.", "targets": "What agency is responsible for policing rail services in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-073db5ca10b24a18b520abf402856f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Policing in Greater London, with the exception of the City of London, is provided by the Metropolitan Police Service, overseen by the Mayor through the Mayor's Office for Policing and Crime (MOPAC). The City of London has its own police force \u2013 the City of London Police. The British Transport Police are responsible for police services on National Rail, London Underground, Docklands Light Railway and Tramlink services. A fourth police force in London, the Ministry of Defence Police, do not generally become involved with policing the general public.", "targets": "What department runs the Metropolitan Police Service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-073db5ca10b24a18b520abf402856f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Policing in Greater London, with the exception of the City of London, is provided by the Metropolitan Police Service, overseen by the Mayor through the Mayor's Office for Policing and Crime (MOPAC). The City of London has its own police force \u2013 the City of London Police. The British Transport Police are responsible for police services on National Rail, London Underground, Docklands Light Railway and Tramlink services. A fourth police force in London, the Ministry of Defence Police, do not generally become involved with policing the general public.", "targets": "What is the name of the City of London's police force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4a5869bd004069aeae41ae5f07b882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martorell's outstanding novel of chivalry Tirant lo Blanc (1490) shows a transition from Medieval to Renaissance values, something that can also be seen in Metge's work. The first book produced with movable type in the Iberian Peninsula was printed in Catalan.", "targets": "Who wrote Tirant lo Blanc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4a5869bd004069aeae41ae5f07b882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martorell's outstanding novel of chivalry Tirant lo Blanc (1490) shows a transition from Medieval to Renaissance values, something that can also be seen in Metge's work. The first book produced with movable type in the Iberian Peninsula was printed in Catalan.", "targets": "What kind of tale was Tirant lo Blanc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4a5869bd004069aeae41ae5f07b882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martorell's outstanding novel of chivalry Tirant lo Blanc (1490) shows a transition from Medieval to Renaissance values, something that can also be seen in Metge's work. The first book produced with movable type in the Iberian Peninsula was printed in Catalan.", "targets": "To what does Matorell's work show a transition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4a5869bd004069aeae41ae5f07b882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martorell's outstanding novel of chivalry Tirant lo Blanc (1490) shows a transition from Medieval to Renaissance values, something that can also be seen in Metge's work. The first book produced with movable type in the Iberian Peninsula was printed in Catalan.", "targets": "What other writer showed a transition to the Renaissance? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa4a5869bd004069aeae41ae5f07b882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martorell's outstanding novel of chivalry Tirant lo Blanc (1490) shows a transition from Medieval to Renaissance values, something that can also be seen in Metge's work. The first book produced with movable type in the Iberian Peninsula was printed in Catalan.", "targets": "In what was the first Catalan book printed on the Iberian Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5636037278c7444aad4a20a20bce2406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of the Greek sculpture can be observed in his depictions from the almost static formal Kouros type in early archaic period, to the representation of motion in a relative harmonious whole in late archaic period. In classical Greece the emphasis is not given to the illusive imaginative reality represented by the ideal forms, but to the analogies and the interaction of the members in the whole, a method created by Polykleitos. Finally Praxiteles seems to be released from any art and religious conformities, and his masterpieces are a mixture of naturalism with stylization.", "targets": "Whose masterpieces are a mixture of naturallism with stylization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5636037278c7444aad4a20a20bce2406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of the Greek sculpture can be observed in his depictions from the almost static formal Kouros type in early archaic period, to the representation of motion in a relative harmonious whole in late archaic period. In classical Greece the emphasis is not given to the illusive imaginative reality represented by the ideal forms, but to the analogies and the interaction of the members in the whole, a method created by Polykleitos. Finally Praxiteles seems to be released from any art and religious conformities, and his masterpieces are a mixture of naturalism with stylization.", "targets": "In whose depictions can the evolution of Greek sculpture be observed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5636037278c7444aad4a20a20bce2406", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolution of the Greek sculpture can be observed in his depictions from the almost static formal Kouros type in early archaic period, to the representation of motion in a relative harmonious whole in late archaic period. In classical Greece the emphasis is not given to the illusive imaginative reality represented by the ideal forms, but to the analogies and the interaction of the members in the whole, a method created by Polykleitos. Finally Praxiteles seems to be released from any art and religious conformities, and his masterpieces are a mixture of naturalism with stylization.", "targets": "Who seems to be released from any art and religious conformities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0017dcdec1d046d3b6dc1abc102ae141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unaspirated or tenuis consonants are occasionally marked with the modifier letter for unaspiration \u27e8\u25cc\u02ed\u27e9, a superscript equal sign: \u27e8t\u02ed\u27e9. Usually, however, unaspirated consonants are left unmarked: \u27e8t\u27e9.", "targets": "How are unaspirated or tenuis consonants sometimes marked for unaspiration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0017dcdec1d046d3b6dc1abc102ae141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unaspirated or tenuis consonants are occasionally marked with the modifier letter for unaspiration \u27e8\u25cc\u02ed\u27e9, a superscript equal sign: \u27e8t\u02ed\u27e9. Usually, however, unaspirated consonants are left unmarked: \u27e8t\u27e9.", "targets": "What is the superscript equal sign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0017dcdec1d046d3b6dc1abc102ae141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unaspirated or tenuis consonants are occasionally marked with the modifier letter for unaspiration \u27e8\u25cc\u02ed\u27e9, a superscript equal sign: \u27e8t\u02ed\u27e9. Usually, however, unaspirated consonants are left unmarked: \u27e8t\u27e9.", "targets": "Most often, unaspirated consonants are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0017dcdec1d046d3b6dc1abc102ae141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unaspirated or tenuis consonants are occasionally marked with the modifier letter for unaspiration \u27e8\u25cc\u02ed\u27e9, a superscript equal sign: \u27e8t\u02ed\u27e9. Usually, however, unaspirated consonants are left unmarked: \u27e8t\u27e9.", "targets": "How are unaspirated consonants left unmarked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bc9436fd5784fd2bd801e356aea24e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1959, an international gathering of over 185 judges, lawyers, and law professors from 53 countries, meeting in New Delhi and speaking as the International Commission of Jurists, made a declaration as to the fundamental principle of the rule of law. This was the Declaration of Delhi. They declared that the rule of law implies certain rights and freedoms, that it implies an independent judiciary, and that it implies social, economic and cultural conditions conducive to human dignity. The Declaration of Delhi did not, however, suggest that the rule of law requires legislative power to be subject to judicial review.", "targets": "When did the Declaration of Delhi happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bc9436fd5784fd2bd801e356aea24e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1959, an international gathering of over 185 judges, lawyers, and law professors from 53 countries, meeting in New Delhi and speaking as the International Commission of Jurists, made a declaration as to the fundamental principle of the rule of law. This was the Declaration of Delhi. They declared that the rule of law implies certain rights and freedoms, that it implies an independent judiciary, and that it implies social, economic and cultural conditions conducive to human dignity. The Declaration of Delhi did not, however, suggest that the rule of law requires legislative power to be subject to judicial review.", "targets": "How many judges participated in the Declaration of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bc9436fd5784fd2bd801e356aea24e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1959, an international gathering of over 185 judges, lawyers, and law professors from 53 countries, meeting in New Delhi and speaking as the International Commission of Jurists, made a declaration as to the fundamental principle of the rule of law. This was the Declaration of Delhi. They declared that the rule of law implies certain rights and freedoms, that it implies an independent judiciary, and that it implies social, economic and cultural conditions conducive to human dignity. The Declaration of Delhi did not, however, suggest that the rule of law requires legislative power to be subject to judicial review.", "targets": "According to the Declaration of Delhi, what provides certain rights and freedoms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bc9436fd5784fd2bd801e356aea24e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1959, an international gathering of over 185 judges, lawyers, and law professors from 53 countries, meeting in New Delhi and speaking as the International Commission of Jurists, made a declaration as to the fundamental principle of the rule of law. This was the Declaration of Delhi. They declared that the rule of law implies certain rights and freedoms, that it implies an independent judiciary, and that it implies social, economic and cultural conditions conducive to human dignity. The Declaration of Delhi did not, however, suggest that the rule of law requires legislative power to be subject to judicial review.", "targets": "According to the Declaration of Delhi, what type of conditions are needed for human dignity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94cf4b20de043d88c9b64e0177de37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Harvard Crimson competes in 42 intercollegiate sports in the NCAA Division I Ivy League. Harvard has an intense athletic rivalry with Yale University culminating in The Game, although the Harvard\u2013Yale Regatta predates the football game. This rivalry, though, is put aside every two years when the Harvard and Yale Track and Field teams come together to compete against a combined Oxford University and Cambridge University team, a competition that is the oldest continuous international amateur competition in the world.", "targets": "How many intercollegiate sports does Harvard compete in NCAA division I"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94cf4b20de043d88c9b64e0177de37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Harvard Crimson competes in 42 intercollegiate sports in the NCAA Division I Ivy League. Harvard has an intense athletic rivalry with Yale University culminating in The Game, although the Harvard\u2013Yale Regatta predates the football game. This rivalry, though, is put aside every two years when the Harvard and Yale Track and Field teams come together to compete against a combined Oxford University and Cambridge University team, a competition that is the oldest continuous international amateur competition in the world.", "targets": "What is Harvard's most intense rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a94cf4b20de043d88c9b64e0177de37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Harvard Crimson competes in 42 intercollegiate sports in the NCAA Division I Ivy League. Harvard has an intense athletic rivalry with Yale University culminating in The Game, although the Harvard\u2013Yale Regatta predates the football game. This rivalry, though, is put aside every two years when the Harvard and Yale Track and Field teams come together to compete against a combined Oxford University and Cambridge University team, a competition that is the oldest continuous international amateur competition in the world.", "targets": "At what time is the Harvard-Yale rivalry set aside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1896c9f3a139495d9f7c4a498803469d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The elections of 2010 resulted in a victory for the military-backed Union Solidarity and Development Party. Various foreign observers questioned the fairness of the elections. One criticism of the election was that only government sanctioned political parties were allowed to contest in it and the popular National League for Democracy was declared illegal. However, immediately following the elections, the government ended the house arrest of the democracy advocate and leader of the National League for Democracy, Aung San Suu Kyi, and her ability to move freely around the country is considered an important test of the military's movement toward more openness. After unexpected reforms in 2011, NLD senior leaders have decided to register as a political party and to field candidates in future by-elections.", "targets": "What was the name of the winning unit in the 2010 elections in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1896c9f3a139495d9f7c4a498803469d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The elections of 2010 resulted in a victory for the military-backed Union Solidarity and Development Party. Various foreign observers questioned the fairness of the elections. One criticism of the election was that only government sanctioned political parties were allowed to contest in it and the popular National League for Democracy was declared illegal. However, immediately following the elections, the government ended the house arrest of the democracy advocate and leader of the National League for Democracy, Aung San Suu Kyi, and her ability to move freely around the country is considered an important test of the military's movement toward more openness. After unexpected reforms in 2011, NLD senior leaders have decided to register as a political party and to field candidates in future by-elections.", "targets": "Were the elections held in an unbiased manner Burma in 2010 ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1896c9f3a139495d9f7c4a498803469d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The elections of 2010 resulted in a victory for the military-backed Union Solidarity and Development Party. Various foreign observers questioned the fairness of the elections. One criticism of the election was that only government sanctioned political parties were allowed to contest in it and the popular National League for Democracy was declared illegal. However, immediately following the elections, the government ended the house arrest of the democracy advocate and leader of the National League for Democracy, Aung San Suu Kyi, and her ability to move freely around the country is considered an important test of the military's movement toward more openness. After unexpected reforms in 2011, NLD senior leaders have decided to register as a political party and to field candidates in future by-elections.", "targets": "What were some of the opinions foreign advisers stated about the Burma 2010 elections ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1896c9f3a139495d9f7c4a498803469d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The elections of 2010 resulted in a victory for the military-backed Union Solidarity and Development Party. Various foreign observers questioned the fairness of the elections. One criticism of the election was that only government sanctioned political parties were allowed to contest in it and the popular National League for Democracy was declared illegal. However, immediately following the elections, the government ended the house arrest of the democracy advocate and leader of the National League for Democracy, Aung San Suu Kyi, and her ability to move freely around the country is considered an important test of the military's movement toward more openness. After unexpected reforms in 2011, NLD senior leaders have decided to register as a political party and to field candidates in future by-elections.", "targets": "What was the Burmese official decision concerning the legitimacy of National League for Democracy in 2010 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2dac5a84ec64ff6ab53ea8487c62840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger made Columbia and Epic sister labels to RCA Records, which was once owned by RCA which also owned CBS rival NBC. It also started the process of bringing BMG's Arista Records back under common ownership with its former parent Columbia Pictures, a Sony division since 1989, and also brought Arista founder Clive Davis back into the fold. Davis is still with Sony Music as Chief Creative Officer.", "targets": "Columbia Pictures has been owned by Sony since what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2dac5a84ec64ff6ab53ea8487c62840", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The merger made Columbia and Epic sister labels to RCA Records, which was once owned by RCA which also owned CBS rival NBC. It also started the process of bringing BMG's Arista Records back under common ownership with its former parent Columbia Pictures, a Sony division since 1989, and also brought Arista founder Clive Davis back into the fold. Davis is still with Sony Music as Chief Creative Officer.", "targets": "Who is the CCO of Sony Music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359b6ab8e6e94ae89c37f4c974113744", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central government estimates that over 7,000 inadequately engineered schoolrooms collapsed in the earthquake. Chinese citizens have since invented a catch phrase: \"tofu-dregs schoolhouses\" (Chinese: \u8c46\u8150\u6e23\u6821\u820d), to mock both the quality and the quantity of these inferior constructions that killed so many school children. Due to the one-child policy, many families lost their only child when schools in the region collapsed during the earthquake. Consequently, Sichuan provincial and local officials have lifted the restriction for families whose only child was either killed or severely injured in the disaster. So-called \"illegal children\" under 18 years of age may be registered as legal replacements for their dead siblings; if the dead child was illegal, no further outstanding fines would apply. Reimbursement would not, however, be offered for fines that were already levied.", "targets": "How many schoolrooms collapsed in the quake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359b6ab8e6e94ae89c37f4c974113744", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central government estimates that over 7,000 inadequately engineered schoolrooms collapsed in the earthquake. Chinese citizens have since invented a catch phrase: \"tofu-dregs schoolhouses\" (Chinese: \u8c46\u8150\u6e23\u6821\u820d), to mock both the quality and the quantity of these inferior constructions that killed so many school children. Due to the one-child policy, many families lost their only child when schools in the region collapsed during the earthquake. Consequently, Sichuan provincial and local officials have lifted the restriction for families whose only child was either killed or severely injured in the disaster. So-called \"illegal children\" under 18 years of age may be registered as legal replacements for their dead siblings; if the dead child was illegal, no further outstanding fines would apply. Reimbursement would not, however, be offered for fines that were already levied.", "targets": "What catch-phrase was invented as a result of collapsed schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359b6ab8e6e94ae89c37f4c974113744", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central government estimates that over 7,000 inadequately engineered schoolrooms collapsed in the earthquake. Chinese citizens have since invented a catch phrase: \"tofu-dregs schoolhouses\" (Chinese: \u8c46\u8150\u6e23\u6821\u820d), to mock both the quality and the quantity of these inferior constructions that killed so many school children. Due to the one-child policy, many families lost their only child when schools in the region collapsed during the earthquake. Consequently, Sichuan provincial and local officials have lifted the restriction for families whose only child was either killed or severely injured in the disaster. So-called \"illegal children\" under 18 years of age may be registered as legal replacements for their dead siblings; if the dead child was illegal, no further outstanding fines would apply. Reimbursement would not, however, be offered for fines that were already levied.", "targets": "Why did so many schools collapse during the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359b6ab8e6e94ae89c37f4c974113744", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central government estimates that over 7,000 inadequately engineered schoolrooms collapsed in the earthquake. Chinese citizens have since invented a catch phrase: \"tofu-dregs schoolhouses\" (Chinese: \u8c46\u8150\u6e23\u6821\u820d), to mock both the quality and the quantity of these inferior constructions that killed so many school children. Due to the one-child policy, many families lost their only child when schools in the region collapsed during the earthquake. Consequently, Sichuan provincial and local officials have lifted the restriction for families whose only child was either killed or severely injured in the disaster. So-called \"illegal children\" under 18 years of age may be registered as legal replacements for their dead siblings; if the dead child was illegal, no further outstanding fines would apply. Reimbursement would not, however, be offered for fines that were already levied.", "targets": "What are the estimations of how many schoolrooms collapsed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359b6ab8e6e94ae89c37f4c974113744", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central government estimates that over 7,000 inadequately engineered schoolrooms collapsed in the earthquake. Chinese citizens have since invented a catch phrase: \"tofu-dregs schoolhouses\" (Chinese: \u8c46\u8150\u6e23\u6821\u820d), to mock both the quality and the quantity of these inferior constructions that killed so many school children. Due to the one-child policy, many families lost their only child when schools in the region collapsed during the earthquake. Consequently, Sichuan provincial and local officials have lifted the restriction for families whose only child was either killed or severely injured in the disaster. So-called \"illegal children\" under 18 years of age may be registered as legal replacements for their dead siblings; if the dead child was illegal, no further outstanding fines would apply. Reimbursement would not, however, be offered for fines that were already levied.", "targets": "What has the citizenry started calling these type of schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-359b6ab8e6e94ae89c37f4c974113744", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central government estimates that over 7,000 inadequately engineered schoolrooms collapsed in the earthquake. Chinese citizens have since invented a catch phrase: \"tofu-dregs schoolhouses\" (Chinese: \u8c46\u8150\u6e23\u6821\u820d), to mock both the quality and the quantity of these inferior constructions that killed so many school children. Due to the one-child policy, many families lost their only child when schools in the region collapsed during the earthquake. Consequently, Sichuan provincial and local officials have lifted the restriction for families whose only child was either killed or severely injured in the disaster. So-called \"illegal children\" under 18 years of age may be registered as legal replacements for their dead siblings; if the dead child was illegal, no further outstanding fines would apply. Reimbursement would not, however, be offered for fines that were already levied.", "targets": "What can illegal children be registered as in place of their dead siblings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938fffd0dee44151a782787c762a4efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exhibitions and annual horse shows in all districts and a national horse and cattle show at Lahore are held with the official patronage. The national horse and cattle show at Lahore is the biggest festival where sports, exhibitions, and livestock competitions are held. It not only encourages and patronises agricultural products and livestock through the exhibitions of agricultural products and cattle but is also a colourful documentary on the rich cultural heritage of the province with its strong rural roots.", "targets": "What is Punjab's biggest festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938fffd0dee44151a782787c762a4efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exhibitions and annual horse shows in all districts and a national horse and cattle show at Lahore are held with the official patronage. The national horse and cattle show at Lahore is the biggest festival where sports, exhibitions, and livestock competitions are held. It not only encourages and patronises agricultural products and livestock through the exhibitions of agricultural products and cattle but is also a colourful documentary on the rich cultural heritage of the province with its strong rural roots.", "targets": "Where is the national horse and cattle show held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938fffd0dee44151a782787c762a4efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exhibitions and annual horse shows in all districts and a national horse and cattle show at Lahore are held with the official patronage. The national horse and cattle show at Lahore is the biggest festival where sports, exhibitions, and livestock competitions are held. It not only encourages and patronises agricultural products and livestock through the exhibitions of agricultural products and cattle but is also a colourful documentary on the rich cultural heritage of the province with its strong rural roots.", "targets": "What happens at the national horse and cattle show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1af68651456461a94c0e930a8694452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Track lighting, invented by Lightolier, was popular at one period of time because it was much easier to install than recessed lighting, and individual fixtures are decorative and can be easily aimed at a wall. It has regained some popularity recently in low-voltage tracks, which often look nothing like their predecessors because they do not have the safety issues that line-voltage systems have, and are therefore less bulky and more ornamental in themselves. A master transformer feeds all of the fixtures on the track or rod with 12 or 24 volts, instead of each light fixture having its own line-to-low voltage transformer. There are traditional spots and floods, as well as other small hanging fixtures. A modified version of this is cable lighting, where lights are hung from or clipped to bare metal cables under tension.", "targets": "Who invented track lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1af68651456461a94c0e930a8694452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Track lighting, invented by Lightolier, was popular at one period of time because it was much easier to install than recessed lighting, and individual fixtures are decorative and can be easily aimed at a wall. It has regained some popularity recently in low-voltage tracks, which often look nothing like their predecessors because they do not have the safety issues that line-voltage systems have, and are therefore less bulky and more ornamental in themselves. A master transformer feeds all of the fixtures on the track or rod with 12 or 24 volts, instead of each light fixture having its own line-to-low voltage transformer. There are traditional spots and floods, as well as other small hanging fixtures. A modified version of this is cable lighting, where lights are hung from or clipped to bare metal cables under tension.", "targets": "What feeds all the fixtures in low voltage tracks instead of each light having a line-to-low voltage transformer."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1af68651456461a94c0e930a8694452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Track lighting, invented by Lightolier, was popular at one period of time because it was much easier to install than recessed lighting, and individual fixtures are decorative and can be easily aimed at a wall. It has regained some popularity recently in low-voltage tracks, which often look nothing like their predecessors because they do not have the safety issues that line-voltage systems have, and are therefore less bulky and more ornamental in themselves. A master transformer feeds all of the fixtures on the track or rod with 12 or 24 volts, instead of each light fixture having its own line-to-low voltage transformer. There are traditional spots and floods, as well as other small hanging fixtures. A modified version of this is cable lighting, where lights are hung from or clipped to bare metal cables under tension.", "targets": "What  type of lighting uses lights that are hung or clipped to bare metal cables?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1af68651456461a94c0e930a8694452", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Track lighting, invented by Lightolier, was popular at one period of time because it was much easier to install than recessed lighting, and individual fixtures are decorative and can be easily aimed at a wall. It has regained some popularity recently in low-voltage tracks, which often look nothing like their predecessors because they do not have the safety issues that line-voltage systems have, and are therefore less bulky and more ornamental in themselves. A master transformer feeds all of the fixtures on the track or rod with 12 or 24 volts, instead of each light fixture having its own line-to-low voltage transformer. There are traditional spots and floods, as well as other small hanging fixtures. A modified version of this is cable lighting, where lights are hung from or clipped to bare metal cables under tension.", "targets": "How many volts does a track lighting system usually use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947340ccd6434a3f95c043958d1ff3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, the combination of the Mac, Apple's LaserWriter printer, and Mac-specific software like Boston Software's MacPublisher and Aldus PageMaker enabled users to design, preview, and print page layouts complete with text and graphics\u2014an activity to become known as desktop publishing. Initially, desktop publishing was unique to the Macintosh, but eventually became available for other platforms. Later, applications such as Macromedia FreeHand, QuarkXPress, and Adobe's Photoshop and Illustrator strengthened the Mac's position as a graphics computer and helped to expand the emerging desktop publishing market.", "targets": "When was the activity of desktop publishing first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947340ccd6434a3f95c043958d1ff3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, the combination of the Mac, Apple's LaserWriter printer, and Mac-specific software like Boston Software's MacPublisher and Aldus PageMaker enabled users to design, preview, and print page layouts complete with text and graphics\u2014an activity to become known as desktop publishing. Initially, desktop publishing was unique to the Macintosh, but eventually became available for other platforms. Later, applications such as Macromedia FreeHand, QuarkXPress, and Adobe's Photoshop and Illustrator strengthened the Mac's position as a graphics computer and helped to expand the emerging desktop publishing market.", "targets": "What company was desktop publishing unique to at it's beginning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947340ccd6434a3f95c043958d1ff3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, the combination of the Mac, Apple's LaserWriter printer, and Mac-specific software like Boston Software's MacPublisher and Aldus PageMaker enabled users to design, preview, and print page layouts complete with text and graphics\u2014an activity to become known as desktop publishing. Initially, desktop publishing was unique to the Macintosh, but eventually became available for other platforms. Later, applications such as Macromedia FreeHand, QuarkXPress, and Adobe's Photoshop and Illustrator strengthened the Mac's position as a graphics computer and helped to expand the emerging desktop publishing market.", "targets": "What three things were combined to develop desktop publishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947340ccd6434a3f95c043958d1ff3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, the combination of the Mac, Apple's LaserWriter printer, and Mac-specific software like Boston Software's MacPublisher and Aldus PageMaker enabled users to design, preview, and print page layouts complete with text and graphics\u2014an activity to become known as desktop publishing. Initially, desktop publishing was unique to the Macintosh, but eventually became available for other platforms. Later, applications such as Macromedia FreeHand, QuarkXPress, and Adobe's Photoshop and Illustrator strengthened the Mac's position as a graphics computer and helped to expand the emerging desktop publishing market.", "targets": "What did desktop publishing enable users to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-947340ccd6434a3f95c043958d1ff3f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, the combination of the Mac, Apple's LaserWriter printer, and Mac-specific software like Boston Software's MacPublisher and Aldus PageMaker enabled users to design, preview, and print page layouts complete with text and graphics\u2014an activity to become known as desktop publishing. Initially, desktop publishing was unique to the Macintosh, but eventually became available for other platforms. Later, applications such as Macromedia FreeHand, QuarkXPress, and Adobe's Photoshop and Illustrator strengthened the Mac's position as a graphics computer and helped to expand the emerging desktop publishing market.", "targets": "What applications strengthened Mac's position as a graphics computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75742f1e600b4f7888d720b840fa133c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a Peabody Award winning program, NPR correspondents argued that a \"Giant Pool of Money\" (represented by $70 trillion in worldwide fixed income investments) sought higher yields than those offered by U.S. Treasury bonds early in the decade. This pool of money had roughly doubled in size from 2000 to 2007, yet the supply of relatively safe, income generating investments had not grown as fast. Investment banks on Wall Street answered this demand with products such as the mortgage-backed security and the collateralized debt obligation that were assigned safe ratings by the credit rating agencies.", "targets": "What is one investment assigned safe ratings by the credit rating agencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75742f1e600b4f7888d720b840fa133c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a Peabody Award winning program, NPR correspondents argued that a \"Giant Pool of Money\" (represented by $70 trillion in worldwide fixed income investments) sought higher yields than those offered by U.S. Treasury bonds early in the decade. This pool of money had roughly doubled in size from 2000 to 2007, yet the supply of relatively safe, income generating investments had not grown as fast. Investment banks on Wall Street answered this demand with products such as the mortgage-backed security and the collateralized debt obligation that were assigned safe ratings by the credit rating agencies.", "targets": "How much was invested worldwide in fixed income investments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75742f1e600b4f7888d720b840fa133c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a Peabody Award winning program, NPR correspondents argued that a \"Giant Pool of Money\" (represented by $70 trillion in worldwide fixed income investments) sought higher yields than those offered by U.S. Treasury bonds early in the decade. This pool of money had roughly doubled in size from 2000 to 2007, yet the supply of relatively safe, income generating investments had not grown as fast. Investment banks on Wall Street answered this demand with products such as the mortgage-backed security and the collateralized debt obligation that were assigned safe ratings by the credit rating agencies.", "targets": "How much did the pool of money invested worldwide in fixed income investments grow in size from 2000 to 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75742f1e600b4f7888d720b840fa133c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a Peabody Award winning program, NPR correspondents argued that a \"Giant Pool of Money\" (represented by $70 trillion in worldwide fixed income investments) sought higher yields than those offered by U.S. Treasury bonds early in the decade. This pool of money had roughly doubled in size from 2000 to 2007, yet the supply of relatively safe, income generating investments had not grown as fast. Investment banks on Wall Street answered this demand with products such as the mortgage-backed security and the collateralized debt obligation that were assigned safe ratings by the credit rating agencies.", "targets": "What is an example of a product Wall Street invented to answer the demand for income generating investments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75742f1e600b4f7888d720b840fa133c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a Peabody Award winning program, NPR correspondents argued that a \"Giant Pool of Money\" (represented by $70 trillion in worldwide fixed income investments) sought higher yields than those offered by U.S. Treasury bonds early in the decade. This pool of money had roughly doubled in size from 2000 to 2007, yet the supply of relatively safe, income generating investments had not grown as fast. Investment banks on Wall Street answered this demand with products such as the mortgage-backed security and the collateralized debt obligation that were assigned safe ratings by the credit rating agencies.", "targets": "In the 2000s, investors were seeking higher yields than those offered by this investment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f4eaa9980cf4885b6270a852a39481c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "U.S. President Barack Obama has rarely used the term, but in his inaugural address on 20 January 2009, he stated \"Our nation is at war, against a far-reaching network of violence and hatred.\" In March 2009 the Defense Department officially changed the name of operations from \"Global War on Terror\" to \"Overseas Contingency Operation\" (OCO). In March 2009, the Obama administration requested that Pentagon staff members avoid use of the term, instead using \"Overseas Contingency Operation\". Basic objectives of the Bush administration \"war on terror\", such as targeting al Qaeda and building international counterterrorism alliances, remain in place. In December 2012, Jeh Johnson, the General Counsel of the Department of Defense, stated that the military fight will be replaced by a law enforcement operation when speaking at Oxford University, predicting that al Qaeda will be so weakened to be ineffective, and has been \"effectively destroyed\", and thus the conflict will not be an armed conflict under international law. In May 2013, Obama stated that the goal is \"to dismantle specific networks of violent extremists that threaten America\"; which coincided with the U.S. Office of Management and Budget having changed the wording from \"Overseas Contingency Operations\" to \"Countering Violent Extremism\" in 2010.", "targets": "What did Obama say the US is at war with, in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f4eaa9980cf4885b6270a852a39481c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "U.S. President Barack Obama has rarely used the term, but in his inaugural address on 20 January 2009, he stated \"Our nation is at war, against a far-reaching network of violence and hatred.\" In March 2009 the Defense Department officially changed the name of operations from \"Global War on Terror\" to \"Overseas Contingency Operation\" (OCO). In March 2009, the Obama administration requested that Pentagon staff members avoid use of the term, instead using \"Overseas Contingency Operation\". Basic objectives of the Bush administration \"war on terror\", such as targeting al Qaeda and building international counterterrorism alliances, remain in place. In December 2012, Jeh Johnson, the General Counsel of the Department of Defense, stated that the military fight will be replaced by a law enforcement operation when speaking at Oxford University, predicting that al Qaeda will be so weakened to be ineffective, and has been \"effectively destroyed\", and thus the conflict will not be an armed conflict under international law. In May 2013, Obama stated that the goal is \"to dismantle specific networks of violent extremists that threaten America\"; which coincided with the U.S. Office of Management and Budget having changed the wording from \"Overseas Contingency Operations\" to \"Countering Violent Extremism\" in 2010.", "targets": "What was the \"Global War on Terror\" officially renamed to in March 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f4eaa9980cf4885b6270a852a39481c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "U.S. President Barack Obama has rarely used the term, but in his inaugural address on 20 January 2009, he stated \"Our nation is at war, against a far-reaching network of violence and hatred.\" In March 2009 the Defense Department officially changed the name of operations from \"Global War on Terror\" to \"Overseas Contingency Operation\" (OCO). In March 2009, the Obama administration requested that Pentagon staff members avoid use of the term, instead using \"Overseas Contingency Operation\". Basic objectives of the Bush administration \"war on terror\", such as targeting al Qaeda and building international counterterrorism alliances, remain in place. In December 2012, Jeh Johnson, the General Counsel of the Department of Defense, stated that the military fight will be replaced by a law enforcement operation when speaking at Oxford University, predicting that al Qaeda will be so weakened to be ineffective, and has been \"effectively destroyed\", and thus the conflict will not be an armed conflict under international law. In May 2013, Obama stated that the goal is \"to dismantle specific networks of violent extremists that threaten America\"; which coincided with the U.S. Office of Management and Budget having changed the wording from \"Overseas Contingency Operations\" to \"Countering Violent Extremism\" in 2010.", "targets": "What term did Obama want the government to stop using?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f4eaa9980cf4885b6270a852a39481c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "U.S. President Barack Obama has rarely used the term, but in his inaugural address on 20 January 2009, he stated \"Our nation is at war, against a far-reaching network of violence and hatred.\" In March 2009 the Defense Department officially changed the name of operations from \"Global War on Terror\" to \"Overseas Contingency Operation\" (OCO). In March 2009, the Obama administration requested that Pentagon staff members avoid use of the term, instead using \"Overseas Contingency Operation\". Basic objectives of the Bush administration \"war on terror\", such as targeting al Qaeda and building international counterterrorism alliances, remain in place. In December 2012, Jeh Johnson, the General Counsel of the Department of Defense, stated that the military fight will be replaced by a law enforcement operation when speaking at Oxford University, predicting that al Qaeda will be so weakened to be ineffective, and has been \"effectively destroyed\", and thus the conflict will not be an armed conflict under international law. In May 2013, Obama stated that the goal is \"to dismantle specific networks of violent extremists that threaten America\"; which coincided with the U.S. Office of Management and Budget having changed the wording from \"Overseas Contingency Operations\" to \"Countering Violent Extremism\" in 2010.", "targets": "Who said in 2012 that the fight would change from military to law enforcement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f4eaa9980cf4885b6270a852a39481c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "U.S. President Barack Obama has rarely used the term, but in his inaugural address on 20 January 2009, he stated \"Our nation is at war, against a far-reaching network of violence and hatred.\" In March 2009 the Defense Department officially changed the name of operations from \"Global War on Terror\" to \"Overseas Contingency Operation\" (OCO). In March 2009, the Obama administration requested that Pentagon staff members avoid use of the term, instead using \"Overseas Contingency Operation\". Basic objectives of the Bush administration \"war on terror\", such as targeting al Qaeda and building international counterterrorism alliances, remain in place. In December 2012, Jeh Johnson, the General Counsel of the Department of Defense, stated that the military fight will be replaced by a law enforcement operation when speaking at Oxford University, predicting that al Qaeda will be so weakened to be ineffective, and has been \"effectively destroyed\", and thus the conflict will not be an armed conflict under international law. In May 2013, Obama stated that the goal is \"to dismantle specific networks of violent extremists that threaten America\"; which coincided with the U.S. Office of Management and Budget having changed the wording from \"Overseas Contingency Operations\" to \"Countering Violent Extremism\" in 2010.", "targets": "What was the  \"Overseas Contingency Operations\" renamed to in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6993c2157eb343aaa529c61dc3cfd05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through its program of need-based financial aid, Yale commits to meet the full demonstrated financial need of all applicants. Most financial aid is in the form of grants and scholarships that do not need to be paid back to the university, and the average need-based aid grant for the Class of 2017 was $46,395. 15% of Yale College students are expected to have no parental contribution, and about 50% receive some form of financial aid. About 16% of the Class of 2013 had some form of student loan debt at graduation, with an average debt of $13,000 among borrowers.", "targets": "What kind of system is Yale's financial aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6993c2157eb343aaa529c61dc3cfd05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through its program of need-based financial aid, Yale commits to meet the full demonstrated financial need of all applicants. Most financial aid is in the form of grants and scholarships that do not need to be paid back to the university, and the average need-based aid grant for the Class of 2017 was $46,395. 15% of Yale College students are expected to have no parental contribution, and about 50% receive some form of financial aid. About 16% of the Class of 2013 had some form of student loan debt at graduation, with an average debt of $13,000 among borrowers.", "targets": "How is most financial aid obtained at Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6993c2157eb343aaa529c61dc3cfd05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through its program of need-based financial aid, Yale commits to meet the full demonstrated financial need of all applicants. Most financial aid is in the form of grants and scholarships that do not need to be paid back to the university, and the average need-based aid grant for the Class of 2017 was $46,395. 15% of Yale College students are expected to have no parental contribution, and about 50% receive some form of financial aid. About 16% of the Class of 2013 had some form of student loan debt at graduation, with an average debt of $13,000 among borrowers.", "targets": "What was the average need of financial aid at Yale for the Class of 2017?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6993c2157eb343aaa529c61dc3cfd05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through its program of need-based financial aid, Yale commits to meet the full demonstrated financial need of all applicants. Most financial aid is in the form of grants and scholarships that do not need to be paid back to the university, and the average need-based aid grant for the Class of 2017 was $46,395. 15% of Yale College students are expected to have no parental contribution, and about 50% receive some form of financial aid. About 16% of the Class of 2013 had some form of student loan debt at graduation, with an average debt of $13,000 among borrowers.", "targets": "What percent of students at Yale are thought to have no parental help?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6993c2157eb343aaa529c61dc3cfd05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through its program of need-based financial aid, Yale commits to meet the full demonstrated financial need of all applicants. Most financial aid is in the form of grants and scholarships that do not need to be paid back to the university, and the average need-based aid grant for the Class of 2017 was $46,395. 15% of Yale College students are expected to have no parental contribution, and about 50% receive some form of financial aid. About 16% of the Class of 2013 had some form of student loan debt at graduation, with an average debt of $13,000 among borrowers.", "targets": "What was the average debt of student loan borrowers from the class of 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fcc5c0850b245d5960f3bc16db0814d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AFSCs range from officer specialties such as pilot, combat systems officer, missile launch officer, intelligence officer, aircraft maintenance officer, judge advocate general (JAG), medical doctor, nurse or other fields, to various enlisted specialties. The latter range from flight combat operations such as a gunner, to working in a dining facility to ensure that members are properly fed. There are additional occupational fields such as computer specialties, mechanic specialties, enlisted aircrew, communication systems, cyberspace operations, avionics technicians, medical specialties, civil engineering, public affairs, hospitality, law, drug counseling, mail operations, security forces, and search and rescue specialties.", "targets": "What kind of AFSC is a JAG?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fcc5c0850b245d5960f3bc16db0814d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AFSCs range from officer specialties such as pilot, combat systems officer, missile launch officer, intelligence officer, aircraft maintenance officer, judge advocate general (JAG), medical doctor, nurse or other fields, to various enlisted specialties. The latter range from flight combat operations such as a gunner, to working in a dining facility to ensure that members are properly fed. There are additional occupational fields such as computer specialties, mechanic specialties, enlisted aircrew, communication systems, cyberspace operations, avionics technicians, medical specialties, civil engineering, public affairs, hospitality, law, drug counseling, mail operations, security forces, and search and rescue specialties.", "targets": "What is one of the many types of AFSC employed by the USAF? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fcc5c0850b245d5960f3bc16db0814d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AFSCs range from officer specialties such as pilot, combat systems officer, missile launch officer, intelligence officer, aircraft maintenance officer, judge advocate general (JAG), medical doctor, nurse or other fields, to various enlisted specialties. The latter range from flight combat operations such as a gunner, to working in a dining facility to ensure that members are properly fed. There are additional occupational fields such as computer specialties, mechanic specialties, enlisted aircrew, communication systems, cyberspace operations, avionics technicians, medical specialties, civil engineering, public affairs, hospitality, law, drug counseling, mail operations, security forces, and search and rescue specialties.", "targets": "What is an example of an occupational field position in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a505fee798f746c69d862498c122df49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic studies on Ashkenazim have been conducted to determine how much of their ancestry comes from the Levant, and how much derives from European populations. These studies\u2014researching both their paternal and maternal lineages\u2014point to a significant prevalence of ancient Levantine origins. But they have arrived at diverging conclusions regarding both the degree and the sources of their European ancestry. These diverging conclusions focus particularly on the extent of the European genetic origin observed in Ashkenazi maternal lineages.", "targets": "Genetic studies on Ashkenazim have found a significant prevalence of what type of origins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a505fee798f746c69d862498c122df49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic studies on Ashkenazim have been conducted to determine how much of their ancestry comes from the Levant, and how much derives from European populations. These studies\u2014researching both their paternal and maternal lineages\u2014point to a significant prevalence of ancient Levantine origins. But they have arrived at diverging conclusions regarding both the degree and the sources of their European ancestry. These diverging conclusions focus particularly on the extent of the European genetic origin observed in Ashkenazi maternal lineages.", "targets": "Have studies on the genetics of the Ashkenazim come to similar or divergent conclusions regarding the degree and sources of their European ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a505fee798f746c69d862498c122df49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic studies on Ashkenazim have been conducted to determine how much of their ancestry comes from the Levant, and how much derives from European populations. These studies\u2014researching both their paternal and maternal lineages\u2014point to a significant prevalence of ancient Levantine origins. But they have arrived at diverging conclusions regarding both the degree and the sources of their European ancestry. These diverging conclusions focus particularly on the extent of the European genetic origin observed in Ashkenazi maternal lineages.", "targets": "Have these studies on Ashkenazim genetics researched their paternal lineages, maternal lineages, or both?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a505fee798f746c69d862498c122df49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genetic studies on Ashkenazim have been conducted to determine how much of their ancestry comes from the Levant, and how much derives from European populations. These studies\u2014researching both their paternal and maternal lineages\u2014point to a significant prevalence of ancient Levantine origins. But they have arrived at diverging conclusions regarding both the degree and the sources of their European ancestry. These diverging conclusions focus particularly on the extent of the European genetic origin observed in Ashkenazi maternal lineages.", "targets": "Genetic studies on the Ashkenazim have tried to determine how much of their ancestry is derived from European populations and from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8e02f0a83ee48ad88969758eeb6462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nine largest and most renowned Technische Universit\u00e4ten in Germany have formed TU9 German Institutes of Technology as community of interests. Technische Universit\u00e4ten normally have faculties or departements of natural sciences and often of economics but can also have units of cultural and social sciences and arts. RWTH Aachen, TU Dresden and TU M\u00fcnchen also have a faculty of medicine associated with university hospitals (Klinikum Aachen, University Hospital Dresden, Rechts der Isar Hospital).", "targets": "Which department's faculty can be associated with university hospitals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8e02f0a83ee48ad88969758eeb6462f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nine largest and most renowned Technische Universit\u00e4ten in Germany have formed TU9 German Institutes of Technology as community of interests. Technische Universit\u00e4ten normally have faculties or departements of natural sciences and often of economics but can also have units of cultural and social sciences and arts. RWTH Aachen, TU Dresden and TU M\u00fcnchen also have a faculty of medicine associated with university hospitals (Klinikum Aachen, University Hospital Dresden, Rechts der Isar Hospital).", "targets": "How many Technische Universit\u00e4ten make up the TU9 German Institutes of Technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3deb20417e0d45bc98b3b4760ad60bdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The land within the borders of current Portugal has been continuously settled and fought over since prehistoric times. The Celts and the Romans were followed by the Visigothic and the Suebi Germanic peoples, who were themselves later invaded by the Moors. These Muslim peoples were eventually expelled during the Christian Reconquista of the peninsula. By 1139, Portugal had established itself as a kingdom independent from Le\u00f3n. In the 15th and 16th centuries, as the result of pioneering the Age of Discovery, Portugal expanded Western influence and established the first global empire, becoming one of the world's major economic, political and military powers.", "targets": "Who were the first inhabitants of Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3deb20417e0d45bc98b3b4760ad60bdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The land within the borders of current Portugal has been continuously settled and fought over since prehistoric times. The Celts and the Romans were followed by the Visigothic and the Suebi Germanic peoples, who were themselves later invaded by the Moors. These Muslim peoples were eventually expelled during the Christian Reconquista of the peninsula. By 1139, Portugal had established itself as a kingdom independent from Le\u00f3n. In the 15th and 16th centuries, as the result of pioneering the Age of Discovery, Portugal expanded Western influence and established the first global empire, becoming one of the world's major economic, political and military powers.", "targets": "Which two groups followed the first inhabitants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3deb20417e0d45bc98b3b4760ad60bdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The land within the borders of current Portugal has been continuously settled and fought over since prehistoric times. The Celts and the Romans were followed by the Visigothic and the Suebi Germanic peoples, who were themselves later invaded by the Moors. These Muslim peoples were eventually expelled during the Christian Reconquista of the peninsula. By 1139, Portugal had established itself as a kingdom independent from Le\u00f3n. In the 15th and 16th centuries, as the result of pioneering the Age of Discovery, Portugal expanded Western influence and established the first global empire, becoming one of the world's major economic, political and military powers.", "targets": "By what year had Portugal established itself as an independent kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3deb20417e0d45bc98b3b4760ad60bdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The land within the borders of current Portugal has been continuously settled and fought over since prehistoric times. The Celts and the Romans were followed by the Visigothic and the Suebi Germanic peoples, who were themselves later invaded by the Moors. These Muslim peoples were eventually expelled during the Christian Reconquista of the peninsula. By 1139, Portugal had established itself as a kingdom independent from Le\u00f3n. In the 15th and 16th centuries, as the result of pioneering the Age of Discovery, Portugal expanded Western influence and established the first global empire, becoming one of the world's major economic, political and military powers.", "targets": "What age did Portugal pioneer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3deb20417e0d45bc98b3b4760ad60bdf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The land within the borders of current Portugal has been continuously settled and fought over since prehistoric times. The Celts and the Romans were followed by the Visigothic and the Suebi Germanic peoples, who were themselves later invaded by the Moors. These Muslim peoples were eventually expelled during the Christian Reconquista of the peninsula. By 1139, Portugal had established itself as a kingdom independent from Le\u00f3n. In the 15th and 16th centuries, as the result of pioneering the Age of Discovery, Portugal expanded Western influence and established the first global empire, becoming one of the world's major economic, political and military powers.", "targets": "In which centuries did Portugal establish the first global empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1882bb6803f84b06a95c1e0edbbffc8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the late twentieth century, the number of African and Caribbean ethnic African immigrants have increased in the United States. Together with publicity about the ancestry of President Barack Obama, whose father was from Kenya, some black writers have argued that new terms are needed for recent immigrants. They suggest that the term \"African-American\" should refer strictly to the descendants of African slaves and free people of color who survived the slavery era in the United States. They argue that grouping together all ethnic Africans regardless of their unique ancestral circumstances would deny the lingering effects of slavery within the American slave descendant community. They say recent ethnic African immigrants need to recognize their own unique ancestral backgrounds.", "targets": "The President's father is from what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1882bb6803f84b06a95c1e0edbbffc8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the late twentieth century, the number of African and Caribbean ethnic African immigrants have increased in the United States. Together with publicity about the ancestry of President Barack Obama, whose father was from Kenya, some black writers have argued that new terms are needed for recent immigrants. They suggest that the term \"African-American\" should refer strictly to the descendants of African slaves and free people of color who survived the slavery era in the United States. They argue that grouping together all ethnic Africans regardless of their unique ancestral circumstances would deny the lingering effects of slavery within the American slave descendant community. They say recent ethnic African immigrants need to recognize their own unique ancestral backgrounds.", "targets": "What community still has some effects of slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1882bb6803f84b06a95c1e0edbbffc8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the late twentieth century, the number of African and Caribbean ethnic African immigrants have increased in the United States. Together with publicity about the ancestry of President Barack Obama, whose father was from Kenya, some black writers have argued that new terms are needed for recent immigrants. They suggest that the term \"African-American\" should refer strictly to the descendants of African slaves and free people of color who survived the slavery era in the United States. They argue that grouping together all ethnic Africans regardless of their unique ancestral circumstances would deny the lingering effects of slavery within the American slave descendant community. They say recent ethnic African immigrants need to recognize their own unique ancestral backgrounds.", "targets": "What must Africans who recently immigrated do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1882bb6803f84b06a95c1e0edbbffc8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the late twentieth century, the number of African and Caribbean ethnic African immigrants have increased in the United States. Together with publicity about the ancestry of President Barack Obama, whose father was from Kenya, some black writers have argued that new terms are needed for recent immigrants. They suggest that the term \"African-American\" should refer strictly to the descendants of African slaves and free people of color who survived the slavery era in the United States. They argue that grouping together all ethnic Africans regardless of their unique ancestral circumstances would deny the lingering effects of slavery within the American slave descendant community. They say recent ethnic African immigrants need to recognize their own unique ancestral backgrounds.", "targets": "Who argue for a term other than African American to describe recent immigrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-688bcdab1a6f445abc848f7db2f8ca68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arctic tern holds the long-distance migration record for birds, travelling between Arctic breeding grounds and the Antarctic each year. Some species of tubenoses (Procellariiformes) such as albatrosses circle the earth, flying over the southern oceans, while others such as Manx shearwaters migrate 14,000 km (8,700 mi) between their northern breeding grounds and the southern ocean. Shorter migrations are common, including altitudinal migrations on mountains such as the Andes and Himalayas.", "targets": "Which birds migrate the furthest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-688bcdab1a6f445abc848f7db2f8ca68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arctic tern holds the long-distance migration record for birds, travelling between Arctic breeding grounds and the Antarctic each year. Some species of tubenoses (Procellariiformes) such as albatrosses circle the earth, flying over the southern oceans, while others such as Manx shearwaters migrate 14,000 km (8,700 mi) between their northern breeding grounds and the southern ocean. Shorter migrations are common, including altitudinal migrations on mountains such as the Andes and Himalayas.", "targets": "Where does the Arctic tern migrate each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-688bcdab1a6f445abc848f7db2f8ca68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arctic tern holds the long-distance migration record for birds, travelling between Arctic breeding grounds and the Antarctic each year. Some species of tubenoses (Procellariiformes) such as albatrosses circle the earth, flying over the southern oceans, while others such as Manx shearwaters migrate 14,000 km (8,700 mi) between their northern breeding grounds and the southern ocean. Shorter migrations are common, including altitudinal migrations on mountains such as the Andes and Himalayas.", "targets": "Where do Manx shearwaters migrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-688bcdab1a6f445abc848f7db2f8ca68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arctic tern holds the long-distance migration record for birds, travelling between Arctic breeding grounds and the Antarctic each year. Some species of tubenoses (Procellariiformes) such as albatrosses circle the earth, flying over the southern oceans, while others such as Manx shearwaters migrate 14,000 km (8,700 mi) between their northern breeding grounds and the southern ocean. Shorter migrations are common, including altitudinal migrations on mountains such as the Andes and Himalayas.", "targets": "which bird migrates by circling the earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-688bcdab1a6f445abc848f7db2f8ca68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arctic tern holds the long-distance migration record for birds, travelling between Arctic breeding grounds and the Antarctic each year. Some species of tubenoses (Procellariiformes) such as albatrosses circle the earth, flying over the southern oceans, while others such as Manx shearwaters migrate 14,000 km (8,700 mi) between their northern breeding grounds and the southern ocean. Shorter migrations are common, including altitudinal migrations on mountains such as the Andes and Himalayas.", "targets": "What is an example of a shorter migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3304f300cb8345e8ae10b8f23db9d240", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religion was thus practical and contractual, based on the principle of do ut des, \"I give that you might give.\" Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.", "targets": "What characteristics were not inherent in Roman religious practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3304f300cb8345e8ae10b8f23db9d240", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religion was thus practical and contractual, based on the principle of do ut des, \"I give that you might give.\" Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.", "targets": "What was brought forth by religion in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3304f300cb8345e8ae10b8f23db9d240", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religion was thus practical and contractual, based on the principle of do ut des, \"I give that you might give.\" Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.", "targets": "What religious feature did each Roman home have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3304f300cb8345e8ae10b8f23db9d240", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religion was thus practical and contractual, based on the principle of do ut des, \"I give that you might give.\" Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.", "targets": "What type of celebrations made up the Roman calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3304f300cb8345e8ae10b8f23db9d240", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman religion was thus practical and contractual, based on the principle of do ut des, \"I give that you might give.\" Religion depended on knowledge and the correct practice of prayer, ritual, and sacrifice, not on faith or dogma, although Latin literature preserves learned speculation on the nature of the divine and its relation to human affairs. Even the most skeptical among Rome's intellectual elite such as Cicero, who was an augur, saw religion as a source of social order. For ordinary Romans, religion was a part of daily life. Each home had a household shrine at which prayers and libations to the family's domestic deities were offered. Neighborhood shrines and sacred places such as springs and groves dotted the city. The Roman calendar was structured around religious observances. Women, slaves, and children all participated in a range of religious activities. Some public rituals could be conducted only by women, and women formed what is perhaps Rome's most famous priesthood, the state-supported Vestals, who tended Rome's sacred hearth for centuries, until disbanded under Christian domination.", "targets": "What religious group was in charge of Rome's sacred flame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff66e777938a4c95acc97dbe381fb653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to having evolved, for the most part, separately from one another and with distinct individual histories, the Latin-based regional Romance languages of Italy are also better classified as separate languages rather than true \"dialects\" due to the often high degree in which they lack mutual intelligibility. Though mostly mutually unintelligible, the exact degree to which the regional Italian languages are mutual unintelligible varies, often correlating with geographical distance or geographical barriers between the languages, with some regional Italian languages that are closer in geographical proximity to each other or closer to each other on the dialect continuum being more or less mutually intelligible. For instance, a speaker of purely Eastern Lombard, a language in Northern Italy's Lombardy region that includes the Bergamasque dialect, would have severely limited mutual intelligibility with a purely standard Italian speaker and would be nearly completely unintelligible to a speaker of a pure Sicilian language variant. Due to Eastern Lombard's status as a Gallo-Italic language, an Eastern Lombard speaker may, in fact, have more mutual intelligibility with a Occitan, Catalan, or French speaker than a standard Italian or Sicilian language speaker. Meanwhile, a Sicilian language speaker would have an greater degree of mutual intelligibility with a speaker of the more closely related Neapolitan language, but far less mutual intelligibility with a person speaking Sicilian Gallo-Italic, a language that developed in isolated Lombard emigrant communities on the same island as the Sicilian language.", "targets": "What is a major reason why the Latin-based regional Romance languages of Italy should be regarded as independent languages rather than dialects of each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff66e777938a4c95acc97dbe381fb653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to having evolved, for the most part, separately from one another and with distinct individual histories, the Latin-based regional Romance languages of Italy are also better classified as separate languages rather than true \"dialects\" due to the often high degree in which they lack mutual intelligibility. Though mostly mutually unintelligible, the exact degree to which the regional Italian languages are mutual unintelligible varies, often correlating with geographical distance or geographical barriers between the languages, with some regional Italian languages that are closer in geographical proximity to each other or closer to each other on the dialect continuum being more or less mutually intelligible. For instance, a speaker of purely Eastern Lombard, a language in Northern Italy's Lombardy region that includes the Bergamasque dialect, would have severely limited mutual intelligibility with a purely standard Italian speaker and would be nearly completely unintelligible to a speaker of a pure Sicilian language variant. Due to Eastern Lombard's status as a Gallo-Italic language, an Eastern Lombard speaker may, in fact, have more mutual intelligibility with a Occitan, Catalan, or French speaker than a standard Italian or Sicilian language speaker. Meanwhile, a Sicilian language speaker would have an greater degree of mutual intelligibility with a speaker of the more closely related Neapolitan language, but far less mutual intelligibility with a person speaking Sicilian Gallo-Italic, a language that developed in isolated Lombard emigrant communities on the same island as the Sicilian language.", "targets": "From what region of Italy does the Eastern Lombard dialect hail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff66e777938a4c95acc97dbe381fb653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to having evolved, for the most part, separately from one another and with distinct individual histories, the Latin-based regional Romance languages of Italy are also better classified as separate languages rather than true \"dialects\" due to the often high degree in which they lack mutual intelligibility. Though mostly mutually unintelligible, the exact degree to which the regional Italian languages are mutual unintelligible varies, often correlating with geographical distance or geographical barriers between the languages, with some regional Italian languages that are closer in geographical proximity to each other or closer to each other on the dialect continuum being more or less mutually intelligible. For instance, a speaker of purely Eastern Lombard, a language in Northern Italy's Lombardy region that includes the Bergamasque dialect, would have severely limited mutual intelligibility with a purely standard Italian speaker and would be nearly completely unintelligible to a speaker of a pure Sicilian language variant. Due to Eastern Lombard's status as a Gallo-Italic language, an Eastern Lombard speaker may, in fact, have more mutual intelligibility with a Occitan, Catalan, or French speaker than a standard Italian or Sicilian language speaker. Meanwhile, a Sicilian language speaker would have an greater degree of mutual intelligibility with a speaker of the more closely related Neapolitan language, but far less mutual intelligibility with a person speaking Sicilian Gallo-Italic, a language that developed in isolated Lombard emigrant communities on the same island as the Sicilian language.", "targets": "What language family does Eastern Lombard belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff66e777938a4c95acc97dbe381fb653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to having evolved, for the most part, separately from one another and with distinct individual histories, the Latin-based regional Romance languages of Italy are also better classified as separate languages rather than true \"dialects\" due to the often high degree in which they lack mutual intelligibility. Though mostly mutually unintelligible, the exact degree to which the regional Italian languages are mutual unintelligible varies, often correlating with geographical distance or geographical barriers between the languages, with some regional Italian languages that are closer in geographical proximity to each other or closer to each other on the dialect continuum being more or less mutually intelligible. For instance, a speaker of purely Eastern Lombard, a language in Northern Italy's Lombardy region that includes the Bergamasque dialect, would have severely limited mutual intelligibility with a purely standard Italian speaker and would be nearly completely unintelligible to a speaker of a pure Sicilian language variant. Due to Eastern Lombard's status as a Gallo-Italic language, an Eastern Lombard speaker may, in fact, have more mutual intelligibility with a Occitan, Catalan, or French speaker than a standard Italian or Sicilian language speaker. Meanwhile, a Sicilian language speaker would have an greater degree of mutual intelligibility with a speaker of the more closely related Neapolitan language, but far less mutual intelligibility with a person speaking Sicilian Gallo-Italic, a language that developed in isolated Lombard emigrant communities on the same island as the Sicilian language.", "targets": "What type of language is Sicilian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff66e777938a4c95acc97dbe381fb653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to having evolved, for the most part, separately from one another and with distinct individual histories, the Latin-based regional Romance languages of Italy are also better classified as separate languages rather than true \"dialects\" due to the often high degree in which they lack mutual intelligibility. Though mostly mutually unintelligible, the exact degree to which the regional Italian languages are mutual unintelligible varies, often correlating with geographical distance or geographical barriers between the languages, with some regional Italian languages that are closer in geographical proximity to each other or closer to each other on the dialect continuum being more or less mutually intelligible. For instance, a speaker of purely Eastern Lombard, a language in Northern Italy's Lombardy region that includes the Bergamasque dialect, would have severely limited mutual intelligibility with a purely standard Italian speaker and would be nearly completely unintelligible to a speaker of a pure Sicilian language variant. Due to Eastern Lombard's status as a Gallo-Italic language, an Eastern Lombard speaker may, in fact, have more mutual intelligibility with a Occitan, Catalan, or French speaker than a standard Italian or Sicilian language speaker. Meanwhile, a Sicilian language speaker would have an greater degree of mutual intelligibility with a speaker of the more closely related Neapolitan language, but far less mutual intelligibility with a person speaking Sicilian Gallo-Italic, a language that developed in isolated Lombard emigrant communities on the same island as the Sicilian language.", "targets": "What language was spoken by Lombard immigrants to Sicily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcdb02f75543433793c736dd28dc2599", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devise Minority Party Strategies. The minority leader, in consultation with other party colleagues, has a range of strategic options that he or she can employ to advance minority party objectives. The options selected depend on a wide range of circumstances, such as the visibility or significance of the issue and the degree of cohesion within the majority party. For instance, a majority party riven by internal dissension, as occurred during the early 1900s when Progressive and \"regular\" Republicans were at loggerheads, may provide the minority leader with greater opportunities to achieve his or her priorities than if the majority party exhibited high degrees of party cohesion. Among the variable strategies available to the minority party, which can vary from bill to bill and be used in combination or at different stages of the lawmaking process, are the following:", "targets": "Does minority leader act solely to advance party objectives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcdb02f75543433793c736dd28dc2599", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devise Minority Party Strategies. The minority leader, in consultation with other party colleagues, has a range of strategic options that he or she can employ to advance minority party objectives. The options selected depend on a wide range of circumstances, such as the visibility or significance of the issue and the degree of cohesion within the majority party. For instance, a majority party riven by internal dissension, as occurred during the early 1900s when Progressive and \"regular\" Republicans were at loggerheads, may provide the minority leader with greater opportunities to achieve his or her priorities than if the majority party exhibited high degrees of party cohesion. Among the variable strategies available to the minority party, which can vary from bill to bill and be used in combination or at different stages of the lawmaking process, are the following:", "targets": "Does minority leader always employ same strategy for party objectives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcdb02f75543433793c736dd28dc2599", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devise Minority Party Strategies. The minority leader, in consultation with other party colleagues, has a range of strategic options that he or she can employ to advance minority party objectives. The options selected depend on a wide range of circumstances, such as the visibility or significance of the issue and the degree of cohesion within the majority party. For instance, a majority party riven by internal dissension, as occurred during the early 1900s when Progressive and \"regular\" Republicans were at loggerheads, may provide the minority leader with greater opportunities to achieve his or her priorities than if the majority party exhibited high degrees of party cohesion. Among the variable strategies available to the minority party, which can vary from bill to bill and be used in combination or at different stages of the lawmaking process, are the following:", "targets": "Does dissension and cohesion of majority party factor into minority strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa044046b3a7497d984b0abcefc76b2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analog tape recorders with bandwidth capable of recording analog HD signals, such as W-VHS recorders, are no longer produced for the consumer market and are both expensive and scarce in the secondary market.", "targets": "W-VHS recorders are capable of recording what kinds of signals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa044046b3a7497d984b0abcefc76b2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analog tape recorders with bandwidth capable of recording analog HD signals, such as W-VHS recorders, are no longer produced for the consumer market and are both expensive and scarce in the secondary market.", "targets": "What kind of recorder is no longer produced for the consumer market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa044046b3a7497d984b0abcefc76b2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analog tape recorders with bandwidth capable of recording analog HD signals, such as W-VHS recorders, are no longer produced for the consumer market and are both expensive and scarce in the secondary market.", "targets": "In the secondary market, analog tape recorders are considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e1e17b0e8584e6493c56e548644d7fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vedas, the principal texts of Hinduism, the core themes of the Sanskrit epics Ramayana and Mahabharata are said to have their ultimate origins during this period. The Mahabharata remains, today, the longest single poem in the world. Historians formerly postulated an \"epic age\" as the milieu of these two epic poems, but now recognize that the texts (which are both familiar with each other) went through multiple stages of development over centuries. For instance, the Mahabharata may have been based on a small-scale conflict (possibly about 1000 BCE) which was eventually \"transformed into a gigantic epic war by bards and poets\". There is no conclusive proof from archaeology as to whether the specific events of the Mahabharat have any historical basis. The existing texts of these epics are believed to belong to the post-Vedic age, between c. 400 BCE and 400 CE. Some even attempted to date the events using methods of archaeoastronomy which have produced, depending on which passages are chosen and how they are interpreted, estimated dates ranging up to mid 2nd millennium BCE.", "targets": "What were the principle texts of Hinduism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e1e17b0e8584e6493c56e548644d7fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vedas, the principal texts of Hinduism, the core themes of the Sanskrit epics Ramayana and Mahabharata are said to have their ultimate origins during this period. The Mahabharata remains, today, the longest single poem in the world. Historians formerly postulated an \"epic age\" as the milieu of these two epic poems, but now recognize that the texts (which are both familiar with each other) went through multiple stages of development over centuries. For instance, the Mahabharata may have been based on a small-scale conflict (possibly about 1000 BCE) which was eventually \"transformed into a gigantic epic war by bards and poets\". There is no conclusive proof from archaeology as to whether the specific events of the Mahabharat have any historical basis. The existing texts of these epics are believed to belong to the post-Vedic age, between c. 400 BCE and 400 CE. Some even attempted to date the events using methods of archaeoastronomy which have produced, depending on which passages are chosen and how they are interpreted, estimated dates ranging up to mid 2nd millennium BCE.", "targets": "In what language were the Vedas ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e1e17b0e8584e6493c56e548644d7fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vedas, the principal texts of Hinduism, the core themes of the Sanskrit epics Ramayana and Mahabharata are said to have their ultimate origins during this period. The Mahabharata remains, today, the longest single poem in the world. Historians formerly postulated an \"epic age\" as the milieu of these two epic poems, but now recognize that the texts (which are both familiar with each other) went through multiple stages of development over centuries. For instance, the Mahabharata may have been based on a small-scale conflict (possibly about 1000 BCE) which was eventually \"transformed into a gigantic epic war by bards and poets\". There is no conclusive proof from archaeology as to whether the specific events of the Mahabharat have any historical basis. The existing texts of these epics are believed to belong to the post-Vedic age, between c. 400 BCE and 400 CE. Some even attempted to date the events using methods of archaeoastronomy which have produced, depending on which passages are chosen and how they are interpreted, estimated dates ranging up to mid 2nd millennium BCE.", "targets": "What were the core epics of the Vedas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e1e17b0e8584e6493c56e548644d7fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vedas, the principal texts of Hinduism, the core themes of the Sanskrit epics Ramayana and Mahabharata are said to have their ultimate origins during this period. The Mahabharata remains, today, the longest single poem in the world. Historians formerly postulated an \"epic age\" as the milieu of these two epic poems, but now recognize that the texts (which are both familiar with each other) went through multiple stages of development over centuries. For instance, the Mahabharata may have been based on a small-scale conflict (possibly about 1000 BCE) which was eventually \"transformed into a gigantic epic war by bards and poets\". There is no conclusive proof from archaeology as to whether the specific events of the Mahabharat have any historical basis. The existing texts of these epics are believed to belong to the post-Vedic age, between c. 400 BCE and 400 CE. Some even attempted to date the events using methods of archaeoastronomy which have produced, depending on which passages are chosen and how they are interpreted, estimated dates ranging up to mid 2nd millennium BCE.", "targets": "Which Vedic text is the longest single poem on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e1e17b0e8584e6493c56e548644d7fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vedas, the principal texts of Hinduism, the core themes of the Sanskrit epics Ramayana and Mahabharata are said to have their ultimate origins during this period. The Mahabharata remains, today, the longest single poem in the world. Historians formerly postulated an \"epic age\" as the milieu of these two epic poems, but now recognize that the texts (which are both familiar with each other) went through multiple stages of development over centuries. For instance, the Mahabharata may have been based on a small-scale conflict (possibly about 1000 BCE) which was eventually \"transformed into a gigantic epic war by bards and poets\". There is no conclusive proof from archaeology as to whether the specific events of the Mahabharat have any historical basis. The existing texts of these epics are believed to belong to the post-Vedic age, between c. 400 BCE and 400 CE. Some even attempted to date the events using methods of archaeoastronomy which have produced, depending on which passages are chosen and how they are interpreted, estimated dates ranging up to mid 2nd millennium BCE.", "targets": "On what type of clash is the Mahabharata thought to have been based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95232af1a50f4ecc92534c2bf6c0f847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the downfall of the prior Gupta Empire in the middle of the 6th century, North India reverted to small republics and small monarchical states ruled by Gupta rulers. Harsha was a convert to Buddhism. He united the small republics from Punjab to central India, and their representatives crowned Harsha king at an assembly in April 606 giving him the title of Maharaja when he was merely 16 years old. Harsha belonged to Kanojia. He brought all of northern India under his control. The peace and prosperity that prevailed made his court a center of cosmopolitanism, attracting scholars, artists and religious visitors from far and wide. The Chinese traveler Xuan Zang visited the court of Harsha and wrote a very favorable account of him, praising his justice and generosity.", "targets": "In which century did the Gupta Empire fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95232af1a50f4ecc92534c2bf6c0f847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the downfall of the prior Gupta Empire in the middle of the 6th century, North India reverted to small republics and small monarchical states ruled by Gupta rulers. Harsha was a convert to Buddhism. He united the small republics from Punjab to central India, and their representatives crowned Harsha king at an assembly in April 606 giving him the title of Maharaja when he was merely 16 years old. Harsha belonged to Kanojia. He brought all of northern India under his control. The peace and prosperity that prevailed made his court a center of cosmopolitanism, attracting scholars, artists and religious visitors from far and wide. The Chinese traveler Xuan Zang visited the court of Harsha and wrote a very favorable account of him, praising his justice and generosity.", "targets": "To what type of states did the former Gupta Empire revert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95232af1a50f4ecc92534c2bf6c0f847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the downfall of the prior Gupta Empire in the middle of the 6th century, North India reverted to small republics and small monarchical states ruled by Gupta rulers. Harsha was a convert to Buddhism. He united the small republics from Punjab to central India, and their representatives crowned Harsha king at an assembly in April 606 giving him the title of Maharaja when he was merely 16 years old. Harsha belonged to Kanojia. He brought all of northern India under his control. The peace and prosperity that prevailed made his court a center of cosmopolitanism, attracting scholars, artists and religious visitors from far and wide. The Chinese traveler Xuan Zang visited the court of Harsha and wrote a very favorable account of him, praising his justice and generosity.", "targets": "After uniting the area, what title was Harsha given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95232af1a50f4ecc92534c2bf6c0f847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the downfall of the prior Gupta Empire in the middle of the 6th century, North India reverted to small republics and small monarchical states ruled by Gupta rulers. Harsha was a convert to Buddhism. He united the small republics from Punjab to central India, and their representatives crowned Harsha king at an assembly in April 606 giving him the title of Maharaja when he was merely 16 years old. Harsha belonged to Kanojia. He brought all of northern India under his control. The peace and prosperity that prevailed made his court a center of cosmopolitanism, attracting scholars, artists and religious visitors from far and wide. The Chinese traveler Xuan Zang visited the court of Harsha and wrote a very favorable account of him, praising his justice and generosity.", "targets": "When was Harsha crowned by the states he united?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95232af1a50f4ecc92534c2bf6c0f847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the downfall of the prior Gupta Empire in the middle of the 6th century, North India reverted to small republics and small monarchical states ruled by Gupta rulers. Harsha was a convert to Buddhism. He united the small republics from Punjab to central India, and their representatives crowned Harsha king at an assembly in April 606 giving him the title of Maharaja when he was merely 16 years old. Harsha belonged to Kanojia. He brought all of northern India under his control. The peace and prosperity that prevailed made his court a center of cosmopolitanism, attracting scholars, artists and religious visitors from far and wide. The Chinese traveler Xuan Zang visited the court of Harsha and wrote a very favorable account of him, praising his justice and generosity.", "targets": "To what religion had Harsha been converted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cec46cc7944988936cc8135f3c121f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montevideo is the heartland of retailing in Uruguay. The city has become the principal centre of business and real estate, including many expensive buildings and modern towers for residences and offices, surrounded by extensive green spaces. In 1985, the first shopping centre in Rio de la Plata, Montevideo Shopping was built. In 1994, with building of three more shopping complexes such as the Shopping Tres Cruces, Portones Shopping, and Punta Carretas Shopping, the business map of the city changed dramatically. The creation of shopping complexes brought a major change in the habits of the people of Montevideo. Global firms such as McDonald's and Burger King etc. are firmly established in Montevideo.", "targets": "What is the heartland of retailing in Uruguay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cec46cc7944988936cc8135f3c121f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montevideo is the heartland of retailing in Uruguay. The city has become the principal centre of business and real estate, including many expensive buildings and modern towers for residences and offices, surrounded by extensive green spaces. In 1985, the first shopping centre in Rio de la Plata, Montevideo Shopping was built. In 1994, with building of three more shopping complexes such as the Shopping Tres Cruces, Portones Shopping, and Punta Carretas Shopping, the business map of the city changed dramatically. The creation of shopping complexes brought a major change in the habits of the people of Montevideo. Global firms such as McDonald's and Burger King etc. are firmly established in Montevideo.", "targets": "What city has become the centre of business and real estate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7cec46cc7944988936cc8135f3c121f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montevideo is the heartland of retailing in Uruguay. The city has become the principal centre of business and real estate, including many expensive buildings and modern towers for residences and offices, surrounded by extensive green spaces. In 1985, the first shopping centre in Rio de la Plata, Montevideo Shopping was built. In 1994, with building of three more shopping complexes such as the Shopping Tres Cruces, Portones Shopping, and Punta Carretas Shopping, the business map of the city changed dramatically. The creation of shopping complexes brought a major change in the habits of the people of Montevideo. Global firms such as McDonald's and Burger King etc. are firmly established in Montevideo.", "targets": "What year was Montevideo Shopping  built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de2deaa4fd5a407f9fdffe09c4fcaa9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tanana Valley is another notable agricultural locus, especially the Delta Junction area, about 100 miles (160 km) southeast of Fairbanks, with a sizable concentration of farms growing agronomic crops; these farms mostly lie north and east of Fort Greely. This area was largely set aside and developed under a state program spearheaded by Hammond during his second term as governor. Delta-area crops consist predominately of barley and hay. West of Fairbanks lies another concentration of small farms catering to restaurants, the hotel and tourist industry, and community-supported agriculture.", "targets": "Which crops are produced in the Delta-area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de2deaa4fd5a407f9fdffe09c4fcaa9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tanana Valley is another notable agricultural locus, especially the Delta Junction area, about 100 miles (160 km) southeast of Fairbanks, with a sizable concentration of farms growing agronomic crops; these farms mostly lie north and east of Fort Greely. This area was largely set aside and developed under a state program spearheaded by Hammond during his second term as governor. Delta-area crops consist predominately of barley and hay. West of Fairbanks lies another concentration of small farms catering to restaurants, the hotel and tourist industry, and community-supported agriculture.", "targets": "Small farms west of Fairbanks cater to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de2deaa4fd5a407f9fdffe09c4fcaa9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tanana Valley is another notable agricultural locus, especially the Delta Junction area, about 100 miles (160 km) southeast of Fairbanks, with a sizable concentration of farms growing agronomic crops; these farms mostly lie north and east of Fort Greely. This area was largely set aside and developed under a state program spearheaded by Hammond during his second term as governor. Delta-area crops consist predominately of barley and hay. West of Fairbanks lies another concentration of small farms catering to restaurants, the hotel and tourist industry, and community-supported agriculture.", "targets": "Which area did Hammond develeop during his second term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53d7ca7307c34ce2baf6ce0dc5441fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history\u2014Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche\u2014have become as canonical as any writers. Some recent philosophy works are argued to merit the title \"literature\", but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.", "targets": "What classic area of study is now mostly reserved for academic consideration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53d7ca7307c34ce2baf6ce0dc5441fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history\u2014Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche\u2014have become as canonical as any writers. Some recent philosophy works are argued to merit the title \"literature\", but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.", "targets": "Most serious studies in philosophy are segregated to what publications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53d7ca7307c34ce2baf6ce0dc5441fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history\u2014Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche\u2014have become as canonical as any writers. Some recent philosophy works are argued to merit the title \"literature\", but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.", "targets": "Who are some of the most important philosophers in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53d7ca7307c34ce2baf6ce0dc5441fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history\u2014Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche\u2014have become as canonical as any writers. Some recent philosophy works are argued to merit the title \"literature\", but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.", "targets": "What aspect of modern academic philosophy is less literary than technical in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53d7ca7307c34ce2baf6ce0dc5441fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history\u2014Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche\u2014have become as canonical as any writers. Some recent philosophy works are argued to merit the title \"literature\", but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.", "targets": "Serious studies in logic tend to resemble what discipline, moreso than literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff39c69268734dccaffd61e04cd9d2fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla never married; he said his chastity was very helpful to his scientific abilities.:33 However, toward the end of his life, he told a reporter, \"Sometimes I feel that by not marrying, I made too great a sacrifice to my work ...\" There have been numerous accounts of women vying for Tesla's affection, even some madly in love with him.[citation needed] Tesla, though polite and soft-spoken, did not have any known relationships.", "targets": "What characteristic did Tesla say helped his scientific abilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff39c69268734dccaffd61e04cd9d2fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla never married; he said his chastity was very helpful to his scientific abilities.:33 However, toward the end of his life, he told a reporter, \"Sometimes I feel that by not marrying, I made too great a sacrifice to my work ...\" There have been numerous accounts of women vying for Tesla's affection, even some madly in love with him.[citation needed] Tesla, though polite and soft-spoken, did not have any known relationships.", "targets": "Who reportedly wanted Tesla's company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff39c69268734dccaffd61e04cd9d2fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla never married; he said his chastity was very helpful to his scientific abilities.:33 However, toward the end of his life, he told a reporter, \"Sometimes I feel that by not marrying, I made too great a sacrifice to my work ...\" There have been numerous accounts of women vying for Tesla's affection, even some madly in love with him.[citation needed] Tesla, though polite and soft-spoken, did not have any known relationships.", "targets": "When did Tesla admit to a reporter that maybe he'd sacrificed too much by not having a relationship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c423a4ad41642c1a1c19510e5a1dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While successful predation results in a gain of energy, hunting invariably involves energetic costs as well. When hunger is not an issue, in general most predators will not seek to attack prey since the costs outweigh the benefits. For instance, a large predatory fish like a shark that is well fed in an aquarium will typically ignore the smaller fish swimming around it (while the prey fish take advantage of the fact that the apex predator is apparently uninterested). Surplus killing represents a deviation from this type of behaviour. The treatment of consumption in terms of cost-benefit analysis is known as optimal foraging theory, and has been quite successful in the study of animal behavior. In general, costs and benefits are considered in energy gain per unit time, though other factors are also important, such as essential nutrients that have no caloric value but are necessary for survival and health.", "targets": "What makes predation successful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c423a4ad41642c1a1c19510e5a1dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While successful predation results in a gain of energy, hunting invariably involves energetic costs as well. When hunger is not an issue, in general most predators will not seek to attack prey since the costs outweigh the benefits. For instance, a large predatory fish like a shark that is well fed in an aquarium will typically ignore the smaller fish swimming around it (while the prey fish take advantage of the fact that the apex predator is apparently uninterested). Surplus killing represents a deviation from this type of behaviour. The treatment of consumption in terms of cost-benefit analysis is known as optimal foraging theory, and has been quite successful in the study of animal behavior. In general, costs and benefits are considered in energy gain per unit time, though other factors are also important, such as essential nutrients that have no caloric value but are necessary for survival and health.", "targets": "Treating the hunt as a cost-benefit scenario is referred to a what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c423a4ad41642c1a1c19510e5a1dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While successful predation results in a gain of energy, hunting invariably involves energetic costs as well. When hunger is not an issue, in general most predators will not seek to attack prey since the costs outweigh the benefits. For instance, a large predatory fish like a shark that is well fed in an aquarium will typically ignore the smaller fish swimming around it (while the prey fish take advantage of the fact that the apex predator is apparently uninterested). Surplus killing represents a deviation from this type of behaviour. The treatment of consumption in terms of cost-benefit analysis is known as optimal foraging theory, and has been quite successful in the study of animal behavior. In general, costs and benefits are considered in energy gain per unit time, though other factors are also important, such as essential nutrients that have no caloric value but are necessary for survival and health.", "targets": "In optimal foraging theory, how are costs and benefits measured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4a467a501e8400da1fd82226f5d7ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With successive Persian rule, the region, divided between Syria-Coele province and later the autonomous Yehud Medinata, was gradually developing back into urban society, largely dominated by Judeans. The Greek conquests largely skipped the region without any resistance or interest. Incorporated into Ptolemaic and finally Seleucid Empires, the southern Levant was heavily hellenized, building the tensions between Judeans and Greeks. The conflict erupted in 167 BCE with the Maccabean Revolt, which succeeded in establishing an independent Hasmonean Kingdom in Judah, which later expanded over much of modern Israel, as the Seleucids gradually lost control in the region.", "targets": "When did the conflict between Judeans and Greeks erupt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4a467a501e8400da1fd82226f5d7ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With successive Persian rule, the region, divided between Syria-Coele province and later the autonomous Yehud Medinata, was gradually developing back into urban society, largely dominated by Judeans. The Greek conquests largely skipped the region without any resistance or interest. Incorporated into Ptolemaic and finally Seleucid Empires, the southern Levant was heavily hellenized, building the tensions between Judeans and Greeks. The conflict erupted in 167 BCE with the Maccabean Revolt, which succeeded in establishing an independent Hasmonean Kingdom in Judah, which later expanded over much of modern Israel, as the Seleucids gradually lost control in the region.", "targets": "What was established in the Maccabean Revolt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4a467a501e8400da1fd82226f5d7ec8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With successive Persian rule, the region, divided between Syria-Coele province and later the autonomous Yehud Medinata, was gradually developing back into urban society, largely dominated by Judeans. The Greek conquests largely skipped the region without any resistance or interest. Incorporated into Ptolemaic and finally Seleucid Empires, the southern Levant was heavily hellenized, building the tensions between Judeans and Greeks. The conflict erupted in 167 BCE with the Maccabean Revolt, which succeeded in establishing an independent Hasmonean Kingdom in Judah, which later expanded over much of modern Israel, as the Seleucids gradually lost control in the region.", "targets": "Who dominated the society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "What share of the US digital music player market does iPod hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "When did iPod become the leader in digital music device sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "How much of the market did iPod claim as of January 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "Who reported Apple's market share in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "Approximately what percentage of the hard drive-based music player sales does iPod have since 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "Approximately what percentage of the overall music player market does the iPod line have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab0d8127b5cd4d28ad3d1baa4f8778a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players. During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.", "targets": "What did the iPod's US market share peak at in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3d053f3ec6e4b94bde4ed92097b1549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the 1969 coup, representatives of the Four Powers \u2013 France, the United Kingdom, the United States and the Soviet Union \u2013 were called to meet RCC representatives. The U.K. and U.S. quickly extended diplomatic recognition, hoping to secure the position of their military bases in Libya and fearing further instability. Hoping to ingratiate themselves with Gaddafi, in 1970 the U.S. informed him of at least one planned counter-coup. Such attempts to form a working relationship with the RCC failed; Gaddafi was determined to reassert national sovereignty and expunge what he described as foreign colonial and imperialist influences. His administration insisted that the U.S. and U.K. remove their military bases from Libya, with Gaddafi proclaiming that \"the armed forces which rose to express the people's revolution [will not] tolerate living in their shacks while the bases of imperialism exist in Libyan territory.\" The British left in March and the Americans in June 1970.", "targets": "What nations comprised the Four Powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3d053f3ec6e4b94bde4ed92097b1549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the 1969 coup, representatives of the Four Powers \u2013 France, the United Kingdom, the United States and the Soviet Union \u2013 were called to meet RCC representatives. The U.K. and U.S. quickly extended diplomatic recognition, hoping to secure the position of their military bases in Libya and fearing further instability. Hoping to ingratiate themselves with Gaddafi, in 1970 the U.S. informed him of at least one planned counter-coup. Such attempts to form a working relationship with the RCC failed; Gaddafi was determined to reassert national sovereignty and expunge what he described as foreign colonial and imperialist influences. His administration insisted that the U.S. and U.K. remove their military bases from Libya, with Gaddafi proclaiming that \"the armed forces which rose to express the people's revolution [will not] tolerate living in their shacks while the bases of imperialism exist in Libyan territory.\" The British left in March and the Americans in June 1970.", "targets": "Who told Gaddafi about a possible counter-coup in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3d053f3ec6e4b94bde4ed92097b1549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the 1969 coup, representatives of the Four Powers \u2013 France, the United Kingdom, the United States and the Soviet Union \u2013 were called to meet RCC representatives. The U.K. and U.S. quickly extended diplomatic recognition, hoping to secure the position of their military bases in Libya and fearing further instability. Hoping to ingratiate themselves with Gaddafi, in 1970 the U.S. informed him of at least one planned counter-coup. Such attempts to form a working relationship with the RCC failed; Gaddafi was determined to reassert national sovereignty and expunge what he described as foreign colonial and imperialist influences. His administration insisted that the U.S. and U.K. remove their military bases from Libya, with Gaddafi proclaiming that \"the armed forces which rose to express the people's revolution [will not] tolerate living in their shacks while the bases of imperialism exist in Libyan territory.\" The British left in March and the Americans in June 1970.", "targets": "Along with the U.S., what major power recognized Gaddafi's government at an early date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3d053f3ec6e4b94bde4ed92097b1549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the 1969 coup, representatives of the Four Powers \u2013 France, the United Kingdom, the United States and the Soviet Union \u2013 were called to meet RCC representatives. The U.K. and U.S. quickly extended diplomatic recognition, hoping to secure the position of their military bases in Libya and fearing further instability. Hoping to ingratiate themselves with Gaddafi, in 1970 the U.S. informed him of at least one planned counter-coup. Such attempts to form a working relationship with the RCC failed; Gaddafi was determined to reassert national sovereignty and expunge what he described as foreign colonial and imperialist influences. His administration insisted that the U.S. and U.K. remove their military bases from Libya, with Gaddafi proclaiming that \"the armed forces which rose to express the people's revolution [will not] tolerate living in their shacks while the bases of imperialism exist in Libyan territory.\" The British left in March and the Americans in June 1970.", "targets": "In what month and year did the United States remove its military bases from Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3d053f3ec6e4b94bde4ed92097b1549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the 1969 coup, representatives of the Four Powers \u2013 France, the United Kingdom, the United States and the Soviet Union \u2013 were called to meet RCC representatives. The U.K. and U.S. quickly extended diplomatic recognition, hoping to secure the position of their military bases in Libya and fearing further instability. Hoping to ingratiate themselves with Gaddafi, in 1970 the U.S. informed him of at least one planned counter-coup. Such attempts to form a working relationship with the RCC failed; Gaddafi was determined to reassert national sovereignty and expunge what he described as foreign colonial and imperialist influences. His administration insisted that the U.S. and U.K. remove their military bases from Libya, with Gaddafi proclaiming that \"the armed forces which rose to express the people's revolution [will not] tolerate living in their shacks while the bases of imperialism exist in Libyan territory.\" The British left in March and the Americans in June 1970.", "targets": "Who removed their Libyan military bases in March of 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "What is the common name of the species that causes Toxocariasis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "How are Toxicara canis infections spread?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "About how many people get a Toxocara infection each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "Toxocariasis can lead to what in humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "Toxocariasis is caused by what kind of eggs in dog feces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "What percentage of people in America are infected with the Toxocara infection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "How many Toxocara infection cases are reported annually in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "What percentage of soil contained T. canis eggs in Great Britain public parks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf8ce8e38e214e278dd7d64574e13d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Toxocara canis (dog roundworm) eggs in dog feces can cause toxocariasis. In the United States, about 10,000 cases of Toxocara infection are reported in humans each year, and almost 14% of the U.S. population is infected. In Great Britain, 24% of soil samples taken from public parks contained T. canis eggs. Untreated toxocariasis can cause retinal damage and decreased vision. Dog feces can also contain hookworms that cause cutaneous larva migrans in humans.", "targets": "If toxocariasis is left untreated, what can happen to a person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b39437ba344ebf90166d46115d938b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful shows on U.S. television history, American Idol has a strong impact not just on television, but also in the wider world of entertainment. It helped create a number of highly successful recording artists, such as Kelly Clarkson, Daughtry and Carrie Underwood, as well as others of varying notability.", "targets": "What show helped launched the career of Kelly Clarkson? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b39437ba344ebf90166d46115d938b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful shows on U.S. television history, American Idol has a strong impact not just on television, but also in the wider world of entertainment. It helped create a number of highly successful recording artists, such as Kelly Clarkson, Daughtry and Carrie Underwood, as well as others of varying notability.", "targets": "What show helped launched the career of Carrie Underwood? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b39437ba344ebf90166d46115d938b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As one of the most successful shows on U.S. television history, American Idol has a strong impact not just on television, but also in the wider world of entertainment. It helped create a number of highly successful recording artists, such as Kelly Clarkson, Daughtry and Carrie Underwood, as well as others of varying notability.", "targets": "What show helped launched the career of Daughtry? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4c88726c5d42dcb7d59865b4f524e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total adult literacy rate is 99 percent. Portuguese primary school enrollments are close to 100 percent. According to the OECD's Programme for International Student Assessment (PISA) 2009, the average Portuguese 15-year-old student, when rated in terms of reading literacy, mathematics and science knowledge, is placed at the same level as those students from the United States, Sweden, Germany, Ireland, France, Denmark, United Kingdom, Hungary and Taipei, with 489 points (493 is the average). Over 35% of college-age citizens (20 years old) attend one of the country's higher education institutions (compared with 50% in the United States and 35% in the OECD countries). In addition to being a destination for international students, Portugal is also among the top places of origin for international students. All higher education students, both domestic and international, totaled 380,937 in 2005.", "targets": "What is the adult literacy rate in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4c88726c5d42dcb7d59865b4f524e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total adult literacy rate is 99 percent. Portuguese primary school enrollments are close to 100 percent. According to the OECD's Programme for International Student Assessment (PISA) 2009, the average Portuguese 15-year-old student, when rated in terms of reading literacy, mathematics and science knowledge, is placed at the same level as those students from the United States, Sweden, Germany, Ireland, France, Denmark, United Kingdom, Hungary and Taipei, with 489 points (493 is the average). Over 35% of college-age citizens (20 years old) attend one of the country's higher education institutions (compared with 50% in the United States and 35% in the OECD countries). In addition to being a destination for international students, Portugal is also among the top places of origin for international students. All higher education students, both domestic and international, totaled 380,937 in 2005.", "targets": "Portuguese primary school enrollment is close to what percent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4c88726c5d42dcb7d59865b4f524e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total adult literacy rate is 99 percent. Portuguese primary school enrollments are close to 100 percent. According to the OECD's Programme for International Student Assessment (PISA) 2009, the average Portuguese 15-year-old student, when rated in terms of reading literacy, mathematics and science knowledge, is placed at the same level as those students from the United States, Sweden, Germany, Ireland, France, Denmark, United Kingdom, Hungary and Taipei, with 489 points (493 is the average). Over 35% of college-age citizens (20 years old) attend one of the country's higher education institutions (compared with 50% in the United States and 35% in the OECD countries). In addition to being a destination for international students, Portugal is also among the top places of origin for international students. All higher education students, both domestic and international, totaled 380,937 in 2005.", "targets": "What percentage of college-age citizens attend a higher education institution in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a4c88726c5d42dcb7d59865b4f524e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total adult literacy rate is 99 percent. Portuguese primary school enrollments are close to 100 percent. According to the OECD's Programme for International Student Assessment (PISA) 2009, the average Portuguese 15-year-old student, when rated in terms of reading literacy, mathematics and science knowledge, is placed at the same level as those students from the United States, Sweden, Germany, Ireland, France, Denmark, United Kingdom, Hungary and Taipei, with 489 points (493 is the average). Over 35% of college-age citizens (20 years old) attend one of the country's higher education institutions (compared with 50% in the United States and 35% in the OECD countries). In addition to being a destination for international students, Portugal is also among the top places of origin for international students. All higher education students, both domestic and international, totaled 380,937 in 2005.", "targets": "What percentage of college-age citizens attend a higher education institution in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d8673203be415f81a243a5d61ec529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the citizens of Boston voted to change the official name from \"the Town of Boston\" to \"the City of Boston\", and on March 4, 1822, the people of Boston accepted the charter incorporating the City. At the time Boston was chartered as a city, the population was about 46,226, while the area of the city was only 4.7 square miles (12 km2).", "targets": "What was the City of Boston's name before it was the City of Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d8673203be415f81a243a5d61ec529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the citizens of Boston voted to change the official name from \"the Town of Boston\" to \"the City of Boston\", and on March 4, 1822, the people of Boston accepted the charter incorporating the City. At the time Boston was chartered as a city, the population was about 46,226, while the area of the city was only 4.7 square miles (12 km2).", "targets": "What year was the name changes to the City of Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d8673203be415f81a243a5d61ec529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the citizens of Boston voted to change the official name from \"the Town of Boston\" to \"the City of Boston\", and on March 4, 1822, the people of Boston accepted the charter incorporating the City. At the time Boston was chartered as a city, the population was about 46,226, while the area of the city was only 4.7 square miles (12 km2).", "targets": "Boston was chartered as what in 1822?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d8673203be415f81a243a5d61ec529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the citizens of Boston voted to change the official name from \"the Town of Boston\" to \"the City of Boston\", and on March 4, 1822, the people of Boston accepted the charter incorporating the City. At the time Boston was chartered as a city, the population was about 46,226, while the area of the city was only 4.7 square miles (12 km2).", "targets": "What was the population of Boston in 1822?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d8673203be415f81a243a5d61ec529", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1822, the citizens of Boston voted to change the official name from \"the Town of Boston\" to \"the City of Boston\", and on March 4, 1822, the people of Boston accepted the charter incorporating the City. At the time Boston was chartered as a city, the population was about 46,226, while the area of the city was only 4.7 square miles (12 km2).", "targets": "How many square miles was the city in 1822?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f47f733ecf24fa3b2191af14b25aa4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, retired four-star general Wesley Clark announced his intention to run in the presidential primary election for the Democratic Party nomination. His campaign focused on themes of leadership and patriotism; early campaign ads relied heavily on biography. His late start left him with relatively few detailed policy proposals. This weakness was apparent in his first few debates, although he soon presented a range of position papers, including a major tax-relief plan. Nevertheless, the Democrats did not flock to support his campaign.", "targets": "Which Democratic nominee declared his intention to enter into the presidential race, in the fall of 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f47f733ecf24fa3b2191af14b25aa4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, retired four-star general Wesley Clark announced his intention to run in the presidential primary election for the Democratic Party nomination. His campaign focused on themes of leadership and patriotism; early campaign ads relied heavily on biography. His late start left him with relatively few detailed policy proposals. This weakness was apparent in his first few debates, although he soon presented a range of position papers, including a major tax-relief plan. Nevertheless, the Democrats did not flock to support his campaign.", "targets": "What did Wesley Clark's initial campaign ads depend upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f47f733ecf24fa3b2191af14b25aa4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, retired four-star general Wesley Clark announced his intention to run in the presidential primary election for the Democratic Party nomination. His campaign focused on themes of leadership and patriotism; early campaign ads relied heavily on biography. His late start left him with relatively few detailed policy proposals. This weakness was apparent in his first few debates, although he soon presented a range of position papers, including a major tax-relief plan. Nevertheless, the Democrats did not flock to support his campaign.", "targets": "What were Wesley Clarks's core issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f47f733ecf24fa3b2191af14b25aa4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, retired four-star general Wesley Clark announced his intention to run in the presidential primary election for the Democratic Party nomination. His campaign focused on themes of leadership and patriotism; early campaign ads relied heavily on biography. His late start left him with relatively few detailed policy proposals. This weakness was apparent in his first few debates, although he soon presented a range of position papers, including a major tax-relief plan. Nevertheless, the Democrats did not flock to support his campaign.", "targets": "What shortcoming was noticeable, from the start, for Wesley Clark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f47f733ecf24fa3b2191af14b25aa4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2003, retired four-star general Wesley Clark announced his intention to run in the presidential primary election for the Democratic Party nomination. His campaign focused on themes of leadership and patriotism; early campaign ads relied heavily on biography. His late start left him with relatively few detailed policy proposals. This weakness was apparent in his first few debates, although he soon presented a range of position papers, including a major tax-relief plan. Nevertheless, the Democrats did not flock to support his campaign.", "targets": "Was Wesley Clark influential in gathering the Democratic backing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc0ebf5db0cc40f8a7f8d8546eb4d3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower did provide France with bombers and non-combat personnel. After a few months with no success by the French, he added other aircraft to drop napalm for clearing purposes. Further requests for assistance from the French were agreed to but only on conditions Eisenhower knew were impossible to meet \u2013 allied participation and congressional approval. When the French fortress of Dien Bien Phu fell to the Vietnamese Communists in May 1954, Eisenhower refused to intervene despite urgings from the Chairman of the Joint Chiefs, the Vice President and the head of NCS.", "targets": "Aside from bombers, what aid did Eisenhower provide to the French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc0ebf5db0cc40f8a7f8d8546eb4d3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower did provide France with bombers and non-combat personnel. After a few months with no success by the French, he added other aircraft to drop napalm for clearing purposes. Further requests for assistance from the French were agreed to but only on conditions Eisenhower knew were impossible to meet \u2013 allied participation and congressional approval. When the French fortress of Dien Bien Phu fell to the Vietnamese Communists in May 1954, Eisenhower refused to intervene despite urgings from the Chairman of the Joint Chiefs, the Vice President and the head of NCS.", "targets": "What did American bombers drop on Vietnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc0ebf5db0cc40f8a7f8d8546eb4d3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower did provide France with bombers and non-combat personnel. After a few months with no success by the French, he added other aircraft to drop napalm for clearing purposes. Further requests for assistance from the French were agreed to but only on conditions Eisenhower knew were impossible to meet \u2013 allied participation and congressional approval. When the French fortress of Dien Bien Phu fell to the Vietnamese Communists in May 1954, Eisenhower refused to intervene despite urgings from the Chairman of the Joint Chiefs, the Vice President and the head of NCS.", "targets": "When did Dien Bien Phu fall to the communists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc0ebf5db0cc40f8a7f8d8546eb4d3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower did provide France with bombers and non-combat personnel. After a few months with no success by the French, he added other aircraft to drop napalm for clearing purposes. Further requests for assistance from the French were agreed to but only on conditions Eisenhower knew were impossible to meet \u2013 allied participation and congressional approval. When the French fortress of Dien Bien Phu fell to the Vietnamese Communists in May 1954, Eisenhower refused to intervene despite urgings from the Chairman of the Joint Chiefs, the Vice President and the head of NCS.", "targets": "Along with the Vice President and NCS head, who urged Eisenhower to intervene after the fall of Dien Bien Phu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc0ebf5db0cc40f8a7f8d8546eb4d3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower did provide France with bombers and non-combat personnel. After a few months with no success by the French, he added other aircraft to drop napalm for clearing purposes. Further requests for assistance from the French were agreed to but only on conditions Eisenhower knew were impossible to meet \u2013 allied participation and congressional approval. When the French fortress of Dien Bien Phu fell to the Vietnamese Communists in May 1954, Eisenhower refused to intervene despite urgings from the Chairman of the Joint Chiefs, the Vice President and the head of NCS.", "targets": "What arguably impossible conditions did Eisenhower set for further intervention on behalf of the French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a289d48349437086506ce98aedfd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of researchers (David Rodda, Jacob Vigdor, and Janna Matlack), argue that a shortage of affordable housing \u2013 at least in the US \u2013 is caused in part by income inequality. David Rodda noted that from 1984 and 1991, the number of quality rental units decreased as the demand for higher quality housing increased (Rhoda 1994:148). Through gentrification of older neighbourhoods, for example, in East New York, rental prices increased rapidly as landlords found new residents willing to pay higher market rate for housing and left lower income families without rental units. The ad valorem property tax policy combined with rising prices made it difficult or impossible for low income residents to keep pace.", "targets": "What do a number of researchers think a shortage of is caused in part by income inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a289d48349437086506ce98aedfd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of researchers (David Rodda, Jacob Vigdor, and Janna Matlack), argue that a shortage of affordable housing \u2013 at least in the US \u2013 is caused in part by income inequality. David Rodda noted that from 1984 and 1991, the number of quality rental units decreased as the demand for higher quality housing increased (Rhoda 1994:148). Through gentrification of older neighbourhoods, for example, in East New York, rental prices increased rapidly as landlords found new residents willing to pay higher market rate for housing and left lower income families without rental units. The ad valorem property tax policy combined with rising prices made it difficult or impossible for low income residents to keep pace.", "targets": "What decreased in number between 1984 and 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a289d48349437086506ce98aedfd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of researchers (David Rodda, Jacob Vigdor, and Janna Matlack), argue that a shortage of affordable housing \u2013 at least in the US \u2013 is caused in part by income inequality. David Rodda noted that from 1984 and 1991, the number of quality rental units decreased as the demand for higher quality housing increased (Rhoda 1994:148). Through gentrification of older neighbourhoods, for example, in East New York, rental prices increased rapidly as landlords found new residents willing to pay higher market rate for housing and left lower income families without rental units. The ad valorem property tax policy combined with rising prices made it difficult or impossible for low income residents to keep pace.", "targets": "Why did the demand for rentals decrease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a289d48349437086506ce98aedfd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of researchers (David Rodda, Jacob Vigdor, and Janna Matlack), argue that a shortage of affordable housing \u2013 at least in the US \u2013 is caused in part by income inequality. David Rodda noted that from 1984 and 1991, the number of quality rental units decreased as the demand for higher quality housing increased (Rhoda 1994:148). Through gentrification of older neighbourhoods, for example, in East New York, rental prices increased rapidly as landlords found new residents willing to pay higher market rate for housing and left lower income families without rental units. The ad valorem property tax policy combined with rising prices made it difficult or impossible for low income residents to keep pace.", "targets": "What drove increased rental prices in East New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a289d48349437086506ce98aedfd5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of researchers (David Rodda, Jacob Vigdor, and Janna Matlack), argue that a shortage of affordable housing \u2013 at least in the US \u2013 is caused in part by income inequality. David Rodda noted that from 1984 and 1991, the number of quality rental units decreased as the demand for higher quality housing increased (Rhoda 1994:148). Through gentrification of older neighbourhoods, for example, in East New York, rental prices increased rapidly as landlords found new residents willing to pay higher market rate for housing and left lower income families without rental units. The ad valorem property tax policy combined with rising prices made it difficult or impossible for low income residents to keep pace.", "targets": "What combined with ricing prices to make it difficult or impossible for poor people to keep pace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad721d11d6f433aaa085c78cd835dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country continued to be governed by a Junta de Salva\u00e7\u00e3o Nacional until the Portuguese legislative election of 1976. It was won by the Portuguese Socialist Party (PS) and M\u00e1rio Soares, its leader, became Prime Minister of the 1st Constitutional Government on 23 July. M\u00e1rio Soares would be Prime Minister from 1976 to 1978 and again from 1983 to 1985. In this capacity Soares tried to resume the economic growth and development record that had been achieved before the Carnation Revolution, during the last decade of the previous regime. He initiated the process of accession to the European Economic Community (EEC) by starting accession negotiations as early as 1977.", "targets": "What entity governed Portugal until 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad721d11d6f433aaa085c78cd835dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country continued to be governed by a Junta de Salva\u00e7\u00e3o Nacional until the Portuguese legislative election of 1976. It was won by the Portuguese Socialist Party (PS) and M\u00e1rio Soares, its leader, became Prime Minister of the 1st Constitutional Government on 23 July. M\u00e1rio Soares would be Prime Minister from 1976 to 1978 and again from 1983 to 1985. In this capacity Soares tried to resume the economic growth and development record that had been achieved before the Carnation Revolution, during the last decade of the previous regime. He initiated the process of accession to the European Economic Community (EEC) by starting accession negotiations as early as 1977.", "targets": "Which party won the Portuguese election in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad721d11d6f433aaa085c78cd835dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country continued to be governed by a Junta de Salva\u00e7\u00e3o Nacional until the Portuguese legislative election of 1976. It was won by the Portuguese Socialist Party (PS) and M\u00e1rio Soares, its leader, became Prime Minister of the 1st Constitutional Government on 23 July. M\u00e1rio Soares would be Prime Minister from 1976 to 1978 and again from 1983 to 1985. In this capacity Soares tried to resume the economic growth and development record that had been achieved before the Carnation Revolution, during the last decade of the previous regime. He initiated the process of accession to the European Economic Community (EEC) by starting accession negotiations as early as 1977.", "targets": "Who became the Prime Minister of Portugal in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad721d11d6f433aaa085c78cd835dac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The country continued to be governed by a Junta de Salva\u00e7\u00e3o Nacional until the Portuguese legislative election of 1976. It was won by the Portuguese Socialist Party (PS) and M\u00e1rio Soares, its leader, became Prime Minister of the 1st Constitutional Government on 23 July. M\u00e1rio Soares would be Prime Minister from 1976 to 1978 and again from 1983 to 1985. In this capacity Soares tried to resume the economic growth and development record that had been achieved before the Carnation Revolution, during the last decade of the previous regime. He initiated the process of accession to the European Economic Community (EEC) by starting accession negotiations as early as 1977.", "targets": "Through what years was Mario Soares the Portuguese Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b664f2537f7b4919a080f6bf11656e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2004, through the V&A + RIBA Architecture Partnership, the RIBA and V&A have worked together to promote the understanding and enjoyment of architecture.", "targets": "When did the Victoria and Albert Museum and the Royal Institute of British Architects start a formal relationship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b664f2537f7b4919a080f6bf11656e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2004, through the V&A + RIBA Architecture Partnership, the RIBA and V&A have worked together to promote the understanding and enjoyment of architecture.", "targets": "What is the name of the joint venture involving the Victoria and Albert Museum and the Royal Institute of British Architects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b664f2537f7b4919a080f6bf11656e02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2004, through the V&A + RIBA Architecture Partnership, the RIBA and V&A have worked together to promote the understanding and enjoyment of architecture.", "targets": "What is the main goal of the V&A + RIBA partnership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32a07299d20424a85d65b2d4e05aaa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a phylum with relatively few species, ctenophores have a wide range of body plans. Coastal species need to be tough enough to withstand waves and swirling sediment particles, while some oceanic species are so fragile that it is very difficult to capture them intact for study. In addition oceanic species do not preserve well, and are known mainly from photographs and from observers' notes. Hence most attention has until recently concentrated on three coastal genera \u2013 Pleurobrachia, Beroe and Mnemiopsis. At least two textbooks base their descriptions of ctenophores on the cydippid Pleurobrachia.", "targets": "Which cidippid is used as a description on ctenophores in most textbooks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32a07299d20424a85d65b2d4e05aaa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a phylum with relatively few species, ctenophores have a wide range of body plans. Coastal species need to be tough enough to withstand waves and swirling sediment particles, while some oceanic species are so fragile that it is very difficult to capture them intact for study. In addition oceanic species do not preserve well, and are known mainly from photographs and from observers' notes. Hence most attention has until recently concentrated on three coastal genera \u2013 Pleurobrachia, Beroe and Mnemiopsis. At least two textbooks base their descriptions of ctenophores on the cydippid Pleurobrachia.", "targets": "Which group of ctenophore are are hardest to study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32a07299d20424a85d65b2d4e05aaa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a phylum with relatively few species, ctenophores have a wide range of body plans. Coastal species need to be tough enough to withstand waves and swirling sediment particles, while some oceanic species are so fragile that it is very difficult to capture them intact for study. In addition oceanic species do not preserve well, and are known mainly from photographs and from observers' notes. Hence most attention has until recently concentrated on three coastal genera \u2013 Pleurobrachia, Beroe and Mnemiopsis. At least two textbooks base their descriptions of ctenophores on the cydippid Pleurobrachia.", "targets": "Why are coastal species tough?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e32a07299d20424a85d65b2d4e05aaa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a phylum with relatively few species, ctenophores have a wide range of body plans. Coastal species need to be tough enough to withstand waves and swirling sediment particles, while some oceanic species are so fragile that it is very difficult to capture them intact for study. In addition oceanic species do not preserve well, and are known mainly from photographs and from observers' notes. Hence most attention has until recently concentrated on three coastal genera \u2013 Pleurobrachia, Beroe and Mnemiopsis. At least two textbooks base their descriptions of ctenophores on the cydippid Pleurobrachia.", "targets": "Which ctenophora have been studies the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2cfb74f50943fb8d31dc9a1ace1c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arabs undertook large-scale efforts at translation. Having conquered the Greek world, they made Arabic versions of its philosophical and scientific works. During the Middle Ages, translations of some of these Arabic versions were made into Latin, chiefly at C\u00f3rdoba in Spain. King Alfonso X el Sabio (Alphonse the Wise) of Castille in the 13th century promoted this effort by founding a Schola Traductorum (School of Translation) in Toledo. There Arabic texts, Hebrew texts, and Latin texts were translated into the other tongues by Muslim, Jewish and Christian scholars, who also argued the merits of their respective religions. Latin translations of Greek and original Arab works of scholarship and science helped advance European Scholasticism, and thus European science and culture.", "targets": "Who attempted a large-scale effort at translation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2cfb74f50943fb8d31dc9a1ace1c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arabs undertook large-scale efforts at translation. Having conquered the Greek world, they made Arabic versions of its philosophical and scientific works. During the Middle Ages, translations of some of these Arabic versions were made into Latin, chiefly at C\u00f3rdoba in Spain. King Alfonso X el Sabio (Alphonse the Wise) of Castille in the 13th century promoted this effort by founding a Schola Traductorum (School of Translation) in Toledo. There Arabic texts, Hebrew texts, and Latin texts were translated into the other tongues by Muslim, Jewish and Christian scholars, who also argued the merits of their respective religions. Latin translations of Greek and original Arab works of scholarship and science helped advance European Scholasticism, and thus European science and culture.", "targets": "What did the Arabs create Arabic versions of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2cfb74f50943fb8d31dc9a1ace1c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arabs undertook large-scale efforts at translation. Having conquered the Greek world, they made Arabic versions of its philosophical and scientific works. During the Middle Ages, translations of some of these Arabic versions were made into Latin, chiefly at C\u00f3rdoba in Spain. King Alfonso X el Sabio (Alphonse the Wise) of Castille in the 13th century promoted this effort by founding a Schola Traductorum (School of Translation) in Toledo. There Arabic texts, Hebrew texts, and Latin texts were translated into the other tongues by Muslim, Jewish and Christian scholars, who also argued the merits of their respective religions. Latin translations of Greek and original Arab works of scholarship and science helped advance European Scholasticism, and thus European science and culture.", "targets": "When were some of the Arabic translations of earlier sentences translated into Latin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2cfb74f50943fb8d31dc9a1ace1c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arabs undertook large-scale efforts at translation. Having conquered the Greek world, they made Arabic versions of its philosophical and scientific works. During the Middle Ages, translations of some of these Arabic versions were made into Latin, chiefly at C\u00f3rdoba in Spain. King Alfonso X el Sabio (Alphonse the Wise) of Castille in the 13th century promoted this effort by founding a Schola Traductorum (School of Translation) in Toledo. There Arabic texts, Hebrew texts, and Latin texts were translated into the other tongues by Muslim, Jewish and Christian scholars, who also argued the merits of their respective religions. Latin translations of Greek and original Arab works of scholarship and science helped advance European Scholasticism, and thus European science and culture.", "targets": "What is Schola Traductorum in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c2cfb74f50943fb8d31dc9a1ace1c53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Arabs undertook large-scale efforts at translation. Having conquered the Greek world, they made Arabic versions of its philosophical and scientific works. During the Middle Ages, translations of some of these Arabic versions were made into Latin, chiefly at C\u00f3rdoba in Spain. King Alfonso X el Sabio (Alphonse the Wise) of Castille in the 13th century promoted this effort by founding a Schola Traductorum (School of Translation) in Toledo. There Arabic texts, Hebrew texts, and Latin texts were translated into the other tongues by Muslim, Jewish and Christian scholars, who also argued the merits of their respective religions. Latin translations of Greek and original Arab works of scholarship and science helped advance European Scholasticism, and thus European science and culture.", "targets": "Latin translations indirectly advanced whose science and culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d4ce34986046eabb937d6168f9f929", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire had primarily economic interests in Micronesia. The Japanese interests were in land. Despite the Marshalls' small area and few resources, the absorption of the territory by Japan would to some extent alleviate Japan's problem of an increasing population with a diminishing amount of available land to house it. During its years of colonial rule, Japan moved more than 1,000 Japanese to the Marshall Islands although they never outnumbered the indigenous peoples as they did in the Mariana Islands and Palau.", "targets": "About how many Japanese emigrated to the Marshalls when it was a Japanese colony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d4ce34986046eabb937d6168f9f929", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire had primarily economic interests in Micronesia. The Japanese interests were in land. Despite the Marshalls' small area and few resources, the absorption of the territory by Japan would to some extent alleviate Japan's problem of an increasing population with a diminishing amount of available land to house it. During its years of colonial rule, Japan moved more than 1,000 Japanese to the Marshall Islands although they never outnumbered the indigenous peoples as they did in the Mariana Islands and Palau.", "targets": "What was the primary nature of Germany's interest in the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d4ce34986046eabb937d6168f9f929", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire had primarily economic interests in Micronesia. The Japanese interests were in land. Despite the Marshalls' small area and few resources, the absorption of the territory by Japan would to some extent alleviate Japan's problem of an increasing population with a diminishing amount of available land to house it. During its years of colonial rule, Japan moved more than 1,000 Japanese to the Marshall Islands although they never outnumbered the indigenous peoples as they did in the Mariana Islands and Palau.", "targets": "What was the primary nature of Japan's interest in the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45d4ce34986046eabb937d6168f9f929", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The German Empire had primarily economic interests in Micronesia. The Japanese interests were in land. Despite the Marshalls' small area and few resources, the absorption of the territory by Japan would to some extent alleviate Japan's problem of an increasing population with a diminishing amount of available land to house it. During its years of colonial rule, Japan moved more than 1,000 Japanese to the Marshall Islands although they never outnumbered the indigenous peoples as they did in the Mariana Islands and Palau.", "targets": "Along with the Mariana Islands, on what island were there more Japanese settlers than indigenous inhabitants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5caa913cfa0f4010b3e1f898763bca22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the financial expansion, trading rights became more jealously guarded by the commercial elite. Towns saw the growing power of guilds, while on a national level special companies would be granted monopolies on particular trades, like the English wool Staple. The beneficiaries of these developments would accumulate immense wealth. Families like the Fuggers in Germany, the Medicis in Italy, the de la Poles in England, and individuals like Jacques Coeur in France would help finance the wars of kings, and achieve great political influence in the process.", "targets": "What privilege was granted to companies on a national level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5caa913cfa0f4010b3e1f898763bca22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the financial expansion, trading rights became more jealously guarded by the commercial elite. Towns saw the growing power of guilds, while on a national level special companies would be granted monopolies on particular trades, like the English wool Staple. The beneficiaries of these developments would accumulate immense wealth. Families like the Fuggers in Germany, the Medicis in Italy, the de la Poles in England, and individuals like Jacques Coeur in France would help finance the wars of kings, and achieve great political influence in the process.", "targets": "Which families financed the wars of kings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5caa913cfa0f4010b3e1f898763bca22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the financial expansion, trading rights became more jealously guarded by the commercial elite. Towns saw the growing power of guilds, while on a national level special companies would be granted monopolies on particular trades, like the English wool Staple. The beneficiaries of these developments would accumulate immense wealth. Families like the Fuggers in Germany, the Medicis in Italy, the de la Poles in England, and individuals like Jacques Coeur in France would help finance the wars of kings, and achieve great political influence in the process.", "targets": "Which economic associations gained power in the towns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5caa913cfa0f4010b3e1f898763bca22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the financial expansion, trading rights became more jealously guarded by the commercial elite. Towns saw the growing power of guilds, while on a national level special companies would be granted monopolies on particular trades, like the English wool Staple. The beneficiaries of these developments would accumulate immense wealth. Families like the Fuggers in Germany, the Medicis in Italy, the de la Poles in England, and individuals like Jacques Coeur in France would help finance the wars of kings, and achieve great political influence in the process.", "targets": "Where was Jacques Couer from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7137482fbdbf45a8a4ea5dddd897645c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, a small but vocal segment of anthropologists and archaeologists attempted to demonstrate that contemporary groups usually identified as hunter-gatherers do not, in most cases, have a continuous history of hunting and gathering, and that in many cases their ancestors were agriculturalists and/or pastoralists[citation needed] who were pushed into marginal areas as a result of migrations, economic exploitation, and/or violent conflict (see, for example, the Kalahari Debate). The result of their effort has been the general acknowledgement that there has been complex interaction between hunter-gatherers and non-hunter-gatherers for millennia.[citation needed]", "targets": "If they're not purely hunter-gatherers, then what do they have a history of being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7137482fbdbf45a8a4ea5dddd897645c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, a small but vocal segment of anthropologists and archaeologists attempted to demonstrate that contemporary groups usually identified as hunter-gatherers do not, in most cases, have a continuous history of hunting and gathering, and that in many cases their ancestors were agriculturalists and/or pastoralists[citation needed] who were pushed into marginal areas as a result of migrations, economic exploitation, and/or violent conflict (see, for example, the Kalahari Debate). The result of their effort has been the general acknowledgement that there has been complex interaction between hunter-gatherers and non-hunter-gatherers for millennia.[citation needed]", "targets": "What caused these one-time agriculturalists to become foragers??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7137482fbdbf45a8a4ea5dddd897645c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, a small but vocal segment of anthropologists and archaeologists attempted to demonstrate that contemporary groups usually identified as hunter-gatherers do not, in most cases, have a continuous history of hunting and gathering, and that in many cases their ancestors were agriculturalists and/or pastoralists[citation needed] who were pushed into marginal areas as a result of migrations, economic exploitation, and/or violent conflict (see, for example, the Kalahari Debate). The result of their effort has been the general acknowledgement that there has been complex interaction between hunter-gatherers and non-hunter-gatherers for millennia.[citation needed]", "targets": "What kind of upset could force agriculturalists into being foragers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7137482fbdbf45a8a4ea5dddd897645c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, a small but vocal segment of anthropologists and archaeologists attempted to demonstrate that contemporary groups usually identified as hunter-gatherers do not, in most cases, have a continuous history of hunting and gathering, and that in many cases their ancestors were agriculturalists and/or pastoralists[citation needed] who were pushed into marginal areas as a result of migrations, economic exploitation, and/or violent conflict (see, for example, the Kalahari Debate). The result of their effort has been the general acknowledgement that there has been complex interaction between hunter-gatherers and non-hunter-gatherers for millennia.[citation needed]", "targets": "Besides economic troubles, what else could push a people into foraging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed278c995d74ce2b32195a572ef6442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the patron of Delphi (Pythian Apollo), Apollo was an oracular god\u2014the prophetic deity of the Delphic Oracle. Medicine and healing are associated with Apollo, whether through the god himself or mediated through his son Asclepius, yet Apollo was also seen as a god who could bring ill-health and deadly plague. Amongst the god's custodial charges, Apollo became associated with dominion over colonists, and as the patron defender of herds and flocks. As the leader of the Muses (Apollon Musegetes) and director of their choir, Apollo functioned as the patron god of music and poetry. Hermes created the lyre for him, and the instrument became a common attribute of Apollo. Hymns sung to Apollo were called paeans.", "targets": "Who was described at the prophetic deity of the Delphic Oracle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed278c995d74ce2b32195a572ef6442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the patron of Delphi (Pythian Apollo), Apollo was an oracular god\u2014the prophetic deity of the Delphic Oracle. Medicine and healing are associated with Apollo, whether through the god himself or mediated through his son Asclepius, yet Apollo was also seen as a god who could bring ill-health and deadly plague. Amongst the god's custodial charges, Apollo became associated with dominion over colonists, and as the patron defender of herds and flocks. As the leader of the Muses (Apollon Musegetes) and director of their choir, Apollo functioned as the patron god of music and poetry. Hermes created the lyre for him, and the instrument became a common attribute of Apollo. Hymns sung to Apollo were called paeans.", "targets": "What is the name of Apollo's son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed278c995d74ce2b32195a572ef6442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the patron of Delphi (Pythian Apollo), Apollo was an oracular god\u2014the prophetic deity of the Delphic Oracle. Medicine and healing are associated with Apollo, whether through the god himself or mediated through his son Asclepius, yet Apollo was also seen as a god who could bring ill-health and deadly plague. Amongst the god's custodial charges, Apollo became associated with dominion over colonists, and as the patron defender of herds and flocks. As the leader of the Muses (Apollon Musegetes) and director of their choir, Apollo functioned as the patron god of music and poetry. Hermes created the lyre for him, and the instrument became a common attribute of Apollo. Hymns sung to Apollo were called paeans.", "targets": "Who created the lyre for Apollo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed278c995d74ce2b32195a572ef6442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the patron of Delphi (Pythian Apollo), Apollo was an oracular god\u2014the prophetic deity of the Delphic Oracle. Medicine and healing are associated with Apollo, whether through the god himself or mediated through his son Asclepius, yet Apollo was also seen as a god who could bring ill-health and deadly plague. Amongst the god's custodial charges, Apollo became associated with dominion over colonists, and as the patron defender of herds and flocks. As the leader of the Muses (Apollon Musegetes) and director of their choir, Apollo functioned as the patron god of music and poetry. Hermes created the lyre for him, and the instrument became a common attribute of Apollo. Hymns sung to Apollo were called paeans.", "targets": "What was the term for hymns sung to Apollo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94507ea1d2141d18722bbbe30c5211a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lateral cut NAB curve was remarkably similar to the NBC Orthacoustic curve that evolved from practices within the National Broadcasting Company since the mid-1930s. Empirically, and not by any formula, it was learned that the bass end of the audio spectrum below 100 Hz could be boosted somewhat to override system hum and turntable rumble noises. Likewise at the treble end beginning at 1,000 Hz, if audio frequencies were boosted by 16 dB at 10,000 Hz the delicate sibilant sounds of speech and high overtones of musical instruments could survive the noise level of cellulose acetate, lacquer/aluminum, and vinyl disc media. When the record was played back using a complementary inverse curve, signal-to-noise ratio was improved and the programming sounded more lifelike.", "targets": "What bass settings were needed to eliminate hum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94507ea1d2141d18722bbbe30c5211a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lateral cut NAB curve was remarkably similar to the NBC Orthacoustic curve that evolved from practices within the National Broadcasting Company since the mid-1930s. Empirically, and not by any formula, it was learned that the bass end of the audio spectrum below 100 Hz could be boosted somewhat to override system hum and turntable rumble noises. Likewise at the treble end beginning at 1,000 Hz, if audio frequencies were boosted by 16 dB at 10,000 Hz the delicate sibilant sounds of speech and high overtones of musical instruments could survive the noise level of cellulose acetate, lacquer/aluminum, and vinyl disc media. When the record was played back using a complementary inverse curve, signal-to-noise ratio was improved and the programming sounded more lifelike.", "targets": "What helped cause the most life like sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94507ea1d2141d18722bbbe30c5211a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lateral cut NAB curve was remarkably similar to the NBC Orthacoustic curve that evolved from practices within the National Broadcasting Company since the mid-1930s. Empirically, and not by any formula, it was learned that the bass end of the audio spectrum below 100 Hz could be boosted somewhat to override system hum and turntable rumble noises. Likewise at the treble end beginning at 1,000 Hz, if audio frequencies were boosted by 16 dB at 10,000 Hz the delicate sibilant sounds of speech and high overtones of musical instruments could survive the noise level of cellulose acetate, lacquer/aluminum, and vinyl disc media. When the record was played back using a complementary inverse curve, signal-to-noise ratio was improved and the programming sounded more lifelike.", "targets": "How did the NBC Othacoustic curve relate to the NAB curve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94507ea1d2141d18722bbbe30c5211a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lateral cut NAB curve was remarkably similar to the NBC Orthacoustic curve that evolved from practices within the National Broadcasting Company since the mid-1930s. Empirically, and not by any formula, it was learned that the bass end of the audio spectrum below 100 Hz could be boosted somewhat to override system hum and turntable rumble noises. Likewise at the treble end beginning at 1,000 Hz, if audio frequencies were boosted by 16 dB at 10,000 Hz the delicate sibilant sounds of speech and high overtones of musical instruments could survive the noise level of cellulose acetate, lacquer/aluminum, and vinyl disc media. When the record was played back using a complementary inverse curve, signal-to-noise ratio was improved and the programming sounded more lifelike.", "targets": "What was a benefit to broadcasters of recording standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305b034a5f33457eaec8d591f226334f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a sizable Somali community in the United Arab Emirates. Somali-owned businesses line the streets of Deira, the Dubai city centre, with only Iranians exporting more products from the city at large. Internet caf\u00e9s, hotels, coffee shops, restaurants and import-export businesses are all testimony to the Somalis' entrepreneurial spirit. Star African Air is also one of three Somali-owned airlines which are based in Dubai.", "targets": "In what Middle Eastern country is there a notable Somali population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305b034a5f33457eaec8d591f226334f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a sizable Somali community in the United Arab Emirates. Somali-owned businesses line the streets of Deira, the Dubai city centre, with only Iranians exporting more products from the city at large. Internet caf\u00e9s, hotels, coffee shops, restaurants and import-export businesses are all testimony to the Somalis' entrepreneurial spirit. Star African Air is also one of three Somali-owned airlines which are based in Dubai.", "targets": "What is another name for the city center of Dubai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305b034a5f33457eaec8d591f226334f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a sizable Somali community in the United Arab Emirates. Somali-owned businesses line the streets of Deira, the Dubai city centre, with only Iranians exporting more products from the city at large. Internet caf\u00e9s, hotels, coffee shops, restaurants and import-export businesses are all testimony to the Somalis' entrepreneurial spirit. Star African Air is also one of three Somali-owned airlines which are based in Dubai.", "targets": "People of what nationality export more products from Dubai than Somalis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305b034a5f33457eaec8d591f226334f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a sizable Somali community in the United Arab Emirates. Somali-owned businesses line the streets of Deira, the Dubai city centre, with only Iranians exporting more products from the city at large. Internet caf\u00e9s, hotels, coffee shops, restaurants and import-export businesses are all testimony to the Somalis' entrepreneurial spirit. Star African Air is also one of three Somali-owned airlines which are based in Dubai.", "targets": "What is the name of an airline owned by Dubai-based Somalis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-305b034a5f33457eaec8d591f226334f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is a sizable Somali community in the United Arab Emirates. Somali-owned businesses line the streets of Deira, the Dubai city centre, with only Iranians exporting more products from the city at large. Internet caf\u00e9s, hotels, coffee shops, restaurants and import-export businesses are all testimony to the Somalis' entrepreneurial spirit. Star African Air is also one of three Somali-owned airlines which are based in Dubai.", "targets": "How many Dubai-based airlines are owned by Somalis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f1e2e912fb4eb38593073df405eb65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame's conference affiliations for all of its sports except football and fencing changed in July 2013 as a result of major conference realignment, and its fencing affiliation will change in July 2014. The Irish left the Big East for the ACC during a prolonged period of instability in the Big East; while they maintain their football independence, they have committed to play five games per season against ACC opponents. In ice hockey, the Irish were forced to find a new conference home after the Big Ten Conference's decision to add the sport in 2013\u201314 led to a cascade of conference moves that culminated in the dissolution of the school's former hockey home, the Central Collegiate Hockey Association, after the 2012\u201313 season. Notre Dame moved its hockey team to Hockey East. After Notre Dame joined the ACC, the conference announced it would add fencing as a sponsored sport beginning in the 2014\u201315 school year. There are many theories behind the adoption of the athletics moniker but it is known that the Fighting Irish name was used in the early 1920s with respect to the football team and was popularized by alumnus Francis Wallace in his New York Daily News columns. The official colors of Notre Dame are Navy Blue and Gold Rush which are worn in competition by its athletic teams. In addition, the color green is often worn because of the Fighting Irish nickname. The Notre Dame Leprechaun is the mascot of the athletic teams. Created by Theodore W. Drake in 1964, the leprechaun was first used on the football pocket schedule and later on the football program covers. The leprechaun was featured on the cover of Time in November 1964 and gained national exposure.", "targets": "To what conference did the Fighting Irish go after the Big East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f1e2e912fb4eb38593073df405eb65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame's conference affiliations for all of its sports except football and fencing changed in July 2013 as a result of major conference realignment, and its fencing affiliation will change in July 2014. The Irish left the Big East for the ACC during a prolonged period of instability in the Big East; while they maintain their football independence, they have committed to play five games per season against ACC opponents. In ice hockey, the Irish were forced to find a new conference home after the Big Ten Conference's decision to add the sport in 2013\u201314 led to a cascade of conference moves that culminated in the dissolution of the school's former hockey home, the Central Collegiate Hockey Association, after the 2012\u201313 season. Notre Dame moved its hockey team to Hockey East. After Notre Dame joined the ACC, the conference announced it would add fencing as a sponsored sport beginning in the 2014\u201315 school year. There are many theories behind the adoption of the athletics moniker but it is known that the Fighting Irish name was used in the early 1920s with respect to the football team and was popularized by alumnus Francis Wallace in his New York Daily News columns. The official colors of Notre Dame are Navy Blue and Gold Rush which are worn in competition by its athletic teams. In addition, the color green is often worn because of the Fighting Irish nickname. The Notre Dame Leprechaun is the mascot of the athletic teams. Created by Theodore W. Drake in 1964, the leprechaun was first used on the football pocket schedule and later on the football program covers. The leprechaun was featured on the cover of Time in November 1964 and gained national exposure.", "targets": "How many teams in each season do the Fighting Irish commit to play against ACC opponents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f1e2e912fb4eb38593073df405eb65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame's conference affiliations for all of its sports except football and fencing changed in July 2013 as a result of major conference realignment, and its fencing affiliation will change in July 2014. The Irish left the Big East for the ACC during a prolonged period of instability in the Big East; while they maintain their football independence, they have committed to play five games per season against ACC opponents. In ice hockey, the Irish were forced to find a new conference home after the Big Ten Conference's decision to add the sport in 2013\u201314 led to a cascade of conference moves that culminated in the dissolution of the school's former hockey home, the Central Collegiate Hockey Association, after the 2012\u201313 season. Notre Dame moved its hockey team to Hockey East. After Notre Dame joined the ACC, the conference announced it would add fencing as a sponsored sport beginning in the 2014\u201315 school year. There are many theories behind the adoption of the athletics moniker but it is known that the Fighting Irish name was used in the early 1920s with respect to the football team and was popularized by alumnus Francis Wallace in his New York Daily News columns. The official colors of Notre Dame are Navy Blue and Gold Rush which are worn in competition by its athletic teams. In addition, the color green is often worn because of the Fighting Irish nickname. The Notre Dame Leprechaun is the mascot of the athletic teams. Created by Theodore W. Drake in 1964, the leprechaun was first used on the football pocket schedule and later on the football program covers. The leprechaun was featured on the cover of Time in November 1964 and gained national exposure.", "targets": "Where did the Fighting Irish hockey team compete prior to a move to Hockey East, in terms of conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f1e2e912fb4eb38593073df405eb65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame's conference affiliations for all of its sports except football and fencing changed in July 2013 as a result of major conference realignment, and its fencing affiliation will change in July 2014. The Irish left the Big East for the ACC during a prolonged period of instability in the Big East; while they maintain their football independence, they have committed to play five games per season against ACC opponents. In ice hockey, the Irish were forced to find a new conference home after the Big Ten Conference's decision to add the sport in 2013\u201314 led to a cascade of conference moves that culminated in the dissolution of the school's former hockey home, the Central Collegiate Hockey Association, after the 2012\u201313 season. Notre Dame moved its hockey team to Hockey East. After Notre Dame joined the ACC, the conference announced it would add fencing as a sponsored sport beginning in the 2014\u201315 school year. There are many theories behind the adoption of the athletics moniker but it is known that the Fighting Irish name was used in the early 1920s with respect to the football team and was popularized by alumnus Francis Wallace in his New York Daily News columns. The official colors of Notre Dame are Navy Blue and Gold Rush which are worn in competition by its athletic teams. In addition, the color green is often worn because of the Fighting Irish nickname. The Notre Dame Leprechaun is the mascot of the athletic teams. Created by Theodore W. Drake in 1964, the leprechaun was first used on the football pocket schedule and later on the football program covers. The leprechaun was featured on the cover of Time in November 1964 and gained national exposure.", "targets": "What colors are the official ones used by Notre Dame in sport competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03f1e2e912fb4eb38593073df405eb65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notre Dame's conference affiliations for all of its sports except football and fencing changed in July 2013 as a result of major conference realignment, and its fencing affiliation will change in July 2014. The Irish left the Big East for the ACC during a prolonged period of instability in the Big East; while they maintain their football independence, they have committed to play five games per season against ACC opponents. In ice hockey, the Irish were forced to find a new conference home after the Big Ten Conference's decision to add the sport in 2013\u201314 led to a cascade of conference moves that culminated in the dissolution of the school's former hockey home, the Central Collegiate Hockey Association, after the 2012\u201313 season. Notre Dame moved its hockey team to Hockey East. After Notre Dame joined the ACC, the conference announced it would add fencing as a sponsored sport beginning in the 2014\u201315 school year. There are many theories behind the adoption of the athletics moniker but it is known that the Fighting Irish name was used in the early 1920s with respect to the football team and was popularized by alumnus Francis Wallace in his New York Daily News columns. The official colors of Notre Dame are Navy Blue and Gold Rush which are worn in competition by its athletic teams. In addition, the color green is often worn because of the Fighting Irish nickname. The Notre Dame Leprechaun is the mascot of the athletic teams. Created by Theodore W. Drake in 1964, the leprechaun was first used on the football pocket schedule and later on the football program covers. The leprechaun was featured on the cover of Time in November 1964 and gained national exposure.", "targets": "What type of mascot do the Notre Dame sport teams have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0417d2e478f401b81822edaf61d79b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The army's most common vehicle is the High Mobility Multipurpose Wheeled Vehicle (HMMWV), commonly called the Humvee, which is capable of serving as a cargo/troop carrier, weapons platform, and ambulance, among many other roles. While they operate a wide variety of combat support vehicles, one of the most common types centers on the family of HEMTT vehicles. The M1A2 Abrams is the army's main battle tank, while the M2A3 Bradley is the standard infantry fighting vehicle. Other vehicles include the Stryker, and the M113 armored personnel carrier, and multiple types of Mine Resistant Ambush Protected (MRAP) vehicles.", "targets": "What does HMMWV stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0417d2e478f401b81822edaf61d79b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The army's most common vehicle is the High Mobility Multipurpose Wheeled Vehicle (HMMWV), commonly called the Humvee, which is capable of serving as a cargo/troop carrier, weapons platform, and ambulance, among many other roles. While they operate a wide variety of combat support vehicles, one of the most common types centers on the family of HEMTT vehicles. The M1A2 Abrams is the army's main battle tank, while the M2A3 Bradley is the standard infantry fighting vehicle. Other vehicles include the Stryker, and the M113 armored personnel carrier, and multiple types of Mine Resistant Ambush Protected (MRAP) vehicles.", "targets": "What is the HMMWV also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0417d2e478f401b81822edaf61d79b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The army's most common vehicle is the High Mobility Multipurpose Wheeled Vehicle (HMMWV), commonly called the Humvee, which is capable of serving as a cargo/troop carrier, weapons platform, and ambulance, among many other roles. While they operate a wide variety of combat support vehicles, one of the most common types centers on the family of HEMTT vehicles. The M1A2 Abrams is the army's main battle tank, while the M2A3 Bradley is the standard infantry fighting vehicle. Other vehicles include the Stryker, and the M113 armored personnel carrier, and multiple types of Mine Resistant Ambush Protected (MRAP) vehicles.", "targets": "The M1A2 Abrams is an example of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0417d2e478f401b81822edaf61d79b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The army's most common vehicle is the High Mobility Multipurpose Wheeled Vehicle (HMMWV), commonly called the Humvee, which is capable of serving as a cargo/troop carrier, weapons platform, and ambulance, among many other roles. While they operate a wide variety of combat support vehicles, one of the most common types centers on the family of HEMTT vehicles. The M1A2 Abrams is the army's main battle tank, while the M2A3 Bradley is the standard infantry fighting vehicle. Other vehicles include the Stryker, and the M113 armored personnel carrier, and multiple types of Mine Resistant Ambush Protected (MRAP) vehicles.", "targets": "What does MRAP stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3ea18e3b36476391ad0505c4a2e135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the diffuse-porous woods, the demarcation between rings is not always so clear and in some cases is almost (if not entirely) invisible to the unaided eye. Conversely, when there is a clear demarcation there may not be a noticeable difference in structure within the growth ring.", "targets": "What kind of wood often has ring divisions that can't even be seen by looking at it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3ea18e3b36476391ad0505c4a2e135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the diffuse-porous woods, the demarcation between rings is not always so clear and in some cases is almost (if not entirely) invisible to the unaided eye. Conversely, when there is a clear demarcation there may not be a noticeable difference in structure within the growth ring.", "targets": "In diffuse-porous woods, if the demarcation between rings is obvious, what type of difference within the ring might not be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3ea18e3b36476391ad0505c4a2e135", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the diffuse-porous woods, the demarcation between rings is not always so clear and in some cases is almost (if not entirely) invisible to the unaided eye. Conversely, when there is a clear demarcation there may not be a noticeable difference in structure within the growth ring.", "targets": "What adjective describes how our eyes function without a tool like a microscope to help?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097954dc3a4ea79f991efd380f330b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another residence was maintained at Lake Bled, while the grounds at Kara\u0111or\u0111evo were the site of \"diplomatic hunts\". By 1974 the Yugoslav President had at his disposal 32 official residences, larger and small, the yacht Galeb (\"seagull\"), a Boeing 727 as the presidential airplane, and the Blue Train. After Tito's death the presidential Boeing 727 was sold to Aviogenex, the Galeb remained docked in Montenegro, while the Blue Train was stored in a Serbian train shed for over two decades. While Tito was the person who held the office of president for by far the longest period, the associated property was not private and much of it continues to be in use by Yugoslav successor states, as public property, or maintained at the disposal of high-ranking officials.", "targets": "The grounds at what location were the site of \"diplomatic hunts\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097954dc3a4ea79f991efd380f330b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another residence was maintained at Lake Bled, while the grounds at Kara\u0111or\u0111evo were the site of \"diplomatic hunts\". By 1974 the Yugoslav President had at his disposal 32 official residences, larger and small, the yacht Galeb (\"seagull\"), a Boeing 727 as the presidential airplane, and the Blue Train. After Tito's death the presidential Boeing 727 was sold to Aviogenex, the Galeb remained docked in Montenegro, while the Blue Train was stored in a Serbian train shed for over two decades. While Tito was the person who held the office of president for by far the longest period, the associated property was not private and much of it continues to be in use by Yugoslav successor states, as public property, or maintained at the disposal of high-ranking officials.", "targets": "What was the name of the yacht the Yugoslav president had at his disposal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097954dc3a4ea79f991efd380f330b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another residence was maintained at Lake Bled, while the grounds at Kara\u0111or\u0111evo were the site of \"diplomatic hunts\". By 1974 the Yugoslav President had at his disposal 32 official residences, larger and small, the yacht Galeb (\"seagull\"), a Boeing 727 as the presidential airplane, and the Blue Train. After Tito's death the presidential Boeing 727 was sold to Aviogenex, the Galeb remained docked in Montenegro, while the Blue Train was stored in a Serbian train shed for over two decades. While Tito was the person who held the office of president for by far the longest period, the associated property was not private and much of it continues to be in use by Yugoslav successor states, as public property, or maintained at the disposal of high-ranking officials.", "targets": "What company bought the presidential Boeing 727 after Tito's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097954dc3a4ea79f991efd380f330b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another residence was maintained at Lake Bled, while the grounds at Kara\u0111or\u0111evo were the site of \"diplomatic hunts\". By 1974 the Yugoslav President had at his disposal 32 official residences, larger and small, the yacht Galeb (\"seagull\"), a Boeing 727 as the presidential airplane, and the Blue Train. After Tito's death the presidential Boeing 727 was sold to Aviogenex, the Galeb remained docked in Montenegro, while the Blue Train was stored in a Serbian train shed for over two decades. While Tito was the person who held the office of president for by far the longest period, the associated property was not private and much of it continues to be in use by Yugoslav successor states, as public property, or maintained at the disposal of high-ranking officials.", "targets": "Where was the Galeb docked after Tito's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c097954dc3a4ea79f991efd380f330b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another residence was maintained at Lake Bled, while the grounds at Kara\u0111or\u0111evo were the site of \"diplomatic hunts\". By 1974 the Yugoslav President had at his disposal 32 official residences, larger and small, the yacht Galeb (\"seagull\"), a Boeing 727 as the presidential airplane, and the Blue Train. After Tito's death the presidential Boeing 727 was sold to Aviogenex, the Galeb remained docked in Montenegro, while the Blue Train was stored in a Serbian train shed for over two decades. While Tito was the person who held the office of president for by far the longest period, the associated property was not private and much of it continues to be in use by Yugoslav successor states, as public property, or maintained at the disposal of high-ranking officials.", "targets": "What is the English translation of Galeb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-300fac9078dc4f15970474f02084a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu Metropolitan City (KMC), in order to promote international relations has established an International Relations Secretariat (IRC). KMC's first international relationship was established in 1975 with the city of Eugene, Oregon, United States. This activity has been further enhanced by establishing formal relationships with 8 other cities: Motsumoto City of Japan, Rochester of the USA, Yangon (formerly Rangoon) of Myanmar, Xi'an of the People's Republic of China, Minsk of Belarus, and Pyongyang of the Democratic Republic of Korea. KMC's constant endeavor is to enhance its interaction with SAARC countries, other International agencies and many other major cities of the world to achieve better urban management and developmental programs for Kathmandu.", "targets": "In what US state did Kathmandu first establish an international relationship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-300fac9078dc4f15970474f02084a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu Metropolitan City (KMC), in order to promote international relations has established an International Relations Secretariat (IRC). KMC's first international relationship was established in 1975 with the city of Eugene, Oregon, United States. This activity has been further enhanced by establishing formal relationships with 8 other cities: Motsumoto City of Japan, Rochester of the USA, Yangon (formerly Rangoon) of Myanmar, Xi'an of the People's Republic of China, Minsk of Belarus, and Pyongyang of the Democratic Republic of Korea. KMC's constant endeavor is to enhance its interaction with SAARC countries, other International agencies and many other major cities of the world to achieve better urban management and developmental programs for Kathmandu.", "targets": "What was Yangon previously known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-300fac9078dc4f15970474f02084a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu Metropolitan City (KMC), in order to promote international relations has established an International Relations Secretariat (IRC). KMC's first international relationship was established in 1975 with the city of Eugene, Oregon, United States. This activity has been further enhanced by establishing formal relationships with 8 other cities: Motsumoto City of Japan, Rochester of the USA, Yangon (formerly Rangoon) of Myanmar, Xi'an of the People's Republic of China, Minsk of Belarus, and Pyongyang of the Democratic Republic of Korea. KMC's constant endeavor is to enhance its interaction with SAARC countries, other International agencies and many other major cities of the world to achieve better urban management and developmental programs for Kathmandu.", "targets": "With what Belorussian city does Kathmandu have a relationship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-300fac9078dc4f15970474f02084a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu Metropolitan City (KMC), in order to promote international relations has established an International Relations Secretariat (IRC). KMC's first international relationship was established in 1975 with the city of Eugene, Oregon, United States. This activity has been further enhanced by establishing formal relationships with 8 other cities: Motsumoto City of Japan, Rochester of the USA, Yangon (formerly Rangoon) of Myanmar, Xi'an of the People's Republic of China, Minsk of Belarus, and Pyongyang of the Democratic Republic of Korea. KMC's constant endeavor is to enhance its interaction with SAARC countries, other International agencies and many other major cities of the world to achieve better urban management and developmental programs for Kathmandu.", "targets": "In what year did Kathmandu create its initial international relationship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-300fac9078dc4f15970474f02084a2a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu Metropolitan City (KMC), in order to promote international relations has established an International Relations Secretariat (IRC). KMC's first international relationship was established in 1975 with the city of Eugene, Oregon, United States. This activity has been further enhanced by establishing formal relationships with 8 other cities: Motsumoto City of Japan, Rochester of the USA, Yangon (formerly Rangoon) of Myanmar, Xi'an of the People's Republic of China, Minsk of Belarus, and Pyongyang of the Democratic Republic of Korea. KMC's constant endeavor is to enhance its interaction with SAARC countries, other International agencies and many other major cities of the world to achieve better urban management and developmental programs for Kathmandu.", "targets": "What is KMC an initialism of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc56010d173c4ae2b7448a4c24c66e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther had published his German translation of the New Testament in 1522, and he and his collaborators completed the translation of the Old Testament in 1534, when the whole Bible was published. He continued to work on refining the translation until the end of his life. Others had translated the Bible into German, but Luther tailored his translation to his own doctrine. When he was criticised for inserting the word \"alone\" after \"faith\" in Romans 3:28, he replied in part: \"[T]he text itself and the meaning of St. Paul urgently require and demand it. For in that very passage he is dealing with the main point of Christian doctrine, namely, that we are justified by faith in Christ without any works of the Law. ... But when works are so completely cut away \u2013 and that must mean that faith alone justifies \u2013 whoever would speak plainly and clearly about this cutting away of works will have to say, 'Faith alone justifies us, and not works'.\"", "targets": "When did Martin Luther publish his translation of the New Testament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc56010d173c4ae2b7448a4c24c66e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther had published his German translation of the New Testament in 1522, and he and his collaborators completed the translation of the Old Testament in 1534, when the whole Bible was published. He continued to work on refining the translation until the end of his life. Others had translated the Bible into German, but Luther tailored his translation to his own doctrine. When he was criticised for inserting the word \"alone\" after \"faith\" in Romans 3:28, he replied in part: \"[T]he text itself and the meaning of St. Paul urgently require and demand it. For in that very passage he is dealing with the main point of Christian doctrine, namely, that we are justified by faith in Christ without any works of the Law. ... But when works are so completely cut away \u2013 and that must mean that faith alone justifies \u2013 whoever would speak plainly and clearly about this cutting away of works will have to say, 'Faith alone justifies us, and not works'.\"", "targets": "When was the Old Testament translation finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc56010d173c4ae2b7448a4c24c66e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther had published his German translation of the New Testament in 1522, and he and his collaborators completed the translation of the Old Testament in 1534, when the whole Bible was published. He continued to work on refining the translation until the end of his life. Others had translated the Bible into German, but Luther tailored his translation to his own doctrine. When he was criticised for inserting the word \"alone\" after \"faith\" in Romans 3:28, he replied in part: \"[T]he text itself and the meaning of St. Paul urgently require and demand it. For in that very passage he is dealing with the main point of Christian doctrine, namely, that we are justified by faith in Christ without any works of the Law. ... But when works are so completely cut away \u2013 and that must mean that faith alone justifies \u2013 whoever would speak plainly and clearly about this cutting away of works will have to say, 'Faith alone justifies us, and not works'.\"", "targets": "What did he work on refining until the end of his life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc56010d173c4ae2b7448a4c24c66e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther had published his German translation of the New Testament in 1522, and he and his collaborators completed the translation of the Old Testament in 1534, when the whole Bible was published. He continued to work on refining the translation until the end of his life. Others had translated the Bible into German, but Luther tailored his translation to his own doctrine. When he was criticised for inserting the word \"alone\" after \"faith\" in Romans 3:28, he replied in part: \"[T]he text itself and the meaning of St. Paul urgently require and demand it. For in that very passage he is dealing with the main point of Christian doctrine, namely, that we are justified by faith in Christ without any works of the Law. ... But when works are so completely cut away \u2013 and that must mean that faith alone justifies \u2013 whoever would speak plainly and clearly about this cutting away of works will have to say, 'Faith alone justifies us, and not works'.\"", "targets": "What word was Luther criticized for adding in Romans3:28?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc56010d173c4ae2b7448a4c24c66e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther had published his German translation of the New Testament in 1522, and he and his collaborators completed the translation of the Old Testament in 1534, when the whole Bible was published. He continued to work on refining the translation until the end of his life. Others had translated the Bible into German, but Luther tailored his translation to his own doctrine. When he was criticised for inserting the word \"alone\" after \"faith\" in Romans 3:28, he replied in part: \"[T]he text itself and the meaning of St. Paul urgently require and demand it. For in that very passage he is dealing with the main point of Christian doctrine, namely, that we are justified by faith in Christ without any works of the Law. ... But when works are so completely cut away \u2013 and that must mean that faith alone justifies \u2013 whoever would speak plainly and clearly about this cutting away of works will have to say, 'Faith alone justifies us, and not works'.\"", "targets": "According to Luther what justifies us?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba299133d0fa496eaefee0fed0c06bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is highly soluble in many rare earth and transition metals and is soluble in both nanocrystalline and amorphous metals. Hydrogen solubility in metals is influenced by local distortions or impurities in the crystal lattice. These properties may be useful when hydrogen is purified by passage through hot palladium disks, but the gas's high solubility is a metallurgical problem, contributing to the embrittlement of many metals, complicating the design of pipelines and storage tanks.", "targets": "Where is hydrogen highly soluble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba299133d0fa496eaefee0fed0c06bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is highly soluble in many rare earth and transition metals and is soluble in both nanocrystalline and amorphous metals. Hydrogen solubility in metals is influenced by local distortions or impurities in the crystal lattice. These properties may be useful when hydrogen is purified by passage through hot palladium disks, but the gas's high solubility is a metallurgical problem, contributing to the embrittlement of many metals, complicating the design of pipelines and storage tanks.", "targets": "Where can you find soluble hydrogen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba299133d0fa496eaefee0fed0c06bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is highly soluble in many rare earth and transition metals and is soluble in both nanocrystalline and amorphous metals. Hydrogen solubility in metals is influenced by local distortions or impurities in the crystal lattice. These properties may be useful when hydrogen is purified by passage through hot palladium disks, but the gas's high solubility is a metallurgical problem, contributing to the embrittlement of many metals, complicating the design of pipelines and storage tanks.", "targets": "What influences hydrogens solubility in metals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba299133d0fa496eaefee0fed0c06bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is highly soluble in many rare earth and transition metals and is soluble in both nanocrystalline and amorphous metals. Hydrogen solubility in metals is influenced by local distortions or impurities in the crystal lattice. These properties may be useful when hydrogen is purified by passage through hot palladium disks, but the gas's high solubility is a metallurgical problem, contributing to the embrittlement of many metals, complicating the design of pipelines and storage tanks.", "targets": "When are these useful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba299133d0fa496eaefee0fed0c06bb6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen is highly soluble in many rare earth and transition metals and is soluble in both nanocrystalline and amorphous metals. Hydrogen solubility in metals is influenced by local distortions or impurities in the crystal lattice. These properties may be useful when hydrogen is purified by passage through hot palladium disks, but the gas's high solubility is a metallurgical problem, contributing to the embrittlement of many metals, complicating the design of pipelines and storage tanks.", "targets": "When is it damaging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e376e9d2874c2587826b98c1599878", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebels soon split into various factions fighting one another. The Economic Community Monitoring Group under the Economic Community of West African States organized a military task force to intervene in the crisis. From 1989 to 1996 one of Africa's bloodiest civil wars ensued, claiming the lives of more than 200,000 Liberians and displacing a million others into refugee camps in neighboring countries. A peace deal between warring parties was reached in 1995, leading to Taylor's election as president in 1997.", "targets": "What eventually happened to the rebels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e376e9d2874c2587826b98c1599878", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebels soon split into various factions fighting one another. The Economic Community Monitoring Group under the Economic Community of West African States organized a military task force to intervene in the crisis. From 1989 to 1996 one of Africa's bloodiest civil wars ensued, claiming the lives of more than 200,000 Liberians and displacing a million others into refugee camps in neighboring countries. A peace deal between warring parties was reached in 1995, leading to Taylor's election as president in 1997.", "targets": "Who intervened in the rebel crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e376e9d2874c2587826b98c1599878", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebels soon split into various factions fighting one another. The Economic Community Monitoring Group under the Economic Community of West African States organized a military task force to intervene in the crisis. From 1989 to 1996 one of Africa's bloodiest civil wars ensued, claiming the lives of more than 200,000 Liberians and displacing a million others into refugee camps in neighboring countries. A peace deal between warring parties was reached in 1995, leading to Taylor's election as president in 1997.", "targets": "What did the economic community monitoring group do to intervene in the crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e376e9d2874c2587826b98c1599878", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebels soon split into various factions fighting one another. The Economic Community Monitoring Group under the Economic Community of West African States organized a military task force to intervene in the crisis. From 1989 to 1996 one of Africa's bloodiest civil wars ensued, claiming the lives of more than 200,000 Liberians and displacing a million others into refugee camps in neighboring countries. A peace deal between warring parties was reached in 1995, leading to Taylor's election as president in 1997.", "targets": "During what period did the African civil war last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e376e9d2874c2587826b98c1599878", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rebels soon split into various factions fighting one another. The Economic Community Monitoring Group under the Economic Community of West African States organized a military task force to intervene in the crisis. From 1989 to 1996 one of Africa's bloodiest civil wars ensued, claiming the lives of more than 200,000 Liberians and displacing a million others into refugee camps in neighboring countries. A peace deal between warring parties was reached in 1995, leading to Taylor's election as president in 1997.", "targets": "How many liberians died in the civil war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6a848877541ddbec12b0093fca390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gurkhas, a martial tribe, came to power in Nepal in the year 1768. They consolidated their military power and began to expand their territory. Gradually, the Gorkhas annexed Sirmour and Shimla. With the leadership of Amar Singh Thapa, Gorkhas laid siege to Kangra. They managed to defeat Sansar Chand Katoch, the ruler of Kangra, in 1806 with the help of many provincial chiefs. However, Gurkhas could not capture Kangra fort which came under Maharaja Ranjeet Singh in 1809. After the defeat, the Gurkhas began to expand towards the south of the state. However, Raja Ram Singh, Raja of Siba State managed to capture the fort of Siba from the remnants of Lahore Darbar in Samvat 1846, during the First Anglo-Sikh War. They came into direct conflict with the British along the tarai belt after which the British expelled them from the provinces of the Satluj. The British gradually emerged as the paramount power. In the revolt of 1857, or first Indian war of independence, arising from a number of grievances against the British, the people of the hill states were not as politically active as were those in other parts of the country. They and their rulers, with the exception of Bushahr, remained more or less inactive. Some, including the rulers of Chamba, Bilaspur, Bhagal and Dhami, rendered help to the British government during the revolt.", "targets": "When did the Gurkhas come into power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6a848877541ddbec12b0093fca390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gurkhas, a martial tribe, came to power in Nepal in the year 1768. They consolidated their military power and began to expand their territory. Gradually, the Gorkhas annexed Sirmour and Shimla. With the leadership of Amar Singh Thapa, Gorkhas laid siege to Kangra. They managed to defeat Sansar Chand Katoch, the ruler of Kangra, in 1806 with the help of many provincial chiefs. However, Gurkhas could not capture Kangra fort which came under Maharaja Ranjeet Singh in 1809. After the defeat, the Gurkhas began to expand towards the south of the state. However, Raja Ram Singh, Raja of Siba State managed to capture the fort of Siba from the remnants of Lahore Darbar in Samvat 1846, during the First Anglo-Sikh War. They came into direct conflict with the British along the tarai belt after which the British expelled them from the provinces of the Satluj. The British gradually emerged as the paramount power. In the revolt of 1857, or first Indian war of independence, arising from a number of grievances against the British, the people of the hill states were not as politically active as were those in other parts of the country. They and their rulers, with the exception of Bushahr, remained more or less inactive. Some, including the rulers of Chamba, Bilaspur, Bhagal and Dhami, rendered help to the British government during the revolt.", "targets": "Where did the Gurkhas come into power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6a848877541ddbec12b0093fca390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gurkhas, a martial tribe, came to power in Nepal in the year 1768. They consolidated their military power and began to expand their territory. Gradually, the Gorkhas annexed Sirmour and Shimla. With the leadership of Amar Singh Thapa, Gorkhas laid siege to Kangra. They managed to defeat Sansar Chand Katoch, the ruler of Kangra, in 1806 with the help of many provincial chiefs. However, Gurkhas could not capture Kangra fort which came under Maharaja Ranjeet Singh in 1809. After the defeat, the Gurkhas began to expand towards the south of the state. However, Raja Ram Singh, Raja of Siba State managed to capture the fort of Siba from the remnants of Lahore Darbar in Samvat 1846, during the First Anglo-Sikh War. They came into direct conflict with the British along the tarai belt after which the British expelled them from the provinces of the Satluj. The British gradually emerged as the paramount power. In the revolt of 1857, or first Indian war of independence, arising from a number of grievances against the British, the people of the hill states were not as politically active as were those in other parts of the country. They and their rulers, with the exception of Bushahr, remained more or less inactive. Some, including the rulers of Chamba, Bilaspur, Bhagal and Dhami, rendered help to the British government during the revolt.", "targets": "Who lead the Gorkas to siege Kangra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6a848877541ddbec12b0093fca390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gurkhas, a martial tribe, came to power in Nepal in the year 1768. They consolidated their military power and began to expand their territory. Gradually, the Gorkhas annexed Sirmour and Shimla. With the leadership of Amar Singh Thapa, Gorkhas laid siege to Kangra. They managed to defeat Sansar Chand Katoch, the ruler of Kangra, in 1806 with the help of many provincial chiefs. However, Gurkhas could not capture Kangra fort which came under Maharaja Ranjeet Singh in 1809. After the defeat, the Gurkhas began to expand towards the south of the state. However, Raja Ram Singh, Raja of Siba State managed to capture the fort of Siba from the remnants of Lahore Darbar in Samvat 1846, during the First Anglo-Sikh War. They came into direct conflict with the British along the tarai belt after which the British expelled them from the provinces of the Satluj. The British gradually emerged as the paramount power. In the revolt of 1857, or first Indian war of independence, arising from a number of grievances against the British, the people of the hill states were not as politically active as were those in other parts of the country. They and their rulers, with the exception of Bushahr, remained more or less inactive. Some, including the rulers of Chamba, Bilaspur, Bhagal and Dhami, rendered help to the British government during the revolt.", "targets": "In 1806 who did Gorkas defeat with the help of provincial chiefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8d6a848877541ddbec12b0093fca390", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Gurkhas, a martial tribe, came to power in Nepal in the year 1768. They consolidated their military power and began to expand their territory. Gradually, the Gorkhas annexed Sirmour and Shimla. With the leadership of Amar Singh Thapa, Gorkhas laid siege to Kangra. They managed to defeat Sansar Chand Katoch, the ruler of Kangra, in 1806 with the help of many provincial chiefs. However, Gurkhas could not capture Kangra fort which came under Maharaja Ranjeet Singh in 1809. After the defeat, the Gurkhas began to expand towards the south of the state. However, Raja Ram Singh, Raja of Siba State managed to capture the fort of Siba from the remnants of Lahore Darbar in Samvat 1846, during the First Anglo-Sikh War. They came into direct conflict with the British along the tarai belt after which the British expelled them from the provinces of the Satluj. The British gradually emerged as the paramount power. In the revolt of 1857, or first Indian war of independence, arising from a number of grievances against the British, the people of the hill states were not as politically active as were those in other parts of the country. They and their rulers, with the exception of Bushahr, remained more or less inactive. Some, including the rulers of Chamba, Bilaspur, Bhagal and Dhami, rendered help to the British government during the revolt.", "targets": "Who rendered help to the British government during the revolt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df1a35753374d6eb8770d6ff78387f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matthew Arnold contrasted \"culture\" with anarchy; other Europeans, following philosophers Thomas Hobbes and Jean-Jacques Rousseau, contrasted \"culture\" with \"the state of nature\". According to Hobbes and Rousseau, the Native Americans who were being conquered by Europeans from the 16th centuries on were living in a state of nature; this opposition was expressed through the contrast between \"civilized\" and \"uncivilized.\" According to this way of thinking, one could classify some countries and nations as more civilized than others and some people as more cultured than others. This contrast led to Herbert Spencer's theory of Social Darwinism and Lewis Henry Morgan's theory of cultural evolution. Just as some critics have argued that the distinction between high and low cultures is really an expression of the conflict between European elites and non-elites, some critics have argued that the distinction between civilized and uncivilized people is really an expression of the conflict between European colonial powers and their colonial subjects.", "targets": "How did Matthew Arnold view \"Culture\" with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df1a35753374d6eb8770d6ff78387f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matthew Arnold contrasted \"culture\" with anarchy; other Europeans, following philosophers Thomas Hobbes and Jean-Jacques Rousseau, contrasted \"culture\" with \"the state of nature\". According to Hobbes and Rousseau, the Native Americans who were being conquered by Europeans from the 16th centuries on were living in a state of nature; this opposition was expressed through the contrast between \"civilized\" and \"uncivilized.\" According to this way of thinking, one could classify some countries and nations as more civilized than others and some people as more cultured than others. This contrast led to Herbert Spencer's theory of Social Darwinism and Lewis Henry Morgan's theory of cultural evolution. Just as some critics have argued that the distinction between high and low cultures is really an expression of the conflict between European elites and non-elites, some critics have argued that the distinction between civilized and uncivilized people is really an expression of the conflict between European colonial powers and their colonial subjects.", "targets": "Which two philosophers contrasted \"culture\" with the state of nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df1a35753374d6eb8770d6ff78387f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matthew Arnold contrasted \"culture\" with anarchy; other Europeans, following philosophers Thomas Hobbes and Jean-Jacques Rousseau, contrasted \"culture\" with \"the state of nature\". According to Hobbes and Rousseau, the Native Americans who were being conquered by Europeans from the 16th centuries on were living in a state of nature; this opposition was expressed through the contrast between \"civilized\" and \"uncivilized.\" According to this way of thinking, one could classify some countries and nations as more civilized than others and some people as more cultured than others. This contrast led to Herbert Spencer's theory of Social Darwinism and Lewis Henry Morgan's theory of cultural evolution. Just as some critics have argued that the distinction between high and low cultures is really an expression of the conflict between European elites and non-elites, some critics have argued that the distinction between civilized and uncivilized people is really an expression of the conflict between European colonial powers and their colonial subjects.", "targets": "Which race was considered living \"in a state of nature\" by the Europeans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df1a35753374d6eb8770d6ff78387f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matthew Arnold contrasted \"culture\" with anarchy; other Europeans, following philosophers Thomas Hobbes and Jean-Jacques Rousseau, contrasted \"culture\" with \"the state of nature\". According to Hobbes and Rousseau, the Native Americans who were being conquered by Europeans from the 16th centuries on were living in a state of nature; this opposition was expressed through the contrast between \"civilized\" and \"uncivilized.\" According to this way of thinking, one could classify some countries and nations as more civilized than others and some people as more cultured than others. This contrast led to Herbert Spencer's theory of Social Darwinism and Lewis Henry Morgan's theory of cultural evolution. Just as some critics have argued that the distinction between high and low cultures is really an expression of the conflict between European elites and non-elites, some critics have argued that the distinction between civilized and uncivilized people is really an expression of the conflict between European colonial powers and their colonial subjects.", "targets": "\"In a state of nature\" was divided into two groups, what where they?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b83c40301d48079028595b4e2c686e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2015 Human Development Report by the United Nations Development Program was released on December 14, 2015, and calculates HDI values based on estimates for 2014. Below is the list of the \"very high human development\" countries:", "targets": "On what date was the 2015 Human Development Report released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60b83c40301d48079028595b4e2c686e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2015 Human Development Report by the United Nations Development Program was released on December 14, 2015, and calculates HDI values based on estimates for 2014. Below is the list of the \"very high human development\" countries:", "targets": "Which year was used for estimates in the 2015 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d311a09ac0b5465090523b5ae212152d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feeding structures in the mouth region vary widely, and have little correlation with the animals' diets. Many polychaetes have a muscular pharynx that can be everted (turned inside out to extend it). In these animals the foremost few segments often lack septa so that, when the muscles in these segments contract, the sharp increase in fluid pressure from all these segments everts the pharynx very quickly. Two families, the Eunicidae and Phyllodocidae, have evolved jaws, which can be used for seizing prey, biting off pieces of vegetation, or grasping dead and decaying matter. On the other hand, some predatory polychaetes have neither jaws nor eversible pharynges. Selective deposit feeders generally live in tubes on the sea-floor and use palps to find food particles in the sediment and then wipe them into their mouths. Filter feeders use \"crowns\" of palps covered in cilia that wash food particles towards their mouths. Non-selective deposit feeders ingest soil or marine sediments via mouths that are generally unspecialized. Some clitellates have sticky pads in the roofs of their mouths, and some of these can evert the pads to capture prey. Leeches often have an eversible proboscis, or a muscular pharynx with two or three teeth.", "targets": "What does 'everted' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d311a09ac0b5465090523b5ae212152d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feeding structures in the mouth region vary widely, and have little correlation with the animals' diets. Many polychaetes have a muscular pharynx that can be everted (turned inside out to extend it). In these animals the foremost few segments often lack septa so that, when the muscles in these segments contract, the sharp increase in fluid pressure from all these segments everts the pharynx very quickly. Two families, the Eunicidae and Phyllodocidae, have evolved jaws, which can be used for seizing prey, biting off pieces of vegetation, or grasping dead and decaying matter. On the other hand, some predatory polychaetes have neither jaws nor eversible pharynges. Selective deposit feeders generally live in tubes on the sea-floor and use palps to find food particles in the sediment and then wipe them into their mouths. Filter feeders use \"crowns\" of palps covered in cilia that wash food particles towards their mouths. Non-selective deposit feeders ingest soil or marine sediments via mouths that are generally unspecialized. Some clitellates have sticky pads in the roofs of their mouths, and some of these can evert the pads to capture prey. Leeches often have an eversible proboscis, or a muscular pharynx with two or three teeth.", "targets": "What part of a polychaete can be everted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d311a09ac0b5465090523b5ae212152d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feeding structures in the mouth region vary widely, and have little correlation with the animals' diets. Many polychaetes have a muscular pharynx that can be everted (turned inside out to extend it). In these animals the foremost few segments often lack septa so that, when the muscles in these segments contract, the sharp increase in fluid pressure from all these segments everts the pharynx very quickly. Two families, the Eunicidae and Phyllodocidae, have evolved jaws, which can be used for seizing prey, biting off pieces of vegetation, or grasping dead and decaying matter. On the other hand, some predatory polychaetes have neither jaws nor eversible pharynges. Selective deposit feeders generally live in tubes on the sea-floor and use palps to find food particles in the sediment and then wipe them into their mouths. Filter feeders use \"crowns\" of palps covered in cilia that wash food particles towards their mouths. Non-selective deposit feeders ingest soil or marine sediments via mouths that are generally unspecialized. Some clitellates have sticky pads in the roofs of their mouths, and some of these can evert the pads to capture prey. Leeches often have an eversible proboscis, or a muscular pharynx with two or three teeth.", "targets": "What types of annelids have evolved jaws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d311a09ac0b5465090523b5ae212152d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feeding structures in the mouth region vary widely, and have little correlation with the animals' diets. Many polychaetes have a muscular pharynx that can be everted (turned inside out to extend it). In these animals the foremost few segments often lack septa so that, when the muscles in these segments contract, the sharp increase in fluid pressure from all these segments everts the pharynx very quickly. Two families, the Eunicidae and Phyllodocidae, have evolved jaws, which can be used for seizing prey, biting off pieces of vegetation, or grasping dead and decaying matter. On the other hand, some predatory polychaetes have neither jaws nor eversible pharynges. Selective deposit feeders generally live in tubes on the sea-floor and use palps to find food particles in the sediment and then wipe them into their mouths. Filter feeders use \"crowns\" of palps covered in cilia that wash food particles towards their mouths. Non-selective deposit feeders ingest soil or marine sediments via mouths that are generally unspecialized. Some clitellates have sticky pads in the roofs of their mouths, and some of these can evert the pads to capture prey. Leeches often have an eversible proboscis, or a muscular pharynx with two or three teeth.", "targets": "What do annelids use jaws for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d311a09ac0b5465090523b5ae212152d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Feeding structures in the mouth region vary widely, and have little correlation with the animals' diets. Many polychaetes have a muscular pharynx that can be everted (turned inside out to extend it). In these animals the foremost few segments often lack septa so that, when the muscles in these segments contract, the sharp increase in fluid pressure from all these segments everts the pharynx very quickly. Two families, the Eunicidae and Phyllodocidae, have evolved jaws, which can be used for seizing prey, biting off pieces of vegetation, or grasping dead and decaying matter. On the other hand, some predatory polychaetes have neither jaws nor eversible pharynges. Selective deposit feeders generally live in tubes on the sea-floor and use palps to find food particles in the sediment and then wipe them into their mouths. Filter feeders use \"crowns\" of palps covered in cilia that wash food particles towards their mouths. Non-selective deposit feeders ingest soil or marine sediments via mouths that are generally unspecialized. Some clitellates have sticky pads in the roofs of their mouths, and some of these can evert the pads to capture prey. Leeches often have an eversible proboscis, or a muscular pharynx with two or three teeth.", "targets": "What do some annelids have 'crowns' of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632fd29cc59b4fbbb0747fbd2a2467ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, the practice of racial profiling has been ruled to be both unconstitutional and a violation of civil rights. There is active debate regarding the cause of a marked correlation between the recorded crimes, punishments meted out, and the country's populations. Many consider de facto racial profiling an example of institutional racism in law enforcement. The history of misuse of racial categories to impact adversely one or more groups and/or to offer protection and advantage to another has a clear impact on debate of the legitimate use of known phenotypical or genotypical characteristics tied to the presumed race of both victims and perpetrators by the government.", "targets": "Where has the practice of racial profiling been ruled to be unconstitutional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632fd29cc59b4fbbb0747fbd2a2467ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, the practice of racial profiling has been ruled to be both unconstitutional and a violation of civil rights. There is active debate regarding the cause of a marked correlation between the recorded crimes, punishments meted out, and the country's populations. Many consider de facto racial profiling an example of institutional racism in law enforcement. The history of misuse of racial categories to impact adversely one or more groups and/or to offer protection and advantage to another has a clear impact on debate of the legitimate use of known phenotypical or genotypical characteristics tied to the presumed race of both victims and perpetrators by the government.", "targets": "What is a violation of civil rights in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632fd29cc59b4fbbb0747fbd2a2467ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, the practice of racial profiling has been ruled to be both unconstitutional and a violation of civil rights. There is active debate regarding the cause of a marked correlation between the recorded crimes, punishments meted out, and the country's populations. Many consider de facto racial profiling an example of institutional racism in law enforcement. The history of misuse of racial categories to impact adversely one or more groups and/or to offer protection and advantage to another has a clear impact on debate of the legitimate use of known phenotypical or genotypical characteristics tied to the presumed race of both victims and perpetrators by the government.", "targets": "What do many consider an example of institutional racism in law enforcement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632fd29cc59b4fbbb0747fbd2a2467ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, the practice of racial profiling has been ruled to be both unconstitutional and a violation of civil rights. There is active debate regarding the cause of a marked correlation between the recorded crimes, punishments meted out, and the country's populations. Many consider de facto racial profiling an example of institutional racism in law enforcement. The history of misuse of racial categories to impact adversely one or more groups and/or to offer protection and advantage to another has a clear impact on debate of the legitimate use of known phenotypical or genotypical characteristics tied to the presumed race of both victims and perpetrators by the government.", "targets": "How has the misuse of racial categories historically impacted one or more groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-632fd29cc59b4fbbb0747fbd2a2467ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, the practice of racial profiling has been ruled to be both unconstitutional and a violation of civil rights. There is active debate regarding the cause of a marked correlation between the recorded crimes, punishments meted out, and the country's populations. Many consider de facto racial profiling an example of institutional racism in law enforcement. The history of misuse of racial categories to impact adversely one or more groups and/or to offer protection and advantage to another has a clear impact on debate of the legitimate use of known phenotypical or genotypical characteristics tied to the presumed race of both victims and perpetrators by the government.", "targets": "What has impacted the debate on the legitimate use of known phenotypical characteristics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "What kind of ensemble did Kanye hire to work on his second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "What composer worked alongside Kanye on the album's production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "What was the name of Kanye's second studio album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "How many copies of Late Registration sold in its first year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "What English music group was an inspiration for Kanye West on his second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "What was the name of West's second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-671e9ad61b964fc998baf5e815f1f1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning his second effort that fall, West would invest two million dollars and take over a year to craft his second album. West was significantly inspired by Roseland NYC Live, a 1998 live album by English trip hop group Portishead, produced with the New York Philharmonic Orchestra. Early in his career, the live album had inspired him to incorporate string arrangements into his hip-hop production. Though West had not been able to afford many live instruments around the time of his debut album, the money from his commercial success enabled him to hire a string orchestra for his second album Late Registration. West collaborated with American film score composer Jon Brion, who served as the album's co-executive producer for several tracks. Although Brion had no prior experience in creating hip-hop records, he and West found that they could productively work together after their first afternoon in the studio where they discovered that neither confined his musical knowledge and vision to one specific genre. Late Registration sold over 2.3 million units in the United States alone by the end of 2005 and was considered by industry observers as the only successful major album release of the fall season, which had been plagued by steadily declining CD sales.", "targets": "How many copies of Late Registration were sold in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-946d3f88fa4c415ebb8094e4561ce1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to \"see\" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1963) using the \"partial report paradigm\". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments,Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (12 in the \"whole report\" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.", "targets": "How long does sensory  memory to to store information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-946d3f88fa4c415ebb8094e4561ce1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to \"see\" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1963) using the \"partial report paradigm\". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments,Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (12 in the \"whole report\" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.", "targets": "Can we control what is stored in our sensory memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-946d3f88fa4c415ebb8094e4561ce1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to \"see\" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1963) using the \"partial report paradigm\". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments,Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (12 in the \"whole report\" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.", "targets": "Who did the first studies on exploring a new idea of sensory memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-946d3f88fa4c415ebb8094e4561ce1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to \"see\" more than they can actually report. The first experiments exploring this form of sensory memory were conducted by George Sperling (1963) using the \"partial report paradigm\". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments,Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (12 in the \"whole report\" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.", "targets": "What did Spellings' findings reveal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ffa2059c6c4e0685ad6d3d96482722", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plans for arena football were put on hold in 1982 as the United States Football League was launched. Foster left the NFL to accept a position in the USFL. He eventually became executive vice-president with the Chicago Blitz, where he returned to his concept of arena football. In 1983, he began organizing the test game in his spare time from his job with the Blitz. By 1985, the USFL had ceased football operations and he began devoting all his time to arena football, and on April 27, 1986, his concept was realized when the test game was played.", "targets": "What football league began in 1982?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ffa2059c6c4e0685ad6d3d96482722", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plans for arena football were put on hold in 1982 as the United States Football League was launched. Foster left the NFL to accept a position in the USFL. He eventually became executive vice-president with the Chicago Blitz, where he returned to his concept of arena football. In 1983, he began organizing the test game in his spare time from his job with the Blitz. By 1985, the USFL had ceased football operations and he began devoting all his time to arena football, and on April 27, 1986, his concept was realized when the test game was played.", "targets": "What team in the USFL did Jim Foster work for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ffa2059c6c4e0685ad6d3d96482722", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plans for arena football were put on hold in 1982 as the United States Football League was launched. Foster left the NFL to accept a position in the USFL. He eventually became executive vice-president with the Chicago Blitz, where he returned to his concept of arena football. In 1983, he began organizing the test game in his spare time from his job with the Blitz. By 1985, the USFL had ceased football operations and he began devoting all his time to arena football, and on April 27, 1986, his concept was realized when the test game was played.", "targets": "When did the USFL shut down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ffa2059c6c4e0685ad6d3d96482722", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plans for arena football were put on hold in 1982 as the United States Football League was launched. Foster left the NFL to accept a position in the USFL. He eventually became executive vice-president with the Chicago Blitz, where he returned to his concept of arena football. In 1983, he began organizing the test game in his spare time from his job with the Blitz. By 1985, the USFL had ceased football operations and he began devoting all his time to arena football, and on April 27, 1986, his concept was realized when the test game was played.", "targets": "On what date was the arena football test game played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ffa2059c6c4e0685ad6d3d96482722", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plans for arena football were put on hold in 1982 as the United States Football League was launched. Foster left the NFL to accept a position in the USFL. He eventually became executive vice-president with the Chicago Blitz, where he returned to his concept of arena football. In 1983, he began organizing the test game in his spare time from his job with the Blitz. By 1985, the USFL had ceased football operations and he began devoting all his time to arena football, and on April 27, 1986, his concept was realized when the test game was played.", "targets": "What was Foster's job title with the Chicago Blitz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70381d544a1845d098862ff6435cda5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of infection in fossil remains is a subject of interest for paleopathologists, scientists who study occurrences of injuries and illness in extinct life forms. Signs of infection have been discovered in the bones of carnivorous dinosaurs. When present, however, these infections seem to tend to be confined to only small regions of the body. A skull attributed to the early carnivorous dinosaur Herrerasaurus ischigualastensis exhibits pit-like wounds surrounded by swollen and porous bone. The unusual texture of the bone around the wounds suggests they were afflicted by a short-lived, non-lethal infection. Scientists who studied the skull speculated that the bite marks were received in a fight with another Herrerasaurus. Other carnivorous dinosaurs with documented evidence of infection include Acrocanthosaurus, Allosaurus, Tyrannosaurus and a tyrannosaur from the Kirtland Formation. The infections from both tyrannosaurs were received by being bitten during a fight, like the Herrerasaurus specimen.", "targets": "What profession finds evidence of infection in fossil remains to be interesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70381d544a1845d098862ff6435cda5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of infection in fossil remains is a subject of interest for paleopathologists, scientists who study occurrences of injuries and illness in extinct life forms. Signs of infection have been discovered in the bones of carnivorous dinosaurs. When present, however, these infections seem to tend to be confined to only small regions of the body. A skull attributed to the early carnivorous dinosaur Herrerasaurus ischigualastensis exhibits pit-like wounds surrounded by swollen and porous bone. The unusual texture of the bone around the wounds suggests they were afflicted by a short-lived, non-lethal infection. Scientists who studied the skull speculated that the bite marks were received in a fight with another Herrerasaurus. Other carnivorous dinosaurs with documented evidence of infection include Acrocanthosaurus, Allosaurus, Tyrannosaurus and a tyrannosaur from the Kirtland Formation. The infections from both tyrannosaurs were received by being bitten during a fight, like the Herrerasaurus specimen.", "targets": "What do paleopathologists study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70381d544a1845d098862ff6435cda5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of infection in fossil remains is a subject of interest for paleopathologists, scientists who study occurrences of injuries and illness in extinct life forms. Signs of infection have been discovered in the bones of carnivorous dinosaurs. When present, however, these infections seem to tend to be confined to only small regions of the body. A skull attributed to the early carnivorous dinosaur Herrerasaurus ischigualastensis exhibits pit-like wounds surrounded by swollen and porous bone. The unusual texture of the bone around the wounds suggests they were afflicted by a short-lived, non-lethal infection. Scientists who studied the skull speculated that the bite marks were received in a fight with another Herrerasaurus. Other carnivorous dinosaurs with documented evidence of infection include Acrocanthosaurus, Allosaurus, Tyrannosaurus and a tyrannosaur from the Kirtland Formation. The infections from both tyrannosaurs were received by being bitten during a fight, like the Herrerasaurus specimen.", "targets": "What has been discovered in the bones of carnivorous dinosaurs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70381d544a1845d098862ff6435cda5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of infection in fossil remains is a subject of interest for paleopathologists, scientists who study occurrences of injuries and illness in extinct life forms. Signs of infection have been discovered in the bones of carnivorous dinosaurs. When present, however, these infections seem to tend to be confined to only small regions of the body. A skull attributed to the early carnivorous dinosaur Herrerasaurus ischigualastensis exhibits pit-like wounds surrounded by swollen and porous bone. The unusual texture of the bone around the wounds suggests they were afflicted by a short-lived, non-lethal infection. Scientists who studied the skull speculated that the bite marks were received in a fight with another Herrerasaurus. Other carnivorous dinosaurs with documented evidence of infection include Acrocanthosaurus, Allosaurus, Tyrannosaurus and a tyrannosaur from the Kirtland Formation. The infections from both tyrannosaurs were received by being bitten during a fight, like the Herrerasaurus specimen.", "targets": "What dinosaur's skull had pit-like wounds surrounded by swollen and porous bone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70381d544a1845d098862ff6435cda5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evidence of infection in fossil remains is a subject of interest for paleopathologists, scientists who study occurrences of injuries and illness in extinct life forms. Signs of infection have been discovered in the bones of carnivorous dinosaurs. When present, however, these infections seem to tend to be confined to only small regions of the body. A skull attributed to the early carnivorous dinosaur Herrerasaurus ischigualastensis exhibits pit-like wounds surrounded by swollen and porous bone. The unusual texture of the bone around the wounds suggests they were afflicted by a short-lived, non-lethal infection. Scientists who studied the skull speculated that the bite marks were received in a fight with another Herrerasaurus. Other carnivorous dinosaurs with documented evidence of infection include Acrocanthosaurus, Allosaurus, Tyrannosaurus and a tyrannosaur from the Kirtland Formation. The infections from both tyrannosaurs were received by being bitten during a fight, like the Herrerasaurus specimen.", "targets": "How did tyrannosaurs become infected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b75eb4750474134a8a83b0097a3d1f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lindisfarne are a folk-rock group with a strong Tyneside connection. Their most famous song, \"Fog on the Tyne\" (1971), was covered by Geordie ex-footballer Paul Gascoigne in 1990. Venom, reckoned by many to be the originators of black metal and extremely influential to the extreme metal scene as a whole, formed in Newcastle in 1979. Folk metal band Skyclad, often regarded as the first folk metal band, also formed in Newcastle after the break-up of Martin Walkyier thrash metal band, Sabbat. Andy Taylor, former lead guitarist of Duran Duran was born here in 1961. Brian Johnson was a member of local rock band Geordie before becoming the lead vocalist of AC/DC.", "targets": "What genre of music is Lindisfarne classified as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b75eb4750474134a8a83b0097a3d1f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lindisfarne are a folk-rock group with a strong Tyneside connection. Their most famous song, \"Fog on the Tyne\" (1971), was covered by Geordie ex-footballer Paul Gascoigne in 1990. Venom, reckoned by many to be the originators of black metal and extremely influential to the extreme metal scene as a whole, formed in Newcastle in 1979. Folk metal band Skyclad, often regarded as the first folk metal band, also formed in Newcastle after the break-up of Martin Walkyier thrash metal band, Sabbat. Andy Taylor, former lead guitarist of Duran Duran was born here in 1961. Brian Johnson was a member of local rock band Geordie before becoming the lead vocalist of AC/DC.", "targets": "What year was the song Fog on the Tyne released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b75eb4750474134a8a83b0097a3d1f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lindisfarne are a folk-rock group with a strong Tyneside connection. Their most famous song, \"Fog on the Tyne\" (1971), was covered by Geordie ex-footballer Paul Gascoigne in 1990. Venom, reckoned by many to be the originators of black metal and extremely influential to the extreme metal scene as a whole, formed in Newcastle in 1979. Folk metal band Skyclad, often regarded as the first folk metal band, also formed in Newcastle after the break-up of Martin Walkyier thrash metal band, Sabbat. Andy Taylor, former lead guitarist of Duran Duran was born here in 1961. Brian Johnson was a member of local rock band Geordie before becoming the lead vocalist of AC/DC.", "targets": "What band is considered by many to be the first black metal group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b75eb4750474134a8a83b0097a3d1f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lindisfarne are a folk-rock group with a strong Tyneside connection. Their most famous song, \"Fog on the Tyne\" (1971), was covered by Geordie ex-footballer Paul Gascoigne in 1990. Venom, reckoned by many to be the originators of black metal and extremely influential to the extreme metal scene as a whole, formed in Newcastle in 1979. Folk metal band Skyclad, often regarded as the first folk metal band, also formed in Newcastle after the break-up of Martin Walkyier thrash metal band, Sabbat. Andy Taylor, former lead guitarist of Duran Duran was born here in 1961. Brian Johnson was a member of local rock band Geordie before becoming the lead vocalist of AC/DC.", "targets": "What band is often regarded as the first folk metal group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b75eb4750474134a8a83b0097a3d1f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lindisfarne are a folk-rock group with a strong Tyneside connection. Their most famous song, \"Fog on the Tyne\" (1971), was covered by Geordie ex-footballer Paul Gascoigne in 1990. Venom, reckoned by many to be the originators of black metal and extremely influential to the extreme metal scene as a whole, formed in Newcastle in 1979. Folk metal band Skyclad, often regarded as the first folk metal band, also formed in Newcastle after the break-up of Martin Walkyier thrash metal band, Sabbat. Andy Taylor, former lead guitarist of Duran Duran was born here in 1961. Brian Johnson was a member of local rock band Geordie before becoming the lead vocalist of AC/DC.", "targets": "What group is Newcastle native Andy Taylor the former lead guitarist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8144579f7dad4a80be7f440d51288b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the notable structures in the town are the three forts built by the Swedes for defense purposes. One of these forts, known as Fort Oscar (formerly Gustav Adolph), which overlooks the sea is located on the far side of La Pointe. However, the ruins have been replaced by a modern military building which now houses the local gendarmerie. The other fort known as Fort Karl now presents a very few ruins. The third fort built by the Swedes is the Fort Gustav, which is also seen in ruins strewn around the weather station and the Light House. The fort built in 1787 over a hill slope has ruins of ramparts, guardhouse, munitions depot, wood-burning oven and so forth.", "targets": "Who built the three forts on St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8144579f7dad4a80be7f440d51288b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the notable structures in the town are the three forts built by the Swedes for defense purposes. One of these forts, known as Fort Oscar (formerly Gustav Adolph), which overlooks the sea is located on the far side of La Pointe. However, the ruins have been replaced by a modern military building which now houses the local gendarmerie. The other fort known as Fort Karl now presents a very few ruins. The third fort built by the Swedes is the Fort Gustav, which is also seen in ruins strewn around the weather station and the Light House. The fort built in 1787 over a hill slope has ruins of ramparts, guardhouse, munitions depot, wood-burning oven and so forth.", "targets": "What was the former name of Fort Oscar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8144579f7dad4a80be7f440d51288b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the notable structures in the town are the three forts built by the Swedes for defense purposes. One of these forts, known as Fort Oscar (formerly Gustav Adolph), which overlooks the sea is located on the far side of La Pointe. However, the ruins have been replaced by a modern military building which now houses the local gendarmerie. The other fort known as Fort Karl now presents a very few ruins. The third fort built by the Swedes is the Fort Gustav, which is also seen in ruins strewn around the weather station and the Light House. The fort built in 1787 over a hill slope has ruins of ramparts, guardhouse, munitions depot, wood-burning oven and so forth.", "targets": "When was Fort Gustav built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8144579f7dad4a80be7f440d51288b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the notable structures in the town are the three forts built by the Swedes for defense purposes. One of these forts, known as Fort Oscar (formerly Gustav Adolph), which overlooks the sea is located on the far side of La Pointe. However, the ruins have been replaced by a modern military building which now houses the local gendarmerie. The other fort known as Fort Karl now presents a very few ruins. The third fort built by the Swedes is the Fort Gustav, which is also seen in ruins strewn around the weather station and the Light House. The fort built in 1787 over a hill slope has ruins of ramparts, guardhouse, munitions depot, wood-burning oven and so forth.", "targets": "Most of the Forts in St. Barts are now all what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8144579f7dad4a80be7f440d51288b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the notable structures in the town are the three forts built by the Swedes for defense purposes. One of these forts, known as Fort Oscar (formerly Gustav Adolph), which overlooks the sea is located on the far side of La Pointe. However, the ruins have been replaced by a modern military building which now houses the local gendarmerie. The other fort known as Fort Karl now presents a very few ruins. The third fort built by the Swedes is the Fort Gustav, which is also seen in ruins strewn around the weather station and the Light House. The fort built in 1787 over a hill slope has ruins of ramparts, guardhouse, munitions depot, wood-burning oven and so forth.", "targets": "On what part of the island is Fort Oscar located on the far side of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3abb4fd200f24ffe953f1dd2c02dcded", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are fifteen seats in the Legislative Council of Saint Helena, a unicameral legislature, in addition to a Speaker and a Deputy Speaker. Twelve of the fifteen members are elected in elections held every four years. The three ex officio members are the Chief Secretary, Financial Secretary and Attorney General. The Executive Council is presided over by the Governor, and consists of three ex officio officers and five elected members of the Legislative Council appointed by the Governor. There is no elected Chief Minister, and the Governor acts as the head of government. In January 2013 it was proposed that the Executive Council would be led by a \"Chief Councillor\" who would be elected by the members of the Legislative Council and would nominate the other members of the Executive Council. These proposals were put to a referendum on 23 March 2013 where they were defeated by 158 votes to 42 on a 10% turnout.", "targets": "How many seats are in the Legislative Council of Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3abb4fd200f24ffe953f1dd2c02dcded", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are fifteen seats in the Legislative Council of Saint Helena, a unicameral legislature, in addition to a Speaker and a Deputy Speaker. Twelve of the fifteen members are elected in elections held every four years. The three ex officio members are the Chief Secretary, Financial Secretary and Attorney General. The Executive Council is presided over by the Governor, and consists of three ex officio officers and five elected members of the Legislative Council appointed by the Governor. There is no elected Chief Minister, and the Governor acts as the head of government. In January 2013 it was proposed that the Executive Council would be led by a \"Chief Councillor\" who would be elected by the members of the Legislative Council and would nominate the other members of the Executive Council. These proposals were put to a referendum on 23 March 2013 where they were defeated by 158 votes to 42 on a 10% turnout.", "targets": "Who presides over the executive council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3abb4fd200f24ffe953f1dd2c02dcded", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are fifteen seats in the Legislative Council of Saint Helena, a unicameral legislature, in addition to a Speaker and a Deputy Speaker. Twelve of the fifteen members are elected in elections held every four years. The three ex officio members are the Chief Secretary, Financial Secretary and Attorney General. The Executive Council is presided over by the Governor, and consists of three ex officio officers and five elected members of the Legislative Council appointed by the Governor. There is no elected Chief Minister, and the Governor acts as the head of government. In January 2013 it was proposed that the Executive Council would be led by a \"Chief Councillor\" who would be elected by the members of the Legislative Council and would nominate the other members of the Executive Council. These proposals were put to a referendum on 23 March 2013 where they were defeated by 158 votes to 42 on a 10% turnout.", "targets": "The head of government on the island is who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3abb4fd200f24ffe953f1dd2c02dcded", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are fifteen seats in the Legislative Council of Saint Helena, a unicameral legislature, in addition to a Speaker and a Deputy Speaker. Twelve of the fifteen members are elected in elections held every four years. The three ex officio members are the Chief Secretary, Financial Secretary and Attorney General. The Executive Council is presided over by the Governor, and consists of three ex officio officers and five elected members of the Legislative Council appointed by the Governor. There is no elected Chief Minister, and the Governor acts as the head of government. In January 2013 it was proposed that the Executive Council would be led by a \"Chief Councillor\" who would be elected by the members of the Legislative Council and would nominate the other members of the Executive Council. These proposals were put to a referendum on 23 March 2013 where they were defeated by 158 votes to 42 on a 10% turnout.", "targets": "When were proposals for a Chief Councillor put on hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0db603620cf4d5f83fdd751325108f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canada allows nonprofits to be incorporated or unincorporated. Nonprofits may incorporate either federally, under Part II of the Canada Business Corporations Act or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations; particularly with regards to corporate governance. Federal, and in some provinces (such as Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do by-law changes. Other provinces (such as Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.", "targets": "How are NPOs classified in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0db603620cf4d5f83fdd751325108f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canada allows nonprofits to be incorporated or unincorporated. Nonprofits may incorporate either federally, under Part II of the Canada Business Corporations Act or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations; particularly with regards to corporate governance. Federal, and in some provinces (such as Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do by-law changes. Other provinces (such as Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.", "targets": "How has Canada's government kept up with the changing forms of NPOs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0db603620cf4d5f83fdd751325108f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canada allows nonprofits to be incorporated or unincorporated. Nonprofits may incorporate either federally, under Part II of the Canada Business Corporations Act or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations; particularly with regards to corporate governance. Federal, and in some provinces (such as Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do by-law changes. Other provinces (such as Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.", "targets": "How do NPOs change their by-laws, if they had to apply for incorporation by Letters Permit, in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0db603620cf4d5f83fdd751325108f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canada allows nonprofits to be incorporated or unincorporated. Nonprofits may incorporate either federally, under Part II of the Canada Business Corporations Act or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations; particularly with regards to corporate governance. Federal, and in some provinces (such as Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do by-law changes. Other provinces (such as Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.", "targets": "How does Alberta handle NPOs filing for incorporation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0db603620cf4d5f83fdd751325108f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canada allows nonprofits to be incorporated or unincorporated. Nonprofits may incorporate either federally, under Part II of the Canada Business Corporations Act or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations; particularly with regards to corporate governance. Federal, and in some provinces (such as Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do by-law changes. Other provinces (such as Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.", "targets": "How is incorporation handled in Ontario?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6758f841e30d45bdb9ecfe504cc8ce73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale has a complicated relationship with its home city; for example, thousands of students volunteer every year in a myriad of community organizations, but city officials, who decry Yale's exemption from local property taxes, have long pressed the university to do more to help. Under President Levin, Yale has financially supported many of New Haven's efforts to reinvigorate the city. Evidence suggests that the town and gown relationships are mutually beneficial. Still, the economic power of the university increased dramatically with its financial success amid a decline in the local economy.", "targets": "Why do New Haven city officials dislike Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6758f841e30d45bdb9ecfe504cc8ce73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale has a complicated relationship with its home city; for example, thousands of students volunteer every year in a myriad of community organizations, but city officials, who decry Yale's exemption from local property taxes, have long pressed the university to do more to help. Under President Levin, Yale has financially supported many of New Haven's efforts to reinvigorate the city. Evidence suggests that the town and gown relationships are mutually beneficial. Still, the economic power of the university increased dramatically with its financial success amid a decline in the local economy.", "targets": "Which Yale president assisted with New Haven's revitalization efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6758f841e30d45bdb9ecfe504cc8ce73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale has a complicated relationship with its home city; for example, thousands of students volunteer every year in a myriad of community organizations, but city officials, who decry Yale's exemption from local property taxes, have long pressed the university to do more to help. Under President Levin, Yale has financially supported many of New Haven's efforts to reinvigorate the city. Evidence suggests that the town and gown relationships are mutually beneficial. Still, the economic power of the university increased dramatically with its financial success amid a decline in the local economy.", "targets": "What has been the effect of Yale and New Haven's relationship on Yale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6758f841e30d45bdb9ecfe504cc8ce73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale has a complicated relationship with its home city; for example, thousands of students volunteer every year in a myriad of community organizations, but city officials, who decry Yale's exemption from local property taxes, have long pressed the university to do more to help. Under President Levin, Yale has financially supported many of New Haven's efforts to reinvigorate the city. Evidence suggests that the town and gown relationships are mutually beneficial. Still, the economic power of the university increased dramatically with its financial success amid a decline in the local economy.", "targets": "What has been the effect of Yale and New Haven's relation on New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8426d682f9426f9a6fd91ed4b9e25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second-largest business district in terms of employment is La D\u00e9fense, just west of the city, where many companies installed their offices in the 1990s. In 2010 it was the workplace of 144,600 employees, of whom 38 percent worked in finance and insurance, 16 percent in business support services. Two other important districts, Neuilly-sur-Seine and Levallois-Perret, are extensions of the Paris business district and of La Defense. Another district, including Boulogne-Billancourt, Issy-les-Moulineaux and the southern part of the 15th arrondissement, is a center of activity for the media and information technology.", "targets": "Who is the second largest business district employer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8426d682f9426f9a6fd91ed4b9e25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second-largest business district in terms of employment is La D\u00e9fense, just west of the city, where many companies installed their offices in the 1990s. In 2010 it was the workplace of 144,600 employees, of whom 38 percent worked in finance and insurance, 16 percent in business support services. Two other important districts, Neuilly-sur-Seine and Levallois-Perret, are extensions of the Paris business district and of La Defense. Another district, including Boulogne-Billancourt, Issy-les-Moulineaux and the southern part of the 15th arrondissement, is a center of activity for the media and information technology.", "targets": "How many people worked for La Defense in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8426d682f9426f9a6fd91ed4b9e25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second-largest business district in terms of employment is La D\u00e9fense, just west of the city, where many companies installed their offices in the 1990s. In 2010 it was the workplace of 144,600 employees, of whom 38 percent worked in finance and insurance, 16 percent in business support services. Two other important districts, Neuilly-sur-Seine and Levallois-Perret, are extensions of the Paris business district and of La Defense. Another district, including Boulogne-Billancourt, Issy-les-Moulineaux and the southern part of the 15th arrondissement, is a center of activity for the media and information technology.", "targets": "What field did the majority of the employees at La Defense work in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8426d682f9426f9a6fd91ed4b9e25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second-largest business district in terms of employment is La D\u00e9fense, just west of the city, where many companies installed their offices in the 1990s. In 2010 it was the workplace of 144,600 employees, of whom 38 percent worked in finance and insurance, 16 percent in business support services. Two other important districts, Neuilly-sur-Seine and Levallois-Perret, are extensions of the Paris business district and of La Defense. Another district, including Boulogne-Billancourt, Issy-les-Moulineaux and the southern part of the 15th arrondissement, is a center of activity for the media and information technology.", "targets": "What percentage of people worked in business support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8426d682f9426f9a6fd91ed4b9e25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second-largest business district in terms of employment is La D\u00e9fense, just west of the city, where many companies installed their offices in the 1990s. In 2010 it was the workplace of 144,600 employees, of whom 38 percent worked in finance and insurance, 16 percent in business support services. Two other important districts, Neuilly-sur-Seine and Levallois-Perret, are extensions of the Paris business district and of La Defense. Another district, including Boulogne-Billancourt, Issy-les-Moulineaux and the southern part of the 15th arrondissement, is a center of activity for the media and information technology.", "targets": "What two districts are extensions of the Paris business district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aafc8f6705948ffb292ba204b22aed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The smaller galleries cover Korea, the Himalayan kingdoms and South East Asia. Korean displays include green-glazed ceramics, silk embroideries from officials' robes and gleaming boxes inlaid with mother-of-pearl made between 500 AD and 2000. Himalayan items include important early Nepalese bronze sculptures, repouss\u00e9 work and embroidery. Tibetan art from the 14th to the 19th century is represented by notable 14th- and 15th-century religious images in wood and bronze, scroll paintings and ritual objects. Art from Thailand, Burma, Cambodia, Indonesia and Sri Lanka in gold, silver, bronze, stone, terracotta and ivory represents these rich and complex cultures, the displays span the 6th to 19th centuries. Refined Hindu and Buddhist sculptures reflect the influence of India; items on show include betel-nut cutters, ivory combs and bronze palanquin hooks.", "targets": "Tibetan art from which period is represented in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aafc8f6705948ffb292ba204b22aed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The smaller galleries cover Korea, the Himalayan kingdoms and South East Asia. Korean displays include green-glazed ceramics, silk embroideries from officials' robes and gleaming boxes inlaid with mother-of-pearl made between 500 AD and 2000. Himalayan items include important early Nepalese bronze sculptures, repouss\u00e9 work and embroidery. Tibetan art from the 14th to the 19th century is represented by notable 14th- and 15th-century religious images in wood and bronze, scroll paintings and ritual objects. Art from Thailand, Burma, Cambodia, Indonesia and Sri Lanka in gold, silver, bronze, stone, terracotta and ivory represents these rich and complex cultures, the displays span the 6th to 19th centuries. Refined Hindu and Buddhist sculptures reflect the influence of India; items on show include betel-nut cutters, ivory combs and bronze palanquin hooks.", "targets": "Which South Asian island nation is represented in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aafc8f6705948ffb292ba204b22aed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The smaller galleries cover Korea, the Himalayan kingdoms and South East Asia. Korean displays include green-glazed ceramics, silk embroideries from officials' robes and gleaming boxes inlaid with mother-of-pearl made between 500 AD and 2000. Himalayan items include important early Nepalese bronze sculptures, repouss\u00e9 work and embroidery. Tibetan art from the 14th to the 19th century is represented by notable 14th- and 15th-century religious images in wood and bronze, scroll paintings and ritual objects. Art from Thailand, Burma, Cambodia, Indonesia and Sri Lanka in gold, silver, bronze, stone, terracotta and ivory represents these rich and complex cultures, the displays span the 6th to 19th centuries. Refined Hindu and Buddhist sculptures reflect the influence of India; items on show include betel-nut cutters, ivory combs and bronze palanquin hooks.", "targets": "The influence of India can be seen in which religious art objects from Thailand, Burma and Cambodia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aafc8f6705948ffb292ba204b22aed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The smaller galleries cover Korea, the Himalayan kingdoms and South East Asia. Korean displays include green-glazed ceramics, silk embroideries from officials' robes and gleaming boxes inlaid with mother-of-pearl made between 500 AD and 2000. Himalayan items include important early Nepalese bronze sculptures, repouss\u00e9 work and embroidery. Tibetan art from the 14th to the 19th century is represented by notable 14th- and 15th-century religious images in wood and bronze, scroll paintings and ritual objects. Art from Thailand, Burma, Cambodia, Indonesia and Sri Lanka in gold, silver, bronze, stone, terracotta and ivory represents these rich and complex cultures, the displays span the 6th to 19th centuries. Refined Hindu and Buddhist sculptures reflect the influence of India; items on show include betel-nut cutters, ivory combs and bronze palanquin hooks.", "targets": "Some of the museum's collection of Korean boxes are inlaid with what objects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aafc8f6705948ffb292ba204b22aed9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The smaller galleries cover Korea, the Himalayan kingdoms and South East Asia. Korean displays include green-glazed ceramics, silk embroideries from officials' robes and gleaming boxes inlaid with mother-of-pearl made between 500 AD and 2000. Himalayan items include important early Nepalese bronze sculptures, repouss\u00e9 work and embroidery. Tibetan art from the 14th to the 19th century is represented by notable 14th- and 15th-century religious images in wood and bronze, scroll paintings and ritual objects. Art from Thailand, Burma, Cambodia, Indonesia and Sri Lanka in gold, silver, bronze, stone, terracotta and ivory represents these rich and complex cultures, the displays span the 6th to 19th centuries. Refined Hindu and Buddhist sculptures reflect the influence of India; items on show include betel-nut cutters, ivory combs and bronze palanquin hooks.", "targets": "Some of the combs in the V&A collection of South East Asian art is made of what material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0419c3e7aa914efab7287ef6612e72d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nintendo Entertainment System (also abbreviated as NES) is an 8-bit home video game console that was developed and manufactured by Nintendo. It was initially released in Japan as the Family Computer (Japanese: \u30d5\u30a1\u30df\u30ea\u30fc\u30b3\u30f3\u30d4\u30e5\u30fc\u30bf, Hepburn: Famir\u012b Konpy\u016bta?) (also known by the portmanteau abbreviation Famicom (\u30d5\u30a1\u30df\u30b3\u30f3, Famikon?) and abbreviated as FC) on July 15, 1983, and was later released in North America during 1985, in Europe during 1986, and Australia in 1987. In South Korea, it was known as the Hyundai Comboy (\ud604\ub300 \ucef4\ubcf4\uc774 Hyeondae Keomboi) and was distributed by SK Hynix which then was known as Hyundai Electronics. It was succeeded by the Super Nintendo Entertainment System.", "targets": "What is the abbreviation of Nintendo Entertainment System?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0419c3e7aa914efab7287ef6612e72d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nintendo Entertainment System (also abbreviated as NES) is an 8-bit home video game console that was developed and manufactured by Nintendo. It was initially released in Japan as the Family Computer (Japanese: \u30d5\u30a1\u30df\u30ea\u30fc\u30b3\u30f3\u30d4\u30e5\u30fc\u30bf, Hepburn: Famir\u012b Konpy\u016bta?) (also known by the portmanteau abbreviation Famicom (\u30d5\u30a1\u30df\u30b3\u30f3, Famikon?) and abbreviated as FC) on July 15, 1983, and was later released in North America during 1985, in Europe during 1986, and Australia in 1987. In South Korea, it was known as the Hyundai Comboy (\ud604\ub300 \ucef4\ubcf4\uc774 Hyeondae Keomboi) and was distributed by SK Hynix which then was known as Hyundai Electronics. It was succeeded by the Super Nintendo Entertainment System.", "targets": "what was it called in Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0419c3e7aa914efab7287ef6612e72d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nintendo Entertainment System (also abbreviated as NES) is an 8-bit home video game console that was developed and manufactured by Nintendo. It was initially released in Japan as the Family Computer (Japanese: \u30d5\u30a1\u30df\u30ea\u30fc\u30b3\u30f3\u30d4\u30e5\u30fc\u30bf, Hepburn: Famir\u012b Konpy\u016bta?) (also known by the portmanteau abbreviation Famicom (\u30d5\u30a1\u30df\u30b3\u30f3, Famikon?) and abbreviated as FC) on July 15, 1983, and was later released in North America during 1985, in Europe during 1986, and Australia in 1987. In South Korea, it was known as the Hyundai Comboy (\ud604\ub300 \ucef4\ubcf4\uc774 Hyeondae Keomboi) and was distributed by SK Hynix which then was known as Hyundai Electronics. It was succeeded by the Super Nintendo Entertainment System.", "targets": "When was the Family Computer (Famicom) released in Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0419c3e7aa914efab7287ef6612e72d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nintendo Entertainment System (also abbreviated as NES) is an 8-bit home video game console that was developed and manufactured by Nintendo. It was initially released in Japan as the Family Computer (Japanese: \u30d5\u30a1\u30df\u30ea\u30fc\u30b3\u30f3\u30d4\u30e5\u30fc\u30bf, Hepburn: Famir\u012b Konpy\u016bta?) (also known by the portmanteau abbreviation Famicom (\u30d5\u30a1\u30df\u30b3\u30f3, Famikon?) and abbreviated as FC) on July 15, 1983, and was later released in North America during 1985, in Europe during 1986, and Australia in 1987. In South Korea, it was known as the Hyundai Comboy (\ud604\ub300 \ucef4\ubcf4\uc774 Hyeondae Keomboi) and was distributed by SK Hynix which then was known as Hyundai Electronics. It was succeeded by the Super Nintendo Entertainment System.", "targets": "When was it released in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0419c3e7aa914efab7287ef6612e72d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nintendo Entertainment System (also abbreviated as NES) is an 8-bit home video game console that was developed and manufactured by Nintendo. It was initially released in Japan as the Family Computer (Japanese: \u30d5\u30a1\u30df\u30ea\u30fc\u30b3\u30f3\u30d4\u30e5\u30fc\u30bf, Hepburn: Famir\u012b Konpy\u016bta?) (also known by the portmanteau abbreviation Famicom (\u30d5\u30a1\u30df\u30b3\u30f3, Famikon?) and abbreviated as FC) on July 15, 1983, and was later released in North America during 1985, in Europe during 1986, and Australia in 1987. In South Korea, it was known as the Hyundai Comboy (\ud604\ub300 \ucef4\ubcf4\uc774 Hyeondae Keomboi) and was distributed by SK Hynix which then was known as Hyundai Electronics. It was succeeded by the Super Nintendo Entertainment System.", "targets": "What succeeded the Famicom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b568b674d74264b9b1531653ab1802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nowadays, France only recognizes French as an official language. Nevertheless, on 10 December 2007, the General Council of the Pyr\u00e9n\u00e9es-Orientales officially recognized Catalan as one of the languages of the department and seeks to further promote it in public life and education.", "targets": "What is the official language of France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b568b674d74264b9b1531653ab1802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nowadays, France only recognizes French as an official language. Nevertheless, on 10 December 2007, the General Council of the Pyr\u00e9n\u00e9es-Orientales officially recognized Catalan as one of the languages of the department and seeks to further promote it in public life and education.", "targets": "Where does the General Council want to promote Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b568b674d74264b9b1531653ab1802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nowadays, France only recognizes French as an official language. Nevertheless, on 10 December 2007, the General Council of the Pyr\u00e9n\u00e9es-Orientales officially recognized Catalan as one of the languages of the department and seeks to further promote it in public life and education.", "targets": "Who recognized Catalan as a departmental language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77b568b674d74264b9b1531653ab1802", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nowadays, France only recognizes French as an official language. Nevertheless, on 10 December 2007, the General Council of the Pyr\u00e9n\u00e9es-Orientales officially recognized Catalan as one of the languages of the department and seeks to further promote it in public life and education.", "targets": "What language does the General Council want to promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28bbc04886a74a7f87aaf91ac403f150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 61.1% of Victorians describe themselves as Christian. Roman Catholics form the single largest religious group in the state with 26.7% of the Victorian population, followed by Anglicans and members of the Uniting Church. Buddhism is the state's largest non-Christian religion, with 168,637 members as of the most recent census. Victoria is also home of 152,775 Muslims and 45,150 Jews. Hinduism is the fastest growing religion. Around 20% of Victorians claim no religion. Amongst those who declare a religious affiliation, church attendance is low.", "targets": "What percentage of Victorians are Christian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28bbc04886a74a7f87aaf91ac403f150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 61.1% of Victorians describe themselves as Christian. Roman Catholics form the single largest religious group in the state with 26.7% of the Victorian population, followed by Anglicans and members of the Uniting Church. Buddhism is the state's largest non-Christian religion, with 168,637 members as of the most recent census. Victoria is also home of 152,775 Muslims and 45,150 Jews. Hinduism is the fastest growing religion. Around 20% of Victorians claim no religion. Amongst those who declare a religious affiliation, church attendance is low.", "targets": "How many Victorians are Catholic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28bbc04886a74a7f87aaf91ac403f150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 61.1% of Victorians describe themselves as Christian. Roman Catholics form the single largest religious group in the state with 26.7% of the Victorian population, followed by Anglicans and members of the Uniting Church. Buddhism is the state's largest non-Christian religion, with 168,637 members as of the most recent census. Victoria is also home of 152,775 Muslims and 45,150 Jews. Hinduism is the fastest growing religion. Around 20% of Victorians claim no religion. Amongst those who declare a religious affiliation, church attendance is low.", "targets": "What is Victoria's largest non-Christian religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28bbc04886a74a7f87aaf91ac403f150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 61.1% of Victorians describe themselves as Christian. Roman Catholics form the single largest religious group in the state with 26.7% of the Victorian population, followed by Anglicans and members of the Uniting Church. Buddhism is the state's largest non-Christian religion, with 168,637 members as of the most recent census. Victoria is also home of 152,775 Muslims and 45,150 Jews. Hinduism is the fastest growing religion. Around 20% of Victorians claim no religion. Amongst those who declare a religious affiliation, church attendance is low.", "targets": "How many Victorians are Buddhist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28bbc04886a74a7f87aaf91ac403f150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 61.1% of Victorians describe themselves as Christian. Roman Catholics form the single largest religious group in the state with 26.7% of the Victorian population, followed by Anglicans and members of the Uniting Church. Buddhism is the state's largest non-Christian religion, with 168,637 members as of the most recent census. Victoria is also home of 152,775 Muslims and 45,150 Jews. Hinduism is the fastest growing religion. Around 20% of Victorians claim no religion. Amongst those who declare a religious affiliation, church attendance is low.", "targets": "How many Victorians are non-religious?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What increases with the increase of income inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "Survivial is at the heart of what concept for workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What type of motivators are food and shelter considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What type of motivators are achievement and self determination considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What type of entrepreneurship leads to advancements in technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What increases entrepreneurship rates at the individual level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What is the increased rates of self-employment based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "Survival needs such as income for food and shelter motivates what type of entrepreneurship? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What motivation is opportunity-based entrepreneurship driven by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24211693c5f4a73a6f7b9630811ee0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the other hand, higher economic inequality tends to increase entrepreneurship rates at the individual level (self-employment). However, most of it is often based on necessity rather than opportunity. Necessity-based entrepreneurship is motivated by survival needs such as income for food and shelter (\"push\" motivations), whereas opportunity-based entrepreneurship is driven by achievement-oriented motivations (\"pull\") such as vocation and more likely to involve the pursue of new products, services, or underserved market needs. The economic impact of the former type of entrepreneurialism tends to be redistributive while the latter is expected to foster technological progress and thus have a more positive impact on economic growth.", "targets": "What type of impact does opportunity-based entrepreneurship tend to have on economic growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66a18eadfe5a487393e7ca32106f003c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established in 1988, Chengdu Hi-tech Industrial Development Zone (Chinese: \u6210\u90fd\u9ad8\u65b0\u6280\u672f\u4ea7\u4e1a\u5f00\u53d1\u533a; pinyin: Ch\u00e9ngd\u016b G\u0101ox\u012bn J\u00ecsh\u00f9 Ch\u01ceny\u00e8 K\u0101if\u0101 Q\u016b) was approved as one of the first national hi-tech development zones in 1991. In 2000, it was open to APEC and has been recognized as a national advanced hi-tech development zone in successive assessment activities held by China's Ministry of Science and Technology. It ranks 5th among the 53 national hi-tech development zones in China in terms of comprehensive strength.", "targets": "When was the Chengdu Hi-tech Industrial Development Zone established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66a18eadfe5a487393e7ca32106f003c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established in 1988, Chengdu Hi-tech Industrial Development Zone (Chinese: \u6210\u90fd\u9ad8\u65b0\u6280\u672f\u4ea7\u4e1a\u5f00\u53d1\u533a; pinyin: Ch\u00e9ngd\u016b G\u0101ox\u012bn J\u00ecsh\u00f9 Ch\u01ceny\u00e8 K\u0101if\u0101 Q\u016b) was approved as one of the first national hi-tech development zones in 1991. In 2000, it was open to APEC and has been recognized as a national advanced hi-tech development zone in successive assessment activities held by China's Ministry of Science and Technology. It ranks 5th among the 53 national hi-tech development zones in China in terms of comprehensive strength.", "targets": "When was the Chengdu Hi-tech Industrial Development Zone approved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66a18eadfe5a487393e7ca32106f003c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Established in 1988, Chengdu Hi-tech Industrial Development Zone (Chinese: \u6210\u90fd\u9ad8\u65b0\u6280\u672f\u4ea7\u4e1a\u5f00\u53d1\u533a; pinyin: Ch\u00e9ngd\u016b G\u0101ox\u012bn J\u00ecsh\u00f9 Ch\u01ceny\u00e8 K\u0101if\u0101 Q\u016b) was approved as one of the first national hi-tech development zones in 1991. In 2000, it was open to APEC and has been recognized as a national advanced hi-tech development zone in successive assessment activities held by China's Ministry of Science and Technology. It ranks 5th among the 53 national hi-tech development zones in China in terms of comprehensive strength.", "targets": "The Chengdu Hi-tech Industrial Development Zone is what rank of 53 in China terms of comprehensive strength?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d1df75df9e41fdbfcb1ceb600d07fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease is nearly always initiated by medical history and physical examination. More detailed identification techniques involve the culture of infectious agents isolated from a patient. Culture allows identification of infectious organisms by examining their microscopic features, by detecting the presence of substances produced by pathogens, and by directly identifying an organism by its genotype. Other techniques (such as X-rays, CAT scans, PET scans or NMR) are used to produce images of internal abnormalities resulting from the growth of an infectious agent. The images are useful in detection of, for example, a bone abscess or a spongiform encephalopathy produced by a prion.", "targets": "How is diagnosis of infectious disease almost always initiated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d1df75df9e41fdbfcb1ceb600d07fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease is nearly always initiated by medical history and physical examination. More detailed identification techniques involve the culture of infectious agents isolated from a patient. Culture allows identification of infectious organisms by examining their microscopic features, by detecting the presence of substances produced by pathogens, and by directly identifying an organism by its genotype. Other techniques (such as X-rays, CAT scans, PET scans or NMR) are used to produce images of internal abnormalities resulting from the growth of an infectious agent. The images are useful in detection of, for example, a bone abscess or a spongiform encephalopathy produced by a prion.", "targets": "What does taking a culture of an infectious agent isolated from a patient allow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d1df75df9e41fdbfcb1ceb600d07fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease is nearly always initiated by medical history and physical examination. More detailed identification techniques involve the culture of infectious agents isolated from a patient. Culture allows identification of infectious organisms by examining their microscopic features, by detecting the presence of substances produced by pathogens, and by directly identifying an organism by its genotype. Other techniques (such as X-rays, CAT scans, PET scans or NMR) are used to produce images of internal abnormalities resulting from the growth of an infectious agent. The images are useful in detection of, for example, a bone abscess or a spongiform encephalopathy produced by a prion.", "targets": "What features of an infectious organism does a culture allow examining?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d1df75df9e41fdbfcb1ceb600d07fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease is nearly always initiated by medical history and physical examination. More detailed identification techniques involve the culture of infectious agents isolated from a patient. Culture allows identification of infectious organisms by examining their microscopic features, by detecting the presence of substances produced by pathogens, and by directly identifying an organism by its genotype. Other techniques (such as X-rays, CAT scans, PET scans or NMR) are used to produce images of internal abnormalities resulting from the growth of an infectious agent. The images are useful in detection of, for example, a bone abscess or a spongiform encephalopathy produced by a prion.", "targets": "What can organisms be directly identified by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10d1df75df9e41fdbfcb1ceb600d07fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diagnosis of infectious disease is nearly always initiated by medical history and physical examination. More detailed identification techniques involve the culture of infectious agents isolated from a patient. Culture allows identification of infectious organisms by examining their microscopic features, by detecting the presence of substances produced by pathogens, and by directly identifying an organism by its genotype. Other techniques (such as X-rays, CAT scans, PET scans or NMR) are used to produce images of internal abnormalities resulting from the growth of an infectious agent. The images are useful in detection of, for example, a bone abscess or a spongiform encephalopathy produced by a prion.", "targets": "What technique can be used to produce images of internal abnormalities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3cd02011a7e483fa782c4eac2c4e0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the commanded withdrawal of Egyptian troops, about 2,000 Egyptian soldiers were killed during engagement with Israeli forces, and some 5,000 Egyptian soldiers were captured by the Israeli Army. Amer and Salah Salem proposed requesting a ceasefire, with Salem further recommending that Nasser surrender himself to British forces. Nasser berated Amer and Salem, and vowed, \"Nobody is going to surrender.\" Nasser assumed military command. Despite the relative ease in which Sinai was occupied, Nasser's prestige at home and among Arabs was undamaged. To counterbalance the Egyptian Army's dismal performance, Nasser authorized the distribution of about 400,000 rifles to civilian volunteers and hundreds of militias were formed throughout Egypt, many led by Nasser's political opponents.", "targets": "How many Egyptian soldiers died during the fighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3cd02011a7e483fa782c4eac2c4e0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the commanded withdrawal of Egyptian troops, about 2,000 Egyptian soldiers were killed during engagement with Israeli forces, and some 5,000 Egyptian soldiers were captured by the Israeli Army. Amer and Salah Salem proposed requesting a ceasefire, with Salem further recommending that Nasser surrender himself to British forces. Nasser berated Amer and Salem, and vowed, \"Nobody is going to surrender.\" Nasser assumed military command. Despite the relative ease in which Sinai was occupied, Nasser's prestige at home and among Arabs was undamaged. To counterbalance the Egyptian Army's dismal performance, Nasser authorized the distribution of about 400,000 rifles to civilian volunteers and hundreds of militias were formed throughout Egypt, many led by Nasser's political opponents.", "targets": "How many Egyptian soldiers did the Israeli army capture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3cd02011a7e483fa782c4eac2c4e0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the commanded withdrawal of Egyptian troops, about 2,000 Egyptian soldiers were killed during engagement with Israeli forces, and some 5,000 Egyptian soldiers were captured by the Israeli Army. Amer and Salah Salem proposed requesting a ceasefire, with Salem further recommending that Nasser surrender himself to British forces. Nasser berated Amer and Salem, and vowed, \"Nobody is going to surrender.\" Nasser assumed military command. Despite the relative ease in which Sinai was occupied, Nasser's prestige at home and among Arabs was undamaged. To counterbalance the Egyptian Army's dismal performance, Nasser authorized the distribution of about 400,000 rifles to civilian volunteers and hundreds of militias were formed throughout Egypt, many led by Nasser's political opponents.", "targets": "To whom did Nasser authorize distribution of small arms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3cd02011a7e483fa782c4eac2c4e0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the commanded withdrawal of Egyptian troops, about 2,000 Egyptian soldiers were killed during engagement with Israeli forces, and some 5,000 Egyptian soldiers were captured by the Israeli Army. Amer and Salah Salem proposed requesting a ceasefire, with Salem further recommending that Nasser surrender himself to British forces. Nasser berated Amer and Salem, and vowed, \"Nobody is going to surrender.\" Nasser assumed military command. Despite the relative ease in which Sinai was occupied, Nasser's prestige at home and among Arabs was undamaged. To counterbalance the Egyptian Army's dismal performance, Nasser authorized the distribution of about 400,000 rifles to civilian volunteers and hundreds of militias were formed throughout Egypt, many led by Nasser's political opponents.", "targets": "Who recommended Nasser surrender himself to the British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3cd02011a7e483fa782c4eac2c4e0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the commanded withdrawal of Egyptian troops, about 2,000 Egyptian soldiers were killed during engagement with Israeli forces, and some 5,000 Egyptian soldiers were captured by the Israeli Army. Amer and Salah Salem proposed requesting a ceasefire, with Salem further recommending that Nasser surrender himself to British forces. Nasser berated Amer and Salem, and vowed, \"Nobody is going to surrender.\" Nasser assumed military command. Despite the relative ease in which Sinai was occupied, Nasser's prestige at home and among Arabs was undamaged. To counterbalance the Egyptian Army's dismal performance, Nasser authorized the distribution of about 400,000 rifles to civilian volunteers and hundreds of militias were formed throughout Egypt, many led by Nasser's political opponents.", "targets": "What was the consequence to Nassir's admiration among the Arab world for Egypt's military failure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e573e697290e41a58a012afa1d301fb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The governments in Berlin, Bremen and Hamburg are designated by the term Senate. In the three free states of Bavaria, Saxony, and Thuringia the government is referred to as the State Government (Staatsregierung), and in the other ten states the term Land Government (Landesregierung) is used. Before January 1, 2000, Bavaria had a bicameral parliament, with a popularly elected Landtag, and a Senate made up of representatives of the state's major social and economic groups. The Senate was abolished following a referendum in 1998. The states of Berlin, Bremen, and Hamburg are governed slightly differently from the other states. In each of those cities, the executive branch consists of a Senate of approximately eight, selected by the state's parliament; the senators carry out duties equivalent to those of the ministers in the larger states. The equivalent of the Minister-President is the Senatspr\u00e4sident (President of the Senate) in Bremen, the Erster B\u00fcrgermeister (First Mayor) in Hamburg, and the Regierender B\u00fcrgermeister (Governing Mayor) in Berlin. The parliament for Berlin is called the Abgeordnetenhaus (House of Representatives), while Bremen and Hamburg both have a B\u00fcrgerschaft. The parliaments in the remaining 13 states are referred to as Landtag (State Parliament).", "targets": "What are the governments in Berlin, Bremen and Hamburg called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e573e697290e41a58a012afa1d301fb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The governments in Berlin, Bremen and Hamburg are designated by the term Senate. In the three free states of Bavaria, Saxony, and Thuringia the government is referred to as the State Government (Staatsregierung), and in the other ten states the term Land Government (Landesregierung) is used. Before January 1, 2000, Bavaria had a bicameral parliament, with a popularly elected Landtag, and a Senate made up of representatives of the state's major social and economic groups. The Senate was abolished following a referendum in 1998. The states of Berlin, Bremen, and Hamburg are governed slightly differently from the other states. In each of those cities, the executive branch consists of a Senate of approximately eight, selected by the state's parliament; the senators carry out duties equivalent to those of the ministers in the larger states. The equivalent of the Minister-President is the Senatspr\u00e4sident (President of the Senate) in Bremen, the Erster B\u00fcrgermeister (First Mayor) in Hamburg, and the Regierender B\u00fcrgermeister (Governing Mayor) in Berlin. The parliament for Berlin is called the Abgeordnetenhaus (House of Representatives), while Bremen and Hamburg both have a B\u00fcrgerschaft. The parliaments in the remaining 13 states are referred to as Landtag (State Parliament).", "targets": " What is the government called in the three free states of Bavaria, Saxony, and Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e573e697290e41a58a012afa1d301fb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The governments in Berlin, Bremen and Hamburg are designated by the term Senate. In the three free states of Bavaria, Saxony, and Thuringia the government is referred to as the State Government (Staatsregierung), and in the other ten states the term Land Government (Landesregierung) is used. Before January 1, 2000, Bavaria had a bicameral parliament, with a popularly elected Landtag, and a Senate made up of representatives of the state's major social and economic groups. The Senate was abolished following a referendum in 1998. The states of Berlin, Bremen, and Hamburg are governed slightly differently from the other states. In each of those cities, the executive branch consists of a Senate of approximately eight, selected by the state's parliament; the senators carry out duties equivalent to those of the ministers in the larger states. The equivalent of the Minister-President is the Senatspr\u00e4sident (President of the Senate) in Bremen, the Erster B\u00fcrgermeister (First Mayor) in Hamburg, and the Regierender B\u00fcrgermeister (Governing Mayor) in Berlin. The parliament for Berlin is called the Abgeordnetenhaus (House of Representatives), while Bremen and Hamburg both have a B\u00fcrgerschaft. The parliaments in the remaining 13 states are referred to as Landtag (State Parliament).", "targets": "What did Bavaria's government have before 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e573e697290e41a58a012afa1d301fb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The governments in Berlin, Bremen and Hamburg are designated by the term Senate. In the three free states of Bavaria, Saxony, and Thuringia the government is referred to as the State Government (Staatsregierung), and in the other ten states the term Land Government (Landesregierung) is used. Before January 1, 2000, Bavaria had a bicameral parliament, with a popularly elected Landtag, and a Senate made up of representatives of the state's major social and economic groups. The Senate was abolished following a referendum in 1998. The states of Berlin, Bremen, and Hamburg are governed slightly differently from the other states. In each of those cities, the executive branch consists of a Senate of approximately eight, selected by the state's parliament; the senators carry out duties equivalent to those of the ministers in the larger states. The equivalent of the Minister-President is the Senatspr\u00e4sident (President of the Senate) in Bremen, the Erster B\u00fcrgermeister (First Mayor) in Hamburg, and the Regierender B\u00fcrgermeister (Governing Mayor) in Berlin. The parliament for Berlin is called the Abgeordnetenhaus (House of Representatives), while Bremen and Hamburg both have a B\u00fcrgerschaft. The parliaments in the remaining 13 states are referred to as Landtag (State Parliament).", "targets": "How many people are in the executive branch senate in Berlin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e573e697290e41a58a012afa1d301fb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The governments in Berlin, Bremen and Hamburg are designated by the term Senate. In the three free states of Bavaria, Saxony, and Thuringia the government is referred to as the State Government (Staatsregierung), and in the other ten states the term Land Government (Landesregierung) is used. Before January 1, 2000, Bavaria had a bicameral parliament, with a popularly elected Landtag, and a Senate made up of representatives of the state's major social and economic groups. The Senate was abolished following a referendum in 1998. The states of Berlin, Bremen, and Hamburg are governed slightly differently from the other states. In each of those cities, the executive branch consists of a Senate of approximately eight, selected by the state's parliament; the senators carry out duties equivalent to those of the ministers in the larger states. The equivalent of the Minister-President is the Senatspr\u00e4sident (President of the Senate) in Bremen, the Erster B\u00fcrgermeister (First Mayor) in Hamburg, and the Regierender B\u00fcrgermeister (Governing Mayor) in Berlin. The parliament for Berlin is called the Abgeordnetenhaus (House of Representatives), while Bremen and Hamburg both have a B\u00fcrgerschaft. The parliaments in the remaining 13 states are referred to as Landtag (State Parliament).", "targets": "The parliament in Berlin is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afc6b73946d84fa784da4dbf4fb1865d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Majapahit Empire was an Indianised kingdom based in eastern Java from 1293 to around 1500. Its greatest ruler was Hayam Wuruk, whose reign from 1350 to 1389 marked the empire's peak when it dominated other kingdoms in the southern Malay Peninsula, Borneo, Sumatra, and Bali. Various sources such as the Nagarakertagama also mention that its influence spanned over parts of Sulawesi, Maluku, and some areas of western New Guinea and the Philippines, making it the largest empire to ever exist in Southeast Asian history.", "targets": "Which Indianised kingdom was based in eastern java?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afc6b73946d84fa784da4dbf4fb1865d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Majapahit Empire was an Indianised kingdom based in eastern Java from 1293 to around 1500. Its greatest ruler was Hayam Wuruk, whose reign from 1350 to 1389 marked the empire's peak when it dominated other kingdoms in the southern Malay Peninsula, Borneo, Sumatra, and Bali. Various sources such as the Nagarakertagama also mention that its influence spanned over parts of Sulawesi, Maluku, and some areas of western New Guinea and the Philippines, making it the largest empire to ever exist in Southeast Asian history.", "targets": "Which ruler reigned between 1350 to 1389?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afc6b73946d84fa784da4dbf4fb1865d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Majapahit Empire was an Indianised kingdom based in eastern Java from 1293 to around 1500. Its greatest ruler was Hayam Wuruk, whose reign from 1350 to 1389 marked the empire's peak when it dominated other kingdoms in the southern Malay Peninsula, Borneo, Sumatra, and Bali. Various sources such as the Nagarakertagama also mention that its influence spanned over parts of Sulawesi, Maluku, and some areas of western New Guinea and the Philippines, making it the largest empire to ever exist in Southeast Asian history.", "targets": "How long did the Majapahit Empire last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afc6b73946d84fa784da4dbf4fb1865d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Majapahit Empire was an Indianised kingdom based in eastern Java from 1293 to around 1500. Its greatest ruler was Hayam Wuruk, whose reign from 1350 to 1389 marked the empire's peak when it dominated other kingdoms in the southern Malay Peninsula, Borneo, Sumatra, and Bali. Various sources such as the Nagarakertagama also mention that its influence spanned over parts of Sulawesi, Maluku, and some areas of western New Guinea and the Philippines, making it the largest empire to ever exist in Southeast Asian history.", "targets": "How far did the Majapahit Empire's influence stretch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6f56c538914b1897b9d092c3697493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analogous definitions can be made for space requirements. Although time and space are the most well-known complexity resources, any complexity measure can be viewed as a computational resource. Complexity measures are very generally defined by the Blum complexity axioms. Other complexity measures used in complexity theory include communication complexity, circuit complexity, and decision tree complexity.", "targets": "Time and space are both examples of what type of resource?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6f56c538914b1897b9d092c3697493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analogous definitions can be made for space requirements. Although time and space are the most well-known complexity resources, any complexity measure can be viewed as a computational resource. Complexity measures are very generally defined by the Blum complexity axioms. Other complexity measures used in complexity theory include communication complexity, circuit complexity, and decision tree complexity.", "targets": "A complexity resource can also be described as what other type of resource?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6f56c538914b1897b9d092c3697493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analogous definitions can be made for space requirements. Although time and space are the most well-known complexity resources, any complexity measure can be viewed as a computational resource. Complexity measures are very generally defined by the Blum complexity axioms. Other complexity measures used in complexity theory include communication complexity, circuit complexity, and decision tree complexity.", "targets": "What is typically used to broadly define complexity measures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6f56c538914b1897b9d092c3697493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analogous definitions can be made for space requirements. Although time and space are the most well-known complexity resources, any complexity measure can be viewed as a computational resource. Complexity measures are very generally defined by the Blum complexity axioms. Other complexity measures used in complexity theory include communication complexity, circuit complexity, and decision tree complexity.", "targets": "Communication complexity is an example of what type of measure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f6f56c538914b1897b9d092c3697493", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Analogous definitions can be made for space requirements. Although time and space are the most well-known complexity resources, any complexity measure can be viewed as a computational resource. Complexity measures are very generally defined by the Blum complexity axioms. Other complexity measures used in complexity theory include communication complexity, circuit complexity, and decision tree complexity.", "targets": "Decision tree is an example of what type of measure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3a097c0add474e97b44486173417d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After India gained independence, the Nizam declared his intention to remain independent rather than become part of the Indian Union. The Hyderabad State Congress, with the support of the Indian National Congress and the Communist Party of India, began agitating against Nizam VII in 1948. On 17 September that year, the Indian Army took control of Hyderabad State after an invasion codenamed Operation Polo. With the defeat of his forces, Nizam VII capitulated to the Indian Union by signing an Instrument of Accession, which made him the Rajpramukh (Princely Governor) of the state until 31 October 1956. Between 1946 and 1951, the Communist Party of India fomented the Telangana uprising against the feudal lords of the Telangana region. The Constitution of India, which became effective on 26 January 1950, made Hyderabad State one of the part B states of India, with Hyderabad city continuing to be the capital. In his 1955 report Thoughts on Linguistic States, B. R. Ambedkar, then chairman of the Drafting Committee of the Indian Constitution, proposed designating the city of Hyderabad as the second capital of India because of its amenities and strategic central location. Since 1956, the Rashtrapati Nilayam in Hyderabad has been the second official residence and business office of the President of India; the President stays once a year in winter and conducts official business particularly relating to Southern India.", "targets": "On what date did the Indian Army take control of Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3a097c0add474e97b44486173417d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After India gained independence, the Nizam declared his intention to remain independent rather than become part of the Indian Union. The Hyderabad State Congress, with the support of the Indian National Congress and the Communist Party of India, began agitating against Nizam VII in 1948. On 17 September that year, the Indian Army took control of Hyderabad State after an invasion codenamed Operation Polo. With the defeat of his forces, Nizam VII capitulated to the Indian Union by signing an Instrument of Accession, which made him the Rajpramukh (Princely Governor) of the state until 31 October 1956. Between 1946 and 1951, the Communist Party of India fomented the Telangana uprising against the feudal lords of the Telangana region. The Constitution of India, which became effective on 26 January 1950, made Hyderabad State one of the part B states of India, with Hyderabad city continuing to be the capital. In his 1955 report Thoughts on Linguistic States, B. R. Ambedkar, then chairman of the Drafting Committee of the Indian Constitution, proposed designating the city of Hyderabad as the second capital of India because of its amenities and strategic central location. Since 1956, the Rashtrapati Nilayam in Hyderabad has been the second official residence and business office of the President of India; the President stays once a year in winter and conducts official business particularly relating to Southern India.", "targets": "Which uprising occurred from 1946 to 1951?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3a097c0add474e97b44486173417d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After India gained independence, the Nizam declared his intention to remain independent rather than become part of the Indian Union. The Hyderabad State Congress, with the support of the Indian National Congress and the Communist Party of India, began agitating against Nizam VII in 1948. On 17 September that year, the Indian Army took control of Hyderabad State after an invasion codenamed Operation Polo. With the defeat of his forces, Nizam VII capitulated to the Indian Union by signing an Instrument of Accession, which made him the Rajpramukh (Princely Governor) of the state until 31 October 1956. Between 1946 and 1951, the Communist Party of India fomented the Telangana uprising against the feudal lords of the Telangana region. The Constitution of India, which became effective on 26 January 1950, made Hyderabad State one of the part B states of India, with Hyderabad city continuing to be the capital. In his 1955 report Thoughts on Linguistic States, B. R. Ambedkar, then chairman of the Drafting Committee of the Indian Constitution, proposed designating the city of Hyderabad as the second capital of India because of its amenities and strategic central location. Since 1956, the Rashtrapati Nilayam in Hyderabad has been the second official residence and business office of the President of India; the President stays once a year in winter and conducts official business particularly relating to Southern India.", "targets": "What was the code name for the Indian Army invasion of Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3a097c0add474e97b44486173417d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After India gained independence, the Nizam declared his intention to remain independent rather than become part of the Indian Union. The Hyderabad State Congress, with the support of the Indian National Congress and the Communist Party of India, began agitating against Nizam VII in 1948. On 17 September that year, the Indian Army took control of Hyderabad State after an invasion codenamed Operation Polo. With the defeat of his forces, Nizam VII capitulated to the Indian Union by signing an Instrument of Accession, which made him the Rajpramukh (Princely Governor) of the state until 31 October 1956. Between 1946 and 1951, the Communist Party of India fomented the Telangana uprising against the feudal lords of the Telangana region. The Constitution of India, which became effective on 26 January 1950, made Hyderabad State one of the part B states of India, with Hyderabad city continuing to be the capital. In his 1955 report Thoughts on Linguistic States, B. R. Ambedkar, then chairman of the Drafting Committee of the Indian Constitution, proposed designating the city of Hyderabad as the second capital of India because of its amenities and strategic central location. Since 1956, the Rashtrapati Nilayam in Hyderabad has been the second official residence and business office of the President of India; the President stays once a year in winter and conducts official business particularly relating to Southern India.", "targets": "Which Nizam defeated by the Indian Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce3a097c0add474e97b44486173417d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After India gained independence, the Nizam declared his intention to remain independent rather than become part of the Indian Union. The Hyderabad State Congress, with the support of the Indian National Congress and the Communist Party of India, began agitating against Nizam VII in 1948. On 17 September that year, the Indian Army took control of Hyderabad State after an invasion codenamed Operation Polo. With the defeat of his forces, Nizam VII capitulated to the Indian Union by signing an Instrument of Accession, which made him the Rajpramukh (Princely Governor) of the state until 31 October 1956. Between 1946 and 1951, the Communist Party of India fomented the Telangana uprising against the feudal lords of the Telangana region. The Constitution of India, which became effective on 26 January 1950, made Hyderabad State one of the part B states of India, with Hyderabad city continuing to be the capital. In his 1955 report Thoughts on Linguistic States, B. R. Ambedkar, then chairman of the Drafting Committee of the Indian Constitution, proposed designating the city of Hyderabad as the second capital of India because of its amenities and strategic central location. Since 1956, the Rashtrapati Nilayam in Hyderabad has been the second official residence and business office of the President of India; the President stays once a year in winter and conducts official business particularly relating to Southern India.", "targets": "On what date did the constitution of India become active?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "In her music, what are some recurring elements in them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "Time magazine named her one of the most 100 what people of the century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "Which magazine declared her the most dominant woman musician?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "In which decade did the Recording Industry Association of America recognize Beyonce as the The Top Certified Artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "What magazine rated Beyonce as the most powerful female musician in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "How did Beyonce describe herself as a feminist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "In which years did Time rate Beyonce in the 100 most influential people in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "How many records has Beyonce sold in her 19 year career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "How many records did Beyonc\u00e9 sell as part of Destiny's Child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "After leaving Destiny's Child, how many records did Beyonc\u00e9 release under her own name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "How many Grammy awards has Beyonc\u00e9 won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de0035624ebd40cea616a39114802f20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A self-described \"modern-day feminist\", Beyonc\u00e9 creates songs that are often characterized by themes of love, relationships, and monogamy, as well as female sexuality and empowerment. On stage, her dynamic, highly choreographed performances have led to critics hailing her as one of the best entertainers in contemporary popular music. Throughout a career spanning 19 years, she has sold over 118 million records as a solo artist, and a further 60 million with Destiny's Child, making her one of the best-selling music artists of all time. She has won 20 Grammy Awards and is the most nominated woman in the award's history. The Recording Industry Association of America recognized her as the Top Certified Artist in America during the 2000s decade. In 2009, Billboard named her the Top Radio Songs Artist of the Decade, the Top Female Artist of the 2000s and their Artist of the Millennium in 2011. Time listed her among the 100 most influential people in the world in 2013 and 2014. Forbes magazine also listed her as the most powerful female musician of 2015.", "targets": "What magazine named Beyonc\u00e9 as the most powerful female musician for 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8191562de3054d6889546c97ab5409c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyborg anthropology originated as a sub-focus group within the American Anthropological Association's annual meeting in 1993. The sub-group was very closely related to STS and the Society for the Social Studies of Science. Donna Haraway's 1985 Cyborg Manifesto could be considered the founding document of cyborg anthropology by first exploring the philosophical and sociological ramifications of the term. Cyborg anthropology studies humankind and its relations with the technological systems it has built, specifically modern technological systems that have reflexively shaped notions of what it means to be human beings.", "targets": "What type of anthropology originated as a sub-focus group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8191562de3054d6889546c97ab5409c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyborg anthropology originated as a sub-focus group within the American Anthropological Association's annual meeting in 1993. The sub-group was very closely related to STS and the Society for the Social Studies of Science. Donna Haraway's 1985 Cyborg Manifesto could be considered the founding document of cyborg anthropology by first exploring the philosophical and sociological ramifications of the term. Cyborg anthropology studies humankind and its relations with the technological systems it has built, specifically modern technological systems that have reflexively shaped notions of what it means to be human beings.", "targets": "When did the division of cyborg anthropology originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8191562de3054d6889546c97ab5409c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyborg anthropology originated as a sub-focus group within the American Anthropological Association's annual meeting in 1993. The sub-group was very closely related to STS and the Society for the Social Studies of Science. Donna Haraway's 1985 Cyborg Manifesto could be considered the founding document of cyborg anthropology by first exploring the philosophical and sociological ramifications of the term. Cyborg anthropology studies humankind and its relations with the technological systems it has built, specifically modern technological systems that have reflexively shaped notions of what it means to be human beings.", "targets": "What the sub-group of cyborg anthropology very closely related to, in addition to STS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8191562de3054d6889546c97ab5409c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyborg anthropology originated as a sub-focus group within the American Anthropological Association's annual meeting in 1993. The sub-group was very closely related to STS and the Society for the Social Studies of Science. Donna Haraway's 1985 Cyborg Manifesto could be considered the founding document of cyborg anthropology by first exploring the philosophical and sociological ramifications of the term. Cyborg anthropology studies humankind and its relations with the technological systems it has built, specifically modern technological systems that have reflexively shaped notions of what it means to be human beings.", "targets": "Who published a Cyborg Manifesto?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8191562de3054d6889546c97ab5409c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyborg anthropology originated as a sub-focus group within the American Anthropological Association's annual meeting in 1993. The sub-group was very closely related to STS and the Society for the Social Studies of Science. Donna Haraway's 1985 Cyborg Manifesto could be considered the founding document of cyborg anthropology by first exploring the philosophical and sociological ramifications of the term. Cyborg anthropology studies humankind and its relations with the technological systems it has built, specifically modern technological systems that have reflexively shaped notions of what it means to be human beings.", "targets": "What does cyborg anthropology study about humankind and technological systems humans have built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77ac8d51c534c94a451454be197d61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour refers to the employment of children in any work that deprives children of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful. This practice is considered exploitative by many international organisations. Legislation across the world prohibit child labour. These laws do not consider all work by children as child labour; exceptions include work by child artists, family duties, supervised training, certain categories of work such as those by Amish children, some forms of child work common among indigenous American children, and others.", "targets": "What does child labour deprive children of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77ac8d51c534c94a451454be197d61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour refers to the employment of children in any work that deprives children of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful. This practice is considered exploitative by many international organisations. Legislation across the world prohibit child labour. These laws do not consider all work by children as child labour; exceptions include work by child artists, family duties, supervised training, certain categories of work such as those by Amish children, some forms of child work common among indigenous American children, and others.", "targets": "Are child artists an exception to the laws with regards to child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77ac8d51c534c94a451454be197d61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour refers to the employment of children in any work that deprives children of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful. This practice is considered exploitative by many international organisations. Legislation across the world prohibit child labour. These laws do not consider all work by children as child labour; exceptions include work by child artists, family duties, supervised training, certain categories of work such as those by Amish children, some forms of child work common among indigenous American children, and others.", "targets": "Is work done by Amish children an exception?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77ac8d51c534c94a451454be197d61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour refers to the employment of children in any work that deprives children of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful. This practice is considered exploitative by many international organisations. Legislation across the world prohibit child labour. These laws do not consider all work by children as child labour; exceptions include work by child artists, family duties, supervised training, certain categories of work such as those by Amish children, some forms of child work common among indigenous American children, and others.", "targets": "Where is there legislation that prohibits child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d77ac8d51c534c94a451454be197d61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour refers to the employment of children in any work that deprives children of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful. This practice is considered exploitative by many international organisations. Legislation across the world prohibit child labour. These laws do not consider all work by children as child labour; exceptions include work by child artists, family duties, supervised training, certain categories of work such as those by Amish children, some forms of child work common among indigenous American children, and others.", "targets": "Is all work done by children considered to be child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a82b75bf38a4bb68b900d3d4f736780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was instrumental in the development of punk music, with figures such as the Sex Pistols, The Clash, and Vivienne Westwood all based in the city. More recent artists to emerge from the London music scene include George Michael, Kate Bush, Seal, Siouxsie and the Banshees, Bush, the Spice Girls, Jamiroquai, Blur, The Prodigy, Gorillaz, Mumford & Sons, Coldplay, Amy Winehouse, Adele, Ed Sheeran and One Direction. London is also a centre for urban music. In particular the genres UK garage, drum and bass, dubstep and grime evolved in the city from the foreign genres of hip hop and reggae, alongside local drum and bass. Black music station BBC Radio 1Xtra was set up to support the rise of home-grown urban music both in London and in the rest of the UK.", "targets": "London was a major factor in the rise of what musical genre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a82b75bf38a4bb68b900d3d4f736780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was instrumental in the development of punk music, with figures such as the Sex Pistols, The Clash, and Vivienne Westwood all based in the city. More recent artists to emerge from the London music scene include George Michael, Kate Bush, Seal, Siouxsie and the Banshees, Bush, the Spice Girls, Jamiroquai, Blur, The Prodigy, Gorillaz, Mumford & Sons, Coldplay, Amy Winehouse, Adele, Ed Sheeran and One Direction. London is also a centre for urban music. In particular the genres UK garage, drum and bass, dubstep and grime evolved in the city from the foreign genres of hip hop and reggae, alongside local drum and bass. Black music station BBC Radio 1Xtra was set up to support the rise of home-grown urban music both in London and in the rest of the UK.", "targets": "Musical genres that gained popularity in London and elsewhere, such as dubstep, were based on and derived from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a82b75bf38a4bb68b900d3d4f736780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was instrumental in the development of punk music, with figures such as the Sex Pistols, The Clash, and Vivienne Westwood all based in the city. More recent artists to emerge from the London music scene include George Michael, Kate Bush, Seal, Siouxsie and the Banshees, Bush, the Spice Girls, Jamiroquai, Blur, The Prodigy, Gorillaz, Mumford & Sons, Coldplay, Amy Winehouse, Adele, Ed Sheeran and One Direction. London is also a centre for urban music. In particular the genres UK garage, drum and bass, dubstep and grime evolved in the city from the foreign genres of hip hop and reggae, alongside local drum and bass. Black music station BBC Radio 1Xtra was set up to support the rise of home-grown urban music both in London and in the rest of the UK.", "targets": "Which BBC radio station focuses primarily on black and urban music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a82b75bf38a4bb68b900d3d4f736780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London was instrumental in the development of punk music, with figures such as the Sex Pistols, The Clash, and Vivienne Westwood all based in the city. More recent artists to emerge from the London music scene include George Michael, Kate Bush, Seal, Siouxsie and the Banshees, Bush, the Spice Girls, Jamiroquai, Blur, The Prodigy, Gorillaz, Mumford & Sons, Coldplay, Amy Winehouse, Adele, Ed Sheeran and One Direction. London is also a centre for urban music. In particular the genres UK garage, drum and bass, dubstep and grime evolved in the city from the foreign genres of hip hop and reggae, alongside local drum and bass. Black music station BBC Radio 1Xtra was set up to support the rise of home-grown urban music both in London and in the rest of the UK.", "targets": "What rock music group led by Gavin Rossdale got its start in London's music scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-104cf0bb7fee493d985822c72cf20fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After each election to the Scottish Parliament, at the beginning of each parliamentary session, Parliament elects one MSP to serve as Presiding Officer, the equivalent of the speaker (currently Tricia Marwick), and two MSPs to serve as deputies (currently Elaine Smith and John Scott). The Presiding Officer and deputies are elected by a secret ballot of the 129 MSPs, which is the only secret ballot conducted in the Scottish Parliament. Principally, the role of the Presiding Officer is to chair chamber proceedings and the Scottish Parliamentary Corporate Body. When chairing meetings of the Parliament, the Presiding Officer and his/her deputies must be politically impartial. During debates, the Presiding Officer (or the deputy) is assisted by the parliamentary clerks, who give advice on how to interpret the standing orders that govern the proceedings of meetings. A vote clerk sits in front of the Presiding Officer and operates the electronic voting equipment and chamber clocks.", "targets": "Who is elected to serve as the Presiding Officer at the beginning of each parliamentary session?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-104cf0bb7fee493d985822c72cf20fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After each election to the Scottish Parliament, at the beginning of each parliamentary session, Parliament elects one MSP to serve as Presiding Officer, the equivalent of the speaker (currently Tricia Marwick), and two MSPs to serve as deputies (currently Elaine Smith and John Scott). The Presiding Officer and deputies are elected by a secret ballot of the 129 MSPs, which is the only secret ballot conducted in the Scottish Parliament. Principally, the role of the Presiding Officer is to chair chamber proceedings and the Scottish Parliamentary Corporate Body. When chairing meetings of the Parliament, the Presiding Officer and his/her deputies must be politically impartial. During debates, the Presiding Officer (or the deputy) is assisted by the parliamentary clerks, who give advice on how to interpret the standing orders that govern the proceedings of meetings. A vote clerk sits in front of the Presiding Officer and operates the electronic voting equipment and chamber clocks.", "targets": "Who is currently speaker of the Scottish Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-104cf0bb7fee493d985822c72cf20fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After each election to the Scottish Parliament, at the beginning of each parliamentary session, Parliament elects one MSP to serve as Presiding Officer, the equivalent of the speaker (currently Tricia Marwick), and two MSPs to serve as deputies (currently Elaine Smith and John Scott). The Presiding Officer and deputies are elected by a secret ballot of the 129 MSPs, which is the only secret ballot conducted in the Scottish Parliament. Principally, the role of the Presiding Officer is to chair chamber proceedings and the Scottish Parliamentary Corporate Body. When chairing meetings of the Parliament, the Presiding Officer and his/her deputies must be politically impartial. During debates, the Presiding Officer (or the deputy) is assisted by the parliamentary clerks, who give advice on how to interpret the standing orders that govern the proceedings of meetings. A vote clerk sits in front of the Presiding Officer and operates the electronic voting equipment and chamber clocks.", "targets": "What type of ballot is used to elect the Presiding Officer and deputies of the Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-104cf0bb7fee493d985822c72cf20fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After each election to the Scottish Parliament, at the beginning of each parliamentary session, Parliament elects one MSP to serve as Presiding Officer, the equivalent of the speaker (currently Tricia Marwick), and two MSPs to serve as deputies (currently Elaine Smith and John Scott). The Presiding Officer and deputies are elected by a secret ballot of the 129 MSPs, which is the only secret ballot conducted in the Scottish Parliament. Principally, the role of the Presiding Officer is to chair chamber proceedings and the Scottish Parliamentary Corporate Body. When chairing meetings of the Parliament, the Presiding Officer and his/her deputies must be politically impartial. During debates, the Presiding Officer (or the deputy) is assisted by the parliamentary clerks, who give advice on how to interpret the standing orders that govern the proceedings of meetings. A vote clerk sits in front of the Presiding Officer and operates the electronic voting equipment and chamber clocks.", "targets": "How many MSPs are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-104cf0bb7fee493d985822c72cf20fab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After each election to the Scottish Parliament, at the beginning of each parliamentary session, Parliament elects one MSP to serve as Presiding Officer, the equivalent of the speaker (currently Tricia Marwick), and two MSPs to serve as deputies (currently Elaine Smith and John Scott). The Presiding Officer and deputies are elected by a secret ballot of the 129 MSPs, which is the only secret ballot conducted in the Scottish Parliament. Principally, the role of the Presiding Officer is to chair chamber proceedings and the Scottish Parliamentary Corporate Body. When chairing meetings of the Parliament, the Presiding Officer and his/her deputies must be politically impartial. During debates, the Presiding Officer (or the deputy) is assisted by the parliamentary clerks, who give advice on how to interpret the standing orders that govern the proceedings of meetings. A vote clerk sits in front of the Presiding Officer and operates the electronic voting equipment and chamber clocks.", "targets": "Who is responsible for operating the electronic voting equipment and chamber clocks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb63dad27da4829980bd677d17ea241", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1870, the new railroads across the Plains brought hunters who killed off almost all the bison for their hides. The railroads offered attractive packages of land and transportation to European farmers, who rushed to settle the land. They (and Americans as well) also took advantage of the homestead laws to obtain free farms. Land speculators and local boosters identified many potential towns, and those reached by the railroad had a chance, while the others became ghost towns. In Kansas, for example, nearly 5000 towns were mapped out, but by 1970 only 617 were actually operating. In the mid-20th century, closeness to an interstate exchange determined whether a town would flourish or struggle for business.", "targets": "after about what year did railroads bring hunters to the great plains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb63dad27da4829980bd677d17ea241", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1870, the new railroads across the Plains brought hunters who killed off almost all the bison for their hides. The railroads offered attractive packages of land and transportation to European farmers, who rushed to settle the land. They (and Americans as well) also took advantage of the homestead laws to obtain free farms. Land speculators and local boosters identified many potential towns, and those reached by the railroad had a chance, while the others became ghost towns. In Kansas, for example, nearly 5000 towns were mapped out, but by 1970 only 617 were actually operating. In the mid-20th century, closeness to an interstate exchange determined whether a town would flourish or struggle for business.", "targets": "what animal did hunters kill off for their hides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb63dad27da4829980bd677d17ea241", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1870, the new railroads across the Plains brought hunters who killed off almost all the bison for their hides. The railroads offered attractive packages of land and transportation to European farmers, who rushed to settle the land. They (and Americans as well) also took advantage of the homestead laws to obtain free farms. Land speculators and local boosters identified many potential towns, and those reached by the railroad had a chance, while the others became ghost towns. In Kansas, for example, nearly 5000 towns were mapped out, but by 1970 only 617 were actually operating. In the mid-20th century, closeness to an interstate exchange determined whether a town would flourish or struggle for business.", "targets": "what farmers rushed in to settle the land with the help of the railroads?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abb63dad27da4829980bd677d17ea241", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After 1870, the new railroads across the Plains brought hunters who killed off almost all the bison for their hides. The railroads offered attractive packages of land and transportation to European farmers, who rushed to settle the land. They (and Americans as well) also took advantage of the homestead laws to obtain free farms. Land speculators and local boosters identified many potential towns, and those reached by the railroad had a chance, while the others became ghost towns. In Kansas, for example, nearly 5000 towns were mapped out, but by 1970 only 617 were actually operating. In the mid-20th century, closeness to an interstate exchange determined whether a town would flourish or struggle for business.", "targets": "what did the railroads offer the farmers that rushed in to settle the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28760d95a1f4228a349d58cc6bdab46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town of Stalybridge in Cheshire is thought to have the pubs with both the longest and shortest names in the United Kingdom \u2014 The Old 13th Cheshire Rifleman Corps Inn and the Q Inn.", "targets": "What town is the Q Inn located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28760d95a1f4228a349d58cc6bdab46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town of Stalybridge in Cheshire is thought to have the pubs with both the longest and shortest names in the United Kingdom \u2014 The Old 13th Cheshire Rifleman Corps Inn and the Q Inn.", "targets": "What county is home to The Old 13th Cheshire Rifleman Corps Inn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28760d95a1f4228a349d58cc6bdab46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town of Stalybridge in Cheshire is thought to have the pubs with both the longest and shortest names in the United Kingdom \u2014 The Old 13th Cheshire Rifleman Corps Inn and the Q Inn.", "targets": "What pub has the shortest name in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28760d95a1f4228a349d58cc6bdab46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town of Stalybridge in Cheshire is thought to have the pubs with both the longest and shortest names in the United Kingdom \u2014 The Old 13th Cheshire Rifleman Corps Inn and the Q Inn.", "targets": "What is the pub with the longest name in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d28760d95a1f4228a349d58cc6bdab46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town of Stalybridge in Cheshire is thought to have the pubs with both the longest and shortest names in the United Kingdom \u2014 The Old 13th Cheshire Rifleman Corps Inn and the Q Inn.", "targets": "What county is Stalybridge in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97e4a424f4174812879444074a4e9dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opposite of a Show Up is a \"Rip\". This is for sub-standard work, which is sometimes torn at the top of the page/sheet and must be submitted to the boy's housemaster for signature. Boys who accumulate rips are liable to be given a \"White Ticket\", which must be signed by all his teachers and may be accompanied by other punishments, usually involving doing domestic chores or writing lines. In recent times,[when?] a milder form of the rip, 'sign for information', colloquially known as an \"info\", has been introduced, which must also be signed by the boy's housemaster and tutor.", "targets": "What is the opposite of a Show Up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97e4a424f4174812879444074a4e9dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opposite of a Show Up is a \"Rip\". This is for sub-standard work, which is sometimes torn at the top of the page/sheet and must be submitted to the boy's housemaster for signature. Boys who accumulate rips are liable to be given a \"White Ticket\", which must be signed by all his teachers and may be accompanied by other punishments, usually involving doing domestic chores or writing lines. In recent times,[when?] a milder form of the rip, 'sign for information', colloquially known as an \"info\", has been introduced, which must also be signed by the boy's housemaster and tutor.", "targets": "Who must sign a Rip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97e4a424f4174812879444074a4e9dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opposite of a Show Up is a \"Rip\". This is for sub-standard work, which is sometimes torn at the top of the page/sheet and must be submitted to the boy's housemaster for signature. Boys who accumulate rips are liable to be given a \"White Ticket\", which must be signed by all his teachers and may be accompanied by other punishments, usually involving doing domestic chores or writing lines. In recent times,[when?] a milder form of the rip, 'sign for information', colloquially known as an \"info\", has been introduced, which must also be signed by the boy's housemaster and tutor.", "targets": "Who must sign a White Ticket?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97e4a424f4174812879444074a4e9dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opposite of a Show Up is a \"Rip\". This is for sub-standard work, which is sometimes torn at the top of the page/sheet and must be submitted to the boy's housemaster for signature. Boys who accumulate rips are liable to be given a \"White Ticket\", which must be signed by all his teachers and may be accompanied by other punishments, usually involving doing domestic chores or writing lines. In recent times,[when?] a milder form of the rip, 'sign for information', colloquially known as an \"info\", has been introduced, which must also be signed by the boy's housemaster and tutor.", "targets": "Who must sign an \"info\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97e4a424f4174812879444074a4e9dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opposite of a Show Up is a \"Rip\". This is for sub-standard work, which is sometimes torn at the top of the page/sheet and must be submitted to the boy's housemaster for signature. Boys who accumulate rips are liable to be given a \"White Ticket\", which must be signed by all his teachers and may be accompanied by other punishments, usually involving doing domestic chores or writing lines. In recent times,[when?] a milder form of the rip, 'sign for information', colloquially known as an \"info\", has been introduced, which must also be signed by the boy's housemaster and tutor.", "targets": "What punishment term is \"info\" short for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939e1ac000124a1c8d909b599d92f6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also with respect to copyright, the American film industry helped to change the social construct of intellectual property via its trade organization, the Motion Picture Association of America. In amicus briefs in important cases, in lobbying before Congress, and in its statements to the public, the MPAA has advocated strong protection of intellectual-property rights. In framing its presentations, the association has claimed that people are entitled to the property that is produced by their labor. Additionally Congress's awareness of the position of the United States as the world's largest producer of films has made it convenient to expand the conception of intellectual property. These doctrinal reforms have further strengthened the industry, lending the MPAA even more power and authority.", "targets": "What is the American film industry's trade organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939e1ac000124a1c8d909b599d92f6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also with respect to copyright, the American film industry helped to change the social construct of intellectual property via its trade organization, the Motion Picture Association of America. In amicus briefs in important cases, in lobbying before Congress, and in its statements to the public, the MPAA has advocated strong protection of intellectual-property rights. In framing its presentations, the association has claimed that people are entitled to the property that is produced by their labor. Additionally Congress's awareness of the position of the United States as the world's largest producer of films has made it convenient to expand the conception of intellectual property. These doctrinal reforms have further strengthened the industry, lending the MPAA even more power and authority.", "targets": "The Motion Picture Association of America is which industry's trade organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939e1ac000124a1c8d909b599d92f6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also with respect to copyright, the American film industry helped to change the social construct of intellectual property via its trade organization, the Motion Picture Association of America. In amicus briefs in important cases, in lobbying before Congress, and in its statements to the public, the MPAA has advocated strong protection of intellectual-property rights. In framing its presentations, the association has claimed that people are entitled to the property that is produced by their labor. Additionally Congress's awareness of the position of the United States as the world's largest producer of films has made it convenient to expand the conception of intellectual property. These doctrinal reforms have further strengthened the industry, lending the MPAA even more power and authority.", "targets": "Which country is the world's largest producer of films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939e1ac000124a1c8d909b599d92f6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also with respect to copyright, the American film industry helped to change the social construct of intellectual property via its trade organization, the Motion Picture Association of America. In amicus briefs in important cases, in lobbying before Congress, and in its statements to the public, the MPAA has advocated strong protection of intellectual-property rights. In framing its presentations, the association has claimed that people are entitled to the property that is produced by their labor. Additionally Congress's awareness of the position of the United States as the world's largest producer of films has made it convenient to expand the conception of intellectual property. These doctrinal reforms have further strengthened the industry, lending the MPAA even more power and authority.", "targets": "The MPAA has advocated strong protection of what kind of rights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45db16e4ca149cc817c6da2fede75da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green shored up the 1984 roster with a series of transactions. In December, 1983 Scott Sanderson was acquired from Montreal in a three-team deal with San Diego for Carmelo Mart\u00ednez. Pinch hitter Richie Hebner (.333 BA in 1984) was signed as a free-agent. In spring training, moves continued: LF Gary Matthews and CF Bobby Dernier came from Philadelphia on March 26, for Bill Campbell and a minor leaguer. Reliever Tim Stoddard (10\u20136 3.82, 7 saves) was acquired the same day for a minor leaguer; veteran pitcher Ferguson Jenkins was released.", "targets": "Who shored up the 1984 roster with a series of transactions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45db16e4ca149cc817c6da2fede75da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green shored up the 1984 roster with a series of transactions. In December, 1983 Scott Sanderson was acquired from Montreal in a three-team deal with San Diego for Carmelo Mart\u00ednez. Pinch hitter Richie Hebner (.333 BA in 1984) was signed as a free-agent. In spring training, moves continued: LF Gary Matthews and CF Bobby Dernier came from Philadelphia on March 26, for Bill Campbell and a minor leaguer. Reliever Tim Stoddard (10\u20136 3.82, 7 saves) was acquired the same day for a minor leaguer; veteran pitcher Ferguson Jenkins was released.", "targets": "When was Scott Sanderson acquired from Montreal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a45db16e4ca149cc817c6da2fede75da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Green shored up the 1984 roster with a series of transactions. In December, 1983 Scott Sanderson was acquired from Montreal in a three-team deal with San Diego for Carmelo Mart\u00ednez. Pinch hitter Richie Hebner (.333 BA in 1984) was signed as a free-agent. In spring training, moves continued: LF Gary Matthews and CF Bobby Dernier came from Philadelphia on March 26, for Bill Campbell and a minor leaguer. Reliever Tim Stoddard (10\u20136 3.82, 7 saves) was acquired the same day for a minor leaguer; veteran pitcher Ferguson Jenkins was released.", "targets": "When did LF Gary Matthews and CF Bobby Dernier come from Philadelphia to the Cubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "Who is the trophy given to the Super Bowl champion named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "The \"50\" given to the Super Bowl winner is plated with how many karats of gold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "What will the \"50\" given to the Super Bowl winner weigh in pounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "Who designed the \"50\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "Who designed the Vince Lombardi Trophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "What is the name of the trophy given to anyone who plays on the winning team in a Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "What will the number \"50\" be plated with? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "Who is the designer of the \"50?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "What is the name of the trophy that all Super Bowl winners receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c3cf3480524a568ec51bb019ca6c4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Vince Lombardi Trophy that all Super Bowl champions receive, the winner of Super Bowl 50 will also receive a large, 18-karat gold-plated \"50\". Each digit will weigh 33 lb (15 kg) for a total of 66 lb (30 kg). Like the Lombardi Trophy, the \"50\" will be designed by Tiffany & Co.", "targets": "Who designs both the \"50\" as well as the Trophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2554db1e6bcb48f3a7f9d28a36268119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi's ideological worldview was moulded by his environment, namely his Islamic faith, his Bedouin upbringing, and his disgust at the actions of European colonialists in Libya. He was driven by a sense of \"divine mission\", believing himself a conduit of Allah's will, and thought that he must achieve his goals \"no matter what the cost\". Raised within the Sunni branch of Islam, Gaddafi called for the implementation of sharia within Libya. He desired unity across the Islamic world, and encouraged the propagation of the faith elsewhere. On a 2010 visit to Italy, he paid a modelling agency to find 200 young Italian women for a lecture he gave urging them to convert. He also funded the construction and renovation of two mosques in Africa, including Uganda's Kampala Mosque. He nevertheless clashed with conservative Libyan clerics as to his interpretation of Islam. Many criticised his attempts to encourage women to enter traditionally male-only sectors of society, such as the armed forces. Gaddafi was keen to improve women's status, though saw the sexes as \"separate but equal\" and therefore felt women should usually remain in traditional roles.", "targets": "What variety of Islam was Gaddafi raised in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2554db1e6bcb48f3a7f9d28a36268119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi's ideological worldview was moulded by his environment, namely his Islamic faith, his Bedouin upbringing, and his disgust at the actions of European colonialists in Libya. He was driven by a sense of \"divine mission\", believing himself a conduit of Allah's will, and thought that he must achieve his goals \"no matter what the cost\". Raised within the Sunni branch of Islam, Gaddafi called for the implementation of sharia within Libya. He desired unity across the Islamic world, and encouraged the propagation of the faith elsewhere. On a 2010 visit to Italy, he paid a modelling agency to find 200 young Italian women for a lecture he gave urging them to convert. He also funded the construction and renovation of two mosques in Africa, including Uganda's Kampala Mosque. He nevertheless clashed with conservative Libyan clerics as to his interpretation of Islam. Many criticised his attempts to encourage women to enter traditionally male-only sectors of society, such as the armed forces. Gaddafi was keen to improve women's status, though saw the sexes as \"separate but equal\" and therefore felt women should usually remain in traditional roles.", "targets": "In what country is Kampala Mosque located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2554db1e6bcb48f3a7f9d28a36268119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi's ideological worldview was moulded by his environment, namely his Islamic faith, his Bedouin upbringing, and his disgust at the actions of European colonialists in Libya. He was driven by a sense of \"divine mission\", believing himself a conduit of Allah's will, and thought that he must achieve his goals \"no matter what the cost\". Raised within the Sunni branch of Islam, Gaddafi called for the implementation of sharia within Libya. He desired unity across the Islamic world, and encouraged the propagation of the faith elsewhere. On a 2010 visit to Italy, he paid a modelling agency to find 200 young Italian women for a lecture he gave urging them to convert. He also funded the construction and renovation of two mosques in Africa, including Uganda's Kampala Mosque. He nevertheless clashed with conservative Libyan clerics as to his interpretation of Islam. Many criticised his attempts to encourage women to enter traditionally male-only sectors of society, such as the armed forces. Gaddafi was keen to improve women's status, though saw the sexes as \"separate but equal\" and therefore felt women should usually remain in traditional roles.", "targets": "In what ethnic culture was Gaddafi raised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2554db1e6bcb48f3a7f9d28a36268119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi's ideological worldview was moulded by his environment, namely his Islamic faith, his Bedouin upbringing, and his disgust at the actions of European colonialists in Libya. He was driven by a sense of \"divine mission\", believing himself a conduit of Allah's will, and thought that he must achieve his goals \"no matter what the cost\". Raised within the Sunni branch of Islam, Gaddafi called for the implementation of sharia within Libya. He desired unity across the Islamic world, and encouraged the propagation of the faith elsewhere. On a 2010 visit to Italy, he paid a modelling agency to find 200 young Italian women for a lecture he gave urging them to convert. He also funded the construction and renovation of two mosques in Africa, including Uganda's Kampala Mosque. He nevertheless clashed with conservative Libyan clerics as to his interpretation of Islam. Many criticised his attempts to encourage women to enter traditionally male-only sectors of society, such as the armed forces. Gaddafi was keen to improve women's status, though saw the sexes as \"separate but equal\" and therefore felt women should usually remain in traditional roles.", "targets": "In what year did Gaddafi notably visit Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07e60c191234d17aac056e77312e13a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A elevator of this kind uses a vacuum on top of the cab and a valve on the top of the \"shaft\" to move the cab upwards and closes the valve in order to keep the cab at the same level. a diaphragm or a piston is used as a \"brake\" if there's a sudden increase in pressure avove the cab. however, to go down, it opens the valve so that the air can pressurize the top of the \"shaft\", allowing the cab to go down by its own weight. this also means that in case of a power failure, the cab will automatically go down. the \"shaft\" is made of acrilic, is always round, due to the shape of the vacuum pump turbine. in order to keep the air inside of the cab, rubber seals are used. due to technical limitations, these elevators have a low capacity. they usually allow 1-3 passengers and up to 525 lbs.", "targets": "What does this type of elevator use to propel the cage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07e60c191234d17aac056e77312e13a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A elevator of this kind uses a vacuum on top of the cab and a valve on the top of the \"shaft\" to move the cab upwards and closes the valve in order to keep the cab at the same level. a diaphragm or a piston is used as a \"brake\" if there's a sudden increase in pressure avove the cab. however, to go down, it opens the valve so that the air can pressurize the top of the \"shaft\", allowing the cab to go down by its own weight. this also means that in case of a power failure, the cab will automatically go down. the \"shaft\" is made of acrilic, is always round, due to the shape of the vacuum pump turbine. in order to keep the air inside of the cab, rubber seals are used. due to technical limitations, these elevators have a low capacity. they usually allow 1-3 passengers and up to 525 lbs.", "targets": "For sudden surges in pressure above the cab, what is used as a \"brake\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07e60c191234d17aac056e77312e13a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A elevator of this kind uses a vacuum on top of the cab and a valve on the top of the \"shaft\" to move the cab upwards and closes the valve in order to keep the cab at the same level. a diaphragm or a piston is used as a \"brake\" if there's a sudden increase in pressure avove the cab. however, to go down, it opens the valve so that the air can pressurize the top of the \"shaft\", allowing the cab to go down by its own weight. this also means that in case of a power failure, the cab will automatically go down. the \"shaft\" is made of acrilic, is always round, due to the shape of the vacuum pump turbine. in order to keep the air inside of the cab, rubber seals are used. due to technical limitations, these elevators have a low capacity. they usually allow 1-3 passengers and up to 525 lbs.", "targets": "How does it enable the cab to go down by it's own weight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07e60c191234d17aac056e77312e13a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A elevator of this kind uses a vacuum on top of the cab and a valve on the top of the \"shaft\" to move the cab upwards and closes the valve in order to keep the cab at the same level. a diaphragm or a piston is used as a \"brake\" if there's a sudden increase in pressure avove the cab. however, to go down, it opens the valve so that the air can pressurize the top of the \"shaft\", allowing the cab to go down by its own weight. this also means that in case of a power failure, the cab will automatically go down. the \"shaft\" is made of acrilic, is always round, due to the shape of the vacuum pump turbine. in order to keep the air inside of the cab, rubber seals are used. due to technical limitations, these elevators have a low capacity. they usually allow 1-3 passengers and up to 525 lbs.", "targets": "What is the shaft made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f07e60c191234d17aac056e77312e13a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A elevator of this kind uses a vacuum on top of the cab and a valve on the top of the \"shaft\" to move the cab upwards and closes the valve in order to keep the cab at the same level. a diaphragm or a piston is used as a \"brake\" if there's a sudden increase in pressure avove the cab. however, to go down, it opens the valve so that the air can pressurize the top of the \"shaft\", allowing the cab to go down by its own weight. this also means that in case of a power failure, the cab will automatically go down. the \"shaft\" is made of acrilic, is always round, due to the shape of the vacuum pump turbine. in order to keep the air inside of the cab, rubber seals are used. due to technical limitations, these elevators have a low capacity. they usually allow 1-3 passengers and up to 525 lbs.", "targets": "How much weight is permitted on a low capacity elevator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f794bd1434c491ba644788b82d42697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian football has mostly been confined to Canada, with the United States being the only other country to have hosted a high-level Canadian football game. The CFL's controversial \"South Division\" as it would come to be officially known attempted to put CFL teams in the United States playing under Canadian rules between 1992 and 1995. The move was aborted after three years; the Baltimore Stallions were the most successful of the numerous Americans teams to play in the CFL, winning the 83rd Grey Cup. Continuing financial losses, a lack of proper Canadian football venues, a pervasive belief that the American teams were simply pawns to provide the struggling Canadian teams with expansion fee revenue, and the return of the NFL to Baltimore prompted the end of Canadian football on the American side of the border.", "targets": "Which one country besides Canada has hosted a professional Canadian football game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f794bd1434c491ba644788b82d42697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian football has mostly been confined to Canada, with the United States being the only other country to have hosted a high-level Canadian football game. The CFL's controversial \"South Division\" as it would come to be officially known attempted to put CFL teams in the United States playing under Canadian rules between 1992 and 1995. The move was aborted after three years; the Baltimore Stallions were the most successful of the numerous Americans teams to play in the CFL, winning the 83rd Grey Cup. Continuing financial losses, a lack of proper Canadian football venues, a pervasive belief that the American teams were simply pawns to provide the struggling Canadian teams with expansion fee revenue, and the return of the NFL to Baltimore prompted the end of Canadian football on the American side of the border.", "targets": "In which year did the CFL first attempt an expansion into the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f794bd1434c491ba644788b82d42697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian football has mostly been confined to Canada, with the United States being the only other country to have hosted a high-level Canadian football game. The CFL's controversial \"South Division\" as it would come to be officially known attempted to put CFL teams in the United States playing under Canadian rules between 1992 and 1995. The move was aborted after three years; the Baltimore Stallions were the most successful of the numerous Americans teams to play in the CFL, winning the 83rd Grey Cup. Continuing financial losses, a lack of proper Canadian football venues, a pervasive belief that the American teams were simply pawns to provide the struggling Canadian teams with expansion fee revenue, and the return of the NFL to Baltimore prompted the end of Canadian football on the American side of the border.", "targets": "Which American CFL team won the Grey Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f794bd1434c491ba644788b82d42697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian football has mostly been confined to Canada, with the United States being the only other country to have hosted a high-level Canadian football game. The CFL's controversial \"South Division\" as it would come to be officially known attempted to put CFL teams in the United States playing under Canadian rules between 1992 and 1995. The move was aborted after three years; the Baltimore Stallions were the most successful of the numerous Americans teams to play in the CFL, winning the 83rd Grey Cup. Continuing financial losses, a lack of proper Canadian football venues, a pervasive belief that the American teams were simply pawns to provide the struggling Canadian teams with expansion fee revenue, and the return of the NFL to Baltimore prompted the end of Canadian football on the American side of the border.", "targets": "The return of an NFL team to which city contributed to the demise of the CFL's American expansion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f794bd1434c491ba644788b82d42697", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Canadian football has mostly been confined to Canada, with the United States being the only other country to have hosted a high-level Canadian football game. The CFL's controversial \"South Division\" as it would come to be officially known attempted to put CFL teams in the United States playing under Canadian rules between 1992 and 1995. The move was aborted after three years; the Baltimore Stallions were the most successful of the numerous Americans teams to play in the CFL, winning the 83rd Grey Cup. Continuing financial losses, a lack of proper Canadian football venues, a pervasive belief that the American teams were simply pawns to provide the struggling Canadian teams with expansion fee revenue, and the return of the NFL to Baltimore prompted the end of Canadian football on the American side of the border.", "targets": "How many years did the CFL South Division last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056a67bb6a6496fb4b0d3e81e322312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular term in English-speaking Canada used for a drinking establishment was \"tavern\", until the 1970s when the term \"bar\" became widespread as in the United States. In the 1800s the term used was \"public house\" as in England but \"pub culture\" did not spread to Canada. A fake \"English looking\" pub trend started in the 1990s, built into existing storefronts, like regular bars. Most universities in Canada have campus pubs which are central to student life, as it would be bad form just to serve alcohol to students without providing some type of basic food. Often these pubs are run by the student's union. The gastropub concept has caught on, as traditional British influences are to be found in many Canadian dishes. There are now pubs in the large cities of Canada that cater to anyone interested in a \"pub\" type drinking environment.[citation needed]", "targets": "Traditionally, what was the popular term for a drinking establishment in English-speaking Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056a67bb6a6496fb4b0d3e81e322312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular term in English-speaking Canada used for a drinking establishment was \"tavern\", until the 1970s when the term \"bar\" became widespread as in the United States. In the 1800s the term used was \"public house\" as in England but \"pub culture\" did not spread to Canada. A fake \"English looking\" pub trend started in the 1990s, built into existing storefronts, like regular bars. Most universities in Canada have campus pubs which are central to student life, as it would be bad form just to serve alcohol to students without providing some type of basic food. Often these pubs are run by the student's union. The gastropub concept has caught on, as traditional British influences are to be found in many Canadian dishes. There are now pubs in the large cities of Canada that cater to anyone interested in a \"pub\" type drinking environment.[citation needed]", "targets": "In what decade did \"bar\" become the popular term for a drinking establishment in English-speaking Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056a67bb6a6496fb4b0d3e81e322312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular term in English-speaking Canada used for a drinking establishment was \"tavern\", until the 1970s when the term \"bar\" became widespread as in the United States. In the 1800s the term used was \"public house\" as in England but \"pub culture\" did not spread to Canada. A fake \"English looking\" pub trend started in the 1990s, built into existing storefronts, like regular bars. Most universities in Canada have campus pubs which are central to student life, as it would be bad form just to serve alcohol to students without providing some type of basic food. Often these pubs are run by the student's union. The gastropub concept has caught on, as traditional British influences are to be found in many Canadian dishes. There are now pubs in the large cities of Canada that cater to anyone interested in a \"pub\" type drinking environment.[citation needed]", "targets": "In the 19th century, what term was used in English-speaking Canada to describe a drinking establishment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056a67bb6a6496fb4b0d3e81e322312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular term in English-speaking Canada used for a drinking establishment was \"tavern\", until the 1970s when the term \"bar\" became widespread as in the United States. In the 1800s the term used was \"public house\" as in England but \"pub culture\" did not spread to Canada. A fake \"English looking\" pub trend started in the 1990s, built into existing storefronts, like regular bars. Most universities in Canada have campus pubs which are central to student life, as it would be bad form just to serve alcohol to students without providing some type of basic food. Often these pubs are run by the student's union. The gastropub concept has caught on, as traditional British influences are to be found in many Canadian dishes. There are now pubs in the large cities of Canada that cater to anyone interested in a \"pub\" type drinking environment.[citation needed]", "targets": "What body often runs pubs on the campuses of Canadian universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056a67bb6a6496fb4b0d3e81e322312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular term in English-speaking Canada used for a drinking establishment was \"tavern\", until the 1970s when the term \"bar\" became widespread as in the United States. In the 1800s the term used was \"public house\" as in England but \"pub culture\" did not spread to Canada. A fake \"English looking\" pub trend started in the 1990s, built into existing storefronts, like regular bars. Most universities in Canada have campus pubs which are central to student life, as it would be bad form just to serve alcohol to students without providing some type of basic food. Often these pubs are run by the student's union. The gastropub concept has caught on, as traditional British influences are to be found in many Canadian dishes. There are now pubs in the large cities of Canada that cater to anyone interested in a \"pub\" type drinking environment.[citation needed]", "targets": "In what decade could one find an \"English looking\" pub trend in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c051d7f126d6420b82d4fa5b8da288a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 May 1899, Tesla moved to Colorado Springs, where he would have room for his high-voltage, high-frequency experiments; his lab was located near Foote Ave. and Kiowa St. He chose this location because the polyphase alternating current power distribution system had been introduced there and he had associates who were willing to give him all the power he needed without charging for it. Upon his arrival, he told reporters that he was conducting wireless telegraphy experiments, transmitting signals from Pikes Peak to Paris.[citation needed] The 1978 book Colorado Springs Notes, 1899\u20131900 contains descriptions of Tesla's experiments. On 15 June 1899, Tesla performed his first experiments at his Colorado Springs lab; he recorded his initial spark length at five inches long, but very thick and noisy.", "targets": "In what year did Tesla go to Colorado Springs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c051d7f126d6420b82d4fa5b8da288a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 May 1899, Tesla moved to Colorado Springs, where he would have room for his high-voltage, high-frequency experiments; his lab was located near Foote Ave. and Kiowa St. He chose this location because the polyphase alternating current power distribution system had been introduced there and he had associates who were willing to give him all the power he needed without charging for it. Upon his arrival, he told reporters that he was conducting wireless telegraphy experiments, transmitting signals from Pikes Peak to Paris.[citation needed] The 1978 book Colorado Springs Notes, 1899\u20131900 contains descriptions of Tesla's experiments. On 15 June 1899, Tesla performed his first experiments at his Colorado Springs lab; he recorded his initial spark length at five inches long, but very thick and noisy.", "targets": " Where did he claim he would transport energy to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c051d7f126d6420b82d4fa5b8da288a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 May 1899, Tesla moved to Colorado Springs, where he would have room for his high-voltage, high-frequency experiments; his lab was located near Foote Ave. and Kiowa St. He chose this location because the polyphase alternating current power distribution system had been introduced there and he had associates who were willing to give him all the power he needed without charging for it. Upon his arrival, he told reporters that he was conducting wireless telegraphy experiments, transmitting signals from Pikes Peak to Paris.[citation needed] The 1978 book Colorado Springs Notes, 1899\u20131900 contains descriptions of Tesla's experiments. On 15 June 1899, Tesla performed his first experiments at his Colorado Springs lab; he recorded his initial spark length at five inches long, but very thick and noisy.", "targets": "What date did Tesla begin his Colorado Springs experiments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c051d7f126d6420b82d4fa5b8da288a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 17 May 1899, Tesla moved to Colorado Springs, where he would have room for his high-voltage, high-frequency experiments; his lab was located near Foote Ave. and Kiowa St. He chose this location because the polyphase alternating current power distribution system had been introduced there and he had associates who were willing to give him all the power he needed without charging for it. Upon his arrival, he told reporters that he was conducting wireless telegraphy experiments, transmitting signals from Pikes Peak to Paris.[citation needed] The 1978 book Colorado Springs Notes, 1899\u20131900 contains descriptions of Tesla's experiments. On 15 June 1899, Tesla performed his first experiments at his Colorado Springs lab; he recorded his initial spark length at five inches long, but very thick and noisy.", "targets": "What was the recorded length of the first spark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3907a4920d2a4b84a4fa391270976960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For those with severe persistent asthma not controlled by inhaled corticosteroids and LABAs, bronchial thermoplasty may be an option. It involves the delivery of controlled thermal energy to the airway wall during a series of bronchoscopies. While it may increase exacerbation frequency in the first few months it appears to decrease the subsequent rate. Effects beyond one year are unknown. Evidence suggests that sublingual immunotherapy in those with both allergic rhinitis and asthma improve outcomes.", "targets": "What type of person would use bronchial thermoplasty as an option?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3907a4920d2a4b84a4fa391270976960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For those with severe persistent asthma not controlled by inhaled corticosteroids and LABAs, bronchial thermoplasty may be an option. It involves the delivery of controlled thermal energy to the airway wall during a series of bronchoscopies. While it may increase exacerbation frequency in the first few months it appears to decrease the subsequent rate. Effects beyond one year are unknown. Evidence suggests that sublingual immunotherapy in those with both allergic rhinitis and asthma improve outcomes.", "targets": "What does bronchial thermoplasty consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3907a4920d2a4b84a4fa391270976960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For those with severe persistent asthma not controlled by inhaled corticosteroids and LABAs, bronchial thermoplasty may be an option. It involves the delivery of controlled thermal energy to the airway wall during a series of bronchoscopies. While it may increase exacerbation frequency in the first few months it appears to decrease the subsequent rate. Effects beyond one year are unknown. Evidence suggests that sublingual immunotherapy in those with both allergic rhinitis and asthma improve outcomes.", "targets": "What effect does bronchial thermoplasty have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3907a4920d2a4b84a4fa391270976960", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For those with severe persistent asthma not controlled by inhaled corticosteroids and LABAs, bronchial thermoplasty may be an option. It involves the delivery of controlled thermal energy to the airway wall during a series of bronchoscopies. While it may increase exacerbation frequency in the first few months it appears to decrease the subsequent rate. Effects beyond one year are unknown. Evidence suggests that sublingual immunotherapy in those with both allergic rhinitis and asthma improve outcomes.", "targets": "What treatment helps improve those with allergic rhinitis and asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912368b67921476bb2f9079c41534459", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Lysimachus, one of his officers, Philetaerus, took control of the city of Pergamum in 282 BC along with Lysimachus' war chest of 9,000 talents and declared himself loyal to Seleucus I while remaining de facto independent. His descendant, Attalus I, defeated the invading Galatians and proclaimed himself an independent king. Attalus I (241\u2013197BC), was a staunch ally of Rome against Philip V of Macedon during the first and second Macedonian Wars. For his support against the Seleucids in 190 BCE, Eumenes II was rewarded with all the former Seleucid domains in Asia Minor. Eumenes II turned Pergamon into a centre of culture and science by establishing the library of Pergamum which was said to be second only to the library of Alexandria with 200,000 volumes according to Plutarch. It included a reading room and a collection of paintings. Eumenes II also constructed the Pergamum Altar with friezes depicting the Gigantomachy on the acropolis of the city. Pergamum was also a center of parchment (charta pergamena) production. The Attalids ruled Pergamon until Attalus III bequeathed the kingdom to the Roman Republic in 133 BC to avoid a likely succession crisis.", "targets": "Which officer took control of Pergamum in 282 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912368b67921476bb2f9079c41534459", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Lysimachus, one of his officers, Philetaerus, took control of the city of Pergamum in 282 BC along with Lysimachus' war chest of 9,000 talents and declared himself loyal to Seleucus I while remaining de facto independent. His descendant, Attalus I, defeated the invading Galatians and proclaimed himself an independent king. Attalus I (241\u2013197BC), was a staunch ally of Rome against Philip V of Macedon during the first and second Macedonian Wars. For his support against the Seleucids in 190 BCE, Eumenes II was rewarded with all the former Seleucid domains in Asia Minor. Eumenes II turned Pergamon into a centre of culture and science by establishing the library of Pergamum which was said to be second only to the library of Alexandria with 200,000 volumes according to Plutarch. It included a reading room and a collection of paintings. Eumenes II also constructed the Pergamum Altar with friezes depicting the Gigantomachy on the acropolis of the city. Pergamum was also a center of parchment (charta pergamena) production. The Attalids ruled Pergamon until Attalus III bequeathed the kingdom to the Roman Republic in 133 BC to avoid a likely succession crisis.", "targets": "Who did Philetaerus declare himself loyal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912368b67921476bb2f9079c41534459", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Lysimachus, one of his officers, Philetaerus, took control of the city of Pergamum in 282 BC along with Lysimachus' war chest of 9,000 talents and declared himself loyal to Seleucus I while remaining de facto independent. His descendant, Attalus I, defeated the invading Galatians and proclaimed himself an independent king. Attalus I (241\u2013197BC), was a staunch ally of Rome against Philip V of Macedon during the first and second Macedonian Wars. For his support against the Seleucids in 190 BCE, Eumenes II was rewarded with all the former Seleucid domains in Asia Minor. Eumenes II turned Pergamon into a centre of culture and science by establishing the library of Pergamum which was said to be second only to the library of Alexandria with 200,000 volumes according to Plutarch. It included a reading room and a collection of paintings. Eumenes II also constructed the Pergamum Altar with friezes depicting the Gigantomachy on the acropolis of the city. Pergamum was also a center of parchment (charta pergamena) production. The Attalids ruled Pergamon until Attalus III bequeathed the kingdom to the Roman Republic in 133 BC to avoid a likely succession crisis.", "targets": "Attalus I was a strong ally of Rome and which ruler?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912368b67921476bb2f9079c41534459", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Lysimachus, one of his officers, Philetaerus, took control of the city of Pergamum in 282 BC along with Lysimachus' war chest of 9,000 talents and declared himself loyal to Seleucus I while remaining de facto independent. His descendant, Attalus I, defeated the invading Galatians and proclaimed himself an independent king. Attalus I (241\u2013197BC), was a staunch ally of Rome against Philip V of Macedon during the first and second Macedonian Wars. For his support against the Seleucids in 190 BCE, Eumenes II was rewarded with all the former Seleucid domains in Asia Minor. Eumenes II turned Pergamon into a centre of culture and science by establishing the library of Pergamum which was said to be second only to the library of Alexandria with 200,000 volumes according to Plutarch. It included a reading room and a collection of paintings. Eumenes II also constructed the Pergamum Altar with friezes depicting the Gigantomachy on the acropolis of the city. Pergamum was also a center of parchment (charta pergamena) production. The Attalids ruled Pergamon until Attalus III bequeathed the kingdom to the Roman Republic in 133 BC to avoid a likely succession crisis.", "targets": "Where was the library of Pergamum located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912368b67921476bb2f9079c41534459", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Lysimachus, one of his officers, Philetaerus, took control of the city of Pergamum in 282 BC along with Lysimachus' war chest of 9,000 talents and declared himself loyal to Seleucus I while remaining de facto independent. His descendant, Attalus I, defeated the invading Galatians and proclaimed himself an independent king. Attalus I (241\u2013197BC), was a staunch ally of Rome against Philip V of Macedon during the first and second Macedonian Wars. For his support against the Seleucids in 190 BCE, Eumenes II was rewarded with all the former Seleucid domains in Asia Minor. Eumenes II turned Pergamon into a centre of culture and science by establishing the library of Pergamum which was said to be second only to the library of Alexandria with 200,000 volumes according to Plutarch. It included a reading room and a collection of paintings. Eumenes II also constructed the Pergamum Altar with friezes depicting the Gigantomachy on the acropolis of the city. Pergamum was also a center of parchment (charta pergamena) production. The Attalids ruled Pergamon until Attalus III bequeathed the kingdom to the Roman Republic in 133 BC to avoid a likely succession crisis.", "targets": "What depicts the Gigantomachy on the acropolis of the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6748a6a8f04babb5bc7dd3746c5c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to conservation of energy, energy can neither be created (produced) nor destroyed by itself. It can only be transformed. The total inflow of energy into a system must equal the total outflow of energy from the system, plus the change in the energy contained within the system. Energy is subject to a strict global conservation law; that is, whenever one measures (or calculates) the total energy of a system of particles whose interactions do not depend explicitly on time, it is found that the total energy of the system always remains constant.", "targets": "According to what, energy can neither be created nor destroyed by itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6748a6a8f04babb5bc7dd3746c5c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to conservation of energy, energy can neither be created (produced) nor destroyed by itself. It can only be transformed. The total inflow of energy into a system must equal the total outflow of energy from the system, plus the change in the energy contained within the system. Energy is subject to a strict global conservation law; that is, whenever one measures (or calculates) the total energy of a system of particles whose interactions do not depend explicitly on time, it is found that the total energy of the system always remains constant.", "targets": "The total inflow of energy into a system must equal what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6748a6a8f04babb5bc7dd3746c5c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to conservation of energy, energy can neither be created (produced) nor destroyed by itself. It can only be transformed. The total inflow of energy into a system must equal the total outflow of energy from the system, plus the change in the energy contained within the system. Energy is subject to a strict global conservation law; that is, whenever one measures (or calculates) the total energy of a system of particles whose interactions do not depend explicitly on time, it is found that the total energy of the system always remains constant.", "targets": "What can neither be created nor destroyed by itself; it can only be transformed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fe83afdf1d4fb4a300f26e7f5194a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of New Delhi, planned by the leading 20th-century British architect Edwin Lutyens, was laid out to be the central administrative area of the city as a testament to Britain's imperial pretensions. New Delhi is structured around two central promenades called the Rajpath and the Janpath. The Rajpath, or King's Way, stretches from the Rashtrapati Bhavan to the India Gate. The Janpath (Hindi: \"Path of the People\"), formerly Queen's Way, begins at Connaught Circus and cuts the Rajpath at right angles. 19 foreign embassies are located on the nearby Shantipath (Hindi: \"Path of Peace\"), making it the largest diplomatic enclave in India.", "targets": "What British architect was responsible for designing much of New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fe83afdf1d4fb4a300f26e7f5194a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of New Delhi, planned by the leading 20th-century British architect Edwin Lutyens, was laid out to be the central administrative area of the city as a testament to Britain's imperial pretensions. New Delhi is structured around two central promenades called the Rajpath and the Janpath. The Rajpath, or King's Way, stretches from the Rashtrapati Bhavan to the India Gate. The Janpath (Hindi: \"Path of the People\"), formerly Queen's Way, begins at Connaught Circus and cuts the Rajpath at right angles. 19 foreign embassies are located on the nearby Shantipath (Hindi: \"Path of Peace\"), making it the largest diplomatic enclave in India.", "targets": "What are the names of the two central promenades around which New Delhi is structured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fe83afdf1d4fb4a300f26e7f5194a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of New Delhi, planned by the leading 20th-century British architect Edwin Lutyens, was laid out to be the central administrative area of the city as a testament to Britain's imperial pretensions. New Delhi is structured around two central promenades called the Rajpath and the Janpath. The Rajpath, or King's Way, stretches from the Rashtrapati Bhavan to the India Gate. The Janpath (Hindi: \"Path of the People\"), formerly Queen's Way, begins at Connaught Circus and cuts the Rajpath at right angles. 19 foreign embassies are located on the nearby Shantipath (Hindi: \"Path of Peace\"), making it the largest diplomatic enclave in India.", "targets": "Which of the two promenades is referred to as The King's Way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fe83afdf1d4fb4a300f26e7f5194a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of New Delhi, planned by the leading 20th-century British architect Edwin Lutyens, was laid out to be the central administrative area of the city as a testament to Britain's imperial pretensions. New Delhi is structured around two central promenades called the Rajpath and the Janpath. The Rajpath, or King's Way, stretches from the Rashtrapati Bhavan to the India Gate. The Janpath (Hindi: \"Path of the People\"), formerly Queen's Way, begins at Connaught Circus and cuts the Rajpath at right angles. 19 foreign embassies are located on the nearby Shantipath (Hindi: \"Path of Peace\"), making it the largest diplomatic enclave in India.", "targets": "Which promenade was formerly known as the Queen's Way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fe83afdf1d4fb4a300f26e7f5194a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of New Delhi, planned by the leading 20th-century British architect Edwin Lutyens, was laid out to be the central administrative area of the city as a testament to Britain's imperial pretensions. New Delhi is structured around two central promenades called the Rajpath and the Janpath. The Rajpath, or King's Way, stretches from the Rashtrapati Bhavan to the India Gate. The Janpath (Hindi: \"Path of the People\"), formerly Queen's Way, begins at Connaught Circus and cuts the Rajpath at right angles. 19 foreign embassies are located on the nearby Shantipath (Hindi: \"Path of Peace\"), making it the largest diplomatic enclave in India.", "targets": "The largest diplomatic enclave in India which contains 19 foreign embassies is located along which promenade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73681e515dad4001bd29849c1ab87a1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gagarin's flight changed this; now Kennedy sensed the humiliation and fear on the part of the American public over the Soviet lead. He sent a memo dated April 20, 1961, to Vice President Lyndon B. Johnson, asking him to look into the state of America's space program, and into programs that could offer NASA the opportunity to catch up. The two major options at the time seemed to be, either establishment of an Earth orbital space station, or a manned landing on the Moon. Johnson in turn consulted with von Braun, who answered Kennedy's questions based on his estimates of US and Soviet rocket lifting capability. Based on this, Johnson responded to Kennedy, concluding that much more was needed to reach a position of leadership, and recommending that the manned Moon landing was far enough in the future that the US had a fighting chance to achieve it first.", "targets": "President Kennedy sent a letter on April 20, 1961 to who about the US's space program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-455b2143c51f48dcb6bc8132ad4c9300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"orange peel\" effect on vinyl records is caused by worn molds. Rather than having the proper mirror-like finish, the surface of the record will have a texture that looks like orange peel. This introduces noise into the record, particularly in the lower frequency range. With direct metal mastering (DMM), the master disc is cut on a copper-coated disc, which can also have a minor \"orange peel\" effect on the disc itself. As this \"orange peel\" originates in the master rather than being introduced in the pressing stage, there is no ill effect as there is no physical distortion of the groove.", "targets": "What is an effect of using worn molds when casting records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-455b2143c51f48dcb6bc8132ad4c9300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"orange peel\" effect on vinyl records is caused by worn molds. Rather than having the proper mirror-like finish, the surface of the record will have a texture that looks like orange peel. This introduces noise into the record, particularly in the lower frequency range. With direct metal mastering (DMM), the master disc is cut on a copper-coated disc, which can also have a minor \"orange peel\" effect on the disc itself. As this \"orange peel\" originates in the master rather than being introduced in the pressing stage, there is no ill effect as there is no physical distortion of the groove.", "targets": "What is the expected finish of a vinyl record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-455b2143c51f48dcb6bc8132ad4c9300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"orange peel\" effect on vinyl records is caused by worn molds. Rather than having the proper mirror-like finish, the surface of the record will have a texture that looks like orange peel. This introduces noise into the record, particularly in the lower frequency range. With direct metal mastering (DMM), the master disc is cut on a copper-coated disc, which can also have a minor \"orange peel\" effect on the disc itself. As this \"orange peel\" originates in the master rather than being introduced in the pressing stage, there is no ill effect as there is no physical distortion of the groove.", "targets": "On what frequencies is an orange peel effect most noticeable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-455b2143c51f48dcb6bc8132ad4c9300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"orange peel\" effect on vinyl records is caused by worn molds. Rather than having the proper mirror-like finish, the surface of the record will have a texture that looks like orange peel. This introduces noise into the record, particularly in the lower frequency range. With direct metal mastering (DMM), the master disc is cut on a copper-coated disc, which can also have a minor \"orange peel\" effect on the disc itself. As this \"orange peel\" originates in the master rather than being introduced in the pressing stage, there is no ill effect as there is no physical distortion of the groove.", "targets": "What is the effect on a copy if a master as an orange peel effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-455b2143c51f48dcb6bc8132ad4c9300", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"orange peel\" effect on vinyl records is caused by worn molds. Rather than having the proper mirror-like finish, the surface of the record will have a texture that looks like orange peel. This introduces noise into the record, particularly in the lower frequency range. With direct metal mastering (DMM), the master disc is cut on a copper-coated disc, which can also have a minor \"orange peel\" effect on the disc itself. As this \"orange peel\" originates in the master rather than being introduced in the pressing stage, there is no ill effect as there is no physical distortion of the groove.", "targets": "What material is on a direct metal mastering disc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67feb0bde38c4dbcb9d8f2a29e22d4d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 27, 2006 Schwarzenegger signed a bill creating the nation's first cap on greenhouse gas emissions. The law set new regulations on the amount of emissions utilities, refineries and manufacturing plants are allowed to release into the atmosphere. Schwarzenegger also signed a second global warming bill that prohibits large utilities and corporations in California from making long-term contracts with suppliers who do not meet the state's greenhouse gas emission standards. The two bills are part of a plan to reduce California's emissions by 25 percent to 1990s levels by 2020. In 2005, Schwarzenegger issued an executive order calling to reduce greenhouse gases to 80 percent below 1990 levels by 2050.", "targets": "What date marked the first law restricting greenhouse gas emissions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67feb0bde38c4dbcb9d8f2a29e22d4d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 27, 2006 Schwarzenegger signed a bill creating the nation's first cap on greenhouse gas emissions. The law set new regulations on the amount of emissions utilities, refineries and manufacturing plants are allowed to release into the atmosphere. Schwarzenegger also signed a second global warming bill that prohibits large utilities and corporations in California from making long-term contracts with suppliers who do not meet the state's greenhouse gas emission standards. The two bills are part of a plan to reduce California's emissions by 25 percent to 1990s levels by 2020. In 2005, Schwarzenegger issued an executive order calling to reduce greenhouse gases to 80 percent below 1990 levels by 2050.", "targets": "The regulations pertain to emissions from utilities, manufacturing plants, and what other entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67feb0bde38c4dbcb9d8f2a29e22d4d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 27, 2006 Schwarzenegger signed a bill creating the nation's first cap on greenhouse gas emissions. The law set new regulations on the amount of emissions utilities, refineries and manufacturing plants are allowed to release into the atmosphere. Schwarzenegger also signed a second global warming bill that prohibits large utilities and corporations in California from making long-term contracts with suppliers who do not meet the state's greenhouse gas emission standards. The two bills are part of a plan to reduce California's emissions by 25 percent to 1990s levels by 2020. In 2005, Schwarzenegger issued an executive order calling to reduce greenhouse gases to 80 percent below 1990 levels by 2050.", "targets": "What year has Schwarzenegger set as the deadline for California to show a 25% reduction in emissions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc758caaf924c2e90ddde088ed08662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is an early example in the United States of a planned city, chosen as the site of the state capital in 1788 and incorporated in 1792 as such. The city was originally laid out in a grid pattern with the North Carolina State Capitol in Union Square at the center. In the United States Civil War the city was spared from any significant battle, only falling in the closing days of the war, though it did not escape the economic hardships that plagued the rest of the American South during the Reconstruction Era. The twentieth century saw the opening of the Research Triangle Park in 1959, and with the jobs it created the region and city saw a large influx of population, making it one of the fastest growing communities in the United States by the early 21st century.", "targets": "What kind of city is Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc758caaf924c2e90ddde088ed08662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is an early example in the United States of a planned city, chosen as the site of the state capital in 1788 and incorporated in 1792 as such. The city was originally laid out in a grid pattern with the North Carolina State Capitol in Union Square at the center. In the United States Civil War the city was spared from any significant battle, only falling in the closing days of the war, though it did not escape the economic hardships that plagued the rest of the American South during the Reconstruction Era. The twentieth century saw the opening of the Research Triangle Park in 1959, and with the jobs it created the region and city saw a large influx of population, making it one of the fastest growing communities in the United States by the early 21st century.", "targets": "What year was it incorporated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc758caaf924c2e90ddde088ed08662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is an early example in the United States of a planned city, chosen as the site of the state capital in 1788 and incorporated in 1792 as such. The city was originally laid out in a grid pattern with the North Carolina State Capitol in Union Square at the center. In the United States Civil War the city was spared from any significant battle, only falling in the closing days of the war, though it did not escape the economic hardships that plagued the rest of the American South during the Reconstruction Era. The twentieth century saw the opening of the Research Triangle Park in 1959, and with the jobs it created the region and city saw a large influx of population, making it one of the fastest growing communities in the United States by the early 21st century.", "targets": "What happened in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc758caaf924c2e90ddde088ed08662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is an early example in the United States of a planned city, chosen as the site of the state capital in 1788 and incorporated in 1792 as such. The city was originally laid out in a grid pattern with the North Carolina State Capitol in Union Square at the center. In the United States Civil War the city was spared from any significant battle, only falling in the closing days of the war, though it did not escape the economic hardships that plagued the rest of the American South during the Reconstruction Era. The twentieth century saw the opening of the Research Triangle Park in 1959, and with the jobs it created the region and city saw a large influx of population, making it one of the fastest growing communities in the United States by the early 21st century.", "targets": "What war was near the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc758caaf924c2e90ddde088ed08662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is an early example in the United States of a planned city, chosen as the site of the state capital in 1788 and incorporated in 1792 as such. The city was originally laid out in a grid pattern with the North Carolina State Capitol in Union Square at the center. In the United States Civil War the city was spared from any significant battle, only falling in the closing days of the war, though it did not escape the economic hardships that plagued the rest of the American South during the Reconstruction Era. The twentieth century saw the opening of the Research Triangle Park in 1959, and with the jobs it created the region and city saw a large influx of population, making it one of the fastest growing communities in the United States by the early 21st century.", "targets": "What type of community is it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd6d1581d244651ab7840eafb097315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. Traveling to Boston in April 1871, Bell proved successful in training the school's instructors. He was subsequently asked to repeat the program at the American Asylum for Deaf-mutes in Hartford, Connecticut, and the Clarke School for the Deaf in Northampton, Massachusetts.", "targets": "Who ran the Boston School for Deaf Mutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd6d1581d244651ab7840eafb097315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. Traveling to Boston in April 1871, Bell proved successful in training the school's instructors. He was subsequently asked to repeat the program at the American Asylum for Deaf-mutes in Hartford, Connecticut, and the Clarke School for the Deaf in Northampton, Massachusetts.", "targets": "What name does the Boston School for Deaf Mutes go by now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd6d1581d244651ab7840eafb097315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. Traveling to Boston in April 1871, Bell proved successful in training the school's instructors. He was subsequently asked to repeat the program at the American Asylum for Deaf-mutes in Hartford, Connecticut, and the Clarke School for the Deaf in Northampton, Massachusetts.", "targets": "What month did Bell go to Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd6d1581d244651ab7840eafb097315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. Traveling to Boston in April 1871, Bell proved successful in training the school's instructors. He was subsequently asked to repeat the program at the American Asylum for Deaf-mutes in Hartford, Connecticut, and the Clarke School for the Deaf in Northampton, Massachusetts.", "targets": "Bell trained who in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd6d1581d244651ab7840eafb097315", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. Traveling to Boston in April 1871, Bell proved successful in training the school's instructors. He was subsequently asked to repeat the program at the American Asylum for Deaf-mutes in Hartford, Connecticut, and the Clarke School for the Deaf in Northampton, Massachusetts.", "targets": "What city was the American Asylum in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48a7db7a3a50482c8a08af8c195bf79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of generally poor French results in most theaters of the Seven Years' War in 1758, France's new foreign minister, the duc de Choiseul, decided to focus on an invasion of Britain, to draw British resources away from North America and the European mainland. The invasion failed both militarily and politically, as Pitt again planned significant campaigns against New France, and sent funds to Britain's ally on the mainland, Prussia, and the French Navy failed in the 1759 naval battles at Lagos and Quiberon Bay. In one piece of good fortune, some French supply ships managed to depart France, eluding the British blockade of the French coast.", "targets": "In 1758 what was duc de Choiseul's plan for focused military efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48a7db7a3a50482c8a08af8c195bf79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of generally poor French results in most theaters of the Seven Years' War in 1758, France's new foreign minister, the duc de Choiseul, decided to focus on an invasion of Britain, to draw British resources away from North America and the European mainland. The invasion failed both militarily and politically, as Pitt again planned significant campaigns against New France, and sent funds to Britain's ally on the mainland, Prussia, and the French Navy failed in the 1759 naval battles at Lagos and Quiberon Bay. In one piece of good fortune, some French supply ships managed to depart France, eluding the British blockade of the French coast.", "targets": "How successful was the French revised efforts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48a7db7a3a50482c8a08af8c195bf79f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the aftermath of generally poor French results in most theaters of the Seven Years' War in 1758, France's new foreign minister, the duc de Choiseul, decided to focus on an invasion of Britain, to draw British resources away from North America and the European mainland. The invasion failed both militarily and politically, as Pitt again planned significant campaigns against New France, and sent funds to Britain's ally on the mainland, Prussia, and the French Navy failed in the 1759 naval battles at Lagos and Quiberon Bay. In one piece of good fortune, some French supply ships managed to depart France, eluding the British blockade of the French coast.", "targets": "What naval battles did France lose in 1759?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2ad07bce264a35a9eee9b1559404d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of New Imperialism saw the conquest of nearly all eastern hemisphere territories by colonial powers. The commercial colonization of India commenced in 1757, after the Battle of Plassey, when the Nawab of Bengal surrendered his dominions to the British East India Company, in 1765, when the Company was granted the diwani, or the right to collect revenue, in Bengal and Bihar, or in 1772, when the Company established a capital in Calcutta, appointed its first Governor-General, Warren Hastings, and became directly involved in governance.", "targets": "What did the development of new imperialism cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2ad07bce264a35a9eee9b1559404d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of New Imperialism saw the conquest of nearly all eastern hemisphere territories by colonial powers. The commercial colonization of India commenced in 1757, after the Battle of Plassey, when the Nawab of Bengal surrendered his dominions to the British East India Company, in 1765, when the Company was granted the diwani, or the right to collect revenue, in Bengal and Bihar, or in 1772, when the Company established a capital in Calcutta, appointed its first Governor-General, Warren Hastings, and became directly involved in governance.", "targets": "When did the commercial colonization of India begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2ad07bce264a35a9eee9b1559404d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of New Imperialism saw the conquest of nearly all eastern hemisphere territories by colonial powers. The commercial colonization of India commenced in 1757, after the Battle of Plassey, when the Nawab of Bengal surrendered his dominions to the British East India Company, in 1765, when the Company was granted the diwani, or the right to collect revenue, in Bengal and Bihar, or in 1772, when the Company established a capital in Calcutta, appointed its first Governor-General, Warren Hastings, and became directly involved in governance.", "targets": "What happened n the battle of Plassey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2ad07bce264a35a9eee9b1559404d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of New Imperialism saw the conquest of nearly all eastern hemisphere territories by colonial powers. The commercial colonization of India commenced in 1757, after the Battle of Plassey, when the Nawab of Bengal surrendered his dominions to the British East India Company, in 1765, when the Company was granted the diwani, or the right to collect revenue, in Bengal and Bihar, or in 1772, when the Company established a capital in Calcutta, appointed its first Governor-General, Warren Hastings, and became directly involved in governance.", "targets": "When was the British East Company given the right to collect revenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2ad07bce264a35a9eee9b1559404d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of New Imperialism saw the conquest of nearly all eastern hemisphere territories by colonial powers. The commercial colonization of India commenced in 1757, after the Battle of Plassey, when the Nawab of Bengal surrendered his dominions to the British East India Company, in 1765, when the Company was granted the diwani, or the right to collect revenue, in Bengal and Bihar, or in 1772, when the Company established a capital in Calcutta, appointed its first Governor-General, Warren Hastings, and became directly involved in governance.", "targets": "What is the term used to describe the \"Right to collect revenue\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-923c991c79d741c086c08f304bf306f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While photosystem II photolyzes water to obtain and energize new electrons, photosystem I simply reenergizes depleted electrons at the end of an electron transport chain. Normally, the reenergized electrons are taken by NADP+, though sometimes they can flow back down more H+-pumping electron transport chains to transport more hydrogen ions into the thylakoid space to generate more ATP. This is termed cyclic photophosphorylation because the electrons are recycled. Cyclic photophosphorylation is common in C4 plants, which need more ATP than NADPH.", "targets": "What usually takes reenergized electrons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-923c991c79d741c086c08f304bf306f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While photosystem II photolyzes water to obtain and energize new electrons, photosystem I simply reenergizes depleted electrons at the end of an electron transport chain. Normally, the reenergized electrons are taken by NADP+, though sometimes they can flow back down more H+-pumping electron transport chains to transport more hydrogen ions into the thylakoid space to generate more ATP. This is termed cyclic photophosphorylation because the electrons are recycled. Cyclic photophosphorylation is common in C4 plants, which need more ATP than NADPH.", "targets": "In what process are electrons recycled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-923c991c79d741c086c08f304bf306f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While photosystem II photolyzes water to obtain and energize new electrons, photosystem I simply reenergizes depleted electrons at the end of an electron transport chain. Normally, the reenergized electrons are taken by NADP+, though sometimes they can flow back down more H+-pumping electron transport chains to transport more hydrogen ions into the thylakoid space to generate more ATP. This is termed cyclic photophosphorylation because the electrons are recycled. Cyclic photophosphorylation is common in C4 plants, which need more ATP than NADPH.", "targets": "Where is cyclic photophosphorylation common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-923c991c79d741c086c08f304bf306f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While photosystem II photolyzes water to obtain and energize new electrons, photosystem I simply reenergizes depleted electrons at the end of an electron transport chain. Normally, the reenergized electrons are taken by NADP+, though sometimes they can flow back down more H+-pumping electron transport chains to transport more hydrogen ions into the thylakoid space to generate more ATP. This is termed cyclic photophosphorylation because the electrons are recycled. Cyclic photophosphorylation is common in C4 plants, which need more ATP than NADPH.", "targets": "What do C4 plants need?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf4f4efe47f4a8297fde9e2299a1e93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reginald DesRoches, a professor of civil and environmental engineering at Georgia Tech, pointed out that the massive damage of properties and houses in the earthquake area was because China did not create an adequate seismic design code until after the devastating 1976 Tangshan earthquake. DesRoches said: \"If the buildings were older and built prior to that 1976 earthquake, chances are they weren't built for adequate earthquake forces.\"", "targets": "Who was a professor of civil and environmental engineering at Georgia Tech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf4f4efe47f4a8297fde9e2299a1e93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reginald DesRoches, a professor of civil and environmental engineering at Georgia Tech, pointed out that the massive damage of properties and houses in the earthquake area was because China did not create an adequate seismic design code until after the devastating 1976 Tangshan earthquake. DesRoches said: \"If the buildings were older and built prior to that 1976 earthquake, chances are they weren't built for adequate earthquake forces.\"", "targets": "What is the profession of Reginald DesRoches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf4f4efe47f4a8297fde9e2299a1e93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reginald DesRoches, a professor of civil and environmental engineering at Georgia Tech, pointed out that the massive damage of properties and houses in the earthquake area was because China did not create an adequate seismic design code until after the devastating 1976 Tangshan earthquake. DesRoches said: \"If the buildings were older and built prior to that 1976 earthquake, chances are they weren't built for adequate earthquake forces.\"", "targets": "When did China create a seismic design code for building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cf4f4efe47f4a8297fde9e2299a1e93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reginald DesRoches, a professor of civil and environmental engineering at Georgia Tech, pointed out that the massive damage of properties and houses in the earthquake area was because China did not create an adequate seismic design code until after the devastating 1976 Tangshan earthquake. DesRoches said: \"If the buildings were older and built prior to that 1976 earthquake, chances are they weren't built for adequate earthquake forces.\"", "targets": "What catastrophe inspired them to make a building design code/ "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "What is considered political corruption is differnt in each what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "Sometime sit is hard to tell if actions are legal or illegal because governement officials have what kind of power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "How much money is involved in bribery in the world each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "unrestrsined political corruption is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "What does kleptocracy mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "A sate of unrestrained political corruption is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "Which crime costs over one trillion U.S. dollars every year, world-wide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-990c1bc18d624e7bb65cd7bcbd5c5e59", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The activities that constitute illegal corruption differ depending on the country or jurisdiction. For instance, some political funding practices that are legal in one place may be illegal in another. In some cases, government officials have broad or ill-defined powers, which make it difficult to distinguish between legal and illegal actions. Worldwide, bribery alone is estimated to involve over 1 trillion US dollars annually. A state of unrestrained political corruption is known as a kleptocracy, literally meaning \"rule by thieves\".", "targets": "What does kleptocracy mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c96d779ce134e5f9b056d4402bb0e18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, stratigraphers analyze samples of stratigraphic sections that can be returned from the field, such as those from drill cores. Stratigraphers also analyze data from geophysical surveys that show the locations of stratigraphic units in the subsurface. Geophysical data and well logs can be combined to produce a better view of the subsurface, and stratigraphers often use computer programs to do this in three dimensions. Stratigraphers can then use these data to reconstruct ancient processes occurring on the surface of the Earth, interpret past environments, and locate areas for water, coal, and hydrocarbon extraction.", "targets": "The analysis of stratigraphic sections such as drill cores is done by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c96d779ce134e5f9b056d4402bb0e18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, stratigraphers analyze samples of stratigraphic sections that can be returned from the field, such as those from drill cores. Stratigraphers also analyze data from geophysical surveys that show the locations of stratigraphic units in the subsurface. Geophysical data and well logs can be combined to produce a better view of the subsurface, and stratigraphers often use computer programs to do this in three dimensions. Stratigraphers can then use these data to reconstruct ancient processes occurring on the surface of the Earth, interpret past environments, and locate areas for water, coal, and hydrocarbon extraction.", "targets": "What type of surveys show the location of stratigraphic units in the subsurface?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c96d779ce134e5f9b056d4402bb0e18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, stratigraphers analyze samples of stratigraphic sections that can be returned from the field, such as those from drill cores. Stratigraphers also analyze data from geophysical surveys that show the locations of stratigraphic units in the subsurface. Geophysical data and well logs can be combined to produce a better view of the subsurface, and stratigraphers often use computer programs to do this in three dimensions. Stratigraphers can then use these data to reconstruct ancient processes occurring on the surface of the Earth, interpret past environments, and locate areas for water, coal, and hydrocarbon extraction.", "targets": "What can be combined with geophysical data to produce a better view of the subsurface?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c96d779ce134e5f9b056d4402bb0e18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, stratigraphers analyze samples of stratigraphic sections that can be returned from the field, such as those from drill cores. Stratigraphers also analyze data from geophysical surveys that show the locations of stratigraphic units in the subsurface. Geophysical data and well logs can be combined to produce a better view of the subsurface, and stratigraphers often use computer programs to do this in three dimensions. Stratigraphers can then use these data to reconstruct ancient processes occurring on the surface of the Earth, interpret past environments, and locate areas for water, coal, and hydrocarbon extraction.", "targets": "What tool do stratigraphers use to see their data in three dimensions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c96d779ce134e5f9b056d4402bb0e18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, stratigraphers analyze samples of stratigraphic sections that can be returned from the field, such as those from drill cores. Stratigraphers also analyze data from geophysical surveys that show the locations of stratigraphic units in the subsurface. Geophysical data and well logs can be combined to produce a better view of the subsurface, and stratigraphers often use computer programs to do this in three dimensions. Stratigraphers can then use these data to reconstruct ancient processes occurring on the surface of the Earth, interpret past environments, and locate areas for water, coal, and hydrocarbon extraction.", "targets": "Stratigraphers try to locate areas for what types of extraction? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f681a0de794178ac19cc7f85414086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Giuga's conjecture says that this equation is also a sufficient condition for p to be prime. Another consequence of Fermat's little theorem is the following: if p is a prime number other than 2 and 5, 1/p is always a recurring decimal, whose period is p \u2212 1 or a divisor of p \u2212 1. The fraction 1/p expressed likewise in base q (rather than base 10) has similar effect, provided that p is not a prime factor of q. Wilson's theorem says that an integer p > 1 is prime if and only if the factorial (p \u2212 1)! + 1 is divisible by p. Moreover, an integer n > 4 is composite if and only if (n \u2212 1)! is divisible by n.", "targets": "Assuming p is a prime other than 2 or 5, then, according to Fermat's theorem, what type of decimal will 1/p always be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f681a0de794178ac19cc7f85414086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Giuga's conjecture says that this equation is also a sufficient condition for p to be prime. Another consequence of Fermat's little theorem is the following: if p is a prime number other than 2 and 5, 1/p is always a recurring decimal, whose period is p \u2212 1 or a divisor of p \u2212 1. The fraction 1/p expressed likewise in base q (rather than base 10) has similar effect, provided that p is not a prime factor of q. Wilson's theorem says that an integer p > 1 is prime if and only if the factorial (p \u2212 1)! + 1 is divisible by p. Moreover, an integer n > 4 is composite if and only if (n \u2212 1)! is divisible by n.", "targets": "According to Fermat's theorem, what period does 1/p always have assuming p is prime that is not 2 or 5?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f681a0de794178ac19cc7f85414086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Giuga's conjecture says that this equation is also a sufficient condition for p to be prime. Another consequence of Fermat's little theorem is the following: if p is a prime number other than 2 and 5, 1/p is always a recurring decimal, whose period is p \u2212 1 or a divisor of p \u2212 1. The fraction 1/p expressed likewise in base q (rather than base 10) has similar effect, provided that p is not a prime factor of q. Wilson's theorem says that an integer p > 1 is prime if and only if the factorial (p \u2212 1)! + 1 is divisible by p. Moreover, an integer n > 4 is composite if and only if (n \u2212 1)! is divisible by n.", "targets": "According to Wilson's theorem, what factorial must be divisible by p if some integer p > 1 is to be considered prime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f681a0de794178ac19cc7f85414086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Giuga's conjecture says that this equation is also a sufficient condition for p to be prime. Another consequence of Fermat's little theorem is the following: if p is a prime number other than 2 and 5, 1/p is always a recurring decimal, whose period is p \u2212 1 or a divisor of p \u2212 1. The fraction 1/p expressed likewise in base q (rather than base 10) has similar effect, provided that p is not a prime factor of q. Wilson's theorem says that an integer p > 1 is prime if and only if the factorial (p \u2212 1)! + 1 is divisible by p. Moreover, an integer n > 4 is composite if and only if (n \u2212 1)! is divisible by n.", "targets": "According to Wilson's theorem, what factorial must be divisible by n if some integer n > 4 is to be considered composite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59f681a0de794178ac19cc7f85414086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Giuga's conjecture says that this equation is also a sufficient condition for p to be prime. Another consequence of Fermat's little theorem is the following: if p is a prime number other than 2 and 5, 1/p is always a recurring decimal, whose period is p \u2212 1 or a divisor of p \u2212 1. The fraction 1/p expressed likewise in base q (rather than base 10) has similar effect, provided that p is not a prime factor of q. Wilson's theorem says that an integer p > 1 is prime if and only if the factorial (p \u2212 1)! + 1 is divisible by p. Moreover, an integer n > 4 is composite if and only if (n \u2212 1)! is divisible by n.", "targets": "What condition what must be satisfied in order for 1/p to be expressed in base q instead of base 10 and still have a period of p - 1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acda6e2e8824cd8b65112198896800d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a rich history, spanning nearly 2000 years, as inferred from inscriptions found in the valley. Religious and cultural festivities form a major part of the lives of people residing in Kathmandu. Most of Kathmandu's people follow Hinduism and many others follow Buddhism. There are people of other religious beliefs as well, giving Kathmandu a cosmopolitan culture. Nepali is the most commonly spoken language in the city. English is understood by Kathmandu's educated residents. Historic areas of Kathmandu were devastated by a 7.8 magnitude earthquake on 25 April 2015.", "targets": "About how long has Kathmandu existed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acda6e2e8824cd8b65112198896800d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a rich history, spanning nearly 2000 years, as inferred from inscriptions found in the valley. Religious and cultural festivities form a major part of the lives of people residing in Kathmandu. Most of Kathmandu's people follow Hinduism and many others follow Buddhism. There are people of other religious beliefs as well, giving Kathmandu a cosmopolitan culture. Nepali is the most commonly spoken language in the city. English is understood by Kathmandu's educated residents. Historic areas of Kathmandu were devastated by a 7.8 magnitude earthquake on 25 April 2015.", "targets": "What suggests that Kathmandu is as old as it is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acda6e2e8824cd8b65112198896800d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a rich history, spanning nearly 2000 years, as inferred from inscriptions found in the valley. Religious and cultural festivities form a major part of the lives of people residing in Kathmandu. Most of Kathmandu's people follow Hinduism and many others follow Buddhism. There are people of other religious beliefs as well, giving Kathmandu a cosmopolitan culture. Nepali is the most commonly spoken language in the city. English is understood by Kathmandu's educated residents. Historic areas of Kathmandu were devastated by a 7.8 magnitude earthquake on 25 April 2015.", "targets": "What is Kathmandu's majority religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acda6e2e8824cd8b65112198896800d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a rich history, spanning nearly 2000 years, as inferred from inscriptions found in the valley. Religious and cultural festivities form a major part of the lives of people residing in Kathmandu. Most of Kathmandu's people follow Hinduism and many others follow Buddhism. There are people of other religious beliefs as well, giving Kathmandu a cosmopolitan culture. Nepali is the most commonly spoken language in the city. English is understood by Kathmandu's educated residents. Historic areas of Kathmandu were devastated by a 7.8 magnitude earthquake on 25 April 2015.", "targets": "What do most Kathmandu residents speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acda6e2e8824cd8b65112198896800d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has a rich history, spanning nearly 2000 years, as inferred from inscriptions found in the valley. Religious and cultural festivities form a major part of the lives of people residing in Kathmandu. Most of Kathmandu's people follow Hinduism and many others follow Buddhism. There are people of other religious beliefs as well, giving Kathmandu a cosmopolitan culture. Nepali is the most commonly spoken language in the city. English is understood by Kathmandu's educated residents. Historic areas of Kathmandu were devastated by a 7.8 magnitude earthquake on 25 April 2015.", "targets": "What secondary language do educated people in Kathmandu speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db4c9f3b824d66a716d763b78ea91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek figural mosaics could have been copied or adapted paintings, a far more prestigious artform, and the style was enthusiastically adopted by the Romans so that large floor mosaics enriched the floors of Hellenistic villas and Roman dwellings from Britain to Dura-Europos. Most recorded names of Roman mosaic workers are Greek, suggesting they dominated high quality work across the empire; no doubt most ordinary craftsmen were slaves. Splendid mosaic floors are found in Roman villas across North Africa, in places such as Carthage, and can still be seen in the extensive collection in Bardo Museum in Tunis, Tunisia.", "targets": "What common artform is far more prestigious than mosaic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db4c9f3b824d66a716d763b78ea91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek figural mosaics could have been copied or adapted paintings, a far more prestigious artform, and the style was enthusiastically adopted by the Romans so that large floor mosaics enriched the floors of Hellenistic villas and Roman dwellings from Britain to Dura-Europos. Most recorded names of Roman mosaic workers are Greek, suggesting they dominated high quality work across the empire; no doubt most ordinary craftsmen were slaves. Splendid mosaic floors are found in Roman villas across North Africa, in places such as Carthage, and can still be seen in the extensive collection in Bardo Museum in Tunis, Tunisia.", "targets": "Which culture adapted the use of mosaics for large ground coverings in their villas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db4c9f3b824d66a716d763b78ea91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek figural mosaics could have been copied or adapted paintings, a far more prestigious artform, and the style was enthusiastically adopted by the Romans so that large floor mosaics enriched the floors of Hellenistic villas and Roman dwellings from Britain to Dura-Europos. Most recorded names of Roman mosaic workers are Greek, suggesting they dominated high quality work across the empire; no doubt most ordinary craftsmen were slaves. Splendid mosaic floors are found in Roman villas across North Africa, in places such as Carthage, and can still be seen in the extensive collection in Bardo Museum in Tunis, Tunisia.", "targets": "Most names of Roman mosaic workers are what nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db4c9f3b824d66a716d763b78ea91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek figural mosaics could have been copied or adapted paintings, a far more prestigious artform, and the style was enthusiastically adopted by the Romans so that large floor mosaics enriched the floors of Hellenistic villas and Roman dwellings from Britain to Dura-Europos. Most recorded names of Roman mosaic workers are Greek, suggesting they dominated high quality work across the empire; no doubt most ordinary craftsmen were slaves. Splendid mosaic floors are found in Roman villas across North Africa, in places such as Carthage, and can still be seen in the extensive collection in Bardo Museum in Tunis, Tunisia.", "targets": "Often regular everyday craftsman were most likely what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db4c9f3b824d66a716d763b78ea91b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greek figural mosaics could have been copied or adapted paintings, a far more prestigious artform, and the style was enthusiastically adopted by the Romans so that large floor mosaics enriched the floors of Hellenistic villas and Roman dwellings from Britain to Dura-Europos. Most recorded names of Roman mosaic workers are Greek, suggesting they dominated high quality work across the empire; no doubt most ordinary craftsmen were slaves. Splendid mosaic floors are found in Roman villas across North Africa, in places such as Carthage, and can still be seen in the extensive collection in Bardo Museum in Tunis, Tunisia.", "targets": "Carthage and Tunisia are in what general area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3cb509ce237401ba1796b8e2696aba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the invitation of the United States government, the Organization for Security and Cooperation in Europe (OSCE) sent a team of observers to monitor the presidential elections in 2004. It was the first time the OSCE had sent observers to a U.S. presidential election, although they had been invited in the past. In September 2004 the OSCE issued a report on U.S. electoral processes and the election final report. The report reads: \"The November 2, 2004 elections in the United States mostly met the OSCE commitments included in the 1990 Copenhagen Document. They were conducted in an environment that reflects a long-standing democratic tradition, including institutions governed by the rule of law, free and generally professional media, and a civil society intensively engaged in the election process. There was exceptional public interest in the two leading presidential candidates and the issues raised by their respective campaigns, as well as in the election process itself.\"", "targets": "Who was called in to watch over the presidential election in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3cb509ce237401ba1796b8e2696aba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the invitation of the United States government, the Organization for Security and Cooperation in Europe (OSCE) sent a team of observers to monitor the presidential elections in 2004. It was the first time the OSCE had sent observers to a U.S. presidential election, although they had been invited in the past. In September 2004 the OSCE issued a report on U.S. electoral processes and the election final report. The report reads: \"The November 2, 2004 elections in the United States mostly met the OSCE commitments included in the 1990 Copenhagen Document. They were conducted in an environment that reflects a long-standing democratic tradition, including institutions governed by the rule of law, free and generally professional media, and a civil society intensively engaged in the election process. There was exceptional public interest in the two leading presidential candidates and the issues raised by their respective campaigns, as well as in the election process itself.\"", "targets": "Was this the only occasion the OSCE was invited to preside over a presidential election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3cb509ce237401ba1796b8e2696aba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the invitation of the United States government, the Organization for Security and Cooperation in Europe (OSCE) sent a team of observers to monitor the presidential elections in 2004. It was the first time the OSCE had sent observers to a U.S. presidential election, although they had been invited in the past. In September 2004 the OSCE issued a report on U.S. electoral processes and the election final report. The report reads: \"The November 2, 2004 elections in the United States mostly met the OSCE commitments included in the 1990 Copenhagen Document. They were conducted in an environment that reflects a long-standing democratic tradition, including institutions governed by the rule of law, free and generally professional media, and a civil society intensively engaged in the election process. There was exceptional public interest in the two leading presidential candidates and the issues raised by their respective campaigns, as well as in the election process itself.\"", "targets": "What were the findings of the OSCE team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3cb509ce237401ba1796b8e2696aba9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the invitation of the United States government, the Organization for Security and Cooperation in Europe (OSCE) sent a team of observers to monitor the presidential elections in 2004. It was the first time the OSCE had sent observers to a U.S. presidential election, although they had been invited in the past. In September 2004 the OSCE issued a report on U.S. electoral processes and the election final report. The report reads: \"The November 2, 2004 elections in the United States mostly met the OSCE commitments included in the 1990 Copenhagen Document. They were conducted in an environment that reflects a long-standing democratic tradition, including institutions governed by the rule of law, free and generally professional media, and a civil society intensively engaged in the election process. There was exceptional public interest in the two leading presidential candidates and the issues raised by their respective campaigns, as well as in the election process itself.\"", "targets": "What type of values did the OSCE determine were adhered to during the election process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c9fc684c8a4573845d103d5c521362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study of dogs' roles in families showed many dogs have set tasks or routines undertaken as family members, the most common of which was helping with the washing-up by licking the plates in the dishwasher, and bringing in the newspaper from the lawn. Increasingly, human family members are engaging in activities centered on the perceived needs and interests of the dog, or in which the dog is an integral partner, such as dog dancing and dog yoga.", "targets": "A study showed that a task dogs do is bringing in what from the lawn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c9fc684c8a4573845d103d5c521362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study of dogs' roles in families showed many dogs have set tasks or routines undertaken as family members, the most common of which was helping with the washing-up by licking the plates in the dishwasher, and bringing in the newspaper from the lawn. Increasingly, human family members are engaging in activities centered on the perceived needs and interests of the dog, or in which the dog is an integral partner, such as dog dancing and dog yoga.", "targets": "Dogs often help clean in the kitchen by licking what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c9fc684c8a4573845d103d5c521362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study of dogs' roles in families showed many dogs have set tasks or routines undertaken as family members, the most common of which was helping with the washing-up by licking the plates in the dishwasher, and bringing in the newspaper from the lawn. Increasingly, human family members are engaging in activities centered on the perceived needs and interests of the dog, or in which the dog is an integral partner, such as dog dancing and dog yoga.", "targets": "In addition to dog dancing, what is another activity that families are doing that is centered around their pet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c9fc684c8a4573845d103d5c521362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study of dogs' roles in families showed many dogs have set tasks or routines undertaken as family members, the most common of which was helping with the washing-up by licking the plates in the dishwasher, and bringing in the newspaper from the lawn. Increasingly, human family members are engaging in activities centered on the perceived needs and interests of the dog, or in which the dog is an integral partner, such as dog dancing and dog yoga.", "targets": "What do many dogs have to do in the families where they live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7c9fc684c8a4573845d103d5c521362", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study of dogs' roles in families showed many dogs have set tasks or routines undertaken as family members, the most common of which was helping with the washing-up by licking the plates in the dishwasher, and bringing in the newspaper from the lawn. Increasingly, human family members are engaging in activities centered on the perceived needs and interests of the dog, or in which the dog is an integral partner, such as dog dancing and dog yoga.", "targets": "What are dogs often taught to bring in from outdoors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b82c2de3569f45f0896e98c89a5f211f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Qing emperors adopted the bureaucratic structures and institutions from the preceding Ming dynasty but split rule between Han Chinese and Manchus, with some positions also given to Mongols. Like previous dynasties, the Qing recruited officials via the imperial examination system, until the system was abolished in 1905. The Qing divided the positions into civil and military positions, each having nine grades or ranks, each subdivided into a and b categories. Civil appointments ranged from attendant to the emperor or a Grand Secretary in the Forbidden City (highest) to being a prefectural tax collector, deputy jail warden, deputy police commissioner or tax examiner. Military appointments ranged from being a field marshal or chamberlain of the imperial bodyguard to a third class sergeant, corporal or a first or second class private.", "targets": "Who split the leadership roles in the Qing dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b82c2de3569f45f0896e98c89a5f211f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Qing emperors adopted the bureaucratic structures and institutions from the preceding Ming dynasty but split rule between Han Chinese and Manchus, with some positions also given to Mongols. Like previous dynasties, the Qing recruited officials via the imperial examination system, until the system was abolished in 1905. The Qing divided the positions into civil and military positions, each having nine grades or ranks, each subdivided into a and b categories. Civil appointments ranged from attendant to the emperor or a Grand Secretary in the Forbidden City (highest) to being a prefectural tax collector, deputy jail warden, deputy police commissioner or tax examiner. Military appointments ranged from being a field marshal or chamberlain of the imperial bodyguard to a third class sergeant, corporal or a first or second class private.", "targets": "Where did the Qing find their officials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b82c2de3569f45f0896e98c89a5f211f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Qing emperors adopted the bureaucratic structures and institutions from the preceding Ming dynasty but split rule between Han Chinese and Manchus, with some positions also given to Mongols. Like previous dynasties, the Qing recruited officials via the imperial examination system, until the system was abolished in 1905. The Qing divided the positions into civil and military positions, each having nine grades or ranks, each subdivided into a and b categories. Civil appointments ranged from attendant to the emperor or a Grand Secretary in the Forbidden City (highest) to being a prefectural tax collector, deputy jail warden, deputy police commissioner or tax examiner. Military appointments ranged from being a field marshal or chamberlain of the imperial bodyguard to a third class sergeant, corporal or a first or second class private.", "targets": "How many ranks were there in civil service in the Qing dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9184656d6304bdfb972457eb2b9c247", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A union planned to protest at the relay for better living conditions. Hong Kong legislator Michael Mak Kwok-fung and activist Chan Cheong, both members of the League of Social Democrats, were not allowed to enter Macau.", "targets": "Who was Michael Mak Kwok-fung?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed15e41b9206492fad392278a5570aba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free ISPs are Internet service providers that provide service free of charge. Many free ISPs display advertisements while the user is connected; like commercial television, in a sense they are selling the user's attention to the advertiser. Other free ISPs, sometimes called freenets, are run on a nonprofit basis, usually with volunteer staff.[citation needed]", "targets": "What are free ISPs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed15e41b9206492fad392278a5570aba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free ISPs are Internet service providers that provide service free of charge. Many free ISPs display advertisements while the user is connected; like commercial television, in a sense they are selling the user's attention to the advertiser. Other free ISPs, sometimes called freenets, are run on a nonprofit basis, usually with volunteer staff.[citation needed]", "targets": "What do free ISPs display in exchange for service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed15e41b9206492fad392278a5570aba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free ISPs are Internet service providers that provide service free of charge. Many free ISPs display advertisements while the user is connected; like commercial television, in a sense they are selling the user's attention to the advertiser. Other free ISPs, sometimes called freenets, are run on a nonprofit basis, usually with volunteer staff.[citation needed]", "targets": "What are free ISPs similar to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed15e41b9206492fad392278a5570aba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Free ISPs are Internet service providers that provide service free of charge. Many free ISPs display advertisements while the user is connected; like commercial television, in a sense they are selling the user's attention to the advertiser. Other free ISPs, sometimes called freenets, are run on a nonprofit basis, usually with volunteer staff.[citation needed]", "targets": "How are freenets run? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6245986c72394dbe8555158da254b7ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two major sports centers in Nanjing, Wutaishan Sports Center and Nanjing Olympic Sports Center. Both of these two are comprehensive sports centers, including stadium, gymnasium, natatorium, tennis court, etc. Wutaishan Sports Center was established in 1952 and it was one of the oldest and most advanced stadiums in early time of People's Republic of China.", "targets": "Which sports center started in 1952?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6245986c72394dbe8555158da254b7ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two major sports centers in Nanjing, Wutaishan Sports Center and Nanjing Olympic Sports Center. Both of these two are comprehensive sports centers, including stadium, gymnasium, natatorium, tennis court, etc. Wutaishan Sports Center was established in 1952 and it was one of the oldest and most advanced stadiums in early time of People's Republic of China.", "targets": "How many major sports centers are located in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6245986c72394dbe8555158da254b7ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two major sports centers in Nanjing, Wutaishan Sports Center and Nanjing Olympic Sports Center. Both of these two are comprehensive sports centers, including stadium, gymnasium, natatorium, tennis court, etc. Wutaishan Sports Center was established in 1952 and it was one of the oldest and most advanced stadiums in early time of People's Republic of China.", "targets": "What type of sports centers are Wutaishan Sports Center and Nanjing Olympic Sports Center considered to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6245986c72394dbe8555158da254b7ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two major sports centers in Nanjing, Wutaishan Sports Center and Nanjing Olympic Sports Center. Both of these two are comprehensive sports centers, including stadium, gymnasium, natatorium, tennis court, etc. Wutaishan Sports Center was established in 1952 and it was one of the oldest and most advanced stadiums in early time of People's Republic of China.", "targets": "What is special about Wutaishan Sports Center, from a historical perspective?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6245986c72394dbe8555158da254b7ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two major sports centers in Nanjing, Wutaishan Sports Center and Nanjing Olympic Sports Center. Both of these two are comprehensive sports centers, including stadium, gymnasium, natatorium, tennis court, etc. Wutaishan Sports Center was established in 1952 and it was one of the oldest and most advanced stadiums in early time of People's Republic of China.", "targets": "Both Wutaishan Sports Center and Nanjing Olympic Sports Center contain a stadium, gymnasium, natatorium, and what other facility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e60a351c874c46b102797fdfc8bf2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One advantage of the black box technique is that no programming knowledge is required. Whatever biases the programmers may have had, the tester likely has a different set and may emphasize different areas of functionality. On the other hand, black-box testing has been said to be \"like a walk in a dark labyrinth without a flashlight.\" Because they do not examine the source code, there are situations when a tester writes many test cases to check something that could have been tested by only one test case, or leaves some parts of the program untested.", "targets": "What is one huge advantage to using the black-box method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e60a351c874c46b102797fdfc8bf2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One advantage of the black box technique is that no programming knowledge is required. Whatever biases the programmers may have had, the tester likely has a different set and may emphasize different areas of functionality. On the other hand, black-box testing has been said to be \"like a walk in a dark labyrinth without a flashlight.\" Because they do not examine the source code, there are situations when a tester writes many test cases to check something that could have been tested by only one test case, or leaves some parts of the program untested.", "targets": "What can black-box testing sometimes be referred to with the in-ability to see the code?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38e60a351c874c46b102797fdfc8bf2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One advantage of the black box technique is that no programming knowledge is required. Whatever biases the programmers may have had, the tester likely has a different set and may emphasize different areas of functionality. On the other hand, black-box testing has been said to be \"like a walk in a dark labyrinth without a flashlight.\" Because they do not examine the source code, there are situations when a tester writes many test cases to check something that could have been tested by only one test case, or leaves some parts of the program untested.", "targets": "What is a good reason to have testers and developers separate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e545da861de84a82956c88680770814e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is bordered by Senegal to the north and Guinea to the south and east, with the Atlantic Ocean to its west. It lies mostly between latitudes 11\u00b0 and 13\u00b0N (a small area is south of 11\u00b0), and longitudes 13\u00b0 and 17\u00b0W.", "targets": "What country is on the north border of Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e545da861de84a82956c88680770814e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is bordered by Senegal to the north and Guinea to the south and east, with the Atlantic Ocean to its west. It lies mostly between latitudes 11\u00b0 and 13\u00b0N (a small area is south of 11\u00b0), and longitudes 13\u00b0 and 17\u00b0W.", "targets": "What country is on the south border of Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e545da861de84a82956c88680770814e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is bordered by Senegal to the north and Guinea to the south and east, with the Atlantic Ocean to its west. It lies mostly between latitudes 11\u00b0 and 13\u00b0N (a small area is south of 11\u00b0), and longitudes 13\u00b0 and 17\u00b0W.", "targets": "What is to the west of Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e545da861de84a82956c88680770814e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is bordered by Senegal to the north and Guinea to the south and east, with the Atlantic Ocean to its west. It lies mostly between latitudes 11\u00b0 and 13\u00b0N (a small area is south of 11\u00b0), and longitudes 13\u00b0 and 17\u00b0W.", "targets": "What latitudes does Guinea-Bissau mostly lie between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e545da861de84a82956c88680770814e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is bordered by Senegal to the north and Guinea to the south and east, with the Atlantic Ocean to its west. It lies mostly between latitudes 11\u00b0 and 13\u00b0N (a small area is south of 11\u00b0), and longitudes 13\u00b0 and 17\u00b0W.", "targets": "What longitudes does Guinea-Bissau mostly lie between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e7880dc0004be1b8ddfc9b7ed35a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture accounted for less than 20% of both net material product and total employment before the dissolution of the Soviet Union in 1991. After independence, the importance of agriculture in the economy increased markedly, its share at the end of the 1990s rising to more than 30% of GDP and more than 40% of total employment. This increase in the importance of agriculture was attributable to food security needs of the population in the face of uncertainty during the first phases of transition and the collapse of the non-agricultural sectors of the economy in the early 1990s. As the economic situation stabilized and growth resumed, the share of agriculture in GDP dropped to slightly over 20% (2006 data), although the share of agriculture in employment remained more than 40%.", "targets": "Was agriculture more important before or after Armenia left the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e7880dc0004be1b8ddfc9b7ed35a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture accounted for less than 20% of both net material product and total employment before the dissolution of the Soviet Union in 1991. After independence, the importance of agriculture in the economy increased markedly, its share at the end of the 1990s rising to more than 30% of GDP and more than 40% of total employment. This increase in the importance of agriculture was attributable to food security needs of the population in the face of uncertainty during the first phases of transition and the collapse of the non-agricultural sectors of the economy in the early 1990s. As the economic situation stabilized and growth resumed, the share of agriculture in GDP dropped to slightly over 20% (2006 data), although the share of agriculture in employment remained more than 40%.", "targets": "Why did agriculture become so significant for Armenia's economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e7880dc0004be1b8ddfc9b7ed35a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture accounted for less than 20% of both net material product and total employment before the dissolution of the Soviet Union in 1991. After independence, the importance of agriculture in the economy increased markedly, its share at the end of the 1990s rising to more than 30% of GDP and more than 40% of total employment. This increase in the importance of agriculture was attributable to food security needs of the population in the face of uncertainty during the first phases of transition and the collapse of the non-agricultural sectors of the economy in the early 1990s. As the economic situation stabilized and growth resumed, the share of agriculture in GDP dropped to slightly over 20% (2006 data), although the share of agriculture in employment remained more than 40%.", "targets": "How much of total employment did agriculture account for at the end of the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6e7880dc0004be1b8ddfc9b7ed35a09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture accounted for less than 20% of both net material product and total employment before the dissolution of the Soviet Union in 1991. After independence, the importance of agriculture in the economy increased markedly, its share at the end of the 1990s rising to more than 30% of GDP and more than 40% of total employment. This increase in the importance of agriculture was attributable to food security needs of the population in the face of uncertainty during the first phases of transition and the collapse of the non-agricultural sectors of the economy in the early 1990s. As the economic situation stabilized and growth resumed, the share of agriculture in GDP dropped to slightly over 20% (2006 data), although the share of agriculture in employment remained more than 40%.", "targets": "How much of the GDP has agriculture accounted for most recently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb05a484260d467988bd14d0b05a557f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of Letters was the sum of a number of Enlightenment ideals: an egalitarian realm governed by knowledge that could act across political boundaries and rival state power. It was a forum that supported \"free public examination of questions regarding religion or legislation\". Immanuel Kant considered written communication essential to his conception of the public sphere; once everyone was a part of the \"reading public\", then society could be said to be enlightened. The people who participated in the Republic of Letters, such as Diderot and Voltaire, are frequently known today as important Enlightenment figures. Indeed, the men who wrote Diderot's Encyclop\u00e9die arguably formed a microcosm of the larger \"republic\".", "targets": "What did the Republic of Letters support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb05a484260d467988bd14d0b05a557f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of Letters was the sum of a number of Enlightenment ideals: an egalitarian realm governed by knowledge that could act across political boundaries and rival state power. It was a forum that supported \"free public examination of questions regarding religion or legislation\". Immanuel Kant considered written communication essential to his conception of the public sphere; once everyone was a part of the \"reading public\", then society could be said to be enlightened. The people who participated in the Republic of Letters, such as Diderot and Voltaire, are frequently known today as important Enlightenment figures. Indeed, the men who wrote Diderot's Encyclop\u00e9die arguably formed a microcosm of the larger \"republic\".", "targets": "Once everyone was a part of what group did Kant believe all of society would be enlightened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb05a484260d467988bd14d0b05a557f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of Letters was the sum of a number of Enlightenment ideals: an egalitarian realm governed by knowledge that could act across political boundaries and rival state power. It was a forum that supported \"free public examination of questions regarding religion or legislation\". Immanuel Kant considered written communication essential to his conception of the public sphere; once everyone was a part of the \"reading public\", then society could be said to be enlightened. The people who participated in the Republic of Letters, such as Diderot and Voltaire, are frequently known today as important Enlightenment figures. Indeed, the men who wrote Diderot's Encyclop\u00e9die arguably formed a microcosm of the larger \"republic\".", "targets": "Who were two of the figures that participated in the Republic of Letters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb05a484260d467988bd14d0b05a557f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of Letters was the sum of a number of Enlightenment ideals: an egalitarian realm governed by knowledge that could act across political boundaries and rival state power. It was a forum that supported \"free public examination of questions regarding religion or legislation\". Immanuel Kant considered written communication essential to his conception of the public sphere; once everyone was a part of the \"reading public\", then society could be said to be enlightened. The people who participated in the Republic of Letters, such as Diderot and Voltaire, are frequently known today as important Enlightenment figures. Indeed, the men who wrote Diderot's Encyclop\u00e9die arguably formed a microcosm of the larger \"republic\".", "targets": "What did Immanuel Kant consider essential to his conception of the public sphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2373dd3f2e545a496a98de00039aa3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alma-Ata Protocol also addressed other issues, including UN membership. Notably, Russia was authorized to assume the Soviet Union's UN membership, including its permanent seat on the Security Council. The Soviet Ambassador to the UN delivered a letter signed by Russian President Yeltsin to the UN Secretary-General dated December 24, 1991, informing him that by virtue of the Alma-Ata Protocol, Russia was the successor state to the USSR. After being circulated among the other UN member states, with no objection raised, the statement was declared accepted on the last day of the year, December 31, 1991.", "targets": "Which country took over the Soviet Union's UN membership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2373dd3f2e545a496a98de00039aa3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alma-Ata Protocol also addressed other issues, including UN membership. Notably, Russia was authorized to assume the Soviet Union's UN membership, including its permanent seat on the Security Council. The Soviet Ambassador to the UN delivered a letter signed by Russian President Yeltsin to the UN Secretary-General dated December 24, 1991, informing him that by virtue of the Alma-Ata Protocol, Russia was the successor state to the USSR. After being circulated among the other UN member states, with no objection raised, the statement was declared accepted on the last day of the year, December 31, 1991.", "targets": "What made Russia the successor state to the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2373dd3f2e545a496a98de00039aa3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alma-Ata Protocol also addressed other issues, including UN membership. Notably, Russia was authorized to assume the Soviet Union's UN membership, including its permanent seat on the Security Council. The Soviet Ambassador to the UN delivered a letter signed by Russian President Yeltsin to the UN Secretary-General dated December 24, 1991, informing him that by virtue of the Alma-Ata Protocol, Russia was the successor state to the USSR. After being circulated among the other UN member states, with no objection raised, the statement was declared accepted on the last day of the year, December 31, 1991.", "targets": "Who wrote the letter to the UN secretary general informing them that Russia would be replacing the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2373dd3f2e545a496a98de00039aa3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alma-Ata Protocol also addressed other issues, including UN membership. Notably, Russia was authorized to assume the Soviet Union's UN membership, including its permanent seat on the Security Council. The Soviet Ambassador to the UN delivered a letter signed by Russian President Yeltsin to the UN Secretary-General dated December 24, 1991, informing him that by virtue of the Alma-Ata Protocol, Russia was the successor state to the USSR. After being circulated among the other UN member states, with no objection raised, the statement was declared accepted on the last day of the year, December 31, 1991.", "targets": "What was the date on the Yeltsin letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2373dd3f2e545a496a98de00039aa3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alma-Ata Protocol also addressed other issues, including UN membership. Notably, Russia was authorized to assume the Soviet Union's UN membership, including its permanent seat on the Security Council. The Soviet Ambassador to the UN delivered a letter signed by Russian President Yeltsin to the UN Secretary-General dated December 24, 1991, informing him that by virtue of the Alma-Ata Protocol, Russia was the successor state to the USSR. After being circulated among the other UN member states, with no objection raised, the statement was declared accepted on the last day of the year, December 31, 1991.", "targets": "When did the UN accept the statement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20f68d080b24622b0fef93116a36230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Improved sanitation in the developing world is a global need, but a neglected priority as shown by the data collected by the Joint Monitoring Programme for Water Supply and Sanitation (JMP) of UNICEF and WHO. This program is tasked to monitor progress towards the Millennium Development Goal (MDG) relating to drinking water and sanitation. About one billion people have no sanitation facility whatsoever and continue to defecate in gutters, behind bushes or in open water bodies, with no dignity or privacy - which is called open defecation and which poses significant health risks. India is the country with the highest number of people practicing open defecation: around 600 million people. India has also become a focus country for the foundation's sanitation activities which has become evident since the \"Reinvent the Toilet Fair\" in Delhi, India in March 2014.", "targets": "What is need in the developing world "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20f68d080b24622b0fef93116a36230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Improved sanitation in the developing world is a global need, but a neglected priority as shown by the data collected by the Joint Monitoring Programme for Water Supply and Sanitation (JMP) of UNICEF and WHO. This program is tasked to monitor progress towards the Millennium Development Goal (MDG) relating to drinking water and sanitation. About one billion people have no sanitation facility whatsoever and continue to defecate in gutters, behind bushes or in open water bodies, with no dignity or privacy - which is called open defecation and which poses significant health risks. India is the country with the highest number of people practicing open defecation: around 600 million people. India has also become a focus country for the foundation's sanitation activities which has become evident since the \"Reinvent the Toilet Fair\" in Delhi, India in March 2014.", "targets": "What does data collected by unicef and Who show"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20f68d080b24622b0fef93116a36230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Improved sanitation in the developing world is a global need, but a neglected priority as shown by the data collected by the Joint Monitoring Programme for Water Supply and Sanitation (JMP) of UNICEF and WHO. This program is tasked to monitor progress towards the Millennium Development Goal (MDG) relating to drinking water and sanitation. About one billion people have no sanitation facility whatsoever and continue to defecate in gutters, behind bushes or in open water bodies, with no dignity or privacy - which is called open defecation and which poses significant health risks. India is the country with the highest number of people practicing open defecation: around 600 million people. India has also become a focus country for the foundation's sanitation activities which has become evident since the \"Reinvent the Toilet Fair\" in Delhi, India in March 2014.", "targets": "How many people have no sanatation facilities"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20f68d080b24622b0fef93116a36230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Improved sanitation in the developing world is a global need, but a neglected priority as shown by the data collected by the Joint Monitoring Programme for Water Supply and Sanitation (JMP) of UNICEF and WHO. This program is tasked to monitor progress towards the Millennium Development Goal (MDG) relating to drinking water and sanitation. About one billion people have no sanitation facility whatsoever and continue to defecate in gutters, behind bushes or in open water bodies, with no dignity or privacy - which is called open defecation and which poses significant health risks. India is the country with the highest number of people practicing open defecation: around 600 million people. India has also become a focus country for the foundation's sanitation activities which has become evident since the \"Reinvent the Toilet Fair\" in Delhi, India in March 2014.", "targets": "What country is the worst violator"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20f68d080b24622b0fef93116a36230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Improved sanitation in the developing world is a global need, but a neglected priority as shown by the data collected by the Joint Monitoring Programme for Water Supply and Sanitation (JMP) of UNICEF and WHO. This program is tasked to monitor progress towards the Millennium Development Goal (MDG) relating to drinking water and sanitation. About one billion people have no sanitation facility whatsoever and continue to defecate in gutters, behind bushes or in open water bodies, with no dignity or privacy - which is called open defecation and which poses significant health risks. India is the country with the highest number of people practicing open defecation: around 600 million people. India has also become a focus country for the foundation's sanitation activities which has become evident since the \"Reinvent the Toilet Fair\" in Delhi, India in March 2014.", "targets": "India is host to what activity"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476e5bdb9ea142e1a6e24416cacb7bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although less common than in earlier periods, in modern times, formal charges of heresy within Christian churches still occur. Issues in the Protestant churches have included modern biblical criticism and the nature of God. In the Catholic Church, the Congregation for the Doctrine of the Faith criticizes writings for \"ambiguities and errors\" without using the word \"heresy\".", "targets": "Under which religion do charges of heresy still occur in modern times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476e5bdb9ea142e1a6e24416cacb7bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although less common than in earlier periods, in modern times, formal charges of heresy within Christian churches still occur. Issues in the Protestant churches have included modern biblical criticism and the nature of God. In the Catholic Church, the Congregation for the Doctrine of the Faith criticizes writings for \"ambiguities and errors\" without using the word \"heresy\".", "targets": "Which religion is cited as having problems with modern biblical criticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-476e5bdb9ea142e1a6e24416cacb7bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although less common than in earlier periods, in modern times, formal charges of heresy within Christian churches still occur. Issues in the Protestant churches have included modern biblical criticism and the nature of God. In the Catholic Church, the Congregation for the Doctrine of the Faith criticizes writings for \"ambiguities and errors\" without using the word \"heresy\".", "targets": "What belief of the Catholic Church criticizes writings without using the word heresy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de38bfc23b3449039530d2e101d4f22c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.", "targets": "What ages are officially compulsary for education in Eritrea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de38bfc23b3449039530d2e101d4f22c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.", "targets": "What percentage of school-aged children are estimated to attend primary school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de38bfc23b3449039530d2e101d4f22c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.", "targets": "What percentage of school-aged children are estimated to attend secondary school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de38bfc23b3449039530d2e101d4f22c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.", "targets": "What is the student-teacher ratio in elementary schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de38bfc23b3449039530d2e101d4f22c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Eritrea is officially compulsory between seven and 13 years of age. However, the education infrastructure is inadequate to meet current needs. Statistics vary at the elementary level, suggesting that between 65 and 70% of school-aged children attend primary school; Approximately 61% attend secondary school. Student-teacher ratios are high: 45 to 1 at the elementary level and 54 to 1 at the secondary level. There are an average 63 students per classroom at the elementary level and 97 per classroom at the secondary level. Learning hours at school are often less than six hours per day. Skill shortages are present at all levels of the education system, and funding for and access to education vary significantly by gender and location. Illiteracy estimates for Eritrea range from around 40% to as high as 70%.", "targets": "What is the student-teacher ratio in secondary schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3e2af54c42482ea73d1940762454ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the view of many associated with the Radical Reformation, the Magisterial Reformation had not gone far enough. Radical Reformer, Andreas von Bodenstein Karlstadt, for example, referred to the Lutheran theologians at Wittenberg as the \"new papists\". Since the term \"magister\" also means \"teacher\", the Magisterial Reformation is also characterized by an emphasis on the authority of a teacher. This is made evident in the prominence of Luther, Calvin, and Zwingli as leaders of the reform movements in their respective areas of ministry. Because of their authority, they were often criticized by Radical Reformers as being too much like the Roman Popes. A more political side of the Radical Reformation can be seen in the thought and practice of Hans Hut, although typically Anabaptism has been associated with pacifism.", "targets": "Which reformation was seen as not being effective enough?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3e2af54c42482ea73d1940762454ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the view of many associated with the Radical Reformation, the Magisterial Reformation had not gone far enough. Radical Reformer, Andreas von Bodenstein Karlstadt, for example, referred to the Lutheran theologians at Wittenberg as the \"new papists\". Since the term \"magister\" also means \"teacher\", the Magisterial Reformation is also characterized by an emphasis on the authority of a teacher. This is made evident in the prominence of Luther, Calvin, and Zwingli as leaders of the reform movements in their respective areas of ministry. Because of their authority, they were often criticized by Radical Reformers as being too much like the Roman Popes. A more political side of the Radical Reformation can be seen in the thought and practice of Hans Hut, although typically Anabaptism has been associated with pacifism.", "targets": "What did Karlstadt call Lutheran theologians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3e2af54c42482ea73d1940762454ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the view of many associated with the Radical Reformation, the Magisterial Reformation had not gone far enough. Radical Reformer, Andreas von Bodenstein Karlstadt, for example, referred to the Lutheran theologians at Wittenberg as the \"new papists\". Since the term \"magister\" also means \"teacher\", the Magisterial Reformation is also characterized by an emphasis on the authority of a teacher. This is made evident in the prominence of Luther, Calvin, and Zwingli as leaders of the reform movements in their respective areas of ministry. Because of their authority, they were often criticized by Radical Reformers as being too much like the Roman Popes. A more political side of the Radical Reformation can be seen in the thought and practice of Hans Hut, although typically Anabaptism has been associated with pacifism.", "targets": "What were reform movement leaders compared to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3e2af54c42482ea73d1940762454ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the view of many associated with the Radical Reformation, the Magisterial Reformation had not gone far enough. Radical Reformer, Andreas von Bodenstein Karlstadt, for example, referred to the Lutheran theologians at Wittenberg as the \"new papists\". Since the term \"magister\" also means \"teacher\", the Magisterial Reformation is also characterized by an emphasis on the authority of a teacher. This is made evident in the prominence of Luther, Calvin, and Zwingli as leaders of the reform movements in their respective areas of ministry. Because of their authority, they were often criticized by Radical Reformers as being too much like the Roman Popes. A more political side of the Radical Reformation can be seen in the thought and practice of Hans Hut, although typically Anabaptism has been associated with pacifism.", "targets": "What is another name for magister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c3e2af54c42482ea73d1940762454ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the view of many associated with the Radical Reformation, the Magisterial Reformation had not gone far enough. Radical Reformer, Andreas von Bodenstein Karlstadt, for example, referred to the Lutheran theologians at Wittenberg as the \"new papists\". Since the term \"magister\" also means \"teacher\", the Magisterial Reformation is also characterized by an emphasis on the authority of a teacher. This is made evident in the prominence of Luther, Calvin, and Zwingli as leaders of the reform movements in their respective areas of ministry. Because of their authority, they were often criticized by Radical Reformers as being too much like the Roman Popes. A more political side of the Radical Reformation can be seen in the thought and practice of Hans Hut, although typically Anabaptism has been associated with pacifism.", "targets": "What has been linked with pacifism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8797891657c7403ead98f1e995133902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are used to control organisms that are considered to be harmful. For example, they are used to kill mosquitoes that can transmit potentially deadly diseases like West Nile virus, yellow fever, and malaria. They can also kill bees, wasps or ants that can cause allergic reactions. Insecticides can protect animals from illnesses that can be caused by parasites such as fleas. Pesticides can prevent sickness in humans that could be caused by moldy food or diseased produce. Herbicides can be used to clear roadside weeds, trees and brush. They can also kill invasive weeds that may cause environmental damage. Herbicides are commonly applied in ponds and lakes to control algae and plants such as water grasses that can interfere with activities like swimming and fishing and cause the water to look or smell unpleasant. Uncontrolled pests such as termites and mold can damage structures such as houses. Pesticides are used in grocery stores and food storage facilities to manage rodents and insects that infest food such as grain. Each use of a pesticide carries some associated risk. Proper pesticide use decreases these associated risks to a level deemed acceptable by pesticide regulatory agencies such as the United States Environmental Protection Agency (EPA) and the Pest Management Regulatory Agency (PMRA) of Canada.", "targets": "Pesticides can be used to stop the spread of what dieseases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8797891657c7403ead98f1e995133902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are used to control organisms that are considered to be harmful. For example, they are used to kill mosquitoes that can transmit potentially deadly diseases like West Nile virus, yellow fever, and malaria. They can also kill bees, wasps or ants that can cause allergic reactions. Insecticides can protect animals from illnesses that can be caused by parasites such as fleas. Pesticides can prevent sickness in humans that could be caused by moldy food or diseased produce. Herbicides can be used to clear roadside weeds, trees and brush. They can also kill invasive weeds that may cause environmental damage. Herbicides are commonly applied in ponds and lakes to control algae and plants such as water grasses that can interfere with activities like swimming and fishing and cause the water to look or smell unpleasant. Uncontrolled pests such as termites and mold can damage structures such as houses. Pesticides are used in grocery stores and food storage facilities to manage rodents and insects that infest food such as grain. Each use of a pesticide carries some associated risk. Proper pesticide use decreases these associated risks to a level deemed acceptable by pesticide regulatory agencies such as the United States Environmental Protection Agency (EPA) and the Pest Management Regulatory Agency (PMRA) of Canada.", "targets": "What sort of pesticides would you find in ponds and lakes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8797891657c7403ead98f1e995133902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are used to control organisms that are considered to be harmful. For example, they are used to kill mosquitoes that can transmit potentially deadly diseases like West Nile virus, yellow fever, and malaria. They can also kill bees, wasps or ants that can cause allergic reactions. Insecticides can protect animals from illnesses that can be caused by parasites such as fleas. Pesticides can prevent sickness in humans that could be caused by moldy food or diseased produce. Herbicides can be used to clear roadside weeds, trees and brush. They can also kill invasive weeds that may cause environmental damage. Herbicides are commonly applied in ponds and lakes to control algae and plants such as water grasses that can interfere with activities like swimming and fishing and cause the water to look or smell unpleasant. Uncontrolled pests such as termites and mold can damage structures such as houses. Pesticides are used in grocery stores and food storage facilities to manage rodents and insects that infest food such as grain. Each use of a pesticide carries some associated risk. Proper pesticide use decreases these associated risks to a level deemed acceptable by pesticide regulatory agencies such as the United States Environmental Protection Agency (EPA) and the Pest Management Regulatory Agency (PMRA) of Canada.", "targets": "Which agency regulates safety of pesticides in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8797891657c7403ead98f1e995133902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pesticides are used to control organisms that are considered to be harmful. For example, they are used to kill mosquitoes that can transmit potentially deadly diseases like West Nile virus, yellow fever, and malaria. They can also kill bees, wasps or ants that can cause allergic reactions. Insecticides can protect animals from illnesses that can be caused by parasites such as fleas. Pesticides can prevent sickness in humans that could be caused by moldy food or diseased produce. Herbicides can be used to clear roadside weeds, trees and brush. They can also kill invasive weeds that may cause environmental damage. Herbicides are commonly applied in ponds and lakes to control algae and plants such as water grasses that can interfere with activities like swimming and fishing and cause the water to look or smell unpleasant. Uncontrolled pests such as termites and mold can damage structures such as houses. Pesticides are used in grocery stores and food storage facilities to manage rodents and insects that infest food such as grain. Each use of a pesticide carries some associated risk. Proper pesticide use decreases these associated risks to a level deemed acceptable by pesticide regulatory agencies such as the United States Environmental Protection Agency (EPA) and the Pest Management Regulatory Agency (PMRA) of Canada.", "targets": "Which agency regulates safety of pesticides in Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e96beb6b2ca493ba1b73c7d2ce1a625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times used contributions from significant figures in the fields of politics, science, literature, and the arts to build its reputation. For much of its early life, the profits of The Times were very large and the competition minimal, so it could pay far better than its rivals for information or writers. Beginning in 1814, the paper was printed on the new steam-driven cylinder press developed by Friedrich Koenig. In 1815, The Times had a circulation of 5,000.", "targets": "In 1815, The Times had a circulation of how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e96beb6b2ca493ba1b73c7d2ce1a625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times used contributions from significant figures in the fields of politics, science, literature, and the arts to build its reputation. For much of its early life, the profits of The Times were very large and the competition minimal, so it could pay far better than its rivals for information or writers. Beginning in 1814, the paper was printed on the new steam-driven cylinder press developed by Friedrich Koenig. In 1815, The Times had a circulation of 5,000.", "targets": "Beginning in 1814, The Times was printed using what new kind of press?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e96beb6b2ca493ba1b73c7d2ce1a625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times used contributions from significant figures in the fields of politics, science, literature, and the arts to build its reputation. For much of its early life, the profits of The Times were very large and the competition minimal, so it could pay far better than its rivals for information or writers. Beginning in 1814, the paper was printed on the new steam-driven cylinder press developed by Friedrich Koenig. In 1815, The Times had a circulation of 5,000.", "targets": "The Times used contributions from significant figures to build what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e96beb6b2ca493ba1b73c7d2ce1a625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Times used contributions from significant figures in the fields of politics, science, literature, and the arts to build its reputation. For much of its early life, the profits of The Times were very large and the competition minimal, so it could pay far better than its rivals for information or writers. Beginning in 1814, the paper was printed on the new steam-driven cylinder press developed by Friedrich Koenig. In 1815, The Times had a circulation of 5,000.", "targets": "Who developed the new press type in 1814 for The Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548cecaf35eb4da896110adfbaca7880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the AFL celebrated its silver anniversary for its 25th season of operations. The season kicked off on March 9, 2012. The Tulsa Talons moved to San Antonio, Texas and Jeffrey Vinik became owner of the Tampa Bay Storm. The Dallas Vigilantes were left off the schedule for the 2012 season with no announcement from the management, raising speculations that either the team had suspended operations for the season or was ceasing operations altogether. (Apparently the latter was the case as the organization did not field a team for the 2013 season or any subsequent one either.) Like the National Football League, the AFL postponed the free agency period to October 31 due to Hurricane Sandy.", "targets": "What anniversary did the Arena Football League celebrate in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548cecaf35eb4da896110adfbaca7880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the AFL celebrated its silver anniversary for its 25th season of operations. The season kicked off on March 9, 2012. The Tulsa Talons moved to San Antonio, Texas and Jeffrey Vinik became owner of the Tampa Bay Storm. The Dallas Vigilantes were left off the schedule for the 2012 season with no announcement from the management, raising speculations that either the team had suspended operations for the season or was ceasing operations altogether. (Apparently the latter was the case as the organization did not field a team for the 2013 season or any subsequent one either.) Like the National Football League, the AFL postponed the free agency period to October 31 due to Hurricane Sandy.", "targets": "What was the first day of the 2015 AFL season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548cecaf35eb4da896110adfbaca7880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the AFL celebrated its silver anniversary for its 25th season of operations. The season kicked off on March 9, 2012. The Tulsa Talons moved to San Antonio, Texas and Jeffrey Vinik became owner of the Tampa Bay Storm. The Dallas Vigilantes were left off the schedule for the 2012 season with no announcement from the management, raising speculations that either the team had suspended operations for the season or was ceasing operations altogether. (Apparently the latter was the case as the organization did not field a team for the 2013 season or any subsequent one either.) Like the National Football League, the AFL postponed the free agency period to October 31 due to Hurricane Sandy.", "targets": "To what city did the Tulsa Talons relocate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548cecaf35eb4da896110adfbaca7880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the AFL celebrated its silver anniversary for its 25th season of operations. The season kicked off on March 9, 2012. The Tulsa Talons moved to San Antonio, Texas and Jeffrey Vinik became owner of the Tampa Bay Storm. The Dallas Vigilantes were left off the schedule for the 2012 season with no announcement from the management, raising speculations that either the team had suspended operations for the season or was ceasing operations altogether. (Apparently the latter was the case as the organization did not field a team for the 2013 season or any subsequent one either.) Like the National Football League, the AFL postponed the free agency period to October 31 due to Hurricane Sandy.", "targets": "Who bought the Tampa Bay Storm in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548cecaf35eb4da896110adfbaca7880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the AFL celebrated its silver anniversary for its 25th season of operations. The season kicked off on March 9, 2012. The Tulsa Talons moved to San Antonio, Texas and Jeffrey Vinik became owner of the Tampa Bay Storm. The Dallas Vigilantes were left off the schedule for the 2012 season with no announcement from the management, raising speculations that either the team had suspended operations for the season or was ceasing operations altogether. (Apparently the latter was the case as the organization did not field a team for the 2013 season or any subsequent one either.) Like the National Football League, the AFL postponed the free agency period to October 31 due to Hurricane Sandy.", "targets": "What event resulted in the postponement of the AFL free agency period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c196cc4ff2d4f6bab1ead9484e7dff5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower returned to the U.S. in December 1939 and was assigned as a battalion commander and regimental executive officer of the 15th Infantry at Fort Lewis, Washington. In March 1941 he was promoted to colonel and assigned as chief of staff of the newly activated IX Corps under Major General Kenyon Joyce. In June 1941, he was appointed Chief of Staff to General Walter Krueger, Commander of the 3rd Army, at Fort Sam Houston in San Antonio, Texas. After successfully participating in the Louisiana Maneuvers, he was promoted to brigadier general on October 3, 1941. Although his administrative abilities had been noticed, on the eve of the U.S. entry into World War II he had never held an active command above a battalion and was far from being considered by many as a potential commander of major operations.", "targets": "What unit did Eisenhower serve with upon his return to the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c196cc4ff2d4f6bab1ead9484e7dff5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower returned to the U.S. in December 1939 and was assigned as a battalion commander and regimental executive officer of the 15th Infantry at Fort Lewis, Washington. In March 1941 he was promoted to colonel and assigned as chief of staff of the newly activated IX Corps under Major General Kenyon Joyce. In June 1941, he was appointed Chief of Staff to General Walter Krueger, Commander of the 3rd Army, at Fort Sam Houston in San Antonio, Texas. After successfully participating in the Louisiana Maneuvers, he was promoted to brigadier general on October 3, 1941. Although his administrative abilities had been noticed, on the eve of the U.S. entry into World War II he had never held an active command above a battalion and was far from being considered by many as a potential commander of major operations.", "targets": "At what military installation was the 15th Infantry based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c196cc4ff2d4f6bab1ead9484e7dff5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower returned to the U.S. in December 1939 and was assigned as a battalion commander and regimental executive officer of the 15th Infantry at Fort Lewis, Washington. In March 1941 he was promoted to colonel and assigned as chief of staff of the newly activated IX Corps under Major General Kenyon Joyce. In June 1941, he was appointed Chief of Staff to General Walter Krueger, Commander of the 3rd Army, at Fort Sam Houston in San Antonio, Texas. After successfully participating in the Louisiana Maneuvers, he was promoted to brigadier general on October 3, 1941. Although his administrative abilities had been noticed, on the eve of the U.S. entry into World War II he had never held an active command above a battalion and was far from being considered by many as a potential commander of major operations.", "targets": "In the spring of 1941, who commanded IX Corps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c196cc4ff2d4f6bab1ead9484e7dff5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower returned to the U.S. in December 1939 and was assigned as a battalion commander and regimental executive officer of the 15th Infantry at Fort Lewis, Washington. In March 1941 he was promoted to colonel and assigned as chief of staff of the newly activated IX Corps under Major General Kenyon Joyce. In June 1941, he was appointed Chief of Staff to General Walter Krueger, Commander of the 3rd Army, at Fort Sam Houston in San Antonio, Texas. After successfully participating in the Louisiana Maneuvers, he was promoted to brigadier general on October 3, 1941. Although his administrative abilities had been noticed, on the eve of the U.S. entry into World War II he had never held an active command above a battalion and was far from being considered by many as a potential commander of major operations.", "targets": "In what city was the 3rd Army based in June of 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c196cc4ff2d4f6bab1ead9484e7dff5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Eisenhower returned to the U.S. in December 1939 and was assigned as a battalion commander and regimental executive officer of the 15th Infantry at Fort Lewis, Washington. In March 1941 he was promoted to colonel and assigned as chief of staff of the newly activated IX Corps under Major General Kenyon Joyce. In June 1941, he was appointed Chief of Staff to General Walter Krueger, Commander of the 3rd Army, at Fort Sam Houston in San Antonio, Texas. After successfully participating in the Louisiana Maneuvers, he was promoted to brigadier general on October 3, 1941. Although his administrative abilities had been noticed, on the eve of the U.S. entry into World War II he had never held an active command above a battalion and was far from being considered by many as a potential commander of major operations.", "targets": "What event contributed to Eisenhower receiving a promotion to brigadier general?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8343bd45f4e5406398724c9ccfae02e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. military has proposed building a new aircraft carrier berth on Guam and moving 8,600 Marines, and 9,000 of their dependents, to Guam from Okinawa, Japan. Including the required construction workers, this buildup would increase Guam's population by 45%. In a February 2010 letter, the United States Environmental Protection Agency sharply criticized these plans because of a water shortfall, sewage problems and the impact on coral reefs. By 2012, these plans had been cut to only have a maximum of 4,800 Marines stationed on the island, two thirds of which would be there on a rotational basis without their dependents.", "targets": "What has the U.S military proposed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8343bd45f4e5406398724c9ccfae02e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. military has proposed building a new aircraft carrier berth on Guam and moving 8,600 Marines, and 9,000 of their dependents, to Guam from Okinawa, Japan. Including the required construction workers, this buildup would increase Guam's population by 45%. In a February 2010 letter, the United States Environmental Protection Agency sharply criticized these plans because of a water shortfall, sewage problems and the impact on coral reefs. By 2012, these plans had been cut to only have a maximum of 4,800 Marines stationed on the island, two thirds of which would be there on a rotational basis without their dependents.", "targets": "How many Marines would the United States move to Guam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8343bd45f4e5406398724c9ccfae02e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. military has proposed building a new aircraft carrier berth on Guam and moving 8,600 Marines, and 9,000 of their dependents, to Guam from Okinawa, Japan. Including the required construction workers, this buildup would increase Guam's population by 45%. In a February 2010 letter, the United States Environmental Protection Agency sharply criticized these plans because of a water shortfall, sewage problems and the impact on coral reefs. By 2012, these plans had been cut to only have a maximum of 4,800 Marines stationed on the island, two thirds of which would be there on a rotational basis without their dependents.", "targets": "Because of the EPA, how many Marines would the United States be able to send to Guam to live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4485f4d4ce4043489e88353a432bdc28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is the most important source of political fundraising in the United States, as four of the top five ZIP codes in the nation for political contributions are in Manhattan. The top ZIP code, 10021 on the Upper East Side, generated the most money for the 2004 presidential campaigns of George W. Bush and John Kerry. The city has a strong imbalance of payments with the national and state governments. It receives 83 cents in services for every $1 it sends to the federal government in taxes (or annually sends $11.4 billion more than it receives back). The city also sends an additional $11 billion more each year to the state of New York than it receives back.", "targets": "Four-fifths of the ZIP codes that provide the highest amount of political contributions in the United States are located in what borough?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4485f4d4ce4043489e88353a432bdc28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is the most important source of political fundraising in the United States, as four of the top five ZIP codes in the nation for political contributions are in Manhattan. The top ZIP code, 10021 on the Upper East Side, generated the most money for the 2004 presidential campaigns of George W. Bush and John Kerry. The city has a strong imbalance of payments with the national and state governments. It receives 83 cents in services for every $1 it sends to the federal government in taxes (or annually sends $11.4 billion more than it receives back). The city also sends an additional $11 billion more each year to the state of New York than it receives back.", "targets": "What ZIP code was responsible for the greatest amount of contributions in the 2004 presidential election for both candidates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4485f4d4ce4043489e88353a432bdc28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is the most important source of political fundraising in the United States, as four of the top five ZIP codes in the nation for political contributions are in Manhattan. The top ZIP code, 10021 on the Upper East Side, generated the most money for the 2004 presidential campaigns of George W. Bush and John Kerry. The city has a strong imbalance of payments with the national and state governments. It receives 83 cents in services for every $1 it sends to the federal government in taxes (or annually sends $11.4 billion more than it receives back). The city also sends an additional $11 billion more each year to the state of New York than it receives back.", "targets": "How much money in cents does New York City receive for every dollar paid in federal taxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4485f4d4ce4043489e88353a432bdc28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is the most important source of political fundraising in the United States, as four of the top five ZIP codes in the nation for political contributions are in Manhattan. The top ZIP code, 10021 on the Upper East Side, generated the most money for the 2004 presidential campaigns of George W. Bush and John Kerry. The city has a strong imbalance of payments with the national and state governments. It receives 83 cents in services for every $1 it sends to the federal government in taxes (or annually sends $11.4 billion more than it receives back). The city also sends an additional $11 billion more each year to the state of New York than it receives back.", "targets": "How much more money does the city give to the state of New York annually than it receives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4485f4d4ce4043489e88353a432bdc28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is the most important source of political fundraising in the United States, as four of the top five ZIP codes in the nation for political contributions are in Manhattan. The top ZIP code, 10021 on the Upper East Side, generated the most money for the 2004 presidential campaigns of George W. Bush and John Kerry. The city has a strong imbalance of payments with the national and state governments. It receives 83 cents in services for every $1 it sends to the federal government in taxes (or annually sends $11.4 billion more than it receives back). The city also sends an additional $11 billion more each year to the state of New York than it receives back.", "targets": "Each year, how much more money does New York City give to the federal government than it gets back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd120ea024df49b4971545d6ebd8a36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, heating, ventilation and air conditioning (HVAC) systems account for 30% (4.65 EJ/yr) of the energy used in commercial buildings and nearly 50% (10.1 EJ/yr) of the energy used in residential buildings. Solar heating, cooling and ventilation technologies can be used to offset a portion of this energy.", "targets": "What percentage of energy in commercial buildings comes from HVAC systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd120ea024df49b4971545d6ebd8a36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, heating, ventilation and air conditioning (HVAC) systems account for 30% (4.65 EJ/yr) of the energy used in commercial buildings and nearly 50% (10.1 EJ/yr) of the energy used in residential buildings. Solar heating, cooling and ventilation technologies can be used to offset a portion of this energy.", "targets": "How much energy does an HVAC system use in commercial locations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd120ea024df49b4971545d6ebd8a36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, heating, ventilation and air conditioning (HVAC) systems account for 30% (4.65 EJ/yr) of the energy used in commercial buildings and nearly 50% (10.1 EJ/yr) of the energy used in residential buildings. Solar heating, cooling and ventilation technologies can be used to offset a portion of this energy.", "targets": "How much energy does an HVAC system use in residential locations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd120ea024df49b4971545d6ebd8a36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, heating, ventilation and air conditioning (HVAC) systems account for 30% (4.65 EJ/yr) of the energy used in commercial buildings and nearly 50% (10.1 EJ/yr) of the energy used in residential buildings. Solar heating, cooling and ventilation technologies can be used to offset a portion of this energy.", "targets": "What can be used to balance out a portion of the energy used by HVAC systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ee37dfe92e4e7c9dc38bcf404da713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During John's early years, Henry attempted to resolve the question of his succession. Henry the Young King had been crowned King of England in 1170, but was not given any formal powers by his father; he was also promised Normandy and Anjou as part of his future inheritance. Richard was to be appointed the Count of Poitou with control of Aquitaine, whilst Geoffrey was to become the Duke of Brittany. At this time it seemed unlikely that John would ever inherit substantial lands, and he was jokingly nicknamed \"Lackland\" by his father.", "targets": "When was Henry crowned King of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ee37dfe92e4e7c9dc38bcf404da713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During John's early years, Henry attempted to resolve the question of his succession. Henry the Young King had been crowned King of England in 1170, but was not given any formal powers by his father; he was also promised Normandy and Anjou as part of his future inheritance. Richard was to be appointed the Count of Poitou with control of Aquitaine, whilst Geoffrey was to become the Duke of Brittany. At this time it seemed unlikely that John would ever inherit substantial lands, and he was jokingly nicknamed \"Lackland\" by his father.", "targets": "What was Henry promised as part of his future inheritance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ee37dfe92e4e7c9dc38bcf404da713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During John's early years, Henry attempted to resolve the question of his succession. Henry the Young King had been crowned King of England in 1170, but was not given any formal powers by his father; he was also promised Normandy and Anjou as part of his future inheritance. Richard was to be appointed the Count of Poitou with control of Aquitaine, whilst Geoffrey was to become the Duke of Brittany. At this time it seemed unlikely that John would ever inherit substantial lands, and he was jokingly nicknamed \"Lackland\" by his father.", "targets": "Who became the Duke of Brittany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83ee37dfe92e4e7c9dc38bcf404da713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During John's early years, Henry attempted to resolve the question of his succession. Henry the Young King had been crowned King of England in 1170, but was not given any formal powers by his father; he was also promised Normandy and Anjou as part of his future inheritance. Richard was to be appointed the Count of Poitou with control of Aquitaine, whilst Geoffrey was to become the Duke of Brittany. At this time it seemed unlikely that John would ever inherit substantial lands, and he was jokingly nicknamed \"Lackland\" by his father.", "targets": "What was John's nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46169921bede40a286b29053e027d2a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City remains the only Latin American city to host the Olympic Games, having held the Summer Olympics in 1968, winning bids against Buenos Aires, Lyon and Detroit. (This too will change thanks to Rio, 2016 Summer Games host). The city hosted the 1955 and 1975 Pan American Games, the last after Santiago and S\u00e3o Paulo withdrew. The ICF Flatwater Racing World Championships were hosted here in 1974 and 1994. Lucha libre is a Mexican style of wrestling, and is one of the more popular sports throughout the country. The main venues in the city are Arena M\u00e9xico and Arena Coliseo.", "targets": "What year did Mexico City host the olympics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46169921bede40a286b29053e027d2a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City remains the only Latin American city to host the Olympic Games, having held the Summer Olympics in 1968, winning bids against Buenos Aires, Lyon and Detroit. (This too will change thanks to Rio, 2016 Summer Games host). The city hosted the 1955 and 1975 Pan American Games, the last after Santiago and S\u00e3o Paulo withdrew. The ICF Flatwater Racing World Championships were hosted here in 1974 and 1994. Lucha libre is a Mexican style of wrestling, and is one of the more popular sports throughout the country. The main venues in the city are Arena M\u00e9xico and Arena Coliseo.", "targets": "Which American city did Mexico City defeat to host the 1968 olympics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46169921bede40a286b29053e027d2a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City remains the only Latin American city to host the Olympic Games, having held the Summer Olympics in 1968, winning bids against Buenos Aires, Lyon and Detroit. (This too will change thanks to Rio, 2016 Summer Games host). The city hosted the 1955 and 1975 Pan American Games, the last after Santiago and S\u00e3o Paulo withdrew. The ICF Flatwater Racing World Championships were hosted here in 1974 and 1994. Lucha libre is a Mexican style of wrestling, and is one of the more popular sports throughout the country. The main venues in the city are Arena M\u00e9xico and Arena Coliseo.", "targets": "What year did Mexico City first host the Pan America games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46169921bede40a286b29053e027d2a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City remains the only Latin American city to host the Olympic Games, having held the Summer Olympics in 1968, winning bids against Buenos Aires, Lyon and Detroit. (This too will change thanks to Rio, 2016 Summer Games host). The city hosted the 1955 and 1975 Pan American Games, the last after Santiago and S\u00e3o Paulo withdrew. The ICF Flatwater Racing World Championships were hosted here in 1974 and 1994. Lucha libre is a Mexican style of wrestling, and is one of the more popular sports throughout the country. The main venues in the city are Arena M\u00e9xico and Arena Coliseo.", "targets": "What famous form of wrestling is native to Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46169921bede40a286b29053e027d2a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mexico City remains the only Latin American city to host the Olympic Games, having held the Summer Olympics in 1968, winning bids against Buenos Aires, Lyon and Detroit. (This too will change thanks to Rio, 2016 Summer Games host). The city hosted the 1955 and 1975 Pan American Games, the last after Santiago and S\u00e3o Paulo withdrew. The ICF Flatwater Racing World Championships were hosted here in 1974 and 1994. Lucha libre is a Mexican style of wrestling, and is one of the more popular sports throughout the country. The main venues in the city are Arena M\u00e9xico and Arena Coliseo.", "targets": "What are the main arenas for Lucha Libre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9c4c7d49ba94acfbd5d42d8b7e82a2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Allen and Absalom Jones became the first African Americans ordained by the Methodist Church. They were licensed by St. George's Church in 1784. Three years later, protesting racial segregation in the worship services, Allen led most of the black members out of St. George's; eventually they founded the Mother Bethel A.M.E. Church and the African Methodist Episcopal denomination. Absalom Jones became an Episcopal priest. In 1836, the church's basement was excavated to make room for a Sunday School. In the 1920s a court case saved the church from being demolished to make way for the Benjamin Franklin Bridge. The case resulted in the bridge being relocated. Historic St Georges welcomes visitors and is home to archives and a museum on Methodism.", "targets": "Who became the first African Americans ordained by the Methodist Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9c4c7d49ba94acfbd5d42d8b7e82a2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Allen and Absalom Jones became the first African Americans ordained by the Methodist Church. They were licensed by St. George's Church in 1784. Three years later, protesting racial segregation in the worship services, Allen led most of the black members out of St. George's; eventually they founded the Mother Bethel A.M.E. Church and the African Methodist Episcopal denomination. Absalom Jones became an Episcopal priest. In 1836, the church's basement was excavated to make room for a Sunday School. In the 1920s a court case saved the church from being demolished to make way for the Benjamin Franklin Bridge. The case resulted in the bridge being relocated. Historic St Georges welcomes visitors and is home to archives and a museum on Methodism.", "targets": "Richard Allen and Absalom Jones were licensed by what church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9c4c7d49ba94acfbd5d42d8b7e82a2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Allen and Absalom Jones became the first African Americans ordained by the Methodist Church. They were licensed by St. George's Church in 1784. Three years later, protesting racial segregation in the worship services, Allen led most of the black members out of St. George's; eventually they founded the Mother Bethel A.M.E. Church and the African Methodist Episcopal denomination. Absalom Jones became an Episcopal priest. In 1836, the church's basement was excavated to make room for a Sunday School. In the 1920s a court case saved the church from being demolished to make way for the Benjamin Franklin Bridge. The case resulted in the bridge being relocated. Historic St Georges welcomes visitors and is home to archives and a museum on Methodism.", "targets": "Richard Allen and Absalom Jones were licensed by St. George's Church in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca261419b16f4d74a9f85ef8a567a6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion that all Polish nobles were social equals, regardless of their financial status or offices held, is enshrined in a traditional Polish saying:", "targets": "What was the notion for all polish nobles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca261419b16f4d74a9f85ef8a567a6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion that all Polish nobles were social equals, regardless of their financial status or offices held, is enshrined in a traditional Polish saying:", "targets": "What ethnic saying is this traditional from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca261419b16f4d74a9f85ef8a567a6b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The notion that all Polish nobles were social equals, regardless of their financial status or offices held, is enshrined in a traditional Polish saying:", "targets": "Did it matter how much money a person had to polish nobles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654072c308f94dae8c7d1c3b46c50b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Industrial Revolution some two hundred years ago, the food processing industry has invented many technologies that both help keep foods fresh longer and alter the fresh state of food as they appear in nature. Cooling is the primary technology used to maintain freshness, whereas many more technologies have been invented to allow foods to last longer without becoming spoiled. These latter technologies include pasteurisation, autoclavation, drying, salting, and separation of various components, all of which appearing to alter the original nutritional contents of food. Pasteurisation and autoclavation (heating techniques) have no doubt improved the safety of many common foods, preventing epidemics of bacterial infection. But some of the (new) food processing technologies have downfalls as well.", "targets": "When did the Industrial Revolution roughly begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654072c308f94dae8c7d1c3b46c50b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Industrial Revolution some two hundred years ago, the food processing industry has invented many technologies that both help keep foods fresh longer and alter the fresh state of food as they appear in nature. Cooling is the primary technology used to maintain freshness, whereas many more technologies have been invented to allow foods to last longer without becoming spoiled. These latter technologies include pasteurisation, autoclavation, drying, salting, and separation of various components, all of which appearing to alter the original nutritional contents of food. Pasteurisation and autoclavation (heating techniques) have no doubt improved the safety of many common foods, preventing epidemics of bacterial infection. But some of the (new) food processing technologies have downfalls as well.", "targets": "Apart from altering the state of food, what is the other main focus in technology increases for the food processing industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654072c308f94dae8c7d1c3b46c50b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Industrial Revolution some two hundred years ago, the food processing industry has invented many technologies that both help keep foods fresh longer and alter the fresh state of food as they appear in nature. Cooling is the primary technology used to maintain freshness, whereas many more technologies have been invented to allow foods to last longer without becoming spoiled. These latter technologies include pasteurisation, autoclavation, drying, salting, and separation of various components, all of which appearing to alter the original nutritional contents of food. Pasteurisation and autoclavation (heating techniques) have no doubt improved the safety of many common foods, preventing epidemics of bacterial infection. But some of the (new) food processing technologies have downfalls as well.", "targets": "Which technology is primarily responsible for helping keep food fresh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654072c308f94dae8c7d1c3b46c50b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Industrial Revolution some two hundred years ago, the food processing industry has invented many technologies that both help keep foods fresh longer and alter the fresh state of food as they appear in nature. Cooling is the primary technology used to maintain freshness, whereas many more technologies have been invented to allow foods to last longer without becoming spoiled. These latter technologies include pasteurisation, autoclavation, drying, salting, and separation of various components, all of which appearing to alter the original nutritional contents of food. Pasteurisation and autoclavation (heating techniques) have no doubt improved the safety of many common foods, preventing epidemics of bacterial infection. But some of the (new) food processing technologies have downfalls as well.", "targets": "Pasteurisation is an an example of a technology that aims to do what to food?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-654072c308f94dae8c7d1c3b46c50b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Industrial Revolution some two hundred years ago, the food processing industry has invented many technologies that both help keep foods fresh longer and alter the fresh state of food as they appear in nature. Cooling is the primary technology used to maintain freshness, whereas many more technologies have been invented to allow foods to last longer without becoming spoiled. These latter technologies include pasteurisation, autoclavation, drying, salting, and separation of various components, all of which appearing to alter the original nutritional contents of food. Pasteurisation and autoclavation (heating techniques) have no doubt improved the safety of many common foods, preventing epidemics of bacterial infection. But some of the (new) food processing technologies have downfalls as well.", "targets": "Pasteurisation and autoclavation are examples of what kind of technique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b6afd63b814412b86ec9a8b7608a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The western edge of the Oklahoma panhandle is out of alignment with its Texas border. The Oklahoma/New Mexico border is actually 2.1 to 2.2 miles east of the Texas line. The border between Texas and New Mexico was set first as a result of a survey by Spain in 1819. It was then set along the 103rd Meridian. In the 1890s, when Oklahoma was formally surveyed using more accurate surveying equipment and techniques, it was discovered that the Texas line was not set along the 103rd Meridian. Surveying techniques were not as accurate in 1819, and the actual 103rd Meridian was approximately 2.2 miles to the east. It was much easier to leave the mistake as it was than for Texas to cede land to New Mexico to correct the original surveying error. The placement of the Oklahoma/New Mexico border represents the true 103rd Meridian.", "targets": "How far out of alignment is Oklahoma's western edge from Texas's border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b6afd63b814412b86ec9a8b7608a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The western edge of the Oklahoma panhandle is out of alignment with its Texas border. The Oklahoma/New Mexico border is actually 2.1 to 2.2 miles east of the Texas line. The border between Texas and New Mexico was set first as a result of a survey by Spain in 1819. It was then set along the 103rd Meridian. In the 1890s, when Oklahoma was formally surveyed using more accurate surveying equipment and techniques, it was discovered that the Texas line was not set along the 103rd Meridian. Surveying techniques were not as accurate in 1819, and the actual 103rd Meridian was approximately 2.2 miles to the east. It was much easier to leave the mistake as it was than for Texas to cede land to New Mexico to correct the original surveying error. The placement of the Oklahoma/New Mexico border represents the true 103rd Meridian.", "targets": "When was the border between TX and NM first determined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b6afd63b814412b86ec9a8b7608a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The western edge of the Oklahoma panhandle is out of alignment with its Texas border. The Oklahoma/New Mexico border is actually 2.1 to 2.2 miles east of the Texas line. The border between Texas and New Mexico was set first as a result of a survey by Spain in 1819. It was then set along the 103rd Meridian. In the 1890s, when Oklahoma was formally surveyed using more accurate surveying equipment and techniques, it was discovered that the Texas line was not set along the 103rd Meridian. Surveying techniques were not as accurate in 1819, and the actual 103rd Meridian was approximately 2.2 miles to the east. It was much easier to leave the mistake as it was than for Texas to cede land to New Mexico to correct the original surveying error. The placement of the Oklahoma/New Mexico border represents the true 103rd Meridian.", "targets": "When was Oklahoma's border determined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b6afd63b814412b86ec9a8b7608a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The western edge of the Oklahoma panhandle is out of alignment with its Texas border. The Oklahoma/New Mexico border is actually 2.1 to 2.2 miles east of the Texas line. The border between Texas and New Mexico was set first as a result of a survey by Spain in 1819. It was then set along the 103rd Meridian. In the 1890s, when Oklahoma was formally surveyed using more accurate surveying equipment and techniques, it was discovered that the Texas line was not set along the 103rd Meridian. Surveying techniques were not as accurate in 1819, and the actual 103rd Meridian was approximately 2.2 miles to the east. It was much easier to leave the mistake as it was than for Texas to cede land to New Mexico to correct the original surveying error. The placement of the Oklahoma/New Mexico border represents the true 103rd Meridian.", "targets": "Where is the NM border of both Oklahoma and Texas supposed to line up with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43b6afd63b814412b86ec9a8b7608a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The western edge of the Oklahoma panhandle is out of alignment with its Texas border. The Oklahoma/New Mexico border is actually 2.1 to 2.2 miles east of the Texas line. The border between Texas and New Mexico was set first as a result of a survey by Spain in 1819. It was then set along the 103rd Meridian. In the 1890s, when Oklahoma was formally surveyed using more accurate surveying equipment and techniques, it was discovered that the Texas line was not set along the 103rd Meridian. Surveying techniques were not as accurate in 1819, and the actual 103rd Meridian was approximately 2.2 miles to the east. It was much easier to leave the mistake as it was than for Texas to cede land to New Mexico to correct the original surveying error. The placement of the Oklahoma/New Mexico border represents the true 103rd Meridian.", "targets": "Which one is more accurately placed, the TX/NM border or the OK/NM border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c5e87fd88b4b429c6839927bed5889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Western Europe's largest Jewish community, and the third-largest Jewish community in the world, can be found in France, home to between 483,000 and 500,000 Jews, the majority of whom are immigrants or refugees from North African Arab countries such as Algeria, Morocco, and Tunisia (or their descendants). The United Kingdom has a Jewish community of 292,000. In Eastern Europe, there are anywhere from 350,000 to one million Jews living in the former Soviet Union, but exact figures are difficult to establish. In Germany, the 102,000 Jews registered with the Jewish community are a slowly declining population, despite the immigration of tens of thousands of Jews from the former Soviet Union since the fall of the Berlin Wall. Thousands of Israelis also live in Germany, either permanently or temporarily, for economic reasons.", "targets": "Where is Western Europe's largest Jewish community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c5e87fd88b4b429c6839927bed5889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Western Europe's largest Jewish community, and the third-largest Jewish community in the world, can be found in France, home to between 483,000 and 500,000 Jews, the majority of whom are immigrants or refugees from North African Arab countries such as Algeria, Morocco, and Tunisia (or their descendants). The United Kingdom has a Jewish community of 292,000. In Eastern Europe, there are anywhere from 350,000 to one million Jews living in the former Soviet Union, but exact figures are difficult to establish. In Germany, the 102,000 Jews registered with the Jewish community are a slowly declining population, despite the immigration of tens of thousands of Jews from the former Soviet Union since the fall of the Berlin Wall. Thousands of Israelis also live in Germany, either permanently or temporarily, for economic reasons.", "targets": "How many Jews live in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8c5e87fd88b4b429c6839927bed5889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Western Europe's largest Jewish community, and the third-largest Jewish community in the world, can be found in France, home to between 483,000 and 500,000 Jews, the majority of whom are immigrants or refugees from North African Arab countries such as Algeria, Morocco, and Tunisia (or their descendants). The United Kingdom has a Jewish community of 292,000. In Eastern Europe, there are anywhere from 350,000 to one million Jews living in the former Soviet Union, but exact figures are difficult to establish. In Germany, the 102,000 Jews registered with the Jewish community are a slowly declining population, despite the immigration of tens of thousands of Jews from the former Soviet Union since the fall of the Berlin Wall. Thousands of Israelis also live in Germany, either permanently or temporarily, for economic reasons.", "targets": "What is the population of Jews in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9ecec9a18da4f5c8736324ff57f1d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The core technology used in a videoconferencing system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.", "targets": "What is the software that performs audio and/or video compression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9ecec9a18da4f5c8736324ff57f1d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The core technology used in a videoconferencing system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.", "targets": "How high can compression rates go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9ecec9a18da4f5c8736324ff57f1d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The core technology used in a videoconferencing system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.", "targets": "What is one digital network through which a digital stream can be transmitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9ecec9a18da4f5c8736324ff57f1d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The core technology used in a videoconferencing system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.", "targets": "What does POTS stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f9ecec9a18da4f5c8736324ff57f1d84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The core technology used in a videoconferencing system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.", "targets": "What do POTS do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42a1c3adad10468bbdfe159e37fc47ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although John was the Count of Poitou and therefore the rightful feudal lord over the Lusignans, they could legitimately appeal John's actions in France to his own feudal lord, Philip. Hugh did exactly this in 1201 and Philip summoned John to attend court in Paris in 1202, citing the Le Goulet treaty to strengthen his case. John was unwilling to weaken his authority in western France in this way. He argued that he need not attend Philip's court because of his special status as the Duke of Normandy, who was exempt by feudal tradition from being called to the French court. Philip argued that he was summoning John not as the Duke of Normandy, but as the Count of Poitou, which carried no such special status. When John still refused to come, Philip declared John in breach of his feudal responsibilities, reassigned all of John's lands that fell under the French crown to Arthur \u2013 with the exception of Normandy, which he took back for himself \u2013 and began a fresh war against John.", "targets": "When did Philip summon John to attend court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42a1c3adad10468bbdfe159e37fc47ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although John was the Count of Poitou and therefore the rightful feudal lord over the Lusignans, they could legitimately appeal John's actions in France to his own feudal lord, Philip. Hugh did exactly this in 1201 and Philip summoned John to attend court in Paris in 1202, citing the Le Goulet treaty to strengthen his case. John was unwilling to weaken his authority in western France in this way. He argued that he need not attend Philip's court because of his special status as the Duke of Normandy, who was exempt by feudal tradition from being called to the French court. Philip argued that he was summoning John not as the Duke of Normandy, but as the Count of Poitou, which carried no such special status. When John still refused to come, Philip declared John in breach of his feudal responsibilities, reassigned all of John's lands that fell under the French crown to Arthur \u2013 with the exception of Normandy, which he took back for himself \u2013 and began a fresh war against John.", "targets": "What was John summoned as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9be5b6be37414525b48ce0d687c410e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 1998, the network carried a variety of American programs in addition to its core Canadian programming, directly competing with private Canadian broadcasters such as CTV and Global. Since then, it has restricted itself to Canadian programs, a handful of British programs, and a few American movies and off-network repeats. Since this change, the CBC has sometimes struggled to maintain ratings comparable to those it achieved before 1995, although it has seen somewhat of a ratings resurgence in recent years. In the 2007-08 season, hit series such as Little Mosque on the Prairie and The Border helped the network achieve its strongest ratings performance in over half a decade.", "targets": "In what year did the network end American programming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9be5b6be37414525b48ce0d687c410e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 1998, the network carried a variety of American programs in addition to its core Canadian programming, directly competing with private Canadian broadcasters such as CTV and Global. Since then, it has restricted itself to Canadian programs, a handful of British programs, and a few American movies and off-network repeats. Since this change, the CBC has sometimes struggled to maintain ratings comparable to those it achieved before 1995, although it has seen somewhat of a ratings resurgence in recent years. In the 2007-08 season, hit series such as Little Mosque on the Prairie and The Border helped the network achieve its strongest ratings performance in over half a decade.", "targets": "What foreign programming is shown on the CBC after 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9be5b6be37414525b48ce0d687c410e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until 1998, the network carried a variety of American programs in addition to its core Canadian programming, directly competing with private Canadian broadcasters such as CTV and Global. Since then, it has restricted itself to Canadian programs, a handful of British programs, and a few American movies and off-network repeats. Since this change, the CBC has sometimes struggled to maintain ratings comparable to those it achieved before 1995, although it has seen somewhat of a ratings resurgence in recent years. In the 2007-08 season, hit series such as Little Mosque on the Prairie and The Border helped the network achieve its strongest ratings performance in over half a decade.", "targets": "Which recent (2007-2008) shows helped the network regain popularity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd23861156f473a8ef497a39eaad817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese currency is the euro (\u20ac), which replaced the Portuguese Escudo, and the country was one of the original member states of the eurozone. Portugal's central bank is the Banco de Portugal, an integral part of the European System of Central Banks. Most industries, businesses and financial institutions are concentrated in the Lisbon and Porto metropolitan areas\u2014the Set\u00fabal, Aveiro, Braga, Coimbra and Leiria districts are the biggest economic centres outside these two main areas.[citation needed] According to World Travel Awards, Portugal is the Europe's Leading Golf Destination 2012 and 2013.", "targets": "What currency does Portugal use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd23861156f473a8ef497a39eaad817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese currency is the euro (\u20ac), which replaced the Portuguese Escudo, and the country was one of the original member states of the eurozone. Portugal's central bank is the Banco de Portugal, an integral part of the European System of Central Banks. Most industries, businesses and financial institutions are concentrated in the Lisbon and Porto metropolitan areas\u2014the Set\u00fabal, Aveiro, Braga, Coimbra and Leiria districts are the biggest economic centres outside these two main areas.[citation needed] According to World Travel Awards, Portugal is the Europe's Leading Golf Destination 2012 and 2013.", "targets": "What currency did the euro replace in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd23861156f473a8ef497a39eaad817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese currency is the euro (\u20ac), which replaced the Portuguese Escudo, and the country was one of the original member states of the eurozone. Portugal's central bank is the Banco de Portugal, an integral part of the European System of Central Banks. Most industries, businesses and financial institutions are concentrated in the Lisbon and Porto metropolitan areas\u2014the Set\u00fabal, Aveiro, Braga, Coimbra and Leiria districts are the biggest economic centres outside these two main areas.[citation needed] According to World Travel Awards, Portugal is the Europe's Leading Golf Destination 2012 and 2013.", "targets": "What is the name of Portugal's central bank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd23861156f473a8ef497a39eaad817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese currency is the euro (\u20ac), which replaced the Portuguese Escudo, and the country was one of the original member states of the eurozone. Portugal's central bank is the Banco de Portugal, an integral part of the European System of Central Banks. Most industries, businesses and financial institutions are concentrated in the Lisbon and Porto metropolitan areas\u2014the Set\u00fabal, Aveiro, Braga, Coimbra and Leiria districts are the biggest economic centres outside these two main areas.[citation needed] According to World Travel Awards, Portugal is the Europe's Leading Golf Destination 2012 and 2013.", "targets": "In what two areas are most Portuguese industries, businesses, and financial institutions concentrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd23861156f473a8ef497a39eaad817", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese currency is the euro (\u20ac), which replaced the Portuguese Escudo, and the country was one of the original member states of the eurozone. Portugal's central bank is the Banco de Portugal, an integral part of the European System of Central Banks. Most industries, businesses and financial institutions are concentrated in the Lisbon and Porto metropolitan areas\u2014the Set\u00fabal, Aveiro, Braga, Coimbra and Leiria districts are the biggest economic centres outside these two main areas.[citation needed] According to World Travel Awards, Portugal is the Europe's Leading Golf Destination 2012 and 2013.", "targets": "According to World Travel Awards, for what activity is Portugal known as Europe's leading destination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f828ffe593740879177d83005a4d12e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many questions regarding prime numbers remain open, such as Goldbach's conjecture (that every even integer greater than 2 can be expressed as the sum of two primes), and the twin prime conjecture (that there are infinitely many pairs of primes whose difference is 2). Such questions spurred the development of various branches of number theory, focusing on analytic or algebraic aspects of numbers. Primes are used in several routines in information technology, such as public-key cryptography, which makes use of properties such as the difficulty of factoring large numbers into their prime factors. Prime numbers give rise to various generalizations in other mathematical domains, mainly algebra, such as prime elements and prime ideals.", "targets": "What is the name of the supposition that any number larger than 2 can be represented as the sum of two primes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f828ffe593740879177d83005a4d12e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many questions regarding prime numbers remain open, such as Goldbach's conjecture (that every even integer greater than 2 can be expressed as the sum of two primes), and the twin prime conjecture (that there are infinitely many pairs of primes whose difference is 2). Such questions spurred the development of various branches of number theory, focusing on analytic or algebraic aspects of numbers. Primes are used in several routines in information technology, such as public-key cryptography, which makes use of properties such as the difficulty of factoring large numbers into their prime factors. Prime numbers give rise to various generalizations in other mathematical domains, mainly algebra, such as prime elements and prime ideals.", "targets": "What is the name of the supposition that there are infinite pairs of primes whose difference is 2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f828ffe593740879177d83005a4d12e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many questions regarding prime numbers remain open, such as Goldbach's conjecture (that every even integer greater than 2 can be expressed as the sum of two primes), and the twin prime conjecture (that there are infinitely many pairs of primes whose difference is 2). Such questions spurred the development of various branches of number theory, focusing on analytic or algebraic aspects of numbers. Primes are used in several routines in information technology, such as public-key cryptography, which makes use of properties such as the difficulty of factoring large numbers into their prime factors. Prime numbers give rise to various generalizations in other mathematical domains, mainly algebra, such as prime elements and prime ideals.", "targets": "Besides the analytic property of numbers, what other property of numbers does number theory focus on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f828ffe593740879177d83005a4d12e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many questions regarding prime numbers remain open, such as Goldbach's conjecture (that every even integer greater than 2 can be expressed as the sum of two primes), and the twin prime conjecture (that there are infinitely many pairs of primes whose difference is 2). Such questions spurred the development of various branches of number theory, focusing on analytic or algebraic aspects of numbers. Primes are used in several routines in information technology, such as public-key cryptography, which makes use of properties such as the difficulty of factoring large numbers into their prime factors. Prime numbers give rise to various generalizations in other mathematical domains, mainly algebra, such as prime elements and prime ideals.", "targets": "What is the application of prime numbers used in information technology which utilizes the fact that factoring very large prime numbers is very challenging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f828ffe593740879177d83005a4d12e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many questions regarding prime numbers remain open, such as Goldbach's conjecture (that every even integer greater than 2 can be expressed as the sum of two primes), and the twin prime conjecture (that there are infinitely many pairs of primes whose difference is 2). Such questions spurred the development of various branches of number theory, focusing on analytic or algebraic aspects of numbers. Primes are used in several routines in information technology, such as public-key cryptography, which makes use of properties such as the difficulty of factoring large numbers into their prime factors. Prime numbers give rise to various generalizations in other mathematical domains, mainly algebra, such as prime elements and prime ideals.", "targets": "What is the name of one algebraic generalization prime numbers have inspired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc432f21997047a098f910f4490408ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public bus services within the city are provided by the national bus operator Bus \u00c9ireann. City routes are numbered from 201 through to 219 and connect the city centre to the principal suburbs, colleges, shopping centres and places of interest. Two of these bus routes provide orbital services across the Northern and Southern districts of the city respectively. Buses to the outer suburbs, such as Ballincollig, Glanmire, Midleton and Carrigaline are provided from the city's bus terminal at Parnell Place in the city centre. Suburban services also include shuttles to Cork Airport, and a park and ride facility in the south suburbs only.", "targets": "Who runs the public busses in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc432f21997047a098f910f4490408ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public bus services within the city are provided by the national bus operator Bus \u00c9ireann. City routes are numbered from 201 through to 219 and connect the city centre to the principal suburbs, colleges, shopping centres and places of interest. Two of these bus routes provide orbital services across the Northern and Southern districts of the city respectively. Buses to the outer suburbs, such as Ballincollig, Glanmire, Midleton and Carrigaline are provided from the city's bus terminal at Parnell Place in the city centre. Suburban services also include shuttles to Cork Airport, and a park and ride facility in the south suburbs only.", "targets": "Besides busses, what kinds of public transportation are offered in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc432f21997047a098f910f4490408ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public bus services within the city are provided by the national bus operator Bus \u00c9ireann. City routes are numbered from 201 through to 219 and connect the city centre to the principal suburbs, colleges, shopping centres and places of interest. Two of these bus routes provide orbital services across the Northern and Southern districts of the city respectively. Buses to the outer suburbs, such as Ballincollig, Glanmire, Midleton and Carrigaline are provided from the city's bus terminal at Parnell Place in the city centre. Suburban services also include shuttles to Cork Airport, and a park and ride facility in the south suburbs only.", "targets": "What do the routes consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5331b96b23d246b98f8b022d045c36ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, the five most common self-reported ethnic groups in the state were: American (17.3%), African American (13.0%), Irish (9.3%), English (9.1%), and German (8.3%). Most Tennesseans who self-identify as having American ancestry are of English and Scotch-Irish ancestry. An estimated 21\u201324% of Tennesseans are of predominantly English ancestry. In the 1980 census 1,435,147 Tennesseans claimed \"English\" or \"mostly English\" ancestry out of a state population of 3,221,354 making them 45% of the state at the time.", "targets": "What was Tennessee's most common self-reported ethnic group in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5331b96b23d246b98f8b022d045c36ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, the five most common self-reported ethnic groups in the state were: American (17.3%), African American (13.0%), Irish (9.3%), English (9.1%), and German (8.3%). Most Tennesseans who self-identify as having American ancestry are of English and Scotch-Irish ancestry. An estimated 21\u201324% of Tennesseans are of predominantly English ancestry. In the 1980 census 1,435,147 Tennesseans claimed \"English\" or \"mostly English\" ancestry out of a state population of 3,221,354 making them 45% of the state at the time.", "targets": "What percent of Tennessee residents self-reported their ethnic group as Irish in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5331b96b23d246b98f8b022d045c36ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, the five most common self-reported ethnic groups in the state were: American (17.3%), African American (13.0%), Irish (9.3%), English (9.1%), and German (8.3%). Most Tennesseans who self-identify as having American ancestry are of English and Scotch-Irish ancestry. An estimated 21\u201324% of Tennesseans are of predominantly English ancestry. In the 1980 census 1,435,147 Tennesseans claimed \"English\" or \"mostly English\" ancestry out of a state population of 3,221,354 making them 45% of the state at the time.", "targets": "Which European ancestries are most common among self-identified ethnic \"Americans\" in Tennessee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5331b96b23d246b98f8b022d045c36ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, the five most common self-reported ethnic groups in the state were: American (17.3%), African American (13.0%), Irish (9.3%), English (9.1%), and German (8.3%). Most Tennesseans who self-identify as having American ancestry are of English and Scotch-Irish ancestry. An estimated 21\u201324% of Tennesseans are of predominantly English ancestry. In the 1980 census 1,435,147 Tennesseans claimed \"English\" or \"mostly English\" ancestry out of a state population of 3,221,354 making them 45% of the state at the time.", "targets": "What European national ancestry was claimed by 45% of Tennessee residents in 1980?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5331b96b23d246b98f8b022d045c36ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, the five most common self-reported ethnic groups in the state were: American (17.3%), African American (13.0%), Irish (9.3%), English (9.1%), and German (8.3%). Most Tennesseans who self-identify as having American ancestry are of English and Scotch-Irish ancestry. An estimated 21\u201324% of Tennesseans are of predominantly English ancestry. In the 1980 census 1,435,147 Tennesseans claimed \"English\" or \"mostly English\" ancestry out of a state population of 3,221,354 making them 45% of the state at the time.", "targets": "What was Tennessee's population in 1980?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-219a37a9711f492a968609332f81aa99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, a study found that mixed breeds live on average 1.2 years longer than pure breeds, and that increasing body-weight was negatively correlated with longevity (i.e. the heavier the dog the shorter its lifespan).", "targets": "Mutts, dogs that have several breed characteristics, live how much longer than purebred dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-219a37a9711f492a968609332f81aa99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, a study found that mixed breeds live on average 1.2 years longer than pure breeds, and that increasing body-weight was negatively correlated with longevity (i.e. the heavier the dog the shorter its lifespan).", "targets": "Do bigger dogs typically have longer or shorter lives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-219a37a9711f492a968609332f81aa99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, a study found that mixed breeds live on average 1.2 years longer than pure breeds, and that increasing body-weight was negatively correlated with longevity (i.e. the heavier the dog the shorter its lifespan).", "targets": "When was a study done that discovered mixed breeds tend to live longer than pure breeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-219a37a9711f492a968609332f81aa99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2013, a study found that mixed breeds live on average 1.2 years longer than pure breeds, and that increasing body-weight was negatively correlated with longevity (i.e. the heavier the dog the shorter its lifespan).", "targets": "Typically, how much longer do mixed breeds live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c658259616f45479b2337551428bdcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Hitler's Generalplan Ost (general plan for the East) entailed killing, deporting, or enslaving the Slavic and Jewish population of occupied Eastern Europe to create Lebensraum (living space) for German settlers. The Nazi Hunger Plan and Generalplan Ost would have led to the starvation of 80 million people in the Soviet Union. These partially fulfilled plans resulted in the deaths of an estimated 19.3 million civilians and prisoners of war.", "targets": "Whose plan for the East entailed killing, deporting, or enslaving the Slavs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c658259616f45479b2337551428bdcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Hitler's Generalplan Ost (general plan for the East) entailed killing, deporting, or enslaving the Slavic and Jewish population of occupied Eastern Europe to create Lebensraum (living space) for German settlers. The Nazi Hunger Plan and Generalplan Ost would have led to the starvation of 80 million people in the Soviet Union. These partially fulfilled plans resulted in the deaths of an estimated 19.3 million civilians and prisoners of war.", "targets": "What would have led to the starvation of 80 million people in the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c658259616f45479b2337551428bdcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Hitler's Generalplan Ost (general plan for the East) entailed killing, deporting, or enslaving the Slavic and Jewish population of occupied Eastern Europe to create Lebensraum (living space) for German settlers. The Nazi Hunger Plan and Generalplan Ost would have led to the starvation of 80 million people in the Soviet Union. These partially fulfilled plans resulted in the deaths of an estimated 19.3 million civilians and prisoners of war.", "targets": "The Nazi Hunger Plan and Generalplan Ost resulted in the death and imprisonment of how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c658259616f45479b2337551428bdcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Hitler's Generalplan Ost (general plan for the East) entailed killing, deporting, or enslaving the Slavic and Jewish population of occupied Eastern Europe to create Lebensraum (living space) for German settlers. The Nazi Hunger Plan and Generalplan Ost would have led to the starvation of 80 million people in the Soviet Union. These partially fulfilled plans resulted in the deaths of an estimated 19.3 million civilians and prisoners of war.", "targets": "What is the German word for living space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c548fe69881148e08e8f265378628aa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the army is divided into the Regular Army, the Army Reserve, and the Army National Guard. The army is also divided into major branches such as Air Defense Artillery, Infantry, Aviation, Signal Corps, Corps of Engineers, and Armor. Before 1903 members of the National Guard were considered state soldiers unless federalized (i.e., activated) by the President. Since the Militia Act of 1903 all National Guard soldiers have held dual status: as National Guardsmen under the authority of the governor of their state or territory and, when activated, as a reserve of the U.S. Army under the authority of the President.", "targets": "What were National Guard members considered before 1903?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c548fe69881148e08e8f265378628aa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the army is divided into the Regular Army, the Army Reserve, and the Army National Guard. The army is also divided into major branches such as Air Defense Artillery, Infantry, Aviation, Signal Corps, Corps of Engineers, and Armor. Before 1903 members of the National Guard were considered state soldiers unless federalized (i.e., activated) by the President. Since the Militia Act of 1903 all National Guard soldiers have held dual status: as National Guardsmen under the authority of the governor of their state or territory and, when activated, as a reserve of the U.S. Army under the authority of the President.", "targets": "In what year did the Milita Act take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c548fe69881148e08e8f265378628aa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the army is divided into the Regular Army, the Army Reserve, and the Army National Guard. The army is also divided into major branches such as Air Defense Artillery, Infantry, Aviation, Signal Corps, Corps of Engineers, and Armor. Before 1903 members of the National Guard were considered state soldiers unless federalized (i.e., activated) by the President. Since the Militia Act of 1903 all National Guard soldiers have held dual status: as National Guardsmen under the authority of the governor of their state or territory and, when activated, as a reserve of the U.S. Army under the authority of the President.", "targets": "The Air Defense Artillery is a branch of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c548fe69881148e08e8f265378628aa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the army is divided into the Regular Army, the Army Reserve, and the Army National Guard. The army is also divided into major branches such as Air Defense Artillery, Infantry, Aviation, Signal Corps, Corps of Engineers, and Armor. Before 1903 members of the National Guard were considered state soldiers unless federalized (i.e., activated) by the President. Since the Militia Act of 1903 all National Guard soldiers have held dual status: as National Guardsmen under the authority of the governor of their state or territory and, when activated, as a reserve of the U.S. Army under the authority of the President.", "targets": "National Guardsmen are under the authority of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be588cc0f4b5473da3522f6d492c1520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a capacitor is driven with a time-varying voltage that changes rapidly enough, at some frequency the polarization of the dielectric cannot follow the voltage. As an example of the origin of this mechanism, the internal microscopic dipoles contributing to the dielectric constant cannot move instantly, and so as frequency of an applied alternating voltage increases, the dipole response is limited and the dielectric constant diminishes. A changing dielectric constant with frequency is referred to as dielectric dispersion, and is governed by dielectric relaxation processes, such as Debye relaxation. Under transient conditions, the displacement field can be expressed as (see electric susceptibility):", "targets": "Under what condition might the polarization of the dielectric be unable to follow the voltage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be588cc0f4b5473da3522f6d492c1520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a capacitor is driven with a time-varying voltage that changes rapidly enough, at some frequency the polarization of the dielectric cannot follow the voltage. As an example of the origin of this mechanism, the internal microscopic dipoles contributing to the dielectric constant cannot move instantly, and so as frequency of an applied alternating voltage increases, the dipole response is limited and the dielectric constant diminishes. A changing dielectric constant with frequency is referred to as dielectric dispersion, and is governed by dielectric relaxation processes, such as Debye relaxation. Under transient conditions, the displacement field can be expressed as (see electric susceptibility):", "targets": "What type of dipoles which add to the dielectric constant cannot move instantly if a rapidly changing time varying voltage is driving the capacitor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be588cc0f4b5473da3522f6d492c1520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a capacitor is driven with a time-varying voltage that changes rapidly enough, at some frequency the polarization of the dielectric cannot follow the voltage. As an example of the origin of this mechanism, the internal microscopic dipoles contributing to the dielectric constant cannot move instantly, and so as frequency of an applied alternating voltage increases, the dipole response is limited and the dielectric constant diminishes. A changing dielectric constant with frequency is referred to as dielectric dispersion, and is governed by dielectric relaxation processes, such as Debye relaxation. Under transient conditions, the displacement field can be expressed as (see electric susceptibility):", "targets": "What is it called when a dielectric constant changes with frequency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be588cc0f4b5473da3522f6d492c1520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a capacitor is driven with a time-varying voltage that changes rapidly enough, at some frequency the polarization of the dielectric cannot follow the voltage. As an example of the origin of this mechanism, the internal microscopic dipoles contributing to the dielectric constant cannot move instantly, and so as frequency of an applied alternating voltage increases, the dipole response is limited and the dielectric constant diminishes. A changing dielectric constant with frequency is referred to as dielectric dispersion, and is governed by dielectric relaxation processes, such as Debye relaxation. Under transient conditions, the displacement field can be expressed as (see electric susceptibility):", "targets": "What regulates dielectric dispersion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be588cc0f4b5473da3522f6d492c1520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a capacitor is driven with a time-varying voltage that changes rapidly enough, at some frequency the polarization of the dielectric cannot follow the voltage. As an example of the origin of this mechanism, the internal microscopic dipoles contributing to the dielectric constant cannot move instantly, and so as frequency of an applied alternating voltage increases, the dipole response is limited and the dielectric constant diminishes. A changing dielectric constant with frequency is referred to as dielectric dispersion, and is governed by dielectric relaxation processes, such as Debye relaxation. Under transient conditions, the displacement field can be expressed as (see electric susceptibility):", "targets": "What is an example of a dielectric relaxation process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe947f45f7094c289577b4ba22508378", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Northwestern Interdisciplinary Law Review is a scholarly legal publication published annually by an editorial board of Northwestern University undergraduates. The journal's mission is to publish interdisciplinary legal research, drawing from fields such as history, literature, economics, philosophy, and art. Founded in 2008, the journal features articles by professors, law students, practitioners, and undergraduates. The journal is funded by the Buffett Center for International and Comparative Studies and the Office of the Provost.", "targets": "What journal was founded in 2008 that features articles by professors and law students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe947f45f7094c289577b4ba22508378", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Northwestern Interdisciplinary Law Review is a scholarly legal publication published annually by an editorial board of Northwestern University undergraduates. The journal's mission is to publish interdisciplinary legal research, drawing from fields such as history, literature, economics, philosophy, and art. Founded in 2008, the journal features articles by professors, law students, practitioners, and undergraduates. The journal is funded by the Buffett Center for International and Comparative Studies and the Office of the Provost.", "targets": "Who funds The Northwestern Interdisciplinary Law Review?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe947f45f7094c289577b4ba22508378", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Northwestern Interdisciplinary Law Review is a scholarly legal publication published annually by an editorial board of Northwestern University undergraduates. The journal's mission is to publish interdisciplinary legal research, drawing from fields such as history, literature, economics, philosophy, and art. Founded in 2008, the journal features articles by professors, law students, practitioners, and undergraduates. The journal is funded by the Buffett Center for International and Comparative Studies and the Office of the Provost.", "targets": "How often is The Northwestern Interdisciplinary Law Review published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe947f45f7094c289577b4ba22508378", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Northwestern Interdisciplinary Law Review is a scholarly legal publication published annually by an editorial board of Northwestern University undergraduates. The journal's mission is to publish interdisciplinary legal research, drawing from fields such as history, literature, economics, philosophy, and art. Founded in 2008, the journal features articles by professors, law students, practitioners, and undergraduates. The journal is funded by the Buffett Center for International and Comparative Studies and the Office of the Provost.", "targets": "Who publishes The Northwestern Interdisciplinary Law Review?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f80794ad0a4140379c0890a1094a8736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, it is not known if L (the set of all problems that can be solved in logarithmic space) is strictly contained in P or equal to P. Again, there are many complexity classes between the two, such as NL and NC, and it is not known if they are distinct or equal classes.", "targets": "What variable is associated with all problems solved within logarithmic space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f80794ad0a4140379c0890a1094a8736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, it is not known if L (the set of all problems that can be solved in logarithmic space) is strictly contained in P or equal to P. Again, there are many complexity classes between the two, such as NL and NC, and it is not known if they are distinct or equal classes.", "targets": "Though unkown, what are the most commonly ascribed attributes of L in relation to P"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f80794ad0a4140379c0890a1094a8736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, it is not known if L (the set of all problems that can be solved in logarithmic space) is strictly contained in P or equal to P. Again, there are many complexity classes between the two, such as NL and NC, and it is not known if they are distinct or equal classes.", "targets": "What lies between L and P that prevents a definitive determination of the relationship between L and P?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f80794ad0a4140379c0890a1094a8736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, it is not known if L (the set of all problems that can be solved in logarithmic space) is strictly contained in P or equal to P. Again, there are many complexity classes between the two, such as NL and NC, and it is not known if they are distinct or equal classes.", "targets": "What are two complexity classes between L and P?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f80794ad0a4140379c0890a1094a8736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, it is not known if L (the set of all problems that can be solved in logarithmic space) is strictly contained in P or equal to P. Again, there are many complexity classes between the two, such as NL and NC, and it is not known if they are distinct or equal classes.", "targets": "What is unknown about the complexity classes between L and P that further prevents determining the value relationship between L and P?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8e07af16dc44cb094d1e84cd1088bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the designation of immunity from the etymological root immunis, which is Latin for \"exempt\"; early physicians characterized organs that would later be proven as essential components of the immune system. The important lymphoid organs of the immune system are the thymus and bone marrow, and chief lymphatic tissues such as spleen, tonsils, lymph vessels, lymph nodes, adenoids, and liver. When health conditions worsen to emergency status, portions of immune system organs including the thymus, spleen, bone marrow, lymph nodes and other lymphatic tissues can be surgically excised for examination while patients are still alive.", "targets": "The term immunology is derived from a Latin word that means what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8e07af16dc44cb094d1e84cd1088bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the designation of immunity from the etymological root immunis, which is Latin for \"exempt\"; early physicians characterized organs that would later be proven as essential components of the immune system. The important lymphoid organs of the immune system are the thymus and bone marrow, and chief lymphatic tissues such as spleen, tonsils, lymph vessels, lymph nodes, adenoids, and liver. When health conditions worsen to emergency status, portions of immune system organs including the thymus, spleen, bone marrow, lymph nodes and other lymphatic tissues can be surgically excised for examination while patients are still alive.", "targets": "What are the major organs of the immune system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8e07af16dc44cb094d1e84cd1088bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the designation of immunity from the etymological root immunis, which is Latin for \"exempt\"; early physicians characterized organs that would later be proven as essential components of the immune system. The important lymphoid organs of the immune system are the thymus and bone marrow, and chief lymphatic tissues such as spleen, tonsils, lymph vessels, lymph nodes, adenoids, and liver. When health conditions worsen to emergency status, portions of immune system organs including the thymus, spleen, bone marrow, lymph nodes and other lymphatic tissues can be surgically excised for examination while patients are still alive.", "targets": "Who originally discovered these parts of the immune system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8e07af16dc44cb094d1e84cd1088bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the designation of immunity from the etymological root immunis, which is Latin for \"exempt\"; early physicians characterized organs that would later be proven as essential components of the immune system. The important lymphoid organs of the immune system are the thymus and bone marrow, and chief lymphatic tissues such as spleen, tonsils, lymph vessels, lymph nodes, adenoids, and liver. When health conditions worsen to emergency status, portions of immune system organs including the thymus, spleen, bone marrow, lymph nodes and other lymphatic tissues can be surgically excised for examination while patients are still alive.", "targets": "How do physicians study a patient's immune system organs in emergency situations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8e07af16dc44cb094d1e84cd1088bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the designation of immunity from the etymological root immunis, which is Latin for \"exempt\"; early physicians characterized organs that would later be proven as essential components of the immune system. The important lymphoid organs of the immune system are the thymus and bone marrow, and chief lymphatic tissues such as spleen, tonsils, lymph vessels, lymph nodes, adenoids, and liver. When health conditions worsen to emergency status, portions of immune system organs including the thymus, spleen, bone marrow, lymph nodes and other lymphatic tissues can be surgically excised for examination while patients are still alive.", "targets": "Which portions of the immune system can be safely removed in these emergency cases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cfabc4f6fd742c9b0e56e08f5848287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howison's personal idealism  was also called \"California Personalism\" by others to distinguish it from the \"Boston Personalism\" which was of Bowne. Howison maintained that both impersonal, monistic idealism and materialism run contrary to the experience of moral freedom. To deny freedom to pursue truth, beauty, and \"benignant love\" is to undermine every profound human venture, including science, morality, and philosophy. Personalistic idealists Borden Parker Bowne and Edgar S. Brightman and realistic personal theist Saint Thomas Aquinas address a core issue, namely that of dependence upon an infinite personal God.", "targets": "Who was an exponent of so-called \"Boston Personalism\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cfabc4f6fd742c9b0e56e08f5848287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howison's personal idealism  was also called \"California Personalism\" by others to distinguish it from the \"Boston Personalism\" which was of Bowne. Howison maintained that both impersonal, monistic idealism and materialism run contrary to the experience of moral freedom. To deny freedom to pursue truth, beauty, and \"benignant love\" is to undermine every profound human venture, including science, morality, and philosophy. Personalistic idealists Borden Parker Bowne and Edgar S. Brightman and realistic personal theist Saint Thomas Aquinas address a core issue, namely that of dependence upon an infinite personal God.", "targets": "What was the term given to the personal idealism of Howison?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cfabc4f6fd742c9b0e56e08f5848287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howison's personal idealism  was also called \"California Personalism\" by others to distinguish it from the \"Boston Personalism\" which was of Bowne. Howison maintained that both impersonal, monistic idealism and materialism run contrary to the experience of moral freedom. To deny freedom to pursue truth, beauty, and \"benignant love\" is to undermine every profound human venture, including science, morality, and philosophy. Personalistic idealists Borden Parker Bowne and Edgar S. Brightman and realistic personal theist Saint Thomas Aquinas address a core issue, namely that of dependence upon an infinite personal God.", "targets": "Who is a notable realistic personal theist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cfabc4f6fd742c9b0e56e08f5848287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howison's personal idealism  was also called \"California Personalism\" by others to distinguish it from the \"Boston Personalism\" which was of Bowne. Howison maintained that both impersonal, monistic idealism and materialism run contrary to the experience of moral freedom. To deny freedom to pursue truth, beauty, and \"benignant love\" is to undermine every profound human venture, including science, morality, and philosophy. Personalistic idealists Borden Parker Bowne and Edgar S. Brightman and realistic personal theist Saint Thomas Aquinas address a core issue, namely that of dependence upon an infinite personal God.", "targets": "What issue do both Aquinas and Brightman discuss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cfabc4f6fd742c9b0e56e08f5848287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Howison's personal idealism  was also called \"California Personalism\" by others to distinguish it from the \"Boston Personalism\" which was of Bowne. Howison maintained that both impersonal, monistic idealism and materialism run contrary to the experience of moral freedom. To deny freedom to pursue truth, beauty, and \"benignant love\" is to undermine every profound human venture, including science, morality, and philosophy. Personalistic idealists Borden Parker Bowne and Edgar S. Brightman and realistic personal theist Saint Thomas Aquinas address a core issue, namely that of dependence upon an infinite personal God.", "targets": "What sort of freedom did Howison believe was incompatible with materialism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3911b7fb06f44461a2ad8ad2ab89ae40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FC Barcelona had a successful start in regional and national cups, competing in the Campionat de Catalunya and the Copa del Rey. In 1902, the club won its first trophy, the Copa Macaya, and participated in the first Copa del Rey, losing 1\u20132 to Bizcaya in the final. Hans Gamper \u2014 now known as Joan Gamper \u2014 became club president in 1908, finding the club in financial difficulty after not winning a competition since the Campionat de Catalunya in 1905. Club president on five separate occasions between 1908 and 1925, he spent 25 years in total at the helm. One of his main achievements was ensuring Bar\u00e7a acquire its own stadium and thus generate a stable income.", "targets": "In what year did Barcelona win its first trophy? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3911b7fb06f44461a2ad8ad2ab89ae40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FC Barcelona had a successful start in regional and national cups, competing in the Campionat de Catalunya and the Copa del Rey. In 1902, the club won its first trophy, the Copa Macaya, and participated in the first Copa del Rey, losing 1\u20132 to Bizcaya in the final. Hans Gamper \u2014 now known as Joan Gamper \u2014 became club president in 1908, finding the club in financial difficulty after not winning a competition since the Campionat de Catalunya in 1905. Club president on five separate occasions between 1908 and 1925, he spent 25 years in total at the helm. One of his main achievements was ensuring Bar\u00e7a acquire its own stadium and thus generate a stable income.", "targets": "What was the first cup Barcelona won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3911b7fb06f44461a2ad8ad2ab89ae40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FC Barcelona had a successful start in regional and national cups, competing in the Campionat de Catalunya and the Copa del Rey. In 1902, the club won its first trophy, the Copa Macaya, and participated in the first Copa del Rey, losing 1\u20132 to Bizcaya in the final. Hans Gamper \u2014 now known as Joan Gamper \u2014 became club president in 1908, finding the club in financial difficulty after not winning a competition since the Campionat de Catalunya in 1905. Club president on five separate occasions between 1908 and 1925, he spent 25 years in total at the helm. One of his main achievements was ensuring Bar\u00e7a acquire its own stadium and thus generate a stable income.", "targets": "When did Joan Gamper become the president of the Barcelona club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3911b7fb06f44461a2ad8ad2ab89ae40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FC Barcelona had a successful start in regional and national cups, competing in the Campionat de Catalunya and the Copa del Rey. In 1902, the club won its first trophy, the Copa Macaya, and participated in the first Copa del Rey, losing 1\u20132 to Bizcaya in the final. Hans Gamper \u2014 now known as Joan Gamper \u2014 became club president in 1908, finding the club in financial difficulty after not winning a competition since the Campionat de Catalunya in 1905. Club president on five separate occasions between 1908 and 1925, he spent 25 years in total at the helm. One of his main achievements was ensuring Bar\u00e7a acquire its own stadium and thus generate a stable income.", "targets": "How many times between 1908 and 1925 was Gamper president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3911b7fb06f44461a2ad8ad2ab89ae40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "FC Barcelona had a successful start in regional and national cups, competing in the Campionat de Catalunya and the Copa del Rey. In 1902, the club won its first trophy, the Copa Macaya, and participated in the first Copa del Rey, losing 1\u20132 to Bizcaya in the final. Hans Gamper \u2014 now known as Joan Gamper \u2014 became club president in 1908, finding the club in financial difficulty after not winning a competition since the Campionat de Catalunya in 1905. Club president on five separate occasions between 1908 and 1925, he spent 25 years in total at the helm. One of his main achievements was ensuring Bar\u00e7a acquire its own stadium and thus generate a stable income.", "targets": "Why did Gamper want Barcelona to acquire a stadium of its own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d2f7c4a5104e63bf439d1a00e5557b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Borders Books, started in Ann Arbor, was opened by brothers Tom and Louis Borders in 1971 with a stock of used books. The Borders chain was based in the city, as was its flagship store until it closed in September 2011. Domino's Pizza's headquarters is near Ann Arbor on Domino's Farms, a 271-acre (110 ha) Frank Lloyd Wright-inspired complex just northeast of the city. Another Ann Arbor-based company is Zingerman's Delicatessen, which serves sandwiches and has developed businesses under a variety of brand names. Zingerman's has grown into a family of companies which offers a variety of products (bake shop, mail order, creamery, coffee) and services (business education). Flint Ink Corp., another Ann Arbor-based company, was the world's largest privately held ink manufacturer until it was acquired by Stuttgart-based XSYS Print Solutions in October 2005. Avfuel, a global supplier of aviation fuels and services, is also headquartered in Ann Arbor. Aastrom Biosciences, a publicly traded company that develops stem cell treatments for cardiovascular diseases, is headquartered in Ann Arbor.", "targets": "When did the Borders Books open up in Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d2f7c4a5104e63bf439d1a00e5557b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Borders Books, started in Ann Arbor, was opened by brothers Tom and Louis Borders in 1971 with a stock of used books. The Borders chain was based in the city, as was its flagship store until it closed in September 2011. Domino's Pizza's headquarters is near Ann Arbor on Domino's Farms, a 271-acre (110 ha) Frank Lloyd Wright-inspired complex just northeast of the city. Another Ann Arbor-based company is Zingerman's Delicatessen, which serves sandwiches and has developed businesses under a variety of brand names. Zingerman's has grown into a family of companies which offers a variety of products (bake shop, mail order, creamery, coffee) and services (business education). Flint Ink Corp., another Ann Arbor-based company, was the world's largest privately held ink manufacturer until it was acquired by Stuttgart-based XSYS Print Solutions in October 2005. Avfuel, a global supplier of aviation fuels and services, is also headquartered in Ann Arbor. Aastrom Biosciences, a publicly traded company that develops stem cell treatments for cardiovascular diseases, is headquartered in Ann Arbor.", "targets": "Who opened the Borders Books store in Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d2f7c4a5104e63bf439d1a00e5557b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Borders Books, started in Ann Arbor, was opened by brothers Tom and Louis Borders in 1971 with a stock of used books. The Borders chain was based in the city, as was its flagship store until it closed in September 2011. Domino's Pizza's headquarters is near Ann Arbor on Domino's Farms, a 271-acre (110 ha) Frank Lloyd Wright-inspired complex just northeast of the city. Another Ann Arbor-based company is Zingerman's Delicatessen, which serves sandwiches and has developed businesses under a variety of brand names. Zingerman's has grown into a family of companies which offers a variety of products (bake shop, mail order, creamery, coffee) and services (business education). Flint Ink Corp., another Ann Arbor-based company, was the world's largest privately held ink manufacturer until it was acquired by Stuttgart-based XSYS Print Solutions in October 2005. Avfuel, a global supplier of aviation fuels and services, is also headquartered in Ann Arbor. Aastrom Biosciences, a publicly traded company that develops stem cell treatments for cardiovascular diseases, is headquartered in Ann Arbor.", "targets": "Which pizza chain is headquartered at Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d2f7c4a5104e63bf439d1a00e5557b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Borders Books, started in Ann Arbor, was opened by brothers Tom and Louis Borders in 1971 with a stock of used books. The Borders chain was based in the city, as was its flagship store until it closed in September 2011. Domino's Pizza's headquarters is near Ann Arbor on Domino's Farms, a 271-acre (110 ha) Frank Lloyd Wright-inspired complex just northeast of the city. Another Ann Arbor-based company is Zingerman's Delicatessen, which serves sandwiches and has developed businesses under a variety of brand names. Zingerman's has grown into a family of companies which offers a variety of products (bake shop, mail order, creamery, coffee) and services (business education). Flint Ink Corp., another Ann Arbor-based company, was the world's largest privately held ink manufacturer until it was acquired by Stuttgart-based XSYS Print Solutions in October 2005. Avfuel, a global supplier of aviation fuels and services, is also headquartered in Ann Arbor. Aastrom Biosciences, a publicly traded company that develops stem cell treatments for cardiovascular diseases, is headquartered in Ann Arbor.", "targets": "Which company was the world's largest privately held ink manufacturer till 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d2f7c4a5104e63bf439d1a00e5557b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Borders Books, started in Ann Arbor, was opened by brothers Tom and Louis Borders in 1971 with a stock of used books. The Borders chain was based in the city, as was its flagship store until it closed in September 2011. Domino's Pizza's headquarters is near Ann Arbor on Domino's Farms, a 271-acre (110 ha) Frank Lloyd Wright-inspired complex just northeast of the city. Another Ann Arbor-based company is Zingerman's Delicatessen, which serves sandwiches and has developed businesses under a variety of brand names. Zingerman's has grown into a family of companies which offers a variety of products (bake shop, mail order, creamery, coffee) and services (business education). Flint Ink Corp., another Ann Arbor-based company, was the world's largest privately held ink manufacturer until it was acquired by Stuttgart-based XSYS Print Solutions in October 2005. Avfuel, a global supplier of aviation fuels and services, is also headquartered in Ann Arbor. Aastrom Biosciences, a publicly traded company that develops stem cell treatments for cardiovascular diseases, is headquartered in Ann Arbor.", "targets": "Avfuel, a global supplier of what services is headquartered in Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2077b04fc87a46e9bb97cae7c33a732f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, bills to abolish the death penalty in Kansas and in South Dakota (which had a de facto moratorium at the time) were rejected. Idaho ended its de facto moratorium, during which only one volunteer had been executed, on November 18, 2011 by executing Paul Ezra Rhoades; South Dakota executed Donald Moeller on October 30, 2012, ending a de facto moratorium during which only two volunteers had been executed. Of the 12 prisoners whom Nevada has executed since 1976, 11 waived their rights to appeal. Kentucky and Montana have executed two prisoners against their will (KY: 1997 and 1999, MT: 1995 and 1998) and one volunteer, respectively (KY: 2008, MT: 2006). Colorado (in 1997) and Wyoming (in 1992) have executed only one prisoner, respectively.", "targets": "Along with South Dakota, what state rejected a death penalty abolition bill in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2077b04fc87a46e9bb97cae7c33a732f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, bills to abolish the death penalty in Kansas and in South Dakota (which had a de facto moratorium at the time) were rejected. Idaho ended its de facto moratorium, during which only one volunteer had been executed, on November 18, 2011 by executing Paul Ezra Rhoades; South Dakota executed Donald Moeller on October 30, 2012, ending a de facto moratorium during which only two volunteers had been executed. Of the 12 prisoners whom Nevada has executed since 1976, 11 waived their rights to appeal. Kentucky and Montana have executed two prisoners against their will (KY: 1997 and 1999, MT: 1995 and 1998) and one volunteer, respectively (KY: 2008, MT: 2006). Colorado (in 1997) and Wyoming (in 1992) have executed only one prisoner, respectively.", "targets": "Who did Idaho execute in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2077b04fc87a46e9bb97cae7c33a732f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, bills to abolish the death penalty in Kansas and in South Dakota (which had a de facto moratorium at the time) were rejected. Idaho ended its de facto moratorium, during which only one volunteer had been executed, on November 18, 2011 by executing Paul Ezra Rhoades; South Dakota executed Donald Moeller on October 30, 2012, ending a de facto moratorium during which only two volunteers had been executed. Of the 12 prisoners whom Nevada has executed since 1976, 11 waived their rights to appeal. Kentucky and Montana have executed two prisoners against their will (KY: 1997 and 1999, MT: 1995 and 1998) and one volunteer, respectively (KY: 2008, MT: 2006). Colorado (in 1997) and Wyoming (in 1992) have executed only one prisoner, respectively.", "targets": "Who was executed on October 30, 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2077b04fc87a46e9bb97cae7c33a732f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, bills to abolish the death penalty in Kansas and in South Dakota (which had a de facto moratorium at the time) were rejected. Idaho ended its de facto moratorium, during which only one volunteer had been executed, on November 18, 2011 by executing Paul Ezra Rhoades; South Dakota executed Donald Moeller on October 30, 2012, ending a de facto moratorium during which only two volunteers had been executed. Of the 12 prisoners whom Nevada has executed since 1976, 11 waived their rights to appeal. Kentucky and Montana have executed two prisoners against their will (KY: 1997 and 1999, MT: 1995 and 1998) and one volunteer, respectively (KY: 2008, MT: 2006). Colorado (in 1997) and Wyoming (in 1992) have executed only one prisoner, respectively.", "targets": "Since 1976, how many prisoners has Nevada executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2077b04fc87a46e9bb97cae7c33a732f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, bills to abolish the death penalty in Kansas and in South Dakota (which had a de facto moratorium at the time) were rejected. Idaho ended its de facto moratorium, during which only one volunteer had been executed, on November 18, 2011 by executing Paul Ezra Rhoades; South Dakota executed Donald Moeller on October 30, 2012, ending a de facto moratorium during which only two volunteers had been executed. Of the 12 prisoners whom Nevada has executed since 1976, 11 waived their rights to appeal. Kentucky and Montana have executed two prisoners against their will (KY: 1997 and 1999, MT: 1995 and 1998) and one volunteer, respectively (KY: 2008, MT: 2006). Colorado (in 1997) and Wyoming (in 1992) have executed only one prisoner, respectively.", "targets": "Since 1976, in what year was a prisoner executed in Wyoming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80b6994cc64744e6bf0c9b80328bcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has numerous neighborhoods consisting of vacant properties resulting in low inhabited density in those areas, stretching city services and infrastructure. These neighborhoods are concentrated in the northeast and on the city's fringes. A 2009 parcel survey found about a quarter of residential lots in the city to be undeveloped or vacant, and about 10% of the city's housing to be unoccupied. The survey also reported that most (86%) of the city's homes are in good condition with a minority (9%) in fair condition needing only minor repairs.", "targets": "How many of Detroit's residential lots are are underdeveloped?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80b6994cc64744e6bf0c9b80328bcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has numerous neighborhoods consisting of vacant properties resulting in low inhabited density in those areas, stretching city services and infrastructure. These neighborhoods are concentrated in the northeast and on the city's fringes. A 2009 parcel survey found about a quarter of residential lots in the city to be undeveloped or vacant, and about 10% of the city's housing to be unoccupied. The survey also reported that most (86%) of the city's homes are in good condition with a minority (9%) in fair condition needing only minor repairs.", "targets": "How many of Detroit's housing is unoccupied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80b6994cc64744e6bf0c9b80328bcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has numerous neighborhoods consisting of vacant properties resulting in low inhabited density in those areas, stretching city services and infrastructure. These neighborhoods are concentrated in the northeast and on the city's fringes. A 2009 parcel survey found about a quarter of residential lots in the city to be undeveloped or vacant, and about 10% of the city's housing to be unoccupied. The survey also reported that most (86%) of the city's homes are in good condition with a minority (9%) in fair condition needing only minor repairs.", "targets": "How many home in Detroit need minor repairs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80b6994cc64744e6bf0c9b80328bcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has numerous neighborhoods consisting of vacant properties resulting in low inhabited density in those areas, stretching city services and infrastructure. These neighborhoods are concentrated in the northeast and on the city's fringes. A 2009 parcel survey found about a quarter of residential lots in the city to be undeveloped or vacant, and about 10% of the city's housing to be unoccupied. The survey also reported that most (86%) of the city's homes are in good condition with a minority (9%) in fair condition needing only minor repairs.", "targets": "How many of Detroit's home are in good condition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80b6994cc64744e6bf0c9b80328bcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city has numerous neighborhoods consisting of vacant properties resulting in low inhabited density in those areas, stretching city services and infrastructure. These neighborhoods are concentrated in the northeast and on the city's fringes. A 2009 parcel survey found about a quarter of residential lots in the city to be undeveloped or vacant, and about 10% of the city's housing to be unoccupied. The survey also reported that most (86%) of the city's homes are in good condition with a minority (9%) in fair condition needing only minor repairs.", "targets": "Where are most of the low density area of Detroit located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e7ba7e4724618adb151214b0430d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harry Caray's stamp on the team is perhaps even deeper than that of Brickhouse, although his 17-year tenure, from 1982 to 1997, was half as long. First, Caray had already become a well-known Chicago figure by broadcasting White Sox games for a decade, after having been a St Louis Cardinals icon for 25 years. Caray also had the benefit of being in the booth during the NL East title run in 1984, which was widely seen due to WGN's status as a cable-TV superstation. His trademark call of \"Holy Cow!\" and his enthusiastic singing of \"Take me out to the ballgame\" during the 7th inning stretch (as he had done with the White Sox) made Caray a fan favorite both locally and nationally.", "targets": "How long was Harry Caray's tenure  with the Cubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e7ba7e4724618adb151214b0430d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harry Caray's stamp on the team is perhaps even deeper than that of Brickhouse, although his 17-year tenure, from 1982 to 1997, was half as long. First, Caray had already become a well-known Chicago figure by broadcasting White Sox games for a decade, after having been a St Louis Cardinals icon for 25 years. Caray also had the benefit of being in the booth during the NL East title run in 1984, which was widely seen due to WGN's status as a cable-TV superstation. His trademark call of \"Holy Cow!\" and his enthusiastic singing of \"Take me out to the ballgame\" during the 7th inning stretch (as he had done with the White Sox) made Caray a fan favorite both locally and nationally.", "targets": "How did Caray become a well-known Chicago figure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-604e7ba7e4724618adb151214b0430d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harry Caray's stamp on the team is perhaps even deeper than that of Brickhouse, although his 17-year tenure, from 1982 to 1997, was half as long. First, Caray had already become a well-known Chicago figure by broadcasting White Sox games for a decade, after having been a St Louis Cardinals icon for 25 years. Caray also had the benefit of being in the booth during the NL East title run in 1984, which was widely seen due to WGN's status as a cable-TV superstation. His trademark call of \"Holy Cow!\" and his enthusiastic singing of \"Take me out to the ballgame\" during the 7th inning stretch (as he had done with the White Sox) made Caray a fan favorite both locally and nationally.", "targets": "How long had Caray been a St Louis Cardinals icon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b87e9f3e094b67afea44d88b16f4c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The linguistic heritage of the British Isles is rich, with twelve languages from six groups across four branches of the Indo-European family. The Insular Celtic languages of the Goidelic sub-group (Irish, Manx and Scottish Gaelic) and the Brittonic sub-group (Cornish, Welsh and Breton, spoken in north-western France) are the only remaining Celtic languages\u2014the last of their continental relations becoming extinct before the 7th century. The Norman languages of Guern\u00e9siais, J\u00e8rriais and Sarkese spoken in the Channel Islands are similar to French. A cant, called Shelta, is spoken by Irish Travellers, often as a means to conceal meaning from those outside the group. However, English, sometimes in the form of Scots, is the dominant language, with few monoglots remaining in the other languages of the region. The Norn language of Orkney and Shetland became extinct around 1880.", "targets": "How many groups do these languages belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b87e9f3e094b67afea44d88b16f4c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The linguistic heritage of the British Isles is rich, with twelve languages from six groups across four branches of the Indo-European family. The Insular Celtic languages of the Goidelic sub-group (Irish, Manx and Scottish Gaelic) and the Brittonic sub-group (Cornish, Welsh and Breton, spoken in north-western France) are the only remaining Celtic languages\u2014the last of their continental relations becoming extinct before the 7th century. The Norman languages of Guern\u00e9siais, J\u00e8rriais and Sarkese spoken in the Channel Islands are similar to French. A cant, called Shelta, is spoken by Irish Travellers, often as a means to conceal meaning from those outside the group. However, English, sometimes in the form of Scots, is the dominant language, with few monoglots remaining in the other languages of the region. The Norn language of Orkney and Shetland became extinct around 1880.", "targets": "What are the three Insular Celtic languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b87e9f3e094b67afea44d88b16f4c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The linguistic heritage of the British Isles is rich, with twelve languages from six groups across four branches of the Indo-European family. The Insular Celtic languages of the Goidelic sub-group (Irish, Manx and Scottish Gaelic) and the Brittonic sub-group (Cornish, Welsh and Breton, spoken in north-western France) are the only remaining Celtic languages\u2014the last of their continental relations becoming extinct before the 7th century. The Norman languages of Guern\u00e9siais, J\u00e8rriais and Sarkese spoken in the Channel Islands are similar to French. A cant, called Shelta, is spoken by Irish Travellers, often as a means to conceal meaning from those outside the group. However, English, sometimes in the form of Scots, is the dominant language, with few monoglots remaining in the other languages of the region. The Norn language of Orkney and Shetland became extinct around 1880.", "targets": "What are the remaining Cetic languages that are still used today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0b87e9f3e094b67afea44d88b16f4c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The linguistic heritage of the British Isles is rich, with twelve languages from six groups across four branches of the Indo-European family. The Insular Celtic languages of the Goidelic sub-group (Irish, Manx and Scottish Gaelic) and the Brittonic sub-group (Cornish, Welsh and Breton, spoken in north-western France) are the only remaining Celtic languages\u2014the last of their continental relations becoming extinct before the 7th century. The Norman languages of Guern\u00e9siais, J\u00e8rriais and Sarkese spoken in the Channel Islands are similar to French. A cant, called Shelta, is spoken by Irish Travellers, often as a means to conceal meaning from those outside the group. However, English, sometimes in the form of Scots, is the dominant language, with few monoglots remaining in the other languages of the region. The Norn language of Orkney and Shetland became extinct around 1880.", "targets": "Which cant is often used by Irish Travellers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4439bd2d28a44cae8b2b9ad3bb6f760c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969, Schwarzenegger met Barbara Outland (later Barbara Outland Baker), an English teacher he lived with until 1974. Schwarzenegger talked about Barbara in his memoir in 1977: \"Basically it came down to this: she was a well-balanced woman who wanted an ordinary, solid life, and I was not a well-balanced man, and hated the very idea of ordinary life.\" Baker has described Schwarzenegger as \"[a] joyful personality, totally charismatic, adventurous, and athletic\" but claims towards the end of the relationship he became \"insufferable \u2013 classically conceited \u2013 the world revolved around him\". Baker published her memoir in 2006, entitled Arnold and Me: In the Shadow of the Austrian Oak. Although Baker, at times, painted an unflattering portrait of her former lover, Schwarzenegger actually contributed to the tell-all book with a foreword, and also met with Baker for three hours. Baker claims, for example, that she only learned of his being unfaithful after they split, and talks of a turbulent and passionate love life. Schwarzenegger has made it clear that their respective recollection of events can differ. The couple first met six to eight months after his arrival in the U.S \u2013 their first date was watching the first Apollo Moon landing on television. They shared an apartment in Santa Monica for three and a half years, and having little money, would visit the beach all day, or have barbecues in the back yard. Although Baker claims that when she first met him, he had \"little understanding of polite society\" and she found him a turn-off, she says, \"He's as much a self-made man as it's possible to be \u2013 he never got encouragement from his parents, his family, his brother. He just had this huge determination to prove himself, and that was very attractive \u2026 I'll go to my grave knowing Arnold loved me.\"", "targets": "In what year did Schwarzenegger's former girlfriend Barbara Outland Baker publish her memoir?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4439bd2d28a44cae8b2b9ad3bb6f760c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969, Schwarzenegger met Barbara Outland (later Barbara Outland Baker), an English teacher he lived with until 1974. Schwarzenegger talked about Barbara in his memoir in 1977: \"Basically it came down to this: she was a well-balanced woman who wanted an ordinary, solid life, and I was not a well-balanced man, and hated the very idea of ordinary life.\" Baker has described Schwarzenegger as \"[a] joyful personality, totally charismatic, adventurous, and athletic\" but claims towards the end of the relationship he became \"insufferable \u2013 classically conceited \u2013 the world revolved around him\". Baker published her memoir in 2006, entitled Arnold and Me: In the Shadow of the Austrian Oak. Although Baker, at times, painted an unflattering portrait of her former lover, Schwarzenegger actually contributed to the tell-all book with a foreword, and also met with Baker for three hours. Baker claims, for example, that she only learned of his being unfaithful after they split, and talks of a turbulent and passionate love life. Schwarzenegger has made it clear that their respective recollection of events can differ. The couple first met six to eight months after his arrival in the U.S \u2013 their first date was watching the first Apollo Moon landing on television. They shared an apartment in Santa Monica for three and a half years, and having little money, would visit the beach all day, or have barbecues in the back yard. Although Baker claims that when she first met him, he had \"little understanding of polite society\" and she found him a turn-off, she says, \"He's as much a self-made man as it's possible to be \u2013 he never got encouragement from his parents, his family, his brother. He just had this huge determination to prove himself, and that was very attractive \u2026 I'll go to my grave knowing Arnold loved me.\"", "targets": "What did Baker say Schwarzenegger didn't understand when she first met him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4439bd2d28a44cae8b2b9ad3bb6f760c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969, Schwarzenegger met Barbara Outland (later Barbara Outland Baker), an English teacher he lived with until 1974. Schwarzenegger talked about Barbara in his memoir in 1977: \"Basically it came down to this: she was a well-balanced woman who wanted an ordinary, solid life, and I was not a well-balanced man, and hated the very idea of ordinary life.\" Baker has described Schwarzenegger as \"[a] joyful personality, totally charismatic, adventurous, and athletic\" but claims towards the end of the relationship he became \"insufferable \u2013 classically conceited \u2013 the world revolved around him\". Baker published her memoir in 2006, entitled Arnold and Me: In the Shadow of the Austrian Oak. Although Baker, at times, painted an unflattering portrait of her former lover, Schwarzenegger actually contributed to the tell-all book with a foreword, and also met with Baker for three hours. Baker claims, for example, that she only learned of his being unfaithful after they split, and talks of a turbulent and passionate love life. Schwarzenegger has made it clear that their respective recollection of events can differ. The couple first met six to eight months after his arrival in the U.S \u2013 their first date was watching the first Apollo Moon landing on television. They shared an apartment in Santa Monica for three and a half years, and having little money, would visit the beach all day, or have barbecues in the back yard. Although Baker claims that when she first met him, he had \"little understanding of polite society\" and she found him a turn-off, she says, \"He's as much a self-made man as it's possible to be \u2013 he never got encouragement from his parents, his family, his brother. He just had this huge determination to prove himself, and that was very attractive \u2026 I'll go to my grave knowing Arnold loved me.\"", "targets": "What historical event did Baker and Schwarzenegger watch on TV together on their first date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be935572ea244e99a97dd6decbd0b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A HDI below 0.5 is considered to represent \"low development\". All 22 countries in that category are located in Africa. The highest-scoring Sub-Saharan countries, Gabon and South Africa, are ranked 119th and 121st, respectively. Nine countries departed from this category this year and joined the \"medium development\" group.", "targets": "Under what number does a country need to fall in order to be considered a \"low development\" country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be935572ea244e99a97dd6decbd0b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A HDI below 0.5 is considered to represent \"low development\". All 22 countries in that category are located in Africa. The highest-scoring Sub-Saharan countries, Gabon and South Africa, are ranked 119th and 121st, respectively. Nine countries departed from this category this year and joined the \"medium development\" group.", "targets": "On which continent are all 22 of the low development countries located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be935572ea244e99a97dd6decbd0b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A HDI below 0.5 is considered to represent \"low development\". All 22 countries in that category are located in Africa. The highest-scoring Sub-Saharan countries, Gabon and South Africa, are ranked 119th and 121st, respectively. Nine countries departed from this category this year and joined the \"medium development\" group.", "targets": "What is Gabon's ranking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be935572ea244e99a97dd6decbd0b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A HDI below 0.5 is considered to represent \"low development\". All 22 countries in that category are located in Africa. The highest-scoring Sub-Saharan countries, Gabon and South Africa, are ranked 119th and 121st, respectively. Nine countries departed from this category this year and joined the \"medium development\" group.", "targets": "What is South Africa's ranking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6be935572ea244e99a97dd6decbd0b6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A HDI below 0.5 is considered to represent \"low development\". All 22 countries in that category are located in Africa. The highest-scoring Sub-Saharan countries, Gabon and South Africa, are ranked 119th and 121st, respectively. Nine countries departed from this category this year and joined the \"medium development\" group.", "targets": "What are the two highest ranking Sub-Saharan countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96a55f73b3f749d3a8492350b0dbafbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contracted batch of 15 Saturn Vs were enough for lunar landing missions through Apollo 20. NASA publicized a preliminary list of eight more planned landing sites, with plans to increase the mass of the CSM and LM for the last five missions, along with the payload capacity of the Saturn V. These final missions would combine the I and J types in the 1967 list, allowing the CMP to operate a package of lunar orbital sensors and cameras while his companions were on the surface, and allowing them to stay on the Moon for over three days. These missions would also carry the Lunar Roving Vehicle (LRV) increasing the exploration area and allowing televised liftoff of the LM. Also, the Block II spacesuit was revised for the extended missions to allow greater flexibility and visibility for driving the LRV.", "targets": "What would the latter Apollo missions carry to the moon to increase exploration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96a55f73b3f749d3a8492350b0dbafbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contracted batch of 15 Saturn Vs were enough for lunar landing missions through Apollo 20. NASA publicized a preliminary list of eight more planned landing sites, with plans to increase the mass of the CSM and LM for the last five missions, along with the payload capacity of the Saturn V. These final missions would combine the I and J types in the 1967 list, allowing the CMP to operate a package of lunar orbital sensors and cameras while his companions were on the surface, and allowing them to stay on the Moon for over three days. These missions would also carry the Lunar Roving Vehicle (LRV) increasing the exploration area and allowing televised liftoff of the LM. Also, the Block II spacesuit was revised for the extended missions to allow greater flexibility and visibility for driving the LRV.", "targets": "What was redesigned to allow better maneuverability in the LRV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96a55f73b3f749d3a8492350b0dbafbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contracted batch of 15 Saturn Vs were enough for lunar landing missions through Apollo 20. NASA publicized a preliminary list of eight more planned landing sites, with plans to increase the mass of the CSM and LM for the last five missions, along with the payload capacity of the Saturn V. These final missions would combine the I and J types in the 1967 list, allowing the CMP to operate a package of lunar orbital sensors and cameras while his companions were on the surface, and allowing them to stay on the Moon for over three days. These missions would also carry the Lunar Roving Vehicle (LRV) increasing the exploration area and allowing televised liftoff of the LM. Also, the Block II spacesuit was revised for the extended missions to allow greater flexibility and visibility for driving the LRV.", "targets": "How many more landing sites for the Apollo missions did NASA have planned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96a55f73b3f749d3a8492350b0dbafbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contracted batch of 15 Saturn Vs were enough for lunar landing missions through Apollo 20. NASA publicized a preliminary list of eight more planned landing sites, with plans to increase the mass of the CSM and LM for the last five missions, along with the payload capacity of the Saturn V. These final missions would combine the I and J types in the 1967 list, allowing the CMP to operate a package of lunar orbital sensors and cameras while his companions were on the surface, and allowing them to stay on the Moon for over three days. These missions would also carry the Lunar Roving Vehicle (LRV) increasing the exploration area and allowing televised liftoff of the LM. Also, the Block II spacesuit was revised for the extended missions to allow greater flexibility and visibility for driving the LRV.", "targets": "How long would the astronauts be project to be able to stay on the moon for in the latter missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96a55f73b3f749d3a8492350b0dbafbd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The contracted batch of 15 Saturn Vs were enough for lunar landing missions through Apollo 20. NASA publicized a preliminary list of eight more planned landing sites, with plans to increase the mass of the CSM and LM for the last five missions, along with the payload capacity of the Saturn V. These final missions would combine the I and J types in the 1967 list, allowing the CMP to operate a package of lunar orbital sensors and cameras while his companions were on the surface, and allowing them to stay on the Moon for over three days. These missions would also carry the Lunar Roving Vehicle (LRV) increasing the exploration area and allowing televised liftoff of the LM. Also, the Block II spacesuit was revised for the extended missions to allow greater flexibility and visibility for driving the LRV.", "targets": "What would have to be increased regarding the LM and CSM for the last five missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a93d320b772340d79f38bf834f7d0fbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars believe that Modern Orthodoxy arose from the religious and social realities of Western European Jewry. While most Jews consider Modern Orthodoxy traditional today, some (the hareidi and hasidic groups) within the Orthodox community consider some elements to be of questionable validity. The neo-Orthodox movement holds that Hirsch's views are not accurately followed by Modern Orthodoxy. [See Torah im Derech Eretz and Torah Umadda \"Relationship with Torah im Derech Eretz\" for a more extensive listing.]", "targets": "Who did the modern orthodoxy arise from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a93d320b772340d79f38bf834f7d0fbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars believe that Modern Orthodoxy arose from the religious and social realities of Western European Jewry. While most Jews consider Modern Orthodoxy traditional today, some (the hareidi and hasidic groups) within the Orthodox community consider some elements to be of questionable validity. The neo-Orthodox movement holds that Hirsch's views are not accurately followed by Modern Orthodoxy. [See Torah im Derech Eretz and Torah Umadda \"Relationship with Torah im Derech Eretz\" for a more extensive listing.]", "targets": "What do most Jews consider modern orthodoxy today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a93d320b772340d79f38bf834f7d0fbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars believe that Modern Orthodoxy arose from the religious and social realities of Western European Jewry. While most Jews consider Modern Orthodoxy traditional today, some (the hareidi and hasidic groups) within the Orthodox community consider some elements to be of questionable validity. The neo-Orthodox movement holds that Hirsch's views are not accurately followed by Modern Orthodoxy. [See Torah im Derech Eretz and Torah Umadda \"Relationship with Torah im Derech Eretz\" for a more extensive listing.]", "targets": "the neo-orthodox movement holds that who's views are not accurately followed by the mordern orthodoxy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0b11066481493d9ad4b864c784903d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of Genghis Khan's life are marked by claims of a series of betrayals and conspiracies. These include rifts with his early allies such as Jamukha (who also wanted to be a ruler of Mongol tribes) and Wang Khan (his and his father's ally), his son Jochi, and problems with the most important shaman, who was allegedly trying to drive a wedge between him and his loyal brother Khasar. His military strategies showed a deep interest in gathering good intelligence and understanding the motivations of his rivals, exemplified by his extensive spy network and Yam route systems. He seemed to be a quick student, adopting new technologies and ideas that he encountered, such as siege warfare from the Chinese. He was also ruthless, demonstrated by his tactic of measuring against the linchpin, used against the tribes led by Jamukha.", "targets": "From whom did Genghis Khan learn seige warfare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0b11066481493d9ad4b864c784903d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of Genghis Khan's life are marked by claims of a series of betrayals and conspiracies. These include rifts with his early allies such as Jamukha (who also wanted to be a ruler of Mongol tribes) and Wang Khan (his and his father's ally), his son Jochi, and problems with the most important shaman, who was allegedly trying to drive a wedge between him and his loyal brother Khasar. His military strategies showed a deep interest in gathering good intelligence and understanding the motivations of his rivals, exemplified by his extensive spy network and Yam route systems. He seemed to be a quick student, adopting new technologies and ideas that he encountered, such as siege warfare from the Chinese. He was also ruthless, demonstrated by his tactic of measuring against the linchpin, used against the tribes led by Jamukha.", "targets": "Which rival's tribes did Genghis Khan famously measure against the linchpin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0b11066481493d9ad4b864c784903d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of Genghis Khan's life are marked by claims of a series of betrayals and conspiracies. These include rifts with his early allies such as Jamukha (who also wanted to be a ruler of Mongol tribes) and Wang Khan (his and his father's ally), his son Jochi, and problems with the most important shaman, who was allegedly trying to drive a wedge between him and his loyal brother Khasar. His military strategies showed a deep interest in gathering good intelligence and understanding the motivations of his rivals, exemplified by his extensive spy network and Yam route systems. He seemed to be a quick student, adopting new technologies and ideas that he encountered, such as siege warfare from the Chinese. He was also ruthless, demonstrated by his tactic of measuring against the linchpin, used against the tribes led by Jamukha.", "targets": "An important shaman was alleged to be trying to distance Genghis Khan from which of his brothers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0b11066481493d9ad4b864c784903d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of Genghis Khan's life are marked by claims of a series of betrayals and conspiracies. These include rifts with his early allies such as Jamukha (who also wanted to be a ruler of Mongol tribes) and Wang Khan (his and his father's ally), his son Jochi, and problems with the most important shaman, who was allegedly trying to drive a wedge between him and his loyal brother Khasar. His military strategies showed a deep interest in gathering good intelligence and understanding the motivations of his rivals, exemplified by his extensive spy network and Yam route systems. He seemed to be a quick student, adopting new technologies and ideas that he encountered, such as siege warfare from the Chinese. He was also ruthless, demonstrated by his tactic of measuring against the linchpin, used against the tribes led by Jamukha.", "targets": "What aspect of the economy did Genghis Khan exploit for intelligence gathering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e0b11066481493d9ad4b864c784903d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Accounts of Genghis Khan's life are marked by claims of a series of betrayals and conspiracies. These include rifts with his early allies such as Jamukha (who also wanted to be a ruler of Mongol tribes) and Wang Khan (his and his father's ally), his son Jochi, and problems with the most important shaman, who was allegedly trying to drive a wedge between him and his loyal brother Khasar. His military strategies showed a deep interest in gathering good intelligence and understanding the motivations of his rivals, exemplified by his extensive spy network and Yam route systems. He seemed to be a quick student, adopting new technologies and ideas that he encountered, such as siege warfare from the Chinese. He was also ruthless, demonstrated by his tactic of measuring against the linchpin, used against the tribes led by Jamukha.", "targets": "Who was the ally of his father that Genghis Khan fell out as time passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b789a88ba4a988c6c0b08ad130111", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geography effects solar energy potential because areas that are closer to the equator have a greater amount of solar radiation. However, the use of photovoltaics that can follow the position of the sun can significantly increase the solar energy potential in areas that are farther from the equator. Time variation effects the potential of solar energy because during the nighttime there is little solar radiation on the surface of the Earth for solar panels to absorb. This limits the amount of energy that solar panels can absorb in one day. Cloud cover can effect the potential of solar panels because clouds block incoming light from the sun and reduce the light available for solar cells.", "targets": "Why does geography have an effect of the amount of solar energy available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b789a88ba4a988c6c0b08ad130111", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geography effects solar energy potential because areas that are closer to the equator have a greater amount of solar radiation. However, the use of photovoltaics that can follow the position of the sun can significantly increase the solar energy potential in areas that are farther from the equator. Time variation effects the potential of solar energy because during the nighttime there is little solar radiation on the surface of the Earth for solar panels to absorb. This limits the amount of energy that solar panels can absorb in one day. Cloud cover can effect the potential of solar panels because clouds block incoming light from the sun and reduce the light available for solar cells.", "targets": "What is the process called that can increase solar energy in areas further away from the earth's equator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b789a88ba4a988c6c0b08ad130111", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geography effects solar energy potential because areas that are closer to the equator have a greater amount of solar radiation. However, the use of photovoltaics that can follow the position of the sun can significantly increase the solar energy potential in areas that are farther from the equator. Time variation effects the potential of solar energy because during the nighttime there is little solar radiation on the surface of the Earth for solar panels to absorb. This limits the amount of energy that solar panels can absorb in one day. Cloud cover can effect the potential of solar panels because clouds block incoming light from the sun and reduce the light available for solar cells.", "targets": "Why does time have an effect of the amount of available solar energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d4b789a88ba4a988c6c0b08ad130111", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geography effects solar energy potential because areas that are closer to the equator have a greater amount of solar radiation. However, the use of photovoltaics that can follow the position of the sun can significantly increase the solar energy potential in areas that are farther from the equator. Time variation effects the potential of solar energy because during the nighttime there is little solar radiation on the surface of the Earth for solar panels to absorb. This limits the amount of energy that solar panels can absorb in one day. Cloud cover can effect the potential of solar panels because clouds block incoming light from the sun and reduce the light available for solar cells.", "targets": "What effect does cloud coverage have on the amount of solar energy available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a0422177b1c45788b4ee4ef9934b94c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The joint mission began when Soyuz 19 was first launched on July 15, 1975 at 12:20 UTC, and the Apollo craft was launched with the docking module six and a half hours later. The two craft rendezvoused and docked on July 17 at 16:19 UTC. The three astronauts conducted joint experiments with the two cosmonauts, and the crew shook hands, exchanged gifts, and visited each other's craft.", "targets": "Soyuz 19 took off from Earth on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2aed3bf1c4d4bb495c3f992662c5bc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "114th Street marks the southern boundary of Columbia University\u2019s Morningside Heights Campus and is the location of Butler Library, which is the University\u2019s largest.", "targets": "Which library is Columbia University's largest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2aed3bf1c4d4bb495c3f992662c5bc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "114th Street marks the southern boundary of Columbia University\u2019s Morningside Heights Campus and is the location of Butler Library, which is the University\u2019s largest.", "targets": "114th Street marks the southern boundary of which university's Morningside Heights Campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2aed3bf1c4d4bb495c3f992662c5bc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "114th Street marks the southern boundary of Columbia University\u2019s Morningside Heights Campus and is the location of Butler Library, which is the University\u2019s largest.", "targets": "114th Street runs along which boundary of Columbia University's Morningside Heights Campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91acfa1fd9fa40f190116d2e33419098", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Estonians, unwilling to side directly with the Nazis, joined the Finnish Army (which was allied with the Nazis) to fight against the Soviet Union. The Finnish Infantry Regiment 200 (Estonian: soomepoisid) was formed out of Estonian volunteers in Finland. Although many Estonians were recruited into the German armed forces (including Estonian Waffen-SS), the majority of them did so only in 1944 when the threat of a new invasion of Estonia by the Red Army had become imminent. In January 1944 Estonia was again facing the prospect of invasion from the Red Army and the last legitimate prime minister of the Republic of Estonia (according to the Constitution of the Republic of Estonia) delivered a radio address asking all able-bodied men born from 1904 through 1923 to report for military service. The call resulted in around 38,000 new enlistments and several thousand Estonians who had joined the Finnish Army came back to join the newly formed Territorial Defense Force, assigned to defend Estonia against the Soviet advance. It was hoped[by whom?] that by engaging in such a war Estonia would be able to attract Western support for Estonian independence.", "targets": "Who did some Estonians join as an alternative to the Germans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91acfa1fd9fa40f190116d2e33419098", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Estonians, unwilling to side directly with the Nazis, joined the Finnish Army (which was allied with the Nazis) to fight against the Soviet Union. The Finnish Infantry Regiment 200 (Estonian: soomepoisid) was formed out of Estonian volunteers in Finland. Although many Estonians were recruited into the German armed forces (including Estonian Waffen-SS), the majority of them did so only in 1944 when the threat of a new invasion of Estonia by the Red Army had become imminent. In January 1944 Estonia was again facing the prospect of invasion from the Red Army and the last legitimate prime minister of the Republic of Estonia (according to the Constitution of the Republic of Estonia) delivered a radio address asking all able-bodied men born from 1904 through 1923 to report for military service. The call resulted in around 38,000 new enlistments and several thousand Estonians who had joined the Finnish Army came back to join the newly formed Territorial Defense Force, assigned to defend Estonia against the Soviet advance. It was hoped[by whom?] that by engaging in such a war Estonia would be able to attract Western support for Estonian independence.", "targets": "Who was the Finnish Army allied with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91acfa1fd9fa40f190116d2e33419098", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Estonians, unwilling to side directly with the Nazis, joined the Finnish Army (which was allied with the Nazis) to fight against the Soviet Union. The Finnish Infantry Regiment 200 (Estonian: soomepoisid) was formed out of Estonian volunteers in Finland. Although many Estonians were recruited into the German armed forces (including Estonian Waffen-SS), the majority of them did so only in 1944 when the threat of a new invasion of Estonia by the Red Army had become imminent. In January 1944 Estonia was again facing the prospect of invasion from the Red Army and the last legitimate prime minister of the Republic of Estonia (according to the Constitution of the Republic of Estonia) delivered a radio address asking all able-bodied men born from 1904 through 1923 to report for military service. The call resulted in around 38,000 new enlistments and several thousand Estonians who had joined the Finnish Army came back to join the newly formed Territorial Defense Force, assigned to defend Estonia against the Soviet advance. It was hoped[by whom?] that by engaging in such a war Estonia would be able to attract Western support for Estonian independence.", "targets": "Who composed the The Finnish Infantry Regiment 200?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91acfa1fd9fa40f190116d2e33419098", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some Estonians, unwilling to side directly with the Nazis, joined the Finnish Army (which was allied with the Nazis) to fight against the Soviet Union. The Finnish Infantry Regiment 200 (Estonian: soomepoisid) was formed out of Estonian volunteers in Finland. Although many Estonians were recruited into the German armed forces (including Estonian Waffen-SS), the majority of them did so only in 1944 when the threat of a new invasion of Estonia by the Red Army had become imminent. In January 1944 Estonia was again facing the prospect of invasion from the Red Army and the last legitimate prime minister of the Republic of Estonia (according to the Constitution of the Republic of Estonia) delivered a radio address asking all able-bodied men born from 1904 through 1923 to report for military service. The call resulted in around 38,000 new enlistments and several thousand Estonians who had joined the Finnish Army came back to join the newly formed Territorial Defense Force, assigned to defend Estonia against the Soviet advance. It was hoped[by whom?] that by engaging in such a war Estonia would be able to attract Western support for Estonian independence.", "targets": "What year did most Estonians join the Germans after a new Soviet threat was emerging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99dcc3f96950493680aa454353c7e545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, at the end of the Asuka period (538\u2013710) and the early Nara period (710\u2013794), the men who fulfilled roles similar to those of modern pharmacists were highly respected. The place of pharmacists in society was expressly defined in the Taih\u014d Code (701) and re-stated in the Y\u014dr\u014d Code (718). Ranked positions in the pre-Heian Imperial court were established; and this organizational structure remained largely intact until the Meiji Restoration (1868). In this highly stable hierarchy, the pharmacists\u2014and even pharmacist assistants\u2014were assigned status superior to all others in health-related fields such as physicians and acupuncturists. In the Imperial household, the pharmacist was even ranked above the two personal physicians of the Emperor.", "targets": "How were the men who did tasks like those of today's pharmacists viewed in Japan in the Asuka and Nara periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99dcc3f96950493680aa454353c7e545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, at the end of the Asuka period (538\u2013710) and the early Nara period (710\u2013794), the men who fulfilled roles similar to those of modern pharmacists were highly respected. The place of pharmacists in society was expressly defined in the Taih\u014d Code (701) and re-stated in the Y\u014dr\u014d Code (718). Ranked positions in the pre-Heian Imperial court were established; and this organizational structure remained largely intact until the Meiji Restoration (1868). In this highly stable hierarchy, the pharmacists\u2014and even pharmacist assistants\u2014were assigned status superior to all others in health-related fields such as physicians and acupuncturists. In the Imperial household, the pharmacist was even ranked above the two personal physicians of the Emperor.", "targets": "In which two codes were the roles of pharmacists codified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99dcc3f96950493680aa454353c7e545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, at the end of the Asuka period (538\u2013710) and the early Nara period (710\u2013794), the men who fulfilled roles similar to those of modern pharmacists were highly respected. The place of pharmacists in society was expressly defined in the Taih\u014d Code (701) and re-stated in the Y\u014dr\u014d Code (718). Ranked positions in the pre-Heian Imperial court were established; and this organizational structure remained largely intact until the Meiji Restoration (1868). In this highly stable hierarchy, the pharmacists\u2014and even pharmacist assistants\u2014were assigned status superior to all others in health-related fields such as physicians and acupuncturists. In the Imperial household, the pharmacist was even ranked above the two personal physicians of the Emperor.", "targets": "What put a hierarchical structure in place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99dcc3f96950493680aa454353c7e545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, at the end of the Asuka period (538\u2013710) and the early Nara period (710\u2013794), the men who fulfilled roles similar to those of modern pharmacists were highly respected. The place of pharmacists in society was expressly defined in the Taih\u014d Code (701) and re-stated in the Y\u014dr\u014d Code (718). Ranked positions in the pre-Heian Imperial court were established; and this organizational structure remained largely intact until the Meiji Restoration (1868). In this highly stable hierarchy, the pharmacists\u2014and even pharmacist assistants\u2014were assigned status superior to all others in health-related fields such as physicians and acupuncturists. In the Imperial household, the pharmacist was even ranked above the two personal physicians of the Emperor.", "targets": "What stature did pharmacists have in the pre-Heian Imperial court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99dcc3f96950493680aa454353c7e545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, at the end of the Asuka period (538\u2013710) and the early Nara period (710\u2013794), the men who fulfilled roles similar to those of modern pharmacists were highly respected. The place of pharmacists in society was expressly defined in the Taih\u014d Code (701) and re-stated in the Y\u014dr\u014d Code (718). Ranked positions in the pre-Heian Imperial court were established; and this organizational structure remained largely intact until the Meiji Restoration (1868). In this highly stable hierarchy, the pharmacists\u2014and even pharmacist assistants\u2014were assigned status superior to all others in health-related fields such as physicians and acupuncturists. In the Imperial household, the pharmacist was even ranked above the two personal physicians of the Emperor.", "targets": "Where did the pharmacist stand in relation to the Emperor's personal physicians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91fabc7e78b1463e9bdc160af8cdd103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to 1990, English, German and Afrikaans were official languages. Long before Namibia's independence from South Africa, SWAPO was of the opinion that the country should become officially monolingual, choosing this approach in contrast to that of its neighbour South Africa (which granted all 11 of its major languages official status), which was seen by them as \"a deliberate policy of ethnolinguistic fragmentation.\" Consequently, SWAPO instituted English as the sole official language of Namibia though only about 3% of the population speaks it as a home language. Its implementation is focused on the civil service, education and the broadcasting system. Some other languages have received semi-official recognition by being allowed as medium of instruction in primary schools. It is expected of private schools to follow the same policy as state schools, and \"English language\" is a compulsory subject. As in other postcolonial African societies, the push for monolingual instruction and policy has resulted in a high rate of school drop-outs and of individuals whose academic competence in any language is low.", "targets": "German, English, and Afrikaans were the official languages until when in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91fabc7e78b1463e9bdc160af8cdd103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to 1990, English, German and Afrikaans were official languages. Long before Namibia's independence from South Africa, SWAPO was of the opinion that the country should become officially monolingual, choosing this approach in contrast to that of its neighbour South Africa (which granted all 11 of its major languages official status), which was seen by them as \"a deliberate policy of ethnolinguistic fragmentation.\" Consequently, SWAPO instituted English as the sole official language of Namibia though only about 3% of the population speaks it as a home language. Its implementation is focused on the civil service, education and the broadcasting system. Some other languages have received semi-official recognition by being allowed as medium of instruction in primary schools. It is expected of private schools to follow the same policy as state schools, and \"English language\" is a compulsory subject. As in other postcolonial African societies, the push for monolingual instruction and policy has resulted in a high rate of school drop-outs and of individuals whose academic competence in any language is low.", "targets": "What is the primary language of Namibia, as SWAPO instituted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91fabc7e78b1463e9bdc160af8cdd103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to 1990, English, German and Afrikaans were official languages. Long before Namibia's independence from South Africa, SWAPO was of the opinion that the country should become officially monolingual, choosing this approach in contrast to that of its neighbour South Africa (which granted all 11 of its major languages official status), which was seen by them as \"a deliberate policy of ethnolinguistic fragmentation.\" Consequently, SWAPO instituted English as the sole official language of Namibia though only about 3% of the population speaks it as a home language. Its implementation is focused on the civil service, education and the broadcasting system. Some other languages have received semi-official recognition by being allowed as medium of instruction in primary schools. It is expected of private schools to follow the same policy as state schools, and \"English language\" is a compulsory subject. As in other postcolonial African societies, the push for monolingual instruction and policy has resulted in a high rate of school drop-outs and of individuals whose academic competence in any language is low.", "targets": "SWAPO thought Namibia should have what type of official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91fabc7e78b1463e9bdc160af8cdd103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to 1990, English, German and Afrikaans were official languages. Long before Namibia's independence from South Africa, SWAPO was of the opinion that the country should become officially monolingual, choosing this approach in contrast to that of its neighbour South Africa (which granted all 11 of its major languages official status), which was seen by them as \"a deliberate policy of ethnolinguistic fragmentation.\" Consequently, SWAPO instituted English as the sole official language of Namibia though only about 3% of the population speaks it as a home language. Its implementation is focused on the civil service, education and the broadcasting system. Some other languages have received semi-official recognition by being allowed as medium of instruction in primary schools. It is expected of private schools to follow the same policy as state schools, and \"English language\" is a compulsory subject. As in other postcolonial African societies, the push for monolingual instruction and policy has resulted in a high rate of school drop-outs and of individuals whose academic competence in any language is low.", "targets": "How many Namibian's speak English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91fabc7e78b1463e9bdc160af8cdd103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to 1990, English, German and Afrikaans were official languages. Long before Namibia's independence from South Africa, SWAPO was of the opinion that the country should become officially monolingual, choosing this approach in contrast to that of its neighbour South Africa (which granted all 11 of its major languages official status), which was seen by them as \"a deliberate policy of ethnolinguistic fragmentation.\" Consequently, SWAPO instituted English as the sole official language of Namibia though only about 3% of the population speaks it as a home language. Its implementation is focused on the civil service, education and the broadcasting system. Some other languages have received semi-official recognition by being allowed as medium of instruction in primary schools. It is expected of private schools to follow the same policy as state schools, and \"English language\" is a compulsory subject. As in other postcolonial African societies, the push for monolingual instruction and policy has resulted in a high rate of school drop-outs and of individuals whose academic competence in any language is low.", "targets": "There was a high rate of what due to monolingual instruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69987946bdca422b8b1a951a8d81342c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later the Muslims invaded Spain (711), but the Arabs and Moors never managed to have any real control over Galicia, which was later incorporated into the expanding Christian Kingdom of Asturias, usually known as Gallaecia or Galicia (Yill\u012bqiya and Gal\u012bsiya) by Muslim Chroniclers, as well as by many European contemporaries. This era consolidated Galicia as a Christian society which spoke a Romance language. During the next century Galician noblemen took northern Portugal, conquering Coimbra in 871, thus freeing what were considered the southernmost city of ancient Galicia.", "targets": "Though the Muslims couldn't take full control of Galicia, when was it that they invaded Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69987946bdca422b8b1a951a8d81342c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later the Muslims invaded Spain (711), but the Arabs and Moors never managed to have any real control over Galicia, which was later incorporated into the expanding Christian Kingdom of Asturias, usually known as Gallaecia or Galicia (Yill\u012bqiya and Gal\u012bsiya) by Muslim Chroniclers, as well as by many European contemporaries. This era consolidated Galicia as a Christian society which spoke a Romance language. During the next century Galician noblemen took northern Portugal, conquering Coimbra in 871, thus freeing what were considered the southernmost city of ancient Galicia.", "targets": "Which kingdom did Galicia later become a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69987946bdca422b8b1a951a8d81342c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later the Muslims invaded Spain (711), but the Arabs and Moors never managed to have any real control over Galicia, which was later incorporated into the expanding Christian Kingdom of Asturias, usually known as Gallaecia or Galicia (Yill\u012bqiya and Gal\u012bsiya) by Muslim Chroniclers, as well as by many European contemporaries. This era consolidated Galicia as a Christian society which spoke a Romance language. During the next century Galician noblemen took northern Portugal, conquering Coimbra in 871, thus freeing what were considered the southernmost city of ancient Galicia.", "targets": "As a result, what became the religion of Galician society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69987946bdca422b8b1a951a8d81342c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later the Muslims invaded Spain (711), but the Arabs and Moors never managed to have any real control over Galicia, which was later incorporated into the expanding Christian Kingdom of Asturias, usually known as Gallaecia or Galicia (Yill\u012bqiya and Gal\u012bsiya) by Muslim Chroniclers, as well as by many European contemporaries. This era consolidated Galicia as a Christian society which spoke a Romance language. During the next century Galician noblemen took northern Portugal, conquering Coimbra in 871, thus freeing what were considered the southernmost city of ancient Galicia.", "targets": "Ancient Galicians took control of which city in northern Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3addd3a863894b15a4f4a4325e7c0cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ninety-five percent of bird species are socially monogamous. These species pair for at least the length of the breeding season or\u2014in some cases\u2014for several years or until the death of one mate. Monogamy allows for both paternal care and biparental care, which is especially important for species in which females require males' assistance for successful brood-rearing. Among many socially monogamous species, extra-pair copulation (infidelity) is common. Such behaviour typically occurs between dominant males and females paired with subordinate males, but may also be the result of forced copulation in ducks and other anatids. Female birds have sperm storage mechanisms that allow sperm from males to remain viable long after copulation, a hundred days in some species. Sperm from multiple males may compete through this mechanism. For females, possible benefits of extra-pair copulation include getting better genes for her offspring and insuring against the possibility of infertility in her mate. Males of species that engage in extra-pair copulations will closely guard their mates to ensure the parentage of the offspring that they raise.", "targets": "What percent of bird species are socially monogamous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3addd3a863894b15a4f4a4325e7c0cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ninety-five percent of bird species are socially monogamous. These species pair for at least the length of the breeding season or\u2014in some cases\u2014for several years or until the death of one mate. Monogamy allows for both paternal care and biparental care, which is especially important for species in which females require males' assistance for successful brood-rearing. Among many socially monogamous species, extra-pair copulation (infidelity) is common. Such behaviour typically occurs between dominant males and females paired with subordinate males, but may also be the result of forced copulation in ducks and other anatids. Female birds have sperm storage mechanisms that allow sperm from males to remain viable long after copulation, a hundred days in some species. Sperm from multiple males may compete through this mechanism. For females, possible benefits of extra-pair copulation include getting better genes for her offspring and insuring against the possibility of infertility in her mate. Males of species that engage in extra-pair copulations will closely guard their mates to ensure the parentage of the offspring that they raise.", "targets": "What do female birds have that allow sperm from males to remain viable long after copulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3addd3a863894b15a4f4a4325e7c0cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ninety-five percent of bird species are socially monogamous. These species pair for at least the length of the breeding season or\u2014in some cases\u2014for several years or until the death of one mate. Monogamy allows for both paternal care and biparental care, which is especially important for species in which females require males' assistance for successful brood-rearing. Among many socially monogamous species, extra-pair copulation (infidelity) is common. Such behaviour typically occurs between dominant males and females paired with subordinate males, but may also be the result of forced copulation in ducks and other anatids. Female birds have sperm storage mechanisms that allow sperm from males to remain viable long after copulation, a hundred days in some species. Sperm from multiple males may compete through this mechanism. For females, possible benefits of extra-pair copulation include getting better genes for her offspring and insuring against the possibility of infertility in her mate. Males of species that engage in extra-pair copulations will closely guard their mates to ensure the parentage of the offspring that they raise.", "targets": "What is extra-pair copulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3addd3a863894b15a4f4a4325e7c0cdc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ninety-five percent of bird species are socially monogamous. These species pair for at least the length of the breeding season or\u2014in some cases\u2014for several years or until the death of one mate. Monogamy allows for both paternal care and biparental care, which is especially important for species in which females require males' assistance for successful brood-rearing. Among many socially monogamous species, extra-pair copulation (infidelity) is common. Such behaviour typically occurs between dominant males and females paired with subordinate males, but may also be the result of forced copulation in ducks and other anatids. Female birds have sperm storage mechanisms that allow sperm from males to remain viable long after copulation, a hundred days in some species. Sperm from multiple males may compete through this mechanism. For females, possible benefits of extra-pair copulation include getting better genes for her offspring and insuring against the possibility of infertility in her mate. Males of species that engage in extra-pair copulations will closely guard their mates to ensure the parentage of the offspring that they raise.", "targets": "Why do males that engage in extra-pair copulation closely guard their mates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-addd2120f8294075baf67458ed928d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is named after Jonas Bronck who created the first settlement as part of the New Netherland colony in 1639. The native Lenape were displaced after 1643 by settlers. In the 19th and 20th centuries, the Bronx received many immigrant groups as it was transformed into an urban community, first from various European countries (particularly Ireland, Germany and Italy) and later from the Caribbean region (particularly Puerto Rico, Jamaica and the Dominican Republic), as well as African American migrants from the American South. This cultural mix has made the Bronx a wellspring of both Latin music and hip hop.", "targets": "Who is the Bronx named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-addd2120f8294075baf67458ed928d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is named after Jonas Bronck who created the first settlement as part of the New Netherland colony in 1639. The native Lenape were displaced after 1643 by settlers. In the 19th and 20th centuries, the Bronx received many immigrant groups as it was transformed into an urban community, first from various European countries (particularly Ireland, Germany and Italy) and later from the Caribbean region (particularly Puerto Rico, Jamaica and the Dominican Republic), as well as African American migrants from the American South. This cultural mix has made the Bronx a wellspring of both Latin music and hip hop.", "targets": "What did Bronck do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-addd2120f8294075baf67458ed928d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is named after Jonas Bronck who created the first settlement as part of the New Netherland colony in 1639. The native Lenape were displaced after 1643 by settlers. In the 19th and 20th centuries, the Bronx received many immigrant groups as it was transformed into an urban community, first from various European countries (particularly Ireland, Germany and Italy) and later from the Caribbean region (particularly Puerto Rico, Jamaica and the Dominican Republic), as well as African American migrants from the American South. This cultural mix has made the Bronx a wellspring of both Latin music and hip hop.", "targets": "When did Bronck settle in the New York area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-addd2120f8294075baf67458ed928d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is named after Jonas Bronck who created the first settlement as part of the New Netherland colony in 1639. The native Lenape were displaced after 1643 by settlers. In the 19th and 20th centuries, the Bronx received many immigrant groups as it was transformed into an urban community, first from various European countries (particularly Ireland, Germany and Italy) and later from the Caribbean region (particularly Puerto Rico, Jamaica and the Dominican Republic), as well as African American migrants from the American South. This cultural mix has made the Bronx a wellspring of both Latin music and hip hop.", "targets": "What native tribe lived in the New York area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-addd2120f8294075baf67458ed928d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx is named after Jonas Bronck who created the first settlement as part of the New Netherland colony in 1639. The native Lenape were displaced after 1643 by settlers. In the 19th and 20th centuries, the Bronx received many immigrant groups as it was transformed into an urban community, first from various European countries (particularly Ireland, Germany and Italy) and later from the Caribbean region (particularly Puerto Rico, Jamaica and the Dominican Republic), as well as African American migrants from the American South. This cultural mix has made the Bronx a wellspring of both Latin music and hip hop.", "targets": "What types of music the Bronx famous for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ffb07882ab40549698b1f2fe308836", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties.", "targets": "What role did Michael Oppenheimer have in the IPCC's reports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ffb07882ab40549698b1f2fe308836", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties.", "targets": "Who published the State of the Planet 2008-2009 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ffb07882ab40549698b1f2fe308836", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Michael Oppenheimer, a long-time participant in the IPCC and coordinating lead author of the Fifth Assessment Report conceded in Science Magazine's State of the Planet 2008-2009 some limitations of the IPCC consensus approach and asks for concurring, smaller assessments of special problems instead of the large scale approach as in the previous IPCC assessment reports. It has become more important to provide a broader exploration of uncertainties. Others see as well mixed blessings of the drive for consensus within the IPCC process and ask to include dissenting or minority positions or to improve statements about uncertainties.", "targets": "What approach did Oppenheimer advocate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-092102c350a640beb37778bf4bf6a79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A substantial number of artists and other figures have been influenced by, or complimented, West's work, including hip hop artists RZA of Wu-Tang Clan, Chuck D of Public Enemy, and DJ Premier of Gang Starr. Both Drake and Casey Veggies have acknowledged being influenced directly by West. Non-rap artists such as English singer-songwriters Adele and Lily Allen, New Zealand artist Lorde, rock band Arctic Monkeys, pop singer Halsey, Sergio Pizzorno of English rock band Kasabian and American indie rock group MGMT have cited West as an influence. Experimental and electronic artists such as James Blake Daniel Lopatin, and Tim Hecker have also cited West's work as an inspiration. Experimental rock pioneer and Velvet Underground founder Lou Reed, in a review of West's album Yeezus, wrote that \"the guy really, really, really is talented. He's really trying to raise the bar. No one's near doing what he\u2019s doing, it\u2019s not even on the same planet.\" Musicians such as Paul McCartney and Prince have also commended West's work. Famed Tesla Motors CEO and inventor Elon Musk complimented West in a piece for Time Magazine's 100 most influential people list, writing that:", "targets": "A number of artists have cited Kanye as being what to them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-092102c350a640beb37778bf4bf6a79b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A substantial number of artists and other figures have been influenced by, or complimented, West's work, including hip hop artists RZA of Wu-Tang Clan, Chuck D of Public Enemy, and DJ Premier of Gang Starr. Both Drake and Casey Veggies have acknowledged being influenced directly by West. Non-rap artists such as English singer-songwriters Adele and Lily Allen, New Zealand artist Lorde, rock band Arctic Monkeys, pop singer Halsey, Sergio Pizzorno of English rock band Kasabian and American indie rock group MGMT have cited West as an influence. Experimental and electronic artists such as James Blake Daniel Lopatin, and Tim Hecker have also cited West's work as an inspiration. Experimental rock pioneer and Velvet Underground founder Lou Reed, in a review of West's album Yeezus, wrote that \"the guy really, really, really is talented. He's really trying to raise the bar. No one's near doing what he\u2019s doing, it\u2019s not even on the same planet.\" Musicians such as Paul McCartney and Prince have also commended West's work. Famed Tesla Motors CEO and inventor Elon Musk complimented West in a piece for Time Magazine's 100 most influential people list, writing that:", "targets": "Who complimented West in Time Magazine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-783188c69e9541c7826b956e7632ddde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also of major note in Ciudad Vieja is the Plaza de la Constituci\u00f3n (or Plaza Matriz). During the first decades of Uruguayan independence this square was the main hub of city life. On the square are the Cabildo\u2014the seat of colonial government\u2014and the Montevideo Metropolitan Cathedral. The cathedral is the burial place of Fructuoso Rivera, Juan Antonio Lavalleja and Venancio Flores. Another notable square is Plaza Zabala with the equestrian statue of Bruno Mauricio de Zabala. On its south side, Palacio Taranco, once residence of the Ortiz Taranco brothers, is now the Museum of Decorative Arts. A few blocks northwest of Plaza Zabala is the Mercado del Puerto, another major tourist destination.", "targets": "What is also a major note in Ciudad Vieja?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-783188c69e9541c7826b956e7632ddde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also of major note in Ciudad Vieja is the Plaza de la Constituci\u00f3n (or Plaza Matriz). During the first decades of Uruguayan independence this square was the main hub of city life. On the square are the Cabildo\u2014the seat of colonial government\u2014and the Montevideo Metropolitan Cathedral. The cathedral is the burial place of Fructuoso Rivera, Juan Antonio Lavalleja and Venancio Flores. Another notable square is Plaza Zabala with the equestrian statue of Bruno Mauricio de Zabala. On its south side, Palacio Taranco, once residence of the Ortiz Taranco brothers, is now the Museum of Decorative Arts. A few blocks northwest of Plaza Zabala is the Mercado del Puerto, another major tourist destination.", "targets": "What is the Cabildo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-783188c69e9541c7826b956e7632ddde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also of major note in Ciudad Vieja is the Plaza de la Constituci\u00f3n (or Plaza Matriz). During the first decades of Uruguayan independence this square was the main hub of city life. On the square are the Cabildo\u2014the seat of colonial government\u2014and the Montevideo Metropolitan Cathedral. The cathedral is the burial place of Fructuoso Rivera, Juan Antonio Lavalleja and Venancio Flores. Another notable square is Plaza Zabala with the equestrian statue of Bruno Mauricio de Zabala. On its south side, Palacio Taranco, once residence of the Ortiz Taranco brothers, is now the Museum of Decorative Arts. A few blocks northwest of Plaza Zabala is the Mercado del Puerto, another major tourist destination.", "targets": "What is the burial place of Fructuoso Rivera?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-783188c69e9541c7826b956e7632ddde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also of major note in Ciudad Vieja is the Plaza de la Constituci\u00f3n (or Plaza Matriz). During the first decades of Uruguayan independence this square was the main hub of city life. On the square are the Cabildo\u2014the seat of colonial government\u2014and the Montevideo Metropolitan Cathedral. The cathedral is the burial place of Fructuoso Rivera, Juan Antonio Lavalleja and Venancio Flores. Another notable square is Plaza Zabala with the equestrian statue of Bruno Mauricio de Zabala. On its south side, Palacio Taranco, once residence of the Ortiz Taranco brothers, is now the Museum of Decorative Arts. A few blocks northwest of Plaza Zabala is the Mercado del Puerto, another major tourist destination.", "targets": "Where is the equestrian statue of Bruno Mauricio de Zabala located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9729cac0f84dbf856a417487be0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All iPods except for the iPod Touch can function in \"disk mode\" as mass storage devices to store data files but this may not be the default behavior, and in the case of the iPod Touch, requires special software.[citation needed] If an iPod is formatted on a Mac OS computer, it uses the HFS+ file system format, which allows it to serve as a boot disk for a Mac computer. If it is formatted on Windows, the FAT32 format is used. With the release of the Windows-compatible iPod, the default file system used on the iPod line switched from HFS+ to FAT32, although it can be reformatted to either file system (excluding the iPod Shuffle which is strictly FAT32). Generally, if a new iPod (excluding the iPod Shuffle) is initially plugged into a computer running Windows, it will be formatted with FAT32, and if initially plugged into a Mac running Mac OS it will be formatted with HFS+.", "targets": "To work as a boot disk for a Mac, what file system must an iPod be formatted with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9729cac0f84dbf856a417487be0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All iPods except for the iPod Touch can function in \"disk mode\" as mass storage devices to store data files but this may not be the default behavior, and in the case of the iPod Touch, requires special software.[citation needed] If an iPod is formatted on a Mac OS computer, it uses the HFS+ file system format, which allows it to serve as a boot disk for a Mac computer. If it is formatted on Windows, the FAT32 format is used. With the release of the Windows-compatible iPod, the default file system used on the iPod line switched from HFS+ to FAT32, although it can be reformatted to either file system (excluding the iPod Shuffle which is strictly FAT32). Generally, if a new iPod (excluding the iPod Shuffle) is initially plugged into a computer running Windows, it will be formatted with FAT32, and if initially plugged into a Mac running Mac OS it will be formatted with HFS+.", "targets": "If connected to a Windows PC when first set up, what file system will an iPod be formatted with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-680f6538e9ea49c499c67d1e0b62aa52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most migrations begin with the birds starting off in a broad front. Often, this front narrows into one or more preferred routes termed flyways. These routes typically follow mountain ranges or coastlines, sometimes rivers, and may take advantage of updrafts and other wind patterns or avoid geographical barriers such as large stretches of open water. The specific routes may be genetically programmed or learned to varying degrees. The routes taken on forward and return migration are often different. A common pattern in North America is clockwise migration, where birds flying North tend to be further West, and flying South tend to shift Eastwards.", "targets": "How do most migrations begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-680f6538e9ea49c499c67d1e0b62aa52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most migrations begin with the birds starting off in a broad front. Often, this front narrows into one or more preferred routes termed flyways. These routes typically follow mountain ranges or coastlines, sometimes rivers, and may take advantage of updrafts and other wind patterns or avoid geographical barriers such as large stretches of open water. The specific routes may be genetically programmed or learned to varying degrees. The routes taken on forward and return migration are often different. A common pattern in North America is clockwise migration, where birds flying North tend to be further West, and flying South tend to shift Eastwards.", "targets": "What to the migrating birds usually follow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-680f6538e9ea49c499c67d1e0b62aa52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most migrations begin with the birds starting off in a broad front. Often, this front narrows into one or more preferred routes termed flyways. These routes typically follow mountain ranges or coastlines, sometimes rivers, and may take advantage of updrafts and other wind patterns or avoid geographical barriers such as large stretches of open water. The specific routes may be genetically programmed or learned to varying degrees. The routes taken on forward and return migration are often different. A common pattern in North America is clockwise migration, where birds flying North tend to be further West, and flying South tend to shift Eastwards.", "targets": "What obsticals will migrating birds avoid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-680f6538e9ea49c499c67d1e0b62aa52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most migrations begin with the birds starting off in a broad front. Often, this front narrows into one or more preferred routes termed flyways. These routes typically follow mountain ranges or coastlines, sometimes rivers, and may take advantage of updrafts and other wind patterns or avoid geographical barriers such as large stretches of open water. The specific routes may be genetically programmed or learned to varying degrees. The routes taken on forward and return migration are often different. A common pattern in North America is clockwise migration, where birds flying North tend to be further West, and flying South tend to shift Eastwards.", "targets": "What is a common pattern in North America migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-680f6538e9ea49c499c67d1e0b62aa52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most migrations begin with the birds starting off in a broad front. Often, this front narrows into one or more preferred routes termed flyways. These routes typically follow mountain ranges or coastlines, sometimes rivers, and may take advantage of updrafts and other wind patterns or avoid geographical barriers such as large stretches of open water. The specific routes may be genetically programmed or learned to varying degrees. The routes taken on forward and return migration are often different. A common pattern in North America is clockwise migration, where birds flying North tend to be further West, and flying South tend to shift Eastwards.", "targets": "What are the preferred routes for migration called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc463c6e0550480c8db2e08e25f9ff47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe their highest allegiance belongs to God's kingdom, which is viewed as an actual government in heaven, with Christ as king. They remain politically neutral, do not seek public office, and are discouraged from voting, though individual members may participate in uncontroversial community improvement issues. Although they do not take part in politics, they respect the authority of the governments under which they live. They do not celebrate religious holidays such as Christmas and Easter, nor do they observe birthdays, nationalistic holidays, or other celebrations they consider to honor people other than Jesus. They feel that these and many other customs have pagan origins or reflect a nationalistic or political spirit. Their position is that these traditional holidays reflect Satan's control over the world. Witnesses are told that spontaneous giving at other times can help their children to not feel deprived of birthdays or other celebrations.", "targets": "Who is king of God's kingdom in heaven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc463c6e0550480c8db2e08e25f9ff47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe their highest allegiance belongs to God's kingdom, which is viewed as an actual government in heaven, with Christ as king. They remain politically neutral, do not seek public office, and are discouraged from voting, though individual members may participate in uncontroversial community improvement issues. Although they do not take part in politics, they respect the authority of the governments under which they live. They do not celebrate religious holidays such as Christmas and Easter, nor do they observe birthdays, nationalistic holidays, or other celebrations they consider to honor people other than Jesus. They feel that these and many other customs have pagan origins or reflect a nationalistic or political spirit. Their position is that these traditional holidays reflect Satan's control over the world. Witnesses are told that spontaneous giving at other times can help their children to not feel deprived of birthdays or other celebrations.", "targets": "What do Jehovah Witnesses remain politically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc463c6e0550480c8db2e08e25f9ff47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe their highest allegiance belongs to God's kingdom, which is viewed as an actual government in heaven, with Christ as king. They remain politically neutral, do not seek public office, and are discouraged from voting, though individual members may participate in uncontroversial community improvement issues. Although they do not take part in politics, they respect the authority of the governments under which they live. They do not celebrate religious holidays such as Christmas and Easter, nor do they observe birthdays, nationalistic holidays, or other celebrations they consider to honor people other than Jesus. They feel that these and many other customs have pagan origins or reflect a nationalistic or political spirit. Their position is that these traditional holidays reflect Satan's control over the world. Witnesses are told that spontaneous giving at other times can help their children to not feel deprived of birthdays or other celebrations.", "targets": "What are Jehovah Witnesses discouraged from doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc463c6e0550480c8db2e08e25f9ff47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe their highest allegiance belongs to God's kingdom, which is viewed as an actual government in heaven, with Christ as king. They remain politically neutral, do not seek public office, and are discouraged from voting, though individual members may participate in uncontroversial community improvement issues. Although they do not take part in politics, they respect the authority of the governments under which they live. They do not celebrate religious holidays such as Christmas and Easter, nor do they observe birthdays, nationalistic holidays, or other celebrations they consider to honor people other than Jesus. They feel that these and many other customs have pagan origins or reflect a nationalistic or political spirit. Their position is that these traditional holidays reflect Satan's control over the world. Witnesses are told that spontaneous giving at other times can help their children to not feel deprived of birthdays or other celebrations.", "targets": "Why do Jehovah Witnesses forego religious holidays and birthdays or other celebrations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc463c6e0550480c8db2e08e25f9ff47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe their highest allegiance belongs to God's kingdom, which is viewed as an actual government in heaven, with Christ as king. They remain politically neutral, do not seek public office, and are discouraged from voting, though individual members may participate in uncontroversial community improvement issues. Although they do not take part in politics, they respect the authority of the governments under which they live. They do not celebrate religious holidays such as Christmas and Easter, nor do they observe birthdays, nationalistic holidays, or other celebrations they consider to honor people other than Jesus. They feel that these and many other customs have pagan origins or reflect a nationalistic or political spirit. Their position is that these traditional holidays reflect Satan's control over the world. Witnesses are told that spontaneous giving at other times can help their children to not feel deprived of birthdays or other celebrations.", "targets": "What do Jehovah Witnesses feel all the traditional holidays reflect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-004ccc954c4646a9884c59331c525ca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several influential people of the time, including Bell, viewed deafness as something that should be eradicated, and also believed that with resources and effort they could teach the deaf to speak and avoid the use of sign language, thus enabling their integration within the wider society from which many were often being excluded. In several schools, children were mistreated, for example by having their hands tied behind their backs so they could not communicate by signing\u2014the only language they knew\u2014in an attempt to force them to attempt oral communication. Owing to his efforts to suppress the teaching of sign language, Bell is often viewed negatively by those embracing Deaf culture.", "targets": "Bell's goal was to instruct the deaf to speak and not use what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-004ccc954c4646a9884c59331c525ca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several influential people of the time, including Bell, viewed deafness as something that should be eradicated, and also believed that with resources and effort they could teach the deaf to speak and avoid the use of sign language, thus enabling their integration within the wider society from which many were often being excluded. In several schools, children were mistreated, for example by having their hands tied behind their backs so they could not communicate by signing\u2014the only language they knew\u2014in an attempt to force them to attempt oral communication. Owing to his efforts to suppress the teaching of sign language, Bell is often viewed negatively by those embracing Deaf culture.", "targets": "What would happen so some children's hands in schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-004ccc954c4646a9884c59331c525ca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several influential people of the time, including Bell, viewed deafness as something that should be eradicated, and also believed that with resources and effort they could teach the deaf to speak and avoid the use of sign language, thus enabling their integration within the wider society from which many were often being excluded. In several schools, children were mistreated, for example by having their hands tied behind their backs so they could not communicate by signing\u2014the only language they knew\u2014in an attempt to force them to attempt oral communication. Owing to his efforts to suppress the teaching of sign language, Bell is often viewed negatively by those embracing Deaf culture.", "targets": "In what light to many pro-deaf people see Bell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-004ccc954c4646a9884c59331c525ca8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several influential people of the time, including Bell, viewed deafness as something that should be eradicated, and also believed that with resources and effort they could teach the deaf to speak and avoid the use of sign language, thus enabling their integration within the wider society from which many were often being excluded. In several schools, children were mistreated, for example by having their hands tied behind their backs so they could not communicate by signing\u2014the only language they knew\u2014in an attempt to force them to attempt oral communication. Owing to his efforts to suppress the teaching of sign language, Bell is often viewed negatively by those embracing Deaf culture.", "targets": "What was the only language many deaf people had?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-665f45bb3c8f4042bb1b388d0f323cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is associated with dominance in a number of animal species. For example, in mandrills, red coloration of the face is greatest in alpha males, increasingly less prominent in lower ranking subordinates, and directly correlated with levels of testosterone. Red can also affect the perception of dominance by others, leading to significant differences in mortality, reproductive success and parental investment between individuals displaying red and those not. In humans, wearing red has been linked with increased performance in competitions, including professional sport and multiplayer video games. Controlled tests have demonstrated that wearing red does not increase performance or levels of testosterone during exercise, so the effect is likely to be produced by perceived rather than actual performance. Judges of tae kwon do have been shown to favor competitors wearing red protective gear over blue, and, when asked, a significant majority of people say that red abstract shapes are more \"dominant\", \"aggressive\", and \"likely to win a physical competition\" than blue shapes. In contrast to its positive effect in physical competition and dominance behavior, exposure to red decreases performance in cognitive tasks and elicits aversion in psychological tests where subjects are placed in an \"achievement\" context (e.g. taking an IQ test).", "targets": "In alpha male mandrills what party of the body is most red according to their rank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-665f45bb3c8f4042bb1b388d0f323cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is associated with dominance in a number of animal species. For example, in mandrills, red coloration of the face is greatest in alpha males, increasingly less prominent in lower ranking subordinates, and directly correlated with levels of testosterone. Red can also affect the perception of dominance by others, leading to significant differences in mortality, reproductive success and parental investment between individuals displaying red and those not. In humans, wearing red has been linked with increased performance in competitions, including professional sport and multiplayer video games. Controlled tests have demonstrated that wearing red does not increase performance or levels of testosterone during exercise, so the effect is likely to be produced by perceived rather than actual performance. Judges of tae kwon do have been shown to favor competitors wearing red protective gear over blue, and, when asked, a significant majority of people say that red abstract shapes are more \"dominant\", \"aggressive\", and \"likely to win a physical competition\" than blue shapes. In contrast to its positive effect in physical competition and dominance behavior, exposure to red decreases performance in cognitive tasks and elicits aversion in psychological tests where subjects are placed in an \"achievement\" context (e.g. taking an IQ test).", "targets": "Wearing red is connected to what result in humans, in terms of sport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-665f45bb3c8f4042bb1b388d0f323cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is associated with dominance in a number of animal species. For example, in mandrills, red coloration of the face is greatest in alpha males, increasingly less prominent in lower ranking subordinates, and directly correlated with levels of testosterone. Red can also affect the perception of dominance by others, leading to significant differences in mortality, reproductive success and parental investment between individuals displaying red and those not. In humans, wearing red has been linked with increased performance in competitions, including professional sport and multiplayer video games. Controlled tests have demonstrated that wearing red does not increase performance or levels of testosterone during exercise, so the effect is likely to be produced by perceived rather than actual performance. Judges of tae kwon do have been shown to favor competitors wearing red protective gear over blue, and, when asked, a significant majority of people say that red abstract shapes are more \"dominant\", \"aggressive\", and \"likely to win a physical competition\" than blue shapes. In contrast to its positive effect in physical competition and dominance behavior, exposure to red decreases performance in cognitive tasks and elicits aversion in psychological tests where subjects are placed in an \"achievement\" context (e.g. taking an IQ test).", "targets": "In what sport have judges been shown to favor athletes wearing red?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-665f45bb3c8f4042bb1b388d0f323cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is associated with dominance in a number of animal species. For example, in mandrills, red coloration of the face is greatest in alpha males, increasingly less prominent in lower ranking subordinates, and directly correlated with levels of testosterone. Red can also affect the perception of dominance by others, leading to significant differences in mortality, reproductive success and parental investment between individuals displaying red and those not. In humans, wearing red has been linked with increased performance in competitions, including professional sport and multiplayer video games. Controlled tests have demonstrated that wearing red does not increase performance or levels of testosterone during exercise, so the effect is likely to be produced by perceived rather than actual performance. Judges of tae kwon do have been shown to favor competitors wearing red protective gear over blue, and, when asked, a significant majority of people say that red abstract shapes are more \"dominant\", \"aggressive\", and \"likely to win a physical competition\" than blue shapes. In contrast to its positive effect in physical competition and dominance behavior, exposure to red decreases performance in cognitive tasks and elicits aversion in psychological tests where subjects are placed in an \"achievement\" context (e.g. taking an IQ test).", "targets": "What is the effect of exposing a human to red when it comes to cognitive skills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-665f45bb3c8f4042bb1b388d0f323cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red is associated with dominance in a number of animal species. For example, in mandrills, red coloration of the face is greatest in alpha males, increasingly less prominent in lower ranking subordinates, and directly correlated with levels of testosterone. Red can also affect the perception of dominance by others, leading to significant differences in mortality, reproductive success and parental investment between individuals displaying red and those not. In humans, wearing red has been linked with increased performance in competitions, including professional sport and multiplayer video games. Controlled tests have demonstrated that wearing red does not increase performance or levels of testosterone during exercise, so the effect is likely to be produced by perceived rather than actual performance. Judges of tae kwon do have been shown to favor competitors wearing red protective gear over blue, and, when asked, a significant majority of people say that red abstract shapes are more \"dominant\", \"aggressive\", and \"likely to win a physical competition\" than blue shapes. In contrast to its positive effect in physical competition and dominance behavior, exposure to red decreases performance in cognitive tasks and elicits aversion in psychological tests where subjects are placed in an \"achievement\" context (e.g. taking an IQ test).", "targets": "The amount of red in mandrill males is directly related to levels of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e929dea70e0349a0b2dba8088968b83c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While outer space provides the most rarefied example of a naturally occurring partial vacuum, the heavens were originally thought to be seamlessly filled by a rigid indestructible material called aether. Borrowing somewhat from the pneuma of Stoic physics, aether came to be regarded as the rarefied air from which it took its name, (see Aether (mythology)). Early theories of light posited a ubiquitous terrestrial and celestial medium through which light propagated. Additionally, the concept informed Isaac Newton's explanations of both refraction and of radiant heat. 19th century experiments into this luminiferous aether attempted to detect a minute drag on the Earth's orbit. While the Earth does, in fact, move through a relatively dense medium in comparison to that of interstellar space, the drag is so minuscule that it could not be detected. In 1912, astronomer Henry Pickering commented: \"While the interstellar absorbing medium may be simply the ether, [it] is characteristic of a gas, and free gaseous molecules are certainly there\".", "targets": "What was originally believed the heavens were filled with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e929dea70e0349a0b2dba8088968b83c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While outer space provides the most rarefied example of a naturally occurring partial vacuum, the heavens were originally thought to be seamlessly filled by a rigid indestructible material called aether. Borrowing somewhat from the pneuma of Stoic physics, aether came to be regarded as the rarefied air from which it took its name, (see Aether (mythology)). Early theories of light posited a ubiquitous terrestrial and celestial medium through which light propagated. Additionally, the concept informed Isaac Newton's explanations of both refraction and of radiant heat. 19th century experiments into this luminiferous aether attempted to detect a minute drag on the Earth's orbit. While the Earth does, in fact, move through a relatively dense medium in comparison to that of interstellar space, the drag is so minuscule that it could not be detected. In 1912, astronomer Henry Pickering commented: \"While the interstellar absorbing medium may be simply the ether, [it] is characteristic of a gas, and free gaseous molecules are certainly there\".", "targets": "Why were experiments done on luminiferous aether in the 19 Century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e929dea70e0349a0b2dba8088968b83c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While outer space provides the most rarefied example of a naturally occurring partial vacuum, the heavens were originally thought to be seamlessly filled by a rigid indestructible material called aether. Borrowing somewhat from the pneuma of Stoic physics, aether came to be regarded as the rarefied air from which it took its name, (see Aether (mythology)). Early theories of light posited a ubiquitous terrestrial and celestial medium through which light propagated. Additionally, the concept informed Isaac Newton's explanations of both refraction and of radiant heat. 19th century experiments into this luminiferous aether attempted to detect a minute drag on the Earth's orbit. While the Earth does, in fact, move through a relatively dense medium in comparison to that of interstellar space, the drag is so minuscule that it could not be detected. In 1912, astronomer Henry Pickering commented: \"While the interstellar absorbing medium may be simply the ether, [it] is characteristic of a gas, and free gaseous molecules are certainly there\".", "targets": "Who stated that the character of a gas and free molecule were in ether?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e929dea70e0349a0b2dba8088968b83c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While outer space provides the most rarefied example of a naturally occurring partial vacuum, the heavens were originally thought to be seamlessly filled by a rigid indestructible material called aether. Borrowing somewhat from the pneuma of Stoic physics, aether came to be regarded as the rarefied air from which it took its name, (see Aether (mythology)). Early theories of light posited a ubiquitous terrestrial and celestial medium through which light propagated. Additionally, the concept informed Isaac Newton's explanations of both refraction and of radiant heat. 19th century experiments into this luminiferous aether attempted to detect a minute drag on the Earth's orbit. While the Earth does, in fact, move through a relatively dense medium in comparison to that of interstellar space, the drag is so minuscule that it could not be detected. In 1912, astronomer Henry Pickering commented: \"While the interstellar absorbing medium may be simply the ether, [it] is characteristic of a gas, and free gaseous molecules are certainly there\".", "targets": "Where are the highest amounts of naturally occurring partial vacuums?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e929dea70e0349a0b2dba8088968b83c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While outer space provides the most rarefied example of a naturally occurring partial vacuum, the heavens were originally thought to be seamlessly filled by a rigid indestructible material called aether. Borrowing somewhat from the pneuma of Stoic physics, aether came to be regarded as the rarefied air from which it took its name, (see Aether (mythology)). Early theories of light posited a ubiquitous terrestrial and celestial medium through which light propagated. Additionally, the concept informed Isaac Newton's explanations of both refraction and of radiant heat. 19th century experiments into this luminiferous aether attempted to detect a minute drag on the Earth's orbit. While the Earth does, in fact, move through a relatively dense medium in comparison to that of interstellar space, the drag is so minuscule that it could not be detected. In 1912, astronomer Henry Pickering commented: \"While the interstellar absorbing medium may be simply the ether, [it] is characteristic of a gas, and free gaseous molecules are certainly there\".", "targets": "What was ether originally thought to be made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485676b1b63941e0af4b73f3b475ecd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current 8\u20134\u20134 system was launched in January 1985. It put more emphasis on vocational subjects on the assumption that the new structure would enable school drop-outs at all levels either to be self-employed or to secure employment in the informal sector. In January 2003, the Government of Kenya announced the introduction of free primary education. As a result, primary school enrolment increased by about 70%. Secondary and tertiary education enrolment has not increased proportionally because payment is still required for attendance. In 2007 the government issued a statement declaring that from 2008, secondary education would be heavily subsidiszed, with the government footing all tuition fees.", "targets": "When was the 8-4-4 system launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485676b1b63941e0af4b73f3b475ecd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current 8\u20134\u20134 system was launched in January 1985. It put more emphasis on vocational subjects on the assumption that the new structure would enable school drop-outs at all levels either to be self-employed or to secure employment in the informal sector. In January 2003, the Government of Kenya announced the introduction of free primary education. As a result, primary school enrolment increased by about 70%. Secondary and tertiary education enrolment has not increased proportionally because payment is still required for attendance. In 2007 the government issued a statement declaring that from 2008, secondary education would be heavily subsidiszed, with the government footing all tuition fees.", "targets": "What was the emphasis focuses on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485676b1b63941e0af4b73f3b475ecd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current 8\u20134\u20134 system was launched in January 1985. It put more emphasis on vocational subjects on the assumption that the new structure would enable school drop-outs at all levels either to be self-employed or to secure employment in the informal sector. In January 2003, the Government of Kenya announced the introduction of free primary education. As a result, primary school enrolment increased by about 70%. Secondary and tertiary education enrolment has not increased proportionally because payment is still required for attendance. In 2007 the government issued a statement declaring that from 2008, secondary education would be heavily subsidiszed, with the government footing all tuition fees.", "targets": "Why were vocational subjects most important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485676b1b63941e0af4b73f3b475ecd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current 8\u20134\u20134 system was launched in January 1985. It put more emphasis on vocational subjects on the assumption that the new structure would enable school drop-outs at all levels either to be self-employed or to secure employment in the informal sector. In January 2003, the Government of Kenya announced the introduction of free primary education. As a result, primary school enrolment increased by about 70%. Secondary and tertiary education enrolment has not increased proportionally because payment is still required for attendance. In 2007 the government issued a statement declaring that from 2008, secondary education would be heavily subsidiszed, with the government footing all tuition fees.", "targets": "When was free primary school introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485676b1b63941e0af4b73f3b475ecd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The current 8\u20134\u20134 system was launched in January 1985. It put more emphasis on vocational subjects on the assumption that the new structure would enable school drop-outs at all levels either to be self-employed or to secure employment in the informal sector. In January 2003, the Government of Kenya announced the introduction of free primary education. As a result, primary school enrolment increased by about 70%. Secondary and tertiary education enrolment has not increased proportionally because payment is still required for attendance. In 2007 the government issued a statement declaring that from 2008, secondary education would be heavily subsidiszed, with the government footing all tuition fees.", "targets": "How much did enrollment increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc401d50fd7e492c9a28ba2dbbf2d81e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More generally, corruption erodes the institutional capacity of government if procedures are disregarded, resources are siphoned off, and public offices are bought and sold. Corruption undermines the legitimacy of government and such democratic values as trust and tolerance. Recent evidence suggests that variation in the levels of corruption amongst high-income democracies can vary significantly depending on the level of accountability of decision-makers. Evidence from fragile states also shows that corruption and bribery can adversely impact trust in institutions.", "targets": "What two democratic values are soiled due to corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc401d50fd7e492c9a28ba2dbbf2d81e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More generally, corruption erodes the institutional capacity of government if procedures are disregarded, resources are siphoned off, and public offices are bought and sold. Corruption undermines the legitimacy of government and such democratic values as trust and tolerance. Recent evidence suggests that variation in the levels of corruption amongst high-income democracies can vary significantly depending on the level of accountability of decision-makers. Evidence from fragile states also shows that corruption and bribery can adversely impact trust in institutions.", "targets": "Corruption disintegrates government capacity when public offices are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc401d50fd7e492c9a28ba2dbbf2d81e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More generally, corruption erodes the institutional capacity of government if procedures are disregarded, resources are siphoned off, and public offices are bought and sold. Corruption undermines the legitimacy of government and such democratic values as trust and tolerance. Recent evidence suggests that variation in the levels of corruption amongst high-income democracies can vary significantly depending on the level of accountability of decision-makers. Evidence from fragile states also shows that corruption and bribery can adversely impact trust in institutions.", "targets": "The level of corruption can vary in richer democracies in regards to the what of those officials making decisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "There is a transitional state between one life and the next according to what branches of Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "What branch of Buddhism rejects that there is a transitional state between lives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "Passages in what teaching support the idea that the Buddha taught of a stage between lives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "What is the state called between lives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "Which major part of Buddhism rejects bardo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "What book discusses bardo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "Other than Tibetan Buddhism, what other Buddhism supports bardo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "There is an intermediate state between one life and the next according to what Buddism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "What type of Theravada rejects the intermediate state idea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25374dc6c6dc4a8aa310652c34045891", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to East Asian and Tibetan Buddhism, there is an intermediate state (Tibetan \"bardo\") between one life and the next. The orthodox Theravada position rejects this; however there are passages in the Samyutta Nikaya of the Pali Canon that seem to lend support to the idea that the Buddha taught of an intermediate stage between one life and the next.[page needed]", "targets": "Some passages of what Canon support the idea of intermediate stages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a8fa095801d44c19bc4f6f6f7d2aa85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Marshall Islands are served by the Marshall Islands International Airport in Majuro, the Bucholz Army Airfield in Kwajalein, and other small airports and airstrips.", "targets": "Where is the Marshall Islands International Airport located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a8fa095801d44c19bc4f6f6f7d2aa85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Marshall Islands are served by the Marshall Islands International Airport in Majuro, the Bucholz Army Airfield in Kwajalein, and other small airports and airstrips.", "targets": "What airfield operates in Kwajalein?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acb220ddf7924bcfb05473004b412842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Wednesday economic disaster in September 1992 left the Conservative government's reputation for monetary excellence in tatters, and by the end of that year Labour had a comfortable lead over the Tories in the opinion polls. Although the recession was declared over in April 1993 and a period of strong and sustained economic growth followed, coupled with a relatively swift fall in unemployment, the Labour lead in the opinion polls remained strong. However, Smith died from a heart attack in May 1994.", "targets": "WHen was Black Wednesday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acb220ddf7924bcfb05473004b412842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Wednesday economic disaster in September 1992 left the Conservative government's reputation for monetary excellence in tatters, and by the end of that year Labour had a comfortable lead over the Tories in the opinion polls. Although the recession was declared over in April 1993 and a period of strong and sustained economic growth followed, coupled with a relatively swift fall in unemployment, the Labour lead in the opinion polls remained strong. However, Smith died from a heart attack in May 1994.", "targets": "What was Black Wednesday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acb220ddf7924bcfb05473004b412842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Wednesday economic disaster in September 1992 left the Conservative government's reputation for monetary excellence in tatters, and by the end of that year Labour had a comfortable lead over the Tories in the opinion polls. Although the recession was declared over in April 1993 and a period of strong and sustained economic growth followed, coupled with a relatively swift fall in unemployment, the Labour lead in the opinion polls remained strong. However, Smith died from a heart attack in May 1994.", "targets": "When was the recession declared over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acb220ddf7924bcfb05473004b412842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Wednesday economic disaster in September 1992 left the Conservative government's reputation for monetary excellence in tatters, and by the end of that year Labour had a comfortable lead over the Tories in the opinion polls. Although the recession was declared over in April 1993 and a period of strong and sustained economic growth followed, coupled with a relatively swift fall in unemployment, the Labour lead in the opinion polls remained strong. However, Smith died from a heart attack in May 1994.", "targets": "When did Smith die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acb220ddf7924bcfb05473004b412842", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Black Wednesday economic disaster in September 1992 left the Conservative government's reputation for monetary excellence in tatters, and by the end of that year Labour had a comfortable lead over the Tories in the opinion polls. Although the recession was declared over in April 1993 and a period of strong and sustained economic growth followed, coupled with a relatively swift fall in unemployment, the Labour lead in the opinion polls remained strong. However, Smith died from a heart attack in May 1994.", "targets": "What did Smith die of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea677ffa918c4712800513bd89205e0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most British pubs still have decorated signs hanging over their doors, and these retain their original function of enabling the identification of the pub. Today's pub signs almost always bear the name of the pub, both in words and in pictorial representation. The more remote country pubs often have stand-alone signs directing potential customers to their door.", "targets": "What hangs today over most British pub doors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea677ffa918c4712800513bd89205e0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most British pubs still have decorated signs hanging over their doors, and these retain their original function of enabling the identification of the pub. Today's pub signs almost always bear the name of the pub, both in words and in pictorial representation. The more remote country pubs often have stand-alone signs directing potential customers to their door.", "targets": "What piece of information is almost always listed on a pub sign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea677ffa918c4712800513bd89205e0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most British pubs still have decorated signs hanging over their doors, and these retain their original function of enabling the identification of the pub. Today's pub signs almost always bear the name of the pub, both in words and in pictorial representation. The more remote country pubs often have stand-alone signs directing potential customers to their door.", "targets": "What purpose do stand-alone signs serve for country pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d10fc880e247519c645c09e3cd6b43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sports clubs include Plymouth Albion R.F.C. and the Plymouth Raiders basketball club. Plymouth Albion Rugby Football Club is a rugby union club that was founded in 1875 and are currently competing in the third tier of Professional English Rugby . They play at the Brickfields. Plymouth Raiders play in the British Basketball League \u2013 the top tier of British basketball. They play at the Plymouth Pavilions entertainment arena and were founded in 1983. Plymouth cricket club was formed in 1843, the current 1st XI play in the Devon Premier League. Plymouth Devils are a speedway team in the British Premier League. Plymouth was home to an American football club, the Plymouth Admirals until 2010. Plymouth is also home to Plymouth Marjons Hockey Club, with their 1st XI playing in the National League last season.", "targets": "What rugby union team is based in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d10fc880e247519c645c09e3cd6b43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sports clubs include Plymouth Albion R.F.C. and the Plymouth Raiders basketball club. Plymouth Albion Rugby Football Club is a rugby union club that was founded in 1875 and are currently competing in the third tier of Professional English Rugby . They play at the Brickfields. Plymouth Raiders play in the British Basketball League \u2013 the top tier of British basketball. They play at the Plymouth Pavilions entertainment arena and were founded in 1983. Plymouth cricket club was formed in 1843, the current 1st XI play in the Devon Premier League. Plymouth Devils are a speedway team in the British Premier League. Plymouth was home to an American football club, the Plymouth Admirals until 2010. Plymouth is also home to Plymouth Marjons Hockey Club, with their 1st XI playing in the National League last season.", "targets": "What British Basketball League team calls Plymouth home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d10fc880e247519c645c09e3cd6b43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sports clubs include Plymouth Albion R.F.C. and the Plymouth Raiders basketball club. Plymouth Albion Rugby Football Club is a rugby union club that was founded in 1875 and are currently competing in the third tier of Professional English Rugby . They play at the Brickfields. Plymouth Raiders play in the British Basketball League \u2013 the top tier of British basketball. They play at the Plymouth Pavilions entertainment arena and were founded in 1983. Plymouth cricket club was formed in 1843, the current 1st XI play in the Devon Premier League. Plymouth Devils are a speedway team in the British Premier League. Plymouth was home to an American football club, the Plymouth Admirals until 2010. Plymouth is also home to Plymouth Marjons Hockey Club, with their 1st XI playing in the National League last season.", "targets": "When was Plymouth Albion R.F.C. founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d10fc880e247519c645c09e3cd6b43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sports clubs include Plymouth Albion R.F.C. and the Plymouth Raiders basketball club. Plymouth Albion Rugby Football Club is a rugby union club that was founded in 1875 and are currently competing in the third tier of Professional English Rugby . They play at the Brickfields. Plymouth Raiders play in the British Basketball League \u2013 the top tier of British basketball. They play at the Plymouth Pavilions entertainment arena and were founded in 1983. Plymouth cricket club was formed in 1843, the current 1st XI play in the Devon Premier League. Plymouth Devils are a speedway team in the British Premier League. Plymouth was home to an American football club, the Plymouth Admirals until 2010. Plymouth is also home to Plymouth Marjons Hockey Club, with their 1st XI playing in the National League last season.", "targets": "Where do the Plymouth Raiders play their home games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7d10fc880e247519c645c09e3cd6b43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sports clubs include Plymouth Albion R.F.C. and the Plymouth Raiders basketball club. Plymouth Albion Rugby Football Club is a rugby union club that was founded in 1875 and are currently competing in the third tier of Professional English Rugby . They play at the Brickfields. Plymouth Raiders play in the British Basketball League \u2013 the top tier of British basketball. They play at the Plymouth Pavilions entertainment arena and were founded in 1983. Plymouth cricket club was formed in 1843, the current 1st XI play in the Devon Premier League. Plymouth Devils are a speedway team in the British Premier League. Plymouth was home to an American football club, the Plymouth Admirals until 2010. Plymouth is also home to Plymouth Marjons Hockey Club, with their 1st XI playing in the National League last season.", "targets": "When were the Plymouth Raiders inaugurated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10fe22e6eb841479e96603a5bed9ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Visual arts by indigenous peoples of the Americas comprise a major category in the world art collection. Contributions include pottery, paintings, jewellery, weavings, sculptures, basketry, carvings, and beadwork. Because too many artists were posing as Native Americans and Alaska Natives in order to profit from the cach\u00e9 of Indigenous art in the United States, the U.S. passed the Indian Arts and Crafts Act of 1990, requiring artists to prove that they are enrolled in a state or federally recognized tribe. To support the ongoing practice of American Indian, Alaska Native and Native Hawaiian arts and cultures in the United States, the Ford Foundation, arts advocates and American Indian tribes created an endowment seed fund and established a national Native Arts and Cultures Foundation in 2007.", "targets": "What comprises a major category in the world art collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10fe22e6eb841479e96603a5bed9ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Visual arts by indigenous peoples of the Americas comprise a major category in the world art collection. Contributions include pottery, paintings, jewellery, weavings, sculptures, basketry, carvings, and beadwork. Because too many artists were posing as Native Americans and Alaska Natives in order to profit from the cach\u00e9 of Indigenous art in the United States, the U.S. passed the Indian Arts and Crafts Act of 1990, requiring artists to prove that they are enrolled in a state or federally recognized tribe. To support the ongoing practice of American Indian, Alaska Native and Native Hawaiian arts and cultures in the United States, the Ford Foundation, arts advocates and American Indian tribes created an endowment seed fund and established a national Native Arts and Cultures Foundation in 2007.", "targets": "Pottery, weavings and carvings are just some of the contributions to art by which peoples? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10fe22e6eb841479e96603a5bed9ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Visual arts by indigenous peoples of the Americas comprise a major category in the world art collection. Contributions include pottery, paintings, jewellery, weavings, sculptures, basketry, carvings, and beadwork. Because too many artists were posing as Native Americans and Alaska Natives in order to profit from the cach\u00e9 of Indigenous art in the United States, the U.S. passed the Indian Arts and Crafts Act of 1990, requiring artists to prove that they are enrolled in a state or federally recognized tribe. To support the ongoing practice of American Indian, Alaska Native and Native Hawaiian arts and cultures in the United States, the Ford Foundation, arts advocates and American Indian tribes created an endowment seed fund and established a national Native Arts and Cultures Foundation in 2007.", "targets": "Why did the U.S. pass the Indian Arts and Crafts Act of 1990?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10fe22e6eb841479e96603a5bed9ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Visual arts by indigenous peoples of the Americas comprise a major category in the world art collection. Contributions include pottery, paintings, jewellery, weavings, sculptures, basketry, carvings, and beadwork. Because too many artists were posing as Native Americans and Alaska Natives in order to profit from the cach\u00e9 of Indigenous art in the United States, the U.S. passed the Indian Arts and Crafts Act of 1990, requiring artists to prove that they are enrolled in a state or federally recognized tribe. To support the ongoing practice of American Indian, Alaska Native and Native Hawaiian arts and cultures in the United States, the Ford Foundation, arts advocates and American Indian tribes created an endowment seed fund and established a national Native Arts and Cultures Foundation in 2007.", "targets": "What does the Indian Arts and Crafts Act of 1990 require artists to prove they're enrolled in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e10fe22e6eb841479e96603a5bed9ea6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Visual arts by indigenous peoples of the Americas comprise a major category in the world art collection. Contributions include pottery, paintings, jewellery, weavings, sculptures, basketry, carvings, and beadwork. Because too many artists were posing as Native Americans and Alaska Natives in order to profit from the cach\u00e9 of Indigenous art in the United States, the U.S. passed the Indian Arts and Crafts Act of 1990, requiring artists to prove that they are enrolled in a state or federally recognized tribe. To support the ongoing practice of American Indian, Alaska Native and Native Hawaiian arts and cultures in the United States, the Ford Foundation, arts advocates and American Indian tribes created an endowment seed fund and established a national Native Arts and Cultures Foundation in 2007.", "targets": "When was a national Native Arts and Cultures Foundation established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f6cdde1da04db0a7634149085c574e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1972, International Telecommunication Union's radio telecommunications sector (ITU-R) had been working on creating a global recommendation for Analog HDTV. These recommendations, however, did not fit in the broadcasting bands which could reach home users. The standardization of MPEG-1 in 1993 also led to the acceptance of recommendations ITU-R BT.709. In anticipation of these standards the Digital Video Broadcasting (DVB) organisation was formed, an alliance of broadcasters, consumer electronics manufacturers and regulatory bodies. The DVB develops and agrees upon specifications which are formally standardised by ETSI.", "targets": "What does ITU-R stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f6cdde1da04db0a7634149085c574e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1972, International Telecommunication Union's radio telecommunications sector (ITU-R) had been working on creating a global recommendation for Analog HDTV. These recommendations, however, did not fit in the broadcasting bands which could reach home users. The standardization of MPEG-1 in 1993 also led to the acceptance of recommendations ITU-R BT.709. In anticipation of these standards the Digital Video Broadcasting (DVB) organisation was formed, an alliance of broadcasters, consumer electronics manufacturers and regulatory bodies. The DVB develops and agrees upon specifications which are formally standardised by ETSI.", "targets": "What does DVB stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f6cdde1da04db0a7634149085c574e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1972, International Telecommunication Union's radio telecommunications sector (ITU-R) had been working on creating a global recommendation for Analog HDTV. These recommendations, however, did not fit in the broadcasting bands which could reach home users. The standardization of MPEG-1 in 1993 also led to the acceptance of recommendations ITU-R BT.709. In anticipation of these standards the Digital Video Broadcasting (DVB) organisation was formed, an alliance of broadcasters, consumer electronics manufacturers and regulatory bodies. The DVB develops and agrees upon specifications which are formally standardised by ETSI.", "targets": "What is the DVB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f6cdde1da04db0a7634149085c574e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1972, International Telecommunication Union's radio telecommunications sector (ITU-R) had been working on creating a global recommendation for Analog HDTV. These recommendations, however, did not fit in the broadcasting bands which could reach home users. The standardization of MPEG-1 in 1993 also led to the acceptance of recommendations ITU-R BT.709. In anticipation of these standards the Digital Video Broadcasting (DVB) organisation was formed, an alliance of broadcasters, consumer electronics manufacturers and regulatory bodies. The DVB develops and agrees upon specifications which are formally standardised by ETSI.", "targets": "What is the DVB's role?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1f6cdde1da04db0a7634149085c574e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1972, International Telecommunication Union's radio telecommunications sector (ITU-R) had been working on creating a global recommendation for Analog HDTV. These recommendations, however, did not fit in the broadcasting bands which could reach home users. The standardization of MPEG-1 in 1993 also led to the acceptance of recommendations ITU-R BT.709. In anticipation of these standards the Digital Video Broadcasting (DVB) organisation was formed, an alliance of broadcasters, consumer electronics manufacturers and regulatory bodies. The DVB develops and agrees upon specifications which are formally standardised by ETSI.", "targets": "Who standardizes HDTV specifications?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3dbbe9ed3204629a4b2823fedb99bc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the same study, even though digital piracy inflicts additional costs on the production side of media, it also offers the main access to media goods in developing countries. The strong tradeoffs that favor using digital piracy in developing economies dictate the current neglected law enforcements toward digital piracy. In China, the issue of digital infringement is not merely legal, but social \u2013 originating from the high demand for cheap and affordable goods as well as the governmental connections of the businesses which produce such goods.", "targets": "Even though piracy adds costs to production, what else is offered to developing countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3dbbe9ed3204629a4b2823fedb99bc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the same study, even though digital piracy inflicts additional costs on the production side of media, it also offers the main access to media goods in developing countries. The strong tradeoffs that favor using digital piracy in developing economies dictate the current neglected law enforcements toward digital piracy. In China, the issue of digital infringement is not merely legal, but social \u2013 originating from the high demand for cheap and affordable goods as well as the governmental connections of the businesses which produce such goods.", "targets": "What do the tradeoffs of digital piracy support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3dbbe9ed3204629a4b2823fedb99bc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the same study, even though digital piracy inflicts additional costs on the production side of media, it also offers the main access to media goods in developing countries. The strong tradeoffs that favor using digital piracy in developing economies dictate the current neglected law enforcements toward digital piracy. In China, the issue of digital infringement is not merely legal, but social \u2013 originating from the high demand for cheap and affordable goods as well as the governmental connections of the businesses which produce such goods.", "targets": "In what country is the issue of digital infringement social?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3dbbe9ed3204629a4b2823fedb99bc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the same study, even though digital piracy inflicts additional costs on the production side of media, it also offers the main access to media goods in developing countries. The strong tradeoffs that favor using digital piracy in developing economies dictate the current neglected law enforcements toward digital piracy. In China, the issue of digital infringement is not merely legal, but social \u2013 originating from the high demand for cheap and affordable goods as well as the governmental connections of the businesses which produce such goods.", "targets": "What is in high demand in this country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3dbbe9ed3204629a4b2823fedb99bc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the same study, even though digital piracy inflicts additional costs on the production side of media, it also offers the main access to media goods in developing countries. The strong tradeoffs that favor using digital piracy in developing economies dictate the current neglected law enforcements toward digital piracy. In China, the issue of digital infringement is not merely legal, but social \u2013 originating from the high demand for cheap and affordable goods as well as the governmental connections of the businesses which produce such goods.", "targets": "What does the government of this country provide to businesses that produce content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4253ea4a2c964ce380a4e60d3d1320b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous population in Peru make up around 45%. Native Peruvian traditions and customs have shaped the way Peruvians live and see themselves today. Cultural citizenship\u2014or what Renato Rosaldo has called, \"the right to be different and to belong, in a democratic, participatory sense\" (1996:243)\u2014is not yet very well developed in Peru. This is perhaps no more apparent than in the country's Amazonian regions where indigenous societies continue to struggle against state-sponsored economic abuses, cultural discrimination, and pervasive violence.", "targets": "What percentage of Peru's population is indigenous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4253ea4a2c964ce380a4e60d3d1320b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous population in Peru make up around 45%. Native Peruvian traditions and customs have shaped the way Peruvians live and see themselves today. Cultural citizenship\u2014or what Renato Rosaldo has called, \"the right to be different and to belong, in a democratic, participatory sense\" (1996:243)\u2014is not yet very well developed in Peru. This is perhaps no more apparent than in the country's Amazonian regions where indigenous societies continue to struggle against state-sponsored economic abuses, cultural discrimination, and pervasive violence.", "targets": "What has shaped the way Peruvians live and see themselves today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4253ea4a2c964ce380a4e60d3d1320b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous population in Peru make up around 45%. Native Peruvian traditions and customs have shaped the way Peruvians live and see themselves today. Cultural citizenship\u2014or what Renato Rosaldo has called, \"the right to be different and to belong, in a democratic, participatory sense\" (1996:243)\u2014is not yet very well developed in Peru. This is perhaps no more apparent than in the country's Amazonian regions where indigenous societies continue to struggle against state-sponsored economic abuses, cultural discrimination, and pervasive violence.", "targets": "What is not very well developed in Peru?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4253ea4a2c964ce380a4e60d3d1320b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indigenous population in Peru make up around 45%. Native Peruvian traditions and customs have shaped the way Peruvians live and see themselves today. Cultural citizenship\u2014or what Renato Rosaldo has called, \"the right to be different and to belong, in a democratic, participatory sense\" (1996:243)\u2014is not yet very well developed in Peru. This is perhaps no more apparent than in the country's Amazonian regions where indigenous societies continue to struggle against state-sponsored economic abuses, cultural discrimination, and pervasive violence.", "targets": "What regions suffer from state-sponsored abuse and violence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7918f063877e459085e4e5a968d7da8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In southeast Asian colonies, such as Hong Kong, child labour such as the Mui Tsai (\u59b9\u4ed4), was rationalised as a cultural tradition and ignored by British authorities. The Dutch East India Company officials rationalised their child labour abuses with, \"it is a way to save these children from a worse fate.\" Christian mission schools in regions stretching from Zambia to Nigeria too required work from children, and in exchange provided religious education, not secular education. Elsewhere, the Canadian Dominion Statutes in form of so-called Breaches of Contract Act, stipulated jail terms for uncooperative child workers.", "targets": "Where did the British turn a blind eye to child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7918f063877e459085e4e5a968d7da8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In southeast Asian colonies, such as Hong Kong, child labour such as the Mui Tsai (\u59b9\u4ed4), was rationalised as a cultural tradition and ignored by British authorities. The Dutch East India Company officials rationalised their child labour abuses with, \"it is a way to save these children from a worse fate.\" Christian mission schools in regions stretching from Zambia to Nigeria too required work from children, and in exchange provided religious education, not secular education. Elsewhere, the Canadian Dominion Statutes in form of so-called Breaches of Contract Act, stipulated jail terms for uncooperative child workers.", "targets": "What schools required child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7918f063877e459085e4e5a968d7da8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In southeast Asian colonies, such as Hong Kong, child labour such as the Mui Tsai (\u59b9\u4ed4), was rationalised as a cultural tradition and ignored by British authorities. The Dutch East India Company officials rationalised their child labour abuses with, \"it is a way to save these children from a worse fate.\" Christian mission schools in regions stretching from Zambia to Nigeria too required work from children, and in exchange provided religious education, not secular education. Elsewhere, the Canadian Dominion Statutes in form of so-called Breaches of Contract Act, stipulated jail terms for uncooperative child workers.", "targets": "Did the child workers receive anything from the christian mission schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7918f063877e459085e4e5a968d7da8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In southeast Asian colonies, such as Hong Kong, child labour such as the Mui Tsai (\u59b9\u4ed4), was rationalised as a cultural tradition and ignored by British authorities. The Dutch East India Company officials rationalised their child labour abuses with, \"it is a way to save these children from a worse fate.\" Christian mission schools in regions stretching from Zambia to Nigeria too required work from children, and in exchange provided religious education, not secular education. Elsewhere, the Canadian Dominion Statutes in form of so-called Breaches of Contract Act, stipulated jail terms for uncooperative child workers.", "targets": "What did the Canadians do to children that did not wish to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da2fe1d0fa104a168020b41ad976fe38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers, such as Bruce Bagemihl, have criticized the labels \"heterosexual\" and \"homosexual\" as confusing and degrading. Bagemihl writes, \"...the point of reference for 'heterosexual' or 'homosexual' orientation in this nomenclature is solely the individual's genetic sex prior to reassignment (see for example, Blanchard et al. 1987, Coleman and Bockting, 1988, Blanchard, 1989). These labels thereby ignore the individual's personal sense of gender identity taking precedence over biological sex, rather than the other way around.\" Bagemihl goes on to take issue with the way this terminology makes it easy to claim transsexuals are really homosexual males seeking to escape from stigma.", "targets": "What does Bruce criticize the labels heterosexual and homsexual as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da2fe1d0fa104a168020b41ad976fe38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers, such as Bruce Bagemihl, have criticized the labels \"heterosexual\" and \"homosexual\" as confusing and degrading. Bagemihl writes, \"...the point of reference for 'heterosexual' or 'homosexual' orientation in this nomenclature is solely the individual's genetic sex prior to reassignment (see for example, Blanchard et al. 1987, Coleman and Bockting, 1988, Blanchard, 1989). These labels thereby ignore the individual's personal sense of gender identity taking precedence over biological sex, rather than the other way around.\" Bagemihl goes on to take issue with the way this terminology makes it easy to claim transsexuals are really homosexual males seeking to escape from stigma.", "targets": "What does Bruce Bagemilh write about the labels homosexual and heterosexual terms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da2fe1d0fa104a168020b41ad976fe38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some researchers, such as Bruce Bagemihl, have criticized the labels \"heterosexual\" and \"homosexual\" as confusing and degrading. Bagemihl writes, \"...the point of reference for 'heterosexual' or 'homosexual' orientation in this nomenclature is solely the individual's genetic sex prior to reassignment (see for example, Blanchard et al. 1987, Coleman and Bockting, 1988, Blanchard, 1989). These labels thereby ignore the individual's personal sense of gender identity taking precedence over biological sex, rather than the other way around.\" Bagemihl goes on to take issue with the way this terminology makes it easy to claim transsexuals are really homosexual males seeking to escape from stigma.", "targets": "What does Bagemihl say a major issue with this terminology is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5543696cf8be4f35876efa13fb300590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every May since 1987, the University of Chicago has held the University of Chicago Scavenger Hunt, in which large teams of students compete to obtain notoriously esoteric items from a list. Since 1963, the Festival of the Arts (FOTA) takes over campus for 7\u201310 days of exhibitions and interactive artistic endeavors. Every January, the university holds a week-long winter festival, Kuviasungnerk/Kangeiko, which include early morning exercise routines and fitness workshops. The university also annually holds a summer carnival and concert called Summer Breeze that hosts outside musicians, and is home to Doc Films, a student film society founded in 1932 that screens films nightly at the university. Since 1946, the university has organized the Latke-Hamantash Debate, which involves humorous discussions about the relative merits and meanings of latkes and hamantashen.", "targets": "In what month is the university's scavenger hunt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5543696cf8be4f35876efa13fb300590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every May since 1987, the University of Chicago has held the University of Chicago Scavenger Hunt, in which large teams of students compete to obtain notoriously esoteric items from a list. Since 1963, the Festival of the Arts (FOTA) takes over campus for 7\u201310 days of exhibitions and interactive artistic endeavors. Every January, the university holds a week-long winter festival, Kuviasungnerk/Kangeiko, which include early morning exercise routines and fitness workshops. The university also annually holds a summer carnival and concert called Summer Breeze that hosts outside musicians, and is home to Doc Films, a student film society founded in 1932 that screens films nightly at the university. Since 1946, the university has organized the Latke-Hamantash Debate, which involves humorous discussions about the relative merits and meanings of latkes and hamantashen.", "targets": "In what year did the scavenger hunt begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5543696cf8be4f35876efa13fb300590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every May since 1987, the University of Chicago has held the University of Chicago Scavenger Hunt, in which large teams of students compete to obtain notoriously esoteric items from a list. Since 1963, the Festival of the Arts (FOTA) takes over campus for 7\u201310 days of exhibitions and interactive artistic endeavors. Every January, the university holds a week-long winter festival, Kuviasungnerk/Kangeiko, which include early morning exercise routines and fitness workshops. The university also annually holds a summer carnival and concert called Summer Breeze that hosts outside musicians, and is home to Doc Films, a student film society founded in 1932 that screens films nightly at the university. Since 1946, the university has organized the Latke-Hamantash Debate, which involves humorous discussions about the relative merits and meanings of latkes and hamantashen.", "targets": "What does FOTA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5543696cf8be4f35876efa13fb300590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every May since 1987, the University of Chicago has held the University of Chicago Scavenger Hunt, in which large teams of students compete to obtain notoriously esoteric items from a list. Since 1963, the Festival of the Arts (FOTA) takes over campus for 7\u201310 days of exhibitions and interactive artistic endeavors. Every January, the university holds a week-long winter festival, Kuviasungnerk/Kangeiko, which include early morning exercise routines and fitness workshops. The university also annually holds a summer carnival and concert called Summer Breeze that hosts outside musicians, and is home to Doc Films, a student film society founded in 1932 that screens films nightly at the university. Since 1946, the university has organized the Latke-Hamantash Debate, which involves humorous discussions about the relative merits and meanings of latkes and hamantashen.", "targets": "What is the name of the winter festival held in January that is based on fitness? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5543696cf8be4f35876efa13fb300590", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every May since 1987, the University of Chicago has held the University of Chicago Scavenger Hunt, in which large teams of students compete to obtain notoriously esoteric items from a list. Since 1963, the Festival of the Arts (FOTA) takes over campus for 7\u201310 days of exhibitions and interactive artistic endeavors. Every January, the university holds a week-long winter festival, Kuviasungnerk/Kangeiko, which include early morning exercise routines and fitness workshops. The university also annually holds a summer carnival and concert called Summer Breeze that hosts outside musicians, and is home to Doc Films, a student film society founded in 1932 that screens films nightly at the university. Since 1946, the university has organized the Latke-Hamantash Debate, which involves humorous discussions about the relative merits and meanings of latkes and hamantashen.", "targets": "What is the name of the university's summer festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeed8c60419c474cbf402c7a45fda625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 2012, Capello resigned from his role as England manager, following a disagreement with the FA over their request to remove John Terry from team captaincy after accusations of racial abuse concerning the player. Following this, there was media speculation that Harry Redknapp would take the job. However, on 1 May 2012, Roy Hodgson was announced as the new manager, just six weeks before UEFA Euro 2012. England managed to finish top of their group, winning two and drawing one of their fixtures, but exited the Championships in the quarter-finals via a penalty shoot-out, this time to Italy.", "targets": "In what year did Capello resign as England's football manager?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeed8c60419c474cbf402c7a45fda625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 2012, Capello resigned from his role as England manager, following a disagreement with the FA over their request to remove John Terry from team captaincy after accusations of racial abuse concerning the player. Following this, there was media speculation that Harry Redknapp would take the job. However, on 1 May 2012, Roy Hodgson was announced as the new manager, just six weeks before UEFA Euro 2012. England managed to finish top of their group, winning two and drawing one of their fixtures, but exited the Championships in the quarter-finals via a penalty shoot-out, this time to Italy.", "targets": "Capello resigned as England's football manager after a dispute over removing which player from team captaincy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeed8c60419c474cbf402c7a45fda625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 2012, Capello resigned from his role as England manager, following a disagreement with the FA over their request to remove John Terry from team captaincy after accusations of racial abuse concerning the player. Following this, there was media speculation that Harry Redknapp would take the job. However, on 1 May 2012, Roy Hodgson was announced as the new manager, just six weeks before UEFA Euro 2012. England managed to finish top of their group, winning two and drawing one of their fixtures, but exited the Championships in the quarter-finals via a penalty shoot-out, this time to Italy.", "targets": "Who became the new manager of England's football team in May of 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeed8c60419c474cbf402c7a45fda625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 2012, Capello resigned from his role as England manager, following a disagreement with the FA over their request to remove John Terry from team captaincy after accusations of racial abuse concerning the player. Following this, there was media speculation that Harry Redknapp would take the job. However, on 1 May 2012, Roy Hodgson was announced as the new manager, just six weeks before UEFA Euro 2012. England managed to finish top of their group, winning two and drawing one of their fixtures, but exited the Championships in the quarter-finals via a penalty shoot-out, this time to Italy.", "targets": "In which round of UEFA Euro 2012 was England eliminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeed8c60419c474cbf402c7a45fda625", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 2012, Capello resigned from his role as England manager, following a disagreement with the FA over their request to remove John Terry from team captaincy after accusations of racial abuse concerning the player. Following this, there was media speculation that Harry Redknapp would take the job. However, on 1 May 2012, Roy Hodgson was announced as the new manager, just six weeks before UEFA Euro 2012. England managed to finish top of their group, winning two and drawing one of their fixtures, but exited the Championships in the quarter-finals via a penalty shoot-out, this time to Italy.", "targets": "A defeat by which team ultimately eliminated England from UEFA Euro 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4063218164b46a980962e2c0fb0b34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Walt Disney and his brother Roy contacted Goldenson at the end of 1953 for ABC to agree to finance part of the Disneyland project in exchange for producing a television program for the network. Walt wanted ABC to invest $500,000 and accrued a guarantee of $4.5 million in additional loans, a third of the budget intended for the park. Around 1954, ABC agreed to finance Disneyland in exchange for the right to broadcast a new Sunday night program, Disneyland, which debuted on the network on October 27, 1954 as the first of many anthology television programs that Disney would broadcast over the course of the next 50 years.", "targets": "What was Walt Disney's brother's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4063218164b46a980962e2c0fb0b34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Walt Disney and his brother Roy contacted Goldenson at the end of 1953 for ABC to agree to finance part of the Disneyland project in exchange for producing a television program for the network. Walt wanted ABC to invest $500,000 and accrued a guarantee of $4.5 million in additional loans, a third of the budget intended for the park. Around 1954, ABC agreed to finance Disneyland in exchange for the right to broadcast a new Sunday night program, Disneyland, which debuted on the network on October 27, 1954 as the first of many anthology television programs that Disney would broadcast over the course of the next 50 years.", "targets": "How much did Walt Disney want ABC to invest in Disneyland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4063218164b46a980962e2c0fb0b34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Walt Disney and his brother Roy contacted Goldenson at the end of 1953 for ABC to agree to finance part of the Disneyland project in exchange for producing a television program for the network. Walt wanted ABC to invest $500,000 and accrued a guarantee of $4.5 million in additional loans, a third of the budget intended for the park. Around 1954, ABC agreed to finance Disneyland in exchange for the right to broadcast a new Sunday night program, Disneyland, which debuted on the network on October 27, 1954 as the first of many anthology television programs that Disney would broadcast over the course of the next 50 years.", "targets": "In what year did ABC agree to finance Disneyland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4063218164b46a980962e2c0fb0b34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Walt Disney and his brother Roy contacted Goldenson at the end of 1953 for ABC to agree to finance part of the Disneyland project in exchange for producing a television program for the network. Walt wanted ABC to invest $500,000 and accrued a guarantee of $4.5 million in additional loans, a third of the budget intended for the park. Around 1954, ABC agreed to finance Disneyland in exchange for the right to broadcast a new Sunday night program, Disneyland, which debuted on the network on October 27, 1954 as the first of many anthology television programs that Disney would broadcast over the course of the next 50 years.", "targets": "What was the first Disney program televised on ABC as a result of the Disney-ABC agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ae53062b7541dfba445f828e9b2c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pro wrestling is often described simplistically as a \"soap opera for males\", it has also been cited as filling the role of past forms of literature and theatre; a synthesis of classical heroics, commedia dell'arte, revenge tragedies, morality plays, and burlesque. The characters and storylines portrayed by a successful promotion are seen to reflect the current mood, attitudes, and concerns of that promotion's society (and can, in turn, influence those same things). Wrestling's high levels of violence and masculinity make it a vicarious outlet for aggression during peacetime.", "targets": "What is wrestling sometimes called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ae53062b7541dfba445f828e9b2c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pro wrestling is often described simplistically as a \"soap opera for males\", it has also been cited as filling the role of past forms of literature and theatre; a synthesis of classical heroics, commedia dell'arte, revenge tragedies, morality plays, and burlesque. The characters and storylines portrayed by a successful promotion are seen to reflect the current mood, attitudes, and concerns of that promotion's society (and can, in turn, influence those same things). Wrestling's high levels of violence and masculinity make it a vicarious outlet for aggression during peacetime.", "targets": "What is wrestling to people during a peaceful time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ae53062b7541dfba445f828e9b2c3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While pro wrestling is often described simplistically as a \"soap opera for males\", it has also been cited as filling the role of past forms of literature and theatre; a synthesis of classical heroics, commedia dell'arte, revenge tragedies, morality plays, and burlesque. The characters and storylines portrayed by a successful promotion are seen to reflect the current mood, attitudes, and concerns of that promotion's society (and can, in turn, influence those same things). Wrestling's high levels of violence and masculinity make it a vicarious outlet for aggression during peacetime.", "targets": "What role does wrestling fill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27306dda966347e1a87cf3a6a8a4f850", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These decisions, apparently taken at the Luftflotte or Fliegerkorps level (see Organisation of the Luftwaffe (1933\u20131945)), meant attacks on individual targets were gradually replaced by what was, for all intents and purposes, an unrestricted area attack or Terrorangriff (Terror Attack). Part of the reason for this was inaccuracy of navigation. The effectiveness of British countermeasures against Knickebein, which was designed to avoid area attacks, forced the Luftwaffe to resort to these methods. The shift from precision bombing to area attack is indicated in the tactical methods and weapons dropped. KGr 100 increased its use of incendiaries from 13\u201328 percent. By December, this had increased to 92 percent. Use of incendiaries, which were inherently inaccurate, indicated much less care was taken to avoid civilian property close to industrial sites. Other units ceased using parachute flares and opted for explosive target markers. Captured German air crews also indicated the homes of industrial workers were deliberately targeted.", "targets": "Decision changes at organizational levels led to what type of attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27306dda966347e1a87cf3a6a8a4f850", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These decisions, apparently taken at the Luftflotte or Fliegerkorps level (see Organisation of the Luftwaffe (1933\u20131945)), meant attacks on individual targets were gradually replaced by what was, for all intents and purposes, an unrestricted area attack or Terrorangriff (Terror Attack). Part of the reason for this was inaccuracy of navigation. The effectiveness of British countermeasures against Knickebein, which was designed to avoid area attacks, forced the Luftwaffe to resort to these methods. The shift from precision bombing to area attack is indicated in the tactical methods and weapons dropped. KGr 100 increased its use of incendiaries from 13\u201328 percent. By December, this had increased to 92 percent. Use of incendiaries, which were inherently inaccurate, indicated much less care was taken to avoid civilian property close to industrial sites. Other units ceased using parachute flares and opted for explosive target markers. Captured German air crews also indicated the homes of industrial workers were deliberately targeted.", "targets": "What was one of the reasons for unrestricted area attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27306dda966347e1a87cf3a6a8a4f850", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These decisions, apparently taken at the Luftflotte or Fliegerkorps level (see Organisation of the Luftwaffe (1933\u20131945)), meant attacks on individual targets were gradually replaced by what was, for all intents and purposes, an unrestricted area attack or Terrorangriff (Terror Attack). Part of the reason for this was inaccuracy of navigation. The effectiveness of British countermeasures against Knickebein, which was designed to avoid area attacks, forced the Luftwaffe to resort to these methods. The shift from precision bombing to area attack is indicated in the tactical methods and weapons dropped. KGr 100 increased its use of incendiaries from 13\u201328 percent. By December, this had increased to 92 percent. Use of incendiaries, which were inherently inaccurate, indicated much less care was taken to avoid civilian property close to industrial sites. Other units ceased using parachute flares and opted for explosive target markers. Captured German air crews also indicated the homes of industrial workers were deliberately targeted.", "targets": "How was it known that precision bombing was changed to area attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27306dda966347e1a87cf3a6a8a4f850", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These decisions, apparently taken at the Luftflotte or Fliegerkorps level (see Organisation of the Luftwaffe (1933\u20131945)), meant attacks on individual targets were gradually replaced by what was, for all intents and purposes, an unrestricted area attack or Terrorangriff (Terror Attack). Part of the reason for this was inaccuracy of navigation. The effectiveness of British countermeasures against Knickebein, which was designed to avoid area attacks, forced the Luftwaffe to resort to these methods. The shift from precision bombing to area attack is indicated in the tactical methods and weapons dropped. KGr 100 increased its use of incendiaries from 13\u201328 percent. By December, this had increased to 92 percent. Use of incendiaries, which were inherently inaccurate, indicated much less care was taken to avoid civilian property close to industrial sites. Other units ceased using parachute flares and opted for explosive target markers. Captured German air crews also indicated the homes of industrial workers were deliberately targeted.", "targets": "What percentage of incendiaries were used in December?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27306dda966347e1a87cf3a6a8a4f850", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These decisions, apparently taken at the Luftflotte or Fliegerkorps level (see Organisation of the Luftwaffe (1933\u20131945)), meant attacks on individual targets were gradually replaced by what was, for all intents and purposes, an unrestricted area attack or Terrorangriff (Terror Attack). Part of the reason for this was inaccuracy of navigation. The effectiveness of British countermeasures against Knickebein, which was designed to avoid area attacks, forced the Luftwaffe to resort to these methods. The shift from precision bombing to area attack is indicated in the tactical methods and weapons dropped. KGr 100 increased its use of incendiaries from 13\u201328 percent. By December, this had increased to 92 percent. Use of incendiaries, which were inherently inaccurate, indicated much less care was taken to avoid civilian property close to industrial sites. Other units ceased using parachute flares and opted for explosive target markers. Captured German air crews also indicated the homes of industrial workers were deliberately targeted.", "targets": "How was it determined that homes of industrial workers were targeted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5f63d32bd14462185a3ddc081daa222", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other types of lossy compressors, such as the linear predictive coding (LPC) used with speech, are source-based coders. These coders use a model of the sound's generator (such as the human vocal tract with LPC) to whiten the audio signal (i.e., flatten its spectrum) before quantization. LPC may be thought of as a basic perceptual coding technique: reconstruction of an audio signal using a linear predictor shapes the coder's quantization noise into the spectrum of the target signal, partially masking it.", "targets": "What is the coding called that is used with speech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5f63d32bd14462185a3ddc081daa222", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other types of lossy compressors, such as the linear predictive coding (LPC) used with speech, are source-based coders. These coders use a model of the sound's generator (such as the human vocal tract with LPC) to whiten the audio signal (i.e., flatten its spectrum) before quantization. LPC may be thought of as a basic perceptual coding technique: reconstruction of an audio signal using a linear predictor shapes the coder's quantization noise into the spectrum of the target signal, partially masking it.", "targets": "What is thought of as a basic perceptual coding technique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5f63d32bd14462185a3ddc081daa222", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other types of lossy compressors, such as the linear predictive coding (LPC) used with speech, are source-based coders. These coders use a model of the sound's generator (such as the human vocal tract with LPC) to whiten the audio signal (i.e., flatten its spectrum) before quantization. LPC may be thought of as a basic perceptual coding technique: reconstruction of an audio signal using a linear predictor shapes the coder's quantization noise into the spectrum of the target signal, partially masking it.", "targets": "What uses a model of the sound's generator? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ce8010ef624321b9a286c03469cec6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern has roughly 225,000 alumni in all branches of business, government, law, science, education, medicine, media, and the performing arts. Among Northwestern's more notable alumni are U.S. Senator and presidential candidate George McGovern, Nobel Prize\u2013winning economist George J. Stigler, Nobel Prize\u2013winning novelist Saul Bellow, Pulitzer Prize\u2013winning composer and diarist Ned Rorem, the much-decorated composer Howard Hanson, Deputy Prime Minister of Turkey Ali Babacan, the historian and novelist Wilma Dykeman, and the founder of the presidential prayer breakfast Abraham Vereide. U.S. Supreme Court Associate Justice John Paul Stevens, Supreme Court Justice and Ambassador to the United Nations Arthur Joseph Goldberg, and Governor of Illinois and Democratic presidential candidate Adlai Stevenson are among the graduates of the Northwestern School of Law. Many Northwestern alumni play or have played important roles in Chicago and Illinois, such as former Illinois governor and convicted felon Rod Blagojevich, Chicago Bulls and Chicago White Sox owner Jerry Reinsdorf, and theater director Mary Zimmerman. Northwestern alumnus David J. Skorton currently serves as president of Cornell University. Rahm Emanuel, the mayor of Chicago and former White House Chief of Staff, earned a Masters in Speech and Communication in 1985.", "targets": "Which of Northwestern's alumni is notable for becoming a U.S. Senator and presidential candidate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ce8010ef624321b9a286c03469cec6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern has roughly 225,000 alumni in all branches of business, government, law, science, education, medicine, media, and the performing arts. Among Northwestern's more notable alumni are U.S. Senator and presidential candidate George McGovern, Nobel Prize\u2013winning economist George J. Stigler, Nobel Prize\u2013winning novelist Saul Bellow, Pulitzer Prize\u2013winning composer and diarist Ned Rorem, the much-decorated composer Howard Hanson, Deputy Prime Minister of Turkey Ali Babacan, the historian and novelist Wilma Dykeman, and the founder of the presidential prayer breakfast Abraham Vereide. U.S. Supreme Court Associate Justice John Paul Stevens, Supreme Court Justice and Ambassador to the United Nations Arthur Joseph Goldberg, and Governor of Illinois and Democratic presidential candidate Adlai Stevenson are among the graduates of the Northwestern School of Law. Many Northwestern alumni play or have played important roles in Chicago and Illinois, such as former Illinois governor and convicted felon Rod Blagojevich, Chicago Bulls and Chicago White Sox owner Jerry Reinsdorf, and theater director Mary Zimmerman. Northwestern alumnus David J. Skorton currently serves as president of Cornell University. Rahm Emanuel, the mayor of Chicago and former White House Chief of Staff, earned a Masters in Speech and Communication in 1985.", "targets": "Which of Northwestern's alumni is notable for becoming The Deputy Prime Minister of Turkey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ce8010ef624321b9a286c03469cec6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern has roughly 225,000 alumni in all branches of business, government, law, science, education, medicine, media, and the performing arts. Among Northwestern's more notable alumni are U.S. Senator and presidential candidate George McGovern, Nobel Prize\u2013winning economist George J. Stigler, Nobel Prize\u2013winning novelist Saul Bellow, Pulitzer Prize\u2013winning composer and diarist Ned Rorem, the much-decorated composer Howard Hanson, Deputy Prime Minister of Turkey Ali Babacan, the historian and novelist Wilma Dykeman, and the founder of the presidential prayer breakfast Abraham Vereide. U.S. Supreme Court Associate Justice John Paul Stevens, Supreme Court Justice and Ambassador to the United Nations Arthur Joseph Goldberg, and Governor of Illinois and Democratic presidential candidate Adlai Stevenson are among the graduates of the Northwestern School of Law. Many Northwestern alumni play or have played important roles in Chicago and Illinois, such as former Illinois governor and convicted felon Rod Blagojevich, Chicago Bulls and Chicago White Sox owner Jerry Reinsdorf, and theater director Mary Zimmerman. Northwestern alumnus David J. Skorton currently serves as president of Cornell University. Rahm Emanuel, the mayor of Chicago and former White House Chief of Staff, earned a Masters in Speech and Communication in 1985.", "targets": "Which of Northwestern's alumni is notable for being the founder of the presidential prayer breakfast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ce8010ef624321b9a286c03469cec6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern has roughly 225,000 alumni in all branches of business, government, law, science, education, medicine, media, and the performing arts. Among Northwestern's more notable alumni are U.S. Senator and presidential candidate George McGovern, Nobel Prize\u2013winning economist George J. Stigler, Nobel Prize\u2013winning novelist Saul Bellow, Pulitzer Prize\u2013winning composer and diarist Ned Rorem, the much-decorated composer Howard Hanson, Deputy Prime Minister of Turkey Ali Babacan, the historian and novelist Wilma Dykeman, and the founder of the presidential prayer breakfast Abraham Vereide. U.S. Supreme Court Associate Justice John Paul Stevens, Supreme Court Justice and Ambassador to the United Nations Arthur Joseph Goldberg, and Governor of Illinois and Democratic presidential candidate Adlai Stevenson are among the graduates of the Northwestern School of Law. Many Northwestern alumni play or have played important roles in Chicago and Illinois, such as former Illinois governor and convicted felon Rod Blagojevich, Chicago Bulls and Chicago White Sox owner Jerry Reinsdorf, and theater director Mary Zimmerman. Northwestern alumnus David J. Skorton currently serves as president of Cornell University. Rahm Emanuel, the mayor of Chicago and former White House Chief of Staff, earned a Masters in Speech and Communication in 1985.", "targets": "Which of Northwestern's alumni is notable for becoming the Governor of Illinois and a presidential candidate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9ce8010ef624321b9a286c03469cec6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern has roughly 225,000 alumni in all branches of business, government, law, science, education, medicine, media, and the performing arts. Among Northwestern's more notable alumni are U.S. Senator and presidential candidate George McGovern, Nobel Prize\u2013winning economist George J. Stigler, Nobel Prize\u2013winning novelist Saul Bellow, Pulitzer Prize\u2013winning composer and diarist Ned Rorem, the much-decorated composer Howard Hanson, Deputy Prime Minister of Turkey Ali Babacan, the historian and novelist Wilma Dykeman, and the founder of the presidential prayer breakfast Abraham Vereide. U.S. Supreme Court Associate Justice John Paul Stevens, Supreme Court Justice and Ambassador to the United Nations Arthur Joseph Goldberg, and Governor of Illinois and Democratic presidential candidate Adlai Stevenson are among the graduates of the Northwestern School of Law. Many Northwestern alumni play or have played important roles in Chicago and Illinois, such as former Illinois governor and convicted felon Rod Blagojevich, Chicago Bulls and Chicago White Sox owner Jerry Reinsdorf, and theater director Mary Zimmerman. Northwestern alumnus David J. Skorton currently serves as president of Cornell University. Rahm Emanuel, the mayor of Chicago and former White House Chief of Staff, earned a Masters in Speech and Communication in 1985.", "targets": "Which of Northwestern's alumni is notable for becoming the Illinois Governor and convicted felon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccb51fb917743dfa46adf8131247c0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Harkness' original colleges were Georgian Revival or Collegiate Gothic in style, two colleges constructed in the 1960s, Morse and Ezra Stiles Colleges, have modernist designs. All twelve college quadrangles are organized around a courtyard, and each has a dining hall, courtyard, library, common room, and a range of student facilities. The twelve colleges are named for important alumni or significant places in university history. In 2017, the university expects to open two new colleges near Science Hill.", "targets": "In what architectural styles were Harkness' original colleges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccb51fb917743dfa46adf8131247c0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Harkness' original colleges were Georgian Revival or Collegiate Gothic in style, two colleges constructed in the 1960s, Morse and Ezra Stiles Colleges, have modernist designs. All twelve college quadrangles are organized around a courtyard, and each has a dining hall, courtyard, library, common room, and a range of student facilities. The twelve colleges are named for important alumni or significant places in university history. In 2017, the university expects to open two new colleges near Science Hill.", "targets": "Which two residential colleges are of modernist style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccb51fb917743dfa46adf8131247c0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Harkness' original colleges were Georgian Revival or Collegiate Gothic in style, two colleges constructed in the 1960s, Morse and Ezra Stiles Colleges, have modernist designs. All twelve college quadrangles are organized around a courtyard, and each has a dining hall, courtyard, library, common room, and a range of student facilities. The twelve colleges are named for important alumni or significant places in university history. In 2017, the university expects to open two new colleges near Science Hill.", "targets": "What are Yale's colleges encircling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccb51fb917743dfa46adf8131247c0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Harkness' original colleges were Georgian Revival or Collegiate Gothic in style, two colleges constructed in the 1960s, Morse and Ezra Stiles Colleges, have modernist designs. All twelve college quadrangles are organized around a courtyard, and each has a dining hall, courtyard, library, common room, and a range of student facilities. The twelve colleges are named for important alumni or significant places in university history. In 2017, the university expects to open two new colleges near Science Hill.", "targets": "Who are the Yale colleges named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ccb51fb917743dfa46adf8131247c0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Harkness' original colleges were Georgian Revival or Collegiate Gothic in style, two colleges constructed in the 1960s, Morse and Ezra Stiles Colleges, have modernist designs. All twelve college quadrangles are organized around a courtyard, and each has a dining hall, courtyard, library, common room, and a range of student facilities. The twelve colleges are named for important alumni or significant places in university history. In 2017, the university expects to open two new colleges near Science Hill.", "targets": "In what year does the university expect to open two more colleges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5dbd2a838a40418689b22a5f8b8e6c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic states of Asia and Egypt were run by an occupying imperial elite of Greco-Macedonian administrators and governors propped up by a standing army of mercenaries and a small core of Greco-Macedonian settlers. Promotion of immigration from Greece was important in the establishment of this system. Hellenistic monarchs ran their kingdoms as royal estates and most of the heavy tax revenues went into the military and paramilitary forces which preserved their rule from any kind of revolution. Macedonian and Hellenistic monarchs were expected to lead their armies on the field, along with a group of privileged aristocratic companions or friends (hetairoi, philoi) which dined and drank with the king and acted as his advisory council. Another role that was expected the monarch fill was that of charitable patron of his people, this public philanthropy could mean building projects and handing out gifts but also promotion of Greek culture and religion.", "targets": "Who ran the Hellenistic states of Asia and Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5dbd2a838a40418689b22a5f8b8e6c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic states of Asia and Egypt were run by an occupying imperial elite of Greco-Macedonian administrators and governors propped up by a standing army of mercenaries and a small core of Greco-Macedonian settlers. Promotion of immigration from Greece was important in the establishment of this system. Hellenistic monarchs ran their kingdoms as royal estates and most of the heavy tax revenues went into the military and paramilitary forces which preserved their rule from any kind of revolution. Macedonian and Hellenistic monarchs were expected to lead their armies on the field, along with a group of privileged aristocratic companions or friends (hetairoi, philoi) which dined and drank with the king and acted as his advisory council. Another role that was expected the monarch fill was that of charitable patron of his people, this public philanthropy could mean building projects and handing out gifts but also promotion of Greek culture and religion.", "targets": "Where did Hellenistic monarchs put most of the tax revenues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5dbd2a838a40418689b22a5f8b8e6c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic states of Asia and Egypt were run by an occupying imperial elite of Greco-Macedonian administrators and governors propped up by a standing army of mercenaries and a small core of Greco-Macedonian settlers. Promotion of immigration from Greece was important in the establishment of this system. Hellenistic monarchs ran their kingdoms as royal estates and most of the heavy tax revenues went into the military and paramilitary forces which preserved their rule from any kind of revolution. Macedonian and Hellenistic monarchs were expected to lead their armies on the field, along with a group of privileged aristocratic companions or friends (hetairoi, philoi) which dined and drank with the king and acted as his advisory council. Another role that was expected the monarch fill was that of charitable patron of his people, this public philanthropy could mean building projects and handing out gifts but also promotion of Greek culture and religion.", "targets": "Who handed out gifts in the promotion of Greek culture and religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5dbd2a838a40418689b22a5f8b8e6c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic states of Asia and Egypt were run by an occupying imperial elite of Greco-Macedonian administrators and governors propped up by a standing army of mercenaries and a small core of Greco-Macedonian settlers. Promotion of immigration from Greece was important in the establishment of this system. Hellenistic monarchs ran their kingdoms as royal estates and most of the heavy tax revenues went into the military and paramilitary forces which preserved their rule from any kind of revolution. Macedonian and Hellenistic monarchs were expected to lead their armies on the field, along with a group of privileged aristocratic companions or friends (hetairoi, philoi) which dined and drank with the king and acted as his advisory council. Another role that was expected the monarch fill was that of charitable patron of his people, this public philanthropy could mean building projects and handing out gifts but also promotion of Greek culture and religion.", "targets": "What type of estates did Hellenistic monarchs run their kingdoms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5dbd2a838a40418689b22a5f8b8e6c9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic states of Asia and Egypt were run by an occupying imperial elite of Greco-Macedonian administrators and governors propped up by a standing army of mercenaries and a small core of Greco-Macedonian settlers. Promotion of immigration from Greece was important in the establishment of this system. Hellenistic monarchs ran their kingdoms as royal estates and most of the heavy tax revenues went into the military and paramilitary forces which preserved their rule from any kind of revolution. Macedonian and Hellenistic monarchs were expected to lead their armies on the field, along with a group of privileged aristocratic companions or friends (hetairoi, philoi) which dined and drank with the king and acted as his advisory council. Another role that was expected the monarch fill was that of charitable patron of his people, this public philanthropy could mean building projects and handing out gifts but also promotion of Greek culture and religion.", "targets": "Who were the small core in the Hellenistic states of Asia and Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024655dc82054011ba656c1f34594c22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title IV of the 1978 Spanish constitution invests the Consentimiento Real (Royal Assent) and promulgation (publication) of laws with the monarch of Spain, while Title III, The Cortes Generales, Chapter 2, Drafting of Bills, outlines the method by which bills are passed. According to Article 91, within fifteen days of passage of a bill by the Cortes Generales, the sovereign shall give his or her assent and publish the new law. Article 92 invests the monarch with the right to call for a referendum, on the advice of the president of the government (commonly referred to in English as the prime minister) and the authorisation of the cortes.", "targets": "Which article in the Spanish constitution gives the monarch the right to ask for a referendum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024655dc82054011ba656c1f34594c22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title IV of the 1978 Spanish constitution invests the Consentimiento Real (Royal Assent) and promulgation (publication) of laws with the monarch of Spain, while Title III, The Cortes Generales, Chapter 2, Drafting of Bills, outlines the method by which bills are passed. According to Article 91, within fifteen days of passage of a bill by the Cortes Generales, the sovereign shall give his or her assent and publish the new law. Article 92 invests the monarch with the right to call for a referendum, on the advice of the president of the government (commonly referred to in English as the prime minister) and the authorisation of the cortes.", "targets": "Which article specifies the number of days available to the monarch to provide a signature on an assended bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024655dc82054011ba656c1f34594c22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title IV of the 1978 Spanish constitution invests the Consentimiento Real (Royal Assent) and promulgation (publication) of laws with the monarch of Spain, while Title III, The Cortes Generales, Chapter 2, Drafting of Bills, outlines the method by which bills are passed. According to Article 91, within fifteen days of passage of a bill by the Cortes Generales, the sovereign shall give his or her assent and publish the new law. Article 92 invests the monarch with the right to call for a referendum, on the advice of the president of the government (commonly referred to in English as the prime minister) and the authorisation of the cortes.", "targets": "In the 1978 Spanish constitution, which title describes how bills are passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-024655dc82054011ba656c1f34594c22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title IV of the 1978 Spanish constitution invests the Consentimiento Real (Royal Assent) and promulgation (publication) of laws with the monarch of Spain, while Title III, The Cortes Generales, Chapter 2, Drafting of Bills, outlines the method by which bills are passed. According to Article 91, within fifteen days of passage of a bill by the Cortes Generales, the sovereign shall give his or her assent and publish the new law. Article 92 invests the monarch with the right to call for a referendum, on the advice of the president of the government (commonly referred to in English as the prime minister) and the authorisation of the cortes.", "targets": "What chapter in the Spanish constitution describes how bills are to be passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40347dcd5ab646beb12f4c3d8ade55d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell committed to reduce greenhouse gas emissions from its global activities by 40% by 2015, with 2008 fiscal year as the baseline year. It is listed in Greenpeace\u2019s Guide to Greener Electronics that scores leading electronics manufacturers according to their policies on sustainability, climate and energy and how green their products are. In November 2011, Dell ranked 2nd out of 15 listed electronics makers (increasing its score to 5.1 from 4.9, which it gained in the previous ranking from October 2010).", "targets": "What emissions did Dell strive to reduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40347dcd5ab646beb12f4c3d8ade55d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell committed to reduce greenhouse gas emissions from its global activities by 40% by 2015, with 2008 fiscal year as the baseline year. It is listed in Greenpeace\u2019s Guide to Greener Electronics that scores leading electronics manufacturers according to their policies on sustainability, climate and energy and how green their products are. In November 2011, Dell ranked 2nd out of 15 listed electronics makers (increasing its score to 5.1 from 4.9, which it gained in the previous ranking from October 2010).", "targets": "By 2015, how much did Dell slate to reduce its emissions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40347dcd5ab646beb12f4c3d8ade55d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell committed to reduce greenhouse gas emissions from its global activities by 40% by 2015, with 2008 fiscal year as the baseline year. It is listed in Greenpeace\u2019s Guide to Greener Electronics that scores leading electronics manufacturers according to their policies on sustainability, climate and energy and how green their products are. In November 2011, Dell ranked 2nd out of 15 listed electronics makers (increasing its score to 5.1 from 4.9, which it gained in the previous ranking from October 2010).", "targets": "What year did Dell rank 2nd for product greenness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40347dcd5ab646beb12f4c3d8ade55d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell committed to reduce greenhouse gas emissions from its global activities by 40% by 2015, with 2008 fiscal year as the baseline year. It is listed in Greenpeace\u2019s Guide to Greener Electronics that scores leading electronics manufacturers according to their policies on sustainability, climate and energy and how green their products are. In November 2011, Dell ranked 2nd out of 15 listed electronics makers (increasing its score to 5.1 from 4.9, which it gained in the previous ranking from October 2010).", "targets": "What organization scores electronics manufacturers based on how environmentally friendly their products are? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c266dd813f4fffb533b03e61f8556e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idealist notions took a strong hold among physicists of the early 20th century confronted with the paradoxes of quantum physics and the theory of relativity. In The Grammar of Science, Preface to the 2nd Edition, 1900, Karl Pearson wrote, \"There are many signs that a sound idealism is surely replacing, as a basis for natural philosophy, the crude materialism of the older physicists.\" This book influenced Einstein's regard for the importance of the observer in scientific measurements[citation needed]. In \u00a7 5 of that book, Pearson asserted that \"...science is in reality a classification and analysis of the contents of the mind....\" Also, \"...the field of science is much more consciousness than an external world.\"", "targets": "Among what twentieth century scientists was idealism popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c266dd813f4fffb533b03e61f8556e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idealist notions took a strong hold among physicists of the early 20th century confronted with the paradoxes of quantum physics and the theory of relativity. In The Grammar of Science, Preface to the 2nd Edition, 1900, Karl Pearson wrote, \"There are many signs that a sound idealism is surely replacing, as a basis for natural philosophy, the crude materialism of the older physicists.\" This book influenced Einstein's regard for the importance of the observer in scientific measurements[citation needed]. In \u00a7 5 of that book, Pearson asserted that \"...science is in reality a classification and analysis of the contents of the mind....\" Also, \"...the field of science is much more consciousness than an external world.\"", "targets": "Along with quantum physics generally, what scientific doctrine caused some physicists to embrace idealism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c266dd813f4fffb533b03e61f8556e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idealist notions took a strong hold among physicists of the early 20th century confronted with the paradoxes of quantum physics and the theory of relativity. In The Grammar of Science, Preface to the 2nd Edition, 1900, Karl Pearson wrote, \"There are many signs that a sound idealism is surely replacing, as a basis for natural philosophy, the crude materialism of the older physicists.\" This book influenced Einstein's regard for the importance of the observer in scientific measurements[citation needed]. In \u00a7 5 of that book, Pearson asserted that \"...science is in reality a classification and analysis of the contents of the mind....\" Also, \"...the field of science is much more consciousness than an external world.\"", "targets": "In what year was the second edition of The Grammar of Science published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c266dd813f4fffb533b03e61f8556e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idealist notions took a strong hold among physicists of the early 20th century confronted with the paradoxes of quantum physics and the theory of relativity. In The Grammar of Science, Preface to the 2nd Edition, 1900, Karl Pearson wrote, \"There are many signs that a sound idealism is surely replacing, as a basis for natural philosophy, the crude materialism of the older physicists.\" This book influenced Einstein's regard for the importance of the observer in scientific measurements[citation needed]. In \u00a7 5 of that book, Pearson asserted that \"...science is in reality a classification and analysis of the contents of the mind....\" Also, \"...the field of science is much more consciousness than an external world.\"", "targets": "What did Pearson claim that science classifies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30c266dd813f4fffb533b03e61f8556e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Idealist notions took a strong hold among physicists of the early 20th century confronted with the paradoxes of quantum physics and the theory of relativity. In The Grammar of Science, Preface to the 2nd Edition, 1900, Karl Pearson wrote, \"There are many signs that a sound idealism is surely replacing, as a basis for natural philosophy, the crude materialism of the older physicists.\" This book influenced Einstein's regard for the importance of the observer in scientific measurements[citation needed]. In \u00a7 5 of that book, Pearson asserted that \"...science is in reality a classification and analysis of the contents of the mind....\" Also, \"...the field of science is much more consciousness than an external world.\"", "targets": "Who is claimed to have been influenced by The Grammar of Science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f78152bd6b43484cba5a40df08986e61", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City has several public career and technology education schools associated with the Oklahoma Department of Career and Technology Education, the largest of which are Metro Technology Center and Francis Tuttle Technology Center.", "targets": "What are the two largest technology education schools in Oklahoma City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d231a2797df346e8a0212e2529483b83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Normans had a profound effect on Irish culture and history after their invasion at Bannow Bay in 1169. Initially the Normans maintained a distinct culture and ethnicity. Yet, with time, they came to be subsumed into Irish culture to the point that it has been said that they became \"more Irish than the Irish themselves.\" The Normans settled mostly in an area in the east of Ireland, later known as the Pale, and also built many fine castles and settlements, including Trim Castle and Dublin Castle. Both cultures intermixed, borrowing from each other's language, culture and outlook. Norman descendants today can be recognised by their surnames. Names such as French, (De) Roche, Devereux, D'Arcy, Treacy and Lacy are particularly common in the southeast of Ireland, especially in the southern part of County Wexford where the first Norman settlements were established. Other Norman names such as Furlong predominate there. Another common Norman-Irish name was Morell (Murrell) derived from the French Norman name Morel. Other names beginning with Fitz (from the Norman for son) indicate Norman ancestry. These included Fitzgerald, FitzGibbons (Gibbons) dynasty, Fitzmaurice. Other families bearing such surnames as Barry (de Barra) and De B\u00farca (Burke) are also of Norman extraction.", "targets": "In what year did the Norman's invade at Bannow Bay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d231a2797df346e8a0212e2529483b83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Normans had a profound effect on Irish culture and history after their invasion at Bannow Bay in 1169. Initially the Normans maintained a distinct culture and ethnicity. Yet, with time, they came to be subsumed into Irish culture to the point that it has been said that they became \"more Irish than the Irish themselves.\" The Normans settled mostly in an area in the east of Ireland, later known as the Pale, and also built many fine castles and settlements, including Trim Castle and Dublin Castle. Both cultures intermixed, borrowing from each other's language, culture and outlook. Norman descendants today can be recognised by their surnames. Names such as French, (De) Roche, Devereux, D'Arcy, Treacy and Lacy are particularly common in the southeast of Ireland, especially in the southern part of County Wexford where the first Norman settlements were established. Other Norman names such as Furlong predominate there. Another common Norman-Irish name was Morell (Murrell) derived from the French Norman name Morel. Other names beginning with Fitz (from the Norman for son) indicate Norman ancestry. These included Fitzgerald, FitzGibbons (Gibbons) dynasty, Fitzmaurice. Other families bearing such surnames as Barry (de Barra) and De B\u00farca (Burke) are also of Norman extraction.", "targets": "What country did the Normans invade in 1169?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d231a2797df346e8a0212e2529483b83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Normans had a profound effect on Irish culture and history after their invasion at Bannow Bay in 1169. Initially the Normans maintained a distinct culture and ethnicity. Yet, with time, they came to be subsumed into Irish culture to the point that it has been said that they became \"more Irish than the Irish themselves.\" The Normans settled mostly in an area in the east of Ireland, later known as the Pale, and also built many fine castles and settlements, including Trim Castle and Dublin Castle. Both cultures intermixed, borrowing from each other's language, culture and outlook. Norman descendants today can be recognised by their surnames. Names such as French, (De) Roche, Devereux, D'Arcy, Treacy and Lacy are particularly common in the southeast of Ireland, especially in the southern part of County Wexford where the first Norman settlements were established. Other Norman names such as Furlong predominate there. Another common Norman-Irish name was Morell (Murrell) derived from the French Norman name Morel. Other names beginning with Fitz (from the Norman for son) indicate Norman ancestry. These included Fitzgerald, FitzGibbons (Gibbons) dynasty, Fitzmaurice. Other families bearing such surnames as Barry (de Barra) and De B\u00farca (Burke) are also of Norman extraction.", "targets": "What culture did the Normans combine with in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-396605ce4dba418b9fe1ee65b842e0f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian distinguishes between consonant phonemes with palatal secondary articulation and those without, the so-called soft and hard sounds. This distinction is found between pairs of almost all consonants and is one of the most distinguishing features of the language. Another important aspect is the reduction of unstressed vowels. Stress, which is unpredictable, is not normally indicated orthographically though an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f, znak udareniya) may be used to mark stress, such as to distinguish between homographic words, for example \u0437\u0430\u043c\u043e\u0301\u043a (zamok, meaning a lock) and \u0437\u0430\u0301\u043c\u043e\u043a (zamok, meaning a castle), or to indicate the proper pronunciation of uncommon words or names.", "targets": "What kind of phonemes are soft sounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-396605ce4dba418b9fe1ee65b842e0f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian distinguishes between consonant phonemes with palatal secondary articulation and those without, the so-called soft and hard sounds. This distinction is found between pairs of almost all consonants and is one of the most distinguishing features of the language. Another important aspect is the reduction of unstressed vowels. Stress, which is unpredictable, is not normally indicated orthographically though an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f, znak udareniya) may be used to mark stress, such as to distinguish between homographic words, for example \u0437\u0430\u043c\u043e\u0301\u043a (zamok, meaning a lock) and \u0437\u0430\u0301\u043c\u043e\u043a (zamok, meaning a castle), or to indicate the proper pronunciation of uncommon words or names.", "targets": "What kind of accent can mark stress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-396605ce4dba418b9fe1ee65b842e0f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian distinguishes between consonant phonemes with palatal secondary articulation and those without, the so-called soft and hard sounds. This distinction is found between pairs of almost all consonants and is one of the most distinguishing features of the language. Another important aspect is the reduction of unstressed vowels. Stress, which is unpredictable, is not normally indicated orthographically though an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f, znak udareniya) may be used to mark stress, such as to distinguish between homographic words, for example \u0437\u0430\u043c\u043e\u0301\u043a (zamok, meaning a lock) and \u0437\u0430\u0301\u043c\u043e\u043a (zamok, meaning a castle), or to indicate the proper pronunciation of uncommon words or names.", "targets": "What kind of words can acute accents distinguish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-396605ce4dba418b9fe1ee65b842e0f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian distinguishes between consonant phonemes with palatal secondary articulation and those without, the so-called soft and hard sounds. This distinction is found between pairs of almost all consonants and is one of the most distinguishing features of the language. Another important aspect is the reduction of unstressed vowels. Stress, which is unpredictable, is not normally indicated orthographically though an optional acute accent (\u0437\u043d\u0430\u043a \u0443\u0434\u0430\u0440\u0435\u043d\u0438\u044f, znak udareniya) may be used to mark stress, such as to distinguish between homographic words, for example \u0437\u0430\u043c\u043e\u0301\u043a (zamok, meaning a lock) and \u0437\u0430\u0301\u043c\u043e\u043a (zamok, meaning a castle), or to indicate the proper pronunciation of uncommon words or names.", "targets": "What word means both lock and castle, depending on its accent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49cf30bb84a64481b1e948e1d2f8c9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new peace would only last for two years; war recommenced in the aftermath of John's decision in August 1200 to marry Isabella of Angoul\u00eame. In order to remarry, John first needed to abandon Isabel, Countess of Gloucester, his first wife; John accomplished this by arguing that he had failed to get the necessary papal permission to marry Isabel in the first place \u2013 as a cousin, John could not have legally wed her without this. It remains unclear why John chose to marry Isabella of Angoul\u00eame. Contemporary chroniclers argued that John had fallen deeply in love with Isabella, and John may have been motivated by desire for an apparently beautiful, if rather young, girl. On the other hand, the Angoumois lands that came with Isabella were strategically vital to John: by marrying Isabella, John was acquiring a key land route between Poitou and Gascony, which significantly strengthened his grip on Aquitaine.[nb 5]", "targets": "How long did the new peace last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49cf30bb84a64481b1e948e1d2f8c9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new peace would only last for two years; war recommenced in the aftermath of John's decision in August 1200 to marry Isabella of Angoul\u00eame. In order to remarry, John first needed to abandon Isabel, Countess of Gloucester, his first wife; John accomplished this by arguing that he had failed to get the necessary papal permission to marry Isabel in the first place \u2013 as a cousin, John could not have legally wed her without this. It remains unclear why John chose to marry Isabella of Angoul\u00eame. Contemporary chroniclers argued that John had fallen deeply in love with Isabella, and John may have been motivated by desire for an apparently beautiful, if rather young, girl. On the other hand, the Angoumois lands that came with Isabella were strategically vital to John: by marrying Isabella, John was acquiring a key land route between Poitou and Gascony, which significantly strengthened his grip on Aquitaine.[nb 5]", "targets": "When was John's decision to marry Isabella?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49cf30bb84a64481b1e948e1d2f8c9bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new peace would only last for two years; war recommenced in the aftermath of John's decision in August 1200 to marry Isabella of Angoul\u00eame. In order to remarry, John first needed to abandon Isabel, Countess of Gloucester, his first wife; John accomplished this by arguing that he had failed to get the necessary papal permission to marry Isabel in the first place \u2013 as a cousin, John could not have legally wed her without this. It remains unclear why John chose to marry Isabella of Angoul\u00eame. Contemporary chroniclers argued that John had fallen deeply in love with Isabella, and John may have been motivated by desire for an apparently beautiful, if rather young, girl. On the other hand, the Angoumois lands that came with Isabella were strategically vital to John: by marrying Isabella, John was acquiring a key land route between Poitou and Gascony, which significantly strengthened his grip on Aquitaine.[nb 5]", "targets": "John acquired key land between Poitou and where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea5d3964be64268a3d2f02aa454702b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla exhibited a pre-atomic understanding of physics in his writings; he disagreed with the theory of atoms being composed of smaller subatomic particles, stating there was no such thing as an electron creating an electric charge (he believed that if electrons existed at all, they were some fourth state of matter or \"sub-atom\" that could only exist in an experimental vacuum and that they had nothing to do with electricity).:249 Tesla believed that atoms are immutable\u2014they could not change state or be split in any way. He was a believer in the 19th century concept of an all pervasive \"ether\" that transmitted electrical energy.", "targets": "What subatomic particle did Tesla deny the existence of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea5d3964be64268a3d2f02aa454702b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla exhibited a pre-atomic understanding of physics in his writings; he disagreed with the theory of atoms being composed of smaller subatomic particles, stating there was no such thing as an electron creating an electric charge (he believed that if electrons existed at all, they were some fourth state of matter or \"sub-atom\" that could only exist in an experimental vacuum and that they had nothing to do with electricity).:249 Tesla believed that atoms are immutable\u2014they could not change state or be split in any way. He was a believer in the 19th century concept of an all pervasive \"ether\" that transmitted electrical energy.", "targets": "What did he think was everywhere in the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea5d3964be64268a3d2f02aa454702b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla exhibited a pre-atomic understanding of physics in his writings; he disagreed with the theory of atoms being composed of smaller subatomic particles, stating there was no such thing as an electron creating an electric charge (he believed that if electrons existed at all, they were some fourth state of matter or \"sub-atom\" that could only exist in an experimental vacuum and that they had nothing to do with electricity).:249 Tesla believed that atoms are immutable\u2014they could not change state or be split in any way. He was a believer in the 19th century concept of an all pervasive \"ether\" that transmitted electrical energy.", "targets": "What did he believe the ether did?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eea5d3964be64268a3d2f02aa454702b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla exhibited a pre-atomic understanding of physics in his writings; he disagreed with the theory of atoms being composed of smaller subatomic particles, stating there was no such thing as an electron creating an electric charge (he believed that if electrons existed at all, they were some fourth state of matter or \"sub-atom\" that could only exist in an experimental vacuum and that they had nothing to do with electricity).:249 Tesla believed that atoms are immutable\u2014they could not change state or be split in any way. He was a believer in the 19th century concept of an all pervasive \"ether\" that transmitted electrical energy.", "targets": "To what century did the idea of ether belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "When were the two finalists for hosting Super Bowl 50 announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "How many times has the South Florida/Miami area hosted the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What was the most recent Super Bowl hosted in the South Florida/Miami area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "When was the most recent Super Bowl hosted in the South Florida/Miami area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "When did the San Francisco Bay area last host the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What was the other finalist besides Levi's Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "When were the finalists announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "In what venue did Super Bowl XIX take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "On what date did the Florida legislature decide against the plan to renovate the Miami stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "In what year was the Super Bowl last held in the Miami/South Florida area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "How many times has a Super Bowl taken place at Miami's Sun Life Stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What was the last Super Bowl that took place at Sun Life Stadium in Miami? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "In 2012, how many stadiums were named as finalists for hosting Super Bowl 50 before the final stadium was chosen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What was the entity that stepped in and caused Miami's Sun Life Stadium to no longer be in the running to host Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "Prior to this consideration, when did San Francisco last host a Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What other city has hosted the Super Bowl ten times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What date were the top two stadium choices for Super Bowl 50 announced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "How many times prios has the Sun Life Stadium had Super Bowls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "What city is tied with Miami for hosting the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "When was the last time San Francisco hosted a Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c698eac1f04eb692917b0b6fefeb3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The league announced on October 16, 2012, that the two finalists were Sun Life Stadium and Levi's Stadium. The South Florida/Miami area has previously hosted the event 10 times (tied for most with New Orleans), with the most recent one being Super Bowl XLIV in 2010. The San Francisco Bay Area last hosted in 1985 (Super Bowl XIX), held at Stanford Stadium in Stanford, California, won by the home team 49ers. The Miami bid depended on whether the stadium underwent renovations. However, on May 3, 2013, the Florida legislature refused to approve the funding plan to pay for the renovations, dealing a significant blow to Miami's chances.", "targets": "Who decided not to approve paying for renovations at Sun Life Stadium that the league wanted for them to do to host Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbad45494974c1fbc3565829db0e536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 22, 2012, the Somali Cabinet unanimously approved the National Communications Act, which paves the way for the establishment of a National Communications regulator in the broadcasting and telecommunications sectors. The bill was passed following consultations between government representatives and communications, academic and civil society stakeholders. According to the Ministry of Information, Posts and Telecommunication, the Act is expected to create an environment conducive to investment and the certainty it provides will encourage further infrastructural development, resulting in more efficient service delivery.", "targets": "What year was the national Communications act enacted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbad45494974c1fbc3565829db0e536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 22, 2012, the Somali Cabinet unanimously approved the National Communications Act, which paves the way for the establishment of a National Communications regulator in the broadcasting and telecommunications sectors. The bill was passed following consultations between government representatives and communications, academic and civil society stakeholders. According to the Ministry of Information, Posts and Telecommunication, the Act is expected to create an environment conducive to investment and the certainty it provides will encourage further infrastructural development, resulting in more efficient service delivery.", "targets": "What Act clears the way for a National Communications Regulator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbad45494974c1fbc3565829db0e536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 22, 2012, the Somali Cabinet unanimously approved the National Communications Act, which paves the way for the establishment of a National Communications regulator in the broadcasting and telecommunications sectors. The bill was passed following consultations between government representatives and communications, academic and civil society stakeholders. According to the Ministry of Information, Posts and Telecommunication, the Act is expected to create an environment conducive to investment and the certainty it provides will encourage further infrastructural development, resulting in more efficient service delivery.", "targets": "What types of stakeholders consulted on the bill to enact the National Communications Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbad45494974c1fbc3565829db0e536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 22, 2012, the Somali Cabinet unanimously approved the National Communications Act, which paves the way for the establishment of a National Communications regulator in the broadcasting and telecommunications sectors. The bill was passed following consultations between government representatives and communications, academic and civil society stakeholders. According to the Ministry of Information, Posts and Telecommunication, the Act is expected to create an environment conducive to investment and the certainty it provides will encourage further infrastructural development, resulting in more efficient service delivery.", "targets": "The National Communications Act is expected to create and invironment favorable for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fbad45494974c1fbc3565829db0e536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 22, 2012, the Somali Cabinet unanimously approved the National Communications Act, which paves the way for the establishment of a National Communications regulator in the broadcasting and telecommunications sectors. The bill was passed following consultations between government representatives and communications, academic and civil society stakeholders. According to the Ministry of Information, Posts and Telecommunication, the Act is expected to create an environment conducive to investment and the certainty it provides will encourage further infrastructural development, resulting in more efficient service delivery.", "targets": "Continued infrastructure development results in more efficient what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-574b79fc4fe84d8fb301c16521b88190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981 a team of researchers from the Maison de l'Orient et de la M\u00e9diterran\u00e9e, including Jacques Cauvin and Oliver Aurenche divided Near East neolithic chronology into ten periods (0 to 9) based on social, economic and cultural characteristics. In 2002 Danielle Stordeur and Fr\u00e9d\u00e9ric Abb\u00e8s advanced this system with a division into five periods. Natufian (1) between 12,000 and 10,200 BC, Khiamian (2) between 10,200-8,800 BC, PPNA: Sultanian (Jericho), Mureybetian, early PPNB (PPNB ancien) (3) between 8,800-7,600 BC, middle PPNB (PPNB moyen) 7,600-6,900 BC, late PPNB (PPNB r\u00e9cent) (4) between 7,500 and 7,000 BC and a PPNB (sometimes called PPNC) transitional stage (PPNB final) (5) where Halaf and dark faced burnished ware begin to emerge between 6,900-6,400 BC. They also advanced the idea of a transitional stage between the PPNA and PPNB between 8,800 and 8,600 BC at sites like Jerf el Ahmar and Tell Aswad.", "targets": "What are the names of two researchers who divided neolithic chronology into ten periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-574b79fc4fe84d8fb301c16521b88190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981 a team of researchers from the Maison de l'Orient et de la M\u00e9diterran\u00e9e, including Jacques Cauvin and Oliver Aurenche divided Near East neolithic chronology into ten periods (0 to 9) based on social, economic and cultural characteristics. In 2002 Danielle Stordeur and Fr\u00e9d\u00e9ric Abb\u00e8s advanced this system with a division into five periods. Natufian (1) between 12,000 and 10,200 BC, Khiamian (2) between 10,200-8,800 BC, PPNA: Sultanian (Jericho), Mureybetian, early PPNB (PPNB ancien) (3) between 8,800-7,600 BC, middle PPNB (PPNB moyen) 7,600-6,900 BC, late PPNB (PPNB r\u00e9cent) (4) between 7,500 and 7,000 BC and a PPNB (sometimes called PPNC) transitional stage (PPNB final) (5) where Halaf and dark faced burnished ware begin to emerge between 6,900-6,400 BC. They also advanced the idea of a transitional stage between the PPNA and PPNB between 8,800 and 8,600 BC at sites like Jerf el Ahmar and Tell Aswad.", "targets": "What traits did researchers use to divide the ten periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-574b79fc4fe84d8fb301c16521b88190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981 a team of researchers from the Maison de l'Orient et de la M\u00e9diterran\u00e9e, including Jacques Cauvin and Oliver Aurenche divided Near East neolithic chronology into ten periods (0 to 9) based on social, economic and cultural characteristics. In 2002 Danielle Stordeur and Fr\u00e9d\u00e9ric Abb\u00e8s advanced this system with a division into five periods. Natufian (1) between 12,000 and 10,200 BC, Khiamian (2) between 10,200-8,800 BC, PPNA: Sultanian (Jericho), Mureybetian, early PPNB (PPNB ancien) (3) between 8,800-7,600 BC, middle PPNB (PPNB moyen) 7,600-6,900 BC, late PPNB (PPNB r\u00e9cent) (4) between 7,500 and 7,000 BC and a PPNB (sometimes called PPNC) transitional stage (PPNB final) (5) where Halaf and dark faced burnished ware begin to emerge between 6,900-6,400 BC. They also advanced the idea of a transitional stage between the PPNA and PPNB between 8,800 and 8,600 BC at sites like Jerf el Ahmar and Tell Aswad.", "targets": "When was the original division of 10 advanced to a division of 5?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-574b79fc4fe84d8fb301c16521b88190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1981 a team of researchers from the Maison de l'Orient et de la M\u00e9diterran\u00e9e, including Jacques Cauvin and Oliver Aurenche divided Near East neolithic chronology into ten periods (0 to 9) based on social, economic and cultural characteristics. In 2002 Danielle Stordeur and Fr\u00e9d\u00e9ric Abb\u00e8s advanced this system with a division into five periods. Natufian (1) between 12,000 and 10,200 BC, Khiamian (2) between 10,200-8,800 BC, PPNA: Sultanian (Jericho), Mureybetian, early PPNB (PPNB ancien) (3) between 8,800-7,600 BC, middle PPNB (PPNB moyen) 7,600-6,900 BC, late PPNB (PPNB r\u00e9cent) (4) between 7,500 and 7,000 BC and a PPNB (sometimes called PPNC) transitional stage (PPNB final) (5) where Halaf and dark faced burnished ware begin to emerge between 6,900-6,400 BC. They also advanced the idea of a transitional stage between the PPNA and PPNB between 8,800 and 8,600 BC at sites like Jerf el Ahmar and Tell Aswad.", "targets": "What are the names of two researchers who divided neolithic chronology into five periods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c63237e92a4d1ea1d3fa41dd49a622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's digital service was officially launched on 1 October 1998 under the name Sky Digital, although small-scale tests were carried out before then. At this time the use of the Sky Digital brand made an important distinction between the new service and Sky's analogue services. Key selling points were the improvement in picture and sound quality, increased number of channels and an interactive service branded Open.... now called Sky Active, BSkyB competed with the ONdigital (later ITV Digital) terrestrial offering and cable services. Within 30 days, over 100,000 digiboxes had been sold, which help bolstered BSkyB's decision to give away free digiboxes and minidishes from May 1999.", "targets": "When was BSkyB's digital service launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c63237e92a4d1ea1d3fa41dd49a622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's digital service was officially launched on 1 October 1998 under the name Sky Digital, although small-scale tests were carried out before then. At this time the use of the Sky Digital brand made an important distinction between the new service and Sky's analogue services. Key selling points were the improvement in picture and sound quality, increased number of channels and an interactive service branded Open.... now called Sky Active, BSkyB competed with the ONdigital (later ITV Digital) terrestrial offering and cable services. Within 30 days, over 100,000 digiboxes had been sold, which help bolstered BSkyB's decision to give away free digiboxes and minidishes from May 1999.", "targets": "What was the name of BSkyB's digital service launched under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c63237e92a4d1ea1d3fa41dd49a622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's digital service was officially launched on 1 October 1998 under the name Sky Digital, although small-scale tests were carried out before then. At this time the use of the Sky Digital brand made an important distinction between the new service and Sky's analogue services. Key selling points were the improvement in picture and sound quality, increased number of channels and an interactive service branded Open.... now called Sky Active, BSkyB competed with the ONdigital (later ITV Digital) terrestrial offering and cable services. Within 30 days, over 100,000 digiboxes had been sold, which help bolstered BSkyB's decision to give away free digiboxes and minidishes from May 1999.", "targets": "What did BSkyB name their interactive service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c63237e92a4d1ea1d3fa41dd49a622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's digital service was officially launched on 1 October 1998 under the name Sky Digital, although small-scale tests were carried out before then. At this time the use of the Sky Digital brand made an important distinction between the new service and Sky's analogue services. Key selling points were the improvement in picture and sound quality, increased number of channels and an interactive service branded Open.... now called Sky Active, BSkyB competed with the ONdigital (later ITV Digital) terrestrial offering and cable services. Within 30 days, over 100,000 digiboxes had been sold, which help bolstered BSkyB's decision to give away free digiboxes and minidishes from May 1999.", "targets": "Who did BSkyB compete with initially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c63237e92a4d1ea1d3fa41dd49a622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BSkyB's digital service was officially launched on 1 October 1998 under the name Sky Digital, although small-scale tests were carried out before then. At this time the use of the Sky Digital brand made an important distinction between the new service and Sky's analogue services. Key selling points were the improvement in picture and sound quality, increased number of channels and an interactive service branded Open.... now called Sky Active, BSkyB competed with the ONdigital (later ITV Digital) terrestrial offering and cable services. Within 30 days, over 100,000 digiboxes had been sold, which help bolstered BSkyB's decision to give away free digiboxes and minidishes from May 1999.", "targets": "Within the 30 days how many digiboxes had been sold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcdf55ea548740508641bfd4425dee50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LSPU Hall is home to the Resource Centre for the Arts. The \"Hall\" hosts a vibrant and diverse arts community and is regarded as the backbone of artistic infrastructure and development in the downtown. The careers of many well-known Newfoundland artists were launched there including Rick Mercer, Mary Walsh, Cathy Jones, Andy Jones and Greg Thomey. The St. John's Arts and Culture Centre houses an art gallery, libraries and a 1000-seat theatre, which is the city's major venue for entertainment productions.", "targets": "Where is the Resource Centre for the Arts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcdf55ea548740508641bfd4425dee50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LSPU Hall is home to the Resource Centre for the Arts. The \"Hall\" hosts a vibrant and diverse arts community and is regarded as the backbone of artistic infrastructure and development in the downtown. The careers of many well-known Newfoundland artists were launched there including Rick Mercer, Mary Walsh, Cathy Jones, Andy Jones and Greg Thomey. The St. John's Arts and Culture Centre houses an art gallery, libraries and a 1000-seat theatre, which is the city's major venue for entertainment productions.", "targets": "How many seats does the St. John's Arts and Culture theatre have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcdf55ea548740508641bfd4425dee50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LSPU Hall is home to the Resource Centre for the Arts. The \"Hall\" hosts a vibrant and diverse arts community and is regarded as the backbone of artistic infrastructure and development in the downtown. The careers of many well-known Newfoundland artists were launched there including Rick Mercer, Mary Walsh, Cathy Jones, Andy Jones and Greg Thomey. The St. John's Arts and Culture Centre houses an art gallery, libraries and a 1000-seat theatre, which is the city's major venue for entertainment productions.", "targets": "Where in the city is the LSPU Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcdf55ea548740508641bfd4425dee50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LSPU Hall is home to the Resource Centre for the Arts. The \"Hall\" hosts a vibrant and diverse arts community and is regarded as the backbone of artistic infrastructure and development in the downtown. The careers of many well-known Newfoundland artists were launched there including Rick Mercer, Mary Walsh, Cathy Jones, Andy Jones and Greg Thomey. The St. John's Arts and Culture Centre houses an art gallery, libraries and a 1000-seat theatre, which is the city's major venue for entertainment productions.", "targets": "Where is Rick Mercer from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310789a0c7d34077a1183f673f6ac17c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The proper recitation of the Quran is the subject of a separate discipline named tajwid which determines in detail how the Quran should be recited, how each individual syllable is to be pronounced, the need to pay attention to the places where there should be a pause, to elisions, where the pronunciation should be long or short, where letters should be sounded together and where they should be kept separate, etc. It may be said that this discipline studies the laws and methods of the proper recitation of the Quran and covers three main areas: the proper pronunciation of consonants and vowels (the articulation of the Quranic phonemes), the rules of pause in recitation and of resumption of recitation, and the musical and melodious features of recitation.", "targets": "What discipline concerns the way the Quran is correctly recited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310789a0c7d34077a1183f673f6ac17c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The proper recitation of the Quran is the subject of a separate discipline named tajwid which determines in detail how the Quran should be recited, how each individual syllable is to be pronounced, the need to pay attention to the places where there should be a pause, to elisions, where the pronunciation should be long or short, where letters should be sounded together and where they should be kept separate, etc. It may be said that this discipline studies the laws and methods of the proper recitation of the Quran and covers three main areas: the proper pronunciation of consonants and vowels (the articulation of the Quranic phonemes), the rules of pause in recitation and of resumption of recitation, and the musical and melodious features of recitation.", "targets": "Tajwid deals with what aspect of the phonemes in the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310789a0c7d34077a1183f673f6ac17c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The proper recitation of the Quran is the subject of a separate discipline named tajwid which determines in detail how the Quran should be recited, how each individual syllable is to be pronounced, the need to pay attention to the places where there should be a pause, to elisions, where the pronunciation should be long or short, where letters should be sounded together and where they should be kept separate, etc. It may be said that this discipline studies the laws and methods of the proper recitation of the Quran and covers three main areas: the proper pronunciation of consonants and vowels (the articulation of the Quranic phonemes), the rules of pause in recitation and of resumption of recitation, and the musical and melodious features of recitation.", "targets": "Tajwid describes rules for what noiseless aspect of articulating Quranic verses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-310789a0c7d34077a1183f673f6ac17c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The proper recitation of the Quran is the subject of a separate discipline named tajwid which determines in detail how the Quran should be recited, how each individual syllable is to be pronounced, the need to pay attention to the places where there should be a pause, to elisions, where the pronunciation should be long or short, where letters should be sounded together and where they should be kept separate, etc. It may be said that this discipline studies the laws and methods of the proper recitation of the Quran and covers three main areas: the proper pronunciation of consonants and vowels (the articulation of the Quranic phonemes), the rules of pause in recitation and of resumption of recitation, and the musical and melodious features of recitation.", "targets": "Rhythm is an example of which features of Quranic recitation covered by tajwid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce1012cec48e4a64b23c9f473e894120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As briefly discussed in Unicode Technical Note #26, \"In terms of implementation issues, any attempt at a unification of Latin, Greek, and Cyrillic would wreak havoc [and] make casing operations an unholy mess, in effect making all casing operations context sensitive [\u2026]\". In other words, while the shapes of letters like A, B, E, H, K, M, O, P, T, X, Y and so on are shared between the Latin, Greek, and Cyrillic alphabets (and small differences in their canonical forms may be considered to be of a merely typographical nature), it would still be problematic for a multilingual character set or a font to provide only a single codepoint for, say, uppercase letter B, as this would make it quite difficult for a wordprocessor to change that single uppercase letter to one of the three different choices for the lower-case letter, b (Latin), \u03b2 (Greek), or \u0432 (Cyrillic). Without letter case, a \"unified European alphabet\" \u2013 such as AB\u0411C\u0413D\u0394\u0395Z\u0404\u0417F\u03a6GHI\u0418J\u2026Z, with an appropriate subset for each language \u2013 is feasible; but considering letter case, it becomes very clear that these alphabets are rather distinct sets of symbols.", "targets": "Attempts to unify Latin, Greek, and Cyrillic would create which sort of problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce1012cec48e4a64b23c9f473e894120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As briefly discussed in Unicode Technical Note #26, \"In terms of implementation issues, any attempt at a unification of Latin, Greek, and Cyrillic would wreak havoc [and] make casing operations an unholy mess, in effect making all casing operations context sensitive [\u2026]\". In other words, while the shapes of letters like A, B, E, H, K, M, O, P, T, X, Y and so on are shared between the Latin, Greek, and Cyrillic alphabets (and small differences in their canonical forms may be considered to be of a merely typographical nature), it would still be problematic for a multilingual character set or a font to provide only a single codepoint for, say, uppercase letter B, as this would make it quite difficult for a wordprocessor to change that single uppercase letter to one of the three different choices for the lower-case letter, b (Latin), \u03b2 (Greek), or \u0432 (Cyrillic). Without letter case, a \"unified European alphabet\" \u2013 such as AB\u0411C\u0413D\u0394\u0395Z\u0404\u0417F\u03a6GHI\u0418J\u2026Z, with an appropriate subset for each language \u2013 is feasible; but considering letter case, it becomes very clear that these alphabets are rather distinct sets of symbols.", "targets": "What among many common letters is shared between Latin, Greek, and Cyrillic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce1012cec48e4a64b23c9f473e894120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As briefly discussed in Unicode Technical Note #26, \"In terms of implementation issues, any attempt at a unification of Latin, Greek, and Cyrillic would wreak havoc [and] make casing operations an unholy mess, in effect making all casing operations context sensitive [\u2026]\". In other words, while the shapes of letters like A, B, E, H, K, M, O, P, T, X, Y and so on are shared between the Latin, Greek, and Cyrillic alphabets (and small differences in their canonical forms may be considered to be of a merely typographical nature), it would still be problematic for a multilingual character set or a font to provide only a single codepoint for, say, uppercase letter B, as this would make it quite difficult for a wordprocessor to change that single uppercase letter to one of the three different choices for the lower-case letter, b (Latin), \u03b2 (Greek), or \u0432 (Cyrillic). Without letter case, a \"unified European alphabet\" \u2013 such as AB\u0411C\u0413D\u0394\u0395Z\u0404\u0417F\u03a6GHI\u0418J\u2026Z, with an appropriate subset for each language \u2013 is feasible; but considering letter case, it becomes very clear that these alphabets are rather distinct sets of symbols.", "targets": "What would be problematic for a multilingual character set or font to provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce1012cec48e4a64b23c9f473e894120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As briefly discussed in Unicode Technical Note #26, \"In terms of implementation issues, any attempt at a unification of Latin, Greek, and Cyrillic would wreak havoc [and] make casing operations an unholy mess, in effect making all casing operations context sensitive [\u2026]\". In other words, while the shapes of letters like A, B, E, H, K, M, O, P, T, X, Y and so on are shared between the Latin, Greek, and Cyrillic alphabets (and small differences in their canonical forms may be considered to be of a merely typographical nature), it would still be problematic for a multilingual character set or a font to provide only a single codepoint for, say, uppercase letter B, as this would make it quite difficult for a wordprocessor to change that single uppercase letter to one of the three different choices for the lower-case letter, b (Latin), \u03b2 (Greek), or \u0432 (Cyrillic). Without letter case, a \"unified European alphabet\" \u2013 such as AB\u0411C\u0413D\u0394\u0395Z\u0404\u0417F\u03a6GHI\u0418J\u2026Z, with an appropriate subset for each language \u2013 is feasible; but considering letter case, it becomes very clear that these alphabets are rather distinct sets of symbols.", "targets": "What distinguishes Latin, Greek, and Cyrillic from one another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce1012cec48e4a64b23c9f473e894120", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As briefly discussed in Unicode Technical Note #26, \"In terms of implementation issues, any attempt at a unification of Latin, Greek, and Cyrillic would wreak havoc [and] make casing operations an unholy mess, in effect making all casing operations context sensitive [\u2026]\". In other words, while the shapes of letters like A, B, E, H, K, M, O, P, T, X, Y and so on are shared between the Latin, Greek, and Cyrillic alphabets (and small differences in their canonical forms may be considered to be of a merely typographical nature), it would still be problematic for a multilingual character set or a font to provide only a single codepoint for, say, uppercase letter B, as this would make it quite difficult for a wordprocessor to change that single uppercase letter to one of the three different choices for the lower-case letter, b (Latin), \u03b2 (Greek), or \u0432 (Cyrillic). Without letter case, a \"unified European alphabet\" \u2013 such as AB\u0411C\u0413D\u0394\u0395Z\u0404\u0417F\u03a6GHI\u0418J\u2026Z, with an appropriate subset for each language \u2013 is feasible; but considering letter case, it becomes very clear that these alphabets are rather distinct sets of symbols.", "targets": "Although there are challenges a unified European alphabet is feasible even in the absence of which common language rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "When was the term Serbo-Croatian first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "Who popularized the term Serbo-Croatian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "Aside from the Ottoman Empire, which other empire did the Serb and Croat lands in the mid 19th century belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "In which region of land was the Serbo-Croat language referred to as \"Bosnian\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "What is an example of a political text where the term Bosnian/Croatian/Serbian was used to describe the language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "Did South Slav languages develop coherently or independently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "What were the names given to the various dialects predating the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "Who first used the term Serbo-Croatian in 1824?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da1d535e57274df5bdf536ec5557bc89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the history of the South Slavs, the vernacular, literary, and written languages (e.g. Chakavian, Kajkavian, Shtokavian) of the various regions and ethnicities developed and diverged independently. Prior to the 19th century, they were collectively called \"Illyric\", \"Slavic\", \"Slavonian\", \"Bosnian\", \"Dalmatian\", \"Serbian\" or \"Croatian\". As such, the term Serbo-Croatian was first used by Jacob Grimm in 1824, popularized by the Vienna philologist Jernej Kopitar in the following decades, and accepted by Croatian Zagreb grammarians in 1854 and 1859. At that time, Serb and Croat lands were still part of the Ottoman and Austrian Empires. Officially, the language was called variously Serbo-Croat, Croato-Serbian, Serbian and Croatian, Croatian and Serbian, Serbian or Croatian, Croatian or Serbian. Unofficially, Serbs and Croats typically called the language \"Serbian\" or \"Croatian\", respectively, without implying a distinction between the two, and again in independent Bosnia and Herzegovina, \"Bosnian\", \"Croatian\", and \"Serbian\" were considered to be three names of a single official language. Croatian linguist Dalibor Brozovi\u0107 advocated the term Serbo-Croatian as late as 1988, claiming that in an analogy with Indo-European, Serbo-Croatian does not only name the two components of the same language, but simply charts the limits of the region in which it is spoken and includes everything between the limits (\u2018Bosnian\u2019 and \u2018Montenegrin\u2019). Today, use of the term \"Serbo-Croatian\" is controversial due to the prejudice that nation and language must match. It is still used for lack of a succinct alternative, though alternative names have been used, such as Bosnian/Croatian/Serbian (BCS), which is often seen in political contexts such as the Hague War Crimes tribunal.", "targets": "For what reason is the term \"Serbo-Croatian\" controversial today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e3286daa844649886348506b58b924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, some scholars contest the idea of a Proto-Euphratean language or one substrate language. It has been suggested by them and others, that the Sumerian language was originally that of the hunter and fisher peoples, who lived in the marshland and the Eastern Arabia littoral region, and were part of the Arabian bifacial culture. Reliable historical records begin much later; there are none in Sumer of any kind that have been dated before Enmebaragesi (c. 26th century BC). Professor Juris Zarins believes the Sumerians were settled along the coast of Eastern Arabia, today's Persian Gulf region, before it flooded at the end of the Ice Age.", "targets": "Some scholars contest that there was only one what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e3286daa844649886348506b58b924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, some scholars contest the idea of a Proto-Euphratean language or one substrate language. It has been suggested by them and others, that the Sumerian language was originally that of the hunter and fisher peoples, who lived in the marshland and the Eastern Arabia littoral region, and were part of the Arabian bifacial culture. Reliable historical records begin much later; there are none in Sumer of any kind that have been dated before Enmebaragesi (c. 26th century BC). Professor Juris Zarins believes the Sumerians were settled along the coast of Eastern Arabia, today's Persian Gulf region, before it flooded at the end of the Ice Age.", "targets": "Who do some scholars think the Sumerian language originally belonged to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e3286daa844649886348506b58b924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, some scholars contest the idea of a Proto-Euphratean language or one substrate language. It has been suggested by them and others, that the Sumerian language was originally that of the hunter and fisher peoples, who lived in the marshland and the Eastern Arabia littoral region, and were part of the Arabian bifacial culture. Reliable historical records begin much later; there are none in Sumer of any kind that have been dated before Enmebaragesi (c. 26th century BC). Professor Juris Zarins believes the Sumerians were settled along the coast of Eastern Arabia, today's Persian Gulf region, before it flooded at the end of the Ice Age.", "targets": "Where did the original Sumerians live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e3286daa844649886348506b58b924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, some scholars contest the idea of a Proto-Euphratean language or one substrate language. It has been suggested by them and others, that the Sumerian language was originally that of the hunter and fisher peoples, who lived in the marshland and the Eastern Arabia littoral region, and were part of the Arabian bifacial culture. Reliable historical records begin much later; there are none in Sumer of any kind that have been dated before Enmebaragesi (c. 26th century BC). Professor Juris Zarins believes the Sumerians were settled along the coast of Eastern Arabia, today's Persian Gulf region, before it flooded at the end of the Ice Age.", "targets": "What culture did the peoples who would be called Sumerian have a part in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e3286daa844649886348506b58b924", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, some scholars contest the idea of a Proto-Euphratean language or one substrate language. It has been suggested by them and others, that the Sumerian language was originally that of the hunter and fisher peoples, who lived in the marshland and the Eastern Arabia littoral region, and were part of the Arabian bifacial culture. Reliable historical records begin much later; there are none in Sumer of any kind that have been dated before Enmebaragesi (c. 26th century BC). Professor Juris Zarins believes the Sumerians were settled along the coast of Eastern Arabia, today's Persian Gulf region, before it flooded at the end of the Ice Age.", "targets": "When were the earliest historical records of Sumer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf66a69b32bd438f8d10cedef9b28dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry II wanted to secure the southern borders of Aquitaine and decided to betroth his youngest son to Alais, the daughter and heiress of Humbert III of Savoy. As part of this agreement John was promised the future inheritance of Savoy, Piedmont, Maurienne, and the other possessions of Count Humbert. For his part in the potential marriage alliance, Henry II transferred the castles of Chinon, Loudun and Mirebeau into John's name; as John was only five years old his father would continue to control them for practical purposes. Henry the Young King was unimpressed by this; although he had yet to be granted control of any castles in his new kingdom, these were effectively his future property and had been given away without consultation. Alais made the trip over the Alps and joined Henry II's court, but she died before marrying John, which left the prince once again without an inheritance.", "targets": "Henry II wanted to secure the southern borders of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf66a69b32bd438f8d10cedef9b28dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry II wanted to secure the southern borders of Aquitaine and decided to betroth his youngest son to Alais, the daughter and heiress of Humbert III of Savoy. As part of this agreement John was promised the future inheritance of Savoy, Piedmont, Maurienne, and the other possessions of Count Humbert. For his part in the potential marriage alliance, Henry II transferred the castles of Chinon, Loudun and Mirebeau into John's name; as John was only five years old his father would continue to control them for practical purposes. Henry the Young King was unimpressed by this; although he had yet to be granted control of any castles in his new kingdom, these were effectively his future property and had been given away without consultation. Alais made the trip over the Alps and joined Henry II's court, but she died before marrying John, which left the prince once again without an inheritance.", "targets": "Who was Alais?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf66a69b32bd438f8d10cedef9b28dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry II wanted to secure the southern borders of Aquitaine and decided to betroth his youngest son to Alais, the daughter and heiress of Humbert III of Savoy. As part of this agreement John was promised the future inheritance of Savoy, Piedmont, Maurienne, and the other possessions of Count Humbert. For his part in the potential marriage alliance, Henry II transferred the castles of Chinon, Loudun and Mirebeau into John's name; as John was only five years old his father would continue to control them for practical purposes. Henry the Young King was unimpressed by this; although he had yet to be granted control of any castles in his new kingdom, these were effectively his future property and had been given away without consultation. Alais made the trip over the Alps and joined Henry II's court, but she died before marrying John, which left the prince once again without an inheritance.", "targets": "What castles did Henry II transfer into John's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e8e54c6c744bfcb4f3f6574e3ddd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arthur M. Diamond argues Hayek's problems arise when he goes beyond claims that can be evaluated within economic science. Diamond argued that: \u201cThe human mind, Hayek says, is not just limited in its ability to synthesize a vast array of concrete facts, it is also limited in its ability to give a deductively sound ground to ethics. Here is where the tension develops, for he also wants to give a reasoned moral defense of the free market. He is an intellectual skeptic who wants to give political philosophy a secure intellectual foundation. It is thus not too surprising that what results is confused and contradictory.\u201d", "targets": "Who criticizes Hayek's ability to provide specific facts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e8e54c6c744bfcb4f3f6574e3ddd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arthur M. Diamond argues Hayek's problems arise when he goes beyond claims that can be evaluated within economic science. Diamond argued that: \u201cThe human mind, Hayek says, is not just limited in its ability to synthesize a vast array of concrete facts, it is also limited in its ability to give a deductively sound ground to ethics. Here is where the tension develops, for he also wants to give a reasoned moral defense of the free market. He is an intellectual skeptic who wants to give political philosophy a secure intellectual foundation. It is thus not too surprising that what results is confused and contradictory.\u201d", "targets": "Diamond believes Hayek's weaknesses come out when he steps beyond the bounds of what topic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e8e54c6c744bfcb4f3f6574e3ddd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arthur M. Diamond argues Hayek's problems arise when he goes beyond claims that can be evaluated within economic science. Diamond argued that: \u201cThe human mind, Hayek says, is not just limited in its ability to synthesize a vast array of concrete facts, it is also limited in its ability to give a deductively sound ground to ethics. Here is where the tension develops, for he also wants to give a reasoned moral defense of the free market. He is an intellectual skeptic who wants to give political philosophy a secure intellectual foundation. It is thus not too surprising that what results is confused and contradictory.\u201d", "targets": "What term does Diamond use to refer to Hayek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e8e54c6c744bfcb4f3f6574e3ddd4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arthur M. Diamond argues Hayek's problems arise when he goes beyond claims that can be evaluated within economic science. Diamond argued that: \u201cThe human mind, Hayek says, is not just limited in its ability to synthesize a vast array of concrete facts, it is also limited in its ability to give a deductively sound ground to ethics. Here is where the tension develops, for he also wants to give a reasoned moral defense of the free market. He is an intellectual skeptic who wants to give political philosophy a secure intellectual foundation. It is thus not too surprising that what results is confused and contradictory.\u201d", "targets": "Diamond states that the final result of Hayek's statements are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be64539eee4498babd1a781a80c2409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen presents two spectrophotometric absorption bands peaking at the wavelengths 687 and 760 nm. Some remote sensing scientists have proposed using the measurement of the radiance coming from vegetation canopies in those bands to characterize plant health status from a satellite platform. This approach exploits the fact that in those bands it is possible to discriminate the vegetation's reflectance from its fluorescence, which is much weaker. The measurement is technically difficult owing to the low signal-to-noise ratio and the physical structure of vegetation; but it has been proposed as a possible method of monitoring the carbon cycle from satellites on a global scale.", "targets": "At what wavelength do the spectrophotometric bands peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be64539eee4498babd1a781a80c2409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen presents two spectrophotometric absorption bands peaking at the wavelengths 687 and 760 nm. Some remote sensing scientists have proposed using the measurement of the radiance coming from vegetation canopies in those bands to characterize plant health status from a satellite platform. This approach exploits the fact that in those bands it is possible to discriminate the vegetation's reflectance from its fluorescence, which is much weaker. The measurement is technically difficult owing to the low signal-to-noise ratio and the physical structure of vegetation; but it has been proposed as a possible method of monitoring the carbon cycle from satellites on a global scale.", "targets": "To monitor what event would measuring radiance from vegetation provide information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be64539eee4498babd1a781a80c2409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen presents two spectrophotometric absorption bands peaking at the wavelengths 687 and 760 nm. Some remote sensing scientists have proposed using the measurement of the radiance coming from vegetation canopies in those bands to characterize plant health status from a satellite platform. This approach exploits the fact that in those bands it is possible to discriminate the vegetation's reflectance from its fluorescence, which is much weaker. The measurement is technically difficult owing to the low signal-to-noise ratio and the physical structure of vegetation; but it has been proposed as a possible method of monitoring the carbon cycle from satellites on a global scale.", "targets": "From where would scientists like measure vegetation radiance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be64539eee4498babd1a781a80c2409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen presents two spectrophotometric absorption bands peaking at the wavelengths 687 and 760 nm. Some remote sensing scientists have proposed using the measurement of the radiance coming from vegetation canopies in those bands to characterize plant health status from a satellite platform. This approach exploits the fact that in those bands it is possible to discriminate the vegetation's reflectance from its fluorescence, which is much weaker. The measurement is technically difficult owing to the low signal-to-noise ratio and the physical structure of vegetation; but it has been proposed as a possible method of monitoring the carbon cycle from satellites on a global scale.", "targets": "On what scale would scientists show measurements of vegetation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2be64539eee4498babd1a781a80c2409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oxygen presents two spectrophotometric absorption bands peaking at the wavelengths 687 and 760 nm. Some remote sensing scientists have proposed using the measurement of the radiance coming from vegetation canopies in those bands to characterize plant health status from a satellite platform. This approach exploits the fact that in those bands it is possible to discriminate the vegetation's reflectance from its fluorescence, which is much weaker. The measurement is technically difficult owing to the low signal-to-noise ratio and the physical structure of vegetation; but it has been proposed as a possible method of monitoring the carbon cycle from satellites on a global scale.", "targets": "What style of sensing do scientist like to use to measure global radiance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9341a7673214916907491c2e32da90a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first BeiDou system, officially called the BeiDou Satellite Navigation Experimental System (simplified Chinese: \u5317\u6597\u536b\u661f\u5bfc\u822a\u8bd5\u9a8c\u7cfb\u7edf; traditional Chinese: \u5317\u6597\u885b\u661f\u5c0e\u822a\u8a66\u9a57\u7cfb\u7d71; pinyin: B\u011bid\u01d2u w\u00e8ix\u012bng d\u01ceoh\u00e1ng sh\u00ecy\u00e0n x\u00ect\u01d2ng) and also known as BeiDou-1, consists of three satellites and offers limited coverage and applications. It has been offering navigation services, mainly for customers in China and neighboring regions, since 2000.", "targets": "What was the first BeiDou system called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9341a7673214916907491c2e32da90a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first BeiDou system, officially called the BeiDou Satellite Navigation Experimental System (simplified Chinese: \u5317\u6597\u536b\u661f\u5bfc\u822a\u8bd5\u9a8c\u7cfb\u7edf; traditional Chinese: \u5317\u6597\u885b\u661f\u5c0e\u822a\u8a66\u9a57\u7cfb\u7d71; pinyin: B\u011bid\u01d2u w\u00e8ix\u012bng d\u01ceoh\u00e1ng sh\u00ecy\u00e0n x\u00ect\u01d2ng) and also known as BeiDou-1, consists of three satellites and offers limited coverage and applications. It has been offering navigation services, mainly for customers in China and neighboring regions, since 2000.", "targets": "Who does the BeiDou-1 operate for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9341a7673214916907491c2e32da90a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first BeiDou system, officially called the BeiDou Satellite Navigation Experimental System (simplified Chinese: \u5317\u6597\u536b\u661f\u5bfc\u822a\u8bd5\u9a8c\u7cfb\u7edf; traditional Chinese: \u5317\u6597\u885b\u661f\u5c0e\u822a\u8a66\u9a57\u7cfb\u7d71; pinyin: B\u011bid\u01d2u w\u00e8ix\u012bng d\u01ceoh\u00e1ng sh\u00ecy\u00e0n x\u00ect\u01d2ng) and also known as BeiDou-1, consists of three satellites and offers limited coverage and applications. It has been offering navigation services, mainly for customers in China and neighboring regions, since 2000.", "targets": "What is another name for the BeiDou Satellite Navigation Experimental System?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9341a7673214916907491c2e32da90a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first BeiDou system, officially called the BeiDou Satellite Navigation Experimental System (simplified Chinese: \u5317\u6597\u536b\u661f\u5bfc\u822a\u8bd5\u9a8c\u7cfb\u7edf; traditional Chinese: \u5317\u6597\u885b\u661f\u5c0e\u822a\u8a66\u9a57\u7cfb\u7d71; pinyin: B\u011bid\u01d2u w\u00e8ix\u012bng d\u01ceoh\u00e1ng sh\u00ecy\u00e0n x\u00ect\u01d2ng) and also known as BeiDou-1, consists of three satellites and offers limited coverage and applications. It has been offering navigation services, mainly for customers in China and neighboring regions, since 2000.", "targets": "How many satellites does the BeiDou-1 have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9341a7673214916907491c2e32da90a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first BeiDou system, officially called the BeiDou Satellite Navigation Experimental System (simplified Chinese: \u5317\u6597\u536b\u661f\u5bfc\u822a\u8bd5\u9a8c\u7cfb\u7edf; traditional Chinese: \u5317\u6597\u885b\u661f\u5c0e\u822a\u8a66\u9a57\u7cfb\u7d71; pinyin: B\u011bid\u01d2u w\u00e8ix\u012bng d\u01ceoh\u00e1ng sh\u00ecy\u00e0n x\u00ect\u01d2ng) and also known as BeiDou-1, consists of three satellites and offers limited coverage and applications. It has been offering navigation services, mainly for customers in China and neighboring regions, since 2000.", "targets": "How long has the BeiDou-1 been operating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3ca47eb1c64ab88bcc23a9559f585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three other efforts to improve regulation of international pesticide trade are the United Nations London Guidelines for the Exchange of Information on Chemicals in International Trade and the United Nations Codex Alimentarius Commission.[citation needed] The former seeks to implement procedures for ensuring that prior informed consent exists between countries buying and selling pesticides, while the latter seeks to create uniform standards for maximum levels of pesticide residues among participating countries. Both initiatives operate on a voluntary basis.", "targets": "What country has attempted to better the controls of pesticide exchanges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3ca47eb1c64ab88bcc23a9559f585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three other efforts to improve regulation of international pesticide trade are the United Nations London Guidelines for the Exchange of Information on Chemicals in International Trade and the United Nations Codex Alimentarius Commission.[citation needed] The former seeks to implement procedures for ensuring that prior informed consent exists between countries buying and selling pesticides, while the latter seeks to create uniform standards for maximum levels of pesticide residues among participating countries. Both initiatives operate on a voluntary basis.", "targets": "What is one agency who is trying to help make the trade of pesticides safer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3ca47eb1c64ab88bcc23a9559f585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three other efforts to improve regulation of international pesticide trade are the United Nations London Guidelines for the Exchange of Information on Chemicals in International Trade and the United Nations Codex Alimentarius Commission.[citation needed] The former seeks to implement procedures for ensuring that prior informed consent exists between countries buying and selling pesticides, while the latter seeks to create uniform standards for maximum levels of pesticide residues among participating countries. Both initiatives operate on a voluntary basis.", "targets": "What is one important thing that should be present when countries are trading with pesticides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3ca47eb1c64ab88bcc23a9559f585f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three other efforts to improve regulation of international pesticide trade are the United Nations London Guidelines for the Exchange of Information on Chemicals in International Trade and the United Nations Codex Alimentarius Commission.[citation needed] The former seeks to implement procedures for ensuring that prior informed consent exists between countries buying and selling pesticides, while the latter seeks to create uniform standards for maximum levels of pesticide residues among participating countries. Both initiatives operate on a voluntary basis.", "targets": "Are these agencies a requirement in the countries where they exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8239f4c4cb15440da221fec61bd7116a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Rousseau and Locke's social contract theories rest on the presupposition of natural rights, which are not a result of law or custom, but are things that all men have in pre-political societies, and are therefore universal and inalienable. The most famous natural right formulation comes from John Locke in his Second Treatise, when he introduces the state of nature. For Locke the law of nature is grounded on mutual security, or the idea that one cannot infringe on another's natural rights, as every man is equal and has the same inalienable rights. These natural rights include perfect equality and freedom, and the right to preserve life and property. Locke also argued against slavery on the basis that enslaving yourself goes against the law of nature; you cannot surrender your own rights, your freedom is absolute and no one can take it from you. Additionally, Locke argues that one person cannot enslave another because it is morally reprehensible, although he introduces a caveat by saying that enslavement of a lawful captive in time of war would not go against one's natural rights.", "targets": "How does John Locke define mutual security?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8239f4c4cb15440da221fec61bd7116a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Rousseau and Locke's social contract theories rest on the presupposition of natural rights, which are not a result of law or custom, but are things that all men have in pre-political societies, and are therefore universal and inalienable. The most famous natural right formulation comes from John Locke in his Second Treatise, when he introduces the state of nature. For Locke the law of nature is grounded on mutual security, or the idea that one cannot infringe on another's natural rights, as every man is equal and has the same inalienable rights. These natural rights include perfect equality and freedom, and the right to preserve life and property. Locke also argued against slavery on the basis that enslaving yourself goes against the law of nature; you cannot surrender your own rights, your freedom is absolute and no one can take it from you. Additionally, Locke argues that one person cannot enslave another because it is morally reprehensible, although he introduces a caveat by saying that enslavement of a lawful captive in time of war would not go against one's natural rights.", "targets": "What do Locke's idea of natural rights include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8239f4c4cb15440da221fec61bd7116a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Rousseau and Locke's social contract theories rest on the presupposition of natural rights, which are not a result of law or custom, but are things that all men have in pre-political societies, and are therefore universal and inalienable. The most famous natural right formulation comes from John Locke in his Second Treatise, when he introduces the state of nature. For Locke the law of nature is grounded on mutual security, or the idea that one cannot infringe on another's natural rights, as every man is equal and has the same inalienable rights. These natural rights include perfect equality and freedom, and the right to preserve life and property. Locke also argued against slavery on the basis that enslaving yourself goes against the law of nature; you cannot surrender your own rights, your freedom is absolute and no one can take it from you. Additionally, Locke argues that one person cannot enslave another because it is morally reprehensible, although he introduces a caveat by saying that enslavement of a lawful captive in time of war would not go against one's natural rights.", "targets": "Why did John Locke believe that one person cannot enslave another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8239f4c4cb15440da221fec61bd7116a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Rousseau and Locke's social contract theories rest on the presupposition of natural rights, which are not a result of law or custom, but are things that all men have in pre-political societies, and are therefore universal and inalienable. The most famous natural right formulation comes from John Locke in his Second Treatise, when he introduces the state of nature. For Locke the law of nature is grounded on mutual security, or the idea that one cannot infringe on another's natural rights, as every man is equal and has the same inalienable rights. These natural rights include perfect equality and freedom, and the right to preserve life and property. Locke also argued against slavery on the basis that enslaving yourself goes against the law of nature; you cannot surrender your own rights, your freedom is absolute and no one can take it from you. Additionally, Locke argues that one person cannot enslave another because it is morally reprehensible, although he introduces a caveat by saying that enslavement of a lawful captive in time of war would not go against one's natural rights.", "targets": "What was John Locke's one exception to denouncing slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8239f4c4cb15440da221fec61bd7116a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Rousseau and Locke's social contract theories rest on the presupposition of natural rights, which are not a result of law or custom, but are things that all men have in pre-political societies, and are therefore universal and inalienable. The most famous natural right formulation comes from John Locke in his Second Treatise, when he introduces the state of nature. For Locke the law of nature is grounded on mutual security, or the idea that one cannot infringe on another's natural rights, as every man is equal and has the same inalienable rights. These natural rights include perfect equality and freedom, and the right to preserve life and property. Locke also argued against slavery on the basis that enslaving yourself goes against the law of nature; you cannot surrender your own rights, your freedom is absolute and no one can take it from you. Additionally, Locke argues that one person cannot enslave another because it is morally reprehensible, although he introduces a caveat by saying that enslavement of a lawful captive in time of war would not go against one's natural rights.", "targets": "In which of John Locke's works are natural rights most famously defined and discussed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ca0375a3034b70a553f4bf897b2bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1993, the newly formed government of Namibia received funding from the United States Agency for International Development (USAID) through its Living in a Finite Environment (LIFE) Project. The Ministry of Environment and Tourism with the financial support from organisations such as USAID, Endangered Wildlife Trust, WWF, and Canadian Ambassador's Fund, together form a Community Based Natural Resource Management (CBNRM) support structure. The main goal of this project is promote sustainable natural resource management by giving local communities rights to wildlife management and tourism.", "targets": "When did Namibia receive funding from USAID?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ca0375a3034b70a553f4bf897b2bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1993, the newly formed government of Namibia received funding from the United States Agency for International Development (USAID) through its Living in a Finite Environment (LIFE) Project. The Ministry of Environment and Tourism with the financial support from organisations such as USAID, Endangered Wildlife Trust, WWF, and Canadian Ambassador's Fund, together form a Community Based Natural Resource Management (CBNRM) support structure. The main goal of this project is promote sustainable natural resource management by giving local communities rights to wildlife management and tourism.", "targets": "What does LIFE project stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ca0375a3034b70a553f4bf897b2bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1993, the newly formed government of Namibia received funding from the United States Agency for International Development (USAID) through its Living in a Finite Environment (LIFE) Project. The Ministry of Environment and Tourism with the financial support from organisations such as USAID, Endangered Wildlife Trust, WWF, and Canadian Ambassador's Fund, together form a Community Based Natural Resource Management (CBNRM) support structure. The main goal of this project is promote sustainable natural resource management by giving local communities rights to wildlife management and tourism.", "targets": "What does CBNRM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73ca0375a3034b70a553f4bf897b2bd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1993, the newly formed government of Namibia received funding from the United States Agency for International Development (USAID) through its Living in a Finite Environment (LIFE) Project. The Ministry of Environment and Tourism with the financial support from organisations such as USAID, Endangered Wildlife Trust, WWF, and Canadian Ambassador's Fund, together form a Community Based Natural Resource Management (CBNRM) support structure. The main goal of this project is promote sustainable natural resource management by giving local communities rights to wildlife management and tourism.", "targets": "What does USAID stands for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c7ea41490f496287161231a684ee27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cartooning is most frequently used in making comics, traditionally using ink (especially India ink) with dip pens or ink brushes; mixed media and digital technology have become common. Cartooning techniques such as motion lines and abstract symbols are often employed.", "targets": "What type of ink is often used in making comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c7ea41490f496287161231a684ee27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cartooning is most frequently used in making comics, traditionally using ink (especially India ink) with dip pens or ink brushes; mixed media and digital technology have become common. Cartooning techniques such as motion lines and abstract symbols are often employed.", "targets": "What method is mostly used in making comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c7ea41490f496287161231a684ee27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cartooning is most frequently used in making comics, traditionally using ink (especially India ink) with dip pens or ink brushes; mixed media and digital technology have become common. Cartooning techniques such as motion lines and abstract symbols are often employed.", "targets": "Mixed media and what else are becoming popular for making comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97c7ea41490f496287161231a684ee27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cartooning is most frequently used in making comics, traditionally using ink (especially India ink) with dip pens or ink brushes; mixed media and digital technology have become common. Cartooning techniques such as motion lines and abstract symbols are often employed.", "targets": "Motion lines and what are often used in comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f36e628c225f43a1aa30a16d08655d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Communist Party of China, founded in 1920, adopted the red flag and hammer and sickle emblem of the Soviet Union, which became the national symbols when the Party took power in China in 1949. Under Party leader Mao Zedong, the Party anthem became \"The East Is Red\", and Mao Zedong himself was sometimes referred to as a \"red sun\". During the Cultural Revolution in China, Party ideology was enforced by the Red Guards, and the sayings of Mao Zedong were published as a small red book in hundreds of millions of copies. Today the Communist Party of China claims to be the largest political party in the world, with eighty million members.", "targets": "In what year was the Community Party of China created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f36e628c225f43a1aa30a16d08655d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Communist Party of China, founded in 1920, adopted the red flag and hammer and sickle emblem of the Soviet Union, which became the national symbols when the Party took power in China in 1949. Under Party leader Mao Zedong, the Party anthem became \"The East Is Red\", and Mao Zedong himself was sometimes referred to as a \"red sun\". During the Cultural Revolution in China, Party ideology was enforced by the Red Guards, and the sayings of Mao Zedong were published as a small red book in hundreds of millions of copies. Today the Communist Party of China claims to be the largest political party in the world, with eighty million members.", "targets": "The Community Party of China gained power in China, what year did it happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f36e628c225f43a1aa30a16d08655d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Communist Party of China, founded in 1920, adopted the red flag and hammer and sickle emblem of the Soviet Union, which became the national symbols when the Party took power in China in 1949. Under Party leader Mao Zedong, the Party anthem became \"The East Is Red\", and Mao Zedong himself was sometimes referred to as a \"red sun\". During the Cultural Revolution in China, Party ideology was enforced by the Red Guards, and the sayings of Mao Zedong were published as a small red book in hundreds of millions of copies. Today the Communist Party of China claims to be the largest political party in the world, with eighty million members.", "targets": "Who was the Party leader of the Communist Party of China when it took power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f36e628c225f43a1aa30a16d08655d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Communist Party of China, founded in 1920, adopted the red flag and hammer and sickle emblem of the Soviet Union, which became the national symbols when the Party took power in China in 1949. Under Party leader Mao Zedong, the Party anthem became \"The East Is Red\", and Mao Zedong himself was sometimes referred to as a \"red sun\". During the Cultural Revolution in China, Party ideology was enforced by the Red Guards, and the sayings of Mao Zedong were published as a small red book in hundreds of millions of copies. Today the Communist Party of China claims to be the largest political party in the world, with eighty million members.", "targets": "In terms of the Communist Party of China, what is \"The East is Red?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f36e628c225f43a1aa30a16d08655d6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Communist Party of China, founded in 1920, adopted the red flag and hammer and sickle emblem of the Soviet Union, which became the national symbols when the Party took power in China in 1949. Under Party leader Mao Zedong, the Party anthem became \"The East Is Red\", and Mao Zedong himself was sometimes referred to as a \"red sun\". During the Cultural Revolution in China, Party ideology was enforced by the Red Guards, and the sayings of Mao Zedong were published as a small red book in hundreds of millions of copies. Today the Communist Party of China claims to be the largest political party in the world, with eighty million members.", "targets": "How many members does the contemporary Communist Part of China have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a2d98c5bc44f8298b7ae6969da2efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower evolution continues to the present day; modern flowers have been so profoundly influenced by humans that some of them cannot be pollinated in nature. Many modern domesticated flower species were formerly simple weeds, which sprouted only when the ground was disturbed. Some of them tended to grow with human crops, perhaps already having symbiotic companion plant relationships with them, and the prettiest did not get plucked because of their beauty, developing a dependence upon and special adaptation to human affection.", "targets": "How long has flower evolution occurred? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a2d98c5bc44f8298b7ae6969da2efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower evolution continues to the present day; modern flowers have been so profoundly influenced by humans that some of them cannot be pollinated in nature. Many modern domesticated flower species were formerly simple weeds, which sprouted only when the ground was disturbed. Some of them tended to grow with human crops, perhaps already having symbiotic companion plant relationships with them, and the prettiest did not get plucked because of their beauty, developing a dependence upon and special adaptation to human affection.", "targets": "What heritage do many modern domesticated flower species have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a2d98c5bc44f8298b7ae6969da2efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower evolution continues to the present day; modern flowers have been so profoundly influenced by humans that some of them cannot be pollinated in nature. Many modern domesticated flower species were formerly simple weeds, which sprouted only when the ground was disturbed. Some of them tended to grow with human crops, perhaps already having symbiotic companion plant relationships with them, and the prettiest did not get plucked because of their beauty, developing a dependence upon and special adaptation to human affection.", "targets": "Humans have effected some flowers so much they can no longer do what in nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a2d98c5bc44f8298b7ae6969da2efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower evolution continues to the present day; modern flowers have been so profoundly influenced by humans that some of them cannot be pollinated in nature. Many modern domesticated flower species were formerly simple weeds, which sprouted only when the ground was disturbed. Some of them tended to grow with human crops, perhaps already having symbiotic companion plant relationships with them, and the prettiest did not get plucked because of their beauty, developing a dependence upon and special adaptation to human affection.", "targets": "Why did weeds grow with human crops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19a2d98c5bc44f8298b7ae6969da2efe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flower evolution continues to the present day; modern flowers have been so profoundly influenced by humans that some of them cannot be pollinated in nature. Many modern domesticated flower species were formerly simple weeds, which sprouted only when the ground was disturbed. Some of them tended to grow with human crops, perhaps already having symbiotic companion plant relationships with them, and the prettiest did not get plucked because of their beauty, developing a dependence upon and special adaptation to human affection.", "targets": "What feature helped flowers not get plucked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7922a3e0b77b41e79631b18d6a4b2244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Nikita Khrushchev was removed from his position of power and replaced with Leonid Brezhnev. Under his rule, the Russian SFSR and the rest of the Soviet Union went through an era of stagnation. Even after he died in 1982, the era didn\u2019t end until Mikhail Gorbachev took power and introduced liberal reforms in Soviet society.", "targets": "Who lost power in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7922a3e0b77b41e79631b18d6a4b2244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Nikita Khrushchev was removed from his position of power and replaced with Leonid Brezhnev. Under his rule, the Russian SFSR and the rest of the Soviet Union went through an era of stagnation. Even after he died in 1982, the era didn\u2019t end until Mikhail Gorbachev took power and introduced liberal reforms in Soviet society.", "targets": "Who assumed a position of power in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7922a3e0b77b41e79631b18d6a4b2244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Nikita Khrushchev was removed from his position of power and replaced with Leonid Brezhnev. Under his rule, the Russian SFSR and the rest of the Soviet Union went through an era of stagnation. Even after he died in 1982, the era didn\u2019t end until Mikhail Gorbachev took power and introduced liberal reforms in Soviet society.", "targets": "When did Leonid Brezhnev die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7922a3e0b77b41e79631b18d6a4b2244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Nikita Khrushchev was removed from his position of power and replaced with Leonid Brezhnev. Under his rule, the Russian SFSR and the rest of the Soviet Union went through an era of stagnation. Even after he died in 1982, the era didn\u2019t end until Mikhail Gorbachev took power and introduced liberal reforms in Soviet society.", "targets": "Whose assumption of power ended the era of stagnation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7922a3e0b77b41e79631b18d6a4b2244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Nikita Khrushchev was removed from his position of power and replaced with Leonid Brezhnev. Under his rule, the Russian SFSR and the rest of the Soviet Union went through an era of stagnation. Even after he died in 1982, the era didn\u2019t end until Mikhail Gorbachev took power and introduced liberal reforms in Soviet society.", "targets": "How did Mikhail Gorbachev end the era of stagnation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a90b2f320f554152ac16db377bb1ebad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo\u2013Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.", "targets": "When did the French take control of the region to the north of the Congo River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a90b2f320f554152ac16db377bb1ebad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo\u2013Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.", "targets": "Who brokered a traty with the Makoko people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a90b2f320f554152ac16db377bb1ebad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo\u2013Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.", "targets": "What was the French Congo's name changed to in 1903?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a90b2f320f554152ac16db377bb1ebad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo\u2013Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.", "targets": "What group of French colonies was created in 1908?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a90b2f320f554152ac16db377bb1ebad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo\u2013Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.", "targets": "How many people are estimated to have died as a result of the creation of the Congo-Ocean Railroad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0d48cee834096a4fb01389890b6a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the foundation can be dug, contractors are typically required to verify and have existing utility lines marked, either by the utilities themselves or through a company specializing in such services. This lessens the likelihood of damage to the existing electrical, water, sewage, phone, and cable facilities, which could cause outages and potentially hazardous situations. During the construction of a building, the municipal building inspector inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code. Once construction is complete and a final inspection has been passed, an occupancy permit may be issued.", "targets": "Who is required to verify and have existing utility lines marked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0d48cee834096a4fb01389890b6a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the foundation can be dug, contractors are typically required to verify and have existing utility lines marked, either by the utilities themselves or through a company specializing in such services. This lessens the likelihood of damage to the existing electrical, water, sewage, phone, and cable facilities, which could cause outages and potentially hazardous situations. During the construction of a building, the municipal building inspector inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code. Once construction is complete and a final inspection has been passed, an occupancy permit may be issued.", "targets": "Having existing utility lines marked lessens the likelihood of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0d48cee834096a4fb01389890b6a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the foundation can be dug, contractors are typically required to verify and have existing utility lines marked, either by the utilities themselves or through a company specializing in such services. This lessens the likelihood of damage to the existing electrical, water, sewage, phone, and cable facilities, which could cause outages and potentially hazardous situations. During the construction of a building, the municipal building inspector inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code. Once construction is complete and a final inspection has been passed, an occupancy permit may be issued.", "targets": "What are some existing facilities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0d48cee834096a4fb01389890b6a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the foundation can be dug, contractors are typically required to verify and have existing utility lines marked, either by the utilities themselves or through a company specializing in such services. This lessens the likelihood of damage to the existing electrical, water, sewage, phone, and cable facilities, which could cause outages and potentially hazardous situations. During the construction of a building, the municipal building inspector inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code. Once construction is complete and a final inspection has been passed, an occupancy permit may be issued.", "targets": "Who inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0e0d48cee834096a4fb01389890b6a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Before the foundation can be dug, contractors are typically required to verify and have existing utility lines marked, either by the utilities themselves or through a company specializing in such services. This lessens the likelihood of damage to the existing electrical, water, sewage, phone, and cable facilities, which could cause outages and potentially hazardous situations. During the construction of a building, the municipal building inspector inspects the building periodically to ensure that the construction adheres to the approved plans and the local building code. Once construction is complete and a final inspection has been passed, an occupancy permit may be issued.", "targets": "What is issued once construction is complete and a final inspection has been passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cdf9aa9ba844afa5370f00c3efc1a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe, rates of tuberculosis began to rise in the early 1600s to a peak level in the 1800s, when it caused nearly 25% of all deaths. By the 1950s, mortality had decreased nearly 90%. Improvements in public health began significantly reducing rates of tuberculosis even before the arrival of streptomycin and other antibiotics, although the disease remained a significant threat to public health such that when the Medical Research Council was formed in Britain in 1913, its initial focus was tuberculosis research.", "targets": "When did the incidence of TB in Europe reach its highest point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cdf9aa9ba844afa5370f00c3efc1a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe, rates of tuberculosis began to rise in the early 1600s to a peak level in the 1800s, when it caused nearly 25% of all deaths. By the 1950s, mortality had decreased nearly 90%. Improvements in public health began significantly reducing rates of tuberculosis even before the arrival of streptomycin and other antibiotics, although the disease remained a significant threat to public health such that when the Medical Research Council was formed in Britain in 1913, its initial focus was tuberculosis research.", "targets": "When tuberculosis was at its worst in Europe, what percentage of deaths was TB-related?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cdf9aa9ba844afa5370f00c3efc1a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe, rates of tuberculosis began to rise in the early 1600s to a peak level in the 1800s, when it caused nearly 25% of all deaths. By the 1950s, mortality had decreased nearly 90%. Improvements in public health began significantly reducing rates of tuberculosis even before the arrival of streptomycin and other antibiotics, although the disease remained a significant threat to public health such that when the Medical Research Council was formed in Britain in 1913, its initial focus was tuberculosis research.", "targets": "What British health organization made tuberculosis its top priority at its start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cdf9aa9ba844afa5370f00c3efc1a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe, rates of tuberculosis began to rise in the early 1600s to a peak level in the 1800s, when it caused nearly 25% of all deaths. By the 1950s, mortality had decreased nearly 90%. Improvements in public health began significantly reducing rates of tuberculosis even before the arrival of streptomycin and other antibiotics, although the disease remained a significant threat to public health such that when the Medical Research Council was formed in Britain in 1913, its initial focus was tuberculosis research.", "targets": "What year was the Medical Research Council created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cdf9aa9ba844afa5370f00c3efc1a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe, rates of tuberculosis began to rise in the early 1600s to a peak level in the 1800s, when it caused nearly 25% of all deaths. By the 1950s, mortality had decreased nearly 90%. Improvements in public health began significantly reducing rates of tuberculosis even before the arrival of streptomycin and other antibiotics, although the disease remained a significant threat to public health such that when the Medical Research Council was formed in Britain in 1913, its initial focus was tuberculosis research.", "targets": "About how much had the death rate from TB been reduced in Europe by the midpoint of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What kind of monarchy was formed under Queen Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "Reforms to what system increased the power of the house fo commons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "As Victorias rule became less polital, what values were emphasized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What type of monarchy was established as time went on in Victorias rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "How did the reforms of Britains voting system affect the House of Commons? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What was most important as the monarchy under Queen Victoria shifted from political to symbolic? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What idea was solidified to which the increasing middle classes in Britain could identify with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What was Queen Victoria's reign considered? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What kind of government was Victoria's reign leaning towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What increased the power in the House of Commons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "Who paid the price for the reforms of the voting system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "Rather than political, what was Victoria's monarchy seen as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81116e80e696437ba5db4777d5ae6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Through Victoria's reign, the gradual establishment of a modern constitutional monarchy in Britain continued. Reforms of the voting system increased the power of the House of Commons at the expense of the House of Lords and the monarch. In 1867, Walter Bagehot wrote that the monarch only retained \"the right to be consulted, the right to encourage, and the right to warn\". As Victoria's monarchy became more symbolic than political, it placed a strong emphasis on morality and family values, in contrast to the sexual, financial and personal scandals that had been associated with previous members of the House of Hanover and which had discredited the monarchy. The concept of the \"family monarchy\", with which the burgeoning middle classes could identify, was solidified.", "targets": "What was a monarchy that the more middle clas could get behind and support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9fe2fef6e24438abe1fa9e6bc7055b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's major science museums include the Franklin Institute, which contains the Benjamin Franklin National Memorial; the Academy of Natural Sciences; the M\u00fctter Museum; and the University of Pennsylvania Museum of Archaeology and Anthropology. History museums include the National Constitution Center, the Atwater Kent Museum of Philadelphia History, the National Museum of American Jewish History, the African American Museum in Philadelphia, the Historical Society of Pennsylvania, the Grand Lodge of Free and Accepted Masons in the state of Pennsylvania and The Masonic Library and Museum of Pennsylvania and Eastern State Penitentiary. Philadelphia is home to the United States' first zoo and hospital, as well as Fairmount Park, one of America's oldest and largest urban parks.", "targets": "Name the archaeology museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9fe2fef6e24438abe1fa9e6bc7055b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's major science museums include the Franklin Institute, which contains the Benjamin Franklin National Memorial; the Academy of Natural Sciences; the M\u00fctter Museum; and the University of Pennsylvania Museum of Archaeology and Anthropology. History museums include the National Constitution Center, the Atwater Kent Museum of Philadelphia History, the National Museum of American Jewish History, the African American Museum in Philadelphia, the Historical Society of Pennsylvania, the Grand Lodge of Free and Accepted Masons in the state of Pennsylvania and The Masonic Library and Museum of Pennsylvania and Eastern State Penitentiary. Philadelphia is home to the United States' first zoo and hospital, as well as Fairmount Park, one of America's oldest and largest urban parks.", "targets": "Name a museum named after a founding father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9fe2fef6e24438abe1fa9e6bc7055b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's major science museums include the Franklin Institute, which contains the Benjamin Franklin National Memorial; the Academy of Natural Sciences; the M\u00fctter Museum; and the University of Pennsylvania Museum of Archaeology and Anthropology. History museums include the National Constitution Center, the Atwater Kent Museum of Philadelphia History, the National Museum of American Jewish History, the African American Museum in Philadelphia, the Historical Society of Pennsylvania, the Grand Lodge of Free and Accepted Masons in the state of Pennsylvania and The Masonic Library and Museum of Pennsylvania and Eastern State Penitentiary. Philadelphia is home to the United States' first zoo and hospital, as well as Fairmount Park, one of America's oldest and largest urban parks.", "targets": "Which city had the nations first zoo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9fe2fef6e24438abe1fa9e6bc7055b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia's major science museums include the Franklin Institute, which contains the Benjamin Franklin National Memorial; the Academy of Natural Sciences; the M\u00fctter Museum; and the University of Pennsylvania Museum of Archaeology and Anthropology. History museums include the National Constitution Center, the Atwater Kent Museum of Philadelphia History, the National Museum of American Jewish History, the African American Museum in Philadelphia, the Historical Society of Pennsylvania, the Grand Lodge of Free and Accepted Masons in the state of Pennsylvania and The Masonic Library and Museum of Pennsylvania and Eastern State Penitentiary. Philadelphia is home to the United States' first zoo and hospital, as well as Fairmount Park, one of America's oldest and largest urban parks.", "targets": "Name Philidelphia's largest park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-065d03774a3c4b128172b5f6cd0a8dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measuring corruption statistically is difficult if not impossible due to the illicit nature of the transaction and imprecise definitions of corruption. While \"corruption\" indices first appeared in 1995 with the Corruption Perceptions Index CPI, all of these metrics address different proxies for corruption, such as public perceptions of the extent of the problem.", "targets": "Why is it difficult to measure corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-065d03774a3c4b128172b5f6cd0a8dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measuring corruption statistically is difficult if not impossible due to the illicit nature of the transaction and imprecise definitions of corruption. While \"corruption\" indices first appeared in 1995 with the Corruption Perceptions Index CPI, all of these metrics address different proxies for corruption, such as public perceptions of the extent of the problem.", "targets": "When did indices on corruption first appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-065d03774a3c4b128172b5f6cd0a8dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measuring corruption statistically is difficult if not impossible due to the illicit nature of the transaction and imprecise definitions of corruption. While \"corruption\" indices first appeared in 1995 with the Corruption Perceptions Index CPI, all of these metrics address different proxies for corruption, such as public perceptions of the extent of the problem.", "targets": "What was the first index on corruption, in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4b6172cbb1042afb2ddb6925fa549f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the precolonial era, the area of present-day New York City was inhabited by various bands of Algonquian tribes of Native Americans, including the Lenape, whose homeland, known as Lenapehoking, included Staten Island; the western portion of Long Island, including the area that would become Brooklyn and Queens; Manhattan; the Bronx; and the Lower Hudson Valley.", "targets": "What was the name of the Lenape homeland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4899ec27c048619a9575576d8e740d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pound-force has a metric counterpart, less commonly used than the newton: the kilogram-force (kgf) (sometimes kilopond), is the force exerted by standard gravity on one kilogram of mass. The kilogram-force leads to an alternate, but rarely used unit of mass: the metric slug (sometimes mug or hyl) is that mass that accelerates at 1 m\u00b7s\u22122 when subjected to a force of 1 kgf. The kilogram-force is not a part of the modern SI system, and is generally deprecated; however it still sees use for some purposes as expressing aircraft weight, jet thrust, bicycle spoke tension, torque wrench settings and engine output torque. Other arcane units of force include the sth\u00e8ne, which is equivalent to 1000 N, and the kip, which is equivalent to 1000 lbf.", "targets": "What is the metric term less used than the Newton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4899ec27c048619a9575576d8e740d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pound-force has a metric counterpart, less commonly used than the newton: the kilogram-force (kgf) (sometimes kilopond), is the force exerted by standard gravity on one kilogram of mass. The kilogram-force leads to an alternate, but rarely used unit of mass: the metric slug (sometimes mug or hyl) is that mass that accelerates at 1 m\u00b7s\u22122 when subjected to a force of 1 kgf. The kilogram-force is not a part of the modern SI system, and is generally deprecated; however it still sees use for some purposes as expressing aircraft weight, jet thrust, bicycle spoke tension, torque wrench settings and engine output torque. Other arcane units of force include the sth\u00e8ne, which is equivalent to 1000 N, and the kip, which is equivalent to 1000 lbf.", "targets": "What is the kilogram-force sometimes reffered to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4899ec27c048619a9575576d8e740d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pound-force has a metric counterpart, less commonly used than the newton: the kilogram-force (kgf) (sometimes kilopond), is the force exerted by standard gravity on one kilogram of mass. The kilogram-force leads to an alternate, but rarely used unit of mass: the metric slug (sometimes mug or hyl) is that mass that accelerates at 1 m\u00b7s\u22122 when subjected to a force of 1 kgf. The kilogram-force is not a part of the modern SI system, and is generally deprecated; however it still sees use for some purposes as expressing aircraft weight, jet thrust, bicycle spoke tension, torque wrench settings and engine output torque. Other arcane units of force include the sth\u00e8ne, which is equivalent to 1000 N, and the kip, which is equivalent to 1000 lbf.", "targets": "What is a very seldom used unit of mass in the metric system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4899ec27c048619a9575576d8e740d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pound-force has a metric counterpart, less commonly used than the newton: the kilogram-force (kgf) (sometimes kilopond), is the force exerted by standard gravity on one kilogram of mass. The kilogram-force leads to an alternate, but rarely used unit of mass: the metric slug (sometimes mug or hyl) is that mass that accelerates at 1 m\u00b7s\u22122 when subjected to a force of 1 kgf. The kilogram-force is not a part of the modern SI system, and is generally deprecated; however it still sees use for some purposes as expressing aircraft weight, jet thrust, bicycle spoke tension, torque wrench settings and engine output torque. Other arcane units of force include the sth\u00e8ne, which is equivalent to 1000 N, and the kip, which is equivalent to 1000 lbf.", "targets": "What seldom used term of a unit of force equal to 1000 pound s of force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4899ec27c048619a9575576d8e740d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The pound-force has a metric counterpart, less commonly used than the newton: the kilogram-force (kgf) (sometimes kilopond), is the force exerted by standard gravity on one kilogram of mass. The kilogram-force leads to an alternate, but rarely used unit of mass: the metric slug (sometimes mug or hyl) is that mass that accelerates at 1 m\u00b7s\u22122 when subjected to a force of 1 kgf. The kilogram-force is not a part of the modern SI system, and is generally deprecated; however it still sees use for some purposes as expressing aircraft weight, jet thrust, bicycle spoke tension, torque wrench settings and engine output torque. Other arcane units of force include the sth\u00e8ne, which is equivalent to 1000 N, and the kip, which is equivalent to 1000 lbf.", "targets": "What is the seldom used force unit equal to one thousand newtons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d47be24fd2c42448b4273fe3bd48158", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to debates on religion, societies discussed issues such as politics and the role of women. It is important to note, however, that the critical subject matter of these debates did not necessarily translate into opposition to the government. In other words, the results of the debate quite frequently upheld the status quo. From a historical standpoint, one of the most important features of the debating society was their openness to the public; women attended and even participated in almost every debating society, which were likewise open to all classes providing they could pay the entrance fee. Once inside, spectators were able to participate in a largely egalitarian form of sociability that helped spread Enlightenment ideas.", "targets": "From a historical standpoint, what was one of the most important features of the debating society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d47be24fd2c42448b4273fe3bd48158", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to debates on religion, societies discussed issues such as politics and the role of women. It is important to note, however, that the critical subject matter of these debates did not necessarily translate into opposition to the government. In other words, the results of the debate quite frequently upheld the status quo. From a historical standpoint, one of the most important features of the debating society was their openness to the public; women attended and even participated in almost every debating society, which were likewise open to all classes providing they could pay the entrance fee. Once inside, spectators were able to participate in a largely egalitarian form of sociability that helped spread Enlightenment ideas.", "targets": "Were debates only open to certain economic classes, or could all attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d47be24fd2c42448b4273fe3bd48158", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to debates on religion, societies discussed issues such as politics and the role of women. It is important to note, however, that the critical subject matter of these debates did not necessarily translate into opposition to the government. In other words, the results of the debate quite frequently upheld the status quo. From a historical standpoint, one of the most important features of the debating society was their openness to the public; women attended and even participated in almost every debating society, which were likewise open to all classes providing they could pay the entrance fee. Once inside, spectators were able to participate in a largely egalitarian form of sociability that helped spread Enlightenment ideas.", "targets": "What were some of the issues discussed in addition to debates on religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31723d0c085b427a9a2491260c64faf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton regularly take large numbers away from home both domestically and in European fixtures. The club implements a loyalty points scheme offering the first opportunity to purchase away tickets to season ticket holders who have attended the most away matches. Everton often sell out the full allocation in away grounds and tickets sell particularly well for North West England away matches. In October 2009, Everton took 7,000 travelling fans to Benfica, their largest ever away crowd in Europe since the 1985 European Cup Winners' Cup Final.", "targets": "How many travelling fans did Everton bring with them to Benefica in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31723d0c085b427a9a2491260c64faf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton regularly take large numbers away from home both domestically and in European fixtures. The club implements a loyalty points scheme offering the first opportunity to purchase away tickets to season ticket holders who have attended the most away matches. Everton often sell out the full allocation in away grounds and tickets sell particularly well for North West England away matches. In October 2009, Everton took 7,000 travelling fans to Benfica, their largest ever away crowd in Europe since the 1985 European Cup Winners' Cup Final.", "targets": "How does the Everton FC promote fans to purchase away tickets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31723d0c085b427a9a2491260c64faf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton regularly take large numbers away from home both domestically and in European fixtures. The club implements a loyalty points scheme offering the first opportunity to purchase away tickets to season ticket holders who have attended the most away matches. Everton often sell out the full allocation in away grounds and tickets sell particularly well for North West England away matches. In October 2009, Everton took 7,000 travelling fans to Benfica, their largest ever away crowd in Europe since the 1985 European Cup Winners' Cup Final.", "targets": "In what year did Everton take 7,000 travelling fans with them to an away game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31723d0c085b427a9a2491260c64faf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton regularly take large numbers away from home both domestically and in European fixtures. The club implements a loyalty points scheme offering the first opportunity to purchase away tickets to season ticket holders who have attended the most away matches. Everton often sell out the full allocation in away grounds and tickets sell particularly well for North West England away matches. In October 2009, Everton took 7,000 travelling fans to Benfica, their largest ever away crowd in Europe since the 1985 European Cup Winners' Cup Final.", "targets": "Aside from 2009, in what year did Everton FC bring the most fans with them to an away game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8ad92960f6b43569e9c604d191d373d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important complexity classes include BPP, ZPP and RP, which are defined using probabilistic Turing machines; AC and NC, which are defined using Boolean circuits; and BQP and QMA, which are defined using quantum Turing machines. #P is an important complexity class of counting problems (not decision problems). Classes like IP and AM are defined using Interactive proof systems. ALL is the class of all decision problems.", "targets": "What are three examples of complexity classes associated with definitions established by probabilistic Turing machines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8ad92960f6b43569e9c604d191d373d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important complexity classes include BPP, ZPP and RP, which are defined using probabilistic Turing machines; AC and NC, which are defined using Boolean circuits; and BQP and QMA, which are defined using quantum Turing machines. #P is an important complexity class of counting problems (not decision problems). Classes like IP and AM are defined using Interactive proof systems. ALL is the class of all decision problems.", "targets": "AC and NC are complexity classes typically associated with what type of circuit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8ad92960f6b43569e9c604d191d373d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important complexity classes include BPP, ZPP and RP, which are defined using probabilistic Turing machines; AC and NC, which are defined using Boolean circuits; and BQP and QMA, which are defined using quantum Turing machines. #P is an important complexity class of counting problems (not decision problems). Classes like IP and AM are defined using Interactive proof systems. ALL is the class of all decision problems.", "targets": "BQP and QMA are examples of complexity classes most commonly associated with what type of Turing machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8ad92960f6b43569e9c604d191d373d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important complexity classes include BPP, ZPP and RP, which are defined using probabilistic Turing machines; AC and NC, which are defined using Boolean circuits; and BQP and QMA, which are defined using quantum Turing machines. #P is an important complexity class of counting problems (not decision problems). Classes like IP and AM are defined using Interactive proof systems. ALL is the class of all decision problems.", "targets": "What is the expression used to represent a complexity class of counting problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8ad92960f6b43569e9c604d191d373d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other important complexity classes include BPP, ZPP and RP, which are defined using probabilistic Turing machines; AC and NC, which are defined using Boolean circuits; and BQP and QMA, which are defined using quantum Turing machines. #P is an important complexity class of counting problems (not decision problems). Classes like IP and AM are defined using Interactive proof systems. ALL is the class of all decision problems.", "targets": "IP and AM are most commonly defined by what type of proof system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddcebcf973546c6bdb2538a74be3b0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 656.3 square miles (1,700 km2); this comprises 634.0 square miles (1,642 km2) of land and 22.3 square miles (58 km2) of water. The Piney Woods is north of Houston. Most of Houston is located on the gulf coastal plain, and its vegetation is classified as temperate grassland and forest. Much of the city was built on forested land, marshes, swamp, or prairie which resembles the Deep South, and are all still visible in surrounding areas. Flatness of the local terrain, when combined with urban sprawl, has made flooding a recurring problem for the city. Downtown stands about 50 feet (15 m) above sea level, and the highest point in far northwest Houston is about 125 feet (38 m) in elevation. The city once relied on groundwater for its needs, but land subsidence forced the city to turn to ground-level water sources such as Lake Houston, Lake Conroe and Lake Livingston. The city owns surface water rights for 1.20 billion gallons of water a day in addition to 150 million gallons a day worth of groundwater.", "targets": "What is the square mile area of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddcebcf973546c6bdb2538a74be3b0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 656.3 square miles (1,700 km2); this comprises 634.0 square miles (1,642 km2) of land and 22.3 square miles (58 km2) of water. The Piney Woods is north of Houston. Most of Houston is located on the gulf coastal plain, and its vegetation is classified as temperate grassland and forest. Much of the city was built on forested land, marshes, swamp, or prairie which resembles the Deep South, and are all still visible in surrounding areas. Flatness of the local terrain, when combined with urban sprawl, has made flooding a recurring problem for the city. Downtown stands about 50 feet (15 m) above sea level, and the highest point in far northwest Houston is about 125 feet (38 m) in elevation. The city once relied on groundwater for its needs, but land subsidence forced the city to turn to ground-level water sources such as Lake Houston, Lake Conroe and Lake Livingston. The city owns surface water rights for 1.20 billion gallons of water a day in addition to 150 million gallons a day worth of groundwater.", "targets": "How much of Houston's total area is water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddcebcf973546c6bdb2538a74be3b0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 656.3 square miles (1,700 km2); this comprises 634.0 square miles (1,642 km2) of land and 22.3 square miles (58 km2) of water. The Piney Woods is north of Houston. Most of Houston is located on the gulf coastal plain, and its vegetation is classified as temperate grassland and forest. Much of the city was built on forested land, marshes, swamp, or prairie which resembles the Deep South, and are all still visible in surrounding areas. Flatness of the local terrain, when combined with urban sprawl, has made flooding a recurring problem for the city. Downtown stands about 50 feet (15 m) above sea level, and the highest point in far northwest Houston is about 125 feet (38 m) in elevation. The city once relied on groundwater for its needs, but land subsidence forced the city to turn to ground-level water sources such as Lake Houston, Lake Conroe and Lake Livingston. The city owns surface water rights for 1.20 billion gallons of water a day in addition to 150 million gallons a day worth of groundwater.", "targets": "In what topography is Houston located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddcebcf973546c6bdb2538a74be3b0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 656.3 square miles (1,700 km2); this comprises 634.0 square miles (1,642 km2) of land and 22.3 square miles (58 km2) of water. The Piney Woods is north of Houston. Most of Houston is located on the gulf coastal plain, and its vegetation is classified as temperate grassland and forest. Much of the city was built on forested land, marshes, swamp, or prairie which resembles the Deep South, and are all still visible in surrounding areas. Flatness of the local terrain, when combined with urban sprawl, has made flooding a recurring problem for the city. Downtown stands about 50 feet (15 m) above sea level, and the highest point in far northwest Houston is about 125 feet (38 m) in elevation. The city once relied on groundwater for its needs, but land subsidence forced the city to turn to ground-level water sources such as Lake Houston, Lake Conroe and Lake Livingston. The city owns surface water rights for 1.20 billion gallons of water a day in addition to 150 million gallons a day worth of groundwater.", "targets": "How is the vegetation of the area classified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cddcebcf973546c6bdb2538a74be3b0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the United States Census Bureau, the city has a total area of 656.3 square miles (1,700 km2); this comprises 634.0 square miles (1,642 km2) of land and 22.3 square miles (58 km2) of water. The Piney Woods is north of Houston. Most of Houston is located on the gulf coastal plain, and its vegetation is classified as temperate grassland and forest. Much of the city was built on forested land, marshes, swamp, or prairie which resembles the Deep South, and are all still visible in surrounding areas. Flatness of the local terrain, when combined with urban sprawl, has made flooding a recurring problem for the city. Downtown stands about 50 feet (15 m) above sea level, and the highest point in far northwest Houston is about 125 feet (38 m) in elevation. The city once relied on groundwater for its needs, but land subsidence forced the city to turn to ground-level water sources such as Lake Houston, Lake Conroe and Lake Livingston. The city owns surface water rights for 1.20 billion gallons of water a day in addition to 150 million gallons a day worth of groundwater.", "targets": "What kind of weather event is a recurring problem for Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f2e99fe866d4ef1906a79b0e989cd15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the island of Crete, along with the lyra and the laouto (lute), the mandolin is one of the main instruments used in Cretan Music. It appeared on Crete around the time of the Venetian rule of the island. Different variants of the mandolin, such as the \"mantola,\" were used to accompany the lyra, the violin, and the laouto. Stelios Foustalierakis reported that the mandolin and the mpoulgari were used to accompany the lyra in the beginning of the 20th century in the city of Rethimno. There are also reports that the mandolin was mostly a woman's musical instrument. Nowadays it is played mainly as a solo instrument in personal and family events on the Ionian islands and Crete.", "targets": "What Island is the mandolin a main instrument in Cretan Music? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f2e99fe866d4ef1906a79b0e989cd15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the island of Crete, along with the lyra and the laouto (lute), the mandolin is one of the main instruments used in Cretan Music. It appeared on Crete around the time of the Venetian rule of the island. Different variants of the mandolin, such as the \"mantola,\" were used to accompany the lyra, the violin, and the laouto. Stelios Foustalierakis reported that the mandolin and the mpoulgari were used to accompany the lyra in the beginning of the 20th century in the city of Rethimno. There are also reports that the mandolin was mostly a woman's musical instrument. Nowadays it is played mainly as a solo instrument in personal and family events on the Ionian islands and Crete.", "targets": "When did the mandolin appears on Crete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f2e99fe866d4ef1906a79b0e989cd15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the island of Crete, along with the lyra and the laouto (lute), the mandolin is one of the main instruments used in Cretan Music. It appeared on Crete around the time of the Venetian rule of the island. Different variants of the mandolin, such as the \"mantola,\" were used to accompany the lyra, the violin, and the laouto. Stelios Foustalierakis reported that the mandolin and the mpoulgari were used to accompany the lyra in the beginning of the 20th century in the city of Rethimno. There are also reports that the mandolin was mostly a woman's musical instrument. Nowadays it is played mainly as a solo instrument in personal and family events on the Ionian islands and Crete.", "targets": "What was one of the variants of the mandolin that was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f2e99fe866d4ef1906a79b0e989cd15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the island of Crete, along with the lyra and the laouto (lute), the mandolin is one of the main instruments used in Cretan Music. It appeared on Crete around the time of the Venetian rule of the island. Different variants of the mandolin, such as the \"mantola,\" were used to accompany the lyra, the violin, and the laouto. Stelios Foustalierakis reported that the mandolin and the mpoulgari were used to accompany the lyra in the beginning of the 20th century in the city of Rethimno. There are also reports that the mandolin was mostly a woman's musical instrument. Nowadays it is played mainly as a solo instrument in personal and family events on the Ionian islands and Crete.", "targets": "Who reported that the mandolin and the mpoulgari were used to accompany the lyria? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f2e99fe866d4ef1906a79b0e989cd15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the island of Crete, along with the lyra and the laouto (lute), the mandolin is one of the main instruments used in Cretan Music. It appeared on Crete around the time of the Venetian rule of the island. Different variants of the mandolin, such as the \"mantola,\" were used to accompany the lyra, the violin, and the laouto. Stelios Foustalierakis reported that the mandolin and the mpoulgari were used to accompany the lyra in the beginning of the 20th century in the city of Rethimno. There are also reports that the mandolin was mostly a woman's musical instrument. Nowadays it is played mainly as a solo instrument in personal and family events on the Ionian islands and Crete.", "targets": "The mandolin was reported to be popular among what sex? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1309d244b89c472186dab331144877b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Papal States, which existed until 1870, Jews were required to live only in specified neighborhoods called ghettos. In the 19th and (before the end of World War II) 20th centuries, the Roman Catholic Church adhered to a distinction between \"good antisemitism\" and \"bad antisemitism\". The \"bad\" kind promoted hatred of Jews because of their descent. This was considered un-Christian because the Christian message was intended for all of humanity regardless of ethnicity; anyone could become a Christian. The \"good\" kind criticized alleged Jewish conspiracies to control newspapers, banks, and other institutions, to care only about accumulation of wealth, etc.", "targets": "When did the Papal States exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1309d244b89c472186dab331144877b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Papal States, which existed until 1870, Jews were required to live only in specified neighborhoods called ghettos. In the 19th and (before the end of World War II) 20th centuries, the Roman Catholic Church adhered to a distinction between \"good antisemitism\" and \"bad antisemitism\". The \"bad\" kind promoted hatred of Jews because of their descent. This was considered un-Christian because the Christian message was intended for all of humanity regardless of ethnicity; anyone could become a Christian. The \"good\" kind criticized alleged Jewish conspiracies to control newspapers, banks, and other institutions, to care only about accumulation of wealth, etc.", "targets": "In the Papal States, what is the name for the specified neighborhoods where Jews were required to live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1309d244b89c472186dab331144877b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Papal States, which existed until 1870, Jews were required to live only in specified neighborhoods called ghettos. In the 19th and (before the end of World War II) 20th centuries, the Roman Catholic Church adhered to a distinction between \"good antisemitism\" and \"bad antisemitism\". The \"bad\" kind promoted hatred of Jews because of their descent. This was considered un-Christian because the Christian message was intended for all of humanity regardless of ethnicity; anyone could become a Christian. The \"good\" kind criticized alleged Jewish conspiracies to control newspapers, banks, and other institutions, to care only about accumulation of wealth, etc.", "targets": "What promoted hatred of Jews because of their descent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef522a9484a2438e8f00322e45618305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego is served by the San Diego Trolley light rail system, by the SDMTS bus system, and by Coaster and Amtrak Pacific Surfliner commuter rail; northern San Diego county is also served by the Sprinter light rail line. The Trolley primarily serves downtown and surrounding urban communities, Mission Valley, east county, and coastal south bay. A planned Mid-Coast extension of the Trolley will operate from Old Town to University City and the University of California, San Diego along the I-5 Freeway, with planned operation by 2018. The Amtrak and Coaster trains currently run along the coastline and connect San Diego with Los Angeles, Orange County, Riverside, San Bernardino, and Ventura via Metrolink and the Pacific Surfliner. There are two Amtrak stations in San Diego, in Old Town and the Santa Fe Depot downtown. San Diego transit information about public transportation and commuting is available on the Web and by dialing \"511\" from any phone in the area.", "targets": "What areas of San Diego are primarily served by the trolley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef522a9484a2438e8f00322e45618305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego is served by the San Diego Trolley light rail system, by the SDMTS bus system, and by Coaster and Amtrak Pacific Surfliner commuter rail; northern San Diego county is also served by the Sprinter light rail line. The Trolley primarily serves downtown and surrounding urban communities, Mission Valley, east county, and coastal south bay. A planned Mid-Coast extension of the Trolley will operate from Old Town to University City and the University of California, San Diego along the I-5 Freeway, with planned operation by 2018. The Amtrak and Coaster trains currently run along the coastline and connect San Diego with Los Angeles, Orange County, Riverside, San Bernardino, and Ventura via Metrolink and the Pacific Surfliner. There are two Amtrak stations in San Diego, in Old Town and the Santa Fe Depot downtown. San Diego transit information about public transportation and commuting is available on the Web and by dialing \"511\" from any phone in the area.", "targets": "What public transportation is in the works to be completed by 2018?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef522a9484a2438e8f00322e45618305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego is served by the San Diego Trolley light rail system, by the SDMTS bus system, and by Coaster and Amtrak Pacific Surfliner commuter rail; northern San Diego county is also served by the Sprinter light rail line. The Trolley primarily serves downtown and surrounding urban communities, Mission Valley, east county, and coastal south bay. A planned Mid-Coast extension of the Trolley will operate from Old Town to University City and the University of California, San Diego along the I-5 Freeway, with planned operation by 2018. The Amtrak and Coaster trains currently run along the coastline and connect San Diego with Los Angeles, Orange County, Riverside, San Bernardino, and Ventura via Metrolink and the Pacific Surfliner. There are two Amtrak stations in San Diego, in Old Town and the Santa Fe Depot downtown. San Diego transit information about public transportation and commuting is available on the Web and by dialing \"511\" from any phone in the area.", "targets": "How many Amtrak stations are in San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef522a9484a2438e8f00322e45618305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego is served by the San Diego Trolley light rail system, by the SDMTS bus system, and by Coaster and Amtrak Pacific Surfliner commuter rail; northern San Diego county is also served by the Sprinter light rail line. The Trolley primarily serves downtown and surrounding urban communities, Mission Valley, east county, and coastal south bay. A planned Mid-Coast extension of the Trolley will operate from Old Town to University City and the University of California, San Diego along the I-5 Freeway, with planned operation by 2018. The Amtrak and Coaster trains currently run along the coastline and connect San Diego with Los Angeles, Orange County, Riverside, San Bernardino, and Ventura via Metrolink and the Pacific Surfliner. There are two Amtrak stations in San Diego, in Old Town and the Santa Fe Depot downtown. San Diego transit information about public transportation and commuting is available on the Web and by dialing \"511\" from any phone in the area.", "targets": "What number can you dial from any phone for public transportation information in San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef522a9484a2438e8f00322e45618305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego is served by the San Diego Trolley light rail system, by the SDMTS bus system, and by Coaster and Amtrak Pacific Surfliner commuter rail; northern San Diego county is also served by the Sprinter light rail line. The Trolley primarily serves downtown and surrounding urban communities, Mission Valley, east county, and coastal south bay. A planned Mid-Coast extension of the Trolley will operate from Old Town to University City and the University of California, San Diego along the I-5 Freeway, with planned operation by 2018. The Amtrak and Coaster trains currently run along the coastline and connect San Diego with Los Angeles, Orange County, Riverside, San Bernardino, and Ventura via Metrolink and the Pacific Surfliner. There are two Amtrak stations in San Diego, in Old Town and the Santa Fe Depot downtown. San Diego transit information about public transportation and commuting is available on the Web and by dialing \"511\" from any phone in the area.", "targets": "Where do the Amtrak and Coaster trains primarily run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddb4976222314d808e3650ec7985699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The politics of Zhejiang is structured in a dual party-government system like all other governing institutions in Mainland China. The Governor of Zhejiang is the highest-ranking official in the People's Government of Zhejiang. However, in the province's dual party-government governing system, the Governor is subordinate to the Zhejiang Communist Party of China (CPC) Provincial Committee Secretary, colloquially termed the \"Zhejiang CPC Party Chief\".", "targets": "How are the politics of Zhejiang structured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddb4976222314d808e3650ec7985699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The politics of Zhejiang is structured in a dual party-government system like all other governing institutions in Mainland China. The Governor of Zhejiang is the highest-ranking official in the People's Government of Zhejiang. However, in the province's dual party-government governing system, the Governor is subordinate to the Zhejiang Communist Party of China (CPC) Provincial Committee Secretary, colloquially termed the \"Zhejiang CPC Party Chief\".", "targets": "Who is the highest-ranking official in the People's Government of Zhejiang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddb4976222314d808e3650ec7985699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The politics of Zhejiang is structured in a dual party-government system like all other governing institutions in Mainland China. The Governor of Zhejiang is the highest-ranking official in the People's Government of Zhejiang. However, in the province's dual party-government governing system, the Governor is subordinate to the Zhejiang Communist Party of China (CPC) Provincial Committee Secretary, colloquially termed the \"Zhejiang CPC Party Chief\".", "targets": "Who is the Governor subordinate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddb4976222314d808e3650ec7985699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The politics of Zhejiang is structured in a dual party-government system like all other governing institutions in Mainland China. The Governor of Zhejiang is the highest-ranking official in the People's Government of Zhejiang. However, in the province's dual party-government governing system, the Governor is subordinate to the Zhejiang Communist Party of China (CPC) Provincial Committee Secretary, colloquially termed the \"Zhejiang CPC Party Chief\".", "targets": "What is the Zhejiang Communist Party of China (CPC) Provincial Committee Secretary provincially known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddb4976222314d808e3650ec7985699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The politics of Zhejiang is structured in a dual party-government system like all other governing institutions in Mainland China. The Governor of Zhejiang is the highest-ranking official in the People's Government of Zhejiang. However, in the province's dual party-government governing system, the Governor is subordinate to the Zhejiang Communist Party of China (CPC) Provincial Committee Secretary, colloquially termed the \"Zhejiang CPC Party Chief\".", "targets": "What type of party-government system are all governing institutions in Mainland China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89943eba84a4e8c86b2a4fbcde9c0ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are highly dynamic\u2014they circulate and are moved around within plant cells, and occasionally pinch in two to reproduce. Their behavior is strongly influenced by environmental factors like light color and intensity. Chloroplasts, like mitochondria, contain their own DNA, which is thought to be inherited from their ancestor\u2014a photosynthetic cyanobacterium that was engulfed by an early eukaryotic cell. Chloroplasts cannot be made by the plant cell and must be inherited by each daughter cell during cell division.", "targets": "How do chloroplasts reproduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89943eba84a4e8c86b2a4fbcde9c0ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are highly dynamic\u2014they circulate and are moved around within plant cells, and occasionally pinch in two to reproduce. Their behavior is strongly influenced by environmental factors like light color and intensity. Chloroplasts, like mitochondria, contain their own DNA, which is thought to be inherited from their ancestor\u2014a photosynthetic cyanobacterium that was engulfed by an early eukaryotic cell. Chloroplasts cannot be made by the plant cell and must be inherited by each daughter cell during cell division.", "targets": "What influences chloroplasts' behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89943eba84a4e8c86b2a4fbcde9c0ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are highly dynamic\u2014they circulate and are moved around within plant cells, and occasionally pinch in two to reproduce. Their behavior is strongly influenced by environmental factors like light color and intensity. Chloroplasts, like mitochondria, contain their own DNA, which is thought to be inherited from their ancestor\u2014a photosynthetic cyanobacterium that was engulfed by an early eukaryotic cell. Chloroplasts cannot be made by the plant cell and must be inherited by each daughter cell during cell division.", "targets": "How are chloroplasts similar to mitochondria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89943eba84a4e8c86b2a4fbcde9c0ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are highly dynamic\u2014they circulate and are moved around within plant cells, and occasionally pinch in two to reproduce. Their behavior is strongly influenced by environmental factors like light color and intensity. Chloroplasts, like mitochondria, contain their own DNA, which is thought to be inherited from their ancestor\u2014a photosynthetic cyanobacterium that was engulfed by an early eukaryotic cell. Chloroplasts cannot be made by the plant cell and must be inherited by each daughter cell during cell division.", "targets": "What was the ancestor of chloroplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89943eba84a4e8c86b2a4fbcde9c0ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chloroplasts are highly dynamic\u2014they circulate and are moved around within plant cells, and occasionally pinch in two to reproduce. Their behavior is strongly influenced by environmental factors like light color and intensity. Chloroplasts, like mitochondria, contain their own DNA, which is thought to be inherited from their ancestor\u2014a photosynthetic cyanobacterium that was engulfed by an early eukaryotic cell. Chloroplasts cannot be made by the plant cell and must be inherited by each daughter cell during cell division.", "targets": "How do plants get chloroplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fceaad6e99b4035804b097de2bb7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary R&B may be played on both soft AC stations and urban AC. It is a form of neo soul R&B that places emphasis on songcraft and sophistication. As the use of drum machines, synthesizers, and sequencers dominates R&B-rooted music, adult contemporary R&B tends to take most of its cues from the more refined strains of 1970s soul, such as smooth soul, Philly soul and quiet storm. Classic songwriting touches and organic-leaning instrumentation, often featuring string arrangements and horn charts, were constants.", "targets": "Along with soft AC, on what station format might adult contemporary R&B be featured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fceaad6e99b4035804b097de2bb7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary R&B may be played on both soft AC stations and urban AC. It is a form of neo soul R&B that places emphasis on songcraft and sophistication. As the use of drum machines, synthesizers, and sequencers dominates R&B-rooted music, adult contemporary R&B tends to take most of its cues from the more refined strains of 1970s soul, such as smooth soul, Philly soul and quiet storm. Classic songwriting touches and organic-leaning instrumentation, often featuring string arrangements and horn charts, were constants.", "targets": "What features are emphasized in adult contemporary R&B music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fceaad6e99b4035804b097de2bb7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary R&B may be played on both soft AC stations and urban AC. It is a form of neo soul R&B that places emphasis on songcraft and sophistication. As the use of drum machines, synthesizers, and sequencers dominates R&B-rooted music, adult contemporary R&B tends to take most of its cues from the more refined strains of 1970s soul, such as smooth soul, Philly soul and quiet storm. Classic songwriting touches and organic-leaning instrumentation, often featuring string arrangements and horn charts, were constants.", "targets": "Along with smooth soul and quiet storm, what genre influenced adult contemporary R&B?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fceaad6e99b4035804b097de2bb7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary R&B may be played on both soft AC stations and urban AC. It is a form of neo soul R&B that places emphasis on songcraft and sophistication. As the use of drum machines, synthesizers, and sequencers dominates R&B-rooted music, adult contemporary R&B tends to take most of its cues from the more refined strains of 1970s soul, such as smooth soul, Philly soul and quiet storm. Classic songwriting touches and organic-leaning instrumentation, often featuring string arrangements and horn charts, were constants.", "targets": "During what decade was smooth soul popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fceaad6e99b4035804b097de2bb7c0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adult contemporary R&B may be played on both soft AC stations and urban AC. It is a form of neo soul R&B that places emphasis on songcraft and sophistication. As the use of drum machines, synthesizers, and sequencers dominates R&B-rooted music, adult contemporary R&B tends to take most of its cues from the more refined strains of 1970s soul, such as smooth soul, Philly soul and quiet storm. Classic songwriting touches and organic-leaning instrumentation, often featuring string arrangements and horn charts, were constants.", "targets": "Along with drum machines and synthesizers, what electronic instruments are often found in modern R&B-based music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985c49e80c04be4b1a75e5081eb1fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke put forward that \"We fear God, we look up with awe to kings; with affection to parliaments; with duty to magistrates; with reverence to priests; and with respect to nobility. Why? Because when such ideas are brought before our minds, it is natural to be so affected\". Burke defended this prejudice on the grounds that it is \"the general bank and capital of nations, and of ages\" and superior to individual reason, which is small in comparison. \"Prejudice\", Burke claimed, \"is of ready application in the emergency; it previously engages the mind in a steady course of wisdom and virtue, and does not leave the man hesitating in the moment of decision, skeptical, puzzled, and unresolved. Prejudice renders a man's virtue his habit\". Burke criticised social contract theory by claiming that society is indeed, a contract, but \"a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born\".", "targets": "Who did Burke say we look up to with awe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985c49e80c04be4b1a75e5081eb1fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke put forward that \"We fear God, we look up with awe to kings; with affection to parliaments; with duty to magistrates; with reverence to priests; and with respect to nobility. Why? Because when such ideas are brought before our minds, it is natural to be so affected\". Burke defended this prejudice on the grounds that it is \"the general bank and capital of nations, and of ages\" and superior to individual reason, which is small in comparison. \"Prejudice\", Burke claimed, \"is of ready application in the emergency; it previously engages the mind in a steady course of wisdom and virtue, and does not leave the man hesitating in the moment of decision, skeptical, puzzled, and unresolved. Prejudice renders a man's virtue his habit\". Burke criticised social contract theory by claiming that society is indeed, a contract, but \"a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born\".", "targets": "Who did Burke say we look to with affection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985c49e80c04be4b1a75e5081eb1fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke put forward that \"We fear God, we look up with awe to kings; with affection to parliaments; with duty to magistrates; with reverence to priests; and with respect to nobility. Why? Because when such ideas are brought before our minds, it is natural to be so affected\". Burke defended this prejudice on the grounds that it is \"the general bank and capital of nations, and of ages\" and superior to individual reason, which is small in comparison. \"Prejudice\", Burke claimed, \"is of ready application in the emergency; it previously engages the mind in a steady course of wisdom and virtue, and does not leave the man hesitating in the moment of decision, skeptical, puzzled, and unresolved. Prejudice renders a man's virtue his habit\". Burke criticised social contract theory by claiming that society is indeed, a contract, but \"a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born\".", "targets": "Who did Burke say we look to with reverence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985c49e80c04be4b1a75e5081eb1fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke put forward that \"We fear God, we look up with awe to kings; with affection to parliaments; with duty to magistrates; with reverence to priests; and with respect to nobility. Why? Because when such ideas are brought before our minds, it is natural to be so affected\". Burke defended this prejudice on the grounds that it is \"the general bank and capital of nations, and of ages\" and superior to individual reason, which is small in comparison. \"Prejudice\", Burke claimed, \"is of ready application in the emergency; it previously engages the mind in a steady course of wisdom and virtue, and does not leave the man hesitating in the moment of decision, skeptical, puzzled, and unresolved. Prejudice renders a man's virtue his habit\". Burke criticised social contract theory by claiming that society is indeed, a contract, but \"a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born\".", "targets": "How did Burke say we look towards nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6985c49e80c04be4b1a75e5081eb1fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke put forward that \"We fear God, we look up with awe to kings; with affection to parliaments; with duty to magistrates; with reverence to priests; and with respect to nobility. Why? Because when such ideas are brought before our minds, it is natural to be so affected\". Burke defended this prejudice on the grounds that it is \"the general bank and capital of nations, and of ages\" and superior to individual reason, which is small in comparison. \"Prejudice\", Burke claimed, \"is of ready application in the emergency; it previously engages the mind in a steady course of wisdom and virtue, and does not leave the man hesitating in the moment of decision, skeptical, puzzled, and unresolved. Prejudice renders a man's virtue his habit\". Burke criticised social contract theory by claiming that society is indeed, a contract, but \"a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born\".", "targets": "How did Burke say we look towards magistrates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7b07850951418ba4b0e6e053fc5cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because most injuries sustained by adolescents are related to risky behavior (car crashes, alcohol, unprotected sex), a great deal of research has been done on the cognitive and emotional processes underlying adolescent risk-taking. In addressing this question, it is important to distinguish whether adolescents are more likely to engage in risky behaviors (prevalence), whether they make risk-related decisions similarly or differently than adults (cognitive processing perspective), or whether they use the same processes but value different things and thus arrive at different conclusions. The behavioral decision-making theory proposes that adolescents and adults both weigh the potential rewards and consequences of an action. However, research has shown that adolescents seem to give more weight to rewards, particularly social rewards, than do adults.", "targets": "Most injuries sustained by adolescents are related to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7b07850951418ba4b0e6e053fc5cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because most injuries sustained by adolescents are related to risky behavior (car crashes, alcohol, unprotected sex), a great deal of research has been done on the cognitive and emotional processes underlying adolescent risk-taking. In addressing this question, it is important to distinguish whether adolescents are more likely to engage in risky behaviors (prevalence), whether they make risk-related decisions similarly or differently than adults (cognitive processing perspective), or whether they use the same processes but value different things and thus arrive at different conclusions. The behavioral decision-making theory proposes that adolescents and adults both weigh the potential rewards and consequences of an action. However, research has shown that adolescents seem to give more weight to rewards, particularly social rewards, than do adults.", "targets": "Do adolescents, adults, or both weight the potential rewards and consequences of an action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7b07850951418ba4b0e6e053fc5cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because most injuries sustained by adolescents are related to risky behavior (car crashes, alcohol, unprotected sex), a great deal of research has been done on the cognitive and emotional processes underlying adolescent risk-taking. In addressing this question, it is important to distinguish whether adolescents are more likely to engage in risky behaviors (prevalence), whether they make risk-related decisions similarly or differently than adults (cognitive processing perspective), or whether they use the same processes but value different things and thus arrive at different conclusions. The behavioral decision-making theory proposes that adolescents and adults both weigh the potential rewards and consequences of an action. However, research has shown that adolescents seem to give more weight to rewards, particularly social rewards, than do adults.", "targets": "Do adolescents or adults seem to give more weight to rewards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7b07850951418ba4b0e6e053fc5cf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because most injuries sustained by adolescents are related to risky behavior (car crashes, alcohol, unprotected sex), a great deal of research has been done on the cognitive and emotional processes underlying adolescent risk-taking. In addressing this question, it is important to distinguish whether adolescents are more likely to engage in risky behaviors (prevalence), whether they make risk-related decisions similarly or differently than adults (cognitive processing perspective), or whether they use the same processes but value different things and thus arrive at different conclusions. The behavioral decision-making theory proposes that adolescents and adults both weigh the potential rewards and consequences of an action. However, research has shown that adolescents seem to give more weight to rewards, particularly social rewards, than do adults.", "targets": "Which theory proposes that adults and adolescents both weigh the potential rewards and consequences of an action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d22dd377bc4b69afd267434b21f3ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two former institutes of technology, which already changed their name to \"University of Technology\": Rajamangala University of Technology (formerly Institute of Technology and Vocational Education) and King Mongkut's University of Technology Thonburi (Thonburi Technology Institute).", "targets": "What did the Thonburi Technology Institute become after its name change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03d22dd377bc4b69afd267434b21f3ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two former institutes of technology, which already changed their name to \"University of Technology\": Rajamangala University of Technology (formerly Institute of Technology and Vocational Education) and King Mongkut's University of Technology Thonburi (Thonburi Technology Institute).", "targets": "What was the previous name of Rajamangala University of Technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de69a46081774c94900bb4fe82b63d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In styles that owe as much to videogame pixel art and popculture as to traditional mosaic, street art has seen a novel reinvention and expansion of mosaic artwork. The most prominent artist working with mosaics in street art is the French Invader. He has done almost all his work in two very distinct mosaic styles, the first of which are small \"traditional\" tile mosaics of 8 bit video game character, installed in cities across the globe, and the second of which are a style he refers to as \"Rubikcubism\", which uses a kind of dual layer mosaic via grids of scrambled Rubik's Cubes. Although he is the most prominent, other street and urban artists do work in Mosaic styles as well.", "targets": "What has recently seen an expansion of mosaic artwork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de69a46081774c94900bb4fe82b63d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In styles that owe as much to videogame pixel art and popculture as to traditional mosaic, street art has seen a novel reinvention and expansion of mosaic artwork. The most prominent artist working with mosaics in street art is the French Invader. He has done almost all his work in two very distinct mosaic styles, the first of which are small \"traditional\" tile mosaics of 8 bit video game character, installed in cities across the globe, and the second of which are a style he refers to as \"Rubikcubism\", which uses a kind of dual layer mosaic via grids of scrambled Rubik's Cubes. Although he is the most prominent, other street and urban artists do work in Mosaic styles as well.", "targets": "Who is the most famous street artist who works with mosaics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de69a46081774c94900bb4fe82b63d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In styles that owe as much to videogame pixel art and popculture as to traditional mosaic, street art has seen a novel reinvention and expansion of mosaic artwork. The most prominent artist working with mosaics in street art is the French Invader. He has done almost all his work in two very distinct mosaic styles, the first of which are small \"traditional\" tile mosaics of 8 bit video game character, installed in cities across the globe, and the second of which are a style he refers to as \"Rubikcubism\", which uses a kind of dual layer mosaic via grids of scrambled Rubik's Cubes. Although he is the most prominent, other street and urban artists do work in Mosaic styles as well.", "targets": "What does the French Invader usually create with the traditional style of mosaic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de69a46081774c94900bb4fe82b63d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In styles that owe as much to videogame pixel art and popculture as to traditional mosaic, street art has seen a novel reinvention and expansion of mosaic artwork. The most prominent artist working with mosaics in street art is the French Invader. He has done almost all his work in two very distinct mosaic styles, the first of which are small \"traditional\" tile mosaics of 8 bit video game character, installed in cities across the globe, and the second of which are a style he refers to as \"Rubikcubism\", which uses a kind of dual layer mosaic via grids of scrambled Rubik's Cubes. Although he is the most prominent, other street and urban artists do work in Mosaic styles as well.", "targets": "The French invader coined his own style of mosaic named what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de69a46081774c94900bb4fe82b63d92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In styles that owe as much to videogame pixel art and popculture as to traditional mosaic, street art has seen a novel reinvention and expansion of mosaic artwork. The most prominent artist working with mosaics in street art is the French Invader. He has done almost all his work in two very distinct mosaic styles, the first of which are small \"traditional\" tile mosaics of 8 bit video game character, installed in cities across the globe, and the second of which are a style he refers to as \"Rubikcubism\", which uses a kind of dual layer mosaic via grids of scrambled Rubik's Cubes. Although he is the most prominent, other street and urban artists do work in Mosaic styles as well.", "targets": "How does the French Invader create \"Rubikcubism\" styled mosaics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4aa7cccd78410ab8e6f49de92c818d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palawan Island, between Borneo and Mindoro, the fifth largest and western-most Philippine Island, was invaded on 28 February with landings of the Eighth Army at Puerto Princesa. The Japanese put up little direct defense of Palawan, but cleaning up pockets of Japanese resistance lasted until late April, as the Japanese used their common tactic of withdrawing into the mountain jungles, dispersed as small units. Throughout the Philippines, U.S. forces were aided by Filipino guerrillas to find and dispatch the holdouts.", "targets": "What island was between Borneo and Mindoro?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4aa7cccd78410ab8e6f49de92c818d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palawan Island, between Borneo and Mindoro, the fifth largest and western-most Philippine Island, was invaded on 28 February with landings of the Eighth Army at Puerto Princesa. The Japanese put up little direct defense of Palawan, but cleaning up pockets of Japanese resistance lasted until late April, as the Japanese used their common tactic of withdrawing into the mountain jungles, dispersed as small units. Throughout the Philippines, U.S. forces were aided by Filipino guerrillas to find and dispatch the holdouts.", "targets": "What island was invaded by the Eighth Army on February 28?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4aa7cccd78410ab8e6f49de92c818d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palawan Island, between Borneo and Mindoro, the fifth largest and western-most Philippine Island, was invaded on 28 February with landings of the Eighth Army at Puerto Princesa. The Japanese put up little direct defense of Palawan, but cleaning up pockets of Japanese resistance lasted until late April, as the Japanese used their common tactic of withdrawing into the mountain jungles, dispersed as small units. Throughout the Philippines, U.S. forces were aided by Filipino guerrillas to find and dispatch the holdouts.", "targets": "Where did the Eighth Army land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4aa7cccd78410ab8e6f49de92c818d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palawan Island, between Borneo and Mindoro, the fifth largest and western-most Philippine Island, was invaded on 28 February with landings of the Eighth Army at Puerto Princesa. The Japanese put up little direct defense of Palawan, but cleaning up pockets of Japanese resistance lasted until late April, as the Japanese used their common tactic of withdrawing into the mountain jungles, dispersed as small units. Throughout the Philippines, U.S. forces were aided by Filipino guerrillas to find and dispatch the holdouts.", "targets": "Who aided U.S. forces in finding Japanese holdouts in the Philippines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4aa7cccd78410ab8e6f49de92c818d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Palawan Island, between Borneo and Mindoro, the fifth largest and western-most Philippine Island, was invaded on 28 February with landings of the Eighth Army at Puerto Princesa. The Japanese put up little direct defense of Palawan, but cleaning up pockets of Japanese resistance lasted until late April, as the Japanese used their common tactic of withdrawing into the mountain jungles, dispersed as small units. Throughout the Philippines, U.S. forces were aided by Filipino guerrillas to find and dispatch the holdouts.", "targets": "What is the western-most Philippine island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d815d0d963c04c87aefebc585a5fc6f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the minimal units that can serve the purpose of differentiating meaning (the phonemes), phonology studies how sounds alternate, i.e. replace one another in different forms of the same morpheme (allomorphs), as well as, for example, syllable structure, stress, feature geometry, accent, and intonation.", "targets": "What do phonemes differentiate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d815d0d963c04c87aefebc585a5fc6f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the minimal units that can serve the purpose of differentiating meaning (the phonemes), phonology studies how sounds alternate, i.e. replace one another in different forms of the same morpheme (allomorphs), as well as, for example, syllable structure, stress, feature geometry, accent, and intonation.", "targets": "Aside from phonemes what is studied by phonology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d815d0d963c04c87aefebc585a5fc6f3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the minimal units that can serve the purpose of differentiating meaning (the phonemes), phonology studies how sounds alternate, i.e. replace one another in different forms of the same morpheme (allomorphs), as well as, for example, syllable structure, stress, feature geometry, accent, and intonation.", "targets": "The study of syllable structure is part of what discipline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f0402c0ab44ba697bd61816ea8ea4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the early 21st century, Christianity has approximately 2.4 billion adherents. The faith represents about a third of the world's population and is the largest religion in the world. Christians have composed about 33 percent of the world's population for around 100 years. The largest Christian denomination is the Roman Catholic Church, with 1.17 billion adherents, representing half of all Christians.", "targets": "How long have Christians made up nearly 1/3rd of the population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f0402c0ab44ba697bd61816ea8ea4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the early 21st century, Christianity has approximately 2.4 billion adherents. The faith represents about a third of the world's population and is the largest religion in the world. Christians have composed about 33 percent of the world's population for around 100 years. The largest Christian denomination is the Roman Catholic Church, with 1.17 billion adherents, representing half of all Christians.", "targets": "Which Christian denomination has the most members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f0402c0ab44ba697bd61816ea8ea4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of the early 21st century, Christianity has approximately 2.4 billion adherents. The faith represents about a third of the world's population and is the largest religion in the world. Christians have composed about 33 percent of the world's population for around 100 years. The largest Christian denomination is the Roman Catholic Church, with 1.17 billion adherents, representing half of all Christians.", "targets": "How many people today are Roman Catholics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a57196f033a43f0a4939378ddcbfd7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1695, the Scottish Parliament granted a charter to the Company of Scotland, which established a settlement in 1698 on the isthmus of Panama. Besieged by neighbouring Spanish colonists of New Granada, and afflicted by malaria, the colony was abandoned two years later. The Darien scheme was a financial disaster for Scotland\u2014a quarter of Scottish capital was lost in the enterprise\u2014and ended Scottish hopes of establishing its own overseas empire. The episode also had major political consequences, persuading the governments of both England and Scotland of the merits of a union of countries, rather than just crowns. This occurred in 1707 with the Treaty of Union, establishing the Kingdom of Great Britain.", "targets": "When was the Company of Scotland granted a charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a57196f033a43f0a4939378ddcbfd7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1695, the Scottish Parliament granted a charter to the Company of Scotland, which established a settlement in 1698 on the isthmus of Panama. Besieged by neighbouring Spanish colonists of New Granada, and afflicted by malaria, the colony was abandoned two years later. The Darien scheme was a financial disaster for Scotland\u2014a quarter of Scottish capital was lost in the enterprise\u2014and ended Scottish hopes of establishing its own overseas empire. The episode also had major political consequences, persuading the governments of both England and Scotland of the merits of a union of countries, rather than just crowns. This occurred in 1707 with the Treaty of Union, establishing the Kingdom of Great Britain.", "targets": "When was Panama colonized by Scotland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a57196f033a43f0a4939378ddcbfd7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1695, the Scottish Parliament granted a charter to the Company of Scotland, which established a settlement in 1698 on the isthmus of Panama. Besieged by neighbouring Spanish colonists of New Granada, and afflicted by malaria, the colony was abandoned two years later. The Darien scheme was a financial disaster for Scotland\u2014a quarter of Scottish capital was lost in the enterprise\u2014and ended Scottish hopes of establishing its own overseas empire. The episode also had major political consequences, persuading the governments of both England and Scotland of the merits of a union of countries, rather than just crowns. This occurred in 1707 with the Treaty of Union, establishing the Kingdom of Great Britain.", "targets": "How long did the Scottish Panama colony survive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a57196f033a43f0a4939378ddcbfd7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1695, the Scottish Parliament granted a charter to the Company of Scotland, which established a settlement in 1698 on the isthmus of Panama. Besieged by neighbouring Spanish colonists of New Granada, and afflicted by malaria, the colony was abandoned two years later. The Darien scheme was a financial disaster for Scotland\u2014a quarter of Scottish capital was lost in the enterprise\u2014and ended Scottish hopes of establishing its own overseas empire. The episode also had major political consequences, persuading the governments of both England and Scotland of the merits of a union of countries, rather than just crowns. This occurred in 1707 with the Treaty of Union, establishing the Kingdom of Great Britain.", "targets": "How much Scottish capital was lost in the Panama colony attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a57196f033a43f0a4939378ddcbfd7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1695, the Scottish Parliament granted a charter to the Company of Scotland, which established a settlement in 1698 on the isthmus of Panama. Besieged by neighbouring Spanish colonists of New Granada, and afflicted by malaria, the colony was abandoned two years later. The Darien scheme was a financial disaster for Scotland\u2014a quarter of Scottish capital was lost in the enterprise\u2014and ended Scottish hopes of establishing its own overseas empire. The episode also had major political consequences, persuading the governments of both England and Scotland of the merits of a union of countries, rather than just crowns. This occurred in 1707 with the Treaty of Union, establishing the Kingdom of Great Britain.", "targets": "When was the Treaty of Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d6c45bfbf984fe5ac46fb4573645b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apparently sudden appearance of nearly modern flowers in the fossil record initially posed such a problem for the theory of evolution that it was called an \"abominable mystery\" by Charles Darwin. However, the fossil record has considerably grown since the time of Darwin, and recently discovered angiosperm fossils such as Archaefructus, along with further discoveries of fossil gymnosperms, suggest how angiosperm characteristics may have been acquired in a series of steps. Several groups of extinct gymnosperms, in particular seed ferns, have been proposed as the ancestors of flowering plants, but there is no continuous fossil evidence showing exactly how flowers evolved. Some older fossils, such as the upper Triassic Sanmiguelia, have been suggested. Based on current evidence, some propose that the ancestors of the angiosperms diverged from an unknown group of gymnosperms in the Triassic period (245\u2013202 million years ago). Fossil angiosperm-like pollen from the Middle Triassic (247.2\u2013242.0 Ma) suggests an older date for their origin. A close relationship between angiosperms and gnetophytes, proposed on the basis of morphological evidence, has more recently been disputed on the basis of molecular evidence that suggest gnetophytes are instead more closely related to other gymnosperms.[citation needed]", "targets": "What did Charles Darwin call the sudden appearance of nearly modern flowers in the fossil record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d6c45bfbf984fe5ac46fb4573645b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apparently sudden appearance of nearly modern flowers in the fossil record initially posed such a problem for the theory of evolution that it was called an \"abominable mystery\" by Charles Darwin. However, the fossil record has considerably grown since the time of Darwin, and recently discovered angiosperm fossils such as Archaefructus, along with further discoveries of fossil gymnosperms, suggest how angiosperm characteristics may have been acquired in a series of steps. Several groups of extinct gymnosperms, in particular seed ferns, have been proposed as the ancestors of flowering plants, but there is no continuous fossil evidence showing exactly how flowers evolved. Some older fossils, such as the upper Triassic Sanmiguelia, have been suggested. Based on current evidence, some propose that the ancestors of the angiosperms diverged from an unknown group of gymnosperms in the Triassic period (245\u2013202 million years ago). Fossil angiosperm-like pollen from the Middle Triassic (247.2\u2013242.0 Ma) suggests an older date for their origin. A close relationship between angiosperms and gnetophytes, proposed on the basis of morphological evidence, has more recently been disputed on the basis of molecular evidence that suggest gnetophytes are instead more closely related to other gymnosperms.[citation needed]", "targets": "What type of fossil is the recently discovered Archaefructus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d6c45bfbf984fe5ac46fb4573645b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apparently sudden appearance of nearly modern flowers in the fossil record initially posed such a problem for the theory of evolution that it was called an \"abominable mystery\" by Charles Darwin. However, the fossil record has considerably grown since the time of Darwin, and recently discovered angiosperm fossils such as Archaefructus, along with further discoveries of fossil gymnosperms, suggest how angiosperm characteristics may have been acquired in a series of steps. Several groups of extinct gymnosperms, in particular seed ferns, have been proposed as the ancestors of flowering plants, but there is no continuous fossil evidence showing exactly how flowers evolved. Some older fossils, such as the upper Triassic Sanmiguelia, have been suggested. Based on current evidence, some propose that the ancestors of the angiosperms diverged from an unknown group of gymnosperms in the Triassic period (245\u2013202 million years ago). Fossil angiosperm-like pollen from the Middle Triassic (247.2\u2013242.0 Ma) suggests an older date for their origin. A close relationship between angiosperms and gnetophytes, proposed on the basis of morphological evidence, has more recently been disputed on the basis of molecular evidence that suggest gnetophytes are instead more closely related to other gymnosperms.[citation needed]", "targets": "What fossil evidence is lacking when it comes to flowers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d6c45bfbf984fe5ac46fb4573645b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apparently sudden appearance of nearly modern flowers in the fossil record initially posed such a problem for the theory of evolution that it was called an \"abominable mystery\" by Charles Darwin. However, the fossil record has considerably grown since the time of Darwin, and recently discovered angiosperm fossils such as Archaefructus, along with further discoveries of fossil gymnosperms, suggest how angiosperm characteristics may have been acquired in a series of steps. Several groups of extinct gymnosperms, in particular seed ferns, have been proposed as the ancestors of flowering plants, but there is no continuous fossil evidence showing exactly how flowers evolved. Some older fossils, such as the upper Triassic Sanmiguelia, have been suggested. Based on current evidence, some propose that the ancestors of the angiosperms diverged from an unknown group of gymnosperms in the Triassic period (245\u2013202 million years ago). Fossil angiosperm-like pollen from the Middle Triassic (247.2\u2013242.0 Ma) suggests an older date for their origin. A close relationship between angiosperms and gnetophytes, proposed on the basis of morphological evidence, has more recently been disputed on the basis of molecular evidence that suggest gnetophytes are instead more closely related to other gymnosperms.[citation needed]", "targets": "From what period does fossilized pollen suggest an older date for angiosperm origin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d6c45bfbf984fe5ac46fb4573645b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The apparently sudden appearance of nearly modern flowers in the fossil record initially posed such a problem for the theory of evolution that it was called an \"abominable mystery\" by Charles Darwin. However, the fossil record has considerably grown since the time of Darwin, and recently discovered angiosperm fossils such as Archaefructus, along with further discoveries of fossil gymnosperms, suggest how angiosperm characteristics may have been acquired in a series of steps. Several groups of extinct gymnosperms, in particular seed ferns, have been proposed as the ancestors of flowering plants, but there is no continuous fossil evidence showing exactly how flowers evolved. Some older fossils, such as the upper Triassic Sanmiguelia, have been suggested. Based on current evidence, some propose that the ancestors of the angiosperms diverged from an unknown group of gymnosperms in the Triassic period (245\u2013202 million years ago). Fossil angiosperm-like pollen from the Middle Triassic (247.2\u2013242.0 Ma) suggests an older date for their origin. A close relationship between angiosperms and gnetophytes, proposed on the basis of morphological evidence, has more recently been disputed on the basis of molecular evidence that suggest gnetophytes are instead more closely related to other gymnosperms.[citation needed]", "targets": "What relationship proposed on the basis of morphological evidence has recently been disputed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a28393d0f3a40788f62346b8af1dcd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newly electrified lines often show a \"sparks effect\", whereby electrification in passenger rail systems leads to significant jumps in patronage / revenue. The reasons may include electric trains being seen as more modern and attractive to ride, faster and smoother service, and the fact that electrification often goes hand in hand with a general infrastructure and rolling stock overhaul / replacement, which leads to better service quality (in a way that theoretically could also be achieved by doing similar upgrades yet without electrification). Whatever the causes of the sparks effect, it is well established for numerous routes that have electrified over decades.", "targets": "What can be seen in the newly electrified lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a28393d0f3a40788f62346b8af1dcd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newly electrified lines often show a \"sparks effect\", whereby electrification in passenger rail systems leads to significant jumps in patronage / revenue. The reasons may include electric trains being seen as more modern and attractive to ride, faster and smoother service, and the fact that electrification often goes hand in hand with a general infrastructure and rolling stock overhaul / replacement, which leads to better service quality (in a way that theoretically could also be achieved by doing similar upgrades yet without electrification). Whatever the causes of the sparks effect, it is well established for numerous routes that have electrified over decades.", "targets": "What can electrification of modern trains effect? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a28393d0f3a40788f62346b8af1dcd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newly electrified lines often show a \"sparks effect\", whereby electrification in passenger rail systems leads to significant jumps in patronage / revenue. The reasons may include electric trains being seen as more modern and attractive to ride, faster and smoother service, and the fact that electrification often goes hand in hand with a general infrastructure and rolling stock overhaul / replacement, which leads to better service quality (in a way that theoretically could also be achieved by doing similar upgrades yet without electrification). Whatever the causes of the sparks effect, it is well established for numerous routes that have electrified over decades.", "targets": "How can better service quality be achieved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e64ae3a98034785ad95341c759c2bd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1959, American observers believed that the Soviet Union would be the first to get a human into space, because of the time needed to prepare for Mercury's first launch. On April 12, 1961, the USSR surprised the world again by launching Yuri Gagarin into a single orbit around the Earth in a craft they called Vostok 1. They dubbed Gagarin the first cosmonaut, roughly translated from Russian and Greek as \"sailor of the universe\". Although he had the ability to take over manual control of his spacecraft in an emergency by opening an envelope he had in the cabin that contained a code that could be typed into the computer, it was flown in an automatic mode as a precaution; medical science at that time did not know what would happen to a human in the weightlessness of space. Vostok 1 orbited the Earth for 108 minutes and made its reentry over the Soviet Union, with Gagarin ejecting from the spacecraft at 7,000 meters (23,000 ft), and landing by parachute. The F\u00e9d\u00e9ration A\u00e9ronautique Internationale (International Federation of Aeronautics) credited Gagarin with the world's first human space flight, although their qualifying rules for aeronautical records at the time required pilots to take off and land with their craft. For this reason, the Soviet Union omitted from their FAI submission the fact that Gagarin did not land with his capsule. When the FAI filing for Gherman Titov's second Vostok flight in August 1961 disclosed the ejection landing technique, the FAI committee decided to investigate, and concluded that the technological accomplishment of human spaceflight lay in the safe launch, orbiting, and return, rather than the manner of landing, and so revised their rules accordingly, keeping Gagarin's and Titov's records intact.", "targets": "Which country succesfully launched the first person into space in 1961?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e64ae3a98034785ad95341c759c2bd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1959, American observers believed that the Soviet Union would be the first to get a human into space, because of the time needed to prepare for Mercury's first launch. On April 12, 1961, the USSR surprised the world again by launching Yuri Gagarin into a single orbit around the Earth in a craft they called Vostok 1. They dubbed Gagarin the first cosmonaut, roughly translated from Russian and Greek as \"sailor of the universe\". Although he had the ability to take over manual control of his spacecraft in an emergency by opening an envelope he had in the cabin that contained a code that could be typed into the computer, it was flown in an automatic mode as a precaution; medical science at that time did not know what would happen to a human in the weightlessness of space. Vostok 1 orbited the Earth for 108 minutes and made its reentry over the Soviet Union, with Gagarin ejecting from the spacecraft at 7,000 meters (23,000 ft), and landing by parachute. The F\u00e9d\u00e9ration A\u00e9ronautique Internationale (International Federation of Aeronautics) credited Gagarin with the world's first human space flight, although their qualifying rules for aeronautical records at the time required pilots to take off and land with their craft. For this reason, the Soviet Union omitted from their FAI submission the fact that Gagarin did not land with his capsule. When the FAI filing for Gherman Titov's second Vostok flight in August 1961 disclosed the ejection landing technique, the FAI committee decided to investigate, and concluded that the technological accomplishment of human spaceflight lay in the safe launch, orbiting, and return, rather than the manner of landing, and so revised their rules accordingly, keeping Gagarin's and Titov's records intact.", "targets": "The first ship to carry a human through space was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e64ae3a98034785ad95341c759c2bd2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1959, American observers believed that the Soviet Union would be the first to get a human into space, because of the time needed to prepare for Mercury's first launch. On April 12, 1961, the USSR surprised the world again by launching Yuri Gagarin into a single orbit around the Earth in a craft they called Vostok 1. They dubbed Gagarin the first cosmonaut, roughly translated from Russian and Greek as \"sailor of the universe\". Although he had the ability to take over manual control of his spacecraft in an emergency by opening an envelope he had in the cabin that contained a code that could be typed into the computer, it was flown in an automatic mode as a precaution; medical science at that time did not know what would happen to a human in the weightlessness of space. Vostok 1 orbited the Earth for 108 minutes and made its reentry over the Soviet Union, with Gagarin ejecting from the spacecraft at 7,000 meters (23,000 ft), and landing by parachute. The F\u00e9d\u00e9ration A\u00e9ronautique Internationale (International Federation of Aeronautics) credited Gagarin with the world's first human space flight, although their qualifying rules for aeronautical records at the time required pilots to take off and land with their craft. For this reason, the Soviet Union omitted from their FAI submission the fact that Gagarin did not land with his capsule. When the FAI filing for Gherman Titov's second Vostok flight in August 1961 disclosed the ejection landing technique, the FAI committee decided to investigate, and concluded that the technological accomplishment of human spaceflight lay in the safe launch, orbiting, and return, rather than the manner of landing, and so revised their rules accordingly, keeping Gagarin's and Titov's records intact.", "targets": "How long did Yuri Gagarin orbit the earth in the spacecraft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c89c025e048fda506e86cbb48409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 30 people have been indicted for participating in genocide or complicity in genocide during the early 1990s in Bosnia. To date, after several plea bargains and some convictions that were successfully challenged on appeal two men, Vujadin Popovi\u0107 and Ljubi\u0161a Beara, have been found guilty of committing genocide, Zdravko Tolimir has been found guilty of committing genocide and conspiracy to commit genocide, and two others, Radislav Krsti\u0107 and Drago Nikoli\u0107, have been found guilty of aiding and abetting genocide. Three others have been found guilty of participating in genocides in Bosnia by German courts, one of whom Nikola Jorgi\u0107 lost an appeal against his conviction in the European Court of Human Rights. A further eight men, former members of the Bosnian Serb security forces were found guilty of genocide by the State Court of Bosnia and Herzegovina (See List of Bosnian genocide prosecutions).", "targets": "In the 1990s, how many people were indicted for war crimes that were officially defined as genocide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c89c025e048fda506e86cbb48409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 30 people have been indicted for participating in genocide or complicity in genocide during the early 1990s in Bosnia. To date, after several plea bargains and some convictions that were successfully challenged on appeal two men, Vujadin Popovi\u0107 and Ljubi\u0161a Beara, have been found guilty of committing genocide, Zdravko Tolimir has been found guilty of committing genocide and conspiracy to commit genocide, and two others, Radislav Krsti\u0107 and Drago Nikoli\u0107, have been found guilty of aiding and abetting genocide. Three others have been found guilty of participating in genocides in Bosnia by German courts, one of whom Nikola Jorgi\u0107 lost an appeal against his conviction in the European Court of Human Rights. A further eight men, former members of the Bosnian Serb security forces were found guilty of genocide by the State Court of Bosnia and Herzegovina (See List of Bosnian genocide prosecutions).", "targets": "Convicted perpetrators Popovic and Beara were found guilty of genocide despite what evasive action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c89c025e048fda506e86cbb48409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 30 people have been indicted for participating in genocide or complicity in genocide during the early 1990s in Bosnia. To date, after several plea bargains and some convictions that were successfully challenged on appeal two men, Vujadin Popovi\u0107 and Ljubi\u0161a Beara, have been found guilty of committing genocide, Zdravko Tolimir has been found guilty of committing genocide and conspiracy to commit genocide, and two others, Radislav Krsti\u0107 and Drago Nikoli\u0107, have been found guilty of aiding and abetting genocide. Three others have been found guilty of participating in genocides in Bosnia by German courts, one of whom Nikola Jorgi\u0107 lost an appeal against his conviction in the European Court of Human Rights. A further eight men, former members of the Bosnian Serb security forces were found guilty of genocide by the State Court of Bosnia and Herzegovina (See List of Bosnian genocide prosecutions).", "targets": "Tolimir was found guilty of both genocide and what other charge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c89c025e048fda506e86cbb48409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 30 people have been indicted for participating in genocide or complicity in genocide during the early 1990s in Bosnia. To date, after several plea bargains and some convictions that were successfully challenged on appeal two men, Vujadin Popovi\u0107 and Ljubi\u0161a Beara, have been found guilty of committing genocide, Zdravko Tolimir has been found guilty of committing genocide and conspiracy to commit genocide, and two others, Radislav Krsti\u0107 and Drago Nikoli\u0107, have been found guilty of aiding and abetting genocide. Three others have been found guilty of participating in genocides in Bosnia by German courts, one of whom Nikola Jorgi\u0107 lost an appeal against his conviction in the European Court of Human Rights. A further eight men, former members of the Bosnian Serb security forces were found guilty of genocide by the State Court of Bosnia and Herzegovina (See List of Bosnian genocide prosecutions).", "targets": "Another charge beyond the act of genocide and for which Krstic and Nikolic were found guilty was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea3c89c025e048fda506e86cbb48409b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "About 30 people have been indicted for participating in genocide or complicity in genocide during the early 1990s in Bosnia. To date, after several plea bargains and some convictions that were successfully challenged on appeal two men, Vujadin Popovi\u0107 and Ljubi\u0161a Beara, have been found guilty of committing genocide, Zdravko Tolimir has been found guilty of committing genocide and conspiracy to commit genocide, and two others, Radislav Krsti\u0107 and Drago Nikoli\u0107, have been found guilty of aiding and abetting genocide. Three others have been found guilty of participating in genocides in Bosnia by German courts, one of whom Nikola Jorgi\u0107 lost an appeal against his conviction in the European Court of Human Rights. A further eight men, former members of the Bosnian Serb security forces were found guilty of genocide by the State Court of Bosnia and Herzegovina (See List of Bosnian genocide prosecutions).", "targets": "Three others were charged with participating in genocides in Bosnia by which country's courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3958e21b51b543fda076eb9f76ce25da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To distinguish official campaigning from independent campaigning, political advertisements on television were required to include a verbal disclaimer identifying the organization responsible for the advertisement. Advertisements produced by political campaigns usually included the statement, \"I'm [candidate's name], and I approve this message.\" Advertisements produced by independent organizations usually included the statement, \"[Organization name] is responsible for the content of this advertisement\", and from September 3 (60 days before the general election), such organizations' ads were prohibited from mentioning any candidate by name. Previously, television advertisements only required a written \"paid for by\" disclaimer on the screen.", "targets": "How were viewers able to determine who endorsed political campaign ads, they saw in advertisements??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3958e21b51b543fda076eb9f76ce25da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To distinguish official campaigning from independent campaigning, political advertisements on television were required to include a verbal disclaimer identifying the organization responsible for the advertisement. Advertisements produced by political campaigns usually included the statement, \"I'm [candidate's name], and I approve this message.\" Advertisements produced by independent organizations usually included the statement, \"[Organization name] is responsible for the content of this advertisement\", and from September 3 (60 days before the general election), such organizations' ads were prohibited from mentioning any candidate by name. Previously, television advertisements only required a written \"paid for by\" disclaimer on the screen.", "targets": "What was disallowed in advertising during the two months prior to the general election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3958e21b51b543fda076eb9f76ce25da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To distinguish official campaigning from independent campaigning, political advertisements on television were required to include a verbal disclaimer identifying the organization responsible for the advertisement. Advertisements produced by political campaigns usually included the statement, \"I'm [candidate's name], and I approve this message.\" Advertisements produced by independent organizations usually included the statement, \"[Organization name] is responsible for the content of this advertisement\", and from September 3 (60 days before the general election), such organizations' ads were prohibited from mentioning any candidate by name. Previously, television advertisements only required a written \"paid for by\" disclaimer on the screen.", "targets": "Official advertisements generally contained what phrase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3958e21b51b543fda076eb9f76ce25da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To distinguish official campaigning from independent campaigning, political advertisements on television were required to include a verbal disclaimer identifying the organization responsible for the advertisement. Advertisements produced by political campaigns usually included the statement, \"I'm [candidate's name], and I approve this message.\" Advertisements produced by independent organizations usually included the statement, \"[Organization name] is responsible for the content of this advertisement\", and from September 3 (60 days before the general election), such organizations' ads were prohibited from mentioning any candidate by name. Previously, television advertisements only required a written \"paid for by\" disclaimer on the screen.", "targets": "Independent advertisements generally contained what phrase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3958e21b51b543fda076eb9f76ce25da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To distinguish official campaigning from independent campaigning, political advertisements on television were required to include a verbal disclaimer identifying the organization responsible for the advertisement. Advertisements produced by political campaigns usually included the statement, \"I'm [candidate's name], and I approve this message.\" Advertisements produced by independent organizations usually included the statement, \"[Organization name] is responsible for the content of this advertisement\", and from September 3 (60 days before the general election), such organizations' ads were prohibited from mentioning any candidate by name. Previously, television advertisements only required a written \"paid for by\" disclaimer on the screen.", "targets": "What was the tag line requirement before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6583a3593c48e59ef2cd1989422bfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The instrument was primarily used in an ensemble setting well into the 1930s, and although the fad died out at the beginning of the 1930s, the instruments that were developed for the orchestra found a new home in bluegrass. The famous Lloyd Loar Master Model from Gibson (1923) was designed to boost the flagging interest in mandolin ensembles, with little success. However, The \"Loar\" became the defining instrument of bluegrass music when Bill Monroe purchased F-5 S/N 73987 in a Florida barbershop in 1943 and popularized it as his main instrument.", "targets": "The setting the mandolin was used in until the 1930's was? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6583a3593c48e59ef2cd1989422bfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The instrument was primarily used in an ensemble setting well into the 1930s, and although the fad died out at the beginning of the 1930s, the instruments that were developed for the orchestra found a new home in bluegrass. The famous Lloyd Loar Master Model from Gibson (1923) was designed to boost the flagging interest in mandolin ensembles, with little success. However, The \"Loar\" became the defining instrument of bluegrass music when Bill Monroe purchased F-5 S/N 73987 in a Florida barbershop in 1943 and popularized it as his main instrument.", "targets": "Where did the mandolins find a new home? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6583a3593c48e59ef2cd1989422bfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The instrument was primarily used in an ensemble setting well into the 1930s, and although the fad died out at the beginning of the 1930s, the instruments that were developed for the orchestra found a new home in bluegrass. The famous Lloyd Loar Master Model from Gibson (1923) was designed to boost the flagging interest in mandolin ensembles, with little success. However, The \"Loar\" became the defining instrument of bluegrass music when Bill Monroe purchased F-5 S/N 73987 in a Florida barbershop in 1943 and popularized it as his main instrument.", "targets": "What mandolin was designed to boost interest in the mandolin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6583a3593c48e59ef2cd1989422bfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The instrument was primarily used in an ensemble setting well into the 1930s, and although the fad died out at the beginning of the 1930s, the instruments that were developed for the orchestra found a new home in bluegrass. The famous Lloyd Loar Master Model from Gibson (1923) was designed to boost the flagging interest in mandolin ensembles, with little success. However, The \"Loar\" became the defining instrument of bluegrass music when Bill Monroe purchased F-5 S/N 73987 in a Florida barbershop in 1943 and popularized it as his main instrument.", "targets": "What mandolin became the face of bluegrass music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f6583a3593c48e59ef2cd1989422bfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The instrument was primarily used in an ensemble setting well into the 1930s, and although the fad died out at the beginning of the 1930s, the instruments that were developed for the orchestra found a new home in bluegrass. The famous Lloyd Loar Master Model from Gibson (1923) was designed to boost the flagging interest in mandolin ensembles, with little success. However, The \"Loar\" became the defining instrument of bluegrass music when Bill Monroe purchased F-5 S/N 73987 in a Florida barbershop in 1943 and popularized it as his main instrument.", "targets": "What instrument did artist Bill Monroe use? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0143159755f54374a75d3f95c9a81dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.", "targets": "Does adolescent participation in family work and routines have a positive or negative influence on feelings of self-worth, care, and concern for others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0143159755f54374a75d3f95c9a81dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.", "targets": "How are household chores frequently divided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0143159755f54374a75d3f95c9a81dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.", "targets": "What is one large determining factor in normative adolescent behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0790c3314540198093f4ac1d959750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, on 26 June, four days after France sued for an armistice with the Third Reich, the Soviet Union issued an ultimatum demanding Bessarabia and, unexpectedly, Northern Bukovina from Romania. Two days later, the Romanians caved to the Soviet demands and the Soviets occupied the territory. The Hertza region was initially not requested by the USSR but was later occupied by force after the Romanians agreed to the initial Soviet demands. The subsequent waves of deportations began in Bessarabia and Northern Bukovina.", "targets": "How many days after France sued for peace did the Romanians meet the requests of the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0790c3314540198093f4ac1d959750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, on 26 June, four days after France sued for an armistice with the Third Reich, the Soviet Union issued an ultimatum demanding Bessarabia and, unexpectedly, Northern Bukovina from Romania. Two days later, the Romanians caved to the Soviet demands and the Soviets occupied the territory. The Hertza region was initially not requested by the USSR but was later occupied by force after the Romanians agreed to the initial Soviet demands. The subsequent waves of deportations began in Bessarabia and Northern Bukovina.", "targets": "What month did France sue for peace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0790c3314540198093f4ac1d959750", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, on 26 June, four days after France sued for an armistice with the Third Reich, the Soviet Union issued an ultimatum demanding Bessarabia and, unexpectedly, Northern Bukovina from Romania. Two days later, the Romanians caved to the Soviet demands and the Soviets occupied the territory. The Hertza region was initially not requested by the USSR but was later occupied by force after the Romanians agreed to the initial Soviet demands. The subsequent waves of deportations began in Bessarabia and Northern Bukovina.", "targets": "How many days did it take for the Romanians give into the Soviets requests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b8d35b30cd7474d9653b8a0b6b0888a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bipolar transistor was invented in 1947. From 1955 onwards transistors replaced vacuum tubes in computer designs, giving rise to the \"second generation\" of computers. Compared to vacuum tubes, transistors have many advantages: they are smaller, and require less power than vacuum tubes, so give off less heat. Silicon junction transistors were much more reliable than vacuum tubes and had longer, indefinite, service life. Transistorized computers could contain tens of thousands of binary logic circuits in a relatively compact space.", "targets": "When was the bipolar transistor created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b8d35b30cd7474d9653b8a0b6b0888a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bipolar transistor was invented in 1947. From 1955 onwards transistors replaced vacuum tubes in computer designs, giving rise to the \"second generation\" of computers. Compared to vacuum tubes, transistors have many advantages: they are smaller, and require less power than vacuum tubes, so give off less heat. Silicon junction transistors were much more reliable than vacuum tubes and had longer, indefinite, service life. Transistorized computers could contain tens of thousands of binary logic circuits in a relatively compact space.", "targets": "When did transistors start replacing vacuum tubes in computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6de4865f85d24af1aa0d1196cd2c3190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is the result of chronic inflammation of the conducting zone of the airways (most especially the bronchi and bronchioles), which subsequently results in increased contractability of the surrounding smooth muscles. This among other factors leads to bouts of narrowing of the airway and the classic symptoms of wheezing. The narrowing is typically reversible with or without treatment. Occasionally the airways themselves change. Typical changes in the airways include an increase in eosinophils and thickening of the lamina reticularis. Chronically the airways' smooth muscle may increase in size along with an increase in the numbers of mucous glands. Other cell types involved include: T lymphocytes, macrophages, and neutrophils. There may also be involvement of other components of the immune system including: cytokines, chemokines, histamine, and leukotrienes among others.", "targets": "What is asthma the result of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6de4865f85d24af1aa0d1196cd2c3190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is the result of chronic inflammation of the conducting zone of the airways (most especially the bronchi and bronchioles), which subsequently results in increased contractability of the surrounding smooth muscles. This among other factors leads to bouts of narrowing of the airway and the classic symptoms of wheezing. The narrowing is typically reversible with or without treatment. Occasionally the airways themselves change. Typical changes in the airways include an increase in eosinophils and thickening of the lamina reticularis. Chronically the airways' smooth muscle may increase in size along with an increase in the numbers of mucous glands. Other cell types involved include: T lymphocytes, macrophages, and neutrophils. There may also be involvement of other components of the immune system including: cytokines, chemokines, histamine, and leukotrienes among others.", "targets": "What two airways are most effected by asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6de4865f85d24af1aa0d1196cd2c3190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is the result of chronic inflammation of the conducting zone of the airways (most especially the bronchi and bronchioles), which subsequently results in increased contractability of the surrounding smooth muscles. This among other factors leads to bouts of narrowing of the airway and the classic symptoms of wheezing. The narrowing is typically reversible with or without treatment. Occasionally the airways themselves change. Typical changes in the airways include an increase in eosinophils and thickening of the lamina reticularis. Chronically the airways' smooth muscle may increase in size along with an increase in the numbers of mucous glands. Other cell types involved include: T lymphocytes, macrophages, and neutrophils. There may also be involvement of other components of the immune system including: cytokines, chemokines, histamine, and leukotrienes among others.", "targets": "In what ways do airways change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6de4865f85d24af1aa0d1196cd2c3190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is the result of chronic inflammation of the conducting zone of the airways (most especially the bronchi and bronchioles), which subsequently results in increased contractability of the surrounding smooth muscles. This among other factors leads to bouts of narrowing of the airway and the classic symptoms of wheezing. The narrowing is typically reversible with or without treatment. Occasionally the airways themselves change. Typical changes in the airways include an increase in eosinophils and thickening of the lamina reticularis. Chronically the airways' smooth muscle may increase in size along with an increase in the numbers of mucous glands. Other cell types involved include: T lymphocytes, macrophages, and neutrophils. There may also be involvement of other components of the immune system including: cytokines, chemokines, histamine, and leukotrienes among others.", "targets": "What other cell types are involced with the changing of airways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6de4865f85d24af1aa0d1196cd2c3190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Asthma is the result of chronic inflammation of the conducting zone of the airways (most especially the bronchi and bronchioles), which subsequently results in increased contractability of the surrounding smooth muscles. This among other factors leads to bouts of narrowing of the airway and the classic symptoms of wheezing. The narrowing is typically reversible with or without treatment. Occasionally the airways themselves change. Typical changes in the airways include an increase in eosinophils and thickening of the lamina reticularis. Chronically the airways' smooth muscle may increase in size along with an increase in the numbers of mucous glands. Other cell types involved include: T lymphocytes, macrophages, and neutrophils. There may also be involvement of other components of the immune system including: cytokines, chemokines, histamine, and leukotrienes among others.", "targets": "What other components of the immune systems are included?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-220f8cfed044426bb899ae509ba2ed57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Hitler was trapped within his own vision of bombing as a terror weapon, formed in the 1930s when he threatened smaller nations into accepting German rule rather than submit to air bombardment. This fact had important implications. It showed the extent to which Hitler personally mistook Allied strategy for one of morale breaking instead of one of economic warfare, with the collapse of morale as an additional bonus. Hitler was much more attracted to the political aspects of bombing. As the mere threat of it had produced diplomatic results in the 1930s, he expected that the threat of German retaliation would persuade the Allies to adopt a policy of moderation and not to begin a policy of unrestricted bombing. His hope was \u2014 for reasons of political prestige within Germany itself \u2014 that the German population would be protected from the Allied bombings. When this proved impossible, he began to fear that popular feeling would turn against his regime, and he redoubled efforts to mount a similar \"terror offensive\" against Britain in order to produce a stalemate in which both sides would hesitate to use bombing at all.", "targets": "How did Hitler threaten small nations into accepting German rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-220f8cfed044426bb899ae509ba2ed57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Hitler was trapped within his own vision of bombing as a terror weapon, formed in the 1930s when he threatened smaller nations into accepting German rule rather than submit to air bombardment. This fact had important implications. It showed the extent to which Hitler personally mistook Allied strategy for one of morale breaking instead of one of economic warfare, with the collapse of morale as an additional bonus. Hitler was much more attracted to the political aspects of bombing. As the mere threat of it had produced diplomatic results in the 1930s, he expected that the threat of German retaliation would persuade the Allies to adopt a policy of moderation and not to begin a policy of unrestricted bombing. His hope was \u2014 for reasons of political prestige within Germany itself \u2014 that the German population would be protected from the Allied bombings. When this proved impossible, he began to fear that popular feeling would turn against his regime, and he redoubled efforts to mount a similar \"terror offensive\" against Britain in order to produce a stalemate in which both sides would hesitate to use bombing at all.", "targets": "What policy did Hitler hope the bombing of Allies would cause? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-220f8cfed044426bb899ae509ba2ed57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Hitler was trapped within his own vision of bombing as a terror weapon, formed in the 1930s when he threatened smaller nations into accepting German rule rather than submit to air bombardment. This fact had important implications. It showed the extent to which Hitler personally mistook Allied strategy for one of morale breaking instead of one of economic warfare, with the collapse of morale as an additional bonus. Hitler was much more attracted to the political aspects of bombing. As the mere threat of it had produced diplomatic results in the 1930s, he expected that the threat of German retaliation would persuade the Allies to adopt a policy of moderation and not to begin a policy of unrestricted bombing. His hope was \u2014 for reasons of political prestige within Germany itself \u2014 that the German population would be protected from the Allied bombings. When this proved impossible, he began to fear that popular feeling would turn against his regime, and he redoubled efforts to mount a similar \"terror offensive\" against Britain in order to produce a stalemate in which both sides would hesitate to use bombing at all.", "targets": "What kind of prestige was Hitler hoping for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-220f8cfed044426bb899ae509ba2ed57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ultimately, Hitler was trapped within his own vision of bombing as a terror weapon, formed in the 1930s when he threatened smaller nations into accepting German rule rather than submit to air bombardment. This fact had important implications. It showed the extent to which Hitler personally mistook Allied strategy for one of morale breaking instead of one of economic warfare, with the collapse of morale as an additional bonus. Hitler was much more attracted to the political aspects of bombing. As the mere threat of it had produced diplomatic results in the 1930s, he expected that the threat of German retaliation would persuade the Allies to adopt a policy of moderation and not to begin a policy of unrestricted bombing. His hope was \u2014 for reasons of political prestige within Germany itself \u2014 that the German population would be protected from the Allied bombings. When this proved impossible, he began to fear that popular feeling would turn against his regime, and he redoubled efforts to mount a similar \"terror offensive\" against Britain in order to produce a stalemate in which both sides would hesitate to use bombing at all.", "targets": "Why did Hitler use terror bombing against Britain? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c650c37384114621b5fdb64f1518f0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 surpassed Windows Vista in market share with a 5.1% usage rate according to numbers posted in July 2013 by Net Applications, with usage on a steady upward trajectory. However, intake of Windows 8 still lags behind that of Windows Vista and Windows 7 at the same point in their release cycles. Windows 8's tablet market share has also been growing steadily, with 7.4% of tablets running Windows in Q1 2013 according to Strategy Analytics, up from nothing just a year before. However, this is still well below Android and iOS, which posted 43.4% and 48.2% market share respectively, although both operating systems have been on the market much longer than Windows 8. Strategy Analytics also noted \"a shortage of top tier apps\" for Windows tablets despite Microsoft strategy of paying developers to create apps for the operating system (in addition to for Windows Phone).", "targets": "What percent of tablets were running Windows in Q1 2013/"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c650c37384114621b5fdb64f1518f0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 surpassed Windows Vista in market share with a 5.1% usage rate according to numbers posted in July 2013 by Net Applications, with usage on a steady upward trajectory. However, intake of Windows 8 still lags behind that of Windows Vista and Windows 7 at the same point in their release cycles. Windows 8's tablet market share has also been growing steadily, with 7.4% of tablets running Windows in Q1 2013 according to Strategy Analytics, up from nothing just a year before. However, this is still well below Android and iOS, which posted 43.4% and 48.2% market share respectively, although both operating systems have been on the market much longer than Windows 8. Strategy Analytics also noted \"a shortage of top tier apps\" for Windows tablets despite Microsoft strategy of paying developers to create apps for the operating system (in addition to for Windows Phone).", "targets": "What was Androids market share in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c650c37384114621b5fdb64f1518f0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 surpassed Windows Vista in market share with a 5.1% usage rate according to numbers posted in July 2013 by Net Applications, with usage on a steady upward trajectory. However, intake of Windows 8 still lags behind that of Windows Vista and Windows 7 at the same point in their release cycles. Windows 8's tablet market share has also been growing steadily, with 7.4% of tablets running Windows in Q1 2013 according to Strategy Analytics, up from nothing just a year before. However, this is still well below Android and iOS, which posted 43.4% and 48.2% market share respectively, although both operating systems have been on the market much longer than Windows 8. Strategy Analytics also noted \"a shortage of top tier apps\" for Windows tablets despite Microsoft strategy of paying developers to create apps for the operating system (in addition to for Windows Phone).", "targets": "What was teh iOS market share in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c650c37384114621b5fdb64f1518f0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 surpassed Windows Vista in market share with a 5.1% usage rate according to numbers posted in July 2013 by Net Applications, with usage on a steady upward trajectory. However, intake of Windows 8 still lags behind that of Windows Vista and Windows 7 at the same point in their release cycles. Windows 8's tablet market share has also been growing steadily, with 7.4% of tablets running Windows in Q1 2013 according to Strategy Analytics, up from nothing just a year before. However, this is still well below Android and iOS, which posted 43.4% and 48.2% market share respectively, although both operating systems have been on the market much longer than Windows 8. Strategy Analytics also noted \"a shortage of top tier apps\" for Windows tablets despite Microsoft strategy of paying developers to create apps for the operating system (in addition to for Windows Phone).", "targets": "What does Strategy Analytics say Windows tablets are lacking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c650c37384114621b5fdb64f1518f0d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 surpassed Windows Vista in market share with a 5.1% usage rate according to numbers posted in July 2013 by Net Applications, with usage on a steady upward trajectory. However, intake of Windows 8 still lags behind that of Windows Vista and Windows 7 at the same point in their release cycles. Windows 8's tablet market share has also been growing steadily, with 7.4% of tablets running Windows in Q1 2013 according to Strategy Analytics, up from nothing just a year before. However, this is still well below Android and iOS, which posted 43.4% and 48.2% market share respectively, although both operating systems have been on the market much longer than Windows 8. Strategy Analytics also noted \"a shortage of top tier apps\" for Windows tablets despite Microsoft strategy of paying developers to create apps for the operating system (in addition to for Windows Phone).", "targets": "When did Windows 8 surpass Windows Vistas market share?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea43c81d36d0426da1dc4e8ab47bfc77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While videoconferencing technology was initially used primarily within internal corporate communication networks, one of the first community service usages of the technology started in 1992 through a unique partnership with PictureTel and IBM Corporations which at the time were promoting a jointly developed desktop based videoconferencing product known as the PCS/1. Over the next 15 years, Project DIANE (Diversified Information and Assistance Network) grew to utilize a variety of videoconferencing platforms to create a multi-state cooperative public service and distance education network consisting of several hundred schools, neighborhood centers, libraries, science museums, zoos and parks, public assistance centers, and other community oriented organizations.", "targets": "What year did one the first community service usages of videoconferencing take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea43c81d36d0426da1dc4e8ab47bfc77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While videoconferencing technology was initially used primarily within internal corporate communication networks, one of the first community service usages of the technology started in 1992 through a unique partnership with PictureTel and IBM Corporations which at the time were promoting a jointly developed desktop based videoconferencing product known as the PCS/1. Over the next 15 years, Project DIANE (Diversified Information and Assistance Network) grew to utilize a variety of videoconferencing platforms to create a multi-state cooperative public service and distance education network consisting of several hundred schools, neighborhood centers, libraries, science museums, zoos and parks, public assistance centers, and other community oriented organizations.", "targets": "What company helped in the creation of community service videoconferencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea43c81d36d0426da1dc4e8ab47bfc77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While videoconferencing technology was initially used primarily within internal corporate communication networks, one of the first community service usages of the technology started in 1992 through a unique partnership with PictureTel and IBM Corporations which at the time were promoting a jointly developed desktop based videoconferencing product known as the PCS/1. Over the next 15 years, Project DIANE (Diversified Information and Assistance Network) grew to utilize a variety of videoconferencing platforms to create a multi-state cooperative public service and distance education network consisting of several hundred schools, neighborhood centers, libraries, science museums, zoos and parks, public assistance centers, and other community oriented organizations.", "targets": "What is the videoconferencing product that both IBM and PictureTel worked on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea43c81d36d0426da1dc4e8ab47bfc77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While videoconferencing technology was initially used primarily within internal corporate communication networks, one of the first community service usages of the technology started in 1992 through a unique partnership with PictureTel and IBM Corporations which at the time were promoting a jointly developed desktop based videoconferencing product known as the PCS/1. Over the next 15 years, Project DIANE (Diversified Information and Assistance Network) grew to utilize a variety of videoconferencing platforms to create a multi-state cooperative public service and distance education network consisting of several hundred schools, neighborhood centers, libraries, science museums, zoos and parks, public assistance centers, and other community oriented organizations.", "targets": "What does DIANE in Project DIANE stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea43c81d36d0426da1dc4e8ab47bfc77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While videoconferencing technology was initially used primarily within internal corporate communication networks, one of the first community service usages of the technology started in 1992 through a unique partnership with PictureTel and IBM Corporations which at the time were promoting a jointly developed desktop based videoconferencing product known as the PCS/1. Over the next 15 years, Project DIANE (Diversified Information and Assistance Network) grew to utilize a variety of videoconferencing platforms to create a multi-state cooperative public service and distance education network consisting of several hundred schools, neighborhood centers, libraries, science museums, zoos and parks, public assistance centers, and other community oriented organizations.", "targets": "How many years did it take for Project DIANE to grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "Which contestant sang \"Imagine\" on season seven of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "In which season of American Idol did Jennifer Lopez become a judge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "What song did Jason Castro receive praise for singing during the semi-finals on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "Whose recording of Hallelujah became successful again after being performed on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "On what digital platform were contestants performances released to after airing on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "Which David Archuletta cover was thought to be the best of the season by many?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "Who said it Archuletta's rendition is one that she will never forget?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "Which finalist sang \"Hallelujah\" during the semi-finals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "Castro's performance sent which singer's version to the top of a Billboard chart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebbf1f37ba3f4fe78b8a6d0d785070a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "David Archuleta's performance of John Lennon's \"Imagine\" was considered by many as one of the best of the season. Jennifer Lopez, who was brought in as a judge in season ten, called it a beautiful song-moment that she will never forget. Jason Castro's semi-final performance of \"Hallelujah\" also received considerable attention, and it propelled Jeff Buckley's version of the song to the top of the Billboard digital song chart. This was the first season in which contestants' recordings were released onto iTunes after their performances, and although sales information was not released so as not to prejudice the contest, leaked information indicated that contestants' songs frequently reached the top of iTunes sales charts.", "targets": "For the first time, recordings of the contestant's songs could be purchased where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-472cd320f9644b58b0da443714762b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organizations. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax exempt status for income tax payment, filing, and deductibility purposes. The exemption does not apply to other Federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in an organization losing its tax exempt status.", "targets": "How does a US NPO apply for tax exempt status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-472cd320f9644b58b0da443714762b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organizations. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax exempt status for income tax payment, filing, and deductibility purposes. The exemption does not apply to other Federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in an organization losing its tax exempt status.", "targets": "What are some things the IRS looks at in a charity applying for tax exempt status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-472cd320f9644b58b0da443714762b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organizations. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax exempt status for income tax payment, filing, and deductibility purposes. The exemption does not apply to other Federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in an organization losing its tax exempt status.", "targets": "Does this tax exempt status apply to other taxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-472cd320f9644b58b0da443714762b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organizations. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax exempt status for income tax payment, filing, and deductibility purposes. The exemption does not apply to other Federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in an organization losing its tax exempt status.", "targets": "What happens if an NPO does not abide by the tax laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-472cd320f9644b58b0da443714762b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organizations. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax exempt status for income tax payment, filing, and deductibility purposes. The exemption does not apply to other Federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in an organization losing its tax exempt status.", "targets": "Who has the final say on whether or not an NPO is granted tax exempt status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f5040c51dd42ec9d66733f109ab9e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact trucks were introduced, such as the Toyota Hilux and the Datsun Truck, followed by the Mazda Truck (sold as the Ford Courier), and the Isuzu-built Chevrolet LUV. Mitsubishi rebranded its Forte as the Dodge D-50 a few years after the oil crisis. Mazda, Mitsubishi and Isuzu had joint partnerships with Ford, Chrysler, and GM, respectively. Later the American makers introduced their domestic replacements (Ford Ranger, Dodge Dakota and the Chevrolet S10/GMC S-15), ending their captive import policy.", "targets": "Name a type of Toyota compact trucks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f5040c51dd42ec9d66733f109ab9e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact trucks were introduced, such as the Toyota Hilux and the Datsun Truck, followed by the Mazda Truck (sold as the Ford Courier), and the Isuzu-built Chevrolet LUV. Mitsubishi rebranded its Forte as the Dodge D-50 a few years after the oil crisis. Mazda, Mitsubishi and Isuzu had joint partnerships with Ford, Chrysler, and GM, respectively. Later the American makers introduced their domestic replacements (Ford Ranger, Dodge Dakota and the Chevrolet S10/GMC S-15), ending their captive import policy.", "targets": "What did Mitsubishi rename its Forte to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f5040c51dd42ec9d66733f109ab9e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact trucks were introduced, such as the Toyota Hilux and the Datsun Truck, followed by the Mazda Truck (sold as the Ford Courier), and the Isuzu-built Chevrolet LUV. Mitsubishi rebranded its Forte as the Dodge D-50 a few years after the oil crisis. Mazda, Mitsubishi and Isuzu had joint partnerships with Ford, Chrysler, and GM, respectively. Later the American makers introduced their domestic replacements (Ford Ranger, Dodge Dakota and the Chevrolet S10/GMC S-15), ending their captive import policy.", "targets": "Mazda, Mitsubishi and Isuzu joined partnership with which American car company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8f5040c51dd42ec9d66733f109ab9e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compact trucks were introduced, such as the Toyota Hilux and the Datsun Truck, followed by the Mazda Truck (sold as the Ford Courier), and the Isuzu-built Chevrolet LUV. Mitsubishi rebranded its Forte as the Dodge D-50 a few years after the oil crisis. Mazda, Mitsubishi and Isuzu had joint partnerships with Ford, Chrysler, and GM, respectively. Later the American makers introduced their domestic replacements (Ford Ranger, Dodge Dakota and the Chevrolet S10/GMC S-15), ending their captive import policy.", "targets": "When American car companies rolled out with their domestic replacement cars, which policy ended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "How do the senses affect causal efficacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "What can be said about the accuracy of presentational immediacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "What is the term for the experience dominating primitive organisms that have a sense for fate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "What is the other term for \"pure sense perception\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "What is it called if you mistake a reflection in a mirror for the real thing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "How does Whitehead define causal efficacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-155c1ba533ca41018d52fba1c12b960d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whitehead describes causal efficacy as \"the experience dominating the primitive living organisms, which have a sense for the fate from which they have emerged, and the fate towards which they go.\" It is, in other words, the sense of causal relations between entities, a feeling of being influenced and affected by the surrounding environment, unmediated by the senses. Presentational immediacy, on the other hand, is what is usually referred to as \"pure sense perception\", unmediated by any causal or symbolic interpretation, even unconscious interpretation. In other words, it is pure appearance, which may or may not be delusive (e.g. mistaking an image in a mirror for \"the real thing\").", "targets": "How does Whitehead define presentational immediacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1651df7d6154a089a5efcb4e347294a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News of this arrived in Europe, where Britain and France unsuccessfully attempted to negotiate a solution. The two nations eventually dispatched regular troops to North America to enforce their claims. The first British action was the assault on Acadia on 16 June 1755 in the Battle of Fort Beaus\u00e9jour, which was immediately followed by their expulsion of the Acadians. In July British Major General Edward Braddock led about 2,000 army troops and provincial militia on an expedition to retake Fort Duquesne, but the expedition ended in disastrous defeat. In further action, Admiral Edward Boscawen fired on the French ship Alcide on 8 June 1755, capturing it and two troop ships. In September 1755, French and British troops met in the inconclusive Battle of Lake George.", "targets": "Which country dispatched regular troops to North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1651df7d6154a089a5efcb4e347294a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News of this arrived in Europe, where Britain and France unsuccessfully attempted to negotiate a solution. The two nations eventually dispatched regular troops to North America to enforce their claims. The first British action was the assault on Acadia on 16 June 1755 in the Battle of Fort Beaus\u00e9jour, which was immediately followed by their expulsion of the Acadians. In July British Major General Edward Braddock led about 2,000 army troops and provincial militia on an expedition to retake Fort Duquesne, but the expedition ended in disastrous defeat. In further action, Admiral Edward Boscawen fired on the French ship Alcide on 8 June 1755, capturing it and two troop ships. In September 1755, French and British troops met in the inconclusive Battle of Lake George.", "targets": "What was the result of the British attack on Ft Duquesne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1651df7d6154a089a5efcb4e347294a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News of this arrived in Europe, where Britain and France unsuccessfully attempted to negotiate a solution. The two nations eventually dispatched regular troops to North America to enforce their claims. The first British action was the assault on Acadia on 16 June 1755 in the Battle of Fort Beaus\u00e9jour, which was immediately followed by their expulsion of the Acadians. In July British Major General Edward Braddock led about 2,000 army troops and provincial militia on an expedition to retake Fort Duquesne, but the expedition ended in disastrous defeat. In further action, Admiral Edward Boscawen fired on the French ship Alcide on 8 June 1755, capturing it and two troop ships. In September 1755, French and British troops met in the inconclusive Battle of Lake George.", "targets": "Who led the British assault on Ft. Duquesne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1651df7d6154a089a5efcb4e347294a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News of this arrived in Europe, where Britain and France unsuccessfully attempted to negotiate a solution. The two nations eventually dispatched regular troops to North America to enforce their claims. The first British action was the assault on Acadia on 16 June 1755 in the Battle of Fort Beaus\u00e9jour, which was immediately followed by their expulsion of the Acadians. In July British Major General Edward Braddock led about 2,000 army troops and provincial militia on an expedition to retake Fort Duquesne, but the expedition ended in disastrous defeat. In further action, Admiral Edward Boscawen fired on the French ship Alcide on 8 June 1755, capturing it and two troop ships. In September 1755, French and British troops met in the inconclusive Battle of Lake George.", "targets": "What was the result of the naval encounter between Britain and France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1651df7d6154a089a5efcb4e347294a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "News of this arrived in Europe, where Britain and France unsuccessfully attempted to negotiate a solution. The two nations eventually dispatched regular troops to North America to enforce their claims. The first British action was the assault on Acadia on 16 June 1755 in the Battle of Fort Beaus\u00e9jour, which was immediately followed by their expulsion of the Acadians. In July British Major General Edward Braddock led about 2,000 army troops and provincial militia on an expedition to retake Fort Duquesne, but the expedition ended in disastrous defeat. In further action, Admiral Edward Boscawen fired on the French ship Alcide on 8 June 1755, capturing it and two troop ships. In September 1755, French and British troops met in the inconclusive Battle of Lake George.", "targets": "Who won the Battle of Lake George?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893d8542053e42d9b2b9c99be2095f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many factors played a role in Britain\u2019s long-term economic growth, such as the industrial revolution in the late 1700s and the prominent presence of child labour during the industrial age. Children who worked at an early age were often not forced; but did so because they needed to help their family survive financially. Due to poor employment opportunities for many parents, sending their children to work on farms and in factories was a way to help feed and support the family. Child Labour first started to occur in England when household businesses were turned into local labour markets that mass-produced the once homemade goods. Because children often helped produce the goods out of their homes, working in a factory to make those same goods was a simple change for many of these youths. Although there are many counts of children under the age of ten working for factories, the majority of children workers were between the ages of ten and fourteen. This age range was an important time for many youths as they were first helping to provide for their families; while also transitioning to save for their own future families.", "targets": "If not forced why did children work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893d8542053e42d9b2b9c99be2095f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many factors played a role in Britain\u2019s long-term economic growth, such as the industrial revolution in the late 1700s and the prominent presence of child labour during the industrial age. Children who worked at an early age were often not forced; but did so because they needed to help their family survive financially. Due to poor employment opportunities for many parents, sending their children to work on farms and in factories was a way to help feed and support the family. Child Labour first started to occur in England when household businesses were turned into local labour markets that mass-produced the once homemade goods. Because children often helped produce the goods out of their homes, working in a factory to make those same goods was a simple change for many of these youths. Although there are many counts of children under the age of ten working for factories, the majority of children workers were between the ages of ten and fourteen. This age range was an important time for many youths as they were first helping to provide for their families; while also transitioning to save for their own future families.", "targets": "What was the age of the majority of child workers in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893d8542053e42d9b2b9c99be2095f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many factors played a role in Britain\u2019s long-term economic growth, such as the industrial revolution in the late 1700s and the prominent presence of child labour during the industrial age. Children who worked at an early age were often not forced; but did so because they needed to help their family survive financially. Due to poor employment opportunities for many parents, sending their children to work on farms and in factories was a way to help feed and support the family. Child Labour first started to occur in England when household businesses were turned into local labour markets that mass-produced the once homemade goods. Because children often helped produce the goods out of their homes, working in a factory to make those same goods was a simple change for many of these youths. Although there are many counts of children under the age of ten working for factories, the majority of children workers were between the ages of ten and fourteen. This age range was an important time for many youths as they were first helping to provide for their families; while also transitioning to save for their own future families.", "targets": "Why was this age range important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-893d8542053e42d9b2b9c99be2095f2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many factors played a role in Britain\u2019s long-term economic growth, such as the industrial revolution in the late 1700s and the prominent presence of child labour during the industrial age. Children who worked at an early age were often not forced; but did so because they needed to help their family survive financially. Due to poor employment opportunities for many parents, sending their children to work on farms and in factories was a way to help feed and support the family. Child Labour first started to occur in England when household businesses were turned into local labour markets that mass-produced the once homemade goods. Because children often helped produce the goods out of their homes, working in a factory to make those same goods was a simple change for many of these youths. Although there are many counts of children under the age of ten working for factories, the majority of children workers were between the ages of ten and fourteen. This age range was an important time for many youths as they were first helping to provide for their families; while also transitioning to save for their own future families.", "targets": "How were the work oppurtunies for parents during this time period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33998e579aaf4127809467dcac68ad85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman's business strategy involved having his various magazines and comic books published by a number of corporations all operating out of the same office and with the same staff. One of these shell companies through which Timely Comics was published was named Marvel Comics by at least Marvel Mystery Comics #55 (May 1944). As well, some comics' covers, such as All Surprise Comics #12 (Winter 1946\u201347), were labeled \"A Marvel Magazine\" many years before Goodman would formally adopt the name in 1961.", "targets": "Marvel Comics was part of many entities having what relationship with Timely?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33998e579aaf4127809467dcac68ad85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman's business strategy involved having his various magazines and comic books published by a number of corporations all operating out of the same office and with the same staff. One of these shell companies through which Timely Comics was published was named Marvel Comics by at least Marvel Mystery Comics #55 (May 1944). As well, some comics' covers, such as All Surprise Comics #12 (Winter 1946\u201347), were labeled \"A Marvel Magazine\" many years before Goodman would formally adopt the name in 1961.", "targets": "When were all of Goodman's comic entities officially put under the moniker of Marvel Comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33998e579aaf4127809467dcac68ad85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman's business strategy involved having his various magazines and comic books published by a number of corporations all operating out of the same office and with the same staff. One of these shell companies through which Timely Comics was published was named Marvel Comics by at least Marvel Mystery Comics #55 (May 1944). As well, some comics' covers, such as All Surprise Comics #12 (Winter 1946\u201347), were labeled \"A Marvel Magazine\" many years before Goodman would formally adopt the name in 1961.", "targets": "By what other name were some Marvel-related comic books published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33998e579aaf4127809467dcac68ad85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman's business strategy involved having his various magazines and comic books published by a number of corporations all operating out of the same office and with the same staff. One of these shell companies through which Timely Comics was published was named Marvel Comics by at least Marvel Mystery Comics #55 (May 1944). As well, some comics' covers, such as All Surprise Comics #12 (Winter 1946\u201347), were labeled \"A Marvel Magazine\" many years before Goodman would formally adopt the name in 1961.", "targets": "Under what handle were Marvel's detective fiction comics published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89f8ed6bca43429f90d29d0908700a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists do not consider Siddhartha Gautama to have been the only Buddha. The Pali Canon refers to many previous ones (see List of the 28 Buddhas), while the Mahayana tradition additionally has many Buddhas of celestial, rather than historical, origin (see Amitabha or Vairocana as examples, for lists of many thousands Buddha names see Taish\u014d Shinsh\u016b Daiz\u014dky\u014d numbers 439\u2013448). A common Theravada and Mahayana Buddhist belief is that the next Buddha will be one named Maitreya (Pali: Metteyya).", "targets": "How many Buddhas are considered to have existed in the Pali Canon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89f8ed6bca43429f90d29d0908700a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists do not consider Siddhartha Gautama to have been the only Buddha. The Pali Canon refers to many previous ones (see List of the 28 Buddhas), while the Mahayana tradition additionally has many Buddhas of celestial, rather than historical, origin (see Amitabha or Vairocana as examples, for lists of many thousands Buddha names see Taish\u014d Shinsh\u016b Daiz\u014dky\u014d numbers 439\u2013448). A common Theravada and Mahayana Buddhist belief is that the next Buddha will be one named Maitreya (Pali: Metteyya).", "targets": "A Theravada and Mahayana belief is that the next Buddha will be one named what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89f8ed6bca43429f90d29d0908700a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Buddhists do not consider Siddhartha Gautama to have been the only Buddha. The Pali Canon refers to many previous ones (see List of the 28 Buddhas), while the Mahayana tradition additionally has many Buddhas of celestial, rather than historical, origin (see Amitabha or Vairocana as examples, for lists of many thousands Buddha names see Taish\u014d Shinsh\u016b Daiz\u014dky\u014d numbers 439\u2013448). A common Theravada and Mahayana Buddhist belief is that the next Buddha will be one named Maitreya (Pali: Metteyya).", "targets": "Mahayana has many Buddhas of what origin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bb6eebf327f45d09997c8e9dd5d3fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecture has to do with planning and designing form, space and ambience to reflect functional, technical, social, environmental and aesthetic considerations. It requires the creative manipulation and coordination of materials and technology, and of light and shadow. Often, conflicting requirements must be resolved. The practice of Architecture also encompasses the pragmatic aspects of realizing buildings and structures, including scheduling, cost estimation and construction administration. Documentation produced by architects, typically drawings, plans and technical specifications, defines the structure and/or behavior of a building or other kind of system that is to be or has been constructed.", "targets": "What sort of considerations does architectural design take into account? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bb6eebf327f45d09997c8e9dd5d3fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecture has to do with planning and designing form, space and ambience to reflect functional, technical, social, environmental and aesthetic considerations. It requires the creative manipulation and coordination of materials and technology, and of light and shadow. Often, conflicting requirements must be resolved. The practice of Architecture also encompasses the pragmatic aspects of realizing buildings and structures, including scheduling, cost estimation and construction administration. Documentation produced by architects, typically drawings, plans and technical specifications, defines the structure and/or behavior of a building or other kind of system that is to be or has been constructed.", "targets": "In architecture what aspects are planned and designed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bb6eebf327f45d09997c8e9dd5d3fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecture has to do with planning and designing form, space and ambience to reflect functional, technical, social, environmental and aesthetic considerations. It requires the creative manipulation and coordination of materials and technology, and of light and shadow. Often, conflicting requirements must be resolved. The practice of Architecture also encompasses the pragmatic aspects of realizing buildings and structures, including scheduling, cost estimation and construction administration. Documentation produced by architects, typically drawings, plans and technical specifications, defines the structure and/or behavior of a building or other kind of system that is to be or has been constructed.", "targets": "Aside from planning and design what other types of aspects does architecture involve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1efd81b2783f4a0986358697182e88e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the American Old West, policing was often of very poor quality.[citation needed] The Army often provided some policing alongside poorly resourced sheriffs and temporarily organized posses.[citation needed] Public organizations were supplemented by private contractors, notably the Pinkerton National Detective Agency, which was hired by individuals, businessmen, local governments and the federal government. At its height, the Pinkerton Agency's numbers exceeded those of the United States Army.[citation needed]", "targets": "What were the Old West's local police options?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1efd81b2783f4a0986358697182e88e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the American Old West, policing was often of very poor quality.[citation needed] The Army often provided some policing alongside poorly resourced sheriffs and temporarily organized posses.[citation needed] Public organizations were supplemented by private contractors, notably the Pinkerton National Detective Agency, which was hired by individuals, businessmen, local governments and the federal government. At its height, the Pinkerton Agency's numbers exceeded those of the United States Army.[citation needed]", "targets": "Which military branch helped the Old West's inadequate local police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1efd81b2783f4a0986358697182e88e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the American Old West, policing was often of very poor quality.[citation needed] The Army often provided some policing alongside poorly resourced sheriffs and temporarily organized posses.[citation needed] Public organizations were supplemented by private contractors, notably the Pinkerton National Detective Agency, which was hired by individuals, businessmen, local governments and the federal government. At its height, the Pinkerton Agency's numbers exceeded those of the United States Army.[citation needed]", "targets": "Which military branch did the Pinkertons exceed at their height?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1efd81b2783f4a0986358697182e88e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the American Old West, policing was often of very poor quality.[citation needed] The Army often provided some policing alongside poorly resourced sheriffs and temporarily organized posses.[citation needed] Public organizations were supplemented by private contractors, notably the Pinkerton National Detective Agency, which was hired by individuals, businessmen, local governments and the federal government. At its height, the Pinkerton Agency's numbers exceeded those of the United States Army.[citation needed]", "targets": "Which private contractor acted as police for businesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c454560deb45a38ff26202aeca584a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia's highest judicial authority is the Supreme Court, made up of five members and headed by the Chief Justice of Liberia. Members are nominated to the court by the president and are confirmed by the Senate, serving until the age of 70. The judiciary is further divided into circuit and speciality courts, magistrate courts and justices of the peace. The judicial system is a blend of common law, based on Anglo-American law, and customary law. An informal system of traditional courts still exists within the rural areas of the country, with trial by ordeal remaining common despite being officially outlawed.", "targets": "What is Liberia's highest judicial authority? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c454560deb45a38ff26202aeca584a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia's highest judicial authority is the Supreme Court, made up of five members and headed by the Chief Justice of Liberia. Members are nominated to the court by the president and are confirmed by the Senate, serving until the age of 70. The judiciary is further divided into circuit and speciality courts, magistrate courts and justices of the peace. The judicial system is a blend of common law, based on Anglo-American law, and customary law. An informal system of traditional courts still exists within the rural areas of the country, with trial by ordeal remaining common despite being officially outlawed.", "targets": "How many members are in the Supreme court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c454560deb45a38ff26202aeca584a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia's highest judicial authority is the Supreme Court, made up of five members and headed by the Chief Justice of Liberia. Members are nominated to the court by the president and are confirmed by the Senate, serving until the age of 70. The judiciary is further divided into circuit and speciality courts, magistrate courts and justices of the peace. The judicial system is a blend of common law, based on Anglo-American law, and customary law. An informal system of traditional courts still exists within the rural areas of the country, with trial by ordeal remaining common despite being officially outlawed.", "targets": "Who is the head of the supreme court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c454560deb45a38ff26202aeca584a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia's highest judicial authority is the Supreme Court, made up of five members and headed by the Chief Justice of Liberia. Members are nominated to the court by the president and are confirmed by the Senate, serving until the age of 70. The judiciary is further divided into circuit and speciality courts, magistrate courts and justices of the peace. The judicial system is a blend of common law, based on Anglo-American law, and customary law. An informal system of traditional courts still exists within the rural areas of the country, with trial by ordeal remaining common despite being officially outlawed.", "targets": "How are members chosen for the court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c454560deb45a38ff26202aeca584a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Liberia's highest judicial authority is the Supreme Court, made up of five members and headed by the Chief Justice of Liberia. Members are nominated to the court by the president and are confirmed by the Senate, serving until the age of 70. The judiciary is further divided into circuit and speciality courts, magistrate courts and justices of the peace. The judicial system is a blend of common law, based on Anglo-American law, and customary law. An informal system of traditional courts still exists within the rural areas of the country, with trial by ordeal remaining common despite being officially outlawed.", "targets": "How long do members of the supreme court serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed40af1420c49d58881540bffeeb0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While in-house production had ceased, the BBC hoped to find an independent production company to relaunch the show. Philip Segal, a British expatriate who worked for Columbia Pictures' television arm in the United States, had approached the BBC about such a venture as early as July 1989, while the 26th series was still in production. Segal's negotiations eventually led to a Doctor Who television film, broadcast on the Fox Network in 1996 as a co-production between Fox, Universal Pictures, the BBC and BBC Worldwide. Although the film was successful in the UK (with 9.1 million viewers), it was less so in the United States and did not lead to a series.", "targets": "What was the BBC hoping that an independent production firm would do for Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed40af1420c49d58881540bffeeb0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While in-house production had ceased, the BBC hoped to find an independent production company to relaunch the show. Philip Segal, a British expatriate who worked for Columbia Pictures' television arm in the United States, had approached the BBC about such a venture as early as July 1989, while the 26th series was still in production. Segal's negotiations eventually led to a Doctor Who television film, broadcast on the Fox Network in 1996 as a co-production between Fox, Universal Pictures, the BBC and BBC Worldwide. Although the film was successful in the UK (with 9.1 million viewers), it was less so in the United States and did not lead to a series.", "targets": "Who approached the BBC in 1989 about relaunching the show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed40af1420c49d58881540bffeeb0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While in-house production had ceased, the BBC hoped to find an independent production company to relaunch the show. Philip Segal, a British expatriate who worked for Columbia Pictures' television arm in the United States, had approached the BBC about such a venture as early as July 1989, while the 26th series was still in production. Segal's negotiations eventually led to a Doctor Who television film, broadcast on the Fox Network in 1996 as a co-production between Fox, Universal Pictures, the BBC and BBC Worldwide. Although the film was successful in the UK (with 9.1 million viewers), it was less so in the United States and did not lead to a series.", "targets": "What network showed a Doctor Who film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed40af1420c49d58881540bffeeb0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While in-house production had ceased, the BBC hoped to find an independent production company to relaunch the show. Philip Segal, a British expatriate who worked for Columbia Pictures' television arm in the United States, had approached the BBC about such a venture as early as July 1989, while the 26th series was still in production. Segal's negotiations eventually led to a Doctor Who television film, broadcast on the Fox Network in 1996 as a co-production between Fox, Universal Pictures, the BBC and BBC Worldwide. Although the film was successful in the UK (with 9.1 million viewers), it was less so in the United States and did not lead to a series.", "targets": "How many UK viewers watched the Doctor Who film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ed40af1420c49d58881540bffeeb0b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While in-house production had ceased, the BBC hoped to find an independent production company to relaunch the show. Philip Segal, a British expatriate who worked for Columbia Pictures' television arm in the United States, had approached the BBC about such a venture as early as July 1989, while the 26th series was still in production. Segal's negotiations eventually led to a Doctor Who television film, broadcast on the Fox Network in 1996 as a co-production between Fox, Universal Pictures, the BBC and BBC Worldwide. Although the film was successful in the UK (with 9.1 million viewers), it was less so in the United States and did not lead to a series.", "targets": "In what country was the Doctor Who film not successful enough to spawn a series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60bc73194e14f8083de3d6979003190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 21 April, Communist forces crossed the Yangtze River. On April 23, 1949, the Communist People's Liberation Army (PLA) captured Nanjing. The KMT government retreated to Canton (Guangzhou) until October 15, Chongqing until November 25, and then Chengdu before retreating to Taiwan on December 10. By late 1949, the PLA was pursuing remnants of KMT forces southwards in southern China, and only Tibet was left. After the establishment of the People's Republic of China in October 1949, Nanjing was initially a province-level municipality, but it was soon merged into Jiangsu province and again became the provincial capital by replacing Zhenjiang which was transferred in 1928, and retains that status to this day.", "targets": "When did the Communist troops cross the Yangtze River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60bc73194e14f8083de3d6979003190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 21 April, Communist forces crossed the Yangtze River. On April 23, 1949, the Communist People's Liberation Army (PLA) captured Nanjing. The KMT government retreated to Canton (Guangzhou) until October 15, Chongqing until November 25, and then Chengdu before retreating to Taiwan on December 10. By late 1949, the PLA was pursuing remnants of KMT forces southwards in southern China, and only Tibet was left. After the establishment of the People's Republic of China in October 1949, Nanjing was initially a province-level municipality, but it was soon merged into Jiangsu province and again became the provincial capital by replacing Zhenjiang which was transferred in 1928, and retains that status to this day.", "targets": "When was Nanjing conquered by the Communist People's Liberation Army (PLA)?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60bc73194e14f8083de3d6979003190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 21 April, Communist forces crossed the Yangtze River. On April 23, 1949, the Communist People's Liberation Army (PLA) captured Nanjing. The KMT government retreated to Canton (Guangzhou) until October 15, Chongqing until November 25, and then Chengdu before retreating to Taiwan on December 10. By late 1949, the PLA was pursuing remnants of KMT forces southwards in southern China, and only Tibet was left. After the establishment of the People's Republic of China in October 1949, Nanjing was initially a province-level municipality, but it was soon merged into Jiangsu province and again became the provincial capital by replacing Zhenjiang which was transferred in 1928, and retains that status to this day.", "targets": "Where did the KMT government stay until October 15?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60bc73194e14f8083de3d6979003190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 21 April, Communist forces crossed the Yangtze River. On April 23, 1949, the Communist People's Liberation Army (PLA) captured Nanjing. The KMT government retreated to Canton (Guangzhou) until October 15, Chongqing until November 25, and then Chengdu before retreating to Taiwan on December 10. By late 1949, the PLA was pursuing remnants of KMT forces southwards in southern China, and only Tibet was left. After the establishment of the People's Republic of China in October 1949, Nanjing was initially a province-level municipality, but it was soon merged into Jiangsu province and again became the provincial capital by replacing Zhenjiang which was transferred in 1928, and retains that status to this day.", "targets": "When did the KMT government head to Taiwan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60bc73194e14f8083de3d6979003190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 21 April, Communist forces crossed the Yangtze River. On April 23, 1949, the Communist People's Liberation Army (PLA) captured Nanjing. The KMT government retreated to Canton (Guangzhou) until October 15, Chongqing until November 25, and then Chengdu before retreating to Taiwan on December 10. By late 1949, the PLA was pursuing remnants of KMT forces southwards in southern China, and only Tibet was left. After the establishment of the People's Republic of China in October 1949, Nanjing was initially a province-level municipality, but it was soon merged into Jiangsu province and again became the provincial capital by replacing Zhenjiang which was transferred in 1928, and retains that status to this day.", "targets": "When was the People's Republic of China formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33700d8acff24ec4a78954364154342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qado or lunch is often elaborate. Varieties of bariis (rice), the most popular probably being basmati, usually serve as the main dish. Spices like cumin, cardamom, cloves, cinnamon, and garden sage are used to aromatize these different rice delicacies. Somalis eat dinner as late as 9 pm. During Ramadan, supper is often served after Tarawih prayers; sometimes as late as 11 pm.", "targets": "What is the English word for qado?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33700d8acff24ec4a78954364154342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qado or lunch is often elaborate. Varieties of bariis (rice), the most popular probably being basmati, usually serve as the main dish. Spices like cumin, cardamom, cloves, cinnamon, and garden sage are used to aromatize these different rice delicacies. Somalis eat dinner as late as 9 pm. During Ramadan, supper is often served after Tarawih prayers; sometimes as late as 11 pm.", "targets": "What is bariis in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33700d8acff24ec4a78954364154342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qado or lunch is often elaborate. Varieties of bariis (rice), the most popular probably being basmati, usually serve as the main dish. Spices like cumin, cardamom, cloves, cinnamon, and garden sage are used to aromatize these different rice delicacies. Somalis eat dinner as late as 9 pm. During Ramadan, supper is often served after Tarawih prayers; sometimes as late as 11 pm.", "targets": "What is the most popular variety of bariis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33700d8acff24ec4a78954364154342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qado or lunch is often elaborate. Varieties of bariis (rice), the most popular probably being basmati, usually serve as the main dish. Spices like cumin, cardamom, cloves, cinnamon, and garden sage are used to aromatize these different rice delicacies. Somalis eat dinner as late as 9 pm. During Ramadan, supper is often served after Tarawih prayers; sometimes as late as 11 pm.", "targets": "When is the latest a Somali might eat dinner during Ramadan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33700d8acff24ec4a78954364154342f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qado or lunch is often elaborate. Varieties of bariis (rice), the most popular probably being basmati, usually serve as the main dish. Spices like cumin, cardamom, cloves, cinnamon, and garden sage are used to aromatize these different rice delicacies. Somalis eat dinner as late as 9 pm. During Ramadan, supper is often served after Tarawih prayers; sometimes as late as 11 pm.", "targets": "After what event during Ramadan is dinner served?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e95d4fb76684e6a8b23387756e9b4a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Paramount sound releases made prior to 1950 are owned by EMKA, Ltd./NBCUniversal Television Distribution, while Paramount (currently owned by Viacom) holds on to most of its post-1949 releases, which are distributed for television by Trifecta Entertainment & Media. Columbia's film output is owned by Sony (through Sony Pictures Television); distribution of 20th Century Fox's film library is handled for television by its 21st Century Fox subsidiary 20th Television, and the Walt Disney Studios (owned by The Walt Disney Company) has its library film output handled for television by Disney-ABC Domestic Television. Classic films released by 20th Century Fox, Paramount Pictures, Universal Studios, and Columbia Pictures are licensed individually for broadcast on Turner Classic Movies.", "targets": "Who owns the majority of pre-1950 Paramount sound releases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e95d4fb76684e6a8b23387756e9b4a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Paramount sound releases made prior to 1950 are owned by EMKA, Ltd./NBCUniversal Television Distribution, while Paramount (currently owned by Viacom) holds on to most of its post-1949 releases, which are distributed for television by Trifecta Entertainment & Media. Columbia's film output is owned by Sony (through Sony Pictures Television); distribution of 20th Century Fox's film library is handled for television by its 21st Century Fox subsidiary 20th Television, and the Walt Disney Studios (owned by The Walt Disney Company) has its library film output handled for television by Disney-ABC Domestic Television. Classic films released by 20th Century Fox, Paramount Pictures, Universal Studios, and Columbia Pictures are licensed individually for broadcast on Turner Classic Movies.", "targets": "Who owns Paramount?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e95d4fb76684e6a8b23387756e9b4a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Paramount sound releases made prior to 1950 are owned by EMKA, Ltd./NBCUniversal Television Distribution, while Paramount (currently owned by Viacom) holds on to most of its post-1949 releases, which are distributed for television by Trifecta Entertainment & Media. Columbia's film output is owned by Sony (through Sony Pictures Television); distribution of 20th Century Fox's film library is handled for television by its 21st Century Fox subsidiary 20th Television, and the Walt Disney Studios (owned by The Walt Disney Company) has its library film output handled for television by Disney-ABC Domestic Television. Classic films released by 20th Century Fox, Paramount Pictures, Universal Studios, and Columbia Pictures are licensed individually for broadcast on Turner Classic Movies.", "targets": "Who holds TV distribution rights to Paramount's post-1949 releases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e95d4fb76684e6a8b23387756e9b4a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Paramount sound releases made prior to 1950 are owned by EMKA, Ltd./NBCUniversal Television Distribution, while Paramount (currently owned by Viacom) holds on to most of its post-1949 releases, which are distributed for television by Trifecta Entertainment & Media. Columbia's film output is owned by Sony (through Sony Pictures Television); distribution of 20th Century Fox's film library is handled for television by its 21st Century Fox subsidiary 20th Television, and the Walt Disney Studios (owned by The Walt Disney Company) has its library film output handled for television by Disney-ABC Domestic Television. Classic films released by 20th Century Fox, Paramount Pictures, Universal Studios, and Columbia Pictures are licensed individually for broadcast on Turner Classic Movies.", "targets": "Who owns Walt Disney Studios?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e95d4fb76684e6a8b23387756e9b4a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most Paramount sound releases made prior to 1950 are owned by EMKA, Ltd./NBCUniversal Television Distribution, while Paramount (currently owned by Viacom) holds on to most of its post-1949 releases, which are distributed for television by Trifecta Entertainment & Media. Columbia's film output is owned by Sony (through Sony Pictures Television); distribution of 20th Century Fox's film library is handled for television by its 21st Century Fox subsidiary 20th Television, and the Walt Disney Studios (owned by The Walt Disney Company) has its library film output handled for television by Disney-ABC Domestic Television. Classic films released by 20th Century Fox, Paramount Pictures, Universal Studios, and Columbia Pictures are licensed individually for broadcast on Turner Classic Movies.", "targets": "Who manages the TV distribution of Walt Disney Studios?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e901a389189a47b097c408913333c923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's search for a close relationship with God was determined and unceasing. He rarely spoke, so little of his interior life is known. What is known about it comes from accounts written by people near to him. St. Cecilia remembered him as cheerful, charitable and full of unceasing vigor. From a number of accounts, singing was apparently one of Dominic's great delights. Dominic practiced self-scourging and would mortify himself as he prayed alone in the chapel at night for 'poor sinners.' He owned a single habit, refused to carry money, and would allow no one to serve him.", "targets": "What did Dominic greatly struggle with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e901a389189a47b097c408913333c923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's search for a close relationship with God was determined and unceasing. He rarely spoke, so little of his interior life is known. What is known about it comes from accounts written by people near to him. St. Cecilia remembered him as cheerful, charitable and full of unceasing vigor. From a number of accounts, singing was apparently one of Dominic's great delights. Dominic practiced self-scourging and would mortify himself as he prayed alone in the chapel at night for 'poor sinners.' He owned a single habit, refused to carry money, and would allow no one to serve him.", "targets": "Who remembered Dominic as a cheerful fellow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e901a389189a47b097c408913333c923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's search for a close relationship with God was determined and unceasing. He rarely spoke, so little of his interior life is known. What is known about it comes from accounts written by people near to him. St. Cecilia remembered him as cheerful, charitable and full of unceasing vigor. From a number of accounts, singing was apparently one of Dominic's great delights. Dominic practiced self-scourging and would mortify himself as he prayed alone in the chapel at night for 'poor sinners.' He owned a single habit, refused to carry money, and would allow no one to serve him.", "targets": "What did Dominic enjoy doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e901a389189a47b097c408913333c923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's search for a close relationship with God was determined and unceasing. He rarely spoke, so little of his interior life is known. What is known about it comes from accounts written by people near to him. St. Cecilia remembered him as cheerful, charitable and full of unceasing vigor. From a number of accounts, singing was apparently one of Dominic's great delights. Dominic practiced self-scourging and would mortify himself as he prayed alone in the chapel at night for 'poor sinners.' He owned a single habit, refused to carry money, and would allow no one to serve him.", "targets": "Who did Dominic pray for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e901a389189a47b097c408913333c923", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's search for a close relationship with God was determined and unceasing. He rarely spoke, so little of his interior life is known. What is known about it comes from accounts written by people near to him. St. Cecilia remembered him as cheerful, charitable and full of unceasing vigor. From a number of accounts, singing was apparently one of Dominic's great delights. Dominic practiced self-scourging and would mortify himself as he prayed alone in the chapel at night for 'poor sinners.' He owned a single habit, refused to carry money, and would allow no one to serve him.", "targets": "What did Dominic refuse to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380433c1958f47a8b157e4257bb87fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several days after the referendum, the Resident Commissioner Pedro Pierluisi, Governor Luis Fortu\u00f1o, and Governor-elect Alejandro Garc\u00eda Padilla wrote separate letters to the President of the United States Barack Obama addressing the results of the voting. Pierluisi urged Obama to begin legislation in favor of the statehood of Puerto Rico, in light of its win in the referendum. Fortu\u00f1o urged him to move the process forward. Garc\u00eda Padilla asked him to reject the results because of their ambiguity. The White House stance related to the November 2012 plebiscite was that the results were clear, the people of Puerto Rico want the issue of status resolved, and a majority chose statehood in the second question. Former White House director of Hispanic media stated, \"Now it is time for Congress to act and the administration will work with them on that effort, so that the people of Puerto Rico can determine their own future.\"", "targets": "What politicians pushed for statehood for Puerto Rico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380433c1958f47a8b157e4257bb87fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several days after the referendum, the Resident Commissioner Pedro Pierluisi, Governor Luis Fortu\u00f1o, and Governor-elect Alejandro Garc\u00eda Padilla wrote separate letters to the President of the United States Barack Obama addressing the results of the voting. Pierluisi urged Obama to begin legislation in favor of the statehood of Puerto Rico, in light of its win in the referendum. Fortu\u00f1o urged him to move the process forward. Garc\u00eda Padilla asked him to reject the results because of their ambiguity. The White House stance related to the November 2012 plebiscite was that the results were clear, the people of Puerto Rico want the issue of status resolved, and a majority chose statehood in the second question. Former White House director of Hispanic media stated, \"Now it is time for Congress to act and the administration will work with them on that effort, so that the people of Puerto Rico can determine their own future.\"", "targets": "What politician fought against statehood for Puerto Rico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380433c1958f47a8b157e4257bb87fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several days after the referendum, the Resident Commissioner Pedro Pierluisi, Governor Luis Fortu\u00f1o, and Governor-elect Alejandro Garc\u00eda Padilla wrote separate letters to the President of the United States Barack Obama addressing the results of the voting. Pierluisi urged Obama to begin legislation in favor of the statehood of Puerto Rico, in light of its win in the referendum. Fortu\u00f1o urged him to move the process forward. Garc\u00eda Padilla asked him to reject the results because of their ambiguity. The White House stance related to the November 2012 plebiscite was that the results were clear, the people of Puerto Rico want the issue of status resolved, and a majority chose statehood in the second question. Former White House director of Hispanic media stated, \"Now it is time for Congress to act and the administration will work with them on that effort, so that the people of Puerto Rico can determine their own future.\"", "targets": "How did these politicians voice their concerns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-380433c1958f47a8b157e4257bb87fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several days after the referendum, the Resident Commissioner Pedro Pierluisi, Governor Luis Fortu\u00f1o, and Governor-elect Alejandro Garc\u00eda Padilla wrote separate letters to the President of the United States Barack Obama addressing the results of the voting. Pierluisi urged Obama to begin legislation in favor of the statehood of Puerto Rico, in light of its win in the referendum. Fortu\u00f1o urged him to move the process forward. Garc\u00eda Padilla asked him to reject the results because of their ambiguity. The White House stance related to the November 2012 plebiscite was that the results were clear, the people of Puerto Rico want the issue of status resolved, and a majority chose statehood in the second question. Former White House director of Hispanic media stated, \"Now it is time for Congress to act and the administration will work with them on that effort, so that the people of Puerto Rico can determine their own future.\"", "targets": "What was the White House stance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74cef7458874ec79279bbcc03d674a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2007 BSA and International Data Corporation (IDC) study, the five countries with the highest rates of software piracy were: 1. Armenia (93%); 2. Bangladesh (92%); 3. Azerbaijan (92%); 4. Moldova (92%); and 5. Zimbabwe (91%). According to the study's results, the five countries with the lowest piracy rates were: 1. U.S. (20%); 2. Luxembourg (21%); 3. New Zealand (22%); 4. Japan (23%); and 5. Austria (25%). The 2007 report showed that the Asia-Pacific region was associated with the highest amount of loss, in terms of U.S. dollars, with $14,090,000, followed by the European Union, with a loss of $12,383,000; the lowest amount of U.S. dollars was lost in the Middle East/Africa region, where $2,446,000 was documented.", "targets": "Who did a study in 2007 regarding the five countries with the highest rates of software piracy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74cef7458874ec79279bbcc03d674a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2007 BSA and International Data Corporation (IDC) study, the five countries with the highest rates of software piracy were: 1. Armenia (93%); 2. Bangladesh (92%); 3. Azerbaijan (92%); 4. Moldova (92%); and 5. Zimbabwe (91%). According to the study's results, the five countries with the lowest piracy rates were: 1. U.S. (20%); 2. Luxembourg (21%); 3. New Zealand (22%); 4. Japan (23%); and 5. Austria (25%). The 2007 report showed that the Asia-Pacific region was associated with the highest amount of loss, in terms of U.S. dollars, with $14,090,000, followed by the European Union, with a loss of $12,383,000; the lowest amount of U.S. dollars was lost in the Middle East/Africa region, where $2,446,000 was documented.", "targets": "Which country had the lowest rate of software piracy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74cef7458874ec79279bbcc03d674a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2007 BSA and International Data Corporation (IDC) study, the five countries with the highest rates of software piracy were: 1. Armenia (93%); 2. Bangladesh (92%); 3. Azerbaijan (92%); 4. Moldova (92%); and 5. Zimbabwe (91%). According to the study's results, the five countries with the lowest piracy rates were: 1. U.S. (20%); 2. Luxembourg (21%); 3. New Zealand (22%); 4. Japan (23%); and 5. Austria (25%). The 2007 report showed that the Asia-Pacific region was associated with the highest amount of loss, in terms of U.S. dollars, with $14,090,000, followed by the European Union, with a loss of $12,383,000; the lowest amount of U.S. dollars was lost in the Middle East/Africa region, where $2,446,000 was documented.", "targets": "Which region had the highest loss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74cef7458874ec79279bbcc03d674a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2007 BSA and International Data Corporation (IDC) study, the five countries with the highest rates of software piracy were: 1. Armenia (93%); 2. Bangladesh (92%); 3. Azerbaijan (92%); 4. Moldova (92%); and 5. Zimbabwe (91%). According to the study's results, the five countries with the lowest piracy rates were: 1. U.S. (20%); 2. Luxembourg (21%); 3. New Zealand (22%); 4. Japan (23%); and 5. Austria (25%). The 2007 report showed that the Asia-Pacific region was associated with the highest amount of loss, in terms of U.S. dollars, with $14,090,000, followed by the European Union, with a loss of $12,383,000; the lowest amount of U.S. dollars was lost in the Middle East/Africa region, where $2,446,000 was documented.", "targets": "How much did the EU lose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74cef7458874ec79279bbcc03d674a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2007 BSA and International Data Corporation (IDC) study, the five countries with the highest rates of software piracy were: 1. Armenia (93%); 2. Bangladesh (92%); 3. Azerbaijan (92%); 4. Moldova (92%); and 5. Zimbabwe (91%). According to the study's results, the five countries with the lowest piracy rates were: 1. U.S. (20%); 2. Luxembourg (21%); 3. New Zealand (22%); 4. Japan (23%); and 5. Austria (25%). The 2007 report showed that the Asia-Pacific region was associated with the highest amount of loss, in terms of U.S. dollars, with $14,090,000, followed by the European Union, with a loss of $12,383,000; the lowest amount of U.S. dollars was lost in the Middle East/Africa region, where $2,446,000 was documented.", "targets": "Where was the lowest amount of U.S. dollars lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd985624e3e403b9fb4d691c138d773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1664, Peter Stuyvesant, the Director-General of the colony of New Netherland, surrendered New Amsterdam to the English without bloodshed. The English promptly renamed the fledgling city \"New York\" after the Duke of York (later King James II).", "targets": "What did the English call New Amsterdam after its capture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd985624e3e403b9fb4d691c138d773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1664, Peter Stuyvesant, the Director-General of the colony of New Netherland, surrendered New Amsterdam to the English without bloodshed. The English promptly renamed the fledgling city \"New York\" after the Duke of York (later King James II).", "targets": "What was the regnal name of the Duke of York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd985624e3e403b9fb4d691c138d773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1664, Peter Stuyvesant, the Director-General of the colony of New Netherland, surrendered New Amsterdam to the English without bloodshed. The English promptly renamed the fledgling city \"New York\" after the Duke of York (later King James II).", "targets": "What person gave up New Amsterdam to the English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd985624e3e403b9fb4d691c138d773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1664, Peter Stuyvesant, the Director-General of the colony of New Netherland, surrendered New Amsterdam to the English without bloodshed. The English promptly renamed the fledgling city \"New York\" after the Duke of York (later King James II).", "targets": "What was Peter Stuyvesant's title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd985624e3e403b9fb4d691c138d773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1664, Peter Stuyvesant, the Director-General of the colony of New Netherland, surrendered New Amsterdam to the English without bloodshed. The English promptly renamed the fledgling city \"New York\" after the Duke of York (later King James II).", "targets": "In what year did the English take over New Amsterdam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbd985624e3e403b9fb4d691c138d773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1664, Peter Stuyvesant, the Director-General of the colony of New Netherland, surrendered New Amsterdam to the English without bloodshed. The English promptly renamed the fledgling city \"New York\" after the Duke of York (later King James II).", "targets": "Who gave up New Amsterdam to the English without a fight in 1664?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4230743b4a3b417eba3caacd88860b68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Lisa's announcement, John Dvorak discussed rumors of a mysterious \"MacIntosh\" project at Apple in February 1983. The company announced the Macintosh 128K\u2014manufactured at an Apple factory in Fremont, California\u2014in October 1983, followed by an 18-page brochure included with various magazines in December. The Macintosh was introduced by a US$1.5 million Ridley Scott television commercial, \"1984\". It most notably aired during the third quarter of Super Bowl XVIII on January 22, 1984, and is now considered a \"watershed event\" and a \"masterpiece.\" Regis McKenna called the ad \"more successful than the Mac itself.\" \"1984\" used an unnamed heroine to represent the coming of the Macintosh (indicated by a Picasso-style picture of the computer on her white tank top) as a means of saving humanity from the \"conformity\" of IBM's attempts to dominate the computer industry. The ad alludes to George Orwell's novel, Nineteen Eighty-Four, which described a dystopian future ruled by a televised \"Big Brother.\"", "targets": "Who discussed rumors of a mysterious \"MacIntosh\" project in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4230743b4a3b417eba3caacd88860b68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Lisa's announcement, John Dvorak discussed rumors of a mysterious \"MacIntosh\" project at Apple in February 1983. The company announced the Macintosh 128K\u2014manufactured at an Apple factory in Fremont, California\u2014in October 1983, followed by an 18-page brochure included with various magazines in December. The Macintosh was introduced by a US$1.5 million Ridley Scott television commercial, \"1984\". It most notably aired during the third quarter of Super Bowl XVIII on January 22, 1984, and is now considered a \"watershed event\" and a \"masterpiece.\" Regis McKenna called the ad \"more successful than the Mac itself.\" \"1984\" used an unnamed heroine to represent the coming of the Macintosh (indicated by a Picasso-style picture of the computer on her white tank top) as a means of saving humanity from the \"conformity\" of IBM's attempts to dominate the computer industry. The ad alludes to George Orwell's novel, Nineteen Eighty-Four, which described a dystopian future ruled by a televised \"Big Brother.\"", "targets": "Where was the Macintosh 128K manufactured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4230743b4a3b417eba3caacd88860b68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Lisa's announcement, John Dvorak discussed rumors of a mysterious \"MacIntosh\" project at Apple in February 1983. The company announced the Macintosh 128K\u2014manufactured at an Apple factory in Fremont, California\u2014in October 1983, followed by an 18-page brochure included with various magazines in December. The Macintosh was introduced by a US$1.5 million Ridley Scott television commercial, \"1984\". It most notably aired during the third quarter of Super Bowl XVIII on January 22, 1984, and is now considered a \"watershed event\" and a \"masterpiece.\" Regis McKenna called the ad \"more successful than the Mac itself.\" \"1984\" used an unnamed heroine to represent the coming of the Macintosh (indicated by a Picasso-style picture of the computer on her white tank top) as a means of saving humanity from the \"conformity\" of IBM's attempts to dominate the computer industry. The ad alludes to George Orwell's novel, Nineteen Eighty-Four, which described a dystopian future ruled by a televised \"Big Brother.\"", "targets": "How much did the television commercial \"1984\" cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4230743b4a3b417eba3caacd88860b68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Lisa's announcement, John Dvorak discussed rumors of a mysterious \"MacIntosh\" project at Apple in February 1983. The company announced the Macintosh 128K\u2014manufactured at an Apple factory in Fremont, California\u2014in October 1983, followed by an 18-page brochure included with various magazines in December. The Macintosh was introduced by a US$1.5 million Ridley Scott television commercial, \"1984\". It most notably aired during the third quarter of Super Bowl XVIII on January 22, 1984, and is now considered a \"watershed event\" and a \"masterpiece.\" Regis McKenna called the ad \"more successful than the Mac itself.\" \"1984\" used an unnamed heroine to represent the coming of the Macintosh (indicated by a Picasso-style picture of the computer on her white tank top) as a means of saving humanity from the \"conformity\" of IBM's attempts to dominate the computer industry. The ad alludes to George Orwell's novel, Nineteen Eighty-Four, which described a dystopian future ruled by a televised \"Big Brother.\"", "targets": "What did the television commercial \"1984\" introduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4230743b4a3b417eba3caacd88860b68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Lisa's announcement, John Dvorak discussed rumors of a mysterious \"MacIntosh\" project at Apple in February 1983. The company announced the Macintosh 128K\u2014manufactured at an Apple factory in Fremont, California\u2014in October 1983, followed by an 18-page brochure included with various magazines in December. The Macintosh was introduced by a US$1.5 million Ridley Scott television commercial, \"1984\". It most notably aired during the third quarter of Super Bowl XVIII on January 22, 1984, and is now considered a \"watershed event\" and a \"masterpiece.\" Regis McKenna called the ad \"more successful than the Mac itself.\" \"1984\" used an unnamed heroine to represent the coming of the Macintosh (indicated by a Picasso-style picture of the computer on her white tank top) as a means of saving humanity from the \"conformity\" of IBM's attempts to dominate the computer industry. The ad alludes to George Orwell's novel, Nineteen Eighty-Four, which described a dystopian future ruled by a televised \"Big Brother.\"", "targets": "What did Regis McKenna call the \"1984\" ad that was aired during the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-838e593666024b66aac86b39fffe60aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1951, during the early stages of the Cold War, Menzies spoke of the possibility of a looming third world war. The Menzies Government entered Australia's first formal military alliance outside of the British Commonwealth with the signing of the ANZUS Treaty between Australia, New Zealand and the United States in San Francisco in 1951. External Affairs Minister Percy Spender had put forward the proposal to work along similar lines to the NATO Alliance. The Treaty declared that any attack on one of the three parties in the Pacific area would be viewed as a threat to each, and that the common danger would be met in accordance with each nation's constitutional processes. In 1954 the Menzies Government signed the South East Asia Collective Defence Treaty (SEATO) as a South East Asian counterpart to NATO. That same year, Soviet diplomat Vladimir Petrov and his wife defected from the Soviet embassy in Canberra, revealing evidence of Russian spying activities; Menzies called a Royal Commission to investigate.", "targets": "Which treaty was Australia's first military alliance outside of the British Commonwealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-838e593666024b66aac86b39fffe60aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1951, during the early stages of the Cold War, Menzies spoke of the possibility of a looming third world war. The Menzies Government entered Australia's first formal military alliance outside of the British Commonwealth with the signing of the ANZUS Treaty between Australia, New Zealand and the United States in San Francisco in 1951. External Affairs Minister Percy Spender had put forward the proposal to work along similar lines to the NATO Alliance. The Treaty declared that any attack on one of the three parties in the Pacific area would be viewed as a threat to each, and that the common danger would be met in accordance with each nation's constitutional processes. In 1954 the Menzies Government signed the South East Asia Collective Defence Treaty (SEATO) as a South East Asian counterpart to NATO. That same year, Soviet diplomat Vladimir Petrov and his wife defected from the Soviet embassy in Canberra, revealing evidence of Russian spying activities; Menzies called a Royal Commission to investigate.", "targets": "Which areas were involved in the ANZUS Treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-838e593666024b66aac86b39fffe60aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1951, during the early stages of the Cold War, Menzies spoke of the possibility of a looming third world war. The Menzies Government entered Australia's first formal military alliance outside of the British Commonwealth with the signing of the ANZUS Treaty between Australia, New Zealand and the United States in San Francisco in 1951. External Affairs Minister Percy Spender had put forward the proposal to work along similar lines to the NATO Alliance. The Treaty declared that any attack on one of the three parties in the Pacific area would be viewed as a threat to each, and that the common danger would be met in accordance with each nation's constitutional processes. In 1954 the Menzies Government signed the South East Asia Collective Defence Treaty (SEATO) as a South East Asian counterpart to NATO. That same year, Soviet diplomat Vladimir Petrov and his wife defected from the Soviet embassy in Canberra, revealing evidence of Russian spying activities; Menzies called a Royal Commission to investigate.", "targets": "What does the acronym SEATO stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-838e593666024b66aac86b39fffe60aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1951, during the early stages of the Cold War, Menzies spoke of the possibility of a looming third world war. The Menzies Government entered Australia's first formal military alliance outside of the British Commonwealth with the signing of the ANZUS Treaty between Australia, New Zealand and the United States in San Francisco in 1951. External Affairs Minister Percy Spender had put forward the proposal to work along similar lines to the NATO Alliance. The Treaty declared that any attack on one of the three parties in the Pacific area would be viewed as a threat to each, and that the common danger would be met in accordance with each nation's constitutional processes. In 1954 the Menzies Government signed the South East Asia Collective Defence Treaty (SEATO) as a South East Asian counterpart to NATO. That same year, Soviet diplomat Vladimir Petrov and his wife defected from the Soviet embassy in Canberra, revealing evidence of Russian spying activities; Menzies called a Royal Commission to investigate.", "targets": "Which group is a counterpart to NATO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-838e593666024b66aac86b39fffe60aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1951, during the early stages of the Cold War, Menzies spoke of the possibility of a looming third world war. The Menzies Government entered Australia's first formal military alliance outside of the British Commonwealth with the signing of the ANZUS Treaty between Australia, New Zealand and the United States in San Francisco in 1951. External Affairs Minister Percy Spender had put forward the proposal to work along similar lines to the NATO Alliance. The Treaty declared that any attack on one of the three parties in the Pacific area would be viewed as a threat to each, and that the common danger would be met in accordance with each nation's constitutional processes. In 1954 the Menzies Government signed the South East Asia Collective Defence Treaty (SEATO) as a South East Asian counterpart to NATO. That same year, Soviet diplomat Vladimir Petrov and his wife defected from the Soviet embassy in Canberra, revealing evidence of Russian spying activities; Menzies called a Royal Commission to investigate.", "targets": "Where was the signing of the ANZUS Treaty held in 1951?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07e2e205311e4dd3b51dd71e25c4057c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Penalties never result in a score for the offence. For example, a point-of-foul infraction committed by the defence in their end zone is not ruled a touchdown, but instead advances the ball to the one-yard line with an automatic first down. For a distance penalty, if the yardage is greater than half the distance to the goal line, then the ball is advanced half the distance to the goal line, though only up to the one-yard line (unlike American football, in Canadian football no scrimmage may start inside either one-yard line). If the original penalty yardage would have resulted in a first down or moving the ball past the goal line, a first down is awarded.", "targets": "Where is the ball placed when a defensive penalty is committed in their own end zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07e2e205311e4dd3b51dd71e25c4057c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Penalties never result in a score for the offence. For example, a point-of-foul infraction committed by the defence in their end zone is not ruled a touchdown, but instead advances the ball to the one-yard line with an automatic first down. For a distance penalty, if the yardage is greater than half the distance to the goal line, then the ball is advanced half the distance to the goal line, though only up to the one-yard line (unlike American football, in Canadian football no scrimmage may start inside either one-yard line). If the original penalty yardage would have resulted in a first down or moving the ball past the goal line, a first down is awarded.", "targets": "In which North American style of football is the line of scrimmage never inside the one-yard line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07e2e205311e4dd3b51dd71e25c4057c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Penalties never result in a score for the offence. For example, a point-of-foul infraction committed by the defence in their end zone is not ruled a touchdown, but instead advances the ball to the one-yard line with an automatic first down. For a distance penalty, if the yardage is greater than half the distance to the goal line, then the ball is advanced half the distance to the goal line, though only up to the one-yard line (unlike American football, in Canadian football no scrimmage may start inside either one-yard line). If the original penalty yardage would have resulted in a first down or moving the ball past the goal line, a first down is awarded.", "targets": "A play that results in what outcome will never also be a scoring play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07e2e205311e4dd3b51dd71e25c4057c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Penalties never result in a score for the offence. For example, a point-of-foul infraction committed by the defence in their end zone is not ruled a touchdown, but instead advances the ball to the one-yard line with an automatic first down. For a distance penalty, if the yardage is greater than half the distance to the goal line, then the ball is advanced half the distance to the goal line, though only up to the one-yard line (unlike American football, in Canadian football no scrimmage may start inside either one-yard line). If the original penalty yardage would have resulted in a first down or moving the ball past the goal line, a first down is awarded.", "targets": "How many penalty yards are awarded when the ball is nearer the goal line than the usual penalty yardage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d58fe257b4c34576ad6b124c92e15821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island has 174 native plants; 51 of them are endemic. At least 18 of the endemic species are rare or threatened. The Norfolk Island palm (Rhopalostylis baueri) and the smooth tree-fern (Cyathea brownii), the tallest tree-fern in the world, are common in the Norfolk Island National Park but rare elsewhere on the island. Before European colonization, most of Norfolk Island was covered with subtropical rain forest, the canopy of which was made of Araucaria heterophylla (Norfolk Island pine) in exposed areas, and the palm Rhopalostylis baueri and tree ferns Cyathea brownii and C. australis in moister protected areas. The understory was thick with lianas and ferns covering the forest floor. Only one small tract (5 km2) of rainforest remains, which was declared as the Norfolk Island National Park in 1986.", "targets": "How many plants can only be found on Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d58fe257b4c34576ad6b124c92e15821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island has 174 native plants; 51 of them are endemic. At least 18 of the endemic species are rare or threatened. The Norfolk Island palm (Rhopalostylis baueri) and the smooth tree-fern (Cyathea brownii), the tallest tree-fern in the world, are common in the Norfolk Island National Park but rare elsewhere on the island. Before European colonization, most of Norfolk Island was covered with subtropical rain forest, the canopy of which was made of Araucaria heterophylla (Norfolk Island pine) in exposed areas, and the palm Rhopalostylis baueri and tree ferns Cyathea brownii and C. australis in moister protected areas. The understory was thick with lianas and ferns covering the forest floor. Only one small tract (5 km2) of rainforest remains, which was declared as the Norfolk Island National Park in 1986.", "targets": "How many of the plants that can only be found on Norfolk Island are rare or threatened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d58fe257b4c34576ad6b124c92e15821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island has 174 native plants; 51 of them are endemic. At least 18 of the endemic species are rare or threatened. The Norfolk Island palm (Rhopalostylis baueri) and the smooth tree-fern (Cyathea brownii), the tallest tree-fern in the world, are common in the Norfolk Island National Park but rare elsewhere on the island. Before European colonization, most of Norfolk Island was covered with subtropical rain forest, the canopy of which was made of Araucaria heterophylla (Norfolk Island pine) in exposed areas, and the palm Rhopalostylis baueri and tree ferns Cyathea brownii and C. australis in moister protected areas. The understory was thick with lianas and ferns covering the forest floor. Only one small tract (5 km2) of rainforest remains, which was declared as the Norfolk Island National Park in 1986.", "targets": "Where can the tallest tree-fern in the world be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d58fe257b4c34576ad6b124c92e15821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island has 174 native plants; 51 of them are endemic. At least 18 of the endemic species are rare or threatened. The Norfolk Island palm (Rhopalostylis baueri) and the smooth tree-fern (Cyathea brownii), the tallest tree-fern in the world, are common in the Norfolk Island National Park but rare elsewhere on the island. Before European colonization, most of Norfolk Island was covered with subtropical rain forest, the canopy of which was made of Araucaria heterophylla (Norfolk Island pine) in exposed areas, and the palm Rhopalostylis baueri and tree ferns Cyathea brownii and C. australis in moister protected areas. The understory was thick with lianas and ferns covering the forest floor. Only one small tract (5 km2) of rainforest remains, which was declared as the Norfolk Island National Park in 1986.", "targets": "What was the majority of Norfolk Island covered with, before European colonization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d58fe257b4c34576ad6b124c92e15821", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Norfolk Island has 174 native plants; 51 of them are endemic. At least 18 of the endemic species are rare or threatened. The Norfolk Island palm (Rhopalostylis baueri) and the smooth tree-fern (Cyathea brownii), the tallest tree-fern in the world, are common in the Norfolk Island National Park but rare elsewhere on the island. Before European colonization, most of Norfolk Island was covered with subtropical rain forest, the canopy of which was made of Araucaria heterophylla (Norfolk Island pine) in exposed areas, and the palm Rhopalostylis baueri and tree ferns Cyathea brownii and C. australis in moister protected areas. The understory was thick with lianas and ferns covering the forest floor. Only one small tract (5 km2) of rainforest remains, which was declared as the Norfolk Island National Park in 1986.", "targets": "How much of the rainforest remains in Norfolk Island today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d19c193a5ddd406896232551af842ae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning.[clarification needed] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.", "targets": "In what year did e-learning jump 14 times over traditional leaning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d19c193a5ddd406896232551af842ae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning.[clarification needed] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.", "targets": "Which form of education looks to be the dominant form i the coming years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d19c193a5ddd406896232551af842ae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning.[clarification needed] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.", "targets": "What has been a constant issue with education for as long as education has been around itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d19c193a5ddd406896232551af842ae0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning.[clarification needed] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.", "targets": "Which type of schooling can be most expensive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0635d1d18c184e3685c4fdfebbc59ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tallest building in Downtown Jacksonville's skyline is the Bank of America Tower, constructed in 1990 as the Barnett Center. It has a height of 617 ft (188 m) and includes 42 floors. Other notable structures include the 37-story Wells Fargo Center (with its distinctive flared base making it the defining building in the Jacksonville skyline), originally built in 1972-74 by the Independent Life and Accident Insurance Company, and the 28 floor Riverplace Tower which, when completed in 1967, was the tallest precast, post-tensioned concrete structure in the world.", "targets": "What distinction does the Bank of America Tower hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0635d1d18c184e3685c4fdfebbc59ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tallest building in Downtown Jacksonville's skyline is the Bank of America Tower, constructed in 1990 as the Barnett Center. It has a height of 617 ft (188 m) and includes 42 floors. Other notable structures include the 37-story Wells Fargo Center (with its distinctive flared base making it the defining building in the Jacksonville skyline), originally built in 1972-74 by the Independent Life and Accident Insurance Company, and the 28 floor Riverplace Tower which, when completed in 1967, was the tallest precast, post-tensioned concrete structure in the world.", "targets": "The Bank of America Tower was previously known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0635d1d18c184e3685c4fdfebbc59ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tallest building in Downtown Jacksonville's skyline is the Bank of America Tower, constructed in 1990 as the Barnett Center. It has a height of 617 ft (188 m) and includes 42 floors. Other notable structures include the 37-story Wells Fargo Center (with its distinctive flared base making it the defining building in the Jacksonville skyline), originally built in 1972-74 by the Independent Life and Accident Insurance Company, and the 28 floor Riverplace Tower which, when completed in 1967, was the tallest precast, post-tensioned concrete structure in the world.", "targets": "How tall is the Bank of America Tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0635d1d18c184e3685c4fdfebbc59ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tallest building in Downtown Jacksonville's skyline is the Bank of America Tower, constructed in 1990 as the Barnett Center. It has a height of 617 ft (188 m) and includes 42 floors. Other notable structures include the 37-story Wells Fargo Center (with its distinctive flared base making it the defining building in the Jacksonville skyline), originally built in 1972-74 by the Independent Life and Accident Insurance Company, and the 28 floor Riverplace Tower which, when completed in 1967, was the tallest precast, post-tensioned concrete structure in the world.", "targets": "How many floors are there in the building that was completed in 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0635d1d18c184e3685c4fdfebbc59ae4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The tallest building in Downtown Jacksonville's skyline is the Bank of America Tower, constructed in 1990 as the Barnett Center. It has a height of 617 ft (188 m) and includes 42 floors. Other notable structures include the 37-story Wells Fargo Center (with its distinctive flared base making it the defining building in the Jacksonville skyline), originally built in 1972-74 by the Independent Life and Accident Insurance Company, and the 28 floor Riverplace Tower which, when completed in 1967, was the tallest precast, post-tensioned concrete structure in the world.", "targets": "What makes the Wells Fargo Center stand out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "Between what year's did Victorian aboriginal groups dispossessed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "In 1844 how many Aborigines resident in squalid camps in Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "Who appointed five Aboriginal Protectors for the Aborigines of Victoria in 1839?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "Who were the people that were power political and economic force in Victoria in 1845?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "How many Aborigines were said to be resident in squalid camps in Melbourne in January 1844?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "How many Aboriginal Protectors for the Aborigines of Victoria were appointed in 1839?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "By what year did fewer than 240 wealthy Europeans hold all the pastoral licenses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d558dc2662ea4a338cd749331ae2c65f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1836 and 1842 Victorian Aboriginal groups were largely dispossessed[by whom?] of their land. By January 1844, there were said to be 675 Aborigines resident in squalid camps in Melbourne. The British Colonial Office appointed five Aboriginal Protectors for the Aborigines of Victoria, in 1839, however their work was nullified by a land policy that favoured squatters to take possession of Aboriginal lands. By 1845, fewer than 240 wealthy Europeans held all the pastoral licences then issued in Victoria and became a powerful political and economic force in Victoria for generations to come.", "targets": "During what years were Victorian Aboriginal groups largely displaced from their land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cc4b6836ef749e0b0741686ccdfe9b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the First Epistle to the Corinthians (1 Cor. 15:4), Jesus was raised from the dead (\"on the third day\" counting the day of crucifixion as the first) and according to the canonical Gospels, appeared to his disciples on different occasions before ascending to heaven. The account given in Acts of the Apostles, which says Jesus remained with the apostles for forty days, appears to differ from the account in the Gospel of Luke, which makes no clear distinction between the events of Easter Sunday and the Ascension. However, most biblical scholars agree that St. Luke also wrote the Acts of the Apostles as a follow-up volume to his Gospel account, and the two works must be considered as a whole.", "targets": "Which Epistle details the raising of Jesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cc4b6836ef749e0b0741686ccdfe9b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the First Epistle to the Corinthians (1 Cor. 15:4), Jesus was raised from the dead (\"on the third day\" counting the day of crucifixion as the first) and according to the canonical Gospels, appeared to his disciples on different occasions before ascending to heaven. The account given in Acts of the Apostles, which says Jesus remained with the apostles for forty days, appears to differ from the account in the Gospel of Luke, which makes no clear distinction between the events of Easter Sunday and the Ascension. However, most biblical scholars agree that St. Luke also wrote the Acts of the Apostles as a follow-up volume to his Gospel account, and the two works must be considered as a whole.", "targets": "Which writing detailed Jesus' appearance before ascension?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cc4b6836ef749e0b0741686ccdfe9b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the First Epistle to the Corinthians (1 Cor. 15:4), Jesus was raised from the dead (\"on the third day\" counting the day of crucifixion as the first) and according to the canonical Gospels, appeared to his disciples on different occasions before ascending to heaven. The account given in Acts of the Apostles, which says Jesus remained with the apostles for forty days, appears to differ from the account in the Gospel of Luke, which makes no clear distinction between the events of Easter Sunday and the Ascension. However, most biblical scholars agree that St. Luke also wrote the Acts of the Apostles as a follow-up volume to his Gospel account, and the two works must be considered as a whole.", "targets": "How long did Jesus stay with the Apostles per the Acts of the Apostles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cc4b6836ef749e0b0741686ccdfe9b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the First Epistle to the Corinthians (1 Cor. 15:4), Jesus was raised from the dead (\"on the third day\" counting the day of crucifixion as the first) and according to the canonical Gospels, appeared to his disciples on different occasions before ascending to heaven. The account given in Acts of the Apostles, which says Jesus remained with the apostles for forty days, appears to differ from the account in the Gospel of Luke, which makes no clear distinction between the events of Easter Sunday and the Ascension. However, most biblical scholars agree that St. Luke also wrote the Acts of the Apostles as a follow-up volume to his Gospel account, and the two works must be considered as a whole.", "targets": "What day is accounted in the Gospel of Luke as the ascension?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cc4b6836ef749e0b0741686ccdfe9b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the First Epistle to the Corinthians (1 Cor. 15:4), Jesus was raised from the dead (\"on the third day\" counting the day of crucifixion as the first) and according to the canonical Gospels, appeared to his disciples on different occasions before ascending to heaven. The account given in Acts of the Apostles, which says Jesus remained with the apostles for forty days, appears to differ from the account in the Gospel of Luke, which makes no clear distinction between the events of Easter Sunday and the Ascension. However, most biblical scholars agree that St. Luke also wrote the Acts of the Apostles as a follow-up volume to his Gospel account, and the two works must be considered as a whole.", "targets": "Who wrote both accounts of the Crucifixion and ascension?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54f4cca61cd54ae689061fd35aad6d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, CBS Records re-entered the music publishing business by acquiring Nashville music publisher Tree International Publishing for more than $30 million.", "targets": "In what year did CBS Records buy out Tree International Publishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54f4cca61cd54ae689061fd35aad6d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, CBS Records re-entered the music publishing business by acquiring Nashville music publisher Tree International Publishing for more than $30 million.", "targets": "How much did CBS Records pay for Tree International Publishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54f4cca61cd54ae689061fd35aad6d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1989, CBS Records re-entered the music publishing business by acquiring Nashville music publisher Tree International Publishing for more than $30 million.", "targets": "In what city was Tree International Publishing located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6baa4e141a4930a34bf8734a031371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serotonin is a neuromodulator involved in regulation of mood and behavior. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information. Changes in the levels of the neurotransmitters dopamine and serotonin in the limbic system make adolescents more emotional and more responsive to rewards and stress. The corresponding increase in emotional variability also can increase adolescents' vulnerability. The effect of serotonin is not limited to the limbic system: Several serotonin receptors have their gene expression change dramatically during adolescence, particularly in the human frontal and prefrontal cortex .", "targets": "Which neuromodulator is involved in regulation of mood and behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6baa4e141a4930a34bf8734a031371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serotonin is a neuromodulator involved in regulation of mood and behavior. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information. Changes in the levels of the neurotransmitters dopamine and serotonin in the limbic system make adolescents more emotional and more responsive to rewards and stress. The corresponding increase in emotional variability also can increase adolescents' vulnerability. The effect of serotonin is not limited to the limbic system: Several serotonin receptors have their gene expression change dramatically during adolescence, particularly in the human frontal and prefrontal cortex .", "targets": "Are the effects of serotonin limited to the limbic system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6baa4e141a4930a34bf8734a031371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serotonin is a neuromodulator involved in regulation of mood and behavior. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information. Changes in the levels of the neurotransmitters dopamine and serotonin in the limbic system make adolescents more emotional and more responsive to rewards and stress. The corresponding increase in emotional variability also can increase adolescents' vulnerability. The effect of serotonin is not limited to the limbic system: Several serotonin receptors have their gene expression change dramatically during adolescence, particularly in the human frontal and prefrontal cortex .", "targets": "Serotonin is a neuromodulator that is involved in regulation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6baa4e141a4930a34bf8734a031371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serotonin is a neuromodulator involved in regulation of mood and behavior. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information. Changes in the levels of the neurotransmitters dopamine and serotonin in the limbic system make adolescents more emotional and more responsive to rewards and stress. The corresponding increase in emotional variability also can increase adolescents' vulnerability. The effect of serotonin is not limited to the limbic system: Several serotonin receptors have their gene expression change dramatically during adolescence, particularly in the human frontal and prefrontal cortex .", "targets": "Which system in the brain determines rewards and punishments, emotional experiences, and social information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6baa4e141a4930a34bf8734a031371", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Serotonin is a neuromodulator involved in regulation of mood and behavior. Development in the limbic system plays an important role in determining rewards and punishments and processing emotional experience and social information. Changes in the levels of the neurotransmitters dopamine and serotonin in the limbic system make adolescents more emotional and more responsive to rewards and stress. The corresponding increase in emotional variability also can increase adolescents' vulnerability. The effect of serotonin is not limited to the limbic system: Several serotonin receptors have their gene expression change dramatically during adolescence, particularly in the human frontal and prefrontal cortex .", "targets": "Which two neurotransmitters cause adolescents to be more emotional and more responsive to rewards and stresses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cdcbf4badb44e9b5e699be9e713f0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1520s during the Protestant Reformation, the city, under the political guidance of Jacob Sturm von Sturmeck and the spiritual guidance of Martin Bucer embraced the religious teachings of Martin Luther. Their adherents established a Gymnasium, headed by Johannes Sturm, made into a University in the following century. The city first followed the Tetrapolitan Confession, and then the Augsburg Confession. Protestant iconoclasm caused much destruction to churches and cloisters, notwithstanding that Luther himself opposed such a practice. Strasbourg was a centre of humanist scholarship and early book-printing in the Holy Roman Empire, and its intellectual and political influence contributed much to the establishment of Protestantism as an accepted denomination in the southwest of Germany. (John Calvin spent several years as a political refugee in the city). The Strasbourg Councillor Sturm and guildmaster Matthias represented the city at the Imperial Diet of Speyer (1529), where their protest led to the schism of the Catholic Church and the evolution of Protestantism. Together with four other free cities, Strasbourg presented the confessio tetrapolitana as its Protestant book of faith at the Imperial Diet of Augsburg in 1530, where the slightly different Augsburg Confession was also handed over to Charles V, Holy Roman Emperor.", "targets": "Who was the political guide during the Protestant Reformation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cdcbf4badb44e9b5e699be9e713f0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1520s during the Protestant Reformation, the city, under the political guidance of Jacob Sturm von Sturmeck and the spiritual guidance of Martin Bucer embraced the religious teachings of Martin Luther. Their adherents established a Gymnasium, headed by Johannes Sturm, made into a University in the following century. The city first followed the Tetrapolitan Confession, and then the Augsburg Confession. Protestant iconoclasm caused much destruction to churches and cloisters, notwithstanding that Luther himself opposed such a practice. Strasbourg was a centre of humanist scholarship and early book-printing in the Holy Roman Empire, and its intellectual and political influence contributed much to the establishment of Protestantism as an accepted denomination in the southwest of Germany. (John Calvin spent several years as a political refugee in the city). The Strasbourg Councillor Sturm and guildmaster Matthias represented the city at the Imperial Diet of Speyer (1529), where their protest led to the schism of the Catholic Church and the evolution of Protestantism. Together with four other free cities, Strasbourg presented the confessio tetrapolitana as its Protestant book of faith at the Imperial Diet of Augsburg in 1530, where the slightly different Augsburg Confession was also handed over to Charles V, Holy Roman Emperor.", "targets": "Who was the spiritual guide during the Protestant Reformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cdcbf4badb44e9b5e699be9e713f0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1520s during the Protestant Reformation, the city, under the political guidance of Jacob Sturm von Sturmeck and the spiritual guidance of Martin Bucer embraced the religious teachings of Martin Luther. Their adherents established a Gymnasium, headed by Johannes Sturm, made into a University in the following century. The city first followed the Tetrapolitan Confession, and then the Augsburg Confession. Protestant iconoclasm caused much destruction to churches and cloisters, notwithstanding that Luther himself opposed such a practice. Strasbourg was a centre of humanist scholarship and early book-printing in the Holy Roman Empire, and its intellectual and political influence contributed much to the establishment of Protestantism as an accepted denomination in the southwest of Germany. (John Calvin spent several years as a political refugee in the city). The Strasbourg Councillor Sturm and guildmaster Matthias represented the city at the Imperial Diet of Speyer (1529), where their protest led to the schism of the Catholic Church and the evolution of Protestantism. Together with four other free cities, Strasbourg presented the confessio tetrapolitana as its Protestant book of faith at the Imperial Diet of Augsburg in 1530, where the slightly different Augsburg Confession was also handed over to Charles V, Holy Roman Emperor.", "targets": "Who spent several years as a political refugee in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14cdcbf4badb44e9b5e699be9e713f0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1520s during the Protestant Reformation, the city, under the political guidance of Jacob Sturm von Sturmeck and the spiritual guidance of Martin Bucer embraced the religious teachings of Martin Luther. Their adherents established a Gymnasium, headed by Johannes Sturm, made into a University in the following century. The city first followed the Tetrapolitan Confession, and then the Augsburg Confession. Protestant iconoclasm caused much destruction to churches and cloisters, notwithstanding that Luther himself opposed such a practice. Strasbourg was a centre of humanist scholarship and early book-printing in the Holy Roman Empire, and its intellectual and political influence contributed much to the establishment of Protestantism as an accepted denomination in the southwest of Germany. (John Calvin spent several years as a political refugee in the city). The Strasbourg Councillor Sturm and guildmaster Matthias represented the city at the Imperial Diet of Speyer (1529), where their protest led to the schism of the Catholic Church and the evolution of Protestantism. Together with four other free cities, Strasbourg presented the confessio tetrapolitana as its Protestant book of faith at the Imperial Diet of Augsburg in 1530, where the slightly different Augsburg Confession was also handed over to Charles V, Holy Roman Emperor.", "targets": "How many other cities joined Strasbourg at the Imperial Diet of Augsburg in 1530?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de35ab3ce70c4cd3b575dc8807a88e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Indo-European language tree, Dutch is grouped within the Germanic languages, which means it shares a common ancestor with languages such as English, German, and Scandinavian languages. All Germanic languages are united by subjection to the sound shifts of Grimm's law and Verner's law which originated in the Proto-Germanic language and define the basic differentiating features from other Indo-European languages. This assumed to have originated in approximately the mid-first millennium BCE in Iron Age northern Europe.", "targets": "Which language tree groups Dutch with English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de35ab3ce70c4cd3b575dc8807a88e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Indo-European language tree, Dutch is grouped within the Germanic languages, which means it shares a common ancestor with languages such as English, German, and Scandinavian languages. All Germanic languages are united by subjection to the sound shifts of Grimm's law and Verner's law which originated in the Proto-Germanic language and define the basic differentiating features from other Indo-European languages. This assumed to have originated in approximately the mid-first millennium BCE in Iron Age northern Europe.", "targets": "What group of languages have to comply with Grimm's law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de35ab3ce70c4cd3b575dc8807a88e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Indo-European language tree, Dutch is grouped within the Germanic languages, which means it shares a common ancestor with languages such as English, German, and Scandinavian languages. All Germanic languages are united by subjection to the sound shifts of Grimm's law and Verner's law which originated in the Proto-Germanic language and define the basic differentiating features from other Indo-European languages. This assumed to have originated in approximately the mid-first millennium BCE in Iron Age northern Europe.", "targets": "In what age did the sound patterns that distinguish Germanic languages develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de35ab3ce70c4cd3b575dc8807a88e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Indo-European language tree, Dutch is grouped within the Germanic languages, which means it shares a common ancestor with languages such as English, German, and Scandinavian languages. All Germanic languages are united by subjection to the sound shifts of Grimm's law and Verner's law which originated in the Proto-Germanic language and define the basic differentiating features from other Indo-European languages. This assumed to have originated in approximately the mid-first millennium BCE in Iron Age northern Europe.", "targets": "Along with Grimm's law, what's the other rule for Germanic-sounding speech called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de35ab3ce70c4cd3b575dc8807a88e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the Indo-European language tree, Dutch is grouped within the Germanic languages, which means it shares a common ancestor with languages such as English, German, and Scandinavian languages. All Germanic languages are united by subjection to the sound shifts of Grimm's law and Verner's law which originated in the Proto-Germanic language and define the basic differentiating features from other Indo-European languages. This assumed to have originated in approximately the mid-first millennium BCE in Iron Age northern Europe.", "targets": "What does a language need to share with the group in order to be classified as Germanic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be7abea6260b454a9339a773461786ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of founding the country's public university began on 11 June 1833 with the passage of a law proposed by Senator D\u00e1maso Antonio Larra\u00f1aga. It called for the creation of nine academic departments; the President of the Republic would pass a decree formally creating the departments once the majority of them were in operation. In 1836, the House of General Studies was formed, housing the departments of Latin, philosophy, mathematics, theology and jurisprudence. On 27 May 1838, Manuel Oribe passed a decree establishing the Greater University of the Republic. That decree had few practical effects, given the institutional instability of the Oriental Republic of the Uruguay at that time.", "targets": "When did the process of funding the country's public university begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be7abea6260b454a9339a773461786ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of founding the country's public university began on 11 June 1833 with the passage of a law proposed by Senator D\u00e1maso Antonio Larra\u00f1aga. It called for the creation of nine academic departments; the President of the Republic would pass a decree formally creating the departments once the majority of them were in operation. In 1836, the House of General Studies was formed, housing the departments of Latin, philosophy, mathematics, theology and jurisprudence. On 27 May 1838, Manuel Oribe passed a decree establishing the Greater University of the Republic. That decree had few practical effects, given the institutional instability of the Oriental Republic of the Uruguay at that time.", "targets": "Who proposed the law that began the process of funding the country's public university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be7abea6260b454a9339a773461786ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of founding the country's public university began on 11 June 1833 with the passage of a law proposed by Senator D\u00e1maso Antonio Larra\u00f1aga. It called for the creation of nine academic departments; the President of the Republic would pass a decree formally creating the departments once the majority of them were in operation. In 1836, the House of General Studies was formed, housing the departments of Latin, philosophy, mathematics, theology and jurisprudence. On 27 May 1838, Manuel Oribe passed a decree establishing the Greater University of the Republic. That decree had few practical effects, given the institutional instability of the Oriental Republic of the Uruguay at that time.", "targets": "When was the House of General Studies formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be7abea6260b454a9339a773461786ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The process of founding the country's public university began on 11 June 1833 with the passage of a law proposed by Senator D\u00e1maso Antonio Larra\u00f1aga. It called for the creation of nine academic departments; the President of the Republic would pass a decree formally creating the departments once the majority of them were in operation. In 1836, the House of General Studies was formed, housing the departments of Latin, philosophy, mathematics, theology and jurisprudence. On 27 May 1838, Manuel Oribe passed a decree establishing the Greater University of the Republic. That decree had few practical effects, given the institutional instability of the Oriental Republic of the Uruguay at that time.", "targets": "When did Manuel Oribe pass a decree establishing the Greater University of the Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a3f98153ca41f69a9695e73530f299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High-gain antennas have the advantage of longer range and better signal quality, but must be aimed carefully at the other antenna. An example of a high-gain antenna is a parabolic dish such as a satellite television antenna. Low-gain antennas have shorter range, but the orientation of the antenna is relatively unimportant. An example of a low-gain antenna is the whip antenna found on portable radios and cordless phones. Antenna gain should not be confused with amplifier gain, a separate parameter measuring the increase in signal power due to an amplifying device.", "targets": "Antennas with higher gain have what positive feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a3f98153ca41f69a9695e73530f299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High-gain antennas have the advantage of longer range and better signal quality, but must be aimed carefully at the other antenna. An example of a high-gain antenna is a parabolic dish such as a satellite television antenna. Low-gain antennas have shorter range, but the orientation of the antenna is relatively unimportant. An example of a low-gain antenna is the whip antenna found on portable radios and cordless phones. Antenna gain should not be confused with amplifier gain, a separate parameter measuring the increase in signal power due to an amplifying device.", "targets": "What is a measure of how much efficient is improved by adding a device designed to make something stronger?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a3f98153ca41f69a9695e73530f299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High-gain antennas have the advantage of longer range and better signal quality, but must be aimed carefully at the other antenna. An example of a high-gain antenna is a parabolic dish such as a satellite television antenna. Low-gain antennas have shorter range, but the orientation of the antenna is relatively unimportant. An example of a low-gain antenna is the whip antenna found on portable radios and cordless phones. Antenna gain should not be confused with amplifier gain, a separate parameter measuring the increase in signal power due to an amplifying device.", "targets": "Dish network Tv takes example of what type of antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a3f98153ca41f69a9695e73530f299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High-gain antennas have the advantage of longer range and better signal quality, but must be aimed carefully at the other antenna. An example of a high-gain antenna is a parabolic dish such as a satellite television antenna. Low-gain antennas have shorter range, but the orientation of the antenna is relatively unimportant. An example of a low-gain antenna is the whip antenna found on portable radios and cordless phones. Antenna gain should not be confused with amplifier gain, a separate parameter measuring the increase in signal power due to an amplifying device.", "targets": "What type of antenna would be best if placement was tricky?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da450c8f1fe246efaeb56870d6ab83f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by free settlers from the British Crown colony of Van Diemen's Land on 30 August 1835, in what was then the colony of New South Wales, it was incorporated as a Crown settlement in 1837. It was named \"Melbourne\" by the Governor of New South Wales, Sir Richard Bourke, in honour of the British Prime Minister of the day, William Lamb, 2nd Viscount Melbourne. It was officially declared a city by Queen Victoria in 1847, after which it became the capital of the newly founded colony of Victoria in 1851. During the Victorian gold rush of the 1850s, it was transformed into one of the world's largest and wealthiest cities. After the federation of Australia in 1901, it served as the nation's interim seat of government until 1927.", "targets": "Who was Melbourne named by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da450c8f1fe246efaeb56870d6ab83f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by free settlers from the British Crown colony of Van Diemen's Land on 30 August 1835, in what was then the colony of New South Wales, it was incorporated as a Crown settlement in 1837. It was named \"Melbourne\" by the Governor of New South Wales, Sir Richard Bourke, in honour of the British Prime Minister of the day, William Lamb, 2nd Viscount Melbourne. It was officially declared a city by Queen Victoria in 1847, after which it became the capital of the newly founded colony of Victoria in 1851. During the Victorian gold rush of the 1850s, it was transformed into one of the world's largest and wealthiest cities. After the federation of Australia in 1901, it served as the nation's interim seat of government until 1927.", "targets": "What year was Melbourne officially declared a city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da450c8f1fe246efaeb56870d6ab83f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by free settlers from the British Crown colony of Van Diemen's Land on 30 August 1835, in what was then the colony of New South Wales, it was incorporated as a Crown settlement in 1837. It was named \"Melbourne\" by the Governor of New South Wales, Sir Richard Bourke, in honour of the British Prime Minister of the day, William Lamb, 2nd Viscount Melbourne. It was officially declared a city by Queen Victoria in 1847, after which it became the capital of the newly founded colony of Victoria in 1851. During the Victorian gold rush of the 1850s, it was transformed into one of the world's largest and wealthiest cities. After the federation of Australia in 1901, it served as the nation's interim seat of government until 1927.", "targets": "Who was Melbourne named in honor of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da450c8f1fe246efaeb56870d6ab83f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by free settlers from the British Crown colony of Van Diemen's Land on 30 August 1835, in what was then the colony of New South Wales, it was incorporated as a Crown settlement in 1837. It was named \"Melbourne\" by the Governor of New South Wales, Sir Richard Bourke, in honour of the British Prime Minister of the day, William Lamb, 2nd Viscount Melbourne. It was officially declared a city by Queen Victoria in 1847, after which it became the capital of the newly founded colony of Victoria in 1851. During the Victorian gold rush of the 1850s, it was transformed into one of the world's largest and wealthiest cities. After the federation of Australia in 1901, it served as the nation's interim seat of government until 1927.", "targets": "What year did Melbourne cease in serving as the nations interim seat of government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da450c8f1fe246efaeb56870d6ab83f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Founded by free settlers from the British Crown colony of Van Diemen's Land on 30 August 1835, in what was then the colony of New South Wales, it was incorporated as a Crown settlement in 1837. It was named \"Melbourne\" by the Governor of New South Wales, Sir Richard Bourke, in honour of the British Prime Minister of the day, William Lamb, 2nd Viscount Melbourne. It was officially declared a city by Queen Victoria in 1847, after which it became the capital of the newly founded colony of Victoria in 1851. During the Victorian gold rush of the 1850s, it was transformed into one of the world's largest and wealthiest cities. After the federation of Australia in 1901, it served as the nation's interim seat of government until 1927.", "targets": "Melbourne became the capital of what colony in 1851?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ecbca08bd8b4cc7babc2f2e78442f17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The typical lifespan of dogs varies widely among breeds, but for most the median longevity, the age at which half the dogs in a population have died and half are still alive, ranges from 10 to 13 years. Individual dogs may live well beyond the median of their breed.", "targets": "What is the median lifespan of canines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe35ffe912fd45eeafff4a9dcd366365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran assumes familiarity with major narratives recounted in the Biblical scriptures. It summarizes some, dwells at length on others and, in some cases, presents alternative accounts and interpretations of events. The Quran describes itself as a book of guidance. It sometimes offers detailed accounts of specific historical events, and it often emphasizes the moral significance of an event over its narrative sequence. The Quran is used along with the hadith to interpret sharia law. During prayers, the Quran is recited only in Arabic.", "targets": "In which language is the Quran spoken during prayer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe35ffe912fd45eeafff4a9dcd366365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran assumes familiarity with major narratives recounted in the Biblical scriptures. It summarizes some, dwells at length on others and, in some cases, presents alternative accounts and interpretations of events. The Quran describes itself as a book of guidance. It sometimes offers detailed accounts of specific historical events, and it often emphasizes the moral significance of an event over its narrative sequence. The Quran is used along with the hadith to interpret sharia law. During prayers, the Quran is recited only in Arabic.", "targets": "The Quran is used in the interpretation of which form of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe35ffe912fd45eeafff4a9dcd366365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran assumes familiarity with major narratives recounted in the Biblical scriptures. It summarizes some, dwells at length on others and, in some cases, presents alternative accounts and interpretations of events. The Quran describes itself as a book of guidance. It sometimes offers detailed accounts of specific historical events, and it often emphasizes the moral significance of an event over its narrative sequence. The Quran is used along with the hadith to interpret sharia law. During prayers, the Quran is recited only in Arabic.", "targets": "What accounts are form the basis of much of the accounts in the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe35ffe912fd45eeafff4a9dcd366365", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran assumes familiarity with major narratives recounted in the Biblical scriptures. It summarizes some, dwells at length on others and, in some cases, presents alternative accounts and interpretations of events. The Quran describes itself as a book of guidance. It sometimes offers detailed accounts of specific historical events, and it often emphasizes the moral significance of an event over its narrative sequence. The Quran is used along with the hadith to interpret sharia law. During prayers, the Quran is recited only in Arabic.", "targets": "Which religious text calls itself a book of guidance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c909a2b12fc54b428259e95e50b2f3cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.", "targets": "What is the most widely used way in learing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c909a2b12fc54b428259e95e50b2f3cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.", "targets": "What is the Zeigarnik effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c909a2b12fc54b428259e95e50b2f3cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.", "targets": "What does memorization mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c909a2b12fc54b428259e95e50b2f3cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.", "targets": "What learning tool did Cosmos rosselliius write about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c909a2b12fc54b428259e95e50b2f3cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming: an intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.", "targets": "What is the spacing effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-066fc27e776b4a9e9618e479f7f4bb17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estimates for the percentage of the population that are bisexual vary widely, at least in part due to differing definitions of bisexuality. Some studies only consider a person bisexual if they are nearly equally attracted to both sexes, and others consider a person bisexual if they are at all attracted to the same sex (for otherwise mostly heterosexual persons) or to the opposite sex (for otherwise mostly homosexual persons). A small percentage of people are not sexually attracted to anyone (asexuality). A study in 2004 placed the prevalence of asexuality at 1%.", "targets": "What is part of the reason for the varying estimates of the bisexual population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-066fc27e776b4a9e9618e479f7f4bb17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estimates for the percentage of the population that are bisexual vary widely, at least in part due to differing definitions of bisexuality. Some studies only consider a person bisexual if they are nearly equally attracted to both sexes, and others consider a person bisexual if they are at all attracted to the same sex (for otherwise mostly heterosexual persons) or to the opposite sex (for otherwise mostly homosexual persons). A small percentage of people are not sexually attracted to anyone (asexuality). A study in 2004 placed the prevalence of asexuality at 1%.", "targets": "What is one way a study can view bisexuality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-066fc27e776b4a9e9618e479f7f4bb17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estimates for the percentage of the population that are bisexual vary widely, at least in part due to differing definitions of bisexuality. Some studies only consider a person bisexual if they are nearly equally attracted to both sexes, and others consider a person bisexual if they are at all attracted to the same sex (for otherwise mostly heterosexual persons) or to the opposite sex (for otherwise mostly homosexual persons). A small percentage of people are not sexually attracted to anyone (asexuality). A study in 2004 placed the prevalence of asexuality at 1%.", "targets": "What is another way studies can view bisexuality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-066fc27e776b4a9e9618e479f7f4bb17", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estimates for the percentage of the population that are bisexual vary widely, at least in part due to differing definitions of bisexuality. Some studies only consider a person bisexual if they are nearly equally attracted to both sexes, and others consider a person bisexual if they are at all attracted to the same sex (for otherwise mostly heterosexual persons) or to the opposite sex (for otherwise mostly homosexual persons). A small percentage of people are not sexually attracted to anyone (asexuality). A study in 2004 placed the prevalence of asexuality at 1%.", "targets": "What is the percentage of asexuals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de01f7ffa378475f9eee3db5cda835f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Grand Lodge, the Grand Lodge of London and Westminster (later called the Grand Lodge of England (GLE)), was founded on 24 June 1717, when four existing London Lodges met for a joint dinner. Many English Lodges joined the new regulatory body, which itself entered a period of self-publicity and expansion. However, many Lodges could not endorse changes which some Lodges of the GLE made to the ritual (they came to be known as the Moderns), and a few of these formed a rival Grand Lodge on 17 July 1751, which they called the \"Antient Grand Lodge of England.\" These two Grand Lodges vied for supremacy until the Moderns promised to return to the ancient ritual. They united on 27 December 1813 to form the United Grand Lodge of England (UGLE).", "targets": "The Grand Lodge of England is also know as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de01f7ffa378475f9eee3db5cda835f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Grand Lodge, the Grand Lodge of London and Westminster (later called the Grand Lodge of England (GLE)), was founded on 24 June 1717, when four existing London Lodges met for a joint dinner. Many English Lodges joined the new regulatory body, which itself entered a period of self-publicity and expansion. However, many Lodges could not endorse changes which some Lodges of the GLE made to the ritual (they came to be known as the Moderns), and a few of these formed a rival Grand Lodge on 17 July 1751, which they called the \"Antient Grand Lodge of England.\" These two Grand Lodges vied for supremacy until the Moderns promised to return to the ancient ritual. They united on 27 December 1813 to form the United Grand Lodge of England (UGLE).", "targets": "When was the Grand Lodge of England founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de01f7ffa378475f9eee3db5cda835f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Grand Lodge, the Grand Lodge of London and Westminster (later called the Grand Lodge of England (GLE)), was founded on 24 June 1717, when four existing London Lodges met for a joint dinner. Many English Lodges joined the new regulatory body, which itself entered a period of self-publicity and expansion. However, many Lodges could not endorse changes which some Lodges of the GLE made to the ritual (they came to be known as the Moderns), and a few of these formed a rival Grand Lodge on 17 July 1751, which they called the \"Antient Grand Lodge of England.\" These two Grand Lodges vied for supremacy until the Moderns promised to return to the ancient ritual. They united on 27 December 1813 to form the United Grand Lodge of England (UGLE).", "targets": "The Ancient Grand Lodge of England was formed on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de01f7ffa378475f9eee3db5cda835f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Grand Lodge, the Grand Lodge of London and Westminster (later called the Grand Lodge of England (GLE)), was founded on 24 June 1717, when four existing London Lodges met for a joint dinner. Many English Lodges joined the new regulatory body, which itself entered a period of self-publicity and expansion. However, many Lodges could not endorse changes which some Lodges of the GLE made to the ritual (they came to be known as the Moderns), and a few of these formed a rival Grand Lodge on 17 July 1751, which they called the \"Antient Grand Lodge of England.\" These two Grand Lodges vied for supremacy until the Moderns promised to return to the ancient ritual. They united on 27 December 1813 to form the United Grand Lodge of England (UGLE).", "targets": "The United Grand Lodge of England was formed on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de01f7ffa378475f9eee3db5cda835f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Grand Lodge, the Grand Lodge of London and Westminster (later called the Grand Lodge of England (GLE)), was founded on 24 June 1717, when four existing London Lodges met for a joint dinner. Many English Lodges joined the new regulatory body, which itself entered a period of self-publicity and expansion. However, many Lodges could not endorse changes which some Lodges of the GLE made to the ritual (they came to be known as the Moderns), and a few of these formed a rival Grand Lodge on 17 July 1751, which they called the \"Antient Grand Lodge of England.\" These two Grand Lodges vied for supremacy until the Moderns promised to return to the ancient ritual. They united on 27 December 1813 to form the United Grand Lodge of England (UGLE).", "targets": "Lodges that could not endorse the GLE were later called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb299d6970834bec912d4e6cf78fb632", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's mathematical analysis of the structure of self-replication preceded the discovery of the structure of DNA. In a short list of facts about his life he submitted to the National Academy of Sciences, he stated \"The part of my work I consider most essential is that on quantum mechanics, which developed in G\u00f6ttingen in 1926, and subsequently in Berlin in 1927\u20131929. Also, my work on various forms of operator theory, Berlin 1930 and Princeton 1935\u20131939; on the ergodic theorem, Princeton, 1931\u20131932.\"", "targets": "Von Neumann's study of what preceded the discovery of DNA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb299d6970834bec912d4e6cf78fb632", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's mathematical analysis of the structure of self-replication preceded the discovery of the structure of DNA. In a short list of facts about his life he submitted to the National Academy of Sciences, he stated \"The part of my work I consider most essential is that on quantum mechanics, which developed in G\u00f6ttingen in 1926, and subsequently in Berlin in 1927\u20131929. Also, my work on various forms of operator theory, Berlin 1930 and Princeton 1935\u20131939; on the ergodic theorem, Princeton, 1931\u20131932.\"", "targets": "What part of his work did Von Neumann consider to be his most important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb299d6970834bec912d4e6cf78fb632", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's mathematical analysis of the structure of self-replication preceded the discovery of the structure of DNA. In a short list of facts about his life he submitted to the National Academy of Sciences, he stated \"The part of my work I consider most essential is that on quantum mechanics, which developed in G\u00f6ttingen in 1926, and subsequently in Berlin in 1927\u20131929. Also, my work on various forms of operator theory, Berlin 1930 and Princeton 1935\u20131939; on the ergodic theorem, Princeton, 1931\u20131932.\"", "targets": "Where was quantum mechanics developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb299d6970834bec912d4e6cf78fb632", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's mathematical analysis of the structure of self-replication preceded the discovery of the structure of DNA. In a short list of facts about his life he submitted to the National Academy of Sciences, he stated \"The part of my work I consider most essential is that on quantum mechanics, which developed in G\u00f6ttingen in 1926, and subsequently in Berlin in 1927\u20131929. Also, my work on various forms of operator theory, Berlin 1930 and Princeton 1935\u20131939; on the ergodic theorem, Princeton, 1931\u20131932.\"", "targets": "What work did Von Nemann do in Berlin in 1930 and Princeton 1935 - 39?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb299d6970834bec912d4e6cf78fb632", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's mathematical analysis of the structure of self-replication preceded the discovery of the structure of DNA. In a short list of facts about his life he submitted to the National Academy of Sciences, he stated \"The part of my work I consider most essential is that on quantum mechanics, which developed in G\u00f6ttingen in 1926, and subsequently in Berlin in 1927\u20131929. Also, my work on various forms of operator theory, Berlin 1930 and Princeton 1935\u20131939; on the ergodic theorem, Princeton, 1931\u20131932.\"", "targets": "What was the topic of Von Neumann's work at Princeton in 1931 - 32?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb68bd454c4c4a09b12573ac514291ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disagreements over the island's relationship with Australia were put in sharper relief by a 2006 review undertaken by the Australian government. Under the more radical of two models proposed in the review, the island's legislative assembly would have been reduced to the status of a local council. However, in December 2006, citing the \"significant disruption\" that changes to the governance would impose on the island's economy, the Australian government ended the review leaving the existing governance arrangements unaltered.", "targets": "How many models did Australia propose to Norfolk Island's legislative assembly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb68bd454c4c4a09b12573ac514291ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disagreements over the island's relationship with Australia were put in sharper relief by a 2006 review undertaken by the Australian government. Under the more radical of two models proposed in the review, the island's legislative assembly would have been reduced to the status of a local council. However, in December 2006, citing the \"significant disruption\" that changes to the governance would impose on the island's economy, the Australian government ended the review leaving the existing governance arrangements unaltered.", "targets": "What would the more severe of the proposed plans threaten to reduce Norfolk Island's assembly to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb68bd454c4c4a09b12573ac514291ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disagreements over the island's relationship with Australia were put in sharper relief by a 2006 review undertaken by the Australian government. Under the more radical of two models proposed in the review, the island's legislative assembly would have been reduced to the status of a local council. However, in December 2006, citing the \"significant disruption\" that changes to the governance would impose on the island's economy, the Australian government ended the review leaving the existing governance arrangements unaltered.", "targets": "When did the Australian government end their review on Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb68bd454c4c4a09b12573ac514291ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Disagreements over the island's relationship with Australia were put in sharper relief by a 2006 review undertaken by the Australian government. Under the more radical of two models proposed in the review, the island's legislative assembly would have been reduced to the status of a local council. However, in December 2006, citing the \"significant disruption\" that changes to the governance would impose on the island's economy, the Australian government ended the review leaving the existing governance arrangements unaltered.", "targets": "The Australian government said that changes to Norfolk Island's government would cause what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-842adb76d2754a9998dbaaaa6624d39f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago White Stockings, (today's Chicago Cubs), began spring training in Hot Springs, Arkansas in 1886. President Albert Spalding (founder of Spalding Sporting Goods) and player/manager Cap Anson brought their players to Hot Springs and played at the Hot Springs Baseball Grounds. The concept was for the players to have training and fitness before the start of the regular season. After the White Stockings had a successful season in 1886, winning the National League Pennant, other teams began bringing their players to \"spring training\".  The Chicago Cubs, St. Louis Browns, New York Yankees, St. Louis Cardinals, Cleveland Spiders, Detroit Tigers, Pittsburgh Pirates, Cincinnati Reds, New York Highlanders, Brooklyn Dodgers and Boston Red Sox were among the early squads to arrive. Whittington Park (1894) and later Majestic Park (1909) and Fogel Field (1912) were all built in Hot Springs specifically to host Major League teams. ", "targets": "Who began spring training in Hot Springs, Arkansas in 1886?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-842adb76d2754a9998dbaaaa6624d39f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago White Stockings, (today's Chicago Cubs), began spring training in Hot Springs, Arkansas in 1886. President Albert Spalding (founder of Spalding Sporting Goods) and player/manager Cap Anson brought their players to Hot Springs and played at the Hot Springs Baseball Grounds. The concept was for the players to have training and fitness before the start of the regular season. After the White Stockings had a successful season in 1886, winning the National League Pennant, other teams began bringing their players to \"spring training\".  The Chicago Cubs, St. Louis Browns, New York Yankees, St. Louis Cardinals, Cleveland Spiders, Detroit Tigers, Pittsburgh Pirates, Cincinnati Reds, New York Highlanders, Brooklyn Dodgers and Boston Red Sox were among the early squads to arrive. Whittington Park (1894) and later Majestic Park (1909) and Fogel Field (1912) were all built in Hot Springs specifically to host Major League teams. ", "targets": "Who is the founder of Spalding Sporting Goods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-842adb76d2754a9998dbaaaa6624d39f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago White Stockings, (today's Chicago Cubs), began spring training in Hot Springs, Arkansas in 1886. President Albert Spalding (founder of Spalding Sporting Goods) and player/manager Cap Anson brought their players to Hot Springs and played at the Hot Springs Baseball Grounds. The concept was for the players to have training and fitness before the start of the regular season. After the White Stockings had a successful season in 1886, winning the National League Pennant, other teams began bringing their players to \"spring training\".  The Chicago Cubs, St. Louis Browns, New York Yankees, St. Louis Cardinals, Cleveland Spiders, Detroit Tigers, Pittsburgh Pirates, Cincinnati Reds, New York Highlanders, Brooklyn Dodgers and Boston Red Sox were among the early squads to arrive. Whittington Park (1894) and later Majestic Park (1909) and Fogel Field (1912) were all built in Hot Springs specifically to host Major League teams. ", "targets": "Whittington Park, Majestic Park, and Fogel Field were all built where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-660b6b4320cc40e1a398d02789b19be2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several notable video game developers criticized Microsoft for making its Windows Store a closed platform subject to its own regulations, as it conflicted with their view of the PC as an open platform. Markus \"Notch\" Persson (creator of the indie game Minecraft), Gabe Newell (co-founder of Valve Corporation and developer of software distribution platform Steam), and Rob Pardo from Activision Blizzard voiced concern about the closed nature of the Windows Store. However, Tom Warren of The Verge stated that Microsoft's addition of the Store was simply responding to the success of both Apple and Google in pursuing the \"curated application store approach.\"", "targets": "Who criticized Microsofts closed platform Windows Store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-660b6b4320cc40e1a398d02789b19be2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several notable video game developers criticized Microsoft for making its Windows Store a closed platform subject to its own regulations, as it conflicted with their view of the PC as an open platform. Markus \"Notch\" Persson (creator of the indie game Minecraft), Gabe Newell (co-founder of Valve Corporation and developer of software distribution platform Steam), and Rob Pardo from Activision Blizzard voiced concern about the closed nature of the Windows Store. However, Tom Warren of The Verge stated that Microsoft's addition of the Store was simply responding to the success of both Apple and Google in pursuing the \"curated application store approach.\"", "targets": "Who created Minecraft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-660b6b4320cc40e1a398d02789b19be2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several notable video game developers criticized Microsoft for making its Windows Store a closed platform subject to its own regulations, as it conflicted with their view of the PC as an open platform. Markus \"Notch\" Persson (creator of the indie game Minecraft), Gabe Newell (co-founder of Valve Corporation and developer of software distribution platform Steam), and Rob Pardo from Activision Blizzard voiced concern about the closed nature of the Windows Store. However, Tom Warren of The Verge stated that Microsoft's addition of the Store was simply responding to the success of both Apple and Google in pursuing the \"curated application store approach.\"", "targets": "Who developed Steam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-660b6b4320cc40e1a398d02789b19be2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several notable video game developers criticized Microsoft for making its Windows Store a closed platform subject to its own regulations, as it conflicted with their view of the PC as an open platform. Markus \"Notch\" Persson (creator of the indie game Minecraft), Gabe Newell (co-founder of Valve Corporation and developer of software distribution platform Steam), and Rob Pardo from Activision Blizzard voiced concern about the closed nature of the Windows Store. However, Tom Warren of The Verge stated that Microsoft's addition of the Store was simply responding to the success of both Apple and Google in pursuing the \"curated application store approach.\"", "targets": "What company is Rob Pardo associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-660b6b4320cc40e1a398d02789b19be2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several notable video game developers criticized Microsoft for making its Windows Store a closed platform subject to its own regulations, as it conflicted with their view of the PC as an open platform. Markus \"Notch\" Persson (creator of the indie game Minecraft), Gabe Newell (co-founder of Valve Corporation and developer of software distribution platform Steam), and Rob Pardo from Activision Blizzard voiced concern about the closed nature of the Windows Store. However, Tom Warren of The Verge stated that Microsoft's addition of the Store was simply responding to the success of both Apple and Google in pursuing the \"curated application store approach.\"", "targets": "What was the main reasoning behind the creation of the Windows Store?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed610ae130684ad9a0206a9c60a24713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early recordings were made entirely acoustically, the sound being collected by a horn and piped to a diaphragm, which vibrated the cutting stylus. Sensitivity and frequency range were poor, and frequency response was very irregular, giving acoustic recordings an instantly recognizable tonal quality. A singer practically had to put his or her face in the recording horn. Lower-pitched orchestral instruments such as cellos and double basses were often doubled (or replaced) by louder wind instruments, such as tubas. Standard violins in orchestral ensembles were commonly replaced by Stroh violins, which became popular with recording studios.", "targets": "What were two drawback of early recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed610ae130684ad9a0206a9c60a24713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early recordings were made entirely acoustically, the sound being collected by a horn and piped to a diaphragm, which vibrated the cutting stylus. Sensitivity and frequency range were poor, and frequency response was very irregular, giving acoustic recordings an instantly recognizable tonal quality. A singer practically had to put his or her face in the recording horn. Lower-pitched orchestral instruments such as cellos and double basses were often doubled (or replaced) by louder wind instruments, such as tubas. Standard violins in orchestral ensembles were commonly replaced by Stroh violins, which became popular with recording studios.", "targets": "How would one make to early recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed610ae130684ad9a0206a9c60a24713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early recordings were made entirely acoustically, the sound being collected by a horn and piped to a diaphragm, which vibrated the cutting stylus. Sensitivity and frequency range were poor, and frequency response was very irregular, giving acoustic recordings an instantly recognizable tonal quality. A singer practically had to put his or her face in the recording horn. Lower-pitched orchestral instruments such as cellos and double basses were often doubled (or replaced) by louder wind instruments, such as tubas. Standard violins in orchestral ensembles were commonly replaced by Stroh violins, which became popular with recording studios.", "targets": "What types of violins worked best with early recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed610ae130684ad9a0206a9c60a24713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early recordings were made entirely acoustically, the sound being collected by a horn and piped to a diaphragm, which vibrated the cutting stylus. Sensitivity and frequency range were poor, and frequency response was very irregular, giving acoustic recordings an instantly recognizable tonal quality. A singer practically had to put his or her face in the recording horn. Lower-pitched orchestral instruments such as cellos and double basses were often doubled (or replaced) by louder wind instruments, such as tubas. Standard violins in orchestral ensembles were commonly replaced by Stroh violins, which became popular with recording studios.", "targets": "What instruments did not record well?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed610ae130684ad9a0206a9c60a24713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early recordings were made entirely acoustically, the sound being collected by a horn and piped to a diaphragm, which vibrated the cutting stylus. Sensitivity and frequency range were poor, and frequency response was very irregular, giving acoustic recordings an instantly recognizable tonal quality. A singer practically had to put his or her face in the recording horn. Lower-pitched orchestral instruments such as cellos and double basses were often doubled (or replaced) by louder wind instruments, such as tubas. Standard violins in orchestral ensembles were commonly replaced by Stroh violins, which became popular with recording studios.", "targets": "How was the frequency response in early recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "What was the name of the inventor who built a solar engine in 1897?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "In what year was the Sun Power Company formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "Shuman patented his solar engine system in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "Who is Frank Shuman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "In what year did solar engine build his solar engine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "What was the solar engine used to power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "In what year was the Sun Power Company established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d892e5e7f47472c9d54380470bbf3d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1897, Frank Shuman, a U.S. inventor, engineer and solar energy pioneer built a small demonstration solar engine that worked by reflecting solar energy onto square boxes filled with ether, which has a lower boiling point than water, and were fitted internally with black pipes which in turn powered a steam engine. In 1908 Shuman formed the Sun Power Company with the intent of building larger solar power plants. He, along with his technical advisor A.S.E. Ackermann and British physicist Sir Charles Vernon Boys, developed an improved system using mirrors to reflect solar energy upon collector boxes, increasing heating capacity to the extent that water could now be used instead of ether. Shuman then constructed a full-scale steam engine powered by low-pressure water, enabling him to patent the entire solar engine system by 1912.", "targets": "In what year did Frank Shuman patent his solar engine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2096718d723f408398aef7adb94431dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of political corruption, a bribe may involve a payment given to a government official in exchange of his use of official powers. Bribery requires two participants: one to give the bribe, and one to take it. Either may initiate the corrupt offering; for example, a customs official may demand bribes to let through allowed (or disallowed) goods, or a smuggler might offer bribes to gain passage. In some countries the culture of corruption extends to every aspect of public life, making it extremely difficult for individuals to operate without resorting to bribes. Bribes may be demanded in order for an official to do something he is already paid to do. They may also be demanded in order to bypass laws and regulations. In addition to their role in private financial gain, bribes are also used to intentionally and maliciously cause harm to another (i.e. no financial incentive).[citation needed] In some developing nations, up to half of the population has paid bribes during the past 12 months.", "targets": "What do you call paying government officials to use their position in their office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2096718d723f408398aef7adb94431dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of political corruption, a bribe may involve a payment given to a government official in exchange of his use of official powers. Bribery requires two participants: one to give the bribe, and one to take it. Either may initiate the corrupt offering; for example, a customs official may demand bribes to let through allowed (or disallowed) goods, or a smuggler might offer bribes to gain passage. In some countries the culture of corruption extends to every aspect of public life, making it extremely difficult for individuals to operate without resorting to bribes. Bribes may be demanded in order for an official to do something he is already paid to do. They may also be demanded in order to bypass laws and regulations. In addition to their role in private financial gain, bribes are also used to intentionally and maliciously cause harm to another (i.e. no financial incentive).[citation needed] In some developing nations, up to half of the population has paid bribes during the past 12 months.", "targets": "What is the minimum amount of people that can be involved in a bribe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2096718d723f408398aef7adb94431dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of political corruption, a bribe may involve a payment given to a government official in exchange of his use of official powers. Bribery requires two participants: one to give the bribe, and one to take it. Either may initiate the corrupt offering; for example, a customs official may demand bribes to let through allowed (or disallowed) goods, or a smuggler might offer bribes to gain passage. In some countries the culture of corruption extends to every aspect of public life, making it extremely difficult for individuals to operate without resorting to bribes. Bribes may be demanded in order for an official to do something he is already paid to do. They may also be demanded in order to bypass laws and regulations. In addition to their role in private financial gain, bribes are also used to intentionally and maliciously cause harm to another (i.e. no financial incentive).[citation needed] In some developing nations, up to half of the population has paid bribes during the past 12 months.", "targets": "What is it called when corruption is part of all public life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2096718d723f408398aef7adb94431dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of political corruption, a bribe may involve a payment given to a government official in exchange of his use of official powers. Bribery requires two participants: one to give the bribe, and one to take it. Either may initiate the corrupt offering; for example, a customs official may demand bribes to let through allowed (or disallowed) goods, or a smuggler might offer bribes to gain passage. In some countries the culture of corruption extends to every aspect of public life, making it extremely difficult for individuals to operate without resorting to bribes. Bribes may be demanded in order for an official to do something he is already paid to do. They may also be demanded in order to bypass laws and regulations. In addition to their role in private financial gain, bribes are also used to intentionally and maliciously cause harm to another (i.e. no financial incentive).[citation needed] In some developing nations, up to half of the population has paid bribes during the past 12 months.", "targets": "Beyond getting money, bribes are also used to cause what to others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48f8c181ac5438da646972ac718f721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This change is interesting from a sociolinguistic point of view because it has apparently happened relatively recently, in the 1970s, and was pioneered by older well-educated women from the upper middle classes. The lowering of the diphthongs has long been current in many Dutch dialects, and is comparable to the English Great Vowel Shift, and the diphthongisation of long high vowels in Modern High German, which centuries earlier reached the state now found in Polder Dutch. Stroop theorizes that the lowering of open-mid to open diphthongs is a phonetically \"natural\" and inevitable development and that Dutch, after having diphthongised the long high vowels like German and English, \"should\" have lowered the diphthongs like German and English as well.", "targets": "What linguistic event in English could we parallel with the Dutch lowering of diphthongs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48f8c181ac5438da646972ac718f721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This change is interesting from a sociolinguistic point of view because it has apparently happened relatively recently, in the 1970s, and was pioneered by older well-educated women from the upper middle classes. The lowering of the diphthongs has long been current in many Dutch dialects, and is comparable to the English Great Vowel Shift, and the diphthongisation of long high vowels in Modern High German, which centuries earlier reached the state now found in Polder Dutch. Stroop theorizes that the lowering of open-mid to open diphthongs is a phonetically \"natural\" and inevitable development and that Dutch, after having diphthongised the long high vowels like German and English, \"should\" have lowered the diphthongs like German and English as well.", "targets": "In what decade did the Dutch diphthong lowering occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48f8c181ac5438da646972ac718f721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This change is interesting from a sociolinguistic point of view because it has apparently happened relatively recently, in the 1970s, and was pioneered by older well-educated women from the upper middle classes. The lowering of the diphthongs has long been current in many Dutch dialects, and is comparable to the English Great Vowel Shift, and the diphthongisation of long high vowels in Modern High German, which centuries earlier reached the state now found in Polder Dutch. Stroop theorizes that the lowering of open-mid to open diphthongs is a phonetically \"natural\" and inevitable development and that Dutch, after having diphthongised the long high vowels like German and English, \"should\" have lowered the diphthongs like German and English as well.", "targets": "The lowering of diphthongs is intriguing partly because it's associated with what single gender?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48f8c181ac5438da646972ac718f721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This change is interesting from a sociolinguistic point of view because it has apparently happened relatively recently, in the 1970s, and was pioneered by older well-educated women from the upper middle classes. The lowering of the diphthongs has long been current in many Dutch dialects, and is comparable to the English Great Vowel Shift, and the diphthongisation of long high vowels in Modern High German, which centuries earlier reached the state now found in Polder Dutch. Stroop theorizes that the lowering of open-mid to open diphthongs is a phonetically \"natural\" and inevitable development and that Dutch, after having diphthongised the long high vowels like German and English, \"should\" have lowered the diphthongs like German and English as well.", "targets": "What researcher posited that the lowering of diphthongs is \"natural\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48f8c181ac5438da646972ac718f721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This change is interesting from a sociolinguistic point of view because it has apparently happened relatively recently, in the 1970s, and was pioneered by older well-educated women from the upper middle classes. The lowering of the diphthongs has long been current in many Dutch dialects, and is comparable to the English Great Vowel Shift, and the diphthongisation of long high vowels in Modern High German, which centuries earlier reached the state now found in Polder Dutch. Stroop theorizes that the lowering of open-mid to open diphthongs is a phonetically \"natural\" and inevitable development and that Dutch, after having diphthongised the long high vowels like German and English, \"should\" have lowered the diphthongs like German and English as well.", "targets": "Which language, in addition to German, did Stroop use to compare Dutch with when stating that the diphthongs \"should\" have lowered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa476f8ad2dc434dbbeede358398cf0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle's explanation of how this was possible was not strictly empiricist in a modern sense, but rather based on his theory of potentiality and actuality, and experience of sense perceptions still requires the help of the active nous. These notions contrasted with Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on Earth (see Plato's Phaedo and Apology, as well as others). Aristotle was considered to give a more important position to sense perception than Plato, and commentators in the Middle Ages summarized one of his positions as \"nihil in intellectu nisi prius fuerit in sensu\" (Latin for \"nothing in the intellect without first being in the senses\").", "targets": "What theory was Aristotle's explanation based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa476f8ad2dc434dbbeede358398cf0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle's explanation of how this was possible was not strictly empiricist in a modern sense, but rather based on his theory of potentiality and actuality, and experience of sense perceptions still requires the help of the active nous. These notions contrasted with Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on Earth (see Plato's Phaedo and Apology, as well as others). Aristotle was considered to give a more important position to sense perception than Plato, and commentators in the Middle Ages summarized one of his positions as \"nihil in intellectu nisi prius fuerit in sensu\" (Latin for \"nothing in the intellect without first being in the senses\").", "targets": "How did Plato's Phaedo and Apology think of the mind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa476f8ad2dc434dbbeede358398cf0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle's explanation of how this was possible was not strictly empiricist in a modern sense, but rather based on his theory of potentiality and actuality, and experience of sense perceptions still requires the help of the active nous. These notions contrasted with Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on Earth (see Plato's Phaedo and Apology, as well as others). Aristotle was considered to give a more important position to sense perception than Plato, and commentators in the Middle Ages summarized one of his positions as \"nihil in intellectu nisi prius fuerit in sensu\" (Latin for \"nothing in the intellect without first being in the senses\").", "targets": "Who thought the senses were more important, Aristotle or Plato?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa476f8ad2dc434dbbeede358398cf0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle's explanation of how this was possible was not strictly empiricist in a modern sense, but rather based on his theory of potentiality and actuality, and experience of sense perceptions still requires the help of the active nous. These notions contrasted with Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on Earth (see Plato's Phaedo and Apology, as well as others). Aristotle was considered to give a more important position to sense perception than Plato, and commentators in the Middle Ages summarized one of his positions as \"nihil in intellectu nisi prius fuerit in sensu\" (Latin for \"nothing in the intellect without first being in the senses\").", "targets": "Who thought the senses were less important, Aristotle or Plato?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa476f8ad2dc434dbbeede358398cf0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Aristotle's explanation of how this was possible was not strictly empiricist in a modern sense, but rather based on his theory of potentiality and actuality, and experience of sense perceptions still requires the help of the active nous. These notions contrasted with Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on Earth (see Plato's Phaedo and Apology, as well as others). Aristotle was considered to give a more important position to sense perception than Plato, and commentators in the Middle Ages summarized one of his positions as \"nihil in intellectu nisi prius fuerit in sensu\" (Latin for \"nothing in the intellect without first being in the senses\").", "targets": "What does \"nihil in intellectu nisi prius fuerit in sensu\" mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4655f008fce6415785353a646bab6b94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cloth or fiber material used, resin material, and the cloth to resin ratio determine the laminate's type designation (FR-4, CEM-1, G-10, etc.) and therefore the characteristics of the laminate produced. Important characteristics are the level to which the laminate is fire retardant, the dielectric constant (er), the loss factor (t\u03b4), the tensile strength, the shear strength, the glass transition temperature (Tg), and the Z-axis expansion coefficient (how much the thickness changes with temperature).", "targets": "What element of a laminate is designated by the cloth to resin ratio, among other things?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4655f008fce6415785353a646bab6b94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cloth or fiber material used, resin material, and the cloth to resin ratio determine the laminate's type designation (FR-4, CEM-1, G-10, etc.) and therefore the characteristics of the laminate produced. Important characteristics are the level to which the laminate is fire retardant, the dielectric constant (er), the loss factor (t\u03b4), the tensile strength, the shear strength, the glass transition temperature (Tg), and the Z-axis expansion coefficient (how much the thickness changes with temperature).", "targets": "What's the name for the measurement of a laminate's change in thickness as its temperature changes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4655f008fce6415785353a646bab6b94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cloth or fiber material used, resin material, and the cloth to resin ratio determine the laminate's type designation (FR-4, CEM-1, G-10, etc.) and therefore the characteristics of the laminate produced. Important characteristics are the level to which the laminate is fire retardant, the dielectric constant (er), the loss factor (t\u03b4), the tensile strength, the shear strength, the glass transition temperature (Tg), and the Z-axis expansion coefficient (how much the thickness changes with temperature).", "targets": "What's the abbreviation for the glass transition temperature of a laminate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a0758c5244f4348849b672345886244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Murdoch found he had such a rapport with Larry Lamb over lunch that other potential recruits as editor were not interviewed and Lamb was appointed as the first editor of the new Sun. He was scathing in his opinion of the Mirror, where he had recently been employed as a senior sub-editor, and shared Murdoch's view that a paper's quality was best measured by its sales, and he regarded the Mirror as overstaffed, and primarily aimed at an ageing readership. Lamb hastily recruited a staff of about 125 reporters, who were mostly selected for their availability rather than their ability.", "targets": "What position did Larry Lamb take with the Sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a0758c5244f4348849b672345886244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Murdoch found he had such a rapport with Larry Lamb over lunch that other potential recruits as editor were not interviewed and Lamb was appointed as the first editor of the new Sun. He was scathing in his opinion of the Mirror, where he had recently been employed as a senior sub-editor, and shared Murdoch's view that a paper's quality was best measured by its sales, and he regarded the Mirror as overstaffed, and primarily aimed at an ageing readership. Lamb hastily recruited a staff of about 125 reporters, who were mostly selected for their availability rather than their ability.", "targets": "What type of view did Lamb have of the Mirror?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a0758c5244f4348849b672345886244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Murdoch found he had such a rapport with Larry Lamb over lunch that other potential recruits as editor were not interviewed and Lamb was appointed as the first editor of the new Sun. He was scathing in his opinion of the Mirror, where he had recently been employed as a senior sub-editor, and shared Murdoch's view that a paper's quality was best measured by its sales, and he regarded the Mirror as overstaffed, and primarily aimed at an ageing readership. Lamb hastily recruited a staff of about 125 reporters, who were mostly selected for their availability rather than their ability.", "targets": "What did Lamb and Murdoch believe to be the best indicator of newspaper quality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a0758c5244f4348849b672345886244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Murdoch found he had such a rapport with Larry Lamb over lunch that other potential recruits as editor were not interviewed and Lamb was appointed as the first editor of the new Sun. He was scathing in his opinion of the Mirror, where he had recently been employed as a senior sub-editor, and shared Murdoch's view that a paper's quality was best measured by its sales, and he regarded the Mirror as overstaffed, and primarily aimed at an ageing readership. Lamb hastily recruited a staff of about 125 reporters, who were mostly selected for their availability rather than their ability.", "targets": "What position did Lamb formerly hold at the Mirror?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a0758c5244f4348849b672345886244", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Murdoch found he had such a rapport with Larry Lamb over lunch that other potential recruits as editor were not interviewed and Lamb was appointed as the first editor of the new Sun. He was scathing in his opinion of the Mirror, where he had recently been employed as a senior sub-editor, and shared Murdoch's view that a paper's quality was best measured by its sales, and he regarded the Mirror as overstaffed, and primarily aimed at an ageing readership. Lamb hastily recruited a staff of about 125 reporters, who were mostly selected for their availability rather than their ability.", "targets": "How many reporters did Lamb hire for the Mirror's initial staff?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6350de97eb404755b4f401189ad534b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1960, non-Hispanic whites represented 80% of Miami-Dade county's population. In 1970, the Census Bureau reported Miami's population as 45.3% Hispanic, 32.9% non-Hispanic White, and 22.7% Black. Miami's explosive population growth has been driven by internal migration from other parts of the country, primarily up until the 1980s, as well as by immigration, primarily from the 1960s to the 1990s. Today, immigration to Miami has slowed significantly and Miami's growth today is attributed greatly to its fast urbanization and high-rise construction, which has increased its inner city neighborhood population densities, such as in Downtown, Brickell, and Edgewater, where one area in Downtown alone saw a 2,069% increase in population in the 2010 Census. Miami is regarded as more of a multicultural mosaic, than it is a melting pot, with residents still maintaining much of, or some of their cultural traits. The overall culture of Miami is heavily influenced by its large population of Hispanics and blacks mainly from the Caribbean islands.", "targets": "What percentage of Miami-Dade's population was non-Hispanic white in 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6350de97eb404755b4f401189ad534b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1960, non-Hispanic whites represented 80% of Miami-Dade county's population. In 1970, the Census Bureau reported Miami's population as 45.3% Hispanic, 32.9% non-Hispanic White, and 22.7% Black. Miami's explosive population growth has been driven by internal migration from other parts of the country, primarily up until the 1980s, as well as by immigration, primarily from the 1960s to the 1990s. Today, immigration to Miami has slowed significantly and Miami's growth today is attributed greatly to its fast urbanization and high-rise construction, which has increased its inner city neighborhood population densities, such as in Downtown, Brickell, and Edgewater, where one area in Downtown alone saw a 2,069% increase in population in the 2010 Census. Miami is regarded as more of a multicultural mosaic, than it is a melting pot, with residents still maintaining much of, or some of their cultural traits. The overall culture of Miami is heavily influenced by its large population of Hispanics and blacks mainly from the Caribbean islands.", "targets": "What percentage of the Miami population in 1970 was black?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6350de97eb404755b4f401189ad534b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1960, non-Hispanic whites represented 80% of Miami-Dade county's population. In 1970, the Census Bureau reported Miami's population as 45.3% Hispanic, 32.9% non-Hispanic White, and 22.7% Black. Miami's explosive population growth has been driven by internal migration from other parts of the country, primarily up until the 1980s, as well as by immigration, primarily from the 1960s to the 1990s. Today, immigration to Miami has slowed significantly and Miami's growth today is attributed greatly to its fast urbanization and high-rise construction, which has increased its inner city neighborhood population densities, such as in Downtown, Brickell, and Edgewater, where one area in Downtown alone saw a 2,069% increase in population in the 2010 Census. Miami is regarded as more of a multicultural mosaic, than it is a melting pot, with residents still maintaining much of, or some of their cultural traits. The overall culture of Miami is heavily influenced by its large population of Hispanics and blacks mainly from the Caribbean islands.", "targets": "What was the largest ethnic group in 1970 Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6350de97eb404755b4f401189ad534b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1960, non-Hispanic whites represented 80% of Miami-Dade county's population. In 1970, the Census Bureau reported Miami's population as 45.3% Hispanic, 32.9% non-Hispanic White, and 22.7% Black. Miami's explosive population growth has been driven by internal migration from other parts of the country, primarily up until the 1980s, as well as by immigration, primarily from the 1960s to the 1990s. Today, immigration to Miami has slowed significantly and Miami's growth today is attributed greatly to its fast urbanization and high-rise construction, which has increased its inner city neighborhood population densities, such as in Downtown, Brickell, and Edgewater, where one area in Downtown alone saw a 2,069% increase in population in the 2010 Census. Miami is regarded as more of a multicultural mosaic, than it is a melting pot, with residents still maintaining much of, or some of their cultural traits. The overall culture of Miami is heavily influenced by its large population of Hispanics and blacks mainly from the Caribbean islands.", "targets": "Along with Downtown and Edgewater, what area of Miami has notably seen increasing population densities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6350de97eb404755b4f401189ad534b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1960, non-Hispanic whites represented 80% of Miami-Dade county's population. In 1970, the Census Bureau reported Miami's population as 45.3% Hispanic, 32.9% non-Hispanic White, and 22.7% Black. Miami's explosive population growth has been driven by internal migration from other parts of the country, primarily up until the 1980s, as well as by immigration, primarily from the 1960s to the 1990s. Today, immigration to Miami has slowed significantly and Miami's growth today is attributed greatly to its fast urbanization and high-rise construction, which has increased its inner city neighborhood population densities, such as in Downtown, Brickell, and Edgewater, where one area in Downtown alone saw a 2,069% increase in population in the 2010 Census. Miami is regarded as more of a multicultural mosaic, than it is a melting pot, with residents still maintaining much of, or some of their cultural traits. The overall culture of Miami is heavily influenced by its large population of Hispanics and blacks mainly from the Caribbean islands.", "targets": "Starting in what decade did immigration from outside the United States begin to have a significant influence on Miami's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2d999af70c4b3f84371a8007d026d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typologically, Estonian represents a transitional form from an agglutinating language to a fusional language. The canonical word order is SVO (subject\u2013verb\u2013object).", "targets": "What is the typological form of Estonian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2d999af70c4b3f84371a8007d026d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typologically, Estonian represents a transitional form from an agglutinating language to a fusional language. The canonical word order is SVO (subject\u2013verb\u2013object).", "targets": "What is Estonian typologically transitioning from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2d999af70c4b3f84371a8007d026d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typologically, Estonian represents a transitional form from an agglutinating language to a fusional language. The canonical word order is SVO (subject\u2013verb\u2013object).", "targets": "What sort of form is Estonian transitioning into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a2d999af70c4b3f84371a8007d026d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Typologically, Estonian represents a transitional form from an agglutinating language to a fusional language. The canonical word order is SVO (subject\u2013verb\u2013object).", "targets": "How are words ordered in Estonian canonically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f109ad0dfe23430e8e511eba3f7dd79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his defeat in the civil war, Gaddafi's system of governance was dismantled and replaced under the interim government of the NTC, who legalised trade unions and freedom of the press. In July 2012, elections were held to form a new General National Congress (GNC), who officially took over governance from the NTC in August. The GNC proceeded to elect Mohammed Magariaf as president of the chamber, and then voted Mustafa A.G. Abushagur as Prime Minister; when Abushagar failed to gain congressional approval, the GNC instead elected Ali Zeidan to the position. In January 2013, the GNC officially renamed the Jamahiriyah as the \"State of Libya\".", "targets": "Who was elected president of the GNC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f109ad0dfe23430e8e511eba3f7dd79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his defeat in the civil war, Gaddafi's system of governance was dismantled and replaced under the interim government of the NTC, who legalised trade unions and freedom of the press. In July 2012, elections were held to form a new General National Congress (GNC), who officially took over governance from the NTC in August. The GNC proceeded to elect Mohammed Magariaf as president of the chamber, and then voted Mustafa A.G. Abushagur as Prime Minister; when Abushagar failed to gain congressional approval, the GNC instead elected Ali Zeidan to the position. In January 2013, the GNC officially renamed the Jamahiriyah as the \"State of Libya\".", "targets": "Who was initially named prime minister by the GNC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f109ad0dfe23430e8e511eba3f7dd79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his defeat in the civil war, Gaddafi's system of governance was dismantled and replaced under the interim government of the NTC, who legalised trade unions and freedom of the press. In July 2012, elections were held to form a new General National Congress (GNC), who officially took over governance from the NTC in August. The GNC proceeded to elect Mohammed Magariaf as president of the chamber, and then voted Mustafa A.G. Abushagur as Prime Minister; when Abushagar failed to gain congressional approval, the GNC instead elected Ali Zeidan to the position. In January 2013, the GNC officially renamed the Jamahiriyah as the \"State of Libya\".", "targets": "Why did Mustafa A.G. Abushagur not become prime minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f109ad0dfe23430e8e511eba3f7dd79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his defeat in the civil war, Gaddafi's system of governance was dismantled and replaced under the interim government of the NTC, who legalised trade unions and freedom of the press. In July 2012, elections were held to form a new General National Congress (GNC), who officially took over governance from the NTC in August. The GNC proceeded to elect Mohammed Magariaf as president of the chamber, and then voted Mustafa A.G. Abushagur as Prime Minister; when Abushagar failed to gain congressional approval, the GNC instead elected Ali Zeidan to the position. In January 2013, the GNC officially renamed the Jamahiriyah as the \"State of Libya\".", "targets": "Who did the GNC eventually make prime minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f109ad0dfe23430e8e511eba3f7dd79e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following his defeat in the civil war, Gaddafi's system of governance was dismantled and replaced under the interim government of the NTC, who legalised trade unions and freedom of the press. In July 2012, elections were held to form a new General National Congress (GNC), who officially took over governance from the NTC in August. The GNC proceeded to elect Mohammed Magariaf as president of the chamber, and then voted Mustafa A.G. Abushagur as Prime Minister; when Abushagar failed to gain congressional approval, the GNC instead elected Ali Zeidan to the position. In January 2013, the GNC officially renamed the Jamahiriyah as the \"State of Libya\".", "targets": "What official name did the GNC give to Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95e7a6c5cbe74d69b806d250e7d3e20b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sequence of operations that the control unit goes through to process an instruction is in itself like a short computer program, and indeed, in some more complex CPU designs, there is another yet smaller computer called a microsequencer, which runs a microcode program that causes all of these events to happen.", "targets": "In some CPU designs there is tinier computer called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95e7a6c5cbe74d69b806d250e7d3e20b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sequence of operations that the control unit goes through to process an instruction is in itself like a short computer program, and indeed, in some more complex CPU designs, there is another yet smaller computer called a microsequencer, which runs a microcode program that causes all of these events to happen.", "targets": "A microsequencer can be found in what other computer component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f672a7cecca4d3e874bd4a482e9b677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Dutch generally refers to the language as a whole, Belgian varieties are sometimes collectively referred to as Flemish. In both Belgium and the Netherlands, the native official name for Dutch is Nederlands, and its dialects have their own names, e.g. Hollands \"Hollandish\", West-Vlaams \"Western Flemish\", Brabants \"Brabantian\". The use of the word Vlaams (\"Flemish\") to describe Standard Dutch for the variations prevalent in Flanders and used there, however, is common in the Netherlands and Belgium.", "targets": "What are variations on Dutch used in Belgium sometimes called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f672a7cecca4d3e874bd4a482e9b677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Dutch generally refers to the language as a whole, Belgian varieties are sometimes collectively referred to as Flemish. In both Belgium and the Netherlands, the native official name for Dutch is Nederlands, and its dialects have their own names, e.g. Hollands \"Hollandish\", West-Vlaams \"Western Flemish\", Brabants \"Brabantian\". The use of the word Vlaams (\"Flemish\") to describe Standard Dutch for the variations prevalent in Flanders and used there, however, is common in the Netherlands and Belgium.", "targets": "What is the Dutch language officially called in the Netherlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f672a7cecca4d3e874bd4a482e9b677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Dutch generally refers to the language as a whole, Belgian varieties are sometimes collectively referred to as Flemish. In both Belgium and the Netherlands, the native official name for Dutch is Nederlands, and its dialects have their own names, e.g. Hollands \"Hollandish\", West-Vlaams \"Western Flemish\", Brabants \"Brabantian\". The use of the word Vlaams (\"Flemish\") to describe Standard Dutch for the variations prevalent in Flanders and used there, however, is common in the Netherlands and Belgium.", "targets": "What would someone in Belgium call the variation of Dutch spoken in Flanders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f672a7cecca4d3e874bd4a482e9b677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Dutch generally refers to the language as a whole, Belgian varieties are sometimes collectively referred to as Flemish. In both Belgium and the Netherlands, the native official name for Dutch is Nederlands, and its dialects have their own names, e.g. Hollands \"Hollandish\", West-Vlaams \"Western Flemish\", Brabants \"Brabantian\". The use of the word Vlaams (\"Flemish\") to describe Standard Dutch for the variations prevalent in Flanders and used there, however, is common in the Netherlands and Belgium.", "targets": "What is the Dutch name for the \"Hollandish\" dialect of the language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f672a7cecca4d3e874bd4a482e9b677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Dutch generally refers to the language as a whole, Belgian varieties are sometimes collectively referred to as Flemish. In both Belgium and the Netherlands, the native official name for Dutch is Nederlands, and its dialects have their own names, e.g. Hollands \"Hollandish\", West-Vlaams \"Western Flemish\", Brabants \"Brabantian\". The use of the word Vlaams (\"Flemish\") to describe Standard Dutch for the variations prevalent in Flanders and used there, however, is common in the Netherlands and Belgium.", "targets": "If \"Vlaams\" is \"Flemish,\" what would English speakers call \"West-Vlaams\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff032503a564ad49f0dd5922bf6c586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English (\u00c6nglisc, Anglisc, Englisc) or Anglo-Saxon is the earliest historical form of the English language, spoken in England and southern and eastern Scotland in the early Middle Ages. It was brought to Great Britain by Anglo-Saxon settlers probably in the mid 5th century, and the first Old English literary works date from the mid 7th century. After the Norman Conquest of 1066, English was replaced for a time as the language of the upper classes by Anglo-Norman, a relative of French, and Old English developed into the next historical form of English, known as Middle English.", "targets": "What is the name of the English language's earliest form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff032503a564ad49f0dd5922bf6c586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English (\u00c6nglisc, Anglisc, Englisc) or Anglo-Saxon is the earliest historical form of the English language, spoken in England and southern and eastern Scotland in the early Middle Ages. It was brought to Great Britain by Anglo-Saxon settlers probably in the mid 5th century, and the first Old English literary works date from the mid 7th century. After the Norman Conquest of 1066, English was replaced for a time as the language of the upper classes by Anglo-Norman, a relative of French, and Old English developed into the next historical form of English, known as Middle English.", "targets": "In what parts of Scotland was Old English spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff032503a564ad49f0dd5922bf6c586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English (\u00c6nglisc, Anglisc, Englisc) or Anglo-Saxon is the earliest historical form of the English language, spoken in England and southern and eastern Scotland in the early Middle Ages. It was brought to Great Britain by Anglo-Saxon settlers probably in the mid 5th century, and the first Old English literary works date from the mid 7th century. After the Norman Conquest of 1066, English was replaced for a time as the language of the upper classes by Anglo-Norman, a relative of French, and Old English developed into the next historical form of English, known as Middle English.", "targets": "in what historical period was Old English spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff032503a564ad49f0dd5922bf6c586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English (\u00c6nglisc, Anglisc, Englisc) or Anglo-Saxon is the earliest historical form of the English language, spoken in England and southern and eastern Scotland in the early Middle Ages. It was brought to Great Britain by Anglo-Saxon settlers probably in the mid 5th century, and the first Old English literary works date from the mid 7th century. After the Norman Conquest of 1066, English was replaced for a time as the language of the upper classes by Anglo-Norman, a relative of French, and Old English developed into the next historical form of English, known as Middle English.", "targets": "What people brought Old English to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ff032503a564ad49f0dd5922bf6c586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English (\u00c6nglisc, Anglisc, Englisc) or Anglo-Saxon is the earliest historical form of the English language, spoken in England and southern and eastern Scotland in the early Middle Ages. It was brought to Great Britain by Anglo-Saxon settlers probably in the mid 5th century, and the first Old English literary works date from the mid 7th century. After the Norman Conquest of 1066, English was replaced for a time as the language of the upper classes by Anglo-Norman, a relative of French, and Old English developed into the next historical form of English, known as Middle English.", "targets": "What language developed from Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fd60564d4e549f89f5bac5fe8c0a952", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For instance, to look up the character where the sound is not known, e.g., \u677e (pine tree), the user first determines which part of the character is the radical (here \u6728), then counts the number of strokes in the radical (four), and turns to the radical index (usually located on the inside front or back cover of the dictionary). Under the number \"4\" for radical stroke count, the user locates \u6728, then turns to the page number listed, which is the start of the listing of all the characters containing this radical. This page will have a sub-index giving remainder stroke numbers (for the non-radical portions of characters) and page numbers. The right half of the character also contains four strokes, so the user locates the number 4, and turns to the page number given. From there, the user must scan the entries to locate the character he or she is seeking. Some dictionaries have a sub-index which lists every character containing each radical, and if the user knows the number of strokes in the non-radical portion of the character, he or she can locate the correct page directly.", "targets": "What contains four strokes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fd60564d4e549f89f5bac5fe8c0a952", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For instance, to look up the character where the sound is not known, e.g., \u677e (pine tree), the user first determines which part of the character is the radical (here \u6728), then counts the number of strokes in the radical (four), and turns to the radical index (usually located on the inside front or back cover of the dictionary). Under the number \"4\" for radical stroke count, the user locates \u6728, then turns to the page number listed, which is the start of the listing of all the characters containing this radical. This page will have a sub-index giving remainder stroke numbers (for the non-radical portions of characters) and page numbers. The right half of the character also contains four strokes, so the user locates the number 4, and turns to the page number given. From there, the user must scan the entries to locate the character he or she is seeking. Some dictionaries have a sub-index which lists every character containing each radical, and if the user knows the number of strokes in the non-radical portion of the character, he or she can locate the correct page directly.", "targets": "What do some dictionaries have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fd60564d4e549f89f5bac5fe8c0a952", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For instance, to look up the character where the sound is not known, e.g., \u677e (pine tree), the user first determines which part of the character is the radical (here \u6728), then counts the number of strokes in the radical (four), and turns to the radical index (usually located on the inside front or back cover of the dictionary). Under the number \"4\" for radical stroke count, the user locates \u6728, then turns to the page number listed, which is the start of the listing of all the characters containing this radical. This page will have a sub-index giving remainder stroke numbers (for the non-radical portions of characters) and page numbers. The right half of the character also contains four strokes, so the user locates the number 4, and turns to the page number given. From there, the user must scan the entries to locate the character he or she is seeking. Some dictionaries have a sub-index which lists every character containing each radical, and if the user knows the number of strokes in the non-radical portion of the character, he or she can locate the correct page directly.", "targets": "What gives remaining stroke numbers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a265cbcf1ab437ab50bd7fd6644fa20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These scholars suggest, from their studies of economic and social data, that early 20th-century child labour in Europe and the United States ended in large part as a result of the economic development of the formal regulated economy, technology development and general prosperity. Child labour laws and ILO conventions came later. Edmonds suggests, even in contemporary times, the incidence of child labour in Vietnam has rapidly reduced following economic reforms and GDP growth. These scholars suggest economic engagement, emphasis on opening quality schools rather than more laws and expanding economically relevant skill development opportunities in the third world. International legal actions, such as trade sanctions increase child labour.", "targets": "What caused child labour to decrease in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a265cbcf1ab437ab50bd7fd6644fa20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These scholars suggest, from their studies of economic and social data, that early 20th-century child labour in Europe and the United States ended in large part as a result of the economic development of the formal regulated economy, technology development and general prosperity. Child labour laws and ILO conventions came later. Edmonds suggests, even in contemporary times, the incidence of child labour in Vietnam has rapidly reduced following economic reforms and GDP growth. These scholars suggest economic engagement, emphasis on opening quality schools rather than more laws and expanding economically relevant skill development opportunities in the third world. International legal actions, such as trade sanctions increase child labour.", "targets": "What caused child labour to decrease in Vietnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a265cbcf1ab437ab50bd7fd6644fa20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These scholars suggest, from their studies of economic and social data, that early 20th-century child labour in Europe and the United States ended in large part as a result of the economic development of the formal regulated economy, technology development and general prosperity. Child labour laws and ILO conventions came later. Edmonds suggests, even in contemporary times, the incidence of child labour in Vietnam has rapidly reduced following economic reforms and GDP growth. These scholars suggest economic engagement, emphasis on opening quality schools rather than more laws and expanding economically relevant skill development opportunities in the third world. International legal actions, such as trade sanctions increase child labour.", "targets": "What do these scholars suggest with regards to child labour reductions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a265cbcf1ab437ab50bd7fd6644fa20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These scholars suggest, from their studies of economic and social data, that early 20th-century child labour in Europe and the United States ended in large part as a result of the economic development of the formal regulated economy, technology development and general prosperity. Child labour laws and ILO conventions came later. Edmonds suggests, even in contemporary times, the incidence of child labour in Vietnam has rapidly reduced following economic reforms and GDP growth. These scholars suggest economic engagement, emphasis on opening quality schools rather than more laws and expanding economically relevant skill development opportunities in the third world. International legal actions, such as trade sanctions increase child labour.", "targets": "What do international actions do according to these scholars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f83ebdac25c42e7b0cbb18a72343aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Al-Azhar University, founded in Cairo, Egypt in 975 by the Isma\u02bb\u012bl\u012b Sh\u012b\u02bb\u012b Fatimid dynasty as a j\u0101mi\u02bbah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after \"an oral examination to determine the originality of the candidate's theses\", and to test the student's \"ability to defend them against all objections, in disputations set up for the purpose.\" \u2018Abd al-La\u1e6d\u012bf al-Baghd\u0101d\u012b also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early j\u0101mi\u02bbah was the Ni\u1e93\u0101m\u012byah of Baghd\u0101d (founded 1091), which has been called the \"largest university of the Medieval world.\" Mustansiriya University, established by the \u02bbAbb\u0101sid caliph al-Mustan\u1e63ir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.", "targets": "When was Al-Azhar University founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f83ebdac25c42e7b0cbb18a72343aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Al-Azhar University, founded in Cairo, Egypt in 975 by the Isma\u02bb\u012bl\u012b Sh\u012b\u02bb\u012b Fatimid dynasty as a j\u0101mi\u02bbah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after \"an oral examination to determine the originality of the candidate's theses\", and to test the student's \"ability to defend them against all objections, in disputations set up for the purpose.\" \u2018Abd al-La\u1e6d\u012bf al-Baghd\u0101d\u012b also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early j\u0101mi\u02bbah was the Ni\u1e93\u0101m\u012byah of Baghd\u0101d (founded 1091), which has been called the \"largest university of the Medieval world.\" Mustansiriya University, established by the \u02bbAbb\u0101sid caliph al-Mustan\u1e63ir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.", "targets": "Where is Al-Azhar University located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f83ebdac25c42e7b0cbb18a72343aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Al-Azhar University, founded in Cairo, Egypt in 975 by the Isma\u02bb\u012bl\u012b Sh\u012b\u02bb\u012b Fatimid dynasty as a j\u0101mi\u02bbah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after \"an oral examination to determine the originality of the candidate's theses\", and to test the student's \"ability to defend them against all objections, in disputations set up for the purpose.\" \u2018Abd al-La\u1e6d\u012bf al-Baghd\u0101d\u012b also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early j\u0101mi\u02bbah was the Ni\u1e93\u0101m\u012byah of Baghd\u0101d (founded 1091), which has been called the \"largest university of the Medieval world.\" Mustansiriya University, established by the \u02bbAbb\u0101sid caliph al-Mustan\u1e63ir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.", "targets": "What was required to earn a law degree at Al-Azhar University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f83ebdac25c42e7b0cbb18a72343aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Al-Azhar University, founded in Cairo, Egypt in 975 by the Isma\u02bb\u012bl\u012b Sh\u012b\u02bb\u012b Fatimid dynasty as a j\u0101mi\u02bbah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after \"an oral examination to determine the originality of the candidate's theses\", and to test the student's \"ability to defend them against all objections, in disputations set up for the purpose.\" \u2018Abd al-La\u1e6d\u012bf al-Baghd\u0101d\u012b also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early j\u0101mi\u02bbah was the Ni\u1e93\u0101m\u012byah of Baghd\u0101d (founded 1091), which has been called the \"largest university of the Medieval world.\" Mustansiriya University, established by the \u02bbAbb\u0101sid caliph al-Mustan\u1e63ir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.", "targets": "Who was an astronomy professor at Al-Azhar University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f83ebdac25c42e7b0cbb18a72343aec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Al-Azhar University, founded in Cairo, Egypt in 975 by the Isma\u02bb\u012bl\u012b Sh\u012b\u02bb\u012b Fatimid dynasty as a j\u0101mi\u02bbah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after \"an oral examination to determine the originality of the candidate's theses\", and to test the student's \"ability to defend them against all objections, in disputations set up for the purpose.\" \u2018Abd al-La\u1e6d\u012bf al-Baghd\u0101d\u012b also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early j\u0101mi\u02bbah was the Ni\u1e93\u0101m\u012byah of Baghd\u0101d (founded 1091), which has been called the \"largest university of the Medieval world.\" Mustansiriya University, established by the \u02bbAbb\u0101sid caliph al-Mustan\u1e63ir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.", "targets": "What is Nizamiyah of Baghdad most known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db623266e20546799f4049ec8174e484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Paul VI left the Vatican to go to the papal summer residence, Castel Gandolfo, on 14 July 1978, visiting on the way the tomb of Cardinal Giuseppe Pizzardo, who had introduced him to the Vatican half a century earlier. Although he was sick, he agreed to see the new Italian President Sandro Pertini for over two hours. In the evening he watched a Western on TV, happy only when he saw \"horses, the most beautiful animals that God had created.\" He had breathing problems and needed oxygen. On Sunday, at the Feast of the Transfiguration, he was tired, but wanted to say the Angelus. He was neither able nor permitted to do so and instead stayed in bed, his temperature rising.", "targets": "Where was Paul VI headed to on July 14, 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db623266e20546799f4049ec8174e484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Paul VI left the Vatican to go to the papal summer residence, Castel Gandolfo, on 14 July 1978, visiting on the way the tomb of Cardinal Giuseppe Pizzardo, who had introduced him to the Vatican half a century earlier. Although he was sick, he agreed to see the new Italian President Sandro Pertini for over two hours. In the evening he watched a Western on TV, happy only when he saw \"horses, the most beautiful animals that God had created.\" He had breathing problems and needed oxygen. On Sunday, at the Feast of the Transfiguration, he was tired, but wanted to say the Angelus. He was neither able nor permitted to do so and instead stayed in bed, his temperature rising.", "targets": "What was considered to be the papal summer residence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db623266e20546799f4049ec8174e484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Paul VI left the Vatican to go to the papal summer residence, Castel Gandolfo, on 14 July 1978, visiting on the way the tomb of Cardinal Giuseppe Pizzardo, who had introduced him to the Vatican half a century earlier. Although he was sick, he agreed to see the new Italian President Sandro Pertini for over two hours. In the evening he watched a Western on TV, happy only when he saw \"horses, the most beautiful animals that God had created.\" He had breathing problems and needed oxygen. On Sunday, at the Feast of the Transfiguration, he was tired, but wanted to say the Angelus. He was neither able nor permitted to do so and instead stayed in bed, his temperature rising.", "targets": "Who was the Italian Prime Minister in July of 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db623266e20546799f4049ec8174e484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Paul VI left the Vatican to go to the papal summer residence, Castel Gandolfo, on 14 July 1978, visiting on the way the tomb of Cardinal Giuseppe Pizzardo, who had introduced him to the Vatican half a century earlier. Although he was sick, he agreed to see the new Italian President Sandro Pertini for over two hours. In the evening he watched a Western on TV, happy only when he saw \"horses, the most beautiful animals that God had created.\" He had breathing problems and needed oxygen. On Sunday, at the Feast of the Transfiguration, he was tired, but wanted to say the Angelus. He was neither able nor permitted to do so and instead stayed in bed, his temperature rising.", "targets": "For how long did an ailing Paul VI meet with Sandro Pertini in 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db623266e20546799f4049ec8174e484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope Paul VI left the Vatican to go to the papal summer residence, Castel Gandolfo, on 14 July 1978, visiting on the way the tomb of Cardinal Giuseppe Pizzardo, who had introduced him to the Vatican half a century earlier. Although he was sick, he agreed to see the new Italian President Sandro Pertini for over two hours. In the evening he watched a Western on TV, happy only when he saw \"horses, the most beautiful animals that God had created.\" He had breathing problems and needed oxygen. On Sunday, at the Feast of the Transfiguration, he was tired, but wanted to say the Angelus. He was neither able nor permitted to do so and instead stayed in bed, his temperature rising.", "targets": "What animals did Paul VI consider to be \"the most beautiful animals God ever created\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a042d9d1224d288cc0b6d981bc22fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Standard Output Sensitivity (SOS) technique, also new in the 2006 version of the standard, effectively specifies that the average level in the sRGB image must be 18% gray plus or minus 1/3 stop when the exposure is controlled by an automatic exposure control system calibrated per ISO 2721 and set to the EI with no exposure compensation. Because the output level is measured in the sRGB output from the camera, it is only applicable to sRGB images\u2014typically JPEG\u2014and not to output files in raw image format. It is not applicable when multi-zone metering is used.", "targets": "What year was the Standard Output Sensitivity technique introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a042d9d1224d288cc0b6d981bc22fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Standard Output Sensitivity (SOS) technique, also new in the 2006 version of the standard, effectively specifies that the average level in the sRGB image must be 18% gray plus or minus 1/3 stop when the exposure is controlled by an automatic exposure control system calibrated per ISO 2721 and set to the EI with no exposure compensation. Because the output level is measured in the sRGB output from the camera, it is only applicable to sRGB images\u2014typically JPEG\u2014and not to output files in raw image format. It is not applicable when multi-zone metering is used.", "targets": "What does the Standard Output Sensitivity technique apply to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a042d9d1224d288cc0b6d981bc22fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Standard Output Sensitivity (SOS) technique, also new in the 2006 version of the standard, effectively specifies that the average level in the sRGB image must be 18% gray plus or minus 1/3 stop when the exposure is controlled by an automatic exposure control system calibrated per ISO 2721 and set to the EI with no exposure compensation. Because the output level is measured in the sRGB output from the camera, it is only applicable to sRGB images\u2014typically JPEG\u2014and not to output files in raw image format. It is not applicable when multi-zone metering is used.", "targets": "What is the output level measured in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a042d9d1224d288cc0b6d981bc22fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Standard Output Sensitivity (SOS) technique, also new in the 2006 version of the standard, effectively specifies that the average level in the sRGB image must be 18% gray plus or minus 1/3 stop when the exposure is controlled by an automatic exposure control system calibrated per ISO 2721 and set to the EI with no exposure compensation. Because the output level is measured in the sRGB output from the camera, it is only applicable to sRGB images\u2014typically JPEG\u2014and not to output files in raw image format. It is not applicable when multi-zone metering is used.", "targets": "With what type of metering can the Standard Output Sensitivity not be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01a042d9d1224d288cc0b6d981bc22fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Standard Output Sensitivity (SOS) technique, also new in the 2006 version of the standard, effectively specifies that the average level in the sRGB image must be 18% gray plus or minus 1/3 stop when the exposure is controlled by an automatic exposure control system calibrated per ISO 2721 and set to the EI with no exposure compensation. Because the output level is measured in the sRGB output from the camera, it is only applicable to sRGB images\u2014typically JPEG\u2014and not to output files in raw image format. It is not applicable when multi-zone metering is used.", "targets": "With what standard is the automatic exposure control system calibrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e648da5b6314e43ad0c74de1a5a9df1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is featured in the video games True Crime: Streets of LA (2003), Vampire: The Masquerade \u2013 Bloodlines (2004), Grand Theft Auto San Andreas (2004) as a fictional district - Santa Maria Beach, Destroy All Humans! (2004), Tony Hawk's American Wasteland (2005), L.A. Rush (2005), Midnight Club: Los Angeles (2008), Cars Race-O-Rama (2009), Grand Theft Auto V (2013) as a fictional district \u2013 Del Perro, Call of Duty: Ghosts (2013) as a fictional U.S. military base \u2013 Fort Santa Monica, The Crew (2014), Need for Speed (2015)", "targets": "What type of games is Santa Monica featured in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e648da5b6314e43ad0c74de1a5a9df1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is featured in the video games True Crime: Streets of LA (2003), Vampire: The Masquerade \u2013 Bloodlines (2004), Grand Theft Auto San Andreas (2004) as a fictional district - Santa Maria Beach, Destroy All Humans! (2004), Tony Hawk's American Wasteland (2005), L.A. Rush (2005), Midnight Club: Los Angeles (2008), Cars Race-O-Rama (2009), Grand Theft Auto V (2013) as a fictional district \u2013 Del Perro, Call of Duty: Ghosts (2013) as a fictional U.S. military base \u2013 Fort Santa Monica, The Crew (2014), Need for Speed (2015)", "targets": "In what year did Tony hawk's American Wasteland release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e648da5b6314e43ad0c74de1a5a9df1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is featured in the video games True Crime: Streets of LA (2003), Vampire: The Masquerade \u2013 Bloodlines (2004), Grand Theft Auto San Andreas (2004) as a fictional district - Santa Maria Beach, Destroy All Humans! (2004), Tony Hawk's American Wasteland (2005), L.A. Rush (2005), Midnight Club: Los Angeles (2008), Cars Race-O-Rama (2009), Grand Theft Auto V (2013) as a fictional district \u2013 Del Perro, Call of Duty: Ghosts (2013) as a fictional U.S. military base \u2013 Fort Santa Monica, The Crew (2014), Need for Speed (2015)", "targets": "What video game features Santa Monica in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e648da5b6314e43ad0c74de1a5a9df1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is featured in the video games True Crime: Streets of LA (2003), Vampire: The Masquerade \u2013 Bloodlines (2004), Grand Theft Auto San Andreas (2004) as a fictional district - Santa Maria Beach, Destroy All Humans! (2004), Tony Hawk's American Wasteland (2005), L.A. Rush (2005), Midnight Club: Los Angeles (2008), Cars Race-O-Rama (2009), Grand Theft Auto V (2013) as a fictional district \u2013 Del Perro, Call of Duty: Ghosts (2013) as a fictional U.S. military base \u2013 Fort Santa Monica, The Crew (2014), Need for Speed (2015)", "targets": "Grand theft Auto V was released in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e648da5b6314e43ad0c74de1a5a9df1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica is featured in the video games True Crime: Streets of LA (2003), Vampire: The Masquerade \u2013 Bloodlines (2004), Grand Theft Auto San Andreas (2004) as a fictional district - Santa Maria Beach, Destroy All Humans! (2004), Tony Hawk's American Wasteland (2005), L.A. Rush (2005), Midnight Club: Los Angeles (2008), Cars Race-O-Rama (2009), Grand Theft Auto V (2013) as a fictional district \u2013 Del Perro, Call of Duty: Ghosts (2013) as a fictional U.S. military base \u2013 Fort Santa Monica, The Crew (2014), Need for Speed (2015)", "targets": "What video game featured Santa Monica in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e1627342c3d4747966702023ae3a4f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has established an Integration Office under the Department of Foreign Affairs and the Department of Economic Affairs. To minimise the negative consequences of Switzerland's isolation from the rest of Europe, Bern and Brussels signed seven bilateral agreements to further liberalise trade ties. These agreements were signed in 1999 and took effect in 2001. This first series of bilateral agreements included the free movement of persons. A second series covering nine areas was signed in 2004 and has since been ratified, which includes the Schengen Treaty and the Dublin Convention besides others. They continue to discuss further areas for cooperation.", "targets": "How many bilateral agreements did Bern and Brussels sign to further liberalise trade ties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e1627342c3d4747966702023ae3a4f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has established an Integration Office under the Department of Foreign Affairs and the Department of Economic Affairs. To minimise the negative consequences of Switzerland's isolation from the rest of Europe, Bern and Brussels signed seven bilateral agreements to further liberalise trade ties. These agreements were signed in 1999 and took effect in 2001. This first series of bilateral agreements included the free movement of persons. A second series covering nine areas was signed in 2004 and has since been ratified, which includes the Schengen Treaty and the Dublin Convention besides others. They continue to discuss further areas for cooperation.", "targets": "What was included in the first series of bilateral agreements pertaining to people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e1627342c3d4747966702023ae3a4f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has established an Integration Office under the Department of Foreign Affairs and the Department of Economic Affairs. To minimise the negative consequences of Switzerland's isolation from the rest of Europe, Bern and Brussels signed seven bilateral agreements to further liberalise trade ties. These agreements were signed in 1999 and took effect in 2001. This first series of bilateral agreements included the free movement of persons. A second series covering nine areas was signed in 2004 and has since been ratified, which includes the Schengen Treaty and the Dublin Convention besides others. They continue to discuss further areas for cooperation.", "targets": "When was a second series of 9 bilateral agreements signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e1627342c3d4747966702023ae3a4f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has established an Integration Office under the Department of Foreign Affairs and the Department of Economic Affairs. To minimise the negative consequences of Switzerland's isolation from the rest of Europe, Bern and Brussels signed seven bilateral agreements to further liberalise trade ties. These agreements were signed in 1999 and took effect in 2001. This first series of bilateral agreements included the free movement of persons. A second series covering nine areas was signed in 2004 and has since been ratified, which includes the Schengen Treaty and the Dublin Convention besides others. They continue to discuss further areas for cooperation.", "targets": "What has since happened to the second series of bilateral agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e1627342c3d4747966702023ae3a4f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government has established an Integration Office under the Department of Foreign Affairs and the Department of Economic Affairs. To minimise the negative consequences of Switzerland's isolation from the rest of Europe, Bern and Brussels signed seven bilateral agreements to further liberalise trade ties. These agreements were signed in 1999 and took effect in 2001. This first series of bilateral agreements included the free movement of persons. A second series covering nine areas was signed in 2004 and has since been ratified, which includes the Schengen Treaty and the Dublin Convention besides others. They continue to discuss further areas for cooperation.", "targets": "What were the original bilateral agreements meant to minimize the negative consequences of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05988372893f48e4af6f82b49a46d589", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Civil War, racial segregation forced African Americans to share more of a common lot in society than they might have given widely varying ancestry, educational and economic levels. The binary division altered the separate status of the traditionally free people of color in Louisiana, for instance, although they maintained a strong Louisiana Cr\u00e9ole culture related to French culture and language, and practice of Catholicism. African Americans began to create common cause\u2014regardless of their multiracial admixture or social and economic stratification. In 20th-century changes, during the rise of the Civil Rights and Black Power movements, the African-American community increased its own pressure for people of any portion of African descent to be claimed by the black community to add to its power.", "targets": "As an example, whose status was downgraded after the civil war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05988372893f48e4af6f82b49a46d589", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Civil War, racial segregation forced African Americans to share more of a common lot in society than they might have given widely varying ancestry, educational and economic levels. The binary division altered the separate status of the traditionally free people of color in Louisiana, for instance, although they maintained a strong Louisiana Cr\u00e9ole culture related to French culture and language, and practice of Catholicism. African Americans began to create common cause\u2014regardless of their multiracial admixture or social and economic stratification. In 20th-century changes, during the rise of the Civil Rights and Black Power movements, the African-American community increased its own pressure for people of any portion of African descent to be claimed by the black community to add to its power.", "targets": "Who were increasingly included as African Americans in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcde4f514efe4f57a849beba5c2e4965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2013, Somalia received its first fiber optic connection. The country previously had to rely on expensive satellite links due to the civil conflict, which limited internet usage. However, residents now have access to broadband internet cable for the first time after an agreement reached between Hormuud Telecom and Liquid Telecom. The deal will see Liquid Telecom link Hormuud to its 17,000 km (10,500 mile) network of terrestrial cables, which will deliver faster internet capacity. The fiber optic connection will also make online access more affordable to the average user. This in turn is expected to further increase the number of internet users. Dalkom Somalia reached a similar agreement with the West Indian Ocean Cable Company (WIOCC) Ltd, which it holds shares in. Effective the first quarter of 2014, the deal will establish fiber optic connectivity to and from Somalia via the EASSy cable. The new services are expected to reduce the cost of international bandwidth and to better optimize performance, thereby further broadening internet access. Dalkom Somalia is concurrently constructing a 1,000 square mile state-of-the-art data center in Mogadishu. The site will facilitate direct connection into the international fiber optic network by hosting equipment for all of the capital's ISPs and telecommunication companies.", "targets": "What year did Somalia receive its first fiber optic connection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcde4f514efe4f57a849beba5c2e4965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2013, Somalia received its first fiber optic connection. The country previously had to rely on expensive satellite links due to the civil conflict, which limited internet usage. However, residents now have access to broadband internet cable for the first time after an agreement reached between Hormuud Telecom and Liquid Telecom. The deal will see Liquid Telecom link Hormuud to its 17,000 km (10,500 mile) network of terrestrial cables, which will deliver faster internet capacity. The fiber optic connection will also make online access more affordable to the average user. This in turn is expected to further increase the number of internet users. Dalkom Somalia reached a similar agreement with the West Indian Ocean Cable Company (WIOCC) Ltd, which it holds shares in. Effective the first quarter of 2014, the deal will establish fiber optic connectivity to and from Somalia via the EASSy cable. The new services are expected to reduce the cost of international bandwidth and to better optimize performance, thereby further broadening internet access. Dalkom Somalia is concurrently constructing a 1,000 square mile state-of-the-art data center in Mogadishu. The site will facilitate direct connection into the international fiber optic network by hosting equipment for all of the capital's ISPs and telecommunication companies.", "targets": "in 2013, an agreement between Hormuud Telecom and Liquid Telecom provided residents access to what type of cable provider?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcde4f514efe4f57a849beba5c2e4965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2013, Somalia received its first fiber optic connection. The country previously had to rely on expensive satellite links due to the civil conflict, which limited internet usage. However, residents now have access to broadband internet cable for the first time after an agreement reached between Hormuud Telecom and Liquid Telecom. The deal will see Liquid Telecom link Hormuud to its 17,000 km (10,500 mile) network of terrestrial cables, which will deliver faster internet capacity. The fiber optic connection will also make online access more affordable to the average user. This in turn is expected to further increase the number of internet users. Dalkom Somalia reached a similar agreement with the West Indian Ocean Cable Company (WIOCC) Ltd, which it holds shares in. Effective the first quarter of 2014, the deal will establish fiber optic connectivity to and from Somalia via the EASSy cable. The new services are expected to reduce the cost of international bandwidth and to better optimize performance, thereby further broadening internet access. Dalkom Somalia is concurrently constructing a 1,000 square mile state-of-the-art data center in Mogadishu. The site will facilitate direct connection into the international fiber optic network by hosting equipment for all of the capital's ISPs and telecommunication companies.", "targets": "How many miles long is Liquid Telecoms Network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcde4f514efe4f57a849beba5c2e4965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2013, Somalia received its first fiber optic connection. The country previously had to rely on expensive satellite links due to the civil conflict, which limited internet usage. However, residents now have access to broadband internet cable for the first time after an agreement reached between Hormuud Telecom and Liquid Telecom. The deal will see Liquid Telecom link Hormuud to its 17,000 km (10,500 mile) network of terrestrial cables, which will deliver faster internet capacity. The fiber optic connection will also make online access more affordable to the average user. This in turn is expected to further increase the number of internet users. Dalkom Somalia reached a similar agreement with the West Indian Ocean Cable Company (WIOCC) Ltd, which it holds shares in. Effective the first quarter of 2014, the deal will establish fiber optic connectivity to and from Somalia via the EASSy cable. The new services are expected to reduce the cost of international bandwidth and to better optimize performance, thereby further broadening internet access. Dalkom Somalia is concurrently constructing a 1,000 square mile state-of-the-art data center in Mogadishu. The site will facilitate direct connection into the international fiber optic network by hosting equipment for all of the capital's ISPs and telecommunication companies.", "targets": "How will the fiber optic connection impact the price for online access for the average user?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcde4f514efe4f57a849beba5c2e4965", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2013, Somalia received its first fiber optic connection. The country previously had to rely on expensive satellite links due to the civil conflict, which limited internet usage. However, residents now have access to broadband internet cable for the first time after an agreement reached between Hormuud Telecom and Liquid Telecom. The deal will see Liquid Telecom link Hormuud to its 17,000 km (10,500 mile) network of terrestrial cables, which will deliver faster internet capacity. The fiber optic connection will also make online access more affordable to the average user. This in turn is expected to further increase the number of internet users. Dalkom Somalia reached a similar agreement with the West Indian Ocean Cable Company (WIOCC) Ltd, which it holds shares in. Effective the first quarter of 2014, the deal will establish fiber optic connectivity to and from Somalia via the EASSy cable. The new services are expected to reduce the cost of international bandwidth and to better optimize performance, thereby further broadening internet access. Dalkom Somalia is concurrently constructing a 1,000 square mile state-of-the-art data center in Mogadishu. The site will facilitate direct connection into the international fiber optic network by hosting equipment for all of the capital's ISPs and telecommunication companies.", "targets": "Where is Dalcom Somalia currently building a 1000 square mile data center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a48f31d474446208bcef0759fe9b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All graphic, format, and private use characters have a unique and immutable name by which they may be identified. This immutability has been guaranteed since Unicode version 2.0 by the Name Stability policy. In cases where the name is seriously defective and misleading, or has a serious typographical error, a formal alias may be defined, and applications are encouraged to use the formal alias in place of the official character name. For example, U+A015 \ua015 YI SYLLABLE WU has the formal alias yi syllable iteration mark, and U+FE18 \ufe18 PRESENTATION FORM FOR VERTICAL RIGHT WHITE LENTICULAR BRAKCET (sic) has the formal alias presentation form for vertical right white lenticular bracket.", "targets": "What policy guaranteed that characters have a unique and immutable name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a48f31d474446208bcef0759fe9b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All graphic, format, and private use characters have a unique and immutable name by which they may be identified. This immutability has been guaranteed since Unicode version 2.0 by the Name Stability policy. In cases where the name is seriously defective and misleading, or has a serious typographical error, a formal alias may be defined, and applications are encouraged to use the formal alias in place of the official character name. For example, U+A015 \ua015 YI SYLLABLE WU has the formal alias yi syllable iteration mark, and U+FE18 \ufe18 PRESENTATION FORM FOR VERTICAL RIGHT WHITE LENTICULAR BRAKCET (sic) has the formal alias presentation form for vertical right white lenticular bracket.", "targets": "What happens when a name is defective or misleading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a48f31d474446208bcef0759fe9b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All graphic, format, and private use characters have a unique and immutable name by which they may be identified. This immutability has been guaranteed since Unicode version 2.0 by the Name Stability policy. In cases where the name is seriously defective and misleading, or has a serious typographical error, a formal alias may be defined, and applications are encouraged to use the formal alias in place of the official character name. For example, U+A015 \ua015 YI SYLLABLE WU has the formal alias yi syllable iteration mark, and U+FE18 \ufe18 PRESENTATION FORM FOR VERTICAL RIGHT WHITE LENTICULAR BRAKCET (sic) has the formal alias presentation form for vertical right white lenticular bracket.", "targets": "How long has this name immutability been guaranteed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c75ff8878db4f44a43042273502fc90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of Marshal Bazaine's Army of the Rhine at Gravelotte, the French were forced to retire to Metz, where they were besieged by over 150,000 Prussian troops of the First and Second Armies. Napoleon III and MacMahon formed the new French Army of Ch\u00e2lons, to march on to Metz to rescue Bazaine. Napoleon III personally led the army with Marshal MacMahon in attendance. The Army of Ch\u00e2lons marched northeast towards the Belgian border to avoid the Prussians before striking south to link up with Bazaine. The Prussians, under the command of Field Marshal Count Helmuth von Moltke, took advantage of this maneuver to catch the French in a pincer grip. He left the Prussian First and Second Armies besieging Metz, except three corps detached to form the Army of the Meuse under the Crown Prince of Saxony. With this army and the Prussian Third Army, Moltke marched northward and caught up with the French at Beaumont on 30 August. After a sharp fight in which they lost 5,000 men and 40 cannons, the French withdrew toward Sedan. Having reformed in the town, the Army of Ch\u00e2lons was immediately isolated by the converging Prussian armies. Napoleon III ordered the army to break out of the encirclement immediately. With MacMahon wounded on the previous day, General Auguste Ducrot took command of the French troops in the field.", "targets": "What factor forced the French to retreat to Metz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c75ff8878db4f44a43042273502fc90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of Marshal Bazaine's Army of the Rhine at Gravelotte, the French were forced to retire to Metz, where they were besieged by over 150,000 Prussian troops of the First and Second Armies. Napoleon III and MacMahon formed the new French Army of Ch\u00e2lons, to march on to Metz to rescue Bazaine. Napoleon III personally led the army with Marshal MacMahon in attendance. The Army of Ch\u00e2lons marched northeast towards the Belgian border to avoid the Prussians before striking south to link up with Bazaine. The Prussians, under the command of Field Marshal Count Helmuth von Moltke, took advantage of this maneuver to catch the French in a pincer grip. He left the Prussian First and Second Armies besieging Metz, except three corps detached to form the Army of the Meuse under the Crown Prince of Saxony. With this army and the Prussian Third Army, Moltke marched northward and caught up with the French at Beaumont on 30 August. After a sharp fight in which they lost 5,000 men and 40 cannons, the French withdrew toward Sedan. Having reformed in the town, the Army of Ch\u00e2lons was immediately isolated by the converging Prussian armies. Napoleon III ordered the army to break out of the encirclement immediately. With MacMahon wounded on the previous day, General Auguste Ducrot took command of the French troops in the field.", "targets": "At Metz, what was the approximate number of Prussian troops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c75ff8878db4f44a43042273502fc90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of Marshal Bazaine's Army of the Rhine at Gravelotte, the French were forced to retire to Metz, where they were besieged by over 150,000 Prussian troops of the First and Second Armies. Napoleon III and MacMahon formed the new French Army of Ch\u00e2lons, to march on to Metz to rescue Bazaine. Napoleon III personally led the army with Marshal MacMahon in attendance. The Army of Ch\u00e2lons marched northeast towards the Belgian border to avoid the Prussians before striking south to link up with Bazaine. The Prussians, under the command of Field Marshal Count Helmuth von Moltke, took advantage of this maneuver to catch the French in a pincer grip. He left the Prussian First and Second Armies besieging Metz, except three corps detached to form the Army of the Meuse under the Crown Prince of Saxony. With this army and the Prussian Third Army, Moltke marched northward and caught up with the French at Beaumont on 30 August. After a sharp fight in which they lost 5,000 men and 40 cannons, the French withdrew toward Sedan. Having reformed in the town, the Army of Ch\u00e2lons was immediately isolated by the converging Prussian armies. Napoleon III ordered the army to break out of the encirclement immediately. With MacMahon wounded on the previous day, General Auguste Ducrot took command of the French troops in the field.", "targets": "Who formed the new French Army of Chalons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c75ff8878db4f44a43042273502fc90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of Marshal Bazaine's Army of the Rhine at Gravelotte, the French were forced to retire to Metz, where they were besieged by over 150,000 Prussian troops of the First and Second Armies. Napoleon III and MacMahon formed the new French Army of Ch\u00e2lons, to march on to Metz to rescue Bazaine. Napoleon III personally led the army with Marshal MacMahon in attendance. The Army of Ch\u00e2lons marched northeast towards the Belgian border to avoid the Prussians before striking south to link up with Bazaine. The Prussians, under the command of Field Marshal Count Helmuth von Moltke, took advantage of this maneuver to catch the French in a pincer grip. He left the Prussian First and Second Armies besieging Metz, except three corps detached to form the Army of the Meuse under the Crown Prince of Saxony. With this army and the Prussian Third Army, Moltke marched northward and caught up with the French at Beaumont on 30 August. After a sharp fight in which they lost 5,000 men and 40 cannons, the French withdrew toward Sedan. Having reformed in the town, the Army of Ch\u00e2lons was immediately isolated by the converging Prussian armies. Napoleon III ordered the army to break out of the encirclement immediately. With MacMahon wounded on the previous day, General Auguste Ducrot took command of the French troops in the field.", "targets": "Along with the Army of the Meuse, what other army did Moltke march north with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c75ff8878db4f44a43042273502fc90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the defeat of Marshal Bazaine's Army of the Rhine at Gravelotte, the French were forced to retire to Metz, where they were besieged by over 150,000 Prussian troops of the First and Second Armies. Napoleon III and MacMahon formed the new French Army of Ch\u00e2lons, to march on to Metz to rescue Bazaine. Napoleon III personally led the army with Marshal MacMahon in attendance. The Army of Ch\u00e2lons marched northeast towards the Belgian border to avoid the Prussians before striking south to link up with Bazaine. The Prussians, under the command of Field Marshal Count Helmuth von Moltke, took advantage of this maneuver to catch the French in a pincer grip. He left the Prussian First and Second Armies besieging Metz, except three corps detached to form the Army of the Meuse under the Crown Prince of Saxony. With this army and the Prussian Third Army, Moltke marched northward and caught up with the French at Beaumont on 30 August. After a sharp fight in which they lost 5,000 men and 40 cannons, the French withdrew toward Sedan. Having reformed in the town, the Army of Ch\u00e2lons was immediately isolated by the converging Prussian armies. Napoleon III ordered the army to break out of the encirclement immediately. With MacMahon wounded on the previous day, General Auguste Ducrot took command of the French troops in the field.", "targets": "How many casualties did Moltke suffer at Beaumont?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717ea92626b47f4b82ebdf03f135f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars argue that Lee's approach to class and race was more complex \"than ascribing racial prejudice primarily to 'poor white trash' ... Lee demonstrates how issues of gender and class intensify prejudice, silence the voices that might challenge the existing order, and greatly complicate many Americans' conception of the causes of racism and segregation.\" Lee's use of the middle-class narrative voice is a literary device that allows an intimacy with the reader, regardless of class or cultural background, and fosters a sense of nostalgia. Sharing Scout and Jem's perspective, the reader is allowed to engage in relationships with the conservative antebellum Mrs. Dubose; the lower-class Ewells, and the Cunninghams who are equally poor but behave in vastly different ways; the wealthy but ostracized Mr. Dolphus Raymond; and Calpurnia and other members of the black community. The children internalize Atticus' admonition not to judge someone until they have walked around in that person's skin, gaining a greater understanding of people's motives and behavior.", "targets": "Are the Ewell's considered rich or poor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717ea92626b47f4b82ebdf03f135f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars argue that Lee's approach to class and race was more complex \"than ascribing racial prejudice primarily to 'poor white trash' ... Lee demonstrates how issues of gender and class intensify prejudice, silence the voices that might challenge the existing order, and greatly complicate many Americans' conception of the causes of racism and segregation.\" Lee's use of the middle-class narrative voice is a literary device that allows an intimacy with the reader, regardless of class or cultural background, and fosters a sense of nostalgia. Sharing Scout and Jem's perspective, the reader is allowed to engage in relationships with the conservative antebellum Mrs. Dubose; the lower-class Ewells, and the Cunninghams who are equally poor but behave in vastly different ways; the wealthy but ostracized Mr. Dolphus Raymond; and Calpurnia and other members of the black community. The children internalize Atticus' admonition not to judge someone until they have walked around in that person's skin, gaining a greater understanding of people's motives and behavior.", "targets": "What two factors did Lee demonstrate intensified prejudice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c717ea92626b47f4b82ebdf03f135f7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars argue that Lee's approach to class and race was more complex \"than ascribing racial prejudice primarily to 'poor white trash' ... Lee demonstrates how issues of gender and class intensify prejudice, silence the voices that might challenge the existing order, and greatly complicate many Americans' conception of the causes of racism and segregation.\" Lee's use of the middle-class narrative voice is a literary device that allows an intimacy with the reader, regardless of class or cultural background, and fosters a sense of nostalgia. Sharing Scout and Jem's perspective, the reader is allowed to engage in relationships with the conservative antebellum Mrs. Dubose; the lower-class Ewells, and the Cunninghams who are equally poor but behave in vastly different ways; the wealthy but ostracized Mr. Dolphus Raymond; and Calpurnia and other members of the black community. The children internalize Atticus' admonition not to judge someone until they have walked around in that person's skin, gaining a greater understanding of people's motives and behavior.", "targets": "The children's non-judgmental attitude gave them a greater understanding of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfdc0f75404f4f7a9ab58fb14fcaf5c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched a disastrous invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What was Sweden's motivation to join the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfdc0f75404f4f7a9ab58fb14fcaf5c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched a disastrous invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What country did Spain invade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfdc0f75404f4f7a9ab58fb14fcaf5c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched a disastrous invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "When did Spain invade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfdc0f75404f4f7a9ab58fb14fcaf5c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched a disastrous invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What region did Austria hope to recapture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cfdc0f75404f4f7a9ab58fb14fcaf5c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched a disastrous invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What was the result of the invasion by Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eedbe4eb8a29483c8fdb228a1ac8f197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since all modern ctenophores except the beroids have cydippid-like larvae, it has widely been assumed that their last common ancestor also resembled cydippids, having an egg-shaped body and a pair of retractable tentacles. Richard Harbison's purely morphological analysis in 1985 concluded that the cydippids are not monophyletic, in other words do not contain all and only the descendants of a single common ancestor that was itself a cydippid. Instead he found that various cydippid families were more similar to members of other ctenophore orders than to other cydippids. He also suggested that the last common ancestor of modern ctenophores was either cydippid-like or beroid-like. A molecular phylogeny analysis in 2001, using 26 species, including 4 recently discovered ones, confirmed that the cydippids are not monophyletic and concluded that the last common ancestor of modern ctenophores was cydippid-like. It also found that the genetic differences between these species were very small \u2013 so small that the relationships between the Lobata, Cestida and Thalassocalycida remained uncertain. This suggests that the last common ancestor of modern ctenophores was relatively recent, and perhaps was lucky enough to survive the Cretaceous\u2013Paleogene extinction event 65.5 million years ago while other lineages perished. When the analysis was broadened to include representatives of other phyla, it concluded that cnidarians are probably more closely related to bilaterians than either group is to ctenophores but that this diagnosis is uncertain.", "targets": "Which genus of ctenophores does not have cydipped-like larvae?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eedbe4eb8a29483c8fdb228a1ac8f197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since all modern ctenophores except the beroids have cydippid-like larvae, it has widely been assumed that their last common ancestor also resembled cydippids, having an egg-shaped body and a pair of retractable tentacles. Richard Harbison's purely morphological analysis in 1985 concluded that the cydippids are not monophyletic, in other words do not contain all and only the descendants of a single common ancestor that was itself a cydippid. Instead he found that various cydippid families were more similar to members of other ctenophore orders than to other cydippids. He also suggested that the last common ancestor of modern ctenophores was either cydippid-like or beroid-like. A molecular phylogeny analysis in 2001, using 26 species, including 4 recently discovered ones, confirmed that the cydippids are not monophyletic and concluded that the last common ancestor of modern ctenophores was cydippid-like. It also found that the genetic differences between these species were very small \u2013 so small that the relationships between the Lobata, Cestida and Thalassocalycida remained uncertain. This suggests that the last common ancestor of modern ctenophores was relatively recent, and perhaps was lucky enough to survive the Cretaceous\u2013Paleogene extinction event 65.5 million years ago while other lineages perished. When the analysis was broadened to include representatives of other phyla, it concluded that cnidarians are probably more closely related to bilaterians than either group is to ctenophores but that this diagnosis is uncertain.", "targets": "A molecular phylogeny analysis confirmed that cydippid are not what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eedbe4eb8a29483c8fdb228a1ac8f197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since all modern ctenophores except the beroids have cydippid-like larvae, it has widely been assumed that their last common ancestor also resembled cydippids, having an egg-shaped body and a pair of retractable tentacles. Richard Harbison's purely morphological analysis in 1985 concluded that the cydippids are not monophyletic, in other words do not contain all and only the descendants of a single common ancestor that was itself a cydippid. Instead he found that various cydippid families were more similar to members of other ctenophore orders than to other cydippids. He also suggested that the last common ancestor of modern ctenophores was either cydippid-like or beroid-like. A molecular phylogeny analysis in 2001, using 26 species, including 4 recently discovered ones, confirmed that the cydippids are not monophyletic and concluded that the last common ancestor of modern ctenophores was cydippid-like. It also found that the genetic differences between these species were very small \u2013 so small that the relationships between the Lobata, Cestida and Thalassocalycida remained uncertain. This suggests that the last common ancestor of modern ctenophores was relatively recent, and perhaps was lucky enough to survive the Cretaceous\u2013Paleogene extinction event 65.5 million years ago while other lineages perished. When the analysis was broadened to include representatives of other phyla, it concluded that cnidarians are probably more closely related to bilaterians than either group is to ctenophores but that this diagnosis is uncertain.", "targets": "When was the Cretaceous-Paleogen extinction occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eedbe4eb8a29483c8fdb228a1ac8f197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since all modern ctenophores except the beroids have cydippid-like larvae, it has widely been assumed that their last common ancestor also resembled cydippids, having an egg-shaped body and a pair of retractable tentacles. Richard Harbison's purely morphological analysis in 1985 concluded that the cydippids are not monophyletic, in other words do not contain all and only the descendants of a single common ancestor that was itself a cydippid. Instead he found that various cydippid families were more similar to members of other ctenophore orders than to other cydippids. He also suggested that the last common ancestor of modern ctenophores was either cydippid-like or beroid-like. A molecular phylogeny analysis in 2001, using 26 species, including 4 recently discovered ones, confirmed that the cydippids are not monophyletic and concluded that the last common ancestor of modern ctenophores was cydippid-like. It also found that the genetic differences between these species were very small \u2013 so small that the relationships between the Lobata, Cestida and Thalassocalycida remained uncertain. This suggests that the last common ancestor of modern ctenophores was relatively recent, and perhaps was lucky enough to survive the Cretaceous\u2013Paleogene extinction event 65.5 million years ago while other lineages perished. When the analysis was broadened to include representatives of other phyla, it concluded that cnidarians are probably more closely related to bilaterians than either group is to ctenophores but that this diagnosis is uncertain.", "targets": "Who did a morphologically analysis in 1985 that concluded cydippids are not monophyletic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5d9036893d74315964953b24d416cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Middle Ages, the Galician Catholic Church has been organized into five ecclesiastical dioceses (Lugo, Ourense, Santiago de Compostela, Mondo\u00f1edo-Ferrol and Tui-Vigo). While these may have coincided with contemporary 15th-century civil provinces, they no longer have the same boundaries as the modern civil provincial divisions. The church is led by one archbishop and four bishops. Moreover, of five dioceses, Galicia is divided between 163 districts and 3,792 parishes, a few of which are governed by administrators, the remainder by parish priests.", "targets": "Which church has had a large influence over Galicia since the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5d9036893d74315964953b24d416cfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Middle Ages, the Galician Catholic Church has been organized into five ecclesiastical dioceses (Lugo, Ourense, Santiago de Compostela, Mondo\u00f1edo-Ferrol and Tui-Vigo). While these may have coincided with contemporary 15th-century civil provinces, they no longer have the same boundaries as the modern civil provincial divisions. The church is led by one archbishop and four bishops. Moreover, of five dioceses, Galicia is divided between 163 districts and 3,792 parishes, a few of which are governed by administrators, the remainder by parish priests.", "targets": "Which five positions are held by church leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4d1a563a30431192b2e122aad5a2dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local Pastors are called by God, affirmed by the church, and appointed by a bishop to a ministry of Word, Sacrament, Order and Service within the church. The Local Pastor are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission, but are not ordained. When elders are not available to be appointed to a local church, either through shortage of personnel or financial hardship of a pastoral charge, the bishop may appoint a \"local pastor\" to serve the pastoral appointment. Local Pastors are often bi-vocational, living out their ministerial call in the local church and in their field of employment. Full-time and part-time licensed local pastors under appointment are clergy and hold membership in the annual conference and not in the local church. A Local Pastor's official title is 'Licensed Local Pastor' and is appointed as clergy to the local church where they preach, conduct divine worship and perform the regular duties of a pastor. The licensed local pastor has the authority of a pastor only within the context and during the time of the appointment and shall not extend beyond it. Local pastors are not required to have advanced degrees but are required to attend licensing school and attend and pass an approved five-year course of study at an approved United Methodist seminary or course of study school, successfully complete written and oral examinations, and appear before the District Committee on Ministry and the Conference Board of Ordained Ministry. They may continue towards Associate Membership allowing them to retire as clergy. They also may continue towards ordination if they complete their bachelor's degree, requirements of their particular Conference Board of Ordained Ministry, as well as an advanced course or study or prescribed seminary courses at an approved seminary. Upon retirement, local pastors return to their charge conference as lay members.", "targets": "What is a local pastor's official title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4d1a563a30431192b2e122aad5a2dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local Pastors are called by God, affirmed by the church, and appointed by a bishop to a ministry of Word, Sacrament, Order and Service within the church. The Local Pastor are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission, but are not ordained. When elders are not available to be appointed to a local church, either through shortage of personnel or financial hardship of a pastoral charge, the bishop may appoint a \"local pastor\" to serve the pastoral appointment. Local Pastors are often bi-vocational, living out their ministerial call in the local church and in their field of employment. Full-time and part-time licensed local pastors under appointment are clergy and hold membership in the annual conference and not in the local church. A Local Pastor's official title is 'Licensed Local Pastor' and is appointed as clergy to the local church where they preach, conduct divine worship and perform the regular duties of a pastor. The licensed local pastor has the authority of a pastor only within the context and during the time of the appointment and shall not extend beyond it. Local pastors are not required to have advanced degrees but are required to attend licensing school and attend and pass an approved five-year course of study at an approved United Methodist seminary or course of study school, successfully complete written and oral examinations, and appear before the District Committee on Ministry and the Conference Board of Ordained Ministry. They may continue towards Associate Membership allowing them to retire as clergy. They also may continue towards ordination if they complete their bachelor's degree, requirements of their particular Conference Board of Ordained Ministry, as well as an advanced course or study or prescribed seminary courses at an approved seminary. Upon retirement, local pastors return to their charge conference as lay members.", "targets": "Who has the authority of a pastor only within the context and during the time of the appointment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4d1a563a30431192b2e122aad5a2dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local Pastors are called by God, affirmed by the church, and appointed by a bishop to a ministry of Word, Sacrament, Order and Service within the church. The Local Pastor are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission, but are not ordained. When elders are not available to be appointed to a local church, either through shortage of personnel or financial hardship of a pastoral charge, the bishop may appoint a \"local pastor\" to serve the pastoral appointment. Local Pastors are often bi-vocational, living out their ministerial call in the local church and in their field of employment. Full-time and part-time licensed local pastors under appointment are clergy and hold membership in the annual conference and not in the local church. A Local Pastor's official title is 'Licensed Local Pastor' and is appointed as clergy to the local church where they preach, conduct divine worship and perform the regular duties of a pastor. The licensed local pastor has the authority of a pastor only within the context and during the time of the appointment and shall not extend beyond it. Local pastors are not required to have advanced degrees but are required to attend licensing school and attend and pass an approved five-year course of study at an approved United Methodist seminary or course of study school, successfully complete written and oral examinations, and appear before the District Committee on Ministry and the Conference Board of Ordained Ministry. They may continue towards Associate Membership allowing them to retire as clergy. They also may continue towards ordination if they complete their bachelor's degree, requirements of their particular Conference Board of Ordained Ministry, as well as an advanced course or study or prescribed seminary courses at an approved seminary. Upon retirement, local pastors return to their charge conference as lay members.", "targets": "How many years must a local pastor attend a course of study at United Methodist approved seminary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e4d1a563a30431192b2e122aad5a2dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local Pastors are called by God, affirmed by the church, and appointed by a bishop to a ministry of Word, Sacrament, Order and Service within the church. The Local Pastor are given the authority to preach the Word of God, administer the sacraments of the church, to provide care and counseling, and to order the life of the church for ministry and mission, but are not ordained. When elders are not available to be appointed to a local church, either through shortage of personnel or financial hardship of a pastoral charge, the bishop may appoint a \"local pastor\" to serve the pastoral appointment. Local Pastors are often bi-vocational, living out their ministerial call in the local church and in their field of employment. Full-time and part-time licensed local pastors under appointment are clergy and hold membership in the annual conference and not in the local church. A Local Pastor's official title is 'Licensed Local Pastor' and is appointed as clergy to the local church where they preach, conduct divine worship and perform the regular duties of a pastor. The licensed local pastor has the authority of a pastor only within the context and during the time of the appointment and shall not extend beyond it. Local pastors are not required to have advanced degrees but are required to attend licensing school and attend and pass an approved five-year course of study at an approved United Methodist seminary or course of study school, successfully complete written and oral examinations, and appear before the District Committee on Ministry and the Conference Board of Ordained Ministry. They may continue towards Associate Membership allowing them to retire as clergy. They also may continue towards ordination if they complete their bachelor's degree, requirements of their particular Conference Board of Ordained Ministry, as well as an advanced course or study or prescribed seminary courses at an approved seminary. Upon retirement, local pastors return to their charge conference as lay members.", "targets": "What type of membership will allow local pastors to retire as clergy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70e8da71b940fe8f100ca33430d4d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Xinjiang, China; Argentina; Chile; Iceland; Russia and other areas skew time zones westward, in effect observing DST year-round without complications from clock shifts. For example, Saskatoon, Saskatchewan, is at 106\u00b039\u2032 W longitude, slightly west of center of the idealized Mountain Time Zone (105\u00b0 W), but the time in Saskatchewan is Central Standard Time (90\u00b0 W) year-round, so Saskatoon is always about 67 minutes ahead of mean solar time, thus effectively observing daylight saving time year-round. Conversely, northeast India and a few other areas skew time zones eastward, in effect observing negative DST. The United Kingdom and Ireland experimented with year-round DST from 1968 to 1971 but abandoned it because of its unpopularity, particularly in northern regions.", "targets": "In which direction do countries like Russia and Argentina shift their time zones that could be considered all-year DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70e8da71b940fe8f100ca33430d4d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Xinjiang, China; Argentina; Chile; Iceland; Russia and other areas skew time zones westward, in effect observing DST year-round without complications from clock shifts. For example, Saskatoon, Saskatchewan, is at 106\u00b039\u2032 W longitude, slightly west of center of the idealized Mountain Time Zone (105\u00b0 W), but the time in Saskatchewan is Central Standard Time (90\u00b0 W) year-round, so Saskatoon is always about 67 minutes ahead of mean solar time, thus effectively observing daylight saving time year-round. Conversely, northeast India and a few other areas skew time zones eastward, in effect observing negative DST. The United Kingdom and Ireland experimented with year-round DST from 1968 to 1971 but abandoned it because of its unpopularity, particularly in northern regions.", "targets": "About how many minutes does Saskatoon, Saskatchewan stay ahead of mean solar time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70e8da71b940fe8f100ca33430d4d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Xinjiang, China; Argentina; Chile; Iceland; Russia and other areas skew time zones westward, in effect observing DST year-round without complications from clock shifts. For example, Saskatoon, Saskatchewan, is at 106\u00b039\u2032 W longitude, slightly west of center of the idealized Mountain Time Zone (105\u00b0 W), but the time in Saskatchewan is Central Standard Time (90\u00b0 W) year-round, so Saskatoon is always about 67 minutes ahead of mean solar time, thus effectively observing daylight saving time year-round. Conversely, northeast India and a few other areas skew time zones eastward, in effect observing negative DST. The United Kingdom and Ireland experimented with year-round DST from 1968 to 1971 but abandoned it because of its unpopularity, particularly in northern regions.", "targets": "What time does Saskatoon observe all year long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70e8da71b940fe8f100ca33430d4d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Xinjiang, China; Argentina; Chile; Iceland; Russia and other areas skew time zones westward, in effect observing DST year-round without complications from clock shifts. For example, Saskatoon, Saskatchewan, is at 106\u00b039\u2032 W longitude, slightly west of center of the idealized Mountain Time Zone (105\u00b0 W), but the time in Saskatchewan is Central Standard Time (90\u00b0 W) year-round, so Saskatoon is always about 67 minutes ahead of mean solar time, thus effectively observing daylight saving time year-round. Conversely, northeast India and a few other areas skew time zones eastward, in effect observing negative DST. The United Kingdom and Ireland experimented with year-round DST from 1968 to 1971 but abandoned it because of its unpopularity, particularly in northern regions.", "targets": "Places like northeast India that shift time zones to the east could be considered to be observing what kind of DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b70e8da71b940fe8f100ca33430d4d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Xinjiang, China; Argentina; Chile; Iceland; Russia and other areas skew time zones westward, in effect observing DST year-round without complications from clock shifts. For example, Saskatoon, Saskatchewan, is at 106\u00b039\u2032 W longitude, slightly west of center of the idealized Mountain Time Zone (105\u00b0 W), but the time in Saskatchewan is Central Standard Time (90\u00b0 W) year-round, so Saskatoon is always about 67 minutes ahead of mean solar time, thus effectively observing daylight saving time year-round. Conversely, northeast India and a few other areas skew time zones eastward, in effect observing negative DST. The United Kingdom and Ireland experimented with year-round DST from 1968 to 1971 but abandoned it because of its unpopularity, particularly in northern regions.", "targets": "What year did Ireland and the UK give up on their permanent DST experiment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4afdf11dcc54ab18820a12124a915c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assistive listening devices in many theaters and similar spaces use arrays of infrared LEDs to send sound to listeners' receivers. Light-emitting diodes (as well as semiconductor lasers) are used to send data over many types of fiber optic cable, from digital audio over TOSLINK cables to the very high bandwidth fiber links that form the Internet backbone. For some time, computers were commonly equipped with IrDA interfaces, which allowed them to send and receive data to nearby machines via infrared.", "targets": "Where are infrared LEDs used in everday life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4afdf11dcc54ab18820a12124a915c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assistive listening devices in many theaters and similar spaces use arrays of infrared LEDs to send sound to listeners' receivers. Light-emitting diodes (as well as semiconductor lasers) are used to send data over many types of fiber optic cable, from digital audio over TOSLINK cables to the very high bandwidth fiber links that form the Internet backbone. For some time, computers were commonly equipped with IrDA interfaces, which allowed them to send and receive data to nearby machines via infrared.", "targets": "How are LEDs used in theaters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4afdf11dcc54ab18820a12124a915c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assistive listening devices in many theaters and similar spaces use arrays of infrared LEDs to send sound to listeners' receivers. Light-emitting diodes (as well as semiconductor lasers) are used to send data over many types of fiber optic cable, from digital audio over TOSLINK cables to the very high bandwidth fiber links that form the Internet backbone. For some time, computers were commonly equipped with IrDA interfaces, which allowed them to send and receive data to nearby machines via infrared.", "targets": "LEDs can send data over what type of cable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4afdf11dcc54ab18820a12124a915c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assistive listening devices in many theaters and similar spaces use arrays of infrared LEDs to send sound to listeners' receivers. Light-emitting diodes (as well as semiconductor lasers) are used to send data over many types of fiber optic cable, from digital audio over TOSLINK cables to the very high bandwidth fiber links that form the Internet backbone. For some time, computers were commonly equipped with IrDA interfaces, which allowed them to send and receive data to nearby machines via infrared.", "targets": "What type of fiber forms the backbone of the internet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a362e58dda3548ea80dd582bd2c5ea46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The junior U.S. Senator from Massachusetts, Paul Tsongas, announced in 1984 that he would be stepping down for health reasons. Kerry ran, and as in his 1982 race for Lieutenant Governor, he did not receive the endorsement of the party regulars at the state Democratic convention. Congressman James Shannon, a favorite of House Speaker Tip O'Neill, was the early favorite to win the nomination, and he \"won broad establishment support and led in early polling.\" Again as in 1982, however, Kerry prevailed in a close primary.", "targets": "What was Paul Tsongas's job in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a362e58dda3548ea80dd582bd2c5ea46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The junior U.S. Senator from Massachusetts, Paul Tsongas, announced in 1984 that he would be stepping down for health reasons. Kerry ran, and as in his 1982 race for Lieutenant Governor, he did not receive the endorsement of the party regulars at the state Democratic convention. Congressman James Shannon, a favorite of House Speaker Tip O'Neill, was the early favorite to win the nomination, and he \"won broad establishment support and led in early polling.\" Again as in 1982, however, Kerry prevailed in a close primary.", "targets": "When did Kerry run for Senate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a362e58dda3548ea80dd582bd2c5ea46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The junior U.S. Senator from Massachusetts, Paul Tsongas, announced in 1984 that he would be stepping down for health reasons. Kerry ran, and as in his 1982 race for Lieutenant Governor, he did not receive the endorsement of the party regulars at the state Democratic convention. Congressman James Shannon, a favorite of House Speaker Tip O'Neill, was the early favorite to win the nomination, and he \"won broad establishment support and led in early polling.\" Again as in 1982, however, Kerry prevailed in a close primary.", "targets": "When did Kerry run for Lt Governor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a362e58dda3548ea80dd582bd2c5ea46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The junior U.S. Senator from Massachusetts, Paul Tsongas, announced in 1984 that he would be stepping down for health reasons. Kerry ran, and as in his 1982 race for Lieutenant Governor, he did not receive the endorsement of the party regulars at the state Democratic convention. Congressman James Shannon, a favorite of House Speaker Tip O'Neill, was the early favorite to win the nomination, and he \"won broad establishment support and led in early polling.\" Again as in 1982, however, Kerry prevailed in a close primary.", "targets": "What was James Shannon's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a362e58dda3548ea80dd582bd2c5ea46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The junior U.S. Senator from Massachusetts, Paul Tsongas, announced in 1984 that he would be stepping down for health reasons. Kerry ran, and as in his 1982 race for Lieutenant Governor, he did not receive the endorsement of the party regulars at the state Democratic convention. Congressman James Shannon, a favorite of House Speaker Tip O'Neill, was the early favorite to win the nomination, and he \"won broad establishment support and led in early polling.\" Again as in 1982, however, Kerry prevailed in a close primary.", "targets": "What was Tip O'Neill's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-494efc0590fa49b9a42241d8b3614798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any prime number p, there is also the multiplicative group of integers modulo p. Its elements are the integers 1 to p \u2212 1. The group operation is multiplication modulo p. That is, the usual product is divided by p and the remainder of this division is the result of modular multiplication. For example, if p = 5, there are four group elements 1, 2, 3, 4. In this group, 4 \u00b7 4 = 1, because the usual product 16 is equivalent to 1, which divided by 5 yields a remainder of 1. for 5 divides 16 \u2212 1 = 15, denoted", "targets": "What term describes the group of integers related to a prime number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-494efc0590fa49b9a42241d8b3614798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any prime number p, there is also the multiplicative group of integers modulo p. Its elements are the integers 1 to p \u2212 1. The group operation is multiplication modulo p. That is, the usual product is divided by p and the remainder of this division is the result of modular multiplication. For example, if p = 5, there are four group elements 1, 2, 3, 4. In this group, 4 \u00b7 4 = 1, because the usual product 16 is equivalent to 1, which divided by 5 yields a remainder of 1. for 5 divides 16 \u2212 1 = 15, denoted", "targets": "What integers are included in modulo p?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-494efc0590fa49b9a42241d8b3614798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For any prime number p, there is also the multiplicative group of integers modulo p. Its elements are the integers 1 to p \u2212 1. The group operation is multiplication modulo p. That is, the usual product is divided by p and the remainder of this division is the result of modular multiplication. For example, if p = 5, there are four group elements 1, 2, 3, 4. In this group, 4 \u00b7 4 = 1, because the usual product 16 is equivalent to 1, which divided by 5 yields a remainder of 1. for 5 divides 16 \u2212 1 = 15, denoted", "targets": "How many group elements exist if p=5?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a7660ac09b4b7cb5ad23a3445a2ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European colonists created treaties with Indigenous American tribes requesting the return of any runaway slaves. For example, in 1726, the British governor of New York exacted a promise from the Iroquois to return all runaway slaves who had joined them. This same promise was extracted from the Huron Nation in 1764, and from the Delaware Nation in 1765, though there is no record of slaves ever being returned. Numerous advertisements requested the return of African Americans who had married Indigenous Americans or who spoke an Indigenous American language. The primary exposure that Africans and Indigenous Americans had to each other came through the institution of slavery. Indigenous Americans learned that Africans had what Indigenous Americans considered 'Great Medicine' in their bodies because Africans were virtually immune to the Old-World diseases that were decimating most native populations. Because of this, many tribes encouraged marriage between the two groups, to create stronger, healthier children from the unions.", "targets": "Who did colonists ask for help in returning runaway slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a7660ac09b4b7cb5ad23a3445a2ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European colonists created treaties with Indigenous American tribes requesting the return of any runaway slaves. For example, in 1726, the British governor of New York exacted a promise from the Iroquois to return all runaway slaves who had joined them. This same promise was extracted from the Huron Nation in 1764, and from the Delaware Nation in 1765, though there is no record of slaves ever being returned. Numerous advertisements requested the return of African Americans who had married Indigenous Americans or who spoke an Indigenous American language. The primary exposure that Africans and Indigenous Americans had to each other came through the institution of slavery. Indigenous Americans learned that Africans had what Indigenous Americans considered 'Great Medicine' in their bodies because Africans were virtually immune to the Old-World diseases that were decimating most native populations. Because of this, many tribes encouraged marriage between the two groups, to create stronger, healthier children from the unions.", "targets": "When was a treaty with the Iroquis made to return slaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a7660ac09b4b7cb5ad23a3445a2ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European colonists created treaties with Indigenous American tribes requesting the return of any runaway slaves. For example, in 1726, the British governor of New York exacted a promise from the Iroquois to return all runaway slaves who had joined them. This same promise was extracted from the Huron Nation in 1764, and from the Delaware Nation in 1765, though there is no record of slaves ever being returned. Numerous advertisements requested the return of African Americans who had married Indigenous Americans or who spoke an Indigenous American language. The primary exposure that Africans and Indigenous Americans had to each other came through the institution of slavery. Indigenous Americans learned that Africans had what Indigenous Americans considered 'Great Medicine' in their bodies because Africans were virtually immune to the Old-World diseases that were decimating most native populations. Because of this, many tribes encouraged marriage between the two groups, to create stronger, healthier children from the unions.", "targets": "What asked for the return of slaves who married indigenous americans or spoke their language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a7660ac09b4b7cb5ad23a3445a2ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European colonists created treaties with Indigenous American tribes requesting the return of any runaway slaves. For example, in 1726, the British governor of New York exacted a promise from the Iroquois to return all runaway slaves who had joined them. This same promise was extracted from the Huron Nation in 1764, and from the Delaware Nation in 1765, though there is no record of slaves ever being returned. Numerous advertisements requested the return of African Americans who had married Indigenous Americans or who spoke an Indigenous American language. The primary exposure that Africans and Indigenous Americans had to each other came through the institution of slavery. Indigenous Americans learned that Africans had what Indigenous Americans considered 'Great Medicine' in their bodies because Africans were virtually immune to the Old-World diseases that were decimating most native populations. Because of this, many tribes encouraged marriage between the two groups, to create stronger, healthier children from the unions.", "targets": "How did natives and Africans come to know each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a7660ac09b4b7cb5ad23a3445a2ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "European colonists created treaties with Indigenous American tribes requesting the return of any runaway slaves. For example, in 1726, the British governor of New York exacted a promise from the Iroquois to return all runaway slaves who had joined them. This same promise was extracted from the Huron Nation in 1764, and from the Delaware Nation in 1765, though there is no record of slaves ever being returned. Numerous advertisements requested the return of African Americans who had married Indigenous Americans or who spoke an Indigenous American language. The primary exposure that Africans and Indigenous Americans had to each other came through the institution of slavery. Indigenous Americans learned that Africans had what Indigenous Americans considered 'Great Medicine' in their bodies because Africans were virtually immune to the Old-World diseases that were decimating most native populations. Because of this, many tribes encouraged marriage between the two groups, to create stronger, healthier children from the unions.", "targets": "Why did natives consider Africans to have a 'Great Medicine'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34d94da9f2d4dd39673e44622bb8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year 2000 brought heightened interest in the AFL. Then-St. Louis Rams quarterback Kurt Warner, who was MVP of Super Bowl XXXIV, was first noticed because he played quarterback for the AFL's Iowa Barnstormers. While many sports commentators and fans continued to ridicule the league, Warner's story gave the league positive exposure, and it brought the league a new television deal with TNN, which, unlike ESPN, televised regular season games live. While it was not financially lucrative, it helped set the stage for what the league would become in the new millennium. Also, the year also brought a spin-off league, the AF2, intended to be a developmental league, comparable to the National Football League's NFL Europe. There was a lot of expansion in the 2000s. Expansion teams included the Austin Wranglers, Carolina Cobras, Los Angeles Avengers, Chicago Rush, Detroit Fury, Dallas Desperados, Colorado Crush, New Orleans VooDoo, Philadelphia Soul, Nashville Kats, Kansas City Brigade, New York Dragons and Utah Blaze. Some of these teams, including the Crush, Desperados, Kats, and VooDoo, were owned by the same group which owned the NFL teams in their host cities. The NFL purchased, but never exercised, an option to buy a major interest the AFL. Of all of these teams, only the Soul still compete in the AFL as of now.", "targets": "What AFL team did Kurt Warner play for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34d94da9f2d4dd39673e44622bb8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year 2000 brought heightened interest in the AFL. Then-St. Louis Rams quarterback Kurt Warner, who was MVP of Super Bowl XXXIV, was first noticed because he played quarterback for the AFL's Iowa Barnstormers. While many sports commentators and fans continued to ridicule the league, Warner's story gave the league positive exposure, and it brought the league a new television deal with TNN, which, unlike ESPN, televised regular season games live. While it was not financially lucrative, it helped set the stage for what the league would become in the new millennium. Also, the year also brought a spin-off league, the AF2, intended to be a developmental league, comparable to the National Football League's NFL Europe. There was a lot of expansion in the 2000s. Expansion teams included the Austin Wranglers, Carolina Cobras, Los Angeles Avengers, Chicago Rush, Detroit Fury, Dallas Desperados, Colorado Crush, New Orleans VooDoo, Philadelphia Soul, Nashville Kats, Kansas City Brigade, New York Dragons and Utah Blaze. Some of these teams, including the Crush, Desperados, Kats, and VooDoo, were owned by the same group which owned the NFL teams in their host cities. The NFL purchased, but never exercised, an option to buy a major interest the AFL. Of all of these teams, only the Soul still compete in the AFL as of now.", "targets": "Kurt Warner was the Most Valuable Player in what Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34d94da9f2d4dd39673e44622bb8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year 2000 brought heightened interest in the AFL. Then-St. Louis Rams quarterback Kurt Warner, who was MVP of Super Bowl XXXIV, was first noticed because he played quarterback for the AFL's Iowa Barnstormers. While many sports commentators and fans continued to ridicule the league, Warner's story gave the league positive exposure, and it brought the league a new television deal with TNN, which, unlike ESPN, televised regular season games live. While it was not financially lucrative, it helped set the stage for what the league would become in the new millennium. Also, the year also brought a spin-off league, the AF2, intended to be a developmental league, comparable to the National Football League's NFL Europe. There was a lot of expansion in the 2000s. Expansion teams included the Austin Wranglers, Carolina Cobras, Los Angeles Avengers, Chicago Rush, Detroit Fury, Dallas Desperados, Colorado Crush, New Orleans VooDoo, Philadelphia Soul, Nashville Kats, Kansas City Brigade, New York Dragons and Utah Blaze. Some of these teams, including the Crush, Desperados, Kats, and VooDoo, were owned by the same group which owned the NFL teams in their host cities. The NFL purchased, but never exercised, an option to buy a major interest the AFL. Of all of these teams, only the Soul still compete in the AFL as of now.", "targets": "What NFL team did Kurt Warner play for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34d94da9f2d4dd39673e44622bb8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year 2000 brought heightened interest in the AFL. Then-St. Louis Rams quarterback Kurt Warner, who was MVP of Super Bowl XXXIV, was first noticed because he played quarterback for the AFL's Iowa Barnstormers. While many sports commentators and fans continued to ridicule the league, Warner's story gave the league positive exposure, and it brought the league a new television deal with TNN, which, unlike ESPN, televised regular season games live. While it was not financially lucrative, it helped set the stage for what the league would become in the new millennium. Also, the year also brought a spin-off league, the AF2, intended to be a developmental league, comparable to the National Football League's NFL Europe. There was a lot of expansion in the 2000s. Expansion teams included the Austin Wranglers, Carolina Cobras, Los Angeles Avengers, Chicago Rush, Detroit Fury, Dallas Desperados, Colorado Crush, New Orleans VooDoo, Philadelphia Soul, Nashville Kats, Kansas City Brigade, New York Dragons and Utah Blaze. Some of these teams, including the Crush, Desperados, Kats, and VooDoo, were owned by the same group which owned the NFL teams in their host cities. The NFL purchased, but never exercised, an option to buy a major interest the AFL. Of all of these teams, only the Soul still compete in the AFL as of now.", "targets": "What television network did the AFL sign a deal with in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b34d94da9f2d4dd39673e44622bb8f24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year 2000 brought heightened interest in the AFL. Then-St. Louis Rams quarterback Kurt Warner, who was MVP of Super Bowl XXXIV, was first noticed because he played quarterback for the AFL's Iowa Barnstormers. While many sports commentators and fans continued to ridicule the league, Warner's story gave the league positive exposure, and it brought the league a new television deal with TNN, which, unlike ESPN, televised regular season games live. While it was not financially lucrative, it helped set the stage for what the league would become in the new millennium. Also, the year also brought a spin-off league, the AF2, intended to be a developmental league, comparable to the National Football League's NFL Europe. There was a lot of expansion in the 2000s. Expansion teams included the Austin Wranglers, Carolina Cobras, Los Angeles Avengers, Chicago Rush, Detroit Fury, Dallas Desperados, Colorado Crush, New Orleans VooDoo, Philadelphia Soul, Nashville Kats, Kansas City Brigade, New York Dragons and Utah Blaze. Some of these teams, including the Crush, Desperados, Kats, and VooDoo, were owned by the same group which owned the NFL teams in their host cities. The NFL purchased, but never exercised, an option to buy a major interest the AFL. Of all of these teams, only the Soul still compete in the AFL as of now.", "targets": "What was the name of the AFL team based in New Orleans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "What is the Foothills west of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "Where are some of the major resorts of Tuscon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "What is La Encantada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "What is the Foothills east of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "What community is north of Tucson's city limits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "Where are the most expensive homes in the Tucson metro area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "What is the southern edge of the Catalina Foothills area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "What outdoor mall is in Catalina Foothills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3df1b4d4a9674057a87fff06aa97d9b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also on the north side is the suburban community of Catalina Foothills, located in the foothills of the Santa Catalina Mountains just north of the city limits. This community includes among the area's most expensive homes, sometimes multimillion-dollar estates. The Foothills area is generally defined as north of River Road, east of Oracle Road, and west of Sabino Creek. Some of the Tucson area's major resorts are located in the Catalina Foothills, including the Hacienda Del Sol, Westin La Paloma Resort, Loews Ventana Canyon Resort and Canyon Ranch Resort. La Encantada, an upscale outdoor shopping mall, is also in the Foothills.", "targets": "Which big resorts are in Catalina Foothills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ba2aff40814d1f94d5c403909def69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One problem with these assignments is admixture. Many people have a highly varied ancestry. For example, in the United States, colonial and early federal history were periods of numerous interracial relationships, both outside and inside slavery. This has resulted in a majority of people who identify as African American having some European ancestors. Similarly, many people who identify as white have some African ancestors. In a survey in a northeastern U.S. university of college students who identified as \"white\", about 30% were estimated to have up to 10% African ancestry.", "targets": "What is a problem with racial assignments? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ba2aff40814d1f94d5c403909def69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One problem with these assignments is admixture. Many people have a highly varied ancestry. For example, in the United States, colonial and early federal history were periods of numerous interracial relationships, both outside and inside slavery. This has resulted in a majority of people who identify as African American having some European ancestors. Similarly, many people who identify as white have some African ancestors. In a survey in a northeastern U.S. university of college students who identified as \"white\", about 30% were estimated to have up to 10% African ancestry.", "targets": "How many people have a varied ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ba2aff40814d1f94d5c403909def69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One problem with these assignments is admixture. Many people have a highly varied ancestry. For example, in the United States, colonial and early federal history were periods of numerous interracial relationships, both outside and inside slavery. This has resulted in a majority of people who identify as African American having some European ancestors. Similarly, many people who identify as white have some African ancestors. In a survey in a northeastern U.S. university of college students who identified as \"white\", about 30% were estimated to have up to 10% African ancestry.", "targets": "When were periods of numerous interracial relationships in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ba2aff40814d1f94d5c403909def69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One problem with these assignments is admixture. Many people have a highly varied ancestry. For example, in the United States, colonial and early federal history were periods of numerous interracial relationships, both outside and inside slavery. This has resulted in a majority of people who identify as African American having some European ancestors. Similarly, many people who identify as white have some African ancestors. In a survey in a northeastern U.S. university of college students who identified as \"white\", about 30% were estimated to have up to 10% African ancestry.", "targets": "Who do many people who identify as white have for ancestors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8ba2aff40814d1f94d5c403909def69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One problem with these assignments is admixture. Many people have a highly varied ancestry. For example, in the United States, colonial and early federal history were periods of numerous interracial relationships, both outside and inside slavery. This has resulted in a majority of people who identify as African American having some European ancestors. Similarly, many people who identify as white have some African ancestors. In a survey in a northeastern U.S. university of college students who identified as \"white\", about 30% were estimated to have up to 10% African ancestry.", "targets": "What percentage of African ancestry were 30% of college students identifying as white estimated to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d780f6ebf7d4908ad0a0addecbf1b6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deleuze's and Latour's opinions, however, are minority ones, as Whitehead has not been recognized as particularly influential within the most dominant philosophical schools. It is impossible to say exactly why Whitehead's influence has not been more widespread, but it may be partly due to his metaphysical ideas seeming somewhat counter-intuitive (such as his assertion that matter is an abstraction), or his inclusion of theistic elements in his philosophy, or the perception of metaphysics itself as pass\u00e9, or simply the sheer difficulty and density of his prose.", "targets": "what is an example of Whitehead's ideas being counter-intuitive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d780f6ebf7d4908ad0a0addecbf1b6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deleuze's and Latour's opinions, however, are minority ones, as Whitehead has not been recognized as particularly influential within the most dominant philosophical schools. It is impossible to say exactly why Whitehead's influence has not been more widespread, but it may be partly due to his metaphysical ideas seeming somewhat counter-intuitive (such as his assertion that matter is an abstraction), or his inclusion of theistic elements in his philosophy, or the perception of metaphysics itself as pass\u00e9, or simply the sheer difficulty and density of his prose.", "targets": "Why do some people believe Whitehead's writings may have restricted his influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d780f6ebf7d4908ad0a0addecbf1b6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deleuze's and Latour's opinions, however, are minority ones, as Whitehead has not been recognized as particularly influential within the most dominant philosophical schools. It is impossible to say exactly why Whitehead's influence has not been more widespread, but it may be partly due to his metaphysical ideas seeming somewhat counter-intuitive (such as his assertion that matter is an abstraction), or his inclusion of theistic elements in his philosophy, or the perception of metaphysics itself as pass\u00e9, or simply the sheer difficulty and density of his prose.", "targets": "What is a common opinion of metaphysics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d780f6ebf7d4908ad0a0addecbf1b6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deleuze's and Latour's opinions, however, are minority ones, as Whitehead has not been recognized as particularly influential within the most dominant philosophical schools. It is impossible to say exactly why Whitehead's influence has not been more widespread, but it may be partly due to his metaphysical ideas seeming somewhat counter-intuitive (such as his assertion that matter is an abstraction), or his inclusion of theistic elements in his philosophy, or the perception of metaphysics itself as pass\u00e9, or simply the sheer difficulty and density of his prose.", "targets": "What is the general opinion of Whitehead in most philosophical schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e816dee5482648a2bed2d6f864679f47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1951, Commander-in-Chief Truman relieved the controversial General MacArthur, the Supreme Commander in Korea. There were several reasons for the dismissal. MacArthur had crossed the 38th parallel in the mistaken belief that the Chinese would not enter the war, leading to major allied losses. He believed that whether or not to use nuclear weapons should be his own decision, not the President's. MacArthur threatened to destroy China unless it surrendered. While MacArthur felt total victory was the only honorable outcome, Truman was more pessimistic about his chances once involved in a land war in Asia, and felt a truce and orderly withdrawal from Korea could be a valid solution. MacArthur was the subject of congressional hearings in May and June 1951, which determined that he had defied the orders of the President and thus had violated the U.S. Constitution. A popular criticism of MacArthur was that he never spent a night in Korea, and directed the war from the safety of Tokyo.", "targets": "Who was relieved from his duties as Commander in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e816dee5482648a2bed2d6f864679f47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1951, Commander-in-Chief Truman relieved the controversial General MacArthur, the Supreme Commander in Korea. There were several reasons for the dismissal. MacArthur had crossed the 38th parallel in the mistaken belief that the Chinese would not enter the war, leading to major allied losses. He believed that whether or not to use nuclear weapons should be his own decision, not the President's. MacArthur threatened to destroy China unless it surrendered. While MacArthur felt total victory was the only honorable outcome, Truman was more pessimistic about his chances once involved in a land war in Asia, and felt a truce and orderly withdrawal from Korea could be a valid solution. MacArthur was the subject of congressional hearings in May and June 1951, which determined that he had defied the orders of the President and thus had violated the U.S. Constitution. A popular criticism of MacArthur was that he never spent a night in Korea, and directed the war from the safety of Tokyo.", "targets": "Who did not have faith in MacArthur's claim that victory was the only respectable outcome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e816dee5482648a2bed2d6f864679f47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1951, Commander-in-Chief Truman relieved the controversial General MacArthur, the Supreme Commander in Korea. There were several reasons for the dismissal. MacArthur had crossed the 38th parallel in the mistaken belief that the Chinese would not enter the war, leading to major allied losses. He believed that whether or not to use nuclear weapons should be his own decision, not the President's. MacArthur threatened to destroy China unless it surrendered. While MacArthur felt total victory was the only honorable outcome, Truman was more pessimistic about his chances once involved in a land war in Asia, and felt a truce and orderly withdrawal from Korea could be a valid solution. MacArthur was the subject of congressional hearings in May and June 1951, which determined that he had defied the orders of the President and thus had violated the U.S. Constitution. A popular criticism of MacArthur was that he never spent a night in Korea, and directed the war from the safety of Tokyo.", "targets": "What mistake did MacArthur make regarding the 38th parallel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e816dee5482648a2bed2d6f864679f47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1951, Commander-in-Chief Truman relieved the controversial General MacArthur, the Supreme Commander in Korea. There were several reasons for the dismissal. MacArthur had crossed the 38th parallel in the mistaken belief that the Chinese would not enter the war, leading to major allied losses. He believed that whether or not to use nuclear weapons should be his own decision, not the President's. MacArthur threatened to destroy China unless it surrendered. While MacArthur felt total victory was the only honorable outcome, Truman was more pessimistic about his chances once involved in a land war in Asia, and felt a truce and orderly withdrawal from Korea could be a valid solution. MacArthur was the subject of congressional hearings in May and June 1951, which determined that he had defied the orders of the President and thus had violated the U.S. Constitution. A popular criticism of MacArthur was that he never spent a night in Korea, and directed the war from the safety of Tokyo.", "targets": "What did Truman want to see happen in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e816dee5482648a2bed2d6f864679f47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1951, Commander-in-Chief Truman relieved the controversial General MacArthur, the Supreme Commander in Korea. There were several reasons for the dismissal. MacArthur had crossed the 38th parallel in the mistaken belief that the Chinese would not enter the war, leading to major allied losses. He believed that whether or not to use nuclear weapons should be his own decision, not the President's. MacArthur threatened to destroy China unless it surrendered. While MacArthur felt total victory was the only honorable outcome, Truman was more pessimistic about his chances once involved in a land war in Asia, and felt a truce and orderly withdrawal from Korea could be a valid solution. MacArthur was the subject of congressional hearings in May and June 1951, which determined that he had defied the orders of the President and thus had violated the U.S. Constitution. A popular criticism of MacArthur was that he never spent a night in Korea, and directed the war from the safety of Tokyo.", "targets": "Whose involvement in the war was found to be in violation of the Constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-413393b27be64ccd8638a78fcc5bc55b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican Order was affected by a number of elemental influences. Its early members imbued the order with a mysticism and learning. The Europeans of the order embraced ecstatic mysticism on a grand scale and looked to a union with the Creator. The English Dominicans looked for this complete unity as well, but were not so focused on ecstatic experiences. Instead, their goal was to emulate the moral life of Christ more completely. The Dartford nuns were surrounded by all of these legacies, and used them to create something unique. Though they are not called mystics, they are known for their piety toward God and their determination to live lives devoted to, and in emulation of, Him.", "targets": "What did the Europeans of the Dominican Order bring to the group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-413393b27be64ccd8638a78fcc5bc55b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican Order was affected by a number of elemental influences. Its early members imbued the order with a mysticism and learning. The Europeans of the order embraced ecstatic mysticism on a grand scale and looked to a union with the Creator. The English Dominicans looked for this complete unity as well, but were not so focused on ecstatic experiences. Instead, their goal was to emulate the moral life of Christ more completely. The Dartford nuns were surrounded by all of these legacies, and used them to create something unique. Though they are not called mystics, they are known for their piety toward God and their determination to live lives devoted to, and in emulation of, Him.", "targets": "What did the English Dominicans hope to do within the Order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-413393b27be64ccd8638a78fcc5bc55b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican Order was affected by a number of elemental influences. Its early members imbued the order with a mysticism and learning. The Europeans of the order embraced ecstatic mysticism on a grand scale and looked to a union with the Creator. The English Dominicans looked for this complete unity as well, but were not so focused on ecstatic experiences. Instead, their goal was to emulate the moral life of Christ more completely. The Dartford nuns were surrounded by all of these legacies, and used them to create something unique. Though they are not called mystics, they are known for their piety toward God and their determination to live lives devoted to, and in emulation of, Him.", "targets": "What group of nuns are used all aspects of the Dominican Order for their work? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-413393b27be64ccd8638a78fcc5bc55b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican Order was affected by a number of elemental influences. Its early members imbued the order with a mysticism and learning. The Europeans of the order embraced ecstatic mysticism on a grand scale and looked to a union with the Creator. The English Dominicans looked for this complete unity as well, but were not so focused on ecstatic experiences. Instead, their goal was to emulate the moral life of Christ more completely. The Dartford nuns were surrounded by all of these legacies, and used them to create something unique. Though they are not called mystics, they are known for their piety toward God and their determination to live lives devoted to, and in emulation of, Him.", "targets": "The Dartford Nuns are similar to what group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-413393b27be64ccd8638a78fcc5bc55b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Dominican Order was affected by a number of elemental influences. Its early members imbued the order with a mysticism and learning. The Europeans of the order embraced ecstatic mysticism on a grand scale and looked to a union with the Creator. The English Dominicans looked for this complete unity as well, but were not so focused on ecstatic experiences. Instead, their goal was to emulate the moral life of Christ more completely. The Dartford nuns were surrounded by all of these legacies, and used them to create something unique. Though they are not called mystics, they are known for their piety toward God and their determination to live lives devoted to, and in emulation of, Him.", "targets": "What do ecstatic mystics hope to achieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59158b2fa6934307adafbf3341cb8917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opinion of the majority of Croatian linguists[citation needed] is that there has never been a Serbo-Croatian language, but two different standard languages that overlapped sometime in the course of history. However, Croatian linguist Snje\u017eana Kordi\u0107 has been leading an academic discussion on that issue in the Croatian journal Knji\u017eevna republika from 2001 to 2010. In the discussion, she shows that linguistic criteria such as mutual intelligibility, huge overlap in linguistic system, and the same dialectic basis of standard language provide evidence that Croatian, Serbian, Bosnian and Montenegrin are four national variants of the pluricentric Serbo-Croatian language. Igor Mandi\u0107 states: \"During the last ten years, it has been the longest, the most serious and most acrid discussion (\u2026) in 21st-century Croatian culture\". Inspired by that discussion, a monograph on language and nationalism has been published.", "targets": "Is it the majority or minority opinion that two different standard languages existed and overlapped at some historical point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59158b2fa6934307adafbf3341cb8917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opinion of the majority of Croatian linguists[citation needed] is that there has never been a Serbo-Croatian language, but two different standard languages that overlapped sometime in the course of history. However, Croatian linguist Snje\u017eana Kordi\u0107 has been leading an academic discussion on that issue in the Croatian journal Knji\u017eevna republika from 2001 to 2010. In the discussion, she shows that linguistic criteria such as mutual intelligibility, huge overlap in linguistic system, and the same dialectic basis of standard language provide evidence that Croatian, Serbian, Bosnian and Montenegrin are four national variants of the pluricentric Serbo-Croatian language. Igor Mandi\u0107 states: \"During the last ten years, it has been the longest, the most serious and most acrid discussion (\u2026) in 21st-century Croatian culture\". Inspired by that discussion, a monograph on language and nationalism has been published.", "targets": "Who stated that the argument between pluricentric or dual standard classifications has been the \"longest, most serious, and most acrid discussion in 21st century Croatian culture?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59158b2fa6934307adafbf3341cb8917", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The opinion of the majority of Croatian linguists[citation needed] is that there has never been a Serbo-Croatian language, but two different standard languages that overlapped sometime in the course of history. However, Croatian linguist Snje\u017eana Kordi\u0107 has been leading an academic discussion on that issue in the Croatian journal Knji\u017eevna republika from 2001 to 2010. In the discussion, she shows that linguistic criteria such as mutual intelligibility, huge overlap in linguistic system, and the same dialectic basis of standard language provide evidence that Croatian, Serbian, Bosnian and Montenegrin are four national variants of the pluricentric Serbo-Croatian language. Igor Mandi\u0107 states: \"During the last ten years, it has been the longest, the most serious and most acrid discussion (\u2026) in 21st-century Croatian culture\". Inspired by that discussion, a monograph on language and nationalism has been published.", "targets": "Which Croatian linguist agrees with Igor Mandic and feels that Serbo-Croatian language is pluricentric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-593bfe3a54394daf8405a98f6f1fb0d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The path to independence for the white colonies of the British Empire began with the 1839 Durham Report, which proposed unification and self-government for Upper and Lower Canada, as a solution to political unrest there. This began with the passing of the Act of Union in 1840, which created the Province of Canada. Responsible government was first granted to Nova Scotia in 1848, and was soon extended to the other British North American colonies. With the passage of the British North America Act, 1867 by the British Parliament, Upper and Lower Canada, New Brunswick and Nova Scotia were formed into the Dominion of Canada, a confederation enjoying full self-government with the exception of international relations. Australia and New Zealand achieved similar levels of self-government after 1900, with the Australian colonies federating in 1901. The term \"dominion status\" was officially introduced at the Colonial Conference of 1907.", "targets": "When was it proposed to unify Upper and Lower Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-593bfe3a54394daf8405a98f6f1fb0d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The path to independence for the white colonies of the British Empire began with the 1839 Durham Report, which proposed unification and self-government for Upper and Lower Canada, as a solution to political unrest there. This began with the passing of the Act of Union in 1840, which created the Province of Canada. Responsible government was first granted to Nova Scotia in 1848, and was soon extended to the other British North American colonies. With the passage of the British North America Act, 1867 by the British Parliament, Upper and Lower Canada, New Brunswick and Nova Scotia were formed into the Dominion of Canada, a confederation enjoying full self-government with the exception of international relations. Australia and New Zealand achieved similar levels of self-government after 1900, with the Australian colonies federating in 1901. The term \"dominion status\" was officially introduced at the Colonial Conference of 1907.", "targets": "The Act of Union unified Canada into a territory by what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-593bfe3a54394daf8405a98f6f1fb0d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The path to independence for the white colonies of the British Empire began with the 1839 Durham Report, which proposed unification and self-government for Upper and Lower Canada, as a solution to political unrest there. This began with the passing of the Act of Union in 1840, which created the Province of Canada. Responsible government was first granted to Nova Scotia in 1848, and was soon extended to the other British North American colonies. With the passage of the British North America Act, 1867 by the British Parliament, Upper and Lower Canada, New Brunswick and Nova Scotia were formed into the Dominion of Canada, a confederation enjoying full self-government with the exception of international relations. Australia and New Zealand achieved similar levels of self-government after 1900, with the Australian colonies federating in 1901. The term \"dominion status\" was officially introduced at the Colonial Conference of 1907.", "targets": "When was the British North America Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-593bfe3a54394daf8405a98f6f1fb0d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The path to independence for the white colonies of the British Empire began with the 1839 Durham Report, which proposed unification and self-government for Upper and Lower Canada, as a solution to political unrest there. This began with the passing of the Act of Union in 1840, which created the Province of Canada. Responsible government was first granted to Nova Scotia in 1848, and was soon extended to the other British North American colonies. With the passage of the British North America Act, 1867 by the British Parliament, Upper and Lower Canada, New Brunswick and Nova Scotia were formed into the Dominion of Canada, a confederation enjoying full self-government with the exception of international relations. Australia and New Zealand achieved similar levels of self-government after 1900, with the Australian colonies federating in 1901. The term \"dominion status\" was officially introduced at the Colonial Conference of 1907.", "targets": "When did Australia achieve self-government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-593bfe3a54394daf8405a98f6f1fb0d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The path to independence for the white colonies of the British Empire began with the 1839 Durham Report, which proposed unification and self-government for Upper and Lower Canada, as a solution to political unrest there. This began with the passing of the Act of Union in 1840, which created the Province of Canada. Responsible government was first granted to Nova Scotia in 1848, and was soon extended to the other British North American colonies. With the passage of the British North America Act, 1867 by the British Parliament, Upper and Lower Canada, New Brunswick and Nova Scotia were formed into the Dominion of Canada, a confederation enjoying full self-government with the exception of international relations. Australia and New Zealand achieved similar levels of self-government after 1900, with the Australian colonies federating in 1901. The term \"dominion status\" was officially introduced at the Colonial Conference of 1907.", "targets": "When did New Zealand achieve self-government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "When was there an attempt to reform the law of the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "What two country's referendums curtailed a constitution for Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "How similar was the Lisbon Treaty to the constitutional treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "What type of treaty was the Lisbon Treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "Is the Lisbon Treaty one that would alter existing treaties or replace them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "What reform was attempted following the Nice Treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "What was an additional projected effect of the attempted reform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "Which caused the reform to never come into force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94a987bd86bd44e8b6e799e698eb3ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the Nice Treaty, there was an attempt to reform the constitutional law of the European Union and make it more transparent; this would have also produced a single constitutional document. However, as a result of the referendum in France and the referendum in the Netherlands, the 2004 Treaty establishing a Constitution for Europe never came into force. Instead, the Lisbon Treaty was enacted. Its substance was very similar to the proposed constitutional treaty, but it was formally an amending treaty, and \u2013 though it significantly altered the existing treaties \u2013 it did not completely replace them.", "targets": "What treaty took the place of constitutional treaty? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2f183d9f6374eef8e485c804f3a175c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Victoria and Albert Museum\u2019s Word and Image Department was under the same pressure being felt in archives around the world, to digitize their collection. A large scale digitization project began in 2007 in that department. That project was entitled the Factory Project to reference Andy Warhol and to create a factory to completely digitize the collection. The first step of the Factory Project was to take photographs utilizing digital cameras. The Word and Image Department had a collection of old photos but they were in black and white and in variant conditions, so new photos were shot. Those new photographs will be accessible to researchers to the Victoria and Albert Museum web-site. 15,000 images were taken during the first year of the Factory Project, including drawings, watercolors, computer-generated art, photographs, posters, and woodcuts. The second step of the Factory Project is to catalog everything. The third step of the Factory Project is to audit the collection. All of those items which were photographed and cataloged, must be audited to make sure everything listed as being in the collection was physically found during the creation of the Factory Project. The fourth goal of the Factory Project is conservation, which means performing some basic preventable procedures to those items in the department. There is a \"Search the Collections\" feature on the Victoria and Albert web-site. The main impetus behind the large-scale digitization project called the Factory Project was to list more items in the collections in those computer databases.", "targets": "In which year did the V&A's Word and Image Department began a large scale digitization project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2f183d9f6374eef8e485c804f3a175c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Victoria and Albert Museum\u2019s Word and Image Department was under the same pressure being felt in archives around the world, to digitize their collection. A large scale digitization project began in 2007 in that department. That project was entitled the Factory Project to reference Andy Warhol and to create a factory to completely digitize the collection. The first step of the Factory Project was to take photographs utilizing digital cameras. The Word and Image Department had a collection of old photos but they were in black and white and in variant conditions, so new photos were shot. Those new photographs will be accessible to researchers to the Victoria and Albert Museum web-site. 15,000 images were taken during the first year of the Factory Project, including drawings, watercolors, computer-generated art, photographs, posters, and woodcuts. The second step of the Factory Project is to catalog everything. The third step of the Factory Project is to audit the collection. All of those items which were photographed and cataloged, must be audited to make sure everything listed as being in the collection was physically found during the creation of the Factory Project. The fourth goal of the Factory Project is conservation, which means performing some basic preventable procedures to those items in the department. There is a \"Search the Collections\" feature on the Victoria and Albert web-site. The main impetus behind the large-scale digitization project called the Factory Project was to list more items in the collections in those computer databases.", "targets": "What was the digitization project called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2f183d9f6374eef8e485c804f3a175c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Victoria and Albert Museum\u2019s Word and Image Department was under the same pressure being felt in archives around the world, to digitize their collection. A large scale digitization project began in 2007 in that department. That project was entitled the Factory Project to reference Andy Warhol and to create a factory to completely digitize the collection. The first step of the Factory Project was to take photographs utilizing digital cameras. The Word and Image Department had a collection of old photos but they were in black and white and in variant conditions, so new photos were shot. Those new photographs will be accessible to researchers to the Victoria and Albert Museum web-site. 15,000 images were taken during the first year of the Factory Project, including drawings, watercolors, computer-generated art, photographs, posters, and woodcuts. The second step of the Factory Project is to catalog everything. The third step of the Factory Project is to audit the collection. All of those items which were photographed and cataloged, must be audited to make sure everything listed as being in the collection was physically found during the creation of the Factory Project. The fourth goal of the Factory Project is conservation, which means performing some basic preventable procedures to those items in the department. There is a \"Search the Collections\" feature on the Victoria and Albert web-site. The main impetus behind the large-scale digitization project called the Factory Project was to list more items in the collections in those computer databases.", "targets": "The title of the digitization project was a reference to which artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2f183d9f6374eef8e485c804f3a175c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Victoria and Albert Museum\u2019s Word and Image Department was under the same pressure being felt in archives around the world, to digitize their collection. A large scale digitization project began in 2007 in that department. That project was entitled the Factory Project to reference Andy Warhol and to create a factory to completely digitize the collection. The first step of the Factory Project was to take photographs utilizing digital cameras. The Word and Image Department had a collection of old photos but they were in black and white and in variant conditions, so new photos were shot. Those new photographs will be accessible to researchers to the Victoria and Albert Museum web-site. 15,000 images were taken during the first year of the Factory Project, including drawings, watercolors, computer-generated art, photographs, posters, and woodcuts. The second step of the Factory Project is to catalog everything. The third step of the Factory Project is to audit the collection. All of those items which were photographed and cataloged, must be audited to make sure everything listed as being in the collection was physically found during the creation of the Factory Project. The fourth goal of the Factory Project is conservation, which means performing some basic preventable procedures to those items in the department. There is a \"Search the Collections\" feature on the Victoria and Albert web-site. The main impetus behind the large-scale digitization project called the Factory Project was to list more items in the collections in those computer databases.", "targets": "Approximately how many images were digitized during the first year of the digitization project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2f183d9f6374eef8e485c804f3a175c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Victoria and Albert Museum\u2019s Word and Image Department was under the same pressure being felt in archives around the world, to digitize their collection. A large scale digitization project began in 2007 in that department. That project was entitled the Factory Project to reference Andy Warhol and to create a factory to completely digitize the collection. The first step of the Factory Project was to take photographs utilizing digital cameras. The Word and Image Department had a collection of old photos but they were in black and white and in variant conditions, so new photos were shot. Those new photographs will be accessible to researchers to the Victoria and Albert Museum web-site. 15,000 images were taken during the first year of the Factory Project, including drawings, watercolors, computer-generated art, photographs, posters, and woodcuts. The second step of the Factory Project is to catalog everything. The third step of the Factory Project is to audit the collection. All of those items which were photographed and cataloged, must be audited to make sure everything listed as being in the collection was physically found during the creation of the Factory Project. The fourth goal of the Factory Project is conservation, which means performing some basic preventable procedures to those items in the department. There is a \"Search the Collections\" feature on the Victoria and Albert web-site. The main impetus behind the large-scale digitization project called the Factory Project was to list more items in the collections in those computer databases.", "targets": "What is the second phase of the digitization project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c15c6c7496467c8909072feb4383c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first elected head of government was Cuauht\u00e9moc C\u00e1rdenas. C\u00e1rdenas resigned in 1999 to run in the 2000 presidential elections and designated Rosario Robles to succeed him, who became the first woman (elected or otherwise) to govern Mexico City. In 2000 Andr\u00e9s Manuel L\u00f3pez Obrador was elected, and resigned in 2005 to run in the 2006 presidential elections, Alejandro Encinas being designated by the Legislative Assembly to finish the term. In 2006, Marcelo Ebrard was elected for the 2006\u20132012 period.", "targets": "Who was elected to be the head of government in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c15c6c7496467c8909072feb4383c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first elected head of government was Cuauht\u00e9moc C\u00e1rdenas. C\u00e1rdenas resigned in 1999 to run in the 2000 presidential elections and designated Rosario Robles to succeed him, who became the first woman (elected or otherwise) to govern Mexico City. In 2000 Andr\u00e9s Manuel L\u00f3pez Obrador was elected, and resigned in 2005 to run in the 2006 presidential elections, Alejandro Encinas being designated by the Legislative Assembly to finish the term. In 2006, Marcelo Ebrard was elected for the 2006\u20132012 period.", "targets": "Why did the first elected head of government of Mexico City resign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c15c6c7496467c8909072feb4383c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first elected head of government was Cuauht\u00e9moc C\u00e1rdenas. C\u00e1rdenas resigned in 1999 to run in the 2000 presidential elections and designated Rosario Robles to succeed him, who became the first woman (elected or otherwise) to govern Mexico City. In 2000 Andr\u00e9s Manuel L\u00f3pez Obrador was elected, and resigned in 2005 to run in the 2006 presidential elections, Alejandro Encinas being designated by the Legislative Assembly to finish the term. In 2006, Marcelo Ebrard was elected for the 2006\u20132012 period.", "targets": "Who was the second head of government elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c15c6c7496467c8909072feb4383c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first elected head of government was Cuauht\u00e9moc C\u00e1rdenas. C\u00e1rdenas resigned in 1999 to run in the 2000 presidential elections and designated Rosario Robles to succeed him, who became the first woman (elected or otherwise) to govern Mexico City. In 2000 Andr\u00e9s Manuel L\u00f3pez Obrador was elected, and resigned in 2005 to run in the 2006 presidential elections, Alejandro Encinas being designated by the Legislative Assembly to finish the term. In 2006, Marcelo Ebrard was elected for the 2006\u20132012 period.", "targets": "Who was head of government after the first elected head of government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48c15c6c7496467c8909072feb4383c6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first elected head of government was Cuauht\u00e9moc C\u00e1rdenas. C\u00e1rdenas resigned in 1999 to run in the 2000 presidential elections and designated Rosario Robles to succeed him, who became the first woman (elected or otherwise) to govern Mexico City. In 2000 Andr\u00e9s Manuel L\u00f3pez Obrador was elected, and resigned in 2005 to run in the 2006 presidential elections, Alejandro Encinas being designated by the Legislative Assembly to finish the term. In 2006, Marcelo Ebrard was elected for the 2006\u20132012 period.", "targets": "Who was the first woman to run Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aacd6760bad4c3a8b79e0dfcec4d077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In other contexts the term does not necessarily have pejorative overtones and may even be complimentary when used, in areas where innovation is welcome, of ideas that are in fundamental disagreement with the status quo in any practice and branch of knowledge. Scientist/author Isaac Asimov considered heresy as an abstraction, Asimov's views are in Forward: The Role of the Heretic. mentioning religious, political, socioeconomic and scientific heresies. He divided scientific heretics into endoheretics (those from within the scientific community) and exoheretics (those from without). Characteristics were ascribed to both and examples of both kinds were offered. Asimov concluded that science orthodoxy defends itself well against endoheretics (by control of science education, grants and publication as examples), but is nearly powerless against exoheretics. He acknowledged by examples that heresy has repeatedly become orthodoxy.", "targets": "What must be welcomed in areas for the term do be perceived as complimentary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aacd6760bad4c3a8b79e0dfcec4d077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In other contexts the term does not necessarily have pejorative overtones and may even be complimentary when used, in areas where innovation is welcome, of ideas that are in fundamental disagreement with the status quo in any practice and branch of knowledge. Scientist/author Isaac Asimov considered heresy as an abstraction, Asimov's views are in Forward: The Role of the Heretic. mentioning religious, political, socioeconomic and scientific heresies. He divided scientific heretics into endoheretics (those from within the scientific community) and exoheretics (those from without). Characteristics were ascribed to both and examples of both kinds were offered. Asimov concluded that science orthodoxy defends itself well against endoheretics (by control of science education, grants and publication as examples), but is nearly powerless against exoheretics. He acknowledged by examples that heresy has repeatedly become orthodoxy.", "targets": "What did Isaac Asimov consider heresy as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aacd6760bad4c3a8b79e0dfcec4d077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In other contexts the term does not necessarily have pejorative overtones and may even be complimentary when used, in areas where innovation is welcome, of ideas that are in fundamental disagreement with the status quo in any practice and branch of knowledge. Scientist/author Isaac Asimov considered heresy as an abstraction, Asimov's views are in Forward: The Role of the Heretic. mentioning religious, political, socioeconomic and scientific heresies. He divided scientific heretics into endoheretics (those from within the scientific community) and exoheretics (those from without). Characteristics were ascribed to both and examples of both kinds were offered. Asimov concluded that science orthodoxy defends itself well against endoheretics (by control of science education, grants and publication as examples), but is nearly powerless against exoheretics. He acknowledged by examples that heresy has repeatedly become orthodoxy.", "targets": "Which type of heresy is the scientific community well equipped to defend itself against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aacd6760bad4c3a8b79e0dfcec4d077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In other contexts the term does not necessarily have pejorative overtones and may even be complimentary when used, in areas where innovation is welcome, of ideas that are in fundamental disagreement with the status quo in any practice and branch of knowledge. Scientist/author Isaac Asimov considered heresy as an abstraction, Asimov's views are in Forward: The Role of the Heretic. mentioning religious, political, socioeconomic and scientific heresies. He divided scientific heretics into endoheretics (those from within the scientific community) and exoheretics (those from without). Characteristics were ascribed to both and examples of both kinds were offered. Asimov concluded that science orthodoxy defends itself well against endoheretics (by control of science education, grants and publication as examples), but is nearly powerless against exoheretics. He acknowledged by examples that heresy has repeatedly become orthodoxy.", "targets": "What has heresy within the scientific community repeatedly become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9492e93807da49eeaa9ea3d10f103e35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's street following was still too small to sustain his plans for reform and to secure him in office. To promote himself and the Liberation Rally, he gave speeches in a cross-country tour, and imposed controls over the country's press by decreeing that all publications had to be approved by the party to prevent \"sedition\". Both Umm Kulthum and Abdel Halim Hafez, the leading Arab singers of the era, performed songs praising Nasser's nationalism. Others produced plays denigrating his political opponents. According to his associates, Nasser orchestrated the campaign himself. Arab nationalist terms such \"Arab homeland\" and \"Arab nation\" frequently began appearing in his speeches in 1954\u201355, whereas prior he would refer to the Arab \"peoples\" or the \"Arab region\". In January 1955, the RCC appointed him as their president, pending national elections.", "targets": "What was too small to keep Nasser in power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9492e93807da49eeaa9ea3d10f103e35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's street following was still too small to sustain his plans for reform and to secure him in office. To promote himself and the Liberation Rally, he gave speeches in a cross-country tour, and imposed controls over the country's press by decreeing that all publications had to be approved by the party to prevent \"sedition\". Both Umm Kulthum and Abdel Halim Hafez, the leading Arab singers of the era, performed songs praising Nasser's nationalism. Others produced plays denigrating his political opponents. According to his associates, Nasser orchestrated the campaign himself. Arab nationalist terms such \"Arab homeland\" and \"Arab nation\" frequently began appearing in his speeches in 1954\u201355, whereas prior he would refer to the Arab \"peoples\" or the \"Arab region\". In January 1955, the RCC appointed him as their president, pending national elections.", "targets": "What institution did Nasser closely control to prevent sedition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9492e93807da49eeaa9ea3d10f103e35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's street following was still too small to sustain his plans for reform and to secure him in office. To promote himself and the Liberation Rally, he gave speeches in a cross-country tour, and imposed controls over the country's press by decreeing that all publications had to be approved by the party to prevent \"sedition\". Both Umm Kulthum and Abdel Halim Hafez, the leading Arab singers of the era, performed songs praising Nasser's nationalism. Others produced plays denigrating his political opponents. According to his associates, Nasser orchestrated the campaign himself. Arab nationalist terms such \"Arab homeland\" and \"Arab nation\" frequently began appearing in his speeches in 1954\u201355, whereas prior he would refer to the Arab \"peoples\" or the \"Arab region\". In January 1955, the RCC appointed him as their president, pending national elections.", "targets": "What phrases did Nasser use in many of his speeches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9492e93807da49eeaa9ea3d10f103e35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's street following was still too small to sustain his plans for reform and to secure him in office. To promote himself and the Liberation Rally, he gave speeches in a cross-country tour, and imposed controls over the country's press by decreeing that all publications had to be approved by the party to prevent \"sedition\". Both Umm Kulthum and Abdel Halim Hafez, the leading Arab singers of the era, performed songs praising Nasser's nationalism. Others produced plays denigrating his political opponents. According to his associates, Nasser orchestrated the campaign himself. Arab nationalist terms such \"Arab homeland\" and \"Arab nation\" frequently began appearing in his speeches in 1954\u201355, whereas prior he would refer to the Arab \"peoples\" or the \"Arab region\". In January 1955, the RCC appointed him as their president, pending national elections.", "targets": "Who were Umm Kulthum and Abdel Hafez?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9492e93807da49eeaa9ea3d10f103e35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser's street following was still too small to sustain his plans for reform and to secure him in office. To promote himself and the Liberation Rally, he gave speeches in a cross-country tour, and imposed controls over the country's press by decreeing that all publications had to be approved by the party to prevent \"sedition\". Both Umm Kulthum and Abdel Halim Hafez, the leading Arab singers of the era, performed songs praising Nasser's nationalism. Others produced plays denigrating his political opponents. According to his associates, Nasser orchestrated the campaign himself. Arab nationalist terms such \"Arab homeland\" and \"Arab nation\" frequently began appearing in his speeches in 1954\u201355, whereas prior he would refer to the Arab \"peoples\" or the \"Arab region\". In January 1955, the RCC appointed him as their president, pending national elections.", "targets": "In what year did the RCC appoint Nasser as president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-463633d329df4966a9480253ab51bb9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving has caused controversy since it began. Winston Churchill argued that it enlarges \"the opportunities for the pursuit of health and happiness among the millions of people who live in this country\" and pundits have dubbed it \"Daylight Slaving Time\". Historically, retailing, sports, and tourism interests have favored daylight saving, while agricultural and evening entertainment interests have opposed it, and its initial adoption had been prompted by energy crisis and war.", "targets": "What leader said daylight saving gives people more \"opportunities for the pursuit of health and happiness\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-463633d329df4966a9480253ab51bb9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving has caused controversy since it began. Winston Churchill argued that it enlarges \"the opportunities for the pursuit of health and happiness among the millions of people who live in this country\" and pundits have dubbed it \"Daylight Slaving Time\". Historically, retailing, sports, and tourism interests have favored daylight saving, while agricultural and evening entertainment interests have opposed it, and its initial adoption had been prompted by energy crisis and war.", "targets": "What nickname have people in opposition to DST given it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-463633d329df4966a9480253ab51bb9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving has caused controversy since it began. Winston Churchill argued that it enlarges \"the opportunities for the pursuit of health and happiness among the millions of people who live in this country\" and pundits have dubbed it \"Daylight Slaving Time\". Historically, retailing, sports, and tourism interests have favored daylight saving, while agricultural and evening entertainment interests have opposed it, and its initial adoption had been prompted by energy crisis and war.", "targets": "In addition to the evening entertainment industry, people from what industry often oppose daylight saving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-463633d329df4966a9480253ab51bb9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving has caused controversy since it began. Winston Churchill argued that it enlarges \"the opportunities for the pursuit of health and happiness among the millions of people who live in this country\" and pundits have dubbed it \"Daylight Slaving Time\". Historically, retailing, sports, and tourism interests have favored daylight saving, while agricultural and evening entertainment interests have opposed it, and its initial adoption had been prompted by energy crisis and war.", "targets": "Traditionally, retailing, tourism, and what other industry have been in favor of DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-463633d329df4966a9480253ab51bb9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Daylight saving has caused controversy since it began. Winston Churchill argued that it enlarges \"the opportunities for the pursuit of health and happiness among the millions of people who live in this country\" and pundits have dubbed it \"Daylight Slaving Time\". Historically, retailing, sports, and tourism interests have favored daylight saving, while agricultural and evening entertainment interests have opposed it, and its initial adoption had been prompted by energy crisis and war.", "targets": "Along with energy crisis, what other significant historical event led to countries adopting DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3ce8697c3d94cb28998ac543c72f6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two local Sunday Leagues in the Southampton area are the City of Southampton Sunday Football League and the Southampton and District Sunday Football League.", "targets": "Local Southampton football leagues have what day of the week in their names?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3ce8697c3d94cb28998ac543c72f6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two local Sunday Leagues in the Southampton area are the City of Southampton Sunday Football League and the Southampton and District Sunday Football League.", "targets": "How many local Sunday football leagues does Southampton have? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3ce8697c3d94cb28998ac543c72f6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two local Sunday Leagues in the Southampton area are the City of Southampton Sunday Football League and the Southampton and District Sunday Football League.", "targets": "What's the name of the local league with \"City\" in its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3ce8697c3d94cb28998ac543c72f6a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two local Sunday Leagues in the Southampton area are the City of Southampton Sunday Football League and the Southampton and District Sunday Football League.", "targets": "What's the name of the the local league with \"District\" in its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-477c6d5ca2f344bbafb16df527f68d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Torii Mototada (1539\u20131600) was a feudal lord in the service of Tokugawa Ieyasu. On the eve of the battle of Sekigahara, he volunteered to remain behind in the doomed Fushimi Castle while his lord advanced to the east. Torii and Tokugawa both agreed that the castle was indefensible. In an act of loyalty to his lord, Torii chose to remain behind, pledging that he and his men would fight to the finish. As was custom, Torii vowed that he would not be taken alive. In a dramatic last stand, the garrison of 2,000 men held out against overwhelming odds for ten days against the massive army of Ishida Mitsunari's 40,000 warriors. In a moving last statement to his son Tadamasa, he wrote:", "targets": "Who did Torii Mototada serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-477c6d5ca2f344bbafb16df527f68d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Torii Mototada (1539\u20131600) was a feudal lord in the service of Tokugawa Ieyasu. On the eve of the battle of Sekigahara, he volunteered to remain behind in the doomed Fushimi Castle while his lord advanced to the east. Torii and Tokugawa both agreed that the castle was indefensible. In an act of loyalty to his lord, Torii chose to remain behind, pledging that he and his men would fight to the finish. As was custom, Torii vowed that he would not be taken alive. In a dramatic last stand, the garrison of 2,000 men held out against overwhelming odds for ten days against the massive army of Ishida Mitsunari's 40,000 warriors. In a moving last statement to his son Tadamasa, he wrote:", "targets": "When was Torii Mototada born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-477c6d5ca2f344bbafb16df527f68d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Torii Mototada (1539\u20131600) was a feudal lord in the service of Tokugawa Ieyasu. On the eve of the battle of Sekigahara, he volunteered to remain behind in the doomed Fushimi Castle while his lord advanced to the east. Torii and Tokugawa both agreed that the castle was indefensible. In an act of loyalty to his lord, Torii chose to remain behind, pledging that he and his men would fight to the finish. As was custom, Torii vowed that he would not be taken alive. In a dramatic last stand, the garrison of 2,000 men held out against overwhelming odds for ten days against the massive army of Ishida Mitsunari's 40,000 warriors. In a moving last statement to his son Tadamasa, he wrote:", "targets": "When did Torii Mototada die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-477c6d5ca2f344bbafb16df527f68d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Torii Mototada (1539\u20131600) was a feudal lord in the service of Tokugawa Ieyasu. On the eve of the battle of Sekigahara, he volunteered to remain behind in the doomed Fushimi Castle while his lord advanced to the east. Torii and Tokugawa both agreed that the castle was indefensible. In an act of loyalty to his lord, Torii chose to remain behind, pledging that he and his men would fight to the finish. As was custom, Torii vowed that he would not be taken alive. In a dramatic last stand, the garrison of 2,000 men held out against overwhelming odds for ten days against the massive army of Ishida Mitsunari's 40,000 warriors. In a moving last statement to his son Tadamasa, he wrote:", "targets": "How many people were in Ishida Mitsunari's army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-477c6d5ca2f344bbafb16df527f68d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Torii Mototada (1539\u20131600) was a feudal lord in the service of Tokugawa Ieyasu. On the eve of the battle of Sekigahara, he volunteered to remain behind in the doomed Fushimi Castle while his lord advanced to the east. Torii and Tokugawa both agreed that the castle was indefensible. In an act of loyalty to his lord, Torii chose to remain behind, pledging that he and his men would fight to the finish. As was custom, Torii vowed that he would not be taken alive. In a dramatic last stand, the garrison of 2,000 men held out against overwhelming odds for ten days against the massive army of Ishida Mitsunari's 40,000 warriors. In a moving last statement to his son Tadamasa, he wrote:", "targets": "How many soldiers defended Torii's last stand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3fc069db8042f89053381b4c06a895", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John was born to Henry II of England and Eleanor of Aquitaine on 24 December 1166. Henry had inherited significant territories along the Atlantic seaboard\u2014Anjou, Normandy and England\u2014and expanded his empire by conquering Brittany. Henry married the powerful Eleanor of Aquitaine, who reigned over the Duchy of Aquitaine and had a tenuous claim to Toulouse and Auvergne in southern France, in addition to being the former wife of Louis VII of France. The result was the Angevin Empire, named after Henry's paternal title as Count of Anjou and, more specifically, its seat in Angers.[nb 2] The Empire, however, was inherently fragile: although all the lands owed allegiance to Henry, the disparate parts each had their own histories, traditions and governance structures. As one moved south through Anjou and Aquitaine, the extent of Henry's power in the provinces diminished considerably, scarcely resembling the modern concept of an empire at all. Some of the traditional ties between parts of the empire such as Normandy and England were slowly dissolving over time. It was unclear what would happen to the empire on Henry's death. Although the custom of primogeniture, under which an eldest son would inherit all his father's lands, was slowly becoming more widespread across Europe, it was less popular amongst the Norman kings of England. Most believed that Henry would divide the empire, giving each son a substantial portion, and hoping that his children would continue to work together as allies after his death. To complicate matters, much of the Angevin empire was held by Henry only as a vassal of the King of France of the rival line of the House of Capet. Henry had often allied himself with the Holy Roman Emperor against France, making the feudal relationship even more challenging.", "targets": "When was John born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3fc069db8042f89053381b4c06a895", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John was born to Henry II of England and Eleanor of Aquitaine on 24 December 1166. Henry had inherited significant territories along the Atlantic seaboard\u2014Anjou, Normandy and England\u2014and expanded his empire by conquering Brittany. Henry married the powerful Eleanor of Aquitaine, who reigned over the Duchy of Aquitaine and had a tenuous claim to Toulouse and Auvergne in southern France, in addition to being the former wife of Louis VII of France. The result was the Angevin Empire, named after Henry's paternal title as Count of Anjou and, more specifically, its seat in Angers.[nb 2] The Empire, however, was inherently fragile: although all the lands owed allegiance to Henry, the disparate parts each had their own histories, traditions and governance structures. As one moved south through Anjou and Aquitaine, the extent of Henry's power in the provinces diminished considerably, scarcely resembling the modern concept of an empire at all. Some of the traditional ties between parts of the empire such as Normandy and England were slowly dissolving over time. It was unclear what would happen to the empire on Henry's death. Although the custom of primogeniture, under which an eldest son would inherit all his father's lands, was slowly becoming more widespread across Europe, it was less popular amongst the Norman kings of England. Most believed that Henry would divide the empire, giving each son a substantial portion, and hoping that his children would continue to work together as allies after his death. To complicate matters, much of the Angevin empire was held by Henry only as a vassal of the King of France of the rival line of the House of Capet. Henry had often allied himself with the Holy Roman Emperor against France, making the feudal relationship even more challenging.", "targets": "Who did Henry marry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3fc069db8042f89053381b4c06a895", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John was born to Henry II of England and Eleanor of Aquitaine on 24 December 1166. Henry had inherited significant territories along the Atlantic seaboard\u2014Anjou, Normandy and England\u2014and expanded his empire by conquering Brittany. Henry married the powerful Eleanor of Aquitaine, who reigned over the Duchy of Aquitaine and had a tenuous claim to Toulouse and Auvergne in southern France, in addition to being the former wife of Louis VII of France. The result was the Angevin Empire, named after Henry's paternal title as Count of Anjou and, more specifically, its seat in Angers.[nb 2] The Empire, however, was inherently fragile: although all the lands owed allegiance to Henry, the disparate parts each had their own histories, traditions and governance structures. As one moved south through Anjou and Aquitaine, the extent of Henry's power in the provinces diminished considerably, scarcely resembling the modern concept of an empire at all. Some of the traditional ties between parts of the empire such as Normandy and England were slowly dissolving over time. It was unclear what would happen to the empire on Henry's death. Although the custom of primogeniture, under which an eldest son would inherit all his father's lands, was slowly becoming more widespread across Europe, it was less popular amongst the Norman kings of England. Most believed that Henry would divide the empire, giving each son a substantial portion, and hoping that his children would continue to work together as allies after his death. To complicate matters, much of the Angevin empire was held by Henry only as a vassal of the King of France of the rival line of the House of Capet. Henry had often allied himself with the Holy Roman Emperor against France, making the feudal relationship even more challenging.", "targets": "Who was Henry's ally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976c14a8e2df41bd942036eace24e0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Italy, Freemasonry has become linked to a scandal concerning the Propaganda Due lodge (a.k.a. P2). This lodge was chartered by the Grande Oriente d'Italia in 1877, as a lodge for visiting Masons unable to attend their own lodges. Under Licio Gelli's leadership, in the late 1970s, P2 became involved in the financial scandals that nearly bankrupted the Vatican Bank. However, by this time the lodge was operating independently and irregularly, as the Grand Orient had revoked its charter and expelled Gelli in 1976.", "targets": "Freemasonry was linked to scandal in Italy due to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976c14a8e2df41bd942036eace24e0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Italy, Freemasonry has become linked to a scandal concerning the Propaganda Due lodge (a.k.a. P2). This lodge was chartered by the Grande Oriente d'Italia in 1877, as a lodge for visiting Masons unable to attend their own lodges. Under Licio Gelli's leadership, in the late 1970s, P2 became involved in the financial scandals that nearly bankrupted the Vatican Bank. However, by this time the lodge was operating independently and irregularly, as the Grand Orient had revoked its charter and expelled Gelli in 1976.", "targets": "The Propaganda Due Lodge was chartered by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976c14a8e2df41bd942036eace24e0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Italy, Freemasonry has become linked to a scandal concerning the Propaganda Due lodge (a.k.a. P2). This lodge was chartered by the Grande Oriente d'Italia in 1877, as a lodge for visiting Masons unable to attend their own lodges. Under Licio Gelli's leadership, in the late 1970s, P2 became involved in the financial scandals that nearly bankrupted the Vatican Bank. However, by this time the lodge was operating independently and irregularly, as the Grand Orient had revoked its charter and expelled Gelli in 1976.", "targets": "When did the Grande Oriente d'italia charter the Propaganda Due Lodge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976c14a8e2df41bd942036eace24e0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Italy, Freemasonry has become linked to a scandal concerning the Propaganda Due lodge (a.k.a. P2). This lodge was chartered by the Grande Oriente d'Italia in 1877, as a lodge for visiting Masons unable to attend their own lodges. Under Licio Gelli's leadership, in the late 1970s, P2 became involved in the financial scandals that nearly bankrupted the Vatican Bank. However, by this time the lodge was operating independently and irregularly, as the Grand Orient had revoked its charter and expelled Gelli in 1976.", "targets": "The Propaganda Due Lodge was also know as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-976c14a8e2df41bd942036eace24e0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Italy, Freemasonry has become linked to a scandal concerning the Propaganda Due lodge (a.k.a. P2). This lodge was chartered by the Grande Oriente d'Italia in 1877, as a lodge for visiting Masons unable to attend their own lodges. Under Licio Gelli's leadership, in the late 1970s, P2 became involved in the financial scandals that nearly bankrupted the Vatican Bank. However, by this time the lodge was operating independently and irregularly, as the Grand Orient had revoked its charter and expelled Gelli in 1976.", "targets": "When did the Grand Orient d'italia expel Licio Gelli and revoked the charter of P2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12e042a90cf4432fbf8d7e73602cf084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 25, 1991, the Russian SFSR was renamed the Russian Federation. On December 26, 1991, the USSR was self-dissolved by the Soviet of Nationalities, which by that time was the only functioning house of the Supreme Soviet (the other house, Soviet of the Union, had already lost the quorum after recall of its members by the union republics). After dissolution of the USSR, Russia declared that it assumed the rights and obligations of the dissolved central Soviet government, including UN membership.", "targets": "What was the new name given to the RSFSR on December 25, 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12e042a90cf4432fbf8d7e73602cf084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 25, 1991, the Russian SFSR was renamed the Russian Federation. On December 26, 1991, the USSR was self-dissolved by the Soviet of Nationalities, which by that time was the only functioning house of the Supreme Soviet (the other house, Soviet of the Union, had already lost the quorum after recall of its members by the union republics). After dissolution of the USSR, Russia declared that it assumed the rights and obligations of the dissolved central Soviet government, including UN membership.", "targets": "On what date was the USSR dissolved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12e042a90cf4432fbf8d7e73602cf084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 25, 1991, the Russian SFSR was renamed the Russian Federation. On December 26, 1991, the USSR was self-dissolved by the Soviet of Nationalities, which by that time was the only functioning house of the Supreme Soviet (the other house, Soviet of the Union, had already lost the quorum after recall of its members by the union republics). After dissolution of the USSR, Russia declared that it assumed the rights and obligations of the dissolved central Soviet government, including UN membership.", "targets": "What body was responsible for the dissolution of the USSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12e042a90cf4432fbf8d7e73602cf084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 25, 1991, the Russian SFSR was renamed the Russian Federation. On December 26, 1991, the USSR was self-dissolved by the Soviet of Nationalities, which by that time was the only functioning house of the Supreme Soviet (the other house, Soviet of the Union, had already lost the quorum after recall of its members by the union republics). After dissolution of the USSR, Russia declared that it assumed the rights and obligations of the dissolved central Soviet government, including UN membership.", "targets": "What house of the Supreme Soviet was not functioning as of December 26, 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12e042a90cf4432fbf8d7e73602cf084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On December 25, 1991, the Russian SFSR was renamed the Russian Federation. On December 26, 1991, the USSR was self-dissolved by the Soviet of Nationalities, which by that time was the only functioning house of the Supreme Soviet (the other house, Soviet of the Union, had already lost the quorum after recall of its members by the union republics). After dissolution of the USSR, Russia declared that it assumed the rights and obligations of the dissolved central Soviet government, including UN membership.", "targets": "What was one right of the Soviet government that the government of Russia assumed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa32447e45784471ac049d642e36d09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in most of eastern China the ethnic makeup of Nanjing is predominantly Han nationality (98.56 percent), with 50 other minority nationalities. In 1999, 77,394 residents belonged to minority nationalities, among which the vast majority (64,832) were Hui nationalities, contributing 83.76 percent to the minority population. The second and third largest minority groups were Manchu (2,311) and Zhuang (533) nationalities. Most of the minority nationalities resided in Jianye District, comprising 9.13 percent of the district's population.", "targets": "What is the overwhelming ethnic majority in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa32447e45784471ac049d642e36d09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in most of eastern China the ethnic makeup of Nanjing is predominantly Han nationality (98.56 percent), with 50 other minority nationalities. In 1999, 77,394 residents belonged to minority nationalities, among which the vast majority (64,832) were Hui nationalities, contributing 83.76 percent to the minority population. The second and third largest minority groups were Manchu (2,311) and Zhuang (533) nationalities. Most of the minority nationalities resided in Jianye District, comprising 9.13 percent of the district's population.", "targets": "What minority nationality is most common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa32447e45784471ac049d642e36d09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in most of eastern China the ethnic makeup of Nanjing is predominantly Han nationality (98.56 percent), with 50 other minority nationalities. In 1999, 77,394 residents belonged to minority nationalities, among which the vast majority (64,832) were Hui nationalities, contributing 83.76 percent to the minority population. The second and third largest minority groups were Manchu (2,311) and Zhuang (533) nationalities. Most of the minority nationalities resided in Jianye District, comprising 9.13 percent of the district's population.", "targets": "What is the second most common minority group in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa32447e45784471ac049d642e36d09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in most of eastern China the ethnic makeup of Nanjing is predominantly Han nationality (98.56 percent), with 50 other minority nationalities. In 1999, 77,394 residents belonged to minority nationalities, among which the vast majority (64,832) were Hui nationalities, contributing 83.76 percent to the minority population. The second and third largest minority groups were Manchu (2,311) and Zhuang (533) nationalities. Most of the minority nationalities resided in Jianye District, comprising 9.13 percent of the district's population.", "targets": "How many people of Manchu descent live in Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa32447e45784471ac049d642e36d09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in most of eastern China the ethnic makeup of Nanjing is predominantly Han nationality (98.56 percent), with 50 other minority nationalities. In 1999, 77,394 residents belonged to minority nationalities, among which the vast majority (64,832) were Hui nationalities, contributing 83.76 percent to the minority population. The second and third largest minority groups were Manchu (2,311) and Zhuang (533) nationalities. Most of the minority nationalities resided in Jianye District, comprising 9.13 percent of the district's population.", "targets": "How many minority nationality types does Nanjing contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e2ac0d8e084e8d986e2d134fdcfce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nev\u015fehirli Damat \u0130brahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.", "targets": "What is one university that was formed in the early 18th century of the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e2ac0d8e084e8d986e2d134fdcfce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nev\u015fehirli Damat \u0130brahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.", "targets": "What type of school was established in the empire in 1734?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e2ac0d8e084e8d986e2d134fdcfce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nev\u015fehirli Damat \u0130brahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.", "targets": "In 1754 what man convinced the Grand Vizier to allow the use of the printing press?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e2ac0d8e084e8d986e2d134fdcfce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nev\u015fehirli Damat \u0130brahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.", "targets": "Who was the Ottoaman Grand Vizier in 1726?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5e2ac0d8e084e8d986e2d134fdcfce4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Educational and technological reforms came about, including the establishment of higher education institutions such as the Istanbul Technical University. In 1734 an artillery school was established to impart Western-style artillery methods, but the Islamic clergy successfully objected under the grounds of theodicy. In 1754 the artillery school was reopened on a semi-secret basis. In 1726, Ibrahim Muteferrika convinced the Grand Vizier Nev\u015fehirli Damat \u0130brahim Pasha, the Grand Mufti, and the clergy on the efficiency of the printing press, and Muteferrika was later granted by Sultan Ahmed III permission to publish non-religious books (despite opposition from some calligraphers and religious leaders). Muteferrika's press published its first book in 1729 and, by 1743, issued 17 works in 23 volumes, each having between 500 and 1,000 copies.", "targets": "In what year did an Ottoman press produce its first book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8436e64d5e412cb7089bb14b71fef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The set G is called the underlying set of the group (G, \u2022). Often the group's underlying set G is used as a short name for the group (G, \u2022). Along the same lines, shorthand expressions such as \"a subset of the group G\" or \"an element of group G\" are used when what is actually meant is \"a subset of the underlying set G of the group (G, \u2022)\" or \"an element of the underlying set G of the group (G, \u2022)\". Usually, it is clear from the context whether a symbol like G refers to a group or to an underlying set.", "targets": "What is known as underlying set of the group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8436e64d5e412cb7089bb14b71fef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The set G is called the underlying set of the group (G, \u2022). Often the group's underlying set G is used as a short name for the group (G, \u2022). Along the same lines, shorthand expressions such as \"a subset of the group G\" or \"an element of group G\" are used when what is actually meant is \"a subset of the underlying set G of the group (G, \u2022)\" or \"an element of the underlying set G of the group (G, \u2022)\". Usually, it is clear from the context whether a symbol like G refers to a group or to an underlying set.", "targets": "What is often utilized as a short name for the group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be8436e64d5e412cb7089bb14b71fef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The set G is called the underlying set of the group (G, \u2022). Often the group's underlying set G is used as a short name for the group (G, \u2022). Along the same lines, shorthand expressions such as \"a subset of the group G\" or \"an element of group G\" are used when what is actually meant is \"a subset of the underlying set G of the group (G, \u2022)\" or \"an element of the underlying set G of the group (G, \u2022)\". Usually, it is clear from the context whether a symbol like G refers to a group or to an underlying set.", "targets": "What expressions are utilized when is really implied to be a longer expression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4cb1c8d029c4c16866c274fb757e84d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is a fully developed legal system, with all the necessary elements: courts, lawyers, judges, a fully articulated legal code principles of legal interpretation, and coercive penalties, though it lacks civilly-binding force in most secular jurisdictions. The academic degrees in canon law are the J.C.B. (Juris Canonici Baccalaureatus, Bachelor of Canon Law, normally taken as a graduate degree), J.C.L. (Juris Canonici Licentiatus, Licentiate of Canon Law) and the J.C.D. (Juris Canonici Doctor, Doctor of Canon Law). Because of its specialized nature, advanced degrees in civil law or theology are normal prerequisites for the study of canon law.", "targets": "What profesional roles from secular law does the Catholic Church also employ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4cb1c8d029c4c16866c274fb757e84d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is a fully developed legal system, with all the necessary elements: courts, lawyers, judges, a fully articulated legal code principles of legal interpretation, and coercive penalties, though it lacks civilly-binding force in most secular jurisdictions. The academic degrees in canon law are the J.C.B. (Juris Canonici Baccalaureatus, Bachelor of Canon Law, normally taken as a graduate degree), J.C.L. (Juris Canonici Licentiatus, Licentiate of Canon Law) and the J.C.D. (Juris Canonici Doctor, Doctor of Canon Law). Because of its specialized nature, advanced degrees in civil law or theology are normal prerequisites for the study of canon law.", "targets": "What is not present in the Catholic legal system as compared with non-religious law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4cb1c8d029c4c16866c274fb757e84d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is a fully developed legal system, with all the necessary elements: courts, lawyers, judges, a fully articulated legal code principles of legal interpretation, and coercive penalties, though it lacks civilly-binding force in most secular jurisdictions. The academic degrees in canon law are the J.C.B. (Juris Canonici Baccalaureatus, Bachelor of Canon Law, normally taken as a graduate degree), J.C.L. (Juris Canonici Licentiatus, Licentiate of Canon Law) and the J.C.D. (Juris Canonici Doctor, Doctor of Canon Law). Because of its specialized nature, advanced degrees in civil law or theology are normal prerequisites for the study of canon law.", "targets": "What does J.C.B. stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4cb1c8d029c4c16866c274fb757e84d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is a fully developed legal system, with all the necessary elements: courts, lawyers, judges, a fully articulated legal code principles of legal interpretation, and coercive penalties, though it lacks civilly-binding force in most secular jurisdictions. The academic degrees in canon law are the J.C.B. (Juris Canonici Baccalaureatus, Bachelor of Canon Law, normally taken as a graduate degree), J.C.L. (Juris Canonici Licentiatus, Licentiate of Canon Law) and the J.C.D. (Juris Canonici Doctor, Doctor of Canon Law). Because of its specialized nature, advanced degrees in civil law or theology are normal prerequisites for the study of canon law.", "targets": "What is the English equivalent of the term abbreviated by J.C.B.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4cb1c8d029c4c16866c274fb757e84d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is a fully developed legal system, with all the necessary elements: courts, lawyers, judges, a fully articulated legal code principles of legal interpretation, and coercive penalties, though it lacks civilly-binding force in most secular jurisdictions. The academic degrees in canon law are the J.C.B. (Juris Canonici Baccalaureatus, Bachelor of Canon Law, normally taken as a graduate degree), J.C.L. (Juris Canonici Licentiatus, Licentiate of Canon Law) and the J.C.D. (Juris Canonici Doctor, Doctor of Canon Law). Because of its specialized nature, advanced degrees in civil law or theology are normal prerequisites for the study of canon law.", "targets": "What is the Latin term for Licentiate of Canon Law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121095f9a4144320826cc58f67b6a97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning, the Quran did not have vocalization markings. The system of vocalization, as we know it today, seems to have been introduced towards the end of the ninth century. Since it would have been too costly for most Muslims to purchase a manuscript, copies of the Quran were held in mosques in order to make them accessible to people. These copies frequently took the form of a series of 30 parts or juz\u02bc. In terms of productivity, the Ottoman copyists provide the best example. This was in response to widespread demand, unpopularity of printing methods and for aesthetic reasons.", "targets": "In which century were vocalization marking added to the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121095f9a4144320826cc58f67b6a97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning, the Quran did not have vocalization markings. The system of vocalization, as we know it today, seems to have been introduced towards the end of the ninth century. Since it would have been too costly for most Muslims to purchase a manuscript, copies of the Quran were held in mosques in order to make them accessible to people. These copies frequently took the form of a series of 30 parts or juz\u02bc. In terms of productivity, the Ottoman copyists provide the best example. This was in response to widespread demand, unpopularity of printing methods and for aesthetic reasons.", "targets": "Where were Quran copies kept for those who could not afford their own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121095f9a4144320826cc58f67b6a97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning, the Quran did not have vocalization markings. The system of vocalization, as we know it today, seems to have been introduced towards the end of the ninth century. Since it would have been too costly for most Muslims to purchase a manuscript, copies of the Quran were held in mosques in order to make them accessible to people. These copies frequently took the form of a series of 30 parts or juz\u02bc. In terms of productivity, the Ottoman copyists provide the best example. This was in response to widespread demand, unpopularity of printing methods and for aesthetic reasons.", "targets": "What are the parts of the Quran called that are 30 in total?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-121095f9a4144320826cc58f67b6a97c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the beginning, the Quran did not have vocalization markings. The system of vocalization, as we know it today, seems to have been introduced towards the end of the ninth century. Since it would have been too costly for most Muslims to purchase a manuscript, copies of the Quran were held in mosques in order to make them accessible to people. These copies frequently took the form of a series of 30 parts or juz\u02bc. In terms of productivity, the Ottoman copyists provide the best example. This was in response to widespread demand, unpopularity of printing methods and for aesthetic reasons.", "targets": "Which group of Quran copyists produced the most in-demand manuscripts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56e87e9a345143ad9f2affebe13cf147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the second half of the 15th century the empire had a Christian majority, under the rule of a Muslim minority. In the late 19th century, the non-Muslim population of the empire began to fall considerably, not only due to secession, but also because of migratory movements. The proportion of Muslims amounted to 60% in the 1820s, gradually increasing to 69% in the 1870s and then to 76% in the 1890s. By 1914, only 19.1% of the empire's population was non-Muslim, mostly made up of Christian Greeks, Assyrians, Armenians, and Jews.", "targets": "The Empire had a Christian majority until what time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56e87e9a345143ad9f2affebe13cf147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the second half of the 15th century the empire had a Christian majority, under the rule of a Muslim minority. In the late 19th century, the non-Muslim population of the empire began to fall considerably, not only due to secession, but also because of migratory movements. The proportion of Muslims amounted to 60% in the 1820s, gradually increasing to 69% in the 1870s and then to 76% in the 1890s. By 1914, only 19.1% of the empire's population was non-Muslim, mostly made up of Christian Greeks, Assyrians, Armenians, and Jews.", "targets": "What group ruled the empire until the 15th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56e87e9a345143ad9f2affebe13cf147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the second half of the 15th century the empire had a Christian majority, under the rule of a Muslim minority. In the late 19th century, the non-Muslim population of the empire began to fall considerably, not only due to secession, but also because of migratory movements. The proportion of Muslims amounted to 60% in the 1820s, gradually increasing to 69% in the 1870s and then to 76% in the 1890s. By 1914, only 19.1% of the empire's population was non-Muslim, mostly made up of Christian Greeks, Assyrians, Armenians, and Jews.", "targets": "What group began to decline within the Empire in the late 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56e87e9a345143ad9f2affebe13cf147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the second half of the 15th century the empire had a Christian majority, under the rule of a Muslim minority. In the late 19th century, the non-Muslim population of the empire began to fall considerably, not only due to secession, but also because of migratory movements. The proportion of Muslims amounted to 60% in the 1820s, gradually increasing to 69% in the 1870s and then to 76% in the 1890s. By 1914, only 19.1% of the empire's population was non-Muslim, mostly made up of Christian Greeks, Assyrians, Armenians, and Jews.", "targets": "Muslims accounted for what amount of the population of the Empire in the 1820s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56e87e9a345143ad9f2affebe13cf147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the second half of the 15th century the empire had a Christian majority, under the rule of a Muslim minority. In the late 19th century, the non-Muslim population of the empire began to fall considerably, not only due to secession, but also because of migratory movements. The proportion of Muslims amounted to 60% in the 1820s, gradually increasing to 69% in the 1870s and then to 76% in the 1890s. By 1914, only 19.1% of the empire's population was non-Muslim, mostly made up of Christian Greeks, Assyrians, Armenians, and Jews.", "targets": "In 1914 what portion of the Empire weren't Muslims?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548175d2e36241fea9d88e405a4bb8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For all iPods released in 2006 and earlier, some equalizer (EQ) sound settings would distort the bass sound far too easily, even on undemanding songs. This would happen for EQ settings like R&B, Rock, Acoustic, and Bass Booster, because the equalizer amplified the digital audio level beyond the software's limit, causing distortion (clipping) on bass instruments.", "targets": "What acoustic element could be distorted by different audio settings in iPods prior to 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548175d2e36241fea9d88e405a4bb8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For all iPods released in 2006 and earlier, some equalizer (EQ) sound settings would distort the bass sound far too easily, even on undemanding songs. This would happen for EQ settings like R&B, Rock, Acoustic, and Bass Booster, because the equalizer amplified the digital audio level beyond the software's limit, causing distortion (clipping) on bass instruments.", "targets": "Name four sound profiles that would result in bass distortion on pre-2007 iPods."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548175d2e36241fea9d88e405a4bb8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For all iPods released in 2006 and earlier, some equalizer (EQ) sound settings would distort the bass sound far too easily, even on undemanding songs. This would happen for EQ settings like R&B, Rock, Acoustic, and Bass Booster, because the equalizer amplified the digital audio level beyond the software's limit, causing distortion (clipping) on bass instruments.", "targets": "What specific problem caused the issue with bass distortion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548175d2e36241fea9d88e405a4bb8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For all iPods released in 2006 and earlier, some equalizer (EQ) sound settings would distort the bass sound far too easily, even on undemanding songs. This would happen for EQ settings like R&B, Rock, Acoustic, and Bass Booster, because the equalizer amplified the digital audio level beyond the software's limit, causing distortion (clipping) on bass instruments.", "targets": "iPods released before what year had issues with distorted bass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-548175d2e36241fea9d88e405a4bb8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For all iPods released in 2006 and earlier, some equalizer (EQ) sound settings would distort the bass sound far too easily, even on undemanding songs. This would happen for EQ settings like R&B, Rock, Acoustic, and Bass Booster, because the equalizer amplified the digital audio level beyond the software's limit, causing distortion (clipping) on bass instruments.", "targets": "What EQ settings were known to have issues with bass distortion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edcb0c99ba1f48ca9ded471e5785c4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yugoslavia organized the Yugoslav People's Army (Jugoslavenska narodna armija, or JNA) from the Partisan movement and became the fourth strongest army in Europe at the time. The State Security Administration (Uprava dr\u017eavne bezbednosti/sigurnosti/varnosti, UDBA) was also formed as the new secret police, along with a security agency, the Department of People's Security (Organ Za\u0161tite Naroda (Armije), OZNA). Yugoslav intelligence was charged with imprisoning and bringing to trial large numbers of Nazi collaborators; controversially, this included Catholic clergymen due to the widespread involvement of Croatian Catholic clergy with the Usta\u0161a regime. Dra\u017ea Mihailovi\u0107 was found guilty of collaboration, high treason and war crimes and was subsequently executed by firing squad in July 1946.", "targets": "What was formed as the new secret police?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edcb0c99ba1f48ca9ded471e5785c4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yugoslavia organized the Yugoslav People's Army (Jugoslavenska narodna armija, or JNA) from the Partisan movement and became the fourth strongest army in Europe at the time. The State Security Administration (Uprava dr\u017eavne bezbednosti/sigurnosti/varnosti, UDBA) was also formed as the new secret police, along with a security agency, the Department of People's Security (Organ Za\u0161tite Naroda (Armije), OZNA). Yugoslav intelligence was charged with imprisoning and bringing to trial large numbers of Nazi collaborators; controversially, this included Catholic clergymen due to the widespread involvement of Croatian Catholic clergy with the Usta\u0161a regime. Dra\u017ea Mihailovi\u0107 was found guilty of collaboration, high treason and war crimes and was subsequently executed by firing squad in July 1946.", "targets": "Who was charged with brining to trial large numbers of Nazi collaborators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edcb0c99ba1f48ca9ded471e5785c4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yugoslavia organized the Yugoslav People's Army (Jugoslavenska narodna armija, or JNA) from the Partisan movement and became the fourth strongest army in Europe at the time. The State Security Administration (Uprava dr\u017eavne bezbednosti/sigurnosti/varnosti, UDBA) was also formed as the new secret police, along with a security agency, the Department of People's Security (Organ Za\u0161tite Naroda (Armije), OZNA). Yugoslav intelligence was charged with imprisoning and bringing to trial large numbers of Nazi collaborators; controversially, this included Catholic clergymen due to the widespread involvement of Croatian Catholic clergy with the Usta\u0161a regime. Dra\u017ea Mihailovi\u0107 was found guilty of collaboration, high treason and war crimes and was subsequently executed by firing squad in July 1946.", "targets": "Who were controversial among those brought to trial for Nazi collaboration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edcb0c99ba1f48ca9ded471e5785c4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yugoslavia organized the Yugoslav People's Army (Jugoslavenska narodna armija, or JNA) from the Partisan movement and became the fourth strongest army in Europe at the time. The State Security Administration (Uprava dr\u017eavne bezbednosti/sigurnosti/varnosti, UDBA) was also formed as the new secret police, along with a security agency, the Department of People's Security (Organ Za\u0161tite Naroda (Armije), OZNA). Yugoslav intelligence was charged with imprisoning and bringing to trial large numbers of Nazi collaborators; controversially, this included Catholic clergymen due to the widespread involvement of Croatian Catholic clergy with the Usta\u0161a regime. Dra\u017ea Mihailovi\u0107 was found guilty of collaboration, high treason and war crimes and was subsequently executed by firing squad in July 1946.", "targets": "Who was found guilty of collaboration, high treason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edcb0c99ba1f48ca9ded471e5785c4d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yugoslavia organized the Yugoslav People's Army (Jugoslavenska narodna armija, or JNA) from the Partisan movement and became the fourth strongest army in Europe at the time. The State Security Administration (Uprava dr\u017eavne bezbednosti/sigurnosti/varnosti, UDBA) was also formed as the new secret police, along with a security agency, the Department of People's Security (Organ Za\u0161tite Naroda (Armije), OZNA). Yugoslav intelligence was charged with imprisoning and bringing to trial large numbers of Nazi collaborators; controversially, this included Catholic clergymen due to the widespread involvement of Croatian Catholic clergy with the Usta\u0161a regime. Dra\u017ea Mihailovi\u0107 was found guilty of collaboration, high treason and war crimes and was subsequently executed by firing squad in July 1946.", "targets": "How was Draza executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6805c30dd2494fedae31d45292b84b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Tibetan historical texts identify the Zhang Zhung culture as a people who migrated from the Amdo region into what is now the region of Guge in western Tibet. Zhang Zhung is considered to be the original home of the B\u00f6n religion. By the 1st century BCE, a neighboring kingdom arose in the Yarlung valley, and the Yarlung king, Drigum Tsenpo, attempted to remove the influence of the Zhang Zhung by expelling the Zhang's B\u00f6n priests from Yarlung. He was assassinated and Zhang Zhung continued its dominance of the region until it was annexed by Songtsen Gampo in the 7th century. Prior to Songts\u00e4n Gampo, the kings of Tibet were more mythological than factual, and there is insufficient evidence of their existence.", "targets": "Where did the Zhang Zhung people migrate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6805c30dd2494fedae31d45292b84b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Tibetan historical texts identify the Zhang Zhung culture as a people who migrated from the Amdo region into what is now the region of Guge in western Tibet. Zhang Zhung is considered to be the original home of the B\u00f6n religion. By the 1st century BCE, a neighboring kingdom arose in the Yarlung valley, and the Yarlung king, Drigum Tsenpo, attempted to remove the influence of the Zhang Zhung by expelling the Zhang's B\u00f6n priests from Yarlung. He was assassinated and Zhang Zhung continued its dominance of the region until it was annexed by Songtsen Gampo in the 7th century. Prior to Songts\u00e4n Gampo, the kings of Tibet were more mythological than factual, and there is insufficient evidence of their existence.", "targets": "Where did the Zhang Zhung people migrate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6805c30dd2494fedae31d45292b84b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Tibetan historical texts identify the Zhang Zhung culture as a people who migrated from the Amdo region into what is now the region of Guge in western Tibet. Zhang Zhung is considered to be the original home of the B\u00f6n religion. By the 1st century BCE, a neighboring kingdom arose in the Yarlung valley, and the Yarlung king, Drigum Tsenpo, attempted to remove the influence of the Zhang Zhung by expelling the Zhang's B\u00f6n priests from Yarlung. He was assassinated and Zhang Zhung continued its dominance of the region until it was annexed by Songtsen Gampo in the 7th century. Prior to Songts\u00e4n Gampo, the kings of Tibet were more mythological than factual, and there is insufficient evidence of their existence.", "targets": "What is considered to be the original home of the Bon religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6805c30dd2494fedae31d45292b84b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Tibetan historical texts identify the Zhang Zhung culture as a people who migrated from the Amdo region into what is now the region of Guge in western Tibet. Zhang Zhung is considered to be the original home of the B\u00f6n religion. By the 1st century BCE, a neighboring kingdom arose in the Yarlung valley, and the Yarlung king, Drigum Tsenpo, attempted to remove the influence of the Zhang Zhung by expelling the Zhang's B\u00f6n priests from Yarlung. He was assassinated and Zhang Zhung continued its dominance of the region until it was annexed by Songtsen Gampo in the 7th century. Prior to Songts\u00e4n Gampo, the kings of Tibet were more mythological than factual, and there is insufficient evidence of their existence.", "targets": "Which Yarlung king attempted to remove the influence of the Zhang Zhung?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6805c30dd2494fedae31d45292b84b84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest Tibetan historical texts identify the Zhang Zhung culture as a people who migrated from the Amdo region into what is now the region of Guge in western Tibet. Zhang Zhung is considered to be the original home of the B\u00f6n religion. By the 1st century BCE, a neighboring kingdom arose in the Yarlung valley, and the Yarlung king, Drigum Tsenpo, attempted to remove the influence of the Zhang Zhung by expelling the Zhang's B\u00f6n priests from Yarlung. He was assassinated and Zhang Zhung continued its dominance of the region until it was annexed by Songtsen Gampo in the 7th century. Prior to Songts\u00e4n Gampo, the kings of Tibet were more mythological than factual, and there is insufficient evidence of their existence.", "targets": "Who was the first factual king of Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464d065253d64393a2ebdfd376d10658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2013, the American Idol alumni in their post-Idol careers have amassed over 59 million albums and 120 million singles and digital track downloads in the United States alone.", "targets": "How many albums have been sold by American Idol contestants up until 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464d065253d64393a2ebdfd376d10658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2013, the American Idol alumni in their post-Idol careers have amassed over 59 million albums and 120 million singles and digital track downloads in the United States alone.", "targets": "How many single have been sold by American Idol contestants up until 2013? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464d065253d64393a2ebdfd376d10658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2013, the American Idol alumni in their post-Idol careers have amassed over 59 million albums and 120 million singles and digital track downloads in the United States alone.", "targets": "How many albums have Idol contestants created as of 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464d065253d64393a2ebdfd376d10658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2013, the American Idol alumni in their post-Idol careers have amassed over 59 million albums and 120 million singles and digital track downloads in the United States alone.", "targets": "How many singles and digital downloads have Idol contestants created as of 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d88743e6a20e4df8a54bb7bdb16b799e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spiritual tradition of Dominic's Order is punctuated not only by charity, study and preaching, but also by instances of mystical union. The Dominican emphasis on learning and on charity distinguishes it from other monastic and mendicant orders. As the order first developed on the European continent, learning continued to be emphasized by these friars and their sisters in Christ. These religious also struggled for a deeply personal, intimate relationship with God. When the order reached England, many of these attributes were kept, but the English gave the order additional, specialized characteristics. This topic is discussed below.", "targets": "The tradition of the Dominican Order includes what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d88743e6a20e4df8a54bb7bdb16b799e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spiritual tradition of Dominic's Order is punctuated not only by charity, study and preaching, but also by instances of mystical union. The Dominican emphasis on learning and on charity distinguishes it from other monastic and mendicant orders. As the order first developed on the European continent, learning continued to be emphasized by these friars and their sisters in Christ. These religious also struggled for a deeply personal, intimate relationship with God. When the order reached England, many of these attributes were kept, but the English gave the order additional, specialized characteristics. This topic is discussed below.", "targets": "What is one area the Dominican Order puts emphasis on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d88743e6a20e4df8a54bb7bdb16b799e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spiritual tradition of Dominic's Order is punctuated not only by charity, study and preaching, but also by instances of mystical union. The Dominican emphasis on learning and on charity distinguishes it from other monastic and mendicant orders. As the order first developed on the European continent, learning continued to be emphasized by these friars and their sisters in Christ. These religious also struggled for a deeply personal, intimate relationship with God. When the order reached England, many of these attributes were kept, but the English gave the order additional, specialized characteristics. This topic is discussed below.", "targets": "What is one way that the Dominican Order differentiates itself from other religious orders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d88743e6a20e4df8a54bb7bdb16b799e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The spiritual tradition of Dominic's Order is punctuated not only by charity, study and preaching, but also by instances of mystical union. The Dominican emphasis on learning and on charity distinguishes it from other monastic and mendicant orders. As the order first developed on the European continent, learning continued to be emphasized by these friars and their sisters in Christ. These religious also struggled for a deeply personal, intimate relationship with God. When the order reached England, many of these attributes were kept, but the English gave the order additional, specialized characteristics. This topic is discussed below.", "targets": "In what country did some of the Dominican Order attributes change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfff21dacdec44f887da88fc4f61f003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sinclair Broadcast Group is the largest operator of ABC stations by numerical total, owning or providing services to 28 ABC affiliates and two additional subchannel-only affiliates; Sinclair owns the largest ABC subchannel affiliate by market size, WABM-DT2/WDBB-DT2 in the Birmingham market, which serve as repeaters of WBMA-LD (the largest low-power \"Big Four\" affiliate by market size, which itself is also simulcast on a subchannel of former WBMA satellite WGWW, owned by Sinclair partner company Howard Stirk Holdings). The E. W. Scripps Company is the largest operator of ABC stations in terms of overall market reach, owning 15 ABC-affiliated stations (including affiliates in larger markets such as Cleveland, Phoenix, Detroit and Denver), and through its ownership of Phoenix affiliate KNXV, Las Vegas affiliate KTNV-TV and Tucson affiliate KGUN-TV, the only provider of ABC programming for the majority of Arizona (outside of the Yuma-El Centro market) and Southern Nevada.", "targets": "What broadcast group is the largest operator of ABC stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfff21dacdec44f887da88fc4f61f003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sinclair Broadcast Group is the largest operator of ABC stations by numerical total, owning or providing services to 28 ABC affiliates and two additional subchannel-only affiliates; Sinclair owns the largest ABC subchannel affiliate by market size, WABM-DT2/WDBB-DT2 in the Birmingham market, which serve as repeaters of WBMA-LD (the largest low-power \"Big Four\" affiliate by market size, which itself is also simulcast on a subchannel of former WBMA satellite WGWW, owned by Sinclair partner company Howard Stirk Holdings). The E. W. Scripps Company is the largest operator of ABC stations in terms of overall market reach, owning 15 ABC-affiliated stations (including affiliates in larger markets such as Cleveland, Phoenix, Detroit and Denver), and through its ownership of Phoenix affiliate KNXV, Las Vegas affiliate KTNV-TV and Tucson affiliate KGUN-TV, the only provider of ABC programming for the majority of Arizona (outside of the Yuma-El Centro market) and Southern Nevada.", "targets": "What is the biggest ABC subchannel affiliate by the size of markets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfff21dacdec44f887da88fc4f61f003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sinclair Broadcast Group is the largest operator of ABC stations by numerical total, owning or providing services to 28 ABC affiliates and two additional subchannel-only affiliates; Sinclair owns the largest ABC subchannel affiliate by market size, WABM-DT2/WDBB-DT2 in the Birmingham market, which serve as repeaters of WBMA-LD (the largest low-power \"Big Four\" affiliate by market size, which itself is also simulcast on a subchannel of former WBMA satellite WGWW, owned by Sinclair partner company Howard Stirk Holdings). The E. W. Scripps Company is the largest operator of ABC stations in terms of overall market reach, owning 15 ABC-affiliated stations (including affiliates in larger markets such as Cleveland, Phoenix, Detroit and Denver), and through its ownership of Phoenix affiliate KNXV, Las Vegas affiliate KTNV-TV and Tucson affiliate KGUN-TV, the only provider of ABC programming for the majority of Arizona (outside of the Yuma-El Centro market) and Southern Nevada.", "targets": "What is the largest ABC station operator in terms of market reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfff21dacdec44f887da88fc4f61f003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sinclair Broadcast Group is the largest operator of ABC stations by numerical total, owning or providing services to 28 ABC affiliates and two additional subchannel-only affiliates; Sinclair owns the largest ABC subchannel affiliate by market size, WABM-DT2/WDBB-DT2 in the Birmingham market, which serve as repeaters of WBMA-LD (the largest low-power \"Big Four\" affiliate by market size, which itself is also simulcast on a subchannel of former WBMA satellite WGWW, owned by Sinclair partner company Howard Stirk Holdings). The E. W. Scripps Company is the largest operator of ABC stations in terms of overall market reach, owning 15 ABC-affiliated stations (including affiliates in larger markets such as Cleveland, Phoenix, Detroit and Denver), and through its ownership of Phoenix affiliate KNXV, Las Vegas affiliate KTNV-TV and Tucson affiliate KGUN-TV, the only provider of ABC programming for the majority of Arizona (outside of the Yuma-El Centro market) and Southern Nevada.", "targets": "How many affiliates does Sinclair Broadcast Group service or own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfff21dacdec44f887da88fc4f61f003", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sinclair Broadcast Group is the largest operator of ABC stations by numerical total, owning or providing services to 28 ABC affiliates and two additional subchannel-only affiliates; Sinclair owns the largest ABC subchannel affiliate by market size, WABM-DT2/WDBB-DT2 in the Birmingham market, which serve as repeaters of WBMA-LD (the largest low-power \"Big Four\" affiliate by market size, which itself is also simulcast on a subchannel of former WBMA satellite WGWW, owned by Sinclair partner company Howard Stirk Holdings). The E. W. Scripps Company is the largest operator of ABC stations in terms of overall market reach, owning 15 ABC-affiliated stations (including affiliates in larger markets such as Cleveland, Phoenix, Detroit and Denver), and through its ownership of Phoenix affiliate KNXV, Las Vegas affiliate KTNV-TV and Tucson affiliate KGUN-TV, the only provider of ABC programming for the majority of Arizona (outside of the Yuma-El Centro market) and Southern Nevada.", "targets": "How many ABC affiliates does the E. W. Scripps Company own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53cccf2193f14dafa2de41ce31c86fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, the High Court in South Africa ruled that Chinese South Africans who were residents during the apartheid era (and their descendants) are to be reclassified as \"Black people,\" solely for the purposes of accessing affirmative action benefits, because they were also \"disadvantaged\" by racial discrimination. Chinese people who arrived in the country after the end of apartheid do not qualify for such benefits.", "targets": "Who declared Chinese South Africans as \"Black People\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53cccf2193f14dafa2de41ce31c86fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, the High Court in South Africa ruled that Chinese South Africans who were residents during the apartheid era (and their descendants) are to be reclassified as \"Black people,\" solely for the purposes of accessing affirmative action benefits, because they were also \"disadvantaged\" by racial discrimination. Chinese people who arrived in the country after the end of apartheid do not qualify for such benefits.", "targets": "What year did this ruling happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53cccf2193f14dafa2de41ce31c86fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, the High Court in South Africa ruled that Chinese South Africans who were residents during the apartheid era (and their descendants) are to be reclassified as \"Black people,\" solely for the purposes of accessing affirmative action benefits, because they were also \"disadvantaged\" by racial discrimination. Chinese people who arrived in the country after the end of apartheid do not qualify for such benefits.", "targets": "Why was this classification made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53cccf2193f14dafa2de41ce31c86fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, the High Court in South Africa ruled that Chinese South Africans who were residents during the apartheid era (and their descendants) are to be reclassified as \"Black people,\" solely for the purposes of accessing affirmative action benefits, because they were also \"disadvantaged\" by racial discrimination. Chinese people who arrived in the country after the end of apartheid do not qualify for such benefits.", "targets": "What Chinese people did not qualify for benefits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53cccf2193f14dafa2de41ce31c86fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, the High Court in South Africa ruled that Chinese South Africans who were residents during the apartheid era (and their descendants) are to be reclassified as \"Black people,\" solely for the purposes of accessing affirmative action benefits, because they were also \"disadvantaged\" by racial discrimination. Chinese people who arrived in the country after the end of apartheid do not qualify for such benefits.", "targets": "Why did some Chinese citizens qualify for benefits? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bee4e5b43fc54c4a9ee01f2606892c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national football team, ranking 12th in the world in 2014 (and having reached a high of 8th in the world in 2008 and 2011), were crowned European Champions in Euro 2004 in one of the biggest upsets in the history of the sport and became one of the most successful national teams in European football, being one of only nine national teams to have won the UEFA European Championship. The Greek Super League is the highest professional football league in the country comprising eighteen teams. The most successful are Olympiacos, Panathinaikos, AEK Athens and PAOK.", "targets": "What ranking did the Greek national football team hold in 2014."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bee4e5b43fc54c4a9ee01f2606892c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national football team, ranking 12th in the world in 2014 (and having reached a high of 8th in the world in 2008 and 2011), were crowned European Champions in Euro 2004 in one of the biggest upsets in the history of the sport and became one of the most successful national teams in European football, being one of only nine national teams to have won the UEFA European Championship. The Greek Super League is the highest professional football league in the country comprising eighteen teams. The most successful are Olympiacos, Panathinaikos, AEK Athens and PAOK.", "targets": "Greek was crowned the European champions in what event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bee4e5b43fc54c4a9ee01f2606892c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national football team, ranking 12th in the world in 2014 (and having reached a high of 8th in the world in 2008 and 2011), were crowned European Champions in Euro 2004 in one of the biggest upsets in the history of the sport and became one of the most successful national teams in European football, being one of only nine national teams to have won the UEFA European Championship. The Greek Super League is the highest professional football league in the country comprising eighteen teams. The most successful are Olympiacos, Panathinaikos, AEK Athens and PAOK.", "targets": "How many national teams have won the UEFA European Championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bee4e5b43fc54c4a9ee01f2606892c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national football team, ranking 12th in the world in 2014 (and having reached a high of 8th in the world in 2008 and 2011), were crowned European Champions in Euro 2004 in one of the biggest upsets in the history of the sport and became one of the most successful national teams in European football, being one of only nine national teams to have won the UEFA European Championship. The Greek Super League is the highest professional football league in the country comprising eighteen teams. The most successful are Olympiacos, Panathinaikos, AEK Athens and PAOK.", "targets": "How many teams are in the Greek Super League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bee4e5b43fc54c4a9ee01f2606892c89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national football team, ranking 12th in the world in 2014 (and having reached a high of 8th in the world in 2008 and 2011), were crowned European Champions in Euro 2004 in one of the biggest upsets in the history of the sport and became one of the most successful national teams in European football, being one of only nine national teams to have won the UEFA European Championship. The Greek Super League is the highest professional football league in the country comprising eighteen teams. The most successful are Olympiacos, Panathinaikos, AEK Athens and PAOK.", "targets": "Who is one of the most successful teams in the Greek Super League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af344cdecb6e49d486fd1d899a76a05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable alumni include: Alan Mulally (BS/MS), former President and CEO of Ford Motor Company, Lou Montulli, co-founder of Netscape and author of the Lynx web browser, Brian McClendon (BSEE 1986), VP of Engineering at Google, Charles E. Spahr (1934), former CEO of Standard Oil of Ohio.", "targets": "What former leader of a car manufacturing company attended KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af344cdecb6e49d486fd1d899a76a05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable alumni include: Alan Mulally (BS/MS), former President and CEO of Ford Motor Company, Lou Montulli, co-founder of Netscape and author of the Lynx web browser, Brian McClendon (BSEE 1986), VP of Engineering at Google, Charles E. Spahr (1934), former CEO of Standard Oil of Ohio.", "targets": "Which person associated with web browsers was a student at KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af344cdecb6e49d486fd1d899a76a05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable alumni include: Alan Mulally (BS/MS), former President and CEO of Ford Motor Company, Lou Montulli, co-founder of Netscape and author of the Lynx web browser, Brian McClendon (BSEE 1986), VP of Engineering at Google, Charles E. Spahr (1934), former CEO of Standard Oil of Ohio.", "targets": "What Google employee once studied at the University of Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af344cdecb6e49d486fd1d899a76a05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable alumni include: Alan Mulally (BS/MS), former President and CEO of Ford Motor Company, Lou Montulli, co-founder of Netscape and author of the Lynx web browser, Brian McClendon (BSEE 1986), VP of Engineering at Google, Charles E. Spahr (1934), former CEO of Standard Oil of Ohio.", "targets": "What oil company leader is an alumnus of the University of Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af344cdecb6e49d486fd1d899a76a05a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Notable alumni include: Alan Mulally (BS/MS), former President and CEO of Ford Motor Company, Lou Montulli, co-founder of Netscape and author of the Lynx web browser, Brian McClendon (BSEE 1986), VP of Engineering at Google, Charles E. Spahr (1934), former CEO of Standard Oil of Ohio.", "targets": "For what company did Charles Spahr serve as CEO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24444b0f156f473abb0967c142cfc219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman city life and culture changed greatly in the early Middle Ages. Although Italian cities remained inhabited, they contracted significantly in size. Rome, for instance, shrank from a population of hundreds of thousands to around 30,000 by the end of the 6th century. Roman temples were converted into Christian churches and city walls remained in use. In Northern Europe, cities also shrank, while civic monuments and other public buildings were raided for building materials. The establishment of new kingdoms often meant some growth for the towns chosen as capitals. Although there had been Jewish communities in many Roman cities, the Jews suffered periods of persecution after the conversion of the empire to Christianity. Officially they were tolerated, if subject to conversion efforts, and at times were even encouraged to settle in new areas.", "targets": "About how many people lived in Rome at the end of the 500s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24444b0f156f473abb0967c142cfc219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman city life and culture changed greatly in the early Middle Ages. Although Italian cities remained inhabited, they contracted significantly in size. Rome, for instance, shrank from a population of hundreds of thousands to around 30,000 by the end of the 6th century. Roman temples were converted into Christian churches and city walls remained in use. In Northern Europe, cities also shrank, while civic monuments and other public buildings were raided for building materials. The establishment of new kingdoms often meant some growth for the towns chosen as capitals. Although there had been Jewish communities in many Roman cities, the Jews suffered periods of persecution after the conversion of the empire to Christianity. Officially they were tolerated, if subject to conversion efforts, and at times were even encouraged to settle in new areas.", "targets": "What new use was found for Roman temples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24444b0f156f473abb0967c142cfc219", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman city life and culture changed greatly in the early Middle Ages. Although Italian cities remained inhabited, they contracted significantly in size. Rome, for instance, shrank from a population of hundreds of thousands to around 30,000 by the end of the 6th century. Roman temples were converted into Christian churches and city walls remained in use. In Northern Europe, cities also shrank, while civic monuments and other public buildings were raided for building materials. The establishment of new kingdoms often meant some growth for the towns chosen as capitals. Although there had been Jewish communities in many Roman cities, the Jews suffered periods of persecution after the conversion of the empire to Christianity. Officially they were tolerated, if subject to conversion efforts, and at times were even encouraged to settle in new areas.", "targets": "What group was notably persecuted after the Roman Empire converted to Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cf3d15171d4e8e9e0307e91276062e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most taxonomies, the flowering plants are treated as a coherent group. The most popular descriptive name has been Angiospermae (Angiosperms), with Anthophyta (\"flowering plants\") a second choice. These names are not linked to any rank. The Wettstein system and the Engler system use the name Angiospermae, at the assigned rank of subdivision. The Reveal system treated flowering plants as subdivision Magnoliophytina (Frohne & U. Jensen ex Reveal, Phytologia 79: 70 1996), but later split it to Magnoliopsida, Liliopsida, and Rosopsida. The Takhtajan system and Cronquist system treat this group at the rank of division, leading to the name Magnoliophyta (from the family name Magnoliaceae). The Dahlgren system and Thorne system (1992) treat this group at the rank of class, leading to the name Magnoliopsida. The APG system of 1998, and the later 2003 and 2009 revisions, treat the flowering plants as a clade called angiosperms without a formal botanical name. However, a formal classification was published alongside the 2009 revision in which the flowering plants form the Subclass Magnoliidae.", "targets": "In taxonomies, what type of group are flowering plants treated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cf3d15171d4e8e9e0307e91276062e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most taxonomies, the flowering plants are treated as a coherent group. The most popular descriptive name has been Angiospermae (Angiosperms), with Anthophyta (\"flowering plants\") a second choice. These names are not linked to any rank. The Wettstein system and the Engler system use the name Angiospermae, at the assigned rank of subdivision. The Reveal system treated flowering plants as subdivision Magnoliophytina (Frohne & U. Jensen ex Reveal, Phytologia 79: 70 1996), but later split it to Magnoliopsida, Liliopsida, and Rosopsida. The Takhtajan system and Cronquist system treat this group at the rank of division, leading to the name Magnoliophyta (from the family name Magnoliaceae). The Dahlgren system and Thorne system (1992) treat this group at the rank of class, leading to the name Magnoliopsida. The APG system of 1998, and the later 2003 and 2009 revisions, treat the flowering plants as a clade called angiosperms without a formal botanical name. However, a formal classification was published alongside the 2009 revision in which the flowering plants form the Subclass Magnoliidae.", "targets": "What does anthophyta mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cf3d15171d4e8e9e0307e91276062e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most taxonomies, the flowering plants are treated as a coherent group. The most popular descriptive name has been Angiospermae (Angiosperms), with Anthophyta (\"flowering plants\") a second choice. These names are not linked to any rank. The Wettstein system and the Engler system use the name Angiospermae, at the assigned rank of subdivision. The Reveal system treated flowering plants as subdivision Magnoliophytina (Frohne & U. Jensen ex Reveal, Phytologia 79: 70 1996), but later split it to Magnoliopsida, Liliopsida, and Rosopsida. The Takhtajan system and Cronquist system treat this group at the rank of division, leading to the name Magnoliophyta (from the family name Magnoliaceae). The Dahlgren system and Thorne system (1992) treat this group at the rank of class, leading to the name Magnoliopsida. The APG system of 1998, and the later 2003 and 2009 revisions, treat the flowering plants as a clade called angiosperms without a formal botanical name. However, a formal classification was published alongside the 2009 revision in which the flowering plants form the Subclass Magnoliidae.", "targets": "What do the Wettstein and Engler systems use at the assigned rank of subdivision?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cf3d15171d4e8e9e0307e91276062e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most taxonomies, the flowering plants are treated as a coherent group. The most popular descriptive name has been Angiospermae (Angiosperms), with Anthophyta (\"flowering plants\") a second choice. These names are not linked to any rank. The Wettstein system and the Engler system use the name Angiospermae, at the assigned rank of subdivision. The Reveal system treated flowering plants as subdivision Magnoliophytina (Frohne & U. Jensen ex Reveal, Phytologia 79: 70 1996), but later split it to Magnoliopsida, Liliopsida, and Rosopsida. The Takhtajan system and Cronquist system treat this group at the rank of division, leading to the name Magnoliophyta (from the family name Magnoliaceae). The Dahlgren system and Thorne system (1992) treat this group at the rank of class, leading to the name Magnoliopsida. The APG system of 1998, and the later 2003 and 2009 revisions, treat the flowering plants as a clade called angiosperms without a formal botanical name. However, a formal classification was published alongside the 2009 revision in which the flowering plants form the Subclass Magnoliidae.", "targets": "How does the APG system of 1998, with its 2003 and 2009 revisions, treat flowering plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4cf3d15171d4e8e9e0307e91276062e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In most taxonomies, the flowering plants are treated as a coherent group. The most popular descriptive name has been Angiospermae (Angiosperms), with Anthophyta (\"flowering plants\") a second choice. These names are not linked to any rank. The Wettstein system and the Engler system use the name Angiospermae, at the assigned rank of subdivision. The Reveal system treated flowering plants as subdivision Magnoliophytina (Frohne & U. Jensen ex Reveal, Phytologia 79: 70 1996), but later split it to Magnoliopsida, Liliopsida, and Rosopsida. The Takhtajan system and Cronquist system treat this group at the rank of division, leading to the name Magnoliophyta (from the family name Magnoliaceae). The Dahlgren system and Thorne system (1992) treat this group at the rank of class, leading to the name Magnoliopsida. The APG system of 1998, and the later 2003 and 2009 revisions, treat the flowering plants as a clade called angiosperms without a formal botanical name. However, a formal classification was published alongside the 2009 revision in which the flowering plants form the Subclass Magnoliidae.", "targets": "What formal subclass classification were flowering plants given in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Who was the first reigning monarch from Britain to set foot in Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "What year did Queen Victoria first set foot in Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "What year did Victoria stop her annual visits to Spain due to the Boer war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Where did Victoria visit instead of Spain during the Boer war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "What year did Victoria's second son Alfred die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Where did Victoria stay in Spain in 1889? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "What war prevented Queen Victoria from taking her annual trip to France in 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "What country did Victoria visit instead of France during the Boer War? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Which of Queen Victoria's children died in July of that year? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Where did Victoria often go for holiday?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "In 1889, what was Victoria the first reining monarch from Britian to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Why did Victoria visit Ireland in 1861?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "Why was Victoria advised not to visit France in April of 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bc971455164b00b9d06e5ac7e74658", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria visited mainland Europe regularly for holidays. In 1889, during a stay in Biarritz, she became the first reigning monarch from Britain to set foot in Spain when she crossed the border for a brief visit. By April 1900, the Boer War was so unpopular in mainland Europe that her annual trip to France seemed inadvisable. Instead, the Queen went to Ireland for the first time since 1861, in part to acknowledge the contribution of Irish regiments to the South African war. In July, her second son Alfred (\"Affie\") died; \"Oh, God! My poor darling Affie gone too\", she wrote in her journal. \"It is a horrible year, nothing but sadness & horrors of one kind & another.\"", "targets": "What tragedy did Victoria face in July of 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c32c864b484c89a3ac864af927381c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is colloquially known as Chilangolandia after the locals' nickname chilangos. Chilango is used pejoratively by people living outside Mexico City to \"connote a loud, arrogant, ill-mannered, loutish person\". For their part those living in Mexico City designate insultingly those who live elsewhere as living in la provincia (\"the provinces\", the periphery) and many proudly embrace the term chilango. Residents of Mexico City are more recently called defe\u00f1os (deriving from the postal abbreviation of the Federal District in Spanish: D.F., which is read \"De-Efe\"). They are formally called capitalinos (in reference to the city being the capital of the country), but \"[p]erhaps because capitalino is the more polite, specific, and correct word, it is almost never utilized\".", "targets": "What are locals of Mexico City called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c32c864b484c89a3ac864af927381c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is colloquially known as Chilangolandia after the locals' nickname chilangos. Chilango is used pejoratively by people living outside Mexico City to \"connote a loud, arrogant, ill-mannered, loutish person\". For their part those living in Mexico City designate insultingly those who live elsewhere as living in la provincia (\"the provinces\", the periphery) and many proudly embrace the term chilango. Residents of Mexico City are more recently called defe\u00f1os (deriving from the postal abbreviation of the Federal District in Spanish: D.F., which is read \"De-Efe\"). They are formally called capitalinos (in reference to the city being the capital of the country), but \"[p]erhaps because capitalino is the more polite, specific, and correct word, it is almost never utilized\".", "targets": "What do Mexicans call Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c32c864b484c89a3ac864af927381c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is colloquially known as Chilangolandia after the locals' nickname chilangos. Chilango is used pejoratively by people living outside Mexico City to \"connote a loud, arrogant, ill-mannered, loutish person\". For their part those living in Mexico City designate insultingly those who live elsewhere as living in la provincia (\"the provinces\", the periphery) and many proudly embrace the term chilango. Residents of Mexico City are more recently called defe\u00f1os (deriving from the postal abbreviation of the Federal District in Spanish: D.F., which is read \"De-Efe\"). They are formally called capitalinos (in reference to the city being the capital of the country), but \"[p]erhaps because capitalino is the more polite, specific, and correct word, it is almost never utilized\".", "targets": "How do Mexicans take being called \"chilangos?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c32c864b484c89a3ac864af927381c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is colloquially known as Chilangolandia after the locals' nickname chilangos. Chilango is used pejoratively by people living outside Mexico City to \"connote a loud, arrogant, ill-mannered, loutish person\". For their part those living in Mexico City designate insultingly those who live elsewhere as living in la provincia (\"the provinces\", the periphery) and many proudly embrace the term chilango. Residents of Mexico City are more recently called defe\u00f1os (deriving from the postal abbreviation of the Federal District in Spanish: D.F., which is read \"De-Efe\"). They are formally called capitalinos (in reference to the city being the capital of the country), but \"[p]erhaps because capitalino is the more polite, specific, and correct word, it is almost never utilized\".", "targets": "What nickname are residents of Mexico given that more reflects the Spanish influence of the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3c32c864b484c89a3ac864af927381c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is colloquially known as Chilangolandia after the locals' nickname chilangos. Chilango is used pejoratively by people living outside Mexico City to \"connote a loud, arrogant, ill-mannered, loutish person\". For their part those living in Mexico City designate insultingly those who live elsewhere as living in la provincia (\"the provinces\", the periphery) and many proudly embrace the term chilango. Residents of Mexico City are more recently called defe\u00f1os (deriving from the postal abbreviation of the Federal District in Spanish: D.F., which is read \"De-Efe\"). They are formally called capitalinos (in reference to the city being the capital of the country), but \"[p]erhaps because capitalino is the more polite, specific, and correct word, it is almost never utilized\".", "targets": "What is the \"official\" term to denote a citizen of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20574dd5932746fbb717508c00534de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 930 BCE, the kingdom split into a southern Kingdom of Judah and a northern Kingdom of Israel. From the middle of the 8th century BCE Israel came into increasing conflict with the expanding neo-Assyrian empire. Under Tiglath-Pileser III it first split Israel's territory into several smaller units and then destroyed its capital, Samaria (722 BCE). An Israelite revolt (724\u2013722 BCE) was crushed after the siege and capture of Samaria by the Assyrian king Sargon II. Sargon's son, Sennacherib, tried and failed to conquer Judah. Assyrian records say he leveled 46 walled cities and besieged Jerusalem, leaving after receiving extensive tribute.", "targets": "When did the kingdom split?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20574dd5932746fbb717508c00534de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 930 BCE, the kingdom split into a southern Kingdom of Judah and a northern Kingdom of Israel. From the middle of the 8th century BCE Israel came into increasing conflict with the expanding neo-Assyrian empire. Under Tiglath-Pileser III it first split Israel's territory into several smaller units and then destroyed its capital, Samaria (722 BCE). An Israelite revolt (724\u2013722 BCE) was crushed after the siege and capture of Samaria by the Assyrian king Sargon II. Sargon's son, Sennacherib, tried and failed to conquer Judah. Assyrian records say he leveled 46 walled cities and besieged Jerusalem, leaving after receiving extensive tribute.", "targets": "What was the name of the destroyed capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20574dd5932746fbb717508c00534de3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 930 BCE, the kingdom split into a southern Kingdom of Judah and a northern Kingdom of Israel. From the middle of the 8th century BCE Israel came into increasing conflict with the expanding neo-Assyrian empire. Under Tiglath-Pileser III it first split Israel's territory into several smaller units and then destroyed its capital, Samaria (722 BCE). An Israelite revolt (724\u2013722 BCE) was crushed after the siege and capture of Samaria by the Assyrian king Sargon II. Sargon's son, Sennacherib, tried and failed to conquer Judah. Assyrian records say he leveled 46 walled cities and besieged Jerusalem, leaving after receiving extensive tribute.", "targets": "Who captured Samaria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-317c685f5376472bae54ef549ae273c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, against the advice of his advisors, Eisenhower insisted on campaigning in the South, refusing to surrender the region to the Democratic Party. The campaign strategy, dubbed \"K1C2\", was to focus on attacking the Truman and Roosevelt administrations on three issues: Korea, Communism and corruption. In an effort to accommodate the right, he stressed that the liberation of Eastern Europe should be by peaceful means only; he also distanced himself from his former boss President Truman.", "targets": "In what part of the country, previously neglected by Republican presidential candidates, did Eisenhower campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-317c685f5376472bae54ef549ae273c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, against the advice of his advisors, Eisenhower insisted on campaigning in the South, refusing to surrender the region to the Democratic Party. The campaign strategy, dubbed \"K1C2\", was to focus on attacking the Truman and Roosevelt administrations on three issues: Korea, Communism and corruption. In an effort to accommodate the right, he stressed that the liberation of Eastern Europe should be by peaceful means only; he also distanced himself from his former boss President Truman.", "targets": "Along with Korea and Communism, what issue did Eisenhower attack Truman on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-317c685f5376472bae54ef549ae273c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, against the advice of his advisors, Eisenhower insisted on campaigning in the South, refusing to surrender the region to the Democratic Party. The campaign strategy, dubbed \"K1C2\", was to focus on attacking the Truman and Roosevelt administrations on three issues: Korea, Communism and corruption. In an effort to accommodate the right, he stressed that the liberation of Eastern Europe should be by peaceful means only; he also distanced himself from his former boss President Truman.", "targets": "What was the strategy called that was used by Eisenhower's campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-317c685f5376472bae54ef549ae273c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the general election, against the advice of his advisors, Eisenhower insisted on campaigning in the South, refusing to surrender the region to the Democratic Party. The campaign strategy, dubbed \"K1C2\", was to focus on attacking the Truman and Roosevelt administrations on three issues: Korea, Communism and corruption. In an effort to accommodate the right, he stressed that the liberation of Eastern Europe should be by peaceful means only; he also distanced himself from his former boss President Truman.", "targets": "How did Eisenhower claim Eastern Europe should be liberated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1f3f4470d35432da46e9a7b9c312e84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan did not conquer the Song dynasty in South China until 1279, so Tibet was a component of the early Mongol Empire before it was combined into one of its descendant empires with the whole of China under the Yuan dynasty (1271\u20131368). Van Praag writes that this conquest \"marked the end of independent China,\" which was then incorporated into the Yuan dynasty that ruled China, Tibet, Mongolia, Korea, parts of Siberia and Upper Burma. Morris Rossabi, a professor of Asian history at Queens College, City University of New York, writes that \"Khubilai wished to be perceived both as the legitimate Khan of Khans of the Mongols and as the Emperor of China. Though he had, by the early 1260s, become closely identified with China, he still, for a time, claimed universal rule\", and yet \"despite his successes in China and Korea, Khubilai was unable to have himself accepted as the Great Khan\". Thus, with such limited acceptance of his position as Great Khan, Kublai Khan increasingly became identified with China and sought support as Emperor of China.", "targets": "When did Kublai Khan conquer the song dynasty?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1f3f4470d35432da46e9a7b9c312e84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan did not conquer the Song dynasty in South China until 1279, so Tibet was a component of the early Mongol Empire before it was combined into one of its descendant empires with the whole of China under the Yuan dynasty (1271\u20131368). Van Praag writes that this conquest \"marked the end of independent China,\" which was then incorporated into the Yuan dynasty that ruled China, Tibet, Mongolia, Korea, parts of Siberia and Upper Burma. Morris Rossabi, a professor of Asian history at Queens College, City University of New York, writes that \"Khubilai wished to be perceived both as the legitimate Khan of Khans of the Mongols and as the Emperor of China. Though he had, by the early 1260s, become closely identified with China, he still, for a time, claimed universal rule\", and yet \"despite his successes in China and Korea, Khubilai was unable to have himself accepted as the Great Khan\". Thus, with such limited acceptance of his position as Great Khan, Kublai Khan increasingly became identified with China and sought support as Emperor of China.", "targets": "When did the Yuan dynasty rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1f3f4470d35432da46e9a7b9c312e84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan did not conquer the Song dynasty in South China until 1279, so Tibet was a component of the early Mongol Empire before it was combined into one of its descendant empires with the whole of China under the Yuan dynasty (1271\u20131368). Van Praag writes that this conquest \"marked the end of independent China,\" which was then incorporated into the Yuan dynasty that ruled China, Tibet, Mongolia, Korea, parts of Siberia and Upper Burma. Morris Rossabi, a professor of Asian history at Queens College, City University of New York, writes that \"Khubilai wished to be perceived both as the legitimate Khan of Khans of the Mongols and as the Emperor of China. Though he had, by the early 1260s, become closely identified with China, he still, for a time, claimed universal rule\", and yet \"despite his successes in China and Korea, Khubilai was unable to have himself accepted as the Great Khan\". Thus, with such limited acceptance of his position as Great Khan, Kublai Khan increasingly became identified with China and sought support as Emperor of China.", "targets": "Which dynasty ruled all of china? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1f3f4470d35432da46e9a7b9c312e84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan did not conquer the Song dynasty in South China until 1279, so Tibet was a component of the early Mongol Empire before it was combined into one of its descendant empires with the whole of China under the Yuan dynasty (1271\u20131368). Van Praag writes that this conquest \"marked the end of independent China,\" which was then incorporated into the Yuan dynasty that ruled China, Tibet, Mongolia, Korea, parts of Siberia and Upper Burma. Morris Rossabi, a professor of Asian history at Queens College, City University of New York, writes that \"Khubilai wished to be perceived both as the legitimate Khan of Khans of the Mongols and as the Emperor of China. Though he had, by the early 1260s, become closely identified with China, he still, for a time, claimed universal rule\", and yet \"despite his successes in China and Korea, Khubilai was unable to have himself accepted as the Great Khan\". Thus, with such limited acceptance of his position as Great Khan, Kublai Khan increasingly became identified with China and sought support as Emperor of China.", "targets": "What did Khubilai claim for a while?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1f3f4470d35432da46e9a7b9c312e84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan did not conquer the Song dynasty in South China until 1279, so Tibet was a component of the early Mongol Empire before it was combined into one of its descendant empires with the whole of China under the Yuan dynasty (1271\u20131368). Van Praag writes that this conquest \"marked the end of independent China,\" which was then incorporated into the Yuan dynasty that ruled China, Tibet, Mongolia, Korea, parts of Siberia and Upper Burma. Morris Rossabi, a professor of Asian history at Queens College, City University of New York, writes that \"Khubilai wished to be perceived both as the legitimate Khan of Khans of the Mongols and as the Emperor of China. Though he had, by the early 1260s, become closely identified with China, he still, for a time, claimed universal rule\", and yet \"despite his successes in China and Korea, Khubilai was unable to have himself accepted as the Great Khan\". Thus, with such limited acceptance of his position as Great Khan, Kublai Khan increasingly became identified with China and sought support as Emperor of China.", "targets": "Where did Khubilai seek support as Emperor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "What movie did Beyonce act in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "Her second movie Beyonce did was what film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "The single, \"Listen\" was featured in which movie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "Beyonce's first world tour was when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "How much money did Beyonce's tour make in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "How many millions of dollars did ''The Pink Panther'' gross world-wide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "What did Beyonce call her first concert tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "Who was Beyonce's duet with in ''Beautiful Liar''?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "Which film did Beyonc\u00e9 star with Steve Martin in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "Beyonc\u00e9's role in Dreamgirls was based on what pop singer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "What was the lead single for the Dreamgirls soundtrack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "What was the name of Beyonc\u00e9's first international tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f3ed4008f3d47fa935e607141f21630", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Her first acting role of 2006 was in the comedy film The Pink Panther starring opposite Steve Martin, grossing $158.8 million at the box office worldwide. Her second film Dreamgirls, the film version of the 1981 Broadway musical loosely based on The Supremes, received acclaim from critics and grossed $154 million internationally. In it, she starred opposite Jennifer Hudson, Jamie Foxx, and Eddie Murphy playing a pop singer based on Diana Ross. To promote the film, Beyonc\u00e9 released \"Listen\" as the lead single from the soundtrack album. In April 2007, Beyonc\u00e9 embarked on The Beyonc\u00e9 Experience, her first worldwide concert tour, visiting 97 venues and grossed over $24 million.[note 1] Beyonc\u00e9 conducted pre-concert food donation drives during six major stops in conjunction with her pastor at St. John's and America's Second Harvest. At the same time, B'Day was re-released with five additional songs, including her duet with Shakira \"Beautiful Liar\".", "targets": "What pop singer did a duet with Beyonc\u00e9 on Beautiful Liar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e35b5bf80864886b21405b75f0eb6db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2002, the United States Special Operations Command, Pacific deployed to the Philippines to advise and assist the Armed Forces of the Philippines in combating Filipino Islamist groups. The operations were mainly focused on removing the Abu Sayyaf group and Jemaah Islamiyah (JI) from their stronghold on the island of Basilan. The second portion of the operation was conducted as a humanitarian program called \"Operation Smiles\". The goal of the program was to provide medical care and services to the region of Basilan as part of a \"Hearts and Minds\" program. Joint Special Operations Task Force \u2013 Philippines disbanded in June 2014, ending a 14-year mission. After JSOTF-P disbanded, as late as November 2014, American forces continued to operate in the Philippines under the name \"PACOM Augmentation Team\".", "targets": "Where did the USSOC Pacific deploy to in Jan 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e35b5bf80864886b21405b75f0eb6db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2002, the United States Special Operations Command, Pacific deployed to the Philippines to advise and assist the Armed Forces of the Philippines in combating Filipino Islamist groups. The operations were mainly focused on removing the Abu Sayyaf group and Jemaah Islamiyah (JI) from their stronghold on the island of Basilan. The second portion of the operation was conducted as a humanitarian program called \"Operation Smiles\". The goal of the program was to provide medical care and services to the region of Basilan as part of a \"Hearts and Minds\" program. Joint Special Operations Task Force \u2013 Philippines disbanded in June 2014, ending a 14-year mission. After JSOTF-P disbanded, as late as November 2014, American forces continued to operate in the Philippines under the name \"PACOM Augmentation Team\".", "targets": "What was the goal of the 2002 Philippines deployment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e35b5bf80864886b21405b75f0eb6db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2002, the United States Special Operations Command, Pacific deployed to the Philippines to advise and assist the Armed Forces of the Philippines in combating Filipino Islamist groups. The operations were mainly focused on removing the Abu Sayyaf group and Jemaah Islamiyah (JI) from their stronghold on the island of Basilan. The second portion of the operation was conducted as a humanitarian program called \"Operation Smiles\". The goal of the program was to provide medical care and services to the region of Basilan as part of a \"Hearts and Minds\" program. Joint Special Operations Task Force \u2013 Philippines disbanded in June 2014, ending a 14-year mission. After JSOTF-P disbanded, as late as November 2014, American forces continued to operate in the Philippines under the name \"PACOM Augmentation Team\".", "targets": "What was the main Filipino Islamist group being attacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e35b5bf80864886b21405b75f0eb6db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2002, the United States Special Operations Command, Pacific deployed to the Philippines to advise and assist the Armed Forces of the Philippines in combating Filipino Islamist groups. The operations were mainly focused on removing the Abu Sayyaf group and Jemaah Islamiyah (JI) from their stronghold on the island of Basilan. The second portion of the operation was conducted as a humanitarian program called \"Operation Smiles\". The goal of the program was to provide medical care and services to the region of Basilan as part of a \"Hearts and Minds\" program. Joint Special Operations Task Force \u2013 Philippines disbanded in June 2014, ending a 14-year mission. After JSOTF-P disbanded, as late as November 2014, American forces continued to operate in the Philippines under the name \"PACOM Augmentation Team\".", "targets": "What humanitarian effort followed the 2002 military operation in the Philippines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e35b5bf80864886b21405b75f0eb6db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 2002, the United States Special Operations Command, Pacific deployed to the Philippines to advise and assist the Armed Forces of the Philippines in combating Filipino Islamist groups. The operations were mainly focused on removing the Abu Sayyaf group and Jemaah Islamiyah (JI) from their stronghold on the island of Basilan. The second portion of the operation was conducted as a humanitarian program called \"Operation Smiles\". The goal of the program was to provide medical care and services to the region of Basilan as part of a \"Hearts and Minds\" program. Joint Special Operations Task Force \u2013 Philippines disbanded in June 2014, ending a 14-year mission. After JSOTF-P disbanded, as late as November 2014, American forces continued to operate in the Philippines under the name \"PACOM Augmentation Team\".", "targets": "What did Operation Smiles do for the Philippines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843431469535443ca5e2bf75387dcbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthani cooking was influenced by both the war-like lifestyles of its inhabitants and the availability of ingredients in this arid region. Food that could last for several days and could be eaten without heating was preferred. The scarcity of water and fresh green vegetables have all had their effect on the cooking. It is known for its snacks like Bikaneri Bhujia. Other famous dishes include bajre ki roti (millet bread) and lashun ki chutney (hot garlic paste), mawa kachori Mirchi Bada, Pyaaj Kachori and ghevar from Jodhpur, Alwar ka Mawa(Milk Cake), malpauas from Pushkar and rassgollas from Bikaner. Originating from the Marwar region of the state is the concept Marwari Bhojnalaya, or vegetarian restaurants, today found in many parts of India, which offer vegetarian food of the Marwari people. 4 Dal-Bati-Churma is very popular in Rajasthan. The traditional way to serve it is to first coarsely mash the Baati then pour pure Ghee on top of it. It is served with the daal (lentils) and spicy garlic chutney. Also served with Besan (gram flour) ki kadi. It is commonly served at all festivities, including religious occasions, wedding ceremonies, and birthday parties in Rajasthan. \"Dal-Baati-Churma\", is a combination of three different food items \u2014 Daal (lentils), Baati and Churma (Sweet). It is a typical Rajasthani dish.", "targets": "What type of food was preferred in Rajasthani cooking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843431469535443ca5e2bf75387dcbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthani cooking was influenced by both the war-like lifestyles of its inhabitants and the availability of ingredients in this arid region. Food that could last for several days and could be eaten without heating was preferred. The scarcity of water and fresh green vegetables have all had their effect on the cooking. It is known for its snacks like Bikaneri Bhujia. Other famous dishes include bajre ki roti (millet bread) and lashun ki chutney (hot garlic paste), mawa kachori Mirchi Bada, Pyaaj Kachori and ghevar from Jodhpur, Alwar ka Mawa(Milk Cake), malpauas from Pushkar and rassgollas from Bikaner. Originating from the Marwar region of the state is the concept Marwari Bhojnalaya, or vegetarian restaurants, today found in many parts of India, which offer vegetarian food of the Marwari people. 4 Dal-Bati-Churma is very popular in Rajasthan. The traditional way to serve it is to first coarsely mash the Baati then pour pure Ghee on top of it. It is served with the daal (lentils) and spicy garlic chutney. Also served with Besan (gram flour) ki kadi. It is commonly served at all festivities, including religious occasions, wedding ceremonies, and birthday parties in Rajasthan. \"Dal-Baati-Churma\", is a combination of three different food items \u2014 Daal (lentils), Baati and Churma (Sweet). It is a typical Rajasthani dish.", "targets": "Along with scarce green vegetables, what had an impact on Rajasthani cooking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843431469535443ca5e2bf75387dcbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthani cooking was influenced by both the war-like lifestyles of its inhabitants and the availability of ingredients in this arid region. Food that could last for several days and could be eaten without heating was preferred. The scarcity of water and fresh green vegetables have all had their effect on the cooking. It is known for its snacks like Bikaneri Bhujia. Other famous dishes include bajre ki roti (millet bread) and lashun ki chutney (hot garlic paste), mawa kachori Mirchi Bada, Pyaaj Kachori and ghevar from Jodhpur, Alwar ka Mawa(Milk Cake), malpauas from Pushkar and rassgollas from Bikaner. Originating from the Marwar region of the state is the concept Marwari Bhojnalaya, or vegetarian restaurants, today found in many parts of India, which offer vegetarian food of the Marwari people. 4 Dal-Bati-Churma is very popular in Rajasthan. The traditional way to serve it is to first coarsely mash the Baati then pour pure Ghee on top of it. It is served with the daal (lentils) and spicy garlic chutney. Also served with Besan (gram flour) ki kadi. It is commonly served at all festivities, including religious occasions, wedding ceremonies, and birthday parties in Rajasthan. \"Dal-Baati-Churma\", is a combination of three different food items \u2014 Daal (lentils), Baati and Churma (Sweet). It is a typical Rajasthani dish.", "targets": "What type of snack is Rajasthan known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843431469535443ca5e2bf75387dcbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthani cooking was influenced by both the war-like lifestyles of its inhabitants and the availability of ingredients in this arid region. Food that could last for several days and could be eaten without heating was preferred. The scarcity of water and fresh green vegetables have all had their effect on the cooking. It is known for its snacks like Bikaneri Bhujia. Other famous dishes include bajre ki roti (millet bread) and lashun ki chutney (hot garlic paste), mawa kachori Mirchi Bada, Pyaaj Kachori and ghevar from Jodhpur, Alwar ka Mawa(Milk Cake), malpauas from Pushkar and rassgollas from Bikaner. Originating from the Marwar region of the state is the concept Marwari Bhojnalaya, or vegetarian restaurants, today found in many parts of India, which offer vegetarian food of the Marwari people. 4 Dal-Bati-Churma is very popular in Rajasthan. The traditional way to serve it is to first coarsely mash the Baati then pour pure Ghee on top of it. It is served with the daal (lentils) and spicy garlic chutney. Also served with Besan (gram flour) ki kadi. It is commonly served at all festivities, including religious occasions, wedding ceremonies, and birthday parties in Rajasthan. \"Dal-Baati-Churma\", is a combination of three different food items \u2014 Daal (lentils), Baati and Churma (Sweet). It is a typical Rajasthani dish.", "targets": "What famous dish is also known as hot garlic paste?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843431469535443ca5e2bf75387dcbbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthani cooking was influenced by both the war-like lifestyles of its inhabitants and the availability of ingredients in this arid region. Food that could last for several days and could be eaten without heating was preferred. The scarcity of water and fresh green vegetables have all had their effect on the cooking. It is known for its snacks like Bikaneri Bhujia. Other famous dishes include bajre ki roti (millet bread) and lashun ki chutney (hot garlic paste), mawa kachori Mirchi Bada, Pyaaj Kachori and ghevar from Jodhpur, Alwar ka Mawa(Milk Cake), malpauas from Pushkar and rassgollas from Bikaner. Originating from the Marwar region of the state is the concept Marwari Bhojnalaya, or vegetarian restaurants, today found in many parts of India, which offer vegetarian food of the Marwari people. 4 Dal-Bati-Churma is very popular in Rajasthan. The traditional way to serve it is to first coarsely mash the Baati then pour pure Ghee on top of it. It is served with the daal (lentils) and spicy garlic chutney. Also served with Besan (gram flour) ki kadi. It is commonly served at all festivities, including religious occasions, wedding ceremonies, and birthday parties in Rajasthan. \"Dal-Baati-Churma\", is a combination of three different food items \u2014 Daal (lentils), Baati and Churma (Sweet). It is a typical Rajasthani dish.", "targets": "Vegetarian restaurants come from which Rajasthani region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bab59e02a548a1873f2f20d0c51c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Tunisia, Algeria, and Morocco, the Darijas (spoken North African languages) are sometimes considered more different from other Arabic dialects. Officially, North African countries prefer to give preference to the Literary Arabic and conduct much of their political and religious life in it (adherence to Islam), and refrain from declaring each country's specific variety to be a separate language, because Literary Arabic is the liturgical language of Islam and the language of the Islamic sacred book, the Qur'an. Although, especially since the 1960s, the Darijas are occupying an increasing use and influence in the cultural life of these countries. Examples of cultural elements where Darijas' use became dominant include: theatre, film, music, television, advertisement, social media, folk-tale books and companies' names.", "targets": "Along with Morocco and Tunisia, in what country are the Darijas spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bab59e02a548a1873f2f20d0c51c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Tunisia, Algeria, and Morocco, the Darijas (spoken North African languages) are sometimes considered more different from other Arabic dialects. Officially, North African countries prefer to give preference to the Literary Arabic and conduct much of their political and religious life in it (adherence to Islam), and refrain from declaring each country's specific variety to be a separate language, because Literary Arabic is the liturgical language of Islam and the language of the Islamic sacred book, the Qur'an. Although, especially since the 1960s, the Darijas are occupying an increasing use and influence in the cultural life of these countries. Examples of cultural elements where Darijas' use became dominant include: theatre, film, music, television, advertisement, social media, folk-tale books and companies' names.", "targets": "What is the liturgical language of Islam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bab59e02a548a1873f2f20d0c51c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Tunisia, Algeria, and Morocco, the Darijas (spoken North African languages) are sometimes considered more different from other Arabic dialects. Officially, North African countries prefer to give preference to the Literary Arabic and conduct much of their political and religious life in it (adherence to Islam), and refrain from declaring each country's specific variety to be a separate language, because Literary Arabic is the liturgical language of Islam and the language of the Islamic sacred book, the Qur'an. Although, especially since the 1960s, the Darijas are occupying an increasing use and influence in the cultural life of these countries. Examples of cultural elements where Darijas' use became dominant include: theatre, film, music, television, advertisement, social media, folk-tale books and companies' names.", "targets": "In what language is the Qur'an written?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bab59e02a548a1873f2f20d0c51c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Tunisia, Algeria, and Morocco, the Darijas (spoken North African languages) are sometimes considered more different from other Arabic dialects. Officially, North African countries prefer to give preference to the Literary Arabic and conduct much of their political and religious life in it (adherence to Islam), and refrain from declaring each country's specific variety to be a separate language, because Literary Arabic is the liturgical language of Islam and the language of the Islamic sacred book, the Qur'an. Although, especially since the 1960s, the Darijas are occupying an increasing use and influence in the cultural life of these countries. Examples of cultural elements where Darijas' use became dominant include: theatre, film, music, television, advertisement, social media, folk-tale books and companies' names.", "targets": "What does the term Dariajs refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57bab59e02a548a1873f2f20d0c51c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Tunisia, Algeria, and Morocco, the Darijas (spoken North African languages) are sometimes considered more different from other Arabic dialects. Officially, North African countries prefer to give preference to the Literary Arabic and conduct much of their political and religious life in it (adherence to Islam), and refrain from declaring each country's specific variety to be a separate language, because Literary Arabic is the liturgical language of Islam and the language of the Islamic sacred book, the Qur'an. Although, especially since the 1960s, the Darijas are occupying an increasing use and influence in the cultural life of these countries. Examples of cultural elements where Darijas' use became dominant include: theatre, film, music, television, advertisement, social media, folk-tale books and companies' names.", "targets": "What is the dominant religion of North Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860fea9fffee479c9729049591e388ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electric instruments such as the electric guitar, the electric bass and the ondes Martenot appear occasionally in the classical music of the 20th and 21st centuries. Both classical and popular musicians have experimented in recent decades with electronic instruments such as the synthesizer, electric and digital techniques such as the use of sampled or computer-generated sounds, and instruments from other cultures such as the gamelan.", "targets": "What type of instrument appears occasionally in the 20th and 21st century styles of classical music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860fea9fffee479c9729049591e388ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electric instruments such as the electric guitar, the electric bass and the ondes Martenot appear occasionally in the classical music of the 20th and 21st centuries. Both classical and popular musicians have experimented in recent decades with electronic instruments such as the synthesizer, electric and digital techniques such as the use of sampled or computer-generated sounds, and instruments from other cultures such as the gamelan.", "targets": "What type of musicians besides classical have experimented with electronic instruments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-860fea9fffee479c9729049591e388ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electric instruments such as the electric guitar, the electric bass and the ondes Martenot appear occasionally in the classical music of the 20th and 21st centuries. Both classical and popular musicians have experimented in recent decades with electronic instruments such as the synthesizer, electric and digital techniques such as the use of sampled or computer-generated sounds, and instruments from other cultures such as the gamelan.", "targets": "What type of instrument is the gamelan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-505a73bd8e0a42f58d72719f69a1d36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago Library system encompasses six libraries that contain a total of 9.8 million volumes, the 11th most among library systems in the United States. The university's main library is the Regenstein Library, which contains one of the largest collections of print volumes in the United States. The Joe and Rika Mansueto Library, built in 2011, houses a large study space and an automatic book storage and retrieval system. The John Crerar Library contains more than 1.3 million volumes in the biological, medical and physical sciences and collections in general science and the philosophy and history of science, medicine, and technology. The university also operates a number of special libraries, including the D'Angelo Law Library, the Social Service Administration Library, and the Eckhart Library for mathematics and computer science, which closed temporarily for renovation on July 8, 2013. Harper Memorial Library no longer contains any volumes; however it is, in addition to the Regenstein Library, a 24-hour study space on campus.", "targets": "The University of Chicago Library system has how many libraries in total?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-505a73bd8e0a42f58d72719f69a1d36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago Library system encompasses six libraries that contain a total of 9.8 million volumes, the 11th most among library systems in the United States. The university's main library is the Regenstein Library, which contains one of the largest collections of print volumes in the United States. The Joe and Rika Mansueto Library, built in 2011, houses a large study space and an automatic book storage and retrieval system. The John Crerar Library contains more than 1.3 million volumes in the biological, medical and physical sciences and collections in general science and the philosophy and history of science, medicine, and technology. The university also operates a number of special libraries, including the D'Angelo Law Library, the Social Service Administration Library, and the Eckhart Library for mathematics and computer science, which closed temporarily for renovation on July 8, 2013. Harper Memorial Library no longer contains any volumes; however it is, in addition to the Regenstein Library, a 24-hour study space on campus.", "targets": "How man volumes does the The University of Chicago Library system hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-505a73bd8e0a42f58d72719f69a1d36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago Library system encompasses six libraries that contain a total of 9.8 million volumes, the 11th most among library systems in the United States. The university's main library is the Regenstein Library, which contains one of the largest collections of print volumes in the United States. The Joe and Rika Mansueto Library, built in 2011, houses a large study space and an automatic book storage and retrieval system. The John Crerar Library contains more than 1.3 million volumes in the biological, medical and physical sciences and collections in general science and the philosophy and history of science, medicine, and technology. The university also operates a number of special libraries, including the D'Angelo Law Library, the Social Service Administration Library, and the Eckhart Library for mathematics and computer science, which closed temporarily for renovation on July 8, 2013. Harper Memorial Library no longer contains any volumes; however it is, in addition to the Regenstein Library, a 24-hour study space on campus.", "targets": "What is the name given to the university's main library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-505a73bd8e0a42f58d72719f69a1d36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago Library system encompasses six libraries that contain a total of 9.8 million volumes, the 11th most among library systems in the United States. The university's main library is the Regenstein Library, which contains one of the largest collections of print volumes in the United States. The Joe and Rika Mansueto Library, built in 2011, houses a large study space and an automatic book storage and retrieval system. The John Crerar Library contains more than 1.3 million volumes in the biological, medical and physical sciences and collections in general science and the philosophy and history of science, medicine, and technology. The university also operates a number of special libraries, including the D'Angelo Law Library, the Social Service Administration Library, and the Eckhart Library for mathematics and computer science, which closed temporarily for renovation on July 8, 2013. Harper Memorial Library no longer contains any volumes; however it is, in addition to the Regenstein Library, a 24-hour study space on campus.", "targets": "In what year was the Joe and Rika Mansueto Library constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-505a73bd8e0a42f58d72719f69a1d36b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago Library system encompasses six libraries that contain a total of 9.8 million volumes, the 11th most among library systems in the United States. The university's main library is the Regenstein Library, which contains one of the largest collections of print volumes in the United States. The Joe and Rika Mansueto Library, built in 2011, houses a large study space and an automatic book storage and retrieval system. The John Crerar Library contains more than 1.3 million volumes in the biological, medical and physical sciences and collections in general science and the philosophy and history of science, medicine, and technology. The university also operates a number of special libraries, including the D'Angelo Law Library, the Social Service Administration Library, and the Eckhart Library for mathematics and computer science, which closed temporarily for renovation on July 8, 2013. Harper Memorial Library no longer contains any volumes; however it is, in addition to the Regenstein Library, a 24-hour study space on campus.", "targets": "How many volumes does the John Crerar Library roughly hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "Do men and women's patterns of arousal differ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "Are the patterns related to orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "What types of stimuli were found to arouse women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "What stimuli did men show no arousal towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "Men's arousal patterns were found to be with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "What did a study on men and womens sexual arousal show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "Did women in the studys become aroused to heterosexual stimulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "Did men have any arousal from non human videos containing sex?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae0cb9a0f841f1a10d1520c277ff14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another study on men and women's patterns of sexual arousal confirmed that men and women have different patterns of arousal, independent of their sexual orientations. The study found that women's genitals become aroused to both human and nonhuman stimuli from movies showing humans of both genders having sex (heterosexual and homosexual) and from videos showing non-human primates (bonobos) having sex. Men did not show any sexual arousal to non-human visual stimuli, their arousal patterns being in line with their specific sexual interest (women for heterosexual men and men for homosexual men).", "targets": "Did mens arousal relate to the sexual interests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd41845e68e43cca3ac121ec4884e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several public-key cryptography algorithms, such as RSA and the Diffie\u2013Hellman key exchange, are based on large prime numbers (for example, 512-bit primes are frequently used for RSA and 1024-bit primes are typical for Diffie\u2013Hellman.). RSA relies on the assumption that it is much easier (i.e., more efficient) to perform the multiplication of two (large) numbers x and y than to calculate x and y (assumed coprime) if only the product xy is known. The Diffie\u2013Hellman key exchange relies on the fact that there are efficient algorithms for modular exponentiation, while the reverse operation the discrete logarithm is thought to be a hard problem.", "targets": "What is one type of public key cryptography algorithm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd41845e68e43cca3ac121ec4884e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several public-key cryptography algorithms, such as RSA and the Diffie\u2013Hellman key exchange, are based on large prime numbers (for example, 512-bit primes are frequently used for RSA and 1024-bit primes are typical for Diffie\u2013Hellman.). RSA relies on the assumption that it is much easier (i.e., more efficient) to perform the multiplication of two (large) numbers x and y than to calculate x and y (assumed coprime) if only the product xy is known. The Diffie\u2013Hellman key exchange relies on the fact that there are efficient algorithms for modular exponentiation, while the reverse operation the discrete logarithm is thought to be a hard problem.", "targets": "What is another type of public key cryptography algorithm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd41845e68e43cca3ac121ec4884e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several public-key cryptography algorithms, such as RSA and the Diffie\u2013Hellman key exchange, are based on large prime numbers (for example, 512-bit primes are frequently used for RSA and 1024-bit primes are typical for Diffie\u2013Hellman.). RSA relies on the assumption that it is much easier (i.e., more efficient) to perform the multiplication of two (large) numbers x and y than to calculate x and y (assumed coprime) if only the product xy is known. The Diffie\u2013Hellman key exchange relies on the fact that there are efficient algorithms for modular exponentiation, while the reverse operation the discrete logarithm is thought to be a hard problem.", "targets": "How many bits are often in the primes used for RSA public key cryptography algorithms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd41845e68e43cca3ac121ec4884e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several public-key cryptography algorithms, such as RSA and the Diffie\u2013Hellman key exchange, are based on large prime numbers (for example, 512-bit primes are frequently used for RSA and 1024-bit primes are typical for Diffie\u2013Hellman.). RSA relies on the assumption that it is much easier (i.e., more efficient) to perform the multiplication of two (large) numbers x and y than to calculate x and y (assumed coprime) if only the product xy is known. The Diffie\u2013Hellman key exchange relies on the fact that there are efficient algorithms for modular exponentiation, while the reverse operation the discrete logarithm is thought to be a hard problem.", "targets": "On what type of exponentiation does the Diffie\u2013Hellman key exchange depend on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dd41845e68e43cca3ac121ec4884e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several public-key cryptography algorithms, such as RSA and the Diffie\u2013Hellman key exchange, are based on large prime numbers (for example, 512-bit primes are frequently used for RSA and 1024-bit primes are typical for Diffie\u2013Hellman.). RSA relies on the assumption that it is much easier (i.e., more efficient) to perform the multiplication of two (large) numbers x and y than to calculate x and y (assumed coprime) if only the product xy is known. The Diffie\u2013Hellman key exchange relies on the fact that there are efficient algorithms for modular exponentiation, while the reverse operation the discrete logarithm is thought to be a hard problem.", "targets": "How many bits are typically used in the primes for the Diffie\u2013Hellman key exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca39ea60e994e35b163d8ed124cbd78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched an utterly unsuccessful invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "Who made the first strike of the Seven Years' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca39ea60e994e35b163d8ed124cbd78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched an utterly unsuccessful invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What area was the site of the first action in the Seven Years' War"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca39ea60e994e35b163d8ed124cbd78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched an utterly unsuccessful invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What country allied with Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca39ea60e994e35b163d8ed124cbd78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched an utterly unsuccessful invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "What was the initial country to ally with France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca39ea60e994e35b163d8ed124cbd78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Realizing that war was imminent, Prussia preemptively struck Saxony and quickly overran it. The result caused uproar across Europe. Because of Prussia's alliance with Britain, Austria formed an alliance with France, seeing an opportunity to recapture Silesia, which had been lost in a previous war. Reluctantly, by following the imperial diet, most of the states of the empire joined Austria's cause. The Anglo-Prussian alliance was joined by smaller German states (especially Hanover). Sweden, fearing Prussia's expansionist tendencies, went to war in 1757 to protect its Baltic dominions, seeing its chance when virtually all of Europe opposed Prussia. Spain, bound by the Pacte de Famille, intervened on behalf of France and together they launched an utterly unsuccessful invasion of Portugal in 1762. The Russian Empire was originally aligned with Austria, fearing Prussia's ambition on the Polish-Lithuanian Commonwealth, but switched sides upon the succession of Tsar Peter III in 1762.", "targets": "The smaller German states joined which side?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82b513989f53497e904b0d17180e511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antikythera mechanism is believed to be the earliest mechanical analog \"computer\", according to Derek J. de Solla Price. It was designed to calculate astronomical positions. It was discovered in 1901 in the Antikythera wreck off the Greek island of Antikythera, between Kythera and Crete, and has been dated to circa 100 BC. Devices of a level of complexity comparable to that of the Antikythera mechanism would not reappear until a thousand years later.", "targets": "What is thought to be the first mechanical analog computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82b513989f53497e904b0d17180e511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antikythera mechanism is believed to be the earliest mechanical analog \"computer\", according to Derek J. de Solla Price. It was designed to calculate astronomical positions. It was discovered in 1901 in the Antikythera wreck off the Greek island of Antikythera, between Kythera and Crete, and has been dated to circa 100 BC. Devices of a level of complexity comparable to that of the Antikythera mechanism would not reappear until a thousand years later.", "targets": "When was the Antikythera mechanism discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82b513989f53497e904b0d17180e511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antikythera mechanism is believed to be the earliest mechanical analog \"computer\", according to Derek J. de Solla Price. It was designed to calculate astronomical positions. It was discovered in 1901 in the Antikythera wreck off the Greek island of Antikythera, between Kythera and Crete, and has been dated to circa 100 BC. Devices of a level of complexity comparable to that of the Antikythera mechanism would not reappear until a thousand years later.", "targets": "Where was the Antikythera mechanism found in 1901?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82b513989f53497e904b0d17180e511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antikythera mechanism is believed to be the earliest mechanical analog \"computer\", according to Derek J. de Solla Price. It was designed to calculate astronomical positions. It was discovered in 1901 in the Antikythera wreck off the Greek island of Antikythera, between Kythera and Crete, and has been dated to circa 100 BC. Devices of a level of complexity comparable to that of the Antikythera mechanism would not reappear until a thousand years later.", "targets": "Where is the Greek Island of Antikythera located between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82b513989f53497e904b0d17180e511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antikythera mechanism is believed to be the earliest mechanical analog \"computer\", according to Derek J. de Solla Price. It was designed to calculate astronomical positions. It was discovered in 1901 in the Antikythera wreck off the Greek island of Antikythera, between Kythera and Crete, and has been dated to circa 100 BC. Devices of a level of complexity comparable to that of the Antikythera mechanism would not reappear until a thousand years later.", "targets": "The Antikythera mechanism was thought to be the first computer according to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aaded35767845ed911d28ee94af75ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first quantum effects to be explicitly noticed (but not understood at the time) was a Maxwell observation involving hydrogen, half a century before full quantum mechanical theory arrived. Maxwell observed that the specific heat capacity of H2 unaccountably departs from that of a diatomic gas below room temperature and begins to increasingly resemble that of a monatomic gas at cryogenic temperatures. According to quantum theory, this behavior arises from the spacing of the (quantized) rotational energy levels, which are particularly wide-spaced in H2 because of its low mass. These widely spaced levels inhibit equal partition of heat energy into rotational motion in hydrogen at low temperatures. Diatomic gases composed of heavier atoms do not have such widely spaced levels and do not exhibit the same effect.", "targets": "Who observed the specific heat capacity of H2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aaded35767845ed911d28ee94af75ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first quantum effects to be explicitly noticed (but not understood at the time) was a Maxwell observation involving hydrogen, half a century before full quantum mechanical theory arrived. Maxwell observed that the specific heat capacity of H2 unaccountably departs from that of a diatomic gas below room temperature and begins to increasingly resemble that of a monatomic gas at cryogenic temperatures. According to quantum theory, this behavior arises from the spacing of the (quantized) rotational energy levels, which are particularly wide-spaced in H2 because of its low mass. These widely spaced levels inhibit equal partition of heat energy into rotational motion in hydrogen at low temperatures. Diatomic gases composed of heavier atoms do not have such widely spaced levels and do not exhibit the same effect.", "targets": "What cause H2 to resemble monatomic gas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7aaded35767845ed911d28ee94af75ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the first quantum effects to be explicitly noticed (but not understood at the time) was a Maxwell observation involving hydrogen, half a century before full quantum mechanical theory arrived. Maxwell observed that the specific heat capacity of H2 unaccountably departs from that of a diatomic gas below room temperature and begins to increasingly resemble that of a monatomic gas at cryogenic temperatures. According to quantum theory, this behavior arises from the spacing of the (quantized) rotational energy levels, which are particularly wide-spaced in H2 because of its low mass. These widely spaced levels inhibit equal partition of heat energy into rotational motion in hydrogen at low temperatures. Diatomic gases composed of heavier atoms do not have such widely spaced levels and do not exhibit the same effect.", "targets": "What theory supports this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc9b291e32042699d8941fb61fc613f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region, as part of Lorraine, was part of the Holy Roman Empire, and then was gradually annexed by France in the 17th century, and formalized as one of the provinces of France. The Calvinist manufacturing republic of Mulhouse, known as Stadtrepublik M\u00fclhausen, became a part of Alsace after a vote by its citizens on 4 January 1798. Alsace is frequently mentioned with and as part of Lorraine and the former duchy of Lorraine, since it was a vital part of the duchy, and later because German possession as the imperial province (Alsace-Lorraine, 1871\u20131918) was contested in the 19th and 20th centuries; France and Germany exchanged control of parts of Lorraine (including Alsace) four times in 75 years.", "targets": "When did Stadtrepublik become a part of Alsace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc9b291e32042699d8941fb61fc613f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region, as part of Lorraine, was part of the Holy Roman Empire, and then was gradually annexed by France in the 17th century, and formalized as one of the provinces of France. The Calvinist manufacturing republic of Mulhouse, known as Stadtrepublik M\u00fclhausen, became a part of Alsace after a vote by its citizens on 4 January 1798. Alsace is frequently mentioned with and as part of Lorraine and the former duchy of Lorraine, since it was a vital part of the duchy, and later because German possession as the imperial province (Alsace-Lorraine, 1871\u20131918) was contested in the 19th and 20th centuries; France and Germany exchanged control of parts of Lorraine (including Alsace) four times in 75 years.", "targets": "What years did Germany hold possession over Lorrain-Alscace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc9b291e32042699d8941fb61fc613f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region, as part of Lorraine, was part of the Holy Roman Empire, and then was gradually annexed by France in the 17th century, and formalized as one of the provinces of France. The Calvinist manufacturing republic of Mulhouse, known as Stadtrepublik M\u00fclhausen, became a part of Alsace after a vote by its citizens on 4 January 1798. Alsace is frequently mentioned with and as part of Lorraine and the former duchy of Lorraine, since it was a vital part of the duchy, and later because German possession as the imperial province (Alsace-Lorraine, 1871\u20131918) was contested in the 19th and 20th centuries; France and Germany exchanged control of parts of Lorraine (including Alsace) four times in 75 years.", "targets": "Which other country had control over Alsace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc9b291e32042699d8941fb61fc613f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region, as part of Lorraine, was part of the Holy Roman Empire, and then was gradually annexed by France in the 17th century, and formalized as one of the provinces of France. The Calvinist manufacturing republic of Mulhouse, known as Stadtrepublik M\u00fclhausen, became a part of Alsace after a vote by its citizens on 4 January 1798. Alsace is frequently mentioned with and as part of Lorraine and the former duchy of Lorraine, since it was a vital part of the duchy, and later because German possession as the imperial province (Alsace-Lorraine, 1871\u20131918) was contested in the 19th and 20th centuries; France and Germany exchanged control of parts of Lorraine (including Alsace) four times in 75 years.", "targets": "How many times did Germany and France switched and had control of Alscace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2cb5b6263a44234b12a72591ea39a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One challenge to the traditional concept of matter as tangible \"stuff\" came with the rise of field physics in the 19th century. Relativity shows that matter and energy (including the spatially distributed energy of fields) are interchangeable. This enables the ontological view that energy is prima materia and matter is one of its forms. On the other hand, the Standard Model of Particle physics uses quantum field theory to describe all interactions. On this view it could be said that fields are prima materia and the energy is a property of the field.", "targets": "Relativity illustrates that what is interchangeable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2cb5b6263a44234b12a72591ea39a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One challenge to the traditional concept of matter as tangible \"stuff\" came with the rise of field physics in the 19th century. Relativity shows that matter and energy (including the spatially distributed energy of fields) are interchangeable. This enables the ontological view that energy is prima materia and matter is one of its forms. On the other hand, the Standard Model of Particle physics uses quantum field theory to describe all interactions. On this view it could be said that fields are prima materia and the energy is a property of the field.", "targets": "Ontological theory suggests that what is the main substance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2cb5b6263a44234b12a72591ea39a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One challenge to the traditional concept of matter as tangible \"stuff\" came with the rise of field physics in the 19th century. Relativity shows that matter and energy (including the spatially distributed energy of fields) are interchangeable. This enables the ontological view that energy is prima materia and matter is one of its forms. On the other hand, the Standard Model of Particle physics uses quantum field theory to describe all interactions. On this view it could be said that fields are prima materia and the energy is a property of the field.", "targets": "Quantum field theory suggest what is the main substance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa560a5320342e387e5d32667b30d4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This flexibility allows Catalan to use extraposition extensively, much more than French or Spanish. Thus, Catalan can have m'hi recomanaren (\"they recommended me to him\"), whereas in French one must say ils m'ont recommand\u00e9 \u00e0 lui, and Spanish me recomendaron a \u00e9l. This allows the placement of almost any nominal term as a sentence topic, without having to use so often the passive voice (as in French or English), or identifying the direct object with a preposition (as in Spanish).", "targets": "What languages use extrapositioning in sentences less than Catalan? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa560a5320342e387e5d32667b30d4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This flexibility allows Catalan to use extraposition extensively, much more than French or Spanish. Thus, Catalan can have m'hi recomanaren (\"they recommended me to him\"), whereas in French one must say ils m'ont recommand\u00e9 \u00e0 lui, and Spanish me recomendaron a \u00e9l. This allows the placement of almost any nominal term as a sentence topic, without having to use so often the passive voice (as in French or English), or identifying the direct object with a preposition (as in Spanish).", "targets": "What do you not need to use in Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa560a5320342e387e5d32667b30d4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This flexibility allows Catalan to use extraposition extensively, much more than French or Spanish. Thus, Catalan can have m'hi recomanaren (\"they recommended me to him\"), whereas in French one must say ils m'ont recommand\u00e9 \u00e0 lui, and Spanish me recomendaron a \u00e9l. This allows the placement of almost any nominal term as a sentence topic, without having to use so often the passive voice (as in French or English), or identifying the direct object with a preposition (as in Spanish).", "targets": "What languages use the passive voice more than Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fa560a5320342e387e5d32667b30d4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This flexibility allows Catalan to use extraposition extensively, much more than French or Spanish. Thus, Catalan can have m'hi recomanaren (\"they recommended me to him\"), whereas in French one must say ils m'ont recommand\u00e9 \u00e0 lui, and Spanish me recomendaron a \u00e9l. This allows the placement of almost any nominal term as a sentence topic, without having to use so often the passive voice (as in French or English), or identifying the direct object with a preposition (as in Spanish).", "targets": "What method does Spanish use to identify the object?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a504e3c0734075aca85146af7ce3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant physiology encompasses all the internal chemical and physical activities of plants associated with life. Chemicals obtained from the air, soil and water form the basis of all plant metabolism. The energy of sunlight, captured by oxygenic photosynthesis and released by cellular respiration, is the basis of almost all life. Photoautotrophs, including all green plants, algae and cyanobacteria gather energy directly from sunlight by photosynthesis. Heterotrophs including all animals, all fungi, all completely parasitic plants, and non-photosynthetic bacteria take in organic molecules produced by photoautotrophs and respire them or use them in the construction of cells and tissues. Respiration is the oxidation of carbon compounds by breaking them down into simpler structures to release the energy they contain, essentially the opposite of photosynthesis.", "targets": "What does the plant use for internal processes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a504e3c0734075aca85146af7ce3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant physiology encompasses all the internal chemical and physical activities of plants associated with life. Chemicals obtained from the air, soil and water form the basis of all plant metabolism. The energy of sunlight, captured by oxygenic photosynthesis and released by cellular respiration, is the basis of almost all life. Photoautotrophs, including all green plants, algae and cyanobacteria gather energy directly from sunlight by photosynthesis. Heterotrophs including all animals, all fungi, all completely parasitic plants, and non-photosynthetic bacteria take in organic molecules produced by photoautotrophs and respire them or use them in the construction of cells and tissues. Respiration is the oxidation of carbon compounds by breaking them down into simpler structures to release the energy they contain, essentially the opposite of photosynthesis.", "targets": "Where do plants get their energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a504e3c0734075aca85146af7ce3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant physiology encompasses all the internal chemical and physical activities of plants associated with life. Chemicals obtained from the air, soil and water form the basis of all plant metabolism. The energy of sunlight, captured by oxygenic photosynthesis and released by cellular respiration, is the basis of almost all life. Photoautotrophs, including all green plants, algae and cyanobacteria gather energy directly from sunlight by photosynthesis. Heterotrophs including all animals, all fungi, all completely parasitic plants, and non-photosynthetic bacteria take in organic molecules produced by photoautotrophs and respire them or use them in the construction of cells and tissues. Respiration is the oxidation of carbon compounds by breaking them down into simpler structures to release the energy they contain, essentially the opposite of photosynthesis.", "targets": "How do animals use plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a504e3c0734075aca85146af7ce3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant physiology encompasses all the internal chemical and physical activities of plants associated with life. Chemicals obtained from the air, soil and water form the basis of all plant metabolism. The energy of sunlight, captured by oxygenic photosynthesis and released by cellular respiration, is the basis of almost all life. Photoautotrophs, including all green plants, algae and cyanobacteria gather energy directly from sunlight by photosynthesis. Heterotrophs including all animals, all fungi, all completely parasitic plants, and non-photosynthetic bacteria take in organic molecules produced by photoautotrophs and respire them or use them in the construction of cells and tissues. Respiration is the oxidation of carbon compounds by breaking them down into simpler structures to release the energy they contain, essentially the opposite of photosynthesis.", "targets": "Is respiration in animals similar to photosynthesis in plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05a504e3c0734075aca85146af7ce3e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plant physiology encompasses all the internal chemical and physical activities of plants associated with life. Chemicals obtained from the air, soil and water form the basis of all plant metabolism. The energy of sunlight, captured by oxygenic photosynthesis and released by cellular respiration, is the basis of almost all life. Photoautotrophs, including all green plants, algae and cyanobacteria gather energy directly from sunlight by photosynthesis. Heterotrophs including all animals, all fungi, all completely parasitic plants, and non-photosynthetic bacteria take in organic molecules produced by photoautotrophs and respire them or use them in the construction of cells and tissues. Respiration is the oxidation of carbon compounds by breaking them down into simpler structures to release the energy they contain, essentially the opposite of photosynthesis.", "targets": "What is the basis of plant physiology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f5da51c66b947b4a77de8836299a526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Gothic architecture\" originated as a pejorative description. Giorgio Vasari used the term \"barbarous German style\" in his Lives of the Artists to describe what is now considered the Gothic style, and in the introduction to the Lives he attributes various architectural features to \"the Goths\" whom he holds responsible for destroying the ancient buildings after they conquered Rome, and erecting new ones in this style. At the time in which Vasari was writing, Italy had experienced a century of building in the Classical architectural vocabulary revived in the Renaissance and seen as evidence of a new Golden Age of learning and refinement.", "targets": "What type of description did the term \"Gothic architecture\" originate as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f5da51c66b947b4a77de8836299a526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Gothic architecture\" originated as a pejorative description. Giorgio Vasari used the term \"barbarous German style\" in his Lives of the Artists to describe what is now considered the Gothic style, and in the introduction to the Lives he attributes various architectural features to \"the Goths\" whom he holds responsible for destroying the ancient buildings after they conquered Rome, and erecting new ones in this style. At the time in which Vasari was writing, Italy had experienced a century of building in the Classical architectural vocabulary revived in the Renaissance and seen as evidence of a new Golden Age of learning and refinement.", "targets": "Who used the term \"barbarous German style\" to portray what is known today as the Gothic style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f5da51c66b947b4a77de8836299a526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Gothic architecture\" originated as a pejorative description. Giorgio Vasari used the term \"barbarous German style\" in his Lives of the Artists to describe what is now considered the Gothic style, and in the introduction to the Lives he attributes various architectural features to \"the Goths\" whom he holds responsible for destroying the ancient buildings after they conquered Rome, and erecting new ones in this style. At the time in which Vasari was writing, Italy had experienced a century of building in the Classical architectural vocabulary revived in the Renaissance and seen as evidence of a new Golden Age of learning and refinement.", "targets": "Who does Vasari believe destroyed ancient buildings after they conquered Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f5da51c66b947b4a77de8836299a526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Gothic architecture\" originated as a pejorative description. Giorgio Vasari used the term \"barbarous German style\" in his Lives of the Artists to describe what is now considered the Gothic style, and in the introduction to the Lives he attributes various architectural features to \"the Goths\" whom he holds responsible for destroying the ancient buildings after they conquered Rome, and erecting new ones in this style. At the time in which Vasari was writing, Italy had experienced a century of building in the Classical architectural vocabulary revived in the Renaissance and seen as evidence of a new Golden Age of learning and refinement.", "targets": "How long had Italy undergone building in a Classical architecture style at the time of Vasari?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f5da51c66b947b4a77de8836299a526", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"Gothic architecture\" originated as a pejorative description. Giorgio Vasari used the term \"barbarous German style\" in his Lives of the Artists to describe what is now considered the Gothic style, and in the introduction to the Lives he attributes various architectural features to \"the Goths\" whom he holds responsible for destroying the ancient buildings after they conquered Rome, and erecting new ones in this style. At the time in which Vasari was writing, Italy had experienced a century of building in the Classical architectural vocabulary revived in the Renaissance and seen as evidence of a new Golden Age of learning and refinement.", "targets": "In what period was the Classical architecture vocabulary revived? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab7fc3dc89db4cb7af55aa43c271829e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the species of moths and insects show evidence of having been indigenous to the area from as long ago as the Alpine orogeny. In Emosson in Valais, Switzerland, dinosaur tracks were found in the 1970s, dating probably from the Triassic Period.", "targets": "Some species of moths and insects show evidence of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab7fc3dc89db4cb7af55aa43c271829e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the species of moths and insects show evidence of having been indigenous to the area from as long ago as the Alpine orogeny. In Emosson in Valais, Switzerland, dinosaur tracks were found in the 1970s, dating probably from the Triassic Period.", "targets": "How long ago does the evidence show moths and insects to have been indigenous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab7fc3dc89db4cb7af55aa43c271829e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the species of moths and insects show evidence of having been indigenous to the area from as long ago as the Alpine orogeny. In Emosson in Valais, Switzerland, dinosaur tracks were found in the 1970s, dating probably from the Triassic Period.", "targets": "Where is Emosson located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab7fc3dc89db4cb7af55aa43c271829e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the species of moths and insects show evidence of having been indigenous to the area from as long ago as the Alpine orogeny. In Emosson in Valais, Switzerland, dinosaur tracks were found in the 1970s, dating probably from the Triassic Period.", "targets": "When were dinosaur tracks found in Emosson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900b2f3dc9a34b39adfb0850dd2be51a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is home to the association football club Paris Saint-Germain and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. Paris hosts the annual French Open Grand Slam tennis tournament on the red clay of Roland Garros. Paris played host to the 1900 and 1924 Summer Olympics, the 1938 and 1998 FIFA World Cups, and the 2007 Rugby World Cup. Every July, the Tour de France of cycling finishes in the city.", "targets": "What is the name of the football club in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900b2f3dc9a34b39adfb0850dd2be51a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is home to the association football club Paris Saint-Germain and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. Paris hosts the annual French Open Grand Slam tennis tournament on the red clay of Roland Garros. Paris played host to the 1900 and 1924 Summer Olympics, the 1938 and 1998 FIFA World Cups, and the 2007 Rugby World Cup. Every July, the Tour de France of cycling finishes in the city.", "targets": "What is the name of the rugby union in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900b2f3dc9a34b39adfb0850dd2be51a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is home to the association football club Paris Saint-Germain and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. Paris hosts the annual French Open Grand Slam tennis tournament on the red clay of Roland Garros. Paris played host to the 1900 and 1924 Summer Olympics, the 1938 and 1998 FIFA World Cups, and the 2007 Rugby World Cup. Every July, the Tour de France of cycling finishes in the city.", "targets": "How many seats are in Stade de France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900b2f3dc9a34b39adfb0850dd2be51a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is home to the association football club Paris Saint-Germain and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. Paris hosts the annual French Open Grand Slam tennis tournament on the red clay of Roland Garros. Paris played host to the 1900 and 1924 Summer Olympics, the 1938 and 1998 FIFA World Cups, and the 2007 Rugby World Cup. Every July, the Tour de France of cycling finishes in the city.", "targets": "In what year did Paris host the World Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-900b2f3dc9a34b39adfb0850dd2be51a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is home to the association football club Paris Saint-Germain and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. Paris hosts the annual French Open Grand Slam tennis tournament on the red clay of Roland Garros. Paris played host to the 1900 and 1924 Summer Olympics, the 1938 and 1998 FIFA World Cups, and the 2007 Rugby World Cup. Every July, the Tour de France of cycling finishes in the city.", "targets": "In what month is the Tour de France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f72b5e7e6b42f4b02f03ec1f3be2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her subsequent trial, the case against Tulisa collapsed at Southwark Crown Court in July 2014, with the judge commenting that there were \"strong grounds\" to believe that Mahmood had lied at a pre-trial hearing and tried to manipulate evidence against the co-defendant Tulisa. Tulisa was cleared of supplying Class A drugs. After these events, The Sun released a statement saying that the newspaper \"takes the Judge's remarks very seriously. Mahmood has been suspended pending an immediate internal investigation.\"", "targets": "How did the case against Tulisa fare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f72b5e7e6b42f4b02f03ec1f3be2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her subsequent trial, the case against Tulisa collapsed at Southwark Crown Court in July 2014, with the judge commenting that there were \"strong grounds\" to believe that Mahmood had lied at a pre-trial hearing and tried to manipulate evidence against the co-defendant Tulisa. Tulisa was cleared of supplying Class A drugs. After these events, The Sun released a statement saying that the newspaper \"takes the Judge's remarks very seriously. Mahmood has been suspended pending an immediate internal investigation.\"", "targets": "What did the judge in the case state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f72b5e7e6b42f4b02f03ec1f3be2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her subsequent trial, the case against Tulisa collapsed at Southwark Crown Court in July 2014, with the judge commenting that there were \"strong grounds\" to believe that Mahmood had lied at a pre-trial hearing and tried to manipulate evidence against the co-defendant Tulisa. Tulisa was cleared of supplying Class A drugs. After these events, The Sun released a statement saying that the newspaper \"takes the Judge's remarks very seriously. Mahmood has been suspended pending an immediate internal investigation.\"", "targets": "What type of drugs was Tulisa accused of supplying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f72b5e7e6b42f4b02f03ec1f3be2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her subsequent trial, the case against Tulisa collapsed at Southwark Crown Court in July 2014, with the judge commenting that there were \"strong grounds\" to believe that Mahmood had lied at a pre-trial hearing and tried to manipulate evidence against the co-defendant Tulisa. Tulisa was cleared of supplying Class A drugs. After these events, The Sun released a statement saying that the newspaper \"takes the Judge's remarks very seriously. Mahmood has been suspended pending an immediate internal investigation.\"", "targets": "What action did The Sun take against Mahmood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2f72b5e7e6b42f4b02f03ec1f3be2af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At her subsequent trial, the case against Tulisa collapsed at Southwark Crown Court in July 2014, with the judge commenting that there were \"strong grounds\" to believe that Mahmood had lied at a pre-trial hearing and tried to manipulate evidence against the co-defendant Tulisa. Tulisa was cleared of supplying Class A drugs. After these events, The Sun released a statement saying that the newspaper \"takes the Judge's remarks very seriously. Mahmood has been suspended pending an immediate internal investigation.\"", "targets": "When was the case against Tulisa tried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17147e0ddb294e7999a8f23e13b5d74b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Forms of lighting include alcove lighting, which like most other uplighting is indirect. This is often done with fluorescent lighting (first available at the 1939 World's Fair) or rope light, occasionally with neon lighting, and recently with LED strip lighting. It is a form of backlighting.", "targets": "When was fluorescent lighting first available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8199be9d904f62b3bed5cec900c747", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that a 5% reduction in operating voltage will more than double the life of the bulb, at the expense of reducing its light output by about 16%. This may be a very acceptable trade off for a light bulb that is in a difficult-to-access location (for example, traffic lights or fixtures hung from high ceilings). Long-life bulbs take advantage of this trade-off. Since the value of the electric power they consume is much more than the value of the lamp, general service lamps emphasize efficiency over long operating life. The objective is to minimize the cost of light, not the cost of lamps. Early bulbs had a life of up to 2500 hours, but in 1924 a cartel agreed to limit life to 1000 hours. When this was exposed in 1953, General Electric and other leading American manufacturers were banned from limiting the life.", "targets": "What level of voltage reduction is required to double the life of an incandescent bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8199be9d904f62b3bed5cec900c747", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that a 5% reduction in operating voltage will more than double the life of the bulb, at the expense of reducing its light output by about 16%. This may be a very acceptable trade off for a light bulb that is in a difficult-to-access location (for example, traffic lights or fixtures hung from high ceilings). Long-life bulbs take advantage of this trade-off. Since the value of the electric power they consume is much more than the value of the lamp, general service lamps emphasize efficiency over long operating life. The objective is to minimize the cost of light, not the cost of lamps. Early bulbs had a life of up to 2500 hours, but in 1924 a cartel agreed to limit life to 1000 hours. When this was exposed in 1953, General Electric and other leading American manufacturers were banned from limiting the life.", "targets": "When did light bulb manufacturers establish a cartel to limit bulb life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8199be9d904f62b3bed5cec900c747", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that a 5% reduction in operating voltage will more than double the life of the bulb, at the expense of reducing its light output by about 16%. This may be a very acceptable trade off for a light bulb that is in a difficult-to-access location (for example, traffic lights or fixtures hung from high ceilings). Long-life bulbs take advantage of this trade-off. Since the value of the electric power they consume is much more than the value of the lamp, general service lamps emphasize efficiency over long operating life. The objective is to minimize the cost of light, not the cost of lamps. Early bulbs had a life of up to 2500 hours, but in 1924 a cartel agreed to limit life to 1000 hours. When this was exposed in 1953, General Electric and other leading American manufacturers were banned from limiting the life.", "targets": "When did authorities break up the light bulb cartel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8199be9d904f62b3bed5cec900c747", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that a 5% reduction in operating voltage will more than double the life of the bulb, at the expense of reducing its light output by about 16%. This may be a very acceptable trade off for a light bulb that is in a difficult-to-access location (for example, traffic lights or fixtures hung from high ceilings). Long-life bulbs take advantage of this trade-off. Since the value of the electric power they consume is much more than the value of the lamp, general service lamps emphasize efficiency over long operating life. The objective is to minimize the cost of light, not the cost of lamps. Early bulbs had a life of up to 2500 hours, but in 1924 a cartel agreed to limit life to 1000 hours. When this was exposed in 1953, General Electric and other leading American manufacturers were banned from limiting the life.", "targets": "What was the artificially low limit on bulb life placed by the cartel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8199be9d904f62b3bed5cec900c747", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that a 5% reduction in operating voltage will more than double the life of the bulb, at the expense of reducing its light output by about 16%. This may be a very acceptable trade off for a light bulb that is in a difficult-to-access location (for example, traffic lights or fixtures hung from high ceilings). Long-life bulbs take advantage of this trade-off. Since the value of the electric power they consume is much more than the value of the lamp, general service lamps emphasize efficiency over long operating life. The objective is to minimize the cost of light, not the cost of lamps. Early bulbs had a life of up to 2500 hours, but in 1924 a cartel agreed to limit life to 1000 hours. When this was exposed in 1953, General Electric and other leading American manufacturers were banned from limiting the life.", "targets": "What is an example of a good application for a long-life bulb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77ec52c7a5a04ad18bcb5cd45dfe15b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the launch of the \"Reinvent the Toilet Challenge\", more than a dozen research teams, mainly at universities in the U.S., Europe, India, China and South Africa, have received grants to develop innovative on-site and off-site waste treatment solutions for the urban poor. The grants were in the order of 400,000 USD for their first phase, followed by typically 1-3 million USD for their second phase; many of them investigated resource recovery or processing technologies for excreta or fecal sludge.", "targets": "What countries have received grants "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77ec52c7a5a04ad18bcb5cd45dfe15b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the launch of the \"Reinvent the Toilet Challenge\", more than a dozen research teams, mainly at universities in the U.S., Europe, India, China and South Africa, have received grants to develop innovative on-site and off-site waste treatment solutions for the urban poor. The grants were in the order of 400,000 USD for their first phase, followed by typically 1-3 million USD for their second phase; many of them investigated resource recovery or processing technologies for excreta or fecal sludge.", "targets": "How much were the grants for "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77ec52c7a5a04ad18bcb5cd45dfe15b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the launch of the \"Reinvent the Toilet Challenge\", more than a dozen research teams, mainly at universities in the U.S., Europe, India, China and South Africa, have received grants to develop innovative on-site and off-site waste treatment solutions for the urban poor. The grants were in the order of 400,000 USD for their first phase, followed by typically 1-3 million USD for their second phase; many of them investigated resource recovery or processing technologies for excreta or fecal sludge.", "targets": "What did many investigate "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfc239569f4a4b7987f9ca80db1c25ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-cinematic HDTV video recordings intended for broadcast are typically recorded either in 720p or 1080i format as determined by the broadcaster. 720p is commonly used for Internet distribution of high-definition video, because most computer monitors operate in progressive-scan mode. 720p also imposes less strenuous storage and decoding requirements compared to both 1080i and 1080p. 1080p/24, 1080i/30, 1080i/25, and 720p/30 is most often used on Blu-ray Disc.", "targets": "What two formats are typically used to recorde non-cinematic HDTV video intended for broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfc239569f4a4b7987f9ca80db1c25ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-cinematic HDTV video recordings intended for broadcast are typically recorded either in 720p or 1080i format as determined by the broadcaster. 720p is commonly used for Internet distribution of high-definition video, because most computer monitors operate in progressive-scan mode. 720p also imposes less strenuous storage and decoding requirements compared to both 1080i and 1080p. 1080p/24, 1080i/30, 1080i/25, and 720p/30 is most often used on Blu-ray Disc.", "targets": "Which format is typically used for internet distribution of HD video?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfc239569f4a4b7987f9ca80db1c25ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-cinematic HDTV video recordings intended for broadcast are typically recorded either in 720p or 1080i format as determined by the broadcaster. 720p is commonly used for Internet distribution of high-definition video, because most computer monitors operate in progressive-scan mode. 720p also imposes less strenuous storage and decoding requirements compared to both 1080i and 1080p. 1080p/24, 1080i/30, 1080i/25, and 720p/30 is most often used on Blu-ray Disc.", "targets": "Most computer monitors operate in what mode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfc239569f4a4b7987f9ca80db1c25ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Non-cinematic HDTV video recordings intended for broadcast are typically recorded either in 720p or 1080i format as determined by the broadcaster. 720p is commonly used for Internet distribution of high-definition video, because most computer monitors operate in progressive-scan mode. 720p also imposes less strenuous storage and decoding requirements compared to both 1080i and 1080p. 1080p/24, 1080i/30, 1080i/25, and 720p/30 is most often used on Blu-ray Disc.", "targets": "1080i, 1080p, and 720p are often used on what kind of disc. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3022b8aacd904832974e8b6df43bd85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special tribute to Simon Cowell was presented in the finale for his final season with the show. Many figures from the show's past, including Paula Abdul, made an appearance.", "targets": "Who had their final season in the show in season nine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3022b8aacd904832974e8b6df43bd85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special tribute to Simon Cowell was presented in the finale for his final season with the show. Many figures from the show's past, including Paula Abdul, made an appearance.", "targets": "Why did Paula Abdul appear on the season nine finale of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3022b8aacd904832974e8b6df43bd85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special tribute to Simon Cowell was presented in the finale for his final season with the show. Many figures from the show's past, including Paula Abdul, made an appearance.", "targets": "Who had a special tribute at the finale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3022b8aacd904832974e8b6df43bd85b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special tribute to Simon Cowell was presented in the finale for his final season with the show. Many figures from the show's past, including Paula Abdul, made an appearance.", "targets": "Which former Idol star made an appearance for Cowell's tribute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df45eca841b545169f3b4d73db8094b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislative powers are exercised by a 300-member elective unicameral Parliament. Statutes passed by the Parliament are promulgated by the President of the Republic. Parliamentary elections are held every four years, but the President of the Republic is obliged to dissolve the Parliament earlier on the proposal of the Cabinet, in view of dealing with a national issue of exceptional importance. The President is also obliged to dissolve the Parliament earlier, if the opposition manages to pass a motion of no confidence.", "targets": "How many members are in Greece's parliament? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df45eca841b545169f3b4d73db8094b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislative powers are exercised by a 300-member elective unicameral Parliament. Statutes passed by the Parliament are promulgated by the President of the Republic. Parliamentary elections are held every four years, but the President of the Republic is obliged to dissolve the Parliament earlier on the proposal of the Cabinet, in view of dealing with a national issue of exceptional importance. The President is also obliged to dissolve the Parliament earlier, if the opposition manages to pass a motion of no confidence.", "targets": "How often are elections help for parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df45eca841b545169f3b4d73db8094b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Legislative powers are exercised by a 300-member elective unicameral Parliament. Statutes passed by the Parliament are promulgated by the President of the Republic. Parliamentary elections are held every four years, but the President of the Republic is obliged to dissolve the Parliament earlier on the proposal of the Cabinet, in view of dealing with a national issue of exceptional importance. The President is also obliged to dissolve the Parliament earlier, if the opposition manages to pass a motion of no confidence.", "targets": "Parliamentary statutes are put into effect by who? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f0d58b8f8c41a99e26e3fe698e03c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary chroniclers were mostly critical of John's performance as king, and his reign has since been the subject of significant debate and periodic revision by historians from the 16th century onwards. Historian Jim Bradbury has summarised the contemporary historical opinion of John's positive qualities, observing that John is today usually considered a \"hard-working administrator, an able man, an able general\". Nonetheless, modern historians agree that he also had many faults as king, including what historian Ralph Turner describes as \"distasteful, even dangerous personality traits\", such as pettiness, spitefulness and cruelty. These negative qualities provided extensive material for fiction writers in the Victorian era, and John remains a recurring character within Western popular culture, primarily as a villain in films and stories depicting the Robin Hood legends.", "targets": "Who was critical of John's performance as king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f0d58b8f8c41a99e26e3fe698e03c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary chroniclers were mostly critical of John's performance as king, and his reign has since been the subject of significant debate and periodic revision by historians from the 16th century onwards. Historian Jim Bradbury has summarised the contemporary historical opinion of John's positive qualities, observing that John is today usually considered a \"hard-working administrator, an able man, an able general\". Nonetheless, modern historians agree that he also had many faults as king, including what historian Ralph Turner describes as \"distasteful, even dangerous personality traits\", such as pettiness, spitefulness and cruelty. These negative qualities provided extensive material for fiction writers in the Victorian era, and John remains a recurring character within Western popular culture, primarily as a villain in films and stories depicting the Robin Hood legends.", "targets": "What historian summarised the contemporary historical opinion of John's positive qualities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3f0d58b8f8c41a99e26e3fe698e03c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contemporary chroniclers were mostly critical of John's performance as king, and his reign has since been the subject of significant debate and periodic revision by historians from the 16th century onwards. Historian Jim Bradbury has summarised the contemporary historical opinion of John's positive qualities, observing that John is today usually considered a \"hard-working administrator, an able man, an able general\". Nonetheless, modern historians agree that he also had many faults as king, including what historian Ralph Turner describes as \"distasteful, even dangerous personality traits\", such as pettiness, spitefulness and cruelty. These negative qualities provided extensive material for fiction writers in the Victorian era, and John remains a recurring character within Western popular culture, primarily as a villain in films and stories depicting the Robin Hood legends.", "targets": "John remains a recurring character within what culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433c75fbe85846bc800fd1649fa339b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Third Great Awakening refers to a hypothetical historical period that was marked by religious activism in American history and spans the late 1850s to the early 20th century. It affected pietistic Protestant denominations and had a strong element of social activism. It gathered strength from the postmillennial belief that the Second Coming of Christ would occur after mankind had reformed the entire earth. It was affiliated with the Social Gospel Movement, which applied Christianity to social issues and gained its force from the Awakening, as did the worldwide missionary movement. New groupings emerged, such as the Holiness, Nazarene, and Christian Science movements.", "targets": "When was the Third Great Awakening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433c75fbe85846bc800fd1649fa339b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Third Great Awakening refers to a hypothetical historical period that was marked by religious activism in American history and spans the late 1850s to the early 20th century. It affected pietistic Protestant denominations and had a strong element of social activism. It gathered strength from the postmillennial belief that the Second Coming of Christ would occur after mankind had reformed the entire earth. It was affiliated with the Social Gospel Movement, which applied Christianity to social issues and gained its force from the Awakening, as did the worldwide missionary movement. New groupings emerged, such as the Holiness, Nazarene, and Christian Science movements.", "targets": "What denominations did the Third Great Awakening affect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433c75fbe85846bc800fd1649fa339b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Third Great Awakening refers to a hypothetical historical period that was marked by religious activism in American history and spans the late 1850s to the early 20th century. It affected pietistic Protestant denominations and had a strong element of social activism. It gathered strength from the postmillennial belief that the Second Coming of Christ would occur after mankind had reformed the entire earth. It was affiliated with the Social Gospel Movement, which applied Christianity to social issues and gained its force from the Awakening, as did the worldwide missionary movement. New groupings emerged, such as the Holiness, Nazarene, and Christian Science movements.", "targets": "What other movement gained its force from the Third Great Awakening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433c75fbe85846bc800fd1649fa339b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Third Great Awakening refers to a hypothetical historical period that was marked by religious activism in American history and spans the late 1850s to the early 20th century. It affected pietistic Protestant denominations and had a strong element of social activism. It gathered strength from the postmillennial belief that the Second Coming of Christ would occur after mankind had reformed the entire earth. It was affiliated with the Social Gospel Movement, which applied Christianity to social issues and gained its force from the Awakening, as did the worldwide missionary movement. New groupings emerged, such as the Holiness, Nazarene, and Christian Science movements.", "targets": "What movement was affiliated with the Third Great Awakening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433c75fbe85846bc800fd1649fa339b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Third Great Awakening refers to a hypothetical historical period that was marked by religious activism in American history and spans the late 1850s to the early 20th century. It affected pietistic Protestant denominations and had a strong element of social activism. It gathered strength from the postmillennial belief that the Second Coming of Christ would occur after mankind had reformed the entire earth. It was affiliated with the Social Gospel Movement, which applied Christianity to social issues and gained its force from the Awakening, as did the worldwide missionary movement. New groupings emerged, such as the Holiness, Nazarene, and Christian Science movements.", "targets": "What new groups were formed as a result of the Third Great Awakening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6479e60275424aa59055bfaf2c73733d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several academic libraries and archives in Paris. The Sorbonne Library in the 5th arrondissement is the largest university library in Paris. In addition to the Sorbonne location, there are branches in Malesherbes, Clignancourt-Championnet, Michelet-Institut d'Art et d'Arch\u00e9ologie, Serpente-Maison de la Recherche, and Institut des Etudes Ib\u00e9riques. Other academic libraries include Interuniversity Pharmaceutical Library, Leonardo da Vinci University Library, Paris School of Mines Library, and the Ren\u00e9 Descartes University Library.", "targets": "What is the largest university library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6479e60275424aa59055bfaf2c73733d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several academic libraries and archives in Paris. The Sorbonne Library in the 5th arrondissement is the largest university library in Paris. In addition to the Sorbonne location, there are branches in Malesherbes, Clignancourt-Championnet, Michelet-Institut d'Art et d'Arch\u00e9ologie, Serpente-Maison de la Recherche, and Institut des Etudes Ib\u00e9riques. Other academic libraries include Interuniversity Pharmaceutical Library, Leonardo da Vinci University Library, Paris School of Mines Library, and the Ren\u00e9 Descartes University Library.", "targets": "Outside of France, where are the other three branches of the Sorbonne library located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6479e60275424aa59055bfaf2c73733d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several academic libraries and archives in Paris. The Sorbonne Library in the 5th arrondissement is the largest university library in Paris. In addition to the Sorbonne location, there are branches in Malesherbes, Clignancourt-Championnet, Michelet-Institut d'Art et d'Arch\u00e9ologie, Serpente-Maison de la Recherche, and Institut des Etudes Ib\u00e9riques. Other academic libraries include Interuniversity Pharmaceutical Library, Leonardo da Vinci University Library, Paris School of Mines Library, and the Ren\u00e9 Descartes University Library.", "targets": "In what arrondissement is the Sorbonne library in Paris located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-153ef6862ad1449cbba9447de62646ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell previously had its headquarters in the Arboretum complex in northern Austin, Texas. In 1989 Dell occupied 127,000 square feet (11,800 m2) in the Arboretum complex. In 1990, Dell had 1,200 employees in its headquarters. In 1993, Dell submitted a document to Round Rock officials, titled \"Dell Computer Corporate Headquarters, Round Rock, Texas, May 1993 Schematic Design.\" Despite the filing, during that year the company said that it was not going to move its headquarters. In 1994, Dell announced that it was moving most of its employees out of the Arboretum, but that it was going to continue to occupy the top floor of the Arboretum and that the company's official headquarters address would continue to be the Arboretum. The top floor continued to hold Dell's board room, demonstration center, and visitor meeting room. Less than one month prior to August 29, 1994, Dell moved 1,100 customer support and telephone sales employees to Round Rock. Dell's lease in the Arboretum had been scheduled to expire in 1994.", "targets": "What Texas city was Dell's headquarters previously in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-153ef6862ad1449cbba9447de62646ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell previously had its headquarters in the Arboretum complex in northern Austin, Texas. In 1989 Dell occupied 127,000 square feet (11,800 m2) in the Arboretum complex. In 1990, Dell had 1,200 employees in its headquarters. In 1993, Dell submitted a document to Round Rock officials, titled \"Dell Computer Corporate Headquarters, Round Rock, Texas, May 1993 Schematic Design.\" Despite the filing, during that year the company said that it was not going to move its headquarters. In 1994, Dell announced that it was moving most of its employees out of the Arboretum, but that it was going to continue to occupy the top floor of the Arboretum and that the company's official headquarters address would continue to be the Arboretum. The top floor continued to hold Dell's board room, demonstration center, and visitor meeting room. Less than one month prior to August 29, 1994, Dell moved 1,100 customer support and telephone sales employees to Round Rock. Dell's lease in the Arboretum had been scheduled to expire in 1994.", "targets": "How many employees worked at Dell's Texas headquarters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-153ef6862ad1449cbba9447de62646ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell previously had its headquarters in the Arboretum complex in northern Austin, Texas. In 1989 Dell occupied 127,000 square feet (11,800 m2) in the Arboretum complex. In 1990, Dell had 1,200 employees in its headquarters. In 1993, Dell submitted a document to Round Rock officials, titled \"Dell Computer Corporate Headquarters, Round Rock, Texas, May 1993 Schematic Design.\" Despite the filing, during that year the company said that it was not going to move its headquarters. In 1994, Dell announced that it was moving most of its employees out of the Arboretum, but that it was going to continue to occupy the top floor of the Arboretum and that the company's official headquarters address would continue to be the Arboretum. The top floor continued to hold Dell's board room, demonstration center, and visitor meeting room. Less than one month prior to August 29, 1994, Dell moved 1,100 customer support and telephone sales employees to Round Rock. Dell's lease in the Arboretum had been scheduled to expire in 1994.", "targets": "What year did Dell announce that it was moving most of its employees out of Texas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-153ef6862ad1449cbba9447de62646ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell previously had its headquarters in the Arboretum complex in northern Austin, Texas. In 1989 Dell occupied 127,000 square feet (11,800 m2) in the Arboretum complex. In 1990, Dell had 1,200 employees in its headquarters. In 1993, Dell submitted a document to Round Rock officials, titled \"Dell Computer Corporate Headquarters, Round Rock, Texas, May 1993 Schematic Design.\" Despite the filing, during that year the company said that it was not going to move its headquarters. In 1994, Dell announced that it was moving most of its employees out of the Arboretum, but that it was going to continue to occupy the top floor of the Arboretum and that the company's official headquarters address would continue to be the Arboretum. The top floor continued to hold Dell's board room, demonstration center, and visitor meeting room. Less than one month prior to August 29, 1994, Dell moved 1,100 customer support and telephone sales employees to Round Rock. Dell's lease in the Arboretum had been scheduled to expire in 1994.", "targets": "Where was the board room located at Dells Arboretum building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-153ef6862ad1449cbba9447de62646ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell previously had its headquarters in the Arboretum complex in northern Austin, Texas. In 1989 Dell occupied 127,000 square feet (11,800 m2) in the Arboretum complex. In 1990, Dell had 1,200 employees in its headquarters. In 1993, Dell submitted a document to Round Rock officials, titled \"Dell Computer Corporate Headquarters, Round Rock, Texas, May 1993 Schematic Design.\" Despite the filing, during that year the company said that it was not going to move its headquarters. In 1994, Dell announced that it was moving most of its employees out of the Arboretum, but that it was going to continue to occupy the top floor of the Arboretum and that the company's official headquarters address would continue to be the Arboretum. The top floor continued to hold Dell's board room, demonstration center, and visitor meeting room. Less than one month prior to August 29, 1994, Dell moved 1,100 customer support and telephone sales employees to Round Rock. Dell's lease in the Arboretum had been scheduled to expire in 1994.", "targets": "How many customer support employees did Dell move to Round Rock in 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d16f31248488f814c7d09fe4e9af3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Across continental Europe, but in France especially, booksellers and publishers had to negotiate censorship laws of varying strictness. The Encyclop\u00e9die, for example, narrowly escaped seizure and had to be saved by Malesherbes, the man in charge of the French censure. Indeed, many publishing companies were conveniently located outside France so as to avoid overzealous French censors. They would smuggle their merchandise across the border, where it would then be transported to clandestine booksellers or small-time peddlers. The records of clandestine booksellers may give a better representation of what literate Frenchmen might have truly read, since their clandestine nature provided a less restrictive product choice. In one case, political books were the most popular category, primarily libels and pamphlets. Readers were more interested in sensationalist stories about criminals and political corruption than they were in political theory itself. The second most popular category, \"general works\" (those books \"that did not have a dominant motif and that contained something to offend almost everyone in authority\") demonstrated a high demand for generally low-brow subversive literature. However, these works never became part of literary canon, and are largely forgotten today as a result.", "targets": "Book sellers and publishers had to negotiate censorship laws of varying strictness in what country, especially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d16f31248488f814c7d09fe4e9af3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Across continental Europe, but in France especially, booksellers and publishers had to negotiate censorship laws of varying strictness. The Encyclop\u00e9die, for example, narrowly escaped seizure and had to be saved by Malesherbes, the man in charge of the French censure. Indeed, many publishing companies were conveniently located outside France so as to avoid overzealous French censors. They would smuggle their merchandise across the border, where it would then be transported to clandestine booksellers or small-time peddlers. The records of clandestine booksellers may give a better representation of what literate Frenchmen might have truly read, since their clandestine nature provided a less restrictive product choice. In one case, political books were the most popular category, primarily libels and pamphlets. Readers were more interested in sensationalist stories about criminals and political corruption than they were in political theory itself. The second most popular category, \"general works\" (those books \"that did not have a dominant motif and that contained something to offend almost everyone in authority\") demonstrated a high demand for generally low-brow subversive literature. However, these works never became part of literary canon, and are largely forgotten today as a result.", "targets": "Which work narrowly escaped seizure and had to be saved by Malesherbes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d16f31248488f814c7d09fe4e9af3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Across continental Europe, but in France especially, booksellers and publishers had to negotiate censorship laws of varying strictness. The Encyclop\u00e9die, for example, narrowly escaped seizure and had to be saved by Malesherbes, the man in charge of the French censure. Indeed, many publishing companies were conveniently located outside France so as to avoid overzealous French censors. They would smuggle their merchandise across the border, where it would then be transported to clandestine booksellers or small-time peddlers. The records of clandestine booksellers may give a better representation of what literate Frenchmen might have truly read, since their clandestine nature provided a less restrictive product choice. In one case, political books were the most popular category, primarily libels and pamphlets. Readers were more interested in sensationalist stories about criminals and political corruption than they were in political theory itself. The second most popular category, \"general works\" (those books \"that did not have a dominant motif and that contained something to offend almost everyone in authority\") demonstrated a high demand for generally low-brow subversive literature. However, these works never became part of literary canon, and are largely forgotten today as a result.", "targets": "Many publishing companies were located outside of which country to avoid overzealous censors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d16f31248488f814c7d09fe4e9af3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Across continental Europe, but in France especially, booksellers and publishers had to negotiate censorship laws of varying strictness. The Encyclop\u00e9die, for example, narrowly escaped seizure and had to be saved by Malesherbes, the man in charge of the French censure. Indeed, many publishing companies were conveniently located outside France so as to avoid overzealous French censors. They would smuggle their merchandise across the border, where it would then be transported to clandestine booksellers or small-time peddlers. The records of clandestine booksellers may give a better representation of what literate Frenchmen might have truly read, since their clandestine nature provided a less restrictive product choice. In one case, political books were the most popular category, primarily libels and pamphlets. Readers were more interested in sensationalist stories about criminals and political corruption than they were in political theory itself. The second most popular category, \"general works\" (those books \"that did not have a dominant motif and that contained something to offend almost everyone in authority\") demonstrated a high demand for generally low-brow subversive literature. However, these works never became part of literary canon, and are largely forgotten today as a result.", "targets": "Readers were more interested in sensationalist stories about what topics than they were in political theory itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-303d16f31248488f814c7d09fe4e9af3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Across continental Europe, but in France especially, booksellers and publishers had to negotiate censorship laws of varying strictness. The Encyclop\u00e9die, for example, narrowly escaped seizure and had to be saved by Malesherbes, the man in charge of the French censure. Indeed, many publishing companies were conveniently located outside France so as to avoid overzealous French censors. They would smuggle their merchandise across the border, where it would then be transported to clandestine booksellers or small-time peddlers. The records of clandestine booksellers may give a better representation of what literate Frenchmen might have truly read, since their clandestine nature provided a less restrictive product choice. In one case, political books were the most popular category, primarily libels and pamphlets. Readers were more interested in sensationalist stories about criminals and political corruption than they were in political theory itself. The second most popular category, \"general works\" (those books \"that did not have a dominant motif and that contained something to offend almost everyone in authority\") demonstrated a high demand for generally low-brow subversive literature. However, these works never became part of literary canon, and are largely forgotten today as a result.", "targets": "What was the term given to books that did not have a dominant motif and contained something to offend almost everyone in authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e4b9040d36648219126d4d34d42f248", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010, those of Hispanic or Latino ancestry ancestry accounted for 22.5% (4,223,806) of Florida's population. Out of the 22.5%, the largest groups were 6.5% (1,213,438) Cuban, 4.5% (847,550) Puerto Rican, 3.3% (629,718) Mexican, and 1.6% (300,414) Colombian. Florida's Hispanic population includes large communities of Cuban Americans in Miami and Tampa, Puerto Ricans in Orlando and Tampa, and Mexican/Central American migrant workers. The Hispanic community continues to grow more affluent and mobile. As of 2011, 57.0% of Florida's children under the age of 1 belonged to minority groups. Florida has a large and diverse Hispanic population, with Cubans and Puerto Ricans being the largest groups in the state. Nearly 80% of Cuban Americans live in Florida, especially South Florida where there is a long-standing and affluent Cuban community. Florida has the second largest Puerto Rican population after New York, as well as the fastest-growing in the nation. Puerto Ricans are more widespread throughout the state, though the heaviest concentrations are in the Orlando area of Central Florida.", "targets": "What percentage of the Florida population in 2010 was Hispanic "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e4b9040d36648219126d4d34d42f248", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010, those of Hispanic or Latino ancestry ancestry accounted for 22.5% (4,223,806) of Florida's population. Out of the 22.5%, the largest groups were 6.5% (1,213,438) Cuban, 4.5% (847,550) Puerto Rican, 3.3% (629,718) Mexican, and 1.6% (300,414) Colombian. Florida's Hispanic population includes large communities of Cuban Americans in Miami and Tampa, Puerto Ricans in Orlando and Tampa, and Mexican/Central American migrant workers. The Hispanic community continues to grow more affluent and mobile. As of 2011, 57.0% of Florida's children under the age of 1 belonged to minority groups. Florida has a large and diverse Hispanic population, with Cubans and Puerto Ricans being the largest groups in the state. Nearly 80% of Cuban Americans live in Florida, especially South Florida where there is a long-standing and affluent Cuban community. Florida has the second largest Puerto Rican population after New York, as well as the fastest-growing in the nation. Puerto Ricans are more widespread throughout the state, though the heaviest concentrations are in the Orlando area of Central Florida.", "targets": "What Origin makes up most of the Hispanics in Florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e4b9040d36648219126d4d34d42f248", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010, those of Hispanic or Latino ancestry ancestry accounted for 22.5% (4,223,806) of Florida's population. Out of the 22.5%, the largest groups were 6.5% (1,213,438) Cuban, 4.5% (847,550) Puerto Rican, 3.3% (629,718) Mexican, and 1.6% (300,414) Colombian. Florida's Hispanic population includes large communities of Cuban Americans in Miami and Tampa, Puerto Ricans in Orlando and Tampa, and Mexican/Central American migrant workers. The Hispanic community continues to grow more affluent and mobile. As of 2011, 57.0% of Florida's children under the age of 1 belonged to minority groups. Florida has a large and diverse Hispanic population, with Cubans and Puerto Ricans being the largest groups in the state. Nearly 80% of Cuban Americans live in Florida, especially South Florida where there is a long-standing and affluent Cuban community. Florida has the second largest Puerto Rican population after New York, as well as the fastest-growing in the nation. Puerto Ricans are more widespread throughout the state, though the heaviest concentrations are in the Orlando area of Central Florida.", "targets": "What percentage of Cuban Americans live in Florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e4b9040d36648219126d4d34d42f248", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010, those of Hispanic or Latino ancestry ancestry accounted for 22.5% (4,223,806) of Florida's population. Out of the 22.5%, the largest groups were 6.5% (1,213,438) Cuban, 4.5% (847,550) Puerto Rican, 3.3% (629,718) Mexican, and 1.6% (300,414) Colombian. Florida's Hispanic population includes large communities of Cuban Americans in Miami and Tampa, Puerto Ricans in Orlando and Tampa, and Mexican/Central American migrant workers. The Hispanic community continues to grow more affluent and mobile. As of 2011, 57.0% of Florida's children under the age of 1 belonged to minority groups. Florida has a large and diverse Hispanic population, with Cubans and Puerto Ricans being the largest groups in the state. Nearly 80% of Cuban Americans live in Florida, especially South Florida where there is a long-standing and affluent Cuban community. Florida has the second largest Puerto Rican population after New York, as well as the fastest-growing in the nation. Puerto Ricans are more widespread throughout the state, though the heaviest concentrations are in the Orlando area of Central Florida.", "targets": "What is percentage of Puerto Ricans in Florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271462175e34364a1c61440f1fa1e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This view of 'diplomatic drift' as the cause of the war was first popularised by A. W, Kinglake, who portrayed the British as victims of newspaper sensationalism and duplicitous French and Ottoman diplomacy. More recently, the historians Andrew Lambert and Winfried Baumgart have argued that, first, Britain was following a geopolitical strategy in aiming to destroy a fledgling Russian Navy which might challenge the Royal Navy for control of the seas, and second that the war was a joint European response to a century of Russian expansion not just southwards but also into western Europe.", "targets": "Who made the view of diplomatic drift popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271462175e34364a1c61440f1fa1e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This view of 'diplomatic drift' as the cause of the war was first popularised by A. W, Kinglake, who portrayed the British as victims of newspaper sensationalism and duplicitous French and Ottoman diplomacy. More recently, the historians Andrew Lambert and Winfried Baumgart have argued that, first, Britain was following a geopolitical strategy in aiming to destroy a fledgling Russian Navy which might challenge the Royal Navy for control of the seas, and second that the war was a joint European response to a century of Russian expansion not just southwards but also into western Europe.", "targets": "What did A.W Kinglake make the British out to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8271462175e34364a1c61440f1fa1e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This view of 'diplomatic drift' as the cause of the war was first popularised by A. W, Kinglake, who portrayed the British as victims of newspaper sensationalism and duplicitous French and Ottoman diplomacy. More recently, the historians Andrew Lambert and Winfried Baumgart have argued that, first, Britain was following a geopolitical strategy in aiming to destroy a fledgling Russian Navy which might challenge the Royal Navy for control of the seas, and second that the war was a joint European response to a century of Russian expansion not just southwards but also into western Europe.", "targets": "Who believed Britain was following a strategy when trying to destroy Russian Navy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af850b5ff6d49c7a01c035eef4ad0bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People from Plymouth are known as Plymothians or less formally as Janners. Its meaning is described as a person from Devon, deriving from Cousin Jan (the Devon form of John), but more particularly in naval circles anyone from the Plymouth area.", "targets": "What are Plymouth residents commonly called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af850b5ff6d49c7a01c035eef4ad0bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People from Plymouth are known as Plymothians or less formally as Janners. Its meaning is described as a person from Devon, deriving from Cousin Jan (the Devon form of John), but more particularly in naval circles anyone from the Plymouth area.", "targets": "What colloquial term is used for Plymouth residents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af850b5ff6d49c7a01c035eef4ad0bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People from Plymouth are known as Plymothians or less formally as Janners. Its meaning is described as a person from Devon, deriving from Cousin Jan (the Devon form of John), but more particularly in naval circles anyone from the Plymouth area.", "targets": "After what figure are Janners named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7af850b5ff6d49c7a01c035eef4ad0bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People from Plymouth are known as Plymothians or less formally as Janners. Its meaning is described as a person from Devon, deriving from Cousin Jan (the Devon form of John), but more particularly in naval circles anyone from the Plymouth area.", "targets": "In Devon, Jan is another way of saying what common English name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29edc8c6081c4b6685557806da229c75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other states with long histories of no death penalty include Wisconsin (the only state with only one execution), Rhode Island (although later reintroduced, it was unused and abolished again), Maine, North Dakota, Minnesota, West Virginia, Iowa, and Vermont. The District of Columbia has also abolished the death penalty; it was last used in 1957. Oregon abolished the death penalty through an overwhelming majority in a 1964 public referendum but reinstated it in a 1984 joint death penalty/life imprisonment referendum by an even higher margin after a similar 1978 referendum succeeded but was not implemented due to judicial rulings.", "targets": "What state has had only a single execution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29edc8c6081c4b6685557806da229c75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other states with long histories of no death penalty include Wisconsin (the only state with only one execution), Rhode Island (although later reintroduced, it was unused and abolished again), Maine, North Dakota, Minnesota, West Virginia, Iowa, and Vermont. The District of Columbia has also abolished the death penalty; it was last used in 1957. Oregon abolished the death penalty through an overwhelming majority in a 1964 public referendum but reinstated it in a 1984 joint death penalty/life imprisonment referendum by an even higher margin after a similar 1978 referendum succeeded but was not implemented due to judicial rulings.", "targets": "When was the last person executed in the District of Columbia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29edc8c6081c4b6685557806da229c75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other states with long histories of no death penalty include Wisconsin (the only state with only one execution), Rhode Island (although later reintroduced, it was unused and abolished again), Maine, North Dakota, Minnesota, West Virginia, Iowa, and Vermont. The District of Columbia has also abolished the death penalty; it was last used in 1957. Oregon abolished the death penalty through an overwhelming majority in a 1964 public referendum but reinstated it in a 1984 joint death penalty/life imprisonment referendum by an even higher margin after a similar 1978 referendum succeeded but was not implemented due to judicial rulings.", "targets": "When did Oregon reinstate the death penalty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29edc8c6081c4b6685557806da229c75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other states with long histories of no death penalty include Wisconsin (the only state with only one execution), Rhode Island (although later reintroduced, it was unused and abolished again), Maine, North Dakota, Minnesota, West Virginia, Iowa, and Vermont. The District of Columbia has also abolished the death penalty; it was last used in 1957. Oregon abolished the death penalty through an overwhelming majority in a 1964 public referendum but reinstated it in a 1984 joint death penalty/life imprisonment referendum by an even higher margin after a similar 1978 referendum succeeded but was not implemented due to judicial rulings.", "targets": "In what year did an Oregon referendum succeed in restoring the death penalty, only to be shot down due to a court ruling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29edc8c6081c4b6685557806da229c75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other states with long histories of no death penalty include Wisconsin (the only state with only one execution), Rhode Island (although later reintroduced, it was unused and abolished again), Maine, North Dakota, Minnesota, West Virginia, Iowa, and Vermont. The District of Columbia has also abolished the death penalty; it was last used in 1957. Oregon abolished the death penalty through an overwhelming majority in a 1964 public referendum but reinstated it in a 1984 joint death penalty/life imprisonment referendum by an even higher margin after a similar 1978 referendum succeeded but was not implemented due to judicial rulings.", "targets": "What state notably abolished the death penalty and then reintroduced it, but didn't use it again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c82548fec5f49328ebe51542f45070e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As far as programming is concerned, four of ABC's marquee shows of the 1970s ended their runs during the mid-1980s: Laverne & Shirley ended its run in 1983, Happy Days and Three's Company ended in 1984 (with the latter producing a short-lived spinoff that year), while The Love Boat ended its run in 1986. After nearly a decade of ratings trouble, NBC had regained the ratings lead among the Big Three networks in 1984 on the success of series such as The Cosby Show, Cheers and Miami Vice. To counteract NBC, ABC decided to refocus itself on comedies and family-oriented series beginning in the mid-1980s including Mr. Belvedere, Roseanne, Who's the Boss?, Just the Ten of Us, The Wonder Years, Full House and Perfect Strangers.", "targets": "Which sitcom ended its broadcast run for ABC in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c82548fec5f49328ebe51542f45070e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As far as programming is concerned, four of ABC's marquee shows of the 1970s ended their runs during the mid-1980s: Laverne & Shirley ended its run in 1983, Happy Days and Three's Company ended in 1984 (with the latter producing a short-lived spinoff that year), while The Love Boat ended its run in 1986. After nearly a decade of ratings trouble, NBC had regained the ratings lead among the Big Three networks in 1984 on the success of series such as The Cosby Show, Cheers and Miami Vice. To counteract NBC, ABC decided to refocus itself on comedies and family-oriented series beginning in the mid-1980s including Mr. Belvedere, Roseanne, Who's the Boss?, Just the Ten of Us, The Wonder Years, Full House and Perfect Strangers.", "targets": "Which sitcom produced a spinoff for ABC after ending its run in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c82548fec5f49328ebe51542f45070e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As far as programming is concerned, four of ABC's marquee shows of the 1970s ended their runs during the mid-1980s: Laverne & Shirley ended its run in 1983, Happy Days and Three's Company ended in 1984 (with the latter producing a short-lived spinoff that year), while The Love Boat ended its run in 1986. After nearly a decade of ratings trouble, NBC had regained the ratings lead among the Big Three networks in 1984 on the success of series such as The Cosby Show, Cheers and Miami Vice. To counteract NBC, ABC decided to refocus itself on comedies and family-oriented series beginning in the mid-1980s including Mr. Belvedere, Roseanne, Who's the Boss?, Just the Ten of Us, The Wonder Years, Full House and Perfect Strangers.", "targets": "Which network regained the ratings lead in America in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c82548fec5f49328ebe51542f45070e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As far as programming is concerned, four of ABC's marquee shows of the 1970s ended their runs during the mid-1980s: Laverne & Shirley ended its run in 1983, Happy Days and Three's Company ended in 1984 (with the latter producing a short-lived spinoff that year), while The Love Boat ended its run in 1986. After nearly a decade of ratings trouble, NBC had regained the ratings lead among the Big Three networks in 1984 on the success of series such as The Cosby Show, Cheers and Miami Vice. To counteract NBC, ABC decided to refocus itself on comedies and family-oriented series beginning in the mid-1980s including Mr. Belvedere, Roseanne, Who's the Boss?, Just the Ten of Us, The Wonder Years, Full House and Perfect Strangers.", "targets": "What comedy for ABC ended its broadcast run in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c82548fec5f49328ebe51542f45070e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As far as programming is concerned, four of ABC's marquee shows of the 1970s ended their runs during the mid-1980s: Laverne & Shirley ended its run in 1983, Happy Days and Three's Company ended in 1984 (with the latter producing a short-lived spinoff that year), while The Love Boat ended its run in 1986. After nearly a decade of ratings trouble, NBC had regained the ratings lead among the Big Three networks in 1984 on the success of series such as The Cosby Show, Cheers and Miami Vice. To counteract NBC, ABC decided to refocus itself on comedies and family-oriented series beginning in the mid-1980s including Mr. Belvedere, Roseanne, Who's the Boss?, Just the Ten of Us, The Wonder Years, Full House and Perfect Strangers.", "targets": "ABC began to focus on what kind of series after NBC's success in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea7aa3bb48ff404592a7dfdb26e5d1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cenozoic era, specifically about 25 million years ago during the Miocene and Pliocene epochs, the continental climate became favorable to the evolution of grasslands. Existing forest biomes declined and grasslands became much more widespread. The grasslands provided a new niche for mammals, including many ungulates and glires, that switched from browsing diets to grazing diets. Traditionally, the spread of grasslands and the development of grazers have been strongly linked. However, an examination of mammalian teeth suggests that it is the open, gritty habitat and not the grass itself which is linked to diet changes in mammals, giving rise to the \"grit, not grass\" hypothesis.", "targets": "about how long ago did the climate become favorable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea7aa3bb48ff404592a7dfdb26e5d1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cenozoic era, specifically about 25 million years ago during the Miocene and Pliocene epochs, the continental climate became favorable to the evolution of grasslands. Existing forest biomes declined and grasslands became much more widespread. The grasslands provided a new niche for mammals, including many ungulates and glires, that switched from browsing diets to grazing diets. Traditionally, the spread of grasslands and the development of grazers have been strongly linked. However, an examination of mammalian teeth suggests that it is the open, gritty habitat and not the grass itself which is linked to diet changes in mammals, giving rise to the \"grit, not grass\" hypothesis.", "targets": "what animals did the grasslands provide a new home for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea7aa3bb48ff404592a7dfdb26e5d1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cenozoic era, specifically about 25 million years ago during the Miocene and Pliocene epochs, the continental climate became favorable to the evolution of grasslands. Existing forest biomes declined and grasslands became much more widespread. The grasslands provided a new niche for mammals, including many ungulates and glires, that switched from browsing diets to grazing diets. Traditionally, the spread of grasslands and the development of grazers have been strongly linked. However, an examination of mammalian teeth suggests that it is the open, gritty habitat and not the grass itself which is linked to diet changes in mammals, giving rise to the \"grit, not grass\" hypothesis.", "targets": "what diet did the mammals switch to from browsing diets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea7aa3bb48ff404592a7dfdb26e5d1e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cenozoic era, specifically about 25 million years ago during the Miocene and Pliocene epochs, the continental climate became favorable to the evolution of grasslands. Existing forest biomes declined and grasslands became much more widespread. The grasslands provided a new niche for mammals, including many ungulates and glires, that switched from browsing diets to grazing diets. Traditionally, the spread of grasslands and the development of grazers have been strongly linked. However, an examination of mammalian teeth suggests that it is the open, gritty habitat and not the grass itself which is linked to diet changes in mammals, giving rise to the \"grit, not grass\" hypothesis.", "targets": "the spread of grasslands and what have been strongly linked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a257cc2de8041ff84a88ccb735cd83e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Europe, Byzantium revived its fortunes under Emperor Basil I (r. 867\u2013886) and his successors Leo VI (r. 886\u2013912) and Constantine VII (r. 913\u2013959), members of the Macedonian dynasty. Commerce revived and the emperors oversaw the extension of a uniform administration to all the provinces. The military was reorganised, which allowed the emperors John I (r. 969\u2013976) and Basil II (r. 976\u20131025) to expand the frontiers of the empire on all fronts. The imperial court was the centre of a revival of classical learning, a process known as the Macedonian Renaissance. Writers such as John Geometres (fl. early 10th century) composed new hymns, poems, and other works. Missionary efforts by both eastern and western clergy resulted in the conversion of the Moravians, Bulgars, Bohemians, Poles, Magyars, and Slavic inhabitants of the Kievan Rus'. These conversions contributed to the founding of political states in the lands of those peoples\u2014the states of Moravia, Bulgaria, Bohemia, Poland, Hungary, and the Kievan Rus'. Bulgaria, which was founded around 680, at its height reached from Budapest to the Black Sea and from the Dnieper River in modern Ukraine to the Adriatic Sea. By 1018, the last Bulgarian nobles had surrendered to the Byzantine Empire.", "targets": "Of what dynasty was Leo VI a member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a257cc2de8041ff84a88ccb735cd83e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Europe, Byzantium revived its fortunes under Emperor Basil I (r. 867\u2013886) and his successors Leo VI (r. 886\u2013912) and Constantine VII (r. 913\u2013959), members of the Macedonian dynasty. Commerce revived and the emperors oversaw the extension of a uniform administration to all the provinces. The military was reorganised, which allowed the emperors John I (r. 969\u2013976) and Basil II (r. 976\u20131025) to expand the frontiers of the empire on all fronts. The imperial court was the centre of a revival of classical learning, a process known as the Macedonian Renaissance. Writers such as John Geometres (fl. early 10th century) composed new hymns, poems, and other works. Missionary efforts by both eastern and western clergy resulted in the conversion of the Moravians, Bulgars, Bohemians, Poles, Magyars, and Slavic inhabitants of the Kievan Rus'. These conversions contributed to the founding of political states in the lands of those peoples\u2014the states of Moravia, Bulgaria, Bohemia, Poland, Hungary, and the Kievan Rus'. Bulgaria, which was founded around 680, at its height reached from Budapest to the Black Sea and from the Dnieper River in modern Ukraine to the Adriatic Sea. By 1018, the last Bulgarian nobles had surrendered to the Byzantine Empire.", "targets": "During what period did Constantine VII reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a257cc2de8041ff84a88ccb735cd83e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Europe, Byzantium revived its fortunes under Emperor Basil I (r. 867\u2013886) and his successors Leo VI (r. 886\u2013912) and Constantine VII (r. 913\u2013959), members of the Macedonian dynasty. Commerce revived and the emperors oversaw the extension of a uniform administration to all the provinces. The military was reorganised, which allowed the emperors John I (r. 969\u2013976) and Basil II (r. 976\u20131025) to expand the frontiers of the empire on all fronts. The imperial court was the centre of a revival of classical learning, a process known as the Macedonian Renaissance. Writers such as John Geometres (fl. early 10th century) composed new hymns, poems, and other works. Missionary efforts by both eastern and western clergy resulted in the conversion of the Moravians, Bulgars, Bohemians, Poles, Magyars, and Slavic inhabitants of the Kievan Rus'. These conversions contributed to the founding of political states in the lands of those peoples\u2014the states of Moravia, Bulgaria, Bohemia, Poland, Hungary, and the Kievan Rus'. Bulgaria, which was founded around 680, at its height reached from Budapest to the Black Sea and from the Dnieper River in modern Ukraine to the Adriatic Sea. By 1018, the last Bulgarian nobles had surrendered to the Byzantine Empire.", "targets": "When did Basil I's rule begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a257cc2de8041ff84a88ccb735cd83e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Europe, Byzantium revived its fortunes under Emperor Basil I (r. 867\u2013886) and his successors Leo VI (r. 886\u2013912) and Constantine VII (r. 913\u2013959), members of the Macedonian dynasty. Commerce revived and the emperors oversaw the extension of a uniform administration to all the provinces. The military was reorganised, which allowed the emperors John I (r. 969\u2013976) and Basil II (r. 976\u20131025) to expand the frontiers of the empire on all fronts. The imperial court was the centre of a revival of classical learning, a process known as the Macedonian Renaissance. Writers such as John Geometres (fl. early 10th century) composed new hymns, poems, and other works. Missionary efforts by both eastern and western clergy resulted in the conversion of the Moravians, Bulgars, Bohemians, Poles, Magyars, and Slavic inhabitants of the Kievan Rus'. These conversions contributed to the founding of political states in the lands of those peoples\u2014the states of Moravia, Bulgaria, Bohemia, Poland, Hungary, and the Kievan Rus'. Bulgaria, which was founded around 680, at its height reached from Budapest to the Black Sea and from the Dnieper River in modern Ukraine to the Adriatic Sea. By 1018, the last Bulgarian nobles had surrendered to the Byzantine Empire.", "targets": "During what century did John Geometres flourish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a257cc2de8041ff84a88ccb735cd83e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Europe, Byzantium revived its fortunes under Emperor Basil I (r. 867\u2013886) and his successors Leo VI (r. 886\u2013912) and Constantine VII (r. 913\u2013959), members of the Macedonian dynasty. Commerce revived and the emperors oversaw the extension of a uniform administration to all the provinces. The military was reorganised, which allowed the emperors John I (r. 969\u2013976) and Basil II (r. 976\u20131025) to expand the frontiers of the empire on all fronts. The imperial court was the centre of a revival of classical learning, a process known as the Macedonian Renaissance. Writers such as John Geometres (fl. early 10th century) composed new hymns, poems, and other works. Missionary efforts by both eastern and western clergy resulted in the conversion of the Moravians, Bulgars, Bohemians, Poles, Magyars, and Slavic inhabitants of the Kievan Rus'. These conversions contributed to the founding of political states in the lands of those peoples\u2014the states of Moravia, Bulgaria, Bohemia, Poland, Hungary, and the Kievan Rus'. Bulgaria, which was founded around 680, at its height reached from Budapest to the Black Sea and from the Dnieper River in modern Ukraine to the Adriatic Sea. By 1018, the last Bulgarian nobles had surrendered to the Byzantine Empire.", "targets": "In approximately what year was Bulgaria founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01d05d6c3634b94b760265322b78e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alloys of primarily zinc with small amounts of copper, aluminium, and magnesium are useful in die casting as well as spin casting, especially in the automotive, electrical, and hardware industries. These alloys are marketed under the name Zamak. An example of this is zinc aluminium. The low melting point together with the low viscosity of the alloy makes the production of small and intricate shapes possible. The low working temperature leads to rapid cooling of the cast products and therefore fast assembly is possible. Another alloy, marketed under the brand name Prestal, contains 78% zinc and 22% aluminium and is reported to be nearly as strong as steel but as malleable as plastic. This superplasticity of the alloy allows it to be molded using die casts made of ceramics and cement.", "targets": "Aside from die casting, what are alloys of zinc mixed with copper, aluminium and magnesium used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01d05d6c3634b94b760265322b78e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alloys of primarily zinc with small amounts of copper, aluminium, and magnesium are useful in die casting as well as spin casting, especially in the automotive, electrical, and hardware industries. These alloys are marketed under the name Zamak. An example of this is zinc aluminium. The low melting point together with the low viscosity of the alloy makes the production of small and intricate shapes possible. The low working temperature leads to rapid cooling of the cast products and therefore fast assembly is possible. Another alloy, marketed under the brand name Prestal, contains 78% zinc and 22% aluminium and is reported to be nearly as strong as steel but as malleable as plastic. This superplasticity of the alloy allows it to be molded using die casts made of ceramics and cement.", "targets": "Alloys of zinc mixed with copper, aluminium and magnesium are marketed as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01d05d6c3634b94b760265322b78e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alloys of primarily zinc with small amounts of copper, aluminium, and magnesium are useful in die casting as well as spin casting, especially in the automotive, electrical, and hardware industries. These alloys are marketed under the name Zamak. An example of this is zinc aluminium. The low melting point together with the low viscosity of the alloy makes the production of small and intricate shapes possible. The low working temperature leads to rapid cooling of the cast products and therefore fast assembly is possible. Another alloy, marketed under the brand name Prestal, contains 78% zinc and 22% aluminium and is reported to be nearly as strong as steel but as malleable as plastic. This superplasticity of the alloy allows it to be molded using die casts made of ceramics and cement.", "targets": "What is possible to produce thanks to the low melting point and low viscosity of zinc aluminium alloy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01d05d6c3634b94b760265322b78e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alloys of primarily zinc with small amounts of copper, aluminium, and magnesium are useful in die casting as well as spin casting, especially in the automotive, electrical, and hardware industries. These alloys are marketed under the name Zamak. An example of this is zinc aluminium. The low melting point together with the low viscosity of the alloy makes the production of small and intricate shapes possible. The low working temperature leads to rapid cooling of the cast products and therefore fast assembly is possible. Another alloy, marketed under the brand name Prestal, contains 78% zinc and 22% aluminium and is reported to be nearly as strong as steel but as malleable as plastic. This superplasticity of the alloy allows it to be molded using die casts made of ceramics and cement.", "targets": "What brand name of alloy is supposed to be as strong as steel while still being malleable as plastic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d01d05d6c3634b94b760265322b78e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alloys of primarily zinc with small amounts of copper, aluminium, and magnesium are useful in die casting as well as spin casting, especially in the automotive, electrical, and hardware industries. These alloys are marketed under the name Zamak. An example of this is zinc aluminium. The low melting point together with the low viscosity of the alloy makes the production of small and intricate shapes possible. The low working temperature leads to rapid cooling of the cast products and therefore fast assembly is possible. Another alloy, marketed under the brand name Prestal, contains 78% zinc and 22% aluminium and is reported to be nearly as strong as steel but as malleable as plastic. This superplasticity of the alloy allows it to be molded using die casts made of ceramics and cement.", "targets": "What is used to mold Prestal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bbe0fdb574d4270944b221d358384f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, in order to host The 10th National Game of People's Republic of China, there was a new stadium, Nanjing Olympic Sports Center, constructed in Nanjing. Compared to Wutaishan Sports Center, which the major stadium's capacity is 18,500, Nanjing Olympic Sports Center has a more advanced stadium which is big enough to seat 60,000 spectators. Its gymnasium has capacity of 13,000, and natatorium of capacity 3,000.", "targets": "When was the Nanjing Olympic Sports Center built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bbe0fdb574d4270944b221d358384f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, in order to host The 10th National Game of People's Republic of China, there was a new stadium, Nanjing Olympic Sports Center, constructed in Nanjing. Compared to Wutaishan Sports Center, which the major stadium's capacity is 18,500, Nanjing Olympic Sports Center has a more advanced stadium which is big enough to seat 60,000 spectators. Its gymnasium has capacity of 13,000, and natatorium of capacity 3,000.", "targets": "Why was the Nanjing Olympic Sports Center built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bbe0fdb574d4270944b221d358384f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, in order to host The 10th National Game of People's Republic of China, there was a new stadium, Nanjing Olympic Sports Center, constructed in Nanjing. Compared to Wutaishan Sports Center, which the major stadium's capacity is 18,500, Nanjing Olympic Sports Center has a more advanced stadium which is big enough to seat 60,000 spectators. Its gymnasium has capacity of 13,000, and natatorium of capacity 3,000.", "targets": "How many people can Nanjing Olympic Sports Center's stadium hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bbe0fdb574d4270944b221d358384f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, in order to host The 10th National Game of People's Republic of China, there was a new stadium, Nanjing Olympic Sports Center, constructed in Nanjing. Compared to Wutaishan Sports Center, which the major stadium's capacity is 18,500, Nanjing Olympic Sports Center has a more advanced stadium which is big enough to seat 60,000 spectators. Its gymnasium has capacity of 13,000, and natatorium of capacity 3,000.", "targets": "How many people can Nanjing Olympic Sports Center's gymnasium hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bbe0fdb574d4270944b221d358384f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, in order to host The 10th National Game of People's Republic of China, there was a new stadium, Nanjing Olympic Sports Center, constructed in Nanjing. Compared to Wutaishan Sports Center, which the major stadium's capacity is 18,500, Nanjing Olympic Sports Center has a more advanced stadium which is big enough to seat 60,000 spectators. Its gymnasium has capacity of 13,000, and natatorium of capacity 3,000.", "targets": "How many people can Nanjing Olympic Sports Center's natatorium hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3513f9003a145a4acce8fb645241f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Nationality Act 1981 reclassified Saint Helena and the other Crown colonies as British Dependent Territories. The islanders lost their right of abode in Britain. For the next 20 years, many could find only low-paid work with the island government, and the only available employment outside Saint Helena was on the Falkland Islands and Ascension Island. The Development and Economic Planning Department, which still operates, was formed in 1988 to contribute to raising the living standards of the people of Saint Helena.", "targets": "What right was lost by the citizen of the islands due to the act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3513f9003a145a4acce8fb645241f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Nationality Act 1981 reclassified Saint Helena and the other Crown colonies as British Dependent Territories. The islanders lost their right of abode in Britain. For the next 20 years, many could find only low-paid work with the island government, and the only available employment outside Saint Helena was on the Falkland Islands and Ascension Island. The Development and Economic Planning Department, which still operates, was formed in 1988 to contribute to raising the living standards of the people of Saint Helena.", "targets": "What department was formed to help raise the living standards of the citizens in Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3513f9003a145a4acce8fb645241f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Nationality Act 1981 reclassified Saint Helena and the other Crown colonies as British Dependent Territories. The islanders lost their right of abode in Britain. For the next 20 years, many could find only low-paid work with the island government, and the only available employment outside Saint Helena was on the Falkland Islands and Ascension Island. The Development and Economic Planning Department, which still operates, was formed in 1988 to contribute to raising the living standards of the people of Saint Helena.", "targets": "What year was the Development and Economic Planning Department formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3513f9003a145a4acce8fb645241f3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Nationality Act 1981 reclassified Saint Helena and the other Crown colonies as British Dependent Territories. The islanders lost their right of abode in Britain. For the next 20 years, many could find only low-paid work with the island government, and the only available employment outside Saint Helena was on the Falkland Islands and Ascension Island. The Development and Economic Planning Department, which still operates, was formed in 1988 to contribute to raising the living standards of the people of Saint Helena.", "targets": "Where was the only work outside of Saint Helena located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64237755987348b3ae2139fd1a2de942", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland.", "targets": "Which country is Northern England's school system most different from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64237755987348b3ae2139fd1a2de942", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland.", "targets": "Which countries have school systems somewhat similar to Northern Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb51f1a2808e44e59b626d63506937b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 September 1946, an 8,000-strong railroad worker strike began in Pusan. Civil disorder spread throughout the country in what became known as the Autumn uprising. On 1 October 1946, Korean police killed three students in the Daegu Uprising; protesters counter-attacked, killing 38 policemen. On 3 October, some 10,000 people attacked the Yeongcheon police station, killing three policemen and injuring some 40 more; elsewhere, some 20 landlords and pro-Japanese South Korean officials were killed. The USAMGIK declared martial law.", "targets": "What is the civil disobedience caused by the railroad worker's strike called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb51f1a2808e44e59b626d63506937b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 September 1946, an 8,000-strong railroad worker strike began in Pusan. Civil disorder spread throughout the country in what became known as the Autumn uprising. On 1 October 1946, Korean police killed three students in the Daegu Uprising; protesters counter-attacked, killing 38 policemen. On 3 October, some 10,000 people attacked the Yeongcheon police station, killing three policemen and injuring some 40 more; elsewhere, some 20 landlords and pro-Japanese South Korean officials were killed. The USAMGIK declared martial law.", "targets": "When was the Daegu Uprising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb51f1a2808e44e59b626d63506937b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 September 1946, an 8,000-strong railroad worker strike began in Pusan. Civil disorder spread throughout the country in what became known as the Autumn uprising. On 1 October 1946, Korean police killed three students in the Daegu Uprising; protesters counter-attacked, killing 38 policemen. On 3 October, some 10,000 people attacked the Yeongcheon police station, killing three policemen and injuring some 40 more; elsewhere, some 20 landlords and pro-Japanese South Korean officials were killed. The USAMGIK declared martial law.", "targets": "How many people attacked the Yeongcheon police station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb51f1a2808e44e59b626d63506937b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 September 1946, an 8,000-strong railroad worker strike began in Pusan. Civil disorder spread throughout the country in what became known as the Autumn uprising. On 1 October 1946, Korean police killed three students in the Daegu Uprising; protesters counter-attacked, killing 38 policemen. On 3 October, some 10,000 people attacked the Yeongcheon police station, killing three policemen and injuring some 40 more; elsewhere, some 20 landlords and pro-Japanese South Korean officials were killed. The USAMGIK declared martial law.", "targets": "When did the Pusasn railroad strike begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb51f1a2808e44e59b626d63506937b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 September 1946, an 8,000-strong railroad worker strike began in Pusan. Civil disorder spread throughout the country in what became known as the Autumn uprising. On 1 October 1946, Korean police killed three students in the Daegu Uprising; protesters counter-attacked, killing 38 policemen. On 3 October, some 10,000 people attacked the Yeongcheon police station, killing three policemen and injuring some 40 more; elsewhere, some 20 landlords and pro-Japanese South Korean officials were killed. The USAMGIK declared martial law.", "targets": "How did the USAMGIK respond to the uprisings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2da7a487fe284300a91b960ba5ae06d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gene is derived (via pangene) from the Ancient Greek word \u03b3\u03ad\u03bd\u03bf\u03c2 (g\u00e9nos) meaning \"race, offspring\". Gene was coined in 1909 by Danish botanist Wilhelm Johannsen to describe the fundamental physical and functional unit of heredity, while the related word genetics was first used by William Bateson in 1905.", "targets": "What ancient Greek word is the word 'gene' derived from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2da7a487fe284300a91b960ba5ae06d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gene is derived (via pangene) from the Ancient Greek word \u03b3\u03ad\u03bd\u03bf\u03c2 (g\u00e9nos) meaning \"race, offspring\". Gene was coined in 1909 by Danish botanist Wilhelm Johannsen to describe the fundamental physical and functional unit of heredity, while the related word genetics was first used by William Bateson in 1905.", "targets": "What does the ancient Greek word 'g\u00e9nos' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2da7a487fe284300a91b960ba5ae06d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gene is derived (via pangene) from the Ancient Greek word \u03b3\u03ad\u03bd\u03bf\u03c2 (g\u00e9nos) meaning \"race, offspring\". Gene was coined in 1909 by Danish botanist Wilhelm Johannsen to describe the fundamental physical and functional unit of heredity, while the related word genetics was first used by William Bateson in 1905.", "targets": "What Danish botanist coined the word 'gene'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2da7a487fe284300a91b960ba5ae06d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gene is derived (via pangene) from the Ancient Greek word \u03b3\u03ad\u03bd\u03bf\u03c2 (g\u00e9nos) meaning \"race, offspring\". Gene was coined in 1909 by Danish botanist Wilhelm Johannsen to describe the fundamental physical and functional unit of heredity, while the related word genetics was first used by William Bateson in 1905.", "targets": "What was the word 'gene' used to describe in 1909?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2da7a487fe284300a91b960ba5ae06d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gene is derived (via pangene) from the Ancient Greek word \u03b3\u03ad\u03bd\u03bf\u03c2 (g\u00e9nos) meaning \"race, offspring\". Gene was coined in 1909 by Danish botanist Wilhelm Johannsen to describe the fundamental physical and functional unit of heredity, while the related word genetics was first used by William Bateson in 1905.", "targets": "Who first used the word 'genetics' in 1905?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26889d6ca1d43bb8b952f083ae51270", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Kingdom and Ireland have separate media, although British television, newspapers and magazines are widely available in Ireland, giving people in Ireland a high level of familiarity with cultural matters in the United Kingdom. Irish newspapers are also available in the UK, and Irish state and private television is widely available in Northern Ireland.[citation needed] Certain reality TV shows have embraced the whole of the islands, for example The X Factor, seasons 3, 4 and 7 of which featured auditions in Dublin and were open to Irish voters, whilst the show previously known as Britain's Next Top Model became Britain and Ireland's Next Top Model in 2011. A few cultural events are organised for the island group as a whole. For example, the Costa Book Awards are awarded to authors resident in the UK or Ireland. The Man Booker Prize is awarded to authors from the Commonwealth of Nations and Ireland. The Mercury Music Prize is handed out every year to the best album from a British or Irish musician or group.", "targets": "What types of media give the people of Ireland information about what is going on in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26889d6ca1d43bb8b952f083ae51270", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Kingdom and Ireland have separate media, although British television, newspapers and magazines are widely available in Ireland, giving people in Ireland a high level of familiarity with cultural matters in the United Kingdom. Irish newspapers are also available in the UK, and Irish state and private television is widely available in Northern Ireland.[citation needed] Certain reality TV shows have embraced the whole of the islands, for example The X Factor, seasons 3, 4 and 7 of which featured auditions in Dublin and were open to Irish voters, whilst the show previously known as Britain's Next Top Model became Britain and Ireland's Next Top Model in 2011. A few cultural events are organised for the island group as a whole. For example, the Costa Book Awards are awarded to authors resident in the UK or Ireland. The Man Booker Prize is awarded to authors from the Commonwealth of Nations and Ireland. The Mercury Music Prize is handed out every year to the best album from a British or Irish musician or group.", "targets": "What is available to the people in Northern Ireland so they have access to the media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26889d6ca1d43bb8b952f083ae51270", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Kingdom and Ireland have separate media, although British television, newspapers and magazines are widely available in Ireland, giving people in Ireland a high level of familiarity with cultural matters in the United Kingdom. Irish newspapers are also available in the UK, and Irish state and private television is widely available in Northern Ireland.[citation needed] Certain reality TV shows have embraced the whole of the islands, for example The X Factor, seasons 3, 4 and 7 of which featured auditions in Dublin and were open to Irish voters, whilst the show previously known as Britain's Next Top Model became Britain and Ireland's Next Top Model in 2011. A few cultural events are organised for the island group as a whole. For example, the Costa Book Awards are awarded to authors resident in the UK or Ireland. The Man Booker Prize is awarded to authors from the Commonwealth of Nations and Ireland. The Mercury Music Prize is handed out every year to the best album from a British or Irish musician or group.", "targets": "What is one of the most popoular television shows in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26889d6ca1d43bb8b952f083ae51270", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Kingdom and Ireland have separate media, although British television, newspapers and magazines are widely available in Ireland, giving people in Ireland a high level of familiarity with cultural matters in the United Kingdom. Irish newspapers are also available in the UK, and Irish state and private television is widely available in Northern Ireland.[citation needed] Certain reality TV shows have embraced the whole of the islands, for example The X Factor, seasons 3, 4 and 7 of which featured auditions in Dublin and were open to Irish voters, whilst the show previously known as Britain's Next Top Model became Britain and Ireland's Next Top Model in 2011. A few cultural events are organised for the island group as a whole. For example, the Costa Book Awards are awarded to authors resident in the UK or Ireland. The Man Booker Prize is awarded to authors from the Commonwealth of Nations and Ireland. The Mercury Music Prize is handed out every year to the best album from a British or Irish musician or group.", "targets": "Who can receive the Costa Book Award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e50dd572bfd6445bb9033fa7f6a7a147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AOC Bomber Command Arthur Harris did see German morale as a major objective. However, he did not believe that the morale-collapse could occur without the destruction of the German economy. The primary goal of Bomber Command's offensives was to destroy the German industrial base (economic warfare), and in doing so reduce morale. In late 1943, just before the Battle of Berlin, he declared the power of Bomber Command would enable it to achieve \"a state of devastation in which surrender is inevitable.\" A summary of Harris' strategic intentions was clear:", "targets": "Without what could morale collapse occur according to Arthur Harris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e50dd572bfd6445bb9033fa7f6a7a147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AOC Bomber Command Arthur Harris did see German morale as a major objective. However, he did not believe that the morale-collapse could occur without the destruction of the German economy. The primary goal of Bomber Command's offensives was to destroy the German industrial base (economic warfare), and in doing so reduce morale. In late 1943, just before the Battle of Berlin, he declared the power of Bomber Command would enable it to achieve \"a state of devastation in which surrender is inevitable.\" A summary of Harris' strategic intentions was clear:", "targets": "What was the primary strategy for Bomber Command offensives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e50dd572bfd6445bb9033fa7f6a7a147", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "AOC Bomber Command Arthur Harris did see German morale as a major objective. However, he did not believe that the morale-collapse could occur without the destruction of the German economy. The primary goal of Bomber Command's offensives was to destroy the German industrial base (economic warfare), and in doing so reduce morale. In late 1943, just before the Battle of Berlin, he declared the power of Bomber Command would enable it to achieve \"a state of devastation in which surrender is inevitable.\" A summary of Harris' strategic intentions was clear:", "targets": "Arthur Harris announced that Bomber Command would enable economic warfare to achieve what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0268ceede2d144f28e7a23b1d0b449d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966, CBS reorganized its corporate structure with Leiberson promoted to head the new \"CBS-Columbia Group\" which made the now renamed CBS Records company a separate unit of this new group run by Clive Davis.", "targets": "Who ran CBS-Columbia Group starting in 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85079a3de5d84242a416f6a380747185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peninsular borough's maritime heritage is acknowledged in several ways.The City Island Historical Society and Nautical Museum occupies a former public school designed by the New York City school system's turn-of-the-last-century master architect C. B. J. Snyder. The state's Maritime College in Fort Schuyler (on the southeastern shore) houses the Maritime Industry Museum. In addition, the Harlem River is reemerging as \"Scullers' Row\" due in large part to the efforts of the Bronx River Restoration Project, a joint public-private endeavor of the city's parks department. Canoeing and kayaking on the borough's namesake river have been promoted by the Bronx River Alliance. The river is also straddled by the New York Botanical Gardens, its neighbor, the Bronx Zoo, and a little further south, on the west shore, Bronx River Art Center.", "targets": "Who designed the City Island Historical Society and Nautical Museum's building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85079a3de5d84242a416f6a380747185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peninsular borough's maritime heritage is acknowledged in several ways.The City Island Historical Society and Nautical Museum occupies a former public school designed by the New York City school system's turn-of-the-last-century master architect C. B. J. Snyder. The state's Maritime College in Fort Schuyler (on the southeastern shore) houses the Maritime Industry Museum. In addition, the Harlem River is reemerging as \"Scullers' Row\" due in large part to the efforts of the Bronx River Restoration Project, a joint public-private endeavor of the city's parks department. Canoeing and kayaking on the borough's namesake river have been promoted by the Bronx River Alliance. The river is also straddled by the New York Botanical Gardens, its neighbor, the Bronx Zoo, and a little further south, on the west shore, Bronx River Art Center.", "targets": "Where is the NY Maritime College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85079a3de5d84242a416f6a380747185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peninsular borough's maritime heritage is acknowledged in several ways.The City Island Historical Society and Nautical Museum occupies a former public school designed by the New York City school system's turn-of-the-last-century master architect C. B. J. Snyder. The state's Maritime College in Fort Schuyler (on the southeastern shore) houses the Maritime Industry Museum. In addition, the Harlem River is reemerging as \"Scullers' Row\" due in large part to the efforts of the Bronx River Restoration Project, a joint public-private endeavor of the city's parks department. Canoeing and kayaking on the borough's namesake river have been promoted by the Bronx River Alliance. The river is also straddled by the New York Botanical Gardens, its neighbor, the Bronx Zoo, and a little further south, on the west shore, Bronx River Art Center.", "targets": "What was the City Island Historical Society and Nautical Museum's building originally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85079a3de5d84242a416f6a380747185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peninsular borough's maritime heritage is acknowledged in several ways.The City Island Historical Society and Nautical Museum occupies a former public school designed by the New York City school system's turn-of-the-last-century master architect C. B. J. Snyder. The state's Maritime College in Fort Schuyler (on the southeastern shore) houses the Maritime Industry Museum. In addition, the Harlem River is reemerging as \"Scullers' Row\" due in large part to the efforts of the Bronx River Restoration Project, a joint public-private endeavor of the city's parks department. Canoeing and kayaking on the borough's namesake river have been promoted by the Bronx River Alliance. The river is also straddled by the New York Botanical Gardens, its neighbor, the Bronx Zoo, and a little further south, on the west shore, Bronx River Art Center.", "targets": "What is 'Scullers' Row'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85079a3de5d84242a416f6a380747185", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The peninsular borough's maritime heritage is acknowledged in several ways.The City Island Historical Society and Nautical Museum occupies a former public school designed by the New York City school system's turn-of-the-last-century master architect C. B. J. Snyder. The state's Maritime College in Fort Schuyler (on the southeastern shore) houses the Maritime Industry Museum. In addition, the Harlem River is reemerging as \"Scullers' Row\" due in large part to the efforts of the Bronx River Restoration Project, a joint public-private endeavor of the city's parks department. Canoeing and kayaking on the borough's namesake river have been promoted by the Bronx River Alliance. The river is also straddled by the New York Botanical Gardens, its neighbor, the Bronx Zoo, and a little further south, on the west shore, Bronx River Art Center.", "targets": "Which river is near the New York Botanical Gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21d338abe1604e0488fb26af84cf96a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, 6.9% of the population (1,269,765) considered themselves to be of only American ancestry (regardless of race or ethnicity). Many of these were of English or Scotch-Irish descent; however, their families have lived in the state for so long, that they choose to identify as having \"American\" ancestry or do not know their ancestry. In the 1980 United States census the largest ancestry group reported in Florida was English with 2,232,514 Floridians claiming that they were of English or mostly English American ancestry. Some of their ancestry went back to the original thirteen colonies.", "targets": "What percentage of the population considers themselves American "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21d338abe1604e0488fb26af84cf96a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, 6.9% of the population (1,269,765) considered themselves to be of only American ancestry (regardless of race or ethnicity). Many of these were of English or Scotch-Irish descent; however, their families have lived in the state for so long, that they choose to identify as having \"American\" ancestry or do not know their ancestry. In the 1980 United States census the largest ancestry group reported in Florida was English with 2,232,514 Floridians claiming that they were of English or mostly English American ancestry. Some of their ancestry went back to the original thirteen colonies.", "targets": "In the 1980 census the largest ancestry group in Florida was "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21d338abe1604e0488fb26af84cf96a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, 6.9% of the population (1,269,765) considered themselves to be of only American ancestry (regardless of race or ethnicity). Many of these were of English or Scotch-Irish descent; however, their families have lived in the state for so long, that they choose to identify as having \"American\" ancestry or do not know their ancestry. In the 1980 United States census the largest ancestry group reported in Florida was English with 2,232,514 Floridians claiming that they were of English or mostly English American ancestry. Some of their ancestry went back to the original thirteen colonies.", "targets": "How far back did some of the Ancestry go "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd15da7184bd407e8608272fa5410618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The map of earthquake intensity published by CEA after surveying 500,000 km2 of the affected area shows a maximum liedu of XI on the China Seismic Intensity Scale (CSIS), described as \"very destructive\" on the European Macroseismic Scale (EMS) from which CSIS drew reference. (USGS, using the Modified Mercalli intensity scale (CC), also placed maximum intensity at XI, \"very disastrous\".) Two south-west-north-east stripes of liedu XI are centered around Yingxiu, Wenchuan (the town closest to the epicenter of the main quake) and Beichuan (the town repeatedly struck by strong aftershocks including one registering MS 6.1 on Aug 1, 2008), both in Sichuan Province, occupying a total of 2,419 km2. The Yingxiu liedu-XI zone is about 66 km long and 20 km wide along Wenchuan\u2013Dujiangyan\u2013Pengzhou; the Beichuan liedu-XI zone is about 82 km long and 15 km wide along An County\u2013Beichuan\u2013Pingwu. The area with liedu X (comparable to X on EMS, \"destructive\" and X on MM, \"disastrous\") spans 3,144 km2. The area affected by earthquakes exceeding liedu VI totals 440,442 km2, occupying an oval 936 km long and 596 km wide, spanning three provinces and one autonomous region.", "targets": "Who published the map of the earthquakes intensity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd15da7184bd407e8608272fa5410618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The map of earthquake intensity published by CEA after surveying 500,000 km2 of the affected area shows a maximum liedu of XI on the China Seismic Intensity Scale (CSIS), described as \"very destructive\" on the European Macroseismic Scale (EMS) from which CSIS drew reference. (USGS, using the Modified Mercalli intensity scale (CC), also placed maximum intensity at XI, \"very disastrous\".) Two south-west-north-east stripes of liedu XI are centered around Yingxiu, Wenchuan (the town closest to the epicenter of the main quake) and Beichuan (the town repeatedly struck by strong aftershocks including one registering MS 6.1 on Aug 1, 2008), both in Sichuan Province, occupying a total of 2,419 km2. The Yingxiu liedu-XI zone is about 66 km long and 20 km wide along Wenchuan\u2013Dujiangyan\u2013Pengzhou; the Beichuan liedu-XI zone is about 82 km long and 15 km wide along An County\u2013Beichuan\u2013Pingwu. The area with liedu X (comparable to X on EMS, \"destructive\" and X on MM, \"disastrous\") spans 3,144 km2. The area affected by earthquakes exceeding liedu VI totals 440,442 km2, occupying an oval 936 km long and 596 km wide, spanning three provinces and one autonomous region.", "targets": "What was the intensity scaled at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd15da7184bd407e8608272fa5410618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The map of earthquake intensity published by CEA after surveying 500,000 km2 of the affected area shows a maximum liedu of XI on the China Seismic Intensity Scale (CSIS), described as \"very destructive\" on the European Macroseismic Scale (EMS) from which CSIS drew reference. (USGS, using the Modified Mercalli intensity scale (CC), also placed maximum intensity at XI, \"very disastrous\".) Two south-west-north-east stripes of liedu XI are centered around Yingxiu, Wenchuan (the town closest to the epicenter of the main quake) and Beichuan (the town repeatedly struck by strong aftershocks including one registering MS 6.1 on Aug 1, 2008), both in Sichuan Province, occupying a total of 2,419 km2. The Yingxiu liedu-XI zone is about 66 km long and 20 km wide along Wenchuan\u2013Dujiangyan\u2013Pengzhou; the Beichuan liedu-XI zone is about 82 km long and 15 km wide along An County\u2013Beichuan\u2013Pingwu. The area with liedu X (comparable to X on EMS, \"destructive\" and X on MM, \"disastrous\") spans 3,144 km2. The area affected by earthquakes exceeding liedu VI totals 440,442 km2, occupying an oval 936 km long and 596 km wide, spanning three provinces and one autonomous region.", "targets": "What does the China Seismic Intensity Scale call the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd15da7184bd407e8608272fa5410618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The map of earthquake intensity published by CEA after surveying 500,000 km2 of the affected area shows a maximum liedu of XI on the China Seismic Intensity Scale (CSIS), described as \"very destructive\" on the European Macroseismic Scale (EMS) from which CSIS drew reference. (USGS, using the Modified Mercalli intensity scale (CC), also placed maximum intensity at XI, \"very disastrous\".) Two south-west-north-east stripes of liedu XI are centered around Yingxiu, Wenchuan (the town closest to the epicenter of the main quake) and Beichuan (the town repeatedly struck by strong aftershocks including one registering MS 6.1 on Aug 1, 2008), both in Sichuan Province, occupying a total of 2,419 km2. The Yingxiu liedu-XI zone is about 66 km long and 20 km wide along Wenchuan\u2013Dujiangyan\u2013Pengzhou; the Beichuan liedu-XI zone is about 82 km long and 15 km wide along An County\u2013Beichuan\u2013Pingwu. The area with liedu X (comparable to X on EMS, \"destructive\" and X on MM, \"disastrous\") spans 3,144 km2. The area affected by earthquakes exceeding liedu VI totals 440,442 km2, occupying an oval 936 km long and 596 km wide, spanning three provinces and one autonomous region.", "targets": "How did the USGS rate the earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd15da7184bd407e8608272fa5410618", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The map of earthquake intensity published by CEA after surveying 500,000 km2 of the affected area shows a maximum liedu of XI on the China Seismic Intensity Scale (CSIS), described as \"very destructive\" on the European Macroseismic Scale (EMS) from which CSIS drew reference. (USGS, using the Modified Mercalli intensity scale (CC), also placed maximum intensity at XI, \"very disastrous\".) Two south-west-north-east stripes of liedu XI are centered around Yingxiu, Wenchuan (the town closest to the epicenter of the main quake) and Beichuan (the town repeatedly struck by strong aftershocks including one registering MS 6.1 on Aug 1, 2008), both in Sichuan Province, occupying a total of 2,419 km2. The Yingxiu liedu-XI zone is about 66 km long and 20 km wide along Wenchuan\u2013Dujiangyan\u2013Pengzhou; the Beichuan liedu-XI zone is about 82 km long and 15 km wide along An County\u2013Beichuan\u2013Pingwu. The area with liedu X (comparable to X on EMS, \"destructive\" and X on MM, \"disastrous\") spans 3,144 km2. The area affected by earthquakes exceeding liedu VI totals 440,442 km2, occupying an oval 936 km long and 596 km wide, spanning three provinces and one autonomous region.", "targets": "What town was closest to the main epicenter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "Who arrived at the Marshall Islands in 1788?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "What do natives of the Marshall Islands call their country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "Which Russian was involved in naming the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "Which French citizen was involved in naming the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "At what island did the Globe arrive in 1824?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "Who notably accompanied John Charles Marshall to the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "In what year did Marshall and Gilbert go to the islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "What is the traditional name of the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "What is the English translation of the traditional name of the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f906f82afdb04b188802c279eb3555cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Captain John Charles Marshall and Thomas Gilbert visited the islands in 1788. The islands were named for Marshall on Western charts, although the natives have historically named their home \"jolet jen Anij\" (Gifts from God). Around 1820, Russian explorer Adam Johann von Krusenstern and the French explorer Louis Isidore Duperrey named the islands after John Marshall, and drew maps of the islands. The designation was repeated later on British maps.[citation needed] In 1824 the crew of the American whaler Globe mutinied and some of the crew put ashore on Mulgrave Island. One year later, the American schooner Dolphin arrived and picked up two boys, the last survivors of a massacre by the natives due to their brutal treatment of the women.:2", "targets": "On what island did mutinous American whalers land in 1824?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d79a389a6414bff95b110720fb3059a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's Edwards Campus is in Overland Park, Kansas. Established in 1993, its goal is to provide adults with the opportunity to complete college degrees. About 2,100 students attend the Edwards Campus, with an average age of 32. Programs available at the Edwards Campus include developmental psychology, public administration, social work, systems analysis, information technology, engineering management and design.", "targets": "In what city is the Edwards Campus located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d79a389a6414bff95b110720fb3059a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's Edwards Campus is in Overland Park, Kansas. Established in 1993, its goal is to provide adults with the opportunity to complete college degrees. About 2,100 students attend the Edwards Campus, with an average age of 32. Programs available at the Edwards Campus include developmental psychology, public administration, social work, systems analysis, information technology, engineering management and design.", "targets": "When was the Edwards Campus built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d79a389a6414bff95b110720fb3059a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's Edwards Campus is in Overland Park, Kansas. Established in 1993, its goal is to provide adults with the opportunity to complete college degrees. About 2,100 students attend the Edwards Campus, with an average age of 32. Programs available at the Edwards Campus include developmental psychology, public administration, social work, systems analysis, information technology, engineering management and design.", "targets": "Who are the main kinds of students at the Edwards Campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d79a389a6414bff95b110720fb3059a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's Edwards Campus is in Overland Park, Kansas. Established in 1993, its goal is to provide adults with the opportunity to complete college degrees. About 2,100 students attend the Edwards Campus, with an average age of 32. Programs available at the Edwards Campus include developmental psychology, public administration, social work, systems analysis, information technology, engineering management and design.", "targets": "What is the average age of students on KU's Edwards Campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d79a389a6414bff95b110720fb3059a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "KU's Edwards Campus is in Overland Park, Kansas. Established in 1993, its goal is to provide adults with the opportunity to complete college degrees. About 2,100 students attend the Edwards Campus, with an average age of 32. Programs available at the Edwards Campus include developmental psychology, public administration, social work, systems analysis, information technology, engineering management and design.", "targets": "What can adult learners obtain through studying at the Edwards Campus of the University of Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97695d4c7dc34992b4ec8016188bc637", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The set of arithmetic operations that a particular ALU supports may be limited to addition and subtraction, or might include multiplication, division, trigonometry functions such as sine, cosine, etc., and square roots. Some can only operate on whole numbers (integers) whilst others use floating point to represent real numbers, albeit with limited precision. However, any computer that is capable of performing just the simplest operations can be programmed to break down the more complex operations into simple steps that it can perform. Therefore, any computer can be programmed to perform any arithmetic operation\u2014although it will take more time to do so if its ALU does not directly support the operation. An ALU may also compare numbers and return boolean truth values (true or false) depending on whether one is equal to, greater than or less than the other (\"is 64 greater than 65?\").", "targets": "Some trigonometry functions are what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97695d4c7dc34992b4ec8016188bc637", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The set of arithmetic operations that a particular ALU supports may be limited to addition and subtraction, or might include multiplication, division, trigonometry functions such as sine, cosine, etc., and square roots. Some can only operate on whole numbers (integers) whilst others use floating point to represent real numbers, albeit with limited precision. However, any computer that is capable of performing just the simplest operations can be programmed to break down the more complex operations into simple steps that it can perform. Therefore, any computer can be programmed to perform any arithmetic operation\u2014although it will take more time to do so if its ALU does not directly support the operation. An ALU may also compare numbers and return boolean truth values (true or false) depending on whether one is equal to, greater than or less than the other (\"is 64 greater than 65?\").", "targets": "The term for whole numbers is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "Why does the Rhine water fall into depths at the Rheinbrech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "What Lake in a German island Mainau receives a fraction of the Rhine's flow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "Where does the cold and warm water meet the warm water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "How much of the lake connecting with the Rhine can you see from the German islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "What is the Island off of the German shore of the Rhine that this warm and cold water meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "Where does the cold water mix with Lake Constance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "What island does the cold water flow of the Rhine and Lake Constance flow to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "A small fraction of the cold water flow from Lake Constance goes to what other lake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "What does the word Rheinrinne translate to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d46ca3324ef841068a3897296f56c4c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flow of cold, gray mountain water continues for some distance into the lake. The cold water flows near the surface and at first doesn't mix with the warmer, green waters of Upper Lake. But then, at the so-called Rheinbrech, the Rhine water abruptly falls into the depths because of the greater density of cold water. The flow reappears on the surface at the northern (German) shore of the lake, off the island of Lindau. The water then follows the northern shore until Hagnau am Bodensee. A small fraction of the flow is diverted off the island of Mainau into Lake \u00dcberlingen. Most of the water flows via the Constance hopper into the Rheinrinne (\"Rhine Gutter\") and Seerhein. Depending on the water level, this flow of the Rhine water is clearly visible along the entire length of the lake.", "targets": "What does the flow of the Rhine being visible depend on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e71a0f43f0e4e7ca815fae40f58ed44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ajahn Sucitto describes the path as \"a mandala of interconnected factors that support and moderate each other.\" The eight factors of the path are not to be understood as stages, in which each stage is completed before moving on to the next. Rather, they are understood as eight significant dimensions of one's behaviour\u2014mental, spoken, and bodily\u2014that operate in dependence on one another; taken together, they define a complete path, or way of living.", "targets": "Who describes the Noble Eightfold Path as \"a mandala of interconnected factors that support and moderate each other.\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e71a0f43f0e4e7ca815fae40f58ed44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ajahn Sucitto describes the path as \"a mandala of interconnected factors that support and moderate each other.\" The eight factors of the path are not to be understood as stages, in which each stage is completed before moving on to the next. Rather, they are understood as eight significant dimensions of one's behaviour\u2014mental, spoken, and bodily\u2014that operate in dependence on one another; taken together, they define a complete path, or way of living.", "targets": "How are the eight factors of the Noble Eightfold Path to be understood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e71a0f43f0e4e7ca815fae40f58ed44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ajahn Sucitto describes the path as \"a mandala of interconnected factors that support and moderate each other.\" The eight factors of the path are not to be understood as stages, in which each stage is completed before moving on to the next. Rather, they are understood as eight significant dimensions of one's behaviour\u2014mental, spoken, and bodily\u2014that operate in dependence on one another; taken together, they define a complete path, or way of living.", "targets": "What can one's behaviour be divided into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e71a0f43f0e4e7ca815fae40f58ed44", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ajahn Sucitto describes the path as \"a mandala of interconnected factors that support and moderate each other.\" The eight factors of the path are not to be understood as stages, in which each stage is completed before moving on to the next. Rather, they are understood as eight significant dimensions of one's behaviour\u2014mental, spoken, and bodily\u2014that operate in dependence on one another; taken together, they define a complete path, or way of living.", "targets": "Who describes the path as \"a mandala of interconnected factor that support and moderate each other\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28a6f002d13d4e28bf20dfa899bb9fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During much of its history, and especially during the Francoist dictatorship (1939\u20131975), the Catalan language has often been degraded as a mere dialect of Spanish. This view, based on political and ideological considerations, has no linguistic validity. Spanish and Catalan have important differences in their sound systems, lexicon, and grammatical features, placing the language in a number of respects closer to Occitan (and French). ", "targets": "What has Catalan often been considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28a6f002d13d4e28bf20dfa899bb9fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During much of its history, and especially during the Francoist dictatorship (1939\u20131975), the Catalan language has often been degraded as a mere dialect of Spanish. This view, based on political and ideological considerations, has no linguistic validity. Spanish and Catalan have important differences in their sound systems, lexicon, and grammatical features, placing the language in a number of respects closer to Occitan (and French). ", "targets": "During what dictatorship was Catalan considered a dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a316ef3e348a4de0bf51bd3aa9724e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian population has a significant sex ratio gap, caused by the emigration of young women, especially in rural areas. Overall, there are 115 to 120 men per 100 women in the 25\u201340 age group (\"family founders\") which has negative consequences for the birth ratio. Furthermore, the population is getting older and older with some rural municipalities recording more than 30% of over-65s (pensioners). This is a problem for the regional labour market, as there are twice as many people leaving as entering the job market annually.", "targets": "What is the sex ratio gap in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a316ef3e348a4de0bf51bd3aa9724e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian population has a significant sex ratio gap, caused by the emigration of young women, especially in rural areas. Overall, there are 115 to 120 men per 100 women in the 25\u201340 age group (\"family founders\") which has negative consequences for the birth ratio. Furthermore, the population is getting older and older with some rural municipalities recording more than 30% of over-65s (pensioners). This is a problem for the regional labour market, as there are twice as many people leaving as entering the job market annually.", "targets": "What caused the wide sex ratio gap in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a316ef3e348a4de0bf51bd3aa9724e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian population has a significant sex ratio gap, caused by the emigration of young women, especially in rural areas. Overall, there are 115 to 120 men per 100 women in the 25\u201340 age group (\"family founders\") which has negative consequences for the birth ratio. Furthermore, the population is getting older and older with some rural municipalities recording more than 30% of over-65s (pensioners). This is a problem for the regional labour market, as there are twice as many people leaving as entering the job market annually.", "targets": "How many citizens of Thuringia are over the age of 65?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a316ef3e348a4de0bf51bd3aa9724e96", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Thuringian population has a significant sex ratio gap, caused by the emigration of young women, especially in rural areas. Overall, there are 115 to 120 men per 100 women in the 25\u201340 age group (\"family founders\") which has negative consequences for the birth ratio. Furthermore, the population is getting older and older with some rural municipalities recording more than 30% of over-65s (pensioners). This is a problem for the regional labour market, as there are twice as many people leaving as entering the job market annually.", "targets": "What is the problem facing the job market in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509ebbf7235f4d2587782e44bbc13f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing protects against many things that might injure the uncovered human body. Clothes protect people from the elements, including rain, snow, wind, and other weather, as well as from the sun. However, clothing that is too sheer, thin, small, tight, etc., offers less protection. Clothes also reduce risk during activities such as work or sport. Some clothing protects from specific environmental hazards, such as insects, noxious chemicals, weather, weapons, and contact with abrasive substances. Conversely, clothing may protect the environment from the clothing wearer, as with doctors wearing medical scrubs.", "targets": "What does clothing protect from things which may injure it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509ebbf7235f4d2587782e44bbc13f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing protects against many things that might injure the uncovered human body. Clothes protect people from the elements, including rain, snow, wind, and other weather, as well as from the sun. However, clothing that is too sheer, thin, small, tight, etc., offers less protection. Clothes also reduce risk during activities such as work or sport. Some clothing protects from specific environmental hazards, such as insects, noxious chemicals, weather, weapons, and contact with abrasive substances. Conversely, clothing may protect the environment from the clothing wearer, as with doctors wearing medical scrubs.", "targets": "Rain, snow, and wind are what class of things clothing protects the wearer from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509ebbf7235f4d2587782e44bbc13f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing protects against many things that might injure the uncovered human body. Clothes protect people from the elements, including rain, snow, wind, and other weather, as well as from the sun. However, clothing that is too sheer, thin, small, tight, etc., offers less protection. Clothes also reduce risk during activities such as work or sport. Some clothing protects from specific environmental hazards, such as insects, noxious chemicals, weather, weapons, and contact with abrasive substances. Conversely, clothing may protect the environment from the clothing wearer, as with doctors wearing medical scrubs.", "targets": "Clothing that is too sheer will offer less what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509ebbf7235f4d2587782e44bbc13f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing protects against many things that might injure the uncovered human body. Clothes protect people from the elements, including rain, snow, wind, and other weather, as well as from the sun. However, clothing that is too sheer, thin, small, tight, etc., offers less protection. Clothes also reduce risk during activities such as work or sport. Some clothing protects from specific environmental hazards, such as insects, noxious chemicals, weather, weapons, and contact with abrasive substances. Conversely, clothing may protect the environment from the clothing wearer, as with doctors wearing medical scrubs.", "targets": "What type of hazard is noxious chemicals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509ebbf7235f4d2587782e44bbc13f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing protects against many things that might injure the uncovered human body. Clothes protect people from the elements, including rain, snow, wind, and other weather, as well as from the sun. However, clothing that is too sheer, thin, small, tight, etc., offers less protection. Clothes also reduce risk during activities such as work or sport. Some clothing protects from specific environmental hazards, such as insects, noxious chemicals, weather, weapons, and contact with abrasive substances. Conversely, clothing may protect the environment from the clothing wearer, as with doctors wearing medical scrubs.", "targets": "What type of clothing do doctors wear to protect their surroundings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2390e288318b4dd8abc3b338aa4e6db6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video data may be represented as a series of still image frames. The sequence of frames contains spatial and temporal redundancy that video compression algorithms attempt to eliminate or code in a smaller size. Similarities can be encoded by only storing differences between frames, or by using perceptual features of human vision. For example, small differences in color are more difficult to perceive than are changes in brightness. Compression algorithms can average a color across these similar areas to reduce space, in a manner similar to those used in JPEG image compression. Some of these methods are inherently lossy while others may preserve all relevant information from the original, uncompressed video.", "targets": "What may be represented as a series of still image frames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2390e288318b4dd8abc3b338aa4e6db6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video data may be represented as a series of still image frames. The sequence of frames contains spatial and temporal redundancy that video compression algorithms attempt to eliminate or code in a smaller size. Similarities can be encoded by only storing differences between frames, or by using perceptual features of human vision. For example, small differences in color are more difficult to perceive than are changes in brightness. Compression algorithms can average a color across these similar areas to reduce space, in a manner similar to those used in JPEG image compression. Some of these methods are inherently lossy while others may preserve all relevant information from the original, uncompressed video.", "targets": "What can average a color across similar areas to reduce space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2390e288318b4dd8abc3b338aa4e6db6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video data may be represented as a series of still image frames. The sequence of frames contains spatial and temporal redundancy that video compression algorithms attempt to eliminate or code in a smaller size. Similarities can be encoded by only storing differences between frames, or by using perceptual features of human vision. For example, small differences in color are more difficult to perceive than are changes in brightness. Compression algorithms can average a color across these similar areas to reduce space, in a manner similar to those used in JPEG image compression. Some of these methods are inherently lossy while others may preserve all relevant information from the original, uncompressed video.", "targets": "What is hard to tell with smaller differences involved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3dc87e3fa04d34837af0507525505b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Municipalities (Gemeinden): Every rural district and every Amt is subdivided into municipalities, while every urban district is a municipality in its own right. There are (as of 6 March 2009[update]) 12,141 municipalities, which are the smallest administrative units in Germany. Cities and towns are municipalities as well, also having city rights or town rights (Stadtrechte). Nowadays, this is mostly just the right to be called a city or town. However, in former times there were many other privileges, including the right to impose local taxes or to allow industry only within city limits.", "targets": "Every rural district is subdivided into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3dc87e3fa04d34837af0507525505b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Municipalities (Gemeinden): Every rural district and every Amt is subdivided into municipalities, while every urban district is a municipality in its own right. There are (as of 6 March 2009[update]) 12,141 municipalities, which are the smallest administrative units in Germany. Cities and towns are municipalities as well, also having city rights or town rights (Stadtrechte). Nowadays, this is mostly just the right to be called a city or town. However, in former times there were many other privileges, including the right to impose local taxes or to allow industry only within city limits.", "targets": "Every urban district is what in its own right?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3dc87e3fa04d34837af0507525505b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Municipalities (Gemeinden): Every rural district and every Amt is subdivided into municipalities, while every urban district is a municipality in its own right. There are (as of 6 March 2009[update]) 12,141 municipalities, which are the smallest administrative units in Germany. Cities and towns are municipalities as well, also having city rights or town rights (Stadtrechte). Nowadays, this is mostly just the right to be called a city or town. However, in former times there were many other privileges, including the right to impose local taxes or to allow industry only within city limits.", "targets": "How many municipalities are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3dc87e3fa04d34837af0507525505b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Municipalities (Gemeinden): Every rural district and every Amt is subdivided into municipalities, while every urban district is a municipality in its own right. There are (as of 6 March 2009[update]) 12,141 municipalities, which are the smallest administrative units in Germany. Cities and towns are municipalities as well, also having city rights or town rights (Stadtrechte). Nowadays, this is mostly just the right to be called a city or town. However, in former times there were many other privileges, including the right to impose local taxes or to allow industry only within city limits.", "targets": "What is the smallest administrative unit in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee3dc87e3fa04d34837af0507525505b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Municipalities (Gemeinden): Every rural district and every Amt is subdivided into municipalities, while every urban district is a municipality in its own right. There are (as of 6 March 2009[update]) 12,141 municipalities, which are the smallest administrative units in Germany. Cities and towns are municipalities as well, also having city rights or town rights (Stadtrechte). Nowadays, this is mostly just the right to be called a city or town. However, in former times there were many other privileges, including the right to impose local taxes or to allow industry only within city limits.", "targets": "What are town rights called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a372f49aa94473bad53a66bfcc0f411", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many parts of the Americas are still populated by indigenous peoples; some countries have sizable populations, especially Belize, Bolivia, Chile, Ecuador, Greenland, Guatemala, Mexico, and Peru. At least a thousand different indigenous languages are spoken in the Americas. Some, such as the Quechuan languages, Aymara, Guaran\u00ed, Mayan languages, and Nahuatl, count their speakers in millions. Many also maintain aspects of indigenous cultural practices to varying degrees, including religion, social organization, and subsistence practices. Like most cultures, over time, cultures specific to many indigenous peoples have evolved to incorporate traditional aspects, but also cater to modern needs. Some indigenous peoples still live in relative isolation from Western culture and a few are still counted as uncontacted peoples.", "targets": "Belize, Chile and Greenland are just some countries with sizable populations of what peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a372f49aa94473bad53a66bfcc0f411", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many parts of the Americas are still populated by indigenous peoples; some countries have sizable populations, especially Belize, Bolivia, Chile, Ecuador, Greenland, Guatemala, Mexico, and Peru. At least a thousand different indigenous languages are spoken in the Americas. Some, such as the Quechuan languages, Aymara, Guaran\u00ed, Mayan languages, and Nahuatl, count their speakers in millions. Many also maintain aspects of indigenous cultural practices to varying degrees, including religion, social organization, and subsistence practices. Like most cultures, over time, cultures specific to many indigenous peoples have evolved to incorporate traditional aspects, but also cater to modern needs. Some indigenous peoples still live in relative isolation from Western culture and a few are still counted as uncontacted peoples.", "targets": "Where are there still populations of indigenous peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a372f49aa94473bad53a66bfcc0f411", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many parts of the Americas are still populated by indigenous peoples; some countries have sizable populations, especially Belize, Bolivia, Chile, Ecuador, Greenland, Guatemala, Mexico, and Peru. At least a thousand different indigenous languages are spoken in the Americas. Some, such as the Quechuan languages, Aymara, Guaran\u00ed, Mayan languages, and Nahuatl, count their speakers in millions. Many also maintain aspects of indigenous cultural practices to varying degrees, including religion, social organization, and subsistence practices. Like most cultures, over time, cultures specific to many indigenous peoples have evolved to incorporate traditional aspects, but also cater to modern needs. Some indigenous peoples still live in relative isolation from Western culture and a few are still counted as uncontacted peoples.", "targets": "How many different indigenous languages are spoken in the Americas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a372f49aa94473bad53a66bfcc0f411", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many parts of the Americas are still populated by indigenous peoples; some countries have sizable populations, especially Belize, Bolivia, Chile, Ecuador, Greenland, Guatemala, Mexico, and Peru. At least a thousand different indigenous languages are spoken in the Americas. Some, such as the Quechuan languages, Aymara, Guaran\u00ed, Mayan languages, and Nahuatl, count their speakers in millions. Many also maintain aspects of indigenous cultural practices to varying degrees, including religion, social organization, and subsistence practices. Like most cultures, over time, cultures specific to many indigenous peoples have evolved to incorporate traditional aspects, but also cater to modern needs. Some indigenous peoples still live in relative isolation from Western culture and a few are still counted as uncontacted peoples.", "targets": "What do many indigenous cultures still practice to different extends to this day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a372f49aa94473bad53a66bfcc0f411", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many parts of the Americas are still populated by indigenous peoples; some countries have sizable populations, especially Belize, Bolivia, Chile, Ecuador, Greenland, Guatemala, Mexico, and Peru. At least a thousand different indigenous languages are spoken in the Americas. Some, such as the Quechuan languages, Aymara, Guaran\u00ed, Mayan languages, and Nahuatl, count their speakers in millions. Many also maintain aspects of indigenous cultural practices to varying degrees, including religion, social organization, and subsistence practices. Like most cultures, over time, cultures specific to many indigenous peoples have evolved to incorporate traditional aspects, but also cater to modern needs. Some indigenous peoples still live in relative isolation from Western culture and a few are still counted as uncontacted peoples.", "targets": "What have some indigenous peoples managed to remain in relative isolation from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93be9c719db544ccb51adc6d94093607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The club have entered the UK pop charts on four occasions under different titles during the 1980s and 1990s when many clubs released a song to mark their reaching the FA Cup Final. \"The Boys in Blue\", released in 1984, peaked at number 82. The following year the club scored their biggest hit when \"Here We Go\" peaked at 14. In 1986 the club released \"Everybody's Cheering The Blues\" which reached number 83. \"All Together Now\", a reworking of a song by Merseyside band The Farm, was released for the 1995 FA Cup Final and reached number 27. When the club next reached the 2009 FA Cup Final, the tradition had passed into history and no song was released.", "targets": "What year did the Everton FC release their UK pop song \"The Boys in Blue\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93be9c719db544ccb51adc6d94093607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The club have entered the UK pop charts on four occasions under different titles during the 1980s and 1990s when many clubs released a song to mark their reaching the FA Cup Final. \"The Boys in Blue\", released in 1984, peaked at number 82. The following year the club scored their biggest hit when \"Here We Go\" peaked at 14. In 1986 the club released \"Everybody's Cheering The Blues\" which reached number 83. \"All Together Now\", a reworking of a song by Merseyside band The Farm, was released for the 1995 FA Cup Final and reached number 27. When the club next reached the 2009 FA Cup Final, the tradition had passed into history and no song was released.", "targets": "What position did the song \"Here We Go\" by the Everton FC peak at on the UK pop charts in 1985?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93be9c719db544ccb51adc6d94093607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The club have entered the UK pop charts on four occasions under different titles during the 1980s and 1990s when many clubs released a song to mark their reaching the FA Cup Final. \"The Boys in Blue\", released in 1984, peaked at number 82. The following year the club scored their biggest hit when \"Here We Go\" peaked at 14. In 1986 the club released \"Everybody's Cheering The Blues\" which reached number 83. \"All Together Now\", a reworking of a song by Merseyside band The Farm, was released for the 1995 FA Cup Final and reached number 27. When the club next reached the 2009 FA Cup Final, the tradition had passed into history and no song was released.", "targets": "What was the name of the song that the Everton Football Club released in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93be9c719db544ccb51adc6d94093607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The club have entered the UK pop charts on four occasions under different titles during the 1980s and 1990s when many clubs released a song to mark their reaching the FA Cup Final. \"The Boys in Blue\", released in 1984, peaked at number 82. The following year the club scored their biggest hit when \"Here We Go\" peaked at 14. In 1986 the club released \"Everybody's Cheering The Blues\" which reached number 83. \"All Together Now\", a reworking of a song by Merseyside band The Farm, was released for the 1995 FA Cup Final and reached number 27. When the club next reached the 2009 FA Cup Final, the tradition had passed into history and no song was released.", "targets": "Who originally sang the song \"All Together Now\" that was reworked and released by Everton Football Club in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93be9c719db544ccb51adc6d94093607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The club have entered the UK pop charts on four occasions under different titles during the 1980s and 1990s when many clubs released a song to mark their reaching the FA Cup Final. \"The Boys in Blue\", released in 1984, peaked at number 82. The following year the club scored their biggest hit when \"Here We Go\" peaked at 14. In 1986 the club released \"Everybody's Cheering The Blues\" which reached number 83. \"All Together Now\", a reworking of a song by Merseyside band The Farm, was released for the 1995 FA Cup Final and reached number 27. When the club next reached the 2009 FA Cup Final, the tradition had passed into history and no song was released.", "targets": "How many times has the Everton FC entered the UK pop charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0aeca1a3c04356942949cec7cc8381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean campaign opened in September 1854. 360 ships sailed in seven columns, each steamer towing two sailing ships.:422 Anchoring on 13 September in the bay of Eupatoria, the town surrendered and 500 Marines landed to occupy it. This town and bay would provide a fall back position in case of disaster.:201 The ships then sailed east to make the landing of the allied expeditionary force on the sandy beaches of Calamita Bay on the south west coast of the Crimean Peninsula. The landing surprised the Russians, as they had been expecting a landing at Katcha; the last minute change proving that Russia had known the original battle plan. There was no sign of the enemy and the men were all landed on 14 September. It took another four days to land all the stores, equipment, horses and artillery.", "targets": "In what year did the Crimean campaign open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0aeca1a3c04356942949cec7cc8381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean campaign opened in September 1854. 360 ships sailed in seven columns, each steamer towing two sailing ships.:422 Anchoring on 13 September in the bay of Eupatoria, the town surrendered and 500 Marines landed to occupy it. This town and bay would provide a fall back position in case of disaster.:201 The ships then sailed east to make the landing of the allied expeditionary force on the sandy beaches of Calamita Bay on the south west coast of the Crimean Peninsula. The landing surprised the Russians, as they had been expecting a landing at Katcha; the last minute change proving that Russia had known the original battle plan. There was no sign of the enemy and the men were all landed on 14 September. It took another four days to land all the stores, equipment, horses and artillery.", "targets": "360 ships landed in what bay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0aeca1a3c04356942949cec7cc8381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean campaign opened in September 1854. 360 ships sailed in seven columns, each steamer towing two sailing ships.:422 Anchoring on 13 September in the bay of Eupatoria, the town surrendered and 500 Marines landed to occupy it. This town and bay would provide a fall back position in case of disaster.:201 The ships then sailed east to make the landing of the allied expeditionary force on the sandy beaches of Calamita Bay on the south west coast of the Crimean Peninsula. The landing surprised the Russians, as they had been expecting a landing at Katcha; the last minute change proving that Russia had known the original battle plan. There was no sign of the enemy and the men were all landed on 14 September. It took another four days to land all the stores, equipment, horses and artillery.", "targets": "How many Marines cause Eupatoria to surrender? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0aeca1a3c04356942949cec7cc8381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean campaign opened in September 1854. 360 ships sailed in seven columns, each steamer towing two sailing ships.:422 Anchoring on 13 September in the bay of Eupatoria, the town surrendered and 500 Marines landed to occupy it. This town and bay would provide a fall back position in case of disaster.:201 The ships then sailed east to make the landing of the allied expeditionary force on the sandy beaches of Calamita Bay on the south west coast of the Crimean Peninsula. The landing surprised the Russians, as they had been expecting a landing at Katcha; the last minute change proving that Russia had known the original battle plan. There was no sign of the enemy and the men were all landed on 14 September. It took another four days to land all the stores, equipment, horses and artillery.", "targets": "What is the name of the bay located at the south west coast of the Crimean Peninsula?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0aeca1a3c04356942949cec7cc8381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean campaign opened in September 1854. 360 ships sailed in seven columns, each steamer towing two sailing ships.:422 Anchoring on 13 September in the bay of Eupatoria, the town surrendered and 500 Marines landed to occupy it. This town and bay would provide a fall back position in case of disaster.:201 The ships then sailed east to make the landing of the allied expeditionary force on the sandy beaches of Calamita Bay on the south west coast of the Crimean Peninsula. The landing surprised the Russians, as they had been expecting a landing at Katcha; the last minute change proving that Russia had known the original battle plan. There was no sign of the enemy and the men were all landed on 14 September. It took another four days to land all the stores, equipment, horses and artillery.", "targets": "The Russians were surprised because they were expecting the fleet to land where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c01424abf19344789966b5ac5c2a8882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The North American Environmental Atlas, produced by the Commission for Environmental Cooperation, a NAFTA agency composed of the geographical agencies of the Mexican, American, and Canadian governments uses the \"Great Plains\" as an ecoregion synonymous with predominant prairies and grasslands rather than as physiographic region defined by topography. The Great Plains ecoregion includes five sub-regions: Temperate Prairies, West-Central Semi-Arid Prairies, South-Central Semi-Arid Prairies, Texas Louisiana Coastal Plains, and Tamaulipus-Texas Semi-Arid Plain, which overlap or expand upon other Great Plains designations.", "targets": "who is the North American Environmental Atlas made by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c01424abf19344789966b5ac5c2a8882", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The North American Environmental Atlas, produced by the Commission for Environmental Cooperation, a NAFTA agency composed of the geographical agencies of the Mexican, American, and Canadian governments uses the \"Great Plains\" as an ecoregion synonymous with predominant prairies and grasslands rather than as physiographic region defined by topography. The Great Plains ecoregion includes five sub-regions: Temperate Prairies, West-Central Semi-Arid Prairies, South-Central Semi-Arid Prairies, Texas Louisiana Coastal Plains, and Tamaulipus-Texas Semi-Arid Plain, which overlap or expand upon other Great Plains designations.", "targets": "what countries is the Commission for Environmental Cooperation made up of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e414c15ca5490d9f9f1e28345b2ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has a high indigenous British population, with 98.8% registering as white British and 92.4% of these as born in the United Kingdom. Chinese is the largest ethnic group, while the black minority ethnic proportion of the total population is 2.9%. Over 25% of Somerset's population is concentrated in Taunton, Bridgwater and Yeovil. The rest of the county is rural and sparsely populated. Over 9 million tourist nights are spent in Somerset each year, which significantly increases the population at peak times.", "targets": "What percentage of the population is native "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e414c15ca5490d9f9f1e28345b2ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has a high indigenous British population, with 98.8% registering as white British and 92.4% of these as born in the United Kingdom. Chinese is the largest ethnic group, while the black minority ethnic proportion of the total population is 2.9%. Over 25% of Somerset's population is concentrated in Taunton, Bridgwater and Yeovil. The rest of the county is rural and sparsely populated. Over 9 million tourist nights are spent in Somerset each year, which significantly increases the population at peak times.", "targets": "The largest ethnic group in somerset county is "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e414c15ca5490d9f9f1e28345b2ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has a high indigenous British population, with 98.8% registering as white British and 92.4% of these as born in the United Kingdom. Chinese is the largest ethnic group, while the black minority ethnic proportion of the total population is 2.9%. Over 25% of Somerset's population is concentrated in Taunton, Bridgwater and Yeovil. The rest of the county is rural and sparsely populated. Over 9 million tourist nights are spent in Somerset each year, which significantly increases the population at peak times.", "targets": "Tauton Bridgewater and Yeovil has what concentration of the population"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62e414c15ca5490d9f9f1e28345b2ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somerset has a high indigenous British population, with 98.8% registering as white British and 92.4% of these as born in the United Kingdom. Chinese is the largest ethnic group, while the black minority ethnic proportion of the total population is 2.9%. Over 25% of Somerset's population is concentrated in Taunton, Bridgwater and Yeovil. The rest of the county is rural and sparsely populated. Over 9 million tourist nights are spent in Somerset each year, which significantly increases the population at peak times.", "targets": "How many tourist nights are spent in Somerset"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb4a4abfbf734d65891e8c137c8f9945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All major web browsers allow the user to open multiple information resources at the same time, either in different browser windows or in different tabs of the same window. Major browsers also include pop-up blockers to prevent unwanted windows from \"popping up\" without the user's consent.", "targets": "What does not allow windows to pop up without consent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a04fff1e5b2a4c09ac11cfaeb37a3aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, a house near Ephesus in Turkey was found, based on the visions of Anne Catherine Emmerich, an Augustinian nun in Germany. It has since been visited as the House of the Virgin Mary by Roman Catholic pilgrims who consider it the place where Mary lived until her assumption. The Gospel of John states that Mary went to live with the Disciple whom Jesus loved,[Jn 19:27] identified as John the Evangelist.[citation needed] Irenaeus and Eusebius of Caesarea wrote in their histories that John later went to Ephesus, which may provide the basis for the early belief that Mary also lived in Ephesus with John.", "targets": "In which country is Ephesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a04fff1e5b2a4c09ac11cfaeb37a3aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, a house near Ephesus in Turkey was found, based on the visions of Anne Catherine Emmerich, an Augustinian nun in Germany. It has since been visited as the House of the Virgin Mary by Roman Catholic pilgrims who consider it the place where Mary lived until her assumption. The Gospel of John states that Mary went to live with the Disciple whom Jesus loved,[Jn 19:27] identified as John the Evangelist.[citation needed] Irenaeus and Eusebius of Caesarea wrote in their histories that John later went to Ephesus, which may provide the basis for the early belief that Mary also lived in Ephesus with John.", "targets": "Whose visions led to the identification of the House of the Virgin Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a04fff1e5b2a4c09ac11cfaeb37a3aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, a house near Ephesus in Turkey was found, based on the visions of Anne Catherine Emmerich, an Augustinian nun in Germany. It has since been visited as the House of the Virgin Mary by Roman Catholic pilgrims who consider it the place where Mary lived until her assumption. The Gospel of John states that Mary went to live with the Disciple whom Jesus loved,[Jn 19:27] identified as John the Evangelist.[citation needed] Irenaeus and Eusebius of Caesarea wrote in their histories that John later went to Ephesus, which may provide the basis for the early belief that Mary also lived in Ephesus with John.", "targets": "Which disciple is known as \"the Disciple whom Jesus loved?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a04fff1e5b2a4c09ac11cfaeb37a3aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, a house near Ephesus in Turkey was found, based on the visions of Anne Catherine Emmerich, an Augustinian nun in Germany. It has since been visited as the House of the Virgin Mary by Roman Catholic pilgrims who consider it the place where Mary lived until her assumption. The Gospel of John states that Mary went to live with the Disciple whom Jesus loved,[Jn 19:27] identified as John the Evangelist.[citation needed] Irenaeus and Eusebius of Caesarea wrote in their histories that John later went to Ephesus, which may provide the basis for the early belief that Mary also lived in Ephesus with John.", "targets": "With whom is it believed that Mary lived with in Ephesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a04fff1e5b2a4c09ac11cfaeb37a3aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, a house near Ephesus in Turkey was found, based on the visions of Anne Catherine Emmerich, an Augustinian nun in Germany. It has since been visited as the House of the Virgin Mary by Roman Catholic pilgrims who consider it the place where Mary lived until her assumption. The Gospel of John states that Mary went to live with the Disciple whom Jesus loved,[Jn 19:27] identified as John the Evangelist.[citation needed] Irenaeus and Eusebius of Caesarea wrote in their histories that John later went to Ephesus, which may provide the basis for the early belief that Mary also lived in Ephesus with John.", "targets": "In which century was the House of the Virgin Mary found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9e819fe82a446090c90bcaef887db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FA permitted artificial turf (3G) pitches in all rounds of the competition from the 2014\u201315 edition and beyond. Under the 2015-16 rules, the pitch must be of FIFA One Star quality, or Two Star for ties if they involve one of the 92 professional clubs. This followed approval two years previously for their use in the qualifying rounds only - if a team with a 3G pitch progressed to the competition proper, they had to switch their tie to the ground of another eligible entrant with a natural grass pitch. Having been strong proponents of the surface, the first match in the proper rounds to be played on a 3G surface was a televised first round replay at Maidstone United's Gallagher Stadium on 20 November 2015.", "targets": "Is the use of artificial turf allowed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9e819fe82a446090c90bcaef887db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FA permitted artificial turf (3G) pitches in all rounds of the competition from the 2014\u201315 edition and beyond. Under the 2015-16 rules, the pitch must be of FIFA One Star quality, or Two Star for ties if they involve one of the 92 professional clubs. This followed approval two years previously for their use in the qualifying rounds only - if a team with a 3G pitch progressed to the competition proper, they had to switch their tie to the ground of another eligible entrant with a natural grass pitch. Having been strong proponents of the surface, the first match in the proper rounds to be played on a 3G surface was a televised first round replay at Maidstone United's Gallagher Stadium on 20 November 2015.", "targets": "What is the required quality of the pitch? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9e819fe82a446090c90bcaef887db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FA permitted artificial turf (3G) pitches in all rounds of the competition from the 2014\u201315 edition and beyond. Under the 2015-16 rules, the pitch must be of FIFA One Star quality, or Two Star for ties if they involve one of the 92 professional clubs. This followed approval two years previously for their use in the qualifying rounds only - if a team with a 3G pitch progressed to the competition proper, they had to switch their tie to the ground of another eligible entrant with a natural grass pitch. Having been strong proponents of the surface, the first match in the proper rounds to be played on a 3G surface was a televised first round replay at Maidstone United's Gallagher Stadium on 20 November 2015.", "targets": "How many professional clubs are there? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9e819fe82a446090c90bcaef887db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FA permitted artificial turf (3G) pitches in all rounds of the competition from the 2014\u201315 edition and beyond. Under the 2015-16 rules, the pitch must be of FIFA One Star quality, or Two Star for ties if they involve one of the 92 professional clubs. This followed approval two years previously for their use in the qualifying rounds only - if a team with a 3G pitch progressed to the competition proper, they had to switch their tie to the ground of another eligible entrant with a natural grass pitch. Having been strong proponents of the surface, the first match in the proper rounds to be played on a 3G surface was a televised first round replay at Maidstone United's Gallagher Stadium on 20 November 2015.", "targets": "What happens if the pitch is not up to par? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e9e819fe82a446090c90bcaef887db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FA permitted artificial turf (3G) pitches in all rounds of the competition from the 2014\u201315 edition and beyond. Under the 2015-16 rules, the pitch must be of FIFA One Star quality, or Two Star for ties if they involve one of the 92 professional clubs. This followed approval two years previously for their use in the qualifying rounds only - if a team with a 3G pitch progressed to the competition proper, they had to switch their tie to the ground of another eligible entrant with a natural grass pitch. Having been strong proponents of the surface, the first match in the proper rounds to be played on a 3G surface was a televised first round replay at Maidstone United's Gallagher Stadium on 20 November 2015.", "targets": "Where was the first #G surface game played? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc456d58b0b94ca1b36ec04c7ff4221a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a tuberculosis infection does become active, it most commonly involves the lungs (in about 90% of cases). Symptoms may include chest pain and a prolonged cough producing sputum. About 25% of people may not have any symptoms (i.e. they remain \"asymptomatic\"). Occasionally, people may cough up blood in small amounts, and in very rare cases, the infection may erode into the pulmonary artery or a Rasmussen's aneurysm, resulting in massive bleeding. Tuberculosis may become a chronic illness and cause extensive scarring in the upper lobes of the lungs. The upper lung lobes are more frequently affected by tuberculosis than the lower ones. The reason for this difference is not clear. It may be due either to better air flow, or to poor lymph drainage within the upper lungs.", "targets": "Which lobes of the lungs are more often affected by TB?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc456d58b0b94ca1b36ec04c7ff4221a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a tuberculosis infection does become active, it most commonly involves the lungs (in about 90% of cases). Symptoms may include chest pain and a prolonged cough producing sputum. About 25% of people may not have any symptoms (i.e. they remain \"asymptomatic\"). Occasionally, people may cough up blood in small amounts, and in very rare cases, the infection may erode into the pulmonary artery or a Rasmussen's aneurysm, resulting in massive bleeding. Tuberculosis may become a chronic illness and cause extensive scarring in the upper lobes of the lungs. The upper lung lobes are more frequently affected by tuberculosis than the lower ones. The reason for this difference is not clear. It may be due either to better air flow, or to poor lymph drainage within the upper lungs.", "targets": "What symptom will result if TB infection causes a Rasmussen's aneurysm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc456d58b0b94ca1b36ec04c7ff4221a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a tuberculosis infection does become active, it most commonly involves the lungs (in about 90% of cases). Symptoms may include chest pain and a prolonged cough producing sputum. About 25% of people may not have any symptoms (i.e. they remain \"asymptomatic\"). Occasionally, people may cough up blood in small amounts, and in very rare cases, the infection may erode into the pulmonary artery or a Rasmussen's aneurysm, resulting in massive bleeding. Tuberculosis may become a chronic illness and cause extensive scarring in the upper lobes of the lungs. The upper lung lobes are more frequently affected by tuberculosis than the lower ones. The reason for this difference is not clear. It may be due either to better air flow, or to poor lymph drainage within the upper lungs.", "targets": "What percentage of tuberculosis infections don't ever manifest in symptoms of the disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc456d58b0b94ca1b36ec04c7ff4221a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a tuberculosis infection does become active, it most commonly involves the lungs (in about 90% of cases). Symptoms may include chest pain and a prolonged cough producing sputum. About 25% of people may not have any symptoms (i.e. they remain \"asymptomatic\"). Occasionally, people may cough up blood in small amounts, and in very rare cases, the infection may erode into the pulmonary artery or a Rasmussen's aneurysm, resulting in massive bleeding. Tuberculosis may become a chronic illness and cause extensive scarring in the upper lobes of the lungs. The upper lung lobes are more frequently affected by tuberculosis than the lower ones. The reason for this difference is not clear. It may be due either to better air flow, or to poor lymph drainage within the upper lungs.", "targets": "If TB becomes chronic, what lasting effect might it have on the lung's upper lobes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc456d58b0b94ca1b36ec04c7ff4221a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "If a tuberculosis infection does become active, it most commonly involves the lungs (in about 90% of cases). Symptoms may include chest pain and a prolonged cough producing sputum. About 25% of people may not have any symptoms (i.e. they remain \"asymptomatic\"). Occasionally, people may cough up blood in small amounts, and in very rare cases, the infection may erode into the pulmonary artery or a Rasmussen's aneurysm, resulting in massive bleeding. Tuberculosis may become a chronic illness and cause extensive scarring in the upper lobes of the lungs. The upper lung lobes are more frequently affected by tuberculosis than the lower ones. The reason for this difference is not clear. It may be due either to better air flow, or to poor lymph drainage within the upper lungs.", "targets": "Approximately what percentage of active TB cases affect the lungs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "Who is the core guide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "Who is responsible for approving drugs in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "After an approval in the United States, when does an approval occur in the United Kingdom and other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "Who decides how NHS will allow drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "Who does the evaluations for drugs in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "What UK firm approves pharmaceutical drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "What UK organization evaluates drugs? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "What firm in England and Wales decides if the NHS allows drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2589695b7df646018ca183c5d368aaf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the UK, the Medicines and Healthcare Products Regulatory Agency approves drugs for use, though the evaluation is done by the European Medicines Agency, an agency of the European Union based in London. Normally an approval in the UK and other European countries comes later than one in the USA. Then it is the National Institute for Health and Care Excellence (NICE), for England and Wales, who decides if and how the National Health Service (NHS) will allow (in the sense of paying for) their use. The British National Formulary is the core guide for pharmacists and clinicians.", "targets": "What is the name of the core guide for pharmacists and clinicians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcfd1cbe7dc4472d9dd2442af89f94f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2014, FIFA banned the club from buying players for the next two transfer windows following the violation of the FIFA's rules about the transfer of footballers aged under 18. A statement on FIFA's website read \"With regard to the case in question, FC Barcelona has been found to be in breach of art. 19 of the Regulations in the case of ten minor players and to have committed several other concurrent infringements in the context of other players, including under Annexe 2 of the Regulations. The Disciplinary Committee regarded the infringements as serious and decided to sanction the club with a transfer ban at both national and international level for two complete and consecutive transfer periods, together with a fine of CHF 450,000. Additionally, the club was granted a period of 90 days in which to regularise the situation of all minor players concerned.\" FIFA rejected an appeal in August but the pending appeal to the Court of Arbitration for Sport allowed Barcelona to sign players during the summer of 2014.", "targets": "When FIFA ban Barcelona from buying players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcfd1cbe7dc4472d9dd2442af89f94f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2014, FIFA banned the club from buying players for the next two transfer windows following the violation of the FIFA's rules about the transfer of footballers aged under 18. A statement on FIFA's website read \"With regard to the case in question, FC Barcelona has been found to be in breach of art. 19 of the Regulations in the case of ten minor players and to have committed several other concurrent infringements in the context of other players, including under Annexe 2 of the Regulations. The Disciplinary Committee regarded the infringements as serious and decided to sanction the club with a transfer ban at both national and international level for two complete and consecutive transfer periods, together with a fine of CHF 450,000. Additionally, the club was granted a period of 90 days in which to regularise the situation of all minor players concerned.\" FIFA rejected an appeal in August but the pending appeal to the Court of Arbitration for Sport allowed Barcelona to sign players during the summer of 2014.", "targets": "What was the FIFA  charge that Barcelona violated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcfd1cbe7dc4472d9dd2442af89f94f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2014, FIFA banned the club from buying players for the next two transfer windows following the violation of the FIFA's rules about the transfer of footballers aged under 18. A statement on FIFA's website read \"With regard to the case in question, FC Barcelona has been found to be in breach of art. 19 of the Regulations in the case of ten minor players and to have committed several other concurrent infringements in the context of other players, including under Annexe 2 of the Regulations. The Disciplinary Committee regarded the infringements as serious and decided to sanction the club with a transfer ban at both national and international level for two complete and consecutive transfer periods, together with a fine of CHF 450,000. Additionally, the club was granted a period of 90 days in which to regularise the situation of all minor players concerned.\" FIFA rejected an appeal in August but the pending appeal to the Court of Arbitration for Sport allowed Barcelona to sign players during the summer of 2014.", "targets": "What fine did FIFA impose on Barcelona for the rules violation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcfd1cbe7dc4472d9dd2442af89f94f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2014, FIFA banned the club from buying players for the next two transfer windows following the violation of the FIFA's rules about the transfer of footballers aged under 18. A statement on FIFA's website read \"With regard to the case in question, FC Barcelona has been found to be in breach of art. 19 of the Regulations in the case of ten minor players and to have committed several other concurrent infringements in the context of other players, including under Annexe 2 of the Regulations. The Disciplinary Committee regarded the infringements as serious and decided to sanction the club with a transfer ban at both national and international level for two complete and consecutive transfer periods, together with a fine of CHF 450,000. Additionally, the club was granted a period of 90 days in which to regularise the situation of all minor players concerned.\" FIFA rejected an appeal in August but the pending appeal to the Court of Arbitration for Sport allowed Barcelona to sign players during the summer of 2014.", "targets": "When did FIFA reject an appeal of the rules violation ruling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcfd1cbe7dc4472d9dd2442af89f94f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2014, FIFA banned the club from buying players for the next two transfer windows following the violation of the FIFA's rules about the transfer of footballers aged under 18. A statement on FIFA's website read \"With regard to the case in question, FC Barcelona has been found to be in breach of art. 19 of the Regulations in the case of ten minor players and to have committed several other concurrent infringements in the context of other players, including under Annexe 2 of the Regulations. The Disciplinary Committee regarded the infringements as serious and decided to sanction the club with a transfer ban at both national and international level for two complete and consecutive transfer periods, together with a fine of CHF 450,000. Additionally, the club was granted a period of 90 days in which to regularise the situation of all minor players concerned.\" FIFA rejected an appeal in August but the pending appeal to the Court of Arbitration for Sport allowed Barcelona to sign players during the summer of 2014.", "targets": "What did the pending appeal allow Barcelona to do anyway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "How are Freemasons invited to join a lodge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "How does one become a Freemason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "Can women ask to be a member of the Masonic Lodge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "How can you find a lodge to ask to be a member of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "Candidates for Freemasonry must do what before being initiated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "Candidates are normally introduced to the lodge by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "Now days, many interested people find a Masonic Lodge using what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "Candidates are never what to a Masonic lodge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66af9b47b90d422aad27534ea810d91e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Candidates for Freemasonry will have met most active members of the Lodge they are joining before they are initiated. The process varies between jurisdictions, but the candidate will typically have been introduced by a friend at a Lodge social function, or at some form of open evening in the Lodge. In modern times, interested people often track down a local Lodge through the Internet. The onus is on candidates to ask to join; while candidates may be encouraged to ask, they are never invited. Once the initial inquiry is made, an interview usually follows to determine the candidate's suitability. If the candidate decides to proceed from here, the Lodge ballots on the application before he (or she, depending on the Masonic Jurisdiction) can be accepted.", "targets": "What usually follows an initial inquiry of a candidate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-405ecd4df2a048698a68adbdec6be0bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The North American mnemonic \"spring forward, fall back\" (also \"spring ahead ...\", \"spring up ...\", and \"... fall behind\") helps people remember which direction to shift clocks.", "targets": "What phrase is often used in North America when speaking about DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-405ecd4df2a048698a68adbdec6be0bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The North American mnemonic \"spring forward, fall back\" (also \"spring ahead ...\", \"spring up ...\", and \"... fall behind\") helps people remember which direction to shift clocks.", "targets": "What is a language like \"spring forward, fall back\" that acts as a trigger for memory called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-405ecd4df2a048698a68adbdec6be0bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The North American mnemonic \"spring forward, fall back\" (also \"spring ahead ...\", \"spring up ...\", and \"... fall behind\") helps people remember which direction to shift clocks.", "targets": "What does \"spring forward, fall back\" help people remember?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef5230e73d461fb4a928d112f02912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English Province was a component of the international order from which it obtained its laws, direction, and instructions. It was also, however, a group of Englishmen. Its direct supervisors were from England, and the members of the English Province dwelt and labored in English cities, towns, villages, and roadways. English and European ingredients constantly came in contact. The international side of the province's existence influenced the national, and the national responded to, adapted, and sometimes constrained the international.", "targets": "The Dominican Order in England was controlled by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef5230e73d461fb4a928d112f02912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English Province was a component of the international order from which it obtained its laws, direction, and instructions. It was also, however, a group of Englishmen. Its direct supervisors were from England, and the members of the English Province dwelt and labored in English cities, towns, villages, and roadways. English and European ingredients constantly came in contact. The international side of the province's existence influenced the national, and the national responded to, adapted, and sometimes constrained the international.", "targets": "The national side of the Order was influenced by what other side?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cef5230e73d461fb4a928d112f02912", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The English Province was a component of the international order from which it obtained its laws, direction, and instructions. It was also, however, a group of Englishmen. Its direct supervisors were from England, and the members of the English Province dwelt and labored in English cities, towns, villages, and roadways. English and European ingredients constantly came in contact. The international side of the province's existence influenced the national, and the national responded to, adapted, and sometimes constrained the international.", "targets": "Why was the English order of the Dominicans so successful in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd81942c44c7401c8dc390553dd2c995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some evidence shows that alternatives to pesticides can be equally effective as the use of chemicals. For example, Sweden has halved its use of pesticides with hardly any reduction in crops.[unreliable source?] In Indonesia, farmers have reduced pesticide use on rice fields by 65% and experienced a 15% crop increase.[unreliable source?] A study of Maize fields in northern Florida found that the application of composted yard waste with high carbon to nitrogen ratio to agricultural fields was highly effective at reducing the population of plant-parasitic nematodes and increasing crop yield, with yield increases ranging from 10% to 212%; the observed effects were long-term, often not appearing until the third season of the study.", "targets": "How much was Sweden able to lower thier pesticide usage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd81942c44c7401c8dc390553dd2c995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some evidence shows that alternatives to pesticides can be equally effective as the use of chemicals. For example, Sweden has halved its use of pesticides with hardly any reduction in crops.[unreliable source?] In Indonesia, farmers have reduced pesticide use on rice fields by 65% and experienced a 15% crop increase.[unreliable source?] A study of Maize fields in northern Florida found that the application of composted yard waste with high carbon to nitrogen ratio to agricultural fields was highly effective at reducing the population of plant-parasitic nematodes and increasing crop yield, with yield increases ranging from 10% to 212%; the observed effects were long-term, often not appearing until the third season of the study.", "targets": "What other country has reduced its pesticide usage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd81942c44c7401c8dc390553dd2c995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some evidence shows that alternatives to pesticides can be equally effective as the use of chemicals. For example, Sweden has halved its use of pesticides with hardly any reduction in crops.[unreliable source?] In Indonesia, farmers have reduced pesticide use on rice fields by 65% and experienced a 15% crop increase.[unreliable source?] A study of Maize fields in northern Florida found that the application of composted yard waste with high carbon to nitrogen ratio to agricultural fields was highly effective at reducing the population of plant-parasitic nematodes and increasing crop yield, with yield increases ranging from 10% to 212%; the observed effects were long-term, often not appearing until the third season of the study.", "targets": "What natural substance has been found to effectively increase crop yields"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd81942c44c7401c8dc390553dd2c995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some evidence shows that alternatives to pesticides can be equally effective as the use of chemicals. For example, Sweden has halved its use of pesticides with hardly any reduction in crops.[unreliable source?] In Indonesia, farmers have reduced pesticide use on rice fields by 65% and experienced a 15% crop increase.[unreliable source?] A study of Maize fields in northern Florida found that the application of composted yard waste with high carbon to nitrogen ratio to agricultural fields was highly effective at reducing the population of plant-parasitic nematodes and increasing crop yield, with yield increases ranging from 10% to 212%; the observed effects were long-term, often not appearing until the third season of the study.", "targets": "What amount of gain in crops can be contributed to application of composted yard waste?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-706730a18b6343d9bbb31e791b830ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Actor Dominic West has been unenthusiastic about the career benefits of being an Old Etonian, saying it \"is a stigma that is slightly above 'paedophile' in the media in a gallery of infamy\", but asked whether he would consider sending his own children there, said \"Yes, I would. It\u2019s an extraordinary place... It has the facilities and the excellence of teaching and it will find what you\u2019re good at and nurture it\", while the actor Tom Hiddleston says there are widespread misconceptions about Eton, and that \"People think it's just full of braying toffs... It isn\u2019t true... It's actually one of the most broadminded places I\u2019ve ever been. The reason it\u2019s a good school is that it encourages people to find the thing they love and to go for it. They champion the talent of the individual and that\u2019s what\u2019s special about it\".", "targets": "According to actor Dominic Wes, would he send his children to Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-706730a18b6343d9bbb31e791b830ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Actor Dominic West has been unenthusiastic about the career benefits of being an Old Etonian, saying it \"is a stigma that is slightly above 'paedophile' in the media in a gallery of infamy\", but asked whether he would consider sending his own children there, said \"Yes, I would. It\u2019s an extraordinary place... It has the facilities and the excellence of teaching and it will find what you\u2019re good at and nurture it\", while the actor Tom Hiddleston says there are widespread misconceptions about Eton, and that \"People think it's just full of braying toffs... It isn\u2019t true... It's actually one of the most broadminded places I\u2019ve ever been. The reason it\u2019s a good school is that it encourages people to find the thing they love and to go for it. They champion the talent of the individual and that\u2019s what\u2019s special about it\".", "targets": "According to actor Tom Hiddleston, that is special about Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-706730a18b6343d9bbb31e791b830ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Actor Dominic West has been unenthusiastic about the career benefits of being an Old Etonian, saying it \"is a stigma that is slightly above 'paedophile' in the media in a gallery of infamy\", but asked whether he would consider sending his own children there, said \"Yes, I would. It\u2019s an extraordinary place... It has the facilities and the excellence of teaching and it will find what you\u2019re good at and nurture it\", while the actor Tom Hiddleston says there are widespread misconceptions about Eton, and that \"People think it's just full of braying toffs... It isn\u2019t true... It's actually one of the most broadminded places I\u2019ve ever been. The reason it\u2019s a good school is that it encourages people to find the thing they love and to go for it. They champion the talent of the individual and that\u2019s what\u2019s special about it\".", "targets": "Which actor states there are widespread misconceptions about Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a03009a127964b7283b72b25d7d483d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also had their own DBMS in 1966, known as Information Management System (IMS). IMS was a development of software written for the Apollo program on the System/360. IMS was generally similar in concept to CODASYL, but used a strict hierarchy for its model of data navigation instead of CODASYL's network model. Both concepts later became known as navigational databases due to the way data was accessed, and Bachman's 1973 Turing Award presentation was The Programmer as Navigator. IMS is classified[by whom?] as a hierarchical database. IDMS and Cincom Systems' TOTAL database are classified as network databases. IMS remains in use as of 2014[update].", "targets": "What was the DBMS created by IBM called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a03009a127964b7283b72b25d7d483d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also had their own DBMS in 1966, known as Information Management System (IMS). IMS was a development of software written for the Apollo program on the System/360. IMS was generally similar in concept to CODASYL, but used a strict hierarchy for its model of data navigation instead of CODASYL's network model. Both concepts later became known as navigational databases due to the way data was accessed, and Bachman's 1973 Turing Award presentation was The Programmer as Navigator. IMS is classified[by whom?] as a hierarchical database. IDMS and Cincom Systems' TOTAL database are classified as network databases. IMS remains in use as of 2014[update].", "targets": "What was the purpose of the IBM DBMS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a03009a127964b7283b72b25d7d483d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also had their own DBMS in 1966, known as Information Management System (IMS). IMS was a development of software written for the Apollo program on the System/360. IMS was generally similar in concept to CODASYL, but used a strict hierarchy for its model of data navigation instead of CODASYL's network model. Both concepts later became known as navigational databases due to the way data was accessed, and Bachman's 1973 Turing Award presentation was The Programmer as Navigator. IMS is classified[by whom?] as a hierarchical database. IDMS and Cincom Systems' TOTAL database are classified as network databases. IMS remains in use as of 2014[update].", "targets": "What is the classification of IMS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a03009a127964b7283b72b25d7d483d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also had their own DBMS in 1966, known as Information Management System (IMS). IMS was a development of software written for the Apollo program on the System/360. IMS was generally similar in concept to CODASYL, but used a strict hierarchy for its model of data navigation instead of CODASYL's network model. Both concepts later became known as navigational databases due to the way data was accessed, and Bachman's 1973 Turing Award presentation was The Programmer as Navigator. IMS is classified[by whom?] as a hierarchical database. IDMS and Cincom Systems' TOTAL database are classified as network databases. IMS remains in use as of 2014[update].", "targets": "What was the name of Bachman's Turing Award presentation in 1973?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cece6aac6143afa5fb59ba5aa6b3fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennis player Marcos Baghdatis was ranked 8th in the world, was a finalist at the Australian Open, and reached the Wimbledon semi-final, all in 2006. High jumper Kyriakos Ioannou achieved a jump of 2.35 m at the 11th IAAF World Championships in Athletics in Osaka, Japan, in 2007, winning the bronze medal. He has been ranked third in the world. In motorsports, Tio Ellinas is a successful race car driver, currently racing in the GP3 Series for Marussia Manor Motorsport. There is also mixed martial artist Costas Philippou, who competes in the Ultimate Fighting Championship promotion's middleweight division. Costas holds a 6-3 record in UFC bouts, and recently defeated \"The Monsoon\" Lorenz Larkin with a Knockout in the 1st round.", "targets": "Which Cypriot tennis player ranked 8th in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cece6aac6143afa5fb59ba5aa6b3fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennis player Marcos Baghdatis was ranked 8th in the world, was a finalist at the Australian Open, and reached the Wimbledon semi-final, all in 2006. High jumper Kyriakos Ioannou achieved a jump of 2.35 m at the 11th IAAF World Championships in Athletics in Osaka, Japan, in 2007, winning the bronze medal. He has been ranked third in the world. In motorsports, Tio Ellinas is a successful race car driver, currently racing in the GP3 Series for Marussia Manor Motorsport. There is also mixed martial artist Costas Philippou, who competes in the Ultimate Fighting Championship promotion's middleweight division. Costas holds a 6-3 record in UFC bouts, and recently defeated \"The Monsoon\" Lorenz Larkin with a Knockout in the 1st round.", "targets": "How high did Kyriakos Ioannou jump in Osaka in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cece6aac6143afa5fb59ba5aa6b3fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennis player Marcos Baghdatis was ranked 8th in the world, was a finalist at the Australian Open, and reached the Wimbledon semi-final, all in 2006. High jumper Kyriakos Ioannou achieved a jump of 2.35 m at the 11th IAAF World Championships in Athletics in Osaka, Japan, in 2007, winning the bronze medal. He has been ranked third in the world. In motorsports, Tio Ellinas is a successful race car driver, currently racing in the GP3 Series for Marussia Manor Motorsport. There is also mixed martial artist Costas Philippou, who competes in the Ultimate Fighting Championship promotion's middleweight division. Costas holds a 6-3 record in UFC bouts, and recently defeated \"The Monsoon\" Lorenz Larkin with a Knockout in the 1st round.", "targets": "What organization does Costas Philippou participate in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10cece6aac6143afa5fb59ba5aa6b3fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennis player Marcos Baghdatis was ranked 8th in the world, was a finalist at the Australian Open, and reached the Wimbledon semi-final, all in 2006. High jumper Kyriakos Ioannou achieved a jump of 2.35 m at the 11th IAAF World Championships in Athletics in Osaka, Japan, in 2007, winning the bronze medal. He has been ranked third in the world. In motorsports, Tio Ellinas is a successful race car driver, currently racing in the GP3 Series for Marussia Manor Motorsport. There is also mixed martial artist Costas Philippou, who competes in the Ultimate Fighting Championship promotion's middleweight division. Costas holds a 6-3 record in UFC bouts, and recently defeated \"The Monsoon\" Lorenz Larkin with a Knockout in the 1st round.", "targets": "Where does Tio Ellinas race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509a3243cb264b409528c5675a7ddaae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sporadic epigraphic evidence in grave site excavations, particularly in Brigetio (Sz\u0151ny), Aquincum (\u00d3buda), Intercisa (Duna\u00fajv\u00e1ros), Triccinae (S\u00e1rv\u00e1r), Savaria (Szombathely), Sopianae (P\u00e9cs), and Osijek in Croatia, attest to the presence of Jews after the 2nd and 3rd centuries where Roman garrisons were established, There was a sufficient number of Jews in Pannonia to form communities and build a synagogue. Jewish troops were among the Syrian soldiers transferred there, and replenished from the Middle East, after 175 C.E. Jews and especially Syrians came from Antioch, Tarsus and Cappadocia. Others came from Italy and the Hellenized parts of the Roman empire. The excavations suggest they first lived in isolated enclaves attached to Roman legion camps, and intermarried among other similar oriental families within the military orders of the region.Raphael Patai states that later Roman writers remarked that they differed little in either customs, manner of writing, or names from the people among whom they dwelt; and it was especially difficult to differentiate Jews from the Syrians. After Pannonia was ceded to the Huns in 433, the garrison populations were withdrawn to Italy, and only a few, enigmatic traces remain of a possible Jewish presence in the area some centuries later.", "targets": "Grave site excavations near where Roman garrisons were established attest to the presence of Jews after what centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509a3243cb264b409528c5675a7ddaae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sporadic epigraphic evidence in grave site excavations, particularly in Brigetio (Sz\u0151ny), Aquincum (\u00d3buda), Intercisa (Duna\u00fajv\u00e1ros), Triccinae (S\u00e1rv\u00e1r), Savaria (Szombathely), Sopianae (P\u00e9cs), and Osijek in Croatia, attest to the presence of Jews after the 2nd and 3rd centuries where Roman garrisons were established, There was a sufficient number of Jews in Pannonia to form communities and build a synagogue. Jewish troops were among the Syrian soldiers transferred there, and replenished from the Middle East, after 175 C.E. Jews and especially Syrians came from Antioch, Tarsus and Cappadocia. Others came from Italy and the Hellenized parts of the Roman empire. The excavations suggest they first lived in isolated enclaves attached to Roman legion camps, and intermarried among other similar oriental families within the military orders of the region.Raphael Patai states that later Roman writers remarked that they differed little in either customs, manner of writing, or names from the people among whom they dwelt; and it was especially difficult to differentiate Jews from the Syrians. After Pannonia was ceded to the Huns in 433, the garrison populations were withdrawn to Italy, and only a few, enigmatic traces remain of a possible Jewish presence in the area some centuries later.", "targets": "The large number of Jews in Pannonia formed communities and built what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-509a3243cb264b409528c5675a7ddaae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sporadic epigraphic evidence in grave site excavations, particularly in Brigetio (Sz\u0151ny), Aquincum (\u00d3buda), Intercisa (Duna\u00fajv\u00e1ros), Triccinae (S\u00e1rv\u00e1r), Savaria (Szombathely), Sopianae (P\u00e9cs), and Osijek in Croatia, attest to the presence of Jews after the 2nd and 3rd centuries where Roman garrisons were established, There was a sufficient number of Jews in Pannonia to form communities and build a synagogue. Jewish troops were among the Syrian soldiers transferred there, and replenished from the Middle East, after 175 C.E. Jews and especially Syrians came from Antioch, Tarsus and Cappadocia. Others came from Italy and the Hellenized parts of the Roman empire. The excavations suggest they first lived in isolated enclaves attached to Roman legion camps, and intermarried among other similar oriental families within the military orders of the region.Raphael Patai states that later Roman writers remarked that they differed little in either customs, manner of writing, or names from the people among whom they dwelt; and it was especially difficult to differentiate Jews from the Syrians. After Pannonia was ceded to the Huns in 433, the garrison populations were withdrawn to Italy, and only a few, enigmatic traces remain of a possible Jewish presence in the area some centuries later.", "targets": "In what year were the Roman garrison populations withdrawn to Italy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9217bf43f19142d2a92e6cd77749b90f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compared to neighbouring countries, Namibia has a large degree of media freedom. Over the past years, the country usually ranked in the upper quarter of the Press Freedom Index of Reporters without Borders, reaching position 21 in 2010, being on par with Canada and the best-positioned African country. The African Media Barometer shows similarly positive results.[citation needed] However, as in other countries, there is still mentionable influence of representatives of state and economy on media in Namibia. In 2009, Namibia dropped to position 36 on the Press Freedom Index. In 2013, it was 19th. In 2014 it ranked 22nd ", "targets": "Compared to neighbouring countries, what freedom does Namibia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9217bf43f19142d2a92e6cd77749b90f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compared to neighbouring countries, Namibia has a large degree of media freedom. Over the past years, the country usually ranked in the upper quarter of the Press Freedom Index of Reporters without Borders, reaching position 21 in 2010, being on par with Canada and the best-positioned African country. The African Media Barometer shows similarly positive results.[citation needed] However, as in other countries, there is still mentionable influence of representatives of state and economy on media in Namibia. In 2009, Namibia dropped to position 36 on the Press Freedom Index. In 2013, it was 19th. In 2014 it ranked 22nd ", "targets": "Namibia is on par with what country in terms of media and reporting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9217bf43f19142d2a92e6cd77749b90f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compared to neighbouring countries, Namibia has a large degree of media freedom. Over the past years, the country usually ranked in the upper quarter of the Press Freedom Index of Reporters without Borders, reaching position 21 in 2010, being on par with Canada and the best-positioned African country. The African Media Barometer shows similarly positive results.[citation needed] However, as in other countries, there is still mentionable influence of representatives of state and economy on media in Namibia. In 2009, Namibia dropped to position 36 on the Press Freedom Index. In 2013, it was 19th. In 2014 it ranked 22nd ", "targets": "Where was Namibia ranked on Press Freedom in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9217bf43f19142d2a92e6cd77749b90f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compared to neighbouring countries, Namibia has a large degree of media freedom. Over the past years, the country usually ranked in the upper quarter of the Press Freedom Index of Reporters without Borders, reaching position 21 in 2010, being on par with Canada and the best-positioned African country. The African Media Barometer shows similarly positive results.[citation needed] However, as in other countries, there is still mentionable influence of representatives of state and economy on media in Namibia. In 2009, Namibia dropped to position 36 on the Press Freedom Index. In 2013, it was 19th. In 2014 it ranked 22nd ", "targets": "Where was Namibia ranked on Press Freedom in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9217bf43f19142d2a92e6cd77749b90f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compared to neighbouring countries, Namibia has a large degree of media freedom. Over the past years, the country usually ranked in the upper quarter of the Press Freedom Index of Reporters without Borders, reaching position 21 in 2010, being on par with Canada and the best-positioned African country. The African Media Barometer shows similarly positive results.[citation needed] However, as in other countries, there is still mentionable influence of representatives of state and economy on media in Namibia. In 2009, Namibia dropped to position 36 on the Press Freedom Index. In 2013, it was 19th. In 2014 it ranked 22nd ", "targets": "Where was Namibia ranked on Press Freedom in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7fad43ba844b5a209a8a9d071ba09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of superhero comic books declined following World War II, while comic book sales continued to increase as other genres proliferated, such as romance, westerns, crime, horror, and humour. Following a sales peak in the early 1950s, the content of comic books (particularly crime and horror) was subjected to scrutiny from parent groups and government agencies, which culminated in Senate hearings that led to the establishment of the Comics Code Authority self-censoring body. The Code has been blamed for stunting the growth of American comics and maintaining its low status in American society for much of the remainder of the century. Superheroes re-established themselves as the most prominent comic book genre by the early 1960s. Underground comix challenged the Code and readers with adult, countercultural content in the late 1960s and early 1970s. The underground gave birth to the alternative comics movement in the 1980s and its mature, often experimental content in non-superhero genres.", "targets": "Which genre of comic books had parents concerned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7fad43ba844b5a209a8a9d071ba09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of superhero comic books declined following World War II, while comic book sales continued to increase as other genres proliferated, such as romance, westerns, crime, horror, and humour. Following a sales peak in the early 1950s, the content of comic books (particularly crime and horror) was subjected to scrutiny from parent groups and government agencies, which culminated in Senate hearings that led to the establishment of the Comics Code Authority self-censoring body. The Code has been blamed for stunting the growth of American comics and maintaining its low status in American society for much of the remainder of the century. Superheroes re-established themselves as the most prominent comic book genre by the early 1960s. Underground comix challenged the Code and readers with adult, countercultural content in the late 1960s and early 1970s. The underground gave birth to the alternative comics movement in the 1980s and its mature, often experimental content in non-superhero genres.", "targets": "Which group was created after a Senate hearing on comic books content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7fad43ba844b5a209a8a9d071ba09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of superhero comic books declined following World War II, while comic book sales continued to increase as other genres proliferated, such as romance, westerns, crime, horror, and humour. Following a sales peak in the early 1950s, the content of comic books (particularly crime and horror) was subjected to scrutiny from parent groups and government agencies, which culminated in Senate hearings that led to the establishment of the Comics Code Authority self-censoring body. The Code has been blamed for stunting the growth of American comics and maintaining its low status in American society for much of the remainder of the century. Superheroes re-established themselves as the most prominent comic book genre by the early 1960s. Underground comix challenged the Code and readers with adult, countercultural content in the late 1960s and early 1970s. The underground gave birth to the alternative comics movement in the 1980s and its mature, often experimental content in non-superhero genres.", "targets": "When did super heroes become popular again in comic books?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4f7fad43ba844b5a209a8a9d071ba09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of superhero comic books declined following World War II, while comic book sales continued to increase as other genres proliferated, such as romance, westerns, crime, horror, and humour. Following a sales peak in the early 1950s, the content of comic books (particularly crime and horror) was subjected to scrutiny from parent groups and government agencies, which culminated in Senate hearings that led to the establishment of the Comics Code Authority self-censoring body. The Code has been blamed for stunting the growth of American comics and maintaining its low status in American society for much of the remainder of the century. Superheroes re-established themselves as the most prominent comic book genre by the early 1960s. Underground comix challenged the Code and readers with adult, countercultural content in the late 1960s and early 1970s. The underground gave birth to the alternative comics movement in the 1980s and its mature, often experimental content in non-superhero genres.", "targets": "When did the alternative comics movement begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2af7192a0d804d54a8ade2146c22b46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw was occupied by Germany from 4 August 1915 until November 1918. The Allied Armistice terms required in Article 12 that Germany withdraw from areas controlled by Russia in 1914, which included Warsaw. Germany did so, and underground leader Pi\u0142sudski returned to Warsaw on 11 November and set up what became the Second Polish Republic, with Warsaw the capital. In the course of the Polish-Bolshevik War of 1920, the huge Battle of Warsaw was fought on the eastern outskirts of the city in which the capital was successfully defended and the Red Army defeated. Poland stopped by itself the full brunt of the Red Army and defeated an idea of the \"export of the revolution\".", "targets": "How long was Warsaw occupied by Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2af7192a0d804d54a8ade2146c22b46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw was occupied by Germany from 4 August 1915 until November 1918. The Allied Armistice terms required in Article 12 that Germany withdraw from areas controlled by Russia in 1914, which included Warsaw. Germany did so, and underground leader Pi\u0142sudski returned to Warsaw on 11 November and set up what became the Second Polish Republic, with Warsaw the capital. In the course of the Polish-Bolshevik War of 1920, the huge Battle of Warsaw was fought on the eastern outskirts of the city in which the capital was successfully defended and the Red Army defeated. Poland stopped by itself the full brunt of the Red Army and defeated an idea of the \"export of the revolution\".", "targets": "What did Article 12 of the Allied Armistice terms require Germany to withdraw from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2af7192a0d804d54a8ade2146c22b46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw was occupied by Germany from 4 August 1915 until November 1918. The Allied Armistice terms required in Article 12 that Germany withdraw from areas controlled by Russia in 1914, which included Warsaw. Germany did so, and underground leader Pi\u0142sudski returned to Warsaw on 11 November and set up what became the Second Polish Republic, with Warsaw the capital. In the course of the Polish-Bolshevik War of 1920, the huge Battle of Warsaw was fought on the eastern outskirts of the city in which the capital was successfully defended and the Red Army defeated. Poland stopped by itself the full brunt of the Red Army and defeated an idea of the \"export of the revolution\".", "targets": "Who set up what became the Second Polish Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2af7192a0d804d54a8ade2146c22b46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw was occupied by Germany from 4 August 1915 until November 1918. The Allied Armistice terms required in Article 12 that Germany withdraw from areas controlled by Russia in 1914, which included Warsaw. Germany did so, and underground leader Pi\u0142sudski returned to Warsaw on 11 November and set up what became the Second Polish Republic, with Warsaw the capital. In the course of the Polish-Bolshevik War of 1920, the huge Battle of Warsaw was fought on the eastern outskirts of the city in which the capital was successfully defended and the Red Army defeated. Poland stopped by itself the full brunt of the Red Army and defeated an idea of the \"export of the revolution\".", "targets": "When was the Polish-Bolshevik war fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2af7192a0d804d54a8ade2146c22b46a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw was occupied by Germany from 4 August 1915 until November 1918. The Allied Armistice terms required in Article 12 that Germany withdraw from areas controlled by Russia in 1914, which included Warsaw. Germany did so, and underground leader Pi\u0142sudski returned to Warsaw on 11 November and set up what became the Second Polish Republic, with Warsaw the capital. In the course of the Polish-Bolshevik War of 1920, the huge Battle of Warsaw was fought on the eastern outskirts of the city in which the capital was successfully defended and the Red Army defeated. Poland stopped by itself the full brunt of the Red Army and defeated an idea of the \"export of the revolution\".", "targets": "What army did Warsaw successfully defend itself against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae531bc516eb45979590e584778ffa67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969 the Cubs, managed by Leo Durocher, built a substantial lead in the newly created National League Eastern Division by mid-August. Ken Holtzman pitched a no-hitter on August 19, and the division lead grew to 8 1\u20442 games over the St. Louis Cardinals and by 9 1\u20442 games over the New York Mets. After the game of September 2, the Cubs record was 84-52 with the Mets in second place at 77-55. But then a losing streak began just as a Mets winning streak was beginning. The Cubs lost the final game of a series at Cincinnati, then came home to play the resurgent Pittsburgh Pirates (who would finish in third place). After losing the first two games by scores of 9-2 and 13-4, the Cubs led going into the ninth inning. A win would be a positive springboard since the Cubs were to play a crucial series with the Mets the very next day. But Willie Stargell drilled a 2-out, 2-strike pitch from the Cubs' ace reliever, Phil Regan, onto Sheffield Avenue to tie the score in the top of the ninth. The Cubs would lose 7-5 in extra innings. Burdened by a four-game losing streak, the Cubs traveled to Shea Stadium for a short two-game set. The Mets won both games, and the Cubs left New York with a record of 84-58 just 1\u20442 game in front. Disaster followed in Philadelphia, as a 99 loss Phillies team nonetheless defeated the Cubs twice, to extend Chicago's losing streak to eight games. In a key play in the second game, on September 11, Cubs starter Dick Selma threw a surprise pickoff attempt to third baseman Ron Santo, who was nowhere near the bag or the ball. Selma's throwing error opened the gates to a Phillies rally. After that second Philly loss, the Cubs were 84-60 and the Mets had pulled ahead at 85-57. The Mets would not look back. The Cubs' eight-game losing streak finally ended the next day in St. Louis, but the Mets were in the midst of a ten-game winning streak, and the Cubs, wilting from team fatigue, generally deteriorated in all phases of the game. The Mets (who had lost a record 120 games 7 years earlier), would go on to win the World Series. The Cubs, despite a respectable 92-70 record, would be remembered for having lost a remarkable 17\u00bd games in the standings to the Mets in the last quarter of the season.", "targets": "Who managed the Cubs in 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae531bc516eb45979590e584778ffa67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969 the Cubs, managed by Leo Durocher, built a substantial lead in the newly created National League Eastern Division by mid-August. Ken Holtzman pitched a no-hitter on August 19, and the division lead grew to 8 1\u20442 games over the St. Louis Cardinals and by 9 1\u20442 games over the New York Mets. After the game of September 2, the Cubs record was 84-52 with the Mets in second place at 77-55. But then a losing streak began just as a Mets winning streak was beginning. The Cubs lost the final game of a series at Cincinnati, then came home to play the resurgent Pittsburgh Pirates (who would finish in third place). After losing the first two games by scores of 9-2 and 13-4, the Cubs led going into the ninth inning. A win would be a positive springboard since the Cubs were to play a crucial series with the Mets the very next day. But Willie Stargell drilled a 2-out, 2-strike pitch from the Cubs' ace reliever, Phil Regan, onto Sheffield Avenue to tie the score in the top of the ninth. The Cubs would lose 7-5 in extra innings. Burdened by a four-game losing streak, the Cubs traveled to Shea Stadium for a short two-game set. The Mets won both games, and the Cubs left New York with a record of 84-58 just 1\u20442 game in front. Disaster followed in Philadelphia, as a 99 loss Phillies team nonetheless defeated the Cubs twice, to extend Chicago's losing streak to eight games. In a key play in the second game, on September 11, Cubs starter Dick Selma threw a surprise pickoff attempt to third baseman Ron Santo, who was nowhere near the bag or the ball. Selma's throwing error opened the gates to a Phillies rally. After that second Philly loss, the Cubs were 84-60 and the Mets had pulled ahead at 85-57. The Mets would not look back. The Cubs' eight-game losing streak finally ended the next day in St. Louis, but the Mets were in the midst of a ten-game winning streak, and the Cubs, wilting from team fatigue, generally deteriorated in all phases of the game. The Mets (who had lost a record 120 games 7 years earlier), would go on to win the World Series. The Cubs, despite a respectable 92-70 record, would be remembered for having lost a remarkable 17\u00bd games in the standings to the Mets in the last quarter of the season.", "targets": "The Cubs built a substantial lead in what league under management of Leo Durocher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae531bc516eb45979590e584778ffa67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969 the Cubs, managed by Leo Durocher, built a substantial lead in the newly created National League Eastern Division by mid-August. Ken Holtzman pitched a no-hitter on August 19, and the division lead grew to 8 1\u20442 games over the St. Louis Cardinals and by 9 1\u20442 games over the New York Mets. After the game of September 2, the Cubs record was 84-52 with the Mets in second place at 77-55. But then a losing streak began just as a Mets winning streak was beginning. The Cubs lost the final game of a series at Cincinnati, then came home to play the resurgent Pittsburgh Pirates (who would finish in third place). After losing the first two games by scores of 9-2 and 13-4, the Cubs led going into the ninth inning. A win would be a positive springboard since the Cubs were to play a crucial series with the Mets the very next day. But Willie Stargell drilled a 2-out, 2-strike pitch from the Cubs' ace reliever, Phil Regan, onto Sheffield Avenue to tie the score in the top of the ninth. The Cubs would lose 7-5 in extra innings. Burdened by a four-game losing streak, the Cubs traveled to Shea Stadium for a short two-game set. The Mets won both games, and the Cubs left New York with a record of 84-58 just 1\u20442 game in front. Disaster followed in Philadelphia, as a 99 loss Phillies team nonetheless defeated the Cubs twice, to extend Chicago's losing streak to eight games. In a key play in the second game, on September 11, Cubs starter Dick Selma threw a surprise pickoff attempt to third baseman Ron Santo, who was nowhere near the bag or the ball. Selma's throwing error opened the gates to a Phillies rally. After that second Philly loss, the Cubs were 84-60 and the Mets had pulled ahead at 85-57. The Mets would not look back. The Cubs' eight-game losing streak finally ended the next day in St. Louis, but the Mets were in the midst of a ten-game winning streak, and the Cubs, wilting from team fatigue, generally deteriorated in all phases of the game. The Mets (who had lost a record 120 games 7 years earlier), would go on to win the World Series. The Cubs, despite a respectable 92-70 record, would be remembered for having lost a remarkable 17\u00bd games in the standings to the Mets in the last quarter of the season.", "targets": "When did Ken Hoitzman pitch a no-hitter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae531bc516eb45979590e584778ffa67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1969 the Cubs, managed by Leo Durocher, built a substantial lead in the newly created National League Eastern Division by mid-August. Ken Holtzman pitched a no-hitter on August 19, and the division lead grew to 8 1\u20442 games over the St. Louis Cardinals and by 9 1\u20442 games over the New York Mets. After the game of September 2, the Cubs record was 84-52 with the Mets in second place at 77-55. But then a losing streak began just as a Mets winning streak was beginning. The Cubs lost the final game of a series at Cincinnati, then came home to play the resurgent Pittsburgh Pirates (who would finish in third place). After losing the first two games by scores of 9-2 and 13-4, the Cubs led going into the ninth inning. A win would be a positive springboard since the Cubs were to play a crucial series with the Mets the very next day. But Willie Stargell drilled a 2-out, 2-strike pitch from the Cubs' ace reliever, Phil Regan, onto Sheffield Avenue to tie the score in the top of the ninth. The Cubs would lose 7-5 in extra innings. Burdened by a four-game losing streak, the Cubs traveled to Shea Stadium for a short two-game set. The Mets won both games, and the Cubs left New York with a record of 84-58 just 1\u20442 game in front. Disaster followed in Philadelphia, as a 99 loss Phillies team nonetheless defeated the Cubs twice, to extend Chicago's losing streak to eight games. In a key play in the second game, on September 11, Cubs starter Dick Selma threw a surprise pickoff attempt to third baseman Ron Santo, who was nowhere near the bag or the ball. Selma's throwing error opened the gates to a Phillies rally. After that second Philly loss, the Cubs were 84-60 and the Mets had pulled ahead at 85-57. The Mets would not look back. The Cubs' eight-game losing streak finally ended the next day in St. Louis, but the Mets were in the midst of a ten-game winning streak, and the Cubs, wilting from team fatigue, generally deteriorated in all phases of the game. The Mets (who had lost a record 120 games 7 years earlier), would go on to win the World Series. The Cubs, despite a respectable 92-70 record, would be remembered for having lost a remarkable 17\u00bd games in the standings to the Mets in the last quarter of the season.", "targets": "Who threw a surprise pickoff attempt to third baseman Ron Santo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b423ece088b47ea81cea4350ad5bb95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2005, presidential elections were held for the first time since the coup that deposed Ial\u00e1. Ial\u00e1 returned as the candidate for the PRS, claiming to be the legitimate president of the country, but the election was won by former president Jo\u00e3o Bernardo Vieira, deposed in the 1999 coup. Vieira beat Malam Bacai Sanh\u00e1 in a runoff election. Sanh\u00e1 initially refused to concede, claiming that tampering and electoral fraud occurred in two constituencies including the capital, Bissau.", "targets": "After the coup, when were presidential elections held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b423ece088b47ea81cea4350ad5bb95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2005, presidential elections were held for the first time since the coup that deposed Ial\u00e1. Ial\u00e1 returned as the candidate for the PRS, claiming to be the legitimate president of the country, but the election was won by former president Jo\u00e3o Bernardo Vieira, deposed in the 1999 coup. Vieira beat Malam Bacai Sanh\u00e1 in a runoff election. Sanh\u00e1 initially refused to concede, claiming that tampering and electoral fraud occurred in two constituencies including the capital, Bissau.", "targets": "At that time, who ran claiming to be the legitimate president of the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b423ece088b47ea81cea4350ad5bb95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2005, presidential elections were held for the first time since the coup that deposed Ial\u00e1. Ial\u00e1 returned as the candidate for the PRS, claiming to be the legitimate president of the country, but the election was won by former president Jo\u00e3o Bernardo Vieira, deposed in the 1999 coup. Vieira beat Malam Bacai Sanh\u00e1 in a runoff election. Sanh\u00e1 initially refused to concede, claiming that tampering and electoral fraud occurred in two constituencies including the capital, Bissau.", "targets": "Who won the election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b423ece088b47ea81cea4350ad5bb95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2005, presidential elections were held for the first time since the coup that deposed Ial\u00e1. Ial\u00e1 returned as the candidate for the PRS, claiming to be the legitimate president of the country, but the election was won by former president Jo\u00e3o Bernardo Vieira, deposed in the 1999 coup. Vieira beat Malam Bacai Sanh\u00e1 in a runoff election. Sanh\u00e1 initially refused to concede, claiming that tampering and electoral fraud occurred in two constituencies including the capital, Bissau.", "targets": "Who did Vieira beat in a runoff election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b423ece088b47ea81cea4350ad5bb95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2005, presidential elections were held for the first time since the coup that deposed Ial\u00e1. Ial\u00e1 returned as the candidate for the PRS, claiming to be the legitimate president of the country, but the election was won by former president Jo\u00e3o Bernardo Vieira, deposed in the 1999 coup. Vieira beat Malam Bacai Sanh\u00e1 in a runoff election. Sanh\u00e1 initially refused to concede, claiming that tampering and electoral fraud occurred in two constituencies including the capital, Bissau.", "targets": "When was Vieira, a former president, deposed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-005867df653c49498b61d1a49972b78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Beroida, also known as Nuda, have no feeding appendages, but their large pharynx, just inside the large mouth and filling most of the saclike body, bears \"macrocilia\" at the oral end. These fused bundles of several thousand large cilia are able to \"bite\" off pieces of prey that are too large to swallow whole \u2013 almost always other ctenophores. In front of the field of macrocilia, on the mouth \"lips\" in some species of Beroe, is a pair of narrow strips of adhesive epithelial cells on the stomach wall that \"zip\" the mouth shut when the animal is not feeding, by forming intercellular connections with the opposite adhesive strip. This tight closure streamlines the front of the animal when it is pursuing prey.", "targets": "Beroida are known by what other name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-005867df653c49498b61d1a49972b78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Beroida, also known as Nuda, have no feeding appendages, but their large pharynx, just inside the large mouth and filling most of the saclike body, bears \"macrocilia\" at the oral end. These fused bundles of several thousand large cilia are able to \"bite\" off pieces of prey that are too large to swallow whole \u2013 almost always other ctenophores. In front of the field of macrocilia, on the mouth \"lips\" in some species of Beroe, is a pair of narrow strips of adhesive epithelial cells on the stomach wall that \"zip\" the mouth shut when the animal is not feeding, by forming intercellular connections with the opposite adhesive strip. This tight closure streamlines the front of the animal when it is pursuing prey.", "targets": "What group has no feeding appendages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-005867df653c49498b61d1a49972b78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Beroida, also known as Nuda, have no feeding appendages, but their large pharynx, just inside the large mouth and filling most of the saclike body, bears \"macrocilia\" at the oral end. These fused bundles of several thousand large cilia are able to \"bite\" off pieces of prey that are too large to swallow whole \u2013 almost always other ctenophores. In front of the field of macrocilia, on the mouth \"lips\" in some species of Beroe, is a pair of narrow strips of adhesive epithelial cells on the stomach wall that \"zip\" the mouth shut when the animal is not feeding, by forming intercellular connections with the opposite adhesive strip. This tight closure streamlines the front of the animal when it is pursuing prey.", "targets": "Some species of beroe have a pair of strips of adhesive cells on the stomach wall. What does it do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-005867df653c49498b61d1a49972b78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Beroida, also known as Nuda, have no feeding appendages, but their large pharynx, just inside the large mouth and filling most of the saclike body, bears \"macrocilia\" at the oral end. These fused bundles of several thousand large cilia are able to \"bite\" off pieces of prey that are too large to swallow whole \u2013 almost always other ctenophores. In front of the field of macrocilia, on the mouth \"lips\" in some species of Beroe, is a pair of narrow strips of adhesive epithelial cells on the stomach wall that \"zip\" the mouth shut when the animal is not feeding, by forming intercellular connections with the opposite adhesive strip. This tight closure streamlines the front of the animal when it is pursuing prey.", "targets": "What does the beroe do when pursuing prey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-005867df653c49498b61d1a49972b78b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Beroida, also known as Nuda, have no feeding appendages, but their large pharynx, just inside the large mouth and filling most of the saclike body, bears \"macrocilia\" at the oral end. These fused bundles of several thousand large cilia are able to \"bite\" off pieces of prey that are too large to swallow whole \u2013 almost always other ctenophores. In front of the field of macrocilia, on the mouth \"lips\" in some species of Beroe, is a pair of narrow strips of adhesive epithelial cells on the stomach wall that \"zip\" the mouth shut when the animal is not feeding, by forming intercellular connections with the opposite adhesive strip. This tight closure streamlines the front of the animal when it is pursuing prey.", "targets": "What does the beroida have instead of feeding appendages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84be456784624206a9773c019a6df23a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 2001 Census, 92.4 per cent of the city's populace was White\u2014including one per cent White Irish\u20143.8 per cent were South Asian, 1.0 per cent Black, 1.3 per cent Chinese or other ethnic groups, and 1.5 per cent were of Mixed Race.", "targets": "What race makes up the vast majority of Southampton's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84be456784624206a9773c019a6df23a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 2001 Census, 92.4 per cent of the city's populace was White\u2014including one per cent White Irish\u20143.8 per cent were South Asian, 1.0 per cent Black, 1.3 per cent Chinese or other ethnic groups, and 1.5 per cent were of Mixed Race.", "targets": "What percentage of the population of Southampton is Black, according to the 2001 Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84be456784624206a9773c019a6df23a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 2001 Census, 92.4 per cent of the city's populace was White\u2014including one per cent White Irish\u20143.8 per cent were South Asian, 1.0 per cent Black, 1.3 per cent Chinese or other ethnic groups, and 1.5 per cent were of Mixed Race.", "targets": "Going by the 2001 Census, what percentage of Southampton's population is of mixed race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84be456784624206a9773c019a6df23a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 2001 Census, 92.4 per cent of the city's populace was White\u2014including one per cent White Irish\u20143.8 per cent were South Asian, 1.0 per cent Black, 1.3 per cent Chinese or other ethnic groups, and 1.5 per cent were of Mixed Race.", "targets": "What percentage of the white population did the 2001 Census show were White Irish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84be456784624206a9773c019a6df23a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 2001 Census, 92.4 per cent of the city's populace was White\u2014including one per cent White Irish\u20143.8 per cent were South Asian, 1.0 per cent Black, 1.3 per cent Chinese or other ethnic groups, and 1.5 per cent were of Mixed Race.", "targets": "According to the 2001 Census, what race comprises 3.8% of people living in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "When was the Royal College of Chemistry established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Which politicians donated funds to establish the Royal College of Chemistry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Who was the first professor of the Royal College of Chemistry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Why was the Royal College of Chemistry founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Who supported the Royal College of Chemistry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "When was the Royal College of Chemistry established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "What was not well taught that led to the founding of the Royal College of Chemistry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Which country was ahead of the United Kingdom in the teaching of chemistry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Which Prince supported the establishment of the college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28006929358d4fe3827e7a322dc707a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal College of Chemistry was established by private subscription in 1845 as there was a growing awareness that practical aspects of the experimental sciences were not well taught and that in the United Kingdom the teaching of chemistry in particular had fallen behind that in Germany. As a result of a movement earlier in the decade, many politicians donated funds to establish the college, including Benjamin Disraeli, William Gladstone and Robert Peel. It was also supported by Prince Albert, who persuaded August Wilhelm von Hofmann to be the first professor.", "targets": "Who was the first professor of the college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72bfb81d992e4847b674a0ecd23bfa6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with My Sister Madonna, a book by Madonna's brother Christopher, debuted at number two on The New York Times bestseller list. The book caused some friction between Madonna and her brother, because of the unsolicited publication. Problems also arose between Madonna and Ritchie, with the media reporting that they were on the verge of separation. Ultimately, Madonna filed for divorce from Ritchie, citing irreconcilable differences, which was finalized in December 2008. She decided to adopt from Malawi. The country's High Court initially approved the adoption of Chifundo \"Mercy\" James; however, the application was rejected because Madonna was not a resident of the country. Madonna appealed, and on June 12, 2009, the Supreme Court of Malawi granted Madonna the right to adopt Mercy James. She also released Celebration, her third greatest-hits album and final release with Warner. It contained the new songs \"Celebration\" and \"Revolver\" along with 34 hits spanning her career. Celebration reached number one in the UK, tying her with Elvis Presley as the solo act with most number one albums in the British chart history. She appeared at the 2009 MTV Video Music Awards on September 13, 2009, to speak in tribute to deceased pop star Michael Jackson.", "targets": "What is the title of the book by Madonna's brother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72bfb81d992e4847b674a0ecd23bfa6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with My Sister Madonna, a book by Madonna's brother Christopher, debuted at number two on The New York Times bestseller list. The book caused some friction between Madonna and her brother, because of the unsolicited publication. Problems also arose between Madonna and Ritchie, with the media reporting that they were on the verge of separation. Ultimately, Madonna filed for divorce from Ritchie, citing irreconcilable differences, which was finalized in December 2008. She decided to adopt from Malawi. The country's High Court initially approved the adoption of Chifundo \"Mercy\" James; however, the application was rejected because Madonna was not a resident of the country. Madonna appealed, and on June 12, 2009, the Supreme Court of Malawi granted Madonna the right to adopt Mercy James. She also released Celebration, her third greatest-hits album and final release with Warner. It contained the new songs \"Celebration\" and \"Revolver\" along with 34 hits spanning her career. Celebration reached number one in the UK, tying her with Elvis Presley as the solo act with most number one albums in the British chart history. She appeared at the 2009 MTV Video Music Awards on September 13, 2009, to speak in tribute to deceased pop star Michael Jackson.", "targets": "The book debuted at number two on which best seller's list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72bfb81d992e4847b674a0ecd23bfa6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with My Sister Madonna, a book by Madonna's brother Christopher, debuted at number two on The New York Times bestseller list. The book caused some friction between Madonna and her brother, because of the unsolicited publication. Problems also arose between Madonna and Ritchie, with the media reporting that they were on the verge of separation. Ultimately, Madonna filed for divorce from Ritchie, citing irreconcilable differences, which was finalized in December 2008. She decided to adopt from Malawi. The country's High Court initially approved the adoption of Chifundo \"Mercy\" James; however, the application was rejected because Madonna was not a resident of the country. Madonna appealed, and on June 12, 2009, the Supreme Court of Malawi granted Madonna the right to adopt Mercy James. She also released Celebration, her third greatest-hits album and final release with Warner. It contained the new songs \"Celebration\" and \"Revolver\" along with 34 hits spanning her career. Celebration reached number one in the UK, tying her with Elvis Presley as the solo act with most number one albums in the British chart history. She appeared at the 2009 MTV Video Music Awards on September 13, 2009, to speak in tribute to deceased pop star Michael Jackson.", "targets": "When was the divorce finalized between Madonna and Ritchie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72bfb81d992e4847b674a0ecd23bfa6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with My Sister Madonna, a book by Madonna's brother Christopher, debuted at number two on The New York Times bestseller list. The book caused some friction between Madonna and her brother, because of the unsolicited publication. Problems also arose between Madonna and Ritchie, with the media reporting that they were on the verge of separation. Ultimately, Madonna filed for divorce from Ritchie, citing irreconcilable differences, which was finalized in December 2008. She decided to adopt from Malawi. The country's High Court initially approved the adoption of Chifundo \"Mercy\" James; however, the application was rejected because Madonna was not a resident of the country. Madonna appealed, and on June 12, 2009, the Supreme Court of Malawi granted Madonna the right to adopt Mercy James. She also released Celebration, her third greatest-hits album and final release with Warner. It contained the new songs \"Celebration\" and \"Revolver\" along with 34 hits spanning her career. Celebration reached number one in the UK, tying her with Elvis Presley as the solo act with most number one albums in the British chart history. She appeared at the 2009 MTV Video Music Awards on September 13, 2009, to speak in tribute to deceased pop star Michael Jackson.", "targets": "When did the High Court of Malawi gave the right for Madonna to adopt her second son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72bfb81d992e4847b674a0ecd23bfa6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with My Sister Madonna, a book by Madonna's brother Christopher, debuted at number two on The New York Times bestseller list. The book caused some friction between Madonna and her brother, because of the unsolicited publication. Problems also arose between Madonna and Ritchie, with the media reporting that they were on the verge of separation. Ultimately, Madonna filed for divorce from Ritchie, citing irreconcilable differences, which was finalized in December 2008. She decided to adopt from Malawi. The country's High Court initially approved the adoption of Chifundo \"Mercy\" James; however, the application was rejected because Madonna was not a resident of the country. Madonna appealed, and on June 12, 2009, the Supreme Court of Malawi granted Madonna the right to adopt Mercy James. She also released Celebration, her third greatest-hits album and final release with Warner. It contained the new songs \"Celebration\" and \"Revolver\" along with 34 hits spanning her career. Celebration reached number one in the UK, tying her with Elvis Presley as the solo act with most number one albums in the British chart history. She appeared at the 2009 MTV Video Music Awards on September 13, 2009, to speak in tribute to deceased pop star Michael Jackson.", "targets": "When did Madonna appear in MTV for the tribute to Michael Jackson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7728afb6ba8046b1855d951df380979d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma's centennial celebration was named the top event in the United States for 2007 by the American Bus Association, and consisted of multiple celebrations saving with the 100th anniversary of statehood on November 16, 2007. Annual ethnic festivals and events take place throughout the state such as Native American powwows and ceremonial events, and include festivals (as examples) in Scottish, Irish, German, Italian, Vietnamese, Chinese, Czech, Jewish, Arab, Mexican and African-American communities depicting cultural heritage or traditions.", "targets": "When was Oklahoma's centennial year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7728afb6ba8046b1855d951df380979d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma's centennial celebration was named the top event in the United States for 2007 by the American Bus Association, and consisted of multiple celebrations saving with the 100th anniversary of statehood on November 16, 2007. Annual ethnic festivals and events take place throughout the state such as Native American powwows and ceremonial events, and include festivals (as examples) in Scottish, Irish, German, Italian, Vietnamese, Chinese, Czech, Jewish, Arab, Mexican and African-American communities depicting cultural heritage or traditions.", "targets": "When was the exact hundredth anniversary of Oklahoma's statehood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7728afb6ba8046b1855d951df380979d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma's centennial celebration was named the top event in the United States for 2007 by the American Bus Association, and consisted of multiple celebrations saving with the 100th anniversary of statehood on November 16, 2007. Annual ethnic festivals and events take place throughout the state such as Native American powwows and ceremonial events, and include festivals (as examples) in Scottish, Irish, German, Italian, Vietnamese, Chinese, Czech, Jewish, Arab, Mexican and African-American communities depicting cultural heritage or traditions.", "targets": "What organization said Oklahoma's centennial was the top event in the US that year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7728afb6ba8046b1855d951df380979d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma's centennial celebration was named the top event in the United States for 2007 by the American Bus Association, and consisted of multiple celebrations saving with the 100th anniversary of statehood on November 16, 2007. Annual ethnic festivals and events take place throughout the state such as Native American powwows and ceremonial events, and include festivals (as examples) in Scottish, Irish, German, Italian, Vietnamese, Chinese, Czech, Jewish, Arab, Mexican and African-American communities depicting cultural heritage or traditions.", "targets": "What do ethnic festivals depict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-076da2d2cfaf490493542ac16fac9c8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method involves coating LEDs of one color (mostly blue LEDs made of InGaN) with phosphors of different colors to form white light; the resultant LEDs are called phosphor-based or phosphor-converted white LEDs (pcLEDs). A fraction of the blue light undergoes the Stokes shift being transformed from shorter wavelengths to longer. Depending on the color of the original LED, phosphors of different colors can be employed. If several phosphor layers of distinct colors are applied, the emitted spectrum is broadened, effectively raising the color rendering index (CRI) value of a given LED.", "targets": "What method involves coating LEDs of one color with phosphors of different colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-076da2d2cfaf490493542ac16fac9c8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method involves coating LEDs of one color (mostly blue LEDs made of InGaN) with phosphors of different colors to form white light; the resultant LEDs are called phosphor-based or phosphor-converted white LEDs (pcLEDs). A fraction of the blue light undergoes the Stokes shift being transformed from shorter wavelengths to longer. Depending on the color of the original LED, phosphors of different colors can be employed. If several phosphor layers of distinct colors are applied, the emitted spectrum is broadened, effectively raising the color rendering index (CRI) value of a given LED.", "targets": "In pcLEDs method, a fraction of what light is used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-076da2d2cfaf490493542ac16fac9c8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method involves coating LEDs of one color (mostly blue LEDs made of InGaN) with phosphors of different colors to form white light; the resultant LEDs are called phosphor-based or phosphor-converted white LEDs (pcLEDs). A fraction of the blue light undergoes the Stokes shift being transformed from shorter wavelengths to longer. Depending on the color of the original LED, phosphors of different colors can be employed. If several phosphor layers of distinct colors are applied, the emitted spectrum is broadened, effectively raising the color rendering index (CRI) value of a given LED.", "targets": "What shift does blue light undergo in the pcLEDs method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-076da2d2cfaf490493542ac16fac9c8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method involves coating LEDs of one color (mostly blue LEDs made of InGaN) with phosphors of different colors to form white light; the resultant LEDs are called phosphor-based or phosphor-converted white LEDs (pcLEDs). A fraction of the blue light undergoes the Stokes shift being transformed from shorter wavelengths to longer. Depending on the color of the original LED, phosphors of different colors can be employed. If several phosphor layers of distinct colors are applied, the emitted spectrum is broadened, effectively raising the color rendering index (CRI) value of a given LED.", "targets": "The different colors of phosphors that can be used is based on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-076da2d2cfaf490493542ac16fac9c8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method involves coating LEDs of one color (mostly blue LEDs made of InGaN) with phosphors of different colors to form white light; the resultant LEDs are called phosphor-based or phosphor-converted white LEDs (pcLEDs). A fraction of the blue light undergoes the Stokes shift being transformed from shorter wavelengths to longer. Depending on the color of the original LED, phosphors of different colors can be employed. If several phosphor layers of distinct colors are applied, the emitted spectrum is broadened, effectively raising the color rendering index (CRI) value of a given LED.", "targets": "What broadens the emitted spectrum in a pcLEDs method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdd85bd34a81475bb2bf98a2d4cd44e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several types of multi-color white LEDs: di-, tri-, and tetrachromatic white LEDs. Several key factors that play among these different methods, include color stability, color rendering capability, and luminous efficacy. Often, higher efficiency will mean lower color rendering, presenting a trade-off between the luminous efficacy and color rendering. For example, the dichromatic white LEDs have the best luminous efficacy (120 lm/W), but the lowest color rendering capability. However, although tetrachromatic white LEDs have excellent color rendering capability, they often have poor luminous efficacy. Trichromatic white LEDs are in between, having both good luminous efficacy (>70 lm/W) and fair color rendering capability.", "targets": "What is a factor that may be different in the various types of multi-color white LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdd85bd34a81475bb2bf98a2d4cd44e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several types of multi-color white LEDs: di-, tri-, and tetrachromatic white LEDs. Several key factors that play among these different methods, include color stability, color rendering capability, and luminous efficacy. Often, higher efficiency will mean lower color rendering, presenting a trade-off between the luminous efficacy and color rendering. For example, the dichromatic white LEDs have the best luminous efficacy (120 lm/W), but the lowest color rendering capability. However, although tetrachromatic white LEDs have excellent color rendering capability, they often have poor luminous efficacy. Trichromatic white LEDs are in between, having both good luminous efficacy (>70 lm/W) and fair color rendering capability.", "targets": "Higher efficiency in multi-color white LEDs may mean what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdd85bd34a81475bb2bf98a2d4cd44e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several types of multi-color white LEDs: di-, tri-, and tetrachromatic white LEDs. Several key factors that play among these different methods, include color stability, color rendering capability, and luminous efficacy. Often, higher efficiency will mean lower color rendering, presenting a trade-off between the luminous efficacy and color rendering. For example, the dichromatic white LEDs have the best luminous efficacy (120 lm/W), but the lowest color rendering capability. However, although tetrachromatic white LEDs have excellent color rendering capability, they often have poor luminous efficacy. Trichromatic white LEDs are in between, having both good luminous efficacy (>70 lm/W) and fair color rendering capability.", "targets": "What is one type of multi-color white LED?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdd85bd34a81475bb2bf98a2d4cd44e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several types of multi-color white LEDs: di-, tri-, and tetrachromatic white LEDs. Several key factors that play among these different methods, include color stability, color rendering capability, and luminous efficacy. Often, higher efficiency will mean lower color rendering, presenting a trade-off between the luminous efficacy and color rendering. For example, the dichromatic white LEDs have the best luminous efficacy (120 lm/W), but the lowest color rendering capability. However, although tetrachromatic white LEDs have excellent color rendering capability, they often have poor luminous efficacy. Trichromatic white LEDs are in between, having both good luminous efficacy (>70 lm/W) and fair color rendering capability.", "targets": "What type has the best luminous efficacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdd85bd34a81475bb2bf98a2d4cd44e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are several types of multi-color white LEDs: di-, tri-, and tetrachromatic white LEDs. Several key factors that play among these different methods, include color stability, color rendering capability, and luminous efficacy. Often, higher efficiency will mean lower color rendering, presenting a trade-off between the luminous efficacy and color rendering. For example, the dichromatic white LEDs have the best luminous efficacy (120 lm/W), but the lowest color rendering capability. However, although tetrachromatic white LEDs have excellent color rendering capability, they often have poor luminous efficacy. Trichromatic white LEDs are in between, having both good luminous efficacy (>70 lm/W) and fair color rendering capability.", "targets": "What luminous efficacy does trichromatic white LEDs have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c6a4bea8844890a0e07296685cac29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comic strips are generally short, multipanel comics that traditionally most commonly appeared in newspapers. In the US, daily strips have normally occupied a single tier, while Sunday strips have been given multiple tiers. In the early 20th century, daily strips were typically in black-and-white and Sundays were usually in colour and often occupied a full page.", "targets": "Where do comics usually appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec863d5e4740568a4699dc0b126acb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Englishman Sir Francis Drake probably located the island on the final leg of his circumnavigation of the world (1577\u20131580). Further visits by other English explorers followed, and, once Saint Helena\u2019s location was more widely known, English ships of war began to lie in wait in the area to attack Portuguese India carracks on their way home. In developing their Far East trade, the Dutch also began to frequent the island. The Portuguese and Spanish soon gave up regularly calling at the island, partly because they used ports along the West African coast, but also because of attacks on their shipping, the desecration of their chapel and religious icons, destruction of their livestock and destruction of plantations by Dutch and English sailors.", "targets": "Who probably located the island on their final leg of their circumnavigation trip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec863d5e4740568a4699dc0b126acb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Englishman Sir Francis Drake probably located the island on the final leg of his circumnavigation of the world (1577\u20131580). Further visits by other English explorers followed, and, once Saint Helena\u2019s location was more widely known, English ships of war began to lie in wait in the area to attack Portuguese India carracks on their way home. In developing their Far East trade, the Dutch also began to frequent the island. The Portuguese and Spanish soon gave up regularly calling at the island, partly because they used ports along the West African coast, but also because of attacks on their shipping, the desecration of their chapel and religious icons, destruction of their livestock and destruction of plantations by Dutch and English sailors.", "targets": "What did English ships of war attack on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec863d5e4740568a4699dc0b126acb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Englishman Sir Francis Drake probably located the island on the final leg of his circumnavigation of the world (1577\u20131580). Further visits by other English explorers followed, and, once Saint Helena\u2019s location was more widely known, English ships of war began to lie in wait in the area to attack Portuguese India carracks on their way home. In developing their Far East trade, the Dutch also began to frequent the island. The Portuguese and Spanish soon gave up regularly calling at the island, partly because they used ports along the West African coast, but also because of attacks on their shipping, the desecration of their chapel and religious icons, destruction of their livestock and destruction of plantations by Dutch and English sailors.", "targets": "Who developed a far east trade and began to frequent the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ec863d5e4740568a4699dc0b126acb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Englishman Sir Francis Drake probably located the island on the final leg of his circumnavigation of the world (1577\u20131580). Further visits by other English explorers followed, and, once Saint Helena\u2019s location was more widely known, English ships of war began to lie in wait in the area to attack Portuguese India carracks on their way home. In developing their Far East trade, the Dutch also began to frequent the island. The Portuguese and Spanish soon gave up regularly calling at the island, partly because they used ports along the West African coast, but also because of attacks on their shipping, the desecration of their chapel and religious icons, destruction of their livestock and destruction of plantations by Dutch and English sailors.", "targets": "Who gave up calling at the island due to attacks on their shipping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bc52a46a93d4cbfa8c35be0d5549631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The southern side of Miami includes Coral Way, The Roads and Coconut Grove. Coral Way is a historic residential neighborhood built in 1922 connecting Downtown with Coral Gables, and is home to many old homes and tree-lined streets. Coconut Grove was established in 1825 and is the location of Miami's City Hall in Dinner Key, the Coconut Grove Playhouse, CocoWalk, many nightclubs, bars, restaurants and bohemian shops, and as such, is very popular with local college students. It is a historic neighborhood with narrow, winding roads, and a heavy tree canopy. Coconut Grove has many parks and gardens such as Villa Vizcaya, The Kampong, The Barnacle Historic State Park, and is the home of the Coconut Grove Convention Center and numerous historic homes and estates.", "targets": "Along with Coconut Grove and Coral Way, what is notably present in southern Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bc52a46a93d4cbfa8c35be0d5549631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The southern side of Miami includes Coral Way, The Roads and Coconut Grove. Coral Way is a historic residential neighborhood built in 1922 connecting Downtown with Coral Gables, and is home to many old homes and tree-lined streets. Coconut Grove was established in 1825 and is the location of Miami's City Hall in Dinner Key, the Coconut Grove Playhouse, CocoWalk, many nightclubs, bars, restaurants and bohemian shops, and as such, is very popular with local college students. It is a historic neighborhood with narrow, winding roads, and a heavy tree canopy. Coconut Grove has many parks and gardens such as Villa Vizcaya, The Kampong, The Barnacle Historic State Park, and is the home of the Coconut Grove Convention Center and numerous historic homes and estates.", "targets": "When was Coral Way constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bc52a46a93d4cbfa8c35be0d5549631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The southern side of Miami includes Coral Way, The Roads and Coconut Grove. Coral Way is a historic residential neighborhood built in 1922 connecting Downtown with Coral Gables, and is home to many old homes and tree-lined streets. Coconut Grove was established in 1825 and is the location of Miami's City Hall in Dinner Key, the Coconut Grove Playhouse, CocoWalk, many nightclubs, bars, restaurants and bohemian shops, and as such, is very popular with local college students. It is a historic neighborhood with narrow, winding roads, and a heavy tree canopy. Coconut Grove has many parks and gardens such as Villa Vizcaya, The Kampong, The Barnacle Historic State Park, and is the home of the Coconut Grove Convention Center and numerous historic homes and estates.", "targets": "What does Coral Way connect to Coral Gables?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bc52a46a93d4cbfa8c35be0d5549631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The southern side of Miami includes Coral Way, The Roads and Coconut Grove. Coral Way is a historic residential neighborhood built in 1922 connecting Downtown with Coral Gables, and is home to many old homes and tree-lined streets. Coconut Grove was established in 1825 and is the location of Miami's City Hall in Dinner Key, the Coconut Grove Playhouse, CocoWalk, many nightclubs, bars, restaurants and bohemian shops, and as such, is very popular with local college students. It is a historic neighborhood with narrow, winding roads, and a heavy tree canopy. Coconut Grove has many parks and gardens such as Villa Vizcaya, The Kampong, The Barnacle Historic State Park, and is the home of the Coconut Grove Convention Center and numerous historic homes and estates.", "targets": "In what year did the establishment of Coconut Grove occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4bc52a46a93d4cbfa8c35be0d5549631", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The southern side of Miami includes Coral Way, The Roads and Coconut Grove. Coral Way is a historic residential neighborhood built in 1922 connecting Downtown with Coral Gables, and is home to many old homes and tree-lined streets. Coconut Grove was established in 1825 and is the location of Miami's City Hall in Dinner Key, the Coconut Grove Playhouse, CocoWalk, many nightclubs, bars, restaurants and bohemian shops, and as such, is very popular with local college students. It is a historic neighborhood with narrow, winding roads, and a heavy tree canopy. Coconut Grove has many parks and gardens such as Villa Vizcaya, The Kampong, The Barnacle Historic State Park, and is the home of the Coconut Grove Convention Center and numerous historic homes and estates.", "targets": "What part of Coconut Grove houses the city hall of Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe345cdffe7f4c88ab673a71286a8fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until about 1855 the words near east and far east did not refer to any particular region. The far East, a phrase containing a noun, East, qualified by an adjective, far, could be at any location in the \"far east\" of the speaker's home territory. The Ottoman Empire, for example, was the far East as much as the East Indies. The Crimean War brought a change in vocabulary with the introduction of terms more familiar to the late 19th century. The Russian Empire had entered a more aggressive phase, becoming militarily active against the Ottoman Empire and also against China, with territorial aggrandizement explicitly in mind. Rethinking its policy the British government decided that the two polities under attack were necessary for the balance of power. It therefore undertook to oppose the Russians in both places, one result being the Crimean War. During that war the administration of the British Empire began promulgating a new vocabulary, giving specific regional meaning to \"the Near East,\" the Ottoman Empire, and \"the Far East,\" the East Indies. The two terms were now compound nouns often shown hyphenated.", "targets": "Until what year did the words near east and far east not refer to any particular region? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe345cdffe7f4c88ab673a71286a8fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until about 1855 the words near east and far east did not refer to any particular region. The far East, a phrase containing a noun, East, qualified by an adjective, far, could be at any location in the \"far east\" of the speaker's home territory. The Ottoman Empire, for example, was the far East as much as the East Indies. The Crimean War brought a change in vocabulary with the introduction of terms more familiar to the late 19th century. The Russian Empire had entered a more aggressive phase, becoming militarily active against the Ottoman Empire and also against China, with territorial aggrandizement explicitly in mind. Rethinking its policy the British government decided that the two polities under attack were necessary for the balance of power. It therefore undertook to oppose the Russians in both places, one result being the Crimean War. During that war the administration of the British Empire began promulgating a new vocabulary, giving specific regional meaning to \"the Near East,\" the Ottoman Empire, and \"the Far East,\" the East Indies. The two terms were now compound nouns often shown hyphenated.", "targets": "What brought a change in vocabulary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe345cdffe7f4c88ab673a71286a8fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until about 1855 the words near east and far east did not refer to any particular region. The far East, a phrase containing a noun, East, qualified by an adjective, far, could be at any location in the \"far east\" of the speaker's home territory. The Ottoman Empire, for example, was the far East as much as the East Indies. The Crimean War brought a change in vocabulary with the introduction of terms more familiar to the late 19th century. The Russian Empire had entered a more aggressive phase, becoming militarily active against the Ottoman Empire and also against China, with territorial aggrandizement explicitly in mind. Rethinking its policy the British government decided that the two polities under attack were necessary for the balance of power. It therefore undertook to oppose the Russians in both places, one result being the Crimean War. During that war the administration of the British Empire began promulgating a new vocabulary, giving specific regional meaning to \"the Near East,\" the Ottoman Empire, and \"the Far East,\" the East Indies. The two terms were now compound nouns often shown hyphenated.", "targets": "The Russian Empire became more militarily active against who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe345cdffe7f4c88ab673a71286a8fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until about 1855 the words near east and far east did not refer to any particular region. The far East, a phrase containing a noun, East, qualified by an adjective, far, could be at any location in the \"far east\" of the speaker's home territory. The Ottoman Empire, for example, was the far East as much as the East Indies. The Crimean War brought a change in vocabulary with the introduction of terms more familiar to the late 19th century. The Russian Empire had entered a more aggressive phase, becoming militarily active against the Ottoman Empire and also against China, with territorial aggrandizement explicitly in mind. Rethinking its policy the British government decided that the two polities under attack were necessary for the balance of power. It therefore undertook to oppose the Russians in both places, one result being the Crimean War. During that war the administration of the British Empire began promulgating a new vocabulary, giving specific regional meaning to \"the Near East,\" the Ottoman Empire, and \"the Far East,\" the East Indies. The two terms were now compound nouns often shown hyphenated.", "targets": "Who decided the two polities under attack were necessary for the balance of power? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe345cdffe7f4c88ab673a71286a8fca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until about 1855 the words near east and far east did not refer to any particular region. The far East, a phrase containing a noun, East, qualified by an adjective, far, could be at any location in the \"far east\" of the speaker's home territory. The Ottoman Empire, for example, was the far East as much as the East Indies. The Crimean War brought a change in vocabulary with the introduction of terms more familiar to the late 19th century. The Russian Empire had entered a more aggressive phase, becoming militarily active against the Ottoman Empire and also against China, with territorial aggrandizement explicitly in mind. Rethinking its policy the British government decided that the two polities under attack were necessary for the balance of power. It therefore undertook to oppose the Russians in both places, one result being the Crimean War. During that war the administration of the British Empire began promulgating a new vocabulary, giving specific regional meaning to \"the Near East,\" the Ottoman Empire, and \"the Far East,\" the East Indies. The two terms were now compound nouns often shown hyphenated.", "targets": "What empire began promulgating a new vocabulary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbce53d0bef42609068c1dbe3a1a534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thickness of paper is often measured by caliper, which is typically given in thousandths of an inch in the United States and in thousandths of a mm in the rest of the world. Paper may be between 0.07 and 0.18 millimetres (0.0028 and 0.0071 in) thick.", "targets": "What tool is often used in measuring the thickness of paper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbce53d0bef42609068c1dbe3a1a534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thickness of paper is often measured by caliper, which is typically given in thousandths of an inch in the United States and in thousandths of a mm in the rest of the world. Paper may be between 0.07 and 0.18 millimetres (0.0028 and 0.0071 in) thick.", "targets": "In the United States, what units are used when stating the measurements of paper thickness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbce53d0bef42609068c1dbe3a1a534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thickness of paper is often measured by caliper, which is typically given in thousandths of an inch in the United States and in thousandths of a mm in the rest of the world. Paper may be between 0.07 and 0.18 millimetres (0.0028 and 0.0071 in) thick.", "targets": "Someone measuring the thickness of paper in the UK is likely to use what unit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dbce53d0bef42609068c1dbe3a1a534", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The thickness of paper is often measured by caliper, which is typically given in thousandths of an inch in the United States and in thousandths of a mm in the rest of the world. Paper may be between 0.07 and 0.18 millimetres (0.0028 and 0.0071 in) thick.", "targets": "Sated in inches, what is the common range of paper thickness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a991d7f9594de0be2605bfe38b5230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1974, ABC has generally aired Dick Clark's New Year's Rockin' Eve on New Year's Eve (hosted first by its creator Dick Clark, and later by his successor Ryan Seacrest); the only exception was in 1999, when ABC put it on a one-year hiatus to provide coverage of the international millennium festivities, though Clark's traditional countdown from Times Square was still featured within the coverage. ABC has also aired the Miss America pageant from 1954 to 1956, 1997 to 2005 (with the television rights being assumed by cable channel TLC in 2006, when the pageant moved from its longtime homebase in Atlantic City to Las Vegas, before returning to Atlantic City in 2013) and since 2011. Under its current contract with the Miss America Organization, ABC will continue to broadcast the pageant through 2016.", "targets": "When did ABC begin airing Dick Clark's New Year's Rockin' Eve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a991d7f9594de0be2605bfe38b5230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1974, ABC has generally aired Dick Clark's New Year's Rockin' Eve on New Year's Eve (hosted first by its creator Dick Clark, and later by his successor Ryan Seacrest); the only exception was in 1999, when ABC put it on a one-year hiatus to provide coverage of the international millennium festivities, though Clark's traditional countdown from Times Square was still featured within the coverage. ABC has also aired the Miss America pageant from 1954 to 1956, 1997 to 2005 (with the television rights being assumed by cable channel TLC in 2006, when the pageant moved from its longtime homebase in Atlantic City to Las Vegas, before returning to Atlantic City in 2013) and since 2011. Under its current contract with the Miss America Organization, ABC will continue to broadcast the pageant through 2016.", "targets": "Who succeeded Dick Clark on ABC's New Year's broadcasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a991d7f9594de0be2605bfe38b5230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1974, ABC has generally aired Dick Clark's New Year's Rockin' Eve on New Year's Eve (hosted first by its creator Dick Clark, and later by his successor Ryan Seacrest); the only exception was in 1999, when ABC put it on a one-year hiatus to provide coverage of the international millennium festivities, though Clark's traditional countdown from Times Square was still featured within the coverage. ABC has also aired the Miss America pageant from 1954 to 1956, 1997 to 2005 (with the television rights being assumed by cable channel TLC in 2006, when the pageant moved from its longtime homebase in Atlantic City to Las Vegas, before returning to Atlantic City in 2013) and since 2011. Under its current contract with the Miss America Organization, ABC will continue to broadcast the pageant through 2016.", "targets": "When did ABC begin broadcasting the Miss America Pageant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a991d7f9594de0be2605bfe38b5230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1974, ABC has generally aired Dick Clark's New Year's Rockin' Eve on New Year's Eve (hosted first by its creator Dick Clark, and later by his successor Ryan Seacrest); the only exception was in 1999, when ABC put it on a one-year hiatus to provide coverage of the international millennium festivities, though Clark's traditional countdown from Times Square was still featured within the coverage. ABC has also aired the Miss America pageant from 1954 to 1956, 1997 to 2005 (with the television rights being assumed by cable channel TLC in 2006, when the pageant moved from its longtime homebase in Atlantic City to Las Vegas, before returning to Atlantic City in 2013) and since 2011. Under its current contract with the Miss America Organization, ABC will continue to broadcast the pageant through 2016.", "targets": "Where was New Year's Rockin' Eve hosted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a991d7f9594de0be2605bfe38b5230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1974, ABC has generally aired Dick Clark's New Year's Rockin' Eve on New Year's Eve (hosted first by its creator Dick Clark, and later by his successor Ryan Seacrest); the only exception was in 1999, when ABC put it on a one-year hiatus to provide coverage of the international millennium festivities, though Clark's traditional countdown from Times Square was still featured within the coverage. ABC has also aired the Miss America pageant from 1954 to 1956, 1997 to 2005 (with the television rights being assumed by cable channel TLC in 2006, when the pageant moved from its longtime homebase in Atlantic City to Las Vegas, before returning to Atlantic City in 2013) and since 2011. Under its current contract with the Miss America Organization, ABC will continue to broadcast the pageant through 2016.", "targets": "What network assumed the rights to the Miss America Pageant in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000f5948594b436a8bfe1142715cdf5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma i/\u02cco\u028akl\u0259\u02c8ho\u028am\u0259/ (Cherokee: Asgaya gigageyi / \u13a0\u13cd\u13a6\u13ef \u13a9\u13a6\u13a8\u13f1; or translated \u13a3\u13a6\u13b3\u13b0\u13b9 (\u00f2\u0261\u00e0l\u00e0homa), Pawnee: Uukuhu\u00fawa, Cayuga: Gahnawiyo\u02c0geh) is a state located in the South Central United States. Oklahoma is the 20th most extensive and the 28th most populous of the 50 United States. The state's name is derived from the Choctaw words okla and humma, meaning \"red people\". It is also known informally by its nickname, The Sooner State, in reference to the non-Native settlers who staked their claims on the choicest pieces of land before the official opening date, and the Indian Appropriations Act of 1889, which opened the door for white settlement in America's Indian Territory. The name was settled upon statehood, Oklahoma Territory and Indian Territory were merged and Indian was dropped from the name. On November 16, 1907, Oklahoma became the 46th state to enter the union. Its residents are known as Oklahomans, or informally \"Okies\", and its capital and largest city is Oklahoma City.", "targets": "What is the Cherokee name for Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000f5948594b436a8bfe1142715cdf5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma i/\u02cco\u028akl\u0259\u02c8ho\u028am\u0259/ (Cherokee: Asgaya gigageyi / \u13a0\u13cd\u13a6\u13ef \u13a9\u13a6\u13a8\u13f1; or translated \u13a3\u13a6\u13b3\u13b0\u13b9 (\u00f2\u0261\u00e0l\u00e0homa), Pawnee: Uukuhu\u00fawa, Cayuga: Gahnawiyo\u02c0geh) is a state located in the South Central United States. Oklahoma is the 20th most extensive and the 28th most populous of the 50 United States. The state's name is derived from the Choctaw words okla and humma, meaning \"red people\". It is also known informally by its nickname, The Sooner State, in reference to the non-Native settlers who staked their claims on the choicest pieces of land before the official opening date, and the Indian Appropriations Act of 1889, which opened the door for white settlement in America's Indian Territory. The name was settled upon statehood, Oklahoma Territory and Indian Territory were merged and Indian was dropped from the name. On November 16, 1907, Oklahoma became the 46th state to enter the union. Its residents are known as Oklahomans, or informally \"Okies\", and its capital and largest city is Oklahoma City.", "targets": "What is the Pawnee name for Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000f5948594b436a8bfe1142715cdf5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma i/\u02cco\u028akl\u0259\u02c8ho\u028am\u0259/ (Cherokee: Asgaya gigageyi / \u13a0\u13cd\u13a6\u13ef \u13a9\u13a6\u13a8\u13f1; or translated \u13a3\u13a6\u13b3\u13b0\u13b9 (\u00f2\u0261\u00e0l\u00e0homa), Pawnee: Uukuhu\u00fawa, Cayuga: Gahnawiyo\u02c0geh) is a state located in the South Central United States. Oklahoma is the 20th most extensive and the 28th most populous of the 50 United States. The state's name is derived from the Choctaw words okla and humma, meaning \"red people\". It is also known informally by its nickname, The Sooner State, in reference to the non-Native settlers who staked their claims on the choicest pieces of land before the official opening date, and the Indian Appropriations Act of 1889, which opened the door for white settlement in America's Indian Territory. The name was settled upon statehood, Oklahoma Territory and Indian Territory were merged and Indian was dropped from the name. On November 16, 1907, Oklahoma became the 46th state to enter the union. Its residents are known as Oklahomans, or informally \"Okies\", and its capital and largest city is Oklahoma City.", "targets": "What is the Cayuga name for Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000f5948594b436a8bfe1142715cdf5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma i/\u02cco\u028akl\u0259\u02c8ho\u028am\u0259/ (Cherokee: Asgaya gigageyi / \u13a0\u13cd\u13a6\u13ef \u13a9\u13a6\u13a8\u13f1; or translated \u13a3\u13a6\u13b3\u13b0\u13b9 (\u00f2\u0261\u00e0l\u00e0homa), Pawnee: Uukuhu\u00fawa, Cayuga: Gahnawiyo\u02c0geh) is a state located in the South Central United States. Oklahoma is the 20th most extensive and the 28th most populous of the 50 United States. The state's name is derived from the Choctaw words okla and humma, meaning \"red people\". It is also known informally by its nickname, The Sooner State, in reference to the non-Native settlers who staked their claims on the choicest pieces of land before the official opening date, and the Indian Appropriations Act of 1889, which opened the door for white settlement in America's Indian Territory. The name was settled upon statehood, Oklahoma Territory and Indian Territory were merged and Indian was dropped from the name. On November 16, 1907, Oklahoma became the 46th state to enter the union. Its residents are known as Oklahomans, or informally \"Okies\", and its capital and largest city is Oklahoma City.", "targets": "Where does Oklahoma rank by population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000f5948594b436a8bfe1142715cdf5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma i/\u02cco\u028akl\u0259\u02c8ho\u028am\u0259/ (Cherokee: Asgaya gigageyi / \u13a0\u13cd\u13a6\u13ef \u13a9\u13a6\u13a8\u13f1; or translated \u13a3\u13a6\u13b3\u13b0\u13b9 (\u00f2\u0261\u00e0l\u00e0homa), Pawnee: Uukuhu\u00fawa, Cayuga: Gahnawiyo\u02c0geh) is a state located in the South Central United States. Oklahoma is the 20th most extensive and the 28th most populous of the 50 United States. The state's name is derived from the Choctaw words okla and humma, meaning \"red people\". It is also known informally by its nickname, The Sooner State, in reference to the non-Native settlers who staked their claims on the choicest pieces of land before the official opening date, and the Indian Appropriations Act of 1889, which opened the door for white settlement in America's Indian Territory. The name was settled upon statehood, Oklahoma Territory and Indian Territory were merged and Indian was dropped from the name. On November 16, 1907, Oklahoma became the 46th state to enter the union. Its residents are known as Oklahomans, or informally \"Okies\", and its capital and largest city is Oklahoma City.", "targets": "What is Oklahoma's nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7483836a6d6484983b22b57addbbcf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city is not particularly noted for theatre and drama, the state government promotes theatre with multiple programmes and festivals in such venues as the Ravindra Bharati, Shilpakala Vedika and Lalithakala Thoranam. Although not a purely music oriented event, Numaish, a popular annual exhibition of local and national consumer products, does feature some musical performances. The city is home to the Telugu film industry, popularly known as Tollywood and as of 2012[update], produces the second largest number of films in India behind Bollywood. Films in the local Hyderabadi dialect are also produced and have been gaining popularity since 2005. The city has also hosted international film festivals such as the International Children's Film Festival and the Hyderabad International Film Festival. In 2005, Guinness World Records declared Ramoji Film City to be the world's largest film studio.", "targets": "What type of art might one encounter at Lalithakala Thoranam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7483836a6d6484983b22b57addbbcf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city is not particularly noted for theatre and drama, the state government promotes theatre with multiple programmes and festivals in such venues as the Ravindra Bharati, Shilpakala Vedika and Lalithakala Thoranam. Although not a purely music oriented event, Numaish, a popular annual exhibition of local and national consumer products, does feature some musical performances. The city is home to the Telugu film industry, popularly known as Tollywood and as of 2012[update], produces the second largest number of films in India behind Bollywood. Films in the local Hyderabadi dialect are also produced and have been gaining popularity since 2005. The city has also hosted international film festivals such as the International Children's Film Festival and the Hyderabad International Film Festival. In 2005, Guinness World Records declared Ramoji Film City to be the world's largest film studio.", "targets": "What is Numaish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7483836a6d6484983b22b57addbbcf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city is not particularly noted for theatre and drama, the state government promotes theatre with multiple programmes and festivals in such venues as the Ravindra Bharati, Shilpakala Vedika and Lalithakala Thoranam. Although not a purely music oriented event, Numaish, a popular annual exhibition of local and national consumer products, does feature some musical performances. The city is home to the Telugu film industry, popularly known as Tollywood and as of 2012[update], produces the second largest number of films in India behind Bollywood. Films in the local Hyderabadi dialect are also produced and have been gaining popularity since 2005. The city has also hosted international film festivals such as the International Children's Film Festival and the Hyderabad International Film Festival. In 2005, Guinness World Records declared Ramoji Film City to be the world's largest film studio.", "targets": "What is a popular name for the Telugu film industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7483836a6d6484983b22b57addbbcf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city is not particularly noted for theatre and drama, the state government promotes theatre with multiple programmes and festivals in such venues as the Ravindra Bharati, Shilpakala Vedika and Lalithakala Thoranam. Although not a purely music oriented event, Numaish, a popular annual exhibition of local and national consumer products, does feature some musical performances. The city is home to the Telugu film industry, popularly known as Tollywood and as of 2012[update], produces the second largest number of films in India behind Bollywood. Films in the local Hyderabadi dialect are also produced and have been gaining popularity since 2005. The city has also hosted international film festivals such as the International Children's Film Festival and the Hyderabad International Film Festival. In 2005, Guinness World Records declared Ramoji Film City to be the world's largest film studio.", "targets": "Where was the Telugu film industry ranked in 2012 in India in comparison to Bollywood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7483836a6d6484983b22b57addbbcf4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the city is not particularly noted for theatre and drama, the state government promotes theatre with multiple programmes and festivals in such venues as the Ravindra Bharati, Shilpakala Vedika and Lalithakala Thoranam. Although not a purely music oriented event, Numaish, a popular annual exhibition of local and national consumer products, does feature some musical performances. The city is home to the Telugu film industry, popularly known as Tollywood and as of 2012[update], produces the second largest number of films in India behind Bollywood. Films in the local Hyderabadi dialect are also produced and have been gaining popularity since 2005. The city has also hosted international film festivals such as the International Children's Film Festival and the Hyderabad International Film Festival. In 2005, Guinness World Records declared Ramoji Film City to be the world's largest film studio.", "targets": "What did Guinness World Records say of Ramoji Film City was in 20015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f001a6b52274de7a669cc66168d8ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Tasmania in 2009 the old college system and TAFE Tasmania have started a 3-year restructure to become the Tasmanian Polytechnic, Tasmanian Skills Institute and Tasmanian Academy.", "targets": "TAFE Tasmania started a three-year restructuring in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "How much money did the Football League receive in revenues from television money for a two year agreement in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "In 1998, the deal was renewed for what amount over four years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "In 1988, how many clubs threateded to leave and form another league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "Why did some of the top teams consider leaving the Football league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "What did the Football League's television agreement price rise to in 1988?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "When was the first year that clubs threatened to leave the Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "What price was set for Football League television rights in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "For how many years was the 1986 television rights contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c6c3533296f433fba795d1c60618ef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Television money had also become much more important; the Football League received \u00a36.3 million for a two-year agreement in 1986, but when that deal was renewed in 1988, the price rose to \u00a344 million over four years. The 1988 negotiations were the first signs of a breakaway league; ten clubs threatened to leave and form a \"super league\", but were eventually persuaded to stay. As stadiums improved and match attendance and revenues rose, the country's top teams again considered leaving the Football League in order to capitalise on the growing influx of money being pumped into the sport.", "targets": "For how many years was the 1988 television rights contract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b066df1fbeb64a52829950e3d4e726ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, it is often desired to have an antenna whose impedance does not vary so greatly over a certain bandwidth. It turns out that the amount of reactance seen at the terminals of a resonant antenna when the frequency is shifted, say, by 5%, depends very much on the diameter of the conductor used. A long thin wire used as a half-wave dipole (or quarter wave monopole) will have a reactance significantly greater than the resistive impedance it has at resonance, leading to a poor match and generally unacceptable performance. Making the element using a tube of a diameter perhaps 1/50 of its length, however, results in a reactance at this altered frequency which is not so great, and a much less serious mismatch which will only modestly damage the antenna's net performance. Thus rather thick tubes are typically used for the solid elements of such antennas, including Yagi-Uda arrays.", "targets": "What characteristic of the conductor changes the amount of reactance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b066df1fbeb64a52829950e3d4e726ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, it is often desired to have an antenna whose impedance does not vary so greatly over a certain bandwidth. It turns out that the amount of reactance seen at the terminals of a resonant antenna when the frequency is shifted, say, by 5%, depends very much on the diameter of the conductor used. A long thin wire used as a half-wave dipole (or quarter wave monopole) will have a reactance significantly greater than the resistive impedance it has at resonance, leading to a poor match and generally unacceptable performance. Making the element using a tube of a diameter perhaps 1/50 of its length, however, results in a reactance at this altered frequency which is not so great, and a much less serious mismatch which will only modestly damage the antenna's net performance. Thus rather thick tubes are typically used for the solid elements of such antennas, including Yagi-Uda arrays.", "targets": "What characteristic would be better if it were steady?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b066df1fbeb64a52829950e3d4e726ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, it is often desired to have an antenna whose impedance does not vary so greatly over a certain bandwidth. It turns out that the amount of reactance seen at the terminals of a resonant antenna when the frequency is shifted, say, by 5%, depends very much on the diameter of the conductor used. A long thin wire used as a half-wave dipole (or quarter wave monopole) will have a reactance significantly greater than the resistive impedance it has at resonance, leading to a poor match and generally unacceptable performance. Making the element using a tube of a diameter perhaps 1/50 of its length, however, results in a reactance at this altered frequency which is not so great, and a much less serious mismatch which will only modestly damage the antenna's net performance. Thus rather thick tubes are typically used for the solid elements of such antennas, including Yagi-Uda arrays.", "targets": "What would be used to create a half wave or quarter wave dipole?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b066df1fbeb64a52829950e3d4e726ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instead, it is often desired to have an antenna whose impedance does not vary so greatly over a certain bandwidth. It turns out that the amount of reactance seen at the terminals of a resonant antenna when the frequency is shifted, say, by 5%, depends very much on the diameter of the conductor used. A long thin wire used as a half-wave dipole (or quarter wave monopole) will have a reactance significantly greater than the resistive impedance it has at resonance, leading to a poor match and generally unacceptable performance. Making the element using a tube of a diameter perhaps 1/50 of its length, however, results in a reactance at this altered frequency which is not so great, and a much less serious mismatch which will only modestly damage the antenna's net performance. Thus rather thick tubes are typically used for the solid elements of such antennas, including Yagi-Uda arrays.", "targets": "What type of tubes are generally used for sturdier always of antennas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fec497f06754b678d65e1f46229f56f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, it was reported that the Indian Central Board of Film Certification (CBFC) censored kissing scenes featuring Monica Bellucci, Daniel Craig, and L\u00e9a Seydoux. They also muted all profanity. This prompted criticism of the board online, especially on Twitter.", "targets": "Whic organization is responsible for filtering movie content in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fec497f06754b678d65e1f46229f56f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India, it was reported that the Indian Central Board of Film Certification (CBFC) censored kissing scenes featuring Monica Bellucci, Daniel Craig, and L\u00e9a Seydoux. They also muted all profanity. This prompted criticism of the board online, especially on Twitter.", "targets": "Which social media site was used for complaining about the Indian censoring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a051c27262df481d9177c0cdd9e9277e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of studies have reported associations between pathogen load in an area and human behavior. Higher pathogen load is associated with decreased size of ethnic and religious groups in an area. This may be due high pathogen load favoring avoidance of other groups, which may reduce pathogen transmission, or a high pathogen load preventing the creation of large settlements and armies that enforce a common culture. Higher pathogen load is also associated with more restricted sexual behavior, which may reduce pathogen transmission. It also associated with higher preferences for health and attractiveness in mates. Higher fertility rates and shorter or less parental care per child is another association that may be a compensation for the higher mortality rate. There is also an association with polygyny which may be due to higher pathogen load, making selecting males with a high genetic resistance increasingly important. Higher pathogen load is also associated with more collectivism and less individualism, which may limit contacts with outside groups and infections. There are alternative explanations for at least some of the associations although some of these explanations may in turn ultimately be due to pathogen load. Thus, polygny may also be due to a lower male:female ratio in these areas but this may ultimately be due to male infants having increased mortality from infectious diseases. Another example is that poor socioeconomic factors may ultimately in part be due to high pathogen load preventing economic development.", "targets": "What have a number of studies found a correlation between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a051c27262df481d9177c0cdd9e9277e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of studies have reported associations between pathogen load in an area and human behavior. Higher pathogen load is associated with decreased size of ethnic and religious groups in an area. This may be due high pathogen load favoring avoidance of other groups, which may reduce pathogen transmission, or a high pathogen load preventing the creation of large settlements and armies that enforce a common culture. Higher pathogen load is also associated with more restricted sexual behavior, which may reduce pathogen transmission. It also associated with higher preferences for health and attractiveness in mates. Higher fertility rates and shorter or less parental care per child is another association that may be a compensation for the higher mortality rate. There is also an association with polygyny which may be due to higher pathogen load, making selecting males with a high genetic resistance increasingly important. Higher pathogen load is also associated with more collectivism and less individualism, which may limit contacts with outside groups and infections. There are alternative explanations for at least some of the associations although some of these explanations may in turn ultimately be due to pathogen load. Thus, polygny may also be due to a lower male:female ratio in these areas but this may ultimately be due to male infants having increased mortality from infectious diseases. Another example is that poor socioeconomic factors may ultimately in part be due to high pathogen load preventing economic development.", "targets": "What is higher pathogen load associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a051c27262df481d9177c0cdd9e9277e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of studies have reported associations between pathogen load in an area and human behavior. Higher pathogen load is associated with decreased size of ethnic and religious groups in an area. This may be due high pathogen load favoring avoidance of other groups, which may reduce pathogen transmission, or a high pathogen load preventing the creation of large settlements and armies that enforce a common culture. Higher pathogen load is also associated with more restricted sexual behavior, which may reduce pathogen transmission. It also associated with higher preferences for health and attractiveness in mates. Higher fertility rates and shorter or less parental care per child is another association that may be a compensation for the higher mortality rate. There is also an association with polygyny which may be due to higher pathogen load, making selecting males with a high genetic resistance increasingly important. Higher pathogen load is also associated with more collectivism and less individualism, which may limit contacts with outside groups and infections. There are alternative explanations for at least some of the associations although some of these explanations may in turn ultimately be due to pathogen load. Thus, polygny may also be due to a lower male:female ratio in these areas but this may ultimately be due to male infants having increased mortality from infectious diseases. Another example is that poor socioeconomic factors may ultimately in part be due to high pathogen load preventing economic development.", "targets": "What does avoidance of other groups reduce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a051c27262df481d9177c0cdd9e9277e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of studies have reported associations between pathogen load in an area and human behavior. Higher pathogen load is associated with decreased size of ethnic and religious groups in an area. This may be due high pathogen load favoring avoidance of other groups, which may reduce pathogen transmission, or a high pathogen load preventing the creation of large settlements and armies that enforce a common culture. Higher pathogen load is also associated with more restricted sexual behavior, which may reduce pathogen transmission. It also associated with higher preferences for health and attractiveness in mates. Higher fertility rates and shorter or less parental care per child is another association that may be a compensation for the higher mortality rate. There is also an association with polygyny which may be due to higher pathogen load, making selecting males with a high genetic resistance increasingly important. Higher pathogen load is also associated with more collectivism and less individualism, which may limit contacts with outside groups and infections. There are alternative explanations for at least some of the associations although some of these explanations may in turn ultimately be due to pathogen load. Thus, polygny may also be due to a lower male:female ratio in these areas but this may ultimately be due to male infants having increased mortality from infectious diseases. Another example is that poor socioeconomic factors may ultimately in part be due to high pathogen load preventing economic development.", "targets": "What does more restricted sexual behavior result in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a051c27262df481d9177c0cdd9e9277e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of studies have reported associations between pathogen load in an area and human behavior. Higher pathogen load is associated with decreased size of ethnic and religious groups in an area. This may be due high pathogen load favoring avoidance of other groups, which may reduce pathogen transmission, or a high pathogen load preventing the creation of large settlements and armies that enforce a common culture. Higher pathogen load is also associated with more restricted sexual behavior, which may reduce pathogen transmission. It also associated with higher preferences for health and attractiveness in mates. Higher fertility rates and shorter or less parental care per child is another association that may be a compensation for the higher mortality rate. There is also an association with polygyny which may be due to higher pathogen load, making selecting males with a high genetic resistance increasingly important. Higher pathogen load is also associated with more collectivism and less individualism, which may limit contacts with outside groups and infections. There are alternative explanations for at least some of the associations although some of these explanations may in turn ultimately be due to pathogen load. Thus, polygny may also be due to a lower male:female ratio in these areas but this may ultimately be due to male infants having increased mortality from infectious diseases. Another example is that poor socioeconomic factors may ultimately in part be due to high pathogen load preventing economic development.", "targets": "What may poor socioeconomic factors ultimately in part be due to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf0a10850e03416aa3f1004f647b1a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There do exist orbits within these empty regions where objects can survive for the age of the Solar System. These resonances occur when Neptune's orbital period is a precise fraction of that of the object, such as 1:2, or 3:4. If, say, an object orbits the Sun once for every two Neptune orbits, it will only complete half an orbit by the time Neptune returns to its original position. The most heavily populated resonance in the Kuiper belt, with over 200 known objects, is the 2:3 resonance. Objects in this resonance complete 2 orbits for every 3 of Neptune, and are known as plutinos because the largest of the known Kuiper belt objects, Pluto, is among them. Although Pluto crosses Neptune's orbit regularly, the 2:3 resonance ensures they can never collide. The 3:4, 3:5, 4:7 and 2:5 resonances are less populated.", "targets": "What is the fraction of the most heavily populated resonance in the Kuiper belt? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf0a10850e03416aa3f1004f647b1a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There do exist orbits within these empty regions where objects can survive for the age of the Solar System. These resonances occur when Neptune's orbital period is a precise fraction of that of the object, such as 1:2, or 3:4. If, say, an object orbits the Sun once for every two Neptune orbits, it will only complete half an orbit by the time Neptune returns to its original position. The most heavily populated resonance in the Kuiper belt, with over 200 known objects, is the 2:3 resonance. Objects in this resonance complete 2 orbits for every 3 of Neptune, and are known as plutinos because the largest of the known Kuiper belt objects, Pluto, is among them. Although Pluto crosses Neptune's orbit regularly, the 2:3 resonance ensures they can never collide. The 3:4, 3:5, 4:7 and 2:5 resonances are less populated.", "targets": "What is the best known, and largest, object in the Kuiper belt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf0a10850e03416aa3f1004f647b1a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There do exist orbits within these empty regions where objects can survive for the age of the Solar System. These resonances occur when Neptune's orbital period is a precise fraction of that of the object, such as 1:2, or 3:4. If, say, an object orbits the Sun once for every two Neptune orbits, it will only complete half an orbit by the time Neptune returns to its original position. The most heavily populated resonance in the Kuiper belt, with over 200 known objects, is the 2:3 resonance. Objects in this resonance complete 2 orbits for every 3 of Neptune, and are known as plutinos because the largest of the known Kuiper belt objects, Pluto, is among them. Although Pluto crosses Neptune's orbit regularly, the 2:3 resonance ensures they can never collide. The 3:4, 3:5, 4:7 and 2:5 resonances are less populated.", "targets": "How many known objects is in the most populated resonance of the Kuiper belt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf0a10850e03416aa3f1004f647b1a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There do exist orbits within these empty regions where objects can survive for the age of the Solar System. These resonances occur when Neptune's orbital period is a precise fraction of that of the object, such as 1:2, or 3:4. If, say, an object orbits the Sun once for every two Neptune orbits, it will only complete half an orbit by the time Neptune returns to its original position. The most heavily populated resonance in the Kuiper belt, with over 200 known objects, is the 2:3 resonance. Objects in this resonance complete 2 orbits for every 3 of Neptune, and are known as plutinos because the largest of the known Kuiper belt objects, Pluto, is among them. Although Pluto crosses Neptune's orbit regularly, the 2:3 resonance ensures they can never collide. The 3:4, 3:5, 4:7 and 2:5 resonances are less populated.", "targets": "What is the resonance of Pluto in the Kuiper belt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf0a10850e03416aa3f1004f647b1a5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There do exist orbits within these empty regions where objects can survive for the age of the Solar System. These resonances occur when Neptune's orbital period is a precise fraction of that of the object, such as 1:2, or 3:4. If, say, an object orbits the Sun once for every two Neptune orbits, it will only complete half an orbit by the time Neptune returns to its original position. The most heavily populated resonance in the Kuiper belt, with over 200 known objects, is the 2:3 resonance. Objects in this resonance complete 2 orbits for every 3 of Neptune, and are known as plutinos because the largest of the known Kuiper belt objects, Pluto, is among them. Although Pluto crosses Neptune's orbit regularly, the 2:3 resonance ensures they can never collide. The 3:4, 3:5, 4:7 and 2:5 resonances are less populated.", "targets": "Which resonances are less populated in the Kuiper belt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e1d0e3e665e465b90435012fcd581d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008 the Government of Canada made efforts, through the Canada First Defence Strategy, to modernize the Canadian Armed Forces, through the purchase of new equipment, improved training and readiness, as well as the establishment of the Canadian Special Operations Regiment. More funds were also put towards recruitment, which had been dwindling throughout the 1980s and '90s, possibly because the Canadian populace had come to perceive the CAF as peacekeepers rather than as soldiers, as shown in a 2008 survey conducted for the Department of National Defence. The poll found that nearly two thirds of Canadians agreed with the country's participation in the invasion of Afghanistan, and that the military should be stronger, but also that the purpose of the forces should be different, such as more focused on responding to natural disasters. Then CDS, Walter Natynczyk, said later that year that while recruiting has become more successful, the CF was facing a problem with its rate of loss of existing members, which increased between 2006 and 2008 from 6% to 9.2% annually.", "targets": "What was the effort called to upgrade the Canadian Forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e1d0e3e665e465b90435012fcd581d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008 the Government of Canada made efforts, through the Canada First Defence Strategy, to modernize the Canadian Armed Forces, through the purchase of new equipment, improved training and readiness, as well as the establishment of the Canadian Special Operations Regiment. More funds were also put towards recruitment, which had been dwindling throughout the 1980s and '90s, possibly because the Canadian populace had come to perceive the CAF as peacekeepers rather than as soldiers, as shown in a 2008 survey conducted for the Department of National Defence. The poll found that nearly two thirds of Canadians agreed with the country's participation in the invasion of Afghanistan, and that the military should be stronger, but also that the purpose of the forces should be different, such as more focused on responding to natural disasters. Then CDS, Walter Natynczyk, said later that year that while recruiting has become more successful, the CF was facing a problem with its rate of loss of existing members, which increased between 2006 and 2008 from 6% to 9.2% annually.", "targets": "How were the Canadian Forces upgraded in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e1d0e3e665e465b90435012fcd581d1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008 the Government of Canada made efforts, through the Canada First Defence Strategy, to modernize the Canadian Armed Forces, through the purchase of new equipment, improved training and readiness, as well as the establishment of the Canadian Special Operations Regiment. More funds were also put towards recruitment, which had been dwindling throughout the 1980s and '90s, possibly because the Canadian populace had come to perceive the CAF as peacekeepers rather than as soldiers, as shown in a 2008 survey conducted for the Department of National Defence. The poll found that nearly two thirds of Canadians agreed with the country's participation in the invasion of Afghanistan, and that the military should be stronger, but also that the purpose of the forces should be different, such as more focused on responding to natural disasters. Then CDS, Walter Natynczyk, said later that year that while recruiting has become more successful, the CF was facing a problem with its rate of loss of existing members, which increased between 2006 and 2008 from 6% to 9.2% annually.", "targets": "What major problem is the CAF trying to address currently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f5792e4507241f68b16fed164461670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John spent much of 1205 securing England against a potential French invasion. As an emergency measure, John recreated a version of Henry II's Assize of Arms of 1181, with each shire creating a structure to mobilise local levies. When the threat of invasion faded, John formed a large military force in England intended for Poitou, and a large fleet with soldiers under his own command intended for Normandy. To achieve this, John reformed the English feudal contribution to his campaigns, creating a more flexible system under which only one knight in ten would actually be mobilised, but would be financially supported by the other nine; knights would serve for an indefinite period. John built up a strong team of engineers for siege warfare and a substantial force of professional crossbowmen. The king was supported by a team of leading barons with military expertise, including William Longesp\u00e9e, William the Marshal, Roger de Lacy and, until he fell from favour, the marcher lord William de Braose.", "targets": "John spent much of 1205 doing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f5792e4507241f68b16fed164461670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John spent much of 1205 securing England against a potential French invasion. As an emergency measure, John recreated a version of Henry II's Assize of Arms of 1181, with each shire creating a structure to mobilise local levies. When the threat of invasion faded, John formed a large military force in England intended for Poitou, and a large fleet with soldiers under his own command intended for Normandy. To achieve this, John reformed the English feudal contribution to his campaigns, creating a more flexible system under which only one knight in ten would actually be mobilised, but would be financially supported by the other nine; knights would serve for an indefinite period. John built up a strong team of engineers for siege warfare and a substantial force of professional crossbowmen. The king was supported by a team of leading barons with military expertise, including William Longesp\u00e9e, William the Marshal, Roger de Lacy and, until he fell from favour, the marcher lord William de Braose.", "targets": "When did John recreate a version of Henry II's Assize of Arms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f5792e4507241f68b16fed164461670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John spent much of 1205 securing England against a potential French invasion. As an emergency measure, John recreated a version of Henry II's Assize of Arms of 1181, with each shire creating a structure to mobilise local levies. When the threat of invasion faded, John formed a large military force in England intended for Poitou, and a large fleet with soldiers under his own command intended for Normandy. To achieve this, John reformed the English feudal contribution to his campaigns, creating a more flexible system under which only one knight in ten would actually be mobilised, but would be financially supported by the other nine; knights would serve for an indefinite period. John built up a strong team of engineers for siege warfare and a substantial force of professional crossbowmen. The king was supported by a team of leading barons with military expertise, including William Longesp\u00e9e, William the Marshal, Roger de Lacy and, until he fell from favour, the marcher lord William de Braose.", "targets": "How many knights out of ten would be mobilised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82d02c506bbf4fbaa59fc2e4fde1b119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin and Wallace unveiled evolution in the late 1850s. There was an immediate rush to bring it into the social sciences. Paul Broca in Paris was in the process of breaking away from the Soci\u00e9t\u00e9 de biologie to form the first of the explicitly anthropological societies, the Soci\u00e9t\u00e9 d'Anthropologie de Paris, meeting for the first time in Paris in 1859.[n 4] When he read Darwin he became an immediate convert to Transformisme, as the French called evolutionism. His definition now became \"the study of the human group, considered as a whole, in its details, and in relation to the rest of nature\".", "targets": "When did Wallace and Darwin unveil the theory of evolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82d02c506bbf4fbaa59fc2e4fde1b119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin and Wallace unveiled evolution in the late 1850s. There was an immediate rush to bring it into the social sciences. Paul Broca in Paris was in the process of breaking away from the Soci\u00e9t\u00e9 de biologie to form the first of the explicitly anthropological societies, the Soci\u00e9t\u00e9 d'Anthropologie de Paris, meeting for the first time in Paris in 1859.[n 4] When he read Darwin he became an immediate convert to Transformisme, as the French called evolutionism. His definition now became \"the study of the human group, considered as a whole, in its details, and in relation to the rest of nature\".", "targets": "What was there a rush to do with the theory of evolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82d02c506bbf4fbaa59fc2e4fde1b119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin and Wallace unveiled evolution in the late 1850s. There was an immediate rush to bring it into the social sciences. Paul Broca in Paris was in the process of breaking away from the Soci\u00e9t\u00e9 de biologie to form the first of the explicitly anthropological societies, the Soci\u00e9t\u00e9 d'Anthropologie de Paris, meeting for the first time in Paris in 1859.[n 4] When he read Darwin he became an immediate convert to Transformisme, as the French called evolutionism. His definition now became \"the study of the human group, considered as a whole, in its details, and in relation to the rest of nature\".", "targets": "Where did Paul Broca reside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82d02c506bbf4fbaa59fc2e4fde1b119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin and Wallace unveiled evolution in the late 1850s. There was an immediate rush to bring it into the social sciences. Paul Broca in Paris was in the process of breaking away from the Soci\u00e9t\u00e9 de biologie to form the first of the explicitly anthropological societies, the Soci\u00e9t\u00e9 d'Anthropologie de Paris, meeting for the first time in Paris in 1859.[n 4] When he read Darwin he became an immediate convert to Transformisme, as the French called evolutionism. His definition now became \"the study of the human group, considered as a whole, in its details, and in relation to the rest of nature\".", "targets": "What organization was Broca in the process of disentangling himself from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82d02c506bbf4fbaa59fc2e4fde1b119", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Darwin and Wallace unveiled evolution in the late 1850s. There was an immediate rush to bring it into the social sciences. Paul Broca in Paris was in the process of breaking away from the Soci\u00e9t\u00e9 de biologie to form the first of the explicitly anthropological societies, the Soci\u00e9t\u00e9 d'Anthropologie de Paris, meeting for the first time in Paris in 1859.[n 4] When he read Darwin he became an immediate convert to Transformisme, as the French called evolutionism. His definition now became \"the study of the human group, considered as a whole, in its details, and in relation to the rest of nature\".", "targets": "What did the French call evolutionism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9952cdd49dd740d7a4740df44703d6c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau has several secondary schools (general as well as technical) and a number of universities, to which an institutionally autonomous Faculty of Law as well as a Faculty of Medicine have been added.", "targets": "What type of secondary schools does Guinea-Bissau have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9952cdd49dd740d7a4740df44703d6c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau has several secondary schools (general as well as technical) and a number of universities, to which an institutionally autonomous Faculty of Law as well as a Faculty of Medicine have been added.", "targets": "What institutions have added a Faculty of Law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9952cdd49dd740d7a4740df44703d6c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau has several secondary schools (general as well as technical) and a number of universities, to which an institutionally autonomous Faculty of Law as well as a Faculty of Medicine have been added.", "targets": "What institutions have added a Faculty of Medicine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9952cdd49dd740d7a4740df44703d6c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau has several secondary schools (general as well as technical) and a number of universities, to which an institutionally autonomous Faculty of Law as well as a Faculty of Medicine have been added.", "targets": "What two words are used to describe the Faculty of Law and Faculty of Medicine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6335bea48834bf495ccf011eb271a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is an important railway hub in eastern China. It serves as rail junction for the Beijing-Shanghai (Jinghu) (which is itself composed of the old Jinpu and Huning Railways), Nanjing\u2013Tongling Railway (Ningtong), Nanjing\u2013Qidong (Ningqi), and the Nanjing-Xian (Ningxi) which encompasses the Hefei\u2013Nanjing Railway. Nanjing is connected to the national high-speed railway network by Beijing\u2013Shanghai High-Speed Railway and Shanghai\u2013Wuhan\u2013Chengdu Passenger Dedicated Line, with several more high-speed rail lines under construction.", "targets": "Nanjing's railway is important, and is located in what region of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6335bea48834bf495ccf011eb271a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is an important railway hub in eastern China. It serves as rail junction for the Beijing-Shanghai (Jinghu) (which is itself composed of the old Jinpu and Huning Railways), Nanjing\u2013Tongling Railway (Ningtong), Nanjing\u2013Qidong (Ningqi), and the Nanjing-Xian (Ningxi) which encompasses the Hefei\u2013Nanjing Railway. Nanjing is connected to the national high-speed railway network by Beijing\u2013Shanghai High-Speed Railway and Shanghai\u2013Wuhan\u2013Chengdu Passenger Dedicated Line, with several more high-speed rail lines under construction.", "targets": "What line does Nanjing serve as a railway junction for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6335bea48834bf495ccf011eb271a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is an important railway hub in eastern China. It serves as rail junction for the Beijing-Shanghai (Jinghu) (which is itself composed of the old Jinpu and Huning Railways), Nanjing\u2013Tongling Railway (Ningtong), Nanjing\u2013Qidong (Ningqi), and the Nanjing-Xian (Ningxi) which encompasses the Hefei\u2013Nanjing Railway. Nanjing is connected to the national high-speed railway network by Beijing\u2013Shanghai High-Speed Railway and Shanghai\u2013Wuhan\u2013Chengdu Passenger Dedicated Line, with several more high-speed rail lines under construction.", "targets": "What lines comprise the Beijing-Shanghai (Jinghu) line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6335bea48834bf495ccf011eb271a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is an important railway hub in eastern China. It serves as rail junction for the Beijing-Shanghai (Jinghu) (which is itself composed of the old Jinpu and Huning Railways), Nanjing\u2013Tongling Railway (Ningtong), Nanjing\u2013Qidong (Ningqi), and the Nanjing-Xian (Ningxi) which encompasses the Hefei\u2013Nanjing Railway. Nanjing is connected to the national high-speed railway network by Beijing\u2013Shanghai High-Speed Railway and Shanghai\u2013Wuhan\u2013Chengdu Passenger Dedicated Line, with several more high-speed rail lines under construction.", "targets": "What high-speed railway is Nanjing connected to that contains Shanghai?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6335bea48834bf495ccf011eb271a31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is an important railway hub in eastern China. It serves as rail junction for the Beijing-Shanghai (Jinghu) (which is itself composed of the old Jinpu and Huning Railways), Nanjing\u2013Tongling Railway (Ningtong), Nanjing\u2013Qidong (Ningqi), and the Nanjing-Xian (Ningxi) which encompasses the Hefei\u2013Nanjing Railway. Nanjing is connected to the national high-speed railway network by Beijing\u2013Shanghai High-Speed Railway and Shanghai\u2013Wuhan\u2013Chengdu Passenger Dedicated Line, with several more high-speed rail lines under construction.", "targets": "What type of railway lines are now under construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1155092335f42018e5fdd61bf4c6b3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Early Triassic was between 250 million to 247 million years ago and was dominated by deserts as Pangaea had not yet broken up, thus the interior was nothing but arid. The Earth had just witnessed a massive die-off in which 95% of all life went extinct. The most common life on earth were Lystrosaurus, Labyrinthodont, and Euparkeria along with many other creatures that managed to survive the Great Dying. Temnospondyli evolved during this time and would be the dominant predator for much of the Triassic.", "targets": "What era was 250 million to 247 million years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1155092335f42018e5fdd61bf4c6b3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Early Triassic was between 250 million to 247 million years ago and was dominated by deserts as Pangaea had not yet broken up, thus the interior was nothing but arid. The Earth had just witnessed a massive die-off in which 95% of all life went extinct. The most common life on earth were Lystrosaurus, Labyrinthodont, and Euparkeria along with many other creatures that managed to survive the Great Dying. Temnospondyli evolved during this time and would be the dominant predator for much of the Triassic.", "targets": "What geologic climate was found in the Early Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1155092335f42018e5fdd61bf4c6b3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Early Triassic was between 250 million to 247 million years ago and was dominated by deserts as Pangaea had not yet broken up, thus the interior was nothing but arid. The Earth had just witnessed a massive die-off in which 95% of all life went extinct. The most common life on earth were Lystrosaurus, Labyrinthodont, and Euparkeria along with many other creatures that managed to survive the Great Dying. Temnospondyli evolved during this time and would be the dominant predator for much of the Triassic.", "targets": "What landmass was still unbroken in the Early Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1155092335f42018e5fdd61bf4c6b3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Early Triassic was between 250 million to 247 million years ago and was dominated by deserts as Pangaea had not yet broken up, thus the interior was nothing but arid. The Earth had just witnessed a massive die-off in which 95% of all life went extinct. The most common life on earth were Lystrosaurus, Labyrinthodont, and Euparkeria along with many other creatures that managed to survive the Great Dying. Temnospondyli evolved during this time and would be the dominant predator for much of the Triassic.", "targets": "What percentage of extinction of species had recently happened??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1155092335f42018e5fdd61bf4c6b3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Early Triassic was between 250 million to 247 million years ago and was dominated by deserts as Pangaea had not yet broken up, thus the interior was nothing but arid. The Earth had just witnessed a massive die-off in which 95% of all life went extinct. The most common life on earth were Lystrosaurus, Labyrinthodont, and Euparkeria along with many other creatures that managed to survive the Great Dying. Temnospondyli evolved during this time and would be the dominant predator for much of the Triassic.", "targets": "What species had evolved after  the extinction and would become the basic predator in the Triassic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18984123657247208dd84adcf9f9d977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drying produces a decided increase in the strength of wood, particularly in small specimens. An extreme example is the case of a completely dry spruce block 5 cm in section, which will sustain a permanent load four times as great as a green (undried) block of the same size will.", "targets": "What will drying often increase in wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18984123657247208dd84adcf9f9d977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drying produces a decided increase in the strength of wood, particularly in small specimens. An extreme example is the case of a completely dry spruce block 5 cm in section, which will sustain a permanent load four times as great as a green (undried) block of the same size will.", "targets": "What color is also used interchangeably with \"undried\" for wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18984123657247208dd84adcf9f9d977", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Drying produces a decided increase in the strength of wood, particularly in small specimens. An extreme example is the case of a completely dry spruce block 5 cm in section, which will sustain a permanent load four times as great as a green (undried) block of the same size will.", "targets": "What type of wood can hold four times as much of a load when dried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "In 1991, was a proposal for a new league postponed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "What did this agreement establish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "When was the Founder Members Agreement signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "Would the new top division have commerical independence from the Football Association as well as the Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "Would the FA Premier League be able to negotiate their broadcasting and sponsorship agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "On which day was the Founder Members Agreement signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "What was the argument made for the splitting off of the FA Premier League which would lead to being able to compete across Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-462fae82774e456aa09638f756e619b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the close of the 1991 season, a proposal was tabled for the establishment of a new league that would bring more money into the game overall. The Founder Members Agreement, signed on 17 July 1991 by the game's top-flight clubs, established the basic principles for setting up the FA Premier League. The newly formed top division would have commercial independence from The Football Association and the Football League, giving the FA Premier League licence to negotiate its own broadcast and sponsorship agreements. The argument given at the time was that the extra income would allow English clubs to compete with teams across Europe.", "targets": "In which year was the proposal for a new league tabled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ccaa37b3d1c49bea370f731a7192d06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Estonian society encourages liberty and liberalism, with popular commitment to the ideals of the limited government, discouraging centralised power and corruption. The Protestant work ethic remains a significant cultural staple, and free education is a highly prized institution. Like the mainstream culture in the other Nordic countries, Estonian culture can be seen to build upon the ascetic environmental realities and traditional livelihoods, a heritage of comparatively widespread egalitarianism out of practical reasons (see: Everyman's right and universal suffrage), and the ideals of closeness to nature and self-sufficiency (see: summer cottage).", "targets": "What virtues does modern Estonian society promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ccaa37b3d1c49bea370f731a7192d06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Estonian society encourages liberty and liberalism, with popular commitment to the ideals of the limited government, discouraging centralised power and corruption. The Protestant work ethic remains a significant cultural staple, and free education is a highly prized institution. Like the mainstream culture in the other Nordic countries, Estonian culture can be seen to build upon the ascetic environmental realities and traditional livelihoods, a heritage of comparatively widespread egalitarianism out of practical reasons (see: Everyman's right and universal suffrage), and the ideals of closeness to nature and self-sufficiency (see: summer cottage).", "targets": "What size and power of government is popular in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ccaa37b3d1c49bea370f731a7192d06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Estonian society encourages liberty and liberalism, with popular commitment to the ideals of the limited government, discouraging centralised power and corruption. The Protestant work ethic remains a significant cultural staple, and free education is a highly prized institution. Like the mainstream culture in the other Nordic countries, Estonian culture can be seen to build upon the ascetic environmental realities and traditional livelihoods, a heritage of comparatively widespread egalitarianism out of practical reasons (see: Everyman's right and universal suffrage), and the ideals of closeness to nature and self-sufficiency (see: summer cottage).", "targets": "What is a highly prized fixture of Estonian society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ccaa37b3d1c49bea370f731a7192d06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, Estonian society encourages liberty and liberalism, with popular commitment to the ideals of the limited government, discouraging centralised power and corruption. The Protestant work ethic remains a significant cultural staple, and free education is a highly prized institution. Like the mainstream culture in the other Nordic countries, Estonian culture can be seen to build upon the ascetic environmental realities and traditional livelihoods, a heritage of comparatively widespread egalitarianism out of practical reasons (see: Everyman's right and universal suffrage), and the ideals of closeness to nature and self-sufficiency (see: summer cottage).", "targets": "What ideal does Estonia hold towards the environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "Why did the Grand Orient de France conclude that Freemasonry shouldn't require religious belief?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "What was removed from the Freemasonry constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "Who withdrew recognition from the Grand Orient de France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "What was a possible condition that made the United Grand Lodge of England withdraw it's recognition of the Grand Orient de France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "How was the belief of the existance of God and the immortal soul replaced in the constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "What year was it ruled that Freemasonry was not a religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "What Grand Lodge had a withdrawal of recognition by the United Grand Lodge of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "What was a motivation of the Grand Lodge of England's objection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-48523f95d56c4e5bb7f814bf7a2ea601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A dispute during the Lausanne Congress of Supreme Councils of 1875 prompted the Grand Orient de France to commission a report by a Protestant pastor which concluded that, as Freemasonry was not a religion, it should not require a religious belief. The new constitutions read, \"Its principles are absolute liberty of conscience and human solidarity\", the existence of God and the immortality of the soul being struck out. It is possible that the immediate objections of the United Grand Lodge of England were at least partly motivated by the political tension between France and Britain at the time. The result was the withdrawal of recognition of the Grand Orient of France by the United Grand Lodge of England, a situation that continues today.", "targets": "Who disputed the Lausanne Congress of Supreme Councils?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c1952dcf3f470a9a84597eb12f20de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In quantum mechanics, energy is defined in terms of the energy operator as a time derivative of the wave function. The Schr\u00f6dinger equation equates the energy operator to the full energy of a particle or a system. Its results can be considered as a definition of measurement of energy in quantum mechanics. The Schr\u00f6dinger equation describes the space- and time-dependence of a slowly changing (non-relativistic) wave function of quantum systems. The solution of this equation for a bound system is discrete (a set of permitted states, each characterized by an energy level) which results in the concept of quanta. In the solution of the Schr\u00f6dinger equation for any oscillator (vibrator) and for electromagnetic waves in a vacuum, the resulting energy states are related to the frequency by Planck's relation:  (where  is Planck's constant and  the frequency). In the case of an electromagnetic wave these energy states are called quanta of light or photons.", "targets": "In quantum mechanics, what is defined in terms of the energy operator as a time derivative of the wave function?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c1952dcf3f470a9a84597eb12f20de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In quantum mechanics, energy is defined in terms of the energy operator as a time derivative of the wave function. The Schr\u00f6dinger equation equates the energy operator to the full energy of a particle or a system. Its results can be considered as a definition of measurement of energy in quantum mechanics. The Schr\u00f6dinger equation describes the space- and time-dependence of a slowly changing (non-relativistic) wave function of quantum systems. The solution of this equation for a bound system is discrete (a set of permitted states, each characterized by an energy level) which results in the concept of quanta. In the solution of the Schr\u00f6dinger equation for any oscillator (vibrator) and for electromagnetic waves in a vacuum, the resulting energy states are related to the frequency by Planck's relation:  (where  is Planck's constant and  the frequency). In the case of an electromagnetic wave these energy states are called quanta of light or photons.", "targets": "What equates the energy operator to the full energy of a particle or a system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c1952dcf3f470a9a84597eb12f20de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In quantum mechanics, energy is defined in terms of the energy operator as a time derivative of the wave function. The Schr\u00f6dinger equation equates the energy operator to the full energy of a particle or a system. Its results can be considered as a definition of measurement of energy in quantum mechanics. The Schr\u00f6dinger equation describes the space- and time-dependence of a slowly changing (non-relativistic) wave function of quantum systems. The solution of this equation for a bound system is discrete (a set of permitted states, each characterized by an energy level) which results in the concept of quanta. In the solution of the Schr\u00f6dinger equation for any oscillator (vibrator) and for electromagnetic waves in a vacuum, the resulting energy states are related to the frequency by Planck's relation:  (where  is Planck's constant and  the frequency). In the case of an electromagnetic wave these energy states are called quanta of light or photons.", "targets": "What describes the space-and-time dependence of a slowly changing wave function of quantum systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da08bec64654c5a9ecc01c3d8688e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fifty American states are separate sovereigns, with their own state constitutions, state governments, and state courts. All states have a legislative branch which enacts state statutes, an executive branch that promulgates state regulations pursuant to statutory authorization, and a judicial branch that applies, interprets, and occasionally overturns both state statutes and regulations, as well as local ordinances. They retain plenary power to make laws covering anything not preempted by the federal Constitution, federal statutes, or international treaties ratified by the federal Senate. Normally, state supreme courts are the final interpreters of state constitutions and state law, unless their interpretation itself presents a federal issue, in which case a decision may be appealed to the U.S. Supreme Court by way of a petition for writ of certiorari. State laws have dramatically diverged in the centuries since independence, to the extent that the United States cannot be regarded as one legal system as to the majority of types of law traditionally under state control, but must be regarded as 50 separate systems of tort law, family law, property law, contract law, criminal law, and so on.", "targets": "What does each state posess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da08bec64654c5a9ecc01c3d8688e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fifty American states are separate sovereigns, with their own state constitutions, state governments, and state courts. All states have a legislative branch which enacts state statutes, an executive branch that promulgates state regulations pursuant to statutory authorization, and a judicial branch that applies, interprets, and occasionally overturns both state statutes and regulations, as well as local ordinances. They retain plenary power to make laws covering anything not preempted by the federal Constitution, federal statutes, or international treaties ratified by the federal Senate. Normally, state supreme courts are the final interpreters of state constitutions and state law, unless their interpretation itself presents a federal issue, in which case a decision may be appealed to the U.S. Supreme Court by way of a petition for writ of certiorari. State laws have dramatically diverged in the centuries since independence, to the extent that the United States cannot be regarded as one legal system as to the majority of types of law traditionally under state control, but must be regarded as 50 separate systems of tort law, family law, property law, contract law, criminal law, and so on.", "targets": "What are the 50 states in the Union known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da08bec64654c5a9ecc01c3d8688e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fifty American states are separate sovereigns, with their own state constitutions, state governments, and state courts. All states have a legislative branch which enacts state statutes, an executive branch that promulgates state regulations pursuant to statutory authorization, and a judicial branch that applies, interprets, and occasionally overturns both state statutes and regulations, as well as local ordinances. They retain plenary power to make laws covering anything not preempted by the federal Constitution, federal statutes, or international treaties ratified by the federal Senate. Normally, state supreme courts are the final interpreters of state constitutions and state law, unless their interpretation itself presents a federal issue, in which case a decision may be appealed to the U.S. Supreme Court by way of a petition for writ of certiorari. State laws have dramatically diverged in the centuries since independence, to the extent that the United States cannot be regarded as one legal system as to the majority of types of law traditionally under state control, but must be regarded as 50 separate systems of tort law, family law, property law, contract law, criminal law, and so on.", "targets": "Which ranch applies, interprets, and occasionally overturns both state statutes and regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da08bec64654c5a9ecc01c3d8688e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fifty American states are separate sovereigns, with their own state constitutions, state governments, and state courts. All states have a legislative branch which enacts state statutes, an executive branch that promulgates state regulations pursuant to statutory authorization, and a judicial branch that applies, interprets, and occasionally overturns both state statutes and regulations, as well as local ordinances. They retain plenary power to make laws covering anything not preempted by the federal Constitution, federal statutes, or international treaties ratified by the federal Senate. Normally, state supreme courts are the final interpreters of state constitutions and state law, unless their interpretation itself presents a federal issue, in which case a decision may be appealed to the U.S. Supreme Court by way of a petition for writ of certiorari. State laws have dramatically diverged in the centuries since independence, to the extent that the United States cannot be regarded as one legal system as to the majority of types of law traditionally under state control, but must be regarded as 50 separate systems of tort law, family law, property law, contract law, criminal law, and so on.", "targets": "What branch of government enacts state statutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8da08bec64654c5a9ecc01c3d8688e56", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fifty American states are separate sovereigns, with their own state constitutions, state governments, and state courts. All states have a legislative branch which enacts state statutes, an executive branch that promulgates state regulations pursuant to statutory authorization, and a judicial branch that applies, interprets, and occasionally overturns both state statutes and regulations, as well as local ordinances. They retain plenary power to make laws covering anything not preempted by the federal Constitution, federal statutes, or international treaties ratified by the federal Senate. Normally, state supreme courts are the final interpreters of state constitutions and state law, unless their interpretation itself presents a federal issue, in which case a decision may be appealed to the U.S. Supreme Court by way of a petition for writ of certiorari. State laws have dramatically diverged in the centuries since independence, to the extent that the United States cannot be regarded as one legal system as to the majority of types of law traditionally under state control, but must be regarded as 50 separate systems of tort law, family law, property law, contract law, criminal law, and so on.", "targets": "Which branch of government promulgates state regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a03db3db8174336a253b482f979c82f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sir Charles Lyell first published his famous book, Principles of Geology, in 1830. This book, which influenced the thought of Charles Darwin, successfully promoted the doctrine of uniformitarianism. This theory states that slow geological processes have occurred throughout the Earth's history and are still occurring today. In contrast, catastrophism is the theory that Earth's features formed in single, catastrophic events and remained unchanged thereafter. Though Hutton believed in uniformitarianism, the idea was not widely accepted at the time.", "targets": "First published by Sir Charles Lyell in 1830 this book was called what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a03db3db8174336a253b482f979c82f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sir Charles Lyell first published his famous book, Principles of Geology, in 1830. This book, which influenced the thought of Charles Darwin, successfully promoted the doctrine of uniformitarianism. This theory states that slow geological processes have occurred throughout the Earth's history and are still occurring today. In contrast, catastrophism is the theory that Earth's features formed in single, catastrophic events and remained unchanged thereafter. Though Hutton believed in uniformitarianism, the idea was not widely accepted at the time.", "targets": "What doctrine did the doctrine of the Principles of Geology successfully promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a03db3db8174336a253b482f979c82f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sir Charles Lyell first published his famous book, Principles of Geology, in 1830. This book, which influenced the thought of Charles Darwin, successfully promoted the doctrine of uniformitarianism. This theory states that slow geological processes have occurred throughout the Earth's history and are still occurring today. In contrast, catastrophism is the theory that Earth's features formed in single, catastrophic events and remained unchanged thereafter. Though Hutton believed in uniformitarianism, the idea was not widely accepted at the time.", "targets": "Which theory states that slow geological processes are still occurring today, and have occurred throughout Earth's history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a03db3db8174336a253b482f979c82f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sir Charles Lyell first published his famous book, Principles of Geology, in 1830. This book, which influenced the thought of Charles Darwin, successfully promoted the doctrine of uniformitarianism. This theory states that slow geological processes have occurred throughout the Earth's history and are still occurring today. In contrast, catastrophism is the theory that Earth's features formed in single, catastrophic events and remained unchanged thereafter. Though Hutton believed in uniformitarianism, the idea was not widely accepted at the time.", "targets": "Which theory states that Earth's features remained unchanged after forming in one single catastrophic event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a03db3db8174336a253b482f979c82f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sir Charles Lyell first published his famous book, Principles of Geology, in 1830. This book, which influenced the thought of Charles Darwin, successfully promoted the doctrine of uniformitarianism. This theory states that slow geological processes have occurred throughout the Earth's history and are still occurring today. In contrast, catastrophism is the theory that Earth's features formed in single, catastrophic events and remained unchanged thereafter. Though Hutton believed in uniformitarianism, the idea was not widely accepted at the time.", "targets": "Which famous evolutionist was influenced by the book Principles of Geology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7913f12ad4654d45bb58e9e5641562da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston area is a leading center for building oilfield equipment. Much of its success as a petrochemical complex is due to its busy ship channel, the Port of Houston. In the United States, the port ranks first in international commerce and tenth among the largest ports in the world. Unlike most places, high oil and gasoline prices are beneficial for Houston's economy, as many of its residents are employed in the energy industry. Houston is the beginning or end point of numerous oil, gas, and products pipelines:", "targets": "Of what is Houston a center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7913f12ad4654d45bb58e9e5641562da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston area is a leading center for building oilfield equipment. Much of its success as a petrochemical complex is due to its busy ship channel, the Port of Houston. In the United States, the port ranks first in international commerce and tenth among the largest ports in the world. Unlike most places, high oil and gasoline prices are beneficial for Houston's economy, as many of its residents are employed in the energy industry. Houston is the beginning or end point of numerous oil, gas, and products pipelines:", "targets": "What has the Houston ship channel served to promote into success?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7913f12ad4654d45bb58e9e5641562da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston area is a leading center for building oilfield equipment. Much of its success as a petrochemical complex is due to its busy ship channel, the Port of Houston. In the United States, the port ranks first in international commerce and tenth among the largest ports in the world. Unlike most places, high oil and gasoline prices are beneficial for Houston's economy, as many of its residents are employed in the energy industry. Houston is the beginning or end point of numerous oil, gas, and products pipelines:", "targets": "Where does the Port of Houston rank in international commerce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7913f12ad4654d45bb58e9e5641562da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston area is a leading center for building oilfield equipment. Much of its success as a petrochemical complex is due to its busy ship channel, the Port of Houston. In the United States, the port ranks first in international commerce and tenth among the largest ports in the world. Unlike most places, high oil and gasoline prices are beneficial for Houston's economy, as many of its residents are employed in the energy industry. Houston is the beginning or end point of numerous oil, gas, and products pipelines:", "targets": "Where does Houston rate in the size ranking of world ports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7913f12ad4654d45bb58e9e5641562da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Houston area is a leading center for building oilfield equipment. Much of its success as a petrochemical complex is due to its busy ship channel, the Port of Houston. In the United States, the port ranks first in international commerce and tenth among the largest ports in the world. Unlike most places, high oil and gasoline prices are beneficial for Houston's economy, as many of its residents are employed in the energy industry. Houston is the beginning or end point of numerous oil, gas, and products pipelines:", "targets": "What lines begin or end in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b763a2a54b7f4d9ba87fb7e66fa91754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Occupy Wall Street protests in Zuccotti Park in the Financial District of Lower Manhattan began on September 17, 2011, receiving global attention and spawning the Occupy movement against social and economic inequality worldwide.", "targets": "On what date did the Occupy Wall Street protests commence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b763a2a54b7f4d9ba87fb7e66fa91754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Occupy Wall Street protests in Zuccotti Park in the Financial District of Lower Manhattan began on September 17, 2011, receiving global attention and spawning the Occupy movement against social and economic inequality worldwide.", "targets": "In what park did the Occupy Wall Street protests occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b763a2a54b7f4d9ba87fb7e66fa91754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Occupy Wall Street protests in Zuccotti Park in the Financial District of Lower Manhattan began on September 17, 2011, receiving global attention and spawning the Occupy movement against social and economic inequality worldwide.", "targets": "In what borough did the Occupy Wall Street protests take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b763a2a54b7f4d9ba87fb7e66fa91754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Occupy Wall Street protests in Zuccotti Park in the Financial District of Lower Manhattan began on September 17, 2011, receiving global attention and spawning the Occupy movement against social and economic inequality worldwide.", "targets": "In what district of Manhattan were the Occupy Wall Street protests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b763a2a54b7f4d9ba87fb7e66fa91754", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Occupy Wall Street protests in Zuccotti Park in the Financial District of Lower Manhattan began on September 17, 2011, receiving global attention and spawning the Occupy movement against social and economic inequality worldwide.", "targets": "The Occupy Wall Street protests that took place in Zuccotti Park was on which date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab9c120c832b446da596ffac4bbc136a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lactase is an enzyme that breaks down the disaccharide lactose to its component parts, glucose and galactose. Glucose and galactose can be absorbed by the small intestine. Approximately 65 percent of the adult population produce only small amounts of lactase and are unable to eat unfermented milk-based foods. This is commonly known as lactose intolerance. Lactose intolerance varies widely by ethnic heritage; more than 90 percent of peoples of east Asian descent are lactose intolerant, in contrast to about 5 percent of people of northern European descent.", "targets": "What is lactase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab9c120c832b446da596ffac4bbc136a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lactase is an enzyme that breaks down the disaccharide lactose to its component parts, glucose and galactose. Glucose and galactose can be absorbed by the small intestine. Approximately 65 percent of the adult population produce only small amounts of lactase and are unable to eat unfermented milk-based foods. This is commonly known as lactose intolerance. Lactose intolerance varies widely by ethnic heritage; more than 90 percent of peoples of east Asian descent are lactose intolerant, in contrast to about 5 percent of people of northern European descent.", "targets": "What are lactoses component parts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab9c120c832b446da596ffac4bbc136a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lactase is an enzyme that breaks down the disaccharide lactose to its component parts, glucose and galactose. Glucose and galactose can be absorbed by the small intestine. Approximately 65 percent of the adult population produce only small amounts of lactase and are unable to eat unfermented milk-based foods. This is commonly known as lactose intolerance. Lactose intolerance varies widely by ethnic heritage; more than 90 percent of peoples of east Asian descent are lactose intolerant, in contrast to about 5 percent of people of northern European descent.", "targets": "Where are glucose and galactose absorbed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab9c120c832b446da596ffac4bbc136a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lactase is an enzyme that breaks down the disaccharide lactose to its component parts, glucose and galactose. Glucose and galactose can be absorbed by the small intestine. Approximately 65 percent of the adult population produce only small amounts of lactase and are unable to eat unfermented milk-based foods. This is commonly known as lactose intolerance. Lactose intolerance varies widely by ethnic heritage; more than 90 percent of peoples of east Asian descent are lactose intolerant, in contrast to about 5 percent of people of northern European descent.", "targets": "What percent of the population are unable to eat unfermented milk-based foods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab9c120c832b446da596ffac4bbc136a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lactase is an enzyme that breaks down the disaccharide lactose to its component parts, glucose and galactose. Glucose and galactose can be absorbed by the small intestine. Approximately 65 percent of the adult population produce only small amounts of lactase and are unable to eat unfermented milk-based foods. This is commonly known as lactose intolerance. Lactose intolerance varies widely by ethnic heritage; more than 90 percent of peoples of east Asian descent are lactose intolerant, in contrast to about 5 percent of people of northern European descent.", "targets": "What is knon as when you are  unable to eat unfermented milk-based foods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55f4d9bc041245299d692ab5895e96bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview that Popper gave in 1969 with the condition that it shall be kept secret until after his death, he summarised his position on God as follows: \"I don't know whether God exists or not. ... Some forms of atheism are arrogant and ignorant and should be rejected, but agnosticism\u2014to admit that we don't know and to search\u2014is all right. ... When I look at what I call the gift of life, I feel a gratitude which is in tune with some religious ideas of God. However, the moment I even speak of it, I am embarrassed that I may do something wrong to God in talking about God.\" He objected to organised religion, saying \"it tends to use the name of God in vain\", noting the danger of fanaticism because of religious conflicts: \"The whole thing goes back to myths which, though they may have a kernel of truth, are untrue. Why then should the Jewish myth be true and the Indian and Egyptian myths not be true?\" In a letter unrelated to the interview, he stressed his tolerant attitude: \"Although I am not for religion, I do think that we should show respect for anybody who believes honestly.\"", "targets": "In which year did Popper give a secret interview concerning his views about God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55f4d9bc041245299d692ab5895e96bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview that Popper gave in 1969 with the condition that it shall be kept secret until after his death, he summarised his position on God as follows: \"I don't know whether God exists or not. ... Some forms of atheism are arrogant and ignorant and should be rejected, but agnosticism\u2014to admit that we don't know and to search\u2014is all right. ... When I look at what I call the gift of life, I feel a gratitude which is in tune with some religious ideas of God. However, the moment I even speak of it, I am embarrassed that I may do something wrong to God in talking about God.\" He objected to organised religion, saying \"it tends to use the name of God in vain\", noting the danger of fanaticism because of religious conflicts: \"The whole thing goes back to myths which, though they may have a kernel of truth, are untrue. Why then should the Jewish myth be true and the Indian and Egyptian myths not be true?\" In a letter unrelated to the interview, he stressed his tolerant attitude: \"Although I am not for religion, I do think that we should show respect for anybody who believes honestly.\"", "targets": "Which term for his religious outlook did Popper prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55f4d9bc041245299d692ab5895e96bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview that Popper gave in 1969 with the condition that it shall be kept secret until after his death, he summarised his position on God as follows: \"I don't know whether God exists or not. ... Some forms of atheism are arrogant and ignorant and should be rejected, but agnosticism\u2014to admit that we don't know and to search\u2014is all right. ... When I look at what I call the gift of life, I feel a gratitude which is in tune with some religious ideas of God. However, the moment I even speak of it, I am embarrassed that I may do something wrong to God in talking about God.\" He objected to organised religion, saying \"it tends to use the name of God in vain\", noting the danger of fanaticism because of religious conflicts: \"The whole thing goes back to myths which, though they may have a kernel of truth, are untrue. Why then should the Jewish myth be true and the Indian and Egyptian myths not be true?\" In a letter unrelated to the interview, he stressed his tolerant attitude: \"Although I am not for religion, I do think that we should show respect for anybody who believes honestly.\"", "targets": "What did Popper believe were at the heart of religious disagreements, and should not be the cause of as much conflict as they are?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55f4d9bc041245299d692ab5895e96bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an interview that Popper gave in 1969 with the condition that it shall be kept secret until after his death, he summarised his position on God as follows: \"I don't know whether God exists or not. ... Some forms of atheism are arrogant and ignorant and should be rejected, but agnosticism\u2014to admit that we don't know and to search\u2014is all right. ... When I look at what I call the gift of life, I feel a gratitude which is in tune with some religious ideas of God. However, the moment I even speak of it, I am embarrassed that I may do something wrong to God in talking about God.\" He objected to organised religion, saying \"it tends to use the name of God in vain\", noting the danger of fanaticism because of religious conflicts: \"The whole thing goes back to myths which, though they may have a kernel of truth, are untrue. Why then should the Jewish myth be true and the Indian and Egyptian myths not be true?\" In a letter unrelated to the interview, he stressed his tolerant attitude: \"Although I am not for religion, I do think that we should show respect for anybody who believes honestly.\"", "targets": "Although he opposed organized religion, what attitude did Popper think should be taken toward it:"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f06dac44e304165ab75818c189ec1fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Oklahoma City Zoo and Botanical Garden is home to numerous natural habitats, WPA era architecture and landscaping, and hosts major touring concerts during the summer at its amphitheater. Oklahoma City also has two amusement parks, Frontier City theme park and White Water Bay water park. Frontier City is an 'Old West'-themed amusement park. The park also features a recreation of a western gunfight at the 'OK Corral' and many shops that line the \"Western\" town's main street. Frontier City also hosts a national concert circuit at its amphitheater during the summer. Oklahoma City also has a combination racetrack and casino open year-round, Remington Park, which hosts both Quarter horse (March \u2013 June) and Thoroughbred (August \u2013 December) seasons.", "targets": "Which place hosts racetracks and is a casino?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f06dac44e304165ab75818c189ec1fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Oklahoma City Zoo and Botanical Garden is home to numerous natural habitats, WPA era architecture and landscaping, and hosts major touring concerts during the summer at its amphitheater. Oklahoma City also has two amusement parks, Frontier City theme park and White Water Bay water park. Frontier City is an 'Old West'-themed amusement park. The park also features a recreation of a western gunfight at the 'OK Corral' and many shops that line the \"Western\" town's main street. Frontier City also hosts a national concert circuit at its amphitheater during the summer. Oklahoma City also has a combination racetrack and casino open year-round, Remington Park, which hosts both Quarter horse (March \u2013 June) and Thoroughbred (August \u2013 December) seasons.", "targets": "Which amusement park is western themed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adebebeff9a4925aaf458c3ab22a24d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with professional services, media companies are concentrated in London and the media distribution industry is London's second most competitive sector. The BBC is a significant employer, while other broadcasters also have headquarters around the City. Many national newspapers are edited in London. London is a major retail centre and in 2010 had the highest non-food retail sales of any city in the world, with a total spend of around \u00a364.2 billion. The Port of London is the second-largest in the United Kingdom, handling 45 million tonnes of cargo each year.", "targets": "What is the second largest port in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adebebeff9a4925aaf458c3ab22a24d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with professional services, media companies are concentrated in London and the media distribution industry is London's second most competitive sector. The BBC is a significant employer, while other broadcasters also have headquarters around the City. Many national newspapers are edited in London. London is a major retail centre and in 2010 had the highest non-food retail sales of any city in the world, with a total spend of around \u00a364.2 billion. The Port of London is the second-largest in the United Kingdom, handling 45 million tonnes of cargo each year.", "targets": "Approximately how much was spent on non-food retail sales in London in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adebebeff9a4925aaf458c3ab22a24d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with professional services, media companies are concentrated in London and the media distribution industry is London's second most competitive sector. The BBC is a significant employer, while other broadcasters also have headquarters around the City. Many national newspapers are edited in London. London is a major retail centre and in 2010 had the highest non-food retail sales of any city in the world, with a total spend of around \u00a364.2 billion. The Port of London is the second-largest in the United Kingdom, handling 45 million tonnes of cargo each year.", "targets": "How much cargo does the Port of London handle annually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adebebeff9a4925aaf458c3ab22a24d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with professional services, media companies are concentrated in London and the media distribution industry is London's second most competitive sector. The BBC is a significant employer, while other broadcasters also have headquarters around the City. Many national newspapers are edited in London. London is a major retail centre and in 2010 had the highest non-food retail sales of any city in the world, with a total spend of around \u00a364.2 billion. The Port of London is the second-largest in the United Kingdom, handling 45 million tonnes of cargo each year.", "targets": "What is London's second most competitive industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2adebebeff9a4925aaf458c3ab22a24d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with professional services, media companies are concentrated in London and the media distribution industry is London's second most competitive sector. The BBC is a significant employer, while other broadcasters also have headquarters around the City. Many national newspapers are edited in London. London is a major retail centre and in 2010 had the highest non-food retail sales of any city in the world, with a total spend of around \u00a364.2 billion. The Port of London is the second-largest in the United Kingdom, handling 45 million tonnes of cargo each year.", "targets": "What corporation is the major player in London's media distribution industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-555cb21883864ac087c60010d13f1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 November 2015, Sky announced Sky Q, a range of products and services to be available in 2016. The Sky Q range consists of three set top boxes (Sky Q, Sky Q Silver and Sky Q Mini), a broadband router (Sky Q Hub) and mobile applications. The Sky Q set top boxes introduce a new user interface, Wi-Fi hotspot functionality, Power-line and Bluetooth connectivity and a new touch-sensitive remote control. The Sky Q Mini set top boxes connect to the Sky Q Silver set top boxes with a Wi-Fi or Power-line connection rather than receive their own satellite feeds. This allows all set top boxes in a household to share recordings and other media. The Sky Q Silver set top box is capable of receiving and displaying UHD broadcasts, which Sky will introduce later in 2016.", "targets": "What is the name of Sky Q's broadband router?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-555cb21883864ac087c60010d13f1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 November 2015, Sky announced Sky Q, a range of products and services to be available in 2016. The Sky Q range consists of three set top boxes (Sky Q, Sky Q Silver and Sky Q Mini), a broadband router (Sky Q Hub) and mobile applications. The Sky Q set top boxes introduce a new user interface, Wi-Fi hotspot functionality, Power-line and Bluetooth connectivity and a new touch-sensitive remote control. The Sky Q Mini set top boxes connect to the Sky Q Silver set top boxes with a Wi-Fi or Power-line connection rather than receive their own satellite feeds. This allows all set top boxes in a household to share recordings and other media. The Sky Q Silver set top box is capable of receiving and displaying UHD broadcasts, which Sky will introduce later in 2016.", "targets": "What are the Sky Q mini set top boxes able to connect to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-555cb21883864ac087c60010d13f1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 November 2015, Sky announced Sky Q, a range of products and services to be available in 2016. The Sky Q range consists of three set top boxes (Sky Q, Sky Q Silver and Sky Q Mini), a broadband router (Sky Q Hub) and mobile applications. The Sky Q set top boxes introduce a new user interface, Wi-Fi hotspot functionality, Power-line and Bluetooth connectivity and a new touch-sensitive remote control. The Sky Q Mini set top boxes connect to the Sky Q Silver set top boxes with a Wi-Fi or Power-line connection rather than receive their own satellite feeds. This allows all set top boxes in a household to share recordings and other media. The Sky Q Silver set top box is capable of receiving and displaying UHD broadcasts, which Sky will introduce later in 2016.", "targets": "What does connecting different Sky Q boxes enable them to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-555cb21883864ac087c60010d13f1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 November 2015, Sky announced Sky Q, a range of products and services to be available in 2016. The Sky Q range consists of three set top boxes (Sky Q, Sky Q Silver and Sky Q Mini), a broadband router (Sky Q Hub) and mobile applications. The Sky Q set top boxes introduce a new user interface, Wi-Fi hotspot functionality, Power-line and Bluetooth connectivity and a new touch-sensitive remote control. The Sky Q Mini set top boxes connect to the Sky Q Silver set top boxes with a Wi-Fi or Power-line connection rather than receive their own satellite feeds. This allows all set top boxes in a household to share recordings and other media. The Sky Q Silver set top box is capable of receiving and displaying UHD broadcasts, which Sky will introduce later in 2016.", "targets": "When is Sky going to introduce UHD broadcasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-555cb21883864ac087c60010d13f1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 November 2015, Sky announced Sky Q, a range of products and services to be available in 2016. The Sky Q range consists of three set top boxes (Sky Q, Sky Q Silver and Sky Q Mini), a broadband router (Sky Q Hub) and mobile applications. The Sky Q set top boxes introduce a new user interface, Wi-Fi hotspot functionality, Power-line and Bluetooth connectivity and a new touch-sensitive remote control. The Sky Q Mini set top boxes connect to the Sky Q Silver set top boxes with a Wi-Fi or Power-line connection rather than receive their own satellite feeds. This allows all set top boxes in a household to share recordings and other media. The Sky Q Silver set top box is capable of receiving and displaying UHD broadcasts, which Sky will introduce later in 2016.", "targets": "When are the new Sky Q products going to be available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9886514c81124875b1cd2479f464c585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout their history, the Liberals have been in electoral terms largely the party of the middle class (whom Menzies, in the era of the party's formation called \"The forgotten people\"), though such class-based voting patterns are no longer as clear as they once were. In the 1970s a left-wing middle class emerged that no longer voted Liberal.[citation needed] One effect of this was the success of a breakaway party, the Australian Democrats, founded in 1977 by former Liberal minister Don Chipp and members of minor liberal parties; other members of the left-leaning section of the middle-class became Labor supporters.[citation needed] On the other hand, the Liberals have done increasingly well in recent years among socially conservative working-class voters.[citation needed]However the Liberal Party's key support base remains the upper-middle classes; 16 of the 20 richest federal electorates are held by the Liberals, most of which are safe seats. In country areas they either compete with or have a truce with the Nationals, depending on various factors.", "targets": "Whom are referred to as \"The forgoten people?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9886514c81124875b1cd2479f464c585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout their history, the Liberals have been in electoral terms largely the party of the middle class (whom Menzies, in the era of the party's formation called \"The forgotten people\"), though such class-based voting patterns are no longer as clear as they once were. In the 1970s a left-wing middle class emerged that no longer voted Liberal.[citation needed] One effect of this was the success of a breakaway party, the Australian Democrats, founded in 1977 by former Liberal minister Don Chipp and members of minor liberal parties; other members of the left-leaning section of the middle-class became Labor supporters.[citation needed] On the other hand, the Liberals have done increasingly well in recent years among socially conservative working-class voters.[citation needed]However the Liberal Party's key support base remains the upper-middle classes; 16 of the 20 richest federal electorates are held by the Liberals, most of which are safe seats. In country areas they either compete with or have a truce with the Nationals, depending on various factors.", "targets": "In what year were the Australian Democrats founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9886514c81124875b1cd2479f464c585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout their history, the Liberals have been in electoral terms largely the party of the middle class (whom Menzies, in the era of the party's formation called \"The forgotten people\"), though such class-based voting patterns are no longer as clear as they once were. In the 1970s a left-wing middle class emerged that no longer voted Liberal.[citation needed] One effect of this was the success of a breakaway party, the Australian Democrats, founded in 1977 by former Liberal minister Don Chipp and members of minor liberal parties; other members of the left-leaning section of the middle-class became Labor supporters.[citation needed] On the other hand, the Liberals have done increasingly well in recent years among socially conservative working-class voters.[citation needed]However the Liberal Party's key support base remains the upper-middle classes; 16 of the 20 richest federal electorates are held by the Liberals, most of which are safe seats. In country areas they either compete with or have a truce with the Nationals, depending on various factors.", "targets": "Which former liberal founded the Australian Democrats in 1977?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e3ed1d15faa4501b5e23581322b9db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite reports of arms entering the country prior to the election and some \"disturbances during campaigning,\" including attacks on government offices by unidentified gunmen, foreign election monitors described the 2005 election overall as \"calm and organized\".", "targets": "What was reported to be entering the country prior to the election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e3ed1d15faa4501b5e23581322b9db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite reports of arms entering the country prior to the election and some \"disturbances during campaigning,\" including attacks on government offices by unidentified gunmen, foreign election monitors described the 2005 election overall as \"calm and organized\".", "targets": "What type of \"disturbances\" were reported during the campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e3ed1d15faa4501b5e23581322b9db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite reports of arms entering the country prior to the election and some \"disturbances during campaigning,\" including attacks on government offices by unidentified gunmen, foreign election monitors described the 2005 election overall as \"calm and organized\".", "targets": "How did foreign election monitors describe the election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e3ed1d15faa4501b5e23581322b9db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite reports of arms entering the country prior to the election and some \"disturbances during campaigning,\" including attacks on government offices by unidentified gunmen, foreign election monitors described the 2005 election overall as \"calm and organized\".", "targets": "What year was the election held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e3ed1d15faa4501b5e23581322b9db7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite reports of arms entering the country prior to the election and some \"disturbances during campaigning,\" including attacks on government offices by unidentified gunmen, foreign election monitors described the 2005 election overall as \"calm and organized\".", "targets": "Where the election monitors local, or foreign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a9db4625c1641928380efd617fe54f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston's colleges and universities have a significant effect on the regional economy. Boston attracts more than 350,000 college students from around the world, who contribute more than $4.8 billion annually to the city's economy. The area's schools are major employers and attract industries to the city and surrounding region. The city is home to a number of technology companies and is a hub for biotechnology, with the Milken Institute rating Boston as the top life sciences cluster in the country. Boston receives the highest absolute amount of annual funding from the National Institutes of Health of all cities in the United States.", "targets": "How many college students does Boston attract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a9db4625c1641928380efd617fe54f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston's colleges and universities have a significant effect on the regional economy. Boston attracts more than 350,000 college students from around the world, who contribute more than $4.8 billion annually to the city's economy. The area's schools are major employers and attract industries to the city and surrounding region. The city is home to a number of technology companies and is a hub for biotechnology, with the Milken Institute rating Boston as the top life sciences cluster in the country. Boston receives the highest absolute amount of annual funding from the National Institutes of Health of all cities in the United States.", "targets": "Students from around the world contribute how much a year to Bostons economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a9db4625c1641928380efd617fe54f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston's colleges and universities have a significant effect on the regional economy. Boston attracts more than 350,000 college students from around the world, who contribute more than $4.8 billion annually to the city's economy. The area's schools are major employers and attract industries to the city and surrounding region. The city is home to a number of technology companies and is a hub for biotechnology, with the Milken Institute rating Boston as the top life sciences cluster in the country. Boston receives the highest absolute amount of annual funding from the National Institutes of Health of all cities in the United States.", "targets": "Because of the number of tech companies, the city is a hub for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a9db4625c1641928380efd617fe54f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston's colleges and universities have a significant effect on the regional economy. Boston attracts more than 350,000 college students from around the world, who contribute more than $4.8 billion annually to the city's economy. The area's schools are major employers and attract industries to the city and surrounding region. The city is home to a number of technology companies and is a hub for biotechnology, with the Milken Institute rating Boston as the top life sciences cluster in the country. Boston receives the highest absolute amount of annual funding from the National Institutes of Health of all cities in the United States.", "targets": "The Milken Institute rated Boston as the top what in the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a9db4625c1641928380efd617fe54f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston's colleges and universities have a significant effect on the regional economy. Boston attracts more than 350,000 college students from around the world, who contribute more than $4.8 billion annually to the city's economy. The area's schools are major employers and attract industries to the city and surrounding region. The city is home to a number of technology companies and is a hub for biotechnology, with the Milken Institute rating Boston as the top life sciences cluster in the country. Boston receives the highest absolute amount of annual funding from the National Institutes of Health of all cities in the United States.", "targets": "Of all cities in the US, Boston received the highest amount of funding from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfea4640f33440f9b21b76ed5c0a4d1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is located in the northeast central region of North Carolina, where the Piedmont and Atlantic Coastal Plain regions meet. This area is known as the \"fall line\" because it marks the elevation inland at which waterfalls begin to appear in creeks and rivers. As a result, most of Raleigh features gently rolling hills that slope eastward toward the state's flat coastal plain. Its central Piedmont location situates Raleigh about two hours west of Atlantic Beach, North Carolina, by car and four hours east of the Great Smoky Mountains. The city is 155 miles (249 km) south of Richmond, Virginia, 263 miles (423 km) south of Washington, D.C., and 150 miles (240 km) northeast of Charlotte, North Carolina.", "targets": "Where is Raleigh located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfea4640f33440f9b21b76ed5c0a4d1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is located in the northeast central region of North Carolina, where the Piedmont and Atlantic Coastal Plain regions meet. This area is known as the \"fall line\" because it marks the elevation inland at which waterfalls begin to appear in creeks and rivers. As a result, most of Raleigh features gently rolling hills that slope eastward toward the state's flat coastal plain. Its central Piedmont location situates Raleigh about two hours west of Atlantic Beach, North Carolina, by car and four hours east of the Great Smoky Mountains. The city is 155 miles (249 km) south of Richmond, Virginia, 263 miles (423 km) south of Washington, D.C., and 150 miles (240 km) northeast of Charlotte, North Carolina.", "targets": "What is the area known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfea4640f33440f9b21b76ed5c0a4d1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is located in the northeast central region of North Carolina, where the Piedmont and Atlantic Coastal Plain regions meet. This area is known as the \"fall line\" because it marks the elevation inland at which waterfalls begin to appear in creeks and rivers. As a result, most of Raleigh features gently rolling hills that slope eastward toward the state's flat coastal plain. Its central Piedmont location situates Raleigh about two hours west of Atlantic Beach, North Carolina, by car and four hours east of the Great Smoky Mountains. The city is 155 miles (249 km) south of Richmond, Virginia, 263 miles (423 km) south of Washington, D.C., and 150 miles (240 km) northeast of Charlotte, North Carolina.", "targets": "What type of geography is in Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfea4640f33440f9b21b76ed5c0a4d1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is located in the northeast central region of North Carolina, where the Piedmont and Atlantic Coastal Plain regions meet. This area is known as the \"fall line\" because it marks the elevation inland at which waterfalls begin to appear in creeks and rivers. As a result, most of Raleigh features gently rolling hills that slope eastward toward the state's flat coastal plain. Its central Piedmont location situates Raleigh about two hours west of Atlantic Beach, North Carolina, by car and four hours east of the Great Smoky Mountains. The city is 155 miles (249 km) south of Richmond, Virginia, 263 miles (423 km) south of Washington, D.C., and 150 miles (240 km) northeast of Charlotte, North Carolina.", "targets": "How far is Raleigh from Atlantic Beach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dfea4640f33440f9b21b76ed5c0a4d1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Raleigh is located in the northeast central region of North Carolina, where the Piedmont and Atlantic Coastal Plain regions meet. This area is known as the \"fall line\" because it marks the elevation inland at which waterfalls begin to appear in creeks and rivers. As a result, most of Raleigh features gently rolling hills that slope eastward toward the state's flat coastal plain. Its central Piedmont location situates Raleigh about two hours west of Atlantic Beach, North Carolina, by car and four hours east of the Great Smoky Mountains. The city is 155 miles (249 km) south of Richmond, Virginia, 263 miles (423 km) south of Washington, D.C., and 150 miles (240 km) northeast of Charlotte, North Carolina.", "targets": "How far is Raleigh from Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2db3bc7fd57467685a1ffacdd783e0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Abu el-Haj argues that genomics and the mapping of lineages and clusters liberates \"the new racial science from the older one by disentangling ancestry from culture and capacity.\"[citation needed] As an example, she refers to recent work by Hammer et al., which aimed to test the claim that present-day Jews are more closely related to one another than to neighbouring non-Jewish populations. Hammer et al. found that the degree of genetic similarity among Jews shifted depending on the locus investigated, and suggested that this was the result of natural selection acting on particular loci. They focused on the non-recombining Y-chromosome to \"circumvent some of the complications associated with selection\".", "targets": "What does mapping clusters disentangle ancestry from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2db3bc7fd57467685a1ffacdd783e0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Abu el-Haj argues that genomics and the mapping of lineages and clusters liberates \"the new racial science from the older one by disentangling ancestry from culture and capacity.\"[citation needed] As an example, she refers to recent work by Hammer et al., which aimed to test the claim that present-day Jews are more closely related to one another than to neighbouring non-Jewish populations. Hammer et al. found that the degree of genetic similarity among Jews shifted depending on the locus investigated, and suggested that this was the result of natural selection acting on particular loci. They focused on the non-recombining Y-chromosome to \"circumvent some of the complications associated with selection\".", "targets": "Hammer and others recently aimed to test what claim about how closely related present-day Jews are to what group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2db3bc7fd57467685a1ffacdd783e0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Abu el-Haj argues that genomics and the mapping of lineages and clusters liberates \"the new racial science from the older one by disentangling ancestry from culture and capacity.\"[citation needed] As an example, she refers to recent work by Hammer et al., which aimed to test the claim that present-day Jews are more closely related to one another than to neighbouring non-Jewish populations. Hammer et al. found that the degree of genetic similarity among Jews shifted depending on the locus investigated, and suggested that this was the result of natural selection acting on particular loci. They focused on the non-recombining Y-chromosome to \"circumvent some of the complications associated with selection\".", "targets": "What shifted depending on the locus investigated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2db3bc7fd57467685a1ffacdd783e0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Abu el-Haj argues that genomics and the mapping of lineages and clusters liberates \"the new racial science from the older one by disentangling ancestry from culture and capacity.\"[citation needed] As an example, she refers to recent work by Hammer et al., which aimed to test the claim that present-day Jews are more closely related to one another than to neighbouring non-Jewish populations. Hammer et al. found that the degree of genetic similarity among Jews shifted depending on the locus investigated, and suggested that this was the result of natural selection acting on particular loci. They focused on the non-recombining Y-chromosome to \"circumvent some of the complications associated with selection\".", "targets": "What was suggested the reason for the degree of genetic shift among Jews was the result of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2db3bc7fd57467685a1ffacdd783e0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Abu el-Haj argues that genomics and the mapping of lineages and clusters liberates \"the new racial science from the older one by disentangling ancestry from culture and capacity.\"[citation needed] As an example, she refers to recent work by Hammer et al., which aimed to test the claim that present-day Jews are more closely related to one another than to neighbouring non-Jewish populations. Hammer et al. found that the degree of genetic similarity among Jews shifted depending on the locus investigated, and suggested that this was the result of natural selection acting on particular loci. They focused on the non-recombining Y-chromosome to \"circumvent some of the complications associated with selection\".", "targets": "What chromosome was focused on to circumvent some of the complications associated with selection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd7cc5729e04b06be99895245bb233f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A countout (alternatively \"count-out\" or \"count out\") happens when a wrestler is out of the ring long enough for the referee to count to ten (twenty in some promotions) and thus disqualified. The count is broken and restarted when a wrestler in the ring exits the ring. Playing into this, some wrestlers will \"milk\" the count by sliding in the ring, and immediately sliding back out. As they were technically inside the ring for a split second before exiting again, it is sufficient to restart the count. This is often referred to by commentators as \"breaking the count.\" Heels often use this tactic in order to buy themselves more time to catch their breath, or to attempt to frustrate their babyface opponents.", "targets": "What are a couple other ways to write countout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd7cc5729e04b06be99895245bb233f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A countout (alternatively \"count-out\" or \"count out\") happens when a wrestler is out of the ring long enough for the referee to count to ten (twenty in some promotions) and thus disqualified. The count is broken and restarted when a wrestler in the ring exits the ring. Playing into this, some wrestlers will \"milk\" the count by sliding in the ring, and immediately sliding back out. As they were technically inside the ring for a split second before exiting again, it is sufficient to restart the count. This is often referred to by commentators as \"breaking the count.\" Heels often use this tactic in order to buy themselves more time to catch their breath, or to attempt to frustrate their babyface opponents.", "targets": "What happens during a countout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd7cc5729e04b06be99895245bb233f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A countout (alternatively \"count-out\" or \"count out\") happens when a wrestler is out of the ring long enough for the referee to count to ten (twenty in some promotions) and thus disqualified. The count is broken and restarted when a wrestler in the ring exits the ring. Playing into this, some wrestlers will \"milk\" the count by sliding in the ring, and immediately sliding back out. As they were technically inside the ring for a split second before exiting again, it is sufficient to restart the count. This is often referred to by commentators as \"breaking the count.\" Heels often use this tactic in order to buy themselves more time to catch their breath, or to attempt to frustrate their babyface opponents.", "targets": "What will some wrestlers do to take advantage of the countout? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fd7cc5729e04b06be99895245bb233f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A countout (alternatively \"count-out\" or \"count out\") happens when a wrestler is out of the ring long enough for the referee to count to ten (twenty in some promotions) and thus disqualified. The count is broken and restarted when a wrestler in the ring exits the ring. Playing into this, some wrestlers will \"milk\" the count by sliding in the ring, and immediately sliding back out. As they were technically inside the ring for a split second before exiting again, it is sufficient to restart the count. This is often referred to by commentators as \"breaking the count.\" Heels often use this tactic in order to buy themselves more time to catch their breath, or to attempt to frustrate their babyface opponents.", "targets": "What is the trick of sliding in and then back out of the ring called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b014cc975e41768e66df0f9844f309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the shores of the strait, in 1701, the French officer Antoine de la Mothe Cadillac, along with fifty-one French people and French Canadians, founded a settlement called Fort Pontchartrain du D\u00e9troit, naming it after Louis Ph\u00e9lypeaux, comte de Pontchartrain, Minister of Marine under Louis XIV. France offered free land to colonists to attract families to Detroit; when it reached a total population of 800 in 1765, it was the largest city between Montreal and New Orleans, both also French settlements. By 1773, the population of Detroit was 1,400. By 1778, its population was up to 2,144 and it was the third-largest city in the Province of Quebec.", "targets": "What was Detroit's population in 1773?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b014cc975e41768e66df0f9844f309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the shores of the strait, in 1701, the French officer Antoine de la Mothe Cadillac, along with fifty-one French people and French Canadians, founded a settlement called Fort Pontchartrain du D\u00e9troit, naming it after Louis Ph\u00e9lypeaux, comte de Pontchartrain, Minister of Marine under Louis XIV. France offered free land to colonists to attract families to Detroit; when it reached a total population of 800 in 1765, it was the largest city between Montreal and New Orleans, both also French settlements. By 1773, the population of Detroit was 1,400. By 1778, its population was up to 2,144 and it was the third-largest city in the Province of Quebec.", "targets": "What was Detroit's population in 1778?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b014cc975e41768e66df0f9844f309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the shores of the strait, in 1701, the French officer Antoine de la Mothe Cadillac, along with fifty-one French people and French Canadians, founded a settlement called Fort Pontchartrain du D\u00e9troit, naming it after Louis Ph\u00e9lypeaux, comte de Pontchartrain, Minister of Marine under Louis XIV. France offered free land to colonists to attract families to Detroit; when it reached a total population of 800 in 1765, it was the largest city between Montreal and New Orleans, both also French settlements. By 1773, the population of Detroit was 1,400. By 1778, its population was up to 2,144 and it was the third-largest city in the Province of Quebec.", "targets": "What was Detroit's population in 1765?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b014cc975e41768e66df0f9844f309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the shores of the strait, in 1701, the French officer Antoine de la Mothe Cadillac, along with fifty-one French people and French Canadians, founded a settlement called Fort Pontchartrain du D\u00e9troit, naming it after Louis Ph\u00e9lypeaux, comte de Pontchartrain, Minister of Marine under Louis XIV. France offered free land to colonists to attract families to Detroit; when it reached a total population of 800 in 1765, it was the largest city between Montreal and New Orleans, both also French settlements. By 1773, the population of Detroit was 1,400. By 1778, its population was up to 2,144 and it was the third-largest city in the Province of Quebec.", "targets": "Who was the French Minister of Marine in 1701?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83b014cc975e41768e66df0f9844f309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the shores of the strait, in 1701, the French officer Antoine de la Mothe Cadillac, along with fifty-one French people and French Canadians, founded a settlement called Fort Pontchartrain du D\u00e9troit, naming it after Louis Ph\u00e9lypeaux, comte de Pontchartrain, Minister of Marine under Louis XIV. France offered free land to colonists to attract families to Detroit; when it reached a total population of 800 in 1765, it was the largest city between Montreal and New Orleans, both also French settlements. By 1773, the population of Detroit was 1,400. By 1778, its population was up to 2,144 and it was the third-largest city in the Province of Quebec.", "targets": "Which French officer led the 1701 expedition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4477e1899c424168881d7fa06cc5a496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diarrhea, also spelled diarrhoea, is the condition of having at least three loose or liquid bowel movements each day. It often lasts for a few days and can result in dehydration due to fluid loss. Signs of dehydration often begin with loss of the normal stretchiness of the skin and irritable behaviour. This can progress to decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness as it becomes more severe. Loose but non-watery stools in babies who are breastfed, however, may be normal.", "targets": "What is diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4477e1899c424168881d7fa06cc5a496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diarrhea, also spelled diarrhoea, is the condition of having at least three loose or liquid bowel movements each day. It often lasts for a few days and can result in dehydration due to fluid loss. Signs of dehydration often begin with loss of the normal stretchiness of the skin and irritable behaviour. This can progress to decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness as it becomes more severe. Loose but non-watery stools in babies who are breastfed, however, may be normal.", "targets": "What is one of the effects of diarrhea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4477e1899c424168881d7fa06cc5a496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diarrhea, also spelled diarrhoea, is the condition of having at least three loose or liquid bowel movements each day. It often lasts for a few days and can result in dehydration due to fluid loss. Signs of dehydration often begin with loss of the normal stretchiness of the skin and irritable behaviour. This can progress to decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness as it becomes more severe. Loose but non-watery stools in babies who are breastfed, however, may be normal.", "targets": "What are the warning signs of dehydration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4477e1899c424168881d7fa06cc5a496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diarrhea, also spelled diarrhoea, is the condition of having at least three loose or liquid bowel movements each day. It often lasts for a few days and can result in dehydration due to fluid loss. Signs of dehydration often begin with loss of the normal stretchiness of the skin and irritable behaviour. This can progress to decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness as it becomes more severe. Loose but non-watery stools in babies who are breastfed, however, may be normal.", "targets": "What are other signs of dehydration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd33c3ea4514930844a0f82f5096cc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reviews of the various editions of Windows 8 have been mixed. Tom Warren of The Verge said that although Windows 8's emphasis on touch computing was significant and risked alienating desktop users, a \"tablet PC with Windows 8 makes an iPad feel immediately out of date\" due to the capabilities of the operating system's hybrid model and increased focus on cloud services. David Pierce of The Verge described Windows 8 as \"the first desktop operating system that understands what a computer is supposed to do in 2012\" and praised Microsoft's \"no compromise\" approach and the operating system's emphasis on Internet connectivity and cloud services. Pierce also considered the Start Screen to be a \"brilliant innovation for desktop computers\" when compared with \"folder-littered desktops on every other OS\" because it allows users to interact with dynamic information. In contrast, an ExtremeTech article said it was Microsoft \"flailing\" and a review in PC Magazine condemned the Metro-style user interface. Some of the included apps in Windows 8 were considered to be basic and lacking in functionality, but the Xbox apps were praised for their promotion of a multi-platform entertainment experience. Other improvements and features (such as File History, Storage Spaces, and the updated Task Manager) were also regarded as positive changes. Peter Bright of Ars Technica wrote that while its user interface changes may overshadow them, Windows 8's improved performance, updated file manager, new storage functionality, expanded security features, and updated Task Manager were still positive improvements for the operating system. Bright also said that Windows 8's duality towards tablets and traditional PCs was an \"extremely ambitious\" aspect of the platform as well, but criticized Microsoft for emulating Apple's model of a closed distribution platform when implementing the Windows Store.", "targets": "Who equated windos 8 as the first desktop operating system that understand what a computer is supposed to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd33c3ea4514930844a0f82f5096cc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reviews of the various editions of Windows 8 have been mixed. Tom Warren of The Verge said that although Windows 8's emphasis on touch computing was significant and risked alienating desktop users, a \"tablet PC with Windows 8 makes an iPad feel immediately out of date\" due to the capabilities of the operating system's hybrid model and increased focus on cloud services. David Pierce of The Verge described Windows 8 as \"the first desktop operating system that understands what a computer is supposed to do in 2012\" and praised Microsoft's \"no compromise\" approach and the operating system's emphasis on Internet connectivity and cloud services. Pierce also considered the Start Screen to be a \"brilliant innovation for desktop computers\" when compared with \"folder-littered desktops on every other OS\" because it allows users to interact with dynamic information. In contrast, an ExtremeTech article said it was Microsoft \"flailing\" and a review in PC Magazine condemned the Metro-style user interface. Some of the included apps in Windows 8 were considered to be basic and lacking in functionality, but the Xbox apps were praised for their promotion of a multi-platform entertainment experience. Other improvements and features (such as File History, Storage Spaces, and the updated Task Manager) were also regarded as positive changes. Peter Bright of Ars Technica wrote that while its user interface changes may overshadow them, Windows 8's improved performance, updated file manager, new storage functionality, expanded security features, and updated Task Manager were still positive improvements for the operating system. Bright also said that Windows 8's duality towards tablets and traditional PCs was an \"extremely ambitious\" aspect of the platform as well, but criticized Microsoft for emulating Apple's model of a closed distribution platform when implementing the Windows Store.", "targets": "Why did Pierce give the Start Screen such glowing reviews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd33c3ea4514930844a0f82f5096cc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reviews of the various editions of Windows 8 have been mixed. Tom Warren of The Verge said that although Windows 8's emphasis on touch computing was significant and risked alienating desktop users, a \"tablet PC with Windows 8 makes an iPad feel immediately out of date\" due to the capabilities of the operating system's hybrid model and increased focus on cloud services. David Pierce of The Verge described Windows 8 as \"the first desktop operating system that understands what a computer is supposed to do in 2012\" and praised Microsoft's \"no compromise\" approach and the operating system's emphasis on Internet connectivity and cloud services. Pierce also considered the Start Screen to be a \"brilliant innovation for desktop computers\" when compared with \"folder-littered desktops on every other OS\" because it allows users to interact with dynamic information. In contrast, an ExtremeTech article said it was Microsoft \"flailing\" and a review in PC Magazine condemned the Metro-style user interface. Some of the included apps in Windows 8 were considered to be basic and lacking in functionality, but the Xbox apps were praised for their promotion of a multi-platform entertainment experience. Other improvements and features (such as File History, Storage Spaces, and the updated Task Manager) were also regarded as positive changes. Peter Bright of Ars Technica wrote that while its user interface changes may overshadow them, Windows 8's improved performance, updated file manager, new storage functionality, expanded security features, and updated Task Manager were still positive improvements for the operating system. Bright also said that Windows 8's duality towards tablets and traditional PCs was an \"extremely ambitious\" aspect of the platform as well, but criticized Microsoft for emulating Apple's model of a closed distribution platform when implementing the Windows Store.", "targets": "Which improvements were most well regarded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cd33c3ea4514930844a0f82f5096cc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reviews of the various editions of Windows 8 have been mixed. Tom Warren of The Verge said that although Windows 8's emphasis on touch computing was significant and risked alienating desktop users, a \"tablet PC with Windows 8 makes an iPad feel immediately out of date\" due to the capabilities of the operating system's hybrid model and increased focus on cloud services. David Pierce of The Verge described Windows 8 as \"the first desktop operating system that understands what a computer is supposed to do in 2012\" and praised Microsoft's \"no compromise\" approach and the operating system's emphasis on Internet connectivity and cloud services. Pierce also considered the Start Screen to be a \"brilliant innovation for desktop computers\" when compared with \"folder-littered desktops on every other OS\" because it allows users to interact with dynamic information. In contrast, an ExtremeTech article said it was Microsoft \"flailing\" and a review in PC Magazine condemned the Metro-style user interface. Some of the included apps in Windows 8 were considered to be basic and lacking in functionality, but the Xbox apps were praised for their promotion of a multi-platform entertainment experience. Other improvements and features (such as File History, Storage Spaces, and the updated Task Manager) were also regarded as positive changes. Peter Bright of Ars Technica wrote that while its user interface changes may overshadow them, Windows 8's improved performance, updated file manager, new storage functionality, expanded security features, and updated Task Manager were still positive improvements for the operating system. Bright also said that Windows 8's duality towards tablets and traditional PCs was an \"extremely ambitious\" aspect of the platform as well, but criticized Microsoft for emulating Apple's model of a closed distribution platform when implementing the Windows Store.", "targets": "Who else uses a closed distribution platform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2856debce24b95b28629967bb36f3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Events in America influenced British policy in Canada, where between 40,000 and 100,000 defeated Loyalists had migrated from America following independence. The 14,000 Loyalists who went to the Saint John and Saint Croix river valleys, then part of Nova Scotia, felt too far removed from the provincial government in Halifax, so London split off New Brunswick as a separate colony in 1784. The Constitutional Act of 1791 created the provinces of Upper Canada (mainly English-speaking) and Lower Canada (mainly French-speaking) to defuse tensions between the French and British communities, and implemented governmental systems similar to those employed in Britain, with the intention of asserting imperial authority and not allowing the sort of popular control of government that was perceived to have led to the American Revolution.", "targets": "How many British loyalists moved from the US to Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2856debce24b95b28629967bb36f3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Events in America influenced British policy in Canada, where between 40,000 and 100,000 defeated Loyalists had migrated from America following independence. The 14,000 Loyalists who went to the Saint John and Saint Croix river valleys, then part of Nova Scotia, felt too far removed from the provincial government in Halifax, so London split off New Brunswick as a separate colony in 1784. The Constitutional Act of 1791 created the provinces of Upper Canada (mainly English-speaking) and Lower Canada (mainly French-speaking) to defuse tensions between the French and British communities, and implemented governmental systems similar to those employed in Britain, with the intention of asserting imperial authority and not allowing the sort of popular control of government that was perceived to have led to the American Revolution.", "targets": "New Brunswick was split off from which province?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2856debce24b95b28629967bb36f3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Events in America influenced British policy in Canada, where between 40,000 and 100,000 defeated Loyalists had migrated from America following independence. The 14,000 Loyalists who went to the Saint John and Saint Croix river valleys, then part of Nova Scotia, felt too far removed from the provincial government in Halifax, so London split off New Brunswick as a separate colony in 1784. The Constitutional Act of 1791 created the provinces of Upper Canada (mainly English-speaking) and Lower Canada (mainly French-speaking) to defuse tensions between the French and British communities, and implemented governmental systems similar to those employed in Britain, with the intention of asserting imperial authority and not allowing the sort of popular control of government that was perceived to have led to the American Revolution.", "targets": "Which act created the Upper Canada provinces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2856debce24b95b28629967bb36f3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Events in America influenced British policy in Canada, where between 40,000 and 100,000 defeated Loyalists had migrated from America following independence. The 14,000 Loyalists who went to the Saint John and Saint Croix river valleys, then part of Nova Scotia, felt too far removed from the provincial government in Halifax, so London split off New Brunswick as a separate colony in 1784. The Constitutional Act of 1791 created the provinces of Upper Canada (mainly English-speaking) and Lower Canada (mainly French-speaking) to defuse tensions between the French and British communities, and implemented governmental systems similar to those employed in Britain, with the intention of asserting imperial authority and not allowing the sort of popular control of government that was perceived to have led to the American Revolution.", "targets": "What language did most of Upper Canada speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db2856debce24b95b28629967bb36f3d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Events in America influenced British policy in Canada, where between 40,000 and 100,000 defeated Loyalists had migrated from America following independence. The 14,000 Loyalists who went to the Saint John and Saint Croix river valleys, then part of Nova Scotia, felt too far removed from the provincial government in Halifax, so London split off New Brunswick as a separate colony in 1784. The Constitutional Act of 1791 created the provinces of Upper Canada (mainly English-speaking) and Lower Canada (mainly French-speaking) to defuse tensions between the French and British communities, and implemented governmental systems similar to those employed in Britain, with the intention of asserting imperial authority and not allowing the sort of popular control of government that was perceived to have led to the American Revolution.", "targets": "What language did most of Lower Canada speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f970ff86934bcb9dc8475124e96be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LOR method had the advantage of allowing the lander spacecraft to be used as a \"lifeboat\" in the event of a failure of the command ship. Some documents prove this theory was discussed before and after the method was chosen. A 1964 MSC study concluded, \"The LM [as lifeboat] ... was finally dropped, because no single reasonable CSM failure could be identified that would prohibit use of the SPS.\" Ironically, just such a failure happened on Apollo 13 when an oxygen tank explosion left the command ship without electrical power. The Lunar Module provided propulsion, electrical power and life support to get the crew home safely.", "targets": "What was the advantage that the LOR method produced in the event of a spacecraft failure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f970ff86934bcb9dc8475124e96be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LOR method had the advantage of allowing the lander spacecraft to be used as a \"lifeboat\" in the event of a failure of the command ship. Some documents prove this theory was discussed before and after the method was chosen. A 1964 MSC study concluded, \"The LM [as lifeboat] ... was finally dropped, because no single reasonable CSM failure could be identified that would prohibit use of the SPS.\" Ironically, just such a failure happened on Apollo 13 when an oxygen tank explosion left the command ship without electrical power. The Lunar Module provided propulsion, electrical power and life support to get the crew home safely.", "targets": "What Apollo mission was this LOR method used and needed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f970ff86934bcb9dc8475124e96be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LOR method had the advantage of allowing the lander spacecraft to be used as a \"lifeboat\" in the event of a failure of the command ship. Some documents prove this theory was discussed before and after the method was chosen. A 1964 MSC study concluded, \"The LM [as lifeboat] ... was finally dropped, because no single reasonable CSM failure could be identified that would prohibit use of the SPS.\" Ironically, just such a failure happened on Apollo 13 when an oxygen tank explosion left the command ship without electrical power. The Lunar Module provided propulsion, electrical power and life support to get the crew home safely.", "targets": "What did the Lunar Module provide to help get the Apollo 13 home safely?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43f970ff86934bcb9dc8475124e96be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The LOR method had the advantage of allowing the lander spacecraft to be used as a \"lifeboat\" in the event of a failure of the command ship. Some documents prove this theory was discussed before and after the method was chosen. A 1964 MSC study concluded, \"The LM [as lifeboat] ... was finally dropped, because no single reasonable CSM failure could be identified that would prohibit use of the SPS.\" Ironically, just such a failure happened on Apollo 13 when an oxygen tank explosion left the command ship without electrical power. The Lunar Module provided propulsion, electrical power and life support to get the crew home safely.", "targets": "In what year was the Lunar Module (LM) dropped because it wasn't seen as useful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10792bb34be746489d0dd1c9f4181662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite efforts to revive Hebrew as the national language of the Jewish people, knowledge of the language is not commonly possessed by Jews worldwide and English has emerged as the lingua franca of the Jewish diaspora. Although many Jews once had sufficient knowledge of Hebrew to study the classic literature, and Jewish languages like Yiddish and Ladino were commonly used as recently as the early 20th century, most Jews lack such knowledge today and English has by and large superseded most Jewish vernaculars. The three most commonly spoken languages among Jews today are Hebrew, English, and Russian. Some Romance languages, particularly French and Spanish, are also widely used. Yiddish has been spoken by more Jews in history than any other language, but it is far less used today following the Holocaust and the adoption of Modern Hebrew by the Zionist movement and the State of Israel. In some places, the mother language of the Jewish community differs from that of the general population or the dominant group. For example, in Quebec, the Ashkenazic majority has adopted English, while the Sephardic minority uses French as its primary language. Similarly, South African Jews adopted English rather than Afrikaans. Due to both Czarist and Soviet policies, Russian has superseded Yiddish as the language of Russian Jews, but these policies have also affected neighboring communities. Today, Russian is the first language for many Jewish communities in a number of Post-Soviet states, such as Ukraine and Uzbekistan, as well as for Ashkenazic Jews in Azerbaijan, Georgia, and Tajikistan. Although communities in North Africa today are small and dwindling, Jews there had shifted from a multilingual group to a monolingual one (or nearly so), speaking French in Algeria, Morocco, and the city of Tunis, while most North Africans continue to use Arabic as their mother tongue.[citation needed]", "targets": "What language is spoken by more Jews in history than any other language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10792bb34be746489d0dd1c9f4181662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite efforts to revive Hebrew as the national language of the Jewish people, knowledge of the language is not commonly possessed by Jews worldwide and English has emerged as the lingua franca of the Jewish diaspora. Although many Jews once had sufficient knowledge of Hebrew to study the classic literature, and Jewish languages like Yiddish and Ladino were commonly used as recently as the early 20th century, most Jews lack such knowledge today and English has by and large superseded most Jewish vernaculars. The three most commonly spoken languages among Jews today are Hebrew, English, and Russian. Some Romance languages, particularly French and Spanish, are also widely used. Yiddish has been spoken by more Jews in history than any other language, but it is far less used today following the Holocaust and the adoption of Modern Hebrew by the Zionist movement and the State of Israel. In some places, the mother language of the Jewish community differs from that of the general population or the dominant group. For example, in Quebec, the Ashkenazic majority has adopted English, while the Sephardic minority uses French as its primary language. Similarly, South African Jews adopted English rather than Afrikaans. Due to both Czarist and Soviet policies, Russian has superseded Yiddish as the language of Russian Jews, but these policies have also affected neighboring communities. Today, Russian is the first language for many Jewish communities in a number of Post-Soviet states, such as Ukraine and Uzbekistan, as well as for Ashkenazic Jews in Azerbaijan, Georgia, and Tajikistan. Although communities in North Africa today are small and dwindling, Jews there had shifted from a multilingual group to a monolingual one (or nearly so), speaking French in Algeria, Morocco, and the city of Tunis, while most North Africans continue to use Arabic as their mother tongue.[citation needed]", "targets": "North Africans continue to use what language as their mother tongue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10792bb34be746489d0dd1c9f4181662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite efforts to revive Hebrew as the national language of the Jewish people, knowledge of the language is not commonly possessed by Jews worldwide and English has emerged as the lingua franca of the Jewish diaspora. Although many Jews once had sufficient knowledge of Hebrew to study the classic literature, and Jewish languages like Yiddish and Ladino were commonly used as recently as the early 20th century, most Jews lack such knowledge today and English has by and large superseded most Jewish vernaculars. The three most commonly spoken languages among Jews today are Hebrew, English, and Russian. Some Romance languages, particularly French and Spanish, are also widely used. Yiddish has been spoken by more Jews in history than any other language, but it is far less used today following the Holocaust and the adoption of Modern Hebrew by the Zionist movement and the State of Israel. In some places, the mother language of the Jewish community differs from that of the general population or the dominant group. For example, in Quebec, the Ashkenazic majority has adopted English, while the Sephardic minority uses French as its primary language. Similarly, South African Jews adopted English rather than Afrikaans. Due to both Czarist and Soviet policies, Russian has superseded Yiddish as the language of Russian Jews, but these policies have also affected neighboring communities. Today, Russian is the first language for many Jewish communities in a number of Post-Soviet states, such as Ukraine and Uzbekistan, as well as for Ashkenazic Jews in Azerbaijan, Georgia, and Tajikistan. Although communities in North Africa today are small and dwindling, Jews there had shifted from a multilingual group to a monolingual one (or nearly so), speaking French in Algeria, Morocco, and the city of Tunis, while most North Africans continue to use Arabic as their mother tongue.[citation needed]", "targets": "What are the three most commonly spoken languages among Jews today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10792bb34be746489d0dd1c9f4181662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite efforts to revive Hebrew as the national language of the Jewish people, knowledge of the language is not commonly possessed by Jews worldwide and English has emerged as the lingua franca of the Jewish diaspora. Although many Jews once had sufficient knowledge of Hebrew to study the classic literature, and Jewish languages like Yiddish and Ladino were commonly used as recently as the early 20th century, most Jews lack such knowledge today and English has by and large superseded most Jewish vernaculars. The three most commonly spoken languages among Jews today are Hebrew, English, and Russian. Some Romance languages, particularly French and Spanish, are also widely used. Yiddish has been spoken by more Jews in history than any other language, but it is far less used today following the Holocaust and the adoption of Modern Hebrew by the Zionist movement and the State of Israel. In some places, the mother language of the Jewish community differs from that of the general population or the dominant group. For example, in Quebec, the Ashkenazic majority has adopted English, while the Sephardic minority uses French as its primary language. Similarly, South African Jews adopted English rather than Afrikaans. Due to both Czarist and Soviet policies, Russian has superseded Yiddish as the language of Russian Jews, but these policies have also affected neighboring communities. Today, Russian is the first language for many Jewish communities in a number of Post-Soviet states, such as Ukraine and Uzbekistan, as well as for Ashkenazic Jews in Azerbaijan, Georgia, and Tajikistan. Although communities in North Africa today are small and dwindling, Jews there had shifted from a multilingual group to a monolingual one (or nearly so), speaking French in Algeria, Morocco, and the city of Tunis, while most North Africans continue to use Arabic as their mother tongue.[citation needed]", "targets": "South African Jews adopted which language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10792bb34be746489d0dd1c9f4181662", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite efforts to revive Hebrew as the national language of the Jewish people, knowledge of the language is not commonly possessed by Jews worldwide and English has emerged as the lingua franca of the Jewish diaspora. Although many Jews once had sufficient knowledge of Hebrew to study the classic literature, and Jewish languages like Yiddish and Ladino were commonly used as recently as the early 20th century, most Jews lack such knowledge today and English has by and large superseded most Jewish vernaculars. The three most commonly spoken languages among Jews today are Hebrew, English, and Russian. Some Romance languages, particularly French and Spanish, are also widely used. Yiddish has been spoken by more Jews in history than any other language, but it is far less used today following the Holocaust and the adoption of Modern Hebrew by the Zionist movement and the State of Israel. In some places, the mother language of the Jewish community differs from that of the general population or the dominant group. For example, in Quebec, the Ashkenazic majority has adopted English, while the Sephardic minority uses French as its primary language. Similarly, South African Jews adopted English rather than Afrikaans. Due to both Czarist and Soviet policies, Russian has superseded Yiddish as the language of Russian Jews, but these policies have also affected neighboring communities. Today, Russian is the first language for many Jewish communities in a number of Post-Soviet states, such as Ukraine and Uzbekistan, as well as for Ashkenazic Jews in Azerbaijan, Georgia, and Tajikistan. Although communities in North Africa today are small and dwindling, Jews there had shifted from a multilingual group to a monolingual one (or nearly so), speaking French in Algeria, Morocco, and the city of Tunis, while most North Africans continue to use Arabic as their mother tongue.[citation needed]", "targets": "Which language has by and far superseded most Jewish vernaculars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6efc76962ad4aa5a38bbeb5f5ac2b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2005, Comcast and Time Warner Cable announced plans to buy the assets of bankrupted Adelphia Cable. The two companies paid a total of $17.6 billion in the deal that was finalized in the second quarter of 2006\u2014after the U.S. Federal Communications Commission (FCC) completed a seven-month investigation without raising an objection. Time Warner Cable became the second largest cable provider in the U.S., ranking behind Comcast. As part of the deal, Time Warner and Comcast traded existing subscribers in order to consolidate them into larger geographic clusters.", "targets": "What bankrupt company did Comcast partner with another broadband provider to acquire in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6efc76962ad4aa5a38bbeb5f5ac2b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2005, Comcast and Time Warner Cable announced plans to buy the assets of bankrupted Adelphia Cable. The two companies paid a total of $17.6 billion in the deal that was finalized in the second quarter of 2006\u2014after the U.S. Federal Communications Commission (FCC) completed a seven-month investigation without raising an objection. Time Warner Cable became the second largest cable provider in the U.S., ranking behind Comcast. As part of the deal, Time Warner and Comcast traded existing subscribers in order to consolidate them into larger geographic clusters.", "targets": "Who was Comcast's partner in the deal for Adelphia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6efc76962ad4aa5a38bbeb5f5ac2b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2005, Comcast and Time Warner Cable announced plans to buy the assets of bankrupted Adelphia Cable. The two companies paid a total of $17.6 billion in the deal that was finalized in the second quarter of 2006\u2014after the U.S. Federal Communications Commission (FCC) completed a seven-month investigation without raising an objection. Time Warner Cable became the second largest cable provider in the U.S., ranking behind Comcast. As part of the deal, Time Warner and Comcast traded existing subscribers in order to consolidate them into larger geographic clusters.", "targets": "What was the price to take over Adelphia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6efc76962ad4aa5a38bbeb5f5ac2b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2005, Comcast and Time Warner Cable announced plans to buy the assets of bankrupted Adelphia Cable. The two companies paid a total of $17.6 billion in the deal that was finalized in the second quarter of 2006\u2014after the U.S. Federal Communications Commission (FCC) completed a seven-month investigation without raising an objection. Time Warner Cable became the second largest cable provider in the U.S., ranking behind Comcast. As part of the deal, Time Warner and Comcast traded existing subscribers in order to consolidate them into larger geographic clusters.", "targets": "What government organization investigated details of this acquisition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6efc76962ad4aa5a38bbeb5f5ac2b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2005, Comcast and Time Warner Cable announced plans to buy the assets of bankrupted Adelphia Cable. The two companies paid a total of $17.6 billion in the deal that was finalized in the second quarter of 2006\u2014after the U.S. Federal Communications Commission (FCC) completed a seven-month investigation without raising an objection. Time Warner Cable became the second largest cable provider in the U.S., ranking behind Comcast. As part of the deal, Time Warner and Comcast traded existing subscribers in order to consolidate them into larger geographic clusters.", "targets": "When was this deal finalized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d1c3c04815412fa7022455cb14dade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The same happens with Arabic loanwords. Thus, Catalan alf\u00e0bia \"large earthenware jar\" and rajola \"tile\", of Arabic origin, contrast with Spanish tinaja and teja, of Latin origin; whereas Catalan oli \"oil\" and oliva \"olive\", of Latin origin, contrast with Spanish aceite and aceituna. However, the Arabic element in Spanish is generally much more prevalent.", "targets": "What element in Spanish is more prominent than in Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d1c3c04815412fa7022455cb14dade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The same happens with Arabic loanwords. Thus, Catalan alf\u00e0bia \"large earthenware jar\" and rajola \"tile\", of Arabic origin, contrast with Spanish tinaja and teja, of Latin origin; whereas Catalan oli \"oil\" and oliva \"olive\", of Latin origin, contrast with Spanish aceite and aceituna. However, the Arabic element in Spanish is generally much more prevalent.", "targets": "What language loanwords are found in both Spanish and Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d1c3c04815412fa7022455cb14dade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The same happens with Arabic loanwords. Thus, Catalan alf\u00e0bia \"large earthenware jar\" and rajola \"tile\", of Arabic origin, contrast with Spanish tinaja and teja, of Latin origin; whereas Catalan oli \"oil\" and oliva \"olive\", of Latin origin, contrast with Spanish aceite and aceituna. However, the Arabic element in Spanish is generally much more prevalent.", "targets": "In which language is the Arabic element stand out more?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d1c3c04815412fa7022455cb14dade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The same happens with Arabic loanwords. Thus, Catalan alf\u00e0bia \"large earthenware jar\" and rajola \"tile\", of Arabic origin, contrast with Spanish tinaja and teja, of Latin origin; whereas Catalan oli \"oil\" and oliva \"olive\", of Latin origin, contrast with Spanish aceite and aceituna. However, the Arabic element in Spanish is generally much more prevalent.", "targets": "Where does the Catalan word alfabia come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2d1c3c04815412fa7022455cb14dade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The same happens with Arabic loanwords. Thus, Catalan alf\u00e0bia \"large earthenware jar\" and rajola \"tile\", of Arabic origin, contrast with Spanish tinaja and teja, of Latin origin; whereas Catalan oli \"oil\" and oliva \"olive\", of Latin origin, contrast with Spanish aceite and aceituna. However, the Arabic element in Spanish is generally much more prevalent.", "targets": "What is the origin of the Spanish word teja?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-228c4bc9873144949bcb214150426718", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frequencies for COMPASS are allocated in four bands: E1, E2, E5B, and E6 and overlap with Galileo. The fact of overlapping could be convenient from the point of view of the receiver design, but on the other hand raises the issues of inter-system interference, especially within E1 and E2 bands, which are allocated for Galileo's publicly regulated service. However, under International Telecommunication Union (ITU) policies, the first nation to start broadcasting in a specific frequency will have priority to that frequency, and any subsequent users will be required to obtain permission prior to using that frequency, and otherwise ensure that their broadcasts do not interfere with the original nation's broadcasts. It now appears that Chinese COMPASS satellites will start transmitting in the E1, E2, E5B, and E6 bands before Europe's Galileo satellites and thus have primary rights to these frequency ranges.", "targets": "How many frequencies does the COMPASS system use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-228c4bc9873144949bcb214150426718", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frequencies for COMPASS are allocated in four bands: E1, E2, E5B, and E6 and overlap with Galileo. The fact of overlapping could be convenient from the point of view of the receiver design, but on the other hand raises the issues of inter-system interference, especially within E1 and E2 bands, which are allocated for Galileo's publicly regulated service. However, under International Telecommunication Union (ITU) policies, the first nation to start broadcasting in a specific frequency will have priority to that frequency, and any subsequent users will be required to obtain permission prior to using that frequency, and otherwise ensure that their broadcasts do not interfere with the original nation's broadcasts. It now appears that Chinese COMPASS satellites will start transmitting in the E1, E2, E5B, and E6 bands before Europe's Galileo satellites and thus have primary rights to these frequency ranges.", "targets": "What are the four bands of frequencies used by the COMPASS system called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-228c4bc9873144949bcb214150426718", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frequencies for COMPASS are allocated in four bands: E1, E2, E5B, and E6 and overlap with Galileo. The fact of overlapping could be convenient from the point of view of the receiver design, but on the other hand raises the issues of inter-system interference, especially within E1 and E2 bands, which are allocated for Galileo's publicly regulated service. However, under International Telecommunication Union (ITU) policies, the first nation to start broadcasting in a specific frequency will have priority to that frequency, and any subsequent users will be required to obtain permission prior to using that frequency, and otherwise ensure that their broadcasts do not interfere with the original nation's broadcasts. It now appears that Chinese COMPASS satellites will start transmitting in the E1, E2, E5B, and E6 bands before Europe's Galileo satellites and thus have primary rights to these frequency ranges.", "targets": "Which frequency bands are most likely to cause issues of inter-system interference with the Galileo system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-228c4bc9873144949bcb214150426718", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frequencies for COMPASS are allocated in four bands: E1, E2, E5B, and E6 and overlap with Galileo. The fact of overlapping could be convenient from the point of view of the receiver design, but on the other hand raises the issues of inter-system interference, especially within E1 and E2 bands, which are allocated for Galileo's publicly regulated service. However, under International Telecommunication Union (ITU) policies, the first nation to start broadcasting in a specific frequency will have priority to that frequency, and any subsequent users will be required to obtain permission prior to using that frequency, and otherwise ensure that their broadcasts do not interfere with the original nation's broadcasts. It now appears that Chinese COMPASS satellites will start transmitting in the E1, E2, E5B, and E6 bands before Europe's Galileo satellites and thus have primary rights to these frequency ranges.", "targets": "Which bands are used by the Galileo system for their public service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-228c4bc9873144949bcb214150426718", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frequencies for COMPASS are allocated in four bands: E1, E2, E5B, and E6 and overlap with Galileo. The fact of overlapping could be convenient from the point of view of the receiver design, but on the other hand raises the issues of inter-system interference, especially within E1 and E2 bands, which are allocated for Galileo's publicly regulated service. However, under International Telecommunication Union (ITU) policies, the first nation to start broadcasting in a specific frequency will have priority to that frequency, and any subsequent users will be required to obtain permission prior to using that frequency, and otherwise ensure that their broadcasts do not interfere with the original nation's broadcasts. It now appears that Chinese COMPASS satellites will start transmitting in the E1, E2, E5B, and E6 bands before Europe's Galileo satellites and thus have primary rights to these frequency ranges.", "targets": "According to International Telecommunication Union (ITU) policies, who is given higher priority to a specific frequency band?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72745e907b3b4b59bafe715239b13a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in 2007 by Mark Long, an economics professor at the University of Washington, demonstrated that the alternatives of affirmative action proved ineffective in restoring minority enrollment in public flagship universities in California, Texas, and Washington. More specifically, apparent rebounds of minority enrollment can be explained by increasing minority enrollment in high schools of those states, and the beneficiaries of class-based (not race) affirmative action would be white students. At the same time, affirmative action itself is both morally and materially costly: 52 percent of white populace (compared to 14 percent of black) thought it should be abolished, implying white distaste of using racial identity, and full-file review is expected to cost the universities an additional $1.5 million to $2 million per year, excluding possible cost of litigation.", "targets": "What area of study did professor Mark Long have a degree in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72745e907b3b4b59bafe715239b13a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in 2007 by Mark Long, an economics professor at the University of Washington, demonstrated that the alternatives of affirmative action proved ineffective in restoring minority enrollment in public flagship universities in California, Texas, and Washington. More specifically, apparent rebounds of minority enrollment can be explained by increasing minority enrollment in high schools of those states, and the beneficiaries of class-based (not race) affirmative action would be white students. At the same time, affirmative action itself is both morally and materially costly: 52 percent of white populace (compared to 14 percent of black) thought it should be abolished, implying white distaste of using racial identity, and full-file review is expected to cost the universities an additional $1.5 million to $2 million per year, excluding possible cost of litigation.", "targets": "In which year did Long publish his study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72745e907b3b4b59bafe715239b13a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in 2007 by Mark Long, an economics professor at the University of Washington, demonstrated that the alternatives of affirmative action proved ineffective in restoring minority enrollment in public flagship universities in California, Texas, and Washington. More specifically, apparent rebounds of minority enrollment can be explained by increasing minority enrollment in high schools of those states, and the beneficiaries of class-based (not race) affirmative action would be white students. At the same time, affirmative action itself is both morally and materially costly: 52 percent of white populace (compared to 14 percent of black) thought it should be abolished, implying white distaste of using racial identity, and full-file review is expected to cost the universities an additional $1.5 million to $2 million per year, excluding possible cost of litigation.", "targets": "How were rebounds of minority enrollment explained in Long's report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72745e907b3b4b59bafe715239b13a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in 2007 by Mark Long, an economics professor at the University of Washington, demonstrated that the alternatives of affirmative action proved ineffective in restoring minority enrollment in public flagship universities in California, Texas, and Washington. More specifically, apparent rebounds of minority enrollment can be explained by increasing minority enrollment in high schools of those states, and the beneficiaries of class-based (not race) affirmative action would be white students. At the same time, affirmative action itself is both morally and materially costly: 52 percent of white populace (compared to 14 percent of black) thought it should be abolished, implying white distaste of using racial identity, and full-file review is expected to cost the universities an additional $1.5 million to $2 million per year, excluding possible cost of litigation.", "targets": "Who would supposedly be the beneficiaries of a class-based style affirmative action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72745e907b3b4b59bafe715239b13a75", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in 2007 by Mark Long, an economics professor at the University of Washington, demonstrated that the alternatives of affirmative action proved ineffective in restoring minority enrollment in public flagship universities in California, Texas, and Washington. More specifically, apparent rebounds of minority enrollment can be explained by increasing minority enrollment in high schools of those states, and the beneficiaries of class-based (not race) affirmative action would be white students. At the same time, affirmative action itself is both morally and materially costly: 52 percent of white populace (compared to 14 percent of black) thought it should be abolished, implying white distaste of using racial identity, and full-file review is expected to cost the universities an additional $1.5 million to $2 million per year, excluding possible cost of litigation.", "targets": "What percentage of the black population thought affirmative action should be abolished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69189322e6c4da48f0e20022eb46636", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1974, L. Ottens, director of the audio division of Philips, started a small group with the aim to develop an analog optical audio disc with a diameter of 20 cm and a sound quality superior to that of the vinyl record. However, due to the unsatisfactory performance of the analog format, two Philips research engineers recommended a digital format in March 1974. In 1977, Philips then established a laboratory with the mission of creating a digital audio disc. The diameter of Philips's prototype compact disc was set at 11.5 cm, the diagonal of an audio cassette.", "targets": "In what year did Philips institute a laboratory to create a digital audio disc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69189322e6c4da48f0e20022eb46636", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1974, L. Ottens, director of the audio division of Philips, started a small group with the aim to develop an analog optical audio disc with a diameter of 20 cm and a sound quality superior to that of the vinyl record. However, due to the unsatisfactory performance of the analog format, two Philips research engineers recommended a digital format in March 1974. In 1977, Philips then established a laboratory with the mission of creating a digital audio disc. The diameter of Philips's prototype compact disc was set at 11.5 cm, the diagonal of an audio cassette.", "targets": "What was the proposed diameter for the original compact disc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69189322e6c4da48f0e20022eb46636", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1974, L. Ottens, director of the audio division of Philips, started a small group with the aim to develop an analog optical audio disc with a diameter of 20 cm and a sound quality superior to that of the vinyl record. However, due to the unsatisfactory performance of the analog format, two Philips research engineers recommended a digital format in March 1974. In 1977, Philips then established a laboratory with the mission of creating a digital audio disc. The diameter of Philips's prototype compact disc was set at 11.5 cm, the diagonal of an audio cassette.", "targets": "What year did Philips propse the idea of a digital audio format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69189322e6c4da48f0e20022eb46636", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1974, L. Ottens, director of the audio division of Philips, started a small group with the aim to develop an analog optical audio disc with a diameter of 20 cm and a sound quality superior to that of the vinyl record. However, due to the unsatisfactory performance of the analog format, two Philips research engineers recommended a digital format in March 1974. In 1977, Philips then established a laboratory with the mission of creating a digital audio disc. The diameter of Philips's prototype compact disc was set at 11.5 cm, the diagonal of an audio cassette.", "targets": "Who was the director of the Philips audio division in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae346158473240d5b61f9a90a96106b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to climate assessment reports, the IPCC is publishing Special Reports on specific topics. The preparation and approval process for all IPCC Special Reports follows the same procedures as for IPCC Assessment Reports. In the year 2011 two IPCC Special Report were finalized, the Special Report on Renewable Energy Sources and Climate Change Mitigation (SRREN) and the Special Report on Managing Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX). Both Special Reports were requested by governments.", "targets": "How does the IPCC prepare Special Reports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae346158473240d5b61f9a90a96106b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to climate assessment reports, the IPCC is publishing Special Reports on specific topics. The preparation and approval process for all IPCC Special Reports follows the same procedures as for IPCC Assessment Reports. In the year 2011 two IPCC Special Report were finalized, the Special Report on Renewable Energy Sources and Climate Change Mitigation (SRREN) and the Special Report on Managing Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX). Both Special Reports were requested by governments.", "targets": "When was the Special Report on Renewable Energy Sources and Climate Change Mitigation (SRREN) issued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae346158473240d5b61f9a90a96106b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to climate assessment reports, the IPCC is publishing Special Reports on specific topics. The preparation and approval process for all IPCC Special Reports follows the same procedures as for IPCC Assessment Reports. In the year 2011 two IPCC Special Report were finalized, the Special Report on Renewable Energy Sources and Climate Change Mitigation (SRREN) and the Special Report on Managing Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX). Both Special Reports were requested by governments.", "targets": "When was the Special Report on Managing Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX) issued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae346158473240d5b61f9a90a96106b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to climate assessment reports, the IPCC is publishing Special Reports on specific topics. The preparation and approval process for all IPCC Special Reports follows the same procedures as for IPCC Assessment Reports. In the year 2011 two IPCC Special Report were finalized, the Special Report on Renewable Energy Sources and Climate Change Mitigation (SRREN) and the Special Report on Managing Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX). Both Special Reports were requested by governments.", "targets": "Why were the 2011 Special Reports issued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-773bb19bee344db393e6bdfca9912604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Seattle has one major daily newspaper, The Seattle Times. The Seattle Post-Intelligencer, known as the P-I, published a daily newspaper from 1863 to March 17, 2009, before switching to a strictly on-line publication. There is also the Seattle Daily Journal of Commerce, and the University of Washington publishes The Daily, a student-run publication, when school is in session. The most prominent weeklies are the Seattle Weekly and The Stranger; both consider themselves \"alternative\" papers. The weekly LGBT newspaper is the Seattle Gay News. Real Change is a weekly street newspaper that is sold mainly by homeless persons as an alternative to panhandling. There are also several ethnic newspapers, including the The Facts, Northwest Asian Weekly and the International Examiner, and numerous neighborhood newspapers.", "targets": "What is the Seattle newspaper as of 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-773bb19bee344db393e6bdfca9912604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Seattle has one major daily newspaper, The Seattle Times. The Seattle Post-Intelligencer, known as the P-I, published a daily newspaper from 1863 to March 17, 2009, before switching to a strictly on-line publication. There is also the Seattle Daily Journal of Commerce, and the University of Washington publishes The Daily, a student-run publication, when school is in session. The most prominent weeklies are the Seattle Weekly and The Stranger; both consider themselves \"alternative\" papers. The weekly LGBT newspaper is the Seattle Gay News. Real Change is a weekly street newspaper that is sold mainly by homeless persons as an alternative to panhandling. There are also several ethnic newspapers, including the The Facts, Northwest Asian Weekly and the International Examiner, and numerous neighborhood newspapers.", "targets": "Who sells the newspaper Real Change on the street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-773bb19bee344db393e6bdfca9912604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Seattle has one major daily newspaper, The Seattle Times. The Seattle Post-Intelligencer, known as the P-I, published a daily newspaper from 1863 to March 17, 2009, before switching to a strictly on-line publication. There is also the Seattle Daily Journal of Commerce, and the University of Washington publishes The Daily, a student-run publication, when school is in session. The most prominent weeklies are the Seattle Weekly and The Stranger; both consider themselves \"alternative\" papers. The weekly LGBT newspaper is the Seattle Gay News. Real Change is a weekly street newspaper that is sold mainly by homeless persons as an alternative to panhandling. There are also several ethnic newspapers, including the The Facts, Northwest Asian Weekly and the International Examiner, and numerous neighborhood newspapers.", "targets": "In what venue does the Seattle Post-Intelligencer publish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-773bb19bee344db393e6bdfca9912604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Seattle has one major daily newspaper, The Seattle Times. The Seattle Post-Intelligencer, known as the P-I, published a daily newspaper from 1863 to March 17, 2009, before switching to a strictly on-line publication. There is also the Seattle Daily Journal of Commerce, and the University of Washington publishes The Daily, a student-run publication, when school is in session. The most prominent weeklies are the Seattle Weekly and The Stranger; both consider themselves \"alternative\" papers. The weekly LGBT newspaper is the Seattle Gay News. Real Change is a weekly street newspaper that is sold mainly by homeless persons as an alternative to panhandling. There are also several ethnic newspapers, including the The Facts, Northwest Asian Weekly and the International Examiner, and numerous neighborhood newspapers.", "targets": "In what year did the Seattle Post-Intelligencer  first publish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-773bb19bee344db393e6bdfca9912604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2010[update], Seattle has one major daily newspaper, The Seattle Times. The Seattle Post-Intelligencer, known as the P-I, published a daily newspaper from 1863 to March 17, 2009, before switching to a strictly on-line publication. There is also the Seattle Daily Journal of Commerce, and the University of Washington publishes The Daily, a student-run publication, when school is in session. The most prominent weeklies are the Seattle Weekly and The Stranger; both consider themselves \"alternative\" papers. The weekly LGBT newspaper is the Seattle Gay News. Real Change is a weekly street newspaper that is sold mainly by homeless persons as an alternative to panhandling. There are also several ethnic newspapers, including the The Facts, Northwest Asian Weekly and the International Examiner, and numerous neighborhood newspapers.", "targets": "What is the LGBT newspaper called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed96a126d5e5497691e6157ede776b2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upper Palaeolithic deposits, including bones of Homo sapiens, have been found in local caves, and artefacts dating from the Bronze Age to the Middle Iron Age have been found at Mount Batten showing that it was one of the main trading ports of the country at that time. An unidentified settlement named 'TAMARI OSTIA' (mouth/estuaries of the Tamar) is listed in Ptolemy's Geographia and is presumed to be located in the area of the modern city.", "targets": "What is the name of the location cited by Ptolemy that is believed to have been located near modern Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed96a126d5e5497691e6157ede776b2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upper Palaeolithic deposits, including bones of Homo sapiens, have been found in local caves, and artefacts dating from the Bronze Age to the Middle Iron Age have been found at Mount Batten showing that it was one of the main trading ports of the country at that time. An unidentified settlement named 'TAMARI OSTIA' (mouth/estuaries of the Tamar) is listed in Ptolemy's Geographia and is presumed to be located in the area of the modern city.", "targets": "Where have Middle Iron Age remnants been found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed96a126d5e5497691e6157ede776b2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upper Palaeolithic deposits, including bones of Homo sapiens, have been found in local caves, and artefacts dating from the Bronze Age to the Middle Iron Age have been found at Mount Batten showing that it was one of the main trading ports of the country at that time. An unidentified settlement named 'TAMARI OSTIA' (mouth/estuaries of the Tamar) is listed in Ptolemy's Geographia and is presumed to be located in the area of the modern city.", "targets": "What does 'TAMARI OSTIA' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec456b5915044418e66571b3dd52101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the humanities, one sense of culture, as an attribute of the individual, has been the degree to which they have cultivated a particular level of sophistication, in the arts, sciences, education, or manners. The level of cultural sophistication has also sometimes been seen to distinguish civilizations from less complex societies. Such hierarchical perspectives on culture are also found in class-based distinctions between a high culture of the social elite and a low culture, popular culture or folk culture of the lower classes, distinguished by the stratified access to cultural capital. In common parlance, culture is often used to refer specifically to the symbolic markers used by ethnic groups to distinguish themselves visibly from each other such as body modification, clothing or jewelry.[dubious \u2013 discuss] Mass culture refers to the mass-produced and mass mediated forms of consumer culture that emerged in the 20th century. Some schools of philosophy, such as Marxism and critical theory, have argued that culture is often used politically as a tool of the elites to manipulate the lower classes and create a false consciousness, such perspectives common in the discipline of cultural studies. In the wider social sciences, the theoretical perspective of cultural materialism holds that human symbolic culture arises from the material conditions of human life, as humans create the conditions for physical survival, and that the basis of culture is found in evolved biological dispositions.", "targets": "What was sometimes used or worn by early humans to form some type of culture visibly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec456b5915044418e66571b3dd52101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the humanities, one sense of culture, as an attribute of the individual, has been the degree to which they have cultivated a particular level of sophistication, in the arts, sciences, education, or manners. The level of cultural sophistication has also sometimes been seen to distinguish civilizations from less complex societies. Such hierarchical perspectives on culture are also found in class-based distinctions between a high culture of the social elite and a low culture, popular culture or folk culture of the lower classes, distinguished by the stratified access to cultural capital. In common parlance, culture is often used to refer specifically to the symbolic markers used by ethnic groups to distinguish themselves visibly from each other such as body modification, clothing or jewelry.[dubious \u2013 discuss] Mass culture refers to the mass-produced and mass mediated forms of consumer culture that emerged in the 20th century. Some schools of philosophy, such as Marxism and critical theory, have argued that culture is often used politically as a tool of the elites to manipulate the lower classes and create a false consciousness, such perspectives common in the discipline of cultural studies. In the wider social sciences, the theoretical perspective of cultural materialism holds that human symbolic culture arises from the material conditions of human life, as humans create the conditions for physical survival, and that the basis of culture is found in evolved biological dispositions.", "targets": "Around what time did Mass Culture emerge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec456b5915044418e66571b3dd52101", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the humanities, one sense of culture, as an attribute of the individual, has been the degree to which they have cultivated a particular level of sophistication, in the arts, sciences, education, or manners. The level of cultural sophistication has also sometimes been seen to distinguish civilizations from less complex societies. Such hierarchical perspectives on culture are also found in class-based distinctions between a high culture of the social elite and a low culture, popular culture or folk culture of the lower classes, distinguished by the stratified access to cultural capital. In common parlance, culture is often used to refer specifically to the symbolic markers used by ethnic groups to distinguish themselves visibly from each other such as body modification, clothing or jewelry.[dubious \u2013 discuss] Mass culture refers to the mass-produced and mass mediated forms of consumer culture that emerged in the 20th century. Some schools of philosophy, such as Marxism and critical theory, have argued that culture is often used politically as a tool of the elites to manipulate the lower classes and create a false consciousness, such perspectives common in the discipline of cultural studies. In the wider social sciences, the theoretical perspective of cultural materialism holds that human symbolic culture arises from the material conditions of human life, as humans create the conditions for physical survival, and that the basis of culture is found in evolved biological dispositions.", "targets": "What do some schools of philosophy suggest culture is used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11ae3f37da3c481587f888566cc96779", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton F.C. is a limited company with the board of directors holding a majority of the shares. The club's most recent accounts, from May 2014, show a net total debt of \u00a328.1 million, with a turnover of \u00a3120.5 million and a profit of \u00a328.2 million. The club's overdraft with Barclays Bank is secured against the Premier League's \"Basic Award Fund\", a guaranteed sum given to clubs for competing in the Premier League. Everton agreed a long-term loan of \u00a330 million with Bear Stearns and Prudential plc in 2002 over the duration of 25 years; a consolidation of debts at the time as well as a source of capital for new player acquisitions. Goodison Park is secured as collateral.", "targets": "Who holds a majority of the shares in the Everton FC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11ae3f37da3c481587f888566cc96779", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton F.C. is a limited company with the board of directors holding a majority of the shares. The club's most recent accounts, from May 2014, show a net total debt of \u00a328.1 million, with a turnover of \u00a3120.5 million and a profit of \u00a328.2 million. The club's overdraft with Barclays Bank is secured against the Premier League's \"Basic Award Fund\", a guaranteed sum given to clubs for competing in the Premier League. Everton agreed a long-term loan of \u00a330 million with Bear Stearns and Prudential plc in 2002 over the duration of 25 years; a consolidation of debts at the time as well as a source of capital for new player acquisitions. Goodison Park is secured as collateral.", "targets": "What is the Everton FC's overdraft with Barclays Bank secured against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11ae3f37da3c481587f888566cc96779", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton F.C. is a limited company with the board of directors holding a majority of the shares. The club's most recent accounts, from May 2014, show a net total debt of \u00a328.1 million, with a turnover of \u00a3120.5 million and a profit of \u00a328.2 million. The club's overdraft with Barclays Bank is secured against the Premier League's \"Basic Award Fund\", a guaranteed sum given to clubs for competing in the Premier League. Everton agreed a long-term loan of \u00a330 million with Bear Stearns and Prudential plc in 2002 over the duration of 25 years; a consolidation of debts at the time as well as a source of capital for new player acquisitions. Goodison Park is secured as collateral.", "targets": "What is the Premier League's \"Basic Award Fund\" for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11ae3f37da3c481587f888566cc96779", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton F.C. is a limited company with the board of directors holding a majority of the shares. The club's most recent accounts, from May 2014, show a net total debt of \u00a328.1 million, with a turnover of \u00a3120.5 million and a profit of \u00a328.2 million. The club's overdraft with Barclays Bank is secured against the Premier League's \"Basic Award Fund\", a guaranteed sum given to clubs for competing in the Premier League. Everton agreed a long-term loan of \u00a330 million with Bear Stearns and Prudential plc in 2002 over the duration of 25 years; a consolidation of debts at the time as well as a source of capital for new player acquisitions. Goodison Park is secured as collateral.", "targets": "How much money did Everton FC borrow from Bear Stearns and Prudential in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11ae3f37da3c481587f888566cc96779", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Everton F.C. is a limited company with the board of directors holding a majority of the shares. The club's most recent accounts, from May 2014, show a net total debt of \u00a328.1 million, with a turnover of \u00a3120.5 million and a profit of \u00a328.2 million. The club's overdraft with Barclays Bank is secured against the Premier League's \"Basic Award Fund\", a guaranteed sum given to clubs for competing in the Premier League. Everton agreed a long-term loan of \u00a330 million with Bear Stearns and Prudential plc in 2002 over the duration of 25 years; a consolidation of debts at the time as well as a source of capital for new player acquisitions. Goodison Park is secured as collateral.", "targets": "How long does Everton FC have to pay back \u00a330 million they borrowed from Bear Stearns and Prudential? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Which network broadcasted Super Bowl 50 in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What was the average cost for a 30 second commercial during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Which group headlined the Super Bowl 50 halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Which performers joined the headliner during the Super Bowl 50 halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "At which Super Bowl did Beyonce headline the halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who was the broadcaster for Super Bowl 50 in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What was the average cost of a 30-second commercial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What halftime performer previously headlined Super Bowl XLVII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What halftime performer previously headlined Super Bowl XLVIII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who was the main performer at this year's halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Which network broadcasted the 50th Super Bowl game? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What was the average cost for a TV ad lasting 30 seconds during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who was the male singer who performed as a special guest during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What ranking does the Super Bowl 50 halftime show have on the list of most watched TV broadcasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What station aired the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "How much money did a 1/2 minute commercial cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What band headlined half-time during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What two artists came out with Coldplay during the half-time show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who broadcast the Super Bowl on TV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who headlined the halftime show for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who were special guests for the Super Bowl halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Which Super Bowl halftime show did Beyonc\u00e9 headline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What was the cost for a half minute ad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "Who lead the Super Bowl 50 halftime performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What other two famous performers were part of the Super Bowl 50 halftime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37ee57b3fddd4f97bfd46afea5ade513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CBS broadcast Super Bowl 50 in the U.S., and charged an average of $5 million for a 30-second commercial during the game. The Super Bowl 50 halftime show was headlined by the British rock group Coldplay with special guest performers Beyonc\u00e9 and Bruno Mars, who headlined the Super Bowl XLVII and Super Bowl XLVIII halftime shows, respectively. It was the third-most watched U.S. broadcast ever.", "targets": "What performer lead the Super Bowl XLVIII halftime show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a09f30aa564bee89b9779214ff9055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is cited as the birthplace of techno music in the early 1980s. The city also lends its name to an early and pioneering genre of electronic dance music, \"Detroit techno\". Featuring science fiction imagery and robotic themes, its futuristic style was greatly influenced by the geography of Detroit's urban decline and its industrial past. Prominent Detroit techno artists include Juan Atkins, Derrick May, and Kevin Saunderson. The Detroit Electronic Music Festival, now known as \"Movement\", occurs annually in late May on Memorial Day Weekend, and takes place in Hart Plaza. In the early years (2000-2002), this was a landmark event, boasting over a million estimated attendees annually, coming from all over the world to celebrate Techno music in the city of its birth.", "targets": "Techno started in which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a09f30aa564bee89b9779214ff9055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is cited as the birthplace of techno music in the early 1980s. The city also lends its name to an early and pioneering genre of electronic dance music, \"Detroit techno\". Featuring science fiction imagery and robotic themes, its futuristic style was greatly influenced by the geography of Detroit's urban decline and its industrial past. Prominent Detroit techno artists include Juan Atkins, Derrick May, and Kevin Saunderson. The Detroit Electronic Music Festival, now known as \"Movement\", occurs annually in late May on Memorial Day Weekend, and takes place in Hart Plaza. In the early years (2000-2002), this was a landmark event, boasting over a million estimated attendees annually, coming from all over the world to celebrate Techno music in the city of its birth.", "targets": "What genre of music featured robotic themes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a09f30aa564bee89b9779214ff9055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is cited as the birthplace of techno music in the early 1980s. The city also lends its name to an early and pioneering genre of electronic dance music, \"Detroit techno\". Featuring science fiction imagery and robotic themes, its futuristic style was greatly influenced by the geography of Detroit's urban decline and its industrial past. Prominent Detroit techno artists include Juan Atkins, Derrick May, and Kevin Saunderson. The Detroit Electronic Music Festival, now known as \"Movement\", occurs annually in late May on Memorial Day Weekend, and takes place in Hart Plaza. In the early years (2000-2002), this was a landmark event, boasting over a million estimated attendees annually, coming from all over the world to celebrate Techno music in the city of its birth.", "targets": "What is the Detroit Electronic Music Festival known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a09f30aa564bee89b9779214ff9055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is cited as the birthplace of techno music in the early 1980s. The city also lends its name to an early and pioneering genre of electronic dance music, \"Detroit techno\". Featuring science fiction imagery and robotic themes, its futuristic style was greatly influenced by the geography of Detroit's urban decline and its industrial past. Prominent Detroit techno artists include Juan Atkins, Derrick May, and Kevin Saunderson. The Detroit Electronic Music Festival, now known as \"Movement\", occurs annually in late May on Memorial Day Weekend, and takes place in Hart Plaza. In the early years (2000-2002), this was a landmark event, boasting over a million estimated attendees annually, coming from all over the world to celebrate Techno music in the city of its birth.", "targets": "When does \"Movement\" occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27a09f30aa564bee89b9779214ff9055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit is cited as the birthplace of techno music in the early 1980s. The city also lends its name to an early and pioneering genre of electronic dance music, \"Detroit techno\". Featuring science fiction imagery and robotic themes, its futuristic style was greatly influenced by the geography of Detroit's urban decline and its industrial past. Prominent Detroit techno artists include Juan Atkins, Derrick May, and Kevin Saunderson. The Detroit Electronic Music Festival, now known as \"Movement\", occurs annually in late May on Memorial Day Weekend, and takes place in Hart Plaza. In the early years (2000-2002), this was a landmark event, boasting over a million estimated attendees annually, coming from all over the world to celebrate Techno music in the city of its birth.", "targets": "Where does \"Movement\" take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d3133393874e77a4ab046fb4dcaa3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often taxonomists prefer to use phylogenetic analysis to determine whether a population can be considered a subspecies. Phylogenetic analysis relies on the concept of derived characteristics that are not shared between groups, usually applying to populations that are allopatric (geographically separated) and therefore discretely bounded. This would make a subspecies, evolutionarily speaking, a clade \u2013 a group with a common evolutionary ancestor population. The smooth gradation of human genetic variation in general tends to rule out any idea that human population groups can be considered monophyletic (cleanly divided), as there appears to always have been considerable gene flow between human populations. Rachel Caspari (2003) have argued that clades are by definition monophyletic groups (a taxon that includes all descendants of a given ancestor) and since no groups currently regarded as races are monophyletic, none of those groups can be clades.", "targets": "What analysis method are taxonomists fond of using in considering a population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d3133393874e77a4ab046fb4dcaa3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often taxonomists prefer to use phylogenetic analysis to determine whether a population can be considered a subspecies. Phylogenetic analysis relies on the concept of derived characteristics that are not shared between groups, usually applying to populations that are allopatric (geographically separated) and therefore discretely bounded. This would make a subspecies, evolutionarily speaking, a clade \u2013 a group with a common evolutionary ancestor population. The smooth gradation of human genetic variation in general tends to rule out any idea that human population groups can be considered monophyletic (cleanly divided), as there appears to always have been considerable gene flow between human populations. Rachel Caspari (2003) have argued that clades are by definition monophyletic groups (a taxon that includes all descendants of a given ancestor) and since no groups currently regarded as races are monophyletic, none of those groups can be clades.", "targets": "How are allopatric populations separated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d3133393874e77a4ab046fb4dcaa3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often taxonomists prefer to use phylogenetic analysis to determine whether a population can be considered a subspecies. Phylogenetic analysis relies on the concept of derived characteristics that are not shared between groups, usually applying to populations that are allopatric (geographically separated) and therefore discretely bounded. This would make a subspecies, evolutionarily speaking, a clade \u2013 a group with a common evolutionary ancestor population. The smooth gradation of human genetic variation in general tends to rule out any idea that human population groups can be considered monophyletic (cleanly divided), as there appears to always have been considerable gene flow between human populations. Rachel Caspari (2003) have argued that clades are by definition monophyletic groups (a taxon that includes all descendants of a given ancestor) and since no groups currently regarded as races are monophyletic, none of those groups can be clades.", "targets": "What is a group with a common evolutionary ancestor population called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d3133393874e77a4ab046fb4dcaa3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often taxonomists prefer to use phylogenetic analysis to determine whether a population can be considered a subspecies. Phylogenetic analysis relies on the concept of derived characteristics that are not shared between groups, usually applying to populations that are allopatric (geographically separated) and therefore discretely bounded. This would make a subspecies, evolutionarily speaking, a clade \u2013 a group with a common evolutionary ancestor population. The smooth gradation of human genetic variation in general tends to rule out any idea that human population groups can be considered monophyletic (cleanly divided), as there appears to always have been considerable gene flow between human populations. Rachel Caspari (2003) have argued that clades are by definition monophyletic groups (a taxon that includes all descendants of a given ancestor) and since no groups currently regarded as races are monophyletic, none of those groups can be clades.", "targets": "What is a tongue twister of a word that merely means \"cleanly divided\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3d3133393874e77a4ab046fb4dcaa3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often taxonomists prefer to use phylogenetic analysis to determine whether a population can be considered a subspecies. Phylogenetic analysis relies on the concept of derived characteristics that are not shared between groups, usually applying to populations that are allopatric (geographically separated) and therefore discretely bounded. This would make a subspecies, evolutionarily speaking, a clade \u2013 a group with a common evolutionary ancestor population. The smooth gradation of human genetic variation in general tends to rule out any idea that human population groups can be considered monophyletic (cleanly divided), as there appears to always have been considerable gene flow between human populations. Rachel Caspari (2003) have argued that clades are by definition monophyletic groups (a taxon that includes all descendants of a given ancestor) and since no groups currently regarded as races are monophyletic, none of those groups can be clades.", "targets": "Who argued in 2003 that all clades are by definition monophyletic groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00d26bb8d064476faa50269d4b0a8652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For African Americans, the one-drop rule was a significant factor in ethnic solidarity. African Americans generally shared a common cause in society regardless of their multiracial admixture, or social/economic stratification. Additionally, African Americans found it, near, impossible to learn about their Indigenous American heritage as many family elders withheld pertinent genealogical information. Tracing the genealogy of African Americans can be a very difficult process, especially for descendants of Indigenous Americans, because African Americans who were slaves were forbidden to learn to read and write, and a majority of Indigenous Americans neither spoke English, nor read or wrote it.", "targets": "What brought African Americans together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00d26bb8d064476faa50269d4b0a8652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For African Americans, the one-drop rule was a significant factor in ethnic solidarity. African Americans generally shared a common cause in society regardless of their multiracial admixture, or social/economic stratification. Additionally, African Americans found it, near, impossible to learn about their Indigenous American heritage as many family elders withheld pertinent genealogical information. Tracing the genealogy of African Americans can be a very difficult process, especially for descendants of Indigenous Americans, because African Americans who were slaves were forbidden to learn to read and write, and a majority of Indigenous Americans neither spoke English, nor read or wrote it.", "targets": "Who made it next to impossible to learn about their heritage for African Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00d26bb8d064476faa50269d4b0a8652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For African Americans, the one-drop rule was a significant factor in ethnic solidarity. African Americans generally shared a common cause in society regardless of their multiracial admixture, or social/economic stratification. Additionally, African Americans found it, near, impossible to learn about their Indigenous American heritage as many family elders withheld pertinent genealogical information. Tracing the genealogy of African Americans can be a very difficult process, especially for descendants of Indigenous Americans, because African Americans who were slaves were forbidden to learn to read and write, and a majority of Indigenous Americans neither spoke English, nor read or wrote it.", "targets": "Slaves were not allowed to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00d26bb8d064476faa50269d4b0a8652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For African Americans, the one-drop rule was a significant factor in ethnic solidarity. African Americans generally shared a common cause in society regardless of their multiracial admixture, or social/economic stratification. Additionally, African Americans found it, near, impossible to learn about their Indigenous American heritage as many family elders withheld pertinent genealogical information. Tracing the genealogy of African Americans can be a very difficult process, especially for descendants of Indigenous Americans, because African Americans who were slaves were forbidden to learn to read and write, and a majority of Indigenous Americans neither spoke English, nor read or wrote it.", "targets": "What did Indigenous Americans not do that makes it difficult to trace their heritage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00d26bb8d064476faa50269d4b0a8652", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For African Americans, the one-drop rule was a significant factor in ethnic solidarity. African Americans generally shared a common cause in society regardless of their multiracial admixture, or social/economic stratification. Additionally, African Americans found it, near, impossible to learn about their Indigenous American heritage as many family elders withheld pertinent genealogical information. Tracing the genealogy of African Americans can be a very difficult process, especially for descendants of Indigenous Americans, because African Americans who were slaves were forbidden to learn to read and write, and a majority of Indigenous Americans neither spoke English, nor read or wrote it.", "targets": "What factors did not affect racial solidarity amoung African Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4ac3227052d4349bfd8420f50393305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constraints of constructing a flight deck affect the role of a given carrier strongly, as they influence the weight, type, and configuration of the aircraft that may be launched. For example, assisted launch mechanisms are used primarily for heavy aircraft, especially those loaded with air-to-ground weapons. CATOBAR is most commonly used on USN supercarriers as it allows the deployment of heavy jets with full loadouts, especially on ground-attack missions. STOVL is used by other navies because it is cheaper to operate and still provides good deployment capability for fighter aircraft.", "targets": "Why do the constraints of constructing a flight deck affect the role of a carrier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4ac3227052d4349bfd8420f50393305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constraints of constructing a flight deck affect the role of a given carrier strongly, as they influence the weight, type, and configuration of the aircraft that may be launched. For example, assisted launch mechanisms are used primarily for heavy aircraft, especially those loaded with air-to-ground weapons. CATOBAR is most commonly used on USN supercarriers as it allows the deployment of heavy jets with full loadouts, especially on ground-attack missions. STOVL is used by other navies because it is cheaper to operate and still provides good deployment capability for fighter aircraft.", "targets": "What are assisted launch mechanisms primarily used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4ac3227052d4349bfd8420f50393305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constraints of constructing a flight deck affect the role of a given carrier strongly, as they influence the weight, type, and configuration of the aircraft that may be launched. For example, assisted launch mechanisms are used primarily for heavy aircraft, especially those loaded with air-to-ground weapons. CATOBAR is most commonly used on USN supercarriers as it allows the deployment of heavy jets with full loadouts, especially on ground-attack missions. STOVL is used by other navies because it is cheaper to operate and still provides good deployment capability for fighter aircraft.", "targets": "What does CATOBAR allow for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4ac3227052d4349bfd8420f50393305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The constraints of constructing a flight deck affect the role of a given carrier strongly, as they influence the weight, type, and configuration of the aircraft that may be launched. For example, assisted launch mechanisms are used primarily for heavy aircraft, especially those loaded with air-to-ground weapons. CATOBAR is most commonly used on USN supercarriers as it allows the deployment of heavy jets with full loadouts, especially on ground-attack missions. STOVL is used by other navies because it is cheaper to operate and still provides good deployment capability for fighter aircraft.", "targets": "Why is STOVL used by other navies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69e2a282c7448e4b67b555f7ec7b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first game in Arena Football League history was played on June 19, 1987, between the Gladiators and Commandos at Pittsburgh Civic Arena in front of 12,117 fans. The game was deliberately not televised so that it could be analyzed and any follies and failures would not be subject to national public scrutiny. Following the inaugural game, tweaks and adjustments were made, and the first season continued. The Dynamite and Bruisers played in the first-ever televised AFL game the next night, on June 20, 1987, at the Rosemont Horizon in suburban Chicago on ESPN with Bob Rathbun and Lee Corso calling the play. The broadcast showed a short clip of the Commandos-Gladiators game. Each team played six games, two against each other team. The top two teams, Denver and Pittsburgh, then competed in the first-ever AFL championship game, ArenaBowl I.", "targets": "On what date was the inaugural game of the AFL played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69e2a282c7448e4b67b555f7ec7b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first game in Arena Football League history was played on June 19, 1987, between the Gladiators and Commandos at Pittsburgh Civic Arena in front of 12,117 fans. The game was deliberately not televised so that it could be analyzed and any follies and failures would not be subject to national public scrutiny. Following the inaugural game, tweaks and adjustments were made, and the first season continued. The Dynamite and Bruisers played in the first-ever televised AFL game the next night, on June 20, 1987, at the Rosemont Horizon in suburban Chicago on ESPN with Bob Rathbun and Lee Corso calling the play. The broadcast showed a short clip of the Commandos-Gladiators game. Each team played six games, two against each other team. The top two teams, Denver and Pittsburgh, then competed in the first-ever AFL championship game, ArenaBowl I.", "targets": "Along with the Commandos, who played in the first Arena Football League game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69e2a282c7448e4b67b555f7ec7b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first game in Arena Football League history was played on June 19, 1987, between the Gladiators and Commandos at Pittsburgh Civic Arena in front of 12,117 fans. The game was deliberately not televised so that it could be analyzed and any follies and failures would not be subject to national public scrutiny. Following the inaugural game, tweaks and adjustments were made, and the first season continued. The Dynamite and Bruisers played in the first-ever televised AFL game the next night, on June 20, 1987, at the Rosemont Horizon in suburban Chicago on ESPN with Bob Rathbun and Lee Corso calling the play. The broadcast showed a short clip of the Commandos-Gladiators game. Each team played six games, two against each other team. The top two teams, Denver and Pittsburgh, then competed in the first-ever AFL championship game, ArenaBowl I.", "targets": "How many spectators watched the first Arena Football League game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69e2a282c7448e4b67b555f7ec7b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first game in Arena Football League history was played on June 19, 1987, between the Gladiators and Commandos at Pittsburgh Civic Arena in front of 12,117 fans. The game was deliberately not televised so that it could be analyzed and any follies and failures would not be subject to national public scrutiny. Following the inaugural game, tweaks and adjustments were made, and the first season continued. The Dynamite and Bruisers played in the first-ever televised AFL game the next night, on June 20, 1987, at the Rosemont Horizon in suburban Chicago on ESPN with Bob Rathbun and Lee Corso calling the play. The broadcast showed a short clip of the Commandos-Gladiators game. Each team played six games, two against each other team. The top two teams, Denver and Pittsburgh, then competed in the first-ever AFL championship game, ArenaBowl I.", "targets": "On what date was the first AFL game that aired on television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d69e2a282c7448e4b67b555f7ec7b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first game in Arena Football League history was played on June 19, 1987, between the Gladiators and Commandos at Pittsburgh Civic Arena in front of 12,117 fans. The game was deliberately not televised so that it could be analyzed and any follies and failures would not be subject to national public scrutiny. Following the inaugural game, tweaks and adjustments were made, and the first season continued. The Dynamite and Bruisers played in the first-ever televised AFL game the next night, on June 20, 1987, at the Rosemont Horizon in suburban Chicago on ESPN with Bob Rathbun and Lee Corso calling the play. The broadcast showed a short clip of the Commandos-Gladiators game. Each team played six games, two against each other team. The top two teams, Denver and Pittsburgh, then competed in the first-ever AFL championship game, ArenaBowl I.", "targets": "At what venue did the first televised Arena Football League game occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1218f9d5866444496d4e1dcd1310213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apicoplasts have lost all photosynthetic function, and contain no photosynthetic pigments or true thylakoids. They are bounded by four membranes, but the membranes are not connected to the endoplasmic reticulum. The fact that apicomplexans still keep their nonphotosynthetic chloroplast around demonstrates how the chloroplast carries out important functions other than photosynthesis. Plant chloroplasts provide plant cells with many important things besides sugar, and apicoplasts are no different\u2014they synthesize fatty acids, isopentenyl pyrophosphate, iron-sulfur clusters, and carry out part of the heme pathway. This makes the apicoplast an attractive target for drugs to cure apicomplexan-related diseases. The most important apicoplast function is isopentenyl pyrophosphate synthesis\u2014in fact, apicomplexans die when something interferes with this apicoplast function, and when apicomplexans are grown in an isopentenyl pyrophosphate-rich medium, they dump the organelle.", "targets": "What do apicoplasts synthesize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1218f9d5866444496d4e1dcd1310213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apicoplasts have lost all photosynthetic function, and contain no photosynthetic pigments or true thylakoids. They are bounded by four membranes, but the membranes are not connected to the endoplasmic reticulum. The fact that apicomplexans still keep their nonphotosynthetic chloroplast around demonstrates how the chloroplast carries out important functions other than photosynthesis. Plant chloroplasts provide plant cells with many important things besides sugar, and apicoplasts are no different\u2014they synthesize fatty acids, isopentenyl pyrophosphate, iron-sulfur clusters, and carry out part of the heme pathway. This makes the apicoplast an attractive target for drugs to cure apicomplexan-related diseases. The most important apicoplast function is isopentenyl pyrophosphate synthesis\u2014in fact, apicomplexans die when something interferes with this apicoplast function, and when apicomplexans are grown in an isopentenyl pyrophosphate-rich medium, they dump the organelle.", "targets": "What kind of diseases do drugs target apicoplasts for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1218f9d5866444496d4e1dcd1310213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apicoplasts have lost all photosynthetic function, and contain no photosynthetic pigments or true thylakoids. They are bounded by four membranes, but the membranes are not connected to the endoplasmic reticulum. The fact that apicomplexans still keep their nonphotosynthetic chloroplast around demonstrates how the chloroplast carries out important functions other than photosynthesis. Plant chloroplasts provide plant cells with many important things besides sugar, and apicoplasts are no different\u2014they synthesize fatty acids, isopentenyl pyrophosphate, iron-sulfur clusters, and carry out part of the heme pathway. This makes the apicoplast an attractive target for drugs to cure apicomplexan-related diseases. The most important apicoplast function is isopentenyl pyrophosphate synthesis\u2014in fact, apicomplexans die when something interferes with this apicoplast function, and when apicomplexans are grown in an isopentenyl pyrophosphate-rich medium, they dump the organelle.", "targets": "What is the most important thing apicoplasts do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1218f9d5866444496d4e1dcd1310213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apicoplasts have lost all photosynthetic function, and contain no photosynthetic pigments or true thylakoids. They are bounded by four membranes, but the membranes are not connected to the endoplasmic reticulum. The fact that apicomplexans still keep their nonphotosynthetic chloroplast around demonstrates how the chloroplast carries out important functions other than photosynthesis. Plant chloroplasts provide plant cells with many important things besides sugar, and apicoplasts are no different\u2014they synthesize fatty acids, isopentenyl pyrophosphate, iron-sulfur clusters, and carry out part of the heme pathway. This makes the apicoplast an attractive target for drugs to cure apicomplexan-related diseases. The most important apicoplast function is isopentenyl pyrophosphate synthesis\u2014in fact, apicomplexans die when something interferes with this apicoplast function, and when apicomplexans are grown in an isopentenyl pyrophosphate-rich medium, they dump the organelle.", "targets": "What are apicoplasts missing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1218f9d5866444496d4e1dcd1310213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apicoplasts have lost all photosynthetic function, and contain no photosynthetic pigments or true thylakoids. They are bounded by four membranes, but the membranes are not connected to the endoplasmic reticulum. The fact that apicomplexans still keep their nonphotosynthetic chloroplast around demonstrates how the chloroplast carries out important functions other than photosynthesis. Plant chloroplasts provide plant cells with many important things besides sugar, and apicoplasts are no different\u2014they synthesize fatty acids, isopentenyl pyrophosphate, iron-sulfur clusters, and carry out part of the heme pathway. This makes the apicoplast an attractive target for drugs to cure apicomplexan-related diseases. The most important apicoplast function is isopentenyl pyrophosphate synthesis\u2014in fact, apicomplexans die when something interferes with this apicoplast function, and when apicomplexans are grown in an isopentenyl pyrophosphate-rich medium, they dump the organelle.", "targets": "How many membranes do apicoplasts have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb176cfbf40143bc970c99645f9fbea2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although colloquially Delhi and New Delhi as names are used interchangeably to refer to the jurisdiction of NCT of Delhi, these are two distinct entities, and the latter is a small part of the former.", "targets": "What are the two terms colloquially used to refer to the jurisdiction of NCT of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb176cfbf40143bc970c99645f9fbea2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although colloquially Delhi and New Delhi as names are used interchangeably to refer to the jurisdiction of NCT of Delhi, these are two distinct entities, and the latter is a small part of the former.", "targets": "New Delhi is a small part of what larger territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb176cfbf40143bc970c99645f9fbea2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although colloquially Delhi and New Delhi as names are used interchangeably to refer to the jurisdiction of NCT of Delhi, these are two distinct entities, and the latter is a small part of the former.", "targets": "Delhi and New Delhi are colloquially used to refer to what jurisdiction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb176cfbf40143bc970c99645f9fbea2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although colloquially Delhi and New Delhi as names are used interchangeably to refer to the jurisdiction of NCT of Delhi, these are two distinct entities, and the latter is a small part of the former.", "targets": "What is one name used to refer to the jurisdiction of NCT of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb176cfbf40143bc970c99645f9fbea2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although colloquially Delhi and New Delhi as names are used interchangeably to refer to the jurisdiction of NCT of Delhi, these are two distinct entities, and the latter is a small part of the former.", "targets": "What is one name used to refer to the jurisdiction of NCT of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52456403873d433f9a349dc98dcd5b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important library \u2013 the University Library, founded in 1816, is home to over two million items. The building was designed by architects Marek Budzy\u0144ski and Zbigniew Badowski and opened on 15 December 1999. It is surrounded by green. The University Library garden, designed by Irena Bajerska, was opened on 12 June 2002. It is one of the largest and most beautiful roof gardens in Europe with an area of more than 10,000 m2 (107,639.10 sq ft), and plants covering 5,111 m2 (55,014.35 sq ft). As the university garden it is open to the public every day.", "targets": "When was the University Library founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52456403873d433f9a349dc98dcd5b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important library \u2013 the University Library, founded in 1816, is home to over two million items. The building was designed by architects Marek Budzy\u0144ski and Zbigniew Badowski and opened on 15 December 1999. It is surrounded by green. The University Library garden, designed by Irena Bajerska, was opened on 12 June 2002. It is one of the largest and most beautiful roof gardens in Europe with an area of more than 10,000 m2 (107,639.10 sq ft), and plants covering 5,111 m2 (55,014.35 sq ft). As the university garden it is open to the public every day.", "targets": "How many items is the University Library home to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52456403873d433f9a349dc98dcd5b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important library \u2013 the University Library, founded in 1816, is home to over two million items. The building was designed by architects Marek Budzy\u0144ski and Zbigniew Badowski and opened on 15 December 1999. It is surrounded by green. The University Library garden, designed by Irena Bajerska, was opened on 12 June 2002. It is one of the largest and most beautiful roof gardens in Europe with an area of more than 10,000 m2 (107,639.10 sq ft), and plants covering 5,111 m2 (55,014.35 sq ft). As the university garden it is open to the public every day.", "targets": "What profession does Zbigniew Badowski have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52456403873d433f9a349dc98dcd5b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important library \u2013 the University Library, founded in 1816, is home to over two million items. The building was designed by architects Marek Budzy\u0144ski and Zbigniew Badowski and opened on 15 December 1999. It is surrounded by green. The University Library garden, designed by Irena Bajerska, was opened on 12 June 2002. It is one of the largest and most beautiful roof gardens in Europe with an area of more than 10,000 m2 (107,639.10 sq ft), and plants covering 5,111 m2 (55,014.35 sq ft). As the university garden it is open to the public every day.", "targets": "Who designed the garden for the University Library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52456403873d433f9a349dc98dcd5b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another important library \u2013 the University Library, founded in 1816, is home to over two million items. The building was designed by architects Marek Budzy\u0144ski and Zbigniew Badowski and opened on 15 December 1999. It is surrounded by green. The University Library garden, designed by Irena Bajerska, was opened on 12 June 2002. It is one of the largest and most beautiful roof gardens in Europe with an area of more than 10,000 m2 (107,639.10 sq ft), and plants covering 5,111 m2 (55,014.35 sq ft). As the university garden it is open to the public every day.", "targets": "How much area does the University Library garden cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc7c4c5ac75b46838bc3f935b2c8d92e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypnotic electronic dance song \"On and On\", produced in 1984 by Chicago DJ Jesse Saunders and co-written by Vince Lawrence, had elements that became staples of the early house sound, such as the Roland TB-303 bass synthesizer and minimal vocals as well as a Roland (specifically TR-808) drum machine and Korg (specifically Poly-61) synthesizer. It also utilized the bassline from Player One's disco record \"Space Invaders\" (1979). \"On and On\" is sometimes cited as the 'first house record', though other examples from around that time, such as J.M. Silk's \"Music is the Key\" (1985), have also been cited.", "targets": "who produced the song \"on and on\" in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc7c4c5ac75b46838bc3f935b2c8d92e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypnotic electronic dance song \"On and On\", produced in 1984 by Chicago DJ Jesse Saunders and co-written by Vince Lawrence, had elements that became staples of the early house sound, such as the Roland TB-303 bass synthesizer and minimal vocals as well as a Roland (specifically TR-808) drum machine and Korg (specifically Poly-61) synthesizer. It also utilized the bassline from Player One's disco record \"Space Invaders\" (1979). \"On and On\" is sometimes cited as the 'first house record', though other examples from around that time, such as J.M. Silk's \"Music is the Key\" (1985), have also been cited.", "targets": "where was jesse saunders from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc7c4c5ac75b46838bc3f935b2c8d92e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypnotic electronic dance song \"On and On\", produced in 1984 by Chicago DJ Jesse Saunders and co-written by Vince Lawrence, had elements that became staples of the early house sound, such as the Roland TB-303 bass synthesizer and minimal vocals as well as a Roland (specifically TR-808) drum machine and Korg (specifically Poly-61) synthesizer. It also utilized the bassline from Player One's disco record \"Space Invaders\" (1979). \"On and On\" is sometimes cited as the 'first house record', though other examples from around that time, such as J.M. Silk's \"Music is the Key\" (1985), have also been cited.", "targets": "who co-wrote the hit song \"on and on\" in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc7c4c5ac75b46838bc3f935b2c8d92e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypnotic electronic dance song \"On and On\", produced in 1984 by Chicago DJ Jesse Saunders and co-written by Vince Lawrence, had elements that became staples of the early house sound, such as the Roland TB-303 bass synthesizer and minimal vocals as well as a Roland (specifically TR-808) drum machine and Korg (specifically Poly-61) synthesizer. It also utilized the bassline from Player One's disco record \"Space Invaders\" (1979). \"On and On\" is sometimes cited as the 'first house record', though other examples from around that time, such as J.M. Silk's \"Music is the Key\" (1985), have also been cited.", "targets": "what type of bass synthesizer was a staple of the early house sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc7c4c5ac75b46838bc3f935b2c8d92e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The hypnotic electronic dance song \"On and On\", produced in 1984 by Chicago DJ Jesse Saunders and co-written by Vince Lawrence, had elements that became staples of the early house sound, such as the Roland TB-303 bass synthesizer and minimal vocals as well as a Roland (specifically TR-808) drum machine and Korg (specifically Poly-61) synthesizer. It also utilized the bassline from Player One's disco record \"Space Invaders\" (1979). \"On and On\" is sometimes cited as the 'first house record', though other examples from around that time, such as J.M. Silk's \"Music is the Key\" (1985), have also been cited.", "targets": "when was player one's \"space invaders\" released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43991263c2764790ae54ae661161d7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, the full name of Oda Nobunaga would be \"Oda Kazusanosuke Saburo Nobunaga\" (\u7e54\u7530\u4e0a\u7dcf\u4ecb\u4e09\u90ce\u4fe1\u9577), in which \"Oda\" is a clan or family name, \"Kazusanosuke\" is a title of vice-governor of Kazusa province, \"Saburo\" is a formal nickname (yobina), and \"Nobunaga\" is an adult name (nanori) given at genpuku, the coming of age ceremony. A man was addressed by his family name and his title, or by his yobina if he did not have a title. However, the nanori was a private name that could be used by only a very few, including the Emperor.", "targets": "What did Nobunaga mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43991263c2764790ae54ae661161d7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, the full name of Oda Nobunaga would be \"Oda Kazusanosuke Saburo Nobunaga\" (\u7e54\u7530\u4e0a\u7dcf\u4ecb\u4e09\u90ce\u4fe1\u9577), in which \"Oda\" is a clan or family name, \"Kazusanosuke\" is a title of vice-governor of Kazusa province, \"Saburo\" is a formal nickname (yobina), and \"Nobunaga\" is an adult name (nanori) given at genpuku, the coming of age ceremony. A man was addressed by his family name and his title, or by his yobina if he did not have a title. However, the nanori was a private name that could be used by only a very few, including the Emperor.", "targets": "What did Kazusanosuke mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43991263c2764790ae54ae661161d7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, the full name of Oda Nobunaga would be \"Oda Kazusanosuke Saburo Nobunaga\" (\u7e54\u7530\u4e0a\u7dcf\u4ecb\u4e09\u90ce\u4fe1\u9577), in which \"Oda\" is a clan or family name, \"Kazusanosuke\" is a title of vice-governor of Kazusa province, \"Saburo\" is a formal nickname (yobina), and \"Nobunaga\" is an adult name (nanori) given at genpuku, the coming of age ceremony. A man was addressed by his family name and his title, or by his yobina if he did not have a title. However, the nanori was a private name that could be used by only a very few, including the Emperor.", "targets": "What did Saburo mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43991263c2764790ae54ae661161d7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, the full name of Oda Nobunaga would be \"Oda Kazusanosuke Saburo Nobunaga\" (\u7e54\u7530\u4e0a\u7dcf\u4ecb\u4e09\u90ce\u4fe1\u9577), in which \"Oda\" is a clan or family name, \"Kazusanosuke\" is a title of vice-governor of Kazusa province, \"Saburo\" is a formal nickname (yobina), and \"Nobunaga\" is an adult name (nanori) given at genpuku, the coming of age ceremony. A man was addressed by his family name and his title, or by his yobina if he did not have a title. However, the nanori was a private name that could be used by only a very few, including the Emperor.", "targets": "What did Oda mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43991263c2764790ae54ae661161d7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For example, the full name of Oda Nobunaga would be \"Oda Kazusanosuke Saburo Nobunaga\" (\u7e54\u7530\u4e0a\u7dcf\u4ecb\u4e09\u90ce\u4fe1\u9577), in which \"Oda\" is a clan or family name, \"Kazusanosuke\" is a title of vice-governor of Kazusa province, \"Saburo\" is a formal nickname (yobina), and \"Nobunaga\" is an adult name (nanori) given at genpuku, the coming of age ceremony. A man was addressed by his family name and his title, or by his yobina if he did not have a title. However, the nanori was a private name that could be used by only a very few, including the Emperor.", "targets": "What was Oda Nobunaga's full name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b36287acd64cc2931245325139c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction of the chapel, originally intended to be slightly over twice as long, with eighteen - or possibly seventeen - bays (there are eight today) was stopped when Henry VI was deposed. Only the Quire of the intended building was completed. Eton's first Headmaster, William Waynflete, founder of Magdalen College, Oxford and previously Head Master of Winchester College, built the ante-chapel that finishes the Chapel today. The important wall paintings in the Chapel and the brick north range of the present School Yard also date from the 1480s; the lower storeys of the cloister, including College Hall, had been built between 1441 and 1460.", "targets": "Who was Eton's first Headmaster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b36287acd64cc2931245325139c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction of the chapel, originally intended to be slightly over twice as long, with eighteen - or possibly seventeen - bays (there are eight today) was stopped when Henry VI was deposed. Only the Quire of the intended building was completed. Eton's first Headmaster, William Waynflete, founder of Magdalen College, Oxford and previously Head Master of Winchester College, built the ante-chapel that finishes the Chapel today. The important wall paintings in the Chapel and the brick north range of the present School Yard also date from the 1480s; the lower storeys of the cloister, including College Hall, had been built between 1441 and 1460.", "targets": "How old are the wall paintings in the Chapel and School Yard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b36287acd64cc2931245325139c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction of the chapel, originally intended to be slightly over twice as long, with eighteen - or possibly seventeen - bays (there are eight today) was stopped when Henry VI was deposed. Only the Quire of the intended building was completed. Eton's first Headmaster, William Waynflete, founder of Magdalen College, Oxford and previously Head Master of Winchester College, built the ante-chapel that finishes the Chapel today. The important wall paintings in the Chapel and the brick north range of the present School Yard also date from the 1480s; the lower storeys of the cloister, including College Hall, had been built between 1441 and 1460.", "targets": "Between what years was College Hall built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b36287acd64cc2931245325139c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction of the chapel, originally intended to be slightly over twice as long, with eighteen - or possibly seventeen - bays (there are eight today) was stopped when Henry VI was deposed. Only the Quire of the intended building was completed. Eton's first Headmaster, William Waynflete, founder of Magdalen College, Oxford and previously Head Master of Winchester College, built the ante-chapel that finishes the Chapel today. The important wall paintings in the Chapel and the brick north range of the present School Yard also date from the 1480s; the lower storeys of the cloister, including College Hall, had been built between 1441 and 1460.", "targets": "How many bays was the chapel originially intended to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b36287acd64cc2931245325139c6d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Construction of the chapel, originally intended to be slightly over twice as long, with eighteen - or possibly seventeen - bays (there are eight today) was stopped when Henry VI was deposed. Only the Quire of the intended building was completed. Eton's first Headmaster, William Waynflete, founder of Magdalen College, Oxford and previously Head Master of Winchester College, built the ante-chapel that finishes the Chapel today. The important wall paintings in the Chapel and the brick north range of the present School Yard also date from the 1480s; the lower storeys of the cloister, including College Hall, had been built between 1441 and 1460.", "targets": "How many bays does the chapel have today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2e3a071e134bfb9ac1bae21f7a2259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 24 April 2014, it was reported in the Italian magazine Credere that the late pope could possibly be beatified on 19 October 2014. This report from the magazine further stated that several cardinals and bishops would meet on 5 May to confirm the miracle that had previously been approved, and then present it to Pope Francis who may sign the decree for beatification shortly after that. The Congregation for the Causes of Saints held that meeting and positively concluded that the healing was indeed a miracle that could be attributed to the late pope. The matter shall now soon be presented to the pope for approval.", "targets": "What magazine broke the story of Paul VI pending saint hood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2e3a071e134bfb9ac1bae21f7a2259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 24 April 2014, it was reported in the Italian magazine Credere that the late pope could possibly be beatified on 19 October 2014. This report from the magazine further stated that several cardinals and bishops would meet on 5 May to confirm the miracle that had previously been approved, and then present it to Pope Francis who may sign the decree for beatification shortly after that. The Congregation for the Causes of Saints held that meeting and positively concluded that the healing was indeed a miracle that could be attributed to the late pope. The matter shall now soon be presented to the pope for approval.", "targets": "What type of miracle was attributed to Pope Paul VI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2e3a071e134bfb9ac1bae21f7a2259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 24 April 2014, it was reported in the Italian magazine Credere that the late pope could possibly be beatified on 19 October 2014. This report from the magazine further stated that several cardinals and bishops would meet on 5 May to confirm the miracle that had previously been approved, and then present it to Pope Francis who may sign the decree for beatification shortly after that. The Congregation for the Causes of Saints held that meeting and positively concluded that the healing was indeed a miracle that could be attributed to the late pope. The matter shall now soon be presented to the pope for approval.", "targets": "What group declared the healing a miracle by Paul VI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2e3a071e134bfb9ac1bae21f7a2259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 24 April 2014, it was reported in the Italian magazine Credere that the late pope could possibly be beatified on 19 October 2014. This report from the magazine further stated that several cardinals and bishops would meet on 5 May to confirm the miracle that had previously been approved, and then present it to Pope Francis who may sign the decree for beatification shortly after that. The Congregation for the Causes of Saints held that meeting and positively concluded that the healing was indeed a miracle that could be attributed to the late pope. The matter shall now soon be presented to the pope for approval.", "targets": "Who needed to approve the Congregation for the Causes of Saints conclusion that Paul VI performed a miracle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b2e3a071e134bfb9ac1bae21f7a2259", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 24 April 2014, it was reported in the Italian magazine Credere that the late pope could possibly be beatified on 19 October 2014. This report from the magazine further stated that several cardinals and bishops would meet on 5 May to confirm the miracle that had previously been approved, and then present it to Pope Francis who may sign the decree for beatification shortly after that. The Congregation for the Causes of Saints held that meeting and positively concluded that the healing was indeed a miracle that could be attributed to the late pope. The matter shall now soon be presented to the pope for approval.", "targets": "Who was required to sign a decree declaring Paul VI a saint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-323678710d4743f293816d9ea10b421e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of antibiotic resistance has prompted restrictions on their use in the UK in 1970 (Swann report 1969), and the EU has banned the use of antibiotics as growth-promotional agents since 2003. Moreover, several organizations (e.g., The American Society for Microbiology (ASM), American Public Health Association (APHA) and the American Medical Association (AMA)) have called for restrictions on antibiotic use in food animal production and an end to all nontherapeutic uses.[citation needed] However, commonly there are delays in regulatory and legislative actions to limit the use of antibiotics, attributable partly to resistance against such regulation by industries using or selling antibiotics, and to the time required for research to test causal links between their use and resistance to them. Two federal bills (S.742 and H.R. 2562) aimed at phasing out nontherapeutic use of antibiotics in US food animals were proposed, but have not passed. These bills were endorsed by public health and medical organizations, including the American Holistic Nurses' Association, the American Medical Association, and the American Public Health Association (APHA).", "targets": "When did the EU ban antibiotics for speeding up growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-323678710d4743f293816d9ea10b421e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of antibiotic resistance has prompted restrictions on their use in the UK in 1970 (Swann report 1969), and the EU has banned the use of antibiotics as growth-promotional agents since 2003. Moreover, several organizations (e.g., The American Society for Microbiology (ASM), American Public Health Association (APHA) and the American Medical Association (AMA)) have called for restrictions on antibiotic use in food animal production and an end to all nontherapeutic uses.[citation needed] However, commonly there are delays in regulatory and legislative actions to limit the use of antibiotics, attributable partly to resistance against such regulation by industries using or selling antibiotics, and to the time required for research to test causal links between their use and resistance to them. Two federal bills (S.742 and H.R. 2562) aimed at phasing out nontherapeutic use of antibiotics in US food animals were proposed, but have not passed. These bills were endorsed by public health and medical organizations, including the American Holistic Nurses' Association, the American Medical Association, and the American Public Health Association (APHA).", "targets": "What report caused the UK to worry about resistance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-323678710d4743f293816d9ea10b421e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of antibiotic resistance has prompted restrictions on their use in the UK in 1970 (Swann report 1969), and the EU has banned the use of antibiotics as growth-promotional agents since 2003. Moreover, several organizations (e.g., The American Society for Microbiology (ASM), American Public Health Association (APHA) and the American Medical Association (AMA)) have called for restrictions on antibiotic use in food animal production and an end to all nontherapeutic uses.[citation needed] However, commonly there are delays in regulatory and legislative actions to limit the use of antibiotics, attributable partly to resistance against such regulation by industries using or selling antibiotics, and to the time required for research to test causal links between their use and resistance to them. Two federal bills (S.742 and H.R. 2562) aimed at phasing out nontherapeutic use of antibiotics in US food animals were proposed, but have not passed. These bills were endorsed by public health and medical organizations, including the American Holistic Nurses' Association, the American Medical Association, and the American Public Health Association (APHA).", "targets": "What 3 US organizations have called for the banning of antibiotics in the production of food animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-323678710d4743f293816d9ea10b421e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of antibiotic resistance has prompted restrictions on their use in the UK in 1970 (Swann report 1969), and the EU has banned the use of antibiotics as growth-promotional agents since 2003. Moreover, several organizations (e.g., The American Society for Microbiology (ASM), American Public Health Association (APHA) and the American Medical Association (AMA)) have called for restrictions on antibiotic use in food animal production and an end to all nontherapeutic uses.[citation needed] However, commonly there are delays in regulatory and legislative actions to limit the use of antibiotics, attributable partly to resistance against such regulation by industries using or selling antibiotics, and to the time required for research to test causal links between their use and resistance to them. Two federal bills (S.742 and H.R. 2562) aimed at phasing out nontherapeutic use of antibiotics in US food animals were proposed, but have not passed. These bills were endorsed by public health and medical organizations, including the American Holistic Nurses' Association, the American Medical Association, and the American Public Health Association (APHA).", "targets": "Name two US bills that want to ban antibiotics in food production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-323678710d4743f293816d9ea10b421e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The emergence of antibiotic resistance has prompted restrictions on their use in the UK in 1970 (Swann report 1969), and the EU has banned the use of antibiotics as growth-promotional agents since 2003. Moreover, several organizations (e.g., The American Society for Microbiology (ASM), American Public Health Association (APHA) and the American Medical Association (AMA)) have called for restrictions on antibiotic use in food animal production and an end to all nontherapeutic uses.[citation needed] However, commonly there are delays in regulatory and legislative actions to limit the use of antibiotics, attributable partly to resistance against such regulation by industries using or selling antibiotics, and to the time required for research to test causal links between their use and resistance to them. Two federal bills (S.742 and H.R. 2562) aimed at phasing out nontherapeutic use of antibiotics in US food animals were proposed, but have not passed. These bills were endorsed by public health and medical organizations, including the American Holistic Nurses' Association, the American Medical Association, and the American Public Health Association (APHA).", "targets": "What 3 medical associations supported the bills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5af988cf876c4f35bbe6ec3380f9b18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Californios (dissatisfied with inequitable taxes and land laws) and pro-slavery southerners in the lightly populated \"Cow Counties\" of southern California attempted three times in the 1850s to achieve a separate statehood or territorial status separate from Northern California. The last attempt, the Pico Act of 1859, was passed by the California State Legislature and signed by the State governor John B. Weller. It was approved overwhelmingly by nearly 75% of voters in the proposed Territory of Colorado. This territory was to include all the counties up to the then much larger Tulare County (that included what is now Kings, most of Kern, and part of Inyo counties) and San Luis Obispo County. The proposal was sent to Washington, D.C. with a strong advocate in Senator Milton Latham. However, the secession crisis following the election of Abraham Lincoln in 1860 led to the proposal never coming to a vote.", "targets": "Other than land laws, what else were the Californios dissatisfied with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5af988cf876c4f35bbe6ec3380f9b18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Californios (dissatisfied with inequitable taxes and land laws) and pro-slavery southerners in the lightly populated \"Cow Counties\" of southern California attempted three times in the 1850s to achieve a separate statehood or territorial status separate from Northern California. The last attempt, the Pico Act of 1859, was passed by the California State Legislature and signed by the State governor John B. Weller. It was approved overwhelmingly by nearly 75% of voters in the proposed Territory of Colorado. This territory was to include all the counties up to the then much larger Tulare County (that included what is now Kings, most of Kern, and part of Inyo counties) and San Luis Obispo County. The proposal was sent to Washington, D.C. with a strong advocate in Senator Milton Latham. However, the secession crisis following the election of Abraham Lincoln in 1860 led to the proposal never coming to a vote.", "targets": "What was the name given to the regions in which the pro - slavery southerners lived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5af988cf876c4f35bbe6ec3380f9b18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Californios (dissatisfied with inequitable taxes and land laws) and pro-slavery southerners in the lightly populated \"Cow Counties\" of southern California attempted three times in the 1850s to achieve a separate statehood or territorial status separate from Northern California. The last attempt, the Pico Act of 1859, was passed by the California State Legislature and signed by the State governor John B. Weller. It was approved overwhelmingly by nearly 75% of voters in the proposed Territory of Colorado. This territory was to include all the counties up to the then much larger Tulare County (that included what is now Kings, most of Kern, and part of Inyo counties) and San Luis Obispo County. The proposal was sent to Washington, D.C. with a strong advocate in Senator Milton Latham. However, the secession crisis following the election of Abraham Lincoln in 1860 led to the proposal never coming to a vote.", "targets": "How many times did southern California attempt to achieve a separate statehood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5af988cf876c4f35bbe6ec3380f9b18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Californios (dissatisfied with inequitable taxes and land laws) and pro-slavery southerners in the lightly populated \"Cow Counties\" of southern California attempted three times in the 1850s to achieve a separate statehood or territorial status separate from Northern California. The last attempt, the Pico Act of 1859, was passed by the California State Legislature and signed by the State governor John B. Weller. It was approved overwhelmingly by nearly 75% of voters in the proposed Territory of Colorado. This territory was to include all the counties up to the then much larger Tulare County (that included what is now Kings, most of Kern, and part of Inyo counties) and San Luis Obispo County. The proposal was sent to Washington, D.C. with a strong advocate in Senator Milton Latham. However, the secession crisis following the election of Abraham Lincoln in 1860 led to the proposal never coming to a vote.", "targets": "What was the percentage of people that voted in favor of the Pico Act of 1859?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5af988cf876c4f35bbe6ec3380f9b18e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Californios (dissatisfied with inequitable taxes and land laws) and pro-slavery southerners in the lightly populated \"Cow Counties\" of southern California attempted three times in the 1850s to achieve a separate statehood or territorial status separate from Northern California. The last attempt, the Pico Act of 1859, was passed by the California State Legislature and signed by the State governor John B. Weller. It was approved overwhelmingly by nearly 75% of voters in the proposed Territory of Colorado. This territory was to include all the counties up to the then much larger Tulare County (that included what is now Kings, most of Kern, and part of Inyo counties) and San Luis Obispo County. The proposal was sent to Washington, D.C. with a strong advocate in Senator Milton Latham. However, the secession crisis following the election of Abraham Lincoln in 1860 led to the proposal never coming to a vote.", "targets": "Which Senator was a strong advocate for the Pico Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e944e44b906450e90a31525cd034c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 October 1951, the Wafd government abrogated the 1936 Anglo-Egyptian Treaty, which had given the British control over the Suez Canal until 1956. The popularity of this move, as well as that of government-sponsored guerrilla attacks against the British, put pressure on Nasser to act. According to Sadat, Nasser decided to wage \"a large scale assassination campaign\". In January 1952, he and Hassan Ibrahim attempted to kill the royalist general Hussein Sirri Amer by firing their submachine guns at his car as he drove through the streets of Cairo. Instead of killing the general, the attackers wounded an innocent female passerby. Nasser recalled that her wails \"haunted\" him and firmly dissuaded him from undertaking similar actions in the future.", "targets": "What treaty did the Wafd government abrogate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e944e44b906450e90a31525cd034c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 October 1951, the Wafd government abrogated the 1936 Anglo-Egyptian Treaty, which had given the British control over the Suez Canal until 1956. The popularity of this move, as well as that of government-sponsored guerrilla attacks against the British, put pressure on Nasser to act. According to Sadat, Nasser decided to wage \"a large scale assassination campaign\". In January 1952, he and Hassan Ibrahim attempted to kill the royalist general Hussein Sirri Amer by firing their submachine guns at his car as he drove through the streets of Cairo. Instead of killing the general, the attackers wounded an innocent female passerby. Nasser recalled that her wails \"haunted\" him and firmly dissuaded him from undertaking similar actions in the future.", "targets": "Who did Nasser's group try to assassinate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e944e44b906450e90a31525cd034c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 October 1951, the Wafd government abrogated the 1936 Anglo-Egyptian Treaty, which had given the British control over the Suez Canal until 1956. The popularity of this move, as well as that of government-sponsored guerrilla attacks against the British, put pressure on Nasser to act. According to Sadat, Nasser decided to wage \"a large scale assassination campaign\". In January 1952, he and Hassan Ibrahim attempted to kill the royalist general Hussein Sirri Amer by firing their submachine guns at his car as he drove through the streets of Cairo. Instead of killing the general, the attackers wounded an innocent female passerby. Nasser recalled that her wails \"haunted\" him and firmly dissuaded him from undertaking similar actions in the future.", "targets": "Who helped Nasser with the assassination attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e944e44b906450e90a31525cd034c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 October 1951, the Wafd government abrogated the 1936 Anglo-Egyptian Treaty, which had given the British control over the Suez Canal until 1956. The popularity of this move, as well as that of government-sponsored guerrilla attacks against the British, put pressure on Nasser to act. According to Sadat, Nasser decided to wage \"a large scale assassination campaign\". In January 1952, he and Hassan Ibrahim attempted to kill the royalist general Hussein Sirri Amer by firing their submachine guns at his car as he drove through the streets of Cairo. Instead of killing the general, the attackers wounded an innocent female passerby. Nasser recalled that her wails \"haunted\" him and firmly dissuaded him from undertaking similar actions in the future.", "targets": "What was general Amer's political affiliation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e944e44b906450e90a31525cd034c9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 October 1951, the Wafd government abrogated the 1936 Anglo-Egyptian Treaty, which had given the British control over the Suez Canal until 1956. The popularity of this move, as well as that of government-sponsored guerrilla attacks against the British, put pressure on Nasser to act. According to Sadat, Nasser decided to wage \"a large scale assassination campaign\". In January 1952, he and Hassan Ibrahim attempted to kill the royalist general Hussein Sirri Amer by firing their submachine guns at his car as he drove through the streets of Cairo. Instead of killing the general, the attackers wounded an innocent female passerby. Nasser recalled that her wails \"haunted\" him and firmly dissuaded him from undertaking similar actions in the future.", "targets": "Who was wounded in the assassination attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "Which contestant was saved by the judges on season 11 of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "Who was the first female to be saved by the judges on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "Who was eliminated the week after judges saved Jessica Sanchez on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "How far did Jessica Sanchez make it on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "When did the judges use their save this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "Who was the recipient of the Judges' Save?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e4be2a2bf5b4209aba493749dc0008b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jessica Sanchez received the fewest number of votes during the Top 7 week, and the judges decided to use their \"save\" option on her, making her the first female recipient of the save. The following week, unlike previous seasons, Colton Dixon was the only contestant sent home. Sanchez later made the final two, the first season where a recipient of the save reached the finale.", "targets": "Which contestant was sent home the following week?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-586f7196733d48f3bd58ff307be3e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The blue and red colours of the shirt were first worn in a match against Hispania in 1900. Several competing theories have been put forth for the blue and red design of the Barcelona shirt. The son of the first president, Arthur Witty, claimed it was the idea of his father as the colours were the same as the Merchant Taylor's School team. Another explanation, according to author Toni Strubell, is that the colours are from Robespierre's First Republic. In Catalonia the common perception is that the colours were chosen by Joan Gamper and are those of his home team, FC Basel. The club's most frequently used change colours have been yellow and orange. An away kit featuring the red and yellow stripes of the flag of Catalonia has also been used.", "targets": "When were the blue and red colors worn for a game by Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-586f7196733d48f3bd58ff307be3e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The blue and red colours of the shirt were first worn in a match against Hispania in 1900. Several competing theories have been put forth for the blue and red design of the Barcelona shirt. The son of the first president, Arthur Witty, claimed it was the idea of his father as the colours were the same as the Merchant Taylor's School team. Another explanation, according to author Toni Strubell, is that the colours are from Robespierre's First Republic. In Catalonia the common perception is that the colours were chosen by Joan Gamper and are those of his home team, FC Basel. The club's most frequently used change colours have been yellow and orange. An away kit featuring the red and yellow stripes of the flag of Catalonia has also been used.", "targets": "When the colors were first worn, what team did Barcelona play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-586f7196733d48f3bd58ff307be3e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The blue and red colours of the shirt were first worn in a match against Hispania in 1900. Several competing theories have been put forth for the blue and red design of the Barcelona shirt. The son of the first president, Arthur Witty, claimed it was the idea of his father as the colours were the same as the Merchant Taylor's School team. Another explanation, according to author Toni Strubell, is that the colours are from Robespierre's First Republic. In Catalonia the common perception is that the colours were chosen by Joan Gamper and are those of his home team, FC Basel. The club's most frequently used change colours have been yellow and orange. An away kit featuring the red and yellow stripes of the flag of Catalonia has also been used.", "targets": "What do the red and yellow stripes of the away kit symbolize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-586f7196733d48f3bd58ff307be3e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The blue and red colours of the shirt were first worn in a match against Hispania in 1900. Several competing theories have been put forth for the blue and red design of the Barcelona shirt. The son of the first president, Arthur Witty, claimed it was the idea of his father as the colours were the same as the Merchant Taylor's School team. Another explanation, according to author Toni Strubell, is that the colours are from Robespierre's First Republic. In Catalonia the common perception is that the colours were chosen by Joan Gamper and are those of his home team, FC Basel. The club's most frequently used change colours have been yellow and orange. An away kit featuring the red and yellow stripes of the flag of Catalonia has also been used.", "targets": "What are Barcelona's most often used change colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-586f7196733d48f3bd58ff307be3e12c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The blue and red colours of the shirt were first worn in a match against Hispania in 1900. Several competing theories have been put forth for the blue and red design of the Barcelona shirt. The son of the first president, Arthur Witty, claimed it was the idea of his father as the colours were the same as the Merchant Taylor's School team. Another explanation, according to author Toni Strubell, is that the colours are from Robespierre's First Republic. In Catalonia the common perception is that the colours were chosen by Joan Gamper and are those of his home team, FC Basel. The club's most frequently used change colours have been yellow and orange. An away kit featuring the red and yellow stripes of the flag of Catalonia has also been used.", "targets": "From what source do Catalons think the red/blue colors originated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab56717481524701bf94eb506242be23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also many large plants under construction. The Desert Sunlight Solar Farm under construction in Riverside County, California and Topaz Solar Farm being built in San Luis Obispo County, California are both 550 MW solar parks that will use thin-film solar photovoltaic modules made by First Solar. The Blythe Solar Power Project is a 500 MW photovoltaic station under construction in Riverside County, California. The California Valley Solar Ranch (CVSR) is a 250 megawatt (MW) solar photovoltaic power plant, which is being built by SunPower in the Carrizo Plain, northeast of California Valley. The 230 MW Antelope Valley Solar Ranch is a First Solar photovoltaic project which is under construction in the Antelope Valley area of the Western Mojave Desert, and due to be completed in 2013. The Mesquite Solar project is a photovoltaic solar power plant being built in Arlington, Maricopa County, Arizona, owned by Sempra Generation. Phase 1 will have a nameplate capacity of 150 megawatts.", "targets": "Where is Desert Sunlight Solar Farm currently under construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab56717481524701bf94eb506242be23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also many large plants under construction. The Desert Sunlight Solar Farm under construction in Riverside County, California and Topaz Solar Farm being built in San Luis Obispo County, California are both 550 MW solar parks that will use thin-film solar photovoltaic modules made by First Solar. The Blythe Solar Power Project is a 500 MW photovoltaic station under construction in Riverside County, California. The California Valley Solar Ranch (CVSR) is a 250 megawatt (MW) solar photovoltaic power plant, which is being built by SunPower in the Carrizo Plain, northeast of California Valley. The 230 MW Antelope Valley Solar Ranch is a First Solar photovoltaic project which is under construction in the Antelope Valley area of the Western Mojave Desert, and due to be completed in 2013. The Mesquite Solar project is a photovoltaic solar power plant being built in Arlington, Maricopa County, Arizona, owned by Sempra Generation. Phase 1 will have a nameplate capacity of 150 megawatts.", "targets": "Where is Desert Sunlight Solar Farm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab56717481524701bf94eb506242be23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also many large plants under construction. The Desert Sunlight Solar Farm under construction in Riverside County, California and Topaz Solar Farm being built in San Luis Obispo County, California are both 550 MW solar parks that will use thin-film solar photovoltaic modules made by First Solar. The Blythe Solar Power Project is a 500 MW photovoltaic station under construction in Riverside County, California. The California Valley Solar Ranch (CVSR) is a 250 megawatt (MW) solar photovoltaic power plant, which is being built by SunPower in the Carrizo Plain, northeast of California Valley. The 230 MW Antelope Valley Solar Ranch is a First Solar photovoltaic project which is under construction in the Antelope Valley area of the Western Mojave Desert, and due to be completed in 2013. The Mesquite Solar project is a photovoltaic solar power plant being built in Arlington, Maricopa County, Arizona, owned by Sempra Generation. Phase 1 will have a nameplate capacity of 150 megawatts.", "targets": "Who is building The Califoria Valley Solar Ranch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c636a7d118b4f28a81c3f5b4bc0af4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special case is that of El Colegio Nacional, created during the district's governmental period of Miguel Alem\u00e1n Vald\u00e9s to have, in Mexico, an institution similar to the College of France. The select and privileged group of Mexican scientists and artists belonging to this institution\u2014membership is for life\u2014include, among many, Mario Lavista, Ruy P\u00e9rez Tamayo, Jos\u00e9 Emilio Pacheco, Marcos Moshinsky (d.2009), Guillermo Sober\u00f3n Acevedo. Members are obligated to publicly disclose their works through conferences and public events such as concerts and recitals.", "targets": "Who created El Colegio Nacional?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c636a7d118b4f28a81c3f5b4bc0af4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special case is that of El Colegio Nacional, created during the district's governmental period of Miguel Alem\u00e1n Vald\u00e9s to have, in Mexico, an institution similar to the College of France. The select and privileged group of Mexican scientists and artists belonging to this institution\u2014membership is for life\u2014include, among many, Mario Lavista, Ruy P\u00e9rez Tamayo, Jos\u00e9 Emilio Pacheco, Marcos Moshinsky (d.2009), Guillermo Sober\u00f3n Acevedo. Members are obligated to publicly disclose their works through conferences and public events such as concerts and recitals.", "targets": "Where do the superior artists and scientists of Mexico City have the option to attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c636a7d118b4f28a81c3f5b4bc0af4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special case is that of El Colegio Nacional, created during the district's governmental period of Miguel Alem\u00e1n Vald\u00e9s to have, in Mexico, an institution similar to the College of France. The select and privileged group of Mexican scientists and artists belonging to this institution\u2014membership is for life\u2014include, among many, Mario Lavista, Ruy P\u00e9rez Tamayo, Jos\u00e9 Emilio Pacheco, Marcos Moshinsky (d.2009), Guillermo Sober\u00f3n Acevedo. Members are obligated to publicly disclose their works through conferences and public events such as concerts and recitals.", "targets": "What must members of El Colegio Nacional do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2c636a7d118b4f28a81c3f5b4bc0af4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A special case is that of El Colegio Nacional, created during the district's governmental period of Miguel Alem\u00e1n Vald\u00e9s to have, in Mexico, an institution similar to the College of France. The select and privileged group of Mexican scientists and artists belonging to this institution\u2014membership is for life\u2014include, among many, Mario Lavista, Ruy P\u00e9rez Tamayo, Jos\u00e9 Emilio Pacheco, Marcos Moshinsky (d.2009), Guillermo Sober\u00f3n Acevedo. Members are obligated to publicly disclose their works through conferences and public events such as concerts and recitals.", "targets": "What is El Colegio Nacional modeled after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd1e0abb26b488f9eeea7b908b01620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California.", "targets": "What is the moniker that is being used to describe the region's diversified technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd1e0abb26b488f9eeea7b908b01620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California.", "targets": "What kind of universities is the region famous for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd1e0abb26b488f9eeea7b908b01620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California.", "targets": "What kind of university is the California Institute of Technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd1e0abb26b488f9eeea7b908b01620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California.", "targets": "How many campuses does the University of California have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd1e0abb26b488f9eeea7b908b01620", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tech Coast is a moniker that has gained use as a descriptor for the region's diversified technology and industrial base as well as its multitude of prestigious and world-renowned research universities and other public and private institutions. Amongst these include 5 University of California campuses (Irvine, Los Angeles, Riverside, Santa Barbara, and San Diego); 12 California State University campuses (Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Los Angeles, Long Beach, Northridge, Pomona, San Bernardino, San Diego, San Marcos, and San Luis Obispo); and private institutions such as the California Institute of Technology, Chapman University, the Claremont Colleges (Claremont McKenna College, Harvey Mudd College, Pitzer College, Pomona College, and Scripps College), Loma Linda University, Loyola Marymount University, Occidental College, Pepperdine University, University of Redlands, University of San Diego, and the University of Southern California.", "targets": "How many campuses does the California State University have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84e903afc3724533af773a5b041ccd46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is home to many museums, galleries, and other institutions, many of which are free of admission charges and are major tourist attractions as well as playing a research role. The first of these to be established was the British Museum in Bloomsbury, in 1753. Originally containing antiquities, natural history specimens and the national library, the museum now has 7 million artefacts from around the globe. In 1824 the National Gallery was founded to house the British national collection of Western paintings; this now occupies a prominent position in Trafalgar Square.", "targets": "When was the British Museum in Bloomsbury founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84e903afc3724533af773a5b041ccd46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is home to many museums, galleries, and other institutions, many of which are free of admission charges and are major tourist attractions as well as playing a research role. The first of these to be established was the British Museum in Bloomsbury, in 1753. Originally containing antiquities, natural history specimens and the national library, the museum now has 7 million artefacts from around the globe. In 1824 the National Gallery was founded to house the British national collection of Western paintings; this now occupies a prominent position in Trafalgar Square.", "targets": "Which London museum is prominently located in Trafalgar Square?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84e903afc3724533af773a5b041ccd46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is home to many museums, galleries, and other institutions, many of which are free of admission charges and are major tourist attractions as well as playing a research role. The first of these to be established was the British Museum in Bloomsbury, in 1753. Originally containing antiquities, natural history specimens and the national library, the museum now has 7 million artefacts from around the globe. In 1824 the National Gallery was founded to house the British national collection of Western paintings; this now occupies a prominent position in Trafalgar Square.", "targets": "How many artifacts from all over the world does the British Museum have on display?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84e903afc3724533af773a5b041ccd46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is home to many museums, galleries, and other institutions, many of which are free of admission charges and are major tourist attractions as well as playing a research role. The first of these to be established was the British Museum in Bloomsbury, in 1753. Originally containing antiquities, natural history specimens and the national library, the museum now has 7 million artefacts from around the globe. In 1824 the National Gallery was founded to house the British national collection of Western paintings; this now occupies a prominent position in Trafalgar Square.", "targets": "Besides being popular tourist destinations, London's museums play a vital role in what activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84e903afc3724533af773a5b041ccd46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is home to many museums, galleries, and other institutions, many of which are free of admission charges and are major tourist attractions as well as playing a research role. The first of these to be established was the British Museum in Bloomsbury, in 1753. Originally containing antiquities, natural history specimens and the national library, the museum now has 7 million artefacts from around the globe. In 1824 the National Gallery was founded to house the British national collection of Western paintings; this now occupies a prominent position in Trafalgar Square.", "targets": "The National Gallery was established in 1824 to accommodate and display what items?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503c66bd49294a3287438ff84d542c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discrete transistors are individually packaged transistors. Transistors come in many different semiconductor packages (see image). The two main categories are through-hole (or leaded), and surface-mount, also known as surface-mount device (SMD). The ball grid array (BGA) is the latest surface-mount package (currently only for large integrated circuits). It has solder \"balls\" on the underside in place of leads. Because they are smaller and have shorter interconnections, SMDs have better high-frequency characteristics but lower power rating.", "targets": "What is a discrete transistor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503c66bd49294a3287438ff84d542c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discrete transistors are individually packaged transistors. Transistors come in many different semiconductor packages (see image). The two main categories are through-hole (or leaded), and surface-mount, also known as surface-mount device (SMD). The ball grid array (BGA) is the latest surface-mount package (currently only for large integrated circuits). It has solder \"balls\" on the underside in place of leads. Because they are smaller and have shorter interconnections, SMDs have better high-frequency characteristics but lower power rating.", "targets": "What are the two most common types of transistor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503c66bd49294a3287438ff84d542c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discrete transistors are individually packaged transistors. Transistors come in many different semiconductor packages (see image). The two main categories are through-hole (or leaded), and surface-mount, also known as surface-mount device (SMD). The ball grid array (BGA) is the latest surface-mount package (currently only for large integrated circuits). It has solder \"balls\" on the underside in place of leads. Because they are smaller and have shorter interconnections, SMDs have better high-frequency characteristics but lower power rating.", "targets": "What is the newest surface-mount transistor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503c66bd49294a3287438ff84d542c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discrete transistors are individually packaged transistors. Transistors come in many different semiconductor packages (see image). The two main categories are through-hole (or leaded), and surface-mount, also known as surface-mount device (SMD). The ball grid array (BGA) is the latest surface-mount package (currently only for large integrated circuits). It has solder \"balls\" on the underside in place of leads. Because they are smaller and have shorter interconnections, SMDs have better high-frequency characteristics but lower power rating.", "targets": "What is another name for the surface-mount transistor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503c66bd49294a3287438ff84d542c5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Discrete transistors are individually packaged transistors. Transistors come in many different semiconductor packages (see image). The two main categories are through-hole (or leaded), and surface-mount, also known as surface-mount device (SMD). The ball grid array (BGA) is the latest surface-mount package (currently only for large integrated circuits). It has solder \"balls\" on the underside in place of leads. Because they are smaller and have shorter interconnections, SMDs have better high-frequency characteristics but lower power rating.", "targets": "What is a ball grid array composed of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ad9e3b0ab4b40d88563b71da7ae04f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railways must operate at variable speeds. Until the mid 1980s this was only practical with the brush-type DC motor, although such DC can be supplied from an AC catenary via on-board electric power conversion. Since such conversion was not well developed in the late 19th century and early 20th century, most early electrified railways used DC and many still do, particularly rapid transit (subways) and trams. Speed was controlled by connecting the traction motors in various series-parallel combinations, by varying the traction motors' fields, and by inserting and removing starting resistances to limit motor current.", "targets": "What is speed limit for railways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ad9e3b0ab4b40d88563b71da7ae04f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railways must operate at variable speeds. Until the mid 1980s this was only practical with the brush-type DC motor, although such DC can be supplied from an AC catenary via on-board electric power conversion. Since such conversion was not well developed in the late 19th century and early 20th century, most early electrified railways used DC and many still do, particularly rapid transit (subways) and trams. Speed was controlled by connecting the traction motors in various series-parallel combinations, by varying the traction motors' fields, and by inserting and removing starting resistances to limit motor current.", "targets": "Why is DC motor being used more than AC type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ad9e3b0ab4b40d88563b71da7ae04f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Railways must operate at variable speeds. Until the mid 1980s this was only practical with the brush-type DC motor, although such DC can be supplied from an AC catenary via on-board electric power conversion. Since such conversion was not well developed in the late 19th century and early 20th century, most early electrified railways used DC and many still do, particularly rapid transit (subways) and trams. Speed was controlled by connecting the traction motors in various series-parallel combinations, by varying the traction motors' fields, and by inserting and removing starting resistances to limit motor current.", "targets": "What are two types of railway transportation still use DC motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36f07201f434e338c12d8c87b72ecc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 16th century, the Low Countries \u2013 corresponding roughly to the present-day Netherlands, Belgium, and Luxembourg \u2013 consisted of a number of duchies, counties, and Prince-bishoprics, almost all of which were under the supremacy of the Holy Roman Empire, with the exception of the county of Flanders, which was under the Kingdom of France.", "targets": "The Low Countries were made up of which present day countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36f07201f434e338c12d8c87b72ecc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 16th century, the Low Countries \u2013 corresponding roughly to the present-day Netherlands, Belgium, and Luxembourg \u2013 consisted of a number of duchies, counties, and Prince-bishoprics, almost all of which were under the supremacy of the Holy Roman Empire, with the exception of the county of Flanders, which was under the Kingdom of France.", "targets": "Which counties in the Low Countries were not ruled by the Holy Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93bc49b7eac549a39a821aa0a388259b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Friedrich August von Hayek was born in Vienna to August von Hayek and Felicitas Hayek (n\u00e9e von Juraschek). Friedrich's father, from whom he received his middle name, was also born in Vienna in 1871. He was a medical doctor employed by the municipal ministry of health, with passion in botany, in which he wrote a number of monographs. August von Hayek was also a part-time botany lecturer at the University of Vienna. Friedrich's mother was born in 1875 to a wealthy, conservative, land-owning family. As her mother died several years prior to Friedrich's birth, Felicitas gained a significant inheritance which provided as much as half of her and August's income during the early years of their marriage. Hayek was the oldest of three brothers, Heinrich (1900\u201369) and Erich (1904\u201386), who were one-and-a-half and five years younger than him.", "targets": "Who was Hayek's father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93bc49b7eac549a39a821aa0a388259b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Friedrich August von Hayek was born in Vienna to August von Hayek and Felicitas Hayek (n\u00e9e von Juraschek). Friedrich's father, from whom he received his middle name, was also born in Vienna in 1871. He was a medical doctor employed by the municipal ministry of health, with passion in botany, in which he wrote a number of monographs. August von Hayek was also a part-time botany lecturer at the University of Vienna. Friedrich's mother was born in 1875 to a wealthy, conservative, land-owning family. As her mother died several years prior to Friedrich's birth, Felicitas gained a significant inheritance which provided as much as half of her and August's income during the early years of their marriage. Hayek was the oldest of three brothers, Heinrich (1900\u201369) and Erich (1904\u201386), who were one-and-a-half and five years younger than him.", "targets": "What was August von Hayek's occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93bc49b7eac549a39a821aa0a388259b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Friedrich August von Hayek was born in Vienna to August von Hayek and Felicitas Hayek (n\u00e9e von Juraschek). Friedrich's father, from whom he received his middle name, was also born in Vienna in 1871. He was a medical doctor employed by the municipal ministry of health, with passion in botany, in which he wrote a number of monographs. August von Hayek was also a part-time botany lecturer at the University of Vienna. Friedrich's mother was born in 1875 to a wealthy, conservative, land-owning family. As her mother died several years prior to Friedrich's birth, Felicitas gained a significant inheritance which provided as much as half of her and August's income during the early years of their marriage. Hayek was the oldest of three brothers, Heinrich (1900\u201369) and Erich (1904\u201386), who were one-and-a-half and five years younger than him.", "targets": "What was August von Hayek particularly passionate about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93bc49b7eac549a39a821aa0a388259b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Friedrich August von Hayek was born in Vienna to August von Hayek and Felicitas Hayek (n\u00e9e von Juraschek). Friedrich's father, from whom he received his middle name, was also born in Vienna in 1871. He was a medical doctor employed by the municipal ministry of health, with passion in botany, in which he wrote a number of monographs. August von Hayek was also a part-time botany lecturer at the University of Vienna. Friedrich's mother was born in 1875 to a wealthy, conservative, land-owning family. As her mother died several years prior to Friedrich's birth, Felicitas gained a significant inheritance which provided as much as half of her and August's income during the early years of their marriage. Hayek was the oldest of three brothers, Heinrich (1900\u201369) and Erich (1904\u201386), who were one-and-a-half and five years younger than him.", "targets": "From whom did Felicitas inherit her wealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93bc49b7eac549a39a821aa0a388259b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Friedrich August von Hayek was born in Vienna to August von Hayek and Felicitas Hayek (n\u00e9e von Juraschek). Friedrich's father, from whom he received his middle name, was also born in Vienna in 1871. He was a medical doctor employed by the municipal ministry of health, with passion in botany, in which he wrote a number of monographs. August von Hayek was also a part-time botany lecturer at the University of Vienna. Friedrich's mother was born in 1875 to a wealthy, conservative, land-owning family. As her mother died several years prior to Friedrich's birth, Felicitas gained a significant inheritance which provided as much as half of her and August's income during the early years of their marriage. Hayek was the oldest of three brothers, Heinrich (1900\u201369) and Erich (1904\u201386), who were one-and-a-half and five years younger than him.", "targets": "How many children did August von Hayek and his wife have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0245acba9954368a9e0ea40bf5fde62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most familiar, and historically the oldest, types of glass are \"silicate glasses\" based on the chemical compound silica (silicon dioxide, or quartz), the primary constituent of sand. The term glass, in popular usage, is often used to refer only to this type of material, which is familiar from use as window glass and in glass bottles. Of the many silica-based glasses that exist, ordinary glazing and container glass is formed from a specific type called soda-lime glass, composed of approximately 75% silicon dioxide (SiO2), sodium oxide (Na2O) from sodium carbonate (Na2CO3), calcium oxide, also called lime (CaO), and several minor additives. A very clear and durable quartz glass can be made from pure silica, but the high melting point and very narrow glass transition of quartz make glassblowing and hot working difficult. In glasses like soda lime, the compounds added to quartz are used to lower the melting temperature and improve workability, at a cost in the toughness, thermal stability, and optical transmittance.", "targets": "Which kinds of glass existed the furthest in the past?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0245acba9954368a9e0ea40bf5fde62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most familiar, and historically the oldest, types of glass are \"silicate glasses\" based on the chemical compound silica (silicon dioxide, or quartz), the primary constituent of sand. The term glass, in popular usage, is often used to refer only to this type of material, which is familiar from use as window glass and in glass bottles. Of the many silica-based glasses that exist, ordinary glazing and container glass is formed from a specific type called soda-lime glass, composed of approximately 75% silicon dioxide (SiO2), sodium oxide (Na2O) from sodium carbonate (Na2CO3), calcium oxide, also called lime (CaO), and several minor additives. A very clear and durable quartz glass can be made from pure silica, but the high melting point and very narrow glass transition of quartz make glassblowing and hot working difficult. In glasses like soda lime, the compounds added to quartz are used to lower the melting temperature and improve workability, at a cost in the toughness, thermal stability, and optical transmittance.", "targets": "What kind of glass are containers made from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0245acba9954368a9e0ea40bf5fde62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most familiar, and historically the oldest, types of glass are \"silicate glasses\" based on the chemical compound silica (silicon dioxide, or quartz), the primary constituent of sand. The term glass, in popular usage, is often used to refer only to this type of material, which is familiar from use as window glass and in glass bottles. Of the many silica-based glasses that exist, ordinary glazing and container glass is formed from a specific type called soda-lime glass, composed of approximately 75% silicon dioxide (SiO2), sodium oxide (Na2O) from sodium carbonate (Na2CO3), calcium oxide, also called lime (CaO), and several minor additives. A very clear and durable quartz glass can be made from pure silica, but the high melting point and very narrow glass transition of quartz make glassblowing and hot working difficult. In glasses like soda lime, the compounds added to quartz are used to lower the melting temperature and improve workability, at a cost in the toughness, thermal stability, and optical transmittance.", "targets": "What is sand mostly made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0245acba9954368a9e0ea40bf5fde62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most familiar, and historically the oldest, types of glass are \"silicate glasses\" based on the chemical compound silica (silicon dioxide, or quartz), the primary constituent of sand. The term glass, in popular usage, is often used to refer only to this type of material, which is familiar from use as window glass and in glass bottles. Of the many silica-based glasses that exist, ordinary glazing and container glass is formed from a specific type called soda-lime glass, composed of approximately 75% silicon dioxide (SiO2), sodium oxide (Na2O) from sodium carbonate (Na2CO3), calcium oxide, also called lime (CaO), and several minor additives. A very clear and durable quartz glass can be made from pure silica, but the high melting point and very narrow glass transition of quartz make glassblowing and hot working difficult. In glasses like soda lime, the compounds added to quartz are used to lower the melting temperature and improve workability, at a cost in the toughness, thermal stability, and optical transmittance.", "targets": "What can a very strong and transparent glass be made from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0245acba9954368a9e0ea40bf5fde62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most familiar, and historically the oldest, types of glass are \"silicate glasses\" based on the chemical compound silica (silicon dioxide, or quartz), the primary constituent of sand. The term glass, in popular usage, is often used to refer only to this type of material, which is familiar from use as window glass and in glass bottles. Of the many silica-based glasses that exist, ordinary glazing and container glass is formed from a specific type called soda-lime glass, composed of approximately 75% silicon dioxide (SiO2), sodium oxide (Na2O) from sodium carbonate (Na2CO3), calcium oxide, also called lime (CaO), and several minor additives. A very clear and durable quartz glass can be made from pure silica, but the high melting point and very narrow glass transition of quartz make glassblowing and hot working difficult. In glasses like soda lime, the compounds added to quartz are used to lower the melting temperature and improve workability, at a cost in the toughness, thermal stability, and optical transmittance.", "targets": "What types of glass is the word commonly used to mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0f35d3dc904c53b4e8e5fcb0b9bf23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia is home to many national historical sites that relate to the founding of the United States. Independence National Historical Park is the center of these historical landmarks being one of the country's 22 UNESCO World Heritage Sites. Independence Hall, where the Declaration of Independence was signed, and the Liberty Bell are the city's most famous attractions. Other historic sites include homes for Edgar Allan Poe, Betsy Ross, and Thaddeus Kosciuszko, early government buildings like the First and Second Banks of the United States, Fort Mifflin, and the Gloria Dei (Old Swedes') Church. Philadelphia alone has 67 National Historic Landmarks, the third most of any city in the country.", "targets": "Which is the biggest historical sites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0f35d3dc904c53b4e8e5fcb0b9bf23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia is home to many national historical sites that relate to the founding of the United States. Independence National Historical Park is the center of these historical landmarks being one of the country's 22 UNESCO World Heritage Sites. Independence Hall, where the Declaration of Independence was signed, and the Liberty Bell are the city's most famous attractions. Other historic sites include homes for Edgar Allan Poe, Betsy Ross, and Thaddeus Kosciuszko, early government buildings like the First and Second Banks of the United States, Fort Mifflin, and the Gloria Dei (Old Swedes') Church. Philadelphia alone has 67 National Historic Landmarks, the third most of any city in the country.", "targets": "How many UNESCO sites does the U.S. have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0f35d3dc904c53b4e8e5fcb0b9bf23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia is home to many national historical sites that relate to the founding of the United States. Independence National Historical Park is the center of these historical landmarks being one of the country's 22 UNESCO World Heritage Sites. Independence Hall, where the Declaration of Independence was signed, and the Liberty Bell are the city's most famous attractions. Other historic sites include homes for Edgar Allan Poe, Betsy Ross, and Thaddeus Kosciuszko, early government buildings like the First and Second Banks of the United States, Fort Mifflin, and the Gloria Dei (Old Swedes') Church. Philadelphia alone has 67 National Historic Landmarks, the third most of any city in the country.", "targets": "Where was the Declaration of Independence signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0f35d3dc904c53b4e8e5fcb0b9bf23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia is home to many national historical sites that relate to the founding of the United States. Independence National Historical Park is the center of these historical landmarks being one of the country's 22 UNESCO World Heritage Sites. Independence Hall, where the Declaration of Independence was signed, and the Liberty Bell are the city's most famous attractions. Other historic sites include homes for Edgar Allan Poe, Betsy Ross, and Thaddeus Kosciuszko, early government buildings like the First and Second Banks of the United States, Fort Mifflin, and the Gloria Dei (Old Swedes') Church. Philadelphia alone has 67 National Historic Landmarks, the third most of any city in the country.", "targets": "What famous bell is in Philadelphia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0f35d3dc904c53b4e8e5fcb0b9bf23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia is home to many national historical sites that relate to the founding of the United States. Independence National Historical Park is the center of these historical landmarks being one of the country's 22 UNESCO World Heritage Sites. Independence Hall, where the Declaration of Independence was signed, and the Liberty Bell are the city's most famous attractions. Other historic sites include homes for Edgar Allan Poe, Betsy Ross, and Thaddeus Kosciuszko, early government buildings like the First and Second Banks of the United States, Fort Mifflin, and the Gloria Dei (Old Swedes') Church. Philadelphia alone has 67 National Historic Landmarks, the third most of any city in the country.", "targets": "What famous writer has a house in Philadelphia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cffb4b09ca34f59895085ae213ebe3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another of the Egyptian groups which employed violence in their struggle for Islamic order was al-Gama'a al-Islamiyya (Islamic Group). Victims of their campaign against the Egyptian state in the 1990s included the head of the counter-terrorism police (Major General Raouf Khayrat), a parliamentary speaker (Rifaat al-Mahgoub), dozens of European tourists and Egyptian bystanders, and over 100 Egyptian police. Ultimately the campaign to overthrow the government was unsuccessful, and the major jihadi group, Jamaa Islamiya (or al-Gama'a al-Islamiyya), renounced violence in 2003. Other lesser known groups include the Islamic Liberation Party, Salvation from Hell and Takfir wal-Hijra, and these groups have variously been involved in activities such as attempted assassinations of political figures, arson of video shops and attempted takeovers of government buildings.", "targets": "What did al-Gama'a al-Islamiyya use to get its way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cffb4b09ca34f59895085ae213ebe3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another of the Egyptian groups which employed violence in their struggle for Islamic order was al-Gama'a al-Islamiyya (Islamic Group). Victims of their campaign against the Egyptian state in the 1990s included the head of the counter-terrorism police (Major General Raouf Khayrat), a parliamentary speaker (Rifaat al-Mahgoub), dozens of European tourists and Egyptian bystanders, and over 100 Egyptian police. Ultimately the campaign to overthrow the government was unsuccessful, and the major jihadi group, Jamaa Islamiya (or al-Gama'a al-Islamiyya), renounced violence in 2003. Other lesser known groups include the Islamic Liberation Party, Salvation from Hell and Takfir wal-Hijra, and these groups have variously been involved in activities such as attempted assassinations of political figures, arson of video shops and attempted takeovers of government buildings.", "targets": "Over 100 Egyptian police were victims of what group's campaign of terror?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cffb4b09ca34f59895085ae213ebe3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another of the Egyptian groups which employed violence in their struggle for Islamic order was al-Gama'a al-Islamiyya (Islamic Group). Victims of their campaign against the Egyptian state in the 1990s included the head of the counter-terrorism police (Major General Raouf Khayrat), a parliamentary speaker (Rifaat al-Mahgoub), dozens of European tourists and Egyptian bystanders, and over 100 Egyptian police. Ultimately the campaign to overthrow the government was unsuccessful, and the major jihadi group, Jamaa Islamiya (or al-Gama'a al-Islamiyya), renounced violence in 2003. Other lesser known groups include the Islamic Liberation Party, Salvation from Hell and Takfir wal-Hijra, and these groups have variously been involved in activities such as attempted assassinations of political figures, arson of video shops and attempted takeovers of government buildings.", "targets": "When did Jamaa Islamiya renounce violence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cffb4b09ca34f59895085ae213ebe3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another of the Egyptian groups which employed violence in their struggle for Islamic order was al-Gama'a al-Islamiyya (Islamic Group). Victims of their campaign against the Egyptian state in the 1990s included the head of the counter-terrorism police (Major General Raouf Khayrat), a parliamentary speaker (Rifaat al-Mahgoub), dozens of European tourists and Egyptian bystanders, and over 100 Egyptian police. Ultimately the campaign to overthrow the government was unsuccessful, and the major jihadi group, Jamaa Islamiya (or al-Gama'a al-Islamiyya), renounced violence in 2003. Other lesser known groups include the Islamic Liberation Party, Salvation from Hell and Takfir wal-Hijra, and these groups have variously been involved in activities such as attempted assassinations of political figures, arson of video shops and attempted takeovers of government buildings.", "targets": "How did the Islamic Group's campaign to overthrow the government turn out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cffb4b09ca34f59895085ae213ebe3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another of the Egyptian groups which employed violence in their struggle for Islamic order was al-Gama'a al-Islamiyya (Islamic Group). Victims of their campaign against the Egyptian state in the 1990s included the head of the counter-terrorism police (Major General Raouf Khayrat), a parliamentary speaker (Rifaat al-Mahgoub), dozens of European tourists and Egyptian bystanders, and over 100 Egyptian police. Ultimately the campaign to overthrow the government was unsuccessful, and the major jihadi group, Jamaa Islamiya (or al-Gama'a al-Islamiyya), renounced violence in 2003. Other lesser known groups include the Islamic Liberation Party, Salvation from Hell and Takfir wal-Hijra, and these groups have variously been involved in activities such as attempted assassinations of political figures, arson of video shops and attempted takeovers of government buildings.", "targets": "Who has the Islamic Liberation Party attempted to assassinate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a50afe0b7d4824937a455ad66ea370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The usefulness of the canals was short-lived, though some have now been restored for recreation. The 19th century also saw the construction of railways to and through Somerset. The county was served by five pre-1923 Grouping railway companies: the Great Western Railway (GWR); a branch of the Midland Railway (MR) to Bath Green Park (and another one to Bristol); the Somerset and Dorset Joint Railway, and the London and South Western Railway (L&SWR). The former main lines of the GWR are still in use today, although many of its branch lines were scrapped under the notorious Beeching Axe. The former lines of the Somerset and Dorset Joint Railway closed completely, as has the branch of the Midland Railway to Bath Green Park (and to Bristol St Philips); however, the L&SWR survived as a part of the present West of England Main Line. None of these lines, in Somerset, are electrified. Two branch lines, the West and East Somerset Railways, were rescued and transferred back to private ownership as \"heritage\" lines. The fifth railway was a short-lived light railway, the Weston, Clevedon and Portishead Light Railway. The West Somerset Mineral Railway carried the iron ore from the Brendon Hills to Watchet.", "targets": "How long were canals used "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a50afe0b7d4824937a455ad66ea370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The usefulness of the canals was short-lived, though some have now been restored for recreation. The 19th century also saw the construction of railways to and through Somerset. The county was served by five pre-1923 Grouping railway companies: the Great Western Railway (GWR); a branch of the Midland Railway (MR) to Bath Green Park (and another one to Bristol); the Somerset and Dorset Joint Railway, and the London and South Western Railway (L&SWR). The former main lines of the GWR are still in use today, although many of its branch lines were scrapped under the notorious Beeching Axe. The former lines of the Somerset and Dorset Joint Railway closed completely, as has the branch of the Midland Railway to Bath Green Park (and to Bristol St Philips); however, the L&SWR survived as a part of the present West of England Main Line. None of these lines, in Somerset, are electrified. Two branch lines, the West and East Somerset Railways, were rescued and transferred back to private ownership as \"heritage\" lines. The fifth railway was a short-lived light railway, the Weston, Clevedon and Portishead Light Railway. The West Somerset Mineral Railway carried the iron ore from the Brendon Hills to Watchet.", "targets": "What was built int the 19th century "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a50afe0b7d4824937a455ad66ea370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The usefulness of the canals was short-lived, though some have now been restored for recreation. The 19th century also saw the construction of railways to and through Somerset. The county was served by five pre-1923 Grouping railway companies: the Great Western Railway (GWR); a branch of the Midland Railway (MR) to Bath Green Park (and another one to Bristol); the Somerset and Dorset Joint Railway, and the London and South Western Railway (L&SWR). The former main lines of the GWR are still in use today, although many of its branch lines were scrapped under the notorious Beeching Axe. The former lines of the Somerset and Dorset Joint Railway closed completely, as has the branch of the Midland Railway to Bath Green Park (and to Bristol St Philips); however, the L&SWR survived as a part of the present West of England Main Line. None of these lines, in Somerset, are electrified. Two branch lines, the West and East Somerset Railways, were rescued and transferred back to private ownership as \"heritage\" lines. The fifth railway was a short-lived light railway, the Weston, Clevedon and Portishead Light Railway. The West Somerset Mineral Railway carried the iron ore from the Brendon Hills to Watchet.", "targets": "How many railways served the county "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a50afe0b7d4824937a455ad66ea370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The usefulness of the canals was short-lived, though some have now been restored for recreation. The 19th century also saw the construction of railways to and through Somerset. The county was served by five pre-1923 Grouping railway companies: the Great Western Railway (GWR); a branch of the Midland Railway (MR) to Bath Green Park (and another one to Bristol); the Somerset and Dorset Joint Railway, and the London and South Western Railway (L&SWR). The former main lines of the GWR are still in use today, although many of its branch lines were scrapped under the notorious Beeching Axe. The former lines of the Somerset and Dorset Joint Railway closed completely, as has the branch of the Midland Railway to Bath Green Park (and to Bristol St Philips); however, the L&SWR survived as a part of the present West of England Main Line. None of these lines, in Somerset, are electrified. Two branch lines, the West and East Somerset Railways, were rescued and transferred back to private ownership as \"heritage\" lines. The fifth railway was a short-lived light railway, the Weston, Clevedon and Portishead Light Railway. The West Somerset Mineral Railway carried the iron ore from the Brendon Hills to Watchet.", "targets": "Were any of the railways  electrified "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2a50afe0b7d4824937a455ad66ea370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The usefulness of the canals was short-lived, though some have now been restored for recreation. The 19th century also saw the construction of railways to and through Somerset. The county was served by five pre-1923 Grouping railway companies: the Great Western Railway (GWR); a branch of the Midland Railway (MR) to Bath Green Park (and another one to Bristol); the Somerset and Dorset Joint Railway, and the London and South Western Railway (L&SWR). The former main lines of the GWR are still in use today, although many of its branch lines were scrapped under the notorious Beeching Axe. The former lines of the Somerset and Dorset Joint Railway closed completely, as has the branch of the Midland Railway to Bath Green Park (and to Bristol St Philips); however, the L&SWR survived as a part of the present West of England Main Line. None of these lines, in Somerset, are electrified. Two branch lines, the West and East Somerset Railways, were rescued and transferred back to private ownership as \"heritage\" lines. The fifth railway was a short-lived light railway, the Weston, Clevedon and Portishead Light Railway. The West Somerset Mineral Railway carried the iron ore from the Brendon Hills to Watchet.", "targets": "What railways lines are still in use today "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15ba3b51df9f492fa0b4a1b43165d516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Microsoft also amended its certification requirements to allow tablets to use the 1024\u00d7768 resolution as a minimum; this change is expected to allow the production of certified Windows 8 tablets in smaller form factors\u2014a market which is currently dominated by Android-based tablets. Despite the reaction of industry experts, Microsoft reported that they had sold 100 million licenses in the first six months. This matched sales of Windows 7 over a similar period. This statistic includes shipments to channel warehouses which now need to be sold in order to make way for new shipments.", "targets": "What changes did Microsoft make to its certification requirements in March 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15ba3b51df9f492fa0b4a1b43165d516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Microsoft also amended its certification requirements to allow tablets to use the 1024\u00d7768 resolution as a minimum; this change is expected to allow the production of certified Windows 8 tablets in smaller form factors\u2014a market which is currently dominated by Android-based tablets. Despite the reaction of industry experts, Microsoft reported that they had sold 100 million licenses in the first six months. This matched sales of Windows 7 over a similar period. This statistic includes shipments to channel warehouses which now need to be sold in order to make way for new shipments.", "targets": "Why did Microsoft change the tablet resolution minimum? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15ba3b51df9f492fa0b4a1b43165d516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Microsoft also amended its certification requirements to allow tablets to use the 1024\u00d7768 resolution as a minimum; this change is expected to allow the production of certified Windows 8 tablets in smaller form factors\u2014a market which is currently dominated by Android-based tablets. Despite the reaction of industry experts, Microsoft reported that they had sold 100 million licenses in the first six months. This matched sales of Windows 7 over a similar period. This statistic includes shipments to channel warehouses which now need to be sold in order to make way for new shipments.", "targets": "How many licenses did Microsoft sell in the first six months?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15ba3b51df9f492fa0b4a1b43165d516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Microsoft also amended its certification requirements to allow tablets to use the 1024\u00d7768 resolution as a minimum; this change is expected to allow the production of certified Windows 8 tablets in smaller form factors\u2014a market which is currently dominated by Android-based tablets. Despite the reaction of industry experts, Microsoft reported that they had sold 100 million licenses in the first six months. This matched sales of Windows 7 over a similar period. This statistic includes shipments to channel warehouses which now need to be sold in order to make way for new shipments.", "targets": "What controlled the small form tablet market at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca56773fbd6545049b44c6b2ec5484c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brood parasitism, in which an egg-layer leaves her eggs with another individual's brood, is more common among birds than any other type of organism. After a parasitic bird lays her eggs in another bird's nest, they are often accepted and raised by the host at the expense of the host's own brood. Brood parasites may be either obligate brood parasites, which must lay their eggs in the nests of other species because they are incapable of raising their own young, or non-obligate brood parasites, which sometimes lay eggs in the nests of conspecifics to increase their reproductive output even though they could have raised their own young. One hundred bird species, including honeyguides, icterids, and ducks, are obligate parasites, though the most famous are the cuckoos. Some brood parasites are adapted to hatch before their host's young, which allows them to destroy the host's eggs by pushing them out of the nest or to kill the host's chicks; this ensures that all food brought to the nest will be fed to the parasitic chicks.", "targets": "What is it called when an egg-layer leaves her eggs with another individual's brood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca56773fbd6545049b44c6b2ec5484c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brood parasitism, in which an egg-layer leaves her eggs with another individual's brood, is more common among birds than any other type of organism. After a parasitic bird lays her eggs in another bird's nest, they are often accepted and raised by the host at the expense of the host's own brood. Brood parasites may be either obligate brood parasites, which must lay their eggs in the nests of other species because they are incapable of raising their own young, or non-obligate brood parasites, which sometimes lay eggs in the nests of conspecifics to increase their reproductive output even though they could have raised their own young. One hundred bird species, including honeyguides, icterids, and ducks, are obligate parasites, though the most famous are the cuckoos. Some brood parasites are adapted to hatch before their host's young, which allows them to destroy the host's eggs by pushing them out of the nest or to kill the host's chicks; this ensures that all food brought to the nest will be fed to the parasitic chicks.", "targets": "How many bird species are obligate parasites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca56773fbd6545049b44c6b2ec5484c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brood parasitism, in which an egg-layer leaves her eggs with another individual's brood, is more common among birds than any other type of organism. After a parasitic bird lays her eggs in another bird's nest, they are often accepted and raised by the host at the expense of the host's own brood. Brood parasites may be either obligate brood parasites, which must lay their eggs in the nests of other species because they are incapable of raising their own young, or non-obligate brood parasites, which sometimes lay eggs in the nests of conspecifics to increase their reproductive output even though they could have raised their own young. One hundred bird species, including honeyguides, icterids, and ducks, are obligate parasites, though the most famous are the cuckoos. Some brood parasites are adapted to hatch before their host's young, which allows them to destroy the host's eggs by pushing them out of the nest or to kill the host's chicks; this ensures that all food brought to the nest will be fed to the parasitic chicks.", "targets": "What type of birds lay eggs in the nests of conspecifics to increase their reproductive output?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd5c6bcd25d4c59896f316901940959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran has leading manufacturing industries in the fields of car-manufacture and transportation, construction materials, home appliances, food and agricultural goods, armaments, pharmaceuticals, information technology, power and petrochemicals in the Middle East. According to FAO, Iran has been a top five producer of the following agricultural products in the world in 2012: apricots, cherries, sour cherries, cucumbers and gherkins, dates, eggplants, figs, pistachios, quinces, walnuts, and watermelons.", "targets": "What melon is Iran a Top 5 producer in the world in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd5c6bcd25d4c59896f316901940959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran has leading manufacturing industries in the fields of car-manufacture and transportation, construction materials, home appliances, food and agricultural goods, armaments, pharmaceuticals, information technology, power and petrochemicals in the Middle East. According to FAO, Iran has been a top five producer of the following agricultural products in the world in 2012: apricots, cherries, sour cherries, cucumbers and gherkins, dates, eggplants, figs, pistachios, quinces, walnuts, and watermelons.", "targets": "What type of materials is Iran a leading manufacturer of in the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd5c6bcd25d4c59896f316901940959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran has leading manufacturing industries in the fields of car-manufacture and transportation, construction materials, home appliances, food and agricultural goods, armaments, pharmaceuticals, information technology, power and petrochemicals in the Middle East. According to FAO, Iran has been a top five producer of the following agricultural products in the world in 2012: apricots, cherries, sour cherries, cucumbers and gherkins, dates, eggplants, figs, pistachios, quinces, walnuts, and watermelons.", "targets": "What type of chemicals is Iran a leading manufacturer of in the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd5c6bcd25d4c59896f316901940959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran has leading manufacturing industries in the fields of car-manufacture and transportation, construction materials, home appliances, food and agricultural goods, armaments, pharmaceuticals, information technology, power and petrochemicals in the Middle East. According to FAO, Iran has been a top five producer of the following agricultural products in the world in 2012: apricots, cherries, sour cherries, cucumbers and gherkins, dates, eggplants, figs, pistachios, quinces, walnuts, and watermelons.", "targets": "How many agricultural products in 2012 was Iran a top 5 producer in the world? Answer: 12"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4dd5c6bcd25d4c59896f316901940959", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iran has leading manufacturing industries in the fields of car-manufacture and transportation, construction materials, home appliances, food and agricultural goods, armaments, pharmaceuticals, information technology, power and petrochemicals in the Middle East. According to FAO, Iran has been a top five producer of the following agricultural products in the world in 2012: apricots, cherries, sour cherries, cucumbers and gherkins, dates, eggplants, figs, pistachios, quinces, walnuts, and watermelons.", "targets": "What type of appliances is Iran a leading manufacturer of in the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbf42e1abfa47c994a2329cc36a31fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 821/822 CE Tibet and China signed a peace treaty. A bilingual account of this treaty, including details of the borders between the two countries, is inscribed on a stone pillar which stands outside the Jokhang temple in Lhasa. Tibet continued as a Central Asian empire until the mid-9th century, when a civil war over succession led to the collapse of imperial Tibet. The period that followed is known traditionally as the Era of Fragmentation, when political control over Tibet became divided between regional warlords and tribes with no dominant centralized authority.", "targets": "When did Tibet and China sign a peace treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbf42e1abfa47c994a2329cc36a31fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 821/822 CE Tibet and China signed a peace treaty. A bilingual account of this treaty, including details of the borders between the two countries, is inscribed on a stone pillar which stands outside the Jokhang temple in Lhasa. Tibet continued as a Central Asian empire until the mid-9th century, when a civil war over succession led to the collapse of imperial Tibet. The period that followed is known traditionally as the Era of Fragmentation, when political control over Tibet became divided between regional warlords and tribes with no dominant centralized authority.", "targets": "Where does a bilingual account of Tibet and China's peace treaty exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbf42e1abfa47c994a2329cc36a31fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 821/822 CE Tibet and China signed a peace treaty. A bilingual account of this treaty, including details of the borders between the two countries, is inscribed on a stone pillar which stands outside the Jokhang temple in Lhasa. Tibet continued as a Central Asian empire until the mid-9th century, when a civil war over succession led to the collapse of imperial Tibet. The period that followed is known traditionally as the Era of Fragmentation, when political control over Tibet became divided between regional warlords and tribes with no dominant centralized authority.", "targets": "When did a civil war over succession lead to the collapse of imperial Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbf42e1abfa47c994a2329cc36a31fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 821/822 CE Tibet and China signed a peace treaty. A bilingual account of this treaty, including details of the borders between the two countries, is inscribed on a stone pillar which stands outside the Jokhang temple in Lhasa. Tibet continued as a Central Asian empire until the mid-9th century, when a civil war over succession led to the collapse of imperial Tibet. The period that followed is known traditionally as the Era of Fragmentation, when political control over Tibet became divided between regional warlords and tribes with no dominant centralized authority.", "targets": "What followed the collapse of imperial Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbf42e1abfa47c994a2329cc36a31fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 821/822 CE Tibet and China signed a peace treaty. A bilingual account of this treaty, including details of the borders between the two countries, is inscribed on a stone pillar which stands outside the Jokhang temple in Lhasa. Tibet continued as a Central Asian empire until the mid-9th century, when a civil war over succession led to the collapse of imperial Tibet. The period that followed is known traditionally as the Era of Fragmentation, when political control over Tibet became divided between regional warlords and tribes with no dominant centralized authority.", "targets": "What was divided between warlords and tribes with no dominant centralized authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44abe931c32d4043addce8081020856b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In humans and many other mammals, new neurons are created mainly before birth, and the infant brain contains substantially more neurons than the adult brain. There are, however, a few areas where new neurons continue to be generated throughout life. The two areas for which adult neurogenesis is well established are the olfactory bulb, which is involved in the sense of smell, and the dentate gyrus of the hippocampus, where there is evidence that the new neurons play a role in storing newly acquired memories. With these exceptions, however, the set of neurons that is present in early childhood is the set that is present for life. Glial cells are different: as with most types of cells in the body, they are generated throughout the lifespan.", "targets": "The infant brain contains more of what type of cells in the brain than the adult brain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44abe931c32d4043addce8081020856b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In humans and many other mammals, new neurons are created mainly before birth, and the infant brain contains substantially more neurons than the adult brain. There are, however, a few areas where new neurons continue to be generated throughout life. The two areas for which adult neurogenesis is well established are the olfactory bulb, which is involved in the sense of smell, and the dentate gyrus of the hippocampus, where there is evidence that the new neurons play a role in storing newly acquired memories. With these exceptions, however, the set of neurons that is present in early childhood is the set that is present for life. Glial cells are different: as with most types of cells in the body, they are generated throughout the lifespan.", "targets": "The olfactory bulb is related to what sense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44abe931c32d4043addce8081020856b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In humans and many other mammals, new neurons are created mainly before birth, and the infant brain contains substantially more neurons than the adult brain. There are, however, a few areas where new neurons continue to be generated throughout life. The two areas for which adult neurogenesis is well established are the olfactory bulb, which is involved in the sense of smell, and the dentate gyrus of the hippocampus, where there is evidence that the new neurons play a role in storing newly acquired memories. With these exceptions, however, the set of neurons that is present in early childhood is the set that is present for life. Glial cells are different: as with most types of cells in the body, they are generated throughout the lifespan.", "targets": "What area of the hippocampus plays a role in storing new memories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44abe931c32d4043addce8081020856b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In humans and many other mammals, new neurons are created mainly before birth, and the infant brain contains substantially more neurons than the adult brain. There are, however, a few areas where new neurons continue to be generated throughout life. The two areas for which adult neurogenesis is well established are the olfactory bulb, which is involved in the sense of smell, and the dentate gyrus of the hippocampus, where there is evidence that the new neurons play a role in storing newly acquired memories. With these exceptions, however, the set of neurons that is present in early childhood is the set that is present for life. Glial cells are different: as with most types of cells in the body, they are generated throughout the lifespan.", "targets": "Which type of cells in the brain are generated throughout your lifetime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44abe931c32d4043addce8081020856b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In humans and many other mammals, new neurons are created mainly before birth, and the infant brain contains substantially more neurons than the adult brain. There are, however, a few areas where new neurons continue to be generated throughout life. The two areas for which adult neurogenesis is well established are the olfactory bulb, which is involved in the sense of smell, and the dentate gyrus of the hippocampus, where there is evidence that the new neurons play a role in storing newly acquired memories. With these exceptions, however, the set of neurons that is present in early childhood is the set that is present for life. Glial cells are different: as with most types of cells in the body, they are generated throughout the lifespan.", "targets": "Neurogenesis is the process of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841fc63204a146f8b429f12435af35d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Including Kerry, the Democratic primary race had 10 candidates, including attorney Paul J. Sheehy, State Representative Anthony R. DiFruscia, John J. Desmond and Robert B. Kennedy. Kerry ran a \"very expensive, sophisticated campaign\", financed by out-of-state backers and supported by many young volunteers. DiFruscia's campaign headquarters shared the same building as Kerry's. On the eve of the September 19 primary, police found Kerry's younger brother Cameron and campaign field director Thomas J. Vallely, breaking into where the building's telephone lines were located. They were arrested and charged with \"breaking and entering with the intent to commit grand larceny\", but the charges were dropped a year later. At the time of the incident, DiFruscia alleged that the two were trying to disrupt his get-out-the vote efforts. Vallely and Cameron Kerry maintained that they were only checking their own telephone lines because they had received an anonymous call warning that the Kerry lines would be cut.", "targets": "What was Paul Sheehy's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841fc63204a146f8b429f12435af35d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Including Kerry, the Democratic primary race had 10 candidates, including attorney Paul J. Sheehy, State Representative Anthony R. DiFruscia, John J. Desmond and Robert B. Kennedy. Kerry ran a \"very expensive, sophisticated campaign\", financed by out-of-state backers and supported by many young volunteers. DiFruscia's campaign headquarters shared the same building as Kerry's. On the eve of the September 19 primary, police found Kerry's younger brother Cameron and campaign field director Thomas J. Vallely, breaking into where the building's telephone lines were located. They were arrested and charged with \"breaking and entering with the intent to commit grand larceny\", but the charges were dropped a year later. At the time of the incident, DiFruscia alleged that the two were trying to disrupt his get-out-the vote efforts. Vallely and Cameron Kerry maintained that they were only checking their own telephone lines because they had received an anonymous call warning that the Kerry lines would be cut.", "targets": "What was DiFruscia's position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841fc63204a146f8b429f12435af35d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Including Kerry, the Democratic primary race had 10 candidates, including attorney Paul J. Sheehy, State Representative Anthony R. DiFruscia, John J. Desmond and Robert B. Kennedy. Kerry ran a \"very expensive, sophisticated campaign\", financed by out-of-state backers and supported by many young volunteers. DiFruscia's campaign headquarters shared the same building as Kerry's. On the eve of the September 19 primary, police found Kerry's younger brother Cameron and campaign field director Thomas J. Vallely, breaking into where the building's telephone lines were located. They were arrested and charged with \"breaking and entering with the intent to commit grand larceny\", but the charges were dropped a year later. At the time of the incident, DiFruscia alleged that the two were trying to disrupt his get-out-the vote efforts. Vallely and Cameron Kerry maintained that they were only checking their own telephone lines because they had received an anonymous call warning that the Kerry lines would be cut.", "targets": "Who did Kerry share a campaign headquarters with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841fc63204a146f8b429f12435af35d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Including Kerry, the Democratic primary race had 10 candidates, including attorney Paul J. Sheehy, State Representative Anthony R. DiFruscia, John J. Desmond and Robert B. Kennedy. Kerry ran a \"very expensive, sophisticated campaign\", financed by out-of-state backers and supported by many young volunteers. DiFruscia's campaign headquarters shared the same building as Kerry's. On the eve of the September 19 primary, police found Kerry's younger brother Cameron and campaign field director Thomas J. Vallely, breaking into where the building's telephone lines were located. They were arrested and charged with \"breaking and entering with the intent to commit grand larceny\", but the charges were dropped a year later. At the time of the incident, DiFruscia alleged that the two were trying to disrupt his get-out-the vote efforts. Vallely and Cameron Kerry maintained that they were only checking their own telephone lines because they had received an anonymous call warning that the Kerry lines would be cut.", "targets": "Why was Kerry's brother messing with phone lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-841fc63204a146f8b429f12435af35d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Including Kerry, the Democratic primary race had 10 candidates, including attorney Paul J. Sheehy, State Representative Anthony R. DiFruscia, John J. Desmond and Robert B. Kennedy. Kerry ran a \"very expensive, sophisticated campaign\", financed by out-of-state backers and supported by many young volunteers. DiFruscia's campaign headquarters shared the same building as Kerry's. On the eve of the September 19 primary, police found Kerry's younger brother Cameron and campaign field director Thomas J. Vallely, breaking into where the building's telephone lines were located. They were arrested and charged with \"breaking and entering with the intent to commit grand larceny\", but the charges were dropped a year later. At the time of the incident, DiFruscia alleged that the two were trying to disrupt his get-out-the vote efforts. Vallely and Cameron Kerry maintained that they were only checking their own telephone lines because they had received an anonymous call warning that the Kerry lines would be cut.", "targets": "What is Kerry's younger brother's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4fbcd26817f4a26a32e5a26a86b4d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response, the EU decided to fill the gap left behind by the US under the Sandbaek report. According to its Annual Report for 2008, the UNFPA received its funding mainly from European Governments: Of the total income of M845.3 M, $118 was donated by the Netherlands, $67 M by Sweden, $62 M by Norway, $54 M by Denmark, $53 M by the UK, $52 M by Spain, $19 M by Luxembourg. The European Commission donated further $36 M. The most important non-European donor State was Japan ($36 M). The number of donors exceeded 180 in one year.", "targets": "Which European government contributed the most to the UNFPA in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4fbcd26817f4a26a32e5a26a86b4d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response, the EU decided to fill the gap left behind by the US under the Sandbaek report. According to its Annual Report for 2008, the UNFPA received its funding mainly from European Governments: Of the total income of M845.3 M, $118 was donated by the Netherlands, $67 M by Sweden, $62 M by Norway, $54 M by Denmark, $53 M by the UK, $52 M by Spain, $19 M by Luxembourg. The European Commission donated further $36 M. The most important non-European donor State was Japan ($36 M). The number of donors exceeded 180 in one year.", "targets": "Which European government contributed the least to the UNFPA in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4fbcd26817f4a26a32e5a26a86b4d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response, the EU decided to fill the gap left behind by the US under the Sandbaek report. According to its Annual Report for 2008, the UNFPA received its funding mainly from European Governments: Of the total income of M845.3 M, $118 was donated by the Netherlands, $67 M by Sweden, $62 M by Norway, $54 M by Denmark, $53 M by the UK, $52 M by Spain, $19 M by Luxembourg. The European Commission donated further $36 M. The most important non-European donor State was Japan ($36 M). The number of donors exceeded 180 in one year.", "targets": "Which non-European donor was most important to the UNFPA in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4fbcd26817f4a26a32e5a26a86b4d62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response, the EU decided to fill the gap left behind by the US under the Sandbaek report. According to its Annual Report for 2008, the UNFPA received its funding mainly from European Governments: Of the total income of M845.3 M, $118 was donated by the Netherlands, $67 M by Sweden, $62 M by Norway, $54 M by Denmark, $53 M by the UK, $52 M by Spain, $19 M by Luxembourg. The European Commission donated further $36 M. The most important non-European donor State was Japan ($36 M). The number of donors exceeded 180 in one year.", "targets": "In 2008, over how many countries contributed to the UNFPA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e91babbe20c941ad8dc4440e0d639d54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large masses, such as ice sheets or glaciers, can depress the crust of the Earth into the mantle. The depression usually totals a third of the ice sheet or glacier's thickness. After the ice sheet or glacier melts, the mantle begins to flow back to its original position, pushing the crust back up. This post-glacial rebound, which proceeds very slowly after the melting of the ice sheet or glacier, is currently occurring in measurable amounts in Scandinavia and the Great Lakes region of North America.", "targets": "Where is post-glacial rebound occuring most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e91babbe20c941ad8dc4440e0d639d54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large masses, such as ice sheets or glaciers, can depress the crust of the Earth into the mantle. The depression usually totals a third of the ice sheet or glacier's thickness. After the ice sheet or glacier melts, the mantle begins to flow back to its original position, pushing the crust back up. This post-glacial rebound, which proceeds very slowly after the melting of the ice sheet or glacier, is currently occurring in measurable amounts in Scandinavia and the Great Lakes region of North America.", "targets": "What has the ability to depress the crust of the Earth into the mantle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e91babbe20c941ad8dc4440e0d639d54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large masses, such as ice sheets or glaciers, can depress the crust of the Earth into the mantle. The depression usually totals a third of the ice sheet or glacier's thickness. After the ice sheet or glacier melts, the mantle begins to flow back to its original position, pushing the crust back up. This post-glacial rebound, which proceeds very slowly after the melting of the ice sheet or glacier, is currently occurring in measurable amounts in Scandinavia and the Great Lakes region of North America.", "targets": "With what speed does post-glacial rebound occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e91babbe20c941ad8dc4440e0d639d54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large masses, such as ice sheets or glaciers, can depress the crust of the Earth into the mantle. The depression usually totals a third of the ice sheet or glacier's thickness. After the ice sheet or glacier melts, the mantle begins to flow back to its original position, pushing the crust back up. This post-glacial rebound, which proceeds very slowly after the melting of the ice sheet or glacier, is currently occurring in measurable amounts in Scandinavia and the Great Lakes region of North America.", "targets": "How much of a glacier's thickness is usually involved during crust depression into the mantle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a999025c66ea40ea9dacc52ecf18bef6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Education Service Contracting scheme of the government provides financial assistance for tuition and other school fees of students turned away from public high schools because of enrollment overflows. The Tuition Fee Supplement is geared to students enrolled in priority courses in post-secondary and non-degree programmes, including vocational and technical courses. The Private Education Student Financial Assistance is made available to underprivileged, but deserving high school graduates, who wish to pursue college/technical education in private colleges and universities.", "targets": "What is the name of the scheme that provides tuition and fee assistance to students due to excess enrollment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a999025c66ea40ea9dacc52ecf18bef6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Education Service Contracting scheme of the government provides financial assistance for tuition and other school fees of students turned away from public high schools because of enrollment overflows. The Tuition Fee Supplement is geared to students enrolled in priority courses in post-secondary and non-degree programmes, including vocational and technical courses. The Private Education Student Financial Assistance is made available to underprivileged, but deserving high school graduates, who wish to pursue college/technical education in private colleges and universities.", "targets": "What stipend do students enrolled in priority courses receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a999025c66ea40ea9dacc52ecf18bef6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Education Service Contracting scheme of the government provides financial assistance for tuition and other school fees of students turned away from public high schools because of enrollment overflows. The Tuition Fee Supplement is geared to students enrolled in priority courses in post-secondary and non-degree programmes, including vocational and technical courses. The Private Education Student Financial Assistance is made available to underprivileged, but deserving high school graduates, who wish to pursue college/technical education in private colleges and universities.", "targets": "What aid is available to underprivileged students seeking to attend a private university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aabbfc779867402f8f2a05ee80c81c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad also ordered another siege on the Banu Qurayza during the Invasion of Banu Qurayza, because according to Muslim tradition he had been ordered to do so by the angel Gabriel. Al-Waqidi claims Muhammad had a treaty with the tribe which was torn apart. Stillman and Watt deny the authenticity of al-Waqidi. Al-Waqidi has been frequently criticized by Muslim writers, who claim that he is unreliable. 600-900 members of the Banu Qurayza were beheaded after they surrendered (according to Tabari and Ibn Hisham). Another source says all Males and 1 woman beheaded (according to Sunni Hadith). Two Muslims were killed", "targets": "What angel, according to Muslim tradition, ordered Muhammad to order a siege on the Banu Qurayza?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aabbfc779867402f8f2a05ee80c81c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad also ordered another siege on the Banu Qurayza during the Invasion of Banu Qurayza, because according to Muslim tradition he had been ordered to do so by the angel Gabriel. Al-Waqidi claims Muhammad had a treaty with the tribe which was torn apart. Stillman and Watt deny the authenticity of al-Waqidi. Al-Waqidi has been frequently criticized by Muslim writers, who claim that he is unreliable. 600-900 members of the Banu Qurayza were beheaded after they surrendered (according to Tabari and Ibn Hisham). Another source says all Males and 1 woman beheaded (according to Sunni Hadith). Two Muslims were killed", "targets": "Who claims Muhammad had a treaty with the Banu Qurayza that was torn apart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aabbfc779867402f8f2a05ee80c81c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad also ordered another siege on the Banu Qurayza during the Invasion of Banu Qurayza, because according to Muslim tradition he had been ordered to do so by the angel Gabriel. Al-Waqidi claims Muhammad had a treaty with the tribe which was torn apart. Stillman and Watt deny the authenticity of al-Waqidi. Al-Waqidi has been frequently criticized by Muslim writers, who claim that he is unreliable. 600-900 members of the Banu Qurayza were beheaded after they surrendered (according to Tabari and Ibn Hisham). Another source says all Males and 1 woman beheaded (according to Sunni Hadith). Two Muslims were killed", "targets": "How many members of the Banu Qurayza were beheaded after surrendering to Muhammad and his followers according to Tabari and Ibn Hisham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aabbfc779867402f8f2a05ee80c81c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad also ordered another siege on the Banu Qurayza during the Invasion of Banu Qurayza, because according to Muslim tradition he had been ordered to do so by the angel Gabriel. Al-Waqidi claims Muhammad had a treaty with the tribe which was torn apart. Stillman and Watt deny the authenticity of al-Waqidi. Al-Waqidi has been frequently criticized by Muslim writers, who claim that he is unreliable. 600-900 members of the Banu Qurayza were beheaded after they surrendered (according to Tabari and Ibn Hisham). Another source says all Males and 1 woman beheaded (according to Sunni Hadith). Two Muslims were killed", "targets": "According to Sunni Hadith which members of the Banu Qurayza were beheaded after surrendering to Muhammad and his followers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aabbfc779867402f8f2a05ee80c81c0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muhammad also ordered another siege on the Banu Qurayza during the Invasion of Banu Qurayza, because according to Muslim tradition he had been ordered to do so by the angel Gabriel. Al-Waqidi claims Muhammad had a treaty with the tribe which was torn apart. Stillman and Watt deny the authenticity of al-Waqidi. Al-Waqidi has been frequently criticized by Muslim writers, who claim that he is unreliable. 600-900 members of the Banu Qurayza were beheaded after they surrendered (according to Tabari and Ibn Hisham). Another source says all Males and 1 woman beheaded (according to Sunni Hadith). Two Muslims were killed", "targets": "How many Muslims were killed during the invasion of Banu Qurayza?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d9456a030c4964b97b9dcc8ceb109b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian government has commissioned the overseas production and launch of four satellites. The Nigeriasat-1 was the first satellite to be built under the Nigerian government sponsorship. The satellite was launched from Russia on 27 September 2003. Nigeriasat-1 was part of the world-wide Disaster Monitoring Constellation System. The primary objectives of the Nigeriasat-1 were: to give early warning signals of environmental disaster; to help detect and control desertification in the northern part of Nigeria; to assist in demographic planning; to establish the relationship between malaria vectors and the environment that breeds malaria and to give early warning signals on future outbreaks of meningitis using remote sensing technology; to provide the technology needed to bring education to all parts of the country through distant learning; and to aid in conflict resolution and border disputes by mapping out state and International borders.", "targets": "When did Nigeria launch its first satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d9456a030c4964b97b9dcc8ceb109b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian government has commissioned the overseas production and launch of four satellites. The Nigeriasat-1 was the first satellite to be built under the Nigerian government sponsorship. The satellite was launched from Russia on 27 September 2003. Nigeriasat-1 was part of the world-wide Disaster Monitoring Constellation System. The primary objectives of the Nigeriasat-1 were: to give early warning signals of environmental disaster; to help detect and control desertification in the northern part of Nigeria; to assist in demographic planning; to establish the relationship between malaria vectors and the environment that breeds malaria and to give early warning signals on future outbreaks of meningitis using remote sensing technology; to provide the technology needed to bring education to all parts of the country through distant learning; and to aid in conflict resolution and border disputes by mapping out state and International borders.", "targets": "What was Nigeria's first satellite called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d9456a030c4964b97b9dcc8ceb109b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian government has commissioned the overseas production and launch of four satellites. The Nigeriasat-1 was the first satellite to be built under the Nigerian government sponsorship. The satellite was launched from Russia on 27 September 2003. Nigeriasat-1 was part of the world-wide Disaster Monitoring Constellation System. The primary objectives of the Nigeriasat-1 were: to give early warning signals of environmental disaster; to help detect and control desertification in the northern part of Nigeria; to assist in demographic planning; to establish the relationship between malaria vectors and the environment that breeds malaria and to give early warning signals on future outbreaks of meningitis using remote sensing technology; to provide the technology needed to bring education to all parts of the country through distant learning; and to aid in conflict resolution and border disputes by mapping out state and International borders.", "targets": "Where did Nigeria launch its first satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d9456a030c4964b97b9dcc8ceb109b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Nigerian government has commissioned the overseas production and launch of four satellites. The Nigeriasat-1 was the first satellite to be built under the Nigerian government sponsorship. The satellite was launched from Russia on 27 September 2003. Nigeriasat-1 was part of the world-wide Disaster Monitoring Constellation System. The primary objectives of the Nigeriasat-1 were: to give early warning signals of environmental disaster; to help detect and control desertification in the northern part of Nigeria; to assist in demographic planning; to establish the relationship between malaria vectors and the environment that breeds malaria and to give early warning signals on future outbreaks of meningitis using remote sensing technology; to provide the technology needed to bring education to all parts of the country through distant learning; and to aid in conflict resolution and border disputes by mapping out state and International borders.", "targets": "How many satellites has the Nigerian government commissioned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4147755148a4ebebfc3372b1c0a95b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the union of the crowns of Castille and Aragon (1479), the use of Spanish gradually became more prestigious. Starting in the 16th century, Catalan literature experienced a decline, the language came under the influence of Spanish, and the urban and literary classes became bilingual.", "targets": "When were Castille and Aragon united?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4147755148a4ebebfc3372b1c0a95b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the union of the crowns of Castille and Aragon (1479), the use of Spanish gradually became more prestigious. Starting in the 16th century, Catalan literature experienced a decline, the language came under the influence of Spanish, and the urban and literary classes became bilingual.", "targets": "After 1479, what language became more valued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4147755148a4ebebfc3372b1c0a95b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the union of the crowns of Castille and Aragon (1479), the use of Spanish gradually became more prestigious. Starting in the 16th century, Catalan literature experienced a decline, the language came under the influence of Spanish, and the urban and literary classes became bilingual.", "targets": "When did Catalan literature begin a downward trend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4147755148a4ebebfc3372b1c0a95b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the union of the crowns of Castille and Aragon (1479), the use of Spanish gradually became more prestigious. Starting in the 16th century, Catalan literature experienced a decline, the language came under the influence of Spanish, and the urban and literary classes became bilingual.", "targets": "What language began to supersede Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4147755148a4ebebfc3372b1c0a95b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the union of the crowns of Castille and Aragon (1479), the use of Spanish gradually became more prestigious. Starting in the 16th century, Catalan literature experienced a decline, the language came under the influence of Spanish, and the urban and literary classes became bilingual.", "targets": "At this time what classes became bilingual?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab24df81781b454f956509abd07b6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in late 1965, the Date subsidiary label was revived. This label released the first string of hits for Peaches & Herb and scored a few minor hits from various other artists. Date's biggest success was \"Time of the Season\" by the Zombies, peaking at #2 in 1969. The label was discontinued in 1970.", "targets": "Date Records gave rise to the group \"Peaches and Herb\" in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab24df81781b454f956509abd07b6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in late 1965, the Date subsidiary label was revived. This label released the first string of hits for Peaches & Herb and scored a few minor hits from various other artists. Date's biggest success was \"Time of the Season\" by the Zombies, peaking at #2 in 1969. The label was discontinued in 1970.", "targets": "Date Records released what major success in 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab24df81781b454f956509abd07b6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in late 1965, the Date subsidiary label was revived. This label released the first string of hits for Peaches & Herb and scored a few minor hits from various other artists. Date's biggest success was \"Time of the Season\" by the Zombies, peaking at #2 in 1969. The label was discontinued in 1970.", "targets": "What place on the charts did Date Records' big success land on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab24df81781b454f956509abd07b6b53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in late 1965, the Date subsidiary label was revived. This label released the first string of hits for Peaches & Herb and scored a few minor hits from various other artists. Date's biggest success was \"Time of the Season\" by the Zombies, peaking at #2 in 1969. The label was discontinued in 1970.", "targets": "Despite the success, in what year did Date Records cease to exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be367cd940304560baaa9e8fe5390fa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today the boundaries of the Ukrainian language to the Russian language are still not drawn clearly, with an intermediate dialect between them, called Surzhyk, developing in Ukraine.", "targets": "In what country is the Surzhyk dialect spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be367cd940304560baaa9e8fe5390fa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today the boundaries of the Ukrainian language to the Russian language are still not drawn clearly, with an intermediate dialect between them, called Surzhyk, developing in Ukraine.", "targets": "Surzhyk is a dialect intermediate between the Ukrainian language and what other language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2797557cf26b43159bf801889cd488cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many historic and tourist sites lie in south central Hyderabad, such as the Charminar, the Mecca Masjid, the Salar Jung Museum, the Nizam's Museum, the Falaknuma Palace, and the traditional retail corridor comprising the Pearl Market, Laad Bazaar and Madina Circle. North of the river are hospitals, colleges, major railway stations and business areas such as Begum Bazaar, Koti, Abids, Sultan Bazaar and Moazzam Jahi Market, along with administrative and recreational establishments such as the Reserve Bank of India, the Telangana Secretariat, the Hyderabad Mint, the Telangana Legislature, the Public Gardens, the Nizam Club, the Ravindra Bharathi, the State Museum, the Birla Temple and the Birla Planetarium.", "targets": "In what region of Hyderabad is Mecca Masjid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2797557cf26b43159bf801889cd488cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many historic and tourist sites lie in south central Hyderabad, such as the Charminar, the Mecca Masjid, the Salar Jung Museum, the Nizam's Museum, the Falaknuma Palace, and the traditional retail corridor comprising the Pearl Market, Laad Bazaar and Madina Circle. North of the river are hospitals, colleges, major railway stations and business areas such as Begum Bazaar, Koti, Abids, Sultan Bazaar and Moazzam Jahi Market, along with administrative and recreational establishments such as the Reserve Bank of India, the Telangana Secretariat, the Hyderabad Mint, the Telangana Legislature, the Public Gardens, the Nizam Club, the Ravindra Bharathi, the State Museum, the Birla Temple and the Birla Planetarium.", "targets": "South central Hyderabad is generally the home to what attractions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2797557cf26b43159bf801889cd488cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many historic and tourist sites lie in south central Hyderabad, such as the Charminar, the Mecca Masjid, the Salar Jung Museum, the Nizam's Museum, the Falaknuma Palace, and the traditional retail corridor comprising the Pearl Market, Laad Bazaar and Madina Circle. North of the river are hospitals, colleges, major railway stations and business areas such as Begum Bazaar, Koti, Abids, Sultan Bazaar and Moazzam Jahi Market, along with administrative and recreational establishments such as the Reserve Bank of India, the Telangana Secretariat, the Hyderabad Mint, the Telangana Legislature, the Public Gardens, the Nizam Club, the Ravindra Bharathi, the State Museum, the Birla Temple and the Birla Planetarium.", "targets": "On what side of the river is Begum Bazaar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d42d5af3a94330a85933210d2d981c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Female houses differed from male Dominican houses in a lack of apostolic work for the women. Instead, the sisters chanted the Divine Office and kept all the monastic observances. Their lives were often much more strict than their brothers' lives. The sisters had no government of their own, but lived under the authority of the general and provincial chapters of the order. They were compelled to obey all the rules and shared in all the applicable privileges of the order. Like the Priory of Dartford, all Dominican nunneries were under the jurisdiction of friars. The friars served as their confessors, priests, teachers and spiritual mentors.", "targets": "How did female Dominican houses differ from male ones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d42d5af3a94330a85933210d2d981c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Female houses differed from male Dominican houses in a lack of apostolic work for the women. Instead, the sisters chanted the Divine Office and kept all the monastic observances. Their lives were often much more strict than their brothers' lives. The sisters had no government of their own, but lived under the authority of the general and provincial chapters of the order. They were compelled to obey all the rules and shared in all the applicable privileges of the order. Like the Priory of Dartford, all Dominican nunneries were under the jurisdiction of friars. The friars served as their confessors, priests, teachers and spiritual mentors.", "targets": "What did the sisters do instead of apostolic work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d42d5af3a94330a85933210d2d981c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Female houses differed from male Dominican houses in a lack of apostolic work for the women. Instead, the sisters chanted the Divine Office and kept all the monastic observances. Their lives were often much more strict than their brothers' lives. The sisters had no government of their own, but lived under the authority of the general and provincial chapters of the order. They were compelled to obey all the rules and shared in all the applicable privileges of the order. Like the Priory of Dartford, all Dominican nunneries were under the jurisdiction of friars. The friars served as their confessors, priests, teachers and spiritual mentors.", "targets": "What did the sisters not have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d42d5af3a94330a85933210d2d981c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Female houses differed from male Dominican houses in a lack of apostolic work for the women. Instead, the sisters chanted the Divine Office and kept all the monastic observances. Their lives were often much more strict than their brothers' lives. The sisters had no government of their own, but lived under the authority of the general and provincial chapters of the order. They were compelled to obey all the rules and shared in all the applicable privileges of the order. Like the Priory of Dartford, all Dominican nunneries were under the jurisdiction of friars. The friars served as their confessors, priests, teachers and spiritual mentors.", "targets": "Who were the nunneries under the jurisdiction of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d42d5af3a94330a85933210d2d981c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Female houses differed from male Dominican houses in a lack of apostolic work for the women. Instead, the sisters chanted the Divine Office and kept all the monastic observances. Their lives were often much more strict than their brothers' lives. The sisters had no government of their own, but lived under the authority of the general and provincial chapters of the order. They were compelled to obey all the rules and shared in all the applicable privileges of the order. Like the Priory of Dartford, all Dominican nunneries were under the jurisdiction of friars. The friars served as their confessors, priests, teachers and spiritual mentors.", "targets": "What is one role that the friars served as to the nuns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48b8bd2f9854ae2971fe3f22eba151b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the position of the official organizations, an opinion poll carried out between 2001 and 2004 showed that the majority of the Valencian people consider Valencian different from Catalan. This position is promoted by people who do not use Valencian regularly. Furthermore, the data indicates that younger generations educated in Valencian are much less likely to hold these views. A minority of Valencian scholars active in fields other than linguistics defends the position of the Royal Academy of Valencian Culture (Acad\u00e8mia de Cultura Valenciana, RACV), which uses for Valencian a standard independent from Catalan.", "targets": "What do most Valencian people think Valencian is in regards to Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48b8bd2f9854ae2971fe3f22eba151b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the position of the official organizations, an opinion poll carried out between 2001 and 2004 showed that the majority of the Valencian people consider Valencian different from Catalan. This position is promoted by people who do not use Valencian regularly. Furthermore, the data indicates that younger generations educated in Valencian are much less likely to hold these views. A minority of Valencian scholars active in fields other than linguistics defends the position of the Royal Academy of Valencian Culture (Acad\u00e8mia de Cultura Valenciana, RACV), which uses for Valencian a standard independent from Catalan.", "targets": "When was an opinion poll done concerning Valencian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48b8bd2f9854ae2971fe3f22eba151b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the position of the official organizations, an opinion poll carried out between 2001 and 2004 showed that the majority of the Valencian people consider Valencian different from Catalan. This position is promoted by people who do not use Valencian regularly. Furthermore, the data indicates that younger generations educated in Valencian are much less likely to hold these views. A minority of Valencian scholars active in fields other than linguistics defends the position of the Royal Academy of Valencian Culture (Acad\u00e8mia de Cultura Valenciana, RACV), which uses for Valencian a standard independent from Catalan.", "targets": "Who is less likely to believe that Catalan and Valencian are different?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48b8bd2f9854ae2971fe3f22eba151b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the position of the official organizations, an opinion poll carried out between 2001 and 2004 showed that the majority of the Valencian people consider Valencian different from Catalan. This position is promoted by people who do not use Valencian regularly. Furthermore, the data indicates that younger generations educated in Valencian are much less likely to hold these views. A minority of Valencian scholars active in fields other than linguistics defends the position of the Royal Academy of Valencian Culture (Acad\u00e8mia de Cultura Valenciana, RACV), which uses for Valencian a standard independent from Catalan.", "targets": "Who uses a Valencian standard separate from Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e48b8bd2f9854ae2971fe3f22eba151b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the position of the official organizations, an opinion poll carried out between 2001 and 2004 showed that the majority of the Valencian people consider Valencian different from Catalan. This position is promoted by people who do not use Valencian regularly. Furthermore, the data indicates that younger generations educated in Valencian are much less likely to hold these views. A minority of Valencian scholars active in fields other than linguistics defends the position of the Royal Academy of Valencian Culture (Acad\u00e8mia de Cultura Valenciana, RACV), which uses for Valencian a standard independent from Catalan.", "targets": "How many scholars outside of linguistics agree with the Royal Academy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754c19a3055c415b981a8066482882ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The restrictions were tightened by the Defence of the Realm Act of August 1914, which, along with the introduction of rationing and the censorship of the press for wartime purposes, restricted pubs' opening hours to 12 noon\u20132:30 pm and 6:30 pm\u20139:30 pm. Opening for the full licensed hours was compulsory, and closing time was equally firmly enforced by the police; a landlord might lose his licence for infractions. Pubs were closed under the Act and compensation paid, for example in Pembrokeshire.", "targets": "What law further restricted public houses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754c19a3055c415b981a8066482882ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The restrictions were tightened by the Defence of the Realm Act of August 1914, which, along with the introduction of rationing and the censorship of the press for wartime purposes, restricted pubs' opening hours to 12 noon\u20132:30 pm and 6:30 pm\u20139:30 pm. Opening for the full licensed hours was compulsory, and closing time was equally firmly enforced by the police; a landlord might lose his licence for infractions. Pubs were closed under the Act and compensation paid, for example in Pembrokeshire.", "targets": "In what month and year was the Defence of the Realm Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754c19a3055c415b981a8066482882ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The restrictions were tightened by the Defence of the Realm Act of August 1914, which, along with the introduction of rationing and the censorship of the press for wartime purposes, restricted pubs' opening hours to 12 noon\u20132:30 pm and 6:30 pm\u20139:30 pm. Opening for the full licensed hours was compulsory, and closing time was equally firmly enforced by the police; a landlord might lose his licence for infractions. Pubs were closed under the Act and compensation paid, for example in Pembrokeshire.", "targets": "Along with the period 6:30 pm\u20139:30 pm, what opening hours were acceptable under the Defence of the Realm Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754c19a3055c415b981a8066482882ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The restrictions were tightened by the Defence of the Realm Act of August 1914, which, along with the introduction of rationing and the censorship of the press for wartime purposes, restricted pubs' opening hours to 12 noon\u20132:30 pm and 6:30 pm\u20139:30 pm. Opening for the full licensed hours was compulsory, and closing time was equally firmly enforced by the police; a landlord might lose his licence for infractions. Pubs were closed under the Act and compensation paid, for example in Pembrokeshire.", "targets": "What is an example of a county where provinces were closed for violating the Defence of the Realm Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-754c19a3055c415b981a8066482882ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The restrictions were tightened by the Defence of the Realm Act of August 1914, which, along with the introduction of rationing and the censorship of the press for wartime purposes, restricted pubs' opening hours to 12 noon\u20132:30 pm and 6:30 pm\u20139:30 pm. Opening for the full licensed hours was compulsory, and closing time was equally firmly enforced by the police; a landlord might lose his licence for infractions. Pubs were closed under the Act and compensation paid, for example in Pembrokeshire.", "targets": "What body enforced pubs' closing hours under the Defence of the Realm Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1656a5cdb9a45f28a0ad9178630b08a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to heraldic sources total number of legal ennoblements issued between the 14th century and the mid-18th century, is estimated at approximately 800. This is an average of only about two ennoblements per year or only 0.000 000 14 \u2013 0.000 001 of historical population. Compare: historical demography of Poland.", "targets": "Around what time was the total legal number of ennoblement at 800?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1656a5cdb9a45f28a0ad9178630b08a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to heraldic sources total number of legal ennoblements issued between the 14th century and the mid-18th century, is estimated at approximately 800. This is an average of only about two ennoblements per year or only 0.000 000 14 \u2013 0.000 001 of historical population. Compare: historical demography of Poland.", "targets": "What is average for ennoblements between 14th and min 18th century."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1656a5cdb9a45f28a0ad9178630b08a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to heraldic sources total number of legal ennoblements issued between the 14th century and the mid-18th century, is estimated at approximately 800. This is an average of only about two ennoblements per year or only 0.000 000 14 \u2013 0.000 001 of historical population. Compare: historical demography of Poland.", "targets": "What type of sources give information regarding total number of enablements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cf1fbc78fc4563acc17207fbde315d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, residents in the line of sight of television station broadcast antennas can receive free, over the air programming with a television set with an ATSC tuner (most sets sold since 2009 have this). This is achieved with a TV aerial, just as it has been since the 1940s except now the major network signals are broadcast in high definition (ABC, Fox, and Ion Television broadcast at 720p resolution; CBS, My Network TV, NBC, PBS, and The CW at 1080i). As their digital signals more efficiently use the broadcast channel, many broadcasters are adding multiple channels to their signals. Laws about antennas were updated before the change to digital terrestrial broadcasts. These new laws prohibit home owners' associations and city government from banning the installation of antennas.", "targets": "In the US, what kind of tuner is needed for residents to receive free, over the air programming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cf1fbc78fc4563acc17207fbde315d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, residents in the line of sight of television station broadcast antennas can receive free, over the air programming with a television set with an ATSC tuner (most sets sold since 2009 have this). This is achieved with a TV aerial, just as it has been since the 1940s except now the major network signals are broadcast in high definition (ABC, Fox, and Ion Television broadcast at 720p resolution; CBS, My Network TV, NBC, PBS, and The CW at 1080i). As their digital signals more efficiently use the broadcast channel, many broadcasters are adding multiple channels to their signals. Laws about antennas were updated before the change to digital terrestrial broadcasts. These new laws prohibit home owners' associations and city government from banning the installation of antennas.", "targets": "Laws regarding antennas were upated before what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cf1fbc78fc4563acc17207fbde315d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, residents in the line of sight of television station broadcast antennas can receive free, over the air programming with a television set with an ATSC tuner (most sets sold since 2009 have this). This is achieved with a TV aerial, just as it has been since the 1940s except now the major network signals are broadcast in high definition (ABC, Fox, and Ion Television broadcast at 720p resolution; CBS, My Network TV, NBC, PBS, and The CW at 1080i). As their digital signals more efficiently use the broadcast channel, many broadcasters are adding multiple channels to their signals. Laws about antennas were updated before the change to digital terrestrial broadcasts. These new laws prohibit home owners' associations and city government from banning the installation of antennas.", "targets": "Who do these laws prohibit from banning the installation of antennas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cf1fbc78fc4563acc17207fbde315d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, residents in the line of sight of television station broadcast antennas can receive free, over the air programming with a television set with an ATSC tuner (most sets sold since 2009 have this). This is achieved with a TV aerial, just as it has been since the 1940s except now the major network signals are broadcast in high definition (ABC, Fox, and Ion Television broadcast at 720p resolution; CBS, My Network TV, NBC, PBS, and The CW at 1080i). As their digital signals more efficiently use the broadcast channel, many broadcasters are adding multiple channels to their signals. Laws about antennas were updated before the change to digital terrestrial broadcasts. These new laws prohibit home owners' associations and city government from banning the installation of antennas.", "targets": "Laws about antennas keep home owners' associations and city government from banning what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79cf1fbc78fc4563acc17207fbde315d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, residents in the line of sight of television station broadcast antennas can receive free, over the air programming with a television set with an ATSC tuner (most sets sold since 2009 have this). This is achieved with a TV aerial, just as it has been since the 1940s except now the major network signals are broadcast in high definition (ABC, Fox, and Ion Television broadcast at 720p resolution; CBS, My Network TV, NBC, PBS, and The CW at 1080i). As their digital signals more efficiently use the broadcast channel, many broadcasters are adding multiple channels to their signals. Laws about antennas were updated before the change to digital terrestrial broadcasts. These new laws prohibit home owners' associations and city government from banning the installation of antennas.", "targets": "Most television sets sold since what year have an ATSC tuner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42545bede144d5abf7894e453264e97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito became increasingly ill over the course of 1979. During this time Vila Srna was built for his use near Morovi\u0107 in the event of his recovery. On 7 January and again on 11 January 1980, Tito was admitted to the Medical Centre in Ljubljana, the capital city of the SR Slovenia, with circulation problems in his legs. His left leg was amputated soon afterward due to arterial blockages and he died of gangrene at the Medical Centre Ljubljana on 4 May 1980 at 15:05, three days short of his 88th birthday. His funeral drew many world statesmen. Based on the number of attending politicians and state delegations, at the time it was the largest state funeral in history; this concentration of dignitaries would be unmatched until the funeral of Pope John Paul II in 2005 and the memorial service of Nelson Mandela in 2013. Those who attended included four kings, 31 presidents, six princes, 22 prime ministers and 47 ministers of foreign affairs. They came from both sides of the Cold War, from 128 different countries out of 154 UN members at the time.", "targets": "During what year did Tito become increasingly ill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42545bede144d5abf7894e453264e97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito became increasingly ill over the course of 1979. During this time Vila Srna was built for his use near Morovi\u0107 in the event of his recovery. On 7 January and again on 11 January 1980, Tito was admitted to the Medical Centre in Ljubljana, the capital city of the SR Slovenia, with circulation problems in his legs. His left leg was amputated soon afterward due to arterial blockages and he died of gangrene at the Medical Centre Ljubljana on 4 May 1980 at 15:05, three days short of his 88th birthday. His funeral drew many world statesmen. Based on the number of attending politicians and state delegations, at the time it was the largest state funeral in history; this concentration of dignitaries would be unmatched until the funeral of Pope John Paul II in 2005 and the memorial service of Nelson Mandela in 2013. Those who attended included four kings, 31 presidents, six princes, 22 prime ministers and 47 ministers of foreign affairs. They came from both sides of the Cold War, from 128 different countries out of 154 UN members at the time.", "targets": "What was built near Morovic for Tito to use in the event of his recovery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42545bede144d5abf7894e453264e97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito became increasingly ill over the course of 1979. During this time Vila Srna was built for his use near Morovi\u0107 in the event of his recovery. On 7 January and again on 11 January 1980, Tito was admitted to the Medical Centre in Ljubljana, the capital city of the SR Slovenia, with circulation problems in his legs. His left leg was amputated soon afterward due to arterial blockages and he died of gangrene at the Medical Centre Ljubljana on 4 May 1980 at 15:05, three days short of his 88th birthday. His funeral drew many world statesmen. Based on the number of attending politicians and state delegations, at the time it was the largest state funeral in history; this concentration of dignitaries would be unmatched until the funeral of Pope John Paul II in 2005 and the memorial service of Nelson Mandela in 2013. Those who attended included four kings, 31 presidents, six princes, 22 prime ministers and 47 ministers of foreign affairs. They came from both sides of the Cold War, from 128 different countries out of 154 UN members at the time.", "targets": "Where was Tito admitted on 7 January and again on 11 January 1980 with circulatory problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42545bede144d5abf7894e453264e97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito became increasingly ill over the course of 1979. During this time Vila Srna was built for his use near Morovi\u0107 in the event of his recovery. On 7 January and again on 11 January 1980, Tito was admitted to the Medical Centre in Ljubljana, the capital city of the SR Slovenia, with circulation problems in his legs. His left leg was amputated soon afterward due to arterial blockages and he died of gangrene at the Medical Centre Ljubljana on 4 May 1980 at 15:05, three days short of his 88th birthday. His funeral drew many world statesmen. Based on the number of attending politicians and state delegations, at the time it was the largest state funeral in history; this concentration of dignitaries would be unmatched until the funeral of Pope John Paul II in 2005 and the memorial service of Nelson Mandela in 2013. Those who attended included four kings, 31 presidents, six princes, 22 prime ministers and 47 ministers of foreign affairs. They came from both sides of the Cold War, from 128 different countries out of 154 UN members at the time.", "targets": "When did Tito die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42545bede144d5abf7894e453264e97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito became increasingly ill over the course of 1979. During this time Vila Srna was built for his use near Morovi\u0107 in the event of his recovery. On 7 January and again on 11 January 1980, Tito was admitted to the Medical Centre in Ljubljana, the capital city of the SR Slovenia, with circulation problems in his legs. His left leg was amputated soon afterward due to arterial blockages and he died of gangrene at the Medical Centre Ljubljana on 4 May 1980 at 15:05, three days short of his 88th birthday. His funeral drew many world statesmen. Based on the number of attending politicians and state delegations, at the time it was the largest state funeral in history; this concentration of dignitaries would be unmatched until the funeral of Pope John Paul II in 2005 and the memorial service of Nelson Mandela in 2013. Those who attended included four kings, 31 presidents, six princes, 22 prime ministers and 47 ministers of foreign affairs. They came from both sides of the Cold War, from 128 different countries out of 154 UN members at the time.", "targets": "Tito's cause of death was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e702edb218574a53804a613a462d887f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercial LEDs were commonly used as replacements for incandescent and neon indicator lamps, and in seven-segment displays, first in expensive equipment such as laboratory and electronics test equipment, then later in such appliances as TVs, radios, telephones, calculators, as well as watches (see list of signal uses). Until 1968, visible and infrared LEDs were extremely costly, in the order of US$200 per unit, and so had little practical use. The Monsanto Company was the first organization to mass-produce visible LEDs, using gallium arsenide phosphide (GaAsP) in 1968 to produce red LEDs suitable for indicators. Hewlett Packard (HP) introduced LEDs in 1968, initially using GaAsP supplied by Monsanto. These red LEDs were bright enough only for use as indicators, as the light output was not enough to illuminate an area. Readouts in calculators were so small that plastic lenses were built over each digit to make them legible. Later, other colors became widely available and appeared in appliances and equipment. In the 1970s commercially successful LED devices at less than five cents each were produced by Fairchild Optoelectronics. These devices employed compound semiconductor chips fabricated with the planar process invented by Dr. Jean Hoerni at Fairchild Semiconductor. The combination of planar processing for chip fabrication and innovative packaging methods enabled the team at Fairchild led by optoelectronics pioneer Thomas Brandt to achieve the needed cost reductions. These methods continue to be used by LED producers.", "targets": "What was the first commercial uses of LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e702edb218574a53804a613a462d887f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercial LEDs were commonly used as replacements for incandescent and neon indicator lamps, and in seven-segment displays, first in expensive equipment such as laboratory and electronics test equipment, then later in such appliances as TVs, radios, telephones, calculators, as well as watches (see list of signal uses). Until 1968, visible and infrared LEDs were extremely costly, in the order of US$200 per unit, and so had little practical use. The Monsanto Company was the first organization to mass-produce visible LEDs, using gallium arsenide phosphide (GaAsP) in 1968 to produce red LEDs suitable for indicators. Hewlett Packard (HP) introduced LEDs in 1968, initially using GaAsP supplied by Monsanto. These red LEDs were bright enough only for use as indicators, as the light output was not enough to illuminate an area. Readouts in calculators were so small that plastic lenses were built over each digit to make them legible. Later, other colors became widely available and appeared in appliances and equipment. In the 1970s commercially successful LED devices at less than five cents each were produced by Fairchild Optoelectronics. These devices employed compound semiconductor chips fabricated with the planar process invented by Dr. Jean Hoerni at Fairchild Semiconductor. The combination of planar processing for chip fabrication and innovative packaging methods enabled the team at Fairchild led by optoelectronics pioneer Thomas Brandt to achieve the needed cost reductions. These methods continue to be used by LED producers.", "targets": "How much did the early LEDs cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e702edb218574a53804a613a462d887f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercial LEDs were commonly used as replacements for incandescent and neon indicator lamps, and in seven-segment displays, first in expensive equipment such as laboratory and electronics test equipment, then later in such appliances as TVs, radios, telephones, calculators, as well as watches (see list of signal uses). Until 1968, visible and infrared LEDs were extremely costly, in the order of US$200 per unit, and so had little practical use. The Monsanto Company was the first organization to mass-produce visible LEDs, using gallium arsenide phosphide (GaAsP) in 1968 to produce red LEDs suitable for indicators. Hewlett Packard (HP) introduced LEDs in 1968, initially using GaAsP supplied by Monsanto. These red LEDs were bright enough only for use as indicators, as the light output was not enough to illuminate an area. Readouts in calculators were so small that plastic lenses were built over each digit to make them legible. Later, other colors became widely available and appeared in appliances and equipment. In the 1970s commercially successful LED devices at less than five cents each were produced by Fairchild Optoelectronics. These devices employed compound semiconductor chips fabricated with the planar process invented by Dr. Jean Hoerni at Fairchild Semiconductor. The combination of planar processing for chip fabrication and innovative packaging methods enabled the team at Fairchild led by optoelectronics pioneer Thomas Brandt to achieve the needed cost reductions. These methods continue to be used by LED producers.", "targets": "What was one use of early LED light in products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e702edb218574a53804a613a462d887f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercial LEDs were commonly used as replacements for incandescent and neon indicator lamps, and in seven-segment displays, first in expensive equipment such as laboratory and electronics test equipment, then later in such appliances as TVs, radios, telephones, calculators, as well as watches (see list of signal uses). Until 1968, visible and infrared LEDs were extremely costly, in the order of US$200 per unit, and so had little practical use. The Monsanto Company was the first organization to mass-produce visible LEDs, using gallium arsenide phosphide (GaAsP) in 1968 to produce red LEDs suitable for indicators. Hewlett Packard (HP) introduced LEDs in 1968, initially using GaAsP supplied by Monsanto. These red LEDs were bright enough only for use as indicators, as the light output was not enough to illuminate an area. Readouts in calculators were so small that plastic lenses were built over each digit to make them legible. Later, other colors became widely available and appeared in appliances and equipment. In the 1970s commercially successful LED devices at less than five cents each were produced by Fairchild Optoelectronics. These devices employed compound semiconductor chips fabricated with the planar process invented by Dr. Jean Hoerni at Fairchild Semiconductor. The combination of planar processing for chip fabrication and innovative packaging methods enabled the team at Fairchild led by optoelectronics pioneer Thomas Brandt to achieve the needed cost reductions. These methods continue to be used by LED producers.", "targets": "What modern company introduced LEDs in 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e702edb218574a53804a613a462d887f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first commercial LEDs were commonly used as replacements for incandescent and neon indicator lamps, and in seven-segment displays, first in expensive equipment such as laboratory and electronics test equipment, then later in such appliances as TVs, radios, telephones, calculators, as well as watches (see list of signal uses). Until 1968, visible and infrared LEDs were extremely costly, in the order of US$200 per unit, and so had little practical use. The Monsanto Company was the first organization to mass-produce visible LEDs, using gallium arsenide phosphide (GaAsP) in 1968 to produce red LEDs suitable for indicators. Hewlett Packard (HP) introduced LEDs in 1968, initially using GaAsP supplied by Monsanto. These red LEDs were bright enough only for use as indicators, as the light output was not enough to illuminate an area. Readouts in calculators were so small that plastic lenses were built over each digit to make them legible. Later, other colors became widely available and appeared in appliances and equipment. In the 1970s commercially successful LED devices at less than five cents each were produced by Fairchild Optoelectronics. These devices employed compound semiconductor chips fabricated with the planar process invented by Dr. Jean Hoerni at Fairchild Semiconductor. The combination of planar processing for chip fabrication and innovative packaging methods enabled the team at Fairchild led by optoelectronics pioneer Thomas Brandt to achieve the needed cost reductions. These methods continue to be used by LED producers.", "targets": "In what decade were production costs greatly reduced for LEDs to enable successful commercial uses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97755d3669f74a85b759cfe4301d1861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to strictness in character size and shape, Chinese characters are written with very precise rules. The most important rules regard the strokes employed, stroke placement, and stroke order. Just as each region that uses Chinese characters has standardized character forms, each also has standardized stroke orders, with each standard being different. Most characters can be written with just one correct stroke order, though some words also have many valid stroke orders, which may occasionally result in different stroke counts. Some characters are also written with different stroke orders due to character simplification.", "targets": "What are written with very precise rules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97755d3669f74a85b759cfe4301d1861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to strictness in character size and shape, Chinese characters are written with very precise rules. The most important rules regard the strokes employed, stroke placement, and stroke order. Just as each region that uses Chinese characters has standardized character forms, each also has standardized stroke orders, with each standard being different. Most characters can be written with just one correct stroke order, though some words also have many valid stroke orders, which may occasionally result in different stroke counts. Some characters are also written with different stroke orders due to character simplification.", "targets": "What has standardized character forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97755d3669f74a85b759cfe4301d1861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to strictness in character size and shape, Chinese characters are written with very precise rules. The most important rules regard the strokes employed, stroke placement, and stroke order. Just as each region that uses Chinese characters has standardized character forms, each also has standardized stroke orders, with each standard being different. Most characters can be written with just one correct stroke order, though some words also have many valid stroke orders, which may occasionally result in different stroke counts. Some characters are also written with different stroke orders due to character simplification.", "targets": "What are also written with different stroke orders due to character simplification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "A lot of American common law diverged from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "When would American courts follow post-revolution commonwealth rulings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "Courts in commonwealth nations are often influenced by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "Most modern American common law came from what kind of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "Couts of commonwealth nations are often influenced by who's rulings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "What rulings do American courts rarely follow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "What is one reason American courts may follow a post Revolutionary Commonwealth ruling under what circumstances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "How close is current American law to English law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "What differs about American and English law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "When would American law be more likely to follow English law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-856ac3fa03ed48b8b820f342780f95e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, it is important to understand that despite the presence of reception statutes, much of contemporary American common law has diverged significantly from English common law. The reason is that although the courts of the various Commonwealth nations are often influenced by each other's rulings, American courts rarely follow post-Revolution Commonwealth rulings unless there is no American ruling on point, the facts and law at issue are nearly identical, and the reasoning is strongly persuasive.", "targets": "How close do the issues have to be in order for an English law to be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ef5d4bd0154fbbb9f3096a7c33ebd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At no more than 200 kilometres (120 mi) north to south and 130 kilometres (81 mi) east to west, Swaziland is one of the smallest countries in Africa. Despite its size, however, its climate and topography is diverse, ranging from a cool and mountainous highveld to a hot and dry lowveld. The population is primarily ethnic Swazis whose language is siSwati. They established their kingdom in the mid-18th century under the leadership of Ngwane III; the present boundaries were drawn up in 1881. After the Anglo-Boer War, Swaziland was a British protectorate from 1903 until 1967. It regained its independence on 6 September 1968.", "targets": "How wide is Swaziland in miles??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ef5d4bd0154fbbb9f3096a7c33ebd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At no more than 200 kilometres (120 mi) north to south and 130 kilometres (81 mi) east to west, Swaziland is one of the smallest countries in Africa. Despite its size, however, its climate and topography is diverse, ranging from a cool and mountainous highveld to a hot and dry lowveld. The population is primarily ethnic Swazis whose language is siSwati. They established their kingdom in the mid-18th century under the leadership of Ngwane III; the present boundaries were drawn up in 1881. After the Anglo-Boer War, Swaziland was a British protectorate from 1903 until 1967. It regained its independence on 6 September 1968.", "targets": "What is the primary language spoken by the people in Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ef5d4bd0154fbbb9f3096a7c33ebd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At no more than 200 kilometres (120 mi) north to south and 130 kilometres (81 mi) east to west, Swaziland is one of the smallest countries in Africa. Despite its size, however, its climate and topography is diverse, ranging from a cool and mountainous highveld to a hot and dry lowveld. The population is primarily ethnic Swazis whose language is siSwati. They established their kingdom in the mid-18th century under the leadership of Ngwane III; the present boundaries were drawn up in 1881. After the Anglo-Boer War, Swaziland was a British protectorate from 1903 until 1967. It regained its independence on 6 September 1968.", "targets": "In terms of size where does Swaziland rank within Africa in terms of country size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ef5d4bd0154fbbb9f3096a7c33ebd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At no more than 200 kilometres (120 mi) north to south and 130 kilometres (81 mi) east to west, Swaziland is one of the smallest countries in Africa. Despite its size, however, its climate and topography is diverse, ranging from a cool and mountainous highveld to a hot and dry lowveld. The population is primarily ethnic Swazis whose language is siSwati. They established their kingdom in the mid-18th century under the leadership of Ngwane III; the present boundaries were drawn up in 1881. After the Anglo-Boer War, Swaziland was a British protectorate from 1903 until 1967. It regained its independence on 6 September 1968.", "targets": "When did the ethnic Swazis establish a kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3ef5d4bd0154fbbb9f3096a7c33ebd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At no more than 200 kilometres (120 mi) north to south and 130 kilometres (81 mi) east to west, Swaziland is one of the smallest countries in Africa. Despite its size, however, its climate and topography is diverse, ranging from a cool and mountainous highveld to a hot and dry lowveld. The population is primarily ethnic Swazis whose language is siSwati. They established their kingdom in the mid-18th century under the leadership of Ngwane III; the present boundaries were drawn up in 1881. After the Anglo-Boer War, Swaziland was a British protectorate from 1903 until 1967. It regained its independence on 6 September 1968.", "targets": "Who was the leader of the 18th century Swazi kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aa350afbafb431db04d39d5fe30f7f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the scriptures, Gautama Buddha presented himself as a model. The Dharma offers a refuge by providing guidelines for the alleviation of suffering and the attainment of Nirvana. The Sangha is considered to provide a refuge by preserving the authentic teachings of the Buddha and providing further examples that the truth of the Buddha's teachings is attainable.", "targets": "Who presented himself as a model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aa350afbafb431db04d39d5fe30f7f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the scriptures, Gautama Buddha presented himself as a model. The Dharma offers a refuge by providing guidelines for the alleviation of suffering and the attainment of Nirvana. The Sangha is considered to provide a refuge by preserving the authentic teachings of the Buddha and providing further examples that the truth of the Buddha's teachings is attainable.", "targets": "What offers a refuge by providing guidelines for the alleviation of suffering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aa350afbafb431db04d39d5fe30f7f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the scriptures, Gautama Buddha presented himself as a model. The Dharma offers a refuge by providing guidelines for the alleviation of suffering and the attainment of Nirvana. The Sangha is considered to provide a refuge by preserving the authentic teachings of the Buddha and providing further examples that the truth of the Buddha's teachings is attainable.", "targets": "What provides refuge by preserving the authentic teachings of the Buddha?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f451e3fa441d488c0ba3c30e864f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early non-Christian reference to the crucifixion of Jesus is likely to be Mara Bar-Serapion's letter to his son, written sometime after AD 73 but before the 3rd century AD. The letter includes no Christian themes and the author is presumed to be a pagan. The letter refers to the retributions that followed the unjust treatment of three wise men: Socrates, Pythagoras, and \"the wise king\" of the Jews. Some scholars see little doubt that the reference to the execution of the \"king of the Jews\" is about the crucifixion of Jesus, while others place less value in the letter, given the possible ambiguity in the reference.", "targets": "Where can an early non-Christian reference be found to the Crucifixion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f451e3fa441d488c0ba3c30e864f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early non-Christian reference to the crucifixion of Jesus is likely to be Mara Bar-Serapion's letter to his son, written sometime after AD 73 but before the 3rd century AD. The letter includes no Christian themes and the author is presumed to be a pagan. The letter refers to the retributions that followed the unjust treatment of three wise men: Socrates, Pythagoras, and \"the wise king\" of the Jews. Some scholars see little doubt that the reference to the execution of the \"king of the Jews\" is about the crucifixion of Jesus, while others place less value in the letter, given the possible ambiguity in the reference.", "targets": "What is the author of the letter assumed to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f451e3fa441d488c0ba3c30e864f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early non-Christian reference to the crucifixion of Jesus is likely to be Mara Bar-Serapion's letter to his son, written sometime after AD 73 but before the 3rd century AD. The letter includes no Christian themes and the author is presumed to be a pagan. The letter refers to the retributions that followed the unjust treatment of three wise men: Socrates, Pythagoras, and \"the wise king\" of the Jews. Some scholars see little doubt that the reference to the execution of the \"king of the Jews\" is about the crucifixion of Jesus, while others place less value in the letter, given the possible ambiguity in the reference.", "targets": "What does the letter reference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f451e3fa441d488c0ba3c30e864f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early non-Christian reference to the crucifixion of Jesus is likely to be Mara Bar-Serapion's letter to his son, written sometime after AD 73 but before the 3rd century AD. The letter includes no Christian themes and the author is presumed to be a pagan. The letter refers to the retributions that followed the unjust treatment of three wise men: Socrates, Pythagoras, and \"the wise king\" of the Jews. Some scholars see little doubt that the reference to the execution of the \"king of the Jews\" is about the crucifixion of Jesus, while others place less value in the letter, given the possible ambiguity in the reference.", "targets": "Other than Jesus, who was one of the wisemen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f5f451e3fa441d488c0ba3c30e864f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An early non-Christian reference to the crucifixion of Jesus is likely to be Mara Bar-Serapion's letter to his son, written sometime after AD 73 but before the 3rd century AD. The letter includes no Christian themes and the author is presumed to be a pagan. The letter refers to the retributions that followed the unjust treatment of three wise men: Socrates, Pythagoras, and \"the wise king\" of the Jews. Some scholars see little doubt that the reference to the execution of the \"king of the Jews\" is about the crucifixion of Jesus, while others place less value in the letter, given the possible ambiguity in the reference.", "targets": "Does everyone agree with the content of the letter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53bf7ee2a1541658d183757eb87f7f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of video compression algorithms use lossy compression. Uncompressed video requires a very high data rate. Although lossless video compression codecs perform at a compression factor of 5-12, a typical MPEG-4 lossy compression video has a compression factor between 20 and 200. As in all lossy compression, there is a trade-off between video quality, cost of processing the compression and decompression, and system requirements. Highly compressed video may present visible or distracting artifacts.", "targets": "What all mostly use lossy compression?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53bf7ee2a1541658d183757eb87f7f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of video compression algorithms use lossy compression. Uncompressed video requires a very high data rate. Although lossless video compression codecs perform at a compression factor of 5-12, a typical MPEG-4 lossy compression video has a compression factor between 20 and 200. As in all lossy compression, there is a trade-off between video quality, cost of processing the compression and decompression, and system requirements. Highly compressed video may present visible or distracting artifacts.", "targets": "What requires a high data rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d53bf7ee2a1541658d183757eb87f7f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of video compression algorithms use lossy compression. Uncompressed video requires a very high data rate. Although lossless video compression codecs perform at a compression factor of 5-12, a typical MPEG-4 lossy compression video has a compression factor between 20 and 200. As in all lossy compression, there is a trade-off between video quality, cost of processing the compression and decompression, and system requirements. Highly compressed video may present visible or distracting artifacts.", "targets": "What may present visible or distracting artifacts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-442d11a670b64ceba1445aba6f548366", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances in polynomial algebra were made by mathematicians during the Yuan era. The mathematician Zhu Shijie (1249\u20131314) solved simultaneous equations with up to four unknowns using a rectangular array of coefficients, equivalent to modern matrices. Zhu used a method of elimination to reduce the simultaneous equations to a single equation with only one unknown. His method is described in the Jade Mirror of the Four Unknowns, written in 1303. The opening pages contain a diagram of Pascal's triangle. The summation of a finite arithmetic series is also covered in the book.", "targets": "When was Zhu Shijie born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-442d11a670b64ceba1445aba6f548366", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances in polynomial algebra were made by mathematicians during the Yuan era. The mathematician Zhu Shijie (1249\u20131314) solved simultaneous equations with up to four unknowns using a rectangular array of coefficients, equivalent to modern matrices. Zhu used a method of elimination to reduce the simultaneous equations to a single equation with only one unknown. His method is described in the Jade Mirror of the Four Unknowns, written in 1303. The opening pages contain a diagram of Pascal's triangle. The summation of a finite arithmetic series is also covered in the book.", "targets": "When did Zhu Shijie die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-442d11a670b64ceba1445aba6f548366", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances in polynomial algebra were made by mathematicians during the Yuan era. The mathematician Zhu Shijie (1249\u20131314) solved simultaneous equations with up to four unknowns using a rectangular array of coefficients, equivalent to modern matrices. Zhu used a method of elimination to reduce the simultaneous equations to a single equation with only one unknown. His method is described in the Jade Mirror of the Four Unknowns, written in 1303. The opening pages contain a diagram of Pascal's triangle. The summation of a finite arithmetic series is also covered in the book.", "targets": "What modern math concept did Zhu Shijie do work similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-442d11a670b64ceba1445aba6f548366", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances in polynomial algebra were made by mathematicians during the Yuan era. The mathematician Zhu Shijie (1249\u20131314) solved simultaneous equations with up to four unknowns using a rectangular array of coefficients, equivalent to modern matrices. Zhu used a method of elimination to reduce the simultaneous equations to a single equation with only one unknown. His method is described in the Jade Mirror of the Four Unknowns, written in 1303. The opening pages contain a diagram of Pascal's triangle. The summation of a finite arithmetic series is also covered in the book.", "targets": "What type of math was advanced during the Yuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-442d11a670b64ceba1445aba6f548366", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Advances in polynomial algebra were made by mathematicians during the Yuan era. The mathematician Zhu Shijie (1249\u20131314) solved simultaneous equations with up to four unknowns using a rectangular array of coefficients, equivalent to modern matrices. Zhu used a method of elimination to reduce the simultaneous equations to a single equation with only one unknown. His method is described in the Jade Mirror of the Four Unknowns, written in 1303. The opening pages contain a diagram of Pascal's triangle. The summation of a finite arithmetic series is also covered in the book.", "targets": "When did Zhu publish 'Jade Mirror of the Four Unknowns'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c516e1ccf48a0a7b77746a69d42a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John had already begun to improve his Channel forces before the loss of Normandy and he rapidly built up further maritime capabilities after its collapse. Most of these ships were placed along the Cinque Ports, but Portsmouth was also enlarged. By the end of 1204 he had around 50 large galleys available; another 54 vessels were built between 1209 and 1212. William of Wrotham was appointed \"keeper of the galleys\", effectively John's chief admiral. Wrotham was responsible for fusing John's galleys, the ships of the Cinque Ports and pressed merchant vessels into a single operational fleet. John adopted recent improvements in ship design, including new large transport ships called buisses and removable forecastles for use in combat.", "targets": "How many galleys were available by the end of 1204?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c516e1ccf48a0a7b77746a69d42a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John had already begun to improve his Channel forces before the loss of Normandy and he rapidly built up further maritime capabilities after its collapse. Most of these ships were placed along the Cinque Ports, but Portsmouth was also enlarged. By the end of 1204 he had around 50 large galleys available; another 54 vessels were built between 1209 and 1212. William of Wrotham was appointed \"keeper of the galleys\", effectively John's chief admiral. Wrotham was responsible for fusing John's galleys, the ships of the Cinque Ports and pressed merchant vessels into a single operational fleet. John adopted recent improvements in ship design, including new large transport ships called buisses and removable forecastles for use in combat.", "targets": "54 vessels were built between what years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c4c516e1ccf48a0a7b77746a69d42a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John had already begun to improve his Channel forces before the loss of Normandy and he rapidly built up further maritime capabilities after its collapse. Most of these ships were placed along the Cinque Ports, but Portsmouth was also enlarged. By the end of 1204 he had around 50 large galleys available; another 54 vessels were built between 1209 and 1212. William of Wrotham was appointed \"keeper of the galleys\", effectively John's chief admiral. Wrotham was responsible for fusing John's galleys, the ships of the Cinque Ports and pressed merchant vessels into a single operational fleet. John adopted recent improvements in ship design, including new large transport ships called buisses and removable forecastles for use in combat.", "targets": "Who was appointed \"keeper of the galleys?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09d50be75a7a44abb89e138b1cf3b235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ubaid period is marked by a distinctive style of fine quality painted pottery which spread throughout Mesopotamia and the Persian Gulf. During this time, the first settlement in southern Mesopotamia was established at Eridu (Cuneiform: NUN.KI), c. 5300 BC, by farmers who brought with them the Hadji Muhammed culture, which first pioneered irrigation agriculture. It appears that this culture was derived from the Samarran culture from northern Mesopotamia. It is not known whether or not these were the actual Sumerians who are identified with the later Uruk culture. Eridu remained an important religious center when it was gradually surpassed in size by the nearby city of Uruk. The story of the passing of the me (gifts of civilization) to Inanna, goddess of Uruk and of love and war, by Enki, god of wisdom and chief god of Eridu, may reflect this shift in hegemony.", "targets": "Fine quality painted pottery is a distinctive style of what period in Sumerian history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09d50be75a7a44abb89e138b1cf3b235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ubaid period is marked by a distinctive style of fine quality painted pottery which spread throughout Mesopotamia and the Persian Gulf. During this time, the first settlement in southern Mesopotamia was established at Eridu (Cuneiform: NUN.KI), c. 5300 BC, by farmers who brought with them the Hadji Muhammed culture, which first pioneered irrigation agriculture. It appears that this culture was derived from the Samarran culture from northern Mesopotamia. It is not known whether or not these were the actual Sumerians who are identified with the later Uruk culture. Eridu remained an important religious center when it was gradually surpassed in size by the nearby city of Uruk. The story of the passing of the me (gifts of civilization) to Inanna, goddess of Uruk and of love and war, by Enki, god of wisdom and chief god of Eridu, may reflect this shift in hegemony.", "targets": "Where could the pottery be found spread throughout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09d50be75a7a44abb89e138b1cf3b235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ubaid period is marked by a distinctive style of fine quality painted pottery which spread throughout Mesopotamia and the Persian Gulf. During this time, the first settlement in southern Mesopotamia was established at Eridu (Cuneiform: NUN.KI), c. 5300 BC, by farmers who brought with them the Hadji Muhammed culture, which first pioneered irrigation agriculture. It appears that this culture was derived from the Samarran culture from northern Mesopotamia. It is not known whether or not these were the actual Sumerians who are identified with the later Uruk culture. Eridu remained an important religious center when it was gradually surpassed in size by the nearby city of Uruk. The story of the passing of the me (gifts of civilization) to Inanna, goddess of Uruk and of love and war, by Enki, god of wisdom and chief god of Eridu, may reflect this shift in hegemony.", "targets": "During the Ubaid, where was the first settlement in southern Mesopotamia established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09d50be75a7a44abb89e138b1cf3b235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ubaid period is marked by a distinctive style of fine quality painted pottery which spread throughout Mesopotamia and the Persian Gulf. During this time, the first settlement in southern Mesopotamia was established at Eridu (Cuneiform: NUN.KI), c. 5300 BC, by farmers who brought with them the Hadji Muhammed culture, which first pioneered irrigation agriculture. It appears that this culture was derived from the Samarran culture from northern Mesopotamia. It is not known whether or not these were the actual Sumerians who are identified with the later Uruk culture. Eridu remained an important religious center when it was gradually surpassed in size by the nearby city of Uruk. The story of the passing of the me (gifts of civilization) to Inanna, goddess of Uruk and of love and war, by Enki, god of wisdom and chief god of Eridu, may reflect this shift in hegemony.", "targets": "What type of agriculture did the farmers settling at Eridu bring with them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09d50be75a7a44abb89e138b1cf3b235", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ubaid period is marked by a distinctive style of fine quality painted pottery which spread throughout Mesopotamia and the Persian Gulf. During this time, the first settlement in southern Mesopotamia was established at Eridu (Cuneiform: NUN.KI), c. 5300 BC, by farmers who brought with them the Hadji Muhammed culture, which first pioneered irrigation agriculture. It appears that this culture was derived from the Samarran culture from northern Mesopotamia. It is not known whether or not these were the actual Sumerians who are identified with the later Uruk culture. Eridu remained an important religious center when it was gradually surpassed in size by the nearby city of Uruk. The story of the passing of the me (gifts of civilization) to Inanna, goddess of Uruk and of love and war, by Enki, god of wisdom and chief god of Eridu, may reflect this shift in hegemony.", "targets": "Who was the chief god of Eridu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68bd144c49a14e21b32a608abba7c8e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most early home computer systems developed their own 8-bit character sets containing line-drawing and game glyphs, and often filled in some or all of the control characters from 0\u201331 with more graphics. Kaypro CP/M computers used the \"upper\" 128 characters for the Greek alphabet. The IBM PC defined code page 437, which replaced the control-characters with graphic symbols such as smiley faces, and mapped additional graphic characters to the upper 128 positions. Operating systems such as DOS supported these code pages, and manufacturers of IBM PCs supported them in hardware. Digital Equipment Corporation developed the Multinational Character Set (DEC-MCS) for use in the popular VT220 terminal as one of the first extensions designed more for international languages than for block graphics. The Macintosh defined Mac OS Roman and Postscript also defined a set, both of these contained both international letters and typographic punctuation marks instead of graphics, more like modern character sets.", "targets": "What did most early home computers develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68bd144c49a14e21b32a608abba7c8e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most early home computer systems developed their own 8-bit character sets containing line-drawing and game glyphs, and often filled in some or all of the control characters from 0\u201331 with more graphics. Kaypro CP/M computers used the \"upper\" 128 characters for the Greek alphabet. The IBM PC defined code page 437, which replaced the control-characters with graphic symbols such as smiley faces, and mapped additional graphic characters to the upper 128 positions. Operating systems such as DOS supported these code pages, and manufacturers of IBM PCs supported them in hardware. Digital Equipment Corporation developed the Multinational Character Set (DEC-MCS) for use in the popular VT220 terminal as one of the first extensions designed more for international languages than for block graphics. The Macintosh defined Mac OS Roman and Postscript also defined a set, both of these contained both international letters and typographic punctuation marks instead of graphics, more like modern character sets.", "targets": "What did Kaypro CP/M computers use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68bd144c49a14e21b32a608abba7c8e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most early home computer systems developed their own 8-bit character sets containing line-drawing and game glyphs, and often filled in some or all of the control characters from 0\u201331 with more graphics. Kaypro CP/M computers used the \"upper\" 128 characters for the Greek alphabet. The IBM PC defined code page 437, which replaced the control-characters with graphic symbols such as smiley faces, and mapped additional graphic characters to the upper 128 positions. Operating systems such as DOS supported these code pages, and manufacturers of IBM PCs supported them in hardware. Digital Equipment Corporation developed the Multinational Character Set (DEC-MCS) for use in the popular VT220 terminal as one of the first extensions designed more for international languages than for block graphics. The Macintosh defined Mac OS Roman and Postscript also defined a set, both of these contained both international letters and typographic punctuation marks instead of graphics, more like modern character sets.", "targets": "What did IBM PC replace the control-characters with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68bd144c49a14e21b32a608abba7c8e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most early home computer systems developed their own 8-bit character sets containing line-drawing and game glyphs, and often filled in some or all of the control characters from 0\u201331 with more graphics. Kaypro CP/M computers used the \"upper\" 128 characters for the Greek alphabet. The IBM PC defined code page 437, which replaced the control-characters with graphic symbols such as smiley faces, and mapped additional graphic characters to the upper 128 positions. Operating systems such as DOS supported these code pages, and manufacturers of IBM PCs supported them in hardware. Digital Equipment Corporation developed the Multinational Character Set (DEC-MCS) for use in the popular VT220 terminal as one of the first extensions designed more for international languages than for block graphics. The Macintosh defined Mac OS Roman and Postscript also defined a set, both of these contained both international letters and typographic punctuation marks instead of graphics, more like modern character sets.", "targets": "What did Digital Equipment Corporation develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68bd144c49a14e21b32a608abba7c8e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most early home computer systems developed their own 8-bit character sets containing line-drawing and game glyphs, and often filled in some or all of the control characters from 0\u201331 with more graphics. Kaypro CP/M computers used the \"upper\" 128 characters for the Greek alphabet. The IBM PC defined code page 437, which replaced the control-characters with graphic symbols such as smiley faces, and mapped additional graphic characters to the upper 128 positions. Operating systems such as DOS supported these code pages, and manufacturers of IBM PCs supported them in hardware. Digital Equipment Corporation developed the Multinational Character Set (DEC-MCS) for use in the popular VT220 terminal as one of the first extensions designed more for international languages than for block graphics. The Macintosh defined Mac OS Roman and Postscript also defined a set, both of these contained both international letters and typographic punctuation marks instead of graphics, more like modern character sets.", "targets": "What did Macintosh use instead of graphics? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee75dbf28e244535b98178276a9dd76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Tugh Tem\u00fcr in 1332 and subsequent death of Rinchinbal (Emperor Ningzong) the same year, the 13-year-old Toghun Tem\u00fcr (Emperor Huizong), the last of the nine successors of Kublai Khan, was summoned back from Guangxi and succeeded to the throne. After El Tem\u00fcr's death, Bayan became as powerful an official as El Tem\u00fcr had been in the beginning of his long reign. As Toghun Tem\u00fcr grew, he came to disapprove of Bayan's autocratic rule. In 1340 he allied himself with Bayan's nephew Toqto'a, who was in discord with Bayan, and banished Bayan by coup. With the dismissal of Bayan, Toghtogha seized the power of the court. His first administration clearly exhibited fresh new spirit. He also gave a few early signs of a new and positive direction in central government. One of his successful projects was to finish the long-stalled official histories of the Liao, Jin, and Song dynasties, which were eventually completed in 1345. Yet, Toghtogha resigned his office with the approval of Toghun Tem\u00fcr, marking the end of his first administration, and he was not called back until 1349.", "targets": "When did Tugh Temur die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee75dbf28e244535b98178276a9dd76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Tugh Tem\u00fcr in 1332 and subsequent death of Rinchinbal (Emperor Ningzong) the same year, the 13-year-old Toghun Tem\u00fcr (Emperor Huizong), the last of the nine successors of Kublai Khan, was summoned back from Guangxi and succeeded to the throne. After El Tem\u00fcr's death, Bayan became as powerful an official as El Tem\u00fcr had been in the beginning of his long reign. As Toghun Tem\u00fcr grew, he came to disapprove of Bayan's autocratic rule. In 1340 he allied himself with Bayan's nephew Toqto'a, who was in discord with Bayan, and banished Bayan by coup. With the dismissal of Bayan, Toghtogha seized the power of the court. His first administration clearly exhibited fresh new spirit. He also gave a few early signs of a new and positive direction in central government. One of his successful projects was to finish the long-stalled official histories of the Liao, Jin, and Song dynasties, which were eventually completed in 1345. Yet, Toghtogha resigned his office with the approval of Toghun Tem\u00fcr, marking the end of his first administration, and he was not called back until 1349.", "targets": "What Chinese-style name did Rinchinbal use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee75dbf28e244535b98178276a9dd76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Tugh Tem\u00fcr in 1332 and subsequent death of Rinchinbal (Emperor Ningzong) the same year, the 13-year-old Toghun Tem\u00fcr (Emperor Huizong), the last of the nine successors of Kublai Khan, was summoned back from Guangxi and succeeded to the throne. After El Tem\u00fcr's death, Bayan became as powerful an official as El Tem\u00fcr had been in the beginning of his long reign. As Toghun Tem\u00fcr grew, he came to disapprove of Bayan's autocratic rule. In 1340 he allied himself with Bayan's nephew Toqto'a, who was in discord with Bayan, and banished Bayan by coup. With the dismissal of Bayan, Toghtogha seized the power of the court. His first administration clearly exhibited fresh new spirit. He also gave a few early signs of a new and positive direction in central government. One of his successful projects was to finish the long-stalled official histories of the Liao, Jin, and Song dynasties, which were eventually completed in 1345. Yet, Toghtogha resigned his office with the approval of Toghun Tem\u00fcr, marking the end of his first administration, and he was not called back until 1349.", "targets": "How old was Toghun Temur when he became emperor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee75dbf28e244535b98178276a9dd76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Tugh Tem\u00fcr in 1332 and subsequent death of Rinchinbal (Emperor Ningzong) the same year, the 13-year-old Toghun Tem\u00fcr (Emperor Huizong), the last of the nine successors of Kublai Khan, was summoned back from Guangxi and succeeded to the throne. After El Tem\u00fcr's death, Bayan became as powerful an official as El Tem\u00fcr had been in the beginning of his long reign. As Toghun Tem\u00fcr grew, he came to disapprove of Bayan's autocratic rule. In 1340 he allied himself with Bayan's nephew Toqto'a, who was in discord with Bayan, and banished Bayan by coup. With the dismissal of Bayan, Toghtogha seized the power of the court. His first administration clearly exhibited fresh new spirit. He also gave a few early signs of a new and positive direction in central government. One of his successful projects was to finish the long-stalled official histories of the Liao, Jin, and Song dynasties, which were eventually completed in 1345. Yet, Toghtogha resigned his office with the approval of Toghun Tem\u00fcr, marking the end of his first administration, and he was not called back until 1349.", "targets": "How many successors of Kublai was Toghun the last of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee75dbf28e244535b98178276a9dd76d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the death of Tugh Tem\u00fcr in 1332 and subsequent death of Rinchinbal (Emperor Ningzong) the same year, the 13-year-old Toghun Tem\u00fcr (Emperor Huizong), the last of the nine successors of Kublai Khan, was summoned back from Guangxi and succeeded to the throne. After El Tem\u00fcr's death, Bayan became as powerful an official as El Tem\u00fcr had been in the beginning of his long reign. As Toghun Tem\u00fcr grew, he came to disapprove of Bayan's autocratic rule. In 1340 he allied himself with Bayan's nephew Toqto'a, who was in discord with Bayan, and banished Bayan by coup. With the dismissal of Bayan, Toghtogha seized the power of the court. His first administration clearly exhibited fresh new spirit. He also gave a few early signs of a new and positive direction in central government. One of his successful projects was to finish the long-stalled official histories of the Liao, Jin, and Song dynasties, which were eventually completed in 1345. Yet, Toghtogha resigned his office with the approval of Toghun Tem\u00fcr, marking the end of his first administration, and he was not called back until 1349.", "targets": "Which dynasties' histories were officially documented during Toghun's reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f0264271ad435a8252e5930e49f05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Census Bureau estimates that the population of Montana was 1,032,949 on July 1, 2015, a 4.40% increase since the 2010 United States Census. The 2010 census put Montana's population at 989,415 which is an increase of 43,534 people, or 4.40 percent, since 2010. During the first decade of the new century, growth was mainly concentrated in Montana's seven largest counties, with the highest percentage growth in Gallatin County, which saw a 32 percent increase in its population from 2000-2010. The city seeing the largest percentage growth was Kalispell with 40.1 percent, and the city with the largest increase in actual residents was Billings with an increase in population of 14,323 from 2000-2010.", "targets": "What was the population of the state in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f0264271ad435a8252e5930e49f05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Census Bureau estimates that the population of Montana was 1,032,949 on July 1, 2015, a 4.40% increase since the 2010 United States Census. The 2010 census put Montana's population at 989,415 which is an increase of 43,534 people, or 4.40 percent, since 2010. During the first decade of the new century, growth was mainly concentrated in Montana's seven largest counties, with the highest percentage growth in Gallatin County, which saw a 32 percent increase in its population from 2000-2010. The city seeing the largest percentage growth was Kalispell with 40.1 percent, and the city with the largest increase in actual residents was Billings with an increase in population of 14,323 from 2000-2010.", "targets": "How much did the population increase since 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f0264271ad435a8252e5930e49f05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Census Bureau estimates that the population of Montana was 1,032,949 on July 1, 2015, a 4.40% increase since the 2010 United States Census. The 2010 census put Montana's population at 989,415 which is an increase of 43,534 people, or 4.40 percent, since 2010. During the first decade of the new century, growth was mainly concentrated in Montana's seven largest counties, with the highest percentage growth in Gallatin County, which saw a 32 percent increase in its population from 2000-2010. The city seeing the largest percentage growth was Kalispell with 40.1 percent, and the city with the largest increase in actual residents was Billings with an increase in population of 14,323 from 2000-2010.", "targets": "What county saw the largest growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f0264271ad435a8252e5930e49f05e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Census Bureau estimates that the population of Montana was 1,032,949 on July 1, 2015, a 4.40% increase since the 2010 United States Census. The 2010 census put Montana's population at 989,415 which is an increase of 43,534 people, or 4.40 percent, since 2010. During the first decade of the new century, growth was mainly concentrated in Montana's seven largest counties, with the highest percentage growth in Gallatin County, which saw a 32 percent increase in its population from 2000-2010. The city seeing the largest percentage growth was Kalispell with 40.1 percent, and the city with the largest increase in actual residents was Billings with an increase in population of 14,323 from 2000-2010.", "targets": "What city saw the largest growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c1b044b6fb4a94b804bd4f09331568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John Everett-Heath, the author of Oxford Concise Dictionary of World Place Names, Hyderabad means \"Haydar's city\" or \"lion city\", from haydar (lion) and \u0101b\u0101d (city). It was named to honour the Caliph Ali Ibn Abi Talib, who was also known as Haydar because of his lion-like valour in battles. Andrew Petersen, a scholar of Islamic architecture, says the city was originally called Baghnagar (city of gardens). One popular theory suggests that Muhammad Quli Qutb Shah, the founder of the city, named it \"Bhagyanagar\" or \"Bh\u0101gnagar\" after Bhagmati, a local nautch (dancing) girl with whom he had fallen in love. She converted to Islam and adopted the title Hyder Mahal. The city was renamed Hyderabad in her honour. According to another source, the city was named after Haidar, the son of Quli Qutb Shah.", "targets": "What does the Oxford Concise Dictionary of World Place Names say Hyderabad means?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c1b044b6fb4a94b804bd4f09331568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John Everett-Heath, the author of Oxford Concise Dictionary of World Place Names, Hyderabad means \"Haydar's city\" or \"lion city\", from haydar (lion) and \u0101b\u0101d (city). It was named to honour the Caliph Ali Ibn Abi Talib, who was also known as Haydar because of his lion-like valour in battles. Andrew Petersen, a scholar of Islamic architecture, says the city was originally called Baghnagar (city of gardens). One popular theory suggests that Muhammad Quli Qutb Shah, the founder of the city, named it \"Bhagyanagar\" or \"Bh\u0101gnagar\" after Bhagmati, a local nautch (dancing) girl with whom he had fallen in love. She converted to Islam and adopted the title Hyder Mahal. The city was renamed Hyderabad in her honour. According to another source, the city was named after Haidar, the son of Quli Qutb Shah.", "targets": "Hyderabad was named in honor of someone, who was it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c1b044b6fb4a94b804bd4f09331568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John Everett-Heath, the author of Oxford Concise Dictionary of World Place Names, Hyderabad means \"Haydar's city\" or \"lion city\", from haydar (lion) and \u0101b\u0101d (city). It was named to honour the Caliph Ali Ibn Abi Talib, who was also known as Haydar because of his lion-like valour in battles. Andrew Petersen, a scholar of Islamic architecture, says the city was originally called Baghnagar (city of gardens). One popular theory suggests that Muhammad Quli Qutb Shah, the founder of the city, named it \"Bhagyanagar\" or \"Bh\u0101gnagar\" after Bhagmati, a local nautch (dancing) girl with whom he had fallen in love. She converted to Islam and adopted the title Hyder Mahal. The city was renamed Hyderabad in her honour. According to another source, the city was named after Haidar, the son of Quli Qutb Shah.", "targets": "What does Andrew Petersen say that Hyderabad was originally known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c1b044b6fb4a94b804bd4f09331568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John Everett-Heath, the author of Oxford Concise Dictionary of World Place Names, Hyderabad means \"Haydar's city\" or \"lion city\", from haydar (lion) and \u0101b\u0101d (city). It was named to honour the Caliph Ali Ibn Abi Talib, who was also known as Haydar because of his lion-like valour in battles. Andrew Petersen, a scholar of Islamic architecture, says the city was originally called Baghnagar (city of gardens). One popular theory suggests that Muhammad Quli Qutb Shah, the founder of the city, named it \"Bhagyanagar\" or \"Bh\u0101gnagar\" after Bhagmati, a local nautch (dancing) girl with whom he had fallen in love. She converted to Islam and adopted the title Hyder Mahal. The city was renamed Hyderabad in her honour. According to another source, the city was named after Haidar, the son of Quli Qutb Shah.", "targets": "Who founded what came to be known Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c1b044b6fb4a94b804bd4f09331568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to John Everett-Heath, the author of Oxford Concise Dictionary of World Place Names, Hyderabad means \"Haydar's city\" or \"lion city\", from haydar (lion) and \u0101b\u0101d (city). It was named to honour the Caliph Ali Ibn Abi Talib, who was also known as Haydar because of his lion-like valour in battles. Andrew Petersen, a scholar of Islamic architecture, says the city was originally called Baghnagar (city of gardens). One popular theory suggests that Muhammad Quli Qutb Shah, the founder of the city, named it \"Bhagyanagar\" or \"Bh\u0101gnagar\" after Bhagmati, a local nautch (dancing) girl with whom he had fallen in love. She converted to Islam and adopted the title Hyder Mahal. The city was renamed Hyderabad in her honour. According to another source, the city was named after Haidar, the son of Quli Qutb Shah.", "targets": "What person is Hyderabad said to have been renamed for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a98d24d131490da2cb5e82a8d5b76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judging relationships based on shared characters requires care, since plants may resemble one another through convergent evolution in which characters have arisen independently. Some euphorbias have leafless, rounded bodies adapted to water conservation similar to those of globular cacti, but characters such as the structure of their flowers make it clear that the two groups are not closely related. The cladistic method takes a systematic approach to characters, distinguishing between those that carry no information about shared evolutionary history \u2013 such as those evolved separately in different groups (homoplasies) or those left over from ancestors (plesiomorphies) \u2013 and derived characters, which have been passed down from innovations in a shared ancestor (apomorphies). Only derived characters, such as the spine-producing areoles of cacti, provide evidence for descent from a common ancestor. The results of cladistic analyses are expressed as cladograms: tree-like diagrams showing the pattern of evolutionary branching and descent.", "targets": "Why might two plants be similar but not actually be in the same group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a98d24d131490da2cb5e82a8d5b76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judging relationships based on shared characters requires care, since plants may resemble one another through convergent evolution in which characters have arisen independently. Some euphorbias have leafless, rounded bodies adapted to water conservation similar to those of globular cacti, but characters such as the structure of their flowers make it clear that the two groups are not closely related. The cladistic method takes a systematic approach to characters, distinguishing between those that carry no information about shared evolutionary history \u2013 such as those evolved separately in different groups (homoplasies) or those left over from ancestors (plesiomorphies) \u2013 and derived characters, which have been passed down from innovations in a shared ancestor (apomorphies). Only derived characters, such as the spine-producing areoles of cacti, provide evidence for descent from a common ancestor. The results of cladistic analyses are expressed as cladograms: tree-like diagrams showing the pattern of evolutionary branching and descent.", "targets": "How can two different plants acquire the same traits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a98d24d131490da2cb5e82a8d5b76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judging relationships based on shared characters requires care, since plants may resemble one another through convergent evolution in which characters have arisen independently. Some euphorbias have leafless, rounded bodies adapted to water conservation similar to those of globular cacti, but characters such as the structure of their flowers make it clear that the two groups are not closely related. The cladistic method takes a systematic approach to characters, distinguishing between those that carry no information about shared evolutionary history \u2013 such as those evolved separately in different groups (homoplasies) or those left over from ancestors (plesiomorphies) \u2013 and derived characters, which have been passed down from innovations in a shared ancestor (apomorphies). Only derived characters, such as the spine-producing areoles of cacti, provide evidence for descent from a common ancestor. The results of cladistic analyses are expressed as cladograms: tree-like diagrams showing the pattern of evolutionary branching and descent.", "targets": "What traits show a shared ancestry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-09a98d24d131490da2cb5e82a8d5b76f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judging relationships based on shared characters requires care, since plants may resemble one another through convergent evolution in which characters have arisen independently. Some euphorbias have leafless, rounded bodies adapted to water conservation similar to those of globular cacti, but characters such as the structure of their flowers make it clear that the two groups are not closely related. The cladistic method takes a systematic approach to characters, distinguishing between those that carry no information about shared evolutionary history \u2013 such as those evolved separately in different groups (homoplasies) or those left over from ancestors (plesiomorphies) \u2013 and derived characters, which have been passed down from innovations in a shared ancestor (apomorphies). Only derived characters, such as the spine-producing areoles of cacti, provide evidence for descent from a common ancestor. The results of cladistic analyses are expressed as cladograms: tree-like diagrams showing the pattern of evolutionary branching and descent.", "targets": "How are common ancestries represented for plant families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159aa7e58e244b2c8dac49f433ea273a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A small, landlocked kingdom, Swaziland is bordered in the North, West and South by the Republic of South Africa and by Mozambique in the East. Swaziland has a land area of 17,364 km2. Swaziland has four separate geographical regions. These run from North to South and are determined by altitude. Swaziland is located at approximately 26\u00b030'S, 31\u00b030'E. Swaziland has a wide variety of landscapes, from the mountains along the Mozambican border to savannas in the east and rain forest in the northwest. Several rivers flow through the country, such as the Great Usutu River.", "targets": "What nation is to the east of Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159aa7e58e244b2c8dac49f433ea273a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A small, landlocked kingdom, Swaziland is bordered in the North, West and South by the Republic of South Africa and by Mozambique in the East. Swaziland has a land area of 17,364 km2. Swaziland has four separate geographical regions. These run from North to South and are determined by altitude. Swaziland is located at approximately 26\u00b030'S, 31\u00b030'E. Swaziland has a wide variety of landscapes, from the mountains along the Mozambican border to savannas in the east and rain forest in the northwest. Several rivers flow through the country, such as the Great Usutu River.", "targets": "How large in square kilometers is Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159aa7e58e244b2c8dac49f433ea273a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A small, landlocked kingdom, Swaziland is bordered in the North, West and South by the Republic of South Africa and by Mozambique in the East. Swaziland has a land area of 17,364 km2. Swaziland has four separate geographical regions. These run from North to South and are determined by altitude. Swaziland is located at approximately 26\u00b030'S, 31\u00b030'E. Swaziland has a wide variety of landscapes, from the mountains along the Mozambican border to savannas in the east and rain forest in the northwest. Several rivers flow through the country, such as the Great Usutu River.", "targets": "What nation is on the north, east, and western borders of Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159aa7e58e244b2c8dac49f433ea273a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A small, landlocked kingdom, Swaziland is bordered in the North, West and South by the Republic of South Africa and by Mozambique in the East. Swaziland has a land area of 17,364 km2. Swaziland has four separate geographical regions. These run from North to South and are determined by altitude. Swaziland is located at approximately 26\u00b030'S, 31\u00b030'E. Swaziland has a wide variety of landscapes, from the mountains along the Mozambican border to savannas in the east and rain forest in the northwest. Several rivers flow through the country, such as the Great Usutu River.", "targets": "How many geographical regions are within Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159aa7e58e244b2c8dac49f433ea273a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A small, landlocked kingdom, Swaziland is bordered in the North, West and South by the Republic of South Africa and by Mozambique in the East. Swaziland has a land area of 17,364 km2. Swaziland has four separate geographical regions. These run from North to South and are determined by altitude. Swaziland is located at approximately 26\u00b030'S, 31\u00b030'E. Swaziland has a wide variety of landscapes, from the mountains along the Mozambican border to savannas in the east and rain forest in the northwest. Several rivers flow through the country, such as the Great Usutu River.", "targets": "In which region is there rain forest in Swaziland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ce3966974c4b3b9f5d9ad81d5f2bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain contains several motor areas that project directly to the spinal cord. At the lowest level are motor areas in the medulla and pons, which control stereotyped movements such as walking, breathing, or swallowing. At a higher level are areas in the midbrain, such as the red nucleus, which is responsible for coordinating movements of the arms and legs. At a higher level yet is the primary motor cortex, a strip of tissue located at the posterior edge of the frontal lobe. The primary motor cortex sends projections to the subcortical motor areas, but also sends a massive projection directly to the spinal cord, through the pyramidal tract. This direct corticospinal projection allows for precise voluntary control of the fine details of movements. Other motor-related brain areas exert secondary effects by projecting to the primary motor areas. Among the most important secondary areas are the premotor cortex, basal ganglia, and cerebellum.", "targets": "Which motor areas of the brain control breathing and swallowing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ce3966974c4b3b9f5d9ad81d5f2bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain contains several motor areas that project directly to the spinal cord. At the lowest level are motor areas in the medulla and pons, which control stereotyped movements such as walking, breathing, or swallowing. At a higher level are areas in the midbrain, such as the red nucleus, which is responsible for coordinating movements of the arms and legs. At a higher level yet is the primary motor cortex, a strip of tissue located at the posterior edge of the frontal lobe. The primary motor cortex sends projections to the subcortical motor areas, but also sends a massive projection directly to the spinal cord, through the pyramidal tract. This direct corticospinal projection allows for precise voluntary control of the fine details of movements. Other motor-related brain areas exert secondary effects by projecting to the primary motor areas. Among the most important secondary areas are the premotor cortex, basal ganglia, and cerebellum.", "targets": "At the lowest level of the brain and spinal cord, are what areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ce3966974c4b3b9f5d9ad81d5f2bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain contains several motor areas that project directly to the spinal cord. At the lowest level are motor areas in the medulla and pons, which control stereotyped movements such as walking, breathing, or swallowing. At a higher level are areas in the midbrain, such as the red nucleus, which is responsible for coordinating movements of the arms and legs. At a higher level yet is the primary motor cortex, a strip of tissue located at the posterior edge of the frontal lobe. The primary motor cortex sends projections to the subcortical motor areas, but also sends a massive projection directly to the spinal cord, through the pyramidal tract. This direct corticospinal projection allows for precise voluntary control of the fine details of movements. Other motor-related brain areas exert secondary effects by projecting to the primary motor areas. Among the most important secondary areas are the premotor cortex, basal ganglia, and cerebellum.", "targets": "The red nucleus controls what part(s) of the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ce3966974c4b3b9f5d9ad81d5f2bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain contains several motor areas that project directly to the spinal cord. At the lowest level are motor areas in the medulla and pons, which control stereotyped movements such as walking, breathing, or swallowing. At a higher level are areas in the midbrain, such as the red nucleus, which is responsible for coordinating movements of the arms and legs. At a higher level yet is the primary motor cortex, a strip of tissue located at the posterior edge of the frontal lobe. The primary motor cortex sends projections to the subcortical motor areas, but also sends a massive projection directly to the spinal cord, through the pyramidal tract. This direct corticospinal projection allows for precise voluntary control of the fine details of movements. Other motor-related brain areas exert secondary effects by projecting to the primary motor areas. Among the most important secondary areas are the premotor cortex, basal ganglia, and cerebellum.", "targets": "A strip of tissue found at the edge of the frontal lobe is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85ce3966974c4b3b9f5d9ad81d5f2bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain contains several motor areas that project directly to the spinal cord. At the lowest level are motor areas in the medulla and pons, which control stereotyped movements such as walking, breathing, or swallowing. At a higher level are areas in the midbrain, such as the red nucleus, which is responsible for coordinating movements of the arms and legs. At a higher level yet is the primary motor cortex, a strip of tissue located at the posterior edge of the frontal lobe. The primary motor cortex sends projections to the subcortical motor areas, but also sends a massive projection directly to the spinal cord, through the pyramidal tract. This direct corticospinal projection allows for precise voluntary control of the fine details of movements. Other motor-related brain areas exert secondary effects by projecting to the primary motor areas. Among the most important secondary areas are the premotor cortex, basal ganglia, and cerebellum.", "targets": "The primary motor cortex sends signals to the spinal cord through what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25005002cb2a404fab397c9e509f2568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Direct democracy and federalism are hallmarks of the Swiss political system. Swiss citizens are subject to three legal jurisdictions: the commune, canton and federal levels. The 1848 federal constitution defines a system of direct democracy (sometimes called half-direct or representative direct democracy because it is aided by the more commonplace institutions of a representative democracy). The instruments of this system at the federal level, known as civic rights (Volksrechte, droits civiques), include the right to submit a constitutional initiative and a referendum, both of which may overturn parliamentary decisions.", "targets": "How many legal jurisdictions are Swiss citizens subject to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25005002cb2a404fab397c9e509f2568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Direct democracy and federalism are hallmarks of the Swiss political system. Swiss citizens are subject to three legal jurisdictions: the commune, canton and federal levels. The 1848 federal constitution defines a system of direct democracy (sometimes called half-direct or representative direct democracy because it is aided by the more commonplace institutions of a representative democracy). The instruments of this system at the federal level, known as civic rights (Volksrechte, droits civiques), include the right to submit a constitutional initiative and a referendum, both of which may overturn parliamentary decisions.", "targets": "What are the legal jurisdictions that Swiss citizens are subject to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25005002cb2a404fab397c9e509f2568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Direct democracy and federalism are hallmarks of the Swiss political system. Swiss citizens are subject to three legal jurisdictions: the commune, canton and federal levels. The 1848 federal constitution defines a system of direct democracy (sometimes called half-direct or representative direct democracy because it is aided by the more commonplace institutions of a representative democracy). The instruments of this system at the federal level, known as civic rights (Volksrechte, droits civiques), include the right to submit a constitutional initiative and a referendum, both of which may overturn parliamentary decisions.", "targets": "What type of democracy was defined in the 1848 federal constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25005002cb2a404fab397c9e509f2568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Direct democracy and federalism are hallmarks of the Swiss political system. Swiss citizens are subject to three legal jurisdictions: the commune, canton and federal levels. The 1848 federal constitution defines a system of direct democracy (sometimes called half-direct or representative direct democracy because it is aided by the more commonplace institutions of a representative democracy). The instruments of this system at the federal level, known as civic rights (Volksrechte, droits civiques), include the right to submit a constitutional initiative and a referendum, both of which may overturn parliamentary decisions.", "targets": "What two things do citizens have the right to submit to overturn parliamentary decisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25005002cb2a404fab397c9e509f2568", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Direct democracy and federalism are hallmarks of the Swiss political system. Swiss citizens are subject to three legal jurisdictions: the commune, canton and federal levels. The 1848 federal constitution defines a system of direct democracy (sometimes called half-direct or representative direct democracy because it is aided by the more commonplace institutions of a representative democracy). The instruments of this system at the federal level, known as civic rights (Volksrechte, droits civiques), include the right to submit a constitutional initiative and a referendum, both of which may overturn parliamentary decisions.", "targets": "What are the two hallmarks of the Swiss political system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5db2f59de3f24c819ee290dbbb5232d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Live Aid, held at Wembley on 13 July 1985, in front of the biggest-ever TV audience of 1.9 billion, Queen performed some of their greatest hits, during which the sold-out stadium audience of 72,000 people clapped, sang, and swayed in unison. The show's organisers, Bob Geldof and Midge Ure, other musicians such as Elton John, Cliff Richard and Dave Grohl, and music journalists writing for the BBC, CNN, Rolling Stone, MTV, The Telegraph among others, stated that Queen stole the show. An industry poll in 2005 ranked it the greatest rock performance of all time. Mercury's powerful, sustained note during the a cappella section came to be known as \"The Note Heard Round the World\".", "targets": "What date was Live Aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5db2f59de3f24c819ee290dbbb5232d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Live Aid, held at Wembley on 13 July 1985, in front of the biggest-ever TV audience of 1.9 billion, Queen performed some of their greatest hits, during which the sold-out stadium audience of 72,000 people clapped, sang, and swayed in unison. The show's organisers, Bob Geldof and Midge Ure, other musicians such as Elton John, Cliff Richard and Dave Grohl, and music journalists writing for the BBC, CNN, Rolling Stone, MTV, The Telegraph among others, stated that Queen stole the show. An industry poll in 2005 ranked it the greatest rock performance of all time. Mercury's powerful, sustained note during the a cappella section came to be known as \"The Note Heard Round the World\".", "targets": "Where was Live Aid held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5db2f59de3f24c819ee290dbbb5232d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Live Aid, held at Wembley on 13 July 1985, in front of the biggest-ever TV audience of 1.9 billion, Queen performed some of their greatest hits, during which the sold-out stadium audience of 72,000 people clapped, sang, and swayed in unison. The show's organisers, Bob Geldof and Midge Ure, other musicians such as Elton John, Cliff Richard and Dave Grohl, and music journalists writing for the BBC, CNN, Rolling Stone, MTV, The Telegraph among others, stated that Queen stole the show. An industry poll in 2005 ranked it the greatest rock performance of all time. Mercury's powerful, sustained note during the a cappella section came to be known as \"The Note Heard Round the World\".", "targets": "How big was Live Aid's TV audience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5db2f59de3f24c819ee290dbbb5232d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Live Aid, held at Wembley on 13 July 1985, in front of the biggest-ever TV audience of 1.9 billion, Queen performed some of their greatest hits, during which the sold-out stadium audience of 72,000 people clapped, sang, and swayed in unison. The show's organisers, Bob Geldof and Midge Ure, other musicians such as Elton John, Cliff Richard and Dave Grohl, and music journalists writing for the BBC, CNN, Rolling Stone, MTV, The Telegraph among others, stated that Queen stole the show. An industry poll in 2005 ranked it the greatest rock performance of all time. Mercury's powerful, sustained note during the a cappella section came to be known as \"The Note Heard Round the World\".", "targets": "How long was Live Aid's stadium audience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5db2f59de3f24c819ee290dbbb5232d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At Live Aid, held at Wembley on 13 July 1985, in front of the biggest-ever TV audience of 1.9 billion, Queen performed some of their greatest hits, during which the sold-out stadium audience of 72,000 people clapped, sang, and swayed in unison. The show's organisers, Bob Geldof and Midge Ure, other musicians such as Elton John, Cliff Richard and Dave Grohl, and music journalists writing for the BBC, CNN, Rolling Stone, MTV, The Telegraph among others, stated that Queen stole the show. An industry poll in 2005 ranked it the greatest rock performance of all time. Mercury's powerful, sustained note during the a cappella section came to be known as \"The Note Heard Round the World\".", "targets": "Who organized Live Aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efeff5fd8bfb4a82aadb53215aa64002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, cinematographic production received a boost with the establishment of the Cinema Advisory Committee. As of the year 2000, the annual amount set aside in the national budget stands at Cy Pounds 500,000 (about 850,000 Euros). In addition to government grants, Cypriot co-productions are eligible for funding from the Council of Europe's Eurimages Fund, which finances European film co-productions. To date, four feature-length films in which a Cypriot was executive producer have received funding from Eurimages. The first was I Sphagi tou Kokora (1992), completed in 1996, Hellados (And the Trains Fly to the Sky, 1995), which is currently in post-production, and Costas Demetriou's O Dromos gia tin Ithaki (The Road to Ithaka, 1997) which premiered in March 2000. The theme song to The Road to Ithaka was composed by Costas Cacoyannis and sung by Alexia Vassiliou. In September 1999, To Tama (The Promise) by Andreas Pantzis also received funding from the Eurimages Fund. In 2009 the Greek director, writer and producer Vassilis Mazomenos filmed in Cyprus Guilt. The film was awarded in 2012 with the Best Screenwriting and Best Photography award in London Greek Film Festival (UK) and was official selection in Montreal World Film Festival, Cairo International Film Festival, India International Film Festival, Tallinn Black Nights Film Festival, Fantasporto and opening film in the Panorama of European Cinema in Athens. In 2010 the film was Nominated for the best film from the Hellenic Film Academy.", "targets": "What is the amount in Euros of money set aside for the Cinema Advisory Committee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efeff5fd8bfb4a82aadb53215aa64002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, cinematographic production received a boost with the establishment of the Cinema Advisory Committee. As of the year 2000, the annual amount set aside in the national budget stands at Cy Pounds 500,000 (about 850,000 Euros). In addition to government grants, Cypriot co-productions are eligible for funding from the Council of Europe's Eurimages Fund, which finances European film co-productions. To date, four feature-length films in which a Cypriot was executive producer have received funding from Eurimages. The first was I Sphagi tou Kokora (1992), completed in 1996, Hellados (And the Trains Fly to the Sky, 1995), which is currently in post-production, and Costas Demetriou's O Dromos gia tin Ithaki (The Road to Ithaka, 1997) which premiered in March 2000. The theme song to The Road to Ithaka was composed by Costas Cacoyannis and sung by Alexia Vassiliou. In September 1999, To Tama (The Promise) by Andreas Pantzis also received funding from the Eurimages Fund. In 2009 the Greek director, writer and producer Vassilis Mazomenos filmed in Cyprus Guilt. The film was awarded in 2012 with the Best Screenwriting and Best Photography award in London Greek Film Festival (UK) and was official selection in Montreal World Film Festival, Cairo International Film Festival, India International Film Festival, Tallinn Black Nights Film Festival, Fantasporto and opening film in the Panorama of European Cinema in Athens. In 2010 the film was Nominated for the best film from the Hellenic Film Academy.", "targets": "Who finances European film co-productions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efeff5fd8bfb4a82aadb53215aa64002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, cinematographic production received a boost with the establishment of the Cinema Advisory Committee. As of the year 2000, the annual amount set aside in the national budget stands at Cy Pounds 500,000 (about 850,000 Euros). In addition to government grants, Cypriot co-productions are eligible for funding from the Council of Europe's Eurimages Fund, which finances European film co-productions. To date, four feature-length films in which a Cypriot was executive producer have received funding from Eurimages. The first was I Sphagi tou Kokora (1992), completed in 1996, Hellados (And the Trains Fly to the Sky, 1995), which is currently in post-production, and Costas Demetriou's O Dromos gia tin Ithaki (The Road to Ithaka, 1997) which premiered in March 2000. The theme song to The Road to Ithaka was composed by Costas Cacoyannis and sung by Alexia Vassiliou. In September 1999, To Tama (The Promise) by Andreas Pantzis also received funding from the Eurimages Fund. In 2009 the Greek director, writer and producer Vassilis Mazomenos filmed in Cyprus Guilt. The film was awarded in 2012 with the Best Screenwriting and Best Photography award in London Greek Film Festival (UK) and was official selection in Montreal World Film Festival, Cairo International Film Festival, India International Film Festival, Tallinn Black Nights Film Festival, Fantasporto and opening film in the Panorama of European Cinema in Athens. In 2010 the film was Nominated for the best film from the Hellenic Film Academy.", "targets": "What was the first feature film to receive funding  from Eurimages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efeff5fd8bfb4a82aadb53215aa64002", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, cinematographic production received a boost with the establishment of the Cinema Advisory Committee. As of the year 2000, the annual amount set aside in the national budget stands at Cy Pounds 500,000 (about 850,000 Euros). In addition to government grants, Cypriot co-productions are eligible for funding from the Council of Europe's Eurimages Fund, which finances European film co-productions. To date, four feature-length films in which a Cypriot was executive producer have received funding from Eurimages. The first was I Sphagi tou Kokora (1992), completed in 1996, Hellados (And the Trains Fly to the Sky, 1995), which is currently in post-production, and Costas Demetriou's O Dromos gia tin Ithaki (The Road to Ithaka, 1997) which premiered in March 2000. The theme song to The Road to Ithaka was composed by Costas Cacoyannis and sung by Alexia Vassiliou. In September 1999, To Tama (The Promise) by Andreas Pantzis also received funding from the Eurimages Fund. In 2009 the Greek director, writer and producer Vassilis Mazomenos filmed in Cyprus Guilt. The film was awarded in 2012 with the Best Screenwriting and Best Photography award in London Greek Film Festival (UK) and was official selection in Montreal World Film Festival, Cairo International Film Festival, India International Film Festival, Tallinn Black Nights Film Festival, Fantasporto and opening film in the Panorama of European Cinema in Athens. In 2010 the film was Nominated for the best film from the Hellenic Film Academy.", "targets": "Which film was awarded the Best Screenwriting and Best Photography at the London Greek Film Festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c69cd5ec92a47c2b628d15beb1a3044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the months after the Shenyang conference Peng Dehuai went to Beijing several times to brief Mao and Zhou about the heavy casualties suffered by Chinese troops and the increasing difficulty of keeping the front lines supplied with basic necessities. Peng was convinced that the war would be protracted, and that neither side would be able to achieve victory in the near future. On 24 February 1952, the Military Commission, presided over by Zhou, discussed the PVA's logistical problems with members of various government agencies involved in the war effort. After the government representatives emphasized their inability to meet the demands of the war, Peng, in an angry outburst, shouted: \"You have this and that problem... You should go to the front and see with your own eyes what food and clothing the soldiers have! Not to speak of the casualties! For what are they giving their lives? We have no aircraft. We have only a few guns. Transports are not protected. More and more soldiers are dying of starvation. Can't you overcome some of your difficulties?\" The atmosphere became so tense that Zhou was forced to adjourn the conference. Zhou subsequently called a series of meetings, where it was agreed that the PVA would be divided into three groups, to be dispatched to Korea in shifts; to accelerate the training of Chinese pilots; to provide more anti-aircraft guns to the front lines; to purchase more military equipment and ammunition from the Soviet Union; to provide the army with more food and clothing; and, to transfer the responsibility of logistics to the central government.", "targets": "Who believed that neither side would see a victory at the end of the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c69cd5ec92a47c2b628d15beb1a3044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the months after the Shenyang conference Peng Dehuai went to Beijing several times to brief Mao and Zhou about the heavy casualties suffered by Chinese troops and the increasing difficulty of keeping the front lines supplied with basic necessities. Peng was convinced that the war would be protracted, and that neither side would be able to achieve victory in the near future. On 24 February 1952, the Military Commission, presided over by Zhou, discussed the PVA's logistical problems with members of various government agencies involved in the war effort. After the government representatives emphasized their inability to meet the demands of the war, Peng, in an angry outburst, shouted: \"You have this and that problem... You should go to the front and see with your own eyes what food and clothing the soldiers have! Not to speak of the casualties! For what are they giving their lives? We have no aircraft. We have only a few guns. Transports are not protected. More and more soldiers are dying of starvation. Can't you overcome some of your difficulties?\" The atmosphere became so tense that Zhou was forced to adjourn the conference. Zhou subsequently called a series of meetings, where it was agreed that the PVA would be divided into three groups, to be dispatched to Korea in shifts; to accelerate the training of Chinese pilots; to provide more anti-aircraft guns to the front lines; to purchase more military equipment and ammunition from the Soviet Union; to provide the army with more food and clothing; and, to transfer the responsibility of logistics to the central government.", "targets": "What meeting was conducted to discuss the PVA's problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c69cd5ec92a47c2b628d15beb1a3044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the months after the Shenyang conference Peng Dehuai went to Beijing several times to brief Mao and Zhou about the heavy casualties suffered by Chinese troops and the increasing difficulty of keeping the front lines supplied with basic necessities. Peng was convinced that the war would be protracted, and that neither side would be able to achieve victory in the near future. On 24 February 1952, the Military Commission, presided over by Zhou, discussed the PVA's logistical problems with members of various government agencies involved in the war effort. After the government representatives emphasized their inability to meet the demands of the war, Peng, in an angry outburst, shouted: \"You have this and that problem... You should go to the front and see with your own eyes what food and clothing the soldiers have! Not to speak of the casualties! For what are they giving their lives? We have no aircraft. We have only a few guns. Transports are not protected. More and more soldiers are dying of starvation. Can't you overcome some of your difficulties?\" The atmosphere became so tense that Zhou was forced to adjourn the conference. Zhou subsequently called a series of meetings, where it was agreed that the PVA would be divided into three groups, to be dispatched to Korea in shifts; to accelerate the training of Chinese pilots; to provide more anti-aircraft guns to the front lines; to purchase more military equipment and ammunition from the Soviet Union; to provide the army with more food and clothing; and, to transfer the responsibility of logistics to the central government.", "targets": "What actions were taken to help the PVA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c69cd5ec92a47c2b628d15beb1a3044", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the months after the Shenyang conference Peng Dehuai went to Beijing several times to brief Mao and Zhou about the heavy casualties suffered by Chinese troops and the increasing difficulty of keeping the front lines supplied with basic necessities. Peng was convinced that the war would be protracted, and that neither side would be able to achieve victory in the near future. On 24 February 1952, the Military Commission, presided over by Zhou, discussed the PVA's logistical problems with members of various government agencies involved in the war effort. After the government representatives emphasized their inability to meet the demands of the war, Peng, in an angry outburst, shouted: \"You have this and that problem... You should go to the front and see with your own eyes what food and clothing the soldiers have! Not to speak of the casualties! For what are they giving their lives? We have no aircraft. We have only a few guns. Transports are not protected. More and more soldiers are dying of starvation. Can't you overcome some of your difficulties?\" The atmosphere became so tense that Zhou was forced to adjourn the conference. Zhou subsequently called a series of meetings, where it was agreed that the PVA would be divided into three groups, to be dispatched to Korea in shifts; to accelerate the training of Chinese pilots; to provide more anti-aircraft guns to the front lines; to purchase more military equipment and ammunition from the Soviet Union; to provide the army with more food and clothing; and, to transfer the responsibility of logistics to the central government.", "targets": "Who ended up in charge of logistics as a result of the restructuring of the PVA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "What is the name of the first public-access TV channel in the country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "In what year did the Manhattan Neighborhood Network begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "What is the primary public television station in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "What is the largest public radio station in the US by audience size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "In what year did the city cease to own WNYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "The public-assess TV channel that has been around the longest in the US in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "When was the Manhattan Neighborhood Network created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a324fec930fd4a2ab95d2d35ca635756", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York is also a major center for non-commercial educational media. The oldest public-access television channel in the United States is the Manhattan Neighborhood Network, founded in 1971. WNET is the city's major public television station and a primary source of national Public Broadcasting Service (PBS) television programming. WNYC, a public radio station owned by the city until 1997, has the largest public radio audience in the United States.", "targets": "The largest public radio station by listeners is what in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c18df7712e3844c0a5496b4cd7dfd95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key advantage of the four-rail system is that neither running rail carries any current. This scheme was introduced because of the problems of return currents, intended to be carried by the earthed (grounded) running rail, flowing through the iron tunnel linings instead. This can cause electrolytic damage and even arcing if the tunnel segments are not electrically bonded together. The problem was exacerbated because the return current also had a tendency to flow through nearby iron pipes forming the water and gas mains. Some of these, particularly Victorian mains that predated London's underground railways, were not constructed to carry currents and had no adequate electrical bonding between pipe segments. The four-rail system solves the problem. Although the supply has an artificially created earth point, this connection is derived by using resistors which ensures that stray earth currents are kept to manageable levels. Power-only rails can be mounted on strongly insulating ceramic chairs to minimise current leak, but this is not possible for running rails which have to be seated on stronger metal chairs to carry the weight of trains. However, elastomeric rubber pads placed between the rails and chairs can now solve part of the problem by insulating the running rails from the current return should there be a leakage through the running rails.", "targets": "What danger can return currents cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c18df7712e3844c0a5496b4cd7dfd95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key advantage of the four-rail system is that neither running rail carries any current. This scheme was introduced because of the problems of return currents, intended to be carried by the earthed (grounded) running rail, flowing through the iron tunnel linings instead. This can cause electrolytic damage and even arcing if the tunnel segments are not electrically bonded together. The problem was exacerbated because the return current also had a tendency to flow through nearby iron pipes forming the water and gas mains. Some of these, particularly Victorian mains that predated London's underground railways, were not constructed to carry currents and had no adequate electrical bonding between pipe segments. The four-rail system solves the problem. Although the supply has an artificially created earth point, this connection is derived by using resistors which ensures that stray earth currents are kept to manageable levels. Power-only rails can be mounted on strongly insulating ceramic chairs to minimise current leak, but this is not possible for running rails which have to be seated on stronger metal chairs to carry the weight of trains. However, elastomeric rubber pads placed between the rails and chairs can now solve part of the problem by insulating the running rails from the current return should there be a leakage through the running rails.", "targets": "How are stray earth currents kept to a manageable levels? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c18df7712e3844c0a5496b4cd7dfd95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key advantage of the four-rail system is that neither running rail carries any current. This scheme was introduced because of the problems of return currents, intended to be carried by the earthed (grounded) running rail, flowing through the iron tunnel linings instead. This can cause electrolytic damage and even arcing if the tunnel segments are not electrically bonded together. The problem was exacerbated because the return current also had a tendency to flow through nearby iron pipes forming the water and gas mains. Some of these, particularly Victorian mains that predated London's underground railways, were not constructed to carry currents and had no adequate electrical bonding between pipe segments. The four-rail system solves the problem. Although the supply has an artificially created earth point, this connection is derived by using resistors which ensures that stray earth currents are kept to manageable levels. Power-only rails can be mounted on strongly insulating ceramic chairs to minimise current leak, but this is not possible for running rails which have to be seated on stronger metal chairs to carry the weight of trains. However, elastomeric rubber pads placed between the rails and chairs can now solve part of the problem by insulating the running rails from the current return should there be a leakage through the running rails.", "targets": "What insures minimal current leak during power rails instalation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c18df7712e3844c0a5496b4cd7dfd95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key advantage of the four-rail system is that neither running rail carries any current. This scheme was introduced because of the problems of return currents, intended to be carried by the earthed (grounded) running rail, flowing through the iron tunnel linings instead. This can cause electrolytic damage and even arcing if the tunnel segments are not electrically bonded together. The problem was exacerbated because the return current also had a tendency to flow through nearby iron pipes forming the water and gas mains. Some of these, particularly Victorian mains that predated London's underground railways, were not constructed to carry currents and had no adequate electrical bonding between pipe segments. The four-rail system solves the problem. Although the supply has an artificially created earth point, this connection is derived by using resistors which ensures that stray earth currents are kept to manageable levels. Power-only rails can be mounted on strongly insulating ceramic chairs to minimise current leak, but this is not possible for running rails which have to be seated on stronger metal chairs to carry the weight of trains. However, elastomeric rubber pads placed between the rails and chairs can now solve part of the problem by insulating the running rails from the current return should there be a leakage through the running rails.", "targets": "How did return current effect water and gas in iron pipes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c18df7712e3844c0a5496b4cd7dfd95d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The key advantage of the four-rail system is that neither running rail carries any current. This scheme was introduced because of the problems of return currents, intended to be carried by the earthed (grounded) running rail, flowing through the iron tunnel linings instead. This can cause electrolytic damage and even arcing if the tunnel segments are not electrically bonded together. The problem was exacerbated because the return current also had a tendency to flow through nearby iron pipes forming the water and gas mains. Some of these, particularly Victorian mains that predated London's underground railways, were not constructed to carry currents and had no adequate electrical bonding between pipe segments. The four-rail system solves the problem. Although the supply has an artificially created earth point, this connection is derived by using resistors which ensures that stray earth currents are kept to manageable levels. Power-only rails can be mounted on strongly insulating ceramic chairs to minimise current leak, but this is not possible for running rails which have to be seated on stronger metal chairs to carry the weight of trains. However, elastomeric rubber pads placed between the rails and chairs can now solve part of the problem by insulating the running rails from the current return should there be a leakage through the running rails.", "targets": "What is the crucial advantage of four-rail system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931d2b6ca52d43f5a5b12da0d03e5355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is home to several Protestant denominations, such as the National Baptist Convention (headquartered in Nashville); the Church of God in Christ and the Cumberland Presbyterian Church (both headquartered in Memphis); the Church of God and The Church of God of Prophecy (both headquartered in Cleveland). The Free Will Baptist denomination is headquartered in Antioch; its main Bible college is in Nashville. The Southern Baptist Convention maintains its general headquarters in Nashville. Publishing houses of several denominations are located in Nashville.", "targets": "Which Protestant denomination has its headquarters in Nashville, TN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931d2b6ca52d43f5a5b12da0d03e5355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is home to several Protestant denominations, such as the National Baptist Convention (headquartered in Nashville); the Church of God in Christ and the Cumberland Presbyterian Church (both headquartered in Memphis); the Church of God and The Church of God of Prophecy (both headquartered in Cleveland). The Free Will Baptist denomination is headquartered in Antioch; its main Bible college is in Nashville. The Southern Baptist Convention maintains its general headquarters in Nashville. Publishing houses of several denominations are located in Nashville.", "targets": "Which Tennessee city contains the headquarters of the Church of God and The Church of God of Prophecy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931d2b6ca52d43f5a5b12da0d03e5355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is home to several Protestant denominations, such as the National Baptist Convention (headquartered in Nashville); the Church of God in Christ and the Cumberland Presbyterian Church (both headquartered in Memphis); the Church of God and The Church of God of Prophecy (both headquartered in Cleveland). The Free Will Baptist denomination is headquartered in Antioch; its main Bible college is in Nashville. The Southern Baptist Convention maintains its general headquarters in Nashville. Publishing houses of several denominations are located in Nashville.", "targets": "The principle Bible college of the Free Will Baptists is located in which Tennessee city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931d2b6ca52d43f5a5b12da0d03e5355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tennessee is home to several Protestant denominations, such as the National Baptist Convention (headquartered in Nashville); the Church of God in Christ and the Cumberland Presbyterian Church (both headquartered in Memphis); the Church of God and The Church of God of Prophecy (both headquartered in Cleveland). The Free Will Baptist denomination is headquartered in Antioch; its main Bible college is in Nashville. The Southern Baptist Convention maintains its general headquarters in Nashville. Publishing houses of several denominations are located in Nashville.", "targets": "Which two major Protestant denominations are based in Memphis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "Who was the season two winner of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "How many votes were cast during the final week?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "Who was the runner up on season two of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "How many votes did Ruben Studdard win by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "What was the name of the shows executive producer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "Who won season two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "Who was the runner up for season two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "How many more votes did Studdard have at the finale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "How many votes were cast for the finale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-354124a81ffb489ba93d9f493faf4fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ruben Studdard emerged as the winner, beating Clay Aiken by a small margin. Out of a total of 24 million votes, Studdard finished just 134,000 votes ahead of Aiken. This slim margin of victory was controversial due to the large number of calls that failed to get through. In an interview prior to season five, executive producer Nigel Lythgoe indicated that Aiken had led the fan voting from the wildcard week onward until the finale.", "targets": "Who did Nigel Lythgoe say was a fan favorite for the majority of the season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2073b59def459c8a12284c27bcd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the American Revolutionary War, the United States faced potential military conflict on the high seas as well as on the western frontier. The United States was a minor military power during this time, having only a modest army, Marine corps, and navy. A traditional distrust of standing armies, combined with faith in the abilities of local militia, precluded the development of well-trained units and a professional officer corps. Jeffersonian leaders preferred a small army and navy, fearing that a large military establishment would involve the United States in excessive foreign wars, and potentially allow a domestic tyrant to seize power.", "targets": "What quality made the US only a minor military power after the Revolutionary War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2073b59def459c8a12284c27bcd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the American Revolutionary War, the United States faced potential military conflict on the high seas as well as on the western frontier. The United States was a minor military power during this time, having only a modest army, Marine corps, and navy. A traditional distrust of standing armies, combined with faith in the abilities of local militia, precluded the development of well-trained units and a professional officer corps. Jeffersonian leaders preferred a small army and navy, fearing that a large military establishment would involve the United States in excessive foreign wars, and potentially allow a domestic tyrant to seize power.", "targets": "Why was the US military so small initially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2073b59def459c8a12284c27bcd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the American Revolutionary War, the United States faced potential military conflict on the high seas as well as on the western frontier. The United States was a minor military power during this time, having only a modest army, Marine corps, and navy. A traditional distrust of standing armies, combined with faith in the abilities of local militia, precluded the development of well-trained units and a professional officer corps. Jeffersonian leaders preferred a small army and navy, fearing that a large military establishment would involve the United States in excessive foreign wars, and potentially allow a domestic tyrant to seize power.", "targets": "The founding fathers had faith in what military groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2073b59def459c8a12284c27bcd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the American Revolutionary War, the United States faced potential military conflict on the high seas as well as on the western frontier. The United States was a minor military power during this time, having only a modest army, Marine corps, and navy. A traditional distrust of standing armies, combined with faith in the abilities of local militia, precluded the development of well-trained units and a professional officer corps. Jeffersonian leaders preferred a small army and navy, fearing that a large military establishment would involve the United States in excessive foreign wars, and potentially allow a domestic tyrant to seize power.", "targets": "What did early American leaders worry a large standing army would involve America in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2073b59def459c8a12284c27bcd140", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the American Revolutionary War, the United States faced potential military conflict on the high seas as well as on the western frontier. The United States was a minor military power during this time, having only a modest army, Marine corps, and navy. A traditional distrust of standing armies, combined with faith in the abilities of local militia, precluded the development of well-trained units and a professional officer corps. Jeffersonian leaders preferred a small army and navy, fearing that a large military establishment would involve the United States in excessive foreign wars, and potentially allow a domestic tyrant to seize power.", "targets": "Early leaders also feared a large army would allow what internal conflict to take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247c4d7219024a6d89e3f97c5d4ad49e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parish Church of St Andrew is traditionally recognised as 'the oldest church in this town'. The present building was begun in the 12th Century and the last addition to it, apart from the vestries, was the main porch in 1726. It is quite possible that there was an earlier church here dating from Saxon times. This older church would have been one of several churches along the River Tyne dedicated to St Andrew, including the Priory church at Hexham. The building contains more old stonework than any other church in Newcastle. It is surrounded by the last of the ancient churchyards to retain its original character. Many key names associated with Newcastle's history worshipped and were buried here. The church tower received a battering during the Siege of Newcastle by the Scots who finally breached the Town Wall and forced surrender. Three of the cannonballs remain on site as testament to the siege.", "targets": "Which parish church in Newcastle is typically agreed to be the oldest one in town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247c4d7219024a6d89e3f97c5d4ad49e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parish Church of St Andrew is traditionally recognised as 'the oldest church in this town'. The present building was begun in the 12th Century and the last addition to it, apart from the vestries, was the main porch in 1726. It is quite possible that there was an earlier church here dating from Saxon times. This older church would have been one of several churches along the River Tyne dedicated to St Andrew, including the Priory church at Hexham. The building contains more old stonework than any other church in Newcastle. It is surrounded by the last of the ancient churchyards to retain its original character. Many key names associated with Newcastle's history worshipped and were buried here. The church tower received a battering during the Siege of Newcastle by the Scots who finally breached the Town Wall and forced surrender. Three of the cannonballs remain on site as testament to the siege.", "targets": "What year was the latest addition to the Church of St. Andrew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247c4d7219024a6d89e3f97c5d4ad49e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parish Church of St Andrew is traditionally recognised as 'the oldest church in this town'. The present building was begun in the 12th Century and the last addition to it, apart from the vestries, was the main porch in 1726. It is quite possible that there was an earlier church here dating from Saxon times. This older church would have been one of several churches along the River Tyne dedicated to St Andrew, including the Priory church at Hexham. The building contains more old stonework than any other church in Newcastle. It is surrounded by the last of the ancient churchyards to retain its original character. Many key names associated with Newcastle's history worshipped and were buried here. The church tower received a battering during the Siege of Newcastle by the Scots who finally breached the Town Wall and forced surrender. Three of the cannonballs remain on site as testament to the siege.", "targets": "What was added to the the church of St. Andrew in 1726?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247c4d7219024a6d89e3f97c5d4ad49e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parish Church of St Andrew is traditionally recognised as 'the oldest church in this town'. The present building was begun in the 12th Century and the last addition to it, apart from the vestries, was the main porch in 1726. It is quite possible that there was an earlier church here dating from Saxon times. This older church would have been one of several churches along the River Tyne dedicated to St Andrew, including the Priory church at Hexham. The building contains more old stonework than any other church in Newcastle. It is surrounded by the last of the ancient churchyards to retain its original character. Many key names associated with Newcastle's history worshipped and were buried here. The church tower received a battering during the Siege of Newcastle by the Scots who finally breached the Town Wall and forced surrender. Three of the cannonballs remain on site as testament to the siege.", "targets": "What surrounds the church of St. Andrew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-247c4d7219024a6d89e3f97c5d4ad49e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parish Church of St Andrew is traditionally recognised as 'the oldest church in this town'. The present building was begun in the 12th Century and the last addition to it, apart from the vestries, was the main porch in 1726. It is quite possible that there was an earlier church here dating from Saxon times. This older church would have been one of several churches along the River Tyne dedicated to St Andrew, including the Priory church at Hexham. The building contains more old stonework than any other church in Newcastle. It is surrounded by the last of the ancient churchyards to retain its original character. Many key names associated with Newcastle's history worshipped and were buried here. The church tower received a battering during the Siege of Newcastle by the Scots who finally breached the Town Wall and forced surrender. Three of the cannonballs remain on site as testament to the siege.", "targets": "What received a battering during the Siege of Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d2e191ab154ef6b65bdb0b91e5565e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native American music in North America is almost entirely monophonic, but there are notable exceptions. Traditional Native American music often centers around drumming. Rattles, clappersticks, and rasps were also popular percussive instruments. Flutes were made of rivercane, cedar, and other woods. The tuning of these flutes is not precise and depends on the length of the wood used and the hand span of the intended player, but the finger holes are most often around a whole step apart and, at least in Northern California, a flute was not used if it turned out to have an interval close to a half step. The Apache fiddle is a single stringed instrument.", "targets": "What characteristic did the majority of Native American music have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d2e191ab154ef6b65bdb0b91e5565e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native American music in North America is almost entirely monophonic, but there are notable exceptions. Traditional Native American music often centers around drumming. Rattles, clappersticks, and rasps were also popular percussive instruments. Flutes were made of rivercane, cedar, and other woods. The tuning of these flutes is not precise and depends on the length of the wood used and the hand span of the intended player, but the finger holes are most often around a whole step apart and, at least in Northern California, a flute was not used if it turned out to have an interval close to a half step. The Apache fiddle is a single stringed instrument.", "targets": "What did traditional Native American music center around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d2e191ab154ef6b65bdb0b91e5565e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native American music in North America is almost entirely monophonic, but there are notable exceptions. Traditional Native American music often centers around drumming. Rattles, clappersticks, and rasps were also popular percussive instruments. Flutes were made of rivercane, cedar, and other woods. The tuning of these flutes is not precise and depends on the length of the wood used and the hand span of the intended player, but the finger holes are most often around a whole step apart and, at least in Northern California, a flute was not used if it turned out to have an interval close to a half step. The Apache fiddle is a single stringed instrument.", "targets": "What are examples of popular percussive instruments of Native Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d2e191ab154ef6b65bdb0b91e5565e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native American music in North America is almost entirely monophonic, but there are notable exceptions. Traditional Native American music often centers around drumming. Rattles, clappersticks, and rasps were also popular percussive instruments. Flutes were made of rivercane, cedar, and other woods. The tuning of these flutes is not precise and depends on the length of the wood used and the hand span of the intended player, but the finger holes are most often around a whole step apart and, at least in Northern California, a flute was not used if it turned out to have an interval close to a half step. The Apache fiddle is a single stringed instrument.", "targets": "How were flutes constructed by the Native Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4d2e191ab154ef6b65bdb0b91e5565e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Native American music in North America is almost entirely monophonic, but there are notable exceptions. Traditional Native American music often centers around drumming. Rattles, clappersticks, and rasps were also popular percussive instruments. Flutes were made of rivercane, cedar, and other woods. The tuning of these flutes is not precise and depends on the length of the wood used and the hand span of the intended player, but the finger holes are most often around a whole step apart and, at least in Northern California, a flute was not used if it turned out to have an interval close to a half step. The Apache fiddle is a single stringed instrument.", "targets": "How many strings did the Apache fiddle have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aae763d9beba4171a0151f6aae0bca2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the advent of quantum physics, some scientists believed the concept of matter had merely changed, while others believed the conventional position could no longer be maintained. For instance Werner Heisenberg said \"The ontology of materialism rested upon the illusion that the kind of existence, the direct 'actuality' of the world around us, can be extrapolated into the atomic range. This extrapolation, however, is impossible... atoms are not things.\" Likewise, some philosophers[which?] feel that these dichotomies necessitate a switch from materialism to physicalism. Others use the terms \"materialism\" and \"physicalism\" interchangeably.", "targets": "Werner Heisenberg suggested that atoms are not what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "What city is the de facto capital of Switserland? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": " What is the second most populous of Switzerland's cantons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "Which canton is Berne the capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "How many municipalities are in the Berne agglomeration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "What is the population of Berne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "Where is Bern located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "How many municiplaities are in Bern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "Bern is the capitol of which canton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5f436457424ecc8cb15f320d7e1f00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Bern or Berne (German: Bern, pronounced [b\u025brn] ( listen); French: Berne [b\u025b\u0281n]; Italian: Berna [\u02c8b\u025brna]; Romansh: Berna  [\u02c8b\u025brn\u0250] (help\u00b7info); Bernese German: B\u00e4rn [b\u0325\u00e6\u02d0rn]) is the de facto capital of Switzerland, referred to by the Swiss as their (e.g. in German) Bundesstadt, or \"federal city\".[note 1] With a population of 140,634 (November 2015), Bern is the fifth most populous city in Switzerland. The Bern agglomeration, which includes 36 municipalities, had a population of 406,900 in 2014. The metropolitan area had a population of 660,000 in 2000. Bern is also the capital of the Canton of Bern, the second most populous of Switzerland's cantons.", "targets": "Where does Bern rank in population in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213184cf133f468aa83a183224c9023a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans held off Hannibal in three battles, but then Hannibal smashed a succession of Roman consular armies. By this time Hannibal's brother Hasdrubal Barca sought to cross the Alps into Italy and join his brother with a second army. Hasdrubal managed to break through into Italy only to be defeated decisively on the Metaurus River. Unable to defeat Hannibal on Italian soil, the Romans boldly sent an army to Africa under Scipio Africanus to threaten the Carthaginian capital. Hannibal was recalled to Africa, and defeated at the Battle of Zama.", "targets": "What was the name of Hannibal's family member that wanted to join his army in battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213184cf133f468aa83a183224c9023a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans held off Hannibal in three battles, but then Hannibal smashed a succession of Roman consular armies. By this time Hannibal's brother Hasdrubal Barca sought to cross the Alps into Italy and join his brother with a second army. Hasdrubal managed to break through into Italy only to be defeated decisively on the Metaurus River. Unable to defeat Hannibal on Italian soil, the Romans boldly sent an army to Africa under Scipio Africanus to threaten the Carthaginian capital. Hannibal was recalled to Africa, and defeated at the Battle of Zama.", "targets": "At what river was Hasdrubal Barca defeated at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213184cf133f468aa83a183224c9023a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans held off Hannibal in three battles, but then Hannibal smashed a succession of Roman consular armies. By this time Hannibal's brother Hasdrubal Barca sought to cross the Alps into Italy and join his brother with a second army. Hasdrubal managed to break through into Italy only to be defeated decisively on the Metaurus River. Unable to defeat Hannibal on Italian soil, the Romans boldly sent an army to Africa under Scipio Africanus to threaten the Carthaginian capital. Hannibal was recalled to Africa, and defeated at the Battle of Zama.", "targets": "In which battle was Hannibal clearly defeated at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213184cf133f468aa83a183224c9023a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans held off Hannibal in three battles, but then Hannibal smashed a succession of Roman consular armies. By this time Hannibal's brother Hasdrubal Barca sought to cross the Alps into Italy and join his brother with a second army. Hasdrubal managed to break through into Italy only to be defeated decisively on the Metaurus River. Unable to defeat Hannibal on Italian soil, the Romans boldly sent an army to Africa under Scipio Africanus to threaten the Carthaginian capital. Hannibal was recalled to Africa, and defeated at the Battle of Zama.", "targets": "Who had led the army that the Romans had sent to Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-213184cf133f468aa83a183224c9023a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans held off Hannibal in three battles, but then Hannibal smashed a succession of Roman consular armies. By this time Hannibal's brother Hasdrubal Barca sought to cross the Alps into Italy and join his brother with a second army. Hasdrubal managed to break through into Italy only to be defeated decisively on the Metaurus River. Unable to defeat Hannibal on Italian soil, the Romans boldly sent an army to Africa under Scipio Africanus to threaten the Carthaginian capital. Hannibal was recalled to Africa, and defeated at the Battle of Zama.", "targets": "Why did the Romans send an army to Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b376c4c9e5fa4baa848229c81fabae8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method produces the clear plastic blank part of the disc. After a metallic reflecting layer (usually aluminium, but sometimes gold or other metal) is applied to the clear blank substrate, the disc goes under a UV light for curing and it is ready to go to press. To prepare to press a CD, a glass master is made, using a high-powered laser on a device similar to a CD writer. The glass master is a positive image of the desired CD surface (with the desired microscopic pits and lands). After testing, it is used to make a die by pressing it against a metal disc.", "targets": "What materials can be used to make the reflective layer on a CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b376c4c9e5fa4baa848229c81fabae8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method produces the clear plastic blank part of the disc. After a metallic reflecting layer (usually aluminium, but sometimes gold or other metal) is applied to the clear blank substrate, the disc goes under a UV light for curing and it is ready to go to press. To prepare to press a CD, a glass master is made, using a high-powered laser on a device similar to a CD writer. The glass master is a positive image of the desired CD surface (with the desired microscopic pits and lands). After testing, it is used to make a die by pressing it against a metal disc.", "targets": "What type of light is used to cure CDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b376c4c9e5fa4baa848229c81fabae8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method produces the clear plastic blank part of the disc. After a metallic reflecting layer (usually aluminium, but sometimes gold or other metal) is applied to the clear blank substrate, the disc goes under a UV light for curing and it is ready to go to press. To prepare to press a CD, a glass master is made, using a high-powered laser on a device similar to a CD writer. The glass master is a positive image of the desired CD surface (with the desired microscopic pits and lands). After testing, it is used to make a die by pressing it against a metal disc.", "targets": "What is a glass master?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b376c4c9e5fa4baa848229c81fabae8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This method produces the clear plastic blank part of the disc. After a metallic reflecting layer (usually aluminium, but sometimes gold or other metal) is applied to the clear blank substrate, the disc goes under a UV light for curing and it is ready to go to press. To prepare to press a CD, a glass master is made, using a high-powered laser on a device similar to a CD writer. The glass master is a positive image of the desired CD surface (with the desired microscopic pits and lands). After testing, it is used to make a die by pressing it against a metal disc.", "targets": "How are glass masters created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d297606b1334a9d83919f15318c0a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sectional tensions had long existed between the states located north of the Mason\u2013Dixon line and those south of it, primarily centered on the \"peculiar institution\" of slavery and the ability of states to overrule the decisions of the national government. During the 1840s and 1850s, conflicts between the two sides became progressively more violent. After the election of Abraham Lincoln in 1860 (who southerners thought would work to end slavery) states in the South seceded from the United States, beginning with South Carolina in late 1860. On April 12, 1861, forces of the South (known as the Confederate States of America or simply the Confederacy) opened fire on Fort Sumter, whose garrison was loyal to the Union.", "targets": "What dividing line separated slave states from free states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d297606b1334a9d83919f15318c0a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sectional tensions had long existed between the states located north of the Mason\u2013Dixon line and those south of it, primarily centered on the \"peculiar institution\" of slavery and the ability of states to overrule the decisions of the national government. During the 1840s and 1850s, conflicts between the two sides became progressively more violent. After the election of Abraham Lincoln in 1860 (who southerners thought would work to end slavery) states in the South seceded from the United States, beginning with South Carolina in late 1860. On April 12, 1861, forces of the South (known as the Confederate States of America or simply the Confederacy) opened fire on Fort Sumter, whose garrison was loyal to the Union.", "targets": "When was Lincoln elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d297606b1334a9d83919f15318c0a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sectional tensions had long existed between the states located north of the Mason\u2013Dixon line and those south of it, primarily centered on the \"peculiar institution\" of slavery and the ability of states to overrule the decisions of the national government. During the 1840s and 1850s, conflicts between the two sides became progressively more violent. After the election of Abraham Lincoln in 1860 (who southerners thought would work to end slavery) states in the South seceded from the United States, beginning with South Carolina in late 1860. On April 12, 1861, forces of the South (known as the Confederate States of America or simply the Confederacy) opened fire on Fort Sumter, whose garrison was loyal to the Union.", "targets": "How did slave states react to Lincoln's election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d297606b1334a9d83919f15318c0a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sectional tensions had long existed between the states located north of the Mason\u2013Dixon line and those south of it, primarily centered on the \"peculiar institution\" of slavery and the ability of states to overrule the decisions of the national government. During the 1840s and 1850s, conflicts between the two sides became progressively more violent. After the election of Abraham Lincoln in 1860 (who southerners thought would work to end slavery) states in the South seceded from the United States, beginning with South Carolina in late 1860. On April 12, 1861, forces of the South (known as the Confederate States of America or simply the Confederacy) opened fire on Fort Sumter, whose garrison was loyal to the Union.", "targets": "When did Confederate forces bombard Fort Sumter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d297606b1334a9d83919f15318c0a2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sectional tensions had long existed between the states located north of the Mason\u2013Dixon line and those south of it, primarily centered on the \"peculiar institution\" of slavery and the ability of states to overrule the decisions of the national government. During the 1840s and 1850s, conflicts between the two sides became progressively more violent. After the election of Abraham Lincoln in 1860 (who southerners thought would work to end slavery) states in the South seceded from the United States, beginning with South Carolina in late 1860. On April 12, 1861, forces of the South (known as the Confederate States of America or simply the Confederacy) opened fire on Fort Sumter, whose garrison was loyal to the Union.", "targets": "What was the first state to formally secede?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79db71ac86e847a7aa8145ca1bdea2e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Military settlement within the empire and at its borders broadened the context of Romanitas. Rome's citizen-soldiers set up altars to multiple deities, including their traditional gods, the Imperial genius and local deities \u2013 sometimes with the usefully open-ended dedication to the diis deabusque omnibus (all the gods and goddesses). They also brought Roman \"domestic\" deities and cult practices with them. By the same token, the later granting of citizenship to provincials and their conscription into the legions brought their new cults into the Roman military.", "targets": "What style of religious dedication was not uncommon for outer border areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79db71ac86e847a7aa8145ca1bdea2e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Military settlement within the empire and at its borders broadened the context of Romanitas. Rome's citizen-soldiers set up altars to multiple deities, including their traditional gods, the Imperial genius and local deities \u2013 sometimes with the usefully open-ended dedication to the diis deabusque omnibus (all the gods and goddesses). They also brought Roman \"domestic\" deities and cult practices with them. By the same token, the later granting of citizenship to provincials and their conscription into the legions brought their new cults into the Roman military.", "targets": "What type of household gods and cults did soldiers bring to outer areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79db71ac86e847a7aa8145ca1bdea2e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Military settlement within the empire and at its borders broadened the context of Romanitas. Rome's citizen-soldiers set up altars to multiple deities, including their traditional gods, the Imperial genius and local deities \u2013 sometimes with the usefully open-ended dedication to the diis deabusque omnibus (all the gods and goddesses). They also brought Roman \"domestic\" deities and cult practices with them. By the same token, the later granting of citizenship to provincials and their conscription into the legions brought their new cults into the Roman military.", "targets": "To whom did Roman soldiers set up alters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79db71ac86e847a7aa8145ca1bdea2e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Military settlement within the empire and at its borders broadened the context of Romanitas. Rome's citizen-soldiers set up altars to multiple deities, including their traditional gods, the Imperial genius and local deities \u2013 sometimes with the usefully open-ended dedication to the diis deabusque omnibus (all the gods and goddesses). They also brought Roman \"domestic\" deities and cult practices with them. By the same token, the later granting of citizenship to provincials and their conscription into the legions brought their new cults into the Roman military.", "targets": "What act  of provincials brought new gods into the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79db71ac86e847a7aa8145ca1bdea2e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Military settlement within the empire and at its borders broadened the context of Romanitas. Rome's citizen-soldiers set up altars to multiple deities, including their traditional gods, the Imperial genius and local deities \u2013 sometimes with the usefully open-ended dedication to the diis deabusque omnibus (all the gods and goddesses). They also brought Roman \"domestic\" deities and cult practices with them. By the same token, the later granting of citizenship to provincials and their conscription into the legions brought their new cults into the Roman military.", "targets": "What did Rome typically award to provincial members of the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b23ef4af9d4f42cda83b861f17d852fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nazi Germany terminated the Molotov\u2013Ribbentrop Pact at 03:15 on 22 June 1941 by launching a massive attack on the Soviet positions in eastern Poland which marked the beginning of the invasion of the Soviet Union known as Operation Barbarossa. Stalin had ignored several warnings that Germany was likely to invade, and ordered no 'full-scale' mobilization of forces although the mobilization was ongoing. After the launch of the invasion, the territories gained by the Soviet Union as a result of the Molotov\u2013Ribbentrop Pact were lost in a matter of weeks. Within six months, the Soviet military had suffered 4.3 million casualties, and Germany had captured three million Soviet prisoners. The lucrative export of Soviet raw materials to Nazi Germany over the course of the Nazi\u2013Soviet economic relations (1934\u201341) continued uninterrupted until the outbreak of hostilities. The Soviet exports in several key areas enabled Germany to maintain its stocks of rubber and grain from the first day of the invasion until October 1941.", "targets": "Where did the German attack on Soviet forces occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b23ef4af9d4f42cda83b861f17d852fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nazi Germany terminated the Molotov\u2013Ribbentrop Pact at 03:15 on 22 June 1941 by launching a massive attack on the Soviet positions in eastern Poland which marked the beginning of the invasion of the Soviet Union known as Operation Barbarossa. Stalin had ignored several warnings that Germany was likely to invade, and ordered no 'full-scale' mobilization of forces although the mobilization was ongoing. After the launch of the invasion, the territories gained by the Soviet Union as a result of the Molotov\u2013Ribbentrop Pact were lost in a matter of weeks. Within six months, the Soviet military had suffered 4.3 million casualties, and Germany had captured three million Soviet prisoners. The lucrative export of Soviet raw materials to Nazi Germany over the course of the Nazi\u2013Soviet economic relations (1934\u201341) continued uninterrupted until the outbreak of hostilities. The Soviet exports in several key areas enabled Germany to maintain its stocks of rubber and grain from the first day of the invasion until October 1941.", "targets": "How many Soviet military members died within the first six months of the war between the two countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b23ef4af9d4f42cda83b861f17d852fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nazi Germany terminated the Molotov\u2013Ribbentrop Pact at 03:15 on 22 June 1941 by launching a massive attack on the Soviet positions in eastern Poland which marked the beginning of the invasion of the Soviet Union known as Operation Barbarossa. Stalin had ignored several warnings that Germany was likely to invade, and ordered no 'full-scale' mobilization of forces although the mobilization was ongoing. After the launch of the invasion, the territories gained by the Soviet Union as a result of the Molotov\u2013Ribbentrop Pact were lost in a matter of weeks. Within six months, the Soviet military had suffered 4.3 million casualties, and Germany had captured three million Soviet prisoners. The lucrative export of Soviet raw materials to Nazi Germany over the course of the Nazi\u2013Soviet economic relations (1934\u201341) continued uninterrupted until the outbreak of hostilities. The Soviet exports in several key areas enabled Germany to maintain its stocks of rubber and grain from the first day of the invasion until October 1941.", "targets": "How many Soviet prisoners did german take within the first six months of war between the two countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b23ef4af9d4f42cda83b861f17d852fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nazi Germany terminated the Molotov\u2013Ribbentrop Pact at 03:15 on 22 June 1941 by launching a massive attack on the Soviet positions in eastern Poland which marked the beginning of the invasion of the Soviet Union known as Operation Barbarossa. Stalin had ignored several warnings that Germany was likely to invade, and ordered no 'full-scale' mobilization of forces although the mobilization was ongoing. After the launch of the invasion, the territories gained by the Soviet Union as a result of the Molotov\u2013Ribbentrop Pact were lost in a matter of weeks. Within six months, the Soviet military had suffered 4.3 million casualties, and Germany had captured three million Soviet prisoners. The lucrative export of Soviet raw materials to Nazi Germany over the course of the Nazi\u2013Soviet economic relations (1934\u201341) continued uninterrupted until the outbreak of hostilities. The Soviet exports in several key areas enabled Germany to maintain its stocks of rubber and grain from the first day of the invasion until October 1941.", "targets": "How long did it take to capture regions of the world that were once occupied by soviets once the initial attack occurred?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c4f4e4a46f54ef5a944f005c343fa81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Techniques like hand washing, wearing gowns, and wearing face masks can help prevent infections from being passed from one person to another. Frequent hand washing remains the most important defense against the spread of unwanted organisms. There are other forms of prevention such as avoiding the use of illicit drugs, using a condom, and having a healthy lifestyle with a balanced diet and regular exercise. Cooking foods well and avoiding foods that have been left outside for a long time is also important.", "targets": "What can wearing gowns and face masks help prevent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c4f4e4a46f54ef5a944f005c343fa81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Techniques like hand washing, wearing gowns, and wearing face masks can help prevent infections from being passed from one person to another. Frequent hand washing remains the most important defense against the spread of unwanted organisms. There are other forms of prevention such as avoiding the use of illicit drugs, using a condom, and having a healthy lifestyle with a balanced diet and regular exercise. Cooking foods well and avoiding foods that have been left outside for a long time is also important.", "targets": "What is the most important defense against the spread of unwanted organisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c4f4e4a46f54ef5a944f005c343fa81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Techniques like hand washing, wearing gowns, and wearing face masks can help prevent infections from being passed from one person to another. Frequent hand washing remains the most important defense against the spread of unwanted organisms. There are other forms of prevention such as avoiding the use of illicit drugs, using a condom, and having a healthy lifestyle with a balanced diet and regular exercise. Cooking foods well and avoiding foods that have been left outside for a long time is also important.", "targets": "Avoiding drugs and using condoms are other forms of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c4f4e4a46f54ef5a944f005c343fa81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Techniques like hand washing, wearing gowns, and wearing face masks can help prevent infections from being passed from one person to another. Frequent hand washing remains the most important defense against the spread of unwanted organisms. There are other forms of prevention such as avoiding the use of illicit drugs, using a condom, and having a healthy lifestyle with a balanced diet and regular exercise. Cooking foods well and avoiding foods that have been left outside for a long time is also important.", "targets": "Why is it important to cook foods well?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c4f4e4a46f54ef5a944f005c343fa81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Techniques like hand washing, wearing gowns, and wearing face masks can help prevent infections from being passed from one person to another. Frequent hand washing remains the most important defense against the spread of unwanted organisms. There are other forms of prevention such as avoiding the use of illicit drugs, using a condom, and having a healthy lifestyle with a balanced diet and regular exercise. Cooking foods well and avoiding foods that have been left outside for a long time is also important.", "targets": "What should one do with foods that have been left outside for a long time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71de433c6542475cad3e0f8e5bcfc945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whites (mainly of Afrikaner, German, British and Portuguese origin) make up between 4.0 and 7.0% of the population. Although their percentage of population is decreasing due to emigration and lower birth rates they still form the second-largest population of European ancestry, both in terms of percentage and actual numbers, in Sub-Saharan Africa (after South Africa). The majority of Namibian whites and nearly all those who are mixed race speak Afrikaans and share similar origins, culture, and religion as the white and coloured populations of South Africa. A large minority of whites (around 30,000) trace their family origins back to the German settlers who colonized Namibia prior to the British confiscation of German lands after World War One, and they maintain German cultural and educational institutions. Nearly all Portuguese settlers came to the country from the former Portuguese colony of Angola. The 1960 census reported 526,004 persons in what was then South-West Africa, including 73,464 whites (14%).", "targets": "Whites make up how much of Namibia's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71de433c6542475cad3e0f8e5bcfc945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whites (mainly of Afrikaner, German, British and Portuguese origin) make up between 4.0 and 7.0% of the population. Although their percentage of population is decreasing due to emigration and lower birth rates they still form the second-largest population of European ancestry, both in terms of percentage and actual numbers, in Sub-Saharan Africa (after South Africa). The majority of Namibian whites and nearly all those who are mixed race speak Afrikaans and share similar origins, culture, and religion as the white and coloured populations of South Africa. A large minority of whites (around 30,000) trace their family origins back to the German settlers who colonized Namibia prior to the British confiscation of German lands after World War One, and they maintain German cultural and educational institutions. Nearly all Portuguese settlers came to the country from the former Portuguese colony of Angola. The 1960 census reported 526,004 persons in what was then South-West Africa, including 73,464 whites (14%).", "targets": "What is the language of Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71de433c6542475cad3e0f8e5bcfc945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whites (mainly of Afrikaner, German, British and Portuguese origin) make up between 4.0 and 7.0% of the population. Although their percentage of population is decreasing due to emigration and lower birth rates they still form the second-largest population of European ancestry, both in terms of percentage and actual numbers, in Sub-Saharan Africa (after South Africa). The majority of Namibian whites and nearly all those who are mixed race speak Afrikaans and share similar origins, culture, and religion as the white and coloured populations of South Africa. A large minority of whites (around 30,000) trace their family origins back to the German settlers who colonized Namibia prior to the British confiscation of German lands after World War One, and they maintain German cultural and educational institutions. Nearly all Portuguese settlers came to the country from the former Portuguese colony of Angola. The 1960 census reported 526,004 persons in what was then South-West Africa, including 73,464 whites (14%).", "targets": "Where do a large minority of whites trace their Namibian roots to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71de433c6542475cad3e0f8e5bcfc945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whites (mainly of Afrikaner, German, British and Portuguese origin) make up between 4.0 and 7.0% of the population. Although their percentage of population is decreasing due to emigration and lower birth rates they still form the second-largest population of European ancestry, both in terms of percentage and actual numbers, in Sub-Saharan Africa (after South Africa). The majority of Namibian whites and nearly all those who are mixed race speak Afrikaans and share similar origins, culture, and religion as the white and coloured populations of South Africa. A large minority of whites (around 30,000) trace their family origins back to the German settlers who colonized Namibia prior to the British confiscation of German lands after World War One, and they maintain German cultural and educational institutions. Nearly all Portuguese settlers came to the country from the former Portuguese colony of Angola. The 1960 census reported 526,004 persons in what was then South-West Africa, including 73,464 whites (14%).", "targets": "What was the population in South-West Africa in 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71de433c6542475cad3e0f8e5bcfc945", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Whites (mainly of Afrikaner, German, British and Portuguese origin) make up between 4.0 and 7.0% of the population. Although their percentage of population is decreasing due to emigration and lower birth rates they still form the second-largest population of European ancestry, both in terms of percentage and actual numbers, in Sub-Saharan Africa (after South Africa). The majority of Namibian whites and nearly all those who are mixed race speak Afrikaans and share similar origins, culture, and religion as the white and coloured populations of South Africa. A large minority of whites (around 30,000) trace their family origins back to the German settlers who colonized Namibia prior to the British confiscation of German lands after World War One, and they maintain German cultural and educational institutions. Nearly all Portuguese settlers came to the country from the former Portuguese colony of Angola. The 1960 census reported 526,004 persons in what was then South-West Africa, including 73,464 whites (14%).", "targets": "How much of the population was white in South-West Africa in 1960?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b87b27638ec94e74b70a54debe5804ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch belongs to its own West Germanic sub-group, West Low Franconian, paired with its sister language Limburgish, or East Low Franconian. Closest relative is the mutual intelligible daughter language Afrikaans. Other West Germanic languages related to Dutch are German, English and the Frisian languages, and the non standardised languages Low German and Yiddish. Dutch stands out in combining a small degree of Ingvaeonic characteristics (occurring consistently in English and Frisian and reduced in intensity from 'west to east' over the continental West Germanic plane) with mostly Istvaeonic characteristics, of which some of them are also incorporated in German. Unlike German, Dutch (apart from Limburgish) has not been influenced at all by the 'south to north' movement of the High German sound shift, and had some changes of its own. The cumulation of these changes resulted over time in separate, but related standard languages with various degrees of similarities and differences between them. For a comparison between the West Germanic languages, see the sections Morphology, Grammar and Vocabulary.", "targets": "What's the \"cheesy\" name for East Low Franconian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b87b27638ec94e74b70a54debe5804ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch belongs to its own West Germanic sub-group, West Low Franconian, paired with its sister language Limburgish, or East Low Franconian. Closest relative is the mutual intelligible daughter language Afrikaans. Other West Germanic languages related to Dutch are German, English and the Frisian languages, and the non standardised languages Low German and Yiddish. Dutch stands out in combining a small degree of Ingvaeonic characteristics (occurring consistently in English and Frisian and reduced in intensity from 'west to east' over the continental West Germanic plane) with mostly Istvaeonic characteristics, of which some of them are also incorporated in German. Unlike German, Dutch (apart from Limburgish) has not been influenced at all by the 'south to north' movement of the High German sound shift, and had some changes of its own. The cumulation of these changes resulted over time in separate, but related standard languages with various degrees of similarities and differences between them. For a comparison between the West Germanic languages, see the sections Morphology, Grammar and Vocabulary.", "targets": "What language has the most in common with the East Low Franconian dialect of Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b87b27638ec94e74b70a54debe5804ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch belongs to its own West Germanic sub-group, West Low Franconian, paired with its sister language Limburgish, or East Low Franconian. Closest relative is the mutual intelligible daughter language Afrikaans. Other West Germanic languages related to Dutch are German, English and the Frisian languages, and the non standardised languages Low German and Yiddish. Dutch stands out in combining a small degree of Ingvaeonic characteristics (occurring consistently in English and Frisian and reduced in intensity from 'west to east' over the continental West Germanic plane) with mostly Istvaeonic characteristics, of which some of them are also incorporated in German. Unlike German, Dutch (apart from Limburgish) has not been influenced at all by the 'south to north' movement of the High German sound shift, and had some changes of its own. The cumulation of these changes resulted over time in separate, but related standard languages with various degrees of similarities and differences between them. For a comparison between the West Germanic languages, see the sections Morphology, Grammar and Vocabulary.", "targets": "Along with German and English, what standardized West Germanic language is similar to Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b87b27638ec94e74b70a54debe5804ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch belongs to its own West Germanic sub-group, West Low Franconian, paired with its sister language Limburgish, or East Low Franconian. Closest relative is the mutual intelligible daughter language Afrikaans. Other West Germanic languages related to Dutch are German, English and the Frisian languages, and the non standardised languages Low German and Yiddish. Dutch stands out in combining a small degree of Ingvaeonic characteristics (occurring consistently in English and Frisian and reduced in intensity from 'west to east' over the continental West Germanic plane) with mostly Istvaeonic characteristics, of which some of them are also incorporated in German. Unlike German, Dutch (apart from Limburgish) has not been influenced at all by the 'south to north' movement of the High German sound shift, and had some changes of its own. The cumulation of these changes resulted over time in separate, but related standard languages with various degrees of similarities and differences between them. For a comparison between the West Germanic languages, see the sections Morphology, Grammar and Vocabulary.", "targets": "Non-standardized languages similar to Dutch include Yiddish and what other West Germanic language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b87b27638ec94e74b70a54debe5804ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dutch belongs to its own West Germanic sub-group, West Low Franconian, paired with its sister language Limburgish, or East Low Franconian. Closest relative is the mutual intelligible daughter language Afrikaans. Other West Germanic languages related to Dutch are German, English and the Frisian languages, and the non standardised languages Low German and Yiddish. Dutch stands out in combining a small degree of Ingvaeonic characteristics (occurring consistently in English and Frisian and reduced in intensity from 'west to east' over the continental West Germanic plane) with mostly Istvaeonic characteristics, of which some of them are also incorporated in German. Unlike German, Dutch (apart from Limburgish) has not been influenced at all by the 'south to north' movement of the High German sound shift, and had some changes of its own. The cumulation of these changes resulted over time in separate, but related standard languages with various degrees of similarities and differences between them. For a comparison between the West Germanic languages, see the sections Morphology, Grammar and Vocabulary.", "targets": "As opposed to Dutch, what language was influenced by the High German sound shift?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8951ba142e424394caa7d57a7906ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who is a British science-fiction television programme produced by the BBC since 1963. The programme depicts the adventures of the Doctor, a Time Lord\u2014a space and time-travelling humanoid alien. He explores the universe in his TARDIS, a sentient time-travelling space ship. Its exterior appears as a blue British police box, which was a common sight in Britain in 1963 when the series first aired. Accompanied by companions, the Doctor combats a variety of foes, while working to save civilisations and help people in need.", "targets": "Who is the producer of Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8951ba142e424394caa7d57a7906ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who is a British science-fiction television programme produced by the BBC since 1963. The programme depicts the adventures of the Doctor, a Time Lord\u2014a space and time-travelling humanoid alien. He explores the universe in his TARDIS, a sentient time-travelling space ship. Its exterior appears as a blue British police box, which was a common sight in Britain in 1963 when the series first aired. Accompanied by companions, the Doctor combats a variety of foes, while working to save civilisations and help people in need.", "targets": "What year did Doctor Who first show on TV?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8951ba142e424394caa7d57a7906ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who is a British science-fiction television programme produced by the BBC since 1963. The programme depicts the adventures of the Doctor, a Time Lord\u2014a space and time-travelling humanoid alien. He explores the universe in his TARDIS, a sentient time-travelling space ship. Its exterior appears as a blue British police box, which was a common sight in Britain in 1963 when the series first aired. Accompanied by companions, the Doctor combats a variety of foes, while working to save civilisations and help people in need.", "targets": "What is Doctor Who's space ship called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8951ba142e424394caa7d57a7906ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who is a British science-fiction television programme produced by the BBC since 1963. The programme depicts the adventures of the Doctor, a Time Lord\u2014a space and time-travelling humanoid alien. He explores the universe in his TARDIS, a sentient time-travelling space ship. Its exterior appears as a blue British police box, which was a common sight in Britain in 1963 when the series first aired. Accompanied by companions, the Doctor combats a variety of foes, while working to save civilisations and help people in need.", "targets": "What does the outside of the Tardis resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8951ba142e424394caa7d57a7906ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who is a British science-fiction television programme produced by the BBC since 1963. The programme depicts the adventures of the Doctor, a Time Lord\u2014a space and time-travelling humanoid alien. He explores the universe in his TARDIS, a sentient time-travelling space ship. Its exterior appears as a blue British police box, which was a common sight in Britain in 1963 when the series first aired. Accompanied by companions, the Doctor combats a variety of foes, while working to save civilisations and help people in need.", "targets": "What type/genre of TV show is Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f618affc7bf43b5a85313656cc31d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1794, Lieutenant-Governor of New South Wales Francis Grose suggested its closure as a penal settlement, as it was too remote and difficult for shipping and too costly to maintain. The first group of people left in February 1805, and by 1808 only about 200 remained, forming a small settlement until the remnants were removed in 1813. A small party remained to slaughter stock and destroy all buildings, so that there would be no inducement for anyone, especially from other European powers, to visit and lay claim to the place. From 15 February 1814 to 6 June 1825 the island was abandoned.", "targets": "When did Lieutenant-Governor of New South Wales Francis Grose start suggesting Norfolk Island be closed as a penal settlement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f618affc7bf43b5a85313656cc31d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1794, Lieutenant-Governor of New South Wales Francis Grose suggested its closure as a penal settlement, as it was too remote and difficult for shipping and too costly to maintain. The first group of people left in February 1805, and by 1808 only about 200 remained, forming a small settlement until the remnants were removed in 1813. A small party remained to slaughter stock and destroy all buildings, so that there would be no inducement for anyone, especially from other European powers, to visit and lay claim to the place. From 15 February 1814 to 6 June 1825 the island was abandoned.", "targets": "Why did Francis Grose think that Norfolk Island should be closed as a penal settlement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f618affc7bf43b5a85313656cc31d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1794, Lieutenant-Governor of New South Wales Francis Grose suggested its closure as a penal settlement, as it was too remote and difficult for shipping and too costly to maintain. The first group of people left in February 1805, and by 1808 only about 200 remained, forming a small settlement until the remnants were removed in 1813. A small party remained to slaughter stock and destroy all buildings, so that there would be no inducement for anyone, especially from other European powers, to visit and lay claim to the place. From 15 February 1814 to 6 June 1825 the island was abandoned.", "targets": "When did the first group of people leave Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f618affc7bf43b5a85313656cc31d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1794, Lieutenant-Governor of New South Wales Francis Grose suggested its closure as a penal settlement, as it was too remote and difficult for shipping and too costly to maintain. The first group of people left in February 1805, and by 1808 only about 200 remained, forming a small settlement until the remnants were removed in 1813. A small party remained to slaughter stock and destroy all buildings, so that there would be no inducement for anyone, especially from other European powers, to visit and lay claim to the place. From 15 February 1814 to 6 June 1825 the island was abandoned.", "targets": "By 1808, how many people remained on Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f618affc7bf43b5a85313656cc31d23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As early as 1794, Lieutenant-Governor of New South Wales Francis Grose suggested its closure as a penal settlement, as it was too remote and difficult for shipping and too costly to maintain. The first group of people left in February 1805, and by 1808 only about 200 remained, forming a small settlement until the remnants were removed in 1813. A small party remained to slaughter stock and destroy all buildings, so that there would be no inducement for anyone, especially from other European powers, to visit and lay claim to the place. From 15 February 1814 to 6 June 1825 the island was abandoned.", "targets": "Why did a small group of people remain on Norfolk Island, after others had already left?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32feab731a2b4a87ab3a6f30e0f05a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1500s, Ismail I from Ardabil, established the Safavid Dynasty, with Tabriz as the capital. Beginning with Azerbaijan, he subsequently extended his authority over all of the Iranian territories, and established an intermittent Iranian hegemony over the vast relative regions, reasserting the Iranian identity within large parts of the Greater Iran. Iran was predominantly Sunni, but Ismail instigated a forced conversion to the Shia branch of Islam, by which the Shia Islam spread throughout the Safavid territories in the Caucasus, Iran, Anatolia, and Mesopotamia. As a result, thereof, the modern-day Iran is the only official Shia nation of the world, with it holding an absolute majority in Iran and the Republic of Azerbaijan, having there the 1st and 2nd highest number of Shia inhabitants by population percentage in the world.", "targets": "Who established the Safavid Dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32feab731a2b4a87ab3a6f30e0f05a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1500s, Ismail I from Ardabil, established the Safavid Dynasty, with Tabriz as the capital. Beginning with Azerbaijan, he subsequently extended his authority over all of the Iranian territories, and established an intermittent Iranian hegemony over the vast relative regions, reasserting the Iranian identity within large parts of the Greater Iran. Iran was predominantly Sunni, but Ismail instigated a forced conversion to the Shia branch of Islam, by which the Shia Islam spread throughout the Safavid territories in the Caucasus, Iran, Anatolia, and Mesopotamia. As a result, thereof, the modern-day Iran is the only official Shia nation of the world, with it holding an absolute majority in Iran and the Republic of Azerbaijan, having there the 1st and 2nd highest number of Shia inhabitants by population percentage in the world.", "targets": "What was the capital of the Safavid Dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32feab731a2b4a87ab3a6f30e0f05a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1500s, Ismail I from Ardabil, established the Safavid Dynasty, with Tabriz as the capital. Beginning with Azerbaijan, he subsequently extended his authority over all of the Iranian territories, and established an intermittent Iranian hegemony over the vast relative regions, reasserting the Iranian identity within large parts of the Greater Iran. Iran was predominantly Sunni, but Ismail instigated a forced conversion to the Shia branch of Islam, by which the Shia Islam spread throughout the Safavid territories in the Caucasus, Iran, Anatolia, and Mesopotamia. As a result, thereof, the modern-day Iran is the only official Shia nation of the world, with it holding an absolute majority in Iran and the Republic of Azerbaijan, having there the 1st and 2nd highest number of Shia inhabitants by population percentage in the world.", "targets": "Ismail I forced a conversion to what Islamic branch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32feab731a2b4a87ab3a6f30e0f05a63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1500s, Ismail I from Ardabil, established the Safavid Dynasty, with Tabriz as the capital. Beginning with Azerbaijan, he subsequently extended his authority over all of the Iranian territories, and established an intermittent Iranian hegemony over the vast relative regions, reasserting the Iranian identity within large parts of the Greater Iran. Iran was predominantly Sunni, but Ismail instigated a forced conversion to the Shia branch of Islam, by which the Shia Islam spread throughout the Safavid territories in the Caucasus, Iran, Anatolia, and Mesopotamia. As a result, thereof, the modern-day Iran is the only official Shia nation of the world, with it holding an absolute majority in Iran and the Republic of Azerbaijan, having there the 1st and 2nd highest number of Shia inhabitants by population percentage in the world.", "targets": "What country is currently the only official Shia nation of the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "What party benefited from the accession of Valens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "Valens issued a decree banishing the bishops that were deposed by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "What saint fled from Alexandria on 5 October to a country house outside Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "Valens' banishment of Athanasius created the greatest consternation in what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "What did the decree of Valens do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "When the people in the city were concerned about Athanasius, what did the prefect do? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "What did  Athanasius do to protect himself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b596e4bb06c4a4ea6a799836a09d310", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The accession of Valens gave a fresh lease of life to the Arian party. He issued a decree banishing the bishops who had been deposed by Constantius, but who had been permitted by Jovian to return to their sees. The news created the greatest consternation in the city of Alexandria itself, and the prefect, in order to prevent a serious outbreak, gave public assurance that the very special case of Athanasius would be laid before the emperor. But the saint seems to have divined what was preparing in secret against him. He quietly withdrew from Alexandria, 5 October, and took up his abode in a country house outside the city. Valens, who seems to have sincerely dreaded the possible consequences of another popular outbreak, within a few weeks issued orders allowing Athanasius to return to his episcopal see. ", "targets": "How did Valens get him to return?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ad1834ff81647ff958aa0958be95a1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groups that emerged from the American psychedelic scene about the same time included Iron Butterfly, MC5, Blue Cheer and Vanilla Fudge. San Francisco band Blue Cheer released a crude and distorted cover of Eddie Cochran's classic \"Summertime Blues\", from their 1968 debut album Vincebus Eruptum, that outlined much of the later hard rock and heavy metal sound. The same month, Steppenwolf released its self-titled debut album, including \"Born to Be Wild\", which contained the first lyrical reference to heavy metal and helped popularise the style when it was used in the film Easy Rider (1969). Iron Butterfly's In-A-Gadda-Da-Vida (1968), with its 17-minute-long title track, using organs and with a lengthy drum solo, also prefigured later elements of the sound.", "targets": "Where was the band Blue Cheer from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ad1834ff81647ff958aa0958be95a1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groups that emerged from the American psychedelic scene about the same time included Iron Butterfly, MC5, Blue Cheer and Vanilla Fudge. San Francisco band Blue Cheer released a crude and distorted cover of Eddie Cochran's classic \"Summertime Blues\", from their 1968 debut album Vincebus Eruptum, that outlined much of the later hard rock and heavy metal sound. The same month, Steppenwolf released its self-titled debut album, including \"Born to Be Wild\", which contained the first lyrical reference to heavy metal and helped popularise the style when it was used in the film Easy Rider (1969). Iron Butterfly's In-A-Gadda-Da-Vida (1968), with its 17-minute-long title track, using organs and with a lengthy drum solo, also prefigured later elements of the sound.", "targets": "What classic song did Blue Cheer cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ad1834ff81647ff958aa0958be95a1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groups that emerged from the American psychedelic scene about the same time included Iron Butterfly, MC5, Blue Cheer and Vanilla Fudge. San Francisco band Blue Cheer released a crude and distorted cover of Eddie Cochran's classic \"Summertime Blues\", from their 1968 debut album Vincebus Eruptum, that outlined much of the later hard rock and heavy metal sound. The same month, Steppenwolf released its self-titled debut album, including \"Born to Be Wild\", which contained the first lyrical reference to heavy metal and helped popularise the style when it was used in the film Easy Rider (1969). Iron Butterfly's In-A-Gadda-Da-Vida (1968), with its 17-minute-long title track, using organs and with a lengthy drum solo, also prefigured later elements of the sound.", "targets": "What was the hit off Steppenwolf's self-titled debut lp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ad1834ff81647ff958aa0958be95a1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groups that emerged from the American psychedelic scene about the same time included Iron Butterfly, MC5, Blue Cheer and Vanilla Fudge. San Francisco band Blue Cheer released a crude and distorted cover of Eddie Cochran's classic \"Summertime Blues\", from their 1968 debut album Vincebus Eruptum, that outlined much of the later hard rock and heavy metal sound. The same month, Steppenwolf released its self-titled debut album, including \"Born to Be Wild\", which contained the first lyrical reference to heavy metal and helped popularise the style when it was used in the film Easy Rider (1969). Iron Butterfly's In-A-Gadda-Da-Vida (1968), with its 17-minute-long title track, using organs and with a lengthy drum solo, also prefigured later elements of the sound.", "targets": "What movie featured that Steppenwolf single?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ad1834ff81647ff958aa0958be95a1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groups that emerged from the American psychedelic scene about the same time included Iron Butterfly, MC5, Blue Cheer and Vanilla Fudge. San Francisco band Blue Cheer released a crude and distorted cover of Eddie Cochran's classic \"Summertime Blues\", from their 1968 debut album Vincebus Eruptum, that outlined much of the later hard rock and heavy metal sound. The same month, Steppenwolf released its self-titled debut album, including \"Born to Be Wild\", which contained the first lyrical reference to heavy metal and helped popularise the style when it was used in the film Easy Rider (1969). Iron Butterfly's In-A-Gadda-Da-Vida (1968), with its 17-minute-long title track, using organs and with a lengthy drum solo, also prefigured later elements of the sound.", "targets": "The lyrics to \"Born To Be Wild\" contain the first reference to what hard rock style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-847cfc1c210a465ab02cbd8b23e5d548", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In total, 156 prisoners have been either acquitted, or received pardons or commutations on the basis of possible innocence, between 1973 to 2015. Death penalty opponents often argue that this statistic shows how perilously close states have come to undertaking wrongful executions; proponents point out that the statistic refers only to those exonerated in law, and that the truly innocent may be a smaller number. Statistics likely understate the actual problem of wrongful convictions because once an execution has occurred there is often insufficient motivation and finance to keep a case open, and it becomes unlikely at that point that the miscarriage of justice will ever be exposed.", "targets": "Between 1973 and 2015, how amny prisoners were acquitted or received pardons or commutations of their death sentences due to possible innocence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64cbc0d5375c4defaf051b5ecd75b4d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the Dravidian languages, such as Telugu, Tamil, Malayalam, and Kannada, have a distinction between voiced and voiceless, aspirated and unaspirated only in loanwords from Indo-Aryan languages. In native Dravidian words, there is no distinction between these categories and stops are underspecified for voicing and aspiration.", "targets": "Telegu, Kannada and others are considered to be some of the what languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64cbc0d5375c4defaf051b5ecd75b4d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the Dravidian languages, such as Telugu, Tamil, Malayalam, and Kannada, have a distinction between voiced and voiceless, aspirated and unaspirated only in loanwords from Indo-Aryan languages. In native Dravidian words, there is no distinction between these categories and stops are underspecified for voicing and aspiration.", "targets": "What has no distinction between the categories  of voiced, voiceless, aspirated and unaspirated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e846c887468a48b98a48df4ad8fb26bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Academies in France during the Enlightenment begins with the Academy of Science, founded in 1635 in Paris. It was closely tied to the French state, acting as an extension of a government seriously lacking in scientists. It helped promote and organize new disciplines, and it trained new scientists. It also contributed to the enhancement of scientists' social status, considering them to be the \"most useful of all citizens\". Academies demonstrate the rising interest in science along with its increasing secularization, as evidenced by the small number of clerics who were members (13 percent). The presence of the French academies in the public sphere cannot be attributed to their membership; although the majority of their members were bourgeois, the exclusive institution was only open to elite Parisian scholars. They perceived themselves as \"interpreters of the sciences for the people\". For example, it was with this in mind that academicians took it upon themselves to disprove the popular pseudo-science of mesmerism.", "targets": "What year was the Academy of Science in France founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e846c887468a48b98a48df4ad8fb26bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Academies in France during the Enlightenment begins with the Academy of Science, founded in 1635 in Paris. It was closely tied to the French state, acting as an extension of a government seriously lacking in scientists. It helped promote and organize new disciplines, and it trained new scientists. It also contributed to the enhancement of scientists' social status, considering them to be the \"most useful of all citizens\". Academies demonstrate the rising interest in science along with its increasing secularization, as evidenced by the small number of clerics who were members (13 percent). The presence of the French academies in the public sphere cannot be attributed to their membership; although the majority of their members were bourgeois, the exclusive institution was only open to elite Parisian scholars. They perceived themselves as \"interpreters of the sciences for the people\". For example, it was with this in mind that academicians took it upon themselves to disprove the popular pseudo-science of mesmerism.", "targets": "Members of what group were considered to be the \"most useful of all citizens?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e846c887468a48b98a48df4ad8fb26bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Academies in France during the Enlightenment begins with the Academy of Science, founded in 1635 in Paris. It was closely tied to the French state, acting as an extension of a government seriously lacking in scientists. It helped promote and organize new disciplines, and it trained new scientists. It also contributed to the enhancement of scientists' social status, considering them to be the \"most useful of all citizens\". Academies demonstrate the rising interest in science along with its increasing secularization, as evidenced by the small number of clerics who were members (13 percent). The presence of the French academies in the public sphere cannot be attributed to their membership; although the majority of their members were bourgeois, the exclusive institution was only open to elite Parisian scholars. They perceived themselves as \"interpreters of the sciences for the people\". For example, it was with this in mind that academicians took it upon themselves to disprove the popular pseudo-science of mesmerism.", "targets": "What percentage of clerics were members of the Academy of Science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e846c887468a48b98a48df4ad8fb26bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Academies in France during the Enlightenment begins with the Academy of Science, founded in 1635 in Paris. It was closely tied to the French state, acting as an extension of a government seriously lacking in scientists. It helped promote and organize new disciplines, and it trained new scientists. It also contributed to the enhancement of scientists' social status, considering them to be the \"most useful of all citizens\". Academies demonstrate the rising interest in science along with its increasing secularization, as evidenced by the small number of clerics who were members (13 percent). The presence of the French academies in the public sphere cannot be attributed to their membership; although the majority of their members were bourgeois, the exclusive institution was only open to elite Parisian scholars. They perceived themselves as \"interpreters of the sciences for the people\". For example, it was with this in mind that academicians took it upon themselves to disprove the popular pseudo-science of mesmerism.", "targets": "The Academy of Science was only open to which societal group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e846c887468a48b98a48df4ad8fb26bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Academies in France during the Enlightenment begins with the Academy of Science, founded in 1635 in Paris. It was closely tied to the French state, acting as an extension of a government seriously lacking in scientists. It helped promote and organize new disciplines, and it trained new scientists. It also contributed to the enhancement of scientists' social status, considering them to be the \"most useful of all citizens\". Academies demonstrate the rising interest in science along with its increasing secularization, as evidenced by the small number of clerics who were members (13 percent). The presence of the French academies in the public sphere cannot be attributed to their membership; although the majority of their members were bourgeois, the exclusive institution was only open to elite Parisian scholars. They perceived themselves as \"interpreters of the sciences for the people\". For example, it was with this in mind that academicians took it upon themselves to disprove the popular pseudo-science of mesmerism.", "targets": "How did elite Parisian scholars perceive themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e660d4ec402c41cf8353c47c075d19b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1976, Queen were back in the studio recording A Day at the Races, which is often regarded as a sequel album to A Night at the Opera. It again borrowed the name of a Marx Brothers movie, and its cover was similar to that of A Night at the Opera, a variation on the same Queen Crest. The most recognisable of the Marx Brothers, Groucho Marx, invited Queen to visit him in his Los Angeles home in March 1977; there the band thanked him in person, and performed \"'39\" a cappella. Musically, A Day at the Races was by both fans' and critics' standards a strong effort, reaching number one in the UK and Japan, and number five in the US. The major hit on the album was \"Somebody to Love\", a gospel-inspired song in which Mercury, May, and Taylor multi-tracked their voices to create a 100-voice gospel choir. The song went to number two in the UK, and number thirteen in the US. The album also featured one of the band's heaviest songs, May's \"Tie Your Mother Down\", which became a staple of their live shows.", "targets": "What Queen album was released in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e660d4ec402c41cf8353c47c075d19b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1976, Queen were back in the studio recording A Day at the Races, which is often regarded as a sequel album to A Night at the Opera. It again borrowed the name of a Marx Brothers movie, and its cover was similar to that of A Night at the Opera, a variation on the same Queen Crest. The most recognisable of the Marx Brothers, Groucho Marx, invited Queen to visit him in his Los Angeles home in March 1977; there the band thanked him in person, and performed \"'39\" a cappella. Musically, A Day at the Races was by both fans' and critics' standards a strong effort, reaching number one in the UK and Japan, and number five in the US. The major hit on the album was \"Somebody to Love\", a gospel-inspired song in which Mercury, May, and Taylor multi-tracked their voices to create a 100-voice gospel choir. The song went to number two in the UK, and number thirteen in the US. The album also featured one of the band's heaviest songs, May's \"Tie Your Mother Down\", which became a staple of their live shows.", "targets": "What was the major hit from Queen's 1976 album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e660d4ec402c41cf8353c47c075d19b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1976, Queen were back in the studio recording A Day at the Races, which is often regarded as a sequel album to A Night at the Opera. It again borrowed the name of a Marx Brothers movie, and its cover was similar to that of A Night at the Opera, a variation on the same Queen Crest. The most recognisable of the Marx Brothers, Groucho Marx, invited Queen to visit him in his Los Angeles home in March 1977; there the band thanked him in person, and performed \"'39\" a cappella. Musically, A Day at the Races was by both fans' and critics' standards a strong effort, reaching number one in the UK and Japan, and number five in the US. The major hit on the album was \"Somebody to Love\", a gospel-inspired song in which Mercury, May, and Taylor multi-tracked their voices to create a 100-voice gospel choir. The song went to number two in the UK, and number thirteen in the US. The album also featured one of the band's heaviest songs, May's \"Tie Your Mother Down\", which became a staple of their live shows.", "targets": "Which heavy Queen song is a favorite at live shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e660d4ec402c41cf8353c47c075d19b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1976, Queen were back in the studio recording A Day at the Races, which is often regarded as a sequel album to A Night at the Opera. It again borrowed the name of a Marx Brothers movie, and its cover was similar to that of A Night at the Opera, a variation on the same Queen Crest. The most recognisable of the Marx Brothers, Groucho Marx, invited Queen to visit him in his Los Angeles home in March 1977; there the band thanked him in person, and performed \"'39\" a cappella. Musically, A Day at the Races was by both fans' and critics' standards a strong effort, reaching number one in the UK and Japan, and number five in the US. The major hit on the album was \"Somebody to Love\", a gospel-inspired song in which Mercury, May, and Taylor multi-tracked their voices to create a 100-voice gospel choir. The song went to number two in the UK, and number thirteen in the US. The album also featured one of the band's heaviest songs, May's \"Tie Your Mother Down\", which became a staple of their live shows.", "targets": "Which comedian invited Queen to visit him in 1977? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e660d4ec402c41cf8353c47c075d19b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1976, Queen were back in the studio recording A Day at the Races, which is often regarded as a sequel album to A Night at the Opera. It again borrowed the name of a Marx Brothers movie, and its cover was similar to that of A Night at the Opera, a variation on the same Queen Crest. The most recognisable of the Marx Brothers, Groucho Marx, invited Queen to visit him in his Los Angeles home in March 1977; there the band thanked him in person, and performed \"'39\" a cappella. Musically, A Day at the Races was by both fans' and critics' standards a strong effort, reaching number one in the UK and Japan, and number five in the US. The major hit on the album was \"Somebody to Love\", a gospel-inspired song in which Mercury, May, and Taylor multi-tracked their voices to create a 100-voice gospel choir. The song went to number two in the UK, and number thirteen in the US. The album also featured one of the band's heaviest songs, May's \"Tie Your Mother Down\", which became a staple of their live shows.", "targets": "Which Queen members layered their voices on Somebody to Love?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5ac4b74c534317a4816f16181506fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Enlightenment took hold in most European countries, often with a specific local emphasis. For example, in France it became associated with anti-government and anti-Church radicalism while in Germany it reached deep into the middle classes and where it expressed a spiritualistic and nationalistic tone without threatening governments or established churches. Government responses varied widely. In France, the government was hostile, and the philosophes fought against its censorship, sometimes being imprisoned or hounded into exile. The British government for the most part ignored the Enlightenment's leaders in England and Scotland, although it did give Isaac Newton a knighthood and a very lucrative government office.", "targets": "In which country did the Enlightenment become associated with anti-government and anti-Church radicalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5ac4b74c534317a4816f16181506fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Enlightenment took hold in most European countries, often with a specific local emphasis. For example, in France it became associated with anti-government and anti-Church radicalism while in Germany it reached deep into the middle classes and where it expressed a spiritualistic and nationalistic tone without threatening governments or established churches. Government responses varied widely. In France, the government was hostile, and the philosophes fought against its censorship, sometimes being imprisoned or hounded into exile. The British government for the most part ignored the Enlightenment's leaders in England and Scotland, although it did give Isaac Newton a knighthood and a very lucrative government office.", "targets": "Which of the Enlightenment's leaders did the British government give a knighthood and lucrative government office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5ac4b74c534317a4816f16181506fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Enlightenment took hold in most European countries, often with a specific local emphasis. For example, in France it became associated with anti-government and anti-Church radicalism while in Germany it reached deep into the middle classes and where it expressed a spiritualistic and nationalistic tone without threatening governments or established churches. Government responses varied widely. In France, the government was hostile, and the philosophes fought against its censorship, sometimes being imprisoned or hounded into exile. The British government for the most part ignored the Enlightenment's leaders in England and Scotland, although it did give Isaac Newton a knighthood and a very lucrative government office.", "targets": "In which country did the government respond with hostility to the Enlightenment, even imprisoning philosophes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5ac4b74c534317a4816f16181506fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Enlightenment took hold in most European countries, often with a specific local emphasis. For example, in France it became associated with anti-government and anti-Church radicalism while in Germany it reached deep into the middle classes and where it expressed a spiritualistic and nationalistic tone without threatening governments or established churches. Government responses varied widely. In France, the government was hostile, and the philosophes fought against its censorship, sometimes being imprisoned or hounded into exile. The British government for the most part ignored the Enlightenment's leaders in England and Scotland, although it did give Isaac Newton a knighthood and a very lucrative government office.", "targets": "Was government response to the Enlightenment uniformly positive or widely varied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd5ac4b74c534317a4816f16181506fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Enlightenment took hold in most European countries, often with a specific local emphasis. For example, in France it became associated with anti-government and anti-Church radicalism while in Germany it reached deep into the middle classes and where it expressed a spiritualistic and nationalistic tone without threatening governments or established churches. Government responses varied widely. In France, the government was hostile, and the philosophes fought against its censorship, sometimes being imprisoned or hounded into exile. The British government for the most part ignored the Enlightenment's leaders in England and Scotland, although it did give Isaac Newton a knighthood and a very lucrative government office.", "targets": "In which class did the Enlightenment reach deepest, expressing a nationalistic tone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "In what year did Edward VII ascend to the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "Kind Edward VII and Queen Alexandra's friends were know as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "Some thought that King Edward VII's redecoration choices were at odds with whose prior work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "Which king commissioned massive redecoration in the Belle Epoque cream and gold color scheme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "What were the group of friends of King Edward VII and Queen Alexandra called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "What was at odds with Nash's original work in the palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "When did King Edward VII take the throne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-287aabfdb90a466ea1d4f5bac2dc200d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1901 the accession of Edward VII saw new life breathed into the palace. The new King and his wife Queen Alexandra had always been at the forefront of London high society, and their friends, known as \"the Marlborough House Set\", were considered to be the most eminent and fashionable of the age. Buckingham Palace\u2014the Ballroom, Grand Entrance, Marble Hall, Grand Staircase, vestibules and galleries redecorated in the Belle \u00e9poque cream and gold colour scheme they retain today\u2014once again became a setting for entertaining on a majestic scale but leaving some to feel King Edward's heavy redecorations were at odds with Nash's original work.", "targets": "What colors were used in the redecorations overseen by King Edward VII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74ef6001b6e45718aef727f0248d847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dialects of the Catalan language feature a relative uniformity, especially when compared to other Romance languages; both in terms of vocabulary, semantics, syntax, morphology, and phonology. Mutual intelligibility between dialects is very high, estimates ranging from 90% to 95%. The only exception is the isolated idiosyncratic Alguerese dialect.", "targets": "What do the dialects of Catalan feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74ef6001b6e45718aef727f0248d847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dialects of the Catalan language feature a relative uniformity, especially when compared to other Romance languages; both in terms of vocabulary, semantics, syntax, morphology, and phonology. Mutual intelligibility between dialects is very high, estimates ranging from 90% to 95%. The only exception is the isolated idiosyncratic Alguerese dialect.", "targets": "In comparison to what are the dialects uniform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74ef6001b6e45718aef727f0248d847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dialects of the Catalan language feature a relative uniformity, especially when compared to other Romance languages; both in terms of vocabulary, semantics, syntax, morphology, and phonology. Mutual intelligibility between dialects is very high, estimates ranging from 90% to 95%. The only exception is the isolated idiosyncratic Alguerese dialect.", "targets": "What is high among dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74ef6001b6e45718aef727f0248d847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dialects of the Catalan language feature a relative uniformity, especially when compared to other Romance languages; both in terms of vocabulary, semantics, syntax, morphology, and phonology. Mutual intelligibility between dialects is very high, estimates ranging from 90% to 95%. The only exception is the isolated idiosyncratic Alguerese dialect.", "targets": "What is the percentage of intelligibility between dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d74ef6001b6e45718aef727f0248d847", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dialects of the Catalan language feature a relative uniformity, especially when compared to other Romance languages; both in terms of vocabulary, semantics, syntax, morphology, and phonology. Mutual intelligibility between dialects is very high, estimates ranging from 90% to 95%. The only exception is the isolated idiosyncratic Alguerese dialect.", "targets": "What dialect is the exception to intelligibility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbeb79976194ca98dea8da0bbfb0058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial growth follows four phases. When a population of bacteria first enter a high-nutrient environment that allows growth, the cells need to adapt to their new environment. The first phase of growth is the lag phase, a period of slow growth when the cells are adapting to the high-nutrient environment and preparing for fast growth. The lag phase has high biosynthesis rates, as proteins necessary for rapid growth are produced. The second phase of growth is the log phase, also known as the logarithmic or exponential phase. The log phase is marked by rapid exponential growth. The rate at which cells grow during this phase is known as the growth rate (k), and the time it takes the cells to double is known as the generation time (g). During log phase, nutrients are metabolised at maximum speed until one of the nutrients is depleted and starts limiting growth. The third phase of growth is the stationary phase and is caused by depleted nutrients. The cells reduce their metabolic activity and consume non-essential cellular proteins. The stationary phase is a transition from rapid growth to a stress response state and there is increased expression of genes involved in DNA repair, antioxidant metabolism and nutrient transport. The final phase is the death phase where the bacteria run out of nutrients and die.", "targets": "What is the first stage of bacteria adaptation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbeb79976194ca98dea8da0bbfb0058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial growth follows four phases. When a population of bacteria first enter a high-nutrient environment that allows growth, the cells need to adapt to their new environment. The first phase of growth is the lag phase, a period of slow growth when the cells are adapting to the high-nutrient environment and preparing for fast growth. The lag phase has high biosynthesis rates, as proteins necessary for rapid growth are produced. The second phase of growth is the log phase, also known as the logarithmic or exponential phase. The log phase is marked by rapid exponential growth. The rate at which cells grow during this phase is known as the growth rate (k), and the time it takes the cells to double is known as the generation time (g). During log phase, nutrients are metabolised at maximum speed until one of the nutrients is depleted and starts limiting growth. The third phase of growth is the stationary phase and is caused by depleted nutrients. The cells reduce their metabolic activity and consume non-essential cellular proteins. The stationary phase is a transition from rapid growth to a stress response state and there is increased expression of genes involved in DNA repair, antioxidant metabolism and nutrient transport. The final phase is the death phase where the bacteria run out of nutrients and die.", "targets": "What is the second phase of bacteria growth known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbeb79976194ca98dea8da0bbfb0058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial growth follows four phases. When a population of bacteria first enter a high-nutrient environment that allows growth, the cells need to adapt to their new environment. The first phase of growth is the lag phase, a period of slow growth when the cells are adapting to the high-nutrient environment and preparing for fast growth. The lag phase has high biosynthesis rates, as proteins necessary for rapid growth are produced. The second phase of growth is the log phase, also known as the logarithmic or exponential phase. The log phase is marked by rapid exponential growth. The rate at which cells grow during this phase is known as the growth rate (k), and the time it takes the cells to double is known as the generation time (g). During log phase, nutrients are metabolised at maximum speed until one of the nutrients is depleted and starts limiting growth. The third phase of growth is the stationary phase and is caused by depleted nutrients. The cells reduce their metabolic activity and consume non-essential cellular proteins. The stationary phase is a transition from rapid growth to a stress response state and there is increased expression of genes involved in DNA repair, antioxidant metabolism and nutrient transport. The final phase is the death phase where the bacteria run out of nutrients and die.", "targets": "The absence of what causes the last stage of bacteria growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbeb79976194ca98dea8da0bbfb0058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial growth follows four phases. When a population of bacteria first enter a high-nutrient environment that allows growth, the cells need to adapt to their new environment. The first phase of growth is the lag phase, a period of slow growth when the cells are adapting to the high-nutrient environment and preparing for fast growth. The lag phase has high biosynthesis rates, as proteins necessary for rapid growth are produced. The second phase of growth is the log phase, also known as the logarithmic or exponential phase. The log phase is marked by rapid exponential growth. The rate at which cells grow during this phase is known as the growth rate (k), and the time it takes the cells to double is known as the generation time (g). During log phase, nutrients are metabolised at maximum speed until one of the nutrients is depleted and starts limiting growth. The third phase of growth is the stationary phase and is caused by depleted nutrients. The cells reduce their metabolic activity and consume non-essential cellular proteins. The stationary phase is a transition from rapid growth to a stress response state and there is increased expression of genes involved in DNA repair, antioxidant metabolism and nutrient transport. The final phase is the death phase where the bacteria run out of nutrients and die.", "targets": "What is called the third statge of growth of bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbeb79976194ca98dea8da0bbfb0058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacterial growth follows four phases. When a population of bacteria first enter a high-nutrient environment that allows growth, the cells need to adapt to their new environment. The first phase of growth is the lag phase, a period of slow growth when the cells are adapting to the high-nutrient environment and preparing for fast growth. The lag phase has high biosynthesis rates, as proteins necessary for rapid growth are produced. The second phase of growth is the log phase, also known as the logarithmic or exponential phase. The log phase is marked by rapid exponential growth. The rate at which cells grow during this phase is known as the growth rate (k), and the time it takes the cells to double is known as the generation time (g). During log phase, nutrients are metabolised at maximum speed until one of the nutrients is depleted and starts limiting growth. The third phase of growth is the stationary phase and is caused by depleted nutrients. The cells reduce their metabolic activity and consume non-essential cellular proteins. The stationary phase is a transition from rapid growth to a stress response state and there is increased expression of genes involved in DNA repair, antioxidant metabolism and nutrient transport. The final phase is the death phase where the bacteria run out of nutrients and die.", "targets": "How many phase are in the growth of bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ad811115f1e4eae814320785f38a9bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperialism is a type of advocacy of empire. Its name originated from the Latin word \"imperium\", which means to rule over large territories. Imperialism is \"a policy of extending a country's power and influence through colonization, use of military force, or other means\". Imperialism has greatly shaped the contemporary world. It has also allowed for the rapid spread of technologies and ideas. The term imperialism has been applied to Western (and Japanese) political and economic dominance especially in Asia and Africa in the 19th and 20th centuries. Its precise meaning continues to be debated by scholars. Some writers, such as Edward Said, use the term more broadly to describe any system of domination and subordination organised with an imperial center and a periphery.", "targets": "The word imperialism has it's origins in which ancient language? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ad811115f1e4eae814320785f38a9bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperialism is a type of advocacy of empire. Its name originated from the Latin word \"imperium\", which means to rule over large territories. Imperialism is \"a policy of extending a country's power and influence through colonization, use of military force, or other means\". Imperialism has greatly shaped the contemporary world. It has also allowed for the rapid spread of technologies and ideas. The term imperialism has been applied to Western (and Japanese) political and economic dominance especially in Asia and Africa in the 19th and 20th centuries. Its precise meaning continues to be debated by scholars. Some writers, such as Edward Said, use the term more broadly to describe any system of domination and subordination organised with an imperial center and a periphery.", "targets": "By what means is imperialism usually administered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ad811115f1e4eae814320785f38a9bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperialism is a type of advocacy of empire. Its name originated from the Latin word \"imperium\", which means to rule over large territories. Imperialism is \"a policy of extending a country's power and influence through colonization, use of military force, or other means\". Imperialism has greatly shaped the contemporary world. It has also allowed for the rapid spread of technologies and ideas. The term imperialism has been applied to Western (and Japanese) political and economic dominance especially in Asia and Africa in the 19th and 20th centuries. Its precise meaning continues to be debated by scholars. Some writers, such as Edward Said, use the term more broadly to describe any system of domination and subordination organised with an imperial center and a periphery.", "targets": "The term imperialism has been applied to western countries, and which eastern county?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ad811115f1e4eae814320785f38a9bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Imperialism is a type of advocacy of empire. Its name originated from the Latin word \"imperium\", which means to rule over large territories. Imperialism is \"a policy of extending a country's power and influence through colonization, use of military force, or other means\". Imperialism has greatly shaped the contemporary world. It has also allowed for the rapid spread of technologies and ideas. The term imperialism has been applied to Western (and Japanese) political and economic dominance especially in Asia and Africa in the 19th and 20th centuries. Its precise meaning continues to be debated by scholars. Some writers, such as Edward Said, use the term more broadly to describe any system of domination and subordination organised with an imperial center and a periphery.", "targets": "Imperialism is responsible for the rapid spread of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2f6f539e362432689e260c1acdacaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public institutions of higher education in Charleston include the College of Charleston (the nation's 13th-oldest university), The Citadel, The Military College of South Carolina, and the Medical University of South Carolina. The city is also home to private universities, including the Charleston School of Law . Charleston is also home to the Roper Hospital School of Practical Nursing, and the city has a downtown satellite campus for the region's technical school, Trident Technical College. Charleston is also the location for the only college in the country that offers bachelor's degrees in the building arts, The American College of the Building Arts. The Art Institute of Charleston, located downtown on North Market Street, opened in 2007.", "targets": "What is the nation's 13th-oldest university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2f6f539e362432689e260c1acdacaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public institutions of higher education in Charleston include the College of Charleston (the nation's 13th-oldest university), The Citadel, The Military College of South Carolina, and the Medical University of South Carolina. The city is also home to private universities, including the Charleston School of Law . Charleston is also home to the Roper Hospital School of Practical Nursing, and the city has a downtown satellite campus for the region's technical school, Trident Technical College. Charleston is also the location for the only college in the country that offers bachelor's degrees in the building arts, The American College of the Building Arts. The Art Institute of Charleston, located downtown on North Market Street, opened in 2007.", "targets": "Where is the Art Institute of Charleston located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2f6f539e362432689e260c1acdacaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public institutions of higher education in Charleston include the College of Charleston (the nation's 13th-oldest university), The Citadel, The Military College of South Carolina, and the Medical University of South Carolina. The city is also home to private universities, including the Charleston School of Law . Charleston is also home to the Roper Hospital School of Practical Nursing, and the city has a downtown satellite campus for the region's technical school, Trident Technical College. Charleston is also the location for the only college in the country that offers bachelor's degrees in the building arts, The American College of the Building Arts. The Art Institute of Charleston, located downtown on North Market Street, opened in 2007.", "targets": "What year did the Art institute of Charleston open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2f6f539e362432689e260c1acdacaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public institutions of higher education in Charleston include the College of Charleston (the nation's 13th-oldest university), The Citadel, The Military College of South Carolina, and the Medical University of South Carolina. The city is also home to private universities, including the Charleston School of Law . Charleston is also home to the Roper Hospital School of Practical Nursing, and the city has a downtown satellite campus for the region's technical school, Trident Technical College. Charleston is also the location for the only college in the country that offers bachelor's degrees in the building arts, The American College of the Building Arts. The Art Institute of Charleston, located downtown on North Market Street, opened in 2007.", "targets": "What Charleston College offers a degree in Building Arts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2f6f539e362432689e260c1acdacaeb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public institutions of higher education in Charleston include the College of Charleston (the nation's 13th-oldest university), The Citadel, The Military College of South Carolina, and the Medical University of South Carolina. The city is also home to private universities, including the Charleston School of Law . Charleston is also home to the Roper Hospital School of Practical Nursing, and the city has a downtown satellite campus for the region's technical school, Trident Technical College. Charleston is also the location for the only college in the country that offers bachelor's degrees in the building arts, The American College of the Building Arts. The Art Institute of Charleston, located downtown on North Market Street, opened in 2007.", "targets": "What Technical college have a campus at downtown Charleston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f4e51651ee471da0d3956d986ffb82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its myriad islands, Alaska has nearly 34,000 miles (54,720 km) of tidal shoreline. The Aleutian Islands chain extends west from the southern tip of the Alaska Peninsula. Many active volcanoes are found in the Aleutians and in coastal regions. Unimak Island, for example, is home to Mount Shishaldin, which is an occasionally smoldering volcano that rises to 10,000 feet (3,048 m) above the North Pacific. It is the most perfect volcanic cone on Earth, even more symmetrical than Japan's Mount Fuji. The chain of volcanoes extends to Mount Spurr, west of Anchorage on the mainland. Geologists have identified Alaska as part of Wrangellia, a large region consisting of multiple states and Canadian provinces in the Pacific Northwest, which is actively undergoing continent building.", "targets": "How much tidal shoreline does Alaska have in miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f4e51651ee471da0d3956d986ffb82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its myriad islands, Alaska has nearly 34,000 miles (54,720 km) of tidal shoreline. The Aleutian Islands chain extends west from the southern tip of the Alaska Peninsula. Many active volcanoes are found in the Aleutians and in coastal regions. Unimak Island, for example, is home to Mount Shishaldin, which is an occasionally smoldering volcano that rises to 10,000 feet (3,048 m) above the North Pacific. It is the most perfect volcanic cone on Earth, even more symmetrical than Japan's Mount Fuji. The chain of volcanoes extends to Mount Spurr, west of Anchorage on the mainland. Geologists have identified Alaska as part of Wrangellia, a large region consisting of multiple states and Canadian provinces in the Pacific Northwest, which is actively undergoing continent building.", "targets": "On which island is Mount Shishaldin located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f4e51651ee471da0d3956d986ffb82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its myriad islands, Alaska has nearly 34,000 miles (54,720 km) of tidal shoreline. The Aleutian Islands chain extends west from the southern tip of the Alaska Peninsula. Many active volcanoes are found in the Aleutians and in coastal regions. Unimak Island, for example, is home to Mount Shishaldin, which is an occasionally smoldering volcano that rises to 10,000 feet (3,048 m) above the North Pacific. It is the most perfect volcanic cone on Earth, even more symmetrical than Japan's Mount Fuji. The chain of volcanoes extends to Mount Spurr, west of Anchorage on the mainland. Geologists have identified Alaska as part of Wrangellia, a large region consisting of multiple states and Canadian provinces in the Pacific Northwest, which is actively undergoing continent building.", "targets": "What do geoligists believe is unique about Wrangellia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f4e51651ee471da0d3956d986ffb82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its myriad islands, Alaska has nearly 34,000 miles (54,720 km) of tidal shoreline. The Aleutian Islands chain extends west from the southern tip of the Alaska Peninsula. Many active volcanoes are found in the Aleutians and in coastal regions. Unimak Island, for example, is home to Mount Shishaldin, which is an occasionally smoldering volcano that rises to 10,000 feet (3,048 m) above the North Pacific. It is the most perfect volcanic cone on Earth, even more symmetrical than Japan's Mount Fuji. The chain of volcanoes extends to Mount Spurr, west of Anchorage on the mainland. Geologists have identified Alaska as part of Wrangellia, a large region consisting of multiple states and Canadian provinces in the Pacific Northwest, which is actively undergoing continent building.", "targets": "What is most impressive about Mount Shishaldin in comparison to Mount Fuji?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f4e51651ee471da0d3956d986ffb82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With its myriad islands, Alaska has nearly 34,000 miles (54,720 km) of tidal shoreline. The Aleutian Islands chain extends west from the southern tip of the Alaska Peninsula. Many active volcanoes are found in the Aleutians and in coastal regions. Unimak Island, for example, is home to Mount Shishaldin, which is an occasionally smoldering volcano that rises to 10,000 feet (3,048 m) above the North Pacific. It is the most perfect volcanic cone on Earth, even more symmetrical than Japan's Mount Fuji. The chain of volcanoes extends to Mount Spurr, west of Anchorage on the mainland. Geologists have identified Alaska as part of Wrangellia, a large region consisting of multiple states and Canadian provinces in the Pacific Northwest, which is actively undergoing continent building.", "targets": "How high does Mount Shishaldin rise above sea level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9731f637b104106b785955096b6ab78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anti-aircraft warfare or counter-air defence is defined by NATO as \"all measures designed to nullify or reduce the effectiveness of hostile air action.\" They include ground-and air-based weapon systems, associated sensor systems, command and control arrangements and passive measures (e.g. barrage balloons). It may be used to protect naval, ground, and air forces in any location. However, for most countries the main effort has tended to be 'homeland defence'. NATO refers to airborne air defence as counter-air and naval air defence as anti-aircraft warfare. Missile defence is an extension of air defence as are initiatives to adapt air defence to the task of intercepting any projectile in flight.", "targets": "What is another term for anti-aircraft warfare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9731f637b104106b785955096b6ab78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anti-aircraft warfare or counter-air defence is defined by NATO as \"all measures designed to nullify or reduce the effectiveness of hostile air action.\" They include ground-and air-based weapon systems, associated sensor systems, command and control arrangements and passive measures (e.g. barrage balloons). It may be used to protect naval, ground, and air forces in any location. However, for most countries the main effort has tended to be 'homeland defence'. NATO refers to airborne air defence as counter-air and naval air defence as anti-aircraft warfare. Missile defence is an extension of air defence as are initiatives to adapt air defence to the task of intercepting any projectile in flight.", "targets": "NATO defines anti-aircraft warfare as measures to reduce what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9731f637b104106b785955096b6ab78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anti-aircraft warfare or counter-air defence is defined by NATO as \"all measures designed to nullify or reduce the effectiveness of hostile air action.\" They include ground-and air-based weapon systems, associated sensor systems, command and control arrangements and passive measures (e.g. barrage balloons). It may be used to protect naval, ground, and air forces in any location. However, for most countries the main effort has tended to be 'homeland defence'. NATO refers to airborne air defence as counter-air and naval air defence as anti-aircraft warfare. Missile defence is an extension of air defence as are initiatives to adapt air defence to the task of intercepting any projectile in flight.", "targets": "Barrage balloons are an example of what type of weapons system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9731f637b104106b785955096b6ab78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anti-aircraft warfare or counter-air defence is defined by NATO as \"all measures designed to nullify or reduce the effectiveness of hostile air action.\" They include ground-and air-based weapon systems, associated sensor systems, command and control arrangements and passive measures (e.g. barrage balloons). It may be used to protect naval, ground, and air forces in any location. However, for most countries the main effort has tended to be 'homeland defence'. NATO refers to airborne air defence as counter-air and naval air defence as anti-aircraft warfare. Missile defence is an extension of air defence as are initiatives to adapt air defence to the task of intercepting any projectile in flight.", "targets": "What is the primary effort been for most countries when it comes to anti-aircraft warfare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9731f637b104106b785955096b6ab78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anti-aircraft warfare or counter-air defence is defined by NATO as \"all measures designed to nullify or reduce the effectiveness of hostile air action.\" They include ground-and air-based weapon systems, associated sensor systems, command and control arrangements and passive measures (e.g. barrage balloons). It may be used to protect naval, ground, and air forces in any location. However, for most countries the main effort has tended to be 'homeland defence'. NATO refers to airborne air defence as counter-air and naval air defence as anti-aircraft warfare. Missile defence is an extension of air defence as are initiatives to adapt air defence to the task of intercepting any projectile in flight.", "targets": "What does NATO ascribe naval air defence as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e595a290ad94bdc98fb49c570a61967", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fossilized spores suggest that higher plants (embryophytes) have lived on land for at least 475 million years. Early land plants reproduced sexually with flagellated, swimming sperm, like the green algae from which they evolved. An adaptation to terrestrialization was the development of upright meiosporangia for dispersal by spores to new habitats. This feature is lacking in the descendants of their nearest algal relatives, the Charophycean green algae. A later terrestrial adaptation took place with retention of the delicate, avascular sexual stage, the gametophyte, within the tissues of the vascular sporophyte. This occurred by spore germination within sporangia rather than spore release, as in non-seed plants. A current example of how this might have happened can be seen in the precocious spore germination in Selaginella, the spike-moss. The result for the ancestors of angiosperms was enclosing them in a case, the seed. The first seed bearing plants, like the ginkgo, and conifers (such as pines and firs), did not produce flowers. The pollen grains (males) of Ginkgo and cycads produce a pair of flagellated, mobile sperm cells that \"swim\" down the developing pollen tube to the female and her eggs.", "targets": "How long have higher plants lived on land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e595a290ad94bdc98fb49c570a61967", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fossilized spores suggest that higher plants (embryophytes) have lived on land for at least 475 million years. Early land plants reproduced sexually with flagellated, swimming sperm, like the green algae from which they evolved. An adaptation to terrestrialization was the development of upright meiosporangia for dispersal by spores to new habitats. This feature is lacking in the descendants of their nearest algal relatives, the Charophycean green algae. A later terrestrial adaptation took place with retention of the delicate, avascular sexual stage, the gametophyte, within the tissues of the vascular sporophyte. This occurred by spore germination within sporangia rather than spore release, as in non-seed plants. A current example of how this might have happened can be seen in the precocious spore germination in Selaginella, the spike-moss. The result for the ancestors of angiosperms was enclosing them in a case, the seed. The first seed bearing plants, like the ginkgo, and conifers (such as pines and firs), did not produce flowers. The pollen grains (males) of Ginkgo and cycads produce a pair of flagellated, mobile sperm cells that \"swim\" down the developing pollen tube to the female and her eggs.", "targets": "How did early plants reproduce sexually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e595a290ad94bdc98fb49c570a61967", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fossilized spores suggest that higher plants (embryophytes) have lived on land for at least 475 million years. Early land plants reproduced sexually with flagellated, swimming sperm, like the green algae from which they evolved. An adaptation to terrestrialization was the development of upright meiosporangia for dispersal by spores to new habitats. This feature is lacking in the descendants of their nearest algal relatives, the Charophycean green algae. A later terrestrial adaptation took place with retention of the delicate, avascular sexual stage, the gametophyte, within the tissues of the vascular sporophyte. This occurred by spore germination within sporangia rather than spore release, as in non-seed plants. A current example of how this might have happened can be seen in the precocious spore germination in Selaginella, the spike-moss. The result for the ancestors of angiosperms was enclosing them in a case, the seed. The first seed bearing plants, like the ginkgo, and conifers (such as pines and firs), did not produce flowers. The pollen grains (males) of Ginkgo and cycads produce a pair of flagellated, mobile sperm cells that \"swim\" down the developing pollen tube to the female and her eggs.", "targets": "Upright meisporangia allowed what to be dispersed to new habitats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e595a290ad94bdc98fb49c570a61967", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fossilized spores suggest that higher plants (embryophytes) have lived on land for at least 475 million years. Early land plants reproduced sexually with flagellated, swimming sperm, like the green algae from which they evolved. An adaptation to terrestrialization was the development of upright meiosporangia for dispersal by spores to new habitats. This feature is lacking in the descendants of their nearest algal relatives, the Charophycean green algae. A later terrestrial adaptation took place with retention of the delicate, avascular sexual stage, the gametophyte, within the tissues of the vascular sporophyte. This occurred by spore germination within sporangia rather than spore release, as in non-seed plants. A current example of how this might have happened can be seen in the precocious spore germination in Selaginella, the spike-moss. The result for the ancestors of angiosperms was enclosing them in a case, the seed. The first seed bearing plants, like the ginkgo, and conifers (such as pines and firs), did not produce flowers. The pollen grains (males) of Ginkgo and cycads produce a pair of flagellated, mobile sperm cells that \"swim\" down the developing pollen tube to the female and her eggs.", "targets": "What are the nearest algal relatives existing today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e595a290ad94bdc98fb49c570a61967", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fossilized spores suggest that higher plants (embryophytes) have lived on land for at least 475 million years. Early land plants reproduced sexually with flagellated, swimming sperm, like the green algae from which they evolved. An adaptation to terrestrialization was the development of upright meiosporangia for dispersal by spores to new habitats. This feature is lacking in the descendants of their nearest algal relatives, the Charophycean green algae. A later terrestrial adaptation took place with retention of the delicate, avascular sexual stage, the gametophyte, within the tissues of the vascular sporophyte. This occurred by spore germination within sporangia rather than spore release, as in non-seed plants. A current example of how this might have happened can be seen in the precocious spore germination in Selaginella, the spike-moss. The result for the ancestors of angiosperms was enclosing them in a case, the seed. The first seed bearing plants, like the ginkgo, and conifers (such as pines and firs), did not produce flowers. The pollen grains (males) of Ginkgo and cycads produce a pair of flagellated, mobile sperm cells that \"swim\" down the developing pollen tube to the female and her eggs.", "targets": "What is the common name for Selaginella?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84e5d6bc63747d5ba3e9e6eaac7245e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou also won the following presidential election in July 2009. According to the Congolese Observatory of Human Rights, a non-governmental organization, the election was marked by \"very low\" turnout and \"fraud and irregularities\".", "targets": "Who won the presidential election in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84e5d6bc63747d5ba3e9e6eaac7245e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou also won the following presidential election in July 2009. According to the Congolese Observatory of Human Rights, a non-governmental organization, the election was marked by \"very low\" turnout and \"fraud and irregularities\".", "targets": "Which group provided oversight for the electoral process in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e84e5d6bc63747d5ba3e9e6eaac7245e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou also won the following presidential election in July 2009. According to the Congolese Observatory of Human Rights, a non-governmental organization, the election was marked by \"very low\" turnout and \"fraud and irregularities\".", "targets": "What kind of turnout did the Congolese Observatory of Human Rights experience in the 2009 elections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc1f9b0746774b30997289e3b0f83303", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus has two official languages, Greek and Turkish. Armenian and Cypriot Maronite Arabic are recognised as minority languages. Although without official status, English is widely spoken and it features widely on road signs, public notices, and in advertisements, etc. English was the sole official language during British colonial rule and the lingua franca until 1960, and continued to be used (de facto) in courts of law until 1989 and in legislation until 1996. 80.4% of Cypriots are proficient in the English language as a second language. Russian is widely spoken among the country's minorities, residents and citizens of post-Soviet countries, and Pontic Greeks. Russian, after English and Greek, is the third language used on many signs of shops and restaurants, particularly in Limassol and Paphos. In addition to these languages, 12% speak French and 5% speak German.", "targets": "How many official languages does Cyprus have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc1f9b0746774b30997289e3b0f83303", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus has two official languages, Greek and Turkish. Armenian and Cypriot Maronite Arabic are recognised as minority languages. Although without official status, English is widely spoken and it features widely on road signs, public notices, and in advertisements, etc. English was the sole official language during British colonial rule and the lingua franca until 1960, and continued to be used (de facto) in courts of law until 1989 and in legislation until 1996. 80.4% of Cypriots are proficient in the English language as a second language. Russian is widely spoken among the country's minorities, residents and citizens of post-Soviet countries, and Pontic Greeks. Russian, after English and Greek, is the third language used on many signs of shops and restaurants, particularly in Limassol and Paphos. In addition to these languages, 12% speak French and 5% speak German.", "targets": "What are the two official languages of Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc1f9b0746774b30997289e3b0f83303", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus has two official languages, Greek and Turkish. Armenian and Cypriot Maronite Arabic are recognised as minority languages. Although without official status, English is widely spoken and it features widely on road signs, public notices, and in advertisements, etc. English was the sole official language during British colonial rule and the lingua franca until 1960, and continued to be used (de facto) in courts of law until 1989 and in legislation until 1996. 80.4% of Cypriots are proficient in the English language as a second language. Russian is widely spoken among the country's minorities, residents and citizens of post-Soviet countries, and Pontic Greeks. Russian, after English and Greek, is the third language used on many signs of shops and restaurants, particularly in Limassol and Paphos. In addition to these languages, 12% speak French and 5% speak German.", "targets": "What are the minority languages are spoken in Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc1f9b0746774b30997289e3b0f83303", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus has two official languages, Greek and Turkish. Armenian and Cypriot Maronite Arabic are recognised as minority languages. Although without official status, English is widely spoken and it features widely on road signs, public notices, and in advertisements, etc. English was the sole official language during British colonial rule and the lingua franca until 1960, and continued to be used (de facto) in courts of law until 1989 and in legislation until 1996. 80.4% of Cypriots are proficient in the English language as a second language. Russian is widely spoken among the country's minorities, residents and citizens of post-Soviet countries, and Pontic Greeks. Russian, after English and Greek, is the third language used on many signs of shops and restaurants, particularly in Limassol and Paphos. In addition to these languages, 12% speak French and 5% speak German.", "targets": "Are there any Western languages spoken in Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc1f9b0746774b30997289e3b0f83303", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cyprus has two official languages, Greek and Turkish. Armenian and Cypriot Maronite Arabic are recognised as minority languages. Although without official status, English is widely spoken and it features widely on road signs, public notices, and in advertisements, etc. English was the sole official language during British colonial rule and the lingua franca until 1960, and continued to be used (de facto) in courts of law until 1989 and in legislation until 1996. 80.4% of Cypriots are proficient in the English language as a second language. Russian is widely spoken among the country's minorities, residents and citizens of post-Soviet countries, and Pontic Greeks. Russian, after English and Greek, is the third language used on many signs of shops and restaurants, particularly in Limassol and Paphos. In addition to these languages, 12% speak French and 5% speak German.", "targets": "Are there any Eastern languages spoken in Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8bb29e39a741e9af3f3caf48df71fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Airports may also contain premium and VIP services. The premium and VIP services may include express check-in and dedicated check-in counters. These services are usually reserved for First and Business class passengers, premium frequent flyers, and members of the airline's clubs. Premium services may sometimes be open to passengers who are members of a different airline's frequent flyer program. This can sometimes be part of a reciprocal deal, as when multiple airlines are part of the same alliance, or as a ploy to attract premium customers away from rival airlines.", "targets": "What are some services that are offered by VIP services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8bb29e39a741e9af3f3caf48df71fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Airports may also contain premium and VIP services. The premium and VIP services may include express check-in and dedicated check-in counters. These services are usually reserved for First and Business class passengers, premium frequent flyers, and members of the airline's clubs. Premium services may sometimes be open to passengers who are members of a different airline's frequent flyer program. This can sometimes be part of a reciprocal deal, as when multiple airlines are part of the same alliance, or as a ploy to attract premium customers away from rival airlines.", "targets": "These services are usually reserved for what class of passengers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5a8bb29e39a741e9af3f3caf48df71fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Airports may also contain premium and VIP services. The premium and VIP services may include express check-in and dedicated check-in counters. These services are usually reserved for First and Business class passengers, premium frequent flyers, and members of the airline's clubs. Premium services may sometimes be open to passengers who are members of a different airline's frequent flyer program. This can sometimes be part of a reciprocal deal, as when multiple airlines are part of the same alliance, or as a ploy to attract premium customers away from rival airlines.", "targets": "What type of services are sometimes open to passengers who are members of a different airline's frequent flyer program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3425406336d24997afbc16b253c39a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some high mountain villages, such as Avoriaz (in France), Wengen, and Zermatt (in Switzerland) are accessible only by cable car or cog-rail trains, and are car free. Other villages in the Alps are considering becoming car free zones or limiting the number of cars for reasons of sustainability of the fragile Alpine terrain.", "targets": "Where is the village of Avoriaz located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3425406336d24997afbc16b253c39a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some high mountain villages, such as Avoriaz (in France), Wengen, and Zermatt (in Switzerland) are accessible only by cable car or cog-rail trains, and are car free. Other villages in the Alps are considering becoming car free zones or limiting the number of cars for reasons of sustainability of the fragile Alpine terrain.", "targets": "Where are the villages of Wengen and Zermatt located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3425406336d24997afbc16b253c39a40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some high mountain villages, such as Avoriaz (in France), Wengen, and Zermatt (in Switzerland) are accessible only by cable car or cog-rail trains, and are car free. Other villages in the Alps are considering becoming car free zones or limiting the number of cars for reasons of sustainability of the fragile Alpine terrain.", "targets": "Why are villages considering becoming car free zones?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdd24148f1c4d989327602e51855ae8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While other companies were moving on to 32-bit systems, Rare and Nintendo proved that the SNES was still a strong contender in the market. In November 1994, Rare released Donkey Kong Country, a platform game featuring 3D models and textures pre-rendered on SGI workstations. With its detailed graphics, fluid animation and high-quality music, Donkey Kong Country rivaled the aesthetic quality of games that were being released on newer 32-bit CD-based consoles. In the last 45 days of 1994, the game sold 6.1 million units, making it the fastest-selling video game in history to that date. This game sent a message that early 32-bit systems had little to offer over the SNES, and helped make way for the more advanced consoles on the horizon.", "targets": "Which company developed Donkey Kong Country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdd24148f1c4d989327602e51855ae8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While other companies were moving on to 32-bit systems, Rare and Nintendo proved that the SNES was still a strong contender in the market. In November 1994, Rare released Donkey Kong Country, a platform game featuring 3D models and textures pre-rendered on SGI workstations. With its detailed graphics, fluid animation and high-quality music, Donkey Kong Country rivaled the aesthetic quality of games that were being released on newer 32-bit CD-based consoles. In the last 45 days of 1994, the game sold 6.1 million units, making it the fastest-selling video game in history to that date. This game sent a message that early 32-bit systems had little to offer over the SNES, and helped make way for the more advanced consoles on the horizon.", "targets": "How many copies of Donkey Kong Country were sold in its first 45 days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdd24148f1c4d989327602e51855ae8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While other companies were moving on to 32-bit systems, Rare and Nintendo proved that the SNES was still a strong contender in the market. In November 1994, Rare released Donkey Kong Country, a platform game featuring 3D models and textures pre-rendered on SGI workstations. With its detailed graphics, fluid animation and high-quality music, Donkey Kong Country rivaled the aesthetic quality of games that were being released on newer 32-bit CD-based consoles. In the last 45 days of 1994, the game sold 6.1 million units, making it the fastest-selling video game in history to that date. This game sent a message that early 32-bit systems had little to offer over the SNES, and helped make way for the more advanced consoles on the horizon.", "targets": "What kind of computers were Donkey Kong Country's graphics rendered on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdd24148f1c4d989327602e51855ae8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While other companies were moving on to 32-bit systems, Rare and Nintendo proved that the SNES was still a strong contender in the market. In November 1994, Rare released Donkey Kong Country, a platform game featuring 3D models and textures pre-rendered on SGI workstations. With its detailed graphics, fluid animation and high-quality music, Donkey Kong Country rivaled the aesthetic quality of games that were being released on newer 32-bit CD-based consoles. In the last 45 days of 1994, the game sold 6.1 million units, making it the fastest-selling video game in history to that date. This game sent a message that early 32-bit systems had little to offer over the SNES, and helped make way for the more advanced consoles on the horizon.", "targets": "How did Donkey Kong Country's quality compare to games on newer consoles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bfdd24148f1c4d989327602e51855ae8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While other companies were moving on to 32-bit systems, Rare and Nintendo proved that the SNES was still a strong contender in the market. In November 1994, Rare released Donkey Kong Country, a platform game featuring 3D models and textures pre-rendered on SGI workstations. With its detailed graphics, fluid animation and high-quality music, Donkey Kong Country rivaled the aesthetic quality of games that were being released on newer 32-bit CD-based consoles. In the last 45 days of 1994, the game sold 6.1 million units, making it the fastest-selling video game in history to that date. This game sent a message that early 32-bit systems had little to offer over the SNES, and helped make way for the more advanced consoles on the horizon.", "targets": "When was Donkey Kong Country released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "Jellyfish ans sea anemones belong to what phylum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "What makes ctenophores different from all other animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "Ctenophora are less complex than which other phylum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "Which phylum is more complex than sponges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "What does ctenophore use to capture prey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "Jellyfish and sea anemones belong to which group/"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "What do ctenophores have that no other animals have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "What do ctenophore use to capture their prey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "Which two groups have cells bound by inter-cell connections and membranes, muscles, a nervous system and sensory organs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58de388cb53c4c819de176d1b48280f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophores form an animal phylum that is more complex than sponges, about as complex as cnidarians (jellyfish, sea anemones, etc.), and less complex than bilaterians (which include almost all other animals). Unlike sponges, both ctenophores and cnidarians have: cells bound by inter-cell connections and carpet-like basement membranes; muscles; nervous systems; and some have sensory organs. Ctenophores are distinguished from all other animals by having colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack them.", "targets": "Ctenophores are less complex than what other group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94975477bff94ef1ad5b6547cb58ba19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vedic period is named after the Indo-Aryan culture of north-west India, although other parts of India had a distinct cultural identity during this period. The Vedic culture is described in the texts of Vedas, still sacred to Hindus, which were orally composed in Vedic Sanskrit. The Vedas are some of the oldest extant texts in India. The Vedic period, lasting from about 1750 to 500 BCE, and contributed the foundations of several cultural aspects of Indian subcontinent. In terms of culture, many regions of the subcontinent transitioned from the Chalcolithic to the Iron Age in this period.", "targets": "For what culture is the Vedic period named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94975477bff94ef1ad5b6547cb58ba19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vedic period is named after the Indo-Aryan culture of north-west India, although other parts of India had a distinct cultural identity during this period. The Vedic culture is described in the texts of Vedas, still sacred to Hindus, which were orally composed in Vedic Sanskrit. The Vedas are some of the oldest extant texts in India. The Vedic period, lasting from about 1750 to 500 BCE, and contributed the foundations of several cultural aspects of Indian subcontinent. In terms of culture, many regions of the subcontinent transitioned from the Chalcolithic to the Iron Age in this period.", "targets": "Where was the Indo-Aryan culture located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94975477bff94ef1ad5b6547cb58ba19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vedic period is named after the Indo-Aryan culture of north-west India, although other parts of India had a distinct cultural identity during this period. The Vedic culture is described in the texts of Vedas, still sacred to Hindus, which were orally composed in Vedic Sanskrit. The Vedas are some of the oldest extant texts in India. The Vedic period, lasting from about 1750 to 500 BCE, and contributed the foundations of several cultural aspects of Indian subcontinent. In terms of culture, many regions of the subcontinent transitioned from the Chalcolithic to the Iron Age in this period.", "targets": "In what language did  the Vedic culture speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94975477bff94ef1ad5b6547cb58ba19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vedic period is named after the Indo-Aryan culture of north-west India, although other parts of India had a distinct cultural identity during this period. The Vedic culture is described in the texts of Vedas, still sacred to Hindus, which were orally composed in Vedic Sanskrit. The Vedas are some of the oldest extant texts in India. The Vedic period, lasting from about 1750 to 500 BCE, and contributed the foundations of several cultural aspects of Indian subcontinent. In terms of culture, many regions of the subcontinent transitioned from the Chalcolithic to the Iron Age in this period.", "targets": "What sacred texts are some of the oldest in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94975477bff94ef1ad5b6547cb58ba19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Vedic period is named after the Indo-Aryan culture of north-west India, although other parts of India had a distinct cultural identity during this period. The Vedic culture is described in the texts of Vedas, still sacred to Hindus, which were orally composed in Vedic Sanskrit. The Vedas are some of the oldest extant texts in India. The Vedic period, lasting from about 1750 to 500 BCE, and contributed the foundations of several cultural aspects of Indian subcontinent. In terms of culture, many regions of the subcontinent transitioned from the Chalcolithic to the Iron Age in this period.", "targets": "What was the duration of the Vedic culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843ede1158f84db9843930e6fae6da67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, \"organic\" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond which gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word \"organic\" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated synthetic pathways, which seldom involve elementary hydrogen.", "targets": "What is the form of hydrogen and carbon called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843ede1158f84db9843930e6fae6da67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, \"organic\" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond which gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word \"organic\" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated synthetic pathways, which seldom involve elementary hydrogen.", "targets": "What is the form of hydrogen and heteroatoms called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843ede1158f84db9843930e6fae6da67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, \"organic\" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond which gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word \"organic\" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated synthetic pathways, which seldom involve elementary hydrogen.", "targets": "What is the study of organic compounds properties known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843ede1158f84db9843930e6fae6da67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, \"organic\" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond which gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word \"organic\" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated synthetic pathways, which seldom involve elementary hydrogen.", "targets": "What is the study of living organisms known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-843ede1158f84db9843930e6fae6da67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen forms a vast array of compounds with carbon called the hydrocarbons, and an even vaster array with heteroatoms that, because of their general association with living things, are called organic compounds. The study of their properties is known as organic chemistry and their study in the context of living organisms is known as biochemistry. By some definitions, \"organic\" compounds are only required to contain carbon. However, most of them also contain hydrogen, and because it is the carbon-hydrogen bond which gives this class of compounds most of its particular chemical characteristics, carbon-hydrogen bonds are required in some definitions of the word \"organic\" in chemistry. Millions of hydrocarbons are known, and they are usually formed by complicated synthetic pathways, which seldom involve elementary hydrogen.", "targets": "Organic compounds are only required to conatin what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3aad1e3c8c41b5ba95621ae77230e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1868, the horse-drawn tram company Compa\u00f1\u00eda de Tranv\u00edas al Paso del Molino y Cerro created the first lines connecting Montevideo with Uni\u00f3n, the beach resort of Capurro and the industrialized and economically independent Villa del Cerro, at the time called Cosmopolis. In the same year, the Mercado del Puerto was inaugurated. In 1869, the first railway line of the company Ferrocarril Central del Uruguay was inaugurated connecting Bella Vista with the town of Las Piedras. During the same year and the next, the neighbourhoods Col\u00f3n, Nuevo Par\u00eds and La Comercial were founded. The famous to our days Sunday market of Trist\u00e1n Narvaja Street was established in Cord\u00f3n in 1870. Public water supply was established in 1871. In 1878, Bulevar Circunvalaci\u00f3n was constructed, a boulevard starting from Punta Carretas, going up to the north end of the city and then turning west to end at the beach of Capurro. It was renamed to Artigas Boulevard (its current name) in 1885. By Decree, on 8 January 1881, the area Los Pocitos was incorporated to the Nov\u00edsima Ciudad (Most New City).", "targets": "What year did Compania de Tranvias al Paso del Molino y Cerro creat the first lines connecting Montevideo with Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3aad1e3c8c41b5ba95621ae77230e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1868, the horse-drawn tram company Compa\u00f1\u00eda de Tranv\u00edas al Paso del Molino y Cerro created the first lines connecting Montevideo with Uni\u00f3n, the beach resort of Capurro and the industrialized and economically independent Villa del Cerro, at the time called Cosmopolis. In the same year, the Mercado del Puerto was inaugurated. In 1869, the first railway line of the company Ferrocarril Central del Uruguay was inaugurated connecting Bella Vista with the town of Las Piedras. During the same year and the next, the neighbourhoods Col\u00f3n, Nuevo Par\u00eds and La Comercial were founded. The famous to our days Sunday market of Trist\u00e1n Narvaja Street was established in Cord\u00f3n in 1870. Public water supply was established in 1871. In 1878, Bulevar Circunvalaci\u00f3n was constructed, a boulevard starting from Punta Carretas, going up to the north end of the city and then turning west to end at the beach of Capurro. It was renamed to Artigas Boulevard (its current name) in 1885. By Decree, on 8 January 1881, the area Los Pocitos was incorporated to the Nov\u00edsima Ciudad (Most New City).", "targets": "What year was Mercado del Puerto inaugurated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3aad1e3c8c41b5ba95621ae77230e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1868, the horse-drawn tram company Compa\u00f1\u00eda de Tranv\u00edas al Paso del Molino y Cerro created the first lines connecting Montevideo with Uni\u00f3n, the beach resort of Capurro and the industrialized and economically independent Villa del Cerro, at the time called Cosmopolis. In the same year, the Mercado del Puerto was inaugurated. In 1869, the first railway line of the company Ferrocarril Central del Uruguay was inaugurated connecting Bella Vista with the town of Las Piedras. During the same year and the next, the neighbourhoods Col\u00f3n, Nuevo Par\u00eds and La Comercial were founded. The famous to our days Sunday market of Trist\u00e1n Narvaja Street was established in Cord\u00f3n in 1870. Public water supply was established in 1871. In 1878, Bulevar Circunvalaci\u00f3n was constructed, a boulevard starting from Punta Carretas, going up to the north end of the city and then turning west to end at the beach of Capurro. It was renamed to Artigas Boulevard (its current name) in 1885. By Decree, on 8 January 1881, the area Los Pocitos was incorporated to the Nov\u00edsima Ciudad (Most New City).", "targets": "What year was the first railway line of the company Ferrocarril Central del Uruguay inaugurated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e3aad1e3c8c41b5ba95621ae77230e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1868, the horse-drawn tram company Compa\u00f1\u00eda de Tranv\u00edas al Paso del Molino y Cerro created the first lines connecting Montevideo with Uni\u00f3n, the beach resort of Capurro and the industrialized and economically independent Villa del Cerro, at the time called Cosmopolis. In the same year, the Mercado del Puerto was inaugurated. In 1869, the first railway line of the company Ferrocarril Central del Uruguay was inaugurated connecting Bella Vista with the town of Las Piedras. During the same year and the next, the neighbourhoods Col\u00f3n, Nuevo Par\u00eds and La Comercial were founded. The famous to our days Sunday market of Trist\u00e1n Narvaja Street was established in Cord\u00f3n in 1870. Public water supply was established in 1871. In 1878, Bulevar Circunvalaci\u00f3n was constructed, a boulevard starting from Punta Carretas, going up to the north end of the city and then turning west to end at the beach of Capurro. It was renamed to Artigas Boulevard (its current name) in 1885. By Decree, on 8 January 1881, the area Los Pocitos was incorporated to the Nov\u00edsima Ciudad (Most New City).", "targets": "What year was Bulevar Circunvalcion constructed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40bc1ae9a8974055b5a16294761029a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Netscape launched what was to become the Mozilla Foundation in an attempt to produce a competitive browser using the open source software model. That browser would eventually evolve into Firefox, which developed a respectable following while still in the beta stage of development; shortly after the release of Firefox 1.0 in late 2004, Firefox (all versions) accounted for 7% of browser use. As of August 2011, Firefox has a 28% usage share.", "targets": "What did Netscape launch in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40bc1ae9a8974055b5a16294761029a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Netscape launched what was to become the Mozilla Foundation in an attempt to produce a competitive browser using the open source software model. That browser would eventually evolve into Firefox, which developed a respectable following while still in the beta stage of development; shortly after the release of Firefox 1.0 in late 2004, Firefox (all versions) accounted for 7% of browser use. As of August 2011, Firefox has a 28% usage share.", "targets": "Netscape wanted to have a competitive browser using what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40bc1ae9a8974055b5a16294761029a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Netscape launched what was to become the Mozilla Foundation in an attempt to produce a competitive browser using the open source software model. That browser would eventually evolve into Firefox, which developed a respectable following while still in the beta stage of development; shortly after the release of Firefox 1.0 in late 2004, Firefox (all versions) accounted for 7% of browser use. As of August 2011, Firefox has a 28% usage share.", "targets": "What was the resulting browser for the Mozilla Foundation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40bc1ae9a8974055b5a16294761029a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1998, Netscape launched what was to become the Mozilla Foundation in an attempt to produce a competitive browser using the open source software model. That browser would eventually evolve into Firefox, which developed a respectable following while still in the beta stage of development; shortly after the release of Firefox 1.0 in late 2004, Firefox (all versions) accounted for 7% of browser use. As of August 2011, Firefox has a 28% usage share.", "targets": "When was Firefox released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7df06d29b54c0ba9d0fea1cb33d57c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "NASA immediately convened an accident review board, overseen by both houses of Congress. While the determination of responsibility for the accident was complex, the review board concluded that \"deficiencies existed in Command Module design, workmanship and quality control.\" At the insistence of NASA Administrator Webb, North American removed Harrison Storms as Command Module program manager. Webb also reassigned Apollo Spacecraft Program Office (ASPO) Manager Joseph Francis Shea, replacing him with George Low.", "targets": "Who kept tabs on the accident review board that NASA created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7df06d29b54c0ba9d0fea1cb33d57c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "NASA immediately convened an accident review board, overseen by both houses of Congress. While the determination of responsibility for the accident was complex, the review board concluded that \"deficiencies existed in Command Module design, workmanship and quality control.\" At the insistence of NASA Administrator Webb, North American removed Harrison Storms as Command Module program manager. Webb also reassigned Apollo Spacecraft Program Office (ASPO) Manager Joseph Francis Shea, replacing him with George Low.", "targets": "What was found to be at fault for the fire in the cabin on Apollo 1 regarding the CM design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7df06d29b54c0ba9d0fea1cb33d57c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "NASA immediately convened an accident review board, overseen by both houses of Congress. While the determination of responsibility for the accident was complex, the review board concluded that \"deficiencies existed in Command Module design, workmanship and quality control.\" At the insistence of NASA Administrator Webb, North American removed Harrison Storms as Command Module program manager. Webb also reassigned Apollo Spacecraft Program Office (ASPO) Manager Joseph Francis Shea, replacing him with George Low.", "targets": "Who ended up replacing Joseph Francis Shea as ASPO Manager?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7df06d29b54c0ba9d0fea1cb33d57c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "NASA immediately convened an accident review board, overseen by both houses of Congress. While the determination of responsibility for the accident was complex, the review board concluded that \"deficiencies existed in Command Module design, workmanship and quality control.\" At the insistence of NASA Administrator Webb, North American removed Harrison Storms as Command Module program manager. Webb also reassigned Apollo Spacecraft Program Office (ASPO) Manager Joseph Francis Shea, replacing him with George Low.", "targets": "How soon after the cabin fire incident did NASA create its accident review board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c581c83491354ef0b7613a4d4e1bdab2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern is a large, residential research university. Accredited by the North Central Association of Colleges and Schools and the respective national professional organizations for chemistry, psychology, business, education, journalism, music, engineering, law, and medicine, the university offers 124 undergraduate programs and 145 graduate and professional programs. Northwestern conferred 2,190 bachelor's degrees, 3,272 master's degrees, 565 doctoral degrees, and 444 professional degrees in 2012\u20132013.", "targets": "How many undergraduate programs are offered by Northwestern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c581c83491354ef0b7613a4d4e1bdab2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern is a large, residential research university. Accredited by the North Central Association of Colleges and Schools and the respective national professional organizations for chemistry, psychology, business, education, journalism, music, engineering, law, and medicine, the university offers 124 undergraduate programs and 145 graduate and professional programs. Northwestern conferred 2,190 bachelor's degrees, 3,272 master's degrees, 565 doctoral degrees, and 444 professional degrees in 2012\u20132013.", "targets": "How many graduate and professional programs are offered by Northwestern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c581c83491354ef0b7613a4d4e1bdab2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern is a large, residential research university. Accredited by the North Central Association of Colleges and Schools and the respective national professional organizations for chemistry, psychology, business, education, journalism, music, engineering, law, and medicine, the university offers 124 undergraduate programs and 145 graduate and professional programs. Northwestern conferred 2,190 bachelor's degrees, 3,272 master's degrees, 565 doctoral degrees, and 444 professional degrees in 2012\u20132013.", "targets": "How many master's degrees did Northwestern confer during the 2012-2013 school term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c581c83491354ef0b7613a4d4e1bdab2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern is a large, residential research university. Accredited by the North Central Association of Colleges and Schools and the respective national professional organizations for chemistry, psychology, business, education, journalism, music, engineering, law, and medicine, the university offers 124 undergraduate programs and 145 graduate and professional programs. Northwestern conferred 2,190 bachelor's degrees, 3,272 master's degrees, 565 doctoral degrees, and 444 professional degrees in 2012\u20132013.", "targets": "How many doctoral degrees did Northwestern confer during the 2012-2013 school term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c581c83491354ef0b7613a4d4e1bdab2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern is a large, residential research university. Accredited by the North Central Association of Colleges and Schools and the respective national professional organizations for chemistry, psychology, business, education, journalism, music, engineering, law, and medicine, the university offers 124 undergraduate programs and 145 graduate and professional programs. Northwestern conferred 2,190 bachelor's degrees, 3,272 master's degrees, 565 doctoral degrees, and 444 professional degrees in 2012\u20132013.", "targets": "How many bachelor's degrees did Northwestern confer during the 2012-2013 school term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7578933cc34cea8334108837551ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Those who subscribe to this interpretation believe that since the Christian scriptures never counter instrumental language with any negative judgment on instruments, opposition to instruments instead comes from an interpretation of history. There is no written opposition to musical instruments in any setting in the first century and a half of Christian churches (33 AD to 180AD). The use of instruments for Christian worship during this period is also undocumented. Toward the end of the 2nd century, Christians began condemning the instruments themselves. Those who oppose instruments today believe these Church Fathers had a better understanding of God's desire for the church,[citation needed] but there are significant differences between the teachings of these Church Fathers and Christian opposition to instruments today.", "targets": "What does the rejection of instruments in Christian music likely stem from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7578933cc34cea8334108837551ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Those who subscribe to this interpretation believe that since the Christian scriptures never counter instrumental language with any negative judgment on instruments, opposition to instruments instead comes from an interpretation of history. There is no written opposition to musical instruments in any setting in the first century and a half of Christian churches (33 AD to 180AD). The use of instruments for Christian worship during this period is also undocumented. Toward the end of the 2nd century, Christians began condemning the instruments themselves. Those who oppose instruments today believe these Church Fathers had a better understanding of God's desire for the church,[citation needed] but there are significant differences between the teachings of these Church Fathers and Christian opposition to instruments today.", "targets": "During what time is there no record of Christians using instruments for worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7578933cc34cea8334108837551ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Those who subscribe to this interpretation believe that since the Christian scriptures never counter instrumental language with any negative judgment on instruments, opposition to instruments instead comes from an interpretation of history. There is no written opposition to musical instruments in any setting in the first century and a half of Christian churches (33 AD to 180AD). The use of instruments for Christian worship during this period is also undocumented. Toward the end of the 2nd century, Christians began condemning the instruments themselves. Those who oppose instruments today believe these Church Fathers had a better understanding of God's desire for the church,[citation needed] but there are significant differences between the teachings of these Church Fathers and Christian opposition to instruments today.", "targets": "At what point did instruments begin to receive condemnation from Christians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7578933cc34cea8334108837551ed1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Those who subscribe to this interpretation believe that since the Christian scriptures never counter instrumental language with any negative judgment on instruments, opposition to instruments instead comes from an interpretation of history. There is no written opposition to musical instruments in any setting in the first century and a half of Christian churches (33 AD to 180AD). The use of instruments for Christian worship during this period is also undocumented. Toward the end of the 2nd century, Christians began condemning the instruments themselves. Those who oppose instruments today believe these Church Fathers had a better understanding of God's desire for the church,[citation needed] but there are significant differences between the teachings of these Church Fathers and Christian opposition to instruments today.", "targets": "For what reason do modern Christians continue to oppose the use of instruments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3d36552762403bbc0731656eaa9058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1821, after Mexico's War of Independence from Spain, Texas was part of the United Mexican States as the state of Coahuila y Tejas. A large influx of Americans soon followed, originally with the approval of Mexico's president. In 1836, the now largely \"American\" Texans, fought a war of independence from the central government of Mexico and established the Republic of Texas. In 1846, the Republic dissolved when Texas entered the United States of America as a state. Per the 1850 U.S. census, fewer than 16,000 Texans were of Mexican descent, and nearly all were Spanish-speaking people (both Mexicans and non-Spanish European settlers who include German Texan) who were outnumbered (six-to-one) by English-speaking settlers (both Americans and other immigrant Europeans).[citation needed]", "targets": "Was Texas a part of Mexico?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3d36552762403bbc0731656eaa9058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1821, after Mexico's War of Independence from Spain, Texas was part of the United Mexican States as the state of Coahuila y Tejas. A large influx of Americans soon followed, originally with the approval of Mexico's president. In 1836, the now largely \"American\" Texans, fought a war of independence from the central government of Mexico and established the Republic of Texas. In 1846, the Republic dissolved when Texas entered the United States of America as a state. Per the 1850 U.S. census, fewer than 16,000 Texans were of Mexican descent, and nearly all were Spanish-speaking people (both Mexicans and non-Spanish European settlers who include German Texan) who were outnumbered (six-to-one) by English-speaking settlers (both Americans and other immigrant Europeans).[citation needed]", "targets": "When did the Americans come to Texas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3d36552762403bbc0731656eaa9058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1821, after Mexico's War of Independence from Spain, Texas was part of the United Mexican States as the state of Coahuila y Tejas. A large influx of Americans soon followed, originally with the approval of Mexico's president. In 1836, the now largely \"American\" Texans, fought a war of independence from the central government of Mexico and established the Republic of Texas. In 1846, the Republic dissolved when Texas entered the United States of America as a state. Per the 1850 U.S. census, fewer than 16,000 Texans were of Mexican descent, and nearly all were Spanish-speaking people (both Mexicans and non-Spanish European settlers who include German Texan) who were outnumbered (six-to-one) by English-speaking settlers (both Americans and other immigrant Europeans).[citation needed]", "targets": "Was there a war between the Mexicans and the Texans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3d36552762403bbc0731656eaa9058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1821, after Mexico's War of Independence from Spain, Texas was part of the United Mexican States as the state of Coahuila y Tejas. A large influx of Americans soon followed, originally with the approval of Mexico's president. In 1836, the now largely \"American\" Texans, fought a war of independence from the central government of Mexico and established the Republic of Texas. In 1846, the Republic dissolved when Texas entered the United States of America as a state. Per the 1850 U.S. census, fewer than 16,000 Texans were of Mexican descent, and nearly all were Spanish-speaking people (both Mexicans and non-Spanish European settlers who include German Texan) who were outnumbered (six-to-one) by English-speaking settlers (both Americans and other immigrant Europeans).[citation needed]", "targets": "When did Texas become a state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3d36552762403bbc0731656eaa9058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1821, after Mexico's War of Independence from Spain, Texas was part of the United Mexican States as the state of Coahuila y Tejas. A large influx of Americans soon followed, originally with the approval of Mexico's president. In 1836, the now largely \"American\" Texans, fought a war of independence from the central government of Mexico and established the Republic of Texas. In 1846, the Republic dissolved when Texas entered the United States of America as a state. Per the 1850 U.S. census, fewer than 16,000 Texans were of Mexican descent, and nearly all were Spanish-speaking people (both Mexicans and non-Spanish European settlers who include German Texan) who were outnumbered (six-to-one) by English-speaking settlers (both Americans and other immigrant Europeans).[citation needed]", "targets": "Was Texas a primarily a Spanish speaking state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8497f7855bce440a8df5b7d7a5794024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard connectors were designed to be robust. Because USB is hot-pluggable, the connectors would be used more frequently, and perhaps with less care, than other connectors. Many previous connector designs were fragile, specifying embedded component pins or other delicate parts that were vulnerable to bending or breaking. The electrical contacts in a USB connector are protected by an adjacent plastic tongue, and the entire connecting assembly is usually protected by an enclosing metal sheath.", "targets": "Standard connectors were designed to be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8497f7855bce440a8df5b7d7a5794024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard connectors were designed to be robust. Because USB is hot-pluggable, the connectors would be used more frequently, and perhaps with less care, than other connectors. Many previous connector designs were fragile, specifying embedded component pins or other delicate parts that were vulnerable to bending or breaking. The electrical contacts in a USB connector are protected by an adjacent plastic tongue, and the entire connecting assembly is usually protected by an enclosing metal sheath.", "targets": "Why were standard connectors designed to be so robust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8497f7855bce440a8df5b7d7a5794024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard connectors were designed to be robust. Because USB is hot-pluggable, the connectors would be used more frequently, and perhaps with less care, than other connectors. Many previous connector designs were fragile, specifying embedded component pins or other delicate parts that were vulnerable to bending or breaking. The electrical contacts in a USB connector are protected by an adjacent plastic tongue, and the entire connecting assembly is usually protected by an enclosing metal sheath.", "targets": "What as a drawback of previous connectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8497f7855bce440a8df5b7d7a5794024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard connectors were designed to be robust. Because USB is hot-pluggable, the connectors would be used more frequently, and perhaps with less care, than other connectors. Many previous connector designs were fragile, specifying embedded component pins or other delicate parts that were vulnerable to bending or breaking. The electrical contacts in a USB connector are protected by an adjacent plastic tongue, and the entire connecting assembly is usually protected by an enclosing metal sheath.", "targets": "How are the electrical contents of a USB connector protected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8497f7855bce440a8df5b7d7a5794024", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The standard connectors were designed to be robust. Because USB is hot-pluggable, the connectors would be used more frequently, and perhaps with less care, than other connectors. Many previous connector designs were fragile, specifying embedded component pins or other delicate parts that were vulnerable to bending or breaking. The electrical contacts in a USB connector are protected by an adjacent plastic tongue, and the entire connecting assembly is usually protected by an enclosing metal sheath.", "targets": "How is the entire connecting assembly of a USB connector protected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e255e5994384e6c8a489d8d36445e6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1997, the website mp3.com was offering thousands of MP3s created by independent artists for free. The small size of MP3 files enabled widespread peer-to-peer file sharing of music ripped from CDs, which would have previously been nearly impossible. The first large peer-to-peer filesharing network, Napster, was launched in 1999.", "targets": "Which website offered MP3s for free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e255e5994384e6c8a489d8d36445e6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1997, the website mp3.com was offering thousands of MP3s created by independent artists for free. The small size of MP3 files enabled widespread peer-to-peer file sharing of music ripped from CDs, which would have previously been nearly impossible. The first large peer-to-peer filesharing network, Napster, was launched in 1999.", "targets": "How many MP3s were offered for free by the website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e255e5994384e6c8a489d8d36445e6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1997, the website mp3.com was offering thousands of MP3s created by independent artists for free. The small size of MP3 files enabled widespread peer-to-peer file sharing of music ripped from CDs, which would have previously been nearly impossible. The first large peer-to-peer filesharing network, Napster, was launched in 1999.", "targets": "What kind of file sharing became popular due to the file sizes of MP3s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e255e5994384e6c8a489d8d36445e6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1997, the website mp3.com was offering thousands of MP3s created by independent artists for free. The small size of MP3 files enabled widespread peer-to-peer file sharing of music ripped from CDs, which would have previously been nearly impossible. The first large peer-to-peer filesharing network, Napster, was launched in 1999.", "targets": "How did people come into possession of MP3s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e255e5994384e6c8a489d8d36445e6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 1997, the website mp3.com was offering thousands of MP3s created by independent artists for free. The small size of MP3 files enabled widespread peer-to-peer file sharing of music ripped from CDs, which would have previously been nearly impossible. The first large peer-to-peer filesharing network, Napster, was launched in 1999.", "targets": "Which network was the first large peer to peer file sharing network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36142df1b9774696a503d6578ac3823c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the 20th largest state in the United States, covering an area of 69,898 square miles (181,035 km2), with 68,667 square miles (177847 km2) of land and 1,281 square miles (3,188 km2) of water. It is one of six states on the Frontier Strip and lies partly in the Great Plains near the geographical center of the 48 contiguous states. It is bounded on the east by Arkansas and Missouri, on the north by Kansas, on the northwest by Colorado, on the far west by New Mexico, and on the south and near-west by Texas.", "targets": "Where does Oklahoma rank by land area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36142df1b9774696a503d6578ac3823c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the 20th largest state in the United States, covering an area of 69,898 square miles (181,035 km2), with 68,667 square miles (177847 km2) of land and 1,281 square miles (3,188 km2) of water. It is one of six states on the Frontier Strip and lies partly in the Great Plains near the geographical center of the 48 contiguous states. It is bounded on the east by Arkansas and Missouri, on the north by Kansas, on the northwest by Colorado, on the far west by New Mexico, and on the south and near-west by Texas.", "targets": "How many square miles is Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36142df1b9774696a503d6578ac3823c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the 20th largest state in the United States, covering an area of 69,898 square miles (181,035 km2), with 68,667 square miles (177847 km2) of land and 1,281 square miles (3,188 km2) of water. It is one of six states on the Frontier Strip and lies partly in the Great Plains near the geographical center of the 48 contiguous states. It is bounded on the east by Arkansas and Missouri, on the north by Kansas, on the northwest by Colorado, on the far west by New Mexico, and on the south and near-west by Texas.", "targets": "How many square miles of water is in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36142df1b9774696a503d6578ac3823c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the 20th largest state in the United States, covering an area of 69,898 square miles (181,035 km2), with 68,667 square miles (177847 km2) of land and 1,281 square miles (3,188 km2) of water. It is one of six states on the Frontier Strip and lies partly in the Great Plains near the geographical center of the 48 contiguous states. It is bounded on the east by Arkansas and Missouri, on the north by Kansas, on the northwest by Colorado, on the far west by New Mexico, and on the south and near-west by Texas.", "targets": "How many states are on the Frontier Strip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36142df1b9774696a503d6578ac3823c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is the 20th largest state in the United States, covering an area of 69,898 square miles (181,035 km2), with 68,667 square miles (177847 km2) of land and 1,281 square miles (3,188 km2) of water. It is one of six states on the Frontier Strip and lies partly in the Great Plains near the geographical center of the 48 contiguous states. It is bounded on the east by Arkansas and Missouri, on the north by Kansas, on the northwest by Colorado, on the far west by New Mexico, and on the south and near-west by Texas.", "targets": "Which state is north of Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64b1e0a44b014dcbb52b81c292c39a4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent movies filmed in Alaska is MGM's Eskimo/Mala The Magnificent, starring Alaska Native Ray Mala. In 1932 an expedition set out from MGM's studios in Hollywood to Alaska to film what was then billed as \"The Biggest Picture Ever Made.\" Upon arriving in Alaska, they set up \"Camp Hollywood\" in Northwest Alaska, where they lived during the duration of the filming. Louis B. Mayer spared no expense in spite of the remote location, going so far as to hire the chef from the Hotel Roosevelt in Hollywood to prepare meals.", "targets": "Which Alaskan native starred in a film also set in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64b1e0a44b014dcbb52b81c292c39a4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent movies filmed in Alaska is MGM's Eskimo/Mala The Magnificent, starring Alaska Native Ray Mala. In 1932 an expedition set out from MGM's studios in Hollywood to Alaska to film what was then billed as \"The Biggest Picture Ever Made.\" Upon arriving in Alaska, they set up \"Camp Hollywood\" in Northwest Alaska, where they lived during the duration of the filming. Louis B. Mayer spared no expense in spite of the remote location, going so far as to hire the chef from the Hotel Roosevelt in Hollywood to prepare meals.", "targets": "Where did actors on the set of The Magnificent live during their stay in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64b1e0a44b014dcbb52b81c292c39a4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent movies filmed in Alaska is MGM's Eskimo/Mala The Magnificent, starring Alaska Native Ray Mala. In 1932 an expedition set out from MGM's studios in Hollywood to Alaska to film what was then billed as \"The Biggest Picture Ever Made.\" Upon arriving in Alaska, they set up \"Camp Hollywood\" in Northwest Alaska, where they lived during the duration of the filming. Louis B. Mayer spared no expense in spite of the remote location, going so far as to hire the chef from the Hotel Roosevelt in Hollywood to prepare meals.", "targets": "In what area of Alaska was Camp Hollywood located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64b1e0a44b014dcbb52b81c292c39a4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the most prominent movies filmed in Alaska is MGM's Eskimo/Mala The Magnificent, starring Alaska Native Ray Mala. In 1932 an expedition set out from MGM's studios in Hollywood to Alaska to film what was then billed as \"The Biggest Picture Ever Made.\" Upon arriving in Alaska, they set up \"Camp Hollywood\" in Northwest Alaska, where they lived during the duration of the filming. Louis B. Mayer spared no expense in spite of the remote location, going so far as to hire the chef from the Hotel Roosevelt in Hollywood to prepare meals.", "targets": "Which chef was hired to prepare meals for the actors in The Magnificent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8e10de928a476e90e37936e1b11a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term prime minister in the sense that we know it originated in the 18th century in the United Kingdom when members of parliament disparagingly used the title in reference to Sir Robert Walpole. Over time, the title became honorific and remains so in the 21st century.", "targets": "When did the modern usage of prime minister come into being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f8e10de928a476e90e37936e1b11a19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term prime minister in the sense that we know it originated in the 18th century in the United Kingdom when members of parliament disparagingly used the title in reference to Sir Robert Walpole. Over time, the title became honorific and remains so in the 21st century.", "targets": "Who was referenced as prime minister in a negative manner when the term was first used in its modern sense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db648e9a33794259a716cb3210e5586c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious difference between the brains of mammals and other vertebrates is in terms of size. On average, a mammal has a brain roughly twice as large as that of a bird of the same body size, and ten times as large as that of a reptile of the same body size.", "targets": "A mammal's brain is how many times larger than a birds relative to body size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db648e9a33794259a716cb3210e5586c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious difference between the brains of mammals and other vertebrates is in terms of size. On average, a mammal has a brain roughly twice as large as that of a bird of the same body size, and ten times as large as that of a reptile of the same body size.", "targets": "A mammal's brain is how many times larger than a reptiles relative to body size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db648e9a33794259a716cb3210e5586c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most obvious difference between the brains of mammals and other vertebrates is in terms of size. On average, a mammal has a brain roughly twice as large as that of a bird of the same body size, and ten times as large as that of a reptile of the same body size.", "targets": "The biggest difference between brains of mammals and other vertebrates is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-740d91b3b2df47b48268a1ce35bab1d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Documentary filmmakers have studied the lives of wrestlers and the effects the profession has on them and their families. The 1999 theatrical documentary Beyond the Mat focused on Terry Funk, a wrestler nearing retirement; Mick Foley, a wrestler within his prime; Jake Roberts, a former star fallen from grace; and a school of wrestling student trying to break into the business. The 2005 release Lipstick and Dynamite, Piss and Vinegar: The First Ladies of Wrestling chronicled the development of women's wrestling throughout the 20th century. Pro wrestling has been featured several times on HBO's Real Sports with Bryant Gumbel. MTV's documentary series True Life featured two episodes titled \"I'm a Professional Wrestler\" and \"I Want to Be a Professional Wrestler\". Other documentaries have been produced by The Learning Channel (The Secret World of Professional Wrestling) and A&E (Hitman Hart: Wrestling with Shadows). Bloodstained Memoirs explored the careers of several pro wrestlers, including Chris Jericho, Rob Van Dam and Roddy Piper.", "targets": "Who has studied the lives of wrestlers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-740d91b3b2df47b48268a1ce35bab1d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Documentary filmmakers have studied the lives of wrestlers and the effects the profession has on them and their families. The 1999 theatrical documentary Beyond the Mat focused on Terry Funk, a wrestler nearing retirement; Mick Foley, a wrestler within his prime; Jake Roberts, a former star fallen from grace; and a school of wrestling student trying to break into the business. The 2005 release Lipstick and Dynamite, Piss and Vinegar: The First Ladies of Wrestling chronicled the development of women's wrestling throughout the 20th century. Pro wrestling has been featured several times on HBO's Real Sports with Bryant Gumbel. MTV's documentary series True Life featured two episodes titled \"I'm a Professional Wrestler\" and \"I Want to Be a Professional Wrestler\". Other documentaries have been produced by The Learning Channel (The Secret World of Professional Wrestling) and A&E (Hitman Hart: Wrestling with Shadows). Bloodstained Memoirs explored the careers of several pro wrestlers, including Chris Jericho, Rob Van Dam and Roddy Piper.", "targets": "When did Beyond the Mat come out? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-740d91b3b2df47b48268a1ce35bab1d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Documentary filmmakers have studied the lives of wrestlers and the effects the profession has on them and their families. The 1999 theatrical documentary Beyond the Mat focused on Terry Funk, a wrestler nearing retirement; Mick Foley, a wrestler within his prime; Jake Roberts, a former star fallen from grace; and a school of wrestling student trying to break into the business. The 2005 release Lipstick and Dynamite, Piss and Vinegar: The First Ladies of Wrestling chronicled the development of women's wrestling throughout the 20th century. Pro wrestling has been featured several times on HBO's Real Sports with Bryant Gumbel. MTV's documentary series True Life featured two episodes titled \"I'm a Professional Wrestler\" and \"I Want to Be a Professional Wrestler\". Other documentaries have been produced by The Learning Channel (The Secret World of Professional Wrestling) and A&E (Hitman Hart: Wrestling with Shadows). Bloodstained Memoirs explored the careers of several pro wrestlers, including Chris Jericho, Rob Van Dam and Roddy Piper.", "targets": "Who hosts Real Sports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-740d91b3b2df47b48268a1ce35bab1d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Documentary filmmakers have studied the lives of wrestlers and the effects the profession has on them and their families. The 1999 theatrical documentary Beyond the Mat focused on Terry Funk, a wrestler nearing retirement; Mick Foley, a wrestler within his prime; Jake Roberts, a former star fallen from grace; and a school of wrestling student trying to break into the business. The 2005 release Lipstick and Dynamite, Piss and Vinegar: The First Ladies of Wrestling chronicled the development of women's wrestling throughout the 20th century. Pro wrestling has been featured several times on HBO's Real Sports with Bryant Gumbel. MTV's documentary series True Life featured two episodes titled \"I'm a Professional Wrestler\" and \"I Want to Be a Professional Wrestler\". Other documentaries have been produced by The Learning Channel (The Secret World of Professional Wrestling) and A&E (Hitman Hart: Wrestling with Shadows). Bloodstained Memoirs explored the careers of several pro wrestlers, including Chris Jericho, Rob Van Dam and Roddy Piper.", "targets": "Who are a few wrestlers who have had memoirs written about them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd67ee762df45bfa66963d3d018f7d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland (/\u02c8sw\u026ats\u0259rl\u0259nd/), officially the Swiss Confederation (Latin: Confoederatio Helvetica, hence its abbreviation CH), is a country in Europe. While still named the \"Swiss Confederation\" for historical reasons, modern Switzerland is a federal directorial republic consisting of 26 cantons, with Bern as the seat of the federal authorities, called Bundesstadt (\"federal city\").[note 3] The country is situated in Western and Central Europe,[note 4] and is bordered by Italy to the south, France to the west, Germany to the north, and Austria and Liechtenstein to the east. Switzerland is a landlocked country geographically divided between the Alps, the Swiss Plateau and the Jura, spanning an area of 41,285 km2 (15,940 sq mi). While the Alps occupy the greater part of the territory, the Swiss population of approximately 8 million people is concentrated mostly on the Plateau, where the largest cities are to be found: among them are the two global and economic centres, Z\u00fcrich and Geneva.", "targets": "What is the official name of Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd67ee762df45bfa66963d3d018f7d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland (/\u02c8sw\u026ats\u0259rl\u0259nd/), officially the Swiss Confederation (Latin: Confoederatio Helvetica, hence its abbreviation CH), is a country in Europe. While still named the \"Swiss Confederation\" for historical reasons, modern Switzerland is a federal directorial republic consisting of 26 cantons, with Bern as the seat of the federal authorities, called Bundesstadt (\"federal city\").[note 3] The country is situated in Western and Central Europe,[note 4] and is bordered by Italy to the south, France to the west, Germany to the north, and Austria and Liechtenstein to the east. Switzerland is a landlocked country geographically divided between the Alps, the Swiss Plateau and the Jura, spanning an area of 41,285 km2 (15,940 sq mi). While the Alps occupy the greater part of the territory, the Swiss population of approximately 8 million people is concentrated mostly on the Plateau, where the largest cities are to be found: among them are the two global and economic centres, Z\u00fcrich and Geneva.", "targets": "What type of government does Switzerland have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd67ee762df45bfa66963d3d018f7d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland (/\u02c8sw\u026ats\u0259rl\u0259nd/), officially the Swiss Confederation (Latin: Confoederatio Helvetica, hence its abbreviation CH), is a country in Europe. While still named the \"Swiss Confederation\" for historical reasons, modern Switzerland is a federal directorial republic consisting of 26 cantons, with Bern as the seat of the federal authorities, called Bundesstadt (\"federal city\").[note 3] The country is situated in Western and Central Europe,[note 4] and is bordered by Italy to the south, France to the west, Germany to the north, and Austria and Liechtenstein to the east. Switzerland is a landlocked country geographically divided between the Alps, the Swiss Plateau and the Jura, spanning an area of 41,285 km2 (15,940 sq mi). While the Alps occupy the greater part of the territory, the Swiss population of approximately 8 million people is concentrated mostly on the Plateau, where the largest cities are to be found: among them are the two global and economic centres, Z\u00fcrich and Geneva.", "targets": "How many cantons are in Switzerland's federal directorial republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd67ee762df45bfa66963d3d018f7d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland (/\u02c8sw\u026ats\u0259rl\u0259nd/), officially the Swiss Confederation (Latin: Confoederatio Helvetica, hence its abbreviation CH), is a country in Europe. While still named the \"Swiss Confederation\" for historical reasons, modern Switzerland is a federal directorial republic consisting of 26 cantons, with Bern as the seat of the federal authorities, called Bundesstadt (\"federal city\").[note 3] The country is situated in Western and Central Europe,[note 4] and is bordered by Italy to the south, France to the west, Germany to the north, and Austria and Liechtenstein to the east. Switzerland is a landlocked country geographically divided between the Alps, the Swiss Plateau and the Jura, spanning an area of 41,285 km2 (15,940 sq mi). While the Alps occupy the greater part of the territory, the Swiss population of approximately 8 million people is concentrated mostly on the Plateau, where the largest cities are to be found: among them are the two global and economic centres, Z\u00fcrich and Geneva.", "targets": "What 3 geographical features divide Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bd67ee762df45bfa66963d3d018f7d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Switzerland (/\u02c8sw\u026ats\u0259rl\u0259nd/), officially the Swiss Confederation (Latin: Confoederatio Helvetica, hence its abbreviation CH), is a country in Europe. While still named the \"Swiss Confederation\" for historical reasons, modern Switzerland is a federal directorial republic consisting of 26 cantons, with Bern as the seat of the federal authorities, called Bundesstadt (\"federal city\").[note 3] The country is situated in Western and Central Europe,[note 4] and is bordered by Italy to the south, France to the west, Germany to the north, and Austria and Liechtenstein to the east. Switzerland is a landlocked country geographically divided between the Alps, the Swiss Plateau and the Jura, spanning an area of 41,285 km2 (15,940 sq mi). While the Alps occupy the greater part of the territory, the Swiss population of approximately 8 million people is concentrated mostly on the Plateau, where the largest cities are to be found: among them are the two global and economic centres, Z\u00fcrich and Geneva.", "targets": "What is the population of Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6812f0dee046f7a1e6676b5df93dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Sander claims that by artificially elevating minority students into schools they otherwise would not be capable of attending, this discourages them and tends to engender failure and high dropout rates for these students. For example, about half of black college students rank in the bottom 20 percent of their classes, black law school graduates are four times as likely to fail bar exams as are whites, and interracial friendships are more likely to form among students with relatively similar levels of academic preparation; thus, blacks and Hispanics are more socially integrated on campuses where they are less academically mismatched. He claims that the supposed \"beneficiaries\" of affirmative action \u2013 minorities \u2013 do not actually benefit and rather are harmed by the policy. Sander's claims have been disputed, and his empirical analyses have been subject to substantial criticism. A group including some of the country's lead statistical methodologists told the Supreme Court that Sander's analyses were sufficiently flawed that the Court would be wise to ignore them entirely. At the same time many scholars have found that minorities gain substantially from affirmative action.", "targets": "Who claims that artificially raising minority students into schools has a negative effect on them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6812f0dee046f7a1e6676b5df93dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Sander claims that by artificially elevating minority students into schools they otherwise would not be capable of attending, this discourages them and tends to engender failure and high dropout rates for these students. For example, about half of black college students rank in the bottom 20 percent of their classes, black law school graduates are four times as likely to fail bar exams as are whites, and interracial friendships are more likely to form among students with relatively similar levels of academic preparation; thus, blacks and Hispanics are more socially integrated on campuses where they are less academically mismatched. He claims that the supposed \"beneficiaries\" of affirmative action \u2013 minorities \u2013 do not actually benefit and rather are harmed by the policy. Sander's claims have been disputed, and his empirical analyses have been subject to substantial criticism. A group including some of the country's lead statistical methodologists told the Supreme Court that Sander's analyses were sufficiently flawed that the Court would be wise to ignore them entirely. At the same time many scholars have found that minorities gain substantially from affirmative action.", "targets": "What was a negative effect of affirmative action according to Richard Sander?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6812f0dee046f7a1e6676b5df93dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Sander claims that by artificially elevating minority students into schools they otherwise would not be capable of attending, this discourages them and tends to engender failure and high dropout rates for these students. For example, about half of black college students rank in the bottom 20 percent of their classes, black law school graduates are four times as likely to fail bar exams as are whites, and interracial friendships are more likely to form among students with relatively similar levels of academic preparation; thus, blacks and Hispanics are more socially integrated on campuses where they are less academically mismatched. He claims that the supposed \"beneficiaries\" of affirmative action \u2013 minorities \u2013 do not actually benefit and rather are harmed by the policy. Sander's claims have been disputed, and his empirical analyses have been subject to substantial criticism. A group including some of the country's lead statistical methodologists told the Supreme Court that Sander's analyses were sufficiently flawed that the Court would be wise to ignore them entirely. At the same time many scholars have found that minorities gain substantially from affirmative action.", "targets": "Where do half of the black college students rank in terms of their performance relative to the rest of their class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f6812f0dee046f7a1e6676b5df93dcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Sander claims that by artificially elevating minority students into schools they otherwise would not be capable of attending, this discourages them and tends to engender failure and high dropout rates for these students. For example, about half of black college students rank in the bottom 20 percent of their classes, black law school graduates are four times as likely to fail bar exams as are whites, and interracial friendships are more likely to form among students with relatively similar levels of academic preparation; thus, blacks and Hispanics are more socially integrated on campuses where they are less academically mismatched. He claims that the supposed \"beneficiaries\" of affirmative action \u2013 minorities \u2013 do not actually benefit and rather are harmed by the policy. Sander's claims have been disputed, and his empirical analyses have been subject to substantial criticism. A group including some of the country's lead statistical methodologists told the Supreme Court that Sander's analyses were sufficiently flawed that the Court would be wise to ignore them entirely. At the same time many scholars have found that minorities gain substantially from affirmative action.", "targets": "What is the failure rate for black law school graduates compared to whites for the bar exam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ddc266f2cce4be79ff4ad8057c6d3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy erupted when Madonna decided to adopt from Malawi again. Chifundo \"Mercy\" James was finally adopted in June 2009. Madonna had known Mercy from the time she went to adopt David. Mercy's grandmother had initially protested the adoption, but later gave in, saying \"At first I didn't want her to go but as a family we had to sit down and reach an agreement and we agreed that Mercy should go. The men insisted that Mercy be adopted and I won't resist anymore. I still love Mercy. She is my dearest.\" Mercy's father was still adamant saying that he could not support the adoption since he was alive.", "targets": "When was Mercy adopted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ddc266f2cce4be79ff4ad8057c6d3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy erupted when Madonna decided to adopt from Malawi again. Chifundo \"Mercy\" James was finally adopted in June 2009. Madonna had known Mercy from the time she went to adopt David. Mercy's grandmother had initially protested the adoption, but later gave in, saying \"At first I didn't want her to go but as a family we had to sit down and reach an agreement and we agreed that Mercy should go. The men insisted that Mercy be adopted and I won't resist anymore. I still love Mercy. She is my dearest.\" Mercy's father was still adamant saying that he could not support the adoption since he was alive.", "targets": "Madonna known Mercy since going to adopt which child in Malawi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ddc266f2cce4be79ff4ad8057c6d3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy erupted when Madonna decided to adopt from Malawi again. Chifundo \"Mercy\" James was finally adopted in June 2009. Madonna had known Mercy from the time she went to adopt David. Mercy's grandmother had initially protested the adoption, but later gave in, saying \"At first I didn't want her to go but as a family we had to sit down and reach an agreement and we agreed that Mercy should go. The men insisted that Mercy be adopted and I won't resist anymore. I still love Mercy. She is my dearest.\" Mercy's father was still adamant saying that he could not support the adoption since he was alive.", "targets": "Who initially protested the adoption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ddc266f2cce4be79ff4ad8057c6d3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy erupted when Madonna decided to adopt from Malawi again. Chifundo \"Mercy\" James was finally adopted in June 2009. Madonna had known Mercy from the time she went to adopt David. Mercy's grandmother had initially protested the adoption, but later gave in, saying \"At first I didn't want her to go but as a family we had to sit down and reach an agreement and we agreed that Mercy should go. The men insisted that Mercy be adopted and I won't resist anymore. I still love Mercy. She is my dearest.\" Mercy's father was still adamant saying that he could not support the adoption since he was alive.", "targets": "Who insisted that Mercy should be adopted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ddc266f2cce4be79ff4ad8057c6d3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy erupted when Madonna decided to adopt from Malawi again. Chifundo \"Mercy\" James was finally adopted in June 2009. Madonna had known Mercy from the time she went to adopt David. Mercy's grandmother had initially protested the adoption, but later gave in, saying \"At first I didn't want her to go but as a family we had to sit down and reach an agreement and we agreed that Mercy should go. The men insisted that Mercy be adopted and I won't resist anymore. I still love Mercy. She is my dearest.\" Mercy's father was still adamant saying that he could not support the adoption since he was alive.", "targets": "Who stated that he could not support the adoption since he was alive??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcb1867107e4ccd8e0668ca187303f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predatory animals often use their usual methods of attacking prey to inflict or to threaten grievous injury to their own predators. The electric eel uses the same electric current to kill prey and to defend itself against animals (anacondas, caimans, egrets, jaguars, mountain lions, giant otters, humans, dogs, and cats) that ordinarily prey upon fish similar to an electric eel in size; the electric eel thus remains an apex predator in a predator-rich environment. A predator small enough to be prey for others, the domestic cat uses its formidable teeth and claws as weapons against animals that might confuse a cat with easier prey. Many non-predatory prey animals, such as a zebra, can give a strong kick that can maim or kill, while others charge with tusks or horns.", "targets": "What are some predators of the electric eel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcb1867107e4ccd8e0668ca187303f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predatory animals often use their usual methods of attacking prey to inflict or to threaten grievous injury to their own predators. The electric eel uses the same electric current to kill prey and to defend itself against animals (anacondas, caimans, egrets, jaguars, mountain lions, giant otters, humans, dogs, and cats) that ordinarily prey upon fish similar to an electric eel in size; the electric eel thus remains an apex predator in a predator-rich environment. A predator small enough to be prey for others, the domestic cat uses its formidable teeth and claws as weapons against animals that might confuse a cat with easier prey. Many non-predatory prey animals, such as a zebra, can give a strong kick that can maim or kill, while others charge with tusks or horns.", "targets": "What defense does a zebra have against predators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcb1867107e4ccd8e0668ca187303f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predatory animals often use their usual methods of attacking prey to inflict or to threaten grievous injury to their own predators. The electric eel uses the same electric current to kill prey and to defend itself against animals (anacondas, caimans, egrets, jaguars, mountain lions, giant otters, humans, dogs, and cats) that ordinarily prey upon fish similar to an electric eel in size; the electric eel thus remains an apex predator in a predator-rich environment. A predator small enough to be prey for others, the domestic cat uses its formidable teeth and claws as weapons against animals that might confuse a cat with easier prey. Many non-predatory prey animals, such as a zebra, can give a strong kick that can maim or kill, while others charge with tusks or horns.", "targets": "What defenses does a domestic cat have against predators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcb1867107e4ccd8e0668ca187303f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Predatory animals often use their usual methods of attacking prey to inflict or to threaten grievous injury to their own predators. The electric eel uses the same electric current to kill prey and to defend itself against animals (anacondas, caimans, egrets, jaguars, mountain lions, giant otters, humans, dogs, and cats) that ordinarily prey upon fish similar to an electric eel in size; the electric eel thus remains an apex predator in a predator-rich environment. A predator small enough to be prey for others, the domestic cat uses its formidable teeth and claws as weapons against animals that might confuse a cat with easier prey. Many non-predatory prey animals, such as a zebra, can give a strong kick that can maim or kill, while others charge with tusks or horns.", "targets": "The electric eel uses electric shock for defense and what other purpose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb776c5ca8a4c4f8fef9a3d3148f0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was born Neumann J\u00e1nos Lajos (in Hungarian the family name comes first), Hebrew name Yonah, in Budapest, Kingdom of Hungary, which was then part of the Austro-Hungarian Empire, to wealthy Jewish parents of the Haskalah. He was the eldest of three children. He had two younger brothers: Michael, born in 1907, and Nicholas, who was born in 1911. His father, Neumann Miksa (Max Neumann) was a banker, who held a doctorate in law. He had moved to Budapest from P\u00e9cs at the end of the 1880s. Miksa's father and grandfather were both born in Ond (now part of the town of Szerencs), Zempl\u00e9n County, northern Hungary. John's mother was Kann Margit (Margaret Kann); her parents were Jakab Kann and Katalin Meisels. Three generations of the Kann family lived in spacious apartments above the Kann-Heller offices in Budapest; von Neumann's family occupied an 18-room apartment on the top floor.", "targets": "Where was Von Neumann born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb776c5ca8a4c4f8fef9a3d3148f0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was born Neumann J\u00e1nos Lajos (in Hungarian the family name comes first), Hebrew name Yonah, in Budapest, Kingdom of Hungary, which was then part of the Austro-Hungarian Empire, to wealthy Jewish parents of the Haskalah. He was the eldest of three children. He had two younger brothers: Michael, born in 1907, and Nicholas, who was born in 1911. His father, Neumann Miksa (Max Neumann) was a banker, who held a doctorate in law. He had moved to Budapest from P\u00e9cs at the end of the 1880s. Miksa's father and grandfather were both born in Ond (now part of the town of Szerencs), Zempl\u00e9n County, northern Hungary. John's mother was Kann Margit (Margaret Kann); her parents were Jakab Kann and Katalin Meisels. Three generations of the Kann family lived in spacious apartments above the Kann-Heller offices in Budapest; von Neumann's family occupied an 18-room apartment on the top floor.", "targets": "Did Von Neumann have any siblings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb776c5ca8a4c4f8fef9a3d3148f0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was born Neumann J\u00e1nos Lajos (in Hungarian the family name comes first), Hebrew name Yonah, in Budapest, Kingdom of Hungary, which was then part of the Austro-Hungarian Empire, to wealthy Jewish parents of the Haskalah. He was the eldest of three children. He had two younger brothers: Michael, born in 1907, and Nicholas, who was born in 1911. His father, Neumann Miksa (Max Neumann) was a banker, who held a doctorate in law. He had moved to Budapest from P\u00e9cs at the end of the 1880s. Miksa's father and grandfather were both born in Ond (now part of the town of Szerencs), Zempl\u00e9n County, northern Hungary. John's mother was Kann Margit (Margaret Kann); her parents were Jakab Kann and Katalin Meisels. Three generations of the Kann family lived in spacious apartments above the Kann-Heller offices in Budapest; von Neumann's family occupied an 18-room apartment on the top floor.", "targets": "What occupation did Von Neumann father hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb776c5ca8a4c4f8fef9a3d3148f0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was born Neumann J\u00e1nos Lajos (in Hungarian the family name comes first), Hebrew name Yonah, in Budapest, Kingdom of Hungary, which was then part of the Austro-Hungarian Empire, to wealthy Jewish parents of the Haskalah. He was the eldest of three children. He had two younger brothers: Michael, born in 1907, and Nicholas, who was born in 1911. His father, Neumann Miksa (Max Neumann) was a banker, who held a doctorate in law. He had moved to Budapest from P\u00e9cs at the end of the 1880s. Miksa's father and grandfather were both born in Ond (now part of the town of Szerencs), Zempl\u00e9n County, northern Hungary. John's mother was Kann Margit (Margaret Kann); her parents were Jakab Kann and Katalin Meisels. Three generations of the Kann family lived in spacious apartments above the Kann-Heller offices in Budapest; von Neumann's family occupied an 18-room apartment on the top floor.", "targets": "When did Von Neuman's father move from Pecs to Budapest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb776c5ca8a4c4f8fef9a3d3148f0bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was born Neumann J\u00e1nos Lajos (in Hungarian the family name comes first), Hebrew name Yonah, in Budapest, Kingdom of Hungary, which was then part of the Austro-Hungarian Empire, to wealthy Jewish parents of the Haskalah. He was the eldest of three children. He had two younger brothers: Michael, born in 1907, and Nicholas, who was born in 1911. His father, Neumann Miksa (Max Neumann) was a banker, who held a doctorate in law. He had moved to Budapest from P\u00e9cs at the end of the 1880s. Miksa's father and grandfather were both born in Ond (now part of the town of Szerencs), Zempl\u00e9n County, northern Hungary. John's mother was Kann Margit (Margaret Kann); her parents were Jakab Kann and Katalin Meisels. Three generations of the Kann family lived in spacious apartments above the Kann-Heller offices in Budapest; von Neumann's family occupied an 18-room apartment on the top floor.", "targets": "What was Von Neumann's mother's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ab53374e76d481b971dd1375411ab1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first week of May 2013, Prime Minister Passos Coelho announced a significant government plan for the public sector, whereby 30,000 jobs will be cut and the number of weekly working hours will be increased from 35 to 40 hours. Coelho reaffirmed the announcement by explaining that austerity measures are necessary if Portugal seeks to avoid another monetary bailout grant from the European Commission, European Central Bank and International Monetary Fund\u2014the overall plan intends to enact further cuts of \u20ac4.8 billion over a three-year period.", "targets": "Who was the Portugal Prime Minister in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ab53374e76d481b971dd1375411ab1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first week of May 2013, Prime Minister Passos Coelho announced a significant government plan for the public sector, whereby 30,000 jobs will be cut and the number of weekly working hours will be increased from 35 to 40 hours. Coelho reaffirmed the announcement by explaining that austerity measures are necessary if Portugal seeks to avoid another monetary bailout grant from the European Commission, European Central Bank and International Monetary Fund\u2014the overall plan intends to enact further cuts of \u20ac4.8 billion over a three-year period.", "targets": "What did the Prime Minister announce during the first week of May in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ab53374e76d481b971dd1375411ab1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first week of May 2013, Prime Minister Passos Coelho announced a significant government plan for the public sector, whereby 30,000 jobs will be cut and the number of weekly working hours will be increased from 35 to 40 hours. Coelho reaffirmed the announcement by explaining that austerity measures are necessary if Portugal seeks to avoid another monetary bailout grant from the European Commission, European Central Bank and International Monetary Fund\u2014the overall plan intends to enact further cuts of \u20ac4.8 billion over a three-year period.", "targets": "For what reason did Prime Minister Passos Coelho justify cutting 30000 jobs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ab53374e76d481b971dd1375411ab1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the first week of May 2013, Prime Minister Passos Coelho announced a significant government plan for the public sector, whereby 30,000 jobs will be cut and the number of weekly working hours will be increased from 35 to 40 hours. Coelho reaffirmed the announcement by explaining that austerity measures are necessary if Portugal seeks to avoid another monetary bailout grant from the European Commission, European Central Bank and International Monetary Fund\u2014the overall plan intends to enact further cuts of \u20ac4.8 billion over a three-year period.", "targets": "From which entities did Portugal seek a monetary bailout from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d5638741904bcb8ab328bb577deab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomy: Astronomical observations from China constitute the longest continuous sequence from any civilisation and include records of sunspots (112 records from 364 BC), supernovas (1054), lunar and solar eclipses. By the 12th century, they could reasonably accurately make predictions of eclipses, but the knowledge of this was lost during the Ming dynasty, so that the Jesuit Matteo Ricci gained much favour in 1601 by his predictions. By 635 Chinese astronomers had observed that the tails of comets always point away from the sun.", "targets": "What observations in astronomy did China record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d5638741904bcb8ab328bb577deab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomy: Astronomical observations from China constitute the longest continuous sequence from any civilisation and include records of sunspots (112 records from 364 BC), supernovas (1054), lunar and solar eclipses. By the 12th century, they could reasonably accurately make predictions of eclipses, but the knowledge of this was lost during the Ming dynasty, so that the Jesuit Matteo Ricci gained much favour in 1601 by his predictions. By 635 Chinese astronomers had observed that the tails of comets always point away from the sun.", "targets": "What kind of predictions were made during the 12th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d5638741904bcb8ab328bb577deab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomy: Astronomical observations from China constitute the longest continuous sequence from any civilisation and include records of sunspots (112 records from 364 BC), supernovas (1054), lunar and solar eclipses. By the 12th century, they could reasonably accurately make predictions of eclipses, but the knowledge of this was lost during the Ming dynasty, so that the Jesuit Matteo Ricci gained much favour in 1601 by his predictions. By 635 Chinese astronomers had observed that the tails of comets always point away from the sun.", "targets": "Who made predictions in 1601?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d5638741904bcb8ab328bb577deab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomy: Astronomical observations from China constitute the longest continuous sequence from any civilisation and include records of sunspots (112 records from 364 BC), supernovas (1054), lunar and solar eclipses. By the 12th century, they could reasonably accurately make predictions of eclipses, but the knowledge of this was lost during the Ming dynasty, so that the Jesuit Matteo Ricci gained much favour in 1601 by his predictions. By 635 Chinese astronomers had observed that the tails of comets always point away from the sun.", "targets": "What year did Chinese astronomers start to observe comets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64d5638741904bcb8ab328bb577deab8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Astronomy: Astronomical observations from China constitute the longest continuous sequence from any civilisation and include records of sunspots (112 records from 364 BC), supernovas (1054), lunar and solar eclipses. By the 12th century, they could reasonably accurately make predictions of eclipses, but the knowledge of this was lost during the Ming dynasty, so that the Jesuit Matteo Ricci gained much favour in 1601 by his predictions. By 635 Chinese astronomers had observed that the tails of comets always point away from the sun.", "targets": "How many records of sunspots are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Who was the Super Bowl 50 MVP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many fumbles did Von Miller force in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Which team held the scoring lead throughout the entire game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Which Denver linebacker was named Super Bowl MVP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many solo tackles did Von Miller make at Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Who was limited by Denver's defense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many times was Cam Newton sacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Who won the Super Bowl MVP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many turnovers did Cam Newton have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many fumbles did Von Miller force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Who was given the esteemed status of MVP for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "What position does Von Miller play for the Denver Broncos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "What was the number of solo tackles that Von Miller had in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many forced fumbles did Von Miller have during the Super Bowl 50 game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Who won the MVP for the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many tackles did Von Miller get during the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many times was Cam Newton sacked in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many times did the Denver defense force Newton into turnovers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Which Newton turnover resulted in seven points for Denver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "Who was the Most Valuable Player of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "What position does Von Miller play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many times was the Panthers' quarterback sacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many times did the Broncos cause turnovers in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "What Denver player caused two fumbles for the Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22bacc66add143d89602c22168d0991d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Broncos took an early lead in Super Bowl 50 and never trailed. Newton was limited by Denver's defense, which sacked him seven times and forced him into three turnovers, including a fumble which they recovered for a touchdown. Denver linebacker Von Miller was named Super Bowl MVP, recording five solo tackles, 2\u00bd sacks, and two forced fumbles.", "targets": "How many tackles did Von Miller accomlish by himself in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02b798a06cb4bed87562cd133f254d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1763, the war in Central Europe was essentially a stalemate. Frederick had retaken most of Silesia and Saxony but not the latter's capital, Dresden. His financial situation was not dire, but his kingdom was devastated and his army severely weakened. His manpower had dramatically decreased, and he had lost so many effective officers and generals that a new offensive was perhaps impossible. British subsidies had been stopped by the new Prime Minister Lord Bute, and the Russian Emperor had been overthrown by his wife, Catherine, who ended Russia's alliance with Prussia and withdrew from the war. Austria, however, like most participants, was facing a severe financial crisis and had to decrease the size of its army, something which greatly affected its offensive power. Indeed, after having effectively sustained a long war, its administration was in disarray. By that time, it still held Dresden, the southeastern parts of Saxony, the county of Glatz, and southern Silesia, but the prospect of victory was dim without Russian support. In 1763 a peace settlement was reached at the Treaty of Hubertusburg, ending the war in central Europe.", "targets": "In 1763 what was the status of Frederick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02b798a06cb4bed87562cd133f254d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1763, the war in Central Europe was essentially a stalemate. Frederick had retaken most of Silesia and Saxony but not the latter's capital, Dresden. His financial situation was not dire, but his kingdom was devastated and his army severely weakened. His manpower had dramatically decreased, and he had lost so many effective officers and generals that a new offensive was perhaps impossible. British subsidies had been stopped by the new Prime Minister Lord Bute, and the Russian Emperor had been overthrown by his wife, Catherine, who ended Russia's alliance with Prussia and withdrew from the war. Austria, however, like most participants, was facing a severe financial crisis and had to decrease the size of its army, something which greatly affected its offensive power. Indeed, after having effectively sustained a long war, its administration was in disarray. By that time, it still held Dresden, the southeastern parts of Saxony, the county of Glatz, and southern Silesia, but the prospect of victory was dim without Russian support. In 1763 a peace settlement was reached at the Treaty of Hubertusburg, ending the war in central Europe.", "targets": "In 1763 what was the status of Austria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02b798a06cb4bed87562cd133f254d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1763, the war in Central Europe was essentially a stalemate. Frederick had retaken most of Silesia and Saxony but not the latter's capital, Dresden. His financial situation was not dire, but his kingdom was devastated and his army severely weakened. His manpower had dramatically decreased, and he had lost so many effective officers and generals that a new offensive was perhaps impossible. British subsidies had been stopped by the new Prime Minister Lord Bute, and the Russian Emperor had been overthrown by his wife, Catherine, who ended Russia's alliance with Prussia and withdrew from the war. Austria, however, like most participants, was facing a severe financial crisis and had to decrease the size of its army, something which greatly affected its offensive power. Indeed, after having effectively sustained a long war, its administration was in disarray. By that time, it still held Dresden, the southeastern parts of Saxony, the county of Glatz, and southern Silesia, but the prospect of victory was dim without Russian support. In 1763 a peace settlement was reached at the Treaty of Hubertusburg, ending the war in central Europe.", "targets": "What had happened to Frederick's financial help from Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02b798a06cb4bed87562cd133f254d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1763, the war in Central Europe was essentially a stalemate. Frederick had retaken most of Silesia and Saxony but not the latter's capital, Dresden. His financial situation was not dire, but his kingdom was devastated and his army severely weakened. His manpower had dramatically decreased, and he had lost so many effective officers and generals that a new offensive was perhaps impossible. British subsidies had been stopped by the new Prime Minister Lord Bute, and the Russian Emperor had been overthrown by his wife, Catherine, who ended Russia's alliance with Prussia and withdrew from the war. Austria, however, like most participants, was facing a severe financial crisis and had to decrease the size of its army, something which greatly affected its offensive power. Indeed, after having effectively sustained a long war, its administration was in disarray. By that time, it still held Dresden, the southeastern parts of Saxony, the county of Glatz, and southern Silesia, but the prospect of victory was dim without Russian support. In 1763 a peace settlement was reached at the Treaty of Hubertusburg, ending the war in central Europe.", "targets": "What had happened to Frederick's extra troops from Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d02b798a06cb4bed87562cd133f254d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1763, the war in Central Europe was essentially a stalemate. Frederick had retaken most of Silesia and Saxony but not the latter's capital, Dresden. His financial situation was not dire, but his kingdom was devastated and his army severely weakened. His manpower had dramatically decreased, and he had lost so many effective officers and generals that a new offensive was perhaps impossible. British subsidies had been stopped by the new Prime Minister Lord Bute, and the Russian Emperor had been overthrown by his wife, Catherine, who ended Russia's alliance with Prussia and withdrew from the war. Austria, however, like most participants, was facing a severe financial crisis and had to decrease the size of its army, something which greatly affected its offensive power. Indeed, after having effectively sustained a long war, its administration was in disarray. By that time, it still held Dresden, the southeastern parts of Saxony, the county of Glatz, and southern Silesia, but the prospect of victory was dim without Russian support. In 1763 a peace settlement was reached at the Treaty of Hubertusburg, ending the war in central Europe.", "targets": "What was the result of the weakening of both Prussia and Austria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd8bd31db1e4bea90ba1b1c9aaad968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.", "targets": "What city department runs the public school system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd8bd31db1e4bea90ba1b1c9aaad968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.", "targets": "How many students are in New York City public schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd8bd31db1e4bea90ba1b1c9aaad968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.", "targets": "About how many public schools are there in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd8bd31db1e4bea90ba1b1c9aaad968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.", "targets": "How many high schools for gifted students does New York City have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd8bd31db1e4bea90ba1b1c9aaad968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.", "targets": "How many students regularly attend schools in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd8bd31db1e4bea90ba1b1c9aaad968", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Public Schools system, managed by the New York City Department of Education, is the largest public school system in the United States, serving about 1.1 million students in more than 1,700 separate primary and secondary schools. The city's public school system includes nine specialized high schools to serve academically and artistically gifted students.", "targets": "How many highschools are specialized in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70e3745b97ac4e0b86aa1baabafc98ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of his friends provided music at his request; among them, Potocka sang and Franchomme played the cello. Chopin requested that his body be opened after death (for fear of being buried alive) and his heart returned to Warsaw where it rests at the Church of the Holy Cross. He also bequeathed his unfinished notes on a piano tuition method, Projet de m\u00e9thode, to Alkan for completion. On 17 October, after midnight, the physician leaned over him and asked whether he was suffering greatly. \"No longer\", he replied. He died a few minutes before two o'clock in the morning. Those present at the deathbed appear to have included his sister Ludwika, Princess Marcelina Czartoryska, Sand's daughter Solange, and his close friend Thomas Albrecht. Later that morning, Solange's husband Cl\u00e9singer made Chopin's death mask and a cast of his left hand.", "targets": "Why did Chopin request being cut open after his death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70e3745b97ac4e0b86aa1baabafc98ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of his friends provided music at his request; among them, Potocka sang and Franchomme played the cello. Chopin requested that his body be opened after death (for fear of being buried alive) and his heart returned to Warsaw where it rests at the Church of the Holy Cross. He also bequeathed his unfinished notes on a piano tuition method, Projet de m\u00e9thode, to Alkan for completion. On 17 October, after midnight, the physician leaned over him and asked whether he was suffering greatly. \"No longer\", he replied. He died a few minutes before two o'clock in the morning. Those present at the deathbed appear to have included his sister Ludwika, Princess Marcelina Czartoryska, Sand's daughter Solange, and his close friend Thomas Albrecht. Later that morning, Solange's husband Cl\u00e9singer made Chopin's death mask and a cast of his left hand.", "targets": "What did Chopin reply to the doctor when asked is he was suffering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70e3745b97ac4e0b86aa1baabafc98ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of his friends provided music at his request; among them, Potocka sang and Franchomme played the cello. Chopin requested that his body be opened after death (for fear of being buried alive) and his heart returned to Warsaw where it rests at the Church of the Holy Cross. He also bequeathed his unfinished notes on a piano tuition method, Projet de m\u00e9thode, to Alkan for completion. On 17 October, after midnight, the physician leaned over him and asked whether he was suffering greatly. \"No longer\", he replied. He died a few minutes before two o'clock in the morning. Those present at the deathbed appear to have included his sister Ludwika, Princess Marcelina Czartoryska, Sand's daughter Solange, and his close friend Thomas Albrecht. Later that morning, Solange's husband Cl\u00e9singer made Chopin's death mask and a cast of his left hand.", "targets": "Who made Chopin's death mask?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70e3745b97ac4e0b86aa1baabafc98ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of his friends provided music at his request; among them, Potocka sang and Franchomme played the cello. Chopin requested that his body be opened after death (for fear of being buried alive) and his heart returned to Warsaw where it rests at the Church of the Holy Cross. He also bequeathed his unfinished notes on a piano tuition method, Projet de m\u00e9thode, to Alkan for completion. On 17 October, after midnight, the physician leaned over him and asked whether he was suffering greatly. \"No longer\", he replied. He died a few minutes before two o'clock in the morning. Those present at the deathbed appear to have included his sister Ludwika, Princess Marcelina Czartoryska, Sand's daughter Solange, and his close friend Thomas Albrecht. Later that morning, Solange's husband Cl\u00e9singer made Chopin's death mask and a cast of his left hand.", "targets": "Why did Chopin want his body opened when he died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70e3745b97ac4e0b86aa1baabafc98ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of his friends provided music at his request; among them, Potocka sang and Franchomme played the cello. Chopin requested that his body be opened after death (for fear of being buried alive) and his heart returned to Warsaw where it rests at the Church of the Holy Cross. He also bequeathed his unfinished notes on a piano tuition method, Projet de m\u00e9thode, to Alkan for completion. On 17 October, after midnight, the physician leaned over him and asked whether he was suffering greatly. \"No longer\", he replied. He died a few minutes before two o'clock in the morning. Those present at the deathbed appear to have included his sister Ludwika, Princess Marcelina Czartoryska, Sand's daughter Solange, and his close friend Thomas Albrecht. Later that morning, Solange's husband Cl\u00e9singer made Chopin's death mask and a cast of his left hand.", "targets": "What did Solange's husband make hours after Chopin's death along with his death mask?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b325447777cf464f9c276cf996d619b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the collapse of Roman rule in the early 5th century, London ceased to be a capital and the walled city of Londinium was effectively abandoned, although Roman civilisation continued in the St Martin-in-the-Fields area until around 450. From around 500, an Anglo-Saxon settlement known as Lundenwic developed in the same area, slightly to the west of the old Roman city. By about 680, it had revived sufficiently to become a major port, although there is little evidence of large-scale production of goods. From the 820s the town declined because of repeated Viking invasions. There are three recorded Viking assaults on London; two of which were successful in 851 and 886 AD, although they were defeated during the attack of 994 AD.", "targets": "What area continued to exist after Londinium was abandoned following the end of Roman rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b325447777cf464f9c276cf996d619b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the collapse of Roman rule in the early 5th century, London ceased to be a capital and the walled city of Londinium was effectively abandoned, although Roman civilisation continued in the St Martin-in-the-Fields area until around 450. From around 500, an Anglo-Saxon settlement known as Lundenwic developed in the same area, slightly to the west of the old Roman city. By about 680, it had revived sufficiently to become a major port, although there is little evidence of large-scale production of goods. From the 820s the town declined because of repeated Viking invasions. There are three recorded Viking assaults on London; two of which were successful in 851 and 886 AD, although they were defeated during the attack of 994 AD.", "targets": "What was responsible for the decline of the Anglo-Saxon settlement of Lundenwic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b325447777cf464f9c276cf996d619b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the collapse of Roman rule in the early 5th century, London ceased to be a capital and the walled city of Londinium was effectively abandoned, although Roman civilisation continued in the St Martin-in-the-Fields area until around 450. From around 500, an Anglo-Saxon settlement known as Lundenwic developed in the same area, slightly to the west of the old Roman city. By about 680, it had revived sufficiently to become a major port, although there is little evidence of large-scale production of goods. From the 820s the town declined because of repeated Viking invasions. There are three recorded Viking assaults on London; two of which were successful in 851 and 886 AD, although they were defeated during the attack of 994 AD.", "targets": "How many known attacks on London did the Vikings commit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b325447777cf464f9c276cf996d619b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the collapse of Roman rule in the early 5th century, London ceased to be a capital and the walled city of Londinium was effectively abandoned, although Roman civilisation continued in the St Martin-in-the-Fields area until around 450. From around 500, an Anglo-Saxon settlement known as Lundenwic developed in the same area, slightly to the west of the old Roman city. By about 680, it had revived sufficiently to become a major port, although there is little evidence of large-scale production of goods. From the 820s the town declined because of repeated Viking invasions. There are three recorded Viking assaults on London; two of which were successful in 851 and 886 AD, although they were defeated during the attack of 994 AD.", "targets": "By the late 7th century, what was a main function of Lundenwic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b325447777cf464f9c276cf996d619b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the collapse of Roman rule in the early 5th century, London ceased to be a capital and the walled city of Londinium was effectively abandoned, although Roman civilisation continued in the St Martin-in-the-Fields area until around 450. From around 500, an Anglo-Saxon settlement known as Lundenwic developed in the same area, slightly to the west of the old Roman city. By about 680, it had revived sufficiently to become a major port, although there is little evidence of large-scale production of goods. From the 820s the town declined because of repeated Viking invasions. There are three recorded Viking assaults on London; two of which were successful in 851 and 886 AD, although they were defeated during the attack of 994 AD.", "targets": "Of the three recorded Viking assaults on London, how many were successful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbada26a43342398bec0d7f33cac184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in 2005, Spielberg directed a modern adaptation of War of the Worlds (a co-production of Paramount and DreamWorks), based on the H. G. Wells book of the same name (Spielberg had been a huge fan of the book and the original 1953 film). It starred Tom Cruise and Dakota Fanning, and, as with past Spielberg films, Industrial Light & Magic (ILM) provided the visual effects. Unlike E.T. and Close Encounters of the Third Kind, which depicted friendly alien visitors, War of the Worlds featured violent invaders. The film was another huge box office smash, grossing over $591 million worldwide.", "targets": "Which studios produced Spielberg's 'War of the Worlds'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbada26a43342398bec0d7f33cac184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in 2005, Spielberg directed a modern adaptation of War of the Worlds (a co-production of Paramount and DreamWorks), based on the H. G. Wells book of the same name (Spielberg had been a huge fan of the book and the original 1953 film). It starred Tom Cruise and Dakota Fanning, and, as with past Spielberg films, Industrial Light & Magic (ILM) provided the visual effects. Unlike E.T. and Close Encounters of the Third Kind, which depicted friendly alien visitors, War of the Worlds featured violent invaders. The film was another huge box office smash, grossing over $591 million worldwide.", "targets": "Who wrote the 'War of the Worlds' book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbada26a43342398bec0d7f33cac184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in 2005, Spielberg directed a modern adaptation of War of the Worlds (a co-production of Paramount and DreamWorks), based on the H. G. Wells book of the same name (Spielberg had been a huge fan of the book and the original 1953 film). It starred Tom Cruise and Dakota Fanning, and, as with past Spielberg films, Industrial Light & Magic (ILM) provided the visual effects. Unlike E.T. and Close Encounters of the Third Kind, which depicted friendly alien visitors, War of the Worlds featured violent invaders. The film was another huge box office smash, grossing over $591 million worldwide.", "targets": "When was the first 'War of the Worlds' movie released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbada26a43342398bec0d7f33cac184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in 2005, Spielberg directed a modern adaptation of War of the Worlds (a co-production of Paramount and DreamWorks), based on the H. G. Wells book of the same name (Spielberg had been a huge fan of the book and the original 1953 film). It starred Tom Cruise and Dakota Fanning, and, as with past Spielberg films, Industrial Light & Magic (ILM) provided the visual effects. Unlike E.T. and Close Encounters of the Third Kind, which depicted friendly alien visitors, War of the Worlds featured violent invaders. The film was another huge box office smash, grossing over $591 million worldwide.", "targets": "Who did the visual effects for 'War of the Worlds'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acbada26a43342398bec0d7f33cac184", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also in 2005, Spielberg directed a modern adaptation of War of the Worlds (a co-production of Paramount and DreamWorks), based on the H. G. Wells book of the same name (Spielberg had been a huge fan of the book and the original 1953 film). It starred Tom Cruise and Dakota Fanning, and, as with past Spielberg films, Industrial Light & Magic (ILM) provided the visual effects. Unlike E.T. and Close Encounters of the Third Kind, which depicted friendly alien visitors, War of the Worlds featured violent invaders. The film was another huge box office smash, grossing over $591 million worldwide.", "targets": "How much did 'War of the Worlds' earn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-929cd68d60df4e1ab894de104f5b8885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 January 1941, Germany and the Soviet Union signed an agreement settling several ongoing issues. Secret protocols in the new agreement modified the \"Secret Additional Protocols\" of the German\u2013Soviet Boundary and Friendship Treaty, ceding the Lithuanian Strip to the Soviet Union in exchange for 7.5 million dollars (31.5 million Reichsmark). The agreement formally set the border between Germany and the Soviet Union between the Igorka river and the Baltic Sea. It also extended trade regulation of the 1940 German\u2013Soviet Commercial Agreement until August 1, 1942, increased deliveries above the levels of year one of that agreement, settled trading rights in the Baltics and Bessarabia, calculated the compensation for German property interests in the Baltic States now occupied by the Soviets and other issues. It also covered the migration to Germany within two and a half months of ethnic Germans and German citizens in Soviet-held Baltic territories, and the migration to the Soviet Union of Baltic and \"White Russian\" \"nationals\" in German-held territories.", "targets": "How much did the transfer of the Lithuanian Strip cost the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-929cd68d60df4e1ab894de104f5b8885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 January 1941, Germany and the Soviet Union signed an agreement settling several ongoing issues. Secret protocols in the new agreement modified the \"Secret Additional Protocols\" of the German\u2013Soviet Boundary and Friendship Treaty, ceding the Lithuanian Strip to the Soviet Union in exchange for 7.5 million dollars (31.5 million Reichsmark). The agreement formally set the border between Germany and the Soviet Union between the Igorka river and the Baltic Sea. It also extended trade regulation of the 1940 German\u2013Soviet Commercial Agreement until August 1, 1942, increased deliveries above the levels of year one of that agreement, settled trading rights in the Baltics and Bessarabia, calculated the compensation for German property interests in the Baltic States now occupied by the Soviets and other issues. It also covered the migration to Germany within two and a half months of ethnic Germans and German citizens in Soviet-held Baltic territories, and the migration to the Soviet Union of Baltic and \"White Russian\" \"nationals\" in German-held territories.", "targets": "How long did germans have to relocate from the baltic states after the amendment of secret protocols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-929cd68d60df4e1ab894de104f5b8885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 January 1941, Germany and the Soviet Union signed an agreement settling several ongoing issues. Secret protocols in the new agreement modified the \"Secret Additional Protocols\" of the German\u2013Soviet Boundary and Friendship Treaty, ceding the Lithuanian Strip to the Soviet Union in exchange for 7.5 million dollars (31.5 million Reichsmark). The agreement formally set the border between Germany and the Soviet Union between the Igorka river and the Baltic Sea. It also extended trade regulation of the 1940 German\u2013Soviet Commercial Agreement until August 1, 1942, increased deliveries above the levels of year one of that agreement, settled trading rights in the Baltics and Bessarabia, calculated the compensation for German property interests in the Baltic States now occupied by the Soviets and other issues. It also covered the migration to Germany within two and a half months of ethnic Germans and German citizens in Soviet-held Baltic territories, and the migration to the Soviet Union of Baltic and \"White Russian\" \"nationals\" in German-held territories.", "targets": "How long did the Russians have to relocate from the german occupied regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-929cd68d60df4e1ab894de104f5b8885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 10 January 1941, Germany and the Soviet Union signed an agreement settling several ongoing issues. Secret protocols in the new agreement modified the \"Secret Additional Protocols\" of the German\u2013Soviet Boundary and Friendship Treaty, ceding the Lithuanian Strip to the Soviet Union in exchange for 7.5 million dollars (31.5 million Reichsmark). The agreement formally set the border between Germany and the Soviet Union between the Igorka river and the Baltic Sea. It also extended trade regulation of the 1940 German\u2013Soviet Commercial Agreement until August 1, 1942, increased deliveries above the levels of year one of that agreement, settled trading rights in the Baltics and Bessarabia, calculated the compensation for German property interests in the Baltic States now occupied by the Soviets and other issues. It also covered the migration to Germany within two and a half months of ethnic Germans and German citizens in Soviet-held Baltic territories, and the migration to the Soviet Union of Baltic and \"White Russian\" \"nationals\" in German-held territories.", "targets": "How long did the amendment extend the trade agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "How many bodies of water makes up Lake Constance? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "What does Untersee mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "What lake connects the Rhine to Lake Constance? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "Which border does the Rhine flow from the south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "What does Obersee mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "How many bodies of water makes up Lake Constance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "Besides Germany and Switzerland, where else is Lake Constance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "What mountainous region is Lake Constance by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "Where is the border of Swiss and Austria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba2314a8497a4e3b991dc796ffa568da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lake Constance consists of three bodies of water: the Obersee (\"upper lake\"), the Untersee (\"lower lake\"), and a connecting stretch of the Rhine, called the Seerhein (\"Lake Rhine\"). The lake is situated in Germany, Switzerland and Austria near the Alps. Specifically, its shorelines lie in the German states of Bavaria and Baden-W\u00fcrttemberg, the Austrian state of Vorarlberg, and the Swiss cantons of Thurgau and St. Gallen. The Rhine flows into it from the south following the Swiss-Austrian border. It is located at approximately 47\u00b039\u2032N 9\u00b019\u2032E\ufeff / \ufeff47.650\u00b0N 9.317\u00b0E\ufeff / 47.650; 9.317.", "targets": "Lake Constance separates the German state Bavaria from what other one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b95fdeae114228b983cfc3884f1c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major applications of copper are in electrical wires (60%), roofing and plumbing (20%) and industrial machinery (15%). Copper is mostly used as a pure metal, but when a higher hardness is required it is combined with other elements to make an alloy (5% of total use) such as brass and bronze. A small part of copper supply is used in production of compounds for nutritional supplements and fungicides in agriculture. Machining of copper is possible, although it is usually necessary to use an alloy for intricate parts to get good machinability characteristics.", "targets": "What percentage of copper is used in electrical wires?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b95fdeae114228b983cfc3884f1c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major applications of copper are in electrical wires (60%), roofing and plumbing (20%) and industrial machinery (15%). Copper is mostly used as a pure metal, but when a higher hardness is required it is combined with other elements to make an alloy (5% of total use) such as brass and bronze. A small part of copper supply is used in production of compounds for nutritional supplements and fungicides in agriculture. Machining of copper is possible, although it is usually necessary to use an alloy for intricate parts to get good machinability characteristics.", "targets": "What percentage of copper is used in roofing and plumbing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b95fdeae114228b983cfc3884f1c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major applications of copper are in electrical wires (60%), roofing and plumbing (20%) and industrial machinery (15%). Copper is mostly used as a pure metal, but when a higher hardness is required it is combined with other elements to make an alloy (5% of total use) such as brass and bronze. A small part of copper supply is used in production of compounds for nutritional supplements and fungicides in agriculture. Machining of copper is possible, although it is usually necessary to use an alloy for intricate parts to get good machinability characteristics.", "targets": "What percentage of copper is used in industrial machinery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b95fdeae114228b983cfc3884f1c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major applications of copper are in electrical wires (60%), roofing and plumbing (20%) and industrial machinery (15%). Copper is mostly used as a pure metal, but when a higher hardness is required it is combined with other elements to make an alloy (5% of total use) such as brass and bronze. A small part of copper supply is used in production of compounds for nutritional supplements and fungicides in agriculture. Machining of copper is possible, although it is usually necessary to use an alloy for intricate parts to get good machinability characteristics.", "targets": "What property does combining copper with brass or bronze create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57b95fdeae114228b983cfc3884f1c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major applications of copper are in electrical wires (60%), roofing and plumbing (20%) and industrial machinery (15%). Copper is mostly used as a pure metal, but when a higher hardness is required it is combined with other elements to make an alloy (5% of total use) such as brass and bronze. A small part of copper supply is used in production of compounds for nutritional supplements and fungicides in agriculture. Machining of copper is possible, although it is usually necessary to use an alloy for intricate parts to get good machinability characteristics.", "targets": "What is a metal that copper is combined with to create a greater hardness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c7a235d6394f1f95c123bf0feca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Libya began to turn towards socialism. In March 1978, the government issued guidelines for housing redistribution, attempting to ensure the population that every adult Libyan owned his own home and that nobody was enslaved to paying their rent. Most families were banned from owning more than one house, while former rental properties were seized and sold to the tenants at a heavily subsidized price. In September, Gaddafi called for the People's Committees to eliminate the \"bureaucracy of the public sector\" and the \"dictatorship of the private sector\"; the People's Committees took control of several hundred companies, converting them into worker cooperatives run by elected representatives.", "targets": "In September of 1978, what bureaucracy did Gaddafi speak out against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c7a235d6394f1f95c123bf0feca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Libya began to turn towards socialism. In March 1978, the government issued guidelines for housing redistribution, attempting to ensure the population that every adult Libyan owned his own home and that nobody was enslaved to paying their rent. Most families were banned from owning more than one house, while former rental properties were seized and sold to the tenants at a heavily subsidized price. In September, Gaddafi called for the People's Committees to eliminate the \"bureaucracy of the public sector\" and the \"dictatorship of the private sector\"; the People's Committees took control of several hundred companies, converting them into worker cooperatives run by elected representatives.", "targets": "What \"dictatorship\" did Gaddafi attack in September of 1978?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c7a235d6394f1f95c123bf0feca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Libya began to turn towards socialism. In March 1978, the government issued guidelines for housing redistribution, attempting to ensure the population that every adult Libyan owned his own home and that nobody was enslaved to paying their rent. Most families were banned from owning more than one house, while former rental properties were seized and sold to the tenants at a heavily subsidized price. In September, Gaddafi called for the People's Committees to eliminate the \"bureaucracy of the public sector\" and the \"dictatorship of the private sector\"; the People's Committees took control of several hundred companies, converting them into worker cooperatives run by elected representatives.", "targets": "After People's Committees expropriated companies, what did they turn them into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1c7a235d6394f1f95c123bf0feca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Libya began to turn towards socialism. In March 1978, the government issued guidelines for housing redistribution, attempting to ensure the population that every adult Libyan owned his own home and that nobody was enslaved to paying their rent. Most families were banned from owning more than one house, while former rental properties were seized and sold to the tenants at a heavily subsidized price. In September, Gaddafi called for the People's Committees to eliminate the \"bureaucracy of the public sector\" and the \"dictatorship of the private sector\"; the People's Committees took control of several hundred companies, converting them into worker cooperatives run by elected representatives.", "targets": "How many companies were taken over by People's Committees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20841eb879f4d91b9f071fc6c3ba585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Downtown District is the home of the Third Street Promenade, a major outdoor pedestrian-only shopping district that stretches for three blocks between Wilshire Blvd. and Broadway (not the same Broadway in downtown and south Los Angeles). Third Street is closed to vehicles for those three blocks to allow people to stroll, congregate, shop and enjoy street performers. Santa Monica Place, featuring Bloomingdale's and Nordstrom in a three-level outdoor environment, is located at the south end of the Promenade. After a period of redevelopment, the mall reopened in the fall of 2010 as a modern shopping, entertainment and dining complex with more outdoor space.", "targets": "The Third Street Promenade is located in what part of Santa Monica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20841eb879f4d91b9f071fc6c3ba585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Downtown District is the home of the Third Street Promenade, a major outdoor pedestrian-only shopping district that stretches for three blocks between Wilshire Blvd. and Broadway (not the same Broadway in downtown and south Los Angeles). Third Street is closed to vehicles for those three blocks to allow people to stroll, congregate, shop and enjoy street performers. Santa Monica Place, featuring Bloomingdale's and Nordstrom in a three-level outdoor environment, is located at the south end of the Promenade. After a period of redevelopment, the mall reopened in the fall of 2010 as a modern shopping, entertainment and dining complex with more outdoor space.", "targets": "How large is the Third Street Promenade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20841eb879f4d91b9f071fc6c3ba585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Downtown District is the home of the Third Street Promenade, a major outdoor pedestrian-only shopping district that stretches for three blocks between Wilshire Blvd. and Broadway (not the same Broadway in downtown and south Los Angeles). Third Street is closed to vehicles for those three blocks to allow people to stroll, congregate, shop and enjoy street performers. Santa Monica Place, featuring Bloomingdale's and Nordstrom in a three-level outdoor environment, is located at the south end of the Promenade. After a period of redevelopment, the mall reopened in the fall of 2010 as a modern shopping, entertainment and dining complex with more outdoor space.", "targets": "What is Third Street access shut off from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20841eb879f4d91b9f071fc6c3ba585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Downtown District is the home of the Third Street Promenade, a major outdoor pedestrian-only shopping district that stretches for three blocks between Wilshire Blvd. and Broadway (not the same Broadway in downtown and south Los Angeles). Third Street is closed to vehicles for those three blocks to allow people to stroll, congregate, shop and enjoy street performers. Santa Monica Place, featuring Bloomingdale's and Nordstrom in a three-level outdoor environment, is located at the south end of the Promenade. After a period of redevelopment, the mall reopened in the fall of 2010 as a modern shopping, entertainment and dining complex with more outdoor space.", "targets": "What two major department stores are located at the Third Street Promenade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f20841eb879f4d91b9f071fc6c3ba585", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Downtown District is the home of the Third Street Promenade, a major outdoor pedestrian-only shopping district that stretches for three blocks between Wilshire Blvd. and Broadway (not the same Broadway in downtown and south Los Angeles). Third Street is closed to vehicles for those three blocks to allow people to stroll, congregate, shop and enjoy street performers. Santa Monica Place, featuring Bloomingdale's and Nordstrom in a three-level outdoor environment, is located at the south end of the Promenade. After a period of redevelopment, the mall reopened in the fall of 2010 as a modern shopping, entertainment and dining complex with more outdoor space.", "targets": "What year did the mall reopen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9dc2ed7670847009900b521f2a67c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The remains of a 6th-century synagogue have been uncovered in Sepphoris, which was an important centre of Jewish culture between the 3rd\u20137th centuries and a multicultural town inhabited by Jews, Christians and pagans. The mosaic reflects an interesting fusion of Jewish and pagan beliefs. In the center of the floor the zodiac wheel was depicted. Helios sits in the middle, in his sun chariot, and each zodiac is matched with a Jewish month. Along the sides of the mosaic are strips depicting Biblical scenes, such as the binding of Isaac, as well as traditional rituals, including a burnt sacrifice and the offering of fruits and grains.", "targets": "The remains of what was found at Sepphoris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9dc2ed7670847009900b521f2a67c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The remains of a 6th-century synagogue have been uncovered in Sepphoris, which was an important centre of Jewish culture between the 3rd\u20137th centuries and a multicultural town inhabited by Jews, Christians and pagans. The mosaic reflects an interesting fusion of Jewish and pagan beliefs. In the center of the floor the zodiac wheel was depicted. Helios sits in the middle, in his sun chariot, and each zodiac is matched with a Jewish month. Along the sides of the mosaic are strips depicting Biblical scenes, such as the binding of Isaac, as well as traditional rituals, including a burnt sacrifice and the offering of fruits and grains.", "targets": "Who were the primary inhabitants of Sepphoris in the 3rd through 7th centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9dc2ed7670847009900b521f2a67c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The remains of a 6th-century synagogue have been uncovered in Sepphoris, which was an important centre of Jewish culture between the 3rd\u20137th centuries and a multicultural town inhabited by Jews, Christians and pagans. The mosaic reflects an interesting fusion of Jewish and pagan beliefs. In the center of the floor the zodiac wheel was depicted. Helios sits in the middle, in his sun chariot, and each zodiac is matched with a Jewish month. Along the sides of the mosaic are strips depicting Biblical scenes, such as the binding of Isaac, as well as traditional rituals, including a burnt sacrifice and the offering of fruits and grains.", "targets": "The mosaic found at Sepphoris display a mix of Jewish and which beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9dc2ed7670847009900b521f2a67c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The remains of a 6th-century synagogue have been uncovered in Sepphoris, which was an important centre of Jewish culture between the 3rd\u20137th centuries and a multicultural town inhabited by Jews, Christians and pagans. The mosaic reflects an interesting fusion of Jewish and pagan beliefs. In the center of the floor the zodiac wheel was depicted. Helios sits in the middle, in his sun chariot, and each zodiac is matched with a Jewish month. Along the sides of the mosaic are strips depicting Biblical scenes, such as the binding of Isaac, as well as traditional rituals, including a burnt sacrifice and the offering of fruits and grains.", "targets": "What figure is dominant in the mosaic at Sepphoris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9dc2ed7670847009900b521f2a67c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The remains of a 6th-century synagogue have been uncovered in Sepphoris, which was an important centre of Jewish culture between the 3rd\u20137th centuries and a multicultural town inhabited by Jews, Christians and pagans. The mosaic reflects an interesting fusion of Jewish and pagan beliefs. In the center of the floor the zodiac wheel was depicted. Helios sits in the middle, in his sun chariot, and each zodiac is matched with a Jewish month. Along the sides of the mosaic are strips depicting Biblical scenes, such as the binding of Isaac, as well as traditional rituals, including a burnt sacrifice and the offering of fruits and grains.", "targets": "What surrounds Helios in the mosaic at Sepphoris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c5c5ee07fd40c2b659a1bb5bd5f5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alongside the capital, the most popular tourist destinations are Isfahan, Mashhad and Shiraz. In the early 2000s, the industry faced serious limitations in infrastructure, communications, industry standards and personnel training. The majority of the 300,000 tourist visas granted in 2003 were obtained by Asian Muslims, who presumably intended to visit important pilgrimage sites in Mashhad and Qom. Several organized tours from Germany, France and other European countries come to Iran annually to visit archaeological sites and monuments. In 2003, Iran ranked 68th in tourism revenues worldwide. According to UNESCO and the deputy head of research for Iran Travel and Tourism Organization (ITTO), Iran is rated 4th among the top 10 destinations in the Middle East. Domestic tourism in Iran is one of the largest in the world. Weak advertising, unstable regional conditions, a poor public image in some parts of the world, and absence of efficient planning schemes in the tourism sector have all hindered the growth of tourism.", "targets": "What does Teheran, Isfahan, Mashhad, and Shiraz have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c5c5ee07fd40c2b659a1bb5bd5f5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alongside the capital, the most popular tourist destinations are Isfahan, Mashhad and Shiraz. In the early 2000s, the industry faced serious limitations in infrastructure, communications, industry standards and personnel training. The majority of the 300,000 tourist visas granted in 2003 were obtained by Asian Muslims, who presumably intended to visit important pilgrimage sites in Mashhad and Qom. Several organized tours from Germany, France and other European countries come to Iran annually to visit archaeological sites and monuments. In 2003, Iran ranked 68th in tourism revenues worldwide. According to UNESCO and the deputy head of research for Iran Travel and Tourism Organization (ITTO), Iran is rated 4th among the top 10 destinations in the Middle East. Domestic tourism in Iran is one of the largest in the world. Weak advertising, unstable regional conditions, a poor public image in some parts of the world, and absence of efficient planning schemes in the tourism sector have all hindered the growth of tourism.", "targets": "How many tourist visas were granted in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c5c5ee07fd40c2b659a1bb5bd5f5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alongside the capital, the most popular tourist destinations are Isfahan, Mashhad and Shiraz. In the early 2000s, the industry faced serious limitations in infrastructure, communications, industry standards and personnel training. The majority of the 300,000 tourist visas granted in 2003 were obtained by Asian Muslims, who presumably intended to visit important pilgrimage sites in Mashhad and Qom. Several organized tours from Germany, France and other European countries come to Iran annually to visit archaeological sites and monuments. In 2003, Iran ranked 68th in tourism revenues worldwide. According to UNESCO and the deputy head of research for Iran Travel and Tourism Organization (ITTO), Iran is rated 4th among the top 10 destinations in the Middle East. Domestic tourism in Iran is one of the largest in the world. Weak advertising, unstable regional conditions, a poor public image in some parts of the world, and absence of efficient planning schemes in the tourism sector have all hindered the growth of tourism.", "targets": "Which group made up the majority of granted tourist visas in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c5c5ee07fd40c2b659a1bb5bd5f5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alongside the capital, the most popular tourist destinations are Isfahan, Mashhad and Shiraz. In the early 2000s, the industry faced serious limitations in infrastructure, communications, industry standards and personnel training. The majority of the 300,000 tourist visas granted in 2003 were obtained by Asian Muslims, who presumably intended to visit important pilgrimage sites in Mashhad and Qom. Several organized tours from Germany, France and other European countries come to Iran annually to visit archaeological sites and monuments. In 2003, Iran ranked 68th in tourism revenues worldwide. According to UNESCO and the deputy head of research for Iran Travel and Tourism Organization (ITTO), Iran is rated 4th among the top 10 destinations in the Middle East. Domestic tourism in Iran is one of the largest in the world. Weak advertising, unstable regional conditions, a poor public image in some parts of the world, and absence of efficient planning schemes in the tourism sector have all hindered the growth of tourism.", "targets": "In 2003, what was Iran's worldwide rank in tourism revenues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c5c5ee07fd40c2b659a1bb5bd5f5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alongside the capital, the most popular tourist destinations are Isfahan, Mashhad and Shiraz. In the early 2000s, the industry faced serious limitations in infrastructure, communications, industry standards and personnel training. The majority of the 300,000 tourist visas granted in 2003 were obtained by Asian Muslims, who presumably intended to visit important pilgrimage sites in Mashhad and Qom. Several organized tours from Germany, France and other European countries come to Iran annually to visit archaeological sites and monuments. In 2003, Iran ranked 68th in tourism revenues worldwide. According to UNESCO and the deputy head of research for Iran Travel and Tourism Organization (ITTO), Iran is rated 4th among the top 10 destinations in the Middle East. Domestic tourism in Iran is one of the largest in the world. Weak advertising, unstable regional conditions, a poor public image in some parts of the world, and absence of efficient planning schemes in the tourism sector have all hindered the growth of tourism.", "targets": "What was Iran's rank in the top 10 Middle East destinations according to UNESCO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2502dc339eb49bc9e184460dc553d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, fugitive Puerto Rican Nationalist leader Filiberto Ojeda R\u00edos died in a gun battle with FBI agents in 2005 in what some charged was an assassination.[citation needed] Puerto Rico Governor An\u00edbal Acevedo Vil\u00e1 criticized the FBI assault as \"improper\" and \"highly irregular\" and demanded to know why his government was not informed of it. The FBI refused to release information beyond the official press release, citing security and agent privacy issues. The Puerto Rico Justice Department filed suit in federal court against the FBI and the US Attorney General, demanding information crucial to the Commonwealth's own investigation of the incident. The case was dismissed by the U.S Supreme Court. Ojeda Rios' funeral was attended by a long list of dignitaries, including the highest authority of the Roman Catholic Church in Puerto Rico, Archbishop Roberto Octavio Gonz\u00e1lez Nieves, ex-Governor Rafael Hern\u00e1ndez Col\u00f3n, and numerous other personalities.", "targets": "When did Puerto Rican Nationalist Filiberto Ojeda R\u00edos die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2502dc339eb49bc9e184460dc553d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, fugitive Puerto Rican Nationalist leader Filiberto Ojeda R\u00edos died in a gun battle with FBI agents in 2005 in what some charged was an assassination.[citation needed] Puerto Rico Governor An\u00edbal Acevedo Vil\u00e1 criticized the FBI assault as \"improper\" and \"highly irregular\" and demanded to know why his government was not informed of it. The FBI refused to release information beyond the official press release, citing security and agent privacy issues. The Puerto Rico Justice Department filed suit in federal court against the FBI and the US Attorney General, demanding information crucial to the Commonwealth's own investigation of the incident. The case was dismissed by the U.S Supreme Court. Ojeda Rios' funeral was attended by a long list of dignitaries, including the highest authority of the Roman Catholic Church in Puerto Rico, Archbishop Roberto Octavio Gonz\u00e1lez Nieves, ex-Governor Rafael Hern\u00e1ndez Col\u00f3n, and numerous other personalities.", "targets": "Who killed Filiberto Ojeda R\u00edos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2502dc339eb49bc9e184460dc553d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, fugitive Puerto Rican Nationalist leader Filiberto Ojeda R\u00edos died in a gun battle with FBI agents in 2005 in what some charged was an assassination.[citation needed] Puerto Rico Governor An\u00edbal Acevedo Vil\u00e1 criticized the FBI assault as \"improper\" and \"highly irregular\" and demanded to know why his government was not informed of it. The FBI refused to release information beyond the official press release, citing security and agent privacy issues. The Puerto Rico Justice Department filed suit in federal court against the FBI and the US Attorney General, demanding information crucial to the Commonwealth's own investigation of the incident. The case was dismissed by the U.S Supreme Court. Ojeda Rios' funeral was attended by a long list of dignitaries, including the highest authority of the Roman Catholic Church in Puerto Rico, Archbishop Roberto Octavio Gonz\u00e1lez Nieves, ex-Governor Rafael Hern\u00e1ndez Col\u00f3n, and numerous other personalities.", "targets": "How did some people describe Filiberto Ojeda R\u00edos's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2502dc339eb49bc9e184460dc553d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, fugitive Puerto Rican Nationalist leader Filiberto Ojeda R\u00edos died in a gun battle with FBI agents in 2005 in what some charged was an assassination.[citation needed] Puerto Rico Governor An\u00edbal Acevedo Vil\u00e1 criticized the FBI assault as \"improper\" and \"highly irregular\" and demanded to know why his government was not informed of it. The FBI refused to release information beyond the official press release, citing security and agent privacy issues. The Puerto Rico Justice Department filed suit in federal court against the FBI and the US Attorney General, demanding information crucial to the Commonwealth's own investigation of the incident. The case was dismissed by the U.S Supreme Court. Ojeda Rios' funeral was attended by a long list of dignitaries, including the highest authority of the Roman Catholic Church in Puerto Rico, Archbishop Roberto Octavio Gonz\u00e1lez Nieves, ex-Governor Rafael Hern\u00e1ndez Col\u00f3n, and numerous other personalities.", "targets": "How did the FBI respond to requests to release information beyond the initial press release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2502dc339eb49bc9e184460dc553d36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2005, fugitive Puerto Rican Nationalist leader Filiberto Ojeda R\u00edos died in a gun battle with FBI agents in 2005 in what some charged was an assassination.[citation needed] Puerto Rico Governor An\u00edbal Acevedo Vil\u00e1 criticized the FBI assault as \"improper\" and \"highly irregular\" and demanded to know why his government was not informed of it. The FBI refused to release information beyond the official press release, citing security and agent privacy issues. The Puerto Rico Justice Department filed suit in federal court against the FBI and the US Attorney General, demanding information crucial to the Commonwealth's own investigation of the incident. The case was dismissed by the U.S Supreme Court. Ojeda Rios' funeral was attended by a long list of dignitaries, including the highest authority of the Roman Catholic Church in Puerto Rico, Archbishop Roberto Octavio Gonz\u00e1lez Nieves, ex-Governor Rafael Hern\u00e1ndez Col\u00f3n, and numerous other personalities.", "targets": "What US court dismissed the Puerto Rican case for information crucial to their own investigation of Filiberto Ojeda R\u00edos's killing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d91487fbe3846148c1eba4d7bbe9f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A culinary staple of North Carolina is pork barbecue. There are strong regional differences and rivalries over the sauces and methods used in making the barbecue. The common trend across Western North Carolina is the use of premium grade Boston butt. Western North Carolina pork barbecue uses a tomato-based sauce, and only the pork shoulder (dark meat) is used. Western North Carolina barbecue is commonly referred to as Lexington barbecue after the Piedmont Triad town of Lexington, home of the Lexington Barbecue Festival, which attracts over 100,000 visitors each October. Eastern North Carolina pork barbecue uses a vinegar-and-red-pepper-based sauce and the \"whole hog\" is cooked, thus integrating both white and dark meat.", "targets": "What is a culinary staple of North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d91487fbe3846148c1eba4d7bbe9f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A culinary staple of North Carolina is pork barbecue. There are strong regional differences and rivalries over the sauces and methods used in making the barbecue. The common trend across Western North Carolina is the use of premium grade Boston butt. Western North Carolina pork barbecue uses a tomato-based sauce, and only the pork shoulder (dark meat) is used. Western North Carolina barbecue is commonly referred to as Lexington barbecue after the Piedmont Triad town of Lexington, home of the Lexington Barbecue Festival, which attracts over 100,000 visitors each October. Eastern North Carolina pork barbecue uses a vinegar-and-red-pepper-based sauce and the \"whole hog\" is cooked, thus integrating both white and dark meat.", "targets": "What cut of pork do those in western North carolina prefer for BBQ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d91487fbe3846148c1eba4d7bbe9f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A culinary staple of North Carolina is pork barbecue. There are strong regional differences and rivalries over the sauces and methods used in making the barbecue. The common trend across Western North Carolina is the use of premium grade Boston butt. Western North Carolina pork barbecue uses a tomato-based sauce, and only the pork shoulder (dark meat) is used. Western North Carolina barbecue is commonly referred to as Lexington barbecue after the Piedmont Triad town of Lexington, home of the Lexington Barbecue Festival, which attracts over 100,000 visitors each October. Eastern North Carolina pork barbecue uses a vinegar-and-red-pepper-based sauce and the \"whole hog\" is cooked, thus integrating both white and dark meat.", "targets": "What is another name for Western North Carolina Barbecue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d91487fbe3846148c1eba4d7bbe9f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A culinary staple of North Carolina is pork barbecue. There are strong regional differences and rivalries over the sauces and methods used in making the barbecue. The common trend across Western North Carolina is the use of premium grade Boston butt. Western North Carolina pork barbecue uses a tomato-based sauce, and only the pork shoulder (dark meat) is used. Western North Carolina barbecue is commonly referred to as Lexington barbecue after the Piedmont Triad town of Lexington, home of the Lexington Barbecue Festival, which attracts over 100,000 visitors each October. Eastern North Carolina pork barbecue uses a vinegar-and-red-pepper-based sauce and the \"whole hog\" is cooked, thus integrating both white and dark meat.", "targets": "What cut of pork do those in Western North Carolina prefer for BBQ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d91487fbe3846148c1eba4d7bbe9f1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A culinary staple of North Carolina is pork barbecue. There are strong regional differences and rivalries over the sauces and methods used in making the barbecue. The common trend across Western North Carolina is the use of premium grade Boston butt. Western North Carolina pork barbecue uses a tomato-based sauce, and only the pork shoulder (dark meat) is used. Western North Carolina barbecue is commonly referred to as Lexington barbecue after the Piedmont Triad town of Lexington, home of the Lexington Barbecue Festival, which attracts over 100,000 visitors each October. Eastern North Carolina pork barbecue uses a vinegar-and-red-pepper-based sauce and the \"whole hog\" is cooked, thus integrating both white and dark meat.", "targets": "How many people visit the lexington Barbecue festival each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806b4ea78c8d432690711be80da2840c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 Census, whites made up 51% of Houston's population; 26% of the total population were non-Hispanic whites. Blacks or African Americans made up 25% of Houston's population. American Indians made up 0.7% of the population. Asians made up 6% (1.7% Vietnamese, 1.3% Chinese, 1.3% Indian, 0.9% Pakistani, 0.4% Filipino, 0.3% Korean, 0.1% Japanese), while Pacific Islanders made up 0.1%. Individuals from some other race made up 15.2% of the city's population, of which 0.2% were non-Hispanic. Individuals from two or more races made up 3.3% of the city. At the 2000 Census, there were 1,953,631 people and the population density was 3,371.7 people per square mile (1,301.8/km\u00b2). The racial makeup of the city was 49.3% White, 25.3% African American, 5.3% Asian, 0.7% American Indian, 0.1% Pacific Islander, 16.5% from some other race, and 3.1% from two or more races. In addition, Hispanics made up 37.4% of Houston's population while non-Hispanic whites made up 30.8%, down from 62.4% in 1970.", "targets": "How much of Houston's population is white?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806b4ea78c8d432690711be80da2840c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 Census, whites made up 51% of Houston's population; 26% of the total population were non-Hispanic whites. Blacks or African Americans made up 25% of Houston's population. American Indians made up 0.7% of the population. Asians made up 6% (1.7% Vietnamese, 1.3% Chinese, 1.3% Indian, 0.9% Pakistani, 0.4% Filipino, 0.3% Korean, 0.1% Japanese), while Pacific Islanders made up 0.1%. Individuals from some other race made up 15.2% of the city's population, of which 0.2% were non-Hispanic. Individuals from two or more races made up 3.3% of the city. At the 2000 Census, there were 1,953,631 people and the population density was 3,371.7 people per square mile (1,301.8/km\u00b2). The racial makeup of the city was 49.3% White, 25.3% African American, 5.3% Asian, 0.7% American Indian, 0.1% Pacific Islander, 16.5% from some other race, and 3.1% from two or more races. In addition, Hispanics made up 37.4% of Houston's population while non-Hispanic whites made up 30.8%, down from 62.4% in 1970.", "targets": "What percentage of Houston's population is African-American?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806b4ea78c8d432690711be80da2840c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 Census, whites made up 51% of Houston's population; 26% of the total population were non-Hispanic whites. Blacks or African Americans made up 25% of Houston's population. American Indians made up 0.7% of the population. Asians made up 6% (1.7% Vietnamese, 1.3% Chinese, 1.3% Indian, 0.9% Pakistani, 0.4% Filipino, 0.3% Korean, 0.1% Japanese), while Pacific Islanders made up 0.1%. Individuals from some other race made up 15.2% of the city's population, of which 0.2% were non-Hispanic. Individuals from two or more races made up 3.3% of the city. At the 2000 Census, there were 1,953,631 people and the population density was 3,371.7 people per square mile (1,301.8/km\u00b2). The racial makeup of the city was 49.3% White, 25.3% African American, 5.3% Asian, 0.7% American Indian, 0.1% Pacific Islander, 16.5% from some other race, and 3.1% from two or more races. In addition, Hispanics made up 37.4% of Houston's population while non-Hispanic whites made up 30.8%, down from 62.4% in 1970.", "targets": "What group makes up 6 % of Houston's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806b4ea78c8d432690711be80da2840c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 Census, whites made up 51% of Houston's population; 26% of the total population were non-Hispanic whites. Blacks or African Americans made up 25% of Houston's population. American Indians made up 0.7% of the population. Asians made up 6% (1.7% Vietnamese, 1.3% Chinese, 1.3% Indian, 0.9% Pakistani, 0.4% Filipino, 0.3% Korean, 0.1% Japanese), while Pacific Islanders made up 0.1%. Individuals from some other race made up 15.2% of the city's population, of which 0.2% were non-Hispanic. Individuals from two or more races made up 3.3% of the city. At the 2000 Census, there were 1,953,631 people and the population density was 3,371.7 people per square mile (1,301.8/km\u00b2). The racial makeup of the city was 49.3% White, 25.3% African American, 5.3% Asian, 0.7% American Indian, 0.1% Pacific Islander, 16.5% from some other race, and 3.1% from two or more races. In addition, Hispanics made up 37.4% of Houston's population while non-Hispanic whites made up 30.8%, down from 62.4% in 1970.", "targets": "According to the 2000 census, what is the population of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806b4ea78c8d432690711be80da2840c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 Census, whites made up 51% of Houston's population; 26% of the total population were non-Hispanic whites. Blacks or African Americans made up 25% of Houston's population. American Indians made up 0.7% of the population. Asians made up 6% (1.7% Vietnamese, 1.3% Chinese, 1.3% Indian, 0.9% Pakistani, 0.4% Filipino, 0.3% Korean, 0.1% Japanese), while Pacific Islanders made up 0.1%. Individuals from some other race made up 15.2% of the city's population, of which 0.2% were non-Hispanic. Individuals from two or more races made up 3.3% of the city. At the 2000 Census, there were 1,953,631 people and the population density was 3,371.7 people per square mile (1,301.8/km\u00b2). The racial makeup of the city was 49.3% White, 25.3% African American, 5.3% Asian, 0.7% American Indian, 0.1% Pacific Islander, 16.5% from some other race, and 3.1% from two or more races. In addition, Hispanics made up 37.4% of Houston's population while non-Hispanic whites made up 30.8%, down from 62.4% in 1970.", "targets": "What was the percentage of whites in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a4baf4b64d4f928fc1c405b296bba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary anthropology is the interdisciplinary study of the evolution of human physiology and human behaviour and the relation between hominins and non-hominin primates. Evolutionary anthropology is based in natural science and social science, combining the human development with socioeconomic factors. Evolutionary anthropology is concerned with both biological and cultural evolution of humans, past and present. It is based on a scientific approach, and brings together fields such as archaeology, behavioral ecology, psychology, primatology, and genetics. It is a dynamic and interdisciplinary field, drawing on many lines of evidence to understand the human experience, past and present.", "targets": "What branch of anthropology studies human behavior and the relation between primates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a4baf4b64d4f928fc1c405b296bba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary anthropology is the interdisciplinary study of the evolution of human physiology and human behaviour and the relation between hominins and non-hominin primates. Evolutionary anthropology is based in natural science and social science, combining the human development with socioeconomic factors. Evolutionary anthropology is concerned with both biological and cultural evolution of humans, past and present. It is based on a scientific approach, and brings together fields such as archaeology, behavioral ecology, psychology, primatology, and genetics. It is a dynamic and interdisciplinary field, drawing on many lines of evidence to understand the human experience, past and present.", "targets": "What is evolutionary anthropology  based in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a4baf4b64d4f928fc1c405b296bba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary anthropology is the interdisciplinary study of the evolution of human physiology and human behaviour and the relation between hominins and non-hominin primates. Evolutionary anthropology is based in natural science and social science, combining the human development with socioeconomic factors. Evolutionary anthropology is concerned with both biological and cultural evolution of humans, past and present. It is based on a scientific approach, and brings together fields such as archaeology, behavioral ecology, psychology, primatology, and genetics. It is a dynamic and interdisciplinary field, drawing on many lines of evidence to understand the human experience, past and present.", "targets": "Which humans does evolutionary anthropology concern itself with the biological and cultural evolution of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a4baf4b64d4f928fc1c405b296bba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary anthropology is the interdisciplinary study of the evolution of human physiology and human behaviour and the relation between hominins and non-hominin primates. Evolutionary anthropology is based in natural science and social science, combining the human development with socioeconomic factors. Evolutionary anthropology is concerned with both biological and cultural evolution of humans, past and present. It is based on a scientific approach, and brings together fields such as archaeology, behavioral ecology, psychology, primatology, and genetics. It is a dynamic and interdisciplinary field, drawing on many lines of evidence to understand the human experience, past and present.", "targets": "What type of approach is evolutionary anthropology based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2a4baf4b64d4f928fc1c405b296bba2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Evolutionary anthropology is the interdisciplinary study of the evolution of human physiology and human behaviour and the relation between hominins and non-hominin primates. Evolutionary anthropology is based in natural science and social science, combining the human development with socioeconomic factors. Evolutionary anthropology is concerned with both biological and cultural evolution of humans, past and present. It is based on a scientific approach, and brings together fields such as archaeology, behavioral ecology, psychology, primatology, and genetics. It is a dynamic and interdisciplinary field, drawing on many lines of evidence to understand the human experience, past and present.", "targets": "What evidence does evolutionary anthropology draw on to understand the human experience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9820bdc9af0473c9f7c65ad74bd4a5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When John's elder brother Richard became king in September 1189, he had already declared his intention of joining the Third Crusade. Richard set about raising the huge sums of money required for this expedition through the sale of lands, titles and appointments, and attempted to ensure that he would not face a revolt while away from his empire. John was made Count of Mortain, was married to the wealthy Isabel of Gloucester, and was given valuable lands in Lancaster and the counties of Cornwall, Derby, Devon, Dorset, Nottingham and Somerset, all with the aim of buying his loyalty to Richard whilst the king was on crusade. Richard retained royal control of key castles in these counties, thereby preventing John from accumulating too much military and political power, and, for the time being, the king named the four-year-old Arthur of Brittany as the heir to the throne. In return, John promised not to visit England for the next three years, thereby in theory giving Richard adequate time to conduct a successful crusade and return from the Levant without fear of John seizing power. Richard left political authority in England \u2013 the post of justiciar \u2013 jointly in the hands of Bishop Hugh de Puiset and William Mandeville, and made William Longchamp, the Bishop of Ely, his chancellor. Mandeville immediately died, and Longchamp took over as joint justiciar with Puiset, which would prove to be a less than satisfactory partnership. Eleanor, the queen mother, convinced Richard to allow John into England in his absence.", "targets": "Who took over as joint justiciar with Puiset after Mandeville died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9820bdc9af0473c9f7c65ad74bd4a5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When John's elder brother Richard became king in September 1189, he had already declared his intention of joining the Third Crusade. Richard set about raising the huge sums of money required for this expedition through the sale of lands, titles and appointments, and attempted to ensure that he would not face a revolt while away from his empire. John was made Count of Mortain, was married to the wealthy Isabel of Gloucester, and was given valuable lands in Lancaster and the counties of Cornwall, Derby, Devon, Dorset, Nottingham and Somerset, all with the aim of buying his loyalty to Richard whilst the king was on crusade. Richard retained royal control of key castles in these counties, thereby preventing John from accumulating too much military and political power, and, for the time being, the king named the four-year-old Arthur of Brittany as the heir to the throne. In return, John promised not to visit England for the next three years, thereby in theory giving Richard adequate time to conduct a successful crusade and return from the Levant without fear of John seizing power. Richard left political authority in England \u2013 the post of justiciar \u2013 jointly in the hands of Bishop Hugh de Puiset and William Mandeville, and made William Longchamp, the Bishop of Ely, his chancellor. Mandeville immediately died, and Longchamp took over as joint justiciar with Puiset, which would prove to be a less than satisfactory partnership. Eleanor, the queen mother, convinced Richard to allow John into England in his absence.", "targets": "Who convinced Richard to allow John to join into England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9820bdc9af0473c9f7c65ad74bd4a5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When John's elder brother Richard became king in September 1189, he had already declared his intention of joining the Third Crusade. Richard set about raising the huge sums of money required for this expedition through the sale of lands, titles and appointments, and attempted to ensure that he would not face a revolt while away from his empire. John was made Count of Mortain, was married to the wealthy Isabel of Gloucester, and was given valuable lands in Lancaster and the counties of Cornwall, Derby, Devon, Dorset, Nottingham and Somerset, all with the aim of buying his loyalty to Richard whilst the king was on crusade. Richard retained royal control of key castles in these counties, thereby preventing John from accumulating too much military and political power, and, for the time being, the king named the four-year-old Arthur of Brittany as the heir to the throne. In return, John promised not to visit England for the next three years, thereby in theory giving Richard adequate time to conduct a successful crusade and return from the Levant without fear of John seizing power. Richard left political authority in England \u2013 the post of justiciar \u2013 jointly in the hands of Bishop Hugh de Puiset and William Mandeville, and made William Longchamp, the Bishop of Ely, his chancellor. Mandeville immediately died, and Longchamp took over as joint justiciar with Puiset, which would prove to be a less than satisfactory partnership. Eleanor, the queen mother, convinced Richard to allow John into England in his absence.", "targets": "When did Richard become king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449d417884f2406491054c775b7cb98e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporisation, and superheaters to raise the temperature of the steam above its saturated vapour point, and various mechanisms to increase the draft for fireboxes. When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. See: Mechanical stoker", "targets": "What is an example of a pump component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449d417884f2406491054c775b7cb98e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporisation, and superheaters to raise the temperature of the steam above its saturated vapour point, and various mechanisms to increase the draft for fireboxes. When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. See: Mechanical stoker", "targets": "In addition to recirculating water, what do condensers do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449d417884f2406491054c775b7cb98e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporisation, and superheaters to raise the temperature of the steam above its saturated vapour point, and various mechanisms to increase the draft for fireboxes. When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. See: Mechanical stoker", "targets": "What components raise steam temperature above its saturated vapor point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449d417884f2406491054c775b7cb98e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporisation, and superheaters to raise the temperature of the steam above its saturated vapour point, and various mechanisms to increase the draft for fireboxes. When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. See: Mechanical stoker", "targets": "What is another name for a coal supply bin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449d417884f2406491054c775b7cb98e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporisation, and superheaters to raise the temperature of the steam above its saturated vapour point, and various mechanisms to increase the draft for fireboxes. When coal is used, a chain or screw stoking mechanism and its drive engine or motor may be included to move the fuel from a supply bin (bunker) to the firebox. See: Mechanical stoker", "targets": "What mechanism moves coal from a bunker to the firebox?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43455037c9a447d8b6aaff95d98e7b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographical regions in which Iranian languages were spoken were pushed back in several areas by newly neighbouring languages. Arabic spread into some parts of Western Iran (Khuzestan), and Turkic languages spread through much of Central Asia, displacing various Iranian languages such as Sogdian and Bactrian in parts of what is today Turkmenistan, Uzbekistan and Tajikistan. In Eastern Europe, mostly comprising the territory of modern-day Ukraine, southern European Russia, and parts of the Balkans, the core region of the native Scythians, Sarmatians, and Alans had been decisively been taken over as a result of absorption and assimilation (e.g. Slavicisation) by the various Proto-Slavic population of the region, by the 6th century AD. This resulted in the displacement and extinction of the once predominant Scythian languages of the region. Sogdian's close relative Yaghnobi barely survives in a small area of the Zarafshan valley east of Samarkand, and Saka as Ossetic in the Caucasus, which is the sole remnant of the once predominant Scythian languages in Eastern Europe proper and large parts of the North Caucasus. Various small Iranian languages in the Pamirs survive that are derived from Eastern Iranian.", "targets": "What is another term for Western Iran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43455037c9a447d8b6aaff95d98e7b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographical regions in which Iranian languages were spoken were pushed back in several areas by newly neighbouring languages. Arabic spread into some parts of Western Iran (Khuzestan), and Turkic languages spread through much of Central Asia, displacing various Iranian languages such as Sogdian and Bactrian in parts of what is today Turkmenistan, Uzbekistan and Tajikistan. In Eastern Europe, mostly comprising the territory of modern-day Ukraine, southern European Russia, and parts of the Balkans, the core region of the native Scythians, Sarmatians, and Alans had been decisively been taken over as a result of absorption and assimilation (e.g. Slavicisation) by the various Proto-Slavic population of the region, by the 6th century AD. This resulted in the displacement and extinction of the once predominant Scythian languages of the region. Sogdian's close relative Yaghnobi barely survives in a small area of the Zarafshan valley east of Samarkand, and Saka as Ossetic in the Caucasus, which is the sole remnant of the once predominant Scythian languages in Eastern Europe proper and large parts of the North Caucasus. Various small Iranian languages in the Pamirs survive that are derived from Eastern Iranian.", "targets": "What are two languages that were forced out by the spread of Arabic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43455037c9a447d8b6aaff95d98e7b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographical regions in which Iranian languages were spoken were pushed back in several areas by newly neighbouring languages. Arabic spread into some parts of Western Iran (Khuzestan), and Turkic languages spread through much of Central Asia, displacing various Iranian languages such as Sogdian and Bactrian in parts of what is today Turkmenistan, Uzbekistan and Tajikistan. In Eastern Europe, mostly comprising the territory of modern-day Ukraine, southern European Russia, and parts of the Balkans, the core region of the native Scythians, Sarmatians, and Alans had been decisively been taken over as a result of absorption and assimilation (e.g. Slavicisation) by the various Proto-Slavic population of the region, by the 6th century AD. This resulted in the displacement and extinction of the once predominant Scythian languages of the region. Sogdian's close relative Yaghnobi barely survives in a small area of the Zarafshan valley east of Samarkand, and Saka as Ossetic in the Caucasus, which is the sole remnant of the once predominant Scythian languages in Eastern Europe proper and large parts of the North Caucasus. Various small Iranian languages in the Pamirs survive that are derived from Eastern Iranian.", "targets": "By what century had the area inhabited by Sarmatians been absorbed by pre-Slavic people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43455037c9a447d8b6aaff95d98e7b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographical regions in which Iranian languages were spoken were pushed back in several areas by newly neighbouring languages. Arabic spread into some parts of Western Iran (Khuzestan), and Turkic languages spread through much of Central Asia, displacing various Iranian languages such as Sogdian and Bactrian in parts of what is today Turkmenistan, Uzbekistan and Tajikistan. In Eastern Europe, mostly comprising the territory of modern-day Ukraine, southern European Russia, and parts of the Balkans, the core region of the native Scythians, Sarmatians, and Alans had been decisively been taken over as a result of absorption and assimilation (e.g. Slavicisation) by the various Proto-Slavic population of the region, by the 6th century AD. This resulted in the displacement and extinction of the once predominant Scythian languages of the region. Sogdian's close relative Yaghnobi barely survives in a small area of the Zarafshan valley east of Samarkand, and Saka as Ossetic in the Caucasus, which is the sole remnant of the once predominant Scythian languages in Eastern Europe proper and large parts of the North Caucasus. Various small Iranian languages in the Pamirs survive that are derived from Eastern Iranian.", "targets": "Where can the remnants of Yaghnobi be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43455037c9a447d8b6aaff95d98e7b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The geographical regions in which Iranian languages were spoken were pushed back in several areas by newly neighbouring languages. Arabic spread into some parts of Western Iran (Khuzestan), and Turkic languages spread through much of Central Asia, displacing various Iranian languages such as Sogdian and Bactrian in parts of what is today Turkmenistan, Uzbekistan and Tajikistan. In Eastern Europe, mostly comprising the territory of modern-day Ukraine, southern European Russia, and parts of the Balkans, the core region of the native Scythians, Sarmatians, and Alans had been decisively been taken over as a result of absorption and assimilation (e.g. Slavicisation) by the various Proto-Slavic population of the region, by the 6th century AD. This resulted in the displacement and extinction of the once predominant Scythian languages of the region. Sogdian's close relative Yaghnobi barely survives in a small area of the Zarafshan valley east of Samarkand, and Saka as Ossetic in the Caucasus, which is the sole remnant of the once predominant Scythian languages in Eastern Europe proper and large parts of the North Caucasus. Various small Iranian languages in the Pamirs survive that are derived from Eastern Iranian.", "targets": "Ossetic is a version of which Scythian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99cec395252e4a9b9a4e8fba7f58b828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.", "targets": "How deities did the Romans have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99cec395252e4a9b9a4e8fba7f58b828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.", "targets": "What group was an influence to Roman culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99cec395252e4a9b9a4e8fba7f58b828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.", "targets": "What sort  of practices did the Greeks offer to Rome's culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99cec395252e4a9b9a4e8fba7f58b828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.", "targets": "What myths did the Romans adapt to their needs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-99cec395252e4a9b9a4e8fba7f58b828", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans are known for the great number of deities they honored, a capacity that earned the mockery of early Christian polemicists. The presence of Greeks on the Italian peninsula from the beginning of the historical period influenced Roman culture, introducing some religious practices that became as fundamental as the cult of Apollo. The Romans looked for common ground between their major gods and those of the Greeks (interpretatio graeca), adapting Greek myths and iconography for Latin literature and Roman art. Etruscan religion was also a major influence, particularly on the practice of augury.", "targets": "What religion influenced augury for the Romans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d8808eee06499bbfd48514bc78e2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant Russian-speaking groups also exist in Western Europe. These have been fed by several waves of immigrants since the beginning of the 20th century, each with its own flavor of language. The United Kingdom, Spain, Portugal, France, Italy, Belgium, Greece, Brazil, Norway, and Austria have significant Russian-speaking communities. According to the 2011 Census of Ireland, there were 21,639 people in the nation who use Russian as a home language. However, of this only 13% were Russian nationals. 20% held Irish citizenship, while 27% and 14% were holding the passports of Latvia and Lithuania respectively.", "targets": "In which European countries do many Russian immigrants live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d8808eee06499bbfd48514bc78e2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant Russian-speaking groups also exist in Western Europe. These have been fed by several waves of immigrants since the beginning of the 20th century, each with its own flavor of language. The United Kingdom, Spain, Portugal, France, Italy, Belgium, Greece, Brazil, Norway, and Austria have significant Russian-speaking communities. According to the 2011 Census of Ireland, there were 21,639 people in the nation who use Russian as a home language. However, of this only 13% were Russian nationals. 20% held Irish citizenship, while 27% and 14% were holding the passports of Latvia and Lithuania respectively.", "targets": "How much of Ireland's Russian speakers are Russian citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d8808eee06499bbfd48514bc78e2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant Russian-speaking groups also exist in Western Europe. These have been fed by several waves of immigrants since the beginning of the 20th century, each with its own flavor of language. The United Kingdom, Spain, Portugal, France, Italy, Belgium, Greece, Brazil, Norway, and Austria have significant Russian-speaking communities. According to the 2011 Census of Ireland, there were 21,639 people in the nation who use Russian as a home language. However, of this only 13% were Russian nationals. 20% held Irish citizenship, while 27% and 14% were holding the passports of Latvia and Lithuania respectively.", "targets": "How many people in Ireland speak Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d8808eee06499bbfd48514bc78e2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant Russian-speaking groups also exist in Western Europe. These have been fed by several waves of immigrants since the beginning of the 20th century, each with its own flavor of language. The United Kingdom, Spain, Portugal, France, Italy, Belgium, Greece, Brazil, Norway, and Austria have significant Russian-speaking communities. According to the 2011 Census of Ireland, there were 21,639 people in the nation who use Russian as a home language. However, of this only 13% were Russian nationals. 20% held Irish citizenship, while 27% and 14% were holding the passports of Latvia and Lithuania respectively.", "targets": "How much of Ireland's Russian speakers are Irish citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2d8808eee06499bbfd48514bc78e2b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant Russian-speaking groups also exist in Western Europe. These have been fed by several waves of immigrants since the beginning of the 20th century, each with its own flavor of language. The United Kingdom, Spain, Portugal, France, Italy, Belgium, Greece, Brazil, Norway, and Austria have significant Russian-speaking communities. According to the 2011 Census of Ireland, there were 21,639 people in the nation who use Russian as a home language. However, of this only 13% were Russian nationals. 20% held Irish citizenship, while 27% and 14% were holding the passports of Latvia and Lithuania respectively.", "targets": "How much of Ireland's Russian speakers are Latvian citizens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d858f78bf5894061b1df5bb2654fd675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More importantly, the contests were open to all, and the enforced anonymity of each submission guaranteed that neither gender nor social rank would determine the judging. Indeed, although the \"vast majority\" of participants belonged to the wealthier strata of society (\"the liberal arts, the clergy, the judiciary, and the medical profession\"), there were some cases of the popular classes submitting essays, and even winning. Similarly, a significant number of women participated \u2013 and won \u2013 the competitions. Of a total of 2300 prize competitions offered in France, women won 49 \u2013 perhaps a small number by modern standards, but very significant in an age in which most women did not have any academic training. Indeed, the majority of the winning entries were for poetry competitions, a genre commonly stressed in women's education.", "targets": "What enforced contest rule guaranteed that neither gender nor social rank would determine the judging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d858f78bf5894061b1df5bb2654fd675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More importantly, the contests were open to all, and the enforced anonymity of each submission guaranteed that neither gender nor social rank would determine the judging. Indeed, although the \"vast majority\" of participants belonged to the wealthier strata of society (\"the liberal arts, the clergy, the judiciary, and the medical profession\"), there were some cases of the popular classes submitting essays, and even winning. Similarly, a significant number of women participated \u2013 and won \u2013 the competitions. Of a total of 2300 prize competitions offered in France, women won 49 \u2013 perhaps a small number by modern standards, but very significant in an age in which most women did not have any academic training. Indeed, the majority of the winning entries were for poetry competitions, a genre commonly stressed in women's education.", "targets": "Were the vast majority of contest participants from the wealthier strata of society or the popular classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d858f78bf5894061b1df5bb2654fd675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More importantly, the contests were open to all, and the enforced anonymity of each submission guaranteed that neither gender nor social rank would determine the judging. Indeed, although the \"vast majority\" of participants belonged to the wealthier strata of society (\"the liberal arts, the clergy, the judiciary, and the medical profession\"), there were some cases of the popular classes submitting essays, and even winning. Similarly, a significant number of women participated \u2013 and won \u2013 the competitions. Of a total of 2300 prize competitions offered in France, women won 49 \u2013 perhaps a small number by modern standards, but very significant in an age in which most women did not have any academic training. Indeed, the majority of the winning entries were for poetry competitions, a genre commonly stressed in women's education.", "targets": "Women's education common stressed which literary genre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d858f78bf5894061b1df5bb2654fd675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More importantly, the contests were open to all, and the enforced anonymity of each submission guaranteed that neither gender nor social rank would determine the judging. Indeed, although the \"vast majority\" of participants belonged to the wealthier strata of society (\"the liberal arts, the clergy, the judiciary, and the medical profession\"), there were some cases of the popular classes submitting essays, and even winning. Similarly, a significant number of women participated \u2013 and won \u2013 the competitions. Of a total of 2300 prize competitions offered in France, women won 49 \u2013 perhaps a small number by modern standards, but very significant in an age in which most women did not have any academic training. Indeed, the majority of the winning entries were for poetry competitions, a genre commonly stressed in women's education.", "targets": "How many prize competitions did women win out of the 2300 in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d858f78bf5894061b1df5bb2654fd675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More importantly, the contests were open to all, and the enforced anonymity of each submission guaranteed that neither gender nor social rank would determine the judging. Indeed, although the \"vast majority\" of participants belonged to the wealthier strata of society (\"the liberal arts, the clergy, the judiciary, and the medical profession\"), there were some cases of the popular classes submitting essays, and even winning. Similarly, a significant number of women participated \u2013 and won \u2013 the competitions. Of a total of 2300 prize competitions offered in France, women won 49 \u2013 perhaps a small number by modern standards, but very significant in an age in which most women did not have any academic training. Indeed, the majority of the winning entries were for poetry competitions, a genre commonly stressed in women's education.", "targets": "What literary genre were the majority of female winning contest entries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96661fb790f444fa322563b75f1dacf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wine and Beerhouse Act 1869 reintroduced the stricter controls of the previous century. The sale of beers, wines or spirits required a licence for the premises from the local magistrates. Further provisions regulated gaming, drunkenness, prostitution and undesirable conduct on licensed premises, enforceable by prosecution or more effectively by the landlord under threat of forfeiting his licence. Licences were only granted, transferred or renewed at special Licensing Sessions courts, and were limited to respectable individuals. Often these were ex-servicemen or ex-policemen; retiring to run a pub was popular amongst military officers at the end of their service. Licence conditions varied widely, according to local practice. They would specify permitted hours, which might require Sunday closing, or conversely permit all-night opening near a market. Typically they might require opening throughout the permitted hours, and the provision of food or lavatories. Once obtained, licences were jealously protected by the licensees (who were expected to be generally present, not an absentee owner or company), and even \"Occasional Licences\" to serve drinks at temporary premises such as f\u00eates would usually be granted only to existing licensees. Objections might be made by the police, rival landlords or anyone else on the grounds of infractions such as serving drunks, disorderly or dirty premises, or ignoring permitted hours.", "targets": "What law mandated a license from the local magistrate to sell beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96661fb790f444fa322563b75f1dacf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wine and Beerhouse Act 1869 reintroduced the stricter controls of the previous century. The sale of beers, wines or spirits required a licence for the premises from the local magistrates. Further provisions regulated gaming, drunkenness, prostitution and undesirable conduct on licensed premises, enforceable by prosecution or more effectively by the landlord under threat of forfeiting his licence. Licences were only granted, transferred or renewed at special Licensing Sessions courts, and were limited to respectable individuals. Often these were ex-servicemen or ex-policemen; retiring to run a pub was popular amongst military officers at the end of their service. Licence conditions varied widely, according to local practice. They would specify permitted hours, which might require Sunday closing, or conversely permit all-night opening near a market. Typically they might require opening throughout the permitted hours, and the provision of food or lavatories. Once obtained, licences were jealously protected by the licensees (who were expected to be generally present, not an absentee owner or company), and even \"Occasional Licences\" to serve drinks at temporary premises such as f\u00eates would usually be granted only to existing licensees. Objections might be made by the police, rival landlords or anyone else on the grounds of infractions such as serving drunks, disorderly or dirty premises, or ignoring permitted hours.", "targets": "At what locations were public house licenses granted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96661fb790f444fa322563b75f1dacf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wine and Beerhouse Act 1869 reintroduced the stricter controls of the previous century. The sale of beers, wines or spirits required a licence for the premises from the local magistrates. Further provisions regulated gaming, drunkenness, prostitution and undesirable conduct on licensed premises, enforceable by prosecution or more effectively by the landlord under threat of forfeiting his licence. Licences were only granted, transferred or renewed at special Licensing Sessions courts, and were limited to respectable individuals. Often these were ex-servicemen or ex-policemen; retiring to run a pub was popular amongst military officers at the end of their service. Licence conditions varied widely, according to local practice. They would specify permitted hours, which might require Sunday closing, or conversely permit all-night opening near a market. Typically they might require opening throughout the permitted hours, and the provision of food or lavatories. Once obtained, licences were jealously protected by the licensees (who were expected to be generally present, not an absentee owner or company), and even \"Occasional Licences\" to serve drinks at temporary premises such as f\u00eates would usually be granted only to existing licensees. Objections might be made by the police, rival landlords or anyone else on the grounds of infractions such as serving drunks, disorderly or dirty premises, or ignoring permitted hours.", "targets": "Retirees from what two professions often sought licenses for pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96661fb790f444fa322563b75f1dacf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wine and Beerhouse Act 1869 reintroduced the stricter controls of the previous century. The sale of beers, wines or spirits required a licence for the premises from the local magistrates. Further provisions regulated gaming, drunkenness, prostitution and undesirable conduct on licensed premises, enforceable by prosecution or more effectively by the landlord under threat of forfeiting his licence. Licences were only granted, transferred or renewed at special Licensing Sessions courts, and were limited to respectable individuals. Often these were ex-servicemen or ex-policemen; retiring to run a pub was popular amongst military officers at the end of their service. Licence conditions varied widely, according to local practice. They would specify permitted hours, which might require Sunday closing, or conversely permit all-night opening near a market. Typically they might require opening throughout the permitted hours, and the provision of food or lavatories. Once obtained, licences were jealously protected by the licensees (who were expected to be generally present, not an absentee owner or company), and even \"Occasional Licences\" to serve drinks at temporary premises such as f\u00eates would usually be granted only to existing licensees. Objections might be made by the police, rival landlords or anyone else on the grounds of infractions such as serving drunks, disorderly or dirty premises, or ignoring permitted hours.", "targets": "What were licenses called that allowed spirits to be served at temporary premises?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a49062acc12438bacfe40fdedabd2e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chesapeake Energy Arena in downtown is the principal multipurpose arena in the city which hosts concerts, NHL exhibition games, and many of the city's pro sports teams. In 2008, the Oklahoma City Thunder became the major tenant. Located nearby in Bricktown, the Chickasaw Bricktown Ballpark is the home to the city's baseball team, the Dodgers. \"The Brick\", as it is locally known, is considered one of the finest minor league parks in the nation.[citation needed]", "targets": "What is the name of the downtown arena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a49062acc12438bacfe40fdedabd2e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chesapeake Energy Arena in downtown is the principal multipurpose arena in the city which hosts concerts, NHL exhibition games, and many of the city's pro sports teams. In 2008, the Oklahoma City Thunder became the major tenant. Located nearby in Bricktown, the Chickasaw Bricktown Ballpark is the home to the city's baseball team, the Dodgers. \"The Brick\", as it is locally known, is considered one of the finest minor league parks in the nation.[citation needed]", "targets": "Which team became the main tenant of the arena in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a49062acc12438bacfe40fdedabd2e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chesapeake Energy Arena in downtown is the principal multipurpose arena in the city which hosts concerts, NHL exhibition games, and many of the city's pro sports teams. In 2008, the Oklahoma City Thunder became the major tenant. Located nearby in Bricktown, the Chickasaw Bricktown Ballpark is the home to the city's baseball team, the Dodgers. \"The Brick\", as it is locally known, is considered one of the finest minor league parks in the nation.[citation needed]", "targets": "What is the name of the nearby minor league park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44aada8fe3b540728e5e6b5112431de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of the first two landings allowed the remaining missions to be crewed with a single veteran as Commander, with two rookies. Apollo 13 launched Lovell, Jack Swigert, and Fred Haise in April 1970, headed for the Fra Mauro formation. But two days out, a liquid oxygen tank exploded, disabling the Service Module and forcing the crew to use the LM as a \"life boat\" to return to Earth. Another NASA review board was convened to determine the cause, which turned out to be a combination of damage of the tank in the factory, and a subcontractor not making a tank component according to updated design specifications. Apollo was grounded again, for the remainder of 1970 while the oxygen tank was redesigned and an extra one was added.", "targets": "What happened to the Apollo 13 crew to force them to use the LM as a \"life boat\" as it had been designed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44aada8fe3b540728e5e6b5112431de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of the first two landings allowed the remaining missions to be crewed with a single veteran as Commander, with two rookies. Apollo 13 launched Lovell, Jack Swigert, and Fred Haise in April 1970, headed for the Fra Mauro formation. But two days out, a liquid oxygen tank exploded, disabling the Service Module and forcing the crew to use the LM as a \"life boat\" to return to Earth. Another NASA review board was convened to determine the cause, which turned out to be a combination of damage of the tank in the factory, and a subcontractor not making a tank component according to updated design specifications. Apollo was grounded again, for the remainder of 1970 while the oxygen tank was redesigned and an extra one was added.", "targets": "Along with one veteran, what other two types of crew could be included in lieu of veterans after the successful landings of Apollo 11 and 12?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44aada8fe3b540728e5e6b5112431de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of the first two landings allowed the remaining missions to be crewed with a single veteran as Commander, with two rookies. Apollo 13 launched Lovell, Jack Swigert, and Fred Haise in April 1970, headed for the Fra Mauro formation. But two days out, a liquid oxygen tank exploded, disabling the Service Module and forcing the crew to use the LM as a \"life boat\" to return to Earth. Another NASA review board was convened to determine the cause, which turned out to be a combination of damage of the tank in the factory, and a subcontractor not making a tank component according to updated design specifications. Apollo was grounded again, for the remainder of 1970 while the oxygen tank was redesigned and an extra one was added.", "targets": "What happened to the Apollo program in for the rest of 1970 after the incident regarding Apollo 13?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44aada8fe3b540728e5e6b5112431de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of the first two landings allowed the remaining missions to be crewed with a single veteran as Commander, with two rookies. Apollo 13 launched Lovell, Jack Swigert, and Fred Haise in April 1970, headed for the Fra Mauro formation. But two days out, a liquid oxygen tank exploded, disabling the Service Module and forcing the crew to use the LM as a \"life boat\" to return to Earth. Another NASA review board was convened to determine the cause, which turned out to be a combination of damage of the tank in the factory, and a subcontractor not making a tank component according to updated design specifications. Apollo was grounded again, for the remainder of 1970 while the oxygen tank was redesigned and an extra one was added.", "targets": "What was redesigned during the Apollo program being grounded during 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44aada8fe3b540728e5e6b5112431de1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of the first two landings allowed the remaining missions to be crewed with a single veteran as Commander, with two rookies. Apollo 13 launched Lovell, Jack Swigert, and Fred Haise in April 1970, headed for the Fra Mauro formation. But two days out, a liquid oxygen tank exploded, disabling the Service Module and forcing the crew to use the LM as a \"life boat\" to return to Earth. Another NASA review board was convened to determine the cause, which turned out to be a combination of damage of the tank in the factory, and a subcontractor not making a tank component according to updated design specifications. Apollo was grounded again, for the remainder of 1970 while the oxygen tank was redesigned and an extra one was added.", "targets": "What month and year was Apollo 13 launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8584e08f718249ddab63bbb6dbb163aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kerrytown Shops, Main Street Business District, the State Street Business District, and the South University Business District are commercial areas in downtown Ann Arbor. Three commercial areas south of downtown include the areas near I-94 and Ann Arbor-Saline Road, Briarwood Mall, and the South Industrial area. Other commercial areas include the Arborland/Washtenaw Avenue and Packard Road merchants on the east side, the Plymouth Road area in the northeast, and the Westgate/West Stadium areas on the west side. Downtown contains a mix of 19th- and early-20th-century structures and modern-style buildings, as well as a farmers' market in the Kerrytown district. The city's commercial districts are composed mostly of two- to four-story structures, although downtown and the area near Briarwood Mall contain a small number of high-rise buildings.", "targets": "Which district has the farmers market in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8584e08f718249ddab63bbb6dbb163aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kerrytown Shops, Main Street Business District, the State Street Business District, and the South University Business District are commercial areas in downtown Ann Arbor. Three commercial areas south of downtown include the areas near I-94 and Ann Arbor-Saline Road, Briarwood Mall, and the South Industrial area. Other commercial areas include the Arborland/Washtenaw Avenue and Packard Road merchants on the east side, the Plymouth Road area in the northeast, and the Westgate/West Stadium areas on the west side. Downtown contains a mix of 19th- and early-20th-century structures and modern-style buildings, as well as a farmers' market in the Kerrytown district. The city's commercial districts are composed mostly of two- to four-story structures, although downtown and the area near Briarwood Mall contain a small number of high-rise buildings.", "targets": "Which districts compose mostly of 2-4 story structures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8584e08f718249ddab63bbb6dbb163aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kerrytown Shops, Main Street Business District, the State Street Business District, and the South University Business District are commercial areas in downtown Ann Arbor. Three commercial areas south of downtown include the areas near I-94 and Ann Arbor-Saline Road, Briarwood Mall, and the South Industrial area. Other commercial areas include the Arborland/Washtenaw Avenue and Packard Road merchants on the east side, the Plymouth Road area in the northeast, and the Westgate/West Stadium areas on the west side. Downtown contains a mix of 19th- and early-20th-century structures and modern-style buildings, as well as a farmers' market in the Kerrytown district. The city's commercial districts are composed mostly of two- to four-story structures, although downtown and the area near Briarwood Mall contain a small number of high-rise buildings.", "targets": "Which area in the city contains 19th&20th century as well as modern structures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae034bae80d943d6b99a1f1240954b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a council-manager form of government. The City Council has 11 voting members: the mayor and 10 city council members. The mayor and city council members serve two-year terms: the mayor is elected every even-numbered year, while half of the city council members are up for election annually (five in even-numbered and five in odd-numbered years). Two council members are elected from each of the city's five wards. The mayor is elected citywide. The mayor is the presiding officer of the City Council and has the power to appoint all Council committee members as well as board and commission members, with the approval of the City Council. The current mayor of Ann Arbor is Christopher Taylor, a Democrat who was elected as mayor in 2014. Day-to-day city operations are managed by a city administrator chosen by the city council.", "targets": "What form of government does Ann Arbor have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae034bae80d943d6b99a1f1240954b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a council-manager form of government. The City Council has 11 voting members: the mayor and 10 city council members. The mayor and city council members serve two-year terms: the mayor is elected every even-numbered year, while half of the city council members are up for election annually (five in even-numbered and five in odd-numbered years). Two council members are elected from each of the city's five wards. The mayor is elected citywide. The mayor is the presiding officer of the City Council and has the power to appoint all Council committee members as well as board and commission members, with the approval of the City Council. The current mayor of Ann Arbor is Christopher Taylor, a Democrat who was elected as mayor in 2014. Day-to-day city operations are managed by a city administrator chosen by the city council.", "targets": "How many voting members are there in the city- council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae034bae80d943d6b99a1f1240954b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a council-manager form of government. The City Council has 11 voting members: the mayor and 10 city council members. The mayor and city council members serve two-year terms: the mayor is elected every even-numbered year, while half of the city council members are up for election annually (five in even-numbered and five in odd-numbered years). Two council members are elected from each of the city's five wards. The mayor is elected citywide. The mayor is the presiding officer of the City Council and has the power to appoint all Council committee members as well as board and commission members, with the approval of the City Council. The current mayor of Ann Arbor is Christopher Taylor, a Democrat who was elected as mayor in 2014. Day-to-day city operations are managed by a city administrator chosen by the city council.", "targets": "How many terms does the mayor of the city serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae034bae80d943d6b99a1f1240954b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a council-manager form of government. The City Council has 11 voting members: the mayor and 10 city council members. The mayor and city council members serve two-year terms: the mayor is elected every even-numbered year, while half of the city council members are up for election annually (five in even-numbered and five in odd-numbered years). Two council members are elected from each of the city's five wards. The mayor is elected citywide. The mayor is the presiding officer of the City Council and has the power to appoint all Council committee members as well as board and commission members, with the approval of the City Council. The current mayor of Ann Arbor is Christopher Taylor, a Democrat who was elected as mayor in 2014. Day-to-day city operations are managed by a city administrator chosen by the city council.", "targets": "Who is elected every even numbered year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae034bae80d943d6b99a1f1240954b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a council-manager form of government. The City Council has 11 voting members: the mayor and 10 city council members. The mayor and city council members serve two-year terms: the mayor is elected every even-numbered year, while half of the city council members are up for election annually (five in even-numbered and five in odd-numbered years). Two council members are elected from each of the city's five wards. The mayor is elected citywide. The mayor is the presiding officer of the City Council and has the power to appoint all Council committee members as well as board and commission members, with the approval of the City Council. The current mayor of Ann Arbor is Christopher Taylor, a Democrat who was elected as mayor in 2014. Day-to-day city operations are managed by a city administrator chosen by the city council.", "targets": "How many council members are elected for the city's ward?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "What is it called when people in society rebel against laws they think are unfair?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "What is an example of major civil disobedience in South Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "What was the the movement called that brought Baltic countries independence from the Soviet Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "In 2004 the Orange revolution occurred in what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "Where was the location of the 2003 Rose revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "Which people brought forward one of the earliest examples of Civil Disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "Who was one of the earliest examples of Civil Disobedience against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "Why do people chose civil disobedience to protest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "What does civil disobedience protest against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55dfd9d981d43499cd2045282d39547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of its earliest massive implementations was brought about by Egyptians against the British occupation in the 1919 Revolution. Civil disobedience is one of the many ways people have rebelled against what they deem to be unfair laws. It has been used in many nonviolent resistance movements in India (Gandhi's campaigns for independence from the British Empire), in Czechoslovakia's Velvet Revolution and in East Germany to oust their communist governments, In South Africa in the fight against apartheid, in the American Civil Rights Movement, in the Singing Revolution to bring independence to the Baltic countries from the Soviet Union, recently with the 2003 Rose Revolution in Georgia and the 2004 Orange Revolution in Ukraine, among other various movements worldwide.", "targets": "What civil rights movement in the US was known for it's disobedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50fad7ee03d745ceab124040b4ea5475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia co-operates with Latvia and Lithuania in several trilateral Baltic defence co-operation initiatives, including Baltic Battalion (BALTBAT), Baltic Naval Squadron (BALTRON), Baltic Air Surveillance Network (BALTNET) and joint military educational institutions such as the Baltic Defence College in Tartu. Future co-operation will include sharing of national infrastructures for training purposes and specialisation of training areas (BALTTRAIN) and collective formation of battalion-sized contingents for use in the NATO rapid-response force. In January 2011 the Baltic states were invited to join NORDEFCO, the defence framework of the Nordic countries.", "targets": "Which countries aid Estonia in trilateral defense strategies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50fad7ee03d745ceab124040b4ea5475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia co-operates with Latvia and Lithuania in several trilateral Baltic defence co-operation initiatives, including Baltic Battalion (BALTBAT), Baltic Naval Squadron (BALTRON), Baltic Air Surveillance Network (BALTNET) and joint military educational institutions such as the Baltic Defence College in Tartu. Future co-operation will include sharing of national infrastructures for training purposes and specialisation of training areas (BALTTRAIN) and collective formation of battalion-sized contingents for use in the NATO rapid-response force. In January 2011 the Baltic states were invited to join NORDEFCO, the defence framework of the Nordic countries.", "targets": "What joint military educational academy does Estonia share with Baltic Countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50fad7ee03d745ceab124040b4ea5475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia co-operates with Latvia and Lithuania in several trilateral Baltic defence co-operation initiatives, including Baltic Battalion (BALTBAT), Baltic Naval Squadron (BALTRON), Baltic Air Surveillance Network (BALTNET) and joint military educational institutions such as the Baltic Defence College in Tartu. Future co-operation will include sharing of national infrastructures for training purposes and specialisation of training areas (BALTTRAIN) and collective formation of battalion-sized contingents for use in the NATO rapid-response force. In January 2011 the Baltic states were invited to join NORDEFCO, the defence framework of the Nordic countries.", "targets": "Where is the Baltic Defence College located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50fad7ee03d745ceab124040b4ea5475", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia co-operates with Latvia and Lithuania in several trilateral Baltic defence co-operation initiatives, including Baltic Battalion (BALTBAT), Baltic Naval Squadron (BALTRON), Baltic Air Surveillance Network (BALTNET) and joint military educational institutions such as the Baltic Defence College in Tartu. Future co-operation will include sharing of national infrastructures for training purposes and specialisation of training areas (BALTTRAIN) and collective formation of battalion-sized contingents for use in the NATO rapid-response force. In January 2011 the Baltic states were invited to join NORDEFCO, the defence framework of the Nordic countries.", "targets": "When were the Baltic states asked to join NORDEFCO?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c87509c421c4b4aa52147ae44bc6b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, in October 2001, U.S. forces (with UK and coalition allies) invaded Afghanistan to oust the Taliban regime. On 7 October 2001, the official invasion began with British and U.S. forces conducting airstrike campaigns over enemy targets. Kabul, the capital city of Afghanistan, fell by mid-November. The remaining al-Qaeda and Taliban remnants fell back to the rugged mountains of eastern Afghanistan, mainly Tora Bora. In December, Coalition forces (the U.S. and its allies) fought within that region. It is believed that Osama bin Laden escaped into Pakistan during the battle.", "targets": "When did the US invade Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c87509c421c4b4aa52147ae44bc6b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, in October 2001, U.S. forces (with UK and coalition allies) invaded Afghanistan to oust the Taliban regime. On 7 October 2001, the official invasion began with British and U.S. forces conducting airstrike campaigns over enemy targets. Kabul, the capital city of Afghanistan, fell by mid-November. The remaining al-Qaeda and Taliban remnants fell back to the rugged mountains of eastern Afghanistan, mainly Tora Bora. In December, Coalition forces (the U.S. and its allies) fought within that region. It is believed that Osama bin Laden escaped into Pakistan during the battle.", "targets": "Who helped the US invade Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c87509c421c4b4aa52147ae44bc6b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, in October 2001, U.S. forces (with UK and coalition allies) invaded Afghanistan to oust the Taliban regime. On 7 October 2001, the official invasion began with British and U.S. forces conducting airstrike campaigns over enemy targets. Kabul, the capital city of Afghanistan, fell by mid-November. The remaining al-Qaeda and Taliban remnants fell back to the rugged mountains of eastern Afghanistan, mainly Tora Bora. In December, Coalition forces (the U.S. and its allies) fought within that region. It is believed that Osama bin Laden escaped into Pakistan during the battle.", "targets": "What was the goal of the US invading Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c87509c421c4b4aa52147ae44bc6b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, in October 2001, U.S. forces (with UK and coalition allies) invaded Afghanistan to oust the Taliban regime. On 7 October 2001, the official invasion began with British and U.S. forces conducting airstrike campaigns over enemy targets. Kabul, the capital city of Afghanistan, fell by mid-November. The remaining al-Qaeda and Taliban remnants fell back to the rugged mountains of eastern Afghanistan, mainly Tora Bora. In December, Coalition forces (the U.S. and its allies) fought within that region. It is believed that Osama bin Laden escaped into Pakistan during the battle.", "targets": "When did the US begin airstrikes on Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c87509c421c4b4aa52147ae44bc6b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, in October 2001, U.S. forces (with UK and coalition allies) invaded Afghanistan to oust the Taliban regime. On 7 October 2001, the official invasion began with British and U.S. forces conducting airstrike campaigns over enemy targets. Kabul, the capital city of Afghanistan, fell by mid-November. The remaining al-Qaeda and Taliban remnants fell back to the rugged mountains of eastern Afghanistan, mainly Tora Bora. In December, Coalition forces (the U.S. and its allies) fought within that region. It is believed that Osama bin Laden escaped into Pakistan during the battle.", "targets": "Where did bin Laden escape to in Dec 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1c376b868d3446d8dc36013fa3bb539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being a persistent critic of some of the government's policies, the paper supported Labour in both subsequent elections the party won. For the 2005 general election, The Sun backed Blair and Labour for a third consecutive election win and vowed to give him \"one last chance\" to fulfil his promises, despite berating him for several weaknesses including a failure to control immigration. However, it did speak of its hope that the Conservatives (led by Michael Howard) would one day be fit for a return to government. This election (Blair had declared it would be his last as prime minister) resulted in Labour's third successive win but with a much reduced majority.", "targets": "Who did The Sun endorse in the 2005 general election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1c376b868d3446d8dc36013fa3bb539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being a persistent critic of some of the government's policies, the paper supported Labour in both subsequent elections the party won. For the 2005 general election, The Sun backed Blair and Labour for a third consecutive election win and vowed to give him \"one last chance\" to fulfil his promises, despite berating him for several weaknesses including a failure to control immigration. However, it did speak of its hope that the Conservatives (led by Michael Howard) would one day be fit for a return to government. This election (Blair had declared it would be his last as prime minister) resulted in Labour's third successive win but with a much reduced majority.", "targets": "What is one of the weaknesses The Sun thought Blair possessed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1c376b868d3446d8dc36013fa3bb539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being a persistent critic of some of the government's policies, the paper supported Labour in both subsequent elections the party won. For the 2005 general election, The Sun backed Blair and Labour for a third consecutive election win and vowed to give him \"one last chance\" to fulfil his promises, despite berating him for several weaknesses including a failure to control immigration. However, it did speak of its hope that the Conservatives (led by Michael Howard) would one day be fit for a return to government. This election (Blair had declared it would be his last as prime minister) resulted in Labour's third successive win but with a much reduced majority.", "targets": "Who was leading the Conservatives at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1c376b868d3446d8dc36013fa3bb539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being a persistent critic of some of the government's policies, the paper supported Labour in both subsequent elections the party won. For the 2005 general election, The Sun backed Blair and Labour for a third consecutive election win and vowed to give him \"one last chance\" to fulfil his promises, despite berating him for several weaknesses including a failure to control immigration. However, it did speak of its hope that the Conservatives (led by Michael Howard) would one day be fit for a return to government. This election (Blair had declared it would be his last as prime minister) resulted in Labour's third successive win but with a much reduced majority.", "targets": "What did Blair state about the 2005 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1c376b868d3446d8dc36013fa3bb539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being a persistent critic of some of the government's policies, the paper supported Labour in both subsequent elections the party won. For the 2005 general election, The Sun backed Blair and Labour for a third consecutive election win and vowed to give him \"one last chance\" to fulfil his promises, despite berating him for several weaknesses including a failure to control immigration. However, it did speak of its hope that the Conservatives (led by Michael Howard) would one day be fit for a return to government. This election (Blair had declared it would be his last as prime minister) resulted in Labour's third successive win but with a much reduced majority.", "targets": "What was the result of the 2005 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a02dc332d14467f84d0b4d03e255953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of Leyte Gulf was arguably the largest naval battle in history and was the largest naval battle of World War II. It was a series of four distinct engagements fought off the Philippine island of Leyte from 23 to 26 October 1944. Leyte Gulf featured the largest battleships ever built, was the last time in history that battleships engaged each other, and was also notable as the first time that kamikaze aircraft were used. Allied victory in the Philippine Sea established Allied air and sea superiority in the western Pacific. Nimitz favored blockading the Philippines and landing on Formosa. This would give the Allies control of the sea routes to Japan from southern Asia, cutting off substantial Japanese garrisons. MacArthur favored an invasion of the Philippines, which also lay across the supply lines to Japan. Roosevelt adjudicated in favor of the Philippines. Meanwhile, Japanese Combined Fleet Chief Toyoda Soemu prepared four plans to cover all Allied offensive scenarios. On 12 October Nimitz launched a carrier raid against Formosa to make sure that planes based there could not intervene in the landings on Leyte. Toyoda put Plan Sho-2 into effect, launching a series of air attacks against the U.S. carriers. However the Japanese lost 600 planes in three days, leaving them without air cover.", "targets": "What is argued to be the largest naval battle in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a02dc332d14467f84d0b4d03e255953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of Leyte Gulf was arguably the largest naval battle in history and was the largest naval battle of World War II. It was a series of four distinct engagements fought off the Philippine island of Leyte from 23 to 26 October 1944. Leyte Gulf featured the largest battleships ever built, was the last time in history that battleships engaged each other, and was also notable as the first time that kamikaze aircraft were used. Allied victory in the Philippine Sea established Allied air and sea superiority in the western Pacific. Nimitz favored blockading the Philippines and landing on Formosa. This would give the Allies control of the sea routes to Japan from southern Asia, cutting off substantial Japanese garrisons. MacArthur favored an invasion of the Philippines, which also lay across the supply lines to Japan. Roosevelt adjudicated in favor of the Philippines. Meanwhile, Japanese Combined Fleet Chief Toyoda Soemu prepared four plans to cover all Allied offensive scenarios. On 12 October Nimitz launched a carrier raid against Formosa to make sure that planes based there could not intervene in the landings on Leyte. Toyoda put Plan Sho-2 into effect, launching a series of air attacks against the U.S. carriers. However the Japanese lost 600 planes in three days, leaving them without air cover.", "targets": "When did the Battle of Leyte Gulf occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a02dc332d14467f84d0b4d03e255953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of Leyte Gulf was arguably the largest naval battle in history and was the largest naval battle of World War II. It was a series of four distinct engagements fought off the Philippine island of Leyte from 23 to 26 October 1944. Leyte Gulf featured the largest battleships ever built, was the last time in history that battleships engaged each other, and was also notable as the first time that kamikaze aircraft were used. Allied victory in the Philippine Sea established Allied air and sea superiority in the western Pacific. Nimitz favored blockading the Philippines and landing on Formosa. This would give the Allies control of the sea routes to Japan from southern Asia, cutting off substantial Japanese garrisons. MacArthur favored an invasion of the Philippines, which also lay across the supply lines to Japan. Roosevelt adjudicated in favor of the Philippines. Meanwhile, Japanese Combined Fleet Chief Toyoda Soemu prepared four plans to cover all Allied offensive scenarios. On 12 October Nimitz launched a carrier raid against Formosa to make sure that planes based there could not intervene in the landings on Leyte. Toyoda put Plan Sho-2 into effect, launching a series of air attacks against the U.S. carriers. However the Japanese lost 600 planes in three days, leaving them without air cover.", "targets": "When did Nimitz launch a carrier raid against Formosa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a02dc332d14467f84d0b4d03e255953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of Leyte Gulf was arguably the largest naval battle in history and was the largest naval battle of World War II. It was a series of four distinct engagements fought off the Philippine island of Leyte from 23 to 26 October 1944. Leyte Gulf featured the largest battleships ever built, was the last time in history that battleships engaged each other, and was also notable as the first time that kamikaze aircraft were used. Allied victory in the Philippine Sea established Allied air and sea superiority in the western Pacific. Nimitz favored blockading the Philippines and landing on Formosa. This would give the Allies control of the sea routes to Japan from southern Asia, cutting off substantial Japanese garrisons. MacArthur favored an invasion of the Philippines, which also lay across the supply lines to Japan. Roosevelt adjudicated in favor of the Philippines. Meanwhile, Japanese Combined Fleet Chief Toyoda Soemu prepared four plans to cover all Allied offensive scenarios. On 12 October Nimitz launched a carrier raid against Formosa to make sure that planes based there could not intervene in the landings on Leyte. Toyoda put Plan Sho-2 into effect, launching a series of air attacks against the U.S. carriers. However the Japanese lost 600 planes in three days, leaving them without air cover.", "targets": "What was the largest naval battle in World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a02dc332d14467f84d0b4d03e255953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Battle of Leyte Gulf was arguably the largest naval battle in history and was the largest naval battle of World War II. It was a series of four distinct engagements fought off the Philippine island of Leyte from 23 to 26 October 1944. Leyte Gulf featured the largest battleships ever built, was the last time in history that battleships engaged each other, and was also notable as the first time that kamikaze aircraft were used. Allied victory in the Philippine Sea established Allied air and sea superiority in the western Pacific. Nimitz favored blockading the Philippines and landing on Formosa. This would give the Allies control of the sea routes to Japan from southern Asia, cutting off substantial Japanese garrisons. MacArthur favored an invasion of the Philippines, which also lay across the supply lines to Japan. Roosevelt adjudicated in favor of the Philippines. Meanwhile, Japanese Combined Fleet Chief Toyoda Soemu prepared four plans to cover all Allied offensive scenarios. On 12 October Nimitz launched a carrier raid against Formosa to make sure that planes based there could not intervene in the landings on Leyte. Toyoda put Plan Sho-2 into effect, launching a series of air attacks against the U.S. carriers. However the Japanese lost 600 planes in three days, leaving them without air cover.", "targets": "What did Nimitz favor blockading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc3c819411743dda56e74f7a60eae6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early part of the 20th century, Atlantic City went through a radical building boom. Many of the modest boarding houses that dotted the boardwalk were replaced with large hotels. Two of the city's most distinctive hotels were the Marlborough-Blenheim Hotel and the Traymore Hotel.", "targets": "When did Atlantic City go through a radical building boom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc3c819411743dda56e74f7a60eae6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early part of the 20th century, Atlantic City went through a radical building boom. Many of the modest boarding houses that dotted the boardwalk were replaced with large hotels. Two of the city's most distinctive hotels were the Marlborough-Blenheim Hotel and the Traymore Hotel.", "targets": "What replaced many of the modest boarding houses? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc3c819411743dda56e74f7a60eae6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early part of the 20th century, Atlantic City went through a radical building boom. Many of the modest boarding houses that dotted the boardwalk were replaced with large hotels. Two of the city's most distinctive hotels were the Marlborough-Blenheim Hotel and the Traymore Hotel.", "targets": "What were the names of two of the city's most distinctive hotels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc3c819411743dda56e74f7a60eae6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early part of the 20th century, Atlantic City went through a radical building boom. Many of the modest boarding houses that dotted the boardwalk were replaced with large hotels. Two of the city's most distinctive hotels were the Marlborough-Blenheim Hotel and the Traymore Hotel.", "targets": "What happened to Atlantic City in the early part of the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7bc3c819411743dda56e74f7a60eae6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early part of the 20th century, Atlantic City went through a radical building boom. Many of the modest boarding houses that dotted the boardwalk were replaced with large hotels. Two of the city's most distinctive hotels were the Marlborough-Blenheim Hotel and the Traymore Hotel.", "targets": "Where were the modest boarding houses located before they were replaced by large hotels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59aa91dbaeb64e86baa38730cd5caedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major employers in the city include Ordnance Survey, the UK's national mapping agency, whose headquarters is located in a new building on the outskirts of the city, opened in February 2011. The Lloyd's Register Group has announced plans to move its London marine operations to a specially developed site at the University of Southampton. The area of Swaythling is home to Ford's Southampton Assembly Plant, where the majority of their Transit models are manufactured. Closure of the plant in 2013 was announced in 2012, with the loss of hundreds of jobs.", "targets": "What's the name of the UK's national mapping agency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59aa91dbaeb64e86baa38730cd5caedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major employers in the city include Ordnance Survey, the UK's national mapping agency, whose headquarters is located in a new building on the outskirts of the city, opened in February 2011. The Lloyd's Register Group has announced plans to move its London marine operations to a specially developed site at the University of Southampton. The area of Swaythling is home to Ford's Southampton Assembly Plant, where the majority of their Transit models are manufactured. Closure of the plant in 2013 was announced in 2012, with the loss of hundreds of jobs.", "targets": "What year did Ordnance Survey's new headquarters open in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59aa91dbaeb64e86baa38730cd5caedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major employers in the city include Ordnance Survey, the UK's national mapping agency, whose headquarters is located in a new building on the outskirts of the city, opened in February 2011. The Lloyd's Register Group has announced plans to move its London marine operations to a specially developed site at the University of Southampton. The area of Swaythling is home to Ford's Southampton Assembly Plant, where the majority of their Transit models are manufactured. Closure of the plant in 2013 was announced in 2012, with the loss of hundreds of jobs.", "targets": "What company said it is planning to move marine operations to the University of Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59aa91dbaeb64e86baa38730cd5caedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major employers in the city include Ordnance Survey, the UK's national mapping agency, whose headquarters is located in a new building on the outskirts of the city, opened in February 2011. The Lloyd's Register Group has announced plans to move its London marine operations to a specially developed site at the University of Southampton. The area of Swaythling is home to Ford's Southampton Assembly Plant, where the majority of their Transit models are manufactured. Closure of the plant in 2013 was announced in 2012, with the loss of hundreds of jobs.", "targets": "What area of Southampton holds a Ford assembly plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59aa91dbaeb64e86baa38730cd5caedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major employers in the city include Ordnance Survey, the UK's national mapping agency, whose headquarters is located in a new building on the outskirts of the city, opened in February 2011. The Lloyd's Register Group has announced plans to move its London marine operations to a specially developed site at the University of Southampton. The area of Swaythling is home to Ford's Southampton Assembly Plant, where the majority of their Transit models are manufactured. Closure of the plant in 2013 was announced in 2012, with the loss of hundreds of jobs.", "targets": "Which model does Ford manufacture in their Southampton plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f24474b0a664923a980b18c8d56531d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another misunderstanding is that, by her immaculate conception, Mary did not need a saviour. When defining the dogma in Ineffabilis Deus, Pope Pius IX explicitly affirmed that Mary was redeemed in a manner more sublime. He stated that Mary, rather than being cleansed after sin, was completely prevented from contracting Original Sin in view of the foreseen merits of Jesus Christ, the Savior of the human race. In Luke 1:47, Mary proclaims: \"My spirit has rejoiced in God my Saviour.\" This is referred to as Mary's pre-redemption by Christ. Since the Second Council of Orange against semi-pelagianism, the Catholic Church has taught that even had man never sinned in the Garden of Eden and was sinless, he would still require God's grace to remain sinless.", "targets": "What was explained by the man  Giovanni Maria Mastai-Ferretti who later became leader of the Holy Roman Church ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f24474b0a664923a980b18c8d56531d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another misunderstanding is that, by her immaculate conception, Mary did not need a saviour. When defining the dogma in Ineffabilis Deus, Pope Pius IX explicitly affirmed that Mary was redeemed in a manner more sublime. He stated that Mary, rather than being cleansed after sin, was completely prevented from contracting Original Sin in view of the foreseen merits of Jesus Christ, the Savior of the human race. In Luke 1:47, Mary proclaims: \"My spirit has rejoiced in God my Saviour.\" This is referred to as Mary's pre-redemption by Christ. Since the Second Council of Orange against semi-pelagianism, the Catholic Church has taught that even had man never sinned in the Garden of Eden and was sinless, he would still require God's grace to remain sinless.", "targets": "What did Mary supposedly not require that everyone else also required and why was this so ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f24474b0a664923a980b18c8d56531d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another misunderstanding is that, by her immaculate conception, Mary did not need a saviour. When defining the dogma in Ineffabilis Deus, Pope Pius IX explicitly affirmed that Mary was redeemed in a manner more sublime. He stated that Mary, rather than being cleansed after sin, was completely prevented from contracting Original Sin in view of the foreseen merits of Jesus Christ, the Savior of the human race. In Luke 1:47, Mary proclaims: \"My spirit has rejoiced in God my Saviour.\" This is referred to as Mary's pre-redemption by Christ. Since the Second Council of Orange against semi-pelagianism, the Catholic Church has taught that even had man never sinned in the Garden of Eden and was sinless, he would still require God's grace to remain sinless.", "targets": "According to the teaching of the Catholic religion is a savior for the world needed ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f24474b0a664923a980b18c8d56531d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another misunderstanding is that, by her immaculate conception, Mary did not need a saviour. When defining the dogma in Ineffabilis Deus, Pope Pius IX explicitly affirmed that Mary was redeemed in a manner more sublime. He stated that Mary, rather than being cleansed after sin, was completely prevented from contracting Original Sin in view of the foreseen merits of Jesus Christ, the Savior of the human race. In Luke 1:47, Mary proclaims: \"My spirit has rejoiced in God my Saviour.\" This is referred to as Mary's pre-redemption by Christ. Since the Second Council of Orange against semi-pelagianism, the Catholic Church has taught that even had man never sinned in the Garden of Eden and was sinless, he would still require God's grace to remain sinless.", "targets": "What is the child of Mary known to be famous for according to  Giovanni Maria Mastai-Ferretti ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-917430dc86aa4e5d8447b53208eb7748", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is part of a geographical region characterized by conservative and Evangelical Christianity known as the \"Bible Belt\". Spanning the southern and eastern parts of the United States, the area is known for politically and socially conservative views, even though Oklahoma has more voters registered with the Democratic Party than with any other party. Tulsa, the state's second largest city, home to Oral Roberts University, is sometimes called the \"buckle of the Bible Belt\". According to the Pew Research Center, the majority of Oklahoma's religious adherents \u2013 85 percent \u2013 are Christian, accounting for about 80 percent of the population. The percentage of Oklahomans affiliated with Catholicism is half of the national average, while the percentage affiliated with Evangelical Protestantism is more than twice the national average \u2013 tied with Arkansas for the largest percentage of any state.", "targets": "What is the conservative Evangelical Christian region called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-917430dc86aa4e5d8447b53208eb7748", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is part of a geographical region characterized by conservative and Evangelical Christianity known as the \"Bible Belt\". Spanning the southern and eastern parts of the United States, the area is known for politically and socially conservative views, even though Oklahoma has more voters registered with the Democratic Party than with any other party. Tulsa, the state's second largest city, home to Oral Roberts University, is sometimes called the \"buckle of the Bible Belt\". According to the Pew Research Center, the majority of Oklahoma's religious adherents \u2013 85 percent \u2013 are Christian, accounting for about 80 percent of the population. The percentage of Oklahomans affiliated with Catholicism is half of the national average, while the percentage affiliated with Evangelical Protestantism is more than twice the national average \u2013 tied with Arkansas for the largest percentage of any state.", "targets": "What parts of the US are covered by the 'Bible Belt'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-917430dc86aa4e5d8447b53208eb7748", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is part of a geographical region characterized by conservative and Evangelical Christianity known as the \"Bible Belt\". Spanning the southern and eastern parts of the United States, the area is known for politically and socially conservative views, even though Oklahoma has more voters registered with the Democratic Party than with any other party. Tulsa, the state's second largest city, home to Oral Roberts University, is sometimes called the \"buckle of the Bible Belt\". According to the Pew Research Center, the majority of Oklahoma's religious adherents \u2013 85 percent \u2013 are Christian, accounting for about 80 percent of the population. The percentage of Oklahomans affiliated with Catholicism is half of the national average, while the percentage affiliated with Evangelical Protestantism is more than twice the national average \u2013 tied with Arkansas for the largest percentage of any state.", "targets": "What political party has the most members in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-917430dc86aa4e5d8447b53208eb7748", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is part of a geographical region characterized by conservative and Evangelical Christianity known as the \"Bible Belt\". Spanning the southern and eastern parts of the United States, the area is known for politically and socially conservative views, even though Oklahoma has more voters registered with the Democratic Party than with any other party. Tulsa, the state's second largest city, home to Oral Roberts University, is sometimes called the \"buckle of the Bible Belt\". According to the Pew Research Center, the majority of Oklahoma's religious adherents \u2013 85 percent \u2013 are Christian, accounting for about 80 percent of the population. The percentage of Oklahomans affiliated with Catholicism is half of the national average, while the percentage affiliated with Evangelical Protestantism is more than twice the national average \u2013 tied with Arkansas for the largest percentage of any state.", "targets": "What is Oklahoma's 2nd-largest city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-917430dc86aa4e5d8447b53208eb7748", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is part of a geographical region characterized by conservative and Evangelical Christianity known as the \"Bible Belt\". Spanning the southern and eastern parts of the United States, the area is known for politically and socially conservative views, even though Oklahoma has more voters registered with the Democratic Party than with any other party. Tulsa, the state's second largest city, home to Oral Roberts University, is sometimes called the \"buckle of the Bible Belt\". According to the Pew Research Center, the majority of Oklahoma's religious adherents \u2013 85 percent \u2013 are Christian, accounting for about 80 percent of the population. The percentage of Oklahomans affiliated with Catholicism is half of the national average, while the percentage affiliated with Evangelical Protestantism is more than twice the national average \u2013 tied with Arkansas for the largest percentage of any state.", "targets": "How much of Oklahoma's population is Christian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dda7082bedfa41c9a50a67a19df14eec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 1963, the pope suffered another haemorrhage and required several blood transfusions, but the cancer had perforated the stomach wall and peritonitis soon set in. The doctors conferred in a decision regarding this matter and John XXIII's aide Loris F. Capovilla broke the news to him saying that the cancer had done its work and nothing could be done for him. Around this time, his remaining siblings arrived to be with him. By 31 May, it had become clear that the cancer had overcome the resistance of John XXIII \u2013 it had left him confined to his bed.", "targets": "What did the pope suffer on 25 May 1963?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dda7082bedfa41c9a50a67a19df14eec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 1963, the pope suffered another haemorrhage and required several blood transfusions, but the cancer had perforated the stomach wall and peritonitis soon set in. The doctors conferred in a decision regarding this matter and John XXIII's aide Loris F. Capovilla broke the news to him saying that the cancer had done its work and nothing could be done for him. Around this time, his remaining siblings arrived to be with him. By 31 May, it had become clear that the cancer had overcome the resistance of John XXIII \u2013 it had left him confined to his bed.", "targets": "Who broke the news to John XXIII about his cancer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dda7082bedfa41c9a50a67a19df14eec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 May 1963, the pope suffered another haemorrhage and required several blood transfusions, but the cancer had perforated the stomach wall and peritonitis soon set in. The doctors conferred in a decision regarding this matter and John XXIII's aide Loris F. Capovilla broke the news to him saying that the cancer had done its work and nothing could be done for him. Around this time, his remaining siblings arrived to be with him. By 31 May, it had become clear that the cancer had overcome the resistance of John XXIII \u2013 it had left him confined to his bed.", "targets": "When was it clear that the cancer had overcome the resistance of John XXIII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7eb0c37866d04d58b4b414355a30a7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ancient-Chamorro society had four classes: chamorri (chiefs), matua (upper class), achaot (middle class), and mana'chang (lower class).:20\u201321 The matua were located in the coastal villages, which meant they had the best access to fishing grounds, whereas the mana'chang were located in the interior of the island. Matua and mana'chang rarely communicated with each other, and matua often used achaot as intermediaries. There were also \"mak\u00e5hna\" (similar to shamans), skilled in healing and medicine. Belief in spirits of ancient Chamorros called \"Taotao mo'na\" still persists as a remnant of pre-European culture. Their society was organized along matrilineal clans.:21", "targets": "Which four classes made up the ancient -Chamorro society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7eb0c37866d04d58b4b414355a30a7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ancient-Chamorro society had four classes: chamorri (chiefs), matua (upper class), achaot (middle class), and mana'chang (lower class).:20\u201321 The matua were located in the coastal villages, which meant they had the best access to fishing grounds, whereas the mana'chang were located in the interior of the island. Matua and mana'chang rarely communicated with each other, and matua often used achaot as intermediaries. There were also \"mak\u00e5hna\" (similar to shamans), skilled in healing and medicine. Belief in spirits of ancient Chamorros called \"Taotao mo'na\" still persists as a remnant of pre-European culture. Their society was organized along matrilineal clans.:21", "targets": "Where were the matua located on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7eb0c37866d04d58b4b414355a30a7f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ancient-Chamorro society had four classes: chamorri (chiefs), matua (upper class), achaot (middle class), and mana'chang (lower class).:20\u201321 The matua were located in the coastal villages, which meant they had the best access to fishing grounds, whereas the mana'chang were located in the interior of the island. Matua and mana'chang rarely communicated with each other, and matua often used achaot as intermediaries. There were also \"mak\u00e5hna\" (similar to shamans), skilled in healing and medicine. Belief in spirits of ancient Chamorros called \"Taotao mo'na\" still persists as a remnant of pre-European culture. Their society was organized along matrilineal clans.:21", "targets": "Where were the mana'chag located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4bca5547ee4f34b7253bc747d66aad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long a major population center and site of worldwide automobile manufacturing, Detroit has suffered a long economic decline produced by numerous factors. Like many industrial American cities, Detroit reached its population peak in the 1950 census. The peak population was 1.8 million people. Following suburbanization, industrial restructuring, and loss of jobs (as described above), by the 2010 census, the city had less than 40 percent of that number, with just over 700,000 residents. The city has declined in population in each census since 1950.", "targets": "In which year did Detroit's population peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4bca5547ee4f34b7253bc747d66aad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long a major population center and site of worldwide automobile manufacturing, Detroit has suffered a long economic decline produced by numerous factors. Like many industrial American cities, Detroit reached its population peak in the 1950 census. The peak population was 1.8 million people. Following suburbanization, industrial restructuring, and loss of jobs (as described above), by the 2010 census, the city had less than 40 percent of that number, with just over 700,000 residents. The city has declined in population in each census since 1950.", "targets": "What was the population of Detroit in 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4bca5547ee4f34b7253bc747d66aad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long a major population center and site of worldwide automobile manufacturing, Detroit has suffered a long economic decline produced by numerous factors. Like many industrial American cities, Detroit reached its population peak in the 1950 census. The peak population was 1.8 million people. Following suburbanization, industrial restructuring, and loss of jobs (as described above), by the 2010 census, the city had less than 40 percent of that number, with just over 700,000 residents. The city has declined in population in each census since 1950.", "targets": "By how much in percent has the population of Detroit declined since 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4bca5547ee4f34b7253bc747d66aad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long a major population center and site of worldwide automobile manufacturing, Detroit has suffered a long economic decline produced by numerous factors. Like many industrial American cities, Detroit reached its population peak in the 1950 census. The peak population was 1.8 million people. Following suburbanization, industrial restructuring, and loss of jobs (as described above), by the 2010 census, the city had less than 40 percent of that number, with just over 700,000 residents. The city has declined in population in each census since 1950.", "targets": "What was the population of Detroit in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb3d3b2b299433b9dbbd24b0c8c03a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tarragona has one of the region's most complete ritual sequences. The events start with the building of a huge barrel and ends with its burning with the effigies of the King and Queen. On Saturday, the main parade takes place with masked groups, zoomorphic figures, music and percussion bands, and groups with fireworks (the devils, the dragon, the ox, the female dragon). Carnival groups stand out for their clothes full of elegance, showing brilliant examples of fabric crafts, at the Saturday and Sunday parades. About 5,000 people are members of the parade groups.", "targets": "What do the events of Tarragona start with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb3d3b2b299433b9dbbd24b0c8c03a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tarragona has one of the region's most complete ritual sequences. The events start with the building of a huge barrel and ends with its burning with the effigies of the King and Queen. On Saturday, the main parade takes place with masked groups, zoomorphic figures, music and percussion bands, and groups with fireworks (the devils, the dragon, the ox, the female dragon). Carnival groups stand out for their clothes full of elegance, showing brilliant examples of fabric crafts, at the Saturday and Sunday parades. About 5,000 people are members of the parade groups.", "targets": "On what day does the main parade take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb3d3b2b299433b9dbbd24b0c8c03a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tarragona has one of the region's most complete ritual sequences. The events start with the building of a huge barrel and ends with its burning with the effigies of the King and Queen. On Saturday, the main parade takes place with masked groups, zoomorphic figures, music and percussion bands, and groups with fireworks (the devils, the dragon, the ox, the female dragon). Carnival groups stand out for their clothes full of elegance, showing brilliant examples of fabric crafts, at the Saturday and Sunday parades. About 5,000 people are members of the parade groups.", "targets": "What are the clothing of the Carnival groups full of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb3d3b2b299433b9dbbd24b0c8c03a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tarragona has one of the region's most complete ritual sequences. The events start with the building of a huge barrel and ends with its burning with the effigies of the King and Queen. On Saturday, the main parade takes place with masked groups, zoomorphic figures, music and percussion bands, and groups with fireworks (the devils, the dragon, the ox, the female dragon). Carnival groups stand out for their clothes full of elegance, showing brilliant examples of fabric crafts, at the Saturday and Sunday parades. About 5,000 people are members of the parade groups.", "targets": "Who has one of the most complete ritual agendas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb3d3b2b299433b9dbbd24b0c8c03a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tarragona has one of the region's most complete ritual sequences. The events start with the building of a huge barrel and ends with its burning with the effigies of the King and Queen. On Saturday, the main parade takes place with masked groups, zoomorphic figures, music and percussion bands, and groups with fireworks (the devils, the dragon, the ox, the female dragon). Carnival groups stand out for their clothes full of elegance, showing brilliant examples of fabric crafts, at the Saturday and Sunday parades. About 5,000 people are members of the parade groups.", "targets": "About how many people are members of the various parade groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1dd7699a124bbb909b712370f8fec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction, as can a great deal of journalism, such as literary journalism. However, these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result, the writing in these fields often lacks a literary quality, although it often(and in its better moments)has that quality. Major \"literary\" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.", "targets": "What is literary historical writing sometimes called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1dd7699a124bbb909b712370f8fec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction, as can a great deal of journalism, such as literary journalism. However, these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result, the writing in these fields often lacks a literary quality, although it often(and in its better moments)has that quality. Major \"literary\" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.", "targets": "Reporting that attempts a creative or literary bent is sometimes called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1dd7699a124bbb909b712370f8fec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction, as can a great deal of journalism, such as literary journalism. However, these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result, the writing in these fields often lacks a literary quality, although it often(and in its better moments)has that quality. Major \"literary\" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.", "targets": "What is the main function of journalism or historical documentation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1dd7699a124bbb909b712370f8fec3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction, as can a great deal of journalism, such as literary journalism. However, these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result, the writing in these fields often lacks a literary quality, although it often(and in its better moments)has that quality. Major \"literary\" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.", "targets": "Who are some classic historians regarded as literary historians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919de9261e93455995f9f8791b823990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period from 1993 to 2011, FBI agents fired their weapons on 289 occasions; FBI internal reviews found the shots justified in all but 5 cases, in none of the 5 cases were people wounded. Samuel Walker, a professor of criminal justice at the University of Nebraska Omaha said the number of shots found to be unjustified was \"suspiciously low.\" In the same time period, the FBI wounded 150 people, 70 of whom died; the FBI found all 150 shootings to be justified. Likewise, during the period from 2011 to the present, all shootings by FBI agents have been found to be justified by internal investigation. In a 2002 case in Maryland, an innocent man was shot, and later paid $1.3 million by the FBI after agents mistook him for a bank robber; the internal investigation found that the shooting was justified, based on the man's actions.", "targets": "How many times did FBI agents first their weapons from 1993 to 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919de9261e93455995f9f8791b823990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period from 1993 to 2011, FBI agents fired their weapons on 289 occasions; FBI internal reviews found the shots justified in all but 5 cases, in none of the 5 cases were people wounded. Samuel Walker, a professor of criminal justice at the University of Nebraska Omaha said the number of shots found to be unjustified was \"suspiciously low.\" In the same time period, the FBI wounded 150 people, 70 of whom died; the FBI found all 150 shootings to be justified. Likewise, during the period from 2011 to the present, all shootings by FBI agents have been found to be justified by internal investigation. In a 2002 case in Maryland, an innocent man was shot, and later paid $1.3 million by the FBI after agents mistook him for a bank robber; the internal investigation found that the shooting was justified, based on the man's actions.", "targets": "How many times were FBI shots not justified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919de9261e93455995f9f8791b823990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period from 1993 to 2011, FBI agents fired their weapons on 289 occasions; FBI internal reviews found the shots justified in all but 5 cases, in none of the 5 cases were people wounded. Samuel Walker, a professor of criminal justice at the University of Nebraska Omaha said the number of shots found to be unjustified was \"suspiciously low.\" In the same time period, the FBI wounded 150 people, 70 of whom died; the FBI found all 150 shootings to be justified. Likewise, during the period from 2011 to the present, all shootings by FBI agents have been found to be justified by internal investigation. In a 2002 case in Maryland, an innocent man was shot, and later paid $1.3 million by the FBI after agents mistook him for a bank robber; the internal investigation found that the shooting was justified, based on the man's actions.", "targets": "How many people were wounded in the cases where FBI shooting was not justified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919de9261e93455995f9f8791b823990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period from 1993 to 2011, FBI agents fired their weapons on 289 occasions; FBI internal reviews found the shots justified in all but 5 cases, in none of the 5 cases were people wounded. Samuel Walker, a professor of criminal justice at the University of Nebraska Omaha said the number of shots found to be unjustified was \"suspiciously low.\" In the same time period, the FBI wounded 150 people, 70 of whom died; the FBI found all 150 shootings to be justified. Likewise, during the period from 2011 to the present, all shootings by FBI agents have been found to be justified by internal investigation. In a 2002 case in Maryland, an innocent man was shot, and later paid $1.3 million by the FBI after agents mistook him for a bank robber; the internal investigation found that the shooting was justified, based on the man's actions.", "targets": "How did Samuel Walker describe the number of unjustified shots fired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-919de9261e93455995f9f8791b823990", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the period from 1993 to 2011, FBI agents fired their weapons on 289 occasions; FBI internal reviews found the shots justified in all but 5 cases, in none of the 5 cases were people wounded. Samuel Walker, a professor of criminal justice at the University of Nebraska Omaha said the number of shots found to be unjustified was \"suspiciously low.\" In the same time period, the FBI wounded 150 people, 70 of whom died; the FBI found all 150 shootings to be justified. Likewise, during the period from 2011 to the present, all shootings by FBI agents have been found to be justified by internal investigation. In a 2002 case in Maryland, an innocent man was shot, and later paid $1.3 million by the FBI after agents mistook him for a bank robber; the internal investigation found that the shooting was justified, based on the man's actions.", "targets": "On what was the shooting of an innocent Maryland man deemed justified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78c6f9c6a1f442e9b3de25e291baf675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each year, the southern California area has about 10,000 earthquakes. Nearly all of them are so small that they are not felt. Only several hundred are greater than magnitude 3.0, and only about 15\u201320 are greater than magnitude 4.0. The magnitude 6.7 1994 Northridge earthquake was particularly destructive, causing a substantial number of deaths, injuries, and structural collapses. It caused the most property damage of any earthquake in U.S. history, estimated at over $20 billion.", "targets": "How many earthquakes does southern California experience in a year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78c6f9c6a1f442e9b3de25e291baf675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each year, the southern California area has about 10,000 earthquakes. Nearly all of them are so small that they are not felt. Only several hundred are greater than magnitude 3.0, and only about 15\u201320 are greater than magnitude 4.0. The magnitude 6.7 1994 Northridge earthquake was particularly destructive, causing a substantial number of deaths, injuries, and structural collapses. It caused the most property damage of any earthquake in U.S. history, estimated at over $20 billion.", "targets": "Generally speaking, what size are the earthquakes that hit southern California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78c6f9c6a1f442e9b3de25e291baf675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each year, the southern California area has about 10,000 earthquakes. Nearly all of them are so small that they are not felt. Only several hundred are greater than magnitude 3.0, and only about 15\u201320 are greater than magnitude 4.0. The magnitude 6.7 1994 Northridge earthquake was particularly destructive, causing a substantial number of deaths, injuries, and structural collapses. It caused the most property damage of any earthquake in U.S. history, estimated at over $20 billion.", "targets": "What magnitude was the 1994 Northridge earthquake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78c6f9c6a1f442e9b3de25e291baf675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each year, the southern California area has about 10,000 earthquakes. Nearly all of them are so small that they are not felt. Only several hundred are greater than magnitude 3.0, and only about 15\u201320 are greater than magnitude 4.0. The magnitude 6.7 1994 Northridge earthquake was particularly destructive, causing a substantial number of deaths, injuries, and structural collapses. It caused the most property damage of any earthquake in U.S. history, estimated at over $20 billion.", "targets": "What kind of destruction did the 1994 earthquake cause the most of in US history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78c6f9c6a1f442e9b3de25e291baf675", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each year, the southern California area has about 10,000 earthquakes. Nearly all of them are so small that they are not felt. Only several hundred are greater than magnitude 3.0, and only about 15\u201320 are greater than magnitude 4.0. The magnitude 6.7 1994 Northridge earthquake was particularly destructive, causing a substantial number of deaths, injuries, and structural collapses. It caused the most property damage of any earthquake in U.S. history, estimated at over $20 billion.", "targets": "How much was the 1994 earthquake estimated to have cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69648099207e4b96975c605dee02da19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun switched support to the Labour party on 18 March 1997, six weeks before the General Election victory which saw the New Labour leader Tony Blair become Prime Minister with a large parliamentary majority, despite the paper having attacked Blair and New Labour up to a month earlier. Its front page headline read THE SUN BACKS BLAIR and its front page editorial made clear that while it still opposed some New Labour policies, such as the Minimum Wage and Devolution, it believed Blair to be \"the breath of fresh air this great country needs\". John Major's Conservatives, it said, were \"tired, divided and rudderless\". Blair, who had radically altered his party's image and policies, noting the influence the paper could have over its readers' political thinking, had courted it (and Murdoch) for some time by granting exclusive interviews and writing columns.", "targets": "Who did The Sun declare political endorsement of in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69648099207e4b96975c605dee02da19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun switched support to the Labour party on 18 March 1997, six weeks before the General Election victory which saw the New Labour leader Tony Blair become Prime Minister with a large parliamentary majority, despite the paper having attacked Blair and New Labour up to a month earlier. Its front page headline read THE SUN BACKS BLAIR and its front page editorial made clear that while it still opposed some New Labour policies, such as the Minimum Wage and Devolution, it believed Blair to be \"the breath of fresh air this great country needs\". John Major's Conservatives, it said, were \"tired, divided and rudderless\". Blair, who had radically altered his party's image and policies, noting the influence the paper could have over its readers' political thinking, had courted it (and Murdoch) for some time by granting exclusive interviews and writing columns.", "targets": "Who became Prime Minister in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69648099207e4b96975c605dee02da19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun switched support to the Labour party on 18 March 1997, six weeks before the General Election victory which saw the New Labour leader Tony Blair become Prime Minister with a large parliamentary majority, despite the paper having attacked Blair and New Labour up to a month earlier. Its front page headline read THE SUN BACKS BLAIR and its front page editorial made clear that while it still opposed some New Labour policies, such as the Minimum Wage and Devolution, it believed Blair to be \"the breath of fresh air this great country needs\". John Major's Conservatives, it said, were \"tired, divided and rudderless\". Blair, who had radically altered his party's image and policies, noting the influence the paper could have over its readers' political thinking, had courted it (and Murdoch) for some time by granting exclusive interviews and writing columns.", "targets": "Which New Labour policies did The Sun oppose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69648099207e4b96975c605dee02da19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun switched support to the Labour party on 18 March 1997, six weeks before the General Election victory which saw the New Labour leader Tony Blair become Prime Minister with a large parliamentary majority, despite the paper having attacked Blair and New Labour up to a month earlier. Its front page headline read THE SUN BACKS BLAIR and its front page editorial made clear that while it still opposed some New Labour policies, such as the Minimum Wage and Devolution, it believed Blair to be \"the breath of fresh air this great country needs\". John Major's Conservatives, it said, were \"tired, divided and rudderless\". Blair, who had radically altered his party's image and policies, noting the influence the paper could have over its readers' political thinking, had courted it (and Murdoch) for some time by granting exclusive interviews and writing columns.", "targets": "How did The Sun describe John Major's Conservatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69648099207e4b96975c605dee02da19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun switched support to the Labour party on 18 March 1997, six weeks before the General Election victory which saw the New Labour leader Tony Blair become Prime Minister with a large parliamentary majority, despite the paper having attacked Blair and New Labour up to a month earlier. Its front page headline read THE SUN BACKS BLAIR and its front page editorial made clear that while it still opposed some New Labour policies, such as the Minimum Wage and Devolution, it believed Blair to be \"the breath of fresh air this great country needs\". John Major's Conservatives, it said, were \"tired, divided and rudderless\". Blair, who had radically altered his party's image and policies, noting the influence the paper could have over its readers' political thinking, had courted it (and Murdoch) for some time by granting exclusive interviews and writing columns.", "targets": "Who greatly changed the image of the Labour party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aacb250ac1fc481a93ea21d49c28606b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, one kilowatt-hour (3.6 MJ) of electricity currently causes an average 1.34 pounds (610 g) of CO\n2 emission. Assuming the average light bulb is on for 10 hours a day, a 40-watt bulb will cause 196 pounds (89 kg) of CO\n2 emission per year. The 6-watt LED equivalent will only cause 30 pounds (14 kg) of CO\n2 over the same time span. A building\u2019s carbon footprint from lighting can therefore be reduced by 85% by exchanging all incandescent bulbs for new LEDs if a building previously used only incandescent bulbs.", "targets": "In what country does one kilowatt-hour of electricity causes 1.34 pounds of CO 2 emission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aacb250ac1fc481a93ea21d49c28606b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, one kilowatt-hour (3.6 MJ) of electricity currently causes an average 1.34 pounds (610 g) of CO\n2 emission. Assuming the average light bulb is on for 10 hours a day, a 40-watt bulb will cause 196 pounds (89 kg) of CO\n2 emission per year. The 6-watt LED equivalent will only cause 30 pounds (14 kg) of CO\n2 over the same time span. A building\u2019s carbon footprint from lighting can therefore be reduced by 85% by exchanging all incandescent bulbs for new LEDs if a building previously used only incandescent bulbs.", "targets": "How much CO2 emission would a 40-watt light bulb produce after 10 hours?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aacb250ac1fc481a93ea21d49c28606b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, one kilowatt-hour (3.6 MJ) of electricity currently causes an average 1.34 pounds (610 g) of CO\n2 emission. Assuming the average light bulb is on for 10 hours a day, a 40-watt bulb will cause 196 pounds (89 kg) of CO\n2 emission per year. The 6-watt LED equivalent will only cause 30 pounds (14 kg) of CO\n2 over the same time span. A building\u2019s carbon footprint from lighting can therefore be reduced by 85% by exchanging all incandescent bulbs for new LEDs if a building previously used only incandescent bulbs.", "targets": "A 6-watt LED left on for 10 hours a day will emit how much CO 2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aacb250ac1fc481a93ea21d49c28606b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the US, one kilowatt-hour (3.6 MJ) of electricity currently causes an average 1.34 pounds (610 g) of CO\n2 emission. Assuming the average light bulb is on for 10 hours a day, a 40-watt bulb will cause 196 pounds (89 kg) of CO\n2 emission per year. The 6-watt LED equivalent will only cause 30 pounds (14 kg) of CO\n2 over the same time span. A building\u2019s carbon footprint from lighting can therefore be reduced by 85% by exchanging all incandescent bulbs for new LEDs if a building previously used only incandescent bulbs.", "targets": "How much can a building's carbon footprint be reduced by switching to LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "What process attributes new wealth to those that already have it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "According to the wealth concentration theory, what advantage do the wealthy have in accumulating new wealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "What has the highest impact on wealth accumulation and the resulting income inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "What tends to lead to more money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "Where does newly created wealth concentrate? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "Who is best able to leverage the accumulation of wealth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "What can significantly contribute to the continuing inequality in a society over time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "Who wrote the book \"Capital in the Twenty-First Century\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-040936a30f9d4e939f47503150855f40", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wealth concentration is a theoretical[according to whom?] process by which, under certain conditions, newly created wealth concentrates in the possession of already-wealthy individuals or entities. According to this theory, those who already hold wealth have the means to invest in new sources of creating wealth or to otherwise leverage the accumulation of wealth, thus are the beneficiaries of the new wealth. Over time, wealth condensation can significantly contribute to the persistence of inequality within society. Thomas Piketty in his book Capital in the Twenty-First Century argues that the fundamental force for divergence is the usually greater return of capital (r) than economic growth (g), and that larger fortunes generate higher returns [pp. 384 Table 12.2, U.S. university endowment size vs. real annual rate of return]", "targets": "What do larger fortunes generate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab837b1784b14ca48f92cc5af033ce7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compacts of Free Association between the United States, the Federated States of Micronesia, the Republic of the Marshall Islands and the Republic of Palau accorded the former entities of the Trust Territory of the Pacific Islands a political status of \"free association\" with the United States. The Compacts give citizens of these island nations generally no restrictions to reside in the United States (also its territories), and many were attracted to Guam due to its proximity, environmental, and cultural familiarity. Over the years, it was claimed by some in Guam that the territory has had to bear the brunt of this agreement in the form of public assistance programs and public education for those from the regions involved, and the federal government should compensate the states and territories affected by this type of migration.[citation needed] Over the years, Congress had appropriated \"Compact Impact\" aids to Guam, the Northern Mariana Islands and Hawaii, and eventually this appropriation was written into each renewed Compact. Some, however, continue to claim the compensation is not enough or that the distribution of actual compensation received is significantly disproportionate.[citation needed]", "targets": "What is the name of the pact held between the United States, Micronesia, Marshal Islands, and Palau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab837b1784b14ca48f92cc5af033ce7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compacts of Free Association between the United States, the Federated States of Micronesia, the Republic of the Marshall Islands and the Republic of Palau accorded the former entities of the Trust Territory of the Pacific Islands a political status of \"free association\" with the United States. The Compacts give citizens of these island nations generally no restrictions to reside in the United States (also its territories), and many were attracted to Guam due to its proximity, environmental, and cultural familiarity. Over the years, it was claimed by some in Guam that the territory has had to bear the brunt of this agreement in the form of public assistance programs and public education for those from the regions involved, and the federal government should compensate the states and territories affected by this type of migration.[citation needed] Over the years, Congress had appropriated \"Compact Impact\" aids to Guam, the Northern Mariana Islands and Hawaii, and eventually this appropriation was written into each renewed Compact. Some, however, continue to claim the compensation is not enough or that the distribution of actual compensation received is significantly disproportionate.[citation needed]", "targets": "What is the benefit of the  Compacts of Free Association?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab837b1784b14ca48f92cc5af033ce7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compacts of Free Association between the United States, the Federated States of Micronesia, the Republic of the Marshall Islands and the Republic of Palau accorded the former entities of the Trust Territory of the Pacific Islands a political status of \"free association\" with the United States. The Compacts give citizens of these island nations generally no restrictions to reside in the United States (also its territories), and many were attracted to Guam due to its proximity, environmental, and cultural familiarity. Over the years, it was claimed by some in Guam that the territory has had to bear the brunt of this agreement in the form of public assistance programs and public education for those from the regions involved, and the federal government should compensate the states and territories affected by this type of migration.[citation needed] Over the years, Congress had appropriated \"Compact Impact\" aids to Guam, the Northern Mariana Islands and Hawaii, and eventually this appropriation was written into each renewed Compact. Some, however, continue to claim the compensation is not enough or that the distribution of actual compensation received is significantly disproportionate.[citation needed]", "targets": "What has Guam claimed about Compacts of Free Association?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb0f8a30b1431892e560655152e1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1982, the US Mint began minting pennies coated in copper but made primarily of zinc. With the new zinc pennies, there is the potential for zinc toxicosis, which can be fatal. One reported case of chronic ingestion of 425 pennies (over 1 kg of zinc) resulted in death due to gastrointestinal bacterial and fungal sepsis, whereas another patient, who ingested 12 grams of zinc, only showed lethargy and ataxia (gross lack of coordination of muscle movements). Several other cases have been reported of humans suffering zinc intoxication by the ingestion of zinc coins.", "targets": "What coin, as of 1982, is now primarily made of zinc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb0f8a30b1431892e560655152e1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1982, the US Mint began minting pennies coated in copper but made primarily of zinc. With the new zinc pennies, there is the potential for zinc toxicosis, which can be fatal. One reported case of chronic ingestion of 425 pennies (over 1 kg of zinc) resulted in death due to gastrointestinal bacterial and fungal sepsis, whereas another patient, who ingested 12 grams of zinc, only showed lethargy and ataxia (gross lack of coordination of muscle movements). Several other cases have been reported of humans suffering zinc intoxication by the ingestion of zinc coins.", "targets": "What is a concern with the new zinc pennies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb0f8a30b1431892e560655152e1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1982, the US Mint began minting pennies coated in copper but made primarily of zinc. With the new zinc pennies, there is the potential for zinc toxicosis, which can be fatal. One reported case of chronic ingestion of 425 pennies (over 1 kg of zinc) resulted in death due to gastrointestinal bacterial and fungal sepsis, whereas another patient, who ingested 12 grams of zinc, only showed lethargy and ataxia (gross lack of coordination of muscle movements). Several other cases have been reported of humans suffering zinc intoxication by the ingestion of zinc coins.", "targets": "Ingesting zinc can cause lack of muscle movement and coordination called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1bb0f8a30b1431892e560655152e1b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1982, the US Mint began minting pennies coated in copper but made primarily of zinc. With the new zinc pennies, there is the potential for zinc toxicosis, which can be fatal. One reported case of chronic ingestion of 425 pennies (over 1 kg of zinc) resulted in death due to gastrointestinal bacterial and fungal sepsis, whereas another patient, who ingested 12 grams of zinc, only showed lethargy and ataxia (gross lack of coordination of muscle movements). Several other cases have been reported of humans suffering zinc intoxication by the ingestion of zinc coins.", "targets": "Why have people reported zinc intoxication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb1716756b554157a90ba825efc3d6cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national basketball team has a decades-long tradition of excellence in the sport, being considered among the world's top basketball powers. As of 2012, it ranked 4th in the world and 2nd in Europe. They have won the European Championship twice in 1987 and 2005, and have reached the final four in two of the last four FIBA World Championships, taking the second place in the world in 2006 FIBA World Championship, after a spectacular 101\u201395 win against Team USA in the tournament's semifinal. The domestic top basketball league, A1 Ethniki, is composed of fourteen teams. The most successful Greek teams are Olympiacos, Panathinaikos, Aris Thessaloniki, AEK Athens and P.A.O.K. Greek basketball teams are the most successful in European basketball the last 25 years, having won as many as 9 Euroleagues since the establishment of the modern era Euroleague Final Four format in 1988, while no other nation has won more than 4 Euroleague championships in this period. Besides the 9 Euroleagues, Greek basketball teams (Panathinaikos, Olympiacos, Aris Thessaloniki, AEK Athens, P.A.O.K, Maroussi) have won 3 Triple Crowns, 5 Saporta Cups, 2 Kora\u0107 Cups and 1 FIBA Europe Champions Cup. After the 2005 European Championship triumph of the Greek national basketball team, Greece became the reigning European Champion in both football and basketball.", "targets": "The Greek national basketball team held what world ranking in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb1716756b554157a90ba825efc3d6cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national basketball team has a decades-long tradition of excellence in the sport, being considered among the world's top basketball powers. As of 2012, it ranked 4th in the world and 2nd in Europe. They have won the European Championship twice in 1987 and 2005, and have reached the final four in two of the last four FIBA World Championships, taking the second place in the world in 2006 FIBA World Championship, after a spectacular 101\u201395 win against Team USA in the tournament's semifinal. The domestic top basketball league, A1 Ethniki, is composed of fourteen teams. The most successful Greek teams are Olympiacos, Panathinaikos, Aris Thessaloniki, AEK Athens and P.A.O.K. Greek basketball teams are the most successful in European basketball the last 25 years, having won as many as 9 Euroleagues since the establishment of the modern era Euroleague Final Four format in 1988, while no other nation has won more than 4 Euroleague championships in this period. Besides the 9 Euroleagues, Greek basketball teams (Panathinaikos, Olympiacos, Aris Thessaloniki, AEK Athens, P.A.O.K, Maroussi) have won 3 Triple Crowns, 5 Saporta Cups, 2 Kora\u0107 Cups and 1 FIBA Europe Champions Cup. After the 2005 European Championship triumph of the Greek national basketball team, Greece became the reigning European Champion in both football and basketball.", "targets": "The Greek national basketball in 2012 held what ranking in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb1716756b554157a90ba825efc3d6cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national basketball team has a decades-long tradition of excellence in the sport, being considered among the world's top basketball powers. As of 2012, it ranked 4th in the world and 2nd in Europe. They have won the European Championship twice in 1987 and 2005, and have reached the final four in two of the last four FIBA World Championships, taking the second place in the world in 2006 FIBA World Championship, after a spectacular 101\u201395 win against Team USA in the tournament's semifinal. The domestic top basketball league, A1 Ethniki, is composed of fourteen teams. The most successful Greek teams are Olympiacos, Panathinaikos, Aris Thessaloniki, AEK Athens and P.A.O.K. Greek basketball teams are the most successful in European basketball the last 25 years, having won as many as 9 Euroleagues since the establishment of the modern era Euroleague Final Four format in 1988, while no other nation has won more than 4 Euroleague championships in this period. Besides the 9 Euroleagues, Greek basketball teams (Panathinaikos, Olympiacos, Aris Thessaloniki, AEK Athens, P.A.O.K, Maroussi) have won 3 Triple Crowns, 5 Saporta Cups, 2 Kora\u0107 Cups and 1 FIBA Europe Champions Cup. After the 2005 European Championship triumph of the Greek national basketball team, Greece became the reigning European Champion in both football and basketball.", "targets": "How many times has the Greek national basketball team won the European championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb1716756b554157a90ba825efc3d6cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national basketball team has a decades-long tradition of excellence in the sport, being considered among the world's top basketball powers. As of 2012, it ranked 4th in the world and 2nd in Europe. They have won the European Championship twice in 1987 and 2005, and have reached the final four in two of the last four FIBA World Championships, taking the second place in the world in 2006 FIBA World Championship, after a spectacular 101\u201395 win against Team USA in the tournament's semifinal. The domestic top basketball league, A1 Ethniki, is composed of fourteen teams. The most successful Greek teams are Olympiacos, Panathinaikos, Aris Thessaloniki, AEK Athens and P.A.O.K. Greek basketball teams are the most successful in European basketball the last 25 years, having won as many as 9 Euroleagues since the establishment of the modern era Euroleague Final Four format in 1988, while no other nation has won more than 4 Euroleague championships in this period. Besides the 9 Euroleagues, Greek basketball teams (Panathinaikos, Olympiacos, Aris Thessaloniki, AEK Athens, P.A.O.K, Maroussi) have won 3 Triple Crowns, 5 Saporta Cups, 2 Kora\u0107 Cups and 1 FIBA Europe Champions Cup. After the 2005 European Championship triumph of the Greek national basketball team, Greece became the reigning European Champion in both football and basketball.", "targets": "Who did the Greek basketball team beat in the 2006 FIBA World Championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb1716756b554157a90ba825efc3d6cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek national basketball team has a decades-long tradition of excellence in the sport, being considered among the world's top basketball powers. As of 2012, it ranked 4th in the world and 2nd in Europe. They have won the European Championship twice in 1987 and 2005, and have reached the final four in two of the last four FIBA World Championships, taking the second place in the world in 2006 FIBA World Championship, after a spectacular 101\u201395 win against Team USA in the tournament's semifinal. The domestic top basketball league, A1 Ethniki, is composed of fourteen teams. The most successful Greek teams are Olympiacos, Panathinaikos, Aris Thessaloniki, AEK Athens and P.A.O.K. Greek basketball teams are the most successful in European basketball the last 25 years, having won as many as 9 Euroleagues since the establishment of the modern era Euroleague Final Four format in 1988, while no other nation has won more than 4 Euroleague championships in this period. Besides the 9 Euroleagues, Greek basketball teams (Panathinaikos, Olympiacos, Aris Thessaloniki, AEK Athens, P.A.O.K, Maroussi) have won 3 Triple Crowns, 5 Saporta Cups, 2 Kora\u0107 Cups and 1 FIBA Europe Champions Cup. After the 2005 European Championship triumph of the Greek national basketball team, Greece became the reigning European Champion in both football and basketball.", "targets": "What is the name of Greece's top domestic basketball league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd695a1c3624c93aebc6df7f5b3dcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its metaphysics, Ny\u0101ya school is closer to the Vai\u015be\u1e63ika school than others. It holds that human suffering results from mistakes/defects produced by activity under wrong knowledge (notions and ignorance). Moksha (liberation), it states, is gained through right knowledge. This premise led Ny\u0101ya to concern itself with epistemology, that is the reliable means to gain correct knowledge and to remove wrong notions. False knowledge is not merely ignorance to Naiyayikas, it includes delusion. Correct knowledge is discovering and overcoming one's delusions, and understanding true nature of soul, self and reality. The Ny\u0101ya S\u016btras begin:", "targets": "What school of thought is closest to Vaisesika school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd695a1c3624c93aebc6df7f5b3dcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its metaphysics, Ny\u0101ya school is closer to the Vai\u015be\u1e63ika school than others. It holds that human suffering results from mistakes/defects produced by activity under wrong knowledge (notions and ignorance). Moksha (liberation), it states, is gained through right knowledge. This premise led Ny\u0101ya to concern itself with epistemology, that is the reliable means to gain correct knowledge and to remove wrong notions. False knowledge is not merely ignorance to Naiyayikas, it includes delusion. Correct knowledge is discovering and overcoming one's delusions, and understanding true nature of soul, self and reality. The Ny\u0101ya S\u016btras begin:", "targets": "What does Nyaya say causes human suffering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd695a1c3624c93aebc6df7f5b3dcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its metaphysics, Ny\u0101ya school is closer to the Vai\u015be\u1e63ika school than others. It holds that human suffering results from mistakes/defects produced by activity under wrong knowledge (notions and ignorance). Moksha (liberation), it states, is gained through right knowledge. This premise led Ny\u0101ya to concern itself with epistemology, that is the reliable means to gain correct knowledge and to remove wrong notions. False knowledge is not merely ignorance to Naiyayikas, it includes delusion. Correct knowledge is discovering and overcoming one's delusions, and understanding true nature of soul, self and reality. The Ny\u0101ya S\u016btras begin:", "targets": "What state is achieved through knowledge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd695a1c3624c93aebc6df7f5b3dcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its metaphysics, Ny\u0101ya school is closer to the Vai\u015be\u1e63ika school than others. It holds that human suffering results from mistakes/defects produced by activity under wrong knowledge (notions and ignorance). Moksha (liberation), it states, is gained through right knowledge. This premise led Ny\u0101ya to concern itself with epistemology, that is the reliable means to gain correct knowledge and to remove wrong notions. False knowledge is not merely ignorance to Naiyayikas, it includes delusion. Correct knowledge is discovering and overcoming one's delusions, and understanding true nature of soul, self and reality. The Ny\u0101ya S\u016btras begin:", "targets": "What is moksha in Hindu philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bd695a1c3624c93aebc6df7f5b3dcc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its metaphysics, Ny\u0101ya school is closer to the Vai\u015be\u1e63ika school than others. It holds that human suffering results from mistakes/defects produced by activity under wrong knowledge (notions and ignorance). Moksha (liberation), it states, is gained through right knowledge. This premise led Ny\u0101ya to concern itself with epistemology, that is the reliable means to gain correct knowledge and to remove wrong notions. False knowledge is not merely ignorance to Naiyayikas, it includes delusion. Correct knowledge is discovering and overcoming one's delusions, and understanding true nature of soul, self and reality. The Ny\u0101ya S\u016btras begin:", "targets": "Besides ignorance, what does false knowledge include in Nyaya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d474aff683c4bf0baff6d197a85a287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Development of the fertilized eggs is direct, in other words there is no distinctive larval form, and juveniles of all groups generally resemble miniature cydippid adults. In the genus Beroe the juveniles, like the adults, lack tentacles and tentacle sheaths. In most species the juveniles gradually develop the body forms of their parents. In some groups, such as the flat, bottom-dwelling platyctenids, the juveniles behave more like true larvae, as they live among the plankton and thus occupy a different ecological niche from their parents and attain the adult form by a more radical metamorphosis, after dropping to the sea-floor.", "targets": "Juvenile and adult  beroe lack what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d474aff683c4bf0baff6d197a85a287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Development of the fertilized eggs is direct, in other words there is no distinctive larval form, and juveniles of all groups generally resemble miniature cydippid adults. In the genus Beroe the juveniles, like the adults, lack tentacles and tentacle sheaths. In most species the juveniles gradually develop the body forms of their parents. In some groups, such as the flat, bottom-dwelling platyctenids, the juveniles behave more like true larvae, as they live among the plankton and thus occupy a different ecological niche from their parents and attain the adult form by a more radical metamorphosis, after dropping to the sea-floor.", "targets": "Where do juvenile platyctenids live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d474aff683c4bf0baff6d197a85a287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Development of the fertilized eggs is direct, in other words there is no distinctive larval form, and juveniles of all groups generally resemble miniature cydippid adults. In the genus Beroe the juveniles, like the adults, lack tentacles and tentacle sheaths. In most species the juveniles gradually develop the body forms of their parents. In some groups, such as the flat, bottom-dwelling platyctenids, the juveniles behave more like true larvae, as they live among the plankton and thus occupy a different ecological niche from their parents and attain the adult form by a more radical metamorphosis, after dropping to the sea-floor.", "targets": "When do juvenile develop into adults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d474aff683c4bf0baff6d197a85a287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Development of the fertilized eggs is direct, in other words there is no distinctive larval form, and juveniles of all groups generally resemble miniature cydippid adults. In the genus Beroe the juveniles, like the adults, lack tentacles and tentacle sheaths. In most species the juveniles gradually develop the body forms of their parents. In some groups, such as the flat, bottom-dwelling platyctenids, the juveniles behave more like true larvae, as they live among the plankton and thus occupy a different ecological niche from their parents and attain the adult form by a more radical metamorphosis, after dropping to the sea-floor.", "targets": "Juvenile platyctenids act like what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d474aff683c4bf0baff6d197a85a287", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Development of the fertilized eggs is direct, in other words there is no distinctive larval form, and juveniles of all groups generally resemble miniature cydippid adults. In the genus Beroe the juveniles, like the adults, lack tentacles and tentacle sheaths. In most species the juveniles gradually develop the body forms of their parents. In some groups, such as the flat, bottom-dwelling platyctenids, the juveniles behave more like true larvae, as they live among the plankton and thus occupy a different ecological niche from their parents and attain the adult form by a more radical metamorphosis, after dropping to the sea-floor.", "targets": "Which genus lack tentacles and sheaths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc2ea2bb27944c779b2f1703a330455a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen can be prepared in several different ways, but economically the most important processes involve removal of hydrogen from hydrocarbons. Commercial bulk hydrogen is usually produced by the steam reforming of natural gas. At high temperatures (1000\u20131400 K, 700\u20131100 \u00b0C or 1300\u20132000 \u00b0F), steam (water vapor) reacts with methane to yield carbon monoxide and H\n2.", "targets": "The most economical way to prepare hydrogen involves removing it from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc2ea2bb27944c779b2f1703a330455a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen can be prepared in several different ways, but economically the most important processes involve removal of hydrogen from hydrocarbons. Commercial bulk hydrogen is usually produced by the steam reforming of natural gas. At high temperatures (1000\u20131400 K, 700\u20131100 \u00b0C or 1300\u20132000 \u00b0F), steam (water vapor) reacts with methane to yield carbon monoxide and H\n2.", "targets": "What temperature is needed for steam to react with methane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55853c973c8f48e588fead704bef9711", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1738, Sebasti\u00e3o Jos\u00e9 de Carvalho e Melo, 1st Marquis of Pombal, began a diplomatic career as the Portuguese Ambassador in London and later in Vienna. The Queen consort of Portugal, Archduchess Maria Anne Josefa of Austria, was fond of Melo; and after his first wife died, she arranged the widowed de Melo's second marriage to the daughter of the Austrian Field Marshal Leopold Josef, Count von Daun. King John V of Portugal, however, was not pleased and recalled Melo to Portugal in 1749. John V died the following year and his son, Joseph I of Portugal, was crowned. In contrast to his father, Joseph I was fond of de Melo, and with the Queen Mother's approval, he appointed Melo as Minister of Foreign Affairs.", "targets": "Who was de Melo's second marriage to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55853c973c8f48e588fead704bef9711", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1738, Sebasti\u00e3o Jos\u00e9 de Carvalho e Melo, 1st Marquis of Pombal, began a diplomatic career as the Portuguese Ambassador in London and later in Vienna. The Queen consort of Portugal, Archduchess Maria Anne Josefa of Austria, was fond of Melo; and after his first wife died, she arranged the widowed de Melo's second marriage to the daughter of the Austrian Field Marshal Leopold Josef, Count von Daun. King John V of Portugal, however, was not pleased and recalled Melo to Portugal in 1749. John V died the following year and his son, Joseph I of Portugal, was crowned. In contrast to his father, Joseph I was fond of de Melo, and with the Queen Mother's approval, he appointed Melo as Minister of Foreign Affairs.", "targets": "Who was the 1st Marquis of Pombal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55853c973c8f48e588fead704bef9711", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1738, Sebasti\u00e3o Jos\u00e9 de Carvalho e Melo, 1st Marquis of Pombal, began a diplomatic career as the Portuguese Ambassador in London and later in Vienna. The Queen consort of Portugal, Archduchess Maria Anne Josefa of Austria, was fond of Melo; and after his first wife died, she arranged the widowed de Melo's second marriage to the daughter of the Austrian Field Marshal Leopold Josef, Count von Daun. King John V of Portugal, however, was not pleased and recalled Melo to Portugal in 1749. John V died the following year and his son, Joseph I of Portugal, was crowned. In contrast to his father, Joseph I was fond of de Melo, and with the Queen Mother's approval, he appointed Melo as Minister of Foreign Affairs.", "targets": "What title did Archduchess Maria Anne Josefa hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55853c973c8f48e588fead704bef9711", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1738, Sebasti\u00e3o Jos\u00e9 de Carvalho e Melo, 1st Marquis of Pombal, began a diplomatic career as the Portuguese Ambassador in London and later in Vienna. The Queen consort of Portugal, Archduchess Maria Anne Josefa of Austria, was fond of Melo; and after his first wife died, she arranged the widowed de Melo's second marriage to the daughter of the Austrian Field Marshal Leopold Josef, Count von Daun. King John V of Portugal, however, was not pleased and recalled Melo to Portugal in 1749. John V died the following year and his son, Joseph I of Portugal, was crowned. In contrast to his father, Joseph I was fond of de Melo, and with the Queen Mother's approval, he appointed Melo as Minister of Foreign Affairs.", "targets": "Who arranged the widow de Melo's second marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55853c973c8f48e588fead704bef9711", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1738, Sebasti\u00e3o Jos\u00e9 de Carvalho e Melo, 1st Marquis of Pombal, began a diplomatic career as the Portuguese Ambassador in London and later in Vienna. The Queen consort of Portugal, Archduchess Maria Anne Josefa of Austria, was fond of Melo; and after his first wife died, she arranged the widowed de Melo's second marriage to the daughter of the Austrian Field Marshal Leopold Josef, Count von Daun. King John V of Portugal, however, was not pleased and recalled Melo to Portugal in 1749. John V died the following year and his son, Joseph I of Portugal, was crowned. In contrast to his father, Joseph I was fond of de Melo, and with the Queen Mother's approval, he appointed Melo as Minister of Foreign Affairs.", "targets": "Who was not pleased by de Melo's second marriage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58288e0c30854316aa45dcecf647da2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of the Western Han dynasty, thirteen centrally controlled commanderies\u2014including the capital region\u2014existed in the western third of the empire, while the eastern two-thirds were divided into ten semi-autonomous kingdoms. To placate his prominent commanders from the war with Chu, Emperor Gaozu enfeoffed some of them as kings. By 157 BC, the Han court had replaced all of these kings with royal Liu family members, since the loyalty of non-relatives to the throne was questioned. After several insurrections by Han kings\u2014the largest being the Rebellion of the Seven States in 154 BC\u2014the imperial court enacted a series of reforms beginning in 145 BC limiting the size and power of these kingdoms and dividing their former territories into new centrally controlled commanderies. Kings were no longer able to appoint their own staff; this duty was assumed by the imperial court. Kings became nominal heads of their fiefs and collected a portion of tax revenues as their personal incomes. The kingdoms were never entirely abolished and existed throughout the remainder of Western and Eastern Han.", "targets": "How many commanderies were in the western third of the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58288e0c30854316aa45dcecf647da2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of the Western Han dynasty, thirteen centrally controlled commanderies\u2014including the capital region\u2014existed in the western third of the empire, while the eastern two-thirds were divided into ten semi-autonomous kingdoms. To placate his prominent commanders from the war with Chu, Emperor Gaozu enfeoffed some of them as kings. By 157 BC, the Han court had replaced all of these kings with royal Liu family members, since the loyalty of non-relatives to the throne was questioned. After several insurrections by Han kings\u2014the largest being the Rebellion of the Seven States in 154 BC\u2014the imperial court enacted a series of reforms beginning in 145 BC limiting the size and power of these kingdoms and dividing their former territories into new centrally controlled commanderies. Kings were no longer able to appoint their own staff; this duty was assumed by the imperial court. Kings became nominal heads of their fiefs and collected a portion of tax revenues as their personal incomes. The kingdoms were never entirely abolished and existed throughout the remainder of Western and Eastern Han.", "targets": "Who could appoint staff to the kings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58288e0c30854316aa45dcecf647da2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of the Western Han dynasty, thirteen centrally controlled commanderies\u2014including the capital region\u2014existed in the western third of the empire, while the eastern two-thirds were divided into ten semi-autonomous kingdoms. To placate his prominent commanders from the war with Chu, Emperor Gaozu enfeoffed some of them as kings. By 157 BC, the Han court had replaced all of these kings with royal Liu family members, since the loyalty of non-relatives to the throne was questioned. After several insurrections by Han kings\u2014the largest being the Rebellion of the Seven States in 154 BC\u2014the imperial court enacted a series of reforms beginning in 145 BC limiting the size and power of these kingdoms and dividing their former territories into new centrally controlled commanderies. Kings were no longer able to appoint their own staff; this duty was assumed by the imperial court. Kings became nominal heads of their fiefs and collected a portion of tax revenues as their personal incomes. The kingdoms were never entirely abolished and existed throughout the remainder of Western and Eastern Han.", "targets": "When was the Rebellion of the Seven States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58288e0c30854316aa45dcecf647da2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of the Western Han dynasty, thirteen centrally controlled commanderies\u2014including the capital region\u2014existed in the western third of the empire, while the eastern two-thirds were divided into ten semi-autonomous kingdoms. To placate his prominent commanders from the war with Chu, Emperor Gaozu enfeoffed some of them as kings. By 157 BC, the Han court had replaced all of these kings with royal Liu family members, since the loyalty of non-relatives to the throne was questioned. After several insurrections by Han kings\u2014the largest being the Rebellion of the Seven States in 154 BC\u2014the imperial court enacted a series of reforms beginning in 145 BC limiting the size and power of these kingdoms and dividing their former territories into new centrally controlled commanderies. Kings were no longer able to appoint their own staff; this duty was assumed by the imperial court. Kings became nominal heads of their fiefs and collected a portion of tax revenues as their personal incomes. The kingdoms were never entirely abolished and existed throughout the remainder of Western and Eastern Han.", "targets": "From what source did kings derive their personal income from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58288e0c30854316aa45dcecf647da2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the beginning of the Western Han dynasty, thirteen centrally controlled commanderies\u2014including the capital region\u2014existed in the western third of the empire, while the eastern two-thirds were divided into ten semi-autonomous kingdoms. To placate his prominent commanders from the war with Chu, Emperor Gaozu enfeoffed some of them as kings. By 157 BC, the Han court had replaced all of these kings with royal Liu family members, since the loyalty of non-relatives to the throne was questioned. After several insurrections by Han kings\u2014the largest being the Rebellion of the Seven States in 154 BC\u2014the imperial court enacted a series of reforms beginning in 145 BC limiting the size and power of these kingdoms and dividing their former territories into new centrally controlled commanderies. Kings were no longer able to appoint their own staff; this duty was assumed by the imperial court. Kings became nominal heads of their fiefs and collected a portion of tax revenues as their personal incomes. The kingdoms were never entirely abolished and existed throughout the remainder of Western and Eastern Han.", "targets": "The Han court replaced several kings with members of what royal family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed42740a53d24f38825462d2e7733ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within six years of the official criminalization of heresy by the Emperor, the first Christian heretic to be executed, Priscillian, was condemned in 386 by Roman secular officials for sorcery, and put to death with four or five followers. However, his accusers were excommunicated both by Ambrose of Milan and Pope Siricius, who opposed Priscillian's heresy, but \"believed capital punishment to be inappropriate at best and usually unequivocally evil\". For some years after the Reformation, Protestant churches were also known to execute those they considered heretics, including Catholics. The last known heretic executed by sentence of the Roman Catholic Church was Spanish schoolmaster Cayetano Ripoll in 1826. The number of people executed as heretics under the authority of the various \"ecclesiastical authorities\"[note 1] is not known.[note 2] One of the first examples of the word as translated from the Nag Hammadi's Apocalypse of Peter was\" they will cleave to the name of a dead man thinking that they will become pure. But they will become greatly defiled and they will fall into the name of error and into the hands of an evil cunning man and a manifold dogma, and they will be ruled heretically\".", "targets": "Who was the first Christian individual to be sentenced to death by the church for heresy in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed42740a53d24f38825462d2e7733ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within six years of the official criminalization of heresy by the Emperor, the first Christian heretic to be executed, Priscillian, was condemned in 386 by Roman secular officials for sorcery, and put to death with four or five followers. However, his accusers were excommunicated both by Ambrose of Milan and Pope Siricius, who opposed Priscillian's heresy, but \"believed capital punishment to be inappropriate at best and usually unequivocally evil\". For some years after the Reformation, Protestant churches were also known to execute those they considered heretics, including Catholics. The last known heretic executed by sentence of the Roman Catholic Church was Spanish schoolmaster Cayetano Ripoll in 1826. The number of people executed as heretics under the authority of the various \"ecclesiastical authorities\"[note 1] is not known.[note 2] One of the first examples of the word as translated from the Nag Hammadi's Apocalypse of Peter was\" they will cleave to the name of a dead man thinking that they will become pure. But they will become greatly defiled and they will fall into the name of error and into the hands of an evil cunning man and a manifold dogma, and they will be ruled heretically\".", "targets": "What happened to the people that sentenced Priscillian to death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed42740a53d24f38825462d2e7733ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within six years of the official criminalization of heresy by the Emperor, the first Christian heretic to be executed, Priscillian, was condemned in 386 by Roman secular officials for sorcery, and put to death with four or five followers. However, his accusers were excommunicated both by Ambrose of Milan and Pope Siricius, who opposed Priscillian's heresy, but \"believed capital punishment to be inappropriate at best and usually unequivocally evil\". For some years after the Reformation, Protestant churches were also known to execute those they considered heretics, including Catholics. The last known heretic executed by sentence of the Roman Catholic Church was Spanish schoolmaster Cayetano Ripoll in 1826. The number of people executed as heretics under the authority of the various \"ecclesiastical authorities\"[note 1] is not known.[note 2] One of the first examples of the word as translated from the Nag Hammadi's Apocalypse of Peter was\" they will cleave to the name of a dead man thinking that they will become pure. But they will become greatly defiled and they will fall into the name of error and into the hands of an evil cunning man and a manifold dogma, and they will be ruled heretically\".", "targets": "What religion is an example of Protestants killing for conviction of heresy after the Reformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed42740a53d24f38825462d2e7733ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within six years of the official criminalization of heresy by the Emperor, the first Christian heretic to be executed, Priscillian, was condemned in 386 by Roman secular officials for sorcery, and put to death with four or five followers. However, his accusers were excommunicated both by Ambrose of Milan and Pope Siricius, who opposed Priscillian's heresy, but \"believed capital punishment to be inappropriate at best and usually unequivocally evil\". For some years after the Reformation, Protestant churches were also known to execute those they considered heretics, including Catholics. The last known heretic executed by sentence of the Roman Catholic Church was Spanish schoolmaster Cayetano Ripoll in 1826. The number of people executed as heretics under the authority of the various \"ecclesiastical authorities\"[note 1] is not known.[note 2] One of the first examples of the word as translated from the Nag Hammadi's Apocalypse of Peter was\" they will cleave to the name of a dead man thinking that they will become pure. But they will become greatly defiled and they will fall into the name of error and into the hands of an evil cunning man and a manifold dogma, and they will be ruled heretically\".", "targets": "Who was the last known person to be sentenced to death for the crime of heresy by the Roman Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed42740a53d24f38825462d2e7733ce8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within six years of the official criminalization of heresy by the Emperor, the first Christian heretic to be executed, Priscillian, was condemned in 386 by Roman secular officials for sorcery, and put to death with four or five followers. However, his accusers were excommunicated both by Ambrose of Milan and Pope Siricius, who opposed Priscillian's heresy, but \"believed capital punishment to be inappropriate at best and usually unequivocally evil\". For some years after the Reformation, Protestant churches were also known to execute those they considered heretics, including Catholics. The last known heretic executed by sentence of the Roman Catholic Church was Spanish schoolmaster Cayetano Ripoll in 1826. The number of people executed as heretics under the authority of the various \"ecclesiastical authorities\"[note 1] is not known.[note 2] One of the first examples of the word as translated from the Nag Hammadi's Apocalypse of Peter was\" they will cleave to the name of a dead man thinking that they will become pure. But they will become greatly defiled and they will fall into the name of error and into the hands of an evil cunning man and a manifold dogma, and they will be ruled heretically\".", "targets": "From what passage is cited as being one of the first known examples of using the word heresy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "Animals that consume parts of their prey are considered to be"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "Prey that can regrow leaves or arms have learned to deal with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "Give an example of a predator that specializes in eating autotrophic species"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "Give an example of an animal that feeds off of other animals for reproduction? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "What is an organism that grazes upon other animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "What is an organism that can regrow lost arms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "Do grazing organisms often kill their prey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41fb555992bf497abb54f897fe89d356", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Grazing organisms may also kill their prey species, but this is seldom the case. While some herbivores like zooplankton live on unicellular phytoplankton and therefore, by the individualized nature of the organism, kill their prey, many only eat a small part of the plant. Grazing livestock may pull some grass out at the roots, but most is simply grazed upon, allowing the plant to regrow once again. Kelp is frequently grazed in subtidal kelp forests, but regrows at the base of the blade continuously to cope with browsing pressure. Animals may also be 'grazed' upon; female mosquitos land on hosts briefly to gain sufficient proteins for the development of their offspring. Starfish may be grazed on, being capable of regenerating lost arms.", "targets": "How do grass and kelp deal with being grazed upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e331638f494941f89f2f130d56f9aaa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest occurrences of the term in non-Christian literature include Josephus, referring to \"the tribe of Christians, so named from him;\" Pliny the Younger in correspondence with Trajan; and Tacitus, writing near the end of the 1st century. In the Annals he relates that \"by vulgar appellation [they were] commonly called Christians\" and identifies Christians as Nero's scapegoats for the Great Fire of Rome.", "targets": "What is one of the first mentions of the term Christian in a non-religious work, referring to a tribe of Christians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e331638f494941f89f2f130d56f9aaa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest occurrences of the term in non-Christian literature include Josephus, referring to \"the tribe of Christians, so named from him;\" Pliny the Younger in correspondence with Trajan; and Tacitus, writing near the end of the 1st century. In the Annals he relates that \"by vulgar appellation [they were] commonly called Christians\" and identifies Christians as Nero's scapegoats for the Great Fire of Rome.", "targets": "Which non-religious piece of literature had the term Christian in it towards the end of the first century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e331638f494941f89f2f130d56f9aaa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest occurrences of the term in non-Christian literature include Josephus, referring to \"the tribe of Christians, so named from him;\" Pliny the Younger in correspondence with Trajan; and Tacitus, writing near the end of the 1st century. In the Annals he relates that \"by vulgar appellation [they were] commonly called Christians\" and identifies Christians as Nero's scapegoats for the Great Fire of Rome.", "targets": "Christians were said to be the scapegoat of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Where did Victoria spend the Christmas of 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Where was osborne House that Victoria spent christmas at located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "What had caused Victoria to be lame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Why was Victorias eyesight clouded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "What was the date of Queen Victorias death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Where was Osborne House located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "When did Queen Victoria die? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "How old was Queen Victoria upon her death? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Who was Queen Victoria's successor after her death? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Who did she wish to see on her deathbed, making it her last request? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Where did Victoria usually spend Christmases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "What caused Victoria limited mobility later in life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Whaen did Queen Victoria die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "How old was Victoria when she died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dbce4304ba0745d2b8d6e9ae9743d39b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a custom she maintained throughout her widowhood, Victoria spent the Christmas of 1900 at Osborne House on the Isle of Wight. Rheumatism in her legs had rendered her lame, and her eyesight was clouded by cataracts. Through early January, she felt \"weak and unwell\", and by mid-January she was \"drowsy ... dazed, [and] confused\". She died on Tuesday, 22 January 1901, at half past six in the evening, at the age of 81. Her son and successor King Edward VII, and her eldest grandson, Emperor Wilhelm II of Germany, were at her deathbed. Her favourite pet Pomeranian, Turri, was laid upon her deathbed as a last request.", "targets": "Who was Queen Victoria's successor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb22b7eac58541d98f93dcecc6af604c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maplecroft Child Labour Index 2012 survey reports 76 countries pose extreme child labour complicity risks for companies operating worldwide. The ten highest risk countries in 2012, ranked in decreasing order, were: Myanmar, North Korea, Somalia, Sudan, DR Congo, Zimbabwe, Afghanistan, Burundi, Pakistan and Ethiopia. Of the major growth economies, Maplecroft ranked Philippines 25th riskiest, India 27th, China 36th, Viet Nam 37th, Indonesia 46th, and Brazil 54th - all of them rated to involve extreme risks of child labour uncertainties, to corporations seeking to invest in developing world and import products from emerging markets.", "targets": "According to the Maplecroft Child Labour Index how many countries post risks for child labour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb22b7eac58541d98f93dcecc6af604c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maplecroft Child Labour Index 2012 survey reports 76 countries pose extreme child labour complicity risks for companies operating worldwide. The ten highest risk countries in 2012, ranked in decreasing order, were: Myanmar, North Korea, Somalia, Sudan, DR Congo, Zimbabwe, Afghanistan, Burundi, Pakistan and Ethiopia. Of the major growth economies, Maplecroft ranked Philippines 25th riskiest, India 27th, China 36th, Viet Nam 37th, Indonesia 46th, and Brazil 54th - all of them rated to involve extreme risks of child labour uncertainties, to corporations seeking to invest in developing world and import products from emerging markets.", "targets": "What country is the second on the list for child labour in accordance to the Maplecroft Child Labour Index?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb22b7eac58541d98f93dcecc6af604c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maplecroft Child Labour Index 2012 survey reports 76 countries pose extreme child labour complicity risks for companies operating worldwide. The ten highest risk countries in 2012, ranked in decreasing order, were: Myanmar, North Korea, Somalia, Sudan, DR Congo, Zimbabwe, Afghanistan, Burundi, Pakistan and Ethiopia. Of the major growth economies, Maplecroft ranked Philippines 25th riskiest, India 27th, China 36th, Viet Nam 37th, Indonesia 46th, and Brazil 54th - all of them rated to involve extreme risks of child labour uncertainties, to corporations seeking to invest in developing world and import products from emerging markets.", "targets": "What was the Phillipines ranked as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb22b7eac58541d98f93dcecc6af604c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maplecroft Child Labour Index 2012 survey reports 76 countries pose extreme child labour complicity risks for companies operating worldwide. The ten highest risk countries in 2012, ranked in decreasing order, were: Myanmar, North Korea, Somalia, Sudan, DR Congo, Zimbabwe, Afghanistan, Burundi, Pakistan and Ethiopia. Of the major growth economies, Maplecroft ranked Philippines 25th riskiest, India 27th, China 36th, Viet Nam 37th, Indonesia 46th, and Brazil 54th - all of them rated to involve extreme risks of child labour uncertainties, to corporations seeking to invest in developing world and import products from emerging markets.", "targets": "Was Brazil on the list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "How did Nicholas Lezard describe post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "Which artists were influential in post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "Which writers helped to influence the post-punk movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "What was an intellectual focus of post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "How did the post-punk movement feel about big business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "What was Nicholas Lezard's description of post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "Where did post-punk ram its appropriation of ideas into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "What tradition could be found in works by Captain Beefheart and David Bowie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "What intellectual movement informed and influenced a variety of post-punk artists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-890febcb8da94fa08b788c4994503886", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas Lezard described post-punk as \"a fusion of art and music\". The era saw the robust appropriation of ideas from literature, art, cinema, philosophy, politics and critical theory into musical and pop cultural contexts. Artists sought to refuse the common distinction between high and low culture and returned to the art school tradition found in the work of artists such as Captain Beefheart and David Bowie. Among major influences on a variety of post-punk artists were writers such as William S. Burroughs and J.G. Ballard, avant-garde political scenes such as Situationism and Dada, and intellectual movements such as postmodernism. Many artists viewed their work in explicitly political terms. Additionally, in some locations, the creation of post-punk music was closely linked to the development of efficacious subcultures, which played important roles in the production of art, multimedia performances, fanzines and independent labels related to the music. Many post-punk artists maintained an anti-corporatist approach to recording and instead seized on alternate means of producing and releasing music. Journalists also became an important element of the culture, and popular music magazines and critics became immersed in the movement.", "targets": "Why did many post-punk artists produce and release their own music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb55342cf3a48cea9a576d4aef74de8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most CBC television stations, including those in the major cities, are owned and operated by the CBC itself. CBC O&O stations operate as a mostly seamless national service with few deviations from the main network schedule, although there are some regional differences from time to time. For on-air identification, most CBC stations use the CBC brand rather than their call letters, not identifying themselves specifically until sign-on or sign-off (though some, like Toronto's CBLT, do not ID themselves at all except through PSIP). All CBC O&O stations have a standard call letter naming convention, in that the first two letters are \"CB\" (an ITU prefix allocated not to Canada, but to Chile) and the last letter is \"T\". Only the third letter varies from market to market; however, that letter is typically the same as the third letter of the CBC Radio One and CBC Radio 2 stations in the same market. An exception to this rule are the CBC North stations in Yellowknife, Whitehorse and Iqaluit, whose call signs begin with \"CF\" due to their historic association with the CBC's Frontier Coverage Package prior to the advent of microwave and satellite broadcasting.", "targets": "What station does not identify itself by its call letters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb55342cf3a48cea9a576d4aef74de8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most CBC television stations, including those in the major cities, are owned and operated by the CBC itself. CBC O&O stations operate as a mostly seamless national service with few deviations from the main network schedule, although there are some regional differences from time to time. For on-air identification, most CBC stations use the CBC brand rather than their call letters, not identifying themselves specifically until sign-on or sign-off (though some, like Toronto's CBLT, do not ID themselves at all except through PSIP). All CBC O&O stations have a standard call letter naming convention, in that the first two letters are \"CB\" (an ITU prefix allocated not to Canada, but to Chile) and the last letter is \"T\". Only the third letter varies from market to market; however, that letter is typically the same as the third letter of the CBC Radio One and CBC Radio 2 stations in the same market. An exception to this rule are the CBC North stations in Yellowknife, Whitehorse and Iqaluit, whose call signs begin with \"CF\" due to their historic association with the CBC's Frontier Coverage Package prior to the advent of microwave and satellite broadcasting.", "targets": "Who owns and operates most of the CBC television stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb55342cf3a48cea9a576d4aef74de8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most CBC television stations, including those in the major cities, are owned and operated by the CBC itself. CBC O&O stations operate as a mostly seamless national service with few deviations from the main network schedule, although there are some regional differences from time to time. For on-air identification, most CBC stations use the CBC brand rather than their call letters, not identifying themselves specifically until sign-on or sign-off (though some, like Toronto's CBLT, do not ID themselves at all except through PSIP). All CBC O&O stations have a standard call letter naming convention, in that the first two letters are \"CB\" (an ITU prefix allocated not to Canada, but to Chile) and the last letter is \"T\". Only the third letter varies from market to market; however, that letter is typically the same as the third letter of the CBC Radio One and CBC Radio 2 stations in the same market. An exception to this rule are the CBC North stations in Yellowknife, Whitehorse and Iqaluit, whose call signs begin with \"CF\" due to their historic association with the CBC's Frontier Coverage Package prior to the advent of microwave and satellite broadcasting.", "targets": "What are the first two letters of nearly all CBC stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb55342cf3a48cea9a576d4aef74de8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most CBC television stations, including those in the major cities, are owned and operated by the CBC itself. CBC O&O stations operate as a mostly seamless national service with few deviations from the main network schedule, although there are some regional differences from time to time. For on-air identification, most CBC stations use the CBC brand rather than their call letters, not identifying themselves specifically until sign-on or sign-off (though some, like Toronto's CBLT, do not ID themselves at all except through PSIP). All CBC O&O stations have a standard call letter naming convention, in that the first two letters are \"CB\" (an ITU prefix allocated not to Canada, but to Chile) and the last letter is \"T\". Only the third letter varies from market to market; however, that letter is typically the same as the third letter of the CBC Radio One and CBC Radio 2 stations in the same market. An exception to this rule are the CBC North stations in Yellowknife, Whitehorse and Iqaluit, whose call signs begin with \"CF\" due to their historic association with the CBC's Frontier Coverage Package prior to the advent of microwave and satellite broadcasting.", "targets": "What is the last letter of nearly all CBC stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb55342cf3a48cea9a576d4aef74de8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most CBC television stations, including those in the major cities, are owned and operated by the CBC itself. CBC O&O stations operate as a mostly seamless national service with few deviations from the main network schedule, although there are some regional differences from time to time. For on-air identification, most CBC stations use the CBC brand rather than their call letters, not identifying themselves specifically until sign-on or sign-off (though some, like Toronto's CBLT, do not ID themselves at all except through PSIP). All CBC O&O stations have a standard call letter naming convention, in that the first two letters are \"CB\" (an ITU prefix allocated not to Canada, but to Chile) and the last letter is \"T\". Only the third letter varies from market to market; however, that letter is typically the same as the third letter of the CBC Radio One and CBC Radio 2 stations in the same market. An exception to this rule are the CBC North stations in Yellowknife, Whitehorse and Iqaluit, whose call signs begin with \"CF\" due to their historic association with the CBC's Frontier Coverage Package prior to the advent of microwave and satellite broadcasting.", "targets": "Which stations break convention and begin with \"CF\" instead of \"CB\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3c4df6e47c4f46a2b359834f040b88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ESA requires that critical habitat be designated at the time of or within one year of a species being placed on the endangered list. In practice, most designations occur several years after listing. Between 1978 and 1986 the FWS regularly designated critical habitat. In 1986 the Reagan Administration issued a regulation limiting the protective status of critical habitat. As a result, few critical habitats were designated between 1986 and the late 1990s. In the late 1990s and early 2000s, a series of court orders invalidated the Reagan regulations and forced the FWS and NMFS to designate several hundred critical habitats, especially in Hawaii, California and other western states. Midwest and Eastern states received less critical habitat, primarily on rivers and coastlines. As of December, 2006, the Reagan regulation has not yet been replaced though its use has been suspended. Nonetheless, the agencies have generally changed course and since about 2005 have tried to designate critical habitat at or near the time of listing.", "targets": "What is the time limit for designating a species critical habitat after the species has been added to the endangered list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3c4df6e47c4f46a2b359834f040b88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ESA requires that critical habitat be designated at the time of or within one year of a species being placed on the endangered list. In practice, most designations occur several years after listing. Between 1978 and 1986 the FWS regularly designated critical habitat. In 1986 the Reagan Administration issued a regulation limiting the protective status of critical habitat. As a result, few critical habitats were designated between 1986 and the late 1990s. In the late 1990s and early 2000s, a series of court orders invalidated the Reagan regulations and forced the FWS and NMFS to designate several hundred critical habitats, especially in Hawaii, California and other western states. Midwest and Eastern states received less critical habitat, primarily on rivers and coastlines. As of December, 2006, the Reagan regulation has not yet been replaced though its use has been suspended. Nonetheless, the agencies have generally changed course and since about 2005 have tried to designate critical habitat at or near the time of listing.", "targets": "Which presidential adminstration limited the protective status of critical habitat in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3c4df6e47c4f46a2b359834f040b88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ESA requires that critical habitat be designated at the time of or within one year of a species being placed on the endangered list. In practice, most designations occur several years after listing. Between 1978 and 1986 the FWS regularly designated critical habitat. In 1986 the Reagan Administration issued a regulation limiting the protective status of critical habitat. As a result, few critical habitats were designated between 1986 and the late 1990s. In the late 1990s and early 2000s, a series of court orders invalidated the Reagan regulations and forced the FWS and NMFS to designate several hundred critical habitats, especially in Hawaii, California and other western states. Midwest and Eastern states received less critical habitat, primarily on rivers and coastlines. As of December, 2006, the Reagan regulation has not yet been replaced though its use has been suspended. Nonetheless, the agencies have generally changed course and since about 2005 have tried to designate critical habitat at or near the time of listing.", "targets": "After the limitations placed on critical habitat were lifted by the courts, where were critical habitats established primarily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d3c4df6e47c4f46a2b359834f040b88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ESA requires that critical habitat be designated at the time of or within one year of a species being placed on the endangered list. In practice, most designations occur several years after listing. Between 1978 and 1986 the FWS regularly designated critical habitat. In 1986 the Reagan Administration issued a regulation limiting the protective status of critical habitat. As a result, few critical habitats were designated between 1986 and the late 1990s. In the late 1990s and early 2000s, a series of court orders invalidated the Reagan regulations and forced the FWS and NMFS to designate several hundred critical habitats, especially in Hawaii, California and other western states. Midwest and Eastern states received less critical habitat, primarily on rivers and coastlines. As of December, 2006, the Reagan regulation has not yet been replaced though its use has been suspended. Nonetheless, the agencies have generally changed course and since about 2005 have tried to designate critical habitat at or near the time of listing.", "targets": "Where have the majority of critical habitats in the Midwest and Eastern states been located geographically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ef7a60055448dfa55c4a714850e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its position between two unfriendly neighbours, Armenia has close security ties with Russia. At the request of the Armenian government, Russia maintains a military base in the northwestern Armenian city of Gyumri as a deterrent against Turkey.[citation needed] Despite this, Armenia has also been looking toward Euro-Atlantic structures in recent years. It maintains good relations with the United States especially through its Armenian diaspora. According to the US Census Bureau, there are 427,822 Armenians living in the country.", "targets": "Russia has a military base in which city in Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ef7a60055448dfa55c4a714850e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its position between two unfriendly neighbours, Armenia has close security ties with Russia. At the request of the Armenian government, Russia maintains a military base in the northwestern Armenian city of Gyumri as a deterrent against Turkey.[citation needed] Despite this, Armenia has also been looking toward Euro-Atlantic structures in recent years. It maintains good relations with the United States especially through its Armenian diaspora. According to the US Census Bureau, there are 427,822 Armenians living in the country.", "targets": "How many Armenians reside in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ef7a60055448dfa55c4a714850e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its position between two unfriendly neighbours, Armenia has close security ties with Russia. At the request of the Armenian government, Russia maintains a military base in the northwestern Armenian city of Gyumri as a deterrent against Turkey.[citation needed] Despite this, Armenia has also been looking toward Euro-Atlantic structures in recent years. It maintains good relations with the United States especially through its Armenian diaspora. According to the US Census Bureau, there are 427,822 Armenians living in the country.", "targets": "Why does Russia have a miltary base In Gyumri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ef7a60055448dfa55c4a714850e843", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its position between two unfriendly neighbours, Armenia has close security ties with Russia. At the request of the Armenian government, Russia maintains a military base in the northwestern Armenian city of Gyumri as a deterrent against Turkey.[citation needed] Despite this, Armenia has also been looking toward Euro-Atlantic structures in recent years. It maintains good relations with the United States especially through its Armenian diaspora. According to the US Census Bureau, there are 427,822 Armenians living in the country.", "targets": "Who gave Russia permission to have a military base in Gyumri?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dae3b4baf9ff4abf8b2d1d22dd84c5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's mixture of architectural styles reflects the turbulent history of the city and country. During the Second World War, Warsaw was razed to the ground by bombing raids and planned destruction. After liberation, rebuilding began as in other cities of the communist-ruled PRL. Most of the historical buildings were thoroughly reconstructed. However, some of the buildings from the 19th century that had been preserved in reasonably reconstructible form were nonetheless eradicated in the 1950s and 1960s (e.g. Leopold Kronenberg Palace). Mass residential blocks were erected, with basic design typical of Eastern bloc countries.", "targets": "What does Warsaw's mixture of architectural styles reflect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dae3b4baf9ff4abf8b2d1d22dd84c5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's mixture of architectural styles reflects the turbulent history of the city and country. During the Second World War, Warsaw was razed to the ground by bombing raids and planned destruction. After liberation, rebuilding began as in other cities of the communist-ruled PRL. Most of the historical buildings were thoroughly reconstructed. However, some of the buildings from the 19th century that had been preserved in reasonably reconstructible form were nonetheless eradicated in the 1950s and 1960s (e.g. Leopold Kronenberg Palace). Mass residential blocks were erected, with basic design typical of Eastern bloc countries.", "targets": "When was Warsaw completely razed to the ground by bombing raids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dae3b4baf9ff4abf8b2d1d22dd84c5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's mixture of architectural styles reflects the turbulent history of the city and country. During the Second World War, Warsaw was razed to the ground by bombing raids and planned destruction. After liberation, rebuilding began as in other cities of the communist-ruled PRL. Most of the historical buildings were thoroughly reconstructed. However, some of the buildings from the 19th century that had been preserved in reasonably reconstructible form were nonetheless eradicated in the 1950s and 1960s (e.g. Leopold Kronenberg Palace). Mass residential blocks were erected, with basic design typical of Eastern bloc countries.", "targets": "When did Warsaw start to rebuild?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dae3b4baf9ff4abf8b2d1d22dd84c5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's mixture of architectural styles reflects the turbulent history of the city and country. During the Second World War, Warsaw was razed to the ground by bombing raids and planned destruction. After liberation, rebuilding began as in other cities of the communist-ruled PRL. Most of the historical buildings were thoroughly reconstructed. However, some of the buildings from the 19th century that had been preserved in reasonably reconstructible form were nonetheless eradicated in the 1950s and 1960s (e.g. Leopold Kronenberg Palace). Mass residential blocks were erected, with basic design typical of Eastern bloc countries.", "targets": "What building from the 19th century was destroyed between the 1950s and 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dae3b4baf9ff4abf8b2d1d22dd84c5fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's mixture of architectural styles reflects the turbulent history of the city and country. During the Second World War, Warsaw was razed to the ground by bombing raids and planned destruction. After liberation, rebuilding began as in other cities of the communist-ruled PRL. Most of the historical buildings were thoroughly reconstructed. However, some of the buildings from the 19th century that had been preserved in reasonably reconstructible form were nonetheless eradicated in the 1950s and 1960s (e.g. Leopold Kronenberg Palace). Mass residential blocks were erected, with basic design typical of Eastern bloc countries.", "targets": "What style were the mass constructed residential blocks designed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "Who was the executive vice governor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many homes were rebuilt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many homes were left without permanent shelter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many schools were reconstructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "Who spoke about the dead and missing people on November 21, 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many people did Wei Hong say were dead or missing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many homes had been rebuilt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many houses were still under construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab4b0d7d4e854bf8848f581095160e53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Executive vice governor Wei Hong confirmed on November 21, 2008 that more than 90,000 people in total were dead or missing in the earthquake. He stated that 200,000 homes had been rebuilt, and 685,000 were under reconstruction, but 1.94 million households were still without permanent shelter. 1,300 schools had been reconstructed, with initial relocation of 25 townships, including Beichuan and Wenchuan, two of the most devastated areas. The government spent $441 billion on relief and reconstruction efforts.", "targets": "How many families were still without permanent homes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d407242f3044f2b59ba7d961919899", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the catastrophic events in Asia Minor, the monarchy was abolished via a referendum in 1924 and the Second Hellenic Republic was declared. Premier Georgios Kondylis took power in 1935 and effectively abolished the republic by bringing back the monarchy via a referendum in 1935. A coup d'\u00e9tat followed in 1936 and installed Ioannis Metaxas as the head of a dictatorial regime known as the 4th of August Regime. Although a dictatorship, Greece remained on good terms with Britain and was not allied with the Axis.", "targets": "The Greek monarchy was reestablished by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d407242f3044f2b59ba7d961919899", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the catastrophic events in Asia Minor, the monarchy was abolished via a referendum in 1924 and the Second Hellenic Republic was declared. Premier Georgios Kondylis took power in 1935 and effectively abolished the republic by bringing back the monarchy via a referendum in 1935. A coup d'\u00e9tat followed in 1936 and installed Ioannis Metaxas as the head of a dictatorial regime known as the 4th of August Regime. Although a dictatorship, Greece remained on good terms with Britain and was not allied with the Axis.", "targets": "In 1924, what was established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d407242f3044f2b59ba7d961919899", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the catastrophic events in Asia Minor, the monarchy was abolished via a referendum in 1924 and the Second Hellenic Republic was declared. Premier Georgios Kondylis took power in 1935 and effectively abolished the republic by bringing back the monarchy via a referendum in 1935. A coup d'\u00e9tat followed in 1936 and installed Ioannis Metaxas as the head of a dictatorial regime known as the 4th of August Regime. Although a dictatorship, Greece remained on good terms with Britain and was not allied with the Axis.", "targets": "Who became the Greek leader in 1935?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d407242f3044f2b59ba7d961919899", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the catastrophic events in Asia Minor, the monarchy was abolished via a referendum in 1924 and the Second Hellenic Republic was declared. Premier Georgios Kondylis took power in 1935 and effectively abolished the republic by bringing back the monarchy via a referendum in 1935. A coup d'\u00e9tat followed in 1936 and installed Ioannis Metaxas as the head of a dictatorial regime known as the 4th of August Regime. Although a dictatorship, Greece remained on good terms with Britain and was not allied with the Axis.", "targets": "In what year did a coup take place and new dictatorship form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d407242f3044f2b59ba7d961919899", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the catastrophic events in Asia Minor, the monarchy was abolished via a referendum in 1924 and the Second Hellenic Republic was declared. Premier Georgios Kondylis took power in 1935 and effectively abolished the republic by bringing back the monarchy via a referendum in 1935. A coup d'\u00e9tat followed in 1936 and installed Ioannis Metaxas as the head of a dictatorial regime known as the 4th of August Regime. Although a dictatorship, Greece remained on good terms with Britain and was not allied with the Axis.", "targets": "The Greek Monarchy was abolished when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d17b73ba0194c27a040a989706d11a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was discovered in 1503 by Spanish explorer Juan de Berm\u00fadez. It is mentioned in Legatio Babylonica, published in 1511 by historian Pedro M\u00e1rtir de Angler\u00eda, and was also included on Spanish charts of that year. Both Spanish and Portuguese ships used the islands as a replenishment spot to take on fresh meat and water. Legends arose of spirits and devils, now thought to have stemmed from the calls of raucous birds (most likely the Bermuda petrel, or Cahow) and the loud noise heard at night from wild hogs. Combined with the frequent storm-wracked conditions and the dangerous reefs, the archipelago became known as the Isle of Devils. Neither Spain nor Portugal tried to settle it.", "targets": "Who is credited with discovering Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d17b73ba0194c27a040a989706d11a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was discovered in 1503 by Spanish explorer Juan de Berm\u00fadez. It is mentioned in Legatio Babylonica, published in 1511 by historian Pedro M\u00e1rtir de Angler\u00eda, and was also included on Spanish charts of that year. Both Spanish and Portuguese ships used the islands as a replenishment spot to take on fresh meat and water. Legends arose of spirits and devils, now thought to have stemmed from the calls of raucous birds (most likely the Bermuda petrel, or Cahow) and the loud noise heard at night from wild hogs. Combined with the frequent storm-wracked conditions and the dangerous reefs, the archipelago became known as the Isle of Devils. Neither Spain nor Portugal tried to settle it.", "targets": "What did Spanish and Portugese ships use the islands for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d17b73ba0194c27a040a989706d11a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was discovered in 1503 by Spanish explorer Juan de Berm\u00fadez. It is mentioned in Legatio Babylonica, published in 1511 by historian Pedro M\u00e1rtir de Angler\u00eda, and was also included on Spanish charts of that year. Both Spanish and Portuguese ships used the islands as a replenishment spot to take on fresh meat and water. Legends arose of spirits and devils, now thought to have stemmed from the calls of raucous birds (most likely the Bermuda petrel, or Cahow) and the loud noise heard at night from wild hogs. Combined with the frequent storm-wracked conditions and the dangerous reefs, the archipelago became known as the Isle of Devils. Neither Spain nor Portugal tried to settle it.", "targets": "What did early visitors attribute the noises of the islands to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d17b73ba0194c27a040a989706d11a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was discovered in 1503 by Spanish explorer Juan de Berm\u00fadez. It is mentioned in Legatio Babylonica, published in 1511 by historian Pedro M\u00e1rtir de Angler\u00eda, and was also included on Spanish charts of that year. Both Spanish and Portuguese ships used the islands as a replenishment spot to take on fresh meat and water. Legends arose of spirits and devils, now thought to have stemmed from the calls of raucous birds (most likely the Bermuda petrel, or Cahow) and the loud noise heard at night from wild hogs. Combined with the frequent storm-wracked conditions and the dangerous reefs, the archipelago became known as the Isle of Devils. Neither Spain nor Portugal tried to settle it.", "targets": "Crazy noises from indigenous animals, frequent storms and hazardous reefs earned the islands what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "What is one of London's World Heritage Sites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "Where is the British Museum located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "Are there any bridges located in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "What is the name of one of the libraries located in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "What is the name of the oldest underground railway in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "How many theaters does London's West End have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "Where does Greenwich Mean Time marked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "What famous palace is located in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "What is the name of the world's oldest underground railway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87f757f9c867470882aefaf9ca8b7764", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London contains four World Heritage Sites: the Tower of London; Kew Gardens; the site comprising the Palace of Westminster, Westminster Abbey, and St Margaret's Church; and the historic settlement of Greenwich (in which the Royal Observatory, Greenwich marks the Prime Meridian, 0\u00b0 longitude, and GMT). Other famous landmarks include Buckingham Palace, the London Eye, Piccadilly Circus, St Paul's Cathedral, Tower Bridge, Trafalgar Square, and The Shard. London is home to numerous museums, galleries, libraries, sporting events and other cultural institutions, including the British Museum, National Gallery, Tate Modern, British Library and 40 West End theatres. The London Underground is the oldest underground railway network in the world.", "targets": "How many World Heritage Sites can be found in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "Before Planck, it was assumed that the energy of a body could take on what value?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "The Rayleigh-Jeans law makes close predictions for what amount of values?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "What does Planck's law correctly predict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "In making Planck's law, what was in both the numerator and denominator of the formula that was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "Planck's work disproved what assumption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "What rule predicted narrow range of energy values at lower temperatures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "Planck's law involved what necessary mathematical step to correctly predict blackbody emission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "Changing values of n, the Boltzmann constant, or other variables resulted in learning what about Planck's law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60abaeb2ea8437cb6aca447765c12e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to Planck's work, it had been assumed that the energy of a body could take on any value whatsoever \u2013 that it was a continuous variable. The Rayleigh\u2013Jeans law makes close predictions for a narrow range of values at one limit of temperatures, but the results diverge more and more strongly as temperatures increase. To make Planck's law, which correctly predicts blackbody emissions, it was necessary to multiply the classical expression by a complex factor that involves h in both the numerator and the denominator. The influence of h in this complex factor would not disappear if it were set to zero or to any other value. Making an equation out of Planck's law that would reproduce the Rayleigh\u2013Jeans law could not be done by changing the values of h, of the Boltzmann constant, or of any other constant or variable in the equation. In this case the picture given by classical physics is not duplicated by a range of results in the quantum picture.", "targets": "The disparity between Planck's law and the Rayleigh-Jeans law led to what conclusion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7180a1244b614ff78c78ceb947df7106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's education at Palencia gave him the knowledge he needed to overcome the Manicheans. With charity, the other concept that most defines the work and spirituality of the order, study became the method most used by the Dominicans in working to defend the Church against the perils that hounded it, and also of enlarging its authority over larger areas of the known world. In Dominic's thinking, it was impossible for men to preach what they did not or could not understand. When the brethren left Prouille, then, to begin their apostolic work, Dominic sent Matthew of Paris to establish a school near the University of Paris. This was the first of many Dominican schools established by the brethren, some near large universities throughout Europe.", "targets": "Dominic studied in what city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7180a1244b614ff78c78ceb947df7106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's education at Palencia gave him the knowledge he needed to overcome the Manicheans. With charity, the other concept that most defines the work and spirituality of the order, study became the method most used by the Dominicans in working to defend the Church against the perils that hounded it, and also of enlarging its authority over larger areas of the known world. In Dominic's thinking, it was impossible for men to preach what they did not or could not understand. When the brethren left Prouille, then, to begin their apostolic work, Dominic sent Matthew of Paris to establish a school near the University of Paris. This was the first of many Dominican schools established by the brethren, some near large universities throughout Europe.", "targets": "Dominic's education helped him to overcome who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7180a1244b614ff78c78ceb947df7106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's education at Palencia gave him the knowledge he needed to overcome the Manicheans. With charity, the other concept that most defines the work and spirituality of the order, study became the method most used by the Dominicans in working to defend the Church against the perils that hounded it, and also of enlarging its authority over larger areas of the known world. In Dominic's thinking, it was impossible for men to preach what they did not or could not understand. When the brethren left Prouille, then, to begin their apostolic work, Dominic sent Matthew of Paris to establish a school near the University of Paris. This was the first of many Dominican schools established by the brethren, some near large universities throughout Europe.", "targets": "What helps define the work of the Dominican Order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7180a1244b614ff78c78ceb947df7106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's education at Palencia gave him the knowledge he needed to overcome the Manicheans. With charity, the other concept that most defines the work and spirituality of the order, study became the method most used by the Dominicans in working to defend the Church against the perils that hounded it, and also of enlarging its authority over larger areas of the known world. In Dominic's thinking, it was impossible for men to preach what they did not or could not understand. When the brethren left Prouille, then, to begin their apostolic work, Dominic sent Matthew of Paris to establish a school near the University of Paris. This was the first of many Dominican schools established by the brethren, some near large universities throughout Europe.", "targets": "In what city did Dominic establish a school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7180a1244b614ff78c78ceb947df7106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dominic's education at Palencia gave him the knowledge he needed to overcome the Manicheans. With charity, the other concept that most defines the work and spirituality of the order, study became the method most used by the Dominicans in working to defend the Church against the perils that hounded it, and also of enlarging its authority over larger areas of the known world. In Dominic's thinking, it was impossible for men to preach what they did not or could not understand. When the brethren left Prouille, then, to begin their apostolic work, Dominic sent Matthew of Paris to establish a school near the University of Paris. This was the first of many Dominican schools established by the brethren, some near large universities throughout Europe.", "targets": "Who did Dominic entrust to start his school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b3ae706ebaa46d1b919f6094d0abb5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, many anthropologists accepted and taught the belief that biologically distinct races were isomorphic with distinct linguistic, cultural, and social groups, while popularly applying that belief to the field of eugenics, in conjunction with a practice that is now called scientific racism. After the Nazi eugenics program, racial essentialism lost widespread popularity. Race anthropologists were pressured to acknowledge findings coming from studies of culture and population genetics, and to revise their conclusions about the sources of phenotypic variation. A significant number of modern anthropologists and biologists in the West came to view race as an invalid genetic or biological designation.", "targets": "Who taught and accepted the belief that biologically distinct races were isomorphic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b3ae706ebaa46d1b919f6094d0abb5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, many anthropologists accepted and taught the belief that biologically distinct races were isomorphic with distinct linguistic, cultural, and social groups, while popularly applying that belief to the field of eugenics, in conjunction with a practice that is now called scientific racism. After the Nazi eugenics program, racial essentialism lost widespread popularity. Race anthropologists were pressured to acknowledge findings coming from studies of culture and population genetics, and to revise their conclusions about the sources of phenotypic variation. A significant number of modern anthropologists and biologists in the West came to view race as an invalid genetic or biological designation.", "targets": "What practice was combined with the field of eugenics regarding the distinctness of social groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b3ae706ebaa46d1b919f6094d0abb5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, many anthropologists accepted and taught the belief that biologically distinct races were isomorphic with distinct linguistic, cultural, and social groups, while popularly applying that belief to the field of eugenics, in conjunction with a practice that is now called scientific racism. After the Nazi eugenics program, racial essentialism lost widespread popularity. Race anthropologists were pressured to acknowledge findings coming from studies of culture and population genetics, and to revise their conclusions about the sources of phenotypic variation. A significant number of modern anthropologists and biologists in the West came to view race as an invalid genetic or biological designation.", "targets": "What effect did the Nazi eugenics program have on racial essentialism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b3ae706ebaa46d1b919f6094d0abb5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, many anthropologists accepted and taught the belief that biologically distinct races were isomorphic with distinct linguistic, cultural, and social groups, while popularly applying that belief to the field of eugenics, in conjunction with a practice that is now called scientific racism. After the Nazi eugenics program, racial essentialism lost widespread popularity. Race anthropologists were pressured to acknowledge findings coming from studies of culture and population genetics, and to revise their conclusions about the sources of phenotypic variation. A significant number of modern anthropologists and biologists in the West came to view race as an invalid genetic or biological designation.", "targets": "What conclusions were race anthropologists pressured to revise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b3ae706ebaa46d1b919f6094d0abb5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 20th century, many anthropologists accepted and taught the belief that biologically distinct races were isomorphic with distinct linguistic, cultural, and social groups, while popularly applying that belief to the field of eugenics, in conjunction with a practice that is now called scientific racism. After the Nazi eugenics program, racial essentialism lost widespread popularity. Race anthropologists were pressured to acknowledge findings coming from studies of culture and population genetics, and to revise their conclusions about the sources of phenotypic variation. A significant number of modern anthropologists and biologists in the West came to view race as an invalid genetic or biological designation.", "targets": "What did a lot of modern anthropologists in the West come to view racial designation as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-614ef1bb55d2467c9ce9b8bd2c2c51d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 1980s, the governor of the Federal District was appointed by the Federal Government, and the laws of Bras\u00edlia were issued by the Brazilian Federal Senate. With the Constitution of 1988 Bras\u00edlia gained the right to elect its Governor, and a District Assembly (C\u00e2mara Legislativa) was elected to exercise legislative power. The Federal District does not have a Judicial Power of its own. The Judicial Power which serves the Federal District also serves federal territories. Currently, Brazil does not have any territories, therefore, for now the courts serve only cases from the Federal District.", "targets": "When did Brazil pass a new Constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-614ef1bb55d2467c9ce9b8bd2c2c51d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 1980s, the governor of the Federal District was appointed by the Federal Government, and the laws of Bras\u00edlia were issued by the Brazilian Federal Senate. With the Constitution of 1988 Bras\u00edlia gained the right to elect its Governor, and a District Assembly (C\u00e2mara Legislativa) was elected to exercise legislative power. The Federal District does not have a Judicial Power of its own. The Judicial Power which serves the Federal District also serves federal territories. Currently, Brazil does not have any territories, therefore, for now the courts serve only cases from the Federal District.", "targets": "What rights did Brasilia gain in 1988?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-614ef1bb55d2467c9ce9b8bd2c2c51d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 1980s, the governor of the Federal District was appointed by the Federal Government, and the laws of Bras\u00edlia were issued by the Brazilian Federal Senate. With the Constitution of 1988 Bras\u00edlia gained the right to elect its Governor, and a District Assembly (C\u00e2mara Legislativa) was elected to exercise legislative power. The Federal District does not have a Judicial Power of its own. The Judicial Power which serves the Federal District also serves federal territories. Currently, Brazil does not have any territories, therefore, for now the courts serve only cases from the Federal District.", "targets": "What is Brasilia's District Assembly called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "How much money was recovered through the False Claims?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "What are some of the schemes used to defraud the health care system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "What is pharmaceutical fraud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "Who had the biggest fraud case settlement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "What provision rewards \"whistle-blowers\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "What kind of fraud financially benefits a drug company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "Who is affected by pharmaceutical fraud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "How much money lost to pharmaceutical fraud was recovered in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dcd2d3865be40fdabec56c7bf9fdb15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pharmaceutical fraud involves deceptions which bring financial gain to a pharmaceutical company. It affects individuals and public and private insurers. There are several different schemes used to defraud the health care system which are particular to the pharmaceutical industry. These include: Good Manufacturing Practice (GMP) Violations, Off Label Marketing, Best Price Fraud, CME Fraud, Medicaid Price Reporting, and Manufactured Compound Drugs. Of this amount $2.5 billion was recovered through False Claims Act cases in FY 2010. Examples of fraud cases include the GlaxoSmithKline $3 billion settlement, Pfizer $2.3 billion settlement and Merck & Co. $650 million settlement. Damages from fraud can be recovered by use of the False Claims Act, most commonly under the qui tam provisions which rewards an individual for being a \"whistleblower\", or relator (law).", "targets": "Which act allows whistleblowers to recover money lost from pharmaceutical fraud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9e606ff1e54a79b1b6889cb04a95d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other lossy formats exist. Among these, mp3PRO, AAC, and MP2 are all members of the same technological family as MP3 and depend on roughly similar psychoacoustic models. The Fraunhofer Gesellschaft owns many of the basic patents underlying these formats as well, with others held by Dolby Labs, Sony, Thomson Consumer Electronics, and AT&T.", "targets": "AAC, mp3PRO and MP2 are all members of the same technological family as which other lossy format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9e606ff1e54a79b1b6889cb04a95d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other lossy formats exist. Among these, mp3PRO, AAC, and MP2 are all members of the same technological family as MP3 and depend on roughly similar psychoacoustic models. The Fraunhofer Gesellschaft owns many of the basic patents underlying these formats as well, with others held by Dolby Labs, Sony, Thomson Consumer Electronics, and AT&T.", "targets": "What model type do all of the lossy formats roughly depend on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9e606ff1e54a79b1b6889cb04a95d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other lossy formats exist. Among these, mp3PRO, AAC, and MP2 are all members of the same technological family as MP3 and depend on roughly similar psychoacoustic models. The Fraunhofer Gesellschaft owns many of the basic patents underlying these formats as well, with others held by Dolby Labs, Sony, Thomson Consumer Electronics, and AT&T.", "targets": "Which company owns many of the patents that cover the other formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938592541f084027b806c81ce3148d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " In 1955, DC Sinclair and G Weddell developed peripheral pattern theory, based on a 1934 suggestion by John Paul Nafe. They proposed that all skin fiber endings (with the exception of those innervating hair cells) are identical, and that pain is produced by intense stimulation of these fibers. Another 20th-century theory was gate control theory, introduced by Ronald Melzack and Patrick Wall in the 1965 Science article \"Pain Mechanisms: A New Theory\". The authors proposed that both thin (pain) and large diameter (touch, pressure, vibration) nerve fibers carry information from the site of injury to two destinations in the dorsal horn of the spinal cord, and that the more large fiber activity relative to thin fiber activity at the inhibitory cell, the less pain is felt. Both peripheral pattern theory and gate control theory have been superseded by more modern theories of pain[citation needed].", "targets": "What year was peripheral pattern theory developed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938592541f084027b806c81ce3148d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " In 1955, DC Sinclair and G Weddell developed peripheral pattern theory, based on a 1934 suggestion by John Paul Nafe. They proposed that all skin fiber endings (with the exception of those innervating hair cells) are identical, and that pain is produced by intense stimulation of these fibers. Another 20th-century theory was gate control theory, introduced by Ronald Melzack and Patrick Wall in the 1965 Science article \"Pain Mechanisms: A New Theory\". The authors proposed that both thin (pain) and large diameter (touch, pressure, vibration) nerve fibers carry information from the site of injury to two destinations in the dorsal horn of the spinal cord, and that the more large fiber activity relative to thin fiber activity at the inhibitory cell, the less pain is felt. Both peripheral pattern theory and gate control theory have been superseded by more modern theories of pain[citation needed].", "targets": "Whose suggestion prompted the development of peripheral pattern theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938592541f084027b806c81ce3148d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " In 1955, DC Sinclair and G Weddell developed peripheral pattern theory, based on a 1934 suggestion by John Paul Nafe. They proposed that all skin fiber endings (with the exception of those innervating hair cells) are identical, and that pain is produced by intense stimulation of these fibers. Another 20th-century theory was gate control theory, introduced by Ronald Melzack and Patrick Wall in the 1965 Science article \"Pain Mechanisms: A New Theory\". The authors proposed that both thin (pain) and large diameter (touch, pressure, vibration) nerve fibers carry information from the site of injury to two destinations in the dorsal horn of the spinal cord, and that the more large fiber activity relative to thin fiber activity at the inhibitory cell, the less pain is felt. Both peripheral pattern theory and gate control theory have been superseded by more modern theories of pain[citation needed].", "targets": "What does the gate control theory specify the diameter of which is responsible for the amount of pain sensation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938592541f084027b806c81ce3148d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " In 1955, DC Sinclair and G Weddell developed peripheral pattern theory, based on a 1934 suggestion by John Paul Nafe. They proposed that all skin fiber endings (with the exception of those innervating hair cells) are identical, and that pain is produced by intense stimulation of these fibers. Another 20th-century theory was gate control theory, introduced by Ronald Melzack and Patrick Wall in the 1965 Science article \"Pain Mechanisms: A New Theory\". The authors proposed that both thin (pain) and large diameter (touch, pressure, vibration) nerve fibers carry information from the site of injury to two destinations in the dorsal horn of the spinal cord, and that the more large fiber activity relative to thin fiber activity at the inhibitory cell, the less pain is felt. Both peripheral pattern theory and gate control theory have been superseded by more modern theories of pain[citation needed].", "targets": "What did DC Sinclair and G Weddell propose a property of all skin fiber endings is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-938592541f084027b806c81ce3148d8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " In 1955, DC Sinclair and G Weddell developed peripheral pattern theory, based on a 1934 suggestion by John Paul Nafe. They proposed that all skin fiber endings (with the exception of those innervating hair cells) are identical, and that pain is produced by intense stimulation of these fibers. Another 20th-century theory was gate control theory, introduced by Ronald Melzack and Patrick Wall in the 1965 Science article \"Pain Mechanisms: A New Theory\". The authors proposed that both thin (pain) and large diameter (touch, pressure, vibration) nerve fibers carry information from the site of injury to two destinations in the dorsal horn of the spinal cord, and that the more large fiber activity relative to thin fiber activity at the inhibitory cell, the less pain is felt. Both peripheral pattern theory and gate control theory have been superseded by more modern theories of pain[citation needed].", "targets": "Why were peripheral pattern theory and gate control theory left behind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ba82ca22554bce9a3adde498b4cf3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war, the Seven Nations of Canada were allied with the French. These were Native Americans of the Laurentian valley\u2014the Algonquin, the Abenaki, the Huron, and others. Although the Algonquin tribes and the Seven Nations were not directly concerned with the fate of the Ohio River Valley, they had been victims of the Iroquois Confederation. The Iroquois had encroached on Algonquin territory and pushed the Algonquins west beyond Lake Michigan. Therefore, the Algonquin and the Seven Nations were interested in fighting against the Iroquois. Throughout New England, New York, and the North-west Native American tribes formed differing alliances with the major belligerents. The Iroquois, dominant in what is now Upstate New York, sided with the British but did not play a large role in the war.", "targets": "Who were the Seven Nations of Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ba82ca22554bce9a3adde498b4cf3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war, the Seven Nations of Canada were allied with the French. These were Native Americans of the Laurentian valley\u2014the Algonquin, the Abenaki, the Huron, and others. Although the Algonquin tribes and the Seven Nations were not directly concerned with the fate of the Ohio River Valley, they had been victims of the Iroquois Confederation. The Iroquois had encroached on Algonquin territory and pushed the Algonquins west beyond Lake Michigan. Therefore, the Algonquin and the Seven Nations were interested in fighting against the Iroquois. Throughout New England, New York, and the North-west Native American tribes formed differing alliances with the major belligerents. The Iroquois, dominant in what is now Upstate New York, sided with the British but did not play a large role in the war.", "targets": "Which tribe was the enemy of the Seven Nations of Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ba82ca22554bce9a3adde498b4cf3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war, the Seven Nations of Canada were allied with the French. These were Native Americans of the Laurentian valley\u2014the Algonquin, the Abenaki, the Huron, and others. Although the Algonquin tribes and the Seven Nations were not directly concerned with the fate of the Ohio River Valley, they had been victims of the Iroquois Confederation. The Iroquois had encroached on Algonquin territory and pushed the Algonquins west beyond Lake Michigan. Therefore, the Algonquin and the Seven Nations were interested in fighting against the Iroquois. Throughout New England, New York, and the North-west Native American tribes formed differing alliances with the major belligerents. The Iroquois, dominant in what is now Upstate New York, sided with the British but did not play a large role in the war.", "targets": "How much help did the Seven Nations give the French in the Ohio Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ba82ca22554bce9a3adde498b4cf3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war, the Seven Nations of Canada were allied with the French. These were Native Americans of the Laurentian valley\u2014the Algonquin, the Abenaki, the Huron, and others. Although the Algonquin tribes and the Seven Nations were not directly concerned with the fate of the Ohio River Valley, they had been victims of the Iroquois Confederation. The Iroquois had encroached on Algonquin territory and pushed the Algonquins west beyond Lake Michigan. Therefore, the Algonquin and the Seven Nations were interested in fighting against the Iroquois. Throughout New England, New York, and the North-west Native American tribes formed differing alliances with the major belligerents. The Iroquois, dominant in what is now Upstate New York, sided with the British but did not play a large role in the war.", "targets": "Who was the European partner of the Iroquois?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ba82ca22554bce9a3adde498b4cf3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the war, the Seven Nations of Canada were allied with the French. These were Native Americans of the Laurentian valley\u2014the Algonquin, the Abenaki, the Huron, and others. Although the Algonquin tribes and the Seven Nations were not directly concerned with the fate of the Ohio River Valley, they had been victims of the Iroquois Confederation. The Iroquois had encroached on Algonquin territory and pushed the Algonquins west beyond Lake Michigan. Therefore, the Algonquin and the Seven Nations were interested in fighting against the Iroquois. Throughout New England, New York, and the North-west Native American tribes formed differing alliances with the major belligerents. The Iroquois, dominant in what is now Upstate New York, sided with the British but did not play a large role in the war.", "targets": "How valuable was the Iroquois alliance with Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc319b057224415a918de10fd68af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In towns, which expanded greatly during the period, landowners turned into property developers, and rows of identical terraced houses became the norm. Even the wealthy were persuaded to live in these in town, especially if provided with a square of garden in front of the house. There was an enormous amount of building in the period, all over the English-speaking world, and the standards of construction were generally high. Where they have not been demolished, large numbers of Georgian buildings have survived two centuries or more, and they still form large parts of the core of cities such as London, Edinburgh, Dublin and Bristol.", "targets": "During the period of Georgian architecture what did landowners turn into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc319b057224415a918de10fd68af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In towns, which expanded greatly during the period, landowners turned into property developers, and rows of identical terraced houses became the norm. Even the wealthy were persuaded to live in these in town, especially if provided with a square of garden in front of the house. There was an enormous amount of building in the period, all over the English-speaking world, and the standards of construction were generally high. Where they have not been demolished, large numbers of Georgian buildings have survived two centuries or more, and they still form large parts of the core of cities such as London, Edinburgh, Dublin and Bristol.", "targets": "Where do many buildings constructed during the period of Georgian architecture still exist today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc319b057224415a918de10fd68af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In towns, which expanded greatly during the period, landowners turned into property developers, and rows of identical terraced houses became the norm. Even the wealthy were persuaded to live in these in town, especially if provided with a square of garden in front of the house. There was an enormous amount of building in the period, all over the English-speaking world, and the standards of construction were generally high. Where they have not been demolished, large numbers of Georgian buildings have survived two centuries or more, and they still form large parts of the core of cities such as London, Edinburgh, Dublin and Bristol.", "targets": "What benefit convinced many wealthy people to move into town during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc319b057224415a918de10fd68af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In towns, which expanded greatly during the period, landowners turned into property developers, and rows of identical terraced houses became the norm. Even the wealthy were persuaded to live in these in town, especially if provided with a square of garden in front of the house. There was an enormous amount of building in the period, all over the English-speaking world, and the standards of construction were generally high. Where they have not been demolished, large numbers of Georgian buildings have survived two centuries or more, and they still form large parts of the core of cities such as London, Edinburgh, Dublin and Bristol.", "targets": "What part of the world was mostly dominated by Georgian architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc319b057224415a918de10fd68af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In towns, which expanded greatly during the period, landowners turned into property developers, and rows of identical terraced houses became the norm. Even the wealthy were persuaded to live in these in town, especially if provided with a square of garden in front of the house. There was an enormous amount of building in the period, all over the English-speaking world, and the standards of construction were generally high. Where they have not been demolished, large numbers of Georgian buildings have survived two centuries or more, and they still form large parts of the core of cities such as London, Edinburgh, Dublin and Bristol.", "targets": "What quality were the buildings constructed during that time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4af345139e94b81807a02b8d7e387fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queensboro Bridge is an important piece of cantilever architecture. The Manhattan Bridge, Throgs Neck Bridge, Triborough Bridge, and Verrazano-Narrows Bridge are all examples of Structural Expressionism.", "targets": "What architectural style does the Throgs Neck Bridge reflect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4af345139e94b81807a02b8d7e387fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Queensboro Bridge is an important piece of cantilever architecture. The Manhattan Bridge, Throgs Neck Bridge, Triborough Bridge, and Verrazano-Narrows Bridge are all examples of Structural Expressionism.", "targets": "The Queensboro Bridge utilized what type of construction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cedf47ccee84562b64a2038764b3df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 June, Rhee evacuated from Seoul with some of the government. On 28 June, at 2 am, the South Korean Army blew up the highway bridge across the Han River in an attempt to stop the North Korean army. The bridge was detonated while 4,000 refugees were crossing the bridge, and hundreds were killed. Destroying the bridge also trapped many South Korean military units north of the Han River. In spite of such desperate measures, Seoul fell that same day. A number of South Korean National Assemblymen remained in Seoul when it fell, and forty-eight subsequently pledged allegiance to the North.", "targets": "Who, along with members of the South Korean government, fled South Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cedf47ccee84562b64a2038764b3df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 June, Rhee evacuated from Seoul with some of the government. On 28 June, at 2 am, the South Korean Army blew up the highway bridge across the Han River in an attempt to stop the North Korean army. The bridge was detonated while 4,000 refugees were crossing the bridge, and hundreds were killed. Destroying the bridge also trapped many South Korean military units north of the Han River. In spite of such desperate measures, Seoul fell that same day. A number of South Korean National Assemblymen remained in Seoul when it fell, and forty-eight subsequently pledged allegiance to the North.", "targets": "What bridge were refugees attempting to cross when it was blown up by the South Korean Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cedf47ccee84562b64a2038764b3df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 June, Rhee evacuated from Seoul with some of the government. On 28 June, at 2 am, the South Korean Army blew up the highway bridge across the Han River in an attempt to stop the North Korean army. The bridge was detonated while 4,000 refugees were crossing the bridge, and hundreds were killed. Destroying the bridge also trapped many South Korean military units north of the Han River. In spite of such desperate measures, Seoul fell that same day. A number of South Korean National Assemblymen remained in Seoul when it fell, and forty-eight subsequently pledged allegiance to the North.", "targets": "How many South Korean National Assemblyman pledged their allegiance to Seoul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cedf47ccee84562b64a2038764b3df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 June, Rhee evacuated from Seoul with some of the government. On 28 June, at 2 am, the South Korean Army blew up the highway bridge across the Han River in an attempt to stop the North Korean army. The bridge was detonated while 4,000 refugees were crossing the bridge, and hundreds were killed. Destroying the bridge also trapped many South Korean military units north of the Han River. In spite of such desperate measures, Seoul fell that same day. A number of South Korean National Assemblymen remained in Seoul when it fell, and forty-eight subsequently pledged allegiance to the North.", "targets": "What did South Korea do to cause members of the South Korean military unit to become trapped near the Han River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cedf47ccee84562b64a2038764b3df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 27 June, Rhee evacuated from Seoul with some of the government. On 28 June, at 2 am, the South Korean Army blew up the highway bridge across the Han River in an attempt to stop the North Korean army. The bridge was detonated while 4,000 refugees were crossing the bridge, and hundreds were killed. Destroying the bridge also trapped many South Korean military units north of the Han River. In spite of such desperate measures, Seoul fell that same day. A number of South Korean National Assemblymen remained in Seoul when it fell, and forty-eight subsequently pledged allegiance to the North.", "targets": "What day was the city of Seoul captured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797ff9b82fef4072aa3ccdc53424aec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end result is that the resonant antenna will efficiently feed a signal into the transmission line only when the source signal's frequency is close to that of the design frequency of the antenna, or one of the resonant multiples. This makes resonant antenna designs inherently narrowband, and they are most commonly used with a single target signal. They are particularly common on radar systems, where the same antenna is used for both broadcast and reception, or for radio and television broadcasts, where the antenna is working with a single frequency. They are less commonly used for reception where multiple channels are present, in which case additional modifications are used to increase the bandwidth, or entirely different antenna designs are used.", "targets": " If your were unable to match the source frequency with the design frequency of the antenna what could you use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797ff9b82fef4072aa3ccdc53424aec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end result is that the resonant antenna will efficiently feed a signal into the transmission line only when the source signal's frequency is close to that of the design frequency of the antenna, or one of the resonant multiples. This makes resonant antenna designs inherently narrowband, and they are most commonly used with a single target signal. They are particularly common on radar systems, where the same antenna is used for both broadcast and reception, or for radio and television broadcasts, where the antenna is working with a single frequency. They are less commonly used for reception where multiple channels are present, in which case additional modifications are used to increase the bandwidth, or entirely different antenna designs are used.", "targets": "What is the most common application of resonant antennas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797ff9b82fef4072aa3ccdc53424aec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end result is that the resonant antenna will efficiently feed a signal into the transmission line only when the source signal's frequency is close to that of the design frequency of the antenna, or one of the resonant multiples. This makes resonant antenna designs inherently narrowband, and they are most commonly used with a single target signal. They are particularly common on radar systems, where the same antenna is used for both broadcast and reception, or for radio and television broadcasts, where the antenna is working with a single frequency. They are less commonly used for reception where multiple channels are present, in which case additional modifications are used to increase the bandwidth, or entirely different antenna designs are used.", "targets": "What antenna setup type is generally used for TV viewing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-797ff9b82fef4072aa3ccdc53424aec0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end result is that the resonant antenna will efficiently feed a signal into the transmission line only when the source signal's frequency is close to that of the design frequency of the antenna, or one of the resonant multiples. This makes resonant antenna designs inherently narrowband, and they are most commonly used with a single target signal. They are particularly common on radar systems, where the same antenna is used for both broadcast and reception, or for radio and television broadcasts, where the antenna is working with a single frequency. They are less commonly used for reception where multiple channels are present, in which case additional modifications are used to increase the bandwidth, or entirely different antenna designs are used.", "targets": "For use with more than one channel changes are made to increase what property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ae8c620a1234e3b8a0e5aa07784868a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2011, the government declared that an area covering nearly 2,000,000 square kilometres (772,000 sq mi) of ocean shall be reserved as a shark sanctuary. This is the world's largest shark sanctuary, extending the worldwide ocean area in which sharks are protected from 2,700,000 to 4,600,000 square kilometres (1,042,000 to 1,776,000 sq mi). In protected waters, all shark fishing is banned and all by-catch must be released. However, some have questioned the ability of the Marshall Islands to enforce this zone.", "targets": "How large is the Marshall Islands shark sanctuary in square miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ae8c620a1234e3b8a0e5aa07784868a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2011, the government declared that an area covering nearly 2,000,000 square kilometres (772,000 sq mi) of ocean shall be reserved as a shark sanctuary. This is the world's largest shark sanctuary, extending the worldwide ocean area in which sharks are protected from 2,700,000 to 4,600,000 square kilometres (1,042,000 to 1,776,000 sq mi). In protected waters, all shark fishing is banned and all by-catch must be released. However, some have questioned the ability of the Marshall Islands to enforce this zone.", "targets": "In what month and year did the Marshall Islands declare the largest shark sanctuary in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ae8c620a1234e3b8a0e5aa07784868a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2011, the government declared that an area covering nearly 2,000,000 square kilometres (772,000 sq mi) of ocean shall be reserved as a shark sanctuary. This is the world's largest shark sanctuary, extending the worldwide ocean area in which sharks are protected from 2,700,000 to 4,600,000 square kilometres (1,042,000 to 1,776,000 sq mi). In protected waters, all shark fishing is banned and all by-catch must be released. However, some have questioned the ability of the Marshall Islands to enforce this zone.", "targets": "In how many square miles of ocean around the world are sharks protected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ae8c620a1234e3b8a0e5aa07784868a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2011, the government declared that an area covering nearly 2,000,000 square kilometres (772,000 sq mi) of ocean shall be reserved as a shark sanctuary. This is the world's largest shark sanctuary, extending the worldwide ocean area in which sharks are protected from 2,700,000 to 4,600,000 square kilometres (1,042,000 to 1,776,000 sq mi). In protected waters, all shark fishing is banned and all by-catch must be released. However, some have questioned the ability of the Marshall Islands to enforce this zone.", "targets": "What is forbidden in shark sanctuaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4585639d54a049d898fa25996a36e166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 13, 1988, approximately 10,000 people attended an officially sanctioned meeting organized by the cultural heritage organization Spadschyna, the Kyiv University student club Hromada, and the environmental groups Zelenyi Svit (\"Green World\") and Noosfera, to focus on ecological issues. From November 14\u201318, 15 Ukrainian activists were among the 100 human-, national- and religious-rights advocates invited to discuss human rights with Soviet officials and a visiting delegation of the U.S. Commission on Security and Cooperation in Europe (also known as the Helsinki Commission). On December 10, hundreds gathered in Kiev to observe International Human Rights Day at a rally organized by the Democratic Union. The unauthorized gathering resulted in the detention of local activists.", "targets": "What is the English translation of Zelenyi Svit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4585639d54a049d898fa25996a36e166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 13, 1988, approximately 10,000 people attended an officially sanctioned meeting organized by the cultural heritage organization Spadschyna, the Kyiv University student club Hromada, and the environmental groups Zelenyi Svit (\"Green World\") and Noosfera, to focus on ecological issues. From November 14\u201318, 15 Ukrainian activists were among the 100 human-, national- and religious-rights advocates invited to discuss human rights with Soviet officials and a visiting delegation of the U.S. Commission on Security and Cooperation in Europe (also known as the Helsinki Commission). On December 10, hundreds gathered in Kiev to observe International Human Rights Day at a rally organized by the Democratic Union. The unauthorized gathering resulted in the detention of local activists.", "targets": "What sort of issues were Zenlenyi Svit and Noosfera concerned with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4585639d54a049d898fa25996a36e166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 13, 1988, approximately 10,000 people attended an officially sanctioned meeting organized by the cultural heritage organization Spadschyna, the Kyiv University student club Hromada, and the environmental groups Zelenyi Svit (\"Green World\") and Noosfera, to focus on ecological issues. From November 14\u201318, 15 Ukrainian activists were among the 100 human-, national- and religious-rights advocates invited to discuss human rights with Soviet officials and a visiting delegation of the U.S. Commission on Security and Cooperation in Europe (also known as the Helsinki Commission). On December 10, hundreds gathered in Kiev to observe International Human Rights Day at a rally organized by the Democratic Union. The unauthorized gathering resulted in the detention of local activists.", "targets": "What sort of organization is Spadschnyna? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4585639d54a049d898fa25996a36e166", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 13, 1988, approximately 10,000 people attended an officially sanctioned meeting organized by the cultural heritage organization Spadschyna, the Kyiv University student club Hromada, and the environmental groups Zelenyi Svit (\"Green World\") and Noosfera, to focus on ecological issues. From November 14\u201318, 15 Ukrainian activists were among the 100 human-, national- and religious-rights advocates invited to discuss human rights with Soviet officials and a visiting delegation of the U.S. Commission on Security and Cooperation in Europe (also known as the Helsinki Commission). On December 10, hundreds gathered in Kiev to observe International Human Rights Day at a rally organized by the Democratic Union. The unauthorized gathering resulted in the detention of local activists.", "targets": "What did people gather to observe on December 10th?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1791371d5a947b990a8239b418f7c20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often 'b' & 'p' are interchangeable, for example 'baggage' becomes 'pagas', 'lob' (to throw) becomes 'loopima'. The initial letter 's' is often dropped, for example 'skool' becomes 'kool', 'stool' becomes 'tool'.", "targets": "What two letters can be replaced with each other a lot of the time in Estonian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1791371d5a947b990a8239b418f7c20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often 'b' & 'p' are interchangeable, for example 'baggage' becomes 'pagas', 'lob' (to throw) becomes 'loopima'. The initial letter 's' is often dropped, for example 'skool' becomes 'kool', 'stool' becomes 'tool'.", "targets": "What happens in many cases when a word starts with an 's'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1791371d5a947b990a8239b418f7c20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Often 'b' & 'p' are interchangeable, for example 'baggage' becomes 'pagas', 'lob' (to throw) becomes 'loopima'. The initial letter 's' is often dropped, for example 'skool' becomes 'kool', 'stool' becomes 'tool'.", "targets": "In an example of replacing 'b' with 'p' how is 'baggage' pronounced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2148b63d70e0484d8e1bc80dbdfbe17b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Mexican Revolution, \u00c1lvaro Obreg\u00f3n invited a group of Canadian German-speaking Mennonites to resettle in Mexico. By the late 1920s, some 7,000 had immigrated to Chihuahua State and Durango State, almost all from Canada, only a few from the U.S. and Russia. Today, Mexico accounts for about 42% of all Mennonites in Latin America. Mennonites in the country stand out because of their light skin, hair, and eyes. They are a largely insular community that speaks a form of German and wear traditional clothing. They own their own businesses in various communities in Chihuahua, and account for about half of the state's farm economy, excelling in cheese production.", "targets": "Who invited Canadians to resettle in Mexico during the Mexican Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2148b63d70e0484d8e1bc80dbdfbe17b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Mexican Revolution, \u00c1lvaro Obreg\u00f3n invited a group of Canadian German-speaking Mennonites to resettle in Mexico. By the late 1920s, some 7,000 had immigrated to Chihuahua State and Durango State, almost all from Canada, only a few from the U.S. and Russia. Today, Mexico accounts for about 42% of all Mennonites in Latin America. Mennonites in the country stand out because of their light skin, hair, and eyes. They are a largely insular community that speaks a form of German and wear traditional clothing. They own their own businesses in various communities in Chihuahua, and account for about half of the state's farm economy, excelling in cheese production.", "targets": "Today, Mexico accounts for what percentage of Mennonites in Latin America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2148b63d70e0484d8e1bc80dbdfbe17b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Mexican Revolution, \u00c1lvaro Obreg\u00f3n invited a group of Canadian German-speaking Mennonites to resettle in Mexico. By the late 1920s, some 7,000 had immigrated to Chihuahua State and Durango State, almost all from Canada, only a few from the U.S. and Russia. Today, Mexico accounts for about 42% of all Mennonites in Latin America. Mennonites in the country stand out because of their light skin, hair, and eyes. They are a largely insular community that speaks a form of German and wear traditional clothing. They own their own businesses in various communities in Chihuahua, and account for about half of the state's farm economy, excelling in cheese production.", "targets": "Mennonites speak a form of which language predominantly? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2148b63d70e0484d8e1bc80dbdfbe17b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Mexican Revolution, \u00c1lvaro Obreg\u00f3n invited a group of Canadian German-speaking Mennonites to resettle in Mexico. By the late 1920s, some 7,000 had immigrated to Chihuahua State and Durango State, almost all from Canada, only a few from the U.S. and Russia. Today, Mexico accounts for about 42% of all Mennonites in Latin America. Mennonites in the country stand out because of their light skin, hair, and eyes. They are a largely insular community that speaks a form of German and wear traditional clothing. They own their own businesses in various communities in Chihuahua, and account for about half of the state's farm economy, excelling in cheese production.", "targets": "Which food do Mennonites excel in producing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2148b63d70e0484d8e1bc80dbdfbe17b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Mexican Revolution, \u00c1lvaro Obreg\u00f3n invited a group of Canadian German-speaking Mennonites to resettle in Mexico. By the late 1920s, some 7,000 had immigrated to Chihuahua State and Durango State, almost all from Canada, only a few from the U.S. and Russia. Today, Mexico accounts for about 42% of all Mennonites in Latin America. Mennonites in the country stand out because of their light skin, hair, and eyes. They are a largely insular community that speaks a form of German and wear traditional clothing. They own their own businesses in various communities in Chihuahua, and account for about half of the state's farm economy, excelling in cheese production.", "targets": "Mennonites account for about how much of the state's farm economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "What 2003 movie featuring Julia Roberts was filmed in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "What Spielberg franchise was filmed in New Haven in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "What year were the streets of downtown New Haven redesigned to resemble for the filming of the Crystal Skull?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "How many New Haven locals were cast as extras throughout filming of the Crystal Skull?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "In what New Haven landmark was the 2009 Robert De Niro movie, Everybody's Fine, filmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "What was the name of popular movie film in New Haven featuring Julia Roberts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "The recent Indiana Jones movie feature how many of the local citizen in film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58b9d8e3b89a471ebfdcbc58d51d1e6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several recent movies have been filmed in New Haven, including Mona Lisa Smile (2003), with Julia Roberts, The Life Before Her Eyes (2007), with Uma Thurman, and Indiana Jones and the Kingdom of the Crystal Skull (2008) directed by Steven Spielberg and starring Harrison Ford, Cate Blanchett and Shia LaBeouf. The filming of Crystal Skull involved an extensive chase sequence through the streets of New Haven. Several downtown streets were closed to traffic and received a \"makeover\" to look like streets of 1957, when the film is set. 500 locals were cast as extras for the film. In Everybody's Fine (2009), Robert De Niro has a close encounter in what is supposed to be the Denver train station; the scene was filmed in New Haven's Union Station.", "targets": "Union Station was as a part of a set on a film, what was the name of the movie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06742d6f5b43498ebaa219f39873c420", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw, especially its city centre (\u015ar\u00f3dmie\u015bcie), is home not only to many national institutions and government agencies, but also to many domestic and international companies. In 2006, 304,016 companies were registered in the city. Warsaw's ever-growing business community has been noticed globally, regionally, and nationally. MasterCard Emerging Market Index has noted Warsaw's economic strength and commercial center. Moreover, Warsaw was ranked as the 7th greatest emerging market. Foreign investors' financial participation in the city's development was estimated in 2002 at over 650 million euro. Warsaw produces 12% of Poland's national income, which in 2008 was 305.1% of the Polish average, per capita (or 160% of the European Union average). The GDP per capita in Warsaw amounted to PLN 94 000 in 2008 (c. EUR 23 800, USD 33 000). Total nominal GDP of the city in 2010 amounted to 191.766 billion PLN, 111696 PLN per capita, which was 301,1 % of Polish average. Warsaw leads the region of East-Central Europe in foreign investment and in 2006, GDP growth met expectations with a level of 6.1%. It also has one of the fastest growing economies, with GDP growth at 6.5 percent in 2007 and 6.1 percent in the first quarter of 2008.", "targets": "What is the city centre of Warsaw called in Polish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06742d6f5b43498ebaa219f39873c420", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw, especially its city centre (\u015ar\u00f3dmie\u015bcie), is home not only to many national institutions and government agencies, but also to many domestic and international companies. In 2006, 304,016 companies were registered in the city. Warsaw's ever-growing business community has been noticed globally, regionally, and nationally. MasterCard Emerging Market Index has noted Warsaw's economic strength and commercial center. Moreover, Warsaw was ranked as the 7th greatest emerging market. Foreign investors' financial participation in the city's development was estimated in 2002 at over 650 million euro. Warsaw produces 12% of Poland's national income, which in 2008 was 305.1% of the Polish average, per capita (or 160% of the European Union average). The GDP per capita in Warsaw amounted to PLN 94 000 in 2008 (c. EUR 23 800, USD 33 000). Total nominal GDP of the city in 2010 amounted to 191.766 billion PLN, 111696 PLN per capita, which was 301,1 % of Polish average. Warsaw leads the region of East-Central Europe in foreign investment and in 2006, GDP growth met expectations with a level of 6.1%. It also has one of the fastest growing economies, with GDP growth at 6.5 percent in 2007 and 6.1 percent in the first quarter of 2008.", "targets": "How many companies were registered in Warsaw in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06742d6f5b43498ebaa219f39873c420", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw, especially its city centre (\u015ar\u00f3dmie\u015bcie), is home not only to many national institutions and government agencies, but also to many domestic and international companies. In 2006, 304,016 companies were registered in the city. Warsaw's ever-growing business community has been noticed globally, regionally, and nationally. MasterCard Emerging Market Index has noted Warsaw's economic strength and commercial center. Moreover, Warsaw was ranked as the 7th greatest emerging market. Foreign investors' financial participation in the city's development was estimated in 2002 at over 650 million euro. Warsaw produces 12% of Poland's national income, which in 2008 was 305.1% of the Polish average, per capita (or 160% of the European Union average). The GDP per capita in Warsaw amounted to PLN 94 000 in 2008 (c. EUR 23 800, USD 33 000). Total nominal GDP of the city in 2010 amounted to 191.766 billion PLN, 111696 PLN per capita, which was 301,1 % of Polish average. Warsaw leads the region of East-Central Europe in foreign investment and in 2006, GDP growth met expectations with a level of 6.1%. It also has one of the fastest growing economies, with GDP growth at 6.5 percent in 2007 and 6.1 percent in the first quarter of 2008.", "targets": "What was Warsaw ranked the 7th greatest of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06742d6f5b43498ebaa219f39873c420", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw, especially its city centre (\u015ar\u00f3dmie\u015bcie), is home not only to many national institutions and government agencies, but also to many domestic and international companies. In 2006, 304,016 companies were registered in the city. Warsaw's ever-growing business community has been noticed globally, regionally, and nationally. MasterCard Emerging Market Index has noted Warsaw's economic strength and commercial center. Moreover, Warsaw was ranked as the 7th greatest emerging market. Foreign investors' financial participation in the city's development was estimated in 2002 at over 650 million euro. Warsaw produces 12% of Poland's national income, which in 2008 was 305.1% of the Polish average, per capita (or 160% of the European Union average). The GDP per capita in Warsaw amounted to PLN 94 000 in 2008 (c. EUR 23 800, USD 33 000). Total nominal GDP of the city in 2010 amounted to 191.766 billion PLN, 111696 PLN per capita, which was 301,1 % of Polish average. Warsaw leads the region of East-Central Europe in foreign investment and in 2006, GDP growth met expectations with a level of 6.1%. It also has one of the fastest growing economies, with GDP growth at 6.5 percent in 2007 and 6.1 percent in the first quarter of 2008.", "targets": "How much of Poland's national income does Warsaw produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06742d6f5b43498ebaa219f39873c420", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw, especially its city centre (\u015ar\u00f3dmie\u015bcie), is home not only to many national institutions and government agencies, but also to many domestic and international companies. In 2006, 304,016 companies were registered in the city. Warsaw's ever-growing business community has been noticed globally, regionally, and nationally. MasterCard Emerging Market Index has noted Warsaw's economic strength and commercial center. Moreover, Warsaw was ranked as the 7th greatest emerging market. Foreign investors' financial participation in the city's development was estimated in 2002 at over 650 million euro. Warsaw produces 12% of Poland's national income, which in 2008 was 305.1% of the Polish average, per capita (or 160% of the European Union average). The GDP per capita in Warsaw amounted to PLN 94 000 in 2008 (c. EUR 23 800, USD 33 000). Total nominal GDP of the city in 2010 amounted to 191.766 billion PLN, 111696 PLN per capita, which was 301,1 % of Polish average. Warsaw leads the region of East-Central Europe in foreign investment and in 2006, GDP growth met expectations with a level of 6.1%. It also has one of the fastest growing economies, with GDP growth at 6.5 percent in 2007 and 6.1 percent in the first quarter of 2008.", "targets": "What was the total nominal GDP of Warsaw in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3d79cd2c1342cdb8d4987af876174f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases and in some places the edicts were strictly enforced: some Christians resisted and were imprisoned or martyred. Others complied. Some local communities were not only pre-dominantly Christian, but powerful and influential; and some provincial authorities were lenient, notably the Caesar in Gaul, Constantius Chlorus, the father of Constantine I. Diocletian's successor Galerius maintained anti-Christian policy until his deathbed revocation in 311, when he asked Christians to pray for him. \"This meant an of\ufb01cial recognition of their importance in the religious world of the Roman empire, although one of the tetrarchs, Maximinus Daia, still oppressed Christians in his part of the empire up to 313.\"", "targets": "How were the Roman edicts handled in some areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3d79cd2c1342cdb8d4987af876174f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases and in some places the edicts were strictly enforced: some Christians resisted and were imprisoned or martyred. Others complied. Some local communities were not only pre-dominantly Christian, but powerful and influential; and some provincial authorities were lenient, notably the Caesar in Gaul, Constantius Chlorus, the father of Constantine I. Diocletian's successor Galerius maintained anti-Christian policy until his deathbed revocation in 311, when he asked Christians to pray for him. \"This meant an of\ufb01cial recognition of their importance in the religious world of the Roman empire, although one of the tetrarchs, Maximinus Daia, still oppressed Christians in his part of the empire up to 313.\"", "targets": "In areas of strict enforcement, what happened to Christians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3d79cd2c1342cdb8d4987af876174f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases and in some places the edicts were strictly enforced: some Christians resisted and were imprisoned or martyred. Others complied. Some local communities were not only pre-dominantly Christian, but powerful and influential; and some provincial authorities were lenient, notably the Caesar in Gaul, Constantius Chlorus, the father of Constantine I. Diocletian's successor Galerius maintained anti-Christian policy until his deathbed revocation in 311, when he asked Christians to pray for him. \"This meant an of\ufb01cial recognition of their importance in the religious world of the Roman empire, although one of the tetrarchs, Maximinus Daia, still oppressed Christians in his part of the empire up to 313.\"", "targets": "What were some Christian communities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3d79cd2c1342cdb8d4987af876174f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases and in some places the edicts were strictly enforced: some Christians resisted and were imprisoned or martyred. Others complied. Some local communities were not only pre-dominantly Christian, but powerful and influential; and some provincial authorities were lenient, notably the Caesar in Gaul, Constantius Chlorus, the father of Constantine I. Diocletian's successor Galerius maintained anti-Christian policy until his deathbed revocation in 311, when he asked Christians to pray for him. \"This meant an of\ufb01cial recognition of their importance in the religious world of the Roman empire, although one of the tetrarchs, Maximinus Daia, still oppressed Christians in his part of the empire up to 313.\"", "targets": "What were some provincial governors in enforcement of the Roman edicts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc3d79cd2c1342cdb8d4987af876174f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some cases and in some places the edicts were strictly enforced: some Christians resisted and were imprisoned or martyred. Others complied. Some local communities were not only pre-dominantly Christian, but powerful and influential; and some provincial authorities were lenient, notably the Caesar in Gaul, Constantius Chlorus, the father of Constantine I. Diocletian's successor Galerius maintained anti-Christian policy until his deathbed revocation in 311, when he asked Christians to pray for him. \"This meant an of\ufb01cial recognition of their importance in the religious world of the Roman empire, although one of the tetrarchs, Maximinus Daia, still oppressed Christians in his part of the empire up to 313.\"", "targets": "When did Galerius revoke the anti-Christian policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f6da83462554a2b8c8fb77b1a75160a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An infestation of the coconut rhinoceros beetle (CRB), Oryctes rhinoceros, was detected on Guam on September 12, 2007. CRB is not known to occur in the United States except in American Samoa. Delimiting surveys performed September 13\u201325, 2007 indicated that the infestation was limited to Tumon Bay and Faifai Beach, an area of approximately 900 acres (3.6 km2). Guam Department of Agriculture (GDA) placed quarantine on all properties within the Tumon area on October 5 and later expanded the quarantine to about 2,500 acres (10 km2) on October 25; approximately 0.5 miles (800 m) radius in all directions from all known locations of CRB infestation. CRB is native to Southern Asia and distributed throughout Asia and the Western Pacific including Sri Lanka, Upolu, Samoa, American Samoa, Palau, New Britain, West Irian, New Ireland, Pak Island and Manus Island (New Guinea), Fiji, Cocos (Keeling) Islands, Mauritius, and Reunion.", "targets": "What insect was detected in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f6da83462554a2b8c8fb77b1a75160a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An infestation of the coconut rhinoceros beetle (CRB), Oryctes rhinoceros, was detected on Guam on September 12, 2007. CRB is not known to occur in the United States except in American Samoa. Delimiting surveys performed September 13\u201325, 2007 indicated that the infestation was limited to Tumon Bay and Faifai Beach, an area of approximately 900 acres (3.6 km2). Guam Department of Agriculture (GDA) placed quarantine on all properties within the Tumon area on October 5 and later expanded the quarantine to about 2,500 acres (10 km2) on October 25; approximately 0.5 miles (800 m) radius in all directions from all known locations of CRB infestation. CRB is native to Southern Asia and distributed throughout Asia and the Western Pacific including Sri Lanka, Upolu, Samoa, American Samoa, Palau, New Britain, West Irian, New Ireland, Pak Island and Manus Island (New Guinea), Fiji, Cocos (Keeling) Islands, Mauritius, and Reunion.", "targets": "What other American territory has these beetles that have infested Guam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f6da83462554a2b8c8fb77b1a75160a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An infestation of the coconut rhinoceros beetle (CRB), Oryctes rhinoceros, was detected on Guam on September 12, 2007. CRB is not known to occur in the United States except in American Samoa. Delimiting surveys performed September 13\u201325, 2007 indicated that the infestation was limited to Tumon Bay and Faifai Beach, an area of approximately 900 acres (3.6 km2). Guam Department of Agriculture (GDA) placed quarantine on all properties within the Tumon area on October 5 and later expanded the quarantine to about 2,500 acres (10 km2) on October 25; approximately 0.5 miles (800 m) radius in all directions from all known locations of CRB infestation. CRB is native to Southern Asia and distributed throughout Asia and the Western Pacific including Sri Lanka, Upolu, Samoa, American Samoa, Palau, New Britain, West Irian, New Ireland, Pak Island and Manus Island (New Guinea), Fiji, Cocos (Keeling) Islands, Mauritius, and Reunion.", "targets": "Where is the Coconut Beetle native to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0979aa57d1bf40a3811d59c11df5a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Warsaw Pact was established as a balance of power or counterweight to NATO, there was no direct confrontation between them. Instead, the conflict was fought on an ideological basis. Both NATO and the Warsaw Pact led to the expansion of military forces and their integration into the respective blocs. The Warsaw Pact's largest military engagement was Warsaw Pact invasion of Czechoslovakia (with the participation of all Pact nations except Romania and Albania). The Pact failed to function when the Revolutions of 1989 spread through Eastern Europe, beginning with the Solidarity movement in Poland and its success in June 1989.", "targets": "Which organization was in direct competition with the Warsaw Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0979aa57d1bf40a3811d59c11df5a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Warsaw Pact was established as a balance of power or counterweight to NATO, there was no direct confrontation between them. Instead, the conflict was fought on an ideological basis. Both NATO and the Warsaw Pact led to the expansion of military forces and their integration into the respective blocs. The Warsaw Pact's largest military engagement was Warsaw Pact invasion of Czechoslovakia (with the participation of all Pact nations except Romania and Albania). The Pact failed to function when the Revolutions of 1989 spread through Eastern Europe, beginning with the Solidarity movement in Poland and its success in June 1989.", "targets": "Which nation saw the most significant Warsaw Pact military deployment? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0979aa57d1bf40a3811d59c11df5a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Warsaw Pact was established as a balance of power or counterweight to NATO, there was no direct confrontation between them. Instead, the conflict was fought on an ideological basis. Both NATO and the Warsaw Pact led to the expansion of military forces and their integration into the respective blocs. The Warsaw Pact's largest military engagement was Warsaw Pact invasion of Czechoslovakia (with the participation of all Pact nations except Romania and Albania). The Pact failed to function when the Revolutions of 1989 spread through Eastern Europe, beginning with the Solidarity movement in Poland and its success in June 1989.", "targets": "What was the name of the Polish revolutionary movement which the Warsaw Pact failed to suppress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0979aa57d1bf40a3811d59c11df5a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Warsaw Pact was established as a balance of power or counterweight to NATO, there was no direct confrontation between them. Instead, the conflict was fought on an ideological basis. Both NATO and the Warsaw Pact led to the expansion of military forces and their integration into the respective blocs. The Warsaw Pact's largest military engagement was Warsaw Pact invasion of Czechoslovakia (with the participation of all Pact nations except Romania and Albania). The Pact failed to function when the Revolutions of 1989 spread through Eastern Europe, beginning with the Solidarity movement in Poland and its success in June 1989.", "targets": "Which country saw the largest Warsaw Pact deployment? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0979aa57d1bf40a3811d59c11df5a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Warsaw Pact was established as a balance of power or counterweight to NATO, there was no direct confrontation between them. Instead, the conflict was fought on an ideological basis. Both NATO and the Warsaw Pact led to the expansion of military forces and their integration into the respective blocs. The Warsaw Pact's largest military engagement was Warsaw Pact invasion of Czechoslovakia (with the participation of all Pact nations except Romania and Albania). The Pact failed to function when the Revolutions of 1989 spread through Eastern Europe, beginning with the Solidarity movement in Poland and its success in June 1989.", "targets": "In which year did the Warsaw Pact cease to function effectively? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0979aa57d1bf40a3811d59c11df5a549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Warsaw Pact was established as a balance of power or counterweight to NATO, there was no direct confrontation between them. Instead, the conflict was fought on an ideological basis. Both NATO and the Warsaw Pact led to the expansion of military forces and their integration into the respective blocs. The Warsaw Pact's largest military engagement was Warsaw Pact invasion of Czechoslovakia (with the participation of all Pact nations except Romania and Albania). The Pact failed to function when the Revolutions of 1989 spread through Eastern Europe, beginning with the Solidarity movement in Poland and its success in June 1989.", "targets": "What was the name of the Polish labor movement which successfully defied the Warsaw Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea34616625249e19c0cee584a860a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 24, 2006, Apple and Creative announced a broad settlement to end their legal disputes. Apple will pay Creative US$100 million for a paid-up license, to use Creative's awarded patent in all Apple products. As part of the agreement, Apple will recoup part of its payment, if Creative is successful in licensing the patent. Creative then announced its intention to produce iPod accessories by joining the Made for iPod program.", "targets": "When did Creative and Apple come to an agreement over their intellectual property issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea34616625249e19c0cee584a860a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 24, 2006, Apple and Creative announced a broad settlement to end their legal disputes. Apple will pay Creative US$100 million for a paid-up license, to use Creative's awarded patent in all Apple products. As part of the agreement, Apple will recoup part of its payment, if Creative is successful in licensing the patent. Creative then announced its intention to produce iPod accessories by joining the Made for iPod program.", "targets": "How much money did Apple have to pay to Creative as a result of their agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea34616625249e19c0cee584a860a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 24, 2006, Apple and Creative announced a broad settlement to end their legal disputes. Apple will pay Creative US$100 million for a paid-up license, to use Creative's awarded patent in all Apple products. As part of the agreement, Apple will recoup part of its payment, if Creative is successful in licensing the patent. Creative then announced its intention to produce iPod accessories by joining the Made for iPod program.", "targets": "What program did Creative join in order to make iPod peripherals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea34616625249e19c0cee584a860a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 24, 2006, Apple and Creative announced a broad settlement to end their legal disputes. Apple will pay Creative US$100 million for a paid-up license, to use Creative's awarded patent in all Apple products. As part of the agreement, Apple will recoup part of its payment, if Creative is successful in licensing the patent. Creative then announced its intention to produce iPod accessories by joining the Made for iPod program.", "targets": "How much did Apple pay to Creative Technologies to settle their 2006 suit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea34616625249e19c0cee584a860a36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 24, 2006, Apple and Creative announced a broad settlement to end their legal disputes. Apple will pay Creative US$100 million for a paid-up license, to use Creative's awarded patent in all Apple products. As part of the agreement, Apple will recoup part of its payment, if Creative is successful in licensing the patent. Creative then announced its intention to produce iPod accessories by joining the Made for iPod program.", "targets": "What's the name of the program by which 3rd parties sell iPod accessories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24c1c1986324b879eff53fa970ffffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn Sina created an extensive corpus of works during what is commonly known as the Islamic Golden Age, in which the translations of Greco-Roman, Persian, and Indian texts were studied extensively. Greco-Roman (Mid- and Neo-Platonic, and Aristotelian) texts translated by the Kindi school were commented, redacted and developed substantially by Islamic intellectuals, who also built upon Persian and Indian mathematical systems, astronomy, algebra, trigonometry and medicine. The Samanid dynasty in the eastern part of Persia, Greater Khorasan and Central Asia as well as the Buyid dynasty in the western part of Persia and Iraq provided a thriving atmosphere for scholarly and cultural development. Under the Samanids, Bukhara rivaled Baghdad as a cultural capital of the Islamic world.", "targets": "What was the term used to describe the age in which Ibn Sina created a big body of work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24c1c1986324b879eff53fa970ffffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn Sina created an extensive corpus of works during what is commonly known as the Islamic Golden Age, in which the translations of Greco-Roman, Persian, and Indian texts were studied extensively. Greco-Roman (Mid- and Neo-Platonic, and Aristotelian) texts translated by the Kindi school were commented, redacted and developed substantially by Islamic intellectuals, who also built upon Persian and Indian mathematical systems, astronomy, algebra, trigonometry and medicine. The Samanid dynasty in the eastern part of Persia, Greater Khorasan and Central Asia as well as the Buyid dynasty in the western part of Persia and Iraq provided a thriving atmosphere for scholarly and cultural development. Under the Samanids, Bukhara rivaled Baghdad as a cultural capital of the Islamic world.", "targets": "What is one example of the type of translations done in the Islamic Golden Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24c1c1986324b879eff53fa970ffffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn Sina created an extensive corpus of works during what is commonly known as the Islamic Golden Age, in which the translations of Greco-Roman, Persian, and Indian texts were studied extensively. Greco-Roman (Mid- and Neo-Platonic, and Aristotelian) texts translated by the Kindi school were commented, redacted and developed substantially by Islamic intellectuals, who also built upon Persian and Indian mathematical systems, astronomy, algebra, trigonometry and medicine. The Samanid dynasty in the eastern part of Persia, Greater Khorasan and Central Asia as well as the Buyid dynasty in the western part of Persia and Iraq provided a thriving atmosphere for scholarly and cultural development. Under the Samanids, Bukhara rivaled Baghdad as a cultural capital of the Islamic world.", "targets": "What school translated Greco-Roman texts during the Islamic Golden Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24c1c1986324b879eff53fa970ffffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn Sina created an extensive corpus of works during what is commonly known as the Islamic Golden Age, in which the translations of Greco-Roman, Persian, and Indian texts were studied extensively. Greco-Roman (Mid- and Neo-Platonic, and Aristotelian) texts translated by the Kindi school were commented, redacted and developed substantially by Islamic intellectuals, who also built upon Persian and Indian mathematical systems, astronomy, algebra, trigonometry and medicine. The Samanid dynasty in the eastern part of Persia, Greater Khorasan and Central Asia as well as the Buyid dynasty in the western part of Persia and Iraq provided a thriving atmosphere for scholarly and cultural development. Under the Samanids, Bukhara rivaled Baghdad as a cultural capital of the Islamic world.", "targets": "What was one dynasty that provided a great atmosphere for cultural development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a24c1c1986324b879eff53fa970ffffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ibn Sina created an extensive corpus of works during what is commonly known as the Islamic Golden Age, in which the translations of Greco-Roman, Persian, and Indian texts were studied extensively. Greco-Roman (Mid- and Neo-Platonic, and Aristotelian) texts translated by the Kindi school were commented, redacted and developed substantially by Islamic intellectuals, who also built upon Persian and Indian mathematical systems, astronomy, algebra, trigonometry and medicine. The Samanid dynasty in the eastern part of Persia, Greater Khorasan and Central Asia as well as the Buyid dynasty in the western part of Persia and Iraq provided a thriving atmosphere for scholarly and cultural development. Under the Samanids, Bukhara rivaled Baghdad as a cultural capital of the Islamic world.", "targets": "What city was known as a cultural capital of the Islamic world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b47fdd2dc84f23bd0eab7e38a9ea09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The music of the indigenous peoples of Central Mexico and Central America was often pentatonic. Before the arrival of the Spaniards and other Europeans, music was inseparable from religious festivities and included a large variety of percussion and wind instruments such as drums, flutes, sea snail shells (used as a trumpet) and \"rain\" tubes. No remnants of pre-Columbian stringed instruments were found until archaeologists discovered a jar in Guatemala, attributed to the Maya of the Late Classic Era (600\u2013900 CE), which depicts a stringed musical instrument which has since been reproduced. This instrument is one of the very few stringed instruments known in the Americas prior to the introduction of European musical instruments; when played it produces a sound virtually identical to a jaguar's growl.", "targets": "What feature did the music of Central America have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b47fdd2dc84f23bd0eab7e38a9ea09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The music of the indigenous peoples of Central Mexico and Central America was often pentatonic. Before the arrival of the Spaniards and other Europeans, music was inseparable from religious festivities and included a large variety of percussion and wind instruments such as drums, flutes, sea snail shells (used as a trumpet) and \"rain\" tubes. No remnants of pre-Columbian stringed instruments were found until archaeologists discovered a jar in Guatemala, attributed to the Maya of the Late Classic Era (600\u2013900 CE), which depicts a stringed musical instrument which has since been reproduced. This instrument is one of the very few stringed instruments known in the Americas prior to the introduction of European musical instruments; when played it produces a sound virtually identical to a jaguar's growl.", "targets": "What role did music play in the religious festivities? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b47fdd2dc84f23bd0eab7e38a9ea09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The music of the indigenous peoples of Central Mexico and Central America was often pentatonic. Before the arrival of the Spaniards and other Europeans, music was inseparable from religious festivities and included a large variety of percussion and wind instruments such as drums, flutes, sea snail shells (used as a trumpet) and \"rain\" tubes. No remnants of pre-Columbian stringed instruments were found until archaeologists discovered a jar in Guatemala, attributed to the Maya of the Late Classic Era (600\u2013900 CE), which depicts a stringed musical instrument which has since been reproduced. This instrument is one of the very few stringed instruments known in the Americas prior to the introduction of European musical instruments; when played it produces a sound virtually identical to a jaguar's growl.", "targets": "What instruments were used to make music by the Central Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b47fdd2dc84f23bd0eab7e38a9ea09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The music of the indigenous peoples of Central Mexico and Central America was often pentatonic. Before the arrival of the Spaniards and other Europeans, music was inseparable from religious festivities and included a large variety of percussion and wind instruments such as drums, flutes, sea snail shells (used as a trumpet) and \"rain\" tubes. No remnants of pre-Columbian stringed instruments were found until archaeologists discovered a jar in Guatemala, attributed to the Maya of the Late Classic Era (600\u2013900 CE), which depicts a stringed musical instrument which has since been reproduced. This instrument is one of the very few stringed instruments known in the Americas prior to the introduction of European musical instruments; when played it produces a sound virtually identical to a jaguar's growl.", "targets": "Where did archaeologists find a depiction of a Mayan stringed instrument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38b47fdd2dc84f23bd0eab7e38a9ea09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The music of the indigenous peoples of Central Mexico and Central America was often pentatonic. Before the arrival of the Spaniards and other Europeans, music was inseparable from religious festivities and included a large variety of percussion and wind instruments such as drums, flutes, sea snail shells (used as a trumpet) and \"rain\" tubes. No remnants of pre-Columbian stringed instruments were found until archaeologists discovered a jar in Guatemala, attributed to the Maya of the Late Classic Era (600\u2013900 CE), which depicts a stringed musical instrument which has since been reproduced. This instrument is one of the very few stringed instruments known in the Americas prior to the introduction of European musical instruments; when played it produces a sound virtually identical to a jaguar's growl.", "targets": "What did the Mayan's stringed instrument sound like when played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad6de05a071847fa80f3d2a3d6a2e606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars and organizations disagree with the notion of \"separation of church and state\", or the way the Supreme Court has interpreted the constitutional limitation on religious establishment. Such critics generally argue that the phrase misrepresents the textual requirements of the Constitution, while noting that many aspects of church and state were intermingled at the time the Constitution was ratified. These critics argue that the prevalent degree of separation of church and state could not have been intended by the constitutional framers. Some of the intermingling between church and state include religious references in official contexts, and such other founding documents as the United States Declaration of Independence, which references the idea of a \"Creator\" and \"Nature's God\", though these references did not ultimately appear in the Constitution nor do they mention any particular religious view of a \"Creator\" or \"Nature's God.\"", "targets": "What do some organizations disagree with the notion of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad6de05a071847fa80f3d2a3d6a2e606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars and organizations disagree with the notion of \"separation of church and state\", or the way the Supreme Court has interpreted the constitutional limitation on religious establishment. Such critics generally argue that the phrase misrepresents the textual requirements of the Constitution, while noting that many aspects of church and state were intermingled at the time the Constitution was ratified. These critics argue that the prevalent degree of separation of church and state could not have been intended by the constitutional framers. Some of the intermingling between church and state include religious references in official contexts, and such other founding documents as the United States Declaration of Independence, which references the idea of a \"Creator\" and \"Nature's God\", though these references did not ultimately appear in the Constitution nor do they mention any particular religious view of a \"Creator\" or \"Nature's God.\"", "targets": "What do the critics argue the phrase misrepresents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad6de05a071847fa80f3d2a3d6a2e606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars and organizations disagree with the notion of \"separation of church and state\", or the way the Supreme Court has interpreted the constitutional limitation on religious establishment. Such critics generally argue that the phrase misrepresents the textual requirements of the Constitution, while noting that many aspects of church and state were intermingled at the time the Constitution was ratified. These critics argue that the prevalent degree of separation of church and state could not have been intended by the constitutional framers. Some of the intermingling between church and state include religious references in official contexts, and such other founding documents as the United States Declaration of Independence, which references the idea of a \"Creator\" and \"Nature's God\", though these references did not ultimately appear in the Constitution nor do they mention any particular religious view of a \"Creator\" or \"Nature's God.\"", "targets": "What do scholars also disagree with about the way the Supreme Court has interpreted what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad6de05a071847fa80f3d2a3d6a2e606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars and organizations disagree with the notion of \"separation of church and state\", or the way the Supreme Court has interpreted the constitutional limitation on religious establishment. Such critics generally argue that the phrase misrepresents the textual requirements of the Constitution, while noting that many aspects of church and state were intermingled at the time the Constitution was ratified. These critics argue that the prevalent degree of separation of church and state could not have been intended by the constitutional framers. Some of the intermingling between church and state include religious references in official contexts, and such other founding documents as the United States Declaration of Independence, which references the idea of a \"Creator\" and \"Nature's God\", though these references did not ultimately appear in the Constitution nor do they mention any particular religious view of a \"Creator\" or \"Nature's God.\"", "targets": "What do critics note were intermingled at the time the Constitution was ratified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad6de05a071847fa80f3d2a3d6a2e606", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars and organizations disagree with the notion of \"separation of church and state\", or the way the Supreme Court has interpreted the constitutional limitation on religious establishment. Such critics generally argue that the phrase misrepresents the textual requirements of the Constitution, while noting that many aspects of church and state were intermingled at the time the Constitution was ratified. These critics argue that the prevalent degree of separation of church and state could not have been intended by the constitutional framers. Some of the intermingling between church and state include religious references in official contexts, and such other founding documents as the United States Declaration of Independence, which references the idea of a \"Creator\" and \"Nature's God\", though these references did not ultimately appear in the Constitution nor do they mention any particular religious view of a \"Creator\" or \"Nature's God.\"", "targets": "What do these critics argue couldn't have been intended by the framers of the constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587e3b1f9b5a4c74aee3a64591c52e5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert the Great wrote that wisdom and understanding enhance one's faith in God. According to him, these are the tools that God uses to commune with a contemplative. Love in the soul is both the cause and result of true understanding and judgement. It causes not only an intellectual knowledge of God, but a spiritual and emotional knowledge as well. Contemplation is the means whereby one can obtain this goal of understanding. Things that once seemed static and unchanging become full of possibility and perfection. The contemplative then knows that God is, but she does not know what God is. Thus, contemplation forever produces a mystified, imperfect knowledge of God. The soul is exalted beyond the rest of God's creation but it cannot see God Himself.", "targets": "What enhances man's faith in God according to Albertus Magnus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587e3b1f9b5a4c74aee3a64591c52e5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert the Great wrote that wisdom and understanding enhance one's faith in God. According to him, these are the tools that God uses to commune with a contemplative. Love in the soul is both the cause and result of true understanding and judgement. It causes not only an intellectual knowledge of God, but a spiritual and emotional knowledge as well. Contemplation is the means whereby one can obtain this goal of understanding. Things that once seemed static and unchanging become full of possibility and perfection. The contemplative then knows that God is, but she does not know what God is. Thus, contemplation forever produces a mystified, imperfect knowledge of God. The soul is exalted beyond the rest of God's creation but it cannot see God Himself.", "targets": "What is a tool that God uses to speak to the average man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587e3b1f9b5a4c74aee3a64591c52e5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert the Great wrote that wisdom and understanding enhance one's faith in God. According to him, these are the tools that God uses to commune with a contemplative. Love in the soul is both the cause and result of true understanding and judgement. It causes not only an intellectual knowledge of God, but a spiritual and emotional knowledge as well. Contemplation is the means whereby one can obtain this goal of understanding. Things that once seemed static and unchanging become full of possibility and perfection. The contemplative then knows that God is, but she does not know what God is. Thus, contemplation forever produces a mystified, imperfect knowledge of God. The soul is exalted beyond the rest of God's creation but it cannot see God Himself.", "targets": "How can man obtain understanding of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587e3b1f9b5a4c74aee3a64591c52e5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert the Great wrote that wisdom and understanding enhance one's faith in God. According to him, these are the tools that God uses to commune with a contemplative. Love in the soul is both the cause and result of true understanding and judgement. It causes not only an intellectual knowledge of God, but a spiritual and emotional knowledge as well. Contemplation is the means whereby one can obtain this goal of understanding. Things that once seemed static and unchanging become full of possibility and perfection. The contemplative then knows that God is, but she does not know what God is. Thus, contemplation forever produces a mystified, imperfect knowledge of God. The soul is exalted beyond the rest of God's creation but it cannot see God Himself.", "targets": "If someone contemplates God forever, what type of knowledge will they obtain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-587e3b1f9b5a4c74aee3a64591c52e5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Albert the Great wrote that wisdom and understanding enhance one's faith in God. According to him, these are the tools that God uses to commune with a contemplative. Love in the soul is both the cause and result of true understanding and judgement. It causes not only an intellectual knowledge of God, but a spiritual and emotional knowledge as well. Contemplation is the means whereby one can obtain this goal of understanding. Things that once seemed static and unchanging become full of possibility and perfection. The contemplative then knows that God is, but she does not know what God is. Thus, contemplation forever produces a mystified, imperfect knowledge of God. The soul is exalted beyond the rest of God's creation but it cannot see God Himself.", "targets": "What cannot see God itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a0bd454144a4193a85171007706b646", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the December 2014 press conference announcing the start of filming, Aston Martin and Eon unveiled the new DB10 as the official car for the film. The DB10 was designed in collaboration between Aston Martin and the filmmakers, with only 10 being produced especially for Spectre as a celebration of the 50th anniversary of the company's association with the franchise. Only eight of those 10 were used for the film, however; the remaining two were used for promotional work. After modifying the Jaguar C-X75 for the film, Williams F1 carried the 007 logo on their cars at the 2015 Mexican Grand Prix, with the team playing host to the cast and crew ahead of the Mexican premiere of the film.", "targets": "Which companies revealed Spectre's official car?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a0bd454144a4193a85171007706b646", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the December 2014 press conference announcing the start of filming, Aston Martin and Eon unveiled the new DB10 as the official car for the film. The DB10 was designed in collaboration between Aston Martin and the filmmakers, with only 10 being produced especially for Spectre as a celebration of the 50th anniversary of the company's association with the franchise. Only eight of those 10 were used for the film, however; the remaining two were used for promotional work. After modifying the Jaguar C-X75 for the film, Williams F1 carried the 007 logo on their cars at the 2015 Mexican Grand Prix, with the team playing host to the cast and crew ahead of the Mexican premiere of the film.", "targets": "How many DB10s were made for the movie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a0bd454144a4193a85171007706b646", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the December 2014 press conference announcing the start of filming, Aston Martin and Eon unveiled the new DB10 as the official car for the film. The DB10 was designed in collaboration between Aston Martin and the filmmakers, with only 10 being produced especially for Spectre as a celebration of the 50th anniversary of the company's association with the franchise. Only eight of those 10 were used for the film, however; the remaining two were used for promotional work. After modifying the Jaguar C-X75 for the film, Williams F1 carried the 007 logo on their cars at the 2015 Mexican Grand Prix, with the team playing host to the cast and crew ahead of the Mexican premiere of the film.", "targets": "Which team displayed the Bond logo during the Mexican Grand Prix?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a0bd454144a4193a85171007706b646", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the December 2014 press conference announcing the start of filming, Aston Martin and Eon unveiled the new DB10 as the official car for the film. The DB10 was designed in collaboration between Aston Martin and the filmmakers, with only 10 being produced especially for Spectre as a celebration of the 50th anniversary of the company's association with the franchise. Only eight of those 10 were used for the film, however; the remaining two were used for promotional work. After modifying the Jaguar C-X75 for the film, Williams F1 carried the 007 logo on their cars at the 2015 Mexican Grand Prix, with the team playing host to the cast and crew ahead of the Mexican premiere of the film.", "targets": "What were the two DB10s that were not needed for filming used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a0bd454144a4193a85171007706b646", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the December 2014 press conference announcing the start of filming, Aston Martin and Eon unveiled the new DB10 as the official car for the film. The DB10 was designed in collaboration between Aston Martin and the filmmakers, with only 10 being produced especially for Spectre as a celebration of the 50th anniversary of the company's association with the franchise. Only eight of those 10 were used for the film, however; the remaining two were used for promotional work. After modifying the Jaguar C-X75 for the film, Williams F1 carried the 007 logo on their cars at the 2015 Mexican Grand Prix, with the team playing host to the cast and crew ahead of the Mexican premiere of the film.", "targets": "How many DB10's were produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a0bd454144a4193a85171007706b646", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the December 2014 press conference announcing the start of filming, Aston Martin and Eon unveiled the new DB10 as the official car for the film. The DB10 was designed in collaboration between Aston Martin and the filmmakers, with only 10 being produced especially for Spectre as a celebration of the 50th anniversary of the company's association with the franchise. Only eight of those 10 were used for the film, however; the remaining two were used for promotional work. After modifying the Jaguar C-X75 for the film, Williams F1 carried the 007 logo on their cars at the 2015 Mexican Grand Prix, with the team playing host to the cast and crew ahead of the Mexican premiere of the film.", "targets": "What logo did the Williams race team have on their cars for the 2015 Mexican Grand Prix?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b809fd930004140953bfe01d56a57e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some new immigrants arrived as refugees with no possessions and were housed in temporary camps known as ma'abarot; by 1952, over 200,000 immigrants were living in these tent cities. During this period, food, clothes and furniture had to be rationed in what became known as the Austerity Period. The need to solve the crisis led Ben-Gurion to sign a reparations agreement with West Germany that triggered mass protests by Jews angered at the idea that Israel could accept monetary compensation for the Holocaust.", "targets": "What were temporary camps known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b809fd930004140953bfe01d56a57e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some new immigrants arrived as refugees with no possessions and were housed in temporary camps known as ma'abarot; by 1952, over 200,000 immigrants were living in these tent cities. During this period, food, clothes and furniture had to be rationed in what became known as the Austerity Period. The need to solve the crisis led Ben-Gurion to sign a reparations agreement with West Germany that triggered mass protests by Jews angered at the idea that Israel could accept monetary compensation for the Holocaust.", "targets": "How many immigrants lived in these tent cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b809fd930004140953bfe01d56a57e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some new immigrants arrived as refugees with no possessions and were housed in temporary camps known as ma'abarot; by 1952, over 200,000 immigrants were living in these tent cities. During this period, food, clothes and furniture had to be rationed in what became known as the Austerity Period. The need to solve the crisis led Ben-Gurion to sign a reparations agreement with West Germany that triggered mass protests by Jews angered at the idea that Israel could accept monetary compensation for the Holocaust.", "targets": "Who signed a reparations agreement with West Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0336d7832e04935b5916243dff22463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intergender singles bouts were first fought on a national level in the 1990s. This began with Luna Vachon, who faced men in ECW and WWF. Later, Chyna became the first female to hold a belt that was not exclusive to women when she won the Intercontinental Championship. While it is a rare feat in WWE, in TNA, ODB participates in singles intergender matches. Also, ODB's kayfabe husband and tag team partner Eric Young held the Knockouts Tag Team Championship for a record 478 days before it was stripped by Brooke Hogan because Young was a male.", "targets": "When were intergender singles bouts fought on a national scale? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0336d7832e04935b5916243dff22463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intergender singles bouts were first fought on a national level in the 1990s. This began with Luna Vachon, who faced men in ECW and WWF. Later, Chyna became the first female to hold a belt that was not exclusive to women when she won the Intercontinental Championship. While it is a rare feat in WWE, in TNA, ODB participates in singles intergender matches. Also, ODB's kayfabe husband and tag team partner Eric Young held the Knockouts Tag Team Championship for a record 478 days before it was stripped by Brooke Hogan because Young was a male.", "targets": "Who was the first woman to hold a belt that wasn't exclusive to women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0336d7832e04935b5916243dff22463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intergender singles bouts were first fought on a national level in the 1990s. This began with Luna Vachon, who faced men in ECW and WWF. Later, Chyna became the first female to hold a belt that was not exclusive to women when she won the Intercontinental Championship. While it is a rare feat in WWE, in TNA, ODB participates in singles intergender matches. Also, ODB's kayfabe husband and tag team partner Eric Young held the Knockouts Tag Team Championship for a record 478 days before it was stripped by Brooke Hogan because Young was a male.", "targets": "What was the record before it was stripped? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0336d7832e04935b5916243dff22463", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Intergender singles bouts were first fought on a national level in the 1990s. This began with Luna Vachon, who faced men in ECW and WWF. Later, Chyna became the first female to hold a belt that was not exclusive to women when she won the Intercontinental Championship. While it is a rare feat in WWE, in TNA, ODB participates in singles intergender matches. Also, ODB's kayfabe husband and tag team partner Eric Young held the Knockouts Tag Team Championship for a record 478 days before it was stripped by Brooke Hogan because Young was a male.", "targets": "Who stripped the previous record? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5dc5af3b1df84997959bc4c73bc3c005", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinals have in canon law a \"privilege of forum\" (i.e., exemption from being judged by ecclesiastical tribunals of ordinary rank): only the pope is competent to judge them in matters subject to ecclesiastical jurisdiction (cases that refer to matters that are spiritual or linked with the spiritual, or with regard to infringement of ecclesiastical laws and whatever contains an element of sin, where culpability must be determined and the appropriate ecclesiastical penalty imposed). The pope either decides the case himself or delegates the decision to a tribunal, usually one of the tribunals or congregations of the Roman Curia. Without such delegation, no ecclesiastical court, even the Roman Rota, is competent to judge a canon law case against a cardinal. Cardinals are, however, subject to the civil and criminal law like everybody else.", "targets": "Who is the only person who can judge a Cardinal in regards to laws of the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366b8d47986e48c5b31c2c0b069b5dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 26 July 1956, Nasser gave a speech in Alexandria announcing the nationalization of the Suez Canal Company as a means to fund the Aswan Dam project in light of the British\u2013American withdrawal. In the speech, he denounced British imperialism in Egypt and British control over the canal company's profits, and upheld that the Egyptian people had a right to sovereignty over the waterway, especially since \"120,000 Egyptians had died (sic)\" building it. The motion was technically in breach of the international agreement he had signed with the UK on 19 October 1954, although he ensured that all existing stockholders would be paid off.", "targets": "What did Nasser propose to do with funds from the nationalized Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366b8d47986e48c5b31c2c0b069b5dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 26 July 1956, Nasser gave a speech in Alexandria announcing the nationalization of the Suez Canal Company as a means to fund the Aswan Dam project in light of the British\u2013American withdrawal. In the speech, he denounced British imperialism in Egypt and British control over the canal company's profits, and upheld that the Egyptian people had a right to sovereignty over the waterway, especially since \"120,000 Egyptians had died (sic)\" building it. The motion was technically in breach of the international agreement he had signed with the UK on 19 October 1954, although he ensured that all existing stockholders would be paid off.", "targets": "How many Egyptians did Nasser claim died building the Suez canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366b8d47986e48c5b31c2c0b069b5dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 26 July 1956, Nasser gave a speech in Alexandria announcing the nationalization of the Suez Canal Company as a means to fund the Aswan Dam project in light of the British\u2013American withdrawal. In the speech, he denounced British imperialism in Egypt and British control over the canal company's profits, and upheld that the Egyptian people had a right to sovereignty over the waterway, especially since \"120,000 Egyptians had died (sic)\" building it. The motion was technically in breach of the international agreement he had signed with the UK on 19 October 1954, although he ensured that all existing stockholders would be paid off.", "targets": "Who did Nasser claim would still be paid despite nationalization of the canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-366b8d47986e48c5b31c2c0b069b5dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 26 July 1956, Nasser gave a speech in Alexandria announcing the nationalization of the Suez Canal Company as a means to fund the Aswan Dam project in light of the British\u2013American withdrawal. In the speech, he denounced British imperialism in Egypt and British control over the canal company's profits, and upheld that the Egyptian people had a right to sovereignty over the waterway, especially since \"120,000 Egyptians had died (sic)\" building it. The motion was technically in breach of the international agreement he had signed with the UK on 19 October 1954, although he ensured that all existing stockholders would be paid off.", "targets": "What country had signed an agreement with Nasser in 1954?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-815152737dfd4385915ed9deece7b2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S., the music was being developed to create a more sophisticated sound,[citation needed] moving beyond just drum loops and short samples. In Chicago, Marshall Jefferson had formed the house group Ten City Byron Burke, Byron Stingily & Herb Lawson(from \"intensity\"). New York\u2013based performers such as Mateo & Matos and Blaze had slickly produced disco house tracks. In Detroit a proto-techno music sound began to emerge with the recordings of Juan Atkins, Derrick May and Kevin Saunderson.", "targets": "what group did Marshall Jefferson form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-815152737dfd4385915ed9deece7b2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S., the music was being developed to create a more sophisticated sound,[citation needed] moving beyond just drum loops and short samples. In Chicago, Marshall Jefferson had formed the house group Ten City Byron Burke, Byron Stingily & Herb Lawson(from \"intensity\"). New York\u2013based performers such as Mateo & Matos and Blaze had slickly produced disco house tracks. In Detroit a proto-techno music sound began to emerge with the recordings of Juan Atkins, Derrick May and Kevin Saunderson.", "targets": "what sound emerged in Detroit with the recordings of juan atkins and derrick may?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-815152737dfd4385915ed9deece7b2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S., the music was being developed to create a more sophisticated sound,[citation needed] moving beyond just drum loops and short samples. In Chicago, Marshall Jefferson had formed the house group Ten City Byron Burke, Byron Stingily & Herb Lawson(from \"intensity\"). New York\u2013based performers such as Mateo & Matos and Blaze had slickly produced disco house tracks. In Detroit a proto-techno music sound began to emerge with the recordings of Juan Atkins, Derrick May and Kevin Saunderson.", "targets": "where were mateo & matos based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-815152737dfd4385915ed9deece7b2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S., the music was being developed to create a more sophisticated sound,[citation needed] moving beyond just drum loops and short samples. In Chicago, Marshall Jefferson had formed the house group Ten City Byron Burke, Byron Stingily & Herb Lawson(from \"intensity\"). New York\u2013based performers such as Mateo & Matos and Blaze had slickly produced disco house tracks. In Detroit a proto-techno music sound began to emerge with the recordings of Juan Atkins, Derrick May and Kevin Saunderson.", "targets": "where was marshall jefferson based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-815152737dfd4385915ed9deece7b2e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the U.S., the music was being developed to create a more sophisticated sound,[citation needed] moving beyond just drum loops and short samples. In Chicago, Marshall Jefferson had formed the house group Ten City Byron Burke, Byron Stingily & Herb Lawson(from \"intensity\"). New York\u2013based performers such as Mateo & Matos and Blaze had slickly produced disco house tracks. In Detroit a proto-techno music sound began to emerge with the recordings of Juan Atkins, Derrick May and Kevin Saunderson.", "targets": "what sound did US house music move beyond in the late 80s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c88afb67d03d47a9b175f276830fd986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestic TV BBC television channels are broadcast without any commercial advertising and collectively they account for more than 30% of all UK viewing. The services are funded by a television licence.", "targets": "What percentage of viewership across the UK is constituted by the BBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d7a6691a1940679c2486aefc245e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1271, Kublai Khan imposed the name Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Wade\u2013Giles: Ta-Y\u00fcan), establishing the Yuan dynasty. \"D\u00e0 Yu\u00e1n\" (\u5927\u5143) is from the sentence \"\u5927\u54c9\u4e7e\u5143\" (d\u00e0 zai Qi\u00e1n Yu\u00e1n / \"Great is Qi\u00e1n, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qi\u00e1n (\u4e7e). The counterpart in Mongolian language was Dai \u00d6n Ulus, also rendered as Ikh Yuan \u00dcls or Yekhe Yuan Ulus. In Mongolian, Dai \u00d6n (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai \u00d6n Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271.", "targets": "When did Khan establish the Great Yuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d7a6691a1940679c2486aefc245e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1271, Kublai Khan imposed the name Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Wade\u2013Giles: Ta-Y\u00fcan), establishing the Yuan dynasty. \"D\u00e0 Yu\u00e1n\" (\u5927\u5143) is from the sentence \"\u5927\u54c9\u4e7e\u5143\" (d\u00e0 zai Qi\u00e1n Yu\u00e1n / \"Great is Qi\u00e1n, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qi\u00e1n (\u4e7e). The counterpart in Mongolian language was Dai \u00d6n Ulus, also rendered as Ikh Yuan \u00dcls or Yekhe Yuan Ulus. In Mongolian, Dai \u00d6n (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai \u00d6n Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271.", "targets": "What writing inspired the name Great Yuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d7a6691a1940679c2486aefc245e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1271, Kublai Khan imposed the name Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Wade\u2013Giles: Ta-Y\u00fcan), establishing the Yuan dynasty. \"D\u00e0 Yu\u00e1n\" (\u5927\u5143) is from the sentence \"\u5927\u54c9\u4e7e\u5143\" (d\u00e0 zai Qi\u00e1n Yu\u00e1n / \"Great is Qi\u00e1n, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qi\u00e1n (\u4e7e). The counterpart in Mongolian language was Dai \u00d6n Ulus, also rendered as Ikh Yuan \u00dcls or Yekhe Yuan Ulus. In Mongolian, Dai \u00d6n (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai \u00d6n Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271.", "targets": "What was the Yuan dynasty called in Mongolian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d7a6691a1940679c2486aefc245e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1271, Kublai Khan imposed the name Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Wade\u2013Giles: Ta-Y\u00fcan), establishing the Yuan dynasty. \"D\u00e0 Yu\u00e1n\" (\u5927\u5143) is from the sentence \"\u5927\u54c9\u4e7e\u5143\" (d\u00e0 zai Qi\u00e1n Yu\u00e1n / \"Great is Qi\u00e1n, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qi\u00e1n (\u4e7e). The counterpart in Mongolian language was Dai \u00d6n Ulus, also rendered as Ikh Yuan \u00dcls or Yekhe Yuan Ulus. In Mongolian, Dai \u00d6n (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai \u00d6n Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271.", "targets": "What does Yeke Mongghul Ulus mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6d7a6691a1940679c2486aefc245e78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1271, Kublai Khan imposed the name Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Wade\u2013Giles: Ta-Y\u00fcan), establishing the Yuan dynasty. \"D\u00e0 Yu\u00e1n\" (\u5927\u5143) is from the sentence \"\u5927\u54c9\u4e7e\u5143\" (d\u00e0 zai Qi\u00e1n Yu\u00e1n / \"Great is Qi\u00e1n, the Primal\") in the Commentaries on the Classic of Changes (I Ching) section regarding Qi\u00e1n (\u4e7e). The counterpart in Mongolian language was Dai \u00d6n Ulus, also rendered as Ikh Yuan \u00dcls or Yekhe Yuan Ulus. In Mongolian, Dai \u00d6n (Great Yuan) is often used in conjunction with the \"Yeke Mongghul Ulus\" (lit. \"Great Mongol State\"), resulting in Dai \u00d6n Yeke Mongghul Ulus (Mongolian script: ), meaning \"Great Yuan Great Mongol State\". The Yuan dynasty is also known as the \"Mongol dynasty\" or \"Mongol Dynasty of China\", similar to the names \"Manchu dynasty\" or \"Manchu Dynasty of China\" for the Qing dynasty. Furthermore, the Yuan is sometimes known as the \"Empire of the Great Khan\" or \"Khanate of the Great Khan\", which particularly appeared on some Yuan maps, since Yuan emperors held the nominal title of Great Khan. Nevertheless, both terms can also refer to the khanate within the Mongol Empire directly ruled by Great Khans before the actual establishment of the Yuan dynasty by Kublai Khan in 1271.", "targets": "What nominal title did Yuan emperors have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019fe6de2d0450ea9e34ecff5bd2bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four main dialectal forms of Old English were Mercian, Northumbrian, Kentish, and West Saxon. Mercian and Northumbrian are together referred to as Anglian. In terms of geography the Northumbrian region lay north of the Humber River; the Mercian lay north of the Thames and South of the Humber River; West Saxon lay south and southwest of the Thames; and the smallest, Kentish region lay southeast of the Thames, a small corner of England. The Kentish region, settled by the Jutes from Jutland, has the scantiest literary remains.", "targets": "Along with West Saxon, Northumbrian and Mercian, what was one of the four main dialects of Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019fe6de2d0450ea9e34ecff5bd2bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four main dialectal forms of Old English were Mercian, Northumbrian, Kentish, and West Saxon. Mercian and Northumbrian are together referred to as Anglian. In terms of geography the Northumbrian region lay north of the Humber River; the Mercian lay north of the Thames and South of the Humber River; West Saxon lay south and southwest of the Thames; and the smallest, Kentish region lay southeast of the Thames, a small corner of England. The Kentish region, settled by the Jutes from Jutland, has the scantiest literary remains.", "targets": "What is a term that collectively refers to Northumbrian and Mercian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019fe6de2d0450ea9e34ecff5bd2bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four main dialectal forms of Old English were Mercian, Northumbrian, Kentish, and West Saxon. Mercian and Northumbrian are together referred to as Anglian. In terms of geography the Northumbrian region lay north of the Humber River; the Mercian lay north of the Thames and South of the Humber River; West Saxon lay south and southwest of the Thames; and the smallest, Kentish region lay southeast of the Thames, a small corner of England. The Kentish region, settled by the Jutes from Jutland, has the scantiest literary remains.", "targets": "Geographically, what river was Northumbria north of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019fe6de2d0450ea9e34ecff5bd2bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four main dialectal forms of Old English were Mercian, Northumbrian, Kentish, and West Saxon. Mercian and Northumbrian are together referred to as Anglian. In terms of geography the Northumbrian region lay north of the Humber River; the Mercian lay north of the Thames and South of the Humber River; West Saxon lay south and southwest of the Thames; and the smallest, Kentish region lay southeast of the Thames, a small corner of England. The Kentish region, settled by the Jutes from Jutland, has the scantiest literary remains.", "targets": "What river was the Mercian region south of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a019fe6de2d0450ea9e34ecff5bd2bf2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four main dialectal forms of Old English were Mercian, Northumbrian, Kentish, and West Saxon. Mercian and Northumbrian are together referred to as Anglian. In terms of geography the Northumbrian region lay north of the Humber River; the Mercian lay north of the Thames and South of the Humber River; West Saxon lay south and southwest of the Thames; and the smallest, Kentish region lay southeast of the Thames, a small corner of England. The Kentish region, settled by the Jutes from Jutland, has the scantiest literary remains.", "targets": "Which of the Old English dialects covered the smallest geograhical region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22f13bf095744f5aaa5ba7b89fc11e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exact number of speakers of Somali is unknown. One source estimates that there are 7.78 million speakers of Somali in Somalia itself and 12.65 million speakers globally. The Somali language is spoken by ethnic Somalis in Greater Somalia and the Somali diaspora.", "targets": "About how many people in Somalia speak Somali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22f13bf095744f5aaa5ba7b89fc11e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exact number of speakers of Somali is unknown. One source estimates that there are 7.78 million speakers of Somali in Somalia itself and 12.65 million speakers globally. The Somali language is spoken by ethnic Somalis in Greater Somalia and the Somali diaspora.", "targets": "In millions, about how many global Somali speakers are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22f13bf095744f5aaa5ba7b89fc11e66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The exact number of speakers of Somali is unknown. One source estimates that there are 7.78 million speakers of Somali in Somalia itself and 12.65 million speakers globally. The Somali language is spoken by ethnic Somalis in Greater Somalia and the Somali diaspora.", "targets": "Along with Greater Somalia ethnic Somalis, who speaks Somali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d345d74ddb864c10ad607dfdd2675c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Navy, by contrast, relied on commerce raiding from the outset. However, the problem of Allied forces surrounded in the Philippines, during the early part of 1942, led to diversion of boats to \"guerrilla submarine\" missions. As well, basing in Australia placed boats under Japanese aerial threat while en route to patrol areas, reducing their effectiveness, and Nimitz relied on submarines for close surveillance of enemy bases. Furthermore, the standard-issue Mark 14 torpedo and its Mark VI exploder both proved defective, problems which were not corrected until September 1943. Worst of all, before the war, an uninformed US Customs officer had seized a copy of the Japanese merchant marine code (called the \"maru code\" in the USN), not knowing that the Office of Naval Intelligence (ONI) had broken it. The Japanese promptly changed it, and the new code was not broken again by OP-20G until 1943.", "targets": "What did the US Navy rely on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d345d74ddb864c10ad607dfdd2675c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Navy, by contrast, relied on commerce raiding from the outset. However, the problem of Allied forces surrounded in the Philippines, during the early part of 1942, led to diversion of boats to \"guerrilla submarine\" missions. As well, basing in Australia placed boats under Japanese aerial threat while en route to patrol areas, reducing their effectiveness, and Nimitz relied on submarines for close surveillance of enemy bases. Furthermore, the standard-issue Mark 14 torpedo and its Mark VI exploder both proved defective, problems which were not corrected until September 1943. Worst of all, before the war, an uninformed US Customs officer had seized a copy of the Japanese merchant marine code (called the \"maru code\" in the USN), not knowing that the Office of Naval Intelligence (ONI) had broken it. The Japanese promptly changed it, and the new code was not broken again by OP-20G until 1943.", "targets": "What led to guerrilla submarine missions in early 1942?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d345d74ddb864c10ad607dfdd2675c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Navy, by contrast, relied on commerce raiding from the outset. However, the problem of Allied forces surrounded in the Philippines, during the early part of 1942, led to diversion of boats to \"guerrilla submarine\" missions. As well, basing in Australia placed boats under Japanese aerial threat while en route to patrol areas, reducing their effectiveness, and Nimitz relied on submarines for close surveillance of enemy bases. Furthermore, the standard-issue Mark 14 torpedo and its Mark VI exploder both proved defective, problems which were not corrected until September 1943. Worst of all, before the war, an uninformed US Customs officer had seized a copy of the Japanese merchant marine code (called the \"maru code\" in the USN), not knowing that the Office of Naval Intelligence (ONI) had broken it. The Japanese promptly changed it, and the new code was not broken again by OP-20G until 1943.", "targets": "What did Admiral Nimitze rely on submarines for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d345d74ddb864c10ad607dfdd2675c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Navy, by contrast, relied on commerce raiding from the outset. However, the problem of Allied forces surrounded in the Philippines, during the early part of 1942, led to diversion of boats to \"guerrilla submarine\" missions. As well, basing in Australia placed boats under Japanese aerial threat while en route to patrol areas, reducing their effectiveness, and Nimitz relied on submarines for close surveillance of enemy bases. Furthermore, the standard-issue Mark 14 torpedo and its Mark VI exploder both proved defective, problems which were not corrected until September 1943. Worst of all, before the war, an uninformed US Customs officer had seized a copy of the Japanese merchant marine code (called the \"maru code\" in the USN), not knowing that the Office of Naval Intelligence (ONI) had broken it. The Japanese promptly changed it, and the new code was not broken again by OP-20G until 1943.", "targets": "When were the defective torpedo problems of the US Navy corrected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d345d74ddb864c10ad607dfdd2675c6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.S. Navy, by contrast, relied on commerce raiding from the outset. However, the problem of Allied forces surrounded in the Philippines, during the early part of 1942, led to diversion of boats to \"guerrilla submarine\" missions. As well, basing in Australia placed boats under Japanese aerial threat while en route to patrol areas, reducing their effectiveness, and Nimitz relied on submarines for close surveillance of enemy bases. Furthermore, the standard-issue Mark 14 torpedo and its Mark VI exploder both proved defective, problems which were not corrected until September 1943. Worst of all, before the war, an uninformed US Customs officer had seized a copy of the Japanese merchant marine code (called the \"maru code\" in the USN), not knowing that the Office of Naval Intelligence (ONI) had broken it. The Japanese promptly changed it, and the new code was not broken again by OP-20G until 1943.", "targets": "What was the \"maru code\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c1cb348d214e40acc46edecaa116b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chocolate is New York City's leading specialty-food export, with up to US$234 million worth of exports each year. Entrepreneurs were forming a \"Chocolate District\" in Brooklyn as of 2014, while Godiva, one of the world's largest chocolatiers, continues to be headquartered in Manhattan.", "targets": "What dollar amount of chocolate does New York export annually?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c1cb348d214e40acc46edecaa116b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chocolate is New York City's leading specialty-food export, with up to US$234 million worth of exports each year. Entrepreneurs were forming a \"Chocolate District\" in Brooklyn as of 2014, while Godiva, one of the world's largest chocolatiers, continues to be headquartered in Manhattan.", "targets": "Where is the \"Chocolate District\" located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c1cb348d214e40acc46edecaa116b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chocolate is New York City's leading specialty-food export, with up to US$234 million worth of exports each year. Entrepreneurs were forming a \"Chocolate District\" in Brooklyn as of 2014, while Godiva, one of the world's largest chocolatiers, continues to be headquartered in Manhattan.", "targets": "In what borough is Godiva based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c1cb348d214e40acc46edecaa116b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chocolate is New York City's leading specialty-food export, with up to US$234 million worth of exports each year. Entrepreneurs were forming a \"Chocolate District\" in Brooklyn as of 2014, while Godiva, one of the world's largest chocolatiers, continues to be headquartered in Manhattan.", "targets": "What is the number one specialty food export of New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c1cb348d214e40acc46edecaa116b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chocolate is New York City's leading specialty-food export, with up to US$234 million worth of exports each year. Entrepreneurs were forming a \"Chocolate District\" in Brooklyn as of 2014, while Godiva, one of the world's largest chocolatiers, continues to be headquartered in Manhattan.", "targets": "What type of food is NYC's leading food export?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6c1cb348d214e40acc46edecaa116b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chocolate is New York City's leading specialty-food export, with up to US$234 million worth of exports each year. Entrepreneurs were forming a \"Chocolate District\" in Brooklyn as of 2014, while Godiva, one of the world's largest chocolatiers, continues to be headquartered in Manhattan.", "targets": "Which one of the world's largest chocolate makers is stationed in Manhattan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65886793ad64a168b49018f6f26cf63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Caf\u00e9 Procope was established in Paris in 1686; by the 1720s there were around 400 caf\u00e9s in the city. The Caf\u00e9 Procope in particular became a center of Enlightenment, welcoming such celebrities as Voltaire and Rousseau. The Caf\u00e9 Procope was where Diderot and D'Alembert decided to create the Encyclop\u00e9die. The caf\u00e9s were one of the various \"nerve centers\" for bruits publics, public noise or rumour. These bruits were allegedly a much better source of information than were the actual newspapers available at the time.", "targets": "Where was the Cafe Procope established in 1686?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65886793ad64a168b49018f6f26cf63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Caf\u00e9 Procope was established in Paris in 1686; by the 1720s there were around 400 caf\u00e9s in the city. The Caf\u00e9 Procope in particular became a center of Enlightenment, welcoming such celebrities as Voltaire and Rousseau. The Caf\u00e9 Procope was where Diderot and D'Alembert decided to create the Encyclop\u00e9die. The caf\u00e9s were one of the various \"nerve centers\" for bruits publics, public noise or rumour. These bruits were allegedly a much better source of information than were the actual newspapers available at the time.", "targets": "By the 1720s. how many cafes were in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65886793ad64a168b49018f6f26cf63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Caf\u00e9 Procope was established in Paris in 1686; by the 1720s there were around 400 caf\u00e9s in the city. The Caf\u00e9 Procope in particular became a center of Enlightenment, welcoming such celebrities as Voltaire and Rousseau. The Caf\u00e9 Procope was where Diderot and D'Alembert decided to create the Encyclop\u00e9die. The caf\u00e9s were one of the various \"nerve centers\" for bruits publics, public noise or rumour. These bruits were allegedly a much better source of information than were the actual newspapers available at the time.", "targets": "In which Cafe was the Encyclopedie created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d65886793ad64a168b49018f6f26cf63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Caf\u00e9 Procope was established in Paris in 1686; by the 1720s there were around 400 caf\u00e9s in the city. The Caf\u00e9 Procope in particular became a center of Enlightenment, welcoming such celebrities as Voltaire and Rousseau. The Caf\u00e9 Procope was where Diderot and D'Alembert decided to create the Encyclop\u00e9die. The caf\u00e9s were one of the various \"nerve centers\" for bruits publics, public noise or rumour. These bruits were allegedly a much better source of information than were the actual newspapers available at the time.", "targets": "Were bruits or newspapers allegedly a better source of information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eda0eb1c67ec400a86dfe244f4d2eb01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since re-establishing independence, Estonia has styled itself as the gateway between East and West and aggressively pursued economic reform and integration with the West. Estonia's market reforms put it among the economic leaders in the former COMECON area.[citation needed] In 1994, based on the economic theories of Milton Friedman, Estonia became one of the first countries to adopt a flat tax, with a uniform rate of 26% regardless of personal income. In January 2005, the personal income tax rate was reduced to 24%. Another reduction to 23% followed in January 2006. The income tax rate was decreased to 21% by January 2008. The Government of Estonia finalised the design of Estonian euro coins in late 2004, and adopted the euro as the country's currency on 1 January 2011, later than planned due to continued high inflation. A Land Value Tax is levied which is used to fund local municipalities. It is a state level tax, however 100% of the revenue is used to fund Local Councils. The rate is set by the Local Council within the limits of 0.1\u20132.5%. It is one of the most important sources of funding for municipalities. The Land Value Tax is levied on the value of the land only with improvements and buildings not considered. Very few exemptions are considered on the land value tax and even public institutions are subject to the tax. The tax has contributed to a high rate (~90%) of owner-occupied residences within Estonia, compared to a rate of 67.4% in the United States.", "targets": "What Estonia view itself as after winning independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eda0eb1c67ec400a86dfe244f4d2eb01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since re-establishing independence, Estonia has styled itself as the gateway between East and West and aggressively pursued economic reform and integration with the West. Estonia's market reforms put it among the economic leaders in the former COMECON area.[citation needed] In 1994, based on the economic theories of Milton Friedman, Estonia became one of the first countries to adopt a flat tax, with a uniform rate of 26% regardless of personal income. In January 2005, the personal income tax rate was reduced to 24%. Another reduction to 23% followed in January 2006. The income tax rate was decreased to 21% by January 2008. The Government of Estonia finalised the design of Estonian euro coins in late 2004, and adopted the euro as the country's currency on 1 January 2011, later than planned due to continued high inflation. A Land Value Tax is levied which is used to fund local municipalities. It is a state level tax, however 100% of the revenue is used to fund Local Councils. The rate is set by the Local Council within the limits of 0.1\u20132.5%. It is one of the most important sources of funding for municipalities. The Land Value Tax is levied on the value of the land only with improvements and buildings not considered. Very few exemptions are considered on the land value tax and even public institutions are subject to the tax. The tax has contributed to a high rate (~90%) of owner-occupied residences within Estonia, compared to a rate of 67.4% in the United States.", "targets": "What year did Estonia establish a flat tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eda0eb1c67ec400a86dfe244f4d2eb01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since re-establishing independence, Estonia has styled itself as the gateway between East and West and aggressively pursued economic reform and integration with the West. Estonia's market reforms put it among the economic leaders in the former COMECON area.[citation needed] In 1994, based on the economic theories of Milton Friedman, Estonia became one of the first countries to adopt a flat tax, with a uniform rate of 26% regardless of personal income. In January 2005, the personal income tax rate was reduced to 24%. Another reduction to 23% followed in January 2006. The income tax rate was decreased to 21% by January 2008. The Government of Estonia finalised the design of Estonian euro coins in late 2004, and adopted the euro as the country's currency on 1 January 2011, later than planned due to continued high inflation. A Land Value Tax is levied which is used to fund local municipalities. It is a state level tax, however 100% of the revenue is used to fund Local Councils. The rate is set by the Local Council within the limits of 0.1\u20132.5%. It is one of the most important sources of funding for municipalities. The Land Value Tax is levied on the value of the land only with improvements and buildings not considered. Very few exemptions are considered on the land value tax and even public institutions are subject to the tax. The tax has contributed to a high rate (~90%) of owner-occupied residences within Estonia, compared to a rate of 67.4% in the United States.", "targets": "Who was the source of influence for the flat tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eda0eb1c67ec400a86dfe244f4d2eb01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since re-establishing independence, Estonia has styled itself as the gateway between East and West and aggressively pursued economic reform and integration with the West. Estonia's market reforms put it among the economic leaders in the former COMECON area.[citation needed] In 1994, based on the economic theories of Milton Friedman, Estonia became one of the first countries to adopt a flat tax, with a uniform rate of 26% regardless of personal income. In January 2005, the personal income tax rate was reduced to 24%. Another reduction to 23% followed in January 2006. The income tax rate was decreased to 21% by January 2008. The Government of Estonia finalised the design of Estonian euro coins in late 2004, and adopted the euro as the country's currency on 1 January 2011, later than planned due to continued high inflation. A Land Value Tax is levied which is used to fund local municipalities. It is a state level tax, however 100% of the revenue is used to fund Local Councils. The rate is set by the Local Council within the limits of 0.1\u20132.5%. It is one of the most important sources of funding for municipalities. The Land Value Tax is levied on the value of the land only with improvements and buildings not considered. Very few exemptions are considered on the land value tax and even public institutions are subject to the tax. The tax has contributed to a high rate (~90%) of owner-occupied residences within Estonia, compared to a rate of 67.4% in the United States.", "targets": "What was tax rate imposed on the personal income?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6292d84411a945dc8a426c2906ee05ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel (/\u02c8\u026azre\u026a\u0259l/ or /\u02c8\u026azri\u02d0\u0259l/; Hebrew: \u05d9\u05b4\u05e9\u05b0\u05c2\u05e8\u05b8\u05d0\u05b5\u05dc\u200e Yisr\u0101'el; Arabic: \u0625\u0650\u0633\u0652\u0631\u064e\u0627\u0626\u0650\u064a\u0644\u200e Isr\u0101\u02bc\u012bl), officially the State of Israel (Hebrew: \u05de\u05b0\u05d3\u05b4\u05d9\u05e0\u05b7\u05ea \u05d9\u05b4\u05e9\u05b0\u05c2\u05e8\u05b8\u05d0\u05b5\u05dc\u200e Med\u012bnat Yisr\u0101'el [medi\u02c8nat jis\u0281a\u02c8\u0294el] ( listen); Arabic: \u062f\u0648\u0644\u0629 \u0625\u0650\u0633\u0652\u0631\u064e\u0627\u0626\u0650\u064a\u0644\u200e Dawlat Isr\u0101\u02bc\u012bl [dawlat \u0294isra\u02d0\u02c8\u0294i\u02d0l]), is a sovereign state in Western Asia. The country is situated in the Middle East at the southeastern shore of the Mediterranean Sea and the northern shore of the Gulf of Aqaba in the Red Sea. It shares land borders with Lebanon to the north, Syria in the northeast, Jordan on the east, the Palestinian territories (which are claimed by the State of Palestine and are partially controlled by Israel) comprising the West Bank and Gaza Strip to the east and west, respectively, and Egypt to the southwest. It contains geographically diverse features within its relatively small area. Israel's financial and technology center is Tel Aviv while Jerusalem is both the self-designated capital and most populous individual city under the country's governmental administration. Israeli sovereignty over Jerusalem is internationally unrecognized.[note 1]", "targets": "What is the official State of Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6292d84411a945dc8a426c2906ee05ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel (/\u02c8\u026azre\u026a\u0259l/ or /\u02c8\u026azri\u02d0\u0259l/; Hebrew: \u05d9\u05b4\u05e9\u05b0\u05c2\u05e8\u05b8\u05d0\u05b5\u05dc\u200e Yisr\u0101'el; Arabic: \u0625\u0650\u0633\u0652\u0631\u064e\u0627\u0626\u0650\u064a\u0644\u200e Isr\u0101\u02bc\u012bl), officially the State of Israel (Hebrew: \u05de\u05b0\u05d3\u05b4\u05d9\u05e0\u05b7\u05ea \u05d9\u05b4\u05e9\u05b0\u05c2\u05e8\u05b8\u05d0\u05b5\u05dc\u200e Med\u012bnat Yisr\u0101'el [medi\u02c8nat jis\u0281a\u02c8\u0294el] ( listen); Arabic: \u062f\u0648\u0644\u0629 \u0625\u0650\u0633\u0652\u0631\u064e\u0627\u0626\u0650\u064a\u0644\u200e Dawlat Isr\u0101\u02bc\u012bl [dawlat \u0294isra\u02d0\u02c8\u0294i\u02d0l]), is a sovereign state in Western Asia. The country is situated in the Middle East at the southeastern shore of the Mediterranean Sea and the northern shore of the Gulf of Aqaba in the Red Sea. It shares land borders with Lebanon to the north, Syria in the northeast, Jordan on the east, the Palestinian territories (which are claimed by the State of Palestine and are partially controlled by Israel) comprising the West Bank and Gaza Strip to the east and west, respectively, and Egypt to the southwest. It contains geographically diverse features within its relatively small area. Israel's financial and technology center is Tel Aviv while Jerusalem is both the self-designated capital and most populous individual city under the country's governmental administration. Israeli sovereignty over Jerusalem is internationally unrecognized.[note 1]", "targets": "Where is Israel located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6292d84411a945dc8a426c2906ee05ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel (/\u02c8\u026azre\u026a\u0259l/ or /\u02c8\u026azri\u02d0\u0259l/; Hebrew: \u05d9\u05b4\u05e9\u05b0\u05c2\u05e8\u05b8\u05d0\u05b5\u05dc\u200e Yisr\u0101'el; Arabic: \u0625\u0650\u0633\u0652\u0631\u064e\u0627\u0626\u0650\u064a\u0644\u200e Isr\u0101\u02bc\u012bl), officially the State of Israel (Hebrew: \u05de\u05b0\u05d3\u05b4\u05d9\u05e0\u05b7\u05ea \u05d9\u05b4\u05e9\u05b0\u05c2\u05e8\u05b8\u05d0\u05b5\u05dc\u200e Med\u012bnat Yisr\u0101'el [medi\u02c8nat jis\u0281a\u02c8\u0294el] ( listen); Arabic: \u062f\u0648\u0644\u0629 \u0625\u0650\u0633\u0652\u0631\u064e\u0627\u0626\u0650\u064a\u0644\u200e Dawlat Isr\u0101\u02bc\u012bl [dawlat \u0294isra\u02d0\u02c8\u0294i\u02d0l]), is a sovereign state in Western Asia. The country is situated in the Middle East at the southeastern shore of the Mediterranean Sea and the northern shore of the Gulf of Aqaba in the Red Sea. It shares land borders with Lebanon to the north, Syria in the northeast, Jordan on the east, the Palestinian territories (which are claimed by the State of Palestine and are partially controlled by Israel) comprising the West Bank and Gaza Strip to the east and west, respectively, and Egypt to the southwest. It contains geographically diverse features within its relatively small area. Israel's financial and technology center is Tel Aviv while Jerusalem is both the self-designated capital and most populous individual city under the country's governmental administration. Israeli sovereignty over Jerusalem is internationally unrecognized.[note 1]", "targets": "What's Israel's financial and technology center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad21576bcb4410e89ae59fa88ccf1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extended systems of underwater caves, sinkholes and springs are found throughout the state and supply most of the water used by residents. The limestone is topped with sandy soils deposited as ancient beaches over millions of years as global sea levels rose and fell. During the last glacial period, lower sea levels and a drier climate revealed a much wider peninsula, largely savanna. The Everglades, an enormously wide, slow-flowing river encompasses the southern tip of the peninsula. Sinkhole damage claims on property in the state exceeded a total of $2 billion from 2006 through 2010.", "targets": "What is found in Florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad21576bcb4410e89ae59fa88ccf1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extended systems of underwater caves, sinkholes and springs are found throughout the state and supply most of the water used by residents. The limestone is topped with sandy soils deposited as ancient beaches over millions of years as global sea levels rose and fell. During the last glacial period, lower sea levels and a drier climate revealed a much wider peninsula, largely savanna. The Everglades, an enormously wide, slow-flowing river encompasses the southern tip of the peninsula. Sinkhole damage claims on property in the state exceeded a total of $2 billion from 2006 through 2010.", "targets": "What did the last glacial period provide "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad21576bcb4410e89ae59fa88ccf1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extended systems of underwater caves, sinkholes and springs are found throughout the state and supply most of the water used by residents. The limestone is topped with sandy soils deposited as ancient beaches over millions of years as global sea levels rose and fell. During the last glacial period, lower sea levels and a drier climate revealed a much wider peninsula, largely savanna. The Everglades, an enormously wide, slow-flowing river encompasses the southern tip of the peninsula. Sinkhole damage claims on property in the state exceeded a total of $2 billion from 2006 through 2010.", "targets": "What are the Everglades "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ad21576bcb4410e89ae59fa88ccf1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Extended systems of underwater caves, sinkholes and springs are found throughout the state and supply most of the water used by residents. The limestone is topped with sandy soils deposited as ancient beaches over millions of years as global sea levels rose and fell. During the last glacial period, lower sea levels and a drier climate revealed a much wider peninsula, largely savanna. The Everglades, an enormously wide, slow-flowing river encompasses the southern tip of the peninsula. Sinkhole damage claims on property in the state exceeded a total of $2 billion from 2006 through 2010.", "targets": "How much sink hole damage did Florida suffer recently "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae0c71a2c16a4cdd9636e1f8a5c59d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman Catholic and more traditional Protestant clergy wear green vestments at liturgical celebrations during Ordinary Time. In the Eastern Catholic Church, green is the color of Pentecost. Green is one of the Christmas colors as well, possibly dating back to pre-Christian times, when evergreens were worshiped for their ability to maintain their color through the winter season. Romans used green holly and evergreen as decorations for their winter solstice celebration called Saturnalia, which eventually evolved into a Christmas celebration. In Ireland and Scotland especially, green is used to represent Catholics, while orange is used to represent Protestantism. This is shown on the national flag of Ireland.", "targets": "What color vestments do Roman Catholic and traditional Protestant clergy wear at liturgical celebrations during Ordinary time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae0c71a2c16a4cdd9636e1f8a5c59d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman Catholic and more traditional Protestant clergy wear green vestments at liturgical celebrations during Ordinary Time. In the Eastern Catholic Church, green is the color of Pentecost. Green is one of the Christmas colors as well, possibly dating back to pre-Christian times, when evergreens were worshiped for their ability to maintain their color through the winter season. Romans used green holly and evergreen as decorations for their winter solstice celebration called Saturnalia, which eventually evolved into a Christmas celebration. In Ireland and Scotland especially, green is used to represent Catholics, while orange is used to represent Protestantism. This is shown on the national flag of Ireland.", "targets": "What is green the color of in the Eastern Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae0c71a2c16a4cdd9636e1f8a5c59d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman Catholic and more traditional Protestant clergy wear green vestments at liturgical celebrations during Ordinary Time. In the Eastern Catholic Church, green is the color of Pentecost. Green is one of the Christmas colors as well, possibly dating back to pre-Christian times, when evergreens were worshiped for their ability to maintain their color through the winter season. Romans used green holly and evergreen as decorations for their winter solstice celebration called Saturnalia, which eventually evolved into a Christmas celebration. In Ireland and Scotland especially, green is used to represent Catholics, while orange is used to represent Protestantism. This is shown on the national flag of Ireland.", "targets": "What does green represent in Ireland and Scotland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae0c71a2c16a4cdd9636e1f8a5c59d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman Catholic and more traditional Protestant clergy wear green vestments at liturgical celebrations during Ordinary Time. In the Eastern Catholic Church, green is the color of Pentecost. Green is one of the Christmas colors as well, possibly dating back to pre-Christian times, when evergreens were worshiped for their ability to maintain their color through the winter season. Romans used green holly and evergreen as decorations for their winter solstice celebration called Saturnalia, which eventually evolved into a Christmas celebration. In Ireland and Scotland especially, green is used to represent Catholics, while orange is used to represent Protestantism. This is shown on the national flag of Ireland.", "targets": "What did Romans use as decorations for their winter solstice celebration called Saturnalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae0c71a2c16a4cdd9636e1f8a5c59d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roman Catholic and more traditional Protestant clergy wear green vestments at liturgical celebrations during Ordinary Time. In the Eastern Catholic Church, green is the color of Pentecost. Green is one of the Christmas colors as well, possibly dating back to pre-Christian times, when evergreens were worshiped for their ability to maintain their color through the winter season. Romans used green holly and evergreen as decorations for their winter solstice celebration called Saturnalia, which eventually evolved into a Christmas celebration. In Ireland and Scotland especially, green is used to represent Catholics, while orange is used to represent Protestantism. This is shown on the national flag of Ireland.", "targets": "What was worshipped for their ability to maintain their color through the winter season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cac0d97c5d348b0ac7f8c21b5310a84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, quality private schools in the United States charged substantial tuition, close to $40,000 annually for day schools in New York City, and nearly $50,000 for boarding schools. However, tuition did not cover operating expenses, particularly at boarding schools. The leading schools such as the Groton School had substantial endowments running to hundreds of millions of dollars supplemented by fundraising drives. Boarding schools with a reputation for quality in the United States have a student body drawn from throughout the country, indeed the globe, and a list of applicants which far exceeds their capacity.", "targets": "About how much did a New York City day school cost annually in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cac0d97c5d348b0ac7f8c21b5310a84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, quality private schools in the United States charged substantial tuition, close to $40,000 annually for day schools in New York City, and nearly $50,000 for boarding schools. However, tuition did not cover operating expenses, particularly at boarding schools. The leading schools such as the Groton School had substantial endowments running to hundreds of millions of dollars supplemented by fundraising drives. Boarding schools with a reputation for quality in the United States have a student body drawn from throughout the country, indeed the globe, and a list of applicants which far exceeds their capacity.", "targets": "What would a parent have to pay to send their child to a boarding school in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cac0d97c5d348b0ac7f8c21b5310a84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, quality private schools in the United States charged substantial tuition, close to $40,000 annually for day schools in New York City, and nearly $50,000 for boarding schools. However, tuition did not cover operating expenses, particularly at boarding schools. The leading schools such as the Groton School had substantial endowments running to hundreds of millions of dollars supplemented by fundraising drives. Boarding schools with a reputation for quality in the United States have a student body drawn from throughout the country, indeed the globe, and a list of applicants which far exceeds their capacity.", "targets": "What notable private school has an endowment of several hundred million dollars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cac0d97c5d348b0ac7f8c21b5310a84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, quality private schools in the United States charged substantial tuition, close to $40,000 annually for day schools in New York City, and nearly $50,000 for boarding schools. However, tuition did not cover operating expenses, particularly at boarding schools. The leading schools such as the Groton School had substantial endowments running to hundreds of millions of dollars supplemented by fundraising drives. Boarding schools with a reputation for quality in the United States have a student body drawn from throughout the country, indeed the globe, and a list of applicants which far exceeds their capacity.", "targets": "In addition to endowments and tuition, how do boarding schools cover their operating costs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-071f29ed35a34964bc77cad7e7307146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important Justinian era mosaics decorated the Saint Catherine's Monastery on Mount Sinai in Egypt. Generally wall mosaics have not survived in the region because of the destruction of buildings but the St. Catherine's Monastery is exceptional. On the upper wall Moses is shown in two panels on a landscape background. In the apse we can see the Transfiguration of Jesus on a golden background. The apse is surrounded with bands containing medallions of apostles and prophets, and two contemporary figure, \"Abbot Longinos\" and \"John the Deacon\". The mosaic was probably created in 565/6.", "targets": "What era were the mosaics that adorned Saint Catherine's Monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-071f29ed35a34964bc77cad7e7307146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important Justinian era mosaics decorated the Saint Catherine's Monastery on Mount Sinai in Egypt. Generally wall mosaics have not survived in the region because of the destruction of buildings but the St. Catherine's Monastery is exceptional. On the upper wall Moses is shown in two panels on a landscape background. In the apse we can see the Transfiguration of Jesus on a golden background. The apse is surrounded with bands containing medallions of apostles and prophets, and two contemporary figure, \"Abbot Longinos\" and \"John the Deacon\". The mosaic was probably created in 565/6.", "targets": "Where is Saint Catherine's Monastery located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-071f29ed35a34964bc77cad7e7307146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important Justinian era mosaics decorated the Saint Catherine's Monastery on Mount Sinai in Egypt. Generally wall mosaics have not survived in the region because of the destruction of buildings but the St. Catherine's Monastery is exceptional. On the upper wall Moses is shown in two panels on a landscape background. In the apse we can see the Transfiguration of Jesus on a golden background. The apse is surrounded with bands containing medallions of apostles and prophets, and two contemporary figure, \"Abbot Longinos\" and \"John the Deacon\". The mosaic was probably created in 565/6.", "targets": "Why have wall mosaics generally not survived in the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-071f29ed35a34964bc77cad7e7307146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important Justinian era mosaics decorated the Saint Catherine's Monastery on Mount Sinai in Egypt. Generally wall mosaics have not survived in the region because of the destruction of buildings but the St. Catherine's Monastery is exceptional. On the upper wall Moses is shown in two panels on a landscape background. In the apse we can see the Transfiguration of Jesus on a golden background. The apse is surrounded with bands containing medallions of apostles and prophets, and two contemporary figure, \"Abbot Longinos\" and \"John the Deacon\". The mosaic was probably created in 565/6.", "targets": "Who is depicted in Saint Catherine's Monastery on a mosaic landscape background? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-071f29ed35a34964bc77cad7e7307146", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Important Justinian era mosaics decorated the Saint Catherine's Monastery on Mount Sinai in Egypt. Generally wall mosaics have not survived in the region because of the destruction of buildings but the St. Catherine's Monastery is exceptional. On the upper wall Moses is shown in two panels on a landscape background. In the apse we can see the Transfiguration of Jesus on a golden background. The apse is surrounded with bands containing medallions of apostles and prophets, and two contemporary figure, \"Abbot Longinos\" and \"John the Deacon\". The mosaic was probably created in 565/6.", "targets": "When was the mosaic at Saint Catherine's Monastery created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00a44a0dcb7f46a799fb7443b2c1e2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast operates multiple cable-only channels (including E! Entertainment Television, the Golf Channel, and NBCSN), over-the-air national broadcast network channels (NBC and Telemundo), the film production studio Universal Pictures, and Universal Parks & Resorts, with a global total of nearly 200 family entertainment locations and attractions in the U.S. and several other countries including U.A.E., South Korea, Russia and China, with several new locations reportedly planned and being developed for future operation. Comcast also has significant holding in digital distribution (thePlatform). In February 2014 the company agreed to merge with Time Warner Cable in an equity swap deal worth $45.2 billion. Under the terms of the agreement Comcast was to acquire 100% of Time Warner Cable. However, on April 24, 2015, Comcast terminated the agreement.", "targets": "What are some of the cable TV networks owned by Comcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00a44a0dcb7f46a799fb7443b2c1e2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast operates multiple cable-only channels (including E! Entertainment Television, the Golf Channel, and NBCSN), over-the-air national broadcast network channels (NBC and Telemundo), the film production studio Universal Pictures, and Universal Parks & Resorts, with a global total of nearly 200 family entertainment locations and attractions in the U.S. and several other countries including U.A.E., South Korea, Russia and China, with several new locations reportedly planned and being developed for future operation. Comcast also has significant holding in digital distribution (thePlatform). In February 2014 the company agreed to merge with Time Warner Cable in an equity swap deal worth $45.2 billion. Under the terms of the agreement Comcast was to acquire 100% of Time Warner Cable. However, on April 24, 2015, Comcast terminated the agreement.", "targets": "What two national over-the-air broadcast entities are owned by Comcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00a44a0dcb7f46a799fb7443b2c1e2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast operates multiple cable-only channels (including E! Entertainment Television, the Golf Channel, and NBCSN), over-the-air national broadcast network channels (NBC and Telemundo), the film production studio Universal Pictures, and Universal Parks & Resorts, with a global total of nearly 200 family entertainment locations and attractions in the U.S. and several other countries including U.A.E., South Korea, Russia and China, with several new locations reportedly planned and being developed for future operation. Comcast also has significant holding in digital distribution (thePlatform). In February 2014 the company agreed to merge with Time Warner Cable in an equity swap deal worth $45.2 billion. Under the terms of the agreement Comcast was to acquire 100% of Time Warner Cable. However, on April 24, 2015, Comcast terminated the agreement.", "targets": "Comcast owns what movie studio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00a44a0dcb7f46a799fb7443b2c1e2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast operates multiple cable-only channels (including E! Entertainment Television, the Golf Channel, and NBCSN), over-the-air national broadcast network channels (NBC and Telemundo), the film production studio Universal Pictures, and Universal Parks & Resorts, with a global total of nearly 200 family entertainment locations and attractions in the U.S. and several other countries including U.A.E., South Korea, Russia and China, with several new locations reportedly planned and being developed for future operation. Comcast also has significant holding in digital distribution (thePlatform). In February 2014 the company agreed to merge with Time Warner Cable in an equity swap deal worth $45.2 billion. Under the terms of the agreement Comcast was to acquire 100% of Time Warner Cable. However, on April 24, 2015, Comcast terminated the agreement.", "targets": "What company did Comcast propose a merger with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00a44a0dcb7f46a799fb7443b2c1e2cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast operates multiple cable-only channels (including E! Entertainment Television, the Golf Channel, and NBCSN), over-the-air national broadcast network channels (NBC and Telemundo), the film production studio Universal Pictures, and Universal Parks & Resorts, with a global total of nearly 200 family entertainment locations and attractions in the U.S. and several other countries including U.A.E., South Korea, Russia and China, with several new locations reportedly planned and being developed for future operation. Comcast also has significant holding in digital distribution (thePlatform). In February 2014 the company agreed to merge with Time Warner Cable in an equity swap deal worth $45.2 billion. Under the terms of the agreement Comcast was to acquire 100% of Time Warner Cable. However, on April 24, 2015, Comcast terminated the agreement.", "targets": "What date did Comcast drop their proposed merger agreement with Time Warner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d8e5f1b7ad4af084c75cc75b750fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2003, News International began producing the newspaper in both broadsheet and tabloid sizes. On 13 September 2004, the weekday broadsheet was withdrawn from sale in Northern Ireland. Since 1 November 2004, the paper has been printed solely in tabloid format.", "targets": "In what year did News International begin producing The Times in both broadsheet in tabloid sizes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d8e5f1b7ad4af084c75cc75b750fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2003, News International began producing the newspaper in both broadsheet and tabloid sizes. On 13 September 2004, the weekday broadsheet was withdrawn from sale in Northern Ireland. Since 1 November 2004, the paper has been printed solely in tabloid format.", "targets": "When The Times began producing its newpaper in both broadsheet and tabloid sizes, which region did The Times withdraw its broadsheet from sale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83d8e5f1b7ad4af084c75cc75b750fd7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2003, News International began producing the newspaper in both broadsheet and tabloid sizes. On 13 September 2004, the weekday broadsheet was withdrawn from sale in Northern Ireland. Since 1 November 2004, the paper has been printed solely in tabloid format.", "targets": "The Times is printed solely in what format since 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c49b66a564249698e551a3a2edb3dca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logan Airport, located in East Boston and operated by the Massachusetts Port Authority (Massport), is Boston's principal airport. Nearby general aviation airports are Beverly Municipal Airport to the north, Hanscom Field to the west, and Norwood Memorial Airport to the south. Massport also operates several major facilities within the Port of Boston, including a cruise ship terminal and facilities to handle bulk and container cargo in South Boston, and other facilities in Charlestown and East Boston.", "targets": "What Airport is located in East Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c49b66a564249698e551a3a2edb3dca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logan Airport, located in East Boston and operated by the Massachusetts Port Authority (Massport), is Boston's principal airport. Nearby general aviation airports are Beverly Municipal Airport to the north, Hanscom Field to the west, and Norwood Memorial Airport to the south. Massport also operates several major facilities within the Port of Boston, including a cruise ship terminal and facilities to handle bulk and container cargo in South Boston, and other facilities in Charlestown and East Boston.", "targets": "Who operates Logan Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c49b66a564249698e551a3a2edb3dca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logan Airport, located in East Boston and operated by the Massachusetts Port Authority (Massport), is Boston's principal airport. Nearby general aviation airports are Beverly Municipal Airport to the north, Hanscom Field to the west, and Norwood Memorial Airport to the south. Massport also operates several major facilities within the Port of Boston, including a cruise ship terminal and facilities to handle bulk and container cargo in South Boston, and other facilities in Charlestown and East Boston.", "targets": "What is the name of Bostons main airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c49b66a564249698e551a3a2edb3dca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logan Airport, located in East Boston and operated by the Massachusetts Port Authority (Massport), is Boston's principal airport. Nearby general aviation airports are Beverly Municipal Airport to the north, Hanscom Field to the west, and Norwood Memorial Airport to the south. Massport also operates several major facilities within the Port of Boston, including a cruise ship terminal and facilities to handle bulk and container cargo in South Boston, and other facilities in Charlestown and East Boston.", "targets": "What airport is North of Logan Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c49b66a564249698e551a3a2edb3dca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logan Airport, located in East Boston and operated by the Massachusetts Port Authority (Massport), is Boston's principal airport. Nearby general aviation airports are Beverly Municipal Airport to the north, Hanscom Field to the west, and Norwood Memorial Airport to the south. Massport also operates several major facilities within the Port of Boston, including a cruise ship terminal and facilities to handle bulk and container cargo in South Boston, and other facilities in Charlestown and East Boston.", "targets": "What airport is south of Logan Airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89e16ccea1c433b8f0bd61f45d8f4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japan conscripted many soldiers from its colonies of Korea and Formosa (Taiwan). To a small extent, some Vichy French, Indian National Army, and Burmese National Army forces were active in the area of the Pacific War. Collaborationist units from Hong Kong (reformed ex-colonial police), Philippines, Dutch East Indies (the PETA) and Dutch Guinea, British Malaya and British Borneo, Inner Mongolia and former French Indochina (after the overthrow of Vichy French regime) as well as Timorese militia also assisted Japanese war efforts.", "targets": "Where did many of Japan's soldiers come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89e16ccea1c433b8f0bd61f45d8f4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japan conscripted many soldiers from its colonies of Korea and Formosa (Taiwan). To a small extent, some Vichy French, Indian National Army, and Burmese National Army forces were active in the area of the Pacific War. Collaborationist units from Hong Kong (reformed ex-colonial police), Philippines, Dutch East Indies (the PETA) and Dutch Guinea, British Malaya and British Borneo, Inner Mongolia and former French Indochina (after the overthrow of Vichy French regime) as well as Timorese militia also assisted Japanese war efforts.", "targets": "What type of soldiers came from Hong Kong? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89e16ccea1c433b8f0bd61f45d8f4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japan conscripted many soldiers from its colonies of Korea and Formosa (Taiwan). To a small extent, some Vichy French, Indian National Army, and Burmese National Army forces were active in the area of the Pacific War. Collaborationist units from Hong Kong (reformed ex-colonial police), Philippines, Dutch East Indies (the PETA) and Dutch Guinea, British Malaya and British Borneo, Inner Mongolia and former French Indochina (after the overthrow of Vichy French regime) as well as Timorese militia also assisted Japanese war efforts.", "targets": "What other Asian country, a group of islands, helped the Japanese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89e16ccea1c433b8f0bd61f45d8f4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japan conscripted many soldiers from its colonies of Korea and Formosa (Taiwan). To a small extent, some Vichy French, Indian National Army, and Burmese National Army forces were active in the area of the Pacific War. Collaborationist units from Hong Kong (reformed ex-colonial police), Philippines, Dutch East Indies (the PETA) and Dutch Guinea, British Malaya and British Borneo, Inner Mongolia and former French Indochina (after the overthrow of Vichy French regime) as well as Timorese militia also assisted Japanese war efforts.", "targets": "What French forces assisted Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89e16ccea1c433b8f0bd61f45d8f4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japan conscripted many soldiers from its colonies of Korea and Formosa (Taiwan). To a small extent, some Vichy French, Indian National Army, and Burmese National Army forces were active in the area of the Pacific War. Collaborationist units from Hong Kong (reformed ex-colonial police), Philippines, Dutch East Indies (the PETA) and Dutch Guinea, British Malaya and British Borneo, Inner Mongolia and former French Indochina (after the overthrow of Vichy French regime) as well as Timorese militia also assisted Japanese war efforts.", "targets": "What colonies did Japan conscript soldiers from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89e16ccea1c433b8f0bd61f45d8f4e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japan conscripted many soldiers from its colonies of Korea and Formosa (Taiwan). To a small extent, some Vichy French, Indian National Army, and Burmese National Army forces were active in the area of the Pacific War. Collaborationist units from Hong Kong (reformed ex-colonial police), Philippines, Dutch East Indies (the PETA) and Dutch Guinea, British Malaya and British Borneo, Inner Mongolia and former French Indochina (after the overthrow of Vichy French regime) as well as Timorese militia also assisted Japanese war efforts.", "targets": "Who were the collaborators assisting Japan in Hong King?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78d7474ff6f7495a8ae65a02e5a02560", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winter, and a deteriorating supply situation on both sides of troops and materiel, led to a halt in ground operations. Sevastopol remained invested by the allies, while the allied armies were hemmed in by the Russian army in the interior. On 14 November a storm sank thirty allied transport ships including HMS Prince which was carrying a cargo of winter clothing.:435 The storm and heavy traffic caused the road from the coast to the troops to disintegrate into a quagmire, requiring engineers to devote most of their time to its repair including quarrying stone. A tramroad was ordered. It arrived in January with a civilian engineering crew, however it was March before it was sufficiently advanced to be of any appreciable value.:439 An Electrical telegraph was also ordered, but the frozen ground delayed its installation until March, when communications from the base port of Balaklava to the British HQ was established. The Pipe-and-cable-laying plough failed because of the hard frozen soil, but even so 21 miles of cable were laid.:449", "targets": "What stopped ground operations during the winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78d7474ff6f7495a8ae65a02e5a02560", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winter, and a deteriorating supply situation on both sides of troops and materiel, led to a halt in ground operations. Sevastopol remained invested by the allies, while the allied armies were hemmed in by the Russian army in the interior. On 14 November a storm sank thirty allied transport ships including HMS Prince which was carrying a cargo of winter clothing.:435 The storm and heavy traffic caused the road from the coast to the troops to disintegrate into a quagmire, requiring engineers to devote most of their time to its repair including quarrying stone. A tramroad was ordered. It arrived in January with a civilian engineering crew, however it was March before it was sufficiently advanced to be of any appreciable value.:439 An Electrical telegraph was also ordered, but the frozen ground delayed its installation until March, when communications from the base port of Balaklava to the British HQ was established. The Pipe-and-cable-laying plough failed because of the hard frozen soil, but even so 21 miles of cable were laid.:449", "targets": "What caused the HMS Prince to sink?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78d7474ff6f7495a8ae65a02e5a02560", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winter, and a deteriorating supply situation on both sides of troops and materiel, led to a halt in ground operations. Sevastopol remained invested by the allies, while the allied armies were hemmed in by the Russian army in the interior. On 14 November a storm sank thirty allied transport ships including HMS Prince which was carrying a cargo of winter clothing.:435 The storm and heavy traffic caused the road from the coast to the troops to disintegrate into a quagmire, requiring engineers to devote most of their time to its repair including quarrying stone. A tramroad was ordered. It arrived in January with a civilian engineering crew, however it was March before it was sufficiently advanced to be of any appreciable value.:439 An Electrical telegraph was also ordered, but the frozen ground delayed its installation until March, when communications from the base port of Balaklava to the British HQ was established. The Pipe-and-cable-laying plough failed because of the hard frozen soil, but even so 21 miles of cable were laid.:449", "targets": "What was the HMS Prince carrying when it sunk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78d7474ff6f7495a8ae65a02e5a02560", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winter, and a deteriorating supply situation on both sides of troops and materiel, led to a halt in ground operations. Sevastopol remained invested by the allies, while the allied armies were hemmed in by the Russian army in the interior. On 14 November a storm sank thirty allied transport ships including HMS Prince which was carrying a cargo of winter clothing.:435 The storm and heavy traffic caused the road from the coast to the troops to disintegrate into a quagmire, requiring engineers to devote most of their time to its repair including quarrying stone. A tramroad was ordered. It arrived in January with a civilian engineering crew, however it was March before it was sufficiently advanced to be of any appreciable value.:439 An Electrical telegraph was also ordered, but the frozen ground delayed its installation until March, when communications from the base port of Balaklava to the British HQ was established. The Pipe-and-cable-laying plough failed because of the hard frozen soil, but even so 21 miles of cable were laid.:449", "targets": "What arrived in January with an engineering crew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78d7474ff6f7495a8ae65a02e5a02560", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winter, and a deteriorating supply situation on both sides of troops and materiel, led to a halt in ground operations. Sevastopol remained invested by the allies, while the allied armies were hemmed in by the Russian army in the interior. On 14 November a storm sank thirty allied transport ships including HMS Prince which was carrying a cargo of winter clothing.:435 The storm and heavy traffic caused the road from the coast to the troops to disintegrate into a quagmire, requiring engineers to devote most of their time to its repair including quarrying stone. A tramroad was ordered. It arrived in January with a civilian engineering crew, however it was March before it was sufficiently advanced to be of any appreciable value.:439 An Electrical telegraph was also ordered, but the frozen ground delayed its installation until March, when communications from the base port of Balaklava to the British HQ was established. The Pipe-and-cable-laying plough failed because of the hard frozen soil, but even so 21 miles of cable were laid.:449", "targets": "What caused the electrical telegraph to be delayed for some time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95cf0dc00644c7eaa0da9d4dd47e324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the death of the Near East new nations were able to rise from the ashes, notably the Republic of Turkey. Paradoxically it now aligned itself with the west rather than with the east. Mustafa Kemal, its founder, a former Ottoman high-ranking officer, was insistent on this social revolution, which, among other changes, liberated women from the strait rules still in effect in most Arabic-speaking countries. The demise of the political Near East now left a gap where it had been, into which stepped the Middle East.", "targets": "What was able to rise from the death of the Near East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95cf0dc00644c7eaa0da9d4dd47e324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the death of the Near East new nations were able to rise from the ashes, notably the Republic of Turkey. Paradoxically it now aligned itself with the west rather than with the east. Mustafa Kemal, its founder, a former Ottoman high-ranking officer, was insistent on this social revolution, which, among other changes, liberated women from the strait rules still in effect in most Arabic-speaking countries. The demise of the political Near East now left a gap where it had been, into which stepped the Middle East.", "targets": "What notable nation was able to rise from the ashes of the Near East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95cf0dc00644c7eaa0da9d4dd47e324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the death of the Near East new nations were able to rise from the ashes, notably the Republic of Turkey. Paradoxically it now aligned itself with the west rather than with the east. Mustafa Kemal, its founder, a former Ottoman high-ranking officer, was insistent on this social revolution, which, among other changes, liberated women from the strait rules still in effect in most Arabic-speaking countries. The demise of the political Near East now left a gap where it had been, into which stepped the Middle East.", "targets": "How did the Republic of Turkey align themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95cf0dc00644c7eaa0da9d4dd47e324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the death of the Near East new nations were able to rise from the ashes, notably the Republic of Turkey. Paradoxically it now aligned itself with the west rather than with the east. Mustafa Kemal, its founder, a former Ottoman high-ranking officer, was insistent on this social revolution, which, among other changes, liberated women from the strait rules still in effect in most Arabic-speaking countries. The demise of the political Near East now left a gap where it had been, into which stepped the Middle East.", "targets": "Who was the founder of the Republic of Turkey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e95cf0dc00644c7eaa0da9d4dd47e324", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the death of the Near East new nations were able to rise from the ashes, notably the Republic of Turkey. Paradoxically it now aligned itself with the west rather than with the east. Mustafa Kemal, its founder, a former Ottoman high-ranking officer, was insistent on this social revolution, which, among other changes, liberated women from the strait rules still in effect in most Arabic-speaking countries. The demise of the political Near East now left a gap where it had been, into which stepped the Middle East.", "targets": "Who was a former Ottoman high-ranking officer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What is considered the minimal energy increment of a hypothetical oscillator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "In what year was the value E associated by Einstein with quantum theories of energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "Who discovered an association between the value E and quantum energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What did the light quantum behave the same as in laboratory experiments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What type of charge did a particle have that behaved similarly to light quantum energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What is energy abbreviated to in science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What is frequency also known as in science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What term describes a small amount of element?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What did the light quantum, in some ways, behave as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What was later termed the photon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "When did Max Planck first recognize the value of the Planck constant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "Which scientist associated the Planck constant with a quantum five years after Planck's recognition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "Instead of an electromagnetic wave, what did the light quantum behave as in some regards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54d64cd8c2254308ba3d4b387d977735", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First recognized in 1900 by Max Planck, it was originally the proportionality constant between the minimal increment of energy, E, of a hypothetical electrically charged oscillator in a cavity that contained black body radiation, and the frequency, f, of its associated electromagnetic wave. In 1905 the value E, the minimal energy increment of a hypothetical oscillator, was theoretically associated by Einstein with a \"quantum\" or minimal element of the energy of the electromagnetic wave itself. The light quantum behaved in some respects as an electrically neutral particle, as opposed to an electromagnetic wave. It was eventually called the photon.", "targets": "What is the simple name given to the light quantum today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5107b0ad7b1848408ce7914d3df3ad33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon maintained strict, efficient work habits, prioritizing what needed to be done. He cheated at cards, but repaid the losses; he had to win at everything he attempted. He kept relays of staff and secretaries at work. Unlike many generals, Napoleon did not examine history to ask what Hannibal or Alexander or anyone else did in a similar situation. Critics said he won many battles simply because of luck; Napoleon responded, \"Give me lucky generals,\" aware that \"luck\" comes to leaders who recognize opportunity, and seize it. Dwyer argues that Napoleon's victories at Austerlitz and Jena in 1805-06 heightened his sense of self-grandiosity, leaving him even more certain of his destiny and invincibility. By the Russian campaign in 1812, however, Napoleon seems to have lost his verve. With crisis after crisis at hand, he rarely rose to the occasion. Some historians have suggested a physical deterioration, but others note that an impaired Napoleon was still a brilliant general.", "targets": "According to critics, what was the reason Napoleon won many battles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5107b0ad7b1848408ce7914d3df3ad33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon maintained strict, efficient work habits, prioritizing what needed to be done. He cheated at cards, but repaid the losses; he had to win at everything he attempted. He kept relays of staff and secretaries at work. Unlike many generals, Napoleon did not examine history to ask what Hannibal or Alexander or anyone else did in a similar situation. Critics said he won many battles simply because of luck; Napoleon responded, \"Give me lucky generals,\" aware that \"luck\" comes to leaders who recognize opportunity, and seize it. Dwyer argues that Napoleon's victories at Austerlitz and Jena in 1805-06 heightened his sense of self-grandiosity, leaving him even more certain of his destiny and invincibility. By the Russian campaign in 1812, however, Napoleon seems to have lost his verve. With crisis after crisis at hand, he rarely rose to the occasion. Some historians have suggested a physical deterioration, but others note that an impaired Napoleon was still a brilliant general.", "targets": " When did Napoleon win victories at Austerlitz and Jena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5107b0ad7b1848408ce7914d3df3ad33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon maintained strict, efficient work habits, prioritizing what needed to be done. He cheated at cards, but repaid the losses; he had to win at everything he attempted. He kept relays of staff and secretaries at work. Unlike many generals, Napoleon did not examine history to ask what Hannibal or Alexander or anyone else did in a similar situation. Critics said he won many battles simply because of luck; Napoleon responded, \"Give me lucky generals,\" aware that \"luck\" comes to leaders who recognize opportunity, and seize it. Dwyer argues that Napoleon's victories at Austerlitz and Jena in 1805-06 heightened his sense of self-grandiosity, leaving him even more certain of his destiny and invincibility. By the Russian campaign in 1812, however, Napoleon seems to have lost his verve. With crisis after crisis at hand, he rarely rose to the occasion. Some historians have suggested a physical deterioration, but others note that an impaired Napoleon was still a brilliant general.", "targets": " In what year did the Russian campaign take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5107b0ad7b1848408ce7914d3df3ad33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon maintained strict, efficient work habits, prioritizing what needed to be done. He cheated at cards, but repaid the losses; he had to win at everything he attempted. He kept relays of staff and secretaries at work. Unlike many generals, Napoleon did not examine history to ask what Hannibal or Alexander or anyone else did in a similar situation. Critics said he won many battles simply because of luck; Napoleon responded, \"Give me lucky generals,\" aware that \"luck\" comes to leaders who recognize opportunity, and seize it. Dwyer argues that Napoleon's victories at Austerlitz and Jena in 1805-06 heightened his sense of self-grandiosity, leaving him even more certain of his destiny and invincibility. By the Russian campaign in 1812, however, Napoleon seems to have lost his verve. With crisis after crisis at hand, he rarely rose to the occasion. Some historians have suggested a physical deterioration, but others note that an impaired Napoleon was still a brilliant general.", "targets": "Who argues that Napoleon's triumphs at Austerlitz and Jena increased his self-grandiosity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5107b0ad7b1848408ce7914d3df3ad33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon maintained strict, efficient work habits, prioritizing what needed to be done. He cheated at cards, but repaid the losses; he had to win at everything he attempted. He kept relays of staff and secretaries at work. Unlike many generals, Napoleon did not examine history to ask what Hannibal or Alexander or anyone else did in a similar situation. Critics said he won many battles simply because of luck; Napoleon responded, \"Give me lucky generals,\" aware that \"luck\" comes to leaders who recognize opportunity, and seize it. Dwyer argues that Napoleon's victories at Austerlitz and Jena in 1805-06 heightened his sense of self-grandiosity, leaving him even more certain of his destiny and invincibility. By the Russian campaign in 1812, however, Napoleon seems to have lost his verve. With crisis after crisis at hand, he rarely rose to the occasion. Some historians have suggested a physical deterioration, but others note that an impaired Napoleon was still a brilliant general.", "targets": "What did Napoleon do at cards, though he repaid losses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e269168a19be43cebd063396083e24d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's tropical weather allows for year-round outdoors activities. The city has numerous marinas, rivers, bays, canals, and the Atlantic Ocean, which make boating, sailing, and fishing popular outdoors activities. Biscayne Bay has numerous coral reefs which make snorkeling and scuba diving popular. There are over 80 parks and gardens in the city. The largest and most popular parks are Bayfront Park and Bicentennial Park (located in the heart of Downtown and the location of the American Airlines Arena and Bayside Marketplace), Tropical Park, Peacock Park, Morningside Park, Virginia Key, and Watson Island.", "targets": "How many gardens and parks are in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e269168a19be43cebd063396083e24d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's tropical weather allows for year-round outdoors activities. The city has numerous marinas, rivers, bays, canals, and the Atlantic Ocean, which make boating, sailing, and fishing popular outdoors activities. Biscayne Bay has numerous coral reefs which make snorkeling and scuba diving popular. There are over 80 parks and gardens in the city. The largest and most popular parks are Bayfront Park and Bicentennial Park (located in the heart of Downtown and the location of the American Airlines Arena and Bayside Marketplace), Tropical Park, Peacock Park, Morningside Park, Virginia Key, and Watson Island.", "targets": "In what park is the American Airlines Arena located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e269168a19be43cebd063396083e24d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's tropical weather allows for year-round outdoors activities. The city has numerous marinas, rivers, bays, canals, and the Atlantic Ocean, which make boating, sailing, and fishing popular outdoors activities. Biscayne Bay has numerous coral reefs which make snorkeling and scuba diving popular. There are over 80 parks and gardens in the city. The largest and most popular parks are Bayfront Park and Bicentennial Park (located in the heart of Downtown and the location of the American Airlines Arena and Bayside Marketplace), Tropical Park, Peacock Park, Morningside Park, Virginia Key, and Watson Island.", "targets": "Due to the presence of coral reefs, what activities are popular in Biscayne Bay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e269168a19be43cebd063396083e24d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's tropical weather allows for year-round outdoors activities. The city has numerous marinas, rivers, bays, canals, and the Atlantic Ocean, which make boating, sailing, and fishing popular outdoors activities. Biscayne Bay has numerous coral reefs which make snorkeling and scuba diving popular. There are over 80 parks and gardens in the city. The largest and most popular parks are Bayfront Park and Bicentennial Park (located in the heart of Downtown and the location of the American Airlines Arena and Bayside Marketplace), Tropical Park, Peacock Park, Morningside Park, Virginia Key, and Watson Island.", "targets": "In what neighborhood is Bicentennial Park located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e269168a19be43cebd063396083e24d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's tropical weather allows for year-round outdoors activities. The city has numerous marinas, rivers, bays, canals, and the Atlantic Ocean, which make boating, sailing, and fishing popular outdoors activities. Biscayne Bay has numerous coral reefs which make snorkeling and scuba diving popular. There are over 80 parks and gardens in the city. The largest and most popular parks are Bayfront Park and Bicentennial Park (located in the heart of Downtown and the location of the American Airlines Arena and Bayside Marketplace), Tropical Park, Peacock Park, Morningside Park, Virginia Key, and Watson Island.", "targets": "Why can outdoor activities take place all year in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "When was the first property for what would become BYU acquired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "Who was responsible for acquiring BYU's first building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "Where was Brigham  Young's school originally believed to be located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "Who began the school that previously existed at the site where BYU is now located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "What year can BYU's origin be traced to with a building called Cluff Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "Which president of the LDS church purchased the Lewis Building after hinting at the building of a school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "What type of influences did Brigham Young hope to avoid with BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "What is the commonly held founding year of BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a6c3f30fe604bb2bffb319ffa07cdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brigham Young University's origin can be traced back to 1862 when a man named Warren Dusenberry started a Provo school in a prominent adobe building called Cluff Hall, which was located in the northeast corner of 200 East and 200 North. On October 16, 1875, Brigham Young, then president of the LDS Church, personally purchased the Lewis Building after previously hinting that a school would be built in Draper, Utah in 1867. Hence, October 16, 1875 is commonly held as BYU's founding date. Said Young about his vision: \"I hope to see an Academy established in Provo... at which the children of the Latter-day Saints can receive a good education unmixed with the pernicious atheistic influences that are found in so many of the higher schools of the country.\"", "targets": "Who did Brigham Young hope to educate via BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "When did the NFL announce the suspension of using Roman numerals to brand the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "What was the first Super Bowl branded with Roman numerals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "Who is the NFL's vice president of brand and creative?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "What was the first Super Bowl to use the standardized logo template?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "Who is the trophy featured on the logo named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "In what year was it declared that no Roman numerals would be used in the name of the 50th Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "Which Super Bowl, after the 50th one, will begin have Roman numerals in the title again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "If Roman numerals were used in the naming of the 50th Super Bowl, which one would have been used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "What color are the numbers in the Super Bowl 50 logo? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "When did the NFL announce that it would not use Roman numbers to designate the Super Bowl number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "Rather than Roman numerals, what did the NFL decide to use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "What is the Roman numeral for 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "Normally silver, what color was used for the number 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "When will Roman numerals be used again to denote the Super Bowl number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "What type of numeral did the latest Super Bowl use to designate the game number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b286ede57d641a281c12b35014a7251", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On June 4, 2014, the NFL announced that the practice of branding Super Bowl games with Roman numerals, a practice established at Super Bowl V, would be temporarily suspended, and that the game would be named using Arabic numerals as Super Bowl 50 as opposed to Super Bowl L. The use of Roman numerals will be reinstated for Super Bowl LI. Jaime Weston, the league's vice president of brand and creative, explained that a primary reason for the change was the difficulty of designing an aesthetically pleasing logo with the letter \"L\" using the standardized logo template introduced at Super Bowl XLV. The logo also deviates from the template by featuring large numerals, colored in gold, behind the Vince Lombardi Trophy, instead of underneath and in silver as in the standard logo.", "targets": "What is the Roman numeral going to be for Super Bowl 51?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc0724891c04985be9cd0ebd95b2799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm \u2013 highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 65\u201367; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts \u2013 for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 22\u201323).", "targets": "Identity diffusion, foreclosure, and crisis are categories of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc0724891c04985be9cd0ebd95b2799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm \u2013 highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 65\u201367; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts \u2013 for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 22\u201323).", "targets": "Those with high levels of identity diffusion are classified as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc0724891c04985be9cd0ebd95b2799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm \u2013 highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 65\u201367; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts \u2013 for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 22\u201323).", "targets": "Those with low levels of identity diffusion are classified as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc0724891c04985be9cd0ebd95b2799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm \u2013 highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 65\u201367; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts \u2013 for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 22\u201323).", "targets": "An adolescent going through a family break up turning into an adult in a stable marriage is given as an example of change in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dc0724891c04985be9cd0ebd95b2799", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Weinreich's identity variant similarly includes the categories of identity diffusion, foreclosure and crisis, but with a somewhat different emphasis. Here, with respect to identity diffusion for example, an optimal level is interpreted as the norm, as it is unrealistic to expect an individual to resolve all their conflicted identifications with others; therefore we should be alert to individuals with levels which are much higher or lower than the norm \u2013 highly diffused individuals are classified as diffused, and those with low levels as foreclosed or defensive. (Weinreich & Saunderson, 2003, pp 65\u201367; 105-106). Weinreich applies the identity variant in a framework which also allows for the transition from one to another by way of biographical experiences and resolution of conflicted identifications situated in various contexts \u2013 for example, an adolescent going through family break-up may be in one state, whereas later in a stable marriage with a secure professional role may be in another. Hence, though there is continuity, there is also development and change. (Weinreich & Saunderson, 2003, pp 22\u201323).", "targets": "What level of identity diffusion is interpreted as the norm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "What year did season four of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "How many contestants auditioned for the fourth season of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "What was the oldest that you could be to qualify as a contestant on the fourth season of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "What  was the first full season of American Idol to air in high definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "In which season was Bo Bice a contestant on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "When did season four premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "Season four was the first full season to be aired in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "How many people auditioned to be on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b0ae5e7a2214280955b6db19698f8f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season four premiered on January 18, 2005; this was the first season of the series to be aired in high definition, although the finale of season three was also aired in high definition. The number of those attending the auditions by now had increased to over 100,000 from the 10,000 of the first season. The age limit was raised to 28 in this season, and among those who benefited from this new rule were Constantine Maroulis and Bo Bice, the two rockers of the show.", "targets": "What was the maximum age a contestant could be starting this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-313a68932118440398de2716dc9e52c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sessions of the City Parliament are public. Unlike members of the City Council, members of the City Parliament are not politicians by profession, and they are paid a fee based on their attendance. Any resident of Bern allowed to vote can be elected as a member of the City Parliament. The parliament holds its meetings in the Stadthaus (Town Hall).", "targets": "Are the sessions of City Parliament private or public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7d4284191e42c28cd1c9472007bb52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sculpture collection at the V&A is the most comprehensive holding of post-classical European sculpture in the world. There are approximately 22,000 objects in the collection that cover the period from about 400 AD to 1914. This covers among other periods Byzantine and Anglo Saxon ivory sculptures, British, French and Spanish medieval statues and carvings, the Renaissance, Baroque, Neo-Classical, Victorian and Art Nouveau periods. All uses of sculpture are represented, from tomb and memorial, to portrait, allegorical, religious, mythical, statues for gardens including fountains, as well as architectural decorations. Materials used include, marble, alabaster, stone, terracotta, wood (history of wood carving), ivory, gesso, plaster, bronze, lead and ceramics.", "targets": "The V&A has the world's most comprehensive collection of sculptures from which period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7d4284191e42c28cd1c9472007bb52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sculpture collection at the V&A is the most comprehensive holding of post-classical European sculpture in the world. There are approximately 22,000 objects in the collection that cover the period from about 400 AD to 1914. This covers among other periods Byzantine and Anglo Saxon ivory sculptures, British, French and Spanish medieval statues and carvings, the Renaissance, Baroque, Neo-Classical, Victorian and Art Nouveau periods. All uses of sculpture are represented, from tomb and memorial, to portrait, allegorical, religious, mythical, statues for gardens including fountains, as well as architectural decorations. Materials used include, marble, alabaster, stone, terracotta, wood (history of wood carving), ivory, gesso, plaster, bronze, lead and ceramics.", "targets": "Approximately how many objects are in the V&A sculpture collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7d4284191e42c28cd1c9472007bb52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sculpture collection at the V&A is the most comprehensive holding of post-classical European sculpture in the world. There are approximately 22,000 objects in the collection that cover the period from about 400 AD to 1914. This covers among other periods Byzantine and Anglo Saxon ivory sculptures, British, French and Spanish medieval statues and carvings, the Renaissance, Baroque, Neo-Classical, Victorian and Art Nouveau periods. All uses of sculpture are represented, from tomb and memorial, to portrait, allegorical, religious, mythical, statues for gardens including fountains, as well as architectural decorations. Materials used include, marble, alabaster, stone, terracotta, wood (history of wood carving), ivory, gesso, plaster, bronze, lead and ceramics.", "targets": "Which time period does the sculpture collection cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7d4284191e42c28cd1c9472007bb52", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The sculpture collection at the V&A is the most comprehensive holding of post-classical European sculpture in the world. There are approximately 22,000 objects in the collection that cover the period from about 400 AD to 1914. This covers among other periods Byzantine and Anglo Saxon ivory sculptures, British, French and Spanish medieval statues and carvings, the Renaissance, Baroque, Neo-Classical, Victorian and Art Nouveau periods. All uses of sculpture are represented, from tomb and memorial, to portrait, allegorical, religious, mythical, statues for gardens including fountains, as well as architectural decorations. Materials used include, marble, alabaster, stone, terracotta, wood (history of wood carving), ivory, gesso, plaster, bronze, lead and ceramics.", "targets": "Which uses of sculpture are represented in the collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6d782773b6411bb3fb8436aebab7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid 2011, the Foundation announced in its new \"Water, Sanitation, Hygiene Strategy Overview\" that its funding now focuses primarily on sanitation, particularly in sub-Saharan Africa and South Asia, because access to improved sanitation is lowest in those regions. Their grant-making focus has been since 2011 on sanitation science and technology (\"transformative technologies\"), delivery models at scale, urban sanitation markets, building demand for sanitation, measurement and evaluation as well as policy, advocacy and communications.", "targets": "What has been the focus since 2011"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6d782773b6411bb3fb8436aebab7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid 2011, the Foundation announced in its new \"Water, Sanitation, Hygiene Strategy Overview\" that its funding now focuses primarily on sanitation, particularly in sub-Saharan Africa and South Asia, because access to improved sanitation is lowest in those regions. Their grant-making focus has been since 2011 on sanitation science and technology (\"transformative technologies\"), delivery models at scale, urban sanitation markets, building demand for sanitation, measurement and evaluation as well as policy, advocacy and communications.", "targets": "What models have been delivered"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6d782773b6411bb3fb8436aebab7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid 2011, the Foundation announced in its new \"Water, Sanitation, Hygiene Strategy Overview\" that its funding now focuses primarily on sanitation, particularly in sub-Saharan Africa and South Asia, because access to improved sanitation is lowest in those regions. Their grant-making focus has been since 2011 on sanitation science and technology (\"transformative technologies\"), delivery models at scale, urban sanitation markets, building demand for sanitation, measurement and evaluation as well as policy, advocacy and communications.", "targets": "What is the purpose of the new overview"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6d782773b6411bb3fb8436aebab7ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid 2011, the Foundation announced in its new \"Water, Sanitation, Hygiene Strategy Overview\" that its funding now focuses primarily on sanitation, particularly in sub-Saharan Africa and South Asia, because access to improved sanitation is lowest in those regions. Their grant-making focus has been since 2011 on sanitation science and technology (\"transformative technologies\"), delivery models at scale, urban sanitation markets, building demand for sanitation, measurement and evaluation as well as policy, advocacy and communications.", "targets": "What did the foundation announce in 2011"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674412755757473f9c0b9ddddae8ffd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx's evolution from a hot bed of Latin jazz to an incubator of hip hop was the subject of an award-winning documentary, produced by City Lore and broadcast on PBS in 2006, \"From Mambo to Hip Hop: A South Bronx Tale\". Hip Hop first emerged in the South Bronx in the early 1970s. The New York Times has identified 1520 Sedgwick Avenue \"an otherwise unremarkable high-rise just north of the Cross Bronx Expressway and hard along the Major Deegan Expressway\" as a starting point, where DJ Kool Herc presided over parties in the community room.", "targets": "When did a PBS documentary air about the Bronx's music history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674412755757473f9c0b9ddddae8ffd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx's evolution from a hot bed of Latin jazz to an incubator of hip hop was the subject of an award-winning documentary, produced by City Lore and broadcast on PBS in 2006, \"From Mambo to Hip Hop: A South Bronx Tale\". Hip Hop first emerged in the South Bronx in the early 1970s. The New York Times has identified 1520 Sedgwick Avenue \"an otherwise unremarkable high-rise just north of the Cross Bronx Expressway and hard along the Major Deegan Expressway\" as a starting point, where DJ Kool Herc presided over parties in the community room.", "targets": "What PBS documentary covered the Bronx's music history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674412755757473f9c0b9ddddae8ffd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx's evolution from a hot bed of Latin jazz to an incubator of hip hop was the subject of an award-winning documentary, produced by City Lore and broadcast on PBS in 2006, \"From Mambo to Hip Hop: A South Bronx Tale\". Hip Hop first emerged in the South Bronx in the early 1970s. The New York Times has identified 1520 Sedgwick Avenue \"an otherwise unremarkable high-rise just north of the Cross Bronx Expressway and hard along the Major Deegan Expressway\" as a starting point, where DJ Kool Herc presided over parties in the community room.", "targets": "Where did DJ Kool Herc hold parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674412755757473f9c0b9ddddae8ffd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx's evolution from a hot bed of Latin jazz to an incubator of hip hop was the subject of an award-winning documentary, produced by City Lore and broadcast on PBS in 2006, \"From Mambo to Hip Hop: A South Bronx Tale\". Hip Hop first emerged in the South Bronx in the early 1970s. The New York Times has identified 1520 Sedgwick Avenue \"an otherwise unremarkable high-rise just north of the Cross Bronx Expressway and hard along the Major Deegan Expressway\" as a starting point, where DJ Kool Herc presided over parties in the community room.", "targets": "Who produced 'From Mambo To Hip Hop'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-674412755757473f9c0b9ddddae8ffd5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bronx's evolution from a hot bed of Latin jazz to an incubator of hip hop was the subject of an award-winning documentary, produced by City Lore and broadcast on PBS in 2006, \"From Mambo to Hip Hop: A South Bronx Tale\". Hip Hop first emerged in the South Bronx in the early 1970s. The New York Times has identified 1520 Sedgwick Avenue \"an otherwise unremarkable high-rise just north of the Cross Bronx Expressway and hard along the Major Deegan Expressway\" as a starting point, where DJ Kool Herc presided over parties in the community room.", "targets": "Where is 1520 Sedgwick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4fc883087744e18a5a30724d293f7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Normal functioning of the kidney, brain, liver, heart, and other systems can be affected by uranium exposure, because, besides being weakly radioactive, uranium is a toxic metal. Uranium is also a reproductive toxicant. Radiological effects are generally local because alpha radiation, the primary form of 238U decay, has a very short range, and will not penetrate skin. Uranyl (UO2+\n2) ions, such as from uranium trioxide or uranyl nitrate and other hexavalent uranium compounds, have been shown to cause birth defects and immune system damage in laboratory animals. While the CDC has published one study that no human cancer has been seen as a result of exposure to natural or depleted uranium, exposure to uranium and its decay products, especially radon, are widely known and significant health threats. Exposure to strontium-90, iodine-131, and other fission products is unrelated to uranium exposure, but may result from medical procedures or exposure to spent reactor fuel or fallout from nuclear weapons. Although accidental inhalation exposure to a high concentration of uranium hexafluoride has resulted in human fatalities, those deaths were associated with the generation of highly toxic hydrofluoric acid and uranyl fluoride rather than with uranium itself. Finely divided uranium metal presents a fire hazard because uranium is pyrophoric; small grains will ignite spontaneously in air at room temperature.", "targets": "Along with the heart, brain and liver, what system is notably affected by exposure to uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4fc883087744e18a5a30724d293f7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Normal functioning of the kidney, brain, liver, heart, and other systems can be affected by uranium exposure, because, besides being weakly radioactive, uranium is a toxic metal. Uranium is also a reproductive toxicant. Radiological effects are generally local because alpha radiation, the primary form of 238U decay, has a very short range, and will not penetrate skin. Uranyl (UO2+\n2) ions, such as from uranium trioxide or uranyl nitrate and other hexavalent uranium compounds, have been shown to cause birth defects and immune system damage in laboratory animals. While the CDC has published one study that no human cancer has been seen as a result of exposure to natural or depleted uranium, exposure to uranium and its decay products, especially radon, are widely known and significant health threats. Exposure to strontium-90, iodine-131, and other fission products is unrelated to uranium exposure, but may result from medical procedures or exposure to spent reactor fuel or fallout from nuclear weapons. Although accidental inhalation exposure to a high concentration of uranium hexafluoride has resulted in human fatalities, those deaths were associated with the generation of highly toxic hydrofluoric acid and uranyl fluoride rather than with uranium itself. Finely divided uranium metal presents a fire hazard because uranium is pyrophoric; small grains will ignite spontaneously in air at room temperature.", "targets": "What is the main form of 238U decay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4fc883087744e18a5a30724d293f7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Normal functioning of the kidney, brain, liver, heart, and other systems can be affected by uranium exposure, because, besides being weakly radioactive, uranium is a toxic metal. Uranium is also a reproductive toxicant. Radiological effects are generally local because alpha radiation, the primary form of 238U decay, has a very short range, and will not penetrate skin. Uranyl (UO2+\n2) ions, such as from uranium trioxide or uranyl nitrate and other hexavalent uranium compounds, have been shown to cause birth defects and immune system damage in laboratory animals. While the CDC has published one study that no human cancer has been seen as a result of exposure to natural or depleted uranium, exposure to uranium and its decay products, especially radon, are widely known and significant health threats. Exposure to strontium-90, iodine-131, and other fission products is unrelated to uranium exposure, but may result from medical procedures or exposure to spent reactor fuel or fallout from nuclear weapons. Although accidental inhalation exposure to a high concentration of uranium hexafluoride has resulted in human fatalities, those deaths were associated with the generation of highly toxic hydrofluoric acid and uranyl fluoride rather than with uranium itself. Finely divided uranium metal presents a fire hazard because uranium is pyrophoric; small grains will ignite spontaneously in air at room temperature.", "targets": "What type of uranium compounds are uranium trioxide and uranyl nitrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4fc883087744e18a5a30724d293f7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Normal functioning of the kidney, brain, liver, heart, and other systems can be affected by uranium exposure, because, besides being weakly radioactive, uranium is a toxic metal. Uranium is also a reproductive toxicant. Radiological effects are generally local because alpha radiation, the primary form of 238U decay, has a very short range, and will not penetrate skin. Uranyl (UO2+\n2) ions, such as from uranium trioxide or uranyl nitrate and other hexavalent uranium compounds, have been shown to cause birth defects and immune system damage in laboratory animals. While the CDC has published one study that no human cancer has been seen as a result of exposure to natural or depleted uranium, exposure to uranium and its decay products, especially radon, are widely known and significant health threats. Exposure to strontium-90, iodine-131, and other fission products is unrelated to uranium exposure, but may result from medical procedures or exposure to spent reactor fuel or fallout from nuclear weapons. Although accidental inhalation exposure to a high concentration of uranium hexafluoride has resulted in human fatalities, those deaths were associated with the generation of highly toxic hydrofluoric acid and uranyl fluoride rather than with uranium itself. Finely divided uranium metal presents a fire hazard because uranium is pyrophoric; small grains will ignite spontaneously in air at room temperature.", "targets": "At what temperature will grains of uranium metal spontaneously ignite in air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b020f892e6364cf6b38f10e70f8d9586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.", "targets": "Which U.S. government agency keeps a large amount of information on genomes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b020f892e6364cf6b38f10e70f8d9586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.", "targets": "What is a mammal whose genome has been sequenced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b020f892e6364cf6b38f10e70f8d9586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.", "targets": "What is a fish whose genome has been sequenced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b020f892e6364cf6b38f10e70f8d9586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.", "targets": "When was the Neanderthal's genome sequenced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b020f892e6364cf6b38f10e70f8d9586", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of new technologies has made it dramatically easier and cheaper to do sequencing, and the number of complete genome sequences is growing rapidly. The US National Institutes of Health maintains one of several comprehensive databases of genomic information. Among the thousands of completed genome sequencing projects include those for rice, a mouse, the plant Arabidopsis thaliana, the puffer fish, and the bacteria E. coli. In December 2013, scientists first sequenced the entire genome of a Neanderthal, an extinct species of humans. The genome was extracted from the toe bone of a 130,000-year-old Neanderthal found in a Siberian cave.", "targets": "How old in years was the material that was used to sequence the Neanderthal genome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ead992f79ff414d8bdb9d076d3c3d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, TCM won a Peabody Award for excellence in broadcasting. In April 2010, Turner Classic Movies held the first TCM Classic Film Festival, an event \u2013 now held annually \u2013 at the Grauman's Chinese Theater and the Grauman's Egyptian Theater in Hollywood. Hosted by Robert Osborne, the four-day long annual festival celebrates Hollywood and its movies, and features celebrity appearances, special events, and screenings of around 50 classic movies including several newly restored by the Film Foundation, an organization devoted to preserving Hollywood's classic film legacy.", "targets": "In what year did TCM receive a Peabody Award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ead992f79ff414d8bdb9d076d3c3d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, TCM won a Peabody Award for excellence in broadcasting. In April 2010, Turner Classic Movies held the first TCM Classic Film Festival, an event \u2013 now held annually \u2013 at the Grauman's Chinese Theater and the Grauman's Egyptian Theater in Hollywood. Hosted by Robert Osborne, the four-day long annual festival celebrates Hollywood and its movies, and features celebrity appearances, special events, and screenings of around 50 classic movies including several newly restored by the Film Foundation, an organization devoted to preserving Hollywood's classic film legacy.", "targets": "For what reason is a Peabody Award granted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ead992f79ff414d8bdb9d076d3c3d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, TCM won a Peabody Award for excellence in broadcasting. In April 2010, Turner Classic Movies held the first TCM Classic Film Festival, an event \u2013 now held annually \u2013 at the Grauman's Chinese Theater and the Grauman's Egyptian Theater in Hollywood. Hosted by Robert Osborne, the four-day long annual festival celebrates Hollywood and its movies, and features celebrity appearances, special events, and screenings of around 50 classic movies including several newly restored by the Film Foundation, an organization devoted to preserving Hollywood's classic film legacy.", "targets": "When did the inaugural TCM Classic Film Festival take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ead992f79ff414d8bdb9d076d3c3d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, TCM won a Peabody Award for excellence in broadcasting. In April 2010, Turner Classic Movies held the first TCM Classic Film Festival, an event \u2013 now held annually \u2013 at the Grauman's Chinese Theater and the Grauman's Egyptian Theater in Hollywood. Hosted by Robert Osborne, the four-day long annual festival celebrates Hollywood and its movies, and features celebrity appearances, special events, and screenings of around 50 classic movies including several newly restored by the Film Foundation, an organization devoted to preserving Hollywood's classic film legacy.", "targets": "In addition to the Grauman's Chinese Theater, where did the first TCM Classic Film Festival take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ead992f79ff414d8bdb9d076d3c3d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, TCM won a Peabody Award for excellence in broadcasting. In April 2010, Turner Classic Movies held the first TCM Classic Film Festival, an event \u2013 now held annually \u2013 at the Grauman's Chinese Theater and the Grauman's Egyptian Theater in Hollywood. Hosted by Robert Osborne, the four-day long annual festival celebrates Hollywood and its movies, and features celebrity appearances, special events, and screenings of around 50 classic movies including several newly restored by the Film Foundation, an organization devoted to preserving Hollywood's classic film legacy.", "targets": "Where is Grauman's Chinese Theater located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2346b8954dac41378116b831fe91e387", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, group theory helps predict the changes in physical properties that occur when a material undergoes a phase transition, for example, from a cubic to a tetrahedral crystalline form. An example is ferroelectric materials, where the change from a paraelectric to a ferroelectric state occurs at the Curie temperature and is related to a change from the high-symmetry paraelectric state to the lower symmetry ferroelectic state, accompanied by a so-called soft phonon mode, a vibrational lattice mode that goes to zero frequency at the transition.", "targets": "What aids in predicting changes of physical traits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2346b8954dac41378116b831fe91e387", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, group theory helps predict the changes in physical properties that occur when a material undergoes a phase transition, for example, from a cubic to a tetrahedral crystalline form. An example is ferroelectric materials, where the change from a paraelectric to a ferroelectric state occurs at the Curie temperature and is related to a change from the high-symmetry paraelectric state to the lower symmetry ferroelectic state, accompanied by a so-called soft phonon mode, a vibrational lattice mode that goes to zero frequency at the transition.", "targets": "What stage of a physical transformation can group theory be used to make prediction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2346b8954dac41378116b831fe91e387", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, group theory helps predict the changes in physical properties that occur when a material undergoes a phase transition, for example, from a cubic to a tetrahedral crystalline form. An example is ferroelectric materials, where the change from a paraelectric to a ferroelectric state occurs at the Curie temperature and is related to a change from the high-symmetry paraelectric state to the lower symmetry ferroelectic state, accompanied by a so-called soft phonon mode, a vibrational lattice mode that goes to zero frequency at the transition.", "targets": "What temperature causes the change of ferroelectric materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2346b8954dac41378116b831fe91e387", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Likewise, group theory helps predict the changes in physical properties that occur when a material undergoes a phase transition, for example, from a cubic to a tetrahedral crystalline form. An example is ferroelectric materials, where the change from a paraelectric to a ferroelectric state occurs at the Curie temperature and is related to a change from the high-symmetry paraelectric state to the lower symmetry ferroelectic state, accompanied by a so-called soft phonon mode, a vibrational lattice mode that goes to zero frequency at the transition.", "targets": "What term describes the vibrational lattice mode that turns to 0 frequency at the change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf4342bc31d4fd190e22c80062529c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary relationships and heredity of a group of organisms is called its phylogeny. Phylogenetic studies attempt to discover phylogenies. The basic approach is to use similarities based on shared inheritance to determine relationships. As an example, species of Pereskia are trees or bushes with prominent leaves. They do not obviously resemble a typical leafless cactus such as an Echinocactus. However, both Pereskia and Echinocactus have spines produced from areoles (highly specialised pad-like structures) suggesting that the two genera are indeed related.", "targets": "What does the phylogeny of a group represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf4342bc31d4fd190e22c80062529c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary relationships and heredity of a group of organisms is called its phylogeny. Phylogenetic studies attempt to discover phylogenies. The basic approach is to use similarities based on shared inheritance to determine relationships. As an example, species of Pereskia are trees or bushes with prominent leaves. They do not obviously resemble a typical leafless cactus such as an Echinocactus. However, both Pereskia and Echinocactus have spines produced from areoles (highly specialised pad-like structures) suggesting that the two genera are indeed related.", "targets": "How are the relationships within the group determined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf4342bc31d4fd190e22c80062529c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary relationships and heredity of a group of organisms is called its phylogeny. Phylogenetic studies attempt to discover phylogenies. The basic approach is to use similarities based on shared inheritance to determine relationships. As an example, species of Pereskia are trees or bushes with prominent leaves. They do not obviously resemble a typical leafless cactus such as an Echinocactus. However, both Pereskia and Echinocactus have spines produced from areoles (highly specialised pad-like structures) suggesting that the two genera are indeed related.", "targets": "What would be an indication of a shared inheritance in two cacti?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bf4342bc31d4fd190e22c80062529c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The evolutionary relationships and heredity of a group of organisms is called its phylogeny. Phylogenetic studies attempt to discover phylogenies. The basic approach is to use similarities based on shared inheritance to determine relationships. As an example, species of Pereskia are trees or bushes with prominent leaves. They do not obviously resemble a typical leafless cactus such as an Echinocactus. However, both Pereskia and Echinocactus have spines produced from areoles (highly specialised pad-like structures) suggesting that the two genera are indeed related.", "targets": "What are areoles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a837e5a620e4767813bcec5ea7b0f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton Airport is a regional airport located in the town of Eastleigh, just north of the city. It offers flights to UK and near European destinations, and is connected to the city by a frequent rail service from Southampton Airport (Parkway) railway station, and by bus services.", "targets": "In what town is Southampton Airport located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a837e5a620e4767813bcec5ea7b0f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton Airport is a regional airport located in the town of Eastleigh, just north of the city. It offers flights to UK and near European destinations, and is connected to the city by a frequent rail service from Southampton Airport (Parkway) railway station, and by bus services.", "targets": "What direction would one travel from Southampton to get to the airport in Eastleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a837e5a620e4767813bcec5ea7b0f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton Airport is a regional airport located in the town of Eastleigh, just north of the city. It offers flights to UK and near European destinations, and is connected to the city by a frequent rail service from Southampton Airport (Parkway) railway station, and by bus services.", "targets": "If passengers don't want to take a train to the airport, what other transport is available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a837e5a620e4767813bcec5ea7b0f13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton Airport is a regional airport located in the town of Eastleigh, just north of the city. It offers flights to UK and near European destinations, and is connected to the city by a frequent rail service from Southampton Airport (Parkway) railway station, and by bus services.", "targets": "To take a train to Southampton Airport, what railway station would you need to go through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "What Act forbade misbranded drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "What caused a Tetanus outbreak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "What act allowed premarket approval for drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "When did the Pure Food and Drugs Act get implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "Who restricted the federal government's enforcement powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "What was the name of the law that required premarket approval for producing drugs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "What law banned the interstate distribution of mislabeled food and drugs? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab41b26c97464ba1bcf3d0ba99b6a30b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 20th century drugs were generally produced by small scale manufacturers with little regulatory control over manufacturing or claims of safety and efficacy. To the extent that such laws did exist, enforcement was lax. In the United States, increased regulation of vaccines and other biological drugs was spurred by tetanus outbreaks and deaths caused by the distribution of contaminated smallpox vaccine and diphtheria antitoxin. The Biologics Control Act of 1902 required that federal government grant premarket approval for every biological drug and for the process and facility producing such drugs. This was followed in 1906 by the Pure Food and Drugs Act, which forbade the interstate distribution of adulterated or misbranded foods and drugs. A drug was considered misbranded if it contained alcohol, morphine, opium, cocaine, or any of several other potentially dangerous or addictive drugs, and if its label failed to indicate the quantity or proportion of such drugs. The government's attempts to use the law to prosecute manufacturers for making unsupported claims of efficacy were undercut by a Supreme Court ruling restricting the federal government's enforcement powers to cases of incorrect specification of the drug's ingredients.", "targets": "In what year was the Pure Food and Drugs Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b084d5f693d4c3d96bd28577203dd9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 21 nocturnes are more structured, and of greater emotional depth, than those of Field (whom Chopin met in 1833). Many of the Chopin nocturnes have middle sections marked by agitated expression (and often making very difficult demands on the performer) which heightens their dramatic character.", "targets": "How many nocturnes did Chopin compose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b084d5f693d4c3d96bd28577203dd9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 21 nocturnes are more structured, and of greater emotional depth, than those of Field (whom Chopin met in 1833). Many of the Chopin nocturnes have middle sections marked by agitated expression (and often making very difficult demands on the performer) which heightens their dramatic character.", "targets": "What is it about the middle of Chopin's nocturnes that increases their drama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b084d5f693d4c3d96bd28577203dd9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 21 nocturnes are more structured, and of greater emotional depth, than those of Field (whom Chopin met in 1833). Many of the Chopin nocturnes have middle sections marked by agitated expression (and often making very difficult demands on the performer) which heightens their dramatic character.", "targets": "Chopin's nocturnes were more structured than who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b084d5f693d4c3d96bd28577203dd9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 21 nocturnes are more structured, and of greater emotional depth, than those of Field (whom Chopin met in 1833). Many of the Chopin nocturnes have middle sections marked by agitated expression (and often making very difficult demands on the performer) which heightens their dramatic character.", "targets": "What year did Chopin meet Field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b084d5f693d4c3d96bd28577203dd9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 21 nocturnes are more structured, and of greater emotional depth, than those of Field (whom Chopin met in 1833). Many of the Chopin nocturnes have middle sections marked by agitated expression (and often making very difficult demands on the performer) which heightens their dramatic character.", "targets": "Which type of Chopin's compositons were difficult for perfomers due to their middle sections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c050c7b7484bf4afc9ba6ada43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant modification of Cubism between 1914 and 1916 was signaled by a shift towards a strong emphasis on large overlapping geometric planes and flat surface activity. This grouping of styles of painting and sculpture, especially significant between 1917 and 1920, was practiced by several artists; particularly those under contract with the art dealer and collector L\u00e9once Rosenberg. The tightening of the compositions, the clarity and sense of order reflected in these works, led to its being referred to by the critic Maurice Raynal (fr) as 'crystal' Cubism. Considerations manifested by Cubists prior to the outset of World War I\u2014such as the fourth dimension, dynamism of modern life, the occult, and Henri Bergson's concept of duration\u2014had now been vacated, replaced by a purely formal frame of reference.", "targets": "What did the critic Maurice Raynal begin to refer to Cubism in around 1917-1920?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c050c7b7484bf4afc9ba6ada43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant modification of Cubism between 1914 and 1916 was signaled by a shift towards a strong emphasis on large overlapping geometric planes and flat surface activity. This grouping of styles of painting and sculpture, especially significant between 1917 and 1920, was practiced by several artists; particularly those under contract with the art dealer and collector L\u00e9once Rosenberg. The tightening of the compositions, the clarity and sense of order reflected in these works, led to its being referred to by the critic Maurice Raynal (fr) as 'crystal' Cubism. Considerations manifested by Cubists prior to the outset of World War I\u2014such as the fourth dimension, dynamism of modern life, the occult, and Henri Bergson's concept of duration\u2014had now been vacated, replaced by a purely formal frame of reference.", "targets": "Who's concept of duration was left  behind for a for more concrete frame's of references? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c050c7b7484bf4afc9ba6ada43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant modification of Cubism between 1914 and 1916 was signaled by a shift towards a strong emphasis on large overlapping geometric planes and flat surface activity. This grouping of styles of painting and sculpture, especially significant between 1917 and 1920, was practiced by several artists; particularly those under contract with the art dealer and collector L\u00e9once Rosenberg. The tightening of the compositions, the clarity and sense of order reflected in these works, led to its being referred to by the critic Maurice Raynal (fr) as 'crystal' Cubism. Considerations manifested by Cubists prior to the outset of World War I\u2014such as the fourth dimension, dynamism of modern life, the occult, and Henri Bergson's concept of duration\u2014had now been vacated, replaced by a purely formal frame of reference.", "targets": "What was the first time period that a significant change began to happen in Cubism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8c050c7b7484bf4afc9ba6ada43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A significant modification of Cubism between 1914 and 1916 was signaled by a shift towards a strong emphasis on large overlapping geometric planes and flat surface activity. This grouping of styles of painting and sculpture, especially significant between 1917 and 1920, was practiced by several artists; particularly those under contract with the art dealer and collector L\u00e9once Rosenberg. The tightening of the compositions, the clarity and sense of order reflected in these works, led to its being referred to by the critic Maurice Raynal (fr) as 'crystal' Cubism. Considerations manifested by Cubists prior to the outset of World War I\u2014such as the fourth dimension, dynamism of modern life, the occult, and Henri Bergson's concept of duration\u2014had now been vacated, replaced by a purely formal frame of reference.", "targets": "What was the second time period that a significant change began to happen in Cubism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-146fa02e085e4d55baec0e082698522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decline in the value of the U.S. dollar corresponds to price inflation, which is a rise in the general level of prices of goods and services in an economy over a period of time. A consumer price index (CPI) is a measure estimating the average price of consumer goods and services purchased by households. The United States Consumer Price Index, published by the Bureau of Labor Statistics, is a measure estimating the average price of consumer goods and services in the United States. It reflects inflation as experienced by consumers in their day-to-day living expenses. A graph showing the U.S. CPI relative to 1982\u20131984 and the annual year-over-year change in CPI is shown at right.", "targets": "What does the decline in value of the dollar correspond to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-146fa02e085e4d55baec0e082698522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decline in the value of the U.S. dollar corresponds to price inflation, which is a rise in the general level of prices of goods and services in an economy over a period of time. A consumer price index (CPI) is a measure estimating the average price of consumer goods and services purchased by households. The United States Consumer Price Index, published by the Bureau of Labor Statistics, is a measure estimating the average price of consumer goods and services in the United States. It reflects inflation as experienced by consumers in their day-to-day living expenses. A graph showing the U.S. CPI relative to 1982\u20131984 and the annual year-over-year change in CPI is shown at right.", "targets": "The rise in level of prices in an economy is referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-146fa02e085e4d55baec0e082698522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decline in the value of the U.S. dollar corresponds to price inflation, which is a rise in the general level of prices of goods and services in an economy over a period of time. A consumer price index (CPI) is a measure estimating the average price of consumer goods and services purchased by households. The United States Consumer Price Index, published by the Bureau of Labor Statistics, is a measure estimating the average price of consumer goods and services in the United States. It reflects inflation as experienced by consumers in their day-to-day living expenses. A graph showing the U.S. CPI relative to 1982\u20131984 and the annual year-over-year change in CPI is shown at right.", "targets": "What does CPI stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-146fa02e085e4d55baec0e082698522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decline in the value of the U.S. dollar corresponds to price inflation, which is a rise in the general level of prices of goods and services in an economy over a period of time. A consumer price index (CPI) is a measure estimating the average price of consumer goods and services purchased by households. The United States Consumer Price Index, published by the Bureau of Labor Statistics, is a measure estimating the average price of consumer goods and services in the United States. It reflects inflation as experienced by consumers in their day-to-day living expenses. A graph showing the U.S. CPI relative to 1982\u20131984 and the annual year-over-year change in CPI is shown at right.", "targets": "Who publishes the Consumer Price Index?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-146fa02e085e4d55baec0e082698522f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The decline in the value of the U.S. dollar corresponds to price inflation, which is a rise in the general level of prices of goods and services in an economy over a period of time. A consumer price index (CPI) is a measure estimating the average price of consumer goods and services purchased by households. The United States Consumer Price Index, published by the Bureau of Labor Statistics, is a measure estimating the average price of consumer goods and services in the United States. It reflects inflation as experienced by consumers in their day-to-day living expenses. A graph showing the U.S. CPI relative to 1982\u20131984 and the annual year-over-year change in CPI is shown at right.", "targets": "What does the CPI estimate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e7c2712e2443e49afc1f88f7984b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The confusion may stem from the fact that Major League Baseball did decide that, should the Cubs make it to the World Series, the American League winner would have home field advantage unless the Cubs hosted home games at an alternate site since the Cubs home field of Wrigley Field did not yet have lights. Rumor was the Cubs could hold home games across town at Comiskey Park, home of the American League's Chicago White Sox. Rather than hold any games in the cross town rival Sox Park, the Cubs made arrangements with the August A. Busch, owner of the St. Louis Cardinals, to use Busch Stadium in St. Louis as the Cubs \"home field\" for the World Series. This was approved by Major League Baseball and would have enabled the Cubs to host games 1 and 2, along with games 6 and 7 if necessary. At the time home field advantage was rotated between each league. Odd numbered years the AL had home field advantage. Even numbered years the NL had home field advantage. In the 1982 World Series the St. Louis Cardinals of the NL had home field advantage. In the 1983 World Series the Baltimore Orioles of the AL had home field advantage.", "targets": "Why did the cubs need to host their home games at an alternative site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e7c2712e2443e49afc1f88f7984b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The confusion may stem from the fact that Major League Baseball did decide that, should the Cubs make it to the World Series, the American League winner would have home field advantage unless the Cubs hosted home games at an alternate site since the Cubs home field of Wrigley Field did not yet have lights. Rumor was the Cubs could hold home games across town at Comiskey Park, home of the American League's Chicago White Sox. Rather than hold any games in the cross town rival Sox Park, the Cubs made arrangements with the August A. Busch, owner of the St. Louis Cardinals, to use Busch Stadium in St. Louis as the Cubs \"home field\" for the World Series. This was approved by Major League Baseball and would have enabled the Cubs to host games 1 and 2, along with games 6 and 7 if necessary. At the time home field advantage was rotated between each league. Odd numbered years the AL had home field advantage. Even numbered years the NL had home field advantage. In the 1982 World Series the St. Louis Cardinals of the NL had home field advantage. In the 1983 World Series the Baltimore Orioles of the AL had home field advantage.", "targets": "Where was it rumored that the Cubs could home their home games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e7c2712e2443e49afc1f88f7984b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The confusion may stem from the fact that Major League Baseball did decide that, should the Cubs make it to the World Series, the American League winner would have home field advantage unless the Cubs hosted home games at an alternate site since the Cubs home field of Wrigley Field did not yet have lights. Rumor was the Cubs could hold home games across town at Comiskey Park, home of the American League's Chicago White Sox. Rather than hold any games in the cross town rival Sox Park, the Cubs made arrangements with the August A. Busch, owner of the St. Louis Cardinals, to use Busch Stadium in St. Louis as the Cubs \"home field\" for the World Series. This was approved by Major League Baseball and would have enabled the Cubs to host games 1 and 2, along with games 6 and 7 if necessary. At the time home field advantage was rotated between each league. Odd numbered years the AL had home field advantage. Even numbered years the NL had home field advantage. In the 1982 World Series the St. Louis Cardinals of the NL had home field advantage. In the 1983 World Series the Baltimore Orioles of the AL had home field advantage.", "targets": "Comiskey Park was the home to what team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39e7c2712e2443e49afc1f88f7984b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The confusion may stem from the fact that Major League Baseball did decide that, should the Cubs make it to the World Series, the American League winner would have home field advantage unless the Cubs hosted home games at an alternate site since the Cubs home field of Wrigley Field did not yet have lights. Rumor was the Cubs could hold home games across town at Comiskey Park, home of the American League's Chicago White Sox. Rather than hold any games in the cross town rival Sox Park, the Cubs made arrangements with the August A. Busch, owner of the St. Louis Cardinals, to use Busch Stadium in St. Louis as the Cubs \"home field\" for the World Series. This was approved by Major League Baseball and would have enabled the Cubs to host games 1 and 2, along with games 6 and 7 if necessary. At the time home field advantage was rotated between each league. Odd numbered years the AL had home field advantage. Even numbered years the NL had home field advantage. In the 1982 World Series the St. Louis Cardinals of the NL had home field advantage. In the 1983 World Series the Baltimore Orioles of the AL had home field advantage.", "targets": "Who had the home field advantage in 1983?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d73918a3b834443fb37990eca4aa9079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI has maintained files on numerous people, including celebrities such as Elvis Presley, Frank Sinatra, John Denver, John Lennon, Jane Fonda, Groucho Marx, Charlie Chaplin, the band MC5, Lou Costello, Sonny Bono, Bob Dylan, Michael Jackson, and Mickey Mantle. The files were collected for various reasons. Some of the subjects were investigated for alleged ties to the Communist party (Charlie Chaplin and Groucho Marx), or in connection with antiwar activities during the Vietnam War (John Denver, John Lennon, and Jane Fonda). Numerous celebrity files concern threats or extortion attempts against them (Sonny Bono, John Denver, John Lennon, Elvis Presley, Michael Jackson, Mickey Mantle, Groucho Marx, and Frank Sinatra).", "targets": "Did the FBI keep files on Elvis Presley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d73918a3b834443fb37990eca4aa9079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI has maintained files on numerous people, including celebrities such as Elvis Presley, Frank Sinatra, John Denver, John Lennon, Jane Fonda, Groucho Marx, Charlie Chaplin, the band MC5, Lou Costello, Sonny Bono, Bob Dylan, Michael Jackson, and Mickey Mantle. The files were collected for various reasons. Some of the subjects were investigated for alleged ties to the Communist party (Charlie Chaplin and Groucho Marx), or in connection with antiwar activities during the Vietnam War (John Denver, John Lennon, and Jane Fonda). Numerous celebrity files concern threats or extortion attempts against them (Sonny Bono, John Denver, John Lennon, Elvis Presley, Michael Jackson, Mickey Mantle, Groucho Marx, and Frank Sinatra).", "targets": "What activities was the FBI concerned with during the Vietnam war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d73918a3b834443fb37990eca4aa9079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI has maintained files on numerous people, including celebrities such as Elvis Presley, Frank Sinatra, John Denver, John Lennon, Jane Fonda, Groucho Marx, Charlie Chaplin, the band MC5, Lou Costello, Sonny Bono, Bob Dylan, Michael Jackson, and Mickey Mantle. The files were collected for various reasons. Some of the subjects were investigated for alleged ties to the Communist party (Charlie Chaplin and Groucho Marx), or in connection with antiwar activities during the Vietnam War (John Denver, John Lennon, and Jane Fonda). Numerous celebrity files concern threats or extortion attempts against them (Sonny Bono, John Denver, John Lennon, Elvis Presley, Michael Jackson, Mickey Mantle, Groucho Marx, and Frank Sinatra).", "targets": "What kinds of treats were celebrities receiving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d73918a3b834443fb37990eca4aa9079", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FBI has maintained files on numerous people, including celebrities such as Elvis Presley, Frank Sinatra, John Denver, John Lennon, Jane Fonda, Groucho Marx, Charlie Chaplin, the band MC5, Lou Costello, Sonny Bono, Bob Dylan, Michael Jackson, and Mickey Mantle. The files were collected for various reasons. Some of the subjects were investigated for alleged ties to the Communist party (Charlie Chaplin and Groucho Marx), or in connection with antiwar activities during the Vietnam War (John Denver, John Lennon, and Jane Fonda). Numerous celebrity files concern threats or extortion attempts against them (Sonny Bono, John Denver, John Lennon, Elvis Presley, Michael Jackson, Mickey Mantle, Groucho Marx, and Frank Sinatra).", "targets": "What party was the FBI concerned with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b779a3dc2b3843108d77e6cef9b6a19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The documentation regarding Raciborz and Albert's tenure is the earliest surviving of the use of the clan name and cry defining the honorable status of Polish knights. The names of knightly genealogiae only came to be associated with heraldic devices later in the Middle Ages and in the early modern period. The Polish clan name and cry ritualized the ius militare, i.e., the power to command an army; and they had been used some time before 1244 to define knightly status. (G\u00f3recki 1992, pp. 183\u2013185).", "targets": "WHat is the earliest surviving use of the clan name of the polish knights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b779a3dc2b3843108d77e6cef9b6a19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The documentation regarding Raciborz and Albert's tenure is the earliest surviving of the use of the clan name and cry defining the honorable status of Polish knights. The names of knightly genealogiae only came to be associated with heraldic devices later in the Middle Ages and in the early modern period. The Polish clan name and cry ritualized the ius militare, i.e., the power to command an army; and they had been used some time before 1244 to define knightly status. (G\u00f3recki 1992, pp. 183\u2013185).", "targets": "WHn did the knightly genealogiae associate with heraldic devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b779a3dc2b3843108d77e6cef9b6a19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The documentation regarding Raciborz and Albert's tenure is the earliest surviving of the use of the clan name and cry defining the honorable status of Polish knights. The names of knightly genealogiae only came to be associated with heraldic devices later in the Middle Ages and in the early modern period. The Polish clan name and cry ritualized the ius militare, i.e., the power to command an army; and they had been used some time before 1244 to define knightly status. (G\u00f3recki 1992, pp. 183\u2013185).", "targets": "The polish anem and cry ritualized what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b779a3dc2b3843108d77e6cef9b6a19c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The documentation regarding Raciborz and Albert's tenure is the earliest surviving of the use of the clan name and cry defining the honorable status of Polish knights. The names of knightly genealogiae only came to be associated with heraldic devices later in the Middle Ages and in the early modern period. The Polish clan name and cry ritualized the ius militare, i.e., the power to command an army; and they had been used some time before 1244 to define knightly status. (G\u00f3recki 1992, pp. 183\u2013185).", "targets": "In 1244 the power to command and army had been used to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f21949a238e47ad802d4a15e51baa7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As another example, she points to work by Thomas et al., who sought to distinguish between the Y chromosomes of Jewish priests (Kohanim), (in Judaism, membership in the priesthood is passed on through the father's line) and the Y chromosomes of non-Jews. Abu el-Haj concluded that this new \"race science\" calls attention to the importance of \"ancestry\" (narrowly defined, as it does not include all ancestors) in some religions and in popular culture, and people's desire to use science to confirm their claims about ancestry; this \"race science\", she argues, is fundamentally different from older notions of race that were used to explain differences in human behaviour or social status:", "targets": "Thomas and others sought to distinguish between what chromosome of Jewish priests and that of non-Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f21949a238e47ad802d4a15e51baa7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As another example, she points to work by Thomas et al., who sought to distinguish between the Y chromosomes of Jewish priests (Kohanim), (in Judaism, membership in the priesthood is passed on through the father's line) and the Y chromosomes of non-Jews. Abu el-Haj concluded that this new \"race science\" calls attention to the importance of \"ancestry\" (narrowly defined, as it does not include all ancestors) in some religions and in popular culture, and people's desire to use science to confirm their claims about ancestry; this \"race science\", she argues, is fundamentally different from older notions of race that were used to explain differences in human behaviour or social status:", "targets": "What does the new \"race science\" call attention to the importance of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f21949a238e47ad802d4a15e51baa7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As another example, she points to work by Thomas et al., who sought to distinguish between the Y chromosomes of Jewish priests (Kohanim), (in Judaism, membership in the priesthood is passed on through the father's line) and the Y chromosomes of non-Jews. Abu el-Haj concluded that this new \"race science\" calls attention to the importance of \"ancestry\" (narrowly defined, as it does not include all ancestors) in some religions and in popular culture, and people's desire to use science to confirm their claims about ancestry; this \"race science\", she argues, is fundamentally different from older notions of race that were used to explain differences in human behaviour or social status:", "targets": "What do people desire to use science to confirm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f21949a238e47ad802d4a15e51baa7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As another example, she points to work by Thomas et al., who sought to distinguish between the Y chromosomes of Jewish priests (Kohanim), (in Judaism, membership in the priesthood is passed on through the father's line) and the Y chromosomes of non-Jews. Abu el-Haj concluded that this new \"race science\" calls attention to the importance of \"ancestry\" (narrowly defined, as it does not include all ancestors) in some religions and in popular culture, and people's desire to use science to confirm their claims about ancestry; this \"race science\", she argues, is fundamentally different from older notions of race that were used to explain differences in human behaviour or social status:", "targets": "What is fundamentally different from older notions of race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f21949a238e47ad802d4a15e51baa7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As another example, she points to work by Thomas et al., who sought to distinguish between the Y chromosomes of Jewish priests (Kohanim), (in Judaism, membership in the priesthood is passed on through the father's line) and the Y chromosomes of non-Jews. Abu el-Haj concluded that this new \"race science\" calls attention to the importance of \"ancestry\" (narrowly defined, as it does not include all ancestors) in some religions and in popular culture, and people's desire to use science to confirm their claims about ancestry; this \"race science\", she argues, is fundamentally different from older notions of race that were used to explain differences in human behaviour or social status:", "targets": "How were older notions of race used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "How does the lifecycle of most insects typically begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "What is the primary constraint on the physical growth of an insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "What stage of development differentiates a 4-stage metamorphosis from a 3-stage metamorphosis, notably absent in the latter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "What is the term given to denote the series of stages involved in the development of an adult insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "What era is attributed to the findings of enormous fossilized dragonflies with extremely long wingspans? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "Insects hatch from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "Insects growth is constrained by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "An insects developement involves a series of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "How many stages of metamorphosis does an insect go through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddabf90182ce4fde859013e2def19bac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The life cycles of insects vary but most hatch from eggs. Insect growth is constrained by the inelastic exoskeleton and development involves a series of molts. The immature stages can differ from the adults in structure, habit and habitat, and can include a passive pupal stage in those groups that undergo 4-stage metamorphosis (see holometabolism). Insects that undergo 3-stage metamorphosis lack a pupal stage and adults develop through a series of nymphal stages. The higher level relationship of the Hexapoda is unclear. Fossilized insects of enormous size have been found from the Paleozoic Era, including giant dragonflies with wingspans of 55 to 70 cm (22\u201328 in). The most diverse insect groups appear to have coevolved with flowering plants.", "targets": "The most diverse insects coevolved with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d49bf5c45324a80923bc0be8765acec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prevenient grace, or the grace that \"goes before\" us, is given to all people. It is that power which enables us to love and motivates us to seek a relationship with God through Jesus Christ. This grace is the present work of God to turn us from our sin-corrupted human will to the loving will of the Father. In this work, God desires that we might sense both our sinfulness before God and God's offer of salvation. Prevenient grace allows those tainted by sin to nevertheless make a truly free choice to accept or reject God's salvation in Christ.", "targets": "What is the grace that \"goes before us?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d49bf5c45324a80923bc0be8765acec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prevenient grace, or the grace that \"goes before\" us, is given to all people. It is that power which enables us to love and motivates us to seek a relationship with God through Jesus Christ. This grace is the present work of God to turn us from our sin-corrupted human will to the loving will of the Father. In this work, God desires that we might sense both our sinfulness before God and God's offer of salvation. Prevenient grace allows those tainted by sin to nevertheless make a truly free choice to accept or reject God's salvation in Christ.", "targets": "What is that power that enables us to love?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d49bf5c45324a80923bc0be8765acec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prevenient grace, or the grace that \"goes before\" us, is given to all people. It is that power which enables us to love and motivates us to seek a relationship with God through Jesus Christ. This grace is the present work of God to turn us from our sin-corrupted human will to the loving will of the Father. In this work, God desires that we might sense both our sinfulness before God and God's offer of salvation. Prevenient grace allows those tainted by sin to nevertheless make a truly free choice to accept or reject God's salvation in Christ.", "targets": "What is Prevenient grace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d49bf5c45324a80923bc0be8765acec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prevenient grace, or the grace that \"goes before\" us, is given to all people. It is that power which enables us to love and motivates us to seek a relationship with God through Jesus Christ. This grace is the present work of God to turn us from our sin-corrupted human will to the loving will of the Father. In this work, God desires that we might sense both our sinfulness before God and God's offer of salvation. Prevenient grace allows those tainted by sin to nevertheless make a truly free choice to accept or reject God's salvation in Christ.", "targets": "Prevenient grace allowas those tainted by what to make a choice to accept or reject God's salvation in Christ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "Which two governing bodies have legislative veto power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "What can't Parliament do that causes equality and democracy to be deficient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "How often do Parliament elections take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "How much of a voting majority must there be to effectively censure the Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "What two bodies must the Parliament go through first to pass legislation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "Which entity has a monopoly on initiating legislation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "Which entities have powers of amendment and veto during the legislative process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "When did the first direct elections take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "How often do Parliament elections take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8612f4975130411ba3ab4bc77c7b4d58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Commission has a monopoly on initiating legislation, the European Parliament and the Council of the European Union have powers of amendment and veto during the legislative process. According to the Treaty on European Union articles 9 and 10, the EU observes \"the principle of equality of its citizens\" and is meant to be founded on \"representative democracy\". In practice, equality and democracy are deficient because the elected representatives in the Parliament cannot initiate legislation against the Commission's wishes, citizens of smallest countries have ten times the voting weight in Parliament as citizens of the largest countries, and \"qualified majorities\" or consensus of the Council are required to legislate. The justification for this \"democratic deficit\" under the Treaties is usually thought to be that completion integration of the European economy and political institutions required the technical coordination of experts, while popular understanding of the EU developed and nationalist sentiments declined post-war. Over time, this has meant the Parliament gradually assumed more voice: from being an unelected assembly, to its first direct elections in 1979, to having increasingly more rights in the legislative process. Citizens' rights are therefore limited compared to the democratic polities within all European member states: under TEU article 11 citizens and associations have the rights such as publicising their views and submit an initiative that must be considered by the Commission with one million signatures. TFEU article 227 contains a further right for citizens to petition the Parliament on issues which affect them. Parliament elections, take place every five years, and votes for Members of the European Parliament in member states must be organised by proportional representation or a single transferable vote. There are 750 MEPs and their numbers are \"degressively proportional\" according to member state size. This means - although the Council is meant to be the body representing member states - in the Parliament citizens of smaller member states have more voice than citizens in larger member states. MEPs divide, as they do in national Parliaments, along political party lines: the conservative European People's Party is currently the largest, and the Party of European Socialists leads the opposition. Parties do not receive public funds from the EU, as the Court of Justice held in Parti \u00e9cologiste \"Les Verts\" v Parliament that this was entirely an issue to be regulated by the member states. The Parliament's powers include calling inquiries into maladministration or appoint an Ombudsman pending any court proceedings. It can require the Commission respond to questions and by a two-thirds majority can censure the whole Commission (as happened to the Santer Commission in 1999). In some cases, the Parliament has explicit consultation rights, which the Commission must genuinely follow. However its role participation in the legislative process still remains limited because no member can actually or pass legislation without the Commission and Council, meaning power (\"kratia\") is not in the hands of directly elected representatives of the people (\"demos\"): in the EU it is not yet true that \"the administration is in the hands of the many and not of the few.\"", "targets": "Which party is currently the largest among political party lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d60415897a74c89a7b6f5bc5925199a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design and function of department stores in Germany followed the lead of London, Paris and New York. Germany used to have a number of department stores; nowadays only a few of them remain. Next to some smaller, independent department stores these are Karstadt (in 2010 taken over by Nicolas Berggruen, also operating the KaDeWe in Berlin, the Alsterhaus in Hamburg and the Oberpollinger in Munich), GALERIA Kaufhof (part of the Metro AG). Others like Hertie, Wertheim and Horten AG were taken over by others and either fully integrated or later closed.", "targets": "What cities influenced how department stores in Germany operated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d60415897a74c89a7b6f5bc5925199a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design and function of department stores in Germany followed the lead of London, Paris and New York. Germany used to have a number of department stores; nowadays only a few of them remain. Next to some smaller, independent department stores these are Karstadt (in 2010 taken over by Nicolas Berggruen, also operating the KaDeWe in Berlin, the Alsterhaus in Hamburg and the Oberpollinger in Munich), GALERIA Kaufhof (part of the Metro AG). Others like Hertie, Wertheim and Horten AG were taken over by others and either fully integrated or later closed.", "targets": "What department store was taken over by Nicolas Berggruen in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d60415897a74c89a7b6f5bc5925199a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design and function of department stores in Germany followed the lead of London, Paris and New York. Germany used to have a number of department stores; nowadays only a few of them remain. Next to some smaller, independent department stores these are Karstadt (in 2010 taken over by Nicolas Berggruen, also operating the KaDeWe in Berlin, the Alsterhaus in Hamburg and the Oberpollinger in Munich), GALERIA Kaufhof (part of the Metro AG). Others like Hertie, Wertheim and Horten AG were taken over by others and either fully integrated or later closed.", "targets": "What major department store operates in Berlin? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d60415897a74c89a7b6f5bc5925199a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The design and function of department stores in Germany followed the lead of London, Paris and New York. Germany used to have a number of department stores; nowadays only a few of them remain. Next to some smaller, independent department stores these are Karstadt (in 2010 taken over by Nicolas Berggruen, also operating the KaDeWe in Berlin, the Alsterhaus in Hamburg and the Oberpollinger in Munich), GALERIA Kaufhof (part of the Metro AG). Others like Hertie, Wertheim and Horten AG were taken over by others and either fully integrated or later closed.", "targets": "What store is a part of the Metro AG?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15187c63806d4dceb79083157e0643bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, the floor exercise event was executed on the bare floor or mats such as wrestling mats. Today, the floor event occurs on a carpeted 12m \u00d7 12m square, usually consisting of hard foam over a layer of plywood, which is supported by springs or foam blocks generally called a \"spring\" floor. This provides a firm surface that provides extra bounce or spring when compressed, allowing gymnasts to achieve greater height and a softer landing after the composed skill. Gymnasts perform a choreographed routine up to 90 seconds in the floor exercise event; Depending on the level, they may choose their own, or, if known as a \"compulsory gymnast,\" default music must be played. In some gymnastic associations such as United States Association of Gymnastic Clubs (USAIGC), gymnasts are allowed to have vocals in their music but at USA Gymnastics competitions a large deduction is taken from the score for having vocals in the music. The routine should consist of tumbling lines, series of jumps, leaps, dance elements, acrobatic skills, and turns, or piviots, on one foot. A gymnast can perform up to four tumbling lines that usually includes at least one flight element without hand support. Each level of gymnastics requires the athlete to perform a different number of tumbling passes. In level 7 in the United States, a gymnast is required to do 2\u20133, and in levels 8\u201310, at least 3\u20134 tumbling passes are required.", "targets": "What is the floor exercise events performed on now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15187c63806d4dceb79083157e0643bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, the floor exercise event was executed on the bare floor or mats such as wrestling mats. Today, the floor event occurs on a carpeted 12m \u00d7 12m square, usually consisting of hard foam over a layer of plywood, which is supported by springs or foam blocks generally called a \"spring\" floor. This provides a firm surface that provides extra bounce or spring when compressed, allowing gymnasts to achieve greater height and a softer landing after the composed skill. Gymnasts perform a choreographed routine up to 90 seconds in the floor exercise event; Depending on the level, they may choose their own, or, if known as a \"compulsory gymnast,\" default music must be played. In some gymnastic associations such as United States Association of Gymnastic Clubs (USAIGC), gymnasts are allowed to have vocals in their music but at USA Gymnastics competitions a large deduction is taken from the score for having vocals in the music. The routine should consist of tumbling lines, series of jumps, leaps, dance elements, acrobatic skills, and turns, or piviots, on one foot. A gymnast can perform up to four tumbling lines that usually includes at least one flight element without hand support. Each level of gymnastics requires the athlete to perform a different number of tumbling passes. In level 7 in the United States, a gymnast is required to do 2\u20133, and in levels 8\u201310, at least 3\u20134 tumbling passes are required.", "targets": "What was the floor exercise even on before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15187c63806d4dceb79083157e0643bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, the floor exercise event was executed on the bare floor or mats such as wrestling mats. Today, the floor event occurs on a carpeted 12m \u00d7 12m square, usually consisting of hard foam over a layer of plywood, which is supported by springs or foam blocks generally called a \"spring\" floor. This provides a firm surface that provides extra bounce or spring when compressed, allowing gymnasts to achieve greater height and a softer landing after the composed skill. Gymnasts perform a choreographed routine up to 90 seconds in the floor exercise event; Depending on the level, they may choose their own, or, if known as a \"compulsory gymnast,\" default music must be played. In some gymnastic associations such as United States Association of Gymnastic Clubs (USAIGC), gymnasts are allowed to have vocals in their music but at USA Gymnastics competitions a large deduction is taken from the score for having vocals in the music. The routine should consist of tumbling lines, series of jumps, leaps, dance elements, acrobatic skills, and turns, or piviots, on one foot. A gymnast can perform up to four tumbling lines that usually includes at least one flight element without hand support. Each level of gymnastics requires the athlete to perform a different number of tumbling passes. In level 7 in the United States, a gymnast is required to do 2\u20133, and in levels 8\u201310, at least 3\u20134 tumbling passes are required.", "targets": "Why helps add an extra bounce to the floor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15187c63806d4dceb79083157e0643bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, the floor exercise event was executed on the bare floor or mats such as wrestling mats. Today, the floor event occurs on a carpeted 12m \u00d7 12m square, usually consisting of hard foam over a layer of plywood, which is supported by springs or foam blocks generally called a \"spring\" floor. This provides a firm surface that provides extra bounce or spring when compressed, allowing gymnasts to achieve greater height and a softer landing after the composed skill. Gymnasts perform a choreographed routine up to 90 seconds in the floor exercise event; Depending on the level, they may choose their own, or, if known as a \"compulsory gymnast,\" default music must be played. In some gymnastic associations such as United States Association of Gymnastic Clubs (USAIGC), gymnasts are allowed to have vocals in their music but at USA Gymnastics competitions a large deduction is taken from the score for having vocals in the music. The routine should consist of tumbling lines, series of jumps, leaps, dance elements, acrobatic skills, and turns, or piviots, on one foot. A gymnast can perform up to four tumbling lines that usually includes at least one flight element without hand support. Each level of gymnastics requires the athlete to perform a different number of tumbling passes. In level 7 in the United States, a gymnast is required to do 2\u20133, and in levels 8\u201310, at least 3\u20134 tumbling passes are required.", "targets": "What is the maximum for floor events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9790ed2e087c4fe384460f6c86e29653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, an Alabama editorial called for the death of Atticus, saying that as liberal as Atticus was, he still worked within a system of institutionalized racism and sexism and should not be revered. The editorial sparked a flurry of responses from attorneys who entered the profession because of him and esteemed him as a hero. Critics of Atticus maintain he is morally ambiguous and does not use his legal skills to challenge the racist status quo in Maycomb. However, in 1997, the Alabama State Bar erected a monument to Atticus in Monroeville, marking his existence as the \"first commemorative milestone in the state's judicial history\". In 2008, Lee herself received an honorary special membership to the Alabama State Bar for creating Atticus who \"has become the personification of the exemplary lawyer in serving the legal needs of the poor\".", "targets": "What year was a statue of Atticus build in Alabama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9790ed2e087c4fe384460f6c86e29653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, an Alabama editorial called for the death of Atticus, saying that as liberal as Atticus was, he still worked within a system of institutionalized racism and sexism and should not be revered. The editorial sparked a flurry of responses from attorneys who entered the profession because of him and esteemed him as a hero. Critics of Atticus maintain he is morally ambiguous and does not use his legal skills to challenge the racist status quo in Maycomb. However, in 1997, the Alabama State Bar erected a monument to Atticus in Monroeville, marking his existence as the \"first commemorative milestone in the state's judicial history\". In 2008, Lee herself received an honorary special membership to the Alabama State Bar for creating Atticus who \"has become the personification of the exemplary lawyer in serving the legal needs of the poor\".", "targets": "Harper Lee was given a membership to what in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9790ed2e087c4fe384460f6c86e29653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1992, an Alabama editorial called for the death of Atticus, saying that as liberal as Atticus was, he still worked within a system of institutionalized racism and sexism and should not be revered. The editorial sparked a flurry of responses from attorneys who entered the profession because of him and esteemed him as a hero. Critics of Atticus maintain he is morally ambiguous and does not use his legal skills to challenge the racist status quo in Maycomb. However, in 1997, the Alabama State Bar erected a monument to Atticus in Monroeville, marking his existence as the \"first commemorative milestone in the state's judicial history\". In 2008, Lee herself received an honorary special membership to the Alabama State Bar for creating Atticus who \"has become the personification of the exemplary lawyer in serving the legal needs of the poor\".", "targets": "What did the Alabama State Bar bestow on Lee in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b69b5771c5945639bdebb6fe66619f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Framework Law (3549/2007), Public higher education \"Highest Educational Institutions\" (\u0391\u03bd\u03ce\u03c4\u03b1\u03c4\u03b1 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ac \u0399\u03b4\u03c1\u03cd\u03bc\u03b1\u03c4\u03b1, An\u00f3tata Ekpaideytik\u00e1 Idr\u00fdmata, \"\u0391\u0395\u0399\") consists of two parallel sectors:the University sector (Universities, Polytechnics, Fine Arts Schools, the Open University) and the Technological sector (Technological Education Institutions (TEI) and the School of Pedagogic and Technological Education). There are also State Non-University Tertiary Institutes offering vocationally oriented courses of shorter duration (2 to 3 years) which operate under the authority of other Ministries. Students are admitted to these Institutes according to their performance at national level examinations taking place after completion of the third grade of Lykeio. Additionally, students over twenty-two years old may be admitted to the Hellenic Open University through a form of lottery. The Capodistrian University of Athens is the oldest university in the eastern Mediterranean.", "targets": "What is one of the education sectors according to the Framework Law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b69b5771c5945639bdebb6fe66619f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Framework Law (3549/2007), Public higher education \"Highest Educational Institutions\" (\u0391\u03bd\u03ce\u03c4\u03b1\u03c4\u03b1 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ac \u0399\u03b4\u03c1\u03cd\u03bc\u03b1\u03c4\u03b1, An\u00f3tata Ekpaideytik\u00e1 Idr\u00fdmata, \"\u0391\u0395\u0399\") consists of two parallel sectors:the University sector (Universities, Polytechnics, Fine Arts Schools, the Open University) and the Technological sector (Technological Education Institutions (TEI) and the School of Pedagogic and Technological Education). There are also State Non-University Tertiary Institutes offering vocationally oriented courses of shorter duration (2 to 3 years) which operate under the authority of other Ministries. Students are admitted to these Institutes according to their performance at national level examinations taking place after completion of the third grade of Lykeio. Additionally, students over twenty-two years old may be admitted to the Hellenic Open University through a form of lottery. The Capodistrian University of Athens is the oldest university in the eastern Mediterranean.", "targets": "How long do the Tertiary institute courses last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b69b5771c5945639bdebb6fe66619f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Framework Law (3549/2007), Public higher education \"Highest Educational Institutions\" (\u0391\u03bd\u03ce\u03c4\u03b1\u03c4\u03b1 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ac \u0399\u03b4\u03c1\u03cd\u03bc\u03b1\u03c4\u03b1, An\u00f3tata Ekpaideytik\u00e1 Idr\u00fdmata, \"\u0391\u0395\u0399\") consists of two parallel sectors:the University sector (Universities, Polytechnics, Fine Arts Schools, the Open University) and the Technological sector (Technological Education Institutions (TEI) and the School of Pedagogic and Technological Education). There are also State Non-University Tertiary Institutes offering vocationally oriented courses of shorter duration (2 to 3 years) which operate under the authority of other Ministries. Students are admitted to these Institutes according to their performance at national level examinations taking place after completion of the third grade of Lykeio. Additionally, students over twenty-two years old may be admitted to the Hellenic Open University through a form of lottery. The Capodistrian University of Athens is the oldest university in the eastern Mediterranean.", "targets": "Examinations for Tertiary institutes are given at what grade level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b69b5771c5945639bdebb6fe66619f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Framework Law (3549/2007), Public higher education \"Highest Educational Institutions\" (\u0391\u03bd\u03ce\u03c4\u03b1\u03c4\u03b1 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ac \u0399\u03b4\u03c1\u03cd\u03bc\u03b1\u03c4\u03b1, An\u00f3tata Ekpaideytik\u00e1 Idr\u00fdmata, \"\u0391\u0395\u0399\") consists of two parallel sectors:the University sector (Universities, Polytechnics, Fine Arts Schools, the Open University) and the Technological sector (Technological Education Institutions (TEI) and the School of Pedagogic and Technological Education). There are also State Non-University Tertiary Institutes offering vocationally oriented courses of shorter duration (2 to 3 years) which operate under the authority of other Ministries. Students are admitted to these Institutes according to their performance at national level examinations taking place after completion of the third grade of Lykeio. Additionally, students over twenty-two years old may be admitted to the Hellenic Open University through a form of lottery. The Capodistrian University of Athens is the oldest university in the eastern Mediterranean.", "targets": "At what age may students be admitted to Hellenic university through lottery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b69b5771c5945639bdebb6fe66619f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Framework Law (3549/2007), Public higher education \"Highest Educational Institutions\" (\u0391\u03bd\u03ce\u03c4\u03b1\u03c4\u03b1 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ac \u0399\u03b4\u03c1\u03cd\u03bc\u03b1\u03c4\u03b1, An\u00f3tata Ekpaideytik\u00e1 Idr\u00fdmata, \"\u0391\u0395\u0399\") consists of two parallel sectors:the University sector (Universities, Polytechnics, Fine Arts Schools, the Open University) and the Technological sector (Technological Education Institutions (TEI) and the School of Pedagogic and Technological Education). There are also State Non-University Tertiary Institutes offering vocationally oriented courses of shorter duration (2 to 3 years) which operate under the authority of other Ministries. Students are admitted to these Institutes according to their performance at national level examinations taking place after completion of the third grade of Lykeio. Additionally, students over twenty-two years old may be admitted to the Hellenic Open University through a form of lottery. The Capodistrian University of Athens is the oldest university in the eastern Mediterranean.", "targets": "What is the oldest university in the eastern Mediterranean? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449cd38c2aa8486fad1fe71f285474db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth is served by Plymouth Hospitals NHS Trust and the city's NHS hospital is Derriford Hospital 4 miles (6 km) north of the city centre. The Royal Eye Infirmary is located at Derriford Hospital. South Western Ambulance Service NHS Foundation Trust operates in Plymouth and the rest of the south west; its headquarters are in Exeter.", "targets": "What is Plymouth's National Health Service hospital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449cd38c2aa8486fad1fe71f285474db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth is served by Plymouth Hospitals NHS Trust and the city's NHS hospital is Derriford Hospital 4 miles (6 km) north of the city centre. The Royal Eye Infirmary is located at Derriford Hospital. South Western Ambulance Service NHS Foundation Trust operates in Plymouth and the rest of the south west; its headquarters are in Exeter.", "targets": "In kilometers, how far is Derriford Hospital from the Plymouth city center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449cd38c2aa8486fad1fe71f285474db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth is served by Plymouth Hospitals NHS Trust and the city's NHS hospital is Derriford Hospital 4 miles (6 km) north of the city centre. The Royal Eye Infirmary is located at Derriford Hospital. South Western Ambulance Service NHS Foundation Trust operates in Plymouth and the rest of the south west; its headquarters are in Exeter.", "targets": "What notable clinic is present in Derriford Hospital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449cd38c2aa8486fad1fe71f285474db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth is served by Plymouth Hospitals NHS Trust and the city's NHS hospital is Derriford Hospital 4 miles (6 km) north of the city centre. The Royal Eye Infirmary is located at Derriford Hospital. South Western Ambulance Service NHS Foundation Trust operates in Plymouth and the rest of the south west; its headquarters are in Exeter.", "targets": "What organization provides ambulance transport for Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-449cd38c2aa8486fad1fe71f285474db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plymouth is served by Plymouth Hospitals NHS Trust and the city's NHS hospital is Derriford Hospital 4 miles (6 km) north of the city centre. The Royal Eye Infirmary is located at Derriford Hospital. South Western Ambulance Service NHS Foundation Trust operates in Plymouth and the rest of the south west; its headquarters are in Exeter.", "targets": "Where is South Western Ambulance Service NHS Foundation Trust headquartered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83546f372c11417ea3db65b89acf6153", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing can enable individuals in distant locations to participate in meetings on short notice, with time and money savings. Technology such as VoIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with widespread offices. The technology is also used for telecommuting, in which employees work from home. One research report based on a sampling of 1,800 corporate employees showed that, as of June 2010, 54% of the respondents with access to video conferencing used it \u201call of the time\u201d or \u201cfrequently\u201d.", "targets": "In what one way can videoconferencing help a person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83546f372c11417ea3db65b89acf6153", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing can enable individuals in distant locations to participate in meetings on short notice, with time and money savings. Technology such as VoIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with widespread offices. The technology is also used for telecommuting, in which employees work from home. One research report based on a sampling of 1,800 corporate employees showed that, as of June 2010, 54% of the respondents with access to video conferencing used it \u201call of the time\u201d or \u201cfrequently\u201d.", "targets": "What technology can be used along with videoconferencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83546f372c11417ea3db65b89acf6153", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing can enable individuals in distant locations to participate in meetings on short notice, with time and money savings. Technology such as VoIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with widespread offices. The technology is also used for telecommuting, in which employees work from home. One research report based on a sampling of 1,800 corporate employees showed that, as of June 2010, 54% of the respondents with access to video conferencing used it \u201call of the time\u201d or \u201cfrequently\u201d.", "targets": "What is another use of VoIP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83546f372c11417ea3db65b89acf6153", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing can enable individuals in distant locations to participate in meetings on short notice, with time and money savings. Technology such as VoIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with widespread offices. The technology is also used for telecommuting, in which employees work from home. One research report based on a sampling of 1,800 corporate employees showed that, as of June 2010, 54% of the respondents with access to video conferencing used it \u201call of the time\u201d or \u201cfrequently\u201d.", "targets": "What is telecommuting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83546f372c11417ea3db65b89acf6153", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Videoconferencing can enable individuals in distant locations to participate in meetings on short notice, with time and money savings. Technology such as VoIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with widespread offices. The technology is also used for telecommuting, in which employees work from home. One research report based on a sampling of 1,800 corporate employees showed that, as of June 2010, 54% of the respondents with access to video conferencing used it \u201call of the time\u201d or \u201cfrequently\u201d.", "targets": "What is the percentage of people who use videoconferencing a majority of the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46e8442bf7ea4eaeaaad58aa7a7d89c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1523, Luther wrote that Jesus Christ was born a Jew which discouraged mistreatment of the Jews and advocated their conversion by proving that the Old Testament could be shown to speak of Jesus Christ. However, as the Reformation continued, Luther began to lose hope in large-scale Jewish conversion to Christianity. In his later years, Luther grew more hostile toward the Jews, writing against them with the kind of venom he had already unleashed on the Anabaptists, Zwinglianism, and the papacy. His 1543 treatise Von den Juden und ihren L\u00fcgen (On the Jews and Their Lies) took its place among other anti-Jewish literature of the times, although historians acknowledge that this treatise was particularly extreme, even by the standards of sixteenth century Europe. In it, he takes a hardline against Judaism, writing that synagogues and Jewish homes should be destroyed, their money confiscated, and liberty curtailed. These statements and their influence on antisemitism have contributed to his controversial status.", "targets": "What did Luther state as a means of discouraging mistreatment of Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46e8442bf7ea4eaeaaad58aa7a7d89c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1523, Luther wrote that Jesus Christ was born a Jew which discouraged mistreatment of the Jews and advocated their conversion by proving that the Old Testament could be shown to speak of Jesus Christ. However, as the Reformation continued, Luther began to lose hope in large-scale Jewish conversion to Christianity. In his later years, Luther grew more hostile toward the Jews, writing against them with the kind of venom he had already unleashed on the Anabaptists, Zwinglianism, and the papacy. His 1543 treatise Von den Juden und ihren L\u00fcgen (On the Jews and Their Lies) took its place among other anti-Jewish literature of the times, although historians acknowledge that this treatise was particularly extreme, even by the standards of sixteenth century Europe. In it, he takes a hardline against Judaism, writing that synagogues and Jewish homes should be destroyed, their money confiscated, and liberty curtailed. These statements and their influence on antisemitism have contributed to his controversial status.", "targets": "What did Luther gradually see as hopeless in the Reformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46e8442bf7ea4eaeaaad58aa7a7d89c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1523, Luther wrote that Jesus Christ was born a Jew which discouraged mistreatment of the Jews and advocated their conversion by proving that the Old Testament could be shown to speak of Jesus Christ. However, as the Reformation continued, Luther began to lose hope in large-scale Jewish conversion to Christianity. In his later years, Luther grew more hostile toward the Jews, writing against them with the kind of venom he had already unleashed on the Anabaptists, Zwinglianism, and the papacy. His 1543 treatise Von den Juden und ihren L\u00fcgen (On the Jews and Their Lies) took its place among other anti-Jewish literature of the times, although historians acknowledge that this treatise was particularly extreme, even by the standards of sixteenth century Europe. In it, he takes a hardline against Judaism, writing that synagogues and Jewish homes should be destroyed, their money confiscated, and liberty curtailed. These statements and their influence on antisemitism have contributed to his controversial status.", "targets": "Who did Luther strike out against in later years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46e8442bf7ea4eaeaaad58aa7a7d89c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1523, Luther wrote that Jesus Christ was born a Jew which discouraged mistreatment of the Jews and advocated their conversion by proving that the Old Testament could be shown to speak of Jesus Christ. However, as the Reformation continued, Luther began to lose hope in large-scale Jewish conversion to Christianity. In his later years, Luther grew more hostile toward the Jews, writing against them with the kind of venom he had already unleashed on the Anabaptists, Zwinglianism, and the papacy. His 1543 treatise Von den Juden und ihren L\u00fcgen (On the Jews and Their Lies) took its place among other anti-Jewish literature of the times, although historians acknowledge that this treatise was particularly extreme, even by the standards of sixteenth century Europe. In it, he takes a hardline against Judaism, writing that synagogues and Jewish homes should be destroyed, their money confiscated, and liberty curtailed. These statements and their influence on antisemitism have contributed to his controversial status.", "targets": "Luther treated Jews in a like way as he treated what group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46e8442bf7ea4eaeaaad58aa7a7d89c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1523, Luther wrote that Jesus Christ was born a Jew which discouraged mistreatment of the Jews and advocated their conversion by proving that the Old Testament could be shown to speak of Jesus Christ. However, as the Reformation continued, Luther began to lose hope in large-scale Jewish conversion to Christianity. In his later years, Luther grew more hostile toward the Jews, writing against them with the kind of venom he had already unleashed on the Anabaptists, Zwinglianism, and the papacy. His 1543 treatise Von den Juden und ihren L\u00fcgen (On the Jews and Their Lies) took its place among other anti-Jewish literature of the times, although historians acknowledge that this treatise was particularly extreme, even by the standards of sixteenth century Europe. In it, he takes a hardline against Judaism, writing that synagogues and Jewish homes should be destroyed, their money confiscated, and liberty curtailed. These statements and their influence on antisemitism have contributed to his controversial status.", "targets": "When did Luther write an extreme treatise against the Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57591bb3cc04a05b0b04b81865ac602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the initial negative press, several websites have given the system very good reviews mostly regarding its hardware. CNET United Kingdom praised the system saying, \"the PS3 is a versatile and impressive piece of home-entertainment equipment that lives up to the hype [...] the PS3 is well worth its hefty price tag.\" CNET awarded it a score of 8.8 out of 10 and voted it as its number one \"must-have\" gadget, praising its robust graphical capabilities and stylish exterior design while criticizing its limited selection of available games. In addition, both Home Theater Magazine and Ultimate AV have given the system's Blu-ray playback very favorable reviews, stating that the quality of playback exceeds that of many current standalone Blu-ray Disc players.", "targets": "What score did CNET give the PS3 out of ten?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57591bb3cc04a05b0b04b81865ac602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the initial negative press, several websites have given the system very good reviews mostly regarding its hardware. CNET United Kingdom praised the system saying, \"the PS3 is a versatile and impressive piece of home-entertainment equipment that lives up to the hype [...] the PS3 is well worth its hefty price tag.\" CNET awarded it a score of 8.8 out of 10 and voted it as its number one \"must-have\" gadget, praising its robust graphical capabilities and stylish exterior design while criticizing its limited selection of available games. In addition, both Home Theater Magazine and Ultimate AV have given the system's Blu-ray playback very favorable reviews, stating that the quality of playback exceeds that of many current standalone Blu-ray Disc players.", "targets": "What PlayStation 3 feature did Home Theater Magazine most like about PS3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57591bb3cc04a05b0b04b81865ac602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the initial negative press, several websites have given the system very good reviews mostly regarding its hardware. CNET United Kingdom praised the system saying, \"the PS3 is a versatile and impressive piece of home-entertainment equipment that lives up to the hype [...] the PS3 is well worth its hefty price tag.\" CNET awarded it a score of 8.8 out of 10 and voted it as its number one \"must-have\" gadget, praising its robust graphical capabilities and stylish exterior design while criticizing its limited selection of available games. In addition, both Home Theater Magazine and Ultimate AV have given the system's Blu-ray playback very favorable reviews, stating that the quality of playback exceeds that of many current standalone Blu-ray Disc players.", "targets": "Have reviews praised the PS3's hardware of software more frequently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57591bb3cc04a05b0b04b81865ac602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the initial negative press, several websites have given the system very good reviews mostly regarding its hardware. CNET United Kingdom praised the system saying, \"the PS3 is a versatile and impressive piece of home-entertainment equipment that lives up to the hype [...] the PS3 is well worth its hefty price tag.\" CNET awarded it a score of 8.8 out of 10 and voted it as its number one \"must-have\" gadget, praising its robust graphical capabilities and stylish exterior design while criticizing its limited selection of available games. In addition, both Home Theater Magazine and Ultimate AV have given the system's Blu-ray playback very favorable reviews, stating that the quality of playback exceeds that of many current standalone Blu-ray Disc players.", "targets": "What other reviewer agreed with Home Theater Magazine's assessment of the PS3's Blu-ray player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b57591bb3cc04a05b0b04b81865ac602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the initial negative press, several websites have given the system very good reviews mostly regarding its hardware. CNET United Kingdom praised the system saying, \"the PS3 is a versatile and impressive piece of home-entertainment equipment that lives up to the hype [...] the PS3 is well worth its hefty price tag.\" CNET awarded it a score of 8.8 out of 10 and voted it as its number one \"must-have\" gadget, praising its robust graphical capabilities and stylish exterior design while criticizing its limited selection of available games. In addition, both Home Theater Magazine and Ultimate AV have given the system's Blu-ray playback very favorable reviews, stating that the quality of playback exceeds that of many current standalone Blu-ray Disc players.", "targets": "What website said the PlayStation 3 \"lives up to the hype\"? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec20172616c4a9d8a38a04aa6d19aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Turner Classic Movies is available in many other countries around the world. In Canada, TCM began to be carried on Shaw Cable and satellite provider Shaw Direct in 2005. Rogers Cable started offering TCM in December 2006 as a free preview for subscribers of its digital cable tier, and was added to its analogue tier in February 2007. While the schedule for the Canadian feed is generally the same as that of the U.S. network, some films are replaced for broadcast in Canada due to rights issues and other reasons. Other versions of TCM are available in Australia, France, Middle East, South Africa, Cyprus, Spain, Asia, Latin America, Scandinavia, the United Kingdom, Ireland and Malta. The UK version operates two channels, including a spinoff called TCM 2.", "targets": "What Canadian cable provider first carried Turner Classic Movies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec20172616c4a9d8a38a04aa6d19aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Turner Classic Movies is available in many other countries around the world. In Canada, TCM began to be carried on Shaw Cable and satellite provider Shaw Direct in 2005. Rogers Cable started offering TCM in December 2006 as a free preview for subscribers of its digital cable tier, and was added to its analogue tier in February 2007. While the schedule for the Canadian feed is generally the same as that of the U.S. network, some films are replaced for broadcast in Canada due to rights issues and other reasons. Other versions of TCM are available in Australia, France, Middle East, South Africa, Cyprus, Spain, Asia, Latin America, Scandinavia, the United Kingdom, Ireland and Malta. The UK version operates two channels, including a spinoff called TCM 2.", "targets": "In what year did Turner Classic Movies appear on Canadian cable television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec20172616c4a9d8a38a04aa6d19aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Turner Classic Movies is available in many other countries around the world. In Canada, TCM began to be carried on Shaw Cable and satellite provider Shaw Direct in 2005. Rogers Cable started offering TCM in December 2006 as a free preview for subscribers of its digital cable tier, and was added to its analogue tier in February 2007. While the schedule for the Canadian feed is generally the same as that of the U.S. network, some films are replaced for broadcast in Canada due to rights issues and other reasons. Other versions of TCM are available in Australia, France, Middle East, South Africa, Cyprus, Spain, Asia, Latin America, Scandinavia, the United Kingdom, Ireland and Malta. The UK version operates two channels, including a spinoff called TCM 2.", "targets": "In what year did Rogers Cable begin to include TCM?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec20172616c4a9d8a38a04aa6d19aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Turner Classic Movies is available in many other countries around the world. In Canada, TCM began to be carried on Shaw Cable and satellite provider Shaw Direct in 2005. Rogers Cable started offering TCM in December 2006 as a free preview for subscribers of its digital cable tier, and was added to its analogue tier in February 2007. While the schedule for the Canadian feed is generally the same as that of the U.S. network, some films are replaced for broadcast in Canada due to rights issues and other reasons. Other versions of TCM are available in Australia, France, Middle East, South Africa, Cyprus, Spain, Asia, Latin America, Scandinavia, the United Kingdom, Ireland and Malta. The UK version operates two channels, including a spinoff called TCM 2.", "targets": "What is the name of the TCM spinoff channel operated in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec20172616c4a9d8a38a04aa6d19aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Turner Classic Movies is available in many other countries around the world. In Canada, TCM began to be carried on Shaw Cable and satellite provider Shaw Direct in 2005. Rogers Cable started offering TCM in December 2006 as a free preview for subscribers of its digital cable tier, and was added to its analogue tier in February 2007. While the schedule for the Canadian feed is generally the same as that of the U.S. network, some films are replaced for broadcast in Canada due to rights issues and other reasons. Other versions of TCM are available in Australia, France, Middle East, South Africa, Cyprus, Spain, Asia, Latin America, Scandinavia, the United Kingdom, Ireland and Malta. The UK version operates two channels, including a spinoff called TCM 2.", "targets": "In what month and year did Rogers Cable add TCM to its analog broadcasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21ae5cdfba743c7bf5414f0ca9dcea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political color schemes in the United States diverge from international norms. Since 2000, red has become associated with the right-wing Republican Party and blue with the left-wing Democratic Party. However, unlike political color schemes of other countries, the parties did not choose those colors; they were used in news coverage of 2000 election results and ensuing legal battle and caught on in popular usage. Prior to the 2000 election the media typically alternated which color represented which party each presidential election cycle. The color scheme happened to get inordinate attention that year, so the cycle was stopped lest it cause confusion the following election.", "targets": "What is the color red associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21ae5cdfba743c7bf5414f0ca9dcea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political color schemes in the United States diverge from international norms. Since 2000, red has become associated with the right-wing Republican Party and blue with the left-wing Democratic Party. However, unlike political color schemes of other countries, the parties did not choose those colors; they were used in news coverage of 2000 election results and ensuing legal battle and caught on in popular usage. Prior to the 2000 election the media typically alternated which color represented which party each presidential election cycle. The color scheme happened to get inordinate attention that year, so the cycle was stopped lest it cause confusion the following election.", "targets": "What political party is the color blue associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21ae5cdfba743c7bf5414f0ca9dcea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political color schemes in the United States diverge from international norms. Since 2000, red has become associated with the right-wing Republican Party and blue with the left-wing Democratic Party. However, unlike political color schemes of other countries, the parties did not choose those colors; they were used in news coverage of 2000 election results and ensuing legal battle and caught on in popular usage. Prior to the 2000 election the media typically alternated which color represented which party each presidential election cycle. The color scheme happened to get inordinate attention that year, so the cycle was stopped lest it cause confusion the following election.", "targets": "Did the political parties choose those colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b21ae5cdfba743c7bf5414f0ca9dcea7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political color schemes in the United States diverge from international norms. Since 2000, red has become associated with the right-wing Republican Party and blue with the left-wing Democratic Party. However, unlike political color schemes of other countries, the parties did not choose those colors; they were used in news coverage of 2000 election results and ensuing legal battle and caught on in popular usage. Prior to the 2000 election the media typically alternated which color represented which party each presidential election cycle. The color scheme happened to get inordinate attention that year, so the cycle was stopped lest it cause confusion the following election.", "targets": "In what year did the occurrence of using different color schemes for the parties stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8e055a631934db18f911bebf663ad43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common staple crops consumed during Han were wheat, barley, foxtail millet, proso millet, rice, and beans. Commonly eaten fruits and vegetables included chestnuts, pears, plums, peaches, melons, apricots, strawberries, red bayberries, jujubes, calabash, bamboo shoots, mustard plant and taro. Domesticated animals that were also eaten included chickens, Mandarin ducks, geese, cows, sheep, pigs, camels and dogs (various types were bred specifically for food, while most were used as pets). Turtles and fish were taken from streams and lakes. Commonly hunted game, such as owl, pheasant, magpie, sika deer, and Chinese bamboo partridge were consumed. Seasonings included sugar, honey, salt and soy sauce. Beer and wine were regularly consumed.", "targets": "What type of crop was rice considered to be during this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8e055a631934db18f911bebf663ad43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common staple crops consumed during Han were wheat, barley, foxtail millet, proso millet, rice, and beans. Commonly eaten fruits and vegetables included chestnuts, pears, plums, peaches, melons, apricots, strawberries, red bayberries, jujubes, calabash, bamboo shoots, mustard plant and taro. Domesticated animals that were also eaten included chickens, Mandarin ducks, geese, cows, sheep, pigs, camels and dogs (various types were bred specifically for food, while most were used as pets). Turtles and fish were taken from streams and lakes. Commonly hunted game, such as owl, pheasant, magpie, sika deer, and Chinese bamboo partridge were consumed. Seasonings included sugar, honey, salt and soy sauce. Beer and wine were regularly consumed.", "targets": "What were dogs in this era most likely to be considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8e055a631934db18f911bebf663ad43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common staple crops consumed during Han were wheat, barley, foxtail millet, proso millet, rice, and beans. Commonly eaten fruits and vegetables included chestnuts, pears, plums, peaches, melons, apricots, strawberries, red bayberries, jujubes, calabash, bamboo shoots, mustard plant and taro. Domesticated animals that were also eaten included chickens, Mandarin ducks, geese, cows, sheep, pigs, camels and dogs (various types were bred specifically for food, while most were used as pets). Turtles and fish were taken from streams and lakes. Commonly hunted game, such as owl, pheasant, magpie, sika deer, and Chinese bamboo partridge were consumed. Seasonings included sugar, honey, salt and soy sauce. Beer and wine were regularly consumed.", "targets": "What type of partridge was commonly consumed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8e055a631934db18f911bebf663ad43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common staple crops consumed during Han were wheat, barley, foxtail millet, proso millet, rice, and beans. Commonly eaten fruits and vegetables included chestnuts, pears, plums, peaches, melons, apricots, strawberries, red bayberries, jujubes, calabash, bamboo shoots, mustard plant and taro. Domesticated animals that were also eaten included chickens, Mandarin ducks, geese, cows, sheep, pigs, camels and dogs (various types were bred specifically for food, while most were used as pets). Turtles and fish were taken from streams and lakes. Commonly hunted game, such as owl, pheasant, magpie, sika deer, and Chinese bamboo partridge were consumed. Seasonings included sugar, honey, salt and soy sauce. Beer and wine were regularly consumed.", "targets": "Where were turtles acquired from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8e055a631934db18f911bebf663ad43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common staple crops consumed during Han were wheat, barley, foxtail millet, proso millet, rice, and beans. Commonly eaten fruits and vegetables included chestnuts, pears, plums, peaches, melons, apricots, strawberries, red bayberries, jujubes, calabash, bamboo shoots, mustard plant and taro. Domesticated animals that were also eaten included chickens, Mandarin ducks, geese, cows, sheep, pigs, camels and dogs (various types were bred specifically for food, while most were used as pets). Turtles and fish were taken from streams and lakes. Commonly hunted game, such as owl, pheasant, magpie, sika deer, and Chinese bamboo partridge were consumed. Seasonings included sugar, honey, salt and soy sauce. Beer and wine were regularly consumed.", "targets": "What was the color of the bayberries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "How many U.S. battleships were incapacitated in the Pearl Harbor attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "Was America at war when Japan attacked Pearl Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "How many Americans died in the Pearl Harbor attacks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "Why did Japan attack America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "What were the most vital American ships at the time of the attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "When did Japan launch the aattack on Pearl Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "How many American battleships were put out of action in the attack on Pearl Harbor by Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "How many US citizens were killed in the attack on Pearl Harbor by Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "How many aircraft did the United States lose in the attack on Pearl Harbor by Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6cfacc208f44afb35b0ac9cc9a9647", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early hours of 7 December (Hawaiian time), Japan launched a major surprise carrier-based air strike on Pearl Harbor without explicit warning, which crippled the U.S. Pacific Fleet, leaving eight American battleships out of action, 188 American aircraft destroyed, and 2,403 American citizens dead. At the time of the attack, the U.S. was not officially at war anywhere in the world, which means that the people killed or property destroyed at Pearl Harbor by the Japanese attack had a non-combatant status.[nb 11] The Japanese had gambled that the United States, when faced with such a sudden and massive blow, would agree to a negotiated settlement and allow Japan free rein in Asia. This gamble did not pay off. American losses were less serious than initially thought: The American aircraft carriers, which would prove to be more important than battleships, were at sea, and vital naval infrastructure (fuel oil tanks, shipyard facilities, and a power station), submarine base, and signals intelligence units were unscathed. Japan's fallback strategy, relying on a war of attrition to make the U.S. come to terms, was beyond the IJN's capabilities.", "targets": "Where were the American aircraft carriers during the attack on Pearl Harbor by Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97e42cf9f2949e0a4651ddafdc82e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Externally, towers and spires are characteristic of Gothic churches both great and small, the number and positioning being one of the greatest variables in Gothic architecture. In Italy, the tower, if present, is almost always detached from the building, as at Florence Cathedral, and is often from an earlier structure. In France and Spain, two towers on the front is the norm. In England, Germany and Scandinavia this is often the arrangement, but an English cathedral may also be surmounted by an enormous tower at the crossing. Smaller churches usually have just one tower, but this may also be the case at larger buildings, such as Salisbury Cathedral or Ulm Minster, which has the tallest spire in the world, slightly exceeding that of Lincoln Cathedral, the tallest which was actually completed during the medieval period, at 160 metres (520 ft).", "targets": "What is one feature of both large and small Gothic churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97e42cf9f2949e0a4651ddafdc82e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Externally, towers and spires are characteristic of Gothic churches both great and small, the number and positioning being one of the greatest variables in Gothic architecture. In Italy, the tower, if present, is almost always detached from the building, as at Florence Cathedral, and is often from an earlier structure. In France and Spain, two towers on the front is the norm. In England, Germany and Scandinavia this is often the arrangement, but an English cathedral may also be surmounted by an enormous tower at the crossing. Smaller churches usually have just one tower, but this may also be the case at larger buildings, such as Salisbury Cathedral or Ulm Minster, which has the tallest spire in the world, slightly exceeding that of Lincoln Cathedral, the tallest which was actually completed during the medieval period, at 160 metres (520 ft).", "targets": "What is another feature of both large and small Gothic churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97e42cf9f2949e0a4651ddafdc82e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Externally, towers and spires are characteristic of Gothic churches both great and small, the number and positioning being one of the greatest variables in Gothic architecture. In Italy, the tower, if present, is almost always detached from the building, as at Florence Cathedral, and is often from an earlier structure. In France and Spain, two towers on the front is the norm. In England, Germany and Scandinavia this is often the arrangement, but an English cathedral may also be surmounted by an enormous tower at the crossing. Smaller churches usually have just one tower, but this may also be the case at larger buildings, such as Salisbury Cathedral or Ulm Minster, which has the tallest spire in the world, slightly exceeding that of Lincoln Cathedral, the tallest which was actually completed during the medieval period, at 160 metres (520 ft).", "targets": "How many towers are typical on the front of Gothic churches in France and Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97e42cf9f2949e0a4651ddafdc82e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Externally, towers and spires are characteristic of Gothic churches both great and small, the number and positioning being one of the greatest variables in Gothic architecture. In Italy, the tower, if present, is almost always detached from the building, as at Florence Cathedral, and is often from an earlier structure. In France and Spain, two towers on the front is the norm. In England, Germany and Scandinavia this is often the arrangement, but an English cathedral may also be surmounted by an enormous tower at the crossing. Smaller churches usually have just one tower, but this may also be the case at larger buildings, such as Salisbury Cathedral or Ulm Minster, which has the tallest spire in the world, slightly exceeding that of Lincoln Cathedral, the tallest which was actually completed during the medieval period, at 160 metres (520 ft).", "targets": "In what country is the tower often found detached from the main building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97e42cf9f2949e0a4651ddafdc82e01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Externally, towers and spires are characteristic of Gothic churches both great and small, the number and positioning being one of the greatest variables in Gothic architecture. In Italy, the tower, if present, is almost always detached from the building, as at Florence Cathedral, and is often from an earlier structure. In France and Spain, two towers on the front is the norm. In England, Germany and Scandinavia this is often the arrangement, but an English cathedral may also be surmounted by an enormous tower at the crossing. Smaller churches usually have just one tower, but this may also be the case at larger buildings, such as Salisbury Cathedral or Ulm Minster, which has the tallest spire in the world, slightly exceeding that of Lincoln Cathedral, the tallest which was actually completed during the medieval period, at 160 metres (520 ft).", "targets": "How many towers are found at the Salisbury Chapel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1867d104ba4d40b9007aebb5deddf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People of Irish descent form the largest single ethnic group in the city, making up 15.8% of the population, followed by Italians, accounting for 8.3% of the population. People of West Indian and Caribbean ancestry are another sizable group, at 6.0%, about half of whom are of Haitian ancestry. Over 27,000 Chinese Americans made their home in Boston city proper in 2013, and the city hosts a growing Chinatown accommodating heavily traveled Chinese-owned bus lines to and from Chinatown, Manhattan. Some neighborhoods, such as Dorchester, have received an influx of people of Vietnamese ancestry in recent decades. Neighborhoods such as Jamaica Plain and Roslindale have experienced a growing number of Dominican Americans. The city and greater area also has a growing immigrant population of South Asians, including the tenth-largest Indian community in the country.", "targets": "What people form the largest ethnic group in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1867d104ba4d40b9007aebb5deddf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People of Irish descent form the largest single ethnic group in the city, making up 15.8% of the population, followed by Italians, accounting for 8.3% of the population. People of West Indian and Caribbean ancestry are another sizable group, at 6.0%, about half of whom are of Haitian ancestry. Over 27,000 Chinese Americans made their home in Boston city proper in 2013, and the city hosts a growing Chinatown accommodating heavily traveled Chinese-owned bus lines to and from Chinatown, Manhattan. Some neighborhoods, such as Dorchester, have received an influx of people of Vietnamese ancestry in recent decades. Neighborhoods such as Jamaica Plain and Roslindale have experienced a growing number of Dominican Americans. The city and greater area also has a growing immigrant population of South Asians, including the tenth-largest Indian community in the country.", "targets": "What percentage of the city's population is Irish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1867d104ba4d40b9007aebb5deddf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People of Irish descent form the largest single ethnic group in the city, making up 15.8% of the population, followed by Italians, accounting for 8.3% of the population. People of West Indian and Caribbean ancestry are another sizable group, at 6.0%, about half of whom are of Haitian ancestry. Over 27,000 Chinese Americans made their home in Boston city proper in 2013, and the city hosts a growing Chinatown accommodating heavily traveled Chinese-owned bus lines to and from Chinatown, Manhattan. Some neighborhoods, such as Dorchester, have received an influx of people of Vietnamese ancestry in recent decades. Neighborhoods such as Jamaica Plain and Roslindale have experienced a growing number of Dominican Americans. The city and greater area also has a growing immigrant population of South Asians, including the tenth-largest Indian community in the country.", "targets": "What is the second largest ethnic group in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1867d104ba4d40b9007aebb5deddf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People of Irish descent form the largest single ethnic group in the city, making up 15.8% of the population, followed by Italians, accounting for 8.3% of the population. People of West Indian and Caribbean ancestry are another sizable group, at 6.0%, about half of whom are of Haitian ancestry. Over 27,000 Chinese Americans made their home in Boston city proper in 2013, and the city hosts a growing Chinatown accommodating heavily traveled Chinese-owned bus lines to and from Chinatown, Manhattan. Some neighborhoods, such as Dorchester, have received an influx of people of Vietnamese ancestry in recent decades. Neighborhoods such as Jamaica Plain and Roslindale have experienced a growing number of Dominican Americans. The city and greater area also has a growing immigrant population of South Asians, including the tenth-largest Indian community in the country.", "targets": "What percentage of the citys population is italian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d1867d104ba4d40b9007aebb5deddf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People of Irish descent form the largest single ethnic group in the city, making up 15.8% of the population, followed by Italians, accounting for 8.3% of the population. People of West Indian and Caribbean ancestry are another sizable group, at 6.0%, about half of whom are of Haitian ancestry. Over 27,000 Chinese Americans made their home in Boston city proper in 2013, and the city hosts a growing Chinatown accommodating heavily traveled Chinese-owned bus lines to and from Chinatown, Manhattan. Some neighborhoods, such as Dorchester, have received an influx of people of Vietnamese ancestry in recent decades. Neighborhoods such as Jamaica Plain and Roslindale have experienced a growing number of Dominican Americans. The city and greater area also has a growing immigrant population of South Asians, including the tenth-largest Indian community in the country.", "targets": "How many Chinese Americans lived in Boston City proper in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7406bfb56f04fc8b004432fbcf0d412", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person from Ann Arbor is called an \"Ann Arborite\", and many long-time residents call themselves \"townies\". The city itself is often called \"A\u00b2\" (\"A-squared\") or \"A2\" (\"A two\") or \"AA\", \"The Deuce\" (mainly by Chicagoans), and \"Tree Town\". With tongue-in-cheek reference to the city's liberal political leanings, some occasionally refer to Ann Arbor as \"The People's Republic of Ann Arbor\" or \"25 square miles surrounded by reality\", the latter phrase being adapted from Wisconsin Governor Lee Dreyfus's description of Madison, Wisconsin. In A Prairie Home Companion broadcast from Ann Arbor, Garrison Keillor described Ann Arbor as \"a city where people discuss socialism, but only in the fanciest restaurants.\" Ann Arbor sometimes appears on citation indexes as an author, instead of a location, often with the academic degree MI, a misunderstanding of the abbreviation for Michigan. Ann Arbor has become increasingly gentrified in recent years.", "targets": "What is a person from Ann Arbor called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7406bfb56f04fc8b004432fbcf0d412", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person from Ann Arbor is called an \"Ann Arborite\", and many long-time residents call themselves \"townies\". The city itself is often called \"A\u00b2\" (\"A-squared\") or \"A2\" (\"A two\") or \"AA\", \"The Deuce\" (mainly by Chicagoans), and \"Tree Town\". With tongue-in-cheek reference to the city's liberal political leanings, some occasionally refer to Ann Arbor as \"The People's Republic of Ann Arbor\" or \"25 square miles surrounded by reality\", the latter phrase being adapted from Wisconsin Governor Lee Dreyfus's description of Madison, Wisconsin. In A Prairie Home Companion broadcast from Ann Arbor, Garrison Keillor described Ann Arbor as \"a city where people discuss socialism, but only in the fanciest restaurants.\" Ann Arbor sometimes appears on citation indexes as an author, instead of a location, often with the academic degree MI, a misunderstanding of the abbreviation for Michigan. Ann Arbor has become increasingly gentrified in recent years.", "targets": "In recent years what has Ann Arbor become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f7406bfb56f04fc8b004432fbcf0d412", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A person from Ann Arbor is called an \"Ann Arborite\", and many long-time residents call themselves \"townies\". The city itself is often called \"A\u00b2\" (\"A-squared\") or \"A2\" (\"A two\") or \"AA\", \"The Deuce\" (mainly by Chicagoans), and \"Tree Town\". With tongue-in-cheek reference to the city's liberal political leanings, some occasionally refer to Ann Arbor as \"The People's Republic of Ann Arbor\" or \"25 square miles surrounded by reality\", the latter phrase being adapted from Wisconsin Governor Lee Dreyfus's description of Madison, Wisconsin. In A Prairie Home Companion broadcast from Ann Arbor, Garrison Keillor described Ann Arbor as \"a city where people discuss socialism, but only in the fanciest restaurants.\" Ann Arbor sometimes appears on citation indexes as an author, instead of a location, often with the academic degree MI, a misunderstanding of the abbreviation for Michigan. Ann Arbor has become increasingly gentrified in recent years.", "targets": "Which city is referred to as the \"People's Republic of Ann Arbor\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f69b65f1de4879ae3ad213843e4494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indira Gandhi International Airport, situated to the southwest of Delhi, is the main gateway for the city's domestic and international civilian air traffic. In 2012-13, the airport was used by more than 35 million passengers, making it one of the busiest airports in South Asia. Terminal 3, which cost \u20b996.8 billion (US$1.4 billion) to construct between 2007 and 2010, handles an additional 37 million passengers annually.", "targets": "What major airport is located to the southwest of Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f69b65f1de4879ae3ad213843e4494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indira Gandhi International Airport, situated to the southwest of Delhi, is the main gateway for the city's domestic and international civilian air traffic. In 2012-13, the airport was used by more than 35 million passengers, making it one of the busiest airports in South Asia. Terminal 3, which cost \u20b996.8 billion (US$1.4 billion) to construct between 2007 and 2010, handles an additional 37 million passengers annually.", "targets": "Approximately how many passengers used Indira Gandhi Airport from 2012-2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f69b65f1de4879ae3ad213843e4494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indira Gandhi International Airport, situated to the southwest of Delhi, is the main gateway for the city's domestic and international civilian air traffic. In 2012-13, the airport was used by more than 35 million passengers, making it one of the busiest airports in South Asia. Terminal 3, which cost \u20b996.8 billion (US$1.4 billion) to construct between 2007 and 2010, handles an additional 37 million passengers annually.", "targets": "How much money did Terminal 3 of Indira Gandhi International Airport cost to construct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f69b65f1de4879ae3ad213843e4494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indira Gandhi International Airport, situated to the southwest of Delhi, is the main gateway for the city's domestic and international civilian air traffic. In 2012-13, the airport was used by more than 35 million passengers, making it one of the busiest airports in South Asia. Terminal 3, which cost \u20b996.8 billion (US$1.4 billion) to construct between 2007 and 2010, handles an additional 37 million passengers annually.", "targets": "How many passengers use Terminal 3 of Indira Gandhi Airport each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f69b65f1de4879ae3ad213843e4494", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Indira Gandhi International Airport, situated to the southwest of Delhi, is the main gateway for the city's domestic and international civilian air traffic. In 2012-13, the airport was used by more than 35 million passengers, making it one of the busiest airports in South Asia. Terminal 3, which cost \u20b996.8 billion (US$1.4 billion) to construct between 2007 and 2010, handles an additional 37 million passengers annually.", "targets": "What year was construction of Terminal 3 of Indira Gandhi airport finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39429be98e314d69a536bd5fda2b49a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Australian Navy is in the process of procuring two Canberra-class LHD's, the first of which was commissioned in November 2015, while the second is expected to enter service in 2016. The ships will be the largest in Australian naval history. Their primary roles are to embark, transport and deploy an embarked force and to carry out or support humanitarian assistance missions. The LHD is capable of launching multiple helicopters at one time while maintaining an amphibious capability of 1,000 troops and their supporting vehicles (tanks, armoured personnel carriers etc.). The Australian Defence Minister has publicly raised the possibility of procuring F-35B STOVL aircraft for the carrier, stating that it \"has been on the table since day one and stating the LHD's are \"STOVL capable\".", "targets": "Who is in the process of procuring two Canbera-class LHD's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39429be98e314d69a536bd5fda2b49a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Australian Navy is in the process of procuring two Canberra-class LHD's, the first of which was commissioned in November 2015, while the second is expected to enter service in 2016. The ships will be the largest in Australian naval history. Their primary roles are to embark, transport and deploy an embarked force and to carry out or support humanitarian assistance missions. The LHD is capable of launching multiple helicopters at one time while maintaining an amphibious capability of 1,000 troops and their supporting vehicles (tanks, armoured personnel carriers etc.). The Australian Defence Minister has publicly raised the possibility of procuring F-35B STOVL aircraft for the carrier, stating that it \"has been on the table since day one and stating the LHD's are \"STOVL capable\".", "targets": "How large will the two Canbera-class LDH's be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39429be98e314d69a536bd5fda2b49a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Australian Navy is in the process of procuring two Canberra-class LHD's, the first of which was commissioned in November 2015, while the second is expected to enter service in 2016. The ships will be the largest in Australian naval history. Their primary roles are to embark, transport and deploy an embarked force and to carry out or support humanitarian assistance missions. The LHD is capable of launching multiple helicopters at one time while maintaining an amphibious capability of 1,000 troops and their supporting vehicles (tanks, armoured personnel carriers etc.). The Australian Defence Minister has publicly raised the possibility of procuring F-35B STOVL aircraft for the carrier, stating that it \"has been on the table since day one and stating the LHD's are \"STOVL capable\".", "targets": "How many troops can be maintained on a Canbera-class LHD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39429be98e314d69a536bd5fda2b49a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Australian Navy is in the process of procuring two Canberra-class LHD's, the first of which was commissioned in November 2015, while the second is expected to enter service in 2016. The ships will be the largest in Australian naval history. Their primary roles are to embark, transport and deploy an embarked force and to carry out or support humanitarian assistance missions. The LHD is capable of launching multiple helicopters at one time while maintaining an amphibious capability of 1,000 troops and their supporting vehicles (tanks, armoured personnel carriers etc.). The Australian Defence Minister has publicly raised the possibility of procuring F-35B STOVL aircraft for the carrier, stating that it \"has been on the table since day one and stating the LHD's are \"STOVL capable\".", "targets": "What is one primary role of the Canbera-class LDH?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39429be98e314d69a536bd5fda2b49a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Royal Australian Navy is in the process of procuring two Canberra-class LHD's, the first of which was commissioned in November 2015, while the second is expected to enter service in 2016. The ships will be the largest in Australian naval history. Their primary roles are to embark, transport and deploy an embarked force and to carry out or support humanitarian assistance missions. The LHD is capable of launching multiple helicopters at one time while maintaining an amphibious capability of 1,000 troops and their supporting vehicles (tanks, armoured personnel carriers etc.). The Australian Defence Minister has publicly raised the possibility of procuring F-35B STOVL aircraft for the carrier, stating that it \"has been on the table since day one and stating the LHD's are \"STOVL capable\".", "targets": "How many helicopters is the LHD capable of launching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5453cb6b9390411c917bd1fc7ee3fd70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cold War between the Soviet Union and the United States, huge stockpiles of uranium were amassed and tens of thousands of nuclear weapons were created using enriched uranium and plutonium made from uranium. Since the break-up of the Soviet Union in 1991, an estimated 600 short tons (540 metric tons) of highly enriched weapons grade uranium (enough to make 40,000 nuclear warheads) have been stored in often inadequately guarded facilities in the Russian Federation and several other former Soviet states. Police in Asia, Europe, and South America on at least 16 occasions from 1993 to 2005 have intercepted shipments of smuggled bomb-grade uranium or plutonium, most of which was from ex-Soviet sources. From 1993 to 2005 the Material Protection, Control, and Accounting Program, operated by the federal government of the United States, spent approximately US $550 million to help safeguard uranium and plutonium stockpiles in Russia. This money was used for improvements and security enhancements at research and storage facilities. Scientific American reported in February 2006 that in some of the facilities security consisted of chain link fences which were in severe states of disrepair. According to an interview from the article, one facility had been storing samples of enriched (weapons grade) uranium in a broom closet before the improvement project; another had been keeping track of its stock of nuclear warheads using index cards kept in a shoe box.", "targets": "Who was the Soviet Union's opponent in the Cold War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5453cb6b9390411c917bd1fc7ee3fd70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cold War between the Soviet Union and the United States, huge stockpiles of uranium were amassed and tens of thousands of nuclear weapons were created using enriched uranium and plutonium made from uranium. Since the break-up of the Soviet Union in 1991, an estimated 600 short tons (540 metric tons) of highly enriched weapons grade uranium (enough to make 40,000 nuclear warheads) have been stored in often inadequately guarded facilities in the Russian Federation and several other former Soviet states. Police in Asia, Europe, and South America on at least 16 occasions from 1993 to 2005 have intercepted shipments of smuggled bomb-grade uranium or plutonium, most of which was from ex-Soviet sources. From 1993 to 2005 the Material Protection, Control, and Accounting Program, operated by the federal government of the United States, spent approximately US $550 million to help safeguard uranium and plutonium stockpiles in Russia. This money was used for improvements and security enhancements at research and storage facilities. Scientific American reported in February 2006 that in some of the facilities security consisted of chain link fences which were in severe states of disrepair. According to an interview from the article, one facility had been storing samples of enriched (weapons grade) uranium in a broom closet before the improvement project; another had been keeping track of its stock of nuclear warheads using index cards kept in a shoe box.", "targets": "How many nuclear warheads can be made with 540 metric tons of highly enriched weapons grade uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5453cb6b9390411c917bd1fc7ee3fd70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cold War between the Soviet Union and the United States, huge stockpiles of uranium were amassed and tens of thousands of nuclear weapons were created using enriched uranium and plutonium made from uranium. Since the break-up of the Soviet Union in 1991, an estimated 600 short tons (540 metric tons) of highly enriched weapons grade uranium (enough to make 40,000 nuclear warheads) have been stored in often inadequately guarded facilities in the Russian Federation and several other former Soviet states. Police in Asia, Europe, and South America on at least 16 occasions from 1993 to 2005 have intercepted shipments of smuggled bomb-grade uranium or plutonium, most of which was from ex-Soviet sources. From 1993 to 2005 the Material Protection, Control, and Accounting Program, operated by the federal government of the United States, spent approximately US $550 million to help safeguard uranium and plutonium stockpiles in Russia. This money was used for improvements and security enhancements at research and storage facilities. Scientific American reported in February 2006 that in some of the facilities security consisted of chain link fences which were in severe states of disrepair. According to an interview from the article, one facility had been storing samples of enriched (weapons grade) uranium in a broom closet before the improvement project; another had been keeping track of its stock of nuclear warheads using index cards kept in a shoe box.", "targets": "What was the expenditure of the Material Protection, Control, and Accounting Program between 1993 and 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5453cb6b9390411c917bd1fc7ee3fd70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cold War between the Soviet Union and the United States, huge stockpiles of uranium were amassed and tens of thousands of nuclear weapons were created using enriched uranium and plutonium made from uranium. Since the break-up of the Soviet Union in 1991, an estimated 600 short tons (540 metric tons) of highly enriched weapons grade uranium (enough to make 40,000 nuclear warheads) have been stored in often inadequately guarded facilities in the Russian Federation and several other former Soviet states. Police in Asia, Europe, and South America on at least 16 occasions from 1993 to 2005 have intercepted shipments of smuggled bomb-grade uranium or plutonium, most of which was from ex-Soviet sources. From 1993 to 2005 the Material Protection, Control, and Accounting Program, operated by the federal government of the United States, spent approximately US $550 million to help safeguard uranium and plutonium stockpiles in Russia. This money was used for improvements and security enhancements at research and storage facilities. Scientific American reported in February 2006 that in some of the facilities security consisted of chain link fences which were in severe states of disrepair. According to an interview from the article, one facility had been storing samples of enriched (weapons grade) uranium in a broom closet before the improvement project; another had been keeping track of its stock of nuclear warheads using index cards kept in a shoe box.", "targets": "What is another term for uranium that is enriched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5453cb6b9390411c917bd1fc7ee3fd70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cold War between the Soviet Union and the United States, huge stockpiles of uranium were amassed and tens of thousands of nuclear weapons were created using enriched uranium and plutonium made from uranium. Since the break-up of the Soviet Union in 1991, an estimated 600 short tons (540 metric tons) of highly enriched weapons grade uranium (enough to make 40,000 nuclear warheads) have been stored in often inadequately guarded facilities in the Russian Federation and several other former Soviet states. Police in Asia, Europe, and South America on at least 16 occasions from 1993 to 2005 have intercepted shipments of smuggled bomb-grade uranium or plutonium, most of which was from ex-Soviet sources. From 1993 to 2005 the Material Protection, Control, and Accounting Program, operated by the federal government of the United States, spent approximately US $550 million to help safeguard uranium and plutonium stockpiles in Russia. This money was used for improvements and security enhancements at research and storage facilities. Scientific American reported in February 2006 that in some of the facilities security consisted of chain link fences which were in severe states of disrepair. According to an interview from the article, one facility had been storing samples of enriched (weapons grade) uranium in a broom closet before the improvement project; another had been keeping track of its stock of nuclear warheads using index cards kept in a shoe box.", "targets": "Approximately how many times did police capture shipments of bomb-grade plutonium or uranium between 1993 and 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fc9234926294a6bb41200882bd7d305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Empire comprised the dominions, colonies, protectorates, mandates and other territories ruled or administered by the United Kingdom. It originated with the overseas possessions and trading posts established by England between the late 16th and early 18th centuries. At its height, it was the largest empire in history and, for over a century, was the foremost global power. By 1922 the British Empire held sway over about 458 million people, one-fifth of the world's population at the time, and covered more than 13,000,000 sq mi (33,670,000 km2), almost a quarter of the Earth's total land area. As a result, its political, legal, linguistic and cultural legacy is widespread. At the peak of its power, the phrase \"the empire on which the sun never sets\" was often used to describe the British Empire, because its expanse around the globe meant that the sun was always shining on at least one of its territories.", "targets": "The United Kingdom ruled what empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fc9234926294a6bb41200882bd7d305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Empire comprised the dominions, colonies, protectorates, mandates and other territories ruled or administered by the United Kingdom. It originated with the overseas possessions and trading posts established by England between the late 16th and early 18th centuries. At its height, it was the largest empire in history and, for over a century, was the foremost global power. By 1922 the British Empire held sway over about 458 million people, one-fifth of the world's population at the time, and covered more than 13,000,000 sq mi (33,670,000 km2), almost a quarter of the Earth's total land area. As a result, its political, legal, linguistic and cultural legacy is widespread. At the peak of its power, the phrase \"the empire on which the sun never sets\" was often used to describe the British Empire, because its expanse around the globe meant that the sun was always shining on at least one of its territories.", "targets": "Which empire was the largest in history, at its height?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fc9234926294a6bb41200882bd7d305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Empire comprised the dominions, colonies, protectorates, mandates and other territories ruled or administered by the United Kingdom. It originated with the overseas possessions and trading posts established by England between the late 16th and early 18th centuries. At its height, it was the largest empire in history and, for over a century, was the foremost global power. By 1922 the British Empire held sway over about 458 million people, one-fifth of the world's population at the time, and covered more than 13,000,000 sq mi (33,670,000 km2), almost a quarter of the Earth's total land area. As a result, its political, legal, linguistic and cultural legacy is widespread. At the peak of its power, the phrase \"the empire on which the sun never sets\" was often used to describe the British Empire, because its expanse around the globe meant that the sun was always shining on at least one of its territories.", "targets": "When did 458 million people live in the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fc9234926294a6bb41200882bd7d305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Empire comprised the dominions, colonies, protectorates, mandates and other territories ruled or administered by the United Kingdom. It originated with the overseas possessions and trading posts established by England between the late 16th and early 18th centuries. At its height, it was the largest empire in history and, for over a century, was the foremost global power. By 1922 the British Empire held sway over about 458 million people, one-fifth of the world's population at the time, and covered more than 13,000,000 sq mi (33,670,000 km2), almost a quarter of the Earth's total land area. As a result, its political, legal, linguistic and cultural legacy is widespread. At the peak of its power, the phrase \"the empire on which the sun never sets\" was often used to describe the British Empire, because its expanse around the globe meant that the sun was always shining on at least one of its territories.", "targets": "How much of the world's population did the British Empire rule in 1922?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fc9234926294a6bb41200882bd7d305", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British Empire comprised the dominions, colonies, protectorates, mandates and other territories ruled or administered by the United Kingdom. It originated with the overseas possessions and trading posts established by England between the late 16th and early 18th centuries. At its height, it was the largest empire in history and, for over a century, was the foremost global power. By 1922 the British Empire held sway over about 458 million people, one-fifth of the world's population at the time, and covered more than 13,000,000 sq mi (33,670,000 km2), almost a quarter of the Earth's total land area. As a result, its political, legal, linguistic and cultural legacy is widespread. At the peak of its power, the phrase \"the empire on which the sun never sets\" was often used to describe the British Empire, because its expanse around the globe meant that the sun was always shining on at least one of its territories.", "targets": "How many square miles did the British Empire rule in 1922?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f186ab2c9b411db1ee8faf6647644e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the August 1917 edition of the magazine Electrical Experimenter Tesla postulated that electricity could be used to locate submarines via using the reflection of an \"electric ray\" of \"tremendous frequency,\" with the signal being viewed on a fluorescent screen (a system that has been noted to have a superficial resemblance to modern radar). Tesla was incorrect in his assumption that high frequency radio waves would penetrate water but \u00c9mile Girardeau, who helped develop France's first radar system in the 1930s, noted in 1953 that Tesla's general speculation that a very strong high frequency signal would be needed was correct stating \"(Tesla) was prophesying or dreaming, since he had at his disposal no means of carrying them out, but one must add that if he was dreaming, at least he was dreaming correctly.\":266", "targets": "In what magazine did Tesla talk about reflecting electricity off of submarine's hulls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f186ab2c9b411db1ee8faf6647644e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the August 1917 edition of the magazine Electrical Experimenter Tesla postulated that electricity could be used to locate submarines via using the reflection of an \"electric ray\" of \"tremendous frequency,\" with the signal being viewed on a fluorescent screen (a system that has been noted to have a superficial resemblance to modern radar). Tesla was incorrect in his assumption that high frequency radio waves would penetrate water but \u00c9mile Girardeau, who helped develop France's first radar system in the 1930s, noted in 1953 that Tesla's general speculation that a very strong high frequency signal would be needed was correct stating \"(Tesla) was prophesying or dreaming, since he had at his disposal no means of carrying them out, but one must add that if he was dreaming, at least he was dreaming correctly.\":266", "targets": "How would the operator of observe the reflected signal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f186ab2c9b411db1ee8faf6647644e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the August 1917 edition of the magazine Electrical Experimenter Tesla postulated that electricity could be used to locate submarines via using the reflection of an \"electric ray\" of \"tremendous frequency,\" with the signal being viewed on a fluorescent screen (a system that has been noted to have a superficial resemblance to modern radar). Tesla was incorrect in his assumption that high frequency radio waves would penetrate water but \u00c9mile Girardeau, who helped develop France's first radar system in the 1930s, noted in 1953 that Tesla's general speculation that a very strong high frequency signal would be needed was correct stating \"(Tesla) was prophesying or dreaming, since he had at his disposal no means of carrying them out, but one must add that if he was dreaming, at least he was dreaming correctly.\":266", "targets": "What later invention was Tesla's idea similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08f186ab2c9b411db1ee8faf6647644e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the August 1917 edition of the magazine Electrical Experimenter Tesla postulated that electricity could be used to locate submarines via using the reflection of an \"electric ray\" of \"tremendous frequency,\" with the signal being viewed on a fluorescent screen (a system that has been noted to have a superficial resemblance to modern radar). Tesla was incorrect in his assumption that high frequency radio waves would penetrate water but \u00c9mile Girardeau, who helped develop France's first radar system in the 1930s, noted in 1953 that Tesla's general speculation that a very strong high frequency signal would be needed was correct stating \"(Tesla) was prophesying or dreaming, since he had at his disposal no means of carrying them out, but one must add that if he was dreaming, at least he was dreaming correctly.\":266", "targets": "Who played a part in the development of radar in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3ca6da03c05463295446c214d116987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pashupatinath Temple is a famous 5th century Hindu temple dedicated to Lord Shiva (Pashupati). Located on the banks of the Bagmati River in the eastern part of Kathmandu, Pashupatinath Temple is the oldest Hindu temple in Kathmandu. It served as the seat of national deity, Lord Pashupatinath, until Nepal was secularized. However, a significant part of the temple was destroyed by Mughal invaders in the 14th century and little or nothing remains of the original 5th-century temple exterior. The temple as it stands today was built in the 19th century, although the image of the bull and the black four-headed image of Pashupati are at least 300 years old. The temple is a UNESCO World Heritage Site. Shivaratri, or the night of Lord Shiva, is the most important festival that takes place here, attracting thousands of devotees and sadhus.[citation needed]", "targets": "When was the Pashupatinath Temple built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3ca6da03c05463295446c214d116987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pashupatinath Temple is a famous 5th century Hindu temple dedicated to Lord Shiva (Pashupati). Located on the banks of the Bagmati River in the eastern part of Kathmandu, Pashupatinath Temple is the oldest Hindu temple in Kathmandu. It served as the seat of national deity, Lord Pashupatinath, until Nepal was secularized. However, a significant part of the temple was destroyed by Mughal invaders in the 14th century and little or nothing remains of the original 5th-century temple exterior. The temple as it stands today was built in the 19th century, although the image of the bull and the black four-headed image of Pashupati are at least 300 years old. The temple is a UNESCO World Heritage Site. Shivaratri, or the night of Lord Shiva, is the most important festival that takes place here, attracting thousands of devotees and sadhus.[citation needed]", "targets": "What faith does the Pashupatinath Temple serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3ca6da03c05463295446c214d116987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pashupatinath Temple is a famous 5th century Hindu temple dedicated to Lord Shiva (Pashupati). Located on the banks of the Bagmati River in the eastern part of Kathmandu, Pashupatinath Temple is the oldest Hindu temple in Kathmandu. It served as the seat of national deity, Lord Pashupatinath, until Nepal was secularized. However, a significant part of the temple was destroyed by Mughal invaders in the 14th century and little or nothing remains of the original 5th-century temple exterior. The temple as it stands today was built in the 19th century, although the image of the bull and the black four-headed image of Pashupati are at least 300 years old. The temple is a UNESCO World Heritage Site. Shivaratri, or the night of Lord Shiva, is the most important festival that takes place here, attracting thousands of devotees and sadhus.[citation needed]", "targets": "What is another name for Pashupati?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3ca6da03c05463295446c214d116987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pashupatinath Temple is a famous 5th century Hindu temple dedicated to Lord Shiva (Pashupati). Located on the banks of the Bagmati River in the eastern part of Kathmandu, Pashupatinath Temple is the oldest Hindu temple in Kathmandu. It served as the seat of national deity, Lord Pashupatinath, until Nepal was secularized. However, a significant part of the temple was destroyed by Mughal invaders in the 14th century and little or nothing remains of the original 5th-century temple exterior. The temple as it stands today was built in the 19th century, although the image of the bull and the black four-headed image of Pashupati are at least 300 years old. The temple is a UNESCO World Heritage Site. Shivaratri, or the night of Lord Shiva, is the most important festival that takes place here, attracting thousands of devotees and sadhus.[citation needed]", "targets": "Prior to the secularization of Nepal, who was the country's national god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3ca6da03c05463295446c214d116987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pashupatinath Temple is a famous 5th century Hindu temple dedicated to Lord Shiva (Pashupati). Located on the banks of the Bagmati River in the eastern part of Kathmandu, Pashupatinath Temple is the oldest Hindu temple in Kathmandu. It served as the seat of national deity, Lord Pashupatinath, until Nepal was secularized. However, a significant part of the temple was destroyed by Mughal invaders in the 14th century and little or nothing remains of the original 5th-century temple exterior. The temple as it stands today was built in the 19th century, although the image of the bull and the black four-headed image of Pashupati are at least 300 years old. The temple is a UNESCO World Heritage Site. Shivaratri, or the night of Lord Shiva, is the most important festival that takes place here, attracting thousands of devotees and sadhus.[citation needed]", "targets": "Who damaged the Pashupatinath Temple in the 14th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-126deb200a3748ee91ee1a677396d8ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Eastern Han, conscription could be avoided if one paid a commutable tax. The Eastern Han court favored the recruitment of a volunteer army. The volunteer army comprised the Southern Army (Nanjun \u5357\u8ecd), while the standing army stationed in and near the capital was the Northern Army (Beijun \u5317\u8ecd). Led by Colonels (Xiaowei \u6821\u5c09), the Northern Army consisted of five regiments, each composed of several thousand soldiers. When central authority collapsed after 189 AD, wealthy landowners, members of the aristocracy/nobility, and regional military-governors relied upon their retainers to act as their own personal troops (buqu \u90e8\u66f2).", "targets": "How could conscription into military service be avoided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-126deb200a3748ee91ee1a677396d8ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Eastern Han, conscription could be avoided if one paid a commutable tax. The Eastern Han court favored the recruitment of a volunteer army. The volunteer army comprised the Southern Army (Nanjun \u5357\u8ecd), while the standing army stationed in and near the capital was the Northern Army (Beijun \u5317\u8ecd). Led by Colonels (Xiaowei \u6821\u5c09), the Northern Army consisted of five regiments, each composed of several thousand soldiers. When central authority collapsed after 189 AD, wealthy landowners, members of the aristocracy/nobility, and regional military-governors relied upon their retainers to act as their own personal troops (buqu \u90e8\u66f2).", "targets": "What army was based near the capital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-126deb200a3748ee91ee1a677396d8ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Eastern Han, conscription could be avoided if one paid a commutable tax. The Eastern Han court favored the recruitment of a volunteer army. The volunteer army comprised the Southern Army (Nanjun \u5357\u8ecd), while the standing army stationed in and near the capital was the Northern Army (Beijun \u5317\u8ecd). Led by Colonels (Xiaowei \u6821\u5c09), the Northern Army consisted of five regiments, each composed of several thousand soldiers. When central authority collapsed after 189 AD, wealthy landowners, members of the aristocracy/nobility, and regional military-governors relied upon their retainers to act as their own personal troops (buqu \u90e8\u66f2).", "targets": "What army was considered to be the volunteer army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-126deb200a3748ee91ee1a677396d8ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Eastern Han, conscription could be avoided if one paid a commutable tax. The Eastern Han court favored the recruitment of a volunteer army. The volunteer army comprised the Southern Army (Nanjun \u5357\u8ecd), while the standing army stationed in and near the capital was the Northern Army (Beijun \u5317\u8ecd). Led by Colonels (Xiaowei \u6821\u5c09), the Northern Army consisted of five regiments, each composed of several thousand soldiers. When central authority collapsed after 189 AD, wealthy landowners, members of the aristocracy/nobility, and regional military-governors relied upon their retainers to act as their own personal troops (buqu \u90e8\u66f2).", "targets": "How many regiments were in the Northern Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-126deb200a3748ee91ee1a677396d8ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Eastern Han, conscription could be avoided if one paid a commutable tax. The Eastern Han court favored the recruitment of a volunteer army. The volunteer army comprised the Southern Army (Nanjun \u5357\u8ecd), while the standing army stationed in and near the capital was the Northern Army (Beijun \u5317\u8ecd). Led by Colonels (Xiaowei \u6821\u5c09), the Northern Army consisted of five regiments, each composed of several thousand soldiers. When central authority collapsed after 189 AD, wealthy landowners, members of the aristocracy/nobility, and regional military-governors relied upon their retainers to act as their own personal troops (buqu \u90e8\u66f2).", "targets": "Around how many soldiers were in each regiment of the Northern Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5b1478c61c40e8bf5e98078efb94bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the 1963 constitution, Massamba-D\u00e9bat was elected President for a five-year term. During Massamba-D\u00e9bat's term in office the regime adopted \"scientific socialism\" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-D\u00e9bat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-D\u00e9bat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'\u00e9tat in September 1968.", "targets": "Who became president of the Congo in 1963?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5b1478c61c40e8bf5e98078efb94bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the 1963 constitution, Massamba-D\u00e9bat was elected President for a five-year term. During Massamba-D\u00e9bat's term in office the regime adopted \"scientific socialism\" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-D\u00e9bat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-D\u00e9bat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'\u00e9tat in September 1968.", "targets": "What was a term that could describe the political philosophy of the Congo under Massamba-Debat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5b1478c61c40e8bf5e98078efb94bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the 1963 constitution, Massamba-D\u00e9bat was elected President for a five-year term. During Massamba-D\u00e9bat's term in office the regime adopted \"scientific socialism\" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-D\u00e9bat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-D\u00e9bat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'\u00e9tat in September 1968.", "targets": "Soldiers from which country were brought to the Congo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5b1478c61c40e8bf5e98078efb94bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the 1963 constitution, Massamba-D\u00e9bat was elected President for a five-year term. During Massamba-D\u00e9bat's term in office the regime adopted \"scientific socialism\" as the country's constitutional ideology. In 1965, Congo established relations with the Soviet Union, the People's Republic of China, North Korea and North Vietnam. Massamba-D\u00e9bat's regime also invited several hundred Cuban army troops into the country to train his party's militia units and these troops helped his government survive a coup in 1966 led by paratroopers loyal to future President Marien Ngouabi. Nevertheless, Massamba-D\u00e9bat was unable to reconcile various institutional, tribal and ideological factions within the country and his regime ended abruptly with a bloodless coup d'\u00e9tat in September 1968.", "targets": "When did Massamba-Debat lose power in the Congo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa7ee5b33374698aa4a9ff9c71c0bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite limited natural resources, intensive development of the agricultural and industrial sectors over the past decades has made Israel largely self-sufficient in food production, apart from grains and beef. Imports to Israel, totaling $77.59 billion in 2012, include raw materials, military equipment, investment goods, rough diamonds, fuels, grain, consumer goods. Leading exports include electronics, software, computerized systems, communications technology, medical equipment, pharmaceuticals, fruits, chemicals, military technology, and cut diamonds; in 2012, Israeli exports reached $64.74 billion.", "targets": "Imports to Israel totaled what in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa7ee5b33374698aa4a9ff9c71c0bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite limited natural resources, intensive development of the agricultural and industrial sectors over the past decades has made Israel largely self-sufficient in food production, apart from grains and beef. Imports to Israel, totaling $77.59 billion in 2012, include raw materials, military equipment, investment goods, rough diamonds, fuels, grain, consumer goods. Leading exports include electronics, software, computerized systems, communications technology, medical equipment, pharmaceuticals, fruits, chemicals, military technology, and cut diamonds; in 2012, Israeli exports reached $64.74 billion.", "targets": "Israeli exports reached what in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5aa7ee5b33374698aa4a9ff9c71c0bfe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite limited natural resources, intensive development of the agricultural and industrial sectors over the past decades has made Israel largely self-sufficient in food production, apart from grains and beef. Imports to Israel, totaling $77.59 billion in 2012, include raw materials, military equipment, investment goods, rough diamonds, fuels, grain, consumer goods. Leading exports include electronics, software, computerized systems, communications technology, medical equipment, pharmaceuticals, fruits, chemicals, military technology, and cut diamonds; in 2012, Israeli exports reached $64.74 billion.", "targets": "What are the leading exports in Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cd2e0827994e318853a671b4d43419", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As soon as Schwarzenegger was elected governor, Willie Brown said he would start a drive to recall the governor. Schwarzenegger was equally entrenched in what he considered to be his mandate in cleaning up gridlock. Building on a catchphrase from the sketch \"Hans and Franz\" from Saturday Night Live (which partly parodied his bodybuilding career), Schwarzenegger called the Democratic State politicians \"girlie men\".", "targets": "What politician threatened to start working to recall Schwarzenegger right after he was elected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18cd2e0827994e318853a671b4d43419", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As soon as Schwarzenegger was elected governor, Willie Brown said he would start a drive to recall the governor. Schwarzenegger was equally entrenched in what he considered to be his mandate in cleaning up gridlock. Building on a catchphrase from the sketch \"Hans and Franz\" from Saturday Night Live (which partly parodied his bodybuilding career), Schwarzenegger called the Democratic State politicians \"girlie men\".", "targets": "What Saturday Night Live sketch was Schwarzenegger referencing when he called opposing politicians \"girlie men\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "Where does the Rhine encounter it's tributary the Neckar? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "What is the average discharge of the Moselle to the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "What is the longest river in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "What is a main tributary to the Rhine that goes through Northeastern France and part of Belgium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "What is the average width of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "The Rhine is the longest river in what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "Which country does the Rhine encounter it's main tributaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "Which of the tributaries in Germany contributes most? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "What country does the Moselle take the Rhine to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d9c0a467b6345e0987bd99f8dc27f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Rhine is the longest river in Germany. It is here that the Rhine encounters some more of its main tributaries, such as the Neckar, the Main and, later, the Moselle, which contributes an average discharge of more than 300 m3/s (11,000 cu ft/s). Northeastern France drains to the Rhine via the Moselle; smaller rivers drain the Vosges and Jura Mountains uplands. Most of Luxembourg and a very small part of Belgium also drain to the Rhine via the Moselle. As it approaches the Dutch border, the Rhine has an annual mean discharge of 2,290 m3/s (81,000 cu ft/s) and an average width of 400 m (1,300 ft).", "targets": "How much does the Rhine discharge at the Dutch border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704be53f7e654dcc8a49156a718fb000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, two FAA whistleblowers, inspectors Charalambe \"Bobby\" Boutris and Douglas E. Peters, alleged that Boutris said he attempted to ground Southwest after finding cracks in the fuselage, but was prevented by supervisors he said were friendly with the airline. This was validated by a report by the Department of Transportation which found FAA managers had allowed Southwest Airlines to fly 46 airplanes in 2006 and 2007 that were overdue for safety inspections, ignoring concerns raised by inspectors. Audits of other airlines resulted in two airlines grounding hundreds of planes, causing thousands of flight cancellations. The House Transportation and Infrastructure Committee held hearings in April 2008. Jim Oberstar, former chairman of the committee said its investigation uncovered a pattern of regulatory abuse and widespread regulatory lapses, allowing 117 aircraft to be operated commercially although not in compliance with FAA safety rules. Oberstar said there was a \"culture of coziness\" between senior FAA officials and the airlines and \"a systematic breakdown\" in the FAA's culture that resulted in \"malfeasance, bordering on corruption.\" In 2008 the FAA proposed to fine Southwest $10.2 million for failing to inspect older planes for cracks, and in 2009 Southwest and the FAA agreed that Southwest would pay a $7.5 million penalty and would adopt new safety procedures, with the fine doubling if Southwest failed to follow through.", "targets": "When did two whisleblowers allege that Boutris  attempted to ground Southwest Airlines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704be53f7e654dcc8a49156a718fb000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, two FAA whistleblowers, inspectors Charalambe \"Bobby\" Boutris and Douglas E. Peters, alleged that Boutris said he attempted to ground Southwest after finding cracks in the fuselage, but was prevented by supervisors he said were friendly with the airline. This was validated by a report by the Department of Transportation which found FAA managers had allowed Southwest Airlines to fly 46 airplanes in 2006 and 2007 that were overdue for safety inspections, ignoring concerns raised by inspectors. Audits of other airlines resulted in two airlines grounding hundreds of planes, causing thousands of flight cancellations. The House Transportation and Infrastructure Committee held hearings in April 2008. Jim Oberstar, former chairman of the committee said its investigation uncovered a pattern of regulatory abuse and widespread regulatory lapses, allowing 117 aircraft to be operated commercially although not in compliance with FAA safety rules. Oberstar said there was a \"culture of coziness\" between senior FAA officials and the airlines and \"a systematic breakdown\" in the FAA's culture that resulted in \"malfeasance, bordering on corruption.\" In 2008 the FAA proposed to fine Southwest $10.2 million for failing to inspect older planes for cracks, and in 2009 Southwest and the FAA agreed that Southwest would pay a $7.5 million penalty and would adopt new safety procedures, with the fine doubling if Southwest failed to follow through.", "targets": "How many planes did the FAA managers allow to fly in 2006 and 2007 that were overdue for safety inspections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704be53f7e654dcc8a49156a718fb000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, two FAA whistleblowers, inspectors Charalambe \"Bobby\" Boutris and Douglas E. Peters, alleged that Boutris said he attempted to ground Southwest after finding cracks in the fuselage, but was prevented by supervisors he said were friendly with the airline. This was validated by a report by the Department of Transportation which found FAA managers had allowed Southwest Airlines to fly 46 airplanes in 2006 and 2007 that were overdue for safety inspections, ignoring concerns raised by inspectors. Audits of other airlines resulted in two airlines grounding hundreds of planes, causing thousands of flight cancellations. The House Transportation and Infrastructure Committee held hearings in April 2008. Jim Oberstar, former chairman of the committee said its investigation uncovered a pattern of regulatory abuse and widespread regulatory lapses, allowing 117 aircraft to be operated commercially although not in compliance with FAA safety rules. Oberstar said there was a \"culture of coziness\" between senior FAA officials and the airlines and \"a systematic breakdown\" in the FAA's culture that resulted in \"malfeasance, bordering on corruption.\" In 2008 the FAA proposed to fine Southwest $10.2 million for failing to inspect older planes for cracks, and in 2009 Southwest and the FAA agreed that Southwest would pay a $7.5 million penalty and would adopt new safety procedures, with the fine doubling if Southwest failed to follow through.", "targets": "How much did the FAA propose to fine Southwest for failing to inspect older planes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704be53f7e654dcc8a49156a718fb000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, two FAA whistleblowers, inspectors Charalambe \"Bobby\" Boutris and Douglas E. Peters, alleged that Boutris said he attempted to ground Southwest after finding cracks in the fuselage, but was prevented by supervisors he said were friendly with the airline. This was validated by a report by the Department of Transportation which found FAA managers had allowed Southwest Airlines to fly 46 airplanes in 2006 and 2007 that were overdue for safety inspections, ignoring concerns raised by inspectors. Audits of other airlines resulted in two airlines grounding hundreds of planes, causing thousands of flight cancellations. The House Transportation and Infrastructure Committee held hearings in April 2008. Jim Oberstar, former chairman of the committee said its investigation uncovered a pattern of regulatory abuse and widespread regulatory lapses, allowing 117 aircraft to be operated commercially although not in compliance with FAA safety rules. Oberstar said there was a \"culture of coziness\" between senior FAA officials and the airlines and \"a systematic breakdown\" in the FAA's culture that resulted in \"malfeasance, bordering on corruption.\" In 2008 the FAA proposed to fine Southwest $10.2 million for failing to inspect older planes for cracks, and in 2009 Southwest and the FAA agreed that Southwest would pay a $7.5 million penalty and would adopt new safety procedures, with the fine doubling if Southwest failed to follow through.", "targets": "What former chairman of the committee said it's investigation uncovered a pattern of regulatory abuse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-704be53f7e654dcc8a49156a718fb000", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, two FAA whistleblowers, inspectors Charalambe \"Bobby\" Boutris and Douglas E. Peters, alleged that Boutris said he attempted to ground Southwest after finding cracks in the fuselage, but was prevented by supervisors he said were friendly with the airline. This was validated by a report by the Department of Transportation which found FAA managers had allowed Southwest Airlines to fly 46 airplanes in 2006 and 2007 that were overdue for safety inspections, ignoring concerns raised by inspectors. Audits of other airlines resulted in two airlines grounding hundreds of planes, causing thousands of flight cancellations. The House Transportation and Infrastructure Committee held hearings in April 2008. Jim Oberstar, former chairman of the committee said its investigation uncovered a pattern of regulatory abuse and widespread regulatory lapses, allowing 117 aircraft to be operated commercially although not in compliance with FAA safety rules. Oberstar said there was a \"culture of coziness\" between senior FAA officials and the airlines and \"a systematic breakdown\" in the FAA's culture that resulted in \"malfeasance, bordering on corruption.\" In 2008 the FAA proposed to fine Southwest $10.2 million for failing to inspect older planes for cracks, and in 2009 Southwest and the FAA agreed that Southwest would pay a $7.5 million penalty and would adopt new safety procedures, with the fine doubling if Southwest failed to follow through.", "targets": "How many planes were allowed to be operated commercially although not in compliance with FAA safety regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4684c00035c492596826c217332a395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to enlist Stalin's support, Zhou and a Chinese delegation left for Moscow on 8 October, arriving there on 10 October at which point they flew to Stalin's home at the Black Sea. There they conferred with the top Soviet leadership which included Joseph Stalin as well as Vyacheslav Molotov, Lavrentiy Beria and Georgi Malenkov. Stalin initially agreed to send military equipment and ammunition, but warned Zhou that the Soviet Union's air force would need two or three months to prepare any operations. In a subsequent meeting, Stalin told Zhou that he would only provide China with equipment on a credit basis, and that the Soviet air force would only operate over Chinese airspace, and only after an undisclosed period of time. Stalin did not agree to send either military equipment or air support until March 1951. Mao did not find Soviet air support especially useful, as the fighting was going to take place on the south side of the Yalu. Soviet shipments of mat\u00e9riel, when they did arrive, were limited to small quantities of trucks, grenades, machine guns, and the like.", "targets": "Where did Zhou travel with a Chinese delegation to convince Stalin to support China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4684c00035c492596826c217332a395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to enlist Stalin's support, Zhou and a Chinese delegation left for Moscow on 8 October, arriving there on 10 October at which point they flew to Stalin's home at the Black Sea. There they conferred with the top Soviet leadership which included Joseph Stalin as well as Vyacheslav Molotov, Lavrentiy Beria and Georgi Malenkov. Stalin initially agreed to send military equipment and ammunition, but warned Zhou that the Soviet Union's air force would need two or three months to prepare any operations. In a subsequent meeting, Stalin told Zhou that he would only provide China with equipment on a credit basis, and that the Soviet air force would only operate over Chinese airspace, and only after an undisclosed period of time. Stalin did not agree to send either military equipment or air support until March 1951. Mao did not find Soviet air support especially useful, as the fighting was going to take place on the south side of the Yalu. Soviet shipments of mat\u00e9riel, when they did arrive, were limited to small quantities of trucks, grenades, machine guns, and the like.", "targets": "How long did the Soviet air force need to prepare to assist"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4684c00035c492596826c217332a395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to enlist Stalin's support, Zhou and a Chinese delegation left for Moscow on 8 October, arriving there on 10 October at which point they flew to Stalin's home at the Black Sea. There they conferred with the top Soviet leadership which included Joseph Stalin as well as Vyacheslav Molotov, Lavrentiy Beria and Georgi Malenkov. Stalin initially agreed to send military equipment and ammunition, but warned Zhou that the Soviet Union's air force would need two or three months to prepare any operations. In a subsequent meeting, Stalin told Zhou that he would only provide China with equipment on a credit basis, and that the Soviet air force would only operate over Chinese airspace, and only after an undisclosed period of time. Stalin did not agree to send either military equipment or air support until March 1951. Mao did not find Soviet air support especially useful, as the fighting was going to take place on the south side of the Yalu. Soviet shipments of mat\u00e9riel, when they did arrive, were limited to small quantities of trucks, grenades, machine guns, and the like.", "targets": "Where did Stalin say he would allow the Soviet air force to operate for a limited amount of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4684c00035c492596826c217332a395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to enlist Stalin's support, Zhou and a Chinese delegation left for Moscow on 8 October, arriving there on 10 October at which point they flew to Stalin's home at the Black Sea. There they conferred with the top Soviet leadership which included Joseph Stalin as well as Vyacheslav Molotov, Lavrentiy Beria and Georgi Malenkov. Stalin initially agreed to send military equipment and ammunition, but warned Zhou that the Soviet Union's air force would need two or three months to prepare any operations. In a subsequent meeting, Stalin told Zhou that he would only provide China with equipment on a credit basis, and that the Soviet air force would only operate over Chinese airspace, and only after an undisclosed period of time. Stalin did not agree to send either military equipment or air support until March 1951. Mao did not find Soviet air support especially useful, as the fighting was going to take place on the south side of the Yalu. Soviet shipments of mat\u00e9riel, when they did arrive, were limited to small quantities of trucks, grenades, machine guns, and the like.", "targets": "When did Stalin agree to send China any type of support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4684c00035c492596826c217332a395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In order to enlist Stalin's support, Zhou and a Chinese delegation left for Moscow on 8 October, arriving there on 10 October at which point they flew to Stalin's home at the Black Sea. There they conferred with the top Soviet leadership which included Joseph Stalin as well as Vyacheslav Molotov, Lavrentiy Beria and Georgi Malenkov. Stalin initially agreed to send military equipment and ammunition, but warned Zhou that the Soviet Union's air force would need two or three months to prepare any operations. In a subsequent meeting, Stalin told Zhou that he would only provide China with equipment on a credit basis, and that the Soviet air force would only operate over Chinese airspace, and only after an undisclosed period of time. Stalin did not agree to send either military equipment or air support until March 1951. Mao did not find Soviet air support especially useful, as the fighting was going to take place on the south side of the Yalu. Soviet shipments of mat\u00e9riel, when they did arrive, were limited to small quantities of trucks, grenades, machine guns, and the like.", "targets": "Where did the fighting take place that rendered Soviet air support useless to the Chinese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec7fa23ebebb4838a2b4973f4f2ca54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first few naval battles were disasters for Rome. However, after training more sailors and inventing a grappling engine, a Roman naval force was able to defeat a Carthaginian fleet, and further naval victories followed. The Carthaginians then hired Xanthippus of Carthage, a Spartan mercenary general, to reorganise and lead their army. He cut off the Roman army from its base by re-establishing Carthaginian naval supremacy. The Romans then again defeated the Carthaginians in naval battle at the Battle of the Aegates Islands and left Carthage with neither a fleet nor sufficient coin to raise one. For a maritime power the loss of their access to the Mediterranean stung financially and psychologically, and the Carthaginians sued for peace.", "targets": "What battles were initially complete disasters for Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec7fa23ebebb4838a2b4973f4f2ca54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first few naval battles were disasters for Rome. However, after training more sailors and inventing a grappling engine, a Roman naval force was able to defeat a Carthaginian fleet, and further naval victories followed. The Carthaginians then hired Xanthippus of Carthage, a Spartan mercenary general, to reorganise and lead their army. He cut off the Roman army from its base by re-establishing Carthaginian naval supremacy. The Romans then again defeated the Carthaginians in naval battle at the Battle of the Aegates Islands and left Carthage with neither a fleet nor sufficient coin to raise one. For a maritime power the loss of their access to the Mediterranean stung financially and psychologically, and the Carthaginians sued for peace.", "targets": "What type of engine was invented by the Romans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec7fa23ebebb4838a2b4973f4f2ca54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first few naval battles were disasters for Rome. However, after training more sailors and inventing a grappling engine, a Roman naval force was able to defeat a Carthaginian fleet, and further naval victories followed. The Carthaginians then hired Xanthippus of Carthage, a Spartan mercenary general, to reorganise and lead their army. He cut off the Roman army from its base by re-establishing Carthaginian naval supremacy. The Romans then again defeated the Carthaginians in naval battle at the Battle of the Aegates Islands and left Carthage with neither a fleet nor sufficient coin to raise one. For a maritime power the loss of their access to the Mediterranean stung financially and psychologically, and the Carthaginians sued for peace.", "targets": "Who did the Carthaginians hire to lead their army after several losses against the Romans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec7fa23ebebb4838a2b4973f4f2ca54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first few naval battles were disasters for Rome. However, after training more sailors and inventing a grappling engine, a Roman naval force was able to defeat a Carthaginian fleet, and further naval victories followed. The Carthaginians then hired Xanthippus of Carthage, a Spartan mercenary general, to reorganise and lead their army. He cut off the Roman army from its base by re-establishing Carthaginian naval supremacy. The Romans then again defeated the Carthaginians in naval battle at the Battle of the Aegates Islands and left Carthage with neither a fleet nor sufficient coin to raise one. For a maritime power the loss of their access to the Mediterranean stung financially and psychologically, and the Carthaginians sued for peace.", "targets": "Who claimed victory at the Battle of Aegates Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec7fa23ebebb4838a2b4973f4f2ca54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first few naval battles were disasters for Rome. However, after training more sailors and inventing a grappling engine, a Roman naval force was able to defeat a Carthaginian fleet, and further naval victories followed. The Carthaginians then hired Xanthippus of Carthage, a Spartan mercenary general, to reorganise and lead their army. He cut off the Roman army from its base by re-establishing Carthaginian naval supremacy. The Romans then again defeated the Carthaginians in naval battle at the Battle of the Aegates Islands and left Carthage with neither a fleet nor sufficient coin to raise one. For a maritime power the loss of their access to the Mediterranean stung financially and psychologically, and the Carthaginians sued for peace.", "targets": "Who lost access to the Mediterranean after numerous naval losses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53564b57e3114d43b2f27e023f5f2df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009[update], over 300,000 Israeli citizens lived in West Bank settlements such as Ma'ale Adumim and Ariel, including settlements that predated the establishment of the State of Israel and which were re-established after the Six-Day War, in cities such as Hebron and Gush Etzion. In 2011, there were 250,000 Jews living in East Jerusalem. 20,000 Israelis live in Golan Heights settlements. The total number of Israeli settlers is over 500,000 (6.5% of the Israeli population). Approximately 7,800 Israelis lived in settlements in the Gaza Strip, until they were evacuated by the government as part of its 2005 disengagement plan.", "targets": "How many Israeli citizens lived in West Bank settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53564b57e3114d43b2f27e023f5f2df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009[update], over 300,000 Israeli citizens lived in West Bank settlements such as Ma'ale Adumim and Ariel, including settlements that predated the establishment of the State of Israel and which were re-established after the Six-Day War, in cities such as Hebron and Gush Etzion. In 2011, there were 250,000 Jews living in East Jerusalem. 20,000 Israelis live in Golan Heights settlements. The total number of Israeli settlers is over 500,000 (6.5% of the Israeli population). Approximately 7,800 Israelis lived in settlements in the Gaza Strip, until they were evacuated by the government as part of its 2005 disengagement plan.", "targets": "How many Israelis lived in Golan Heights settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53564b57e3114d43b2f27e023f5f2df0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2009[update], over 300,000 Israeli citizens lived in West Bank settlements such as Ma'ale Adumim and Ariel, including settlements that predated the establishment of the State of Israel and which were re-established after the Six-Day War, in cities such as Hebron and Gush Etzion. In 2011, there were 250,000 Jews living in East Jerusalem. 20,000 Israelis live in Golan Heights settlements. The total number of Israeli settlers is over 500,000 (6.5% of the Israeli population). Approximately 7,800 Israelis lived in settlements in the Gaza Strip, until they were evacuated by the government as part of its 2005 disengagement plan.", "targets": "When were Israelis evacuated from Gaza Strip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cca74568c04464bba9e22b7095b117d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two broad categories of public funding, direct, which entails a monetary transfer to a party, and indirect, which includes broadcasting time on state media, use of the mail service or supplies. According to the Comparative Data from the ACE Electoral Knowledge Network, out of a sample of over 180 nations, 25% of nations provide no direct or indirect public funding, 58% provide direct public funding and 60% of nations provide indirect public funding. Some countries provide both direct and indirect public funding to political parties. Funding may be equal for all parties or depend on the results of previous elections or the number of candidates participating in an election. Frequently parties rely on a mix of private and public funding and are required to disclose their finances to the Election management body.", "targets": "What are the two categories of public funding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cca74568c04464bba9e22b7095b117d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two broad categories of public funding, direct, which entails a monetary transfer to a party, and indirect, which includes broadcasting time on state media, use of the mail service or supplies. According to the Comparative Data from the ACE Electoral Knowledge Network, out of a sample of over 180 nations, 25% of nations provide no direct or indirect public funding, 58% provide direct public funding and 60% of nations provide indirect public funding. Some countries provide both direct and indirect public funding to political parties. Funding may be equal for all parties or depend on the results of previous elections or the number of candidates participating in an election. Frequently parties rely on a mix of private and public funding and are required to disclose their finances to the Election management body.", "targets": "Which percentage of nations provide no direct or indirect public funding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cca74568c04464bba9e22b7095b117d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two broad categories of public funding, direct, which entails a monetary transfer to a party, and indirect, which includes broadcasting time on state media, use of the mail service or supplies. According to the Comparative Data from the ACE Electoral Knowledge Network, out of a sample of over 180 nations, 25% of nations provide no direct or indirect public funding, 58% provide direct public funding and 60% of nations provide indirect public funding. Some countries provide both direct and indirect public funding to political parties. Funding may be equal for all parties or depend on the results of previous elections or the number of candidates participating in an election. Frequently parties rely on a mix of private and public funding and are required to disclose their finances to the Election management body.", "targets": "What percentage of nations provide direct funding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cca74568c04464bba9e22b7095b117d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two broad categories of public funding, direct, which entails a monetary transfer to a party, and indirect, which includes broadcasting time on state media, use of the mail service or supplies. According to the Comparative Data from the ACE Electoral Knowledge Network, out of a sample of over 180 nations, 25% of nations provide no direct or indirect public funding, 58% provide direct public funding and 60% of nations provide indirect public funding. Some countries provide both direct and indirect public funding to political parties. Funding may be equal for all parties or depend on the results of previous elections or the number of candidates participating in an election. Frequently parties rely on a mix of private and public funding and are required to disclose their finances to the Election management body.", "targets": "Are parties required to reveal their funding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cca74568c04464bba9e22b7095b117d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two broad categories of public funding, direct, which entails a monetary transfer to a party, and indirect, which includes broadcasting time on state media, use of the mail service or supplies. According to the Comparative Data from the ACE Electoral Knowledge Network, out of a sample of over 180 nations, 25% of nations provide no direct or indirect public funding, 58% provide direct public funding and 60% of nations provide indirect public funding. Some countries provide both direct and indirect public funding to political parties. Funding may be equal for all parties or depend on the results of previous elections or the number of candidates participating in an election. Frequently parties rely on a mix of private and public funding and are required to disclose their finances to the Election management body.", "targets": "What percentage of nations provide indirect funding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e640caddf1b4521b92653bc62584709", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The League of American Bicyclists gave Tucson a gold rating for bicycle friendliness in late April 2007. Tucson hosts the largest perimeter cycling event in the United States. The ride called \"El Tour de Tucson\" happens in November on the Saturday before Thanksgiving. El Tour de Tucson produced and promoted by Perimeter Bicycling has as many as 10,000 participants from all over the world, annually. Tucson is one of only nine cities in the U.S. to receive a gold rating or higher for cycling friendliness from the League of American Bicyclists. The city is known for its winter cycling opportunities. Both road and mountain biking are popular in and around Tucson with trail areas including Starr Pass and Fantasy Island.", "targets": "Who said Tucson is bicycle-friendly, in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e640caddf1b4521b92653bc62584709", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The League of American Bicyclists gave Tucson a gold rating for bicycle friendliness in late April 2007. Tucson hosts the largest perimeter cycling event in the United States. The ride called \"El Tour de Tucson\" happens in November on the Saturday before Thanksgiving. El Tour de Tucson produced and promoted by Perimeter Bicycling has as many as 10,000 participants from all over the world, annually. Tucson is one of only nine cities in the U.S. to receive a gold rating or higher for cycling friendliness from the League of American Bicyclists. The city is known for its winter cycling opportunities. Both road and mountain biking are popular in and around Tucson with trail areas including Starr Pass and Fantasy Island.", "targets": "When does El Tour de Tucson happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e640caddf1b4521b92653bc62584709", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The League of American Bicyclists gave Tucson a gold rating for bicycle friendliness in late April 2007. Tucson hosts the largest perimeter cycling event in the United States. The ride called \"El Tour de Tucson\" happens in November on the Saturday before Thanksgiving. El Tour de Tucson produced and promoted by Perimeter Bicycling has as many as 10,000 participants from all over the world, annually. Tucson is one of only nine cities in the U.S. to receive a gold rating or higher for cycling friendliness from the League of American Bicyclists. The city is known for its winter cycling opportunities. Both road and mountain biking are popular in and around Tucson with trail areas including Starr Pass and Fantasy Island.", "targets": "Who runs El Tour de Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e640caddf1b4521b92653bc62584709", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The League of American Bicyclists gave Tucson a gold rating for bicycle friendliness in late April 2007. Tucson hosts the largest perimeter cycling event in the United States. The ride called \"El Tour de Tucson\" happens in November on the Saturday before Thanksgiving. El Tour de Tucson produced and promoted by Perimeter Bicycling has as many as 10,000 participants from all over the world, annually. Tucson is one of only nine cities in the U.S. to receive a gold rating or higher for cycling friendliness from the League of American Bicyclists. The city is known for its winter cycling opportunities. Both road and mountain biking are popular in and around Tucson with trail areas including Starr Pass and Fantasy Island.", "targets": "How many people participate in El Tour de Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e640caddf1b4521b92653bc62584709", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The League of American Bicyclists gave Tucson a gold rating for bicycle friendliness in late April 2007. Tucson hosts the largest perimeter cycling event in the United States. The ride called \"El Tour de Tucson\" happens in November on the Saturday before Thanksgiving. El Tour de Tucson produced and promoted by Perimeter Bicycling has as many as 10,000 participants from all over the world, annually. Tucson is one of only nine cities in the U.S. to receive a gold rating or higher for cycling friendliness from the League of American Bicyclists. The city is known for its winter cycling opportunities. Both road and mountain biking are popular in and around Tucson with trail areas including Starr Pass and Fantasy Island.", "targets": "How many US cities have at least a gold rating for bicycle-friendliness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c4ae25a517f40feb85a71c5828a5f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mu'awiyah introduced postal service, Abd al-Malik extended it throughout his empire, and Walid made full use of it. The Umayyad Caliph Abd al-Malik developed a regular postal service. Umar bin Abdul-Aziz developed it further by building caravanserais at stages along the Khurasan highway. Relays of horses were used for the conveyance of dispatches between the caliph and his agents and officials posted in the provinces. The main highways were divided into stages of 12 miles (19 km) each and each stage had horses, donkeys or camels ready to carry the post. Primarily the service met the needs of Government officials, but travellers and their important dispatches were also benefitted by the system. The postal carriages were also used for the swift transport of troops. They were able to carry fifty to a hundred men at a time. Under Governor Yusuf bin Umar, the postal department of Iraq cost 4,000,000 dirhams a year.", "targets": "Who first brought a postal service into Umayyad lands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c4ae25a517f40feb85a71c5828a5f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mu'awiyah introduced postal service, Abd al-Malik extended it throughout his empire, and Walid made full use of it. The Umayyad Caliph Abd al-Malik developed a regular postal service. Umar bin Abdul-Aziz developed it further by building caravanserais at stages along the Khurasan highway. Relays of horses were used for the conveyance of dispatches between the caliph and his agents and officials posted in the provinces. The main highways were divided into stages of 12 miles (19 km) each and each stage had horses, donkeys or camels ready to carry the post. Primarily the service met the needs of Government officials, but travellers and their important dispatches were also benefitted by the system. The postal carriages were also used for the swift transport of troops. They were able to carry fifty to a hundred men at a time. Under Governor Yusuf bin Umar, the postal department of Iraq cost 4,000,000 dirhams a year.", "targets": "Along what highway did Umar bin Abdul-Aziz build caravanserais?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c4ae25a517f40feb85a71c5828a5f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mu'awiyah introduced postal service, Abd al-Malik extended it throughout his empire, and Walid made full use of it. The Umayyad Caliph Abd al-Malik developed a regular postal service. Umar bin Abdul-Aziz developed it further by building caravanserais at stages along the Khurasan highway. Relays of horses were used for the conveyance of dispatches between the caliph and his agents and officials posted in the provinces. The main highways were divided into stages of 12 miles (19 km) each and each stage had horses, donkeys or camels ready to carry the post. Primarily the service met the needs of Government officials, but travellers and their important dispatches were also benefitted by the system. The postal carriages were also used for the swift transport of troops. They were able to carry fifty to a hundred men at a time. Under Governor Yusuf bin Umar, the postal department of Iraq cost 4,000,000 dirhams a year.", "targets": "In dirhams, what was the yearly cost of the Iraqi postal service when Yusuf bin Umar was governor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c4ae25a517f40feb85a71c5828a5f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mu'awiyah introduced postal service, Abd al-Malik extended it throughout his empire, and Walid made full use of it. The Umayyad Caliph Abd al-Malik developed a regular postal service. Umar bin Abdul-Aziz developed it further by building caravanserais at stages along the Khurasan highway. Relays of horses were used for the conveyance of dispatches between the caliph and his agents and officials posted in the provinces. The main highways were divided into stages of 12 miles (19 km) each and each stage had horses, donkeys or camels ready to carry the post. Primarily the service met the needs of Government officials, but travellers and their important dispatches were also benefitted by the system. The postal carriages were also used for the swift transport of troops. They were able to carry fifty to a hundred men at a time. Under Governor Yusuf bin Umar, the postal department of Iraq cost 4,000,000 dirhams a year.", "targets": "Along with horses and camels, what animals were used by the postal service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c4ae25a517f40feb85a71c5828a5f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mu'awiyah introduced postal service, Abd al-Malik extended it throughout his empire, and Walid made full use of it. The Umayyad Caliph Abd al-Malik developed a regular postal service. Umar bin Abdul-Aziz developed it further by building caravanserais at stages along the Khurasan highway. Relays of horses were used for the conveyance of dispatches between the caliph and his agents and officials posted in the provinces. The main highways were divided into stages of 12 miles (19 km) each and each stage had horses, donkeys or camels ready to carry the post. Primarily the service met the needs of Government officials, but travellers and their important dispatches were also benefitted by the system. The postal carriages were also used for the swift transport of troops. They were able to carry fifty to a hundred men at a time. Under Governor Yusuf bin Umar, the postal department of Iraq cost 4,000,000 dirhams a year.", "targets": "In kilometers, how far apart was each stage of the Umayyad highways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53afa0a7189948659222c179a8ee01b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some established acts continued to enjoy commercial success, such as Aerosmith, with their number one multi-platinum albums: Get a Grip (1993), which produced four Top 40 singles and became the band's best-selling album worldwide (going on to sell over 10 million copies), and Nine Lives (1997). In 1998, Aerosmith released the number one hit \"I Don't Want to Miss a Thing\", which remains the only single by a hard rock band to debut at number one. AC/DC produced the double platinum Ballbreaker (1995). Bon Jovi appealed to their hard rock audience with songs such as \"Keep the Faith\" (1992), but also achieved success in adult contemporary radio, with the Top 10 ballads \"Bed of Roses\" (1993) and \"Always\" (1994). Bon Jovi's 1995 album These Days was a bigger hit in Europe than it was in the United States, spawning four Top 10 singles on the UK Singles Chart. Metallica's Load (1996) and ReLoad (1997) each sold in excess of 4 million copies in the US and saw the band develop a more melodic and blues rock sound. As the initial impetus of grunge bands faltered in the middle years of the decade, post-grunge bands emerged. They emulated the attitudes and music of grunge, particularly thick, distorted guitars, but with a more radio-friendly commercially oriented sound that drew more directly on traditional hard rock. Among the most successful acts were the Foo Fighters, Candlebox, Live, Collective Soul, Australia's Silverchair and England's Bush, who all cemented post-grunge as one of the most commercially viable subgenres by the late 1990s. Similarly, some post-Britpop bands that followed in the wake of Oasis, including Feeder and Stereophonics, adopted a hard rock or \"pop-metal\" sound.", "targets": "What Aerosmith ballad debuted at number one on the charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53afa0a7189948659222c179a8ee01b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some established acts continued to enjoy commercial success, such as Aerosmith, with their number one multi-platinum albums: Get a Grip (1993), which produced four Top 40 singles and became the band's best-selling album worldwide (going on to sell over 10 million copies), and Nine Lives (1997). In 1998, Aerosmith released the number one hit \"I Don't Want to Miss a Thing\", which remains the only single by a hard rock band to debut at number one. AC/DC produced the double platinum Ballbreaker (1995). Bon Jovi appealed to their hard rock audience with songs such as \"Keep the Faith\" (1992), but also achieved success in adult contemporary radio, with the Top 10 ballads \"Bed of Roses\" (1993) and \"Always\" (1994). Bon Jovi's 1995 album These Days was a bigger hit in Europe than it was in the United States, spawning four Top 10 singles on the UK Singles Chart. Metallica's Load (1996) and ReLoad (1997) each sold in excess of 4 million copies in the US and saw the band develop a more melodic and blues rock sound. As the initial impetus of grunge bands faltered in the middle years of the decade, post-grunge bands emerged. They emulated the attitudes and music of grunge, particularly thick, distorted guitars, but with a more radio-friendly commercially oriented sound that drew more directly on traditional hard rock. Among the most successful acts were the Foo Fighters, Candlebox, Live, Collective Soul, Australia's Silverchair and England's Bush, who all cemented post-grunge as one of the most commercially viable subgenres by the late 1990s. Similarly, some post-Britpop bands that followed in the wake of Oasis, including Feeder and Stereophonics, adopted a hard rock or \"pop-metal\" sound.", "targets": "What was the title of AC/DC's 1995 double lp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53afa0a7189948659222c179a8ee01b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some established acts continued to enjoy commercial success, such as Aerosmith, with their number one multi-platinum albums: Get a Grip (1993), which produced four Top 40 singles and became the band's best-selling album worldwide (going on to sell over 10 million copies), and Nine Lives (1997). In 1998, Aerosmith released the number one hit \"I Don't Want to Miss a Thing\", which remains the only single by a hard rock band to debut at number one. AC/DC produced the double platinum Ballbreaker (1995). Bon Jovi appealed to their hard rock audience with songs such as \"Keep the Faith\" (1992), but also achieved success in adult contemporary radio, with the Top 10 ballads \"Bed of Roses\" (1993) and \"Always\" (1994). Bon Jovi's 1995 album These Days was a bigger hit in Europe than it was in the United States, spawning four Top 10 singles on the UK Singles Chart. Metallica's Load (1996) and ReLoad (1997) each sold in excess of 4 million copies in the US and saw the band develop a more melodic and blues rock sound. As the initial impetus of grunge bands faltered in the middle years of the decade, post-grunge bands emerged. They emulated the attitudes and music of grunge, particularly thick, distorted guitars, but with a more radio-friendly commercially oriented sound that drew more directly on traditional hard rock. Among the most successful acts were the Foo Fighters, Candlebox, Live, Collective Soul, Australia's Silverchair and England's Bush, who all cemented post-grunge as one of the most commercially viable subgenres by the late 1990s. Similarly, some post-Britpop bands that followed in the wake of Oasis, including Feeder and Stereophonics, adopted a hard rock or \"pop-metal\" sound.", "targets": "Bon Jovi's 1995 album was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53afa0a7189948659222c179a8ee01b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some established acts continued to enjoy commercial success, such as Aerosmith, with their number one multi-platinum albums: Get a Grip (1993), which produced four Top 40 singles and became the band's best-selling album worldwide (going on to sell over 10 million copies), and Nine Lives (1997). In 1998, Aerosmith released the number one hit \"I Don't Want to Miss a Thing\", which remains the only single by a hard rock band to debut at number one. AC/DC produced the double platinum Ballbreaker (1995). Bon Jovi appealed to their hard rock audience with songs such as \"Keep the Faith\" (1992), but also achieved success in adult contemporary radio, with the Top 10 ballads \"Bed of Roses\" (1993) and \"Always\" (1994). Bon Jovi's 1995 album These Days was a bigger hit in Europe than it was in the United States, spawning four Top 10 singles on the UK Singles Chart. Metallica's Load (1996) and ReLoad (1997) each sold in excess of 4 million copies in the US and saw the band develop a more melodic and blues rock sound. As the initial impetus of grunge bands faltered in the middle years of the decade, post-grunge bands emerged. They emulated the attitudes and music of grunge, particularly thick, distorted guitars, but with a more radio-friendly commercially oriented sound that drew more directly on traditional hard rock. Among the most successful acts were the Foo Fighters, Candlebox, Live, Collective Soul, Australia's Silverchair and England's Bush, who all cemented post-grunge as one of the most commercially viable subgenres by the late 1990s. Similarly, some post-Britpop bands that followed in the wake of Oasis, including Feeder and Stereophonics, adopted a hard rock or \"pop-metal\" sound.", "targets": "What commercially successful sub-genre emerged from the grunge movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53afa0a7189948659222c179a8ee01b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some established acts continued to enjoy commercial success, such as Aerosmith, with their number one multi-platinum albums: Get a Grip (1993), which produced four Top 40 singles and became the band's best-selling album worldwide (going on to sell over 10 million copies), and Nine Lives (1997). In 1998, Aerosmith released the number one hit \"I Don't Want to Miss a Thing\", which remains the only single by a hard rock band to debut at number one. AC/DC produced the double platinum Ballbreaker (1995). Bon Jovi appealed to their hard rock audience with songs such as \"Keep the Faith\" (1992), but also achieved success in adult contemporary radio, with the Top 10 ballads \"Bed of Roses\" (1993) and \"Always\" (1994). Bon Jovi's 1995 album These Days was a bigger hit in Europe than it was in the United States, spawning four Top 10 singles on the UK Singles Chart. Metallica's Load (1996) and ReLoad (1997) each sold in excess of 4 million copies in the US and saw the band develop a more melodic and blues rock sound. As the initial impetus of grunge bands faltered in the middle years of the decade, post-grunge bands emerged. They emulated the attitudes and music of grunge, particularly thick, distorted guitars, but with a more radio-friendly commercially oriented sound that drew more directly on traditional hard rock. Among the most successful acts were the Foo Fighters, Candlebox, Live, Collective Soul, Australia's Silverchair and England's Bush, who all cemented post-grunge as one of the most commercially viable subgenres by the late 1990s. Similarly, some post-Britpop bands that followed in the wake of Oasis, including Feeder and Stereophonics, adopted a hard rock or \"pop-metal\" sound.", "targets": "When did Aerosmith's album Get A Grip come out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-673a0b71b2d840c9ab08a9892635d8ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows RT, the only edition of Windows 8 for systems with ARM processors, only supports applications included with the system (such as a special version of Office 2013), supplied through Windows Update, or Windows Store apps, to ensure that the system only runs applications that are optimized for the architecture. Windows RT does not support running IA-32 or x64 applications. Windows Store apps can either support both the x86 and ARM architectures, or compiled to support a specific architecture.", "targets": "What Windows version is compatible with ARM processors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-673a0b71b2d840c9ab08a9892635d8ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows RT, the only edition of Windows 8 for systems with ARM processors, only supports applications included with the system (such as a special version of Office 2013), supplied through Windows Update, or Windows Store apps, to ensure that the system only runs applications that are optimized for the architecture. Windows RT does not support running IA-32 or x64 applications. Windows Store apps can either support both the x86 and ARM architectures, or compiled to support a specific architecture.", "targets": "What apps work on Windows RT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-673a0b71b2d840c9ab08a9892635d8ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows RT, the only edition of Windows 8 for systems with ARM processors, only supports applications included with the system (such as a special version of Office 2013), supplied through Windows Update, or Windows Store apps, to ensure that the system only runs applications that are optimized for the architecture. Windows RT does not support running IA-32 or x64 applications. Windows Store apps can either support both the x86 and ARM architectures, or compiled to support a specific architecture.", "targets": "Why does Windows RT only work with apps included with the system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7248202ae14046e2b9ab39b4a8c846c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central part of the Sahara is hyperarid, with little to no vegetation. The northern and southern reaches of the desert, along with the highlands, have areas of sparse grassland and desert shrub, with trees and taller shrubs in wadis where moisture collects. In the central, hyperarid part, there are many subdivisions of the great desert such as the Tanezrouft, the T\u00e9n\u00e9r\u00e9, the Libyan Desert, the Eastern Desert, the Nubian Desert and others. These absolute desert regions are characterized by their extreme aridity, and some years can pass without any rainfall.", "targets": "What is the central part of the Sahara Desert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7248202ae14046e2b9ab39b4a8c846c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central part of the Sahara is hyperarid, with little to no vegetation. The northern and southern reaches of the desert, along with the highlands, have areas of sparse grassland and desert shrub, with trees and taller shrubs in wadis where moisture collects. In the central, hyperarid part, there are many subdivisions of the great desert such as the Tanezrouft, the T\u00e9n\u00e9r\u00e9, the Libyan Desert, the Eastern Desert, the Nubian Desert and others. These absolute desert regions are characterized by their extreme aridity, and some years can pass without any rainfall.", "targets": "What does the Sahara have little to none of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7248202ae14046e2b9ab39b4a8c846c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central part of the Sahara is hyperarid, with little to no vegetation. The northern and southern reaches of the desert, along with the highlands, have areas of sparse grassland and desert shrub, with trees and taller shrubs in wadis where moisture collects. In the central, hyperarid part, there are many subdivisions of the great desert such as the Tanezrouft, the T\u00e9n\u00e9r\u00e9, the Libyan Desert, the Eastern Desert, the Nubian Desert and others. These absolute desert regions are characterized by their extreme aridity, and some years can pass without any rainfall.", "targets": "The northern and southern reaches of the desert are spare of what items?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7248202ae14046e2b9ab39b4a8c846c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central part of the Sahara is hyperarid, with little to no vegetation. The northern and southern reaches of the desert, along with the highlands, have areas of sparse grassland and desert shrub, with trees and taller shrubs in wadis where moisture collects. In the central, hyperarid part, there are many subdivisions of the great desert such as the Tanezrouft, the T\u00e9n\u00e9r\u00e9, the Libyan Desert, the Eastern Desert, the Nubian Desert and others. These absolute desert regions are characterized by their extreme aridity, and some years can pass without any rainfall.", "targets": "What does the Sahara have little of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7248202ae14046e2b9ab39b4a8c846c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The central part of the Sahara is hyperarid, with little to no vegetation. The northern and southern reaches of the desert, along with the highlands, have areas of sparse grassland and desert shrub, with trees and taller shrubs in wadis where moisture collects. In the central, hyperarid part, there are many subdivisions of the great desert such as the Tanezrouft, the T\u00e9n\u00e9r\u00e9, the Libyan Desert, the Eastern Desert, the Nubian Desert and others. These absolute desert regions are characterized by their extreme aridity, and some years can pass without any rainfall.", "targets": "How often does the Sahara go without rainfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-230aa217f26f455ab0c6ae901905d049", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Spain, every person officially has two surnames, one of which is the father's first surname and the other is the mother's first surname. The law contemplates the possibility of joining both surnames with the Catalan conjunction i (\"and\").", "targets": "How many surnames does everyone in Spain have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-230aa217f26f455ab0c6ae901905d049", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Spain, every person officially has two surnames, one of which is the father's first surname and the other is the mother's first surname. The law contemplates the possibility of joining both surnames with the Catalan conjunction i (\"and\").", "targets": "Which one of one's father's surnames is used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-230aa217f26f455ab0c6ae901905d049", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Spain, every person officially has two surnames, one of which is the father's first surname and the other is the mother's first surname. The law contemplates the possibility of joining both surnames with the Catalan conjunction i (\"and\").", "targets": "What is Spain thinking of doing to the two surnames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-230aa217f26f455ab0c6ae901905d049", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Spain, every person officially has two surnames, one of which is the father's first surname and the other is the mother's first surname. The law contemplates the possibility of joining both surnames with the Catalan conjunction i (\"and\").", "targets": "What conjunction would be used to join a person's surnames?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06e3afeaa1dc46848db349b91fc7433c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Palace (Bundeshaus), built from 1857 to 1902, which houses the national parliament, government and part of the federal administration, can also be visited.", "targets": "Where is the national parliment housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06e3afeaa1dc46848db349b91fc7433c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Federal Palace (Bundeshaus), built from 1857 to 1902, which houses the national parliament, government and part of the federal administration, can also be visited.", "targets": "What is the Federal Palace called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d5fea45967488d95164d87fbc998d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various LGBT publications serve the city's large LGBT (lesbian, gay, bisexual and transgender) community such as The Rainbow Times, the only minority and lesbian-owned LGBT newsmagazine. Founded in 2006, The Rainbow Times is now based out of Boston, but serves all of New England.", "targets": "What is the name of the citys only lesbian owned LGBT magazine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d5fea45967488d95164d87fbc998d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various LGBT publications serve the city's large LGBT (lesbian, gay, bisexual and transgender) community such as The Rainbow Times, the only minority and lesbian-owned LGBT newsmagazine. Founded in 2006, The Rainbow Times is now based out of Boston, but serves all of New England.", "targets": "What year was the Rainbow Times founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d5fea45967488d95164d87fbc998d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various LGBT publications serve the city's large LGBT (lesbian, gay, bisexual and transgender) community such as The Rainbow Times, the only minority and lesbian-owned LGBT newsmagazine. Founded in 2006, The Rainbow Times is now based out of Boston, but serves all of New England.", "targets": "What locations does the Rainbow Times serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86d5fea45967488d95164d87fbc998d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various LGBT publications serve the city's large LGBT (lesbian, gay, bisexual and transgender) community such as The Rainbow Times, the only minority and lesbian-owned LGBT newsmagazine. Founded in 2006, The Rainbow Times is now based out of Boston, but serves all of New England.", "targets": "Where is the headquarters for the Rainbow Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-622e895f416c4bb499d08c7218fb4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2006, the iTunes Store began to offer additional games for purchase with the launch of iTunes 7, compatible with the fifth generation iPod with iPod software 1.2 or later. Those games were: Bejeweled, Cubis 2, Mahjong, Mini Golf, Pac-Man, Tetris, Texas Hold 'Em, Vortex, Asphalt 4: Elite Racing and Zuma. Additional games have since been added. These games work on the 6th and 5th generation iPod Classic and the 5th and 4th generation iPod Nano.", "targets": "In what year did the iTunes store begin allowing users to buy video games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-622e895f416c4bb499d08c7218fb4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2006, the iTunes Store began to offer additional games for purchase with the launch of iTunes 7, compatible with the fifth generation iPod with iPod software 1.2 or later. Those games were: Bejeweled, Cubis 2, Mahjong, Mini Golf, Pac-Man, Tetris, Texas Hold 'Em, Vortex, Asphalt 4: Elite Racing and Zuma. Additional games have since been added. These games work on the 6th and 5th generation iPod Classic and the 5th and 4th generation iPod Nano.", "targets": "Which version of iTunes was introduced with the ability to purchase games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-622e895f416c4bb499d08c7218fb4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2006, the iTunes Store began to offer additional games for purchase with the launch of iTunes 7, compatible with the fifth generation iPod with iPod software 1.2 or later. Those games were: Bejeweled, Cubis 2, Mahjong, Mini Golf, Pac-Man, Tetris, Texas Hold 'Em, Vortex, Asphalt 4: Elite Racing and Zuma. Additional games have since been added. These games work on the 6th and 5th generation iPod Classic and the 5th and 4th generation iPod Nano.", "targets": "What was the first generation of iPod Classic on which games like Mahjong and Tetris could be played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-622e895f416c4bb499d08c7218fb4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2006, the iTunes Store began to offer additional games for purchase with the launch of iTunes 7, compatible with the fifth generation iPod with iPod software 1.2 or later. Those games were: Bejeweled, Cubis 2, Mahjong, Mini Golf, Pac-Man, Tetris, Texas Hold 'Em, Vortex, Asphalt 4: Elite Racing and Zuma. Additional games have since been added. These games work on the 6th and 5th generation iPod Classic and the 5th and 4th generation iPod Nano.", "targets": "On which generation of iPod Nano can games be played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-622e895f416c4bb499d08c7218fb4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2006, the iTunes Store began to offer additional games for purchase with the launch of iTunes 7, compatible with the fifth generation iPod with iPod software 1.2 or later. Those games were: Bejeweled, Cubis 2, Mahjong, Mini Golf, Pac-Man, Tetris, Texas Hold 'Em, Vortex, Asphalt 4: Elite Racing and Zuma. Additional games have since been added. These games work on the 6th and 5th generation iPod Classic and the 5th and 4th generation iPod Nano.", "targets": "In what year did iTunes 7 launch, along with a plethora of additional games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-622e895f416c4bb499d08c7218fb4d34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2006, the iTunes Store began to offer additional games for purchase with the launch of iTunes 7, compatible with the fifth generation iPod with iPod software 1.2 or later. Those games were: Bejeweled, Cubis 2, Mahjong, Mini Golf, Pac-Man, Tetris, Texas Hold 'Em, Vortex, Asphalt 4: Elite Racing and Zuma. Additional games have since been added. These games work on the 6th and 5th generation iPod Classic and the 5th and 4th generation iPod Nano.", "targets": "Which generation iPod was required to enjoy the new games available on iTunes 7?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d801c071ba2d4d4cb8ca4fbc7eaf5a73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the Punjabi poets, the names of Sultan Bahu, Bulleh Shah, Mian Muhammad Baksh, and Waris Shah and folk singers like Inayat Hussain Bhatti and Tufail Niazi, Alam Lohar, Sain Marna, Mansoor Malangi, Allah Ditta Lona wala, Talib Hussain Dard, Attaullah Khan Essa Khailwi, Gamoo Tahliwala, Mamzoo Gha-lla, Akbar Jat, Arif Lohar, Ahmad Nawaz Cheena and Hamid Ali Bela are well-known. In the composition of classical ragas, there are such masters as Malika-i-Mauseequi (Queen of Music) Roshan Ara Begum, Ustad Amanat Ali Khan, Salamat Ali Khan and Ustad Fateh Ali Khan. Alam Lohar has made significant contributions to folklore and Punjabi literature, by being a very influential Punjabi folk singer from 1930 until 1979.", "targets": "Who are some well-known Punjab poets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d801c071ba2d4d4cb8ca4fbc7eaf5a73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the Punjabi poets, the names of Sultan Bahu, Bulleh Shah, Mian Muhammad Baksh, and Waris Shah and folk singers like Inayat Hussain Bhatti and Tufail Niazi, Alam Lohar, Sain Marna, Mansoor Malangi, Allah Ditta Lona wala, Talib Hussain Dard, Attaullah Khan Essa Khailwi, Gamoo Tahliwala, Mamzoo Gha-lla, Akbar Jat, Arif Lohar, Ahmad Nawaz Cheena and Hamid Ali Bela are well-known. In the composition of classical ragas, there are such masters as Malika-i-Mauseequi (Queen of Music) Roshan Ara Begum, Ustad Amanat Ali Khan, Salamat Ali Khan and Ustad Fateh Ali Khan. Alam Lohar has made significant contributions to folklore and Punjabi literature, by being a very influential Punjabi folk singer from 1930 until 1979.", "targets": "What is Allah Ditta Lona Wala's career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d801c071ba2d4d4cb8ca4fbc7eaf5a73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the Punjabi poets, the names of Sultan Bahu, Bulleh Shah, Mian Muhammad Baksh, and Waris Shah and folk singers like Inayat Hussain Bhatti and Tufail Niazi, Alam Lohar, Sain Marna, Mansoor Malangi, Allah Ditta Lona wala, Talib Hussain Dard, Attaullah Khan Essa Khailwi, Gamoo Tahliwala, Mamzoo Gha-lla, Akbar Jat, Arif Lohar, Ahmad Nawaz Cheena and Hamid Ali Bela are well-known. In the composition of classical ragas, there are such masters as Malika-i-Mauseequi (Queen of Music) Roshan Ara Begum, Ustad Amanat Ali Khan, Salamat Ali Khan and Ustad Fateh Ali Khan. Alam Lohar has made significant contributions to folklore and Punjabi literature, by being a very influential Punjabi folk singer from 1930 until 1979.", "targets": "Who is the 'Queen of Music'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d801c071ba2d4d4cb8ca4fbc7eaf5a73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among the Punjabi poets, the names of Sultan Bahu, Bulleh Shah, Mian Muhammad Baksh, and Waris Shah and folk singers like Inayat Hussain Bhatti and Tufail Niazi, Alam Lohar, Sain Marna, Mansoor Malangi, Allah Ditta Lona wala, Talib Hussain Dard, Attaullah Khan Essa Khailwi, Gamoo Tahliwala, Mamzoo Gha-lla, Akbar Jat, Arif Lohar, Ahmad Nawaz Cheena and Hamid Ali Bela are well-known. In the composition of classical ragas, there are such masters as Malika-i-Mauseequi (Queen of Music) Roshan Ara Begum, Ustad Amanat Ali Khan, Salamat Ali Khan and Ustad Fateh Ali Khan. Alam Lohar has made significant contributions to folklore and Punjabi literature, by being a very influential Punjabi folk singer from 1930 until 1979.", "targets": "When was Alam Lohar an important Punjabi folk singer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc53926962314624bdcdda956c923b4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eight Island Courts and Lands Courts; appeals in relation to land disputes are made to the Lands Courts Appeal Panel. Appeals from the Island Courts and the Lands Courts Appeal Panel are made to the Magistrates Court, which has jurisdiction to hear civil cases involving up to $T10,000. The superior court is the High Court of Tuvalu as it has unlimited original jurisdiction to determine the Law of Tuvalu and to hear appeals from the lower courts. Sir Gordon Ward is the current Chief Justice of Tuvalu. Rulings of the High Court can be appealed to the Court of Appeal of Tuvalu. From the Court of Appeal there is a right of appeal to Her Majesty in Council, i.e., the Privy Council in London.", "targets": "How many courts are there on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc53926962314624bdcdda956c923b4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eight Island Courts and Lands Courts; appeals in relation to land disputes are made to the Lands Courts Appeal Panel. Appeals from the Island Courts and the Lands Courts Appeal Panel are made to the Magistrates Court, which has jurisdiction to hear civil cases involving up to $T10,000. The superior court is the High Court of Tuvalu as it has unlimited original jurisdiction to determine the Law of Tuvalu and to hear appeals from the lower courts. Sir Gordon Ward is the current Chief Justice of Tuvalu. Rulings of the High Court can be appealed to the Court of Appeal of Tuvalu. From the Court of Appeal there is a right of appeal to Her Majesty in Council, i.e., the Privy Council in London.", "targets": "What is the name of the superior court of Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc53926962314624bdcdda956c923b4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eight Island Courts and Lands Courts; appeals in relation to land disputes are made to the Lands Courts Appeal Panel. Appeals from the Island Courts and the Lands Courts Appeal Panel are made to the Magistrates Court, which has jurisdiction to hear civil cases involving up to $T10,000. The superior court is the High Court of Tuvalu as it has unlimited original jurisdiction to determine the Law of Tuvalu and to hear appeals from the lower courts. Sir Gordon Ward is the current Chief Justice of Tuvalu. Rulings of the High Court can be appealed to the Court of Appeal of Tuvalu. From the Court of Appeal there is a right of appeal to Her Majesty in Council, i.e., the Privy Council in London.", "targets": "What is the High Court's right to determine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc53926962314624bdcdda956c923b4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eight Island Courts and Lands Courts; appeals in relation to land disputes are made to the Lands Courts Appeal Panel. Appeals from the Island Courts and the Lands Courts Appeal Panel are made to the Magistrates Court, which has jurisdiction to hear civil cases involving up to $T10,000. The superior court is the High Court of Tuvalu as it has unlimited original jurisdiction to determine the Law of Tuvalu and to hear appeals from the lower courts. Sir Gordon Ward is the current Chief Justice of Tuvalu. Rulings of the High Court can be appealed to the Court of Appeal of Tuvalu. From the Court of Appeal there is a right of appeal to Her Majesty in Council, i.e., the Privy Council in London.", "targets": "What judge is the Chief Justice of the Tuvalu High Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc53926962314624bdcdda956c923b4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are eight Island Courts and Lands Courts; appeals in relation to land disputes are made to the Lands Courts Appeal Panel. Appeals from the Island Courts and the Lands Courts Appeal Panel are made to the Magistrates Court, which has jurisdiction to hear civil cases involving up to $T10,000. The superior court is the High Court of Tuvalu as it has unlimited original jurisdiction to determine the Law of Tuvalu and to hear appeals from the lower courts. Sir Gordon Ward is the current Chief Justice of Tuvalu. Rulings of the High Court can be appealed to the Court of Appeal of Tuvalu. From the Court of Appeal there is a right of appeal to Her Majesty in Council, i.e., the Privy Council in London.", "targets": "To where can judgments be appealed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b5268637524793823afbd689aae9b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt recognises only three religions: Islam, Christianity, and Judaism. Other faiths and minority Muslim sects practised by Egyptians, such as the small Bah\u00e1'\u00ed and Ahmadi community, are not recognised by the state and face persecution since they are labelled as far right groups that threaten Egypt's national security. Individuals, particularly Baha'is and atheists, wishing to include their religion (or lack thereof) on their mandatory state issued identification cards are denied this ability (see Egyptian identification card controversy), and are put in the position of either not obtaining required identification or lying about their faith. A 2008 court ruling allowed members of unrecognised faiths to obtain identification and leave the religion field blank.", "targets": "What 3 religions does Egypt recognise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b5268637524793823afbd689aae9b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt recognises only three religions: Islam, Christianity, and Judaism. Other faiths and minority Muslim sects practised by Egyptians, such as the small Bah\u00e1'\u00ed and Ahmadi community, are not recognised by the state and face persecution since they are labelled as far right groups that threaten Egypt's national security. Individuals, particularly Baha'is and atheists, wishing to include their religion (or lack thereof) on their mandatory state issued identification cards are denied this ability (see Egyptian identification card controversy), and are put in the position of either not obtaining required identification or lying about their faith. A 2008 court ruling allowed members of unrecognised faiths to obtain identification and leave the religion field blank.", "targets": "What recognition do Baha'i and Hmadi community get from Egyptian government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b5268637524793823afbd689aae9b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt recognises only three religions: Islam, Christianity, and Judaism. Other faiths and minority Muslim sects practised by Egyptians, such as the small Bah\u00e1'\u00ed and Ahmadi community, are not recognised by the state and face persecution since they are labelled as far right groups that threaten Egypt's national security. Individuals, particularly Baha'is and atheists, wishing to include their religion (or lack thereof) on their mandatory state issued identification cards are denied this ability (see Egyptian identification card controversy), and are put in the position of either not obtaining required identification or lying about their faith. A 2008 court ruling allowed members of unrecognised faiths to obtain identification and leave the religion field blank.", "targets": "Until what year did some minorities need to lie about religion or not get mandatory state issued ID?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56905dede8554c5aa10cd3ea2675b309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mark Twain provided humorously telling evidence for the frequent unreliability of back-translation when he issued his own back-translation of a French translation of his short story, \"The Celebrated Jumping Frog of Calaveras County\". He published his back-translation in a 1903 volume together with his English-language original, the French translation, and a \"Private History of the 'Jumping Frog' Story\". The latter included a synopsized adaptation of his story that Twain stated had appeared, unattributed to Twain, in a Professor Sidgwick\u2019s Greek Prose Composition (p. 116) under the title, \"The Athenian and the Frog\"; the adaptation had for a time been taken for an independent ancient Greek precursor to Twain's \"Jumping Frog\" story.", "targets": "Who provided a humorous example of the unreliability of back-translation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56905dede8554c5aa10cd3ea2675b309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mark Twain provided humorously telling evidence for the frequent unreliability of back-translation when he issued his own back-translation of a French translation of his short story, \"The Celebrated Jumping Frog of Calaveras County\". He published his back-translation in a 1903 volume together with his English-language original, the French translation, and a \"Private History of the 'Jumping Frog' Story\". The latter included a synopsized adaptation of his story that Twain stated had appeared, unattributed to Twain, in a Professor Sidgwick\u2019s Greek Prose Composition (p. 116) under the title, \"The Athenian and the Frog\"; the adaptation had for a time been taken for an independent ancient Greek precursor to Twain's \"Jumping Frog\" story.", "targets": "When was Twain's back-translation published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56905dede8554c5aa10cd3ea2675b309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mark Twain provided humorously telling evidence for the frequent unreliability of back-translation when he issued his own back-translation of a French translation of his short story, \"The Celebrated Jumping Frog of Calaveras County\". He published his back-translation in a 1903 volume together with his English-language original, the French translation, and a \"Private History of the 'Jumping Frog' Story\". The latter included a synopsized adaptation of his story that Twain stated had appeared, unattributed to Twain, in a Professor Sidgwick\u2019s Greek Prose Composition (p. 116) under the title, \"The Athenian and the Frog\"; the adaptation had for a time been taken for an independent ancient Greek precursor to Twain's \"Jumping Frog\" story.", "targets": "For what language did Twain create a back-translation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56905dede8554c5aa10cd3ea2675b309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mark Twain provided humorously telling evidence for the frequent unreliability of back-translation when he issued his own back-translation of a French translation of his short story, \"The Celebrated Jumping Frog of Calaveras County\". He published his back-translation in a 1903 volume together with his English-language original, the French translation, and a \"Private History of the 'Jumping Frog' Story\". The latter included a synopsized adaptation of his story that Twain stated had appeared, unattributed to Twain, in a Professor Sidgwick\u2019s Greek Prose Composition (p. 116) under the title, \"The Athenian and the Frog\"; the adaptation had for a time been taken for an independent ancient Greek precursor to Twain's \"Jumping Frog\" story.", "targets": "What include a synopsized adaptation of Twain's story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56905dede8554c5aa10cd3ea2675b309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mark Twain provided humorously telling evidence for the frequent unreliability of back-translation when he issued his own back-translation of a French translation of his short story, \"The Celebrated Jumping Frog of Calaveras County\". He published his back-translation in a 1903 volume together with his English-language original, the French translation, and a \"Private History of the 'Jumping Frog' Story\". The latter included a synopsized adaptation of his story that Twain stated had appeared, unattributed to Twain, in a Professor Sidgwick\u2019s Greek Prose Composition (p. 116) under the title, \"The Athenian and the Frog\"; the adaptation had for a time been taken for an independent ancient Greek precursor to Twain's \"Jumping Frog\" story.", "targets": "What had been thought for a while to be an independent ancient Greek precursor to Twain's story?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa88919fb214c05945858237596166a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 11, 2004, Comcast announced a $54 billion bid for The Walt Disney Company, as well as taking on $12 billion of Disney's debt. The deal would have made Comcast the largest media conglomerate in the world. However, after rejection by Disney and uncertain response from investors, the bid was abandoned in April. The main reason for the buyout attempt was so that Comcast could acquire Disney's 80 percent stake in ESPN, which a Comcast executive called \"the most important and valuable asset\" that Disney owned.", "targets": "What media conglomerate did Comcast try to buy in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa88919fb214c05945858237596166a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 11, 2004, Comcast announced a $54 billion bid for The Walt Disney Company, as well as taking on $12 billion of Disney's debt. The deal would have made Comcast the largest media conglomerate in the world. However, after rejection by Disney and uncertain response from investors, the bid was abandoned in April. The main reason for the buyout attempt was so that Comcast could acquire Disney's 80 percent stake in ESPN, which a Comcast executive called \"the most important and valuable asset\" that Disney owned.", "targets": "How much money did Comcast offer for this company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa88919fb214c05945858237596166a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 11, 2004, Comcast announced a $54 billion bid for The Walt Disney Company, as well as taking on $12 billion of Disney's debt. The deal would have made Comcast the largest media conglomerate in the world. However, after rejection by Disney and uncertain response from investors, the bid was abandoned in April. The main reason for the buyout attempt was so that Comcast could acquire Disney's 80 percent stake in ESPN, which a Comcast executive called \"the most important and valuable asset\" that Disney owned.", "targets": "What month in 2004 did Comcast drop it's bid for this company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa88919fb214c05945858237596166a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 11, 2004, Comcast announced a $54 billion bid for The Walt Disney Company, as well as taking on $12 billion of Disney's debt. The deal would have made Comcast the largest media conglomerate in the world. However, after rejection by Disney and uncertain response from investors, the bid was abandoned in April. The main reason for the buyout attempt was so that Comcast could acquire Disney's 80 percent stake in ESPN, which a Comcast executive called \"the most important and valuable asset\" that Disney owned.", "targets": "Comcast dropped their bid to focus on acquiring what sports network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aa88919fb214c05945858237596166a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 11, 2004, Comcast announced a $54 billion bid for The Walt Disney Company, as well as taking on $12 billion of Disney's debt. The deal would have made Comcast the largest media conglomerate in the world. However, after rejection by Disney and uncertain response from investors, the bid was abandoned in April. The main reason for the buyout attempt was so that Comcast could acquire Disney's 80 percent stake in ESPN, which a Comcast executive called \"the most important and valuable asset\" that Disney owned.", "targets": "Besides offering money, what else did Comcast include in their proposal to buy Disney?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea930345f7c246d0b400aa81b46063c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Specific concerns include a compounded inability for the Air Force to replace its aging fleet, and an overall reduction of strength and readiness. The USAF attempted to make these adjustments by primarily cutting the Air National Guard and Air Force Reserve aircraft fleets and their associated manpower, but Congress reversed this initiative and the majority of the lost manpower will come from the active forces. However, Congress did allow for $208 million of reprogramming from fleet modernization to enable some portion of the third of the grounded fleet to resume operations.", "targets": "What is one of the concerns of the Air Force? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea930345f7c246d0b400aa81b46063c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Specific concerns include a compounded inability for the Air Force to replace its aging fleet, and an overall reduction of strength and readiness. The USAF attempted to make these adjustments by primarily cutting the Air National Guard and Air Force Reserve aircraft fleets and their associated manpower, but Congress reversed this initiative and the majority of the lost manpower will come from the active forces. However, Congress did allow for $208 million of reprogramming from fleet modernization to enable some portion of the third of the grounded fleet to resume operations.", "targets": "How did the USAF try to make these adjustments to help with strength and readiness of its fleet? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea930345f7c246d0b400aa81b46063c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Specific concerns include a compounded inability for the Air Force to replace its aging fleet, and an overall reduction of strength and readiness. The USAF attempted to make these adjustments by primarily cutting the Air National Guard and Air Force Reserve aircraft fleets and their associated manpower, but Congress reversed this initiative and the majority of the lost manpower will come from the active forces. However, Congress did allow for $208 million of reprogramming from fleet modernization to enable some portion of the third of the grounded fleet to resume operations.", "targets": "How much money did Congress give to the USAF to enable them to replace some of the grounded fleet? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997895cace5a4a04bb7933ea126957e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The electronic instrumentation and minimal arrangement of Charanjit Singh's Synthesizing: Ten Ragas to a Disco Beat (1982), an album of Indian ragas performed in a disco style, anticipated the sounds of acid house music, but it is not known to have had any influence on the genre prior to the album's rediscovery in the 21st century.", "targets": "What was the name of Charanjit Singh's 1982 album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997895cace5a4a04bb7933ea126957e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The electronic instrumentation and minimal arrangement of Charanjit Singh's Synthesizing: Ten Ragas to a Disco Beat (1982), an album of Indian ragas performed in a disco style, anticipated the sounds of acid house music, but it is not known to have had any influence on the genre prior to the album's rediscovery in the 21st century.", "targets": "What did Singh's album contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997895cace5a4a04bb7933ea126957e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The electronic instrumentation and minimal arrangement of Charanjit Singh's Synthesizing: Ten Ragas to a Disco Beat (1982), an album of Indian ragas performed in a disco style, anticipated the sounds of acid house music, but it is not known to have had any influence on the genre prior to the album's rediscovery in the 21st century.", "targets": "What year was synthesizing: ten ragas to a disco beat released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997895cace5a4a04bb7933ea126957e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The electronic instrumentation and minimal arrangement of Charanjit Singh's Synthesizing: Ten Ragas to a Disco Beat (1982), an album of Indian ragas performed in a disco style, anticipated the sounds of acid house music, but it is not known to have had any influence on the genre prior to the album's rediscovery in the 21st century.", "targets": "What sort of arrangement did Charanjit Singh use on his 1982 album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab49fb59fc942f19a2620a8527d4846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899 the state legislature passed a new constitution, with requirements for poll taxes and literacy tests for voter registration which disfranchised most black Americans in the state. Exclusion from voting had wide effects: it meant that black Americans could not serve on juries or in any local office. After a decade of white supremacy, many people forgot that North Carolina had ever had thriving middle-class black Americans. Black citizens had no political voice in the state until after the federal Civil Rights Act of 1964 and Voting Rights Act of 1965 were passed to enforce their constitutional rights. It was not until 1992 that another African American was elected as a US Representative from North Carolina.", "targets": "What did the NC state legislature pass in 1899?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab49fb59fc942f19a2620a8527d4846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899 the state legislature passed a new constitution, with requirements for poll taxes and literacy tests for voter registration which disfranchised most black Americans in the state. Exclusion from voting had wide effects: it meant that black Americans could not serve on juries or in any local office. After a decade of white supremacy, many people forgot that North Carolina had ever had thriving middle-class black Americans. Black citizens had no political voice in the state until after the federal Civil Rights Act of 1964 and Voting Rights Act of 1965 were passed to enforce their constitutional rights. It was not until 1992 that another African American was elected as a US Representative from North Carolina.", "targets": "What type of taxes were required by the new NC constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab49fb59fc942f19a2620a8527d4846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899 the state legislature passed a new constitution, with requirements for poll taxes and literacy tests for voter registration which disfranchised most black Americans in the state. Exclusion from voting had wide effects: it meant that black Americans could not serve on juries or in any local office. After a decade of white supremacy, many people forgot that North Carolina had ever had thriving middle-class black Americans. Black citizens had no political voice in the state until after the federal Civil Rights Act of 1964 and Voting Rights Act of 1965 were passed to enforce their constitutional rights. It was not until 1992 that another African American was elected as a US Representative from North Carolina.", "targets": "What did the new constitution require for voter registration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab49fb59fc942f19a2620a8527d4846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899 the state legislature passed a new constitution, with requirements for poll taxes and literacy tests for voter registration which disfranchised most black Americans in the state. Exclusion from voting had wide effects: it meant that black Americans could not serve on juries or in any local office. After a decade of white supremacy, many people forgot that North Carolina had ever had thriving middle-class black Americans. Black citizens had no political voice in the state until after the federal Civil Rights Act of 1964 and Voting Rights Act of 1965 were passed to enforce their constitutional rights. It was not until 1992 that another African American was elected as a US Representative from North Carolina.", "targets": "Being excluded from doing what, made it so that black people could not serve on juries or in public office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cab49fb59fc942f19a2620a8527d4846", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899 the state legislature passed a new constitution, with requirements for poll taxes and literacy tests for voter registration which disfranchised most black Americans in the state. Exclusion from voting had wide effects: it meant that black Americans could not serve on juries or in any local office. After a decade of white supremacy, many people forgot that North Carolina had ever had thriving middle-class black Americans. Black citizens had no political voice in the state until after the federal Civil Rights Act of 1964 and Voting Rights Act of 1965 were passed to enforce their constitutional rights. It was not until 1992 that another African American was elected as a US Representative from North Carolina.", "targets": "What year was the Federal Civil Rights Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66078e6399f4a759a282224a6b35885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, Apple released the Power Mac G4 Cube, their first desktop since the discontinued Power Macintosh G3, to slot between the iMac G3 and the Power Mac G4. Even with its innovative design, it was initially priced US$200 higher than the comparably-equipped and more-expandable base Power Mac G4, while also not including a monitor, making it too expensive and resulting in slow sales. Apple sold just 29,000 Cubes in Q4 of 2000 which was one third of expectations, compared to 308,000 Macs during that same quarter, and Cube sales dropped to 12,000 units in Q1 of 2001. A price drop and hardware upgrades could not offset the earlier perception of the Cube's reduced value compared to the iMac and Power Mac G4 lineup, and it was discontinued in July 2001.", "targets": "What desktop did Apple release after the discontinued Power Macintosh G3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66078e6399f4a759a282224a6b35885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, Apple released the Power Mac G4 Cube, their first desktop since the discontinued Power Macintosh G3, to slot between the iMac G3 and the Power Mac G4. Even with its innovative design, it was initially priced US$200 higher than the comparably-equipped and more-expandable base Power Mac G4, while also not including a monitor, making it too expensive and resulting in slow sales. Apple sold just 29,000 Cubes in Q4 of 2000 which was one third of expectations, compared to 308,000 Macs during that same quarter, and Cube sales dropped to 12,000 units in Q1 of 2001. A price drop and hardware upgrades could not offset the earlier perception of the Cube's reduced value compared to the iMac and Power Mac G4 lineup, and it was discontinued in July 2001.", "targets": "Why were sales of the Power Mac G4 Cube slow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66078e6399f4a759a282224a6b35885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, Apple released the Power Mac G4 Cube, their first desktop since the discontinued Power Macintosh G3, to slot between the iMac G3 and the Power Mac G4. Even with its innovative design, it was initially priced US$200 higher than the comparably-equipped and more-expandable base Power Mac G4, while also not including a monitor, making it too expensive and resulting in slow sales. Apple sold just 29,000 Cubes in Q4 of 2000 which was one third of expectations, compared to 308,000 Macs during that same quarter, and Cube sales dropped to 12,000 units in Q1 of 2001. A price drop and hardware upgrades could not offset the earlier perception of the Cube's reduced value compared to the iMac and Power Mac G4 lineup, and it was discontinued in July 2001.", "targets": "What did the Power Mac G4 have trouble overcoming after they dropped their price and upgraded their hardware?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66078e6399f4a759a282224a6b35885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, Apple released the Power Mac G4 Cube, their first desktop since the discontinued Power Macintosh G3, to slot between the iMac G3 and the Power Mac G4. Even with its innovative design, it was initially priced US$200 higher than the comparably-equipped and more-expandable base Power Mac G4, while also not including a monitor, making it too expensive and resulting in slow sales. Apple sold just 29,000 Cubes in Q4 of 2000 which was one third of expectations, compared to 308,000 Macs during that same quarter, and Cube sales dropped to 12,000 units in Q1 of 2001. A price drop and hardware upgrades could not offset the earlier perception of the Cube's reduced value compared to the iMac and Power Mac G4 lineup, and it was discontinued in July 2001.", "targets": "When was the Power Mac G4 discontinued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e66078e6399f4a759a282224a6b35885", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, Apple released the Power Mac G4 Cube, their first desktop since the discontinued Power Macintosh G3, to slot between the iMac G3 and the Power Mac G4. Even with its innovative design, it was initially priced US$200 higher than the comparably-equipped and more-expandable base Power Mac G4, while also not including a monitor, making it too expensive and resulting in slow sales. Apple sold just 29,000 Cubes in Q4 of 2000 which was one third of expectations, compared to 308,000 Macs during that same quarter, and Cube sales dropped to 12,000 units in Q1 of 2001. A price drop and hardware upgrades could not offset the earlier perception of the Cube's reduced value compared to the iMac and Power Mac G4 lineup, and it was discontinued in July 2001.", "targets": "How did the actual sales of the G4's compare to the sales expectations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c835758be6074635ba7ef9dd9f1a21a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 19th and 20th century, many national political parties organized themselves into international organizations along similar policy lines. Notable examples are The Universal Party, International Workingmen's Association (also called the First International), the Socialist International (also called the Second International), the Communist International (also called the Third International), and the Fourth International, as organizations of working class parties, or the Liberal International (yellow), Hizb ut-Tahrir, Christian Democratic International and the International Democrat Union (blue). Organized in Italy in 1945, the International Communist Party, since 1974 headquartered in Florence has sections in six countries.[citation needed] Worldwide green parties have recently established the Global Greens. The Universal Party, The Socialist International, the Liberal International, and the International Democrat Union are all based in London. Some administrations (e.g. Hong Kong) outlaw formal linkages between local and foreign political organizations, effectively outlawing international political parties.", "targets": "When did political parties organize themselves into international organizations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c835758be6074635ba7ef9dd9f1a21a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 19th and 20th century, many national political parties organized themselves into international organizations along similar policy lines. Notable examples are The Universal Party, International Workingmen's Association (also called the First International), the Socialist International (also called the Second International), the Communist International (also called the Third International), and the Fourth International, as organizations of working class parties, or the Liberal International (yellow), Hizb ut-Tahrir, Christian Democratic International and the International Democrat Union (blue). Organized in Italy in 1945, the International Communist Party, since 1974 headquartered in Florence has sections in six countries.[citation needed] Worldwide green parties have recently established the Global Greens. The Universal Party, The Socialist International, the Liberal International, and the International Democrat Union are all based in London. Some administrations (e.g. Hong Kong) outlaw formal linkages between local and foreign political organizations, effectively outlawing international political parties.", "targets": "What are some examples of this?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c835758be6074635ba7ef9dd9f1a21a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the 19th and 20th century, many national political parties organized themselves into international organizations along similar policy lines. Notable examples are The Universal Party, International Workingmen's Association (also called the First International), the Socialist International (also called the Second International), the Communist International (also called the Third International), and the Fourth International, as organizations of working class parties, or the Liberal International (yellow), Hizb ut-Tahrir, Christian Democratic International and the International Democrat Union (blue). Organized in Italy in 1945, the International Communist Party, since 1974 headquartered in Florence has sections in six countries.[citation needed] Worldwide green parties have recently established the Global Greens. The Universal Party, The Socialist International, the Liberal International, and the International Democrat Union are all based in London. Some administrations (e.g. Hong Kong) outlaw formal linkages between local and foreign political organizations, effectively outlawing international political parties.", "targets": "Name an example of an administration that outlaws links between local and foreign political organizations. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29949fab2da84f948fa73f2c36df3288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the formal end of Reconstruction, the struggle over power in Southern society continued. Through violence and intimidation against freedmen and their allies, White Democrats regained political power in Tennessee and other states across the South in the late 1870s and 1880s. Over the next decade, the state legislature passed increasingly restrictive laws to control African Americans. In 1889 the General Assembly passed four laws described as electoral reform, with the cumulative effect of essentially disfranchising most African Americans in rural areas and small towns, as well as many poor Whites. Legislation included implementation of a poll tax, timing of registration, and recording requirements. Tens of thousands of taxpaying citizens were without representation for decades into the 20th century. Disfranchising legislation accompanied Jim Crow laws passed in the late 19th century, which imposed segregation in the state. In 1900, African Americans made up nearly 24% of the state's population, and numbered 480,430 citizens who lived mostly in the central and western parts of the state.", "targets": "Who were targeted by restrictive laws passed in Southern states at the end of the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29949fab2da84f948fa73f2c36df3288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the formal end of Reconstruction, the struggle over power in Southern society continued. Through violence and intimidation against freedmen and their allies, White Democrats regained political power in Tennessee and other states across the South in the late 1870s and 1880s. Over the next decade, the state legislature passed increasingly restrictive laws to control African Americans. In 1889 the General Assembly passed four laws described as electoral reform, with the cumulative effect of essentially disfranchising most African Americans in rural areas and small towns, as well as many poor Whites. Legislation included implementation of a poll tax, timing of registration, and recording requirements. Tens of thousands of taxpaying citizens were without representation for decades into the 20th century. Disfranchising legislation accompanied Jim Crow laws passed in the late 19th century, which imposed segregation in the state. In 1900, African Americans made up nearly 24% of the state's population, and numbered 480,430 citizens who lived mostly in the central and western parts of the state.", "targets": "In which year did the Tennessee General Assembly pass electoral reform laws that disenfranchised most African Americans in the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29949fab2da84f948fa73f2c36df3288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the formal end of Reconstruction, the struggle over power in Southern society continued. Through violence and intimidation against freedmen and their allies, White Democrats regained political power in Tennessee and other states across the South in the late 1870s and 1880s. Over the next decade, the state legislature passed increasingly restrictive laws to control African Americans. In 1889 the General Assembly passed four laws described as electoral reform, with the cumulative effect of essentially disfranchising most African Americans in rural areas and small towns, as well as many poor Whites. Legislation included implementation of a poll tax, timing of registration, and recording requirements. Tens of thousands of taxpaying citizens were without representation for decades into the 20th century. Disfranchising legislation accompanied Jim Crow laws passed in the late 19th century, which imposed segregation in the state. In 1900, African Americans made up nearly 24% of the state's population, and numbered 480,430 citizens who lived mostly in the central and western parts of the state.", "targets": "Who besides African Americans were victims of Tennessee's late-19th century electoral reform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29949fab2da84f948fa73f2c36df3288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the formal end of Reconstruction, the struggle over power in Southern society continued. Through violence and intimidation against freedmen and their allies, White Democrats regained political power in Tennessee and other states across the South in the late 1870s and 1880s. Over the next decade, the state legislature passed increasingly restrictive laws to control African Americans. In 1889 the General Assembly passed four laws described as electoral reform, with the cumulative effect of essentially disfranchising most African Americans in rural areas and small towns, as well as many poor Whites. Legislation included implementation of a poll tax, timing of registration, and recording requirements. Tens of thousands of taxpaying citizens were without representation for decades into the 20th century. Disfranchising legislation accompanied Jim Crow laws passed in the late 19th century, which imposed segregation in the state. In 1900, African Americans made up nearly 24% of the state's population, and numbered 480,430 citizens who lived mostly in the central and western parts of the state.", "targets": "What is the name for laws dating from the late-19th century which promoted segregation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29949fab2da84f948fa73f2c36df3288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the formal end of Reconstruction, the struggle over power in Southern society continued. Through violence and intimidation against freedmen and their allies, White Democrats regained political power in Tennessee and other states across the South in the late 1870s and 1880s. Over the next decade, the state legislature passed increasingly restrictive laws to control African Americans. In 1889 the General Assembly passed four laws described as electoral reform, with the cumulative effect of essentially disfranchising most African Americans in rural areas and small towns, as well as many poor Whites. Legislation included implementation of a poll tax, timing of registration, and recording requirements. Tens of thousands of taxpaying citizens were without representation for decades into the 20th century. Disfranchising legislation accompanied Jim Crow laws passed in the late 19th century, which imposed segregation in the state. In 1900, African Americans made up nearly 24% of the state's population, and numbered 480,430 citizens who lived mostly in the central and western parts of the state.", "targets": "Approximately how many African Americans lived in Tennessee in 1900?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14ad26ee3544989a4ec8ccc9c832d7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the Gelug exchanged gifts with and sent missions to the Ming court up until the 1430s, the Gelug was not mentioned in the Mingshi or the Mingshi Lu. On this, historian Li Tieh-tseng says of Tsongkhapa's refusal of Ming invitations to visit the Yongle Emperor's court:", "targets": "Who did the Gelug exchange gifts with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14ad26ee3544989a4ec8ccc9c832d7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the Gelug exchanged gifts with and sent missions to the Ming court up until the 1430s, the Gelug was not mentioned in the Mingshi or the Mingshi Lu. On this, historian Li Tieh-tseng says of Tsongkhapa's refusal of Ming invitations to visit the Yongle Emperor's court:", "targets": "Until what year frame did the Gelug exchange gifts with the the Ming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14ad26ee3544989a4ec8ccc9c832d7e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Even though the Gelug exchanged gifts with and sent missions to the Ming court up until the 1430s, the Gelug was not mentioned in the Mingshi or the Mingshi Lu. On this, historian Li Tieh-tseng says of Tsongkhapa's refusal of Ming invitations to visit the Yongle Emperor's court:", "targets": "What was the Gelug not mentioned in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b62186cc55f4b78ac9d7d45a4d1b3a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The division between the two is often not clear and is often politicized in disagreements within a government over a treaty, since a non-self-executing treaty cannot be acted on without the proper change in domestic law. If a treaty requires implementing legislation, a state may be in default of its obligations by the failure of its legislature to pass the necessary domestic laws.", "targets": "What type of treaty cannot be acted on without the proper change in domestic law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b62186cc55f4b78ac9d7d45a4d1b3a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The division between the two is often not clear and is often politicized in disagreements within a government over a treaty, since a non-self-executing treaty cannot be acted on without the proper change in domestic law. If a treaty requires implementing legislation, a state may be in default of its obligations by the failure of its legislature to pass the necessary domestic laws.", "targets": "A state party may be in default of its obligations under a non-self-executing treaty if its legislature fails to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b62186cc55f4b78ac9d7d45a4d1b3a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The division between the two is often not clear and is often politicized in disagreements within a government over a treaty, since a non-self-executing treaty cannot be acted on without the proper change in domestic law. If a treaty requires implementing legislation, a state may be in default of its obligations by the failure of its legislature to pass the necessary domestic laws.", "targets": "What institution of a party to a treaty must act to fulfill the party's obligations under a non-self-executing treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b62186cc55f4b78ac9d7d45a4d1b3a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The division between the two is often not clear and is often politicized in disagreements within a government over a treaty, since a non-self-executing treaty cannot be acted on without the proper change in domestic law. If a treaty requires implementing legislation, a state may be in default of its obligations by the failure of its legislature to pass the necessary domestic laws.", "targets": "The often unclear division between a self-executing treaty and a non-self-executing treaty can lead to a treaty being what if disagreements exist within a party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b62186cc55f4b78ac9d7d45a4d1b3a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The division between the two is often not clear and is often politicized in disagreements within a government over a treaty, since a non-self-executing treaty cannot be acted on without the proper change in domestic law. If a treaty requires implementing legislation, a state may be in default of its obligations by the failure of its legislature to pass the necessary domestic laws.", "targets": "A treaty may be politicized due to disagreements within a party because the division between a self-executing treaty and a non-self-executing treaty can often be described as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a74c17449949559842891459afe549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical musicians continued to use many of instruments from the Baroque era, such as the cello, contrabass, recorder, trombone, timpani, fortepiano and organ. While some Baroque instruments fell into disuse (e.g., the theorbo and rackett), many Baroque instruments were changed into the versions that are still in use today, such as the Baroque violin (which became the violin), the Baroque oboe (which became the oboe) and the Baroque trumpet, which transitioned to the regular valved trumpet.", "targets": "Classical musicians continued to use many instruments from what era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a74c17449949559842891459afe549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical musicians continued to use many of instruments from the Baroque era, such as the cello, contrabass, recorder, trombone, timpani, fortepiano and organ. While some Baroque instruments fell into disuse (e.g., the theorbo and rackett), many Baroque instruments were changed into the versions that are still in use today, such as the Baroque violin (which became the violin), the Baroque oboe (which became the oboe) and the Baroque trumpet, which transitioned to the regular valved trumpet.", "targets": "The theorbo and what other Baroque instrument fell into disuse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a74c17449949559842891459afe549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical musicians continued to use many of instruments from the Baroque era, such as the cello, contrabass, recorder, trombone, timpani, fortepiano and organ. While some Baroque instruments fell into disuse (e.g., the theorbo and rackett), many Baroque instruments were changed into the versions that are still in use today, such as the Baroque violin (which became the violin), the Baroque oboe (which became the oboe) and the Baroque trumpet, which transitioned to the regular valved trumpet.", "targets": "The Baroque violin became what modern instrument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a74c17449949559842891459afe549", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Classical musicians continued to use many of instruments from the Baroque era, such as the cello, contrabass, recorder, trombone, timpani, fortepiano and organ. While some Baroque instruments fell into disuse (e.g., the theorbo and rackett), many Baroque instruments were changed into the versions that are still in use today, such as the Baroque violin (which became the violin), the Baroque oboe (which became the oboe) and the Baroque trumpet, which transitioned to the regular valved trumpet.", "targets": "What did the Baroque trumpet become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa244600af78444dbe5fde87987ff89b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Crossing the Italian-Austrian border, the Brenner Pass separates the \u00d6tztal Alps and Zillertal Alps and has been in use as a trading route since the 14th century. The lowest of the Alpine passes at 985 m (3,232 ft), the Semmering crosses from Lower Austria to Styria; since the 12th century when a hospice was built there it has seen continuous use. A railroad with a tunnel 1 mile (1.6 km) long was built along the route of the pass in the mid-19th century. With a summit of 2,469 m (8,100 ft), the Great St. Bernard Pass is one of the highest in the Alps, crossing the Italian-Swiss border east of the Pennine Alps along the flanks of Mont Blanc. The pass was used by Napoleon Bonaparte to cross 40,000 troops in 1800. The Saint Gotthard Pass crosses from Central Switzerland to Ticino; in the late 19th century the 14 km (9 mi) long Saint Gotthard Tunnel was built connecting Lucerne in Switzerland, with Milan in Italy. The Mont Cenis pass has been a major commercial road between Western Europe and Italy. Now the pass has been supplanted by the Fr\u00e9jus Road and Rail tunnel. At 2,756 m (9,042 ft), the Stelvio Pass in northern Italy is one of the highest of the Alpine passes; the road was built in the 1820s. The highest pass in the alps is the col de l'Iseran in Savoy (France) at 2,770 m (9,088 ft).", "targets": "What seperates the Otztal Alps and Zillertal Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa244600af78444dbe5fde87987ff89b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Crossing the Italian-Austrian border, the Brenner Pass separates the \u00d6tztal Alps and Zillertal Alps and has been in use as a trading route since the 14th century. The lowest of the Alpine passes at 985 m (3,232 ft), the Semmering crosses from Lower Austria to Styria; since the 12th century when a hospice was built there it has seen continuous use. A railroad with a tunnel 1 mile (1.6 km) long was built along the route of the pass in the mid-19th century. With a summit of 2,469 m (8,100 ft), the Great St. Bernard Pass is one of the highest in the Alps, crossing the Italian-Swiss border east of the Pennine Alps along the flanks of Mont Blanc. The pass was used by Napoleon Bonaparte to cross 40,000 troops in 1800. The Saint Gotthard Pass crosses from Central Switzerland to Ticino; in the late 19th century the 14 km (9 mi) long Saint Gotthard Tunnel was built connecting Lucerne in Switzerland, with Milan in Italy. The Mont Cenis pass has been a major commercial road between Western Europe and Italy. Now the pass has been supplanted by the Fr\u00e9jus Road and Rail tunnel. At 2,756 m (9,042 ft), the Stelvio Pass in northern Italy is one of the highest of the Alpine passes; the road was built in the 1820s. The highest pass in the alps is the col de l'Iseran in Savoy (France) at 2,770 m (9,088 ft).", "targets": "How long has the Brenner Pass been used as a trading route? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa244600af78444dbe5fde87987ff89b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Crossing the Italian-Austrian border, the Brenner Pass separates the \u00d6tztal Alps and Zillertal Alps and has been in use as a trading route since the 14th century. The lowest of the Alpine passes at 985 m (3,232 ft), the Semmering crosses from Lower Austria to Styria; since the 12th century when a hospice was built there it has seen continuous use. A railroad with a tunnel 1 mile (1.6 km) long was built along the route of the pass in the mid-19th century. With a summit of 2,469 m (8,100 ft), the Great St. Bernard Pass is one of the highest in the Alps, crossing the Italian-Swiss border east of the Pennine Alps along the flanks of Mont Blanc. The pass was used by Napoleon Bonaparte to cross 40,000 troops in 1800. The Saint Gotthard Pass crosses from Central Switzerland to Ticino; in the late 19th century the 14 km (9 mi) long Saint Gotthard Tunnel was built connecting Lucerne in Switzerland, with Milan in Italy. The Mont Cenis pass has been a major commercial road between Western Europe and Italy. Now the pass has been supplanted by the Fr\u00e9jus Road and Rail tunnel. At 2,756 m (9,042 ft), the Stelvio Pass in northern Italy is one of the highest of the Alpine passes; the road was built in the 1820s. The highest pass in the alps is the col de l'Iseran in Savoy (France) at 2,770 m (9,088 ft).", "targets": "The lowest of the Alpine passes at what elevation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa244600af78444dbe5fde87987ff89b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Crossing the Italian-Austrian border, the Brenner Pass separates the \u00d6tztal Alps and Zillertal Alps and has been in use as a trading route since the 14th century. The lowest of the Alpine passes at 985 m (3,232 ft), the Semmering crosses from Lower Austria to Styria; since the 12th century when a hospice was built there it has seen continuous use. A railroad with a tunnel 1 mile (1.6 km) long was built along the route of the pass in the mid-19th century. With a summit of 2,469 m (8,100 ft), the Great St. Bernard Pass is one of the highest in the Alps, crossing the Italian-Swiss border east of the Pennine Alps along the flanks of Mont Blanc. The pass was used by Napoleon Bonaparte to cross 40,000 troops in 1800. The Saint Gotthard Pass crosses from Central Switzerland to Ticino; in the late 19th century the 14 km (9 mi) long Saint Gotthard Tunnel was built connecting Lucerne in Switzerland, with Milan in Italy. The Mont Cenis pass has been a major commercial road between Western Europe and Italy. Now the pass has been supplanted by the Fr\u00e9jus Road and Rail tunnel. At 2,756 m (9,042 ft), the Stelvio Pass in northern Italy is one of the highest of the Alpine passes; the road was built in the 1820s. The highest pass in the alps is the col de l'Iseran in Savoy (France) at 2,770 m (9,088 ft).", "targets": "Who crossed the Great St. Bernard Pass with 40,000 troops? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa244600af78444dbe5fde87987ff89b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Crossing the Italian-Austrian border, the Brenner Pass separates the \u00d6tztal Alps and Zillertal Alps and has been in use as a trading route since the 14th century. The lowest of the Alpine passes at 985 m (3,232 ft), the Semmering crosses from Lower Austria to Styria; since the 12th century when a hospice was built there it has seen continuous use. A railroad with a tunnel 1 mile (1.6 km) long was built along the route of the pass in the mid-19th century. With a summit of 2,469 m (8,100 ft), the Great St. Bernard Pass is one of the highest in the Alps, crossing the Italian-Swiss border east of the Pennine Alps along the flanks of Mont Blanc. The pass was used by Napoleon Bonaparte to cross 40,000 troops in 1800. The Saint Gotthard Pass crosses from Central Switzerland to Ticino; in the late 19th century the 14 km (9 mi) long Saint Gotthard Tunnel was built connecting Lucerne in Switzerland, with Milan in Italy. The Mont Cenis pass has been a major commercial road between Western Europe and Italy. Now the pass has been supplanted by the Fr\u00e9jus Road and Rail tunnel. At 2,756 m (9,042 ft), the Stelvio Pass in northern Italy is one of the highest of the Alpine passes; the road was built in the 1820s. The highest pass in the alps is the col de l'Iseran in Savoy (France) at 2,770 m (9,088 ft).", "targets": "Where is the highest point in the alps located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e76d0189aa4feabc44a681dc09033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kakatiya dynasty was reduced to a vassal of the Khilji dynasty in 1310 after its defeat by Sultan Alauddin Khilji of the Delhi Sultanate. This lasted until 1321, when the Kakatiya dynasty was annexed by Malik Kafur, Allaudin Khilji's general. During this period, Alauddin Khilji took the Koh-i-Noor diamond, which is said to have been mined from the Kollur Mines of Golkonda, to Delhi. Muhammad bin Tughluq succeeded to the Delhi sultanate in 1325, bringing Warangal under the rule of the Tughlaq dynasty until 1347 when Ala-ud-Din Bahman Shah, a governor under bin Tughluq, rebelled against Delhi and established the Bahmani Sultanate in the Deccan Plateau, with Gulbarga, 200 km (124 mi) west of Hyderabad, as its capital. The Bahmani kings ruled the region until 1518 and were the first independent Muslim rulers of the Deccan.", "targets": "Who defeated the Kakatiya dynasty in 1310?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e76d0189aa4feabc44a681dc09033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kakatiya dynasty was reduced to a vassal of the Khilji dynasty in 1310 after its defeat by Sultan Alauddin Khilji of the Delhi Sultanate. This lasted until 1321, when the Kakatiya dynasty was annexed by Malik Kafur, Allaudin Khilji's general. During this period, Alauddin Khilji took the Koh-i-Noor diamond, which is said to have been mined from the Kollur Mines of Golkonda, to Delhi. Muhammad bin Tughluq succeeded to the Delhi sultanate in 1325, bringing Warangal under the rule of the Tughlaq dynasty until 1347 when Ala-ud-Din Bahman Shah, a governor under bin Tughluq, rebelled against Delhi and established the Bahmani Sultanate in the Deccan Plateau, with Gulbarga, 200 km (124 mi) west of Hyderabad, as its capital. The Bahmani kings ruled the region until 1518 and were the first independent Muslim rulers of the Deccan.", "targets": "Which entity subsumed the Kakatiya dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e76d0189aa4feabc44a681dc09033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kakatiya dynasty was reduced to a vassal of the Khilji dynasty in 1310 after its defeat by Sultan Alauddin Khilji of the Delhi Sultanate. This lasted until 1321, when the Kakatiya dynasty was annexed by Malik Kafur, Allaudin Khilji's general. During this period, Alauddin Khilji took the Koh-i-Noor diamond, which is said to have been mined from the Kollur Mines of Golkonda, to Delhi. Muhammad bin Tughluq succeeded to the Delhi sultanate in 1325, bringing Warangal under the rule of the Tughlaq dynasty until 1347 when Ala-ud-Din Bahman Shah, a governor under bin Tughluq, rebelled against Delhi and established the Bahmani Sultanate in the Deccan Plateau, with Gulbarga, 200 km (124 mi) west of Hyderabad, as its capital. The Bahmani kings ruled the region until 1518 and were the first independent Muslim rulers of the Deccan.", "targets": "What did the Malik Kafur do to the Kakatiya dynasty in 1321?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e76d0189aa4feabc44a681dc09033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kakatiya dynasty was reduced to a vassal of the Khilji dynasty in 1310 after its defeat by Sultan Alauddin Khilji of the Delhi Sultanate. This lasted until 1321, when the Kakatiya dynasty was annexed by Malik Kafur, Allaudin Khilji's general. During this period, Alauddin Khilji took the Koh-i-Noor diamond, which is said to have been mined from the Kollur Mines of Golkonda, to Delhi. Muhammad bin Tughluq succeeded to the Delhi sultanate in 1325, bringing Warangal under the rule of the Tughlaq dynasty until 1347 when Ala-ud-Din Bahman Shah, a governor under bin Tughluq, rebelled against Delhi and established the Bahmani Sultanate in the Deccan Plateau, with Gulbarga, 200 km (124 mi) west of Hyderabad, as its capital. The Bahmani kings ruled the region until 1518 and were the first independent Muslim rulers of the Deccan.", "targets": "When was the Behmani Sultanate established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32e76d0189aa4feabc44a681dc09033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kakatiya dynasty was reduced to a vassal of the Khilji dynasty in 1310 after its defeat by Sultan Alauddin Khilji of the Delhi Sultanate. This lasted until 1321, when the Kakatiya dynasty was annexed by Malik Kafur, Allaudin Khilji's general. During this period, Alauddin Khilji took the Koh-i-Noor diamond, which is said to have been mined from the Kollur Mines of Golkonda, to Delhi. Muhammad bin Tughluq succeeded to the Delhi sultanate in 1325, bringing Warangal under the rule of the Tughlaq dynasty until 1347 when Ala-ud-Din Bahman Shah, a governor under bin Tughluq, rebelled against Delhi and established the Bahmani Sultanate in the Deccan Plateau, with Gulbarga, 200 km (124 mi) west of Hyderabad, as its capital. The Bahmani kings ruled the region until 1518 and were the first independent Muslim rulers of the Deccan.", "targets": "In what year did Muhammad bin Tughluq succeed the Delhi sultanate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502bf12220c44415b3dc7cf0a2e18346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two basic forms of data packet, DATA0 and DATA1. A data packet must always be preceded by an address token, and is usually followed by a handshake token from the receiver back to the transmitter. The two packet types provide the 1-bit sequence number required by Stop-and-wait ARQ. If a USB host does not receive a response (such as an ACK) for data it has transmitted, it does not know if the data was received or not; the data might have been lost in transit, or it might have been received but the handshake response was lost.", "targets": "There are two basic forms of data packet, what are they?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502bf12220c44415b3dc7cf0a2e18346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two basic forms of data packet, DATA0 and DATA1. A data packet must always be preceded by an address token, and is usually followed by a handshake token from the receiver back to the transmitter. The two packet types provide the 1-bit sequence number required by Stop-and-wait ARQ. If a USB host does not receive a response (such as an ACK) for data it has transmitted, it does not know if the data was received or not; the data might have been lost in transit, or it might have been received but the handshake response was lost.", "targets": "A data packet must always be preceded by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502bf12220c44415b3dc7cf0a2e18346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are two basic forms of data packet, DATA0 and DATA1. A data packet must always be preceded by an address token, and is usually followed by a handshake token from the receiver back to the transmitter. The two packet types provide the 1-bit sequence number required by Stop-and-wait ARQ. If a USB host does not receive a response (such as an ACK) for data it has transmitted, it does not know if the data was received or not; the data might have been lost in transit, or it might have been received but the handshake response was lost.", "targets": "What is a data packet usually followed by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a7bf1b11a20462fbd9ec97dbc79e0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest extant arguments that the world of experience is grounded in the mental derive from India and Greece. The Hindu idealists in India and the Greek Neoplatonists gave panentheistic arguments for an all-pervading consciousness as the ground or true nature of reality. In contrast, the Yog\u0101c\u0101ra school, which arose within Mahayana Buddhism in India in the 4th century CE, based its \"mind-only\" idealism to a greater extent on phenomenological analyses of personal experience. This turn toward the subjective anticipated empiricists such as George Berkeley, who revived idealism in 18th-century Europe by employing skeptical arguments against materialism.", "targets": "What Indian thinkers were early idealists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a7bf1b11a20462fbd9ec97dbc79e0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest extant arguments that the world of experience is grounded in the mental derive from India and Greece. The Hindu idealists in India and the Greek Neoplatonists gave panentheistic arguments for an all-pervading consciousness as the ground or true nature of reality. In contrast, the Yog\u0101c\u0101ra school, which arose within Mahayana Buddhism in India in the 4th century CE, based its \"mind-only\" idealism to a greater extent on phenomenological analyses of personal experience. This turn toward the subjective anticipated empiricists such as George Berkeley, who revived idealism in 18th-century Europe by employing skeptical arguments against materialism.", "targets": "What Greek philosophers had idealistic views?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a7bf1b11a20462fbd9ec97dbc79e0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest extant arguments that the world of experience is grounded in the mental derive from India and Greece. The Hindu idealists in India and the Greek Neoplatonists gave panentheistic arguments for an all-pervading consciousness as the ground or true nature of reality. In contrast, the Yog\u0101c\u0101ra school, which arose within Mahayana Buddhism in India in the 4th century CE, based its \"mind-only\" idealism to a greater extent on phenomenological analyses of personal experience. This turn toward the subjective anticipated empiricists such as George Berkeley, who revived idealism in 18th-century Europe by employing skeptical arguments against materialism.", "targets": "With what sect of Buddhism was the Yog\u0101c\u0101ra school affiliated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a7bf1b11a20462fbd9ec97dbc79e0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest extant arguments that the world of experience is grounded in the mental derive from India and Greece. The Hindu idealists in India and the Greek Neoplatonists gave panentheistic arguments for an all-pervading consciousness as the ground or true nature of reality. In contrast, the Yog\u0101c\u0101ra school, which arose within Mahayana Buddhism in India in the 4th century CE, based its \"mind-only\" idealism to a greater extent on phenomenological analyses of personal experience. This turn toward the subjective anticipated empiricists such as George Berkeley, who revived idealism in 18th-century Europe by employing skeptical arguments against materialism.", "targets": "In what century did the Yog\u0101c\u0101ra school arise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a7bf1b11a20462fbd9ec97dbc79e0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest extant arguments that the world of experience is grounded in the mental derive from India and Greece. The Hindu idealists in India and the Greek Neoplatonists gave panentheistic arguments for an all-pervading consciousness as the ground or true nature of reality. In contrast, the Yog\u0101c\u0101ra school, which arose within Mahayana Buddhism in India in the 4th century CE, based its \"mind-only\" idealism to a greater extent on phenomenological analyses of personal experience. This turn toward the subjective anticipated empiricists such as George Berkeley, who revived idealism in 18th-century Europe by employing skeptical arguments against materialism.", "targets": "What century did George Berkeley live in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c65ad1fe5745a481728dc6b093784d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars have asserted that Luther taught that faith and reason were antithetical in the sense that questions of faith could not be illuminated by reason. He wrote, \"All the articles of our Christian faith, which God has revealed to us in His Word, are in presence of reason sheerly impossible, absurd, and false.\" and \"[That] Reason in no way contributes to faith. [...] For reason is the greatest enemy that faith has; it never comes to the aid of spiritual things.\" However, though seemingly contradictorily, he also wrote in the latter work that human reason \"strives not against faith, when enlightened, but rather furthers and advances it\", bringing claims he was a fideist into dispute. Contemporary Lutheran scholarship, however, has found a different reality in Luther. Luther rather seeks to separate faith and reason in order to honor the separate spheres of knowledge that each applies to. Bernhard Lohse, for example, has demonstrated in his classic work \"Fides und Ratio\" that Luther ultimately sought to put the two together. More recently, Hans-Peter Grosshans has demonstrated that Luther's work on Biblical Criticism stresses the need for external coherence in the right exegetical method. This means that for Luther it is more important that the Bible is reasonable according to the reality outside of the scriptures than that the Bible makes sense to itself, that it has internal coherence. The right tool for understanding the world outside of the Bible for Luther is none other than reason, which for him is the field of science, philosophy, history and empirical observation. Here a different picture is presented of a Luther who deeply valued both faith and reason, and held them in dialectical partnership. Luther's concern thus in separating them is honoring their different epistemological spheres.", "targets": "What do scholars sometimes assert that Luther believed about what faith and reason were to each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c65ad1fe5745a481728dc6b093784d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars have asserted that Luther taught that faith and reason were antithetical in the sense that questions of faith could not be illuminated by reason. He wrote, \"All the articles of our Christian faith, which God has revealed to us in His Word, are in presence of reason sheerly impossible, absurd, and false.\" and \"[That] Reason in no way contributes to faith. [...] For reason is the greatest enemy that faith has; it never comes to the aid of spiritual things.\" However, though seemingly contradictorily, he also wrote in the latter work that human reason \"strives not against faith, when enlightened, but rather furthers and advances it\", bringing claims he was a fideist into dispute. Contemporary Lutheran scholarship, however, has found a different reality in Luther. Luther rather seeks to separate faith and reason in order to honor the separate spheres of knowledge that each applies to. Bernhard Lohse, for example, has demonstrated in his classic work \"Fides und Ratio\" that Luther ultimately sought to put the two together. More recently, Hans-Peter Grosshans has demonstrated that Luther's work on Biblical Criticism stresses the need for external coherence in the right exegetical method. This means that for Luther it is more important that the Bible is reasonable according to the reality outside of the scriptures than that the Bible makes sense to itself, that it has internal coherence. The right tool for understanding the world outside of the Bible for Luther is none other than reason, which for him is the field of science, philosophy, history and empirical observation. Here a different picture is presented of a Luther who deeply valued both faith and reason, and held them in dialectical partnership. Luther's concern thus in separating them is honoring their different epistemological spheres.", "targets": "What did Luther think that faith could not be understood by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c65ad1fe5745a481728dc6b093784d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars have asserted that Luther taught that faith and reason were antithetical in the sense that questions of faith could not be illuminated by reason. He wrote, \"All the articles of our Christian faith, which God has revealed to us in His Word, are in presence of reason sheerly impossible, absurd, and false.\" and \"[That] Reason in no way contributes to faith. [...] For reason is the greatest enemy that faith has; it never comes to the aid of spiritual things.\" However, though seemingly contradictorily, he also wrote in the latter work that human reason \"strives not against faith, when enlightened, but rather furthers and advances it\", bringing claims he was a fideist into dispute. Contemporary Lutheran scholarship, however, has found a different reality in Luther. Luther rather seeks to separate faith and reason in order to honor the separate spheres of knowledge that each applies to. Bernhard Lohse, for example, has demonstrated in his classic work \"Fides und Ratio\" that Luther ultimately sought to put the two together. More recently, Hans-Peter Grosshans has demonstrated that Luther's work on Biblical Criticism stresses the need for external coherence in the right exegetical method. This means that for Luther it is more important that the Bible is reasonable according to the reality outside of the scriptures than that the Bible makes sense to itself, that it has internal coherence. The right tool for understanding the world outside of the Bible for Luther is none other than reason, which for him is the field of science, philosophy, history and empirical observation. Here a different picture is presented of a Luther who deeply valued both faith and reason, and held them in dialectical partnership. Luther's concern thus in separating them is honoring their different epistemological spheres.", "targets": "How did Luther say that reason contributes to faith?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c65ad1fe5745a481728dc6b093784d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars have asserted that Luther taught that faith and reason were antithetical in the sense that questions of faith could not be illuminated by reason. He wrote, \"All the articles of our Christian faith, which God has revealed to us in His Word, are in presence of reason sheerly impossible, absurd, and false.\" and \"[That] Reason in no way contributes to faith. [...] For reason is the greatest enemy that faith has; it never comes to the aid of spiritual things.\" However, though seemingly contradictorily, he also wrote in the latter work that human reason \"strives not against faith, when enlightened, but rather furthers and advances it\", bringing claims he was a fideist into dispute. Contemporary Lutheran scholarship, however, has found a different reality in Luther. Luther rather seeks to separate faith and reason in order to honor the separate spheres of knowledge that each applies to. Bernhard Lohse, for example, has demonstrated in his classic work \"Fides und Ratio\" that Luther ultimately sought to put the two together. More recently, Hans-Peter Grosshans has demonstrated that Luther's work on Biblical Criticism stresses the need for external coherence in the right exegetical method. This means that for Luther it is more important that the Bible is reasonable according to the reality outside of the scriptures than that the Bible makes sense to itself, that it has internal coherence. The right tool for understanding the world outside of the Bible for Luther is none other than reason, which for him is the field of science, philosophy, history and empirical observation. Here a different picture is presented of a Luther who deeply valued both faith and reason, and held them in dialectical partnership. Luther's concern thus in separating them is honoring their different epistemological spheres.", "targets": "What was faith's greatest enemy according to Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20c65ad1fe5745a481728dc6b093784d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars have asserted that Luther taught that faith and reason were antithetical in the sense that questions of faith could not be illuminated by reason. He wrote, \"All the articles of our Christian faith, which God has revealed to us in His Word, are in presence of reason sheerly impossible, absurd, and false.\" and \"[That] Reason in no way contributes to faith. [...] For reason is the greatest enemy that faith has; it never comes to the aid of spiritual things.\" However, though seemingly contradictorily, he also wrote in the latter work that human reason \"strives not against faith, when enlightened, but rather furthers and advances it\", bringing claims he was a fideist into dispute. Contemporary Lutheran scholarship, however, has found a different reality in Luther. Luther rather seeks to separate faith and reason in order to honor the separate spheres of knowledge that each applies to. Bernhard Lohse, for example, has demonstrated in his classic work \"Fides und Ratio\" that Luther ultimately sought to put the two together. More recently, Hans-Peter Grosshans has demonstrated that Luther's work on Biblical Criticism stresses the need for external coherence in the right exegetical method. This means that for Luther it is more important that the Bible is reasonable according to the reality outside of the scriptures than that the Bible makes sense to itself, that it has internal coherence. The right tool for understanding the world outside of the Bible for Luther is none other than reason, which for him is the field of science, philosophy, history and empirical observation. Here a different picture is presented of a Luther who deeply valued both faith and reason, and held them in dialectical partnership. Luther's concern thus in separating them is honoring their different epistemological spheres.", "targets": "By separating faith and reason, what does Luther honor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d901daf5afc4004af9d02e756153382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Library (also called Word and Image Department) at the Victoria and Albert Museum collection catalog used to be kept in different formats including printed exhibit catalogs, and card catalogs. A computer system called MODES cataloging system was used from the 1980s to the 1990s, but those electronic files were not available to the library users. All of the archival material at the National Art Library is using Encoded Archival Description (EAD). The Victoria and Albert Museum has a computer system but most of the items in the collection, unless those were newly accessioned into the collection, probably do not show up in the computer system. There is a feature on the Victoria and Albert Museum web-site called \"Search the Collections,\" but not everything is listed there.", "targets": "The National Art Library at the V&A is known by what other name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d901daf5afc4004af9d02e756153382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Library (also called Word and Image Department) at the Victoria and Albert Museum collection catalog used to be kept in different formats including printed exhibit catalogs, and card catalogs. A computer system called MODES cataloging system was used from the 1980s to the 1990s, but those electronic files were not available to the library users. All of the archival material at the National Art Library is using Encoded Archival Description (EAD). The Victoria and Albert Museum has a computer system but most of the items in the collection, unless those were newly accessioned into the collection, probably do not show up in the computer system. There is a feature on the Victoria and Albert Museum web-site called \"Search the Collections,\" but not everything is listed there.", "targets": "What cataloging system was used by the National Art Library from the 1980s to the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d901daf5afc4004af9d02e756153382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Library (also called Word and Image Department) at the Victoria and Albert Museum collection catalog used to be kept in different formats including printed exhibit catalogs, and card catalogs. A computer system called MODES cataloging system was used from the 1980s to the 1990s, but those electronic files were not available to the library users. All of the archival material at the National Art Library is using Encoded Archival Description (EAD). The Victoria and Albert Museum has a computer system but most of the items in the collection, unless those were newly accessioned into the collection, probably do not show up in the computer system. There is a feature on the Victoria and Albert Museum web-site called \"Search the Collections,\" but not everything is listed there.", "targets": "What archival system is used for all material at the National Art Library?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d901daf5afc4004af9d02e756153382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Library (also called Word and Image Department) at the Victoria and Albert Museum collection catalog used to be kept in different formats including printed exhibit catalogs, and card catalogs. A computer system called MODES cataloging system was used from the 1980s to the 1990s, but those electronic files were not available to the library users. All of the archival material at the National Art Library is using Encoded Archival Description (EAD). The Victoria and Albert Museum has a computer system but most of the items in the collection, unless those were newly accessioned into the collection, probably do not show up in the computer system. There is a feature on the Victoria and Albert Museum web-site called \"Search the Collections,\" but not everything is listed there.", "targets": "What type of item is the mostly likely to show in the V&A computer system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d901daf5afc4004af9d02e756153382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The National Art Library (also called Word and Image Department) at the Victoria and Albert Museum collection catalog used to be kept in different formats including printed exhibit catalogs, and card catalogs. A computer system called MODES cataloging system was used from the 1980s to the 1990s, but those electronic files were not available to the library users. All of the archival material at the National Art Library is using Encoded Archival Description (EAD). The Victoria and Albert Museum has a computer system but most of the items in the collection, unless those were newly accessioned into the collection, probably do not show up in the computer system. There is a feature on the Victoria and Albert Museum web-site called \"Search the Collections,\" but not everything is listed there.", "targets": "What is the search feature on the V&A website called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af7edcf049204ac2b0fa184c06e21516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica was long inhabited by the Tongva people. Santa Monica was called Kecheek in the Tongva language. The first non-indigenous group to set foot in the area was the party of explorer Gaspar de Portol\u00e0, who camped near the present day intersection of Barrington and Ohio Avenues on August 3, 1769. There are two different versions of the naming of the city. One says that it was named in honor of the feast day of Saint Monica (mother of Saint Augustine), but her feast day is actually May 4. Another version says that it was named by Juan Cresp\u00ed on account of a pair of springs, the Kuruvungna Springs (Serra Springs), that were reminiscent of the tears that Saint Monica shed over her son's early impiety.", "targets": "What did indigenous people that lived in Santa Monica call it previously?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af7edcf049204ac2b0fa184c06e21516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica was long inhabited by the Tongva people. Santa Monica was called Kecheek in the Tongva language. The first non-indigenous group to set foot in the area was the party of explorer Gaspar de Portol\u00e0, who camped near the present day intersection of Barrington and Ohio Avenues on August 3, 1769. There are two different versions of the naming of the city. One says that it was named in honor of the feast day of Saint Monica (mother of Saint Augustine), but her feast day is actually May 4. Another version says that it was named by Juan Cresp\u00ed on account of a pair of springs, the Kuruvungna Springs (Serra Springs), that were reminiscent of the tears that Saint Monica shed over her son's early impiety.", "targets": "What was the local population called indigenous to the Santa Monica Area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af7edcf049204ac2b0fa184c06e21516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica was long inhabited by the Tongva people. Santa Monica was called Kecheek in the Tongva language. The first non-indigenous group to set foot in the area was the party of explorer Gaspar de Portol\u00e0, who camped near the present day intersection of Barrington and Ohio Avenues on August 3, 1769. There are two different versions of the naming of the city. One says that it was named in honor of the feast day of Saint Monica (mother of Saint Augustine), but her feast day is actually May 4. Another version says that it was named by Juan Cresp\u00ed on account of a pair of springs, the Kuruvungna Springs (Serra Springs), that were reminiscent of the tears that Saint Monica shed over her son's early impiety.", "targets": "What was the first explorers name that came in contact with the natives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af7edcf049204ac2b0fa184c06e21516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica was long inhabited by the Tongva people. Santa Monica was called Kecheek in the Tongva language. The first non-indigenous group to set foot in the area was the party of explorer Gaspar de Portol\u00e0, who camped near the present day intersection of Barrington and Ohio Avenues on August 3, 1769. There are two different versions of the naming of the city. One says that it was named in honor of the feast day of Saint Monica (mother of Saint Augustine), but her feast day is actually May 4. Another version says that it was named by Juan Cresp\u00ed on account of a pair of springs, the Kuruvungna Springs (Serra Springs), that were reminiscent of the tears that Saint Monica shed over her son's early impiety.", "targets": "What date did the explorer reach Santa Monica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af7edcf049204ac2b0fa184c06e21516", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Santa Monica was long inhabited by the Tongva people. Santa Monica was called Kecheek in the Tongva language. The first non-indigenous group to set foot in the area was the party of explorer Gaspar de Portol\u00e0, who camped near the present day intersection of Barrington and Ohio Avenues on August 3, 1769. There are two different versions of the naming of the city. One says that it was named in honor of the feast day of Saint Monica (mother of Saint Augustine), but her feast day is actually May 4. Another version says that it was named by Juan Cresp\u00ed on account of a pair of springs, the Kuruvungna Springs (Serra Springs), that were reminiscent of the tears that Saint Monica shed over her son's early impiety.", "targets": "What day is the Santa Monica Feast held on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c88c68f84fea4359ae87be47bf4527e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with PlayStation, released on September 18, 2008 to succeed Folding@home, was retired November 6, 2012. Life with PlayStation used virtual globe data to display news and information by city. Along with Folding@home functionality, the application provided access to three other information \"channels\", the first being the Live Channel offering news headlines and weather which were provided by Google News, The Weather Channel, the University of Wisconsin\u2013Madison Space Science and Engineering Center, among other sources. The second channel was the World Heritage channel which offered historical information about historical sites. The third channel was the United Village channel. United Village was designed to share information about communities and cultures worldwide. An update allowed video and photo viewing in the application. The fourth channel was the USA exclusive PlayStation Network Game Trailers Channel for direct streaming of game trailers.", "targets": "Life was able to personalize information for users by what location division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c88c68f84fea4359ae87be47bf4527e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with PlayStation, released on September 18, 2008 to succeed Folding@home, was retired November 6, 2012. Life with PlayStation used virtual globe data to display news and information by city. Along with Folding@home functionality, the application provided access to three other information \"channels\", the first being the Live Channel offering news headlines and weather which were provided by Google News, The Weather Channel, the University of Wisconsin\u2013Madison Space Science and Engineering Center, among other sources. The second channel was the World Heritage channel which offered historical information about historical sites. The third channel was the United Village channel. United Village was designed to share information about communities and cultures worldwide. An update allowed video and photo viewing in the application. The fourth channel was the USA exclusive PlayStation Network Game Trailers Channel for direct streaming of game trailers.", "targets": "On what date was Life with PlayStation shut down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c88c68f84fea4359ae87be47bf4527e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with PlayStation, released on September 18, 2008 to succeed Folding@home, was retired November 6, 2012. Life with PlayStation used virtual globe data to display news and information by city. Along with Folding@home functionality, the application provided access to three other information \"channels\", the first being the Live Channel offering news headlines and weather which were provided by Google News, The Weather Channel, the University of Wisconsin\u2013Madison Space Science and Engineering Center, among other sources. The second channel was the World Heritage channel which offered historical information about historical sites. The third channel was the United Village channel. United Village was designed to share information about communities and cultures worldwide. An update allowed video and photo viewing in the application. The fourth channel was the USA exclusive PlayStation Network Game Trailers Channel for direct streaming of game trailers.", "targets": "What's was Life's channel that delivered information about history topics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c88c68f84fea4359ae87be47bf4527e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Life with PlayStation, released on September 18, 2008 to succeed Folding@home, was retired November 6, 2012. Life with PlayStation used virtual globe data to display news and information by city. Along with Folding@home functionality, the application provided access to three other information \"channels\", the first being the Live Channel offering news headlines and weather which were provided by Google News, The Weather Channel, the University of Wisconsin\u2013Madison Space Science and Engineering Center, among other sources. The second channel was the World Heritage channel which offered historical information about historical sites. The third channel was the United Village channel. United Village was designed to share information about communities and cultures worldwide. An update allowed video and photo viewing in the application. The fourth channel was the USA exclusive PlayStation Network Game Trailers Channel for direct streaming of game trailers.", "targets": "For weather updates from The Weather Channel, which of Life's channels would you have visited?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbedd8682574b04a440f833791f8d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revolutionary army established large-scale public works programs and successfully implemented an urban and rural literacy campaign, which helped dramatically increase the literacy rate. In addition to a nationalization program of industry and land, the new regime's foreign policy placed an emphasis on Somalia's traditional and religious links with the Arab world, eventually joining the Arab League (AL) in 1974. That same year, Barre also served as chairman of the Organization of African Unity (OAU), the predecessor of the African Union (AU).", "targets": "What did the new government nationalize along with land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbedd8682574b04a440f833791f8d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revolutionary army established large-scale public works programs and successfully implemented an urban and rural literacy campaign, which helped dramatically increase the literacy rate. In addition to a nationalization program of industry and land, the new regime's foreign policy placed an emphasis on Somalia's traditional and religious links with the Arab world, eventually joining the Arab League (AL) in 1974. That same year, Barre also served as chairman of the Organization of African Unity (OAU), the predecessor of the African Union (AU).", "targets": "What international body did the new government join?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbedd8682574b04a440f833791f8d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revolutionary army established large-scale public works programs and successfully implemented an urban and rural literacy campaign, which helped dramatically increase the literacy rate. In addition to a nationalization program of industry and land, the new regime's foreign policy placed an emphasis on Somalia's traditional and religious links with the Arab world, eventually joining the Arab League (AL) in 1974. That same year, Barre also served as chairman of the Organization of African Unity (OAU), the predecessor of the African Union (AU).", "targets": "In what year did the new government enter the Arab League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbedd8682574b04a440f833791f8d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revolutionary army established large-scale public works programs and successfully implemented an urban and rural literacy campaign, which helped dramatically increase the literacy rate. In addition to a nationalization program of industry and land, the new regime's foreign policy placed an emphasis on Somalia's traditional and religious links with the Arab world, eventually joining the Arab League (AL) in 1974. That same year, Barre also served as chairman of the Organization of African Unity (OAU), the predecessor of the African Union (AU).", "targets": "What organization would the Organization of African Unity later become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cbedd8682574b04a440f833791f8d53", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The revolutionary army established large-scale public works programs and successfully implemented an urban and rural literacy campaign, which helped dramatically increase the literacy rate. In addition to a nationalization program of industry and land, the new regime's foreign policy placed an emphasis on Somalia's traditional and religious links with the Arab world, eventually joining the Arab League (AL) in 1974. That same year, Barre also served as chairman of the Organization of African Unity (OAU), the predecessor of the African Union (AU).", "targets": "What rate did the new government's programs significantly increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24f8a2a2c4c04e5eaf0b9648061e1f77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of \"communication noise\" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. Although something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties.", "targets": "How are the sender and receiver connected in a slightly more complex form of communication model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24f8a2a2c4c04e5eaf0b9648061e1f77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of \"communication noise\" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. Although something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties.", "targets": "What is the model of communication in which the sender and receiver are connected reciprocally called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24f8a2a2c4c04e5eaf0b9648061e1f77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of \"communication noise\" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. Although something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties.", "targets": "What is communication viewed as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24f8a2a2c4c04e5eaf0b9648061e1f77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of \"communication noise\" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. Although something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties.", "targets": "What is something that may alter the intended meaning of a message?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24f8a2a2c4c04e5eaf0b9648061e1f77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of \"communication noise\" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. Although something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties.", "targets": "What is something that may cause the reception and decoding of the content of a message to be faulty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc55a8d807e4ca7ab8f3b2b759432d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 revison of the UN World Population Prospects, Guinea-Bissau's population was 1,515,000 in 2010, compared to 518,000 in 1950. The proportion of the population below the age of 15 in 2010 was 41.3%, 55.4% were aged between 15 and 65 years of age, while 3.3% were aged 65 years or older.", "targets": "What was the population of Guinea-Bissau in 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc55a8d807e4ca7ab8f3b2b759432d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 revison of the UN World Population Prospects, Guinea-Bissau's population was 1,515,000 in 2010, compared to 518,000 in 1950. The proportion of the population below the age of 15 in 2010 was 41.3%, 55.4% were aged between 15 and 65 years of age, while 3.3% were aged 65 years or older.", "targets": "What was the population of Guinea-Bissau in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc55a8d807e4ca7ab8f3b2b759432d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 revison of the UN World Population Prospects, Guinea-Bissau's population was 1,515,000 in 2010, compared to 518,000 in 1950. The proportion of the population below the age of 15 in 2010 was 41.3%, 55.4% were aged between 15 and 65 years of age, while 3.3% were aged 65 years or older.", "targets": "What is the source of the population data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc55a8d807e4ca7ab8f3b2b759432d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 revison of the UN World Population Prospects, Guinea-Bissau's population was 1,515,000 in 2010, compared to 518,000 in 1950. The proportion of the population below the age of 15 in 2010 was 41.3%, 55.4% were aged between 15 and 65 years of age, while 3.3% were aged 65 years or older.", "targets": "What percentage of the population was below the age of 15?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cc55a8d807e4ca7ab8f3b2b759432d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the 2010 revison of the UN World Population Prospects, Guinea-Bissau's population was 1,515,000 in 2010, compared to 518,000 in 1950. The proportion of the population below the age of 15 in 2010 was 41.3%, 55.4% were aged between 15 and 65 years of age, while 3.3% were aged 65 years or older.", "targets": "What percentage of the population was 65 or older?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0904cc18fa72498ea901210cdc7cc4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production on the island is difficult given the dry and rocky terrain, but the early settlers managed to produce vegetables, cotton, pineapples, salt, bananas and also fishing. Sweet potato is also grown in patches. The islanders developed commerce through the port of Gustavia. Duty-free port attractions, retail trade, high-end tourism (mostly from North America) and its luxury hotels and villas have increased the island's prosperity, reflected in the high standard of living of its citizens.", "targets": "What is often difficult on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0904cc18fa72498ea901210cdc7cc4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production on the island is difficult given the dry and rocky terrain, but the early settlers managed to produce vegetables, cotton, pineapples, salt, bananas and also fishing. Sweet potato is also grown in patches. The islanders developed commerce through the port of Gustavia. Duty-free port attractions, retail trade, high-end tourism (mostly from North America) and its luxury hotels and villas have increased the island's prosperity, reflected in the high standard of living of its citizens.", "targets": "What is grown in patches on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0904cc18fa72498ea901210cdc7cc4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production on the island is difficult given the dry and rocky terrain, but the early settlers managed to produce vegetables, cotton, pineapples, salt, bananas and also fishing. Sweet potato is also grown in patches. The islanders developed commerce through the port of Gustavia. Duty-free port attractions, retail trade, high-end tourism (mostly from North America) and its luxury hotels and villas have increased the island's prosperity, reflected in the high standard of living of its citizens.", "targets": "What seasoning is found naturally on the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0904cc18fa72498ea901210cdc7cc4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production on the island is difficult given the dry and rocky terrain, but the early settlers managed to produce vegetables, cotton, pineapples, salt, bananas and also fishing. Sweet potato is also grown in patches. The islanders developed commerce through the port of Gustavia. Duty-free port attractions, retail trade, high-end tourism (mostly from North America) and its luxury hotels and villas have increased the island's prosperity, reflected in the high standard of living of its citizens.", "targets": "What type of activity did early settlers use to get food that didn't involve farming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0904cc18fa72498ea901210cdc7cc4d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agricultural production on the island is difficult given the dry and rocky terrain, but the early settlers managed to produce vegetables, cotton, pineapples, salt, bananas and also fishing. Sweet potato is also grown in patches. The islanders developed commerce through the port of Gustavia. Duty-free port attractions, retail trade, high-end tourism (mostly from North America) and its luxury hotels and villas have increased the island's prosperity, reflected in the high standard of living of its citizens.", "targets": "What is the name of the main commercial port in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9675493da024484fb041c23206652ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 16:50, with the Prussian southern attacks in danger of breaking up, the Prussian 3rd Guards Infantry Brigade of the Second Army opened an attack against the French positions at St. Privat which were commanded by General Canrobert. At 17:15, the Prussian 4th Guards Infantry Brigade joined the advance followed at 17:45 by the Prussian 1st Guards Infantry Brigade. All of the Prussian Guard attacks were pinned down by lethal French gunfire from the rifle pits and trenches. At 18:15 the Prussian 2nd Guards Infantry Brigade, the last of the 1st Guards Infantry Division, was committed to the attack on St. Privat while Steinmetz committed the last of the reserves of the First Army across the Mance Ravine. By 18:30, a considerable portion of the VII and VIII Corps disengaged from the fighting and withdrew towards the Prussian positions at Rezonville.", "targets": "By late afternoon, what were the Prussian southern attacks at risk of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9675493da024484fb041c23206652ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 16:50, with the Prussian southern attacks in danger of breaking up, the Prussian 3rd Guards Infantry Brigade of the Second Army opened an attack against the French positions at St. Privat which were commanded by General Canrobert. At 17:15, the Prussian 4th Guards Infantry Brigade joined the advance followed at 17:45 by the Prussian 1st Guards Infantry Brigade. All of the Prussian Guard attacks were pinned down by lethal French gunfire from the rifle pits and trenches. At 18:15 the Prussian 2nd Guards Infantry Brigade, the last of the 1st Guards Infantry Division, was committed to the attack on St. Privat while Steinmetz committed the last of the reserves of the First Army across the Mance Ravine. By 18:30, a considerable portion of the VII and VIII Corps disengaged from the fighting and withdrew towards the Prussian positions at Rezonville.", "targets": "Which Prussian general commanded the attack against the French at St. Privat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9675493da024484fb041c23206652ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 16:50, with the Prussian southern attacks in danger of breaking up, the Prussian 3rd Guards Infantry Brigade of the Second Army opened an attack against the French positions at St. Privat which were commanded by General Canrobert. At 17:15, the Prussian 4th Guards Infantry Brigade joined the advance followed at 17:45 by the Prussian 1st Guards Infantry Brigade. All of the Prussian Guard attacks were pinned down by lethal French gunfire from the rifle pits and trenches. At 18:15 the Prussian 2nd Guards Infantry Brigade, the last of the 1st Guards Infantry Division, was committed to the attack on St. Privat while Steinmetz committed the last of the reserves of the First Army across the Mance Ravine. By 18:30, a considerable portion of the VII and VIII Corps disengaged from the fighting and withdrew towards the Prussian positions at Rezonville.", "targets": "What factor immobilised the Prussian Guard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9675493da024484fb041c23206652ab7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 16:50, with the Prussian southern attacks in danger of breaking up, the Prussian 3rd Guards Infantry Brigade of the Second Army opened an attack against the French positions at St. Privat which were commanded by General Canrobert. At 17:15, the Prussian 4th Guards Infantry Brigade joined the advance followed at 17:45 by the Prussian 1st Guards Infantry Brigade. All of the Prussian Guard attacks were pinned down by lethal French gunfire from the rifle pits and trenches. At 18:15 the Prussian 2nd Guards Infantry Brigade, the last of the 1st Guards Infantry Division, was committed to the attack on St. Privat while Steinmetz committed the last of the reserves of the First Army across the Mance Ravine. By 18:30, a considerable portion of the VII and VIII Corps disengaged from the fighting and withdrew towards the Prussian positions at Rezonville.", "targets": "By nightfall a major component of the VII and VII Corps withdrew towards what Prussian position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe2682cf94ce4eb4aadb2d8c557cbb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original theme was composed by Ron Grainer and realised by Delia Derbyshire of the BBC Radiophonic Workshop, with assistance from Dick Mills. The various parts were built up using musique concr\u00e8te techniques, by creating tape loops of an individually struck piano string and individual test oscillators and filters. The Derbyshire arrangement served, with minor edits, as the theme tune up to the end of season 17 (1979\u201380). It is regarded as a significant and innovative piece of electronic music, recorded well before the availability of commercial synthesisers or multitrack mixers. Each note was individually created by cutting, splicing, speeding up and slowing down segments of analogue tape containing recordings of a single plucked string, white noise, and the simple harmonic waveforms of test-tone oscillators, intended for calibrating equipment and rooms, not creating music. New techniques were invented to allow mixing of the music, as this was before the era of multitrack tape machines. On hearing the finished result, Grainer asked, \"Did I write that?\"[citation needed]", "targets": "Who composed the original Doctor Who theme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe2682cf94ce4eb4aadb2d8c557cbb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original theme was composed by Ron Grainer and realised by Delia Derbyshire of the BBC Radiophonic Workshop, with assistance from Dick Mills. The various parts were built up using musique concr\u00e8te techniques, by creating tape loops of an individually struck piano string and individual test oscillators and filters. The Derbyshire arrangement served, with minor edits, as the theme tune up to the end of season 17 (1979\u201380). It is regarded as a significant and innovative piece of electronic music, recorded well before the availability of commercial synthesisers or multitrack mixers. Each note was individually created by cutting, splicing, speeding up and slowing down segments of analogue tape containing recordings of a single plucked string, white noise, and the simple harmonic waveforms of test-tone oscillators, intended for calibrating equipment and rooms, not creating music. New techniques were invented to allow mixing of the music, as this was before the era of multitrack tape machines. On hearing the finished result, Grainer asked, \"Did I write that?\"[citation needed]", "targets": "What workshop helped with the creation of the Doctor Who theme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe2682cf94ce4eb4aadb2d8c557cbb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original theme was composed by Ron Grainer and realised by Delia Derbyshire of the BBC Radiophonic Workshop, with assistance from Dick Mills. The various parts were built up using musique concr\u00e8te techniques, by creating tape loops of an individually struck piano string and individual test oscillators and filters. The Derbyshire arrangement served, with minor edits, as the theme tune up to the end of season 17 (1979\u201380). It is regarded as a significant and innovative piece of electronic music, recorded well before the availability of commercial synthesisers or multitrack mixers. Each note was individually created by cutting, splicing, speeding up and slowing down segments of analogue tape containing recordings of a single plucked string, white noise, and the simple harmonic waveforms of test-tone oscillators, intended for calibrating equipment and rooms, not creating music. New techniques were invented to allow mixing of the music, as this was before the era of multitrack tape machines. On hearing the finished result, Grainer asked, \"Did I write that?\"[citation needed]", "targets": "What kind of techniques were used to create the theme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe2682cf94ce4eb4aadb2d8c557cbb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original theme was composed by Ron Grainer and realised by Delia Derbyshire of the BBC Radiophonic Workshop, with assistance from Dick Mills. The various parts were built up using musique concr\u00e8te techniques, by creating tape loops of an individually struck piano string and individual test oscillators and filters. The Derbyshire arrangement served, with minor edits, as the theme tune up to the end of season 17 (1979\u201380). It is regarded as a significant and innovative piece of electronic music, recorded well before the availability of commercial synthesisers or multitrack mixers. Each note was individually created by cutting, splicing, speeding up and slowing down segments of analogue tape containing recordings of a single plucked string, white noise, and the simple harmonic waveforms of test-tone oscillators, intended for calibrating equipment and rooms, not creating music. New techniques were invented to allow mixing of the music, as this was before the era of multitrack tape machines. On hearing the finished result, Grainer asked, \"Did I write that?\"[citation needed]", "targets": "When was the last season that this original theme was used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe2682cf94ce4eb4aadb2d8c557cbb39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The original theme was composed by Ron Grainer and realised by Delia Derbyshire of the BBC Radiophonic Workshop, with assistance from Dick Mills. The various parts were built up using musique concr\u00e8te techniques, by creating tape loops of an individually struck piano string and individual test oscillators and filters. The Derbyshire arrangement served, with minor edits, as the theme tune up to the end of season 17 (1979\u201380). It is regarded as a significant and innovative piece of electronic music, recorded well before the availability of commercial synthesisers or multitrack mixers. Each note was individually created by cutting, splicing, speeding up and slowing down segments of analogue tape containing recordings of a single plucked string, white noise, and the simple harmonic waveforms of test-tone oscillators, intended for calibrating equipment and rooms, not creating music. New techniques were invented to allow mixing of the music, as this was before the era of multitrack tape machines. On hearing the finished result, Grainer asked, \"Did I write that?\"[citation needed]", "targets": "Upon hearing the final product, what was the creator quoted as saying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d7ffab9b564630a01e002c1f0641e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coronation of Charlemagne as emperor on Christmas Day 800 is regarded as a turning point in medieval history, marking a return of the Western Roman Empire, since the new emperor ruled over much of the area previously controlled by the western emperors. It also marks a change in Charlemagne's relationship with the Byzantine Empire, as the assumption of the imperial title by the Carolingians asserted their equivalence to the Byzantine state. There were several differences between the newly established Carolingian Empire and both the older Western Roman Empire and the concurrent Byzantine Empire. The Frankish lands were rural in character, with only a few small cities. Most of the people were peasants settled on small farms. Little trade existed and much of that was with the British Isles and Scandinavia, in contrast to the older Roman Empire with its trading networks centred on the Mediterranean. The empire was administered by an itinerant court that travelled with the emperor, as well as approximately 300 imperial officials called counts, who administered the counties the empire had been divided into. Clergy and local bishops served as officials, as well as the imperial officials called missi dominici, who served as roving inspectors and troubleshooters.", "targets": "On what date did Charlemagne assume the imperial title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d7ffab9b564630a01e002c1f0641e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coronation of Charlemagne as emperor on Christmas Day 800 is regarded as a turning point in medieval history, marking a return of the Western Roman Empire, since the new emperor ruled over much of the area previously controlled by the western emperors. It also marks a change in Charlemagne's relationship with the Byzantine Empire, as the assumption of the imperial title by the Carolingians asserted their equivalence to the Byzantine state. There were several differences between the newly established Carolingian Empire and both the older Western Roman Empire and the concurrent Byzantine Empire. The Frankish lands were rural in character, with only a few small cities. Most of the people were peasants settled on small farms. Little trade existed and much of that was with the British Isles and Scandinavia, in contrast to the older Roman Empire with its trading networks centred on the Mediterranean. The empire was administered by an itinerant court that travelled with the emperor, as well as approximately 300 imperial officials called counts, who administered the counties the empire had been divided into. Clergy and local bishops served as officials, as well as the imperial officials called missi dominici, who served as roving inspectors and troubleshooters.", "targets": "Of what class were most inhabitants of the Carolingian Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d7ffab9b564630a01e002c1f0641e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coronation of Charlemagne as emperor on Christmas Day 800 is regarded as a turning point in medieval history, marking a return of the Western Roman Empire, since the new emperor ruled over much of the area previously controlled by the western emperors. It also marks a change in Charlemagne's relationship with the Byzantine Empire, as the assumption of the imperial title by the Carolingians asserted their equivalence to the Byzantine state. There were several differences between the newly established Carolingian Empire and both the older Western Roman Empire and the concurrent Byzantine Empire. The Frankish lands were rural in character, with only a few small cities. Most of the people were peasants settled on small farms. Little trade existed and much of that was with the British Isles and Scandinavia, in contrast to the older Roman Empire with its trading networks centred on the Mediterranean. The empire was administered by an itinerant court that travelled with the emperor, as well as approximately 300 imperial officials called counts, who administered the counties the empire had been divided into. Clergy and local bishops served as officials, as well as the imperial officials called missi dominici, who served as roving inspectors and troubleshooters.", "targets": "About how many counts existed in the Carolingian Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d7ffab9b564630a01e002c1f0641e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coronation of Charlemagne as emperor on Christmas Day 800 is regarded as a turning point in medieval history, marking a return of the Western Roman Empire, since the new emperor ruled over much of the area previously controlled by the western emperors. It also marks a change in Charlemagne's relationship with the Byzantine Empire, as the assumption of the imperial title by the Carolingians asserted their equivalence to the Byzantine state. There were several differences between the newly established Carolingian Empire and both the older Western Roman Empire and the concurrent Byzantine Empire. The Frankish lands were rural in character, with only a few small cities. Most of the people were peasants settled on small farms. Little trade existed and much of that was with the British Isles and Scandinavia, in contrast to the older Roman Empire with its trading networks centred on the Mediterranean. The empire was administered by an itinerant court that travelled with the emperor, as well as approximately 300 imperial officials called counts, who administered the counties the empire had been divided into. Clergy and local bishops served as officials, as well as the imperial officials called missi dominici, who served as roving inspectors and troubleshooters.", "targets": "In what settlements did most inhabitants of the Carolingian Empire live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0d7ffab9b564630a01e002c1f0641e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coronation of Charlemagne as emperor on Christmas Day 800 is regarded as a turning point in medieval history, marking a return of the Western Roman Empire, since the new emperor ruled over much of the area previously controlled by the western emperors. It also marks a change in Charlemagne's relationship with the Byzantine Empire, as the assumption of the imperial title by the Carolingians asserted their equivalence to the Byzantine state. There were several differences between the newly established Carolingian Empire and both the older Western Roman Empire and the concurrent Byzantine Empire. The Frankish lands were rural in character, with only a few small cities. Most of the people were peasants settled on small farms. Little trade existed and much of that was with the British Isles and Scandinavia, in contrast to the older Roman Empire with its trading networks centred on the Mediterranean. The empire was administered by an itinerant court that travelled with the emperor, as well as approximately 300 imperial officials called counts, who administered the counties the empire had been divided into. Clergy and local bishops served as officials, as well as the imperial officials called missi dominici, who served as roving inspectors and troubleshooters.", "targets": "Along with the British Isles, with what land did the Carolingians trade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d303795f9bf44fdb103d0b4683fe27b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adults have a meringue battle at midnight at the historic Pla\u00e7a de les Cols. In the mysterious sortida del Moixo Foguer (the outing of Little-Bird-Bonfire) accompanied by the Xerraire (jabberer) who insults the crowd. In the King's precession he and his concubines scandalize the town with their sexual behavior. A correfoc (fire run) or Devil's dance (Ball de diables, features dancing youth amid the sparks and explosions of the ritual crew of devils. Other items includes bed races in the streets, the debauched Nit dels Mascarots, Karaoke sausage roasts, xatonades, the children's party, Vidalet, the last night of revelry, Vidalot, the talking-dance of the Mismatched Couples (Ball de Malcasats) and the children's King Caramel whose massive belly, long nose and sausage-like hair hint at his insatiable appetites.", "targets": "What sort of battle do the adults have at midnight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d303795f9bf44fdb103d0b4683fe27b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adults have a meringue battle at midnight at the historic Pla\u00e7a de les Cols. In the mysterious sortida del Moixo Foguer (the outing of Little-Bird-Bonfire) accompanied by the Xerraire (jabberer) who insults the crowd. In the King's precession he and his concubines scandalize the town with their sexual behavior. A correfoc (fire run) or Devil's dance (Ball de diables, features dancing youth amid the sparks and explosions of the ritual crew of devils. Other items includes bed races in the streets, the debauched Nit dels Mascarots, Karaoke sausage roasts, xatonades, the children's party, Vidalet, the last night of revelry, Vidalot, the talking-dance of the Mismatched Couples (Ball de Malcasats) and the children's King Caramel whose massive belly, long nose and sausage-like hair hint at his insatiable appetites.", "targets": "Who throws insults at the crowd?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d303795f9bf44fdb103d0b4683fe27b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adults have a meringue battle at midnight at the historic Pla\u00e7a de les Cols. In the mysterious sortida del Moixo Foguer (the outing of Little-Bird-Bonfire) accompanied by the Xerraire (jabberer) who insults the crowd. In the King's precession he and his concubines scandalize the town with their sexual behavior. A correfoc (fire run) or Devil's dance (Ball de diables, features dancing youth amid the sparks and explosions of the ritual crew of devils. Other items includes bed races in the streets, the debauched Nit dels Mascarots, Karaoke sausage roasts, xatonades, the children's party, Vidalet, the last night of revelry, Vidalot, the talking-dance of the Mismatched Couples (Ball de Malcasats) and the children's King Caramel whose massive belly, long nose and sausage-like hair hint at his insatiable appetites.", "targets": "What behavior scandalizes the town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d303795f9bf44fdb103d0b4683fe27b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adults have a meringue battle at midnight at the historic Pla\u00e7a de les Cols. In the mysterious sortida del Moixo Foguer (the outing of Little-Bird-Bonfire) accompanied by the Xerraire (jabberer) who insults the crowd. In the King's precession he and his concubines scandalize the town with their sexual behavior. A correfoc (fire run) or Devil's dance (Ball de diables, features dancing youth amid the sparks and explosions of the ritual crew of devils. Other items includes bed races in the streets, the debauched Nit dels Mascarots, Karaoke sausage roasts, xatonades, the children's party, Vidalet, the last night of revelry, Vidalot, the talking-dance of the Mismatched Couples (Ball de Malcasats) and the children's King Caramel whose massive belly, long nose and sausage-like hair hint at his insatiable appetites.", "targets": "Who creates sparks and explosions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d303795f9bf44fdb103d0b4683fe27b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adults have a meringue battle at midnight at the historic Pla\u00e7a de les Cols. In the mysterious sortida del Moixo Foguer (the outing of Little-Bird-Bonfire) accompanied by the Xerraire (jabberer) who insults the crowd. In the King's precession he and his concubines scandalize the town with their sexual behavior. A correfoc (fire run) or Devil's dance (Ball de diables, features dancing youth amid the sparks and explosions of the ritual crew of devils. Other items includes bed races in the streets, the debauched Nit dels Mascarots, Karaoke sausage roasts, xatonades, the children's party, Vidalet, the last night of revelry, Vidalot, the talking-dance of the Mismatched Couples (Ball de Malcasats) and the children's King Caramel whose massive belly, long nose and sausage-like hair hint at his insatiable appetites.", "targets": "Who is the children's King?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a1771bbd1464cbb8ac080038d5020e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, in the Grand Duchy of Lithuania, Vytautas the Great reformed the Grand Duchy's army: instead of calling all men to arms, he created forces comprising professional warriors\u2014bajorai (\"nobles\"; see the cognate \"boyar\"). As there were not enough nobles, Vytautas trained suitable men, relieving them of labor on the land and of other duties; for their military service to the Grand Duke, they were granted land that was worked by hired men (veldams). The newly formed noble families generally took up, as their family names, the Lithuanian pagan given names of their ennobled ancestors; this was the case with the Go\u0161tautai, Radvilos, Astikai, K\u0119sgailos and others. These families were granted their coats of arms under the Union of Horodlo (1413).", "targets": "WHo reformed the grand duchy army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a1771bbd1464cbb8ac080038d5020e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, in the Grand Duchy of Lithuania, Vytautas the Great reformed the Grand Duchy's army: instead of calling all men to arms, he created forces comprising professional warriors\u2014bajorai (\"nobles\"; see the cognate \"boyar\"). As there were not enough nobles, Vytautas trained suitable men, relieving them of labor on the land and of other duties; for their military service to the Grand Duke, they were granted land that was worked by hired men (veldams). The newly formed noble families generally took up, as their family names, the Lithuanian pagan given names of their ennobled ancestors; this was the case with the Go\u0161tautai, Radvilos, Astikai, K\u0119sgailos and others. These families were granted their coats of arms under the Union of Horodlo (1413).", "targets": "vytautas created what for compromising professional warriors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a1771bbd1464cbb8ac080038d5020e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, in the Grand Duchy of Lithuania, Vytautas the Great reformed the Grand Duchy's army: instead of calling all men to arms, he created forces comprising professional warriors\u2014bajorai (\"nobles\"; see the cognate \"boyar\"). As there were not enough nobles, Vytautas trained suitable men, relieving them of labor on the land and of other duties; for their military service to the Grand Duke, they were granted land that was worked by hired men (veldams). The newly formed noble families generally took up, as their family names, the Lithuanian pagan given names of their ennobled ancestors; this was the case with the Go\u0161tautai, Radvilos, Astikai, K\u0119sgailos and others. These families were granted their coats of arms under the Union of Horodlo (1413).", "targets": "What names did the newly formed noble families take afteR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a1771bbd1464cbb8ac080038d5020e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, in the Grand Duchy of Lithuania, Vytautas the Great reformed the Grand Duchy's army: instead of calling all men to arms, he created forces comprising professional warriors\u2014bajorai (\"nobles\"; see the cognate \"boyar\"). As there were not enough nobles, Vytautas trained suitable men, relieving them of labor on the land and of other duties; for their military service to the Grand Duke, they were granted land that was worked by hired men (veldams). The newly formed noble families generally took up, as their family names, the Lithuanian pagan given names of their ennobled ancestors; this was the case with the Go\u0161tautai, Radvilos, Astikai, K\u0119sgailos and others. These families were granted their coats of arms under the Union of Horodlo (1413).", "targets": "What is an example of noble family name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a1771bbd1464cbb8ac080038d5020e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, in the Grand Duchy of Lithuania, Vytautas the Great reformed the Grand Duchy's army: instead of calling all men to arms, he created forces comprising professional warriors\u2014bajorai (\"nobles\"; see the cognate \"boyar\"). As there were not enough nobles, Vytautas trained suitable men, relieving them of labor on the land and of other duties; for their military service to the Grand Duke, they were granted land that was worked by hired men (veldams). The newly formed noble families generally took up, as their family names, the Lithuanian pagan given names of their ennobled ancestors; this was the case with the Go\u0161tautai, Radvilos, Astikai, K\u0119sgailos and others. These families were granted their coats of arms under the Union of Horodlo (1413).", "targets": "Who gave the coat of arms to others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2769dd40b3b1412c9f1b415fe2986535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historians[who?] consider Caliph Muawiyah (661\u201380) to have been the second ruler of the Umayyad dynasty, even though he was the first to assert the Umayyads' right to rule on a dynastic principle. It was really the caliphate of Uthman Ibn Affan (644\u2013656), a member of Umayyad clan himself, that witnessed the revival and then the ascendancy of the Umayyad clan to the corridors of power. Uthman placed some of the trusted members of his clan at prominent and strong positions throughout the state. Most notable was the appointment of Marwan ibn al-Hakam, Uthman's first cousin, as his top advisor, which created a stir among the Hashimite companions of Muhammad, as Marwan along with his father Al-Hakam ibn Abi al-'As had been permanently exiled from Medina by Muhammad during his lifetime. Uthman also appointed as governor of Kufa his half-brother, Walid ibn Uqba, who was accused by Hashmites of leading prayer while under the influence of alcohol. Uthman also consolidated Muawiyah's governorship of Syria by granting him control over a larger area and appointed his foster brother Abdullah ibn Saad as the Governor of Egypt. However, since Uthman never named an heir, he cannot be considered the founder of a dynasty.", "targets": "When did Muawiyah become caliph?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2769dd40b3b1412c9f1b415fe2986535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historians[who?] consider Caliph Muawiyah (661\u201380) to have been the second ruler of the Umayyad dynasty, even though he was the first to assert the Umayyads' right to rule on a dynastic principle. It was really the caliphate of Uthman Ibn Affan (644\u2013656), a member of Umayyad clan himself, that witnessed the revival and then the ascendancy of the Umayyad clan to the corridors of power. Uthman placed some of the trusted members of his clan at prominent and strong positions throughout the state. Most notable was the appointment of Marwan ibn al-Hakam, Uthman's first cousin, as his top advisor, which created a stir among the Hashimite companions of Muhammad, as Marwan along with his father Al-Hakam ibn Abi al-'As had been permanently exiled from Medina by Muhammad during his lifetime. Uthman also appointed as governor of Kufa his half-brother, Walid ibn Uqba, who was accused by Hashmites of leading prayer while under the influence of alcohol. Uthman also consolidated Muawiyah's governorship of Syria by granting him control over a larger area and appointed his foster brother Abdullah ibn Saad as the Governor of Egypt. However, since Uthman never named an heir, he cannot be considered the founder of a dynasty.", "targets": "When did the caliphate of Uthman Ibn Affan end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2769dd40b3b1412c9f1b415fe2986535", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most historians[who?] consider Caliph Muawiyah (661\u201380) to have been the second ruler of the Umayyad dynasty, even though he was the first to assert the Umayyads' right to rule on a dynastic principle. It was really the caliphate of Uthman Ibn Affan (644\u2013656), a member of Umayyad clan himself, that witnessed the revival and then the ascendancy of the Umayyad clan to the corridors of power. Uthman placed some of the trusted members of his clan at prominent and strong positions throughout the state. Most notable was the appointment of Marwan ibn al-Hakam, Uthman's first cousin, as his top advisor, which created a stir among the Hashimite companions of Muhammad, as Marwan along with his father Al-Hakam ibn Abi al-'As had been permanently exiled from Medina by Muhammad during his lifetime. Uthman also appointed as governor of Kufa his half-brother, Walid ibn Uqba, who was accused by Hashmites of leading prayer while under the influence of alcohol. Uthman also consolidated Muawiyah's governorship of Syria by granting him control over a larger area and appointed his foster brother Abdullah ibn Saad as the Governor of Egypt. However, since Uthman never named an heir, he cannot be considered the founder of a dynasty.", "targets": "Who was the son of Al-Hakam ibn Abi al-'As?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb51d7bd73b4f1790e6afe07baa72dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flora Gomes is an internationally renowned film director; his most famous film is Nha Fala (English: My Voice). Gomes's Mortu Nega (Death Denied) (1988) was the first fiction film and the second feature film ever made in Guinea-Bissau. (The first feature film was N\u2019tturudu, by director Umban u\u2019Kest in 1987.) At FESPACO 1989, Mortu Nega won the prestigious Oumarou Ganda Prize. Mortu Nega is in Creole with English subtitles. In 1992, Gomes directed Udju Azul di Yonta, which was screened in the Un Certain Regard section at the 1992 Cannes Film Festival. Gomes has also served on the boards of many Africa-centric film festivals.", "targets": "Who is an internationally renowned film director from Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb51d7bd73b4f1790e6afe07baa72dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flora Gomes is an internationally renowned film director; his most famous film is Nha Fala (English: My Voice). Gomes's Mortu Nega (Death Denied) (1988) was the first fiction film and the second feature film ever made in Guinea-Bissau. (The first feature film was N\u2019tturudu, by director Umban u\u2019Kest in 1987.) At FESPACO 1989, Mortu Nega won the prestigious Oumarou Ganda Prize. Mortu Nega is in Creole with English subtitles. In 1992, Gomes directed Udju Azul di Yonta, which was screened in the Un Certain Regard section at the 1992 Cannes Film Festival. Gomes has also served on the boards of many Africa-centric film festivals.", "targets": "What is Flora Gomes' most famous film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb51d7bd73b4f1790e6afe07baa72dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flora Gomes is an internationally renowned film director; his most famous film is Nha Fala (English: My Voice). Gomes's Mortu Nega (Death Denied) (1988) was the first fiction film and the second feature film ever made in Guinea-Bissau. (The first feature film was N\u2019tturudu, by director Umban u\u2019Kest in 1987.) At FESPACO 1989, Mortu Nega won the prestigious Oumarou Ganda Prize. Mortu Nega is in Creole with English subtitles. In 1992, Gomes directed Udju Azul di Yonta, which was screened in the Un Certain Regard section at the 1992 Cannes Film Festival. Gomes has also served on the boards of many Africa-centric film festivals.", "targets": "What year was the first feature film made in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb51d7bd73b4f1790e6afe07baa72dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flora Gomes is an internationally renowned film director; his most famous film is Nha Fala (English: My Voice). Gomes's Mortu Nega (Death Denied) (1988) was the first fiction film and the second feature film ever made in Guinea-Bissau. (The first feature film was N\u2019tturudu, by director Umban u\u2019Kest in 1987.) At FESPACO 1989, Mortu Nega won the prestigious Oumarou Ganda Prize. Mortu Nega is in Creole with English subtitles. In 1992, Gomes directed Udju Azul di Yonta, which was screened in the Un Certain Regard section at the 1992 Cannes Film Festival. Gomes has also served on the boards of many Africa-centric film festivals.", "targets": "Who directed the first feature film in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb51d7bd73b4f1790e6afe07baa72dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flora Gomes is an internationally renowned film director; his most famous film is Nha Fala (English: My Voice). Gomes's Mortu Nega (Death Denied) (1988) was the first fiction film and the second feature film ever made in Guinea-Bissau. (The first feature film was N\u2019tturudu, by director Umban u\u2019Kest in 1987.) At FESPACO 1989, Mortu Nega won the prestigious Oumarou Ganda Prize. Mortu Nega is in Creole with English subtitles. In 1992, Gomes directed Udju Azul di Yonta, which was screened in the Un Certain Regard section at the 1992 Cannes Film Festival. Gomes has also served on the boards of many Africa-centric film festivals.", "targets": "What prize did the film Mortu Nega win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc26388e35c4fa8b6e94a68b91a2129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 66,000 people of Native American heritage live in Montana. Stemming from multiple treaties and federal legislation, including the Indian Appropriations Act (1851), the Dawes Act (1887), and the Indian Reorganization Act (1934), seven Indian reservations, encompassing eleven tribal nations, were created in Montana. A twelfth nation, the Little Shell Chippewa is a \"landless\" people headquartered in Great Falls, recognized by the state of Montana but not by the U.S. Government. The Blackfeet nation is headquartered on the Blackfeet Indian Reservation (1851) in Browning, Crow on the Crow Indian Reservation (1851) in Crow Agency, Confederated Salish and Kootenai and Pend d'Oreille on the Flathead Indian Reservation (1855) in Pablo, Northern Cheyenne on the Northern Cheyenne Indian Reservation (1884) at Lame Deer, Assiniboine and Gros Ventre on the Fort Belknap Indian Reservation (1888) in Fort Belknap Agency, Assiniboine and Sioux on the Fort Peck Indian Reservation (1888) at Poplar, and Chippewa-Cree on the Rocky Boy's Indian Reservation (1916) near Box Elder. Approximately 63% of all Native people live off the reservations, concentrated in the larger Montana cities with the largest concentration of urban Indians in Great Falls. The state also has a small M\u00e9tis population, and 1990 census data indicated that people from as many as 275 different tribes lived in Montana.", "targets": "About how many Native Americans live in Montana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc26388e35c4fa8b6e94a68b91a2129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 66,000 people of Native American heritage live in Montana. Stemming from multiple treaties and federal legislation, including the Indian Appropriations Act (1851), the Dawes Act (1887), and the Indian Reorganization Act (1934), seven Indian reservations, encompassing eleven tribal nations, were created in Montana. A twelfth nation, the Little Shell Chippewa is a \"landless\" people headquartered in Great Falls, recognized by the state of Montana but not by the U.S. Government. The Blackfeet nation is headquartered on the Blackfeet Indian Reservation (1851) in Browning, Crow on the Crow Indian Reservation (1851) in Crow Agency, Confederated Salish and Kootenai and Pend d'Oreille on the Flathead Indian Reservation (1855) in Pablo, Northern Cheyenne on the Northern Cheyenne Indian Reservation (1884) at Lame Deer, Assiniboine and Gros Ventre on the Fort Belknap Indian Reservation (1888) in Fort Belknap Agency, Assiniboine and Sioux on the Fort Peck Indian Reservation (1888) at Poplar, and Chippewa-Cree on the Rocky Boy's Indian Reservation (1916) near Box Elder. Approximately 63% of all Native people live off the reservations, concentrated in the larger Montana cities with the largest concentration of urban Indians in Great Falls. The state also has a small M\u00e9tis population, and 1990 census data indicated that people from as many as 275 different tribes lived in Montana.", "targets": "When was the Indian Appropriations Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc26388e35c4fa8b6e94a68b91a2129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 66,000 people of Native American heritage live in Montana. Stemming from multiple treaties and federal legislation, including the Indian Appropriations Act (1851), the Dawes Act (1887), and the Indian Reorganization Act (1934), seven Indian reservations, encompassing eleven tribal nations, were created in Montana. A twelfth nation, the Little Shell Chippewa is a \"landless\" people headquartered in Great Falls, recognized by the state of Montana but not by the U.S. Government. The Blackfeet nation is headquartered on the Blackfeet Indian Reservation (1851) in Browning, Crow on the Crow Indian Reservation (1851) in Crow Agency, Confederated Salish and Kootenai and Pend d'Oreille on the Flathead Indian Reservation (1855) in Pablo, Northern Cheyenne on the Northern Cheyenne Indian Reservation (1884) at Lame Deer, Assiniboine and Gros Ventre on the Fort Belknap Indian Reservation (1888) in Fort Belknap Agency, Assiniboine and Sioux on the Fort Peck Indian Reservation (1888) at Poplar, and Chippewa-Cree on the Rocky Boy's Indian Reservation (1916) near Box Elder. Approximately 63% of all Native people live off the reservations, concentrated in the larger Montana cities with the largest concentration of urban Indians in Great Falls. The state also has a small M\u00e9tis population, and 1990 census data indicated that people from as many as 275 different tribes lived in Montana.", "targets": "What year was the Dawes act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc26388e35c4fa8b6e94a68b91a2129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 66,000 people of Native American heritage live in Montana. Stemming from multiple treaties and federal legislation, including the Indian Appropriations Act (1851), the Dawes Act (1887), and the Indian Reorganization Act (1934), seven Indian reservations, encompassing eleven tribal nations, were created in Montana. A twelfth nation, the Little Shell Chippewa is a \"landless\" people headquartered in Great Falls, recognized by the state of Montana but not by the U.S. Government. The Blackfeet nation is headquartered on the Blackfeet Indian Reservation (1851) in Browning, Crow on the Crow Indian Reservation (1851) in Crow Agency, Confederated Salish and Kootenai and Pend d'Oreille on the Flathead Indian Reservation (1855) in Pablo, Northern Cheyenne on the Northern Cheyenne Indian Reservation (1884) at Lame Deer, Assiniboine and Gros Ventre on the Fort Belknap Indian Reservation (1888) in Fort Belknap Agency, Assiniboine and Sioux on the Fort Peck Indian Reservation (1888) at Poplar, and Chippewa-Cree on the Rocky Boy's Indian Reservation (1916) near Box Elder. Approximately 63% of all Native people live off the reservations, concentrated in the larger Montana cities with the largest concentration of urban Indians in Great Falls. The state also has a small M\u00e9tis population, and 1990 census data indicated that people from as many as 275 different tribes lived in Montana.", "targets": "Where are the Little Shell Chippewa headquartered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc26388e35c4fa8b6e94a68b91a2129", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 66,000 people of Native American heritage live in Montana. Stemming from multiple treaties and federal legislation, including the Indian Appropriations Act (1851), the Dawes Act (1887), and the Indian Reorganization Act (1934), seven Indian reservations, encompassing eleven tribal nations, were created in Montana. A twelfth nation, the Little Shell Chippewa is a \"landless\" people headquartered in Great Falls, recognized by the state of Montana but not by the U.S. Government. The Blackfeet nation is headquartered on the Blackfeet Indian Reservation (1851) in Browning, Crow on the Crow Indian Reservation (1851) in Crow Agency, Confederated Salish and Kootenai and Pend d'Oreille on the Flathead Indian Reservation (1855) in Pablo, Northern Cheyenne on the Northern Cheyenne Indian Reservation (1884) at Lame Deer, Assiniboine and Gros Ventre on the Fort Belknap Indian Reservation (1888) in Fort Belknap Agency, Assiniboine and Sioux on the Fort Peck Indian Reservation (1888) at Poplar, and Chippewa-Cree on the Rocky Boy's Indian Reservation (1916) near Box Elder. Approximately 63% of all Native people live off the reservations, concentrated in the larger Montana cities with the largest concentration of urban Indians in Great Falls. The state also has a small M\u00e9tis population, and 1990 census data indicated that people from as many as 275 different tribes lived in Montana.", "targets": "About what percentage of the Native Americans in Montana live off the reservation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e82d3fab58497795d326c0e62769c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gram quantities of various copper salts have been taken in suicide attempts and produced acute copper toxicity in humans, possibly due to redox cycling and the generation of reactive oxygen species that damage DNA. Corresponding amounts of copper salts (30 mg/kg) are toxic in animals. A minimum dietary value for healthy growth in rabbits has been reported to be at least 3 ppm in the diet. However, higher concentrations of copper (100 ppm, 200 ppm, or 500 ppm) in the diet of rabbits may favorably influence feed conversion efficiency, growth rates, and carcass dressing percentages.", "targets": "What are copper salts sometimes used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e82d3fab58497795d326c0e62769c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gram quantities of various copper salts have been taken in suicide attempts and produced acute copper toxicity in humans, possibly due to redox cycling and the generation of reactive oxygen species that damage DNA. Corresponding amounts of copper salts (30 mg/kg) are toxic in animals. A minimum dietary value for healthy growth in rabbits has been reported to be at least 3 ppm in the diet. However, higher concentrations of copper (100 ppm, 200 ppm, or 500 ppm) in the diet of rabbits may favorably influence feed conversion efficiency, growth rates, and carcass dressing percentages.", "targets": "When ingested in large amounts what does copper salts produce in humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e82d3fab58497795d326c0e62769c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gram quantities of various copper salts have been taken in suicide attempts and produced acute copper toxicity in humans, possibly due to redox cycling and the generation of reactive oxygen species that damage DNA. Corresponding amounts of copper salts (30 mg/kg) are toxic in animals. A minimum dietary value for healthy growth in rabbits has been reported to be at least 3 ppm in the diet. However, higher concentrations of copper (100 ppm, 200 ppm, or 500 ppm) in the diet of rabbits may favorably influence feed conversion efficiency, growth rates, and carcass dressing percentages.", "targets": "What is the minimum amount of copper rabbits should have in their diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e82d3fab58497795d326c0e62769c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gram quantities of various copper salts have been taken in suicide attempts and produced acute copper toxicity in humans, possibly due to redox cycling and the generation of reactive oxygen species that damage DNA. Corresponding amounts of copper salts (30 mg/kg) are toxic in animals. A minimum dietary value for healthy growth in rabbits has been reported to be at least 3 ppm in the diet. However, higher concentrations of copper (100 ppm, 200 ppm, or 500 ppm) in the diet of rabbits may favorably influence feed conversion efficiency, growth rates, and carcass dressing percentages.", "targets": "What is a major benefit to rabbits having a higher concentration of copper in their diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e82d3fab58497795d326c0e62769c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gram quantities of various copper salts have been taken in suicide attempts and produced acute copper toxicity in humans, possibly due to redox cycling and the generation of reactive oxygen species that damage DNA. Corresponding amounts of copper salts (30 mg/kg) are toxic in animals. A minimum dietary value for healthy growth in rabbits has been reported to be at least 3 ppm in the diet. However, higher concentrations of copper (100 ppm, 200 ppm, or 500 ppm) in the diet of rabbits may favorably influence feed conversion efficiency, growth rates, and carcass dressing percentages.", "targets": "What amount of copper salt is toxic in animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a75708b5ba7a4c88ad6e61b585ff1d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many energy markets, institutions, and policies have been developed to support the production and use of fossil fuels. Newer and cleaner technologies may offer social and environmental benefits, but utility operators often reject renewable resources because they are trained to think only in terms of big, conventional power plants. Consumers often ignore renewable power systems because they are not given accurate price signals about electricity consumption. Intentional market distortions (such as subsidies), and unintentional market distortions (such as split incentives) may work against renewables. Benjamin K. Sovacool has argued that \"some of the most surreptitious, yet powerful, impediments facing renewable energy and energy efficiency in the United States are more about culture and institutions than engineering and science\".", "targets": "Why do utility operators often reject renewable resources?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a75708b5ba7a4c88ad6e61b585ff1d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many energy markets, institutions, and policies have been developed to support the production and use of fossil fuels. Newer and cleaner technologies may offer social and environmental benefits, but utility operators often reject renewable resources because they are trained to think only in terms of big, conventional power plants. Consumers often ignore renewable power systems because they are not given accurate price signals about electricity consumption. Intentional market distortions (such as subsidies), and unintentional market distortions (such as split incentives) may work against renewables. Benjamin K. Sovacool has argued that \"some of the most surreptitious, yet powerful, impediments facing renewable energy and energy efficiency in the United States are more about culture and institutions than engineering and science\".", "targets": "Why do consumers often ignore renewable power systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a75708b5ba7a4c88ad6e61b585ff1d02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many energy markets, institutions, and policies have been developed to support the production and use of fossil fuels. Newer and cleaner technologies may offer social and environmental benefits, but utility operators often reject renewable resources because they are trained to think only in terms of big, conventional power plants. Consumers often ignore renewable power systems because they are not given accurate price signals about electricity consumption. Intentional market distortions (such as subsidies), and unintentional market distortions (such as split incentives) may work against renewables. Benjamin K. Sovacool has argued that \"some of the most surreptitious, yet powerful, impediments facing renewable energy and energy efficiency in the United States are more about culture and institutions than engineering and science\".", "targets": "Who argued that some of the problems facing renewable energy are more about culture and institutions than engineering and science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb0a4d8dc20405e83ea83e5c54322bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The operational framework is provided by the Byelaws, which are more frequently updated than the Charter. Any revisions to the Charter or Byelaws require the Privy Council's approval. ", "targets": "What sets forth the standards by which the Royal Institute functions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb0a4d8dc20405e83ea83e5c54322bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The operational framework is provided by the Byelaws, which are more frequently updated than the Charter. Any revisions to the Charter or Byelaws require the Privy Council's approval. ", "targets": "What guidelines for the Royal Institute are updated most often?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb0a4d8dc20405e83ea83e5c54322bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The operational framework is provided by the Byelaws, which are more frequently updated than the Charter. Any revisions to the Charter or Byelaws require the Privy Council's approval. ", "targets": "What is necessary to make any changes to either document which governs the operations of the Royal Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dd55c4fe8b742018620154a67ee97ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alaska Bush, central Juneau, midtown and downtown Anchorage, and the areas surrounding the University of Alaska Fairbanks campus and Ester have been strongholds of the Democratic Party. The Matanuska-Susitna Borough, the majority of Fairbanks (including North Pole and the military base), and South Anchorage typically have the strongest Republican showing. As of 2004[update], well over half of all registered voters have chosen \"Non-Partisan\" or \"Undeclared\" as their affiliation, despite recent attempts to close primaries to unaffiliated voters.", "targets": "The areas surrounding which university has been historically a Democratic stronghold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dd55c4fe8b742018620154a67ee97ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alaska Bush, central Juneau, midtown and downtown Anchorage, and the areas surrounding the University of Alaska Fairbanks campus and Ester have been strongholds of the Democratic Party. The Matanuska-Susitna Borough, the majority of Fairbanks (including North Pole and the military base), and South Anchorage typically have the strongest Republican showing. As of 2004[update], well over half of all registered voters have chosen \"Non-Partisan\" or \"Undeclared\" as their affiliation, despite recent attempts to close primaries to unaffiliated voters.", "targets": "Which areas of Alaska have the highest Republican concentrations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dd55c4fe8b742018620154a67ee97ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alaska Bush, central Juneau, midtown and downtown Anchorage, and the areas surrounding the University of Alaska Fairbanks campus and Ester have been strongholds of the Democratic Party. The Matanuska-Susitna Borough, the majority of Fairbanks (including North Pole and the military base), and South Anchorage typically have the strongest Republican showing. As of 2004[update], well over half of all registered voters have chosen \"Non-Partisan\" or \"Undeclared\" as their affiliation, despite recent attempts to close primaries to unaffiliated voters.", "targets": "As of 2004, how many Alaskan residents refuse to select a political party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "When did the torch visit Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "Where was the torch ceremony held in Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "How many torchbearers participated in Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "Who was the first torchbearer in Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "A newspaper article criticized that there were not enough of what kind of person among the torchbearers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "When was the torch relay event held in Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "How many torchbearers carried the torch in Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "Who was the first person to carry the torch in Macao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "Which casino tycoon participated in the torch relay event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-901c6e29bb634a18955f7e09f7deba9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Macao: The event was held in Macau on May 3. It was the first time that the Olympic torch had traveled to Macau. A ceremony was held at Macau Fisherman's Wharf. Afterward, the torch traveled through Macau, passing by a number of landmarks including A-Ma Temple, Macau Tower, Ponte Governador Nobre de Carvalho, Ponte de Sai Van, Macau Cultural Centre, Macau Stadium and then back to the Fisherman's Wharf for the closing ceremony. Parts of the route near Ruins of St. Paul's and Taipa was shortened due to large crowds of supporters blocking narrow streets. A total of 120 torchbearers participated in this event including casino tycoon Stanley Ho. Leong Hong Man and Leong Heng Teng were the first and last torchbearer in the relay respectively. An article published on Macao Daily News criticized that the list of the torchbearers could not fully represent the Macanese and that there were too many non-athletes among the torchbearers. (some of whom had already been torchbearers of other sporting events)", "targets": "Which publication was unhappy with the amount of non-athlete torchbearers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61b784fb55e54c0c8b93b88f2a659865", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At extremely large airports, a circuit is in place but not usually used. Rather, aircraft (usually only commercial with long routes) request approach clearance while they are still hours away from the airport, often before they even take off from their departure point. Large airports have a frequency called Clearance Delivery which is used by departing aircraft specifically for this purpose. This then allows aircraft to take the most direct approach path to the runway and land without worrying about interference from other aircraft. While this system keeps the airspace free and is simpler for pilots, it requires detailed knowledge of how aircraft are planning to use the airport ahead of time and is therefore only possible with large commercial airliners on pre-scheduled flights. The system has recently become so advanced that controllers can predict whether an aircraft will be delayed on landing before it even takes off; that aircraft can then be delayed on the ground, rather than wasting expensive fuel waiting in the air.", "targets": "At an extremely large airport, what is in place but not usually used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61b784fb55e54c0c8b93b88f2a659865", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At extremely large airports, a circuit is in place but not usually used. Rather, aircraft (usually only commercial with long routes) request approach clearance while they are still hours away from the airport, often before they even take off from their departure point. Large airports have a frequency called Clearance Delivery which is used by departing aircraft specifically for this purpose. This then allows aircraft to take the most direct approach path to the runway and land without worrying about interference from other aircraft. While this system keeps the airspace free and is simpler for pilots, it requires detailed knowledge of how aircraft are planning to use the airport ahead of time and is therefore only possible with large commercial airliners on pre-scheduled flights. The system has recently become so advanced that controllers can predict whether an aircraft will be delayed on landing before it even takes off; that aircraft can then be delayed on the ground, rather than wasting expensive fuel waiting in the air.", "targets": "What is the frequency called that is used by departing aircraft for the purpose of requesting approach clearance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61b784fb55e54c0c8b93b88f2a659865", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At extremely large airports, a circuit is in place but not usually used. Rather, aircraft (usually only commercial with long routes) request approach clearance while they are still hours away from the airport, often before they even take off from their departure point. Large airports have a frequency called Clearance Delivery which is used by departing aircraft specifically for this purpose. This then allows aircraft to take the most direct approach path to the runway and land without worrying about interference from other aircraft. While this system keeps the airspace free and is simpler for pilots, it requires detailed knowledge of how aircraft are planning to use the airport ahead of time and is therefore only possible with large commercial airliners on pre-scheduled flights. The system has recently become so advanced that controllers can predict whether an aircraft will be delayed on landing before it even takes off; that aircraft can then be delayed on the ground, rather than wasting expensive fuel waiting in the air.", "targets": "Which aircraft request approach clearance while they are still hours away from the airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c11eaffe348d4607abd5b142a50080be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, with the advent and popularity of Internet-based distribution of files in lossily-compressed audio formats such as MP3, sales of CDs began to decline in the 2000s. For example, between 2000 - 2008, despite overall growth in music sales and one anomalous year of increase, major-label CD sales declined overall by 20%, although independent and DIY music sales may be tracking better according to figures released 30 March 2009, and CDs still continue to sell greatly. As of 2012, CDs and DVDs made up only 34 percent of music sales in the United States. In Japan, however, over 80 percent of music was bought on CDs and other physical formats as of 2015.", "targets": "When did CD sales experience their original decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c11eaffe348d4607abd5b142a50080be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, with the advent and popularity of Internet-based distribution of files in lossily-compressed audio formats such as MP3, sales of CDs began to decline in the 2000s. For example, between 2000 - 2008, despite overall growth in music sales and one anomalous year of increase, major-label CD sales declined overall by 20%, although independent and DIY music sales may be tracking better according to figures released 30 March 2009, and CDs still continue to sell greatly. As of 2012, CDs and DVDs made up only 34 percent of music sales in the United States. In Japan, however, over 80 percent of music was bought on CDs and other physical formats as of 2015.", "targets": "What portion of music sales did CDs and DVDs account for in the United States as of 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c11eaffe348d4607abd5b142a50080be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, with the advent and popularity of Internet-based distribution of files in lossily-compressed audio formats such as MP3, sales of CDs began to decline in the 2000s. For example, between 2000 - 2008, despite overall growth in music sales and one anomalous year of increase, major-label CD sales declined overall by 20%, although independent and DIY music sales may be tracking better according to figures released 30 March 2009, and CDs still continue to sell greatly. As of 2012, CDs and DVDs made up only 34 percent of music sales in the United States. In Japan, however, over 80 percent of music was bought on CDs and other physical formats as of 2015.", "targets": "Which country attributes over 80 percent of its music sales to physical formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c11eaffe348d4607abd5b142a50080be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, with the advent and popularity of Internet-based distribution of files in lossily-compressed audio formats such as MP3, sales of CDs began to decline in the 2000s. For example, between 2000 - 2008, despite overall growth in music sales and one anomalous year of increase, major-label CD sales declined overall by 20%, although independent and DIY music sales may be tracking better according to figures released 30 March 2009, and CDs still continue to sell greatly. As of 2012, CDs and DVDs made up only 34 percent of music sales in the United States. In Japan, however, over 80 percent of music was bought on CDs and other physical formats as of 2015.", "targets": "How are MP3s compressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c11eaffe348d4607abd5b142a50080be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, with the advent and popularity of Internet-based distribution of files in lossily-compressed audio formats such as MP3, sales of CDs began to decline in the 2000s. For example, between 2000 - 2008, despite overall growth in music sales and one anomalous year of increase, major-label CD sales declined overall by 20%, although independent and DIY music sales may be tracking better according to figures released 30 March 2009, and CDs still continue to sell greatly. As of 2012, CDs and DVDs made up only 34 percent of music sales in the United States. In Japan, however, over 80 percent of music was bought on CDs and other physical formats as of 2015.", "targets": "When did CD sales experience their original decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c11eaffe348d4607abd5b142a50080be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, with the advent and popularity of Internet-based distribution of files in lossily-compressed audio formats such as MP3, sales of CDs began to decline in the 2000s. For example, between 2000 - 2008, despite overall growth in music sales and one anomalous year of increase, major-label CD sales declined overall by 20%, although independent and DIY music sales may be tracking better according to figures released 30 March 2009, and CDs still continue to sell greatly. As of 2012, CDs and DVDs made up only 34 percent of music sales in the United States. In Japan, however, over 80 percent of music was bought on CDs and other physical formats as of 2015.", "targets": "What has caused a decrease in CD sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eae461a34ce458dabed113ab8a063e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dry lands of Namibia were inhabited since early times by San, Damara, Nama and, since about the 14th century AD, by immigrating Bantu who came with the Bantu expansion from central Africa. From the late 18th century onwards, Orlam clans from the Cape Colony crossed the Orange River and moved into the area that today is southern Namibia. Their encounters with the nomadic Nama tribes were largely peaceful. The missionaries accompanying the Orlams were well received by them, the right to use waterholes and grazing was granted against an annual payment. On their way further northwards, however, the Orlams encountered clans of the Herero tribe at Windhoek, Gobabis, and Okahandja which were less accommodating. The Nama-Herero War broke out in 1880, with hostilities ebbing only when Imperial Germany deployed troops to the contested places and cemented the status quo between Nama, Orlams, and Herero.", "targets": "Orlam clans crossed which river to migrate to Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eae461a34ce458dabed113ab8a063e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dry lands of Namibia were inhabited since early times by San, Damara, Nama and, since about the 14th century AD, by immigrating Bantu who came with the Bantu expansion from central Africa. From the late 18th century onwards, Orlam clans from the Cape Colony crossed the Orange River and moved into the area that today is southern Namibia. Their encounters with the nomadic Nama tribes were largely peaceful. The missionaries accompanying the Orlams were well received by them, the right to use waterholes and grazing was granted against an annual payment. On their way further northwards, however, the Orlams encountered clans of the Herero tribe at Windhoek, Gobabis, and Okahandja which were less accommodating. The Nama-Herero War broke out in 1880, with hostilities ebbing only when Imperial Germany deployed troops to the contested places and cemented the status quo between Nama, Orlams, and Herero.", "targets": "What area of Namibia did Orlam clans settle in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eae461a34ce458dabed113ab8a063e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dry lands of Namibia were inhabited since early times by San, Damara, Nama and, since about the 14th century AD, by immigrating Bantu who came with the Bantu expansion from central Africa. From the late 18th century onwards, Orlam clans from the Cape Colony crossed the Orange River and moved into the area that today is southern Namibia. Their encounters with the nomadic Nama tribes were largely peaceful. The missionaries accompanying the Orlams were well received by them, the right to use waterholes and grazing was granted against an annual payment. On their way further northwards, however, the Orlams encountered clans of the Herero tribe at Windhoek, Gobabis, and Okahandja which were less accommodating. The Nama-Herero War broke out in 1880, with hostilities ebbing only when Imperial Germany deployed troops to the contested places and cemented the status quo between Nama, Orlams, and Herero.", "targets": "When did Orlam clans settle in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eae461a34ce458dabed113ab8a063e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dry lands of Namibia were inhabited since early times by San, Damara, Nama and, since about the 14th century AD, by immigrating Bantu who came with the Bantu expansion from central Africa. From the late 18th century onwards, Orlam clans from the Cape Colony crossed the Orange River and moved into the area that today is southern Namibia. Their encounters with the nomadic Nama tribes were largely peaceful. The missionaries accompanying the Orlams were well received by them, the right to use waterholes and grazing was granted against an annual payment. On their way further northwards, however, the Orlams encountered clans of the Herero tribe at Windhoek, Gobabis, and Okahandja which were less accommodating. The Nama-Herero War broke out in 1880, with hostilities ebbing only when Imperial Germany deployed troops to the contested places and cemented the status quo between Nama, Orlams, and Herero.", "targets": "When did the Nama-Herero war begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8eae461a34ce458dabed113ab8a063e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dry lands of Namibia were inhabited since early times by San, Damara, Nama and, since about the 14th century AD, by immigrating Bantu who came with the Bantu expansion from central Africa. From the late 18th century onwards, Orlam clans from the Cape Colony crossed the Orange River and moved into the area that today is southern Namibia. Their encounters with the nomadic Nama tribes were largely peaceful. The missionaries accompanying the Orlams were well received by them, the right to use waterholes and grazing was granted against an annual payment. On their way further northwards, however, the Orlams encountered clans of the Herero tribe at Windhoek, Gobabis, and Okahandja which were less accommodating. The Nama-Herero War broke out in 1880, with hostilities ebbing only when Imperial Germany deployed troops to the contested places and cemented the status quo between Nama, Orlams, and Herero.", "targets": "Who deployed troops to start the Nama-Herero war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3da8ee74af421ea5f5969750551c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was granted its Royal Charter in 1837 under King William IV. Supplemental Charters of 1887, 1909 and 1925 were replaced by a single Charter in 1971, and there have been minor amendments since then.", "targets": "When did the Royal Institute receive its charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3da8ee74af421ea5f5969750551c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was granted its Royal Charter in 1837 under King William IV. Supplemental Charters of 1887, 1909 and 1925 were replaced by a single Charter in 1971, and there have been minor amendments since then.", "targets": "Who was responsible for giving the charter to the Royal Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3da8ee74af421ea5f5969750551c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was granted its Royal Charter in 1837 under King William IV. Supplemental Charters of 1887, 1909 and 1925 were replaced by a single Charter in 1971, and there have been minor amendments since then.", "targets": "In what years was the Royal Institute issued supplemental charters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3da8ee74af421ea5f5969750551c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was granted its Royal Charter in 1837 under King William IV. Supplemental Charters of 1887, 1909 and 1925 were replaced by a single Charter in 1971, and there have been minor amendments since then.", "targets": "When were the various supplemental charters consolidated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f3da8ee74af421ea5f5969750551c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It was granted its Royal Charter in 1837 under King William IV. Supplemental Charters of 1887, 1909 and 1925 were replaced by a single Charter in 1971, and there have been minor amendments since then.", "targets": "What term characterizes the nature of changes to the charter after 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "What architectural design was St Peter's abbey considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "What year was the building finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "What was the date of the Abbey's coronation? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "Who was the first recorded coronation at the Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "What King restored the Abbey in the years 1042 and 1052?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "Who rebuilt the abbey for a burial church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "What style was the church rebuilt in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "When was the building consecrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "When did King Edward the Confessor die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df7da8addf6349c7b48f68092ed9d593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1042 and 1052 King Edward the Confessor began rebuilding St Peter's Abbey to provide himself with a royal burial church. It was the first church in England built in the Romanesque style. The building was not completed until around 1090 but was consecrated on 28 December 1065, only a week before Edward's death on 5 January 1066. A week later he was buried in the church, and nine years later his wife Edith was buried alongside him. His successor, Harold II, was probably crowned in the abbey, although the first documented coronation is that of William the Conqueror later the same year.", "targets": "Who was the first documented coronation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6775fcd46fe947aa9af1e21312083323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.N. speech was well received but the Soviets never acted upon it, due to an overarching concern for the greater stockpiles of nuclear weapons in the U.S. arsenal. Indeed, Eisenhower embarked upon a greater reliance on the use of nuclear weapons, while reducing conventional forces, and with them the overall defense budget, a policy formulated as a result of Project Solarium and expressed in NSC 162/2. This approach became known as the \"New Look\", and was initiated with defense cuts in late 1953.", "targets": "What did Eisenhower reduce as he increased nuclear weapons stockpiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6775fcd46fe947aa9af1e21312083323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.N. speech was well received but the Soviets never acted upon it, due to an overarching concern for the greater stockpiles of nuclear weapons in the U.S. arsenal. Indeed, Eisenhower embarked upon a greater reliance on the use of nuclear weapons, while reducing conventional forces, and with them the overall defense budget, a policy formulated as a result of Project Solarium and expressed in NSC 162/2. This approach became known as the \"New Look\", and was initiated with defense cuts in late 1953.", "targets": "What was the policy of increasing nuclear weapons while decreasing conventional forces called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6775fcd46fe947aa9af1e21312083323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.N. speech was well received but the Soviets never acted upon it, due to an overarching concern for the greater stockpiles of nuclear weapons in the U.S. arsenal. Indeed, Eisenhower embarked upon a greater reliance on the use of nuclear weapons, while reducing conventional forces, and with them the overall defense budget, a policy formulated as a result of Project Solarium and expressed in NSC 162/2. This approach became known as the \"New Look\", and was initiated with defense cuts in late 1953.", "targets": "When did Eisenhower begin to cut the defense budget?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6775fcd46fe947aa9af1e21312083323", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The U.N. speech was well received but the Soviets never acted upon it, due to an overarching concern for the greater stockpiles of nuclear weapons in the U.S. arsenal. Indeed, Eisenhower embarked upon a greater reliance on the use of nuclear weapons, while reducing conventional forces, and with them the overall defense budget, a policy formulated as a result of Project Solarium and expressed in NSC 162/2. This approach became known as the \"New Look\", and was initiated with defense cuts in late 1953.", "targets": "Along with NSC 162/2, what influenced the development of the New Look policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f696069721474da710a71b5fa98bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 59 BC an unofficial political alliance known as the First Triumvirate was formed between Gaius Julius Caesar, Marcus Licinius Crassus, and Gnaeus Pompeius Magnus (\"Pompey the Great\") to share power and influence. In 53 BC, Crassus launched a Roman invasion of the Parthian Empire (modern Iraq and Iran). After initial successes, he marched his army deep into the desert; but here his army was cut off deep in enemy territory, surrounded and slaughtered at the Battle of Carrhae in which Crassus himself perished. The death of Crassus removed some of the balance in the Triumvirate and, consequently, Caesar and Pompey began to move apart. While Caesar was fighting in Gaul, Pompey proceeded with a legislative agenda for Rome that revealed that he was at best ambivalent towards Caesar and perhaps now covertly allied with Caesar's political enemies. In 51 BC, some Roman senators demanded that Caesar not be permitted to stand for consul unless he turned over control of his armies to the state, which would have left Caesar defenceless before his enemies. Caesar chose civil war over laying down his command and facing trial.", "targets": "When was the invasion of the Parthian Empire begun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f696069721474da710a71b5fa98bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 59 BC an unofficial political alliance known as the First Triumvirate was formed between Gaius Julius Caesar, Marcus Licinius Crassus, and Gnaeus Pompeius Magnus (\"Pompey the Great\") to share power and influence. In 53 BC, Crassus launched a Roman invasion of the Parthian Empire (modern Iraq and Iran). After initial successes, he marched his army deep into the desert; but here his army was cut off deep in enemy territory, surrounded and slaughtered at the Battle of Carrhae in which Crassus himself perished. The death of Crassus removed some of the balance in the Triumvirate and, consequently, Caesar and Pompey began to move apart. While Caesar was fighting in Gaul, Pompey proceeded with a legislative agenda for Rome that revealed that he was at best ambivalent towards Caesar and perhaps now covertly allied with Caesar's political enemies. In 51 BC, some Roman senators demanded that Caesar not be permitted to stand for consul unless he turned over control of his armies to the state, which would have left Caesar defenceless before his enemies. Caesar chose civil war over laying down his command and facing trial.", "targets": "Who started the invasion of the Parthian Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f696069721474da710a71b5fa98bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 59 BC an unofficial political alliance known as the First Triumvirate was formed between Gaius Julius Caesar, Marcus Licinius Crassus, and Gnaeus Pompeius Magnus (\"Pompey the Great\") to share power and influence. In 53 BC, Crassus launched a Roman invasion of the Parthian Empire (modern Iraq and Iran). After initial successes, he marched his army deep into the desert; but here his army was cut off deep in enemy territory, surrounded and slaughtered at the Battle of Carrhae in which Crassus himself perished. The death of Crassus removed some of the balance in the Triumvirate and, consequently, Caesar and Pompey began to move apart. While Caesar was fighting in Gaul, Pompey proceeded with a legislative agenda for Rome that revealed that he was at best ambivalent towards Caesar and perhaps now covertly allied with Caesar's political enemies. In 51 BC, some Roman senators demanded that Caesar not be permitted to stand for consul unless he turned over control of his armies to the state, which would have left Caesar defenceless before his enemies. Caesar chose civil war over laying down his command and facing trial.", "targets": "In what battle did Marcus Licinius Crassus die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f696069721474da710a71b5fa98bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 59 BC an unofficial political alliance known as the First Triumvirate was formed between Gaius Julius Caesar, Marcus Licinius Crassus, and Gnaeus Pompeius Magnus (\"Pompey the Great\") to share power and influence. In 53 BC, Crassus launched a Roman invasion of the Parthian Empire (modern Iraq and Iran). After initial successes, he marched his army deep into the desert; but here his army was cut off deep in enemy territory, surrounded and slaughtered at the Battle of Carrhae in which Crassus himself perished. The death of Crassus removed some of the balance in the Triumvirate and, consequently, Caesar and Pompey began to move apart. While Caesar was fighting in Gaul, Pompey proceeded with a legislative agenda for Rome that revealed that he was at best ambivalent towards Caesar and perhaps now covertly allied with Caesar's political enemies. In 51 BC, some Roman senators demanded that Caesar not be permitted to stand for consul unless he turned over control of his armies to the state, which would have left Caesar defenceless before his enemies. Caesar chose civil war over laying down his command and facing trial.", "targets": "Who was believed to have had a secret allegiance with enemies of Julius Caesar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60f696069721474da710a71b5fa98bb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 59 BC an unofficial political alliance known as the First Triumvirate was formed between Gaius Julius Caesar, Marcus Licinius Crassus, and Gnaeus Pompeius Magnus (\"Pompey the Great\") to share power and influence. In 53 BC, Crassus launched a Roman invasion of the Parthian Empire (modern Iraq and Iran). After initial successes, he marched his army deep into the desert; but here his army was cut off deep in enemy territory, surrounded and slaughtered at the Battle of Carrhae in which Crassus himself perished. The death of Crassus removed some of the balance in the Triumvirate and, consequently, Caesar and Pompey began to move apart. While Caesar was fighting in Gaul, Pompey proceeded with a legislative agenda for Rome that revealed that he was at best ambivalent towards Caesar and perhaps now covertly allied with Caesar's political enemies. In 51 BC, some Roman senators demanded that Caesar not be permitted to stand for consul unless he turned over control of his armies to the state, which would have left Caesar defenceless before his enemies. Caesar chose civil war over laying down his command and facing trial.", "targets": "What did the senators request of Caesar in order for him to stand for consul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38282232fd8f4fe58e7e4d7cf0896354", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USAF's KC-135 and KC-10 aerial refueling aircraft are based on civilian jets. The USAF aircraft are equipped primarily for providing the fuel via a tail-mounted refueling boom, and can be equipped with \"probe and drogue\" refueling systems. Air-to-air refueling is extensively used in large-scale operations and also used in normal operations; fighters, bombers, and cargo aircraft rely heavily on the lesser-known \"tanker\" aircraft. This makes these aircraft an essential part of the Air Force's global mobility and the U.S. force projection. The KC-46A Pegasus is undergoing testing and is projected to be delivered to USAF units starting in 2017.", "targets": "What kind of aircraft is the USAF's KC-135?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38282232fd8f4fe58e7e4d7cf0896354", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USAF's KC-135 and KC-10 aerial refueling aircraft are based on civilian jets. The USAF aircraft are equipped primarily for providing the fuel via a tail-mounted refueling boom, and can be equipped with \"probe and drogue\" refueling systems. Air-to-air refueling is extensively used in large-scale operations and also used in normal operations; fighters, bombers, and cargo aircraft rely heavily on the lesser-known \"tanker\" aircraft. This makes these aircraft an essential part of the Air Force's global mobility and the U.S. force projection. The KC-46A Pegasus is undergoing testing and is projected to be delivered to USAF units starting in 2017.", "targets": "How does the aerial refueling aircraft supply fuel during flight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38282232fd8f4fe58e7e4d7cf0896354", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USAF's KC-135 and KC-10 aerial refueling aircraft are based on civilian jets. The USAF aircraft are equipped primarily for providing the fuel via a tail-mounted refueling boom, and can be equipped with \"probe and drogue\" refueling systems. Air-to-air refueling is extensively used in large-scale operations and also used in normal operations; fighters, bombers, and cargo aircraft rely heavily on the lesser-known \"tanker\" aircraft. This makes these aircraft an essential part of the Air Force's global mobility and the U.S. force projection. The KC-46A Pegasus is undergoing testing and is projected to be delivered to USAF units starting in 2017.", "targets": "When is air-to-air refueling primarily used by the US Air Force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38282232fd8f4fe58e7e4d7cf0896354", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The USAF's KC-135 and KC-10 aerial refueling aircraft are based on civilian jets. The USAF aircraft are equipped primarily for providing the fuel via a tail-mounted refueling boom, and can be equipped with \"probe and drogue\" refueling systems. Air-to-air refueling is extensively used in large-scale operations and also used in normal operations; fighters, bombers, and cargo aircraft rely heavily on the lesser-known \"tanker\" aircraft. This makes these aircraft an essential part of the Air Force's global mobility and the U.S. force projection. The KC-46A Pegasus is undergoing testing and is projected to be delivered to USAF units starting in 2017.", "targets": "What aircraft will be available for use by the US Air Force in 2017?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6af7a2e972114e548654acb389adecdd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick saw Saxony and Polish west Prussia as potential fields for expansion but could not expect French support if he started an aggressive war for them. If he joined the French against the British in the hope of annexing Hanover, he might fall victim to an Austro-Russian attack. The hereditary elector of Saxony, Augustus III, was also elective King of Poland as Augustus III, but the two territories were physically separated by Brandenburg and Silesia. Neither state could pose as a great power. Saxony was merely a buffer between Prussia and Austrian Bohemia, whereas Poland, despite its union with the ancient lands of Lithuania, was prey to pro-French and pro-Russian factions. A Prussian scheme for compensating Frederick Augustus with Bohemia in exchange for Saxony obviously presupposed further spoliation of Austria.", "targets": "What two geographies did Frederick want for Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6af7a2e972114e548654acb389adecdd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick saw Saxony and Polish west Prussia as potential fields for expansion but could not expect French support if he started an aggressive war for them. If he joined the French against the British in the hope of annexing Hanover, he might fall victim to an Austro-Russian attack. The hereditary elector of Saxony, Augustus III, was also elective King of Poland as Augustus III, but the two territories were physically separated by Brandenburg and Silesia. Neither state could pose as a great power. Saxony was merely a buffer between Prussia and Austrian Bohemia, whereas Poland, despite its union with the ancient lands of Lithuania, was prey to pro-French and pro-Russian factions. A Prussian scheme for compensating Frederick Augustus with Bohemia in exchange for Saxony obviously presupposed further spoliation of Austria.", "targets": "What country would refuse support if Frederick wen to war for Saxony and west Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6af7a2e972114e548654acb389adecdd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick saw Saxony and Polish west Prussia as potential fields for expansion but could not expect French support if he started an aggressive war for them. If he joined the French against the British in the hope of annexing Hanover, he might fall victim to an Austro-Russian attack. The hereditary elector of Saxony, Augustus III, was also elective King of Poland as Augustus III, but the two territories were physically separated by Brandenburg and Silesia. Neither state could pose as a great power. Saxony was merely a buffer between Prussia and Austrian Bohemia, whereas Poland, despite its union with the ancient lands of Lithuania, was prey to pro-French and pro-Russian factions. A Prussian scheme for compensating Frederick Augustus with Bohemia in exchange for Saxony obviously presupposed further spoliation of Austria.", "targets": "What was his concern about trying take Hanover from the British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6af7a2e972114e548654acb389adecdd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick saw Saxony and Polish west Prussia as potential fields for expansion but could not expect French support if he started an aggressive war for them. If he joined the French against the British in the hope of annexing Hanover, he might fall victim to an Austro-Russian attack. The hereditary elector of Saxony, Augustus III, was also elective King of Poland as Augustus III, but the two territories were physically separated by Brandenburg and Silesia. Neither state could pose as a great power. Saxony was merely a buffer between Prussia and Austrian Bohemia, whereas Poland, despite its union with the ancient lands of Lithuania, was prey to pro-French and pro-Russian factions. A Prussian scheme for compensating Frederick Augustus with Bohemia in exchange for Saxony obviously presupposed further spoliation of Austria.", "targets": "What kept Augustus III from consolidating Saxony and Poland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6af7a2e972114e548654acb389adecdd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick saw Saxony and Polish west Prussia as potential fields for expansion but could not expect French support if he started an aggressive war for them. If he joined the French against the British in the hope of annexing Hanover, he might fall victim to an Austro-Russian attack. The hereditary elector of Saxony, Augustus III, was also elective King of Poland as Augustus III, but the two territories were physically separated by Brandenburg and Silesia. Neither state could pose as a great power. Saxony was merely a buffer between Prussia and Austrian Bohemia, whereas Poland, despite its union with the ancient lands of Lithuania, was prey to pro-French and pro-Russian factions. A Prussian scheme for compensating Frederick Augustus with Bohemia in exchange for Saxony obviously presupposed further spoliation of Austria.", "targets": "Who was Poland's ancient ally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c3ae780f9ac4fcd8cedec6bc5510800", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia lies on the eastern shores of the Baltic Sea immediately across the Gulf of Finland from Finland on the level northwestern part of the rising East European platform between 57.3\u00b0 and 59.5\u00b0 N and 21.5\u00b0 and 28.1\u00b0 E. Average elevation reaches only 50 metres (164 ft) and the country's highest point is the Suur Munam\u00e4gi in the southeast at 318 metres (1,043 ft). There is 3,794 kilometres (2,357 mi) of coastline marked by numerous bays, straits, and inlets. The number of islands and islets is estimated at some 2,355 (including those in lakes). Two of them are large enough to constitute separate counties: Saaremaa and Hiiumaa. A small, recent cluster of meteorite craters, the largest of which is called Kaali is found on Saaremaa, Estonia.", "targets": "What body of water borders Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c3ae780f9ac4fcd8cedec6bc5510800", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia lies on the eastern shores of the Baltic Sea immediately across the Gulf of Finland from Finland on the level northwestern part of the rising East European platform between 57.3\u00b0 and 59.5\u00b0 N and 21.5\u00b0 and 28.1\u00b0 E. Average elevation reaches only 50 metres (164 ft) and the country's highest point is the Suur Munam\u00e4gi in the southeast at 318 metres (1,043 ft). There is 3,794 kilometres (2,357 mi) of coastline marked by numerous bays, straits, and inlets. The number of islands and islets is estimated at some 2,355 (including those in lakes). Two of them are large enough to constitute separate counties: Saaremaa and Hiiumaa. A small, recent cluster of meteorite craters, the largest of which is called Kaali is found on Saaremaa, Estonia.", "targets": "What is the average elevation of Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c3ae780f9ac4fcd8cedec6bc5510800", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia lies on the eastern shores of the Baltic Sea immediately across the Gulf of Finland from Finland on the level northwestern part of the rising East European platform between 57.3\u00b0 and 59.5\u00b0 N and 21.5\u00b0 and 28.1\u00b0 E. Average elevation reaches only 50 metres (164 ft) and the country's highest point is the Suur Munam\u00e4gi in the southeast at 318 metres (1,043 ft). There is 3,794 kilometres (2,357 mi) of coastline marked by numerous bays, straits, and inlets. The number of islands and islets is estimated at some 2,355 (including those in lakes). Two of them are large enough to constitute separate counties: Saaremaa and Hiiumaa. A small, recent cluster of meteorite craters, the largest of which is called Kaali is found on Saaremaa, Estonia.", "targets": "What is Estonia's highest mountain point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c3ae780f9ac4fcd8cedec6bc5510800", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonia lies on the eastern shores of the Baltic Sea immediately across the Gulf of Finland from Finland on the level northwestern part of the rising East European platform between 57.3\u00b0 and 59.5\u00b0 N and 21.5\u00b0 and 28.1\u00b0 E. Average elevation reaches only 50 metres (164 ft) and the country's highest point is the Suur Munam\u00e4gi in the southeast at 318 metres (1,043 ft). There is 3,794 kilometres (2,357 mi) of coastline marked by numerous bays, straits, and inlets. The number of islands and islets is estimated at some 2,355 (including those in lakes). Two of them are large enough to constitute separate counties: Saaremaa and Hiiumaa. A small, recent cluster of meteorite craters, the largest of which is called Kaali is found on Saaremaa, Estonia.", "targets": "How tall is the the Suur Munam\u00e4gi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5dab9228b3c4fc3b9325794d774a694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.", "targets": "What can also be provided by foreign aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5dab9228b3c4fc3b9325794d774a694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.", "targets": "What do international donors do to promote democracy? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5dab9228b3c4fc3b9325794d774a694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.", "targets": "What is another common occurrence of international support for a party? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5dab9228b3c4fc3b9325794d774a694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In fledgling democracies funding can also be provided by foreign aid. International donors provide financing to political parties in developing countries as a means to promote democracy and good governance. Support can be purely financial or otherwise. Frequently it is provided as capacity development activities including the development of party manifestos, party constitutions and campaigning skills. Developing links between ideologically linked parties is another common feature of international support for a party. Sometimes this can be perceived as directly supporting the political aims of a political party, such as the support of the US government to the Georgian party behind the Rose Revolution. Other donors work on a more neutral basis, where multiple donors provide grants in countries accessible by all parties for various aims defined by the recipients. There have been calls by leading development think-tanks, such as the Overseas Development Institute, to increase support to political parties as part of developing the capacity to deal with the demands of interest-driven donors to improve governance.", "targets": "What does the overseas development institute want to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e8e904dfbe4c48b93b4a82a1062dcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant legislative changes in the status of the szlachta, as defined by Robert Bideleux and Ian Jeffries, consist of its 1374 exemption from the land tax, a 1425 guarantee against the 'arbitrary arrests and/or seizure of property' of its members, a 1454 requirement that military forces and new taxes be approved by provincial Sejms, and statutes issued between 1496 and 1611 that prescribed the rights of commoners.", "targets": "Who defined the significant legislative changes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e8e904dfbe4c48b93b4a82a1062dcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant legislative changes in the status of the szlachta, as defined by Robert Bideleux and Ian Jeffries, consist of its 1374 exemption from the land tax, a 1425 guarantee against the 'arbitrary arrests and/or seizure of property' of its members, a 1454 requirement that military forces and new taxes be approved by provincial Sejms, and statutes issued between 1496 and 1611 that prescribed the rights of commoners.", "targets": "What is one exemption was part of the significant changes in legislation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e8e904dfbe4c48b93b4a82a1062dcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant legislative changes in the status of the szlachta, as defined by Robert Bideleux and Ian Jeffries, consist of its 1374 exemption from the land tax, a 1425 guarantee against the 'arbitrary arrests and/or seizure of property' of its members, a 1454 requirement that military forces and new taxes be approved by provincial Sejms, and statutes issued between 1496 and 1611 that prescribed the rights of commoners.", "targets": "What did the 1425 requirement entail? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1e8e904dfbe4c48b93b4a82a1062dcf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Significant legislative changes in the status of the szlachta, as defined by Robert Bideleux and Ian Jeffries, consist of its 1374 exemption from the land tax, a 1425 guarantee against the 'arbitrary arrests and/or seizure of property' of its members, a 1454 requirement that military forces and new taxes be approved by provincial Sejms, and statutes issued between 1496 and 1611 that prescribed the rights of commoners.", "targets": "What were the statutes issued between 1496 and 1611 prescribed from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5b55746884448ac947a9e9b9af6cee1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 10, West moved with his mother to Nanjing, China, where she was teaching at Nanjing University as part of an exchange program. According to his mother, West was the only foreigner in his class, but settled in well and quickly picked up the language, although he has since forgotten most of it. When asked about his grades in high school, West replied, \"I got A's and B's. And I'm not even frontin'.\"", "targets": "Where did Kanye and his mother relocate when he was 10?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5b55746884448ac947a9e9b9af6cee1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 10, West moved with his mother to Nanjing, China, where she was teaching at Nanjing University as part of an exchange program. According to his mother, West was the only foreigner in his class, but settled in well and quickly picked up the language, although he has since forgotten most of it. When asked about his grades in high school, West replied, \"I got A's and B's. And I'm not even frontin'.\"", "targets": "While staying in China, Kanye was the only what in his class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5b55746884448ac947a9e9b9af6cee1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 10, West moved with his mother to Nanjing, China, where she was teaching at Nanjing University as part of an exchange program. According to his mother, West was the only foreigner in his class, but settled in well and quickly picked up the language, although he has since forgotten most of it. When asked about his grades in high school, West replied, \"I got A's and B's. And I'm not even frontin'.\"", "targets": "How well did Kanye do in high school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5b55746884448ac947a9e9b9af6cee1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 10, West moved with his mother to Nanjing, China, where she was teaching at Nanjing University as part of an exchange program. According to his mother, West was the only foreigner in his class, but settled in well and quickly picked up the language, although he has since forgotten most of it. When asked about his grades in high school, West replied, \"I got A's and B's. And I'm not even frontin'.\"", "targets": "At what age did Kanye West relocate to China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5b55746884448ac947a9e9b9af6cee1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the age of 10, West moved with his mother to Nanjing, China, where she was teaching at Nanjing University as part of an exchange program. According to his mother, West was the only foreigner in his class, but settled in well and quickly picked up the language, although he has since forgotten most of it. When asked about his grades in high school, West replied, \"I got A's and B's. And I'm not even frontin'.\"", "targets": "What University was the cause of West's mother moving the family to China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01585e027f5f498d932236d8901227ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adult insects use six legs for walking and have adopted a tripedal gait. The tripedal gait allows for rapid walking while always having a stable stance and has been studied extensively in cockroaches. The legs are used in alternate triangles touching the ground. For the first step, the middle right leg and the front and rear left legs are in contact with the ground and move the insect forward, while the front and rear right leg and the middle left leg are lifted and moved forward to a new position. When they touch the ground to form a new stable triangle the other legs can be lifted and brought forward in turn and so on. The purest form of the tripedal gait is seen in insects moving at high speeds. However, this type of locomotion is not rigid and insects can adapt a variety of gaits. For example, when moving slowly, turning, or avoiding obstacles, four or more feet may be touching the ground. Insects can also adapt their gait to cope with the loss of one or more limbs.", "targets": "How many legs do adult insects contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01585e027f5f498d932236d8901227ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adult insects use six legs for walking and have adopted a tripedal gait. The tripedal gait allows for rapid walking while always having a stable stance and has been studied extensively in cockroaches. The legs are used in alternate triangles touching the ground. For the first step, the middle right leg and the front and rear left legs are in contact with the ground and move the insect forward, while the front and rear right leg and the middle left leg are lifted and moved forward to a new position. When they touch the ground to form a new stable triangle the other legs can be lifted and brought forward in turn and so on. The purest form of the tripedal gait is seen in insects moving at high speeds. However, this type of locomotion is not rigid and insects can adapt a variety of gaits. For example, when moving slowly, turning, or avoiding obstacles, four or more feet may be touching the ground. Insects can also adapt their gait to cope with the loss of one or more limbs.", "targets": "Most adult insects have adopted what kind of gait?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01585e027f5f498d932236d8901227ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adult insects use six legs for walking and have adopted a tripedal gait. The tripedal gait allows for rapid walking while always having a stable stance and has been studied extensively in cockroaches. The legs are used in alternate triangles touching the ground. For the first step, the middle right leg and the front and rear left legs are in contact with the ground and move the insect forward, while the front and rear right leg and the middle left leg are lifted and moved forward to a new position. When they touch the ground to form a new stable triangle the other legs can be lifted and brought forward in turn and so on. The purest form of the tripedal gait is seen in insects moving at high speeds. However, this type of locomotion is not rigid and insects can adapt a variety of gaits. For example, when moving slowly, turning, or avoiding obstacles, four or more feet may be touching the ground. Insects can also adapt their gait to cope with the loss of one or more limbs.", "targets": "The tripedal gait allows what kind of walking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01585e027f5f498d932236d8901227ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adult insects use six legs for walking and have adopted a tripedal gait. The tripedal gait allows for rapid walking while always having a stable stance and has been studied extensively in cockroaches. The legs are used in alternate triangles touching the ground. For the first step, the middle right leg and the front and rear left legs are in contact with the ground and move the insect forward, while the front and rear right leg and the middle left leg are lifted and moved forward to a new position. When they touch the ground to form a new stable triangle the other legs can be lifted and brought forward in turn and so on. The purest form of the tripedal gait is seen in insects moving at high speeds. However, this type of locomotion is not rigid and insects can adapt a variety of gaits. For example, when moving slowly, turning, or avoiding obstacles, four or more feet may be touching the ground. Insects can also adapt their gait to cope with the loss of one or more limbs.", "targets": "Insects can adopt how many gaits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-01585e027f5f498d932236d8901227ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many adult insects use six legs for walking and have adopted a tripedal gait. The tripedal gait allows for rapid walking while always having a stable stance and has been studied extensively in cockroaches. The legs are used in alternate triangles touching the ground. For the first step, the middle right leg and the front and rear left legs are in contact with the ground and move the insect forward, while the front and rear right leg and the middle left leg are lifted and moved forward to a new position. When they touch the ground to form a new stable triangle the other legs can be lifted and brought forward in turn and so on. The purest form of the tripedal gait is seen in insects moving at high speeds. However, this type of locomotion is not rigid and insects can adapt a variety of gaits. For example, when moving slowly, turning, or avoiding obstacles, four or more feet may be touching the ground. Insects can also adapt their gait to cope with the loss of one or more limbs.", "targets": "Insects can change their gait to deal with the loss of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed218f0bf0d47dcaaaa487fbca039ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new government was appointed on 31 March 2013, which consisted of members of S\u00e9l\u00e9ka and representatives of the opposition to Boziz\u00e9, one pro-Boziz\u00e9 individual, and a number representatives of civil society. On 1 April, the former opposition parties declared that they would boycott the government. After African leaders in Chad refused to recognize Djotodia as President, proposing to form a transitional council and the holding of new elections, Djotodia signed a decree on 6 April for the formation of a council that would act as a transitional parliament. The council was tasked with electing a president to serve prior to elections in 18 months.", "targets": "When was the new Government seated in CAR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed218f0bf0d47dcaaaa487fbca039ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new government was appointed on 31 March 2013, which consisted of members of S\u00e9l\u00e9ka and representatives of the opposition to Boziz\u00e9, one pro-Boziz\u00e9 individual, and a number representatives of civil society. On 1 April, the former opposition parties declared that they would boycott the government. After African leaders in Chad refused to recognize Djotodia as President, proposing to form a transitional council and the holding of new elections, Djotodia signed a decree on 6 April for the formation of a council that would act as a transitional parliament. The council was tasked with electing a president to serve prior to elections in 18 months.", "targets": "What did the former opposition parties declare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed218f0bf0d47dcaaaa487fbca039ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new government was appointed on 31 March 2013, which consisted of members of S\u00e9l\u00e9ka and representatives of the opposition to Boziz\u00e9, one pro-Boziz\u00e9 individual, and a number representatives of civil society. On 1 April, the former opposition parties declared that they would boycott the government. After African leaders in Chad refused to recognize Djotodia as President, proposing to form a transitional council and the holding of new elections, Djotodia signed a decree on 6 April for the formation of a council that would act as a transitional parliament. The council was tasked with electing a president to serve prior to elections in 18 months.", "targets": "Who was refused as new president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed218f0bf0d47dcaaaa487fbca039ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new government was appointed on 31 March 2013, which consisted of members of S\u00e9l\u00e9ka and representatives of the opposition to Boziz\u00e9, one pro-Boziz\u00e9 individual, and a number representatives of civil society. On 1 April, the former opposition parties declared that they would boycott the government. After African leaders in Chad refused to recognize Djotodia as President, proposing to form a transitional council and the holding of new elections, Djotodia signed a decree on 6 April for the formation of a council that would act as a transitional parliament. The council was tasked with electing a president to serve prior to elections in 18 months.", "targets": "Who would rule the country temporarily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ed218f0bf0d47dcaaaa487fbca039ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new government was appointed on 31 March 2013, which consisted of members of S\u00e9l\u00e9ka and representatives of the opposition to Boziz\u00e9, one pro-Boziz\u00e9 individual, and a number representatives of civil society. On 1 April, the former opposition parties declared that they would boycott the government. After African leaders in Chad refused to recognize Djotodia as President, proposing to form a transitional council and the holding of new elections, Djotodia signed a decree on 6 April for the formation of a council that would act as a transitional parliament. The council was tasked with electing a president to serve prior to elections in 18 months.", "targets": "How long did the parliament have until the next election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3a74c3ad364293b8e51d103f912a00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all introduced species are invasive, nor all invasive species deliberately introduced. In cases such as the zebra mussel, invasion of US waterways was unintentional. In other cases, such as mongooses in Hawaii, the introduction is deliberate but ineffective (nocturnal rats were not vulnerable to the diurnal mongoose). In other cases, such as oil palms in Indonesia and Malaysia, the introduction produces substantial economic benefits, but the benefits are accompanied by costly unintended consequences.", "targets": "What animal unintentionally invaded the US waterways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3a74c3ad364293b8e51d103f912a00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all introduced species are invasive, nor all invasive species deliberately introduced. In cases such as the zebra mussel, invasion of US waterways was unintentional. In other cases, such as mongooses in Hawaii, the introduction is deliberate but ineffective (nocturnal rats were not vulnerable to the diurnal mongoose). In other cases, such as oil palms in Indonesia and Malaysia, the introduction produces substantial economic benefits, but the benefits are accompanied by costly unintended consequences.", "targets": "What animal intentionally invaded Hawaii?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3a74c3ad364293b8e51d103f912a00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all introduced species are invasive, nor all invasive species deliberately introduced. In cases such as the zebra mussel, invasion of US waterways was unintentional. In other cases, such as mongooses in Hawaii, the introduction is deliberate but ineffective (nocturnal rats were not vulnerable to the diurnal mongoose). In other cases, such as oil palms in Indonesia and Malaysia, the introduction produces substantial economic benefits, but the benefits are accompanied by costly unintended consequences.", "targets": "What animals were not vulnerable to the mongoose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e3a74c3ad364293b8e51d103f912a00", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Not all introduced species are invasive, nor all invasive species deliberately introduced. In cases such as the zebra mussel, invasion of US waterways was unintentional. In other cases, such as mongooses in Hawaii, the introduction is deliberate but ineffective (nocturnal rats were not vulnerable to the diurnal mongoose). In other cases, such as oil palms in Indonesia and Malaysia, the introduction produces substantial economic benefits, but the benefits are accompanied by costly unintended consequences.", "targets": "What countries experienced unintended consequences from species invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5a93e9fdbf462aa91ae9543a9f6cb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's blended Jewish community is typical of the cultural recombination that is going on among Jews throughout the world. Although France expelled its original Jewish population in the Middle Ages, by the time of the French Revolution, there were two distinct Jewish populations. One consisted of Sephardic Jews, originally refugees from the Inquisition and concentrated in the southwest, while the other community was Ashkenazi, concentrated in formerly German Alsace, and speaking mainly Yiddish. The two communities were so separate and different that the National Assembly emancipated them separately in 1790 and 1791.", "targets": "When did France expel its original Jewish population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5a93e9fdbf462aa91ae9543a9f6cb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's blended Jewish community is typical of the cultural recombination that is going on among Jews throughout the world. Although France expelled its original Jewish population in the Middle Ages, by the time of the French Revolution, there were two distinct Jewish populations. One consisted of Sephardic Jews, originally refugees from the Inquisition and concentrated in the southwest, while the other community was Ashkenazi, concentrated in formerly German Alsace, and speaking mainly Yiddish. The two communities were so separate and different that the National Assembly emancipated them separately in 1790 and 1791.", "targets": "By the time of the French Revolution there were how many distinct Jewish populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c5376d3f5e40fd899c19bf523fae6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Eritrean highway system is named according to the road classification. The three levels of classification are: primary (P), secondary (S), and tertiary (T). The lowest level road is tertiary and serves local interests. Typically they are improved earth roads which are occasionally paved. During the wet seasons these roads typically become impassable. The next higher level road is a secondary road and typically is a single-layered asphalt road that connects district capitals together and those to the regional capitals. Roads that are considered primary roads are those that are fully asphalted (throughout their entire length) and in general they carry traffic between all the major towns in Eritrea.", "targets": "How is the Eritrean highway system named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c5376d3f5e40fd899c19bf523fae6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Eritrean highway system is named according to the road classification. The three levels of classification are: primary (P), secondary (S), and tertiary (T). The lowest level road is tertiary and serves local interests. Typically they are improved earth roads which are occasionally paved. During the wet seasons these roads typically become impassable. The next higher level road is a secondary road and typically is a single-layered asphalt road that connects district capitals together and those to the regional capitals. Roads that are considered primary roads are those that are fully asphalted (throughout their entire length) and in general they carry traffic between all the major towns in Eritrea.", "targets": "What are T roads, the lowest level that typically serves local interests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c5376d3f5e40fd899c19bf523fae6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Eritrean highway system is named according to the road classification. The three levels of classification are: primary (P), secondary (S), and tertiary (T). The lowest level road is tertiary and serves local interests. Typically they are improved earth roads which are occasionally paved. During the wet seasons these roads typically become impassable. The next higher level road is a secondary road and typically is a single-layered asphalt road that connects district capitals together and those to the regional capitals. Roads that are considered primary roads are those that are fully asphalted (throughout their entire length) and in general they carry traffic between all the major towns in Eritrea.", "targets": "What are the three levels of road classification in Eritrea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c5376d3f5e40fd899c19bf523fae6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Eritrean highway system is named according to the road classification. The three levels of classification are: primary (P), secondary (S), and tertiary (T). The lowest level road is tertiary and serves local interests. Typically they are improved earth roads which are occasionally paved. During the wet seasons these roads typically become impassable. The next higher level road is a secondary road and typically is a single-layered asphalt road that connects district capitals together and those to the regional capitals. Roads that are considered primary roads are those that are fully asphalted (throughout their entire length) and in general they carry traffic between all the major towns in Eritrea.", "targets": "What are S roads, the mid-level that connects district capitals to regional capitals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-42c5376d3f5e40fd899c19bf523fae6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Eritrean highway system is named according to the road classification. The three levels of classification are: primary (P), secondary (S), and tertiary (T). The lowest level road is tertiary and serves local interests. Typically they are improved earth roads which are occasionally paved. During the wet seasons these roads typically become impassable. The next higher level road is a secondary road and typically is a single-layered asphalt road that connects district capitals together and those to the regional capitals. Roads that are considered primary roads are those that are fully asphalted (throughout their entire length) and in general they carry traffic between all the major towns in Eritrea.", "targets": "What are P roads, those that carry traffic between all major towns in Eritrea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a98ccfb382e42789ef9e8d26b2294a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The offices of elder and ministerial servant were restored to Witness congregations in 1972, with appointments made from headquarters (and later, also by branch committees). It was announced that, starting in September 2014, appointments would be made by traveling overseers. In a major organizational overhaul in 1976, the power of the Watch Tower Society president was diminished, with authority for doctrinal and organizational decisions passed to the Governing Body. Since Knorr's death in 1977, the position of president has been occupied by Frederick Franz (1977\u20131992) and Milton Henschel (1992\u20132000), both members of the Governing Body, and since 2000 by Don A. Adams, not a member of the Governing Body. In 1995, Jehovah's Witnesses abandoned the idea that Armageddon must occur during the lives of the generation that was alive in 1914 and in 2013 changed their teaching on the \"generation\".", "targets": "In 1976 whose power in Watch Tower Society was diminished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a98ccfb382e42789ef9e8d26b2294a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The offices of elder and ministerial servant were restored to Witness congregations in 1972, with appointments made from headquarters (and later, also by branch committees). It was announced that, starting in September 2014, appointments would be made by traveling overseers. In a major organizational overhaul in 1976, the power of the Watch Tower Society president was diminished, with authority for doctrinal and organizational decisions passed to the Governing Body. Since Knorr's death in 1977, the position of president has been occupied by Frederick Franz (1977\u20131992) and Milton Henschel (1992\u20132000), both members of the Governing Body, and since 2000 by Don A. Adams, not a member of the Governing Body. In 1995, Jehovah's Witnesses abandoned the idea that Armageddon must occur during the lives of the generation that was alive in 1914 and in 2013 changed their teaching on the \"generation\".", "targets": "When was the offices of restored to the Witness congregations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a98ccfb382e42789ef9e8d26b2294a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The offices of elder and ministerial servant were restored to Witness congregations in 1972, with appointments made from headquarters (and later, also by branch committees). It was announced that, starting in September 2014, appointments would be made by traveling overseers. In a major organizational overhaul in 1976, the power of the Watch Tower Society president was diminished, with authority for doctrinal and organizational decisions passed to the Governing Body. Since Knorr's death in 1977, the position of president has been occupied by Frederick Franz (1977\u20131992) and Milton Henschel (1992\u20132000), both members of the Governing Body, and since 2000 by Don A. Adams, not a member of the Governing Body. In 1995, Jehovah's Witnesses abandoned the idea that Armageddon must occur during the lives of the generation that was alive in 1914 and in 2013 changed their teaching on the \"generation\".", "targets": "When did Knorr die? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a98ccfb382e42789ef9e8d26b2294a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The offices of elder and ministerial servant were restored to Witness congregations in 1972, with appointments made from headquarters (and later, also by branch committees). It was announced that, starting in September 2014, appointments would be made by traveling overseers. In a major organizational overhaul in 1976, the power of the Watch Tower Society president was diminished, with authority for doctrinal and organizational decisions passed to the Governing Body. Since Knorr's death in 1977, the position of president has been occupied by Frederick Franz (1977\u20131992) and Milton Henschel (1992\u20132000), both members of the Governing Body, and since 2000 by Don A. Adams, not a member of the Governing Body. In 1995, Jehovah's Witnesses abandoned the idea that Armageddon must occur during the lives of the generation that was alive in 1914 and in 2013 changed their teaching on the \"generation\".", "targets": "Starting in September 2014, who was responsible for making appointments in the Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a98ccfb382e42789ef9e8d26b2294a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The offices of elder and ministerial servant were restored to Witness congregations in 1972, with appointments made from headquarters (and later, also by branch committees). It was announced that, starting in September 2014, appointments would be made by traveling overseers. In a major organizational overhaul in 1976, the power of the Watch Tower Society president was diminished, with authority for doctrinal and organizational decisions passed to the Governing Body. Since Knorr's death in 1977, the position of president has been occupied by Frederick Franz (1977\u20131992) and Milton Henschel (1992\u20132000), both members of the Governing Body, and since 2000 by Don A. Adams, not a member of the Governing Body. In 1995, Jehovah's Witnesses abandoned the idea that Armageddon must occur during the lives of the generation that was alive in 1914 and in 2013 changed their teaching on the \"generation\".", "targets": "Who has been president of the Society since 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d676d72933b54bc6a7adb6eb4fdabdda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People lived on the edge of the desert thousands of years ago since the last ice age. The Sahara was then a much wetter place than it is today. Over 30,000 petroglyphs of river animals such as crocodiles survive, with half found in the Tassili n'Ajjer in southeast Algeria. Fossils of dinosaurs, including Afrovenator, Jobaria and Ouranosaurus, have also been found here. The modern Sahara, though, is not lush in vegetation, except in the Nile Valley, at a few oases, and in the northern highlands, where Mediterranean plants such as the olive tree are found to grow. It was long believed that the region had been this way since about 1600 BCE, after shifts in the Earth's axis increased temperatures and decreased precipitation. However, this theory has recently been called into dispute, when samples taken from several 7 million year old sand deposits led scientists to reconsider the timeline for desertification.", "targets": "When did people start living on the edge of the desert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d676d72933b54bc6a7adb6eb4fdabdda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People lived on the edge of the desert thousands of years ago since the last ice age. The Sahara was then a much wetter place than it is today. Over 30,000 petroglyphs of river animals such as crocodiles survive, with half found in the Tassili n'Ajjer in southeast Algeria. Fossils of dinosaurs, including Afrovenator, Jobaria and Ouranosaurus, have also been found here. The modern Sahara, though, is not lush in vegetation, except in the Nile Valley, at a few oases, and in the northern highlands, where Mediterranean plants such as the olive tree are found to grow. It was long believed that the region had been this way since about 1600 BCE, after shifts in the Earth's axis increased temperatures and decreased precipitation. However, this theory has recently been called into dispute, when samples taken from several 7 million year old sand deposits led scientists to reconsider the timeline for desertification.", "targets": "How many river animals were thought to be found during   the ice age era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d676d72933b54bc6a7adb6eb4fdabdda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People lived on the edge of the desert thousands of years ago since the last ice age. The Sahara was then a much wetter place than it is today. Over 30,000 petroglyphs of river animals such as crocodiles survive, with half found in the Tassili n'Ajjer in southeast Algeria. Fossils of dinosaurs, including Afrovenator, Jobaria and Ouranosaurus, have also been found here. The modern Sahara, though, is not lush in vegetation, except in the Nile Valley, at a few oases, and in the northern highlands, where Mediterranean plants such as the olive tree are found to grow. It was long believed that the region had been this way since about 1600 BCE, after shifts in the Earth's axis increased temperatures and decreased precipitation. However, this theory has recently been called into dispute, when samples taken from several 7 million year old sand deposits led scientists to reconsider the timeline for desertification.", "targets": "What area of the Sahara is full of vegetation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d676d72933b54bc6a7adb6eb4fdabdda", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "People lived on the edge of the desert thousands of years ago since the last ice age. The Sahara was then a much wetter place than it is today. Over 30,000 petroglyphs of river animals such as crocodiles survive, with half found in the Tassili n'Ajjer in southeast Algeria. Fossils of dinosaurs, including Afrovenator, Jobaria and Ouranosaurus, have also been found here. The modern Sahara, though, is not lush in vegetation, except in the Nile Valley, at a few oases, and in the northern highlands, where Mediterranean plants such as the olive tree are found to grow. It was long believed that the region had been this way since about 1600 BCE, after shifts in the Earth's axis increased temperatures and decreased precipitation. However, this theory has recently been called into dispute, when samples taken from several 7 million year old sand deposits led scientists to reconsider the timeline for desertification.", "targets": "What is believed to have increased temperatures in the   Sahara?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f544b5dffc741968e9dcba2f76265d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 15 September the Luftwaffe made two large daylight attacks on London along the Thames Estuary, targeting the docks and rail communications in the city. Its hope was to destroy its targets and draw the RAF into defending them, allowing the Luftwaffe to destroy their fighters in large numbers, thereby achieving an air superiority. Large air battles broke out, lasting for most of the day. The first attack merely damaged the rail network for three days, and the second attack failed altogether. The air battle was later commemorated by Battle of Britain Day. The Luftwaffe lost 18 percent of the bombers sent on the operations that day, and failed to gain air superiority.", "targets": "On September 15 the Luftwaffe made daylight raids on what target in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f544b5dffc741968e9dcba2f76265d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 15 September the Luftwaffe made two large daylight attacks on London along the Thames Estuary, targeting the docks and rail communications in the city. Its hope was to destroy its targets and draw the RAF into defending them, allowing the Luftwaffe to destroy their fighters in large numbers, thereby achieving an air superiority. Large air battles broke out, lasting for most of the day. The first attack merely damaged the rail network for three days, and the second attack failed altogether. The air battle was later commemorated by Battle of Britain Day. The Luftwaffe lost 18 percent of the bombers sent on the operations that day, and failed to gain air superiority.", "targets": "What two targets were the Luftwaffe trying to destroy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f544b5dffc741968e9dcba2f76265d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 15 September the Luftwaffe made two large daylight attacks on London along the Thames Estuary, targeting the docks and rail communications in the city. Its hope was to destroy its targets and draw the RAF into defending them, allowing the Luftwaffe to destroy their fighters in large numbers, thereby achieving an air superiority. Large air battles broke out, lasting for most of the day. The first attack merely damaged the rail network for three days, and the second attack failed altogether. The air battle was later commemorated by Battle of Britain Day. The Luftwaffe lost 18 percent of the bombers sent on the operations that day, and failed to gain air superiority.", "targets": "What was the reason to try and draw the RAF into a battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f544b5dffc741968e9dcba2f76265d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 15 September the Luftwaffe made two large daylight attacks on London along the Thames Estuary, targeting the docks and rail communications in the city. Its hope was to destroy its targets and draw the RAF into defending them, allowing the Luftwaffe to destroy their fighters in large numbers, thereby achieving an air superiority. Large air battles broke out, lasting for most of the day. The first attack merely damaged the rail network for three days, and the second attack failed altogether. The air battle was later commemorated by Battle of Britain Day. The Luftwaffe lost 18 percent of the bombers sent on the operations that day, and failed to gain air superiority.", "targets": "What was this air battle called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f544b5dffc741968e9dcba2f76265d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 15 September the Luftwaffe made two large daylight attacks on London along the Thames Estuary, targeting the docks and rail communications in the city. Its hope was to destroy its targets and draw the RAF into defending them, allowing the Luftwaffe to destroy their fighters in large numbers, thereby achieving an air superiority. Large air battles broke out, lasting for most of the day. The first attack merely damaged the rail network for three days, and the second attack failed altogether. The air battle was later commemorated by Battle of Britain Day. The Luftwaffe lost 18 percent of the bombers sent on the operations that day, and failed to gain air superiority.", "targets": "The Luftwaffe lost what percentage of its bombers sent that day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "Intraguild species consumer other species within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "Who proposes the concept of the \"survival machine?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "The argument of the \"survival machines\" proposes that what two species are competing for the same genes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "Intraguild species may try to consume each other because they are?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "Who described predation by describing competing genes within the predator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "To what part of the prey does Richard Dawkins refer to as the \"survival machine\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "What are intraguild predators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "Which version of evolutionary theory is easiest to use when explaining predation as competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-864c61300e49454cbdd7d749dd574288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An alternative view offered by Richard Dawkins is of predation as a form of competition: the genes of both the predator and prey are competing for the body (or 'survival machine') of the prey organism. This is best understood in the context of the gene centered view of evolution. Another manner in which predation and competition are connected is throughout intraguild predation. Intraguild predators are those that kill and eat other predators of different species at the same trophic level, and thus that are potential competitors.", "targets": "What term is used to decribe predators that prey on their own competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc43153d75814638b0c8fa9b912f9ca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After forming partnerships with multinational corporations such as Sprint, ITT and Telenor, these firms now offer the cheapest and clearest phone calls in Africa. These Somali telecommunication companies also provide services to every city, town and hamlet in Somalia. There are presently around 25 mainlines per 1,000 persons, and the local availability of telephone lines (tele-density) is higher than in neighboring countries; three times greater than in adjacent Ethiopia. Prominent Somali telecommunications companies include Somtel Network, Golis Telecom Group, Hormuud Telecom, Somafone, Nationlink, Netco, Telcom and Somali Telecom Group. Hormuud Telecom alone grosses about $40 million a year. Despite their rivalry, several of these companies signed an interconnectivity deal in 2005 that allows them to set prices, maintain and expand their networks, and ensure that competition does not get out of control.", "targets": "Sprint, ITT, and Telenor are examples of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc43153d75814638b0c8fa9b912f9ca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After forming partnerships with multinational corporations such as Sprint, ITT and Telenor, these firms now offer the cheapest and clearest phone calls in Africa. These Somali telecommunication companies also provide services to every city, town and hamlet in Somalia. There are presently around 25 mainlines per 1,000 persons, and the local availability of telephone lines (tele-density) is higher than in neighboring countries; three times greater than in adjacent Ethiopia. Prominent Somali telecommunications companies include Somtel Network, Golis Telecom Group, Hormuud Telecom, Somafone, Nationlink, Netco, Telcom and Somali Telecom Group. Hormuud Telecom alone grosses about $40 million a year. Despite their rivalry, several of these companies signed an interconnectivity deal in 2005 that allows them to set prices, maintain and expand their networks, and ensure that competition does not get out of control.", "targets": "Who provides service to every City, town, and hamlet in Somalia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc43153d75814638b0c8fa9b912f9ca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After forming partnerships with multinational corporations such as Sprint, ITT and Telenor, these firms now offer the cheapest and clearest phone calls in Africa. These Somali telecommunication companies also provide services to every city, town and hamlet in Somalia. There are presently around 25 mainlines per 1,000 persons, and the local availability of telephone lines (tele-density) is higher than in neighboring countries; three times greater than in adjacent Ethiopia. Prominent Somali telecommunications companies include Somtel Network, Golis Telecom Group, Hormuud Telecom, Somafone, Nationlink, Netco, Telcom and Somali Telecom Group. Hormuud Telecom alone grosses about $40 million a year. Despite their rivalry, several of these companies signed an interconnectivity deal in 2005 that allows them to set prices, maintain and expand their networks, and ensure that competition does not get out of control.", "targets": "aproximately how many main lines are there per 1000 people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc43153d75814638b0c8fa9b912f9ca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After forming partnerships with multinational corporations such as Sprint, ITT and Telenor, these firms now offer the cheapest and clearest phone calls in Africa. These Somali telecommunication companies also provide services to every city, town and hamlet in Somalia. There are presently around 25 mainlines per 1,000 persons, and the local availability of telephone lines (tele-density) is higher than in neighboring countries; three times greater than in adjacent Ethiopia. Prominent Somali telecommunications companies include Somtel Network, Golis Telecom Group, Hormuud Telecom, Somafone, Nationlink, Netco, Telcom and Somali Telecom Group. Hormuud Telecom alone grosses about $40 million a year. Despite their rivalry, several of these companies signed an interconnectivity deal in 2005 that allows them to set prices, maintain and expand their networks, and ensure that competition does not get out of control.", "targets": "what is another word for availability of telephone lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc43153d75814638b0c8fa9b912f9ca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After forming partnerships with multinational corporations such as Sprint, ITT and Telenor, these firms now offer the cheapest and clearest phone calls in Africa. These Somali telecommunication companies also provide services to every city, town and hamlet in Somalia. There are presently around 25 mainlines per 1,000 persons, and the local availability of telephone lines (tele-density) is higher than in neighboring countries; three times greater than in adjacent Ethiopia. Prominent Somali telecommunications companies include Somtel Network, Golis Telecom Group, Hormuud Telecom, Somafone, Nationlink, Netco, Telcom and Somali Telecom Group. Hormuud Telecom alone grosses about $40 million a year. Despite their rivalry, several of these companies signed an interconnectivity deal in 2005 that allows them to set prices, maintain and expand their networks, and ensure that competition does not get out of control.", "targets": "How much does Hormuud Telecom gross per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2fecd5fa9fd4232a3aa4f7a3c4e0b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But bounding the computation time above by some concrete function f(n) often yields complexity classes that depend on the chosen machine model. For instance, the language {xx | x is any binary string} can be solved in linear time on a multi-tape Turing machine, but necessarily requires quadratic time in the model of single-tape Turing machines. If we allow polynomial variations in running time, Cobham-Edmonds thesis states that \"the time complexities in any two reasonable and general models of computation are polynomially related\" (Goldreich 2008, Chapter 1.2). This forms the basis for the complexity class P, which is the set of decision problems solvable by a deterministic Turing machine within polynomial time. The corresponding set of function problems is FP.", "targets": "Concrete bounding of computation time frequently produces complexity classes contingent upon what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2fecd5fa9fd4232a3aa4f7a3c4e0b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But bounding the computation time above by some concrete function f(n) often yields complexity classes that depend on the chosen machine model. For instance, the language {xx | x is any binary string} can be solved in linear time on a multi-tape Turing machine, but necessarily requires quadratic time in the model of single-tape Turing machines. If we allow polynomial variations in running time, Cobham-Edmonds thesis states that \"the time complexities in any two reasonable and general models of computation are polynomially related\" (Goldreich 2008, Chapter 1.2). This forms the basis for the complexity class P, which is the set of decision problems solvable by a deterministic Turing machine within polynomial time. The corresponding set of function problems is FP.", "targets": "A multi-tape Turing machine requires what type of time for a solution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2fecd5fa9fd4232a3aa4f7a3c4e0b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But bounding the computation time above by some concrete function f(n) often yields complexity classes that depend on the chosen machine model. For instance, the language {xx | x is any binary string} can be solved in linear time on a multi-tape Turing machine, but necessarily requires quadratic time in the model of single-tape Turing machines. If we allow polynomial variations in running time, Cobham-Edmonds thesis states that \"the time complexities in any two reasonable and general models of computation are polynomially related\" (Goldreich 2008, Chapter 1.2). This forms the basis for the complexity class P, which is the set of decision problems solvable by a deterministic Turing machine within polynomial time. The corresponding set of function problems is FP.", "targets": "A language solved in quadratic time implies the use of what type of Turing machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2fecd5fa9fd4232a3aa4f7a3c4e0b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But bounding the computation time above by some concrete function f(n) often yields complexity classes that depend on the chosen machine model. For instance, the language {xx | x is any binary string} can be solved in linear time on a multi-tape Turing machine, but necessarily requires quadratic time in the model of single-tape Turing machines. If we allow polynomial variations in running time, Cobham-Edmonds thesis states that \"the time complexities in any two reasonable and general models of computation are polynomially related\" (Goldreich 2008, Chapter 1.2). This forms the basis for the complexity class P, which is the set of decision problems solvable by a deterministic Turing machine within polynomial time. The corresponding set of function problems is FP.", "targets": "What thesis specifies that a polynomial relationship exists within time complexities in a computational model? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2fecd5fa9fd4232a3aa4f7a3c4e0b9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But bounding the computation time above by some concrete function f(n) often yields complexity classes that depend on the chosen machine model. For instance, the language {xx | x is any binary string} can be solved in linear time on a multi-tape Turing machine, but necessarily requires quadratic time in the model of single-tape Turing machines. If we allow polynomial variations in running time, Cobham-Edmonds thesis states that \"the time complexities in any two reasonable and general models of computation are polynomially related\" (Goldreich 2008, Chapter 1.2). This forms the basis for the complexity class P, which is the set of decision problems solvable by a deterministic Turing machine within polynomial time. The corresponding set of function problems is FP.", "targets": "Decision problems capable of being solved by a deterministic Turing machine while maintaining adherence to polynomial time belong to what class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "What role did Thailand play in the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "Which group controlled Chinese costal regions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "Which army invaded Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "Burma was formerly annexed by what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "What states assisting Japan was Thailand a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "What year did Thailand form an alliance with Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "What army invaded northeastern Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "What were the Japanese puppet states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58050d1a248e42148f494910aa9112d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Axis states which assisted Japan included the authoritarian government of Thailand in World War II, which quickly formed a temporary alliance with the Japanese in 1941, as the Japanese forces were already invading the peninsula of southern Thailand. The Phayap Army sent troops to invade and occupy northeastern Burma, which was former Thai territory that had been annexed by Britain much earlier. Also involved were the Japanese puppet states of Manchukuo and Mengjiang (consisting of most of Manchuria and parts of Inner Mongolia respectively), and the collaborationist Wang Jingwei regime (which controlled the coastal regions of China).", "targets": "Who controlled the coast of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17d687eaed9446be9a4429016f231868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paymaster General Act 1782 ended the post as a lucrative sinecure. Previously, Paymasters had been able to draw on money from HM Treasury at their discretion. Now they were required to put the money they had requested to withdraw from the Treasury into the Bank of England, from where it was to be withdrawn for specific purposes. The Treasury would receive monthly statements of the Paymaster's balance at the Bank. This act was repealed by Shelburne's administration, but the act that replaced it repeated verbatim almost the whole text of the Burke Act.", "targets": "Where had Paymasters been able to get money from directly until 1782?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17d687eaed9446be9a4429016f231868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paymaster General Act 1782 ended the post as a lucrative sinecure. Previously, Paymasters had been able to draw on money from HM Treasury at their discretion. Now they were required to put the money they had requested to withdraw from the Treasury into the Bank of England, from where it was to be withdrawn for specific purposes. The Treasury would receive monthly statements of the Paymaster's balance at the Bank. This act was repealed by Shelburne's administration, but the act that replaced it repeated verbatim almost the whole text of the Burke Act.", "targets": "After 1782, where would money from Paymasters' withdrawal requests go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17d687eaed9446be9a4429016f231868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paymaster General Act 1782 ended the post as a lucrative sinecure. Previously, Paymasters had been able to draw on money from HM Treasury at their discretion. Now they were required to put the money they had requested to withdraw from the Treasury into the Bank of England, from where it was to be withdrawn for specific purposes. The Treasury would receive monthly statements of the Paymaster's balance at the Bank. This act was repealed by Shelburne's administration, but the act that replaced it repeated verbatim almost the whole text of the Burke Act.", "targets": "Whose administration repealed the Paymaster General Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17d687eaed9446be9a4429016f231868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Paymaster General Act 1782 ended the post as a lucrative sinecure. Previously, Paymasters had been able to draw on money from HM Treasury at their discretion. Now they were required to put the money they had requested to withdraw from the Treasury into the Bank of England, from where it was to be withdrawn for specific purposes. The Treasury would receive monthly statements of the Paymaster's balance at the Bank. This act was repealed by Shelburne's administration, but the act that replaced it repeated verbatim almost the whole text of the Burke Act.", "targets": "When was the Paymaster General Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1566c251b84c4fd6b2a8b42fa6a948ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the diasporan Armenian community, there is an unofficial classification of the different kinds of Armenians. For example, Armenians who originate from Iran are referred to as Parskahay (\u054a\u0561\u0580\u057d\u056f\u0561\u0570\u0561\u0575), while Armenians from Lebanon are usually referred to as Lipananahay (\u053c\u056b\u0562\u0561\u0576\u0561\u0576\u0561\u0570\u0561\u0575). Armenians of the Diaspora are the primary speakers of the Western dialect of the Armenian language. This dialect has considerable differences with Eastern Armenian, but speakers of either of the two variations can usually understand each other. Eastern Armenian in the diaspora is primarily spoken in Iran and European countries such as Ukraine, Russia, and Georgia (where they form a majority in the Samtskhe-Javakheti province). In diverse communities (such as in Canada and the U.S.) where many different kinds of Armenians live together, there is a tendency for the different groups to cluster together.", "targets": "What are Parskahay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1566c251b84c4fd6b2a8b42fa6a948ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the diasporan Armenian community, there is an unofficial classification of the different kinds of Armenians. For example, Armenians who originate from Iran are referred to as Parskahay (\u054a\u0561\u0580\u057d\u056f\u0561\u0570\u0561\u0575), while Armenians from Lebanon are usually referred to as Lipananahay (\u053c\u056b\u0562\u0561\u0576\u0561\u0576\u0561\u0570\u0561\u0575). Armenians of the Diaspora are the primary speakers of the Western dialect of the Armenian language. This dialect has considerable differences with Eastern Armenian, but speakers of either of the two variations can usually understand each other. Eastern Armenian in the diaspora is primarily spoken in Iran and European countries such as Ukraine, Russia, and Georgia (where they form a majority in the Samtskhe-Javakheti province). In diverse communities (such as in Canada and the U.S.) where many different kinds of Armenians live together, there is a tendency for the different groups to cluster together.", "targets": "What are Lipananahay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1566c251b84c4fd6b2a8b42fa6a948ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the diasporan Armenian community, there is an unofficial classification of the different kinds of Armenians. For example, Armenians who originate from Iran are referred to as Parskahay (\u054a\u0561\u0580\u057d\u056f\u0561\u0570\u0561\u0575), while Armenians from Lebanon are usually referred to as Lipananahay (\u053c\u056b\u0562\u0561\u0576\u0561\u0576\u0561\u0570\u0561\u0575). Armenians of the Diaspora are the primary speakers of the Western dialect of the Armenian language. This dialect has considerable differences with Eastern Armenian, but speakers of either of the two variations can usually understand each other. Eastern Armenian in the diaspora is primarily spoken in Iran and European countries such as Ukraine, Russia, and Georgia (where they form a majority in the Samtskhe-Javakheti province). In diverse communities (such as in Canada and the U.S.) where many different kinds of Armenians live together, there is a tendency for the different groups to cluster together.", "targets": "What dialect do most Diaspora Armenians speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1566c251b84c4fd6b2a8b42fa6a948ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the diasporan Armenian community, there is an unofficial classification of the different kinds of Armenians. For example, Armenians who originate from Iran are referred to as Parskahay (\u054a\u0561\u0580\u057d\u056f\u0561\u0570\u0561\u0575), while Armenians from Lebanon are usually referred to as Lipananahay (\u053c\u056b\u0562\u0561\u0576\u0561\u0576\u0561\u0570\u0561\u0575). Armenians of the Diaspora are the primary speakers of the Western dialect of the Armenian language. This dialect has considerable differences with Eastern Armenian, but speakers of either of the two variations can usually understand each other. Eastern Armenian in the diaspora is primarily spoken in Iran and European countries such as Ukraine, Russia, and Georgia (where they form a majority in the Samtskhe-Javakheti province). In diverse communities (such as in Canada and the U.S.) where many different kinds of Armenians live together, there is a tendency for the different groups to cluster together.", "targets": "How similar is Western Armenian to Eastern Armenian dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1566c251b84c4fd6b2a8b42fa6a948ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the diasporan Armenian community, there is an unofficial classification of the different kinds of Armenians. For example, Armenians who originate from Iran are referred to as Parskahay (\u054a\u0561\u0580\u057d\u056f\u0561\u0570\u0561\u0575), while Armenians from Lebanon are usually referred to as Lipananahay (\u053c\u056b\u0562\u0561\u0576\u0561\u0576\u0561\u0570\u0561\u0575). Armenians of the Diaspora are the primary speakers of the Western dialect of the Armenian language. This dialect has considerable differences with Eastern Armenian, but speakers of either of the two variations can usually understand each other. Eastern Armenian in the diaspora is primarily spoken in Iran and European countries such as Ukraine, Russia, and Georgia (where they form a majority in the Samtskhe-Javakheti province). In diverse communities (such as in Canada and the U.S.) where many different kinds of Armenians live together, there is a tendency for the different groups to cluster together.", "targets": "What type of Armenian is spoken by Armenians in Iran and Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18edde48670c4c9e946a254638d38949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major and native language spoken in the Punjab is Punjabi (which is written in a Shahmukhi script in Pakistan) and Punjabis comprise the largest ethnic group in country. Punjabi is the provincial language of Punjab. There is not a single district in the province where Punjabi language is mother-tongue of less than 89% of population. The language is not given any official recognition in the Constitution of Pakistan at the national level. Punjabis themselves are a heterogeneous group comprising different tribes, clans (Urdu: \u0628\u0631\u0627\u062f\u0631\u06cc\u200e) and communities. In Pakistani Punjab these tribes have more to do with traditional occupations such as blacksmiths or artisans as opposed to rigid social stratifications. Punjabi dialects spoken in the province include Majhi (Standard), Saraiki and Hindko. Saraiki is mostly spoken in south Punjab, and Pashto, spoken in some parts of north west Punjab, especially in Attock District and Mianwali District.", "targets": "What is Punjab's major language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18edde48670c4c9e946a254638d38949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major and native language spoken in the Punjab is Punjabi (which is written in a Shahmukhi script in Pakistan) and Punjabis comprise the largest ethnic group in country. Punjabi is the provincial language of Punjab. There is not a single district in the province where Punjabi language is mother-tongue of less than 89% of population. The language is not given any official recognition in the Constitution of Pakistan at the national level. Punjabis themselves are a heterogeneous group comprising different tribes, clans (Urdu: \u0628\u0631\u0627\u062f\u0631\u06cc\u200e) and communities. In Pakistani Punjab these tribes have more to do with traditional occupations such as blacksmiths or artisans as opposed to rigid social stratifications. Punjabi dialects spoken in the province include Majhi (Standard), Saraiki and Hindko. Saraiki is mostly spoken in south Punjab, and Pashto, spoken in some parts of north west Punjab, especially in Attock District and Mianwali District.", "targets": "How is Punjabi written?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18edde48670c4c9e946a254638d38949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major and native language spoken in the Punjab is Punjabi (which is written in a Shahmukhi script in Pakistan) and Punjabis comprise the largest ethnic group in country. Punjabi is the provincial language of Punjab. There is not a single district in the province where Punjabi language is mother-tongue of less than 89% of population. The language is not given any official recognition in the Constitution of Pakistan at the national level. Punjabis themselves are a heterogeneous group comprising different tribes, clans (Urdu: \u0628\u0631\u0627\u062f\u0631\u06cc\u200e) and communities. In Pakistani Punjab these tribes have more to do with traditional occupations such as blacksmiths or artisans as opposed to rigid social stratifications. Punjabi dialects spoken in the province include Majhi (Standard), Saraiki and Hindko. Saraiki is mostly spoken in south Punjab, and Pashto, spoken in some parts of north west Punjab, especially in Attock District and Mianwali District.", "targets": "What is the largest ethnic group in Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18edde48670c4c9e946a254638d38949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major and native language spoken in the Punjab is Punjabi (which is written in a Shahmukhi script in Pakistan) and Punjabis comprise the largest ethnic group in country. Punjabi is the provincial language of Punjab. There is not a single district in the province where Punjabi language is mother-tongue of less than 89% of population. The language is not given any official recognition in the Constitution of Pakistan at the national level. Punjabis themselves are a heterogeneous group comprising different tribes, clans (Urdu: \u0628\u0631\u0627\u062f\u0631\u06cc\u200e) and communities. In Pakistani Punjab these tribes have more to do with traditional occupations such as blacksmiths or artisans as opposed to rigid social stratifications. Punjabi dialects spoken in the province include Majhi (Standard), Saraiki and Hindko. Saraiki is mostly spoken in south Punjab, and Pashto, spoken in some parts of north west Punjab, especially in Attock District and Mianwali District.", "targets": "What minimum percent of each Punjab district speaks Punjabi natively?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18edde48670c4c9e946a254638d38949", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major and native language spoken in the Punjab is Punjabi (which is written in a Shahmukhi script in Pakistan) and Punjabis comprise the largest ethnic group in country. Punjabi is the provincial language of Punjab. There is not a single district in the province where Punjabi language is mother-tongue of less than 89% of population. The language is not given any official recognition in the Constitution of Pakistan at the national level. Punjabis themselves are a heterogeneous group comprising different tribes, clans (Urdu: \u0628\u0631\u0627\u062f\u0631\u06cc\u200e) and communities. In Pakistani Punjab these tribes have more to do with traditional occupations such as blacksmiths or artisans as opposed to rigid social stratifications. Punjabi dialects spoken in the province include Majhi (Standard), Saraiki and Hindko. Saraiki is mostly spoken in south Punjab, and Pashto, spoken in some parts of north west Punjab, especially in Attock District and Mianwali District.", "targets": "Where is Saraiki usually spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80148c5738a408fbfb106a715ca7081", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were a number of avenues to upward social mobility and the achievement of nobility. Poland's nobility was not a rigidly exclusive, closed class. Many low-born individuals, including townsfolk, peasants and Jews, could and did rise to official ennoblement in Polish society. Each szlachcic had enormous influence over the country's politics, in some ways even greater than that enjoyed by the citizens of modern democratic countries. Between 1652 and 1791, any nobleman could nullify all the proceedings of a given sejm (Commonwealth parliament) or sejmik (Commonwealth local parliament) by exercising his individual right of liberum veto (Latin for \"I do not allow\"), except in the case of a confederated sejm or confederated sejmik.", "targets": "What class was polands nobility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80148c5738a408fbfb106a715ca7081", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were a number of avenues to upward social mobility and the achievement of nobility. Poland's nobility was not a rigidly exclusive, closed class. Many low-born individuals, including townsfolk, peasants and Jews, could and did rise to official ennoblement in Polish society. Each szlachcic had enormous influence over the country's politics, in some ways even greater than that enjoyed by the citizens of modern democratic countries. Between 1652 and 1791, any nobleman could nullify all the proceedings of a given sejm (Commonwealth parliament) or sejmik (Commonwealth local parliament) by exercising his individual right of liberum veto (Latin for \"I do not allow\"), except in the case of a confederated sejm or confederated sejmik.", "targets": "Who could rise into polish ennoblement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80148c5738a408fbfb106a715ca7081", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were a number of avenues to upward social mobility and the achievement of nobility. Poland's nobility was not a rigidly exclusive, closed class. Many low-born individuals, including townsfolk, peasants and Jews, could and did rise to official ennoblement in Polish society. Each szlachcic had enormous influence over the country's politics, in some ways even greater than that enjoyed by the citizens of modern democratic countries. Between 1652 and 1791, any nobleman could nullify all the proceedings of a given sejm (Commonwealth parliament) or sejmik (Commonwealth local parliament) by exercising his individual right of liberum veto (Latin for \"I do not allow\"), except in the case of a confederated sejm or confederated sejmik.", "targets": "How much influence did each szlachcic have over politics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80148c5738a408fbfb106a715ca7081", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were a number of avenues to upward social mobility and the achievement of nobility. Poland's nobility was not a rigidly exclusive, closed class. Many low-born individuals, including townsfolk, peasants and Jews, could and did rise to official ennoblement in Polish society. Each szlachcic had enormous influence over the country's politics, in some ways even greater than that enjoyed by the citizens of modern democratic countries. Between 1652 and 1791, any nobleman could nullify all the proceedings of a given sejm (Commonwealth parliament) or sejmik (Commonwealth local parliament) by exercising his individual right of liberum veto (Latin for \"I do not allow\"), except in the case of a confederated sejm or confederated sejmik.", "targets": "WHo could nullify all the proceedings of a given sejm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c80148c5738a408fbfb106a715ca7081", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There were a number of avenues to upward social mobility and the achievement of nobility. Poland's nobility was not a rigidly exclusive, closed class. Many low-born individuals, including townsfolk, peasants and Jews, could and did rise to official ennoblement in Polish society. Each szlachcic had enormous influence over the country's politics, in some ways even greater than that enjoyed by the citizens of modern democratic countries. Between 1652 and 1791, any nobleman could nullify all the proceedings of a given sejm (Commonwealth parliament) or sejmik (Commonwealth local parliament) by exercising his individual right of liberum veto (Latin for \"I do not allow\"), except in the case of a confederated sejm or confederated sejmik.", "targets": "What is is called to nullify proceedings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484927cda2444c9f9da004291ac70935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the hardliners' takeover, the September 30, 1990 elections (runoffs on October 14) were characterized by intimidation; several Popular Front candidates were jailed, two were murdered, and unabashed ballot stuffing took place even in the presence of Western observers. The election results reflected the threatening environment; out of the 350 members, 280 were Communists, with only 45 opposition candidates from the Popular Front and other non-communist groups, who together formed a Democratic Bloc (\"Dembloc\"). In May 1990 Mutalibov was elected Chairman of the Supreme Soviet unopposed.", "targets": "What party's candidates were murdered in the September 30 elections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484927cda2444c9f9da004291ac70935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the hardliners' takeover, the September 30, 1990 elections (runoffs on October 14) were characterized by intimidation; several Popular Front candidates were jailed, two were murdered, and unabashed ballot stuffing took place even in the presence of Western observers. The election results reflected the threatening environment; out of the 350 members, 280 were Communists, with only 45 opposition candidates from the Popular Front and other non-communist groups, who together formed a Democratic Bloc (\"Dembloc\"). In May 1990 Mutalibov was elected Chairman of the Supreme Soviet unopposed.", "targets": "How many members were from opposition parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484927cda2444c9f9da004291ac70935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the hardliners' takeover, the September 30, 1990 elections (runoffs on October 14) were characterized by intimidation; several Popular Front candidates were jailed, two were murdered, and unabashed ballot stuffing took place even in the presence of Western observers. The election results reflected the threatening environment; out of the 350 members, 280 were Communists, with only 45 opposition candidates from the Popular Front and other non-communist groups, who together formed a Democratic Bloc (\"Dembloc\"). In May 1990 Mutalibov was elected Chairman of the Supreme Soviet unopposed.", "targets": "How many total members were there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484927cda2444c9f9da004291ac70935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the hardliners' takeover, the September 30, 1990 elections (runoffs on October 14) were characterized by intimidation; several Popular Front candidates were jailed, two were murdered, and unabashed ballot stuffing took place even in the presence of Western observers. The election results reflected the threatening environment; out of the 350 members, 280 were Communists, with only 45 opposition candidates from the Popular Front and other non-communist groups, who together formed a Democratic Bloc (\"Dembloc\"). In May 1990 Mutalibov was elected Chairman of the Supreme Soviet unopposed.", "targets": "Who was elected to be Chairman in May?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387355e4fc61447e9b44a553e4a5511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana schoolchildren played a significant role in selecting several state symbols. The state tree, the ponderosa pine, was selected by Montana schoolchildren as the preferred state tree by an overwhelming majority in a referendum held in 1908. However, the legislature did not designate a state tree until 1949, when the Montana Federation of Garden Clubs, with the support of the state forester, lobbied for formal recognition. Schoolchildren also chose the western meadowlark as the state bird, in a 1930 vote, and the legislature acted to endorse this decision in 1931. Similarly, the secretary of state sponsored a children's vote in 1981 to choose a state animal, and after 74 animals were nominated, the grizzly bear won over the elk by a 2\u20131 margin. The students of Livingston started a statewide school petition drive plus lobbied the governor and the state legislature to name the Maiasaura as the state fossil in 1985.", "targets": "What year was the state tree selected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387355e4fc61447e9b44a553e4a5511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana schoolchildren played a significant role in selecting several state symbols. The state tree, the ponderosa pine, was selected by Montana schoolchildren as the preferred state tree by an overwhelming majority in a referendum held in 1908. However, the legislature did not designate a state tree until 1949, when the Montana Federation of Garden Clubs, with the support of the state forester, lobbied for formal recognition. Schoolchildren also chose the western meadowlark as the state bird, in a 1930 vote, and the legislature acted to endorse this decision in 1931. Similarly, the secretary of state sponsored a children's vote in 1981 to choose a state animal, and after 74 animals were nominated, the grizzly bear won over the elk by a 2\u20131 margin. The students of Livingston started a statewide school petition drive plus lobbied the governor and the state legislature to name the Maiasaura as the state fossil in 1985.", "targets": "When was the state tree actually assigned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387355e4fc61447e9b44a553e4a5511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana schoolchildren played a significant role in selecting several state symbols. The state tree, the ponderosa pine, was selected by Montana schoolchildren as the preferred state tree by an overwhelming majority in a referendum held in 1908. However, the legislature did not designate a state tree until 1949, when the Montana Federation of Garden Clubs, with the support of the state forester, lobbied for formal recognition. Schoolchildren also chose the western meadowlark as the state bird, in a 1930 vote, and the legislature acted to endorse this decision in 1931. Similarly, the secretary of state sponsored a children's vote in 1981 to choose a state animal, and after 74 animals were nominated, the grizzly bear won over the elk by a 2\u20131 margin. The students of Livingston started a statewide school petition drive plus lobbied the governor and the state legislature to name the Maiasaura as the state fossil in 1985.", "targets": "What year was the state animal selected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387355e4fc61447e9b44a553e4a5511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana schoolchildren played a significant role in selecting several state symbols. The state tree, the ponderosa pine, was selected by Montana schoolchildren as the preferred state tree by an overwhelming majority in a referendum held in 1908. However, the legislature did not designate a state tree until 1949, when the Montana Federation of Garden Clubs, with the support of the state forester, lobbied for formal recognition. Schoolchildren also chose the western meadowlark as the state bird, in a 1930 vote, and the legislature acted to endorse this decision in 1931. Similarly, the secretary of state sponsored a children's vote in 1981 to choose a state animal, and after 74 animals were nominated, the grizzly bear won over the elk by a 2\u20131 margin. The students of Livingston started a statewide school petition drive plus lobbied the governor and the state legislature to name the Maiasaura as the state fossil in 1985.", "targets": "What is the state animal of Montana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-387355e4fc61447e9b44a553e4a5511e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Montana schoolchildren played a significant role in selecting several state symbols. The state tree, the ponderosa pine, was selected by Montana schoolchildren as the preferred state tree by an overwhelming majority in a referendum held in 1908. However, the legislature did not designate a state tree until 1949, when the Montana Federation of Garden Clubs, with the support of the state forester, lobbied for formal recognition. Schoolchildren also chose the western meadowlark as the state bird, in a 1930 vote, and the legislature acted to endorse this decision in 1931. Similarly, the secretary of state sponsored a children's vote in 1981 to choose a state animal, and after 74 animals were nominated, the grizzly bear won over the elk by a 2\u20131 margin. The students of Livingston started a statewide school petition drive plus lobbied the governor and the state legislature to name the Maiasaura as the state fossil in 1985.", "targets": "What is the state fossil"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b57e8e5d54497681a6656f149fe5b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan is one of the major industrial centers of China. In addition to heavy industries such as coal, energy, iron and steel, the province has also established a light industrial sector comprising building materials, wood processing, food and silk processing. Chengdu and Mianyang are the production centers for textiles and electronics products. Deyang, Panzhihua, and Yibin are the production centers for machinery, metallurgical industries, and wine, respectively. Sichuan's wine production accounted for 21.9% of the country\u2019s total production in 2000.", "targets": "What are some major industrial outputs of Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b57e8e5d54497681a6656f149fe5b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan is one of the major industrial centers of China. In addition to heavy industries such as coal, energy, iron and steel, the province has also established a light industrial sector comprising building materials, wood processing, food and silk processing. Chengdu and Mianyang are the production centers for textiles and electronics products. Deyang, Panzhihua, and Yibin are the production centers for machinery, metallurgical industries, and wine, respectively. Sichuan's wine production accounted for 21.9% of the country\u2019s total production in 2000.", "targets": "What areas are major areas of production for textiles and electronics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b57e8e5d54497681a6656f149fe5b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan is one of the major industrial centers of China. In addition to heavy industries such as coal, energy, iron and steel, the province has also established a light industrial sector comprising building materials, wood processing, food and silk processing. Chengdu and Mianyang are the production centers for textiles and electronics products. Deyang, Panzhihua, and Yibin are the production centers for machinery, metallurgical industries, and wine, respectively. Sichuan's wine production accounted for 21.9% of the country\u2019s total production in 2000.", "targets": "How much of China's wine did Sichuan produce in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b57e8e5d54497681a6656f149fe5b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan is one of the major industrial centers of China. In addition to heavy industries such as coal, energy, iron and steel, the province has also established a light industrial sector comprising building materials, wood processing, food and silk processing. Chengdu and Mianyang are the production centers for textiles and electronics products. Deyang, Panzhihua, and Yibin are the production centers for machinery, metallurgical industries, and wine, respectively. Sichuan's wine production accounted for 21.9% of the country\u2019s total production in 2000.", "targets": "Which city in Sichuan is known for its machinery production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b57e8e5d54497681a6656f149fe5b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan is one of the major industrial centers of China. In addition to heavy industries such as coal, energy, iron and steel, the province has also established a light industrial sector comprising building materials, wood processing, food and silk processing. Chengdu and Mianyang are the production centers for textiles and electronics products. Deyang, Panzhihua, and Yibin are the production centers for machinery, metallurgical industries, and wine, respectively. Sichuan's wine production accounted for 21.9% of the country\u2019s total production in 2000.", "targets": "Which city in Sichuan is known for its metallurgical industries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50baf37a1ce4444aecbb06d37617858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many native populations, the elimination of French power in North America meant the disappearance of a strong ally and counterweight to British expansion, leading to their ultimate dispossession. The Ohio Country was particularly vulnerable to legal and illegal settlement due to the construction of military roads to the area by Braddock and Forbes. Although the Spanish takeover of the Louisiana territory (which was not completed until 1769) had modest repercussions, the British takeover of Spanish Florida resulted in the westward migration of tribes that did not want to do business with the British, and a rise in tensions between the Choctaw and the Creek, historic enemies whose divisions the British at times exploited. The change of control in Florida also prompted most of its Spanish Catholic population to leave. Most went to Cuba, including the entire governmental records from St. Augustine, although some Christianized Yamasee were resettled to the coast of Mexico.", "targets": "Where did many Spanish Catholic move after British takeover in Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50baf37a1ce4444aecbb06d37617858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many native populations, the elimination of French power in North America meant the disappearance of a strong ally and counterweight to British expansion, leading to their ultimate dispossession. The Ohio Country was particularly vulnerable to legal and illegal settlement due to the construction of military roads to the area by Braddock and Forbes. Although the Spanish takeover of the Louisiana territory (which was not completed until 1769) had modest repercussions, the British takeover of Spanish Florida resulted in the westward migration of tribes that did not want to do business with the British, and a rise in tensions between the Choctaw and the Creek, historic enemies whose divisions the British at times exploited. The change of control in Florida also prompted most of its Spanish Catholic population to leave. Most went to Cuba, including the entire governmental records from St. Augustine, although some Christianized Yamasee were resettled to the coast of Mexico.", "targets": "What made Ohio Country vulnerable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50baf37a1ce4444aecbb06d37617858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many native populations, the elimination of French power in North America meant the disappearance of a strong ally and counterweight to British expansion, leading to their ultimate dispossession. The Ohio Country was particularly vulnerable to legal and illegal settlement due to the construction of military roads to the area by Braddock and Forbes. Although the Spanish takeover of the Louisiana territory (which was not completed until 1769) had modest repercussions, the British takeover of Spanish Florida resulted in the westward migration of tribes that did not want to do business with the British, and a rise in tensions between the Choctaw and the Creek, historic enemies whose divisions the British at times exploited. The change of control in Florida also prompted most of its Spanish Catholic population to leave. Most went to Cuba, including the entire governmental records from St. Augustine, although some Christianized Yamasee were resettled to the coast of Mexico.", "targets": "When was Spanish takeover of Louisiana Territory complete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50baf37a1ce4444aecbb06d37617858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many native populations, the elimination of French power in North America meant the disappearance of a strong ally and counterweight to British expansion, leading to their ultimate dispossession. The Ohio Country was particularly vulnerable to legal and illegal settlement due to the construction of military roads to the area by Braddock and Forbes. Although the Spanish takeover of the Louisiana territory (which was not completed until 1769) had modest repercussions, the British takeover of Spanish Florida resulted in the westward migration of tribes that did not want to do business with the British, and a rise in tensions between the Choctaw and the Creek, historic enemies whose divisions the British at times exploited. The change of control in Florida also prompted most of its Spanish Catholic population to leave. Most went to Cuba, including the entire governmental records from St. Augustine, although some Christianized Yamasee were resettled to the coast of Mexico.", "targets": "What natives were displaced by British takeover in Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50baf37a1ce4444aecbb06d37617858", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For many native populations, the elimination of French power in North America meant the disappearance of a strong ally and counterweight to British expansion, leading to their ultimate dispossession. The Ohio Country was particularly vulnerable to legal and illegal settlement due to the construction of military roads to the area by Braddock and Forbes. Although the Spanish takeover of the Louisiana territory (which was not completed until 1769) had modest repercussions, the British takeover of Spanish Florida resulted in the westward migration of tribes that did not want to do business with the British, and a rise in tensions between the Choctaw and the Creek, historic enemies whose divisions the British at times exploited. The change of control in Florida also prompted most of its Spanish Catholic population to leave. Most went to Cuba, including the entire governmental records from St. Augustine, although some Christianized Yamasee were resettled to the coast of Mexico.", "targets": "What did the loss mean to France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2040978966dd401590648083edcef41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another potential weapon system for anti-aircraft use is the laser. Although air planners have imagined lasers in combat since the late 1960s, only the most modern laser systems are currently reaching what could be considered \"experimental usefulness\". In particular the Tactical High Energy Laser can be used in the anti-aircraft and anti-missile role. If current developments continue, some[who?] believe it is reasonable to suggest that lasers will play a major role in air defence starting in the next ten years.", "targets": "What is another possible weapon for anti-aircraft use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2040978966dd401590648083edcef41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another potential weapon system for anti-aircraft use is the laser. Although air planners have imagined lasers in combat since the late 1960s, only the most modern laser systems are currently reaching what could be considered \"experimental usefulness\". In particular the Tactical High Energy Laser can be used in the anti-aircraft and anti-missile role. If current developments continue, some[who?] believe it is reasonable to suggest that lasers will play a major role in air defence starting in the next ten years.", "targets": "When did personnel first start thinking about using lasers in combat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2040978966dd401590648083edcef41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another potential weapon system for anti-aircraft use is the laser. Although air planners have imagined lasers in combat since the late 1960s, only the most modern laser systems are currently reaching what could be considered \"experimental usefulness\". In particular the Tactical High Energy Laser can be used in the anti-aircraft and anti-missile role. If current developments continue, some[who?] believe it is reasonable to suggest that lasers will play a major role in air defence starting in the next ten years.", "targets": "What laser can currently be used in the type of role that was first thought of in the late 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2040978966dd401590648083edcef41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another potential weapon system for anti-aircraft use is the laser. Although air planners have imagined lasers in combat since the late 1960s, only the most modern laser systems are currently reaching what could be considered \"experimental usefulness\". In particular the Tactical High Energy Laser can be used in the anti-aircraft and anti-missile role. If current developments continue, some[who?] believe it is reasonable to suggest that lasers will play a major role in air defence starting in the next ten years.", "targets": "The use of lasers in anti-aircraft warfare is currently considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2040978966dd401590648083edcef41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another potential weapon system for anti-aircraft use is the laser. Although air planners have imagined lasers in combat since the late 1960s, only the most modern laser systems are currently reaching what could be considered \"experimental usefulness\". In particular the Tactical High Energy Laser can be used in the anti-aircraft and anti-missile role. If current developments continue, some[who?] believe it is reasonable to suggest that lasers will play a major role in air defence starting in the next ten years.", "targets": "When do some people believe that lasers can play a more prominent role in air defence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8916d4accfb747a9868e7b330b8aeb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2000 Census Oklahoma City's age composition was 25.5% under the age of 18, 10.7% from 18 to 24, 30.8% from 25 to 44, 21.5% from 45 to 64, and 11.5% who were 65 years of age or older. The median age was 34 years. For every 100 females there were 95.6 males. For every 100 females age 18 and over, there were 92.7 males.", "targets": "What was Oklahoma cities median age in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8916d4accfb747a9868e7b330b8aeb81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2000 Census Oklahoma City's age composition was 25.5% under the age of 18, 10.7% from 18 to 24, 30.8% from 25 to 44, 21.5% from 45 to 64, and 11.5% who were 65 years of age or older. The median age was 34 years. For every 100 females there were 95.6 males. For every 100 females age 18 and over, there were 92.7 males.", "targets": "Which gender was prominent in that time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b26b55b86054e85ad20facda15c0602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond is located at 37\u00b032\u2032N 77\u00b028\u2032W\ufeff / \ufeff37.533\u00b0N 77.467\u00b0W\ufeff / 37.533; -77.467 (37.538, \u221277.462). According to the United States Census Bureau, the city has a total area of 62 square miles (160 km2), of which 60 square miles (160 km2) is land and 2.7 square miles (7.0 km2) of it (4.3%) is water. The city is located in the Piedmont region of Virginia, at the highest navigable point of the James River. The Piedmont region is characterized by relatively low, rolling hills, and lies between the low, sea level Tidewater region and the Blue Ridge Mountains. Significant bodies of water in the region include the James River, the Appomattox River, and the Chickahominy River.", "targets": "How many square kilometers is Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b26b55b86054e85ad20facda15c0602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond is located at 37\u00b032\u2032N 77\u00b028\u2032W\ufeff / \ufeff37.533\u00b0N 77.467\u00b0W\ufeff / 37.533; -77.467 (37.538, \u221277.462). According to the United States Census Bureau, the city has a total area of 62 square miles (160 km2), of which 60 square miles (160 km2) is land and 2.7 square miles (7.0 km2) of it (4.3%) is water. The city is located in the Piedmont region of Virginia, at the highest navigable point of the James River. The Piedmont region is characterized by relatively low, rolling hills, and lies between the low, sea level Tidewater region and the Blue Ridge Mountains. Significant bodies of water in the region include the James River, the Appomattox River, and the Chickahominy River.", "targets": "How many square miles of Richmond is water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b26b55b86054e85ad20facda15c0602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond is located at 37\u00b032\u2032N 77\u00b028\u2032W\ufeff / \ufeff37.533\u00b0N 77.467\u00b0W\ufeff / 37.533; -77.467 (37.538, \u221277.462). According to the United States Census Bureau, the city has a total area of 62 square miles (160 km2), of which 60 square miles (160 km2) is land and 2.7 square miles (7.0 km2) of it (4.3%) is water. The city is located in the Piedmont region of Virginia, at the highest navigable point of the James River. The Piedmont region is characterized by relatively low, rolling hills, and lies between the low, sea level Tidewater region and the Blue Ridge Mountains. Significant bodies of water in the region include the James River, the Appomattox River, and the Chickahominy River.", "targets": "What percentage of Richmond is made up of water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b26b55b86054e85ad20facda15c0602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond is located at 37\u00b032\u2032N 77\u00b028\u2032W\ufeff / \ufeff37.533\u00b0N 77.467\u00b0W\ufeff / 37.533; -77.467 (37.538, \u221277.462). According to the United States Census Bureau, the city has a total area of 62 square miles (160 km2), of which 60 square miles (160 km2) is land and 2.7 square miles (7.0 km2) of it (4.3%) is water. The city is located in the Piedmont region of Virginia, at the highest navigable point of the James River. The Piedmont region is characterized by relatively low, rolling hills, and lies between the low, sea level Tidewater region and the Blue Ridge Mountains. Significant bodies of water in the region include the James River, the Appomattox River, and the Chickahominy River.", "targets": "In which of Virginia's regions is Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b26b55b86054e85ad20facda15c0602", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richmond is located at 37\u00b032\u2032N 77\u00b028\u2032W\ufeff / \ufeff37.533\u00b0N 77.467\u00b0W\ufeff / 37.533; -77.467 (37.538, \u221277.462). According to the United States Census Bureau, the city has a total area of 62 square miles (160 km2), of which 60 square miles (160 km2) is land and 2.7 square miles (7.0 km2) of it (4.3%) is water. The city is located in the Piedmont region of Virginia, at the highest navigable point of the James River. The Piedmont region is characterized by relatively low, rolling hills, and lies between the low, sea level Tidewater region and the Blue Ridge Mountains. Significant bodies of water in the region include the James River, the Appomattox River, and the Chickahominy River.", "targets": "Along with the James and the Chickahominy, what is a notable river in the area near Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d374ca6282754c6fa6262e9490cd5055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg's films often deal with several recurring themes. Most of his films deal with ordinary characters searching for or coming in contact with extraordinary beings or finding themselves in extraordinary circumstances. In an AFI interview in August 2000 Spielberg commented on his interest in the possibility of extra terrestrial life and how it has influenced some of his films. Spielberg described himself as feeling like an alien during childhood, and his interest came from his father, a science fiction fan, and his opinion that aliens would not travel light years for conquest, but instead curiosity and sharing of knowledge.", "targets": "What theme is common to Spielberg's films?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d374ca6282754c6fa6262e9490cd5055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg's films often deal with several recurring themes. Most of his films deal with ordinary characters searching for or coming in contact with extraordinary beings or finding themselves in extraordinary circumstances. In an AFI interview in August 2000 Spielberg commented on his interest in the possibility of extra terrestrial life and how it has influenced some of his films. Spielberg described himself as feeling like an alien during childhood, and his interest came from his father, a science fiction fan, and his opinion that aliens would not travel light years for conquest, but instead curiosity and sharing of knowledge.", "targets": "When in his life did Spielberg 'feel like an alien'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d374ca6282754c6fa6262e9490cd5055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg's films often deal with several recurring themes. Most of his films deal with ordinary characters searching for or coming in contact with extraordinary beings or finding themselves in extraordinary circumstances. In an AFI interview in August 2000 Spielberg commented on his interest in the possibility of extra terrestrial life and how it has influenced some of his films. Spielberg described himself as feeling like an alien during childhood, and his interest came from his father, a science fiction fan, and his opinion that aliens would not travel light years for conquest, but instead curiosity and sharing of knowledge.", "targets": "When did Spielberg give an interview saying he had 'felt like an alien'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d374ca6282754c6fa6262e9490cd5055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg's films often deal with several recurring themes. Most of his films deal with ordinary characters searching for or coming in contact with extraordinary beings or finding themselves in extraordinary circumstances. In an AFI interview in August 2000 Spielberg commented on his interest in the possibility of extra terrestrial life and how it has influenced some of his films. Spielberg described himself as feeling like an alien during childhood, and his interest came from his father, a science fiction fan, and his opinion that aliens would not travel light years for conquest, but instead curiosity and sharing of knowledge.", "targets": "Why does Spielberg think aliens would visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d374ca6282754c6fa6262e9490cd5055", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spielberg's films often deal with several recurring themes. Most of his films deal with ordinary characters searching for or coming in contact with extraordinary beings or finding themselves in extraordinary circumstances. In an AFI interview in August 2000 Spielberg commented on his interest in the possibility of extra terrestrial life and how it has influenced some of his films. Spielberg described himself as feeling like an alien during childhood, and his interest came from his father, a science fiction fan, and his opinion that aliens would not travel light years for conquest, but instead curiosity and sharing of knowledge.", "targets": "Which of Spielberg's parents liked sci-fi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c4965577a44908b8970e051f52513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.", "targets": "What is an example of a poor birth control method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c4965577a44908b8970e051f52513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.", "targets": "Are higher or lower levels of parental support associated with risky sexual behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c4965577a44908b8970e051f52513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.", "targets": "Is exploratory sexual behavior seen as similar or seperate to other aspects of identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-802c4965577a44908b8970e051f52513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.", "targets": "Does having unprotected sex, multiple sexual partners, and poor communication increase or decrease individual and social risk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc927b621194a72b143fd168b692fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After an initial loss to Labor at the 1946 election, Menzies led the Liberals to victory at the 1949 election, and the party stayed in office for a record 23 years\u2014still the longest unbroken run in government at the federal level. Australia experienced prolonged economic growth during the post-war boom period of the Menzies Government (1949\u20131966) and Menzies fulfilled his promises at the 1949 election to end rationing of butter, tea and petrol and provided a five-shilling endowment for first-born children, as well as for others. While himself an unashamed anglophile, Menzies' government concluded a number of major defence and trade treaties that set Australia on its post-war trajectory out of Britain's orbit; opened Australia to multi-ethnic immigration; and instigated important legal reforms regarding Aboriginal Australians.", "targets": "How many years did the Liberals stay in office after the 1949 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc927b621194a72b143fd168b692fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After an initial loss to Labor at the 1946 election, Menzies led the Liberals to victory at the 1949 election, and the party stayed in office for a record 23 years\u2014still the longest unbroken run in government at the federal level. Australia experienced prolonged economic growth during the post-war boom period of the Menzies Government (1949\u20131966) and Menzies fulfilled his promises at the 1949 election to end rationing of butter, tea and petrol and provided a five-shilling endowment for first-born children, as well as for others. While himself an unashamed anglophile, Menzies' government concluded a number of major defence and trade treaties that set Australia on its post-war trajectory out of Britain's orbit; opened Australia to multi-ethnic immigration; and instigated important legal reforms regarding Aboriginal Australians.", "targets": "What promises did Menzies make in the 1949 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc927b621194a72b143fd168b692fbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After an initial loss to Labor at the 1946 election, Menzies led the Liberals to victory at the 1949 election, and the party stayed in office for a record 23 years\u2014still the longest unbroken run in government at the federal level. Australia experienced prolonged economic growth during the post-war boom period of the Menzies Government (1949\u20131966) and Menzies fulfilled his promises at the 1949 election to end rationing of butter, tea and petrol and provided a five-shilling endowment for first-born children, as well as for others. While himself an unashamed anglophile, Menzies' government concluded a number of major defence and trade treaties that set Australia on its post-war trajectory out of Britain's orbit; opened Australia to multi-ethnic immigration; and instigated important legal reforms regarding Aboriginal Australians.", "targets": "During what period did Australia experience long-term economic growth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9893f2faaae349c1956b6e90b246a639", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's airspace is the busiest in the United States and one of the world's busiest air transportation corridors. The three busiest airports in the New York metropolitan area include John F. Kennedy International Airport, Newark Liberty International Airport, and LaGuardia Airport; 109 million travelers used these three airports in 2012, and the city's airspace is the busiest in the nation. JFK and Newark Liberty were the busiest and fourth busiest U.S. gateways for international air passengers, respectively, in 2012; as of 2011, JFK was the busiest airport for international passengers in North America. Plans have advanced to expand passenger volume at a fourth airport, Stewart International Airport near Newburgh, New York, by the Port Authority of New York and New Jersey. Plans were announced in July 2015 to entirely rebuild LaGuardia Airport in a multibillion-dollar project to replace its aging facilities.", "targets": "The three airports that have the most people come through them in NYC are which?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9893f2faaae349c1956b6e90b246a639", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's airspace is the busiest in the United States and one of the world's busiest air transportation corridors. The three busiest airports in the New York metropolitan area include John F. Kennedy International Airport, Newark Liberty International Airport, and LaGuardia Airport; 109 million travelers used these three airports in 2012, and the city's airspace is the busiest in the nation. JFK and Newark Liberty were the busiest and fourth busiest U.S. gateways for international air passengers, respectively, in 2012; as of 2011, JFK was the busiest airport for international passengers in North America. Plans have advanced to expand passenger volume at a fourth airport, Stewart International Airport near Newburgh, New York, by the Port Authority of New York and New Jersey. Plans were announced in July 2015 to entirely rebuild LaGuardia Airport in a multibillion-dollar project to replace its aging facilities.", "targets": "What is the second busiest airport in the New York metro area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9893f2faaae349c1956b6e90b246a639", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's airspace is the busiest in the United States and one of the world's busiest air transportation corridors. The three busiest airports in the New York metropolitan area include John F. Kennedy International Airport, Newark Liberty International Airport, and LaGuardia Airport; 109 million travelers used these three airports in 2012, and the city's airspace is the busiest in the nation. JFK and Newark Liberty were the busiest and fourth busiest U.S. gateways for international air passengers, respectively, in 2012; as of 2011, JFK was the busiest airport for international passengers in North America. Plans have advanced to expand passenger volume at a fourth airport, Stewart International Airport near Newburgh, New York, by the Port Authority of New York and New Jersey. Plans were announced in July 2015 to entirely rebuild LaGuardia Airport in a multibillion-dollar project to replace its aging facilities.", "targets": "In 2011, what airport did the most international travelers in North America visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9893f2faaae349c1956b6e90b246a639", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's airspace is the busiest in the United States and one of the world's busiest air transportation corridors. The three busiest airports in the New York metropolitan area include John F. Kennedy International Airport, Newark Liberty International Airport, and LaGuardia Airport; 109 million travelers used these three airports in 2012, and the city's airspace is the busiest in the nation. JFK and Newark Liberty were the busiest and fourth busiest U.S. gateways for international air passengers, respectively, in 2012; as of 2011, JFK was the busiest airport for international passengers in North America. Plans have advanced to expand passenger volume at a fourth airport, Stewart International Airport near Newburgh, New York, by the Port Authority of New York and New Jersey. Plans were announced in July 2015 to entirely rebuild LaGuardia Airport in a multibillion-dollar project to replace its aging facilities.", "targets": "What city is Stewart International Airport located close to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9893f2faaae349c1956b6e90b246a639", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York's airspace is the busiest in the United States and one of the world's busiest air transportation corridors. The three busiest airports in the New York metropolitan area include John F. Kennedy International Airport, Newark Liberty International Airport, and LaGuardia Airport; 109 million travelers used these three airports in 2012, and the city's airspace is the busiest in the nation. JFK and Newark Liberty were the busiest and fourth busiest U.S. gateways for international air passengers, respectively, in 2012; as of 2011, JFK was the busiest airport for international passengers in North America. Plans have advanced to expand passenger volume at a fourth airport, Stewart International Airport near Newburgh, New York, by the Port Authority of New York and New Jersey. Plans were announced in July 2015 to entirely rebuild LaGuardia Airport in a multibillion-dollar project to replace its aging facilities.", "targets": "How many travelers visited JFK, LaGuardia and Newark Liberty in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec623ec9c484d8999b2198daae22b74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Knoxville, the Tennessee Volunteers college team has played in the Southeastern Conference of the National Collegiate Athletic Association since 1932. The football team has won 13 SEC championships and 25 bowls, including four Sugar Bowls, three Cotton Bowls, an Orange Bowl and a Fiesta Bowl. Meanwhile, the men's basketball team has won four SEC championships and reached the NCAA Elite Eight in 2010. In addition, the women's basketball team has won a host of SEC regular-season and tournament titles along with 8 national titles.", "targets": "What is the nickname of the University of Tennessee, Knoxville athletic teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec623ec9c484d8999b2198daae22b74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Knoxville, the Tennessee Volunteers college team has played in the Southeastern Conference of the National Collegiate Athletic Association since 1932. The football team has won 13 SEC championships and 25 bowls, including four Sugar Bowls, three Cotton Bowls, an Orange Bowl and a Fiesta Bowl. Meanwhile, the men's basketball team has won four SEC championships and reached the NCAA Elite Eight in 2010. In addition, the women's basketball team has won a host of SEC regular-season and tournament titles along with 8 national titles.", "targets": "In which year did the University of Tennessee begin competing in the Southeastern Conference of the NCAA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec623ec9c484d8999b2198daae22b74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Knoxville, the Tennessee Volunteers college team has played in the Southeastern Conference of the National Collegiate Athletic Association since 1932. The football team has won 13 SEC championships and 25 bowls, including four Sugar Bowls, three Cotton Bowls, an Orange Bowl and a Fiesta Bowl. Meanwhile, the men's basketball team has won four SEC championships and reached the NCAA Elite Eight in 2010. In addition, the women's basketball team has won a host of SEC regular-season and tournament titles along with 8 national titles.", "targets": "How many college football bowl championships have the Tennessee Volunteers won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec623ec9c484d8999b2198daae22b74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Knoxville, the Tennessee Volunteers college team has played in the Southeastern Conference of the National Collegiate Athletic Association since 1932. The football team has won 13 SEC championships and 25 bowls, including four Sugar Bowls, three Cotton Bowls, an Orange Bowl and a Fiesta Bowl. Meanwhile, the men's basketball team has won four SEC championships and reached the NCAA Elite Eight in 2010. In addition, the women's basketball team has won a host of SEC regular-season and tournament titles along with 8 national titles.", "targets": "How many national titles has the Tennessee Volunteers women's basketball team claimed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ec623ec9c484d8999b2198daae22b74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Knoxville, the Tennessee Volunteers college team has played in the Southeastern Conference of the National Collegiate Athletic Association since 1932. The football team has won 13 SEC championships and 25 bowls, including four Sugar Bowls, three Cotton Bowls, an Orange Bowl and a Fiesta Bowl. Meanwhile, the men's basketball team has won four SEC championships and reached the NCAA Elite Eight in 2010. In addition, the women's basketball team has won a host of SEC regular-season and tournament titles along with 8 national titles.", "targets": "What is the farthest the Tennessee Volunteers have progressed in the NCAA men's basketball tournament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73410d568e0a4bb69dfa3e1f3b387b6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, the Ethiopian feudal administration under Emperor Haile Selassie sought to annex Eritrea and Italian Somaliland. He laid claim to both territories in a letter to Franklin D. Roosevelt at the Paris Peace Conference and at the First Session of the United Nations. In the United Nations, the debate over the fate of the former Italian colonies continued. The British and Americans preferred to cede all of Eritrea except the Western province to the Ethiopians as a reward for their support during World War II. The Independence Bloc of Eritrean parties consistently requested from the UN General Assembly that a referendum be held immediately to settle the Eritrean question of sovereignty.", "targets": "What did Emperor Haile Selassie seek to annex in the 1950's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73410d568e0a4bb69dfa3e1f3b387b6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, the Ethiopian feudal administration under Emperor Haile Selassie sought to annex Eritrea and Italian Somaliland. He laid claim to both territories in a letter to Franklin D. Roosevelt at the Paris Peace Conference and at the First Session of the United Nations. In the United Nations, the debate over the fate of the former Italian colonies continued. The British and Americans preferred to cede all of Eritrea except the Western province to the Ethiopians as a reward for their support during World War II. The Independence Bloc of Eritrean parties consistently requested from the UN General Assembly that a referendum be held immediately to settle the Eritrean question of sovereignty.", "targets": "Why did the British and Americans want to cede most of Eritrea to the Ethiopians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73410d568e0a4bb69dfa3e1f3b387b6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, the Ethiopian feudal administration under Emperor Haile Selassie sought to annex Eritrea and Italian Somaliland. He laid claim to both territories in a letter to Franklin D. Roosevelt at the Paris Peace Conference and at the First Session of the United Nations. In the United Nations, the debate over the fate of the former Italian colonies continued. The British and Americans preferred to cede all of Eritrea except the Western province to the Ethiopians as a reward for their support during World War II. The Independence Bloc of Eritrean parties consistently requested from the UN General Assembly that a referendum be held immediately to settle the Eritrean question of sovereignty.", "targets": "Who laid claim to Eritrea and Italian Somaliland in a letter to Franklin D. Roosevelt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73410d568e0a4bb69dfa3e1f3b387b6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, the Ethiopian feudal administration under Emperor Haile Selassie sought to annex Eritrea and Italian Somaliland. He laid claim to both territories in a letter to Franklin D. Roosevelt at the Paris Peace Conference and at the First Session of the United Nations. In the United Nations, the debate over the fate of the former Italian colonies continued. The British and Americans preferred to cede all of Eritrea except the Western province to the Ethiopians as a reward for their support during World War II. The Independence Bloc of Eritrean parties consistently requested from the UN General Assembly that a referendum be held immediately to settle the Eritrean question of sovereignty.", "targets": "Who consistently requested that a referendum be held immediately to settle the question of Eritrean sovereignty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73410d568e0a4bb69dfa3e1f3b387b6e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1950s, the Ethiopian feudal administration under Emperor Haile Selassie sought to annex Eritrea and Italian Somaliland. He laid claim to both territories in a letter to Franklin D. Roosevelt at the Paris Peace Conference and at the First Session of the United Nations. In the United Nations, the debate over the fate of the former Italian colonies continued. The British and Americans preferred to cede all of Eritrea except the Western province to the Ethiopians as a reward for their support during World War II. The Independence Bloc of Eritrean parties consistently requested from the UN General Assembly that a referendum be held immediately to settle the Eritrean question of sovereignty.", "targets": "Who did Ethiopians support in World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cfc6f0ddd45427ea41e86a8b45f7bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gymnastics derives from the common Greek adjective \u03b3\u03c5\u03bc\u03bd\u03cc\u03c2 (gymnos) meaning \"naked\", by way of the related verb \u03b3\u03c5\u03bc\u03bd\u03ac\u03b6\u03c9 (gymnazo), whose meaning is to train naked\", \"train in gymnastic exercise\", generally \"to train, to exercise\". The verb had this meaning, because athletes in ancient times exercised and competed without clothing. It came into use in the 1570s, from Latin gymnasticus, from Greek gymnastikos \"fond of or skilled in bodily exercise,\" from gymnazein \"to exercise or train\" (see gymnasium).", "targets": "What Greek word did gymnastics derive from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cfc6f0ddd45427ea41e86a8b45f7bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gymnastics derives from the common Greek adjective \u03b3\u03c5\u03bc\u03bd\u03cc\u03c2 (gymnos) meaning \"naked\", by way of the related verb \u03b3\u03c5\u03bc\u03bd\u03ac\u03b6\u03c9 (gymnazo), whose meaning is to train naked\", \"train in gymnastic exercise\", generally \"to train, to exercise\". The verb had this meaning, because athletes in ancient times exercised and competed without clothing. It came into use in the 1570s, from Latin gymnasticus, from Greek gymnastikos \"fond of or skilled in bodily exercise,\" from gymnazein \"to exercise or train\" (see gymnasium).", "targets": "What does the  verb gymnazo mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cfc6f0ddd45427ea41e86a8b45f7bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gymnastics derives from the common Greek adjective \u03b3\u03c5\u03bc\u03bd\u03cc\u03c2 (gymnos) meaning \"naked\", by way of the related verb \u03b3\u03c5\u03bc\u03bd\u03ac\u03b6\u03c9 (gymnazo), whose meaning is to train naked\", \"train in gymnastic exercise\", generally \"to train, to exercise\". The verb had this meaning, because athletes in ancient times exercised and competed without clothing. It came into use in the 1570s, from Latin gymnasticus, from Greek gymnastikos \"fond of or skilled in bodily exercise,\" from gymnazein \"to exercise or train\" (see gymnasium).", "targets": "Why was this verb used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cfc6f0ddd45427ea41e86a8b45f7bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word gymnastics derives from the common Greek adjective \u03b3\u03c5\u03bc\u03bd\u03cc\u03c2 (gymnos) meaning \"naked\", by way of the related verb \u03b3\u03c5\u03bc\u03bd\u03ac\u03b6\u03c9 (gymnazo), whose meaning is to train naked\", \"train in gymnastic exercise\", generally \"to train, to exercise\". The verb had this meaning, because athletes in ancient times exercised and competed without clothing. It came into use in the 1570s, from Latin gymnasticus, from Greek gymnastikos \"fond of or skilled in bodily exercise,\" from gymnazein \"to exercise or train\" (see gymnasium).", "targets": "When did the word come into use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What is the first major city in the stream of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What is the bend of Rhine in Basel called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What is the boundary between the High and Upper Rhine? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "How long is the Upper Rhine Plain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "How wide is the Upper Rhine Plain? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What is the first major city in the course of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What is the first major bend in the Rhine called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "The bend on the Rhine goes from the West to what direction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What ends at this bend in the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-101dcddc699b468db8985ca1c26a0234", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the centre of Basel, the first major city in the course of the stream, is located the \"Rhine knee\"; this is a major bend, where the overall direction of the Rhine changes from West to North. Here the High Rhine ends. Legally, the Central Bridge is the boundary between High and Upper Rhine. The river now flows North as Upper Rhine through the Upper Rhine Plain, which is about 300 km long and up to 40 km wide. The most important tributaries in this area are the Ill below of Strasbourg, the Neckar in Mannheim and the Main across from Mainz. In Mainz, the Rhine leaves the Upper Rhine Valley and flows through the Mainz Basin.", "targets": "What is the legal boundary behind the High and Upper Rind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52d90fe003bf4dfab44bd109891cdc68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared radiation is popularly known as \"heat radiation\"[citation needed], but light and electromagnetic waves of any frequency will heat surfaces that absorb them. Infrared light from the Sun accounts for 49% of the heating of Earth, with the rest being caused by visible light that is absorbed then re-radiated at longer wavelengths. Visible light or ultraviolet-emitting lasers can char paper and incandescently hot objects emit visible radiation. Objects at room temperature will emit radiation concentrated mostly in the 8 to 25 \u00b5m band, but this is not distinct from the emission of visible light by incandescent objects and ultraviolet by even hotter objects (see black body and Wien's displacement law).", "targets": "What is a commonly used term for infrared radiation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52d90fe003bf4dfab44bd109891cdc68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared radiation is popularly known as \"heat radiation\"[citation needed], but light and electromagnetic waves of any frequency will heat surfaces that absorb them. Infrared light from the Sun accounts for 49% of the heating of Earth, with the rest being caused by visible light that is absorbed then re-radiated at longer wavelengths. Visible light or ultraviolet-emitting lasers can char paper and incandescently hot objects emit visible radiation. Objects at room temperature will emit radiation concentrated mostly in the 8 to 25 \u00b5m band, but this is not distinct from the emission of visible light by incandescent objects and ultraviolet by even hotter objects (see black body and Wien's displacement law).", "targets": "What percentage of the Earth's heat is derived from the Sun's infrared light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52d90fe003bf4dfab44bd109891cdc68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared radiation is popularly known as \"heat radiation\"[citation needed], but light and electromagnetic waves of any frequency will heat surfaces that absorb them. Infrared light from the Sun accounts for 49% of the heating of Earth, with the rest being caused by visible light that is absorbed then re-radiated at longer wavelengths. Visible light or ultraviolet-emitting lasers can char paper and incandescently hot objects emit visible radiation. Objects at room temperature will emit radiation concentrated mostly in the 8 to 25 \u00b5m band, but this is not distinct from the emission of visible light by incandescent objects and ultraviolet by even hotter objects (see black body and Wien's displacement law).", "targets": "What is the common range of emitted radiation of room temperature objects, in micrometers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52d90fe003bf4dfab44bd109891cdc68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared radiation is popularly known as \"heat radiation\"[citation needed], but light and electromagnetic waves of any frequency will heat surfaces that absorb them. Infrared light from the Sun accounts for 49% of the heating of Earth, with the rest being caused by visible light that is absorbed then re-radiated at longer wavelengths. Visible light or ultraviolet-emitting lasers can char paper and incandescently hot objects emit visible radiation. Objects at room temperature will emit radiation concentrated mostly in the 8 to 25 \u00b5m band, but this is not distinct from the emission of visible light by incandescent objects and ultraviolet by even hotter objects (see black body and Wien's displacement law).", "targets": "Other than infrared light, what type of light is responsible for heating the Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9472f251ab049b2ae62a4f4caab12ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deuterostomes differ from protostomes in several ways. Animals from both groups possess a complete digestive tract. However, in protostomes, the first opening of the gut to appear in embryological development (the archenteron) develops into the mouth, with the anus forming secondarily. In deuterostomes the anus forms first, with the mouth developing secondarily. In most protostomes, cells simply fill in the interior of the gastrula to form the mesoderm, called schizocoelous development, but in deuterostomes, it forms through invagination of the endoderm, called enterocoelic pouching. Deuterostome embryos undergo radial cleavage during cell division, while protostomes undergo spiral cleavage.", "targets": "What do deuterostomes and protostomes have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9472f251ab049b2ae62a4f4caab12ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deuterostomes differ from protostomes in several ways. Animals from both groups possess a complete digestive tract. However, in protostomes, the first opening of the gut to appear in embryological development (the archenteron) develops into the mouth, with the anus forming secondarily. In deuterostomes the anus forms first, with the mouth developing secondarily. In most protostomes, cells simply fill in the interior of the gastrula to form the mesoderm, called schizocoelous development, but in deuterostomes, it forms through invagination of the endoderm, called enterocoelic pouching. Deuterostome embryos undergo radial cleavage during cell division, while protostomes undergo spiral cleavage.", "targets": "In which group does the anus form first, with the mouth developing secondarily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9472f251ab049b2ae62a4f4caab12ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deuterostomes differ from protostomes in several ways. Animals from both groups possess a complete digestive tract. However, in protostomes, the first opening of the gut to appear in embryological development (the archenteron) develops into the mouth, with the anus forming secondarily. In deuterostomes the anus forms first, with the mouth developing secondarily. In most protostomes, cells simply fill in the interior of the gastrula to form the mesoderm, called schizocoelous development, but in deuterostomes, it forms through invagination of the endoderm, called enterocoelic pouching. Deuterostome embryos undergo radial cleavage during cell division, while protostomes undergo spiral cleavage.", "targets": "What is the process in which cells fill in the interior of the gastrula to form the mesoderm called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9472f251ab049b2ae62a4f4caab12ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deuterostomes differ from protostomes in several ways. Animals from both groups possess a complete digestive tract. However, in protostomes, the first opening of the gut to appear in embryological development (the archenteron) develops into the mouth, with the anus forming secondarily. In deuterostomes the anus forms first, with the mouth developing secondarily. In most protostomes, cells simply fill in the interior of the gastrula to form the mesoderm, called schizocoelous development, but in deuterostomes, it forms through invagination of the endoderm, called enterocoelic pouching. Deuterostome embryos undergo radial cleavage during cell division, while protostomes undergo spiral cleavage.", "targets": "What is the process in which the mesoderm is formed through invagination of the endoderm called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9472f251ab049b2ae62a4f4caab12ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Deuterostomes differ from protostomes in several ways. Animals from both groups possess a complete digestive tract. However, in protostomes, the first opening of the gut to appear in embryological development (the archenteron) develops into the mouth, with the anus forming secondarily. In deuterostomes the anus forms first, with the mouth developing secondarily. In most protostomes, cells simply fill in the interior of the gastrula to form the mesoderm, called schizocoelous development, but in deuterostomes, it forms through invagination of the endoderm, called enterocoelic pouching. Deuterostome embryos undergo radial cleavage during cell division, while protostomes undergo spiral cleavage.", "targets": "What do deuterostome embryos undergo during cell division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-685cbda2f7684bbea46705bb4327fe07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above \"history of economics\" reflects modern economic textbooks and this means that the last stage of a science is represented as the culmination of its history (Kuhn, 1962). The \"invisible hand\" mentioned in a lost page in the middle of a chapter in the middle of the to \"Wealth of Nations\", 1776, advances as Smith's central message.[clarification needed] It is played down that this \"invisible hand\" acts only \"frequently\" and that it is \"no part of his [the individual's] intentions\" because competition leads to lower prices by imitating \"his\" invention. That this \"invisible hand\" prefers \"the support of domestic to foreign industry\" is cleansed\u2014often without indication that part of the citation is truncated. The opening passage of the \"Wealth\" containing Smith's message is never mentioned as it cannot be integrated into modern theory: \"Wealth\" depends on the division of labour which changes with market volume and on the proportion of productive to Unproductive labor.", "targets": "When was Wealth of Nations written?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-685cbda2f7684bbea46705bb4327fe07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above \"history of economics\" reflects modern economic textbooks and this means that the last stage of a science is represented as the culmination of its history (Kuhn, 1962). The \"invisible hand\" mentioned in a lost page in the middle of a chapter in the middle of the to \"Wealth of Nations\", 1776, advances as Smith's central message.[clarification needed] It is played down that this \"invisible hand\" acts only \"frequently\" and that it is \"no part of his [the individual's] intentions\" because competition leads to lower prices by imitating \"his\" invention. That this \"invisible hand\" prefers \"the support of domestic to foreign industry\" is cleansed\u2014often without indication that part of the citation is truncated. The opening passage of the \"Wealth\" containing Smith's message is never mentioned as it cannot be integrated into modern theory: \"Wealth\" depends on the division of labour which changes with market volume and on the proportion of productive to Unproductive labor.", "targets": "How present was Smith's invisible hand intended to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-685cbda2f7684bbea46705bb4327fe07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above \"history of economics\" reflects modern economic textbooks and this means that the last stage of a science is represented as the culmination of its history (Kuhn, 1962). The \"invisible hand\" mentioned in a lost page in the middle of a chapter in the middle of the to \"Wealth of Nations\", 1776, advances as Smith's central message.[clarification needed] It is played down that this \"invisible hand\" acts only \"frequently\" and that it is \"no part of his [the individual's] intentions\" because competition leads to lower prices by imitating \"his\" invention. That this \"invisible hand\" prefers \"the support of domestic to foreign industry\" is cleansed\u2014often without indication that part of the citation is truncated. The opening passage of the \"Wealth\" containing Smith's message is never mentioned as it cannot be integrated into modern theory: \"Wealth\" depends on the division of labour which changes with market volume and on the proportion of productive to Unproductive labor.", "targets": "What happens in a market when there is competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-685cbda2f7684bbea46705bb4327fe07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The above \"history of economics\" reflects modern economic textbooks and this means that the last stage of a science is represented as the culmination of its history (Kuhn, 1962). The \"invisible hand\" mentioned in a lost page in the middle of a chapter in the middle of the to \"Wealth of Nations\", 1776, advances as Smith's central message.[clarification needed] It is played down that this \"invisible hand\" acts only \"frequently\" and that it is \"no part of his [the individual's] intentions\" because competition leads to lower prices by imitating \"his\" invention. That this \"invisible hand\" prefers \"the support of domestic to foreign industry\" is cleansed\u2014often without indication that part of the citation is truncated. The opening passage of the \"Wealth\" containing Smith's message is never mentioned as it cannot be integrated into modern theory: \"Wealth\" depends on the division of labour which changes with market volume and on the proportion of productive to Unproductive labor.", "targets": "What is the most important part of \"Wealth\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7e56c44fb246a3b5199590fb4e16d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the tumultuous 14th century, disputes within the leadership of the Church led to the Avignon Papacy of 1305\u201378, also called the \"Babylonian Captivity of the Papacy\" (a reference to the Babylonian captivity of the Jews), and then to the Great Schism, lasting from 1378 to 1418, when there were two and later three rival popes, each supported by several states. Ecclesiastical officials convened at the Council of Constance in 1414, and in the following year the council deposed one of the rival popes, leaving only two claimants. Further depositions followed, and in November 1417 the council elected Martin V (pope 1417\u201331) as pope.", "targets": "During what years did the Avignon Papacy occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7e56c44fb246a3b5199590fb4e16d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the tumultuous 14th century, disputes within the leadership of the Church led to the Avignon Papacy of 1305\u201378, also called the \"Babylonian Captivity of the Papacy\" (a reference to the Babylonian captivity of the Jews), and then to the Great Schism, lasting from 1378 to 1418, when there were two and later three rival popes, each supported by several states. Ecclesiastical officials convened at the Council of Constance in 1414, and in the following year the council deposed one of the rival popes, leaving only two claimants. Further depositions followed, and in November 1417 the council elected Martin V (pope 1417\u201331) as pope.", "targets": "What is another term for the Avignon Papacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7e56c44fb246a3b5199590fb4e16d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the tumultuous 14th century, disputes within the leadership of the Church led to the Avignon Papacy of 1305\u201378, also called the \"Babylonian Captivity of the Papacy\" (a reference to the Babylonian captivity of the Jews), and then to the Great Schism, lasting from 1378 to 1418, when there were two and later three rival popes, each supported by several states. Ecclesiastical officials convened at the Council of Constance in 1414, and in the following year the council deposed one of the rival popes, leaving only two claimants. Further depositions followed, and in November 1417 the council elected Martin V (pope 1417\u201331) as pope.", "targets": "When did the Great Schism end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7e56c44fb246a3b5199590fb4e16d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the tumultuous 14th century, disputes within the leadership of the Church led to the Avignon Papacy of 1305\u201378, also called the \"Babylonian Captivity of the Papacy\" (a reference to the Babylonian captivity of the Jews), and then to the Great Schism, lasting from 1378 to 1418, when there were two and later three rival popes, each supported by several states. Ecclesiastical officials convened at the Council of Constance in 1414, and in the following year the council deposed one of the rival popes, leaving only two claimants. Further depositions followed, and in November 1417 the council elected Martin V (pope 1417\u201331) as pope.", "targets": "How many popes existed simultaneously after the Council of Constance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba7e56c44fb246a3b5199590fb4e16d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the tumultuous 14th century, disputes within the leadership of the Church led to the Avignon Papacy of 1305\u201378, also called the \"Babylonian Captivity of the Papacy\" (a reference to the Babylonian captivity of the Jews), and then to the Great Schism, lasting from 1378 to 1418, when there were two and later three rival popes, each supported by several states. Ecclesiastical officials convened at the Council of Constance in 1414, and in the following year the council deposed one of the rival popes, leaving only two claimants. Further depositions followed, and in November 1417 the council elected Martin V (pope 1417\u201331) as pope.", "targets": "Who was made pope in 1417?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b4d68200e794ebb884f28beae54d831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ireland, private schools (Irish: scoil phr\u00edobh\u00e1ideach) are unusual because a certain number of teacher's salaries are paid by the State. If the school wishes to employ extra teachers they are paid for with school fees, which tend to be relatively low in Ireland compared to the rest of the world. There is, however, a limited element of state assessment of private schools, because of the requirement that the state ensure that children receive a certain minimum education; Irish private schools must still work towards the Junior Certificate and the Leaving Certificate, for example. Many private schools in Ireland also double as boarding schools. The average fee is around \u20ac5,000 annually for most schools, but some of these schools also provide boarding and the fees may then rise up to \u20ac25,000 per year. The fee-paying schools are usually run by a religious order, i.e., the Society of Jesus or Congregation of Christian Brothers, etc.", "targets": "What is the Irish term for private schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b4d68200e794ebb884f28beae54d831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ireland, private schools (Irish: scoil phr\u00edobh\u00e1ideach) are unusual because a certain number of teacher's salaries are paid by the State. If the school wishes to employ extra teachers they are paid for with school fees, which tend to be relatively low in Ireland compared to the rest of the world. There is, however, a limited element of state assessment of private schools, because of the requirement that the state ensure that children receive a certain minimum education; Irish private schools must still work towards the Junior Certificate and the Leaving Certificate, for example. Many private schools in Ireland also double as boarding schools. The average fee is around \u20ac5,000 annually for most schools, but some of these schools also provide boarding and the fees may then rise up to \u20ac25,000 per year. The fee-paying schools are usually run by a religious order, i.e., the Society of Jesus or Congregation of Christian Brothers, etc.", "targets": "How do private schools in Ireland differ from most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b4d68200e794ebb884f28beae54d831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ireland, private schools (Irish: scoil phr\u00edobh\u00e1ideach) are unusual because a certain number of teacher's salaries are paid by the State. If the school wishes to employ extra teachers they are paid for with school fees, which tend to be relatively low in Ireland compared to the rest of the world. There is, however, a limited element of state assessment of private schools, because of the requirement that the state ensure that children receive a certain minimum education; Irish private schools must still work towards the Junior Certificate and the Leaving Certificate, for example. Many private schools in Ireland also double as boarding schools. The average fee is around \u20ac5,000 annually for most schools, but some of these schools also provide boarding and the fees may then rise up to \u20ac25,000 per year. The fee-paying schools are usually run by a religious order, i.e., the Society of Jesus or Congregation of Christian Brothers, etc.", "targets": "What is the typical annual cost for an Irish private school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b4d68200e794ebb884f28beae54d831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ireland, private schools (Irish: scoil phr\u00edobh\u00e1ideach) are unusual because a certain number of teacher's salaries are paid by the State. If the school wishes to employ extra teachers they are paid for with school fees, which tend to be relatively low in Ireland compared to the rest of the world. There is, however, a limited element of state assessment of private schools, because of the requirement that the state ensure that children receive a certain minimum education; Irish private schools must still work towards the Junior Certificate and the Leaving Certificate, for example. Many private schools in Ireland also double as boarding schools. The average fee is around \u20ac5,000 annually for most schools, but some of these schools also provide boarding and the fees may then rise up to \u20ac25,000 per year. The fee-paying schools are usually run by a religious order, i.e., the Society of Jesus or Congregation of Christian Brothers, etc.", "targets": "Along with the Congregation of Christian Brothers, what is a notable religious group that runs fee-paying schools in Ireland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b4d68200e794ebb884f28beae54d831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Ireland, private schools (Irish: scoil phr\u00edobh\u00e1ideach) are unusual because a certain number of teacher's salaries are paid by the State. If the school wishes to employ extra teachers they are paid for with school fees, which tend to be relatively low in Ireland compared to the rest of the world. There is, however, a limited element of state assessment of private schools, because of the requirement that the state ensure that children receive a certain minimum education; Irish private schools must still work towards the Junior Certificate and the Leaving Certificate, for example. Many private schools in Ireland also double as boarding schools. The average fee is around \u20ac5,000 annually for most schools, but some of these schools also provide boarding and the fees may then rise up to \u20ac25,000 per year. The fee-paying schools are usually run by a religious order, i.e., the Society of Jesus or Congregation of Christian Brothers, etc.", "targets": "What might the fees to attend an Irish boarding school rise to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5610667a4d64504b58286b52565e3e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is host to a diverse range of sectors including aviation, energy, transportation equipment, food processing, electronics, and telecommunications. Oklahoma is an important producer of natural gas, aircraft, and food. The state ranks third in the nation for production of natural gas, is the 27th-most agriculturally productive state, and also ranks 5th in production of wheat. Four Fortune 500 companies and six Fortune 1000 companies are headquartered in Oklahoma, and it has been rated one of the most business-friendly states in the nation, with the 7th-lowest tax burden in 2007.", "targets": "How does Oklahoma rank among US states for producing natural gas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5610667a4d64504b58286b52565e3e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is host to a diverse range of sectors including aviation, energy, transportation equipment, food processing, electronics, and telecommunications. Oklahoma is an important producer of natural gas, aircraft, and food. The state ranks third in the nation for production of natural gas, is the 27th-most agriculturally productive state, and also ranks 5th in production of wheat. Four Fortune 500 companies and six Fortune 1000 companies are headquartered in Oklahoma, and it has been rated one of the most business-friendly states in the nation, with the 7th-lowest tax burden in 2007.", "targets": "How does Oklahoma rank among US states for agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5610667a4d64504b58286b52565e3e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is host to a diverse range of sectors including aviation, energy, transportation equipment, food processing, electronics, and telecommunications. Oklahoma is an important producer of natural gas, aircraft, and food. The state ranks third in the nation for production of natural gas, is the 27th-most agriculturally productive state, and also ranks 5th in production of wheat. Four Fortune 500 companies and six Fortune 1000 companies are headquartered in Oklahoma, and it has been rated one of the most business-friendly states in the nation, with the 7th-lowest tax burden in 2007.", "targets": "How does Oklahoma rank among US states for producing wheat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5610667a4d64504b58286b52565e3e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is host to a diverse range of sectors including aviation, energy, transportation equipment, food processing, electronics, and telecommunications. Oklahoma is an important producer of natural gas, aircraft, and food. The state ranks third in the nation for production of natural gas, is the 27th-most agriculturally productive state, and also ranks 5th in production of wheat. Four Fortune 500 companies and six Fortune 1000 companies are headquartered in Oklahoma, and it has been rated one of the most business-friendly states in the nation, with the 7th-lowest tax burden in 2007.", "targets": "How many Fortune 500 companies are based in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5610667a4d64504b58286b52565e3e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma is host to a diverse range of sectors including aviation, energy, transportation equipment, food processing, electronics, and telecommunications. Oklahoma is an important producer of natural gas, aircraft, and food. The state ranks third in the nation for production of natural gas, is the 27th-most agriculturally productive state, and also ranks 5th in production of wheat. Four Fortune 500 companies and six Fortune 1000 companies are headquartered in Oklahoma, and it has been rated one of the most business-friendly states in the nation, with the 7th-lowest tax burden in 2007.", "targets": "How many Fortune 1000 companies are based in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997f202ea5234d8d91e94e626edd535f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christian missions established Western educational institutions in the Protectorates. Under Britain's policy of indirect rule and validation of Islamic tradition, the Crown did not encourage the operation of Christian missions in the northern, Islamic part of the country. Some children of the southern elite went to Great Britain to pursue higher education. By independence in 1960, regional differences in modern educational access were marked. The legacy, though less pronounced, continues to the present-day. Imbalances between North and South were expressed in Nigeria's political life as well. For instance, northern Nigeria did not outlaw slavery until 1936 whilst in other parts of Nigeria slavery was abolished soon after colonialism.", "targets": "What religion built Western schools in Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997f202ea5234d8d91e94e626edd535f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christian missions established Western educational institutions in the Protectorates. Under Britain's policy of indirect rule and validation of Islamic tradition, the Crown did not encourage the operation of Christian missions in the northern, Islamic part of the country. Some children of the southern elite went to Great Britain to pursue higher education. By independence in 1960, regional differences in modern educational access were marked. The legacy, though less pronounced, continues to the present-day. Imbalances between North and South were expressed in Nigeria's political life as well. For instance, northern Nigeria did not outlaw slavery until 1936 whilst in other parts of Nigeria slavery was abolished soon after colonialism.", "targets": "Britain discouraged building Christian missions in which part of Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997f202ea5234d8d91e94e626edd535f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christian missions established Western educational institutions in the Protectorates. Under Britain's policy of indirect rule and validation of Islamic tradition, the Crown did not encourage the operation of Christian missions in the northern, Islamic part of the country. Some children of the southern elite went to Great Britain to pursue higher education. By independence in 1960, regional differences in modern educational access were marked. The legacy, though less pronounced, continues to the present-day. Imbalances between North and South were expressed in Nigeria's political life as well. For instance, northern Nigeria did not outlaw slavery until 1936 whilst in other parts of Nigeria slavery was abolished soon after colonialism.", "targets": "What religion was the majority in the northern part of Nigeria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997f202ea5234d8d91e94e626edd535f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christian missions established Western educational institutions in the Protectorates. Under Britain's policy of indirect rule and validation of Islamic tradition, the Crown did not encourage the operation of Christian missions in the northern, Islamic part of the country. Some children of the southern elite went to Great Britain to pursue higher education. By independence in 1960, regional differences in modern educational access were marked. The legacy, though less pronounced, continues to the present-day. Imbalances between North and South were expressed in Nigeria's political life as well. For instance, northern Nigeria did not outlaw slavery until 1936 whilst in other parts of Nigeria slavery was abolished soon after colonialism.", "targets": "When did Nigeria receive independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-997f202ea5234d8d91e94e626edd535f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Christian missions established Western educational institutions in the Protectorates. Under Britain's policy of indirect rule and validation of Islamic tradition, the Crown did not encourage the operation of Christian missions in the northern, Islamic part of the country. Some children of the southern elite went to Great Britain to pursue higher education. By independence in 1960, regional differences in modern educational access were marked. The legacy, though less pronounced, continues to the present-day. Imbalances between North and South were expressed in Nigeria's political life as well. For instance, northern Nigeria did not outlaw slavery until 1936 whilst in other parts of Nigeria slavery was abolished soon after colonialism.", "targets": "When did northern Nigeria ban slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcc52528935d4b74bc9f80f8467b2bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Process theology typically stresses God's relational nature. Rather than seeing God as impassive or emotionless, process theologians view God as \"the fellow sufferer who understands\", and as the being who is supremely affected by temporal events. Hartshorne points out that people would not praise a human ruler who was unaffected by either the joys or sorrows of his followers \u2013 so why would this be a praise-worthy quality in God? Instead, as the being who is most affected by the world, God is the being who can most appropriately respond to the world. However, process theology has been formulated in a wide variety of ways. C. Robert Mesle, for instance, advocates a \"process naturalism\", i.e. a process theology without God.", "targets": "What aspect of God is usually emphasized in process theology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcc52528935d4b74bc9f80f8467b2bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Process theology typically stresses God's relational nature. Rather than seeing God as impassive or emotionless, process theologians view God as \"the fellow sufferer who understands\", and as the being who is supremely affected by temporal events. Hartshorne points out that people would not praise a human ruler who was unaffected by either the joys or sorrows of his followers \u2013 so why would this be a praise-worthy quality in God? Instead, as the being who is most affected by the world, God is the being who can most appropriately respond to the world. However, process theology has been formulated in a wide variety of ways. C. Robert Mesle, for instance, advocates a \"process naturalism\", i.e. a process theology without God.", "targets": "How is God usually perceived by process theologians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcc52528935d4b74bc9f80f8467b2bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Process theology typically stresses God's relational nature. Rather than seeing God as impassive or emotionless, process theologians view God as \"the fellow sufferer who understands\", and as the being who is supremely affected by temporal events. Hartshorne points out that people would not praise a human ruler who was unaffected by either the joys or sorrows of his followers \u2013 so why would this be a praise-worthy quality in God? Instead, as the being who is most affected by the world, God is the being who can most appropriately respond to the world. However, process theology has been formulated in a wide variety of ways. C. Robert Mesle, for instance, advocates a \"process naturalism\", i.e. a process theology without God.", "targets": "Why did Hartshorne feel that God must be affected by people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcc52528935d4b74bc9f80f8467b2bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Process theology typically stresses God's relational nature. Rather than seeing God as impassive or emotionless, process theologians view God as \"the fellow sufferer who understands\", and as the being who is supremely affected by temporal events. Hartshorne points out that people would not praise a human ruler who was unaffected by either the joys or sorrows of his followers \u2013 so why would this be a praise-worthy quality in God? Instead, as the being who is most affected by the world, God is the being who can most appropriately respond to the world. However, process theology has been formulated in a wide variety of ways. C. Robert Mesle, for instance, advocates a \"process naturalism\", i.e. a process theology without God.", "targets": "Why would God being substantially affected by the world be beneficial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcc52528935d4b74bc9f80f8467b2bff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Process theology typically stresses God's relational nature. Rather than seeing God as impassive or emotionless, process theologians view God as \"the fellow sufferer who understands\", and as the being who is supremely affected by temporal events. Hartshorne points out that people would not praise a human ruler who was unaffected by either the joys or sorrows of his followers \u2013 so why would this be a praise-worthy quality in God? Instead, as the being who is most affected by the world, God is the being who can most appropriately respond to the world. However, process theology has been formulated in a wide variety of ways. C. Robert Mesle, for instance, advocates a \"process naturalism\", i.e. a process theology without God.", "targets": "What type of process theology does C. Robert Mesle promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761b289ecb9e48a9b3981d2439b9bd38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2007, the first satellite of BeiDou-2, namely Compass-M1 (to validate frequencies for the BeiDou-2 constellation) was successfully put into its working orbit. The second BeiDou-2 constellation satellite Compass-G2 was launched on 15 April 2009. On 15 January 2010, the official website of the BeiDou Navigation Satellite System went online, and the system's third satellite (Compass-G1) was carried into its orbit by a Long March 3C rocket on 17 January 2010. On 2 June 2010, the fourth satellite was launched successfully into orbit. The fifth orbiter was launched into space from Xichang Satellite Launch Center by an LM-3I carrier rocket on 1 August 2010. Three months later, on 1 November 2010, the sixth satellite was sent into orbit by LM-3C. Another satellite, the Beidou-2/Compass IGSO-5 (fifth inclined geosynchonous orbit) satellite, was launched from the Xichang Satellite Launch Center by a Long March-3A on 1 December 2011 (UTC).", "targets": "When was the first satellite for the BeiDou-2 system launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761b289ecb9e48a9b3981d2439b9bd38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2007, the first satellite of BeiDou-2, namely Compass-M1 (to validate frequencies for the BeiDou-2 constellation) was successfully put into its working orbit. The second BeiDou-2 constellation satellite Compass-G2 was launched on 15 April 2009. On 15 January 2010, the official website of the BeiDou Navigation Satellite System went online, and the system's third satellite (Compass-G1) was carried into its orbit by a Long March 3C rocket on 17 January 2010. On 2 June 2010, the fourth satellite was launched successfully into orbit. The fifth orbiter was launched into space from Xichang Satellite Launch Center by an LM-3I carrier rocket on 1 August 2010. Three months later, on 1 November 2010, the sixth satellite was sent into orbit by LM-3C. Another satellite, the Beidou-2/Compass IGSO-5 (fifth inclined geosynchonous orbit) satellite, was launched from the Xichang Satellite Launch Center by a Long March-3A on 1 December 2011 (UTC).", "targets": "What is the the first satellite for the BeiDou-2 system called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761b289ecb9e48a9b3981d2439b9bd38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2007, the first satellite of BeiDou-2, namely Compass-M1 (to validate frequencies for the BeiDou-2 constellation) was successfully put into its working orbit. The second BeiDou-2 constellation satellite Compass-G2 was launched on 15 April 2009. On 15 January 2010, the official website of the BeiDou Navigation Satellite System went online, and the system's third satellite (Compass-G1) was carried into its orbit by a Long March 3C rocket on 17 January 2010. On 2 June 2010, the fourth satellite was launched successfully into orbit. The fifth orbiter was launched into space from Xichang Satellite Launch Center by an LM-3I carrier rocket on 1 August 2010. Three months later, on 1 November 2010, the sixth satellite was sent into orbit by LM-3C. Another satellite, the Beidou-2/Compass IGSO-5 (fifth inclined geosynchonous orbit) satellite, was launched from the Xichang Satellite Launch Center by a Long March-3A on 1 December 2011 (UTC).", "targets": "What is the purpose of the Compass-M1 satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761b289ecb9e48a9b3981d2439b9bd38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2007, the first satellite of BeiDou-2, namely Compass-M1 (to validate frequencies for the BeiDou-2 constellation) was successfully put into its working orbit. The second BeiDou-2 constellation satellite Compass-G2 was launched on 15 April 2009. On 15 January 2010, the official website of the BeiDou Navigation Satellite System went online, and the system's third satellite (Compass-G1) was carried into its orbit by a Long March 3C rocket on 17 January 2010. On 2 June 2010, the fourth satellite was launched successfully into orbit. The fifth orbiter was launched into space from Xichang Satellite Launch Center by an LM-3I carrier rocket on 1 August 2010. Three months later, on 1 November 2010, the sixth satellite was sent into orbit by LM-3C. Another satellite, the Beidou-2/Compass IGSO-5 (fifth inclined geosynchonous orbit) satellite, was launched from the Xichang Satellite Launch Center by a Long March-3A on 1 December 2011 (UTC).", "targets": "When was the second satellite for the BeiDou-2 system launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-761b289ecb9e48a9b3981d2439b9bd38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 2007, the first satellite of BeiDou-2, namely Compass-M1 (to validate frequencies for the BeiDou-2 constellation) was successfully put into its working orbit. The second BeiDou-2 constellation satellite Compass-G2 was launched on 15 April 2009. On 15 January 2010, the official website of the BeiDou Navigation Satellite System went online, and the system's third satellite (Compass-G1) was carried into its orbit by a Long March 3C rocket on 17 January 2010. On 2 June 2010, the fourth satellite was launched successfully into orbit. The fifth orbiter was launched into space from Xichang Satellite Launch Center by an LM-3I carrier rocket on 1 August 2010. Three months later, on 1 November 2010, the sixth satellite was sent into orbit by LM-3C. Another satellite, the Beidou-2/Compass IGSO-5 (fifth inclined geosynchonous orbit) satellite, was launched from the Xichang Satellite Launch Center by a Long March-3A on 1 December 2011 (UTC).", "targets": "When was the third satellite for the BeiDou-2 system launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552125c5e64b439e984c1d8cb43c263f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, the Sister City Program of the City of New York, Inc. was restructured and renamed New York City Global Partners. New York City has expanded its international outreach via this program to a network of cities worldwide, promoting the exchange of ideas and innovation between their citizenry and policymakers, according to the city's website. New York's historic sister cities are denoted below by the year they joined New York City's partnership network.", "targets": "What is the new name of the Sister City Program of the City of New York, Inc.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552125c5e64b439e984c1d8cb43c263f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, the Sister City Program of the City of New York, Inc. was restructured and renamed New York City Global Partners. New York City has expanded its international outreach via this program to a network of cities worldwide, promoting the exchange of ideas and innovation between their citizenry and policymakers, according to the city's website. New York's historic sister cities are denoted below by the year they joined New York City's partnership network.", "targets": "In what year did the Sister City Program of the City of New York, Inc. have its name changed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b02da351fe254f7287fa139446a9579d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French irregular forces (Canadian scouts and Indians) harassed Fort William Henry throughout the first half of 1757. In January they ambushed British rangers near Ticonderoga. In February they launched a daring raid against the position across the frozen Lake George, destroying storehouses and buildings outside the main fortification. In early August, Montcalm and 7,000 troops besieged the fort, which capitulated with an agreement to withdraw under parole. When the withdrawal began, some of Montcalm's Indian allies, angered at the lost opportunity for loot, attacked the British column, killing and capturing several hundred men, women, children, and slaves. The aftermath of the siege may have contributed to the transmission of smallpox into remote Indian populations; as some Indians were reported to have traveled from beyond the Mississippi to participate in the campaign and returned afterward having been exposed to European carriers.", "targets": "What troops attacked Fort William Henry in early 1757?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b02da351fe254f7287fa139446a9579d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French irregular forces (Canadian scouts and Indians) harassed Fort William Henry throughout the first half of 1757. In January they ambushed British rangers near Ticonderoga. In February they launched a daring raid against the position across the frozen Lake George, destroying storehouses and buildings outside the main fortification. In early August, Montcalm and 7,000 troops besieged the fort, which capitulated with an agreement to withdraw under parole. When the withdrawal began, some of Montcalm's Indian allies, angered at the lost opportunity for loot, attacked the British column, killing and capturing several hundred men, women, children, and slaves. The aftermath of the siege may have contributed to the transmission of smallpox into remote Indian populations; as some Indians were reported to have traveled from beyond the Mississippi to participate in the campaign and returned afterward having been exposed to European carriers.", "targets": "On what lake did troops attack fort willima henry in winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b02da351fe254f7287fa139446a9579d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "French irregular forces (Canadian scouts and Indians) harassed Fort William Henry throughout the first half of 1757. In January they ambushed British rangers near Ticonderoga. In February they launched a daring raid against the position across the frozen Lake George, destroying storehouses and buildings outside the main fortification. In early August, Montcalm and 7,000 troops besieged the fort, which capitulated with an agreement to withdraw under parole. When the withdrawal began, some of Montcalm's Indian allies, angered at the lost opportunity for loot, attacked the British column, killing and capturing several hundred men, women, children, and slaves. The aftermath of the siege may have contributed to the transmission of smallpox into remote Indian populations; as some Indians were reported to have traveled from beyond the Mississippi to participate in the campaign and returned afterward having been exposed to European carriers.", "targets": "During withdrawal from Fort William Henry, what did some Indian allies of French do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7db3478ed44deaa9014447ff59f3ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most significant fact of early and mid-Qing social history was population growth. The population doubled during the 18th century. People in this period were also remarkably on the move. There is evidence suggesting that the empire's rapidly expanding population was geographically mobile on a scale, which, in term of its volume and its protracted and routinized nature, was unprecedented in Chinese history. Indeed, the Qing government did far more to encourage mobility than to discourage it. Migration took several different forms, though might be divided in two varieties: permanent migration for resettlement, and relocation conceived by the party (in theory at least) as a temporary sojourn. Parties to the latter would include the empire's increasingly large and mobile manual workforce, as well as its densely overlapping internal diaspora of local-origin-based merchant groups. It would also included the patterned movement of Qing subjects overseas, largely to Southeastern Asia, in search of trade and other economic opportunities.", "targets": "What happened in early and middle Qing history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7db3478ed44deaa9014447ff59f3ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most significant fact of early and mid-Qing social history was population growth. The population doubled during the 18th century. People in this period were also remarkably on the move. There is evidence suggesting that the empire's rapidly expanding population was geographically mobile on a scale, which, in term of its volume and its protracted and routinized nature, was unprecedented in Chinese history. Indeed, the Qing government did far more to encourage mobility than to discourage it. Migration took several different forms, though might be divided in two varieties: permanent migration for resettlement, and relocation conceived by the party (in theory at least) as a temporary sojourn. Parties to the latter would include the empire's increasingly large and mobile manual workforce, as well as its densely overlapping internal diaspora of local-origin-based merchant groups. It would also included the patterned movement of Qing subjects overseas, largely to Southeastern Asia, in search of trade and other economic opportunities.", "targets": "How much did the population grow during the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf7db3478ed44deaa9014447ff59f3ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most significant fact of early and mid-Qing social history was population growth. The population doubled during the 18th century. People in this period were also remarkably on the move. There is evidence suggesting that the empire's rapidly expanding population was geographically mobile on a scale, which, in term of its volume and its protracted and routinized nature, was unprecedented in Chinese history. Indeed, the Qing government did far more to encourage mobility than to discourage it. Migration took several different forms, though might be divided in two varieties: permanent migration for resettlement, and relocation conceived by the party (in theory at least) as a temporary sojourn. Parties to the latter would include the empire's increasingly large and mobile manual workforce, as well as its densely overlapping internal diaspora of local-origin-based merchant groups. It would also included the patterned movement of Qing subjects overseas, largely to Southeastern Asia, in search of trade and other economic opportunities.", "targets": "What were the 2 types of migration during the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cb273c59bb74787a451ce698d12d084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Curiously, around half of the protein products of transferred genes aren't even targeted back to the chloroplast. Many became exaptations, taking on new functions like participating in cell division, protein routing, and even disease resistance. A few chloroplast genes found new homes in the mitochondrial genome\u2014most became nonfunctional pseudogenes, though a few tRNA genes still work in the mitochondrion. Some transferred chloroplast DNA protein products get directed to the secretory pathway (though it should be noted that many secondary plastids are bounded by an outermost membrane derived from the host's cell membrane, and therefore topologically outside of the cell, because to reach the chloroplast from the cytosol, you have to cross the cell membrane, just like if you were headed for the extracellular space. In those cases, chloroplast-targeted proteins do initially travel along the secretory pathway).", "targets": "What is the status of most chloroplast genes in the mitochondrion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cb273c59bb74787a451ce698d12d084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Curiously, around half of the protein products of transferred genes aren't even targeted back to the chloroplast. Many became exaptations, taking on new functions like participating in cell division, protein routing, and even disease resistance. A few chloroplast genes found new homes in the mitochondrial genome\u2014most became nonfunctional pseudogenes, though a few tRNA genes still work in the mitochondrion. Some transferred chloroplast DNA protein products get directed to the secretory pathway (though it should be noted that many secondary plastids are bounded by an outermost membrane derived from the host's cell membrane, and therefore topologically outside of the cell, because to reach the chloroplast from the cytosol, you have to cross the cell membrane, just like if you were headed for the extracellular space. In those cases, chloroplast-targeted proteins do initially travel along the secretory pathway).", "targets": "How much of the protein products of transferred genes don't go back to chloroplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cb273c59bb74787a451ce698d12d084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Curiously, around half of the protein products of transferred genes aren't even targeted back to the chloroplast. Many became exaptations, taking on new functions like participating in cell division, protein routing, and even disease resistance. A few chloroplast genes found new homes in the mitochondrial genome\u2014most became nonfunctional pseudogenes, though a few tRNA genes still work in the mitochondrion. Some transferred chloroplast DNA protein products get directed to the secretory pathway (though it should be noted that many secondary plastids are bounded by an outermost membrane derived from the host's cell membrane, and therefore topologically outside of the cell, because to reach the chloroplast from the cytosol, you have to cross the cell membrane, just like if you were headed for the extracellular space. In those cases, chloroplast-targeted proteins do initially travel along the secretory pathway).", "targets": "What new tasks do the protein products of transferred genes take on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cb273c59bb74787a451ce698d12d084", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Curiously, around half of the protein products of transferred genes aren't even targeted back to the chloroplast. Many became exaptations, taking on new functions like participating in cell division, protein routing, and even disease resistance. A few chloroplast genes found new homes in the mitochondrial genome\u2014most became nonfunctional pseudogenes, though a few tRNA genes still work in the mitochondrion. Some transferred chloroplast DNA protein products get directed to the secretory pathway (though it should be noted that many secondary plastids are bounded by an outermost membrane derived from the host's cell membrane, and therefore topologically outside of the cell, because to reach the chloroplast from the cytosol, you have to cross the cell membrane, just like if you were headed for the extracellular space. In those cases, chloroplast-targeted proteins do initially travel along the secretory pathway).", "targets": "What do you have to cross to reach the chloroplast in many secondary plastids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf283c9297cd4820832a4ba2de71eb62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Italy was also part of the Norman kingdom but great mosaics did not survive in this area except the fine mosaic pavement of the Otranto Cathedral from 1166, with mosaics tied into a tree of life, mostly still preserved. The scenes depict biblical characters, warrior kings, medieval beasts, allegories of the months and working activity. Only fragments survived from the original mosaic decoration of Amalfi's Norman Cathedral. The mosaic ambos in the churches of Ravello prove that mosaic art was widespread in Southern Italy during the 11th\u201313th centuries.", "targets": "What region of italy was part of the Norman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf283c9297cd4820832a4ba2de71eb62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Italy was also part of the Norman kingdom but great mosaics did not survive in this area except the fine mosaic pavement of the Otranto Cathedral from 1166, with mosaics tied into a tree of life, mostly still preserved. The scenes depict biblical characters, warrior kings, medieval beasts, allegories of the months and working activity. Only fragments survived from the original mosaic decoration of Amalfi's Norman Cathedral. The mosaic ambos in the churches of Ravello prove that mosaic art was widespread in Southern Italy during the 11th\u201313th centuries.", "targets": "The only surviving mosaic from Norman held souther Italy is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf283c9297cd4820832a4ba2de71eb62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Italy was also part of the Norman kingdom but great mosaics did not survive in this area except the fine mosaic pavement of the Otranto Cathedral from 1166, with mosaics tied into a tree of life, mostly still preserved. The scenes depict biblical characters, warrior kings, medieval beasts, allegories of the months and working activity. Only fragments survived from the original mosaic decoration of Amalfi's Norman Cathedral. The mosaic ambos in the churches of Ravello prove that mosaic art was widespread in Southern Italy during the 11th\u201313th centuries.", "targets": "The mosaics in churches of Ravello prove what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf283c9297cd4820832a4ba2de71eb62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Italy was also part of the Norman kingdom but great mosaics did not survive in this area except the fine mosaic pavement of the Otranto Cathedral from 1166, with mosaics tied into a tree of life, mostly still preserved. The scenes depict biblical characters, warrior kings, medieval beasts, allegories of the months and working activity. Only fragments survived from the original mosaic decoration of Amalfi's Norman Cathedral. The mosaic ambos in the churches of Ravello prove that mosaic art was widespread in Southern Italy during the 11th\u201313th centuries.", "targets": "What year were the mosaic pavements installed at the Otranto Cathedral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf283c9297cd4820832a4ba2de71eb62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern Italy was also part of the Norman kingdom but great mosaics did not survive in this area except the fine mosaic pavement of the Otranto Cathedral from 1166, with mosaics tied into a tree of life, mostly still preserved. The scenes depict biblical characters, warrior kings, medieval beasts, allegories of the months and working activity. Only fragments survived from the original mosaic decoration of Amalfi's Norman Cathedral. The mosaic ambos in the churches of Ravello prove that mosaic art was widespread in Southern Italy during the 11th\u201313th centuries.", "targets": "What survives from the mosaics of Amalfi's Norman Cathedral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fb5fe13e6546f9bd38b1dfeab5274c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since its inception, ABC has had many affiliated stations, which include WABC-TV and WPVI-TV, the first two stations to carry the network's programming. As of March 2015[update], ABC has eight owned-and-operated stations, and current and pending affiliation agreements with 235 additional television stations encompassing 49 states, the District of Columbia, four U.S. possessions, Bermuda and Saba; this makes ABC the largest U.S. broadcast television network by total number of affiliates. The network has an estimated national reach of 96.26% of all households in the United States (or 300,794,157 Americans with at least one television set).", "targets": "What were the first two stations to carry ABC's programming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fb5fe13e6546f9bd38b1dfeab5274c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since its inception, ABC has had many affiliated stations, which include WABC-TV and WPVI-TV, the first two stations to carry the network's programming. As of March 2015[update], ABC has eight owned-and-operated stations, and current and pending affiliation agreements with 235 additional television stations encompassing 49 states, the District of Columbia, four U.S. possessions, Bermuda and Saba; this makes ABC the largest U.S. broadcast television network by total number of affiliates. The network has an estimated national reach of 96.26% of all households in the United States (or 300,794,157 Americans with at least one television set).", "targets": "In March 2015, how many owned-and-operated stations did ABC have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fb5fe13e6546f9bd38b1dfeab5274c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since its inception, ABC has had many affiliated stations, which include WABC-TV and WPVI-TV, the first two stations to carry the network's programming. As of March 2015[update], ABC has eight owned-and-operated stations, and current and pending affiliation agreements with 235 additional television stations encompassing 49 states, the District of Columbia, four U.S. possessions, Bermuda and Saba; this makes ABC the largest U.S. broadcast television network by total number of affiliates. The network has an estimated national reach of 96.26% of all households in the United States (or 300,794,157 Americans with at least one television set).", "targets": "How many stations did ABC have affiliation agreements with in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5fb5fe13e6546f9bd38b1dfeab5274c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since its inception, ABC has had many affiliated stations, which include WABC-TV and WPVI-TV, the first two stations to carry the network's programming. As of March 2015[update], ABC has eight owned-and-operated stations, and current and pending affiliation agreements with 235 additional television stations encompassing 49 states, the District of Columbia, four U.S. possessions, Bermuda and Saba; this makes ABC the largest U.S. broadcast television network by total number of affiliates. The network has an estimated national reach of 96.26% of all households in the United States (or 300,794,157 Americans with at least one television set).", "targets": "What percentage of American households did ABC reach in March 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "Where are the origins of Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "What were the fraternaties of stonemasons origionally responsible for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "Where did the degrees of Freemasonry derived from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "What are the degrees of Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "Freemasons trace their origins to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "How many grades are there in medieval craft guilds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "Craft Freemasonry is also known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc5066c95489427e8bb10c5a75faebd3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry consists of fraternal organisations that trace their origins to the local fraternities of stonemasons, which from the end of the fourteenth century regulated the qualifications of stonemasons and their interaction with authorities and clients. The degrees of freemasonry retain the three grades of medieval craft guilds, those of Apprentice, Journeyman or fellow (now called Fellowcraft), and Master Mason. These are the degrees offered by Craft (or Blue Lodge) Freemasonry. Members of these organisations are known as Freemasons or Masons. There are additional degrees, which vary with locality and jurisdiction, and are usually administered by different bodies than the craft degrees.", "targets": "Members of Craft Masonry are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-152538ca0cb24b519bc401af3573a086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mainstream AC itself has evolved in a similar fashion over the years; traditional AC artists like Barbra Streisand, the Carpenters, Dionne Warwick, Barry Manilow, John Denver, and Olivia Newton-John found it harder to have major Top 40 hits as the 1980s wore on, and due to the influence of MTV, artists who were staples of the Contemporary Hit Radio format, such as Richard Marx, Michael Jackson, Bonnie Tyler, George Michael, Phil Collins, and Laura Branigan began crossing over to the AC charts with greater frequency. Collins has been described by AllMusic as \"one of the most successful pop and adult contemporary singers of the '80s and beyond\". However, with the combination of MTV and AC radio, adult contemporary appeared harder to define as a genre, with established soft-rock artists of the past still charting pop hits and receiving airplay alongside mainstream radio fare from newer artists at the time.", "targets": "Along with Richard Marx, Bonnie Tyler, George Michael, Phil Collins, and Laura Branigan, what artist was also frequently played on Contemporary Hit Radio stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-152538ca0cb24b519bc401af3573a086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mainstream AC itself has evolved in a similar fashion over the years; traditional AC artists like Barbra Streisand, the Carpenters, Dionne Warwick, Barry Manilow, John Denver, and Olivia Newton-John found it harder to have major Top 40 hits as the 1980s wore on, and due to the influence of MTV, artists who were staples of the Contemporary Hit Radio format, such as Richard Marx, Michael Jackson, Bonnie Tyler, George Michael, Phil Collins, and Laura Branigan began crossing over to the AC charts with greater frequency. Collins has been described by AllMusic as \"one of the most successful pop and adult contemporary singers of the '80s and beyond\". However, with the combination of MTV and AC radio, adult contemporary appeared harder to define as a genre, with established soft-rock artists of the past still charting pop hits and receiving airplay alongside mainstream radio fare from newer artists at the time.", "targets": "What television station was responsible for the increasing success of Contemporary Hit Radio artists on the AC charts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-152538ca0cb24b519bc401af3573a086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mainstream AC itself has evolved in a similar fashion over the years; traditional AC artists like Barbra Streisand, the Carpenters, Dionne Warwick, Barry Manilow, John Denver, and Olivia Newton-John found it harder to have major Top 40 hits as the 1980s wore on, and due to the influence of MTV, artists who were staples of the Contemporary Hit Radio format, such as Richard Marx, Michael Jackson, Bonnie Tyler, George Michael, Phil Collins, and Laura Branigan began crossing over to the AC charts with greater frequency. Collins has been described by AllMusic as \"one of the most successful pop and adult contemporary singers of the '80s and beyond\". However, with the combination of MTV and AC radio, adult contemporary appeared harder to define as a genre, with established soft-rock artists of the past still charting pop hits and receiving airplay alongside mainstream radio fare from newer artists at the time.", "targets": "Along with Barbra Streisand, the Carpenters, Dionne Warwick, Barry Manilow and Olivia Newton-John, what adult contemporary staple found it more difficult to score chart hits in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-152538ca0cb24b519bc401af3573a086", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mainstream AC itself has evolved in a similar fashion over the years; traditional AC artists like Barbra Streisand, the Carpenters, Dionne Warwick, Barry Manilow, John Denver, and Olivia Newton-John found it harder to have major Top 40 hits as the 1980s wore on, and due to the influence of MTV, artists who were staples of the Contemporary Hit Radio format, such as Richard Marx, Michael Jackson, Bonnie Tyler, George Michael, Phil Collins, and Laura Branigan began crossing over to the AC charts with greater frequency. Collins has been described by AllMusic as \"one of the most successful pop and adult contemporary singers of the '80s and beyond\". However, with the combination of MTV and AC radio, adult contemporary appeared harder to define as a genre, with established soft-rock artists of the past still charting pop hits and receiving airplay alongside mainstream radio fare from newer artists at the time.", "targets": "Who did Allmusic refer to as \"one of the most successful pop and adult contemporary singers of the '80s and beyond\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65b85d15ee49fd816689f16276f212", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1950s on, the students were also used for unpaid work at schools, where they cleaned and performed repairs. This practice has continued in the Russian Federation, where up to 21 days of the summer holidays is sometimes set aside for school works. By law, this is only allowed as part of specialized occupational training and with the students' and parents' permission, but those provisions are widely ignored. In 2012 there was an accident near city of Nalchik where a car killed several pupils cleaning up a highway shoulder during their \"holiday work\" as well as their teacher who was supervising them.", "targets": "When were students used as workers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65b85d15ee49fd816689f16276f212", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1950s on, the students were also used for unpaid work at schools, where they cleaned and performed repairs. This practice has continued in the Russian Federation, where up to 21 days of the summer holidays is sometimes set aside for school works. By law, this is only allowed as part of specialized occupational training and with the students' and parents' permission, but those provisions are widely ignored. In 2012 there was an accident near city of Nalchik where a car killed several pupils cleaning up a highway shoulder during their \"holiday work\" as well as their teacher who was supervising them.", "targets": "For Russian student workers how many summer days were devoted to work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65b85d15ee49fd816689f16276f212", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1950s on, the students were also used for unpaid work at schools, where they cleaned and performed repairs. This practice has continued in the Russian Federation, where up to 21 days of the summer holidays is sometimes set aside for school works. By law, this is only allowed as part of specialized occupational training and with the students' and parents' permission, but those provisions are widely ignored. In 2012 there was an accident near city of Nalchik where a car killed several pupils cleaning up a highway shoulder during their \"holiday work\" as well as their teacher who was supervising them.", "targets": "Did they need parental consent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c65b85d15ee49fd816689f16276f212", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the 1950s on, the students were also used for unpaid work at schools, where they cleaned and performed repairs. This practice has continued in the Russian Federation, where up to 21 days of the summer holidays is sometimes set aside for school works. By law, this is only allowed as part of specialized occupational training and with the students' and parents' permission, but those provisions are widely ignored. In 2012 there was an accident near city of Nalchik where a car killed several pupils cleaning up a highway shoulder during their \"holiday work\" as well as their teacher who was supervising them.", "targets": "What year were students killed as part of a road cleanup project?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5408e6e77a24f19a525d9cfa8e8ec36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Juscelino Kubitschek bridge, also known as the 'President JK Bridge' or the 'JK Bridge', crosses Lake Parano\u00e1 in Bras\u00edlia. It is named after Juscelino Kubitschek de Oliveira, former president of Brazil. It was designed by architect Alexandre Chan and structural engineer M\u00e1rio Vila Verde. Chan won the Gustav Lindenthal Medal for this project at the 2003 International Bridge Conference in Pittsburgh due to \"...outstanding achievement demonstrating harmony with the environment, aesthetic merit and successful community participation\".", "targets": "What is the JK Bridge a nickname for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5408e6e77a24f19a525d9cfa8e8ec36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Juscelino Kubitschek bridge, also known as the 'President JK Bridge' or the 'JK Bridge', crosses Lake Parano\u00e1 in Bras\u00edlia. It is named after Juscelino Kubitschek de Oliveira, former president of Brazil. It was designed by architect Alexandre Chan and structural engineer M\u00e1rio Vila Verde. Chan won the Gustav Lindenthal Medal for this project at the 2003 International Bridge Conference in Pittsburgh due to \"...outstanding achievement demonstrating harmony with the environment, aesthetic merit and successful community participation\".", "targets": "What does the JK Bridge cross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5408e6e77a24f19a525d9cfa8e8ec36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Juscelino Kubitschek bridge, also known as the 'President JK Bridge' or the 'JK Bridge', crosses Lake Parano\u00e1 in Bras\u00edlia. It is named after Juscelino Kubitschek de Oliveira, former president of Brazil. It was designed by architect Alexandre Chan and structural engineer M\u00e1rio Vila Verde. Chan won the Gustav Lindenthal Medal for this project at the 2003 International Bridge Conference in Pittsburgh due to \"...outstanding achievement demonstrating harmony with the environment, aesthetic merit and successful community participation\".", "targets": "Who was the JK Bridge named for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5408e6e77a24f19a525d9cfa8e8ec36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Juscelino Kubitschek bridge, also known as the 'President JK Bridge' or the 'JK Bridge', crosses Lake Parano\u00e1 in Bras\u00edlia. It is named after Juscelino Kubitschek de Oliveira, former president of Brazil. It was designed by architect Alexandre Chan and structural engineer M\u00e1rio Vila Verde. Chan won the Gustav Lindenthal Medal for this project at the 2003 International Bridge Conference in Pittsburgh due to \"...outstanding achievement demonstrating harmony with the environment, aesthetic merit and successful community participation\".", "targets": "Who was de Oliveira?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5408e6e77a24f19a525d9cfa8e8ec36", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Juscelino Kubitschek bridge, also known as the 'President JK Bridge' or the 'JK Bridge', crosses Lake Parano\u00e1 in Bras\u00edlia. It is named after Juscelino Kubitschek de Oliveira, former president of Brazil. It was designed by architect Alexandre Chan and structural engineer M\u00e1rio Vila Verde. Chan won the Gustav Lindenthal Medal for this project at the 2003 International Bridge Conference in Pittsburgh due to \"...outstanding achievement demonstrating harmony with the environment, aesthetic merit and successful community participation\".", "targets": "Who designed the JK Bridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9efe22e6b8048b79ffc05f1b1eb1518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rivalries between the Arab tribes had caused unrest in the provinces outside Syria, most notably in the Second Muslim Civil War of 680\u2013692 CE and the Berber Revolt of 740\u2013743 CE. During the Second Civil War, leadership of the Umayyad clan shifted from the Sufyanid branch of the family to the Marwanid branch. As the constant campaigning exhausted the resources and manpower of the state, the Umayyads, weakened by the Third Muslim Civil War of 744\u2013747 CE, were finally toppled by the Abbasid Revolution in 750 CE/132 AH. A branch of the family fled across North Africa to Al-Andalus, where they established the Caliphate of C\u00f3rdoba, which lasted until 1031 before falling due to the Fitna of al-\u00c1ndalus.", "targets": "In what year CE did the Second Muslim Civil War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9efe22e6b8048b79ffc05f1b1eb1518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rivalries between the Arab tribes had caused unrest in the provinces outside Syria, most notably in the Second Muslim Civil War of 680\u2013692 CE and the Berber Revolt of 740\u2013743 CE. During the Second Civil War, leadership of the Umayyad clan shifted from the Sufyanid branch of the family to the Marwanid branch. As the constant campaigning exhausted the resources and manpower of the state, the Umayyads, weakened by the Third Muslim Civil War of 744\u2013747 CE, were finally toppled by the Abbasid Revolution in 750 CE/132 AH. A branch of the family fled across North Africa to Al-Andalus, where they established the Caliphate of C\u00f3rdoba, which lasted until 1031 before falling due to the Fitna of al-\u00c1ndalus.", "targets": "During what period did the Berber Revolt occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9efe22e6b8048b79ffc05f1b1eb1518", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rivalries between the Arab tribes had caused unrest in the provinces outside Syria, most notably in the Second Muslim Civil War of 680\u2013692 CE and the Berber Revolt of 740\u2013743 CE. During the Second Civil War, leadership of the Umayyad clan shifted from the Sufyanid branch of the family to the Marwanid branch. As the constant campaigning exhausted the resources and manpower of the state, the Umayyads, weakened by the Third Muslim Civil War of 744\u2013747 CE, were finally toppled by the Abbasid Revolution in 750 CE/132 AH. A branch of the family fled across North Africa to Al-Andalus, where they established the Caliphate of C\u00f3rdoba, which lasted until 1031 before falling due to the Fitna of al-\u00c1ndalus.", "targets": "What branch took over Umayyad leadership during the Second Civil War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72b6b479f45446a48cb37c36f2390ea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Johannine \"agent Christology\" the submission of Jesus to crucifixion is a sacrifice made as an agent of God or servant of God, for the sake of eventual victory. This builds on the salvific theme of the Gospel of John which begins in John 1:29 with John the Baptist's proclamation: \"The Lamb of God who takes away the sins of the world\". Further reinforcement of the concept is provided in Revelation 21:14 where the \"lamb slain but standing\" is the only one worthy of handling the scroll (i.e. the book) containing the names of those who are to be saved.", "targets": "What book details the submission of Jesus to being crucified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72b6b479f45446a48cb37c36f2390ea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Johannine \"agent Christology\" the submission of Jesus to crucifixion is a sacrifice made as an agent of God or servant of God, for the sake of eventual victory. This builds on the salvific theme of the Gospel of John which begins in John 1:29 with John the Baptist's proclamation: \"The Lamb of God who takes away the sins of the world\". Further reinforcement of the concept is provided in Revelation 21:14 where the \"lamb slain but standing\" is the only one worthy of handling the scroll (i.e. the book) containing the names of those who are to be saved.", "targets": "Why did Jesus accept Crucifixion."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72b6b479f45446a48cb37c36f2390ea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Johannine \"agent Christology\" the submission of Jesus to crucifixion is a sacrifice made as an agent of God or servant of God, for the sake of eventual victory. This builds on the salvific theme of the Gospel of John which begins in John 1:29 with John the Baptist's proclamation: \"The Lamb of God who takes away the sins of the world\". Further reinforcement of the concept is provided in Revelation 21:14 where the \"lamb slain but standing\" is the only one worthy of handling the scroll (i.e. the book) containing the names of those who are to be saved.", "targets": "What theme is central is the Gospel of John in resurrection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72b6b479f45446a48cb37c36f2390ea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Johannine \"agent Christology\" the submission of Jesus to crucifixion is a sacrifice made as an agent of God or servant of God, for the sake of eventual victory. This builds on the salvific theme of the Gospel of John which begins in John 1:29 with John the Baptist's proclamation: \"The Lamb of God who takes away the sins of the world\". Further reinforcement of the concept is provided in Revelation 21:14 where the \"lamb slain but standing\" is the only one worthy of handling the scroll (i.e. the book) containing the names of those who are to be saved.", "targets": "How is Resurrection detailed in the book of Revelations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72b6b479f45446a48cb37c36f2390ea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Johannine \"agent Christology\" the submission of Jesus to crucifixion is a sacrifice made as an agent of God or servant of God, for the sake of eventual victory. This builds on the salvific theme of the Gospel of John which begins in John 1:29 with John the Baptist's proclamation: \"The Lamb of God who takes away the sins of the world\". Further reinforcement of the concept is provided in Revelation 21:14 where the \"lamb slain but standing\" is the only one worthy of handling the scroll (i.e. the book) containing the names of those who are to be saved.", "targets": "What is another name for Jesus given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1274ce3d74ea44fc8960e4cd0a390aa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carriers have evolved since their inception in the early twentieth century from wooden vessels used to deploy balloons to nuclear-powered warships that carry dozens of aircraft, including fighter jets and helicopters. As of 3 March 2016, there are thirty-seven active aircraft carriers in the world within twelve navies. The United States Navy has 10 large nuclear-powered carriers (known as supercarriers, carrying up to 90 aircraft each), the largest carriers in the world; the total deckspace is over twice that of all other nations' combined. As well as the supercarrier fleet, the US Navy has nine amphibious assault ships used primarily for helicopters (sometimes called helicopter carriers); these can also carry up to 25 fighter jets, and in some cases, are as large as some other nations' fixed-wing carriers.", "targets": "What were carriers used for in the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1274ce3d74ea44fc8960e4cd0a390aa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carriers have evolved since their inception in the early twentieth century from wooden vessels used to deploy balloons to nuclear-powered warships that carry dozens of aircraft, including fighter jets and helicopters. As of 3 March 2016, there are thirty-seven active aircraft carriers in the world within twelve navies. The United States Navy has 10 large nuclear-powered carriers (known as supercarriers, carrying up to 90 aircraft each), the largest carriers in the world; the total deckspace is over twice that of all other nations' combined. As well as the supercarrier fleet, the US Navy has nine amphibious assault ships used primarily for helicopters (sometimes called helicopter carriers); these can also carry up to 25 fighter jets, and in some cases, are as large as some other nations' fixed-wing carriers.", "targets": "As of 3/3/2016, how many active aircraft carriers are there worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1274ce3d74ea44fc8960e4cd0a390aa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carriers have evolved since their inception in the early twentieth century from wooden vessels used to deploy balloons to nuclear-powered warships that carry dozens of aircraft, including fighter jets and helicopters. As of 3 March 2016, there are thirty-seven active aircraft carriers in the world within twelve navies. The United States Navy has 10 large nuclear-powered carriers (known as supercarriers, carrying up to 90 aircraft each), the largest carriers in the world; the total deckspace is over twice that of all other nations' combined. As well as the supercarrier fleet, the US Navy has nine amphibious assault ships used primarily for helicopters (sometimes called helicopter carriers); these can also carry up to 25 fighter jets, and in some cases, are as large as some other nations' fixed-wing carriers.", "targets": "What is another name for the 10 large nuclear-powered carriers operated by the U.S. Navy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1274ce3d74ea44fc8960e4cd0a390aa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carriers have evolved since their inception in the early twentieth century from wooden vessels used to deploy balloons to nuclear-powered warships that carry dozens of aircraft, including fighter jets and helicopters. As of 3 March 2016, there are thirty-seven active aircraft carriers in the world within twelve navies. The United States Navy has 10 large nuclear-powered carriers (known as supercarriers, carrying up to 90 aircraft each), the largest carriers in the world; the total deckspace is over twice that of all other nations' combined. As well as the supercarrier fleet, the US Navy has nine amphibious assault ships used primarily for helicopters (sometimes called helicopter carriers); these can also carry up to 25 fighter jets, and in some cases, are as large as some other nations' fixed-wing carriers.", "targets": "How many aircraft can supercarriers carry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1274ce3d74ea44fc8960e4cd0a390aa1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carriers have evolved since their inception in the early twentieth century from wooden vessels used to deploy balloons to nuclear-powered warships that carry dozens of aircraft, including fighter jets and helicopters. As of 3 March 2016, there are thirty-seven active aircraft carriers in the world within twelve navies. The United States Navy has 10 large nuclear-powered carriers (known as supercarriers, carrying up to 90 aircraft each), the largest carriers in the world; the total deckspace is over twice that of all other nations' combined. As well as the supercarrier fleet, the US Navy has nine amphibious assault ships used primarily for helicopters (sometimes called helicopter carriers); these can also carry up to 25 fighter jets, and in some cases, are as large as some other nations' fixed-wing carriers.", "targets": "Who owns the largest carriers in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44ba845f4e344cab29174b8d9936995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1861, secessionists in Tennessee's state government\u2014led by Governor Isham Harris\u2014sought voter approval for a convention to sever ties with the United States, but Tennessee voters rejected the referendum by a 54\u201346% margin. The strongest opposition to secession came from East Tennessee (which later tried to form a separate Union-aligned state). Following the Confederate attack upon Fort Sumter in April and Lincoln's call for troops from Tennessee and other states in response, Governor Isham Harris began military mobilization, submitted an ordinance of secession to the General Assembly, and made direct overtures to the Confederate government. The Tennessee legislature ratified an agreement to enter a military league with the Confederate States on May 7, 1861. On June 8, 1861, with people in Middle Tennessee having significantly changed their position, voters approved a second referendum calling for secession, becoming the last state to do so.", "targets": "Which Tennessee governor championed secession in February of 1861?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44ba845f4e344cab29174b8d9936995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1861, secessionists in Tennessee's state government\u2014led by Governor Isham Harris\u2014sought voter approval for a convention to sever ties with the United States, but Tennessee voters rejected the referendum by a 54\u201346% margin. The strongest opposition to secession came from East Tennessee (which later tried to form a separate Union-aligned state). Following the Confederate attack upon Fort Sumter in April and Lincoln's call for troops from Tennessee and other states in response, Governor Isham Harris began military mobilization, submitted an ordinance of secession to the General Assembly, and made direct overtures to the Confederate government. The Tennessee legislature ratified an agreement to enter a military league with the Confederate States on May 7, 1861. On June 8, 1861, with people in Middle Tennessee having significantly changed their position, voters approved a second referendum calling for secession, becoming the last state to do so.", "targets": "Which area of Tennessee was most resistant to secession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44ba845f4e344cab29174b8d9936995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1861, secessionists in Tennessee's state government\u2014led by Governor Isham Harris\u2014sought voter approval for a convention to sever ties with the United States, but Tennessee voters rejected the referendum by a 54\u201346% margin. The strongest opposition to secession came from East Tennessee (which later tried to form a separate Union-aligned state). Following the Confederate attack upon Fort Sumter in April and Lincoln's call for troops from Tennessee and other states in response, Governor Isham Harris began military mobilization, submitted an ordinance of secession to the General Assembly, and made direct overtures to the Confederate government. The Tennessee legislature ratified an agreement to enter a military league with the Confederate States on May 7, 1861. On June 8, 1861, with people in Middle Tennessee having significantly changed their position, voters approved a second referendum calling for secession, becoming the last state to do so.", "targets": "What percentage of voters voted against secession in Tennessee's February 1861 referendum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44ba845f4e344cab29174b8d9936995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1861, secessionists in Tennessee's state government\u2014led by Governor Isham Harris\u2014sought voter approval for a convention to sever ties with the United States, but Tennessee voters rejected the referendum by a 54\u201346% margin. The strongest opposition to secession came from East Tennessee (which later tried to form a separate Union-aligned state). Following the Confederate attack upon Fort Sumter in April and Lincoln's call for troops from Tennessee and other states in response, Governor Isham Harris began military mobilization, submitted an ordinance of secession to the General Assembly, and made direct overtures to the Confederate government. The Tennessee legislature ratified an agreement to enter a military league with the Confederate States on May 7, 1861. On June 8, 1861, with people in Middle Tennessee having significantly changed their position, voters approved a second referendum calling for secession, becoming the last state to do so.", "targets": "On which date did Tennessee enter a military alliance with the Confederacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44ba845f4e344cab29174b8d9936995", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1861, secessionists in Tennessee's state government\u2014led by Governor Isham Harris\u2014sought voter approval for a convention to sever ties with the United States, but Tennessee voters rejected the referendum by a 54\u201346% margin. The strongest opposition to secession came from East Tennessee (which later tried to form a separate Union-aligned state). Following the Confederate attack upon Fort Sumter in April and Lincoln's call for troops from Tennessee and other states in response, Governor Isham Harris began military mobilization, submitted an ordinance of secession to the General Assembly, and made direct overtures to the Confederate government. The Tennessee legislature ratified an agreement to enter a military league with the Confederate States on May 7, 1861. On June 8, 1861, with people in Middle Tennessee having significantly changed their position, voters approved a second referendum calling for secession, becoming the last state to do so.", "targets": "Which region of Tennessee swung in favor of secession in the June 1861 referendum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a69e276ff094eec9a98f3152310d1d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella [a kap\u02c8p\u025blla] (Italian for \"in the manner of the chapel\") music is specifically group or solo singing without instrumental accompaniment, or a piece intended to be performed in this way. It contrasts with cantata, which is accompanied singing. The term \"a cappella\" was originally intended to differentiate between Renaissance polyphony and Baroque concertato style. In the 19th century a renewed interest in Renaissance polyphony coupled with an ignorance of the fact that vocal parts were often doubled by instrumentalists led to the term coming to mean unaccompanied vocal music. The term is also used, albeit rarely, as a synonym for alla breve.", "targets": "What does A cappella mean in the Italian language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a69e276ff094eec9a98f3152310d1d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella [a kap\u02c8p\u025blla] (Italian for \"in the manner of the chapel\") music is specifically group or solo singing without instrumental accompaniment, or a piece intended to be performed in this way. It contrasts with cantata, which is accompanied singing. The term \"a cappella\" was originally intended to differentiate between Renaissance polyphony and Baroque concertato style. In the 19th century a renewed interest in Renaissance polyphony coupled with an ignorance of the fact that vocal parts were often doubled by instrumentalists led to the term coming to mean unaccompanied vocal music. The term is also used, albeit rarely, as a synonym for alla breve.", "targets": "What is another term occasionally used to refer to A cappella?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a69e276ff094eec9a98f3152310d1d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella [a kap\u02c8p\u025blla] (Italian for \"in the manner of the chapel\") music is specifically group or solo singing without instrumental accompaniment, or a piece intended to be performed in this way. It contrasts with cantata, which is accompanied singing. The term \"a cappella\" was originally intended to differentiate between Renaissance polyphony and Baroque concertato style. In the 19th century a renewed interest in Renaissance polyphony coupled with an ignorance of the fact that vocal parts were often doubled by instrumentalists led to the term coming to mean unaccompanied vocal music. The term is also used, albeit rarely, as a synonym for alla breve.", "targets": "At what point did Renaissance polyphony become popular again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a69e276ff094eec9a98f3152310d1d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella [a kap\u02c8p\u025blla] (Italian for \"in the manner of the chapel\") music is specifically group or solo singing without instrumental accompaniment, or a piece intended to be performed in this way. It contrasts with cantata, which is accompanied singing. The term \"a cappella\" was originally intended to differentiate between Renaissance polyphony and Baroque concertato style. In the 19th century a renewed interest in Renaissance polyphony coupled with an ignorance of the fact that vocal parts were often doubled by instrumentalists led to the term coming to mean unaccompanied vocal music. The term is also used, albeit rarely, as a synonym for alla breve.", "targets": "How is A cappella currently defined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a69e276ff094eec9a98f3152310d1d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A cappella [a kap\u02c8p\u025blla] (Italian for \"in the manner of the chapel\") music is specifically group or solo singing without instrumental accompaniment, or a piece intended to be performed in this way. It contrasts with cantata, which is accompanied singing. The term \"a cappella\" was originally intended to differentiate between Renaissance polyphony and Baroque concertato style. In the 19th century a renewed interest in Renaissance polyphony coupled with an ignorance of the fact that vocal parts were often doubled by instrumentalists led to the term coming to mean unaccompanied vocal music. The term is also used, albeit rarely, as a synonym for alla breve.", "targets": "A cappella was originally used to tell the difference between which two styles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e03efeda1fef49b78c51fb754cea6d64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish language has been present in what is now the United States since the 16th and 17th centuries, with the arrival of Spanish colonization in North America that would later become the states of Florida, Texas, Colorado, New Mexico, Arizona, Nevada, Utah, and California. The Spanish explorers explored areas of 42 future U.S. states leaving behind a varying range of Hispanic legacy in the North American continent. Additionally, western regions of the Louisiana Territory were under Spanish rule between 1763 to 1800, after the French and Indian War, further extending the Spanish influence throughout modern-day United States of America.", "targets": "How old is the Spanish language in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e03efeda1fef49b78c51fb754cea6d64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish language has been present in what is now the United States since the 16th and 17th centuries, with the arrival of Spanish colonization in North America that would later become the states of Florida, Texas, Colorado, New Mexico, Arizona, Nevada, Utah, and California. The Spanish explorers explored areas of 42 future U.S. states leaving behind a varying range of Hispanic legacy in the North American continent. Additionally, western regions of the Louisiana Territory were under Spanish rule between 1763 to 1800, after the French and Indian War, further extending the Spanish influence throughout modern-day United States of America.", "targets": "Where in the United States did the Spanish explore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e03efeda1fef49b78c51fb754cea6d64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish language has been present in what is now the United States since the 16th and 17th centuries, with the arrival of Spanish colonization in North America that would later become the states of Florida, Texas, Colorado, New Mexico, Arizona, Nevada, Utah, and California. The Spanish explorers explored areas of 42 future U.S. states leaving behind a varying range of Hispanic legacy in the North American continent. Additionally, western regions of the Louisiana Territory were under Spanish rule between 1763 to 1800, after the French and Indian War, further extending the Spanish influence throughout modern-day United States of America.", "targets": "Were there states ruled by the Spanish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e03efeda1fef49b78c51fb754cea6d64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish language has been present in what is now the United States since the 16th and 17th centuries, with the arrival of Spanish colonization in North America that would later become the states of Florida, Texas, Colorado, New Mexico, Arizona, Nevada, Utah, and California. The Spanish explorers explored areas of 42 future U.S. states leaving behind a varying range of Hispanic legacy in the North American continent. Additionally, western regions of the Louisiana Territory were under Spanish rule between 1763 to 1800, after the French and Indian War, further extending the Spanish influence throughout modern-day United States of America.", "targets": "Did the Spanish conquer land in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e03efeda1fef49b78c51fb754cea6d64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Spanish language has been present in what is now the United States since the 16th and 17th centuries, with the arrival of Spanish colonization in North America that would later become the states of Florida, Texas, Colorado, New Mexico, Arizona, Nevada, Utah, and California. The Spanish explorers explored areas of 42 future U.S. states leaving behind a varying range of Hispanic legacy in the North American continent. Additionally, western regions of the Louisiana Territory were under Spanish rule between 1763 to 1800, after the French and Indian War, further extending the Spanish influence throughout modern-day United States of America.", "targets": "Do the Spanish have a legacy in America from their forefathers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14b4da0e3d264132ac7e5440c950f4dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, renewable energy plays a major role in the energy mix of many countries globally. Renewables are becoming increasingly economic in both developing and developed countries. Prices for renewable energy technologies, primarily wind power and solar power, continued to drop, making renewables competitive with conventional energy sources. Without a level playing field, however, high market penetration of renewables is still dependent on a robust promotional policies. Fossil fuel subsidies, which are far higher than those for renewable energy, remain in place and quickly need to be phased out.", "targets": "What plays a major role in the energy mix of many countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14b4da0e3d264132ac7e5440c950f4dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, renewable energy plays a major role in the energy mix of many countries globally. Renewables are becoming increasingly economic in both developing and developed countries. Prices for renewable energy technologies, primarily wind power and solar power, continued to drop, making renewables competitive with conventional energy sources. Without a level playing field, however, high market penetration of renewables is still dependent on a robust promotional policies. Fossil fuel subsidies, which are far higher than those for renewable energy, remain in place and quickly need to be phased out.", "targets": "What is becoming increasingly economic in both developing and devloped countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14b4da0e3d264132ac7e5440c950f4dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As of 2012, renewable energy plays a major role in the energy mix of many countries globally. Renewables are becoming increasingly economic in both developing and developed countries. Prices for renewable energy technologies, primarily wind power and solar power, continued to drop, making renewables competitive with conventional energy sources. Without a level playing field, however, high market penetration of renewables is still dependent on a robust promotional policies. Fossil fuel subsidies, which are far higher than those for renewable energy, remain in place and quickly need to be phased out.", "targets": "As of 2012, prices for what commodity continued to drop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6788878d784e3fabffc27f899a05d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire is smaller than its historical extent following a major reform of local government. In 1889, the administrative county of Lancashire was created, covering the historical county except for the county boroughs such as Blackburn, Burnley, Barrow-in-Furness, Preston, Wigan, Liverpool and Manchester. The area served by the Lord-Lieutenant (termed now a ceremonial county) covered the entirety of the administrative county and the county boroughs, and was expanded whenever boroughs annexed areas in neighbouring counties such as Wythenshawe in Manchester south of the River Mersey and historically in Cheshire, and southern Warrington. It did not cover the western part of Todmorden, where the ancient border between Lancashire and Yorkshire passes through the middle of the town.", "targets": "When was the administrative county of Lancashire created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6788878d784e3fabffc27f899a05d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire is smaller than its historical extent following a major reform of local government. In 1889, the administrative county of Lancashire was created, covering the historical county except for the county boroughs such as Blackburn, Burnley, Barrow-in-Furness, Preston, Wigan, Liverpool and Manchester. The area served by the Lord-Lieutenant (termed now a ceremonial county) covered the entirety of the administrative county and the county boroughs, and was expanded whenever boroughs annexed areas in neighbouring counties such as Wythenshawe in Manchester south of the River Mersey and historically in Cheshire, and southern Warrington. It did not cover the western part of Todmorden, where the ancient border between Lancashire and Yorkshire passes through the middle of the town.", "targets": "What is the area served by the Lord-Lieutenant called now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6788878d784e3fabffc27f899a05d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire is smaller than its historical extent following a major reform of local government. In 1889, the administrative county of Lancashire was created, covering the historical county except for the county boroughs such as Blackburn, Burnley, Barrow-in-Furness, Preston, Wigan, Liverpool and Manchester. The area served by the Lord-Lieutenant (termed now a ceremonial county) covered the entirety of the administrative county and the county boroughs, and was expanded whenever boroughs annexed areas in neighbouring counties such as Wythenshawe in Manchester south of the River Mersey and historically in Cheshire, and southern Warrington. It did not cover the western part of Todmorden, where the ancient border between Lancashire and Yorkshire passes through the middle of the town.", "targets": "Where is the ancient border between Lancashire and Yorkshire located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6788878d784e3fabffc27f899a05d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire is smaller than its historical extent following a major reform of local government. In 1889, the administrative county of Lancashire was created, covering the historical county except for the county boroughs such as Blackburn, Burnley, Barrow-in-Furness, Preston, Wigan, Liverpool and Manchester. The area served by the Lord-Lieutenant (termed now a ceremonial county) covered the entirety of the administrative county and the county boroughs, and was expanded whenever boroughs annexed areas in neighbouring counties such as Wythenshawe in Manchester south of the River Mersey and historically in Cheshire, and southern Warrington. It did not cover the western part of Todmorden, where the ancient border between Lancashire and Yorkshire passes through the middle of the town.", "targets": "Why is Lancashire smaller than its historical extent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6788878d784e3fabffc27f899a05d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lancashire is smaller than its historical extent following a major reform of local government. In 1889, the administrative county of Lancashire was created, covering the historical county except for the county boroughs such as Blackburn, Burnley, Barrow-in-Furness, Preston, Wigan, Liverpool and Manchester. The area served by the Lord-Lieutenant (termed now a ceremonial county) covered the entirety of the administrative county and the county boroughs, and was expanded whenever boroughs annexed areas in neighbouring counties such as Wythenshawe in Manchester south of the River Mersey and historically in Cheshire, and southern Warrington. It did not cover the western part of Todmorden, where the ancient border between Lancashire and Yorkshire passes through the middle of the town.", "targets": "What area is covered by the Lord-Lieutenant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83fe76ee5585489b8120b7567dd4b569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1976 John Goldsmith introduced autosegmental phonology. Phonological phenomena are no longer seen as operating on one linear sequence of segments, called phonemes or feature combinations, but rather as involving some parallel sequences of features which reside on multiple tiers. Autosegmental phonology later evolved into feature geometry, which became the standard theory of representation for theories of the organization of phonology as different as lexical phonology and optimality theory.", "targets": "Who founded autosegmental phonology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83fe76ee5585489b8120b7567dd4b569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1976 John Goldsmith introduced autosegmental phonology. Phonological phenomena are no longer seen as operating on one linear sequence of segments, called phonemes or feature combinations, but rather as involving some parallel sequences of features which reside on multiple tiers. Autosegmental phonology later evolved into feature geometry, which became the standard theory of representation for theories of the organization of phonology as different as lexical phonology and optimality theory.", "targets": "When did John Goldsmith share his work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83fe76ee5585489b8120b7567dd4b569", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1976 John Goldsmith introduced autosegmental phonology. Phonological phenomena are no longer seen as operating on one linear sequence of segments, called phonemes or feature combinations, but rather as involving some parallel sequences of features which reside on multiple tiers. Autosegmental phonology later evolved into feature geometry, which became the standard theory of representation for theories of the organization of phonology as different as lexical phonology and optimality theory.", "targets": "What did Autosegmental phonology morph into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a787e7d7c64afbb59b66cbff484fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang, as the heartland of the Jiangnan (Yangtze River Delta), remained the wealthiest area during the Six Dynasties (220 or 222\u2013589), Sui, and Tang. After being incorporated into the Sui dynasty, its economic richness was used for the Sui dynasty's ambitions to expand north and south, particularly into Korea and Vietnam. The plan led the Sui dynasty to restore and expand the network which became the Grand Canal of China. The Canal regularly transported grains and resources from Zhejiang, through its metropolitan center Hangzhou (and its hinterland along both the Zhe River and the shores of Hangzhou Bay), and from Suzhou, and thence to the North China Plain. The d\u00e9b\u00e2cle of the Korean war led to Sui's overthrow by the Tang, who then presided over a centuries-long golden age for the country. Zhejiang was an important economic center of the empire's Jiangnan East Circuit and was considered particularly prosperous. Throughout the Tang dynasty, The Grand Canal had remained effective, transporting grains and material resources to North China plain and metropolitan centers of the empire. As the Tang Dynasty disintegrated, Zhejiang constituted most of the territory of the regional kingdom of Wuyue.", "targets": "When did the Six Dynasties end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a787e7d7c64afbb59b66cbff484fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang, as the heartland of the Jiangnan (Yangtze River Delta), remained the wealthiest area during the Six Dynasties (220 or 222\u2013589), Sui, and Tang. After being incorporated into the Sui dynasty, its economic richness was used for the Sui dynasty's ambitions to expand north and south, particularly into Korea and Vietnam. The plan led the Sui dynasty to restore and expand the network which became the Grand Canal of China. The Canal regularly transported grains and resources from Zhejiang, through its metropolitan center Hangzhou (and its hinterland along both the Zhe River and the shores of Hangzhou Bay), and from Suzhou, and thence to the North China Plain. The d\u00e9b\u00e2cle of the Korean war led to Sui's overthrow by the Tang, who then presided over a centuries-long golden age for the country. Zhejiang was an important economic center of the empire's Jiangnan East Circuit and was considered particularly prosperous. Throughout the Tang dynasty, The Grand Canal had remained effective, transporting grains and material resources to North China plain and metropolitan centers of the empire. As the Tang Dynasty disintegrated, Zhejiang constituted most of the territory of the regional kingdom of Wuyue.", "targets": "What was the wealthiest area during the Six Dynasties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a787e7d7c64afbb59b66cbff484fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang, as the heartland of the Jiangnan (Yangtze River Delta), remained the wealthiest area during the Six Dynasties (220 or 222\u2013589), Sui, and Tang. After being incorporated into the Sui dynasty, its economic richness was used for the Sui dynasty's ambitions to expand north and south, particularly into Korea and Vietnam. The plan led the Sui dynasty to restore and expand the network which became the Grand Canal of China. The Canal regularly transported grains and resources from Zhejiang, through its metropolitan center Hangzhou (and its hinterland along both the Zhe River and the shores of Hangzhou Bay), and from Suzhou, and thence to the North China Plain. The d\u00e9b\u00e2cle of the Korean war led to Sui's overthrow by the Tang, who then presided over a centuries-long golden age for the country. Zhejiang was an important economic center of the empire's Jiangnan East Circuit and was considered particularly prosperous. Throughout the Tang dynasty, The Grand Canal had remained effective, transporting grains and material resources to North China plain and metropolitan centers of the empire. As the Tang Dynasty disintegrated, Zhejiang constituted most of the territory of the regional kingdom of Wuyue.", "targets": "Which dynasty restored and expanded the network that became the Grand Canal of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-23a787e7d7c64afbb59b66cbff484fc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang, as the heartland of the Jiangnan (Yangtze River Delta), remained the wealthiest area during the Six Dynasties (220 or 222\u2013589), Sui, and Tang. After being incorporated into the Sui dynasty, its economic richness was used for the Sui dynasty's ambitions to expand north and south, particularly into Korea and Vietnam. The plan led the Sui dynasty to restore and expand the network which became the Grand Canal of China. The Canal regularly transported grains and resources from Zhejiang, through its metropolitan center Hangzhou (and its hinterland along both the Zhe River and the shores of Hangzhou Bay), and from Suzhou, and thence to the North China Plain. The d\u00e9b\u00e2cle of the Korean war led to Sui's overthrow by the Tang, who then presided over a centuries-long golden age for the country. Zhejiang was an important economic center of the empire's Jiangnan East Circuit and was considered particularly prosperous. Throughout the Tang dynasty, The Grand Canal had remained effective, transporting grains and material resources to North China plain and metropolitan centers of the empire. As the Tang Dynasty disintegrated, Zhejiang constituted most of the territory of the regional kingdom of Wuyue.", "targets": "What river was one of the Grand Canal of China's hinterlands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb5a936a2534e7485b8c2e417afab5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous reformer of Estonian, Johannes Aavik (1880\u20131973), used creations ex nihilo (cf. \u2018free constructions\u2019, Tauli 1977), along with other sources of lexical enrichment such as derivations, compositions and loanwords (often from Finnish; cf. Saareste and Raun 1965: 76). In Aavik\u2019s dictionary (1921), which lists approximately 4000 words, there are many words which were (allegedly) created ex nihilo, many of which are in common use today. Examples are", "targets": "Of all of Estonian's language reformers who is the most well known?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb5a936a2534e7485b8c2e417afab5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous reformer of Estonian, Johannes Aavik (1880\u20131973), used creations ex nihilo (cf. \u2018free constructions\u2019, Tauli 1977), along with other sources of lexical enrichment such as derivations, compositions and loanwords (often from Finnish; cf. Saareste and Raun 1965: 76). In Aavik\u2019s dictionary (1921), which lists approximately 4000 words, there are many words which were (allegedly) created ex nihilo, many of which are in common use today. Examples are", "targets": "What was the period of time in which Johannes Aavik was alive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb5a936a2534e7485b8c2e417afab5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous reformer of Estonian, Johannes Aavik (1880\u20131973), used creations ex nihilo (cf. \u2018free constructions\u2019, Tauli 1977), along with other sources of lexical enrichment such as derivations, compositions and loanwords (often from Finnish; cf. Saareste and Raun 1965: 76). In Aavik\u2019s dictionary (1921), which lists approximately 4000 words, there are many words which were (allegedly) created ex nihilo, many of which are in common use today. Examples are", "targets": "What is the technique Aavic used to create Estonian words out of nothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb5a936a2534e7485b8c2e417afab5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous reformer of Estonian, Johannes Aavik (1880\u20131973), used creations ex nihilo (cf. \u2018free constructions\u2019, Tauli 1977), along with other sources of lexical enrichment such as derivations, compositions and loanwords (often from Finnish; cf. Saareste and Raun 1965: 76). In Aavik\u2019s dictionary (1921), which lists approximately 4000 words, there are many words which were (allegedly) created ex nihilo, many of which are in common use today. Examples are", "targets": "In what publication can examples of ex nihilo words be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3cb5a936a2534e7485b8c2e417afab5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most famous reformer of Estonian, Johannes Aavik (1880\u20131973), used creations ex nihilo (cf. \u2018free constructions\u2019, Tauli 1977), along with other sources of lexical enrichment such as derivations, compositions and loanwords (often from Finnish; cf. Saareste and Raun 1965: 76). In Aavik\u2019s dictionary (1921), which lists approximately 4000 words, there are many words which were (allegedly) created ex nihilo, many of which are in common use today. Examples are", "targets": "How many words did Aavik put in his dictionary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e320d581e964f5e8c03344656b3b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book has also been adapted as a play by Christopher Sergel. It debuted in 1990 in Monroeville, a town that labels itself \"The Literary Capital of Alabama\". The play runs every May on the county courthouse grounds and townspeople make up the cast. White male audience members are chosen at the intermission to make up the jury. During the courtroom scene the production moves into the Monroe County Courthouse and the audience is racially segregated. Author Albert Murray said of the relationship of the town to the novel (and the annual performance): \"It becomes part of the town ritual, like the religious underpinning of Mardi Gras. With the whole town crowded around the actual courthouse, it's part of a central, civic education\u2014what Monroeville aspires to be.\"", "targets": "Who turned the novel into a play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e320d581e964f5e8c03344656b3b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book has also been adapted as a play by Christopher Sergel. It debuted in 1990 in Monroeville, a town that labels itself \"The Literary Capital of Alabama\". The play runs every May on the county courthouse grounds and townspeople make up the cast. White male audience members are chosen at the intermission to make up the jury. During the courtroom scene the production moves into the Monroe County Courthouse and the audience is racially segregated. Author Albert Murray said of the relationship of the town to the novel (and the annual performance): \"It becomes part of the town ritual, like the religious underpinning of Mardi Gras. With the whole town crowded around the actual courthouse, it's part of a central, civic education\u2014what Monroeville aspires to be.\"", "targets": "When was the play for To Kill a Mockingbird first performed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e320d581e964f5e8c03344656b3b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book has also been adapted as a play by Christopher Sergel. It debuted in 1990 in Monroeville, a town that labels itself \"The Literary Capital of Alabama\". The play runs every May on the county courthouse grounds and townspeople make up the cast. White male audience members are chosen at the intermission to make up the jury. During the courtroom scene the production moves into the Monroe County Courthouse and the audience is racially segregated. Author Albert Murray said of the relationship of the town to the novel (and the annual performance): \"It becomes part of the town ritual, like the religious underpinning of Mardi Gras. With the whole town crowded around the actual courthouse, it's part of a central, civic education\u2014what Monroeville aspires to be.\"", "targets": "What town labeled itself \"The Literary Capital of Alabama\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e320d581e964f5e8c03344656b3b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book has also been adapted as a play by Christopher Sergel. It debuted in 1990 in Monroeville, a town that labels itself \"The Literary Capital of Alabama\". The play runs every May on the county courthouse grounds and townspeople make up the cast. White male audience members are chosen at the intermission to make up the jury. During the courtroom scene the production moves into the Monroe County Courthouse and the audience is racially segregated. Author Albert Murray said of the relationship of the town to the novel (and the annual performance): \"It becomes part of the town ritual, like the religious underpinning of Mardi Gras. With the whole town crowded around the actual courthouse, it's part of a central, civic education\u2014what Monroeville aspires to be.\"", "targets": "Who makes up the cast of the annual play based on the book performed in Monroeville?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e320d581e964f5e8c03344656b3b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The book has also been adapted as a play by Christopher Sergel. It debuted in 1990 in Monroeville, a town that labels itself \"The Literary Capital of Alabama\". The play runs every May on the county courthouse grounds and townspeople make up the cast. White male audience members are chosen at the intermission to make up the jury. During the courtroom scene the production moves into the Monroe County Courthouse and the audience is racially segregated. Author Albert Murray said of the relationship of the town to the novel (and the annual performance): \"It becomes part of the town ritual, like the religious underpinning of Mardi Gras. With the whole town crowded around the actual courthouse, it's part of a central, civic education\u2014what Monroeville aspires to be.\"", "targets": "During the courtroom scene, what happens to the audience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5435a226cbe24d14bac7bbd2e4952418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A lone naked human is at a physical disadvantage to other comparable apex predators in areas such as speed, bone density, weight, and physical strength. Humans also lack innate weaponry such as claws. Without crafted weapons, society, or cleverness, a lone human can easily be defeated by fit predatory animals, such as wild dogs, big cats and bears (see Man-eater). However, humans are not solitary creatures; they are social animals with highly developed social behaviors. Early humans, such as Homo erectus, have been using stone tools and weapons for well over a million years. Anatomically modern humans have been apex predators since they first evolved, and many species of carnivorous megafauna actively avoid interacting with humans; the primary environmental competitor for a human is other humans. The one subspecies of carnivorous megafauna that does interact frequently with humans in predatory roles is the domestic dog, but usually as a partner in predation especially if they hunt together. Cannibalism has occurred in various places, among various cultures, and for various reasons. At least a few people, such as the Donner party, are said to have resorted to it in desperation.", "targets": "What physical disadvantages do humans have against other apex predators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5435a226cbe24d14bac7bbd2e4952418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A lone naked human is at a physical disadvantage to other comparable apex predators in areas such as speed, bone density, weight, and physical strength. Humans also lack innate weaponry such as claws. Without crafted weapons, society, or cleverness, a lone human can easily be defeated by fit predatory animals, such as wild dogs, big cats and bears (see Man-eater). However, humans are not solitary creatures; they are social animals with highly developed social behaviors. Early humans, such as Homo erectus, have been using stone tools and weapons for well over a million years. Anatomically modern humans have been apex predators since they first evolved, and many species of carnivorous megafauna actively avoid interacting with humans; the primary environmental competitor for a human is other humans. The one subspecies of carnivorous megafauna that does interact frequently with humans in predatory roles is the domestic dog, but usually as a partner in predation especially if they hunt together. Cannibalism has occurred in various places, among various cultures, and for various reasons. At least a few people, such as the Donner party, are said to have resorted to it in desperation.", "targets": "For how long have humans been using stone tools and weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5435a226cbe24d14bac7bbd2e4952418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A lone naked human is at a physical disadvantage to other comparable apex predators in areas such as speed, bone density, weight, and physical strength. Humans also lack innate weaponry such as claws. Without crafted weapons, society, or cleverness, a lone human can easily be defeated by fit predatory animals, such as wild dogs, big cats and bears (see Man-eater). However, humans are not solitary creatures; they are social animals with highly developed social behaviors. Early humans, such as Homo erectus, have been using stone tools and weapons for well over a million years. Anatomically modern humans have been apex predators since they first evolved, and many species of carnivorous megafauna actively avoid interacting with humans; the primary environmental competitor for a human is other humans. The one subspecies of carnivorous megafauna that does interact frequently with humans in predatory roles is the domestic dog, but usually as a partner in predation especially if they hunt together. Cannibalism has occurred in various places, among various cultures, and for various reasons. At least a few people, such as the Donner party, are said to have resorted to it in desperation.", "targets": "What are humans' primary competitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5435a226cbe24d14bac7bbd2e4952418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A lone naked human is at a physical disadvantage to other comparable apex predators in areas such as speed, bone density, weight, and physical strength. Humans also lack innate weaponry such as claws. Without crafted weapons, society, or cleverness, a lone human can easily be defeated by fit predatory animals, such as wild dogs, big cats and bears (see Man-eater). However, humans are not solitary creatures; they are social animals with highly developed social behaviors. Early humans, such as Homo erectus, have been using stone tools and weapons for well over a million years. Anatomically modern humans have been apex predators since they first evolved, and many species of carnivorous megafauna actively avoid interacting with humans; the primary environmental competitor for a human is other humans. The one subspecies of carnivorous megafauna that does interact frequently with humans in predatory roles is the domestic dog, but usually as a partner in predation especially if they hunt together. Cannibalism has occurred in various places, among various cultures, and for various reasons. At least a few people, such as the Donner party, are said to have resorted to it in desperation.", "targets": "What is one known istance of cannibalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5435a226cbe24d14bac7bbd2e4952418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A lone naked human is at a physical disadvantage to other comparable apex predators in areas such as speed, bone density, weight, and physical strength. Humans also lack innate weaponry such as claws. Without crafted weapons, society, or cleverness, a lone human can easily be defeated by fit predatory animals, such as wild dogs, big cats and bears (see Man-eater). However, humans are not solitary creatures; they are social animals with highly developed social behaviors. Early humans, such as Homo erectus, have been using stone tools and weapons for well over a million years. Anatomically modern humans have been apex predators since they first evolved, and many species of carnivorous megafauna actively avoid interacting with humans; the primary environmental competitor for a human is other humans. The one subspecies of carnivorous megafauna that does interact frequently with humans in predatory roles is the domestic dog, but usually as a partner in predation especially if they hunt together. Cannibalism has occurred in various places, among various cultures, and for various reasons. At least a few people, such as the Donner party, are said to have resorted to it in desperation.", "targets": "With what species do humans hunt in partnership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6825a11a51fd489a9c3922127a5359a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the earliest surviving examples of European quilting, the late 14th-century Sicilian Tristan Quilt, is also held by the collection. The collection has numerous examples of various types of textiles designed by William Morris, including, embroidery, woven fabrics, tapestries (Including 'The Forest' tapestry of 1887), rugs and carpets, as well as pattern books and paper designs. The art deco period is covered by rugs and fabrics designed by Marion Dorn. From the same period there is a rug designed by Serge Chermayeff.", "targets": "When is the Sicilian Tristan Quilt dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6825a11a51fd489a9c3922127a5359a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the earliest surviving examples of European quilting, the late 14th-century Sicilian Tristan Quilt, is also held by the collection. The collection has numerous examples of various types of textiles designed by William Morris, including, embroidery, woven fabrics, tapestries (Including 'The Forest' tapestry of 1887), rugs and carpets, as well as pattern books and paper designs. The art deco period is covered by rugs and fabrics designed by Marion Dorn. From the same period there is a rug designed by Serge Chermayeff.", "targets": "Who designed The Forest tapestry in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6825a11a51fd489a9c3922127a5359a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the earliest surviving examples of European quilting, the late 14th-century Sicilian Tristan Quilt, is also held by the collection. The collection has numerous examples of various types of textiles designed by William Morris, including, embroidery, woven fabrics, tapestries (Including 'The Forest' tapestry of 1887), rugs and carpets, as well as pattern books and paper designs. The art deco period is covered by rugs and fabrics designed by Marion Dorn. From the same period there is a rug designed by Serge Chermayeff.", "targets": "In which year was the The Forest tapestry created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6825a11a51fd489a9c3922127a5359a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the earliest surviving examples of European quilting, the late 14th-century Sicilian Tristan Quilt, is also held by the collection. The collection has numerous examples of various types of textiles designed by William Morris, including, embroidery, woven fabrics, tapestries (Including 'The Forest' tapestry of 1887), rugs and carpets, as well as pattern books and paper designs. The art deco period is covered by rugs and fabrics designed by Marion Dorn. From the same period there is a rug designed by Serge Chermayeff.", "targets": "The Art Deco period of textiles works is represented by which American artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6825a11a51fd489a9c3922127a5359a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the earliest surviving examples of European quilting, the late 14th-century Sicilian Tristan Quilt, is also held by the collection. The collection has numerous examples of various types of textiles designed by William Morris, including, embroidery, woven fabrics, tapestries (Including 'The Forest' tapestry of 1887), rugs and carpets, as well as pattern books and paper designs. The art deco period is covered by rugs and fabrics designed by Marion Dorn. From the same period there is a rug designed by Serge Chermayeff.", "targets": "A rug by which Russian-born British designer is included in the V&A collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What does evidence suggest hunting may have been a factor in the extinction of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What was the North American megafauna extinction coincidental with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What are humans thought to have played a significant role in, in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "When was Australian's megafauna widespread?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What along with multiple environmental factors led to the extinction of the holocene megafauna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What replaced the holocene megafauna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What event was coincidental with the North American megafauna extinction? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6057b27ba2084e9c95540cbf3f8c856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, evidence exists that hunting may have been one of the multiple environmental factors leading to extinctions of the holocene megafauna and their replacement by smaller herbivores. North American megafauna extinction was coincidental with the Younger Dryas impact event, possibly making hunting a less critical factor in prehistoric species loss than had been previously thought. However, in other locations such as Australia, humans are thought to have played a very significant role in the extinction of the Australian megafauna that was widespread prior to human occupation.", "targets": "What is thought to have played a significant role in the extinction of the Australian megafauna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a72b2bd993284d72b9c3ee5195848bb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1965, following clashes between the two communities, the Turkish Cypriot seats in the House remain vacant. In 1974 Cyprus was divided de facto when the Turkish army occupied the northern third of the island. The Turkish Cypriots subsequently declared independence in 1983 as the Turkish Republic of Northern Cyprus but were recognised only by Turkey. In 1985 the TRNC adopted a constitution and held its first elections. The United Nations recognises the sovereignty of the Republic of Cyprus over the entire island of Cyprus.", "targets": "Which part of Cyprus was occupied by the Turkish army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a72b2bd993284d72b9c3ee5195848bb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1965, following clashes between the two communities, the Turkish Cypriot seats in the House remain vacant. In 1974 Cyprus was divided de facto when the Turkish army occupied the northern third of the island. The Turkish Cypriots subsequently declared independence in 1983 as the Turkish Republic of Northern Cyprus but were recognised only by Turkey. In 1985 the TRNC adopted a constitution and held its first elections. The United Nations recognises the sovereignty of the Republic of Cyprus over the entire island of Cyprus.", "targets": "In what years was Cyprus divided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a72b2bd993284d72b9c3ee5195848bb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1965, following clashes between the two communities, the Turkish Cypriot seats in the House remain vacant. In 1974 Cyprus was divided de facto when the Turkish army occupied the northern third of the island. The Turkish Cypriots subsequently declared independence in 1983 as the Turkish Republic of Northern Cyprus but were recognised only by Turkey. In 1985 the TRNC adopted a constitution and held its first elections. The United Nations recognises the sovereignty of the Republic of Cyprus over the entire island of Cyprus.", "targets": "In 1983, Turkish Cypriots declared what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a72b2bd993284d72b9c3ee5195848bb2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1965, following clashes between the two communities, the Turkish Cypriot seats in the House remain vacant. In 1974 Cyprus was divided de facto when the Turkish army occupied the northern third of the island. The Turkish Cypriots subsequently declared independence in 1983 as the Turkish Republic of Northern Cyprus but were recognised only by Turkey. In 1985 the TRNC adopted a constitution and held its first elections. The United Nations recognises the sovereignty of the Republic of Cyprus over the entire island of Cyprus.", "targets": "What organization recognizes the sovereignty of the Republic of Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd44866cf374528abfc8486aee05382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been much debate over categorizing the situation in Darfur as genocide. The ongoing conflict in Darfur, Sudan, which started in 2003, was declared a \"genocide\" by United States Secretary of State Colin Powell on 9 September 2004 in testimony before the Senate Foreign Relations Committee. Since that time however, no other permanent member of the UN Security Council followed suit. In fact, in January 2005, an International Commission of Inquiry on Darfur, authorized by UN Security Council Resolution 1564 of 2004, issued a report to the Secretary-General stating that \"the Government of the Sudan has not pursued a policy of genocide.\" Nevertheless, the Commission cautioned that \"The conclusion that no genocidal policy has been pursued and implemented in Darfur by the Government authorities, directly or through the militias under their control, should not be taken in any way as detracting from the gravity of the crimes perpetrated in that region. International offences such as the crimes against humanity and war crimes that have been committed in Darfur may be no less serious and heinous than genocide.\"", "targets": "What has been widely debated as a possible act of genocide in Sudan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd44866cf374528abfc8486aee05382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been much debate over categorizing the situation in Darfur as genocide. The ongoing conflict in Darfur, Sudan, which started in 2003, was declared a \"genocide\" by United States Secretary of State Colin Powell on 9 September 2004 in testimony before the Senate Foreign Relations Committee. Since that time however, no other permanent member of the UN Security Council followed suit. In fact, in January 2005, an International Commission of Inquiry on Darfur, authorized by UN Security Council Resolution 1564 of 2004, issued a report to the Secretary-General stating that \"the Government of the Sudan has not pursued a policy of genocide.\" Nevertheless, the Commission cautioned that \"The conclusion that no genocidal policy has been pursued and implemented in Darfur by the Government authorities, directly or through the militias under their control, should not be taken in any way as detracting from the gravity of the crimes perpetrated in that region. International offences such as the crimes against humanity and war crimes that have been committed in Darfur may be no less serious and heinous than genocide.\"", "targets": "In 2003 what well known U.S. Secretary of State declared the situation in Darfur as an act of genocide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd44866cf374528abfc8486aee05382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been much debate over categorizing the situation in Darfur as genocide. The ongoing conflict in Darfur, Sudan, which started in 2003, was declared a \"genocide\" by United States Secretary of State Colin Powell on 9 September 2004 in testimony before the Senate Foreign Relations Committee. Since that time however, no other permanent member of the UN Security Council followed suit. In fact, in January 2005, an International Commission of Inquiry on Darfur, authorized by UN Security Council Resolution 1564 of 2004, issued a report to the Secretary-General stating that \"the Government of the Sudan has not pursued a policy of genocide.\" Nevertheless, the Commission cautioned that \"The conclusion that no genocidal policy has been pursued and implemented in Darfur by the Government authorities, directly or through the militias under their control, should not be taken in any way as detracting from the gravity of the crimes perpetrated in that region. International offences such as the crimes against humanity and war crimes that have been committed in Darfur may be no less serious and heinous than genocide.\"", "targets": "In front of which committee did Powell testify?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd44866cf374528abfc8486aee05382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been much debate over categorizing the situation in Darfur as genocide. The ongoing conflict in Darfur, Sudan, which started in 2003, was declared a \"genocide\" by United States Secretary of State Colin Powell on 9 September 2004 in testimony before the Senate Foreign Relations Committee. Since that time however, no other permanent member of the UN Security Council followed suit. In fact, in January 2005, an International Commission of Inquiry on Darfur, authorized by UN Security Council Resolution 1564 of 2004, issued a report to the Secretary-General stating that \"the Government of the Sudan has not pursued a policy of genocide.\" Nevertheless, the Commission cautioned that \"The conclusion that no genocidal policy has been pursued and implemented in Darfur by the Government authorities, directly or through the militias under their control, should not be taken in any way as detracting from the gravity of the crimes perpetrated in that region. International offences such as the crimes against humanity and war crimes that have been committed in Darfur may be no less serious and heinous than genocide.\"", "targets": "What did UN Security Council Resolution 1564 authorize in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dd44866cf374528abfc8486aee05382", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been much debate over categorizing the situation in Darfur as genocide. The ongoing conflict in Darfur, Sudan, which started in 2003, was declared a \"genocide\" by United States Secretary of State Colin Powell on 9 September 2004 in testimony before the Senate Foreign Relations Committee. Since that time however, no other permanent member of the UN Security Council followed suit. In fact, in January 2005, an International Commission of Inquiry on Darfur, authorized by UN Security Council Resolution 1564 of 2004, issued a report to the Secretary-General stating that \"the Government of the Sudan has not pursued a policy of genocide.\" Nevertheless, the Commission cautioned that \"The conclusion that no genocidal policy has been pursued and implemented in Darfur by the Government authorities, directly or through the militias under their control, should not be taken in any way as detracting from the gravity of the crimes perpetrated in that region. International offences such as the crimes against humanity and war crimes that have been committed in Darfur may be no less serious and heinous than genocide.\"", "targets": "Despite some concessions, what act did the Commission ultimately state that Sudan had not pursued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-093928db827f465a92d558913dac636c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nation's canonical folk songs, known as \"Songs of the Land of Israel,\" deal with the experiences of the pioneers in building the Jewish homeland. The Hora circle dance introduced by early Jewish settlers was originally popular in the Kibbutzim and outlying communities. It became a symbol of the Zionist reconstruction and of the ability to experience joy amidst austerity. It now plays a significant role in modern Israeli folk dancing and is regularly performed at weddings and other celebrations, and in group dances throughout Israel.[citation needed] Modern dance in Israel is a flourishing field, and several Israeli choreographers such as Ohad Naharin, Rami Beer, Barak Marshall and many others, are considered[by whom?] to be among the most versatile and original international creators working today. Famous Israeli companies include the Batsheva Dance Company and the Kibbutz Contemporary Dance Company.[citation needed]", "targets": "What the nation's canonical folk songs known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-093928db827f465a92d558913dac636c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nation's canonical folk songs, known as \"Songs of the Land of Israel,\" deal with the experiences of the pioneers in building the Jewish homeland. The Hora circle dance introduced by early Jewish settlers was originally popular in the Kibbutzim and outlying communities. It became a symbol of the Zionist reconstruction and of the ability to experience joy amidst austerity. It now plays a significant role in modern Israeli folk dancing and is regularly performed at weddings and other celebrations, and in group dances throughout Israel.[citation needed] Modern dance in Israel is a flourishing field, and several Israeli choreographers such as Ohad Naharin, Rami Beer, Barak Marshall and many others, are considered[by whom?] to be among the most versatile and original international creators working today. Famous Israeli companies include the Batsheva Dance Company and the Kibbutz Contemporary Dance Company.[citation needed]", "targets": "What became a symbol of the Zionist reconstruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-093928db827f465a92d558913dac636c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The nation's canonical folk songs, known as \"Songs of the Land of Israel,\" deal with the experiences of the pioneers in building the Jewish homeland. The Hora circle dance introduced by early Jewish settlers was originally popular in the Kibbutzim and outlying communities. It became a symbol of the Zionist reconstruction and of the ability to experience joy amidst austerity. It now plays a significant role in modern Israeli folk dancing and is regularly performed at weddings and other celebrations, and in group dances throughout Israel.[citation needed] Modern dance in Israel is a flourishing field, and several Israeli choreographers such as Ohad Naharin, Rami Beer, Barak Marshall and many others, are considered[by whom?] to be among the most versatile and original international creators working today. Famous Israeli companies include the Batsheva Dance Company and the Kibbutz Contemporary Dance Company.[citation needed]", "targets": "What's a flourishing field in Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5013b21bc3ca4d57963697370c3c2b4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides slaves, there were a number of free people of color in the state. Most were descended from free African Americans who had migrated along with neighbors from Virginia during the 18th century. The majority were the descendants of unions in the working classes between white women, indentured servants or free, and African men, indentured, slave or free. After the Revolution, Quakers and Mennonites worked to persuade slaveholders to free their slaves. Some were inspired by their efforts and the language of the Revolution to arrange for manumission of their slaves. The number of free people of color rose markedly in the first couple of decades after the Revolution.", "targets": "Some of the free people of color migrated from what state during the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5013b21bc3ca4d57963697370c3c2b4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides slaves, there were a number of free people of color in the state. Most were descended from free African Americans who had migrated along with neighbors from Virginia during the 18th century. The majority were the descendants of unions in the working classes between white women, indentured servants or free, and African men, indentured, slave or free. After the Revolution, Quakers and Mennonites worked to persuade slaveholders to free their slaves. Some were inspired by their efforts and the language of the Revolution to arrange for manumission of their slaves. The number of free people of color rose markedly in the first couple of decades after the Revolution.", "targets": "After the revolution Quakers and mennonited encouraged slaveholders to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5013b21bc3ca4d57963697370c3c2b4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Besides slaves, there were a number of free people of color in the state. Most were descended from free African Americans who had migrated along with neighbors from Virginia during the 18th century. The majority were the descendants of unions in the working classes between white women, indentured servants or free, and African men, indentured, slave or free. After the Revolution, Quakers and Mennonites worked to persuade slaveholders to free their slaves. Some were inspired by their efforts and the language of the Revolution to arrange for manumission of their slaves. The number of free people of color rose markedly in the first couple of decades after the Revolution.", "targets": "What happened to the number of free colored people for the first few decades after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b1b231404b4ebf9fe8f6c1dfb3ffa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, the city was transformed by development relating to its status as a trading center, as well as by European immigration. The city adopted the Commissioners' Plan of 1811, which expanded the city street grid to encompass all of Manhattan. The 1825 completion of the Erie Canal through central New York connected the Atlantic port to the agricultural markets and commodities of the North American interior via the Hudson River and the Great Lakes. Local politics became dominated by Tammany Hall, a political machine supported by Irish and German immigrants.", "targets": "What plan of 1811 spread a grid of streets across Manhattan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b1b231404b4ebf9fe8f6c1dfb3ffa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, the city was transformed by development relating to its status as a trading center, as well as by European immigration. The city adopted the Commissioners' Plan of 1811, which expanded the city street grid to encompass all of Manhattan. The 1825 completion of the Erie Canal through central New York connected the Atlantic port to the agricultural markets and commodities of the North American interior via the Hudson River and the Great Lakes. Local politics became dominated by Tammany Hall, a political machine supported by Irish and German immigrants.", "targets": "In what year did the Erie Canal finish building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b1b231404b4ebf9fe8f6c1dfb3ffa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, the city was transformed by development relating to its status as a trading center, as well as by European immigration. The city adopted the Commissioners' Plan of 1811, which expanded the city street grid to encompass all of Manhattan. The 1825 completion of the Erie Canal through central New York connected the Atlantic port to the agricultural markets and commodities of the North American interior via the Hudson River and the Great Lakes. Local politics became dominated by Tammany Hall, a political machine supported by Irish and German immigrants.", "targets": "What political machine controlled New York politics in this era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b1b231404b4ebf9fe8f6c1dfb3ffa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, the city was transformed by development relating to its status as a trading center, as well as by European immigration. The city adopted the Commissioners' Plan of 1811, which expanded the city street grid to encompass all of Manhattan. The 1825 completion of the Erie Canal through central New York connected the Atlantic port to the agricultural markets and commodities of the North American interior via the Hudson River and the Great Lakes. Local politics became dominated by Tammany Hall, a political machine supported by Irish and German immigrants.", "targets": "Along with German immigrants, immigrants of what nationality supported Tammany Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4b1b231404b4ebf9fe8f6c1dfb3ffa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 19th century, the city was transformed by development relating to its status as a trading center, as well as by European immigration. The city adopted the Commissioners' Plan of 1811, which expanded the city street grid to encompass all of Manhattan. The 1825 completion of the Erie Canal through central New York connected the Atlantic port to the agricultural markets and commodities of the North American interior via the Hudson River and the Great Lakes. Local politics became dominated by Tammany Hall, a political machine supported by Irish and German immigrants.", "targets": "The Erie Canal was finished being built in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca2969f739f42b4bde18f670ef179a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nouns and adjectives, maintenance of /n/ of medieval plurals in proparoxytone words.\nE.g. h\u00f2mens 'men', j\u00f3vens 'youth'. In nouns and adjectives, loss of /n/ of medieval plurals in proparoxytone words.\nE.g. homes 'men', joves 'youth'.", "targets": "Where do you find medieval plurals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca2969f739f42b4bde18f670ef179a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nouns and adjectives, maintenance of /n/ of medieval plurals in proparoxytone words.\nE.g. h\u00f2mens 'men', j\u00f3vens 'youth'. In nouns and adjectives, loss of /n/ of medieval plurals in proparoxytone words.\nE.g. homes 'men', joves 'youth'.", "targets": "What letter is lost in some words?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca2969f739f42b4bde18f670ef179a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nouns and adjectives, maintenance of /n/ of medieval plurals in proparoxytone words.\nE.g. h\u00f2mens 'men', j\u00f3vens 'youth'. In nouns and adjectives, loss of /n/ of medieval plurals in proparoxytone words.\nE.g. homes 'men', joves 'youth'.", "targets": "When homens loses /n/, it becomes what word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca2969f739f42b4bde18f670ef179a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nouns and adjectives, maintenance of /n/ of medieval plurals in proparoxytone words.\nE.g. h\u00f2mens 'men', j\u00f3vens 'youth'. In nouns and adjectives, loss of /n/ of medieval plurals in proparoxytone words.\nE.g. homes 'men', joves 'youth'.", "targets": "The medieval jovens becomes what what word?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ca2969f739f42b4bde18f670ef179a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In nouns and adjectives, maintenance of /n/ of medieval plurals in proparoxytone words.\nE.g. h\u00f2mens 'men', j\u00f3vens 'youth'. In nouns and adjectives, loss of /n/ of medieval plurals in proparoxytone words.\nE.g. homes 'men', joves 'youth'.", "targets": "What kind of plural words lose /n/?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c13601bea79c47619dd0ff60b5f9e432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the discovery of fire, the earliest form of artificial lighting used to illuminate an area were campfires or torches. As early as 400,000 BCE, fire was kindled in the caves of Peking Man. Prehistoric people used primitive oil lamps to illuminate surroundings. These lamps were made from naturally occurring materials such as rocks, shells, horns and stones, were filled with grease, and had a fiber wick. Lamps typically used animal or vegetable fats as fuel. Hundreds of these lamps (hollow worked stones) have been found in the Lascaux caves in modern-day France, dating to about 15,000 years ago. Oily animals (birds and fish) were also used as lamps after being threaded with a wick. Fireflies have been used as lighting sources. Candles and glass and pottery lamps were also invented. Chandeliers were an early form of \"light fixture\".", "targets": "Peking man kindled fire as early as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c13601bea79c47619dd0ff60b5f9e432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the discovery of fire, the earliest form of artificial lighting used to illuminate an area were campfires or torches. As early as 400,000 BCE, fire was kindled in the caves of Peking Man. Prehistoric people used primitive oil lamps to illuminate surroundings. These lamps were made from naturally occurring materials such as rocks, shells, horns and stones, were filled with grease, and had a fiber wick. Lamps typically used animal or vegetable fats as fuel. Hundreds of these lamps (hollow worked stones) have been found in the Lascaux caves in modern-day France, dating to about 15,000 years ago. Oily animals (birds and fish) were also used as lamps after being threaded with a wick. Fireflies have been used as lighting sources. Candles and glass and pottery lamps were also invented. Chandeliers were an early form of \"light fixture\".", "targets": "Which type of oily animals where also used as lamps after being threaded with wick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c13601bea79c47619dd0ff60b5f9e432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the discovery of fire, the earliest form of artificial lighting used to illuminate an area were campfires or torches. As early as 400,000 BCE, fire was kindled in the caves of Peking Man. Prehistoric people used primitive oil lamps to illuminate surroundings. These lamps were made from naturally occurring materials such as rocks, shells, horns and stones, were filled with grease, and had a fiber wick. Lamps typically used animal or vegetable fats as fuel. Hundreds of these lamps (hollow worked stones) have been found in the Lascaux caves in modern-day France, dating to about 15,000 years ago. Oily animals (birds and fish) were also used as lamps after being threaded with a wick. Fireflies have been used as lighting sources. Candles and glass and pottery lamps were also invented. Chandeliers were an early form of \"light fixture\".", "targets": "What is considered the earliest form of artificial lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c13601bea79c47619dd0ff60b5f9e432", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the discovery of fire, the earliest form of artificial lighting used to illuminate an area were campfires or torches. As early as 400,000 BCE, fire was kindled in the caves of Peking Man. Prehistoric people used primitive oil lamps to illuminate surroundings. These lamps were made from naturally occurring materials such as rocks, shells, horns and stones, were filled with grease, and had a fiber wick. Lamps typically used animal or vegetable fats as fuel. Hundreds of these lamps (hollow worked stones) have been found in the Lascaux caves in modern-day France, dating to about 15,000 years ago. Oily animals (birds and fish) were also used as lamps after being threaded with a wick. Fireflies have been used as lighting sources. Candles and glass and pottery lamps were also invented. Chandeliers were an early form of \"light fixture\".", "targets": "The hollow worked stones lamps found in Lascaux caves date back how far?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "Who came up with the name for Apple's portable mp3 player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "What was Vinnie Chieco's profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "What film inspired the name of the iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "Who first trademarked the iPod name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "In what year was Apple given rights to the iPod name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "What movie inspired the iPod name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "What was the name of the copywriter that proposed the name \"iPod\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2606bd3d3e3430786423a9e27c72550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The name iPod was proposed by Vinnie Chieco, a freelance copywriter, who (with others) was called by Apple to figure out how to introduce the new player to the public. After Chieco saw a prototype, he thought of the movie 2001: A Space Odyssey and the phrase \"Open the pod bay door, Hal!\", which refers to the white EVA Pods of the Discovery One spaceship. Chieco saw an analogy to the relationship between the spaceship and the smaller independent pods in the relationship between a personal computer and the music player. Apple researched the trademark and found that it was already in use. Joseph N. Grasso of New Jersey had originally listed an \"iPod\" trademark with the U.S. Patent and Trademark Office (USPTO) in July 2000 for Internet kiosks. The first iPod kiosks had been demonstrated to the public in New Jersey in March 1998, and commercial use began in January 2000, but had apparently been discontinued by 2001. The trademark was registered by the USPTO in November 2003, and Grasso assigned it to Apple Computer, Inc. in 2005.", "targets": "Who held the original trademark for the iPod name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffbe135680948c4ae92048fddc67fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ming dynasty granted titles to lamas of schools such as the Karmapa Kargyu, but the latter had previously declined Mongol invitations to receive titles. When the Ming Yongle Emperor invited Je Tsongkhapa (1357\u20131419), founder of the Gelug school, to come to the Ming court and pay tribute, the latter declined. Wang and Nyima write that this was due to old age and physical weakness, and also because of efforts being made to build three major monasteries. Chen Qingying states that Tsongkhapa wrote a letter to decline the Emperor's invitation, and in this reply, Tsongkhapa wrote:", "targets": "The Ming Dynasty granted what titles to lamas of schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffbe135680948c4ae92048fddc67fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ming dynasty granted titles to lamas of schools such as the Karmapa Kargyu, but the latter had previously declined Mongol invitations to receive titles. When the Ming Yongle Emperor invited Je Tsongkhapa (1357\u20131419), founder of the Gelug school, to come to the Ming court and pay tribute, the latter declined. Wang and Nyima write that this was due to old age and physical weakness, and also because of efforts being made to build three major monasteries. Chen Qingying states that Tsongkhapa wrote a letter to decline the Emperor's invitation, and in this reply, Tsongkhapa wrote:", "targets": "Who did the Ming Dynasty decline titles from after receiving invitations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffbe135680948c4ae92048fddc67fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ming dynasty granted titles to lamas of schools such as the Karmapa Kargyu, but the latter had previously declined Mongol invitations to receive titles. When the Ming Yongle Emperor invited Je Tsongkhapa (1357\u20131419), founder of the Gelug school, to come to the Ming court and pay tribute, the latter declined. Wang and Nyima write that this was due to old age and physical weakness, and also because of efforts being made to build three major monasteries. Chen Qingying states that Tsongkhapa wrote a letter to decline the Emperor's invitation, and in this reply, Tsongkhapa wrote:", "targets": "Who was the founder of the Gelug school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffbe135680948c4ae92048fddc67fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ming dynasty granted titles to lamas of schools such as the Karmapa Kargyu, but the latter had previously declined Mongol invitations to receive titles. When the Ming Yongle Emperor invited Je Tsongkhapa (1357\u20131419), founder of the Gelug school, to come to the Ming court and pay tribute, the latter declined. Wang and Nyima write that this was due to old age and physical weakness, and also because of efforts being made to build three major monasteries. Chen Qingying states that Tsongkhapa wrote a letter to decline the Emperor's invitation, and in this reply, Tsongkhapa wrote:", "targets": "Who invited Je Tsongkhapa to come pay tribute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffbe135680948c4ae92048fddc67fa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ming dynasty granted titles to lamas of schools such as the Karmapa Kargyu, but the latter had previously declined Mongol invitations to receive titles. When the Ming Yongle Emperor invited Je Tsongkhapa (1357\u20131419), founder of the Gelug school, to come to the Ming court and pay tribute, the latter declined. Wang and Nyima write that this was due to old age and physical weakness, and also because of efforts being made to build three major monasteries. Chen Qingying states that Tsongkhapa wrote a letter to decline the Emperor's invitation, and in this reply, Tsongkhapa wrote:", "targets": "Who wrote the letter declining the Emperor's invitation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9eefa9fb04547588ec63d43b6b3108d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is null and void if it is in violation of a peremptory norm. These norms, unlike other principles of customary law, are recognized as permitting no violations and so cannot be altered through treaty obligations. These are limited to such universally accepted prohibitions as those against the aggressive use of force, genocide and other crimes against humanity, piracy, hostilities directed at civilian population, racial discrimination and apartheid, slavery and torture, meaning that no state can legally assume an obligation to commit or permit such acts.", "targets": "What will a treaty be if it is in violation of a peremptory norm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9eefa9fb04547588ec63d43b6b3108d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is null and void if it is in violation of a peremptory norm. These norms, unlike other principles of customary law, are recognized as permitting no violations and so cannot be altered through treaty obligations. These are limited to such universally accepted prohibitions as those against the aggressive use of force, genocide and other crimes against humanity, piracy, hostilities directed at civilian population, racial discrimination and apartheid, slavery and torture, meaning that no state can legally assume an obligation to commit or permit such acts.", "targets": "What type of norm is recognized as permitting no violations and so cannot be altered through treaty obligations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9eefa9fb04547588ec63d43b6b3108d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is null and void if it is in violation of a peremptory norm. These norms, unlike other principles of customary law, are recognized as permitting no violations and so cannot be altered through treaty obligations. These are limited to such universally accepted prohibitions as those against the aggressive use of force, genocide and other crimes against humanity, piracy, hostilities directed at civilian population, racial discrimination and apartheid, slavery and torture, meaning that no state can legally assume an obligation to commit or permit such acts.", "targets": "What is true of acts such as genocide and piracy in regard to treaty law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9eefa9fb04547588ec63d43b6b3108d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is null and void if it is in violation of a peremptory norm. These norms, unlike other principles of customary law, are recognized as permitting no violations and so cannot be altered through treaty obligations. These are limited to such universally accepted prohibitions as those against the aggressive use of force, genocide and other crimes against humanity, piracy, hostilities directed at civilian population, racial discrimination and apartheid, slavery and torture, meaning that no state can legally assume an obligation to commit or permit such acts.", "targets": "What distinguishes peremptory norms from other principles of customary law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9eefa9fb04547588ec63d43b6b3108d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A treaty is null and void if it is in violation of a peremptory norm. These norms, unlike other principles of customary law, are recognized as permitting no violations and so cannot be altered through treaty obligations. These are limited to such universally accepted prohibitions as those against the aggressive use of force, genocide and other crimes against humanity, piracy, hostilities directed at civilian population, racial discrimination and apartheid, slavery and torture, meaning that no state can legally assume an obligation to commit or permit such acts.", "targets": "What is an example of a type of universally prohibited action that no state can legally assume an obligation to commit or permit through a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-957058b6c33d45a7954f8a6894dc4c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is widely believed to possess nuclear weapons as well as chemical and biological weapons of mass destruction. Israel has not signed the Treaty on the Non-Proliferation of Nuclear Weapons and maintains a policy of deliberate ambiguity toward its nuclear capabilities. The Israeli Navy's Dolphin submarines are believed to be armed with nuclear Popeye Turbo missiles, offering nuclear second strike capability. Since the Gulf War in 1991, when Israel was attacked by Iraqi Scud missiles, all homes in Israel are required to have a reinforced security room, Merkhav Mugan, impermeable to chemical and biological substances.", "targets": "Israel is widely believed to possess what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-957058b6c33d45a7954f8a6894dc4c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is widely believed to possess nuclear weapons as well as chemical and biological weapons of mass destruction. Israel has not signed the Treaty on the Non-Proliferation of Nuclear Weapons and maintains a policy of deliberate ambiguity toward its nuclear capabilities. The Israeli Navy's Dolphin submarines are believed to be armed with nuclear Popeye Turbo missiles, offering nuclear second strike capability. Since the Gulf War in 1991, when Israel was attacked by Iraqi Scud missiles, all homes in Israel are required to have a reinforced security room, Merkhav Mugan, impermeable to chemical and biological substances.", "targets": "What is armed with nuclear Popeye Turbo missiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-957058b6c33d45a7954f8a6894dc4c60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Israel is widely believed to possess nuclear weapons as well as chemical and biological weapons of mass destruction. Israel has not signed the Treaty on the Non-Proliferation of Nuclear Weapons and maintains a policy of deliberate ambiguity toward its nuclear capabilities. The Israeli Navy's Dolphin submarines are believed to be armed with nuclear Popeye Turbo missiles, offering nuclear second strike capability. Since the Gulf War in 1991, when Israel was attacked by Iraqi Scud missiles, all homes in Israel are required to have a reinforced security room, Merkhav Mugan, impermeable to chemical and biological substances.", "targets": "All homes in Israel are required to have a room called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f142f49e1994e3bbbd20317ee20b139", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inscriptions have been found beneath many of the rock paintings, but archaeologists have so far been unable to decipher this form of ancient writing. During the Stone age, the Doian culture and the Hargeisan culture flourished here with their respective industries and factories.", "targets": "Along with the Hargesian culture, what culture was present in Somalia in the Stone age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f142f49e1994e3bbbd20317ee20b139", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inscriptions have been found beneath many of the rock paintings, but archaeologists have so far been unable to decipher this form of ancient writing. During the Stone age, the Doian culture and the Hargeisan culture flourished here with their respective industries and factories.", "targets": "What undeciphered writings were found alongside the rock paintings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f142f49e1994e3bbbd20317ee20b139", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inscriptions have been found beneath many of the rock paintings, but archaeologists have so far been unable to decipher this form of ancient writing. During the Stone age, the Doian culture and the Hargeisan culture flourished here with their respective industries and factories.", "targets": "During what period did the Doian culture thrive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d81d24beccc4ec0b7b05f0e6ea43d66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Replacing the classical physics in use since the end of the scientific revolution, modern physics arose in the early 20th century with the advent of quantum physics, substituting mathematical studies for experimental studies and examining equations to build a theoretical structure.[citation needed] The old quantum theory was a collection of results which predate modern quantum mechanics, but were never complete or self-consistent. The collection of heuristic prescriptions for quantum mechanics were the first corrections to classical mechanics. Outside the realm of quantum physics, the various aether theories in classical physics, which supposed a \"fifth element\" such as the Luminiferous aether, were nullified by the Michelson-Morley experiment\u2014an attempt to detect the motion of earth through the aether. In biology, Darwinism gained acceptance, promoting the concept of adaptation in the theory of natural selection. The fields of geology, astronomy and psychology also made strides and gained new insights. In medicine, there were advances in medical theory and treatments.", "targets": "When did modern physics arise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d81d24beccc4ec0b7b05f0e6ea43d66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Replacing the classical physics in use since the end of the scientific revolution, modern physics arose in the early 20th century with the advent of quantum physics, substituting mathematical studies for experimental studies and examining equations to build a theoretical structure.[citation needed] The old quantum theory was a collection of results which predate modern quantum mechanics, but were never complete or self-consistent. The collection of heuristic prescriptions for quantum mechanics were the first corrections to classical mechanics. Outside the realm of quantum physics, the various aether theories in classical physics, which supposed a \"fifth element\" such as the Luminiferous aether, were nullified by the Michelson-Morley experiment\u2014an attempt to detect the motion of earth through the aether. In biology, Darwinism gained acceptance, promoting the concept of adaptation in the theory of natural selection. The fields of geology, astronomy and psychology also made strides and gained new insights. In medicine, there were advances in medical theory and treatments.", "targets": "What is the old Quantum  theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d81d24beccc4ec0b7b05f0e6ea43d66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Replacing the classical physics in use since the end of the scientific revolution, modern physics arose in the early 20th century with the advent of quantum physics, substituting mathematical studies for experimental studies and examining equations to build a theoretical structure.[citation needed] The old quantum theory was a collection of results which predate modern quantum mechanics, but were never complete or self-consistent. The collection of heuristic prescriptions for quantum mechanics were the first corrections to classical mechanics. Outside the realm of quantum physics, the various aether theories in classical physics, which supposed a \"fifth element\" such as the Luminiferous aether, were nullified by the Michelson-Morley experiment\u2014an attempt to detect the motion of earth through the aether. In biology, Darwinism gained acceptance, promoting the concept of adaptation in the theory of natural selection. The fields of geology, astronomy and psychology also made strides and gained new insights. In medicine, there were advances in medical theory and treatments.", "targets": "The \"fifth element\" was disproved by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d81d24beccc4ec0b7b05f0e6ea43d66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Replacing the classical physics in use since the end of the scientific revolution, modern physics arose in the early 20th century with the advent of quantum physics, substituting mathematical studies for experimental studies and examining equations to build a theoretical structure.[citation needed] The old quantum theory was a collection of results which predate modern quantum mechanics, but were never complete or self-consistent. The collection of heuristic prescriptions for quantum mechanics were the first corrections to classical mechanics. Outside the realm of quantum physics, the various aether theories in classical physics, which supposed a \"fifth element\" such as the Luminiferous aether, were nullified by the Michelson-Morley experiment\u2014an attempt to detect the motion of earth through the aether. In biology, Darwinism gained acceptance, promoting the concept of adaptation in the theory of natural selection. The fields of geology, astronomy and psychology also made strides and gained new insights. In medicine, there were advances in medical theory and treatments.", "targets": "What is the Michelson-Morley experiment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d81d24beccc4ec0b7b05f0e6ea43d66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Replacing the classical physics in use since the end of the scientific revolution, modern physics arose in the early 20th century with the advent of quantum physics, substituting mathematical studies for experimental studies and examining equations to build a theoretical structure.[citation needed] The old quantum theory was a collection of results which predate modern quantum mechanics, but were never complete or self-consistent. The collection of heuristic prescriptions for quantum mechanics were the first corrections to classical mechanics. Outside the realm of quantum physics, the various aether theories in classical physics, which supposed a \"fifth element\" such as the Luminiferous aether, were nullified by the Michelson-Morley experiment\u2014an attempt to detect the motion of earth through the aether. In biology, Darwinism gained acceptance, promoting the concept of adaptation in the theory of natural selection. The fields of geology, astronomy and psychology also made strides and gained new insights. In medicine, there were advances in medical theory and treatments.", "targets": "What does Darwinism promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16562839604747959391462d36677ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the direction of recording engineer C. Robert Fine, Mercury Records initiated a minimalist single microphone monaural recording technique in 1951. The first record, a Chicago Symphony Orchestra performance of Pictures at an Exhibition, conducted by Rafael Kubelik, was described as \"being in the living presence of the orchestra\" by The New York Times music critic. The series of records was then named Mercury Living Presence. In 1955, Mercury began three-channel stereo recordings, still based on the principle of the single microphone. The center (single) microphone was of paramount importance, with the two side mics adding depth and space. Record masters were cut directly from a three-track to two-track mixdown console, with all editing of the master tapes done on the original three-tracks. In 1961, Mercury enhanced this technique with three-microphone stereo recordings using 35 mm magnetic film instead of half-inch tape for recording. The greater thickness and width of 35 mm magnetic film prevented tape layer print-through and pre-echo and gained extended frequency range and transient response. The Mercury Living Presence recordings were remastered to CD in the 1990s by the original producer, Wilma Cozart Fine, using the same method of 3-to-2 mix directly to the master recorder.", "targets": "For which company did C. Robert Fine work for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16562839604747959391462d36677ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the direction of recording engineer C. Robert Fine, Mercury Records initiated a minimalist single microphone monaural recording technique in 1951. The first record, a Chicago Symphony Orchestra performance of Pictures at an Exhibition, conducted by Rafael Kubelik, was described as \"being in the living presence of the orchestra\" by The New York Times music critic. The series of records was then named Mercury Living Presence. In 1955, Mercury began three-channel stereo recordings, still based on the principle of the single microphone. The center (single) microphone was of paramount importance, with the two side mics adding depth and space. Record masters were cut directly from a three-track to two-track mixdown console, with all editing of the master tapes done on the original three-tracks. In 1961, Mercury enhanced this technique with three-microphone stereo recordings using 35 mm magnetic film instead of half-inch tape for recording. The greater thickness and width of 35 mm magnetic film prevented tape layer print-through and pre-echo and gained extended frequency range and transient response. The Mercury Living Presence recordings were remastered to CD in the 1990s by the original producer, Wilma Cozart Fine, using the same method of 3-to-2 mix directly to the master recorder.", "targets": "What benefits were found in using the 35mm magnetic film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16562839604747959391462d36677ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the direction of recording engineer C. Robert Fine, Mercury Records initiated a minimalist single microphone monaural recording technique in 1951. The first record, a Chicago Symphony Orchestra performance of Pictures at an Exhibition, conducted by Rafael Kubelik, was described as \"being in the living presence of the orchestra\" by The New York Times music critic. The series of records was then named Mercury Living Presence. In 1955, Mercury began three-channel stereo recordings, still based on the principle of the single microphone. The center (single) microphone was of paramount importance, with the two side mics adding depth and space. Record masters were cut directly from a three-track to two-track mixdown console, with all editing of the master tapes done on the original three-tracks. In 1961, Mercury enhanced this technique with three-microphone stereo recordings using 35 mm magnetic film instead of half-inch tape for recording. The greater thickness and width of 35 mm magnetic film prevented tape layer print-through and pre-echo and gained extended frequency range and transient response. The Mercury Living Presence recordings were remastered to CD in the 1990s by the original producer, Wilma Cozart Fine, using the same method of 3-to-2 mix directly to the master recorder.", "targets": "Who developed the 3-to-2 mix to create lifelike recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16562839604747959391462d36677ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the direction of recording engineer C. Robert Fine, Mercury Records initiated a minimalist single microphone monaural recording technique in 1951. The first record, a Chicago Symphony Orchestra performance of Pictures at an Exhibition, conducted by Rafael Kubelik, was described as \"being in the living presence of the orchestra\" by The New York Times music critic. The series of records was then named Mercury Living Presence. In 1955, Mercury began three-channel stereo recordings, still based on the principle of the single microphone. The center (single) microphone was of paramount importance, with the two side mics adding depth and space. Record masters were cut directly from a three-track to two-track mixdown console, with all editing of the master tapes done on the original three-tracks. In 1961, Mercury enhanced this technique with three-microphone stereo recordings using 35 mm magnetic film instead of half-inch tape for recording. The greater thickness and width of 35 mm magnetic film prevented tape layer print-through and pre-echo and gained extended frequency range and transient response. The Mercury Living Presence recordings were remastered to CD in the 1990s by the original producer, Wilma Cozart Fine, using the same method of 3-to-2 mix directly to the master recorder.", "targets": "Which microphone hold the most importance in 3 microphone recording?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-16562839604747959391462d36677ba1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under the direction of recording engineer C. Robert Fine, Mercury Records initiated a minimalist single microphone monaural recording technique in 1951. The first record, a Chicago Symphony Orchestra performance of Pictures at an Exhibition, conducted by Rafael Kubelik, was described as \"being in the living presence of the orchestra\" by The New York Times music critic. The series of records was then named Mercury Living Presence. In 1955, Mercury began three-channel stereo recordings, still based on the principle of the single microphone. The center (single) microphone was of paramount importance, with the two side mics adding depth and space. Record masters were cut directly from a three-track to two-track mixdown console, with all editing of the master tapes done on the original three-tracks. In 1961, Mercury enhanced this technique with three-microphone stereo recordings using 35 mm magnetic film instead of half-inch tape for recording. The greater thickness and width of 35 mm magnetic film prevented tape layer print-through and pre-echo and gained extended frequency range and transient response. The Mercury Living Presence recordings were remastered to CD in the 1990s by the original producer, Wilma Cozart Fine, using the same method of 3-to-2 mix directly to the master recorder.", "targets": "In which year did Mercury begin 3 channel stereo recording?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80883360bf204fd8a51a55dce74e983f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries are eliminating or reducing climate disrupting subsidies and Belgium, France, and Japan have phased out all subsidies for coal. Germany is reducing its coal subsidy. The subsidy dropped from $5.4 billion in 1989 to $2.8 billion in 2002, and in the process Germany lowered its coal use by 46 percent. China cut its coal subsidy from $750 million in 1993 to $240 million in 1995 and more recently has imposed a high-sulfur coal tax. However, the United States has been increasing its support for the fossil fuel and nuclear industries.", "targets": "What country is reducing its coal subsidy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80883360bf204fd8a51a55dce74e983f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries are eliminating or reducing climate disrupting subsidies and Belgium, France, and Japan have phased out all subsidies for coal. Germany is reducing its coal subsidy. The subsidy dropped from $5.4 billion in 1989 to $2.8 billion in 2002, and in the process Germany lowered its coal use by 46 percent. China cut its coal subsidy from $750 million in 1993 to $240 million in 1995 and more recently has imposed a high-sulfur coal tax. However, the United States has been increasing its support for the fossil fuel and nuclear industries.", "targets": "What country has been increasing its support for the fossil fuel and nuclear industries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80883360bf204fd8a51a55dce74e983f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries are eliminating or reducing climate disrupting subsidies and Belgium, France, and Japan have phased out all subsidies for coal. Germany is reducing its coal subsidy. The subsidy dropped from $5.4 billion in 1989 to $2.8 billion in 2002, and in the process Germany lowered its coal use by 46 percent. China cut its coal subsidy from $750 million in 1993 to $240 million in 1995 and more recently has imposed a high-sulfur coal tax. However, the United States has been increasing its support for the fossil fuel and nuclear industries.", "targets": "Some countries have phased out all subsidies for what substance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554edd69c71b448a949732f8c095ca63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many insects possess very sensitive and, or specialized organs of perception. Some insects such as bees can perceive ultraviolet wavelengths, or detect polarized light, while the antennae of male moths can detect the pheromones of female moths over distances of many kilometers. The yellow paper wasp (Polistes versicolor) is known for its wagging movements as a form of communication within the colony; it can waggle with a frequency of 10.6\u00b12.1 Hz (n=190). These wagging movements can signal the arrival of new material into the nest and aggression between workers can be used to stimulate others to increase foraging expeditions. There is a pronounced tendency for there to be a trade-off between visual acuity and chemical or tactile acuity, such that most insects with well-developed eyes have reduced or simple antennae, and vice versa. There are a variety of different mechanisms by which insects perceive sound, while the patterns are not universal, insects can generally hear sound if they can produce it. Different insect species can have varying hearing, though most insects can hear only a narrow range of frequencies related to the frequency of the sounds they can produce. Mosquitoes have been found to hear up to 2 kHz., and some grasshoppers can hear up to 50 kHz. Certain predatory and parasitic insects can detect the characteristic sounds made by their prey or hosts, respectively. For instance, some nocturnal moths can perceive the ultrasonic emissions of bats, which helps them avoid predation.:87\u201394 Insects that feed on blood have special sensory structures that can detect infrared emissions, and use them to home in on their hosts.", "targets": "Insects have specialized organs of what kind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554edd69c71b448a949732f8c095ca63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many insects possess very sensitive and, or specialized organs of perception. Some insects such as bees can perceive ultraviolet wavelengths, or detect polarized light, while the antennae of male moths can detect the pheromones of female moths over distances of many kilometers. The yellow paper wasp (Polistes versicolor) is known for its wagging movements as a form of communication within the colony; it can waggle with a frequency of 10.6\u00b12.1 Hz (n=190). These wagging movements can signal the arrival of new material into the nest and aggression between workers can be used to stimulate others to increase foraging expeditions. There is a pronounced tendency for there to be a trade-off between visual acuity and chemical or tactile acuity, such that most insects with well-developed eyes have reduced or simple antennae, and vice versa. There are a variety of different mechanisms by which insects perceive sound, while the patterns are not universal, insects can generally hear sound if they can produce it. Different insect species can have varying hearing, though most insects can hear only a narrow range of frequencies related to the frequency of the sounds they can produce. Mosquitoes have been found to hear up to 2 kHz., and some grasshoppers can hear up to 50 kHz. Certain predatory and parasitic insects can detect the characteristic sounds made by their prey or hosts, respectively. For instance, some nocturnal moths can perceive the ultrasonic emissions of bats, which helps them avoid predation.:87\u201394 Insects that feed on blood have special sensory structures that can detect infrared emissions, and use them to home in on their hosts.", "targets": "Insect organs are described as sensitive and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554edd69c71b448a949732f8c095ca63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many insects possess very sensitive and, or specialized organs of perception. Some insects such as bees can perceive ultraviolet wavelengths, or detect polarized light, while the antennae of male moths can detect the pheromones of female moths over distances of many kilometers. The yellow paper wasp (Polistes versicolor) is known for its wagging movements as a form of communication within the colony; it can waggle with a frequency of 10.6\u00b12.1 Hz (n=190). These wagging movements can signal the arrival of new material into the nest and aggression between workers can be used to stimulate others to increase foraging expeditions. There is a pronounced tendency for there to be a trade-off between visual acuity and chemical or tactile acuity, such that most insects with well-developed eyes have reduced or simple antennae, and vice versa. There are a variety of different mechanisms by which insects perceive sound, while the patterns are not universal, insects can generally hear sound if they can produce it. Different insect species can have varying hearing, though most insects can hear only a narrow range of frequencies related to the frequency of the sounds they can produce. Mosquitoes have been found to hear up to 2 kHz., and some grasshoppers can hear up to 50 kHz. Certain predatory and parasitic insects can detect the characteristic sounds made by their prey or hosts, respectively. For instance, some nocturnal moths can perceive the ultrasonic emissions of bats, which helps them avoid predation.:87\u201394 Insects that feed on blood have special sensory structures that can detect infrared emissions, and use them to home in on their hosts.", "targets": "What kind of insect can detect ultraviolet wavelengths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554edd69c71b448a949732f8c095ca63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many insects possess very sensitive and, or specialized organs of perception. Some insects such as bees can perceive ultraviolet wavelengths, or detect polarized light, while the antennae of male moths can detect the pheromones of female moths over distances of many kilometers. The yellow paper wasp (Polistes versicolor) is known for its wagging movements as a form of communication within the colony; it can waggle with a frequency of 10.6\u00b12.1 Hz (n=190). These wagging movements can signal the arrival of new material into the nest and aggression between workers can be used to stimulate others to increase foraging expeditions. There is a pronounced tendency for there to be a trade-off between visual acuity and chemical or tactile acuity, such that most insects with well-developed eyes have reduced or simple antennae, and vice versa. There are a variety of different mechanisms by which insects perceive sound, while the patterns are not universal, insects can generally hear sound if they can produce it. Different insect species can have varying hearing, though most insects can hear only a narrow range of frequencies related to the frequency of the sounds they can produce. Mosquitoes have been found to hear up to 2 kHz., and some grasshoppers can hear up to 50 kHz. Certain predatory and parasitic insects can detect the characteristic sounds made by their prey or hosts, respectively. For instance, some nocturnal moths can perceive the ultrasonic emissions of bats, which helps them avoid predation.:87\u201394 Insects that feed on blood have special sensory structures that can detect infrared emissions, and use them to home in on their hosts.", "targets": "Bees can detect what kind of light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-554edd69c71b448a949732f8c095ca63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many insects possess very sensitive and, or specialized organs of perception. Some insects such as bees can perceive ultraviolet wavelengths, or detect polarized light, while the antennae of male moths can detect the pheromones of female moths over distances of many kilometers. The yellow paper wasp (Polistes versicolor) is known for its wagging movements as a form of communication within the colony; it can waggle with a frequency of 10.6\u00b12.1 Hz (n=190). These wagging movements can signal the arrival of new material into the nest and aggression between workers can be used to stimulate others to increase foraging expeditions. There is a pronounced tendency for there to be a trade-off between visual acuity and chemical or tactile acuity, such that most insects with well-developed eyes have reduced or simple antennae, and vice versa. There are a variety of different mechanisms by which insects perceive sound, while the patterns are not universal, insects can generally hear sound if they can produce it. Different insect species can have varying hearing, though most insects can hear only a narrow range of frequencies related to the frequency of the sounds they can produce. Mosquitoes have been found to hear up to 2 kHz., and some grasshoppers can hear up to 50 kHz. Certain predatory and parasitic insects can detect the characteristic sounds made by their prey or hosts, respectively. For instance, some nocturnal moths can perceive the ultrasonic emissions of bats, which helps them avoid predation.:87\u201394 Insects that feed on blood have special sensory structures that can detect infrared emissions, and use them to home in on their hosts.", "targets": "What is a Polistes versicolor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da86a5f0124445078d071ee8ac270fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After working for many years at the University of Chicago, Arthur Holly Compton returned to St. Louis in 1946 to serve as Washington University's ninth chancellor. Compton reestablished the Washington University football team, making the declaration that athletics were to be henceforth played on a \"strictly amateur\" basis with no athletic scholarships. Under Compton\u2019s leadership, enrollment at the University grew dramatically, fueled primarily by World War II veterans' use of their GI Bill benefits.", "targets": "What role did Arthur Holly Compton serve at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da86a5f0124445078d071ee8ac270fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After working for many years at the University of Chicago, Arthur Holly Compton returned to St. Louis in 1946 to serve as Washington University's ninth chancellor. Compton reestablished the Washington University football team, making the declaration that athletics were to be henceforth played on a \"strictly amateur\" basis with no athletic scholarships. Under Compton\u2019s leadership, enrollment at the University grew dramatically, fueled primarily by World War II veterans' use of their GI Bill benefits.", "targets": "What helped lead to the increase of enrollment at Washington University during Arthur Holly Compton's term as chancellor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da86a5f0124445078d071ee8ac270fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After working for many years at the University of Chicago, Arthur Holly Compton returned to St. Louis in 1946 to serve as Washington University's ninth chancellor. Compton reestablished the Washington University football team, making the declaration that athletics were to be henceforth played on a \"strictly amateur\" basis with no athletic scholarships. Under Compton\u2019s leadership, enrollment at the University grew dramatically, fueled primarily by World War II veterans' use of their GI Bill benefits.", "targets": "What declaration did Arthur Holly Compton make about athletics at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da86a5f0124445078d071ee8ac270fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After working for many years at the University of Chicago, Arthur Holly Compton returned to St. Louis in 1946 to serve as Washington University's ninth chancellor. Compton reestablished the Washington University football team, making the declaration that athletics were to be henceforth played on a \"strictly amateur\" basis with no athletic scholarships. Under Compton\u2019s leadership, enrollment at the University grew dramatically, fueled primarily by World War II veterans' use of their GI Bill benefits.", "targets": "Where did Arthur Holly Compton work before returning to Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da86a5f0124445078d071ee8ac270fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After working for many years at the University of Chicago, Arthur Holly Compton returned to St. Louis in 1946 to serve as Washington University's ninth chancellor. Compton reestablished the Washington University football team, making the declaration that athletics were to be henceforth played on a \"strictly amateur\" basis with no athletic scholarships. Under Compton\u2019s leadership, enrollment at the University grew dramatically, fueled primarily by World War II veterans' use of their GI Bill benefits.", "targets": "Who reestablished Washington University's football team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c7e8eb85084dee8329abba583863c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many kinds of clothing are designed to be ironed before they are worn to remove wrinkles. Most modern formal and semi-formal clothing is in this category (for example, dress shirts and suits). Ironed clothes are believed to look clean, fresh, and neat. Much contemporary casual clothing is made of knit materials that do not readily wrinkle, and do not require ironing. Some clothing is permanent press, having been treated with a coating (such as polytetrafluoroethylene) that suppresses wrinkles and creates a smooth appearance without ironing.", "targets": "What's the point of ironing clothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c7e8eb85084dee8329abba583863c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many kinds of clothing are designed to be ironed before they are worn to remove wrinkles. Most modern formal and semi-formal clothing is in this category (for example, dress shirts and suits). Ironed clothes are believed to look clean, fresh, and neat. Much contemporary casual clothing is made of knit materials that do not readily wrinkle, and do not require ironing. Some clothing is permanent press, having been treated with a coating (such as polytetrafluoroethylene) that suppresses wrinkles and creates a smooth appearance without ironing.", "targets": "What type of clothing is believed to look neat, fresh and clean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c7e8eb85084dee8329abba583863c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many kinds of clothing are designed to be ironed before they are worn to remove wrinkles. Most modern formal and semi-formal clothing is in this category (for example, dress shirts and suits). Ironed clothes are believed to look clean, fresh, and neat. Much contemporary casual clothing is made of knit materials that do not readily wrinkle, and do not require ironing. Some clothing is permanent press, having been treated with a coating (such as polytetrafluoroethylene) that suppresses wrinkles and creates a smooth appearance without ironing.", "targets": "What material doesn't easily wrinkle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c7e8eb85084dee8329abba583863c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many kinds of clothing are designed to be ironed before they are worn to remove wrinkles. Most modern formal and semi-formal clothing is in this category (for example, dress shirts and suits). Ironed clothes are believed to look clean, fresh, and neat. Much contemporary casual clothing is made of knit materials that do not readily wrinkle, and do not require ironing. Some clothing is permanent press, having been treated with a coating (such as polytetrafluoroethylene) that suppresses wrinkles and creates a smooth appearance without ironing.", "targets": "Permanent press materials have been treated with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38c7e8eb85084dee8329abba583863c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many kinds of clothing are designed to be ironed before they are worn to remove wrinkles. Most modern formal and semi-formal clothing is in this category (for example, dress shirts and suits). Ironed clothes are believed to look clean, fresh, and neat. Much contemporary casual clothing is made of knit materials that do not readily wrinkle, and do not require ironing. Some clothing is permanent press, having been treated with a coating (such as polytetrafluoroethylene) that suppresses wrinkles and creates a smooth appearance without ironing.", "targets": "What does polytetrafluoroethylene suppress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41cd053b85354684a16ae00fa07532c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 15 am and FM radio stations, two of which are French-language stations. St. John's is the only Canadian city served by radio stations whose call letters do not all begin with the letter C. The ITU prefix VO was assigned to the Dominion of Newfoundland before the province joined Canadian Confederation in 1949, and three AM stations kept their existing call letters. However, other commercial radio stations in St. John's which went to air after 1949 use the same range of prefixes (CF\u2013CK) currently in use elsewhere in Canada, with the exception of VOCM-FM, which was permitted to adopt the VOCM callsign because of its corporate association with the AM station that already bore that callsign. VO also remains in use in amateur radio.", "targets": "How many radio station does the city have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41cd053b85354684a16ae00fa07532c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 15 am and FM radio stations, two of which are French-language stations. St. John's is the only Canadian city served by radio stations whose call letters do not all begin with the letter C. The ITU prefix VO was assigned to the Dominion of Newfoundland before the province joined Canadian Confederation in 1949, and three AM stations kept their existing call letters. However, other commercial radio stations in St. John's which went to air after 1949 use the same range of prefixes (CF\u2013CK) currently in use elsewhere in Canada, with the exception of VOCM-FM, which was permitted to adopt the VOCM callsign because of its corporate association with the AM station that already bore that callsign. VO also remains in use in amateur radio.", "targets": "How many French-language stations does the city have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41cd053b85354684a16ae00fa07532c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to 15 am and FM radio stations, two of which are French-language stations. St. John's is the only Canadian city served by radio stations whose call letters do not all begin with the letter C. The ITU prefix VO was assigned to the Dominion of Newfoundland before the province joined Canadian Confederation in 1949, and three AM stations kept their existing call letters. However, other commercial radio stations in St. John's which went to air after 1949 use the same range of prefixes (CF\u2013CK) currently in use elsewhere in Canada, with the exception of VOCM-FM, which was permitted to adopt the VOCM callsign because of its corporate association with the AM station that already bore that callsign. VO also remains in use in amateur radio.", "targets": "When did the province join the Canadian Confederation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adc7faf8b774b26963f668d28d1d798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of \"Five\", which means \"Failed\". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of \"Three Plus\". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule \"Abitur light\". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from \"underprivileged groups\" and sneering at their performance was a \"piece of impudence\".", "targets": "What type of misconduct have comprehensive schools been alleged of engaging in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adc7faf8b774b26963f668d28d1d798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of \"Five\", which means \"Failed\". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of \"Three Plus\". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule \"Abitur light\". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from \"underprivileged groups\" and sneering at their performance was a \"piece of impudence\".", "targets": "Which German minister criticized comprehensive schools' ability to help students succeed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adc7faf8b774b26963f668d28d1d798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of \"Five\", which means \"Failed\". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of \"Three Plus\". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule \"Abitur light\". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from \"underprivileged groups\" and sneering at their performance was a \"piece of impudence\".", "targets": "Which German politician defended comprehensive schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adc7faf8b774b26963f668d28d1d798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of \"Five\", which means \"Failed\". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of \"Three Plus\". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule \"Abitur light\". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from \"underprivileged groups\" and sneering at their performance was a \"piece of impudence\".", "targets": "Which party does Barbara Sommer belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adc7faf8b774b26963f668d28d1d798", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of \"Five\", which means \"Failed\". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of \"Three Plus\". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule \"Abitur light\". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from \"underprivileged groups\" and sneering at their performance was a \"piece of impudence\".", "targets": "Which party does Sigrid Beer belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d170959b739d457a842686f483f69068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant change undergone by many of these newly agrarian communities was one of diet. Pre-agrarian diets varied by region, season, available local plant and animal resources and degree of pastoralism and hunting. Post-agrarian diet was restricted to a limited package of successfully cultivated cereal grains, plants and to a variable extent domesticated animals and animal products. Supplementation of diet by hunting and gathering was to variable degrees precluded by the increase in population above the carrying capacity of the land and a high sedentary local population concentration. In some cultures, there would have been a significant shift toward increased starch and plant protein. The relative nutritional benefits and drawbacks of these dietary changes and their overall impact on early societal development is still debated.", "targets": "What food related trend was significant in the new agrarian societies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d170959b739d457a842686f483f69068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant change undergone by many of these newly agrarian communities was one of diet. Pre-agrarian diets varied by region, season, available local plant and animal resources and degree of pastoralism and hunting. Post-agrarian diet was restricted to a limited package of successfully cultivated cereal grains, plants and to a variable extent domesticated animals and animal products. Supplementation of diet by hunting and gathering was to variable degrees precluded by the increase in population above the carrying capacity of the land and a high sedentary local population concentration. In some cultures, there would have been a significant shift toward increased starch and plant protein. The relative nutritional benefits and drawbacks of these dietary changes and their overall impact on early societal development is still debated.", "targets": "What forms of availability dictated Pre-agrarian diets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d170959b739d457a842686f483f69068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant change undergone by many of these newly agrarian communities was one of diet. Pre-agrarian diets varied by region, season, available local plant and animal resources and degree of pastoralism and hunting. Post-agrarian diet was restricted to a limited package of successfully cultivated cereal grains, plants and to a variable extent domesticated animals and animal products. Supplementation of diet by hunting and gathering was to variable degrees precluded by the increase in population above the carrying capacity of the land and a high sedentary local population concentration. In some cultures, there would have been a significant shift toward increased starch and plant protein. The relative nutritional benefits and drawbacks of these dietary changes and their overall impact on early societal development is still debated.", "targets": "What was included in the Post-agrarian diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d170959b739d457a842686f483f69068", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant change undergone by many of these newly agrarian communities was one of diet. Pre-agrarian diets varied by region, season, available local plant and animal resources and degree of pastoralism and hunting. Post-agrarian diet was restricted to a limited package of successfully cultivated cereal grains, plants and to a variable extent domesticated animals and animal products. Supplementation of diet by hunting and gathering was to variable degrees precluded by the increase in population above the carrying capacity of the land and a high sedentary local population concentration. In some cultures, there would have been a significant shift toward increased starch and plant protein. The relative nutritional benefits and drawbacks of these dietary changes and their overall impact on early societal development is still debated.", "targets": "What forced the need to supplement food supply with hunting and gathering?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8027e950052451985b9fa226d854692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1510 to 1520, Luther lectured on the Psalms, the books of Hebrews, Romans, and Galatians. As he studied these portions of the Bible, he came to view the use of terms such as penance and righteousness by the Catholic Church in new ways. He became convinced that the church was corrupt in its ways and had lost sight of what he saw as several of the central truths of Christianity. The most important for Luther was the doctrine of justification \u2013 God's act of declaring a sinner righteous \u2013 by faith alone through God's grace. He began to teach that salvation or redemption is a gift of God's grace, attainable only through faith in Jesus as the Messiah. \"This one and firm rock, which we call the doctrine of justification,\" he wrote, \"is the chief article of the whole Christian doctrine, which comprehends the understanding of all godliness.\"", "targets": "What did Martin Luther do during 1510 to 1520?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8027e950052451985b9fa226d854692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1510 to 1520, Luther lectured on the Psalms, the books of Hebrews, Romans, and Galatians. As he studied these portions of the Bible, he came to view the use of terms such as penance and righteousness by the Catholic Church in new ways. He became convinced that the church was corrupt in its ways and had lost sight of what he saw as several of the central truths of Christianity. The most important for Luther was the doctrine of justification \u2013 God's act of declaring a sinner righteous \u2013 by faith alone through God's grace. He began to teach that salvation or redemption is a gift of God's grace, attainable only through faith in Jesus as the Messiah. \"This one and firm rock, which we call the doctrine of justification,\" he wrote, \"is the chief article of the whole Christian doctrine, which comprehends the understanding of all godliness.\"", "targets": "What sections of Church dogma did Luther come to view in another way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8027e950052451985b9fa226d854692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1510 to 1520, Luther lectured on the Psalms, the books of Hebrews, Romans, and Galatians. As he studied these portions of the Bible, he came to view the use of terms such as penance and righteousness by the Catholic Church in new ways. He became convinced that the church was corrupt in its ways and had lost sight of what he saw as several of the central truths of Christianity. The most important for Luther was the doctrine of justification \u2013 God's act of declaring a sinner righteous \u2013 by faith alone through God's grace. He began to teach that salvation or redemption is a gift of God's grace, attainable only through faith in Jesus as the Messiah. \"This one and firm rock, which we call the doctrine of justification,\" he wrote, \"is the chief article of the whole Christian doctrine, which comprehends the understanding of all godliness.\"", "targets": "What did Luther decide about the Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8027e950052451985b9fa226d854692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1510 to 1520, Luther lectured on the Psalms, the books of Hebrews, Romans, and Galatians. As he studied these portions of the Bible, he came to view the use of terms such as penance and righteousness by the Catholic Church in new ways. He became convinced that the church was corrupt in its ways and had lost sight of what he saw as several of the central truths of Christianity. The most important for Luther was the doctrine of justification \u2013 God's act of declaring a sinner righteous \u2013 by faith alone through God's grace. He began to teach that salvation or redemption is a gift of God's grace, attainable only through faith in Jesus as the Messiah. \"This one and firm rock, which we call the doctrine of justification,\" he wrote, \"is the chief article of the whole Christian doctrine, which comprehends the understanding of all godliness.\"", "targets": "What, to Luther had the Church lost sight of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8027e950052451985b9fa226d854692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1510 to 1520, Luther lectured on the Psalms, the books of Hebrews, Romans, and Galatians. As he studied these portions of the Bible, he came to view the use of terms such as penance and righteousness by the Catholic Church in new ways. He became convinced that the church was corrupt in its ways and had lost sight of what he saw as several of the central truths of Christianity. The most important for Luther was the doctrine of justification \u2013 God's act of declaring a sinner righteous \u2013 by faith alone through God's grace. He began to teach that salvation or redemption is a gift of God's grace, attainable only through faith in Jesus as the Messiah. \"This one and firm rock, which we call the doctrine of justification,\" he wrote, \"is the chief article of the whole Christian doctrine, which comprehends the understanding of all godliness.\"", "targets": "What is the central article of the Christian doctrine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13b2bada3bfe4717af02ef1428506c83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun has been openly antagonistic towards other European nations, particularly the French and Germans. During the 1980s and 1990s, the nationalities were routinely described in copy and headlines as \"frogs\", \"krauts\" or \"hun\". As the paper is opposed to the EU it has referred to foreign leaders who it deemed hostile to the UK in unflattering terms. Former President Jacques Chirac of France, for instance, was branded \"le Worm\". An unflattering picture of German chancellor Angela Merkel, taken from the rear, bore the headline \"I'm Big in the Bumdestag\" (17 April 2006).", "targets": "Which two nations has The Sun been very antagonistic towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13b2bada3bfe4717af02ef1428506c83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun has been openly antagonistic towards other European nations, particularly the French and Germans. During the 1980s and 1990s, the nationalities were routinely described in copy and headlines as \"frogs\", \"krauts\" or \"hun\". As the paper is opposed to the EU it has referred to foreign leaders who it deemed hostile to the UK in unflattering terms. Former President Jacques Chirac of France, for instance, was branded \"le Worm\". An unflattering picture of German chancellor Angela Merkel, taken from the rear, bore the headline \"I'm Big in the Bumdestag\" (17 April 2006).", "targets": "What names were used by The Sun to characterize the French and Germans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13b2bada3bfe4717af02ef1428506c83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun has been openly antagonistic towards other European nations, particularly the French and Germans. During the 1980s and 1990s, the nationalities were routinely described in copy and headlines as \"frogs\", \"krauts\" or \"hun\". As the paper is opposed to the EU it has referred to foreign leaders who it deemed hostile to the UK in unflattering terms. Former President Jacques Chirac of France, for instance, was branded \"le Worm\". An unflattering picture of German chancellor Angela Merkel, taken from the rear, bore the headline \"I'm Big in the Bumdestag\" (17 April 2006).", "targets": "What is the paper's stance on the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13b2bada3bfe4717af02ef1428506c83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun has been openly antagonistic towards other European nations, particularly the French and Germans. During the 1980s and 1990s, the nationalities were routinely described in copy and headlines as \"frogs\", \"krauts\" or \"hun\". As the paper is opposed to the EU it has referred to foreign leaders who it deemed hostile to the UK in unflattering terms. Former President Jacques Chirac of France, for instance, was branded \"le Worm\". An unflattering picture of German chancellor Angela Merkel, taken from the rear, bore the headline \"I'm Big in the Bumdestag\" (17 April 2006).", "targets": "How was French president Jacques Chirac described by The Sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13b2bada3bfe4717af02ef1428506c83", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Sun has been openly antagonistic towards other European nations, particularly the French and Germans. During the 1980s and 1990s, the nationalities were routinely described in copy and headlines as \"frogs\", \"krauts\" or \"hun\". As the paper is opposed to the EU it has referred to foreign leaders who it deemed hostile to the UK in unflattering terms. Former President Jacques Chirac of France, for instance, was branded \"le Worm\". An unflattering picture of German chancellor Angela Merkel, taken from the rear, bore the headline \"I'm Big in the Bumdestag\" (17 April 2006).", "targets": "Which German chancellor was criticized by The Sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfed53c59854704808d4f9918c55c6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2009 the first major building work at the abbey for 250 years was proposed. A corona\u2014a crown-like architectural feature\u2014was intended to be built around the lantern over the central crossing, replacing an existing pyramidal structure dating from the 1950s. This was part of a wider \u00a323m development of the abbey expected to be completed in 2013. On 4 August 2010 the Dean and Chapter announced that, \"[a]fter a considerable amount of preliminary and exploratory work\", efforts toward the construction of a corona would not be continued. In 2012, architects Panter Hudspith completed refurbishment of the 14th-century food-store originally used by the abbey's monks, converting it into a restaurant with English Oak furniture by Covent Garden-based furniture makers Luke Hughes and Company.", "targets": "What was proposed for the abbey in June 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfed53c59854704808d4f9918c55c6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2009 the first major building work at the abbey for 250 years was proposed. A corona\u2014a crown-like architectural feature\u2014was intended to be built around the lantern over the central crossing, replacing an existing pyramidal structure dating from the 1950s. This was part of a wider \u00a323m development of the abbey expected to be completed in 2013. On 4 August 2010 the Dean and Chapter announced that, \"[a]fter a considerable amount of preliminary and exploratory work\", efforts toward the construction of a corona would not be continued. In 2012, architects Panter Hudspith completed refurbishment of the 14th-century food-store originally used by the abbey's monks, converting it into a restaurant with English Oak furniture by Covent Garden-based furniture makers Luke Hughes and Company.", "targets": "On what date did the Dean and Chapter announce that work would not be continued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfed53c59854704808d4f9918c55c6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2009 the first major building work at the abbey for 250 years was proposed. A corona\u2014a crown-like architectural feature\u2014was intended to be built around the lantern over the central crossing, replacing an existing pyramidal structure dating from the 1950s. This was part of a wider \u00a323m development of the abbey expected to be completed in 2013. On 4 August 2010 the Dean and Chapter announced that, \"[a]fter a considerable amount of preliminary and exploratory work\", efforts toward the construction of a corona would not be continued. In 2012, architects Panter Hudspith completed refurbishment of the 14th-century food-store originally used by the abbey's monks, converting it into a restaurant with English Oak furniture by Covent Garden-based furniture makers Luke Hughes and Company.", "targets": "Panter Hudspith refurbished a 14th-century foodstore into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfed53c59854704808d4f9918c55c6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2009 the first major building work at the abbey for 250 years was proposed. A corona\u2014a crown-like architectural feature\u2014was intended to be built around the lantern over the central crossing, replacing an existing pyramidal structure dating from the 1950s. This was part of a wider \u00a323m development of the abbey expected to be completed in 2013. On 4 August 2010 the Dean and Chapter announced that, \"[a]fter a considerable amount of preliminary and exploratory work\", efforts toward the construction of a corona would not be continued. In 2012, architects Panter Hudspith completed refurbishment of the 14th-century food-store originally used by the abbey's monks, converting it into a restaurant with English Oak furniture by Covent Garden-based furniture makers Luke Hughes and Company.", "targets": "What kind of furniture is in the restaurant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fcfed53c59854704808d4f9918c55c6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 2009 the first major building work at the abbey for 250 years was proposed. A corona\u2014a crown-like architectural feature\u2014was intended to be built around the lantern over the central crossing, replacing an existing pyramidal structure dating from the 1950s. This was part of a wider \u00a323m development of the abbey expected to be completed in 2013. On 4 August 2010 the Dean and Chapter announced that, \"[a]fter a considerable amount of preliminary and exploratory work\", efforts toward the construction of a corona would not be continued. In 2012, architects Panter Hudspith completed refurbishment of the 14th-century food-store originally used by the abbey's monks, converting it into a restaurant with English Oak furniture by Covent Garden-based furniture makers Luke Hughes and Company.", "targets": "Who supplied the furniture for the restaurant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4474f2e8096d4978a66dd9e5e9135f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In additive color devices such as computer displays and televisions, one of the primary light sources is typically a narrow-spectrum yellowish-green of dominant wavelength ~550 nm; this \"green\" primary is combined with an orangish-red \"red\" primary and a purplish-blue \"blue\" primary to produce any color in between \u2013 the RGB color model. A unique green (green appearing neither yellowish nor bluish) is produced on such a device by mixing light from the green primary with some light from the blue primary.", "targets": "What is produced on a computer display when light from the green primary is mixed with some light from the blue primary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4474f2e8096d4978a66dd9e5e9135f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In additive color devices such as computer displays and televisions, one of the primary light sources is typically a narrow-spectrum yellowish-green of dominant wavelength ~550 nm; this \"green\" primary is combined with an orangish-red \"red\" primary and a purplish-blue \"blue\" primary to produce any color in between \u2013 the RGB color model. A unique green (green appearing neither yellowish nor bluish) is produced on such a device by mixing light from the green primary with some light from the blue primary.", "targets": "At what wavelength is green on computer displays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4474f2e8096d4978a66dd9e5e9135f8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In additive color devices such as computer displays and televisions, one of the primary light sources is typically a narrow-spectrum yellowish-green of dominant wavelength ~550 nm; this \"green\" primary is combined with an orangish-red \"red\" primary and a purplish-blue \"blue\" primary to produce any color in between \u2013 the RGB color model. A unique green (green appearing neither yellowish nor bluish) is produced on such a device by mixing light from the green primary with some light from the blue primary.", "targets": "What type of color devices are computer displays and televisions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79004ebac4364ba89f3ab608a2ab033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, New York City had the lowest overall crime rate and the second lowest murder rate among the largest U.S. cities, having become significantly safer after a spike in crime in the 1970s through 1990s. Violent crime in New York City decreased more than 75% from 1993 to 2005, and continued decreasing during periods when the nation as a whole saw increases. By 2002, New York City's crime rate was similar to that of Provo, Utah, and was ranked 197th in crime among the 216 U.S. cities with populations greater than 100,000. In 2005 the homicide rate was at its lowest level since 1966, and in 2007 the city recorded fewer than 500 homicides for the first time ever since crime statistics were first published in 1963. In the first six months of 2010, 95.1% of all murder victims and 95.9% of all shooting victims in New York City were black or Hispanic; additionally, 90.2 percent of those arrested for murder and 96.7 percent of those arrested for shooting someone were black or Hispanic. New York experienced a record low of 328 homicides in 2014 and has a far lower murder rate than other major American cities.", "targets": "What was the low record for homicides in 2014 in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79004ebac4364ba89f3ab608a2ab033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, New York City had the lowest overall crime rate and the second lowest murder rate among the largest U.S. cities, having become significantly safer after a spike in crime in the 1970s through 1990s. Violent crime in New York City decreased more than 75% from 1993 to 2005, and continued decreasing during periods when the nation as a whole saw increases. By 2002, New York City's crime rate was similar to that of Provo, Utah, and was ranked 197th in crime among the 216 U.S. cities with populations greater than 100,000. In 2005 the homicide rate was at its lowest level since 1966, and in 2007 the city recorded fewer than 500 homicides for the first time ever since crime statistics were first published in 1963. In the first six months of 2010, 95.1% of all murder victims and 95.9% of all shooting victims in New York City were black or Hispanic; additionally, 90.2 percent of those arrested for murder and 96.7 percent of those arrested for shooting someone were black or Hispanic. New York experienced a record low of 328 homicides in 2014 and has a far lower murder rate than other major American cities.", "targets": "What percentage decrease in violent crime did the city see between 1993 and 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79004ebac4364ba89f3ab608a2ab033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, New York City had the lowest overall crime rate and the second lowest murder rate among the largest U.S. cities, having become significantly safer after a spike in crime in the 1970s through 1990s. Violent crime in New York City decreased more than 75% from 1993 to 2005, and continued decreasing during periods when the nation as a whole saw increases. By 2002, New York City's crime rate was similar to that of Provo, Utah, and was ranked 197th in crime among the 216 U.S. cities with populations greater than 100,000. In 2005 the homicide rate was at its lowest level since 1966, and in 2007 the city recorded fewer than 500 homicides for the first time ever since crime statistics were first published in 1963. In the first six months of 2010, 95.1% of all murder victims and 95.9% of all shooting victims in New York City were black or Hispanic; additionally, 90.2 percent of those arrested for murder and 96.7 percent of those arrested for shooting someone were black or Hispanic. New York experienced a record low of 328 homicides in 2014 and has a far lower murder rate than other major American cities.", "targets": "As of 2002, to what city did New York have a comparable crime rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79004ebac4364ba89f3ab608a2ab033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, New York City had the lowest overall crime rate and the second lowest murder rate among the largest U.S. cities, having become significantly safer after a spike in crime in the 1970s through 1990s. Violent crime in New York City decreased more than 75% from 1993 to 2005, and continued decreasing during periods when the nation as a whole saw increases. By 2002, New York City's crime rate was similar to that of Provo, Utah, and was ranked 197th in crime among the 216 U.S. cities with populations greater than 100,000. In 2005 the homicide rate was at its lowest level since 1966, and in 2007 the city recorded fewer than 500 homicides for the first time ever since crime statistics were first published in 1963. In the first six months of 2010, 95.1% of all murder victims and 95.9% of all shooting victims in New York City were black or Hispanic; additionally, 90.2 percent of those arrested for murder and 96.7 percent of those arrested for shooting someone were black or Hispanic. New York experienced a record low of 328 homicides in 2014 and has a far lower murder rate than other major American cities.", "targets": "In what year did the city have less than 500 homicides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79004ebac4364ba89f3ab608a2ab033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, New York City had the lowest overall crime rate and the second lowest murder rate among the largest U.S. cities, having become significantly safer after a spike in crime in the 1970s through 1990s. Violent crime in New York City decreased more than 75% from 1993 to 2005, and continued decreasing during periods when the nation as a whole saw increases. By 2002, New York City's crime rate was similar to that of Provo, Utah, and was ranked 197th in crime among the 216 U.S. cities with populations greater than 100,000. In 2005 the homicide rate was at its lowest level since 1966, and in 2007 the city recorded fewer than 500 homicides for the first time ever since crime statistics were first published in 1963. In the first six months of 2010, 95.1% of all murder victims and 95.9% of all shooting victims in New York City were black or Hispanic; additionally, 90.2 percent of those arrested for murder and 96.7 percent of those arrested for shooting someone were black or Hispanic. New York experienced a record low of 328 homicides in 2014 and has a far lower murder rate than other major American cities.", "targets": "How many homicides were there in New York City in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79004ebac4364ba89f3ab608a2ab033e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, New York City had the lowest overall crime rate and the second lowest murder rate among the largest U.S. cities, having become significantly safer after a spike in crime in the 1970s through 1990s. Violent crime in New York City decreased more than 75% from 1993 to 2005, and continued decreasing during periods when the nation as a whole saw increases. By 2002, New York City's crime rate was similar to that of Provo, Utah, and was ranked 197th in crime among the 216 U.S. cities with populations greater than 100,000. In 2005 the homicide rate was at its lowest level since 1966, and in 2007 the city recorded fewer than 500 homicides for the first time ever since crime statistics were first published in 1963. In the first six months of 2010, 95.1% of all murder victims and 95.9% of all shooting victims in New York City were black or Hispanic; additionally, 90.2 percent of those arrested for murder and 96.7 percent of those arrested for shooting someone were black or Hispanic. New York experienced a record low of 328 homicides in 2014 and has a far lower murder rate than other major American cities.", "targets": "In the first half of 2010, what percentage of shooting victims were African-American or Hispanic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7382bf9ee3447d0b67939f7f9011263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the first practical solar boat was constructed in England. By 1995, passenger boats incorporating PV panels began appearing and are now used extensively. In 1996, Kenichi Horie made the first solar powered crossing of the Pacific Ocean, and the sun21 catamaran made the first solar powered crossing of the Atlantic Ocean in the winter of 2006\u20132007. There were plans to circumnavigate the globe in 2010.", "targets": "The first practical solar boat was constructed in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7382bf9ee3447d0b67939f7f9011263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the first practical solar boat was constructed in England. By 1995, passenger boats incorporating PV panels began appearing and are now used extensively. In 1996, Kenichi Horie made the first solar powered crossing of the Pacific Ocean, and the sun21 catamaran made the first solar powered crossing of the Atlantic Ocean in the winter of 2006\u20132007. There were plans to circumnavigate the globe in 2010.", "targets": "When was the first solar powered boat made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7382bf9ee3447d0b67939f7f9011263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the first practical solar boat was constructed in England. By 1995, passenger boats incorporating PV panels began appearing and are now used extensively. In 1996, Kenichi Horie made the first solar powered crossing of the Pacific Ocean, and the sun21 catamaran made the first solar powered crossing of the Atlantic Ocean in the winter of 2006\u20132007. There were plans to circumnavigate the globe in 2010.", "targets": "Who first crossed the Pacific ocean using a solar powered boat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7382bf9ee3447d0b67939f7f9011263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1975, the first practical solar boat was constructed in England. By 1995, passenger boats incorporating PV panels began appearing and are now used extensively. In 1996, Kenichi Horie made the first solar powered crossing of the Pacific Ocean, and the sun21 catamaran made the first solar powered crossing of the Atlantic Ocean in the winter of 2006\u20132007. There were plans to circumnavigate the globe in 2010.", "targets": "What was the name of the first solar powered boat that crossed the Atlantic ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000b9bacae7c4188b7e1ea8f727b7fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of the war, no French regular army troops were stationed in North America, and few British troops. New France was defended by about 3,000 troupes de la marine, companies of colonial regulars (some of whom had significant woodland combat experience). The colonial government recruited militia support when needed. Most British colonies mustered local militia companies, generally ill trained and available only for short periods, to deal with native threats, but did not have any standing forces.", "targets": "What was Frensh military presence at start of war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000b9bacae7c4188b7e1ea8f727b7fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of the war, no French regular army troops were stationed in North America, and few British troops. New France was defended by about 3,000 troupes de la marine, companies of colonial regulars (some of whom had significant woodland combat experience). The colonial government recruited militia support when needed. Most British colonies mustered local militia companies, generally ill trained and available only for short periods, to deal with native threats, but did not have any standing forces.", "targets": "How much British military was in North America at start of War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000b9bacae7c4188b7e1ea8f727b7fc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the start of the war, no French regular army troops were stationed in North America, and few British troops. New France was defended by about 3,000 troupes de la marine, companies of colonial regulars (some of whom had significant woodland combat experience). The colonial government recruited militia support when needed. Most British colonies mustered local militia companies, generally ill trained and available only for short periods, to deal with native threats, but did not have any standing forces.", "targets": "What was normal British defense?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c053ee65bbf4fe6b375ee2af0af9913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is thought that annelids were originally animals with two separate sexes, which released ova and sperm into the water via their nephridia. The fertilized eggs develop into trochophore larvae, which live as plankton. Later they sink to the sea-floor and metamorphose into miniature adults: the part of the trochophore between the apical tuft and the prototroch becomes the prostomium (head); a small area round the trochophore's anus becomes the pygidium (tail-piece); a narrow band immediately in front of that becomes the growth zone that produces new segments; and the rest of the trochophore becomes the peristomium (the segment that contains the mouth).", "targets": "How many sexes of annelids were there originally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c053ee65bbf4fe6b375ee2af0af9913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is thought that annelids were originally animals with two separate sexes, which released ova and sperm into the water via their nephridia. The fertilized eggs develop into trochophore larvae, which live as plankton. Later they sink to the sea-floor and metamorphose into miniature adults: the part of the trochophore between the apical tuft and the prototroch becomes the prostomium (head); a small area round the trochophore's anus becomes the pygidium (tail-piece); a narrow band immediately in front of that becomes the growth zone that produces new segments; and the rest of the trochophore becomes the peristomium (the segment that contains the mouth).", "targets": "What releases sperm from annelids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c053ee65bbf4fe6b375ee2af0af9913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is thought that annelids were originally animals with two separate sexes, which released ova and sperm into the water via their nephridia. The fertilized eggs develop into trochophore larvae, which live as plankton. Later they sink to the sea-floor and metamorphose into miniature adults: the part of the trochophore between the apical tuft and the prototroch becomes the prostomium (head); a small area round the trochophore's anus becomes the pygidium (tail-piece); a narrow band immediately in front of that becomes the growth zone that produces new segments; and the rest of the trochophore becomes the peristomium (the segment that contains the mouth).", "targets": "What do annelid eggs become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c053ee65bbf4fe6b375ee2af0af9913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is thought that annelids were originally animals with two separate sexes, which released ova and sperm into the water via their nephridia. The fertilized eggs develop into trochophore larvae, which live as plankton. Later they sink to the sea-floor and metamorphose into miniature adults: the part of the trochophore between the apical tuft and the prototroch becomes the prostomium (head); a small area round the trochophore's anus becomes the pygidium (tail-piece); a narrow band immediately in front of that becomes the growth zone that produces new segments; and the rest of the trochophore becomes the peristomium (the segment that contains the mouth).", "targets": "What do annelids' larvae live like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c053ee65bbf4fe6b375ee2af0af9913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is thought that annelids were originally animals with two separate sexes, which released ova and sperm into the water via their nephridia. The fertilized eggs develop into trochophore larvae, which live as plankton. Later they sink to the sea-floor and metamorphose into miniature adults: the part of the trochophore between the apical tuft and the prototroch becomes the prostomium (head); a small area round the trochophore's anus becomes the pygidium (tail-piece); a narrow band immediately in front of that becomes the growth zone that produces new segments; and the rest of the trochophore becomes the peristomium (the segment that contains the mouth).", "targets": "What does the trochophore become when annelids mature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26a4c742293b4ef8b0c9b76aa80a6bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 17 universities of technology in Germany with about 290,000 students enrolled. The four states of Bremen, Mecklenburg-Vorpommern, Saxony-Anhalt and Schleswig-Holstein are not operating a Technische Universit\u00e4t. Saxony and Lower Saxony have the highest counts of TUs, while in Saxony three out of four universities are universities of technology.", "targets": "How many institutes of technology are there in Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26a4c742293b4ef8b0c9b76aa80a6bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 17 universities of technology in Germany with about 290,000 students enrolled. The four states of Bremen, Mecklenburg-Vorpommern, Saxony-Anhalt and Schleswig-Holstein are not operating a Technische Universit\u00e4t. Saxony and Lower Saxony have the highest counts of TUs, while in Saxony three out of four universities are universities of technology.", "targets": "What's the approximate number of students in Germany who are enrolled in a university of technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26a4c742293b4ef8b0c9b76aa80a6bc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are 17 universities of technology in Germany with about 290,000 students enrolled. The four states of Bremen, Mecklenburg-Vorpommern, Saxony-Anhalt and Schleswig-Holstein are not operating a Technische Universit\u00e4t. Saxony and Lower Saxony have the highest counts of TUs, while in Saxony three out of four universities are universities of technology.", "targets": "Which German state has the highest ratio of universities of technology to standard universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63625ba7ea8b4ef893cc646f297eda46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Metro is a rapid transit system serving New Delhi, Delhi, Gurgaon, Faridabad, Noida, and Ghaziabad in the National Capital Region of India. Delhi Metro is the world's 12th largest metro system in terms of length. Delhi Metro was India's first modern public transportation system, which had revolutionised travel by providing a fast, reliable, safe, and comfortable means of transport. The network consists of six lines with a total length of 189.63 kilometres (117.83 miles) with 142 stations, of which 35 are underground, five are at-grade, and the remainder are elevated. All stations have escalators, elevators, and tactile tiles to guide the visually impaired from station entrances to trains. It has a combination of elevated, at-grade, and underground lines, and uses both broad gauge and standard gauge rolling stock. Four types of rolling stock are used: Mitsubishi-ROTEM Broad gauge, Bombardier MOVIA, Mitsubishi-ROTEM Standard gauge, and CAF Beasain Standard gauge.", "targets": "What is the total length of the Delhi Metro?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63625ba7ea8b4ef893cc646f297eda46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Metro is a rapid transit system serving New Delhi, Delhi, Gurgaon, Faridabad, Noida, and Ghaziabad in the National Capital Region of India. Delhi Metro is the world's 12th largest metro system in terms of length. Delhi Metro was India's first modern public transportation system, which had revolutionised travel by providing a fast, reliable, safe, and comfortable means of transport. The network consists of six lines with a total length of 189.63 kilometres (117.83 miles) with 142 stations, of which 35 are underground, five are at-grade, and the remainder are elevated. All stations have escalators, elevators, and tactile tiles to guide the visually impaired from station entrances to trains. It has a combination of elevated, at-grade, and underground lines, and uses both broad gauge and standard gauge rolling stock. Four types of rolling stock are used: Mitsubishi-ROTEM Broad gauge, Bombardier MOVIA, Mitsubishi-ROTEM Standard gauge, and CAF Beasain Standard gauge.", "targets": "How many stations are there on the Delhi Metro?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63625ba7ea8b4ef893cc646f297eda46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Metro is a rapid transit system serving New Delhi, Delhi, Gurgaon, Faridabad, Noida, and Ghaziabad in the National Capital Region of India. Delhi Metro is the world's 12th largest metro system in terms of length. Delhi Metro was India's first modern public transportation system, which had revolutionised travel by providing a fast, reliable, safe, and comfortable means of transport. The network consists of six lines with a total length of 189.63 kilometres (117.83 miles) with 142 stations, of which 35 are underground, five are at-grade, and the remainder are elevated. All stations have escalators, elevators, and tactile tiles to guide the visually impaired from station entrances to trains. It has a combination of elevated, at-grade, and underground lines, and uses both broad gauge and standard gauge rolling stock. Four types of rolling stock are used: Mitsubishi-ROTEM Broad gauge, Bombardier MOVIA, Mitsubishi-ROTEM Standard gauge, and CAF Beasain Standard gauge.", "targets": "What is the name of the world's 12 largest metro system by length?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63625ba7ea8b4ef893cc646f297eda46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Metro is a rapid transit system serving New Delhi, Delhi, Gurgaon, Faridabad, Noida, and Ghaziabad in the National Capital Region of India. Delhi Metro is the world's 12th largest metro system in terms of length. Delhi Metro was India's first modern public transportation system, which had revolutionised travel by providing a fast, reliable, safe, and comfortable means of transport. The network consists of six lines with a total length of 189.63 kilometres (117.83 miles) with 142 stations, of which 35 are underground, five are at-grade, and the remainder are elevated. All stations have escalators, elevators, and tactile tiles to guide the visually impaired from station entrances to trains. It has a combination of elevated, at-grade, and underground lines, and uses both broad gauge and standard gauge rolling stock. Four types of rolling stock are used: Mitsubishi-ROTEM Broad gauge, Bombardier MOVIA, Mitsubishi-ROTEM Standard gauge, and CAF Beasain Standard gauge.", "targets": "How many of the Delhi Metro's stations are located underground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63625ba7ea8b4ef893cc646f297eda46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Delhi Metro is a rapid transit system serving New Delhi, Delhi, Gurgaon, Faridabad, Noida, and Ghaziabad in the National Capital Region of India. Delhi Metro is the world's 12th largest metro system in terms of length. Delhi Metro was India's first modern public transportation system, which had revolutionised travel by providing a fast, reliable, safe, and comfortable means of transport. The network consists of six lines with a total length of 189.63 kilometres (117.83 miles) with 142 stations, of which 35 are underground, five are at-grade, and the remainder are elevated. All stations have escalators, elevators, and tactile tiles to guide the visually impaired from station entrances to trains. It has a combination of elevated, at-grade, and underground lines, and uses both broad gauge and standard gauge rolling stock. Four types of rolling stock are used: Mitsubishi-ROTEM Broad gauge, Bombardier MOVIA, Mitsubishi-ROTEM Standard gauge, and CAF Beasain Standard gauge.", "targets": "How many of the New Delhi Metro's stations are located at ground level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f033e070ca41cca30a6c091c15d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's growing Latino population has given rise to a number of local and regional Spanish-language newspapers. These include El Planeta (owned by the former publisher of The Boston Phoenix), El Mundo, and La Semana. Siglo21, with its main offices in nearby Lawrence, is also widely distributed.", "targets": "Where is the main office of Siglo21?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f033e070ca41cca30a6c091c15d5c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's growing Latino population has given rise to a number of local and regional Spanish-language newspapers. These include El Planeta (owned by the former publisher of The Boston Phoenix), El Mundo, and La Semana. Siglo21, with its main offices in nearby Lawrence, is also widely distributed.", "targets": "The former publisher of the Boston phoenix owns what Spanish newspaper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b848d78fee4a44eab96d1843a218236c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California consists of a heavily developed urban environment, home to some of the largest urban areas in the state, along with vast areas that have been left undeveloped. It is the third most populated megalopolis in the United States, after the Great Lakes Megalopolis and the Northeastern megalopolis. Much of southern California is famous for its large, spread-out, suburban communities and use of automobiles and highways. The dominant areas are Los Angeles, Orange County, San Diego, and Riverside-San Bernardino, each of which is the center of its respective metropolitan area, composed of numerous smaller cities and communities. The urban area is also host to an international metropolitan region in the form of San Diego\u2013Tijuana, created by the urban area spilling over into Baja California.", "targets": "Where does southern California's megalopolis standard in terms of population nationwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b848d78fee4a44eab96d1843a218236c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California consists of a heavily developed urban environment, home to some of the largest urban areas in the state, along with vast areas that have been left undeveloped. It is the third most populated megalopolis in the United States, after the Great Lakes Megalopolis and the Northeastern megalopolis. Much of southern California is famous for its large, spread-out, suburban communities and use of automobiles and highways. The dominant areas are Los Angeles, Orange County, San Diego, and Riverside-San Bernardino, each of which is the center of its respective metropolitan area, composed of numerous smaller cities and communities. The urban area is also host to an international metropolitan region in the form of San Diego\u2013Tijuana, created by the urban area spilling over into Baja California.", "targets": "Although southern california consts of a heavily developed urban environment, how much of it has been left undeveloped?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b848d78fee4a44eab96d1843a218236c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California consists of a heavily developed urban environment, home to some of the largest urban areas in the state, along with vast areas that have been left undeveloped. It is the third most populated megalopolis in the United States, after the Great Lakes Megalopolis and the Northeastern megalopolis. Much of southern California is famous for its large, spread-out, suburban communities and use of automobiles and highways. The dominant areas are Los Angeles, Orange County, San Diego, and Riverside-San Bernardino, each of which is the center of its respective metropolitan area, composed of numerous smaller cities and communities. The urban area is also host to an international metropolitan region in the form of San Diego\u2013Tijuana, created by the urban area spilling over into Baja California.", "targets": "Southern Californian communities are well known to be large, spread - out, and what other characteristic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b848d78fee4a44eab96d1843a218236c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California consists of a heavily developed urban environment, home to some of the largest urban areas in the state, along with vast areas that have been left undeveloped. It is the third most populated megalopolis in the United States, after the Great Lakes Megalopolis and the Northeastern megalopolis. Much of southern California is famous for its large, spread-out, suburban communities and use of automobiles and highways. The dominant areas are Los Angeles, Orange County, San Diego, and Riverside-San Bernardino, each of which is the center of its respective metropolitan area, composed of numerous smaller cities and communities. The urban area is also host to an international metropolitan region in the form of San Diego\u2013Tijuana, created by the urban area spilling over into Baja California.", "targets": "Outside of its use of automobiles, what else is southern California famous for using?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b848d78fee4a44eab96d1843a218236c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California consists of a heavily developed urban environment, home to some of the largest urban areas in the state, along with vast areas that have been left undeveloped. It is the third most populated megalopolis in the United States, after the Great Lakes Megalopolis and the Northeastern megalopolis. Much of southern California is famous for its large, spread-out, suburban communities and use of automobiles and highways. The dominant areas are Los Angeles, Orange County, San Diego, and Riverside-San Bernardino, each of which is the center of its respective metropolitan area, composed of numerous smaller cities and communities. The urban area is also host to an international metropolitan region in the form of San Diego\u2013Tijuana, created by the urban area spilling over into Baja California.", "targets": "What kind of region can be found inside the urban area of southern California?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d581e0d64444e98ac64302708ae668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is the home of Yueju (\u8d8a\u5287), one of the most prominent forms of Chinese opera. Yueju originated in Shengzhou and is traditionally performed by actresses only, in both male and female roles. Other important opera traditions include Yongju (of Ningbo), Shaoju (of Shaoxing), Ouju (of Wenzhou), Wuju (of Jinhua), Taizhou Luantan (of Taizhou) and Zhuji Luantan (of Zhuji).", "targets": "What is one of the most prominent forms of Chinese opera?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d581e0d64444e98ac64302708ae668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is the home of Yueju (\u8d8a\u5287), one of the most prominent forms of Chinese opera. Yueju originated in Shengzhou and is traditionally performed by actresses only, in both male and female roles. Other important opera traditions include Yongju (of Ningbo), Shaoju (of Shaoxing), Ouju (of Wenzhou), Wuju (of Jinhua), Taizhou Luantan (of Taizhou) and Zhuji Luantan (of Zhuji).", "targets": "Where did Yueju originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d581e0d64444e98ac64302708ae668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is the home of Yueju (\u8d8a\u5287), one of the most prominent forms of Chinese opera. Yueju originated in Shengzhou and is traditionally performed by actresses only, in both male and female roles. Other important opera traditions include Yongju (of Ningbo), Shaoju (of Shaoxing), Ouju (of Wenzhou), Wuju (of Jinhua), Taizhou Luantan (of Taizhou) and Zhuji Luantan (of Zhuji).", "targets": "Who is Yueju traditionally performed by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d581e0d64444e98ac64302708ae668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is the home of Yueju (\u8d8a\u5287), one of the most prominent forms of Chinese opera. Yueju originated in Shengzhou and is traditionally performed by actresses only, in both male and female roles. Other important opera traditions include Yongju (of Ningbo), Shaoju (of Shaoxing), Ouju (of Wenzhou), Wuju (of Jinhua), Taizhou Luantan (of Taizhou) and Zhuji Luantan (of Zhuji).", "targets": "Who plays male roles in Yueju?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55d581e0d64444e98ac64302708ae668", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Zhejiang is the home of Yueju (\u8d8a\u5287), one of the most prominent forms of Chinese opera. Yueju originated in Shengzhou and is traditionally performed by actresses only, in both male and female roles. Other important opera traditions include Yongju (of Ningbo), Shaoju (of Shaoxing), Ouju (of Wenzhou), Wuju (of Jinhua), Taizhou Luantan (of Taizhou) and Zhuji Luantan (of Zhuji).", "targets": "Who plays female roles in Yueju?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4534878a4bc240db8aa763bb06bc4b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, the USAF undertook a Reduction-in-Force (RIF). Because of budget constraints, the USAF planned to reduce the service's size from 360,000 active duty personnel to 316,000. The size of the active duty force in 2007 was roughly 64% of that of what the USAF was at the end of the first Gulf War in 1991. However, the reduction was ended at approximately 330,000 personnel in 2008 in order to meet the demand signal of combatant commanders and associated mission requirements. These same constraints have seen a sharp reduction in flight hours for crew training since 2005 and the Deputy Chief of Staff for Manpower and Personnel directing Airmen's Time Assessments.", "targets": "What year did the USAF take a Reduction-in-force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4534878a4bc240db8aa763bb06bc4b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, the USAF undertook a Reduction-in-Force (RIF). Because of budget constraints, the USAF planned to reduce the service's size from 360,000 active duty personnel to 316,000. The size of the active duty force in 2007 was roughly 64% of that of what the USAF was at the end of the first Gulf War in 1991. However, the reduction was ended at approximately 330,000 personnel in 2008 in order to meet the demand signal of combatant commanders and associated mission requirements. These same constraints have seen a sharp reduction in flight hours for crew training since 2005 and the Deputy Chief of Staff for Manpower and Personnel directing Airmen's Time Assessments.", "targets": "Why did the USAF plan to take a reduction-in-force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4534878a4bc240db8aa763bb06bc4b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, the USAF undertook a Reduction-in-Force (RIF). Because of budget constraints, the USAF planned to reduce the service's size from 360,000 active duty personnel to 316,000. The size of the active duty force in 2007 was roughly 64% of that of what the USAF was at the end of the first Gulf War in 1991. However, the reduction was ended at approximately 330,000 personnel in 2008 in order to meet the demand signal of combatant commanders and associated mission requirements. These same constraints have seen a sharp reduction in flight hours for crew training since 2005 and the Deputy Chief of Staff for Manpower and Personnel directing Airmen's Time Assessments.", "targets": "How many USAF personnel did the reduction end in during 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4534878a4bc240db8aa763bb06bc4b79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, the USAF undertook a Reduction-in-Force (RIF). Because of budget constraints, the USAF planned to reduce the service's size from 360,000 active duty personnel to 316,000. The size of the active duty force in 2007 was roughly 64% of that of what the USAF was at the end of the first Gulf War in 1991. However, the reduction was ended at approximately 330,000 personnel in 2008 in order to meet the demand signal of combatant commanders and associated mission requirements. These same constraints have seen a sharp reduction in flight hours for crew training since 2005 and the Deputy Chief of Staff for Manpower and Personnel directing Airmen's Time Assessments.", "targets": "What has there been a sharp reduction in during the years following 2005 in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dddc55a283fa4a919fb040d0e4184291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 96.4% of Ecuador's Indigenous population are Highland Quichuas living in the valleys of the Sierra region. Primarily consisting of the descendents of Incans, they are Kichwa speakers and include the Caranqui, the Otavalos, the Cayambi, the Quitu-Caras, the Panzaleo, the Chimbuelo, the Salasacan, the Tugua, the Puruh\u00e1, the Ca\u00f1ari, and the Saraguro. Linguistic evidence suggests that the Salascan and the Saraguro may have been the descendants of Bolivian ethnic groups transplanted to Ecuador as mitimaes.", "targets": "What percentage of Ecuador's indigenous population are Highland Quichuas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dddc55a283fa4a919fb040d0e4184291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 96.4% of Ecuador's Indigenous population are Highland Quichuas living in the valleys of the Sierra region. Primarily consisting of the descendents of Incans, they are Kichwa speakers and include the Caranqui, the Otavalos, the Cayambi, the Quitu-Caras, the Panzaleo, the Chimbuelo, the Salasacan, the Tugua, the Puruh\u00e1, the Ca\u00f1ari, and the Saraguro. Linguistic evidence suggests that the Salascan and the Saraguro may have been the descendants of Bolivian ethnic groups transplanted to Ecuador as mitimaes.", "targets": "Who are the Highland Quichuas primarily descended from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dddc55a283fa4a919fb040d0e4184291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 96.4% of Ecuador's Indigenous population are Highland Quichuas living in the valleys of the Sierra region. Primarily consisting of the descendents of Incans, they are Kichwa speakers and include the Caranqui, the Otavalos, the Cayambi, the Quitu-Caras, the Panzaleo, the Chimbuelo, the Salasacan, the Tugua, the Puruh\u00e1, the Ca\u00f1ari, and the Saraguro. Linguistic evidence suggests that the Salascan and the Saraguro may have been the descendants of Bolivian ethnic groups transplanted to Ecuador as mitimaes.", "targets": "Where do the Highland Quichuas live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dddc55a283fa4a919fb040d0e4184291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 96.4% of Ecuador's Indigenous population are Highland Quichuas living in the valleys of the Sierra region. Primarily consisting of the descendents of Incans, they are Kichwa speakers and include the Caranqui, the Otavalos, the Cayambi, the Quitu-Caras, the Panzaleo, the Chimbuelo, the Salasacan, the Tugua, the Puruh\u00e1, the Ca\u00f1ari, and the Saraguro. Linguistic evidence suggests that the Salascan and the Saraguro may have been the descendants of Bolivian ethnic groups transplanted to Ecuador as mitimaes.", "targets": "The Saraguro and Panzaleo are two of the member groups of what population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dddc55a283fa4a919fb040d0e4184291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Approximately 96.4% of Ecuador's Indigenous population are Highland Quichuas living in the valleys of the Sierra region. Primarily consisting of the descendents of Incans, they are Kichwa speakers and include the Caranqui, the Otavalos, the Cayambi, the Quitu-Caras, the Panzaleo, the Chimbuelo, the Salasacan, the Tugua, the Puruh\u00e1, the Ca\u00f1ari, and the Saraguro. Linguistic evidence suggests that the Salascan and the Saraguro may have been the descendants of Bolivian ethnic groups transplanted to Ecuador as mitimaes.", "targets": "What language do the Highland Quichuas speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb3488ef525408d9a19eb1f3e2bc8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archbishop Albrecht of Mainz and Magdeburg did not reply to Luther's letter containing the 95 Theses. He had the theses checked for heresy and in December 1517 forwarded them to Rome. He needed the revenue from the indulgences to pay off a papal dispensation for his tenure of more than one bishopric. As Luther later noted, \"the pope had a finger in the pie as well, because one half was to go to the building of St Peter's Church in Rome\".", "targets": "To whom did Luther send a letter containing his 95 Theses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb3488ef525408d9a19eb1f3e2bc8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archbishop Albrecht of Mainz and Magdeburg did not reply to Luther's letter containing the 95 Theses. He had the theses checked for heresy and in December 1517 forwarded them to Rome. He needed the revenue from the indulgences to pay off a papal dispensation for his tenure of more than one bishopric. As Luther later noted, \"the pope had a finger in the pie as well, because one half was to go to the building of St Peter's Church in Rome\".", "targets": "After Archbishop Albrecht reviewed the Theses, where did he send them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb3488ef525408d9a19eb1f3e2bc8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archbishop Albrecht of Mainz and Magdeburg did not reply to Luther's letter containing the 95 Theses. He had the theses checked for heresy and in December 1517 forwarded them to Rome. He needed the revenue from the indulgences to pay off a papal dispensation for his tenure of more than one bishopric. As Luther later noted, \"the pope had a finger in the pie as well, because one half was to go to the building of St Peter's Church in Rome\".", "targets": "What did Albrecht need the indulgences to pay for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb3488ef525408d9a19eb1f3e2bc8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archbishop Albrecht of Mainz and Magdeburg did not reply to Luther's letter containing the 95 Theses. He had the theses checked for heresy and in December 1517 forwarded them to Rome. He needed the revenue from the indulgences to pay off a papal dispensation for his tenure of more than one bishopric. As Luther later noted, \"the pope had a finger in the pie as well, because one half was to go to the building of St Peter's Church in Rome\".", "targets": "How much of the indulgences went to Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb3488ef525408d9a19eb1f3e2bc8e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Archbishop Albrecht of Mainz and Magdeburg did not reply to Luther's letter containing the 95 Theses. He had the theses checked for heresy and in December 1517 forwarded them to Rome. He needed the revenue from the indulgences to pay off a papal dispensation for his tenure of more than one bishopric. As Luther later noted, \"the pope had a finger in the pie as well, because one half was to go to the building of St Peter's Church in Rome\".", "targets": "When did Archbishop Albrecht send Luther's letter containing the 95 Theses to Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0680c1d3c6264bd79a4cf3ed779877d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu is located in the northwestern part of the Kathmandu Valley to the north of the Bagmati River and covers an area of 50.67 km2 (19.56 sq mi). The average elevation is 1,400 metres (4,600 ft) above sea level. The city is directly bounded by several other municipalities of the Kathmandu valley: south of the Bagmati by Lalitpur Sub-Metropolitan City (Patan) with which it today forms one urban area surrounded by a ring road, to the southwest by Kirtipur Municipality and to the east by Madyapur Thimi Municipality. To the north the urban area extends into several Village Development Committees. However, the urban agglomeration extends well beyond the neighboring municipalities, e. g. to Bhaktapur and just about covers the entire Kathmandu valley.", "targets": "What river is south of Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0680c1d3c6264bd79a4cf3ed779877d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu is located in the northwestern part of the Kathmandu Valley to the north of the Bagmati River and covers an area of 50.67 km2 (19.56 sq mi). The average elevation is 1,400 metres (4,600 ft) above sea level. The city is directly bounded by several other municipalities of the Kathmandu valley: south of the Bagmati by Lalitpur Sub-Metropolitan City (Patan) with which it today forms one urban area surrounded by a ring road, to the southwest by Kirtipur Municipality and to the east by Madyapur Thimi Municipality. To the north the urban area extends into several Village Development Committees. However, the urban agglomeration extends well beyond the neighboring municipalities, e. g. to Bhaktapur and just about covers the entire Kathmandu valley.", "targets": "What geographic portion of the Kathmandu Valley houses Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0680c1d3c6264bd79a4cf3ed779877d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu is located in the northwestern part of the Kathmandu Valley to the north of the Bagmati River and covers an area of 50.67 km2 (19.56 sq mi). The average elevation is 1,400 metres (4,600 ft) above sea level. The city is directly bounded by several other municipalities of the Kathmandu valley: south of the Bagmati by Lalitpur Sub-Metropolitan City (Patan) with which it today forms one urban area surrounded by a ring road, to the southwest by Kirtipur Municipality and to the east by Madyapur Thimi Municipality. To the north the urban area extends into several Village Development Committees. However, the urban agglomeration extends well beyond the neighboring municipalities, e. g. to Bhaktapur and just about covers the entire Kathmandu valley.", "targets": "About how many feet above sea level is Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0680c1d3c6264bd79a4cf3ed779877d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu is located in the northwestern part of the Kathmandu Valley to the north of the Bagmati River and covers an area of 50.67 km2 (19.56 sq mi). The average elevation is 1,400 metres (4,600 ft) above sea level. The city is directly bounded by several other municipalities of the Kathmandu valley: south of the Bagmati by Lalitpur Sub-Metropolitan City (Patan) with which it today forms one urban area surrounded by a ring road, to the southwest by Kirtipur Municipality and to the east by Madyapur Thimi Municipality. To the north the urban area extends into several Village Development Committees. However, the urban agglomeration extends well beyond the neighboring municipalities, e. g. to Bhaktapur and just about covers the entire Kathmandu valley.", "targets": "How large is Kathmandu in terms of square miles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0680c1d3c6264bd79a4cf3ed779877d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kathmandu is located in the northwestern part of the Kathmandu Valley to the north of the Bagmati River and covers an area of 50.67 km2 (19.56 sq mi). The average elevation is 1,400 metres (4,600 ft) above sea level. The city is directly bounded by several other municipalities of the Kathmandu valley: south of the Bagmati by Lalitpur Sub-Metropolitan City (Patan) with which it today forms one urban area surrounded by a ring road, to the southwest by Kirtipur Municipality and to the east by Madyapur Thimi Municipality. To the north the urban area extends into several Village Development Committees. However, the urban agglomeration extends well beyond the neighboring municipalities, e. g. to Bhaktapur and just about covers the entire Kathmandu valley.", "targets": "Where does the Lalitpur Sub-Metropolitan City stand in relation to the Bagmati River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f90bc3bcce4d6ebe78ffdcce7d8ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peaks in France, Italy and Switzerland lie in the \"Houilli\u00e8re zone\", which consists of basement with sediments from the Mesozoic Era. High \"massifs\" with external sedimentary cover are more common in the Western Alps and were affected by Neogene Period thin-skinned thrusting whereas the Eastern Alps have comparatively few high peaked massifs. Similarly the peaks in Switzerland extending to western Austria (Helvetic nappes) consist of thin-skinned sedimentary folding that detached from former basement rock.", "targets": "What area do peaks in France, Italy, and Switzerland lie in? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f90bc3bcce4d6ebe78ffdcce7d8ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peaks in France, Italy and Switzerland lie in the \"Houilli\u00e8re zone\", which consists of basement with sediments from the Mesozoic Era. High \"massifs\" with external sedimentary cover are more common in the Western Alps and were affected by Neogene Period thin-skinned thrusting whereas the Eastern Alps have comparatively few high peaked massifs. Similarly the peaks in Switzerland extending to western Austria (Helvetic nappes) consist of thin-skinned sedimentary folding that detached from former basement rock.", "targets": "What are more common in the Western Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38f90bc3bcce4d6ebe78ffdcce7d8ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Peaks in France, Italy and Switzerland lie in the \"Houilli\u00e8re zone\", which consists of basement with sediments from the Mesozoic Era. High \"massifs\" with external sedimentary cover are more common in the Western Alps and were affected by Neogene Period thin-skinned thrusting whereas the Eastern Alps have comparatively few high peaked massifs. Similarly the peaks in Switzerland extending to western Austria (Helvetic nappes) consist of thin-skinned sedimentary folding that detached from former basement rock.", "targets": "When compared to the Western Alps, what area has few high peaked massifs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf38bda37624772b86cc3a40da99048", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organ was built by Harrison & Harrison in 1937, then with four manuals and 84 speaking stops, and was used for the first time at the coronation of King George VI. Some pipework from the previous Hill organ of 1848 was revoiced and incorporated in the new scheme. The two organ cases, designed in the late 19th century by John Loughborough Pearson, were re-instated and coloured in 1959.", "targets": "Who built the organ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf38bda37624772b86cc3a40da99048", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organ was built by Harrison & Harrison in 1937, then with four manuals and 84 speaking stops, and was used for the first time at the coronation of King George VI. Some pipework from the previous Hill organ of 1848 was revoiced and incorporated in the new scheme. The two organ cases, designed in the late 19th century by John Loughborough Pearson, were re-instated and coloured in 1959.", "targets": "When was the organ built? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf38bda37624772b86cc3a40da99048", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organ was built by Harrison & Harrison in 1937, then with four manuals and 84 speaking stops, and was used for the first time at the coronation of King George VI. Some pipework from the previous Hill organ of 1848 was revoiced and incorporated in the new scheme. The two organ cases, designed in the late 19th century by John Loughborough Pearson, were re-instated and coloured in 1959.", "targets": "When was the organ first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf38bda37624772b86cc3a40da99048", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organ was built by Harrison & Harrison in 1937, then with four manuals and 84 speaking stops, and was used for the first time at the coronation of King George VI. Some pipework from the previous Hill organ of 1848 was revoiced and incorporated in the new scheme. The two organ cases, designed in the late 19th century by John Loughborough Pearson, were re-instated and coloured in 1959.", "targets": "What was included in the new organ from the previous Hill organ of 1848?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9cf38bda37624772b86cc3a40da99048", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The organ was built by Harrison & Harrison in 1937, then with four manuals and 84 speaking stops, and was used for the first time at the coronation of King George VI. Some pipework from the previous Hill organ of 1848 was revoiced and incorporated in the new scheme. The two organ cases, designed in the late 19th century by John Loughborough Pearson, were re-instated and coloured in 1959.", "targets": "Who designed the two organ cases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04bb8370be9d476aa82c3f46a99ba367", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-largest university in the state, the University of Central Oklahoma, is located just north of the city in the suburb of Edmond. Oklahoma Christian University, one of the state's private liberal arts institutions, is located just south of the Edmond border, inside the Oklahoma City limits.", "targets": "Which university is the third-largest in the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04bb8370be9d476aa82c3f46a99ba367", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-largest university in the state, the University of Central Oklahoma, is located just north of the city in the suburb of Edmond. Oklahoma Christian University, one of the state's private liberal arts institutions, is located just south of the Edmond border, inside the Oklahoma City limits.", "targets": "Which private university is located near the Edmond border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-871b556511084c83838b288bd55d8e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1974, the British Prime Minister, Edward Heath, advised the Queen to call a general election in the middle of her tour of the Austronesian Pacific Rim, requiring her to fly back to Britain. The election resulted in a hung parliament; Heath's Conservatives were not the largest party, but could stay in office if they formed a coalition with the Liberals. Heath only resigned when discussions on forming a coalition foundered, after which the Queen asked the Leader of the Opposition, Labour's Harold Wilson, to form a government.", "targets": "When did Edward Heath ask Elizabeth to call a general election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-871b556511084c83838b288bd55d8e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1974, the British Prime Minister, Edward Heath, advised the Queen to call a general election in the middle of her tour of the Austronesian Pacific Rim, requiring her to fly back to Britain. The election resulted in a hung parliament; Heath's Conservatives were not the largest party, but could stay in office if they formed a coalition with the Liberals. Heath only resigned when discussions on forming a coalition foundered, after which the Queen asked the Leader of the Opposition, Labour's Harold Wilson, to form a government.", "targets": "Where was Elizabeth when Heath advised that sh call for an election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-871b556511084c83838b288bd55d8e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1974, the British Prime Minister, Edward Heath, advised the Queen to call a general election in the middle of her tour of the Austronesian Pacific Rim, requiring her to fly back to Britain. The election resulted in a hung parliament; Heath's Conservatives were not the largest party, but could stay in office if they formed a coalition with the Liberals. Heath only resigned when discussions on forming a coalition foundered, after which the Queen asked the Leader of the Opposition, Labour's Harold Wilson, to form a government.", "targets": "What did Elizabeth do after Heath adviser her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-871b556511084c83838b288bd55d8e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1974, the British Prime Minister, Edward Heath, advised the Queen to call a general election in the middle of her tour of the Austronesian Pacific Rim, requiring her to fly back to Britain. The election resulted in a hung parliament; Heath's Conservatives were not the largest party, but could stay in office if they formed a coalition with the Liberals. Heath only resigned when discussions on forming a coalition foundered, after which the Queen asked the Leader of the Opposition, Labour's Harold Wilson, to form a government.", "targets": "What did Heath do after his party could not form a coalition with the Labor party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-871b556511084c83838b288bd55d8e74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In February 1974, the British Prime Minister, Edward Heath, advised the Queen to call a general election in the middle of her tour of the Austronesian Pacific Rim, requiring her to fly back to Britain. The election resulted in a hung parliament; Heath's Conservatives were not the largest party, but could stay in office if they formed a coalition with the Liberals. Heath only resigned when discussions on forming a coalition foundered, after which the Queen asked the Leader of the Opposition, Labour's Harold Wilson, to form a government.", "targets": "Who did Elizabeth ask to form a government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-690009390cd64303b1c36fa0bb66f09c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2016, Israel's population was an estimated 8,476,600 million people, of whom 6,345,400 (74.9%) were recorded by the civil government as Jews. 1,760,400 Arabs comprised 20.7% of the population, while non-Arab Christians and people who have no religion listed in the civil registry made up 4.4%. Over the last decade, large numbers of migrant workers from Romania, Thailand, China, Africa, and South America have settled in Israel. Exact figures are unknown, as many of them are living in the country illegally, but estimates run in the region of 203,000. By June 2012, approximately 60,000 African migrants had entered Israel. About 92% of Israelis live in urban areas.", "targets": "What was Israel's population in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-690009390cd64303b1c36fa0bb66f09c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2016, Israel's population was an estimated 8,476,600 million people, of whom 6,345,400 (74.9%) were recorded by the civil government as Jews. 1,760,400 Arabs comprised 20.7% of the population, while non-Arab Christians and people who have no religion listed in the civil registry made up 4.4%. Over the last decade, large numbers of migrant workers from Romania, Thailand, China, Africa, and South America have settled in Israel. Exact figures are unknown, as many of them are living in the country illegally, but estimates run in the region of 203,000. By June 2012, approximately 60,000 African migrants had entered Israel. About 92% of Israelis live in urban areas.", "targets": "How many African migrants entered Israel by June 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-690009390cd64303b1c36fa0bb66f09c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2016, Israel's population was an estimated 8,476,600 million people, of whom 6,345,400 (74.9%) were recorded by the civil government as Jews. 1,760,400 Arabs comprised 20.7% of the population, while non-Arab Christians and people who have no religion listed in the civil registry made up 4.4%. Over the last decade, large numbers of migrant workers from Romania, Thailand, China, Africa, and South America have settled in Israel. Exact figures are unknown, as many of them are living in the country illegally, but estimates run in the region of 203,000. By June 2012, approximately 60,000 African migrants had entered Israel. About 92% of Israelis live in urban areas.", "targets": "How many Israelis live in urban areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dc4e7c3124547ff9b8c4dbdbfaa1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Football gameday traditions During home games, activities occur all around campus and different dorms decorate their halls with a traditional item (e.g. Zahm House's two-story banner). Traditional activities begin at the stroke of midnight with the Drummers' Circle. This tradition involves the drum line of the Band of the Fighting Irish and ushers in the rest of the festivities that will continue the rest of the gameday Saturday. Later that day, the trumpet section will play the Notre Dame Victory March and the Notre Dame Alma Mater under the dome. The band entire will play a concert at the steps of Bond Hall, from where they will march into Notre Dame Stadium, leading fans and students alike across campus to the game.", "targets": "What is displayed at Zahm House for football home games at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dc4e7c3124547ff9b8c4dbdbfaa1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Football gameday traditions During home games, activities occur all around campus and different dorms decorate their halls with a traditional item (e.g. Zahm House's two-story banner). Traditional activities begin at the stroke of midnight with the Drummers' Circle. This tradition involves the drum line of the Band of the Fighting Irish and ushers in the rest of the festivities that will continue the rest of the gameday Saturday. Later that day, the trumpet section will play the Notre Dame Victory March and the Notre Dame Alma Mater under the dome. The band entire will play a concert at the steps of Bond Hall, from where they will march into Notre Dame Stadium, leading fans and students alike across campus to the game.", "targets": "What occurs at midnight preceding a football home game at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dc4e7c3124547ff9b8c4dbdbfaa1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Football gameday traditions During home games, activities occur all around campus and different dorms decorate their halls with a traditional item (e.g. Zahm House's two-story banner). Traditional activities begin at the stroke of midnight with the Drummers' Circle. This tradition involves the drum line of the Band of the Fighting Irish and ushers in the rest of the festivities that will continue the rest of the gameday Saturday. Later that day, the trumpet section will play the Notre Dame Victory March and the Notre Dame Alma Mater under the dome. The band entire will play a concert at the steps of Bond Hall, from where they will march into Notre Dame Stadium, leading fans and students alike across campus to the game.", "targets": "From where does the Band of the Fighting Irish lead a march to the Notre Dame Stadium for football home games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dc4e7c3124547ff9b8c4dbdbfaa1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Football gameday traditions During home games, activities occur all around campus and different dorms decorate their halls with a traditional item (e.g. Zahm House's two-story banner). Traditional activities begin at the stroke of midnight with the Drummers' Circle. This tradition involves the drum line of the Band of the Fighting Irish and ushers in the rest of the festivities that will continue the rest of the gameday Saturday. Later that day, the trumpet section will play the Notre Dame Victory March and the Notre Dame Alma Mater under the dome. The band entire will play a concert at the steps of Bond Hall, from where they will march into Notre Dame Stadium, leading fans and students alike across campus to the game.", "targets": "What songs does the trumpet section of the Band of the Fighting Irish play preceding home football games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dc4e7c3124547ff9b8c4dbdbfaa1f80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Football gameday traditions During home games, activities occur all around campus and different dorms decorate their halls with a traditional item (e.g. Zahm House's two-story banner). Traditional activities begin at the stroke of midnight with the Drummers' Circle. This tradition involves the drum line of the Band of the Fighting Irish and ushers in the rest of the festivities that will continue the rest of the gameday Saturday. Later that day, the trumpet section will play the Notre Dame Victory March and the Notre Dame Alma Mater under the dome. The band entire will play a concert at the steps of Bond Hall, from where they will march into Notre Dame Stadium, leading fans and students alike across campus to the game.", "targets": "On what day do Notre Dame home football games occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67849a4ee37847859acd06201c5d7050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In several nations, rulers welcomed leaders of the Enlightenment at court and asked them to help design laws and programs to reform the system, typically to build stronger national states. These rulers are called \"enlightened despots\" by historians. They included Frederick the Great of Prussia, Catherine the Great of Russia, Leopold II of Tuscany, and Joseph II of Austria. Joseph was over-enthusiastic, announcing so many reforms that had so little support that revolts broke out and his regime became a comedy of errors and nearly all his programs were reversed. Senior ministers Pombal in Portugal and Struensee in Denmark also governed according to Enlightenment ideals. In Poland, the model constitution of 1791 expressed Enlightenment ideals, but was in effect for only one year as the nation was partitioned among its neighbors. More enduring were the cultural achievements, which created a nationalist spirit in Poland.", "targets": "Leaders of the Enlightenment that helped design laws and programs to reform the court system are called what by historians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67849a4ee37847859acd06201c5d7050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In several nations, rulers welcomed leaders of the Enlightenment at court and asked them to help design laws and programs to reform the system, typically to build stronger national states. These rulers are called \"enlightened despots\" by historians. They included Frederick the Great of Prussia, Catherine the Great of Russia, Leopold II of Tuscany, and Joseph II of Austria. Joseph was over-enthusiastic, announcing so many reforms that had so little support that revolts broke out and his regime became a comedy of errors and nearly all his programs were reversed. Senior ministers Pombal in Portugal and Struensee in Denmark also governed according to Enlightenment ideals. In Poland, the model constitution of 1791 expressed Enlightenment ideals, but was in effect for only one year as the nation was partitioned among its neighbors. More enduring were the cultural achievements, which created a nationalist spirit in Poland.", "targets": "Which enlightened despot was so over-enthusiastic that revolts broke out and nearly all of his programs were reversed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67849a4ee37847859acd06201c5d7050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In several nations, rulers welcomed leaders of the Enlightenment at court and asked them to help design laws and programs to reform the system, typically to build stronger national states. These rulers are called \"enlightened despots\" by historians. They included Frederick the Great of Prussia, Catherine the Great of Russia, Leopold II of Tuscany, and Joseph II of Austria. Joseph was over-enthusiastic, announcing so many reforms that had so little support that revolts broke out and his regime became a comedy of errors and nearly all his programs were reversed. Senior ministers Pombal in Portugal and Struensee in Denmark also governed according to Enlightenment ideals. In Poland, the model constitution of 1791 expressed Enlightenment ideals, but was in effect for only one year as the nation was partitioned among its neighbors. More enduring were the cultural achievements, which created a nationalist spirit in Poland.", "targets": "In what country was the model constitution of 1791 in effect for only one year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67849a4ee37847859acd06201c5d7050", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In several nations, rulers welcomed leaders of the Enlightenment at court and asked them to help design laws and programs to reform the system, typically to build stronger national states. These rulers are called \"enlightened despots\" by historians. They included Frederick the Great of Prussia, Catherine the Great of Russia, Leopold II of Tuscany, and Joseph II of Austria. Joseph was over-enthusiastic, announcing so many reforms that had so little support that revolts broke out and his regime became a comedy of errors and nearly all his programs were reversed. Senior ministers Pombal in Portugal and Struensee in Denmark also governed according to Enlightenment ideals. In Poland, the model constitution of 1791 expressed Enlightenment ideals, but was in effect for only one year as the nation was partitioned among its neighbors. More enduring were the cultural achievements, which created a nationalist spirit in Poland.", "targets": "From what country was Enlightenment leader Catherine the Great?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c3928d557640e98cc0b362ee1a01b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mammalian hair, also known as pelage, can vary in color between populations, organisms within a population, and even on the individual organism. Light-dark color variation is common in the mammalian taxa. Sometimes, this color variation is determined by age variation, however, in other cases, it is determined by other factors. Selective pressures, such as ecological interactions with other populations or environmental conditions, often lead to the variation in mammalian coloration. These selective pressures favor certain colors in order to increase survival. Camouflage is thought to be a major selection pressure shaping coloration in mammals, although there is also evidence that sexual selection, communication, and physiological processes may influence the evolution of coloration as well. Camouflage is the most predominant mechanism for color variation, as it aids in the concealment of the organisms from predators or from their prey. Coat color can also be for intraspecies communication such as warning members of their species about predators, indicating health for reproductive purposes, communicating between mother and young, and intimidating predators. Studies have shown that in some cases, differences in female and male coat color could indicate information nutrition and hormone levels, which are important in the mate selection process. One final mechanism for coat color variation is physiological response purposes, such as temperature regulation in tropical or arctic environments. Although much has been observed about color variation, much of the genetic that link coat color to genes is still unknown. The genetic sites where pigmentation genes are found are known to affect phenotype by: 1) altering the spatial distribution of pigmentation of the hairs, and 2) altering the density and distribution of the hairs. Quantitative trait mapping is being used to better understand the distribution of loci responsible for pigmentation variation. However, although the genetic sites are known, there is still much to learn about how these genes are expressed.", "targets": "What is another name used for mammalian hair?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c3928d557640e98cc0b362ee1a01b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mammalian hair, also known as pelage, can vary in color between populations, organisms within a population, and even on the individual organism. Light-dark color variation is common in the mammalian taxa. Sometimes, this color variation is determined by age variation, however, in other cases, it is determined by other factors. Selective pressures, such as ecological interactions with other populations or environmental conditions, often lead to the variation in mammalian coloration. These selective pressures favor certain colors in order to increase survival. Camouflage is thought to be a major selection pressure shaping coloration in mammals, although there is also evidence that sexual selection, communication, and physiological processes may influence the evolution of coloration as well. Camouflage is the most predominant mechanism for color variation, as it aids in the concealment of the organisms from predators or from their prey. Coat color can also be for intraspecies communication such as warning members of their species about predators, indicating health for reproductive purposes, communicating between mother and young, and intimidating predators. Studies have shown that in some cases, differences in female and male coat color could indicate information nutrition and hormone levels, which are important in the mate selection process. One final mechanism for coat color variation is physiological response purposes, such as temperature regulation in tropical or arctic environments. Although much has been observed about color variation, much of the genetic that link coat color to genes is still unknown. The genetic sites where pigmentation genes are found are known to affect phenotype by: 1) altering the spatial distribution of pigmentation of the hairs, and 2) altering the density and distribution of the hairs. Quantitative trait mapping is being used to better understand the distribution of loci responsible for pigmentation variation. However, although the genetic sites are known, there is still much to learn about how these genes are expressed.", "targets": "Which color of hair is most common among mammalian taxa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c2c3928d557640e98cc0b362ee1a01b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mammalian hair, also known as pelage, can vary in color between populations, organisms within a population, and even on the individual organism. Light-dark color variation is common in the mammalian taxa. Sometimes, this color variation is determined by age variation, however, in other cases, it is determined by other factors. Selective pressures, such as ecological interactions with other populations or environmental conditions, often lead to the variation in mammalian coloration. These selective pressures favor certain colors in order to increase survival. Camouflage is thought to be a major selection pressure shaping coloration in mammals, although there is also evidence that sexual selection, communication, and physiological processes may influence the evolution of coloration as well. Camouflage is the most predominant mechanism for color variation, as it aids in the concealment of the organisms from predators or from their prey. Coat color can also be for intraspecies communication such as warning members of their species about predators, indicating health for reproductive purposes, communicating between mother and young, and intimidating predators. Studies have shown that in some cases, differences in female and male coat color could indicate information nutrition and hormone levels, which are important in the mate selection process. One final mechanism for coat color variation is physiological response purposes, such as temperature regulation in tropical or arctic environments. Although much has been observed about color variation, much of the genetic that link coat color to genes is still unknown. The genetic sites where pigmentation genes are found are known to affect phenotype by: 1) altering the spatial distribution of pigmentation of the hairs, and 2) altering the density and distribution of the hairs. Quantitative trait mapping is being used to better understand the distribution of loci responsible for pigmentation variation. However, although the genetic sites are known, there is still much to learn about how these genes are expressed.", "targets": "Besides Camouflage being a reason for having certain hair colors, what other reasons have been discovered? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9202be1e51345549aec546cee93086e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although it is said that the \"dog is man's best friend\" regarding 17\u201324% of dogs in the developed countries, in the developing world they are feral, village or community dogs, with pet dogs uncommon. These live their lives as scavengers and have never been owned by humans, with one study showing their most common response when approached by strangers was to run away (52%) or respond with aggression (11%). We know little about these dogs, nor about the dogs that live in developed countries that are feral, stray or are in shelters, yet the great majority of modern research on dog cognition has focused on pet dogs living in human homes.", "targets": "When these feral dogs are approached by a person, they tend to do this 52% of the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9202be1e51345549aec546cee93086e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although it is said that the \"dog is man's best friend\" regarding 17\u201324% of dogs in the developed countries, in the developing world they are feral, village or community dogs, with pet dogs uncommon. These live their lives as scavengers and have never been owned by humans, with one study showing their most common response when approached by strangers was to run away (52%) or respond with aggression (11%). We know little about these dogs, nor about the dogs that live in developed countries that are feral, stray or are in shelters, yet the great majority of modern research on dog cognition has focused on pet dogs living in human homes.", "targets": "When these feral dogs are approached by a person, they tend to do this 11% of the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9202be1e51345549aec546cee93086e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although it is said that the \"dog is man's best friend\" regarding 17\u201324% of dogs in the developed countries, in the developing world they are feral, village or community dogs, with pet dogs uncommon. These live their lives as scavengers and have never been owned by humans, with one study showing their most common response when approached by strangers was to run away (52%) or respond with aggression (11%). We know little about these dogs, nor about the dogs that live in developed countries that are feral, stray or are in shelters, yet the great majority of modern research on dog cognition has focused on pet dogs living in human homes.", "targets": "Dog cognition has been studied on what kind of dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5750054d5cb7425c8308ea0b49fb4ee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Sandgate area, to the east of the city and beside the river, resided the close-knit community of keelmen and their families. They were so called because they worked on the keels, boats that were used to transfer coal from the river banks to the waiting colliers, for export to London and elsewhere. In the 1630s about 7,000 out of 20,000 inhabitants of Newcastle died of plague, more than one-third of the population. Specifically within the year 1636, it is roughly estimated with evidence held by the Society of Antiquaries that 47% of the then population of Newcastle died from the epidemic; this may also have been the most devastating loss in any British City in this period.", "targets": "Who did the keelmen live with in a tight-knight community east of Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5750054d5cb7425c8308ea0b49fb4ee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Sandgate area, to the east of the city and beside the river, resided the close-knit community of keelmen and their families. They were so called because they worked on the keels, boats that were used to transfer coal from the river banks to the waiting colliers, for export to London and elsewhere. In the 1630s about 7,000 out of 20,000 inhabitants of Newcastle died of plague, more than one-third of the population. Specifically within the year 1636, it is roughly estimated with evidence held by the Society of Antiquaries that 47% of the then population of Newcastle died from the epidemic; this may also have been the most devastating loss in any British City in this period.", "targets": "How was coal transferred from the river banks to colliers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5750054d5cb7425c8308ea0b49fb4ee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Sandgate area, to the east of the city and beside the river, resided the close-knit community of keelmen and their families. They were so called because they worked on the keels, boats that were used to transfer coal from the river banks to the waiting colliers, for export to London and elsewhere. In the 1630s about 7,000 out of 20,000 inhabitants of Newcastle died of plague, more than one-third of the population. Specifically within the year 1636, it is roughly estimated with evidence held by the Society of Antiquaries that 47% of the then population of Newcastle died from the epidemic; this may also have been the most devastating loss in any British City in this period.", "targets": "How many folks died of plague in Newcastle in the 1630s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5750054d5cb7425c8308ea0b49fb4ee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Sandgate area, to the east of the city and beside the river, resided the close-knit community of keelmen and their families. They were so called because they worked on the keels, boats that were used to transfer coal from the river banks to the waiting colliers, for export to London and elsewhere. In the 1630s about 7,000 out of 20,000 inhabitants of Newcastle died of plague, more than one-third of the population. Specifically within the year 1636, it is roughly estimated with evidence held by the Society of Antiquaries that 47% of the then population of Newcastle died from the epidemic; this may also have been the most devastating loss in any British City in this period.", "targets": "What percentage of Newcastle's population was culled by the plague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5750054d5cb7425c8308ea0b49fb4ee3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Sandgate area, to the east of the city and beside the river, resided the close-knit community of keelmen and their families. They were so called because they worked on the keels, boats that were used to transfer coal from the river banks to the waiting colliers, for export to London and elsewhere. In the 1630s about 7,000 out of 20,000 inhabitants of Newcastle died of plague, more than one-third of the population. Specifically within the year 1636, it is roughly estimated with evidence held by the Society of Antiquaries that 47% of the then population of Newcastle died from the epidemic; this may also have been the most devastating loss in any British City in this period.", "targets": "The epidemic in Newcastle was the most what in any British city at the time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5878800b940436291b843550a6ba28c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By September 2008, average U.S. housing prices had declined by over 20% from their mid-2006 peak. As prices declined, borrowers with adjustable-rate mortgages could not refinance to avoid the higher payments associated with rising interest rates and began to default. During 2007, lenders began foreclosure proceedings on nearly 1.3 million properties, a 79% increase over 2006. This increased to 2.3 million in 2008, an 81% increase vs. 2007. By August 2008, 9.2% of all U.S. mortgages outstanding were either delinquent or in foreclosure. By September 2009, this had risen to 14.4%.", "targets": "How much had average U.S. housing prices declined by September 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5878800b940436291b843550a6ba28c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By September 2008, average U.S. housing prices had declined by over 20% from their mid-2006 peak. As prices declined, borrowers with adjustable-rate mortgages could not refinance to avoid the higher payments associated with rising interest rates and began to default. During 2007, lenders began foreclosure proceedings on nearly 1.3 million properties, a 79% increase over 2006. This increased to 2.3 million in 2008, an 81% increase vs. 2007. By August 2008, 9.2% of all U.S. mortgages outstanding were either delinquent or in foreclosure. By September 2009, this had risen to 14.4%.", "targets": "When was the peak of U.S. housing prices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5878800b940436291b843550a6ba28c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By September 2008, average U.S. housing prices had declined by over 20% from their mid-2006 peak. As prices declined, borrowers with adjustable-rate mortgages could not refinance to avoid the higher payments associated with rising interest rates and began to default. During 2007, lenders began foreclosure proceedings on nearly 1.3 million properties, a 79% increase over 2006. This increased to 2.3 million in 2008, an 81% increase vs. 2007. By August 2008, 9.2% of all U.S. mortgages outstanding were either delinquent or in foreclosure. By September 2009, this had risen to 14.4%.", "targets": "How many foreclosure proceedings were initiated by lenders in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5878800b940436291b843550a6ba28c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By September 2008, average U.S. housing prices had declined by over 20% from their mid-2006 peak. As prices declined, borrowers with adjustable-rate mortgages could not refinance to avoid the higher payments associated with rising interest rates and began to default. During 2007, lenders began foreclosure proceedings on nearly 1.3 million properties, a 79% increase over 2006. This increased to 2.3 million in 2008, an 81% increase vs. 2007. By August 2008, 9.2% of all U.S. mortgages outstanding were either delinquent or in foreclosure. By September 2009, this had risen to 14.4%.", "targets": "What was the percentage increase on foreclosure proceedings from 2007 to 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5878800b940436291b843550a6ba28c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By September 2008, average U.S. housing prices had declined by over 20% from their mid-2006 peak. As prices declined, borrowers with adjustable-rate mortgages could not refinance to avoid the higher payments associated with rising interest rates and began to default. During 2007, lenders began foreclosure proceedings on nearly 1.3 million properties, a 79% increase over 2006. This increased to 2.3 million in 2008, an 81% increase vs. 2007. By August 2008, 9.2% of all U.S. mortgages outstanding were either delinquent or in foreclosure. By September 2009, this had risen to 14.4%.", "targets": "How many U.S. mortgages were either delinquent or in foreclosure by September 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cda53385a044bb9842ce3f4f4da0e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in the American South, Houston is a diverse city with a large and growing international community. The metropolitan area is home to an estimated 1.1 million (21.4 percent) residents who were born outside the United States, with nearly two-thirds of the area's foreign-born population from south of the United States\u2013Mexico border. Additionally, more than one in five foreign-born residents are from Asia. The city is home to the nation's third-largest concentration of consular offices, representing 86 countries.", "targets": "In what part of the United States is Houston located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cda53385a044bb9842ce3f4f4da0e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in the American South, Houston is a diverse city with a large and growing international community. The metropolitan area is home to an estimated 1.1 million (21.4 percent) residents who were born outside the United States, with nearly two-thirds of the area's foreign-born population from south of the United States\u2013Mexico border. Additionally, more than one in five foreign-born residents are from Asia. The city is home to the nation's third-largest concentration of consular offices, representing 86 countries.", "targets": "What part of the Houston population is growing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cda53385a044bb9842ce3f4f4da0e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in the American South, Houston is a diverse city with a large and growing international community. The metropolitan area is home to an estimated 1.1 million (21.4 percent) residents who were born outside the United States, with nearly two-thirds of the area's foreign-born population from south of the United States\u2013Mexico border. Additionally, more than one in five foreign-born residents are from Asia. The city is home to the nation's third-largest concentration of consular offices, representing 86 countries.", "targets": "How many of the people who live in Houston were foreign born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cda53385a044bb9842ce3f4f4da0e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in the American South, Houston is a diverse city with a large and growing international community. The metropolitan area is home to an estimated 1.1 million (21.4 percent) residents who were born outside the United States, with nearly two-thirds of the area's foreign-born population from south of the United States\u2013Mexico border. Additionally, more than one in five foreign-born residents are from Asia. The city is home to the nation's third-largest concentration of consular offices, representing 86 countries.", "targets": "What percentage of Houston's foreign born population is from south of the U.S.-Mexican border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85cda53385a044bb9842ce3f4f4da0e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in the American South, Houston is a diverse city with a large and growing international community. The metropolitan area is home to an estimated 1.1 million (21.4 percent) residents who were born outside the United States, with nearly two-thirds of the area's foreign-born population from south of the United States\u2013Mexico border. Additionally, more than one in five foreign-born residents are from Asia. The city is home to the nation's third-largest concentration of consular offices, representing 86 countries.", "targets": "How many foreign born Houstonites are from Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc35c5eff8b47d2b5b0365ee8abf895", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick the Great, the king of Prussia from 1740 to 1786, saw himself as a leader of the Enlightenment and patronized philosophers and scientists at his court in Berlin. Voltaire, who had been imprisoned and maltreated by the French government, was eager to accept Frederick's invitation to live at his palace. Frederick explained, \"My principal occupation is to combat ignorance and prejudice ... to enlighten minds, cultivate morality, and to make people as happy as it suits human nature, and as the means at my disposal permit.\"", "targets": "Which king of Prussia saw himself as the leader of the Enlightenment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc35c5eff8b47d2b5b0365ee8abf895", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick the Great, the king of Prussia from 1740 to 1786, saw himself as a leader of the Enlightenment and patronized philosophers and scientists at his court in Berlin. Voltaire, who had been imprisoned and maltreated by the French government, was eager to accept Frederick's invitation to live at his palace. Frederick explained, \"My principal occupation is to combat ignorance and prejudice ... to enlighten minds, cultivate morality, and to make people as happy as it suits human nature, and as the means at my disposal permit.\"", "targets": "Which Enlightenment theorist was extended an invitation to live at the palace after being iprisoned by the French government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-abc35c5eff8b47d2b5b0365ee8abf895", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frederick the Great, the king of Prussia from 1740 to 1786, saw himself as a leader of the Enlightenment and patronized philosophers and scientists at his court in Berlin. Voltaire, who had been imprisoned and maltreated by the French government, was eager to accept Frederick's invitation to live at his palace. Frederick explained, \"My principal occupation is to combat ignorance and prejudice ... to enlighten minds, cultivate morality, and to make people as happy as it suits human nature, and as the means at my disposal permit.\"", "targets": "Who was the king of Prussia from 1740 to 1786?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04ae737f79a3473ca4a01c769c7703a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arabic-speaking cultures, two words are commonly used for Christians: Na\u1e63r\u0101n\u012b (\u0646\u0635\u0631\u0627\u0646\u064a), plural Na\u1e63\u0101r\u0101 (\u0646\u0635\u0627\u0631\u0649) is generally understood to be derived from Nazareth through the Syriac (Aramaic); Mas\u012b\u1e25\u012b (\u0645\u0633\u064a\u062d\u064a) means followers of the Messiah. The term Nasara rose to prominence in July 2014, after the Fall of Mosul to the terrorist organization Islamic State of Iraq and the Levant. The nun or \u0646\u2014 the first letter of Nasara\u2014was spray-painted on the property of Christians ejected from the city.", "targets": "What does Mas\u012b\u1e25\u012b mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04ae737f79a3473ca4a01c769c7703a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arabic-speaking cultures, two words are commonly used for Christians: Na\u1e63r\u0101n\u012b (\u0646\u0635\u0631\u0627\u0646\u064a), plural Na\u1e63\u0101r\u0101 (\u0646\u0635\u0627\u0631\u0649) is generally understood to be derived from Nazareth through the Syriac (Aramaic); Mas\u012b\u1e25\u012b (\u0645\u0633\u064a\u062d\u064a) means followers of the Messiah. The term Nasara rose to prominence in July 2014, after the Fall of Mosul to the terrorist organization Islamic State of Iraq and the Levant. The nun or \u0646\u2014 the first letter of Nasara\u2014was spray-painted on the property of Christians ejected from the city.", "targets": "When did the term Nasara become used more in modern times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04ae737f79a3473ca4a01c769c7703a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arabic-speaking cultures, two words are commonly used for Christians: Na\u1e63r\u0101n\u012b (\u0646\u0635\u0631\u0627\u0646\u064a), plural Na\u1e63\u0101r\u0101 (\u0646\u0635\u0627\u0631\u0649) is generally understood to be derived from Nazareth through the Syriac (Aramaic); Mas\u012b\u1e25\u012b (\u0645\u0633\u064a\u062d\u064a) means followers of the Messiah. The term Nasara rose to prominence in July 2014, after the Fall of Mosul to the terrorist organization Islamic State of Iraq and the Levant. The nun or \u0646\u2014 the first letter of Nasara\u2014was spray-painted on the property of Christians ejected from the city.", "targets": "What happened in July 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04ae737f79a3473ca4a01c769c7703a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Arabic-speaking cultures, two words are commonly used for Christians: Na\u1e63r\u0101n\u012b (\u0646\u0635\u0631\u0627\u0646\u064a), plural Na\u1e63\u0101r\u0101 (\u0646\u0635\u0627\u0631\u0649) is generally understood to be derived from Nazareth through the Syriac (Aramaic); Mas\u012b\u1e25\u012b (\u0645\u0633\u064a\u062d\u064a) means followers of the Messiah. The term Nasara rose to prominence in July 2014, after the Fall of Mosul to the terrorist organization Islamic State of Iraq and the Levant. The nun or \u0646\u2014 the first letter of Nasara\u2014was spray-painted on the property of Christians ejected from the city.", "targets": "What was spray pained on the properties of Christians who left the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5efcf9a724c8a8048ed45a9d92409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1916, when millions of Europeans were becoming casualties of imperial war in the trenches of eastern and western Europe over \"the eastern question,\" Arnold J. Toynbee, Hegelesque historian of civilization at large, was becoming metaphysical about the Near East. Geography alone was not a sufficient explanation of the terms, he believed. If the Ottoman Empire had been a sick man, then:", "targets": "What year was Arnold J toynbee becoming metaphysical about the Near East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5efcf9a724c8a8048ed45a9d92409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1916, when millions of Europeans were becoming casualties of imperial war in the trenches of eastern and western Europe over \"the eastern question,\" Arnold J. Toynbee, Hegelesque historian of civilization at large, was becoming metaphysical about the Near East. Geography alone was not a sufficient explanation of the terms, he believed. If the Ottoman Empire had been a sick man, then:", "targets": "Who was the Hegelesque historian of civilization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94f5efcf9a724c8a8048ed45a9d92409", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1916, when millions of Europeans were becoming casualties of imperial war in the trenches of eastern and western Europe over \"the eastern question,\" Arnold J. Toynbee, Hegelesque historian of civilization at large, was becoming metaphysical about the Near East. Geography alone was not a sufficient explanation of the terms, he believed. If the Ottoman Empire had been a sick man, then:", "targets": "Arnold J Toynbee believed what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621d008fed4c4120a44fd89ec3aa8a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The catechism is one of Luther's most personal works. \"Regarding the plan to collect my writings in volumes,\" he wrote, \"I am quite cool and not at all eager about it because, roused by a Saturnian hunger, I would rather see them all devoured. For I acknowledge none of them to be really a book of mine, except perhaps the Bondage of the Will and the Catechism.\" The Small Catechism has earned a reputation as a model of clear religious teaching. It remains in use today, along with Luther's hymns and his translation of the Bible.", "targets": "What was one of Luther's most personal writings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621d008fed4c4120a44fd89ec3aa8a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The catechism is one of Luther's most personal works. \"Regarding the plan to collect my writings in volumes,\" he wrote, \"I am quite cool and not at all eager about it because, roused by a Saturnian hunger, I would rather see them all devoured. For I acknowledge none of them to be really a book of mine, except perhaps the Bondage of the Will and the Catechism.\" The Small Catechism has earned a reputation as a model of clear religious teaching. It remains in use today, along with Luther's hymns and his translation of the Bible.", "targets": "What effort was Luther not particularly in favor of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621d008fed4c4120a44fd89ec3aa8a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The catechism is one of Luther's most personal works. \"Regarding the plan to collect my writings in volumes,\" he wrote, \"I am quite cool and not at all eager about it because, roused by a Saturnian hunger, I would rather see them all devoured. For I acknowledge none of them to be really a book of mine, except perhaps the Bondage of the Will and the Catechism.\" The Small Catechism has earned a reputation as a model of clear religious teaching. It remains in use today, along with Luther's hymns and his translation of the Bible.", "targets": "Besides the Bondage of the Will, what other work did Luther view as a book of his?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621d008fed4c4120a44fd89ec3aa8a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The catechism is one of Luther's most personal works. \"Regarding the plan to collect my writings in volumes,\" he wrote, \"I am quite cool and not at all eager about it because, roused by a Saturnian hunger, I would rather see them all devoured. For I acknowledge none of them to be really a book of mine, except perhaps the Bondage of the Will and the Catechism.\" The Small Catechism has earned a reputation as a model of clear religious teaching. It remains in use today, along with Luther's hymns and his translation of the Bible.", "targets": "What work of Luther's is seen as a clear religious teaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-621d008fed4c4120a44fd89ec3aa8a11", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The catechism is one of Luther's most personal works. \"Regarding the plan to collect my writings in volumes,\" he wrote, \"I am quite cool and not at all eager about it because, roused by a Saturnian hunger, I would rather see them all devoured. For I acknowledge none of them to be really a book of mine, except perhaps the Bondage of the Will and the Catechism.\" The Small Catechism has earned a reputation as a model of clear religious teaching. It remains in use today, along with Luther's hymns and his translation of the Bible.", "targets": "What translation of Luther's is still used today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edd509f402e43399b45f2bd8c9a096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin has figured extensively in Polish literature, both in serious critical studies of his life and music and in fictional treatments. The earliest manifestation was probably an 1830 sonnet on Chopin by Leon Ulrich. French writers on Chopin (apart from Sand) have included Marcel Proust and Andr\u00e9 Gide; and he has also featured in works of Gottfried Benn and Boris Pasternak. There are numerous biographies of Chopin in English (see bibliography for some of these).", "targets": "An 1830 sonnet was written about Chopin by what man?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edd509f402e43399b45f2bd8c9a096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin has figured extensively in Polish literature, both in serious critical studies of his life and music and in fictional treatments. The earliest manifestation was probably an 1830 sonnet on Chopin by Leon Ulrich. French writers on Chopin (apart from Sand) have included Marcel Proust and Andr\u00e9 Gide; and he has also featured in works of Gottfried Benn and Boris Pasternak. There are numerous biographies of Chopin in English (see bibliography for some of these).", "targets": "Aside from George Sands what two French authors have written about Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edd509f402e43399b45f2bd8c9a096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin has figured extensively in Polish literature, both in serious critical studies of his life and music and in fictional treatments. The earliest manifestation was probably an 1830 sonnet on Chopin by Leon Ulrich. French writers on Chopin (apart from Sand) have included Marcel Proust and Andr\u00e9 Gide; and he has also featured in works of Gottfried Benn and Boris Pasternak. There are numerous biographies of Chopin in English (see bibliography for some of these).", "targets": "Leon Ulrich wrote about Chopin in what format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edd509f402e43399b45f2bd8c9a096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin has figured extensively in Polish literature, both in serious critical studies of his life and music and in fictional treatments. The earliest manifestation was probably an 1830 sonnet on Chopin by Leon Ulrich. French writers on Chopin (apart from Sand) have included Marcel Proust and Andr\u00e9 Gide; and he has also featured in works of Gottfried Benn and Boris Pasternak. There are numerous biographies of Chopin in English (see bibliography for some of these).", "targets": "What is the earliest sighting of Chopin in Polish Literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edd509f402e43399b45f2bd8c9a096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin has figured extensively in Polish literature, both in serious critical studies of his life and music and in fictional treatments. The earliest manifestation was probably an 1830 sonnet on Chopin by Leon Ulrich. French writers on Chopin (apart from Sand) have included Marcel Proust and Andr\u00e9 Gide; and he has also featured in works of Gottfried Benn and Boris Pasternak. There are numerous biographies of Chopin in English (see bibliography for some of these).", "targets": "When did Ulrich do his sonnet on Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5edd509f402e43399b45f2bd8c9a096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin has figured extensively in Polish literature, both in serious critical studies of his life and music and in fictional treatments. The earliest manifestation was probably an 1830 sonnet on Chopin by Leon Ulrich. French writers on Chopin (apart from Sand) have included Marcel Proust and Andr\u00e9 Gide; and he has also featured in works of Gottfried Benn and Boris Pasternak. There are numerous biographies of Chopin in English (see bibliography for some of these).", "targets": "In addition to Polish and French, what other language has numerous biogrpahies of Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb2727084cc14739b816e35c59ef5ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the School has put on a musical version of The Bacchae (October 2009) as well as productions of A Funny Thing Happened on the Way to the Forum (May 2010), The Cherry Orchard (February 2011), Joseph K (October 2011), Cyrano de Bergerac (May 2012), Macbeth (October 2012), London Assurance (May 2013) and Jerusalem (October 2013). Upcoming in May 2014 was a production of A Midsummer Night's Dream . Often girls from surrounding schools, such as St George's, Ascot, St Mary's School Ascot, Windsor Girls' School and Heathfield St Mary's School, are cast in female roles. Boys from the School are also responsible for the lighting, sound and stage management of all the productions, under the guidance of several professional full-time theatre staff.", "targets": "Who are cast in Eton's female roles in their productions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb2727084cc14739b816e35c59ef5ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the School has put on a musical version of The Bacchae (October 2009) as well as productions of A Funny Thing Happened on the Way to the Forum (May 2010), The Cherry Orchard (February 2011), Joseph K (October 2011), Cyrano de Bergerac (May 2012), Macbeth (October 2012), London Assurance (May 2013) and Jerusalem (October 2013). Upcoming in May 2014 was a production of A Midsummer Night's Dream . Often girls from surrounding schools, such as St George's, Ascot, St Mary's School Ascot, Windsor Girls' School and Heathfield St Mary's School, are cast in female roles. Boys from the School are also responsible for the lighting, sound and stage management of all the productions, under the guidance of several professional full-time theatre staff.", "targets": "Who is responsible for stage hand duties, lighting, sound, and management?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb2727084cc14739b816e35c59ef5ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the School has put on a musical version of The Bacchae (October 2009) as well as productions of A Funny Thing Happened on the Way to the Forum (May 2010), The Cherry Orchard (February 2011), Joseph K (October 2011), Cyrano de Bergerac (May 2012), Macbeth (October 2012), London Assurance (May 2013) and Jerusalem (October 2013). Upcoming in May 2014 was a production of A Midsummer Night's Dream . Often girls from surrounding schools, such as St George's, Ascot, St Mary's School Ascot, Windsor Girls' School and Heathfield St Mary's School, are cast in female roles. Boys from the School are also responsible for the lighting, sound and stage management of all the productions, under the guidance of several professional full-time theatre staff.", "targets": "Which Shakespearean play did the School put on in October 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb2727084cc14739b816e35c59ef5ffd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In recent years, the School has put on a musical version of The Bacchae (October 2009) as well as productions of A Funny Thing Happened on the Way to the Forum (May 2010), The Cherry Orchard (February 2011), Joseph K (October 2011), Cyrano de Bergerac (May 2012), Macbeth (October 2012), London Assurance (May 2013) and Jerusalem (October 2013). Upcoming in May 2014 was a production of A Midsummer Night's Dream . Often girls from surrounding schools, such as St George's, Ascot, St Mary's School Ascot, Windsor Girls' School and Heathfield St Mary's School, are cast in female roles. Boys from the School are also responsible for the lighting, sound and stage management of all the productions, under the guidance of several professional full-time theatre staff.", "targets": "What are somefemale schools close to Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44d170a10be4379ad46e4464f4ac6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In only his third career start, Kerry Wood struck out 20 batters against Houston on May 6, 1998. This is the franchise record and tied for the Major League record for the most strikeouts in one game by one pitcher (the only other pitcher to strike out 20 batters in a nine-inning game was Roger Clemens, who achieved it twice). The game is often considered the most dominant pitching performance of all time. Interestingly, Wood's first pitch struck home plate umpire Jerry Meals in the facemask. Wood then struck out the first five batters he faced. Wood hit one batter, Craig Biggio, and allowed one hit, a scratch single by Ricky Guti\u00e9rrez off third baseman Kevin Orie's glove. The play was nearly scored an error, which would have given Wood a no-hitter.", "targets": "How many batters did Kerry Wood strike out against Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44d170a10be4379ad46e4464f4ac6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In only his third career start, Kerry Wood struck out 20 batters against Houston on May 6, 1998. This is the franchise record and tied for the Major League record for the most strikeouts in one game by one pitcher (the only other pitcher to strike out 20 batters in a nine-inning game was Roger Clemens, who achieved it twice). The game is often considered the most dominant pitching performance of all time. Interestingly, Wood's first pitch struck home plate umpire Jerry Meals in the facemask. Wood then struck out the first five batters he faced. Wood hit one batter, Craig Biggio, and allowed one hit, a scratch single by Ricky Guti\u00e9rrez off third baseman Kevin Orie's glove. The play was nearly scored an error, which would have given Wood a no-hitter.", "targets": "When did Kerry Wood strike out 20 batters against Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f44d170a10be4379ad46e4464f4ac6af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In only his third career start, Kerry Wood struck out 20 batters against Houston on May 6, 1998. This is the franchise record and tied for the Major League record for the most strikeouts in one game by one pitcher (the only other pitcher to strike out 20 batters in a nine-inning game was Roger Clemens, who achieved it twice). The game is often considered the most dominant pitching performance of all time. Interestingly, Wood's first pitch struck home plate umpire Jerry Meals in the facemask. Wood then struck out the first five batters he faced. Wood hit one batter, Craig Biggio, and allowed one hit, a scratch single by Ricky Guti\u00e9rrez off third baseman Kevin Orie's glove. The play was nearly scored an error, which would have given Wood a no-hitter.", "targets": "Kerry Wood struck out 20 batters against what team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b4cd0f41ec64e21a18a850b66f4c93e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kevin Saunderson's company KMS Records contributed many releases that were as much house music as they were techno. These tracks were well received in Chicago and played on Chicago radio and in clubs.[citation needed] Blake Baxter's 1986 recording, \"When we Used to Play / Work your Body\", 1987's \"Bounce Your Body to the Box\" and \"Force Field\", \"The Sound / How to Play our Music\" and \"the Groove that Won't Stop\" and a remix of \"Grooving Without a Doubt\". In 1988, as house music became more popular among general audiences, Kevin Saunderson's group Inner City with Paris Gray released the 1988 hits \"Big Fun\" and \"Good Life\", which eventually were picked up by Virgin Records. Each EP / 12 inch single sported remixes by Mike \"Hitman\" Wilson and Steve \"Silk\" Hurley of Chicago and Derrick \"Mayday\" May and Juan Atkins of Detroit. In 1989, KMS had another hit release of \"Rock to the Beat\" which was a theme in Chicago dance clubs.[citation needed]", "targets": "who founded KMS Records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b4cd0f41ec64e21a18a850b66f4c93e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kevin Saunderson's company KMS Records contributed many releases that were as much house music as they were techno. These tracks were well received in Chicago and played on Chicago radio and in clubs.[citation needed] Blake Baxter's 1986 recording, \"When we Used to Play / Work your Body\", 1987's \"Bounce Your Body to the Box\" and \"Force Field\", \"The Sound / How to Play our Music\" and \"the Groove that Won't Stop\" and a remix of \"Grooving Without a Doubt\". In 1988, as house music became more popular among general audiences, Kevin Saunderson's group Inner City with Paris Gray released the 1988 hits \"Big Fun\" and \"Good Life\", which eventually were picked up by Virgin Records. Each EP / 12 inch single sported remixes by Mike \"Hitman\" Wilson and Steve \"Silk\" Hurley of Chicago and Derrick \"Mayday\" May and Juan Atkins of Detroit. In 1989, KMS had another hit release of \"Rock to the Beat\" which was a theme in Chicago dance clubs.[citation needed]", "targets": "what was the name of Blake Baxter's 1986 hit recording?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b4cd0f41ec64e21a18a850b66f4c93e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kevin Saunderson's company KMS Records contributed many releases that were as much house music as they were techno. These tracks were well received in Chicago and played on Chicago radio and in clubs.[citation needed] Blake Baxter's 1986 recording, \"When we Used to Play / Work your Body\", 1987's \"Bounce Your Body to the Box\" and \"Force Field\", \"The Sound / How to Play our Music\" and \"the Groove that Won't Stop\" and a remix of \"Grooving Without a Doubt\". In 1988, as house music became more popular among general audiences, Kevin Saunderson's group Inner City with Paris Gray released the 1988 hits \"Big Fun\" and \"Good Life\", which eventually were picked up by Virgin Records. Each EP / 12 inch single sported remixes by Mike \"Hitman\" Wilson and Steve \"Silk\" Hurley of Chicago and Derrick \"Mayday\" May and Juan Atkins of Detroit. In 1989, KMS had another hit release of \"Rock to the Beat\" which was a theme in Chicago dance clubs.[citation needed]", "targets": "what was the name of Blake Baxter's 1987 hit recording?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b4cd0f41ec64e21a18a850b66f4c93e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kevin Saunderson's company KMS Records contributed many releases that were as much house music as they were techno. These tracks were well received in Chicago and played on Chicago radio and in clubs.[citation needed] Blake Baxter's 1986 recording, \"When we Used to Play / Work your Body\", 1987's \"Bounce Your Body to the Box\" and \"Force Field\", \"The Sound / How to Play our Music\" and \"the Groove that Won't Stop\" and a remix of \"Grooving Without a Doubt\". In 1988, as house music became more popular among general audiences, Kevin Saunderson's group Inner City with Paris Gray released the 1988 hits \"Big Fun\" and \"Good Life\", which eventually were picked up by Virgin Records. Each EP / 12 inch single sported remixes by Mike \"Hitman\" Wilson and Steve \"Silk\" Hurley of Chicago and Derrick \"Mayday\" May and Juan Atkins of Detroit. In 1989, KMS had another hit release of \"Rock to the Beat\" which was a theme in Chicago dance clubs.[citation needed]", "targets": "what group released \"Big Fun\" and \"Good Life\" in 1988?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b4cd0f41ec64e21a18a850b66f4c93e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kevin Saunderson's company KMS Records contributed many releases that were as much house music as they were techno. These tracks were well received in Chicago and played on Chicago radio and in clubs.[citation needed] Blake Baxter's 1986 recording, \"When we Used to Play / Work your Body\", 1987's \"Bounce Your Body to the Box\" and \"Force Field\", \"The Sound / How to Play our Music\" and \"the Groove that Won't Stop\" and a remix of \"Grooving Without a Doubt\". In 1988, as house music became more popular among general audiences, Kevin Saunderson's group Inner City with Paris Gray released the 1988 hits \"Big Fun\" and \"Good Life\", which eventually were picked up by Virgin Records. Each EP / 12 inch single sported remixes by Mike \"Hitman\" Wilson and Steve \"Silk\" Hurley of Chicago and Derrick \"Mayday\" May and Juan Atkins of Detroit. In 1989, KMS had another hit release of \"Rock to the Beat\" which was a theme in Chicago dance clubs.[citation needed]", "targets": "what was the 1989 hit theme released by KMS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0415c22d9c640539a9e52469a7b75f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Big Bang model is well established in cosmology, it is likely to be refined in the future. Little is known about the earliest moments of the universe's history. The Penrose\u2013Hawking singularity theorems require the existence of a singularity at the beginning of cosmic time. However, these theorems assume that general relativity is correct, but general relativity must break down before the universe reaches the Planck temperature, and a correct treatment of quantum gravity may avoid the singularity.", "targets": "The Big Bang model is solidly established in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0415c22d9c640539a9e52469a7b75f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Big Bang model is well established in cosmology, it is likely to be refined in the future. Little is known about the earliest moments of the universe's history. The Penrose\u2013Hawking singularity theorems require the existence of a singularity at the beginning of cosmic time. However, these theorems assume that general relativity is correct, but general relativity must break down before the universe reaches the Planck temperature, and a correct treatment of quantum gravity may avoid the singularity.", "targets": "How much is known about the early states of the universe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0415c22d9c640539a9e52469a7b75f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Big Bang model is well established in cosmology, it is likely to be refined in the future. Little is known about the earliest moments of the universe's history. The Penrose\u2013Hawking singularity theorems require the existence of a singularity at the beginning of cosmic time. However, these theorems assume that general relativity is correct, but general relativity must break down before the universe reaches the Planck temperature, and a correct treatment of quantum gravity may avoid the singularity.", "targets": "Which theorems require the existence of a singularity at the beginning of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0415c22d9c640539a9e52469a7b75f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Big Bang model is well established in cosmology, it is likely to be refined in the future. Little is known about the earliest moments of the universe's history. The Penrose\u2013Hawking singularity theorems require the existence of a singularity at the beginning of cosmic time. However, these theorems assume that general relativity is correct, but general relativity must break down before the universe reaches the Planck temperature, and a correct treatment of quantum gravity may avoid the singularity.", "targets": "These theorems have to assume what theory is correct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0415c22d9c640539a9e52469a7b75f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Big Bang model is well established in cosmology, it is likely to be refined in the future. Little is known about the earliest moments of the universe's history. The Penrose\u2013Hawking singularity theorems require the existence of a singularity at the beginning of cosmic time. However, these theorems assume that general relativity is correct, but general relativity must break down before the universe reaches the Planck temperature, and a correct treatment of quantum gravity may avoid the singularity.", "targets": "These theorems state that general relatively must break down before what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26d795ae551143a38f247442d65ad987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies on income inequality and growth have sometimes found evidence confirming the Kuznets curve hypothesis, which states that with economic development, inequality first increases, then decreases. Economist Thomas Piketty challenges this notion, claiming that from 1914 to 1945 wars and \"violent economic and political shocks\" reduced inequality. Moreover, Piketty argues that the \"magical\" Kuznets curve hypothesis, with its emphasis on the balancing of economic growth in the long run, cannot account for the significant increase in economic inequality throughout the developed world since the 1970s.", "targets": "What have studies on income inequality sometimes found evidence confirming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26d795ae551143a38f247442d65ad987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies on income inequality and growth have sometimes found evidence confirming the Kuznets curve hypothesis, which states that with economic development, inequality first increases, then decreases. Economist Thomas Piketty challenges this notion, claiming that from 1914 to 1945 wars and \"violent economic and political shocks\" reduced inequality. Moreover, Piketty argues that the \"magical\" Kuznets curve hypothesis, with its emphasis on the balancing of economic growth in the long run, cannot account for the significant increase in economic inequality throughout the developed world since the 1970s.", "targets": "The Kuznets curve says with economic development, inequality will decrease after what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26d795ae551143a38f247442d65ad987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies on income inequality and growth have sometimes found evidence confirming the Kuznets curve hypothesis, which states that with economic development, inequality first increases, then decreases. Economist Thomas Piketty challenges this notion, claiming that from 1914 to 1945 wars and \"violent economic and political shocks\" reduced inequality. Moreover, Piketty argues that the \"magical\" Kuznets curve hypothesis, with its emphasis on the balancing of economic growth in the long run, cannot account for the significant increase in economic inequality throughout the developed world since the 1970s.", "targets": "Who challenges the notion of the Kuznets curve hypothesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26d795ae551143a38f247442d65ad987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies on income inequality and growth have sometimes found evidence confirming the Kuznets curve hypothesis, which states that with economic development, inequality first increases, then decreases. Economist Thomas Piketty challenges this notion, claiming that from 1914 to 1945 wars and \"violent economic and political shocks\" reduced inequality. Moreover, Piketty argues that the \"magical\" Kuznets curve hypothesis, with its emphasis on the balancing of economic growth in the long run, cannot account for the significant increase in economic inequality throughout the developed world since the 1970s.", "targets": "What's Thomas Piketty's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26d795ae551143a38f247442d65ad987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studies on income inequality and growth have sometimes found evidence confirming the Kuznets curve hypothesis, which states that with economic development, inequality first increases, then decreases. Economist Thomas Piketty challenges this notion, claiming that from 1914 to 1945 wars and \"violent economic and political shocks\" reduced inequality. Moreover, Piketty argues that the \"magical\" Kuznets curve hypothesis, with its emphasis on the balancing of economic growth in the long run, cannot account for the significant increase in economic inequality throughout the developed world since the 1970s.", "targets": "What does Piketty feel was the biggest factors in reducing inequality between 1914 to 1945?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5887604df6dc4352adbe2dd7a514ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Union uses the terms racial origin and ethnic origin synonymously in its documents and according to it \"the use of the term 'racial origin' in this directive does not imply an acceptance of such [racial] theories\".[full citation needed] Haney L\u00f3pez warns that using \"race\" as a category within the law tends to legitimize its existence in the popular imagination. In the diverse geographic context of Europe, ethnicity and ethnic origin are arguably more resonant and are less encumbered by the ideological baggage associated with \"race\". In European context, historical resonance of \"race\" underscores its problematic nature. In some states, it is strongly associated with laws promulgated by the Nazi and Fascist governments in Europe during the 1930s and 1940s. Indeed, in 1996, the European Parliament adopted a resolution stating that \"the term should therefore be avoided in all official texts\".", "targets": "Who uses the terms racial origin and ethnic origin interchangeably? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5887604df6dc4352adbe2dd7a514ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Union uses the terms racial origin and ethnic origin synonymously in its documents and according to it \"the use of the term 'racial origin' in this directive does not imply an acceptance of such [racial] theories\".[full citation needed] Haney L\u00f3pez warns that using \"race\" as a category within the law tends to legitimize its existence in the popular imagination. In the diverse geographic context of Europe, ethnicity and ethnic origin are arguably more resonant and are less encumbered by the ideological baggage associated with \"race\". In European context, historical resonance of \"race\" underscores its problematic nature. In some states, it is strongly associated with laws promulgated by the Nazi and Fascist governments in Europe during the 1930s and 1940s. Indeed, in 1996, the European Parliament adopted a resolution stating that \"the term should therefore be avoided in all official texts\".", "targets": "What does using race as a category within the law legitimize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5887604df6dc4352adbe2dd7a514ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Union uses the terms racial origin and ethnic origin synonymously in its documents and according to it \"the use of the term 'racial origin' in this directive does not imply an acceptance of such [racial] theories\".[full citation needed] Haney L\u00f3pez warns that using \"race\" as a category within the law tends to legitimize its existence in the popular imagination. In the diverse geographic context of Europe, ethnicity and ethnic origin are arguably more resonant and are less encumbered by the ideological baggage associated with \"race\". In European context, historical resonance of \"race\" underscores its problematic nature. In some states, it is strongly associated with laws promulgated by the Nazi and Fascist governments in Europe during the 1930s and 1940s. Indeed, in 1996, the European Parliament adopted a resolution stating that \"the term should therefore be avoided in all official texts\".", "targets": "In what context is the historical use of race underscored by its problematic nature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5887604df6dc4352adbe2dd7a514ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Union uses the terms racial origin and ethnic origin synonymously in its documents and according to it \"the use of the term 'racial origin' in this directive does not imply an acceptance of such [racial] theories\".[full citation needed] Haney L\u00f3pez warns that using \"race\" as a category within the law tends to legitimize its existence in the popular imagination. In the diverse geographic context of Europe, ethnicity and ethnic origin are arguably more resonant and are less encumbered by the ideological baggage associated with \"race\". In European context, historical resonance of \"race\" underscores its problematic nature. In some states, it is strongly associated with laws promulgated by the Nazi and Fascist governments in Europe during the 1930s and 1940s. Indeed, in 1996, the European Parliament adopted a resolution stating that \"the term should therefore be avoided in all official texts\".", "targets": "Race is strongly associated with laws by what type of governments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5887604df6dc4352adbe2dd7a514ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The European Union uses the terms racial origin and ethnic origin synonymously in its documents and according to it \"the use of the term 'racial origin' in this directive does not imply an acceptance of such [racial] theories\".[full citation needed] Haney L\u00f3pez warns that using \"race\" as a category within the law tends to legitimize its existence in the popular imagination. In the diverse geographic context of Europe, ethnicity and ethnic origin are arguably more resonant and are less encumbered by the ideological baggage associated with \"race\". In European context, historical resonance of \"race\" underscores its problematic nature. In some states, it is strongly associated with laws promulgated by the Nazi and Fascist governments in Europe during the 1930s and 1940s. Indeed, in 1996, the European Parliament adopted a resolution stating that \"the term should therefore be avoided in all official texts\".", "targets": "In what year did the European Parliament adopt a resolution to remove \"race\" from all official texts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4f2c6b214f4201a67dcf259afe811b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Secret History, Tem\u00fcjin again offered his friendship to Jamukha, asking him to return to his side. Tem\u00fcjin had killed the men who betrayed Jamukha, stating that he did not want disloyal men in his army. Jamukha refused the offer of friendship and reunion, saying that there can only be one sun in the sky, and he asked for a noble death. The custom is to die without spilling blood, which is granted by breaking the back. Jamukha requested this form of death, despite the fact that in the past Jamukha had been known to have boiled his opponents' generals alive.", "targets": "What did Tem\u00fcjin offer Jamukha after the latter's defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4f2c6b214f4201a67dcf259afe811b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Secret History, Tem\u00fcjin again offered his friendship to Jamukha, asking him to return to his side. Tem\u00fcjin had killed the men who betrayed Jamukha, stating that he did not want disloyal men in his army. Jamukha refused the offer of friendship and reunion, saying that there can only be one sun in the sky, and he asked for a noble death. The custom is to die without spilling blood, which is granted by breaking the back. Jamukha requested this form of death, despite the fact that in the past Jamukha had been known to have boiled his opponents' generals alive.", "targets": "Why did Tem\u00fcjin kill those of Jamukha's followers that had betrayed their leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4f2c6b214f4201a67dcf259afe811b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Secret History, Tem\u00fcjin again offered his friendship to Jamukha, asking him to return to his side. Tem\u00fcjin had killed the men who betrayed Jamukha, stating that he did not want disloyal men in his army. Jamukha refused the offer of friendship and reunion, saying that there can only be one sun in the sky, and he asked for a noble death. The custom is to die without spilling blood, which is granted by breaking the back. Jamukha requested this form of death, despite the fact that in the past Jamukha had been known to have boiled his opponents' generals alive.", "targets": "What did Jamukha request from Tem\u00fcjin instead of friendship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4f2c6b214f4201a67dcf259afe811b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Secret History, Tem\u00fcjin again offered his friendship to Jamukha, asking him to return to his side. Tem\u00fcjin had killed the men who betrayed Jamukha, stating that he did not want disloyal men in his army. Jamukha refused the offer of friendship and reunion, saying that there can only be one sun in the sky, and he asked for a noble death. The custom is to die without spilling blood, which is granted by breaking the back. Jamukha requested this form of death, despite the fact that in the past Jamukha had been known to have boiled his opponents' generals alive.", "targets": "What form of death did Jamukha hope Tem\u00fcjin would allow him? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cb744e5f1cf4489b916a385449f6713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neutrophils and macrophages are phagocytes that travel throughout the body in pursuit of invading pathogens. Neutrophils are normally found in the bloodstream and are the most abundant type of phagocyte, normally representing 50% to 60% of the total circulating leukocytes. During the acute phase of inflammation, particularly as a result of bacterial infection, neutrophils migrate toward the site of inflammation in a process called chemotaxis, and are usually the first cells to arrive at the scene of infection. Macrophages are versatile cells that reside within tissues and produce a wide array of chemicals including enzymes, complement proteins, and regulatory factors such as interleukin 1. Macrophages also act as scavengers, ridding the body of worn-out cells and other debris, and as antigen-presenting cells that activate the adaptive immune system.", "targets": "What are two types of phagocytes that travel through the body to find invading pathogens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cb744e5f1cf4489b916a385449f6713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neutrophils and macrophages are phagocytes that travel throughout the body in pursuit of invading pathogens. Neutrophils are normally found in the bloodstream and are the most abundant type of phagocyte, normally representing 50% to 60% of the total circulating leukocytes. During the acute phase of inflammation, particularly as a result of bacterial infection, neutrophils migrate toward the site of inflammation in a process called chemotaxis, and are usually the first cells to arrive at the scene of infection. Macrophages are versatile cells that reside within tissues and produce a wide array of chemicals including enzymes, complement proteins, and regulatory factors such as interleukin 1. Macrophages also act as scavengers, ridding the body of worn-out cells and other debris, and as antigen-presenting cells that activate the adaptive immune system.", "targets": "What are the most abundant kind of phagocyte?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cb744e5f1cf4489b916a385449f6713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neutrophils and macrophages are phagocytes that travel throughout the body in pursuit of invading pathogens. Neutrophils are normally found in the bloodstream and are the most abundant type of phagocyte, normally representing 50% to 60% of the total circulating leukocytes. During the acute phase of inflammation, particularly as a result of bacterial infection, neutrophils migrate toward the site of inflammation in a process called chemotaxis, and are usually the first cells to arrive at the scene of infection. Macrophages are versatile cells that reside within tissues and produce a wide array of chemicals including enzymes, complement proteins, and regulatory factors such as interleukin 1. Macrophages also act as scavengers, ridding the body of worn-out cells and other debris, and as antigen-presenting cells that activate the adaptive immune system.", "targets": "What percentage of leukocytes do neutrophils represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cb744e5f1cf4489b916a385449f6713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neutrophils and macrophages are phagocytes that travel throughout the body in pursuit of invading pathogens. Neutrophils are normally found in the bloodstream and are the most abundant type of phagocyte, normally representing 50% to 60% of the total circulating leukocytes. During the acute phase of inflammation, particularly as a result of bacterial infection, neutrophils migrate toward the site of inflammation in a process called chemotaxis, and are usually the first cells to arrive at the scene of infection. Macrophages are versatile cells that reside within tissues and produce a wide array of chemicals including enzymes, complement proteins, and regulatory factors such as interleukin 1. Macrophages also act as scavengers, ridding the body of worn-out cells and other debris, and as antigen-presenting cells that activate the adaptive immune system.", "targets": "What is the process in which neutrophils move towards the site of inflammation called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cb744e5f1cf4489b916a385449f6713", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neutrophils and macrophages are phagocytes that travel throughout the body in pursuit of invading pathogens. Neutrophils are normally found in the bloodstream and are the most abundant type of phagocyte, normally representing 50% to 60% of the total circulating leukocytes. During the acute phase of inflammation, particularly as a result of bacterial infection, neutrophils migrate toward the site of inflammation in a process called chemotaxis, and are usually the first cells to arrive at the scene of infection. Macrophages are versatile cells that reside within tissues and produce a wide array of chemicals including enzymes, complement proteins, and regulatory factors such as interleukin 1. Macrophages also act as scavengers, ridding the body of worn-out cells and other debris, and as antigen-presenting cells that activate the adaptive immune system.", "targets": "What is a regulatory factor produced by macrophages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d4da39b2ddf47a2a5395a023c1ec79c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fine tribute to the fall of Warsaw and history of Poland can be found in the Warsaw Uprising Museum and in the Katy\u0144 Museum which preserves the memory of the crime. The Warsaw Uprising Museum also operates a rare preserved and operating historic stereoscopic theatre, the Warsaw Fotoplastikon. The Museum of Independence preserves patriotic and political objects connected with Poland's struggles for independence. Dating back to 1936 Warsaw Historical Museum contains 60 rooms which host a permanent exhibition of the history of Warsaw from its origins until today.", "targets": "Where can a tribute to the fall of Warsaw be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d4da39b2ddf47a2a5395a023c1ec79c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fine tribute to the fall of Warsaw and history of Poland can be found in the Warsaw Uprising Museum and in the Katy\u0144 Museum which preserves the memory of the crime. The Warsaw Uprising Museum also operates a rare preserved and operating historic stereoscopic theatre, the Warsaw Fotoplastikon. The Museum of Independence preserves patriotic and political objects connected with Poland's struggles for independence. Dating back to 1936 Warsaw Historical Museum contains 60 rooms which host a permanent exhibition of the history of Warsaw from its origins until today.", "targets": "What museum preserves the memory of the crime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d4da39b2ddf47a2a5395a023c1ec79c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fine tribute to the fall of Warsaw and history of Poland can be found in the Warsaw Uprising Museum and in the Katy\u0144 Museum which preserves the memory of the crime. The Warsaw Uprising Museum also operates a rare preserved and operating historic stereoscopic theatre, the Warsaw Fotoplastikon. The Museum of Independence preserves patriotic and political objects connected with Poland's struggles for independence. Dating back to 1936 Warsaw Historical Museum contains 60 rooms which host a permanent exhibition of the history of Warsaw from its origins until today.", "targets": "What type of theatre is the Warsaw Fotoplastikon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d4da39b2ddf47a2a5395a023c1ec79c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fine tribute to the fall of Warsaw and history of Poland can be found in the Warsaw Uprising Museum and in the Katy\u0144 Museum which preserves the memory of the crime. The Warsaw Uprising Museum also operates a rare preserved and operating historic stereoscopic theatre, the Warsaw Fotoplastikon. The Museum of Independence preserves patriotic and political objects connected with Poland's struggles for independence. Dating back to 1936 Warsaw Historical Museum contains 60 rooms which host a permanent exhibition of the history of Warsaw from its origins until today.", "targets": "Where in Warsaw are patriotic and political objects connected with Poland's struggles for Independence found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d4da39b2ddf47a2a5395a023c1ec79c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fine tribute to the fall of Warsaw and history of Poland can be found in the Warsaw Uprising Museum and in the Katy\u0144 Museum which preserves the memory of the crime. The Warsaw Uprising Museum also operates a rare preserved and operating historic stereoscopic theatre, the Warsaw Fotoplastikon. The Museum of Independence preserves patriotic and political objects connected with Poland's struggles for independence. Dating back to 1936 Warsaw Historical Museum contains 60 rooms which host a permanent exhibition of the history of Warsaw from its origins until today.", "targets": "How many rooms does the Warsaw Historical Museum have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "Which city hosted the 2012 Summer Olympics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "When did the torch route begin in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "How much did security cost for the torch relay in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "What city held the Olympics in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "Where did the torch relay begin in London for the 2008 Olympics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "Where did the relay end in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "How many miles was the relay in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259d8712d2b54393b72d4091bc31e3c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\n Great Britain: The torch relay leg held in London, the host city of the 2012 Summer Olympics, on April 6 began at Wembley Stadium, passed through the City of London, and eventually ended at O2 Arena in the eastern part of the city. The 48 km (30 mi) leg took a total of seven and a half hours to complete, and attracted protests by pro-Tibetan independence and pro-Human Rights supporters, prompting changes to the planned route and an unscheduled move onto a bus, which was then briefly halted by protestors. Home Secretary Jacqui Smith has officially complained to Beijing Organising Committee about the conduct of the tracksuit-clad Chinese security guards. The Chinese officials, seen manhandling protesters, were described by both the London Mayor Ken Livingstone and Lord Coe, chairman of the London Olympic Committee as \"thugs\". A Metropolitan police briefing paper revealed that security for the torch relay cost \u00a3750,000 and the participation of the Chinese security team had been agreed in advance, despite the Mayor stating, \"We did not know beforehand these thugs were from the security services. Had I known so, we would have said no.\"", "targets": "What word was used by London officials to describe Chinese security guards for their treatment of protesters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b84a2242c4e49c5b1e9de6658c4a60e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Healthcare/Pacificare nutrition guideline recommends a whole plant food diet, and recommends using protein only as a condiment with meals. A National Geographic cover article from November 2005, entitled The Secrets of Living Longer, also recommends a whole plant food diet. The article is a lifestyle survey of three populations, Sardinians, Okinawans, and Adventists, who generally display longevity and \"suffer a fraction of the diseases that commonly kill people in other parts of the developed world, and enjoy more healthy years of life.\" In sum, they offer three sets of 'best practices' to emulate. The rest is up to you. In common with all three groups is to \"Eat fruits, vegetables, and whole grains.\"", "targets": "Who released a guideline that recommends that people follow a whole plant food diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b84a2242c4e49c5b1e9de6658c4a60e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Healthcare/Pacificare nutrition guideline recommends a whole plant food diet, and recommends using protein only as a condiment with meals. A National Geographic cover article from November 2005, entitled The Secrets of Living Longer, also recommends a whole plant food diet. The article is a lifestyle survey of three populations, Sardinians, Okinawans, and Adventists, who generally display longevity and \"suffer a fraction of the diseases that commonly kill people in other parts of the developed world, and enjoy more healthy years of life.\" In sum, they offer three sets of 'best practices' to emulate. The rest is up to you. In common with all three groups is to \"Eat fruits, vegetables, and whole grains.\"", "targets": "Which magazine also recommended that people follow a whole plant food diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b84a2242c4e49c5b1e9de6658c4a60e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Healthcare/Pacificare nutrition guideline recommends a whole plant food diet, and recommends using protein only as a condiment with meals. A National Geographic cover article from November 2005, entitled The Secrets of Living Longer, also recommends a whole plant food diet. The article is a lifestyle survey of three populations, Sardinians, Okinawans, and Adventists, who generally display longevity and \"suffer a fraction of the diseases that commonly kill people in other parts of the developed world, and enjoy more healthy years of life.\" In sum, they offer three sets of 'best practices' to emulate. The rest is up to you. In common with all three groups is to \"Eat fruits, vegetables, and whole grains.\"", "targets": "In which year was there a cover article on the National Geographic regarding diet recommendations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b84a2242c4e49c5b1e9de6658c4a60e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Healthcare/Pacificare nutrition guideline recommends a whole plant food diet, and recommends using protein only as a condiment with meals. A National Geographic cover article from November 2005, entitled The Secrets of Living Longer, also recommends a whole plant food diet. The article is a lifestyle survey of three populations, Sardinians, Okinawans, and Adventists, who generally display longevity and \"suffer a fraction of the diseases that commonly kill people in other parts of the developed world, and enjoy more healthy years of life.\" In sum, they offer three sets of 'best practices' to emulate. The rest is up to you. In common with all three groups is to \"Eat fruits, vegetables, and whole grains.\"", "targets": "How many populations were studied and surveyed for the cover article?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b84a2242c4e49c5b1e9de6658c4a60e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Healthcare/Pacificare nutrition guideline recommends a whole plant food diet, and recommends using protein only as a condiment with meals. A National Geographic cover article from November 2005, entitled The Secrets of Living Longer, also recommends a whole plant food diet. The article is a lifestyle survey of three populations, Sardinians, Okinawans, and Adventists, who generally display longevity and \"suffer a fraction of the diseases that commonly kill people in other parts of the developed world, and enjoy more healthy years of life.\" In sum, they offer three sets of 'best practices' to emulate. The rest is up to you. In common with all three groups is to \"Eat fruits, vegetables, and whole grains.\"", "targets": "Other than fruits and vegetables, what other product was highly recommended to be a part of a healthy diet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20fe48f1a56340bdbf6f5fcbf1c5dc9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Glastonbury Festival of Contemporary Performing Arts takes place most years in Pilton, near Shepton Mallet, attracting over 170,000 music and culture lovers from around the world to see world-famous entertainers. The Big Green Gathering which grew out of the Green fields at the Glastonbury Festival is held in the Mendip Hills between Charterhouse and Compton Martin each summer. The annual Bath Literature Festival is one of several local festivals in the county; others include the Frome Festival and the Trowbridge Village Pump Festival, which, despite its name, is held at Farleigh Hungerford in Somerset. The annual circuit of West Country Carnivals is held in a variety of Somerset towns during the autumn, forming a major regional festival, and the largest Festival of Lights in Europe.", "targets": "Where does the Glastonbury Music festival take place "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20fe48f1a56340bdbf6f5fcbf1c5dc9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Glastonbury Festival of Contemporary Performing Arts takes place most years in Pilton, near Shepton Mallet, attracting over 170,000 music and culture lovers from around the world to see world-famous entertainers. The Big Green Gathering which grew out of the Green fields at the Glastonbury Festival is held in the Mendip Hills between Charterhouse and Compton Martin each summer. The annual Bath Literature Festival is one of several local festivals in the county; others include the Frome Festival and the Trowbridge Village Pump Festival, which, despite its name, is held at Farleigh Hungerford in Somerset. The annual circuit of West Country Carnivals is held in a variety of Somerset towns during the autumn, forming a major regional festival, and the largest Festival of Lights in Europe.", "targets": "who holds a literature festival each summer "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20fe48f1a56340bdbf6f5fcbf1c5dc9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Glastonbury Festival of Contemporary Performing Arts takes place most years in Pilton, near Shepton Mallet, attracting over 170,000 music and culture lovers from around the world to see world-famous entertainers. The Big Green Gathering which grew out of the Green fields at the Glastonbury Festival is held in the Mendip Hills between Charterhouse and Compton Martin each summer. The annual Bath Literature Festival is one of several local festivals in the county; others include the Frome Festival and the Trowbridge Village Pump Festival, which, despite its name, is held at Farleigh Hungerford in Somerset. The annual circuit of West Country Carnivals is held in a variety of Somerset towns during the autumn, forming a major regional festival, and the largest Festival of Lights in Europe.", "targets": "The annual Carnival is held when and where "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1f2179aaf745be9ffaee69c5c6c6b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are best known for their door-to-door preaching, distributing literature such as The Watchtower and Awake!, and refusing military service and blood transfusions. They consider use of the name Jehovah vital for proper worship. They reject Trinitarianism, inherent immortality of the soul, and hellfire, which they consider to be unscriptural doctrines. They do not observe Christmas, Easter, birthdays or other holidays and customs they consider to have pagan origins incompatible with Christianity. Adherents commonly refer to their body of beliefs as \"the truth\" and consider themselves to be \"in the truth\". They consider secular society to be morally corrupt and under the influence of Satan, and most limit their social interaction with non-Witnesses. Congregational disciplinary actions include disfellowshipping, their term for formal expulsion and shunning. Baptized individuals who formally leave are considered disassociated and are also shunned. Disfellowshipped and disassociated individuals may eventually be reinstated if deemed repentant.", "targets": "What are Jehovah witnesses best known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1f2179aaf745be9ffaee69c5c6c6b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are best known for their door-to-door preaching, distributing literature such as The Watchtower and Awake!, and refusing military service and blood transfusions. They consider use of the name Jehovah vital for proper worship. They reject Trinitarianism, inherent immortality of the soul, and hellfire, which they consider to be unscriptural doctrines. They do not observe Christmas, Easter, birthdays or other holidays and customs they consider to have pagan origins incompatible with Christianity. Adherents commonly refer to their body of beliefs as \"the truth\" and consider themselves to be \"in the truth\". They consider secular society to be morally corrupt and under the influence of Satan, and most limit their social interaction with non-Witnesses. Congregational disciplinary actions include disfellowshipping, their term for formal expulsion and shunning. Baptized individuals who formally leave are considered disassociated and are also shunned. Disfellowshipped and disassociated individuals may eventually be reinstated if deemed repentant.", "targets": "What do Jehovah Witnesses refuse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1f2179aaf745be9ffaee69c5c6c6b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are best known for their door-to-door preaching, distributing literature such as The Watchtower and Awake!, and refusing military service and blood transfusions. They consider use of the name Jehovah vital for proper worship. They reject Trinitarianism, inherent immortality of the soul, and hellfire, which they consider to be unscriptural doctrines. They do not observe Christmas, Easter, birthdays or other holidays and customs they consider to have pagan origins incompatible with Christianity. Adherents commonly refer to their body of beliefs as \"the truth\" and consider themselves to be \"in the truth\". They consider secular society to be morally corrupt and under the influence of Satan, and most limit their social interaction with non-Witnesses. Congregational disciplinary actions include disfellowshipping, their term for formal expulsion and shunning. Baptized individuals who formally leave are considered disassociated and are also shunned. Disfellowshipped and disassociated individuals may eventually be reinstated if deemed repentant.", "targets": "What do Jehovah Witnesses consider the name Jehovah vital for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1f2179aaf745be9ffaee69c5c6c6b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are best known for their door-to-door preaching, distributing literature such as The Watchtower and Awake!, and refusing military service and blood transfusions. They consider use of the name Jehovah vital for proper worship. They reject Trinitarianism, inherent immortality of the soul, and hellfire, which they consider to be unscriptural doctrines. They do not observe Christmas, Easter, birthdays or other holidays and customs they consider to have pagan origins incompatible with Christianity. Adherents commonly refer to their body of beliefs as \"the truth\" and consider themselves to be \"in the truth\". They consider secular society to be morally corrupt and under the influence of Satan, and most limit their social interaction with non-Witnesses. Congregational disciplinary actions include disfellowshipping, their term for formal expulsion and shunning. Baptized individuals who formally leave are considered disassociated and are also shunned. Disfellowshipped and disassociated individuals may eventually be reinstated if deemed repentant.", "targets": "Why do Jehovah Witnesses reject inherent immortality of the soul, hellfire and Trinitarianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e1f2179aaf745be9ffaee69c5c6c6b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses are best known for their door-to-door preaching, distributing literature such as The Watchtower and Awake!, and refusing military service and blood transfusions. They consider use of the name Jehovah vital for proper worship. They reject Trinitarianism, inherent immortality of the soul, and hellfire, which they consider to be unscriptural doctrines. They do not observe Christmas, Easter, birthdays or other holidays and customs they consider to have pagan origins incompatible with Christianity. Adherents commonly refer to their body of beliefs as \"the truth\" and consider themselves to be \"in the truth\". They consider secular society to be morally corrupt and under the influence of Satan, and most limit their social interaction with non-Witnesses. Congregational disciplinary actions include disfellowshipping, their term for formal expulsion and shunning. Baptized individuals who formally leave are considered disassociated and are also shunned. Disfellowshipped and disassociated individuals may eventually be reinstated if deemed repentant.", "targets": "Why don't Jehovah Witnesses celebrate the usual holidays and customs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea89bfc5111a44ad8c4f8f25cc561aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was not as restrictive as Sega, which did not permit third-party publishing until Mediagenic in late summer 1988. Nintendo's intention, however, was to reserve a large part of NES game revenue for itself. Nintendo required that they be the sole manufacturer of all cartridges, and that the publisher had to pay in full before the cartridges for that game be produced. Cartridges could not be returned to Nintendo, so publishers assumed all the risk. As a result, some publishers lost more money due to distress sales of remaining inventory at the end of the NES era than they ever earned in profits from sales of the games. Because Nintendo controlled the production of all cartridges, it was able to enforce strict rules on its third-party developers, which were required to sign a contract by Nintendo that would obligate these parties to develop exclusively for the system, order at least 10,000 cartridges, and only make five games per year. A 1988 shortage of DRAM and ROM chips also reportedly caused Nintendo to only permit 25% of publishers' requests for cartridges. This was an average figure, with some publishers receiving much higher amounts and others almost none. GameSpy noted that Nintendo's \"iron-clad terms\" made the company many enemies during the 1980s. Some developers tried to circumvent the five game limit by creating additional company brands like Konami's Ultra Games label; others tried circumventing the 10NES chip.", "targets": "When did Sega finally permit third-party publishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea89bfc5111a44ad8c4f8f25cc561aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was not as restrictive as Sega, which did not permit third-party publishing until Mediagenic in late summer 1988. Nintendo's intention, however, was to reserve a large part of NES game revenue for itself. Nintendo required that they be the sole manufacturer of all cartridges, and that the publisher had to pay in full before the cartridges for that game be produced. Cartridges could not be returned to Nintendo, so publishers assumed all the risk. As a result, some publishers lost more money due to distress sales of remaining inventory at the end of the NES era than they ever earned in profits from sales of the games. Because Nintendo controlled the production of all cartridges, it was able to enforce strict rules on its third-party developers, which were required to sign a contract by Nintendo that would obligate these parties to develop exclusively for the system, order at least 10,000 cartridges, and only make five games per year. A 1988 shortage of DRAM and ROM chips also reportedly caused Nintendo to only permit 25% of publishers' requests for cartridges. This was an average figure, with some publishers receiving much higher amounts and others almost none. GameSpy noted that Nintendo's \"iron-clad terms\" made the company many enemies during the 1980s. Some developers tried to circumvent the five game limit by creating additional company brands like Konami's Ultra Games label; others tried circumventing the 10NES chip.", "targets": "What was the name of the 1st company Sega permitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea89bfc5111a44ad8c4f8f25cc561aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was not as restrictive as Sega, which did not permit third-party publishing until Mediagenic in late summer 1988. Nintendo's intention, however, was to reserve a large part of NES game revenue for itself. Nintendo required that they be the sole manufacturer of all cartridges, and that the publisher had to pay in full before the cartridges for that game be produced. Cartridges could not be returned to Nintendo, so publishers assumed all the risk. As a result, some publishers lost more money due to distress sales of remaining inventory at the end of the NES era than they ever earned in profits from sales of the games. Because Nintendo controlled the production of all cartridges, it was able to enforce strict rules on its third-party developers, which were required to sign a contract by Nintendo that would obligate these parties to develop exclusively for the system, order at least 10,000 cartridges, and only make five games per year. A 1988 shortage of DRAM and ROM chips also reportedly caused Nintendo to only permit 25% of publishers' requests for cartridges. This was an average figure, with some publishers receiving much higher amounts and others almost none. GameSpy noted that Nintendo's \"iron-clad terms\" made the company many enemies during the 1980s. Some developers tried to circumvent the five game limit by creating additional company brands like Konami's Ultra Games label; others tried circumventing the 10NES chip.", "targets": "Nintendo was the sole manufacturer of what component for third-party developers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea89bfc5111a44ad8c4f8f25cc561aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was not as restrictive as Sega, which did not permit third-party publishing until Mediagenic in late summer 1988. Nintendo's intention, however, was to reserve a large part of NES game revenue for itself. Nintendo required that they be the sole manufacturer of all cartridges, and that the publisher had to pay in full before the cartridges for that game be produced. Cartridges could not be returned to Nintendo, so publishers assumed all the risk. As a result, some publishers lost more money due to distress sales of remaining inventory at the end of the NES era than they ever earned in profits from sales of the games. Because Nintendo controlled the production of all cartridges, it was able to enforce strict rules on its third-party developers, which were required to sign a contract by Nintendo that would obligate these parties to develop exclusively for the system, order at least 10,000 cartridges, and only make five games per year. A 1988 shortage of DRAM and ROM chips also reportedly caused Nintendo to only permit 25% of publishers' requests for cartridges. This was an average figure, with some publishers receiving much higher amounts and others almost none. GameSpy noted that Nintendo's \"iron-clad terms\" made the company many enemies during the 1980s. Some developers tried to circumvent the five game limit by creating additional company brands like Konami's Ultra Games label; others tried circumventing the 10NES chip.", "targets": "As cartridges couldn't be returned to Nintendo, the developers took on the entirety of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea89bfc5111a44ad8c4f8f25cc561aaf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was not as restrictive as Sega, which did not permit third-party publishing until Mediagenic in late summer 1988. Nintendo's intention, however, was to reserve a large part of NES game revenue for itself. Nintendo required that they be the sole manufacturer of all cartridges, and that the publisher had to pay in full before the cartridges for that game be produced. Cartridges could not be returned to Nintendo, so publishers assumed all the risk. As a result, some publishers lost more money due to distress sales of remaining inventory at the end of the NES era than they ever earned in profits from sales of the games. Because Nintendo controlled the production of all cartridges, it was able to enforce strict rules on its third-party developers, which were required to sign a contract by Nintendo that would obligate these parties to develop exclusively for the system, order at least 10,000 cartridges, and only make five games per year. A 1988 shortage of DRAM and ROM chips also reportedly caused Nintendo to only permit 25% of publishers' requests for cartridges. This was an average figure, with some publishers receiving much higher amounts and others almost none. GameSpy noted that Nintendo's \"iron-clad terms\" made the company many enemies during the 1980s. Some developers tried to circumvent the five game limit by creating additional company brands like Konami's Ultra Games label; others tried circumventing the 10NES chip.", "targets": "What year was there a shortage of DRAM and ROM chips?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a62008e34374fe4b53ff06e8c831d91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Westminster Confession is \"The principal subordinate standard of the Church of Scotland\" but \"with due regard to liberty of opinion in points which do not enter into the substance of the Faith\" (V). This formulation represents many years of struggle over the extent to which the confession reflects the Word of God and the struggle of conscience of those who came to believe it did not fully do so (e.g. William Robertson Smith). Some Presbyterian Churches, such as the Free Church of Scotland, have no such \"conscience clause\".", "targets": "To the church of Scotland, what is the sub standard doctrine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a62008e34374fe4b53ff06e8c831d91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Westminster Confession is \"The principal subordinate standard of the Church of Scotland\" but \"with due regard to liberty of opinion in points which do not enter into the substance of the Faith\" (V). This formulation represents many years of struggle over the extent to which the confession reflects the Word of God and the struggle of conscience of those who came to believe it did not fully do so (e.g. William Robertson Smith). Some Presbyterian Churches, such as the Free Church of Scotland, have no such \"conscience clause\".", "targets": "Who was one person who did not fully believe the struggle of conscience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a62008e34374fe4b53ff06e8c831d91", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Westminster Confession is \"The principal subordinate standard of the Church of Scotland\" but \"with due regard to liberty of opinion in points which do not enter into the substance of the Faith\" (V). This formulation represents many years of struggle over the extent to which the confession reflects the Word of God and the struggle of conscience of those who came to believe it did not fully do so (e.g. William Robertson Smith). Some Presbyterian Churches, such as the Free Church of Scotland, have no such \"conscience clause\".", "targets": "The Free Church in Scotland  has something in place that only a few churches have implemented, what is it called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832c277e987b40a78cc0fcd9f79136e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other popular sites for pop-artist performances include the 3,000-seat Teatro Metropolitan, the 15,000-seat Palacio de los Deportes, and the larger 50,000-seat Foro Sol Stadium, where popular international artists perform on a regular basis. The Cirque du Soleil has held several seasons at the Carpa Santa Fe, in the Santa Fe district in the western part of the city. There are numerous venues for smaller musical ensembles and solo performers. These include the Hard Rock Live, Batacl\u00e1n, Foro Scotiabank, Lunario, Circo Volador and Voil\u00e1 Acoustique. Recent additions include the 20,000-seat Arena Ciudad de M\u00e9xico, the 3,000-seat Pepsi Center World Trade Center, and the 2,500-seat Auditorio Blackberry.", "targets": "How many sets are in the Teatro Metropolitan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832c277e987b40a78cc0fcd9f79136e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other popular sites for pop-artist performances include the 3,000-seat Teatro Metropolitan, the 15,000-seat Palacio de los Deportes, and the larger 50,000-seat Foro Sol Stadium, where popular international artists perform on a regular basis. The Cirque du Soleil has held several seasons at the Carpa Santa Fe, in the Santa Fe district in the western part of the city. There are numerous venues for smaller musical ensembles and solo performers. These include the Hard Rock Live, Batacl\u00e1n, Foro Scotiabank, Lunario, Circo Volador and Voil\u00e1 Acoustique. Recent additions include the 20,000-seat Arena Ciudad de M\u00e9xico, the 3,000-seat Pepsi Center World Trade Center, and the 2,500-seat Auditorio Blackberry.", "targets": "The Foro Sol Stadium hols how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832c277e987b40a78cc0fcd9f79136e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other popular sites for pop-artist performances include the 3,000-seat Teatro Metropolitan, the 15,000-seat Palacio de los Deportes, and the larger 50,000-seat Foro Sol Stadium, where popular international artists perform on a regular basis. The Cirque du Soleil has held several seasons at the Carpa Santa Fe, in the Santa Fe district in the western part of the city. There are numerous venues for smaller musical ensembles and solo performers. These include the Hard Rock Live, Batacl\u00e1n, Foro Scotiabank, Lunario, Circo Volador and Voil\u00e1 Acoustique. Recent additions include the 20,000-seat Arena Ciudad de M\u00e9xico, the 3,000-seat Pepsi Center World Trade Center, and the 2,500-seat Auditorio Blackberry.", "targets": "Where does Cirque du Soleil go in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-832c277e987b40a78cc0fcd9f79136e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other popular sites for pop-artist performances include the 3,000-seat Teatro Metropolitan, the 15,000-seat Palacio de los Deportes, and the larger 50,000-seat Foro Sol Stadium, where popular international artists perform on a regular basis. The Cirque du Soleil has held several seasons at the Carpa Santa Fe, in the Santa Fe district in the western part of the city. There are numerous venues for smaller musical ensembles and solo performers. These include the Hard Rock Live, Batacl\u00e1n, Foro Scotiabank, Lunario, Circo Volador and Voil\u00e1 Acoustique. Recent additions include the 20,000-seat Arena Ciudad de M\u00e9xico, the 3,000-seat Pepsi Center World Trade Center, and the 2,500-seat Auditorio Blackberry.", "targets": "The Pepsi Center World Trade Center holds how many people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00ca89ce2c6744549c710f3234c6ccaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1847, Hungarian physician Ign\u00e1c F\u00fcl\u00f6p Semmelweis dramatically reduced the occurrency of puerperal fever by simply requiring physicians to wash their hands before attending to women in childbirth. This discovery predated the germ theory of disease. However, Semmelweis' findings were not appreciated by his contemporaries and came into use only with discoveries by British surgeon Joseph Lister, who in 1865 proved the principles of antisepsis. Lister's work was based on the important findings by French biologist Louis Pasteur. Pasteur was able to link microorganisms with disease, revolutionizing medicine. He also devised one of the most important methods in preventive medicine, when in 1880 he produced a vaccine against rabies. Pasteur invented the process of pasteurization, to help prevent the spread of disease through milk and other foods.", "targets": "What was Ignac Fulop Semmelweis' profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00ca89ce2c6744549c710f3234c6ccaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1847, Hungarian physician Ign\u00e1c F\u00fcl\u00f6p Semmelweis dramatically reduced the occurrency of puerperal fever by simply requiring physicians to wash their hands before attending to women in childbirth. This discovery predated the germ theory of disease. However, Semmelweis' findings were not appreciated by his contemporaries and came into use only with discoveries by British surgeon Joseph Lister, who in 1865 proved the principles of antisepsis. Lister's work was based on the important findings by French biologist Louis Pasteur. Pasteur was able to link microorganisms with disease, revolutionizing medicine. He also devised one of the most important methods in preventive medicine, when in 1880 he produced a vaccine against rabies. Pasteur invented the process of pasteurization, to help prevent the spread of disease through milk and other foods.", "targets": "How did Semmelweis reduce puerperal fever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00ca89ce2c6744549c710f3234c6ccaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1847, Hungarian physician Ign\u00e1c F\u00fcl\u00f6p Semmelweis dramatically reduced the occurrency of puerperal fever by simply requiring physicians to wash their hands before attending to women in childbirth. This discovery predated the germ theory of disease. However, Semmelweis' findings were not appreciated by his contemporaries and came into use only with discoveries by British surgeon Joseph Lister, who in 1865 proved the principles of antisepsis. Lister's work was based on the important findings by French biologist Louis Pasteur. Pasteur was able to link microorganisms with disease, revolutionizing medicine. He also devised one of the most important methods in preventive medicine, when in 1880 he produced a vaccine against rabies. Pasteur invented the process of pasteurization, to help prevent the spread of disease through milk and other foods.", "targets": "What came after the realization that physicians should was their hands before childbirth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00ca89ce2c6744549c710f3234c6ccaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1847, Hungarian physician Ign\u00e1c F\u00fcl\u00f6p Semmelweis dramatically reduced the occurrency of puerperal fever by simply requiring physicians to wash their hands before attending to women in childbirth. This discovery predated the germ theory of disease. However, Semmelweis' findings were not appreciated by his contemporaries and came into use only with discoveries by British surgeon Joseph Lister, who in 1865 proved the principles of antisepsis. Lister's work was based on the important findings by French biologist Louis Pasteur. Pasteur was able to link microorganisms with disease, revolutionizing medicine. He also devised one of the most important methods in preventive medicine, when in 1880 he produced a vaccine against rabies. Pasteur invented the process of pasteurization, to help prevent the spread of disease through milk and other foods.", "targets": "What did Joseph Lister prove?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-00ca89ce2c6744549c710f3234c6ccaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1847, Hungarian physician Ign\u00e1c F\u00fcl\u00f6p Semmelweis dramatically reduced the occurrency of puerperal fever by simply requiring physicians to wash their hands before attending to women in childbirth. This discovery predated the germ theory of disease. However, Semmelweis' findings were not appreciated by his contemporaries and came into use only with discoveries by British surgeon Joseph Lister, who in 1865 proved the principles of antisepsis. Lister's work was based on the important findings by French biologist Louis Pasteur. Pasteur was able to link microorganisms with disease, revolutionizing medicine. He also devised one of the most important methods in preventive medicine, when in 1880 he produced a vaccine against rabies. Pasteur invented the process of pasteurization, to help prevent the spread of disease through milk and other foods.", "targets": "Who did Joseph Lister base his work off of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a91f7080d664cb8b4b72c67e4b37346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the outset of the Korean War the CIA still only had a few thousand employees, a thousand of whom worked in analysis. Intelligence primarily came from the Office of Reports and Estimates, which drew its reports from a daily take of State Department telegrams, military dispatches, and other public documents. The CIA still lacked its own intelligence gathering abilities. On 21 August 1950, shortly after the invasion of South Korea, Truman announced Walter Bedell Smith as the new Director of the CIA to correct what was seen as a grave failure of Intelligence.[clarification needed]", "targets": "Who was appointed to be the new Director of the CIA in 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a91f7080d664cb8b4b72c67e4b37346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the outset of the Korean War the CIA still only had a few thousand employees, a thousand of whom worked in analysis. Intelligence primarily came from the Office of Reports and Estimates, which drew its reports from a daily take of State Department telegrams, military dispatches, and other public documents. The CIA still lacked its own intelligence gathering abilities. On 21 August 1950, shortly after the invasion of South Korea, Truman announced Walter Bedell Smith as the new Director of the CIA to correct what was seen as a grave failure of Intelligence.[clarification needed]", "targets": "What president announced the new CIA director?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a91f7080d664cb8b4b72c67e4b37346", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the outset of the Korean War the CIA still only had a few thousand employees, a thousand of whom worked in analysis. Intelligence primarily came from the Office of Reports and Estimates, which drew its reports from a daily take of State Department telegrams, military dispatches, and other public documents. The CIA still lacked its own intelligence gathering abilities. On 21 August 1950, shortly after the invasion of South Korea, Truman announced Walter Bedell Smith as the new Director of the CIA to correct what was seen as a grave failure of Intelligence.[clarification needed]", "targets": "Where was most of the CIA's intelligence coming from before 1950?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4a9e7a0a97480686d313ab8cffc9c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popes called for crusades to take place elsewhere besides the Holy Land: in Spain, southern France, and along the Baltic. The Spanish crusades became fused with the Reconquista of Spain from the Muslims. Although the Templars and Hospitallers took part in the Spanish crusades, similar Spanish military religious orders were founded, most of which had become part of the two main orders of Calatrava and Santiago by the beginning of the 12th century. Northern Europe also remained outside Christian influence until the 11th century or later, and became a crusading venue as part of the Northern Crusades of the 12th to 14th centuries. These crusades also spawned a military order, the Order of the Sword Brothers. Another order, the Teutonic Knights, although originally founded in the crusader states, focused much of its activity in the Baltic after 1225, and in 1309 moved its headquarters to Marienburg in Prussia.", "targets": "Along with the Baltic and Spain, in what area were crusades called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4a9e7a0a97480686d313ab8cffc9c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popes called for crusades to take place elsewhere besides the Holy Land: in Spain, southern France, and along the Baltic. The Spanish crusades became fused with the Reconquista of Spain from the Muslims. Although the Templars and Hospitallers took part in the Spanish crusades, similar Spanish military religious orders were founded, most of which had become part of the two main orders of Calatrava and Santiago by the beginning of the 12th century. Northern Europe also remained outside Christian influence until the 11th century or later, and became a crusading venue as part of the Northern Crusades of the 12th to 14th centuries. These crusades also spawned a military order, the Order of the Sword Brothers. Another order, the Teutonic Knights, although originally founded in the crusader states, focused much of its activity in the Baltic after 1225, and in 1309 moved its headquarters to Marienburg in Prussia.", "targets": "Where was the Teutonic Order headquartered in 1309?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4a9e7a0a97480686d313ab8cffc9c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popes called for crusades to take place elsewhere besides the Holy Land: in Spain, southern France, and along the Baltic. The Spanish crusades became fused with the Reconquista of Spain from the Muslims. Although the Templars and Hospitallers took part in the Spanish crusades, similar Spanish military religious orders were founded, most of which had become part of the two main orders of Calatrava and Santiago by the beginning of the 12th century. Northern Europe also remained outside Christian influence until the 11th century or later, and became a crusading venue as part of the Northern Crusades of the 12th to 14th centuries. These crusades also spawned a military order, the Order of the Sword Brothers. Another order, the Teutonic Knights, although originally founded in the crusader states, focused much of its activity in the Baltic after 1225, and in 1309 moved its headquarters to Marienburg in Prussia.", "targets": "What military order was founded as a result of the Northern Crusades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4a9e7a0a97480686d313ab8cffc9c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popes called for crusades to take place elsewhere besides the Holy Land: in Spain, southern France, and along the Baltic. The Spanish crusades became fused with the Reconquista of Spain from the Muslims. Although the Templars and Hospitallers took part in the Spanish crusades, similar Spanish military religious orders were founded, most of which had become part of the two main orders of Calatrava and Santiago by the beginning of the 12th century. Northern Europe also remained outside Christian influence until the 11th century or later, and became a crusading venue as part of the Northern Crusades of the 12th to 14th centuries. These crusades also spawned a military order, the Order of the Sword Brothers. Another order, the Teutonic Knights, although originally founded in the crusader states, focused much of its activity in the Baltic after 1225, and in 1309 moved its headquarters to Marienburg in Prussia.", "targets": "In what century did the Northern Crusades begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d4a9e7a0a97480686d313ab8cffc9c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Popes called for crusades to take place elsewhere besides the Holy Land: in Spain, southern France, and along the Baltic. The Spanish crusades became fused with the Reconquista of Spain from the Muslims. Although the Templars and Hospitallers took part in the Spanish crusades, similar Spanish military religious orders were founded, most of which had become part of the two main orders of Calatrava and Santiago by the beginning of the 12th century. Northern Europe also remained outside Christian influence until the 11th century or later, and became a crusading venue as part of the Northern Crusades of the 12th to 14th centuries. These crusades also spawned a military order, the Order of the Sword Brothers. Another order, the Teutonic Knights, although originally founded in the crusader states, focused much of its activity in the Baltic after 1225, and in 1309 moved its headquarters to Marienburg in Prussia.", "targets": "What century saw the end of the Northern Crusades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5bde33ce3041199838e851dde733b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 2, 2014, the Cubs announced that Joe Maddon had signed a five-year contract to be the 54th manager in team history. On December 10, 2014, Maddon announced that the team had signed free agent Jon Lester to a 6-year, $155 million contract. Many other trades and acquisitions occurred during the off season. The opening day lineup for the Cubs contained five new players including rookie right fielder Jorge Soler. Rookies Kris Bryant and Addison Russell were in the starting lineup by mid-April, and rookie Kyle Schwarber was added in mid-June. The Cubs finished the 2015 season with a record of 97\u201365, third best in the majors. On October 7, in the 2015 National League Wild Card Game, Jake Arrieta pitched a complete game shutout and the Cubs defeated the Pittsburgh Pirates 4\u20130.", "targets": "When did the Cubs announce that Joe Maddon had signed a five-year contract to be the 54th manager?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5bde33ce3041199838e851dde733b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 2, 2014, the Cubs announced that Joe Maddon had signed a five-year contract to be the 54th manager in team history. On December 10, 2014, Maddon announced that the team had signed free agent Jon Lester to a 6-year, $155 million contract. Many other trades and acquisitions occurred during the off season. The opening day lineup for the Cubs contained five new players including rookie right fielder Jorge Soler. Rookies Kris Bryant and Addison Russell were in the starting lineup by mid-April, and rookie Kyle Schwarber was added in mid-June. The Cubs finished the 2015 season with a record of 97\u201365, third best in the majors. On October 7, in the 2015 National League Wild Card Game, Jake Arrieta pitched a complete game shutout and the Cubs defeated the Pittsburgh Pirates 4\u20130.", "targets": "Who did the team sign on December 10, 2014 as a free agent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5bde33ce3041199838e851dde733b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 2, 2014, the Cubs announced that Joe Maddon had signed a five-year contract to be the 54th manager in team history. On December 10, 2014, Maddon announced that the team had signed free agent Jon Lester to a 6-year, $155 million contract. Many other trades and acquisitions occurred during the off season. The opening day lineup for the Cubs contained five new players including rookie right fielder Jorge Soler. Rookies Kris Bryant and Addison Russell were in the starting lineup by mid-April, and rookie Kyle Schwarber was added in mid-June. The Cubs finished the 2015 season with a record of 97\u201365, third best in the majors. On October 7, in the 2015 National League Wild Card Game, Jake Arrieta pitched a complete game shutout and the Cubs defeated the Pittsburgh Pirates 4\u20130.", "targets": "How much was Jon Lester's contract worth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f5bde33ce3041199838e851dde733b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On November 2, 2014, the Cubs announced that Joe Maddon had signed a five-year contract to be the 54th manager in team history. On December 10, 2014, Maddon announced that the team had signed free agent Jon Lester to a 6-year, $155 million contract. Many other trades and acquisitions occurred during the off season. The opening day lineup for the Cubs contained five new players including rookie right fielder Jorge Soler. Rookies Kris Bryant and Addison Russell were in the starting lineup by mid-April, and rookie Kyle Schwarber was added in mid-June. The Cubs finished the 2015 season with a record of 97\u201365, third best in the majors. On October 7, in the 2015 National League Wild Card Game, Jake Arrieta pitched a complete game shutout and the Cubs defeated the Pittsburgh Pirates 4\u20130.", "targets": "What was the record the Cubs finished with during the 2015 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f78718f747743579c5b0aaf255633df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling. Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.[citation needed]", "targets": "Literature on how earnings and how it relates to schooling was greatly influenced by who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f78718f747743579c5b0aaf255633df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling. Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.[citation needed]", "targets": "This view of how schooling and earnings has sparked a lot of studies, but what else has it brought up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f78718f747743579c5b0aaf255633df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling. Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.[citation needed]", "targets": "What was one of the main concerns of this literature on how schooling and earnings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-681565fe720946c6add28af320105c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 18th century, the watchword of translators was ease of reading. Whatever they did not understand in a text, or thought might bore readers, they omitted. They cheerfully assumed that their own style of expression was the best, and that texts should be made to conform to it in translation. For scholarship they cared no more than had their predecessors, and they did not shrink from making translations from translations in third languages, or from languages that they hardly knew, or\u2014as in the case of James Macpherson's \"translations\" of Ossian\u2014from texts that were actually of the \"translator's\" own composition.", "targets": "What was the guiding ideal of translators throughout the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-681565fe720946c6add28af320105c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 18th century, the watchword of translators was ease of reading. Whatever they did not understand in a text, or thought might bore readers, they omitted. They cheerfully assumed that their own style of expression was the best, and that texts should be made to conform to it in translation. For scholarship they cared no more than had their predecessors, and they did not shrink from making translations from translations in third languages, or from languages that they hardly knew, or\u2014as in the case of James Macpherson's \"translations\" of Ossian\u2014from texts that were actually of the \"translator's\" own composition.", "targets": "If a translator didn't understand something in a text or thought it too boring to present to readers, what did they do with it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-681565fe720946c6add28af320105c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 18th century, the watchword of translators was ease of reading. Whatever they did not understand in a text, or thought might bore readers, they omitted. They cheerfully assumed that their own style of expression was the best, and that texts should be made to conform to it in translation. For scholarship they cared no more than had their predecessors, and they did not shrink from making translations from translations in third languages, or from languages that they hardly knew, or\u2014as in the case of James Macpherson's \"translations\" of Ossian\u2014from texts that were actually of the \"translator's\" own composition.", "targets": "What did translators of this time assume was better than the actual text they were translating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-681565fe720946c6add28af320105c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 18th century, the watchword of translators was ease of reading. Whatever they did not understand in a text, or thought might bore readers, they omitted. They cheerfully assumed that their own style of expression was the best, and that texts should be made to conform to it in translation. For scholarship they cared no more than had their predecessors, and they did not shrink from making translations from translations in third languages, or from languages that they hardly knew, or\u2014as in the case of James Macpherson's \"translations\" of Ossian\u2014from texts that were actually of the \"translator's\" own composition.", "targets": "How much did the translators care about scholarship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-681565fe720946c6add28af320105c2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 18th century, the watchword of translators was ease of reading. Whatever they did not understand in a text, or thought might bore readers, they omitted. They cheerfully assumed that their own style of expression was the best, and that texts should be made to conform to it in translation. For scholarship they cared no more than had their predecessors, and they did not shrink from making translations from translations in third languages, or from languages that they hardly knew, or\u2014as in the case of James Macpherson's \"translations\" of Ossian\u2014from texts that were actually of the \"translator's\" own composition.", "targets": "What did James Macpherson \"translate\" from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ab645897bfc4322ac01f496d110ff68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The monastic communities of the Judean Desert also decorated their monasteries with mosaic floors. The Monastery of Martyrius was founded in the end of the 5th century and it was re-discovered in 1982\u201385. The most important work of art here is the intact geometric mosaic floor of the refectory although the severely damaged church floor was similarly rich. The mosaics in the church of the nearby Monastery of Euthymius are of later date (discovered in 1930). They were laid down in the Umayyad era, after a devastating earthquake in 659. Two six pointed stars and a red chalice are the most important surviving features.", "targets": "The churches of which desert decorated their monasteries with mosaics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ab645897bfc4322ac01f496d110ff68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The monastic communities of the Judean Desert also decorated their monasteries with mosaic floors. The Monastery of Martyrius was founded in the end of the 5th century and it was re-discovered in 1982\u201385. The most important work of art here is the intact geometric mosaic floor of the refectory although the severely damaged church floor was similarly rich. The mosaics in the church of the nearby Monastery of Euthymius are of later date (discovered in 1930). They were laid down in the Umayyad era, after a devastating earthquake in 659. Two six pointed stars and a red chalice are the most important surviving features.", "targets": "When was the Monastery of Martyrius created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ab645897bfc4322ac01f496d110ff68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The monastic communities of the Judean Desert also decorated their monasteries with mosaic floors. The Monastery of Martyrius was founded in the end of the 5th century and it was re-discovered in 1982\u201385. The most important work of art here is the intact geometric mosaic floor of the refectory although the severely damaged church floor was similarly rich. The mosaics in the church of the nearby Monastery of Euthymius are of later date (discovered in 1930). They were laid down in the Umayyad era, after a devastating earthquake in 659. Two six pointed stars and a red chalice are the most important surviving features.", "targets": "When was the Monastery of Martyrius re-discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ab645897bfc4322ac01f496d110ff68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The monastic communities of the Judean Desert also decorated their monasteries with mosaic floors. The Monastery of Martyrius was founded in the end of the 5th century and it was re-discovered in 1982\u201385. The most important work of art here is the intact geometric mosaic floor of the refectory although the severely damaged church floor was similarly rich. The mosaics in the church of the nearby Monastery of Euthymius are of later date (discovered in 1930). They were laid down in the Umayyad era, after a devastating earthquake in 659. Two six pointed stars and a red chalice are the most important surviving features.", "targets": "Where in the Monastery of Martyrius is the most important mosaic work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ab645897bfc4322ac01f496d110ff68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The monastic communities of the Judean Desert also decorated their monasteries with mosaic floors. The Monastery of Martyrius was founded in the end of the 5th century and it was re-discovered in 1982\u201385. The most important work of art here is the intact geometric mosaic floor of the refectory although the severely damaged church floor was similarly rich. The mosaics in the church of the nearby Monastery of Euthymius are of later date (discovered in 1930). They were laid down in the Umayyad era, after a devastating earthquake in 659. Two six pointed stars and a red chalice are the most important surviving features.", "targets": "What was the name of the monastery that was discovered in 1930?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9356bb290d44558d69b5bbd852c7e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the elections of 1973, the constitution of Swaziland was suspended by King Sobhuza II who thereafter ruled the country by decree until his death in 1982. At this point Sobhuza II had ruled Swaziland for 61 years, making him the longest ruling monarch in history. A regency followed his death, with Queen Regent Dzeliwe Shongwe being head of state until 1984 when she was removed by Liqoqo and replaced by Queen Mother Ntfombi Tfwala. Mswati III, the son of Ntfombi, was crowned king on 25 April 1986 as King and Ingwenyama of Swaziland.", "targets": "In what year was the constitution of Swaziland suspended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9356bb290d44558d69b5bbd852c7e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the elections of 1973, the constitution of Swaziland was suspended by King Sobhuza II who thereafter ruled the country by decree until his death in 1982. At this point Sobhuza II had ruled Swaziland for 61 years, making him the longest ruling monarch in history. A regency followed his death, with Queen Regent Dzeliwe Shongwe being head of state until 1984 when she was removed by Liqoqo and replaced by Queen Mother Ntfombi Tfwala. Mswati III, the son of Ntfombi, was crowned king on 25 April 1986 as King and Ingwenyama of Swaziland.", "targets": "Who ruled Swaziland in the late 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9356bb290d44558d69b5bbd852c7e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the elections of 1973, the constitution of Swaziland was suspended by King Sobhuza II who thereafter ruled the country by decree until his death in 1982. At this point Sobhuza II had ruled Swaziland for 61 years, making him the longest ruling monarch in history. A regency followed his death, with Queen Regent Dzeliwe Shongwe being head of state until 1984 when she was removed by Liqoqo and replaced by Queen Mother Ntfombi Tfwala. Mswati III, the son of Ntfombi, was crowned king on 25 April 1986 as King and Ingwenyama of Swaziland.", "targets": "When did King Sobhuza II die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9356bb290d44558d69b5bbd852c7e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the elections of 1973, the constitution of Swaziland was suspended by King Sobhuza II who thereafter ruled the country by decree until his death in 1982. At this point Sobhuza II had ruled Swaziland for 61 years, making him the longest ruling monarch in history. A regency followed his death, with Queen Regent Dzeliwe Shongwe being head of state until 1984 when she was removed by Liqoqo and replaced by Queen Mother Ntfombi Tfwala. Mswati III, the son of Ntfombi, was crowned king on 25 April 1986 as King and Ingwenyama of Swaziland.", "targets": "Who was the head of state of Swaziland after King Sobhuza II"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9356bb290d44558d69b5bbd852c7e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the elections of 1973, the constitution of Swaziland was suspended by King Sobhuza II who thereafter ruled the country by decree until his death in 1982. At this point Sobhuza II had ruled Swaziland for 61 years, making him the longest ruling monarch in history. A regency followed his death, with Queen Regent Dzeliwe Shongwe being head of state until 1984 when she was removed by Liqoqo and replaced by Queen Mother Ntfombi Tfwala. Mswati III, the son of Ntfombi, was crowned king on 25 April 1986 as King and Ingwenyama of Swaziland.", "targets": "Which monarch of Swaziland was crownd in April 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8517d6e6a354666a9fd30e4ddad6703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number and variety of plants, animals and other organisms that exist is known as biodiversity. It is an essential component of nature and it ensures the survival of human species by providing food, fuel, shelter, medicines and other resources to mankind. The richness of biodiversity depends on the climatic conditions and area of the region. All species of plants taken together are known as flora and about 70,000 species of plants are known till date. All species of animals taken together are known as fauna which includes birds, mammals, fish, reptiles, insects, crustaceans, molluscs, etc.", "targets": "What term describes the number and variety of plants, animals and other organisms in existence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8517d6e6a354666a9fd30e4ddad6703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number and variety of plants, animals and other organisms that exist is known as biodiversity. It is an essential component of nature and it ensures the survival of human species by providing food, fuel, shelter, medicines and other resources to mankind. The richness of biodiversity depends on the climatic conditions and area of the region. All species of plants taken together are known as flora and about 70,000 species of plants are known till date. All species of animals taken together are known as fauna which includes birds, mammals, fish, reptiles, insects, crustaceans, molluscs, etc.", "targets": "What ensures the survival of human species by providing food, shelter, other resources to mankind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8517d6e6a354666a9fd30e4ddad6703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number and variety of plants, animals and other organisms that exist is known as biodiversity. It is an essential component of nature and it ensures the survival of human species by providing food, fuel, shelter, medicines and other resources to mankind. The richness of biodiversity depends on the climatic conditions and area of the region. All species of plants taken together are known as flora and about 70,000 species of plants are known till date. All species of animals taken together are known as fauna which includes birds, mammals, fish, reptiles, insects, crustaceans, molluscs, etc.", "targets": "What influences richness of biodiversity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8517d6e6a354666a9fd30e4ddad6703", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number and variety of plants, animals and other organisms that exist is known as biodiversity. It is an essential component of nature and it ensures the survival of human species by providing food, fuel, shelter, medicines and other resources to mankind. The richness of biodiversity depends on the climatic conditions and area of the region. All species of plants taken together are known as flora and about 70,000 species of plants are known till date. All species of animals taken together are known as fauna which includes birds, mammals, fish, reptiles, insects, crustaceans, molluscs, etc.", "targets": "What term describes all the species of plants in existence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3059c9ca7ed94ad99a8d90b0f9f0bb1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After DNA replication is complete, the cell must physically separate the two copies of the genome and divide into two distinct membrane-bound cells.:18.2 In prokaryotes (bacteria and archaea) this usually occurs via a relatively simple process called binary fission, in which each circular genome attaches to the cell membrane and is separated into the daughter cells as the membrane invaginates to split the cytoplasm into two membrane-bound portions. Binary fission is extremely fast compared to the rates of cell division in eukaryotes. Eukaryotic cell division is a more complex process known as the cell cycle; DNA replication occurs during a phase of this cycle known as S phase, whereas the process of segregating chromosomes and splitting the cytoplasm occurs during M phase.:18.1", "targets": "What is one thing the cell must do once DNA replication is compete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3059c9ca7ed94ad99a8d90b0f9f0bb1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After DNA replication is complete, the cell must physically separate the two copies of the genome and divide into two distinct membrane-bound cells.:18.2 In prokaryotes (bacteria and archaea) this usually occurs via a relatively simple process called binary fission, in which each circular genome attaches to the cell membrane and is separated into the daughter cells as the membrane invaginates to split the cytoplasm into two membrane-bound portions. Binary fission is extremely fast compared to the rates of cell division in eukaryotes. Eukaryotic cell division is a more complex process known as the cell cycle; DNA replication occurs during a phase of this cycle known as S phase, whereas the process of segregating chromosomes and splitting the cytoplasm occurs during M phase.:18.1", "targets": "What is another thing the cell must do once DNA replication is complete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3059c9ca7ed94ad99a8d90b0f9f0bb1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After DNA replication is complete, the cell must physically separate the two copies of the genome and divide into two distinct membrane-bound cells.:18.2 In prokaryotes (bacteria and archaea) this usually occurs via a relatively simple process called binary fission, in which each circular genome attaches to the cell membrane and is separated into the daughter cells as the membrane invaginates to split the cytoplasm into two membrane-bound portions. Binary fission is extremely fast compared to the rates of cell division in eukaryotes. Eukaryotic cell division is a more complex process known as the cell cycle; DNA replication occurs during a phase of this cycle known as S phase, whereas the process of segregating chromosomes and splitting the cytoplasm occurs during M phase.:18.1", "targets": "In binary fission, what shape is each genome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3059c9ca7ed94ad99a8d90b0f9f0bb1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After DNA replication is complete, the cell must physically separate the two copies of the genome and divide into two distinct membrane-bound cells.:18.2 In prokaryotes (bacteria and archaea) this usually occurs via a relatively simple process called binary fission, in which each circular genome attaches to the cell membrane and is separated into the daughter cells as the membrane invaginates to split the cytoplasm into two membrane-bound portions. Binary fission is extremely fast compared to the rates of cell division in eukaryotes. Eukaryotic cell division is a more complex process known as the cell cycle; DNA replication occurs during a phase of this cycle known as S phase, whereas the process of segregating chromosomes and splitting the cytoplasm occurs during M phase.:18.1", "targets": "In binary fission. when does each genome separate into daughter cells?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3059c9ca7ed94ad99a8d90b0f9f0bb1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After DNA replication is complete, the cell must physically separate the two copies of the genome and divide into two distinct membrane-bound cells.:18.2 In prokaryotes (bacteria and archaea) this usually occurs via a relatively simple process called binary fission, in which each circular genome attaches to the cell membrane and is separated into the daughter cells as the membrane invaginates to split the cytoplasm into two membrane-bound portions. Binary fission is extremely fast compared to the rates of cell division in eukaryotes. Eukaryotic cell division is a more complex process known as the cell cycle; DNA replication occurs during a phase of this cycle known as S phase, whereas the process of segregating chromosomes and splitting the cytoplasm occurs during M phase.:18.1", "targets": "Compared to the rates of cell division in eukaryotes, with what speed does binary fission occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d421b05f922148a3b4a17586be46e8aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, by 1206 Tem\u00fcjin had managed to unite or subdue the Merkits, Naimans, Mongols, Keraites, Tatars, Uyghurs, and other disparate smaller tribes under his rule. It was a monumental feat for the \"Mongols\" (as they became known collectively). At a Khuruldai, a council of Mongol chiefs, Tem\u00fcjin was acknowledged as \"Khan\" of the consolidated tribes and took the new title \"Genghis Khan\". The title Khagan was not conferred on Genghis until after his death, when his son and successor, \u00d6gedei, took the title for himself and extended it posthumously to his father (as he was also to be posthumously declared the founder of the Yuan dynasty). This unification of all confederations by Genghis Khan established peace between previously warring tribes and a single political and military force under Genghis Khan.", "targets": "By what year had Tem\u00fcjin created a significant \"Mongol\" tribal alliance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d421b05f922148a3b4a17586be46e8aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, by 1206 Tem\u00fcjin had managed to unite or subdue the Merkits, Naimans, Mongols, Keraites, Tatars, Uyghurs, and other disparate smaller tribes under his rule. It was a monumental feat for the \"Mongols\" (as they became known collectively). At a Khuruldai, a council of Mongol chiefs, Tem\u00fcjin was acknowledged as \"Khan\" of the consolidated tribes and took the new title \"Genghis Khan\". The title Khagan was not conferred on Genghis until after his death, when his son and successor, \u00d6gedei, took the title for himself and extended it posthumously to his father (as he was also to be posthumously declared the founder of the Yuan dynasty). This unification of all confederations by Genghis Khan established peace between previously warring tribes and a single political and military force under Genghis Khan.", "targets": "What is the term for a meeting of Mongol chiefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d421b05f922148a3b4a17586be46e8aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, by 1206 Tem\u00fcjin had managed to unite or subdue the Merkits, Naimans, Mongols, Keraites, Tatars, Uyghurs, and other disparate smaller tribes under his rule. It was a monumental feat for the \"Mongols\" (as they became known collectively). At a Khuruldai, a council of Mongol chiefs, Tem\u00fcjin was acknowledged as \"Khan\" of the consolidated tribes and took the new title \"Genghis Khan\". The title Khagan was not conferred on Genghis until after his death, when his son and successor, \u00d6gedei, took the title for himself and extended it posthumously to his father (as he was also to be posthumously declared the founder of the Yuan dynasty). This unification of all confederations by Genghis Khan established peace between previously warring tribes and a single political and military force under Genghis Khan.", "targets": "What title was given to Genghis Khan posthumously?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d421b05f922148a3b4a17586be46e8aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, by 1206 Tem\u00fcjin had managed to unite or subdue the Merkits, Naimans, Mongols, Keraites, Tatars, Uyghurs, and other disparate smaller tribes under his rule. It was a monumental feat for the \"Mongols\" (as they became known collectively). At a Khuruldai, a council of Mongol chiefs, Tem\u00fcjin was acknowledged as \"Khan\" of the consolidated tribes and took the new title \"Genghis Khan\". The title Khagan was not conferred on Genghis until after his death, when his son and successor, \u00d6gedei, took the title for himself and extended it posthumously to his father (as he was also to be posthumously declared the founder of the Yuan dynasty). This unification of all confederations by Genghis Khan established peace between previously warring tribes and a single political and military force under Genghis Khan.", "targets": "Who gave Genghis Khan the title Khadan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d421b05f922148a3b4a17586be46e8aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, by 1206 Tem\u00fcjin had managed to unite or subdue the Merkits, Naimans, Mongols, Keraites, Tatars, Uyghurs, and other disparate smaller tribes under his rule. It was a monumental feat for the \"Mongols\" (as they became known collectively). At a Khuruldai, a council of Mongol chiefs, Tem\u00fcjin was acknowledged as \"Khan\" of the consolidated tribes and took the new title \"Genghis Khan\". The title Khagan was not conferred on Genghis until after his death, when his son and successor, \u00d6gedei, took the title for himself and extended it posthumously to his father (as he was also to be posthumously declared the founder of the Yuan dynasty). This unification of all confederations by Genghis Khan established peace between previously warring tribes and a single political and military force under Genghis Khan.", "targets": "Who made Tem\u00fcjin khan of the Mongols?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13fcc11e4646539b59b53d8f4fefaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One study showed that Czech and Slovak lexicons differed by 80 percent, but this high percentage was found to stem primarily from differing orthographies and slight inconsistencies in morphological formation; Slovak morphology is more regular (when changing from the nominative to the locative case, Praha becomes Praze in Czech and Prahe in Slovak). The two lexicons are generally considered similar, with most differences in colloquial vocabulary and some scientific terminology. Slovak has slightly more borrowed words than Czech.", "targets": "How much do the lexicons of Czech and Slovak differ, according to on study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13fcc11e4646539b59b53d8f4fefaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One study showed that Czech and Slovak lexicons differed by 80 percent, but this high percentage was found to stem primarily from differing orthographies and slight inconsistencies in morphological formation; Slovak morphology is more regular (when changing from the nominative to the locative case, Praha becomes Praze in Czech and Prahe in Slovak). The two lexicons are generally considered similar, with most differences in colloquial vocabulary and some scientific terminology. Slovak has slightly more borrowed words than Czech.", "targets": "What was the high percentage of differing lexicons found to derive from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13fcc11e4646539b59b53d8f4fefaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One study showed that Czech and Slovak lexicons differed by 80 percent, but this high percentage was found to stem primarily from differing orthographies and slight inconsistencies in morphological formation; Slovak morphology is more regular (when changing from the nominative to the locative case, Praha becomes Praze in Czech and Prahe in Slovak). The two lexicons are generally considered similar, with most differences in colloquial vocabulary and some scientific terminology. Slovak has slightly more borrowed words than Czech.", "targets": "When is Slovak morphology more regular than Czech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13fcc11e4646539b59b53d8f4fefaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One study showed that Czech and Slovak lexicons differed by 80 percent, but this high percentage was found to stem primarily from differing orthographies and slight inconsistencies in morphological formation; Slovak morphology is more regular (when changing from the nominative to the locative case, Praha becomes Praze in Czech and Prahe in Slovak). The two lexicons are generally considered similar, with most differences in colloquial vocabulary and some scientific terminology. Slovak has slightly more borrowed words than Czech.", "targets": "The most differences between Czech and Slovak can be found in colloquial vocabulary as well as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f13fcc11e4646539b59b53d8f4fefaa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One study showed that Czech and Slovak lexicons differed by 80 percent, but this high percentage was found to stem primarily from differing orthographies and slight inconsistencies in morphological formation; Slovak morphology is more regular (when changing from the nominative to the locative case, Praha becomes Praze in Czech and Prahe in Slovak). The two lexicons are generally considered similar, with most differences in colloquial vocabulary and some scientific terminology. Slovak has slightly more borrowed words than Czech.", "targets": "What does Slovak have slightly more of than Czech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2b3832c7c184e188e1d6594abd9f7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, Newcastle was positioned ninth in the retail centre expenditure league of the UK. There are several major shopping areas in Newcastle City Centre. The largest of these is the Eldon Square Shopping Centre, one of the largest city centre shopping complexes in the UK. It incorporates a flagship Debenhams store as well as one of the largest John Lewis stores in the UK. John Lewis is still known to many in Newcastle as Bainbridges. Newcastle store Bainbridge's, opened in 1838, is often cited as the world\u2019s first department store. Emerson Bainbridge (1817\u20131892), a pioneer and the founder of Bainbridges, sold goods via department, a new for merchant custom for that time. The Bainbridge\u2019s official ledgers reported revenue by department, giving birth to the name department store. Eldon Square is currently undergoing a full redevelopment. A new bus station, replacing the old underground bus station, was officially opened in March 2007. The wing of the centre, including the undercover Green Market, near Grainger Street was demolished in 2007 so that the area could be redeveloped. This was completed in February 2010 with the opening of a flagship Debenhams department store as well as other major stores including Apple, Hollister and Guess.", "targets": "What year was Newcastle ninth in retail expenditures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2b3832c7c184e188e1d6594abd9f7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, Newcastle was positioned ninth in the retail centre expenditure league of the UK. There are several major shopping areas in Newcastle City Centre. The largest of these is the Eldon Square Shopping Centre, one of the largest city centre shopping complexes in the UK. It incorporates a flagship Debenhams store as well as one of the largest John Lewis stores in the UK. John Lewis is still known to many in Newcastle as Bainbridges. Newcastle store Bainbridge's, opened in 1838, is often cited as the world\u2019s first department store. Emerson Bainbridge (1817\u20131892), a pioneer and the founder of Bainbridges, sold goods via department, a new for merchant custom for that time. The Bainbridge\u2019s official ledgers reported revenue by department, giving birth to the name department store. Eldon Square is currently undergoing a full redevelopment. A new bus station, replacing the old underground bus station, was officially opened in March 2007. The wing of the centre, including the undercover Green Market, near Grainger Street was demolished in 2007 so that the area could be redeveloped. This was completed in February 2010 with the opening of a flagship Debenhams department store as well as other major stores including Apple, Hollister and Guess.", "targets": "What is one of the largest city center shopping complexes in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2b3832c7c184e188e1d6594abd9f7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, Newcastle was positioned ninth in the retail centre expenditure league of the UK. There are several major shopping areas in Newcastle City Centre. The largest of these is the Eldon Square Shopping Centre, one of the largest city centre shopping complexes in the UK. It incorporates a flagship Debenhams store as well as one of the largest John Lewis stores in the UK. John Lewis is still known to many in Newcastle as Bainbridges. Newcastle store Bainbridge's, opened in 1838, is often cited as the world\u2019s first department store. Emerson Bainbridge (1817\u20131892), a pioneer and the founder of Bainbridges, sold goods via department, a new for merchant custom for that time. The Bainbridge\u2019s official ledgers reported revenue by department, giving birth to the name department store. Eldon Square is currently undergoing a full redevelopment. A new bus station, replacing the old underground bus station, was officially opened in March 2007. The wing of the centre, including the undercover Green Market, near Grainger Street was demolished in 2007 so that the area could be redeveloped. This was completed in February 2010 with the opening of a flagship Debenhams department store as well as other major stores including Apple, Hollister and Guess.", "targets": "What department store is thought to be the first in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2b3832c7c184e188e1d6594abd9f7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, Newcastle was positioned ninth in the retail centre expenditure league of the UK. There are several major shopping areas in Newcastle City Centre. The largest of these is the Eldon Square Shopping Centre, one of the largest city centre shopping complexes in the UK. It incorporates a flagship Debenhams store as well as one of the largest John Lewis stores in the UK. John Lewis is still known to many in Newcastle as Bainbridges. Newcastle store Bainbridge's, opened in 1838, is often cited as the world\u2019s first department store. Emerson Bainbridge (1817\u20131892), a pioneer and the founder of Bainbridges, sold goods via department, a new for merchant custom for that time. The Bainbridge\u2019s official ledgers reported revenue by department, giving birth to the name department store. Eldon Square is currently undergoing a full redevelopment. A new bus station, replacing the old underground bus station, was officially opened in March 2007. The wing of the centre, including the undercover Green Market, near Grainger Street was demolished in 2007 so that the area could be redeveloped. This was completed in February 2010 with the opening of a flagship Debenhams department store as well as other major stores including Apple, Hollister and Guess.", "targets": "How did Brainbridge's official ledgers report revenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2b3832c7c184e188e1d6594abd9f7d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, Newcastle was positioned ninth in the retail centre expenditure league of the UK. There are several major shopping areas in Newcastle City Centre. The largest of these is the Eldon Square Shopping Centre, one of the largest city centre shopping complexes in the UK. It incorporates a flagship Debenhams store as well as one of the largest John Lewis stores in the UK. John Lewis is still known to many in Newcastle as Bainbridges. Newcastle store Bainbridge's, opened in 1838, is often cited as the world\u2019s first department store. Emerson Bainbridge (1817\u20131892), a pioneer and the founder of Bainbridges, sold goods via department, a new for merchant custom for that time. The Bainbridge\u2019s official ledgers reported revenue by department, giving birth to the name department store. Eldon Square is currently undergoing a full redevelopment. A new bus station, replacing the old underground bus station, was officially opened in March 2007. The wing of the centre, including the undercover Green Market, near Grainger Street was demolished in 2007 so that the area could be redeveloped. This was completed in February 2010 with the opening of a flagship Debenhams department store as well as other major stores including Apple, Hollister and Guess.", "targets": "What year was the new bus station in Newcastle officially opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdef8febe964be7983e706640932898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The embargo was not uniform across Europe. Of the nine members of the European Economic Community (EEC), the Netherlands faced a complete embargo, the UK and France received almost uninterrupted supplies (having refused to allow America to use their airfields and embargoed arms and supplies to both the Arabs and the Israelis), while the other six faced partial cutbacks. The UK had traditionally been an ally of Israel, and Harold Wilson's government supported the Israelis during the Six-Day War. His successor, Ted Heath, reversed this policy in 1970, calling for Israel to withdraw to its pre-1967 borders.", "targets": "Which country faced a complete embargo in the EEC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdef8febe964be7983e706640932898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The embargo was not uniform across Europe. Of the nine members of the European Economic Community (EEC), the Netherlands faced a complete embargo, the UK and France received almost uninterrupted supplies (having refused to allow America to use their airfields and embargoed arms and supplies to both the Arabs and the Israelis), while the other six faced partial cutbacks. The UK had traditionally been an ally of Israel, and Harold Wilson's government supported the Israelis during the Six-Day War. His successor, Ted Heath, reversed this policy in 1970, calling for Israel to withdraw to its pre-1967 borders.", "targets": "The UK and France had non interruptions in their oil supply as they did not allow which country to use their airfield?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdef8febe964be7983e706640932898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The embargo was not uniform across Europe. Of the nine members of the European Economic Community (EEC), the Netherlands faced a complete embargo, the UK and France received almost uninterrupted supplies (having refused to allow America to use their airfields and embargoed arms and supplies to both the Arabs and the Israelis), while the other six faced partial cutbacks. The UK had traditionally been an ally of Israel, and Harold Wilson's government supported the Israelis during the Six-Day War. His successor, Ted Heath, reversed this policy in 1970, calling for Israel to withdraw to its pre-1967 borders.", "targets": "Which country is a traditional ally of Israel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdef8febe964be7983e706640932898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The embargo was not uniform across Europe. Of the nine members of the European Economic Community (EEC), the Netherlands faced a complete embargo, the UK and France received almost uninterrupted supplies (having refused to allow America to use their airfields and embargoed arms and supplies to both the Arabs and the Israelis), while the other six faced partial cutbacks. The UK had traditionally been an ally of Israel, and Harold Wilson's government supported the Israelis during the Six-Day War. His successor, Ted Heath, reversed this policy in 1970, calling for Israel to withdraw to its pre-1967 borders.", "targets": "Harold WInston's supported which country's during its six day war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdef8febe964be7983e706640932898", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The embargo was not uniform across Europe. Of the nine members of the European Economic Community (EEC), the Netherlands faced a complete embargo, the UK and France received almost uninterrupted supplies (having refused to allow America to use their airfields and embargoed arms and supplies to both the Arabs and the Israelis), while the other six faced partial cutbacks. The UK had traditionally been an ally of Israel, and Harold Wilson's government supported the Israelis during the Six-Day War. His successor, Ted Heath, reversed this policy in 1970, calling for Israel to withdraw to its pre-1967 borders.", "targets": "Who wanted Israel to withdraw from its border?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f38a083596d74a35b6f879e56d26405b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Walter Gratzer, the study of nutrition probably began during the 6th century BC. In China, the concept of Qi developed, a spirit or \"wind\" similar to what Western Europeans later called pneuma. Food was classified into \"hot\" (for example, meats, blood, ginger, and hot spices) and \"cold\" (green vegetables) in China, India, Malaya, and Persia. Humours developed perhaps first in China alongside qi. Ho the Physician concluded that diseases are caused by deficiencies of elements (Wu Xing: fire, water, earth, wood, and metal), and he classified diseases as well as prescribed diets. About the same time in Italy, Alcmaeon of Croton (a Greek) wrote of the importance of equilibrium between what goes in and what goes out, and warned that imbalance would result disease marked by obesity or emaciation.", "targets": "In which time period did the study of nutrition begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f38a083596d74a35b6f879e56d26405b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Walter Gratzer, the study of nutrition probably began during the 6th century BC. In China, the concept of Qi developed, a spirit or \"wind\" similar to what Western Europeans later called pneuma. Food was classified into \"hot\" (for example, meats, blood, ginger, and hot spices) and \"cold\" (green vegetables) in China, India, Malaya, and Persia. Humours developed perhaps first in China alongside qi. Ho the Physician concluded that diseases are caused by deficiencies of elements (Wu Xing: fire, water, earth, wood, and metal), and he classified diseases as well as prescribed diets. About the same time in Italy, Alcmaeon of Croton (a Greek) wrote of the importance of equilibrium between what goes in and what goes out, and warned that imbalance would result disease marked by obesity or emaciation.", "targets": "What is the European equivalent of \"Qi\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f38a083596d74a35b6f879e56d26405b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Walter Gratzer, the study of nutrition probably began during the 6th century BC. In China, the concept of Qi developed, a spirit or \"wind\" similar to what Western Europeans later called pneuma. Food was classified into \"hot\" (for example, meats, blood, ginger, and hot spices) and \"cold\" (green vegetables) in China, India, Malaya, and Persia. Humours developed perhaps first in China alongside qi. Ho the Physician concluded that diseases are caused by deficiencies of elements (Wu Xing: fire, water, earth, wood, and metal), and he classified diseases as well as prescribed diets. About the same time in Italy, Alcmaeon of Croton (a Greek) wrote of the importance of equilibrium between what goes in and what goes out, and warned that imbalance would result disease marked by obesity or emaciation.", "targets": "What kind of food classification does ginger belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f38a083596d74a35b6f879e56d26405b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Walter Gratzer, the study of nutrition probably began during the 6th century BC. In China, the concept of Qi developed, a spirit or \"wind\" similar to what Western Europeans later called pneuma. Food was classified into \"hot\" (for example, meats, blood, ginger, and hot spices) and \"cold\" (green vegetables) in China, India, Malaya, and Persia. Humours developed perhaps first in China alongside qi. Ho the Physician concluded that diseases are caused by deficiencies of elements (Wu Xing: fire, water, earth, wood, and metal), and he classified diseases as well as prescribed diets. About the same time in Italy, Alcmaeon of Croton (a Greek) wrote of the importance of equilibrium between what goes in and what goes out, and warned that imbalance would result disease marked by obesity or emaciation.", "targets": "What nationality was Alcmaeon of Croton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f38a083596d74a35b6f879e56d26405b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Walter Gratzer, the study of nutrition probably began during the 6th century BC. In China, the concept of Qi developed, a spirit or \"wind\" similar to what Western Europeans later called pneuma. Food was classified into \"hot\" (for example, meats, blood, ginger, and hot spices) and \"cold\" (green vegetables) in China, India, Malaya, and Persia. Humours developed perhaps first in China alongside qi. Ho the Physician concluded that diseases are caused by deficiencies of elements (Wu Xing: fire, water, earth, wood, and metal), and he classified diseases as well as prescribed diets. About the same time in Italy, Alcmaeon of Croton (a Greek) wrote of the importance of equilibrium between what goes in and what goes out, and warned that imbalance would result disease marked by obesity or emaciation.", "targets": "Other than obesity, what else would trademark an imbalance in nutrition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffaed391730491592b40a4476898c3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inventor Nic\u00e9phore Ni\u00e9pce produced the first permanent photograph on a polished pewter plate in Paris in 1825, and then developed the process with Louis Daguerre. The work of \u00c9tienne-Jules Marey in the 1880s contributed considerably to the development of modern photography. Photography came to occupy a central role in Parisian Surrealist activity, in the works of Man Ray and Maurice Tabard. Numerous photographers achieved renown for their photography of Paris, including Eug\u00e8ne Atget, noted for his depictions of street scenes, Robert Doisneau, noted for his playful pictures of people and market scenes (among which Le baiser de l'h\u00f4tel de ville has became iconic of the romantic vision of Paris), Marcel Bovis, noted for his night scenes, and others such as Jacques-Henri Lartigue and Cartier-Bresson. Poster art also became an important art form in Paris in the late nineteenth century, through the work of Henri de Toulouse-Lautrec, Jules Ch\u00e9ret, Eug\u00e8ne Grasset, Adolphe Willette, Pierre Bonnard, Georges de Feure, Henri-Gabriel Ibels, Gavarni, and Alphonse Mucha.", "targets": "In what year was the first permanent photograph produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffaed391730491592b40a4476898c3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inventor Nic\u00e9phore Ni\u00e9pce produced the first permanent photograph on a polished pewter plate in Paris in 1825, and then developed the process with Louis Daguerre. The work of \u00c9tienne-Jules Marey in the 1880s contributed considerably to the development of modern photography. Photography came to occupy a central role in Parisian Surrealist activity, in the works of Man Ray and Maurice Tabard. Numerous photographers achieved renown for their photography of Paris, including Eug\u00e8ne Atget, noted for his depictions of street scenes, Robert Doisneau, noted for his playful pictures of people and market scenes (among which Le baiser de l'h\u00f4tel de ville has became iconic of the romantic vision of Paris), Marcel Bovis, noted for his night scenes, and others such as Jacques-Henri Lartigue and Cartier-Bresson. Poster art also became an important art form in Paris in the late nineteenth century, through the work of Henri de Toulouse-Lautrec, Jules Ch\u00e9ret, Eug\u00e8ne Grasset, Adolphe Willette, Pierre Bonnard, Georges de Feure, Henri-Gabriel Ibels, Gavarni, and Alphonse Mucha.", "targets": "Who invented the first permanent photograph?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffaed391730491592b40a4476898c3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inventor Nic\u00e9phore Ni\u00e9pce produced the first permanent photograph on a polished pewter plate in Paris in 1825, and then developed the process with Louis Daguerre. The work of \u00c9tienne-Jules Marey in the 1880s contributed considerably to the development of modern photography. Photography came to occupy a central role in Parisian Surrealist activity, in the works of Man Ray and Maurice Tabard. Numerous photographers achieved renown for their photography of Paris, including Eug\u00e8ne Atget, noted for his depictions of street scenes, Robert Doisneau, noted for his playful pictures of people and market scenes (among which Le baiser de l'h\u00f4tel de ville has became iconic of the romantic vision of Paris), Marcel Bovis, noted for his night scenes, and others such as Jacques-Henri Lartigue and Cartier-Bresson. Poster art also became an important art form in Paris in the late nineteenth century, through the work of Henri de Toulouse-Lautrec, Jules Ch\u00e9ret, Eug\u00e8ne Grasset, Adolphe Willette, Pierre Bonnard, Georges de Feure, Henri-Gabriel Ibels, Gavarni, and Alphonse Mucha.", "targets": "What was Eugene Atget known for photographing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffaed391730491592b40a4476898c3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inventor Nic\u00e9phore Ni\u00e9pce produced the first permanent photograph on a polished pewter plate in Paris in 1825, and then developed the process with Louis Daguerre. The work of \u00c9tienne-Jules Marey in the 1880s contributed considerably to the development of modern photography. Photography came to occupy a central role in Parisian Surrealist activity, in the works of Man Ray and Maurice Tabard. Numerous photographers achieved renown for their photography of Paris, including Eug\u00e8ne Atget, noted for his depictions of street scenes, Robert Doisneau, noted for his playful pictures of people and market scenes (among which Le baiser de l'h\u00f4tel de ville has became iconic of the romantic vision of Paris), Marcel Bovis, noted for his night scenes, and others such as Jacques-Henri Lartigue and Cartier-Bresson. Poster art also became an important art form in Paris in the late nineteenth century, through the work of Henri de Toulouse-Lautrec, Jules Ch\u00e9ret, Eug\u00e8ne Grasset, Adolphe Willette, Pierre Bonnard, Georges de Feure, Henri-Gabriel Ibels, Gavarni, and Alphonse Mucha.", "targets": "Who was knows for photographing night scenes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dffaed391730491592b40a4476898c3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The inventor Nic\u00e9phore Ni\u00e9pce produced the first permanent photograph on a polished pewter plate in Paris in 1825, and then developed the process with Louis Daguerre. The work of \u00c9tienne-Jules Marey in the 1880s contributed considerably to the development of modern photography. Photography came to occupy a central role in Parisian Surrealist activity, in the works of Man Ray and Maurice Tabard. Numerous photographers achieved renown for their photography of Paris, including Eug\u00e8ne Atget, noted for his depictions of street scenes, Robert Doisneau, noted for his playful pictures of people and market scenes (among which Le baiser de l'h\u00f4tel de ville has became iconic of the romantic vision of Paris), Marcel Bovis, noted for his night scenes, and others such as Jacques-Henri Lartigue and Cartier-Bresson. Poster art also became an important art form in Paris in the late nineteenth century, through the work of Henri de Toulouse-Lautrec, Jules Ch\u00e9ret, Eug\u00e8ne Grasset, Adolphe Willette, Pierre Bonnard, Georges de Feure, Henri-Gabriel Ibels, Gavarni, and Alphonse Mucha.", "targets": "When did poster art become an important art form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bacc3f6efc3c42338b50107ef232ed70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is tempting to think that the notion of function problems is much richer than the notion of decision problems. However, this is not really the case, since function problems can be recast as decision problems. For example, the multiplication of two integers can be expressed as the set of triples (a, b, c) such that the relation a \u00d7 b = c holds. Deciding whether a given triple is a member of this set corresponds to solving the problem of multiplying two numbers.", "targets": "How can function problems typically be restated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bacc3f6efc3c42338b50107ef232ed70", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is tempting to think that the notion of function problems is much richer than the notion of decision problems. However, this is not really the case, since function problems can be recast as decision problems. For example, the multiplication of two integers can be expressed as the set of triples (a, b, c) such that the relation a \u00d7 b = c holds. Deciding whether a given triple is a member of this set corresponds to solving the problem of multiplying two numbers.", "targets": "If two integers are multiplied and output a value, what is this expression set called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d369fa9a5b2f4fb5bd485d25f99a36d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mildred Lane Kemper Art Museum, established in 1881, is one of the oldest teaching museums in the country. The collection includes works from 19th, 20th, and 21st century American and European artists, including George Caleb Bingham, Thomas Cole, Pablo Picasso, Max Ernst, Alexander Calder, Jackson Pollock, Rembrandt, Robert Rauschenberg, Barbara Kruger, and Christian Boltanski. Also in the complex is the 3,000 sq ft (300 m2) Newman Money Museum. In October 2006, the Kemper Art Museum moved from its previous location, Steinberg Hall, into a new facility designed by former faculty member Fumihiko Maki. Interestingly, the new Kemper Art Museum is located directly across from Steinberg Hall, which was Maki's very first commission in 1959.", "targets": "When was the Mildred Lane Kemper Art Museum established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d369fa9a5b2f4fb5bd485d25f99a36d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mildred Lane Kemper Art Museum, established in 1881, is one of the oldest teaching museums in the country. The collection includes works from 19th, 20th, and 21st century American and European artists, including George Caleb Bingham, Thomas Cole, Pablo Picasso, Max Ernst, Alexander Calder, Jackson Pollock, Rembrandt, Robert Rauschenberg, Barbara Kruger, and Christian Boltanski. Also in the complex is the 3,000 sq ft (300 m2) Newman Money Museum. In October 2006, the Kemper Art Museum moved from its previous location, Steinberg Hall, into a new facility designed by former faculty member Fumihiko Maki. Interestingly, the new Kemper Art Museum is located directly across from Steinberg Hall, which was Maki's very first commission in 1959.", "targets": "From what centuries does  the Mildred Lane Kemper Art Museum have collections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d369fa9a5b2f4fb5bd485d25f99a36d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mildred Lane Kemper Art Museum, established in 1881, is one of the oldest teaching museums in the country. The collection includes works from 19th, 20th, and 21st century American and European artists, including George Caleb Bingham, Thomas Cole, Pablo Picasso, Max Ernst, Alexander Calder, Jackson Pollock, Rembrandt, Robert Rauschenberg, Barbara Kruger, and Christian Boltanski. Also in the complex is the 3,000 sq ft (300 m2) Newman Money Museum. In October 2006, the Kemper Art Museum moved from its previous location, Steinberg Hall, into a new facility designed by former faculty member Fumihiko Maki. Interestingly, the new Kemper Art Museum is located directly across from Steinberg Hall, which was Maki's very first commission in 1959.", "targets": "When did the Mildred Lane Kemper Art Museum changed locations? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d369fa9a5b2f4fb5bd485d25f99a36d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mildred Lane Kemper Art Museum, established in 1881, is one of the oldest teaching museums in the country. The collection includes works from 19th, 20th, and 21st century American and European artists, including George Caleb Bingham, Thomas Cole, Pablo Picasso, Max Ernst, Alexander Calder, Jackson Pollock, Rembrandt, Robert Rauschenberg, Barbara Kruger, and Christian Boltanski. Also in the complex is the 3,000 sq ft (300 m2) Newman Money Museum. In October 2006, the Kemper Art Museum moved from its previous location, Steinberg Hall, into a new facility designed by former faculty member Fumihiko Maki. Interestingly, the new Kemper Art Museum is located directly across from Steinberg Hall, which was Maki's very first commission in 1959.", "targets": "Who designed the new location of  the Mildred Lane Kemper Art Museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d369fa9a5b2f4fb5bd485d25f99a36d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mildred Lane Kemper Art Museum, established in 1881, is one of the oldest teaching museums in the country. The collection includes works from 19th, 20th, and 21st century American and European artists, including George Caleb Bingham, Thomas Cole, Pablo Picasso, Max Ernst, Alexander Calder, Jackson Pollock, Rembrandt, Robert Rauschenberg, Barbara Kruger, and Christian Boltanski. Also in the complex is the 3,000 sq ft (300 m2) Newman Money Museum. In October 2006, the Kemper Art Museum moved from its previous location, Steinberg Hall, into a new facility designed by former faculty member Fumihiko Maki. Interestingly, the new Kemper Art Museum is located directly across from Steinberg Hall, which was Maki's very first commission in 1959.", "targets": "What facility was Fumihiko Maki's first commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e011265ca0040eab22a6b89da99ef06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interest in Darwin's writings continues, and scholars have generated an extensive literature, the Darwin Industry, about his life and work. The text of Origin itself has been subject to much analysis including a variorum, detailing the changes made in every edition, first published in 1959, and a concordance, an exhaustive external index published in 1981. Worldwide commemorations of the 150th anniversary of the publication of On the Origin of Species and the bicentenary of Darwin's birth were scheduled for 2009. They celebrated the ideas which \"over the last 150 years have revolutionised our understanding of nature and our place within it\".", "targets": "What kinds of things have been done by scholars interested in Darwin's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e011265ca0040eab22a6b89da99ef06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interest in Darwin's writings continues, and scholars have generated an extensive literature, the Darwin Industry, about his life and work. The text of Origin itself has been subject to much analysis including a variorum, detailing the changes made in every edition, first published in 1959, and a concordance, an exhaustive external index published in 1981. Worldwide commemorations of the 150th anniversary of the publication of On the Origin of Species and the bicentenary of Darwin's birth were scheduled for 2009. They celebrated the ideas which \"over the last 150 years have revolutionised our understanding of nature and our place within it\".", "targets": "What has been created in 1959 and filled with information about changes in every edition of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e011265ca0040eab22a6b89da99ef06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interest in Darwin's writings continues, and scholars have generated an extensive literature, the Darwin Industry, about his life and work. The text of Origin itself has been subject to much analysis including a variorum, detailing the changes made in every edition, first published in 1959, and a concordance, an exhaustive external index published in 1981. Worldwide commemorations of the 150th anniversary of the publication of On the Origin of Species and the bicentenary of Darwin's birth were scheduled for 2009. They celebrated the ideas which \"over the last 150 years have revolutionised our understanding of nature and our place within it\".", "targets": "What was done on the 150th anniversary of the publication of On the Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e011265ca0040eab22a6b89da99ef06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interest in Darwin's writings continues, and scholars have generated an extensive literature, the Darwin Industry, about his life and work. The text of Origin itself has been subject to much analysis including a variorum, detailing the changes made in every edition, first published in 1959, and a concordance, an exhaustive external index published in 1981. Worldwide commemorations of the 150th anniversary of the publication of On the Origin of Species and the bicentenary of Darwin's birth were scheduled for 2009. They celebrated the ideas which \"over the last 150 years have revolutionised our understanding of nature and our place within it\".", "targets": "What were the celebrants honoring with their commemorations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-731d94f371384a19b27ad500a20c183b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1967, both nations faced serious challenges that brought their programs to temporary halts. Both had been rushing at full-speed toward the first piloted flights of Apollo and Soyuz, without paying due diligence to growing design and manufacturing problems. The results proved fatal to both pioneering crews.", "targets": "Both crews were killed on which spacecraft missions in 1967?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6feb3db61944f58c8fa58d12b7361c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.", "targets": "What are two types of repetitive DNA found in genomes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6feb3db61944f58c8fa58d12b7361c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.", "targets": "What is found by dividing size of repetitive DNA by length of total genome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c73f2c2d6f44b7bbaf479c8a30647d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cairo University is ranked as 401-500 according to the Academic Ranking of World Universities (Shanghai Ranking) and 551-600 according to QS World University Rankings. American University in Cairo is ranked as 360 according to QS World University Rankings and Al-Azhar University, Alexandria University and Ain Shams University fall in the 701+ range. Egypt is currently opening new research institutes for the aim of modernising research in the nation, the most recent example of which is Zewail City of Science and Technology.", "targets": "According to QS World University Rankings where does Cairo University rank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c73f2c2d6f44b7bbaf479c8a30647d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cairo University is ranked as 401-500 according to the Academic Ranking of World Universities (Shanghai Ranking) and 551-600 according to QS World University Rankings. American University in Cairo is ranked as 360 according to QS World University Rankings and Al-Azhar University, Alexandria University and Ain Shams University fall in the 701+ range. Egypt is currently opening new research institutes for the aim of modernising research in the nation, the most recent example of which is Zewail City of Science and Technology.", "targets": "According to QS World University Rankings, where does American University in Cairo rank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c73f2c2d6f44b7bbaf479c8a30647d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cairo University is ranked as 401-500 according to the Academic Ranking of World Universities (Shanghai Ranking) and 551-600 according to QS World University Rankings. American University in Cairo is ranked as 360 according to QS World University Rankings and Al-Azhar University, Alexandria University and Ain Shams University fall in the 701+ range. Egypt is currently opening new research institutes for the aim of modernising research in the nation, the most recent example of which is Zewail City of Science and Technology.", "targets": "According to QS World University Rankings and Al-Azhar University, Alexandria University and Ain Shams University are all ranked where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c73f2c2d6f44b7bbaf479c8a30647d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cairo University is ranked as 401-500 according to the Academic Ranking of World Universities (Shanghai Ranking) and 551-600 according to QS World University Rankings. American University in Cairo is ranked as 360 according to QS World University Rankings and Al-Azhar University, Alexandria University and Ain Shams University fall in the 701+ range. Egypt is currently opening new research institutes for the aim of modernising research in the nation, the most recent example of which is Zewail City of Science and Technology.", "targets": "What is the aim of new research institutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "Beyonce's sex appeal is characterized as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "Which music journalist described Beyonce as a \"crossover sex symbol?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "Which word spawned from a term used to describe Beyonce in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "Bootylicious was a song from which act that Beyonce performed with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "Oxford Dictionary added which word from the 2000s dedicated to Beyonce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "What word is often used to describe Beyonce/"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "When was the term added to the dictionary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "What journalist wrote that Beyonc\u00e9 was a \"sex symbol\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "Because of Beyonc\u00e9's physical shape, what slang term has been used to describe her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "In what year was the slang term from a title of a Destiny's Child song that is also used to describe Beyonc\u00e9 put in the dictionary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52cf49f4c3104e9e9c590e71b5ecb15c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 has been described as a having a wide-ranging sex appeal, with music journalist Tour\u00e9 writing that since the release of Dangerously in Love, she has \"become a crossover sex symbol\". Offstage Beyonc\u00e9 says that while she likes to dress sexily, her onstage dress \"is absolutely for the stage.\" Due to her curves and the term's catchiness, in the 2000s, the media often used the term \"Bootylicious\" (a portmanteau of the words booty and delicious) to describe Beyonc\u00e9, the term popularized by Destiny's Child's single of the same name. In 2006, it was added to the Oxford English Dictionary.", "targets": "How does Beyonc\u00e9 say she likes to dress off-stage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df287baf0e74a4c9031f8cfefca7ce5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 18, 1965, about a week before the first American piloted Project Gemini space flight, the USSR accelerated the competition, by launching the two-cosmonaut Voskhod 2 mission with Pavel Belyayev and Alexey Leonov. Voskhod 2's design modifications included the addition of an inflatable airlock to allow for extravehicular activity (EVA), also known as a spacewalk, while keeping the cabin pressurized so that the capsule's electronics wouldn't overheat. Leonov performed the first-ever EVA as part of the mission. A fatality was narrowly avoided when Leonov's spacesuit expanded in the vacuum of space, preventing him from re-entering the airlock. In order to overcome this, he had to partially depressurize his spacesuit to a potentially dangerous level. He succeeded in safely re-entering the ship, but he and Belyayev faced further challenges when the spacecraft's atmospheric controls flooded the cabin with 45% pure oxygen, which had to be lowered to acceptable levels before re-entry. The reentry involved two more challenges: an improperly timed retrorocket firing caused the Voskhod 2 to land 386 kilometers (240 mi) off its designated target area, the town of Perm; and the instrument compartment's failure to detach from the descent apparatus caused the spacecraft to become unstable during reentry.", "targets": "The Voskhod 2 carrying two humans was launched on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df287baf0e74a4c9031f8cfefca7ce5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 18, 1965, about a week before the first American piloted Project Gemini space flight, the USSR accelerated the competition, by launching the two-cosmonaut Voskhod 2 mission with Pavel Belyayev and Alexey Leonov. Voskhod 2's design modifications included the addition of an inflatable airlock to allow for extravehicular activity (EVA), also known as a spacewalk, while keeping the cabin pressurized so that the capsule's electronics wouldn't overheat. Leonov performed the first-ever EVA as part of the mission. A fatality was narrowly avoided when Leonov's spacesuit expanded in the vacuum of space, preventing him from re-entering the airlock. In order to overcome this, he had to partially depressurize his spacesuit to a potentially dangerous level. He succeeded in safely re-entering the ship, but he and Belyayev faced further challenges when the spacecraft's atmospheric controls flooded the cabin with 45% pure oxygen, which had to be lowered to acceptable levels before re-entry. The reentry involved two more challenges: an improperly timed retrorocket firing caused the Voskhod 2 to land 386 kilometers (240 mi) off its designated target area, the town of Perm; and the instrument compartment's failure to detach from the descent apparatus caused the spacecraft to become unstable during reentry.", "targets": "Who was the first person to take a spacewalk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1df287baf0e74a4c9031f8cfefca7ce5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 18, 1965, about a week before the first American piloted Project Gemini space flight, the USSR accelerated the competition, by launching the two-cosmonaut Voskhod 2 mission with Pavel Belyayev and Alexey Leonov. Voskhod 2's design modifications included the addition of an inflatable airlock to allow for extravehicular activity (EVA), also known as a spacewalk, while keeping the cabin pressurized so that the capsule's electronics wouldn't overheat. Leonov performed the first-ever EVA as part of the mission. A fatality was narrowly avoided when Leonov's spacesuit expanded in the vacuum of space, preventing him from re-entering the airlock. In order to overcome this, he had to partially depressurize his spacesuit to a potentially dangerous level. He succeeded in safely re-entering the ship, but he and Belyayev faced further challenges when the spacecraft's atmospheric controls flooded the cabin with 45% pure oxygen, which had to be lowered to acceptable levels before re-entry. The reentry involved two more challenges: an improperly timed retrorocket firing caused the Voskhod 2 to land 386 kilometers (240 mi) off its designated target area, the town of Perm; and the instrument compartment's failure to detach from the descent apparatus caused the spacecraft to become unstable during reentry.", "targets": "Which of two Voskhod 2's occupants was almost killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27036b4f0fba4109b5544297c241011e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the French side, planning after the disaster at Wissembourg had become essential. General Le B\u0153uf, flushed with anger, was intent upon going on the offensive over the Saar and countering their loss. However, planning for the next encounter was more based upon the reality of unfolding events rather than emotion or pride, as Intendant General Wolff told him and his staff that supply beyond the Saar would be impossible. Therefore, the armies of France would take up a defensive position that would protect against every possible attack point, but also left the armies unable to support each other.", "targets": "Which disaster made French planning supremely essential?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27036b4f0fba4109b5544297c241011e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the French side, planning after the disaster at Wissembourg had become essential. General Le B\u0153uf, flushed with anger, was intent upon going on the offensive over the Saar and countering their loss. However, planning for the next encounter was more based upon the reality of unfolding events rather than emotion or pride, as Intendant General Wolff told him and his staff that supply beyond the Saar would be impossible. Therefore, the armies of France would take up a defensive position that would protect against every possible attack point, but also left the armies unable to support each other.", "targets": "Which general was determined to go on the attack over Saar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27036b4f0fba4109b5544297c241011e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the French side, planning after the disaster at Wissembourg had become essential. General Le B\u0153uf, flushed with anger, was intent upon going on the offensive over the Saar and countering their loss. However, planning for the next encounter was more based upon the reality of unfolding events rather than emotion or pride, as Intendant General Wolff told him and his staff that supply beyond the Saar would be impossible. Therefore, the armies of France would take up a defensive position that would protect against every possible attack point, but also left the armies unable to support each other.", "targets": "Planning for the next battle was less based on emotion and more focused on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27036b4f0fba4109b5544297c241011e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the French side, planning after the disaster at Wissembourg had become essential. General Le B\u0153uf, flushed with anger, was intent upon going on the offensive over the Saar and countering their loss. However, planning for the next encounter was more based upon the reality of unfolding events rather than emotion or pride, as Intendant General Wolff told him and his staff that supply beyond the Saar would be impossible. Therefore, the armies of France would take up a defensive position that would protect against every possible attack point, but also left the armies unable to support each other.", "targets": "Who told LeBoeuf that supply beyond the Saar would be impossible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27036b4f0fba4109b5544297c241011e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the French side, planning after the disaster at Wissembourg had become essential. General Le B\u0153uf, flushed with anger, was intent upon going on the offensive over the Saar and countering their loss. However, planning for the next encounter was more based upon the reality of unfolding events rather than emotion or pride, as Intendant General Wolff told him and his staff that supply beyond the Saar would be impossible. Therefore, the armies of France would take up a defensive position that would protect against every possible attack point, but also left the armies unable to support each other.", "targets": "What did the French armies decide on to protect against every possible attack point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b5ba2a7a6554eec8974fb871d542b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a death sentence is affirmed in state collateral review, the prisoner may file for federal habeas corpus, which is a unique type of lawsuit that can be brought in federal courts. Federal habeas corpus is a species of collateral review, and it is the only way that state prisoners may attack a death sentence in federal court (other than petitions for certiorari to the United States Supreme Court after both direct review and state collateral review). The scope of federal habeas corpus is governed by the Antiterrorism and Effective Death Penalty Act of 1996, which restricted significantly its previous scope. The purpose of federal habeas corpus is to ensure that state courts, through the process of direct review and state collateral review, have done at least a reasonable job in protecting the prisoner's federal constitutional rights. Prisoners may also use federal habeas corpus suits to bring forth new evidence that they are innocent of the crime, though to be a valid defense at this late stage in the process, evidence of innocence must be truly compelling.", "targets": "What act restricted the scope of federal habeas corpus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b5ba2a7a6554eec8974fb871d542b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a death sentence is affirmed in state collateral review, the prisoner may file for federal habeas corpus, which is a unique type of lawsuit that can be brought in federal courts. Federal habeas corpus is a species of collateral review, and it is the only way that state prisoners may attack a death sentence in federal court (other than petitions for certiorari to the United States Supreme Court after both direct review and state collateral review). The scope of federal habeas corpus is governed by the Antiterrorism and Effective Death Penalty Act of 1996, which restricted significantly its previous scope. The purpose of federal habeas corpus is to ensure that state courts, through the process of direct review and state collateral review, have done at least a reasonable job in protecting the prisoner's federal constitutional rights. Prisoners may also use federal habeas corpus suits to bring forth new evidence that they are innocent of the crime, though to be a valid defense at this late stage in the process, evidence of innocence must be truly compelling.", "targets": "How may state prisoners seek to have a death sentence overturned in federal court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b5ba2a7a6554eec8974fb871d542b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a death sentence is affirmed in state collateral review, the prisoner may file for federal habeas corpus, which is a unique type of lawsuit that can be brought in federal courts. Federal habeas corpus is a species of collateral review, and it is the only way that state prisoners may attack a death sentence in federal court (other than petitions for certiorari to the United States Supreme Court after both direct review and state collateral review). The scope of federal habeas corpus is governed by the Antiterrorism and Effective Death Penalty Act of 1996, which restricted significantly its previous scope. The purpose of federal habeas corpus is to ensure that state courts, through the process of direct review and state collateral review, have done at least a reasonable job in protecting the prisoner's federal constitutional rights. Prisoners may also use federal habeas corpus suits to bring forth new evidence that they are innocent of the crime, though to be a valid defense at this late stage in the process, evidence of innocence must be truly compelling.", "targets": "In what courts can federal habeas corpus suits be brought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b5ba2a7a6554eec8974fb871d542b1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a death sentence is affirmed in state collateral review, the prisoner may file for federal habeas corpus, which is a unique type of lawsuit that can be brought in federal courts. Federal habeas corpus is a species of collateral review, and it is the only way that state prisoners may attack a death sentence in federal court (other than petitions for certiorari to the United States Supreme Court after both direct review and state collateral review). The scope of federal habeas corpus is governed by the Antiterrorism and Effective Death Penalty Act of 1996, which restricted significantly its previous scope. The purpose of federal habeas corpus is to ensure that state courts, through the process of direct review and state collateral review, have done at least a reasonable job in protecting the prisoner's federal constitutional rights. Prisoners may also use federal habeas corpus suits to bring forth new evidence that they are innocent of the crime, though to be a valid defense at this late stage in the process, evidence of innocence must be truly compelling.", "targets": "If prisoners use federal habeas corpus to present evidence that they're innocent, what must the evidence be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6378e8aff0c4243a16bc4387963c11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saturn IB was an upgraded version of the Saturn I. The S-IB first stage increased the thrust to 1,600,000 pounds-force (7,120 kN), and the second stage replaced the S-IV with the S-IVB-200, powered by a single J-2 engine burning liquid hydrogen fuel with LOX, to produce 200,000 lbf (890 kN) of thrust. A restartable version of the S-IVB was used as the third stage of the Saturn V. The Saturn IB could send over 40,000 pounds (18,100 kg) into low Earth orbit, sufficient for a partially fueled CSM or the LM. Saturn IB launch vehicles and flights were designated with an AS-200 series number, \"AS\" indicating \"Apollo Saturn\" and the \"2\" indicating the second member of the Saturn rocket family.", "targets": "What was the name of the upgraded Saturn I called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6378e8aff0c4243a16bc4387963c11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saturn IB was an upgraded version of the Saturn I. The S-IB first stage increased the thrust to 1,600,000 pounds-force (7,120 kN), and the second stage replaced the S-IV with the S-IVB-200, powered by a single J-2 engine burning liquid hydrogen fuel with LOX, to produce 200,000 lbf (890 kN) of thrust. A restartable version of the S-IVB was used as the third stage of the Saturn V. The Saturn IB could send over 40,000 pounds (18,100 kg) into low Earth orbit, sufficient for a partially fueled CSM or the LM. Saturn IB launch vehicles and flights were designated with an AS-200 series number, \"AS\" indicating \"Apollo Saturn\" and the \"2\" indicating the second member of the Saturn rocket family.", "targets": "How much did the second stage increase thrust by with the integration of the S-IVB-200?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6378e8aff0c4243a16bc4387963c11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saturn IB was an upgraded version of the Saturn I. The S-IB first stage increased the thrust to 1,600,000 pounds-force (7,120 kN), and the second stage replaced the S-IV with the S-IVB-200, powered by a single J-2 engine burning liquid hydrogen fuel with LOX, to produce 200,000 lbf (890 kN) of thrust. A restartable version of the S-IVB was used as the third stage of the Saturn V. The Saturn IB could send over 40,000 pounds (18,100 kg) into low Earth orbit, sufficient for a partially fueled CSM or the LM. Saturn IB launch vehicles and flights were designated with an AS-200 series number, \"AS\" indicating \"Apollo Saturn\" and the \"2\" indicating the second member of the Saturn rocket family.", "targets": "The S-IVB-200 was used in what stage of the Saturn V?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6378e8aff0c4243a16bc4387963c11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Saturn IB was an upgraded version of the Saturn I. The S-IB first stage increased the thrust to 1,600,000 pounds-force (7,120 kN), and the second stage replaced the S-IV with the S-IVB-200, powered by a single J-2 engine burning liquid hydrogen fuel with LOX, to produce 200,000 lbf (890 kN) of thrust. A restartable version of the S-IVB was used as the third stage of the Saturn V. The Saturn IB could send over 40,000 pounds (18,100 kg) into low Earth orbit, sufficient for a partially fueled CSM or the LM. Saturn IB launch vehicles and flights were designated with an AS-200 series number, \"AS\" indicating \"Apollo Saturn\" and the \"2\" indicating the second member of the Saturn rocket family.", "targets": "How much weight could the Saturn IB send into space with this amount of thrust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7841c79074094f00b3acfa2b10d66561", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since before 2000 BC, humans have utilized pesticides to protect their crops. The first known pesticide was elemental sulfur dusting used in ancient Sumer about 4,500 years ago in ancient Mesopotamia. The Rig Veda, which is about 4,000 years old, mentions the use of poisonous plants for pest control. By the 15th century, toxic chemicals such as arsenic, mercury, and lead were being applied to crops to kill pests. In the 17th century, nicotine sulfate was extracted from tobacco leaves for use as an insecticide. The 19th century saw the introduction of two more natural pesticides, pyrethrum, which is derived from chrysanthemums, and rotenone, which is derived from the roots of tropical vegetables. Until the 1950s, arsenic-based pesticides were dominant. Paul M\u00fcller discovered that DDT was a very effective insecticide. Organochlorines such as DDT were dominant, but they were replaced in the U.S. by organophosphates and carbamates by 1975. Since then, pyrethrin compounds have become the dominant insecticide. Herbicides became common in the 1960s, led by \"triazine and other nitrogen-based compounds, carboxylic acids such as 2,4-dichlorophenoxyacetic acid, and glyphosate\".", "targets": "What is the earliest records of humans using pesticides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7841c79074094f00b3acfa2b10d66561", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since before 2000 BC, humans have utilized pesticides to protect their crops. The first known pesticide was elemental sulfur dusting used in ancient Sumer about 4,500 years ago in ancient Mesopotamia. The Rig Veda, which is about 4,000 years old, mentions the use of poisonous plants for pest control. By the 15th century, toxic chemicals such as arsenic, mercury, and lead were being applied to crops to kill pests. In the 17th century, nicotine sulfate was extracted from tobacco leaves for use as an insecticide. The 19th century saw the introduction of two more natural pesticides, pyrethrum, which is derived from chrysanthemums, and rotenone, which is derived from the roots of tropical vegetables. Until the 1950s, arsenic-based pesticides were dominant. Paul M\u00fcller discovered that DDT was a very effective insecticide. Organochlorines such as DDT were dominant, but they were replaced in the U.S. by organophosphates and carbamates by 1975. Since then, pyrethrin compounds have become the dominant insecticide. Herbicides became common in the 1960s, led by \"triazine and other nitrogen-based compounds, carboxylic acids such as 2,4-dichlorophenoxyacetic acid, and glyphosate\".", "targets": "What was used as a insecticide in the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7841c79074094f00b3acfa2b10d66561", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since before 2000 BC, humans have utilized pesticides to protect their crops. The first known pesticide was elemental sulfur dusting used in ancient Sumer about 4,500 years ago in ancient Mesopotamia. The Rig Veda, which is about 4,000 years old, mentions the use of poisonous plants for pest control. By the 15th century, toxic chemicals such as arsenic, mercury, and lead were being applied to crops to kill pests. In the 17th century, nicotine sulfate was extracted from tobacco leaves for use as an insecticide. The 19th century saw the introduction of two more natural pesticides, pyrethrum, which is derived from chrysanthemums, and rotenone, which is derived from the roots of tropical vegetables. Until the 1950s, arsenic-based pesticides were dominant. Paul M\u00fcller discovered that DDT was a very effective insecticide. Organochlorines such as DDT were dominant, but they were replaced in the U.S. by organophosphates and carbamates by 1975. Since then, pyrethrin compounds have become the dominant insecticide. Herbicides became common in the 1960s, led by \"triazine and other nitrogen-based compounds, carboxylic acids such as 2,4-dichlorophenoxyacetic acid, and glyphosate\".", "targets": "What decade did herbicides become common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7841c79074094f00b3acfa2b10d66561", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since before 2000 BC, humans have utilized pesticides to protect their crops. The first known pesticide was elemental sulfur dusting used in ancient Sumer about 4,500 years ago in ancient Mesopotamia. The Rig Veda, which is about 4,000 years old, mentions the use of poisonous plants for pest control. By the 15th century, toxic chemicals such as arsenic, mercury, and lead were being applied to crops to kill pests. In the 17th century, nicotine sulfate was extracted from tobacco leaves for use as an insecticide. The 19th century saw the introduction of two more natural pesticides, pyrethrum, which is derived from chrysanthemums, and rotenone, which is derived from the roots of tropical vegetables. Until the 1950s, arsenic-based pesticides were dominant. Paul M\u00fcller discovered that DDT was a very effective insecticide. Organochlorines such as DDT were dominant, but they were replaced in the U.S. by organophosphates and carbamates by 1975. Since then, pyrethrin compounds have become the dominant insecticide. Herbicides became common in the 1960s, led by \"triazine and other nitrogen-based compounds, carboxylic acids such as 2,4-dichlorophenoxyacetic acid, and glyphosate\".", "targets": "Who can be credited with finding out DDT is useful as an insecticide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7841c79074094f00b3acfa2b10d66561", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since before 2000 BC, humans have utilized pesticides to protect their crops. The first known pesticide was elemental sulfur dusting used in ancient Sumer about 4,500 years ago in ancient Mesopotamia. The Rig Veda, which is about 4,000 years old, mentions the use of poisonous plants for pest control. By the 15th century, toxic chemicals such as arsenic, mercury, and lead were being applied to crops to kill pests. In the 17th century, nicotine sulfate was extracted from tobacco leaves for use as an insecticide. The 19th century saw the introduction of two more natural pesticides, pyrethrum, which is derived from chrysanthemums, and rotenone, which is derived from the roots of tropical vegetables. Until the 1950s, arsenic-based pesticides were dominant. Paul M\u00fcller discovered that DDT was a very effective insecticide. Organochlorines such as DDT were dominant, but they were replaced in the U.S. by organophosphates and carbamates by 1975. Since then, pyrethrin compounds have become the dominant insecticide. Herbicides became common in the 1960s, led by \"triazine and other nitrogen-based compounds, carboxylic acids such as 2,4-dichlorophenoxyacetic acid, and glyphosate\".", "targets": "What is the source used to exact nicotine sulfate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836a51c705af420ebee2258692e82113", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rebetiko, initially a music associated with the lower classes, later (and especially after the population exchange between Greece and Turkey) reached greater general acceptance as the rough edges of its overt subcultural character were softened and polished, sometimes to the point of unrecognizability. It was the base of the later la\u00efk\u00f3 (song of the people). The leading performers of the genre include Apostolos Kaldaras, Grigoris Bithikotsis, Stelios Kazantzidis, George Dalaras, Haris Alexiou and Glykeria.", "targets": "What music began associated with the lower classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836a51c705af420ebee2258692e82113", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rebetiko, initially a music associated with the lower classes, later (and especially after the population exchange between Greece and Turkey) reached greater general acceptance as the rough edges of its overt subcultural character were softened and polished, sometimes to the point of unrecognizability. It was the base of the later la\u00efk\u00f3 (song of the people). The leading performers of the genre include Apostolos Kaldaras, Grigoris Bithikotsis, Stelios Kazantzidis, George Dalaras, Haris Alexiou and Glykeria.", "targets": "Rebetiko was the base of what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836a51c705af420ebee2258692e82113", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rebetiko, initially a music associated with the lower classes, later (and especially after the population exchange between Greece and Turkey) reached greater general acceptance as the rough edges of its overt subcultural character were softened and polished, sometimes to the point of unrecognizability. It was the base of the later la\u00efk\u00f3 (song of the people). The leading performers of the genre include Apostolos Kaldaras, Grigoris Bithikotsis, Stelios Kazantzidis, George Dalaras, Haris Alexiou and Glykeria.", "targets": "One of the leading performers of the laiko genre is who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618206aeb2b24518b696857c359cc54e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Complex serological techniques have been developed into what are known as Immunoassays. Immunoassays can use the basic antibody \u2013 antigen binding as the basis to produce an electro - magnetic or particle radiation signal, which can be detected by some form of instrumentation. Signal of unknowns can be compared to that of standards allowing quantitation of the target antigen. To aid in the diagnosis of infectious diseases, immunoassays can detect or measure antigens from either infectious agents or proteins generated by an infected organism in response to a foreign agent. For example, immunoassay A may detect the presence of a surface protein from a virus particle. Immunoassay B on the other hand may detect or measure antibodies produced by an organism's immune system that are made to neutralize and allow the destruction of the virus.", "targets": "What are immunoassays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618206aeb2b24518b696857c359cc54e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Complex serological techniques have been developed into what are known as Immunoassays. Immunoassays can use the basic antibody \u2013 antigen binding as the basis to produce an electro - magnetic or particle radiation signal, which can be detected by some form of instrumentation. Signal of unknowns can be compared to that of standards allowing quantitation of the target antigen. To aid in the diagnosis of infectious diseases, immunoassays can detect or measure antigens from either infectious agents or proteins generated by an infected organism in response to a foreign agent. For example, immunoassay A may detect the presence of a surface protein from a virus particle. Immunoassay B on the other hand may detect or measure antibodies produced by an organism's immune system that are made to neutralize and allow the destruction of the virus.", "targets": "What type of signal do immunoassays produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618206aeb2b24518b696857c359cc54e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Complex serological techniques have been developed into what are known as Immunoassays. Immunoassays can use the basic antibody \u2013 antigen binding as the basis to produce an electro - magnetic or particle radiation signal, which can be detected by some form of instrumentation. Signal of unknowns can be compared to that of standards allowing quantitation of the target antigen. To aid in the diagnosis of infectious diseases, immunoassays can detect or measure antigens from either infectious agents or proteins generated by an infected organism in response to a foreign agent. For example, immunoassay A may detect the presence of a surface protein from a virus particle. Immunoassay B on the other hand may detect or measure antibodies produced by an organism's immune system that are made to neutralize and allow the destruction of the virus.", "targets": "What allows quantitation of the target antigen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-618206aeb2b24518b696857c359cc54e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Complex serological techniques have been developed into what are known as Immunoassays. Immunoassays can use the basic antibody \u2013 antigen binding as the basis to produce an electro - magnetic or particle radiation signal, which can be detected by some form of instrumentation. Signal of unknowns can be compared to that of standards allowing quantitation of the target antigen. To aid in the diagnosis of infectious diseases, immunoassays can detect or measure antigens from either infectious agents or proteins generated by an infected organism in response to a foreign agent. For example, immunoassay A may detect the presence of a surface protein from a virus particle. Immunoassay B on the other hand may detect or measure antibodies produced by an organism's immune system that are made to neutralize and allow the destruction of the virus.", "targets": "Immunoassays are able to detect what type of proteins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba4a1462ea024591ab826569ba8ce04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, 14 August is considered to be the day that the Pacific War ended. However, as Imperial Japan actually surrendered on 15 August, this day became known in the English-speaking countries as \"V-J Day\" (Victory in Japan). The formal Japanese Instrument of Surrender was signed on 2 September 1945, on the battleship USS Missouri, in Tokyo Bay. The surrender was accepted by General Douglas MacArthur as Supreme Commander for the Allied Powers, with representatives of several Allied nations, from a Japanese delegation led by Mamoru Shigemitsu and Yoshijiro Umezu.", "targets": "What date does Japan consider the end of the Pacific War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba4a1462ea024591ab826569ba8ce04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, 14 August is considered to be the day that the Pacific War ended. However, as Imperial Japan actually surrendered on 15 August, this day became known in the English-speaking countries as \"V-J Day\" (Victory in Japan). The formal Japanese Instrument of Surrender was signed on 2 September 1945, on the battleship USS Missouri, in Tokyo Bay. The surrender was accepted by General Douglas MacArthur as Supreme Commander for the Allied Powers, with representatives of several Allied nations, from a Japanese delegation led by Mamoru Shigemitsu and Yoshijiro Umezu.", "targets": "What day is know in the United States as \"V-J Day\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba4a1462ea024591ab826569ba8ce04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, 14 August is considered to be the day that the Pacific War ended. However, as Imperial Japan actually surrendered on 15 August, this day became known in the English-speaking countries as \"V-J Day\" (Victory in Japan). The formal Japanese Instrument of Surrender was signed on 2 September 1945, on the battleship USS Missouri, in Tokyo Bay. The surrender was accepted by General Douglas MacArthur as Supreme Commander for the Allied Powers, with representatives of several Allied nations, from a Japanese delegation led by Mamoru Shigemitsu and Yoshijiro Umezu.", "targets": "When did Japan formally have signed the surrender?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba4a1462ea024591ab826569ba8ce04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, 14 August is considered to be the day that the Pacific War ended. However, as Imperial Japan actually surrendered on 15 August, this day became known in the English-speaking countries as \"V-J Day\" (Victory in Japan). The formal Japanese Instrument of Surrender was signed on 2 September 1945, on the battleship USS Missouri, in Tokyo Bay. The surrender was accepted by General Douglas MacArthur as Supreme Commander for the Allied Powers, with representatives of several Allied nations, from a Japanese delegation led by Mamoru Shigemitsu and Yoshijiro Umezu.", "targets": "On what battleship was the surrender document signed by the Japanese delagation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba4a1462ea024591ab826569ba8ce04b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Japan, 14 August is considered to be the day that the Pacific War ended. However, as Imperial Japan actually surrendered on 15 August, this day became known in the English-speaking countries as \"V-J Day\" (Victory in Japan). The formal Japanese Instrument of Surrender was signed on 2 September 1945, on the battleship USS Missouri, in Tokyo Bay. The surrender was accepted by General Douglas MacArthur as Supreme Commander for the Allied Powers, with representatives of several Allied nations, from a Japanese delegation led by Mamoru Shigemitsu and Yoshijiro Umezu.", "targets": "Who accepted the Japanese surrender?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5d5d525e6147f29449c93931141d9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first example is taken from the opening lines of the folk-epic Beowulf, a poem of some 3,000 lines and the single greatest work of Old English. This passage describes how Hrothgar's legendary ancestor Scyld was found as a baby, washed ashore, and adopted by a noble family. The translation is literal and represents the original poetic word order. As such, it is not typical of Old English prose. The modern cognates of original words have been used whenever practical to give a close approximation of the feel of the original poem.", "targets": "What is regarded as the greatest literary work in Old English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5d5d525e6147f29449c93931141d9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first example is taken from the opening lines of the folk-epic Beowulf, a poem of some 3,000 lines and the single greatest work of Old English. This passage describes how Hrothgar's legendary ancestor Scyld was found as a baby, washed ashore, and adopted by a noble family. The translation is literal and represents the original poetic word order. As such, it is not typical of Old English prose. The modern cognates of original words have been used whenever practical to give a close approximation of the feel of the original poem.", "targets": "About how many lines was Beowulf?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5d5d525e6147f29449c93931141d9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first example is taken from the opening lines of the folk-epic Beowulf, a poem of some 3,000 lines and the single greatest work of Old English. This passage describes how Hrothgar's legendary ancestor Scyld was found as a baby, washed ashore, and adopted by a noble family. The translation is literal and represents the original poetic word order. As such, it is not typical of Old English prose. The modern cognates of original words have been used whenever practical to give a close approximation of the feel of the original poem.", "targets": "Who was Hrothgar a descendant of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5d5d525e6147f29449c93931141d9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first example is taken from the opening lines of the folk-epic Beowulf, a poem of some 3,000 lines and the single greatest work of Old English. This passage describes how Hrothgar's legendary ancestor Scyld was found as a baby, washed ashore, and adopted by a noble family. The translation is literal and represents the original poetic word order. As such, it is not typical of Old English prose. The modern cognates of original words have been used whenever practical to give a close approximation of the feel of the original poem.", "targets": "Who adopted Hrothgar's ancestor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3578468896648e8bcd7e0883ff519eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In presidential elections, Montana was long classified as a swing state, though the state has voted for the Republican candidate in all but two elections from 1952 to the present. The state last supported a Democrat for president in 1992, when Bill Clinton won a plurality victory. Overall, since 1889 the state has voted for Democratic governors 60 percent of the time and Democratic presidents 40 percent of the time, with these numbers being 40/60 for Republican candidates. In the 2008 presidential election, Montana was considered a swing state and was ultimately won by Republican John McCain, albeit by a narrow margin of two percent.", "targets": "In elections, what is Montana considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3578468896648e8bcd7e0883ff519eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In presidential elections, Montana was long classified as a swing state, though the state has voted for the Republican candidate in all but two elections from 1952 to the present. The state last supported a Democrat for president in 1992, when Bill Clinton won a plurality victory. Overall, since 1889 the state has voted for Democratic governors 60 percent of the time and Democratic presidents 40 percent of the time, with these numbers being 40/60 for Republican candidates. In the 2008 presidential election, Montana was considered a swing state and was ultimately won by Republican John McCain, albeit by a narrow margin of two percent.", "targets": "What year was the last Democrat for president supported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3578468896648e8bcd7e0883ff519eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In presidential elections, Montana was long classified as a swing state, though the state has voted for the Republican candidate in all but two elections from 1952 to the present. The state last supported a Democrat for president in 1992, when Bill Clinton won a plurality victory. Overall, since 1889 the state has voted for Democratic governors 60 percent of the time and Democratic presidents 40 percent of the time, with these numbers being 40/60 for Republican candidates. In the 2008 presidential election, Montana was considered a swing state and was ultimately won by Republican John McCain, albeit by a narrow margin of two percent.", "targets": "How often has Montana voted for a Democratic governor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3578468896648e8bcd7e0883ff519eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In presidential elections, Montana was long classified as a swing state, though the state has voted for the Republican candidate in all but two elections from 1952 to the present. The state last supported a Democrat for president in 1992, when Bill Clinton won a plurality victory. Overall, since 1889 the state has voted for Democratic governors 60 percent of the time and Democratic presidents 40 percent of the time, with these numbers being 40/60 for Republican candidates. In the 2008 presidential election, Montana was considered a swing state and was ultimately won by Republican John McCain, albeit by a narrow margin of two percent.", "targets": "How often does Montana voted for a Democratic president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-538c295eb20d416f97892632fb15553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature allows readers to access intimate emotional aspects of a person\u2019s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured in \u2018\u2018The English Journal\u2019\u2019 explains how the author utilized young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of \u201cwonder\u201d.", "targets": "Literature gives the reader insights into what areas of its characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-538c295eb20d416f97892632fb15553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature allows readers to access intimate emotional aspects of a person\u2019s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured in \u2018\u2018The English Journal\u2019\u2019 explains how the author utilized young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of \u201cwonder\u201d.", "targets": "How does literary fiction aid the person who reads it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-538c295eb20d416f97892632fb15553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature allows readers to access intimate emotional aspects of a person\u2019s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured in \u2018\u2018The English Journal\u2019\u2019 explains how the author utilized young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of \u201cwonder\u201d.", "targets": "What writer's entry in \"The English Journal\" was concerned with young adult fiction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-538c295eb20d416f97892632fb15553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature allows readers to access intimate emotional aspects of a person\u2019s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured in \u2018\u2018The English Journal\u2019\u2019 explains how the author utilized young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of \u201cwonder\u201d.", "targets": "Why did this author embrace young adult literature as a grownup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-538c295eb20d416f97892632fb15553a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature allows readers to access intimate emotional aspects of a person\u2019s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured in \u2018\u2018The English Journal\u2019\u2019 explains how the author utilized young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of \u201cwonder\u201d.", "targets": "How did the writer refer to this psychological state experienced as a youth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d5ba513a3dd463a87a549bcf4a0c263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Conference of Berlin of 1884, Portuguese Africa territories had their borders formally established on request of Portugal in order to protect the centuries-long Portuguese interests in the continent from rivalries enticed by the Scramble for Africa. Portuguese Africa's cities and towns like Nova Lisboa, S\u00e1 da Bandeira, Silva Porto, Malanje, Tete, Vila Junqueiro, Vila Pery and Vila Cabral were founded or redeveloped inland during this period and beyond. New coastal towns like Beira, Mo\u00e7\u00e2medes, Lobito, Jo\u00e3o Belo, Nacala and Porto Am\u00e9lia were also founded. Even before the turn of the 20th century, railway tracks as the Benguela railway in Angola, and the Beira railway in Mozambique, started to be built to link coastal areas and selected inland regions.", "targets": "When were railroad tracks being installed Portugese Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d5ba513a3dd463a87a549bcf4a0c263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Conference of Berlin of 1884, Portuguese Africa territories had their borders formally established on request of Portugal in order to protect the centuries-long Portuguese interests in the continent from rivalries enticed by the Scramble for Africa. Portuguese Africa's cities and towns like Nova Lisboa, S\u00e1 da Bandeira, Silva Porto, Malanje, Tete, Vila Junqueiro, Vila Pery and Vila Cabral were founded or redeveloped inland during this period and beyond. New coastal towns like Beira, Mo\u00e7\u00e2medes, Lobito, Jo\u00e3o Belo, Nacala and Porto Am\u00e9lia were also founded. Even before the turn of the 20th century, railway tracks as the Benguela railway in Angola, and the Beira railway in Mozambique, started to be built to link coastal areas and selected inland regions.", "targets": "When was the Conference of Berlin held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d5ba513a3dd463a87a549bcf4a0c263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Conference of Berlin of 1884, Portuguese Africa territories had their borders formally established on request of Portugal in order to protect the centuries-long Portuguese interests in the continent from rivalries enticed by the Scramble for Africa. Portuguese Africa's cities and towns like Nova Lisboa, S\u00e1 da Bandeira, Silva Porto, Malanje, Tete, Vila Junqueiro, Vila Pery and Vila Cabral were founded or redeveloped inland during this period and beyond. New coastal towns like Beira, Mo\u00e7\u00e2medes, Lobito, Jo\u00e3o Belo, Nacala and Porto Am\u00e9lia were also founded. Even before the turn of the 20th century, railway tracks as the Benguela railway in Angola, and the Beira railway in Mozambique, started to be built to link coastal areas and selected inland regions.", "targets": "During what period were the Portugese Africa's cities founded or redeveloped?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d5ba513a3dd463a87a549bcf4a0c263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Conference of Berlin of 1884, Portuguese Africa territories had their borders formally established on request of Portugal in order to protect the centuries-long Portuguese interests in the continent from rivalries enticed by the Scramble for Africa. Portuguese Africa's cities and towns like Nova Lisboa, S\u00e1 da Bandeira, Silva Porto, Malanje, Tete, Vila Junqueiro, Vila Pery and Vila Cabral were founded or redeveloped inland during this period and beyond. New coastal towns like Beira, Mo\u00e7\u00e2medes, Lobito, Jo\u00e3o Belo, Nacala and Porto Am\u00e9lia were also founded. Even before the turn of the 20th century, railway tracks as the Benguela railway in Angola, and the Beira railway in Mozambique, started to be built to link coastal areas and selected inland regions.", "targets": "Why were the Portugese Africa territories' borders formally established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d5ba513a3dd463a87a549bcf4a0c263", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the Conference of Berlin of 1884, Portuguese Africa territories had their borders formally established on request of Portugal in order to protect the centuries-long Portuguese interests in the continent from rivalries enticed by the Scramble for Africa. Portuguese Africa's cities and towns like Nova Lisboa, S\u00e1 da Bandeira, Silva Porto, Malanje, Tete, Vila Junqueiro, Vila Pery and Vila Cabral were founded or redeveloped inland during this period and beyond. New coastal towns like Beira, Mo\u00e7\u00e2medes, Lobito, Jo\u00e3o Belo, Nacala and Porto Am\u00e9lia were also founded. Even before the turn of the 20th century, railway tracks as the Benguela railway in Angola, and the Beira railway in Mozambique, started to be built to link coastal areas and selected inland regions.", "targets": "What new Portugese Africa's coastal towns were developed during the Scramble for Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e317b945e4c478e48dc2cbec63e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the battle was one-sided almost from the beginning. The reasons for this are the subject of continuing study by military strategists and academics. There is general agreement that US technological superiority was a crucial factor but the speed and scale of the Iraqi collapse has also been attributed to poor strategic and tactical leadership and low morale among Iraqi troops, which resulted from a history of incompetent leadership. After devastating initial strikes against Iraqi air defenses and command and control facilities on 17 January 1991, coalition forces achieved total air superiority almost immediately. The Iraqi air force was destroyed within a few days, with some planes fleeing to Iran, where they were interned for the duration of the conflict. The overwhelming technological advantages of the US, such as stealth aircraft and infrared sights, quickly turned the air war into a \"turkey shoot\". The heat signature of any tank which started its engine made an easy target. Air defense radars were quickly destroyed by radar-seeking missiles fired from wild weasel aircraft. Grainy video clips, shot from the nose cameras of missiles as they aimed at impossibly small targets, were a staple of US news coverage and revealed to the world a new kind of war, compared by some to a video game. Over 6 weeks of relentless pounding by planes and helicopters, the Iraqi army was almost completely beaten but did not retreat, under orders from Iraqi President Saddam Hussein, and by the time the ground forces invaded on 24 February, many Iraqi troops quickly surrendered to forces much smaller than their own; in one instance, Iraqi forces attempted to surrender to a television camera crew that was advancing with coalition forces.", "targets": "What is the main reason the US-led coalition won a decisive victory in the Persian Gulf War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e317b945e4c478e48dc2cbec63e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the battle was one-sided almost from the beginning. The reasons for this are the subject of continuing study by military strategists and academics. There is general agreement that US technological superiority was a crucial factor but the speed and scale of the Iraqi collapse has also been attributed to poor strategic and tactical leadership and low morale among Iraqi troops, which resulted from a history of incompetent leadership. After devastating initial strikes against Iraqi air defenses and command and control facilities on 17 January 1991, coalition forces achieved total air superiority almost immediately. The Iraqi air force was destroyed within a few days, with some planes fleeing to Iran, where they were interned for the duration of the conflict. The overwhelming technological advantages of the US, such as stealth aircraft and infrared sights, quickly turned the air war into a \"turkey shoot\". The heat signature of any tank which started its engine made an easy target. Air defense radars were quickly destroyed by radar-seeking missiles fired from wild weasel aircraft. Grainy video clips, shot from the nose cameras of missiles as they aimed at impossibly small targets, were a staple of US news coverage and revealed to the world a new kind of war, compared by some to a video game. Over 6 weeks of relentless pounding by planes and helicopters, the Iraqi army was almost completely beaten but did not retreat, under orders from Iraqi President Saddam Hussein, and by the time the ground forces invaded on 24 February, many Iraqi troops quickly surrendered to forces much smaller than their own; in one instance, Iraqi forces attempted to surrender to a television camera crew that was advancing with coalition forces.", "targets": "US airstrikes on Iraqi air defenses and command and control facilities began when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e317b945e4c478e48dc2cbec63e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the battle was one-sided almost from the beginning. The reasons for this are the subject of continuing study by military strategists and academics. There is general agreement that US technological superiority was a crucial factor but the speed and scale of the Iraqi collapse has also been attributed to poor strategic and tactical leadership and low morale among Iraqi troops, which resulted from a history of incompetent leadership. After devastating initial strikes against Iraqi air defenses and command and control facilities on 17 January 1991, coalition forces achieved total air superiority almost immediately. The Iraqi air force was destroyed within a few days, with some planes fleeing to Iran, where they were interned for the duration of the conflict. The overwhelming technological advantages of the US, such as stealth aircraft and infrared sights, quickly turned the air war into a \"turkey shoot\". The heat signature of any tank which started its engine made an easy target. Air defense radars were quickly destroyed by radar-seeking missiles fired from wild weasel aircraft. Grainy video clips, shot from the nose cameras of missiles as they aimed at impossibly small targets, were a staple of US news coverage and revealed to the world a new kind of war, compared by some to a video game. Over 6 weeks of relentless pounding by planes and helicopters, the Iraqi army was almost completely beaten but did not retreat, under orders from Iraqi President Saddam Hussein, and by the time the ground forces invaded on 24 February, many Iraqi troops quickly surrendered to forces much smaller than their own; in one instance, Iraqi forces attempted to surrender to a television camera crew that was advancing with coalition forces.", "targets": "What faults in the Iraqi forces led to their rapid defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e317b945e4c478e48dc2cbec63e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the battle was one-sided almost from the beginning. The reasons for this are the subject of continuing study by military strategists and academics. There is general agreement that US technological superiority was a crucial factor but the speed and scale of the Iraqi collapse has also been attributed to poor strategic and tactical leadership and low morale among Iraqi troops, which resulted from a history of incompetent leadership. After devastating initial strikes against Iraqi air defenses and command and control facilities on 17 January 1991, coalition forces achieved total air superiority almost immediately. The Iraqi air force was destroyed within a few days, with some planes fleeing to Iran, where they were interned for the duration of the conflict. The overwhelming technological advantages of the US, such as stealth aircraft and infrared sights, quickly turned the air war into a \"turkey shoot\". The heat signature of any tank which started its engine made an easy target. Air defense radars were quickly destroyed by radar-seeking missiles fired from wild weasel aircraft. Grainy video clips, shot from the nose cameras of missiles as they aimed at impossibly small targets, were a staple of US news coverage and revealed to the world a new kind of war, compared by some to a video game. Over 6 weeks of relentless pounding by planes and helicopters, the Iraqi army was almost completely beaten but did not retreat, under orders from Iraqi President Saddam Hussein, and by the time the ground forces invaded on 24 February, many Iraqi troops quickly surrendered to forces much smaller than their own; in one instance, Iraqi forces attempted to surrender to a television camera crew that was advancing with coalition forces.", "targets": "Who ordered Iraqi forces to hold their ground despite air bombardments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866e317b945e4c478e48dc2cbec63e2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the battle was one-sided almost from the beginning. The reasons for this are the subject of continuing study by military strategists and academics. There is general agreement that US technological superiority was a crucial factor but the speed and scale of the Iraqi collapse has also been attributed to poor strategic and tactical leadership and low morale among Iraqi troops, which resulted from a history of incompetent leadership. After devastating initial strikes against Iraqi air defenses and command and control facilities on 17 January 1991, coalition forces achieved total air superiority almost immediately. The Iraqi air force was destroyed within a few days, with some planes fleeing to Iran, where they were interned for the duration of the conflict. The overwhelming technological advantages of the US, such as stealth aircraft and infrared sights, quickly turned the air war into a \"turkey shoot\". The heat signature of any tank which started its engine made an easy target. Air defense radars were quickly destroyed by radar-seeking missiles fired from wild weasel aircraft. Grainy video clips, shot from the nose cameras of missiles as they aimed at impossibly small targets, were a staple of US news coverage and revealed to the world a new kind of war, compared by some to a video game. Over 6 weeks of relentless pounding by planes and helicopters, the Iraqi army was almost completely beaten but did not retreat, under orders from Iraqi President Saddam Hussein, and by the time the ground forces invaded on 24 February, many Iraqi troops quickly surrendered to forces much smaller than their own; in one instance, Iraqi forces attempted to surrender to a television camera crew that was advancing with coalition forces.", "targets": "When did US ground forces attack Iraqi positions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b65244932e594df895fbbc473f01c82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 February 1991, the Warsaw Pact was declared disbanded at a meeting of defense and foreign ministers from remaining Pact countries meeting in Hungary. On 1 July 1991, in Prague, the Czechoslovak President V\u00e1clav Havel formally ended the 1955 Warsaw Treaty Organization of Friendship, Cooperation, and Mutual Assistance and so disestablished the Warsaw Treaty after 36 years of military alliance with the USSR. In fact, the treaty was de facto disbanded in December 1989 during the violent revolution in Romania, which toppled the communist government, without military intervention form other member states. The USSR disestablished itself in December 1991.", "targets": "In which country did Warsaw Pact officials meet to dissolve the alliance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b65244932e594df895fbbc473f01c82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 February 1991, the Warsaw Pact was declared disbanded at a meeting of defense and foreign ministers from remaining Pact countries meeting in Hungary. On 1 July 1991, in Prague, the Czechoslovak President V\u00e1clav Havel formally ended the 1955 Warsaw Treaty Organization of Friendship, Cooperation, and Mutual Assistance and so disestablished the Warsaw Treaty after 36 years of military alliance with the USSR. In fact, the treaty was de facto disbanded in December 1989 during the violent revolution in Romania, which toppled the communist government, without military intervention form other member states. The USSR disestablished itself in December 1991.", "targets": "In which year did Romania overthrow its communist government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b65244932e594df895fbbc473f01c82b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 February 1991, the Warsaw Pact was declared disbanded at a meeting of defense and foreign ministers from remaining Pact countries meeting in Hungary. On 1 July 1991, in Prague, the Czechoslovak President V\u00e1clav Havel formally ended the 1955 Warsaw Treaty Organization of Friendship, Cooperation, and Mutual Assistance and so disestablished the Warsaw Treaty after 36 years of military alliance with the USSR. In fact, the treaty was de facto disbanded in December 1989 during the violent revolution in Romania, which toppled the communist government, without military intervention form other member states. The USSR disestablished itself in December 1991.", "targets": "For how many years did the Warsaw Pact formally exist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d394e3e7f32b44b98c75d84aa6375a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1529, Philip I, Landgrave of Hesse, convoked an assembly of German and Swiss theologians at the Marburg Colloquy, to establish doctrinal unity in the emerging Protestant states. Agreement was achieved on fourteen points out of fifteen, the exception being the nature of the Eucharist \u2013 the sacrament of the Lord's Supper\u2014an issue crucial to Luther.", "targets": "When did Philip I convene an assembly to set doctrine in the Protestant states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d394e3e7f32b44b98c75d84aa6375a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1529, Philip I, Landgrave of Hesse, convoked an assembly of German and Swiss theologians at the Marburg Colloquy, to establish doctrinal unity in the emerging Protestant states. Agreement was achieved on fourteen points out of fifteen, the exception being the nature of the Eucharist \u2013 the sacrament of the Lord's Supper\u2014an issue crucial to Luther.", "targets": "Who was Philip I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d394e3e7f32b44b98c75d84aa6375a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1529, Philip I, Landgrave of Hesse, convoked an assembly of German and Swiss theologians at the Marburg Colloquy, to establish doctrinal unity in the emerging Protestant states. Agreement was achieved on fourteen points out of fifteen, the exception being the nature of the Eucharist \u2013 the sacrament of the Lord's Supper\u2014an issue crucial to Luther.", "targets": "What was the Marburg Colloquy meant to establish? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d394e3e7f32b44b98c75d84aa6375a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1529, Philip I, Landgrave of Hesse, convoked an assembly of German and Swiss theologians at the Marburg Colloquy, to establish doctrinal unity in the emerging Protestant states. Agreement was achieved on fourteen points out of fifteen, the exception being the nature of the Eucharist \u2013 the sacrament of the Lord's Supper\u2014an issue crucial to Luther.", "targets": "How many of the fifteen points of discussion were agreed on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d394e3e7f32b44b98c75d84aa6375a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 1529, Philip I, Landgrave of Hesse, convoked an assembly of German and Swiss theologians at the Marburg Colloquy, to establish doctrinal unity in the emerging Protestant states. Agreement was achieved on fourteen points out of fifteen, the exception being the nature of the Eucharist \u2013 the sacrament of the Lord's Supper\u2014an issue crucial to Luther.", "targets": "What one point was not agreed on that was dear to Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b31751dcc5349a3b2a27cd1a7d21e3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"classical music\" has two meanings: the broader meaning includes all Western art music from the Medieval era to today, and the specific meaning refers to the music from the 1750s to the early 1830s\u2014the era of Mozart and Haydn. This section is about the more specific meaning.", "targets": "From the 1750's to the early 1830's is the era of Mozart and what other composer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b31751dcc5349a3b2a27cd1a7d21e3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"classical music\" has two meanings: the broader meaning includes all Western art music from the Medieval era to today, and the specific meaning refers to the music from the 1750s to the early 1830s\u2014the era of Mozart and Haydn. This section is about the more specific meaning.", "targets": "Classical music can mean all Western art music or more specifically from the 1750's to when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b31751dcc5349a3b2a27cd1a7d21e3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"classical music\" has two meanings: the broader meaning includes all Western art music from the Medieval era to today, and the specific meaning refers to the music from the 1750s to the early 1830s\u2014the era of Mozart and Haydn. This section is about the more specific meaning.", "targets": "The broad meaning of classical music stretches back from today to what era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f4f04e6a6e4d97add43314d3625973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest disc records (1889\u20131894) were made of various materials including hard rubber. Around 1895, a shellac-based compound was introduced and became standard. Exact formulas for this compound varied by manufacturer and over the course of time, but it was typically composed of about one-third shellac and about two-thirds mineral filler, which meant finely pulverized rock, usually slate and limestone, with an admixture of cotton fibers to add tensile strength, carbon black for color (without this, it tended to be a \"dirty\" gray or brown color that most record companies considered unattractive), and a very small amount of a lubricant to facilitate mold release during manufacture. Some makers, notably Columbia Records, used a laminated construction with a core disc of coarser material or fiber. The production of shellac records continued until the end of the 78 rpm format (i.e., the late 1950s in most developed countries, but well into the 1960s in some other places), but increasingly less abrasive formulations were used during its declining years and very late examples in truly like-new condition can have as low noise levels as vinyl.", "targets": "What materials were discs made of in 1889-1894?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f4f04e6a6e4d97add43314d3625973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest disc records (1889\u20131894) were made of various materials including hard rubber. Around 1895, a shellac-based compound was introduced and became standard. Exact formulas for this compound varied by manufacturer and over the course of time, but it was typically composed of about one-third shellac and about two-thirds mineral filler, which meant finely pulverized rock, usually slate and limestone, with an admixture of cotton fibers to add tensile strength, carbon black for color (without this, it tended to be a \"dirty\" gray or brown color that most record companies considered unattractive), and a very small amount of a lubricant to facilitate mold release during manufacture. Some makers, notably Columbia Records, used a laminated construction with a core disc of coarser material or fiber. The production of shellac records continued until the end of the 78 rpm format (i.e., the late 1950s in most developed countries, but well into the 1960s in some other places), but increasingly less abrasive formulations were used during its declining years and very late examples in truly like-new condition can have as low noise levels as vinyl.", "targets": "What was the standard material for discs around 1895?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f4f04e6a6e4d97add43314d3625973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest disc records (1889\u20131894) were made of various materials including hard rubber. Around 1895, a shellac-based compound was introduced and became standard. Exact formulas for this compound varied by manufacturer and over the course of time, but it was typically composed of about one-third shellac and about two-thirds mineral filler, which meant finely pulverized rock, usually slate and limestone, with an admixture of cotton fibers to add tensile strength, carbon black for color (without this, it tended to be a \"dirty\" gray or brown color that most record companies considered unattractive), and a very small amount of a lubricant to facilitate mold release during manufacture. Some makers, notably Columbia Records, used a laminated construction with a core disc of coarser material or fiber. The production of shellac records continued until the end of the 78 rpm format (i.e., the late 1950s in most developed countries, but well into the 1960s in some other places), but increasingly less abrasive formulations were used during its declining years and very late examples in truly like-new condition can have as low noise levels as vinyl.", "targets": "What company was known for laminate construction of discs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f4f04e6a6e4d97add43314d3625973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest disc records (1889\u20131894) were made of various materials including hard rubber. Around 1895, a shellac-based compound was introduced and became standard. Exact formulas for this compound varied by manufacturer and over the course of time, but it was typically composed of about one-third shellac and about two-thirds mineral filler, which meant finely pulverized rock, usually slate and limestone, with an admixture of cotton fibers to add tensile strength, carbon black for color (without this, it tended to be a \"dirty\" gray or brown color that most record companies considered unattractive), and a very small amount of a lubricant to facilitate mold release during manufacture. Some makers, notably Columbia Records, used a laminated construction with a core disc of coarser material or fiber. The production of shellac records continued until the end of the 78 rpm format (i.e., the late 1950s in most developed countries, but well into the 1960s in some other places), but increasingly less abrasive formulations were used during its declining years and very late examples in truly like-new condition can have as low noise levels as vinyl.", "targets": "What material give the vinyl records their known black color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f4f04e6a6e4d97add43314d3625973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest disc records (1889\u20131894) were made of various materials including hard rubber. Around 1895, a shellac-based compound was introduced and became standard. Exact formulas for this compound varied by manufacturer and over the course of time, but it was typically composed of about one-third shellac and about two-thirds mineral filler, which meant finely pulverized rock, usually slate and limestone, with an admixture of cotton fibers to add tensile strength, carbon black for color (without this, it tended to be a \"dirty\" gray or brown color that most record companies considered unattractive), and a very small amount of a lubricant to facilitate mold release during manufacture. Some makers, notably Columbia Records, used a laminated construction with a core disc of coarser material or fiber. The production of shellac records continued until the end of the 78 rpm format (i.e., the late 1950s in most developed countries, but well into the 1960s in some other places), but increasingly less abrasive formulations were used during its declining years and very late examples in truly like-new condition can have as low noise levels as vinyl.", "targets": "What material is used in order to release the vinyl records from their molds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a64fff23c764da78b91364648657395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The links between religious and political life were vital to Rome's internal governance, diplomacy and development from kingdom, to Republic and to Empire. Post-regal politics dispersed the civil and religious authority of the kings more or less equitably among the patrician elite: kingship was replaced by two annually elected consular offices. In the early Republic, as presumably in the regal era, plebeians were excluded from high religious and civil office, and could be punished for offenses against laws of which they had no knowledge. They resorted to strikes and violence to break the oppressive patrician monopolies of high office, public priesthood, and knowledge of civil and religious law. The senate appointed Camillus as dictator to handle the emergency; he negotiated a settlement, and sanctified it by the dedication of a temple to Concordia. The religious calendars and laws were eventually made public. Plebeian tribunes were appointed, with sacrosanct status and the right of veto in legislative debate. In principle, the augural and pontifical colleges were now open to plebeians. In reality, the patrician and to a lesser extent, plebeian nobility dominated religious and civil office throughout the Republican era and beyond.", "targets": "The link between what groups was necessary to Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a64fff23c764da78b91364648657395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The links between religious and political life were vital to Rome's internal governance, diplomacy and development from kingdom, to Republic and to Empire. Post-regal politics dispersed the civil and religious authority of the kings more or less equitably among the patrician elite: kingship was replaced by two annually elected consular offices. In the early Republic, as presumably in the regal era, plebeians were excluded from high religious and civil office, and could be punished for offenses against laws of which they had no knowledge. They resorted to strikes and violence to break the oppressive patrician monopolies of high office, public priesthood, and knowledge of civil and religious law. The senate appointed Camillus as dictator to handle the emergency; he negotiated a settlement, and sanctified it by the dedication of a temple to Concordia. The religious calendars and laws were eventually made public. Plebeian tribunes were appointed, with sacrosanct status and the right of veto in legislative debate. In principle, the augural and pontifical colleges were now open to plebeians. In reality, the patrician and to a lesser extent, plebeian nobility dominated religious and civil office throughout the Republican era and beyond.", "targets": "Where was the basic power in Rome to be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a64fff23c764da78b91364648657395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The links between religious and political life were vital to Rome's internal governance, diplomacy and development from kingdom, to Republic and to Empire. Post-regal politics dispersed the civil and religious authority of the kings more or less equitably among the patrician elite: kingship was replaced by two annually elected consular offices. In the early Republic, as presumably in the regal era, plebeians were excluded from high religious and civil office, and could be punished for offenses against laws of which they had no knowledge. They resorted to strikes and violence to break the oppressive patrician monopolies of high office, public priesthood, and knowledge of civil and religious law. The senate appointed Camillus as dictator to handle the emergency; he negotiated a settlement, and sanctified it by the dedication of a temple to Concordia. The religious calendars and laws were eventually made public. Plebeian tribunes were appointed, with sacrosanct status and the right of veto in legislative debate. In principle, the augural and pontifical colleges were now open to plebeians. In reality, the patrician and to a lesser extent, plebeian nobility dominated religious and civil office throughout the Republican era and beyond.", "targets": "What group was excluded from high offices ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a64fff23c764da78b91364648657395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The links between religious and political life were vital to Rome's internal governance, diplomacy and development from kingdom, to Republic and to Empire. Post-regal politics dispersed the civil and religious authority of the kings more or less equitably among the patrician elite: kingship was replaced by two annually elected consular offices. In the early Republic, as presumably in the regal era, plebeians were excluded from high religious and civil office, and could be punished for offenses against laws of which they had no knowledge. They resorted to strikes and violence to break the oppressive patrician monopolies of high office, public priesthood, and knowledge of civil and religious law. The senate appointed Camillus as dictator to handle the emergency; he negotiated a settlement, and sanctified it by the dedication of a temple to Concordia. The religious calendars and laws were eventually made public. Plebeian tribunes were appointed, with sacrosanct status and the right of veto in legislative debate. In principle, the augural and pontifical colleges were now open to plebeians. In reality, the patrician and to a lesser extent, plebeian nobility dominated religious and civil office throughout the Republican era and beyond.", "targets": "Who did the Senate select to settle a strike by the lower classes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a64fff23c764da78b91364648657395", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The links between religious and political life were vital to Rome's internal governance, diplomacy and development from kingdom, to Republic and to Empire. Post-regal politics dispersed the civil and religious authority of the kings more or less equitably among the patrician elite: kingship was replaced by two annually elected consular offices. In the early Republic, as presumably in the regal era, plebeians were excluded from high religious and civil office, and could be punished for offenses against laws of which they had no knowledge. They resorted to strikes and violence to break the oppressive patrician monopolies of high office, public priesthood, and knowledge of civil and religious law. The senate appointed Camillus as dictator to handle the emergency; he negotiated a settlement, and sanctified it by the dedication of a temple to Concordia. The religious calendars and laws were eventually made public. Plebeian tribunes were appointed, with sacrosanct status and the right of veto in legislative debate. In principle, the augural and pontifical colleges were now open to plebeians. In reality, the patrician and to a lesser extent, plebeian nobility dominated religious and civil office throughout the Republican era and beyond.", "targets": "To whom was a temple dedicated at the settlement of the strike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0df1ee837cc248c7be3a2aef143bfb42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who books have been published from the mid-sixties through to the present day. From 1965 to 1991 the books published were primarily novelised adaptations of broadcast episodes; beginning in 1991 an extensive line of original fiction was launched, the Virgin New Adventures and Virgin Missing Adventures. Since the relaunch of the programme in 2005, a new range of novels have been published by BBC Books. Numerous non-fiction books about the series, including guidebooks and critical studies, have also been published, and a dedicated Doctor Who Magazine with newsstand circulation has been published regularly since 1979. This is published by Panini, as is the Doctor Who Adventures magazine for younger fans.", "targets": "In what year did original fiction featuring Doctor Who appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0df1ee837cc248c7be3a2aef143bfb42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who books have been published from the mid-sixties through to the present day. From 1965 to 1991 the books published were primarily novelised adaptations of broadcast episodes; beginning in 1991 an extensive line of original fiction was launched, the Virgin New Adventures and Virgin Missing Adventures. Since the relaunch of the programme in 2005, a new range of novels have been published by BBC Books. Numerous non-fiction books about the series, including guidebooks and critical studies, have also been published, and a dedicated Doctor Who Magazine with newsstand circulation has been published regularly since 1979. This is published by Panini, as is the Doctor Who Adventures magazine for younger fans.", "targets": "When were the earliest Doctor Who books available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0df1ee837cc248c7be3a2aef143bfb42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who books have been published from the mid-sixties through to the present day. From 1965 to 1991 the books published were primarily novelised adaptations of broadcast episodes; beginning in 1991 an extensive line of original fiction was launched, the Virgin New Adventures and Virgin Missing Adventures. Since the relaunch of the programme in 2005, a new range of novels have been published by BBC Books. Numerous non-fiction books about the series, including guidebooks and critical studies, have also been published, and a dedicated Doctor Who Magazine with newsstand circulation has been published regularly since 1979. This is published by Panini, as is the Doctor Who Adventures magazine for younger fans.", "targets": "How long has the Doctor Who Magazine been in circulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0df1ee837cc248c7be3a2aef143bfb42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who books have been published from the mid-sixties through to the present day. From 1965 to 1991 the books published were primarily novelised adaptations of broadcast episodes; beginning in 1991 an extensive line of original fiction was launched, the Virgin New Adventures and Virgin Missing Adventures. Since the relaunch of the programme in 2005, a new range of novels have been published by BBC Books. Numerous non-fiction books about the series, including guidebooks and critical studies, have also been published, and a dedicated Doctor Who Magazine with newsstand circulation has been published regularly since 1979. This is published by Panini, as is the Doctor Who Adventures magazine for younger fans.", "targets": "Who is the publisher of the Doctor Who Adventures magazine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0df1ee837cc248c7be3a2aef143bfb42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who books have been published from the mid-sixties through to the present day. From 1965 to 1991 the books published were primarily novelised adaptations of broadcast episodes; beginning in 1991 an extensive line of original fiction was launched, the Virgin New Adventures and Virgin Missing Adventures. Since the relaunch of the programme in 2005, a new range of novels have been published by BBC Books. Numerous non-fiction books about the series, including guidebooks and critical studies, have also been published, and a dedicated Doctor Who Magazine with newsstand circulation has been published regularly since 1979. This is published by Panini, as is the Doctor Who Adventures magazine for younger fans.", "targets": "Who began publishing Doctor Who novels in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4dbb6ac5bfc43aca2f087eb3000bc74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviets kept the details and true appearance of the Vostok capsule secret until the April 1965 Moscow Economic Exhibition, where it was first displayed without its aerodynamic nose cone concealing the spherical capsule. The \"Vostok spaceship\" had been first displayed at the July 1961 Tushino air show, mounted on its launch vehicle's third stage, with the nose cone in place. A tail section with eight fins was also added, in an apparent attempt to confuse western observers. This spurious tail section also appeared on official commemorative stamps and a documentary.", "targets": "At what event was the Vostok spaceship first displayed to the public ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29816506d78543c1b9c8a19aa43ad721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Information of the oldest teachings may be obtained by analysis of the oldest texts. One method to obtain information on the oldest core of Buddhism is to compare the oldest extant versions of the Theravadin Pali Canon and other texts.[note 27] The reliability of these sources, and the possibility to draw out a core of oldest teachings, is a matter of dispute.[page needed][page needed][page needed][page needed] According to Vetter, inconsistencies remain, and other methods must be applied to resolve those inconsistencies.[note 28]", "targets": "What is in dispute regarding the research into the core of the teachings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb051a57135467582bc63194f49515b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran consists of 114 chapters of varying lengths, each known as a sura. Suras are classified as Meccan or Medinan, depending on whether the verses were revealed before or after the migration of Muhammad to the city of Medina. However, a sura classified as Medinan may contain Meccan verses in it and vice versa. Sura titles are derived from a name or quality discussed in the text, or from the first letters or words of the sura. Suras are arranged roughly in order of decreasing size. The sura arrangement is thus not connected to the sequence of revelation. Each sura except the ninth starts with the Bismillah (\u0628\u0633\u0645 \u0627\u0644\u0644\u0647 \u0627\u0644\u0631\u062d\u0645\u0646 \u0627\u0644\u0631\u062d\u064a\u0645), an Arabic phrase meaning \"In the name of God\". There are, however, still 114 occurrences of the Bismillah in the Quran, due to its presence in Quran 27:30 as the opening of Solomon's letter to the Queen of Sheba.", "targets": "What is a chapter of the Quran called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb051a57135467582bc63194f49515b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran consists of 114 chapters of varying lengths, each known as a sura. Suras are classified as Meccan or Medinan, depending on whether the verses were revealed before or after the migration of Muhammad to the city of Medina. However, a sura classified as Medinan may contain Meccan verses in it and vice versa. Sura titles are derived from a name or quality discussed in the text, or from the first letters or words of the sura. Suras are arranged roughly in order of decreasing size. The sura arrangement is thus not connected to the sequence of revelation. Each sura except the ninth starts with the Bismillah (\u0628\u0633\u0645 \u0627\u0644\u0644\u0647 \u0627\u0644\u0631\u062d\u0645\u0646 \u0627\u0644\u0631\u062d\u064a\u0645), an Arabic phrase meaning \"In the name of God\". There are, however, still 114 occurrences of the Bismillah in the Quran, due to its presence in Quran 27:30 as the opening of Solomon's letter to the Queen of Sheba.", "targets": "How many suras are in the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb051a57135467582bc63194f49515b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran consists of 114 chapters of varying lengths, each known as a sura. Suras are classified as Meccan or Medinan, depending on whether the verses were revealed before or after the migration of Muhammad to the city of Medina. However, a sura classified as Medinan may contain Meccan verses in it and vice versa. Sura titles are derived from a name or quality discussed in the text, or from the first letters or words of the sura. Suras are arranged roughly in order of decreasing size. The sura arrangement is thus not connected to the sequence of revelation. Each sura except the ninth starts with the Bismillah (\u0628\u0633\u0645 \u0627\u0644\u0644\u0647 \u0627\u0644\u0631\u062d\u0645\u0646 \u0627\u0644\u0631\u062d\u064a\u0645), an Arabic phrase meaning \"In the name of God\". There are, however, still 114 occurrences of the Bismillah in the Quran, due to its presence in Quran 27:30 as the opening of Solomon's letter to the Queen of Sheba.", "targets": "What two city-related categories divide the Quran's suras?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb051a57135467582bc63194f49515b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran consists of 114 chapters of varying lengths, each known as a sura. Suras are classified as Meccan or Medinan, depending on whether the verses were revealed before or after the migration of Muhammad to the city of Medina. However, a sura classified as Medinan may contain Meccan verses in it and vice versa. Sura titles are derived from a name or quality discussed in the text, or from the first letters or words of the sura. Suras are arranged roughly in order of decreasing size. The sura arrangement is thus not connected to the sequence of revelation. Each sura except the ninth starts with the Bismillah (\u0628\u0633\u0645 \u0627\u0644\u0644\u0647 \u0627\u0644\u0631\u062d\u0645\u0646 \u0627\u0644\u0631\u062d\u064a\u0645), an Arabic phrase meaning \"In the name of God\". There are, however, still 114 occurrences of the Bismillah in the Quran, due to its presence in Quran 27:30 as the opening of Solomon's letter to the Queen of Sheba.", "targets": "Which Arabic phrase opens almost all suras?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7fb051a57135467582bc63194f49515b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quran consists of 114 chapters of varying lengths, each known as a sura. Suras are classified as Meccan or Medinan, depending on whether the verses were revealed before or after the migration of Muhammad to the city of Medina. However, a sura classified as Medinan may contain Meccan verses in it and vice versa. Sura titles are derived from a name or quality discussed in the text, or from the first letters or words of the sura. Suras are arranged roughly in order of decreasing size. The sura arrangement is thus not connected to the sequence of revelation. Each sura except the ninth starts with the Bismillah (\u0628\u0633\u0645 \u0627\u0644\u0644\u0647 \u0627\u0644\u0631\u062d\u0645\u0646 \u0627\u0644\u0631\u062d\u064a\u0645), an Arabic phrase meaning \"In the name of God\". There are, however, still 114 occurrences of the Bismillah in the Quran, due to its presence in Quran 27:30 as the opening of Solomon's letter to the Queen of Sheba.", "targets": "What determines the order in which suras are placed in the Quran?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd7fc5209fae4219a3a8f38267ce6a0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is one tradition within the Christian Church. The United Methodist Church is active in ecumenical relations with other Christian groups and denominations. It is a member of the National Council of Churches, the World Council of Churches, Churches Uniting in Christ, and Christian Churches Together. In addition, it voted to seek observer status in the National Association of Evangelicals and in the World Evangelical Fellowship. However, there are some in The United Methodist Church who feel that false ecumenism might result in the \"blurring of theological and confessional differences in the interests of unity.\"", "targets": "What is one tradition within the Christian Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd7fc5209fae4219a3a8f38267ce6a0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is one tradition within the Christian Church. The United Methodist Church is active in ecumenical relations with other Christian groups and denominations. It is a member of the National Council of Churches, the World Council of Churches, Churches Uniting in Christ, and Christian Churches Together. In addition, it voted to seek observer status in the National Association of Evangelicals and in the World Evangelical Fellowship. However, there are some in The United Methodist Church who feel that false ecumenism might result in the \"blurring of theological and confessional differences in the interests of unity.\"", "targets": "What type of status did the UMC vote to seek in the National Association of Evangelicals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd7fc5209fae4219a3a8f38267ce6a0e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church is one tradition within the Christian Church. The United Methodist Church is active in ecumenical relations with other Christian groups and denominations. It is a member of the National Council of Churches, the World Council of Churches, Churches Uniting in Christ, and Christian Churches Together. In addition, it voted to seek observer status in the National Association of Evangelicals and in the World Evangelical Fellowship. However, there are some in The United Methodist Church who feel that false ecumenism might result in the \"blurring of theological and confessional differences in the interests of unity.\"", "targets": "Some in the UMC feel that false ecumenism might result in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de8a11beec784ad58088b23a5dfef141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species use vibrations for communicating within members of the same species, such as to attract mates as in the songs of the shield bug Nezara viridula. Vibrations can also be used to communicate between entirely different species; lycaenid (gossamer-winged butterfly) caterpillars which are myrmecophilous (living in a mutualistic association with ants) communicate with ants in this way. The Madagascar hissing cockroach has the ability to press air through its spiracles to make a hissing noise as a sign of aggression; the Death's-head Hawkmoth makes a squeaking noise by forcing air out of their pharynx when agitated, which may also reduce aggressive worker honey bee behavior when the two are in close proximity.", "targets": "What are used by insects to communicate with members of the same species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de8a11beec784ad58088b23a5dfef141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species use vibrations for communicating within members of the same species, such as to attract mates as in the songs of the shield bug Nezara viridula. Vibrations can also be used to communicate between entirely different species; lycaenid (gossamer-winged butterfly) caterpillars which are myrmecophilous (living in a mutualistic association with ants) communicate with ants in this way. The Madagascar hissing cockroach has the ability to press air through its spiracles to make a hissing noise as a sign of aggression; the Death's-head Hawkmoth makes a squeaking noise by forcing air out of their pharynx when agitated, which may also reduce aggressive worker honey bee behavior when the two are in close proximity.", "targets": "Vibrations are used to communicate with members of the same species, and what other species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de8a11beec784ad58088b23a5dfef141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species use vibrations for communicating within members of the same species, such as to attract mates as in the songs of the shield bug Nezara viridula. Vibrations can also be used to communicate between entirely different species; lycaenid (gossamer-winged butterfly) caterpillars which are myrmecophilous (living in a mutualistic association with ants) communicate with ants in this way. The Madagascar hissing cockroach has the ability to press air through its spiracles to make a hissing noise as a sign of aggression; the Death's-head Hawkmoth makes a squeaking noise by forcing air out of their pharynx when agitated, which may also reduce aggressive worker honey bee behavior when the two are in close proximity.", "targets": "Which insects has a song to attract males from the same species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de8a11beec784ad58088b23a5dfef141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species use vibrations for communicating within members of the same species, such as to attract mates as in the songs of the shield bug Nezara viridula. Vibrations can also be used to communicate between entirely different species; lycaenid (gossamer-winged butterfly) caterpillars which are myrmecophilous (living in a mutualistic association with ants) communicate with ants in this way. The Madagascar hissing cockroach has the ability to press air through its spiracles to make a hissing noise as a sign of aggression; the Death's-head Hawkmoth makes a squeaking noise by forcing air out of their pharynx when agitated, which may also reduce aggressive worker honey bee behavior when the two are in close proximity.", "targets": "What is a lycaenid caterpillar? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de8a11beec784ad58088b23a5dfef141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species use vibrations for communicating within members of the same species, such as to attract mates as in the songs of the shield bug Nezara viridula. Vibrations can also be used to communicate between entirely different species; lycaenid (gossamer-winged butterfly) caterpillars which are myrmecophilous (living in a mutualistic association with ants) communicate with ants in this way. The Madagascar hissing cockroach has the ability to press air through its spiracles to make a hissing noise as a sign of aggression; the Death's-head Hawkmoth makes a squeaking noise by forcing air out of their pharynx when agitated, which may also reduce aggressive worker honey bee behavior when the two are in close proximity.", "targets": "Living in association with ants is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bd390a719714640857bec0c27b79829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of India includes the prehistoric settlements and societies in the Indian subcontinent; the blending of the Indus Valley Civilization and Indo-Aryan culture into the Vedic Civilization; the development of Hinduism as a synthesis of various Indian cultures and traditions; the rise of the \u015arama\u1e47a movement; the decline of \u015arauta sacrifices and the birth of the initiatory traditions of Jainism, Buddhism, Shaivism, Vaishnavism and Shaktism; the onset of a succession of powerful dynasties and empires for more than two millennia throughout various geographic areas of the subcontinent, including the growth of Muslim dynasties during the Medieval period intertwined with Hindu powers; the advent of European traders resulting in the establishment of the British rule; and the subsequent independence movement that led to the Partition of India and the creation of the Republic of India.", "targets": "In what geographic area was the country of India established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bd390a719714640857bec0c27b79829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of India includes the prehistoric settlements and societies in the Indian subcontinent; the blending of the Indus Valley Civilization and Indo-Aryan culture into the Vedic Civilization; the development of Hinduism as a synthesis of various Indian cultures and traditions; the rise of the \u015arama\u1e47a movement; the decline of \u015arauta sacrifices and the birth of the initiatory traditions of Jainism, Buddhism, Shaivism, Vaishnavism and Shaktism; the onset of a succession of powerful dynasties and empires for more than two millennia throughout various geographic areas of the subcontinent, including the growth of Muslim dynasties during the Medieval period intertwined with Hindu powers; the advent of European traders resulting in the establishment of the British rule; and the subsequent independence movement that led to the Partition of India and the creation of the Republic of India.", "targets": "What did the joining of the Indus Valley and Indo-Aryan cultures produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bd390a719714640857bec0c27b79829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of India includes the prehistoric settlements and societies in the Indian subcontinent; the blending of the Indus Valley Civilization and Indo-Aryan culture into the Vedic Civilization; the development of Hinduism as a synthesis of various Indian cultures and traditions; the rise of the \u015arama\u1e47a movement; the decline of \u015arauta sacrifices and the birth of the initiatory traditions of Jainism, Buddhism, Shaivism, Vaishnavism and Shaktism; the onset of a succession of powerful dynasties and empires for more than two millennia throughout various geographic areas of the subcontinent, including the growth of Muslim dynasties during the Medieval period intertwined with Hindu powers; the advent of European traders resulting in the establishment of the British rule; and the subsequent independence movement that led to the Partition of India and the creation of the Republic of India.", "targets": "Of what is Hinduism a combination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bd390a719714640857bec0c27b79829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of India includes the prehistoric settlements and societies in the Indian subcontinent; the blending of the Indus Valley Civilization and Indo-Aryan culture into the Vedic Civilization; the development of Hinduism as a synthesis of various Indian cultures and traditions; the rise of the \u015arama\u1e47a movement; the decline of \u015arauta sacrifices and the birth of the initiatory traditions of Jainism, Buddhism, Shaivism, Vaishnavism and Shaktism; the onset of a succession of powerful dynasties and empires for more than two millennia throughout various geographic areas of the subcontinent, including the growth of Muslim dynasties during the Medieval period intertwined with Hindu powers; the advent of European traders resulting in the establishment of the British rule; and the subsequent independence movement that led to the Partition of India and the creation of the Republic of India.", "targets": "How long was the succession of powerful dynasties in the Indian subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bd390a719714640857bec0c27b79829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of India includes the prehistoric settlements and societies in the Indian subcontinent; the blending of the Indus Valley Civilization and Indo-Aryan culture into the Vedic Civilization; the development of Hinduism as a synthesis of various Indian cultures and traditions; the rise of the \u015arama\u1e47a movement; the decline of \u015arauta sacrifices and the birth of the initiatory traditions of Jainism, Buddhism, Shaivism, Vaishnavism and Shaktism; the onset of a succession of powerful dynasties and empires for more than two millennia throughout various geographic areas of the subcontinent, including the growth of Muslim dynasties during the Medieval period intertwined with Hindu powers; the advent of European traders resulting in the establishment of the British rule; and the subsequent independence movement that led to the Partition of India and the creation of the Republic of India.", "targets": "What movement lead to the founding of the Republic of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65e18daf6b4046f4b15f8df579e4e58e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Institute of technology (also: university of technology, polytechnic university, technikon, and technical college) is a designation employed for a wide range of learning institutions awarding different types of degrees and operating often at variable levels of the educational system. It may be an institution of higher education and advanced engineering and scientific research or professional vocational education, specializing in science, engineering, and technology or different sorts of technical subjects. It may also refer to a secondary education school focused in vocational training.[citation needed] The term institute of technology is often abbreviated IT and is not to be confused with information technology.", "targets": "What's a common abbreviation for the term institute of technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d187785f25974053b1199973b0bd3d8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Catholic Encyclopedia of 1907-1912, materialism, defined as \"a philosophical system which regards matter as the only reality in the world [...] denies the existence of God and the soul\". Materialism, in this view, therefore becomes incompatible with most world religions, including Christianity, Judaism, and Islam. In such a context one can conflate materialism with atheism. Most of Hinduism and transcendentalism regards all matter as an illusion called Maya, blinding humans from knowing \"the truth\". Maya is the limited, purely physical and mental reality in which our everyday consciousness has become entangled. Maya gets destroyed for a person when s/he perceives Brahman with transcendental knowledge.", "targets": "Based on the above definition, materialism is not consistent with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88e653b1b844bcf9cd72c04651fe582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Collective training at the unit level takes place at the unit's assigned station, but the most intensive training at higher echelons is conducted at the three combat training centers (CTC); the National Training Center (NTC) at Fort Irwin, California, the Joint Readiness Training Center (JRTC) at Fort Polk, Louisiana, and the Joint Multinational Training Center (JMRC) at the Hohenfels Training Area in Hohenfels, Germany. ARFORGEN is the Army Force Generation process approved in 2006 to meet the need to continuously replenish forces for deployment, at unit level, and for other echelons as required by the mission. Individual-level replenishment still requires training at a unit level, which is conducted at the continental US (CONUS) replacement center at Fort Bliss, in New Mexico and Texas, before their individual deployment.", "targets": "Where is the National Training Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88e653b1b844bcf9cd72c04651fe582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Collective training at the unit level takes place at the unit's assigned station, but the most intensive training at higher echelons is conducted at the three combat training centers (CTC); the National Training Center (NTC) at Fort Irwin, California, the Joint Readiness Training Center (JRTC) at Fort Polk, Louisiana, and the Joint Multinational Training Center (JMRC) at the Hohenfels Training Area in Hohenfels, Germany. ARFORGEN is the Army Force Generation process approved in 2006 to meet the need to continuously replenish forces for deployment, at unit level, and for other echelons as required by the mission. Individual-level replenishment still requires training at a unit level, which is conducted at the continental US (CONUS) replacement center at Fort Bliss, in New Mexico and Texas, before their individual deployment.", "targets": "Where is the Joint Readiness Training Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88e653b1b844bcf9cd72c04651fe582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Collective training at the unit level takes place at the unit's assigned station, but the most intensive training at higher echelons is conducted at the three combat training centers (CTC); the National Training Center (NTC) at Fort Irwin, California, the Joint Readiness Training Center (JRTC) at Fort Polk, Louisiana, and the Joint Multinational Training Center (JMRC) at the Hohenfels Training Area in Hohenfels, Germany. ARFORGEN is the Army Force Generation process approved in 2006 to meet the need to continuously replenish forces for deployment, at unit level, and for other echelons as required by the mission. Individual-level replenishment still requires training at a unit level, which is conducted at the continental US (CONUS) replacement center at Fort Bliss, in New Mexico and Texas, before their individual deployment.", "targets": "Where is the Joint Multinational Training Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88e653b1b844bcf9cd72c04651fe582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Collective training at the unit level takes place at the unit's assigned station, but the most intensive training at higher echelons is conducted at the three combat training centers (CTC); the National Training Center (NTC) at Fort Irwin, California, the Joint Readiness Training Center (JRTC) at Fort Polk, Louisiana, and the Joint Multinational Training Center (JMRC) at the Hohenfels Training Area in Hohenfels, Germany. ARFORGEN is the Army Force Generation process approved in 2006 to meet the need to continuously replenish forces for deployment, at unit level, and for other echelons as required by the mission. Individual-level replenishment still requires training at a unit level, which is conducted at the continental US (CONUS) replacement center at Fort Bliss, in New Mexico and Texas, before their individual deployment.", "targets": "In what year was ARFORGEN approved?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f88e653b1b844bcf9cd72c04651fe582", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Collective training at the unit level takes place at the unit's assigned station, but the most intensive training at higher echelons is conducted at the three combat training centers (CTC); the National Training Center (NTC) at Fort Irwin, California, the Joint Readiness Training Center (JRTC) at Fort Polk, Louisiana, and the Joint Multinational Training Center (JMRC) at the Hohenfels Training Area in Hohenfels, Germany. ARFORGEN is the Army Force Generation process approved in 2006 to meet the need to continuously replenish forces for deployment, at unit level, and for other echelons as required by the mission. Individual-level replenishment still requires training at a unit level, which is conducted at the continental US (CONUS) replacement center at Fort Bliss, in New Mexico and Texas, before their individual deployment.", "targets": "In what states is Fort Bliss located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1011e86770d34c74b893fc532f3a5e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 2011\u20132012 season, Barcelona had a long history of avoiding corporate sponsorship on the playing shirts. On 14 July 2006, the club announced a five-year agreement with UNICEF, which includes having the UNICEF logo on their shirts. The agreement had the club donate \u20ac1.5 million per year to UNICEF (0.7 percent of its ordinary income, equal to the UN International Aid Target, cf. ODA) via the FC Barcelona Foundation. The FC Barcelona Foundation is an entity set up in 1994 on the suggestion of then-chairman of the Economical-Statutory Committee, Jaime Gil-Aluja. The idea was to set up a foundation that could attract financial sponsorships to support a non-profit sport company. In 2004, a company could become one of 25 \"Honorary members\" by contributing between \u00a340,000\u201360,000 (\u00a354,800\u201382,300) per year. There are also 48 associate memberships available for an annual fee of \u00a314,000 (\u00a319,200) and an unlimited number of \"patronages\" for the cost of \u00a34,000 per year (\u00a35,500). It is unclear whether the honorary members have any formal say in club policy, but according to the author Anthony King, it is \"unlikely that Honorary Membership would not involve at least some informal influence over the club\".", "targets": "What corporate sponsorship did Barcelona agree to in 2006? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1011e86770d34c74b893fc532f3a5e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 2011\u20132012 season, Barcelona had a long history of avoiding corporate sponsorship on the playing shirts. On 14 July 2006, the club announced a five-year agreement with UNICEF, which includes having the UNICEF logo on their shirts. The agreement had the club donate \u20ac1.5 million per year to UNICEF (0.7 percent of its ordinary income, equal to the UN International Aid Target, cf. ODA) via the FC Barcelona Foundation. The FC Barcelona Foundation is an entity set up in 1994 on the suggestion of then-chairman of the Economical-Statutory Committee, Jaime Gil-Aluja. The idea was to set up a foundation that could attract financial sponsorships to support a non-profit sport company. In 2004, a company could become one of 25 \"Honorary members\" by contributing between \u00a340,000\u201360,000 (\u00a354,800\u201382,300) per year. There are also 48 associate memberships available for an annual fee of \u00a314,000 (\u00a319,200) and an unlimited number of \"patronages\" for the cost of \u00a34,000 per year (\u00a35,500). It is unclear whether the honorary members have any formal say in club policy, but according to the author Anthony King, it is \"unlikely that Honorary Membership would not involve at least some informal influence over the club\".", "targets": "How much does Barcelona donate to UNICEF per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1011e86770d34c74b893fc532f3a5e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 2011\u20132012 season, Barcelona had a long history of avoiding corporate sponsorship on the playing shirts. On 14 July 2006, the club announced a five-year agreement with UNICEF, which includes having the UNICEF logo on their shirts. The agreement had the club donate \u20ac1.5 million per year to UNICEF (0.7 percent of its ordinary income, equal to the UN International Aid Target, cf. ODA) via the FC Barcelona Foundation. The FC Barcelona Foundation is an entity set up in 1994 on the suggestion of then-chairman of the Economical-Statutory Committee, Jaime Gil-Aluja. The idea was to set up a foundation that could attract financial sponsorships to support a non-profit sport company. In 2004, a company could become one of 25 \"Honorary members\" by contributing between \u00a340,000\u201360,000 (\u00a354,800\u201382,300) per year. There are also 48 associate memberships available for an annual fee of \u00a314,000 (\u00a319,200) and an unlimited number of \"patronages\" for the cost of \u00a34,000 per year (\u00a35,500). It is unclear whether the honorary members have any formal say in club policy, but according to the author Anthony King, it is \"unlikely that Honorary Membership would not involve at least some informal influence over the club\".", "targets": "What target does the Barcelona donation to UNICEF match?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1011e86770d34c74b893fc532f3a5e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 2011\u20132012 season, Barcelona had a long history of avoiding corporate sponsorship on the playing shirts. On 14 July 2006, the club announced a five-year agreement with UNICEF, which includes having the UNICEF logo on their shirts. The agreement had the club donate \u20ac1.5 million per year to UNICEF (0.7 percent of its ordinary income, equal to the UN International Aid Target, cf. ODA) via the FC Barcelona Foundation. The FC Barcelona Foundation is an entity set up in 1994 on the suggestion of then-chairman of the Economical-Statutory Committee, Jaime Gil-Aluja. The idea was to set up a foundation that could attract financial sponsorships to support a non-profit sport company. In 2004, a company could become one of 25 \"Honorary members\" by contributing between \u00a340,000\u201360,000 (\u00a354,800\u201382,300) per year. There are also 48 associate memberships available for an annual fee of \u00a314,000 (\u00a319,200) and an unlimited number of \"patronages\" for the cost of \u00a34,000 per year (\u00a35,500). It is unclear whether the honorary members have any formal say in club policy, but according to the author Anthony King, it is \"unlikely that Honorary Membership would not involve at least some informal influence over the club\".", "targets": "Who recommended setting up the FC Barcelona Foundation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1011e86770d34c74b893fc532f3a5e76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prior to the 2011\u20132012 season, Barcelona had a long history of avoiding corporate sponsorship on the playing shirts. On 14 July 2006, the club announced a five-year agreement with UNICEF, which includes having the UNICEF logo on their shirts. The agreement had the club donate \u20ac1.5 million per year to UNICEF (0.7 percent of its ordinary income, equal to the UN International Aid Target, cf. ODA) via the FC Barcelona Foundation. The FC Barcelona Foundation is an entity set up in 1994 on the suggestion of then-chairman of the Economical-Statutory Committee, Jaime Gil-Aluja. The idea was to set up a foundation that could attract financial sponsorships to support a non-profit sport company. In 2004, a company could become one of 25 \"Honorary members\" by contributing between \u00a340,000\u201360,000 (\u00a354,800\u201382,300) per year. There are also 48 associate memberships available for an annual fee of \u00a314,000 (\u00a319,200) and an unlimited number of \"patronages\" for the cost of \u00a34,000 per year (\u00a35,500). It is unclear whether the honorary members have any formal say in club policy, but according to the author Anthony King, it is \"unlikely that Honorary Membership would not involve at least some informal influence over the club\".", "targets": "What was the Barcelona foundation meant to attract? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87dbf7a360f34d5b82e740c95c3196c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Earth contains about 434 billion cubic meters of growing stock forest, 47% of which is commercial. As an abundant, carbon-neutral renewable resource, woody materials have been of intense interest as a source of renewable energy. In 1991, approximately 3.5 cubic kilometers of wood were harvested. Dominant uses were for furniture and building construction.", "targets": "How many cubic meters of growing stock forest are there on the planet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87dbf7a360f34d5b82e740c95c3196c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Earth contains about 434 billion cubic meters of growing stock forest, 47% of which is commercial. As an abundant, carbon-neutral renewable resource, woody materials have been of intense interest as a source of renewable energy. In 1991, approximately 3.5 cubic kilometers of wood were harvested. Dominant uses were for furniture and building construction.", "targets": "What percentage of the Earth's stock forest is commercial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87dbf7a360f34d5b82e740c95c3196c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Earth contains about 434 billion cubic meters of growing stock forest, 47% of which is commercial. As an abundant, carbon-neutral renewable resource, woody materials have been of intense interest as a source of renewable energy. In 1991, approximately 3.5 cubic kilometers of wood were harvested. Dominant uses were for furniture and building construction.", "targets": "In addition to buildings, what is wood often used to make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87dbf7a360f34d5b82e740c95c3196c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Earth contains about 434 billion cubic meters of growing stock forest, 47% of which is commercial. As an abundant, carbon-neutral renewable resource, woody materials have been of intense interest as a source of renewable energy. In 1991, approximately 3.5 cubic kilometers of wood were harvested. Dominant uses were for furniture and building construction.", "targets": "About how many cubic kilometers of the vast stock forest's wood were harvested in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87dbf7a360f34d5b82e740c95c3196c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Earth contains about 434 billion cubic meters of growing stock forest, 47% of which is commercial. As an abundant, carbon-neutral renewable resource, woody materials have been of intense interest as a source of renewable energy. In 1991, approximately 3.5 cubic kilometers of wood were harvested. Dominant uses were for furniture and building construction.", "targets": "In addition to being carbon neutral, what other adjective describes wood that makes it compelling as a renewable energy source?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d5217a940b647ffa1a6ed541884d915", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The specifics of Paleo-Indian migration to and throughout the Americas, including the exact dates and routes traveled, provide the subject of ongoing research and discussion. According to archaeological and genetic evidence, North and South America were the last continents in the world with human habitation. During the Wisconsin glaciation, 50\u201317,000 years ago, falling sea levels allowed people to move across the land bridge of Beringia that joined Siberia to north west North America (Alaska). Alaska was a glacial refugia because it had low snowfall, allowing a small population to exist. The Laurentide Ice Sheet covered most of North America, blocking nomadic inhabitants and confining them to Alaska (East Beringia) for thousands of years.", "targets": "How Paleo-Indians migrated to the Americas is still a matter for what type of research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d5217a940b647ffa1a6ed541884d915", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The specifics of Paleo-Indian migration to and throughout the Americas, including the exact dates and routes traveled, provide the subject of ongoing research and discussion. According to archaeological and genetic evidence, North and South America were the last continents in the world with human habitation. During the Wisconsin glaciation, 50\u201317,000 years ago, falling sea levels allowed people to move across the land bridge of Beringia that joined Siberia to north west North America (Alaska). Alaska was a glacial refugia because it had low snowfall, allowing a small population to exist. The Laurentide Ice Sheet covered most of North America, blocking nomadic inhabitants and confining them to Alaska (East Beringia) for thousands of years.", "targets": "When did humans inhabit North and South America's continents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d5217a940b647ffa1a6ed541884d915", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The specifics of Paleo-Indian migration to and throughout the Americas, including the exact dates and routes traveled, provide the subject of ongoing research and discussion. According to archaeological and genetic evidence, North and South America were the last continents in the world with human habitation. During the Wisconsin glaciation, 50\u201317,000 years ago, falling sea levels allowed people to move across the land bridge of Beringia that joined Siberia to north west North America (Alaska). Alaska was a glacial refugia because it had low snowfall, allowing a small population to exist. The Laurentide Ice Sheet covered most of North America, blocking nomadic inhabitants and confining them to Alaska (East Beringia) for thousands of years.", "targets": "What allowed people to move across Beringia to North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d5217a940b647ffa1a6ed541884d915", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The specifics of Paleo-Indian migration to and throughout the Americas, including the exact dates and routes traveled, provide the subject of ongoing research and discussion. According to archaeological and genetic evidence, North and South America were the last continents in the world with human habitation. During the Wisconsin glaciation, 50\u201317,000 years ago, falling sea levels allowed people to move across the land bridge of Beringia that joined Siberia to north west North America (Alaska). Alaska was a glacial refugia because it had low snowfall, allowing a small population to exist. The Laurentide Ice Sheet covered most of North America, blocking nomadic inhabitants and confining them to Alaska (East Beringia) for thousands of years.", "targets": "A small population could exist in Alaska because of it's lack of any significant what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d5217a940b647ffa1a6ed541884d915", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The specifics of Paleo-Indian migration to and throughout the Americas, including the exact dates and routes traveled, provide the subject of ongoing research and discussion. According to archaeological and genetic evidence, North and South America were the last continents in the world with human habitation. During the Wisconsin glaciation, 50\u201317,000 years ago, falling sea levels allowed people to move across the land bridge of Beringia that joined Siberia to north west North America (Alaska). Alaska was a glacial refugia because it had low snowfall, allowing a small population to exist. The Laurentide Ice Sheet covered most of North America, blocking nomadic inhabitants and confining them to Alaska (East Beringia) for thousands of years.", "targets": "What confined the nomadic inhabitants to East Beringia for thousands of years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b13e8e4684a4b3bbb015991483fb973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their initial reluctance, the Successors seem to have later deliberately naturalized themselves to their different regions, presumably in order to help maintain control of the population. In the Ptolemaic kingdom, we find some Egyptianized Greeks by the 2nd century onwards. The Indo-Greek kingdom, we find kings who were converts to Buddhism (e.g. Menander). The Greeks in the regions therefore gradually become 'localized', adopting local customs as appropriate. In this way, hybrid 'Hellenistic' cultures naturally emerged, at least among the upper echelons of society.", "targets": "Menander converted to what religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b13e8e4684a4b3bbb015991483fb973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their initial reluctance, the Successors seem to have later deliberately naturalized themselves to their different regions, presumably in order to help maintain control of the population. In the Ptolemaic kingdom, we find some Egyptianized Greeks by the 2nd century onwards. The Indo-Greek kingdom, we find kings who were converts to Buddhism (e.g. Menander). The Greeks in the regions therefore gradually become 'localized', adopting local customs as appropriate. In this way, hybrid 'Hellenistic' cultures naturally emerged, at least among the upper echelons of society.", "targets": "Egyptianized Greeks in the Ptolemaic kingdom started to exist by which century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b13e8e4684a4b3bbb015991483fb973", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their initial reluctance, the Successors seem to have later deliberately naturalized themselves to their different regions, presumably in order to help maintain control of the population. In the Ptolemaic kingdom, we find some Egyptianized Greeks by the 2nd century onwards. The Indo-Greek kingdom, we find kings who were converts to Buddhism (e.g. Menander). The Greeks in the regions therefore gradually become 'localized', adopting local customs as appropriate. In this way, hybrid 'Hellenistic' cultures naturally emerged, at least among the upper echelons of society.", "targets": "Greeks adopted what from local cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2eda1cd5784ee9a960c0a3a65c47ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Anwar Sadat's ascension to the Egyptian presidency, Libya's relations with Egypt deteriorated. Sadat was perturbed by Gaddafi's unpredictability and insistence that Egypt required a cultural revolution. In February 1973, Israeli forces shot down Libyan Arab Airlines Flight 114, which had strayed from Egyptian airspace into Israeli-held territory during a sandstorm. Gaddafi was infuriated that Egypt had not done more to prevent the incident, and in retaliation planned to destroy the RMS Queen Elizabeth 2, a British ship chartered by American Jews to sail to Haifa for Israel's 25th anniversary. Gaddafi ordered an Egyptian submarine to target the ship, but Sadat cancelled the order, fearing a military escalation.", "targets": "Whose rise to the presidency of Egypt led to the decline in relations between Egypt and Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2eda1cd5784ee9a960c0a3a65c47ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Anwar Sadat's ascension to the Egyptian presidency, Libya's relations with Egypt deteriorated. Sadat was perturbed by Gaddafi's unpredictability and insistence that Egypt required a cultural revolution. In February 1973, Israeli forces shot down Libyan Arab Airlines Flight 114, which had strayed from Egyptian airspace into Israeli-held territory during a sandstorm. Gaddafi was infuriated that Egypt had not done more to prevent the incident, and in retaliation planned to destroy the RMS Queen Elizabeth 2, a British ship chartered by American Jews to sail to Haifa for Israel's 25th anniversary. Gaddafi ordered an Egyptian submarine to target the ship, but Sadat cancelled the order, fearing a military escalation.", "targets": "What nation's military destroyed Libyan Arab Airlines Flight 114?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2eda1cd5784ee9a960c0a3a65c47ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Anwar Sadat's ascension to the Egyptian presidency, Libya's relations with Egypt deteriorated. Sadat was perturbed by Gaddafi's unpredictability and insistence that Egypt required a cultural revolution. In February 1973, Israeli forces shot down Libyan Arab Airlines Flight 114, which had strayed from Egyptian airspace into Israeli-held territory during a sandstorm. Gaddafi was infuriated that Egypt had not done more to prevent the incident, and in retaliation planned to destroy the RMS Queen Elizabeth 2, a British ship chartered by American Jews to sail to Haifa for Israel's 25th anniversary. Gaddafi ordered an Egyptian submarine to target the ship, but Sadat cancelled the order, fearing a military escalation.", "targets": "What city was the destination of RMS Queen Elizabeth 2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2eda1cd5784ee9a960c0a3a65c47ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Anwar Sadat's ascension to the Egyptian presidency, Libya's relations with Egypt deteriorated. Sadat was perturbed by Gaddafi's unpredictability and insistence that Egypt required a cultural revolution. In February 1973, Israeli forces shot down Libyan Arab Airlines Flight 114, which had strayed from Egyptian airspace into Israeli-held territory during a sandstorm. Gaddafi was infuriated that Egypt had not done more to prevent the incident, and in retaliation planned to destroy the RMS Queen Elizabeth 2, a British ship chartered by American Jews to sail to Haifa for Israel's 25th anniversary. Gaddafi ordered an Egyptian submarine to target the ship, but Sadat cancelled the order, fearing a military escalation.", "targets": "Why did Libyan Arab Airlines Flight 114 accidentally fly into Israel's airspace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af2eda1cd5784ee9a960c0a3a65c47ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Anwar Sadat's ascension to the Egyptian presidency, Libya's relations with Egypt deteriorated. Sadat was perturbed by Gaddafi's unpredictability and insistence that Egypt required a cultural revolution. In February 1973, Israeli forces shot down Libyan Arab Airlines Flight 114, which had strayed from Egyptian airspace into Israeli-held territory during a sandstorm. Gaddafi was infuriated that Egypt had not done more to prevent the incident, and in retaliation planned to destroy the RMS Queen Elizabeth 2, a British ship chartered by American Jews to sail to Haifa for Israel's 25th anniversary. Gaddafi ordered an Egyptian submarine to target the ship, but Sadat cancelled the order, fearing a military escalation.", "targets": "Jews from what nation chartered the RMS Queen Elizabeth 2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962780470f1499bab3a839ffe79654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LED lamps have been advocated as the newest and best environmental lighting method. According to the Energy Saving Trust, LED lamps use only 10% power compared to a standard incandescent bulb, where compact fluorescent lamps use 20% and energy saving halogen lamps 70%. The lifetime is also much longer \u2014 up to 50,000 hours. A downside is still the initial cost, which is higher than that of compact fluorescent lamps.", "targets": "How much more power does a standard incandescent bulb use compared to LED?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962780470f1499bab3a839ffe79654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LED lamps have been advocated as the newest and best environmental lighting method. According to the Energy Saving Trust, LED lamps use only 10% power compared to a standard incandescent bulb, where compact fluorescent lamps use 20% and energy saving halogen lamps 70%. The lifetime is also much longer \u2014 up to 50,000 hours. A downside is still the initial cost, which is higher than that of compact fluorescent lamps.", "targets": "What is the average lifetime of a CFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962780470f1499bab3a839ffe79654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LED lamps have been advocated as the newest and best environmental lighting method. According to the Energy Saving Trust, LED lamps use only 10% power compared to a standard incandescent bulb, where compact fluorescent lamps use 20% and energy saving halogen lamps 70%. The lifetime is also much longer \u2014 up to 50,000 hours. A downside is still the initial cost, which is higher than that of compact fluorescent lamps.", "targets": "What is the average lifetime of a CFL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962780470f1499bab3a839ffe79654e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LED lamps have been advocated as the newest and best environmental lighting method. According to the Energy Saving Trust, LED lamps use only 10% power compared to a standard incandescent bulb, where compact fluorescent lamps use 20% and energy saving halogen lamps 70%. The lifetime is also much longer \u2014 up to 50,000 hours. A downside is still the initial cost, which is higher than that of compact fluorescent lamps.", "targets": "How much power does a halogen lamp save compared to a standard blub?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86473ffa9fe04c9eb714fd87daa4247d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike in Westminster style legislatures or as with the Senate Majority Leader, the House Majority Leader's duties and prominence vary depending upon the style and power of the Speaker of the House. Typically, the Speaker does not participate in debate and rarely votes on the floor. In some cases, Majority Leaders have been more influential than the Speaker; notably Tom DeLay who was more prominent than Speaker Dennis Hastert. In addition, Speaker Newt Gingrich delegated to Dick Armey an unprecedented level of authority over scheduling legislation on the House floor.", "targets": "Does speaker of the House participate in dbate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86473ffa9fe04c9eb714fd87daa4247d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike in Westminster style legislatures or as with the Senate Majority Leader, the House Majority Leader's duties and prominence vary depending upon the style and power of the Speaker of the House. Typically, the Speaker does not participate in debate and rarely votes on the floor. In some cases, Majority Leaders have been more influential than the Speaker; notably Tom DeLay who was more prominent than Speaker Dennis Hastert. In addition, Speaker Newt Gingrich delegated to Dick Armey an unprecedented level of authority over scheduling legislation on the House floor.", "targets": "Are snate majority leaders more influential than Speaker of the house??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86473ffa9fe04c9eb714fd87daa4247d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike in Westminster style legislatures or as with the Senate Majority Leader, the House Majority Leader's duties and prominence vary depending upon the style and power of the Speaker of the House. Typically, the Speaker does not participate in debate and rarely votes on the floor. In some cases, Majority Leaders have been more influential than the Speaker; notably Tom DeLay who was more prominent than Speaker Dennis Hastert. In addition, Speaker Newt Gingrich delegated to Dick Armey an unprecedented level of authority over scheduling legislation on the House floor.", "targets": "Who did Newt Gingrich delegate much authority to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86473ffa9fe04c9eb714fd87daa4247d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike in Westminster style legislatures or as with the Senate Majority Leader, the House Majority Leader's duties and prominence vary depending upon the style and power of the Speaker of the House. Typically, the Speaker does not participate in debate and rarely votes on the floor. In some cases, Majority Leaders have been more influential than the Speaker; notably Tom DeLay who was more prominent than Speaker Dennis Hastert. In addition, Speaker Newt Gingrich delegated to Dick Armey an unprecedented level of authority over scheduling legislation on the House floor.", "targets": "Who was speaker of the house When Tom Delay was Majority leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cfd76641cff48eda2028cbf6ff99bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab witnessed major battles between the armies of India and Pakistan in the wars of 1965 and 1971. Since the 1990s Punjab hosted several key sites of Pakistan's nuclear program such as Kahuta. It also hosts major military bases such as at Sargodha and Rawalpindi. The peace process between India and Pakistan, which began in earnest in 2004, has helped pacify the situation. Trade and people-to-people contacts through the Wagah border are now starting to become common. Indian Sikh pilgrims visit holy sites such as Nankana Sahib.", "targets": "When did India and Pakistan fight in Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cfd76641cff48eda2028cbf6ff99bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab witnessed major battles between the armies of India and Pakistan in the wars of 1965 and 1971. Since the 1990s Punjab hosted several key sites of Pakistan's nuclear program such as Kahuta. It also hosts major military bases such as at Sargodha and Rawalpindi. The peace process between India and Pakistan, which began in earnest in 2004, has helped pacify the situation. Trade and people-to-people contacts through the Wagah border are now starting to become common. Indian Sikh pilgrims visit holy sites such as Nankana Sahib.", "targets": "What is Kahuta an important location for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cfd76641cff48eda2028cbf6ff99bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab witnessed major battles between the armies of India and Pakistan in the wars of 1965 and 1971. Since the 1990s Punjab hosted several key sites of Pakistan's nuclear program such as Kahuta. It also hosts major military bases such as at Sargodha and Rawalpindi. The peace process between India and Pakistan, which began in earnest in 2004, has helped pacify the situation. Trade and people-to-people contacts through the Wagah border are now starting to become common. Indian Sikh pilgrims visit holy sites such as Nankana Sahib.", "targets": "Where does Punjab have major military bases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cfd76641cff48eda2028cbf6ff99bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab witnessed major battles between the armies of India and Pakistan in the wars of 1965 and 1971. Since the 1990s Punjab hosted several key sites of Pakistan's nuclear program such as Kahuta. It also hosts major military bases such as at Sargodha and Rawalpindi. The peace process between India and Pakistan, which began in earnest in 2004, has helped pacify the situation. Trade and people-to-people contacts through the Wagah border are now starting to become common. Indian Sikh pilgrims visit holy sites such as Nankana Sahib.", "targets": "When did India and Pakistan begin serious peace talks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cfd76641cff48eda2028cbf6ff99bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Punjab witnessed major battles between the armies of India and Pakistan in the wars of 1965 and 1971. Since the 1990s Punjab hosted several key sites of Pakistan's nuclear program such as Kahuta. It also hosts major military bases such as at Sargodha and Rawalpindi. The peace process between India and Pakistan, which began in earnest in 2004, has helped pacify the situation. Trade and people-to-people contacts through the Wagah border are now starting to become common. Indian Sikh pilgrims visit holy sites such as Nankana Sahib.", "targets": "Who visits Nankana Sahib?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5c94c3d7beb42568fdaaa167ef8ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The considerable spending did not lead to more growth and did not benefit the poor. Much of the increased spending has gone to current expenditures related to wages, transfers, and subsidies. The wage bill today constitutes over 15% of GDP and 55% of total public spending; these are some of the highest levels on the African continent. The recent rapid growth in SACU revenues has, however, reversed the fiscal situation, and a sizeable surplus was recorded since 2006. SACU revenues today account for over 60% of total government revenues. On the positive side, the external debt burden has declined markedly over the last 20 years, and domestic debt is almost negligible; external debt as a percent of GDP was less than 20% in 2006.", "targets": "What amount of total public spending in Swaziland is going to wages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5c94c3d7beb42568fdaaa167ef8ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The considerable spending did not lead to more growth and did not benefit the poor. Much of the increased spending has gone to current expenditures related to wages, transfers, and subsidies. The wage bill today constitutes over 15% of GDP and 55% of total public spending; these are some of the highest levels on the African continent. The recent rapid growth in SACU revenues has, however, reversed the fiscal situation, and a sizeable surplus was recorded since 2006. SACU revenues today account for over 60% of total government revenues. On the positive side, the external debt burden has declined markedly over the last 20 years, and domestic debt is almost negligible; external debt as a percent of GDP was less than 20% in 2006.", "targets": "What amount of government revenue in Swaziland is from the SACU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5c94c3d7beb42568fdaaa167ef8ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The considerable spending did not lead to more growth and did not benefit the poor. Much of the increased spending has gone to current expenditures related to wages, transfers, and subsidies. The wage bill today constitutes over 15% of GDP and 55% of total public spending; these are some of the highest levels on the African continent. The recent rapid growth in SACU revenues has, however, reversed the fiscal situation, and a sizeable surplus was recorded since 2006. SACU revenues today account for over 60% of total government revenues. On the positive side, the external debt burden has declined markedly over the last 20 years, and domestic debt is almost negligible; external debt as a percent of GDP was less than 20% in 2006.", "targets": "What has happened to debt external onus  in Swaziland in the past two decades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5c94c3d7beb42568fdaaa167ef8ab87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The considerable spending did not lead to more growth and did not benefit the poor. Much of the increased spending has gone to current expenditures related to wages, transfers, and subsidies. The wage bill today constitutes over 15% of GDP and 55% of total public spending; these are some of the highest levels on the African continent. The recent rapid growth in SACU revenues has, however, reversed the fiscal situation, and a sizeable surplus was recorded since 2006. SACU revenues today account for over 60% of total government revenues. On the positive side, the external debt burden has declined markedly over the last 20 years, and domestic debt is almost negligible; external debt as a percent of GDP was less than 20% in 2006.", "targets": "What percentage of the GDP was represented by outside debt in Swaziland in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce4296ff9bd4b2ebc0ea827f998f18f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different linguists therefore take different approaches to the problem of assigning sounds to phonemes. For example, they differ in the extent to which they require allophones to be phonetically similar. There are also differing ideas as to whether this grouping of sounds is purely a tool for linguistic analysis, or reflects an actual process in the way the human brain processes a language.", "targets": "What are assigned to phonemes by different linguists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce4296ff9bd4b2ebc0ea827f998f18f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different linguists therefore take different approaches to the problem of assigning sounds to phonemes. For example, they differ in the extent to which they require allophones to be phonetically similar. There are also differing ideas as to whether this grouping of sounds is purely a tool for linguistic analysis, or reflects an actual process in the way the human brain processes a language.", "targets": "What part of a human does language processing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ce4296ff9bd4b2ebc0ea827f998f18f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Different linguists therefore take different approaches to the problem of assigning sounds to phonemes. For example, they differ in the extent to which they require allophones to be phonetically similar. There are also differing ideas as to whether this grouping of sounds is purely a tool for linguistic analysis, or reflects an actual process in the way the human brain processes a language.", "targets": "The phonetical similarity of what thing causes disagreements between linguists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be067c033624aadb6bd8c7a7723b30d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The customary law of Normandy was developed between the 10th and 13th centuries and survives today through the legal systems of Jersey and Guernsey in the Channel Islands. Norman customary law was transcribed in two customaries in Latin by two judges for use by them and their colleagues: These are the Tr\u00e8s ancien coutumier (Very ancient customary), authored between 1200 and 1245; and the Grand coutumier de Normandie (Great customary of Normandy, originally Summa de legibus Normanniae in curia la\u00efcali), authored between 1235 and 1245.", "targets": "Where are Jersey and Guernsey"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8be067c033624aadb6bd8c7a7723b30d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The customary law of Normandy was developed between the 10th and 13th centuries and survives today through the legal systems of Jersey and Guernsey in the Channel Islands. Norman customary law was transcribed in two customaries in Latin by two judges for use by them and their colleagues: These are the Tr\u00e8s ancien coutumier (Very ancient customary), authored between 1200 and 1245; and the Grand coutumier de Normandie (Great customary of Normandy, originally Summa de legibus Normanniae in curia la\u00efcali), authored between 1235 and 1245.", "targets": "How many customaries does Norman customary law have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-427d47498bfb4d509a0dcdaca286eb4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 287 BC, the economic condition of the average plebeian had become poor. The problem appears to have centered around widespread indebtedness. The plebeians demanded relief, but the senators refused to address their situation. The result was the final plebeian secession. The plebeians seceded to the Janiculum hill. To end the secession, a dictator was appointed. The dictator passed a law (the Lex Hortensia), which ended the requirement that the patrician senators must agree before any bill could be considered by the Plebeian Council. This was not the first law to require that an act of the Plebeian Council have the full force of law. The Plebeian Council acquired this power during a modification to the original Valerian law in 449 BC. The significance of this law was in the fact that it robbed the patricians of their final weapon over the plebeians. The result was that control over the state fell, not onto the shoulders of voters, but to the new plebeian nobility.", "targets": "What was the economic status of your typical plebeian in 287 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-427d47498bfb4d509a0dcdaca286eb4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 287 BC, the economic condition of the average plebeian had become poor. The problem appears to have centered around widespread indebtedness. The plebeians demanded relief, but the senators refused to address their situation. The result was the final plebeian secession. The plebeians seceded to the Janiculum hill. To end the secession, a dictator was appointed. The dictator passed a law (the Lex Hortensia), which ended the requirement that the patrician senators must agree before any bill could be considered by the Plebeian Council. This was not the first law to require that an act of the Plebeian Council have the full force of law. The Plebeian Council acquired this power during a modification to the original Valerian law in 449 BC. The significance of this law was in the fact that it robbed the patricians of their final weapon over the plebeians. The result was that control over the state fell, not onto the shoulders of voters, but to the new plebeian nobility.", "targets": "Who refused to concern themselves with the plebeians debt situation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-427d47498bfb4d509a0dcdaca286eb4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 287 BC, the economic condition of the average plebeian had become poor. The problem appears to have centered around widespread indebtedness. The plebeians demanded relief, but the senators refused to address their situation. The result was the final plebeian secession. The plebeians seceded to the Janiculum hill. To end the secession, a dictator was appointed. The dictator passed a law (the Lex Hortensia), which ended the requirement that the patrician senators must agree before any bill could be considered by the Plebeian Council. This was not the first law to require that an act of the Plebeian Council have the full force of law. The Plebeian Council acquired this power during a modification to the original Valerian law in 449 BC. The significance of this law was in the fact that it robbed the patricians of their final weapon over the plebeians. The result was that control over the state fell, not onto the shoulders of voters, but to the new plebeian nobility.", "targets": "What did the patrician senators refusal to address the accumulating debt of the plebeians lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-427d47498bfb4d509a0dcdaca286eb4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 287 BC, the economic condition of the average plebeian had become poor. The problem appears to have centered around widespread indebtedness. The plebeians demanded relief, but the senators refused to address their situation. The result was the final plebeian secession. The plebeians seceded to the Janiculum hill. To end the secession, a dictator was appointed. The dictator passed a law (the Lex Hortensia), which ended the requirement that the patrician senators must agree before any bill could be considered by the Plebeian Council. This was not the first law to require that an act of the Plebeian Council have the full force of law. The Plebeian Council acquired this power during a modification to the original Valerian law in 449 BC. The significance of this law was in the fact that it robbed the patricians of their final weapon over the plebeians. The result was that control over the state fell, not onto the shoulders of voters, but to the new plebeian nobility.", "targets": "What law was passed that allowed the Plebeian Council to consider a bill without the approval of the patrician senators?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de391d4132bc416db98f2e51f32b8fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a distinct difference between Kahnweiler\u2019s Cubists and the Salon Cubists. Prior to 1914, Picasso, Braque, Gris and L\u00e9ger (to a lesser extent) gained the support of a single committed art dealer in Paris, Daniel-Henry Kahnweiler, who guaranteed them an annual income for the exclusive right to buy their works. Kahnweiler sold only to a small circle of connoisseurs. His support gave his artists the freedom to experiment in relative privacy. Picasso worked in Montmartre until 1912, while Braque and Gris remained there until after the First World War. L\u00e9ger was based in Montparnasse.", "targets": "Where did Picassos work until 1912? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de391d4132bc416db98f2e51f32b8fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a distinct difference between Kahnweiler\u2019s Cubists and the Salon Cubists. Prior to 1914, Picasso, Braque, Gris and L\u00e9ger (to a lesser extent) gained the support of a single committed art dealer in Paris, Daniel-Henry Kahnweiler, who guaranteed them an annual income for the exclusive right to buy their works. Kahnweiler sold only to a small circle of connoisseurs. His support gave his artists the freedom to experiment in relative privacy. Picasso worked in Montmartre until 1912, while Braque and Gris remained there until after the First World War. L\u00e9ger was based in Montparnasse.", "targets": "Where did Braque and Gris stay until the end of the World War I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de391d4132bc416db98f2e51f32b8fe3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There was a distinct difference between Kahnweiler\u2019s Cubists and the Salon Cubists. Prior to 1914, Picasso, Braque, Gris and L\u00e9ger (to a lesser extent) gained the support of a single committed art dealer in Paris, Daniel-Henry Kahnweiler, who guaranteed them an annual income for the exclusive right to buy their works. Kahnweiler sold only to a small circle of connoisseurs. His support gave his artists the freedom to experiment in relative privacy. Picasso worked in Montmartre until 1912, while Braque and Gris remained there until after the First World War. L\u00e9ger was based in Montparnasse.", "targets": "Where was Leger based around 1912? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db5f4b93eb724a2a86567849e32086dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Appalachian refers to several different regions associated with the mountain range. Most broadly, it refers to the entire mountain range with its surrounding hills and the dissected plateau region. The term is often used more restrictively to refer to regions in the central and southern Appalachian Mountains, usually including areas in the states of Kentucky, Tennessee, Virginia, Maryland, West Virginia, and North Carolina, as well as sometimes extending as far south as northern Alabama, Georgia and western South Carolina, and as far north as Pennsylvania, southern Ohio and parts of southern upstate New York.", "targets": "What does the term Appalachian refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db5f4b93eb724a2a86567849e32086dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term Appalachian refers to several different regions associated with the mountain range. Most broadly, it refers to the entire mountain range with its surrounding hills and the dissected plateau region. The term is often used more restrictively to refer to regions in the central and southern Appalachian Mountains, usually including areas in the states of Kentucky, Tennessee, Virginia, Maryland, West Virginia, and North Carolina, as well as sometimes extending as far south as northern Alabama, Georgia and western South Carolina, and as far north as Pennsylvania, southern Ohio and parts of southern upstate New York.", "targets": "What states comprise of the southern Appalachian mountains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db676e7675484f8da9290429254aa4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastid differentiation is not permanent, in fact many interconversions are possible. Chloroplasts may be converted to chromoplasts, which are pigment-filled plastids responsible for the bright colors seen in flowers and ripe fruit. Starch storing amyloplasts can also be converted to chromoplasts, and it is possible for proplastids to develop straight into chromoplasts. Chromoplasts and amyloplasts can also become chloroplasts, like what happens when a carrot or a potato is illuminated. If a plant is injured, or something else causes a plant cell to revert to a meristematic state, chloroplasts and other plastids can turn back into proplastids. Chloroplast, amyloplast, chromoplast, proplast, etc., are not absolute states\u2014intermediate forms are common.", "targets": "What can chloroplasts change into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db676e7675484f8da9290429254aa4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastid differentiation is not permanent, in fact many interconversions are possible. Chloroplasts may be converted to chromoplasts, which are pigment-filled plastids responsible for the bright colors seen in flowers and ripe fruit. Starch storing amyloplasts can also be converted to chromoplasts, and it is possible for proplastids to develop straight into chromoplasts. Chromoplasts and amyloplasts can also become chloroplasts, like what happens when a carrot or a potato is illuminated. If a plant is injured, or something else causes a plant cell to revert to a meristematic state, chloroplasts and other plastids can turn back into proplastids. Chloroplast, amyloplast, chromoplast, proplast, etc., are not absolute states\u2014intermediate forms are common.", "targets": "What are chromoplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db676e7675484f8da9290429254aa4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastid differentiation is not permanent, in fact many interconversions are possible. Chloroplasts may be converted to chromoplasts, which are pigment-filled plastids responsible for the bright colors seen in flowers and ripe fruit. Starch storing amyloplasts can also be converted to chromoplasts, and it is possible for proplastids to develop straight into chromoplasts. Chromoplasts and amyloplasts can also become chloroplasts, like what happens when a carrot or a potato is illuminated. If a plant is injured, or something else causes a plant cell to revert to a meristematic state, chloroplasts and other plastids can turn back into proplastids. Chloroplast, amyloplast, chromoplast, proplast, etc., are not absolute states\u2014intermediate forms are common.", "targets": "What can amyloplasts become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db676e7675484f8da9290429254aa4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastid differentiation is not permanent, in fact many interconversions are possible. Chloroplasts may be converted to chromoplasts, which are pigment-filled plastids responsible for the bright colors seen in flowers and ripe fruit. Starch storing amyloplasts can also be converted to chromoplasts, and it is possible for proplastids to develop straight into chromoplasts. Chromoplasts and amyloplasts can also become chloroplasts, like what happens when a carrot or a potato is illuminated. If a plant is injured, or something else causes a plant cell to revert to a meristematic state, chloroplasts and other plastids can turn back into proplastids. Chloroplast, amyloplast, chromoplast, proplast, etc., are not absolute states\u2014intermediate forms are common.", "targets": "What can proplastids become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db676e7675484f8da9290429254aa4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plastid differentiation is not permanent, in fact many interconversions are possible. Chloroplasts may be converted to chromoplasts, which are pigment-filled plastids responsible for the bright colors seen in flowers and ripe fruit. Starch storing amyloplasts can also be converted to chromoplasts, and it is possible for proplastids to develop straight into chromoplasts. Chromoplasts and amyloplasts can also become chloroplasts, like what happens when a carrot or a potato is illuminated. If a plant is injured, or something else causes a plant cell to revert to a meristematic state, chloroplasts and other plastids can turn back into proplastids. Chloroplast, amyloplast, chromoplast, proplast, etc., are not absolute states\u2014intermediate forms are common.", "targets": "When a plant is injured, what can become proplastids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19083277610d496f863ed6af24c1b509", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of this particular representation of The Immaculate Conception spread across the rest of Europe, and has since remained the best known artistic depiction of the concept: in a heavenly realm, moments after her creation, the spirit of Mary (in the form of a young woman) looks up in awe at (or bows her head to) God. The moon is under her feet and a halo of twelve stars surround her head, possibly a reference to \"a woman clothed with the sun\" from Revelation 12:1-2. Additional imagery may include clouds, a golden light, and cherubs. In some paintings the cherubim are holding lilies and roses, flowers often associated with Mary.", "targets": "What became very popular symbol among the who believed Mary had a Virgin for a mother ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19083277610d496f863ed6af24c1b509", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of this particular representation of The Immaculate Conception spread across the rest of Europe, and has since remained the best known artistic depiction of the concept: in a heavenly realm, moments after her creation, the spirit of Mary (in the form of a young woman) looks up in awe at (or bows her head to) God. The moon is under her feet and a halo of twelve stars surround her head, possibly a reference to \"a woman clothed with the sun\" from Revelation 12:1-2. Additional imagery may include clouds, a golden light, and cherubs. In some paintings the cherubim are holding lilies and roses, flowers often associated with Mary.", "targets": "What does Mary stand upon in this symbol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19083277610d496f863ed6af24c1b509", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of this particular representation of The Immaculate Conception spread across the rest of Europe, and has since remained the best known artistic depiction of the concept: in a heavenly realm, moments after her creation, the spirit of Mary (in the form of a young woman) looks up in awe at (or bows her head to) God. The moon is under her feet and a halo of twelve stars surround her head, possibly a reference to \"a woman clothed with the sun\" from Revelation 12:1-2. Additional imagery may include clouds, a golden light, and cherubs. In some paintings the cherubim are holding lilies and roses, flowers often associated with Mary.", "targets": "What does Mary where atop her hair that twinkles in the symbol ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19083277610d496f863ed6af24c1b509", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The popularity of this particular representation of The Immaculate Conception spread across the rest of Europe, and has since remained the best known artistic depiction of the concept: in a heavenly realm, moments after her creation, the spirit of Mary (in the form of a young woman) looks up in awe at (or bows her head to) God. The moon is under her feet and a halo of twelve stars surround her head, possibly a reference to \"a woman clothed with the sun\" from Revelation 12:1-2. Additional imagery may include clouds, a golden light, and cherubs. In some paintings the cherubim are holding lilies and roses, flowers often associated with Mary.", "targets": "What else can be found in the symbol with Mary that may vary in different versions ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fbe6f9b9c074797b276ec8e52c0793f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonian orthography is based on the Newer Orthography created by Eduard Ahrens in the second half of the 19th century based on Finnish orthography. The Older Orthography it replaced was created in the 17th century by Bengt Gottfried Forselius and Johann Hornung based on standard German orthography. Earlier writing in Estonian had by and large used an ad hoc orthography based on Latin and Middle Low German orthography. Some influences of the standard German orthography \u2014 for example, writing 'W'/'w' instead of 'V'/'v' persisted well into the 1930s.", "targets": " In what Orthagraphy does Modern Estonian orthography have its basis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fbe6f9b9c074797b276ec8e52c0793f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonian orthography is based on the Newer Orthography created by Eduard Ahrens in the second half of the 19th century based on Finnish orthography. The Older Orthography it replaced was created in the 17th century by Bengt Gottfried Forselius and Johann Hornung based on standard German orthography. Earlier writing in Estonian had by and large used an ad hoc orthography based on Latin and Middle Low German orthography. Some influences of the standard German orthography \u2014 for example, writing 'W'/'w' instead of 'V'/'v' persisted well into the 1930s.", "targets": "Who is responsible for the creation of the Newer Orthography?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fbe6f9b9c074797b276ec8e52c0793f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonian orthography is based on the Newer Orthography created by Eduard Ahrens in the second half of the 19th century based on Finnish orthography. The Older Orthography it replaced was created in the 17th century by Bengt Gottfried Forselius and Johann Hornung based on standard German orthography. Earlier writing in Estonian had by and large used an ad hoc orthography based on Latin and Middle Low German orthography. Some influences of the standard German orthography \u2014 for example, writing 'W'/'w' instead of 'V'/'v' persisted well into the 1930s.", "targets": "In what century was the Newer Orthography created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fbe6f9b9c074797b276ec8e52c0793f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonian orthography is based on the Newer Orthography created by Eduard Ahrens in the second half of the 19th century based on Finnish orthography. The Older Orthography it replaced was created in the 17th century by Bengt Gottfried Forselius and Johann Hornung based on standard German orthography. Earlier writing in Estonian had by and large used an ad hoc orthography based on Latin and Middle Low German orthography. Some influences of the standard German orthography \u2014 for example, writing 'W'/'w' instead of 'V'/'v' persisted well into the 1930s.", "targets": "Previous to the Newer Orthography what orthography was in place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8fbe6f9b9c074797b276ec8e52c0793f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern Estonian orthography is based on the Newer Orthography created by Eduard Ahrens in the second half of the 19th century based on Finnish orthography. The Older Orthography it replaced was created in the 17th century by Bengt Gottfried Forselius and Johann Hornung based on standard German orthography. Earlier writing in Estonian had by and large used an ad hoc orthography based on Latin and Middle Low German orthography. Some influences of the standard German orthography \u2014 for example, writing 'W'/'w' instead of 'V'/'v' persisted well into the 1930s.", "targets": "From what other country's orthography did the Older Orthography get its basis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c154091c60c4d8796d22e9ae069dfb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supervisory Board meets twice a month to discuss, plan and carry out the ECB\u2019s supervisory tasks. It proposes draft decisions to the Governing Council under the non-objection procedure. It is composed of Chair (appointed for a non-renewable term of five years), Vice-Chair (chosen from among the members of the ECB's Executive Board) four ECB representatives and representatives of national supervisors. If the national supervisory authority designated by a Member State is not a national central bank (NCB), the representative of the competent authority can be accompanied by a representative from their NCB. In such cases, the representatives are together considered as one member for the purposes of the voting procedure.", "targets": "What does the Supervisory Board discuss at it's meetings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c154091c60c4d8796d22e9ae069dfb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supervisory Board meets twice a month to discuss, plan and carry out the ECB\u2019s supervisory tasks. It proposes draft decisions to the Governing Council under the non-objection procedure. It is composed of Chair (appointed for a non-renewable term of five years), Vice-Chair (chosen from among the members of the ECB's Executive Board) four ECB representatives and representatives of national supervisors. If the national supervisory authority designated by a Member State is not a national central bank (NCB), the representative of the competent authority can be accompanied by a representative from their NCB. In such cases, the representatives are together considered as one member for the purposes of the voting procedure.", "targets": "How long is the term for the Chairman of the Supervisory Board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c154091c60c4d8796d22e9ae069dfb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supervisory Board meets twice a month to discuss, plan and carry out the ECB\u2019s supervisory tasks. It proposes draft decisions to the Governing Council under the non-objection procedure. It is composed of Chair (appointed for a non-renewable term of five years), Vice-Chair (chosen from among the members of the ECB's Executive Board) four ECB representatives and representatives of national supervisors. If the national supervisory authority designated by a Member State is not a national central bank (NCB), the representative of the competent authority can be accompanied by a representative from their NCB. In such cases, the representatives are together considered as one member for the purposes of the voting procedure.", "targets": "How long is the term for Vice-Chair of the Supervisory Board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c154091c60c4d8796d22e9ae069dfb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supervisory Board meets twice a month to discuss, plan and carry out the ECB\u2019s supervisory tasks. It proposes draft decisions to the Governing Council under the non-objection procedure. It is composed of Chair (appointed for a non-renewable term of five years), Vice-Chair (chosen from among the members of the ECB's Executive Board) four ECB representatives and representatives of national supervisors. If the national supervisory authority designated by a Member State is not a national central bank (NCB), the representative of the competent authority can be accompanied by a representative from their NCB. In such cases, the representatives are together considered as one member for the purposes of the voting procedure.", "targets": "Besides the Chair and Vice-Chair, who else is on the Supervisory Board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c154091c60c4d8796d22e9ae069dfb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Supervisory Board meets twice a month to discuss, plan and carry out the ECB\u2019s supervisory tasks. It proposes draft decisions to the Governing Council under the non-objection procedure. It is composed of Chair (appointed for a non-renewable term of five years), Vice-Chair (chosen from among the members of the ECB's Executive Board) four ECB representatives and representatives of national supervisors. If the national supervisory authority designated by a Member State is not a national central bank (NCB), the representative of the competent authority can be accompanied by a representative from their NCB. In such cases, the representatives are together considered as one member for the purposes of the voting procedure.", "targets": "What happens if the national supervisory authority designated by a Member State is not a national central bank?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab025634227b41228038b7fcd47f9635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heat is energy in transit that flows due to temperature difference. Unlike heat transmitted by thermal conduction or thermal convection, thermal radiation can propagate through a vacuum. Thermal radiation is characterized by a particular spectrum of many wavelengths that is associated with emission from an object, due to the vibration of its molecules at a given temperature. Thermal radiation can be emitted from objects at any wavelength, and at very high temperatures such radiations are associated with spectra far above the infrared, extending into visible, ultraviolet, and even X-ray regions (i.e., the solar corona). Thus, the popular association of infrared radiation with thermal radiation is only a coincidence based on typical (comparatively low) temperatures often found near the surface of planet Earth.", "targets": "What is the term for transit energy flowing as a result of differences in temperature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab025634227b41228038b7fcd47f9635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heat is energy in transit that flows due to temperature difference. Unlike heat transmitted by thermal conduction or thermal convection, thermal radiation can propagate through a vacuum. Thermal radiation is characterized by a particular spectrum of many wavelengths that is associated with emission from an object, due to the vibration of its molecules at a given temperature. Thermal radiation can be emitted from objects at any wavelength, and at very high temperatures such radiations are associated with spectra far above the infrared, extending into visible, ultraviolet, and even X-ray regions (i.e., the solar corona). Thus, the popular association of infrared radiation with thermal radiation is only a coincidence based on typical (comparatively low) temperatures often found near the surface of planet Earth.", "targets": "What type of heat transmission can propagate through a vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab025634227b41228038b7fcd47f9635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heat is energy in transit that flows due to temperature difference. Unlike heat transmitted by thermal conduction or thermal convection, thermal radiation can propagate through a vacuum. Thermal radiation is characterized by a particular spectrum of many wavelengths that is associated with emission from an object, due to the vibration of its molecules at a given temperature. Thermal radiation can be emitted from objects at any wavelength, and at very high temperatures such radiations are associated with spectra far above the infrared, extending into visible, ultraviolet, and even X-ray regions (i.e., the solar corona). Thus, the popular association of infrared radiation with thermal radiation is only a coincidence based on typical (comparatively low) temperatures often found near the surface of planet Earth.", "targets": "What object emits thermal radiation in the X-ray spectrum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab025634227b41228038b7fcd47f9635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Heat is energy in transit that flows due to temperature difference. Unlike heat transmitted by thermal conduction or thermal convection, thermal radiation can propagate through a vacuum. Thermal radiation is characterized by a particular spectrum of many wavelengths that is associated with emission from an object, due to the vibration of its molecules at a given temperature. Thermal radiation can be emitted from objects at any wavelength, and at very high temperatures such radiations are associated with spectra far above the infrared, extending into visible, ultraviolet, and even X-ray regions (i.e., the solar corona). Thus, the popular association of infrared radiation with thermal radiation is only a coincidence based on typical (comparatively low) temperatures often found near the surface of planet Earth.", "targets": "The visible, ultraviolet and X-ray spectra are all above what spectrum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bc5c496681744d09519e553a582aea4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's main four sports teams are the Miami Dolphins of the National Football League, the Miami Heat of the National Basketball Association, the Miami Marlins of Major League Baseball, and the Florida Panthers of the National Hockey League. As well as having all four major professional teams, Miami is also home to the Major League Soccer expansion team led by David Beckham, Sony Ericsson Open for professional tennis, numerous greyhound racing tracks, marinas, jai alai venues, and golf courses. The city streets has hosted professional auto races, the Miami Indy Challenge and later the Grand Prix Americas. The Homestead-Miami Speedway oval hosts NASCAR national races.", "targets": "What sport do the Miami Heat play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bc5c496681744d09519e553a582aea4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's main four sports teams are the Miami Dolphins of the National Football League, the Miami Heat of the National Basketball Association, the Miami Marlins of Major League Baseball, and the Florida Panthers of the National Hockey League. As well as having all four major professional teams, Miami is also home to the Major League Soccer expansion team led by David Beckham, Sony Ericsson Open for professional tennis, numerous greyhound racing tracks, marinas, jai alai venues, and golf courses. The city streets has hosted professional auto races, the Miami Indy Challenge and later the Grand Prix Americas. The Homestead-Miami Speedway oval hosts NASCAR national races.", "targets": "What is the nickname of Miami's NFL team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bc5c496681744d09519e553a582aea4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's main four sports teams are the Miami Dolphins of the National Football League, the Miami Heat of the National Basketball Association, the Miami Marlins of Major League Baseball, and the Florida Panthers of the National Hockey League. As well as having all four major professional teams, Miami is also home to the Major League Soccer expansion team led by David Beckham, Sony Ericsson Open for professional tennis, numerous greyhound racing tracks, marinas, jai alai venues, and golf courses. The city streets has hosted professional auto races, the Miami Indy Challenge and later the Grand Prix Americas. The Homestead-Miami Speedway oval hosts NASCAR national races.", "targets": "What professional hockey team is based in Miami?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bc5c496681744d09519e553a582aea4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's main four sports teams are the Miami Dolphins of the National Football League, the Miami Heat of the National Basketball Association, the Miami Marlins of Major League Baseball, and the Florida Panthers of the National Hockey League. As well as having all four major professional teams, Miami is also home to the Major League Soccer expansion team led by David Beckham, Sony Ericsson Open for professional tennis, numerous greyhound racing tracks, marinas, jai alai venues, and golf courses. The city streets has hosted professional auto races, the Miami Indy Challenge and later the Grand Prix Americas. The Homestead-Miami Speedway oval hosts NASCAR national races.", "targets": "At what tournament in Miami is professional tennis played?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bc5c496681744d09519e553a582aea4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Miami's main four sports teams are the Miami Dolphins of the National Football League, the Miami Heat of the National Basketball Association, the Miami Marlins of Major League Baseball, and the Florida Panthers of the National Hockey League. As well as having all four major professional teams, Miami is also home to the Major League Soccer expansion team led by David Beckham, Sony Ericsson Open for professional tennis, numerous greyhound racing tracks, marinas, jai alai venues, and golf courses. The city streets has hosted professional auto races, the Miami Indy Challenge and later the Grand Prix Americas. The Homestead-Miami Speedway oval hosts NASCAR national races.", "targets": "Where do NASCAR races in Miami take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe64a74e5e514a3491be4de0c7a967ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the increasingly globalized film industry, videoconferencing has become useful as a method by which creative talent in many different locations can collaborate closely on the complex details of film production. For example, for the 2013 award-winning animated film Frozen, Burbank-based Walt Disney Animation Studios hired the New York City-based husband-and-wife songwriting team of Robert Lopez and Kristen Anderson-Lopez to write the songs, which required two-hour-long transcontinental videoconferences nearly every weekday for about 14 months.", "targets": "In what industry has videoconferencing become useful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe64a74e5e514a3491be4de0c7a967ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the increasingly globalized film industry, videoconferencing has become useful as a method by which creative talent in many different locations can collaborate closely on the complex details of film production. For example, for the 2013 award-winning animated film Frozen, Burbank-based Walt Disney Animation Studios hired the New York City-based husband-and-wife songwriting team of Robert Lopez and Kristen Anderson-Lopez to write the songs, which required two-hour-long transcontinental videoconferences nearly every weekday for about 14 months.", "targets": "On what film was videoconferencing widely used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe64a74e5e514a3491be4de0c7a967ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the increasingly globalized film industry, videoconferencing has become useful as a method by which creative talent in many different locations can collaborate closely on the complex details of film production. For example, for the 2013 award-winning animated film Frozen, Burbank-based Walt Disney Animation Studios hired the New York City-based husband-and-wife songwriting team of Robert Lopez and Kristen Anderson-Lopez to write the songs, which required two-hour-long transcontinental videoconferences nearly every weekday for about 14 months.", "targets": "What year was the movie Frozen released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe64a74e5e514a3491be4de0c7a967ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the increasingly globalized film industry, videoconferencing has become useful as a method by which creative talent in many different locations can collaborate closely on the complex details of film production. For example, for the 2013 award-winning animated film Frozen, Burbank-based Walt Disney Animation Studios hired the New York City-based husband-and-wife songwriting team of Robert Lopez and Kristen Anderson-Lopez to write the songs, which required two-hour-long transcontinental videoconferences nearly every weekday for about 14 months.", "targets": "In what city were the songwriting team of Frozen located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe64a74e5e514a3491be4de0c7a967ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the increasingly globalized film industry, videoconferencing has become useful as a method by which creative talent in many different locations can collaborate closely on the complex details of film production. For example, for the 2013 award-winning animated film Frozen, Burbank-based Walt Disney Animation Studios hired the New York City-based husband-and-wife songwriting team of Robert Lopez and Kristen Anderson-Lopez to write the songs, which required two-hour-long transcontinental videoconferences nearly every weekday for about 14 months.", "targets": "How many months did the songwriters work on the movie via videoconferencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c254843d90234ba3a91d991d93de4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2006 renewal and re-equipment effort has resulted in the acquisition of specific equipment (main battle tanks, artillery, unmanned air vehicles and other systems) to support the mission in Afghanistan. It has also encompassed initiatives to renew certain so-called \"core capabilities\" (such as the air force's medium range transport aircraft fleet \u2013 the C-130 Hercules \u2013 and the army's truck and armoured vehicle fleets). In addition, new systems (such as C-17 Globemaster III strategic transport aircraft and CH-47 Chinook heavy-lift helicopters) have also been acquired for the Armed Forces. Although the viability of the Canada First Defence Strategy continues to suffer setbacks from challenging and evolving fiscal and other factors, it originally aimed to:", "targets": "What equipment was acquired to aid in Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c254843d90234ba3a91d991d93de4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2006 renewal and re-equipment effort has resulted in the acquisition of specific equipment (main battle tanks, artillery, unmanned air vehicles and other systems) to support the mission in Afghanistan. It has also encompassed initiatives to renew certain so-called \"core capabilities\" (such as the air force's medium range transport aircraft fleet \u2013 the C-130 Hercules \u2013 and the army's truck and armoured vehicle fleets). In addition, new systems (such as C-17 Globemaster III strategic transport aircraft and CH-47 Chinook heavy-lift helicopters) have also been acquired for the Armed Forces. Although the viability of the Canada First Defence Strategy continues to suffer setbacks from challenging and evolving fiscal and other factors, it originally aimed to:", "targets": "What large transport plane is part of the CAF mission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c254843d90234ba3a91d991d93de4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2006 renewal and re-equipment effort has resulted in the acquisition of specific equipment (main battle tanks, artillery, unmanned air vehicles and other systems) to support the mission in Afghanistan. It has also encompassed initiatives to renew certain so-called \"core capabilities\" (such as the air force's medium range transport aircraft fleet \u2013 the C-130 Hercules \u2013 and the army's truck and armoured vehicle fleets). In addition, new systems (such as C-17 Globemaster III strategic transport aircraft and CH-47 Chinook heavy-lift helicopters) have also been acquired for the Armed Forces. Although the viability of the Canada First Defence Strategy continues to suffer setbacks from challenging and evolving fiscal and other factors, it originally aimed to:", "targets": "What new type of helicopter was recently acquired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c254843d90234ba3a91d991d93de4a39", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2006 renewal and re-equipment effort has resulted in the acquisition of specific equipment (main battle tanks, artillery, unmanned air vehicles and other systems) to support the mission in Afghanistan. It has also encompassed initiatives to renew certain so-called \"core capabilities\" (such as the air force's medium range transport aircraft fleet \u2013 the C-130 Hercules \u2013 and the army's truck and armoured vehicle fleets). In addition, new systems (such as C-17 Globemaster III strategic transport aircraft and CH-47 Chinook heavy-lift helicopters) have also been acquired for the Armed Forces. Although the viability of the Canada First Defence Strategy continues to suffer setbacks from challenging and evolving fiscal and other factors, it originally aimed to:", "targets": "When was the renewal and re-equipment effort started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0003f6309ff2437e816fe4158f1a3a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Craig Venter and Francis Collins of the National Institute of Health jointly made the announcement of the mapping of the human genome in 2000. Upon examining the data from the genome mapping, Venter realized that although the genetic variation within the human species is on the order of 1\u20133% (instead of the previously assumed 1%), the types of variations do not support notion of genetically defined races. Venter said, \"Race is a social concept. It's not a scientific one. There are no bright lines (that would stand out), if we could compare all the sequenced genomes of everyone on the planet.\" \"When we try to apply science to try to sort out these social differences, it all falls apart.\"", "targets": "What organization is Craig Venter and Francis Collins associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0003f6309ff2437e816fe4158f1a3a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Craig Venter and Francis Collins of the National Institute of Health jointly made the announcement of the mapping of the human genome in 2000. Upon examining the data from the genome mapping, Venter realized that although the genetic variation within the human species is on the order of 1\u20133% (instead of the previously assumed 1%), the types of variations do not support notion of genetically defined races. Venter said, \"Race is a social concept. It's not a scientific one. There are no bright lines (that would stand out), if we could compare all the sequenced genomes of everyone on the planet.\" \"When we try to apply science to try to sort out these social differences, it all falls apart.\"", "targets": "What year was the announcement that the human genome had been mapped made in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0003f6309ff2437e816fe4158f1a3a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Craig Venter and Francis Collins of the National Institute of Health jointly made the announcement of the mapping of the human genome in 2000. Upon examining the data from the genome mapping, Venter realized that although the genetic variation within the human species is on the order of 1\u20133% (instead of the previously assumed 1%), the types of variations do not support notion of genetically defined races. Venter said, \"Race is a social concept. It's not a scientific one. There are no bright lines (that would stand out), if we could compare all the sequenced genomes of everyone on the planet.\" \"When we try to apply science to try to sort out these social differences, it all falls apart.\"", "targets": "What doesn't the genetic variation within the human species support?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0003f6309ff2437e816fe4158f1a3a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Craig Venter and Francis Collins of the National Institute of Health jointly made the announcement of the mapping of the human genome in 2000. Upon examining the data from the genome mapping, Venter realized that although the genetic variation within the human species is on the order of 1\u20133% (instead of the previously assumed 1%), the types of variations do not support notion of genetically defined races. Venter said, \"Race is a social concept. It's not a scientific one. There are no bright lines (that would stand out), if we could compare all the sequenced genomes of everyone on the planet.\" \"When we try to apply science to try to sort out these social differences, it all falls apart.\"", "targets": "What is a social concept, not a scientific one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0003f6309ff2437e816fe4158f1a3a24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Craig Venter and Francis Collins of the National Institute of Health jointly made the announcement of the mapping of the human genome in 2000. Upon examining the data from the genome mapping, Venter realized that although the genetic variation within the human species is on the order of 1\u20133% (instead of the previously assumed 1%), the types of variations do not support notion of genetically defined races. Venter said, \"Race is a social concept. It's not a scientific one. There are no bright lines (that would stand out), if we could compare all the sequenced genomes of everyone on the planet.\" \"When we try to apply science to try to sort out these social differences, it all falls apart.\"", "targets": "What happens when scientists try to apply science to sort out social differences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f44d379cf94b08902c7f9f04bdb089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin made his last public appearance on a concert platform at London's Guildhall on 16 November 1848, when, in a final patriotic gesture, he played for the benefit of Polish refugees. By this time he was very seriously ill, weighing under 99 pounds (i.e. less than 45 kg), and his doctors were aware that his sickness was at a terminal stage.", "targets": "When did Chopin last appear in public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f44d379cf94b08902c7f9f04bdb089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin made his last public appearance on a concert platform at London's Guildhall on 16 November 1848, when, in a final patriotic gesture, he played for the benefit of Polish refugees. By this time he was very seriously ill, weighing under 99 pounds (i.e. less than 45 kg), and his doctors were aware that his sickness was at a terminal stage.", "targets": "Where was Chopin's last public performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f44d379cf94b08902c7f9f04bdb089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin made his last public appearance on a concert platform at London's Guildhall on 16 November 1848, when, in a final patriotic gesture, he played for the benefit of Polish refugees. By this time he was very seriously ill, weighing under 99 pounds (i.e. less than 45 kg), and his doctors were aware that his sickness was at a terminal stage.", "targets": "Who were the beneficiaries of his last public concert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f44d379cf94b08902c7f9f04bdb089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin made his last public appearance on a concert platform at London's Guildhall on 16 November 1848, when, in a final patriotic gesture, he played for the benefit of Polish refugees. By this time he was very seriously ill, weighing under 99 pounds (i.e. less than 45 kg), and his doctors were aware that his sickness was at a terminal stage.", "targets": "What was the diagnosis of Chopin's health condition at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f44d379cf94b08902c7f9f04bdb089", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin made his last public appearance on a concert platform at London's Guildhall on 16 November 1848, when, in a final patriotic gesture, he played for the benefit of Polish refugees. By this time he was very seriously ill, weighing under 99 pounds (i.e. less than 45 kg), and his doctors were aware that his sickness was at a terminal stage.", "targets": "Where was Chopin's last public performance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a9ad2c86cf46eaa5f0f49f8d16a307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Virtually all console gaming systems of the previous generation used microprocessors developed by IBM. The Xbox 360 contains a PowerPC tri-core processor, which was designed and produced by IBM in less than 24 months. Sony's PlayStation 3 features the Cell BE microprocessor designed jointly by IBM, Toshiba, and Sony. IBM also provided the microprocessor that serves as the heart of Nintendo's new Wii U system, which debuted in 2012. The new Power Architecture-based microprocessor includes IBM's latest technology in an energy-saving silicon package. Nintendo's seventh-generation console, Wii, features an IBM chip codenamed Broadway. The older Nintendo GameCube utilizes the Gekko processor, also designed by IBM.", "targets": "What kind of processor was in the Xbox 360?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a9ad2c86cf46eaa5f0f49f8d16a307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Virtually all console gaming systems of the previous generation used microprocessors developed by IBM. The Xbox 360 contains a PowerPC tri-core processor, which was designed and produced by IBM in less than 24 months. Sony's PlayStation 3 features the Cell BE microprocessor designed jointly by IBM, Toshiba, and Sony. IBM also provided the microprocessor that serves as the heart of Nintendo's new Wii U system, which debuted in 2012. The new Power Architecture-based microprocessor includes IBM's latest technology in an energy-saving silicon package. Nintendo's seventh-generation console, Wii, features an IBM chip codenamed Broadway. The older Nintendo GameCube utilizes the Gekko processor, also designed by IBM.", "targets": "How quickly did IBM take to create the Xbox 360 processor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a9ad2c86cf46eaa5f0f49f8d16a307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Virtually all console gaming systems of the previous generation used microprocessors developed by IBM. The Xbox 360 contains a PowerPC tri-core processor, which was designed and produced by IBM in less than 24 months. Sony's PlayStation 3 features the Cell BE microprocessor designed jointly by IBM, Toshiba, and Sony. IBM also provided the microprocessor that serves as the heart of Nintendo's new Wii U system, which debuted in 2012. The new Power Architecture-based microprocessor includes IBM's latest technology in an energy-saving silicon package. Nintendo's seventh-generation console, Wii, features an IBM chip codenamed Broadway. The older Nintendo GameCube utilizes the Gekko processor, also designed by IBM.", "targets": "Playstation 3 featured which microprocessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a9ad2c86cf46eaa5f0f49f8d16a307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Virtually all console gaming systems of the previous generation used microprocessors developed by IBM. The Xbox 360 contains a PowerPC tri-core processor, which was designed and produced by IBM in less than 24 months. Sony's PlayStation 3 features the Cell BE microprocessor designed jointly by IBM, Toshiba, and Sony. IBM also provided the microprocessor that serves as the heart of Nintendo's new Wii U system, which debuted in 2012. The new Power Architecture-based microprocessor includes IBM's latest technology in an energy-saving silicon package. Nintendo's seventh-generation console, Wii, features an IBM chip codenamed Broadway. The older Nintendo GameCube utilizes the Gekko processor, also designed by IBM.", "targets": "Who helped IBM develop the Playstation 3 microprocessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a9ad2c86cf46eaa5f0f49f8d16a307", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Virtually all console gaming systems of the previous generation used microprocessors developed by IBM. The Xbox 360 contains a PowerPC tri-core processor, which was designed and produced by IBM in less than 24 months. Sony's PlayStation 3 features the Cell BE microprocessor designed jointly by IBM, Toshiba, and Sony. IBM also provided the microprocessor that serves as the heart of Nintendo's new Wii U system, which debuted in 2012. The new Power Architecture-based microprocessor includes IBM's latest technology in an energy-saving silicon package. Nintendo's seventh-generation console, Wii, features an IBM chip codenamed Broadway. The older Nintendo GameCube utilizes the Gekko processor, also designed by IBM.", "targets": "What year did the Nintendo Wii U, partly developed by IBM, debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "Who was the twentieth bishop of Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "What was one nickname for Saint Athanasius of Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "For how many years was Saint Athanasius of Alexandria a bishop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "How many years was Saint Athanasius of Alexandria in exile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "When did Saint Athanasius die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "What name is Saint Athanasius also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "Of what city was he bishop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "How long did his episcopate last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af63d4de2aed48b9b4e2c2132d290cbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Athanasius of Alexandria (/\u02cc\u00e6\u03b8\u0259\u02c8ne\u026a\u0283\u0259s/; Greek: \u1f08\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u1f08\u03bb\u03b5\u03be\u03b1\u03bd\u03b4\u03c1\u03b5\u03af\u03b1\u03c2, Athan\u00e1sios Alexandr\u00edas; c. 296\u2013298 \u2013 2 May 373), also called Athanasius the Great, Athanasius the Confessor or, primarily in the Coptic Orthodox Church, Athanasius the Apostolic, was the twentieth bishop of Alexandria (as Athanasius I). His episcopate lasted 45 years (c. 8 June 328 \u2013 2 May 373), of which over 17 were spent in five exiles ordered by four different Roman emperors. Athanasius is a renowned Christian theologian, a Church Father, the chief defender of Trinitarianism against Arianism, and a noted Egyptian leader of the fourth century.", "targets": "What is another name that Saint Athanasius is know as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df97dde45e1f4ba5a700300fef5d26f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of civil procedure governs process in all judicial proceedings involving lawsuits between private parties. Traditional common law pleading was replaced by code pleading in 24 states after New York enacted the Field Code in 1850 and code pleading in turn was subsequently replaced again in most states by modern notice pleading during the 20th century. The old English division between common law and equity courts was abolished in the federal courts by the adoption of the Federal Rules of Civil Procedure in 1938; it has also been independently abolished by legislative acts in nearly all states. The Delaware Court of Chancery is the most prominent of the small number of remaining equity courts.", "targets": "What is over all judicial proceedings involving private party lawsuits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df97dde45e1f4ba5a700300fef5d26f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of civil procedure governs process in all judicial proceedings involving lawsuits between private parties. Traditional common law pleading was replaced by code pleading in 24 states after New York enacted the Field Code in 1850 and code pleading in turn was subsequently replaced again in most states by modern notice pleading during the 20th century. The old English division between common law and equity courts was abolished in the federal courts by the adoption of the Federal Rules of Civil Procedure in 1938; it has also been independently abolished by legislative acts in nearly all states. The Delaware Court of Chancery is the most prominent of the small number of remaining equity courts.", "targets": "What did New York enact that replaced traditional common law proceeding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df97dde45e1f4ba5a700300fef5d26f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of civil procedure governs process in all judicial proceedings involving lawsuits between private parties. Traditional common law pleading was replaced by code pleading in 24 states after New York enacted the Field Code in 1850 and code pleading in turn was subsequently replaced again in most states by modern notice pleading during the 20th century. The old English division between common law and equity courts was abolished in the federal courts by the adoption of the Federal Rules of Civil Procedure in 1938; it has also been independently abolished by legislative acts in nearly all states. The Delaware Court of Chancery is the most prominent of the small number of remaining equity courts.", "targets": "What was code pleading ultimately replaced by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df97dde45e1f4ba5a700300fef5d26f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of civil procedure governs process in all judicial proceedings involving lawsuits between private parties. Traditional common law pleading was replaced by code pleading in 24 states after New York enacted the Field Code in 1850 and code pleading in turn was subsequently replaced again in most states by modern notice pleading during the 20th century. The old English division between common law and equity courts was abolished in the federal courts by the adoption of the Federal Rules of Civil Procedure in 1938; it has also been independently abolished by legislative acts in nearly all states. The Delaware Court of Chancery is the most prominent of the small number of remaining equity courts.", "targets": "When did code pleading get replaced by modern notice pleading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df97dde45e1f4ba5a700300fef5d26f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The law of civil procedure governs process in all judicial proceedings involving lawsuits between private parties. Traditional common law pleading was replaced by code pleading in 24 states after New York enacted the Field Code in 1850 and code pleading in turn was subsequently replaced again in most states by modern notice pleading during the 20th century. The old English division between common law and equity courts was abolished in the federal courts by the adoption of the Federal Rules of Civil Procedure in 1938; it has also been independently abolished by legislative acts in nearly all states. The Delaware Court of Chancery is the most prominent of the small number of remaining equity courts.", "targets": "What did the Federal Rules of Civil Procedure abolish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fa2ea3d3cec42c2a374963158e7db79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1566, the first police investigator of Rio de Janeiro was recruited. By the 17th century, most captaincies already had local units with law enforcement functions. On July 9, 1775 a Cavalry Regiment was created in the state of Minas Gerais for maintaining law and order. In 1808, the Portuguese royal family relocated to Brazil, because of the French invasion of Portugal. King Jo\u00e3o VI established the \"Intend\u00eancia Geral de Pol\u00edcia\" (General Police Intendancy) for investigations. He also created a Royal Police Guard for Rio de Janeiro in 1809. In 1831, after independence, each province started organizing its local \"military police\", with order maintenance tasks. The Federal Railroad Police was created in 1852.", "targets": "When did Rio get its first police investigator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fa2ea3d3cec42c2a374963158e7db79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1566, the first police investigator of Rio de Janeiro was recruited. By the 17th century, most captaincies already had local units with law enforcement functions. On July 9, 1775 a Cavalry Regiment was created in the state of Minas Gerais for maintaining law and order. In 1808, the Portuguese royal family relocated to Brazil, because of the French invasion of Portugal. King Jo\u00e3o VI established the \"Intend\u00eancia Geral de Pol\u00edcia\" (General Police Intendancy) for investigations. He also created a Royal Police Guard for Rio de Janeiro in 1809. In 1831, after independence, each province started organizing its local \"military police\", with order maintenance tasks. The Federal Railroad Police was created in 1852.", "targets": "How had the Rio police grown by the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fa2ea3d3cec42c2a374963158e7db79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1566, the first police investigator of Rio de Janeiro was recruited. By the 17th century, most captaincies already had local units with law enforcement functions. On July 9, 1775 a Cavalry Regiment was created in the state of Minas Gerais for maintaining law and order. In 1808, the Portuguese royal family relocated to Brazil, because of the French invasion of Portugal. King Jo\u00e3o VI established the \"Intend\u00eancia Geral de Pol\u00edcia\" (General Police Intendancy) for investigations. He also created a Royal Police Guard for Rio de Janeiro in 1809. In 1831, after independence, each province started organizing its local \"military police\", with order maintenance tasks. The Federal Railroad Police was created in 1852.", "targets": "When did Minas Gerais get a cavalry regiment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fa2ea3d3cec42c2a374963158e7db79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1566, the first police investigator of Rio de Janeiro was recruited. By the 17th century, most captaincies already had local units with law enforcement functions. On July 9, 1775 a Cavalry Regiment was created in the state of Minas Gerais for maintaining law and order. In 1808, the Portuguese royal family relocated to Brazil, because of the French invasion of Portugal. King Jo\u00e3o VI established the \"Intend\u00eancia Geral de Pol\u00edcia\" (General Police Intendancy) for investigations. He also created a Royal Police Guard for Rio de Janeiro in 1809. In 1831, after independence, each province started organizing its local \"military police\", with order maintenance tasks. The Federal Railroad Police was created in 1852.", "targets": "Where did the Portuguese royal family move in 1808?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fa2ea3d3cec42c2a374963158e7db79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1566, the first police investigator of Rio de Janeiro was recruited. By the 17th century, most captaincies already had local units with law enforcement functions. On July 9, 1775 a Cavalry Regiment was created in the state of Minas Gerais for maintaining law and order. In 1808, the Portuguese royal family relocated to Brazil, because of the French invasion of Portugal. King Jo\u00e3o VI established the \"Intend\u00eancia Geral de Pol\u00edcia\" (General Police Intendancy) for investigations. He also created a Royal Police Guard for Rio de Janeiro in 1809. In 1831, after independence, each province started organizing its local \"military police\", with order maintenance tasks. The Federal Railroad Police was created in 1852.", "targets": "Who invaded Portugal in 1808?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b36a5b75525641bcb657180f0ef61a1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recent Lancashire-born composers include Hugh Wood (1932- Parbold), Sir Peter Maxwell Davies (1934-, Salford), Sir Harrison Birtwistle (1934-, Accrington), Gordon Crosse (1937-, Bury),John McCabe (1939-2015, Huyton), Roger Smalley (1943-2015, Swinton), Nigel Osborne (1948-, Manchester), Steve Martland (1954-2013, Liverpool), Simon Holt (1958-, Bolton) and Philip Cashian (1963-, Manchester). The Royal Manchester College of Music was founded in 1893 to provide a northern counterpart to the London musical colleges. It merged with the Northern College of Music (formed in 1920) to form the Royal Northern College of Music in 1972.", "targets": "In what year was Hugh Wood born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b36a5b75525641bcb657180f0ef61a1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recent Lancashire-born composers include Hugh Wood (1932- Parbold), Sir Peter Maxwell Davies (1934-, Salford), Sir Harrison Birtwistle (1934-, Accrington), Gordon Crosse (1937-, Bury),John McCabe (1939-2015, Huyton), Roger Smalley (1943-2015, Swinton), Nigel Osborne (1948-, Manchester), Steve Martland (1954-2013, Liverpool), Simon Holt (1958-, Bolton) and Philip Cashian (1963-, Manchester). The Royal Manchester College of Music was founded in 1893 to provide a northern counterpart to the London musical colleges. It merged with the Northern College of Music (formed in 1920) to form the Royal Northern College of Music in 1972.", "targets": "Where was Sir Peter Maxwell Davies born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b36a5b75525641bcb657180f0ef61a1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recent Lancashire-born composers include Hugh Wood (1932- Parbold), Sir Peter Maxwell Davies (1934-, Salford), Sir Harrison Birtwistle (1934-, Accrington), Gordon Crosse (1937-, Bury),John McCabe (1939-2015, Huyton), Roger Smalley (1943-2015, Swinton), Nigel Osborne (1948-, Manchester), Steve Martland (1954-2013, Liverpool), Simon Holt (1958-, Bolton) and Philip Cashian (1963-, Manchester). The Royal Manchester College of Music was founded in 1893 to provide a northern counterpart to the London musical colleges. It merged with the Northern College of Music (formed in 1920) to form the Royal Northern College of Music in 1972.", "targets": "When was the Royal Manchester College of Music founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b36a5b75525641bcb657180f0ef61a1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recent Lancashire-born composers include Hugh Wood (1932- Parbold), Sir Peter Maxwell Davies (1934-, Salford), Sir Harrison Birtwistle (1934-, Accrington), Gordon Crosse (1937-, Bury),John McCabe (1939-2015, Huyton), Roger Smalley (1943-2015, Swinton), Nigel Osborne (1948-, Manchester), Steve Martland (1954-2013, Liverpool), Simon Holt (1958-, Bolton) and Philip Cashian (1963-, Manchester). The Royal Manchester College of Music was founded in 1893 to provide a northern counterpart to the London musical colleges. It merged with the Northern College of Music (formed in 1920) to form the Royal Northern College of Music in 1972.", "targets": "When was the Royal Northern College of Music formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b36a5b75525641bcb657180f0ef61a1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "More recent Lancashire-born composers include Hugh Wood (1932- Parbold), Sir Peter Maxwell Davies (1934-, Salford), Sir Harrison Birtwistle (1934-, Accrington), Gordon Crosse (1937-, Bury),John McCabe (1939-2015, Huyton), Roger Smalley (1943-2015, Swinton), Nigel Osborne (1948-, Manchester), Steve Martland (1954-2013, Liverpool), Simon Holt (1958-, Bolton) and Philip Cashian (1963-, Manchester). The Royal Manchester College of Music was founded in 1893 to provide a northern counterpart to the London musical colleges. It merged with the Northern College of Music (formed in 1920) to form the Royal Northern College of Music in 1972.", "targets": "What did the Royal Manchester College of Music merge with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dff9f1b473140ec8e2469b2037576ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 17th century Royal Ujazd\u00f3w Castle currently houses Centre for Contemporary Art, with some permanent and temporary exhibitions, concerts, shows and creative workshops. The Centre currently realizes about 500 projects a year. Zach\u0119ta National Gallery of Art, the oldest exhibition site in Warsaw, with a tradition stretching back to the mid-19th century organises exhibitions of modern art by Polish and international artists and promotes art in many other ways. Since 2011 Warsaw Gallery Weekend is held on last weekend of September.", "targets": "What castle currently houses the Centre for Contemporary Art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dff9f1b473140ec8e2469b2037576ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 17th century Royal Ujazd\u00f3w Castle currently houses Centre for Contemporary Art, with some permanent and temporary exhibitions, concerts, shows and creative workshops. The Centre currently realizes about 500 projects a year. Zach\u0119ta National Gallery of Art, the oldest exhibition site in Warsaw, with a tradition stretching back to the mid-19th century organises exhibitions of modern art by Polish and international artists and promotes art in many other ways. Since 2011 Warsaw Gallery Weekend is held on last weekend of September.", "targets": "How many projects does the Centre currently realize a year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dff9f1b473140ec8e2469b2037576ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 17th century Royal Ujazd\u00f3w Castle currently houses Centre for Contemporary Art, with some permanent and temporary exhibitions, concerts, shows and creative workshops. The Centre currently realizes about 500 projects a year. Zach\u0119ta National Gallery of Art, the oldest exhibition site in Warsaw, with a tradition stretching back to the mid-19th century organises exhibitions of modern art by Polish and international artists and promotes art in many other ways. Since 2011 Warsaw Gallery Weekend is held on last weekend of September.", "targets": "What is the oldest exhibition site in Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dff9f1b473140ec8e2469b2037576ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 17th century Royal Ujazd\u00f3w Castle currently houses Centre for Contemporary Art, with some permanent and temporary exhibitions, concerts, shows and creative workshops. The Centre currently realizes about 500 projects a year. Zach\u0119ta National Gallery of Art, the oldest exhibition site in Warsaw, with a tradition stretching back to the mid-19th century organises exhibitions of modern art by Polish and international artists and promotes art in many other ways. Since 2011 Warsaw Gallery Weekend is held on last weekend of September.", "targets": "What does the Zach\u0119ta National Gallery of Art organize exhibitions of art from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2dff9f1b473140ec8e2469b2037576ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 17th century Royal Ujazd\u00f3w Castle currently houses Centre for Contemporary Art, with some permanent and temporary exhibitions, concerts, shows and creative workshops. The Centre currently realizes about 500 projects a year. Zach\u0119ta National Gallery of Art, the oldest exhibition site in Warsaw, with a tradition stretching back to the mid-19th century organises exhibitions of modern art by Polish and international artists and promotes art in many other ways. Since 2011 Warsaw Gallery Weekend is held on last weekend of September.", "targets": "When is the Warsaw Gallery Weekend held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37a39d9e21a545c49784ee42c0df4810", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Built in 1815, Union Street was at the heart of Plymouth's historical culture. It became known as the servicemen's playground, as it was where sailors from the Royal Navy would seek entertainment of all kinds. During the 1930s, there were 30 pubs and it attracted such performers as Charlie Chaplin to the New Palace Theatre. It is now the late-night hub of Plymouth's entertainment strip, but has a reputation for trouble at closing hours.", "targets": "In what year was Union Street constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37a39d9e21a545c49784ee42c0df4810", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Built in 1815, Union Street was at the heart of Plymouth's historical culture. It became known as the servicemen's playground, as it was where sailors from the Royal Navy would seek entertainment of all kinds. During the 1930s, there were 30 pubs and it attracted such performers as Charlie Chaplin to the New Palace Theatre. It is now the late-night hub of Plymouth's entertainment strip, but has a reputation for trouble at closing hours.", "targets": "Who performed at the New Palace Theatre in the 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37a39d9e21a545c49784ee42c0df4810", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Built in 1815, Union Street was at the heart of Plymouth's historical culture. It became known as the servicemen's playground, as it was where sailors from the Royal Navy would seek entertainment of all kinds. During the 1930s, there were 30 pubs and it attracted such performers as Charlie Chaplin to the New Palace Theatre. It is now the late-night hub of Plymouth's entertainment strip, but has a reputation for trouble at closing hours.", "targets": "How many pubs existed on Union Street in the 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37a39d9e21a545c49784ee42c0df4810", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Built in 1815, Union Street was at the heart of Plymouth's historical culture. It became known as the servicemen's playground, as it was where sailors from the Royal Navy would seek entertainment of all kinds. During the 1930s, there were 30 pubs and it attracted such performers as Charlie Chaplin to the New Palace Theatre. It is now the late-night hub of Plymouth's entertainment strip, but has a reputation for trouble at closing hours.", "targets": "What group famously enjoyed themselves on Union Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "Where is a great place to bird watch in Southeast Tuscon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "Where do a lot of the families from Davis-Monthan Air Force Base live at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "Rita Ranch also has a planned development called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "What is the name of the lake in Southeast Tuscon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "What is the name of the High School in the area of Southeast Tuscon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "What Air Force base is in Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "What is the alternate name of Chuck Ford Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "What community college is in southeast Tucson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "Where do many Air Force families live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b2cdac2d0e3f4369a8c07f7fbbd1a6dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Tucson continues to experience rapid residential development. The area includes Davis-Monthan Air Force Base. The area is considered to be south of Golf Links Road. It is the home of Santa Rita High School, Chuck Ford Park (Lakeside Park), Lakeside Lake, Lincoln Park (upper and lower), The Lakecrest Neighborhoods, and Pima Community College East Campus. The Atterbury Wash with its access to excellent bird watching is also located in the Southeast Tucson area. The suburban community of Rita Ranch houses many of the military families from Davis-Monthan, and is near the southeastern-most expansion of the current city limits. Close by Rita Ranch and also within the city limits lies Civano, a planned development meant to showcase ecologically sound building practices and lifestyles.", "targets": "What is the goal of Civano?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9891d04076bd42fda55bd47105f9790e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of inertia can be further generalized to explain the tendency of objects to continue in many different forms of constant motion, even those that are not strictly constant velocity. The rotational inertia of planet Earth is what fixes the constancy of the length of a day and the length of a year. Albert Einstein extended the principle of inertia further when he explained that reference frames subject to constant acceleration, such as those free-falling toward a gravitating object, were physically equivalent to inertial reference frames. This is why, for example, astronauts experience weightlessness when in free-fall orbit around the Earth, and why Newton's Laws of Motion are more easily discernible in such environments. If an astronaut places an object with mass in mid-air next to himself, it will remain stationary with respect to the astronaut due to its inertia. This is the same thing that would occur if the astronaut and the object were in intergalactic space with no net force of gravity acting on their shared reference frame. This principle of equivalence was one of the foundational underpinnings for the development of the general theory of relativity.", "targets": "What concept explains why objects continue in constant motion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9891d04076bd42fda55bd47105f9790e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of inertia can be further generalized to explain the tendency of objects to continue in many different forms of constant motion, even those that are not strictly constant velocity. The rotational inertia of planet Earth is what fixes the constancy of the length of a day and the length of a year. Albert Einstein extended the principle of inertia further when he explained that reference frames subject to constant acceleration, such as those free-falling toward a gravitating object, were physically equivalent to inertial reference frames. This is why, for example, astronauts experience weightlessness when in free-fall orbit around the Earth, and why Newton's Laws of Motion are more easily discernible in such environments. If an astronaut places an object with mass in mid-air next to himself, it will remain stationary with respect to the astronaut due to its inertia. This is the same thing that would occur if the astronaut and the object were in intergalactic space with no net force of gravity acting on their shared reference frame. This principle of equivalence was one of the foundational underpinnings for the development of the general theory of relativity.", "targets": "What makes day length constant on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9891d04076bd42fda55bd47105f9790e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of inertia can be further generalized to explain the tendency of objects to continue in many different forms of constant motion, even those that are not strictly constant velocity. The rotational inertia of planet Earth is what fixes the constancy of the length of a day and the length of a year. Albert Einstein extended the principle of inertia further when he explained that reference frames subject to constant acceleration, such as those free-falling toward a gravitating object, were physically equivalent to inertial reference frames. This is why, for example, astronauts experience weightlessness when in free-fall orbit around the Earth, and why Newton's Laws of Motion are more easily discernible in such environments. If an astronaut places an object with mass in mid-air next to himself, it will remain stationary with respect to the astronaut due to its inertia. This is the same thing that would occur if the astronaut and the object were in intergalactic space with no net force of gravity acting on their shared reference frame. This principle of equivalence was one of the foundational underpinnings for the development of the general theory of relativity.", "targets": "Who explained that inertial reference frames equaled reference frames subject to constant acceleration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9891d04076bd42fda55bd47105f9790e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of inertia can be further generalized to explain the tendency of objects to continue in many different forms of constant motion, even those that are not strictly constant velocity. The rotational inertia of planet Earth is what fixes the constancy of the length of a day and the length of a year. Albert Einstein extended the principle of inertia further when he explained that reference frames subject to constant acceleration, such as those free-falling toward a gravitating object, were physically equivalent to inertial reference frames. This is why, for example, astronauts experience weightlessness when in free-fall orbit around the Earth, and why Newton's Laws of Motion are more easily discernible in such environments. If an astronaut places an object with mass in mid-air next to himself, it will remain stationary with respect to the astronaut due to its inertia. This is the same thing that would occur if the astronaut and the object were in intergalactic space with no net force of gravity acting on their shared reference frame. This principle of equivalence was one of the foundational underpinnings for the development of the general theory of relativity.", "targets": "What do astronaughts experience while in free-fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9891d04076bd42fda55bd47105f9790e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concept of inertia can be further generalized to explain the tendency of objects to continue in many different forms of constant motion, even those that are not strictly constant velocity. The rotational inertia of planet Earth is what fixes the constancy of the length of a day and the length of a year. Albert Einstein extended the principle of inertia further when he explained that reference frames subject to constant acceleration, such as those free-falling toward a gravitating object, were physically equivalent to inertial reference frames. This is why, for example, astronauts experience weightlessness when in free-fall orbit around the Earth, and why Newton's Laws of Motion are more easily discernible in such environments. If an astronaut places an object with mass in mid-air next to himself, it will remain stationary with respect to the astronaut due to its inertia. This is the same thing that would occur if the astronaut and the object were in intergalactic space with no net force of gravity acting on their shared reference frame. This principle of equivalence was one of the foundational underpinnings for the development of the general theory of relativity.", "targets": "What was the basis mentioned for the develpment of the general theory of relativity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e805d6fb4c4f03b75dbddb8d7059ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bern has several dozen cinemas. As is customary in Switzerland, films are generally shown in their original language (e.g., English) with German and French subtitles. Only a small number of screenings are dubbed in German.", "targets": "What subtitles are included in the movies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1fb112c0b2747ba9530e238cd1543c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ideas for affirmative action came as early as the Reconstruction Era (1865-1877) in which a former slave population lacked the skills and resources for sustainable living. In 1865, General William Tecumseh Sherman proposed to divide the land and goods from Georgia and grant it to families of color which became the \"Forty acres and a mule\" policy. The proposal was never widely adopted due to strong political opposition. Nearly a century later (1950s-1960s), policies to assist classes of individuals reemerged during the Civil Rights Movement. The civil rights guarantees came through the interpretation of the Equal Protection Clause of the 14th Amendment. The decisions came to be known as affirmative action in which mandatory, as well as voluntary programs, affirmed the civil rights of people of color. Furthermore, these affirmative action programs protected people of color from the present effects stemming from past discrimination. In 1961, President John F. Kennedy became the first to utilize the term \"affirmative action\" in Executive Order 10925 to ensure that government contractors \"take affirmative action to ensure that applicants are employed, and employees are treated during employment, without regard to their race, creed, color, or national origin.\" This executive order realized the government's intent to create equal opportunities for all qualified people. This executive order was eventually amended and superseded by Lyndon B. Johnson's Executive Order 11246 which prevented discrimination based on race, color, religion, and national origin by organizations which received federal contracts and subcontracts. In 1967, the order was amended to include sex as well. The Reagan administration was opposed to the affirmative action requirements of Executive Order 11246, but these contemplated changes[which?] faced bi-partisan opposition in Congress.", "targets": "When did the Reconstruction Era end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1fb112c0b2747ba9530e238cd1543c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ideas for affirmative action came as early as the Reconstruction Era (1865-1877) in which a former slave population lacked the skills and resources for sustainable living. In 1865, General William Tecumseh Sherman proposed to divide the land and goods from Georgia and grant it to families of color which became the \"Forty acres and a mule\" policy. The proposal was never widely adopted due to strong political opposition. Nearly a century later (1950s-1960s), policies to assist classes of individuals reemerged during the Civil Rights Movement. The civil rights guarantees came through the interpretation of the Equal Protection Clause of the 14th Amendment. The decisions came to be known as affirmative action in which mandatory, as well as voluntary programs, affirmed the civil rights of people of color. Furthermore, these affirmative action programs protected people of color from the present effects stemming from past discrimination. In 1961, President John F. Kennedy became the first to utilize the term \"affirmative action\" in Executive Order 10925 to ensure that government contractors \"take affirmative action to ensure that applicants are employed, and employees are treated during employment, without regard to their race, creed, color, or national origin.\" This executive order realized the government's intent to create equal opportunities for all qualified people. This executive order was eventually amended and superseded by Lyndon B. Johnson's Executive Order 11246 which prevented discrimination based on race, color, religion, and national origin by organizations which received federal contracts and subcontracts. In 1967, the order was amended to include sex as well. The Reagan administration was opposed to the affirmative action requirements of Executive Order 11246, but these contemplated changes[which?] faced bi-partisan opposition in Congress.", "targets": "Who proposed that land be divided and split up among families of color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1fb112c0b2747ba9530e238cd1543c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ideas for affirmative action came as early as the Reconstruction Era (1865-1877) in which a former slave population lacked the skills and resources for sustainable living. In 1865, General William Tecumseh Sherman proposed to divide the land and goods from Georgia and grant it to families of color which became the \"Forty acres and a mule\" policy. The proposal was never widely adopted due to strong political opposition. Nearly a century later (1950s-1960s), policies to assist classes of individuals reemerged during the Civil Rights Movement. The civil rights guarantees came through the interpretation of the Equal Protection Clause of the 14th Amendment. The decisions came to be known as affirmative action in which mandatory, as well as voluntary programs, affirmed the civil rights of people of color. Furthermore, these affirmative action programs protected people of color from the present effects stemming from past discrimination. In 1961, President John F. Kennedy became the first to utilize the term \"affirmative action\" in Executive Order 10925 to ensure that government contractors \"take affirmative action to ensure that applicants are employed, and employees are treated during employment, without regard to their race, creed, color, or national origin.\" This executive order realized the government's intent to create equal opportunities for all qualified people. This executive order was eventually amended and superseded by Lyndon B. Johnson's Executive Order 11246 which prevented discrimination based on race, color, religion, and national origin by organizations which received federal contracts and subcontracts. In 1967, the order was amended to include sex as well. The Reagan administration was opposed to the affirmative action requirements of Executive Order 11246, but these contemplated changes[which?] faced bi-partisan opposition in Congress.", "targets": "What was the policy of dividing land among families of color referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1fb112c0b2747ba9530e238cd1543c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ideas for affirmative action came as early as the Reconstruction Era (1865-1877) in which a former slave population lacked the skills and resources for sustainable living. In 1865, General William Tecumseh Sherman proposed to divide the land and goods from Georgia and grant it to families of color which became the \"Forty acres and a mule\" policy. The proposal was never widely adopted due to strong political opposition. Nearly a century later (1950s-1960s), policies to assist classes of individuals reemerged during the Civil Rights Movement. The civil rights guarantees came through the interpretation of the Equal Protection Clause of the 14th Amendment. The decisions came to be known as affirmative action in which mandatory, as well as voluntary programs, affirmed the civil rights of people of color. Furthermore, these affirmative action programs protected people of color from the present effects stemming from past discrimination. In 1961, President John F. Kennedy became the first to utilize the term \"affirmative action\" in Executive Order 10925 to ensure that government contractors \"take affirmative action to ensure that applicants are employed, and employees are treated during employment, without regard to their race, creed, color, or national origin.\" This executive order realized the government's intent to create equal opportunities for all qualified people. This executive order was eventually amended and superseded by Lyndon B. Johnson's Executive Order 11246 which prevented discrimination based on race, color, religion, and national origin by organizations which received federal contracts and subcontracts. In 1967, the order was amended to include sex as well. The Reagan administration was opposed to the affirmative action requirements of Executive Order 11246, but these contemplated changes[which?] faced bi-partisan opposition in Congress.", "targets": "Which part of the constitution was the basis for policies that were developed during the Civil Rights Movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1fb112c0b2747ba9530e238cd1543c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ideas for affirmative action came as early as the Reconstruction Era (1865-1877) in which a former slave population lacked the skills and resources for sustainable living. In 1865, General William Tecumseh Sherman proposed to divide the land and goods from Georgia and grant it to families of color which became the \"Forty acres and a mule\" policy. The proposal was never widely adopted due to strong political opposition. Nearly a century later (1950s-1960s), policies to assist classes of individuals reemerged during the Civil Rights Movement. The civil rights guarantees came through the interpretation of the Equal Protection Clause of the 14th Amendment. The decisions came to be known as affirmative action in which mandatory, as well as voluntary programs, affirmed the civil rights of people of color. Furthermore, these affirmative action programs protected people of color from the present effects stemming from past discrimination. In 1961, President John F. Kennedy became the first to utilize the term \"affirmative action\" in Executive Order 10925 to ensure that government contractors \"take affirmative action to ensure that applicants are employed, and employees are treated during employment, without regard to their race, creed, color, or national origin.\" This executive order realized the government's intent to create equal opportunities for all qualified people. This executive order was eventually amended and superseded by Lyndon B. Johnson's Executive Order 11246 which prevented discrimination based on race, color, religion, and national origin by organizations which received federal contracts and subcontracts. In 1967, the order was amended to include sex as well. The Reagan administration was opposed to the affirmative action requirements of Executive Order 11246, but these contemplated changes[which?] faced bi-partisan opposition in Congress.", "targets": "Who was the first person to utilize the term \"affirmative action\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac0c5ca069a4a8f9bf5c45a096933ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Green\" in modern European languages corresponds to about 520\u2013570 nm, but many historical and non-European languages make other choices, e.g. using a term for the range of ca. 450\u2013530 nm (\"blue/green\") and another for ca. 530\u2013590 nm (\"green/yellow\").[citation needed] In the comparative study of color terms in the world's languages, green is only found as a separate category in languages with the fully developed range of six colors (white, black, red, green, yellow, and blue), or more rarely in systems with five colors (white, red, yellow, green, and black/blue). (See distinction of green from blue) These languages have introduced supplementary vocabulary to denote \"green\", but these terms are recognizable as recent adoptions that are not in origin color terms (much like the English adjective orange being in origin not a color term but the name of a fruit). Thus, the Thai word \u0e40\u0e02\u0e35\u0e22\u0e27 besides meaning \"green\" also means \"rank\" and \"smelly\" and holds other unpleasant associations.", "targets": "In which language does the word for \"green\" also mean \"rank\" and \"smelly\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac0c5ca069a4a8f9bf5c45a096933ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Green\" in modern European languages corresponds to about 520\u2013570 nm, but many historical and non-European languages make other choices, e.g. using a term for the range of ca. 450\u2013530 nm (\"blue/green\") and another for ca. 530\u2013590 nm (\"green/yellow\").[citation needed] In the comparative study of color terms in the world's languages, green is only found as a separate category in languages with the fully developed range of six colors (white, black, red, green, yellow, and blue), or more rarely in systems with five colors (white, red, yellow, green, and black/blue). (See distinction of green from blue) These languages have introduced supplementary vocabulary to denote \"green\", but these terms are recognizable as recent adoptions that are not in origin color terms (much like the English adjective orange being in origin not a color term but the name of a fruit). Thus, the Thai word \u0e40\u0e02\u0e35\u0e22\u0e27 besides meaning \"green\" also means \"rank\" and \"smelly\" and holds other unpleasant associations.", "targets": "In what range does the color green fall in modern European languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ac0c5ca069a4a8f9bf5c45a096933ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Green\" in modern European languages corresponds to about 520\u2013570 nm, but many historical and non-European languages make other choices, e.g. using a term for the range of ca. 450\u2013530 nm (\"blue/green\") and another for ca. 530\u2013590 nm (\"green/yellow\").[citation needed] In the comparative study of color terms in the world's languages, green is only found as a separate category in languages with the fully developed range of six colors (white, black, red, green, yellow, and blue), or more rarely in systems with five colors (white, red, yellow, green, and black/blue). (See distinction of green from blue) These languages have introduced supplementary vocabulary to denote \"green\", but these terms are recognizable as recent adoptions that are not in origin color terms (much like the English adjective orange being in origin not a color term but the name of a fruit). Thus, the Thai word \u0e40\u0e02\u0e35\u0e22\u0e27 besides meaning \"green\" also means \"rank\" and \"smelly\" and holds other unpleasant associations.", "targets": "What is the origin of the word \"orange\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3dbbbceeff34808a3313f3098da2c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor.", "targets": "Where might a teacher teach that is not inside a building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3dbbbceeff34808a3313f3098da2c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor.", "targets": "What is the name for a teacher of just one person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3dbbbceeff34808a3313f3098da2c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor.", "targets": "Where is another indoor location for a teacher other than a school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3dbbbceeff34808a3313f3098da2c32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor.", "targets": "What is the role of teachers in education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32867986eb374dec8c8b25a3daf22997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is also home to many well-known private colleges and universities, including Duke University, Wake Forest University, Pfeiffer University, Lees-McRae College, Davidson College, Barton College, North Carolina Wesleyan College, Elon University, Guilford College, Livingstone College, Salem College, Shaw University (the first historically black college or university in the South), Laurel University, Meredith College, Methodist University, Belmont Abbey College (the only Catholic college in the Carolinas), Campbell University, University of Mount Olive, Montreat College, High Point University, Lenoir-Rhyne University (the only Lutheran university in North Carolina) and Wingate University.", "targets": "Duke University and Shaw University are examples of what type of colleges that are in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32867986eb374dec8c8b25a3daf22997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is also home to many well-known private colleges and universities, including Duke University, Wake Forest University, Pfeiffer University, Lees-McRae College, Davidson College, Barton College, North Carolina Wesleyan College, Elon University, Guilford College, Livingstone College, Salem College, Shaw University (the first historically black college or university in the South), Laurel University, Meredith College, Methodist University, Belmont Abbey College (the only Catholic college in the Carolinas), Campbell University, University of Mount Olive, Montreat College, High Point University, Lenoir-Rhyne University (the only Lutheran university in North Carolina) and Wingate University.", "targets": "What was the first black college in the south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32867986eb374dec8c8b25a3daf22997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is also home to many well-known private colleges and universities, including Duke University, Wake Forest University, Pfeiffer University, Lees-McRae College, Davidson College, Barton College, North Carolina Wesleyan College, Elon University, Guilford College, Livingstone College, Salem College, Shaw University (the first historically black college or university in the South), Laurel University, Meredith College, Methodist University, Belmont Abbey College (the only Catholic college in the Carolinas), Campbell University, University of Mount Olive, Montreat College, High Point University, Lenoir-Rhyne University (the only Lutheran university in North Carolina) and Wingate University.", "targets": "What is the name of the only Catholic college in the Carolinas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32867986eb374dec8c8b25a3daf22997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is also home to many well-known private colleges and universities, including Duke University, Wake Forest University, Pfeiffer University, Lees-McRae College, Davidson College, Barton College, North Carolina Wesleyan College, Elon University, Guilford College, Livingstone College, Salem College, Shaw University (the first historically black college or university in the South), Laurel University, Meredith College, Methodist University, Belmont Abbey College (the only Catholic college in the Carolinas), Campbell University, University of Mount Olive, Montreat College, High Point University, Lenoir-Rhyne University (the only Lutheran university in North Carolina) and Wingate University.", "targets": "What is the name of the only Lutheran University in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ada2b3ee0214e50895a8f86e2598a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wayback Machine is a digital archive of the World Wide Web and other information on the Internet created by the Internet Archive, a nonprofit organization, based in San Francisco, California, United States. It was set up by Brewster Kahle and Bruce Gilliat, and is maintained with content from Alexa Internet. The service enables users to see archived versions of web pages across time, which the archive calls a \"three dimensional index.\"", "targets": "Where does the information stored on the Wayback Machine come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ada2b3ee0214e50895a8f86e2598a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wayback Machine is a digital archive of the World Wide Web and other information on the Internet created by the Internet Archive, a nonprofit organization, based in San Francisco, California, United States. It was set up by Brewster Kahle and Bruce Gilliat, and is maintained with content from Alexa Internet. The service enables users to see archived versions of web pages across time, which the archive calls a \"three dimensional index.\"", "targets": "Which company made the Wayback Machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ada2b3ee0214e50895a8f86e2598a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wayback Machine is a digital archive of the World Wide Web and other information on the Internet created by the Internet Archive, a nonprofit organization, based in San Francisco, California, United States. It was set up by Brewster Kahle and Bruce Gilliat, and is maintained with content from Alexa Internet. The service enables users to see archived versions of web pages across time, which the archive calls a \"three dimensional index.\"", "targets": "Where is Internet Archive headquartered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ada2b3ee0214e50895a8f86e2598a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wayback Machine is a digital archive of the World Wide Web and other information on the Internet created by the Internet Archive, a nonprofit organization, based in San Francisco, California, United States. It was set up by Brewster Kahle and Bruce Gilliat, and is maintained with content from Alexa Internet. The service enables users to see archived versions of web pages across time, which the archive calls a \"three dimensional index.\"", "targets": "What individuals founded Internet Archive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ada2b3ee0214e50895a8f86e2598a55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Wayback Machine is a digital archive of the World Wide Web and other information on the Internet created by the Internet Archive, a nonprofit organization, based in San Francisco, California, United States. It was set up by Brewster Kahle and Bruce Gilliat, and is maintained with content from Alexa Internet. The service enables users to see archived versions of web pages across time, which the archive calls a \"three dimensional index.\"", "targets": "What is the term used by Internet Archive to describe the Wayback Machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c36022ed2eb40ba90ce154c1b06d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Montana Territory was formed on April 26, 1864, when the U.S. passed the Organic Act. Schools started forming in the area before it was officially a territory as families started settling into the area. The first schools were subscription schools that typically held in the teacher's home. The first formal school on record was at Fort Owen in Bitterroot valley in 1862. The students were Indian children and the children of Fort Owen employees. The first school term started in early winter and only lasted until February 28. Classes were taught by Mr. Robinson. Another early subscription school was started by Thomas Dimsdale in Virginia City in 1863. In this school students were charged $1.75 per week. The Montana Territorial Legislative Assembly had its inaugural meeting in 1864. The first legislature authorized counties to levy taxes for schools, which set the foundations for public schooling. Madison County was the first to take advantage of the newly authorized taxes and it formed fhe first public school in Virginia City in 1886. The first school year was scheduled to begin in January 1866, but severe weather postponed its opening until March. The first school year ran through the summer and didn't end until August 17. One of the first teachers at the school was Sarah Raymond. She was a 25-year-old woman who had traveled to Virginia City via wagon train in 1865. To become a certified teacher, Raymond took a test in her home and paid a $6 fee in gold dust to obtain a teaching certificate. With the help of an assistant teacher, Mrs. Farley, Raymond was responsible for teaching 50 to 60 students each day out of the 81 students enrolled at the school. Sarah Raymond was paid at a rate of $125 per month, and Mrs. Farley was paid $75 per month. There were no textbooks used in the school. In their place was an assortment of books brought in by various emigrants. Sarah quit teaching the following year, but would later become the Madison County superintendent of schools.", "targets": "When was the Montana Territory formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c36022ed2eb40ba90ce154c1b06d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Montana Territory was formed on April 26, 1864, when the U.S. passed the Organic Act. Schools started forming in the area before it was officially a territory as families started settling into the area. The first schools were subscription schools that typically held in the teacher's home. The first formal school on record was at Fort Owen in Bitterroot valley in 1862. The students were Indian children and the children of Fort Owen employees. The first school term started in early winter and only lasted until February 28. Classes were taught by Mr. Robinson. Another early subscription school was started by Thomas Dimsdale in Virginia City in 1863. In this school students were charged $1.75 per week. The Montana Territorial Legislative Assembly had its inaugural meeting in 1864. The first legislature authorized counties to levy taxes for schools, which set the foundations for public schooling. Madison County was the first to take advantage of the newly authorized taxes and it formed fhe first public school in Virginia City in 1886. The first school year was scheduled to begin in January 1866, but severe weather postponed its opening until March. The first school year ran through the summer and didn't end until August 17. One of the first teachers at the school was Sarah Raymond. She was a 25-year-old woman who had traveled to Virginia City via wagon train in 1865. To become a certified teacher, Raymond took a test in her home and paid a $6 fee in gold dust to obtain a teaching certificate. With the help of an assistant teacher, Mrs. Farley, Raymond was responsible for teaching 50 to 60 students each day out of the 81 students enrolled at the school. Sarah Raymond was paid at a rate of $125 per month, and Mrs. Farley was paid $75 per month. There were no textbooks used in the school. In their place was an assortment of books brought in by various emigrants. Sarah quit teaching the following year, but would later become the Madison County superintendent of schools.", "targets": "When was the first formal school on record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c36022ed2eb40ba90ce154c1b06d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Montana Territory was formed on April 26, 1864, when the U.S. passed the Organic Act. Schools started forming in the area before it was officially a territory as families started settling into the area. The first schools were subscription schools that typically held in the teacher's home. The first formal school on record was at Fort Owen in Bitterroot valley in 1862. The students were Indian children and the children of Fort Owen employees. The first school term started in early winter and only lasted until February 28. Classes were taught by Mr. Robinson. Another early subscription school was started by Thomas Dimsdale in Virginia City in 1863. In this school students were charged $1.75 per week. The Montana Territorial Legislative Assembly had its inaugural meeting in 1864. The first legislature authorized counties to levy taxes for schools, which set the foundations for public schooling. Madison County was the first to take advantage of the newly authorized taxes and it formed fhe first public school in Virginia City in 1886. The first school year was scheduled to begin in January 1866, but severe weather postponed its opening until March. The first school year ran through the summer and didn't end until August 17. One of the first teachers at the school was Sarah Raymond. She was a 25-year-old woman who had traveled to Virginia City via wagon train in 1865. To become a certified teacher, Raymond took a test in her home and paid a $6 fee in gold dust to obtain a teaching certificate. With the help of an assistant teacher, Mrs. Farley, Raymond was responsible for teaching 50 to 60 students each day out of the 81 students enrolled at the school. Sarah Raymond was paid at a rate of $125 per month, and Mrs. Farley was paid $75 per month. There were no textbooks used in the school. In their place was an assortment of books brought in by various emigrants. Sarah quit teaching the following year, but would later become the Madison County superintendent of schools.", "targets": "How much were students charged per week?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c36022ed2eb40ba90ce154c1b06d3f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Montana Territory was formed on April 26, 1864, when the U.S. passed the Organic Act. Schools started forming in the area before it was officially a territory as families started settling into the area. The first schools were subscription schools that typically held in the teacher's home. The first formal school on record was at Fort Owen in Bitterroot valley in 1862. The students were Indian children and the children of Fort Owen employees. The first school term started in early winter and only lasted until February 28. Classes were taught by Mr. Robinson. Another early subscription school was started by Thomas Dimsdale in Virginia City in 1863. In this school students were charged $1.75 per week. The Montana Territorial Legislative Assembly had its inaugural meeting in 1864. The first legislature authorized counties to levy taxes for schools, which set the foundations for public schooling. Madison County was the first to take advantage of the newly authorized taxes and it formed fhe first public school in Virginia City in 1886. The first school year was scheduled to begin in January 1866, but severe weather postponed its opening until March. The first school year ran through the summer and didn't end until August 17. One of the first teachers at the school was Sarah Raymond. She was a 25-year-old woman who had traveled to Virginia City via wagon train in 1865. To become a certified teacher, Raymond took a test in her home and paid a $6 fee in gold dust to obtain a teaching certificate. With the help of an assistant teacher, Mrs. Farley, Raymond was responsible for teaching 50 to 60 students each day out of the 81 students enrolled at the school. Sarah Raymond was paid at a rate of $125 per month, and Mrs. Farley was paid $75 per month. There were no textbooks used in the school. In their place was an assortment of books brought in by various emigrants. Sarah quit teaching the following year, but would later become the Madison County superintendent of schools.", "targets": "When did the first public school in Virginia City formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf112a30b7e24506a143f563c091eecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Lok-Ham Chan, a professor of history at the University of Washington, writes that Changchub Gyaltsen's aims were to recreate the old Tibetan Kingdom that existed during the Chinese Tang dynasty, to build \"nationalist sentiment\" amongst Tibetans, and to \"remove all traces of Mongol suzerainty.\" Georges Dreyfus, a professor of religion at Williams College, writes that it was Changchub Gyaltsen who adopted the old administrative system of Songts\u00e4n Gampo (c. 605\u2013649)\u2014the first leader of the Tibetan Empire to establish Tibet as a strong power\u2014by reinstating its legal code of punishments and administrative units. For example, instead of the 13 governorships established by the Mongol Sakya viceroy, Changchub Gyaltsen divided Central Tibet into districts (dzong) with district heads (dzong dpon) who had to conform to old rituals and wear clothing styles of old Imperial Tibet. Van Praag asserts that Changchub Gyaltsen's ambitions were to \"restore to Tibet the glories of its Imperial Age\" by reinstating secular administration, promoting \"national culture and traditions,\" and installing a law code that survived into the 20th century.", "targets": "Who divided Central Tibet into districts? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf112a30b7e24506a143f563c091eecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Lok-Ham Chan, a professor of history at the University of Washington, writes that Changchub Gyaltsen's aims were to recreate the old Tibetan Kingdom that existed during the Chinese Tang dynasty, to build \"nationalist sentiment\" amongst Tibetans, and to \"remove all traces of Mongol suzerainty.\" Georges Dreyfus, a professor of religion at Williams College, writes that it was Changchub Gyaltsen who adopted the old administrative system of Songts\u00e4n Gampo (c. 605\u2013649)\u2014the first leader of the Tibetan Empire to establish Tibet as a strong power\u2014by reinstating its legal code of punishments and administrative units. For example, instead of the 13 governorships established by the Mongol Sakya viceroy, Changchub Gyaltsen divided Central Tibet into districts (dzong) with district heads (dzong dpon) who had to conform to old rituals and wear clothing styles of old Imperial Tibet. Van Praag asserts that Changchub Gyaltsen's ambitions were to \"restore to Tibet the glories of its Imperial Age\" by reinstating secular administration, promoting \"national culture and traditions,\" and installing a law code that survived into the 20th century.", "targets": "Who strongly believed Changchub Gyaltsen wanted to restore the glories of its Imperial age to Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf112a30b7e24506a143f563c091eecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Lok-Ham Chan, a professor of history at the University of Washington, writes that Changchub Gyaltsen's aims were to recreate the old Tibetan Kingdom that existed during the Chinese Tang dynasty, to build \"nationalist sentiment\" amongst Tibetans, and to \"remove all traces of Mongol suzerainty.\" Georges Dreyfus, a professor of religion at Williams College, writes that it was Changchub Gyaltsen who adopted the old administrative system of Songts\u00e4n Gampo (c. 605\u2013649)\u2014the first leader of the Tibetan Empire to establish Tibet as a strong power\u2014by reinstating its legal code of punishments and administrative units. For example, instead of the 13 governorships established by the Mongol Sakya viceroy, Changchub Gyaltsen divided Central Tibet into districts (dzong) with district heads (dzong dpon) who had to conform to old rituals and wear clothing styles of old Imperial Tibet. Van Praag asserts that Changchub Gyaltsen's ambitions were to \"restore to Tibet the glories of its Imperial Age\" by reinstating secular administration, promoting \"national culture and traditions,\" and installing a law code that survived into the 20th century.", "targets": "What university was Lok-Ham Chan a professor at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf112a30b7e24506a143f563c091eecf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Lok-Ham Chan, a professor of history at the University of Washington, writes that Changchub Gyaltsen's aims were to recreate the old Tibetan Kingdom that existed during the Chinese Tang dynasty, to build \"nationalist sentiment\" amongst Tibetans, and to \"remove all traces of Mongol suzerainty.\" Georges Dreyfus, a professor of religion at Williams College, writes that it was Changchub Gyaltsen who adopted the old administrative system of Songts\u00e4n Gampo (c. 605\u2013649)\u2014the first leader of the Tibetan Empire to establish Tibet as a strong power\u2014by reinstating its legal code of punishments and administrative units. For example, instead of the 13 governorships established by the Mongol Sakya viceroy, Changchub Gyaltsen divided Central Tibet into districts (dzong) with district heads (dzong dpon) who had to conform to old rituals and wear clothing styles of old Imperial Tibet. Van Praag asserts that Changchub Gyaltsen's ambitions were to \"restore to Tibet the glories of its Imperial Age\" by reinstating secular administration, promoting \"national culture and traditions,\" and installing a law code that survived into the 20th century.", "targets": "What did Lok-Ham Chan claim  Changchub Gyaltsen wanted to remove?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f98058171d414cb5c7f635b290d717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most MIs occur due to coronary artery disease. Risk factors include high blood pressure, smoking, diabetes, lack of exercise, obesity, high blood cholesterol, poor diet, and excessive alcohol intake, among others. The mechanism of an MI often involves the complete blockage of a coronary artery caused by a rupture of an atherosclerotic plaque. MIs are less commonly caused by coronary artery spasms, which may be due to cocaine, significant emotional stress, and extreme cold, among others. A number of tests are useful to help with diagnosis, including electrocardiograms (ECGs), blood tests, and coronary angiography. An ECG may confirm an ST elevation MI if ST elevation is present. Commonly used blood tests include troponin and less often creatine kinase MB.", "targets": "What can ECG confirm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f98058171d414cb5c7f635b290d717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most MIs occur due to coronary artery disease. Risk factors include high blood pressure, smoking, diabetes, lack of exercise, obesity, high blood cholesterol, poor diet, and excessive alcohol intake, among others. The mechanism of an MI often involves the complete blockage of a coronary artery caused by a rupture of an atherosclerotic plaque. MIs are less commonly caused by coronary artery spasms, which may be due to cocaine, significant emotional stress, and extreme cold, among others. A number of tests are useful to help with diagnosis, including electrocardiograms (ECGs), blood tests, and coronary angiography. An ECG may confirm an ST elevation MI if ST elevation is present. Commonly used blood tests include troponin and less often creatine kinase MB.", "targets": "What type of blood tests are used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f98058171d414cb5c7f635b290d717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most MIs occur due to coronary artery disease. Risk factors include high blood pressure, smoking, diabetes, lack of exercise, obesity, high blood cholesterol, poor diet, and excessive alcohol intake, among others. The mechanism of an MI often involves the complete blockage of a coronary artery caused by a rupture of an atherosclerotic plaque. MIs are less commonly caused by coronary artery spasms, which may be due to cocaine, significant emotional stress, and extreme cold, among others. A number of tests are useful to help with diagnosis, including electrocardiograms (ECGs), blood tests, and coronary angiography. An ECG may confirm an ST elevation MI if ST elevation is present. Commonly used blood tests include troponin and less often creatine kinase MB.", "targets": "How do most MIs come about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f98058171d414cb5c7f635b290d717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most MIs occur due to coronary artery disease. Risk factors include high blood pressure, smoking, diabetes, lack of exercise, obesity, high blood cholesterol, poor diet, and excessive alcohol intake, among others. The mechanism of an MI often involves the complete blockage of a coronary artery caused by a rupture of an atherosclerotic plaque. MIs are less commonly caused by coronary artery spasms, which may be due to cocaine, significant emotional stress, and extreme cold, among others. A number of tests are useful to help with diagnosis, including electrocardiograms (ECGs), blood tests, and coronary angiography. An ECG may confirm an ST elevation MI if ST elevation is present. Commonly used blood tests include troponin and less often creatine kinase MB.", "targets": "What is the main mechanism for MI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63f98058171d414cb5c7f635b290d717", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most MIs occur due to coronary artery disease. Risk factors include high blood pressure, smoking, diabetes, lack of exercise, obesity, high blood cholesterol, poor diet, and excessive alcohol intake, among others. The mechanism of an MI often involves the complete blockage of a coronary artery caused by a rupture of an atherosclerotic plaque. MIs are less commonly caused by coronary artery spasms, which may be due to cocaine, significant emotional stress, and extreme cold, among others. A number of tests are useful to help with diagnosis, including electrocardiograms (ECGs), blood tests, and coronary angiography. An ECG may confirm an ST elevation MI if ST elevation is present. Commonly used blood tests include troponin and less often creatine kinase MB.", "targets": "Name one test used to recognize MI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dbc8906eba84077b8a6dfb2b9c38bca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lester Brown states that the market \"does not incorporate the indirect costs of providing goods or services into prices, it does not value nature's services adequately, and it does not respect the sustainable-yield thresholds of natural systems\". It also favors the near term over the long term, thereby showing limited concern for future generations. Tax and subsidy shifting can help overcome these problems, though is also problematic to combine different international normative regimes regulating this issue.", "targets": "Lester Brown states that the market does not incorporate what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dbc8906eba84077b8a6dfb2b9c38bca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lester Brown states that the market \"does not incorporate the indirect costs of providing goods or services into prices, it does not value nature's services adequately, and it does not respect the sustainable-yield thresholds of natural systems\". It also favors the near term over the long term, thereby showing limited concern for future generations. Tax and subsidy shifting can help overcome these problems, though is also problematic to combine different international normative regimes regulating this issue.", "targets": "Who believes that the market does not value nature's service adequately?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dbc8906eba84077b8a6dfb2b9c38bca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lester Brown states that the market \"does not incorporate the indirect costs of providing goods or services into prices, it does not value nature's services adequately, and it does not respect the sustainable-yield thresholds of natural systems\". It also favors the near term over the long term, thereby showing limited concern for future generations. Tax and subsidy shifting can help overcome these problems, though is also problematic to combine different international normative regimes regulating this issue.", "targets": "What can help over come the problems with the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d2e3b70767b4f898120e6693309277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope John XXIII did not live to see the Vatican Council to completion. He died of stomach cancer on 3 June 1963, four and a half years after his election and two months after the completion of his final and famed encyclical, Pacem in terris. He was buried in the Vatican grottoes beneath Saint Peter's Basilica on 6 June 1963 and his cause for canonization was opened on 18 November 1965 by his successor, Pope Paul VI, who declared him a Servant of God. In addition to being named Venerable on 20 December 1999, he was beatified on 3 September 2000 by Pope John Paul II alongside Pope Pius IX and three others. Following his beatification, his body was moved on 3 June 2001 from its original place to the altar of Saint Jerome where it could be seen by the faithful. On 5 July 2013, Pope Francis \u2013 bypassing the traditionally required second miracle \u2013 declared John XXIII a saint, after unanimous agreement by a consistory, or meeting, of the College of Cardinals, based on the fact that he was considered to have lived a virtuous, model lifestyle, and because of the good for the Church which had come from his having opened the Second Vatican Council. He was canonised alongside Pope Saint John Paul II on 27 April 2014. John XXIII today is affectionately known as the \"Good Pope\" and in Italian, \"il Papa buono\".", "targets": "When did the pope die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d2e3b70767b4f898120e6693309277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope John XXIII did not live to see the Vatican Council to completion. He died of stomach cancer on 3 June 1963, four and a half years after his election and two months after the completion of his final and famed encyclical, Pacem in terris. He was buried in the Vatican grottoes beneath Saint Peter's Basilica on 6 June 1963 and his cause for canonization was opened on 18 November 1965 by his successor, Pope Paul VI, who declared him a Servant of God. In addition to being named Venerable on 20 December 1999, he was beatified on 3 September 2000 by Pope John Paul II alongside Pope Pius IX and three others. Following his beatification, his body was moved on 3 June 2001 from its original place to the altar of Saint Jerome where it could be seen by the faithful. On 5 July 2013, Pope Francis \u2013 bypassing the traditionally required second miracle \u2013 declared John XXIII a saint, after unanimous agreement by a consistory, or meeting, of the College of Cardinals, based on the fact that he was considered to have lived a virtuous, model lifestyle, and because of the good for the Church which had come from his having opened the Second Vatican Council. He was canonised alongside Pope Saint John Paul II on 27 April 2014. John XXIII today is affectionately known as the \"Good Pope\" and in Italian, \"il Papa buono\".", "targets": "What did the pope die of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d2e3b70767b4f898120e6693309277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope John XXIII did not live to see the Vatican Council to completion. He died of stomach cancer on 3 June 1963, four and a half years after his election and two months after the completion of his final and famed encyclical, Pacem in terris. He was buried in the Vatican grottoes beneath Saint Peter's Basilica on 6 June 1963 and his cause for canonization was opened on 18 November 1965 by his successor, Pope Paul VI, who declared him a Servant of God. In addition to being named Venerable on 20 December 1999, he was beatified on 3 September 2000 by Pope John Paul II alongside Pope Pius IX and three others. Following his beatification, his body was moved on 3 June 2001 from its original place to the altar of Saint Jerome where it could be seen by the faithful. On 5 July 2013, Pope Francis \u2013 bypassing the traditionally required second miracle \u2013 declared John XXIII a saint, after unanimous agreement by a consistory, or meeting, of the College of Cardinals, based on the fact that he was considered to have lived a virtuous, model lifestyle, and because of the good for the Church which had come from his having opened the Second Vatican Council. He was canonised alongside Pope Saint John Paul II on 27 April 2014. John XXIII today is affectionately known as the \"Good Pope\" and in Italian, \"il Papa buono\".", "targets": "Where was he buried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d2e3b70767b4f898120e6693309277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope John XXIII did not live to see the Vatican Council to completion. He died of stomach cancer on 3 June 1963, four and a half years after his election and two months after the completion of his final and famed encyclical, Pacem in terris. He was buried in the Vatican grottoes beneath Saint Peter's Basilica on 6 June 1963 and his cause for canonization was opened on 18 November 1965 by his successor, Pope Paul VI, who declared him a Servant of God. In addition to being named Venerable on 20 December 1999, he was beatified on 3 September 2000 by Pope John Paul II alongside Pope Pius IX and three others. Following his beatification, his body was moved on 3 June 2001 from its original place to the altar of Saint Jerome where it could be seen by the faithful. On 5 July 2013, Pope Francis \u2013 bypassing the traditionally required second miracle \u2013 declared John XXIII a saint, after unanimous agreement by a consistory, or meeting, of the College of Cardinals, based on the fact that he was considered to have lived a virtuous, model lifestyle, and because of the good for the Church which had come from his having opened the Second Vatican Council. He was canonised alongside Pope Saint John Paul II on 27 April 2014. John XXIII today is affectionately known as the \"Good Pope\" and in Italian, \"il Papa buono\".", "targets": "When was he beatified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d2e3b70767b4f898120e6693309277b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pope John XXIII did not live to see the Vatican Council to completion. He died of stomach cancer on 3 June 1963, four and a half years after his election and two months after the completion of his final and famed encyclical, Pacem in terris. He was buried in the Vatican grottoes beneath Saint Peter's Basilica on 6 June 1963 and his cause for canonization was opened on 18 November 1965 by his successor, Pope Paul VI, who declared him a Servant of God. In addition to being named Venerable on 20 December 1999, he was beatified on 3 September 2000 by Pope John Paul II alongside Pope Pius IX and three others. Following his beatification, his body was moved on 3 June 2001 from its original place to the altar of Saint Jerome where it could be seen by the faithful. On 5 July 2013, Pope Francis \u2013 bypassing the traditionally required second miracle \u2013 declared John XXIII a saint, after unanimous agreement by a consistory, or meeting, of the College of Cardinals, based on the fact that he was considered to have lived a virtuous, model lifestyle, and because of the good for the Church which had come from his having opened the Second Vatican Council. He was canonised alongside Pope Saint John Paul II on 27 April 2014. John XXIII today is affectionately known as the \"Good Pope\" and in Italian, \"il Papa buono\".", "targets": "He is still known today as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe30cfca9b1424bae6d8a459b14e2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan has been historically known as the \"Province of Abundance\". It is one of the major agricultural production bases of China. Grain, including rice and wheat, is the major product with output that ranked first in China in 1999. Commercial crops include citrus fruits, sugar cane, sweet potatoes, peaches and grapes. Sichuan also had the largest output of pork among all the provinces and the second largest output of silkworm cocoons in 1999. Sichuan is rich in mineral resources. It has more than 132 kinds of proven underground mineral resources including vanadium, titanium, and lithium being the largest in China. The Panxi region alone possesses 13.3% of the reserves of iron, 93% of titanium, 69% of vanadium, and 83% of the cobalt of the whole country. Sichuan also possesses China's largest proven natural gas reserves, the majority of which is transported to more developed eastern regions.", "targets": "What area for the \"Province of Abundance\" refer to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe30cfca9b1424bae6d8a459b14e2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan has been historically known as the \"Province of Abundance\". It is one of the major agricultural production bases of China. Grain, including rice and wheat, is the major product with output that ranked first in China in 1999. Commercial crops include citrus fruits, sugar cane, sweet potatoes, peaches and grapes. Sichuan also had the largest output of pork among all the provinces and the second largest output of silkworm cocoons in 1999. Sichuan is rich in mineral resources. It has more than 132 kinds of proven underground mineral resources including vanadium, titanium, and lithium being the largest in China. The Panxi region alone possesses 13.3% of the reserves of iron, 93% of titanium, 69% of vanadium, and 83% of the cobalt of the whole country. Sichuan also possesses China's largest proven natural gas reserves, the majority of which is transported to more developed eastern regions.", "targets": "What are the major agricultural outputs of Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe30cfca9b1424bae6d8a459b14e2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan has been historically known as the \"Province of Abundance\". It is one of the major agricultural production bases of China. Grain, including rice and wheat, is the major product with output that ranked first in China in 1999. Commercial crops include citrus fruits, sugar cane, sweet potatoes, peaches and grapes. Sichuan also had the largest output of pork among all the provinces and the second largest output of silkworm cocoons in 1999. Sichuan is rich in mineral resources. It has more than 132 kinds of proven underground mineral resources including vanadium, titanium, and lithium being the largest in China. The Panxi region alone possesses 13.3% of the reserves of iron, 93% of titanium, 69% of vanadium, and 83% of the cobalt of the whole country. Sichuan also possesses China's largest proven natural gas reserves, the majority of which is transported to more developed eastern regions.", "targets": "What kind of meat is Sichuan known to produce in abundance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe30cfca9b1424bae6d8a459b14e2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan has been historically known as the \"Province of Abundance\". It is one of the major agricultural production bases of China. Grain, including rice and wheat, is the major product with output that ranked first in China in 1999. Commercial crops include citrus fruits, sugar cane, sweet potatoes, peaches and grapes. Sichuan also had the largest output of pork among all the provinces and the second largest output of silkworm cocoons in 1999. Sichuan is rich in mineral resources. It has more than 132 kinds of proven underground mineral resources including vanadium, titanium, and lithium being the largest in China. The Panxi region alone possesses 13.3% of the reserves of iron, 93% of titanium, 69% of vanadium, and 83% of the cobalt of the whole country. Sichuan also possesses China's largest proven natural gas reserves, the majority of which is transported to more developed eastern regions.", "targets": "How much of China's titanium is houses in Sichuan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe30cfca9b1424bae6d8a459b14e2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sichuan has been historically known as the \"Province of Abundance\". It is one of the major agricultural production bases of China. Grain, including rice and wheat, is the major product with output that ranked first in China in 1999. Commercial crops include citrus fruits, sugar cane, sweet potatoes, peaches and grapes. Sichuan also had the largest output of pork among all the provinces and the second largest output of silkworm cocoons in 1999. Sichuan is rich in mineral resources. It has more than 132 kinds of proven underground mineral resources including vanadium, titanium, and lithium being the largest in China. The Panxi region alone possesses 13.3% of the reserves of iron, 93% of titanium, 69% of vanadium, and 83% of the cobalt of the whole country. Sichuan also possesses China's largest proven natural gas reserves, the majority of which is transported to more developed eastern regions.", "targets": "What is often done with Sichuan's natural gas reserves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef2ac6213f02420f9bab8a1751a6100f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, TCM started the annual Young Composers Film Competition, inviting aspiring composers to participate in a judged competition that offers the winner of each year's competition the opportunity to score a restored, feature-length silent film as a grand prize, mentored by a well-known composer, with the new work subsequently premiering on the network. As of 2006, films that have been rescored include the 1921 Rudolph Valentino film Camille, two Lon Chaney films: 1921's The Ace of Hearts and 1928's Laugh, Clown, Laugh, and Greta Garbo's 1926 film The Temptress.", "targets": "In what year did TCM begin the Young Composers Film Competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef2ac6213f02420f9bab8a1751a6100f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, TCM started the annual Young Composers Film Competition, inviting aspiring composers to participate in a judged competition that offers the winner of each year's competition the opportunity to score a restored, feature-length silent film as a grand prize, mentored by a well-known composer, with the new work subsequently premiering on the network. As of 2006, films that have been rescored include the 1921 Rudolph Valentino film Camille, two Lon Chaney films: 1921's The Ace of Hearts and 1928's Laugh, Clown, Laugh, and Greta Garbo's 1926 film The Temptress.", "targets": "How often is the Young Composers Film Competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef2ac6213f02420f9bab8a1751a6100f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, TCM started the annual Young Composers Film Competition, inviting aspiring composers to participate in a judged competition that offers the winner of each year's competition the opportunity to score a restored, feature-length silent film as a grand prize, mentored by a well-known composer, with the new work subsequently premiering on the network. As of 2006, films that have been rescored include the 1921 Rudolph Valentino film Camille, two Lon Chaney films: 1921's The Ace of Hearts and 1928's Laugh, Clown, Laugh, and Greta Garbo's 1926 film The Temptress.", "targets": "What is the grand prize in the Young Composers Film Competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef2ac6213f02420f9bab8a1751a6100f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, TCM started the annual Young Composers Film Competition, inviting aspiring composers to participate in a judged competition that offers the winner of each year's competition the opportunity to score a restored, feature-length silent film as a grand prize, mentored by a well-known composer, with the new work subsequently premiering on the network. As of 2006, films that have been rescored include the 1921 Rudolph Valentino film Camille, two Lon Chaney films: 1921's The Ace of Hearts and 1928's Laugh, Clown, Laugh, and Greta Garbo's 1926 film The Temptress.", "targets": "In what year was Laugh, Clown, Laugh released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef2ac6213f02420f9bab8a1751a6100f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2000, TCM started the annual Young Composers Film Competition, inviting aspiring composers to participate in a judged competition that offers the winner of each year's competition the opportunity to score a restored, feature-length silent film as a grand prize, mentored by a well-known composer, with the new work subsequently premiering on the network. As of 2006, films that have been rescored include the 1921 Rudolph Valentino film Camille, two Lon Chaney films: 1921's The Ace of Hearts and 1928's Laugh, Clown, Laugh, and Greta Garbo's 1926 film The Temptress.", "targets": "Who starred in The Temptress?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367814fd26714de6a34f7988ac06bdf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars disagree over the effects of social status on racial classifications in Brazil. It is generally believed that achieving upward mobility and education results in individuals being classified as a category of lighter skin. The popular claim is that in Brazil, poor whites are considered black and wealthy blacks are considered white. Some scholars disagree, arguing that \"whitening\" of one's social status may be open to people of mixed race, a large part of the population known as pardo, but a person perceived as preto (black) will continue to be classified as black regardless of wealth or social status.", "targets": "What type of skin color has a better chance of a good life in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367814fd26714de6a34f7988ac06bdf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars disagree over the effects of social status on racial classifications in Brazil. It is generally believed that achieving upward mobility and education results in individuals being classified as a category of lighter skin. The popular claim is that in Brazil, poor whites are considered black and wealthy blacks are considered white. Some scholars disagree, arguing that \"whitening\" of one's social status may be open to people of mixed race, a large part of the population known as pardo, but a person perceived as preto (black) will continue to be classified as black regardless of wealth or social status.", "targets": "What are poor whites considered in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367814fd26714de6a34f7988ac06bdf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars disagree over the effects of social status on racial classifications in Brazil. It is generally believed that achieving upward mobility and education results in individuals being classified as a category of lighter skin. The popular claim is that in Brazil, poor whites are considered black and wealthy blacks are considered white. Some scholars disagree, arguing that \"whitening\" of one's social status may be open to people of mixed race, a large part of the population known as pardo, but a person perceived as preto (black) will continue to be classified as black regardless of wealth or social status.", "targets": "What are wealthy blacks considered in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367814fd26714de6a34f7988ac06bdf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars disagree over the effects of social status on racial classifications in Brazil. It is generally believed that achieving upward mobility and education results in individuals being classified as a category of lighter skin. The popular claim is that in Brazil, poor whites are considered black and wealthy blacks are considered white. Some scholars disagree, arguing that \"whitening\" of one's social status may be open to people of mixed race, a large part of the population known as pardo, but a person perceived as preto (black) will continue to be classified as black regardless of wealth or social status.", "targets": "What does Preto mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d17d1832c3594c1fa8a5059a256e3364", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breakage was very common in the shellac era. In the 1934 John O'Hara novel, Appointment in Samarra, the protagonist \"broke one of his most favorites, Whiteman's Lady of the Evening ... He wanted to cry but could not.\" A poignant moment in J. D. Salinger's 1951 novel The Catcher in the Rye occurs after the adolescent protagonist buys a record for his younger sister but drops it and \"it broke into pieces ... I damn-near cried, it made me feel so terrible.\" A sequence where a school teacher's collection of 78 rpm jazz records is smashed by a group of rebellious students is a key moment in the film Blackboard Jungle.", "targets": "What was a known issue of using shellac to make records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d17d1832c3594c1fa8a5059a256e3364", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breakage was very common in the shellac era. In the 1934 John O'Hara novel, Appointment in Samarra, the protagonist \"broke one of his most favorites, Whiteman's Lady of the Evening ... He wanted to cry but could not.\" A poignant moment in J. D. Salinger's 1951 novel The Catcher in the Rye occurs after the adolescent protagonist buys a record for his younger sister but drops it and \"it broke into pieces ... I damn-near cried, it made me feel so terrible.\" A sequence where a school teacher's collection of 78 rpm jazz records is smashed by a group of rebellious students is a key moment in the film Blackboard Jungle.", "targets": "In which novel does 'Whiteman's Lady of the Evening\" record get broken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d17d1832c3594c1fa8a5059a256e3364", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Breakage was very common in the shellac era. In the 1934 John O'Hara novel, Appointment in Samarra, the protagonist \"broke one of his most favorites, Whiteman's Lady of the Evening ... He wanted to cry but could not.\" A poignant moment in J. D. Salinger's 1951 novel The Catcher in the Rye occurs after the adolescent protagonist buys a record for his younger sister but drops it and \"it broke into pieces ... I damn-near cried, it made me feel so terrible.\" A sequence where a school teacher's collection of 78 rpm jazz records is smashed by a group of rebellious students is a key moment in the film Blackboard Jungle.", "targets": "In Blackboard Jungle what record breaking mention is made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5bcd46820194c37af4caeb35052a13c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 20th century, there was no clear record of the number of Venezuelans who emigrated to the United States. Between the 18th and early 19th centuries, there were many European immigrants who went to Venezuela, only to later migrate to the United States along with their children and grandchildren who born and/or grew up in Venezuela speaking Spanish. From 1910 to 1930, it is estimated that over 4,000 South Americans each year emigrated to the United States; however, there are few specific figures indicating these statistics. Many Venezuelans settled in the United States with hopes of receiving a better education, only to remain in there following graduation. They are frequently joined by relatives. However, since the early 1980s, the reasons for Venezuelan emigration have changed to include hopes of earning a higher salary and due to the economic fluctuations in Venezuela which also promoted an important migration of Venezuelan professionals to the US.", "targets": "When did the Venezuelans emigrate to the united states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5bcd46820194c37af4caeb35052a13c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 20th century, there was no clear record of the number of Venezuelans who emigrated to the United States. Between the 18th and early 19th centuries, there were many European immigrants who went to Venezuela, only to later migrate to the United States along with their children and grandchildren who born and/or grew up in Venezuela speaking Spanish. From 1910 to 1930, it is estimated that over 4,000 South Americans each year emigrated to the United States; however, there are few specific figures indicating these statistics. Many Venezuelans settled in the United States with hopes of receiving a better education, only to remain in there following graduation. They are frequently joined by relatives. However, since the early 1980s, the reasons for Venezuelan emigration have changed to include hopes of earning a higher salary and due to the economic fluctuations in Venezuela which also promoted an important migration of Venezuelan professionals to the US.", "targets": "Does Venezuela have immigrates from other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5bcd46820194c37af4caeb35052a13c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 20th century, there was no clear record of the number of Venezuelans who emigrated to the United States. Between the 18th and early 19th centuries, there were many European immigrants who went to Venezuela, only to later migrate to the United States along with their children and grandchildren who born and/or grew up in Venezuela speaking Spanish. From 1910 to 1930, it is estimated that over 4,000 South Americans each year emigrated to the United States; however, there are few specific figures indicating these statistics. Many Venezuelans settled in the United States with hopes of receiving a better education, only to remain in there following graduation. They are frequently joined by relatives. However, since the early 1980s, the reasons for Venezuelan emigration have changed to include hopes of earning a higher salary and due to the economic fluctuations in Venezuela which also promoted an important migration of Venezuelan professionals to the US.", "targets": "Why did Venezuelans come to America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5bcd46820194c37af4caeb35052a13c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Until the 20th century, there was no clear record of the number of Venezuelans who emigrated to the United States. Between the 18th and early 19th centuries, there were many European immigrants who went to Venezuela, only to later migrate to the United States along with their children and grandchildren who born and/or grew up in Venezuela speaking Spanish. From 1910 to 1930, it is estimated that over 4,000 South Americans each year emigrated to the United States; however, there are few specific figures indicating these statistics. Many Venezuelans settled in the United States with hopes of receiving a better education, only to remain in there following graduation. They are frequently joined by relatives. However, since the early 1980s, the reasons for Venezuelan emigration have changed to include hopes of earning a higher salary and due to the economic fluctuations in Venezuela which also promoted an important migration of Venezuelan professionals to the US.", "targets": " Do Venezuelans still come to America for the same reasons as they did before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6ce705e4dce45b1b6986867dadaa0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Campus Martius, a reconfiguration of downtown's main intersection as a new park was opened in 2004. The park has been cited as one of the best public spaces in the United States. The city's riverfront has been the focus of redevelopment, following successful examples of other older industrial cities. In 2001, the first portion of the International Riverfront was completed as a part of the city's 300th anniversary celebration, with miles of parks and associated landscaping completed in succeeding years. In 2011, the Port Authority Passenger Terminal opened with the river walk connecting Hart Plaza to the Renaissance Center.", "targets": "In which year was Campus Martius open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6ce705e4dce45b1b6986867dadaa0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Campus Martius, a reconfiguration of downtown's main intersection as a new park was opened in 2004. The park has been cited as one of the best public spaces in the United States. The city's riverfront has been the focus of redevelopment, following successful examples of other older industrial cities. In 2001, the first portion of the International Riverfront was completed as a part of the city's 300th anniversary celebration, with miles of parks and associated landscaping completed in succeeding years. In 2011, the Port Authority Passenger Terminal opened with the river walk connecting Hart Plaza to the Renaissance Center.", "targets": "What area has Detroit been trying to redevelop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6ce705e4dce45b1b6986867dadaa0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Campus Martius, a reconfiguration of downtown's main intersection as a new park was opened in 2004. The park has been cited as one of the best public spaces in the United States. The city's riverfront has been the focus of redevelopment, following successful examples of other older industrial cities. In 2001, the first portion of the International Riverfront was completed as a part of the city's 300th anniversary celebration, with miles of parks and associated landscaping completed in succeeding years. In 2011, the Port Authority Passenger Terminal opened with the river walk connecting Hart Plaza to the Renaissance Center.", "targets": "In which year did Detroit celebrate it's 300th anniversary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6ce705e4dce45b1b6986867dadaa0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Campus Martius, a reconfiguration of downtown's main intersection as a new park was opened in 2004. The park has been cited as one of the best public spaces in the United States. The city's riverfront has been the focus of redevelopment, following successful examples of other older industrial cities. In 2001, the first portion of the International Riverfront was completed as a part of the city's 300th anniversary celebration, with miles of parks and associated landscaping completed in succeeding years. In 2011, the Port Authority Passenger Terminal opened with the river walk connecting Hart Plaza to the Renaissance Center.", "targets": "What opened in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6ce705e4dce45b1b6986867dadaa0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Campus Martius, a reconfiguration of downtown's main intersection as a new park was opened in 2004. The park has been cited as one of the best public spaces in the United States. The city's riverfront has been the focus of redevelopment, following successful examples of other older industrial cities. In 2001, the first portion of the International Riverfront was completed as a part of the city's 300th anniversary celebration, with miles of parks and associated landscaping completed in succeeding years. In 2011, the Port Authority Passenger Terminal opened with the river walk connecting Hart Plaza to the Renaissance Center.", "targets": "Which two areas were connected by the Port Authority Passenger Terminal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac3406ba83d4cc4ac447f7b33ecda57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonas Bronck (c.\u20091600\u201343) was a Swedish born emigrant from Komstad, Norra Ljunga parish in Sm\u00e5land, Sweden who arrived in New Netherland during the spring of 1639. He became the first recorded European settler in the area now known as the Bronx. He leased land from the Dutch West India Company on the neck of the mainland immediately north of the Dutch settlement in Harlem (on Manhattan island), and bought additional tracts from the local tribes. He eventually accumulated 500 acres (about 2 square km, or 3/4 of a square mile) between the Harlem River and the Aquahung, which became known as Bronck's River, or The Bronx. Dutch and English settlers referred to the area as Bronck's Land. The American poet William Bronk was a descendant of Pieter Bronck, either Jonas Bronck's son or his younger brother.", "targets": "When was Jonas Bronck born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac3406ba83d4cc4ac447f7b33ecda57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonas Bronck (c.\u20091600\u201343) was a Swedish born emigrant from Komstad, Norra Ljunga parish in Sm\u00e5land, Sweden who arrived in New Netherland during the spring of 1639. He became the first recorded European settler in the area now known as the Bronx. He leased land from the Dutch West India Company on the neck of the mainland immediately north of the Dutch settlement in Harlem (on Manhattan island), and bought additional tracts from the local tribes. He eventually accumulated 500 acres (about 2 square km, or 3/4 of a square mile) between the Harlem River and the Aquahung, which became known as Bronck's River, or The Bronx. Dutch and English settlers referred to the area as Bronck's Land. The American poet William Bronk was a descendant of Pieter Bronck, either Jonas Bronck's son or his younger brother.", "targets": "When did Bronck reach the New York area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac3406ba83d4cc4ac447f7b33ecda57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonas Bronck (c.\u20091600\u201343) was a Swedish born emigrant from Komstad, Norra Ljunga parish in Sm\u00e5land, Sweden who arrived in New Netherland during the spring of 1639. He became the first recorded European settler in the area now known as the Bronx. He leased land from the Dutch West India Company on the neck of the mainland immediately north of the Dutch settlement in Harlem (on Manhattan island), and bought additional tracts from the local tribes. He eventually accumulated 500 acres (about 2 square km, or 3/4 of a square mile) between the Harlem River and the Aquahung, which became known as Bronck's River, or The Bronx. Dutch and English settlers referred to the area as Bronck's Land. The American poet William Bronk was a descendant of Pieter Bronck, either Jonas Bronck's son or his younger brother.", "targets": "Where did Bronck emigrate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac3406ba83d4cc4ac447f7b33ecda57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonas Bronck (c.\u20091600\u201343) was a Swedish born emigrant from Komstad, Norra Ljunga parish in Sm\u00e5land, Sweden who arrived in New Netherland during the spring of 1639. He became the first recorded European settler in the area now known as the Bronx. He leased land from the Dutch West India Company on the neck of the mainland immediately north of the Dutch settlement in Harlem (on Manhattan island), and bought additional tracts from the local tribes. He eventually accumulated 500 acres (about 2 square km, or 3/4 of a square mile) between the Harlem River and the Aquahung, which became known as Bronck's River, or The Bronx. Dutch and English settlers referred to the area as Bronck's Land. The American poet William Bronk was a descendant of Pieter Bronck, either Jonas Bronck's son or his younger brother.", "targets": "What entity did Bronck get his land from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dac3406ba83d4cc4ac447f7b33ecda57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonas Bronck (c.\u20091600\u201343) was a Swedish born emigrant from Komstad, Norra Ljunga parish in Sm\u00e5land, Sweden who arrived in New Netherland during the spring of 1639. He became the first recorded European settler in the area now known as the Bronx. He leased land from the Dutch West India Company on the neck of the mainland immediately north of the Dutch settlement in Harlem (on Manhattan island), and bought additional tracts from the local tribes. He eventually accumulated 500 acres (about 2 square km, or 3/4 of a square mile) between the Harlem River and the Aquahung, which became known as Bronck's River, or The Bronx. Dutch and English settlers referred to the area as Bronck's Land. The American poet William Bronk was a descendant of Pieter Bronck, either Jonas Bronck's son or his younger brother.", "targets": "How much land did Bronck eventually own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be96fbaa893e45fdaa22f2b268ceb6b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards \u2013 a computerized version of the card game \"Concentration\" or \"Memory\". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.", "targets": "What can impact memory performance in a positive way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be96fbaa893e45fdaa22f2b268ceb6b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards \u2013 a computerized version of the card game \"Concentration\" or \"Memory\". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.", "targets": "In their study what was the relationship that both groups shared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be96fbaa893e45fdaa22f2b268ceb6b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards \u2013 a computerized version of the card game \"Concentration\" or \"Memory\". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.", "targets": "What can the scent of vanilla be used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be96fbaa893e45fdaa22f2b268ceb6b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards \u2013 a computerized version of the card game \"Concentration\" or \"Memory\". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.", "targets": "What did a study performed by Schwabe and wolf show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be96fbaa893e45fdaa22f2b268ceb6b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, memory performance can be enhanced when material is linked to the learning context, even when learning occurs under stress. A separate study by cognitive psychologists Schwabe and Wolf shows that when retention testing is done in a context similar to or congruent with the original learning task (i.e., in the same room), memory impairment and the detrimental effects of stress on learning can be attenuated. Seventy-two healthy female and male university students, randomly assigned to the SECPT stress test or to a control group, were asked to remember the locations of 15 pairs of picture cards \u2013 a computerized version of the card game \"Concentration\" or \"Memory\". The room in which the experiment took place was infused with the scent of vanilla, as odour is a strong cue for memory. Retention testing took place the following day, either in the same room with the vanilla scent again present, or in a different room without the fragrance. The memory performance of subjects who experienced stress during the object-location task decreased significantly when they were tested in an unfamiliar room without the vanilla scent (an incongruent context); however, the memory performance of stressed subjects showed no impairment when they were tested in the original room with the vanilla scent (a congruent context). All participants in the experiment, both stressed and unstressed, performed faster when the learning and retrieval contexts were similar.", "targets": "In Schwabe and wolfs study what where particpants asked to memorize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd681a3204497883be0f7af3de81a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kinsey scale, also called the Heterosexual-Homosexual Rating Scale, was first published in Sexual Behavior in the Human Male (1948) by Alfred Kinsey, Wardell Pomeroy, and Clyde Martin and also featured in Sexual Behavior in the Human Female (1953). The scale was developed to combat the assumption at the time that people are either heterosexual or homosexual and that these two types represent antitheses in the sexual world. Recognizing that a large portion of population is not completely heterosexual or homosexual and people can experience both heterosexual and homosexual behavior and psychic responses, Kinsey et al., stated:", "targets": "What other name does the KInsey scale go by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd681a3204497883be0f7af3de81a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kinsey scale, also called the Heterosexual-Homosexual Rating Scale, was first published in Sexual Behavior in the Human Male (1948) by Alfred Kinsey, Wardell Pomeroy, and Clyde Martin and also featured in Sexual Behavior in the Human Female (1953). The scale was developed to combat the assumption at the time that people are either heterosexual or homosexual and that these two types represent antitheses in the sexual world. Recognizing that a large portion of population is not completely heterosexual or homosexual and people can experience both heterosexual and homosexual behavior and psychic responses, Kinsey et al., stated:", "targets": "When was the KInsey scale first published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd681a3204497883be0f7af3de81a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kinsey scale, also called the Heterosexual-Homosexual Rating Scale, was first published in Sexual Behavior in the Human Male (1948) by Alfred Kinsey, Wardell Pomeroy, and Clyde Martin and also featured in Sexual Behavior in the Human Female (1953). The scale was developed to combat the assumption at the time that people are either heterosexual or homosexual and that these two types represent antitheses in the sexual world. Recognizing that a large portion of population is not completely heterosexual or homosexual and people can experience both heterosexual and homosexual behavior and psychic responses, Kinsey et al., stated:", "targets": "Why was the KInsey scale developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd681a3204497883be0f7af3de81a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kinsey scale, also called the Heterosexual-Homosexual Rating Scale, was first published in Sexual Behavior in the Human Male (1948) by Alfred Kinsey, Wardell Pomeroy, and Clyde Martin and also featured in Sexual Behavior in the Human Female (1953). The scale was developed to combat the assumption at the time that people are either heterosexual or homosexual and that these two types represent antitheses in the sexual world. Recognizing that a large portion of population is not completely heterosexual or homosexual and people can experience both heterosexual and homosexual behavior and psychic responses, Kinsey et al., stated:", "targets": "What did KInsey state as his reasoning for the scale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd681a3204497883be0f7af3de81a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kinsey scale, also called the Heterosexual-Homosexual Rating Scale, was first published in Sexual Behavior in the Human Male (1948) by Alfred Kinsey, Wardell Pomeroy, and Clyde Martin and also featured in Sexual Behavior in the Human Female (1953). The scale was developed to combat the assumption at the time that people are either heterosexual or homosexual and that these two types represent antitheses in the sexual world. Recognizing that a large portion of population is not completely heterosexual or homosexual and people can experience both heterosexual and homosexual behavior and psychic responses, Kinsey et al., stated:", "targets": "Who else was featured in The sexual behavior of the human male?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa1c1b18798341dfa81ac307a9af3563", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the automobile being the primary means of transportation for over 80 percent of its residents, San Diego is served by a network of freeways and highways. This includes Interstate 5, which runs south to Tijuana and north to Los Angeles; Interstate 8, which runs east to Imperial County and the Arizona Sun Corridor; Interstate 15, which runs northeast through the Inland Empire to Las Vegas and Salt Lake City; and Interstate 805, which splits from I-5 near the Mexican border and rejoins I-5 at Sorrento Valley.", "targets": "What major interstate runs from Tijuana to Los Angeles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa1c1b18798341dfa81ac307a9af3563", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the automobile being the primary means of transportation for over 80 percent of its residents, San Diego is served by a network of freeways and highways. This includes Interstate 5, which runs south to Tijuana and north to Los Angeles; Interstate 8, which runs east to Imperial County and the Arizona Sun Corridor; Interstate 15, which runs northeast through the Inland Empire to Las Vegas and Salt Lake City; and Interstate 805, which splits from I-5 near the Mexican border and rejoins I-5 at Sorrento Valley.", "targets": "Where does Interstate 805 split from I-5?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa1c1b18798341dfa81ac307a9af3563", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the automobile being the primary means of transportation for over 80 percent of its residents, San Diego is served by a network of freeways and highways. This includes Interstate 5, which runs south to Tijuana and north to Los Angeles; Interstate 8, which runs east to Imperial County and the Arizona Sun Corridor; Interstate 15, which runs northeast through the Inland Empire to Las Vegas and Salt Lake City; and Interstate 805, which splits from I-5 near the Mexican border and rejoins I-5 at Sorrento Valley.", "targets": "Which interstate directly connects the east with the Arizona Sun Corridor and Imperial County?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa1c1b18798341dfa81ac307a9af3563", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the automobile being the primary means of transportation for over 80 percent of its residents, San Diego is served by a network of freeways and highways. This includes Interstate 5, which runs south to Tijuana and north to Los Angeles; Interstate 8, which runs east to Imperial County and the Arizona Sun Corridor; Interstate 15, which runs northeast through the Inland Empire to Las Vegas and Salt Lake City; and Interstate 805, which splits from I-5 near the Mexican border and rejoins I-5 at Sorrento Valley.", "targets": "What two major cities are Inland Empire connected to via Interstate 15?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa1c1b18798341dfa81ac307a9af3563", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the automobile being the primary means of transportation for over 80 percent of its residents, San Diego is served by a network of freeways and highways. This includes Interstate 5, which runs south to Tijuana and north to Los Angeles; Interstate 8, which runs east to Imperial County and the Arizona Sun Corridor; Interstate 15, which runs northeast through the Inland Empire to Las Vegas and Salt Lake City; and Interstate 805, which splits from I-5 near the Mexican border and rejoins I-5 at Sorrento Valley.", "targets": "What percentage of San Diego's residents rely on theri automobile as a primary source of transportation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca23b8cda5af46fbbce5724d10b4f5b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1059, the right of electing the pope was reserved to the principal clergy of Rome and the bishops of the seven suburbicarian sees. In the 12th century the practice of appointing ecclesiastics from outside Rome as cardinals began, with each of them assigned a church in Rome as his titular church or linked with one of the suburbicarian dioceses, while still being incardinated in a diocese other than that of Rome.[citation needed]", "targets": "In 1059, who was responsible for electing the pope? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca23b8cda5af46fbbce5724d10b4f5b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1059, the right of electing the pope was reserved to the principal clergy of Rome and the bishops of the seven suburbicarian sees. In the 12th century the practice of appointing ecclesiastics from outside Rome as cardinals began, with each of them assigned a church in Rome as his titular church or linked with one of the suburbicarian dioceses, while still being incardinated in a diocese other than that of Rome.[citation needed]", "targets": "What were the cardinals assigned? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bfcadba2ff745b48b4a0528150d237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally, Espanyol was seen by the vast majority of Barcelona's citizens as a club which cultivated a kind of compliance to the central authority, in stark contrast to Bar\u00e7a's revolutionary spirit. Also in the 1960s and 1970s, while FC Barcelona acted as an integrating force for Catalonia's new arrivals from poorer regions of Spain expecting to find a better life, Espanyol drew their support mainly from sectors close to the regime such as policemen, military officers, civil servants and career fascists.", "targets": "How was Espanyol viewed as being toward Spanish authority by the people of Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bfcadba2ff745b48b4a0528150d237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally, Espanyol was seen by the vast majority of Barcelona's citizens as a club which cultivated a kind of compliance to the central authority, in stark contrast to Bar\u00e7a's revolutionary spirit. Also in the 1960s and 1970s, while FC Barcelona acted as an integrating force for Catalonia's new arrivals from poorer regions of Spain expecting to find a better life, Espanyol drew their support mainly from sectors close to the regime such as policemen, military officers, civil servants and career fascists.", "targets": "What type of supporters did Barcelona  attract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bfcadba2ff745b48b4a0528150d237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally, Espanyol was seen by the vast majority of Barcelona's citizens as a club which cultivated a kind of compliance to the central authority, in stark contrast to Bar\u00e7a's revolutionary spirit. Also in the 1960s and 1970s, while FC Barcelona acted as an integrating force for Catalonia's new arrivals from poorer regions of Spain expecting to find a better life, Espanyol drew their support mainly from sectors close to the regime such as policemen, military officers, civil servants and career fascists.", "targets": "From where did Espanyol draw their supporters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bfcadba2ff745b48b4a0528150d237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally, Espanyol was seen by the vast majority of Barcelona's citizens as a club which cultivated a kind of compliance to the central authority, in stark contrast to Bar\u00e7a's revolutionary spirit. Also in the 1960s and 1970s, while FC Barcelona acted as an integrating force for Catalonia's new arrivals from poorer regions of Spain expecting to find a better life, Espanyol drew their support mainly from sectors close to the regime such as policemen, military officers, civil servants and career fascists.", "targets": "When did Barcelona act as a draw to new arrivals from Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bfcadba2ff745b48b4a0528150d237a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally, Espanyol was seen by the vast majority of Barcelona's citizens as a club which cultivated a kind of compliance to the central authority, in stark contrast to Bar\u00e7a's revolutionary spirit. Also in the 1960s and 1970s, while FC Barcelona acted as an integrating force for Catalonia's new arrivals from poorer regions of Spain expecting to find a better life, Espanyol drew their support mainly from sectors close to the regime such as policemen, military officers, civil servants and career fascists.", "targets": "What kind of spirit does Team Barcelona seem to encourage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "When did Steven Spielberg have trouble dealing with being an Orthodox Jew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "How did Steven Spielberg feel about being an Orhtodox Jew?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "What kind of prejudice did Spielberg have to deal with in High school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "How many bloody noses did Spielberg get in High School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "At what age was Spielberg embarrassed by his family being Jewish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "What was Spielberg bullied because of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90b4462ae7004654bb6999aeab317a14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a child, Spielberg faced difficulty reconciling being an Orthodox Jew with the perception of him by other children he played with. \"It isn't something I enjoy admitting,\" he once said, \"but when I was seven, eight, nine years old, God forgive me, I was embarrassed because we were Orthodox Jews. I was embarrassed by the outward perception of my parents' Jewish practices. I was never really ashamed to be Jewish, but I was uneasy at times.\" Spielberg also said he suffered from acts of anti-Semitic prejudice and bullying: \"In high school, I got smacked and kicked around. Two bloody noses. It was horrible.\"", "targets": "How many bloody noses did Spielberg get in high school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4fd926591d94b1db4a9aecf43a9966c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Southeast Asia is rich in flora and fauna, Southeast Asia is facing severe deforestation which causes habitat loss for various endangered species such as orangutan and the Sumatran tiger. Predictions have been made that more than 40% of the animal and plant species in Southeast Asia could be wiped out in the 21st century. At the same time, haze has been a regular occurrence. The two worst regional hazes were in 1997 and 2006 in which multiple countries were covered with thick haze, mostly caused by \"slash and burn\" activities in Sumatra and Borneo. In reaction, several countries in Southeast Asia signed the ASEAN Agreement on Transboundary Haze Pollution to combat haze pollution.", "targets": "What percentage of plant and animal species extinction is predicted in the 21st century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4fd926591d94b1db4a9aecf43a9966c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Southeast Asia is rich in flora and fauna, Southeast Asia is facing severe deforestation which causes habitat loss for various endangered species such as orangutan and the Sumatran tiger. Predictions have been made that more than 40% of the animal and plant species in Southeast Asia could be wiped out in the 21st century. At the same time, haze has been a regular occurrence. The two worst regional hazes were in 1997 and 2006 in which multiple countries were covered with thick haze, mostly caused by \"slash and burn\" activities in Sumatra and Borneo. In reaction, several countries in Southeast Asia signed the ASEAN Agreement on Transboundary Haze Pollution to combat haze pollution.", "targets": "Where has haze been predominant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4fd926591d94b1db4a9aecf43a9966c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Southeast Asia is rich in flora and fauna, Southeast Asia is facing severe deforestation which causes habitat loss for various endangered species such as orangutan and the Sumatran tiger. Predictions have been made that more than 40% of the animal and plant species in Southeast Asia could be wiped out in the 21st century. At the same time, haze has been a regular occurrence. The two worst regional hazes were in 1997 and 2006 in which multiple countries were covered with thick haze, mostly caused by \"slash and burn\" activities in Sumatra and Borneo. In reaction, several countries in Southeast Asia signed the ASEAN Agreement on Transboundary Haze Pollution to combat haze pollution.", "targets": "How is a haze formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4fd926591d94b1db4a9aecf43a9966c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Southeast Asia is rich in flora and fauna, Southeast Asia is facing severe deforestation which causes habitat loss for various endangered species such as orangutan and the Sumatran tiger. Predictions have been made that more than 40% of the animal and plant species in Southeast Asia could be wiped out in the 21st century. At the same time, haze has been a regular occurrence. The two worst regional hazes were in 1997 and 2006 in which multiple countries were covered with thick haze, mostly caused by \"slash and burn\" activities in Sumatra and Borneo. In reaction, several countries in Southeast Asia signed the ASEAN Agreement on Transboundary Haze Pollution to combat haze pollution.", "targets": "What agreement has the Southeast Asian countries signed to combat haze pollution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4fd926591d94b1db4a9aecf43a9966c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While Southeast Asia is rich in flora and fauna, Southeast Asia is facing severe deforestation which causes habitat loss for various endangered species such as orangutan and the Sumatran tiger. Predictions have been made that more than 40% of the animal and plant species in Southeast Asia could be wiped out in the 21st century. At the same time, haze has been a regular occurrence. The two worst regional hazes were in 1997 and 2006 in which multiple countries were covered with thick haze, mostly caused by \"slash and burn\" activities in Sumatra and Borneo. In reaction, several countries in Southeast Asia signed the ASEAN Agreement on Transboundary Haze Pollution to combat haze pollution.", "targets": "When did the 2 worst haze pollution occur in Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23aad8964a745cba3022d941b7fa3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1954, all U.S. networks had regained control of their programming, with higher advertising revenues: ABC's revenue increased by 67% (earning $26 million), NBC's went up by 30% ($100 million) and CBS's rose by 44% ($117 million). However that year, ABC had only 14 primary affiliates compared to the 74 that carried the majority of CBS programs and the 71 that were primarily affiliated with NBC. Most markets outside the largest ones were not large enough to support three full-time network affiliates. In some markets that were large enough for a third full-time affiliate, the only available commercial allocation was on the less-desirable UHF band. Until the All-Channel Receiver Act (passed by Congress in 1961) mandated the inclusion of UHF tuning, most viewers needed to purchase a converter to be able to watch UHF stations, and the signal quality was marginal at best even with a converter. Additionally, during the analog television era, UHF stations were not adequately receivable in rugged terrain. These factors made many prospective station owners skittish about investing in a UHF station, especially one that would have had to take on an affiliation with a weaker network.", "targets": "How many primary affiliates did ABC have in 1954?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23aad8964a745cba3022d941b7fa3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1954, all U.S. networks had regained control of their programming, with higher advertising revenues: ABC's revenue increased by 67% (earning $26 million), NBC's went up by 30% ($100 million) and CBS's rose by 44% ($117 million). However that year, ABC had only 14 primary affiliates compared to the 74 that carried the majority of CBS programs and the 71 that were primarily affiliated with NBC. Most markets outside the largest ones were not large enough to support three full-time network affiliates. In some markets that were large enough for a third full-time affiliate, the only available commercial allocation was on the less-desirable UHF band. Until the All-Channel Receiver Act (passed by Congress in 1961) mandated the inclusion of UHF tuning, most viewers needed to purchase a converter to be able to watch UHF stations, and the signal quality was marginal at best even with a converter. Additionally, during the analog television era, UHF stations were not adequately receivable in rugged terrain. These factors made many prospective station owners skittish about investing in a UHF station, especially one that would have had to take on an affiliation with a weaker network.", "targets": "How many primary affiliates did CBS have in 1954?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23aad8964a745cba3022d941b7fa3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1954, all U.S. networks had regained control of their programming, with higher advertising revenues: ABC's revenue increased by 67% (earning $26 million), NBC's went up by 30% ($100 million) and CBS's rose by 44% ($117 million). However that year, ABC had only 14 primary affiliates compared to the 74 that carried the majority of CBS programs and the 71 that were primarily affiliated with NBC. Most markets outside the largest ones were not large enough to support three full-time network affiliates. In some markets that were large enough for a third full-time affiliate, the only available commercial allocation was on the less-desirable UHF band. Until the All-Channel Receiver Act (passed by Congress in 1961) mandated the inclusion of UHF tuning, most viewers needed to purchase a converter to be able to watch UHF stations, and the signal quality was marginal at best even with a converter. Additionally, during the analog television era, UHF stations were not adequately receivable in rugged terrain. These factors made many prospective station owners skittish about investing in a UHF station, especially one that would have had to take on an affiliation with a weaker network.", "targets": "What important legislation was passed by Congress for the television industry in 1961?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d23aad8964a745cba3022d941b7fa3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1954, all U.S. networks had regained control of their programming, with higher advertising revenues: ABC's revenue increased by 67% (earning $26 million), NBC's went up by 30% ($100 million) and CBS's rose by 44% ($117 million). However that year, ABC had only 14 primary affiliates compared to the 74 that carried the majority of CBS programs and the 71 that were primarily affiliated with NBC. Most markets outside the largest ones were not large enough to support three full-time network affiliates. In some markets that were large enough for a third full-time affiliate, the only available commercial allocation was on the less-desirable UHF band. Until the All-Channel Receiver Act (passed by Congress in 1961) mandated the inclusion of UHF tuning, most viewers needed to purchase a converter to be able to watch UHF stations, and the signal quality was marginal at best even with a converter. Additionally, during the analog television era, UHF stations were not adequately receivable in rugged terrain. These factors made many prospective station owners skittish about investing in a UHF station, especially one that would have had to take on an affiliation with a weaker network.", "targets": "The All-Channel Receiver Act mandated the support of what kind of tuning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "According to Sergio DellaPergola, what percent of Jews worldwide do Ashkenazi Jews's make up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "During what century did Ashkenazi Jews make up around three percent of the Jewish population worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "Prior to which major event were there approximately 16.7 million Jews in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "During what year did Ashkenazi Jews account for 92 percent of Jews worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "By 1931, what percentage of the world\u2019s Jews were Ashkenazi Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "How many Jews were there in the world just prior to the Holocaust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "From the 11th century until 1931, the population of Ashkenazi Jews grew by what percent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "Who made rough calculations and implied that Ashkenazi Jews make up less than 74% of the Jewish population worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15d27eb704f74cca99cf1d2f3b114fa3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is estimated that in the 11th century Ashkenazi Jews composed only three percent of the world's Jewish population, while at their peak in 1931 they accounted for 92 percent of the world's Jews. Immediately prior to the Holocaust, the number of Jews in the world stood at approximately 16.7 million. Statistical figures vary for the contemporary demography of Ashkenazi Jews, oscillating between 10 million and 11.2 million. Sergio DellaPergola in a rough calculation of Sephardic and Mizrahi Jews, implies that Ashkenazi make up less than 74% of Jews worldwide. Other estimates place Ashkenazi Jews as making up about 75% of Jews worldwide.", "targets": "The present-day population of Ashkenazi Jews is thought to be between which two numbers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9a31c85900e4e3a93731ac19d03b418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From European settlement in 1888, child convicts were occasionally sent to Australia where they were made to work. Child labour was not as excessive in Australia as in Britain. With a low population, agricultural productivity was higher and families did not face starvation as in established industrialised countries. Australia also did not have significant industry until the later part of the 20th century when child labour laws, and compulsory schooling had developed under the influence of Britain. From the 1870s Child labour was restricted by compulsorry schooling.", "targets": "In 1888 what country were child convicts sent to the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9a31c85900e4e3a93731ac19d03b418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From European settlement in 1888, child convicts were occasionally sent to Australia where they were made to work. Child labour was not as excessive in Australia as in Britain. With a low population, agricultural productivity was higher and families did not face starvation as in established industrialised countries. Australia also did not have significant industry until the later part of the 20th century when child labour laws, and compulsory schooling had developed under the influence of Britain. From the 1870s Child labour was restricted by compulsorry schooling.", "targets": "What restricted the 1870s Child labour in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9a31c85900e4e3a93731ac19d03b418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From European settlement in 1888, child convicts were occasionally sent to Australia where they were made to work. Child labour was not as excessive in Australia as in Britain. With a low population, agricultural productivity was higher and families did not face starvation as in established industrialised countries. Australia also did not have significant industry until the later part of the 20th century when child labour laws, and compulsory schooling had developed under the influence of Britain. From the 1870s Child labour was restricted by compulsorry schooling.", "targets": "Was child labour rampagnt in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9a31c85900e4e3a93731ac19d03b418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From European settlement in 1888, child convicts were occasionally sent to Australia where they were made to work. Child labour was not as excessive in Australia as in Britain. With a low population, agricultural productivity was higher and families did not face starvation as in established industrialised countries. Australia also did not have significant industry until the later part of the 20th century when child labour laws, and compulsory schooling had developed under the influence of Britain. From the 1870s Child labour was restricted by compulsorry schooling.", "targets": "When did industrailization take off in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c218cc6c0a448739158fa978c315ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Naturally occurring crude asphalt/bitumen impregnated in sedimentary rock is the prime feed stock for petroleum production from \"Oil sands\", currently under development in Alberta, Canada. Canada has most of the world's supply of natural asphalt/bitumen, covering 140,000 square kilometres (an area larger than England), giving it the second-largest proven oil reserves in the world. The Athabasca oil sands is the largest asphalt/bitumen deposit in Canada and the only one accessible to surface mining, although recent technological breakthroughs have resulted in deeper deposits becoming producible by in situ methods. Because of oil price increases after 2003, producing bitumen became highly profitable, but as a result of the decline after 2014 it became uneconomic to build new plants again. By 2014, Canadian crude asphalt/bitumen production averaged about 2.3 million barrels (370,000 m3) per day and was projected to rise to 4.4 million barrels (700,000 m3) per day by 2020. The total amount of crude asphalt/bitumen in Alberta which could be extracted is estimated to be about 310 billion barrels (50\u00d710^9 m3), which at a rate of 4,400,000 barrels per day (700,000 m3/d) would last about 200 years.", "targets": "Where is naturally occurring bitumen in rock being developed as a feed stock for petroleum production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c218cc6c0a448739158fa978c315ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Naturally occurring crude asphalt/bitumen impregnated in sedimentary rock is the prime feed stock for petroleum production from \"Oil sands\", currently under development in Alberta, Canada. Canada has most of the world's supply of natural asphalt/bitumen, covering 140,000 square kilometres (an area larger than England), giving it the second-largest proven oil reserves in the world. The Athabasca oil sands is the largest asphalt/bitumen deposit in Canada and the only one accessible to surface mining, although recent technological breakthroughs have resulted in deeper deposits becoming producible by in situ methods. Because of oil price increases after 2003, producing bitumen became highly profitable, but as a result of the decline after 2014 it became uneconomic to build new plants again. By 2014, Canadian crude asphalt/bitumen production averaged about 2.3 million barrels (370,000 m3) per day and was projected to rise to 4.4 million barrels (700,000 m3) per day by 2020. The total amount of crude asphalt/bitumen in Alberta which could be extracted is estimated to be about 310 billion barrels (50\u00d710^9 m3), which at a rate of 4,400,000 barrels per day (700,000 m3/d) would last about 200 years.", "targets": "How much area does Canada's natural bitumen cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c218cc6c0a448739158fa978c315ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Naturally occurring crude asphalt/bitumen impregnated in sedimentary rock is the prime feed stock for petroleum production from \"Oil sands\", currently under development in Alberta, Canada. Canada has most of the world's supply of natural asphalt/bitumen, covering 140,000 square kilometres (an area larger than England), giving it the second-largest proven oil reserves in the world. The Athabasca oil sands is the largest asphalt/bitumen deposit in Canada and the only one accessible to surface mining, although recent technological breakthroughs have resulted in deeper deposits becoming producible by in situ methods. Because of oil price increases after 2003, producing bitumen became highly profitable, but as a result of the decline after 2014 it became uneconomic to build new plants again. By 2014, Canadian crude asphalt/bitumen production averaged about 2.3 million barrels (370,000 m3) per day and was projected to rise to 4.4 million barrels (700,000 m3) per day by 2020. The total amount of crude asphalt/bitumen in Alberta which could be extracted is estimated to be about 310 billion barrels (50\u00d710^9 m3), which at a rate of 4,400,000 barrels per day (700,000 m3/d) would last about 200 years.", "targets": "Where does Canada rank in world's oil supplies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c218cc6c0a448739158fa978c315ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Naturally occurring crude asphalt/bitumen impregnated in sedimentary rock is the prime feed stock for petroleum production from \"Oil sands\", currently under development in Alberta, Canada. Canada has most of the world's supply of natural asphalt/bitumen, covering 140,000 square kilometres (an area larger than England), giving it the second-largest proven oil reserves in the world. The Athabasca oil sands is the largest asphalt/bitumen deposit in Canada and the only one accessible to surface mining, although recent technological breakthroughs have resulted in deeper deposits becoming producible by in situ methods. Because of oil price increases after 2003, producing bitumen became highly profitable, but as a result of the decline after 2014 it became uneconomic to build new plants again. By 2014, Canadian crude asphalt/bitumen production averaged about 2.3 million barrels (370,000 m3) per day and was projected to rise to 4.4 million barrels (700,000 m3) per day by 2020. The total amount of crude asphalt/bitumen in Alberta which could be extracted is estimated to be about 310 billion barrels (50\u00d710^9 m3), which at a rate of 4,400,000 barrels per day (700,000 m3/d) would last about 200 years.", "targets": "What is Canada's only surface bitumen mine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c218cc6c0a448739158fa978c315ca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Naturally occurring crude asphalt/bitumen impregnated in sedimentary rock is the prime feed stock for petroleum production from \"Oil sands\", currently under development in Alberta, Canada. Canada has most of the world's supply of natural asphalt/bitumen, covering 140,000 square kilometres (an area larger than England), giving it the second-largest proven oil reserves in the world. The Athabasca oil sands is the largest asphalt/bitumen deposit in Canada and the only one accessible to surface mining, although recent technological breakthroughs have resulted in deeper deposits becoming producible by in situ methods. Because of oil price increases after 2003, producing bitumen became highly profitable, but as a result of the decline after 2014 it became uneconomic to build new plants again. By 2014, Canadian crude asphalt/bitumen production averaged about 2.3 million barrels (370,000 m3) per day and was projected to rise to 4.4 million barrels (700,000 m3) per day by 2020. The total amount of crude asphalt/bitumen in Alberta which could be extracted is estimated to be about 310 billion barrels (50\u00d710^9 m3), which at a rate of 4,400,000 barrels per day (700,000 m3/d) would last about 200 years.", "targets": "What is the amount of bitumen that can be extracted in Alberta?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f156b6b33f084896ac1c986f5e827cde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four-year, full-time undergraduate program comprises a minority of enrollments at the university and emphasizes instruction with an \"arts and sciences focus\". Between 1978 and 2008, entering students were required to complete a core curriculum of seven classes outside of their concentration. Since 2008, undergraduate students have been required to complete courses in eight General Education categories: Aesthetic and Interpretive Understanding, Culture and Belief, Empirical and Mathematical Reasoning, Ethical Reasoning, Science of Living Systems, Science of the Physical Universe, Societies of the World, and United States in the World. Harvard offers a comprehensive doctoral graduate program and there is a high level of coexistence between graduate and undergraduate degrees. The Carnegie Foundation for the Advancement of Teaching, The New York Times, and some students have criticized Harvard for its reliance on teaching fellows for some aspects of undergraduate education; they consider this to adversely affect the quality of education.", "targets": "Between 1978 an d2008 four year full time undergraduate students were required to complete how many classes outside of their concentration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f156b6b33f084896ac1c986f5e827cde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four-year, full-time undergraduate program comprises a minority of enrollments at the university and emphasizes instruction with an \"arts and sciences focus\". Between 1978 and 2008, entering students were required to complete a core curriculum of seven classes outside of their concentration. Since 2008, undergraduate students have been required to complete courses in eight General Education categories: Aesthetic and Interpretive Understanding, Culture and Belief, Empirical and Mathematical Reasoning, Ethical Reasoning, Science of Living Systems, Science of the Physical Universe, Societies of the World, and United States in the World. Harvard offers a comprehensive doctoral graduate program and there is a high level of coexistence between graduate and undergraduate degrees. The Carnegie Foundation for the Advancement of Teaching, The New York Times, and some students have criticized Harvard for its reliance on teaching fellows for some aspects of undergraduate education; they consider this to adversely affect the quality of education.", "targets": "Post 2008 undergraduate students are required to complete how many general education classes towards degree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f156b6b33f084896ac1c986f5e827cde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The four-year, full-time undergraduate program comprises a minority of enrollments at the university and emphasizes instruction with an \"arts and sciences focus\". Between 1978 and 2008, entering students were required to complete a core curriculum of seven classes outside of their concentration. Since 2008, undergraduate students have been required to complete courses in eight General Education categories: Aesthetic and Interpretive Understanding, Culture and Belief, Empirical and Mathematical Reasoning, Ethical Reasoning, Science of Living Systems, Science of the Physical Universe, Societies of the World, and United States in the World. Harvard offers a comprehensive doctoral graduate program and there is a high level of coexistence between graduate and undergraduate degrees. The Carnegie Foundation for the Advancement of Teaching, The New York Times, and some students have criticized Harvard for its reliance on teaching fellows for some aspects of undergraduate education; they consider this to adversely affect the quality of education.", "targets": "What criticism in NY times article that impacts the quality of Education at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97370b016a6e4a7d9dc63d77a4ae405f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in 1934, the Westinghouse Electric & Manufacturing Company began paying Tesla $125 per month as well as paying his rent at the Hotel New Yorker, expenses the Company would pay for the rest of Tesla's life. Accounts on how this came about vary. Several sources say Westinghouse was worried about potential bad publicity surrounding the impoverished conditions their former star inventor was living under. It has been described as being couched in the form of a \"consulting fee\" to get around Tesla's aversion to accept charity, or by one biographer (Marc Seifer), as a type of unspecified settlement.", "targets": "What was Tesla's salary from Westinghouse in 1934?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97370b016a6e4a7d9dc63d77a4ae405f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in 1934, the Westinghouse Electric & Manufacturing Company began paying Tesla $125 per month as well as paying his rent at the Hotel New Yorker, expenses the Company would pay for the rest of Tesla's life. Accounts on how this came about vary. Several sources say Westinghouse was worried about potential bad publicity surrounding the impoverished conditions their former star inventor was living under. It has been described as being couched in the form of a \"consulting fee\" to get around Tesla's aversion to accept charity, or by one biographer (Marc Seifer), as a type of unspecified settlement.", "targets": "What other compensation did Tesla get from Westinghouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97370b016a6e4a7d9dc63d77a4ae405f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in 1934, the Westinghouse Electric & Manufacturing Company began paying Tesla $125 per month as well as paying his rent at the Hotel New Yorker, expenses the Company would pay for the rest of Tesla's life. Accounts on how this came about vary. Several sources say Westinghouse was worried about potential bad publicity surrounding the impoverished conditions their former star inventor was living under. It has been described as being couched in the form of a \"consulting fee\" to get around Tesla's aversion to accept charity, or by one biographer (Marc Seifer), as a type of unspecified settlement.", "targets": "For how long did Tesla receive this compensation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97370b016a6e4a7d9dc63d77a4ae405f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in 1934, the Westinghouse Electric & Manufacturing Company began paying Tesla $125 per month as well as paying his rent at the Hotel New Yorker, expenses the Company would pay for the rest of Tesla's life. Accounts on how this came about vary. Several sources say Westinghouse was worried about potential bad publicity surrounding the impoverished conditions their former star inventor was living under. It has been described as being couched in the form of a \"consulting fee\" to get around Tesla's aversion to accept charity, or by one biographer (Marc Seifer), as a type of unspecified settlement.", "targets": "What was Westinghouse potentially trying to avoid by paying Tesla?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77711b83800b4364805153df51265d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In separate testimony to Financial Crisis Inquiry Commission, officers of Clayton Holdings\u2014the largest residential loan due diligence and securitization surveillance company in the United States and Europe\u2014testified that Clayton's review of over 900,000 mortgages issued from January 2006 to June 2007 revealed that scarcely 54% of the loans met their originators\u2019 underwriting standards. The analysis (conducted on behalf of 23 investment and commercial banks, including 7 \"too big to fail\" banks) additionally showed that 28% of the sampled loans did not meet the minimal standards of any issuer. Clayton's analysis further showed that 39% of these loans (i.e. those not meeting any issuer's minimal underwriting standards) were subsequently securitized and sold to investors.", "targets": "Who was the largest residential loan due diligence and securitization surveillance company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77711b83800b4364805153df51265d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In separate testimony to Financial Crisis Inquiry Commission, officers of Clayton Holdings\u2014the largest residential loan due diligence and securitization surveillance company in the United States and Europe\u2014testified that Clayton's review of over 900,000 mortgages issued from January 2006 to June 2007 revealed that scarcely 54% of the loans met their originators\u2019 underwriting standards. The analysis (conducted on behalf of 23 investment and commercial banks, including 7 \"too big to fail\" banks) additionally showed that 28% of the sampled loans did not meet the minimal standards of any issuer. Clayton's analysis further showed that 39% of these loans (i.e. those not meeting any issuer's minimal underwriting standards) were subsequently securitized and sold to investors.", "targets": "According to Clayton Holdings, how many mortgages issued from January 2006 to June 2007 met underwriting standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77711b83800b4364805153df51265d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In separate testimony to Financial Crisis Inquiry Commission, officers of Clayton Holdings\u2014the largest residential loan due diligence and securitization surveillance company in the United States and Europe\u2014testified that Clayton's review of over 900,000 mortgages issued from January 2006 to June 2007 revealed that scarcely 54% of the loans met their originators\u2019 underwriting standards. The analysis (conducted on behalf of 23 investment and commercial banks, including 7 \"too big to fail\" banks) additionally showed that 28% of the sampled loans did not meet the minimal standards of any issuer. Clayton's analysis further showed that 39% of these loans (i.e. those not meeting any issuer's minimal underwriting standards) were subsequently securitized and sold to investors.", "targets": "How many investment and commercial banks were included in Clayton Holdings' analysis of January 2006 to June 2007 loans? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77711b83800b4364805153df51265d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In separate testimony to Financial Crisis Inquiry Commission, officers of Clayton Holdings\u2014the largest residential loan due diligence and securitization surveillance company in the United States and Europe\u2014testified that Clayton's review of over 900,000 mortgages issued from January 2006 to June 2007 revealed that scarcely 54% of the loans met their originators\u2019 underwriting standards. The analysis (conducted on behalf of 23 investment and commercial banks, including 7 \"too big to fail\" banks) additionally showed that 28% of the sampled loans did not meet the minimal standards of any issuer. Clayton's analysis further showed that 39% of these loans (i.e. those not meeting any issuer's minimal underwriting standards) were subsequently securitized and sold to investors.", "targets": "Per Clayton's analysis of loans issued from January 2006 to June 2007, what percent of loans did not meet minimal standards of any issuer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77711b83800b4364805153df51265d74", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In separate testimony to Financial Crisis Inquiry Commission, officers of Clayton Holdings\u2014the largest residential loan due diligence and securitization surveillance company in the United States and Europe\u2014testified that Clayton's review of over 900,000 mortgages issued from January 2006 to June 2007 revealed that scarcely 54% of the loans met their originators\u2019 underwriting standards. The analysis (conducted on behalf of 23 investment and commercial banks, including 7 \"too big to fail\" banks) additionally showed that 28% of the sampled loans did not meet the minimal standards of any issuer. Clayton's analysis further showed that 39% of these loans (i.e. those not meeting any issuer's minimal underwriting standards) were subsequently securitized and sold to investors.", "targets": "How many mortgage loans did Clayton Holdings review in their analysis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3847f3c3803f4a22b8038167d790be13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, Bandai posted a countdown on a teaser site. Once the countdown was finished, it revealed a reboot of the Digimon World series titled Digimon World Re:Digitize. An enhanced version of the game released on Nintendo 3DS as Digimon World Re:Digitize Decode in 2013. Another role-playing game by the name Digimon Story: Cyber Sleuth is set for release in 2015 for PlayStation Vita. It is part of the Digimon Story sub-series, originally on Nintendo DS and has also been released with English subtitles in North America.", "targets": "In what year did Bandai post information about a reboot on his website?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3847f3c3803f4a22b8038167d790be13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, Bandai posted a countdown on a teaser site. Once the countdown was finished, it revealed a reboot of the Digimon World series titled Digimon World Re:Digitize. An enhanced version of the game released on Nintendo 3DS as Digimon World Re:Digitize Decode in 2013. Another role-playing game by the name Digimon Story: Cyber Sleuth is set for release in 2015 for PlayStation Vita. It is part of the Digimon Story sub-series, originally on Nintendo DS and has also been released with English subtitles in North America.", "targets": "What year is the video game Digimon Story: Cyber Sleuth set to be released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3847f3c3803f4a22b8038167d790be13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2011, Bandai posted a countdown on a teaser site. Once the countdown was finished, it revealed a reboot of the Digimon World series titled Digimon World Re:Digitize. An enhanced version of the game released on Nintendo 3DS as Digimon World Re:Digitize Decode in 2013. Another role-playing game by the name Digimon Story: Cyber Sleuth is set for release in 2015 for PlayStation Vita. It is part of the Digimon Story sub-series, originally on Nintendo DS and has also been released with English subtitles in North America.", "targets": "When was the Nintendo 3DS Digimon World Re:Digitize released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e5cc01c2b4305b412f995285e82f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings).", "targets": "What acts are included in communication between parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e5cc01c2b4305b412f995285e82f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings).", "targets": "The forms of the acts included in communication depends on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e5cc01c2b4305b412f995285e82f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings).", "targets": "What is one dimension that communication is typically described along?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e5cc01c2b4305b412f995285e82f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings).", "targets": "What is one target of communication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60e5cc01c2b4305b412f995285e82f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message. Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings).", "targets": "Who said that we should examine the impact a message has on the recipient of the message?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4b1b18316e417a82995dfb42c8c1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no railways, waterways, ports or harbours on the island. Loading jetties are located at Kingston and Cascade, but ships cannot get close to either of them. When a supply ship arrives, it is emptied by whaleboats towed by launches, five tonnes at a time. Which jetty is used depends on the prevailing weather on the day. The jetty on the leeward side of the island is often used. If the wind changes significantly during unloading/loading, the ship will move around to the other side. Visitors often gather to watch the activity when a supply ship arrives.", "targets": "Where are loading jetties found on Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4b1b18316e417a82995dfb42c8c1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no railways, waterways, ports or harbours on the island. Loading jetties are located at Kingston and Cascade, but ships cannot get close to either of them. When a supply ship arrives, it is emptied by whaleboats towed by launches, five tonnes at a time. Which jetty is used depends on the prevailing weather on the day. The jetty on the leeward side of the island is often used. If the wind changes significantly during unloading/loading, the ship will move around to the other side. Visitors often gather to watch the activity when a supply ship arrives.", "targets": "How is a supply ship unloaded when it reaches Norfolk Island? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4b1b18316e417a82995dfb42c8c1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no railways, waterways, ports or harbours on the island. Loading jetties are located at Kingston and Cascade, but ships cannot get close to either of them. When a supply ship arrives, it is emptied by whaleboats towed by launches, five tonnes at a time. Which jetty is used depends on the prevailing weather on the day. The jetty on the leeward side of the island is often used. If the wind changes significantly during unloading/loading, the ship will move around to the other side. Visitors often gather to watch the activity when a supply ship arrives.", "targets": "What determines the jetty that's used by supply ships to Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4b1b18316e417a82995dfb42c8c1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no railways, waterways, ports or harbours on the island. Loading jetties are located at Kingston and Cascade, but ships cannot get close to either of them. When a supply ship arrives, it is emptied by whaleboats towed by launches, five tonnes at a time. Which jetty is used depends on the prevailing weather on the day. The jetty on the leeward side of the island is often used. If the wind changes significantly during unloading/loading, the ship will move around to the other side. Visitors often gather to watch the activity when a supply ship arrives.", "targets": "Where can you find the often-used jetty on Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b4b1b18316e417a82995dfb42c8c1a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no railways, waterways, ports or harbours on the island. Loading jetties are located at Kingston and Cascade, but ships cannot get close to either of them. When a supply ship arrives, it is emptied by whaleboats towed by launches, five tonnes at a time. Which jetty is used depends on the prevailing weather on the day. The jetty on the leeward side of the island is often used. If the wind changes significantly during unloading/loading, the ship will move around to the other side. Visitors often gather to watch the activity when a supply ship arrives.", "targets": "Who can usually be found watching supply ships unload at Norfolk Island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0c74cbe2cb743fb8b180a029051e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cestida (\"belt animals\") are ribbon-shaped planktonic animals, with the mouth and aboral organ aligned in the middle of opposite edges of the ribbon. There is a pair of comb-rows along each aboral edge, and tentilla emerging from a groove all along the oral edge, which stream back across most of the wing-like body surface. Cestids can swim by undulating their bodies as well as by the beating of their comb-rows. There are two known species, with worldwide distribution in warm, and warm-temperate waters: Cestum veneris (\"Venus' girdle\") is among the largest ctenophores \u2013 up to 1.5 meters (4.9 ft) long, and can undulate slowly or quite rapidly. Velamen parallelum, which is typically less than 20 centimeters (0.66 ft) long, can move much faster in what has been described as a \"darting motion\".", "targets": "Which species are ribbon-shaped planktonic animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0c74cbe2cb743fb8b180a029051e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cestida (\"belt animals\") are ribbon-shaped planktonic animals, with the mouth and aboral organ aligned in the middle of opposite edges of the ribbon. There is a pair of comb-rows along each aboral edge, and tentilla emerging from a groove all along the oral edge, which stream back across most of the wing-like body surface. Cestids can swim by undulating their bodies as well as by the beating of their comb-rows. There are two known species, with worldwide distribution in warm, and warm-temperate waters: Cestum veneris (\"Venus' girdle\") is among the largest ctenophores \u2013 up to 1.5 meters (4.9 ft) long, and can undulate slowly or quite rapidly. Velamen parallelum, which is typically less than 20 centimeters (0.66 ft) long, can move much faster in what has been described as a \"darting motion\".", "targets": "What is the largest ctenophore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0c74cbe2cb743fb8b180a029051e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cestida (\"belt animals\") are ribbon-shaped planktonic animals, with the mouth and aboral organ aligned in the middle of opposite edges of the ribbon. There is a pair of comb-rows along each aboral edge, and tentilla emerging from a groove all along the oral edge, which stream back across most of the wing-like body surface. Cestids can swim by undulating their bodies as well as by the beating of their comb-rows. There are two known species, with worldwide distribution in warm, and warm-temperate waters: Cestum veneris (\"Venus' girdle\") is among the largest ctenophores \u2013 up to 1.5 meters (4.9 ft) long, and can undulate slowly or quite rapidly. Velamen parallelum, which is typically less than 20 centimeters (0.66 ft) long, can move much faster in what has been described as a \"darting motion\".", "targets": "What are cestida called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0c74cbe2cb743fb8b180a029051e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cestida (\"belt animals\") are ribbon-shaped planktonic animals, with the mouth and aboral organ aligned in the middle of opposite edges of the ribbon. There is a pair of comb-rows along each aboral edge, and tentilla emerging from a groove all along the oral edge, which stream back across most of the wing-like body surface. Cestids can swim by undulating their bodies as well as by the beating of their comb-rows. There are two known species, with worldwide distribution in warm, and warm-temperate waters: Cestum veneris (\"Venus' girdle\") is among the largest ctenophores \u2013 up to 1.5 meters (4.9 ft) long, and can undulate slowly or quite rapidly. Velamen parallelum, which is typically less than 20 centimeters (0.66 ft) long, can move much faster in what has been described as a \"darting motion\".", "targets": "How do cestids swim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0c74cbe2cb743fb8b180a029051e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cestida (\"belt animals\") are ribbon-shaped planktonic animals, with the mouth and aboral organ aligned in the middle of opposite edges of the ribbon. There is a pair of comb-rows along each aboral edge, and tentilla emerging from a groove all along the oral edge, which stream back across most of the wing-like body surface. Cestids can swim by undulating their bodies as well as by the beating of their comb-rows. There are two known species, with worldwide distribution in warm, and warm-temperate waters: Cestum veneris (\"Venus' girdle\") is among the largest ctenophores \u2013 up to 1.5 meters (4.9 ft) long, and can undulate slowly or quite rapidly. Velamen parallelum, which is typically less than 20 centimeters (0.66 ft) long, can move much faster in what has been described as a \"darting motion\".", "targets": "Which species moves by a darting motion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7407742c15774ddebf01ec4564474635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is a relatively small component of the state's economy and varies greatly due to the varying climate across the state. The state ranked first in Mexico for the production of the following crops: oats, chile verde, cotton, apples, pecans, and membrillo. The state has an important dairy industry with large milk processors throughout the state. Delicias is home to Alpura, the second-largest dairy company in Mexico. The state has a large logging industry ranking second in oak and third in pine in Mexico. The mining industry is a small but continues to produce large amounts of minerals. The state ranked first place in the country for the production of lead with 53,169 metric tons. Chihuahua ranked second in Mexico for zinc at 150,211 metric tons, silver at 580,271 kg, and gold at 15,221.8 kg.", "targets": "Agriculture varies across the state because of the variation in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7407742c15774ddebf01ec4564474635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is a relatively small component of the state's economy and varies greatly due to the varying climate across the state. The state ranked first in Mexico for the production of the following crops: oats, chile verde, cotton, apples, pecans, and membrillo. The state has an important dairy industry with large milk processors throughout the state. Delicias is home to Alpura, the second-largest dairy company in Mexico. The state has a large logging industry ranking second in oak and third in pine in Mexico. The mining industry is a small but continues to produce large amounts of minerals. The state ranked first place in the country for the production of lead with 53,169 metric tons. Chihuahua ranked second in Mexico for zinc at 150,211 metric tons, silver at 580,271 kg, and gold at 15,221.8 kg.", "targets": "Which fruit does the state rank first in production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7407742c15774ddebf01ec4564474635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is a relatively small component of the state's economy and varies greatly due to the varying climate across the state. The state ranked first in Mexico for the production of the following crops: oats, chile verde, cotton, apples, pecans, and membrillo. The state has an important dairy industry with large milk processors throughout the state. Delicias is home to Alpura, the second-largest dairy company in Mexico. The state has a large logging industry ranking second in oak and third in pine in Mexico. The mining industry is a small but continues to produce large amounts of minerals. The state ranked first place in the country for the production of lead with 53,169 metric tons. Chihuahua ranked second in Mexico for zinc at 150,211 metric tons, silver at 580,271 kg, and gold at 15,221.8 kg.", "targets": "The state produces lots of dairy which large processors of what dairy product?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7407742c15774ddebf01ec4564474635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is a relatively small component of the state's economy and varies greatly due to the varying climate across the state. The state ranked first in Mexico for the production of the following crops: oats, chile verde, cotton, apples, pecans, and membrillo. The state has an important dairy industry with large milk processors throughout the state. Delicias is home to Alpura, the second-largest dairy company in Mexico. The state has a large logging industry ranking second in oak and third in pine in Mexico. The mining industry is a small but continues to produce large amounts of minerals. The state ranked first place in the country for the production of lead with 53,169 metric tons. Chihuahua ranked second in Mexico for zinc at 150,211 metric tons, silver at 580,271 kg, and gold at 15,221.8 kg.", "targets": "The state ranks second in the production of what type of wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7407742c15774ddebf01ec4564474635", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture is a relatively small component of the state's economy and varies greatly due to the varying climate across the state. The state ranked first in Mexico for the production of the following crops: oats, chile verde, cotton, apples, pecans, and membrillo. The state has an important dairy industry with large milk processors throughout the state. Delicias is home to Alpura, the second-largest dairy company in Mexico. The state has a large logging industry ranking second in oak and third in pine in Mexico. The mining industry is a small but continues to produce large amounts of minerals. The state ranked first place in the country for the production of lead with 53,169 metric tons. Chihuahua ranked second in Mexico for zinc at 150,211 metric tons, silver at 580,271 kg, and gold at 15,221.8 kg.", "targets": "The state ranked second with over 150,000 metric tons of what metal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a5b3b0315a407cbb4717e383d4ea73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1943 the Allies formed a new South East Asia Command (SEAC) to take over strategic responsibilities for Burma and India from the British India Command, under Wavell. In October 1943 Winston Churchill appointed Admiral Lord Louis Mountbatten as its Supreme Commander. The British and Indian Fourteenth Army was formed to face the Japanese in Burma. Under Lieutenant General William Slim, its training, morale and health greatly improved. The American General Joseph Stilwell, who also was deputy commander to Mountbatten and commanded U.S. forces in the China Burma India Theater, directed aid to China and prepared to construct the Ledo Road to link India and China by land.", "targets": "What Allied command replaced the British India Command in August, 1943?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a5b3b0315a407cbb4717e383d4ea73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1943 the Allies formed a new South East Asia Command (SEAC) to take over strategic responsibilities for Burma and India from the British India Command, under Wavell. In October 1943 Winston Churchill appointed Admiral Lord Louis Mountbatten as its Supreme Commander. The British and Indian Fourteenth Army was formed to face the Japanese in Burma. Under Lieutenant General William Slim, its training, morale and health greatly improved. The American General Joseph Stilwell, who also was deputy commander to Mountbatten and commanded U.S. forces in the China Burma India Theater, directed aid to China and prepared to construct the Ledo Road to link India and China by land.", "targets": "Who was appointed Supreme Commander of the SEAC in October, 1943?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a5b3b0315a407cbb4717e383d4ea73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1943 the Allies formed a new South East Asia Command (SEAC) to take over strategic responsibilities for Burma and India from the British India Command, under Wavell. In October 1943 Winston Churchill appointed Admiral Lord Louis Mountbatten as its Supreme Commander. The British and Indian Fourteenth Army was formed to face the Japanese in Burma. Under Lieutenant General William Slim, its training, morale and health greatly improved. The American General Joseph Stilwell, who also was deputy commander to Mountbatten and commanded U.S. forces in the China Burma India Theater, directed aid to China and prepared to construct the Ledo Road to link India and China by land.", "targets": "Who was deputy commander to Mountbatten?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a5b3b0315a407cbb4717e383d4ea73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1943 the Allies formed a new South East Asia Command (SEAC) to take over strategic responsibilities for Burma and India from the British India Command, under Wavell. In October 1943 Winston Churchill appointed Admiral Lord Louis Mountbatten as its Supreme Commander. The British and Indian Fourteenth Army was formed to face the Japanese in Burma. Under Lieutenant General William Slim, its training, morale and health greatly improved. The American General Joseph Stilwell, who also was deputy commander to Mountbatten and commanded U.S. forces in the China Burma India Theater, directed aid to China and prepared to construct the Ledo Road to link India and China by land.", "targets": "What was the name of the new link between India and China by land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50a5b3b0315a407cbb4717e383d4ea73", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In August 1943 the Allies formed a new South East Asia Command (SEAC) to take over strategic responsibilities for Burma and India from the British India Command, under Wavell. In October 1943 Winston Churchill appointed Admiral Lord Louis Mountbatten as its Supreme Commander. The British and Indian Fourteenth Army was formed to face the Japanese in Burma. Under Lieutenant General William Slim, its training, morale and health greatly improved. The American General Joseph Stilwell, who also was deputy commander to Mountbatten and commanded U.S. forces in the China Burma India Theater, directed aid to China and prepared to construct the Ledo Road to link India and China by land.", "targets": "The British and Indian Fourteenth Army was formed to take on what force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c6f1338826447d8dac0a0557a93c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther spoke out against the Jews in Saxony, Brandenburg, and Silesia. Josel of Rosheim, the Jewish spokesman who tried to help the Jews of Saxony in 1537, later blamed their plight on \"that priest whose name was Martin Luther\u2014may his body and soul be bound up in hell!\u2014who wrote and issued many heretical books in which he said that whoever would help the Jews was doomed to perdition.\" Josel asked the city of Strasbourg to forbid the sale of Luther's anti-Jewish works: they refused initially, but did so when a Lutheran pastor in Hochfelden used a sermon to urge his parishioners to murder Jews. Luther's influence persisted after his death. Throughout the 1580s, riots led to the expulsion of Jews from several German Lutheran states.", "targets": "What did Luther speak out about in Saxony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c6f1338826447d8dac0a0557a93c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther spoke out against the Jews in Saxony, Brandenburg, and Silesia. Josel of Rosheim, the Jewish spokesman who tried to help the Jews of Saxony in 1537, later blamed their plight on \"that priest whose name was Martin Luther\u2014may his body and soul be bound up in hell!\u2014who wrote and issued many heretical books in which he said that whoever would help the Jews was doomed to perdition.\" Josel asked the city of Strasbourg to forbid the sale of Luther's anti-Jewish works: they refused initially, but did so when a Lutheran pastor in Hochfelden used a sermon to urge his parishioners to murder Jews. Luther's influence persisted after his death. Throughout the 1580s, riots led to the expulsion of Jews from several German Lutheran states.", "targets": "Who did Josel of Rosheim blame for the condition of Jews in Saxony?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c6f1338826447d8dac0a0557a93c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther spoke out against the Jews in Saxony, Brandenburg, and Silesia. Josel of Rosheim, the Jewish spokesman who tried to help the Jews of Saxony in 1537, later blamed their plight on \"that priest whose name was Martin Luther\u2014may his body and soul be bound up in hell!\u2014who wrote and issued many heretical books in which he said that whoever would help the Jews was doomed to perdition.\" Josel asked the city of Strasbourg to forbid the sale of Luther's anti-Jewish works: they refused initially, but did so when a Lutheran pastor in Hochfelden used a sermon to urge his parishioners to murder Jews. Luther's influence persisted after his death. Throughout the 1580s, riots led to the expulsion of Jews from several German Lutheran states.", "targets": "What did Josel of Rosheim claimed that Luther said of those who might aid the Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c6f1338826447d8dac0a0557a93c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther spoke out against the Jews in Saxony, Brandenburg, and Silesia. Josel of Rosheim, the Jewish spokesman who tried to help the Jews of Saxony in 1537, later blamed their plight on \"that priest whose name was Martin Luther\u2014may his body and soul be bound up in hell!\u2014who wrote and issued many heretical books in which he said that whoever would help the Jews was doomed to perdition.\" Josel asked the city of Strasbourg to forbid the sale of Luther's anti-Jewish works: they refused initially, but did so when a Lutheran pastor in Hochfelden used a sermon to urge his parishioners to murder Jews. Luther's influence persisted after his death. Throughout the 1580s, riots led to the expulsion of Jews from several German Lutheran states.", "targets": "What did Josel ask the city of Strasbourg to forbid the sale of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29c6f1338826447d8dac0a0557a93c76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther spoke out against the Jews in Saxony, Brandenburg, and Silesia. Josel of Rosheim, the Jewish spokesman who tried to help the Jews of Saxony in 1537, later blamed their plight on \"that priest whose name was Martin Luther\u2014may his body and soul be bound up in hell!\u2014who wrote and issued many heretical books in which he said that whoever would help the Jews was doomed to perdition.\" Josel asked the city of Strasbourg to forbid the sale of Luther's anti-Jewish works: they refused initially, but did so when a Lutheran pastor in Hochfelden used a sermon to urge his parishioners to murder Jews. Luther's influence persisted after his death. Throughout the 1580s, riots led to the expulsion of Jews from several German Lutheran states.", "targets": "When did riots cause the expulsion of Jews from several German states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cdc93bd2564a90986e8f81447b0f57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The MC controls the conferencing while it is active on the signaling plane, which is simply where the system manages conferencing creation, endpoint signaling and in-conferencing controls. This component negotiates parameters with every endpoint in the network and controls conferencing resources. While the MC controls resources and signaling negotiations, the MP operates on the media plane and receives media from each endpoint. The MP generates output streams from each endpoint and redirects the information to other endpoints in the conference.", "targets": "What controls the conferencing while its active on the signaling plane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cdc93bd2564a90986e8f81447b0f57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The MC controls the conferencing while it is active on the signaling plane, which is simply where the system manages conferencing creation, endpoint signaling and in-conferencing controls. This component negotiates parameters with every endpoint in the network and controls conferencing resources. While the MC controls resources and signaling negotiations, the MP operates on the media plane and receives media from each endpoint. The MP generates output streams from each endpoint and redirects the information to other endpoints in the conference.", "targets": "What is one example of what the signaling plane controls in a videoconferencing system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cdc93bd2564a90986e8f81447b0f57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The MC controls the conferencing while it is active on the signaling plane, which is simply where the system manages conferencing creation, endpoint signaling and in-conferencing controls. This component negotiates parameters with every endpoint in the network and controls conferencing resources. While the MC controls resources and signaling negotiations, the MP operates on the media plane and receives media from each endpoint. The MP generates output streams from each endpoint and redirects the information to other endpoints in the conference.", "targets": "Where does the videoconferencing system manage conferencing creation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cdc93bd2564a90986e8f81447b0f57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The MC controls the conferencing while it is active on the signaling plane, which is simply where the system manages conferencing creation, endpoint signaling and in-conferencing controls. This component negotiates parameters with every endpoint in the network and controls conferencing resources. While the MC controls resources and signaling negotiations, the MP operates on the media plane and receives media from each endpoint. The MP generates output streams from each endpoint and redirects the information to other endpoints in the conference.", "targets": "On what plane does the MC operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75cdc93bd2564a90986e8f81447b0f57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The MC controls the conferencing while it is active on the signaling plane, which is simply where the system manages conferencing creation, endpoint signaling and in-conferencing controls. This component negotiates parameters with every endpoint in the network and controls conferencing resources. While the MC controls resources and signaling negotiations, the MP operates on the media plane and receives media from each endpoint. The MP generates output streams from each endpoint and redirects the information to other endpoints in the conference.", "targets": "What generates output streams from each endpoint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec1eaf947c3421c8ac074bdda4aff41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the instruments used to perform medieval music still exist, but in different forms. Medieval instruments included the wood flute (which in the 21st century is made of metal), the recorder and plucked string instruments like the lute. As well, early versions of the organ, fiddle (or vielle), and trombone (called the sackbut) existed. Medieval instruments in Europe had most commonly been used singly, often self accompanied with a drone note, or occasionally in parts. From at least as early as the 13th century through the 15th century there was a division of instruments into haut (loud, shrill, outdoor instruments) and bas (quieter, more intimate instruments).", "targets": "What was the medieval flute made from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec1eaf947c3421c8ac074bdda4aff41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the instruments used to perform medieval music still exist, but in different forms. Medieval instruments included the wood flute (which in the 21st century is made of metal), the recorder and plucked string instruments like the lute. As well, early versions of the organ, fiddle (or vielle), and trombone (called the sackbut) existed. Medieval instruments in Europe had most commonly been used singly, often self accompanied with a drone note, or occasionally in parts. From at least as early as the 13th century through the 15th century there was a division of instruments into haut (loud, shrill, outdoor instruments) and bas (quieter, more intimate instruments).", "targets": "What was an early version of the fiddle called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec1eaf947c3421c8ac074bdda4aff41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the instruments used to perform medieval music still exist, but in different forms. Medieval instruments included the wood flute (which in the 21st century is made of metal), the recorder and plucked string instruments like the lute. As well, early versions of the organ, fiddle (or vielle), and trombone (called the sackbut) existed. Medieval instruments in Europe had most commonly been used singly, often self accompanied with a drone note, or occasionally in parts. From at least as early as the 13th century through the 15th century there was a division of instruments into haut (loud, shrill, outdoor instruments) and bas (quieter, more intimate instruments).", "targets": "What was an early version of the trombone called? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec1eaf947c3421c8ac074bdda4aff41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the instruments used to perform medieval music still exist, but in different forms. Medieval instruments included the wood flute (which in the 21st century is made of metal), the recorder and plucked string instruments like the lute. As well, early versions of the organ, fiddle (or vielle), and trombone (called the sackbut) existed. Medieval instruments in Europe had most commonly been used singly, often self accompanied with a drone note, or occasionally in parts. From at least as early as the 13th century through the 15th century there was a division of instruments into haut (loud, shrill, outdoor instruments) and bas (quieter, more intimate instruments).", "targets": "Medieval instrument in Europe were commonly used how?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ec1eaf947c3421c8ac074bdda4aff41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the instruments used to perform medieval music still exist, but in different forms. Medieval instruments included the wood flute (which in the 21st century is made of metal), the recorder and plucked string instruments like the lute. As well, early versions of the organ, fiddle (or vielle), and trombone (called the sackbut) existed. Medieval instruments in Europe had most commonly been used singly, often self accompanied with a drone note, or occasionally in parts. From at least as early as the 13th century through the 15th century there was a division of instruments into haut (loud, shrill, outdoor instruments) and bas (quieter, more intimate instruments).", "targets": "Loud, shrill, and outdoor instruments were referred to as 'haut', while quieter, more intimate instruments were referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc84dabff3db4a92ac838f7a35d3f6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses refuse blood transfusions, which they consider a violation of God's law based on their interpretation of Acts 15:28, 29 and other scriptures. Since 1961 the willing acceptance of a blood transfusion by an unrepentant member has been grounds for expulsion from the religion. Members are directed to refuse blood transfusions, even in \"a life-or-death situation\". Jehovah's Witnesses accept non-blood alternatives and other medical procedures in lieu of blood transfusions, and their literature provides information about non-blood medical procedures.", "targets": "What biblical passage informs Jehovah Witnesses' refusal of blood transfusions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc84dabff3db4a92ac838f7a35d3f6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses refuse blood transfusions, which they consider a violation of God's law based on their interpretation of Acts 15:28, 29 and other scriptures. Since 1961 the willing acceptance of a blood transfusion by an unrepentant member has been grounds for expulsion from the religion. Members are directed to refuse blood transfusions, even in \"a life-or-death situation\". Jehovah's Witnesses accept non-blood alternatives and other medical procedures in lieu of blood transfusions, and their literature provides information about non-blood medical procedures.", "targets": "What is grounds for expulsion from Jehovah Witnesses, since 1961?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc84dabff3db4a92ac838f7a35d3f6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses refuse blood transfusions, which they consider a violation of God's law based on their interpretation of Acts 15:28, 29 and other scriptures. Since 1961 the willing acceptance of a blood transfusion by an unrepentant member has been grounds for expulsion from the religion. Members are directed to refuse blood transfusions, even in \"a life-or-death situation\". Jehovah's Witnesses accept non-blood alternatives and other medical procedures in lieu of blood transfusions, and their literature provides information about non-blood medical procedures.", "targets": "What do Jehovah Witnesses accept in lieu of blood transfusions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc84dabff3db4a92ac838f7a35d3f6bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses refuse blood transfusions, which they consider a violation of God's law based on their interpretation of Acts 15:28, 29 and other scriptures. Since 1961 the willing acceptance of a blood transfusion by an unrepentant member has been grounds for expulsion from the religion. Members are directed to refuse blood transfusions, even in \"a life-or-death situation\". Jehovah's Witnesses accept non-blood alternatives and other medical procedures in lieu of blood transfusions, and their literature provides information about non-blood medical procedures.", "targets": "What does Jehovah Witnesses' literature provide about non-blood medical procedures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7531d9d85e84d028b1de03c9fea01b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Now with NATO support in the form of air cover, the rebel militia pushed westward, defeating loyalist armies and securing control of the centre of the country. Gaining the support of Amazigh (Berber) communities of the Nafusa Mountains, who had long been persecuted as non-Arabic speakers under Gaddafi, the NTC armies surrounded Gaddafi loyalists in several key areas of western Libya. In August, the rebels seized Zliten and Tripoli, ending the last vestiges of Gaddafist power. On 25 August, the Arab League recognised the NTC to be \"the legitimate representative of the Libyan state\", on which basis Libya would resume its membership in the League.", "targets": "What is another term for the Amazigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7531d9d85e84d028b1de03c9fea01b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Now with NATO support in the form of air cover, the rebel militia pushed westward, defeating loyalist armies and securing control of the centre of the country. Gaining the support of Amazigh (Berber) communities of the Nafusa Mountains, who had long been persecuted as non-Arabic speakers under Gaddafi, the NTC armies surrounded Gaddafi loyalists in several key areas of western Libya. In August, the rebels seized Zliten and Tripoli, ending the last vestiges of Gaddafist power. On 25 August, the Arab League recognised the NTC to be \"the legitimate representative of the Libyan state\", on which basis Libya would resume its membership in the League.", "targets": "What language did the Berbers living in the Nafusa Mountains not speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7531d9d85e84d028b1de03c9fea01b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Now with NATO support in the form of air cover, the rebel militia pushed westward, defeating loyalist armies and securing control of the centre of the country. Gaining the support of Amazigh (Berber) communities of the Nafusa Mountains, who had long been persecuted as non-Arabic speakers under Gaddafi, the NTC armies surrounded Gaddafi loyalists in several key areas of western Libya. In August, the rebels seized Zliten and Tripoli, ending the last vestiges of Gaddafist power. On 25 August, the Arab League recognised the NTC to be \"the legitimate representative of the Libyan state\", on which basis Libya would resume its membership in the League.", "targets": "On what date did the NTC government enter the Arab League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7531d9d85e84d028b1de03c9fea01b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Now with NATO support in the form of air cover, the rebel militia pushed westward, defeating loyalist armies and securing control of the centre of the country. Gaining the support of Amazigh (Berber) communities of the Nafusa Mountains, who had long been persecuted as non-Arabic speakers under Gaddafi, the NTC armies surrounded Gaddafi loyalists in several key areas of western Libya. In August, the rebels seized Zliten and Tripoli, ending the last vestiges of Gaddafist power. On 25 August, the Arab League recognised the NTC to be \"the legitimate representative of the Libyan state\", on which basis Libya would resume its membership in the League.", "targets": "What organization provided air support to the Libyan rebels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7531d9d85e84d028b1de03c9fea01b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Now with NATO support in the form of air cover, the rebel militia pushed westward, defeating loyalist armies and securing control of the centre of the country. Gaining the support of Amazigh (Berber) communities of the Nafusa Mountains, who had long been persecuted as non-Arabic speakers under Gaddafi, the NTC armies surrounded Gaddafi loyalists in several key areas of western Libya. In August, the rebels seized Zliten and Tripoli, ending the last vestiges of Gaddafist power. On 25 August, the Arab League recognised the NTC to be \"the legitimate representative of the Libyan state\", on which basis Libya would resume its membership in the League.", "targets": "What were the last two cities to be controlled by Gaddafi's government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81d421ef2d3434596d4284147db2ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pelayos' plan was to use the Cantabrian mountains as a place of refuge and protection from the invading Moors. He then aimed to regroup the Iberian Peninsula's Christian armies and use the Cantabrian mountains as a springboard from which to regain their lands from the Moors. In the process, after defeating the Moors in the Battle of Covadonga in 722 AD, Pelayos was proclaimed king, thus founding the Christian Kingdom of Asturias and starting the war of Christian reconquest known in Portuguese as the Reconquista Crist\u00e3.", "targets": "What was Pelayos' plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81d421ef2d3434596d4284147db2ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pelayos' plan was to use the Cantabrian mountains as a place of refuge and protection from the invading Moors. He then aimed to regroup the Iberian Peninsula's Christian armies and use the Cantabrian mountains as a springboard from which to regain their lands from the Moors. In the process, after defeating the Moors in the Battle of Covadonga in 722 AD, Pelayos was proclaimed king, thus founding the Christian Kingdom of Asturias and starting the war of Christian reconquest known in Portuguese as the Reconquista Crist\u00e3.", "targets": "Against which group of people was Pelayos fighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81d421ef2d3434596d4284147db2ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pelayos' plan was to use the Cantabrian mountains as a place of refuge and protection from the invading Moors. He then aimed to regroup the Iberian Peninsula's Christian armies and use the Cantabrian mountains as a springboard from which to regain their lands from the Moors. In the process, after defeating the Moors in the Battle of Covadonga in 722 AD, Pelayos was proclaimed king, thus founding the Christian Kingdom of Asturias and starting the war of Christian reconquest known in Portuguese as the Reconquista Crist\u00e3.", "targets": "In which battle did Pelayos defeat the Moors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81d421ef2d3434596d4284147db2ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pelayos' plan was to use the Cantabrian mountains as a place of refuge and protection from the invading Moors. He then aimed to regroup the Iberian Peninsula's Christian armies and use the Cantabrian mountains as a springboard from which to regain their lands from the Moors. In the process, after defeating the Moors in the Battle of Covadonga in 722 AD, Pelayos was proclaimed king, thus founding the Christian Kingdom of Asturias and starting the war of Christian reconquest known in Portuguese as the Reconquista Crist\u00e3.", "targets": "In which year was Pelayos proclaimed king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a81d421ef2d3434596d4284147db2ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pelayos' plan was to use the Cantabrian mountains as a place of refuge and protection from the invading Moors. He then aimed to regroup the Iberian Peninsula's Christian armies and use the Cantabrian mountains as a springboard from which to regain their lands from the Moors. In the process, after defeating the Moors in the Battle of Covadonga in 722 AD, Pelayos was proclaimed king, thus founding the Christian Kingdom of Asturias and starting the war of Christian reconquest known in Portuguese as the Reconquista Crist\u00e3.", "targets": "What was the war of Christian reconquest, started by Pelayos, known as in Portugese?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "Who headed the Niagara Falls Cataract Construction Company in 1893?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "What landmark was Tesla asked about in regards to electricity in 1893?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "What company was chosen to build a two-phase AC generating system at Niagara Falls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "What company was chosen to build an AC distribution system at Niagara Falls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "What system did Tesla recommend to Niagara Falls in 1893?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "Who was the head of the company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "When did Richard Dean Adams make his inquiry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "What type of system did Tesla suggest to Adams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e070a9a6603f4886af012000b685ba6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1893 Richard Dean Adams, who headed up the Niagara Falls Cataract Construction Company sought Tesla's opinion on what system would be best to transmit power generated at the falls. Over several years there had been a series of proposals and open competitions on how best to utilize power generated by the falls with many systems being proposed by several US and European companies including two-phase and three-phase AC, high-voltage DC, and even compressed air. Adams pumped Tesla for information about the current state of all the competing systems. Tesla advised Adams that a two-phased system would be the most reliable and that there was a Westinghouse system to light incandescent bulbs using two-phase alternating current. Based on Tesla's advice and Westinghouse's demonstration that they could build a complete AC system at the Columbian Exposition, a contract for building a two-phase AC generating system at the Niagara Falls was awarded to Westinghouse Electric. A further contract to build the AC distribution system was awarded to General Electric.", "targets": "What was the advantage of the two-phased system "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4139ce9fd0f8461780d546ee9421e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All paper produced by paper machines as the Fourdrinier Machine are wove paper, i.e. the wire mesh that transports the web leaves a pattern that has the same density along the paper grain and across the grain. Textured finishes, watermarks and wire patterns imitating hand-made laid paper can be created by the use of appropriate rollers in the later stages of the machine.", "targets": "What type of paper is produced on a machine like the Fourdrinier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4139ce9fd0f8461780d546ee9421e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All paper produced by paper machines as the Fourdrinier Machine are wove paper, i.e. the wire mesh that transports the web leaves a pattern that has the same density along the paper grain and across the grain. Textured finishes, watermarks and wire patterns imitating hand-made laid paper can be created by the use of appropriate rollers in the later stages of the machine.", "targets": "What is used to apply watermarks and other patterns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4139ce9fd0f8461780d546ee9421e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All paper produced by paper machines as the Fourdrinier Machine are wove paper, i.e. the wire mesh that transports the web leaves a pattern that has the same density along the paper grain and across the grain. Textured finishes, watermarks and wire patterns imitating hand-made laid paper can be created by the use of appropriate rollers in the later stages of the machine.", "targets": "What is in common with the lentgh along and across the grain of paper produced by a machine such as the Fourdrinier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4139ce9fd0f8461780d546ee9421e21e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All paper produced by paper machines as the Fourdrinier Machine are wove paper, i.e. the wire mesh that transports the web leaves a pattern that has the same density along the paper grain and across the grain. Textured finishes, watermarks and wire patterns imitating hand-made laid paper can be created by the use of appropriate rollers in the later stages of the machine.", "targets": "What leaves a pattern on the paper that has a consistent density width and lengthwise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c35d23694c4ae88286131445bd8b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's most prominent multinational companies are the Orascom Group and Raya Contact Center. The information technology (IT) sector has expanded rapidly in the past few years, with many start-ups selling outsourcing services to North America and Europe, operating with companies such as Microsoft, Oracle and other major corporations, as well as many small and medium size enterprises. Some of these companies are the Xceed Contact Center, Raya, E Group Connections and C3. The IT sector has been stimulated by new Egyptian entrepreneurs with government encouragement.[citation needed]", "targets": "What are Egypt's 2 most prominent multinational compnaies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c35d23694c4ae88286131445bd8b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's most prominent multinational companies are the Orascom Group and Raya Contact Center. The information technology (IT) sector has expanded rapidly in the past few years, with many start-ups selling outsourcing services to North America and Europe, operating with companies such as Microsoft, Oracle and other major corporations, as well as many small and medium size enterprises. Some of these companies are the Xceed Contact Center, Raya, E Group Connections and C3. The IT sector has been stimulated by new Egyptian entrepreneurs with government encouragement.[citation needed]", "targets": "What sector has expanded radiply by selling outsourcing services to North America and Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1c35d23694c4ae88286131445bd8b55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's most prominent multinational companies are the Orascom Group and Raya Contact Center. The information technology (IT) sector has expanded rapidly in the past few years, with many start-ups selling outsourcing services to North America and Europe, operating with companies such as Microsoft, Oracle and other major corporations, as well as many small and medium size enterprises. Some of these companies are the Xceed Contact Center, Raya, E Group Connections and C3. The IT sector has been stimulated by new Egyptian entrepreneurs with government encouragement.[citation needed]", "targets": "What has stimulated IT sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356aa76ed2b64e03ad3b88ac51c2fbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Turkey tried to invade Cyprus in response to the continuing Cypriot intercommunal violence. But Turkey was stopped by a strongly worded telegram from the US President Lyndon B. Johnson on 5 June, warning that the US would not stand beside Turkey in case of a consequential Soviet invasion of Turkish territory. Meanwhile, by 1964, enosis was a Greek policy that could not be abandoned; Makarios and the Greek prime minister Georgios Papandreou agreed that enosis should be the ultimate aim and King Constantine wished Cyprus \"a speedy union with the mother country\". Greece dispatched 10,000 troops to Cyprus to counter a possible Turkish invasion.", "targets": "Who tried to invade Cyprus in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356aa76ed2b64e03ad3b88ac51c2fbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Turkey tried to invade Cyprus in response to the continuing Cypriot intercommunal violence. But Turkey was stopped by a strongly worded telegram from the US President Lyndon B. Johnson on 5 June, warning that the US would not stand beside Turkey in case of a consequential Soviet invasion of Turkish territory. Meanwhile, by 1964, enosis was a Greek policy that could not be abandoned; Makarios and the Greek prime minister Georgios Papandreou agreed that enosis should be the ultimate aim and King Constantine wished Cyprus \"a speedy union with the mother country\". Greece dispatched 10,000 troops to Cyprus to counter a possible Turkish invasion.", "targets": "Which US President prevented Turkey from invading Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356aa76ed2b64e03ad3b88ac51c2fbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Turkey tried to invade Cyprus in response to the continuing Cypriot intercommunal violence. But Turkey was stopped by a strongly worded telegram from the US President Lyndon B. Johnson on 5 June, warning that the US would not stand beside Turkey in case of a consequential Soviet invasion of Turkish territory. Meanwhile, by 1964, enosis was a Greek policy that could not be abandoned; Makarios and the Greek prime minister Georgios Papandreou agreed that enosis should be the ultimate aim and King Constantine wished Cyprus \"a speedy union with the mother country\". Greece dispatched 10,000 troops to Cyprus to counter a possible Turkish invasion.", "targets": "What policy could not be abandoned in 1964?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-356aa76ed2b64e03ad3b88ac51c2fbba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964, Turkey tried to invade Cyprus in response to the continuing Cypriot intercommunal violence. But Turkey was stopped by a strongly worded telegram from the US President Lyndon B. Johnson on 5 June, warning that the US would not stand beside Turkey in case of a consequential Soviet invasion of Turkish territory. Meanwhile, by 1964, enosis was a Greek policy that could not be abandoned; Makarios and the Greek prime minister Georgios Papandreou agreed that enosis should be the ultimate aim and King Constantine wished Cyprus \"a speedy union with the mother country\". Greece dispatched 10,000 troops to Cyprus to counter a possible Turkish invasion.", "targets": "How many troops did Greece send to Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e24434b0ae4e69bde8297dae0a3191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's highest courts are located in Paris. The Court of Cassation, the highest court in the judicial order, which reviews criminal and civil cases, is located in the Palais de Justice on the \u00cele de la Cit\u00e9, while the Conseil d'\u00c9tat, which provides legal advice to the executive and acts as the highest court in the administrative order, judging litigation against public bodies, is located in the Palais-Royal in the 1st arrondissement. The Constitutional Council, an advisory body with ultimate authority on the constitutionality of laws and government decrees, also meets in the Montpensier wing of the Palais Royal.", "targets": "Where are France's highest courts located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e24434b0ae4e69bde8297dae0a3191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's highest courts are located in Paris. The Court of Cassation, the highest court in the judicial order, which reviews criminal and civil cases, is located in the Palais de Justice on the \u00cele de la Cit\u00e9, while the Conseil d'\u00c9tat, which provides legal advice to the executive and acts as the highest court in the administrative order, judging litigation against public bodies, is located in the Palais-Royal in the 1st arrondissement. The Constitutional Council, an advisory body with ultimate authority on the constitutionality of laws and government decrees, also meets in the Montpensier wing of the Palais Royal.", "targets": "What is the highest court in the judicial order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e24434b0ae4e69bde8297dae0a3191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's highest courts are located in Paris. The Court of Cassation, the highest court in the judicial order, which reviews criminal and civil cases, is located in the Palais de Justice on the \u00cele de la Cit\u00e9, while the Conseil d'\u00c9tat, which provides legal advice to the executive and acts as the highest court in the administrative order, judging litigation against public bodies, is located in the Palais-Royal in the 1st arrondissement. The Constitutional Council, an advisory body with ultimate authority on the constitutionality of laws and government decrees, also meets in the Montpensier wing of the Palais Royal.", "targets": "Where does the Constitutional Council meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e24434b0ae4e69bde8297dae0a3191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's highest courts are located in Paris. The Court of Cassation, the highest court in the judicial order, which reviews criminal and civil cases, is located in the Palais de Justice on the \u00cele de la Cit\u00e9, while the Conseil d'\u00c9tat, which provides legal advice to the executive and acts as the highest court in the administrative order, judging litigation against public bodies, is located in the Palais-Royal in the 1st arrondissement. The Constitutional Council, an advisory body with ultimate authority on the constitutionality of laws and government decrees, also meets in the Montpensier wing of the Palais Royal.", "targets": "Where is the Coutt of Cassation located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90e24434b0ae4e69bde8297dae0a3191", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "France's highest courts are located in Paris. The Court of Cassation, the highest court in the judicial order, which reviews criminal and civil cases, is located in the Palais de Justice on the \u00cele de la Cit\u00e9, while the Conseil d'\u00c9tat, which provides legal advice to the executive and acts as the highest court in the administrative order, judging litigation against public bodies, is located in the Palais-Royal in the 1st arrondissement. The Constitutional Council, an advisory body with ultimate authority on the constitutionality of laws and government decrees, also meets in the Montpensier wing of the Palais Royal.", "targets": "Where does the Consiel d'Etat meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b94a7200e59d40baababef141612cb41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His film appearances after becoming Governor of California included a three-second cameo appearance in The Rundown, and the 2004 remake of Around the World in 80 Days. In 2005, he appeared as himself in the film The Kid & I. He voiced Baron von Steuben in the Liberty's Kids episode \"Valley Forge\". He had been rumored to be appearing in Terminator Salvation as the original T-800; he denied his involvement, but he ultimately did appear briefly via his image being inserted into the movie from stock footage of the first Terminator movie. Schwarzenegger appeared in Sylvester Stallone's The Expendables, where he made a cameo appearance.", "targets": "Which 2005 movie featured Schwarzenegger as himself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15e3230e214c4170b059bc16af3b5f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the crucial events of the American Revolution\u2014the Boston Massacre, the Boston Tea Party, Paul Revere's midnight ride, the battles of Lexington and Concord and Bunker Hill, the Siege of Boston, and many others\u2014occurred in or near Boston. After the Revolution, Boston's long seafaring tradition helped make it one of the world's wealthiest international ports, with rum, fish, salt, and tobacco being particularly important.", "targets": "Boston became one of the wealthiest international ports after what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15e3230e214c4170b059bc16af3b5f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the crucial events of the American Revolution\u2014the Boston Massacre, the Boston Tea Party, Paul Revere's midnight ride, the battles of Lexington and Concord and Bunker Hill, the Siege of Boston, and many others\u2014occurred in or near Boston. After the Revolution, Boston's long seafaring tradition helped make it one of the world's wealthiest international ports, with rum, fish, salt, and tobacco being particularly important.", "targets": "What long held tradition helped make Boston a wealthy port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15e3230e214c4170b059bc16af3b5f35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the crucial events of the American Revolution\u2014the Boston Massacre, the Boston Tea Party, Paul Revere's midnight ride, the battles of Lexington and Concord and Bunker Hill, the Siege of Boston, and many others\u2014occurred in or near Boston. After the Revolution, Boston's long seafaring tradition helped make it one of the world's wealthiest international ports, with rum, fish, salt, and tobacco being particularly important.", "targets": "Boston was the location of many important events of what war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145c7ab839ab48bc87a2057a2e05d299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, the teenage Brian May and his father custom-built his signature guitar Red Special, which was purposely designed to feedback. Sonic experimentation figured heavily in Queen's songs. A distinctive characteristic of Queen's music are the vocal harmonies which are usually composed of the voices of May, Mercury, and Taylor best heard on the studio albums A Night at the Opera and A Day at the Races. Some of the ground work for the development of this sound can be attributed to their former producer Roy Thomas Baker, and their engineer Mike Stone. Besides vocal harmonies, Queen were also known for multi-tracking voices to imitate the sound of a large choir through overdubs. For instance, according to Brian May, there are over 180 vocal overdubs in \"Bohemian Rhapsody\". The band's vocal structures have been compared with the Beach Boys, but May stated they were not \"much of an influence\".", "targets": "What was the name of Brian May's signature guitar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145c7ab839ab48bc87a2057a2e05d299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, the teenage Brian May and his father custom-built his signature guitar Red Special, which was purposely designed to feedback. Sonic experimentation figured heavily in Queen's songs. A distinctive characteristic of Queen's music are the vocal harmonies which are usually composed of the voices of May, Mercury, and Taylor best heard on the studio albums A Night at the Opera and A Day at the Races. Some of the ground work for the development of this sound can be attributed to their former producer Roy Thomas Baker, and their engineer Mike Stone. Besides vocal harmonies, Queen were also known for multi-tracking voices to imitate the sound of a large choir through overdubs. For instance, according to Brian May, there are over 180 vocal overdubs in \"Bohemian Rhapsody\". The band's vocal structures have been compared with the Beach Boys, but May stated they were not \"much of an influence\".", "targets": "What year was Brian May's signature guitar made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145c7ab839ab48bc87a2057a2e05d299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, the teenage Brian May and his father custom-built his signature guitar Red Special, which was purposely designed to feedback. Sonic experimentation figured heavily in Queen's songs. A distinctive characteristic of Queen's music are the vocal harmonies which are usually composed of the voices of May, Mercury, and Taylor best heard on the studio albums A Night at the Opera and A Day at the Races. Some of the ground work for the development of this sound can be attributed to their former producer Roy Thomas Baker, and their engineer Mike Stone. Besides vocal harmonies, Queen were also known for multi-tracking voices to imitate the sound of a large choir through overdubs. For instance, according to Brian May, there are over 180 vocal overdubs in \"Bohemian Rhapsody\". The band's vocal structures have been compared with the Beach Boys, but May stated they were not \"much of an influence\".", "targets": "Which producer influenced Queen's feedback heavy sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145c7ab839ab48bc87a2057a2e05d299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, the teenage Brian May and his father custom-built his signature guitar Red Special, which was purposely designed to feedback. Sonic experimentation figured heavily in Queen's songs. A distinctive characteristic of Queen's music are the vocal harmonies which are usually composed of the voices of May, Mercury, and Taylor best heard on the studio albums A Night at the Opera and A Day at the Races. Some of the ground work for the development of this sound can be attributed to their former producer Roy Thomas Baker, and their engineer Mike Stone. Besides vocal harmonies, Queen were also known for multi-tracking voices to imitate the sound of a large choir through overdubs. For instance, according to Brian May, there are over 180 vocal overdubs in \"Bohemian Rhapsody\". The band's vocal structures have been compared with the Beach Boys, but May stated they were not \"much of an influence\".", "targets": "What engineer helped with Queen's feedback heavy sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-145c7ab839ab48bc87a2057a2e05d299", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, the teenage Brian May and his father custom-built his signature guitar Red Special, which was purposely designed to feedback. Sonic experimentation figured heavily in Queen's songs. A distinctive characteristic of Queen's music are the vocal harmonies which are usually composed of the voices of May, Mercury, and Taylor best heard on the studio albums A Night at the Opera and A Day at the Races. Some of the ground work for the development of this sound can be attributed to their former producer Roy Thomas Baker, and their engineer Mike Stone. Besides vocal harmonies, Queen were also known for multi-tracking voices to imitate the sound of a large choir through overdubs. For instance, according to Brian May, there are over 180 vocal overdubs in \"Bohemian Rhapsody\". The band's vocal structures have been compared with the Beach Boys, but May stated they were not \"much of an influence\".", "targets": "How many vocal overdubs are in Queen's Bohemian Rhapsody?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67641cb1a0d848558b8cf057a5da0b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the IPCC does not carry out its own research, it operates on the basis of scientific papers and independently documented results from other scientific bodies, and its schedule for producing reports requires a deadline for submissions prior to the report's final release. In principle, this means that any significant new evidence or events that change our understanding of climate science between this deadline and publication of an IPCC report cannot be included. In an area of science where our scientific understanding is rapidly changing, this has been raised as a serious shortcoming in a body which is widely regarded as the ultimate authority on the science. However, there has generally been a steady evolution of key findings and levels of scientific confidence from one assessment report to the next.[citation needed]", "targets": "What does the IPCC rely on for research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67641cb1a0d848558b8cf057a5da0b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the IPCC does not carry out its own research, it operates on the basis of scientific papers and independently documented results from other scientific bodies, and its schedule for producing reports requires a deadline for submissions prior to the report's final release. In principle, this means that any significant new evidence or events that change our understanding of climate science between this deadline and publication of an IPCC report cannot be included. In an area of science where our scientific understanding is rapidly changing, this has been raised as a serious shortcoming in a body which is widely regarded as the ultimate authority on the science. However, there has generally been a steady evolution of key findings and levels of scientific confidence from one assessment report to the next.[citation needed]", "targets": "What can the IPCC's report deadlines cause to be omitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67641cb1a0d848558b8cf057a5da0b5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the IPCC does not carry out its own research, it operates on the basis of scientific papers and independently documented results from other scientific bodies, and its schedule for producing reports requires a deadline for submissions prior to the report's final release. In principle, this means that any significant new evidence or events that change our understanding of climate science between this deadline and publication of an IPCC report cannot be included. In an area of science where our scientific understanding is rapidly changing, this has been raised as a serious shortcoming in a body which is widely regarded as the ultimate authority on the science. However, there has generally been a steady evolution of key findings and levels of scientific confidence from one assessment report to the next.[citation needed]", "targets": "Who is seen as the ultimate climate change authority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "What incident occured on July 7, 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "Who supplied assistance to the Chinese military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "When did the Nanking Massacre occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "Where was the first Nationalist victory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "How did people around the world react to Japan's Panay Incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "When was the Marco Polo Bridge Incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "What incident started the war between China and Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "What was the capital of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "When was Nanking captured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b6bbb73461774fcbaf89b1b4ea57cf64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1937, Japan controlled Manchuria and was ready to move deeper into China. The Marco Polo Bridge Incident on 7 July 1937 provoked full-scale war between China and Japan. The Nationalist and Communist Chinese suspended their civil war to form a nominal alliance against Japan, and the Soviet Union quickly lent support by providing large amount of materiel to Chinese troops. In August 1937, Generalissimo Chiang Kai-shek deployed his best army to fight about 300,000 Japanese troops in Shanghai, but, after three months of fighting, Shanghai fell. The Japanese continued to push the Chinese forces back, capturing the capital Nanking in December 1937 and committed which was known as Nanking Massacre. In March 1938, Nationalist forces won their first victory at Taierzhuang. but then the city of Xuzhou was taken by Japanese in May. In June 1938, Japan deployed about 350,000 troops to invade Wuhan and captured it in October. The Japanese achieved major military victories, but world opinion\u2014in particular in the United States\u2014condemned Japan, especially after the Panay Incident.", "targets": "What nation provided material support to China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5850c959234b5f9ec381ae7a4ea498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"General Law of Linguistic Rights of the Indigenous Peoples\" grants all indigenous languages spoken in Mexico, regardless of the number of speakers, the same validity as Spanish in all territories in which they are spoken, and indigenous peoples are entitled to request some public services and documents in their native languages. Along with Spanish, the law has granted them \u2014 more than 60 languages \u2014 the status of \"national languages\". The law includes all indigenous languages of the Americas regardless of origin; that is, it includes the indigenous languages of ethnic groups non-native to the territory. As such the National Commission for the Development of Indigenous Peoples recognizes the language of the Kickapoo, who immigrated from the United States, and recognizes the languages of the Guatemalan indigenous refugees. The Mexican government has promoted and established bilingual primary and secondary education in some indigenous rural communities. Nonetheless, of the indigenous peoples in Mexico, only about 67% of them (or 5.4% of the country's population) speak an indigenous language and about a sixth do not speak Spanish (1.2% of the country's population).", "targets": "What grants all indigenous languages spoken in Mexico validity? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5850c959234b5f9ec381ae7a4ea498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"General Law of Linguistic Rights of the Indigenous Peoples\" grants all indigenous languages spoken in Mexico, regardless of the number of speakers, the same validity as Spanish in all territories in which they are spoken, and indigenous peoples are entitled to request some public services and documents in their native languages. Along with Spanish, the law has granted them \u2014 more than 60 languages \u2014 the status of \"national languages\". The law includes all indigenous languages of the Americas regardless of origin; that is, it includes the indigenous languages of ethnic groups non-native to the territory. As such the National Commission for the Development of Indigenous Peoples recognizes the language of the Kickapoo, who immigrated from the United States, and recognizes the languages of the Guatemalan indigenous refugees. The Mexican government has promoted and established bilingual primary and secondary education in some indigenous rural communities. Nonetheless, of the indigenous peoples in Mexico, only about 67% of them (or 5.4% of the country's population) speak an indigenous language and about a sixth do not speak Spanish (1.2% of the country's population).", "targets": "What are indigenous peoples entitled to request?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5850c959234b5f9ec381ae7a4ea498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"General Law of Linguistic Rights of the Indigenous Peoples\" grants all indigenous languages spoken in Mexico, regardless of the number of speakers, the same validity as Spanish in all territories in which they are spoken, and indigenous peoples are entitled to request some public services and documents in their native languages. Along with Spanish, the law has granted them \u2014 more than 60 languages \u2014 the status of \"national languages\". The law includes all indigenous languages of the Americas regardless of origin; that is, it includes the indigenous languages of ethnic groups non-native to the territory. As such the National Commission for the Development of Indigenous Peoples recognizes the language of the Kickapoo, who immigrated from the United States, and recognizes the languages of the Guatemalan indigenous refugees. The Mexican government has promoted and established bilingual primary and secondary education in some indigenous rural communities. Nonetheless, of the indigenous peoples in Mexico, only about 67% of them (or 5.4% of the country's population) speak an indigenous language and about a sixth do not speak Spanish (1.2% of the country's population).", "targets": "What has the Mexican government promoted in some indigenous rural communities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5850c959234b5f9ec381ae7a4ea498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"General Law of Linguistic Rights of the Indigenous Peoples\" grants all indigenous languages spoken in Mexico, regardless of the number of speakers, the same validity as Spanish in all territories in which they are spoken, and indigenous peoples are entitled to request some public services and documents in their native languages. Along with Spanish, the law has granted them \u2014 more than 60 languages \u2014 the status of \"national languages\". The law includes all indigenous languages of the Americas regardless of origin; that is, it includes the indigenous languages of ethnic groups non-native to the territory. As such the National Commission for the Development of Indigenous Peoples recognizes the language of the Kickapoo, who immigrated from the United States, and recognizes the languages of the Guatemalan indigenous refugees. The Mexican government has promoted and established bilingual primary and secondary education in some indigenous rural communities. Nonetheless, of the indigenous peoples in Mexico, only about 67% of them (or 5.4% of the country's population) speak an indigenous language and about a sixth do not speak Spanish (1.2% of the country's population).", "targets": "How many languages have been giving the status of \"national languages\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5850c959234b5f9ec381ae7a4ea498", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"General Law of Linguistic Rights of the Indigenous Peoples\" grants all indigenous languages spoken in Mexico, regardless of the number of speakers, the same validity as Spanish in all territories in which they are spoken, and indigenous peoples are entitled to request some public services and documents in their native languages. Along with Spanish, the law has granted them \u2014 more than 60 languages \u2014 the status of \"national languages\". The law includes all indigenous languages of the Americas regardless of origin; that is, it includes the indigenous languages of ethnic groups non-native to the territory. As such the National Commission for the Development of Indigenous Peoples recognizes the language of the Kickapoo, who immigrated from the United States, and recognizes the languages of the Guatemalan indigenous refugees. The Mexican government has promoted and established bilingual primary and secondary education in some indigenous rural communities. Nonetheless, of the indigenous peoples in Mexico, only about 67% of them (or 5.4% of the country's population) speak an indigenous language and about a sixth do not speak Spanish (1.2% of the country's population).", "targets": "How many of the indigenous peoples in Mexico speak an indigenous language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9aa5eb230e4b7990085748f0e7b1c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 2000s, print media in Somalia reached a peak in activity. Around 50 newspapers were published in Mogadishu alone during this period, including Qaran, Mogadishu Times, Sana'a, Shabelle Press, Ayaamaha, Mandeeq, Sky Sport, Goal, The Nation, Dalka, Panorama, Aayaha Nolosha, Codka Xuriyada and Xidigta Maanta. In 2003, as new free electronic media outlets started to proliferate, advertisers increasingly began switching over from print ads to radio and online commercials in order to reach more customers. A number of the broadsheets in circulation subsequently closed down operations, as they were no longer able to cover printing costs in the face of the electronic revolution. In 2012, the political Xog Doon and Xog Ogaal and Horyaal Sports were reportedly the last remaining newspapers printed in the capital. According to Issa Farah, a former editor with the Dalka broadsheet, newspaper publishing in Somalia is likely to experience a resurgence if the National Somali Printing Press is re-opened and the sector is given adequate public support.", "targets": "Where was The Mogadishu Times published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9aa5eb230e4b7990085748f0e7b1c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 2000s, print media in Somalia reached a peak in activity. Around 50 newspapers were published in Mogadishu alone during this period, including Qaran, Mogadishu Times, Sana'a, Shabelle Press, Ayaamaha, Mandeeq, Sky Sport, Goal, The Nation, Dalka, Panorama, Aayaha Nolosha, Codka Xuriyada and Xidigta Maanta. In 2003, as new free electronic media outlets started to proliferate, advertisers increasingly began switching over from print ads to radio and online commercials in order to reach more customers. A number of the broadsheets in circulation subsequently closed down operations, as they were no longer able to cover printing costs in the face of the electronic revolution. In 2012, the political Xog Doon and Xog Ogaal and Horyaal Sports were reportedly the last remaining newspapers printed in the capital. According to Issa Farah, a former editor with the Dalka broadsheet, newspaper publishing in Somalia is likely to experience a resurgence if the National Somali Printing Press is re-opened and the sector is given adequate public support.", "targets": "What year did free media outlets begin to expand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9aa5eb230e4b7990085748f0e7b1c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 2000s, print media in Somalia reached a peak in activity. Around 50 newspapers were published in Mogadishu alone during this period, including Qaran, Mogadishu Times, Sana'a, Shabelle Press, Ayaamaha, Mandeeq, Sky Sport, Goal, The Nation, Dalka, Panorama, Aayaha Nolosha, Codka Xuriyada and Xidigta Maanta. In 2003, as new free electronic media outlets started to proliferate, advertisers increasingly began switching over from print ads to radio and online commercials in order to reach more customers. A number of the broadsheets in circulation subsequently closed down operations, as they were no longer able to cover printing costs in the face of the electronic revolution. In 2012, the political Xog Doon and Xog Ogaal and Horyaal Sports were reportedly the last remaining newspapers printed in the capital. According to Issa Farah, a former editor with the Dalka broadsheet, newspaper publishing in Somalia is likely to experience a resurgence if the National Somali Printing Press is re-opened and the sector is given adequate public support.", "targets": "Advertisers switched from print ads to what to reach more customers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf9aa5eb230e4b7990085748f0e7b1c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 2000s, print media in Somalia reached a peak in activity. Around 50 newspapers were published in Mogadishu alone during this period, including Qaran, Mogadishu Times, Sana'a, Shabelle Press, Ayaamaha, Mandeeq, Sky Sport, Goal, The Nation, Dalka, Panorama, Aayaha Nolosha, Codka Xuriyada and Xidigta Maanta. In 2003, as new free electronic media outlets started to proliferate, advertisers increasingly began switching over from print ads to radio and online commercials in order to reach more customers. A number of the broadsheets in circulation subsequently closed down operations, as they were no longer able to cover printing costs in the face of the electronic revolution. In 2012, the political Xog Doon and Xog Ogaal and Horyaal Sports were reportedly the last remaining newspapers printed in the capital. According to Issa Farah, a former editor with the Dalka broadsheet, newspaper publishing in Somalia is likely to experience a resurgence if the National Somali Printing Press is re-opened and the sector is given adequate public support.", "targets": "Whos is a former editor with The Delka Broadsheet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ae51baf59646d2bab4cce33ade9332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relationships, common-law marriages, and marriages occurred since the earliest colonial years, especially before slavery hardened as a racial caste associated with people of African descent in the British colonies. Virginia and other English colonies passed laws in the 17th century that gave children the social status of their mother, according to the principle of partus sequitur ventrem, regardless of the father's race or citizenship. This overturned the principle in English common law by which a man gave his status to his children \u2013 this had enabled communities to demand that fathers support their children, whether legitimate or not. The change increased white men's ability to use slave women sexually, as they had no responsibility for the children. As master as well as father of mixed-race children born into slavery, the men could use these people as servants or laborers or sell them as slaves. In some cases, white fathers provided for their multiracial children, paying or arranging for education or apprenticeships and freeing them, particularly during the two decades following the American Revolution. (The practice of providing for the children was more common in French and Spanish colonies, where a class of free people of color developed who became educated and property owners.) Many other white fathers abandoned the mixed-race children and their mothers to slavery.", "targets": "What did the laws passed in the 17th century do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ae51baf59646d2bab4cce33ade9332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relationships, common-law marriages, and marriages occurred since the earliest colonial years, especially before slavery hardened as a racial caste associated with people of African descent in the British colonies. Virginia and other English colonies passed laws in the 17th century that gave children the social status of their mother, according to the principle of partus sequitur ventrem, regardless of the father's race or citizenship. This overturned the principle in English common law by which a man gave his status to his children \u2013 this had enabled communities to demand that fathers support their children, whether legitimate or not. The change increased white men's ability to use slave women sexually, as they had no responsibility for the children. As master as well as father of mixed-race children born into slavery, the men could use these people as servants or laborers or sell them as slaves. In some cases, white fathers provided for their multiracial children, paying or arranging for education or apprenticeships and freeing them, particularly during the two decades following the American Revolution. (The practice of providing for the children was more common in French and Spanish colonies, where a class of free people of color developed who became educated and property owners.) Many other white fathers abandoned the mixed-race children and their mothers to slavery.", "targets": "What is the rule called that causes a father's race to not matter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ae51baf59646d2bab4cce33ade9332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relationships, common-law marriages, and marriages occurred since the earliest colonial years, especially before slavery hardened as a racial caste associated with people of African descent in the British colonies. Virginia and other English colonies passed laws in the 17th century that gave children the social status of their mother, according to the principle of partus sequitur ventrem, regardless of the father's race or citizenship. This overturned the principle in English common law by which a man gave his status to his children \u2013 this had enabled communities to demand that fathers support their children, whether legitimate or not. The change increased white men's ability to use slave women sexually, as they had no responsibility for the children. As master as well as father of mixed-race children born into slavery, the men could use these people as servants or laborers or sell them as slaves. In some cases, white fathers provided for their multiracial children, paying or arranging for education or apprenticeships and freeing them, particularly during the two decades following the American Revolution. (The practice of providing for the children was more common in French and Spanish colonies, where a class of free people of color developed who became educated and property owners.) Many other white fathers abandoned the mixed-race children and their mothers to slavery.", "targets": "What did white fathers do after the American Revolution to provide for mixed children?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60ae51baf59646d2bab4cce33ade9332", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Interracial relationships, common-law marriages, and marriages occurred since the earliest colonial years, especially before slavery hardened as a racial caste associated with people of African descent in the British colonies. Virginia and other English colonies passed laws in the 17th century that gave children the social status of their mother, according to the principle of partus sequitur ventrem, regardless of the father's race or citizenship. This overturned the principle in English common law by which a man gave his status to his children \u2013 this had enabled communities to demand that fathers support their children, whether legitimate or not. The change increased white men's ability to use slave women sexually, as they had no responsibility for the children. As master as well as father of mixed-race children born into slavery, the men could use these people as servants or laborers or sell them as slaves. In some cases, white fathers provided for their multiracial children, paying or arranging for education or apprenticeships and freeing them, particularly during the two decades following the American Revolution. (The practice of providing for the children was more common in French and Spanish colonies, where a class of free people of color developed who became educated and property owners.) Many other white fathers abandoned the mixed-race children and their mothers to slavery.", "targets": "English common law generally said what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37dceac95eaa4af4bbe181d48675808e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Low Countries had come under the rule of the House of Burgundy and subsequently the House of Habsburg. In 1549 Holy Roman Emperor Charles V issued the Pragmatic Sanction, which further unified the Seventeen Provinces under his rule. Charles was succeeded by his son, King Philip II of Spain. In 1568 the Netherlands, led by William I of Orange, revolted against Philip II because of high taxes, persecution of Protestants by the government, and Philip's efforts to modernize and centralize the devolved-medieval government structures of the provinces. This was the start of the Eighty Years' War.", "targets": "The majority of the Low Countries were ruled by which houses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37dceac95eaa4af4bbe181d48675808e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Low Countries had come under the rule of the House of Burgundy and subsequently the House of Habsburg. In 1549 Holy Roman Emperor Charles V issued the Pragmatic Sanction, which further unified the Seventeen Provinces under his rule. Charles was succeeded by his son, King Philip II of Spain. In 1568 the Netherlands, led by William I of Orange, revolted against Philip II because of high taxes, persecution of Protestants by the government, and Philip's efforts to modernize and centralize the devolved-medieval government structures of the provinces. This was the start of the Eighty Years' War.", "targets": "Who issued the Pragmatic Sanction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37dceac95eaa4af4bbe181d48675808e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Low Countries had come under the rule of the House of Burgundy and subsequently the House of Habsburg. In 1549 Holy Roman Emperor Charles V issued the Pragmatic Sanction, which further unified the Seventeen Provinces under his rule. Charles was succeeded by his son, King Philip II of Spain. In 1568 the Netherlands, led by William I of Orange, revolted against Philip II because of high taxes, persecution of Protestants by the government, and Philip's efforts to modernize and centralize the devolved-medieval government structures of the provinces. This was the start of the Eighty Years' War.", "targets": "In what year did the Netherlands rise up against Philip II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37dceac95eaa4af4bbe181d48675808e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Low Countries had come under the rule of the House of Burgundy and subsequently the House of Habsburg. In 1549 Holy Roman Emperor Charles V issued the Pragmatic Sanction, which further unified the Seventeen Provinces under his rule. Charles was succeeded by his son, King Philip II of Spain. In 1568 the Netherlands, led by William I of Orange, revolted against Philip II because of high taxes, persecution of Protestants by the government, and Philip's efforts to modernize and centralize the devolved-medieval government structures of the provinces. This was the start of the Eighty Years' War.", "targets": "Why did the people of the Netherlands rise up against Philip II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9224d5bf3b49ae9c4a6d0d69843286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the following year, Bell became professor of Vocal Physiology and Elocution at the Boston University School of Oratory. During this period, he alternated between Boston and Brantford, spending summers in his Canadian home. At Boston University, Bell was \"swept up\" by the excitement engendered by the many scientists and inventors residing in the city. He continued his research in sound and endeavored to find a way to transmit musical notes and articulate speech, but although absorbed by his experiments, he found it difficult to devote enough time to experimentation. While days and evenings were occupied by his teaching and private classes, Bell began to stay awake late into the night, running experiment after experiment in rented facilities at his boarding house. Keeping \"night owl\" hours, he worried that his work would be discovered and took great pains to lock up his notebooks and laboratory equipment. Bell had a specially made table where he could place his notes and equipment inside a locking cover. Worse still, his health deteriorated as he suffered severe headaches. Returning to Boston in fall 1873, Bell made a fateful decision to concentrate on his experiments in sound.", "targets": "With what school did Bell get his next teaching job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9224d5bf3b49ae9c4a6d0d69843286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the following year, Bell became professor of Vocal Physiology and Elocution at the Boston University School of Oratory. During this period, he alternated between Boston and Brantford, spending summers in his Canadian home. At Boston University, Bell was \"swept up\" by the excitement engendered by the many scientists and inventors residing in the city. He continued his research in sound and endeavored to find a way to transmit musical notes and articulate speech, but although absorbed by his experiments, he found it difficult to devote enough time to experimentation. While days and evenings were occupied by his teaching and private classes, Bell began to stay awake late into the night, running experiment after experiment in rented facilities at his boarding house. Keeping \"night owl\" hours, he worried that his work would be discovered and took great pains to lock up his notebooks and laboratory equipment. Bell had a specially made table where he could place his notes and equipment inside a locking cover. Worse still, his health deteriorated as he suffered severe headaches. Returning to Boston in fall 1873, Bell made a fateful decision to concentrate on his experiments in sound.", "targets": "What was Bell's discipline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9224d5bf3b49ae9c4a6d0d69843286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the following year, Bell became professor of Vocal Physiology and Elocution at the Boston University School of Oratory. During this period, he alternated between Boston and Brantford, spending summers in his Canadian home. At Boston University, Bell was \"swept up\" by the excitement engendered by the many scientists and inventors residing in the city. He continued his research in sound and endeavored to find a way to transmit musical notes and articulate speech, but although absorbed by his experiments, he found it difficult to devote enough time to experimentation. While days and evenings were occupied by his teaching and private classes, Bell began to stay awake late into the night, running experiment after experiment in rented facilities at his boarding house. Keeping \"night owl\" hours, he worried that his work would be discovered and took great pains to lock up his notebooks and laboratory equipment. Bell had a specially made table where he could place his notes and equipment inside a locking cover. Worse still, his health deteriorated as he suffered severe headaches. Returning to Boston in fall 1873, Bell made a fateful decision to concentrate on his experiments in sound.", "targets": "What did Bell do late at night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9224d5bf3b49ae9c4a6d0d69843286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the following year, Bell became professor of Vocal Physiology and Elocution at the Boston University School of Oratory. During this period, he alternated between Boston and Brantford, spending summers in his Canadian home. At Boston University, Bell was \"swept up\" by the excitement engendered by the many scientists and inventors residing in the city. He continued his research in sound and endeavored to find a way to transmit musical notes and articulate speech, but although absorbed by his experiments, he found it difficult to devote enough time to experimentation. While days and evenings were occupied by his teaching and private classes, Bell began to stay awake late into the night, running experiment after experiment in rented facilities at his boarding house. Keeping \"night owl\" hours, he worried that his work would be discovered and took great pains to lock up his notebooks and laboratory equipment. Bell had a specially made table where he could place his notes and equipment inside a locking cover. Worse still, his health deteriorated as he suffered severe headaches. Returning to Boston in fall 1873, Bell made a fateful decision to concentrate on his experiments in sound.", "targets": "What health condition did Bell start to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba9224d5bf3b49ae9c4a6d0d69843286", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the following year, Bell became professor of Vocal Physiology and Elocution at the Boston University School of Oratory. During this period, he alternated between Boston and Brantford, spending summers in his Canadian home. At Boston University, Bell was \"swept up\" by the excitement engendered by the many scientists and inventors residing in the city. He continued his research in sound and endeavored to find a way to transmit musical notes and articulate speech, but although absorbed by his experiments, he found it difficult to devote enough time to experimentation. While days and evenings were occupied by his teaching and private classes, Bell began to stay awake late into the night, running experiment after experiment in rented facilities at his boarding house. Keeping \"night owl\" hours, he worried that his work would be discovered and took great pains to lock up his notebooks and laboratory equipment. Bell had a specially made table where he could place his notes and equipment inside a locking cover. Worse still, his health deteriorated as he suffered severe headaches. Returning to Boston in fall 1873, Bell made a fateful decision to concentrate on his experiments in sound.", "targets": "In what year did Bell start to focus on research into sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7cbba39b654b84b2f233d03a6c2994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As previously arranged by his father, Tem\u00fcjin married B\u00f6rte of the Onggirat tribe when he was around 16 in order to cement alliances between their respective tribes. Soon after B\u00f6rte's marriage to Tem\u00fcjin, she was kidnapped by the Merkits and reportedly given away as a wife. Tem\u00fcjin rescued her with the help of his friend and future rival, Jamukha, and his protector, Toghrul Khan of the Keraite tribe. She gave birth to a son, Jochi (1185\u20131226), nine months later, clouding the issue of his parentage. Despite speculation over Jochi, B\u00f6rte would be Tem\u00fcjin's only empress, though he did follow tradition by taking several morganatic wives.", "targets": "What was the tribe of the woman Tem\u00fcjin married when he was around 16 years old?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7cbba39b654b84b2f233d03a6c2994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As previously arranged by his father, Tem\u00fcjin married B\u00f6rte of the Onggirat tribe when he was around 16 in order to cement alliances between their respective tribes. Soon after B\u00f6rte's marriage to Tem\u00fcjin, she was kidnapped by the Merkits and reportedly given away as a wife. Tem\u00fcjin rescued her with the help of his friend and future rival, Jamukha, and his protector, Toghrul Khan of the Keraite tribe. She gave birth to a son, Jochi (1185\u20131226), nine months later, clouding the issue of his parentage. Despite speculation over Jochi, B\u00f6rte would be Tem\u00fcjin's only empress, though he did follow tradition by taking several morganatic wives.", "targets": "Who kidnapped Tem\u00fcjin's first wife soon after they were married?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7cbba39b654b84b2f233d03a6c2994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As previously arranged by his father, Tem\u00fcjin married B\u00f6rte of the Onggirat tribe when he was around 16 in order to cement alliances between their respective tribes. Soon after B\u00f6rte's marriage to Tem\u00fcjin, she was kidnapped by the Merkits and reportedly given away as a wife. Tem\u00fcjin rescued her with the help of his friend and future rival, Jamukha, and his protector, Toghrul Khan of the Keraite tribe. She gave birth to a son, Jochi (1185\u20131226), nine months later, clouding the issue of his parentage. Despite speculation over Jochi, B\u00f6rte would be Tem\u00fcjin's only empress, though he did follow tradition by taking several morganatic wives.", "targets": "Who helped Tem\u00fcjin rescue his wife from the Merkits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7cbba39b654b84b2f233d03a6c2994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As previously arranged by his father, Tem\u00fcjin married B\u00f6rte of the Onggirat tribe when he was around 16 in order to cement alliances between their respective tribes. Soon after B\u00f6rte's marriage to Tem\u00fcjin, she was kidnapped by the Merkits and reportedly given away as a wife. Tem\u00fcjin rescued her with the help of his friend and future rival, Jamukha, and his protector, Toghrul Khan of the Keraite tribe. She gave birth to a son, Jochi (1185\u20131226), nine months later, clouding the issue of his parentage. Despite speculation over Jochi, B\u00f6rte would be Tem\u00fcjin's only empress, though he did follow tradition by taking several morganatic wives.", "targets": "What was the name of Tem\u00fcjin's wife B\u00f6rte's first son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed7cbba39b654b84b2f233d03a6c2994", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As previously arranged by his father, Tem\u00fcjin married B\u00f6rte of the Onggirat tribe when he was around 16 in order to cement alliances between their respective tribes. Soon after B\u00f6rte's marriage to Tem\u00fcjin, she was kidnapped by the Merkits and reportedly given away as a wife. Tem\u00fcjin rescued her with the help of his friend and future rival, Jamukha, and his protector, Toghrul Khan of the Keraite tribe. She gave birth to a son, Jochi (1185\u20131226), nine months later, clouding the issue of his parentage. Despite speculation over Jochi, B\u00f6rte would be Tem\u00fcjin's only empress, though he did follow tradition by taking several morganatic wives.", "targets": "What year did B\u00f6rte's give birth to Jochi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca272ce3e424e11a7b2b389c776dca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing can and has in history been made from a very wide variety of materials. Materials have ranged from leather and furs, to woven materials, to elaborate and exotic natural and synthetic fabrics. Not all body coverings are regarded as clothing. Articles carried rather than worn (such as purses), worn on a single part of the body and easily removed (scarves), worn purely for adornment (jewelry), or those that serve a function other than protection (eyeglasses), are normally considered accessories rather than clothing, as are footwear and hats.", "targets": "What variety has there been in the materials of clothing throughout history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca272ce3e424e11a7b2b389c776dca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing can and has in history been made from a very wide variety of materials. Materials have ranged from leather and furs, to woven materials, to elaborate and exotic natural and synthetic fabrics. Not all body coverings are regarded as clothing. Articles carried rather than worn (such as purses), worn on a single part of the body and easily removed (scarves), worn purely for adornment (jewelry), or those that serve a function other than protection (eyeglasses), are normally considered accessories rather than clothing, as are footwear and hats.", "targets": "What is an article that is carried rather than worn that isn't regarded as clothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca272ce3e424e11a7b2b389c776dca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing can and has in history been made from a very wide variety of materials. Materials have ranged from leather and furs, to woven materials, to elaborate and exotic natural and synthetic fabrics. Not all body coverings are regarded as clothing. Articles carried rather than worn (such as purses), worn on a single part of the body and easily removed (scarves), worn purely for adornment (jewelry), or those that serve a function other than protection (eyeglasses), are normally considered accessories rather than clothing, as are footwear and hats.", "targets": "Jewelry isn't considered clothing because it's usually worn purely for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca272ce3e424e11a7b2b389c776dca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing can and has in history been made from a very wide variety of materials. Materials have ranged from leather and furs, to woven materials, to elaborate and exotic natural and synthetic fabrics. Not all body coverings are regarded as clothing. Articles carried rather than worn (such as purses), worn on a single part of the body and easily removed (scarves), worn purely for adornment (jewelry), or those that serve a function other than protection (eyeglasses), are normally considered accessories rather than clothing, as are footwear and hats.", "targets": "What are footwear and hats both considered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ca272ce3e424e11a7b2b389c776dca9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clothing can and has in history been made from a very wide variety of materials. Materials have ranged from leather and furs, to woven materials, to elaborate and exotic natural and synthetic fabrics. Not all body coverings are regarded as clothing. Articles carried rather than worn (such as purses), worn on a single part of the body and easily removed (scarves), worn purely for adornment (jewelry), or those that serve a function other than protection (eyeglasses), are normally considered accessories rather than clothing, as are footwear and hats.", "targets": "What is an example of something that serves a function other than protection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "Beyonce, during October 2014, partnered with whom to produce an outdoor line of clothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "Beyonce and Topshops first products were to be sold in stores when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "What is the new business called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "What is Beyonce's percentage of ownership in the new venture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "When will the full line appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "What company did Beyonc\u00e9 contract with to sell clothing in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "What is the name of the equal partnership's fashion line between Beyonc\u00e9 and the British company to come out in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637a638550aa4160aae96ee3090201b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In October 2014, Beyonc\u00e9 signed a deal to launch an activewear line of clothing with British fashion retailer Topshop. The 50-50 venture is called Parkwood Topshop Athletic Ltd and is scheduled to launch its first dance, fitness and sports ranges in autumn 2015. The line will launch in April 2016.", "targets": "What type of clothing does the British partnership with Beyonc\u00e9 sell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dce3c7a0c4841e2aef6a6dcdfd90780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newcastle has three cathedrals, the Anglican St. Nicholas, with its elegant lantern tower of 1474, the Roman Catholic St. Mary's designed by Augustus Welby Pugin and the Coptic Cathedral located in Fenham. All three cathedrals began their lives as parish churches. St Mary's became a cathedral in 1850 and St Nicholas' in 1882. Another prominent church in the city centre is the Church of St Thomas the Martyr which is the only parish church in the Church of England without a parish and which is not a peculiar.", "targets": "How many cathedrals does Newcastle have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dce3c7a0c4841e2aef6a6dcdfd90780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newcastle has three cathedrals, the Anglican St. Nicholas, with its elegant lantern tower of 1474, the Roman Catholic St. Mary's designed by Augustus Welby Pugin and the Coptic Cathedral located in Fenham. All three cathedrals began their lives as parish churches. St Mary's became a cathedral in 1850 and St Nicholas' in 1882. Another prominent church in the city centre is the Church of St Thomas the Martyr which is the only parish church in the Church of England without a parish and which is not a peculiar.", "targets": "What year was St. Nicholas' lantern tower made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dce3c7a0c4841e2aef6a6dcdfd90780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newcastle has three cathedrals, the Anglican St. Nicholas, with its elegant lantern tower of 1474, the Roman Catholic St. Mary's designed by Augustus Welby Pugin and the Coptic Cathedral located in Fenham. All three cathedrals began their lives as parish churches. St Mary's became a cathedral in 1850 and St Nicholas' in 1882. Another prominent church in the city centre is the Church of St Thomas the Martyr which is the only parish church in the Church of England without a parish and which is not a peculiar.", "targets": "Which cathedral is located in Fenham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dce3c7a0c4841e2aef6a6dcdfd90780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newcastle has three cathedrals, the Anglican St. Nicholas, with its elegant lantern tower of 1474, the Roman Catholic St. Mary's designed by Augustus Welby Pugin and the Coptic Cathedral located in Fenham. All three cathedrals began their lives as parish churches. St Mary's became a cathedral in 1850 and St Nicholas' in 1882. Another prominent church in the city centre is the Church of St Thomas the Martyr which is the only parish church in the Church of England without a parish and which is not a peculiar.", "targets": "Which church's saint is nicknamed The Martyr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0dce3c7a0c4841e2aef6a6dcdfd90780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Newcastle has three cathedrals, the Anglican St. Nicholas, with its elegant lantern tower of 1474, the Roman Catholic St. Mary's designed by Augustus Welby Pugin and the Coptic Cathedral located in Fenham. All three cathedrals began their lives as parish churches. St Mary's became a cathedral in 1850 and St Nicholas' in 1882. Another prominent church in the city centre is the Church of St Thomas the Martyr which is the only parish church in the Church of England without a parish and which is not a peculiar.", "targets": "What did all three cathedrals in Newcastle begin their existence as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91be136af81f493dafd20ff83702a4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various theories for the decline of the Native American populations emphasize epidemic diseases, conflicts with Europeans, and conflicts among warring tribes. Scholars now believe that, among the various contributing factors, epidemic disease was the overwhelming cause of the population decline of the American natives. Some believe that after first contacts with Europeans and Africans, Old World diseases caused the death of 90 to 95% of the native population of the New World in the following 150 years. Smallpox killed up to one third of the native population of Hispaniola in 1518. By killing the Incan ruler Huayna Capac, smallpox caused the Inca Civil War. Smallpox was only the first epidemic. Typhus (probably) in 1546, influenza and smallpox together in 1558, smallpox again in 1589, diphtheria in 1614, measles in 1618\u2014all ravaged the remains of Inca culture.", "targets": "What was the overwhelming reason for the decline of Native American populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91be136af81f493dafd20ff83702a4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various theories for the decline of the Native American populations emphasize epidemic diseases, conflicts with Europeans, and conflicts among warring tribes. Scholars now believe that, among the various contributing factors, epidemic disease was the overwhelming cause of the population decline of the American natives. Some believe that after first contacts with Europeans and Africans, Old World diseases caused the death of 90 to 95% of the native population of the New World in the following 150 years. Smallpox killed up to one third of the native population of Hispaniola in 1518. By killing the Incan ruler Huayna Capac, smallpox caused the Inca Civil War. Smallpox was only the first epidemic. Typhus (probably) in 1546, influenza and smallpox together in 1558, smallpox again in 1589, diphtheria in 1614, measles in 1618\u2014all ravaged the remains of Inca culture.", "targets": "Old World diseases accounted for up to what percentage of deaths among the native New World population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91be136af81f493dafd20ff83702a4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various theories for the decline of the Native American populations emphasize epidemic diseases, conflicts with Europeans, and conflicts among warring tribes. Scholars now believe that, among the various contributing factors, epidemic disease was the overwhelming cause of the population decline of the American natives. Some believe that after first contacts with Europeans and Africans, Old World diseases caused the death of 90 to 95% of the native population of the New World in the following 150 years. Smallpox killed up to one third of the native population of Hispaniola in 1518. By killing the Incan ruler Huayna Capac, smallpox caused the Inca Civil War. Smallpox was only the first epidemic. Typhus (probably) in 1546, influenza and smallpox together in 1558, smallpox again in 1589, diphtheria in 1614, measles in 1618\u2014all ravaged the remains of Inca culture.", "targets": "How long did it take for the Old World diseases to decimate the native population to the extent it did?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91be136af81f493dafd20ff83702a4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various theories for the decline of the Native American populations emphasize epidemic diseases, conflicts with Europeans, and conflicts among warring tribes. Scholars now believe that, among the various contributing factors, epidemic disease was the overwhelming cause of the population decline of the American natives. Some believe that after first contacts with Europeans and Africans, Old World diseases caused the death of 90 to 95% of the native population of the New World in the following 150 years. Smallpox killed up to one third of the native population of Hispaniola in 1518. By killing the Incan ruler Huayna Capac, smallpox caused the Inca Civil War. Smallpox was only the first epidemic. Typhus (probably) in 1546, influenza and smallpox together in 1558, smallpox again in 1589, diphtheria in 1614, measles in 1618\u2014all ravaged the remains of Inca culture.", "targets": "What disease killed almost a third of the population of Hispaniola in 1518?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91be136af81f493dafd20ff83702a4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various theories for the decline of the Native American populations emphasize epidemic diseases, conflicts with Europeans, and conflicts among warring tribes. Scholars now believe that, among the various contributing factors, epidemic disease was the overwhelming cause of the population decline of the American natives. Some believe that after first contacts with Europeans and Africans, Old World diseases caused the death of 90 to 95% of the native population of the New World in the following 150 years. Smallpox killed up to one third of the native population of Hispaniola in 1518. By killing the Incan ruler Huayna Capac, smallpox caused the Inca Civil War. Smallpox was only the first epidemic. Typhus (probably) in 1546, influenza and smallpox together in 1558, smallpox again in 1589, diphtheria in 1614, measles in 1618\u2014all ravaged the remains of Inca culture.", "targets": "How did smallpox cause the Inca Civil War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a776cbdde2214a3085d30be1a061724d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestic dog (Canis lupus familiaris or Canis familiaris) is a domesticated canid which has been selectively bred for millennia for various behaviors, sensory capabilities, and physical attributes.", "targets": "What is the three word Latin name for domesticated dogs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a776cbdde2214a3085d30be1a061724d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestic dog (Canis lupus familiaris or Canis familiaris) is a domesticated canid which has been selectively bred for millennia for various behaviors, sensory capabilities, and physical attributes.", "targets": "What is Canis familiaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a776cbdde2214a3085d30be1a061724d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestic dog (Canis lupus familiaris or Canis familiaris) is a domesticated canid which has been selectively bred for millennia for various behaviors, sensory capabilities, and physical attributes.", "targets": "How long has the domestic dog been selectively bred?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a776cbdde2214a3085d30be1a061724d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The domestic dog (Canis lupus familiaris or Canis familiaris) is a domesticated canid which has been selectively bred for millennia for various behaviors, sensory capabilities, and physical attributes.", "targets": "Along with various behaviors and physical attributes, what were domestic dogs bred for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04976f1d5c794d99949addc048736e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today both the Papireto river and the Kemonia are covered up by buildings. However, the shape of the former watercourses can still be recognised today, because the streets that were built on them follow their shapes. Today the only waterway not drained yet is the Oreto river that divides the downtown of the city from the western uptown and the industrial districts. In the basins there were, though, many seasonal torrents that helped formed swampy plains, reclaimed during history; a good example of which can be found in the borough of Mondello.", "targets": "How can former rivers be recognised presently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04976f1d5c794d99949addc048736e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today both the Papireto river and the Kemonia are covered up by buildings. However, the shape of the former watercourses can still be recognised today, because the streets that were built on them follow their shapes. Today the only waterway not drained yet is the Oreto river that divides the downtown of the city from the western uptown and the industrial districts. In the basins there were, though, many seasonal torrents that helped formed swampy plains, reclaimed during history; a good example of which can be found in the borough of Mondello.", "targets": "What is the only remaining waterway in Palermo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04976f1d5c794d99949addc048736e9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today both the Papireto river and the Kemonia are covered up by buildings. However, the shape of the former watercourses can still be recognised today, because the streets that were built on them follow their shapes. Today the only waterway not drained yet is the Oreto river that divides the downtown of the city from the western uptown and the industrial districts. In the basins there were, though, many seasonal torrents that helped formed swampy plains, reclaimed during history; a good example of which can be found in the borough of Mondello.", "targets": "Which two former rivers in Palermo are currently building sites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "To whom did Beyonce credit as her major influence on her music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "How old was Beyonce when she went to her first Michael Jackson concert as a kid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "Beyonce gave a tribute award to who in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "Beyonce cites Mariah Carey to making her want to start doing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "Who influenced Beyonce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "What song by Mariah Carey influenced her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "Who is Beyonc\u00e9's biggest musical influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "What was Beyonc\u00e9's first concert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "Who does Beyonc\u00e9 feel is an all-around entertainer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "Who does she credit for the inspiration to \"get up there and do what she did\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-30cd3355ee3d42f293e0c1673d3dfff1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 names Michael Jackson as her major musical influence. Aged five, Beyonc\u00e9 attended her first ever concert where Jackson performed and she claims to have realised her purpose. When she presented him with a tribute award at the World Music Awards in 2006, Beyonc\u00e9 said, \"if it wasn't for Michael Jackson, I would never ever have performed.\" She admires Diana Ross as an \"all-around entertainer\" and Whitney Houston, who she said \"inspired me to get up there and do what she did.\" She credits Mariah Carey's singing and her song \"Vision of Love\" as influencing her to begin practicing vocal runs as a child. Her other musical influences include Aaliyah, Prince, Lauryn Hill, Sade Adu, Donna Summer, Mary J. Blige, Janet Jackson, Anita Baker and Rachelle Ferrell.", "targets": "What song caused Beyonc\u00e9 to practice runs as a child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-002ef3764bf7408f9db9d35680a43ee4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame is dedicated to research, education and outreach on the causes of violent conflict and the conditions for sustainable peace. It offers PhD, Master's, and undergraduate degrees in peace studies. It was founded in 1986 through the donations of Joan B. Kroc, the widow of McDonald's owner Ray Kroc. The institute was inspired by the vision of the Rev. Theodore M. Hesburgh CSC, President Emeritus of the University of Notre Dame. The institute has contributed to international policy discussions about peace building practices.", "targets": "What institute at Notre Dame studies  the reasons for violent conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-002ef3764bf7408f9db9d35680a43ee4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame is dedicated to research, education and outreach on the causes of violent conflict and the conditions for sustainable peace. It offers PhD, Master's, and undergraduate degrees in peace studies. It was founded in 1986 through the donations of Joan B. Kroc, the widow of McDonald's owner Ray Kroc. The institute was inspired by the vision of the Rev. Theodore M. Hesburgh CSC, President Emeritus of the University of Notre Dame. The institute has contributed to international policy discussions about peace building practices.", "targets": "What is the title of Notre Dame's Theodore Hesburgh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-002ef3764bf7408f9db9d35680a43ee4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame is dedicated to research, education and outreach on the causes of violent conflict and the conditions for sustainable peace. It offers PhD, Master's, and undergraduate degrees in peace studies. It was founded in 1986 through the donations of Joan B. Kroc, the widow of McDonald's owner Ray Kroc. The institute was inspired by the vision of the Rev. Theodore M. Hesburgh CSC, President Emeritus of the University of Notre Dame. The institute has contributed to international policy discussions about peace building practices.", "targets": "In what year was the Joan B. Kroc Institute for International Peace Studies founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-002ef3764bf7408f9db9d35680a43ee4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame is dedicated to research, education and outreach on the causes of violent conflict and the conditions for sustainable peace. It offers PhD, Master's, and undergraduate degrees in peace studies. It was founded in 1986 through the donations of Joan B. Kroc, the widow of McDonald's owner Ray Kroc. The institute was inspired by the vision of the Rev. Theodore M. Hesburgh CSC, President Emeritus of the University of Notre Dame. The institute has contributed to international policy discussions about peace building practices.", "targets": "To whom was John B. Kroc married?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-002ef3764bf7408f9db9d35680a43ee4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame is dedicated to research, education and outreach on the causes of violent conflict and the conditions for sustainable peace. It offers PhD, Master's, and undergraduate degrees in peace studies. It was founded in 1986 through the donations of Joan B. Kroc, the widow of McDonald's owner Ray Kroc. The institute was inspired by the vision of the Rev. Theodore M. Hesburgh CSC, President Emeritus of the University of Notre Dame. The institute has contributed to international policy discussions about peace building practices.", "targets": "What company did Ray Kroc own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73da6bb20f5648f69857bf3f8cdf60ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indus and Brahmaputra rivers originate from a lake (Tib: Tso Mapham) in Western Tibet, near Mount Kailash. The mountain is a holy pilgrimage site for both Hindus and Tibetans. The Hindus consider the mountain to be the abode of Lord Shiva. The Tibetan name for Mt. Kailash is Khang Rinpoche. Tibet has numerous high-altitude lakes referred to in Tibetan as tso or co. These include Qinghai Lake, Lake Manasarovar, Namtso, Pangong Tso, Yamdrok Lake, Siling Co, Lhamo La-tso, Lumajangdong Co, Lake Puma Yumco, Lake Paiku, Lake Rakshastal, Dagze Co and Dong Co. The Qinghai Lake (Koko Nor) is the largest lake in the People's Republic of China.", "targets": "Which mountain is a holy pilgrimage for both Hindus and Tibetans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73da6bb20f5648f69857bf3f8cdf60ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indus and Brahmaputra rivers originate from a lake (Tib: Tso Mapham) in Western Tibet, near Mount Kailash. The mountain is a holy pilgrimage site for both Hindus and Tibetans. The Hindus consider the mountain to be the abode of Lord Shiva. The Tibetan name for Mt. Kailash is Khang Rinpoche. Tibet has numerous high-altitude lakes referred to in Tibetan as tso or co. These include Qinghai Lake, Lake Manasarovar, Namtso, Pangong Tso, Yamdrok Lake, Siling Co, Lhamo La-tso, Lumajangdong Co, Lake Puma Yumco, Lake Paiku, Lake Rakshastal, Dagze Co and Dong Co. The Qinghai Lake (Koko Nor) is the largest lake in the People's Republic of China.", "targets": "Who do Hindus believe lives in Mount Kailash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73da6bb20f5648f69857bf3f8cdf60ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indus and Brahmaputra rivers originate from a lake (Tib: Tso Mapham) in Western Tibet, near Mount Kailash. The mountain is a holy pilgrimage site for both Hindus and Tibetans. The Hindus consider the mountain to be the abode of Lord Shiva. The Tibetan name for Mt. Kailash is Khang Rinpoche. Tibet has numerous high-altitude lakes referred to in Tibetan as tso or co. These include Qinghai Lake, Lake Manasarovar, Namtso, Pangong Tso, Yamdrok Lake, Siling Co, Lhamo La-tso, Lumajangdong Co, Lake Puma Yumco, Lake Paiku, Lake Rakshastal, Dagze Co and Dong Co. The Qinghai Lake (Koko Nor) is the largest lake in the People's Republic of China.", "targets": "What is the Tibetan name for Mount Kailash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73da6bb20f5648f69857bf3f8cdf60ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indus and Brahmaputra rivers originate from a lake (Tib: Tso Mapham) in Western Tibet, near Mount Kailash. The mountain is a holy pilgrimage site for both Hindus and Tibetans. The Hindus consider the mountain to be the abode of Lord Shiva. The Tibetan name for Mt. Kailash is Khang Rinpoche. Tibet has numerous high-altitude lakes referred to in Tibetan as tso or co. These include Qinghai Lake, Lake Manasarovar, Namtso, Pangong Tso, Yamdrok Lake, Siling Co, Lhamo La-tso, Lumajangdong Co, Lake Puma Yumco, Lake Paiku, Lake Rakshastal, Dagze Co and Dong Co. The Qinghai Lake (Koko Nor) is the largest lake in the People's Republic of China.", "targets": "Which lake is the largest in China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f34ae184a4794d4d87a74ca64e26e875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An upgrade to Windows 8 known as Windows 8.1 was officially announced by Microsoft on May 14, 2013. Following a presentation devoted to the upgrade at Build 2013, a public beta version of the upgrade was released on June 26, 2013. Windows 8.1 was released to OEM hardware partners on August 27, 2013, and released publicly as a free download through Windows Store on October 17, 2013. Volume license customers and subscribers to MSDN Plus and TechNet Plus were initially unable to obtain the RTM version upon its release; a spokesperson said the policy was changed to allow Microsoft to work with OEMs \"to ensure a quality experience at general availability.\" However, after criticism, Microsoft reversed its decision and released the RTM build on MSDN and TechNet on September 9, 2013.", "targets": "When was Windows 8.1 introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f34ae184a4794d4d87a74ca64e26e875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An upgrade to Windows 8 known as Windows 8.1 was officially announced by Microsoft on May 14, 2013. Following a presentation devoted to the upgrade at Build 2013, a public beta version of the upgrade was released on June 26, 2013. Windows 8.1 was released to OEM hardware partners on August 27, 2013, and released publicly as a free download through Windows Store on October 17, 2013. Volume license customers and subscribers to MSDN Plus and TechNet Plus were initially unable to obtain the RTM version upon its release; a spokesperson said the policy was changed to allow Microsoft to work with OEMs \"to ensure a quality experience at general availability.\" However, after criticism, Microsoft reversed its decision and released the RTM build on MSDN and TechNet on September 9, 2013.", "targets": "When did Microsoft release the beta version of Windows 8.1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f34ae184a4794d4d87a74ca64e26e875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An upgrade to Windows 8 known as Windows 8.1 was officially announced by Microsoft on May 14, 2013. Following a presentation devoted to the upgrade at Build 2013, a public beta version of the upgrade was released on June 26, 2013. Windows 8.1 was released to OEM hardware partners on August 27, 2013, and released publicly as a free download through Windows Store on October 17, 2013. Volume license customers and subscribers to MSDN Plus and TechNet Plus were initially unable to obtain the RTM version upon its release; a spokesperson said the policy was changed to allow Microsoft to work with OEMs \"to ensure a quality experience at general availability.\" However, after criticism, Microsoft reversed its decision and released the RTM build on MSDN and TechNet on September 9, 2013.", "targets": "When did MSDN and TechNet users gain access to Windows 8.1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367e836722d642d8ab8b1bb90b8f0c92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, 1998 Sammy Sosa exploded into the pursuit of Roger Maris' home run record. Sosa had 13 home runs entering the month, representing less than half of Mark McGwire's total. Sosa had his first of four multi-home run games that month on June 1, and went on to break Rudy York's record with 20 home runs in the month, a record that still stands. By the end of his historic month, the outfielder's 33 home runs tied him with Ken Griffey, Jr. and left him only four behind McGwire's 37. Sosa finished with 66 and won the NL MVP Award.", "targets": "When did Sammy Sosa explode into pursuit of Roger Maris' home run record? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367e836722d642d8ab8b1bb90b8f0c92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, 1998 Sammy Sosa exploded into the pursuit of Roger Maris' home run record. Sosa had 13 home runs entering the month, representing less than half of Mark McGwire's total. Sosa had his first of four multi-home run games that month on June 1, and went on to break Rudy York's record with 20 home runs in the month, a record that still stands. By the end of his historic month, the outfielder's 33 home runs tied him with Ken Griffey, Jr. and left him only four behind McGwire's 37. Sosa finished with 66 and won the NL MVP Award.", "targets": "Who was in pursuit of Roger Maris' home run record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367e836722d642d8ab8b1bb90b8f0c92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, 1998 Sammy Sosa exploded into the pursuit of Roger Maris' home run record. Sosa had 13 home runs entering the month, representing less than half of Mark McGwire's total. Sosa had his first of four multi-home run games that month on June 1, and went on to break Rudy York's record with 20 home runs in the month, a record that still stands. By the end of his historic month, the outfielder's 33 home runs tied him with Ken Griffey, Jr. and left him only four behind McGwire's 37. Sosa finished with 66 and won the NL MVP Award.", "targets": "Sammy Sosa was in pursuit of beating whose home run record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-367e836722d642d8ab8b1bb90b8f0c92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June, 1998 Sammy Sosa exploded into the pursuit of Roger Maris' home run record. Sosa had 13 home runs entering the month, representing less than half of Mark McGwire's total. Sosa had his first of four multi-home run games that month on June 1, and went on to break Rudy York's record with 20 home runs in the month, a record that still stands. By the end of his historic month, the outfielder's 33 home runs tied him with Ken Griffey, Jr. and left him only four behind McGwire's 37. Sosa finished with 66 and won the NL MVP Award.", "targets": "What award did Sammy Sosa win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082c17d85d194c35ac1e88d8328a5ee6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rule of law has been considered as one of the key dimensions that determine the quality and good governance of a country. Research, like the Worldwide Governance Indicators, defines the rule of law as: \"the extent to which agents have confidence and abide by the rules of society, and in particular the quality of contract enforcement, the police and the courts, as well as the likelihood of crime or violence.\" Based on this definition the Worldwide Governance Indicators project has developed aggregate measurements for the rule of law in more than 200 countries, as seen in the map below. A government based on the rule of law can be called a \"nomocracy\", from the Greek nomos (law) and kratos (power or rule).", "targets": "For how many countries have rule of law aggregate measurements been developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082c17d85d194c35ac1e88d8328a5ee6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rule of law has been considered as one of the key dimensions that determine the quality and good governance of a country. Research, like the Worldwide Governance Indicators, defines the rule of law as: \"the extent to which agents have confidence and abide by the rules of society, and in particular the quality of contract enforcement, the police and the courts, as well as the likelihood of crime or violence.\" Based on this definition the Worldwide Governance Indicators project has developed aggregate measurements for the rule of law in more than 200 countries, as seen in the map below. A government based on the rule of law can be called a \"nomocracy\", from the Greek nomos (law) and kratos (power or rule).", "targets": "What is the term that described a government based on the rule of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082c17d85d194c35ac1e88d8328a5ee6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rule of law has been considered as one of the key dimensions that determine the quality and good governance of a country. Research, like the Worldwide Governance Indicators, defines the rule of law as: \"the extent to which agents have confidence and abide by the rules of society, and in particular the quality of contract enforcement, the police and the courts, as well as the likelihood of crime or violence.\" Based on this definition the Worldwide Governance Indicators project has developed aggregate measurements for the rule of law in more than 200 countries, as seen in the map below. A government based on the rule of law can be called a \"nomocracy\", from the Greek nomos (law) and kratos (power or rule).", "targets": "What is the Greek word for law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082c17d85d194c35ac1e88d8328a5ee6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rule of law has been considered as one of the key dimensions that determine the quality and good governance of a country. Research, like the Worldwide Governance Indicators, defines the rule of law as: \"the extent to which agents have confidence and abide by the rules of society, and in particular the quality of contract enforcement, the police and the courts, as well as the likelihood of crime or violence.\" Based on this definition the Worldwide Governance Indicators project has developed aggregate measurements for the rule of law in more than 200 countries, as seen in the map below. A government based on the rule of law can be called a \"nomocracy\", from the Greek nomos (law) and kratos (power or rule).", "targets": "What is the Greek word for power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-082c17d85d194c35ac1e88d8328a5ee6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rule of law has been considered as one of the key dimensions that determine the quality and good governance of a country. Research, like the Worldwide Governance Indicators, defines the rule of law as: \"the extent to which agents have confidence and abide by the rules of society, and in particular the quality of contract enforcement, the police and the courts, as well as the likelihood of crime or violence.\" Based on this definition the Worldwide Governance Indicators project has developed aggregate measurements for the rule of law in more than 200 countries, as seen in the map below. A government based on the rule of law can be called a \"nomocracy\", from the Greek nomos (law) and kratos (power or rule).", "targets": "What is a key qualifier for determining good governance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a87ba6e353445129e251ddbca6f1231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "M\u012bm\u0101\u1e43s\u0101 gave rise to the study of philology and the philosophy of language. While their deep analysis of language and linguistics influenced other schools, their views were not shared by others. M\u012bm\u0101\u1e43s\u0101kas considered the purpose and power of language was to clearly prescribe the proper, correct and right. In contrast, Vedantins extended the scope and value of language as a tool to also describe, develop and derive. M\u012bm\u0101\u1e43s\u0101kas considered orderly, law-driven, procedural life as central purpose and noblest necessity of dharma and society, and divine (theistic) sustenance means to that end. The Mimamsa school was influential and foundational to the Vedanta school, with the difference that M\u012bm\u0101\u1e43s\u0101 school developed and emphasized karmak\u0101\u1e47\u1e0da (that part of the \u015bruti which relates to ceremonial acts and sacrificial rites, the early parts of the Vedas), while the Vedanta school developed and emphasized j\u00f1\u0101nak\u0101\u1e47\u1e0da (that portion of the Vedas which relates to knowledge of monism, the latter parts of the Vedas).", "targets": "To what study did Mimamsa give rise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a87ba6e353445129e251ddbca6f1231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "M\u012bm\u0101\u1e43s\u0101 gave rise to the study of philology and the philosophy of language. While their deep analysis of language and linguistics influenced other schools, their views were not shared by others. M\u012bm\u0101\u1e43s\u0101kas considered the purpose and power of language was to clearly prescribe the proper, correct and right. In contrast, Vedantins extended the scope and value of language as a tool to also describe, develop and derive. M\u012bm\u0101\u1e43s\u0101kas considered orderly, law-driven, procedural life as central purpose and noblest necessity of dharma and society, and divine (theistic) sustenance means to that end. The Mimamsa school was influential and foundational to the Vedanta school, with the difference that M\u012bm\u0101\u1e43s\u0101 school developed and emphasized karmak\u0101\u1e47\u1e0da (that part of the \u015bruti which relates to ceremonial acts and sacrificial rites, the early parts of the Vedas), while the Vedanta school developed and emphasized j\u00f1\u0101nak\u0101\u1e47\u1e0da (that portion of the Vedas which relates to knowledge of monism, the latter parts of the Vedas).", "targets": "What did the Mimamsa school think that language was meant to describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a87ba6e353445129e251ddbca6f1231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "M\u012bm\u0101\u1e43s\u0101 gave rise to the study of philology and the philosophy of language. While their deep analysis of language and linguistics influenced other schools, their views were not shared by others. M\u012bm\u0101\u1e43s\u0101kas considered the purpose and power of language was to clearly prescribe the proper, correct and right. In contrast, Vedantins extended the scope and value of language as a tool to also describe, develop and derive. M\u012bm\u0101\u1e43s\u0101kas considered orderly, law-driven, procedural life as central purpose and noblest necessity of dharma and society, and divine (theistic) sustenance means to that end. The Mimamsa school was influential and foundational to the Vedanta school, with the difference that M\u012bm\u0101\u1e43s\u0101 school developed and emphasized karmak\u0101\u1e47\u1e0da (that part of the \u015bruti which relates to ceremonial acts and sacrificial rites, the early parts of the Vedas), while the Vedanta school developed and emphasized j\u00f1\u0101nak\u0101\u1e47\u1e0da (that portion of the Vedas which relates to knowledge of monism, the latter parts of the Vedas).", "targets": "What school thought that language was supposed to be widened to describe and develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a87ba6e353445129e251ddbca6f1231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "M\u012bm\u0101\u1e43s\u0101 gave rise to the study of philology and the philosophy of language. While their deep analysis of language and linguistics influenced other schools, their views were not shared by others. M\u012bm\u0101\u1e43s\u0101kas considered the purpose and power of language was to clearly prescribe the proper, correct and right. In contrast, Vedantins extended the scope and value of language as a tool to also describe, develop and derive. M\u012bm\u0101\u1e43s\u0101kas considered orderly, law-driven, procedural life as central purpose and noblest necessity of dharma and society, and divine (theistic) sustenance means to that end. The Mimamsa school was influential and foundational to the Vedanta school, with the difference that M\u012bm\u0101\u1e43s\u0101 school developed and emphasized karmak\u0101\u1e47\u1e0da (that part of the \u015bruti which relates to ceremonial acts and sacrificial rites, the early parts of the Vedas), while the Vedanta school developed and emphasized j\u00f1\u0101nak\u0101\u1e47\u1e0da (that portion of the Vedas which relates to knowledge of monism, the latter parts of the Vedas).", "targets": "What parts of the Vedas did the Mimamsa school emphasize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2a87ba6e353445129e251ddbca6f1231", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "M\u012bm\u0101\u1e43s\u0101 gave rise to the study of philology and the philosophy of language. While their deep analysis of language and linguistics influenced other schools, their views were not shared by others. M\u012bm\u0101\u1e43s\u0101kas considered the purpose and power of language was to clearly prescribe the proper, correct and right. In contrast, Vedantins extended the scope and value of language as a tool to also describe, develop and derive. M\u012bm\u0101\u1e43s\u0101kas considered orderly, law-driven, procedural life as central purpose and noblest necessity of dharma and society, and divine (theistic) sustenance means to that end. The Mimamsa school was influential and foundational to the Vedanta school, with the difference that M\u012bm\u0101\u1e43s\u0101 school developed and emphasized karmak\u0101\u1e47\u1e0da (that part of the \u015bruti which relates to ceremonial acts and sacrificial rites, the early parts of the Vedas), while the Vedanta school developed and emphasized j\u00f1\u0101nak\u0101\u1e47\u1e0da (that portion of the Vedas which relates to knowledge of monism, the latter parts of the Vedas).", "targets": "What sections of the Vedas did the Verdanta school favor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "House of Dereon became known through Beyonce and which of Beyonce's relatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Beyonce's grandma's name was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Beyonce's family's company name is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "What types of garments are sold by Beyonce's clothing line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Which two countries can you purchase Beyonce's clothing line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Who partnered with Beyonce to start the clothing line, Dereon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "When did Beyonce and her mother start Dereon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Who was the business named for in Beyonce's family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Where were items from the clothing line displayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "Who shares in the House of Der\u00e9on fashion line introduction with Beyonc\u00e9?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-714077462b5a4ea59d16064e0a149473", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9 and her mother introduced House of Der\u00e9on, a contemporary women's fashion line, in 2005. The concept is inspired by three generations of women in their family, the name paying tribute to Beyonc\u00e9's grandmother, Agn\u00e8z Der\u00e9on, a respected seamstress. According to Tina, the overall style of the line best reflects her and Beyonc\u00e9's taste and style. Beyonc\u00e9 and her mother founded their family's company Beyond Productions, which provides the licensing and brand management for House of Der\u00e9on, and its junior collection, Der\u00e9on. House of Der\u00e9on pieces were exhibited in Destiny's Child's shows and tours, during their Destiny Fulfilled era. The collection features sportswear, denim offerings with fur, outerwear and accessories that include handbags and footwear, and are available at department and specialty stores across the US and Canada.", "targets": "What is the name of the House of Der\u00e9on junior collection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c720e3997354d989cf2e6ceaff31c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and food and drink production continue to be major industries in the county, employing over 15,000 people. Apple orchards were once plentiful, and Somerset is still a major producer of cider. The towns of Taunton and Shepton Mallet are involved with the production of cider, especially Blackthorn Cider, which is sold nationwide, and there are specialist producers such as Burrow Hill Cider Farm and Thatchers Cider. Gerber Products Company in Bridgwater is the largest producer of fruit juices in Europe, producing brands such as \"Sunny Delight\" and \"Ocean Spray.\" Development of the milk-based industries, such as Ilchester Cheese Company and Yeo Valley Organic, have resulted in the production of ranges of desserts, yoghurts and cheeses, including Cheddar cheese\u2014some of which has the West Country Farmhouse Cheddar Protected Designation of Origin (PDO).", "targets": "What area employs 15000 people in the couinty"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c720e3997354d989cf2e6ceaff31c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and food and drink production continue to be major industries in the county, employing over 15,000 people. Apple orchards were once plentiful, and Somerset is still a major producer of cider. The towns of Taunton and Shepton Mallet are involved with the production of cider, especially Blackthorn Cider, which is sold nationwide, and there are specialist producers such as Burrow Hill Cider Farm and Thatchers Cider. Gerber Products Company in Bridgwater is the largest producer of fruit juices in Europe, producing brands such as \"Sunny Delight\" and \"Ocean Spray.\" Development of the milk-based industries, such as Ilchester Cheese Company and Yeo Valley Organic, have resulted in the production of ranges of desserts, yoghurts and cheeses, including Cheddar cheese\u2014some of which has the West Country Farmhouse Cheddar Protected Designation of Origin (PDO).", "targets": "What type of orchids used to be pleantiful "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c720e3997354d989cf2e6ceaff31c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and food and drink production continue to be major industries in the county, employing over 15,000 people. Apple orchards were once plentiful, and Somerset is still a major producer of cider. The towns of Taunton and Shepton Mallet are involved with the production of cider, especially Blackthorn Cider, which is sold nationwide, and there are specialist producers such as Burrow Hill Cider Farm and Thatchers Cider. Gerber Products Company in Bridgwater is the largest producer of fruit juices in Europe, producing brands such as \"Sunny Delight\" and \"Ocean Spray.\" Development of the milk-based industries, such as Ilchester Cheese Company and Yeo Valley Organic, have resulted in the production of ranges of desserts, yoghurts and cheeses, including Cheddar cheese\u2014some of which has the West Country Farmhouse Cheddar Protected Designation of Origin (PDO).", "targets": "What area is important to the fruit juice industry "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c720e3997354d989cf2e6ceaff31c95", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and food and drink production continue to be major industries in the county, employing over 15,000 people. Apple orchards were once plentiful, and Somerset is still a major producer of cider. The towns of Taunton and Shepton Mallet are involved with the production of cider, especially Blackthorn Cider, which is sold nationwide, and there are specialist producers such as Burrow Hill Cider Farm and Thatchers Cider. Gerber Products Company in Bridgwater is the largest producer of fruit juices in Europe, producing brands such as \"Sunny Delight\" and \"Ocean Spray.\" Development of the milk-based industries, such as Ilchester Cheese Company and Yeo Valley Organic, have resulted in the production of ranges of desserts, yoghurts and cheeses, including Cheddar cheese\u2014some of which has the West Country Farmhouse Cheddar Protected Designation of Origin (PDO).", "targets": "What area is PDO "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dabb7e0c2b04f9daa8be86c1800348a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1979, young students protested against Bokassa's decree that all school attendees would need to buy uniforms from a company owned by one of his wives. The government violently suppressed the protests, killing 100 children and teenagers. Bokassa himself may have been personally involved in some of the killings. In September 1979, France overthrew Bokassa and \"restored\" Dacko to power (subsequently restoring the name of the country to the Central African Republic). Dacko, in turn, was again overthrown in a coup by General Andr\u00e9 Kolingba on 1 September 1981.", "targets": "What caused a violent uprising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dabb7e0c2b04f9daa8be86c1800348a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1979, young students protested against Bokassa's decree that all school attendees would need to buy uniforms from a company owned by one of his wives. The government violently suppressed the protests, killing 100 children and teenagers. Bokassa himself may have been personally involved in some of the killings. In September 1979, France overthrew Bokassa and \"restored\" Dacko to power (subsequently restoring the name of the country to the Central African Republic). Dacko, in turn, was again overthrown in a coup by General Andr\u00e9 Kolingba on 1 September 1981.", "targets": "How many were killed in the April 1979 protests?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dabb7e0c2b04f9daa8be86c1800348a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1979, young students protested against Bokassa's decree that all school attendees would need to buy uniforms from a company owned by one of his wives. The government violently suppressed the protests, killing 100 children and teenagers. Bokassa himself may have been personally involved in some of the killings. In September 1979, France overthrew Bokassa and \"restored\" Dacko to power (subsequently restoring the name of the country to the Central African Republic). Dacko, in turn, was again overthrown in a coup by General Andr\u00e9 Kolingba on 1 September 1981.", "targets": "Who overthrew Bokassa after this incident?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dabb7e0c2b04f9daa8be86c1800348a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1979, young students protested against Bokassa's decree that all school attendees would need to buy uniforms from a company owned by one of his wives. The government violently suppressed the protests, killing 100 children and teenagers. Bokassa himself may have been personally involved in some of the killings. In September 1979, France overthrew Bokassa and \"restored\" Dacko to power (subsequently restoring the name of the country to the Central African Republic). Dacko, in turn, was again overthrown in a coup by General Andr\u00e9 Kolingba on 1 September 1981.", "targets": "Who did France restore into power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dabb7e0c2b04f9daa8be86c1800348a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1979, young students protested against Bokassa's decree that all school attendees would need to buy uniforms from a company owned by one of his wives. The government violently suppressed the protests, killing 100 children and teenagers. Bokassa himself may have been personally involved in some of the killings. In September 1979, France overthrew Bokassa and \"restored\" Dacko to power (subsequently restoring the name of the country to the Central African Republic). Dacko, in turn, was again overthrown in a coup by General Andr\u00e9 Kolingba on 1 September 1981.", "targets": "Who eventually overthrew Dacko?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ccf6243df6e460d9df0001537bc2182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In hydraulic elevator systems, emergency power will lower the elevators to the lowest landing and open the doors to allow passengers to exit. The doors then close after an adjustable time period and the car remains unusable until reset, usually by cycling the elevator main power switch. Typically, due to the high current draw when starting the pump motor, hydraulic elevators are not run using standard emergency power systems. Buildings like hospitals and nursing homes usually size their emergency generators to accommodate this draw. However, the increasing use of current-limiting motor starters, commonly known as \"soft-start\" contactors, avoid much of this problem, and the current draw of the pump motor is less of a limiting concern.", "targets": "How do hydraulic elevators work in emergencies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ccf6243df6e460d9df0001537bc2182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In hydraulic elevator systems, emergency power will lower the elevators to the lowest landing and open the doors to allow passengers to exit. The doors then close after an adjustable time period and the car remains unusable until reset, usually by cycling the elevator main power switch. Typically, due to the high current draw when starting the pump motor, hydraulic elevators are not run using standard emergency power systems. Buildings like hospitals and nursing homes usually size their emergency generators to accommodate this draw. However, the increasing use of current-limiting motor starters, commonly known as \"soft-start\" contactors, avoid much of this problem, and the current draw of the pump motor is less of a limiting concern.", "targets": "Once the passengers have exited, what happens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ccf6243df6e460d9df0001537bc2182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In hydraulic elevator systems, emergency power will lower the elevators to the lowest landing and open the doors to allow passengers to exit. The doors then close after an adjustable time period and the car remains unusable until reset, usually by cycling the elevator main power switch. Typically, due to the high current draw when starting the pump motor, hydraulic elevators are not run using standard emergency power systems. Buildings like hospitals and nursing homes usually size their emergency generators to accommodate this draw. However, the increasing use of current-limiting motor starters, commonly known as \"soft-start\" contactors, avoid much of this problem, and the current draw of the pump motor is less of a limiting concern.", "targets": "For what reason are hydraulic elevators not powered by the standard emergency system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ccf6243df6e460d9df0001537bc2182", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In hydraulic elevator systems, emergency power will lower the elevators to the lowest landing and open the doors to allow passengers to exit. The doors then close after an adjustable time period and the car remains unusable until reset, usually by cycling the elevator main power switch. Typically, due to the high current draw when starting the pump motor, hydraulic elevators are not run using standard emergency power systems. Buildings like hospitals and nursing homes usually size their emergency generators to accommodate this draw. However, the increasing use of current-limiting motor starters, commonly known as \"soft-start\" contactors, avoid much of this problem, and the current draw of the pump motor is less of a limiting concern.", "targets": "What are current-limiting motor starters referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58185bd8efdd490eba93ca7c48575cf3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "China's network security and information technology leadership team was established February 27, 2014. The leadership team is tasked with national security and long-term development and co-ordination of major issues related to network security and information technology. Economic, political, cultural, social and military fields as related to network security and information technology strategy, planning and major macroeconomic policy are being researched. The promotion of national network security and information technology law are constantly under study for enhanced national security capabilities.", "targets": "When was Chine's network security and information technology leadership team established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58185bd8efdd490eba93ca7c48575cf3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "China's network security and information technology leadership team was established February 27, 2014. The leadership team is tasked with national security and long-term development and co-ordination of major issues related to network security and information technology. Economic, political, cultural, social and military fields as related to network security and information technology strategy, planning and major macroeconomic policy are being researched. The promotion of national network security and information technology law are constantly under study for enhanced national security capabilities.", "targets": "What is the reason for studying the promotion of national network security ad information technology law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-58185bd8efdd490eba93ca7c48575cf3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "China's network security and information technology leadership team was established February 27, 2014. The leadership team is tasked with national security and long-term development and co-ordination of major issues related to network security and information technology. Economic, political, cultural, social and military fields as related to network security and information technology strategy, planning and major macroeconomic policy are being researched. The promotion of national network security and information technology law are constantly under study for enhanced national security capabilities.", "targets": "What country has a network security and information technology leadership team??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab187e74daf43979d08b25428b3c45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burma is bordered in the northwest by the Chittagong Division of Bangladesh and the Mizoram, Manipur, Nagaland and Arunachal Pradesh states of India. Its north and northeast border is with the Tibet Autonomous Region and Yunnan province for a Sino-Burman border total of 2,185 km (1,358 mi). It is bounded by Laos and Thailand to the southeast. Burma has 1,930 km (1,200 mi) of contiguous coastline along the Bay of Bengal and Andaman Sea to the southwest and the south, which forms one quarter of its total perimeter.", "targets": "What countries surround the border that is opposite the southwest border of Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab187e74daf43979d08b25428b3c45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burma is bordered in the northwest by the Chittagong Division of Bangladesh and the Mizoram, Manipur, Nagaland and Arunachal Pradesh states of India. Its north and northeast border is with the Tibet Autonomous Region and Yunnan province for a Sino-Burman border total of 2,185 km (1,358 mi). It is bounded by Laos and Thailand to the southeast. Burma has 1,930 km (1,200 mi) of contiguous coastline along the Bay of Bengal and Andaman Sea to the southwest and the south, which forms one quarter of its total perimeter.", "targets": "What sea is an integral part of the Burma landscape ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab187e74daf43979d08b25428b3c45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burma is bordered in the northwest by the Chittagong Division of Bangladesh and the Mizoram, Manipur, Nagaland and Arunachal Pradesh states of India. Its north and northeast border is with the Tibet Autonomous Region and Yunnan province for a Sino-Burman border total of 2,185 km (1,358 mi). It is bounded by Laos and Thailand to the southeast. Burma has 1,930 km (1,200 mi) of contiguous coastline along the Bay of Bengal and Andaman Sea to the southwest and the south, which forms one quarter of its total perimeter.", "targets": "How many miles of uninterrupted coastline does Burma encompass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab187e74daf43979d08b25428b3c45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burma is bordered in the northwest by the Chittagong Division of Bangladesh and the Mizoram, Manipur, Nagaland and Arunachal Pradesh states of India. Its north and northeast border is with the Tibet Autonomous Region and Yunnan province for a Sino-Burman border total of 2,185 km (1,358 mi). It is bounded by Laos and Thailand to the southeast. Burma has 1,930 km (1,200 mi) of contiguous coastline along the Bay of Bengal and Andaman Sea to the southwest and the south, which forms one quarter of its total perimeter.", "targets": "What is the name of the bay along the southwest coast of Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ab187e74daf43979d08b25428b3c45c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burma is bordered in the northwest by the Chittagong Division of Bangladesh and the Mizoram, Manipur, Nagaland and Arunachal Pradesh states of India. Its north and northeast border is with the Tibet Autonomous Region and Yunnan province for a Sino-Burman border total of 2,185 km (1,358 mi). It is bounded by Laos and Thailand to the southeast. Burma has 1,930 km (1,200 mi) of contiguous coastline along the Bay of Bengal and Andaman Sea to the southwest and the south, which forms one quarter of its total perimeter.", "targets": "What region lays along the north border of Burma and is famed for the presence of monks ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc09d04faa7428083eff67ca1f0dd77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ASA standard underwent a major revision in 1960 with ASA PH2.5-1960, when the method to determine film speed was refined and previously applied safety factors against under-exposure were abandoned, effectively doubling the nominal speed of many black-and-white negative films. For example, an Ilford HP3 that had been rated at 200 ASA before 1960 was labeled 400 ASA afterwards without any change to the emulsion. Similar changes were applied to the DIN system with DIN 4512:1961-10 and the BS system with BS 1380:1963 in the following years.", "targets": "In what year were big changes made to the ANSI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc09d04faa7428083eff67ca1f0dd77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ASA standard underwent a major revision in 1960 with ASA PH2.5-1960, when the method to determine film speed was refined and previously applied safety factors against under-exposure were abandoned, effectively doubling the nominal speed of many black-and-white negative films. For example, an Ilford HP3 that had been rated at 200 ASA before 1960 was labeled 400 ASA afterwards without any change to the emulsion. Similar changes were applied to the DIN system with DIN 4512:1961-10 and the BS system with BS 1380:1963 in the following years.", "targets": "What did the 1960 changes to film speed measures lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc09d04faa7428083eff67ca1f0dd77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ASA standard underwent a major revision in 1960 with ASA PH2.5-1960, when the method to determine film speed was refined and previously applied safety factors against under-exposure were abandoned, effectively doubling the nominal speed of many black-and-white negative films. For example, an Ilford HP3 that had been rated at 200 ASA before 1960 was labeled 400 ASA afterwards without any change to the emulsion. Similar changes were applied to the DIN system with DIN 4512:1961-10 and the BS system with BS 1380:1963 in the following years.", "targets": "Which other system were these changes applied to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc09d04faa7428083eff67ca1f0dd77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ASA standard underwent a major revision in 1960 with ASA PH2.5-1960, when the method to determine film speed was refined and previously applied safety factors against under-exposure were abandoned, effectively doubling the nominal speed of many black-and-white negative films. For example, an Ilford HP3 that had been rated at 200 ASA before 1960 was labeled 400 ASA afterwards without any change to the emulsion. Similar changes were applied to the DIN system with DIN 4512:1961-10 and the BS system with BS 1380:1963 in the following years.", "targets": "In what year was the BS system modified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bc09d04faa7428083eff67ca1f0dd77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ASA standard underwent a major revision in 1960 with ASA PH2.5-1960, when the method to determine film speed was refined and previously applied safety factors against under-exposure were abandoned, effectively doubling the nominal speed of many black-and-white negative films. For example, an Ilford HP3 that had been rated at 200 ASA before 1960 was labeled 400 ASA afterwards without any change to the emulsion. Similar changes were applied to the DIN system with DIN 4512:1961-10 and the BS system with BS 1380:1963 in the following years.", "targets": "What safety factors were done away with beginning with the modifications to the standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d686c0e7dc1487288f0155192bd11f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no dedicated IPA symbols for degrees of aspiration and typically only two degrees are marked: unaspirated \u27e8k\u27e9 and aspirated \u27e8k\u02b0\u27e9. An old symbol for light aspiration was \u27e8\u02bb\u27e9, but this is now obsolete. The aspiration modifier letter may be doubled to indicate especially strong or long aspiration. Hence, the two degrees of aspiration in Korean stops are sometimes transcribed \u27e8k\u02b0 k\u02b0\u02b0\u27e9 or \u27e8k\u02bb\u27e9 and \u27e8k\u02b0\u27e9, but they are usually transcribed [k] and [k\u02b0], with the details of voice-onset time given numerically.", "targets": "There are no IPA symbols for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d686c0e7dc1487288f0155192bd11f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no dedicated IPA symbols for degrees of aspiration and typically only two degrees are marked: unaspirated \u27e8k\u27e9 and aspirated \u27e8k\u02b0\u27e9. An old symbol for light aspiration was \u27e8\u02bb\u27e9, but this is now obsolete. The aspiration modifier letter may be doubled to indicate especially strong or long aspiration. Hence, the two degrees of aspiration in Korean stops are sometimes transcribed \u27e8k\u02b0 k\u02b0\u02b0\u27e9 or \u27e8k\u02bb\u27e9 and \u27e8k\u02b0\u27e9, but they are usually transcribed [k] and [k\u02b0], with the details of voice-onset time given numerically.", "targets": "What may be doubled to indicate a long aspiration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d686c0e7dc1487288f0155192bd11f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no dedicated IPA symbols for degrees of aspiration and typically only two degrees are marked: unaspirated \u27e8k\u27e9 and aspirated \u27e8k\u02b0\u27e9. An old symbol for light aspiration was \u27e8\u02bb\u27e9, but this is now obsolete. The aspiration modifier letter may be doubled to indicate especially strong or long aspiration. Hence, the two degrees of aspiration in Korean stops are sometimes transcribed \u27e8k\u02b0 k\u02b0\u02b0\u27e9 or \u27e8k\u02bb\u27e9 and \u27e8k\u02b0\u27e9, but they are usually transcribed [k] and [k\u02b0], with the details of voice-onset time given numerically.", "targets": "What language, according to the text, may need double stops to indicate aspiration length?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6d686c0e7dc1487288f0155192bd11f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are no dedicated IPA symbols for degrees of aspiration and typically only two degrees are marked: unaspirated \u27e8k\u27e9 and aspirated \u27e8k\u02b0\u27e9. An old symbol for light aspiration was \u27e8\u02bb\u27e9, but this is now obsolete. The aspiration modifier letter may be doubled to indicate especially strong or long aspiration. Hence, the two degrees of aspiration in Korean stops are sometimes transcribed \u27e8k\u02b0 k\u02b0\u02b0\u27e9 or \u27e8k\u02bb\u27e9 and \u27e8k\u02b0\u27e9, but they are usually transcribed [k] and [k\u02b0], with the details of voice-onset time given numerically.", "targets": "How are voice-onset time details usually presented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ebffd5be57f41d28caba56ffc4bc693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899, John Jacob Astor IV invested $100,000 for Tesla to further develop and produce a new lighting system. Instead, Tesla used the money to fund his Colorado Springs experiments.", "targets": "How much money did John Jacob Astor IV provide Tesla with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ebffd5be57f41d28caba56ffc4bc693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899, John Jacob Astor IV invested $100,000 for Tesla to further develop and produce a new lighting system. Instead, Tesla used the money to fund his Colorado Springs experiments.", "targets": "What did Astor expect the money be used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ebffd5be57f41d28caba56ffc4bc693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899, John Jacob Astor IV invested $100,000 for Tesla to further develop and produce a new lighting system. Instead, Tesla used the money to fund his Colorado Springs experiments.", "targets": "What did Tesla spend Astor's money on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ebffd5be57f41d28caba56ffc4bc693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1899, John Jacob Astor IV invested $100,000 for Tesla to further develop and produce a new lighting system. Instead, Tesla used the money to fund his Colorado Springs experiments.", "targets": "When did Astor provide the money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c498b6216a4d4ea00c02ad49f8264e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Versions of revived Palladian architecture dominated English country house architecture. Houses were increasingly placed in grand landscaped settings, and large houses were generally made wide and relatively shallow, largely to look more impressive from a distance. The height was usually highest in the centre, and the Baroque emphasis on corner pavilions often found on the continent generally avoided. In grand houses, an entrance hall led to steps up to a piano nobile or mezzanine floor where the main reception rooms were. Typically the basement area or \"rustic\", with kitchens, offices and service areas, as well as male guests with muddy boots, came some way above ground, and was lit by windows that were high on the inside, but just above ground level outside. A single block was typical, with a perhaps a small court for carriages at the front marked off by railings and a gate, but rarely a stone gatehouse, or side wings around the court.", "targets": "What revived style dominated English country house architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c498b6216a4d4ea00c02ad49f8264e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Versions of revived Palladian architecture dominated English country house architecture. Houses were increasingly placed in grand landscaped settings, and large houses were generally made wide and relatively shallow, largely to look more impressive from a distance. The height was usually highest in the centre, and the Baroque emphasis on corner pavilions often found on the continent generally avoided. In grand houses, an entrance hall led to steps up to a piano nobile or mezzanine floor where the main reception rooms were. Typically the basement area or \"rustic\", with kitchens, offices and service areas, as well as male guests with muddy boots, came some way above ground, and was lit by windows that were high on the inside, but just above ground level outside. A single block was typical, with a perhaps a small court for carriages at the front marked off by railings and a gate, but rarely a stone gatehouse, or side wings around the court.", "targets": "What was done to make houses look more impressive from a distance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c498b6216a4d4ea00c02ad49f8264e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Versions of revived Palladian architecture dominated English country house architecture. Houses were increasingly placed in grand landscaped settings, and large houses were generally made wide and relatively shallow, largely to look more impressive from a distance. The height was usually highest in the centre, and the Baroque emphasis on corner pavilions often found on the continent generally avoided. In grand houses, an entrance hall led to steps up to a piano nobile or mezzanine floor where the main reception rooms were. Typically the basement area or \"rustic\", with kitchens, offices and service areas, as well as male guests with muddy boots, came some way above ground, and was lit by windows that were high on the inside, but just above ground level outside. A single block was typical, with a perhaps a small court for carriages at the front marked off by railings and a gate, but rarely a stone gatehouse, or side wings around the court.", "targets": "Where was the height generally highest in Palladian architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c498b6216a4d4ea00c02ad49f8264e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Versions of revived Palladian architecture dominated English country house architecture. Houses were increasingly placed in grand landscaped settings, and large houses were generally made wide and relatively shallow, largely to look more impressive from a distance. The height was usually highest in the centre, and the Baroque emphasis on corner pavilions often found on the continent generally avoided. In grand houses, an entrance hall led to steps up to a piano nobile or mezzanine floor where the main reception rooms were. Typically the basement area or \"rustic\", with kitchens, offices and service areas, as well as male guests with muddy boots, came some way above ground, and was lit by windows that were high on the inside, but just above ground level outside. A single block was typical, with a perhaps a small court for carriages at the front marked off by railings and a gate, but rarely a stone gatehouse, or side wings around the court.", "targets": "Where were areas such as kitchens, offices, and service areas generally found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c498b6216a4d4ea00c02ad49f8264e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Versions of revived Palladian architecture dominated English country house architecture. Houses were increasingly placed in grand landscaped settings, and large houses were generally made wide and relatively shallow, largely to look more impressive from a distance. The height was usually highest in the centre, and the Baroque emphasis on corner pavilions often found on the continent generally avoided. In grand houses, an entrance hall led to steps up to a piano nobile or mezzanine floor where the main reception rooms were. Typically the basement area or \"rustic\", with kitchens, offices and service areas, as well as male guests with muddy boots, came some way above ground, and was lit by windows that were high on the inside, but just above ground level outside. A single block was typical, with a perhaps a small court for carriages at the front marked off by railings and a gate, but rarely a stone gatehouse, or side wings around the court.", "targets": "What floor were the main receptions rooms generally located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edbad28b1fc348bc9104ca3dec18a477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Application of the term \"Indian\" originated with Christopher Columbus, who, in his search for Asia, thought that he had arrived in the East Indies. The Americas came to be known as the \"West Indies\", a name still used to refer to the islands of the Caribbean Sea. This led to the names \"Indies\" and \"Indian\", which implied some kind of racial or cultural unity among the aboriginal peoples of the Americas. This unifying concept, codified in law, religion, and politics, was not originally accepted by indigenous peoples but has been embraced by many over the last two centuries.[citation needed] Even though the term \"Indian\" does not include the Aleuts, Inuit, or Yupik peoples, these groups are considered indigenous peoples of the Americas.", "targets": "What incorrect term for the indigenous population originated with Christopher Columbus? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edbad28b1fc348bc9104ca3dec18a477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Application of the term \"Indian\" originated with Christopher Columbus, who, in his search for Asia, thought that he had arrived in the East Indies. The Americas came to be known as the \"West Indies\", a name still used to refer to the islands of the Caribbean Sea. This led to the names \"Indies\" and \"Indian\", which implied some kind of racial or cultural unity among the aboriginal peoples of the Americas. This unifying concept, codified in law, religion, and politics, was not originally accepted by indigenous peoples but has been embraced by many over the last two centuries.[citation needed] Even though the term \"Indian\" does not include the Aleuts, Inuit, or Yupik peoples, these groups are considered indigenous peoples of the Americas.", "targets": "Where did Columbus believe he had arrived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edbad28b1fc348bc9104ca3dec18a477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Application of the term \"Indian\" originated with Christopher Columbus, who, in his search for Asia, thought that he had arrived in the East Indies. The Americas came to be known as the \"West Indies\", a name still used to refer to the islands of the Caribbean Sea. This led to the names \"Indies\" and \"Indian\", which implied some kind of racial or cultural unity among the aboriginal peoples of the Americas. This unifying concept, codified in law, religion, and politics, was not originally accepted by indigenous peoples but has been embraced by many over the last two centuries.[citation needed] Even though the term \"Indian\" does not include the Aleuts, Inuit, or Yupik peoples, these groups are considered indigenous peoples of the Americas.", "targets": "Because of Columbus' mistake, the Americas came to be known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edbad28b1fc348bc9104ca3dec18a477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Application of the term \"Indian\" originated with Christopher Columbus, who, in his search for Asia, thought that he had arrived in the East Indies. The Americas came to be known as the \"West Indies\", a name still used to refer to the islands of the Caribbean Sea. This led to the names \"Indies\" and \"Indian\", which implied some kind of racial or cultural unity among the aboriginal peoples of the Americas. This unifying concept, codified in law, religion, and politics, was not originally accepted by indigenous peoples but has been embraced by many over the last two centuries.[citation needed] Even though the term \"Indian\" does not include the Aleuts, Inuit, or Yupik peoples, these groups are considered indigenous peoples of the Americas.", "targets": "What is implied by the global term of \"Indian\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edbad28b1fc348bc9104ca3dec18a477", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Application of the term \"Indian\" originated with Christopher Columbus, who, in his search for Asia, thought that he had arrived in the East Indies. The Americas came to be known as the \"West Indies\", a name still used to refer to the islands of the Caribbean Sea. This led to the names \"Indies\" and \"Indian\", which implied some kind of racial or cultural unity among the aboriginal peoples of the Americas. This unifying concept, codified in law, religion, and politics, was not originally accepted by indigenous peoples but has been embraced by many over the last two centuries.[citation needed] Even though the term \"Indian\" does not include the Aleuts, Inuit, or Yupik peoples, these groups are considered indigenous peoples of the Americas.", "targets": "Despite fitting under the umbrella label of \"Indian\", Aleuts, Inuit and Yupik peoples are still considered to be what to the Americas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18bd5dfd1cd34a8fbd7d1ec17d5b756d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A commutator is a mechanism used to switch the input of most DC machines and certain AC machines consisting of slip ring segments insulated from each other and from the electric motor's shaft. The motor's armature current is supplied through the stationary brushes in contact with the revolving commutator, which causes required current reversal and applies power to the machine in an optimal manner as the rotor rotates from pole to pole. In absence of such current reversal, the motor would brake to a stop. In light of significant advances in the past few decades due to improved technologies in electronic controller, sensorless control, induction motor, and permanent magnet motor fields, electromechanically commutated motors are increasingly being displaced by externally commutated induction and permanent-magnet motors.", "targets": "What would a rotor do without current reversal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18bd5dfd1cd34a8fbd7d1ec17d5b756d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A commutator is a mechanism used to switch the input of most DC machines and certain AC machines consisting of slip ring segments insulated from each other and from the electric motor's shaft. The motor's armature current is supplied through the stationary brushes in contact with the revolving commutator, which causes required current reversal and applies power to the machine in an optimal manner as the rotor rotates from pole to pole. In absence of such current reversal, the motor would brake to a stop. In light of significant advances in the past few decades due to improved technologies in electronic controller, sensorless control, induction motor, and permanent magnet motor fields, electromechanically commutated motors are increasingly being displaced by externally commutated induction and permanent-magnet motors.", "targets": "What switches the input of most DC motors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18bd5dfd1cd34a8fbd7d1ec17d5b756d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A commutator is a mechanism used to switch the input of most DC machines and certain AC machines consisting of slip ring segments insulated from each other and from the electric motor's shaft. The motor's armature current is supplied through the stationary brushes in contact with the revolving commutator, which causes required current reversal and applies power to the machine in an optimal manner as the rotor rotates from pole to pole. In absence of such current reversal, the motor would brake to a stop. In light of significant advances in the past few decades due to improved technologies in electronic controller, sensorless control, induction motor, and permanent magnet motor fields, electromechanically commutated motors are increasingly being displaced by externally commutated induction and permanent-magnet motors.", "targets": "From where is current to the motor supplied?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18bd5dfd1cd34a8fbd7d1ec17d5b756d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A commutator is a mechanism used to switch the input of most DC machines and certain AC machines consisting of slip ring segments insulated from each other and from the electric motor's shaft. The motor's armature current is supplied through the stationary brushes in contact with the revolving commutator, which causes required current reversal and applies power to the machine in an optimal manner as the rotor rotates from pole to pole. In absence of such current reversal, the motor would brake to a stop. In light of significant advances in the past few decades due to improved technologies in electronic controller, sensorless control, induction motor, and permanent magnet motor fields, electromechanically commutated motors are increasingly being displaced by externally commutated induction and permanent-magnet motors.", "targets": "What two motor types are ascendant today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14c9005364144e8da01757f141538d8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, initiatives were taken at an international level (in particular by the European Community, the Council of Europe, the OECD) to put a ban on corruption: in 1996, the Committee of Ministers of the Council of Europe, for instance, adopted a comprehensive Programme of Action against Corruption and, subsequently, issued a series of anti-corruption standard-setting instruments:", "targets": "What decade saw international initiatives to combat corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14c9005364144e8da01757f141538d8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, initiatives were taken at an international level (in particular by the European Community, the Council of Europe, the OECD) to put a ban on corruption: in 1996, the Committee of Ministers of the Council of Europe, for instance, adopted a comprehensive Programme of Action against Corruption and, subsequently, issued a series of anti-corruption standard-setting instruments:", "targets": "Who started the Programme of Action?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14c9005364144e8da01757f141538d8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, initiatives were taken at an international level (in particular by the European Community, the Council of Europe, the OECD) to put a ban on corruption: in 1996, the Committee of Ministers of the Council of Europe, for instance, adopted a comprehensive Programme of Action against Corruption and, subsequently, issued a series of anti-corruption standard-setting instruments:", "targets": "What did the Programme of Action issue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd68b8c6f5cc42a5b7d8fe601b0a0f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Syriac term Nasrani (Nazarene) has also been attached to the Saint Thomas Christians of Kerala, India. In the Indian subcontinent, Christians call themselves Isaai (Hindi: \u0908\u0938\u093e\u0908, Urdu: \u0639\u06cc\u0633\u0627\u0626\u06cc\u200e), and are also known by this term to adherents of other religions. This is related to the name they call Jesus, 'Isa Masih, and literally means 'the followers of 'Isa'.", "targets": "Which word has been connected to Saint Thomas Christians of Kerala, India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd68b8c6f5cc42a5b7d8fe601b0a0f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Syriac term Nasrani (Nazarene) has also been attached to the Saint Thomas Christians of Kerala, India. In the Indian subcontinent, Christians call themselves Isaai (Hindi: \u0908\u0938\u093e\u0908, Urdu: \u0639\u06cc\u0633\u0627\u0626\u06cc\u200e), and are also known by this term to adherents of other religions. This is related to the name they call Jesus, 'Isa Masih, and literally means 'the followers of 'Isa'.", "targets": "What do followers of Jesus call themselves in the Indian subcontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd68b8c6f5cc42a5b7d8fe601b0a0f0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Syriac term Nasrani (Nazarene) has also been attached to the Saint Thomas Christians of Kerala, India. In the Indian subcontinent, Christians call themselves Isaai (Hindi: \u0908\u0938\u093e\u0908, Urdu: \u0639\u06cc\u0633\u0627\u0626\u06cc\u200e), and are also known by this term to adherents of other religions. This is related to the name they call Jesus, 'Isa Masih, and literally means 'the followers of 'Isa'.", "targets": "What do the people in the Indian subcontinent call Jesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f206c4439a4f4b4d98a276989565d428", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An upscale lifestyle publication called Slice Magazine is circulated throughout the metropolitan area. In addition, there is a magazine published by Back40 Design Group called The Edmond Outlook. It contains local commentary and human interest pieces direct-mailed to over 50,000 Edmond residents.", "targets": "What is the name of the lifestyle magazine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f206c4439a4f4b4d98a276989565d428", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An upscale lifestyle publication called Slice Magazine is circulated throughout the metropolitan area. In addition, there is a magazine published by Back40 Design Group called The Edmond Outlook. It contains local commentary and human interest pieces direct-mailed to over 50,000 Edmond residents.", "targets": "What is another magazine that is published in Oklahoma City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ccd718f685048baa66e67761b05d37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 September, Seoul was recaptured by South Korean forces. American air raids caused heavy damage to the KPA, destroying most of its tanks and much of its artillery. North Korean troops in the south, instead of effectively withdrawing north, rapidly disintegrated, leaving Pyongyang vulnerable. During the general retreat only 25,000 to 30,000 soldiers managed to rejoin the Northern KPA lines. On 27 September, Stalin convened an emergency session of the Politburo, in which he condemned the incompetence of the KPA command and held Soviet military advisers responsible for the defeat.", "targets": "What emergency session was called by Stalin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ccd718f685048baa66e67761b05d37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 September, Seoul was recaptured by South Korean forces. American air raids caused heavy damage to the KPA, destroying most of its tanks and much of its artillery. North Korean troops in the south, instead of effectively withdrawing north, rapidly disintegrated, leaving Pyongyang vulnerable. During the general retreat only 25,000 to 30,000 soldiers managed to rejoin the Northern KPA lines. On 27 September, Stalin convened an emergency session of the Politburo, in which he condemned the incompetence of the KPA command and held Soviet military advisers responsible for the defeat.", "targets": "How many troops made it back to the KPA lines after retreating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ccd718f685048baa66e67761b05d37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 September, Seoul was recaptured by South Korean forces. American air raids caused heavy damage to the KPA, destroying most of its tanks and much of its artillery. North Korean troops in the south, instead of effectively withdrawing north, rapidly disintegrated, leaving Pyongyang vulnerable. During the general retreat only 25,000 to 30,000 soldiers managed to rejoin the Northern KPA lines. On 27 September, Stalin convened an emergency session of the Politburo, in which he condemned the incompetence of the KPA command and held Soviet military advisers responsible for the defeat.", "targets": "Who was held responsible for the defeat of North Korean troops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ccd718f685048baa66e67761b05d37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 September, Seoul was recaptured by South Korean forces. American air raids caused heavy damage to the KPA, destroying most of its tanks and much of its artillery. North Korean troops in the south, instead of effectively withdrawing north, rapidly disintegrated, leaving Pyongyang vulnerable. During the general retreat only 25,000 to 30,000 soldiers managed to rejoin the Northern KPA lines. On 27 September, Stalin convened an emergency session of the Politburo, in which he condemned the incompetence of the KPA command and held Soviet military advisers responsible for the defeat.", "targets": "Who reclaimed the Seoul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ccd718f685048baa66e67761b05d37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 25 September, Seoul was recaptured by South Korean forces. American air raids caused heavy damage to the KPA, destroying most of its tanks and much of its artillery. North Korean troops in the south, instead of effectively withdrawing north, rapidly disintegrated, leaving Pyongyang vulnerable. During the general retreat only 25,000 to 30,000 soldiers managed to rejoin the Northern KPA lines. On 27 September, Stalin convened an emergency session of the Politburo, in which he condemned the incompetence of the KPA command and held Soviet military advisers responsible for the defeat.", "targets": "What city was left vulnerable by North Korea's quick retreat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ba72bec2e9f41b3a305221d4352d793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California's economy is diverse and one of the largest in the United States. It is dominated and heavily dependent upon abundance of petroleum, as opposed to other regions where automobiles not nearly as dominant, the vast majority of transport runs on this fuel. Southern California is famous for tourism and Hollywood (film, television, and music). Other industries include software, automotive, ports, finance, tourism, biomedical, and regional logistics. The region was a leader in the housing bubble 2001\u20132007, and has been heavily impacted by the housing crash.", "targets": "What resource is the economy of southern California depedent on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ba72bec2e9f41b3a305221d4352d793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California's economy is diverse and one of the largest in the United States. It is dominated and heavily dependent upon abundance of petroleum, as opposed to other regions where automobiles not nearly as dominant, the vast majority of transport runs on this fuel. Southern California is famous for tourism and Hollywood (film, television, and music). Other industries include software, automotive, ports, finance, tourism, biomedical, and regional logistics. The region was a leader in the housing bubble 2001\u20132007, and has been heavily impacted by the housing crash.", "targets": "Southern California is most famous for tourism and what notably named district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ba72bec2e9f41b3a305221d4352d793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California's economy is diverse and one of the largest in the United States. It is dominated and heavily dependent upon abundance of petroleum, as opposed to other regions where automobiles not nearly as dominant, the vast majority of transport runs on this fuel. Southern California is famous for tourism and Hollywood (film, television, and music). Other industries include software, automotive, ports, finance, tourism, biomedical, and regional logistics. The region was a leader in the housing bubble 2001\u20132007, and has been heavily impacted by the housing crash.", "targets": "The region was a leader in what event between 2001 - 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ba72bec2e9f41b3a305221d4352d793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California's economy is diverse and one of the largest in the United States. It is dominated and heavily dependent upon abundance of petroleum, as opposed to other regions where automobiles not nearly as dominant, the vast majority of transport runs on this fuel. Southern California is famous for tourism and Hollywood (film, television, and music). Other industries include software, automotive, ports, finance, tourism, biomedical, and regional logistics. The region was a leader in the housing bubble 2001\u20132007, and has been heavily impacted by the housing crash.", "targets": "Southern California's economy can be described as one of the largest in the United States and what other characteristic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ba72bec2e9f41b3a305221d4352d793", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southern California's economy is diverse and one of the largest in the United States. It is dominated and heavily dependent upon abundance of petroleum, as opposed to other regions where automobiles not nearly as dominant, the vast majority of transport runs on this fuel. Southern California is famous for tourism and Hollywood (film, television, and music). Other industries include software, automotive, ports, finance, tourism, biomedical, and regional logistics. The region was a leader in the housing bubble 2001\u20132007, and has been heavily impacted by the housing crash.", "targets": "What was the effect of the housing crash on the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca0875a552142e2b853599a47f38f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship of ctenophores to the rest of Metazoa is very important to our understanding of the early evolution of animals and the origin of multicellularity. It has been the focus of debate for many years. Ctenophores have been purported to be the sister lineage to the Bilateria, sister to the Cnidaria, sister to Cnidaria, Placozoa and Bilateria, and sister to all other animal phyla. A series of studies that looked at the presence and absence of members of gene families and signalling pathways (e.g., homeoboxes, nuclear receptors, the Wnt signaling pathway, and sodium channels) showed evidence congruent with the latter two scenarios, that ctenophores are either sister to Cnidaria, Placozoa and Bilateria or sister to all other animal phyla. Several more recent studies comparing complete sequenced genomes of ctenophores with other sequenced animal genomes have also supported ctenophores as the sister lineage to all other animals. This position would suggest that neural and muscle cell types were either lost in major animal lineages (e.g., Porifera) or that they evolved independently in the ctenophore lineage. However, other researchers have argued that the placement of Ctenophora as sister to all other animals is a statistical anomaly caused by the high rate of evolution in ctenophore genomes, and that Porifera (sponges) is the earliest-diverging animal phylum instead. Ctenophores and sponges are also the only known animal phyla that lack any true hox genes.", "targets": "Recent studies believe  that ctenophores are the sister lineage to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca0875a552142e2b853599a47f38f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The relationship of ctenophores to the rest of Metazoa is very important to our understanding of the early evolution of animals and the origin of multicellularity. It has been the focus of debate for many years. Ctenophores have been purported to be the sister lineage to the Bilateria, sister to the Cnidaria, sister to Cnidaria, Placozoa and Bilateria, and sister to all other animal phyla. A series of studies that looked at the presence and absence of members of gene families and signalling pathways (e.g., homeoboxes, nuclear receptors, the Wnt signaling pathway, and sodium channels) showed evidence congruent with the latter two scenarios, that ctenophores are either sister to Cnidaria, Placozoa and Bilateria or sister to all other animal phyla. Several more recent studies comparing complete sequenced genomes of ctenophores with other sequenced animal genomes have also supported ctenophores as the sister lineage to all other animals. This position would suggest that neural and muscle cell types were either lost in major animal lineages (e.g., Porifera) or that they evolved independently in the ctenophore lineage. However, other researchers have argued that the placement of Ctenophora as sister to all other animals is a statistical anomaly caused by the high rate of evolution in ctenophore genomes, and that Porifera (sponges) is the earliest-diverging animal phylum instead. Ctenophores and sponges are also the only known animal phyla that lack any true hox genes.", "targets": "What do some researchers believe is the earliest-diverging animal phylum is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ffac8aa26a4b42967b912ef40abbb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standing at 117 metres (384 feet) in height and 360 metres (1,180 feet) in width, the Potala Palace is the most important example of Tibetan architecture. Formerly the residence of the Dalai Lama, it contains over one thousand rooms within thirteen stories, and houses portraits of the past Dalai Lamas and statues of the Buddha. It is divided between the outer White Palace, which serves as the administrative quarters, and the inner Red Quarters, which houses the assembly hall of the Lamas, chapels, 10,000 shrines, and a vast library of Buddhist scriptures. The Potala Palace is a World Heritage Site, as is Norbulingka, the former summer residence of the Dalai Lama.", "targets": "Who used to reside in the Potala Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ffac8aa26a4b42967b912ef40abbb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standing at 117 metres (384 feet) in height and 360 metres (1,180 feet) in width, the Potala Palace is the most important example of Tibetan architecture. Formerly the residence of the Dalai Lama, it contains over one thousand rooms within thirteen stories, and houses portraits of the past Dalai Lamas and statues of the Buddha. It is divided between the outer White Palace, which serves as the administrative quarters, and the inner Red Quarters, which houses the assembly hall of the Lamas, chapels, 10,000 shrines, and a vast library of Buddhist scriptures. The Potala Palace is a World Heritage Site, as is Norbulingka, the former summer residence of the Dalai Lama.", "targets": "How many stories does the Potala Palace contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ffac8aa26a4b42967b912ef40abbb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standing at 117 metres (384 feet) in height and 360 metres (1,180 feet) in width, the Potala Palace is the most important example of Tibetan architecture. Formerly the residence of the Dalai Lama, it contains over one thousand rooms within thirteen stories, and houses portraits of the past Dalai Lamas and statues of the Buddha. It is divided between the outer White Palace, which serves as the administrative quarters, and the inner Red Quarters, which houses the assembly hall of the Lamas, chapels, 10,000 shrines, and a vast library of Buddhist scriptures. The Potala Palace is a World Heritage Site, as is Norbulingka, the former summer residence of the Dalai Lama.", "targets": "How many shrines exist in the Potala Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31ffac8aa26a4b42967b912ef40abbb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standing at 117 metres (384 feet) in height and 360 metres (1,180 feet) in width, the Potala Palace is the most important example of Tibetan architecture. Formerly the residence of the Dalai Lama, it contains over one thousand rooms within thirteen stories, and houses portraits of the past Dalai Lamas and statues of the Buddha. It is divided between the outer White Palace, which serves as the administrative quarters, and the inner Red Quarters, which houses the assembly hall of the Lamas, chapels, 10,000 shrines, and a vast library of Buddhist scriptures. The Potala Palace is a World Heritage Site, as is Norbulingka, the former summer residence of the Dalai Lama.", "targets": "What is Norbulingka?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "What type of buildings are are built mostly through out the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "Why did the economy begin to expand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "Through what process is it thought that the first architectural achievements were made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "What is a popular type of architecture that still exists around the planet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "In what environment were many of the first human settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "What sort of an effect did a growing economy have on human settlements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55af1b2acf3a406791926d97daaf1fdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is widely assumed that architectural success was the product of a process of trial and error, with progressively less trial and more replication as the results of the process proved increasingly satisfactory. What is termed vernacular architecture continues to be produced in many parts of the world. Indeed, vernacular buildings make up most of the built world that people experience every day. Early human settlements were mostly rural. Due to a surplus in production the economy began to expand resulting in urbanization thus creating urban areas which grew and evolved very rapidly in some cases, such as that of \u00c7atal H\u00f6y\u00fck in Anatolia and Mohenjo Daro of the Indus Valley Civilization in modern-day Pakistan.", "targets": "At what speed did urban settlements sometimes expand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11365e2b958d4987b90511bd58653be5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to statistics published by the American Pet Products Manufacturers Association in the National Pet Owner Survey in 2009\u20132010, it is estimated there are 77.5 million people with pet dogs in the United States. The same survey shows nearly 40% of American households own at least one dog, of which 67% own just one dog, 25% two dogs and nearly 9% more than two dogs. There does not seem to be any gender preference among dogs as pets, as the statistical data reveal an equal number of female and male dog pets. Yet, although several programs are undergoing to promote pet adoption, less than a fifth of the owned dogs come from a shelter.", "targets": "The National Pet Owner Survey reported how many people had pet dogs in America between 2009 and 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11365e2b958d4987b90511bd58653be5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to statistics published by the American Pet Products Manufacturers Association in the National Pet Owner Survey in 2009\u20132010, it is estimated there are 77.5 million people with pet dogs in the United States. The same survey shows nearly 40% of American households own at least one dog, of which 67% own just one dog, 25% two dogs and nearly 9% more than two dogs. There does not seem to be any gender preference among dogs as pets, as the statistical data reveal an equal number of female and male dog pets. Yet, although several programs are undergoing to promote pet adoption, less than a fifth of the owned dogs come from a shelter.", "targets": "How many people in the United States are said to own dog?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1e81990a3d3471bb85c72c25ae41467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polabian Slavs (Wends) settled in parts of England (Danelaw), apparently as Danish allies. Polabian-Pomeranian Slavs are also known to have even settled on Norse age Iceland. Saqaliba refers to the Slavic mercenaries and slaves in the medieval Arab world in North Africa, Sicily and Al-Andalus. Saqaliba served as caliph's guards. In the 12th century, there was intensification of Slavic piracy in the Baltics. The Wendish Crusade was started against the Polabian Slavs in 1147, as a part of the Northern Crusades. Niklot, pagan chief of the Slavic Obodrites, began his open resistance when Lothar III, Holy Roman Emperor, invaded Slavic lands. In August 1160 Niklot was killed and German colonization (Ostsiedlung) of the Elbe-Oder region began. In Hanoverian Wendland, Mecklenburg-Vorpommern and Lusatia invaders started germanization. Early forms of germanization were described by German monks: Helmold in the manuscript Chronicon Slavorum and Adam of Bremen in Gesta Hammaburgensis ecclesiae pontificum. The Polabian language survived until the beginning of the 19th century in what is now the German state of Lower Saxony. In Eastern Germany, around 20% of Germans have Slavic paternal ancestry. Similarly, in Germany, around 20% of the foreign surnames are of Slavic origin.", "targets": "Who settled in parts of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1e81990a3d3471bb85c72c25ae41467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polabian Slavs (Wends) settled in parts of England (Danelaw), apparently as Danish allies. Polabian-Pomeranian Slavs are also known to have even settled on Norse age Iceland. Saqaliba refers to the Slavic mercenaries and slaves in the medieval Arab world in North Africa, Sicily and Al-Andalus. Saqaliba served as caliph's guards. In the 12th century, there was intensification of Slavic piracy in the Baltics. The Wendish Crusade was started against the Polabian Slavs in 1147, as a part of the Northern Crusades. Niklot, pagan chief of the Slavic Obodrites, began his open resistance when Lothar III, Holy Roman Emperor, invaded Slavic lands. In August 1160 Niklot was killed and German colonization (Ostsiedlung) of the Elbe-Oder region began. In Hanoverian Wendland, Mecklenburg-Vorpommern and Lusatia invaders started germanization. Early forms of germanization were described by German monks: Helmold in the manuscript Chronicon Slavorum and Adam of Bremen in Gesta Hammaburgensis ecclesiae pontificum. The Polabian language survived until the beginning of the 19th century in what is now the German state of Lower Saxony. In Eastern Germany, around 20% of Germans have Slavic paternal ancestry. Similarly, in Germany, around 20% of the foreign surnames are of Slavic origin.", "targets": "Where did Polabian Slavs (Wends) settle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1e81990a3d3471bb85c72c25ae41467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polabian Slavs (Wends) settled in parts of England (Danelaw), apparently as Danish allies. Polabian-Pomeranian Slavs are also known to have even settled on Norse age Iceland. Saqaliba refers to the Slavic mercenaries and slaves in the medieval Arab world in North Africa, Sicily and Al-Andalus. Saqaliba served as caliph's guards. In the 12th century, there was intensification of Slavic piracy in the Baltics. The Wendish Crusade was started against the Polabian Slavs in 1147, as a part of the Northern Crusades. Niklot, pagan chief of the Slavic Obodrites, began his open resistance when Lothar III, Holy Roman Emperor, invaded Slavic lands. In August 1160 Niklot was killed and German colonization (Ostsiedlung) of the Elbe-Oder region began. In Hanoverian Wendland, Mecklenburg-Vorpommern and Lusatia invaders started germanization. Early forms of germanization were described by German monks: Helmold in the manuscript Chronicon Slavorum and Adam of Bremen in Gesta Hammaburgensis ecclesiae pontificum. The Polabian language survived until the beginning of the 19th century in what is now the German state of Lower Saxony. In Eastern Germany, around 20% of Germans have Slavic paternal ancestry. Similarly, in Germany, around 20% of the foreign surnames are of Slavic origin.", "targets": "Polabian-Pomeranian Slavs are also known to have even settled where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1e81990a3d3471bb85c72c25ae41467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polabian Slavs (Wends) settled in parts of England (Danelaw), apparently as Danish allies. Polabian-Pomeranian Slavs are also known to have even settled on Norse age Iceland. Saqaliba refers to the Slavic mercenaries and slaves in the medieval Arab world in North Africa, Sicily and Al-Andalus. Saqaliba served as caliph's guards. In the 12th century, there was intensification of Slavic piracy in the Baltics. The Wendish Crusade was started against the Polabian Slavs in 1147, as a part of the Northern Crusades. Niklot, pagan chief of the Slavic Obodrites, began his open resistance when Lothar III, Holy Roman Emperor, invaded Slavic lands. In August 1160 Niklot was killed and German colonization (Ostsiedlung) of the Elbe-Oder region began. In Hanoverian Wendland, Mecklenburg-Vorpommern and Lusatia invaders started germanization. Early forms of germanization were described by German monks: Helmold in the manuscript Chronicon Slavorum and Adam of Bremen in Gesta Hammaburgensis ecclesiae pontificum. The Polabian language survived until the beginning of the 19th century in what is now the German state of Lower Saxony. In Eastern Germany, around 20% of Germans have Slavic paternal ancestry. Similarly, in Germany, around 20% of the foreign surnames are of Slavic origin.", "targets": "What refers to the Slavic mercenaries and slaves in the medieval Arab world in North Africa, Sicily and Al-Andalus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1e81990a3d3471bb85c72c25ae41467", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Polabian Slavs (Wends) settled in parts of England (Danelaw), apparently as Danish allies. Polabian-Pomeranian Slavs are also known to have even settled on Norse age Iceland. Saqaliba refers to the Slavic mercenaries and slaves in the medieval Arab world in North Africa, Sicily and Al-Andalus. Saqaliba served as caliph's guards. In the 12th century, there was intensification of Slavic piracy in the Baltics. The Wendish Crusade was started against the Polabian Slavs in 1147, as a part of the Northern Crusades. Niklot, pagan chief of the Slavic Obodrites, began his open resistance when Lothar III, Holy Roman Emperor, invaded Slavic lands. In August 1160 Niklot was killed and German colonization (Ostsiedlung) of the Elbe-Oder region began. In Hanoverian Wendland, Mecklenburg-Vorpommern and Lusatia invaders started germanization. Early forms of germanization were described by German monks: Helmold in the manuscript Chronicon Slavorum and Adam of Bremen in Gesta Hammaburgensis ecclesiae pontificum. The Polabian language survived until the beginning of the 19th century in what is now the German state of Lower Saxony. In Eastern Germany, around 20% of Germans have Slavic paternal ancestry. Similarly, in Germany, around 20% of the foreign surnames are of Slavic origin.", "targets": "Saqaliba served as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "When did the Soviet regime first become powerful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "Which government was in power before the Soviet regime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "Which revolution led to the Soviet regime's rise to power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "How long was the state of the Soviet regime unrecognized by other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "What was the name of the republic the Russian Provisional Goverment ruled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "When did the Soviet government assume power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "What event led to the assumption of power by the Soviet government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "What body governed Russia prior to the Soviet government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8fd1419ecaa40ae849c5ddd108fccf6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Soviet regime first came to power on November 7, 1917, immediately after the Russian Provisional Government, which governed the Russian Republic, was overthrown in the October Revolution. The state it governed, which did not have an official name, would be unrecognized by neighboring countries for another five months.", "targets": "In months, for how long was the new Soviet state unrecognized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0963925254264a199162067dace1d37e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Homer's Iliad, the names Danaans (or Danaoi: \u0394\u03b1\u03bd\u03b1\u03bf\u03af) and Argives (Argives: \u0391\u03c1\u03b3\u03b5\u03af\u03bf\u03b9) are used to designate the Greek forces opposed to the Trojans. The myth of Danaus, whose origin is Egypt, is a foundation legend of Argos. His daughters Danaides, were forced in Tartarus to carry a jug to fill a bathtub without a bottom. This myth is connected with a task that can never be fulfilled (Sisyphos) and the name can be derived from the PIE root *danu: \"river\". There is not any satisfactory theory on their origin. Some scholars connect Danaans with the Denyen, one of the groups of the sea peoples who attacked Egypt during the reign of Ramesses III (1187-1156 BCE). The same inscription mentions the Weshesh who might have been the Achaeans. The Denyen seem to have been inhabitants of the city Adana in Cilicia. Pottery similar to that of Mycenae itself has been found in Tarsus of Cilicia and it seems that some refugees from the Aegean went there after the collapse of the Mycenean civilization. These Cilicians seem to have been called Dananiyim, the same word as Danaoi who attacked Egypt in 1191 BC along with the Quaouash (or Weshesh) who may be Achaeans. They were also called Danuna according to a Hittite inscription and the same name is mentioned in the Amarna letters. Julius Pokorny reconstructs the name from the PIE root da:-: \"flow, river\", da:-nu: \"any moving liquid, drops\", da: navo \"people living by the river, Skyth. nomadic people (in Rigveda water-demons, fem.Da:nu primordial goddess), in Greek Danaoi, Egypt. Danuna\". It is also possible that the name Danaans is pre-Greek. A country Danaja with a city Mukana (propaply: Mycenea) is mentioned in inscriptions from Egypt from Amenophis III (1390-1352 BC), Thutmosis III (1437 BC).", "targets": "In Homer's poems who were the Greeks at odds with ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0963925254264a199162067dace1d37e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Homer's Iliad, the names Danaans (or Danaoi: \u0394\u03b1\u03bd\u03b1\u03bf\u03af) and Argives (Argives: \u0391\u03c1\u03b3\u03b5\u03af\u03bf\u03b9) are used to designate the Greek forces opposed to the Trojans. The myth of Danaus, whose origin is Egypt, is a foundation legend of Argos. His daughters Danaides, were forced in Tartarus to carry a jug to fill a bathtub without a bottom. This myth is connected with a task that can never be fulfilled (Sisyphos) and the name can be derived from the PIE root *danu: \"river\". There is not any satisfactory theory on their origin. Some scholars connect Danaans with the Denyen, one of the groups of the sea peoples who attacked Egypt during the reign of Ramesses III (1187-1156 BCE). The same inscription mentions the Weshesh who might have been the Achaeans. The Denyen seem to have been inhabitants of the city Adana in Cilicia. Pottery similar to that of Mycenae itself has been found in Tarsus of Cilicia and it seems that some refugees from the Aegean went there after the collapse of the Mycenean civilization. These Cilicians seem to have been called Dananiyim, the same word as Danaoi who attacked Egypt in 1191 BC along with the Quaouash (or Weshesh) who may be Achaeans. They were also called Danuna according to a Hittite inscription and the same name is mentioned in the Amarna letters. Julius Pokorny reconstructs the name from the PIE root da:-: \"flow, river\", da:-nu: \"any moving liquid, drops\", da: navo \"people living by the river, Skyth. nomadic people (in Rigveda water-demons, fem.Da:nu primordial goddess), in Greek Danaoi, Egypt. Danuna\". It is also possible that the name Danaans is pre-Greek. A country Danaja with a city Mukana (propaply: Mycenea) is mentioned in inscriptions from Egypt from Amenophis III (1390-1352 BC), Thutmosis III (1437 BC).", "targets": "From where did the basis of the Argos tales originate ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0963925254264a199162067dace1d37e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Homer's Iliad, the names Danaans (or Danaoi: \u0394\u03b1\u03bd\u03b1\u03bf\u03af) and Argives (Argives: \u0391\u03c1\u03b3\u03b5\u03af\u03bf\u03b9) are used to designate the Greek forces opposed to the Trojans. The myth of Danaus, whose origin is Egypt, is a foundation legend of Argos. His daughters Danaides, were forced in Tartarus to carry a jug to fill a bathtub without a bottom. This myth is connected with a task that can never be fulfilled (Sisyphos) and the name can be derived from the PIE root *danu: \"river\". There is not any satisfactory theory on their origin. Some scholars connect Danaans with the Denyen, one of the groups of the sea peoples who attacked Egypt during the reign of Ramesses III (1187-1156 BCE). The same inscription mentions the Weshesh who might have been the Achaeans. The Denyen seem to have been inhabitants of the city Adana in Cilicia. Pottery similar to that of Mycenae itself has been found in Tarsus of Cilicia and it seems that some refugees from the Aegean went there after the collapse of the Mycenean civilization. These Cilicians seem to have been called Dananiyim, the same word as Danaoi who attacked Egypt in 1191 BC along with the Quaouash (or Weshesh) who may be Achaeans. They were also called Danuna according to a Hittite inscription and the same name is mentioned in the Amarna letters. Julius Pokorny reconstructs the name from the PIE root da:-: \"flow, river\", da:-nu: \"any moving liquid, drops\", da: navo \"people living by the river, Skyth. nomadic people (in Rigveda water-demons, fem.Da:nu primordial goddess), in Greek Danaoi, Egypt. Danuna\". It is also possible that the name Danaans is pre-Greek. A country Danaja with a city Mukana (propaply: Mycenea) is mentioned in inscriptions from Egypt from Amenophis III (1390-1352 BC), Thutmosis III (1437 BC).", "targets": "What did the female descendants of Argos have to accomplish ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0963925254264a199162067dace1d37e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Homer's Iliad, the names Danaans (or Danaoi: \u0394\u03b1\u03bd\u03b1\u03bf\u03af) and Argives (Argives: \u0391\u03c1\u03b3\u03b5\u03af\u03bf\u03b9) are used to designate the Greek forces opposed to the Trojans. The myth of Danaus, whose origin is Egypt, is a foundation legend of Argos. His daughters Danaides, were forced in Tartarus to carry a jug to fill a bathtub without a bottom. This myth is connected with a task that can never be fulfilled (Sisyphos) and the name can be derived from the PIE root *danu: \"river\". There is not any satisfactory theory on their origin. Some scholars connect Danaans with the Denyen, one of the groups of the sea peoples who attacked Egypt during the reign of Ramesses III (1187-1156 BCE). The same inscription mentions the Weshesh who might have been the Achaeans. The Denyen seem to have been inhabitants of the city Adana in Cilicia. Pottery similar to that of Mycenae itself has been found in Tarsus of Cilicia and it seems that some refugees from the Aegean went there after the collapse of the Mycenean civilization. These Cilicians seem to have been called Dananiyim, the same word as Danaoi who attacked Egypt in 1191 BC along with the Quaouash (or Weshesh) who may be Achaeans. They were also called Danuna according to a Hittite inscription and the same name is mentioned in the Amarna letters. Julius Pokorny reconstructs the name from the PIE root da:-: \"flow, river\", da:-nu: \"any moving liquid, drops\", da: navo \"people living by the river, Skyth. nomadic people (in Rigveda water-demons, fem.Da:nu primordial goddess), in Greek Danaoi, Egypt. Danuna\". It is also possible that the name Danaans is pre-Greek. A country Danaja with a city Mukana (propaply: Mycenea) is mentioned in inscriptions from Egypt from Amenophis III (1390-1352 BC), Thutmosis III (1437 BC).", "targets": "What community did the Denyen live in ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0963925254264a199162067dace1d37e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Homer's Iliad, the names Danaans (or Danaoi: \u0394\u03b1\u03bd\u03b1\u03bf\u03af) and Argives (Argives: \u0391\u03c1\u03b3\u03b5\u03af\u03bf\u03b9) are used to designate the Greek forces opposed to the Trojans. The myth of Danaus, whose origin is Egypt, is a foundation legend of Argos. His daughters Danaides, were forced in Tartarus to carry a jug to fill a bathtub without a bottom. This myth is connected with a task that can never be fulfilled (Sisyphos) and the name can be derived from the PIE root *danu: \"river\". There is not any satisfactory theory on their origin. Some scholars connect Danaans with the Denyen, one of the groups of the sea peoples who attacked Egypt during the reign of Ramesses III (1187-1156 BCE). The same inscription mentions the Weshesh who might have been the Achaeans. The Denyen seem to have been inhabitants of the city Adana in Cilicia. Pottery similar to that of Mycenae itself has been found in Tarsus of Cilicia and it seems that some refugees from the Aegean went there after the collapse of the Mycenean civilization. These Cilicians seem to have been called Dananiyim, the same word as Danaoi who attacked Egypt in 1191 BC along with the Quaouash (or Weshesh) who may be Achaeans. They were also called Danuna according to a Hittite inscription and the same name is mentioned in the Amarna letters. Julius Pokorny reconstructs the name from the PIE root da:-: \"flow, river\", da:-nu: \"any moving liquid, drops\", da: navo \"people living by the river, Skyth. nomadic people (in Rigveda water-demons, fem.Da:nu primordial goddess), in Greek Danaoi, Egypt. Danuna\". It is also possible that the name Danaans is pre-Greek. A country Danaja with a city Mukana (propaply: Mycenea) is mentioned in inscriptions from Egypt from Amenophis III (1390-1352 BC), Thutmosis III (1437 BC).", "targets": "What country is spoken of in the inscriptions of a country in Northern Africa from 1390-1352 BC ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-196e07b4bbcb4aa3bfb7684bbe211a6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fall of 1985, Gorbachev continued to bring younger and more energetic men into government. On September 27, Nikolai Ryzhkov replaced 79-year-old Nikolai Tikhonov as Chairman of the Council of Ministers, effectively the Soviet prime minister, and on October 14, Nikolai Talyzin replaced Nikolai Baibakov as chairman of the State Planning Committee (GOSPLAN). At the next Central Committee meeting on October 15, Tikhonov retired from the Politburo and Talyzin became a candidate. Finally, on December 23, 1985, Gorbachev appointed Yeltsin First Secretary of the Moscow Communist Party replacing Viktor Grishin.", "targets": "Who became Chairman of the Council of Ministers in 1985?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-196e07b4bbcb4aa3bfb7684bbe211a6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fall of 1985, Gorbachev continued to bring younger and more energetic men into government. On September 27, Nikolai Ryzhkov replaced 79-year-old Nikolai Tikhonov as Chairman of the Council of Ministers, effectively the Soviet prime minister, and on October 14, Nikolai Talyzin replaced Nikolai Baibakov as chairman of the State Planning Committee (GOSPLAN). At the next Central Committee meeting on October 15, Tikhonov retired from the Politburo and Talyzin became a candidate. Finally, on December 23, 1985, Gorbachev appointed Yeltsin First Secretary of the Moscow Communist Party replacing Viktor Grishin.", "targets": "Who was Chairman of the Council of Ministers prior to Ryzhkov?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-196e07b4bbcb4aa3bfb7684bbe211a6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fall of 1985, Gorbachev continued to bring younger and more energetic men into government. On September 27, Nikolai Ryzhkov replaced 79-year-old Nikolai Tikhonov as Chairman of the Council of Ministers, effectively the Soviet prime minister, and on October 14, Nikolai Talyzin replaced Nikolai Baibakov as chairman of the State Planning Committee (GOSPLAN). At the next Central Committee meeting on October 15, Tikhonov retired from the Politburo and Talyzin became a candidate. Finally, on December 23, 1985, Gorbachev appointed Yeltsin First Secretary of the Moscow Communist Party replacing Viktor Grishin.", "targets": "How old was Tikhonov when he stopped being Chairman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-196e07b4bbcb4aa3bfb7684bbe211a6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fall of 1985, Gorbachev continued to bring younger and more energetic men into government. On September 27, Nikolai Ryzhkov replaced 79-year-old Nikolai Tikhonov as Chairman of the Council of Ministers, effectively the Soviet prime minister, and on October 14, Nikolai Talyzin replaced Nikolai Baibakov as chairman of the State Planning Committee (GOSPLAN). At the next Central Committee meeting on October 15, Tikhonov retired from the Politburo and Talyzin became a candidate. Finally, on December 23, 1985, Gorbachev appointed Yeltsin First Secretary of the Moscow Communist Party replacing Viktor Grishin.", "targets": "Who was the new chairman of the State Planning Committee in 1985?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-196e07b4bbcb4aa3bfb7684bbe211a6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the fall of 1985, Gorbachev continued to bring younger and more energetic men into government. On September 27, Nikolai Ryzhkov replaced 79-year-old Nikolai Tikhonov as Chairman of the Council of Ministers, effectively the Soviet prime minister, and on October 14, Nikolai Talyzin replaced Nikolai Baibakov as chairman of the State Planning Committee (GOSPLAN). At the next Central Committee meeting on October 15, Tikhonov retired from the Politburo and Talyzin became a candidate. Finally, on December 23, 1985, Gorbachev appointed Yeltsin First Secretary of the Moscow Communist Party replacing Viktor Grishin.", "targets": "What is an analogous office to Chairman of the Council of Ministers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55e6a0d347845499d3de6350950856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Toshiba gallery of Japanese art opened in December 1986. The majority of exhibits date from 1550 to 1900, but one of the oldest pieces displayed is the 13th-century sculpture of Amida Nyorai. Examples of classic Japanese armour from the mid-19th century, steel sword blades (Katana), Inr\u014d, lacquerware including the Mazarin Chest dated c1640 is one of the finest surviving pieces from Kyoto, porcelain including Imari, Netsuke, woodblock prints including the work of Ando Hiroshige, graphic works include printed books, as well as a few paintings, scrolls and screens, textiles and dress including kimonos are some of the objects on display. One of the finest objects displayed is Suzuki Chokichi's bronze incense burner (koro) dated 1875, standing at over 2.25 metres high and 1.25 metres in diameter it is also one of the largest examples made. The museum also holds some cloisonn\u00e9 pieces from the Japanese art production company, Ando Cloisonn\u00e9.", "targets": "Which company is the gallery of Japanese art named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55e6a0d347845499d3de6350950856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Toshiba gallery of Japanese art opened in December 1986. The majority of exhibits date from 1550 to 1900, but one of the oldest pieces displayed is the 13th-century sculpture of Amida Nyorai. Examples of classic Japanese armour from the mid-19th century, steel sword blades (Katana), Inr\u014d, lacquerware including the Mazarin Chest dated c1640 is one of the finest surviving pieces from Kyoto, porcelain including Imari, Netsuke, woodblock prints including the work of Ando Hiroshige, graphic works include printed books, as well as a few paintings, scrolls and screens, textiles and dress including kimonos are some of the objects on display. One of the finest objects displayed is Suzuki Chokichi's bronze incense burner (koro) dated 1875, standing at over 2.25 metres high and 1.25 metres in diameter it is also one of the largest examples made. The museum also holds some cloisonn\u00e9 pieces from the Japanese art production company, Ando Cloisonn\u00e9.", "targets": "In which year did the gallery of Japanese art open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55e6a0d347845499d3de6350950856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Toshiba gallery of Japanese art opened in December 1986. The majority of exhibits date from 1550 to 1900, but one of the oldest pieces displayed is the 13th-century sculpture of Amida Nyorai. Examples of classic Japanese armour from the mid-19th century, steel sword blades (Katana), Inr\u014d, lacquerware including the Mazarin Chest dated c1640 is one of the finest surviving pieces from Kyoto, porcelain including Imari, Netsuke, woodblock prints including the work of Ando Hiroshige, graphic works include printed books, as well as a few paintings, scrolls and screens, textiles and dress including kimonos are some of the objects on display. One of the finest objects displayed is Suzuki Chokichi's bronze incense burner (koro) dated 1875, standing at over 2.25 metres high and 1.25 metres in diameter it is also one of the largest examples made. The museum also holds some cloisonn\u00e9 pieces from the Japanese art production company, Ando Cloisonn\u00e9.", "targets": "The sculpture of Amida Nyorai that is included in the V&A's Japanese art collection is dated to which century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55e6a0d347845499d3de6350950856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Toshiba gallery of Japanese art opened in December 1986. The majority of exhibits date from 1550 to 1900, but one of the oldest pieces displayed is the 13th-century sculpture of Amida Nyorai. Examples of classic Japanese armour from the mid-19th century, steel sword blades (Katana), Inr\u014d, lacquerware including the Mazarin Chest dated c1640 is one of the finest surviving pieces from Kyoto, porcelain including Imari, Netsuke, woodblock prints including the work of Ando Hiroshige, graphic works include printed books, as well as a few paintings, scrolls and screens, textiles and dress including kimonos are some of the objects on display. One of the finest objects displayed is Suzuki Chokichi's bronze incense burner (koro) dated 1875, standing at over 2.25 metres high and 1.25 metres in diameter it is also one of the largest examples made. The museum also holds some cloisonn\u00e9 pieces from the Japanese art production company, Ando Cloisonn\u00e9.", "targets": "Most of the objects in the Japanese art collection is dated to which time period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b55e6a0d347845499d3de6350950856e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Toshiba gallery of Japanese art opened in December 1986. The majority of exhibits date from 1550 to 1900, but one of the oldest pieces displayed is the 13th-century sculpture of Amida Nyorai. Examples of classic Japanese armour from the mid-19th century, steel sword blades (Katana), Inr\u014d, lacquerware including the Mazarin Chest dated c1640 is one of the finest surviving pieces from Kyoto, porcelain including Imari, Netsuke, woodblock prints including the work of Ando Hiroshige, graphic works include printed books, as well as a few paintings, scrolls and screens, textiles and dress including kimonos are some of the objects on display. One of the finest objects displayed is Suzuki Chokichi's bronze incense burner (koro) dated 1875, standing at over 2.25 metres high and 1.25 metres in diameter it is also one of the largest examples made. The museum also holds some cloisonn\u00e9 pieces from the Japanese art production company, Ando Cloisonn\u00e9.", "targets": "Suzuki Chokichi's incense burner dated 1875 is made of what from material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df95a2ca642a4aecb13c2377bc25e5f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, the Songhai gradually gained independence from the Mali Empire and expanded, ultimately subsuming the entire eastern portion of the Mali Empire. The Songhai Empire's eventual collapse was largely the result of a Moroccan invasion in 1591, under the command of Judar Pasha. The fall of the Songhai Empire marked the end of the region's role as a trading crossroads. Following the establishment of sea routes by the European powers, the trans-Saharan trade routes lost significance.", "targets": "The Sonhgai Empire's demise was due to what invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df95a2ca642a4aecb13c2377bc25e5f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, the Songhai gradually gained independence from the Mali Empire and expanded, ultimately subsuming the entire eastern portion of the Mali Empire. The Songhai Empire's eventual collapse was largely the result of a Moroccan invasion in 1591, under the command of Judar Pasha. The fall of the Songhai Empire marked the end of the region's role as a trading crossroads. Following the establishment of sea routes by the European powers, the trans-Saharan trade routes lost significance.", "targets": "What major impact did the falling of the Songhai Empire have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df95a2ca642a4aecb13c2377bc25e5f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, the Songhai gradually gained independence from the Mali Empire and expanded, ultimately subsuming the entire eastern portion of the Mali Empire. The Songhai Empire's eventual collapse was largely the result of a Moroccan invasion in 1591, under the command of Judar Pasha. The fall of the Songhai Empire marked the end of the region's role as a trading crossroads. Following the establishment of sea routes by the European powers, the trans-Saharan trade routes lost significance.", "targets": "What century did Songhai become independent from Mali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df95a2ca642a4aecb13c2377bc25e5f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, the Songhai gradually gained independence from the Mali Empire and expanded, ultimately subsuming the entire eastern portion of the Mali Empire. The Songhai Empire's eventual collapse was largely the result of a Moroccan invasion in 1591, under the command of Judar Pasha. The fall of the Songhai Empire marked the end of the region's role as a trading crossroads. Following the establishment of sea routes by the European powers, the trans-Saharan trade routes lost significance.", "targets": "Who was the commander of the Moroccan invasion of 1591? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df95a2ca642a4aecb13c2377bc25e5f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the late 14th century, the Songhai gradually gained independence from the Mali Empire and expanded, ultimately subsuming the entire eastern portion of the Mali Empire. The Songhai Empire's eventual collapse was largely the result of a Moroccan invasion in 1591, under the command of Judar Pasha. The fall of the Songhai Empire marked the end of the region's role as a trading crossroads. Following the establishment of sea routes by the European powers, the trans-Saharan trade routes lost significance.", "targets": "What type of trading routes did Europeans make that compounded to the profound effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce0e6c533ed4e7f9c85e26eeeb0bf29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly all the gasoline sold in the United States today is mixed with 10 percent ethanol, a mix known as E10, and motor vehicle manufacturers already produce vehicles designed to run on much higher ethanol blends. Ford, DaimlerChrysler, and GM are among the automobile companies that sell flexible-fuel cars, trucks, and minivans that can use gasoline and ethanol blends ranging from pure gasoline up to 85% ethanol (E85). The challenge is to expand the market for biofuels beyond the farm states where they have been most popular to date. The Energy Policy Act of 2005, which calls for 7.5 billion US gallons (28,000,000 m3) of biofuels to be used annually by 2012, will also help to expand the market.", "targets": "Nearly all gasoline sold in the U.S. is mixed with what percentage of ethanol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce0e6c533ed4e7f9c85e26eeeb0bf29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly all the gasoline sold in the United States today is mixed with 10 percent ethanol, a mix known as E10, and motor vehicle manufacturers already produce vehicles designed to run on much higher ethanol blends. Ford, DaimlerChrysler, and GM are among the automobile companies that sell flexible-fuel cars, trucks, and minivans that can use gasoline and ethanol blends ranging from pure gasoline up to 85% ethanol (E85). The challenge is to expand the market for biofuels beyond the farm states where they have been most popular to date. The Energy Policy Act of 2005, which calls for 7.5 billion US gallons (28,000,000 m3) of biofuels to be used annually by 2012, will also help to expand the market.", "targets": "What act calls for 7.5 billion US gallons of biofuels to be used annually by 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce0e6c533ed4e7f9c85e26eeeb0bf29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nearly all the gasoline sold in the United States today is mixed with 10 percent ethanol, a mix known as E10, and motor vehicle manufacturers already produce vehicles designed to run on much higher ethanol blends. Ford, DaimlerChrysler, and GM are among the automobile companies that sell flexible-fuel cars, trucks, and minivans that can use gasoline and ethanol blends ranging from pure gasoline up to 85% ethanol (E85). The challenge is to expand the market for biofuels beyond the farm states where they have been most popular to date. The Energy Policy Act of 2005, which calls for 7.5 billion US gallons (28,000,000 m3) of biofuels to be used annually by 2012, will also help to expand the market.", "targets": "Name one company that sells flexible-fuel cars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "Who flew to the earthquake area 90 minutes after it hit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "What was Premier Wen Jiabao's background in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "What did Jiabao oversee in the region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "How many troops were dispatched by the Chengdu military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "How soon after the earthquake was Premier Wen Jiabao on his way to the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "How many medical teams were sent to Wenchuan county?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "How many troops were sent to the area for relief work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e644878a6b640eab182a74d4a5a2d89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Secretary and President Hu Jintao announced that the disaster response would be rapid. Just 90 minutes after the earthquake, Premier Wen Jiabao, who has an academic background in geomechanics, flew to the earthquake area to oversee the rescue work. Soon afterward, the Ministry of Health said that it had sent ten emergency medical teams to Wenchuan County. On the same day, the Chengdu Military Region Command dispatched 50,000 troops and armed police to help with disaster relief work in Wenchuan County. However, due to the rough terrain and close proximity of the quake's epicenter, the soldiers found it very difficult to get help to the rural regions of the province.", "targets": "Besides the rough terrain, why was it difficult to get to the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a95383e0dc434b91b88c4ab646b4af69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France, the established men of letters (gens de lettres) had fused with the elites (les grands) of French society by the mid-18th century. This led to the creation of an oppositional literary sphere, Grub Street, the domain of a \"multitude of versifiers and would-be authors\". These men came to London to become authors, only to discover that the literary market simply could not support large numbers of writers, who, in any case, were very poorly remunerated by the publishing-bookselling guilds.", "targets": "By what century in France had the men of letters fused with the elites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a95383e0dc434b91b88c4ab646b4af69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France, the established men of letters (gens de lettres) had fused with the elites (les grands) of French society by the mid-18th century. This led to the creation of an oppositional literary sphere, Grub Street, the domain of a \"multitude of versifiers and would-be authors\". These men came to London to become authors, only to discover that the literary market simply could not support large numbers of writers, who, in any case, were very poorly remunerated by the publishing-bookselling guilds.", "targets": "What was the term for the oppositional literary sphere of a \"multitude of versifiers and would-be-authors\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a95383e0dc434b91b88c4ab646b4af69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France, the established men of letters (gens de lettres) had fused with the elites (les grands) of French society by the mid-18th century. This led to the creation of an oppositional literary sphere, Grub Street, the domain of a \"multitude of versifiers and would-be authors\". These men came to London to become authors, only to discover that the literary market simply could not support large numbers of writers, who, in any case, were very poorly remunerated by the publishing-bookselling guilds.", "targets": "Could the London market support the large numbers of writers that were emerging?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a95383e0dc434b91b88c4ab646b4af69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In France, the established men of letters (gens de lettres) had fused with the elites (les grands) of French society by the mid-18th century. This led to the creation of an oppositional literary sphere, Grub Street, the domain of a \"multitude of versifiers and would-be authors\". These men came to London to become authors, only to discover that the literary market simply could not support large numbers of writers, who, in any case, were very poorly remunerated by the publishing-bookselling guilds.", "targets": "Were men travelling to London to become authors paid well or poorly by the publishing-bookselling guilds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446ae5b5d829405daf868428d341e8df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On St. George's Night (Estonian: J\u00fcri\u00f6\u00f6 \u00fclest\u00f5us) 23 April 1343, the indigenous Estonian population in the Duchy of Estonia, the Bishopric of \u00d6sel-Wiek and the insular territories of the State of the Teutonic Order tried to rid themselves of the Danish and German rulers and landlords, who had conquered the country in the 13th century during the Livonian crusade, and to eradicate the non-indigenous Christian religion. After initial success the revolt was ended by the invasion of the Teutonic Order. In 1346 the Duchy of Estonia was sold for 19,000 K\u00f6ln marks to the Teutonic Order by the King of Denmark. The shift of sovereignty from Denmark to the State of the Teutonic Order took place on 1 November 1346.", "targets": "What is the date of St. George's Night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446ae5b5d829405daf868428d341e8df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On St. George's Night (Estonian: J\u00fcri\u00f6\u00f6 \u00fclest\u00f5us) 23 April 1343, the indigenous Estonian population in the Duchy of Estonia, the Bishopric of \u00d6sel-Wiek and the insular territories of the State of the Teutonic Order tried to rid themselves of the Danish and German rulers and landlords, who had conquered the country in the 13th century during the Livonian crusade, and to eradicate the non-indigenous Christian religion. After initial success the revolt was ended by the invasion of the Teutonic Order. In 1346 the Duchy of Estonia was sold for 19,000 K\u00f6ln marks to the Teutonic Order by the King of Denmark. The shift of sovereignty from Denmark to the State of the Teutonic Order took place on 1 November 1346.", "targets": "When did the indigenous Estonians try to overthrow their Danish and German rulers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446ae5b5d829405daf868428d341e8df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On St. George's Night (Estonian: J\u00fcri\u00f6\u00f6 \u00fclest\u00f5us) 23 April 1343, the indigenous Estonian population in the Duchy of Estonia, the Bishopric of \u00d6sel-Wiek and the insular territories of the State of the Teutonic Order tried to rid themselves of the Danish and German rulers and landlords, who had conquered the country in the 13th century during the Livonian crusade, and to eradicate the non-indigenous Christian religion. After initial success the revolt was ended by the invasion of the Teutonic Order. In 1346 the Duchy of Estonia was sold for 19,000 K\u00f6ln marks to the Teutonic Order by the King of Denmark. The shift of sovereignty from Denmark to the State of the Teutonic Order took place on 1 November 1346.", "targets": "What belief system did the native Estonians try to remove? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446ae5b5d829405daf868428d341e8df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On St. George's Night (Estonian: J\u00fcri\u00f6\u00f6 \u00fclest\u00f5us) 23 April 1343, the indigenous Estonian population in the Duchy of Estonia, the Bishopric of \u00d6sel-Wiek and the insular territories of the State of the Teutonic Order tried to rid themselves of the Danish and German rulers and landlords, who had conquered the country in the 13th century during the Livonian crusade, and to eradicate the non-indigenous Christian religion. After initial success the revolt was ended by the invasion of the Teutonic Order. In 1346 the Duchy of Estonia was sold for 19,000 K\u00f6ln marks to the Teutonic Order by the King of Denmark. The shift of sovereignty from Denmark to the State of the Teutonic Order took place on 1 November 1346.", "targets": "What event ended the uprising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-446ae5b5d829405daf868428d341e8df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On St. George's Night (Estonian: J\u00fcri\u00f6\u00f6 \u00fclest\u00f5us) 23 April 1343, the indigenous Estonian population in the Duchy of Estonia, the Bishopric of \u00d6sel-Wiek and the insular territories of the State of the Teutonic Order tried to rid themselves of the Danish and German rulers and landlords, who had conquered the country in the 13th century during the Livonian crusade, and to eradicate the non-indigenous Christian religion. After initial success the revolt was ended by the invasion of the Teutonic Order. In 1346 the Duchy of Estonia was sold for 19,000 K\u00f6ln marks to the Teutonic Order by the King of Denmark. The shift of sovereignty from Denmark to the State of the Teutonic Order took place on 1 November 1346.", "targets": "What date did sovereignty shift from the state of Denmark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d7a55ea886a439c99d17805d39b88f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia feared losing Russian America without compensation in some future conflict, especially to the British. While Alaska attracted little interest at the time, the population of nearby British Columbia started to increase rapidly a few years after hostilities ended. Therefore, the Russian emperor, Alexander II, decided to sell Alaska. In 1859 the Russians offered to sell the territory to the United States, hoping that its presence in the region would offset the plans of Russia's greatest regional rival, the United Kingdom.", "targets": "What did the Russians fear losing without compensation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d7a55ea886a439c99d17805d39b88f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia feared losing Russian America without compensation in some future conflict, especially to the British. While Alaska attracted little interest at the time, the population of nearby British Columbia started to increase rapidly a few years after hostilities ended. Therefore, the Russian emperor, Alexander II, decided to sell Alaska. In 1859 the Russians offered to sell the territory to the United States, hoping that its presence in the region would offset the plans of Russia's greatest regional rival, the United Kingdom.", "targets": "What province became more popular and saw a increase in population after the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d7a55ea886a439c99d17805d39b88f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia feared losing Russian America without compensation in some future conflict, especially to the British. While Alaska attracted little interest at the time, the population of nearby British Columbia started to increase rapidly a few years after hostilities ended. Therefore, the Russian emperor, Alexander II, decided to sell Alaska. In 1859 the Russians offered to sell the territory to the United States, hoping that its presence in the region would offset the plans of Russia's greatest regional rival, the United Kingdom.", "targets": "Who made the call to sell Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d7a55ea886a439c99d17805d39b88f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia feared losing Russian America without compensation in some future conflict, especially to the British. While Alaska attracted little interest at the time, the population of nearby British Columbia started to increase rapidly a few years after hostilities ended. Therefore, the Russian emperor, Alexander II, decided to sell Alaska. In 1859 the Russians offered to sell the territory to the United States, hoping that its presence in the region would offset the plans of Russia's greatest regional rival, the United Kingdom.", "targets": "Who did the Russians offer to sell Alaska to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d7a55ea886a439c99d17805d39b88f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russia feared losing Russian America without compensation in some future conflict, especially to the British. While Alaska attracted little interest at the time, the population of nearby British Columbia started to increase rapidly a few years after hostilities ended. Therefore, the Russian emperor, Alexander II, decided to sell Alaska. In 1859 the Russians offered to sell the territory to the United States, hoping that its presence in the region would offset the plans of Russia's greatest regional rival, the United Kingdom.", "targets": "Who is Russia's largest regional rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e2806c9d3704d31b48477c8bbb61e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Schwarzenegger appeared in \"Stop the Madness\", an anti-drug music video sponsored by the Reagan administration. He first came to wide public notice as a Republican during the 1988 presidential election, accompanying then-Vice President George H.W. Bush at a campaign rally.", "targets": "What was the title of the anti-drug music video Schwarzenegger appeared in under the Reagan administration's sponsorship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e2806c9d3704d31b48477c8bbb61e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Schwarzenegger appeared in \"Stop the Madness\", an anti-drug music video sponsored by the Reagan administration. He first came to wide public notice as a Republican during the 1988 presidential election, accompanying then-Vice President George H.W. Bush at a campaign rally.", "targets": "In what presidential election year did Schwarzenegger make a name for himself as a prominent Republican?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e2806c9d3704d31b48477c8bbb61e5e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1985, Schwarzenegger appeared in \"Stop the Madness\", an anti-drug music video sponsored by the Reagan administration. He first came to wide public notice as a Republican during the 1988 presidential election, accompanying then-Vice President George H.W. Bush at a campaign rally.", "targets": "Which candidate did Schwarzenegger appear with at a presidential campaign rally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cc5b6ede23c44d78e5ef8269ca775b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Croatia there are many polytechnic institutes and colleges that offer a polytechnic education. The law about polytechnic education in Croatia was passed in 1997.", "targets": "What year did Croatia pass a law regarding polytechnic education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d36adbdd51e400587da4e6240d19026", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most catastrophic earthquakes we know of occurred in 31 BCE, 363, 749, and 1033 CE, that is every ca. 400 years on average. Destructive earthquakes leading to serious loss of life strike about every 80 years. While stringent construction regulations are currently in place and recently built structures are earthquake-safe, as of 2007[update] the majority of the buildings in Israel were older than these regulations and many public buildings as well as 50,000 residential buildings did not meet the new standards and were \"expected to collapse\" if exposed to a strong quake. Given the fragile political situation of the Middle East region and the presence there of major holy sites, a quake reaching magnitude 7 on the Richter scale could have dire consequences for world peace.", "targets": "When did the most catastrophic earthquakes occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d36adbdd51e400587da4e6240d19026", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most catastrophic earthquakes we know of occurred in 31 BCE, 363, 749, and 1033 CE, that is every ca. 400 years on average. Destructive earthquakes leading to serious loss of life strike about every 80 years. While stringent construction regulations are currently in place and recently built structures are earthquake-safe, as of 2007[update] the majority of the buildings in Israel were older than these regulations and many public buildings as well as 50,000 residential buildings did not meet the new standards and were \"expected to collapse\" if exposed to a strong quake. Given the fragile political situation of the Middle East region and the presence there of major holy sites, a quake reaching magnitude 7 on the Richter scale could have dire consequences for world peace.", "targets": "How many residential buildings did not meet construction standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d36adbdd51e400587da4e6240d19026", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most catastrophic earthquakes we know of occurred in 31 BCE, 363, 749, and 1033 CE, that is every ca. 400 years on average. Destructive earthquakes leading to serious loss of life strike about every 80 years. While stringent construction regulations are currently in place and recently built structures are earthquake-safe, as of 2007[update] the majority of the buildings in Israel were older than these regulations and many public buildings as well as 50,000 residential buildings did not meet the new standards and were \"expected to collapse\" if exposed to a strong quake. Given the fragile political situation of the Middle East region and the presence there of major holy sites, a quake reaching magnitude 7 on the Richter scale could have dire consequences for world peace.", "targets": "How often do earthquakes that lead to serious loss of life occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642d23a086de43ee8421c0f62fb52c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the 2011 cancellation of Supernanny, Extreme Makeover: Home Edition became the only remaining program on the network's schedule that was broadcast in 4:3 standard definition. All of the network's programming has been presented in HD since January 2012 (with the exception of certain holiday specials produced prior to 2005 \u2013 such as the Peanuts specials and Rudolph's Shiny New Year \u2013 which continue to be presented in 4:3 SD), when Extreme Makeover: Home Edition ended its run as a regular series and One Life to Live (which had been presented in 16:9 standard definition since 2010) also ended its ABC run. The affiliate-syndicated Saturday morning E/I block Litton's Weekend Aventure is also broadcast in HD, and was the first children's program block on any U.S. broadcast network to feature programs available in the format upon its September 2011 debut.", "targets": "In what year was Supernanny canceled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642d23a086de43ee8421c0f62fb52c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the 2011 cancellation of Supernanny, Extreme Makeover: Home Edition became the only remaining program on the network's schedule that was broadcast in 4:3 standard definition. All of the network's programming has been presented in HD since January 2012 (with the exception of certain holiday specials produced prior to 2005 \u2013 such as the Peanuts specials and Rudolph's Shiny New Year \u2013 which continue to be presented in 4:3 SD), when Extreme Makeover: Home Edition ended its run as a regular series and One Life to Live (which had been presented in 16:9 standard definition since 2010) also ended its ABC run. The affiliate-syndicated Saturday morning E/I block Litton's Weekend Aventure is also broadcast in HD, and was the first children's program block on any U.S. broadcast network to feature programs available in the format upon its September 2011 debut.", "targets": "In 2011, which program became the only ABC broadcast in 4:3 standard definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642d23a086de43ee8421c0f62fb52c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the 2011 cancellation of Supernanny, Extreme Makeover: Home Edition became the only remaining program on the network's schedule that was broadcast in 4:3 standard definition. All of the network's programming has been presented in HD since January 2012 (with the exception of certain holiday specials produced prior to 2005 \u2013 such as the Peanuts specials and Rudolph's Shiny New Year \u2013 which continue to be presented in 4:3 SD), when Extreme Makeover: Home Edition ended its run as a regular series and One Life to Live (which had been presented in 16:9 standard definition since 2010) also ended its ABC run. The affiliate-syndicated Saturday morning E/I block Litton's Weekend Aventure is also broadcast in HD, and was the first children's program block on any U.S. broadcast network to feature programs available in the format upon its September 2011 debut.", "targets": "Since January 2012, all ABC programming has been presented in what format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-642d23a086de43ee8421c0f62fb52c24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the 2011 cancellation of Supernanny, Extreme Makeover: Home Edition became the only remaining program on the network's schedule that was broadcast in 4:3 standard definition. All of the network's programming has been presented in HD since January 2012 (with the exception of certain holiday specials produced prior to 2005 \u2013 such as the Peanuts specials and Rudolph's Shiny New Year \u2013 which continue to be presented in 4:3 SD), when Extreme Makeover: Home Edition ended its run as a regular series and One Life to Live (which had been presented in 16:9 standard definition since 2010) also ended its ABC run. The affiliate-syndicated Saturday morning E/I block Litton's Weekend Aventure is also broadcast in HD, and was the first children's program block on any U.S. broadcast network to feature programs available in the format upon its September 2011 debut.", "targets": "What was the program in the first Children's program block to be broadcast in HD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2fddc080e894a089801f7a71ae6d93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unveiled in 1888, Royal Arsenal's first crest featured three cannon viewed from above, pointing northwards, similar to the coat of arms of the Metropolitan Borough of Woolwich (nowadays transferred to the coat of arms of the Royal Borough of Greenwich). These can sometimes be mistaken for chimneys, but the presence of a carved lion's head and a cascabel on each are clear indicators that they are cannon. This was dropped after the move to Highbury in 1913, only to be reinstated in 1922, when the club adopted a crest featuring a single cannon, pointing eastwards, with the club's nickname, The Gunners, inscribed alongside it; this crest only lasted until 1925, when the cannon was reversed to point westward and its barrel slimmed down.", "targets": "In what year did Arsenal first create a crest for the team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2fddc080e894a089801f7a71ae6d93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unveiled in 1888, Royal Arsenal's first crest featured three cannon viewed from above, pointing northwards, similar to the coat of arms of the Metropolitan Borough of Woolwich (nowadays transferred to the coat of arms of the Royal Borough of Greenwich). These can sometimes be mistaken for chimneys, but the presence of a carved lion's head and a cascabel on each are clear indicators that they are cannon. This was dropped after the move to Highbury in 1913, only to be reinstated in 1922, when the club adopted a crest featuring a single cannon, pointing eastwards, with the club's nickname, The Gunners, inscribed alongside it; this crest only lasted until 1925, when the cannon was reversed to point westward and its barrel slimmed down.", "targets": "What part of the Arsenal crest is sometimes mistaken for chimneys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2fddc080e894a089801f7a71ae6d93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unveiled in 1888, Royal Arsenal's first crest featured three cannon viewed from above, pointing northwards, similar to the coat of arms of the Metropolitan Borough of Woolwich (nowadays transferred to the coat of arms of the Royal Borough of Greenwich). These can sometimes be mistaken for chimneys, but the presence of a carved lion's head and a cascabel on each are clear indicators that they are cannon. This was dropped after the move to Highbury in 1913, only to be reinstated in 1922, when the club adopted a crest featuring a single cannon, pointing eastwards, with the club's nickname, The Gunners, inscribed alongside it; this crest only lasted until 1925, when the cannon was reversed to point westward and its barrel slimmed down.", "targets": "After the team moved to what city were the cannon left off the crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2fddc080e894a089801f7a71ae6d93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unveiled in 1888, Royal Arsenal's first crest featured three cannon viewed from above, pointing northwards, similar to the coat of arms of the Metropolitan Borough of Woolwich (nowadays transferred to the coat of arms of the Royal Borough of Greenwich). These can sometimes be mistaken for chimneys, but the presence of a carved lion's head and a cascabel on each are clear indicators that they are cannon. This was dropped after the move to Highbury in 1913, only to be reinstated in 1922, when the club adopted a crest featuring a single cannon, pointing eastwards, with the club's nickname, The Gunners, inscribed alongside it; this crest only lasted until 1925, when the cannon was reversed to point westward and its barrel slimmed down.", "targets": "What nickname prompted a return to the canon on the club crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2fddc080e894a089801f7a71ae6d93a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unveiled in 1888, Royal Arsenal's first crest featured three cannon viewed from above, pointing northwards, similar to the coat of arms of the Metropolitan Borough of Woolwich (nowadays transferred to the coat of arms of the Royal Borough of Greenwich). These can sometimes be mistaken for chimneys, but the presence of a carved lion's head and a cascabel on each are clear indicators that they are cannon. This was dropped after the move to Highbury in 1913, only to be reinstated in 1922, when the club adopted a crest featuring a single cannon, pointing eastwards, with the club's nickname, The Gunners, inscribed alongside it; this crest only lasted until 1925, when the cannon was reversed to point westward and its barrel slimmed down.", "targets": "In what year was the canon image further refined on the Arsenal crest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b6ea3f68b148ac8315b2d8a43aff43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some linguists restrict the double-dot subscript \u27e8\u25cc\u0324\u27e9 to murmured sonorants, such as vowels and nasals, which are murmured throughout their duration, and use the superscript hook-aitch \u27e8\u25cc\u02b1\u27e9 for the breathy-voiced release of obstruents.", "targets": "What do some linguists restrict the double-dot subscript \u27e8\u25cc\u0324\u27e9 to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b6ea3f68b148ac8315b2d8a43aff43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some linguists restrict the double-dot subscript \u27e8\u25cc\u0324\u27e9 to murmured sonorants, such as vowels and nasals, which are murmured throughout their duration, and use the superscript hook-aitch \u27e8\u25cc\u02b1\u27e9 for the breathy-voiced release of obstruents.", "targets": "What are, according to the text, murmured for their duration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22b6ea3f68b148ac8315b2d8a43aff43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some linguists restrict the double-dot subscript \u27e8\u25cc\u0324\u27e9 to murmured sonorants, such as vowels and nasals, which are murmured throughout their duration, and use the superscript hook-aitch \u27e8\u25cc\u02b1\u27e9 for the breathy-voiced release of obstruents.", "targets": "What uses the \u27e8\u25cc\u02b1\u27e9?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e9f423b511c480897f7d1320abed1ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact of Free Association with the United States gives the U.S. sole responsibility for international defense of the Marshall Islands. It allows islanders to live and work in the United States and establishes economic and technical aid programs.", "targets": "What document governs the defense of the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e9f423b511c480897f7d1320abed1ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact of Free Association with the United States gives the U.S. sole responsibility for international defense of the Marshall Islands. It allows islanders to live and work in the United States and establishes economic and technical aid programs.", "targets": "What nation is responsible for the defense of the Marshall Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e9f423b511c480897f7d1320abed1ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact of Free Association with the United States gives the U.S. sole responsibility for international defense of the Marshall Islands. It allows islanders to live and work in the United States and establishes economic and technical aid programs.", "targets": "Along with economic aid, what assistance does the Compact of Free Association provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4224ce4ae97484f9c28a0b182670f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a city of books and bookstores. In the 1970s, 80 percent of French-language publishing houses were found in Paris, almost all on the Left Bank in the 5th, 6th and 7th arrondissements. Since that time, because of high prices, some publishers have moved out to the less expensive areas. It is also a city of small bookstores; There are about 150 bookstores in the 5th arrondissement alone, plus another 250 book stalls along the Seine. Small Paris bookstores are protected against competition from discount booksellers by French law; books, even e-books, cannot be discounted more than five percent below their publisher's cover price.", "targets": "What percentage of french publishing houses were in Paris in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4224ce4ae97484f9c28a0b182670f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a city of books and bookstores. In the 1970s, 80 percent of French-language publishing houses were found in Paris, almost all on the Left Bank in the 5th, 6th and 7th arrondissements. Since that time, because of high prices, some publishers have moved out to the less expensive areas. It is also a city of small bookstores; There are about 150 bookstores in the 5th arrondissement alone, plus another 250 book stalls along the Seine. Small Paris bookstores are protected against competition from discount booksellers by French law; books, even e-books, cannot be discounted more than five percent below their publisher's cover price.", "targets": "Approximately how many bookstores are located in the 5th arrondissement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4224ce4ae97484f9c28a0b182670f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a city of books and bookstores. In the 1970s, 80 percent of French-language publishing houses were found in Paris, almost all on the Left Bank in the 5th, 6th and 7th arrondissements. Since that time, because of high prices, some publishers have moved out to the less expensive areas. It is also a city of small bookstores; There are about 150 bookstores in the 5th arrondissement alone, plus another 250 book stalls along the Seine. Small Paris bookstores are protected against competition from discount booksellers by French law; books, even e-books, cannot be discounted more than five percent below their publisher's cover price.", "targets": "How many bookstalls are located along the Seine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4224ce4ae97484f9c28a0b182670f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a city of books and bookstores. In the 1970s, 80 percent of French-language publishing houses were found in Paris, almost all on the Left Bank in the 5th, 6th and 7th arrondissements. Since that time, because of high prices, some publishers have moved out to the less expensive areas. It is also a city of small bookstores; There are about 150 bookstores in the 5th arrondissement alone, plus another 250 book stalls along the Seine. Small Paris bookstores are protected against competition from discount booksellers by French law; books, even e-books, cannot be discounted more than five percent below their publisher's cover price.", "targets": "What is the maximum amount a publishers book can be discounted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3e12096506460bbac7c5019ffd1b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago Transit Authority's elevated train running through Evanston is called the Purple Line, taking its name from Northwestern's school color. The Foster and Davis stations are within walking distance of the southern end of the campus, while the Noyes station is close to the northern end of the campus. The Central station is close to Ryan Field, Northwestern's football stadium. The Evanston Davis Street Metra station serves the Northwestern campus in downtown Evanston and the Evanston Central Street Metra station is near Ryan Field. Pace Suburban Bus Service and the CTA have several bus routes that run through or near the Evanston campus.", "targets": "What is the name of the Chicago Transit Authority's elevated train through Evanston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3e12096506460bbac7c5019ffd1b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago Transit Authority's elevated train running through Evanston is called the Purple Line, taking its name from Northwestern's school color. The Foster and Davis stations are within walking distance of the southern end of the campus, while the Noyes station is close to the northern end of the campus. The Central station is close to Ryan Field, Northwestern's football stadium. The Evanston Davis Street Metra station serves the Northwestern campus in downtown Evanston and the Evanston Central Street Metra station is near Ryan Field. Pace Suburban Bus Service and the CTA have several bus routes that run through or near the Evanston campus.", "targets": "What was Chicago's Purple Line train route named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3e12096506460bbac7c5019ffd1b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago Transit Authority's elevated train running through Evanston is called the Purple Line, taking its name from Northwestern's school color. The Foster and Davis stations are within walking distance of the southern end of the campus, while the Noyes station is close to the northern end of the campus. The Central station is close to Ryan Field, Northwestern's football stadium. The Evanston Davis Street Metra station serves the Northwestern campus in downtown Evanston and the Evanston Central Street Metra station is near Ryan Field. Pace Suburban Bus Service and the CTA have several bus routes that run through or near the Evanston campus.", "targets": "Which train stations are within walking distance of the southern end of campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3e12096506460bbac7c5019ffd1b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago Transit Authority's elevated train running through Evanston is called the Purple Line, taking its name from Northwestern's school color. The Foster and Davis stations are within walking distance of the southern end of the campus, while the Noyes station is close to the northern end of the campus. The Central station is close to Ryan Field, Northwestern's football stadium. The Evanston Davis Street Metra station serves the Northwestern campus in downtown Evanston and the Evanston Central Street Metra station is near Ryan Field. Pace Suburban Bus Service and the CTA have several bus routes that run through or near the Evanston campus.", "targets": "Which train station is close to the northern end of campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3e12096506460bbac7c5019ffd1b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Chicago Transit Authority's elevated train running through Evanston is called the Purple Line, taking its name from Northwestern's school color. The Foster and Davis stations are within walking distance of the southern end of the campus, while the Noyes station is close to the northern end of the campus. The Central station is close to Ryan Field, Northwestern's football stadium. The Evanston Davis Street Metra station serves the Northwestern campus in downtown Evanston and the Evanston Central Street Metra station is near Ryan Field. Pace Suburban Bus Service and the CTA have several bus routes that run through or near the Evanston campus.", "targets": "What is the name of Northwestern's football stadium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07066668d25f48208801e012cd245c37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ectosymbiosis, also referred to as exosymbiosis, is any symbiotic relationship in which the symbiont lives on the body surface of the host, including the inner surface of the digestive tract or the ducts of exocrine glands. Examples of this include ectoparasites such as lice, commensal ectosymbionts such as the barnacles that attach themselves to the jaw of baleen whales, and mutualist ectosymbionts such as cleaner fish.", "targets": "What organisms are described as living on the surface of whales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07066668d25f48208801e012cd245c37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ectosymbiosis, also referred to as exosymbiosis, is any symbiotic relationship in which the symbiont lives on the body surface of the host, including the inner surface of the digestive tract or the ducts of exocrine glands. Examples of this include ectoparasites such as lice, commensal ectosymbionts such as the barnacles that attach themselves to the jaw of baleen whales, and mutualist ectosymbionts such as cleaner fish.", "targets": "Name a parasitic ectosymbiont."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07066668d25f48208801e012cd245c37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ectosymbiosis, also referred to as exosymbiosis, is any symbiotic relationship in which the symbiont lives on the body surface of the host, including the inner surface of the digestive tract or the ducts of exocrine glands. Examples of this include ectoparasites such as lice, commensal ectosymbionts such as the barnacles that attach themselves to the jaw of baleen whales, and mutualist ectosymbionts such as cleaner fish.", "targets": "What is another name for ectosymbiosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-209c1216497e4dbd9049f84ac4f50786", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a major rail, highway, and air transport hub. The Syndicat des transports d'\u00cele-de-France (STIF), formerly Syndicat des transports parisiens (STP), oversees the transit network in the region. The syndicate coordinates public transport and contracts it out to the RATP (operating 347 bus lines, the M\u00e9tro, eight tramway lines, and sections of the RER), the SNCF (operating suburban rails, one tramway line and the other sections of the RER) and the Optile consortium of private operators managing 1,176 bus lines.", "targets": "Who oversees the transit network in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-209c1216497e4dbd9049f84ac4f50786", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a major rail, highway, and air transport hub. The Syndicat des transports d'\u00cele-de-France (STIF), formerly Syndicat des transports parisiens (STP), oversees the transit network in the region. The syndicate coordinates public transport and contracts it out to the RATP (operating 347 bus lines, the M\u00e9tro, eight tramway lines, and sections of the RER), the SNCF (operating suburban rails, one tramway line and the other sections of the RER) and the Optile consortium of private operators managing 1,176 bus lines.", "targets": "How many bus lines does the STIF oversee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-209c1216497e4dbd9049f84ac4f50786", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a major rail, highway, and air transport hub. The Syndicat des transports d'\u00cele-de-France (STIF), formerly Syndicat des transports parisiens (STP), oversees the transit network in the region. The syndicate coordinates public transport and contracts it out to the RATP (operating 347 bus lines, the M\u00e9tro, eight tramway lines, and sections of the RER), the SNCF (operating suburban rails, one tramway line and the other sections of the RER) and the Optile consortium of private operators managing 1,176 bus lines.", "targets": "What was the STIF formerly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-209c1216497e4dbd9049f84ac4f50786", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris is a major rail, highway, and air transport hub. The Syndicat des transports d'\u00cele-de-France (STIF), formerly Syndicat des transports parisiens (STP), oversees the transit network in the region. The syndicate coordinates public transport and contracts it out to the RATP (operating 347 bus lines, the M\u00e9tro, eight tramway lines, and sections of the RER), the SNCF (operating suburban rails, one tramway line and the other sections of the RER) and the Optile consortium of private operators managing 1,176 bus lines.", "targets": "How many bus lines does the Optile Consortium manage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17e64550bf354422b562a7aa5e9e3efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On election day (6 May 2010), The Sun urged its readers to vote for David Cameron's \"modern and positive\" Conservatives in order to save Britain from \"disaster\" which the paper thought the country would face if the Labour government was re-elected. The election ended in the first hung parliament after an election for 36 years, with the Tories gaining the most seats and votes but being 20 seats short of an overall majority. They finally came to power on 11 May when Gordon Brown stepped down as prime minister, paving the way for David Cameron to become prime minister by forming a coalition with the Liberal Democrats.", "targets": "Who did The Sun advocate for the 2010 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17e64550bf354422b562a7aa5e9e3efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On election day (6 May 2010), The Sun urged its readers to vote for David Cameron's \"modern and positive\" Conservatives in order to save Britain from \"disaster\" which the paper thought the country would face if the Labour government was re-elected. The election ended in the first hung parliament after an election for 36 years, with the Tories gaining the most seats and votes but being 20 seats short of an overall majority. They finally came to power on 11 May when Gordon Brown stepped down as prime minister, paving the way for David Cameron to become prime minister by forming a coalition with the Liberal Democrats.", "targets": "What did The Sun fear would result from election of the Labour Party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17e64550bf354422b562a7aa5e9e3efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On election day (6 May 2010), The Sun urged its readers to vote for David Cameron's \"modern and positive\" Conservatives in order to save Britain from \"disaster\" which the paper thought the country would face if the Labour government was re-elected. The election ended in the first hung parliament after an election for 36 years, with the Tories gaining the most seats and votes but being 20 seats short of an overall majority. They finally came to power on 11 May when Gordon Brown stepped down as prime minister, paving the way for David Cameron to become prime minister by forming a coalition with the Liberal Democrats.", "targets": "What was the outcome of the general election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17e64550bf354422b562a7aa5e9e3efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On election day (6 May 2010), The Sun urged its readers to vote for David Cameron's \"modern and positive\" Conservatives in order to save Britain from \"disaster\" which the paper thought the country would face if the Labour government was re-elected. The election ended in the first hung parliament after an election for 36 years, with the Tories gaining the most seats and votes but being 20 seats short of an overall majority. They finally came to power on 11 May when Gordon Brown stepped down as prime minister, paving the way for David Cameron to become prime minister by forming a coalition with the Liberal Democrats.", "targets": "Which party came to power after the election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17e64550bf354422b562a7aa5e9e3efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On election day (6 May 2010), The Sun urged its readers to vote for David Cameron's \"modern and positive\" Conservatives in order to save Britain from \"disaster\" which the paper thought the country would face if the Labour government was re-elected. The election ended in the first hung parliament after an election for 36 years, with the Tories gaining the most seats and votes but being 20 seats short of an overall majority. They finally came to power on 11 May when Gordon Brown stepped down as prime minister, paving the way for David Cameron to become prime minister by forming a coalition with the Liberal Democrats.", "targets": "Who did David Cameron align with in order to become Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cea326c34b24f43a59191359ad4117f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1986, Madonna released her third studio album, True Blue, which was inspired by and dedicated to Sean Penn. Rolling Stone magazine was generally impressed with the effort, writing that the album \"sound[s] as if it comes from the heart\". It resulted in three singles making it to number-one on the Billboard Hot 100: \"Live to Tell\", \"Papa Don't Preach\" and \"Open Your Heart\", and two more top-five singles: \"True Blue\" and \"La Isla Bonita\". The album topped the charts in over 28 countries worldwide, an unprecedented achievement at the time, and became her best-selling studio album of her career to this date with sales of 25 million. In the same year, Madonna starred in the critically panned film Shanghai Surprise, for which she was awarded the Golden Raspberry Award for \"worst actress\". She made her theatrical debut in a production of David Rabe's Goose and Tom-Tom; the film and play both co-starred Penn. The next year, Madonna was featured in the film Who's That Girl. She contributed four songs to its soundtrack, including the title track and \"Causing a Commotion\".", "targets": "When was Madonna's third album released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cea326c34b24f43a59191359ad4117f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1986, Madonna released her third studio album, True Blue, which was inspired by and dedicated to Sean Penn. Rolling Stone magazine was generally impressed with the effort, writing that the album \"sound[s] as if it comes from the heart\". It resulted in three singles making it to number-one on the Billboard Hot 100: \"Live to Tell\", \"Papa Don't Preach\" and \"Open Your Heart\", and two more top-five singles: \"True Blue\" and \"La Isla Bonita\". The album topped the charts in over 28 countries worldwide, an unprecedented achievement at the time, and became her best-selling studio album of her career to this date with sales of 25 million. In the same year, Madonna starred in the critically panned film Shanghai Surprise, for which she was awarded the Golden Raspberry Award for \"worst actress\". She made her theatrical debut in a production of David Rabe's Goose and Tom-Tom; the film and play both co-starred Penn. The next year, Madonna was featured in the film Who's That Girl. She contributed four songs to its soundtrack, including the title track and \"Causing a Commotion\".", "targets": "Who was the album True Blue dedicated to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cea326c34b24f43a59191359ad4117f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1986, Madonna released her third studio album, True Blue, which was inspired by and dedicated to Sean Penn. Rolling Stone magazine was generally impressed with the effort, writing that the album \"sound[s] as if it comes from the heart\". It resulted in three singles making it to number-one on the Billboard Hot 100: \"Live to Tell\", \"Papa Don't Preach\" and \"Open Your Heart\", and two more top-five singles: \"True Blue\" and \"La Isla Bonita\". The album topped the charts in over 28 countries worldwide, an unprecedented achievement at the time, and became her best-selling studio album of her career to this date with sales of 25 million. In the same year, Madonna starred in the critically panned film Shanghai Surprise, for which she was awarded the Golden Raspberry Award for \"worst actress\". She made her theatrical debut in a production of David Rabe's Goose and Tom-Tom; the film and play both co-starred Penn. The next year, Madonna was featured in the film Who's That Girl. She contributed four songs to its soundtrack, including the title track and \"Causing a Commotion\".", "targets": "Madonna's album topped in how many countries chart worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cea326c34b24f43a59191359ad4117f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1986, Madonna released her third studio album, True Blue, which was inspired by and dedicated to Sean Penn. Rolling Stone magazine was generally impressed with the effort, writing that the album \"sound[s] as if it comes from the heart\". It resulted in three singles making it to number-one on the Billboard Hot 100: \"Live to Tell\", \"Papa Don't Preach\" and \"Open Your Heart\", and two more top-five singles: \"True Blue\" and \"La Isla Bonita\". The album topped the charts in over 28 countries worldwide, an unprecedented achievement at the time, and became her best-selling studio album of her career to this date with sales of 25 million. In the same year, Madonna starred in the critically panned film Shanghai Surprise, for which she was awarded the Golden Raspberry Award for \"worst actress\". She made her theatrical debut in a production of David Rabe's Goose and Tom-Tom; the film and play both co-starred Penn. The next year, Madonna was featured in the film Who's That Girl. She contributed four songs to its soundtrack, including the title track and \"Causing a Commotion\".", "targets": "What award did Madonna receive for her role in the film Shanghai Surprise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cea326c34b24f43a59191359ad4117f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In June 1986, Madonna released her third studio album, True Blue, which was inspired by and dedicated to Sean Penn. Rolling Stone magazine was generally impressed with the effort, writing that the album \"sound[s] as if it comes from the heart\". It resulted in three singles making it to number-one on the Billboard Hot 100: \"Live to Tell\", \"Papa Don't Preach\" and \"Open Your Heart\", and two more top-five singles: \"True Blue\" and \"La Isla Bonita\". The album topped the charts in over 28 countries worldwide, an unprecedented achievement at the time, and became her best-selling studio album of her career to this date with sales of 25 million. In the same year, Madonna starred in the critically panned film Shanghai Surprise, for which she was awarded the Golden Raspberry Award for \"worst actress\". She made her theatrical debut in a production of David Rabe's Goose and Tom-Tom; the film and play both co-starred Penn. The next year, Madonna was featured in the film Who's That Girl. She contributed four songs to its soundtrack, including the title track and \"Causing a Commotion\".", "targets": "Name a soundtrack in the film Who's That Girl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c8b7664db34cf9855bf72956194422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms make a significant contribution to soil fertility. The rear end of the Palolo worm, a marine polychaete that tunnels through coral, detaches in order to spawn at the surface, and the people of Samoa regard these spawning modules as a delicacy. Anglers sometimes find that worms are more effective bait than artificial flies, and worms can be kept for several days in a tin lined with damp moss. Ragworms are commercially important as bait and as food sources for aquaculture, and there have been proposals to farm them in order to reduce over-fishing of their natural populations. Some marine polychaetes' predation on molluscs causes serious losses to fishery and aquaculture operations.", "targets": "What type of annelid tunnels through coral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c8b7664db34cf9855bf72956194422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms make a significant contribution to soil fertility. The rear end of the Palolo worm, a marine polychaete that tunnels through coral, detaches in order to spawn at the surface, and the people of Samoa regard these spawning modules as a delicacy. Anglers sometimes find that worms are more effective bait than artificial flies, and worms can be kept for several days in a tin lined with damp moss. Ragworms are commercially important as bait and as food sources for aquaculture, and there have been proposals to farm them in order to reduce over-fishing of their natural populations. Some marine polychaetes' predation on molluscs causes serious losses to fishery and aquaculture operations.", "targets": "What annelid's rear end do Samoans like to eat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c8b7664db34cf9855bf72956194422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms make a significant contribution to soil fertility. The rear end of the Palolo worm, a marine polychaete that tunnels through coral, detaches in order to spawn at the surface, and the people of Samoa regard these spawning modules as a delicacy. Anglers sometimes find that worms are more effective bait than artificial flies, and worms can be kept for several days in a tin lined with damp moss. Ragworms are commercially important as bait and as food sources for aquaculture, and there have been proposals to farm them in order to reduce over-fishing of their natural populations. Some marine polychaetes' predation on molluscs causes serious losses to fishery and aquaculture operations.", "targets": "What type of bait do experienced anglers prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c8b7664db34cf9855bf72956194422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms make a significant contribution to soil fertility. The rear end of the Palolo worm, a marine polychaete that tunnels through coral, detaches in order to spawn at the surface, and the people of Samoa regard these spawning modules as a delicacy. Anglers sometimes find that worms are more effective bait than artificial flies, and worms can be kept for several days in a tin lined with damp moss. Ragworms are commercially important as bait and as food sources for aquaculture, and there have been proposals to farm them in order to reduce over-fishing of their natural populations. Some marine polychaetes' predation on molluscs causes serious losses to fishery and aquaculture operations.", "targets": "What do some polychaetes eat that has been causing problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c8b7664db34cf9855bf72956194422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earthworms make a significant contribution to soil fertility. The rear end of the Palolo worm, a marine polychaete that tunnels through coral, detaches in order to spawn at the surface, and the people of Samoa regard these spawning modules as a delicacy. Anglers sometimes find that worms are more effective bait than artificial flies, and worms can be kept for several days in a tin lined with damp moss. Ragworms are commercially important as bait and as food sources for aquaculture, and there have been proposals to farm them in order to reduce over-fishing of their natural populations. Some marine polychaetes' predation on molluscs causes serious losses to fishery and aquaculture operations.", "targets": "What type of worm have there been proposals to farm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53adbd15f694918be6060d9ca77e8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's police service is provided by Hampshire Constabulary. The main base of the Southampton operation is a new, eight storey purpose-built building which cost \u00a330 million to construct. The building, located on Southern Road, opened in 2011 and is near to Southampton Central railway station. Previously, the central Southampton operation was located within the west wing of the Civic Centre, however the ageing facilities and the plans of constructing a new museum in the old police station and magistrates court necessitated the move. There are additional police stations at Portswood, Banister Park, Bitterne, and Shirley as well as a British Transport Police station at Southampton Central railway station.", "targets": "Who is responsible for policing Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53adbd15f694918be6060d9ca77e8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's police service is provided by Hampshire Constabulary. The main base of the Southampton operation is a new, eight storey purpose-built building which cost \u00a330 million to construct. The building, located on Southern Road, opened in 2011 and is near to Southampton Central railway station. Previously, the central Southampton operation was located within the west wing of the Civic Centre, however the ageing facilities and the plans of constructing a new museum in the old police station and magistrates court necessitated the move. There are additional police stations at Portswood, Banister Park, Bitterne, and Shirley as well as a British Transport Police station at Southampton Central railway station.", "targets": "How much did it cost to build the operations base of Southampton's police service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53adbd15f694918be6060d9ca77e8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's police service is provided by Hampshire Constabulary. The main base of the Southampton operation is a new, eight storey purpose-built building which cost \u00a330 million to construct. The building, located on Southern Road, opened in 2011 and is near to Southampton Central railway station. Previously, the central Southampton operation was located within the west wing of the Civic Centre, however the ageing facilities and the plans of constructing a new museum in the old police station and magistrates court necessitated the move. There are additional police stations at Portswood, Banister Park, Bitterne, and Shirley as well as a British Transport Police station at Southampton Central railway station.", "targets": "On what street in Southampton is the police headquarters for the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53adbd15f694918be6060d9ca77e8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's police service is provided by Hampshire Constabulary. The main base of the Southampton operation is a new, eight storey purpose-built building which cost \u00a330 million to construct. The building, located on Southern Road, opened in 2011 and is near to Southampton Central railway station. Previously, the central Southampton operation was located within the west wing of the Civic Centre, however the ageing facilities and the plans of constructing a new museum in the old police station and magistrates court necessitated the move. There are additional police stations at Portswood, Banister Park, Bitterne, and Shirley as well as a British Transport Police station at Southampton Central railway station.", "targets": "What year did the brand new, eight-story police headquarters open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f53adbd15f694918be6060d9ca77e8a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton's police service is provided by Hampshire Constabulary. The main base of the Southampton operation is a new, eight storey purpose-built building which cost \u00a330 million to construct. The building, located on Southern Road, opened in 2011 and is near to Southampton Central railway station. Previously, the central Southampton operation was located within the west wing of the Civic Centre, however the ageing facilities and the plans of constructing a new museum in the old police station and magistrates court necessitated the move. There are additional police stations at Portswood, Banister Park, Bitterne, and Shirley as well as a British Transport Police station at Southampton Central railway station.", "targets": "What train station is close to the police force's building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab8fab3cd3746d2a0d5bcb8bcaa16b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, international agreements are executed by executive agreement rather than treaties at a rate of 10:1. Despite the relative ease of executive agreements, the President still often chooses to pursue the formal treaty process over an executive agreement in order to gain congressional support on matters that require the Congress to pass implementing legislation or appropriate funds, and those agreements that impose long-term, complex legal obligations on the United States. For example, the deal by the United States, Iran and other countries is not a Treaty.", "targets": "In the United States, what is the ratio of executive agreements to treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab8fab3cd3746d2a0d5bcb8bcaa16b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, international agreements are executed by executive agreement rather than treaties at a rate of 10:1. Despite the relative ease of executive agreements, the President still often chooses to pursue the formal treaty process over an executive agreement in order to gain congressional support on matters that require the Congress to pass implementing legislation or appropriate funds, and those agreements that impose long-term, complex legal obligations on the United States. For example, the deal by the United States, Iran and other countries is not a Treaty.", "targets": "What is it about the approval process of executive agreements might lead a US president to prefer them over treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab8fab3cd3746d2a0d5bcb8bcaa16b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, international agreements are executed by executive agreement rather than treaties at a rate of 10:1. Despite the relative ease of executive agreements, the President still often chooses to pursue the formal treaty process over an executive agreement in order to gain congressional support on matters that require the Congress to pass implementing legislation or appropriate funds, and those agreements that impose long-term, complex legal obligations on the United States. For example, the deal by the United States, Iran and other countries is not a Treaty.", "targets": "The president of the United States might prefer the formal treaty process on matters that require Congress to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab8fab3cd3746d2a0d5bcb8bcaa16b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, international agreements are executed by executive agreement rather than treaties at a rate of 10:1. Despite the relative ease of executive agreements, the President still often chooses to pursue the formal treaty process over an executive agreement in order to gain congressional support on matters that require the Congress to pass implementing legislation or appropriate funds, and those agreements that impose long-term, complex legal obligations on the United States. For example, the deal by the United States, Iran and other countries is not a Treaty.", "targets": "The president of the United States might prefer the formal treaty process for agreements that impose what type of legal obligations on the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ab8fab3cd3746d2a0d5bcb8bcaa16b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, international agreements are executed by executive agreement rather than treaties at a rate of 10:1. Despite the relative ease of executive agreements, the President still often chooses to pursue the formal treaty process over an executive agreement in order to gain congressional support on matters that require the Congress to pass implementing legislation or appropriate funds, and those agreements that impose long-term, complex legal obligations on the United States. For example, the deal by the United States, Iran and other countries is not a Treaty.", "targets": "The international deal between the US, other countries, and what controversial nation is not a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-814cda7c1ab948db92eaa29463719523", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna starred in the film Swept Away, directed by Ritchie. Released direct-to-video in the UK, the film was a commercial and critical failure. In May 2002 she appeared in London in the West End play Up For Grabs at the Wyndhams Theatre (billed as 'Madonna Ritchie'), to universally bad reviews and was described as \"the evening's biggest disappointment\" by one. That October, she released \"Die Another Day\", the title song of the James Bond film Die Another Day, in which she had a cameo role, described by The Guardian film reviewer as \"incredibly wooden\". The song reached number eight on the Billboard Hot 100 and was nominated for both a Golden Globe Award for Best Original Song and a Golden Raspberry for Worst Song.", "targets": "Which film did Madonna starred in that was directed by Ritchie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-814cda7c1ab948db92eaa29463719523", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna starred in the film Swept Away, directed by Ritchie. Released direct-to-video in the UK, the film was a commercial and critical failure. In May 2002 she appeared in London in the West End play Up For Grabs at the Wyndhams Theatre (billed as 'Madonna Ritchie'), to universally bad reviews and was described as \"the evening's biggest disappointment\" by one. That October, she released \"Die Another Day\", the title song of the James Bond film Die Another Day, in which she had a cameo role, described by The Guardian film reviewer as \"incredibly wooden\". The song reached number eight on the Billboard Hot 100 and was nominated for both a Golden Globe Award for Best Original Song and a Golden Raspberry for Worst Song.", "targets": "When did Madonna appear in the play Up For Grabs at the Wyndhams Theatre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-814cda7c1ab948db92eaa29463719523", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna starred in the film Swept Away, directed by Ritchie. Released direct-to-video in the UK, the film was a commercial and critical failure. In May 2002 she appeared in London in the West End play Up For Grabs at the Wyndhams Theatre (billed as 'Madonna Ritchie'), to universally bad reviews and was described as \"the evening's biggest disappointment\" by one. That October, she released \"Die Another Day\", the title song of the James Bond film Die Another Day, in which she had a cameo role, described by The Guardian film reviewer as \"incredibly wooden\". The song reached number eight on the Billboard Hot 100 and was nominated for both a Golden Globe Award for Best Original Song and a Golden Raspberry for Worst Song.", "targets": "What was Madonna's title song for the James Bond movie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-814cda7c1ab948db92eaa29463719523", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna starred in the film Swept Away, directed by Ritchie. Released direct-to-video in the UK, the film was a commercial and critical failure. In May 2002 she appeared in London in the West End play Up For Grabs at the Wyndhams Theatre (billed as 'Madonna Ritchie'), to universally bad reviews and was described as \"the evening's biggest disappointment\" by one. That October, she released \"Die Another Day\", the title song of the James Bond film Die Another Day, in which she had a cameo role, described by The Guardian film reviewer as \"incredibly wooden\". The song reached number eight on the Billboard Hot 100 and was nominated for both a Golden Globe Award for Best Original Song and a Golden Raspberry for Worst Song.", "targets": "Die Another Day reached which number in the Billboards Hot 100?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d68635deb502414998470b5d45a1d149", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its April 2010 report, Progressive ethics watchdog group Citizens for Responsibility and Ethics in Washington named Schwarzenegger one of 11 \"worst governors\" in the United States because of various ethics issues throughout Schwarzenegger's term as governor.", "targets": "What group awarded Schwarzenegger the title of one of the 11 \"worst governors\" in a 2010 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000abad9786449eeaa6a4da3d4d3e1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hellenistic times, especially during the 3rd century BCE, as Apollo Helios he became identified among Greeks with Helios, Titan god of the sun, and his sister Artemis similarly equated with Selene, Titan goddess of the moon. In Latin texts, on the other hand, Joseph Fontenrose declared himself unable to find any conflation of Apollo with Sol among the Augustan poets of the 1st century, not even in the conjurations of Aeneas and Latinus in Aeneid XII (161\u2013215). Apollo and Helios/Sol remained separate beings in literary and mythological texts until the 3rd century CE.", "targets": "Who was the Titan goddess of the moon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000abad9786449eeaa6a4da3d4d3e1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hellenistic times, especially during the 3rd century BCE, as Apollo Helios he became identified among Greeks with Helios, Titan god of the sun, and his sister Artemis similarly equated with Selene, Titan goddess of the moon. In Latin texts, on the other hand, Joseph Fontenrose declared himself unable to find any conflation of Apollo with Sol among the Augustan poets of the 1st century, not even in the conjurations of Aeneas and Latinus in Aeneid XII (161\u2013215). Apollo and Helios/Sol remained separate beings in literary and mythological texts until the 3rd century CE.", "targets": "In Hellenestic times, Greeks identified Apollo Helios as what name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-000abad9786449eeaa6a4da3d4d3e1df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Hellenistic times, especially during the 3rd century BCE, as Apollo Helios he became identified among Greeks with Helios, Titan god of the sun, and his sister Artemis similarly equated with Selene, Titan goddess of the moon. In Latin texts, on the other hand, Joseph Fontenrose declared himself unable to find any conflation of Apollo with Sol among the Augustan poets of the 1st century, not even in the conjurations of Aeneas and Latinus in Aeneid XII (161\u2013215). Apollo and Helios/Sol remained separate beings in literary and mythological texts until the 3rd century CE.", "targets": "What was the name of Apollo's sister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a87d94a0dfd49beaf533c5bc8241392", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This format often includes dance-pop (such as upbeat songs by Madonna, Cher, Gloria Estefan and Kylie Minogue), power pops (mainly by boybands such as Backstreet Boys and Westlife), and adult-oriented soft rock music that are ballad-driven (typically by Aerosmith[citation needed], The Eagles, Sting, Toto and The Moody Blues). Generally, Hot AC radio stations target their music output towards the 18-54 age group and a demographic audience of both men and women.", "targets": "Madonna, Cher, Gloria Estefan and Kylie Minogue are artists in what genre of music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a87d94a0dfd49beaf533c5bc8241392", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This format often includes dance-pop (such as upbeat songs by Madonna, Cher, Gloria Estefan and Kylie Minogue), power pops (mainly by boybands such as Backstreet Boys and Westlife), and adult-oriented soft rock music that are ballad-driven (typically by Aerosmith[citation needed], The Eagles, Sting, Toto and The Moody Blues). Generally, Hot AC radio stations target their music output towards the 18-54 age group and a demographic audience of both men and women.", "targets": "What type of band are Backstreet Boys and Westlife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a87d94a0dfd49beaf533c5bc8241392", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This format often includes dance-pop (such as upbeat songs by Madonna, Cher, Gloria Estefan and Kylie Minogue), power pops (mainly by boybands such as Backstreet Boys and Westlife), and adult-oriented soft rock music that are ballad-driven (typically by Aerosmith[citation needed], The Eagles, Sting, Toto and The Moody Blues). Generally, Hot AC radio stations target their music output towards the 18-54 age group and a demographic audience of both men and women.", "targets": "What genre of music is played by Westlife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a87d94a0dfd49beaf533c5bc8241392", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This format often includes dance-pop (such as upbeat songs by Madonna, Cher, Gloria Estefan and Kylie Minogue), power pops (mainly by boybands such as Backstreet Boys and Westlife), and adult-oriented soft rock music that are ballad-driven (typically by Aerosmith[citation needed], The Eagles, Sting, Toto and The Moody Blues). Generally, Hot AC radio stations target their music output towards the 18-54 age group and a demographic audience of both men and women.", "targets": "What genre of music is played by The Eagles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a87d94a0dfd49beaf533c5bc8241392", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This format often includes dance-pop (such as upbeat songs by Madonna, Cher, Gloria Estefan and Kylie Minogue), power pops (mainly by boybands such as Backstreet Boys and Westlife), and adult-oriented soft rock music that are ballad-driven (typically by Aerosmith[citation needed], The Eagles, Sting, Toto and The Moody Blues). Generally, Hot AC radio stations target their music output towards the 18-54 age group and a demographic audience of both men and women.", "targets": "What is the target age range of Hot AC stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e0b5de775e4eeabfcbc2648db07ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The luxurious and ornate representative texts of Serbo-Croatian Church Slavonic belong to the later era, when they coexisted with the Serbo-Croatian vernacular literature. The most notable are the \"Missal of Duke Novak\" from the Lika region in northwestern Croatia (1368), \"Evangel from Reims\" (1395, named after the town of its final destination), Hrvoje's Missal from Bosnia and Split in Dalmatia (1404), and the first printed book in Serbo-Croatian, the Glagolitic Missale Romanum Glagolitice (1483).", "targets": "What was the first book published in Serbo-Croatian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e0b5de775e4eeabfcbc2648db07ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The luxurious and ornate representative texts of Serbo-Croatian Church Slavonic belong to the later era, when they coexisted with the Serbo-Croatian vernacular literature. The most notable are the \"Missal of Duke Novak\" from the Lika region in northwestern Croatia (1368), \"Evangel from Reims\" (1395, named after the town of its final destination), Hrvoje's Missal from Bosnia and Split in Dalmatia (1404), and the first printed book in Serbo-Croatian, the Glagolitic Missale Romanum Glagolitice (1483).", "targets": "For what was \"Evangel from Reims\" named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f5e0b5de775e4eeabfcbc2648db07ac3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The luxurious and ornate representative texts of Serbo-Croatian Church Slavonic belong to the later era, when they coexisted with the Serbo-Croatian vernacular literature. The most notable are the \"Missal of Duke Novak\" from the Lika region in northwestern Croatia (1368), \"Evangel from Reims\" (1395, named after the town of its final destination), Hrvoje's Missal from Bosnia and Split in Dalmatia (1404), and the first printed book in Serbo-Croatian, the Glagolitic Missale Romanum Glagolitice (1483).", "targets": "In what year was the first book printed in Serbo-Croatian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2497eff3f1824b6e95b0c03f76d4dfbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From December 1539, Luther became implicated in the bigamy of Philip I, Landgrave of Hesse, who wanted to marry one of his wife's ladies-in-waiting. Philip solicited the approval of Luther, Melanchthon, and Bucer, citing as a precedent the polygamy of the patriarchs. The theologians were not prepared to make a general ruling, and they reluctantly advised the landgrave that if he was determined, he should marry secretly and keep quiet about the matter. As a result, on 4 March 1540, Philip married a second wife, Margarethe von der Saale, with Melanchthon and Bucer among the witnesses. However, Philip was unable to keep the marriage secret, and he threatened to make Luther's advice public. Luther told him to \"tell a good, strong lie\" and deny the marriage completely, which Philip did during the subsequent public controversy. In the view of Luther's biographer Martin Brecht, \"giving confessional advice for Philip of Hesse was one of the worst mistakes Luther made, and, next to the landgrave himself, who was directly responsible for it, history chiefly holds Luther accountable\". Brecht argues that Luther's mistake was not that he gave private pastoral advice, but that he miscalculated the political implications. The affair caused lasting damage to Luther's reputation.", "targets": "What did Philip I wish to do around 1539?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2497eff3f1824b6e95b0c03f76d4dfbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From December 1539, Luther became implicated in the bigamy of Philip I, Landgrave of Hesse, who wanted to marry one of his wife's ladies-in-waiting. Philip solicited the approval of Luther, Melanchthon, and Bucer, citing as a precedent the polygamy of the patriarchs. The theologians were not prepared to make a general ruling, and they reluctantly advised the landgrave that if he was determined, he should marry secretly and keep quiet about the matter. As a result, on 4 March 1540, Philip married a second wife, Margarethe von der Saale, with Melanchthon and Bucer among the witnesses. However, Philip was unable to keep the marriage secret, and he threatened to make Luther's advice public. Luther told him to \"tell a good, strong lie\" and deny the marriage completely, which Philip did during the subsequent public controversy. In the view of Luther's biographer Martin Brecht, \"giving confessional advice for Philip of Hesse was one of the worst mistakes Luther made, and, next to the landgrave himself, who was directly responsible for it, history chiefly holds Luther accountable\". Brecht argues that Luther's mistake was not that he gave private pastoral advice, but that he miscalculated the political implications. The affair caused lasting damage to Luther's reputation.", "targets": "What did Luther get implicated in concerning Philip I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2497eff3f1824b6e95b0c03f76d4dfbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From December 1539, Luther became implicated in the bigamy of Philip I, Landgrave of Hesse, who wanted to marry one of his wife's ladies-in-waiting. Philip solicited the approval of Luther, Melanchthon, and Bucer, citing as a precedent the polygamy of the patriarchs. The theologians were not prepared to make a general ruling, and they reluctantly advised the landgrave that if he was determined, he should marry secretly and keep quiet about the matter. As a result, on 4 March 1540, Philip married a second wife, Margarethe von der Saale, with Melanchthon and Bucer among the witnesses. However, Philip was unable to keep the marriage secret, and he threatened to make Luther's advice public. Luther told him to \"tell a good, strong lie\" and deny the marriage completely, which Philip did during the subsequent public controversy. In the view of Luther's biographer Martin Brecht, \"giving confessional advice for Philip of Hesse was one of the worst mistakes Luther made, and, next to the landgrave himself, who was directly responsible for it, history chiefly holds Luther accountable\". Brecht argues that Luther's mistake was not that he gave private pastoral advice, but that he miscalculated the political implications. The affair caused lasting damage to Luther's reputation.", "targets": "Who did Philip I want to marry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2497eff3f1824b6e95b0c03f76d4dfbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From December 1539, Luther became implicated in the bigamy of Philip I, Landgrave of Hesse, who wanted to marry one of his wife's ladies-in-waiting. Philip solicited the approval of Luther, Melanchthon, and Bucer, citing as a precedent the polygamy of the patriarchs. The theologians were not prepared to make a general ruling, and they reluctantly advised the landgrave that if he was determined, he should marry secretly and keep quiet about the matter. As a result, on 4 March 1540, Philip married a second wife, Margarethe von der Saale, with Melanchthon and Bucer among the witnesses. However, Philip was unable to keep the marriage secret, and he threatened to make Luther's advice public. Luther told him to \"tell a good, strong lie\" and deny the marriage completely, which Philip did during the subsequent public controversy. In the view of Luther's biographer Martin Brecht, \"giving confessional advice for Philip of Hesse was one of the worst mistakes Luther made, and, next to the landgrave himself, who was directly responsible for it, history chiefly holds Luther accountable\". Brecht argues that Luther's mistake was not that he gave private pastoral advice, but that he miscalculated the political implications. The affair caused lasting damage to Luther's reputation.", "targets": "Who does history view as accountable for the error Philip I made and Luther's advice in the matter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2497eff3f1824b6e95b0c03f76d4dfbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From December 1539, Luther became implicated in the bigamy of Philip I, Landgrave of Hesse, who wanted to marry one of his wife's ladies-in-waiting. Philip solicited the approval of Luther, Melanchthon, and Bucer, citing as a precedent the polygamy of the patriarchs. The theologians were not prepared to make a general ruling, and they reluctantly advised the landgrave that if he was determined, he should marry secretly and keep quiet about the matter. As a result, on 4 March 1540, Philip married a second wife, Margarethe von der Saale, with Melanchthon and Bucer among the witnesses. However, Philip was unable to keep the marriage secret, and he threatened to make Luther's advice public. Luther told him to \"tell a good, strong lie\" and deny the marriage completely, which Philip did during the subsequent public controversy. In the view of Luther's biographer Martin Brecht, \"giving confessional advice for Philip of Hesse was one of the worst mistakes Luther made, and, next to the landgrave himself, who was directly responsible for it, history chiefly holds Luther accountable\". Brecht argues that Luther's mistake was not that he gave private pastoral advice, but that he miscalculated the political implications. The affair caused lasting damage to Luther's reputation.", "targets": "What did this affair cause to Luther's reputation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1957019c6ad44cccaa9d0802a4bd8f51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stated objective of most intellectual property law (with the exception of trademarks) is to \"Promote progress.\" By exchanging limited exclusive rights for disclosure of inventions and creative works, society and the patentee/copyright owner mutually benefit, and an incentive is created for inventors and authors to create and disclose their work. Some commentators have noted that the objective of intellectual property legislators and those who support its implementation appears to be \"absolute protection\". \"If some intellectual property is desirable because it encourages innovation, they reason, more is better. The thinking is that creators will not have sufficient incentive to invent unless they are legally entitled to capture the full social value of their inventions\". This absolute protection or full value view treats intellectual property as another type of \"real\" property, typically adopting its law and rhetoric. Other recent developments in intellectual property law, such as the America Invents Act, stress international harmonization. Recently there has also been much debate over the desirability of using intellectual property rights to protect cultural heritage, including intangible ones, as well as over risks of commodification derived from this possibility. The issue still remains open in legal scholarship.", "targets": "What is the stated objective of most intellectual property law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1957019c6ad44cccaa9d0802a4bd8f51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stated objective of most intellectual property law (with the exception of trademarks) is to \"Promote progress.\" By exchanging limited exclusive rights for disclosure of inventions and creative works, society and the patentee/copyright owner mutually benefit, and an incentive is created for inventors and authors to create and disclose their work. Some commentators have noted that the objective of intellectual property legislators and those who support its implementation appears to be \"absolute protection\". \"If some intellectual property is desirable because it encourages innovation, they reason, more is better. The thinking is that creators will not have sufficient incentive to invent unless they are legally entitled to capture the full social value of their inventions\". This absolute protection or full value view treats intellectual property as another type of \"real\" property, typically adopting its law and rhetoric. Other recent developments in intellectual property law, such as the America Invents Act, stress international harmonization. Recently there has also been much debate over the desirability of using intellectual property rights to protect cultural heritage, including intangible ones, as well as over risks of commodification derived from this possibility. The issue still remains open in legal scholarship.", "targets": "What do patents create an incentive for inventors to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1957019c6ad44cccaa9d0802a4bd8f51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stated objective of most intellectual property law (with the exception of trademarks) is to \"Promote progress.\" By exchanging limited exclusive rights for disclosure of inventions and creative works, society and the patentee/copyright owner mutually benefit, and an incentive is created for inventors and authors to create and disclose their work. Some commentators have noted that the objective of intellectual property legislators and those who support its implementation appears to be \"absolute protection\". \"If some intellectual property is desirable because it encourages innovation, they reason, more is better. The thinking is that creators will not have sufficient incentive to invent unless they are legally entitled to capture the full social value of their inventions\". This absolute protection or full value view treats intellectual property as another type of \"real\" property, typically adopting its law and rhetoric. Other recent developments in intellectual property law, such as the America Invents Act, stress international harmonization. Recently there has also been much debate over the desirability of using intellectual property rights to protect cultural heritage, including intangible ones, as well as over risks of commodification derived from this possibility. The issue still remains open in legal scholarship.", "targets": "Which view treats intellectual property as another type of \"real\" property?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1957019c6ad44cccaa9d0802a4bd8f51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The stated objective of most intellectual property law (with the exception of trademarks) is to \"Promote progress.\" By exchanging limited exclusive rights for disclosure of inventions and creative works, society and the patentee/copyright owner mutually benefit, and an incentive is created for inventors and authors to create and disclose their work. Some commentators have noted that the objective of intellectual property legislators and those who support its implementation appears to be \"absolute protection\". \"If some intellectual property is desirable because it encourages innovation, they reason, more is better. The thinking is that creators will not have sufficient incentive to invent unless they are legally entitled to capture the full social value of their inventions\". This absolute protection or full value view treats intellectual property as another type of \"real\" property, typically adopting its law and rhetoric. Other recent developments in intellectual property law, such as the America Invents Act, stress international harmonization. Recently there has also been much debate over the desirability of using intellectual property rights to protect cultural heritage, including intangible ones, as well as over risks of commodification derived from this possibility. The issue still remains open in legal scholarship.", "targets": "Which recent law stresses international harmonization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2d9733f09fd470d80e6b2e05e27ccb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samoans' religious adherence includes the following: Christian Congregational Church of Samoa 31.8%, Roman Catholic 19.4%, Methodist 15.2%, Assembly of God 13.7%, Mormon 7.6%, Seventh-day Adventist 3.9%, Worship Centre 1.7%, other Christian 5.5%, other 0.7%, none 0.1%, unspecified 0.1% (2011 estimate). The Head of State until 2007, His Highness Malietoa Tanumafili II, was a Bah\u00e1'\u00ed convert. Samoa hosts one of seven Bah\u00e1'\u00ed Houses of Worship in the world; completed in 1984 and dedicated by the Head of State, it is located in Tiapapata, 8 km (5 mi) from Apia.", "targets": "What's the most popular church in Samoa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2d9733f09fd470d80e6b2e05e27ccb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samoans' religious adherence includes the following: Christian Congregational Church of Samoa 31.8%, Roman Catholic 19.4%, Methodist 15.2%, Assembly of God 13.7%, Mormon 7.6%, Seventh-day Adventist 3.9%, Worship Centre 1.7%, other Christian 5.5%, other 0.7%, none 0.1%, unspecified 0.1% (2011 estimate). The Head of State until 2007, His Highness Malietoa Tanumafili II, was a Bah\u00e1'\u00ed convert. Samoa hosts one of seven Bah\u00e1'\u00ed Houses of Worship in the world; completed in 1984 and dedicated by the Head of State, it is located in Tiapapata, 8 km (5 mi) from Apia.", "targets": "What percentage of Samoa's population is Mormon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2d9733f09fd470d80e6b2e05e27ccb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samoans' religious adherence includes the following: Christian Congregational Church of Samoa 31.8%, Roman Catholic 19.4%, Methodist 15.2%, Assembly of God 13.7%, Mormon 7.6%, Seventh-day Adventist 3.9%, Worship Centre 1.7%, other Christian 5.5%, other 0.7%, none 0.1%, unspecified 0.1% (2011 estimate). The Head of State until 2007, His Highness Malietoa Tanumafili II, was a Bah\u00e1'\u00ed convert. Samoa hosts one of seven Bah\u00e1'\u00ed Houses of Worship in the world; completed in 1984 and dedicated by the Head of State, it is located in Tiapapata, 8 km (5 mi) from Apia.", "targets": "Where is the Bah\u00e1'\u00ed place of worship located in Samoa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2d9733f09fd470d80e6b2e05e27ccb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samoans' religious adherence includes the following: Christian Congregational Church of Samoa 31.8%, Roman Catholic 19.4%, Methodist 15.2%, Assembly of God 13.7%, Mormon 7.6%, Seventh-day Adventist 3.9%, Worship Centre 1.7%, other Christian 5.5%, other 0.7%, none 0.1%, unspecified 0.1% (2011 estimate). The Head of State until 2007, His Highness Malietoa Tanumafili II, was a Bah\u00e1'\u00ed convert. Samoa hosts one of seven Bah\u00e1'\u00ed Houses of Worship in the world; completed in 1984 and dedicated by the Head of State, it is located in Tiapapata, 8 km (5 mi) from Apia.", "targets": "What Samoan Head of State might have worshiped at the Bah\u00e1'\u00ed House of Worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a2d9733f09fd470d80e6b2e05e27ccb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Samoans' religious adherence includes the following: Christian Congregational Church of Samoa 31.8%, Roman Catholic 19.4%, Methodist 15.2%, Assembly of God 13.7%, Mormon 7.6%, Seventh-day Adventist 3.9%, Worship Centre 1.7%, other Christian 5.5%, other 0.7%, none 0.1%, unspecified 0.1% (2011 estimate). The Head of State until 2007, His Highness Malietoa Tanumafili II, was a Bah\u00e1'\u00ed convert. Samoa hosts one of seven Bah\u00e1'\u00ed Houses of Worship in the world; completed in 1984 and dedicated by the Head of State, it is located in Tiapapata, 8 km (5 mi) from Apia.", "targets": "What church's religion does 19.4% of the Samoan population practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93622c5f36764cccb56dd048b8024c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University in St. Louis (Wash. U., or WUSTL) is a private research university located in St. Louis, Missouri, United States. Founded in 1853, and named after George Washington, the university has students and faculty from all 50 U.S. states and more than 120 countries. Twenty-five Nobel laureates have been affiliated with Washington University, nine having done the major part of their pioneering research at the university. Washington University's undergraduate program is ranked 15th by U.S. News and World Report. The university is ranked 32nd in the world by the Academic Ranking of World Universities.", "targets": "When was Washington University founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93622c5f36764cccb56dd048b8024c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University in St. Louis (Wash. U., or WUSTL) is a private research university located in St. Louis, Missouri, United States. Founded in 1853, and named after George Washington, the university has students and faculty from all 50 U.S. states and more than 120 countries. Twenty-five Nobel laureates have been affiliated with Washington University, nine having done the major part of their pioneering research at the university. Washington University's undergraduate program is ranked 15th by U.S. News and World Report. The university is ranked 32nd in the world by the Academic Ranking of World Universities.", "targets": "How many Nobel laureates have been affiliated with Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93622c5f36764cccb56dd048b8024c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University in St. Louis (Wash. U., or WUSTL) is a private research university located in St. Louis, Missouri, United States. Founded in 1853, and named after George Washington, the university has students and faculty from all 50 U.S. states and more than 120 countries. Twenty-five Nobel laureates have been affiliated with Washington University, nine having done the major part of their pioneering research at the university. Washington University's undergraduate program is ranked 15th by U.S. News and World Report. The university is ranked 32nd in the world by the Academic Ranking of World Universities.", "targets": "Where is Washington University ranked among Academic Ranking of World Universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93622c5f36764cccb56dd048b8024c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University in St. Louis (Wash. U., or WUSTL) is a private research university located in St. Louis, Missouri, United States. Founded in 1853, and named after George Washington, the university has students and faculty from all 50 U.S. states and more than 120 countries. Twenty-five Nobel laureates have been affiliated with Washington University, nine having done the major part of their pioneering research at the university. Washington University's undergraduate program is ranked 15th by U.S. News and World Report. The university is ranked 32nd in the world by the Academic Ranking of World Universities.", "targets": "For whom is Washington University named?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93622c5f36764cccb56dd048b8024c2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University in St. Louis (Wash. U., or WUSTL) is a private research university located in St. Louis, Missouri, United States. Founded in 1853, and named after George Washington, the university has students and faculty from all 50 U.S. states and more than 120 countries. Twenty-five Nobel laureates have been affiliated with Washington University, nine having done the major part of their pioneering research at the university. Washington University's undergraduate program is ranked 15th by U.S. News and World Report. The university is ranked 32nd in the world by the Academic Ranking of World Universities.", "targets": "How many different countries comprise the makeup of faculty and students of Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3ca6a3f2d0411ca78caf87f6f19465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the most influential theorists on emotion from the 20th century have died in the last decade. They include Magda B. Arnold (1903\u20132002), an American psychologist who developed the appraisal theory of emotions; Richard Lazarus (1922\u20132002), an American psychologist who specialized in emotion and stress, especially in relation to cognition; Herbert A. Simon (1916\u20132001), who included emotions into decision making and artificial intelligence; Robert Plutchik (1928\u20132006), an American psychologist who developed a psychoevolutionary theory of emotion; Robert Zajonc (1923\u20132008) a Polish\u2013American social psychologist who specialized in social and cognitive processes such as social facilitation; Robert C. Solomon (1942\u20132007), an American philosopher who contributed to the theories on the philosophy of emotions with books such as What Is An Emotion?: Classic and Contemporary Readings (Oxford, 2003); Peter Goldie (1946\u20132011), a British philosopher who specialized in ethics, aesthetics, emotion, mood and character; Nico Frijda (1927\u20132015), a Dutch psychologist who advanced the theory that human emotions serve to promote a tendency to undertake actions that are appropriate in the circumstances, detailed in his book The Emotions (1986).", "targets": "What theory was developed by Arnold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3ca6a3f2d0411ca78caf87f6f19465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the most influential theorists on emotion from the 20th century have died in the last decade. They include Magda B. Arnold (1903\u20132002), an American psychologist who developed the appraisal theory of emotions; Richard Lazarus (1922\u20132002), an American psychologist who specialized in emotion and stress, especially in relation to cognition; Herbert A. Simon (1916\u20132001), who included emotions into decision making and artificial intelligence; Robert Plutchik (1928\u20132006), an American psychologist who developed a psychoevolutionary theory of emotion; Robert Zajonc (1923\u20132008) a Polish\u2013American social psychologist who specialized in social and cognitive processes such as social facilitation; Robert C. Solomon (1942\u20132007), an American philosopher who contributed to the theories on the philosophy of emotions with books such as What Is An Emotion?: Classic and Contemporary Readings (Oxford, 2003); Peter Goldie (1946\u20132011), a British philosopher who specialized in ethics, aesthetics, emotion, mood and character; Nico Frijda (1927\u20132015), a Dutch psychologist who advanced the theory that human emotions serve to promote a tendency to undertake actions that are appropriate in the circumstances, detailed in his book The Emotions (1986).", "targets": "When did Richard Lazarus die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3ca6a3f2d0411ca78caf87f6f19465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the most influential theorists on emotion from the 20th century have died in the last decade. They include Magda B. Arnold (1903\u20132002), an American psychologist who developed the appraisal theory of emotions; Richard Lazarus (1922\u20132002), an American psychologist who specialized in emotion and stress, especially in relation to cognition; Herbert A. Simon (1916\u20132001), who included emotions into decision making and artificial intelligence; Robert Plutchik (1928\u20132006), an American psychologist who developed a psychoevolutionary theory of emotion; Robert Zajonc (1923\u20132008) a Polish\u2013American social psychologist who specialized in social and cognitive processes such as social facilitation; Robert C. Solomon (1942\u20132007), an American philosopher who contributed to the theories on the philosophy of emotions with books such as What Is An Emotion?: Classic and Contemporary Readings (Oxford, 2003); Peter Goldie (1946\u20132011), a British philosopher who specialized in ethics, aesthetics, emotion, mood and character; Nico Frijda (1927\u20132015), a Dutch psychologist who advanced the theory that human emotions serve to promote a tendency to undertake actions that are appropriate in the circumstances, detailed in his book The Emotions (1986).", "targets": "Who wrote 'What Is An Emotion?'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3ca6a3f2d0411ca78caf87f6f19465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the most influential theorists on emotion from the 20th century have died in the last decade. They include Magda B. Arnold (1903\u20132002), an American psychologist who developed the appraisal theory of emotions; Richard Lazarus (1922\u20132002), an American psychologist who specialized in emotion and stress, especially in relation to cognition; Herbert A. Simon (1916\u20132001), who included emotions into decision making and artificial intelligence; Robert Plutchik (1928\u20132006), an American psychologist who developed a psychoevolutionary theory of emotion; Robert Zajonc (1923\u20132008) a Polish\u2013American social psychologist who specialized in social and cognitive processes such as social facilitation; Robert C. Solomon (1942\u20132007), an American philosopher who contributed to the theories on the philosophy of emotions with books such as What Is An Emotion?: Classic and Contemporary Readings (Oxford, 2003); Peter Goldie (1946\u20132011), a British philosopher who specialized in ethics, aesthetics, emotion, mood and character; Nico Frijda (1927\u20132015), a Dutch psychologist who advanced the theory that human emotions serve to promote a tendency to undertake actions that are appropriate in the circumstances, detailed in his book The Emotions (1986).", "targets": "Who published What Is An Emotion?: Classic and Contemporary Readings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe3ca6a3f2d0411ca78caf87f6f19465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the most influential theorists on emotion from the 20th century have died in the last decade. They include Magda B. Arnold (1903\u20132002), an American psychologist who developed the appraisal theory of emotions; Richard Lazarus (1922\u20132002), an American psychologist who specialized in emotion and stress, especially in relation to cognition; Herbert A. Simon (1916\u20132001), who included emotions into decision making and artificial intelligence; Robert Plutchik (1928\u20132006), an American psychologist who developed a psychoevolutionary theory of emotion; Robert Zajonc (1923\u20132008) a Polish\u2013American social psychologist who specialized in social and cognitive processes such as social facilitation; Robert C. Solomon (1942\u20132007), an American philosopher who contributed to the theories on the philosophy of emotions with books such as What Is An Emotion?: Classic and Contemporary Readings (Oxford, 2003); Peter Goldie (1946\u20132011), a British philosopher who specialized in ethics, aesthetics, emotion, mood and character; Nico Frijda (1927\u20132015), a Dutch psychologist who advanced the theory that human emotions serve to promote a tendency to undertake actions that are appropriate in the circumstances, detailed in his book The Emotions (1986).", "targets": "What is Nico Frijda's nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff872064a6444133b64fdb56f8f09776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Fitzroy Tavern is a pub situated at 16 Charlotte Street in the Fitzrovia district, to which it gives its name. It became famous (or according to others, infamous) during a period spanning the 1920s to the mid-1950s as a meeting place for many of London's artists, intellectuals and bohemians such as Dylan Thomas, Augustus John, and George Orwell. Several establishments in Soho, London, have associations with well-known, post-war literary and artistic figures, including the Pillars of Hercules, The Colony Room and the Coach and Horses. The Canonbury Tavern, Canonbury, was the prototype for Orwell's ideal English pub, The Moon Under Water.", "targets": "What is the street address of The Fitzroy Tavern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff872064a6444133b64fdb56f8f09776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Fitzroy Tavern is a pub situated at 16 Charlotte Street in the Fitzrovia district, to which it gives its name. It became famous (or according to others, infamous) during a period spanning the 1920s to the mid-1950s as a meeting place for many of London's artists, intellectuals and bohemians such as Dylan Thomas, Augustus John, and George Orwell. Several establishments in Soho, London, have associations with well-known, post-war literary and artistic figures, including the Pillars of Hercules, The Colony Room and the Coach and Horses. The Canonbury Tavern, Canonbury, was the prototype for Orwell's ideal English pub, The Moon Under Water.", "targets": "In what district of London is The Fitzroy Tavern located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff872064a6444133b64fdb56f8f09776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Fitzroy Tavern is a pub situated at 16 Charlotte Street in the Fitzrovia district, to which it gives its name. It became famous (or according to others, infamous) during a period spanning the 1920s to the mid-1950s as a meeting place for many of London's artists, intellectuals and bohemians such as Dylan Thomas, Augustus John, and George Orwell. Several establishments in Soho, London, have associations with well-known, post-war literary and artistic figures, including the Pillars of Hercules, The Colony Room and the Coach and Horses. The Canonbury Tavern, Canonbury, was the prototype for Orwell's ideal English pub, The Moon Under Water.", "targets": "In what district of London is Pillars of Hercules located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff872064a6444133b64fdb56f8f09776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Fitzroy Tavern is a pub situated at 16 Charlotte Street in the Fitzrovia district, to which it gives its name. It became famous (or according to others, infamous) during a period spanning the 1920s to the mid-1950s as a meeting place for many of London's artists, intellectuals and bohemians such as Dylan Thomas, Augustus John, and George Orwell. Several establishments in Soho, London, have associations with well-known, post-war literary and artistic figures, including the Pillars of Hercules, The Colony Room and the Coach and Horses. The Canonbury Tavern, Canonbury, was the prototype for Orwell's ideal English pub, The Moon Under Water.", "targets": "What real-life pub provided the model for Orwell's The Moon Under Water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff872064a6444133b64fdb56f8f09776", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Fitzroy Tavern is a pub situated at 16 Charlotte Street in the Fitzrovia district, to which it gives its name. It became famous (or according to others, infamous) during a period spanning the 1920s to the mid-1950s as a meeting place for many of London's artists, intellectuals and bohemians such as Dylan Thomas, Augustus John, and George Orwell. Several establishments in Soho, London, have associations with well-known, post-war literary and artistic figures, including the Pillars of Hercules, The Colony Room and the Coach and Horses. The Canonbury Tavern, Canonbury, was the prototype for Orwell's ideal English pub, The Moon Under Water.", "targets": "In what district of London is The Canonbury Tavern located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "What term was given to certain church men of honor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "When is the earliest date of using the term cardinal as honorable church men used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "When was the title of cardinal reserved for the cardinals of Rome by Pius V?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "In regards to the word \"cardinal\" being used in cities other than Rome, who sent a letter to Pippin III?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "In what year was the letter sent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "Which pope declared that cardinals would be from Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8aae1483231b48c28035f5a085c6c874", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In cities other than Rome, the name cardinal began to be applied to certain church men as a mark of honour. The earliest example of this occurs in a letter sent by Pope Zacharias in 747 to Pippin III (the Short), ruler of the Franks, in which Zacharias applied the title to the priests of Paris to distinguish them from country clergy. This meaning of the word spread rapidly, and from the 9th century various episcopal cities had a special class among the clergy known as cardinals. The use of the title was reserved for the cardinals of Rome in 1567 by Pius V.", "targets": "In what year did the pope make the declaration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5561dd014aed43399e198d6f3df861dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Puget Sound Convergence Zone is an important feature of Seattle's weather. In the convergence zone, air arriving from the north meets air flowing in from the south. Both streams of air originate over the Pacific Ocean; airflow is split by the Olympic Mountains to Seattle's west, then reunited to the east. When the air currents meet, they are forced upward, resulting in convection. Thunderstorms caused by this activity are usually weak and can occur north and south of town, but Seattle itself rarely receives more than occasional thunder and small hail showers. The Hanukkah Eve Wind Storm in December 2006 is an exception that brought heavy rain and winds gusting up to 69 mph (111 km/h), an event that was not caused by the Puget Sound Convergence Zone and was widespread across the Pacific Northwest.", "targets": "What is a very significant part of Seattle's weather system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5561dd014aed43399e198d6f3df861dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Puget Sound Convergence Zone is an important feature of Seattle's weather. In the convergence zone, air arriving from the north meets air flowing in from the south. Both streams of air originate over the Pacific Ocean; airflow is split by the Olympic Mountains to Seattle's west, then reunited to the east. When the air currents meet, they are forced upward, resulting in convection. Thunderstorms caused by this activity are usually weak and can occur north and south of town, but Seattle itself rarely receives more than occasional thunder and small hail showers. The Hanukkah Eve Wind Storm in December 2006 is an exception that brought heavy rain and winds gusting up to 69 mph (111 km/h), an event that was not caused by the Puget Sound Convergence Zone and was widespread across the Pacific Northwest.", "targets": "Of what is the Convergence Zone comprised?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5561dd014aed43399e198d6f3df861dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Puget Sound Convergence Zone is an important feature of Seattle's weather. In the convergence zone, air arriving from the north meets air flowing in from the south. Both streams of air originate over the Pacific Ocean; airflow is split by the Olympic Mountains to Seattle's west, then reunited to the east. When the air currents meet, they are forced upward, resulting in convection. Thunderstorms caused by this activity are usually weak and can occur north and south of town, but Seattle itself rarely receives more than occasional thunder and small hail showers. The Hanukkah Eve Wind Storm in December 2006 is an exception that brought heavy rain and winds gusting up to 69 mph (111 km/h), an event that was not caused by the Puget Sound Convergence Zone and was widespread across the Pacific Northwest.", "targets": "From where do the two streams of air come?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5561dd014aed43399e198d6f3df861dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Puget Sound Convergence Zone is an important feature of Seattle's weather. In the convergence zone, air arriving from the north meets air flowing in from the south. Both streams of air originate over the Pacific Ocean; airflow is split by the Olympic Mountains to Seattle's west, then reunited to the east. When the air currents meet, they are forced upward, resulting in convection. Thunderstorms caused by this activity are usually weak and can occur north and south of town, but Seattle itself rarely receives more than occasional thunder and small hail showers. The Hanukkah Eve Wind Storm in December 2006 is an exception that brought heavy rain and winds gusting up to 69 mph (111 km/h), an event that was not caused by the Puget Sound Convergence Zone and was widespread across the Pacific Northwest.", "targets": "What mountain Range splits the wind stream in the west of Seattle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5561dd014aed43399e198d6f3df861dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Puget Sound Convergence Zone is an important feature of Seattle's weather. In the convergence zone, air arriving from the north meets air flowing in from the south. Both streams of air originate over the Pacific Ocean; airflow is split by the Olympic Mountains to Seattle's west, then reunited to the east. When the air currents meet, they are forced upward, resulting in convection. Thunderstorms caused by this activity are usually weak and can occur north and south of town, but Seattle itself rarely receives more than occasional thunder and small hail showers. The Hanukkah Eve Wind Storm in December 2006 is an exception that brought heavy rain and winds gusting up to 69 mph (111 km/h), an event that was not caused by the Puget Sound Convergence Zone and was widespread across the Pacific Northwest.", "targets": "What bad wind and rain event was not caused by the Convergence Zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42bafdaee374820b452cb22bb983ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jordan Rift Valley is the result of tectonic movements within the Dead Sea Transform (DSF) fault system. The DSF forms the transform boundary between the African Plate to the west and the Arabian Plate to the east. The Golan Heights and all of Jordan are part of the Arabian Plate, while the Galilee, West Bank, Coastal Plain, and Negev along with the Sinai Peninsula are on the African Plate. This tectonic disposition leads to a relatively high seismic activity in the region. The entire Jordan Valley segment is thought to have ruptured repeatedly, for instance during the last two major earthquakes along this structure in 749 and 1033. The deficit in slip that has built up since the 1033 event is sufficient to cause an earthquake of Mw~7.4.", "targets": "What is the result of tectonic movements within the Dead Sea Transform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42bafdaee374820b452cb22bb983ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jordan Rift Valley is the result of tectonic movements within the Dead Sea Transform (DSF) fault system. The DSF forms the transform boundary between the African Plate to the west and the Arabian Plate to the east. The Golan Heights and all of Jordan are part of the Arabian Plate, while the Galilee, West Bank, Coastal Plain, and Negev along with the Sinai Peninsula are on the African Plate. This tectonic disposition leads to a relatively high seismic activity in the region. The entire Jordan Valley segment is thought to have ruptured repeatedly, for instance during the last two major earthquakes along this structure in 749 and 1033. The deficit in slip that has built up since the 1033 event is sufficient to cause an earthquake of Mw~7.4.", "targets": "What does the tectonic disposition lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42bafdaee374820b452cb22bb983ce7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Jordan Rift Valley is the result of tectonic movements within the Dead Sea Transform (DSF) fault system. The DSF forms the transform boundary between the African Plate to the west and the Arabian Plate to the east. The Golan Heights and all of Jordan are part of the Arabian Plate, while the Galilee, West Bank, Coastal Plain, and Negev along with the Sinai Peninsula are on the African Plate. This tectonic disposition leads to a relatively high seismic activity in the region. The entire Jordan Valley segment is thought to have ruptured repeatedly, for instance during the last two major earthquakes along this structure in 749 and 1033. The deficit in slip that has built up since the 1033 event is sufficient to cause an earthquake of Mw~7.4.", "targets": "The deficit can cause an earthquake of what magnitude to occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b8934d24d942f78a521536390c0e7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Mali was once part of three West African empires that controlled trans-Saharan trade: the Ghana Empire, the Mali Empire (for which Mali is named), and the Songhai Empire. During its golden age, there was a flourishing of mathematics, astronomy, literature, and art. At its peak in 1300, the Mali Empire covered an area about twice the size of modern-day France and stretched to the west coast of Africa. In the late 19th century, during the Scramble for Africa, France seized control of Mali, making it a part of French Sudan. French Sudan (then known as the Sudanese Republic) joined with Senegal in 1959, achieving independence in 1960 as the Mali Federation. Shortly thereafter, following Senegal's withdrawal from the federation, the Sudanese Republic declared itself the independent Republic of Mali. After a long period of one-party rule, a coup in 1991 led to the writing of a new constitution and the establishment of Mali as a democratic, multi-party state.", "targets": "In the latter part of the 19th century what country took control of Mali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b8934d24d942f78a521536390c0e7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Mali was once part of three West African empires that controlled trans-Saharan trade: the Ghana Empire, the Mali Empire (for which Mali is named), and the Songhai Empire. During its golden age, there was a flourishing of mathematics, astronomy, literature, and art. At its peak in 1300, the Mali Empire covered an area about twice the size of modern-day France and stretched to the west coast of Africa. In the late 19th century, during the Scramble for Africa, France seized control of Mali, making it a part of French Sudan. French Sudan (then known as the Sudanese Republic) joined with Senegal in 1959, achieving independence in 1960 as the Mali Federation. Shortly thereafter, following Senegal's withdrawal from the federation, the Sudanese Republic declared itself the independent Republic of Mali. After a long period of one-party rule, a coup in 1991 led to the writing of a new constitution and the establishment of Mali as a democratic, multi-party state.", "targets": "What year did Mali gain independence as the Mali Federation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b8934d24d942f78a521536390c0e7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Mali was once part of three West African empires that controlled trans-Saharan trade: the Ghana Empire, the Mali Empire (for which Mali is named), and the Songhai Empire. During its golden age, there was a flourishing of mathematics, astronomy, literature, and art. At its peak in 1300, the Mali Empire covered an area about twice the size of modern-day France and stretched to the west coast of Africa. In the late 19th century, during the Scramble for Africa, France seized control of Mali, making it a part of French Sudan. French Sudan (then known as the Sudanese Republic) joined with Senegal in 1959, achieving independence in 1960 as the Mali Federation. Shortly thereafter, following Senegal's withdrawal from the federation, the Sudanese Republic declared itself the independent Republic of Mali. After a long period of one-party rule, a coup in 1991 led to the writing of a new constitution and the establishment of Mali as a democratic, multi-party state.", "targets": "Along with a new constitution, Mali became what type of state in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b8934d24d942f78a521536390c0e7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Mali was once part of three West African empires that controlled trans-Saharan trade: the Ghana Empire, the Mali Empire (for which Mali is named), and the Songhai Empire. During its golden age, there was a flourishing of mathematics, astronomy, literature, and art. At its peak in 1300, the Mali Empire covered an area about twice the size of modern-day France and stretched to the west coast of Africa. In the late 19th century, during the Scramble for Africa, France seized control of Mali, making it a part of French Sudan. French Sudan (then known as the Sudanese Republic) joined with Senegal in 1959, achieving independence in 1960 as the Mali Federation. Shortly thereafter, following Senegal's withdrawal from the federation, the Sudanese Republic declared itself the independent Republic of Mali. After a long period of one-party rule, a coup in 1991 led to the writing of a new constitution and the establishment of Mali as a democratic, multi-party state.", "targets": "Mali was once part of how many West African empires?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a9b8934d24d942f78a521536390c0e7a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Present-day Mali was once part of three West African empires that controlled trans-Saharan trade: the Ghana Empire, the Mali Empire (for which Mali is named), and the Songhai Empire. During its golden age, there was a flourishing of mathematics, astronomy, literature, and art. At its peak in 1300, the Mali Empire covered an area about twice the size of modern-day France and stretched to the west coast of Africa. In the late 19th century, during the Scramble for Africa, France seized control of Mali, making it a part of French Sudan. French Sudan (then known as the Sudanese Republic) joined with Senegal in 1959, achieving independence in 1960 as the Mali Federation. Shortly thereafter, following Senegal's withdrawal from the federation, the Sudanese Republic declared itself the independent Republic of Mali. After a long period of one-party rule, a coup in 1991 led to the writing of a new constitution and the establishment of Mali as a democratic, multi-party state.", "targets": "What was the name of the Empire that the country is now named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebe900e76dc64b1d8025e10bef68e053", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2008, the crisis hit its most critical stage. There was the equivalent of a bank run on the money market funds, which frequently invest in commercial paper issued by corporations to fund their operations and payrolls. Withdrawal from money markets were $144.5 billion during one week, versus $7.1 billion the week prior. This interrupted the ability of corporations to rollover (replace) their short-term debt. The U.S. government responded by extending insurance for money market accounts analogous to bank deposit insurance via a temporary guarantee and with Federal Reserve programs to purchase commercial paper. The TED spread, an indicator of perceived credit risk in the general economy, spiked up in July 2007, remained volatile for a year, then spiked even higher in September 2008, reaching a record 4.65% on October 10, 2008.", "targets": "The equivalent of a bank run on which funds occurred in September 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebe900e76dc64b1d8025e10bef68e053", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2008, the crisis hit its most critical stage. There was the equivalent of a bank run on the money market funds, which frequently invest in commercial paper issued by corporations to fund their operations and payrolls. Withdrawal from money markets were $144.5 billion during one week, versus $7.1 billion the week prior. This interrupted the ability of corporations to rollover (replace) their short-term debt. The U.S. government responded by extending insurance for money market accounts analogous to bank deposit insurance via a temporary guarantee and with Federal Reserve programs to purchase commercial paper. The TED spread, an indicator of perceived credit risk in the general economy, spiked up in July 2007, remained volatile for a year, then spiked even higher in September 2008, reaching a record 4.65% on October 10, 2008.", "targets": "What do money market funds frequently invest in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebe900e76dc64b1d8025e10bef68e053", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2008, the crisis hit its most critical stage. There was the equivalent of a bank run on the money market funds, which frequently invest in commercial paper issued by corporations to fund their operations and payrolls. Withdrawal from money markets were $144.5 billion during one week, versus $7.1 billion the week prior. This interrupted the ability of corporations to rollover (replace) their short-term debt. The U.S. government responded by extending insurance for money market accounts analogous to bank deposit insurance via a temporary guarantee and with Federal Reserve programs to purchase commercial paper. The TED spread, an indicator of perceived credit risk in the general economy, spiked up in July 2007, remained volatile for a year, then spiked even higher in September 2008, reaching a record 4.65% on October 10, 2008.", "targets": "When did the financial crisis hit its most critical stage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebe900e76dc64b1d8025e10bef68e053", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2008, the crisis hit its most critical stage. There was the equivalent of a bank run on the money market funds, which frequently invest in commercial paper issued by corporations to fund their operations and payrolls. Withdrawal from money markets were $144.5 billion during one week, versus $7.1 billion the week prior. This interrupted the ability of corporations to rollover (replace) their short-term debt. The U.S. government responded by extending insurance for money market accounts analogous to bank deposit insurance via a temporary guarantee and with Federal Reserve programs to purchase commercial paper. The TED spread, an indicator of perceived credit risk in the general economy, spiked up in July 2007, remained volatile for a year, then spiked even higher in September 2008, reaching a record 4.65% on October 10, 2008.", "targets": "How much was withdrawn from money markets during one week in September 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebe900e76dc64b1d8025e10bef68e053", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 2008, the crisis hit its most critical stage. There was the equivalent of a bank run on the money market funds, which frequently invest in commercial paper issued by corporations to fund their operations and payrolls. Withdrawal from money markets were $144.5 billion during one week, versus $7.1 billion the week prior. This interrupted the ability of corporations to rollover (replace) their short-term debt. The U.S. government responded by extending insurance for money market accounts analogous to bank deposit insurance via a temporary guarantee and with Federal Reserve programs to purchase commercial paper. The TED spread, an indicator of perceived credit risk in the general economy, spiked up in July 2007, remained volatile for a year, then spiked even higher in September 2008, reaching a record 4.65% on October 10, 2008.", "targets": "What was the record high for the TED spread on October 10, 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe18f55def054c4599b93f4df1cf6a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, the Paris literary community was dominated by Colette, Andr\u00e9 Gide, Fran\u00e7ois Mauriac, Andr\u00e9 Malraux, Albert Camus, and, after World War II, by Simone de Beauvoir and Jean-Paul Sartre; Between the wars it was the home of many important expatriate writers, including Ernest Hemingway, Samuel Beckett, and, in the 1970s, Milan Kundera. The winner of the 2014 Nobel Prize in Literature, Patrick Modiano\u2013who lives in Paris\u2013, based most of his literary work on the depiction of the city during World War II and the 1960s-1970s.", "targets": "Who was the winner of the 2014 Nobel prize in literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe18f55def054c4599b93f4df1cf6a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, the Paris literary community was dominated by Colette, Andr\u00e9 Gide, Fran\u00e7ois Mauriac, Andr\u00e9 Malraux, Albert Camus, and, after World War II, by Simone de Beauvoir and Jean-Paul Sartre; Between the wars it was the home of many important expatriate writers, including Ernest Hemingway, Samuel Beckett, and, in the 1970s, Milan Kundera. The winner of the 2014 Nobel Prize in Literature, Patrick Modiano\u2013who lives in Paris\u2013, based most of his literary work on the depiction of the city during World War II and the 1960s-1970s.", "targets": "In what century did Collete, ANdre Gide and Francois Mauriac dominate the literary community?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe18f55def054c4599b93f4df1cf6a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, the Paris literary community was dominated by Colette, Andr\u00e9 Gide, Fran\u00e7ois Mauriac, Andr\u00e9 Malraux, Albert Camus, and, after World War II, by Simone de Beauvoir and Jean-Paul Sartre; Between the wars it was the home of many important expatriate writers, including Ernest Hemingway, Samuel Beckett, and, in the 1970s, Milan Kundera. The winner of the 2014 Nobel Prize in Literature, Patrick Modiano\u2013who lives in Paris\u2013, based most of his literary work on the depiction of the city during World War II and the 1960s-1970s.", "targets": "In what city does Patrick Modiano live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe18f55def054c4599b93f4df1cf6a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 20th century, the Paris literary community was dominated by Colette, Andr\u00e9 Gide, Fran\u00e7ois Mauriac, Andr\u00e9 Malraux, Albert Camus, and, after World War II, by Simone de Beauvoir and Jean-Paul Sartre; Between the wars it was the home of many important expatriate writers, including Ernest Hemingway, Samuel Beckett, and, in the 1970s, Milan Kundera. The winner of the 2014 Nobel Prize in Literature, Patrick Modiano\u2013who lives in Paris\u2013, based most of his literary work on the depiction of the city during World War II and the 1960s-1970s.", "targets": "During what war did Modiano base most of his work off of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f2e26db207468db2dd9f0d8a45c6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sacred Heart Major Seminary, originally founded in 1919, is affiliated with Pontifical University of Saint Thomas Aquinas, Angelicum in Rome and offers pontifical degrees as well as civil undergraduate and graduate degrees. Sacred Heart Major Seminary offers a variety of academic programs for both clerical and lay students. Other institutions in the city include the College for Creative Studies, Lewis College of Business, Marygrove College and Wayne County Community College. In June 2009, the Michigan State University College of Osteopathic Medicine which is based in East Lansing opened a satellite campus located at the Detroit Medical Center. The University of Michigan was established in 1817 in Detroit and later moved to Ann Arbor in 1837. In 1959, University of Michigan\u2013Dearborn was established in neighboring Dearborn.", "targets": "What Seminary is located in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f2e26db207468db2dd9f0d8a45c6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sacred Heart Major Seminary, originally founded in 1919, is affiliated with Pontifical University of Saint Thomas Aquinas, Angelicum in Rome and offers pontifical degrees as well as civil undergraduate and graduate degrees. Sacred Heart Major Seminary offers a variety of academic programs for both clerical and lay students. Other institutions in the city include the College for Creative Studies, Lewis College of Business, Marygrove College and Wayne County Community College. In June 2009, the Michigan State University College of Osteopathic Medicine which is based in East Lansing opened a satellite campus located at the Detroit Medical Center. The University of Michigan was established in 1817 in Detroit and later moved to Ann Arbor in 1837. In 1959, University of Michigan\u2013Dearborn was established in neighboring Dearborn.", "targets": "When was Sacred Heart Major Seminary founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f2e26db207468db2dd9f0d8a45c6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sacred Heart Major Seminary, originally founded in 1919, is affiliated with Pontifical University of Saint Thomas Aquinas, Angelicum in Rome and offers pontifical degrees as well as civil undergraduate and graduate degrees. Sacred Heart Major Seminary offers a variety of academic programs for both clerical and lay students. Other institutions in the city include the College for Creative Studies, Lewis College of Business, Marygrove College and Wayne County Community College. In June 2009, the Michigan State University College of Osteopathic Medicine which is based in East Lansing opened a satellite campus located at the Detroit Medical Center. The University of Michigan was established in 1817 in Detroit and later moved to Ann Arbor in 1837. In 1959, University of Michigan\u2013Dearborn was established in neighboring Dearborn.", "targets": "What University opened a satellite campus in the Detroit Medical Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f2e26db207468db2dd9f0d8a45c6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sacred Heart Major Seminary, originally founded in 1919, is affiliated with Pontifical University of Saint Thomas Aquinas, Angelicum in Rome and offers pontifical degrees as well as civil undergraduate and graduate degrees. Sacred Heart Major Seminary offers a variety of academic programs for both clerical and lay students. Other institutions in the city include the College for Creative Studies, Lewis College of Business, Marygrove College and Wayne County Community College. In June 2009, the Michigan State University College of Osteopathic Medicine which is based in East Lansing opened a satellite campus located at the Detroit Medical Center. The University of Michigan was established in 1817 in Detroit and later moved to Ann Arbor in 1837. In 1959, University of Michigan\u2013Dearborn was established in neighboring Dearborn.", "targets": "When was the University of Michigan founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2f2e26db207468db2dd9f0d8a45c6bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sacred Heart Major Seminary, originally founded in 1919, is affiliated with Pontifical University of Saint Thomas Aquinas, Angelicum in Rome and offers pontifical degrees as well as civil undergraduate and graduate degrees. Sacred Heart Major Seminary offers a variety of academic programs for both clerical and lay students. Other institutions in the city include the College for Creative Studies, Lewis College of Business, Marygrove College and Wayne County Community College. In June 2009, the Michigan State University College of Osteopathic Medicine which is based in East Lansing opened a satellite campus located at the Detroit Medical Center. The University of Michigan was established in 1817 in Detroit and later moved to Ann Arbor in 1837. In 1959, University of Michigan\u2013Dearborn was established in neighboring Dearborn.", "targets": "When did the University of Michigan leave Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-395700ac2b914402bb1e25d653c25aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Middle Persian (Pahlavi) was the official language under the Sasanian dynasty in Iran. It was in use from the 3rd century CE until the beginning of the 10th century. The script used for Middle Persian in this era underwent significant maturity. Middle Persian, Parthian and Sogdian were also used as literary languages by the Manichaeans, whose texts also survive in various non-Iranian languages, from Latin to Chinese. Manichaean texts were written in a script closely akin to the Syriac script.", "targets": "What is another term for Middle Persian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-395700ac2b914402bb1e25d653c25aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Middle Persian (Pahlavi) was the official language under the Sasanian dynasty in Iran. It was in use from the 3rd century CE until the beginning of the 10th century. The script used for Middle Persian in this era underwent significant maturity. Middle Persian, Parthian and Sogdian were also used as literary languages by the Manichaeans, whose texts also survive in various non-Iranian languages, from Latin to Chinese. Manichaean texts were written in a script closely akin to the Syriac script.", "targets": "When did Middle Persian start being u sed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-395700ac2b914402bb1e25d653c25aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Middle Persian (Pahlavi) was the official language under the Sasanian dynasty in Iran. It was in use from the 3rd century CE until the beginning of the 10th century. The script used for Middle Persian in this era underwent significant maturity. Middle Persian, Parthian and Sogdian were also used as literary languages by the Manichaeans, whose texts also survive in various non-Iranian languages, from Latin to Chinese. Manichaean texts were written in a script closely akin to the Syriac script.", "targets": "What are three languages employed by the Manichaeans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-395700ac2b914402bb1e25d653c25aa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Middle Persian (Pahlavi) was the official language under the Sasanian dynasty in Iran. It was in use from the 3rd century CE until the beginning of the 10th century. The script used for Middle Persian in this era underwent significant maturity. Middle Persian, Parthian and Sogdian were also used as literary languages by the Manichaeans, whose texts also survive in various non-Iranian languages, from Latin to Chinese. Manichaean texts were written in a script closely akin to the Syriac script.", "targets": "What was the writing of Manichaean documents similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ecda01315b049f180565fbdd72a4fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern literary language is usually considered to date from the time of Alexander Pushkin (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u041f\u0443\u0301\u0448\u043a\u0438\u043d) in the first third of the 19th century. Pushkin revolutionized Russian literature by rejecting archaic grammar and vocabulary (so-called \"\u0432\u044b\u0441\u043e\u0301\u043a\u0438\u0439 \u0441\u0442\u0438\u043b\u044c\" \u2014 \"high style\") in favor of grammar and vocabulary found in the spoken language of the time. Even modern readers of younger age may only experience slight difficulties understanding some words in Pushkin's texts, since relatively few words used by Pushkin have become archaic or changed meaning. In fact, many expressions used by Russian writers of the early 19th century, in particular Pushkin, Mikhail Lermontov (\u041c\u0438\u0445\u0430\u0438\u0301\u043b \u041b\u0435\u0301\u0440\u043c\u043e\u043d\u0442\u043e\u0432), Nikolai Gogol (\u041d\u0438\u043a\u043e\u043b\u0430\u0301\u0439 \u0413\u043e\u0301\u0433\u043e\u043b\u044c), Aleksander Griboyedov (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u0413\u0440\u0438\u0431\u043e\u0435\u0301\u0434\u043e\u0432), became proverbs or sayings which can be frequently found even in modern Russian colloquial speech.", "targets": "Who revolutionized modern Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ecda01315b049f180565fbdd72a4fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern literary language is usually considered to date from the time of Alexander Pushkin (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u041f\u0443\u0301\u0448\u043a\u0438\u043d) in the first third of the 19th century. Pushkin revolutionized Russian literature by rejecting archaic grammar and vocabulary (so-called \"\u0432\u044b\u0441\u043e\u0301\u043a\u0438\u0439 \u0441\u0442\u0438\u043b\u044c\" \u2014 \"high style\") in favor of grammar and vocabulary found in the spoken language of the time. Even modern readers of younger age may only experience slight difficulties understanding some words in Pushkin's texts, since relatively few words used by Pushkin have become archaic or changed meaning. In fact, many expressions used by Russian writers of the early 19th century, in particular Pushkin, Mikhail Lermontov (\u041c\u0438\u0445\u0430\u0438\u0301\u043b \u041b\u0435\u0301\u0440\u043c\u043e\u043d\u0442\u043e\u0432), Nikolai Gogol (\u041d\u0438\u043a\u043e\u043b\u0430\u0301\u0439 \u0413\u043e\u0301\u0433\u043e\u043b\u044c), Aleksander Griboyedov (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u0413\u0440\u0438\u0431\u043e\u0435\u0301\u0434\u043e\u0432), became proverbs or sayings which can be frequently found even in modern Russian colloquial speech.", "targets": "What did Pushkin reject from older Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ecda01315b049f180565fbdd72a4fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern literary language is usually considered to date from the time of Alexander Pushkin (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u041f\u0443\u0301\u0448\u043a\u0438\u043d) in the first third of the 19th century. Pushkin revolutionized Russian literature by rejecting archaic grammar and vocabulary (so-called \"\u0432\u044b\u0441\u043e\u0301\u043a\u0438\u0439 \u0441\u0442\u0438\u043b\u044c\" \u2014 \"high style\") in favor of grammar and vocabulary found in the spoken language of the time. Even modern readers of younger age may only experience slight difficulties understanding some words in Pushkin's texts, since relatively few words used by Pushkin have become archaic or changed meaning. In fact, many expressions used by Russian writers of the early 19th century, in particular Pushkin, Mikhail Lermontov (\u041c\u0438\u0445\u0430\u0438\u0301\u043b \u041b\u0435\u0301\u0440\u043c\u043e\u043d\u0442\u043e\u0432), Nikolai Gogol (\u041d\u0438\u043a\u043e\u043b\u0430\u0301\u0439 \u0413\u043e\u0301\u0433\u043e\u043b\u044c), Aleksander Griboyedov (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u0413\u0440\u0438\u0431\u043e\u0435\u0301\u0434\u043e\u0432), became proverbs or sayings which can be frequently found even in modern Russian colloquial speech.", "targets": "What was 'high style'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ecda01315b049f180565fbdd72a4fc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The modern literary language is usually considered to date from the time of Alexander Pushkin (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u041f\u0443\u0301\u0448\u043a\u0438\u043d) in the first third of the 19th century. Pushkin revolutionized Russian literature by rejecting archaic grammar and vocabulary (so-called \"\u0432\u044b\u0441\u043e\u0301\u043a\u0438\u0439 \u0441\u0442\u0438\u043b\u044c\" \u2014 \"high style\") in favor of grammar and vocabulary found in the spoken language of the time. Even modern readers of younger age may only experience slight difficulties understanding some words in Pushkin's texts, since relatively few words used by Pushkin have become archaic or changed meaning. In fact, many expressions used by Russian writers of the early 19th century, in particular Pushkin, Mikhail Lermontov (\u041c\u0438\u0445\u0430\u0438\u0301\u043b \u041b\u0435\u0301\u0440\u043c\u043e\u043d\u0442\u043e\u0432), Nikolai Gogol (\u041d\u0438\u043a\u043e\u043b\u0430\u0301\u0439 \u0413\u043e\u0301\u0433\u043e\u043b\u044c), Aleksander Griboyedov (\u0410\u043b\u0435\u043a\u0441\u0430\u0301\u043d\u0434\u0440 \u0413\u0440\u0438\u0431\u043e\u0435\u0301\u0434\u043e\u0432), became proverbs or sayings which can be frequently found even in modern Russian colloquial speech.", "targets": "What happened to some expressions in Pushkin's writing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1367533fb05e467caf45d4f19bf5f1cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 census showed that 36.7 per cent of Greater London's population were born outside the UK. The table to the right shows the 30 most common countries of birth of London residents in 2011, the date of the last published UK Census. A portion of the German-born population are likely to be British nationals born to parents serving in the British Armed Forces in Germany. Estimates produced by the Office for National Statistics indicate that the five largest foreign-born groups living in London in the period July 2009 to June 2010 were those born in India, Poland, the Republic of Ireland, Bangladesh and Nigeria.", "targets": "What percentage of the Greater London population was said to be foreign-born according to the 2011 census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1367533fb05e467caf45d4f19bf5f1cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 census showed that 36.7 per cent of Greater London's population were born outside the UK. The table to the right shows the 30 most common countries of birth of London residents in 2011, the date of the last published UK Census. A portion of the German-born population are likely to be British nationals born to parents serving in the British Armed Forces in Germany. Estimates produced by the Office for National Statistics indicate that the five largest foreign-born groups living in London in the period July 2009 to June 2010 were those born in India, Poland, the Republic of Ireland, Bangladesh and Nigeria.", "targets": "What agency is responsible for compiling London's population data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1367533fb05e467caf45d4f19bf5f1cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 census showed that 36.7 per cent of Greater London's population were born outside the UK. The table to the right shows the 30 most common countries of birth of London residents in 2011, the date of the last published UK Census. A portion of the German-born population are likely to be British nationals born to parents serving in the British Armed Forces in Germany. Estimates produced by the Office for National Statistics indicate that the five largest foreign-born groups living in London in the period July 2009 to June 2010 were those born in India, Poland, the Republic of Ireland, Bangladesh and Nigeria.", "targets": "When was the most recent UK census published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "What tends to be a major obstacle when comparing cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "What can force individuals to identify with a label that may not reflect true orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "Where are the meanings of words negotiated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "What can be brought into play to describe interpretations of sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "What is a major hurdle when studying different cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "Why does translation cause such issues among different cultures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "What problems can arise due to translation issues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b8e99735e7a34a96a3cd334f11751bec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Translation is a major obstacle when comparing different cultures. Many English terms lack equivalents in other languages, while concepts and words from other languages fail to be reflected in the English language. Translation and vocabulary obstacles are not limited to the English language. Language can force individuals to identify with a label that may or may not accurately reflect their true sexual orientation. Language can also be used to signal sexual orientation to others. The meaning of words referencing categories of sexual orientation are negotiated in the mass media in relation to social organization. New words may be brought into use to describe new terms or better describe complex interpretations of sexual orientation. Other words may pick up new layers or meaning. For example, the heterosexual Spanish terms marido and mujer for \"husband\" and \"wife\", respectively, have recently been replaced in Spain by the gender-neutral terms c\u00f3nyuges or consortes meaning \"spouses\".", "targets": "What can be used to signal sexual idenitys to others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bcfd2184e8a4b7bb0b0c1681b05bfc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent: After the bill has been passed, the Presiding Officer submits it to the Monarch for royal assent and it becomes an Act of the Scottish Parliament. However he cannot do so until a 4-week period has elapsed, during which the Law Officers of the Scottish Government or UK Government can refer the bill to the Supreme Court of the United Kingdom for a ruling on whether it is within the powers of the Parliament. Acts of the Scottish Parliament do not begin with a conventional enacting formula. Instead they begin with a phrase that reads: \"The Bill for this Act of the Scottish Parliament was passed by the Parliament on [Date] and received royal assent on [Date]\".", "targets": "Who does the Presiding Officer submit the final bill to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bcfd2184e8a4b7bb0b0c1681b05bfc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent: After the bill has been passed, the Presiding Officer submits it to the Monarch for royal assent and it becomes an Act of the Scottish Parliament. However he cannot do so until a 4-week period has elapsed, during which the Law Officers of the Scottish Government or UK Government can refer the bill to the Supreme Court of the United Kingdom for a ruling on whether it is within the powers of the Parliament. Acts of the Scottish Parliament do not begin with a conventional enacting formula. Instead they begin with a phrase that reads: \"The Bill for this Act of the Scottish Parliament was passed by the Parliament on [Date] and received royal assent on [Date]\".", "targets": "Why is the final bill passed to the Monarch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bcfd2184e8a4b7bb0b0c1681b05bfc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent: After the bill has been passed, the Presiding Officer submits it to the Monarch for royal assent and it becomes an Act of the Scottish Parliament. However he cannot do so until a 4-week period has elapsed, during which the Law Officers of the Scottish Government or UK Government can refer the bill to the Supreme Court of the United Kingdom for a ruling on whether it is within the powers of the Parliament. Acts of the Scottish Parliament do not begin with a conventional enacting formula. Instead they begin with a phrase that reads: \"The Bill for this Act of the Scottish Parliament was passed by the Parliament on [Date] and received royal assent on [Date]\".", "targets": "What is the minimum amount of time before a bill can go into law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bcfd2184e8a4b7bb0b0c1681b05bfc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent: After the bill has been passed, the Presiding Officer submits it to the Monarch for royal assent and it becomes an Act of the Scottish Parliament. However he cannot do so until a 4-week period has elapsed, during which the Law Officers of the Scottish Government or UK Government can refer the bill to the Supreme Court of the United Kingdom for a ruling on whether it is within the powers of the Parliament. Acts of the Scottish Parliament do not begin with a conventional enacting formula. Instead they begin with a phrase that reads: \"The Bill for this Act of the Scottish Parliament was passed by the Parliament on [Date] and received royal assent on [Date]\".", "targets": "Who is a bill referred to for a ruling on whether it's within the powers of the Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bcfd2184e8a4b7bb0b0c1681b05bfc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Royal assent: After the bill has been passed, the Presiding Officer submits it to the Monarch for royal assent and it becomes an Act of the Scottish Parliament. However he cannot do so until a 4-week period has elapsed, during which the Law Officers of the Scottish Government or UK Government can refer the bill to the Supreme Court of the United Kingdom for a ruling on whether it is within the powers of the Parliament. Acts of the Scottish Parliament do not begin with a conventional enacting formula. Instead they begin with a phrase that reads: \"The Bill for this Act of the Scottish Parliament was passed by the Parliament on [Date] and received royal assent on [Date]\".", "targets": "What does the template for bills passed by the Scottish Parliament include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbae445971748c6b0eee01fa7c8f0c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip was intended to soften the strong isolationist tendencies among the North American public with regard to the developing tensions in Europe. Although the aim of the tour was mainly political, to shore up Atlantic support for the United Kingdom in any future war, the King and Queen were enthusiastically received by the public. The fear that George would be compared unfavourably to his predecessor, Edward VIII, was dispelled. They visited the 1939 New York World's Fair and stayed with President Franklin D. Roosevelt at the White House and at his private estate at Hyde Park, New York. A strong bond of friendship was forged between the King and Queen and the President during the tour, which had major significance in the relations between the United States and the United Kingdom through the ensuing war years.", "targets": "What kind of tendencies did North America have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbae445971748c6b0eee01fa7c8f0c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip was intended to soften the strong isolationist tendencies among the North American public with regard to the developing tensions in Europe. Although the aim of the tour was mainly political, to shore up Atlantic support for the United Kingdom in any future war, the King and Queen were enthusiastically received by the public. The fear that George would be compared unfavourably to his predecessor, Edward VIII, was dispelled. They visited the 1939 New York World's Fair and stayed with President Franklin D. Roosevelt at the White House and at his private estate at Hyde Park, New York. A strong bond of friendship was forged between the King and Queen and the President during the tour, which had major significance in the relations between the United States and the United Kingdom through the ensuing war years.", "targets": "Who was George's predecessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbae445971748c6b0eee01fa7c8f0c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip was intended to soften the strong isolationist tendencies among the North American public with regard to the developing tensions in Europe. Although the aim of the tour was mainly political, to shore up Atlantic support for the United Kingdom in any future war, the King and Queen were enthusiastically received by the public. The fear that George would be compared unfavourably to his predecessor, Edward VIII, was dispelled. They visited the 1939 New York World's Fair and stayed with President Franklin D. Roosevelt at the White House and at his private estate at Hyde Park, New York. A strong bond of friendship was forged between the King and Queen and the President during the tour, which had major significance in the relations between the United States and the United Kingdom through the ensuing war years.", "targets": "Who was the President of the United States in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0cbae445971748c6b0eee01fa7c8f0c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trip was intended to soften the strong isolationist tendencies among the North American public with regard to the developing tensions in Europe. Although the aim of the tour was mainly political, to shore up Atlantic support for the United Kingdom in any future war, the King and Queen were enthusiastically received by the public. The fear that George would be compared unfavourably to his predecessor, Edward VIII, was dispelled. They visited the 1939 New York World's Fair and stayed with President Franklin D. Roosevelt at the White House and at his private estate at Hyde Park, New York. A strong bond of friendship was forged between the King and Queen and the President during the tour, which had major significance in the relations between the United States and the United Kingdom through the ensuing war years.", "targets": "Which fair was happening in New York in 1939?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c4951bd9e1c438b89d6c4dd569177d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The amount of signal received from a distant transmission source is essentially geometric in nature due to the inverse square law, and this leads to the concept of effective area. This measures the performance of an antenna by comparing the amount of power it generates to the amount of power in the original signal, measured in terms of the signal's power density in Watts per square metre. A half-wave dipole has an effective area of 0.13 2. If more performance is needed, one cannot simply make the antenna larger. Although this would intercept more energy from the signal, due to the considerations above, it would decrease the output significantly due to it moving away from the resonant length. In roles where higher performance is needed, designers often use multiple elements combined together.", "targets": "What accounts for the geometry involved in the use of an antenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c4951bd9e1c438b89d6c4dd569177d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The amount of signal received from a distant transmission source is essentially geometric in nature due to the inverse square law, and this leads to the concept of effective area. This measures the performance of an antenna by comparing the amount of power it generates to the amount of power in the original signal, measured in terms of the signal's power density in Watts per square metre. A half-wave dipole has an effective area of 0.13 2. If more performance is needed, one cannot simply make the antenna larger. Although this would intercept more energy from the signal, due to the considerations above, it would decrease the output significantly due to it moving away from the resonant length. In roles where higher performance is needed, designers often use multiple elements combined together.", "targets": " How is the compactness of the signal measured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c4951bd9e1c438b89d6c4dd569177d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The amount of signal received from a distant transmission source is essentially geometric in nature due to the inverse square law, and this leads to the concept of effective area. This measures the performance of an antenna by comparing the amount of power it generates to the amount of power in the original signal, measured in terms of the signal's power density in Watts per square metre. A half-wave dipole has an effective area of 0.13 2. If more performance is needed, one cannot simply make the antenna larger. Although this would intercept more energy from the signal, due to the considerations above, it would decrease the output significantly due to it moving away from the resonant length. In roles where higher performance is needed, designers often use multiple elements combined together.", "targets": "What type of project would call for more than one element used together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6403843afc3442e994376aef86bfd198", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the most industrially developed country in the African Great Lakes region, manufacturing still accounts for only 14% of the GDP. Industrial activity, concentrated around the three largest urban centres, Nairobi, Mombasa and Kisumu, is dominated by food-processing industries such as grain milling, beer production, and sugarcane crushing, and the fabrication of consumer goods, e.g., vehicles from kits. There is a cement production industry.[citation needed] Kenya has an oil refinery that processes imported crude petroleum into petroleum products, mainly for the domestic market. In addition, a substantial and expanding informal sector commonly referred to as Jua Kali engages in small-scale manufacturing of household goods, motor-vehicle parts, and farm implements.[citation needed]", "targets": "What country is the most industrially developed country in the African Great Lakes Region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6403843afc3442e994376aef86bfd198", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the most industrially developed country in the African Great Lakes region, manufacturing still accounts for only 14% of the GDP. Industrial activity, concentrated around the three largest urban centres, Nairobi, Mombasa and Kisumu, is dominated by food-processing industries such as grain milling, beer production, and sugarcane crushing, and the fabrication of consumer goods, e.g., vehicles from kits. There is a cement production industry.[citation needed] Kenya has an oil refinery that processes imported crude petroleum into petroleum products, mainly for the domestic market. In addition, a substantial and expanding informal sector commonly referred to as Jua Kali engages in small-scale manufacturing of household goods, motor-vehicle parts, and farm implements.[citation needed]", "targets": "How much of GDP does manufactoriing account for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6403843afc3442e994376aef86bfd198", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the most industrially developed country in the African Great Lakes region, manufacturing still accounts for only 14% of the GDP. Industrial activity, concentrated around the three largest urban centres, Nairobi, Mombasa and Kisumu, is dominated by food-processing industries such as grain milling, beer production, and sugarcane crushing, and the fabrication of consumer goods, e.g., vehicles from kits. There is a cement production industry.[citation needed] Kenya has an oil refinery that processes imported crude petroleum into petroleum products, mainly for the domestic market. In addition, a substantial and expanding informal sector commonly referred to as Jua Kali engages in small-scale manufacturing of household goods, motor-vehicle parts, and farm implements.[citation needed]", "targets": "What are the three largest urban areas in Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6403843afc3442e994376aef86bfd198", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Kenya is the most industrially developed country in the African Great Lakes region, manufacturing still accounts for only 14% of the GDP. Industrial activity, concentrated around the three largest urban centres, Nairobi, Mombasa and Kisumu, is dominated by food-processing industries such as grain milling, beer production, and sugarcane crushing, and the fabrication of consumer goods, e.g., vehicles from kits. There is a cement production industry.[citation needed] Kenya has an oil refinery that processes imported crude petroleum into petroleum products, mainly for the domestic market. In addition, a substantial and expanding informal sector commonly referred to as Jua Kali engages in small-scale manufacturing of household goods, motor-vehicle parts, and farm implements.[citation needed]", "targets": "What does the sector known as Jua Kali engage in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781f3493d7df4912a67201e6ceb9d016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the start of the Arab Spring in 2011, Gaddafi spoke out in favour of Tunisian President Zine El Abidine Ben Ali, then threatened by the Tunisian Revolution. He suggested that Tunisia's people would be satisfied if Ben Ali introduced a Jamahiriyah system there. Fearing domestic protest, Libya's government implemented preventative measures, reducing food prices, purging the army leadership of potential defectors and releasing several Islamist prisoners. They proved ineffective, and on 17 February 2011, major protests broke out against Gaddafi's government. Unlike Tunisia or Egypt, Libya was largely religiously homogenous and had no strong Islamist movement, but there was widespread dissatisfaction with the corruption and entrenched systems of patronage, while unemployment had reached around 30%.", "targets": "In what year did the so-called Arab Spring occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781f3493d7df4912a67201e6ceb9d016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the start of the Arab Spring in 2011, Gaddafi spoke out in favour of Tunisian President Zine El Abidine Ben Ali, then threatened by the Tunisian Revolution. He suggested that Tunisia's people would be satisfied if Ben Ali introduced a Jamahiriyah system there. Fearing domestic protest, Libya's government implemented preventative measures, reducing food prices, purging the army leadership of potential defectors and releasing several Islamist prisoners. They proved ineffective, and on 17 February 2011, major protests broke out against Gaddafi's government. Unlike Tunisia or Egypt, Libya was largely religiously homogenous and had no strong Islamist movement, but there was widespread dissatisfaction with the corruption and entrenched systems of patronage, while unemployment had reached around 30%.", "targets": "Who was the president of Tunisia in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781f3493d7df4912a67201e6ceb9d016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the start of the Arab Spring in 2011, Gaddafi spoke out in favour of Tunisian President Zine El Abidine Ben Ali, then threatened by the Tunisian Revolution. He suggested that Tunisia's people would be satisfied if Ben Ali introduced a Jamahiriyah system there. Fearing domestic protest, Libya's government implemented preventative measures, reducing food prices, purging the army leadership of potential defectors and releasing several Islamist prisoners. They proved ineffective, and on 17 February 2011, major protests broke out against Gaddafi's government. Unlike Tunisia or Egypt, Libya was largely religiously homogenous and had no strong Islamist movement, but there was widespread dissatisfaction with the corruption and entrenched systems of patronage, while unemployment had reached around 30%.", "targets": "About what percentage of the Libyan population was unemployed in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781f3493d7df4912a67201e6ceb9d016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the start of the Arab Spring in 2011, Gaddafi spoke out in favour of Tunisian President Zine El Abidine Ben Ali, then threatened by the Tunisian Revolution. He suggested that Tunisia's people would be satisfied if Ben Ali introduced a Jamahiriyah system there. Fearing domestic protest, Libya's government implemented preventative measures, reducing food prices, purging the army leadership of potential defectors and releasing several Islamist prisoners. They proved ineffective, and on 17 February 2011, major protests broke out against Gaddafi's government. Unlike Tunisia or Egypt, Libya was largely religiously homogenous and had no strong Islamist movement, but there was widespread dissatisfaction with the corruption and entrenched systems of patronage, while unemployment had reached around 30%.", "targets": "On what date in 2011 did protests begin in Libya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-781f3493d7df4912a67201e6ceb9d016", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the start of the Arab Spring in 2011, Gaddafi spoke out in favour of Tunisian President Zine El Abidine Ben Ali, then threatened by the Tunisian Revolution. He suggested that Tunisia's people would be satisfied if Ben Ali introduced a Jamahiriyah system there. Fearing domestic protest, Libya's government implemented preventative measures, reducing food prices, purging the army leadership of potential defectors and releasing several Islamist prisoners. They proved ineffective, and on 17 February 2011, major protests broke out against Gaddafi's government. Unlike Tunisia or Egypt, Libya was largely religiously homogenous and had no strong Islamist movement, but there was widespread dissatisfaction with the corruption and entrenched systems of patronage, while unemployment had reached around 30%.", "targets": "Along with corruption, what were Libyans upset with in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a549656d864320a8e17e25d5ab580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two main denominations of Islam are the Sunni and Shia sects. They differ primarily upon of how the life of the ummah (\"faithful\") should be governed, and the role of the imam. These two main differences stem from the understanding of which hadith are to interpret the Quran. Sunnis believe the true political successor of the Prophet in Sunnah is based on \u064dShura (consultation) at the Saqifah which selected Abu Bakr, father of the Prophet's favourite wife, 'A'ishah, to lead the Islamic community while the religious succession ceased to exist on account of finality of Prophethood. Shia on the other hand believe that the true political as well as religious successor is Ali ibn Abi Talib, husband of the Prophet's daughter Fatimah (designated by the Prophet).", "targets": "Which Muslim denominations are the most dominant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a549656d864320a8e17e25d5ab580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two main denominations of Islam are the Sunni and Shia sects. They differ primarily upon of how the life of the ummah (\"faithful\") should be governed, and the role of the imam. These two main differences stem from the understanding of which hadith are to interpret the Quran. Sunnis believe the true political successor of the Prophet in Sunnah is based on \u064dShura (consultation) at the Saqifah which selected Abu Bakr, father of the Prophet's favourite wife, 'A'ishah, to lead the Islamic community while the religious succession ceased to exist on account of finality of Prophethood. Shia on the other hand believe that the true political as well as religious successor is Ali ibn Abi Talib, husband of the Prophet's daughter Fatimah (designated by the Prophet).", "targets": "What are the two main things differentiating Sunni and Shia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a549656d864320a8e17e25d5ab580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two main denominations of Islam are the Sunni and Shia sects. They differ primarily upon of how the life of the ummah (\"faithful\") should be governed, and the role of the imam. These two main differences stem from the understanding of which hadith are to interpret the Quran. Sunnis believe the true political successor of the Prophet in Sunnah is based on \u064dShura (consultation) at the Saqifah which selected Abu Bakr, father of the Prophet's favourite wife, 'A'ishah, to lead the Islamic community while the religious succession ceased to exist on account of finality of Prophethood. Shia on the other hand believe that the true political as well as religious successor is Ali ibn Abi Talib, husband of the Prophet's daughter Fatimah (designated by the Prophet).", "targets": "Who is believed, among Sunnis,  to be the political successor of the Prophet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a549656d864320a8e17e25d5ab580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two main denominations of Islam are the Sunni and Shia sects. They differ primarily upon of how the life of the ummah (\"faithful\") should be governed, and the role of the imam. These two main differences stem from the understanding of which hadith are to interpret the Quran. Sunnis believe the true political successor of the Prophet in Sunnah is based on \u064dShura (consultation) at the Saqifah which selected Abu Bakr, father of the Prophet's favourite wife, 'A'ishah, to lead the Islamic community while the religious succession ceased to exist on account of finality of Prophethood. Shia on the other hand believe that the true political as well as religious successor is Ali ibn Abi Talib, husband of the Prophet's daughter Fatimah (designated by the Prophet).", "targets": "Who was Abu Bakr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0a549656d864320a8e17e25d5ab580a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two main denominations of Islam are the Sunni and Shia sects. They differ primarily upon of how the life of the ummah (\"faithful\") should be governed, and the role of the imam. These two main differences stem from the understanding of which hadith are to interpret the Quran. Sunnis believe the true political successor of the Prophet in Sunnah is based on \u064dShura (consultation) at the Saqifah which selected Abu Bakr, father of the Prophet's favourite wife, 'A'ishah, to lead the Islamic community while the religious succession ceased to exist on account of finality of Prophethood. Shia on the other hand believe that the true political as well as religious successor is Ali ibn Abi Talib, husband of the Prophet's daughter Fatimah (designated by the Prophet).", "targets": "Who was Ali ibn Abi Talib?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2915a055f61f4d90886add3ed3f36664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1689, the colonies became involved in a series of wars between Great Britain and France for control of North America, the most important of which were Queen Anne's War, in which the British conquered French colony Acadia, and the final French and Indian War (1754\u201363) when Britain was victorious over all the French colonies in North America. This final war was to give thousands of colonists, including Virginia colonel George Washington, military experience which they put to use during the American Revolutionary War.", "targets": "When did wars between Britain and France in North America start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2915a055f61f4d90886add3ed3f36664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1689, the colonies became involved in a series of wars between Great Britain and France for control of North America, the most important of which were Queen Anne's War, in which the British conquered French colony Acadia, and the final French and Indian War (1754\u201363) when Britain was victorious over all the French colonies in North America. This final war was to give thousands of colonists, including Virginia colonel George Washington, military experience which they put to use during the American Revolutionary War.", "targets": "What was the most important North American conflict between France and Britain called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2915a055f61f4d90886add3ed3f36664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1689, the colonies became involved in a series of wars between Great Britain and France for control of North America, the most important of which were Queen Anne's War, in which the British conquered French colony Acadia, and the final French and Indian War (1754\u201363) when Britain was victorious over all the French colonies in North America. This final war was to give thousands of colonists, including Virginia colonel George Washington, military experience which they put to use during the American Revolutionary War.", "targets": "What French colony did Great Britain conquer in Queen Anne's War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2915a055f61f4d90886add3ed3f36664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1689, the colonies became involved in a series of wars between Great Britain and France for control of North America, the most important of which were Queen Anne's War, in which the British conquered French colony Acadia, and the final French and Indian War (1754\u201363) when Britain was victorious over all the French colonies in North America. This final war was to give thousands of colonists, including Virginia colonel George Washington, military experience which they put to use during the American Revolutionary War.", "targets": "When was the final French and Indian War fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2915a055f61f4d90886add3ed3f36664", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning in 1689, the colonies became involved in a series of wars between Great Britain and France for control of North America, the most important of which were Queen Anne's War, in which the British conquered French colony Acadia, and the final French and Indian War (1754\u201363) when Britain was victorious over all the French colonies in North America. This final war was to give thousands of colonists, including Virginia colonel George Washington, military experience which they put to use during the American Revolutionary War.", "targets": "What future American founding father fought in the French and Indian War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de7804bb9e8415697f92a555c82396a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of electric and magnetic fields would not be fully explained until 1864 when James Clerk Maxwell unified a number of earlier theories into a set of 20 scalar equations, which were later reformulated into 4 vector equations by Oliver Heaviside and Josiah Willard Gibbs. These \"Maxwell Equations\" fully described the sources of the fields as being stationary and moving charges, and the interactions of the fields themselves. This led Maxwell to discover that electric and magnetic fields could be \"self-generating\" through a wave that traveled at a speed that he calculated to be the speed of light. This insight united the nascent fields of electromagnetic theory with optics and led directly to a complete description of the electromagnetic spectrum.", "targets": "Who first fully explained the origins of magnetic and electric fields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de7804bb9e8415697f92a555c82396a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of electric and magnetic fields would not be fully explained until 1864 when James Clerk Maxwell unified a number of earlier theories into a set of 20 scalar equations, which were later reformulated into 4 vector equations by Oliver Heaviside and Josiah Willard Gibbs. These \"Maxwell Equations\" fully described the sources of the fields as being stationary and moving charges, and the interactions of the fields themselves. This led Maxwell to discover that electric and magnetic fields could be \"self-generating\" through a wave that traveled at a speed that he calculated to be the speed of light. This insight united the nascent fields of electromagnetic theory with optics and led directly to a complete description of the electromagnetic spectrum.", "targets": "When did the origins of magnetic and electric fields occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de7804bb9e8415697f92a555c82396a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of electric and magnetic fields would not be fully explained until 1864 when James Clerk Maxwell unified a number of earlier theories into a set of 20 scalar equations, which were later reformulated into 4 vector equations by Oliver Heaviside and Josiah Willard Gibbs. These \"Maxwell Equations\" fully described the sources of the fields as being stationary and moving charges, and the interactions of the fields themselves. This led Maxwell to discover that electric and magnetic fields could be \"self-generating\" through a wave that traveled at a speed that he calculated to be the speed of light. This insight united the nascent fields of electromagnetic theory with optics and led directly to a complete description of the electromagnetic spectrum.", "targets": "How many scalar equations were formed into a set by James Maxwell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de7804bb9e8415697f92a555c82396a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of electric and magnetic fields would not be fully explained until 1864 when James Clerk Maxwell unified a number of earlier theories into a set of 20 scalar equations, which were later reformulated into 4 vector equations by Oliver Heaviside and Josiah Willard Gibbs. These \"Maxwell Equations\" fully described the sources of the fields as being stationary and moving charges, and the interactions of the fields themselves. This led Maxwell to discover that electric and magnetic fields could be \"self-generating\" through a wave that traveled at a speed that he calculated to be the speed of light. This insight united the nascent fields of electromagnetic theory with optics and led directly to a complete description of the electromagnetic spectrum.", "targets": "How many vector equations did Heaviside and Gibbs reformilate Maxwell's 20 scalar equtions into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de7804bb9e8415697f92a555c82396a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of electric and magnetic fields would not be fully explained until 1864 when James Clerk Maxwell unified a number of earlier theories into a set of 20 scalar equations, which were later reformulated into 4 vector equations by Oliver Heaviside and Josiah Willard Gibbs. These \"Maxwell Equations\" fully described the sources of the fields as being stationary and moving charges, and the interactions of the fields themselves. This led Maxwell to discover that electric and magnetic fields could be \"self-generating\" through a wave that traveled at a speed that he calculated to be the speed of light. This insight united the nascent fields of electromagnetic theory with optics and led directly to a complete description of the electromagnetic spectrum.", "targets": "Who discovered that magnetic and electric could self-generate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da315d5e9e5744eea1a0d23c38367f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professor Aram Sinnreich, in his book The Piracy Crusade, states that the connection between declining music sails and the creation of peer to peer file sharing sites such as Napster is tenuous, based on correlation rather than causation. He argues that the industry at the time was undergoing artificial expansion, what he describes as a \"'perfect bubble'\u2014a confluence of economic, political, and technological forces that drove the aggregate value of music sales to unprecedented heights at the end of the twentieth century\".", "targets": "What book did Professor Aram Sinnreich write?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da315d5e9e5744eea1a0d23c38367f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professor Aram Sinnreich, in his book The Piracy Crusade, states that the connection between declining music sails and the creation of peer to peer file sharing sites such as Napster is tenuous, based on correlation rather than causation. He argues that the industry at the time was undergoing artificial expansion, what he describes as a \"'perfect bubble'\u2014a confluence of economic, political, and technological forces that drove the aggregate value of music sales to unprecedented heights at the end of the twentieth century\".", "targets": "What did Sinnreich call the link between lower music sales and peer-to-peer sharing site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da315d5e9e5744eea1a0d23c38367f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professor Aram Sinnreich, in his book The Piracy Crusade, states that the connection between declining music sails and the creation of peer to peer file sharing sites such as Napster is tenuous, based on correlation rather than causation. He argues that the industry at the time was undergoing artificial expansion, what he describes as a \"'perfect bubble'\u2014a confluence of economic, political, and technological forces that drove the aggregate value of music sales to unprecedented heights at the end of the twentieth century\".", "targets": "What was the industry going through?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da315d5e9e5744eea1a0d23c38367f62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Professor Aram Sinnreich, in his book The Piracy Crusade, states that the connection between declining music sails and the creation of peer to peer file sharing sites such as Napster is tenuous, based on correlation rather than causation. He argues that the industry at the time was undergoing artificial expansion, what he describes as a \"'perfect bubble'\u2014a confluence of economic, political, and technological forces that drove the aggregate value of music sales to unprecedented heights at the end of the twentieth century\".", "targets": "What does he call the merging of economic, political and technological forces that drove the music industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7c7d06cb4a44300912e29b2daea25f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the presidential referendum in Egypt, Nasser was re-elected to a second term as UAR president and took his oath on 25 March 1965. He was the only candidate for the position, with virtually all of his political opponents forbidden by law from running for office, and his fellow party members reduced to mere followers. That same year, Nasser had the Muslim Brotherhood chief ideologue Sayyed Qutb imprisoned. Qutb was charged and found guilty by the court of plotting to assassinate Nasser, and was executed in 1966. Beginning in 1966, as Egypt's economy slowed and government debt became increasingly burdensome, Nasser began to ease state control over the private sector, encouraging state-owned bank loans to private business and introducing incentives to increase exports. During the 60's, the Egyptian economy went from sluggishness to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "What was Nasser's political opposition like in the 1965 election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7c7d06cb4a44300912e29b2daea25f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the presidential referendum in Egypt, Nasser was re-elected to a second term as UAR president and took his oath on 25 March 1965. He was the only candidate for the position, with virtually all of his political opponents forbidden by law from running for office, and his fellow party members reduced to mere followers. That same year, Nasser had the Muslim Brotherhood chief ideologue Sayyed Qutb imprisoned. Qutb was charged and found guilty by the court of plotting to assassinate Nasser, and was executed in 1966. Beginning in 1966, as Egypt's economy slowed and government debt became increasingly burdensome, Nasser began to ease state control over the private sector, encouraging state-owned bank loans to private business and introducing incentives to increase exports. During the 60's, the Egyptian economy went from sluggishness to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "The leader of what organization was imprisoned by Nasser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7c7d06cb4a44300912e29b2daea25f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the presidential referendum in Egypt, Nasser was re-elected to a second term as UAR president and took his oath on 25 March 1965. He was the only candidate for the position, with virtually all of his political opponents forbidden by law from running for office, and his fellow party members reduced to mere followers. That same year, Nasser had the Muslim Brotherhood chief ideologue Sayyed Qutb imprisoned. Qutb was charged and found guilty by the court of plotting to assassinate Nasser, and was executed in 1966. Beginning in 1966, as Egypt's economy slowed and government debt became increasingly burdensome, Nasser began to ease state control over the private sector, encouraging state-owned bank loans to private business and introducing incentives to increase exports. During the 60's, the Egyptian economy went from sluggishness to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "What was Qutb's sentence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7c7d06cb4a44300912e29b2daea25f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the presidential referendum in Egypt, Nasser was re-elected to a second term as UAR president and took his oath on 25 March 1965. He was the only candidate for the position, with virtually all of his political opponents forbidden by law from running for office, and his fellow party members reduced to mere followers. That same year, Nasser had the Muslim Brotherhood chief ideologue Sayyed Qutb imprisoned. Qutb was charged and found guilty by the court of plotting to assassinate Nasser, and was executed in 1966. Beginning in 1966, as Egypt's economy slowed and government debt became increasingly burdensome, Nasser began to ease state control over the private sector, encouraging state-owned bank loans to private business and introducing incentives to increase exports. During the 60's, the Egyptian economy went from sluggishness to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "What economic element did Nasser try to encourage with bank loans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b7c7d06cb4a44300912e29b2daea25f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the presidential referendum in Egypt, Nasser was re-elected to a second term as UAR president and took his oath on 25 March 1965. He was the only candidate for the position, with virtually all of his political opponents forbidden by law from running for office, and his fellow party members reduced to mere followers. That same year, Nasser had the Muslim Brotherhood chief ideologue Sayyed Qutb imprisoned. Qutb was charged and found guilty by the court of plotting to assassinate Nasser, and was executed in 1966. Beginning in 1966, as Egypt's economy slowed and government debt became increasingly burdensome, Nasser began to ease state control over the private sector, encouraging state-owned bank loans to private business and introducing incentives to increase exports. During the 60's, the Egyptian economy went from sluggishness to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "How did Egypt's economy do during the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "How many albums did Beyonce sell in the first week when she released her second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "The lead single from the album was which song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "How many countries did her song \"Irreplaceable\" get number one status in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "How many singles did her second album produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "What birthday did Beyonce's album B'Day celebrate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "What artist did Beyonce duet with in the single, \"Deja Vu''?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "How high did ''Deja Vu'' climb on the Billboard chart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "What is the name of Beyonc\u00e9's second album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "How many copies did B'Day sell during the first week of its release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "Who collaborated with Beyonc\u00e9 on the single, Deja Vu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-373fa551345f40fb876f587e2952ce0a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyonc\u00e9's second solo album B'Day was released on September 5, 2006, in the US, to coincide with her twenty-fifth birthday. It sold 541,000 copies in its first week and debuted atop the Billboard 200, becoming Beyonc\u00e9's second consecutive number-one album in the United States. The album's lead single \"D\u00e9j\u00e0 Vu\", featuring Jay Z, reached the top five on the Billboard Hot 100 chart. The second international single \"Irreplaceable\" was a commercial success worldwide, reaching number one in Australia, Hungary, Ireland, New Zealand and the United States. B'Day also produced three other singles; \"Ring the Alarm\", \"Get Me Bodied\", and \"Green Light\" (released in the United Kingdom only).", "targets": "Which single from B'Day was only released in the U.K.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17c154a73f914a74bf03e0b110b48972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the last decade, Philadelphia experienced a large shift in its age profile. In 2000, the city's population pyramid had a largely stationary shape. In 2013, the city took on an expansive pyramid shape, with an increase in the three millennial age groups, 20 to 24, 25 to 29, and 30 to 34. The city's 25- to 29-year-old age group was the city's largest age cohort. According to the 2010 Census, 343,837 (22.5%) were under the age of 18; 203,697 (13.3%) from 18 to 25; 434,385 (28.5%) from 25 to 44; 358,778 (23.5%) from 45 to 64; and 185,309 (12.1%) who were 65 years of age or older. The median age was 33.5 years. For every 100 females there were 89.4 males. For every 100 females age 18 and over, there were 85.7 males. The city had 22,018 births in 2013, down from a peak 23,689 births in 2008. Philadelphia's death rate was at its lowest in at least a half-century, 13,691 deaths in 2013. Another factor attributing to the population increase is Philadelphia's immigration rate. In 2013, 12.7 percent of residents were foreign-born, just shy of the national average, 13.1 percent.", "targets": "What is the city's largest age group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17c154a73f914a74bf03e0b110b48972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the last decade, Philadelphia experienced a large shift in its age profile. In 2000, the city's population pyramid had a largely stationary shape. In 2013, the city took on an expansive pyramid shape, with an increase in the three millennial age groups, 20 to 24, 25 to 29, and 30 to 34. The city's 25- to 29-year-old age group was the city's largest age cohort. According to the 2010 Census, 343,837 (22.5%) were under the age of 18; 203,697 (13.3%) from 18 to 25; 434,385 (28.5%) from 25 to 44; 358,778 (23.5%) from 45 to 64; and 185,309 (12.1%) who were 65 years of age or older. The median age was 33.5 years. For every 100 females there were 89.4 males. For every 100 females age 18 and over, there were 85.7 males. The city had 22,018 births in 2013, down from a peak 23,689 births in 2008. Philadelphia's death rate was at its lowest in at least a half-century, 13,691 deaths in 2013. Another factor attributing to the population increase is Philadelphia's immigration rate. In 2013, 12.7 percent of residents were foreign-born, just shy of the national average, 13.1 percent.", "targets": "How many people at the last census were under 18?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17c154a73f914a74bf03e0b110b48972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the last decade, Philadelphia experienced a large shift in its age profile. In 2000, the city's population pyramid had a largely stationary shape. In 2013, the city took on an expansive pyramid shape, with an increase in the three millennial age groups, 20 to 24, 25 to 29, and 30 to 34. The city's 25- to 29-year-old age group was the city's largest age cohort. According to the 2010 Census, 343,837 (22.5%) were under the age of 18; 203,697 (13.3%) from 18 to 25; 434,385 (28.5%) from 25 to 44; 358,778 (23.5%) from 45 to 64; and 185,309 (12.1%) who were 65 years of age or older. The median age was 33.5 years. For every 100 females there were 89.4 males. For every 100 females age 18 and over, there were 85.7 males. The city had 22,018 births in 2013, down from a peak 23,689 births in 2008. Philadelphia's death rate was at its lowest in at least a half-century, 13,691 deaths in 2013. Another factor attributing to the population increase is Philadelphia's immigration rate. In 2013, 12.7 percent of residents were foreign-born, just shy of the national average, 13.1 percent.", "targets": "How many baby's were there in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17c154a73f914a74bf03e0b110b48972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the last decade, Philadelphia experienced a large shift in its age profile. In 2000, the city's population pyramid had a largely stationary shape. In 2013, the city took on an expansive pyramid shape, with an increase in the three millennial age groups, 20 to 24, 25 to 29, and 30 to 34. The city's 25- to 29-year-old age group was the city's largest age cohort. According to the 2010 Census, 343,837 (22.5%) were under the age of 18; 203,697 (13.3%) from 18 to 25; 434,385 (28.5%) from 25 to 44; 358,778 (23.5%) from 45 to 64; and 185,309 (12.1%) who were 65 years of age or older. The median age was 33.5 years. For every 100 females there were 89.4 males. For every 100 females age 18 and over, there were 85.7 males. The city had 22,018 births in 2013, down from a peak 23,689 births in 2008. Philadelphia's death rate was at its lowest in at least a half-century, 13,691 deaths in 2013. Another factor attributing to the population increase is Philadelphia's immigration rate. In 2013, 12.7 percent of residents were foreign-born, just shy of the national average, 13.1 percent.", "targets": "How many deaths were there in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53ba2e064f84147b5a4e09944b52a94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1820-1830\u2019s the Ottoman Empire endured a number of strikes which challenged the existence of the country. The Greek Uprising (began in the spring of 1821) evidenced internal and military weakness of Ottoman Empire and caused severe atrocities by Ottoman military forces (see Chios massacre). The disbandment of the centuries-old Janissary corps by Sultan Mahmud II on 15 June 1826 (Auspicious Incident) was a good deed for the country in the longer term, but it has deprived the country from its army forces for the nearest future. In 1827 the allied Anglo-Franco-Russian fleet destroyed almost all the Ottoman naval forces during the Battle of Navarino. In 1830 Greece becomes an independent state after 10 years of independence war and the Russo-Turkish War of 1828\u20131829. According to the Treaty of Adrianople (1829) Russian and European commercial ships were authorized to freely pass through Black Sea straits, Serbia received autonomy, and Danubian Principalities (Moldavia and Walachia) became the territories under Russian protection.", "targets": "In what year did The Greek Uprising take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53ba2e064f84147b5a4e09944b52a94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1820-1830\u2019s the Ottoman Empire endured a number of strikes which challenged the existence of the country. The Greek Uprising (began in the spring of 1821) evidenced internal and military weakness of Ottoman Empire and caused severe atrocities by Ottoman military forces (see Chios massacre). The disbandment of the centuries-old Janissary corps by Sultan Mahmud II on 15 June 1826 (Auspicious Incident) was a good deed for the country in the longer term, but it has deprived the country from its army forces for the nearest future. In 1827 the allied Anglo-Franco-Russian fleet destroyed almost all the Ottoman naval forces during the Battle of Navarino. In 1830 Greece becomes an independent state after 10 years of independence war and the Russo-Turkish War of 1828\u20131829. According to the Treaty of Adrianople (1829) Russian and European commercial ships were authorized to freely pass through Black Sea straits, Serbia received autonomy, and Danubian Principalities (Moldavia and Walachia) became the territories under Russian protection.", "targets": "Who disbanded the Janissary corps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53ba2e064f84147b5a4e09944b52a94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1820-1830\u2019s the Ottoman Empire endured a number of strikes which challenged the existence of the country. The Greek Uprising (began in the spring of 1821) evidenced internal and military weakness of Ottoman Empire and caused severe atrocities by Ottoman military forces (see Chios massacre). The disbandment of the centuries-old Janissary corps by Sultan Mahmud II on 15 June 1826 (Auspicious Incident) was a good deed for the country in the longer term, but it has deprived the country from its army forces for the nearest future. In 1827 the allied Anglo-Franco-Russian fleet destroyed almost all the Ottoman naval forces during the Battle of Navarino. In 1830 Greece becomes an independent state after 10 years of independence war and the Russo-Turkish War of 1828\u20131829. According to the Treaty of Adrianople (1829) Russian and European commercial ships were authorized to freely pass through Black Sea straits, Serbia received autonomy, and Danubian Principalities (Moldavia and Walachia) became the territories under Russian protection.", "targets": "In what year was the Janissary corp disbanded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53ba2e064f84147b5a4e09944b52a94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1820-1830\u2019s the Ottoman Empire endured a number of strikes which challenged the existence of the country. The Greek Uprising (began in the spring of 1821) evidenced internal and military weakness of Ottoman Empire and caused severe atrocities by Ottoman military forces (see Chios massacre). The disbandment of the centuries-old Janissary corps by Sultan Mahmud II on 15 June 1826 (Auspicious Incident) was a good deed for the country in the longer term, but it has deprived the country from its army forces for the nearest future. In 1827 the allied Anglo-Franco-Russian fleet destroyed almost all the Ottoman naval forces during the Battle of Navarino. In 1830 Greece becomes an independent state after 10 years of independence war and the Russo-Turkish War of 1828\u20131829. According to the Treaty of Adrianople (1829) Russian and European commercial ships were authorized to freely pass through Black Sea straits, Serbia received autonomy, and Danubian Principalities (Moldavia and Walachia) became the territories under Russian protection.", "targets": "Who destroyed most of the Ottoman's naval forces during the Battle of Navarino?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e53ba2e064f84147b5a4e09944b52a94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1820-1830\u2019s the Ottoman Empire endured a number of strikes which challenged the existence of the country. The Greek Uprising (began in the spring of 1821) evidenced internal and military weakness of Ottoman Empire and caused severe atrocities by Ottoman military forces (see Chios massacre). The disbandment of the centuries-old Janissary corps by Sultan Mahmud II on 15 June 1826 (Auspicious Incident) was a good deed for the country in the longer term, but it has deprived the country from its army forces for the nearest future. In 1827 the allied Anglo-Franco-Russian fleet destroyed almost all the Ottoman naval forces during the Battle of Navarino. In 1830 Greece becomes an independent state after 10 years of independence war and the Russo-Turkish War of 1828\u20131829. According to the Treaty of Adrianople (1829) Russian and European commercial ships were authorized to freely pass through Black Sea straits, Serbia received autonomy, and Danubian Principalities (Moldavia and Walachia) became the territories under Russian protection.", "targets": "In what year did Greece finally become an independent state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e8c6884b6e74de482faec2a4220e831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It suffered damage during the turbulent 1640s, when it was attacked by Puritan iconoclasts, but was again protected by its close ties to the state during the Commonwealth period. Oliver Cromwell was given an elaborate funeral there in 1658, only to be disinterred in January 1661 and posthumously hanged from a gibbet at Tyburn.", "targets": "When did the abbey suffer damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e8c6884b6e74de482faec2a4220e831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It suffered damage during the turbulent 1640s, when it was attacked by Puritan iconoclasts, but was again protected by its close ties to the state during the Commonwealth period. Oliver Cromwell was given an elaborate funeral there in 1658, only to be disinterred in January 1661 and posthumously hanged from a gibbet at Tyburn.", "targets": "Who attacked the abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e8c6884b6e74de482faec2a4220e831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It suffered damage during the turbulent 1640s, when it was attacked by Puritan iconoclasts, but was again protected by its close ties to the state during the Commonwealth period. Oliver Cromwell was given an elaborate funeral there in 1658, only to be disinterred in January 1661 and posthumously hanged from a gibbet at Tyburn.", "targets": "What protected the abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e8c6884b6e74de482faec2a4220e831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It suffered damage during the turbulent 1640s, when it was attacked by Puritan iconoclasts, but was again protected by its close ties to the state during the Commonwealth period. Oliver Cromwell was given an elaborate funeral there in 1658, only to be disinterred in January 1661 and posthumously hanged from a gibbet at Tyburn.", "targets": "Who had a fancy funeral at the abbey in 1658?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2e8c6884b6e74de482faec2a4220e831", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It suffered damage during the turbulent 1640s, when it was attacked by Puritan iconoclasts, but was again protected by its close ties to the state during the Commonwealth period. Oliver Cromwell was given an elaborate funeral there in 1658, only to be disinterred in January 1661 and posthumously hanged from a gibbet at Tyburn.", "targets": "When was Oliver Cromwell disinterred?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c69a069957b45dca8876eee7cabcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Classical music in the 2000s has lost most of its tradition for musical improvisation, from the Baroque era to the Romantic era, there are examples of performers who could improvise in the style of their era. In the Baroque era, organ performers would improvise preludes, keyboard performers playing harpsichord would improvise chords from the figured bass symbols beneath the bass notes of the basso continuo part and both vocal and instrumental performers would improvise musical ornaments. J.S. Bach was particularly noted for his complex improvisations. During the Classical era, the composer-performer Mozart was noted for his ability to improvise melodies in different styles. During the Classical era, some virtuoso soloists would improvise the cadenza sections of a concerto. During the Romantic era, Beethoven would improvise at the piano. For more information, see Improvisation.", "targets": "Classical music in the 2000s has lost most of its tradition for musical what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c69a069957b45dca8876eee7cabcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Classical music in the 2000s has lost most of its tradition for musical improvisation, from the Baroque era to the Romantic era, there are examples of performers who could improvise in the style of their era. In the Baroque era, organ performers would improvise preludes, keyboard performers playing harpsichord would improvise chords from the figured bass symbols beneath the bass notes of the basso continuo part and both vocal and instrumental performers would improvise musical ornaments. J.S. Bach was particularly noted for his complex improvisations. During the Classical era, the composer-performer Mozart was noted for his ability to improvise melodies in different styles. During the Classical era, some virtuoso soloists would improvise the cadenza sections of a concerto. During the Romantic era, Beethoven would improvise at the piano. For more information, see Improvisation.", "targets": "In the Baroque era, who would improvise preludes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c69a069957b45dca8876eee7cabcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Classical music in the 2000s has lost most of its tradition for musical improvisation, from the Baroque era to the Romantic era, there are examples of performers who could improvise in the style of their era. In the Baroque era, organ performers would improvise preludes, keyboard performers playing harpsichord would improvise chords from the figured bass symbols beneath the bass notes of the basso continuo part and both vocal and instrumental performers would improvise musical ornaments. J.S. Bach was particularly noted for his complex improvisations. During the Classical era, the composer-performer Mozart was noted for his ability to improvise melodies in different styles. During the Classical era, some virtuoso soloists would improvise the cadenza sections of a concerto. During the Romantic era, Beethoven would improvise at the piano. For more information, see Improvisation.", "targets": "Who would improvise musical ornaments in the Baroque era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c69a069957b45dca8876eee7cabcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Classical music in the 2000s has lost most of its tradition for musical improvisation, from the Baroque era to the Romantic era, there are examples of performers who could improvise in the style of their era. In the Baroque era, organ performers would improvise preludes, keyboard performers playing harpsichord would improvise chords from the figured bass symbols beneath the bass notes of the basso continuo part and both vocal and instrumental performers would improvise musical ornaments. J.S. Bach was particularly noted for his complex improvisations. During the Classical era, the composer-performer Mozart was noted for his ability to improvise melodies in different styles. During the Classical era, some virtuoso soloists would improvise the cadenza sections of a concerto. During the Romantic era, Beethoven would improvise at the piano. For more information, see Improvisation.", "targets": "Who was noted for his complex improvisations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c69a069957b45dca8876eee7cabcbdb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Classical music in the 2000s has lost most of its tradition for musical improvisation, from the Baroque era to the Romantic era, there are examples of performers who could improvise in the style of their era. In the Baroque era, organ performers would improvise preludes, keyboard performers playing harpsichord would improvise chords from the figured bass symbols beneath the bass notes of the basso continuo part and both vocal and instrumental performers would improvise musical ornaments. J.S. Bach was particularly noted for his complex improvisations. During the Classical era, the composer-performer Mozart was noted for his ability to improvise melodies in different styles. During the Classical era, some virtuoso soloists would improvise the cadenza sections of a concerto. During the Romantic era, Beethoven would improvise at the piano. For more information, see Improvisation.", "targets": "What was Mozart noted for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-179f5ea205484172b0087a1048f3d69d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effects of the \"Twin Shocks\"\u2014the Soviet entry and the atomic bombing\u2014were profound. On 10 August the \"sacred decision\" was made by Japanese Cabinet to accept the Potsdam terms on one condition: the \"prerogative of His Majesty as a Sovereign Ruler\". At noon on 15 August, after the American government's intentionally ambiguous reply, stating that the \"authority\" of the emperor \"shall be subject to the Supreme Commander of the Allied Powers\", the Emperor broadcast to the nation and to the world at large the rescript of surrender, ending the Second World War.", "targets": "How did the Japanese refer to the atomic bombings and the Soviet invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-179f5ea205484172b0087a1048f3d69d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effects of the \"Twin Shocks\"\u2014the Soviet entry and the atomic bombing\u2014were profound. On 10 August the \"sacred decision\" was made by Japanese Cabinet to accept the Potsdam terms on one condition: the \"prerogative of His Majesty as a Sovereign Ruler\". At noon on 15 August, after the American government's intentionally ambiguous reply, stating that the \"authority\" of the emperor \"shall be subject to the Supreme Commander of the Allied Powers\", the Emperor broadcast to the nation and to the world at large the rescript of surrender, ending the Second World War.", "targets": "When did Japan surrender?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-179f5ea205484172b0087a1048f3d69d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effects of the \"Twin Shocks\"\u2014the Soviet entry and the atomic bombing\u2014were profound. On 10 August the \"sacred decision\" was made by Japanese Cabinet to accept the Potsdam terms on one condition: the \"prerogative of His Majesty as a Sovereign Ruler\". At noon on 15 August, after the American government's intentionally ambiguous reply, stating that the \"authority\" of the emperor \"shall be subject to the Supreme Commander of the Allied Powers\", the Emperor broadcast to the nation and to the world at large the rescript of surrender, ending the Second World War.", "targets": "What was the one condition Japan wanted before accepting the Potsdam terms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-179f5ea205484172b0087a1048f3d69d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effects of the \"Twin Shocks\"\u2014the Soviet entry and the atomic bombing\u2014were profound. On 10 August the \"sacred decision\" was made by Japanese Cabinet to accept the Potsdam terms on one condition: the \"prerogative of His Majesty as a Sovereign Ruler\". At noon on 15 August, after the American government's intentionally ambiguous reply, stating that the \"authority\" of the emperor \"shall be subject to the Supreme Commander of the Allied Powers\", the Emperor broadcast to the nation and to the world at large the rescript of surrender, ending the Second World War.", "targets": "What was the reply to Japan about the surrender condition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-179f5ea205484172b0087a1048f3d69d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effects of the \"Twin Shocks\"\u2014the Soviet entry and the atomic bombing\u2014were profound. On 10 August the \"sacred decision\" was made by Japanese Cabinet to accept the Potsdam terms on one condition: the \"prerogative of His Majesty as a Sovereign Ruler\". At noon on 15 August, after the American government's intentionally ambiguous reply, stating that the \"authority\" of the emperor \"shall be subject to the Supreme Commander of the Allied Powers\", the Emperor broadcast to the nation and to the world at large the rescript of surrender, ending the Second World War.", "targets": "What was it called when the Japanese Cabinet accepted the Potsdam terms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "What is the title of the political science book, written by a Yale professor, that explores New Haven politics and history throughout the 1950's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "Who is the author of \"Who Governs? Democracy an Power in An American City\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "What penultimate work by Alexis de Tocqueville makes mention of New Haven's original theocratic government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "To which prominent conservative, that authored God and Man at Yale, did New Haven provide residence in 1951?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "Who is the author of The Fifteenth Ward and the Great Society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "What is the name of popular book discussing the politics of New Haven published in the 50s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "What famous french historian mention the city within his book Democracy in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "New Haven was the home to author that wrote God and Man at Yale, the writer's name was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e5f8c0f616846ea961fb6ee0c83ca04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven was the subject of Who Governs? Democracy and Power in An American City, a very influential book in political science by preeminent Yale professor Robert A. Dahl, which includes an extensive history of the city and thorough description of its politics in the 1950s. New Haven's theocratic history is also mentioned several times by Alexis de Tocqueville in his classic volume on 19th-century American political life, Democracy in America. New Haven was the residence of conservative thinker William F. Buckley, Jr., in 1951, when he wrote his influential God and Man at Yale. William Lee Miller's The Fifteenth Ward and the Great Society (1966) similarly explores the relationship between local politics in New Haven and national political movements, focusing on Lyndon Johnson's Great Society and urban renewal.", "targets": "What is the name of the book published in 1966 that had focus on the city politics in relations with President Johnson's policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c9fce1ea22f4cc88ce3302f5e7e8986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memories and lessons from the war are still a major factor in American politics. One side views the war as a necessary part of the Containment policy, which allowed the enemy to choose the time and place of warfare. Others note the U.S. made major strategic gains as the Communists were defeated in Indonesia, and by 1972 both Moscow and Beijing were competing for American support, at the expense of their allies in Hanoi. Critics see the conflict as a \"quagmire\"\u2014an endless waste of American blood and treasure in a conflict that did not concern US interests. Fears of another quagmire have been major factors in foreign policy debates ever since. The draft became extremely unpopular, and President Nixon ended it in 1973, forcing the military (the Army especially) to rely entirely upon volunteers. That raised the issue of how well the professional military reflected overall American society and values; the soldiers typically took the position that their service represented the highest and best American values.", "targets": "The Vietnam War was an element of what US diplomatic policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c9fce1ea22f4cc88ce3302f5e7e8986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memories and lessons from the war are still a major factor in American politics. One side views the war as a necessary part of the Containment policy, which allowed the enemy to choose the time and place of warfare. Others note the U.S. made major strategic gains as the Communists were defeated in Indonesia, and by 1972 both Moscow and Beijing were competing for American support, at the expense of their allies in Hanoi. Critics see the conflict as a \"quagmire\"\u2014an endless waste of American blood and treasure in a conflict that did not concern US interests. Fears of another quagmire have been major factors in foreign policy debates ever since. The draft became extremely unpopular, and President Nixon ended it in 1973, forcing the military (the Army especially) to rely entirely upon volunteers. That raised the issue of how well the professional military reflected overall American society and values; the soldiers typically took the position that their service represented the highest and best American values.", "targets": "Communists were defeated in what country in 1972?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c9fce1ea22f4cc88ce3302f5e7e8986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memories and lessons from the war are still a major factor in American politics. One side views the war as a necessary part of the Containment policy, which allowed the enemy to choose the time and place of warfare. Others note the U.S. made major strategic gains as the Communists were defeated in Indonesia, and by 1972 both Moscow and Beijing were competing for American support, at the expense of their allies in Hanoi. Critics see the conflict as a \"quagmire\"\u2014an endless waste of American blood and treasure in a conflict that did not concern US interests. Fears of another quagmire have been major factors in foreign policy debates ever since. The draft became extremely unpopular, and President Nixon ended it in 1973, forcing the military (the Army especially) to rely entirely upon volunteers. That raised the issue of how well the professional military reflected overall American society and values; the soldiers typically took the position that their service represented the highest and best American values.", "targets": "What term did critics of the Vietnam War use to describe it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c9fce1ea22f4cc88ce3302f5e7e8986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memories and lessons from the war are still a major factor in American politics. One side views the war as a necessary part of the Containment policy, which allowed the enemy to choose the time and place of warfare. Others note the U.S. made major strategic gains as the Communists were defeated in Indonesia, and by 1972 both Moscow and Beijing were competing for American support, at the expense of their allies in Hanoi. Critics see the conflict as a \"quagmire\"\u2014an endless waste of American blood and treasure in a conflict that did not concern US interests. Fears of another quagmire have been major factors in foreign policy debates ever since. The draft became extremely unpopular, and President Nixon ended it in 1973, forcing the military (the Army especially) to rely entirely upon volunteers. That raised the issue of how well the professional military reflected overall American society and values; the soldiers typically took the position that their service represented the highest and best American values.", "targets": "When did the draft end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c9fce1ea22f4cc88ce3302f5e7e8986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Memories and lessons from the war are still a major factor in American politics. One side views the war as a necessary part of the Containment policy, which allowed the enemy to choose the time and place of warfare. Others note the U.S. made major strategic gains as the Communists were defeated in Indonesia, and by 1972 both Moscow and Beijing were competing for American support, at the expense of their allies in Hanoi. Critics see the conflict as a \"quagmire\"\u2014an endless waste of American blood and treasure in a conflict that did not concern US interests. Fears of another quagmire have been major factors in foreign policy debates ever since. The draft became extremely unpopular, and President Nixon ended it in 1973, forcing the military (the Army especially) to rely entirely upon volunteers. That raised the issue of how well the professional military reflected overall American society and values; the soldiers typically took the position that their service represented the highest and best American values.", "targets": "Which president ended the draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b4cfdf5ba5640fabe7b6e56ac6f2e64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunodeficiencies occur when one or more of the components of the immune system are inactive. The ability of the immune system to respond to pathogens is diminished in both the young and the elderly, with immune responses beginning to decline at around 50 years of age due to immunosenescence. In developed countries, obesity, alcoholism, and drug use are common causes of poor immune function. However, malnutrition is the most common cause of immunodeficiency in developing countries. Diets lacking sufficient protein are associated with impaired cell-mediated immunity, complement activity, phagocyte function, IgA antibody concentrations, and cytokine production. Additionally, the loss of the thymus at an early age through genetic mutation or surgical removal results in severe immunodeficiency and a high susceptibility to infection.", "targets": "What kind of disorders occur when part of the immune system isn't active?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b4cfdf5ba5640fabe7b6e56ac6f2e64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunodeficiencies occur when one or more of the components of the immune system are inactive. The ability of the immune system to respond to pathogens is diminished in both the young and the elderly, with immune responses beginning to decline at around 50 years of age due to immunosenescence. In developed countries, obesity, alcoholism, and drug use are common causes of poor immune function. However, malnutrition is the most common cause of immunodeficiency in developing countries. Diets lacking sufficient protein are associated with impaired cell-mediated immunity, complement activity, phagocyte function, IgA antibody concentrations, and cytokine production. Additionally, the loss of the thymus at an early age through genetic mutation or surgical removal results in severe immunodeficiency and a high susceptibility to infection.", "targets": "In what two age groups is the strength of the immune system reduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b4cfdf5ba5640fabe7b6e56ac6f2e64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunodeficiencies occur when one or more of the components of the immune system are inactive. The ability of the immune system to respond to pathogens is diminished in both the young and the elderly, with immune responses beginning to decline at around 50 years of age due to immunosenescence. In developed countries, obesity, alcoholism, and drug use are common causes of poor immune function. However, malnutrition is the most common cause of immunodeficiency in developing countries. Diets lacking sufficient protein are associated with impaired cell-mediated immunity, complement activity, phagocyte function, IgA antibody concentrations, and cytokine production. Additionally, the loss of the thymus at an early age through genetic mutation or surgical removal results in severe immunodeficiency and a high susceptibility to infection.", "targets": "At what age do immune responses typically begin to decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b4cfdf5ba5640fabe7b6e56ac6f2e64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunodeficiencies occur when one or more of the components of the immune system are inactive. The ability of the immune system to respond to pathogens is diminished in both the young and the elderly, with immune responses beginning to decline at around 50 years of age due to immunosenescence. In developed countries, obesity, alcoholism, and drug use are common causes of poor immune function. However, malnutrition is the most common cause of immunodeficiency in developing countries. Diets lacking sufficient protein are associated with impaired cell-mediated immunity, complement activity, phagocyte function, IgA antibody concentrations, and cytokine production. Additionally, the loss of the thymus at an early age through genetic mutation or surgical removal results in severe immunodeficiency and a high susceptibility to infection.", "targets": "What are some causes of reduced immune function in developed countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b4cfdf5ba5640fabe7b6e56ac6f2e64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunodeficiencies occur when one or more of the components of the immune system are inactive. The ability of the immune system to respond to pathogens is diminished in both the young and the elderly, with immune responses beginning to decline at around 50 years of age due to immunosenescence. In developed countries, obesity, alcoholism, and drug use are common causes of poor immune function. However, malnutrition is the most common cause of immunodeficiency in developing countries. Diets lacking sufficient protein are associated with impaired cell-mediated immunity, complement activity, phagocyte function, IgA antibody concentrations, and cytokine production. Additionally, the loss of the thymus at an early age through genetic mutation or surgical removal results in severe immunodeficiency and a high susceptibility to infection.", "targets": "What is the most common cause of immunodeficiency in developing nations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10872061508f40c2b0189b370e38e80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patterns such as those seen in human physical and genetic variation as described above, have led to the consequence that the number and geographic location of any described races is highly dependent on the importance attributed to, and quantity of, the traits considered. Scientists discovered a skin-lighting mutation that partially accounts for the appearance of Light skin in humans (people who migrated out of Africa northward into what is now Europe) which they estimate occurred 20,000 to 50,000 years ago. The East Asians owe their relatively light skin to different mutations. On the other hand, the greater the number of traits (or alleles) considered, the more subdivisions of humanity are detected, since traits and gene frequencies do not always correspond to the same geographical location. Or as Ossorio & Duster (2005) put it:", "targets": "What is the consequence of the number and geographic location ascribed to a race highly dependent on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10872061508f40c2b0189b370e38e80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patterns such as those seen in human physical and genetic variation as described above, have led to the consequence that the number and geographic location of any described races is highly dependent on the importance attributed to, and quantity of, the traits considered. Scientists discovered a skin-lighting mutation that partially accounts for the appearance of Light skin in humans (people who migrated out of Africa northward into what is now Europe) which they estimate occurred 20,000 to 50,000 years ago. The East Asians owe their relatively light skin to different mutations. On the other hand, the greater the number of traits (or alleles) considered, the more subdivisions of humanity are detected, since traits and gene frequencies do not always correspond to the same geographical location. Or as Ossorio & Duster (2005) put it:", "targets": "What partially accounts for the appearance of light skin in humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10872061508f40c2b0189b370e38e80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patterns such as those seen in human physical and genetic variation as described above, have led to the consequence that the number and geographic location of any described races is highly dependent on the importance attributed to, and quantity of, the traits considered. Scientists discovered a skin-lighting mutation that partially accounts for the appearance of Light skin in humans (people who migrated out of Africa northward into what is now Europe) which they estimate occurred 20,000 to 50,000 years ago. The East Asians owe their relatively light skin to different mutations. On the other hand, the greater the number of traits (or alleles) considered, the more subdivisions of humanity are detected, since traits and gene frequencies do not always correspond to the same geographical location. Or as Ossorio & Duster (2005) put it:", "targets": "What mutation did scientists discover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10872061508f40c2b0189b370e38e80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patterns such as those seen in human physical and genetic variation as described above, have led to the consequence that the number and geographic location of any described races is highly dependent on the importance attributed to, and quantity of, the traits considered. Scientists discovered a skin-lighting mutation that partially accounts for the appearance of Light skin in humans (people who migrated out of Africa northward into what is now Europe) which they estimate occurred 20,000 to 50,000 years ago. The East Asians owe their relatively light skin to different mutations. On the other hand, the greater the number of traits (or alleles) considered, the more subdivisions of humanity are detected, since traits and gene frequencies do not always correspond to the same geographical location. Or as Ossorio & Duster (2005) put it:", "targets": "What do East Asians have to thank for their relatively light skin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10872061508f40c2b0189b370e38e80b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Patterns such as those seen in human physical and genetic variation as described above, have led to the consequence that the number and geographic location of any described races is highly dependent on the importance attributed to, and quantity of, the traits considered. Scientists discovered a skin-lighting mutation that partially accounts for the appearance of Light skin in humans (people who migrated out of Africa northward into what is now Europe) which they estimate occurred 20,000 to 50,000 years ago. The East Asians owe their relatively light skin to different mutations. On the other hand, the greater the number of traits (or alleles) considered, the more subdivisions of humanity are detected, since traits and gene frequencies do not always correspond to the same geographical location. Or as Ossorio & Duster (2005) put it:", "targets": "Traits and gene frequencies do not always correspond to what type of location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66dc9d68f4d0449ca862895e7e56cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Moving to reduce Italian influence, in October 1970 all Italian-owned assets were expropriated and the 12,000-strong Italian community expelled from Libya alongside a smaller number of Jews. The day became a national holiday. Aiming to reduce NATO power in the Mediterranean, in 1971 Libya requested that Malta cease to allow NATO to use its land for a military base, in turn offering them foreign aid. Compromising, Malta's government continued allowing NATO use of the island, but only on the condition that they would not use it for launching attacks on Arab territory. Orchestrating a military build-up, the RCC began purchasing weapons from France and the Soviet Union. The commercial relationship with the latter led to an increasingly strained relationship with the U.S., who were then engaged in the Cold War with the Soviets.", "targets": "How many Italians lived in Libya prior to October of 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66dc9d68f4d0449ca862895e7e56cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Moving to reduce Italian influence, in October 1970 all Italian-owned assets were expropriated and the 12,000-strong Italian community expelled from Libya alongside a smaller number of Jews. The day became a national holiday. Aiming to reduce NATO power in the Mediterranean, in 1971 Libya requested that Malta cease to allow NATO to use its land for a military base, in turn offering them foreign aid. Compromising, Malta's government continued allowing NATO use of the island, but only on the condition that they would not use it for launching attacks on Arab territory. Orchestrating a military build-up, the RCC began purchasing weapons from France and the Soviet Union. The commercial relationship with the latter led to an increasingly strained relationship with the U.S., who were then engaged in the Cold War with the Soviets.", "targets": "In addition to Italians, what people were kicked out of Libya in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66dc9d68f4d0449ca862895e7e56cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Moving to reduce Italian influence, in October 1970 all Italian-owned assets were expropriated and the 12,000-strong Italian community expelled from Libya alongside a smaller number of Jews. The day became a national holiday. Aiming to reduce NATO power in the Mediterranean, in 1971 Libya requested that Malta cease to allow NATO to use its land for a military base, in turn offering them foreign aid. Compromising, Malta's government continued allowing NATO use of the island, but only on the condition that they would not use it for launching attacks on Arab territory. Orchestrating a military build-up, the RCC began purchasing weapons from France and the Soviet Union. The commercial relationship with the latter led to an increasingly strained relationship with the U.S., who were then engaged in the Cold War with the Soviets.", "targets": "Who did the RCC buy military equipment from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66dc9d68f4d0449ca862895e7e56cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Moving to reduce Italian influence, in October 1970 all Italian-owned assets were expropriated and the 12,000-strong Italian community expelled from Libya alongside a smaller number of Jews. The day became a national holiday. Aiming to reduce NATO power in the Mediterranean, in 1971 Libya requested that Malta cease to allow NATO to use its land for a military base, in turn offering them foreign aid. Compromising, Malta's government continued allowing NATO use of the island, but only on the condition that they would not use it for launching attacks on Arab territory. Orchestrating a military build-up, the RCC began purchasing weapons from France and the Soviet Union. The commercial relationship with the latter led to an increasingly strained relationship with the U.S., who were then engaged in the Cold War with the Soviets.", "targets": "Who were the adversaries of the Soviets during the Cold War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66dc9d68f4d0449ca862895e7e56cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Moving to reduce Italian influence, in October 1970 all Italian-owned assets were expropriated and the 12,000-strong Italian community expelled from Libya alongside a smaller number of Jews. The day became a national holiday. Aiming to reduce NATO power in the Mediterranean, in 1971 Libya requested that Malta cease to allow NATO to use its land for a military base, in turn offering them foreign aid. Compromising, Malta's government continued allowing NATO use of the island, but only on the condition that they would not use it for launching attacks on Arab territory. Orchestrating a military build-up, the RCC began purchasing weapons from France and the Soviet Union. The commercial relationship with the latter led to an increasingly strained relationship with the U.S., who were then engaged in the Cold War with the Soviets.", "targets": "Who did Libya offer foreign aid to in 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8847f07ad1f46b7bbcedebc6c7a7481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of trademarks, this expansion has been driven by international efforts to harmonise the definition of \"trademark\", as exemplified by the Agreement on Trade-Related Aspects of Intellectual Property Rights ratified in 1994, which formalized regulations for IP rights that had been handled by common law, or not at all, in member states. Pursuant to TRIPs, any sign which is \"capable of distinguishing\" the products or services of one business from the products or services of another business is capable of constituting a trademark.", "targets": "When was the Agreement on Trade-Related Aspects of Intellectual Property Rights ratified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8847f07ad1f46b7bbcedebc6c7a7481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of trademarks, this expansion has been driven by international efforts to harmonise the definition of \"trademark\", as exemplified by the Agreement on Trade-Related Aspects of Intellectual Property Rights ratified in 1994, which formalized regulations for IP rights that had been handled by common law, or not at all, in member states. Pursuant to TRIPs, any sign which is \"capable of distinguishing\" the products or services of one business from the products or services of another business is capable of constituting a trademark.", "targets": "What type of law handled IP rights before 1994 in TRIP signatories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8847f07ad1f46b7bbcedebc6c7a7481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of trademarks, this expansion has been driven by international efforts to harmonise the definition of \"trademark\", as exemplified by the Agreement on Trade-Related Aspects of Intellectual Property Rights ratified in 1994, which formalized regulations for IP rights that had been handled by common law, or not at all, in member states. Pursuant to TRIPs, any sign which is \"capable of distinguishing\" the products or services of one business from the products or services of another business is capable of constituting a trademark.", "targets": "What type of IP did the TRIP agreement harmonize the definition of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8847f07ad1f46b7bbcedebc6c7a7481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the context of trademarks, this expansion has been driven by international efforts to harmonise the definition of \"trademark\", as exemplified by the Agreement on Trade-Related Aspects of Intellectual Property Rights ratified in 1994, which formalized regulations for IP rights that had been handled by common law, or not at all, in member states. Pursuant to TRIPs, any sign which is \"capable of distinguishing\" the products or services of one business from the products or services of another business is capable of constituting a trademark.", "targets": "What is any sign which is capable of distinguishing one business's product from another business's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc2820e679f482da5e1a9ab3e5f6f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By summer of 2003, Howard Dean had become the apparent front runner for the Democratic nomination, performing strongly in most polls and leading the pack with the largest campaign war chest. Dean's strength as a fund raiser was attributed mainly to his embrace of the Internet for campaigning. The majority of his donations came from individual supporters, who became known as Deanites, or, more commonly, Deaniacs. Generally regarded as a pragmatic centrist during his time as governor, Dean emerged during his presidential campaign as a left-wing populist, denouncing the policies of the Bush administration (especially the 2003 invasion of Iraq) as well as fellow Democrats, who, in his view, failed to strongly oppose them. Senator Lieberman, a liberal on domestic issues but a hawk on the War on Terror, failed to gain traction with liberal Democratic primary voters.", "targets": "Who became the Democratic nominee, half way through 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc2820e679f482da5e1a9ab3e5f6f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By summer of 2003, Howard Dean had become the apparent front runner for the Democratic nomination, performing strongly in most polls and leading the pack with the largest campaign war chest. Dean's strength as a fund raiser was attributed mainly to his embrace of the Internet for campaigning. The majority of his donations came from individual supporters, who became known as Deanites, or, more commonly, Deaniacs. Generally regarded as a pragmatic centrist during his time as governor, Dean emerged during his presidential campaign as a left-wing populist, denouncing the policies of the Bush administration (especially the 2003 invasion of Iraq) as well as fellow Democrats, who, in his view, failed to strongly oppose them. Senator Lieberman, a liberal on domestic issues but a hawk on the War on Terror, failed to gain traction with liberal Democratic primary voters.", "targets": "Dean's admiration for internet campaigning accredited his strength as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc2820e679f482da5e1a9ab3e5f6f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By summer of 2003, Howard Dean had become the apparent front runner for the Democratic nomination, performing strongly in most polls and leading the pack with the largest campaign war chest. Dean's strength as a fund raiser was attributed mainly to his embrace of the Internet for campaigning. The majority of his donations came from individual supporters, who became known as Deanites, or, more commonly, Deaniacs. Generally regarded as a pragmatic centrist during his time as governor, Dean emerged during his presidential campaign as a left-wing populist, denouncing the policies of the Bush administration (especially the 2003 invasion of Iraq) as well as fellow Democrats, who, in his view, failed to strongly oppose them. Senator Lieberman, a liberal on domestic issues but a hawk on the War on Terror, failed to gain traction with liberal Democratic primary voters.", "targets": "What did Dean's backers become known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc2820e679f482da5e1a9ab3e5f6f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By summer of 2003, Howard Dean had become the apparent front runner for the Democratic nomination, performing strongly in most polls and leading the pack with the largest campaign war chest. Dean's strength as a fund raiser was attributed mainly to his embrace of the Internet for campaigning. The majority of his donations came from individual supporters, who became known as Deanites, or, more commonly, Deaniacs. Generally regarded as a pragmatic centrist during his time as governor, Dean emerged during his presidential campaign as a left-wing populist, denouncing the policies of the Bush administration (especially the 2003 invasion of Iraq) as well as fellow Democrats, who, in his view, failed to strongly oppose them. Senator Lieberman, a liberal on domestic issues but a hawk on the War on Terror, failed to gain traction with liberal Democratic primary voters.", "targets": "What government position has Howard Dean previously held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dcc2820e679f482da5e1a9ab3e5f6f0c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By summer of 2003, Howard Dean had become the apparent front runner for the Democratic nomination, performing strongly in most polls and leading the pack with the largest campaign war chest. Dean's strength as a fund raiser was attributed mainly to his embrace of the Internet for campaigning. The majority of his donations came from individual supporters, who became known as Deanites, or, more commonly, Deaniacs. Generally regarded as a pragmatic centrist during his time as governor, Dean emerged during his presidential campaign as a left-wing populist, denouncing the policies of the Bush administration (especially the 2003 invasion of Iraq) as well as fellow Democrats, who, in his view, failed to strongly oppose them. Senator Lieberman, a liberal on domestic issues but a hawk on the War on Terror, failed to gain traction with liberal Democratic primary voters.", "targets": "Which of Bush's policies did Dean criticize most notably?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73bd1eac5fe8418e89c91151fac92c51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clock does not run during convert attempts in the last three minutes of a half. If the 15 minutes of a quarter expire while the ball is live, the quarter is extended until the ball becomes dead. If a quarter's time expires while the ball is dead, the quarter is extended for one more scrimmage. A quarter cannot end while a penalty is pending: after the penalty yardage is applied, the quarter is extended one scrimmage. Note that the non-penalized team has the option to decline any penalty it considers disadvantageous, so a losing team cannot indefinitely prolong a game by repeatedly committing infractions.", "targets": "What happens to a quarter whose time expires while the ball is still live in play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73bd1eac5fe8418e89c91151fac92c51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clock does not run during convert attempts in the last three minutes of a half. If the 15 minutes of a quarter expire while the ball is live, the quarter is extended until the ball becomes dead. If a quarter's time expires while the ball is dead, the quarter is extended for one more scrimmage. A quarter cannot end while a penalty is pending: after the penalty yardage is applied, the quarter is extended one scrimmage. Note that the non-penalized team has the option to decline any penalty it considers disadvantageous, so a losing team cannot indefinitely prolong a game by repeatedly committing infractions.", "targets": "Which plays do not cause time to run off the clock during the final minutes of a half?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73bd1eac5fe8418e89c91151fac92c51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clock does not run during convert attempts in the last three minutes of a half. If the 15 minutes of a quarter expire while the ball is live, the quarter is extended until the ball becomes dead. If a quarter's time expires while the ball is dead, the quarter is extended for one more scrimmage. A quarter cannot end while a penalty is pending: after the penalty yardage is applied, the quarter is extended one scrimmage. Note that the non-penalized team has the option to decline any penalty it considers disadvantageous, so a losing team cannot indefinitely prolong a game by repeatedly committing infractions.", "targets": "What causes a quarter to be extended one additional play even if time has run out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73bd1eac5fe8418e89c91151fac92c51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The clock does not run during convert attempts in the last three minutes of a half. If the 15 minutes of a quarter expire while the ball is live, the quarter is extended until the ball becomes dead. If a quarter's time expires while the ball is dead, the quarter is extended for one more scrimmage. A quarter cannot end while a penalty is pending: after the penalty yardage is applied, the quarter is extended one scrimmage. Note that the non-penalized team has the option to decline any penalty it considers disadvantageous, so a losing team cannot indefinitely prolong a game by repeatedly committing infractions.", "targets": "How long is a quarter in minutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a557d535ff3b48a2a2e9c6f201ecf904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westminster Abbey is a collegiate church governed by the Dean and Chapter of Westminster, as established by Royal charter of Queen Elizabeth I in 1560, which created it as the Collegiate Church of St Peter Westminster and a Royal Peculiar under the personal jurisdiction of the Sovereign. The members of the Chapter are the Dean and four canons residentiary, assisted by the Receiver General and Chapter Clerk. One of the canons is also Rector of St Margaret's Church, Westminster, and often holds also the post of Chaplain to the Speaker of the House of Commons.", "targets": "What kind of church is Westminster Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a557d535ff3b48a2a2e9c6f201ecf904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westminster Abbey is a collegiate church governed by the Dean and Chapter of Westminster, as established by Royal charter of Queen Elizabeth I in 1560, which created it as the Collegiate Church of St Peter Westminster and a Royal Peculiar under the personal jurisdiction of the Sovereign. The members of the Chapter are the Dean and four canons residentiary, assisted by the Receiver General and Chapter Clerk. One of the canons is also Rector of St Margaret's Church, Westminster, and often holds also the post of Chaplain to the Speaker of the House of Commons.", "targets": "Who created Westminster Abbey as the Collegiate Church of St Peter Westminster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a557d535ff3b48a2a2e9c6f201ecf904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westminster Abbey is a collegiate church governed by the Dean and Chapter of Westminster, as established by Royal charter of Queen Elizabeth I in 1560, which created it as the Collegiate Church of St Peter Westminster and a Royal Peculiar under the personal jurisdiction of the Sovereign. The members of the Chapter are the Dean and four canons residentiary, assisted by the Receiver General and Chapter Clerk. One of the canons is also Rector of St Margaret's Church, Westminster, and often holds also the post of Chaplain to the Speaker of the House of Commons.", "targets": "Who governs the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a557d535ff3b48a2a2e9c6f201ecf904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westminster Abbey is a collegiate church governed by the Dean and Chapter of Westminster, as established by Royal charter of Queen Elizabeth I in 1560, which created it as the Collegiate Church of St Peter Westminster and a Royal Peculiar under the personal jurisdiction of the Sovereign. The members of the Chapter are the Dean and four canons residentiary, assisted by the Receiver General and Chapter Clerk. One of the canons is also Rector of St Margaret's Church, Westminster, and often holds also the post of Chaplain to the Speaker of the House of Commons.", "targets": "Who are the members of the chapter of Westminster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a557d535ff3b48a2a2e9c6f201ecf904", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Westminster Abbey is a collegiate church governed by the Dean and Chapter of Westminster, as established by Royal charter of Queen Elizabeth I in 1560, which created it as the Collegiate Church of St Peter Westminster and a Royal Peculiar under the personal jurisdiction of the Sovereign. The members of the Chapter are the Dean and four canons residentiary, assisted by the Receiver General and Chapter Clerk. One of the canons is also Rector of St Margaret's Church, Westminster, and often holds also the post of Chaplain to the Speaker of the House of Commons.", "targets": "Who assist the chapter of Westminster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2b757bd94d649b8b9e501a496422fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Catalan (except Majorcan), unstressed vowels reduce to three: /a e \u025b/ > [\u0259]; /o \u0254 u/ > [u]; /i/ remains distinct. There are a few instances of unreduced [e], [o] in some words. Alguerese has lowered [\u0259] to [a].", "targets": "Where do unstressed vowels reduce to three?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2b757bd94d649b8b9e501a496422fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Catalan (except Majorcan), unstressed vowels reduce to three: /a e \u025b/ > [\u0259]; /o \u0254 u/ > [u]; /i/ remains distinct. There are a few instances of unreduced [e], [o] in some words. Alguerese has lowered [\u0259] to [a].", "targets": "What is the exception to this reduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2b757bd94d649b8b9e501a496422fef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Eastern Catalan (except Majorcan), unstressed vowels reduce to three: /a e \u025b/ > [\u0259]; /o \u0254 u/ > [u]; /i/ remains distinct. There are a few instances of unreduced [e], [o] in some words. Alguerese has lowered [\u0259] to [a].", "targets": "Which vowel remains distinct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d390c6810a347af83a1a96277b6e386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Crisis very publicly exposed Britain's limitations to the world and confirmed Britain's decline on the world stage, demonstrating that henceforth it could no longer act without at least the acquiescence, if not the full support, of the United States. The events at Suez wounded British national pride, leading one MP to describe it as \"Britain's Waterloo\" and another to suggest that the country had become an \"American satellite\". Margaret Thatcher later described the mindset she believed had befallen the British political establishment as \"Suez syndrome\", from which Britain did not recover until the successful recapture of the Falkland Islands from Argentina in 1982.", "targets": "Where did 'Britain's Waterloo' occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d390c6810a347af83a1a96277b6e386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Crisis very publicly exposed Britain's limitations to the world and confirmed Britain's decline on the world stage, demonstrating that henceforth it could no longer act without at least the acquiescence, if not the full support, of the United States. The events at Suez wounded British national pride, leading one MP to describe it as \"Britain's Waterloo\" and another to suggest that the country had become an \"American satellite\". Margaret Thatcher later described the mindset she believed had befallen the British political establishment as \"Suez syndrome\", from which Britain did not recover until the successful recapture of the Falkland Islands from Argentina in 1982.", "targets": "Who referred to 'Suez Syndrome'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d390c6810a347af83a1a96277b6e386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Crisis very publicly exposed Britain's limitations to the world and confirmed Britain's decline on the world stage, demonstrating that henceforth it could no longer act without at least the acquiescence, if not the full support, of the United States. The events at Suez wounded British national pride, leading one MP to describe it as \"Britain's Waterloo\" and another to suggest that the country had become an \"American satellite\". Margaret Thatcher later described the mindset she believed had befallen the British political establishment as \"Suez syndrome\", from which Britain did not recover until the successful recapture of the Falkland Islands from Argentina in 1982.", "targets": "When did Britain retake the Falkland Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d390c6810a347af83a1a96277b6e386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Crisis very publicly exposed Britain's limitations to the world and confirmed Britain's decline on the world stage, demonstrating that henceforth it could no longer act without at least the acquiescence, if not the full support, of the United States. The events at Suez wounded British national pride, leading one MP to describe it as \"Britain's Waterloo\" and another to suggest that the country had become an \"American satellite\". Margaret Thatcher later described the mindset she believed had befallen the British political establishment as \"Suez syndrome\", from which Britain did not recover until the successful recapture of the Falkland Islands from Argentina in 1982.", "targets": "From whom did Britain retake the Falkland Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d390c6810a347af83a1a96277b6e386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Suez Crisis very publicly exposed Britain's limitations to the world and confirmed Britain's decline on the world stage, demonstrating that henceforth it could no longer act without at least the acquiescence, if not the full support, of the United States. The events at Suez wounded British national pride, leading one MP to describe it as \"Britain's Waterloo\" and another to suggest that the country had become an \"American satellite\". Margaret Thatcher later described the mindset she believed had befallen the British political establishment as \"Suez syndrome\", from which Britain did not recover until the successful recapture of the Falkland Islands from Argentina in 1982.", "targets": "A British minister thought which country was becoming an 'American satellite'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd95ed30bcb941029765f6710095c1c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some societies, clothing may be used to indicate rank or status. In ancient Rome, for example, only senators could wear garments dyed with Tyrian purple. In traditional Hawaiian society, only high-ranking chiefs could wear feather cloaks and palaoa, or carved whale teeth. Under the Travancore Kingdom of Kerala, (India), lower caste women had to pay a tax for the right to cover their upper body. In China, before establishment of the republic, only the emperor could wear yellow. History provides many examples of elaborate sumptuary laws that regulated what people could wear. In societies without such laws, which includes most modern societies, social status is instead signaled by the purchase of rare or luxury items that are limited by cost to those with wealth or status. In addition, peer pressure influences clothing choice.", "targets": "Who was allowed to wear gamrents dyed with Tyrian purple in ancient Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd95ed30bcb941029765f6710095c1c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some societies, clothing may be used to indicate rank or status. In ancient Rome, for example, only senators could wear garments dyed with Tyrian purple. In traditional Hawaiian society, only high-ranking chiefs could wear feather cloaks and palaoa, or carved whale teeth. Under the Travancore Kingdom of Kerala, (India), lower caste women had to pay a tax for the right to cover their upper body. In China, before establishment of the republic, only the emperor could wear yellow. History provides many examples of elaborate sumptuary laws that regulated what people could wear. In societies without such laws, which includes most modern societies, social status is instead signaled by the purchase of rare or luxury items that are limited by cost to those with wealth or status. In addition, peer pressure influences clothing choice.", "targets": "Who was allowed to wear feather cloaks and palaoa in old school Hawaiian society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd95ed30bcb941029765f6710095c1c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some societies, clothing may be used to indicate rank or status. In ancient Rome, for example, only senators could wear garments dyed with Tyrian purple. In traditional Hawaiian society, only high-ranking chiefs could wear feather cloaks and palaoa, or carved whale teeth. Under the Travancore Kingdom of Kerala, (India), lower caste women had to pay a tax for the right to cover their upper body. In China, before establishment of the republic, only the emperor could wear yellow. History provides many examples of elaborate sumptuary laws that regulated what people could wear. In societies without such laws, which includes most modern societies, social status is instead signaled by the purchase of rare or luxury items that are limited by cost to those with wealth or status. In addition, peer pressure influences clothing choice.", "targets": "What right were lower caste women required to pay a tax to acquire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd95ed30bcb941029765f6710095c1c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some societies, clothing may be used to indicate rank or status. In ancient Rome, for example, only senators could wear garments dyed with Tyrian purple. In traditional Hawaiian society, only high-ranking chiefs could wear feather cloaks and palaoa, or carved whale teeth. Under the Travancore Kingdom of Kerala, (India), lower caste women had to pay a tax for the right to cover their upper body. In China, before establishment of the republic, only the emperor could wear yellow. History provides many examples of elaborate sumptuary laws that regulated what people could wear. In societies without such laws, which includes most modern societies, social status is instead signaled by the purchase of rare or luxury items that are limited by cost to those with wealth or status. In addition, peer pressure influences clothing choice.", "targets": "What country once only allowed their emperor to wear yellow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd95ed30bcb941029765f6710095c1c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some societies, clothing may be used to indicate rank or status. In ancient Rome, for example, only senators could wear garments dyed with Tyrian purple. In traditional Hawaiian society, only high-ranking chiefs could wear feather cloaks and palaoa, or carved whale teeth. Under the Travancore Kingdom of Kerala, (India), lower caste women had to pay a tax for the right to cover their upper body. In China, before establishment of the republic, only the emperor could wear yellow. History provides many examples of elaborate sumptuary laws that regulated what people could wear. In societies without such laws, which includes most modern societies, social status is instead signaled by the purchase of rare or luxury items that are limited by cost to those with wealth or status. In addition, peer pressure influences clothing choice.", "targets": "What can peer pressure influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a20e91ccda22467eac827bdfd25e50cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A liberal foreign investment law was approved in June 1994, and a law on privatisation was adopted in 1997, as well as a program of state property privatisation. Continued progress will depend on the ability of the government to strengthen its macroeconomic management, including increasing revenue collection, improving the investment climate, and making strides against corruption. However, unemployment, which currently stands at around 15%, still remains a major problem due to the influx of thousands of refugees from the Karabakh conflict.", "targets": "What is the unemployment rate in Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a20e91ccda22467eac827bdfd25e50cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A liberal foreign investment law was approved in June 1994, and a law on privatisation was adopted in 1997, as well as a program of state property privatisation. Continued progress will depend on the ability of the government to strengthen its macroeconomic management, including increasing revenue collection, improving the investment climate, and making strides against corruption. However, unemployment, which currently stands at around 15%, still remains a major problem due to the influx of thousands of refugees from the Karabakh conflict.", "targets": "To what does Armenia attribute it's high unemployment rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a20e91ccda22467eac827bdfd25e50cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A liberal foreign investment law was approved in June 1994, and a law on privatisation was adopted in 1997, as well as a program of state property privatisation. Continued progress will depend on the ability of the government to strengthen its macroeconomic management, including increasing revenue collection, improving the investment climate, and making strides against corruption. However, unemployment, which currently stands at around 15%, still remains a major problem due to the influx of thousands of refugees from the Karabakh conflict.", "targets": "When did Armenia establish a foreign investment law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a20e91ccda22467eac827bdfd25e50cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A liberal foreign investment law was approved in June 1994, and a law on privatisation was adopted in 1997, as well as a program of state property privatisation. Continued progress will depend on the ability of the government to strengthen its macroeconomic management, including increasing revenue collection, improving the investment climate, and making strides against corruption. However, unemployment, which currently stands at around 15%, still remains a major problem due to the influx of thousands of refugees from the Karabakh conflict.", "targets": "When did Armenia establish a law on privatisation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c4e97786704232a4dad34d6ef4f3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Convinced now that the Greeks (and therefore the rest of the region) would not have peace if left alone, Rome decided to establish its first permanent foothold in the Greek world, and divided the Kingdom of Macedonia into four client republics. Yet, Macedonian agitation continued. The Fourth Macedonian War, 150 to 148 BC, was fought against a Macedonian pretender to the throne who was again destabilizing Greece by trying to re-establish the old kingdom. The Romans swiftly defeated the Macedonians at the Second battle of Pydna.", "targets": "How many republics was the Kingdom of Macedonia splintered into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c4e97786704232a4dad34d6ef4f3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Convinced now that the Greeks (and therefore the rest of the region) would not have peace if left alone, Rome decided to establish its first permanent foothold in the Greek world, and divided the Kingdom of Macedonia into four client republics. Yet, Macedonian agitation continued. The Fourth Macedonian War, 150 to 148 BC, was fought against a Macedonian pretender to the throne who was again destabilizing Greece by trying to re-establish the old kingdom. The Romans swiftly defeated the Macedonians at the Second battle of Pydna.", "targets": "In what year did the Fourt Macedonian War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c4e97786704232a4dad34d6ef4f3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Convinced now that the Greeks (and therefore the rest of the region) would not have peace if left alone, Rome decided to establish its first permanent foothold in the Greek world, and divided the Kingdom of Macedonia into four client republics. Yet, Macedonian agitation continued. The Fourth Macedonian War, 150 to 148 BC, was fought against a Macedonian pretender to the throne who was again destabilizing Greece by trying to re-establish the old kingdom. The Romans swiftly defeated the Macedonians at the Second battle of Pydna.", "targets": "Who did Rome fight in the Fourth Macedonian War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c4e97786704232a4dad34d6ef4f3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Convinced now that the Greeks (and therefore the rest of the region) would not have peace if left alone, Rome decided to establish its first permanent foothold in the Greek world, and divided the Kingdom of Macedonia into four client republics. Yet, Macedonian agitation continued. The Fourth Macedonian War, 150 to 148 BC, was fought against a Macedonian pretender to the throne who was again destabilizing Greece by trying to re-establish the old kingdom. The Romans swiftly defeated the Macedonians at the Second battle of Pydna.", "targets": "What effect did the establishment of the kingdom of Macedonia have on Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c4e97786704232a4dad34d6ef4f3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Convinced now that the Greeks (and therefore the rest of the region) would not have peace if left alone, Rome decided to establish its first permanent foothold in the Greek world, and divided the Kingdom of Macedonia into four client republics. Yet, Macedonian agitation continued. The Fourth Macedonian War, 150 to 148 BC, was fought against a Macedonian pretender to the throne who was again destabilizing Greece by trying to re-establish the old kingdom. The Romans swiftly defeated the Macedonians at the Second battle of Pydna.", "targets": "Who could claim victory at the Second Battle of Pydna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3383f073ee4f93be64fe0e6756ba42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Undergraduate tuition for the 2012/13 school year was $61,240; this includes the basic tuition of $43,380, fees (health $200, etc.), room and board of $13,329 (less if commuting), books and supplies $1,842, personal expenses $1,890, transportation cost of $400. Northwestern awards financial aid solely on the basis of need through loans, work-study, grants, and scholarships. The University processed in excess of $472 million in financial aid for the 2009\u20132010 academic year. This included $265 million in institutional funds, with the remainder coming from federal and state governments and private organizations and individuals. Northwestern scholarship programs for undergraduate students support needy students from a variety of income and backgrounds. Approximately 44 percent of the June 2010 graduates had received federal and/or private loans for their undergraduate education, graduating with an average debt of $17,200.", "targets": "What was the total undergrad tuition for the 2012/2013 school year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3383f073ee4f93be64fe0e6756ba42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Undergraduate tuition for the 2012/13 school year was $61,240; this includes the basic tuition of $43,380, fees (health $200, etc.), room and board of $13,329 (less if commuting), books and supplies $1,842, personal expenses $1,890, transportation cost of $400. Northwestern awards financial aid solely on the basis of need through loans, work-study, grants, and scholarships. The University processed in excess of $472 million in financial aid for the 2009\u20132010 academic year. This included $265 million in institutional funds, with the remainder coming from federal and state governments and private organizations and individuals. Northwestern scholarship programs for undergraduate students support needy students from a variety of income and backgrounds. Approximately 44 percent of the June 2010 graduates had received federal and/or private loans for their undergraduate education, graduating with an average debt of $17,200.", "targets": "On what basis does Northwestern award financial aid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3383f073ee4f93be64fe0e6756ba42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Undergraduate tuition for the 2012/13 school year was $61,240; this includes the basic tuition of $43,380, fees (health $200, etc.), room and board of $13,329 (less if commuting), books and supplies $1,842, personal expenses $1,890, transportation cost of $400. Northwestern awards financial aid solely on the basis of need through loans, work-study, grants, and scholarships. The University processed in excess of $472 million in financial aid for the 2009\u20132010 academic year. This included $265 million in institutional funds, with the remainder coming from federal and state governments and private organizations and individuals. Northwestern scholarship programs for undergraduate students support needy students from a variety of income and backgrounds. Approximately 44 percent of the June 2010 graduates had received federal and/or private loans for their undergraduate education, graduating with an average debt of $17,200.", "targets": "What percentage of the June 2010 graduates received federal or private loans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3383f073ee4f93be64fe0e6756ba42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Undergraduate tuition for the 2012/13 school year was $61,240; this includes the basic tuition of $43,380, fees (health $200, etc.), room and board of $13,329 (less if commuting), books and supplies $1,842, personal expenses $1,890, transportation cost of $400. Northwestern awards financial aid solely on the basis of need through loans, work-study, grants, and scholarships. The University processed in excess of $472 million in financial aid for the 2009\u20132010 academic year. This included $265 million in institutional funds, with the remainder coming from federal and state governments and private organizations and individuals. Northwestern scholarship programs for undergraduate students support needy students from a variety of income and backgrounds. Approximately 44 percent of the June 2010 graduates had received federal and/or private loans for their undergraduate education, graduating with an average debt of $17,200.", "targets": "What was the average debt for the June 2010 graduates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f3383f073ee4f93be64fe0e6756ba42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Undergraduate tuition for the 2012/13 school year was $61,240; this includes the basic tuition of $43,380, fees (health $200, etc.), room and board of $13,329 (less if commuting), books and supplies $1,842, personal expenses $1,890, transportation cost of $400. Northwestern awards financial aid solely on the basis of need through loans, work-study, grants, and scholarships. The University processed in excess of $472 million in financial aid for the 2009\u20132010 academic year. This included $265 million in institutional funds, with the remainder coming from federal and state governments and private organizations and individuals. Northwestern scholarship programs for undergraduate students support needy students from a variety of income and backgrounds. Approximately 44 percent of the June 2010 graduates had received federal and/or private loans for their undergraduate education, graduating with an average debt of $17,200.", "targets": "How much financial aid did Northwestern process for the 2009-2010 academic year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648db27cbd9b4e418805940ebea460af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parliament of Estonia (Estonian: Riigikogu) or the legislative branch is elected by people for a four-year term by proportional representation. The Estonian political system operates under a framework laid out in the 1992 constitutional document. The Estonian parliament has 101 members and influences the governing of the state primarily by determining the income and the expenses of the state (establishing taxes and adopting the budget). At the same time the parliament has the right to present statements, declarations and appeals to the people of Estonia, ratify and denounce international treaties with other states and international organisations and decide on the Government loans.", "targets": "What position do the citizens of Estonia elect for a four year term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648db27cbd9b4e418805940ebea460af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parliament of Estonia (Estonian: Riigikogu) or the legislative branch is elected by people for a four-year term by proportional representation. The Estonian political system operates under a framework laid out in the 1992 constitutional document. The Estonian parliament has 101 members and influences the governing of the state primarily by determining the income and the expenses of the state (establishing taxes and adopting the budget). At the same time the parliament has the right to present statements, declarations and appeals to the people of Estonia, ratify and denounce international treaties with other states and international organisations and decide on the Government loans.", "targets": "What year did the Estonians create a constitutional document for their modern political system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648db27cbd9b4e418805940ebea460af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parliament of Estonia (Estonian: Riigikogu) or the legislative branch is elected by people for a four-year term by proportional representation. The Estonian political system operates under a framework laid out in the 1992 constitutional document. The Estonian parliament has 101 members and influences the governing of the state primarily by determining the income and the expenses of the state (establishing taxes and adopting the budget). At the same time the parliament has the right to present statements, declarations and appeals to the people of Estonia, ratify and denounce international treaties with other states and international organisations and decide on the Government loans.", "targets": "How many representatives are in the Estonian parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648db27cbd9b4e418805940ebea460af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Parliament of Estonia (Estonian: Riigikogu) or the legislative branch is elected by people for a four-year term by proportional representation. The Estonian political system operates under a framework laid out in the 1992 constitutional document. The Estonian parliament has 101 members and influences the governing of the state primarily by determining the income and the expenses of the state (establishing taxes and adopting the budget). At the same time the parliament has the right to present statements, declarations and appeals to the people of Estonia, ratify and denounce international treaties with other states and international organisations and decide on the Government loans.", "targets": "What can the Estonian parliament do in regards to treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f34cd0295074984957f4dc9ad036bf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with the desire for independence, tensions between Hindus and Muslims had also been developing over the years. The Muslims had always been a minority within the subcontinent, and the prospect of an exclusively Hindu government made them wary of independence; they were as inclined to mistrust Hindu rule as they were to resist the foreign Raj, although Gandhi called for unity between the two groups in an astonishing display of leadership. The British, extremely weakened by the Second World War, promised that they would leave and participated in the formation of an interim government. The British Indian territories gained independence in 1947, after being partitioned into the Union of India and Dominion of Pakistan. Following the controversial division of pre-partition Punjab and Bengal, rioting broke out between Sikhs, Hindus and Muslims in these provinces and spread to several other parts of India, leaving some 500,000 dead. Also, this period saw one of the largest mass migrations ever recorded in modern history, with a total of 12 million Hindus, Sikhs and Muslims moving between the newly created nations of India and Pakistan (which gained independence on 15 and 14 August 1947 respectively). In 1971, Bangladesh, formerly East Pakistan and East Bengal, seceded from Pakistan.", "targets": "What position did Muslims have in the Indian population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f34cd0295074984957f4dc9ad036bf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with the desire for independence, tensions between Hindus and Muslims had also been developing over the years. The Muslims had always been a minority within the subcontinent, and the prospect of an exclusively Hindu government made them wary of independence; they were as inclined to mistrust Hindu rule as they were to resist the foreign Raj, although Gandhi called for unity between the two groups in an astonishing display of leadership. The British, extremely weakened by the Second World War, promised that they would leave and participated in the formation of an interim government. The British Indian territories gained independence in 1947, after being partitioned into the Union of India and Dominion of Pakistan. Following the controversial division of pre-partition Punjab and Bengal, rioting broke out between Sikhs, Hindus and Muslims in these provinces and spread to several other parts of India, leaving some 500,000 dead. Also, this period saw one of the largest mass migrations ever recorded in modern history, with a total of 12 million Hindus, Sikhs and Muslims moving between the newly created nations of India and Pakistan (which gained independence on 15 and 14 August 1947 respectively). In 1971, Bangladesh, formerly East Pakistan and East Bengal, seceded from Pakistan.", "targets": "What effect of independence did Muslims distrust?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f34cd0295074984957f4dc9ad036bf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with the desire for independence, tensions between Hindus and Muslims had also been developing over the years. The Muslims had always been a minority within the subcontinent, and the prospect of an exclusively Hindu government made them wary of independence; they were as inclined to mistrust Hindu rule as they were to resist the foreign Raj, although Gandhi called for unity between the two groups in an astonishing display of leadership. The British, extremely weakened by the Second World War, promised that they would leave and participated in the formation of an interim government. The British Indian territories gained independence in 1947, after being partitioned into the Union of India and Dominion of Pakistan. Following the controversial division of pre-partition Punjab and Bengal, rioting broke out between Sikhs, Hindus and Muslims in these provinces and spread to several other parts of India, leaving some 500,000 dead. Also, this period saw one of the largest mass migrations ever recorded in modern history, with a total of 12 million Hindus, Sikhs and Muslims moving between the newly created nations of India and Pakistan (which gained independence on 15 and 14 August 1947 respectively). In 1971, Bangladesh, formerly East Pakistan and East Bengal, seceded from Pakistan.", "targets": "What did the British form in preparation to leaving India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f34cd0295074984957f4dc9ad036bf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with the desire for independence, tensions between Hindus and Muslims had also been developing over the years. The Muslims had always been a minority within the subcontinent, and the prospect of an exclusively Hindu government made them wary of independence; they were as inclined to mistrust Hindu rule as they were to resist the foreign Raj, although Gandhi called for unity between the two groups in an astonishing display of leadership. The British, extremely weakened by the Second World War, promised that they would leave and participated in the formation of an interim government. The British Indian territories gained independence in 1947, after being partitioned into the Union of India and Dominion of Pakistan. Following the controversial division of pre-partition Punjab and Bengal, rioting broke out between Sikhs, Hindus and Muslims in these provinces and spread to several other parts of India, leaving some 500,000 dead. Also, this period saw one of the largest mass migrations ever recorded in modern history, with a total of 12 million Hindus, Sikhs and Muslims moving between the newly created nations of India and Pakistan (which gained independence on 15 and 14 August 1947 respectively). In 1971, Bangladesh, formerly East Pakistan and East Bengal, seceded from Pakistan.", "targets": "How many people died in the rioting over divisions of Bengal and Punjab?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f34cd0295074984957f4dc9ad036bf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with the desire for independence, tensions between Hindus and Muslims had also been developing over the years. The Muslims had always been a minority within the subcontinent, and the prospect of an exclusively Hindu government made them wary of independence; they were as inclined to mistrust Hindu rule as they were to resist the foreign Raj, although Gandhi called for unity between the two groups in an astonishing display of leadership. The British, extremely weakened by the Second World War, promised that they would leave and participated in the formation of an interim government. The British Indian territories gained independence in 1947, after being partitioned into the Union of India and Dominion of Pakistan. Following the controversial division of pre-partition Punjab and Bengal, rioting broke out between Sikhs, Hindus and Muslims in these provinces and spread to several other parts of India, leaving some 500,000 dead. Also, this period saw one of the largest mass migrations ever recorded in modern history, with a total of 12 million Hindus, Sikhs and Muslims moving between the newly created nations of India and Pakistan (which gained independence on 15 and 14 August 1947 respectively). In 1971, Bangladesh, formerly East Pakistan and East Bengal, seceded from Pakistan.", "targets": "How many people migrated between the newly created countries of India and Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f9d474c49424a4fa7a4569d68d71363", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Indo-Aryan languages have aspirated stops. Sanskrit, Hindi, Bengali, Marathi, and Gujarati have a four-way distinction in stops: voiceless, aspirated, voiced, and breathy-voiced or voiced aspirated, such as /p p\u02b0 b b\u02b1/. Punjabi has lost breathy-voiced consonants, which resulted in a tone system, and therefore has a distinction between voiceless, aspirated, and voiced: /p p\u02b0 b/.", "targets": "How many distinctions in stops do languages like Bengali and Hindi have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f9d474c49424a4fa7a4569d68d71363", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Indo-Aryan languages have aspirated stops. Sanskrit, Hindi, Bengali, Marathi, and Gujarati have a four-way distinction in stops: voiceless, aspirated, voiced, and breathy-voiced or voiced aspirated, such as /p p\u02b0 b b\u02b1/. Punjabi has lost breathy-voiced consonants, which resulted in a tone system, and therefore has a distinction between voiceless, aspirated, and voiced: /p p\u02b0 b/.", "targets": "What is another term for voice-aspirated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f9d474c49424a4fa7a4569d68d71363", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Indo-Aryan languages have aspirated stops. Sanskrit, Hindi, Bengali, Marathi, and Gujarati have a four-way distinction in stops: voiceless, aspirated, voiced, and breathy-voiced or voiced aspirated, such as /p p\u02b0 b b\u02b1/. Punjabi has lost breathy-voiced consonants, which resulted in a tone system, and therefore has a distinction between voiceless, aspirated, and voiced: /p p\u02b0 b/.", "targets": "Which distinction has Punjabi lost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aed32327e67429ca5dba7390ded777d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active solar techniques use photovoltaics, concentrated solar power, solar thermal collectors, pumps, and fans to convert sunlight into useful outputs. Passive solar techniques include selecting materials with favorable thermal properties, designing spaces that naturally circulate air, and referencing the position of a building to the Sun. Active solar technologies increase the supply of energy and are considered supply side technologies, while passive solar technologies reduce the need for alternate resources and are generally considered demand side technologies.", "targets": "Are supply side solar technologies generally active or passive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aed32327e67429ca5dba7390ded777d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active solar techniques use photovoltaics, concentrated solar power, solar thermal collectors, pumps, and fans to convert sunlight into useful outputs. Passive solar techniques include selecting materials with favorable thermal properties, designing spaces that naturally circulate air, and referencing the position of a building to the Sun. Active solar technologies increase the supply of energy and are considered supply side technologies, while passive solar technologies reduce the need for alternate resources and are generally considered demand side technologies.", "targets": "Are demand side solar technologies generally active or passive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aed32327e67429ca5dba7390ded777d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active solar techniques use photovoltaics, concentrated solar power, solar thermal collectors, pumps, and fans to convert sunlight into useful outputs. Passive solar techniques include selecting materials with favorable thermal properties, designing spaces that naturally circulate air, and referencing the position of a building to the Sun. Active solar technologies increase the supply of energy and are considered supply side technologies, while passive solar technologies reduce the need for alternate resources and are generally considered demand side technologies.", "targets": "What is an active solar technique used to generate energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aed32327e67429ca5dba7390ded777d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active solar techniques use photovoltaics, concentrated solar power, solar thermal collectors, pumps, and fans to convert sunlight into useful outputs. Passive solar techniques include selecting materials with favorable thermal properties, designing spaces that naturally circulate air, and referencing the position of a building to the Sun. Active solar technologies increase the supply of energy and are considered supply side technologies, while passive solar technologies reduce the need for alternate resources and are generally considered demand side technologies.", "targets": "What is an active solar technique used to generate energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aed32327e67429ca5dba7390ded777d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active solar techniques use photovoltaics, concentrated solar power, solar thermal collectors, pumps, and fans to convert sunlight into useful outputs. Passive solar techniques include selecting materials with favorable thermal properties, designing spaces that naturally circulate air, and referencing the position of a building to the Sun. Active solar technologies increase the supply of energy and are considered supply side technologies, while passive solar technologies reduce the need for alternate resources and are generally considered demand side technologies.", "targets": "What does an active solar technique do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aed32327e67429ca5dba7390ded777d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Active solar techniques use photovoltaics, concentrated solar power, solar thermal collectors, pumps, and fans to convert sunlight into useful outputs. Passive solar techniques include selecting materials with favorable thermal properties, designing spaces that naturally circulate air, and referencing the position of a building to the Sun. Active solar technologies increase the supply of energy and are considered supply side technologies, while passive solar technologies reduce the need for alternate resources and are generally considered demand side technologies.", "targets": "What does a passive solar technique do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94d8ed8779d4235a5a6b2cb301673ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland, meanwhile had remained an independent Kingdom. In 1603, that changed when the King of Scotland inherited the Crown of England, and consequently the Crown of Ireland also. The subsequent 17th century was one of political upheaval, religious division and war. English colonialism in Ireland of the 16th century was extended by large-scale Scottish and English colonies in Ulster. Religious division heightened and the King in England came into conflict with parliament. A prime issue was, inter alia, over his policy of tolerance towards Catholicism. The resulting English Civil War or War of the Three Kingdoms led to a revolutionary republic in England. Ireland, largely Catholic was mainly loyal to the king. Following defeat to the parliaments army, large scale land distributions from loyalist Irish nobility to English commoners in the service of the parliamentary army created the beginnings a new Ascendancy class which over the next hundred years would obliterate the English (Hiberno-Norman) and Gaelic Irish nobility in Ireland. The new ruling class was Protestant and British, whilst the common people were largely Catholic and Irish. This theme would influence Irish politics for centuries to come. When the monarchy was restored in England, the king found it politically impossible to restore all the lands of former land-owners in Ireland. The \"Glorious Revolution\" of 1688 repeated similar themes: a Catholic king pushing for religious tolerance in opposition to a Protestant parliament in England. The king's army was defeated at the Battle of the Boyne and at the militarily crucial Battle of Aughrim in Ireland. Resistance held out, and a guarantee of religious tolerance was a cornerstone of the Treaty of Limerick. However, in the evolving political climate, the terms of Limerick were superseded, a new monarchy was installed, and the new Irish parliament was packed with the new elite which legislated increasing intolerant Penal Laws, which discommoded both Dissenters and Catholics.", "targets": "Which crown did the King of Scotland inherit in 1603?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94d8ed8779d4235a5a6b2cb301673ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland, meanwhile had remained an independent Kingdom. In 1603, that changed when the King of Scotland inherited the Crown of England, and consequently the Crown of Ireland also. The subsequent 17th century was one of political upheaval, religious division and war. English colonialism in Ireland of the 16th century was extended by large-scale Scottish and English colonies in Ulster. Religious division heightened and the King in England came into conflict with parliament. A prime issue was, inter alia, over his policy of tolerance towards Catholicism. The resulting English Civil War or War of the Three Kingdoms led to a revolutionary republic in England. Ireland, largely Catholic was mainly loyal to the king. Following defeat to the parliaments army, large scale land distributions from loyalist Irish nobility to English commoners in the service of the parliamentary army created the beginnings a new Ascendancy class which over the next hundred years would obliterate the English (Hiberno-Norman) and Gaelic Irish nobility in Ireland. The new ruling class was Protestant and British, whilst the common people were largely Catholic and Irish. This theme would influence Irish politics for centuries to come. When the monarchy was restored in England, the king found it politically impossible to restore all the lands of former land-owners in Ireland. The \"Glorious Revolution\" of 1688 repeated similar themes: a Catholic king pushing for religious tolerance in opposition to a Protestant parliament in England. The king's army was defeated at the Battle of the Boyne and at the militarily crucial Battle of Aughrim in Ireland. Resistance held out, and a guarantee of religious tolerance was a cornerstone of the Treaty of Limerick. However, in the evolving political climate, the terms of Limerick were superseded, a new monarchy was installed, and the new Irish parliament was packed with the new elite which legislated increasing intolerant Penal Laws, which discommoded both Dissenters and Catholics.", "targets": "Why did the King of England have issues with parliment in the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94d8ed8779d4235a5a6b2cb301673ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland, meanwhile had remained an independent Kingdom. In 1603, that changed when the King of Scotland inherited the Crown of England, and consequently the Crown of Ireland also. The subsequent 17th century was one of political upheaval, religious division and war. English colonialism in Ireland of the 16th century was extended by large-scale Scottish and English colonies in Ulster. Religious division heightened and the King in England came into conflict with parliament. A prime issue was, inter alia, over his policy of tolerance towards Catholicism. The resulting English Civil War or War of the Three Kingdoms led to a revolutionary republic in England. Ireland, largely Catholic was mainly loyal to the king. Following defeat to the parliaments army, large scale land distributions from loyalist Irish nobility to English commoners in the service of the parliamentary army created the beginnings a new Ascendancy class which over the next hundred years would obliterate the English (Hiberno-Norman) and Gaelic Irish nobility in Ireland. The new ruling class was Protestant and British, whilst the common people were largely Catholic and Irish. This theme would influence Irish politics for centuries to come. When the monarchy was restored in England, the king found it politically impossible to restore all the lands of former land-owners in Ireland. The \"Glorious Revolution\" of 1688 repeated similar themes: a Catholic king pushing for religious tolerance in opposition to a Protestant parliament in England. The king's army was defeated at the Battle of the Boyne and at the militarily crucial Battle of Aughrim in Ireland. Resistance held out, and a guarantee of religious tolerance was a cornerstone of the Treaty of Limerick. However, in the evolving political climate, the terms of Limerick were superseded, a new monarchy was installed, and the new Irish parliament was packed with the new elite which legislated increasing intolerant Penal Laws, which discommoded both Dissenters and Catholics.", "targets": "What happened to Britain during the 17th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94d8ed8779d4235a5a6b2cb301673ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland, meanwhile had remained an independent Kingdom. In 1603, that changed when the King of Scotland inherited the Crown of England, and consequently the Crown of Ireland also. The subsequent 17th century was one of political upheaval, religious division and war. English colonialism in Ireland of the 16th century was extended by large-scale Scottish and English colonies in Ulster. Religious division heightened and the King in England came into conflict with parliament. A prime issue was, inter alia, over his policy of tolerance towards Catholicism. The resulting English Civil War or War of the Three Kingdoms led to a revolutionary republic in England. Ireland, largely Catholic was mainly loyal to the king. Following defeat to the parliaments army, large scale land distributions from loyalist Irish nobility to English commoners in the service of the parliamentary army created the beginnings a new Ascendancy class which over the next hundred years would obliterate the English (Hiberno-Norman) and Gaelic Irish nobility in Ireland. The new ruling class was Protestant and British, whilst the common people were largely Catholic and Irish. This theme would influence Irish politics for centuries to come. When the monarchy was restored in England, the king found it politically impossible to restore all the lands of former land-owners in Ireland. The \"Glorious Revolution\" of 1688 repeated similar themes: a Catholic king pushing for religious tolerance in opposition to a Protestant parliament in England. The king's army was defeated at the Battle of the Boyne and at the militarily crucial Battle of Aughrim in Ireland. Resistance held out, and a guarantee of religious tolerance was a cornerstone of the Treaty of Limerick. However, in the evolving political climate, the terms of Limerick were superseded, a new monarchy was installed, and the new Irish parliament was packed with the new elite which legislated increasing intolerant Penal Laws, which discommoded both Dissenters and Catholics.", "targets": "Who where the ruling class after the revolutionary republic was created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d94d8ed8779d4235a5a6b2cb301673ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scotland, meanwhile had remained an independent Kingdom. In 1603, that changed when the King of Scotland inherited the Crown of England, and consequently the Crown of Ireland also. The subsequent 17th century was one of political upheaval, religious division and war. English colonialism in Ireland of the 16th century was extended by large-scale Scottish and English colonies in Ulster. Religious division heightened and the King in England came into conflict with parliament. A prime issue was, inter alia, over his policy of tolerance towards Catholicism. The resulting English Civil War or War of the Three Kingdoms led to a revolutionary republic in England. Ireland, largely Catholic was mainly loyal to the king. Following defeat to the parliaments army, large scale land distributions from loyalist Irish nobility to English commoners in the service of the parliamentary army created the beginnings a new Ascendancy class which over the next hundred years would obliterate the English (Hiberno-Norman) and Gaelic Irish nobility in Ireland. The new ruling class was Protestant and British, whilst the common people were largely Catholic and Irish. This theme would influence Irish politics for centuries to come. When the monarchy was restored in England, the king found it politically impossible to restore all the lands of former land-owners in Ireland. The \"Glorious Revolution\" of 1688 repeated similar themes: a Catholic king pushing for religious tolerance in opposition to a Protestant parliament in England. The king's army was defeated at the Battle of the Boyne and at the militarily crucial Battle of Aughrim in Ireland. Resistance held out, and a guarantee of religious tolerance was a cornerstone of the Treaty of Limerick. However, in the evolving political climate, the terms of Limerick were superseded, a new monarchy was installed, and the new Irish parliament was packed with the new elite which legislated increasing intolerant Penal Laws, which discommoded both Dissenters and Catholics.", "targets": "The English Civil War brought about what change to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47d51b13f8940de84302eef6a482355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Protestant Church of London was established by Royal Charter in 1550. It is now located at Soho Square. Huguenot refugees flocked to Shoreditch, London. They established a major weaving industry in and around Spitalfields (see Petticoat Lane and the Tenterground) in East London. In Wandsworth, their gardening skills benefited the Battersea market gardens. The Old Truman Brewery, then known as the Black Eagle Brewery, was founded in 1724. The flight of Huguenot refugees from Tours, France drew off most of the workers of its great silk mills which they had built.[citation needed] Some of these immigrants moved to Norwich, which had accommodated an earlier settlement of Walloon weavers. The French added to the existing immigrant population, then comprising about a third of the population of the city.", "targets": "What early Huguenot Church was established in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47d51b13f8940de84302eef6a482355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Protestant Church of London was established by Royal Charter in 1550. It is now located at Soho Square. Huguenot refugees flocked to Shoreditch, London. They established a major weaving industry in and around Spitalfields (see Petticoat Lane and the Tenterground) in East London. In Wandsworth, their gardening skills benefited the Battersea market gardens. The Old Truman Brewery, then known as the Black Eagle Brewery, was founded in 1724. The flight of Huguenot refugees from Tours, France drew off most of the workers of its great silk mills which they had built.[citation needed] Some of these immigrants moved to Norwich, which had accommodated an earlier settlement of Walloon weavers. The French added to the existing immigrant population, then comprising about a third of the population of the city.", "targets": "When was the charter for this church signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47d51b13f8940de84302eef6a482355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Protestant Church of London was established by Royal Charter in 1550. It is now located at Soho Square. Huguenot refugees flocked to Shoreditch, London. They established a major weaving industry in and around Spitalfields (see Petticoat Lane and the Tenterground) in East London. In Wandsworth, their gardening skills benefited the Battersea market gardens. The Old Truman Brewery, then known as the Black Eagle Brewery, was founded in 1724. The flight of Huguenot refugees from Tours, France drew off most of the workers of its great silk mills which they had built.[citation needed] Some of these immigrants moved to Norwich, which had accommodated an earlier settlement of Walloon weavers. The French added to the existing immigrant population, then comprising about a third of the population of the city.", "targets": "What is the present-day location of this church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47d51b13f8940de84302eef6a482355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Protestant Church of London was established by Royal Charter in 1550. It is now located at Soho Square. Huguenot refugees flocked to Shoreditch, London. They established a major weaving industry in and around Spitalfields (see Petticoat Lane and the Tenterground) in East London. In Wandsworth, their gardening skills benefited the Battersea market gardens. The Old Truman Brewery, then known as the Black Eagle Brewery, was founded in 1724. The flight of Huguenot refugees from Tours, France drew off most of the workers of its great silk mills which they had built.[citation needed] Some of these immigrants moved to Norwich, which had accommodated an earlier settlement of Walloon weavers. The French added to the existing immigrant population, then comprising about a third of the population of the city.", "targets": "What London neighborhood attracted Huguenot refugees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f47d51b13f8940de84302eef6a482355", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French Protestant Church of London was established by Royal Charter in 1550. It is now located at Soho Square. Huguenot refugees flocked to Shoreditch, London. They established a major weaving industry in and around Spitalfields (see Petticoat Lane and the Tenterground) in East London. In Wandsworth, their gardening skills benefited the Battersea market gardens. The Old Truman Brewery, then known as the Black Eagle Brewery, was founded in 1724. The flight of Huguenot refugees from Tours, France drew off most of the workers of its great silk mills which they had built.[citation needed] Some of these immigrants moved to Norwich, which had accommodated an earlier settlement of Walloon weavers. The French added to the existing immigrant population, then comprising about a third of the population of the city.", "targets": "When was the Old Truman Brewery founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98c25218a7ee463bab43bf7c35ebb59e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as being head of government, a prime minister may have other roles or titles\u2014the Prime Minister of the United Kingdom, for example, is also First Lord of the Treasury and Minister for the Civil Service. Prime ministers may take other ministerial posts\u2014for example, during the Second World War, Winston Churchill was also Minister of Defence (although there was then no Ministry of Defence), and in the current cabinet of Israel, Benjamin Netanyahu also serves as Minister of Communications, Foreign Affairs, Regional Cooperation, Economy and Interior", "targets": "What are two other job titles of the Prime Minister of the  UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98c25218a7ee463bab43bf7c35ebb59e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As well as being head of government, a prime minister may have other roles or titles\u2014the Prime Minister of the United Kingdom, for example, is also First Lord of the Treasury and Minister for the Civil Service. Prime ministers may take other ministerial posts\u2014for example, during the Second World War, Winston Churchill was also Minister of Defence (although there was then no Ministry of Defence), and in the current cabinet of Israel, Benjamin Netanyahu also serves as Minister of Communications, Foreign Affairs, Regional Cooperation, Economy and Interior", "targets": "In addition to being Prime Minister, what other role did Winston Churchill serve during World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-811bf44bff154baa948d411e0d1e9c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient times, the trading and colonizing activities of the Greek tribes and city states spread the Greek culture, religion and language around the Mediterranean and Black Sea basins, especially in Sicily and southern Italy (also known as Magna Grecia), Spain, the south of France and the Black sea coasts. Under Alexander the Great's empire and successor states, Greek and Hellenizing ruling classes were established in the Middle East, India and in Egypt. The Hellenistic period is characterized by a new wave of Greek colonization that established Greek cities and kingdoms in Asia and Africa. Under the Roman Empire, easier movement of people spread Greeks across the Empire and in the eastern territories, Greek became the lingua franca rather than Latin. The modern-day Griko community of southern Italy, numbering about 60,000, may represent a living remnant of the ancient Greek populations of Italy.", "targets": "What helped to advance the Greek way of life beyond its boarders ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-811bf44bff154baa948d411e0d1e9c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient times, the trading and colonizing activities of the Greek tribes and city states spread the Greek culture, religion and language around the Mediterranean and Black Sea basins, especially in Sicily and southern Italy (also known as Magna Grecia), Spain, the south of France and the Black sea coasts. Under Alexander the Great's empire and successor states, Greek and Hellenizing ruling classes were established in the Middle East, India and in Egypt. The Hellenistic period is characterized by a new wave of Greek colonization that established Greek cities and kingdoms in Asia and Africa. Under the Roman Empire, easier movement of people spread Greeks across the Empire and in the eastern territories, Greek became the lingua franca rather than Latin. The modern-day Griko community of southern Italy, numbering about 60,000, may represent a living remnant of the ancient Greek populations of Italy.", "targets": "What other close by countries have been greatly influenced by the Greek way of life ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-811bf44bff154baa948d411e0d1e9c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient times, the trading and colonizing activities of the Greek tribes and city states spread the Greek culture, religion and language around the Mediterranean and Black Sea basins, especially in Sicily and southern Italy (also known as Magna Grecia), Spain, the south of France and the Black sea coasts. Under Alexander the Great's empire and successor states, Greek and Hellenizing ruling classes were established in the Middle East, India and in Egypt. The Hellenistic period is characterized by a new wave of Greek colonization that established Greek cities and kingdoms in Asia and Africa. Under the Roman Empire, easier movement of people spread Greeks across the Empire and in the eastern territories, Greek became the lingua franca rather than Latin. The modern-day Griko community of southern Italy, numbering about 60,000, may represent a living remnant of the ancient Greek populations of Italy.", "targets": "How were the rulers of social class picked to be representatives in the now traditionally Arabic speaking part of the world and in Northern Africa ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-811bf44bff154baa948d411e0d1e9c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ancient times, the trading and colonizing activities of the Greek tribes and city states spread the Greek culture, religion and language around the Mediterranean and Black Sea basins, especially in Sicily and southern Italy (also known as Magna Grecia), Spain, the south of France and the Black sea coasts. Under Alexander the Great's empire and successor states, Greek and Hellenizing ruling classes were established in the Middle East, India and in Egypt. The Hellenistic period is characterized by a new wave of Greek colonization that established Greek cities and kingdoms in Asia and Africa. Under the Roman Empire, easier movement of people spread Greeks across the Empire and in the eastern territories, Greek became the lingua franca rather than Latin. The modern-day Griko community of southern Italy, numbering about 60,000, may represent a living remnant of the ancient Greek populations of Italy.", "targets": "What period marked the expansion of Greek thinking and expression ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296c751925674008a046691d1b9983eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain was concerned about Russian activity and Sir John Burgoyne senior advisor to Lord Aberdeen urged that the Dardanelles should be occupied and throw up works of sufficient strength to block any Russian move to capture Constantinople and gain access to the Mediterranean Sea. The Corps of Royal Engineers sent men to the Dardanelles while Burgoyne went to Paris, meeting the British Ambassador and the French Emperor. The Lord Cowley wrote on 8 February to Burgoyne \"Your visit to Paris has produced a visible change in the Emperor's views, and he is making every preparation for a land expedition in case the last attempt at negotiation should break down.\":411", "targets": "Who was concerned with Russia  capturing Constantinople?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296c751925674008a046691d1b9983eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain was concerned about Russian activity and Sir John Burgoyne senior advisor to Lord Aberdeen urged that the Dardanelles should be occupied and throw up works of sufficient strength to block any Russian move to capture Constantinople and gain access to the Mediterranean Sea. The Corps of Royal Engineers sent men to the Dardanelles while Burgoyne went to Paris, meeting the British Ambassador and the French Emperor. The Lord Cowley wrote on 8 February to Burgoyne \"Your visit to Paris has produced a visible change in the Emperor's views, and he is making every preparation for a land expedition in case the last attempt at negotiation should break down.\":411", "targets": "Who sent men to the Dardanelles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296c751925674008a046691d1b9983eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain was concerned about Russian activity and Sir John Burgoyne senior advisor to Lord Aberdeen urged that the Dardanelles should be occupied and throw up works of sufficient strength to block any Russian move to capture Constantinople and gain access to the Mediterranean Sea. The Corps of Royal Engineers sent men to the Dardanelles while Burgoyne went to Paris, meeting the British Ambassador and the French Emperor. The Lord Cowley wrote on 8 February to Burgoyne \"Your visit to Paris has produced a visible change in the Emperor's views, and he is making every preparation for a land expedition in case the last attempt at negotiation should break down.\":411", "targets": "As men were sent to the Dardanelles, where did Burgoyne go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296c751925674008a046691d1b9983eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain was concerned about Russian activity and Sir John Burgoyne senior advisor to Lord Aberdeen urged that the Dardanelles should be occupied and throw up works of sufficient strength to block any Russian move to capture Constantinople and gain access to the Mediterranean Sea. The Corps of Royal Engineers sent men to the Dardanelles while Burgoyne went to Paris, meeting the British Ambassador and the French Emperor. The Lord Cowley wrote on 8 February to Burgoyne \"Your visit to Paris has produced a visible change in the Emperor's views, and he is making every preparation for a land expedition in case the last attempt at negotiation should break down.\":411", "targets": "Who was Burgoyne visiting in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-296c751925674008a046691d1b9983eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain was concerned about Russian activity and Sir John Burgoyne senior advisor to Lord Aberdeen urged that the Dardanelles should be occupied and throw up works of sufficient strength to block any Russian move to capture Constantinople and gain access to the Mediterranean Sea. The Corps of Royal Engineers sent men to the Dardanelles while Burgoyne went to Paris, meeting the British Ambassador and the French Emperor. The Lord Cowley wrote on 8 February to Burgoyne \"Your visit to Paris has produced a visible change in the Emperor's views, and he is making every preparation for a land expedition in case the last attempt at negotiation should break down.\":411", "targets": "Who wrote to Burgoyne on February 8th?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd89e047126b44998e26a923eff94314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early modern times, cardinals often had important roles in secular affairs. In some cases, they took on powerful positions in government. In Henry VIII's England, his chief minister was Cardinal Wolsey. Cardinal Richelieu's power was so great that he was for many years effectively the ruler of France. Richelieu successor was also a cardinal, Jules Mazarin. Guillaume Dubois and Andr\u00e9-Hercule de Fleury complete the list of the \"four great\" cardinals to have ruled France.[citation needed] In Portugal, due to a succession crisis, one cardinal, Henry, King of Portugal, was crowned king, the only example of a cardinal-king.", "targets": "In what roles did cardinals have important roles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd89e047126b44998e26a923eff94314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early modern times, cardinals often had important roles in secular affairs. In some cases, they took on powerful positions in government. In Henry VIII's England, his chief minister was Cardinal Wolsey. Cardinal Richelieu's power was so great that he was for many years effectively the ruler of France. Richelieu successor was also a cardinal, Jules Mazarin. Guillaume Dubois and Andr\u00e9-Hercule de Fleury complete the list of the \"four great\" cardinals to have ruled France.[citation needed] In Portugal, due to a succession crisis, one cardinal, Henry, King of Portugal, was crowned king, the only example of a cardinal-king.", "targets": "What Caridinal had powers so great that he basically ran France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd89e047126b44998e26a923eff94314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early modern times, cardinals often had important roles in secular affairs. In some cases, they took on powerful positions in government. In Henry VIII's England, his chief minister was Cardinal Wolsey. Cardinal Richelieu's power was so great that he was for many years effectively the ruler of France. Richelieu successor was also a cardinal, Jules Mazarin. Guillaume Dubois and Andr\u00e9-Hercule de Fleury complete the list of the \"four great\" cardinals to have ruled France.[citation needed] In Portugal, due to a succession crisis, one cardinal, Henry, King of Portugal, was crowned king, the only example of a cardinal-king.", "targets": "Which cardinal acted a the leader of France due to his amount of power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd89e047126b44998e26a923eff94314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early modern times, cardinals often had important roles in secular affairs. In some cases, they took on powerful positions in government. In Henry VIII's England, his chief minister was Cardinal Wolsey. Cardinal Richelieu's power was so great that he was for many years effectively the ruler of France. Richelieu successor was also a cardinal, Jules Mazarin. Guillaume Dubois and Andr\u00e9-Hercule de Fleury complete the list of the \"four great\" cardinals to have ruled France.[citation needed] In Portugal, due to a succession crisis, one cardinal, Henry, King of Portugal, was crowned king, the only example of a cardinal-king.", "targets": "Who is the only person to ever become a cardinal king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e32a17a60df46ae86eed4036f0f0889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reflections generally affect polarization. For radio waves, one important reflector is the ionosphere which can change the wave's polarization. Thus for signals received following reflection by the ionosphere (a skywave), a consistent polarization cannot be expected. For line-of-sight communications or ground wave propagation, horizontally or vertically polarized transmissions generally remain in about the same polarization state at the receiving location. Matching the receiving antenna's polarization to that of the transmitter can make a very substantial difference in received signal strength.", "targets": "What mostly affects polarization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e32a17a60df46ae86eed4036f0f0889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reflections generally affect polarization. For radio waves, one important reflector is the ionosphere which can change the wave's polarization. Thus for signals received following reflection by the ionosphere (a skywave), a consistent polarization cannot be expected. For line-of-sight communications or ground wave propagation, horizontally or vertically polarized transmissions generally remain in about the same polarization state at the receiving location. Matching the receiving antenna's polarization to that of the transmitter can make a very substantial difference in received signal strength.", "targets": "What reflector can change the waves polarization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e32a17a60df46ae86eed4036f0f0889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reflections generally affect polarization. For radio waves, one important reflector is the ionosphere which can change the wave's polarization. Thus for signals received following reflection by the ionosphere (a skywave), a consistent polarization cannot be expected. For line-of-sight communications or ground wave propagation, horizontally or vertically polarized transmissions generally remain in about the same polarization state at the receiving location. Matching the receiving antenna's polarization to that of the transmitter can make a very substantial difference in received signal strength.", "targets": "What will you be matching with the  receiving antenna's polarization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e32a17a60df46ae86eed4036f0f0889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reflections generally affect polarization. For radio waves, one important reflector is the ionosphere which can change the wave's polarization. Thus for signals received following reflection by the ionosphere (a skywave), a consistent polarization cannot be expected. For line-of-sight communications or ground wave propagation, horizontally or vertically polarized transmissions generally remain in about the same polarization state at the receiving location. Matching the receiving antenna's polarization to that of the transmitter can make a very substantial difference in received signal strength.", "targets": "What stays the same regarding polarization state at the recieving location?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e32a17a60df46ae86eed4036f0f0889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reflections generally affect polarization. For radio waves, one important reflector is the ionosphere which can change the wave's polarization. Thus for signals received following reflection by the ionosphere (a skywave), a consistent polarization cannot be expected. For line-of-sight communications or ground wave propagation, horizontally or vertically polarized transmissions generally remain in about the same polarization state at the receiving location. Matching the receiving antenna's polarization to that of the transmitter can make a very substantial difference in received signal strength.", "targets": "What is the name used for signals recieved following reflection by the ionosphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22d160ddf18844f488d40c3f2551af50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is today relatively homogeneous in linguistic terms, with a large majority of the native population using Greek as their first or only language. Among the Greek-speaking population, speakers of the distinctive Pontic dialect came to Greece from Asia Minor after the Greek genocide and constitute a sizable group. The Cappadocian dialect came to Greece due to the genocide as well, but is endangered and is barely spoken now. Indigenous Greek dialects include the archaic Greek spoken by the Sarakatsani, traditionally transhument mountain shepherds of Greek Macedonia and other parts of Northern Greece. The Tsakonian language, a distinct Greek language deriving from Doric Greek instead of Ionic Greek, is still spoken in some villages in the southeastern Peloponnese.", "targets": "What is the language spoken by most Greeks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22d160ddf18844f488d40c3f2551af50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is today relatively homogeneous in linguistic terms, with a large majority of the native population using Greek as their first or only language. Among the Greek-speaking population, speakers of the distinctive Pontic dialect came to Greece from Asia Minor after the Greek genocide and constitute a sizable group. The Cappadocian dialect came to Greece due to the genocide as well, but is endangered and is barely spoken now. Indigenous Greek dialects include the archaic Greek spoken by the Sarakatsani, traditionally transhument mountain shepherds of Greek Macedonia and other parts of Northern Greece. The Tsakonian language, a distinct Greek language deriving from Doric Greek instead of Ionic Greek, is still spoken in some villages in the southeastern Peloponnese.", "targets": "Greeks who speak the Pontic dialect came from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22d160ddf18844f488d40c3f2551af50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is today relatively homogeneous in linguistic terms, with a large majority of the native population using Greek as their first or only language. Among the Greek-speaking population, speakers of the distinctive Pontic dialect came to Greece from Asia Minor after the Greek genocide and constitute a sizable group. The Cappadocian dialect came to Greece due to the genocide as well, but is endangered and is barely spoken now. Indigenous Greek dialects include the archaic Greek spoken by the Sarakatsani, traditionally transhument mountain shepherds of Greek Macedonia and other parts of Northern Greece. The Tsakonian language, a distinct Greek language deriving from Doric Greek instead of Ionic Greek, is still spoken in some villages in the southeastern Peloponnese.", "targets": "Which Greek dialect is barely spoken currently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22d160ddf18844f488d40c3f2551af50", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is today relatively homogeneous in linguistic terms, with a large majority of the native population using Greek as their first or only language. Among the Greek-speaking population, speakers of the distinctive Pontic dialect came to Greece from Asia Minor after the Greek genocide and constitute a sizable group. The Cappadocian dialect came to Greece due to the genocide as well, but is endangered and is barely spoken now. Indigenous Greek dialects include the archaic Greek spoken by the Sarakatsani, traditionally transhument mountain shepherds of Greek Macedonia and other parts of Northern Greece. The Tsakonian language, a distinct Greek language deriving from Doric Greek instead of Ionic Greek, is still spoken in some villages in the southeastern Peloponnese.", "targets": "From which language did the Tsakonian language derive? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-098c62073a1945fda6cfce36fae15bc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seasonal rankings (based on average total viewers per episode) of American Idol. It holds the distinction of having the longest winning streak in the Nielsen annual television ratings; it became the highest-rated of all television programs in the United States overall for an unprecedented seven consecutive years, or eight consecutive (and total) years when either its performance or result show was ranked number one overall.", "targets": "How many consecutive years was American Idol the top rated show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-098c62073a1945fda6cfce36fae15bc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seasonal rankings (based on average total viewers per episode) of American Idol. It holds the distinction of having the longest winning streak in the Nielsen annual television ratings; it became the highest-rated of all television programs in the United States overall for an unprecedented seven consecutive years, or eight consecutive (and total) years when either its performance or result show was ranked number one overall.", "targets": "How many consecutive years did either the performance or results show rank number one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b4ba684b0d94e7e83a76bdca324523c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the best-known traditions, including carnal parades and masquerade balls, were first recorded in medieval Italy. The carnival of Venice was, for a long time, the most famous carnival (although Napoleon abolished it in 1797 and only in 1979 was the tradition restored). From Italy, Carnival traditions spread to Spain, Portugal and France and from France to New France in North America. From Spain and Portugal it spread with colonization to the Caribbean and Latin America. In the early 19th century in the German Rhineland and Southern Netherlands, the weakened medieval tradition also revive. Continuously in the 18th and 19th centuries CE, as part of the annual Saturnalia abuse of the carnival in Rome, rabbis of the ghetto were forced to march through the city streets wearing foolish guise, jeered upon and pelted by a variety of missiles from the crowd. A petition of the Jewish community of Rome sent in 1836 to Pope Gregory XVI to stop the annual anti-semitic Saturnalia abuse got a negation: \u201cIt is not opportune to make any innovation.\u201d", "targets": "Where were some of the best-known traditions first recorded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b4ba684b0d94e7e83a76bdca324523c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the best-known traditions, including carnal parades and masquerade balls, were first recorded in medieval Italy. The carnival of Venice was, for a long time, the most famous carnival (although Napoleon abolished it in 1797 and only in 1979 was the tradition restored). From Italy, Carnival traditions spread to Spain, Portugal and France and from France to New France in North America. From Spain and Portugal it spread with colonization to the Caribbean and Latin America. In the early 19th century in the German Rhineland and Southern Netherlands, the weakened medieval tradition also revive. Continuously in the 18th and 19th centuries CE, as part of the annual Saturnalia abuse of the carnival in Rome, rabbis of the ghetto were forced to march through the city streets wearing foolish guise, jeered upon and pelted by a variety of missiles from the crowd. A petition of the Jewish community of Rome sent in 1836 to Pope Gregory XVI to stop the annual anti-semitic Saturnalia abuse got a negation: \u201cIt is not opportune to make any innovation.\u201d", "targets": "What city's carnival was the most famous for a long time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b4ba684b0d94e7e83a76bdca324523c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the best-known traditions, including carnal parades and masquerade balls, were first recorded in medieval Italy. The carnival of Venice was, for a long time, the most famous carnival (although Napoleon abolished it in 1797 and only in 1979 was the tradition restored). From Italy, Carnival traditions spread to Spain, Portugal and France and from France to New France in North America. From Spain and Portugal it spread with colonization to the Caribbean and Latin America. In the early 19th century in the German Rhineland and Southern Netherlands, the weakened medieval tradition also revive. Continuously in the 18th and 19th centuries CE, as part of the annual Saturnalia abuse of the carnival in Rome, rabbis of the ghetto were forced to march through the city streets wearing foolish guise, jeered upon and pelted by a variety of missiles from the crowd. A petition of the Jewish community of Rome sent in 1836 to Pope Gregory XVI to stop the annual anti-semitic Saturnalia abuse got a negation: \u201cIt is not opportune to make any innovation.\u201d", "targets": "What was the first place in North America with a Carnival tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b4ba684b0d94e7e83a76bdca324523c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the best-known traditions, including carnal parades and masquerade balls, were first recorded in medieval Italy. The carnival of Venice was, for a long time, the most famous carnival (although Napoleon abolished it in 1797 and only in 1979 was the tradition restored). From Italy, Carnival traditions spread to Spain, Portugal and France and from France to New France in North America. From Spain and Portugal it spread with colonization to the Caribbean and Latin America. In the early 19th century in the German Rhineland and Southern Netherlands, the weakened medieval tradition also revive. Continuously in the 18th and 19th centuries CE, as part of the annual Saturnalia abuse of the carnival in Rome, rabbis of the ghetto were forced to march through the city streets wearing foolish guise, jeered upon and pelted by a variety of missiles from the crowd. A petition of the Jewish community of Rome sent in 1836 to Pope Gregory XVI to stop the annual anti-semitic Saturnalia abuse got a negation: \u201cIt is not opportune to make any innovation.\u201d", "targets": "What were rabbis from the ghettos forced to march through the city streets wearing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b4ba684b0d94e7e83a76bdca324523c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the best-known traditions, including carnal parades and masquerade balls, were first recorded in medieval Italy. The carnival of Venice was, for a long time, the most famous carnival (although Napoleon abolished it in 1797 and only in 1979 was the tradition restored). From Italy, Carnival traditions spread to Spain, Portugal and France and from France to New France in North America. From Spain and Portugal it spread with colonization to the Caribbean and Latin America. In the early 19th century in the German Rhineland and Southern Netherlands, the weakened medieval tradition also revive. Continuously in the 18th and 19th centuries CE, as part of the annual Saturnalia abuse of the carnival in Rome, rabbis of the ghetto were forced to march through the city streets wearing foolish guise, jeered upon and pelted by a variety of missiles from the crowd. A petition of the Jewish community of Rome sent in 1836 to Pope Gregory XVI to stop the annual anti-semitic Saturnalia abuse got a negation: \u201cIt is not opportune to make any innovation.\u201d", "targets": "Who dismissed the petition of the Jewish community to stop the abuse of them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cef7cc79dd8948cab1de1e90d598b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany, also called plant science(s) or plant biology, is the science of plant life and a branch of biology. A botanist or plant scientist is a scientist who specializes in this field. The term \"botany\" comes from the Ancient Greek word \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 (botan\u0113) meaning \"pasture\", \"grass\", or \"fodder\"; \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 is in turn derived from \u03b2\u03cc\u03c3\u03ba\u03b5\u03b9\u03bd (boskein), \"to feed\" or \"to graze\". Traditionally, botany has also included the study of fungi and algae by mycologists and phycologists respectively, with the study of these three groups of organisms remaining within the sphere of interest of the International Botanical Congress. Nowadays, botanists study approximately 400,000 species of living organisms of which some 260,000 species are vascular plants and about 248,000 are flowering plants.", "targets": "What is botany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cef7cc79dd8948cab1de1e90d598b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany, also called plant science(s) or plant biology, is the science of plant life and a branch of biology. A botanist or plant scientist is a scientist who specializes in this field. The term \"botany\" comes from the Ancient Greek word \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 (botan\u0113) meaning \"pasture\", \"grass\", or \"fodder\"; \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 is in turn derived from \u03b2\u03cc\u03c3\u03ba\u03b5\u03b9\u03bd (boskein), \"to feed\" or \"to graze\". Traditionally, botany has also included the study of fungi and algae by mycologists and phycologists respectively, with the study of these three groups of organisms remaining within the sphere of interest of the International Botanical Congress. Nowadays, botanists study approximately 400,000 species of living organisms of which some 260,000 species are vascular plants and about 248,000 are flowering plants.", "targets": "What does the word botany mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cef7cc79dd8948cab1de1e90d598b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany, also called plant science(s) or plant biology, is the science of plant life and a branch of biology. A botanist or plant scientist is a scientist who specializes in this field. The term \"botany\" comes from the Ancient Greek word \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 (botan\u0113) meaning \"pasture\", \"grass\", or \"fodder\"; \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 is in turn derived from \u03b2\u03cc\u03c3\u03ba\u03b5\u03b9\u03bd (boskein), \"to feed\" or \"to graze\". Traditionally, botany has also included the study of fungi and algae by mycologists and phycologists respectively, with the study of these three groups of organisms remaining within the sphere of interest of the International Botanical Congress. Nowadays, botanists study approximately 400,000 species of living organisms of which some 260,000 species are vascular plants and about 248,000 are flowering plants.", "targets": "What is  a plant scientist called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cef7cc79dd8948cab1de1e90d598b3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Botany, also called plant science(s) or plant biology, is the science of plant life and a branch of biology. A botanist or plant scientist is a scientist who specializes in this field. The term \"botany\" comes from the Ancient Greek word \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 (botan\u0113) meaning \"pasture\", \"grass\", or \"fodder\"; \u03b2\u03bf\u03c4\u03ac\u03bd\u03b7 is in turn derived from \u03b2\u03cc\u03c3\u03ba\u03b5\u03b9\u03bd (boskein), \"to feed\" or \"to graze\". Traditionally, botany has also included the study of fungi and algae by mycologists and phycologists respectively, with the study of these three groups of organisms remaining within the sphere of interest of the International Botanical Congress. Nowadays, botanists study approximately 400,000 species of living organisms of which some 260,000 species are vascular plants and about 248,000 are flowering plants.", "targets": "Does botany only study plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3520d5c3594405dbbd04c3e2269226b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the House of Representatives has debated the law, it either approves it and sends it to the Senate with the text \"The Second Chamber of the States General sends the following approved proposal of law to the First Chamber\", or it rejects it and returns it to the government with the text \"The Second Chamber of the States General has rejected the accompanying proposal of law.\" If the upper house then approves the law, it sends it back to the government with the text \"To the King, The States General have accepted the proposal of law as it is offered here.\"", "targets": "What text is written and sent to the Senate if the House approves of a law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3520d5c3594405dbbd04c3e2269226b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the House of Representatives has debated the law, it either approves it and sends it to the Senate with the text \"The Second Chamber of the States General sends the following approved proposal of law to the First Chamber\", or it rejects it and returns it to the government with the text \"The Second Chamber of the States General has rejected the accompanying proposal of law.\" If the upper house then approves the law, it sends it back to the government with the text \"To the King, The States General have accepted the proposal of law as it is offered here.\"", "targets": "What text is written and sent back to the government if a bill is rejected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3520d5c3594405dbbd04c3e2269226b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the House of Representatives has debated the law, it either approves it and sends it to the Senate with the text \"The Second Chamber of the States General sends the following approved proposal of law to the First Chamber\", or it rejects it and returns it to the government with the text \"The Second Chamber of the States General has rejected the accompanying proposal of law.\" If the upper house then approves the law, it sends it back to the government with the text \"To the King, The States General have accepted the proposal of law as it is offered here.\"", "targets": "If the Senate approves the law after receiving it from the House, what is written and sent to the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0db719ab246c4c0086f76d1af874ada6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Somalia has several private television networks, including Horn Cable Television and Universal TV. Two such TV stations re-broadcast Al-Jazeera and CNN. Eastern Television Network and SBC TV air from Bosaso, the commercial capital of Puntland. The Puntland and Somaliland regions also each have one government-run TV channel, Puntland TV and Radio and Somaliland National TV, respectively.", "targets": "Horn Cable Television and Universal TV are examples of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0db719ab246c4c0086f76d1af874ada6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Somalia has several private television networks, including Horn Cable Television and Universal TV. Two such TV stations re-broadcast Al-Jazeera and CNN. Eastern Television Network and SBC TV air from Bosaso, the commercial capital of Puntland. The Puntland and Somaliland regions also each have one government-run TV channel, Puntland TV and Radio and Somaliland National TV, respectively.", "targets": "What type of Tv startions replay AL=jazeera and CNN?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0db719ab246c4c0086f76d1af874ada6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Somalia has several private television networks, including Horn Cable Television and Universal TV. Two such TV stations re-broadcast Al-Jazeera and CNN. Eastern Television Network and SBC TV air from Bosaso, the commercial capital of Puntland. The Puntland and Somaliland regions also each have one government-run TV channel, Puntland TV and Radio and Somaliland National TV, respectively.", "targets": "Where does SBC TV broadcast from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0db719ab246c4c0086f76d1af874ada6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Somalia has several private television networks, including Horn Cable Television and Universal TV. Two such TV stations re-broadcast Al-Jazeera and CNN. Eastern Television Network and SBC TV air from Bosaso, the commercial capital of Puntland. The Puntland and Somaliland regions also each have one government-run TV channel, Puntland TV and Radio and Somaliland National TV, respectively.", "targets": "What is the commercial capital of Puntland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0db719ab246c4c0086f76d1af874ada6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Additionally, Somalia has several private television networks, including Horn Cable Television and Universal TV. Two such TV stations re-broadcast Al-Jazeera and CNN. Eastern Television Network and SBC TV air from Bosaso, the commercial capital of Puntland. The Puntland and Somaliland regions also each have one government-run TV channel, Puntland TV and Radio and Somaliland National TV, respectively.", "targets": "Howmany governemnt run channels do Puntland and Somaliland regions have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aceeff4321df4dc391655668847efedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1973, Nixon named William E. Simon as the first Administrator of the Federal Energy Office, a short-term organization created to coordinate the response to the embargo. Simon allocated states the same amount of domestic oil for 1974 that each had consumed in 1972, which worked for states whose populations were not increasing. In other states, lines at gasoline stations were common. The American Automobile Association reported that in the last week of February 1974, 20% of American gasoline stations had no fuel.", "targets": "Who is the first administrator of the Federal Energy Office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aceeff4321df4dc391655668847efedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1973, Nixon named William E. Simon as the first Administrator of the Federal Energy Office, a short-term organization created to coordinate the response to the embargo. Simon allocated states the same amount of domestic oil for 1974 that each had consumed in 1972, which worked for states whose populations were not increasing. In other states, lines at gasoline stations were common. The American Automobile Association reported that in the last week of February 1974, 20% of American gasoline stations had no fuel.", "targets": "When was he elected by Nixon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aceeff4321df4dc391655668847efedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1973, Nixon named William E. Simon as the first Administrator of the Federal Energy Office, a short-term organization created to coordinate the response to the embargo. Simon allocated states the same amount of domestic oil for 1974 that each had consumed in 1972, which worked for states whose populations were not increasing. In other states, lines at gasoline stations were common. The American Automobile Association reported that in the last week of February 1974, 20% of American gasoline stations had no fuel.", "targets": "Why was this short termed organization created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aceeff4321df4dc391655668847efedc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1973, Nixon named William E. Simon as the first Administrator of the Federal Energy Office, a short-term organization created to coordinate the response to the embargo. Simon allocated states the same amount of domestic oil for 1974 that each had consumed in 1972, which worked for states whose populations were not increasing. In other states, lines at gasoline stations were common. The American Automobile Association reported that in the last week of February 1974, 20% of American gasoline stations had no fuel.", "targets": "According to the AAA, what is the percentage of the gas stations that ran out of gasoline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523867af59e94e7d82d052a8d154f443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proper nutrition is important for health and functioning, including the prevention of infectious diarrhea. It is especially important to young children who do not have a fully developed immune system. Zinc deficiency, a condition often found in children in developing countries can, even in mild cases, have a significant impact on the development and proper functioning of the human immune system. Indeed, this relationship between zinc deficiency reduced immune functioning corresponds with an increased severity of infectious diarrhea. Children who have lowered levels of zinc have a greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever. Similarly, vitamin A deficiency can cause an increase in the severity of diarrheal episodes, however there is some discrepancy when it comes to the impact of vitamin A deficiency on the rate of disease. While some argue that a relationship does not exist between the rate of disease and vitamin A status, others suggest an increase in the rate associated with deficiency. Given that estimates suggest 127 million preschool children worldwide are vitamin A deficient, this population has the potential for increased risk of disease contraction.", "targets": "Why is proper nutrition important?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523867af59e94e7d82d052a8d154f443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proper nutrition is important for health and functioning, including the prevention of infectious diarrhea. It is especially important to young children who do not have a fully developed immune system. Zinc deficiency, a condition often found in children in developing countries can, even in mild cases, have a significant impact on the development and proper functioning of the human immune system. Indeed, this relationship between zinc deficiency reduced immune functioning corresponds with an increased severity of infectious diarrhea. Children who have lowered levels of zinc have a greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever. Similarly, vitamin A deficiency can cause an increase in the severity of diarrheal episodes, however there is some discrepancy when it comes to the impact of vitamin A deficiency on the rate of disease. While some argue that a relationship does not exist between the rate of disease and vitamin A status, others suggest an increase in the rate associated with deficiency. Given that estimates suggest 127 million preschool children worldwide are vitamin A deficient, this population has the potential for increased risk of disease contraction.", "targets": "What effects does lower levels of zinc have in children?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523867af59e94e7d82d052a8d154f443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proper nutrition is important for health and functioning, including the prevention of infectious diarrhea. It is especially important to young children who do not have a fully developed immune system. Zinc deficiency, a condition often found in children in developing countries can, even in mild cases, have a significant impact on the development and proper functioning of the human immune system. Indeed, this relationship between zinc deficiency reduced immune functioning corresponds with an increased severity of infectious diarrhea. Children who have lowered levels of zinc have a greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever. Similarly, vitamin A deficiency can cause an increase in the severity of diarrheal episodes, however there is some discrepancy when it comes to the impact of vitamin A deficiency on the rate of disease. While some argue that a relationship does not exist between the rate of disease and vitamin A status, others suggest an increase in the rate associated with deficiency. Given that estimates suggest 127 million preschool children worldwide are vitamin A deficient, this population has the potential for increased risk of disease contraction.", "targets": "What can having a vitamin A deficiency cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523867af59e94e7d82d052a8d154f443", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Proper nutrition is important for health and functioning, including the prevention of infectious diarrhea. It is especially important to young children who do not have a fully developed immune system. Zinc deficiency, a condition often found in children in developing countries can, even in mild cases, have a significant impact on the development and proper functioning of the human immune system. Indeed, this relationship between zinc deficiency reduced immune functioning corresponds with an increased severity of infectious diarrhea. Children who have lowered levels of zinc have a greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever. Similarly, vitamin A deficiency can cause an increase in the severity of diarrheal episodes, however there is some discrepancy when it comes to the impact of vitamin A deficiency on the rate of disease. While some argue that a relationship does not exist between the rate of disease and vitamin A status, others suggest an increase in the rate associated with deficiency. Given that estimates suggest 127 million preschool children worldwide are vitamin A deficient, this population has the potential for increased risk of disease contraction.", "targets": "What is the rate of  vitamin A deficiency in children worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf5a09ed4fe476d96af70c4a2bf1935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Greece is primarily Mediterranean, featuring mild, wet winters and hot, dry summers. This climate occurs at all coastal locations, including Athens, the Cyclades, the Dodecanese, Crete, the Peloponnese, the Ionian Islands and parts of the Central Continental Greece region. The Pindus mountain range strongly affects the climate of the country, as areas to the west of the range are considerably wetter on average (due to greater exposure to south-westerly systems bringing in moisture) than the areas lying to the east of the range (due to a rain shadow effect).", "targets": "Greece's climate is mainly of what type?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf5a09ed4fe476d96af70c4a2bf1935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Greece is primarily Mediterranean, featuring mild, wet winters and hot, dry summers. This climate occurs at all coastal locations, including Athens, the Cyclades, the Dodecanese, Crete, the Peloponnese, the Ionian Islands and parts of the Central Continental Greece region. The Pindus mountain range strongly affects the climate of the country, as areas to the west of the range are considerably wetter on average (due to greater exposure to south-westerly systems bringing in moisture) than the areas lying to the east of the range (due to a rain shadow effect).", "targets": "Greece's climate is affected by what range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf5a09ed4fe476d96af70c4a2bf1935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Greece is primarily Mediterranean, featuring mild, wet winters and hot, dry summers. This climate occurs at all coastal locations, including Athens, the Cyclades, the Dodecanese, Crete, the Peloponnese, the Ionian Islands and parts of the Central Continental Greece region. The Pindus mountain range strongly affects the climate of the country, as areas to the west of the range are considerably wetter on average (due to greater exposure to south-westerly systems bringing in moisture) than the areas lying to the east of the range (due to a rain shadow effect).", "targets": "East of the Pindus mountains, the climate is drier due to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "How does the mental health profession approach efforts to change sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "What do these policy statements suggest? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "What are some of the organizations that have released policy statements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "What are some of the organizations that have released policy statements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "Are their any mental health proffesionals that have programs to change sexual orientation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "What policy statement has almost all proffesionals applied to their practices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7664555389c04245936ed7989844b3cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "No major mental health professional organization has sanctioned efforts to change sexual orientation and virtually all of them have adopted policy statements cautioning the profession and the public about treatments that purport to change sexual orientation. These include the American Psychiatric Association, American Psychological Association, American Counseling Association, National Association of Social Workers in the USA, the Royal College of Psychiatrists, and the Australian Psychological Society.", "targets": "What are some professional associations that do not offer changing sexual orientation programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4858e4c3762d4fee8d7576aeb9d08433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other inhabitants of London are 10,000 foxes, so that there are now 16 foxes for every square mile (2.6 square kilometres) of London. These urban foxes are noticeably bolder than their country cousins, sharing the pavement with pedestrians and raising cubs in people's backyards. Foxes have even sneaked into the Houses of Parliament, where one was found asleep on a filing cabinet. Another broke into the grounds of Buckingham Palace, reportedly killing some of Queen Elizabeth II's prized pink flamingos. Generally, however, foxes and city folk appear to get along. A survey in 2001 by the London-based Mammal Society found that 80 percent of 3,779 respondents who volunteered to keep a diary of garden mammal visits liked having them around. This sample cannot be taken to represent Londoners as a whole.", "targets": "What type of animal belonging to Queen Elizabeth II was killed by an intruding fox on the Buckingham Palace grounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4858e4c3762d4fee8d7576aeb9d08433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other inhabitants of London are 10,000 foxes, so that there are now 16 foxes for every square mile (2.6 square kilometres) of London. These urban foxes are noticeably bolder than their country cousins, sharing the pavement with pedestrians and raising cubs in people's backyards. Foxes have even sneaked into the Houses of Parliament, where one was found asleep on a filing cabinet. Another broke into the grounds of Buckingham Palace, reportedly killing some of Queen Elizabeth II's prized pink flamingos. Generally, however, foxes and city folk appear to get along. A survey in 2001 by the London-based Mammal Society found that 80 percent of 3,779 respondents who volunteered to keep a diary of garden mammal visits liked having them around. This sample cannot be taken to represent Londoners as a whole.", "targets": "What animal was seen sleeping in London's Parliament Building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4858e4c3762d4fee8d7576aeb9d08433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other inhabitants of London are 10,000 foxes, so that there are now 16 foxes for every square mile (2.6 square kilometres) of London. These urban foxes are noticeably bolder than their country cousins, sharing the pavement with pedestrians and raising cubs in people's backyards. Foxes have even sneaked into the Houses of Parliament, where one was found asleep on a filing cabinet. Another broke into the grounds of Buckingham Palace, reportedly killing some of Queen Elizabeth II's prized pink flamingos. Generally, however, foxes and city folk appear to get along. A survey in 2001 by the London-based Mammal Society found that 80 percent of 3,779 respondents who volunteered to keep a diary of garden mammal visits liked having them around. This sample cannot be taken to represent Londoners as a whole.", "targets": "What is London's fox population density?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4858e4c3762d4fee8d7576aeb9d08433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other inhabitants of London are 10,000 foxes, so that there are now 16 foxes for every square mile (2.6 square kilometres) of London. These urban foxes are noticeably bolder than their country cousins, sharing the pavement with pedestrians and raising cubs in people's backyards. Foxes have even sneaked into the Houses of Parliament, where one was found asleep on a filing cabinet. Another broke into the grounds of Buckingham Palace, reportedly killing some of Queen Elizabeth II's prized pink flamingos. Generally, however, foxes and city folk appear to get along. A survey in 2001 by the London-based Mammal Society found that 80 percent of 3,779 respondents who volunteered to keep a diary of garden mammal visits liked having them around. This sample cannot be taken to represent Londoners as a whole.", "targets": "In 2001, what organization conducted a survey of residents regarding London's fox population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4858e4c3762d4fee8d7576aeb9d08433", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Among other inhabitants of London are 10,000 foxes, so that there are now 16 foxes for every square mile (2.6 square kilometres) of London. These urban foxes are noticeably bolder than their country cousins, sharing the pavement with pedestrians and raising cubs in people's backyards. Foxes have even sneaked into the Houses of Parliament, where one was found asleep on a filing cabinet. Another broke into the grounds of Buckingham Palace, reportedly killing some of Queen Elizabeth II's prized pink flamingos. Generally, however, foxes and city folk appear to get along. A survey in 2001 by the London-based Mammal Society found that 80 percent of 3,779 respondents who volunteered to keep a diary of garden mammal visits liked having them around. This sample cannot be taken to represent Londoners as a whole.", "targets": "Approximately how many foxes live in the City of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962b0c37aed41c6b03e86339526d150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other 19th-century critics, following Rousseau have accepted this differentiation between higher and lower culture, but have seen the refinement and sophistication of high culture as corrupting and unnatural developments that obscure and distort people's essential nature. These critics considered folk music (as produced by \"the folk\", i.e., rural, illiterate, peasants) to honestly express a natural way of life, while classical music seemed superficial and decadent. Equally, this view often portrayed indigenous peoples as \"noble savages\" living authentic and unblemished lives, uncomplicated and uncorrupted by the highly stratified capitalist systems of the West.", "targets": "What type of music did critics associate with corrupt high culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962b0c37aed41c6b03e86339526d150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other 19th-century critics, following Rousseau have accepted this differentiation between higher and lower culture, but have seen the refinement and sophistication of high culture as corrupting and unnatural developments that obscure and distort people's essential nature. These critics considered folk music (as produced by \"the folk\", i.e., rural, illiterate, peasants) to honestly express a natural way of life, while classical music seemed superficial and decadent. Equally, this view often portrayed indigenous peoples as \"noble savages\" living authentic and unblemished lives, uncomplicated and uncorrupted by the highly stratified capitalist systems of the West.", "targets": "Which type of music seemed superficial and decadent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5962b0c37aed41c6b03e86339526d150", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other 19th-century critics, following Rousseau have accepted this differentiation between higher and lower culture, but have seen the refinement and sophistication of high culture as corrupting and unnatural developments that obscure and distort people's essential nature. These critics considered folk music (as produced by \"the folk\", i.e., rural, illiterate, peasants) to honestly express a natural way of life, while classical music seemed superficial and decadent. Equally, this view often portrayed indigenous peoples as \"noble savages\" living authentic and unblemished lives, uncomplicated and uncorrupted by the highly stratified capitalist systems of the West.", "targets": "What was another name used for the corrupted high culture of the indigenous people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a118995cf9714db4877f49e0105d06fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The endonym is pronounced /k\u0259.t\u0259\u02c8\u026ba/ in the Eastern Catalan dialects, and /ka.ta\u02c8\u026ba/ in the Western dialects. In the Valencian Community, the term valenci\u00e0 (/va.len.si\u02c8a/) is frequently used instead. The names \"Catalan\" and \"Valencian\" are two names for the same language. See also status of Valencian below.", "targets": "Where is Valencia used instead of Catalan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a118995cf9714db4877f49e0105d06fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The endonym is pronounced /k\u0259.t\u0259\u02c8\u026ba/ in the Eastern Catalan dialects, and /ka.ta\u02c8\u026ba/ in the Western dialects. In the Valencian Community, the term valenci\u00e0 (/va.len.si\u02c8a/) is frequently used instead. The names \"Catalan\" and \"Valencian\" are two names for the same language. See also status of Valencian below.", "targets": "What are Catalan and Valencian the names for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a118995cf9714db4877f49e0105d06fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The endonym is pronounced /k\u0259.t\u0259\u02c8\u026ba/ in the Eastern Catalan dialects, and /ka.ta\u02c8\u026ba/ in the Western dialects. In the Valencian Community, the term valenci\u00e0 (/va.len.si\u02c8a/) is frequently used instead. The names \"Catalan\" and \"Valencian\" are two names for the same language. See also status of Valencian below.", "targets": "What affect does  different pronunciations in the two areas of Catalan speakers produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c514f4c17b9a4b9e96c9cf092fe35137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Knox (1505\u20131572), a Scot who had spent time studying under Calvin in Geneva, returned to Scotland and urged his countrymen to reform the Church in line with Calvinist doctrines. After a period of religious convulsion and political conflict culminating in a victory for the Protestant party at the Siege of Leith the authority of the Church of Rome was abolished in favour of Reformation by the legislation of the Scottish Reformation Parliament in 1560. The Church was eventually organised by Andrew Melville along Presbyterian lines to become the national Church of Scotland. King James VI and I moved the Church of Scotland towards an episcopal form of government, and in 1637, James' successor, Charles I and William Laud, the Archbishop of Canterbury, attempted to force the Church of Scotland to use the Book of Common Prayer. What resulted was an armed insurrection, with many Scots signing the Solemn League and Covenant. The Covenanters would serve as the government of Scotland for nearly a decade, and would also send military support to the Parliamentarians during the English Civil War. Following the restoration of the monarchy in 1660, Charles II, despite the initial support that he received from the Covenanters, reinstated an episcopal form of government on the church.", "targets": "What year did John Knox past away?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c514f4c17b9a4b9e96c9cf092fe35137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Knox (1505\u20131572), a Scot who had spent time studying under Calvin in Geneva, returned to Scotland and urged his countrymen to reform the Church in line with Calvinist doctrines. After a period of religious convulsion and political conflict culminating in a victory for the Protestant party at the Siege of Leith the authority of the Church of Rome was abolished in favour of Reformation by the legislation of the Scottish Reformation Parliament in 1560. The Church was eventually organised by Andrew Melville along Presbyterian lines to become the national Church of Scotland. King James VI and I moved the Church of Scotland towards an episcopal form of government, and in 1637, James' successor, Charles I and William Laud, the Archbishop of Canterbury, attempted to force the Church of Scotland to use the Book of Common Prayer. What resulted was an armed insurrection, with many Scots signing the Solemn League and Covenant. The Covenanters would serve as the government of Scotland for nearly a decade, and would also send military support to the Parliamentarians during the English Civil War. Following the restoration of the monarchy in 1660, Charles II, despite the initial support that he received from the Covenanters, reinstated an episcopal form of government on the church.", "targets": "What did John Knox do when he returned to Scotland after studying under Calvin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c514f4c17b9a4b9e96c9cf092fe35137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Knox (1505\u20131572), a Scot who had spent time studying under Calvin in Geneva, returned to Scotland and urged his countrymen to reform the Church in line with Calvinist doctrines. After a period of religious convulsion and political conflict culminating in a victory for the Protestant party at the Siege of Leith the authority of the Church of Rome was abolished in favour of Reformation by the legislation of the Scottish Reformation Parliament in 1560. The Church was eventually organised by Andrew Melville along Presbyterian lines to become the national Church of Scotland. King James VI and I moved the Church of Scotland towards an episcopal form of government, and in 1637, James' successor, Charles I and William Laud, the Archbishop of Canterbury, attempted to force the Church of Scotland to use the Book of Common Prayer. What resulted was an armed insurrection, with many Scots signing the Solemn League and Covenant. The Covenanters would serve as the government of Scotland for nearly a decade, and would also send military support to the Parliamentarians during the English Civil War. Following the restoration of the monarchy in 1660, Charles II, despite the initial support that he received from the Covenanters, reinstated an episcopal form of government on the church.", "targets": "The church of Scotland was organized by this person, whats his name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c514f4c17b9a4b9e96c9cf092fe35137", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Knox (1505\u20131572), a Scot who had spent time studying under Calvin in Geneva, returned to Scotland and urged his countrymen to reform the Church in line with Calvinist doctrines. After a period of religious convulsion and political conflict culminating in a victory for the Protestant party at the Siege of Leith the authority of the Church of Rome was abolished in favour of Reformation by the legislation of the Scottish Reformation Parliament in 1560. The Church was eventually organised by Andrew Melville along Presbyterian lines to become the national Church of Scotland. King James VI and I moved the Church of Scotland towards an episcopal form of government, and in 1637, James' successor, Charles I and William Laud, the Archbishop of Canterbury, attempted to force the Church of Scotland to use the Book of Common Prayer. What resulted was an armed insurrection, with many Scots signing the Solemn League and Covenant. The Covenanters would serve as the government of Scotland for nearly a decade, and would also send military support to the Parliamentarians during the English Civil War. Following the restoration of the monarchy in 1660, Charles II, despite the initial support that he received from the Covenanters, reinstated an episcopal form of government on the church.", "targets": "In what year was the Government of church reinstated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fb7069396344283a200667fb4e32145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RIBA runs many awards including the Stirling Prize for the best new building of the year, the Royal Gold Medal (first awarded in 1848), which honours a distinguished body of work, and the Stephen Lawrence Prize for projects with a construction budget of less than \u00a3500,000. The RIBA also awards the President's Medals for student work, which are regarded as the most prestigious awards in architectural education, and the RIBA President's Awards for Research. The RIBA European Award was inaugurated in 2005 for work in the European Union, outside the UK. The RIBA National Award and the RIBA International Award were established in 2007. Since 1966, the RIBA also judges regional awards which are presented locally in the UK regions (East, East Midlands, London, North East, North West, Northern Ireland, Scotland, South/South East, South West/Wessex, Wales, West Midlands and Yorkshire).", "targets": "What does the Royal Institute of British Architects award the Stirling Prize for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fb7069396344283a200667fb4e32145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RIBA runs many awards including the Stirling Prize for the best new building of the year, the Royal Gold Medal (first awarded in 1848), which honours a distinguished body of work, and the Stephen Lawrence Prize for projects with a construction budget of less than \u00a3500,000. The RIBA also awards the President's Medals for student work, which are regarded as the most prestigious awards in architectural education, and the RIBA President's Awards for Research. The RIBA European Award was inaugurated in 2005 for work in the European Union, outside the UK. The RIBA National Award and the RIBA International Award were established in 2007. Since 1966, the RIBA also judges regional awards which are presented locally in the UK regions (East, East Midlands, London, North East, North West, Northern Ireland, Scotland, South/South East, South West/Wessex, Wales, West Midlands and Yorkshire).", "targets": "What was the first year in which RIBA's Royal Gold Medal was given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fb7069396344283a200667fb4e32145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RIBA runs many awards including the Stirling Prize for the best new building of the year, the Royal Gold Medal (first awarded in 1848), which honours a distinguished body of work, and the Stephen Lawrence Prize for projects with a construction budget of less than \u00a3500,000. The RIBA also awards the President's Medals for student work, which are regarded as the most prestigious awards in architectural education, and the RIBA President's Awards for Research. The RIBA European Award was inaugurated in 2005 for work in the European Union, outside the UK. The RIBA National Award and the RIBA International Award were established in 2007. Since 1966, the RIBA also judges regional awards which are presented locally in the UK regions (East, East Midlands, London, North East, North West, Northern Ireland, Scotland, South/South East, South West/Wessex, Wales, West Midlands and Yorkshire).", "targets": "What is the Royal Gold Medal awarded for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fb7069396344283a200667fb4e32145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RIBA runs many awards including the Stirling Prize for the best new building of the year, the Royal Gold Medal (first awarded in 1848), which honours a distinguished body of work, and the Stephen Lawrence Prize for projects with a construction budget of less than \u00a3500,000. The RIBA also awards the President's Medals for student work, which are regarded as the most prestigious awards in architectural education, and the RIBA President's Awards for Research. The RIBA European Award was inaugurated in 2005 for work in the European Union, outside the UK. The RIBA National Award and the RIBA International Award were established in 2007. Since 1966, the RIBA also judges regional awards which are presented locally in the UK regions (East, East Midlands, London, North East, North West, Northern Ireland, Scotland, South/South East, South West/Wessex, Wales, West Midlands and Yorkshire).", "targets": "What is the limit of how much can be spent on projects receiving the Stephen Lawrence Prize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1fb7069396344283a200667fb4e32145", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "RIBA runs many awards including the Stirling Prize for the best new building of the year, the Royal Gold Medal (first awarded in 1848), which honours a distinguished body of work, and the Stephen Lawrence Prize for projects with a construction budget of less than \u00a3500,000. The RIBA also awards the President's Medals for student work, which are regarded as the most prestigious awards in architectural education, and the RIBA President's Awards for Research. The RIBA European Award was inaugurated in 2005 for work in the European Union, outside the UK. The RIBA National Award and the RIBA International Award were established in 2007. Since 1966, the RIBA also judges regional awards which are presented locally in the UK regions (East, East Midlands, London, North East, North West, Northern Ireland, Scotland, South/South East, South West/Wessex, Wales, West Midlands and Yorkshire).", "targets": "What is the name of the RIBA awards given to students of architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7e629f321946e0990f7b5d1bb53112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.", "targets": "What is the most commonly abused substance during adolescent years in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7e629f321946e0990f7b5d1bb53112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.", "targets": "The heightened usage of what drug is most likely due at least in some part to the rising popularity of rave culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7e629f321946e0990f7b5d1bb53112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.", "targets": "Aside from alcohol, what is the most commonly indulged drug habit during adolescent years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7e629f321946e0990f7b5d1bb53112", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.", "targets": "From the late 1990s to mid 2000s, was drug use in teens on the rise or decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6b615c5ded74caba99b89f16624e3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During most of the war, the UN navies patrolled the west and east coasts of North Korea, sinking supply and ammunition ships and denying the North Koreans the ability to resupply from the sea. Aside from very occasional gunfire from North Korean shore batteries, the main threat to United States and UN navy ships was from magnetic mines. During the war, five U.S. Navy ships were lost to mines: two minesweepers, two minesweeper escorts, and one ocean tug. Mines and gunfire from North Korean coastal artillery damaged another 87 U.S. warships, resulting in slight to moderate damage.", "targets": "What type of ships did the US spend most of its time sinking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6b615c5ded74caba99b89f16624e3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During most of the war, the UN navies patrolled the west and east coasts of North Korea, sinking supply and ammunition ships and denying the North Koreans the ability to resupply from the sea. Aside from very occasional gunfire from North Korean shore batteries, the main threat to United States and UN navy ships was from magnetic mines. During the war, five U.S. Navy ships were lost to mines: two minesweepers, two minesweeper escorts, and one ocean tug. Mines and gunfire from North Korean coastal artillery damaged another 87 U.S. warships, resulting in slight to moderate damage.", "targets": "What weapon posed a significant threat to US navy ships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6b615c5ded74caba99b89f16624e3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During most of the war, the UN navies patrolled the west and east coasts of North Korea, sinking supply and ammunition ships and denying the North Koreans the ability to resupply from the sea. Aside from very occasional gunfire from North Korean shore batteries, the main threat to United States and UN navy ships was from magnetic mines. During the war, five U.S. Navy ships were lost to mines: two minesweepers, two minesweeper escorts, and one ocean tug. Mines and gunfire from North Korean coastal artillery damaged another 87 U.S. warships, resulting in slight to moderate damage.", "targets": "How many US warships were damaged by gun fire and mines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6b615c5ded74caba99b89f16624e3a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During most of the war, the UN navies patrolled the west and east coasts of North Korea, sinking supply and ammunition ships and denying the North Koreans the ability to resupply from the sea. Aside from very occasional gunfire from North Korean shore batteries, the main threat to United States and UN navy ships was from magnetic mines. During the war, five U.S. Navy ships were lost to mines: two minesweepers, two minesweeper escorts, and one ocean tug. Mines and gunfire from North Korean coastal artillery damaged another 87 U.S. warships, resulting in slight to moderate damage.", "targets": "Where were the majority of US naval patrols of Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4340df4e4a3c47dc974da43f57b03922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are facilities across the country with research rooms, archival holdings, and microfilms of documents of federal agencies and courts pertinent to each region.", "targets": "What do the facilities designated to each area of the US specialize in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4340df4e4a3c47dc974da43f57b03922", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are facilities across the country with research rooms, archival holdings, and microfilms of documents of federal agencies and courts pertinent to each region.", "targets": "Microfilms of documents from federal agencies can be found where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b3075452010401ab1d87257ede2c059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All clergy appointments are made and fixed annually by the resident bishop on the advice of the Annual Conference Cabinet, which is composed of the Area Provost/Dean (if one is appointed) and the several District Superintendents of the Districts of the Annual Conference. Until the bishop has read the appointments at the session of the Annual Conference, no appointments are officially fixed. Many Annual Conferences try to avoid making appointment changes between sessions of Annual Conference. While an appointment is made one year at a time, it is most common for an appointment to be continued for multiple years. Appointment tenures in extension ministries, such as military chaplaincy, campus ministry, missions, higher education and other ministries beyond the local church are often even longer.", "targets": "What is composed of the Area Provost/Dean ad the several District Superintendents of the Districts in the Annual Conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b3075452010401ab1d87257ede2c059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All clergy appointments are made and fixed annually by the resident bishop on the advice of the Annual Conference Cabinet, which is composed of the Area Provost/Dean (if one is appointed) and the several District Superintendents of the Districts of the Annual Conference. Until the bishop has read the appointments at the session of the Annual Conference, no appointments are officially fixed. Many Annual Conferences try to avoid making appointment changes between sessions of Annual Conference. While an appointment is made one year at a time, it is most common for an appointment to be continued for multiple years. Appointment tenures in extension ministries, such as military chaplaincy, campus ministry, missions, higher education and other ministries beyond the local church are often even longer.", "targets": "All clergy appointments are made for how long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b3075452010401ab1d87257ede2c059", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All clergy appointments are made and fixed annually by the resident bishop on the advice of the Annual Conference Cabinet, which is composed of the Area Provost/Dean (if one is appointed) and the several District Superintendents of the Districts of the Annual Conference. Until the bishop has read the appointments at the session of the Annual Conference, no appointments are officially fixed. Many Annual Conferences try to avoid making appointment changes between sessions of Annual Conference. While an appointment is made one year at a time, it is most common for an appointment to be continued for multiple years. Appointment tenures in extension ministries, such as military chaplaincy, campus ministry, missions, higher education and other ministries beyond the local church are often even longer.", "targets": "No appointment is official fixed until what occurs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e373d5e9914361b067420bfed0cb2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last days of the Qing Dynasty were marked by civil unrest and foreign invasions. Responding to these civil failures and discontent, the Qing Imperial Court did attempt to reform the government in various ways, such as the decision to draft a constitution in 1906, the establishment of provincial legislatures in 1909, and the preparation for a national parliament in 1910. However, many of these measures were opposed by the conservatives of the Qing Court, and many reformers were either imprisoned or executed outright. The failures of the Imperial Court to enact such reforming measures of political liberalization and modernization caused the reformists to steer toward the road of revolution.", "targets": "What were the last days of the Qing dynasty marked by? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e373d5e9914361b067420bfed0cb2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last days of the Qing Dynasty were marked by civil unrest and foreign invasions. Responding to these civil failures and discontent, the Qing Imperial Court did attempt to reform the government in various ways, such as the decision to draft a constitution in 1906, the establishment of provincial legislatures in 1909, and the preparation for a national parliament in 1910. However, many of these measures were opposed by the conservatives of the Qing Court, and many reformers were either imprisoned or executed outright. The failures of the Imperial Court to enact such reforming measures of political liberalization and modernization caused the reformists to steer toward the road of revolution.", "targets": "What did the Qing dynasty attempt to do n the face of civil unrest? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e373d5e9914361b067420bfed0cb2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last days of the Qing Dynasty were marked by civil unrest and foreign invasions. Responding to these civil failures and discontent, the Qing Imperial Court did attempt to reform the government in various ways, such as the decision to draft a constitution in 1906, the establishment of provincial legislatures in 1909, and the preparation for a national parliament in 1910. However, many of these measures were opposed by the conservatives of the Qing Court, and many reformers were either imprisoned or executed outright. The failures of the Imperial Court to enact such reforming measures of political liberalization and modernization caused the reformists to steer toward the road of revolution.", "targets": "What happened to The reformers in the Qing dynasty? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3e373d5e9914361b067420bfed0cb2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The last days of the Qing Dynasty were marked by civil unrest and foreign invasions. Responding to these civil failures and discontent, the Qing Imperial Court did attempt to reform the government in various ways, such as the decision to draft a constitution in 1906, the establishment of provincial legislatures in 1909, and the preparation for a national parliament in 1910. However, many of these measures were opposed by the conservatives of the Qing Court, and many reformers were either imprisoned or executed outright. The failures of the Imperial Court to enact such reforming measures of political liberalization and modernization caused the reformists to steer toward the road of revolution.", "targets": "What caused the revolution against the Qing dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294ac399ed9f45a7b22a8a909bae29e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frances A. M. Forbes writes that when the Patriarch Alexander was on his death-bed he called Athanasius, who fled fearing he would be constrained to be made Bishop. \"When the Bishops of the Church assembled to elect their new Patriarch, the whole Catholic population surrounded the church, holding up their hands to Heaven and crying; \"Give us Athanasius!\" The Bishops had nothing better. Athanasius was thus elected, as Gregory tells us...\" (Pope Gregory I, would have full access to the Vatican Archives).", "targets": "What did Athanasius do to avoid speaking to Alexander on his deathbed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294ac399ed9f45a7b22a8a909bae29e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frances A. M. Forbes writes that when the Patriarch Alexander was on his death-bed he called Athanasius, who fled fearing he would be constrained to be made Bishop. \"When the Bishops of the Church assembled to elect their new Patriarch, the whole Catholic population surrounded the church, holding up their hands to Heaven and crying; \"Give us Athanasius!\" The Bishops had nothing better. Athanasius was thus elected, as Gregory tells us...\" (Pope Gregory I, would have full access to the Vatican Archives).", "targets": "Who did the Alexandrian people want to be their Bishop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294ac399ed9f45a7b22a8a909bae29e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frances A. M. Forbes writes that when the Patriarch Alexander was on his death-bed he called Athanasius, who fled fearing he would be constrained to be made Bishop. \"When the Bishops of the Church assembled to elect their new Patriarch, the whole Catholic population surrounded the church, holding up their hands to Heaven and crying; \"Give us Athanasius!\" The Bishops had nothing better. Athanasius was thus elected, as Gregory tells us...\" (Pope Gregory I, would have full access to the Vatican Archives).", "targets": "Did the Bishops have someone else in mind?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-294ac399ed9f45a7b22a8a909bae29e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Frances A. M. Forbes writes that when the Patriarch Alexander was on his death-bed he called Athanasius, who fled fearing he would be constrained to be made Bishop. \"When the Bishops of the Church assembled to elect their new Patriarch, the whole Catholic population surrounded the church, holding up their hands to Heaven and crying; \"Give us Athanasius!\" The Bishops had nothing better. Athanasius was thus elected, as Gregory tells us...\" (Pope Gregory I, would have full access to the Vatican Archives).", "targets": "Who did Alexander ask for when he was dieing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf6004f50164cfeba26573d90b4c72c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Raleigh is bounded by downtown on the west, Garner on the southwest, and rural Wake County to the southeast. The area includes areas along Rock Quarry Road, Poole Road, and New Bern Avenue. Primary neighborhoods include Chastain, Chavis Heights, Raleigh Country Club, Southgate, Kingwood Forest, Rochester Heights, Emerald Village and Biltmore Hills. Time Warner Cable Music Pavilion (formerly Alltel Pavilion and Walnut Creek Amphitheatre) is one of the region's major outdoor concert venues and is located on Rock Quarry Road. Shaw University is located in this part of the city.", "targets": "What is to the west of Southeast Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf6004f50164cfeba26573d90b4c72c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Raleigh is bounded by downtown on the west, Garner on the southwest, and rural Wake County to the southeast. The area includes areas along Rock Quarry Road, Poole Road, and New Bern Avenue. Primary neighborhoods include Chastain, Chavis Heights, Raleigh Country Club, Southgate, Kingwood Forest, Rochester Heights, Emerald Village and Biltmore Hills. Time Warner Cable Music Pavilion (formerly Alltel Pavilion and Walnut Creek Amphitheatre) is one of the region's major outdoor concert venues and is located on Rock Quarry Road. Shaw University is located in this part of the city.", "targets": "What areas are in Southeast Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf6004f50164cfeba26573d90b4c72c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Raleigh is bounded by downtown on the west, Garner on the southwest, and rural Wake County to the southeast. The area includes areas along Rock Quarry Road, Poole Road, and New Bern Avenue. Primary neighborhoods include Chastain, Chavis Heights, Raleigh Country Club, Southgate, Kingwood Forest, Rochester Heights, Emerald Village and Biltmore Hills. Time Warner Cable Music Pavilion (formerly Alltel Pavilion and Walnut Creek Amphitheatre) is one of the region's major outdoor concert venues and is located on Rock Quarry Road. Shaw University is located in this part of the city.", "targets": "What neighborhoods does Southeast Raleigh have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf6004f50164cfeba26573d90b4c72c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Raleigh is bounded by downtown on the west, Garner on the southwest, and rural Wake County to the southeast. The area includes areas along Rock Quarry Road, Poole Road, and New Bern Avenue. Primary neighborhoods include Chastain, Chavis Heights, Raleigh Country Club, Southgate, Kingwood Forest, Rochester Heights, Emerald Village and Biltmore Hills. Time Warner Cable Music Pavilion (formerly Alltel Pavilion and Walnut Creek Amphitheatre) is one of the region's major outdoor concert venues and is located on Rock Quarry Road. Shaw University is located in this part of the city.", "targets": "What concert venue is in the area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcf6004f50164cfeba26573d90b4c72c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southeast Raleigh is bounded by downtown on the west, Garner on the southwest, and rural Wake County to the southeast. The area includes areas along Rock Quarry Road, Poole Road, and New Bern Avenue. Primary neighborhoods include Chastain, Chavis Heights, Raleigh Country Club, Southgate, Kingwood Forest, Rochester Heights, Emerald Village and Biltmore Hills. Time Warner Cable Music Pavilion (formerly Alltel Pavilion and Walnut Creek Amphitheatre) is one of the region's major outdoor concert venues and is located on Rock Quarry Road. Shaw University is located in this part of the city.", "targets": "What university is in this part of Raleigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f895f95723045efa056aeb51ea8a484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This creates a linear pitch space in which octaves have size 12, semitones (the distance between adjacent keys on the piano keyboard) have size 1, and A440 is assigned the number 69. (See Frequencies of notes.) Distance in this space corresponds to musical intervals as understood by musicians. An equal-tempered semitone is subdivided into 100 cents. The system is flexible enough to include \"microtones\" not found on standard piano keyboards. For example, the pitch halfway between C (60) and C\u266f (61) can be labeled 60.5.", "targets": "Octaves in linear pitch are what size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f895f95723045efa056aeb51ea8a484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This creates a linear pitch space in which octaves have size 12, semitones (the distance between adjacent keys on the piano keyboard) have size 1, and A440 is assigned the number 69. (See Frequencies of notes.) Distance in this space corresponds to musical intervals as understood by musicians. An equal-tempered semitone is subdivided into 100 cents. The system is flexible enough to include \"microtones\" not found on standard piano keyboards. For example, the pitch halfway between C (60) and C\u266f (61) can be labeled 60.5.", "targets": "Semitones in linear pitch are what size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f895f95723045efa056aeb51ea8a484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This creates a linear pitch space in which octaves have size 12, semitones (the distance between adjacent keys on the piano keyboard) have size 1, and A440 is assigned the number 69. (See Frequencies of notes.) Distance in this space corresponds to musical intervals as understood by musicians. An equal-tempered semitone is subdivided into 100 cents. The system is flexible enough to include \"microtones\" not found on standard piano keyboards. For example, the pitch halfway between C (60) and C\u266f (61) can be labeled 60.5.", "targets": "A440 in linear pitch are what size?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f895f95723045efa056aeb51ea8a484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This creates a linear pitch space in which octaves have size 12, semitones (the distance between adjacent keys on the piano keyboard) have size 1, and A440 is assigned the number 69. (See Frequencies of notes.) Distance in this space corresponds to musical intervals as understood by musicians. An equal-tempered semitone is subdivided into 100 cents. The system is flexible enough to include \"microtones\" not found on standard piano keyboards. For example, the pitch halfway between C (60) and C\u266f (61) can be labeled 60.5.", "targets": "An equal-tempered semitone is subdivided into how many cents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f895f95723045efa056aeb51ea8a484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This creates a linear pitch space in which octaves have size 12, semitones (the distance between adjacent keys on the piano keyboard) have size 1, and A440 is assigned the number 69. (See Frequencies of notes.) Distance in this space corresponds to musical intervals as understood by musicians. An equal-tempered semitone is subdivided into 100 cents. The system is flexible enough to include \"microtones\" not found on standard piano keyboards. For example, the pitch halfway between C (60) and C\u266f (61) can be labeled 60.5.", "targets": "The pitch halfway between C (60) and C\u266f (61) is labeled what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a3802dbf72443db9fa04803563e95a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant issue unique to LaserDisc is one involving the inconsistency of playback quality between different makers and models of player. On most televisions, a given DVD player will produce a picture that is visually indistinguishable from other units. Differences in image quality between players only becomes easily apparent on large televisions and substantial leaps in image quality are generally only obtained with expensive, high-end players that allow for post-processing of the MPEG-2 stream during playback. In contrast, LaserDisc playback quality is highly dependent on hardware quality. Major variances in picture quality appear between different makers and models of LD players, even when tested on a low to mid-range television. The obvious benefits of using high quality equipment has helped keep demand for some players high, thus also keeping pricing for those units comparably high. In the 1990s, notable players sold for anywhere from US$200 to well over $1,000, while older and less desirable players could be purchased in working condition for as little as $25.", "targets": "Is LaserDisc quality consistent or inconsistent between player brands? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a3802dbf72443db9fa04803563e95a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant issue unique to LaserDisc is one involving the inconsistency of playback quality between different makers and models of player. On most televisions, a given DVD player will produce a picture that is visually indistinguishable from other units. Differences in image quality between players only becomes easily apparent on large televisions and substantial leaps in image quality are generally only obtained with expensive, high-end players that allow for post-processing of the MPEG-2 stream during playback. In contrast, LaserDisc playback quality is highly dependent on hardware quality. Major variances in picture quality appear between different makers and models of LD players, even when tested on a low to mid-range television. The obvious benefits of using high quality equipment has helped keep demand for some players high, thus also keeping pricing for those units comparably high. In the 1990s, notable players sold for anywhere from US$200 to well over $1,000, while older and less desirable players could be purchased in working condition for as little as $25.", "targets": "What is LaserDisc playback quality dependent on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a3802dbf72443db9fa04803563e95a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant issue unique to LaserDisc is one involving the inconsistency of playback quality between different makers and models of player. On most televisions, a given DVD player will produce a picture that is visually indistinguishable from other units. Differences in image quality between players only becomes easily apparent on large televisions and substantial leaps in image quality are generally only obtained with expensive, high-end players that allow for post-processing of the MPEG-2 stream during playback. In contrast, LaserDisc playback quality is highly dependent on hardware quality. Major variances in picture quality appear between different makers and models of LD players, even when tested on a low to mid-range television. The obvious benefits of using high quality equipment has helped keep demand for some players high, thus also keeping pricing for those units comparably high. In the 1990s, notable players sold for anywhere from US$200 to well over $1,000, while older and less desirable players could be purchased in working condition for as little as $25.", "targets": "How cheaply could an older LaserDisc player be purchased in the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a3802dbf72443db9fa04803563e95a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another significant issue unique to LaserDisc is one involving the inconsistency of playback quality between different makers and models of player. On most televisions, a given DVD player will produce a picture that is visually indistinguishable from other units. Differences in image quality between players only becomes easily apparent on large televisions and substantial leaps in image quality are generally only obtained with expensive, high-end players that allow for post-processing of the MPEG-2 stream during playback. In contrast, LaserDisc playback quality is highly dependent on hardware quality. Major variances in picture quality appear between different makers and models of LD players, even when tested on a low to mid-range television. The obvious benefits of using high quality equipment has helped keep demand for some players high, thus also keeping pricing for those units comparably high. In the 1990s, notable players sold for anywhere from US$200 to well over $1,000, while older and less desirable players could be purchased in working condition for as little as $25.", "targets": "What range of prices were high-end LaserDisc players in the 1990s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bebfcbe6faa4579bb1dc12665dc430d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The national bird of Saint Helena is the Saint Helena plover, known locally as the wirebird. It appears on the coat of arms of Saint Helena and on the flag.", "targets": "What is the national bird of Saint Helena?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bebfcbe6faa4579bb1dc12665dc430d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The national bird of Saint Helena is the Saint Helena plover, known locally as the wirebird. It appears on the coat of arms of Saint Helena and on the flag.", "targets": "What is the Plover known locally as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e363c90507248789aa6fd76c9508790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Structural material that resembles ordinary, \"dicot\" or conifer wood in its gross handling characteristics is produced by a number of monocot plants, and these also are colloquially called wood. Of these, bamboo, botanically a member of the grass family, has considerable economic importance, larger culms being widely used as a building and construction material in their own right and, these days, in the manufacture of engineered flooring, panels and veneer. Another major plant group that produce material that often is called wood are the palms. Of much less importance are plants such as Pandanus, Dracaena and Cordyline. With all this material, the structure and composition of the structural material is quite different from ordinary wood.", "targets": "What's another term used for \"conifer\" wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e363c90507248789aa6fd76c9508790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Structural material that resembles ordinary, \"dicot\" or conifer wood in its gross handling characteristics is produced by a number of monocot plants, and these also are colloquially called wood. Of these, bamboo, botanically a member of the grass family, has considerable economic importance, larger culms being widely used as a building and construction material in their own right and, these days, in the manufacture of engineered flooring, panels and veneer. Another major plant group that produce material that often is called wood are the palms. Of much less importance are plants such as Pandanus, Dracaena and Cordyline. With all this material, the structure and composition of the structural material is quite different from ordinary wood.", "targets": "What type of plants produce material that is referred to as \"wood\" even though it is technically not?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e363c90507248789aa6fd76c9508790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Structural material that resembles ordinary, \"dicot\" or conifer wood in its gross handling characteristics is produced by a number of monocot plants, and these also are colloquially called wood. Of these, bamboo, botanically a member of the grass family, has considerable economic importance, larger culms being widely used as a building and construction material in their own right and, these days, in the manufacture of engineered flooring, panels and veneer. Another major plant group that produce material that often is called wood are the palms. Of much less importance are plants such as Pandanus, Dracaena and Cordyline. With all this material, the structure and composition of the structural material is quite different from ordinary wood.", "targets": "What monocot plant produces \"wood\" by the same name that's often used for flooring and veneer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e363c90507248789aa6fd76c9508790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Structural material that resembles ordinary, \"dicot\" or conifer wood in its gross handling characteristics is produced by a number of monocot plants, and these also are colloquially called wood. Of these, bamboo, botanically a member of the grass family, has considerable economic importance, larger culms being widely used as a building and construction material in their own right and, these days, in the manufacture of engineered flooring, panels and veneer. Another major plant group that produce material that often is called wood are the palms. Of much less importance are plants such as Pandanus, Dracaena and Cordyline. With all this material, the structure and composition of the structural material is quite different from ordinary wood.", "targets": "While we call bamboo \"wood,\" what botanical family does it belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e363c90507248789aa6fd76c9508790", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Structural material that resembles ordinary, \"dicot\" or conifer wood in its gross handling characteristics is produced by a number of monocot plants, and these also are colloquially called wood. Of these, bamboo, botanically a member of the grass family, has considerable economic importance, larger culms being widely used as a building and construction material in their own right and, these days, in the manufacture of engineered flooring, panels and veneer. Another major plant group that produce material that often is called wood are the palms. Of much less importance are plants such as Pandanus, Dracaena and Cordyline. With all this material, the structure and composition of the structural material is quite different from ordinary wood.", "targets": "Along with bamboo, what's the other monocot that's a major source of so-called \"wood\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-431ca89f04c44b3f8e7371c9efafb55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subordinate to the General Conference are the jurisdictional and central conferences which also meet every four years. The United States is divided into five jurisdictions: Northeastern, Southeastern, North Central, South Central and Western. Outside the United States the church is divided into seven central conferences: Africa, Congo, West Africa, Central & Southern Europe, Germany, Northern Europe and the Philippines. The main purpose of the jurisdictions and central conferences is to elect and appoint bishops, the chief administrators of the church. Bishops thus elected serve Episcopal Areas, which consist of one or more Annual Conferences.", "targets": "The United States is divided into how many jurisdictions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-431ca89f04c44b3f8e7371c9efafb55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subordinate to the General Conference are the jurisdictional and central conferences which also meet every four years. The United States is divided into five jurisdictions: Northeastern, Southeastern, North Central, South Central and Western. Outside the United States the church is divided into seven central conferences: Africa, Congo, West Africa, Central & Southern Europe, Germany, Northern Europe and the Philippines. The main purpose of the jurisdictions and central conferences is to elect and appoint bishops, the chief administrators of the church. Bishops thus elected serve Episcopal Areas, which consist of one or more Annual Conferences.", "targets": "How many central conferences are outside of the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-431ca89f04c44b3f8e7371c9efafb55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subordinate to the General Conference are the jurisdictional and central conferences which also meet every four years. The United States is divided into five jurisdictions: Northeastern, Southeastern, North Central, South Central and Western. Outside the United States the church is divided into seven central conferences: Africa, Congo, West Africa, Central & Southern Europe, Germany, Northern Europe and the Philippines. The main purpose of the jurisdictions and central conferences is to elect and appoint bishops, the chief administrators of the church. Bishops thus elected serve Episcopal Areas, which consist of one or more Annual Conferences.", "targets": "What is the main purpose of the jurisdictions and central conferences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-431ca89f04c44b3f8e7371c9efafb55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subordinate to the General Conference are the jurisdictional and central conferences which also meet every four years. The United States is divided into five jurisdictions: Northeastern, Southeastern, North Central, South Central and Western. Outside the United States the church is divided into seven central conferences: Africa, Congo, West Africa, Central & Southern Europe, Germany, Northern Europe and the Philippines. The main purpose of the jurisdictions and central conferences is to elect and appoint bishops, the chief administrators of the church. Bishops thus elected serve Episcopal Areas, which consist of one or more Annual Conferences.", "targets": "Who are the chief administrators of the church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-431ca89f04c44b3f8e7371c9efafb55d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subordinate to the General Conference are the jurisdictional and central conferences which also meet every four years. The United States is divided into five jurisdictions: Northeastern, Southeastern, North Central, South Central and Western. Outside the United States the church is divided into seven central conferences: Africa, Congo, West Africa, Central & Southern Europe, Germany, Northern Europe and the Philippines. The main purpose of the jurisdictions and central conferences is to elect and appoint bishops, the chief administrators of the church. Bishops thus elected serve Episcopal Areas, which consist of one or more Annual Conferences.", "targets": "What consist of one ore more Annual Conferences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f164d665e474e278c432213ac99955c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geology existed as a cloud of isolated, disconnected ideas about rocks, minerals, and landforms long before it became a coherent science. Theophrastus' work on rocks, Peri lith\u014dn, remained authoritative for millennia: its interpretation of fossils was not overturned until after the Scientific Revolution. Chinese polymath Shen Kua (1031\u20131095) first formulated hypotheses for the process of land formation. Based on his observation of fossils in a geological stratum in a mountain hundreds of miles from the ocean, he deduced that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "What was the work of Theophrastus on rocks called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f164d665e474e278c432213ac99955c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geology existed as a cloud of isolated, disconnected ideas about rocks, minerals, and landforms long before it became a coherent science. Theophrastus' work on rocks, Peri lith\u014dn, remained authoritative for millennia: its interpretation of fossils was not overturned until after the Scientific Revolution. Chinese polymath Shen Kua (1031\u20131095) first formulated hypotheses for the process of land formation. Based on his observation of fossils in a geological stratum in a mountain hundreds of miles from the ocean, he deduced that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "When were Theophrastus' ideas about fossils proven false?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f164d665e474e278c432213ac99955c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geology existed as a cloud of isolated, disconnected ideas about rocks, minerals, and landforms long before it became a coherent science. Theophrastus' work on rocks, Peri lith\u014dn, remained authoritative for millennia: its interpretation of fossils was not overturned until after the Scientific Revolution. Chinese polymath Shen Kua (1031\u20131095) first formulated hypotheses for the process of land formation. Based on his observation of fossils in a geological stratum in a mountain hundreds of miles from the ocean, he deduced that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "When did Shen Kua live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f164d665e474e278c432213ac99955c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geology existed as a cloud of isolated, disconnected ideas about rocks, minerals, and landforms long before it became a coherent science. Theophrastus' work on rocks, Peri lith\u014dn, remained authoritative for millennia: its interpretation of fossils was not overturned until after the Scientific Revolution. Chinese polymath Shen Kua (1031\u20131095) first formulated hypotheses for the process of land formation. Based on his observation of fossils in a geological stratum in a mountain hundreds of miles from the ocean, he deduced that the land was formed by erosion of the mountains and by deposition of silt.", "targets": "What science did Shen Kua observe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d3f9020bfe949bcb24391bf16821836", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 5, 2012, West announced his establishment of the creative content company DONDA, named after his late mother Donda West. In his announcement, West proclaimed that the company would \"pick up where Steve Jobs left off\"; DONDA would operate as \"a design company which will galvanize amazing thinkers in a creative space to bounce their dreams and ideas\" with the \"goal to make products and experiences that people want and can afford.\" West is notoriously secretive about the company's operations, maintaining neither an official website nor a social media presence. In stating DONDA's creative philosophy, West articulated the need to \"put creatives in a room together with like minds\" in order to \"simplify and aesthetically improve everything we see, taste, touch, and feel.\". Contemporary critics have noted the consistent minimalistic aesthetic exhibited throughout DONDA creative projects.", "targets": "What was the goal of Kanye's new creative company DONDA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d3f9020bfe949bcb24391bf16821836", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 5, 2012, West announced his establishment of the creative content company DONDA, named after his late mother Donda West. In his announcement, West proclaimed that the company would \"pick up where Steve Jobs left off\"; DONDA would operate as \"a design company which will galvanize amazing thinkers in a creative space to bounce their dreams and ideas\" with the \"goal to make products and experiences that people want and can afford.\" West is notoriously secretive about the company's operations, maintaining neither an official website nor a social media presence. In stating DONDA's creative philosophy, West articulated the need to \"put creatives in a room together with like minds\" in order to \"simplify and aesthetically improve everything we see, taste, touch, and feel.\". Contemporary critics have noted the consistent minimalistic aesthetic exhibited throughout DONDA creative projects.", "targets": "Kanye's creative content company DONDA was named after who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d3f9020bfe949bcb24391bf16821836", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On January 5, 2012, West announced his establishment of the creative content company DONDA, named after his late mother Donda West. In his announcement, West proclaimed that the company would \"pick up where Steve Jobs left off\"; DONDA would operate as \"a design company which will galvanize amazing thinkers in a creative space to bounce their dreams and ideas\" with the \"goal to make products and experiences that people want and can afford.\" West is notoriously secretive about the company's operations, maintaining neither an official website nor a social media presence. In stating DONDA's creative philosophy, West articulated the need to \"put creatives in a room together with like minds\" in order to \"simplify and aesthetically improve everything we see, taste, touch, and feel.\". Contemporary critics have noted the consistent minimalistic aesthetic exhibited throughout DONDA creative projects.", "targets": "On what date did Kanye go public with his DONDA company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7366f6269b344b3aad02ed508d5f3684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university hosts a variety of student journals, magazines, and newspapers. Established in 1872, The Yale Record is the world's oldest humor magazine. Newspapers include the Yale Daily News, which was first published in 1878, and the weekly Yale Herald, which was first published in 1986. Dwight Hall, an independent, non-profit community service organization, oversees more than 2,000 Yale undergraduates working on more than 70 community service initiatives in New Haven. The Yale College Council runs several agencies that oversee campus wide activities and student services. The Yale Dramatic Association and Bulldog Productions cater to the theater and film communities, respectively. In addition, the Yale Drama Coalition serves to coordinate between and provide resources for the various Sudler Fund sponsored theater productions which run each weekend. WYBC Yale Radio is the campus's radio station, owned and operated by students. While students used to broadcast on AM & FM frequencies, they now have an Internet-only stream.", "targets": "What is the name of the world's oldest humor magazine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7366f6269b344b3aad02ed508d5f3684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university hosts a variety of student journals, magazines, and newspapers. Established in 1872, The Yale Record is the world's oldest humor magazine. Newspapers include the Yale Daily News, which was first published in 1878, and the weekly Yale Herald, which was first published in 1986. Dwight Hall, an independent, non-profit community service organization, oversees more than 2,000 Yale undergraduates working on more than 70 community service initiatives in New Haven. The Yale College Council runs several agencies that oversee campus wide activities and student services. The Yale Dramatic Association and Bulldog Productions cater to the theater and film communities, respectively. In addition, the Yale Drama Coalition serves to coordinate between and provide resources for the various Sudler Fund sponsored theater productions which run each weekend. WYBC Yale Radio is the campus's radio station, owned and operated by students. While students used to broadcast on AM & FM frequencies, they now have an Internet-only stream.", "targets": "What year was The Yale Record first published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7366f6269b344b3aad02ed508d5f3684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university hosts a variety of student journals, magazines, and newspapers. Established in 1872, The Yale Record is the world's oldest humor magazine. Newspapers include the Yale Daily News, which was first published in 1878, and the weekly Yale Herald, which was first published in 1986. Dwight Hall, an independent, non-profit community service organization, oversees more than 2,000 Yale undergraduates working on more than 70 community service initiatives in New Haven. The Yale College Council runs several agencies that oversee campus wide activities and student services. The Yale Dramatic Association and Bulldog Productions cater to the theater and film communities, respectively. In addition, the Yale Drama Coalition serves to coordinate between and provide resources for the various Sudler Fund sponsored theater productions which run each weekend. WYBC Yale Radio is the campus's radio station, owned and operated by students. While students used to broadcast on AM & FM frequencies, they now have an Internet-only stream.", "targets": "In what year was the Yale Daily News established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7366f6269b344b3aad02ed508d5f3684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university hosts a variety of student journals, magazines, and newspapers. Established in 1872, The Yale Record is the world's oldest humor magazine. Newspapers include the Yale Daily News, which was first published in 1878, and the weekly Yale Herald, which was first published in 1986. Dwight Hall, an independent, non-profit community service organization, oversees more than 2,000 Yale undergraduates working on more than 70 community service initiatives in New Haven. The Yale College Council runs several agencies that oversee campus wide activities and student services. The Yale Dramatic Association and Bulldog Productions cater to the theater and film communities, respectively. In addition, the Yale Drama Coalition serves to coordinate between and provide resources for the various Sudler Fund sponsored theater productions which run each weekend. WYBC Yale Radio is the campus's radio station, owned and operated by students. While students used to broadcast on AM & FM frequencies, they now have an Internet-only stream.", "targets": "When was the Yale Herald established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7366f6269b344b3aad02ed508d5f3684", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university hosts a variety of student journals, magazines, and newspapers. Established in 1872, The Yale Record is the world's oldest humor magazine. Newspapers include the Yale Daily News, which was first published in 1878, and the weekly Yale Herald, which was first published in 1986. Dwight Hall, an independent, non-profit community service organization, oversees more than 2,000 Yale undergraduates working on more than 70 community service initiatives in New Haven. The Yale College Council runs several agencies that oversee campus wide activities and student services. The Yale Dramatic Association and Bulldog Productions cater to the theater and film communities, respectively. In addition, the Yale Drama Coalition serves to coordinate between and provide resources for the various Sudler Fund sponsored theater productions which run each weekend. WYBC Yale Radio is the campus's radio station, owned and operated by students. While students used to broadcast on AM & FM frequencies, they now have an Internet-only stream.", "targets": "What is the name of the campus radio station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82bf3bca07da40cda0f71d1e6de2cbf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fachhochschulen were first founded in the early 1970s. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.", "targets": "Fachhochschulen first came about in the early years of what decade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82bf3bca07da40cda0f71d1e6de2cbf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fachhochschulen were first founded in the early 1970s. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.", "targets": "Fachhochschulen favor an education in what, as opposed to research?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82bf3bca07da40cda0f71d1e6de2cbf9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fachhochschulen were first founded in the early 1970s. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.", "targets": "In addition to technology, Fachhochschulen offer courses in social science, medicine, design, and what other discipline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56af9c1deaa44519d29ec726956fc9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecturally, the school has a Catholic character. Atop the Main Building's gold dome is a golden statue of the Virgin Mary. Immediately in front of the Main Building and facing it, is a copper statue of Christ with arms upraised with the legend \"Venite Ad Me Omnes\". Next to the Main Building is the Basilica of the Sacred Heart. Immediately behind the basilica is the Grotto, a Marian place of prayer and reflection. It is a replica of the grotto at Lourdes, France where the Virgin Mary reputedly appeared to Saint Bernadette Soubirous in 1858. At the end of the main drive (and in a direct line that connects through 3 statues and the Gold Dome), is a simple, modern stone statue of Mary.", "targets": "To whom did the Virgin Mary allegedly appear in 1858 in Lourdes France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56af9c1deaa44519d29ec726956fc9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecturally, the school has a Catholic character. Atop the Main Building's gold dome is a golden statue of the Virgin Mary. Immediately in front of the Main Building and facing it, is a copper statue of Christ with arms upraised with the legend \"Venite Ad Me Omnes\". Next to the Main Building is the Basilica of the Sacred Heart. Immediately behind the basilica is the Grotto, a Marian place of prayer and reflection. It is a replica of the grotto at Lourdes, France where the Virgin Mary reputedly appeared to Saint Bernadette Soubirous in 1858. At the end of the main drive (and in a direct line that connects through 3 statues and the Gold Dome), is a simple, modern stone statue of Mary.", "targets": "What is in front of the Notre Dame Main Building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56af9c1deaa44519d29ec726956fc9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecturally, the school has a Catholic character. Atop the Main Building's gold dome is a golden statue of the Virgin Mary. Immediately in front of the Main Building and facing it, is a copper statue of Christ with arms upraised with the legend \"Venite Ad Me Omnes\". Next to the Main Building is the Basilica of the Sacred Heart. Immediately behind the basilica is the Grotto, a Marian place of prayer and reflection. It is a replica of the grotto at Lourdes, France where the Virgin Mary reputedly appeared to Saint Bernadette Soubirous in 1858. At the end of the main drive (and in a direct line that connects through 3 statues and the Gold Dome), is a simple, modern stone statue of Mary.", "targets": "The Basilica of the Sacred heart at Notre Dame is beside to which structure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56af9c1deaa44519d29ec726956fc9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecturally, the school has a Catholic character. Atop the Main Building's gold dome is a golden statue of the Virgin Mary. Immediately in front of the Main Building and facing it, is a copper statue of Christ with arms upraised with the legend \"Venite Ad Me Omnes\". Next to the Main Building is the Basilica of the Sacred Heart. Immediately behind the basilica is the Grotto, a Marian place of prayer and reflection. It is a replica of the grotto at Lourdes, France where the Virgin Mary reputedly appeared to Saint Bernadette Soubirous in 1858. At the end of the main drive (and in a direct line that connects through 3 statues and the Gold Dome), is a simple, modern stone statue of Mary.", "targets": "What is the Grotto at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a56af9c1deaa44519d29ec726956fc9f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Architecturally, the school has a Catholic character. Atop the Main Building's gold dome is a golden statue of the Virgin Mary. Immediately in front of the Main Building and facing it, is a copper statue of Christ with arms upraised with the legend \"Venite Ad Me Omnes\". Next to the Main Building is the Basilica of the Sacred Heart. Immediately behind the basilica is the Grotto, a Marian place of prayer and reflection. It is a replica of the grotto at Lourdes, France where the Virgin Mary reputedly appeared to Saint Bernadette Soubirous in 1858. At the end of the main drive (and in a direct line that connects through 3 statues and the Gold Dome), is a simple, modern stone statue of Mary.", "targets": "What sits on top of the Main Building at Notre Dame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6700e9584e254aa590bcaf1e3a7d0601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On average, the mountains of the western states receive the highest levels of snowfall on Earth. The greatest annual snowfall level is at Mount Rainier in Washington, at 692 inches (1,758 cm); the record there was 1,122 inches (2,850 cm) in the winter of 1971\u201372. This record was broken by the Mt. Baker Ski Area in northwestern Washington which reported 1,140 inches (2,896 cm) of snowfall for the 1998-99 snowfall season. Other places with significant snowfall outside the Cascade Range are the Wasatch Mountains, near the Great Salt Lake, the San Juan Mountains in Colorado, and the Sierra Nevada, near Lake Tahoe.", "targets": "Which mountainous region receives the highest snowfall on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6700e9584e254aa590bcaf1e3a7d0601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On average, the mountains of the western states receive the highest levels of snowfall on Earth. The greatest annual snowfall level is at Mount Rainier in Washington, at 692 inches (1,758 cm); the record there was 1,122 inches (2,850 cm) in the winter of 1971\u201372. This record was broken by the Mt. Baker Ski Area in northwestern Washington which reported 1,140 inches (2,896 cm) of snowfall for the 1998-99 snowfall season. Other places with significant snowfall outside the Cascade Range are the Wasatch Mountains, near the Great Salt Lake, the San Juan Mountains in Colorado, and the Sierra Nevada, near Lake Tahoe.", "targets": "Which mountain in Washington receives the most amount of snowfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6700e9584e254aa590bcaf1e3a7d0601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On average, the mountains of the western states receive the highest levels of snowfall on Earth. The greatest annual snowfall level is at Mount Rainier in Washington, at 692 inches (1,758 cm); the record there was 1,122 inches (2,850 cm) in the winter of 1971\u201372. This record was broken by the Mt. Baker Ski Area in northwestern Washington which reported 1,140 inches (2,896 cm) of snowfall for the 1998-99 snowfall season. Other places with significant snowfall outside the Cascade Range are the Wasatch Mountains, near the Great Salt Lake, the San Juan Mountains in Colorado, and the Sierra Nevada, near Lake Tahoe.", "targets": "What is the record amount of snowfall at Mount Rainer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6700e9584e254aa590bcaf1e3a7d0601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On average, the mountains of the western states receive the highest levels of snowfall on Earth. The greatest annual snowfall level is at Mount Rainier in Washington, at 692 inches (1,758 cm); the record there was 1,122 inches (2,850 cm) in the winter of 1971\u201372. This record was broken by the Mt. Baker Ski Area in northwestern Washington which reported 1,140 inches (2,896 cm) of snowfall for the 1998-99 snowfall season. Other places with significant snowfall outside the Cascade Range are the Wasatch Mountains, near the Great Salt Lake, the San Juan Mountains in Colorado, and the Sierra Nevada, near Lake Tahoe.", "targets": "In what year did Mount Rainer receive a record amount of snowfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6700e9584e254aa590bcaf1e3a7d0601", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On average, the mountains of the western states receive the highest levels of snowfall on Earth. The greatest annual snowfall level is at Mount Rainier in Washington, at 692 inches (1,758 cm); the record there was 1,122 inches (2,850 cm) in the winter of 1971\u201372. This record was broken by the Mt. Baker Ski Area in northwestern Washington which reported 1,140 inches (2,896 cm) of snowfall for the 1998-99 snowfall season. Other places with significant snowfall outside the Cascade Range are the Wasatch Mountains, near the Great Salt Lake, the San Juan Mountains in Colorado, and the Sierra Nevada, near Lake Tahoe.", "targets": "The Sierra Nevadas are located near which lake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5837fc6ca74fc388fee330485e7bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the census survey carried out between 15 June and 31 July 2004, Montevideo had a population of 1,325,968 persons, compared to Uruguay's total population of 3,241,003. The female population was 707,697 (53.4%) while the male population accounted for 618,271 (46.6%). The population had declined since the previous census carried out in 1996, with an average annual growth rate of \u22121.5 per thousand. Continual decline has been documented since the census period of 1975\u20131985, which showed a rate of \u22125.6 per thousand. The decrease is due in large part to lowered fertility, partly offset by mortality, and to a smaller degree in migration. The birth rate declined by 19% from 1996 (17 per thousand) to 2004 (13.8 per thousand). Similarly, the total fertility rate (TFR) declined from 2.24 in 1996 to 1.79 in 2004. However, mortality continued to fall with life expectancy at birth for both sexes increasing by 1.73 years.", "targets": "According to the census survey carried out between 15 June and 31 July 2004, what was Montevideo's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5837fc6ca74fc388fee330485e7bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the census survey carried out between 15 June and 31 July 2004, Montevideo had a population of 1,325,968 persons, compared to Uruguay's total population of 3,241,003. The female population was 707,697 (53.4%) while the male population accounted for 618,271 (46.6%). The population had declined since the previous census carried out in 1996, with an average annual growth rate of \u22121.5 per thousand. Continual decline has been documented since the census period of 1975\u20131985, which showed a rate of \u22125.6 per thousand. The decrease is due in large part to lowered fertility, partly offset by mortality, and to a smaller degree in migration. The birth rate declined by 19% from 1996 (17 per thousand) to 2004 (13.8 per thousand). Similarly, the total fertility rate (TFR) declined from 2.24 in 1996 to 1.79 in 2004. However, mortality continued to fall with life expectancy at birth for both sexes increasing by 1.73 years.", "targets": "According to the census survey carried out between 15 June and 31 July 2004, what was Uruguay's population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5837fc6ca74fc388fee330485e7bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the census survey carried out between 15 June and 31 July 2004, Montevideo had a population of 1,325,968 persons, compared to Uruguay's total population of 3,241,003. The female population was 707,697 (53.4%) while the male population accounted for 618,271 (46.6%). The population had declined since the previous census carried out in 1996, with an average annual growth rate of \u22121.5 per thousand. Continual decline has been documented since the census period of 1975\u20131985, which showed a rate of \u22125.6 per thousand. The decrease is due in large part to lowered fertility, partly offset by mortality, and to a smaller degree in migration. The birth rate declined by 19% from 1996 (17 per thousand) to 2004 (13.8 per thousand). Similarly, the total fertility rate (TFR) declined from 2.24 in 1996 to 1.79 in 2004. However, mortality continued to fall with life expectancy at birth for both sexes increasing by 1.73 years.", "targets": "According to the census survey carried out between 15 June and 31 July 2004, what was Montevideo's female population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a5837fc6ca74fc388fee330485e7bc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the census survey carried out between 15 June and 31 July 2004, Montevideo had a population of 1,325,968 persons, compared to Uruguay's total population of 3,241,003. The female population was 707,697 (53.4%) while the male population accounted for 618,271 (46.6%). The population had declined since the previous census carried out in 1996, with an average annual growth rate of \u22121.5 per thousand. Continual decline has been documented since the census period of 1975\u20131985, which showed a rate of \u22125.6 per thousand. The decrease is due in large part to lowered fertility, partly offset by mortality, and to a smaller degree in migration. The birth rate declined by 19% from 1996 (17 per thousand) to 2004 (13.8 per thousand). Similarly, the total fertility rate (TFR) declined from 2.24 in 1996 to 1.79 in 2004. However, mortality continued to fall with life expectancy at birth for both sexes increasing by 1.73 years.", "targets": "According to the census survey carried out between 15 June and 31 July 2004, what was Montevideo's male population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9ef1efcb34415b9b868b75276667d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Boston Herald, dated July 23, 2010, Kerry commissioned construction on a new $7 million yacht (a Friendship 75) in New Zealand and moored it in Portsmouth, Rhode Island, where the Friendship yacht company is based. The article claimed this allowed him to avoid paying Massachusetts taxes on the property including approximately $437,500 in sales tax and an annual excise tax of about $500. However, on July 27, 2010, Kerry stated he had yet to take legal possession of the boat, had not intended to avoid the taxes, and that when he took possession, he would pay the taxes whether he owed them or not.", "targets": "What type of yacht did Kerry buy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9ef1efcb34415b9b868b75276667d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Boston Herald, dated July 23, 2010, Kerry commissioned construction on a new $7 million yacht (a Friendship 75) in New Zealand and moored it in Portsmouth, Rhode Island, where the Friendship yacht company is based. The article claimed this allowed him to avoid paying Massachusetts taxes on the property including approximately $437,500 in sales tax and an annual excise tax of about $500. However, on July 27, 2010, Kerry stated he had yet to take legal possession of the boat, had not intended to avoid the taxes, and that when he took possession, he would pay the taxes whether he owed them or not.", "targets": "How expensive was Kerry's yacht?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9ef1efcb34415b9b868b75276667d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Boston Herald, dated July 23, 2010, Kerry commissioned construction on a new $7 million yacht (a Friendship 75) in New Zealand and moored it in Portsmouth, Rhode Island, where the Friendship yacht company is based. The article claimed this allowed him to avoid paying Massachusetts taxes on the property including approximately $437,500 in sales tax and an annual excise tax of about $500. However, on July 27, 2010, Kerry stated he had yet to take legal possession of the boat, had not intended to avoid the taxes, and that when he took possession, he would pay the taxes whether he owed them or not.", "targets": "Where was Kerry's yacht built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9ef1efcb34415b9b868b75276667d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Boston Herald, dated July 23, 2010, Kerry commissioned construction on a new $7 million yacht (a Friendship 75) in New Zealand and moored it in Portsmouth, Rhode Island, where the Friendship yacht company is based. The article claimed this allowed him to avoid paying Massachusetts taxes on the property including approximately $437,500 in sales tax and an annual excise tax of about $500. However, on July 27, 2010, Kerry stated he had yet to take legal possession of the boat, had not intended to avoid the taxes, and that when he took possession, he would pay the taxes whether he owed them or not.", "targets": "How much sales tax did Kerry owe on the yacht?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1e9ef1efcb34415b9b868b75276667d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Boston Herald, dated July 23, 2010, Kerry commissioned construction on a new $7 million yacht (a Friendship 75) in New Zealand and moored it in Portsmouth, Rhode Island, where the Friendship yacht company is based. The article claimed this allowed him to avoid paying Massachusetts taxes on the property including approximately $437,500 in sales tax and an annual excise tax of about $500. However, on July 27, 2010, Kerry stated he had yet to take legal possession of the boat, had not intended to avoid the taxes, and that when he took possession, he would pay the taxes whether he owed them or not.", "targets": "Which state received Kerry's yacht's sales tax?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7082221ccc7e4c02b89fdf3b9e0cf78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1962 until his retirement in 1968, he was a professor at the University of Freiburg, West Germany, where he began work on his next book, Law, Legislation and Liberty. Hayek regarded his years at Freiburg as \"very fruitful\". Following his retirement, Hayek spent a year as a visiting professor of philosophy at the University of California, Los Angeles, where he continued work on Law, Legislation and Liberty, teaching a graduate seminar by the same name and another on the philosophy of social science. Primary drafts of the book were completed by 1970, but Hayek chose to rework his drafts and finally brought the book to publication in three volumes in 1973, 1976 and 1979.", "targets": "What country did Hayek move to in 1962?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7082221ccc7e4c02b89fdf3b9e0cf78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1962 until his retirement in 1968, he was a professor at the University of Freiburg, West Germany, where he began work on his next book, Law, Legislation and Liberty. Hayek regarded his years at Freiburg as \"very fruitful\". Following his retirement, Hayek spent a year as a visiting professor of philosophy at the University of California, Los Angeles, where he continued work on Law, Legislation and Liberty, teaching a graduate seminar by the same name and another on the philosophy of social science. Primary drafts of the book were completed by 1970, but Hayek chose to rework his drafts and finally brought the book to publication in three volumes in 1973, 1976 and 1979.", "targets": "What is the name of the book Hayek started upon his arrival in West Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7082221ccc7e4c02b89fdf3b9e0cf78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1962 until his retirement in 1968, he was a professor at the University of Freiburg, West Germany, where he began work on his next book, Law, Legislation and Liberty. Hayek regarded his years at Freiburg as \"very fruitful\". Following his retirement, Hayek spent a year as a visiting professor of philosophy at the University of California, Los Angeles, where he continued work on Law, Legislation and Liberty, teaching a graduate seminar by the same name and another on the philosophy of social science. Primary drafts of the book were completed by 1970, but Hayek chose to rework his drafts and finally brought the book to publication in three volumes in 1973, 1976 and 1979.", "targets": "Where did Hayek spend an entire year after his retirement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7082221ccc7e4c02b89fdf3b9e0cf78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1962 until his retirement in 1968, he was a professor at the University of Freiburg, West Germany, where he began work on his next book, Law, Legislation and Liberty. Hayek regarded his years at Freiburg as \"very fruitful\". Following his retirement, Hayek spent a year as a visiting professor of philosophy at the University of California, Los Angeles, where he continued work on Law, Legislation and Liberty, teaching a graduate seminar by the same name and another on the philosophy of social science. Primary drafts of the book were completed by 1970, but Hayek chose to rework his drafts and finally brought the book to publication in three volumes in 1973, 1976 and 1979.", "targets": "When was the final volume of Law, Legislation and Liberty released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7082221ccc7e4c02b89fdf3b9e0cf78f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1962 until his retirement in 1968, he was a professor at the University of Freiburg, West Germany, where he began work on his next book, Law, Legislation and Liberty. Hayek regarded his years at Freiburg as \"very fruitful\". Following his retirement, Hayek spent a year as a visiting professor of philosophy at the University of California, Los Angeles, where he continued work on Law, Legislation and Liberty, teaching a graduate seminar by the same name and another on the philosophy of social science. Primary drafts of the book were completed by 1970, but Hayek chose to rework his drafts and finally brought the book to publication in three volumes in 1973, 1976 and 1979.", "targets": "During his time in Los Angeles, what was the topic of the seminars Hayek taught not related to his new book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c619ce82a9184bdf9b7c3d974d8a7e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 15, 1971, the United States unilaterally pulled out of the Bretton Woods Accord. The US abandoned the Gold Exchange Standard whereby the value of the dollar had been pegged to the price of gold and all other currencies were pegged to the dollar, whose value was left to \"float\" (rise and fall according to market demand). Shortly thereafter, Britain followed, floating the pound sterling. The other industrialized nations followed suit with their respective currencies. Anticipating that currency values would fluctuate unpredictably for a time, the industrialized nations increased their reserves (by expanding their money supplies) in amounts far greater than before. The result was a depreciation of the dollar and other industrialized nations' currencies. Because oil was priced in dollars, oil producers' real income decreased. In September 1971, OPEC issued a joint communiqu\u00e9 stating that, from then on, they would price oil in terms of a fixed amount of gold.", "targets": "When did the United States withdraw from the Bretton Woods Accord?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c619ce82a9184bdf9b7c3d974d8a7e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 15, 1971, the United States unilaterally pulled out of the Bretton Woods Accord. The US abandoned the Gold Exchange Standard whereby the value of the dollar had been pegged to the price of gold and all other currencies were pegged to the dollar, whose value was left to \"float\" (rise and fall according to market demand). Shortly thereafter, Britain followed, floating the pound sterling. The other industrialized nations followed suit with their respective currencies. Anticipating that currency values would fluctuate unpredictably for a time, the industrialized nations increased their reserves (by expanding their money supplies) in amounts far greater than before. The result was a depreciation of the dollar and other industrialized nations' currencies. Because oil was priced in dollars, oil producers' real income decreased. In September 1971, OPEC issued a joint communiqu\u00e9 stating that, from then on, they would price oil in terms of a fixed amount of gold.", "targets": "What does it mean when currencies are left to \"float?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c619ce82a9184bdf9b7c3d974d8a7e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 15, 1971, the United States unilaterally pulled out of the Bretton Woods Accord. The US abandoned the Gold Exchange Standard whereby the value of the dollar had been pegged to the price of gold and all other currencies were pegged to the dollar, whose value was left to \"float\" (rise and fall according to market demand). Shortly thereafter, Britain followed, floating the pound sterling. The other industrialized nations followed suit with their respective currencies. Anticipating that currency values would fluctuate unpredictably for a time, the industrialized nations increased their reserves (by expanding their money supplies) in amounts far greater than before. The result was a depreciation of the dollar and other industrialized nations' currencies. Because oil was priced in dollars, oil producers' real income decreased. In September 1971, OPEC issued a joint communiqu\u00e9 stating that, from then on, they would price oil in terms of a fixed amount of gold.", "targets": "Why was there a depreciation of the industrialized nations dollars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c619ce82a9184bdf9b7c3d974d8a7e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 15, 1971, the United States unilaterally pulled out of the Bretton Woods Accord. The US abandoned the Gold Exchange Standard whereby the value of the dollar had been pegged to the price of gold and all other currencies were pegged to the dollar, whose value was left to \"float\" (rise and fall according to market demand). Shortly thereafter, Britain followed, floating the pound sterling. The other industrialized nations followed suit with their respective currencies. Anticipating that currency values would fluctuate unpredictably for a time, the industrialized nations increased their reserves (by expanding their money supplies) in amounts far greater than before. The result was a depreciation of the dollar and other industrialized nations' currencies. Because oil was priced in dollars, oil producers' real income decreased. In September 1971, OPEC issued a joint communiqu\u00e9 stating that, from then on, they would price oil in terms of a fixed amount of gold.", "targets": "When did oil start getting priced in the terms of gold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c619ce82a9184bdf9b7c3d974d8a7e37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On August 15, 1971, the United States unilaterally pulled out of the Bretton Woods Accord. The US abandoned the Gold Exchange Standard whereby the value of the dollar had been pegged to the price of gold and all other currencies were pegged to the dollar, whose value was left to \"float\" (rise and fall according to market demand). Shortly thereafter, Britain followed, floating the pound sterling. The other industrialized nations followed suit with their respective currencies. Anticipating that currency values would fluctuate unpredictably for a time, the industrialized nations increased their reserves (by expanding their money supplies) in amounts far greater than before. The result was a depreciation of the dollar and other industrialized nations' currencies. Because oil was priced in dollars, oil producers' real income decreased. In September 1971, OPEC issued a joint communiqu\u00e9 stating that, from then on, they would price oil in terms of a fixed amount of gold.", "targets": "Why did oil start getting priced in terms of gold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0a803970b04d6b97917e60963df8f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decoding, on the other hand, is carefully defined in the standard. Most decoders are \"bitstream compliant\", which means that the decompressed output that they produce from a given MP3 file will be the same, within a specified degree of rounding tolerance, as the output specified mathematically in the ISO/IEC high standard document (ISO/IEC 11172-3). Therefore, comparison of decoders is usually based on how computationally efficient they are (i.e., how much memory or CPU time they use in the decoding process).", "targets": "What is carefully defined in the standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0a803970b04d6b97917e60963df8f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decoding, on the other hand, is carefully defined in the standard. Most decoders are \"bitstream compliant\", which means that the decompressed output that they produce from a given MP3 file will be the same, within a specified degree of rounding tolerance, as the output specified mathematically in the ISO/IEC high standard document (ISO/IEC 11172-3). Therefore, comparison of decoders is usually based on how computationally efficient they are (i.e., how much memory or CPU time they use in the decoding process).", "targets": "What are most decoders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0a803970b04d6b97917e60963df8f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decoding, on the other hand, is carefully defined in the standard. Most decoders are \"bitstream compliant\", which means that the decompressed output that they produce from a given MP3 file will be the same, within a specified degree of rounding tolerance, as the output specified mathematically in the ISO/IEC high standard document (ISO/IEC 11172-3). Therefore, comparison of decoders is usually based on how computationally efficient they are (i.e., how much memory or CPU time they use in the decoding process).", "targets": "The ISO/IEC high standard document states that the decompressed output produced from a given MP3 file will be the same within what standards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0a803970b04d6b97917e60963df8f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decoding, on the other hand, is carefully defined in the standard. Most decoders are \"bitstream compliant\", which means that the decompressed output that they produce from a given MP3 file will be the same, within a specified degree of rounding tolerance, as the output specified mathematically in the ISO/IEC high standard document (ISO/IEC 11172-3). Therefore, comparison of decoders is usually based on how computationally efficient they are (i.e., how much memory or CPU time they use in the decoding process).", "targets": "Decoders are usually compared by examining which factor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b0a803970b04d6b97917e60963df8f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Decoding, on the other hand, is carefully defined in the standard. Most decoders are \"bitstream compliant\", which means that the decompressed output that they produce from a given MP3 file will be the same, within a specified degree of rounding tolerance, as the output specified mathematically in the ISO/IEC high standard document (ISO/IEC 11172-3). Therefore, comparison of decoders is usually based on how computationally efficient they are (i.e., how much memory or CPU time they use in the decoding process).", "targets": "The efficiency of decoders is examined by seeing how much memory and what other process they use in the decoding process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff93f9b351949cc8ee94913a04c16cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Based on his industry experience on Air Force missile projects, Mueller realized some skilled managers could be found among high-ranking officers in the United States Air Force, so he got Webb's permission to recruit General Samuel C. Phillips, who gained a reputation for his effective management of the Minuteman program, as OMSF program controller. Phillips' superior officer Bernard A. Schriever agreed to loan Phillips to NASA, along with a staff of officers under him, on the condition that Phillips be made Apollo Program Director. Mueller agreed, and Phillips managed Apollo from January 1964, until it achieved the first manned landing in July 1969, after which he returned to Air Force duty.", "targets": "What did Mueller have experience with prior to joining the space program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff93f9b351949cc8ee94913a04c16cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Based on his industry experience on Air Force missile projects, Mueller realized some skilled managers could be found among high-ranking officers in the United States Air Force, so he got Webb's permission to recruit General Samuel C. Phillips, who gained a reputation for his effective management of the Minuteman program, as OMSF program controller. Phillips' superior officer Bernard A. Schriever agreed to loan Phillips to NASA, along with a staff of officers under him, on the condition that Phillips be made Apollo Program Director. Mueller agreed, and Phillips managed Apollo from January 1964, until it achieved the first manned landing in July 1969, after which he returned to Air Force duty.", "targets": "From what military branch did Mueller recruit managers from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff93f9b351949cc8ee94913a04c16cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Based on his industry experience on Air Force missile projects, Mueller realized some skilled managers could be found among high-ranking officers in the United States Air Force, so he got Webb's permission to recruit General Samuel C. Phillips, who gained a reputation for his effective management of the Minuteman program, as OMSF program controller. Phillips' superior officer Bernard A. Schriever agreed to loan Phillips to NASA, along with a staff of officers under him, on the condition that Phillips be made Apollo Program Director. Mueller agreed, and Phillips managed Apollo from January 1964, until it achieved the first manned landing in July 1969, after which he returned to Air Force duty.", "targets": "Who did Mueller recruit to be a manager for NASA projects on a loaned situation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff93f9b351949cc8ee94913a04c16cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Based on his industry experience on Air Force missile projects, Mueller realized some skilled managers could be found among high-ranking officers in the United States Air Force, so he got Webb's permission to recruit General Samuel C. Phillips, who gained a reputation for his effective management of the Minuteman program, as OMSF program controller. Phillips' superior officer Bernard A. Schriever agreed to loan Phillips to NASA, along with a staff of officers under him, on the condition that Phillips be made Apollo Program Director. Mueller agreed, and Phillips managed Apollo from January 1964, until it achieved the first manned landing in July 1969, after which he returned to Air Force duty.", "targets": "How long did Phillips manage the Apollo missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff93f9b351949cc8ee94913a04c16cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Based on his industry experience on Air Force missile projects, Mueller realized some skilled managers could be found among high-ranking officers in the United States Air Force, so he got Webb's permission to recruit General Samuel C. Phillips, who gained a reputation for his effective management of the Minuteman program, as OMSF program controller. Phillips' superior officer Bernard A. Schriever agreed to loan Phillips to NASA, along with a staff of officers under him, on the condition that Phillips be made Apollo Program Director. Mueller agreed, and Phillips managed Apollo from January 1964, until it achieved the first manned landing in July 1969, after which he returned to Air Force duty.", "targets": "What was Phillips official title for NASA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3043ad331df4639a5d58bd038682525", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least 3,223 named lakes and reservoirs in Montana, including Flathead Lake, the largest natural freshwater lake in the western United States. Other major lakes include Whitefish Lake in the Flathead Valley and Lake McDonald and St. Mary Lake in Glacier National Park. The largest reservoir in the state is Fort Peck Reservoir on the Missouri river, which is contained by the second largest earthen dam and largest hydraulically filled dam in the world. Other major reservoirs include Hungry Horse on the Flathead River; Lake Koocanusa on the Kootenai River; Lake Elwell on the Marias River; Clark Canyon on the Beaverhead River; Yellowtail on the Bighorn River, Canyon Ferry, Hauser, Holter, Rainbow; and Black Eagle on the Missouri River.", "targets": "How many named lakes are there in Montana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3043ad331df4639a5d58bd038682525", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least 3,223 named lakes and reservoirs in Montana, including Flathead Lake, the largest natural freshwater lake in the western United States. Other major lakes include Whitefish Lake in the Flathead Valley and Lake McDonald and St. Mary Lake in Glacier National Park. The largest reservoir in the state is Fort Peck Reservoir on the Missouri river, which is contained by the second largest earthen dam and largest hydraulically filled dam in the world. Other major reservoirs include Hungry Horse on the Flathead River; Lake Koocanusa on the Kootenai River; Lake Elwell on the Marias River; Clark Canyon on the Beaverhead River; Yellowtail on the Bighorn River, Canyon Ferry, Hauser, Holter, Rainbow; and Black Eagle on the Missouri River.", "targets": "What is the name of the largest freshwater lake in western United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3043ad331df4639a5d58bd038682525", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least 3,223 named lakes and reservoirs in Montana, including Flathead Lake, the largest natural freshwater lake in the western United States. Other major lakes include Whitefish Lake in the Flathead Valley and Lake McDonald and St. Mary Lake in Glacier National Park. The largest reservoir in the state is Fort Peck Reservoir on the Missouri river, which is contained by the second largest earthen dam and largest hydraulically filled dam in the world. Other major reservoirs include Hungry Horse on the Flathead River; Lake Koocanusa on the Kootenai River; Lake Elwell on the Marias River; Clark Canyon on the Beaverhead River; Yellowtail on the Bighorn River, Canyon Ferry, Hauser, Holter, Rainbow; and Black Eagle on the Missouri River.", "targets": "What is the name of the largest reservoir in the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3043ad331df4639a5d58bd038682525", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are at least 3,223 named lakes and reservoirs in Montana, including Flathead Lake, the largest natural freshwater lake in the western United States. Other major lakes include Whitefish Lake in the Flathead Valley and Lake McDonald and St. Mary Lake in Glacier National Park. The largest reservoir in the state is Fort Peck Reservoir on the Missouri river, which is contained by the second largest earthen dam and largest hydraulically filled dam in the world. Other major reservoirs include Hungry Horse on the Flathead River; Lake Koocanusa on the Kootenai River; Lake Elwell on the Marias River; Clark Canyon on the Beaverhead River; Yellowtail on the Bighorn River, Canyon Ferry, Hauser, Holter, Rainbow; and Black Eagle on the Missouri River.", "targets": "What river is the Fort Peck Reservoir on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97c7ee29df1476dac060c5cb09e3914", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Control of labour and inter-group conflict is characteristic of corporate-level or 'tribal' groups, headed by a charismatic individual; whether a 'big man' or a proto-chief, functioning as a lineage-group head. Whether a non-hierarchical system of organization existed is debatable, and there is no evidence that explicitly suggests that Neolithic societies functioned under any dominating class or individual, as was the case in the chiefdoms of the European Early Bronze Age. Theories to explain the apparent implied egalitarianism of Neolithic (and Paleolithic) societies have arisen, notably the Marxist concept of primitive communism.", "targets": "What production trait existed in tribal groups that were controlled by charismatic leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97c7ee29df1476dac060c5cb09e3914", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Control of labour and inter-group conflict is characteristic of corporate-level or 'tribal' groups, headed by a charismatic individual; whether a 'big man' or a proto-chief, functioning as a lineage-group head. Whether a non-hierarchical system of organization existed is debatable, and there is no evidence that explicitly suggests that Neolithic societies functioned under any dominating class or individual, as was the case in the chiefdoms of the European Early Bronze Age. Theories to explain the apparent implied egalitarianism of Neolithic (and Paleolithic) societies have arisen, notably the Marxist concept of primitive communism.", "targets": "What theory describes the implied egalitarianism of Neolithic societies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d97c7ee29df1476dac060c5cb09e3914", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Control of labour and inter-group conflict is characteristic of corporate-level or 'tribal' groups, headed by a charismatic individual; whether a 'big man' or a proto-chief, functioning as a lineage-group head. Whether a non-hierarchical system of organization existed is debatable, and there is no evidence that explicitly suggests that Neolithic societies functioned under any dominating class or individual, as was the case in the chiefdoms of the European Early Bronze Age. Theories to explain the apparent implied egalitarianism of Neolithic (and Paleolithic) societies have arisen, notably the Marxist concept of primitive communism.", "targets": "What type of disagreement existed in tribal groups that were controlled by charismatic leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfcc32edc5948b3b7dde0d25f3c4987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is governed through a parliamentary system of representative democracy, a feature the state shares with other Indian states. Universal suffrage is granted to residents. The legislature consists of elected members and special office bearers such as the Speaker and the Deputy Speaker who are elected by the members. Assembly meetings are presided over by the Speaker or the Deputy Speaker in the Speaker's absence. The judiciary is composed of the Himachal Pradesh High Court and a system of lower courts. Executive authority is vested in the Council of Ministers headed by the Chief Minister, although the titular head of government is the Governor. The Governor is the head of state appointed by the President of India. The leader of the party or coalition with a majority in the Legislative Assembly is appointed as the Chief Minister by the Governor, and the Council of Ministers are appointed by the Governor on the advice of the Chief Minister. The Council of Ministers reports to the Legislative Assembly. The Assembly is unicameral with 68 Members of the Legislative Assembly (MLA). Terms of office run for 5 years, unless the Assembly is dissolved prior to the completion of the term. Auxiliary authorities known as panchayats, for which local body elections are regularly held, govern local affairs.", "targets": "What does the Himachal legislature consist of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfcc32edc5948b3b7dde0d25f3c4987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is governed through a parliamentary system of representative democracy, a feature the state shares with other Indian states. Universal suffrage is granted to residents. The legislature consists of elected members and special office bearers such as the Speaker and the Deputy Speaker who are elected by the members. Assembly meetings are presided over by the Speaker or the Deputy Speaker in the Speaker's absence. The judiciary is composed of the Himachal Pradesh High Court and a system of lower courts. Executive authority is vested in the Council of Ministers headed by the Chief Minister, although the titular head of government is the Governor. The Governor is the head of state appointed by the President of India. The leader of the party or coalition with a majority in the Legislative Assembly is appointed as the Chief Minister by the Governor, and the Council of Ministers are appointed by the Governor on the advice of the Chief Minister. The Council of Ministers reports to the Legislative Assembly. The Assembly is unicameral with 68 Members of the Legislative Assembly (MLA). Terms of office run for 5 years, unless the Assembly is dissolved prior to the completion of the term. Auxiliary authorities known as panchayats, for which local body elections are regularly held, govern local affairs.", "targets": "Who presides over meetings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfcc32edc5948b3b7dde0d25f3c4987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is governed through a parliamentary system of representative democracy, a feature the state shares with other Indian states. Universal suffrage is granted to residents. The legislature consists of elected members and special office bearers such as the Speaker and the Deputy Speaker who are elected by the members. Assembly meetings are presided over by the Speaker or the Deputy Speaker in the Speaker's absence. The judiciary is composed of the Himachal Pradesh High Court and a system of lower courts. Executive authority is vested in the Council of Ministers headed by the Chief Minister, although the titular head of government is the Governor. The Governor is the head of state appointed by the President of India. The leader of the party or coalition with a majority in the Legislative Assembly is appointed as the Chief Minister by the Governor, and the Council of Ministers are appointed by the Governor on the advice of the Chief Minister. The Council of Ministers reports to the Legislative Assembly. The Assembly is unicameral with 68 Members of the Legislative Assembly (MLA). Terms of office run for 5 years, unless the Assembly is dissolved prior to the completion of the term. Auxiliary authorities known as panchayats, for which local body elections are regularly held, govern local affairs.", "targets": "Who is the Judiciary system made up of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfcc32edc5948b3b7dde0d25f3c4987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is governed through a parliamentary system of representative democracy, a feature the state shares with other Indian states. Universal suffrage is granted to residents. The legislature consists of elected members and special office bearers such as the Speaker and the Deputy Speaker who are elected by the members. Assembly meetings are presided over by the Speaker or the Deputy Speaker in the Speaker's absence. The judiciary is composed of the Himachal Pradesh High Court and a system of lower courts. Executive authority is vested in the Council of Ministers headed by the Chief Minister, although the titular head of government is the Governor. The Governor is the head of state appointed by the President of India. The leader of the party or coalition with a majority in the Legislative Assembly is appointed as the Chief Minister by the Governor, and the Council of Ministers are appointed by the Governor on the advice of the Chief Minister. The Council of Ministers reports to the Legislative Assembly. The Assembly is unicameral with 68 Members of the Legislative Assembly (MLA). Terms of office run for 5 years, unless the Assembly is dissolved prior to the completion of the term. Auxiliary authorities known as panchayats, for which local body elections are regularly held, govern local affairs.", "targets": "Who is the head of state appointed by the President of India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cfcc32edc5948b3b7dde0d25f3c4987", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal Pradesh is governed through a parliamentary system of representative democracy, a feature the state shares with other Indian states. Universal suffrage is granted to residents. The legislature consists of elected members and special office bearers such as the Speaker and the Deputy Speaker who are elected by the members. Assembly meetings are presided over by the Speaker or the Deputy Speaker in the Speaker's absence. The judiciary is composed of the Himachal Pradesh High Court and a system of lower courts. Executive authority is vested in the Council of Ministers headed by the Chief Minister, although the titular head of government is the Governor. The Governor is the head of state appointed by the President of India. The leader of the party or coalition with a majority in the Legislative Assembly is appointed as the Chief Minister by the Governor, and the Council of Ministers are appointed by the Governor on the advice of the Chief Minister. The Council of Ministers reports to the Legislative Assembly. The Assembly is unicameral with 68 Members of the Legislative Assembly (MLA). Terms of office run for 5 years, unless the Assembly is dissolved prior to the completion of the term. Auxiliary authorities known as panchayats, for which local body elections are regularly held, govern local affairs.", "targets": "How long are the terms of office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c93205dc1b224c3c9a8e77bb617e33be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of the Swiss militia system stipulates that the soldiers keep their Army issued equipment, including all personal weapons, at home. Some organizations and political parties find this practice controversial but mainstream Swiss opinion is in favour of the system. Compulsory military service concerns all male Swiss citizens; women can serve voluntarily. Men usually receive military conscription orders for training at the age of 18. About two thirds of the young Swiss are found suited for service; for those found unsuited, various forms of alternative service exist. Annually, approximately 20,000 persons are trained in recruit centres for a duration from 18 to 21 weeks. The reform \"Army XXI\" was adopted by popular vote in 2003, it replaced the previous model \"Army 95\", reducing the effectives from 400,000 to about 200,000. Of those, 120,000 are active in periodic Army training and 80,000 are non-training reserves.", "targets": "Where do Swiss militia keep their Army issued equipment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c93205dc1b224c3c9a8e77bb617e33be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of the Swiss militia system stipulates that the soldiers keep their Army issued equipment, including all personal weapons, at home. Some organizations and political parties find this practice controversial but mainstream Swiss opinion is in favour of the system. Compulsory military service concerns all male Swiss citizens; women can serve voluntarily. Men usually receive military conscription orders for training at the age of 18. About two thirds of the young Swiss are found suited for service; for those found unsuited, various forms of alternative service exist. Annually, approximately 20,000 persons are trained in recruit centres for a duration from 18 to 21 weeks. The reform \"Army XXI\" was adopted by popular vote in 2003, it replaced the previous model \"Army 95\", reducing the effectives from 400,000 to about 200,000. Of those, 120,000 are active in periodic Army training and 80,000 are non-training reserves.", "targets": "Who has compulsory military service in Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c93205dc1b224c3c9a8e77bb617e33be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of the Swiss militia system stipulates that the soldiers keep their Army issued equipment, including all personal weapons, at home. Some organizations and political parties find this practice controversial but mainstream Swiss opinion is in favour of the system. Compulsory military service concerns all male Swiss citizens; women can serve voluntarily. Men usually receive military conscription orders for training at the age of 18. About two thirds of the young Swiss are found suited for service; for those found unsuited, various forms of alternative service exist. Annually, approximately 20,000 persons are trained in recruit centres for a duration from 18 to 21 weeks. The reform \"Army XXI\" was adopted by popular vote in 2003, it replaced the previous model \"Army 95\", reducing the effectives from 400,000 to about 200,000. Of those, 120,000 are active in periodic Army training and 80,000 are non-training reserves.", "targets": "Who can serve in the Swiss military voluntarily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c93205dc1b224c3c9a8e77bb617e33be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of the Swiss militia system stipulates that the soldiers keep their Army issued equipment, including all personal weapons, at home. Some organizations and political parties find this practice controversial but mainstream Swiss opinion is in favour of the system. Compulsory military service concerns all male Swiss citizens; women can serve voluntarily. Men usually receive military conscription orders for training at the age of 18. About two thirds of the young Swiss are found suited for service; for those found unsuited, various forms of alternative service exist. Annually, approximately 20,000 persons are trained in recruit centres for a duration from 18 to 21 weeks. The reform \"Army XXI\" was adopted by popular vote in 2003, it replaced the previous model \"Army 95\", reducing the effectives from 400,000 to about 200,000. Of those, 120,000 are active in periodic Army training and 80,000 are non-training reserves.", "targets": "What replaced Army 95 in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c93205dc1b224c3c9a8e77bb617e33be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structure of the Swiss militia system stipulates that the soldiers keep their Army issued equipment, including all personal weapons, at home. Some organizations and political parties find this practice controversial but mainstream Swiss opinion is in favour of the system. Compulsory military service concerns all male Swiss citizens; women can serve voluntarily. Men usually receive military conscription orders for training at the age of 18. About two thirds of the young Swiss are found suited for service; for those found unsuited, various forms of alternative service exist. Annually, approximately 20,000 persons are trained in recruit centres for a duration from 18 to 21 weeks. The reform \"Army XXI\" was adopted by popular vote in 2003, it replaced the previous model \"Army 95\", reducing the effectives from 400,000 to about 200,000. Of those, 120,000 are active in periodic Army training and 80,000 are non-training reserves.", "targets": "In Army XXI, how many are active in periodic army training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6e4c53386c487e9cb32706e3338c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses.", "targets": "What are the proteins that organisms use to identify molecules associated with pathogens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6e4c53386c487e9cb32706e3338c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses.", "targets": "What are the antimicrobial peptides that are the main form of invertebrate systemic immunity called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6e4c53386c487e9cb32706e3338c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses.", "targets": "What cell type is also used for immune response in most types of invertebrate life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba6e4c53386c487e9cb32706e3338c62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pattern recognition receptors are proteins used by nearly all organisms to identify molecules associated with pathogens. Antimicrobial peptides called defensins are an evolutionarily conserved component of the innate immune response found in all animals and plants, and represent the main form of invertebrate systemic immunity. The complement system and phagocytic cells are also used by most forms of invertebrate life. Ribonucleases and the RNA interference pathway are conserved across all eukaryotes, and are thought to play a role in the immune response to viruses.", "targets": "What pathway that plays a role in immune response to viruses is present in all eukaryotes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "On what devices can video games be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "What was included on the first iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "Who created Brick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "What are three games, in addition to Brick, which have been included with the iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "What is another phrase meaning hidden feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "What was the first, hidden game included with the original iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9b815839c54a62b31f02d95fc23eb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video games are playable on various versions of iPods. The original iPod had the game Brick (originally invented by Apple's co-founder Steve Wozniak) included as an easter egg hidden feature; later firmware versions added it as a menu option. Later revisions of the iPod added three more games: Parachute, Solitaire, and Music Quiz.", "targets": "What other games were later added to the original iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdffb00d887f4bba82489270eadb1214", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Always in search of new programs that would help it compete with NBC and CBS, ABC's management believed that sports could be a major catalyst in improving the network's market share. On April 29, 1961, ABC debuted Wide World of Sports, an anthology series created by Edgar Scherick through his company Sports Programs, Inc. and produced by a young Roone Arledge which featured a different sporting event each broadcast. ABC purchased Sports Programs, Inc. in exchange for shares in the company, leading it to become the future core of ABC Sports, with Arledge as the executive producer of that division's shows. Wide World of Sports, in particular, was not merely devoted to a single sport, but rather to generally all sporting events.", "targets": "ABC debuted what sports program on April 29, 1961?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdffb00d887f4bba82489270eadb1214", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Always in search of new programs that would help it compete with NBC and CBS, ABC's management believed that sports could be a major catalyst in improving the network's market share. On April 29, 1961, ABC debuted Wide World of Sports, an anthology series created by Edgar Scherick through his company Sports Programs, Inc. and produced by a young Roone Arledge which featured a different sporting event each broadcast. ABC purchased Sports Programs, Inc. in exchange for shares in the company, leading it to become the future core of ABC Sports, with Arledge as the executive producer of that division's shows. Wide World of Sports, in particular, was not merely devoted to a single sport, but rather to generally all sporting events.", "targets": "Who created ABC's Wide World of Sports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdffb00d887f4bba82489270eadb1214", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Always in search of new programs that would help it compete with NBC and CBS, ABC's management believed that sports could be a major catalyst in improving the network's market share. On April 29, 1961, ABC debuted Wide World of Sports, an anthology series created by Edgar Scherick through his company Sports Programs, Inc. and produced by a young Roone Arledge which featured a different sporting event each broadcast. ABC purchased Sports Programs, Inc. in exchange for shares in the company, leading it to become the future core of ABC Sports, with Arledge as the executive producer of that division's shows. Wide World of Sports, in particular, was not merely devoted to a single sport, but rather to generally all sporting events.", "targets": "Who originally produced Wide World of Sports for ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fdffb00d887f4bba82489270eadb1214", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Always in search of new programs that would help it compete with NBC and CBS, ABC's management believed that sports could be a major catalyst in improving the network's market share. On April 29, 1961, ABC debuted Wide World of Sports, an anthology series created by Edgar Scherick through his company Sports Programs, Inc. and produced by a young Roone Arledge which featured a different sporting event each broadcast. ABC purchased Sports Programs, Inc. in exchange for shares in the company, leading it to become the future core of ABC Sports, with Arledge as the executive producer of that division's shows. Wide World of Sports, in particular, was not merely devoted to a single sport, but rather to generally all sporting events.", "targets": "ABC purchased which of Edgar Scherick's company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc83e209ff1548ec8a8e895429d944b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, bacteria are usually grown using solid or liquid media. Solid growth media, such as agar plates, are used to isolate pure cultures of a bacterial strain. However, liquid growth media are used when measurement of growth or large volumes of cells are required. Growth in stirred liquid media occurs as an even cell suspension, making the cultures easy to divide and transfer, although isolating single bacteria from liquid media is difficult. The use of selective media (media with specific nutrients added or deficient, or with antibiotics added) can help identify specific organisms.", "targets": "In what environment are bacteria being cultivated in labs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc83e209ff1548ec8a8e895429d944b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, bacteria are usually grown using solid or liquid media. Solid growth media, such as agar plates, are used to isolate pure cultures of a bacterial strain. However, liquid growth media are used when measurement of growth or large volumes of cells are required. Growth in stirred liquid media occurs as an even cell suspension, making the cultures easy to divide and transfer, although isolating single bacteria from liquid media is difficult. The use of selective media (media with specific nutrients added or deficient, or with antibiotics added) can help identify specific organisms.", "targets": "What is typical solid setting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc83e209ff1548ec8a8e895429d944b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, bacteria are usually grown using solid or liquid media. Solid growth media, such as agar plates, are used to isolate pure cultures of a bacterial strain. However, liquid growth media are used when measurement of growth or large volumes of cells are required. Growth in stirred liquid media occurs as an even cell suspension, making the cultures easy to divide and transfer, although isolating single bacteria from liquid media is difficult. The use of selective media (media with specific nutrients added or deficient, or with antibiotics added) can help identify specific organisms.", "targets": "What can help to indentify specific bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc83e209ff1548ec8a8e895429d944b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, bacteria are usually grown using solid or liquid media. Solid growth media, such as agar plates, are used to isolate pure cultures of a bacterial strain. However, liquid growth media are used when measurement of growth or large volumes of cells are required. Growth in stirred liquid media occurs as an even cell suspension, making the cultures easy to divide and transfer, although isolating single bacteria from liquid media is difficult. The use of selective media (media with specific nutrients added or deficient, or with antibiotics added) can help identify specific organisms.", "targets": "Which environment is better to isolate a single example of bacteria strain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc83e209ff1548ec8a8e895429d944b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the laboratory, bacteria are usually grown using solid or liquid media. Solid growth media, such as agar plates, are used to isolate pure cultures of a bacterial strain. However, liquid growth media are used when measurement of growth or large volumes of cells are required. Growth in stirred liquid media occurs as an even cell suspension, making the cultures easy to divide and transfer, although isolating single bacteria from liquid media is difficult. The use of selective media (media with specific nutrients added or deficient, or with antibiotics added) can help identify specific organisms.", "targets": "Which media is preffered to grow larger volumes of bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3518533b25a740d1a8d2672f1cdde094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genes are regulated so that they are expressed only when the product is needed, since expression draws on limited resources.:7 A cell regulates its gene expression depending on its external environment (e.g. available nutrients, temperature and other stresses), its internal environment (e.g. cell division cycle, metabolism, infection status), and its specific role if in a multicellular organism. Gene expression can be regulated at any step: from transcriptional initiation, to RNA processing, to post-translational modification of the protein. The regulation of lactose metabolism genes in E. coli (lac operon) was the first such mechanism to be described in 1961.", "targets": "When are genes expressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3518533b25a740d1a8d2672f1cdde094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genes are regulated so that they are expressed only when the product is needed, since expression draws on limited resources.:7 A cell regulates its gene expression depending on its external environment (e.g. available nutrients, temperature and other stresses), its internal environment (e.g. cell division cycle, metabolism, infection status), and its specific role if in a multicellular organism. Gene expression can be regulated at any step: from transcriptional initiation, to RNA processing, to post-translational modification of the protein. The regulation of lactose metabolism genes in E. coli (lac operon) was the first such mechanism to be described in 1961.", "targets": "What are examples of a cell's external environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3518533b25a740d1a8d2672f1cdde094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genes are regulated so that they are expressed only when the product is needed, since expression draws on limited resources.:7 A cell regulates its gene expression depending on its external environment (e.g. available nutrients, temperature and other stresses), its internal environment (e.g. cell division cycle, metabolism, infection status), and its specific role if in a multicellular organism. Gene expression can be regulated at any step: from transcriptional initiation, to RNA processing, to post-translational modification of the protein. The regulation of lactose metabolism genes in E. coli (lac operon) was the first such mechanism to be described in 1961.", "targets": "What are examples of a cell's internal environment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3518533b25a740d1a8d2672f1cdde094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genes are regulated so that they are expressed only when the product is needed, since expression draws on limited resources.:7 A cell regulates its gene expression depending on its external environment (e.g. available nutrients, temperature and other stresses), its internal environment (e.g. cell division cycle, metabolism, infection status), and its specific role if in a multicellular organism. Gene expression can be regulated at any step: from transcriptional initiation, to RNA processing, to post-translational modification of the protein. The regulation of lactose metabolism genes in E. coli (lac operon) was the first such mechanism to be described in 1961.", "targets": "At which step can gene expression be regulated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3518533b25a740d1a8d2672f1cdde094", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genes are regulated so that they are expressed only when the product is needed, since expression draws on limited resources.:7 A cell regulates its gene expression depending on its external environment (e.g. available nutrients, temperature and other stresses), its internal environment (e.g. cell division cycle, metabolism, infection status), and its specific role if in a multicellular organism. Gene expression can be regulated at any step: from transcriptional initiation, to RNA processing, to post-translational modification of the protein. The regulation of lactose metabolism genes in E. coli (lac operon) was the first such mechanism to be described in 1961.", "targets": "What example of post-translational modification of a protein was first described in 1961?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-700701cb4c0140e990a1730d48e302c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is typically only one conceptual (or logical) and physical (or internal) view of the data, there can be any number of different external views. This allows users to see database information in a more business-related way rather than from a technical, processing viewpoint. For example, a financial department of a company needs the payment details of all employees as part of the company's expenses, but does not need details about employees that are the interest of the human resources department. Thus different departments need different views of the company's database.", "targets": "How many conceptual or physical views of data are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-700701cb4c0140e990a1730d48e302c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is typically only one conceptual (or logical) and physical (or internal) view of the data, there can be any number of different external views. This allows users to see database information in a more business-related way rather than from a technical, processing viewpoint. For example, a financial department of a company needs the payment details of all employees as part of the company's expenses, but does not need details about employees that are the interest of the human resources department. Thus different departments need different views of the company's database.", "targets": "How many different external views of data are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-700701cb4c0140e990a1730d48e302c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While there is typically only one conceptual (or logical) and physical (or internal) view of the data, there can be any number of different external views. This allows users to see database information in a more business-related way rather than from a technical, processing viewpoint. For example, a financial department of a company needs the payment details of all employees as part of the company's expenses, but does not need details about employees that are the interest of the human resources department. Thus different departments need different views of the company's database.", "targets": "What is the benefit of external views of data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2da39215f534357946e0e6e6ce15d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after reading Price's sermon, Burke wrote a draft of what eventually became, Reflections on the Revolution in France. On 13 February 1790, a notice in the press said that shortly, Burke would publish a pamphlet on the Revolution and its British supporters, however he spent the year revising and expanding it. On 1 November he finally published the Reflections and it was an immediate best-seller. Priced at five shillings, it was more expensive than most political pamphlets, but by the end of 1790, it had gone through ten printings and sold approximately 17,500 copies. A French translation appeared on 29 November and on 30 November the translator, Pierre-Ga\u00ebton Dupont, wrote to Burke saying 2,500 copies had already been sold. The French translation ran to ten printings by June 1791.", "targets": "Which of Burke's writings was inspired by Price's sermon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2da39215f534357946e0e6e6ce15d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after reading Price's sermon, Burke wrote a draft of what eventually became, Reflections on the Revolution in France. On 13 February 1790, a notice in the press said that shortly, Burke would publish a pamphlet on the Revolution and its British supporters, however he spent the year revising and expanding it. On 1 November he finally published the Reflections and it was an immediate best-seller. Priced at five shillings, it was more expensive than most political pamphlets, but by the end of 1790, it had gone through ten printings and sold approximately 17,500 copies. A French translation appeared on 29 November and on 30 November the translator, Pierre-Ga\u00ebton Dupont, wrote to Burke saying 2,500 copies had already been sold. The French translation ran to ten printings by June 1791.", "targets": "When did Burke publish his Reflections on the Revolution in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2da39215f534357946e0e6e6ce15d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after reading Price's sermon, Burke wrote a draft of what eventually became, Reflections on the Revolution in France. On 13 February 1790, a notice in the press said that shortly, Burke would publish a pamphlet on the Revolution and its British supporters, however he spent the year revising and expanding it. On 1 November he finally published the Reflections and it was an immediate best-seller. Priced at five shillings, it was more expensive than most political pamphlets, but by the end of 1790, it had gone through ten printings and sold approximately 17,500 copies. A French translation appeared on 29 November and on 30 November the translator, Pierre-Ga\u00ebton Dupont, wrote to Burke saying 2,500 copies had already been sold. The French translation ran to ten printings by June 1791.", "targets": "How many copies did Reflections on the Revolution in France sell in 2 months?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2da39215f534357946e0e6e6ce15d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after reading Price's sermon, Burke wrote a draft of what eventually became, Reflections on the Revolution in France. On 13 February 1790, a notice in the press said that shortly, Burke would publish a pamphlet on the Revolution and its British supporters, however he spent the year revising and expanding it. On 1 November he finally published the Reflections and it was an immediate best-seller. Priced at five shillings, it was more expensive than most political pamphlets, but by the end of 1790, it had gone through ten printings and sold approximately 17,500 copies. A French translation appeared on 29 November and on 30 November the translator, Pierre-Ga\u00ebton Dupont, wrote to Burke saying 2,500 copies had already been sold. The French translation ran to ten printings by June 1791.", "targets": "Who translated 'Reflections on the Revolution in France' into French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2da39215f534357946e0e6e6ce15d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immediately after reading Price's sermon, Burke wrote a draft of what eventually became, Reflections on the Revolution in France. On 13 February 1790, a notice in the press said that shortly, Burke would publish a pamphlet on the Revolution and its British supporters, however he spent the year revising and expanding it. On 1 November he finally published the Reflections and it was an immediate best-seller. Priced at five shillings, it was more expensive than most political pamphlets, but by the end of 1790, it had gone through ten printings and sold approximately 17,500 copies. A French translation appeared on 29 November and on 30 November the translator, Pierre-Ga\u00ebton Dupont, wrote to Burke saying 2,500 copies had already been sold. The French translation ran to ten printings by June 1791.", "targets": "When was the tenth printing of the French translation of 'Reflections on the Revolution in France'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defa009ffa9548deb459404a86edb5ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The local government continuously strives for a reduction of massive traffic congestion, and has increased incentives for making a bicycle-friendly city. This includes North America's second-largest bicycle sharing system, EcoBici, launched in 2010, in which registered residents can get bicycles for 45 minutes with a pre-paid subscription of 300 pesos a year. There are, as of September 2013, 276 stations with 4,000 bicycles across an area stretching from the Historic center to Polanco. within 300 metres (980 feet) of one another and are fully automatic using a transponder based card. Bicycle-service users have access to several permanent Ciclov\u00edas (dedicated bike paths/lanes/streets), including ones along Paseo de la Reforma and Avenida Chapultepec as well as one running 59 kilometres (37 miles) from Polanco to Fierro del Toro, which is located south of Cumbres del Ajusco National Park, near the Morelos state line. The city's initiative is inspired by forward thinking examples, such as Denmark's Copenhagenization.", "targets": "What is the name of the city's bike sharing system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defa009ffa9548deb459404a86edb5ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The local government continuously strives for a reduction of massive traffic congestion, and has increased incentives for making a bicycle-friendly city. This includes North America's second-largest bicycle sharing system, EcoBici, launched in 2010, in which registered residents can get bicycles for 45 minutes with a pre-paid subscription of 300 pesos a year. There are, as of September 2013, 276 stations with 4,000 bicycles across an area stretching from the Historic center to Polanco. within 300 metres (980 feet) of one another and are fully automatic using a transponder based card. Bicycle-service users have access to several permanent Ciclov\u00edas (dedicated bike paths/lanes/streets), including ones along Paseo de la Reforma and Avenida Chapultepec as well as one running 59 kilometres (37 miles) from Polanco to Fierro del Toro, which is located south of Cumbres del Ajusco National Park, near the Morelos state line. The city's initiative is inspired by forward thinking examples, such as Denmark's Copenhagenization.", "targets": "When did the bike sharing system of the city begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defa009ffa9548deb459404a86edb5ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The local government continuously strives for a reduction of massive traffic congestion, and has increased incentives for making a bicycle-friendly city. This includes North America's second-largest bicycle sharing system, EcoBici, launched in 2010, in which registered residents can get bicycles for 45 minutes with a pre-paid subscription of 300 pesos a year. There are, as of September 2013, 276 stations with 4,000 bicycles across an area stretching from the Historic center to Polanco. within 300 metres (980 feet) of one another and are fully automatic using a transponder based card. Bicycle-service users have access to several permanent Ciclov\u00edas (dedicated bike paths/lanes/streets), including ones along Paseo de la Reforma and Avenida Chapultepec as well as one running 59 kilometres (37 miles) from Polanco to Fierro del Toro, which is located south of Cumbres del Ajusco National Park, near the Morelos state line. The city's initiative is inspired by forward thinking examples, such as Denmark's Copenhagenization.", "targets": "How many bikes are involved in the bike share system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defa009ffa9548deb459404a86edb5ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The local government continuously strives for a reduction of massive traffic congestion, and has increased incentives for making a bicycle-friendly city. This includes North America's second-largest bicycle sharing system, EcoBici, launched in 2010, in which registered residents can get bicycles for 45 minutes with a pre-paid subscription of 300 pesos a year. There are, as of September 2013, 276 stations with 4,000 bicycles across an area stretching from the Historic center to Polanco. within 300 metres (980 feet) of one another and are fully automatic using a transponder based card. Bicycle-service users have access to several permanent Ciclov\u00edas (dedicated bike paths/lanes/streets), including ones along Paseo de la Reforma and Avenida Chapultepec as well as one running 59 kilometres (37 miles) from Polanco to Fierro del Toro, which is located south of Cumbres del Ajusco National Park, near the Morelos state line. The city's initiative is inspired by forward thinking examples, such as Denmark's Copenhagenization.", "targets": "What do they call the bike paths in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-defa009ffa9548deb459404a86edb5ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The local government continuously strives for a reduction of massive traffic congestion, and has increased incentives for making a bicycle-friendly city. This includes North America's second-largest bicycle sharing system, EcoBici, launched in 2010, in which registered residents can get bicycles for 45 minutes with a pre-paid subscription of 300 pesos a year. There are, as of September 2013, 276 stations with 4,000 bicycles across an area stretching from the Historic center to Polanco. within 300 metres (980 feet) of one another and are fully automatic using a transponder based card. Bicycle-service users have access to several permanent Ciclov\u00edas (dedicated bike paths/lanes/streets), including ones along Paseo de la Reforma and Avenida Chapultepec as well as one running 59 kilometres (37 miles) from Polanco to Fierro del Toro, which is located south of Cumbres del Ajusco National Park, near the Morelos state line. The city's initiative is inspired by forward thinking examples, such as Denmark's Copenhagenization.", "targets": "What country is the inspiration for Mexico City's new programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5109efc9d50f475b99b6870b4d2e0d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar water disinfection (SODIS) involves exposing water-filled plastic polyethylene terephthalate (PET) bottles to sunlight for several hours. Exposure times vary depending on weather and climate from a minimum of six hours to two days during fully overcast conditions. It is recommended by the World Health Organization as a viable method for household water treatment and safe storage. Over two million people in developing countries use this method for their daily drinking water.", "targets": "Solar water disinfection is recommended by which organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5109efc9d50f475b99b6870b4d2e0d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar water disinfection (SODIS) involves exposing water-filled plastic polyethylene terephthalate (PET) bottles to sunlight for several hours. Exposure times vary depending on weather and climate from a minimum of six hours to two days during fully overcast conditions. It is recommended by the World Health Organization as a viable method for household water treatment and safe storage. Over two million people in developing countries use this method for their daily drinking water.", "targets": "How long should the plastic bottles filled with water be exposed to sunlight during Solar water disinfection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5109efc9d50f475b99b6870b4d2e0d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar water disinfection (SODIS) involves exposing water-filled plastic polyethylene terephthalate (PET) bottles to sunlight for several hours. Exposure times vary depending on weather and climate from a minimum of six hours to two days during fully overcast conditions. It is recommended by the World Health Organization as a viable method for household water treatment and safe storage. Over two million people in developing countries use this method for their daily drinking water.", "targets": "What does the World Health Organization say about Solar water disinfection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5109efc9d50f475b99b6870b4d2e0d37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar water disinfection (SODIS) involves exposing water-filled plastic polyethylene terephthalate (PET) bottles to sunlight for several hours. Exposure times vary depending on weather and climate from a minimum of six hours to two days during fully overcast conditions. It is recommended by the World Health Organization as a viable method for household water treatment and safe storage. Over two million people in developing countries use this method for their daily drinking water.", "targets": "How many people use Solar water disinfection to disinfect their drinking water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14977e5ce6204d8fa46823a8bce6ae6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following year, when Philip Graves, the Constantinople (modern Istanbul) correspondent of The Times, exposed The Protocols as a forgery, The Times retracted the editorial of the previous year.", "targets": "A Constantinople correspondent of The Times exposed what anti-Semitic document as a forgery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14977e5ce6204d8fa46823a8bce6ae6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following year, when Philip Graves, the Constantinople (modern Istanbul) correspondent of The Times, exposed The Protocols as a forgery, The Times retracted the editorial of the previous year.", "targets": "Who was the name of the The Times Constantinople correspondent who exposed the anti-Semitic document as a forgery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-14977e5ce6204d8fa46823a8bce6ae6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following year, when Philip Graves, the Constantinople (modern Istanbul) correspondent of The Times, exposed The Protocols as a forgery, The Times retracted the editorial of the previous year.", "targets": "How did The Times respond to the exposing of anti-Semitic documents as forgery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47ded91956494951b2cae0a50e100a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north Eristov pushed southwest, fought two battles, forced the Turks back to Batum, retired behind the Cholok River and suspended action for the rest of the year (June). In the far south Wrangel pushed west, fought a battle and occupied Bayazit. In the center the main forces stood at Kars and Gyumri. Both slowly approached along the Kars-Gyumri road and faced each other, neither side choosing to fight (June\u2013July). On 4 August Russian scouts saw a movement which they thought was the start of a withdrawal, the Russians advanced and the Turks attacked first. They were defeated, losing 8000 men to the Russian 3000. 10000 irregulars deserted to their villages. Both sides withdrew to their former positions. About this time the Persians made a semi-secret agreement to remain neutral in exchange for the cancellation of the indemnity from the previous war.", "targets": "Who make the Turks retreat back to Batum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47ded91956494951b2cae0a50e100a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north Eristov pushed southwest, fought two battles, forced the Turks back to Batum, retired behind the Cholok River and suspended action for the rest of the year (June). In the far south Wrangel pushed west, fought a battle and occupied Bayazit. In the center the main forces stood at Kars and Gyumri. Both slowly approached along the Kars-Gyumri road and faced each other, neither side choosing to fight (June\u2013July). On 4 August Russian scouts saw a movement which they thought was the start of a withdrawal, the Russians advanced and the Turks attacked first. They were defeated, losing 8000 men to the Russian 3000. 10000 irregulars deserted to their villages. Both sides withdrew to their former positions. About this time the Persians made a semi-secret agreement to remain neutral in exchange for the cancellation of the indemnity from the previous war.", "targets": "Who occupied Bayazit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47ded91956494951b2cae0a50e100a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north Eristov pushed southwest, fought two battles, forced the Turks back to Batum, retired behind the Cholok River and suspended action for the rest of the year (June). In the far south Wrangel pushed west, fought a battle and occupied Bayazit. In the center the main forces stood at Kars and Gyumri. Both slowly approached along the Kars-Gyumri road and faced each other, neither side choosing to fight (June\u2013July). On 4 August Russian scouts saw a movement which they thought was the start of a withdrawal, the Russians advanced and the Turks attacked first. They were defeated, losing 8000 men to the Russian 3000. 10000 irregulars deserted to their villages. Both sides withdrew to their former positions. About this time the Persians made a semi-secret agreement to remain neutral in exchange for the cancellation of the indemnity from the previous war.", "targets": "Where did the main forces stand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47ded91956494951b2cae0a50e100a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north Eristov pushed southwest, fought two battles, forced the Turks back to Batum, retired behind the Cholok River and suspended action for the rest of the year (June). In the far south Wrangel pushed west, fought a battle and occupied Bayazit. In the center the main forces stood at Kars and Gyumri. Both slowly approached along the Kars-Gyumri road and faced each other, neither side choosing to fight (June\u2013July). On 4 August Russian scouts saw a movement which they thought was the start of a withdrawal, the Russians advanced and the Turks attacked first. They were defeated, losing 8000 men to the Russian 3000. 10000 irregulars deserted to their villages. Both sides withdrew to their former positions. About this time the Persians made a semi-secret agreement to remain neutral in exchange for the cancellation of the indemnity from the previous war.", "targets": "On August 4th, who thought the other side was withdrawing? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47ded91956494951b2cae0a50e100a27", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the north Eristov pushed southwest, fought two battles, forced the Turks back to Batum, retired behind the Cholok River and suspended action for the rest of the year (June). In the far south Wrangel pushed west, fought a battle and occupied Bayazit. In the center the main forces stood at Kars and Gyumri. Both slowly approached along the Kars-Gyumri road and faced each other, neither side choosing to fight (June\u2013July). On 4 August Russian scouts saw a movement which they thought was the start of a withdrawal, the Russians advanced and the Turks attacked first. They were defeated, losing 8000 men to the Russian 3000. 10000 irregulars deserted to their villages. Both sides withdrew to their former positions. About this time the Persians made a semi-secret agreement to remain neutral in exchange for the cancellation of the indemnity from the previous war.", "targets": "Who made a secret agreement to remain neutral?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0b4b35e54445c3bfbbba0804d89218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "English Dominican mysticism in the late medieval period differed from European strands of it in that, whereas European Dominican mysticism tended to concentrate on ecstatic experiences of union with the divine, English Dominican mysticism's ultimate focus was on a crucial dynamic in one's personal relationship with God. This was an essential moral imitation of the Savior as an ideal for religious change, and as the means for reformation of humanity's nature as an image of divinity. This type of mysticism carried with it four elements. First, spiritually it emulated the moral essence of Christ's life. Second, there was a connection linking moral emulation of Christ's life and humanity's disposition as images of the divine. Third, English Dominican mysticism focused on an embodied spirituality with a structured love of fellow men at its center. Finally, the supreme aspiration of this mysticism was either an ethical or an actual union with God.", "targets": "What did European mysticism concentrate on that English mysticism didn't?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0b4b35e54445c3bfbbba0804d89218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "English Dominican mysticism in the late medieval period differed from European strands of it in that, whereas European Dominican mysticism tended to concentrate on ecstatic experiences of union with the divine, English Dominican mysticism's ultimate focus was on a crucial dynamic in one's personal relationship with God. This was an essential moral imitation of the Savior as an ideal for religious change, and as the means for reformation of humanity's nature as an image of divinity. This type of mysticism carried with it four elements. First, spiritually it emulated the moral essence of Christ's life. Second, there was a connection linking moral emulation of Christ's life and humanity's disposition as images of the divine. Third, English Dominican mysticism focused on an embodied spirituality with a structured love of fellow men at its center. Finally, the supreme aspiration of this mysticism was either an ethical or an actual union with God.", "targets": "English mysticism was composed of how many elements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0b4b35e54445c3bfbbba0804d89218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "English Dominican mysticism in the late medieval period differed from European strands of it in that, whereas European Dominican mysticism tended to concentrate on ecstatic experiences of union with the divine, English Dominican mysticism's ultimate focus was on a crucial dynamic in one's personal relationship with God. This was an essential moral imitation of the Savior as an ideal for religious change, and as the means for reformation of humanity's nature as an image of divinity. This type of mysticism carried with it four elements. First, spiritually it emulated the moral essence of Christ's life. Second, there was a connection linking moral emulation of Christ's life and humanity's disposition as images of the divine. Third, English Dominican mysticism focused on an embodied spirituality with a structured love of fellow men at its center. Finally, the supreme aspiration of this mysticism was either an ethical or an actual union with God.", "targets": "What is one element of English Dominican mysticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a0b4b35e54445c3bfbbba0804d89218", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "English Dominican mysticism in the late medieval period differed from European strands of it in that, whereas European Dominican mysticism tended to concentrate on ecstatic experiences of union with the divine, English Dominican mysticism's ultimate focus was on a crucial dynamic in one's personal relationship with God. This was an essential moral imitation of the Savior as an ideal for religious change, and as the means for reformation of humanity's nature as an image of divinity. This type of mysticism carried with it four elements. First, spiritually it emulated the moral essence of Christ's life. Second, there was a connection linking moral emulation of Christ's life and humanity's disposition as images of the divine. Third, English Dominican mysticism focused on an embodied spirituality with a structured love of fellow men at its center. Finally, the supreme aspiration of this mysticism was either an ethical or an actual union with God.", "targets": "What was the focus of English Dominican mysticism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb729edf65f34888824eb4aac3acd397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government of India is based on a tiered system, in which the Constitution of India delineates the subjects on which each tier of government has executive powers. The Constitution originally provided for a two-tier system of government, the Union Government (also known as the Central Government), representing the Union of India, and the State governments. Later, a third tier was added in the form of Panchayats and Municipalities. In the current arrangement, The Seventh Schedule of the Indian Constitution delimits the subjects of each level of governmental jurisdiction, dividing them into three lists:", "targets": "What is the government of India based on? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb729edf65f34888824eb4aac3acd397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government of India is based on a tiered system, in which the Constitution of India delineates the subjects on which each tier of government has executive powers. The Constitution originally provided for a two-tier system of government, the Union Government (also known as the Central Government), representing the Union of India, and the State governments. Later, a third tier was added in the form of Panchayats and Municipalities. In the current arrangement, The Seventh Schedule of the Indian Constitution delimits the subjects of each level of governmental jurisdiction, dividing them into three lists:", "targets": "What is a tiered system? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb729edf65f34888824eb4aac3acd397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government of India is based on a tiered system, in which the Constitution of India delineates the subjects on which each tier of government has executive powers. The Constitution originally provided for a two-tier system of government, the Union Government (also known as the Central Government), representing the Union of India, and the State governments. Later, a third tier was added in the form of Panchayats and Municipalities. In the current arrangement, The Seventh Schedule of the Indian Constitution delimits the subjects of each level of governmental jurisdiction, dividing them into three lists:", "targets": "What was the constitution originally provided for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb729edf65f34888824eb4aac3acd397", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The government of India is based on a tiered system, in which the Constitution of India delineates the subjects on which each tier of government has executive powers. The Constitution originally provided for a two-tier system of government, the Union Government (also known as the Central Government), representing the Union of India, and the State governments. Later, a third tier was added in the form of Panchayats and Municipalities. In the current arrangement, The Seventh Schedule of the Indian Constitution delimits the subjects of each level of governmental jurisdiction, dividing them into three lists:", "targets": "When the third tiere was added on, what is it in form of? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "How many buttons do most iPods use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "On what part of newer iPods can you find the buttons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "Where are the controls located on the 3rd gen iPod Shuffle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "What kind of interface does the iPod touch use instead of the click wheel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "What other device shares the interface used by the iPod Touch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "Most iPods feature how many buttons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "The 3rd generation of which iPod model had its controls only on the earphone cable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-638738a2e1a34e49990b862885e89f5c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods with color displays use anti-aliased graphics and text, with sliding animations. All iPods (except the 3rd-generation iPod Shuffle, the 6th & 7th generation iPod Nano, and iPod Touch) have five buttons and the later generations have the buttons integrated into the click wheel \u2013 an innovation that gives an uncluttered, minimalist interface. The buttons perform basic functions such as menu, play, pause, next track, and previous track. Other operations, such as scrolling through menu items and controlling the volume, are performed by using the click wheel in a rotational manner. The 3rd-generation iPod Shuffle does not have any controls on the actual player; instead it has a small control on the earphone cable, with volume-up and -down buttons and a single button for play and pause, next track, etc. The iPod Touch has no click-wheel; instead it uses a 3.5\" touch screen along with a home button, sleep/wake button and (on the second and third generations of the iPod Touch) volume-up and -down buttons. The user interface for the iPod Touch is identical to that of the iPhone. Differences include a lack of a phone application. Both devices use iOS.", "targets": "Which other Apple product does the iPod Touch share an interface and OS with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b315a092d10f4c6daf4511f6919f43b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several procedures enable the Scottish Parliament to scrutinise the Government. The First Minister or members of the cabinet can deliver statements to Parliament upon which MSPs are invited to question. For example, at the beginning of each parliamentary year, the First Minister delivers a statement to the chamber setting out the Government's legislative programme for the forthcoming year. After the statement has been delivered, the leaders of the opposition parties and other MSPs question the First Minister on issues related to the substance of the statement.", "targets": "What enables the Scottish Parliament to scrutinize the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b315a092d10f4c6daf4511f6919f43b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several procedures enable the Scottish Parliament to scrutinise the Government. The First Minister or members of the cabinet can deliver statements to Parliament upon which MSPs are invited to question. For example, at the beginning of each parliamentary year, the First Minister delivers a statement to the chamber setting out the Government's legislative programme for the forthcoming year. After the statement has been delivered, the leaders of the opposition parties and other MSPs question the First Minister on issues related to the substance of the statement.", "targets": "Who can question statements the First Minister or members of the cabinet make?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b315a092d10f4c6daf4511f6919f43b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several procedures enable the Scottish Parliament to scrutinise the Government. The First Minister or members of the cabinet can deliver statements to Parliament upon which MSPs are invited to question. For example, at the beginning of each parliamentary year, the First Minister delivers a statement to the chamber setting out the Government's legislative programme for the forthcoming year. After the statement has been delivered, the leaders of the opposition parties and other MSPs question the First Minister on issues related to the substance of the statement.", "targets": "What does the First Minister deliver at the beginning of each parliamentary year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b315a092d10f4c6daf4511f6919f43b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several procedures enable the Scottish Parliament to scrutinise the Government. The First Minister or members of the cabinet can deliver statements to Parliament upon which MSPs are invited to question. For example, at the beginning of each parliamentary year, the First Minister delivers a statement to the chamber setting out the Government's legislative programme for the forthcoming year. After the statement has been delivered, the leaders of the opposition parties and other MSPs question the First Minister on issues related to the substance of the statement.", "targets": "What do the leaders of the opposition parties and other MSPs question the First Minister about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fdc0f095ca4fdc9d7c2bfda148c1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Together with caesium and gold (both yellow), and osmium (bluish), copper is one of only four elemental metals with a natural color other than gray or silver. Pure copper is orange-red and acquires a reddish tarnish when exposed to air. The characteristic color of copper results from the electronic transitions between the filled 3d and half-empty 4s atomic shells \u2013 the energy difference between these shells is such that it corresponds to orange light. The same mechanism accounts for the yellow color of gold and caesium.", "targets": "How many metals have a natural color that isn't gray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fdc0f095ca4fdc9d7c2bfda148c1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Together with caesium and gold (both yellow), and osmium (bluish), copper is one of only four elemental metals with a natural color other than gray or silver. Pure copper is orange-red and acquires a reddish tarnish when exposed to air. The characteristic color of copper results from the electronic transitions between the filled 3d and half-empty 4s atomic shells \u2013 the energy difference between these shells is such that it corresponds to orange light. The same mechanism accounts for the yellow color of gold and caesium.", "targets": "What color is pure copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fdc0f095ca4fdc9d7c2bfda148c1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Together with caesium and gold (both yellow), and osmium (bluish), copper is one of only four elemental metals with a natural color other than gray or silver. Pure copper is orange-red and acquires a reddish tarnish when exposed to air. The characteristic color of copper results from the electronic transitions between the filled 3d and half-empty 4s atomic shells \u2013 the energy difference between these shells is such that it corresponds to orange light. The same mechanism accounts for the yellow color of gold and caesium.", "targets": "What does copper aquire when exposed to air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fdc0f095ca4fdc9d7c2bfda148c1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Together with caesium and gold (both yellow), and osmium (bluish), copper is one of only four elemental metals with a natural color other than gray or silver. Pure copper is orange-red and acquires a reddish tarnish when exposed to air. The characteristic color of copper results from the electronic transitions between the filled 3d and half-empty 4s atomic shells \u2013 the energy difference between these shells is such that it corresponds to orange light. The same mechanism accounts for the yellow color of gold and caesium.", "targets": "The energy difference between filled 3d and half-empty 4s atomic shells corresponds to what color of light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70fdc0f095ca4fdc9d7c2bfda148c1d2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Together with caesium and gold (both yellow), and osmium (bluish), copper is one of only four elemental metals with a natural color other than gray or silver. Pure copper is orange-red and acquires a reddish tarnish when exposed to air. The characteristic color of copper results from the electronic transitions between the filled 3d and half-empty 4s atomic shells \u2013 the energy difference between these shells is such that it corresponds to orange light. The same mechanism accounts for the yellow color of gold and caesium.", "targets": "What color is the metal caesium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac00bd9893d45e2a342725db5c03efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word qur\u02bc\u0101n appears about 70 times in the Quran itself, assuming various meanings. It is a verbal noun (ma\u1e63dar) of the Arabic verb qara\u02bca (\u0642\u0631\u0623), meaning \"he read\" or \"he recited\". The Syriac equivalent is (\u0729\u072a\u071d\u0722\u0710) qery\u0101n\u0101, which refers to \"scripture reading\" or \"lesson\". While some Western scholars consider the word to be derived from the Syriac, the majority of Muslim authorities hold the origin of the word is qara\u02bca itself. Regardless, it had become an Arabic term by Muhammad's lifetime. An important meaning of the word is the \"act of reciting\", as reflected in an early Quranic passage: \"It is for Us to collect it and to recite it (qur\u02bc\u0101nahu).\"", "targets": "From which Arabic verb might \"Quran\" be derived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac00bd9893d45e2a342725db5c03efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word qur\u02bc\u0101n appears about 70 times in the Quran itself, assuming various meanings. It is a verbal noun (ma\u1e63dar) of the Arabic verb qara\u02bca (\u0642\u0631\u0623), meaning \"he read\" or \"he recited\". The Syriac equivalent is (\u0729\u072a\u071d\u0722\u0710) qery\u0101n\u0101, which refers to \"scripture reading\" or \"lesson\". While some Western scholars consider the word to be derived from the Syriac, the majority of Muslim authorities hold the origin of the word is qara\u02bca itself. Regardless, it had become an Arabic term by Muhammad's lifetime. An important meaning of the word is the \"act of reciting\", as reflected in an early Quranic passage: \"It is for Us to collect it and to recite it (qur\u02bc\u0101nahu).\"", "targets": "What Syriac word might be related to \"Quran\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac00bd9893d45e2a342725db5c03efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word qur\u02bc\u0101n appears about 70 times in the Quran itself, assuming various meanings. It is a verbal noun (ma\u1e63dar) of the Arabic verb qara\u02bca (\u0642\u0631\u0623), meaning \"he read\" or \"he recited\". The Syriac equivalent is (\u0729\u072a\u071d\u0722\u0710) qery\u0101n\u0101, which refers to \"scripture reading\" or \"lesson\". While some Western scholars consider the word to be derived from the Syriac, the majority of Muslim authorities hold the origin of the word is qara\u02bca itself. Regardless, it had become an Arabic term by Muhammad's lifetime. An important meaning of the word is the \"act of reciting\", as reflected in an early Quranic passage: \"It is for Us to collect it and to recite it (qur\u02bc\u0101nahu).\"", "targets": "The words from which the name \"Quran\" might be described are related to which act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eac00bd9893d45e2a342725db5c03efb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The word qur\u02bc\u0101n appears about 70 times in the Quran itself, assuming various meanings. It is a verbal noun (ma\u1e63dar) of the Arabic verb qara\u02bca (\u0642\u0631\u0623), meaning \"he read\" or \"he recited\". The Syriac equivalent is (\u0729\u072a\u071d\u0722\u0710) qery\u0101n\u0101, which refers to \"scripture reading\" or \"lesson\". While some Western scholars consider the word to be derived from the Syriac, the majority of Muslim authorities hold the origin of the word is qara\u02bca itself. Regardless, it had become an Arabic term by Muhammad's lifetime. An important meaning of the word is the \"act of reciting\", as reflected in an early Quranic passage: \"It is for Us to collect it and to recite it (qur\u02bc\u0101nahu).\"", "targets": "Which word do most Muslim scholars point to as the origin of the Quran's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60d7734ce4c4e22aa5d094f3c0360df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church has since 1985 been exploring a possible merger with three historically African-American Methodist denominations: the African Methodist Episcopal Church, the African Methodist Episcopal Zion Church, and the Christian Methodist Episcopal Church. A Commission on Pan Methodist Cooperation and Union formed in 2000 to carry out work on such a merger. In May 2012, The United Methodist Church entered into full communion with the African Methodist Episcopal Church, African Methodist Episcopal Zion Church, African Union Methodist Protestant Church, Christian Methodist Episcopal Church, and Union American Methodist Episcopal Church, in which these Churches agreed to \"recognize each other's churches, share sacraments, and affirm their clergy and ministries.\"", "targets": "In what year was the Commission on Pan Methodist Cooperation and Union formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60d7734ce4c4e22aa5d094f3c0360df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church has since 1985 been exploring a possible merger with three historically African-American Methodist denominations: the African Methodist Episcopal Church, the African Methodist Episcopal Zion Church, and the Christian Methodist Episcopal Church. A Commission on Pan Methodist Cooperation and Union formed in 2000 to carry out work on such a merger. In May 2012, The United Methodist Church entered into full communion with the African Methodist Episcopal Church, African Methodist Episcopal Zion Church, African Union Methodist Protestant Church, Christian Methodist Episcopal Church, and Union American Methodist Episcopal Church, in which these Churches agreed to \"recognize each other's churches, share sacraments, and affirm their clergy and ministries.\"", "targets": "When did the UMC enter into full communion with several churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e60d7734ce4c4e22aa5d094f3c0360df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United Methodist Church has since 1985 been exploring a possible merger with three historically African-American Methodist denominations: the African Methodist Episcopal Church, the African Methodist Episcopal Zion Church, and the Christian Methodist Episcopal Church. A Commission on Pan Methodist Cooperation and Union formed in 2000 to carry out work on such a merger. In May 2012, The United Methodist Church entered into full communion with the African Methodist Episcopal Church, African Methodist Episcopal Zion Church, African Union Methodist Protestant Church, Christian Methodist Episcopal Church, and Union American Methodist Episcopal Church, in which these Churches agreed to \"recognize each other's churches, share sacraments, and affirm their clergy and ministries.\"", "targets": "Since what year has the UMC been exploring a possible merger with three historically African-American denominations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What are Ctenophora commonly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "Where do Ctenophora live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What size are adult Ctenophora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What is a ctenophora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What does the ctenophora use to swim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What does ctenophora use for digestion and respiration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "How large can ctenophora grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What is the most distinctive feature of ctenophora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What are ctenophora commonly known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "How big can ctenophora grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What does ctenophora rely on for digestion and respiration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "What does ctenophora mean in Greek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebfe2281d25841769b560d71ac1c42b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ctenophora (/t\u1d7b\u02c8n\u0252f\u0259r\u0259/; singular ctenophore, /\u02c8t\u025bn\u0259f\u0254\u02d0r/ or /\u02c8ti\u02d0n\u0259f\u0254\u02d0r/; from the Greek \u03ba\u03c4\u03b5\u03af\u03c2 kteis 'comb' and \u03c6\u03ad\u03c1\u03c9 pher\u014d 'carry'; commonly known as comb jellies) is a phylum of animals that live in marine waters worldwide. Their most distinctive feature is the \u2018combs\u2019 \u2013 groups of cilia which they use for swimming \u2013 they are the largest animals that swim by means of cilia. Adults of various species range from a few millimeters to 1.5 m (4 ft 11 in) in size. Like cnidarians, their bodies consist of a mass of jelly, with one layer of cells on the outside and another lining the internal cavity. In ctenophores, these layers are two cells deep, while those in cnidarians are only one cell deep. Some authors combined ctenophores and cnidarians in one phylum, Coelenterata, as both groups rely on water flow through the body cavity for both digestion and respiration. Increasing awareness of the differences persuaded more recent authors to classify them as separate phyla.", "targets": "Where do ctenophora live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481e6bbda4124a6887854b2ad734a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona won the treble in the 2014\u20132015 season, winning La Liga, Copa del Rey and UEFA Champions League titles, and became the first European team to have won the treble twice. On 17 May, the club clinched their 23rd La Liga title after defeating Atl\u00e9tico Madrid. This was Barcelona's seventh La Liga title in the last ten years. On 30 May, the club defeated Athletic Bilbao in the Copa del Rey final at Camp Nou. On 6 June, Barcelona won the UEFA Champions League final with a 3\u20131 win against Juventus, which completed the treble, the club's second in 6 years. Barcelona's attacking trio of Messi, Su\u00e1rez and Neymar, dubbed MSN, scored 122 goals in all competitions, the most in a season for an attacking trio in Spanish football history.", "targets": "What team has won the treble competitions  twice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481e6bbda4124a6887854b2ad734a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona won the treble in the 2014\u20132015 season, winning La Liga, Copa del Rey and UEFA Champions League titles, and became the first European team to have won the treble twice. On 17 May, the club clinched their 23rd La Liga title after defeating Atl\u00e9tico Madrid. This was Barcelona's seventh La Liga title in the last ten years. On 30 May, the club defeated Athletic Bilbao in the Copa del Rey final at Camp Nou. On 6 June, Barcelona won the UEFA Champions League final with a 3\u20131 win against Juventus, which completed the treble, the club's second in 6 years. Barcelona's attacking trio of Messi, Su\u00e1rez and Neymar, dubbed MSN, scored 122 goals in all competitions, the most in a season for an attacking trio in Spanish football history.", "targets": "What competition did Barcelona win on May 17 of the 2014-15 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481e6bbda4124a6887854b2ad734a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona won the treble in the 2014\u20132015 season, winning La Liga, Copa del Rey and UEFA Champions League titles, and became the first European team to have won the treble twice. On 17 May, the club clinched their 23rd La Liga title after defeating Atl\u00e9tico Madrid. This was Barcelona's seventh La Liga title in the last ten years. On 30 May, the club defeated Athletic Bilbao in the Copa del Rey final at Camp Nou. On 6 June, Barcelona won the UEFA Champions League final with a 3\u20131 win against Juventus, which completed the treble, the club's second in 6 years. Barcelona's attacking trio of Messi, Su\u00e1rez and Neymar, dubbed MSN, scored 122 goals in all competitions, the most in a season for an attacking trio in Spanish football history.", "targets": "What team did Barcelona defeat to win their 23rd La Liga title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481e6bbda4124a6887854b2ad734a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona won the treble in the 2014\u20132015 season, winning La Liga, Copa del Rey and UEFA Champions League titles, and became the first European team to have won the treble twice. On 17 May, the club clinched their 23rd La Liga title after defeating Atl\u00e9tico Madrid. This was Barcelona's seventh La Liga title in the last ten years. On 30 May, the club defeated Athletic Bilbao in the Copa del Rey final at Camp Nou. On 6 June, Barcelona won the UEFA Champions League final with a 3\u20131 win against Juventus, which completed the treble, the club's second in 6 years. Barcelona's attacking trio of Messi, Su\u00e1rez and Neymar, dubbed MSN, scored 122 goals in all competitions, the most in a season for an attacking trio in Spanish football history.", "targets": "What have the trio of players , Messi, Suarez, and Neymar been called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-481e6bbda4124a6887854b2ad734a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Barcelona won the treble in the 2014\u20132015 season, winning La Liga, Copa del Rey and UEFA Champions League titles, and became the first European team to have won the treble twice. On 17 May, the club clinched their 23rd La Liga title after defeating Atl\u00e9tico Madrid. This was Barcelona's seventh La Liga title in the last ten years. On 30 May, the club defeated Athletic Bilbao in the Copa del Rey final at Camp Nou. On 6 June, Barcelona won the UEFA Champions League final with a 3\u20131 win against Juventus, which completed the treble, the club's second in 6 years. Barcelona's attacking trio of Messi, Su\u00e1rez and Neymar, dubbed MSN, scored 122 goals in all competitions, the most in a season for an attacking trio in Spanish football history.", "targets": "How many total goals have the trio MSN  scored in the 2014-15 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836ba064404f4fdb9aebd73fa4ba097e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal was one of the few states that had remained largely untouched by external customs, largely due to its difficult terrain. With the technological advancements the state has changed very rapidly. It is a multireligional, multicultural as well as multilingual state like other Indian states. Some of the most commonly spoken languages includes Hindi, Pahari, Dogri, Mandeali Kangri, Mandyali, Gojri and Kinnauri. The caste communities residing in Himachal include the Khatri, Brahmins of the Hindu Faith and the Sikh Brahmin Caste Bhatra, Rajputs, Gujjars, Gaddis, Ghirth (choudhary), Kannets, Rathis and Kolis, Sood There are tribal populations in the state which mainly comprise Kinnars, Pangawals, Sulehria, and Lahaulis.The people Of Himachal Pradesh are very simple and live a traditional \u00b4Pahari' lifestyle.", "targets": "Who was largely untouched by external customs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836ba064404f4fdb9aebd73fa4ba097e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal was one of the few states that had remained largely untouched by external customs, largely due to its difficult terrain. With the technological advancements the state has changed very rapidly. It is a multireligional, multicultural as well as multilingual state like other Indian states. Some of the most commonly spoken languages includes Hindi, Pahari, Dogri, Mandeali Kangri, Mandyali, Gojri and Kinnauri. The caste communities residing in Himachal include the Khatri, Brahmins of the Hindu Faith and the Sikh Brahmin Caste Bhatra, Rajputs, Gujjars, Gaddis, Ghirth (choudhary), Kannets, Rathis and Kolis, Sood There are tribal populations in the state which mainly comprise Kinnars, Pangawals, Sulehria, and Lahaulis.The people Of Himachal Pradesh are very simple and live a traditional \u00b4Pahari' lifestyle.", "targets": "What has made the state change very rapidly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836ba064404f4fdb9aebd73fa4ba097e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal was one of the few states that had remained largely untouched by external customs, largely due to its difficult terrain. With the technological advancements the state has changed very rapidly. It is a multireligional, multicultural as well as multilingual state like other Indian states. Some of the most commonly spoken languages includes Hindi, Pahari, Dogri, Mandeali Kangri, Mandyali, Gojri and Kinnauri. The caste communities residing in Himachal include the Khatri, Brahmins of the Hindu Faith and the Sikh Brahmin Caste Bhatra, Rajputs, Gujjars, Gaddis, Ghirth (choudhary), Kannets, Rathis and Kolis, Sood There are tribal populations in the state which mainly comprise Kinnars, Pangawals, Sulehria, and Lahaulis.The people Of Himachal Pradesh are very simple and live a traditional \u00b4Pahari' lifestyle.", "targets": "What are the common languages spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836ba064404f4fdb9aebd73fa4ba097e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal was one of the few states that had remained largely untouched by external customs, largely due to its difficult terrain. With the technological advancements the state has changed very rapidly. It is a multireligional, multicultural as well as multilingual state like other Indian states. Some of the most commonly spoken languages includes Hindi, Pahari, Dogri, Mandeali Kangri, Mandyali, Gojri and Kinnauri. The caste communities residing in Himachal include the Khatri, Brahmins of the Hindu Faith and the Sikh Brahmin Caste Bhatra, Rajputs, Gujjars, Gaddis, Ghirth (choudhary), Kannets, Rathis and Kolis, Sood There are tribal populations in the state which mainly comprise Kinnars, Pangawals, Sulehria, and Lahaulis.The people Of Himachal Pradesh are very simple and live a traditional \u00b4Pahari' lifestyle.", "targets": "Who makes up the tribal populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-836ba064404f4fdb9aebd73fa4ba097e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Himachal was one of the few states that had remained largely untouched by external customs, largely due to its difficult terrain. With the technological advancements the state has changed very rapidly. It is a multireligional, multicultural as well as multilingual state like other Indian states. Some of the most commonly spoken languages includes Hindi, Pahari, Dogri, Mandeali Kangri, Mandyali, Gojri and Kinnauri. The caste communities residing in Himachal include the Khatri, Brahmins of the Hindu Faith and the Sikh Brahmin Caste Bhatra, Rajputs, Gujjars, Gaddis, Ghirth (choudhary), Kannets, Rathis and Kolis, Sood There are tribal populations in the state which mainly comprise Kinnars, Pangawals, Sulehria, and Lahaulis.The people Of Himachal Pradesh are very simple and live a traditional \u00b4Pahari' lifestyle.", "targets": "Himachal is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c98b28f6d93444a3805524220404d2f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 introduces a new style of application, Windows Store apps. According to Microsoft developer Jensen Harris, these apps are to be optimized for touchscreen environments and are more specialized than current desktop applications. Apps can run either in a full-screen mode, or be snapped to the side of a screen. Apps can provide toast notifications on screen or animate their tiles on the Start screen with dynamic content. Apps can use \"contracts\"; a collection of hooks to provide common functionality that can integrate with other apps, including search and sharing. Apps can also provide integration with other services; for example, the People app can connect to a variety of different social networks and services (such as Facebook, Skype, and People service), while the Photos app can aggregate photos from services such as Facebook and Flickr.", "targets": "Who is Jensen Harris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c98b28f6d93444a3805524220404d2f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 introduces a new style of application, Windows Store apps. According to Microsoft developer Jensen Harris, these apps are to be optimized for touchscreen environments and are more specialized than current desktop applications. Apps can run either in a full-screen mode, or be snapped to the side of a screen. Apps can provide toast notifications on screen or animate their tiles on the Start screen with dynamic content. Apps can use \"contracts\"; a collection of hooks to provide common functionality that can integrate with other apps, including search and sharing. Apps can also provide integration with other services; for example, the People app can connect to a variety of different social networks and services (such as Facebook, Skype, and People service), while the Photos app can aggregate photos from services such as Facebook and Flickr.", "targets": "What apps can one expect the People app to match with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c98b28f6d93444a3805524220404d2f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 introduces a new style of application, Windows Store apps. According to Microsoft developer Jensen Harris, these apps are to be optimized for touchscreen environments and are more specialized than current desktop applications. Apps can run either in a full-screen mode, or be snapped to the side of a screen. Apps can provide toast notifications on screen or animate their tiles on the Start screen with dynamic content. Apps can use \"contracts\"; a collection of hooks to provide common functionality that can integrate with other apps, including search and sharing. Apps can also provide integration with other services; for example, the People app can connect to a variety of different social networks and services (such as Facebook, Skype, and People service), while the Photos app can aggregate photos from services such as Facebook and Flickr.", "targets": "What apps can one expect the Photos app to match with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c98b28f6d93444a3805524220404d2f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 introduces a new style of application, Windows Store apps. According to Microsoft developer Jensen Harris, these apps are to be optimized for touchscreen environments and are more specialized than current desktop applications. Apps can run either in a full-screen mode, or be snapped to the side of a screen. Apps can provide toast notifications on screen or animate their tiles on the Start screen with dynamic content. Apps can use \"contracts\"; a collection of hooks to provide common functionality that can integrate with other apps, including search and sharing. Apps can also provide integration with other services; for example, the People app can connect to a variety of different social networks and services (such as Facebook, Skype, and People service), while the Photos app can aggregate photos from services such as Facebook and Flickr.", "targets": "What makes Windows Store apps unique?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c98b28f6d93444a3805524220404d2f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 introduces a new style of application, Windows Store apps. According to Microsoft developer Jensen Harris, these apps are to be optimized for touchscreen environments and are more specialized than current desktop applications. Apps can run either in a full-screen mode, or be snapped to the side of a screen. Apps can provide toast notifications on screen or animate their tiles on the Start screen with dynamic content. Apps can use \"contracts\"; a collection of hooks to provide common functionality that can integrate with other apps, including search and sharing. Apps can also provide integration with other services; for example, the People app can connect to a variety of different social networks and services (such as Facebook, Skype, and People service), while the Photos app can aggregate photos from services such as Facebook and Flickr.", "targets": "What are contracts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6a826186ce45828d0b92710903ad58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ratification of the treaty the following year led to resumption of hostilities and in 1860, with Anglo-French forces marching on Beijing, the emperor and his court fled the capital for the imperial hunting lodge at Rehe. Once in Beijing, the Anglo-French forces looted the Old Summer Palace, and in an act of revenge for the arrest of several Englishmen, burnt it to the ground. Prince Gong, a younger half-brother of the emperor, who had been left as his brother's proxy in the capital, was forced to sign the Convention of Beijing. Meanwhile, the humiliated emperor died the following year at Rehe.", "targets": "Whed did the British and French invade Beijing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6a826186ce45828d0b92710903ad58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ratification of the treaty the following year led to resumption of hostilities and in 1860, with Anglo-French forces marching on Beijing, the emperor and his court fled the capital for the imperial hunting lodge at Rehe. Once in Beijing, the Anglo-French forces looted the Old Summer Palace, and in an act of revenge for the arrest of several Englishmen, burnt it to the ground. Prince Gong, a younger half-brother of the emperor, who had been left as his brother's proxy in the capital, was forced to sign the Convention of Beijing. Meanwhile, the humiliated emperor died the following year at Rehe.", "targets": "Where did the emperor go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6a826186ce45828d0b92710903ad58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ratification of the treaty the following year led to resumption of hostilities and in 1860, with Anglo-French forces marching on Beijing, the emperor and his court fled the capital for the imperial hunting lodge at Rehe. Once in Beijing, the Anglo-French forces looted the Old Summer Palace, and in an act of revenge for the arrest of several Englishmen, burnt it to the ground. Prince Gong, a younger half-brother of the emperor, who had been left as his brother's proxy in the capital, was forced to sign the Convention of Beijing. Meanwhile, the humiliated emperor died the following year at Rehe.", "targets": "What happened to the Old Summer Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cc6a826186ce45828d0b92710903ad58", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ratification of the treaty the following year led to resumption of hostilities and in 1860, with Anglo-French forces marching on Beijing, the emperor and his court fled the capital for the imperial hunting lodge at Rehe. Once in Beijing, the Anglo-French forces looted the Old Summer Palace, and in an act of revenge for the arrest of several Englishmen, burnt it to the ground. Prince Gong, a younger half-brother of the emperor, who had been left as his brother's proxy in the capital, was forced to sign the Convention of Beijing. Meanwhile, the humiliated emperor died the following year at Rehe.", "targets": "What did Prince Gong sign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091b2ef58f5343c1b8e954eeee8106cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major European powers laid claim to the areas of Africa where they could exhibit a sphere of influence over the area. These claims did not have to have any substantial land holdings or treaties to be legitimate. The European power that demonstrated its control over a territory accepted the mandate to rule that region as a national colony. The European nation that held the claim developed and benefited from their colony\u2019s commercial interests without having to fear rival European competition. With the colonial claim came the underlying assumption that the European power that exerted control would use its mandate to offer protection and provide welfare for its colonial peoples, however, this principle remained more theory than practice. There were many documented instances of material and moral conditions deteriorating for native Africans in the late nineteenth and early twentieth centuries under European colonial rule, to the point where the colonial experience for them has been described as \"hell on earth.\"", "targets": "Why did European powers lay claim to areas Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091b2ef58f5343c1b8e954eeee8106cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major European powers laid claim to the areas of Africa where they could exhibit a sphere of influence over the area. These claims did not have to have any substantial land holdings or treaties to be legitimate. The European power that demonstrated its control over a territory accepted the mandate to rule that region as a national colony. The European nation that held the claim developed and benefited from their colony\u2019s commercial interests without having to fear rival European competition. With the colonial claim came the underlying assumption that the European power that exerted control would use its mandate to offer protection and provide welfare for its colonial peoples, however, this principle remained more theory than practice. There were many documented instances of material and moral conditions deteriorating for native Africans in the late nineteenth and early twentieth centuries under European colonial rule, to the point where the colonial experience for them has been described as \"hell on earth.\"", "targets": "What did the European powers need to make their claim over these areas legitimate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091b2ef58f5343c1b8e954eeee8106cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major European powers laid claim to the areas of Africa where they could exhibit a sphere of influence over the area. These claims did not have to have any substantial land holdings or treaties to be legitimate. The European power that demonstrated its control over a territory accepted the mandate to rule that region as a national colony. The European nation that held the claim developed and benefited from their colony\u2019s commercial interests without having to fear rival European competition. With the colonial claim came the underlying assumption that the European power that exerted control would use its mandate to offer protection and provide welfare for its colonial peoples, however, this principle remained more theory than practice. There were many documented instances of material and moral conditions deteriorating for native Africans in the late nineteenth and early twentieth centuries under European colonial rule, to the point where the colonial experience for them has been described as \"hell on earth.\"", "targets": "What do European powers that exibit their control ovet an area accept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091b2ef58f5343c1b8e954eeee8106cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major European powers laid claim to the areas of Africa where they could exhibit a sphere of influence over the area. These claims did not have to have any substantial land holdings or treaties to be legitimate. The European power that demonstrated its control over a territory accepted the mandate to rule that region as a national colony. The European nation that held the claim developed and benefited from their colony\u2019s commercial interests without having to fear rival European competition. With the colonial claim came the underlying assumption that the European power that exerted control would use its mandate to offer protection and provide welfare for its colonial peoples, however, this principle remained more theory than practice. There were many documented instances of material and moral conditions deteriorating for native Africans in the late nineteenth and early twentieth centuries under European colonial rule, to the point where the colonial experience for them has been described as \"hell on earth.\"", "targets": "What was the colonial experience for Africans described as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-091b2ef58f5343c1b8e954eeee8106cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The major European powers laid claim to the areas of Africa where they could exhibit a sphere of influence over the area. These claims did not have to have any substantial land holdings or treaties to be legitimate. The European power that demonstrated its control over a territory accepted the mandate to rule that region as a national colony. The European nation that held the claim developed and benefited from their colony\u2019s commercial interests without having to fear rival European competition. With the colonial claim came the underlying assumption that the European power that exerted control would use its mandate to offer protection and provide welfare for its colonial peoples, however, this principle remained more theory than practice. There were many documented instances of material and moral conditions deteriorating for native Africans in the late nineteenth and early twentieth centuries under European colonial rule, to the point where the colonial experience for them has been described as \"hell on earth.\"", "targets": "How did the claims on the areas in Africa benefit the European powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-306cdedc8d31452faf517b0403caf812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Martin Heidegger we do not exist inside time, we are time. Hence, the relationship to the past is a present awareness of having been, which allows the past to exist in the present. The relationship to the future is the state of anticipating a potential possibility, task, or engagement. It is related to the human propensity for caring and being concerned, which causes \"being ahead of oneself\" when thinking of a pending occurrence. Therefore, this concern for a potential occurrence also allows the future to exist in the present. The present becomes an experience, which is qualitative instead of quantitative. Heidegger seems to think this is the way that a linear relationship with time, or temporal existence, is broken or transcended. We are not stuck in sequential time. We are able to remember the past and project into the future\u2014we have a kind of random access to our representation of temporal existence; we can, in our thoughts, step out of (ecstasis) sequential time.", "targets": "Who suggested that humankind does not exist inside time, but is time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-306cdedc8d31452faf517b0403caf812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Martin Heidegger we do not exist inside time, we are time. Hence, the relationship to the past is a present awareness of having been, which allows the past to exist in the present. The relationship to the future is the state of anticipating a potential possibility, task, or engagement. It is related to the human propensity for caring and being concerned, which causes \"being ahead of oneself\" when thinking of a pending occurrence. Therefore, this concern for a potential occurrence also allows the future to exist in the present. The present becomes an experience, which is qualitative instead of quantitative. Heidegger seems to think this is the way that a linear relationship with time, or temporal existence, is broken or transcended. We are not stuck in sequential time. We are able to remember the past and project into the future\u2014we have a kind of random access to our representation of temporal existence; we can, in our thoughts, step out of (ecstasis) sequential time.", "targets": "The relationship to the future is the state of anticipating what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-306cdedc8d31452faf517b0403caf812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Martin Heidegger we do not exist inside time, we are time. Hence, the relationship to the past is a present awareness of having been, which allows the past to exist in the present. The relationship to the future is the state of anticipating a potential possibility, task, or engagement. It is related to the human propensity for caring and being concerned, which causes \"being ahead of oneself\" when thinking of a pending occurrence. Therefore, this concern for a potential occurrence also allows the future to exist in the present. The present becomes an experience, which is qualitative instead of quantitative. Heidegger seems to think this is the way that a linear relationship with time, or temporal existence, is broken or transcended. We are not stuck in sequential time. We are able to remember the past and project into the future\u2014we have a kind of random access to our representation of temporal existence; we can, in our thoughts, step out of (ecstasis) sequential time.", "targets": "What is considered a qualitative experience rather than a quantitative one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-306cdedc8d31452faf517b0403caf812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Martin Heidegger we do not exist inside time, we are time. Hence, the relationship to the past is a present awareness of having been, which allows the past to exist in the present. The relationship to the future is the state of anticipating a potential possibility, task, or engagement. It is related to the human propensity for caring and being concerned, which causes \"being ahead of oneself\" when thinking of a pending occurrence. Therefore, this concern for a potential occurrence also allows the future to exist in the present. The present becomes an experience, which is qualitative instead of quantitative. Heidegger seems to think this is the way that a linear relationship with time, or temporal existence, is broken or transcended. We are not stuck in sequential time. We are able to remember the past and project into the future\u2014we have a kind of random access to our representation of temporal existence; we can, in our thoughts, step out of (ecstasis) sequential time.", "targets": "According to Heidegger, what can we do, in our thoughts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fe0802a80a84e02a20551c7b25a9c07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The staple foods were generally consumed around 11 o'clock, and consisted of bread, lettuce, cheese, fruits, nuts, and cold meat left over from the dinner the night before.[citation needed] The Roman poet Horace mentions another Roman favorite, the olive, in reference to his own diet, which he describes as very simple: \"As for me, olives, endives, and smooth mallows provide sustenance.\" The family ate together, sitting on stools around a table. Fingers were used to eat solid foods and spoons were used for soups.[citation needed]", "targets": "When were the staple foods in the Roman republic typically eaten at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fe0802a80a84e02a20551c7b25a9c07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The staple foods were generally consumed around 11 o'clock, and consisted of bread, lettuce, cheese, fruits, nuts, and cold meat left over from the dinner the night before.[citation needed] The Roman poet Horace mentions another Roman favorite, the olive, in reference to his own diet, which he describes as very simple: \"As for me, olives, endives, and smooth mallows provide sustenance.\" The family ate together, sitting on stools around a table. Fingers were used to eat solid foods and spoons were used for soups.[citation needed]", "targets": "What did people in the Roman Republic use to consume solid foods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fe0802a80a84e02a20551c7b25a9c07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The staple foods were generally consumed around 11 o'clock, and consisted of bread, lettuce, cheese, fruits, nuts, and cold meat left over from the dinner the night before.[citation needed] The Roman poet Horace mentions another Roman favorite, the olive, in reference to his own diet, which he describes as very simple: \"As for me, olives, endives, and smooth mallows provide sustenance.\" The family ate together, sitting on stools around a table. Fingers were used to eat solid foods and spoons were used for soups.[citation needed]", "targets": "What type of food was cheese considered to be in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fe0802a80a84e02a20551c7b25a9c07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The staple foods were generally consumed around 11 o'clock, and consisted of bread, lettuce, cheese, fruits, nuts, and cold meat left over from the dinner the night before.[citation needed] The Roman poet Horace mentions another Roman favorite, the olive, in reference to his own diet, which he describes as very simple: \"As for me, olives, endives, and smooth mallows provide sustenance.\" The family ate together, sitting on stools around a table. Fingers were used to eat solid foods and spoons were used for soups.[citation needed]", "targets": "What form of expression did the Roman Horace practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fe0802a80a84e02a20551c7b25a9c07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The staple foods were generally consumed around 11 o'clock, and consisted of bread, lettuce, cheese, fruits, nuts, and cold meat left over from the dinner the night before.[citation needed] The Roman poet Horace mentions another Roman favorite, the olive, in reference to his own diet, which he describes as very simple: \"As for me, olives, endives, and smooth mallows provide sustenance.\" The family ate together, sitting on stools around a table. Fingers were used to eat solid foods and spoons were used for soups.[citation needed]", "targets": "What did Romans sit on when they had a meal at home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "What is the first song that Ruben Studdard released after winning American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "What contestant came in fourth on season two of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "What song did Clay Aiken first release after losing American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "What was the name of Studdard's coronation song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "What was Aiken's single release named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "Which of the final two had more success with his first album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-669530c5d7574064bbde034cd66a99bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both finalists found success after the show, but Aiken out-performed Studdard's coronation song \"Flying Without Wings\" with his single release from the show \"This Is the Night\", as well as in their subsequent album releases. The fourth-place finisher Josh Gracin also enjoyed some success as a country singer.", "targets": "Who finished fourth on season two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a034d8b588af4a56ba459ae7639dd539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Incheon landing, the 1st Cavalry Division began its northward advance from the Pusan Perimeter. \"Task Force Lynch\" (after Lieutenant Colonel James H. Lynch), 3rd Battalion, 7th Cavalry Regiment, and two 70th Tank Battalion units (Charlie Company and the Intelligence\u2013Reconnaissance Platoon) effected the \"Pusan Perimeter Breakout\" through 106.4 miles (171.2 km) of enemy territory to join the 7th Infantry Division at Osan. The X Corps rapidly defeated the KPA defenders around Seoul, thus threatening to trap the main KPA force in Southern Korea.", "targets": "Whose nickname was 'Task Force Lynch'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a034d8b588af4a56ba459ae7639dd539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Incheon landing, the 1st Cavalry Division began its northward advance from the Pusan Perimeter. \"Task Force Lynch\" (after Lieutenant Colonel James H. Lynch), 3rd Battalion, 7th Cavalry Regiment, and two 70th Tank Battalion units (Charlie Company and the Intelligence\u2013Reconnaissance Platoon) effected the \"Pusan Perimeter Breakout\" through 106.4 miles (171.2 km) of enemy territory to join the 7th Infantry Division at Osan. The X Corps rapidly defeated the KPA defenders around Seoul, thus threatening to trap the main KPA force in Southern Korea.", "targets": "What was the 106 mile push through enemy territory called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a034d8b588af4a56ba459ae7639dd539", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Incheon landing, the 1st Cavalry Division began its northward advance from the Pusan Perimeter. \"Task Force Lynch\" (after Lieutenant Colonel James H. Lynch), 3rd Battalion, 7th Cavalry Regiment, and two 70th Tank Battalion units (Charlie Company and the Intelligence\u2013Reconnaissance Platoon) effected the \"Pusan Perimeter Breakout\" through 106.4 miles (171.2 km) of enemy territory to join the 7th Infantry Division at Osan. The X Corps rapidly defeated the KPA defenders around Seoul, thus threatening to trap the main KPA force in Southern Korea.", "targets": "Who was defeated near Seoul, Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1edaf8117e51406da98038010376297d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern police forces make extensive use of radio communications equipment, carried both on the person and installed in vehicles, to co-ordinate their work, share information, and get help quickly. In recent years, vehicle-installed computers have enhanced the ability of police communications, enabling easier dispatching of calls, criminal background checks on persons of interest to be completed in a matter of seconds, and updating officers' daily activity log and other, required reports on a real-time basis. Other common pieces of police equipment include flashlights/torches, whistles, police notebooks and \"ticket books\" or citations.", "targets": "How do modern police often communicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1edaf8117e51406da98038010376297d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern police forces make extensive use of radio communications equipment, carried both on the person and installed in vehicles, to co-ordinate their work, share information, and get help quickly. In recent years, vehicle-installed computers have enhanced the ability of police communications, enabling easier dispatching of calls, criminal background checks on persons of interest to be completed in a matter of seconds, and updating officers' daily activity log and other, required reports on a real-time basis. Other common pieces of police equipment include flashlights/torches, whistles, police notebooks and \"ticket books\" or citations.", "targets": "Where do police have radios?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1edaf8117e51406da98038010376297d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern police forces make extensive use of radio communications equipment, carried both on the person and installed in vehicles, to co-ordinate their work, share information, and get help quickly. In recent years, vehicle-installed computers have enhanced the ability of police communications, enabling easier dispatching of calls, criminal background checks on persons of interest to be completed in a matter of seconds, and updating officers' daily activity log and other, required reports on a real-time basis. Other common pieces of police equipment include flashlights/torches, whistles, police notebooks and \"ticket books\" or citations.", "targets": "Why do police use radios?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1edaf8117e51406da98038010376297d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern police forces make extensive use of radio communications equipment, carried both on the person and installed in vehicles, to co-ordinate their work, share information, and get help quickly. In recent years, vehicle-installed computers have enhanced the ability of police communications, enabling easier dispatching of calls, criminal background checks on persons of interest to be completed in a matter of seconds, and updating officers' daily activity log and other, required reports on a real-time basis. Other common pieces of police equipment include flashlights/torches, whistles, police notebooks and \"ticket books\" or citations.", "targets": "What have computers in police cars enabled for investigation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1edaf8117e51406da98038010376297d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Modern police forces make extensive use of radio communications equipment, carried both on the person and installed in vehicles, to co-ordinate their work, share information, and get help quickly. In recent years, vehicle-installed computers have enhanced the ability of police communications, enabling easier dispatching of calls, criminal background checks on persons of interest to be completed in a matter of seconds, and updating officers' daily activity log and other, required reports on a real-time basis. Other common pieces of police equipment include flashlights/torches, whistles, police notebooks and \"ticket books\" or citations.", "targets": "What have computers in police cars enabled for reporting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3f70214b994cdf8e3f147ee8474fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnically and linguistically the population of the Republic of the Congo is diverse\u2014Ethnologue recognises 62 spoken languages in the country\u2014but can be grouped into three categories. The Kongo are the largest ethnic group and form roughly half of the population. The most significant subgroups of the Kongo are Laari in Brazzaville and Pool regions and Vili around Pointe-Noire and along the Atlantic coast. The second largest group are the Teke who live to the north of Brazzaville with 17% of the population. Boulangui (M\u2019Boshi) live in the northwest and in Brazzaville and form 12% of the population. Pygmies make up 2% of Congo's population.", "targets": "How many languages are used in the Congo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3f70214b994cdf8e3f147ee8474fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnically and linguistically the population of the Republic of the Congo is diverse\u2014Ethnologue recognises 62 spoken languages in the country\u2014but can be grouped into three categories. The Kongo are the largest ethnic group and form roughly half of the population. The most significant subgroups of the Kongo are Laari in Brazzaville and Pool regions and Vili around Pointe-Noire and along the Atlantic coast. The second largest group are the Teke who live to the north of Brazzaville with 17% of the population. Boulangui (M\u2019Boshi) live in the northwest and in Brazzaville and form 12% of the population. Pygmies make up 2% of Congo's population.", "targets": "What is the most populous ethnicity in the Congo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3f70214b994cdf8e3f147ee8474fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnically and linguistically the population of the Republic of the Congo is diverse\u2014Ethnologue recognises 62 spoken languages in the country\u2014but can be grouped into three categories. The Kongo are the largest ethnic group and form roughly half of the population. The most significant subgroups of the Kongo are Laari in Brazzaville and Pool regions and Vili around Pointe-Noire and along the Atlantic coast. The second largest group are the Teke who live to the north of Brazzaville with 17% of the population. Boulangui (M\u2019Boshi) live in the northwest and in Brazzaville and form 12% of the population. Pygmies make up 2% of Congo's population.", "targets": "How much of the population is constituted by Pygmies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff3f70214b994cdf8e3f147ee8474fc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ethnically and linguistically the population of the Republic of the Congo is diverse\u2014Ethnologue recognises 62 spoken languages in the country\u2014but can be grouped into three categories. The Kongo are the largest ethnic group and form roughly half of the population. The most significant subgroups of the Kongo are Laari in Brazzaville and Pool regions and Vili around Pointe-Noire and along the Atlantic coast. The second largest group are the Teke who live to the north of Brazzaville with 17% of the population. Boulangui (M\u2019Boshi) live in the northwest and in Brazzaville and form 12% of the population. Pygmies make up 2% of Congo's population.", "targets": "What percentage of the population of the Congo is Boulangui?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3389b8120e5b444795129f9208cf5c85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, the Malays used to call the Portuguese Serani from the Arabic Nasrani, but the term now refers to the modern Kristang creoles of Malaysia.", "targets": "What term did the Malays use for the Portuguese Serani?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3389b8120e5b444795129f9208cf5c85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the past, the Malays used to call the Portuguese Serani from the Arabic Nasrani, but the term now refers to the modern Kristang creoles of Malaysia.", "targets": "What does the term refer to now? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc90d947965b4eec966a85b0dd05854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke's last publications were the Letters on a Regicide Peace (October 1796), called forth by negotiations for peace with France by the Pitt government. Burke regarded this as appeasement, injurious to national dignity and honour. In his Second Letter, Burke wrote of the French Revolutionary Government: \"Individuality is left out of their scheme of government. The State is all in all. Everything is referred to the production of force; afterwards, everything is trusted to the use of it. It is military in its principle, in its maxims, in its spirit, and in all its movements. The State has dominion and conquest for its sole objects\u2014dominion over minds by proselytism, over bodies by arms\".", "targets": "What was Burke's final publication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc90d947965b4eec966a85b0dd05854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke's last publications were the Letters on a Regicide Peace (October 1796), called forth by negotiations for peace with France by the Pitt government. Burke regarded this as appeasement, injurious to national dignity and honour. In his Second Letter, Burke wrote of the French Revolutionary Government: \"Individuality is left out of their scheme of government. The State is all in all. Everything is referred to the production of force; afterwards, everything is trusted to the use of it. It is military in its principle, in its maxims, in its spirit, and in all its movements. The State has dominion and conquest for its sole objects\u2014dominion over minds by proselytism, over bodies by arms\".", "targets": "When was Burke's final publication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc90d947965b4eec966a85b0dd05854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke's last publications were the Letters on a Regicide Peace (October 1796), called forth by negotiations for peace with France by the Pitt government. Burke regarded this as appeasement, injurious to national dignity and honour. In his Second Letter, Burke wrote of the French Revolutionary Government: \"Individuality is left out of their scheme of government. The State is all in all. Everything is referred to the production of force; afterwards, everything is trusted to the use of it. It is military in its principle, in its maxims, in its spirit, and in all its movements. The State has dominion and conquest for its sole objects\u2014dominion over minds by proselytism, over bodies by arms\".", "targets": "What did Burke think was missing from the French Revolutionary Government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc90d947965b4eec966a85b0dd05854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke's last publications were the Letters on a Regicide Peace (October 1796), called forth by negotiations for peace with France by the Pitt government. Burke regarded this as appeasement, injurious to national dignity and honour. In his Second Letter, Burke wrote of the French Revolutionary Government: \"Individuality is left out of their scheme of government. The State is all in all. Everything is referred to the production of force; afterwards, everything is trusted to the use of it. It is military in its principle, in its maxims, in its spirit, and in all its movements. The State has dominion and conquest for its sole objects\u2014dominion over minds by proselytism, over bodies by arms\".", "targets": "What did Burke think were the French Revolutionary Government's only goals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bc90d947965b4eec966a85b0dd05854e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Burke's last publications were the Letters on a Regicide Peace (October 1796), called forth by negotiations for peace with France by the Pitt government. Burke regarded this as appeasement, injurious to national dignity and honour. In his Second Letter, Burke wrote of the French Revolutionary Government: \"Individuality is left out of their scheme of government. The State is all in all. Everything is referred to the production of force; afterwards, everything is trusted to the use of it. It is military in its principle, in its maxims, in its spirit, and in all its movements. The State has dominion and conquest for its sole objects\u2014dominion over minds by proselytism, over bodies by arms\".", "targets": "What negotiations did Burke think were appeasement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc345d2d8d84f819593d692b9ccc654", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dendritic cells (DC) are phagocytes in tissues that are in contact with the external environment; therefore, they are located mainly in the skin, nose, lungs, stomach, and intestines. They are named for their resemblance to neuronal dendrites, as both have many spine-like projections, but dendritic cells are in no way connected to the nervous system. Dendritic cells serve as a link between the bodily tissues and the innate and adaptive immune systems, as they present antigens to T cells, one of the key cell types of the adaptive immune system.", "targets": "What are the phagocytes that are located in tissues in contact with the external environment called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc345d2d8d84f819593d692b9ccc654", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dendritic cells (DC) are phagocytes in tissues that are in contact with the external environment; therefore, they are located mainly in the skin, nose, lungs, stomach, and intestines. They are named for their resemblance to neuronal dendrites, as both have many spine-like projections, but dendritic cells are in no way connected to the nervous system. Dendritic cells serve as a link between the bodily tissues and the innate and adaptive immune systems, as they present antigens to T cells, one of the key cell types of the adaptive immune system.", "targets": "Dendritic cells are named that because they resemble what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc345d2d8d84f819593d692b9ccc654", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dendritic cells (DC) are phagocytes in tissues that are in contact with the external environment; therefore, they are located mainly in the skin, nose, lungs, stomach, and intestines. They are named for their resemblance to neuronal dendrites, as both have many spine-like projections, but dendritic cells are in no way connected to the nervous system. Dendritic cells serve as a link between the bodily tissues and the innate and adaptive immune systems, as they present antigens to T cells, one of the key cell types of the adaptive immune system.", "targets": "What are one of the key cell types of the adaptive immune system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cc345d2d8d84f819593d692b9ccc654", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dendritic cells (DC) are phagocytes in tissues that are in contact with the external environment; therefore, they are located mainly in the skin, nose, lungs, stomach, and intestines. They are named for their resemblance to neuronal dendrites, as both have many spine-like projections, but dendritic cells are in no way connected to the nervous system. Dendritic cells serve as a link between the bodily tissues and the innate and adaptive immune systems, as they present antigens to T cells, one of the key cell types of the adaptive immune system.", "targets": "Dendritic cells present antigens to what cells of the adaptive nervous system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f0bed22aa049d78045fea0e029f89c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like most other regions of central and southern Germany, Thuringia has a significant industrial sector reaching back to the mid-19th-century industrialisation. The economic transition after the German reunification in 1990 led to the closure of most large-scale factories and companies, leaving small and medium-sized ones to dominate the manufacturing sector. Well-known industrial centres are Jena (a world centre for optical instruments with companies like Carl Zeiss, Schott and Jenoptik) and Eisenach, where BMW started its car production in the 1920s and an Opel factory is based today. The most important industrial branches today are engineering and metalworking, vehicle production and food industries. Especially the small and mid-sized towns in central and southwestern Thuringia (e.g. Arnstadt, Schmalkalden and Ohrdruf) are highly industrialised, whereas there are fewer industrial companies in the northern and eastern parts of the Land. Traditional industries like production of glass, porcelain and toys collapsed during the economic crises between 1930 and 1990.", "targets": "How far back does Thuringia's industrial sector go back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f0bed22aa049d78045fea0e029f89c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like most other regions of central and southern Germany, Thuringia has a significant industrial sector reaching back to the mid-19th-century industrialisation. The economic transition after the German reunification in 1990 led to the closure of most large-scale factories and companies, leaving small and medium-sized ones to dominate the manufacturing sector. Well-known industrial centres are Jena (a world centre for optical instruments with companies like Carl Zeiss, Schott and Jenoptik) and Eisenach, where BMW started its car production in the 1920s and an Opel factory is based today. The most important industrial branches today are engineering and metalworking, vehicle production and food industries. Especially the small and mid-sized towns in central and southwestern Thuringia (e.g. Arnstadt, Schmalkalden and Ohrdruf) are highly industrialised, whereas there are fewer industrial companies in the northern and eastern parts of the Land. Traditional industries like production of glass, porcelain and toys collapsed during the economic crises between 1930 and 1990.", "targets": "What was the result of the economic transition after the German reunification in 1990?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f0bed22aa049d78045fea0e029f89c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like most other regions of central and southern Germany, Thuringia has a significant industrial sector reaching back to the mid-19th-century industrialisation. The economic transition after the German reunification in 1990 led to the closure of most large-scale factories and companies, leaving small and medium-sized ones to dominate the manufacturing sector. Well-known industrial centres are Jena (a world centre for optical instruments with companies like Carl Zeiss, Schott and Jenoptik) and Eisenach, where BMW started its car production in the 1920s and an Opel factory is based today. The most important industrial branches today are engineering and metalworking, vehicle production and food industries. Especially the small and mid-sized towns in central and southwestern Thuringia (e.g. Arnstadt, Schmalkalden and Ohrdruf) are highly industrialised, whereas there are fewer industrial companies in the northern and eastern parts of the Land. Traditional industries like production of glass, porcelain and toys collapsed during the economic crises between 1930 and 1990.", "targets": "Where in Thuringia are there fewer industrial companies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f0bed22aa049d78045fea0e029f89c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like most other regions of central and southern Germany, Thuringia has a significant industrial sector reaching back to the mid-19th-century industrialisation. The economic transition after the German reunification in 1990 led to the closure of most large-scale factories and companies, leaving small and medium-sized ones to dominate the manufacturing sector. Well-known industrial centres are Jena (a world centre for optical instruments with companies like Carl Zeiss, Schott and Jenoptik) and Eisenach, where BMW started its car production in the 1920s and an Opel factory is based today. The most important industrial branches today are engineering and metalworking, vehicle production and food industries. Especially the small and mid-sized towns in central and southwestern Thuringia (e.g. Arnstadt, Schmalkalden and Ohrdruf) are highly industrialised, whereas there are fewer industrial companies in the northern and eastern parts of the Land. Traditional industries like production of glass, porcelain and toys collapsed during the economic crises between 1930 and 1990.", "targets": "When did traditional industries like glass and toy making collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0f0bed22aa049d78045fea0e029f89c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Like most other regions of central and southern Germany, Thuringia has a significant industrial sector reaching back to the mid-19th-century industrialisation. The economic transition after the German reunification in 1990 led to the closure of most large-scale factories and companies, leaving small and medium-sized ones to dominate the manufacturing sector. Well-known industrial centres are Jena (a world centre for optical instruments with companies like Carl Zeiss, Schott and Jenoptik) and Eisenach, where BMW started its car production in the 1920s and an Opel factory is based today. The most important industrial branches today are engineering and metalworking, vehicle production and food industries. Especially the small and mid-sized towns in central and southwestern Thuringia (e.g. Arnstadt, Schmalkalden and Ohrdruf) are highly industrialised, whereas there are fewer industrial companies in the northern and eastern parts of the Land. Traditional industries like production of glass, porcelain and toys collapsed during the economic crises between 1930 and 1990.", "targets": "Where in Thuringia did BMW get it's start in the 1920's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950720fe40ae48b58663a2757abaed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In diffuse-porous woods, as has been stated, the vessels or pores are even-sized, so that the water conducting capability is scattered throughout the ring instead of collected in the earlywood. The effect of rate of growth is, therefore, not the same as in the ring-porous woods, approaching more nearly the conditions in the conifers. In general it may be stated that such woods of medium growth afford stronger material than when very rapidly or very slowly grown. In many uses of wood, total strength is not the main consideration. If ease of working is prized, wood should be chosen with regard to its uniformity of texture and straightness of grain, which will in most cases occur when there is little contrast between the latewood of one season's growth and the earlywood of the next.", "targets": "What kind of wood has all similarly sized vessels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950720fe40ae48b58663a2757abaed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In diffuse-porous woods, as has been stated, the vessels or pores are even-sized, so that the water conducting capability is scattered throughout the ring instead of collected in the earlywood. The effect of rate of growth is, therefore, not the same as in the ring-porous woods, approaching more nearly the conditions in the conifers. In general it may be stated that such woods of medium growth afford stronger material than when very rapidly or very slowly grown. In many uses of wood, total strength is not the main consideration. If ease of working is prized, wood should be chosen with regard to its uniformity of texture and straightness of grain, which will in most cases occur when there is little contrast between the latewood of one season's growth and the earlywood of the next.", "targets": "What rate of growth in a tree will make the wood from it stronger than trees that grow very slowly or very quickly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950720fe40ae48b58663a2757abaed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In diffuse-porous woods, as has been stated, the vessels or pores are even-sized, so that the water conducting capability is scattered throughout the ring instead of collected in the earlywood. The effect of rate of growth is, therefore, not the same as in the ring-porous woods, approaching more nearly the conditions in the conifers. In general it may be stated that such woods of medium growth afford stronger material than when very rapidly or very slowly grown. In many uses of wood, total strength is not the main consideration. If ease of working is prized, wood should be chosen with regard to its uniformity of texture and straightness of grain, which will in most cases occur when there is little contrast between the latewood of one season's growth and the earlywood of the next.", "targets": "The capability of diffuse-porous woods to carry what substance is spread out in the growth ring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950720fe40ae48b58663a2757abaed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In diffuse-porous woods, as has been stated, the vessels or pores are even-sized, so that the water conducting capability is scattered throughout the ring instead of collected in the earlywood. The effect of rate of growth is, therefore, not the same as in the ring-porous woods, approaching more nearly the conditions in the conifers. In general it may be stated that such woods of medium growth afford stronger material than when very rapidly or very slowly grown. In many uses of wood, total strength is not the main consideration. If ease of working is prized, wood should be chosen with regard to its uniformity of texture and straightness of grain, which will in most cases occur when there is little contrast between the latewood of one season's growth and the earlywood of the next.", "targets": "What division of trees are diffuse-porous woods more similar in growth rate to than ring-porous woods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-950720fe40ae48b58663a2757abaed02", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In diffuse-porous woods, as has been stated, the vessels or pores are even-sized, so that the water conducting capability is scattered throughout the ring instead of collected in the earlywood. The effect of rate of growth is, therefore, not the same as in the ring-porous woods, approaching more nearly the conditions in the conifers. In general it may be stated that such woods of medium growth afford stronger material than when very rapidly or very slowly grown. In many uses of wood, total strength is not the main consideration. If ease of working is prized, wood should be chosen with regard to its uniformity of texture and straightness of grain, which will in most cases occur when there is little contrast between the latewood of one season's growth and the earlywood of the next.", "targets": "Does uniformity of the texture and grain of wood usually result from much or little contrast between earlywood and latewood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba63e06a3044824ab23c7d0a88b65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lord Castlereagh, the British Foreign Secretary, first used the term in its diplomatic context, in a letter sent on February 13, 1814: \"It affords me great satisfaction to acquaint you that there is every prospect of the Congress terminating with a general accord and Guarantee between the Great powers of Europe, with a determination to support the arrangement agreed upon, and to turn the general influence and if necessary the general arms against the Power that shall first attempt to disturb the Continental peace.\"", "targets": "When did Lord Castlereagh first use the term Great Powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba63e06a3044824ab23c7d0a88b65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lord Castlereagh, the British Foreign Secretary, first used the term in its diplomatic context, in a letter sent on February 13, 1814: \"It affords me great satisfaction to acquaint you that there is every prospect of the Congress terminating with a general accord and Guarantee between the Great powers of Europe, with a determination to support the arrangement agreed upon, and to turn the general influence and if necessary the general arms against the Power that shall first attempt to disturb the Continental peace.\"", "targets": "What position did Lord Castlereagh hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aba63e06a3044824ab23c7d0a88b65fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lord Castlereagh, the British Foreign Secretary, first used the term in its diplomatic context, in a letter sent on February 13, 1814: \"It affords me great satisfaction to acquaint you that there is every prospect of the Congress terminating with a general accord and Guarantee between the Great powers of Europe, with a determination to support the arrangement agreed upon, and to turn the general influence and if necessary the general arms against the Power that shall first attempt to disturb the Continental peace.\"", "targets": "What did Castlereagh determine as the last resort of great power's influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4766450e09414db1b383778e44ab08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French crown's increasing dominance over the Papacy culminated in the transference of the Holy See to Avignon in 1309. When the Pope returned to Rome in 1377, this led to the election of different popes in Avignon and Rome, resulting in the Papal Schism (1378\u20131417). The Schism divided Europe along political lines; while France, her ally Scotland and the Spanish kingdoms supported the Avignon Papacy, France's enemy England stood behind the Pope in Rome, together with Portugal, Scandinavia and most of the German princes.", "targets": "What was the result of the election of two popes at the same time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4766450e09414db1b383778e44ab08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French crown's increasing dominance over the Papacy culminated in the transference of the Holy See to Avignon in 1309. When the Pope returned to Rome in 1377, this led to the election of different popes in Avignon and Rome, resulting in the Papal Schism (1378\u20131417). The Schism divided Europe along political lines; while France, her ally Scotland and the Spanish kingdoms supported the Avignon Papacy, France's enemy England stood behind the Pope in Rome, together with Portugal, Scandinavia and most of the German princes.", "targets": "Where was the Holy See transferred to in 1309?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4766450e09414db1b383778e44ab08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French crown's increasing dominance over the Papacy culminated in the transference of the Holy See to Avignon in 1309. When the Pope returned to Rome in 1377, this led to the election of different popes in Avignon and Rome, resulting in the Papal Schism (1378\u20131417). The Schism divided Europe along political lines; while France, her ally Scotland and the Spanish kingdoms supported the Avignon Papacy, France's enemy England stood behind the Pope in Rome, together with Portugal, Scandinavia and most of the German princes.", "targets": "In what year did the Pope return to Rome from Avignon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4766450e09414db1b383778e44ab08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French crown's increasing dominance over the Papacy culminated in the transference of the Holy See to Avignon in 1309. When the Pope returned to Rome in 1377, this led to the election of different popes in Avignon and Rome, resulting in the Papal Schism (1378\u20131417). The Schism divided Europe along political lines; while France, her ally Scotland and the Spanish kingdoms supported the Avignon Papacy, France's enemy England stood behind the Pope in Rome, together with Portugal, Scandinavia and most of the German princes.", "targets": "What was the time frame of the Papal Schism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad4766450e09414db1b383778e44ab08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The French crown's increasing dominance over the Papacy culminated in the transference of the Holy See to Avignon in 1309. When the Pope returned to Rome in 1377, this led to the election of different popes in Avignon and Rome, resulting in the Papal Schism (1378\u20131417). The Schism divided Europe along political lines; while France, her ally Scotland and the Spanish kingdoms supported the Avignon Papacy, France's enemy England stood behind the Pope in Rome, together with Portugal, Scandinavia and most of the German princes.", "targets": "Who were the supporters of the Avignon Papacy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ade279ae7ed4d7eabdb0f1a601668f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Steven Waldman notes that; \"The evangelicals provided the political muscle for the efforts of Madison and Jefferson, not merely because they wanted to block official churches but because they wanted to keep the spiritual and secular worlds apart.\" \"Religious freedom resulted from an alliance of unlikely partners,\" writes the historian Frank Lambert in his book The Founding Fathers and the Place of Religion in America. \"New Light evangelicals such as Isaac Bachus and John Leland joined forces with Deists and skeptics such as James Madison and Thomas Jefferson to fight for a complete separation of church and state.\"", "targets": "What did evangelicals want to keep apart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ade279ae7ed4d7eabdb0f1a601668f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Steven Waldman notes that; \"The evangelicals provided the political muscle for the efforts of Madison and Jefferson, not merely because they wanted to block official churches but because they wanted to keep the spiritual and secular worlds apart.\" \"Religious freedom resulted from an alliance of unlikely partners,\" writes the historian Frank Lambert in his book The Founding Fathers and the Place of Religion in America. \"New Light evangelicals such as Isaac Bachus and John Leland joined forces with Deists and skeptics such as James Madison and Thomas Jefferson to fight for a complete separation of church and state.\"", "targets": "What did religious freedom result from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ade279ae7ed4d7eabdb0f1a601668f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Steven Waldman notes that; \"The evangelicals provided the political muscle for the efforts of Madison and Jefferson, not merely because they wanted to block official churches but because they wanted to keep the spiritual and secular worlds apart.\" \"Religious freedom resulted from an alliance of unlikely partners,\" writes the historian Frank Lambert in his book The Founding Fathers and the Place of Religion in America. \"New Light evangelicals such as Isaac Bachus and John Leland joined forces with Deists and skeptics such as James Madison and Thomas Jefferson to fight for a complete separation of church and state.\"", "targets": "What profession does Frank Lambert have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ade279ae7ed4d7eabdb0f1a601668f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Steven Waldman notes that; \"The evangelicals provided the political muscle for the efforts of Madison and Jefferson, not merely because they wanted to block official churches but because they wanted to keep the spiritual and secular worlds apart.\" \"Religious freedom resulted from an alliance of unlikely partners,\" writes the historian Frank Lambert in his book The Founding Fathers and the Place of Religion in America. \"New Light evangelicals such as Isaac Bachus and John Leland joined forces with Deists and skeptics such as James Madison and Thomas Jefferson to fight for a complete separation of church and state.\"", "targets": "What is the name of Lambert's book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ade279ae7ed4d7eabdb0f1a601668f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Steven Waldman notes that; \"The evangelicals provided the political muscle for the efforts of Madison and Jefferson, not merely because they wanted to block official churches but because they wanted to keep the spiritual and secular worlds apart.\" \"Religious freedom resulted from an alliance of unlikely partners,\" writes the historian Frank Lambert in his book The Founding Fathers and the Place of Religion in America. \"New Light evangelicals such as Isaac Bachus and John Leland joined forces with Deists and skeptics such as James Madison and Thomas Jefferson to fight for a complete separation of church and state.\"", "targets": "What did Deists and skeptics join together to fight for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59583a6ce44a4744ada6a524ac288ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important civic sculpture in Detroit is \"The Spirit of Detroit\" by Marshall Fredericks at the Coleman Young Municipal Center. The image is often used as a symbol of Detroit and the statue itself is occasionally dressed in sports jerseys to celebrate when a Detroit team is doing well. A memorial to Joe Louis at the intersection of Jefferson and Woodward Avenues was dedicated on October 16, 1986. The sculpture, commissioned by Sports Illustrated and executed by Robert Graham, is a 24-foot (7.3 m) long arm with a fisted hand suspended by a pyramidal framework.", "targets": "Who sculpted the Spirit of Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59583a6ce44a4744ada6a524ac288ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important civic sculpture in Detroit is \"The Spirit of Detroit\" by Marshall Fredericks at the Coleman Young Municipal Center. The image is often used as a symbol of Detroit and the statue itself is occasionally dressed in sports jerseys to celebrate when a Detroit team is doing well. A memorial to Joe Louis at the intersection of Jefferson and Woodward Avenues was dedicated on October 16, 1986. The sculpture, commissioned by Sports Illustrated and executed by Robert Graham, is a 24-foot (7.3 m) long arm with a fisted hand suspended by a pyramidal framework.", "targets": "When was the Joe Louis memorial dedicated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59583a6ce44a4744ada6a524ac288ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important civic sculpture in Detroit is \"The Spirit of Detroit\" by Marshall Fredericks at the Coleman Young Municipal Center. The image is often used as a symbol of Detroit and the statue itself is occasionally dressed in sports jerseys to celebrate when a Detroit team is doing well. A memorial to Joe Louis at the intersection of Jefferson and Woodward Avenues was dedicated on October 16, 1986. The sculpture, commissioned by Sports Illustrated and executed by Robert Graham, is a 24-foot (7.3 m) long arm with a fisted hand suspended by a pyramidal framework.", "targets": "Who commissioned the Joe Luis memorial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59583a6ce44a4744ada6a524ac288ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important civic sculpture in Detroit is \"The Spirit of Detroit\" by Marshall Fredericks at the Coleman Young Municipal Center. The image is often used as a symbol of Detroit and the statue itself is occasionally dressed in sports jerseys to celebrate when a Detroit team is doing well. A memorial to Joe Louis at the intersection of Jefferson and Woodward Avenues was dedicated on October 16, 1986. The sculpture, commissioned by Sports Illustrated and executed by Robert Graham, is a 24-foot (7.3 m) long arm with a fisted hand suspended by a pyramidal framework.", "targets": "Who sculpted the Joe Louis memorial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59583a6ce44a4744ada6a524ac288ba7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important civic sculpture in Detroit is \"The Spirit of Detroit\" by Marshall Fredericks at the Coleman Young Municipal Center. The image is often used as a symbol of Detroit and the statue itself is occasionally dressed in sports jerseys to celebrate when a Detroit team is doing well. A memorial to Joe Louis at the intersection of Jefferson and Woodward Avenues was dedicated on October 16, 1986. The sculpture, commissioned by Sports Illustrated and executed by Robert Graham, is a 24-foot (7.3 m) long arm with a fisted hand suspended by a pyramidal framework.", "targets": "How long is the Joe Louis memorial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4708803c9fdb423280f0054b2732a61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The colophons of ancient manuscripts, dated as late as the 20th century, refer to Kathmandu as Kasthamandap Mahanagar in Nepal Mandala. Mahanagar means \"great city\". The city is called \"Kasthamandap\" in a vow that Buddhist priests still recite to this day. Thus, Kathmandu is also known as Kasthamandap. During medieval times, the city was sometimes called Kantipur (\u0915\u093e\u0928\u094d\u0924\u093f\u092a\u0941\u0930). This name is derived from two Sanskrit words - Kanti and pur. \"Kanti\" is one of the names of the Goddess Lakshmi, and \"pur\" means place.", "targets": "What is the ancient name of Kathmandu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4708803c9fdb423280f0054b2732a61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The colophons of ancient manuscripts, dated as late as the 20th century, refer to Kathmandu as Kasthamandap Mahanagar in Nepal Mandala. Mahanagar means \"great city\". The city is called \"Kasthamandap\" in a vow that Buddhist priests still recite to this day. Thus, Kathmandu is also known as Kasthamandap. During medieval times, the city was sometimes called Kantipur (\u0915\u093e\u0928\u094d\u0924\u093f\u092a\u0941\u0930). This name is derived from two Sanskrit words - Kanti and pur. \"Kanti\" is one of the names of the Goddess Lakshmi, and \"pur\" means place.", "targets": "How does \u0915\u093e\u0928\u094d\u0924\u093f\u092a\u0941\u0930 transliterate into English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4708803c9fdb423280f0054b2732a61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The colophons of ancient manuscripts, dated as late as the 20th century, refer to Kathmandu as Kasthamandap Mahanagar in Nepal Mandala. Mahanagar means \"great city\". The city is called \"Kasthamandap\" in a vow that Buddhist priests still recite to this day. Thus, Kathmandu is also known as Kasthamandap. During medieval times, the city was sometimes called Kantipur (\u0915\u093e\u0928\u094d\u0924\u093f\u092a\u0941\u0930). This name is derived from two Sanskrit words - Kanti and pur. \"Kanti\" is one of the names of the Goddess Lakshmi, and \"pur\" means place.", "targets": "Who is also called Kanti?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4708803c9fdb423280f0054b2732a61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The colophons of ancient manuscripts, dated as late as the 20th century, refer to Kathmandu as Kasthamandap Mahanagar in Nepal Mandala. Mahanagar means \"great city\". The city is called \"Kasthamandap\" in a vow that Buddhist priests still recite to this day. Thus, Kathmandu is also known as Kasthamandap. During medieval times, the city was sometimes called Kantipur (\u0915\u093e\u0928\u094d\u0924\u093f\u092a\u0941\u0930). This name is derived from two Sanskrit words - Kanti and pur. \"Kanti\" is one of the names of the Goddess Lakshmi, and \"pur\" means place.", "targets": "How do you say place in Sanskrit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4708803c9fdb423280f0054b2732a61a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The colophons of ancient manuscripts, dated as late as the 20th century, refer to Kathmandu as Kasthamandap Mahanagar in Nepal Mandala. Mahanagar means \"great city\". The city is called \"Kasthamandap\" in a vow that Buddhist priests still recite to this day. Thus, Kathmandu is also known as Kasthamandap. During medieval times, the city was sometimes called Kantipur (\u0915\u093e\u0928\u094d\u0924\u093f\u092a\u0941\u0930). This name is derived from two Sanskrit words - Kanti and pur. \"Kanti\" is one of the names of the Goddess Lakshmi, and \"pur\" means place.", "targets": "What is the English translation of Mahanagar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a43244564a4444758f988895657aa27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common symptom of LED (and diode laser) failure is the gradual lowering of light output and loss of efficiency. Sudden failures, although rare, can also occur. Early red LEDs were notable for their short service life. With the development of high-power LEDs the devices are subjected to higher junction temperatures and higher current densities than traditional devices. This causes stress on the material and may cause early light-output degradation. To quantitatively classify useful lifetime in a standardized manner it has been suggested to use L70 or L50, which are the runtimes (typically given in thousands of hours) at which a given LED reaches 70% and 50% of initial light output, respectively.", "targets": "What is a symptom of LED failure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a43244564a4444758f988895657aa27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common symptom of LED (and diode laser) failure is the gradual lowering of light output and loss of efficiency. Sudden failures, although rare, can also occur. Early red LEDs were notable for their short service life. With the development of high-power LEDs the devices are subjected to higher junction temperatures and higher current densities than traditional devices. This causes stress on the material and may cause early light-output degradation. To quantitatively classify useful lifetime in a standardized manner it has been suggested to use L70 or L50, which are the runtimes (typically given in thousands of hours) at which a given LED reaches 70% and 50% of initial light output, respectively.", "targets": "What is rare in LED lighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a43244564a4444758f988895657aa27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common symptom of LED (and diode laser) failure is the gradual lowering of light output and loss of efficiency. Sudden failures, although rare, can also occur. Early red LEDs were notable for their short service life. With the development of high-power LEDs the devices are subjected to higher junction temperatures and higher current densities than traditional devices. This causes stress on the material and may cause early light-output degradation. To quantitatively classify useful lifetime in a standardized manner it has been suggested to use L70 or L50, which are the runtimes (typically given in thousands of hours) at which a given LED reaches 70% and 50% of initial light output, respectively.", "targets": "What was notable in early red LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a43244564a4444758f988895657aa27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common symptom of LED (and diode laser) failure is the gradual lowering of light output and loss of efficiency. Sudden failures, although rare, can also occur. Early red LEDs were notable for their short service life. With the development of high-power LEDs the devices are subjected to higher junction temperatures and higher current densities than traditional devices. This causes stress on the material and may cause early light-output degradation. To quantitatively classify useful lifetime in a standardized manner it has been suggested to use L70 or L50, which are the runtimes (typically given in thousands of hours) at which a given LED reaches 70% and 50% of initial light output, respectively.", "targets": "What could cause early light-output degradation in LEDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a43244564a4444758f988895657aa27c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most common symptom of LED (and diode laser) failure is the gradual lowering of light output and loss of efficiency. Sudden failures, although rare, can also occur. Early red LEDs were notable for their short service life. With the development of high-power LEDs the devices are subjected to higher junction temperatures and higher current densities than traditional devices. This causes stress on the material and may cause early light-output degradation. To quantitatively classify useful lifetime in a standardized manner it has been suggested to use L70 or L50, which are the runtimes (typically given in thousands of hours) at which a given LED reaches 70% and 50% of initial light output, respectively.", "targets": "What is a classification used in LED lighting to describe how much usefulness it will receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d56953d4bd8d47cfaf75dbffd04a4d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final son of Abd al-Malik to become caliph was Hisham (724\u201343), whose long and eventful reign was above all marked by the curtailment of military expansion. Hisham established his court at Resafa in northern Syria, which was closer to the Byzantine border than Damascus, and resumed hostilities against the Byzantines, which had lapsed following the failure of the last siege of Constantinople. The new campaigns resulted in a number of successful raids into Anatolia, but also in a major defeat (the Battle of Akroinon), and did not lead to any significant territorial expansion.", "targets": "Who was the father of Hisham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d56953d4bd8d47cfaf75dbffd04a4d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final son of Abd al-Malik to become caliph was Hisham (724\u201343), whose long and eventful reign was above all marked by the curtailment of military expansion. Hisham established his court at Resafa in northern Syria, which was closer to the Byzantine border than Damascus, and resumed hostilities against the Byzantines, which had lapsed following the failure of the last siege of Constantinople. The new campaigns resulted in a number of successful raids into Anatolia, but also in a major defeat (the Battle of Akroinon), and did not lead to any significant territorial expansion.", "targets": "In what part of Syria was Resafa located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d56953d4bd8d47cfaf75dbffd04a4d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final son of Abd al-Malik to become caliph was Hisham (724\u201343), whose long and eventful reign was above all marked by the curtailment of military expansion. Hisham established his court at Resafa in northern Syria, which was closer to the Byzantine border than Damascus, and resumed hostilities against the Byzantines, which had lapsed following the failure of the last siege of Constantinople. The new campaigns resulted in a number of successful raids into Anatolia, but also in a major defeat (the Battle of Akroinon), and did not lead to any significant territorial expansion.", "targets": "When did Hisham's reign start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d56953d4bd8d47cfaf75dbffd04a4d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final son of Abd al-Malik to become caliph was Hisham (724\u201343), whose long and eventful reign was above all marked by the curtailment of military expansion. Hisham established his court at Resafa in northern Syria, which was closer to the Byzantine border than Damascus, and resumed hostilities against the Byzantines, which had lapsed following the failure of the last siege of Constantinople. The new campaigns resulted in a number of successful raids into Anatolia, but also in a major defeat (the Battle of Akroinon), and did not lead to any significant territorial expansion.", "targets": "Where did Hisham base his court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d56953d4bd8d47cfaf75dbffd04a4d2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final son of Abd al-Malik to become caliph was Hisham (724\u201343), whose long and eventful reign was above all marked by the curtailment of military expansion. Hisham established his court at Resafa in northern Syria, which was closer to the Byzantine border than Damascus, and resumed hostilities against the Byzantines, which had lapsed following the failure of the last siege of Constantinople. The new campaigns resulted in a number of successful raids into Anatolia, but also in a major defeat (the Battle of Akroinon), and did not lead to any significant territorial expansion.", "targets": "What notable defeat was suffered by the Arabs under Hisham?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3d014182f1424a99df1bc18d250317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It took about 20 years to build the city from 1911. Many elements of New Delhi architecture borrow from indigenous sources; however, they fit into a British Classical/Palladian tradition. The fact that there were any indigenous features in the design were due to the persistence and urging of both the Viceroy Lord Hardinge and historians like E.B. Havell.", "targets": "Approximately how long did it take to build New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3d014182f1424a99df1bc18d250317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It took about 20 years to build the city from 1911. Many elements of New Delhi architecture borrow from indigenous sources; however, they fit into a British Classical/Palladian tradition. The fact that there were any indigenous features in the design were due to the persistence and urging of both the Viceroy Lord Hardinge and historians like E.B. Havell.", "targets": "The architecture of New Delhi borrows from indigenous sources but fits into what tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3d014182f1424a99df1bc18d250317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It took about 20 years to build the city from 1911. Many elements of New Delhi architecture borrow from indigenous sources; however, they fit into a British Classical/Palladian tradition. The fact that there were any indigenous features in the design were due to the persistence and urging of both the Viceroy Lord Hardinge and historians like E.B. Havell.", "targets": "What historian is partially responsible for the use of indigenous features in the architecture of New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3d014182f1424a99df1bc18d250317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It took about 20 years to build the city from 1911. Many elements of New Delhi architecture borrow from indigenous sources; however, they fit into a British Classical/Palladian tradition. The fact that there were any indigenous features in the design were due to the persistence and urging of both the Viceroy Lord Hardinge and historians like E.B. Havell.", "targets": "Which government official urged that indigenous features be used in the design of New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf3d014182f1424a99df1bc18d250317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It took about 20 years to build the city from 1911. Many elements of New Delhi architecture borrow from indigenous sources; however, they fit into a British Classical/Palladian tradition. The fact that there were any indigenous features in the design were due to the persistence and urging of both the Viceroy Lord Hardinge and historians like E.B. Havell.", "targets": "Many of the architectural elements of New Delhi borrow from what sources?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02f3311ceaa640998c3aa822e25dd972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being eliminated earlier in the season, Chris Daughtry (as lead of the band Daughtry) became the most successful recording artist from this season. Other contestants, such as Hicks, McPhee, Bucky Covington, Mandisa, Kellie Pickler, and Elliott Yamin have had varying levels of success.", "targets": "Which season five contestant has had the most success after the show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02f3311ceaa640998c3aa822e25dd972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being eliminated earlier in the season, Chris Daughtry (as lead of the band Daughtry) became the most successful recording artist from this season. Other contestants, such as Hicks, McPhee, Bucky Covington, Mandisa, Kellie Pickler, and Elliott Yamin have had varying levels of success.", "targets": "What is the name if the band that has Chris Daughtry as its lead singer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02f3311ceaa640998c3aa822e25dd972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being eliminated earlier in the season, Chris Daughtry (as lead of the band Daughtry) became the most successful recording artist from this season. Other contestants, such as Hicks, McPhee, Bucky Covington, Mandisa, Kellie Pickler, and Elliott Yamin have had varying levels of success.", "targets": "Who was the most successful artist from this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-02f3311ceaa640998c3aa822e25dd972", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite being eliminated earlier in the season, Chris Daughtry (as lead of the band Daughtry) became the most successful recording artist from this season. Other contestants, such as Hicks, McPhee, Bucky Covington, Mandisa, Kellie Pickler, and Elliott Yamin have had varying levels of success.", "targets": "What band does Chris Daughtry sing for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca1bea111be4fbdb14b169564407991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Arenafootball2 league played its tenth season in 2009, a conference call in December 2008 resulted in enough votes from owners and cooperation from the AFLPA for the AFL to suspend the entire 2009 season in order to create \"a long-term plan to improve its economic model\". In doing so, the AFL became the second sports league to cancel an entire season, after the National Hockey League cancelled the 2004-05 season because of a lockout. The AFL also became the third sports league to lose its postseason (the first being Major League Baseball, which lost its postseason in 1994 because of a strike). Efforts to reformat the league's business model were placed under the leadership of Columbus Destroyers owner Jim Renacci and interim commissioner Policy.", "targets": "What numbered season did Arenafootball2 in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca1bea111be4fbdb14b169564407991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Arenafootball2 league played its tenth season in 2009, a conference call in December 2008 resulted in enough votes from owners and cooperation from the AFLPA for the AFL to suspend the entire 2009 season in order to create \"a long-term plan to improve its economic model\". In doing so, the AFL became the second sports league to cancel an entire season, after the National Hockey League cancelled the 2004-05 season because of a lockout. The AFL also became the third sports league to lose its postseason (the first being Major League Baseball, which lost its postseason in 1994 because of a strike). Efforts to reformat the league's business model were placed under the leadership of Columbus Destroyers owner Jim Renacci and interim commissioner Policy.", "targets": "In what month and year was it decided to suspend the 2009 Arena Football League season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca1bea111be4fbdb14b169564407991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Arenafootball2 league played its tenth season in 2009, a conference call in December 2008 resulted in enough votes from owners and cooperation from the AFLPA for the AFL to suspend the entire 2009 season in order to create \"a long-term plan to improve its economic model\". In doing so, the AFL became the second sports league to cancel an entire season, after the National Hockey League cancelled the 2004-05 season because of a lockout. The AFL also became the third sports league to lose its postseason (the first being Major League Baseball, which lost its postseason in 1994 because of a strike). Efforts to reformat the league's business model were placed under the leadership of Columbus Destroyers owner Jim Renacci and interim commissioner Policy.", "targets": "What National Hockey League season was cancelled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca1bea111be4fbdb14b169564407991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Arenafootball2 league played its tenth season in 2009, a conference call in December 2008 resulted in enough votes from owners and cooperation from the AFLPA for the AFL to suspend the entire 2009 season in order to create \"a long-term plan to improve its economic model\". In doing so, the AFL became the second sports league to cancel an entire season, after the National Hockey League cancelled the 2004-05 season because of a lockout. The AFL also became the third sports league to lose its postseason (the first being Major League Baseball, which lost its postseason in 1994 because of a strike). Efforts to reformat the league's business model were placed under the leadership of Columbus Destroyers owner Jim Renacci and interim commissioner Policy.", "targets": "What led the National Hockey League to cancel the 2004-2005 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aca1bea111be4fbdb14b169564407991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the Arenafootball2 league played its tenth season in 2009, a conference call in December 2008 resulted in enough votes from owners and cooperation from the AFLPA for the AFL to suspend the entire 2009 season in order to create \"a long-term plan to improve its economic model\". In doing so, the AFL became the second sports league to cancel an entire season, after the National Hockey League cancelled the 2004-05 season because of a lockout. The AFL also became the third sports league to lose its postseason (the first being Major League Baseball, which lost its postseason in 1994 because of a strike). Efforts to reformat the league's business model were placed under the leadership of Columbus Destroyers owner Jim Renacci and interim commissioner Policy.", "targets": "Who owned the Columbus Destroyers in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36294718bb54b87b4f00d5d1c3ae0b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Bonaparte and his expedition eluded pursuit by the Royal Navy and landed at Alexandria on 1 July. He fought the Battle of Shubra Khit against the Mamluks, Egypt's ruling military caste. This helped the French practice their defensive tactic for the Battle of the Pyramids, fought on 21 July, about 24 km (15 mi) from the pyramids. General Bonaparte's forces of 25,000 roughly equalled those of the Mamluks' Egyptian cavalry. Twenty-nine French and approximately 2,000 Egyptians were killed. The victory boosted the morale of the French army.", "targets": "Before landing at Alexandria, Napoleon succeeded in evading what military entity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36294718bb54b87b4f00d5d1c3ae0b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Bonaparte and his expedition eluded pursuit by the Royal Navy and landed at Alexandria on 1 July. He fought the Battle of Shubra Khit against the Mamluks, Egypt's ruling military caste. This helped the French practice their defensive tactic for the Battle of the Pyramids, fought on 21 July, about 24 km (15 mi) from the pyramids. General Bonaparte's forces of 25,000 roughly equalled those of the Mamluks' Egyptian cavalry. Twenty-nine French and approximately 2,000 Egyptians were killed. The victory boosted the morale of the French army.", "targets": "On what date did Napoleon land at Alexandria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36294718bb54b87b4f00d5d1c3ae0b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Bonaparte and his expedition eluded pursuit by the Royal Navy and landed at Alexandria on 1 July. He fought the Battle of Shubra Khit against the Mamluks, Egypt's ruling military caste. This helped the French practice their defensive tactic for the Battle of the Pyramids, fought on 21 July, about 24 km (15 mi) from the pyramids. General Bonaparte's forces of 25,000 roughly equalled those of the Mamluks' Egyptian cavalry. Twenty-nine French and approximately 2,000 Egyptians were killed. The victory boosted the morale of the French army.", "targets": "What battle did Napoleon fight against the Mamluks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36294718bb54b87b4f00d5d1c3ae0b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Bonaparte and his expedition eluded pursuit by the Royal Navy and landed at Alexandria on 1 July. He fought the Battle of Shubra Khit against the Mamluks, Egypt's ruling military caste. This helped the French practice their defensive tactic for the Battle of the Pyramids, fought on 21 July, about 24 km (15 mi) from the pyramids. General Bonaparte's forces of 25,000 roughly equalled those of the Mamluks' Egyptian cavalry. Twenty-nine French and approximately 2,000 Egyptians were killed. The victory boosted the morale of the French army.", "targets": "What was the name of Egypt's dominant military class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36294718bb54b87b4f00d5d1c3ae0b3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Bonaparte and his expedition eluded pursuit by the Royal Navy and landed at Alexandria on 1 July. He fought the Battle of Shubra Khit against the Mamluks, Egypt's ruling military caste. This helped the French practice their defensive tactic for the Battle of the Pyramids, fought on 21 July, about 24 km (15 mi) from the pyramids. General Bonaparte's forces of 25,000 roughly equalled those of the Mamluks' Egyptian cavalry. Twenty-nine French and approximately 2,000 Egyptians were killed. The victory boosted the morale of the French army.", "targets": "Roughly how many Egyptians lost their lives in the Battle of the Pyramids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c833ddceb1c24fd49e3af155f01d7b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end of World War II set the stage for the East\u2013West confrontation known as the Cold War. With the outbreak of the Korean War, concerns over the defense of Western Europe rose. Two corps, V and VII, were reactivated under Seventh United States Army in 1950 and American strength in Europe rose from one division to four. Hundreds of thousands of U.S. troops remained stationed in West Germany, with others in Belgium, the Netherlands and the United Kingdom, until the 1990s in anticipation of a possible Soviet attack.", "targets": "What war occurred after the end of World War II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c833ddceb1c24fd49e3af155f01d7b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end of World War II set the stage for the East\u2013West confrontation known as the Cold War. With the outbreak of the Korean War, concerns over the defense of Western Europe rose. Two corps, V and VII, were reactivated under Seventh United States Army in 1950 and American strength in Europe rose from one division to four. Hundreds of thousands of U.S. troops remained stationed in West Germany, with others in Belgium, the Netherlands and the United Kingdom, until the 1990s in anticipation of a possible Soviet attack.", "targets": "In what year were corps V and corps VII reactivated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c833ddceb1c24fd49e3af155f01d7b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end of World War II set the stage for the East\u2013West confrontation known as the Cold War. With the outbreak of the Korean War, concerns over the defense of Western Europe rose. Two corps, V and VII, were reactivated under Seventh United States Army in 1950 and American strength in Europe rose from one division to four. Hundreds of thousands of U.S. troops remained stationed in West Germany, with others in Belgium, the Netherlands and the United Kingdom, until the 1990s in anticipation of a possible Soviet attack.", "targets": "How many divisions of the U.S. Army were in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473fccbb91044e6199413b816687e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later part of the Malla era, Kathmandu Valley comprised four fortified cities: Kantipur, Lalitpur, Bhaktapur, and Kirtipur. These served as the capitals of the Malla confederation of Nepal. These states competed with each other in the arts, architecture, aesthetics, and trade, resulting in tremendous development. The kings of this period directly influenced or involved themselves in the construction of public buildings, squares, and temples, as well as the development of water spouts, the institutionalization of trusts (called guthis), the codification of laws, the writing of dramas, and the performance of plays in city squares. Evidence of an influx of ideas from India, Tibet, China, Persia, and Europe among other places can be found in a stone inscription from the time of king Pratap Malla. Books have been found from this era that describe their tantric tradition (e.g. Tantrakhyan), medicine (e.g. Haramekhala), religion (e.g. Mooldevshashidev), law, morals, and history. Amarkosh, a Sanskrit-Nepal Bhasa dictionary from 1381 AD, was also found. Architecturally notable buildings from this era include Kathmandu Durbar Square, Patan Durbar Square, Bhaktapur Durbar Square, the former durbar of Kirtipur, Nyatapola, Kumbheshwar, the Krishna temple, and others.", "targets": "How many cities were present in the Kathmandu Valley in the late Malla period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473fccbb91044e6199413b816687e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later part of the Malla era, Kathmandu Valley comprised four fortified cities: Kantipur, Lalitpur, Bhaktapur, and Kirtipur. These served as the capitals of the Malla confederation of Nepal. These states competed with each other in the arts, architecture, aesthetics, and trade, resulting in tremendous development. The kings of this period directly influenced or involved themselves in the construction of public buildings, squares, and temples, as well as the development of water spouts, the institutionalization of trusts (called guthis), the codification of laws, the writing of dramas, and the performance of plays in city squares. Evidence of an influx of ideas from India, Tibet, China, Persia, and Europe among other places can be found in a stone inscription from the time of king Pratap Malla. Books have been found from this era that describe their tantric tradition (e.g. Tantrakhyan), medicine (e.g. Haramekhala), religion (e.g. Mooldevshashidev), law, morals, and history. Amarkosh, a Sanskrit-Nepal Bhasa dictionary from 1381 AD, was also found. Architecturally notable buildings from this era include Kathmandu Durbar Square, Patan Durbar Square, Bhaktapur Durbar Square, the former durbar of Kirtipur, Nyatapola, Kumbheshwar, the Krishna temple, and others.", "targets": "In the waning years of the Malla dynasty, what fortified cities existed in the Kathmandu Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473fccbb91044e6199413b816687e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later part of the Malla era, Kathmandu Valley comprised four fortified cities: Kantipur, Lalitpur, Bhaktapur, and Kirtipur. These served as the capitals of the Malla confederation of Nepal. These states competed with each other in the arts, architecture, aesthetics, and trade, resulting in tremendous development. The kings of this period directly influenced or involved themselves in the construction of public buildings, squares, and temples, as well as the development of water spouts, the institutionalization of trusts (called guthis), the codification of laws, the writing of dramas, and the performance of plays in city squares. Evidence of an influx of ideas from India, Tibet, China, Persia, and Europe among other places can be found in a stone inscription from the time of king Pratap Malla. Books have been found from this era that describe their tantric tradition (e.g. Tantrakhyan), medicine (e.g. Haramekhala), religion (e.g. Mooldevshashidev), law, morals, and history. Amarkosh, a Sanskrit-Nepal Bhasa dictionary from 1381 AD, was also found. Architecturally notable buildings from this era include Kathmandu Durbar Square, Patan Durbar Square, Bhaktapur Durbar Square, the former durbar of Kirtipur, Nyatapola, Kumbheshwar, the Krishna temple, and others.", "targets": "What cultures influenced Nepal in the later Malla era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473fccbb91044e6199413b816687e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later part of the Malla era, Kathmandu Valley comprised four fortified cities: Kantipur, Lalitpur, Bhaktapur, and Kirtipur. These served as the capitals of the Malla confederation of Nepal. These states competed with each other in the arts, architecture, aesthetics, and trade, resulting in tremendous development. The kings of this period directly influenced or involved themselves in the construction of public buildings, squares, and temples, as well as the development of water spouts, the institutionalization of trusts (called guthis), the codification of laws, the writing of dramas, and the performance of plays in city squares. Evidence of an influx of ideas from India, Tibet, China, Persia, and Europe among other places can be found in a stone inscription from the time of king Pratap Malla. Books have been found from this era that describe their tantric tradition (e.g. Tantrakhyan), medicine (e.g. Haramekhala), religion (e.g. Mooldevshashidev), law, morals, and history. Amarkosh, a Sanskrit-Nepal Bhasa dictionary from 1381 AD, was also found. Architecturally notable buildings from this era include Kathmandu Durbar Square, Patan Durbar Square, Bhaktapur Durbar Square, the former durbar of Kirtipur, Nyatapola, Kumbheshwar, the Krishna temple, and others.", "targets": "What is an example of a book of medicine from the Malla period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-473fccbb91044e6199413b816687e889", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later part of the Malla era, Kathmandu Valley comprised four fortified cities: Kantipur, Lalitpur, Bhaktapur, and Kirtipur. These served as the capitals of the Malla confederation of Nepal. These states competed with each other in the arts, architecture, aesthetics, and trade, resulting in tremendous development. The kings of this period directly influenced or involved themselves in the construction of public buildings, squares, and temples, as well as the development of water spouts, the institutionalization of trusts (called guthis), the codification of laws, the writing of dramas, and the performance of plays in city squares. Evidence of an influx of ideas from India, Tibet, China, Persia, and Europe among other places can be found in a stone inscription from the time of king Pratap Malla. Books have been found from this era that describe their tantric tradition (e.g. Tantrakhyan), medicine (e.g. Haramekhala), religion (e.g. Mooldevshashidev), law, morals, and history. Amarkosh, a Sanskrit-Nepal Bhasa dictionary from 1381 AD, was also found. Architecturally notable buildings from this era include Kathmandu Durbar Square, Patan Durbar Square, Bhaktapur Durbar Square, the former durbar of Kirtipur, Nyatapola, Kumbheshwar, the Krishna temple, and others.", "targets": "When does Amarkosh date to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27e2fb29060c439cab670ce9dc06e9ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently with the disgrace of \"Near East\" in diplomatic and military circles, \"Middle East\" prevailed. However, \"Near East\" continues in some circles at the discretion of the defining agency or academic department. They are not generally considered distinct regions as they were at their original definition.", "targets": "What prevailed with the disgrace of \"Near East\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27e2fb29060c439cab670ce9dc06e9ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently with the disgrace of \"Near East\" in diplomatic and military circles, \"Middle East\" prevailed. However, \"Near East\" continues in some circles at the discretion of the defining agency or academic department. They are not generally considered distinct regions as they were at their original definition.", "targets": "What continues in some circles at the discretion of the defining agency or academic department?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27e2fb29060c439cab670ce9dc06e9ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently with the disgrace of \"Near East\" in diplomatic and military circles, \"Middle East\" prevailed. However, \"Near East\" continues in some circles at the discretion of the defining agency or academic department. They are not generally considered distinct regions as they were at their original definition.", "targets": "What term was disgraced in diplomatic and military circles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-602ac69d95724d2abd95f363aedd04c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to professional team sports, North Carolina has a strong affiliation with NASCAR and stock-car racing, with Charlotte Motor Speedway in Concord hosting two Sprint Cup Series races every year. Charlotte also hosts the NASCAR Hall of Fame, while Concord is the home of several top-flight racing teams, including Hendrick Motorsports, Roush Fenway Racing, Richard Petty Motorsports, Stewart-Haas Racing, and Chip Ganassi Racing. Numerous other tracks around North Carolina host races from low-tier NASCAR circuits as well.", "targets": "What Speedway in North Carolina hosts two Sprint cupseries races each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-602ac69d95724d2abd95f363aedd04c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to professional team sports, North Carolina has a strong affiliation with NASCAR and stock-car racing, with Charlotte Motor Speedway in Concord hosting two Sprint Cup Series races every year. Charlotte also hosts the NASCAR Hall of Fame, while Concord is the home of several top-flight racing teams, including Hendrick Motorsports, Roush Fenway Racing, Richard Petty Motorsports, Stewart-Haas Racing, and Chip Ganassi Racing. Numerous other tracks around North Carolina host races from low-tier NASCAR circuits as well.", "targets": "Where is Charlotte motor Speedway located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-602ac69d95724d2abd95f363aedd04c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to professional team sports, North Carolina has a strong affiliation with NASCAR and stock-car racing, with Charlotte Motor Speedway in Concord hosting two Sprint Cup Series races every year. Charlotte also hosts the NASCAR Hall of Fame, while Concord is the home of several top-flight racing teams, including Hendrick Motorsports, Roush Fenway Racing, Richard Petty Motorsports, Stewart-Haas Racing, and Chip Ganassi Racing. Numerous other tracks around North Carolina host races from low-tier NASCAR circuits as well.", "targets": "What North Carolina city hosts the NASCAR Hall of Fame?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-602ac69d95724d2abd95f363aedd04c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to professional team sports, North Carolina has a strong affiliation with NASCAR and stock-car racing, with Charlotte Motor Speedway in Concord hosting two Sprint Cup Series races every year. Charlotte also hosts the NASCAR Hall of Fame, while Concord is the home of several top-flight racing teams, including Hendrick Motorsports, Roush Fenway Racing, Richard Petty Motorsports, Stewart-Haas Racing, and Chip Ganassi Racing. Numerous other tracks around North Carolina host races from low-tier NASCAR circuits as well.", "targets": "What North carolina city is home to several top racing teams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c1195e18144609a3048940e5477c14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 11, 2000, Glenallen Hill, facing Brewers starter Steve Woodard, became the first, and thus far only player, to hit a pitched ball onto the roof of a five-story residential building across Waveland Ave, beyond Wrigley Field's left field wall. The shot was estimated at well over 500 feet (150 m), but the Cubs fell to Milwaukee 12\u20138. No batted ball has ever hit the center field scoreboard, although the original \"Slammin' Sammy\", golfer Sam Snead, hit it with a golf ball in an exhibition in the 1950s. In 1948, Bill Nicholson barely missed the scoreboard when he launched a home run ball onto Sheffield Avenue and in 1959, Roberto Clemente came even closer with a home run ball hit onto Waveland Avenue. In 2001, a Sammy Sosa shot landed across Waveland and bounced a block down Kenmore Avenue. Dave Kingman hit a shot in 1979 that hit the third porch roof on the east side of Kenmore, estimated at 555 feet (169 m), and is regarded as the longest home run in Wrigley Field history. On May 26, 2015, the Cubs rookie third baseman, Kris Bryant, hit a homerun that traveled an estimated 477 feet (145 m) off the park's new videoboard in left field. Later the same year, he hit a homer that traveled 495 feet (151 m) that also ricocheted off of the videoboard On October 13, 2015, Kyle Schwarber's 438-foot home run landed on the equally new right field videoboard.", "targets": "Who was the first and only player to hit a pitched ball onto the roof of a five-story building across Waveland Ave?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c1195e18144609a3048940e5477c14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 11, 2000, Glenallen Hill, facing Brewers starter Steve Woodard, became the first, and thus far only player, to hit a pitched ball onto the roof of a five-story residential building across Waveland Ave, beyond Wrigley Field's left field wall. The shot was estimated at well over 500 feet (150 m), but the Cubs fell to Milwaukee 12\u20138. No batted ball has ever hit the center field scoreboard, although the original \"Slammin' Sammy\", golfer Sam Snead, hit it with a golf ball in an exhibition in the 1950s. In 1948, Bill Nicholson barely missed the scoreboard when he launched a home run ball onto Sheffield Avenue and in 1959, Roberto Clemente came even closer with a home run ball hit onto Waveland Avenue. In 2001, a Sammy Sosa shot landed across Waveland and bounced a block down Kenmore Avenue. Dave Kingman hit a shot in 1979 that hit the third porch roof on the east side of Kenmore, estimated at 555 feet (169 m), and is regarded as the longest home run in Wrigley Field history. On May 26, 2015, the Cubs rookie third baseman, Kris Bryant, hit a homerun that traveled an estimated 477 feet (145 m) off the park's new videoboard in left field. Later the same year, he hit a homer that traveled 495 feet (151 m) that also ricocheted off of the videoboard On October 13, 2015, Kyle Schwarber's 438-foot home run landed on the equally new right field videoboard.", "targets": "When did the first and only player to hit a pitched ball onto the roof of a five-story building across Waveland Ave?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83c1195e18144609a3048940e5477c14", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 11, 2000, Glenallen Hill, facing Brewers starter Steve Woodard, became the first, and thus far only player, to hit a pitched ball onto the roof of a five-story residential building across Waveland Ave, beyond Wrigley Field's left field wall. The shot was estimated at well over 500 feet (150 m), but the Cubs fell to Milwaukee 12\u20138. No batted ball has ever hit the center field scoreboard, although the original \"Slammin' Sammy\", golfer Sam Snead, hit it with a golf ball in an exhibition in the 1950s. In 1948, Bill Nicholson barely missed the scoreboard when he launched a home run ball onto Sheffield Avenue and in 1959, Roberto Clemente came even closer with a home run ball hit onto Waveland Avenue. In 2001, a Sammy Sosa shot landed across Waveland and bounced a block down Kenmore Avenue. Dave Kingman hit a shot in 1979 that hit the third porch roof on the east side of Kenmore, estimated at 555 feet (169 m), and is regarded as the longest home run in Wrigley Field history. On May 26, 2015, the Cubs rookie third baseman, Kris Bryant, hit a homerun that traveled an estimated 477 feet (145 m) off the park's new videoboard in left field. Later the same year, he hit a homer that traveled 495 feet (151 m) that also ricocheted off of the videoboard On October 13, 2015, Kyle Schwarber's 438-foot home run landed on the equally new right field videoboard.", "targets": "Who barely missed the scoreboard when he launched a home run ball onto Sheffield Avenue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc21ebcb7d84431886a3ba14a689823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pagan's collapse was followed by 250 years of political fragmentation that lasted well into the 16th century. Like the Burmans four centuries earlier, Shan migrants who arrived with the Mongol invasions stayed behind. Several competing Shan States came to dominate the entire northwestern to eastern arc surrounding the Irrawaddy valley. The valley too was beset with petty states until the late 14th century when two sizeable powers, Ava Kingdom and Hanthawaddy Kingdom, emerged. In the west, a politically fragmented Arakan was under competing influences of its stronger neighbours until the Kingdom of Mrauk U unified the Arakan coastline for the first time in 1437.", "targets": "What is the name of the kingdom that became dominant along the coastline of Myanmar? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc21ebcb7d84431886a3ba14a689823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pagan's collapse was followed by 250 years of political fragmentation that lasted well into the 16th century. Like the Burmans four centuries earlier, Shan migrants who arrived with the Mongol invasions stayed behind. Several competing Shan States came to dominate the entire northwestern to eastern arc surrounding the Irrawaddy valley. The valley too was beset with petty states until the late 14th century when two sizeable powers, Ava Kingdom and Hanthawaddy Kingdom, emerged. In the west, a politically fragmented Arakan was under competing influences of its stronger neighbours until the Kingdom of Mrauk U unified the Arakan coastline for the first time in 1437.", "targets": "How long did it take for Myanmar to recover from the collapse of it's first kingdom ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc21ebcb7d84431886a3ba14a689823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pagan's collapse was followed by 250 years of political fragmentation that lasted well into the 16th century. Like the Burmans four centuries earlier, Shan migrants who arrived with the Mongol invasions stayed behind. Several competing Shan States came to dominate the entire northwestern to eastern arc surrounding the Irrawaddy valley. The valley too was beset with petty states until the late 14th century when two sizeable powers, Ava Kingdom and Hanthawaddy Kingdom, emerged. In the west, a politically fragmented Arakan was under competing influences of its stronger neighbours until the Kingdom of Mrauk U unified the Arakan coastline for the first time in 1437.", "targets": "Did the Mongol invasions of Burma leave any lasting signs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fc21ebcb7d84431886a3ba14a689823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pagan's collapse was followed by 250 years of political fragmentation that lasted well into the 16th century. Like the Burmans four centuries earlier, Shan migrants who arrived with the Mongol invasions stayed behind. Several competing Shan States came to dominate the entire northwestern to eastern arc surrounding the Irrawaddy valley. The valley too was beset with petty states until the late 14th century when two sizeable powers, Ava Kingdom and Hanthawaddy Kingdom, emerged. In the west, a politically fragmented Arakan was under competing influences of its stronger neighbours until the Kingdom of Mrauk U unified the Arakan coastline for the first time in 1437.", "targets": "Who was involved merger of the smaller states into the two largest factions of Myanmar ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-725b6cc770b74f99828ed592263a288c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's first bus rapid transit line, the Metrob\u00fas, began operation in June 2005, along Avenida Insurgentes. Line 2 opened in December 2008, serving Eje 4 Sur, line 3 opened in February 2011, serving Eje 1 Poniente, and line 4 opened in April 2012 connecting the airport with San L\u00e1zaro and Buenavista Station at Insurgentes. As the microbuses were removed from its route, it was hoped that the Metrob\u00fas could reduce pollution and decrease transit time for passengers. In June 2013, Mexico City's mayor announced two more lines to come: Line 5 serving Eje 3 Oriente and Line 6 serving Eje 5 Norte. As of June 2013, 367 Metrob\u00fas buses transported 850,000 passengers daily.", "targets": "What is the name of the city's fast bus line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-725b6cc770b74f99828ed592263a288c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's first bus rapid transit line, the Metrob\u00fas, began operation in June 2005, along Avenida Insurgentes. Line 2 opened in December 2008, serving Eje 4 Sur, line 3 opened in February 2011, serving Eje 1 Poniente, and line 4 opened in April 2012 connecting the airport with San L\u00e1zaro and Buenavista Station at Insurgentes. As the microbuses were removed from its route, it was hoped that the Metrob\u00fas could reduce pollution and decrease transit time for passengers. In June 2013, Mexico City's mayor announced two more lines to come: Line 5 serving Eje 3 Oriente and Line 6 serving Eje 5 Norte. As of June 2013, 367 Metrob\u00fas buses transported 850,000 passengers daily.", "targets": "When did Metrobus begin services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-725b6cc770b74f99828ed592263a288c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's first bus rapid transit line, the Metrob\u00fas, began operation in June 2005, along Avenida Insurgentes. Line 2 opened in December 2008, serving Eje 4 Sur, line 3 opened in February 2011, serving Eje 1 Poniente, and line 4 opened in April 2012 connecting the airport with San L\u00e1zaro and Buenavista Station at Insurgentes. As the microbuses were removed from its route, it was hoped that the Metrob\u00fas could reduce pollution and decrease transit time for passengers. In June 2013, Mexico City's mayor announced two more lines to come: Line 5 serving Eje 3 Oriente and Line 6 serving Eje 5 Norte. As of June 2013, 367 Metrob\u00fas buses transported 850,000 passengers daily.", "targets": "When did the second line of Metrobus open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-725b6cc770b74f99828ed592263a288c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's first bus rapid transit line, the Metrob\u00fas, began operation in June 2005, along Avenida Insurgentes. Line 2 opened in December 2008, serving Eje 4 Sur, line 3 opened in February 2011, serving Eje 1 Poniente, and line 4 opened in April 2012 connecting the airport with San L\u00e1zaro and Buenavista Station at Insurgentes. As the microbuses were removed from its route, it was hoped that the Metrob\u00fas could reduce pollution and decrease transit time for passengers. In June 2013, Mexico City's mayor announced two more lines to come: Line 5 serving Eje 3 Oriente and Line 6 serving Eje 5 Norte. As of June 2013, 367 Metrob\u00fas buses transported 850,000 passengers daily.", "targets": "How many people ride the Metrobus every day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-725b6cc770b74f99828ed592263a288c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's first bus rapid transit line, the Metrob\u00fas, began operation in June 2005, along Avenida Insurgentes. Line 2 opened in December 2008, serving Eje 4 Sur, line 3 opened in February 2011, serving Eje 1 Poniente, and line 4 opened in April 2012 connecting the airport with San L\u00e1zaro and Buenavista Station at Insurgentes. As the microbuses were removed from its route, it was hoped that the Metrob\u00fas could reduce pollution and decrease transit time for passengers. In June 2013, Mexico City's mayor announced two more lines to come: Line 5 serving Eje 3 Oriente and Line 6 serving Eje 5 Norte. As of June 2013, 367 Metrob\u00fas buses transported 850,000 passengers daily.", "targets": "April 2012 was the year which Metrobus line opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "Who created Compact Disc prototypes in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "How lond did the creation of Red Book CD-DA standard take?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "To what does the compact disc owe its prosperity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "How many CD players were sold in the United States in their first year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "What did the CD evolve from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "What made it possible for CDs to be played on any companies CD player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "What year did CD players become available for purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5039c87ae4b4a3d87694b34b5b434dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Compact Disc is an evolution of LaserDisc technology, where a focused laser beam is used that enables the high information density required for high-quality digital audio signals. Prototypes were developed by Philips and Sony independently in the late 1970s. In 1979, Sony and Philips set up a joint task force of engineers to design a new digital audio disc. After a year of experimentation and discussion, the Red Book CD-DA standard was published in 1980. After their commercial release in 1982, compact discs and their players were extremely popular. Despite costing up to $1,000, over 400,000 CD players were sold in the United States between 1983 and 1984. The success of the compact disc has been credited to the cooperation between Philips and Sony, who came together to agree upon and develop compatible hardware. The unified design of the compact disc allowed consumers to purchase any disc or player from any company, and allowed the CD to dominate the at-home music market unchallenged.", "targets": "To what does the compact disc owe its prosperity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ff2e795a3004f3189e7f60f0b9ab4ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prevalence of HIV-infection among the adult population is 1.8%. Only 20% of infected pregnant women receive anti retroviral coverage to prevent transmission to newborns.", "targets": "What infection has a very small prevalence in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ff2e795a3004f3189e7f60f0b9ab4ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prevalence of HIV-infection among the adult population is 1.8%. Only 20% of infected pregnant women receive anti retroviral coverage to prevent transmission to newborns.", "targets": "What percentage of the adult population has an HIV-infection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ff2e795a3004f3189e7f60f0b9ab4ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prevalence of HIV-infection among the adult population is 1.8%. Only 20% of infected pregnant women receive anti retroviral coverage to prevent transmission to newborns.", "targets": "How many HIV-infected pregnant women receive retroviral coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ff2e795a3004f3189e7f60f0b9ab4ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prevalence of HIV-infection among the adult population is 1.8%. Only 20% of infected pregnant women receive anti retroviral coverage to prevent transmission to newborns.", "targets": "What does retroviral coverage help prevent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ff2e795a3004f3189e7f60f0b9ab4ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The prevalence of HIV-infection among the adult population is 1.8%. Only 20% of infected pregnant women receive anti retroviral coverage to prevent transmission to newborns.", "targets": "Who receives retroviral coverage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef864fdcc68490da5de97ba53d821a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though almost any variety of acoustic mandolin might be adequate for Irish traditional music, virtually all Irish players prefer flat-backed instruments with oval sound holes to the Italian-style bowl-back mandolins or the carved-top mandolins with f-holes favoured by bluegrass mandolinists. The former are often too soft-toned to hold their own in a session (as well as having a tendency to not stay in place on the player's lap), whilst the latter tend to sound harsh and overbearing to the traditional ear. The f-hole mandolin, however, does come into its own in a traditional session, where its brighter tone cuts through the sonic clutter of a pub. Greatly preferred for formal performance and recording are flat-topped \"Irish-style\" mandolins (reminiscent of the WWI-era Martin Army-Navy mandolin) and carved (arch) top mandolins with oval soundholes, such as the Gibson A-style of the 1920s.", "targets": "What types of instruments do irish player prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef864fdcc68490da5de97ba53d821a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though almost any variety of acoustic mandolin might be adequate for Irish traditional music, virtually all Irish players prefer flat-backed instruments with oval sound holes to the Italian-style bowl-back mandolins or the carved-top mandolins with f-holes favoured by bluegrass mandolinists. The former are often too soft-toned to hold their own in a session (as well as having a tendency to not stay in place on the player's lap), whilst the latter tend to sound harsh and overbearing to the traditional ear. The f-hole mandolin, however, does come into its own in a traditional session, where its brighter tone cuts through the sonic clutter of a pub. Greatly preferred for formal performance and recording are flat-topped \"Irish-style\" mandolins (reminiscent of the WWI-era Martin Army-Navy mandolin) and carved (arch) top mandolins with oval soundholes, such as the Gibson A-style of the 1920s.", "targets": "Why is it said that the Italian style can't hold their own session? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef864fdcc68490da5de97ba53d821a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though almost any variety of acoustic mandolin might be adequate for Irish traditional music, virtually all Irish players prefer flat-backed instruments with oval sound holes to the Italian-style bowl-back mandolins or the carved-top mandolins with f-holes favoured by bluegrass mandolinists. The former are often too soft-toned to hold their own in a session (as well as having a tendency to not stay in place on the player's lap), whilst the latter tend to sound harsh and overbearing to the traditional ear. The f-hole mandolin, however, does come into its own in a traditional session, where its brighter tone cuts through the sonic clutter of a pub. Greatly preferred for formal performance and recording are flat-topped \"Irish-style\" mandolins (reminiscent of the WWI-era Martin Army-Navy mandolin) and carved (arch) top mandolins with oval soundholes, such as the Gibson A-style of the 1920s.", "targets": "Which type mandolin had a tendency not to stay in the player's lap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef864fdcc68490da5de97ba53d821a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though almost any variety of acoustic mandolin might be adequate for Irish traditional music, virtually all Irish players prefer flat-backed instruments with oval sound holes to the Italian-style bowl-back mandolins or the carved-top mandolins with f-holes favoured by bluegrass mandolinists. The former are often too soft-toned to hold their own in a session (as well as having a tendency to not stay in place on the player's lap), whilst the latter tend to sound harsh and overbearing to the traditional ear. The f-hole mandolin, however, does come into its own in a traditional session, where its brighter tone cuts through the sonic clutter of a pub. Greatly preferred for formal performance and recording are flat-topped \"Irish-style\" mandolins (reminiscent of the WWI-era Martin Army-Navy mandolin) and carved (arch) top mandolins with oval soundholes, such as the Gibson A-style of the 1920s.", "targets": "Which mandolin was preferred for formal performances and recordings? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ef864fdcc68490da5de97ba53d821a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though almost any variety of acoustic mandolin might be adequate for Irish traditional music, virtually all Irish players prefer flat-backed instruments with oval sound holes to the Italian-style bowl-back mandolins or the carved-top mandolins with f-holes favoured by bluegrass mandolinists. The former are often too soft-toned to hold their own in a session (as well as having a tendency to not stay in place on the player's lap), whilst the latter tend to sound harsh and overbearing to the traditional ear. The f-hole mandolin, however, does come into its own in a traditional session, where its brighter tone cuts through the sonic clutter of a pub. Greatly preferred for formal performance and recording are flat-topped \"Irish-style\" mandolins (reminiscent of the WWI-era Martin Army-Navy mandolin) and carved (arch) top mandolins with oval soundholes, such as the Gibson A-style of the 1920s.", "targets": "What was the Irish style mandolin reminiscent of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f609961cb88540f0806a210a9a8900a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The struggle related to the constitutional movement continued until 1911, when Mohammad Ali Shah was defeated and forced to abdicate. On the pretext of restoring order, the Russians occupied Northern Iran in 1911, and maintained a military presence in the region for years to come. During World War I, the British occupied much of Western Iran, and fully withdrew in 1921. The Persian Campaign commenced furthermore during World War I in Northwestern Iran after an Ottoman invasion, as part of the Middle Eastern Theatre of World War I. As a result of Ottoman hostilities across the border, a large amount of the Assyrians of Iran were massacred by the Ottoman armies, notably in and around Urmia. Apart from the rule of Aqa Mohammad Khan, the Qajar rule is characterized as a century of misrule.", "targets": "The constitutional movement in Iran lasted from 1906 until what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f609961cb88540f0806a210a9a8900a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The struggle related to the constitutional movement continued until 1911, when Mohammad Ali Shah was defeated and forced to abdicate. On the pretext of restoring order, the Russians occupied Northern Iran in 1911, and maintained a military presence in the region for years to come. During World War I, the British occupied much of Western Iran, and fully withdrew in 1921. The Persian Campaign commenced furthermore during World War I in Northwestern Iran after an Ottoman invasion, as part of the Middle Eastern Theatre of World War I. As a result of Ottoman hostilities across the border, a large amount of the Assyrians of Iran were massacred by the Ottoman armies, notably in and around Urmia. Apart from the rule of Aqa Mohammad Khan, the Qajar rule is characterized as a century of misrule.", "targets": "The British occupied Western Iran from World War 1 until finally withdrawing in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f609961cb88540f0806a210a9a8900a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The struggle related to the constitutional movement continued until 1911, when Mohammad Ali Shah was defeated and forced to abdicate. On the pretext of restoring order, the Russians occupied Northern Iran in 1911, and maintained a military presence in the region for years to come. During World War I, the British occupied much of Western Iran, and fully withdrew in 1921. The Persian Campaign commenced furthermore during World War I in Northwestern Iran after an Ottoman invasion, as part of the Middle Eastern Theatre of World War I. As a result of Ottoman hostilities across the border, a large amount of the Assyrians of Iran were massacred by the Ottoman armies, notably in and around Urmia. Apart from the rule of Aqa Mohammad Khan, the Qajar rule is characterized as a century of misrule.", "targets": "Who was defeated and forced to abdicate at the end of the Iranian constitutional movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f609961cb88540f0806a210a9a8900a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The struggle related to the constitutional movement continued until 1911, when Mohammad Ali Shah was defeated and forced to abdicate. On the pretext of restoring order, the Russians occupied Northern Iran in 1911, and maintained a military presence in the region for years to come. During World War I, the British occupied much of Western Iran, and fully withdrew in 1921. The Persian Campaign commenced furthermore during World War I in Northwestern Iran after an Ottoman invasion, as part of the Middle Eastern Theatre of World War I. As a result of Ottoman hostilities across the border, a large amount of the Assyrians of Iran were massacred by the Ottoman armies, notably in and around Urmia. Apart from the rule of Aqa Mohammad Khan, the Qajar rule is characterized as a century of misrule.", "targets": "In 1911, Russians occupied Northern Iran under what pretext?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f609961cb88540f0806a210a9a8900a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The struggle related to the constitutional movement continued until 1911, when Mohammad Ali Shah was defeated and forced to abdicate. On the pretext of restoring order, the Russians occupied Northern Iran in 1911, and maintained a military presence in the region for years to come. During World War I, the British occupied much of Western Iran, and fully withdrew in 1921. The Persian Campaign commenced furthermore during World War I in Northwestern Iran after an Ottoman invasion, as part of the Middle Eastern Theatre of World War I. As a result of Ottoman hostilities across the border, a large amount of the Assyrians of Iran were massacred by the Ottoman armies, notably in and around Urmia. Apart from the rule of Aqa Mohammad Khan, the Qajar rule is characterized as a century of misrule.", "targets": "Who massacred many Assyrian Iranians around Urmia during World War 1?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb56e6dc17a482d80e3f0cbf3afb01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird migration routes have been studied by a variety of techniques including the oldest, marking. Swans have been marked with a nick on the beak since about 1560 in England. Scientific ringing was pioneered by Hans Christian Cornelius Mortensen in 1899. Other techniques include radar and satellite tracking.", "targets": "What is the oldest way to study migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb56e6dc17a482d80e3f0cbf3afb01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird migration routes have been studied by a variety of techniques including the oldest, marking. Swans have been marked with a nick on the beak since about 1560 in England. Scientific ringing was pioneered by Hans Christian Cornelius Mortensen in 1899. Other techniques include radar and satellite tracking.", "targets": "How have swans been marked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb56e6dc17a482d80e3f0cbf3afb01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird migration routes have been studied by a variety of techniques including the oldest, marking. Swans have been marked with a nick on the beak since about 1560 in England. Scientific ringing was pioneered by Hans Christian Cornelius Mortensen in 1899. Other techniques include radar and satellite tracking.", "targets": "Who was scientific ringing pioneered by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb56e6dc17a482d80e3f0cbf3afb01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird migration routes have been studied by a variety of techniques including the oldest, marking. Swans have been marked with a nick on the beak since about 1560 in England. Scientific ringing was pioneered by Hans Christian Cornelius Mortensen in 1899. Other techniques include radar and satellite tracking.", "targets": "Since when have swans been marked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3bb56e6dc17a482d80e3f0cbf3afb01a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bird migration routes have been studied by a variety of techniques including the oldest, marking. Swans have been marked with a nick on the beak since about 1560 in England. Scientific ringing was pioneered by Hans Christian Cornelius Mortensen in 1899. Other techniques include radar and satellite tracking.", "targets": "What are other forms of studying migration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ddd8aff567f460f99c71317cbf66ace", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Premiering the day after the assassination of John F. Kennedy, the first episode of Doctor Who was repeated with the second episode the following week. Doctor Who has always appeared initially on the BBC's mainstream BBC One channel, where it is regarded as a family show, drawing audiences of many millions of viewers; episodes are now repeated on BBC Three. The programme's popularity has waxed and waned over the decades, with three notable periods of high ratings. The first of these was the \"Dalekmania\" period (circa 1964\u20131965), when the popularity of the Daleks regularly brought Doctor Who ratings of between 9 and 14 million, even for stories which did not feature them. The second was the late 1970s, when Tom Baker occasionally drew audiences of over 12 million.", "targets": "The first episode of Doctor Who premiered the day after what famous event in history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ddd8aff567f460f99c71317cbf66ace", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Premiering the day after the assassination of John F. Kennedy, the first episode of Doctor Who was repeated with the second episode the following week. Doctor Who has always appeared initially on the BBC's mainstream BBC One channel, where it is regarded as a family show, drawing audiences of many millions of viewers; episodes are now repeated on BBC Three. The programme's popularity has waxed and waned over the decades, with three notable periods of high ratings. The first of these was the \"Dalekmania\" period (circa 1964\u20131965), when the popularity of the Daleks regularly brought Doctor Who ratings of between 9 and 14 million, even for stories which did not feature them. The second was the late 1970s, when Tom Baker occasionally drew audiences of over 12 million.", "targets": "Where have the first episodes of Doctor Who always appeared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ddd8aff567f460f99c71317cbf66ace", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Premiering the day after the assassination of John F. Kennedy, the first episode of Doctor Who was repeated with the second episode the following week. Doctor Who has always appeared initially on the BBC's mainstream BBC One channel, where it is regarded as a family show, drawing audiences of many millions of viewers; episodes are now repeated on BBC Three. The programme's popularity has waxed and waned over the decades, with three notable periods of high ratings. The first of these was the \"Dalekmania\" period (circa 1964\u20131965), when the popularity of the Daleks regularly brought Doctor Who ratings of between 9 and 14 million, even for stories which did not feature them. The second was the late 1970s, when Tom Baker occasionally drew audiences of over 12 million.", "targets": "In what years did the show see audiences as high as 12 million?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ddd8aff567f460f99c71317cbf66ace", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Premiering the day after the assassination of John F. Kennedy, the first episode of Doctor Who was repeated with the second episode the following week. Doctor Who has always appeared initially on the BBC's mainstream BBC One channel, where it is regarded as a family show, drawing audiences of many millions of viewers; episodes are now repeated on BBC Three. The programme's popularity has waxed and waned over the decades, with three notable periods of high ratings. The first of these was the \"Dalekmania\" period (circa 1964\u20131965), when the popularity of the Daleks regularly brought Doctor Who ratings of between 9 and 14 million, even for stories which did not feature them. The second was the late 1970s, when Tom Baker occasionally drew audiences of over 12 million.", "targets": "When was the \"Dalekmania\" period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ddd8aff567f460f99c71317cbf66ace", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Premiering the day after the assassination of John F. Kennedy, the first episode of Doctor Who was repeated with the second episode the following week. Doctor Who has always appeared initially on the BBC's mainstream BBC One channel, where it is regarded as a family show, drawing audiences of many millions of viewers; episodes are now repeated on BBC Three. The programme's popularity has waxed and waned over the decades, with three notable periods of high ratings. The first of these was the \"Dalekmania\" period (circa 1964\u20131965), when the popularity of the Daleks regularly brought Doctor Who ratings of between 9 and 14 million, even for stories which did not feature them. The second was the late 1970s, when Tom Baker occasionally drew audiences of over 12 million.", "targets": "What channel shows repeats of the Doctor Who shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "What is another name for \"Curia Regis\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "Who was it that peculiarly called a full parliament without royal authorization in 1265?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "As a result, the bishops, abbots, earls, and barons formed which body of parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "Which body did the shire and borough representatives form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "From what did parliament evolve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "What positions were contained within the House of Lords?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "Which branch of parliament contains shire and borough representatives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "A bill could not become a law without whose assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-049bfb375c8244749c272ccdc377ea28", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originally, legislative power was exercised by the sovereign acting on the advice of the Curia Regis, or Royal Council, in which important magnates and clerics participated and which evolved into parliament. The so-called Model Parliament included bishops, abbots, earls, barons, and two knights from each shire and two burgesses from each borough among its members. In 1265, the Earl of Leicester irregularly called a full parliament without royal authorisation. The body eventually came to be divided into two branches: bishops, abbots, earls, and barons formed the House of Lords, while the shire and borough representatives formed the House of Commons. The King would seek the advice and consent of both houses before making any law. During Henry VI's reign, it became regular practice for the two houses to originate legislation in the form of bills, which would not become law unless the sovereign's assent was obtained, as the sovereign was, and still remains, the enactor of laws. Hence, all acts include the clause \"Be it enacted by the Queen's (King's) most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows...\". The Parliament Acts 1911 and 1949 provide a second potential preamble if the House of Lords were to be excluded from the process.", "targets": "Who is considered the enactor of laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8555d45f9604570b905a96c77c0f0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Innuendo was released in early 1991 with an eponymous number 1 UK hit and other charting singles including, \"The Show Must Go On\". Mercury was increasingly ill and could barely walk when the band recorded \"The Show Must Go On\" in 1990. Because of this, May had concerns about whether he was physically capable of singing it. Recalling Mercury's successful performance May states; \"he went in and killed it, completely lacerated that vocal\". The rest of the band were ready to record when Mercury felt able to come in to the studio, for an hour or two at a time. May says of Mercury: \u201cHe just kept saying. 'Write me more. Write me stuff. I want to just sing this and do it and when I am gone you can finish it off.\u2019 He had no fear, really.\u201d The band's second greatest hits compilation, Greatest Hits II, followed in October 1991, which is the eighth best-selling album of all time in the UK and has sold 16 million copies worldwide.", "targets": "What was one single from Queen's Innuendo that charted in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8555d45f9604570b905a96c77c0f0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Innuendo was released in early 1991 with an eponymous number 1 UK hit and other charting singles including, \"The Show Must Go On\". Mercury was increasingly ill and could barely walk when the band recorded \"The Show Must Go On\" in 1990. Because of this, May had concerns about whether he was physically capable of singing it. Recalling Mercury's successful performance May states; \"he went in and killed it, completely lacerated that vocal\". The rest of the band were ready to record when Mercury felt able to come in to the studio, for an hour or two at a time. May says of Mercury: \u201cHe just kept saying. 'Write me more. Write me stuff. I want to just sing this and do it and when I am gone you can finish it off.\u2019 He had no fear, really.\u201d The band's second greatest hits compilation, Greatest Hits II, followed in October 1991, which is the eighth best-selling album of all time in the UK and has sold 16 million copies worldwide.", "targets": "What was the name of Queen's second greatest hits compilation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8555d45f9604570b905a96c77c0f0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Innuendo was released in early 1991 with an eponymous number 1 UK hit and other charting singles including, \"The Show Must Go On\". Mercury was increasingly ill and could barely walk when the band recorded \"The Show Must Go On\" in 1990. Because of this, May had concerns about whether he was physically capable of singing it. Recalling Mercury's successful performance May states; \"he went in and killed it, completely lacerated that vocal\". The rest of the band were ready to record when Mercury felt able to come in to the studio, for an hour or two at a time. May says of Mercury: \u201cHe just kept saying. 'Write me more. Write me stuff. I want to just sing this and do it and when I am gone you can finish it off.\u2019 He had no fear, really.\u201d The band's second greatest hits compilation, Greatest Hits II, followed in October 1991, which is the eighth best-selling album of all time in the UK and has sold 16 million copies worldwide.", "targets": "Which Queen album is the eighth best-selling album in the UK of all time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8555d45f9604570b905a96c77c0f0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Innuendo was released in early 1991 with an eponymous number 1 UK hit and other charting singles including, \"The Show Must Go On\". Mercury was increasingly ill and could barely walk when the band recorded \"The Show Must Go On\" in 1990. Because of this, May had concerns about whether he was physically capable of singing it. Recalling Mercury's successful performance May states; \"he went in and killed it, completely lacerated that vocal\". The rest of the band were ready to record when Mercury felt able to come in to the studio, for an hour or two at a time. May says of Mercury: \u201cHe just kept saying. 'Write me more. Write me stuff. I want to just sing this and do it and when I am gone you can finish it off.\u2019 He had no fear, really.\u201d The band's second greatest hits compilation, Greatest Hits II, followed in October 1991, which is the eighth best-selling album of all time in the UK and has sold 16 million copies worldwide.", "targets": "Which band member of Queen was seriously ill in 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a8555d45f9604570b905a96c77c0f0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Innuendo was released in early 1991 with an eponymous number 1 UK hit and other charting singles including, \"The Show Must Go On\". Mercury was increasingly ill and could barely walk when the band recorded \"The Show Must Go On\" in 1990. Because of this, May had concerns about whether he was physically capable of singing it. Recalling Mercury's successful performance May states; \"he went in and killed it, completely lacerated that vocal\". The rest of the band were ready to record when Mercury felt able to come in to the studio, for an hour or two at a time. May says of Mercury: \u201cHe just kept saying. 'Write me more. Write me stuff. I want to just sing this and do it and when I am gone you can finish it off.\u2019 He had no fear, really.\u201d The band's second greatest hits compilation, Greatest Hits II, followed in October 1991, which is the eighth best-selling album of all time in the UK and has sold 16 million copies worldwide.", "targets": "Queen's Greatest Hits II has sold how many copies worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0421489ec6b44cb9fd60d5a7e8382fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has one of the longest histories of any country, and is considered the cradle of Western civilization, and as such, is the birthplace of democracy, Western philosophy, the Olympic Games, Western literature, historiography, political science, major scientific and mathematical principles, and Western drama, including both tragedy and comedy. Greece was first unified under Philip of Macedon in the fourth century BC. His son Alexander the Great rapidly conquered much of the ancient world, spreading Greek culture and science from the eastern Mediterranean to the Indus River. Annexed by Rome in the second century BC, Greece became an integral part of the Roman Empire and its successor, the Byzantine Empire. The first century AD saw the establishment of the Greek Orthodox Church, which shaped the modern Greek identity and transmitted Greek traditions to the wider Orthodox World. Falling under Ottoman dominion in the mid-15th century, the modern nation state of Greece emerged in 1830 following the war of independence. Greece's rich historical legacy is reflected in large part by its 17 UNESCO World Heritage Sites, among the most in Europe and the world.", "targets": "Who was the first person to bring all of Greece together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0421489ec6b44cb9fd60d5a7e8382fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has one of the longest histories of any country, and is considered the cradle of Western civilization, and as such, is the birthplace of democracy, Western philosophy, the Olympic Games, Western literature, historiography, political science, major scientific and mathematical principles, and Western drama, including both tragedy and comedy. Greece was first unified under Philip of Macedon in the fourth century BC. His son Alexander the Great rapidly conquered much of the ancient world, spreading Greek culture and science from the eastern Mediterranean to the Indus River. Annexed by Rome in the second century BC, Greece became an integral part of the Roman Empire and its successor, the Byzantine Empire. The first century AD saw the establishment of the Greek Orthodox Church, which shaped the modern Greek identity and transmitted Greek traditions to the wider Orthodox World. Falling under Ottoman dominion in the mid-15th century, the modern nation state of Greece emerged in 1830 following the war of independence. Greece's rich historical legacy is reflected in large part by its 17 UNESCO World Heritage Sites, among the most in Europe and the world.", "targets": "Who was the son of Philip of Macedon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0421489ec6b44cb9fd60d5a7e8382fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has one of the longest histories of any country, and is considered the cradle of Western civilization, and as such, is the birthplace of democracy, Western philosophy, the Olympic Games, Western literature, historiography, political science, major scientific and mathematical principles, and Western drama, including both tragedy and comedy. Greece was first unified under Philip of Macedon in the fourth century BC. His son Alexander the Great rapidly conquered much of the ancient world, spreading Greek culture and science from the eastern Mediterranean to the Indus River. Annexed by Rome in the second century BC, Greece became an integral part of the Roman Empire and its successor, the Byzantine Empire. The first century AD saw the establishment of the Greek Orthodox Church, which shaped the modern Greek identity and transmitted Greek traditions to the wider Orthodox World. Falling under Ottoman dominion in the mid-15th century, the modern nation state of Greece emerged in 1830 following the war of independence. Greece's rich historical legacy is reflected in large part by its 17 UNESCO World Heritage Sites, among the most in Europe and the world.", "targets": "Greece came part of what empire in the 2nd century BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0421489ec6b44cb9fd60d5a7e8382fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has one of the longest histories of any country, and is considered the cradle of Western civilization, and as such, is the birthplace of democracy, Western philosophy, the Olympic Games, Western literature, historiography, political science, major scientific and mathematical principles, and Western drama, including both tragedy and comedy. Greece was first unified under Philip of Macedon in the fourth century BC. His son Alexander the Great rapidly conquered much of the ancient world, spreading Greek culture and science from the eastern Mediterranean to the Indus River. Annexed by Rome in the second century BC, Greece became an integral part of the Roman Empire and its successor, the Byzantine Empire. The first century AD saw the establishment of the Greek Orthodox Church, which shaped the modern Greek identity and transmitted Greek traditions to the wider Orthodox World. Falling under Ottoman dominion in the mid-15th century, the modern nation state of Greece emerged in 1830 following the war of independence. Greece's rich historical legacy is reflected in large part by its 17 UNESCO World Heritage Sites, among the most in Europe and the world.", "targets": "When was the Greek Orthodox Church started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0421489ec6b44cb9fd60d5a7e8382fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has one of the longest histories of any country, and is considered the cradle of Western civilization, and as such, is the birthplace of democracy, Western philosophy, the Olympic Games, Western literature, historiography, political science, major scientific and mathematical principles, and Western drama, including both tragedy and comedy. Greece was first unified under Philip of Macedon in the fourth century BC. His son Alexander the Great rapidly conquered much of the ancient world, spreading Greek culture and science from the eastern Mediterranean to the Indus River. Annexed by Rome in the second century BC, Greece became an integral part of the Roman Empire and its successor, the Byzantine Empire. The first century AD saw the establishment of the Greek Orthodox Church, which shaped the modern Greek identity and transmitted Greek traditions to the wider Orthodox World. Falling under Ottoman dominion in the mid-15th century, the modern nation state of Greece emerged in 1830 following the war of independence. Greece's rich historical legacy is reflected in large part by its 17 UNESCO World Heritage Sites, among the most in Europe and the world.", "targets": "What year is considered the beginning of modern Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d60bdb030f148f392f670ea6e9d513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the police are entitled to protect private rights in some jurisdictions. To ensure that the police would not interfere in the regular competencies of the courts of law, some police acts require that the police may only interfere in such cases where protection from courts cannot be obtained in time, and where, without interference of the police, the realization of the private right would be impeded. This would, for example, allow police to establish a restaurant guest's identity and forward it to the innkeeper in a case where the guest cannot pay the bill at nighttime because his wallet had just been stolen from the restaurant table.", "targets": "Why do some police acts limit when police can interfere without court orders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d60bdb030f148f392f670ea6e9d513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the police are entitled to protect private rights in some jurisdictions. To ensure that the police would not interfere in the regular competencies of the courts of law, some police acts require that the police may only interfere in such cases where protection from courts cannot be obtained in time, and where, without interference of the police, the realization of the private right would be impeded. This would, for example, allow police to establish a restaurant guest's identity and forward it to the innkeeper in a case where the guest cannot pay the bill at nighttime because his wallet had just been stolen from the restaurant table.", "targets": "What could be impeded without police interference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d60bdb030f148f392f670ea6e9d513f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the police are entitled to protect private rights in some jurisdictions. To ensure that the police would not interfere in the regular competencies of the courts of law, some police acts require that the police may only interfere in such cases where protection from courts cannot be obtained in time, and where, without interference of the police, the realization of the private right would be impeded. This would, for example, allow police to establish a restaurant guest's identity and forward it to the innkeeper in a case where the guest cannot pay the bill at nighttime because his wallet had just been stolen from the restaurant table.", "targets": "How could police help the owner when a restaurant guest doesn't pay because their wallet got stolen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b03392ef34400199fa69c8b9111a48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing emperors were generally adept at poetry and often skilled in painting, and offered their patronage to Confucian culture. The Kangxi and Qianlong Emperors, for instance, embraced Chinese traditions both to control them and to proclaim their own legitimacy. The Kangxi Emperor sponsored the Peiwen Yunfu, a rhyme dictionary published in 1711, and the Kangxi Dictionary published in 1716, which remains to this day an authoritative reference. The Qianlong Emperor sponsored the largest collection of writings in Chinese history, the Siku Quanshu, completed in 1782. Court painters made new versions of the Song masterpiece, Zhang Zeduan's Along the River During the Qingming Festival whose depiction of a prosperous and happy realm demonstrated the beneficence of the emperor. The emperors undertook tours of the south and commissioned monumental scrolls to depict the grandeur of the occasion. Imperial patronage also encouraged the industrial production of ceramics and Chinese export porcelain.", "targets": "What arts were the Qing emperors good at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b03392ef34400199fa69c8b9111a48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing emperors were generally adept at poetry and often skilled in painting, and offered their patronage to Confucian culture. The Kangxi and Qianlong Emperors, for instance, embraced Chinese traditions both to control them and to proclaim their own legitimacy. The Kangxi Emperor sponsored the Peiwen Yunfu, a rhyme dictionary published in 1711, and the Kangxi Dictionary published in 1716, which remains to this day an authoritative reference. The Qianlong Emperor sponsored the largest collection of writings in Chinese history, the Siku Quanshu, completed in 1782. Court painters made new versions of the Song masterpiece, Zhang Zeduan's Along the River During the Qingming Festival whose depiction of a prosperous and happy realm demonstrated the beneficence of the emperor. The emperors undertook tours of the south and commissioned monumental scrolls to depict the grandeur of the occasion. Imperial patronage also encouraged the industrial production of ceramics and Chinese export porcelain.", "targets": "What was the rhyme dictionary called that was published by Kangxi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b03392ef34400199fa69c8b9111a48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing emperors were generally adept at poetry and often skilled in painting, and offered their patronage to Confucian culture. The Kangxi and Qianlong Emperors, for instance, embraced Chinese traditions both to control them and to proclaim their own legitimacy. The Kangxi Emperor sponsored the Peiwen Yunfu, a rhyme dictionary published in 1711, and the Kangxi Dictionary published in 1716, which remains to this day an authoritative reference. The Qianlong Emperor sponsored the largest collection of writings in Chinese history, the Siku Quanshu, completed in 1782. Court painters made new versions of the Song masterpiece, Zhang Zeduan's Along the River During the Qingming Festival whose depiction of a prosperous and happy realm demonstrated the beneficence of the emperor. The emperors undertook tours of the south and commissioned monumental scrolls to depict the grandeur of the occasion. Imperial patronage also encouraged the industrial production of ceramics and Chinese export porcelain.", "targets": "When was the Kangxi Dictionary published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84b03392ef34400199fa69c8b9111a48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Qing emperors were generally adept at poetry and often skilled in painting, and offered their patronage to Confucian culture. The Kangxi and Qianlong Emperors, for instance, embraced Chinese traditions both to control them and to proclaim their own legitimacy. The Kangxi Emperor sponsored the Peiwen Yunfu, a rhyme dictionary published in 1711, and the Kangxi Dictionary published in 1716, which remains to this day an authoritative reference. The Qianlong Emperor sponsored the largest collection of writings in Chinese history, the Siku Quanshu, completed in 1782. Court painters made new versions of the Song masterpiece, Zhang Zeduan's Along the River During the Qingming Festival whose depiction of a prosperous and happy realm demonstrated the beneficence of the emperor. The emperors undertook tours of the south and commissioned monumental scrolls to depict the grandeur of the occasion. Imperial patronage also encouraged the industrial production of ceramics and Chinese export porcelain.", "targets": "When was the Siku Quanshu finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfeaacc35084d6fa87c291eef60d6d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the preamble in The Law of Treaties, treaties are a source of international law. If an act or lack thereof is condemned under international law, the act will not assume international legality even if approved by internal law. This means that in case of a conflict with domestic law, international law will always prevail.", "targets": "The preamble of what states that treaties are a source of international law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfeaacc35084d6fa87c291eef60d6d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the preamble in The Law of Treaties, treaties are a source of international law. If an act or lack thereof is condemned under international law, the act will not assume international legality even if approved by internal law. This means that in case of a conflict with domestic law, international law will always prevail.", "targets": "Which will prevail in a conflict between international and domestic law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfeaacc35084d6fa87c291eef60d6d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the preamble in The Law of Treaties, treaties are a source of international law. If an act or lack thereof is condemned under international law, the act will not assume international legality even if approved by internal law. This means that in case of a conflict with domestic law, international law will always prevail.", "targets": "What are started to be a source of international law in the preamble in The Law of Treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfeaacc35084d6fa87c291eef60d6d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the preamble in The Law of Treaties, treaties are a source of international law. If an act or lack thereof is condemned under international law, the act will not assume international legality even if approved by internal law. This means that in case of a conflict with domestic law, international law will always prevail.", "targets": "Approval under what law will not make an act or lack thereof legal if condemned under international law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cfeaacc35084d6fa87c291eef60d6d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the preamble in The Law of Treaties, treaties are a source of international law. If an act or lack thereof is condemned under international law, the act will not assume international legality even if approved by internal law. This means that in case of a conflict with domestic law, international law will always prevail.", "targets": "An act or lack thereof cannot be made legal under what law even if made legal under internal law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e1baf0e7f4647f3861432ce1ea9f018", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, the Indigenous American woman Sacagawea, who would help translate for and guide the Lewis and Clark Expedition in the West, married the French trapper Toussaint Charbonneau. Most marriages between Europeans and Indigenous Americans were between European men and Indigenous American women. Depending on the kinship system of the woman's tribe, their children would be more or less easily assimilated into the tribe. Nations that had matrilineal systems, such as the Creek and Cherokee in the Southeast, gave the mixed-race children status in their mother's clans and tribes. If the tribe had a patrilineal system, like the Omaha, the children of white fathers were considered white. Unless they were specifically adopted into the tribe by an adult male, they could have no social status in it.", "targets": "Who married Sacagewea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e1baf0e7f4647f3861432ce1ea9f018", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, the Indigenous American woman Sacagawea, who would help translate for and guide the Lewis and Clark Expedition in the West, married the French trapper Toussaint Charbonneau. Most marriages between Europeans and Indigenous Americans were between European men and Indigenous American women. Depending on the kinship system of the woman's tribe, their children would be more or less easily assimilated into the tribe. Nations that had matrilineal systems, such as the Creek and Cherokee in the Southeast, gave the mixed-race children status in their mother's clans and tribes. If the tribe had a patrilineal system, like the Omaha, the children of white fathers were considered white. Unless they were specifically adopted into the tribe by an adult male, they could have no social status in it.", "targets": "Who made up most unions between Europeans and natives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e1baf0e7f4647f3861432ce1ea9f018", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, the Indigenous American woman Sacagawea, who would help translate for and guide the Lewis and Clark Expedition in the West, married the French trapper Toussaint Charbonneau. Most marriages between Europeans and Indigenous Americans were between European men and Indigenous American women. Depending on the kinship system of the woman's tribe, their children would be more or less easily assimilated into the tribe. Nations that had matrilineal systems, such as the Creek and Cherokee in the Southeast, gave the mixed-race children status in their mother's clans and tribes. If the tribe had a patrilineal system, like the Omaha, the children of white fathers were considered white. Unless they were specifically adopted into the tribe by an adult male, they could have no social status in it.", "targets": "What factor affected the ability of a child to be in a tribe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e1baf0e7f4647f3861432ce1ea9f018", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, the Indigenous American woman Sacagawea, who would help translate for and guide the Lewis and Clark Expedition in the West, married the French trapper Toussaint Charbonneau. Most marriages between Europeans and Indigenous Americans were between European men and Indigenous American women. Depending on the kinship system of the woman's tribe, their children would be more or less easily assimilated into the tribe. Nations that had matrilineal systems, such as the Creek and Cherokee in the Southeast, gave the mixed-race children status in their mother's clans and tribes. If the tribe had a patrilineal system, like the Omaha, the children of white fathers were considered white. Unless they were specifically adopted into the tribe by an adult male, they could have no social status in it.", "targets": "What nations are considered matrilineal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e1baf0e7f4647f3861432ce1ea9f018", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 19th century, the Indigenous American woman Sacagawea, who would help translate for and guide the Lewis and Clark Expedition in the West, married the French trapper Toussaint Charbonneau. Most marriages between Europeans and Indigenous Americans were between European men and Indigenous American women. Depending on the kinship system of the woman's tribe, their children would be more or less easily assimilated into the tribe. Nations that had matrilineal systems, such as the Creek and Cherokee in the Southeast, gave the mixed-race children status in their mother's clans and tribes. If the tribe had a patrilineal system, like the Omaha, the children of white fathers were considered white. Unless they were specifically adopted into the tribe by an adult male, they could have no social status in it.", "targets": "How could a white child be considered a member of the Omaha tribe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866ddd0b7a044743a0f6b1bd26236317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 16, 1945, with numerous other Manhattan Project personnel, von Neumann was an eyewitness to the first atomic bomb blast, code named Trinity, conducted as a test of the implosion method device, at the bombing range near Alamogordo Army Airfield, 35 miles (56 km) southeast of Socorro, New Mexico. Based on his observation alone, von Neumann estimated the test had resulted in a blast equivalent to 5 kilotons of TNT (21 TJ) but Enrico Fermi produced a more accurate estimate of 10 kilotons by dropping scraps of torn-up paper as the shock wave passed his location and watching how far they scattered. The actual power of the explosion had been between 20 and 22 kilotons. It was in von Neumann's 1944 papers that the expression \"kilotons\" appeared for the first time. After the war, Robert Oppenheimer remarked that the physicists involved in the Manhattan project had \"known sin\". Von Neumann's response was that \"sometimes someone confesses a sin in order to take credit for it.\"", "targets": "On what day was the first atomic blast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866ddd0b7a044743a0f6b1bd26236317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 16, 1945, with numerous other Manhattan Project personnel, von Neumann was an eyewitness to the first atomic bomb blast, code named Trinity, conducted as a test of the implosion method device, at the bombing range near Alamogordo Army Airfield, 35 miles (56 km) southeast of Socorro, New Mexico. Based on his observation alone, von Neumann estimated the test had resulted in a blast equivalent to 5 kilotons of TNT (21 TJ) but Enrico Fermi produced a more accurate estimate of 10 kilotons by dropping scraps of torn-up paper as the shock wave passed his location and watching how far they scattered. The actual power of the explosion had been between 20 and 22 kilotons. It was in von Neumann's 1944 papers that the expression \"kilotons\" appeared for the first time. After the war, Robert Oppenheimer remarked that the physicists involved in the Manhattan project had \"known sin\". Von Neumann's response was that \"sometimes someone confesses a sin in order to take credit for it.\"", "targets": "Where did the first atomic blast test take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-866ddd0b7a044743a0f6b1bd26236317", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 16, 1945, with numerous other Manhattan Project personnel, von Neumann was an eyewitness to the first atomic bomb blast, code named Trinity, conducted as a test of the implosion method device, at the bombing range near Alamogordo Army Airfield, 35 miles (56 km) southeast of Socorro, New Mexico. Based on his observation alone, von Neumann estimated the test had resulted in a blast equivalent to 5 kilotons of TNT (21 TJ) but Enrico Fermi produced a more accurate estimate of 10 kilotons by dropping scraps of torn-up paper as the shock wave passed his location and watching how far they scattered. The actual power of the explosion had been between 20 and 22 kilotons. It was in von Neumann's 1944 papers that the expression \"kilotons\" appeared for the first time. After the war, Robert Oppenheimer remarked that the physicists involved in the Manhattan project had \"known sin\". Von Neumann's response was that \"sometimes someone confesses a sin in order to take credit for it.\"", "targets": "What was the power of the first atomic blast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf53caaa5f444229b29ab88d954bf80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2006, $9 billion has been invested in downtown and surrounding neighborhoods; $5.2 billion of that in has come in 2013 and 2014. Construction activity, particularly rehabilitation of historic downtown buildings, has increased markedly. The number of vacant downtown buildings has dropped from nearly 50 to around 13.[when?] Among the most notable redevelopment projects are the Book Cadillac Hotel and the Fort Shelby Hotel; the David Broderick Tower; and the David Whitney Building. Meanwhile, work is underway or set to begin on the historic, vacant Wurlitzer Building and Strathmore Hotel.[citation needed]", "targets": "How much has been invested in Detroit since 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf53caaa5f444229b29ab88d954bf80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2006, $9 billion has been invested in downtown and surrounding neighborhoods; $5.2 billion of that in has come in 2013 and 2014. Construction activity, particularly rehabilitation of historic downtown buildings, has increased markedly. The number of vacant downtown buildings has dropped from nearly 50 to around 13.[when?] Among the most notable redevelopment projects are the Book Cadillac Hotel and the Fort Shelby Hotel; the David Broderick Tower; and the David Whitney Building. Meanwhile, work is underway or set to begin on the historic, vacant Wurlitzer Building and Strathmore Hotel.[citation needed]", "targets": "Which hotel is set to be renovated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf53caaa5f444229b29ab88d954bf80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2006, $9 billion has been invested in downtown and surrounding neighborhoods; $5.2 billion of that in has come in 2013 and 2014. Construction activity, particularly rehabilitation of historic downtown buildings, has increased markedly. The number of vacant downtown buildings has dropped from nearly 50 to around 13.[when?] Among the most notable redevelopment projects are the Book Cadillac Hotel and the Fort Shelby Hotel; the David Broderick Tower; and the David Whitney Building. Meanwhile, work is underway or set to begin on the historic, vacant Wurlitzer Building and Strathmore Hotel.[citation needed]", "targets": "How much money has been invested in Detroit in 2013-2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cf53caaa5f444229b29ab88d954bf80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2006, $9 billion has been invested in downtown and surrounding neighborhoods; $5.2 billion of that in has come in 2013 and 2014. Construction activity, particularly rehabilitation of historic downtown buildings, has increased markedly. The number of vacant downtown buildings has dropped from nearly 50 to around 13.[when?] Among the most notable redevelopment projects are the Book Cadillac Hotel and the Fort Shelby Hotel; the David Broderick Tower; and the David Whitney Building. Meanwhile, work is underway or set to begin on the historic, vacant Wurlitzer Building and Strathmore Hotel.[citation needed]", "targets": "How many vacant downtown buildings are there in Detroit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8a77a0e7a8e4820a354fe0c90a2b43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger was born with a bicuspid aortic valve, an aortic valve with only two leaflets (a normal aortic valve has three leaflets). Schwarzenegger opted in 1997 for a replacement heart valve made of his own transplanted tissue; medical experts predicted he would require heart valve replacement surgery in the following two to eight years as his valve would progressively degrade. Schwarzenegger apparently opted against a mechanical valve, the only permanent solution available at the time of his surgery, because it would have sharply limited his physical activity and capacity to exercise.", "targets": "What word describes an aortic valve with two rather than three leaflets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8a77a0e7a8e4820a354fe0c90a2b43a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger was born with a bicuspid aortic valve, an aortic valve with only two leaflets (a normal aortic valve has three leaflets). Schwarzenegger opted in 1997 for a replacement heart valve made of his own transplanted tissue; medical experts predicted he would require heart valve replacement surgery in the following two to eight years as his valve would progressively degrade. Schwarzenegger apparently opted against a mechanical valve, the only permanent solution available at the time of his surgery, because it would have sharply limited his physical activity and capacity to exercise.", "targets": "Schwarzenegger underwent heart valve replacement in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb55d73e7264955addd8256bfa13ade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period marks the first known spread of Buddhism beyond India. According to the edicts of A\u015boka, emissaries were sent to various countries west of India to spread Buddhism (Dharma), particularly in eastern provinces of the neighboring Seleucid Empire, and even farther to Hellenistic kingdoms of the Mediterranean. It is a matter of disagreement among scholars whether or not these emissaries were accompanied by Buddhist missionaries.", "targets": "Emissaries were sent to various countries to what direct from India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb55d73e7264955addd8256bfa13ade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period marks the first known spread of Buddhism beyond India. According to the edicts of A\u015boka, emissaries were sent to various countries west of India to spread Buddhism (Dharma), particularly in eastern provinces of the neighboring Seleucid Empire, and even farther to Hellenistic kingdoms of the Mediterranean. It is a matter of disagreement among scholars whether or not these emissaries were accompanied by Buddhist missionaries.", "targets": "Scholars disagree on whether emissaries were accompanied by Buddhist what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb55d73e7264955addd8256bfa13ade", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This period marks the first known spread of Buddhism beyond India. According to the edicts of A\u015boka, emissaries were sent to various countries west of India to spread Buddhism (Dharma), particularly in eastern provinces of the neighboring Seleucid Empire, and even farther to Hellenistic kingdoms of the Mediterranean. It is a matter of disagreement among scholars whether or not these emissaries were accompanied by Buddhist missionaries.", "targets": "What were the emissaries used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25e7d68183ff4c67b1d1b66c7d2f5cfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University has been selected by the Commission on Presidential Debates to host more presidential and vice-presidential debates than any other institution in history. United States presidential election debates were held at the Washington University Athletic Complex in 1992, 2000, 2004, and 2016. A presidential debate was planned to occur in 1996, but owing to scheduling difficulties between the candidates, the debate was canceled. The university hosted the only 2008 vice presidential debate, between Republican Sarah Palin and Democrat Joe Biden, on October 2, 2008, also at the Washington University Athletic Complex.", "targets": "What years were presidential debates held at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25e7d68183ff4c67b1d1b66c7d2f5cfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University has been selected by the Commission on Presidential Debates to host more presidential and vice-presidential debates than any other institution in history. United States presidential election debates were held at the Washington University Athletic Complex in 1992, 2000, 2004, and 2016. A presidential debate was planned to occur in 1996, but owing to scheduling difficulties between the candidates, the debate was canceled. The university hosted the only 2008 vice presidential debate, between Republican Sarah Palin and Democrat Joe Biden, on October 2, 2008, also at the Washington University Athletic Complex.", "targets": "What building at Washington University was used to host the presidential debates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25e7d68183ff4c67b1d1b66c7d2f5cfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University has been selected by the Commission on Presidential Debates to host more presidential and vice-presidential debates than any other institution in history. United States presidential election debates were held at the Washington University Athletic Complex in 1992, 2000, 2004, and 2016. A presidential debate was planned to occur in 1996, but owing to scheduling difficulties between the candidates, the debate was canceled. The university hosted the only 2008 vice presidential debate, between Republican Sarah Palin and Democrat Joe Biden, on October 2, 2008, also at the Washington University Athletic Complex.", "targets": "Why was the presidential debate canceled in 1996 at Washington University?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25e7d68183ff4c67b1d1b66c7d2f5cfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University has been selected by the Commission on Presidential Debates to host more presidential and vice-presidential debates than any other institution in history. United States presidential election debates were held at the Washington University Athletic Complex in 1992, 2000, 2004, and 2016. A presidential debate was planned to occur in 1996, but owing to scheduling difficulties between the candidates, the debate was canceled. The university hosted the only 2008 vice presidential debate, between Republican Sarah Palin and Democrat Joe Biden, on October 2, 2008, also at the Washington University Athletic Complex.", "targets": "When was the only vice presidential debate held at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25e7d68183ff4c67b1d1b66c7d2f5cfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Washington University has been selected by the Commission on Presidential Debates to host more presidential and vice-presidential debates than any other institution in history. United States presidential election debates were held at the Washington University Athletic Complex in 1992, 2000, 2004, and 2016. A presidential debate was planned to occur in 1996, but owing to scheduling difficulties between the candidates, the debate was canceled. The university hosted the only 2008 vice presidential debate, between Republican Sarah Palin and Democrat Joe Biden, on October 2, 2008, also at the Washington University Athletic Complex.", "targets": "Who were the candidates in the vice presidential debate at Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777a42a6ba5644c7a0d26764d2cfe3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an incentive for absolute obedience and following his rule of law, the Yassa code, Tem\u00fcjin promised civilians and soldiers wealth from future possible war spoils. As he defeated rival tribes, he did not drive away enemy soldiers and abandon the rest. Instead, he took the conquered tribe under his protection and integrated its members into his own tribe. He would even have his mother adopt orphans from the conquered tribe, bringing them into his family. These political innovations inspired great loyalty among the conquered people, making Tem\u00fcjin stronger with each victory.", "targets": "What was the name of Tem\u00fcjin's laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777a42a6ba5644c7a0d26764d2cfe3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an incentive for absolute obedience and following his rule of law, the Yassa code, Tem\u00fcjin promised civilians and soldiers wealth from future possible war spoils. As he defeated rival tribes, he did not drive away enemy soldiers and abandon the rest. Instead, he took the conquered tribe under his protection and integrated its members into his own tribe. He would even have his mother adopt orphans from the conquered tribe, bringing them into his family. These political innovations inspired great loyalty among the conquered people, making Tem\u00fcjin stronger with each victory.", "targets": "What did Tem\u00fcjin promise his followers in exchange for their obedience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777a42a6ba5644c7a0d26764d2cfe3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an incentive for absolute obedience and following his rule of law, the Yassa code, Tem\u00fcjin promised civilians and soldiers wealth from future possible war spoils. As he defeated rival tribes, he did not drive away enemy soldiers and abandon the rest. Instead, he took the conquered tribe under his protection and integrated its members into his own tribe. He would even have his mother adopt orphans from the conquered tribe, bringing them into his family. These political innovations inspired great loyalty among the conquered people, making Tem\u00fcjin stronger with each victory.", "targets": "Who did Tem\u00fcjin's mother adopt to help integrate the tribes he conquered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-777a42a6ba5644c7a0d26764d2cfe3b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an incentive for absolute obedience and following his rule of law, the Yassa code, Tem\u00fcjin promised civilians and soldiers wealth from future possible war spoils. As he defeated rival tribes, he did not drive away enemy soldiers and abandon the rest. Instead, he took the conquered tribe under his protection and integrated its members into his own tribe. He would even have his mother adopt orphans from the conquered tribe, bringing them into his family. These political innovations inspired great loyalty among the conquered people, making Tem\u00fcjin stronger with each victory.", "targets": "What did Tem\u00fcjin offer the people he conquered in order earn their loyalty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b3c56ef8aa41ceb50ecf174348ec60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries were not included for various reasons, mainly the unavailability of certain crucial data. The following United Nations Member States were not included in the 2010 report. Cuba lodged a formal protest at its lack of inclusion. The UNDP explained that Cuba had been excluded due to the lack of an \"internationally reported figure for Cuba\u2019s Gross National Income adjusted for Purchasing Power Parity\". All other indicators for Cuba were available, and reported by the UNDP, but the lack of one indicator meant that no ranking could be attributed to the country. The situation has been addressed and, in later years, Cuba has ranked as a High Human Development country.", "targets": "What is the main reason that countries were excluded from the 2010 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b3c56ef8aa41ceb50ecf174348ec60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries were not included for various reasons, mainly the unavailability of certain crucial data. The following United Nations Member States were not included in the 2010 report. Cuba lodged a formal protest at its lack of inclusion. The UNDP explained that Cuba had been excluded due to the lack of an \"internationally reported figure for Cuba\u2019s Gross National Income adjusted for Purchasing Power Parity\". All other indicators for Cuba were available, and reported by the UNDP, but the lack of one indicator meant that no ranking could be attributed to the country. The situation has been addressed and, in later years, Cuba has ranked as a High Human Development country.", "targets": "Which Caribbean nation protested its exclusion from the 2010 report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45b3c56ef8aa41ceb50ecf174348ec60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some countries were not included for various reasons, mainly the unavailability of certain crucial data. The following United Nations Member States were not included in the 2010 report. Cuba lodged a formal protest at its lack of inclusion. The UNDP explained that Cuba had been excluded due to the lack of an \"internationally reported figure for Cuba\u2019s Gross National Income adjusted for Purchasing Power Parity\". All other indicators for Cuba were available, and reported by the UNDP, but the lack of one indicator meant that no ranking could be attributed to the country. The situation has been addressed and, in later years, Cuba has ranked as a High Human Development country.", "targets": "What ranking has Cuba been given since the situation with the missing data was addressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9a7ec22b094089a70730743b49d8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century Liberal Prime Minister William Ewart Gladstone considered Burke \"a magazine of wisdom on Ireland and America\" and in his diary recorded: \"Made many extracts from Burke\u2014sometimes almost divine\". The Radical MP and anti-Corn Law activist Richard Cobden often praised Burke's Thoughts and Details on Scarcity. The Liberal historian Lord Acton considered Burke one of the three greatest Liberals, along with William Gladstone and Thomas Babington Macaulay. Lord Macaulay recorded in his diary: \"I have now finished reading again most of Burke's works. Admirable! The greatest man since Milton\". The Gladstonian Liberal MP John Morley published two books on Burke (including a biography) and was influenced by Burke, including his views on prejudice. The Cobdenite Radical Francis Hirst thought Burke deserved \"a place among English libertarians, even though of all lovers of liberty and of all reformers he was the most conservative, the least abstract, always anxious to preserve and renovate rather than to innovate. In politics he resembled the modern architect who would restore an old house instead of pulling it down to construct a new one on the site\". Burke's Reflections on the Revolution in France was controversial at the time of its publication, but after his death, it was to become his best known and most influential work, and a manifesto for Conservative thinking.", "targets": "What political party was Gladstone in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9a7ec22b094089a70730743b49d8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century Liberal Prime Minister William Ewart Gladstone considered Burke \"a magazine of wisdom on Ireland and America\" and in his diary recorded: \"Made many extracts from Burke\u2014sometimes almost divine\". The Radical MP and anti-Corn Law activist Richard Cobden often praised Burke's Thoughts and Details on Scarcity. The Liberal historian Lord Acton considered Burke one of the three greatest Liberals, along with William Gladstone and Thomas Babington Macaulay. Lord Macaulay recorded in his diary: \"I have now finished reading again most of Burke's works. Admirable! The greatest man since Milton\". The Gladstonian Liberal MP John Morley published two books on Burke (including a biography) and was influenced by Burke, including his views on prejudice. The Cobdenite Radical Francis Hirst thought Burke deserved \"a place among English libertarians, even though of all lovers of liberty and of all reformers he was the most conservative, the least abstract, always anxious to preserve and renovate rather than to innovate. In politics he resembled the modern architect who would restore an old house instead of pulling it down to construct a new one on the site\". Burke's Reflections on the Revolution in France was controversial at the time of its publication, but after his death, it was to become his best known and most influential work, and a manifesto for Conservative thinking.", "targets": "What countries did Gladstone think Burke was wise about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9a7ec22b094089a70730743b49d8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century Liberal Prime Minister William Ewart Gladstone considered Burke \"a magazine of wisdom on Ireland and America\" and in his diary recorded: \"Made many extracts from Burke\u2014sometimes almost divine\". The Radical MP and anti-Corn Law activist Richard Cobden often praised Burke's Thoughts and Details on Scarcity. The Liberal historian Lord Acton considered Burke one of the three greatest Liberals, along with William Gladstone and Thomas Babington Macaulay. Lord Macaulay recorded in his diary: \"I have now finished reading again most of Burke's works. Admirable! The greatest man since Milton\". The Gladstonian Liberal MP John Morley published two books on Burke (including a biography) and was influenced by Burke, including his views on prejudice. The Cobdenite Radical Francis Hirst thought Burke deserved \"a place among English libertarians, even though of all lovers of liberty and of all reformers he was the most conservative, the least abstract, always anxious to preserve and renovate rather than to innovate. In politics he resembled the modern architect who would restore an old house instead of pulling it down to construct a new one on the site\". Burke's Reflections on the Revolution in France was controversial at the time of its publication, but after his death, it was to become his best known and most influential work, and a manifesto for Conservative thinking.", "targets": "What was Cobden an activist against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9a7ec22b094089a70730743b49d8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century Liberal Prime Minister William Ewart Gladstone considered Burke \"a magazine of wisdom on Ireland and America\" and in his diary recorded: \"Made many extracts from Burke\u2014sometimes almost divine\". The Radical MP and anti-Corn Law activist Richard Cobden often praised Burke's Thoughts and Details on Scarcity. The Liberal historian Lord Acton considered Burke one of the three greatest Liberals, along with William Gladstone and Thomas Babington Macaulay. Lord Macaulay recorded in his diary: \"I have now finished reading again most of Burke's works. Admirable! The greatest man since Milton\". The Gladstonian Liberal MP John Morley published two books on Burke (including a biography) and was influenced by Burke, including his views on prejudice. The Cobdenite Radical Francis Hirst thought Burke deserved \"a place among English libertarians, even though of all lovers of liberty and of all reformers he was the most conservative, the least abstract, always anxious to preserve and renovate rather than to innovate. In politics he resembled the modern architect who would restore an old house instead of pulling it down to construct a new one on the site\". Burke's Reflections on the Revolution in France was controversial at the time of its publication, but after his death, it was to become his best known and most influential work, and a manifesto for Conservative thinking.", "targets": "Lord Macaulay thought Burke was the best author since whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed9a7ec22b094089a70730743b49d8fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 19th-century Liberal Prime Minister William Ewart Gladstone considered Burke \"a magazine of wisdom on Ireland and America\" and in his diary recorded: \"Made many extracts from Burke\u2014sometimes almost divine\". The Radical MP and anti-Corn Law activist Richard Cobden often praised Burke's Thoughts and Details on Scarcity. The Liberal historian Lord Acton considered Burke one of the three greatest Liberals, along with William Gladstone and Thomas Babington Macaulay. Lord Macaulay recorded in his diary: \"I have now finished reading again most of Burke's works. Admirable! The greatest man since Milton\". The Gladstonian Liberal MP John Morley published two books on Burke (including a biography) and was influenced by Burke, including his views on prejudice. The Cobdenite Radical Francis Hirst thought Burke deserved \"a place among English libertarians, even though of all lovers of liberty and of all reformers he was the most conservative, the least abstract, always anxious to preserve and renovate rather than to innovate. In politics he resembled the modern architect who would restore an old house instead of pulling it down to construct a new one on the site\". Burke's Reflections on the Revolution in France was controversial at the time of its publication, but after his death, it was to become his best known and most influential work, and a manifesto for Conservative thinking.", "targets": "Who thought Burke was like an architect remodeling an old house instead of tearing it down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3119f06caef74ddc8b3ef411ede668a2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Information resources may contain hyperlinks to other information resources. Each link contains the URI of a resource to go to. When a link is clicked, the browser navigates to the resource indicated by the link's target URI, and the process of bringing content to the user begins again.", "targets": "What can resources have to connect to other resources?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19075c2f6ce246478e7603b0ea55096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers. It is important to note, however, that the British study referenced above is the only one of its kind and consisted of \"a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study\" and that the questions referred to \"sexual abuse with a professional,\" not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. \"The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students\"Its reliability was gauged at 95% with a 4% margin of error.", "targets": "Where was it shown to have a 0.3% prevalence of sexual abuse by professionals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19075c2f6ce246478e7603b0ea55096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers. It is important to note, however, that the British study referenced above is the only one of its kind and consisted of \"a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study\" and that the questions referred to \"sexual abuse with a professional,\" not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. \"The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students\"Its reliability was gauged at 95% with a 4% margin of error.", "targets": "What was the definition of professionals, for this study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19075c2f6ce246478e7603b0ea55096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers. It is important to note, however, that the British study referenced above is the only one of its kind and consisted of \"a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study\" and that the questions referred to \"sexual abuse with a professional,\" not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. \"The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students\"Its reliability was gauged at 95% with a 4% margin of error.", "targets": "How many people were involved in the study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-19075c2f6ce246478e7603b0ea55096e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers. It is important to note, however, that the British study referenced above is the only one of its kind and consisted of \"a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study\" and that the questions referred to \"sexual abuse with a professional,\" not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. \"The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students\"Its reliability was gauged at 95% with a 4% margin of error.", "targets": "What study covered subjects in 80,000 schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d075514a5a664b5b9cdb81eabbd25607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton is home to Southampton Football Club\u2014nicknamed \"The Saints\"\u2014who play in the Premier League at St Mary's Stadium, having relocated in 2001 from their 103-year-old former stadium, \"The Dell\". They reached the top flight of English football (First Division) for the first time in 1966, staying there for eight years. They lifted the FA Cup with a shock victory over Manchester United in 1976, returned to the top flight two years later, and stayed there for 27 years (becoming founder members of the Premier League in 1992) before they were relegated in 2005. The club was promoted back to the Premier League in 2012 following a brief spell in the third-tier and severe financial difficulties. In 2015, \"The Saints\" finished 7th in the Premier League, their highest league finish in 30 years, after a remarkable season under new manager Ronald Koeman. Their highest league position came in 1984 when they were runners-up in the old First Division. They were also runners-up in the 1979 Football League Cup final and 2003 FA Cup final. Notable former managers include Ted Bates, Lawrie McMenemy, Chris Nicholl, Ian Branfoot and Gordon Strachan. There is a strong rivalry between Portsmouth F.C. (\"South Coast derby\") which is located only about 30 km (19 mi) away.", "targets": "What's the nickname of the Southampton Football Club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d075514a5a664b5b9cdb81eabbd25607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton is home to Southampton Football Club\u2014nicknamed \"The Saints\"\u2014who play in the Premier League at St Mary's Stadium, having relocated in 2001 from their 103-year-old former stadium, \"The Dell\". They reached the top flight of English football (First Division) for the first time in 1966, staying there for eight years. They lifted the FA Cup with a shock victory over Manchester United in 1976, returned to the top flight two years later, and stayed there for 27 years (becoming founder members of the Premier League in 1992) before they were relegated in 2005. The club was promoted back to the Premier League in 2012 following a brief spell in the third-tier and severe financial difficulties. In 2015, \"The Saints\" finished 7th in the Premier League, their highest league finish in 30 years, after a remarkable season under new manager Ronald Koeman. Their highest league position came in 1984 when they were runners-up in the old First Division. They were also runners-up in the 1979 Football League Cup final and 2003 FA Cup final. Notable former managers include Ted Bates, Lawrie McMenemy, Chris Nicholl, Ian Branfoot and Gordon Strachan. There is a strong rivalry between Portsmouth F.C. (\"South Coast derby\") which is located only about 30 km (19 mi) away.", "targets": "What stadium has been home to The Saints since 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d075514a5a664b5b9cdb81eabbd25607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton is home to Southampton Football Club\u2014nicknamed \"The Saints\"\u2014who play in the Premier League at St Mary's Stadium, having relocated in 2001 from their 103-year-old former stadium, \"The Dell\". They reached the top flight of English football (First Division) for the first time in 1966, staying there for eight years. They lifted the FA Cup with a shock victory over Manchester United in 1976, returned to the top flight two years later, and stayed there for 27 years (becoming founder members of the Premier League in 1992) before they were relegated in 2005. The club was promoted back to the Premier League in 2012 following a brief spell in the third-tier and severe financial difficulties. In 2015, \"The Saints\" finished 7th in the Premier League, their highest league finish in 30 years, after a remarkable season under new manager Ronald Koeman. Their highest league position came in 1984 when they were runners-up in the old First Division. They were also runners-up in the 1979 Football League Cup final and 2003 FA Cup final. Notable former managers include Ted Bates, Lawrie McMenemy, Chris Nicholl, Ian Branfoot and Gordon Strachan. There is a strong rivalry between Portsmouth F.C. (\"South Coast derby\") which is located only about 30 km (19 mi) away.", "targets": "What year did Southampton Football Club first reach the top level of English football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d075514a5a664b5b9cdb81eabbd25607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton is home to Southampton Football Club\u2014nicknamed \"The Saints\"\u2014who play in the Premier League at St Mary's Stadium, having relocated in 2001 from their 103-year-old former stadium, \"The Dell\". They reached the top flight of English football (First Division) for the first time in 1966, staying there for eight years. They lifted the FA Cup with a shock victory over Manchester United in 1976, returned to the top flight two years later, and stayed there for 27 years (becoming founder members of the Premier League in 1992) before they were relegated in 2005. The club was promoted back to the Premier League in 2012 following a brief spell in the third-tier and severe financial difficulties. In 2015, \"The Saints\" finished 7th in the Premier League, their highest league finish in 30 years, after a remarkable season under new manager Ronald Koeman. Their highest league position came in 1984 when they were runners-up in the old First Division. They were also runners-up in the 1979 Football League Cup final and 2003 FA Cup final. Notable former managers include Ted Bates, Lawrie McMenemy, Chris Nicholl, Ian Branfoot and Gordon Strachan. There is a strong rivalry between Portsmouth F.C. (\"South Coast derby\") which is located only about 30 km (19 mi) away.", "targets": "Who did The Saints beat in 1976 to win the FA Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d075514a5a664b5b9cdb81eabbd25607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton is home to Southampton Football Club\u2014nicknamed \"The Saints\"\u2014who play in the Premier League at St Mary's Stadium, having relocated in 2001 from their 103-year-old former stadium, \"The Dell\". They reached the top flight of English football (First Division) for the first time in 1966, staying there for eight years. They lifted the FA Cup with a shock victory over Manchester United in 1976, returned to the top flight two years later, and stayed there for 27 years (becoming founder members of the Premier League in 1992) before they were relegated in 2005. The club was promoted back to the Premier League in 2012 following a brief spell in the third-tier and severe financial difficulties. In 2015, \"The Saints\" finished 7th in the Premier League, their highest league finish in 30 years, after a remarkable season under new manager Ronald Koeman. Their highest league position came in 1984 when they were runners-up in the old First Division. They were also runners-up in the 1979 Football League Cup final and 2003 FA Cup final. Notable former managers include Ted Bates, Lawrie McMenemy, Chris Nicholl, Ian Branfoot and Gordon Strachan. There is a strong rivalry between Portsmouth F.C. (\"South Coast derby\") which is located only about 30 km (19 mi) away.", "targets": "What league did Southampton Football Club become founding members of in 1992? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f8414021124c47965cc0ea64f72624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The head is enclosed in a hard, heavily sclerotized, unsegmented, exoskeletal head capsule, or epicranium, which contains most of the sensing organs, including the antennae, ocellus or eyes, and the mouthparts. Of all the insect orders, Orthoptera displays the most features found in other insects, including the sutures and sclerites. Here, the vertex, or the apex (dorsal region), is situated between the compound eyes for insects with a hypognathous and opisthognathous head. In prognathous insects, the vertex is not found between the compound eyes, but rather, where the ocelli are normally. This is because the primary axis of the head is rotated 90\u00b0 to become parallel to the primary axis of the body. In some species, this region is modified and assumes a different name.:13", "targets": "What part of the insect contains most of the sensing organs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f8414021124c47965cc0ea64f72624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The head is enclosed in a hard, heavily sclerotized, unsegmented, exoskeletal head capsule, or epicranium, which contains most of the sensing organs, including the antennae, ocellus or eyes, and the mouthparts. Of all the insect orders, Orthoptera displays the most features found in other insects, including the sutures and sclerites. Here, the vertex, or the apex (dorsal region), is situated between the compound eyes for insects with a hypognathous and opisthognathous head. In prognathous insects, the vertex is not found between the compound eyes, but rather, where the ocelli are normally. This is because the primary axis of the head is rotated 90\u00b0 to become parallel to the primary axis of the body. In some species, this region is modified and assumes a different name.:13", "targets": "What is another word for head capsule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f8414021124c47965cc0ea64f72624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The head is enclosed in a hard, heavily sclerotized, unsegmented, exoskeletal head capsule, or epicranium, which contains most of the sensing organs, including the antennae, ocellus or eyes, and the mouthparts. Of all the insect orders, Orthoptera displays the most features found in other insects, including the sutures and sclerites. Here, the vertex, or the apex (dorsal region), is situated between the compound eyes for insects with a hypognathous and opisthognathous head. In prognathous insects, the vertex is not found between the compound eyes, but rather, where the ocelli are normally. This is because the primary axis of the head is rotated 90\u00b0 to become parallel to the primary axis of the body. In some species, this region is modified and assumes a different name.:13", "targets": "What displays the most features on an insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f8414021124c47965cc0ea64f72624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The head is enclosed in a hard, heavily sclerotized, unsegmented, exoskeletal head capsule, or epicranium, which contains most of the sensing organs, including the antennae, ocellus or eyes, and the mouthparts. Of all the insect orders, Orthoptera displays the most features found in other insects, including the sutures and sclerites. Here, the vertex, or the apex (dorsal region), is situated between the compound eyes for insects with a hypognathous and opisthognathous head. In prognathous insects, the vertex is not found between the compound eyes, but rather, where the ocelli are normally. This is because the primary axis of the head is rotated 90\u00b0 to become parallel to the primary axis of the body. In some species, this region is modified and assumes a different name.:13", "targets": "What is the vertex also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1f8414021124c47965cc0ea64f72624", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The head is enclosed in a hard, heavily sclerotized, unsegmented, exoskeletal head capsule, or epicranium, which contains most of the sensing organs, including the antennae, ocellus or eyes, and the mouthparts. Of all the insect orders, Orthoptera displays the most features found in other insects, including the sutures and sclerites. Here, the vertex, or the apex (dorsal region), is situated between the compound eyes for insects with a hypognathous and opisthognathous head. In prognathous insects, the vertex is not found between the compound eyes, but rather, where the ocelli are normally. This is because the primary axis of the head is rotated 90\u00b0 to become parallel to the primary axis of the body. In some species, this region is modified and assumes a different name.:13", "targets": "The vertex is usually located between what kind of eyes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f27d099c38a40169596f2f8fb9800c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the start of the 20th century through the 1970s, the American tuna fishing fleet and tuna canning industry were based in San Diego, \"the tuna capital of the world\". San Diego's first tuna cannery was founded in 1911, and by the mid-1930s the canneries employed more than 1,000 people. A large fishing fleet supported the canneries, mostly staffed by immigrant fishermen from Japan, and later from the Portuguese Azores and Italy whose influence is still felt in neighborhoods like Little Italy and Point Loma. Due to rising costs and foreign competition, the last of the canneries closed in the early 1980s.", "targets": "What nickname was San Diego given by the tuna canning industry in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f27d099c38a40169596f2f8fb9800c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the start of the 20th century through the 1970s, the American tuna fishing fleet and tuna canning industry were based in San Diego, \"the tuna capital of the world\". San Diego's first tuna cannery was founded in 1911, and by the mid-1930s the canneries employed more than 1,000 people. A large fishing fleet supported the canneries, mostly staffed by immigrant fishermen from Japan, and later from the Portuguese Azores and Italy whose influence is still felt in neighborhoods like Little Italy and Point Loma. Due to rising costs and foreign competition, the last of the canneries closed in the early 1980s.", "targets": "How many jobs were created by the mid-1930s thanks to San Diego's tuna cannery that was developed in 1911?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f27d099c38a40169596f2f8fb9800c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the start of the 20th century through the 1970s, the American tuna fishing fleet and tuna canning industry were based in San Diego, \"the tuna capital of the world\". San Diego's first tuna cannery was founded in 1911, and by the mid-1930s the canneries employed more than 1,000 people. A large fishing fleet supported the canneries, mostly staffed by immigrant fishermen from Japan, and later from the Portuguese Azores and Italy whose influence is still felt in neighborhoods like Little Italy and Point Loma. Due to rising costs and foreign competition, the last of the canneries closed in the early 1980s.", "targets": "Why were the canneries ultimately closed by the early 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f27d099c38a40169596f2f8fb9800c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the start of the 20th century through the 1970s, the American tuna fishing fleet and tuna canning industry were based in San Diego, \"the tuna capital of the world\". San Diego's first tuna cannery was founded in 1911, and by the mid-1930s the canneries employed more than 1,000 people. A large fishing fleet supported the canneries, mostly staffed by immigrant fishermen from Japan, and later from the Portuguese Azores and Italy whose influence is still felt in neighborhoods like Little Italy and Point Loma. Due to rising costs and foreign competition, the last of the canneries closed in the early 1980s.", "targets": "Immigrants from what country were primarily hired by the fishing fleets that supported the canneries??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f27d099c38a40169596f2f8fb9800c0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the start of the 20th century through the 1970s, the American tuna fishing fleet and tuna canning industry were based in San Diego, \"the tuna capital of the world\". San Diego's first tuna cannery was founded in 1911, and by the mid-1930s the canneries employed more than 1,000 people. A large fishing fleet supported the canneries, mostly staffed by immigrant fishermen from Japan, and later from the Portuguese Azores and Italy whose influence is still felt in neighborhoods like Little Italy and Point Loma. Due to rising costs and foreign competition, the last of the canneries closed in the early 1980s.", "targets": "From what region in Portugal did immigrants come from to work in San Diego's fishing industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04035ae54c794bd5a2a411d0cf97d7ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A patent is a form of right granted by the government to an inventor, giving the owner the right to exclude others from making, using, selling, offering to sell, and importing an invention for a limited period of time, in exchange for the public disclosure of the invention. An invention is a solution to a specific technological problem, which may be a product or a process and generally has to fulfil three main requirements: it has to be new, not obvious and there needs to be an industrial applicability.:17", "targets": "Who grants a patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04035ae54c794bd5a2a411d0cf97d7ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A patent is a form of right granted by the government to an inventor, giving the owner the right to exclude others from making, using, selling, offering to sell, and importing an invention for a limited period of time, in exchange for the public disclosure of the invention. An invention is a solution to a specific technological problem, which may be a product or a process and generally has to fulfil three main requirements: it has to be new, not obvious and there needs to be an industrial applicability.:17", "targets": "Who is a patent granted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04035ae54c794bd5a2a411d0cf97d7ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A patent is a form of right granted by the government to an inventor, giving the owner the right to exclude others from making, using, selling, offering to sell, and importing an invention for a limited period of time, in exchange for the public disclosure of the invention. An invention is a solution to a specific technological problem, which may be a product or a process and generally has to fulfil three main requirements: it has to be new, not obvious and there needs to be an industrial applicability.:17", "targets": "How many requirements does an invention need to fulfill for a patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04035ae54c794bd5a2a411d0cf97d7ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A patent is a form of right granted by the government to an inventor, giving the owner the right to exclude others from making, using, selling, offering to sell, and importing an invention for a limited period of time, in exchange for the public disclosure of the invention. An invention is a solution to a specific technological problem, which may be a product or a process and generally has to fulfil three main requirements: it has to be new, not obvious and there needs to be an industrial applicability.:17", "targets": "An invention is a solution to what type of problem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-04035ae54c794bd5a2a411d0cf97d7ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A patent is a form of right granted by the government to an inventor, giving the owner the right to exclude others from making, using, selling, offering to sell, and importing an invention for a limited period of time, in exchange for the public disclosure of the invention. An invention is a solution to a specific technological problem, which may be a product or a process and generally has to fulfil three main requirements: it has to be new, not obvious and there needs to be an industrial applicability.:17", "targets": "What is a patent offered in exchange for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5930499bf744442888daf7ae01462e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Middle Ages, Virgil's reputation was such that it inspired legends associating him with magic and prophecy. From at least the 3rd century, Christian thinkers interpreted Eclogues 4, which describes the birth of a boy ushering in a golden age, as a prediction of Jesus' birth. As such, Virgil came to be seen on a similar level as the Hebrew prophets of the Bible as one who had heralded Christianity.", "targets": "Which of Virgil's works was said by some to have predicted Jesus' birth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5930499bf744442888daf7ae01462e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Middle Ages, Virgil's reputation was such that it inspired legends associating him with magic and prophecy. From at least the 3rd century, Christian thinkers interpreted Eclogues 4, which describes the birth of a boy ushering in a golden age, as a prediction of Jesus' birth. As such, Virgil came to be seen on a similar level as the Hebrew prophets of the Bible as one who had heralded Christianity.", "targets": "Which religion did some consider Virgil to have heralded in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5930499bf744442888daf7ae01462e63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Middle Ages, Virgil's reputation was such that it inspired legends associating him with magic and prophecy. From at least the 3rd century, Christian thinkers interpreted Eclogues 4, which describes the birth of a boy ushering in a golden age, as a prediction of Jesus' birth. As such, Virgil came to be seen on a similar level as the Hebrew prophets of the Bible as one who had heralded Christianity.", "targets": "During which time period did Virgil's reputation inspire legends associating him with magic and prophecy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "What does West Antarctica most resemble geologically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "How was the Antarctic Peninsula formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "During what eras was the Antarctic Peninsula formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "What are the most common rocks found in West Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "Where has evidence of volcanic activity been discovered in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "To what mountainous area is Antarctica geologically similar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "An uplift of what formed Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "Starting from the late Paleozoic era, when did Antarctica finish forming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "What are the most often found rocks in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12c1664e32f40c5a7dfa9f8f74ba0fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Geologically, West Antarctica closely resembles the Andes mountain range of South America. The Antarctic Peninsula was formed by uplift and metamorphism of sea bed sediments during the late Paleozoic and the early Mesozoic eras. This sediment uplift was accompanied by igneous intrusions and volcanism. The most common rocks in West Antarctica are andesite and rhyolite volcanics formed during the Jurassic period. There is also evidence of volcanic activity, even after the ice sheet had formed, in Marie Byrd Land and Alexander Island. The only anomalous area of West Antarctica is the Ellsworth Mountains region, where the stratigraphy is more similar to East Antarctica.", "targets": "What type of geologic activity occurred even after the formation of the ice sheets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebca9ee39da74843b8141f8249fc7152", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine plants such the Alpine gentian grow in abundance in areas such as the meadows above the Lauterbrunnental. Gentians are named after the Illyrian king Gentius, and 40 species of the early-spring blooming flower grow in the Alps, in a range of 1,500 to 2,400 m (4,921 to 7,874 ft). Writing about the gentians in Switzerland D. H. Lawrence described them as \"darkening the day-time, torch-like with the smoking blueness of Pluto's gloom.\" Gentians tend to \"appear\" repeatedly as the spring blooming takes place at progressively later dates, moving from the lower altitude to the higher altitude meadows where the snow melts much later than in the valleys. On the highest rocky ledges the spring flowers bloom in the summer.", "targets": "What grows in abundance in areas such as the meadows above the Lauterbrunnental?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebca9ee39da74843b8141f8249fc7152", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine plants such the Alpine gentian grow in abundance in areas such as the meadows above the Lauterbrunnental. Gentians are named after the Illyrian king Gentius, and 40 species of the early-spring blooming flower grow in the Alps, in a range of 1,500 to 2,400 m (4,921 to 7,874 ft). Writing about the gentians in Switzerland D. H. Lawrence described them as \"darkening the day-time, torch-like with the smoking blueness of Pluto's gloom.\" Gentians tend to \"appear\" repeatedly as the spring blooming takes place at progressively later dates, moving from the lower altitude to the higher altitude meadows where the snow melts much later than in the valleys. On the highest rocky ledges the spring flowers bloom in the summer.", "targets": "What are Gentians named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebca9ee39da74843b8141f8249fc7152", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alpine plants such the Alpine gentian grow in abundance in areas such as the meadows above the Lauterbrunnental. Gentians are named after the Illyrian king Gentius, and 40 species of the early-spring blooming flower grow in the Alps, in a range of 1,500 to 2,400 m (4,921 to 7,874 ft). Writing about the gentians in Switzerland D. H. Lawrence described them as \"darkening the day-time, torch-like with the smoking blueness of Pluto's gloom.\" Gentians tend to \"appear\" repeatedly as the spring blooming takes place at progressively later dates, moving from the lower altitude to the higher altitude meadows where the snow melts much later than in the valleys. On the highest rocky ledges the spring flowers bloom in the summer.", "targets": "How many species of the early-spring blooming flower grow in the Alps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaf85c563cc94c11ad725a4b310ce780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts by local kings to fight the invaders led to the formation of new political entities. In Anglo-Saxon England, King Alfred the Great (r. 871\u2013899) came to an agreement with the Viking invaders in the late 9th century, resulting in Danish settlements in Northumbria, Mercia, and parts of East Anglia. By the middle of the 10th century, Alfred's successors had conquered Northumbria, and restored English control over most of the southern part of Great Britain. In northern Britain, Kenneth MacAlpin (d. c. 860) united the Picts and the Scots into the Kingdom of Alba. In the early 10th century, the Ottonian dynasty had established itself in Germany, and was engaged in driving back the Magyars. Its efforts culminated in the coronation in 962 of Otto I (r. 936\u2013973) as Holy Roman Emperor. In 972, he secured recognition of his title by the Byzantine Empire, which he sealed with the marriage of his son Otto II (r. 967\u2013983) to Theophanu (d. 991), daughter of an earlier Byzantine Emperor Romanos II (r. 959\u2013963). By the late 10th century Italy had been drawn into the Ottonian sphere after a period of instability; Otto III (r. 996\u20131002) spent much of his later reign in the kingdom. The western Frankish kingdom was more fragmented, and although kings remained nominally in charge, much of the political power devolved to the local lords.", "targets": "When did Alfred the Great begin his reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaf85c563cc94c11ad725a4b310ce780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts by local kings to fight the invaders led to the formation of new political entities. In Anglo-Saxon England, King Alfred the Great (r. 871\u2013899) came to an agreement with the Viking invaders in the late 9th century, resulting in Danish settlements in Northumbria, Mercia, and parts of East Anglia. By the middle of the 10th century, Alfred's successors had conquered Northumbria, and restored English control over most of the southern part of Great Britain. In northern Britain, Kenneth MacAlpin (d. c. 860) united the Picts and the Scots into the Kingdom of Alba. In the early 10th century, the Ottonian dynasty had established itself in Germany, and was engaged in driving back the Magyars. Its efforts culminated in the coronation in 962 of Otto I (r. 936\u2013973) as Holy Roman Emperor. In 972, he secured recognition of his title by the Byzantine Empire, which he sealed with the marriage of his son Otto II (r. 967\u2013983) to Theophanu (d. 991), daughter of an earlier Byzantine Emperor Romanos II (r. 959\u2013963). By the late 10th century Italy had been drawn into the Ottonian sphere after a period of instability; Otto III (r. 996\u20131002) spent much of his later reign in the kingdom. The western Frankish kingdom was more fragmented, and although kings remained nominally in charge, much of the political power devolved to the local lords.", "targets": "What was the kingdom of Kenneth MacAlpin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaf85c563cc94c11ad725a4b310ce780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts by local kings to fight the invaders led to the formation of new political entities. In Anglo-Saxon England, King Alfred the Great (r. 871\u2013899) came to an agreement with the Viking invaders in the late 9th century, resulting in Danish settlements in Northumbria, Mercia, and parts of East Anglia. By the middle of the 10th century, Alfred's successors had conquered Northumbria, and restored English control over most of the southern part of Great Britain. In northern Britain, Kenneth MacAlpin (d. c. 860) united the Picts and the Scots into the Kingdom of Alba. In the early 10th century, the Ottonian dynasty had established itself in Germany, and was engaged in driving back the Magyars. Its efforts culminated in the coronation in 962 of Otto I (r. 936\u2013973) as Holy Roman Emperor. In 972, he secured recognition of his title by the Byzantine Empire, which he sealed with the marriage of his son Otto II (r. 967\u2013983) to Theophanu (d. 991), daughter of an earlier Byzantine Emperor Romanos II (r. 959\u2013963). By the late 10th century Italy had been drawn into the Ottonian sphere after a period of instability; Otto III (r. 996\u20131002) spent much of his later reign in the kingdom. The western Frankish kingdom was more fragmented, and although kings remained nominally in charge, much of the political power devolved to the local lords.", "targets": "Of what dynasty was Otto I a member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaf85c563cc94c11ad725a4b310ce780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts by local kings to fight the invaders led to the formation of new political entities. In Anglo-Saxon England, King Alfred the Great (r. 871\u2013899) came to an agreement with the Viking invaders in the late 9th century, resulting in Danish settlements in Northumbria, Mercia, and parts of East Anglia. By the middle of the 10th century, Alfred's successors had conquered Northumbria, and restored English control over most of the southern part of Great Britain. In northern Britain, Kenneth MacAlpin (d. c. 860) united the Picts and the Scots into the Kingdom of Alba. In the early 10th century, the Ottonian dynasty had established itself in Germany, and was engaged in driving back the Magyars. Its efforts culminated in the coronation in 962 of Otto I (r. 936\u2013973) as Holy Roman Emperor. In 972, he secured recognition of his title by the Byzantine Empire, which he sealed with the marriage of his son Otto II (r. 967\u2013983) to Theophanu (d. 991), daughter of an earlier Byzantine Emperor Romanos II (r. 959\u2013963). By the late 10th century Italy had been drawn into the Ottonian sphere after a period of instability; Otto III (r. 996\u20131002) spent much of his later reign in the kingdom. The western Frankish kingdom was more fragmented, and although kings remained nominally in charge, much of the political power devolved to the local lords.", "targets": "What group did Otto I defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaf85c563cc94c11ad725a4b310ce780", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Efforts by local kings to fight the invaders led to the formation of new political entities. In Anglo-Saxon England, King Alfred the Great (r. 871\u2013899) came to an agreement with the Viking invaders in the late 9th century, resulting in Danish settlements in Northumbria, Mercia, and parts of East Anglia. By the middle of the 10th century, Alfred's successors had conquered Northumbria, and restored English control over most of the southern part of Great Britain. In northern Britain, Kenneth MacAlpin (d. c. 860) united the Picts and the Scots into the Kingdom of Alba. In the early 10th century, the Ottonian dynasty had established itself in Germany, and was engaged in driving back the Magyars. Its efforts culminated in the coronation in 962 of Otto I (r. 936\u2013973) as Holy Roman Emperor. In 972, he secured recognition of his title by the Byzantine Empire, which he sealed with the marriage of his son Otto II (r. 967\u2013983) to Theophanu (d. 991), daughter of an earlier Byzantine Emperor Romanos II (r. 959\u2013963). By the late 10th century Italy had been drawn into the Ottonian sphere after a period of instability; Otto III (r. 996\u20131002) spent much of his later reign in the kingdom. The western Frankish kingdom was more fragmented, and although kings remained nominally in charge, much of the political power devolved to the local lords.", "targets": "In what year did Otto I become Holy Roman Emperor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1ce39f6d8a94ff684168d0ad562ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, Apple had created too many similar models that confused potential buyers. At one point, its product lineup was subdivided into Classic, LC, II, Quadra, Performa, and Centris models, with essentially the same computer being sold under a number of different names. These models competed against Macintosh clones, hardware manufactured by third parties that ran Apple's System 7. This succeeded in increasing the Macintosh's market share somewhat, and provided cheaper hardware for consumers, but hurt Apple financially as existing Apple customers began to buy cheaper clones which cannibalized the sales of Apple's higher-margin Macintosh systems, yet Apple still shouldered the burden of developing the Mac OS platform.", "targets": "What did Apple's creation of too many similar models do to potential buyers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1ce39f6d8a94ff684168d0ad562ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, Apple had created too many similar models that confused potential buyers. At one point, its product lineup was subdivided into Classic, LC, II, Quadra, Performa, and Centris models, with essentially the same computer being sold under a number of different names. These models competed against Macintosh clones, hardware manufactured by third parties that ran Apple's System 7. This succeeded in increasing the Macintosh's market share somewhat, and provided cheaper hardware for consumers, but hurt Apple financially as existing Apple customers began to buy cheaper clones which cannibalized the sales of Apple's higher-margin Macintosh systems, yet Apple still shouldered the burden of developing the Mac OS platform.", "targets": "What was the hardware manufactured by third parties for Apple's System 7 known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1ce39f6d8a94ff684168d0ad562ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, Apple had created too many similar models that confused potential buyers. At one point, its product lineup was subdivided into Classic, LC, II, Quadra, Performa, and Centris models, with essentially the same computer being sold under a number of different names. These models competed against Macintosh clones, hardware manufactured by third parties that ran Apple's System 7. This succeeded in increasing the Macintosh's market share somewhat, and provided cheaper hardware for consumers, but hurt Apple financially as existing Apple customers began to buy cheaper clones which cannibalized the sales of Apple's higher-margin Macintosh systems, yet Apple still shouldered the burden of developing the Mac OS platform.", "targets": "What did the Macintosh clones provide for consumers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1ce39f6d8a94ff684168d0ad562ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, Apple had created too many similar models that confused potential buyers. At one point, its product lineup was subdivided into Classic, LC, II, Quadra, Performa, and Centris models, with essentially the same computer being sold under a number of different names. These models competed against Macintosh clones, hardware manufactured by third parties that ran Apple's System 7. This succeeded in increasing the Macintosh's market share somewhat, and provided cheaper hardware for consumers, but hurt Apple financially as existing Apple customers began to buy cheaper clones which cannibalized the sales of Apple's higher-margin Macintosh systems, yet Apple still shouldered the burden of developing the Mac OS platform.", "targets": "What did Macintosh clones succeed in increasing for Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1ce39f6d8a94ff684168d0ad562ce26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Furthermore, Apple had created too many similar models that confused potential buyers. At one point, its product lineup was subdivided into Classic, LC, II, Quadra, Performa, and Centris models, with essentially the same computer being sold under a number of different names. These models competed against Macintosh clones, hardware manufactured by third parties that ran Apple's System 7. This succeeded in increasing the Macintosh's market share somewhat, and provided cheaper hardware for consumers, but hurt Apple financially as existing Apple customers began to buy cheaper clones which cannibalized the sales of Apple's higher-margin Macintosh systems, yet Apple still shouldered the burden of developing the Mac OS platform.", "targets": "Who did the Macintosh clones hurt financially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca41d12e9aa48cfa4a2c29955327855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the forces in the universe are based on four fundamental interactions. The strong and weak forces are nuclear forces that act only at very short distances, and are responsible for the interactions between subatomic particles, including nucleons and compound nuclei. The electromagnetic force acts between electric charges, and the gravitational force acts between masses. All other forces in nature derive from these four fundamental interactions. For example, friction is a manifestation of the electromagnetic force acting between the atoms of two surfaces, and the Pauli exclusion principle, which does not permit atoms to pass through each other. Similarly, the forces in springs, modeled by Hooke's law, are the result of electromagnetic forces and the Exclusion Principle acting together to return an object to its equilibrium position. Centrifugal forces are acceleration forces that arise simply from the acceleration of rotating frames of reference.:12-11:359", "targets": "How many interactions are all of the universal forces based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca41d12e9aa48cfa4a2c29955327855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the forces in the universe are based on four fundamental interactions. The strong and weak forces are nuclear forces that act only at very short distances, and are responsible for the interactions between subatomic particles, including nucleons and compound nuclei. The electromagnetic force acts between electric charges, and the gravitational force acts between masses. All other forces in nature derive from these four fundamental interactions. For example, friction is a manifestation of the electromagnetic force acting between the atoms of two surfaces, and the Pauli exclusion principle, which does not permit atoms to pass through each other. Similarly, the forces in springs, modeled by Hooke's law, are the result of electromagnetic forces and the Exclusion Principle acting together to return an object to its equilibrium position. Centrifugal forces are acceleration forces that arise simply from the acceleration of rotating frames of reference.:12-11:359", "targets": "What nuclear forces only act at short distances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca41d12e9aa48cfa4a2c29955327855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the forces in the universe are based on four fundamental interactions. The strong and weak forces are nuclear forces that act only at very short distances, and are responsible for the interactions between subatomic particles, including nucleons and compound nuclei. The electromagnetic force acts between electric charges, and the gravitational force acts between masses. All other forces in nature derive from these four fundamental interactions. For example, friction is a manifestation of the electromagnetic force acting between the atoms of two surfaces, and the Pauli exclusion principle, which does not permit atoms to pass through each other. Similarly, the forces in springs, modeled by Hooke's law, are the result of electromagnetic forces and the Exclusion Principle acting together to return an object to its equilibrium position. Centrifugal forces are acceleration forces that arise simply from the acceleration of rotating frames of reference.:12-11:359", "targets": "What force acts between electric charges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca41d12e9aa48cfa4a2c29955327855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the forces in the universe are based on four fundamental interactions. The strong and weak forces are nuclear forces that act only at very short distances, and are responsible for the interactions between subatomic particles, including nucleons and compound nuclei. The electromagnetic force acts between electric charges, and the gravitational force acts between masses. All other forces in nature derive from these four fundamental interactions. For example, friction is a manifestation of the electromagnetic force acting between the atoms of two surfaces, and the Pauli exclusion principle, which does not permit atoms to pass through each other. Similarly, the forces in springs, modeled by Hooke's law, are the result of electromagnetic forces and the Exclusion Principle acting together to return an object to its equilibrium position. Centrifugal forces are acceleration forces that arise simply from the acceleration of rotating frames of reference.:12-11:359", "targets": "What do gravitational forces act between?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ca41d12e9aa48cfa4a2c29955327855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All of the forces in the universe are based on four fundamental interactions. The strong and weak forces are nuclear forces that act only at very short distances, and are responsible for the interactions between subatomic particles, including nucleons and compound nuclei. The electromagnetic force acts between electric charges, and the gravitational force acts between masses. All other forces in nature derive from these four fundamental interactions. For example, friction is a manifestation of the electromagnetic force acting between the atoms of two surfaces, and the Pauli exclusion principle, which does not permit atoms to pass through each other. Similarly, the forces in springs, modeled by Hooke's law, are the result of electromagnetic forces and the Exclusion Principle acting together to return an object to its equilibrium position. Centrifugal forces are acceleration forces that arise simply from the acceleration of rotating frames of reference.:12-11:359", "targets": "What prohibits atoms from passing through each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7b9124aef7a461bb8f70a1e1537a550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU has 21 NCAA varsity teams. Nineteen of these teams played mainly in the Mountain West Conference from its inception in 1999 until the school left that conference in 2011. Prior to that time BYU teams competed in the Western Athletic Conference. All teams are named the \"Cougars\", and Cosmo the Cougar has been the school's mascot since 1953. The school's fight song is the Cougar Fight Song. Because many of its players serve on full-time missions for two years (men when they're 18, women when 19), BYU athletes are often older on average than other schools' players. The NCAA allows students to serve missions for two years without subtracting that time from their eligibility period. This has caused minor controversy, but is largely recognized as not lending the school any significant advantage, since players receive no athletic and little physical training during their missions. BYU has also received attention from sports networks for refusal to play games on Sunday, as well as expelling players due to honor code violations. Beginning in the 2011 season, BYU football competes in college football as an independent. In addition, most other sports now compete in the West Coast Conference. Teams in swimming and diving and indoor track and field for both men and women joined the men's volleyball program in the Mountain Pacific Sports Federation. For outdoor track and field, the Cougars became an Independent. Softball returned to the Western Athletic Conference, but spent only one season in the WAC; the team moved to the Pacific Coast Softball Conference after the 2012 season. The softball program may move again after the 2013 season; the July 2013 return of Pacific to the WCC will enable that conference to add softball as an official sport.", "targets": "How many NCAA varsity teams does BYU have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7b9124aef7a461bb8f70a1e1537a550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU has 21 NCAA varsity teams. Nineteen of these teams played mainly in the Mountain West Conference from its inception in 1999 until the school left that conference in 2011. Prior to that time BYU teams competed in the Western Athletic Conference. All teams are named the \"Cougars\", and Cosmo the Cougar has been the school's mascot since 1953. The school's fight song is the Cougar Fight Song. Because many of its players serve on full-time missions for two years (men when they're 18, women when 19), BYU athletes are often older on average than other schools' players. The NCAA allows students to serve missions for two years without subtracting that time from their eligibility period. This has caused minor controversy, but is largely recognized as not lending the school any significant advantage, since players receive no athletic and little physical training during their missions. BYU has also received attention from sports networks for refusal to play games on Sunday, as well as expelling players due to honor code violations. Beginning in the 2011 season, BYU football competes in college football as an independent. In addition, most other sports now compete in the West Coast Conference. Teams in swimming and diving and indoor track and field for both men and women joined the men's volleyball program in the Mountain Pacific Sports Federation. For outdoor track and field, the Cougars became an Independent. Softball returned to the Western Athletic Conference, but spent only one season in the WAC; the team moved to the Pacific Coast Softball Conference after the 2012 season. The softball program may move again after the 2013 season; the July 2013 return of Pacific to the WCC will enable that conference to add softball as an official sport.", "targets": "What is the name of BYU's fight song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7b9124aef7a461bb8f70a1e1537a550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU has 21 NCAA varsity teams. Nineteen of these teams played mainly in the Mountain West Conference from its inception in 1999 until the school left that conference in 2011. Prior to that time BYU teams competed in the Western Athletic Conference. All teams are named the \"Cougars\", and Cosmo the Cougar has been the school's mascot since 1953. The school's fight song is the Cougar Fight Song. Because many of its players serve on full-time missions for two years (men when they're 18, women when 19), BYU athletes are often older on average than other schools' players. The NCAA allows students to serve missions for two years without subtracting that time from their eligibility period. This has caused minor controversy, but is largely recognized as not lending the school any significant advantage, since players receive no athletic and little physical training during their missions. BYU has also received attention from sports networks for refusal to play games on Sunday, as well as expelling players due to honor code violations. Beginning in the 2011 season, BYU football competes in college football as an independent. In addition, most other sports now compete in the West Coast Conference. Teams in swimming and diving and indoor track and field for both men and women joined the men's volleyball program in the Mountain Pacific Sports Federation. For outdoor track and field, the Cougars became an Independent. Softball returned to the Western Athletic Conference, but spent only one season in the WAC; the team moved to the Pacific Coast Softball Conference after the 2012 season. The softball program may move again after the 2013 season; the July 2013 return of Pacific to the WCC will enable that conference to add softball as an official sport.", "targets": "Why are many BYU athletes older than other schools' players?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7b9124aef7a461bb8f70a1e1537a550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU has 21 NCAA varsity teams. Nineteen of these teams played mainly in the Mountain West Conference from its inception in 1999 until the school left that conference in 2011. Prior to that time BYU teams competed in the Western Athletic Conference. All teams are named the \"Cougars\", and Cosmo the Cougar has been the school's mascot since 1953. The school's fight song is the Cougar Fight Song. Because many of its players serve on full-time missions for two years (men when they're 18, women when 19), BYU athletes are often older on average than other schools' players. The NCAA allows students to serve missions for two years without subtracting that time from their eligibility period. This has caused minor controversy, but is largely recognized as not lending the school any significant advantage, since players receive no athletic and little physical training during their missions. BYU has also received attention from sports networks for refusal to play games on Sunday, as well as expelling players due to honor code violations. Beginning in the 2011 season, BYU football competes in college football as an independent. In addition, most other sports now compete in the West Coast Conference. Teams in swimming and diving and indoor track and field for both men and women joined the men's volleyball program in the Mountain Pacific Sports Federation. For outdoor track and field, the Cougars became an Independent. Softball returned to the Western Athletic Conference, but spent only one season in the WAC; the team moved to the Pacific Coast Softball Conference after the 2012 season. The softball program may move again after the 2013 season; the July 2013 return of Pacific to the WCC will enable that conference to add softball as an official sport.", "targets": "When does BYU refuse to play athletic games that got the attention of the sports networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7b9124aef7a461bb8f70a1e1537a550", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "BYU has 21 NCAA varsity teams. Nineteen of these teams played mainly in the Mountain West Conference from its inception in 1999 until the school left that conference in 2011. Prior to that time BYU teams competed in the Western Athletic Conference. All teams are named the \"Cougars\", and Cosmo the Cougar has been the school's mascot since 1953. The school's fight song is the Cougar Fight Song. Because many of its players serve on full-time missions for two years (men when they're 18, women when 19), BYU athletes are often older on average than other schools' players. The NCAA allows students to serve missions for two years without subtracting that time from their eligibility period. This has caused minor controversy, but is largely recognized as not lending the school any significant advantage, since players receive no athletic and little physical training during their missions. BYU has also received attention from sports networks for refusal to play games on Sunday, as well as expelling players due to honor code violations. Beginning in the 2011 season, BYU football competes in college football as an independent. In addition, most other sports now compete in the West Coast Conference. Teams in swimming and diving and indoor track and field for both men and women joined the men's volleyball program in the Mountain Pacific Sports Federation. For outdoor track and field, the Cougars became an Independent. Softball returned to the Western Athletic Conference, but spent only one season in the WAC; the team moved to the Pacific Coast Softball Conference after the 2012 season. The softball program may move again after the 2013 season; the July 2013 return of Pacific to the WCC will enable that conference to add softball as an official sport.", "targets": "What violation can lead to a player being expelled from a sports team?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a83f6d600ef45cbb1a2ea9d848863b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread rumors of Napoleon's return from St. Helena and Napoleon as an inspiration for patriotism, individual and collective liberties, and political mobilization manifested themselves in seditious materials, displaying the tricolor and rosettes. There were also subversive activities celebrating anniversaries of Napoleon's life and reign and disrupting royal celebrations\u2014they demonstrated the prevailing and successful goal of the varied supporters of Napoleon to constantly destabilize the Bourbon regime.", "targets": "Rumors of Napoleon's return from what location were often used as an inspiration for his followers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a83f6d600ef45cbb1a2ea9d848863b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread rumors of Napoleon's return from St. Helena and Napoleon as an inspiration for patriotism, individual and collective liberties, and political mobilization manifested themselves in seditious materials, displaying the tricolor and rosettes. There were also subversive activities celebrating anniversaries of Napoleon's life and reign and disrupting royal celebrations\u2014they demonstrated the prevailing and successful goal of the varied supporters of Napoleon to constantly destabilize the Bourbon regime.", "targets": "Anniversaries of Napoleon's life and reign were sometimes celebrated in an effort to disrupt what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a83f6d600ef45cbb1a2ea9d848863b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread rumors of Napoleon's return from St. Helena and Napoleon as an inspiration for patriotism, individual and collective liberties, and political mobilization manifested themselves in seditious materials, displaying the tricolor and rosettes. There were also subversive activities celebrating anniversaries of Napoleon's life and reign and disrupting royal celebrations\u2014they demonstrated the prevailing and successful goal of the varied supporters of Napoleon to constantly destabilize the Bourbon regime.", "targets": "Destabilization of what regime was the main goal of Napoleon's followers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6a83f6d600ef45cbb1a2ea9d848863b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Widespread rumors of Napoleon's return from St. Helena and Napoleon as an inspiration for patriotism, individual and collective liberties, and political mobilization manifested themselves in seditious materials, displaying the tricolor and rosettes. There were also subversive activities celebrating anniversaries of Napoleon's life and reign and disrupting royal celebrations\u2014they demonstrated the prevailing and successful goal of the varied supporters of Napoleon to constantly destabilize the Bourbon regime.", "targets": "Seditious material distributed by Napoleon's followers often displayed the tricolor, and what other design?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a149031f12443e0a777868db5a4ea9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater London Council was abolished in 1986, which left London as the only large metropolis in the world without a central administration. In 2000, London-wide government was restored, with the creation of the Greater London Authority. To celebrate the start of the 21st century, the Millennium Dome, London Eye and Millennium Bridge were constructed. On 6 July 2005 London was awarded the 2012 Summer Olympics, making London the first city to stage the Olympic Games three times. In January 2015, Greater London's population was estimated to be 8.63 million, the highest level since 1939.", "targets": "What were the Millennium Dome, the London Eye, and the Millennium Bridge created to honor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a149031f12443e0a777868db5a4ea9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater London Council was abolished in 1986, which left London as the only large metropolis in the world without a central administration. In 2000, London-wide government was restored, with the creation of the Greater London Authority. To celebrate the start of the 21st century, the Millennium Dome, London Eye and Millennium Bridge were constructed. On 6 July 2005 London was awarded the 2012 Summer Olympics, making London the first city to stage the Olympic Games three times. In January 2015, Greater London's population was estimated to be 8.63 million, the highest level since 1939.", "targets": "What government entity was abolished in 1986?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a149031f12443e0a777868db5a4ea9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater London Council was abolished in 1986, which left London as the only large metropolis in the world without a central administration. In 2000, London-wide government was restored, with the creation of the Greater London Authority. To celebrate the start of the 21st century, the Millennium Dome, London Eye and Millennium Bridge were constructed. On 6 July 2005 London was awarded the 2012 Summer Olympics, making London the first city to stage the Olympic Games three times. In January 2015, Greater London's population was estimated to be 8.63 million, the highest level since 1939.", "targets": "London was honored with what in July, 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a149031f12443e0a777868db5a4ea9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater London Council was abolished in 1986, which left London as the only large metropolis in the world without a central administration. In 2000, London-wide government was restored, with the creation of the Greater London Authority. To celebrate the start of the 21st century, the Millennium Dome, London Eye and Millennium Bridge were constructed. On 6 July 2005 London was awarded the 2012 Summer Olympics, making London the first city to stage the Olympic Games three times. In January 2015, Greater London's population was estimated to be 8.63 million, the highest level since 1939.", "targets": "What replaced the long-abolished Greater London Council in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a149031f12443e0a777868db5a4ea9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greater London Council was abolished in 1986, which left London as the only large metropolis in the world without a central administration. In 2000, London-wide government was restored, with the creation of the Greater London Authority. To celebrate the start of the 21st century, the Millennium Dome, London Eye and Millennium Bridge were constructed. On 6 July 2005 London was awarded the 2012 Summer Olympics, making London the first city to stage the Olympic Games three times. In January 2015, Greater London's population was estimated to be 8.63 million, the highest level since 1939.", "targets": "The population of Greater London in January 2015 was its greatest since what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d2ca945fe7b4344ab2a1d38711b795d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russians avoided Napoleon's objective of a decisive engagement and instead retreated deeper into Russia. A brief attempt at resistance was made at Smolensk in August; the Russians were defeated in a series of battles, and Napoleon resumed his advance. The Russians again avoided battle, although in a few cases this was only achieved because Napoleon uncharacteristically hesitated to attack when the opportunity arose. Owing to the Russian army's scorched earth tactics, the French found it increasingly difficult to forage food for themselves and their horses.", "targets": "To avoid direct fighting with Napoleon, the Russians retreated into which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d2ca945fe7b4344ab2a1d38711b795d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russians avoided Napoleon's objective of a decisive engagement and instead retreated deeper into Russia. A brief attempt at resistance was made at Smolensk in August; the Russians were defeated in a series of battles, and Napoleon resumed his advance. The Russians again avoided battle, although in a few cases this was only achieved because Napoleon uncharacteristically hesitated to attack when the opportunity arose. Owing to the Russian army's scorched earth tactics, the French found it increasingly difficult to forage food for themselves and their horses.", "targets": "Where did the Russians try to resist Napoleon and get defeated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d2ca945fe7b4344ab2a1d38711b795d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russians avoided Napoleon's objective of a decisive engagement and instead retreated deeper into Russia. A brief attempt at resistance was made at Smolensk in August; the Russians were defeated in a series of battles, and Napoleon resumed his advance. The Russians again avoided battle, although in a few cases this was only achieved because Napoleon uncharacteristically hesitated to attack when the opportunity arose. Owing to the Russian army's scorched earth tactics, the French found it increasingly difficult to forage food for themselves and their horses.", "targets": "In what month were the Russians defeated at Smolensk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d2ca945fe7b4344ab2a1d38711b795d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russians avoided Napoleon's objective of a decisive engagement and instead retreated deeper into Russia. A brief attempt at resistance was made at Smolensk in August; the Russians were defeated in a series of battles, and Napoleon resumed his advance. The Russians again avoided battle, although in a few cases this was only achieved because Napoleon uncharacteristically hesitated to attack when the opportunity arose. Owing to the Russian army's scorched earth tactics, the French found it increasingly difficult to forage food for themselves and their horses.", "targets": "What methods used by the Russian army made it hard for the French to find food?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c34dd48149c4bc08e5b87400b1bb0af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna released her eleventh studio album, Hard Candy, in April 2008. Containing R&B and urban pop influences, the songs on Hard Candy were autobiographical in nature and saw Madonna collaborating with Justin Timberlake, Timbaland, Pharrell Williams and Nate \"Danja\" Hills. The album debuted at number one in thirty seven countries and on the Billboard 200. Don Shewey from Rolling Stone complimented it as an \"impressive taste of her upcoming tour.\" It received generally positive reviews worldwide though some critics panned it as \"an attempt to harness the urban market\".", "targets": "What was the name of Madonna's eleventh album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c34dd48149c4bc08e5b87400b1bb0af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna released her eleventh studio album, Hard Candy, in April 2008. Containing R&B and urban pop influences, the songs on Hard Candy were autobiographical in nature and saw Madonna collaborating with Justin Timberlake, Timbaland, Pharrell Williams and Nate \"Danja\" Hills. The album debuted at number one in thirty seven countries and on the Billboard 200. Don Shewey from Rolling Stone complimented it as an \"impressive taste of her upcoming tour.\" It received generally positive reviews worldwide though some critics panned it as \"an attempt to harness the urban market\".", "targets": "When was Hard Candy released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c34dd48149c4bc08e5b87400b1bb0af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna released her eleventh studio album, Hard Candy, in April 2008. Containing R&B and urban pop influences, the songs on Hard Candy were autobiographical in nature and saw Madonna collaborating with Justin Timberlake, Timbaland, Pharrell Williams and Nate \"Danja\" Hills. The album debuted at number one in thirty seven countries and on the Billboard 200. Don Shewey from Rolling Stone complimented it as an \"impressive taste of her upcoming tour.\" It received generally positive reviews worldwide though some critics panned it as \"an attempt to harness the urban market\".", "targets": "Hard Candy debuted at number one in how many countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c34dd48149c4bc08e5b87400b1bb0af", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Madonna released her eleventh studio album, Hard Candy, in April 2008. Containing R&B and urban pop influences, the songs on Hard Candy were autobiographical in nature and saw Madonna collaborating with Justin Timberlake, Timbaland, Pharrell Williams and Nate \"Danja\" Hills. The album debuted at number one in thirty seven countries and on the Billboard 200. Don Shewey from Rolling Stone complimented it as an \"impressive taste of her upcoming tour.\" It received generally positive reviews worldwide though some critics panned it as \"an attempt to harness the urban market\".", "targets": "Madonna worked with Justin Timberlake, Timbaland, Pharrell Williams and Nate Hills for which album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee27cd33ccc240cdb6c4b519faaa950d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008[update] the total number of full-time equivalent jobs was 125,037. The number of jobs in the primary sector was 203, of which 184 were in agriculture and 19 were in forestry or lumber production. The number of jobs in the secondary sector was 15,476 of which 7,650 or (49.4%) were in manufacturing, 51 or (0.3%) were in mining and 6,389 (41.3%) were in construction. The number of jobs in the tertiary sector was 109,358. In the tertiary sector; 11,396 or 10.4% were in wholesale or retail sales or the repair of motor vehicles, 10,293 or 9.4% were in the movement and storage of goods, 5,090 or 4.7% were in a hotel or restaurant, 7,302 or 6.7% were in the information industry, 8,437 or 7.7% were the insurance or financial industry, 10,660 or 9.7% were technical professionals or scientists, 5,338 or 4.9% were in education and 17,903 or 16.4% were in health care.", "targets": "How many full time jobs were there in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee27cd33ccc240cdb6c4b519faaa950d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008[update] the total number of full-time equivalent jobs was 125,037. The number of jobs in the primary sector was 203, of which 184 were in agriculture and 19 were in forestry or lumber production. The number of jobs in the secondary sector was 15,476 of which 7,650 or (49.4%) were in manufacturing, 51 or (0.3%) were in mining and 6,389 (41.3%) were in construction. The number of jobs in the tertiary sector was 109,358. In the tertiary sector; 11,396 or 10.4% were in wholesale or retail sales or the repair of motor vehicles, 10,293 or 9.4% were in the movement and storage of goods, 5,090 or 4.7% were in a hotel or restaurant, 7,302 or 6.7% were in the information industry, 8,437 or 7.7% were the insurance or financial industry, 10,660 or 9.7% were technical professionals or scientists, 5,338 or 4.9% were in education and 17,903 or 16.4% were in health care.", "targets": "How many jobs in the primary sector were agrictulture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee27cd33ccc240cdb6c4b519faaa950d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008[update] the total number of full-time equivalent jobs was 125,037. The number of jobs in the primary sector was 203, of which 184 were in agriculture and 19 were in forestry or lumber production. The number of jobs in the secondary sector was 15,476 of which 7,650 or (49.4%) were in manufacturing, 51 or (0.3%) were in mining and 6,389 (41.3%) were in construction. The number of jobs in the tertiary sector was 109,358. In the tertiary sector; 11,396 or 10.4% were in wholesale or retail sales or the repair of motor vehicles, 10,293 or 9.4% were in the movement and storage of goods, 5,090 or 4.7% were in a hotel or restaurant, 7,302 or 6.7% were in the information industry, 8,437 or 7.7% were the insurance or financial industry, 10,660 or 9.7% were technical professionals or scientists, 5,338 or 4.9% were in education and 17,903 or 16.4% were in health care.", "targets": "How many jobs in the primary sector were in forestry or lumber production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee27cd33ccc240cdb6c4b519faaa950d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008[update] the total number of full-time equivalent jobs was 125,037. The number of jobs in the primary sector was 203, of which 184 were in agriculture and 19 were in forestry or lumber production. The number of jobs in the secondary sector was 15,476 of which 7,650 or (49.4%) were in manufacturing, 51 or (0.3%) were in mining and 6,389 (41.3%) were in construction. The number of jobs in the tertiary sector was 109,358. In the tertiary sector; 11,396 or 10.4% were in wholesale or retail sales or the repair of motor vehicles, 10,293 or 9.4% were in the movement and storage of goods, 5,090 or 4.7% were in a hotel or restaurant, 7,302 or 6.7% were in the information industry, 8,437 or 7.7% were the insurance or financial industry, 10,660 or 9.7% were technical professionals or scientists, 5,338 or 4.9% were in education and 17,903 or 16.4% were in health care.", "targets": "How many jobs are in the secondary sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee27cd33ccc240cdb6c4b519faaa950d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008[update] the total number of full-time equivalent jobs was 125,037. The number of jobs in the primary sector was 203, of which 184 were in agriculture and 19 were in forestry or lumber production. The number of jobs in the secondary sector was 15,476 of which 7,650 or (49.4%) were in manufacturing, 51 or (0.3%) were in mining and 6,389 (41.3%) were in construction. The number of jobs in the tertiary sector was 109,358. In the tertiary sector; 11,396 or 10.4% were in wholesale or retail sales or the repair of motor vehicles, 10,293 or 9.4% were in the movement and storage of goods, 5,090 or 4.7% were in a hotel or restaurant, 7,302 or 6.7% were in the information industry, 8,437 or 7.7% were the insurance or financial industry, 10,660 or 9.7% were technical professionals or scientists, 5,338 or 4.9% were in education and 17,903 or 16.4% were in health care.", "targets": "How many jobs are in the tertiary secotr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630a1834cd964c56ae5c9779fa482701", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the remains of a mosaic pavement were discovered under the ruins of the Bizere Monastery near the River Mure\u015f in present-day Romania. The panels depict real or fantastic animal, floral, solar and geometric representations. Some archeologists supposed that it was the floor of an Orthodox church, built some time between the 10th and 11th century. Other experts claim that it was part of the later Catholic monastery on the site because it shows the signs of strong Italianate influence. The monastery was situated that time in the territory of the Kingdom of Hungary.", "targets": "when were mosaic pavements uncovered at the Bizere Monastery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630a1834cd964c56ae5c9779fa482701", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the remains of a mosaic pavement were discovered under the ruins of the Bizere Monastery near the River Mure\u015f in present-day Romania. The panels depict real or fantastic animal, floral, solar and geometric representations. Some archeologists supposed that it was the floor of an Orthodox church, built some time between the 10th and 11th century. Other experts claim that it was part of the later Catholic monastery on the site because it shows the signs of strong Italianate influence. The monastery was situated that time in the territory of the Kingdom of Hungary.", "targets": "Where would the Bizere Monastery be located today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630a1834cd964c56ae5c9779fa482701", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the remains of a mosaic pavement were discovered under the ruins of the Bizere Monastery near the River Mure\u015f in present-day Romania. The panels depict real or fantastic animal, floral, solar and geometric representations. Some archeologists supposed that it was the floor of an Orthodox church, built some time between the 10th and 11th century. Other experts claim that it was part of the later Catholic monastery on the site because it shows the signs of strong Italianate influence. The monastery was situated that time in the territory of the Kingdom of Hungary.", "targets": "When were the mosaics at Bizere Monastery created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-630a1834cd964c56ae5c9779fa482701", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2003, the remains of a mosaic pavement were discovered under the ruins of the Bizere Monastery near the River Mure\u015f in present-day Romania. The panels depict real or fantastic animal, floral, solar and geometric representations. Some archeologists supposed that it was the floor of an Orthodox church, built some time between the 10th and 11th century. Other experts claim that it was part of the later Catholic monastery on the site because it shows the signs of strong Italianate influence. The monastery was situated that time in the territory of the Kingdom of Hungary.", "targets": "In what kingdom was the Bizere Monastery located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66562956a6424c33a0611f0f17bef496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a uniformed military service, the Army is part of the Department of the Army, which is one of the three military departments of the Department of Defense. The U.S. Army is headed by a civilian senior appointed civil servant, the Secretary of the Army (SECARMY), and by a chief military officer, the Chief of Staff of the Army (CSA) who is also a member of the Joint Chiefs of Staff. In the fiscal year 2016, the projected end strength for the Regular Army (USA) was 475,000 soldiers; the Army National Guard (ARNG) had 342,000 soldiers, and the United States Army Reserve (USAR) had 198,000 soldiers; the combined-component strength of the U.S. Army was 1,015,000 soldiers. As a branch of the armed forces, the mission of the U.S. Army is \"to fight and win our Nation's wars, by providing prompt, sustained, land dominance, across the full range of military operations and the spectrum of conflict, in support of combatant commanders.\" The service participates in conflicts worldwide and is the major ground-based offensive and defensive force.", "targets": "How many military departments does the Department of Defense have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66562956a6424c33a0611f0f17bef496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a uniformed military service, the Army is part of the Department of the Army, which is one of the three military departments of the Department of Defense. The U.S. Army is headed by a civilian senior appointed civil servant, the Secretary of the Army (SECARMY), and by a chief military officer, the Chief of Staff of the Army (CSA) who is also a member of the Joint Chiefs of Staff. In the fiscal year 2016, the projected end strength for the Regular Army (USA) was 475,000 soldiers; the Army National Guard (ARNG) had 342,000 soldiers, and the United States Army Reserve (USAR) had 198,000 soldiers; the combined-component strength of the U.S. Army was 1,015,000 soldiers. As a branch of the armed forces, the mission of the U.S. Army is \"to fight and win our Nation's wars, by providing prompt, sustained, land dominance, across the full range of military operations and the spectrum of conflict, in support of combatant commanders.\" The service participates in conflicts worldwide and is the major ground-based offensive and defensive force.", "targets": "What does SECARMY stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66562956a6424c33a0611f0f17bef496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a uniformed military service, the Army is part of the Department of the Army, which is one of the three military departments of the Department of Defense. The U.S. Army is headed by a civilian senior appointed civil servant, the Secretary of the Army (SECARMY), and by a chief military officer, the Chief of Staff of the Army (CSA) who is also a member of the Joint Chiefs of Staff. In the fiscal year 2016, the projected end strength for the Regular Army (USA) was 475,000 soldiers; the Army National Guard (ARNG) had 342,000 soldiers, and the United States Army Reserve (USAR) had 198,000 soldiers; the combined-component strength of the U.S. Army was 1,015,000 soldiers. As a branch of the armed forces, the mission of the U.S. Army is \"to fight and win our Nation's wars, by providing prompt, sustained, land dominance, across the full range of military operations and the spectrum of conflict, in support of combatant commanders.\" The service participates in conflicts worldwide and is the major ground-based offensive and defensive force.", "targets": "What does CSA stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66562956a6424c33a0611f0f17bef496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a uniformed military service, the Army is part of the Department of the Army, which is one of the three military departments of the Department of Defense. The U.S. Army is headed by a civilian senior appointed civil servant, the Secretary of the Army (SECARMY), and by a chief military officer, the Chief of Staff of the Army (CSA) who is also a member of the Joint Chiefs of Staff. In the fiscal year 2016, the projected end strength for the Regular Army (USA) was 475,000 soldiers; the Army National Guard (ARNG) had 342,000 soldiers, and the United States Army Reserve (USAR) had 198,000 soldiers; the combined-component strength of the U.S. Army was 1,015,000 soldiers. As a branch of the armed forces, the mission of the U.S. Army is \"to fight and win our Nation's wars, by providing prompt, sustained, land dominance, across the full range of military operations and the spectrum of conflict, in support of combatant commanders.\" The service participates in conflicts worldwide and is the major ground-based offensive and defensive force.", "targets": "At the end of 2016, how many soldiers were in the Regular Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66562956a6424c33a0611f0f17bef496", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a uniformed military service, the Army is part of the Department of the Army, which is one of the three military departments of the Department of Defense. The U.S. Army is headed by a civilian senior appointed civil servant, the Secretary of the Army (SECARMY), and by a chief military officer, the Chief of Staff of the Army (CSA) who is also a member of the Joint Chiefs of Staff. In the fiscal year 2016, the projected end strength for the Regular Army (USA) was 475,000 soldiers; the Army National Guard (ARNG) had 342,000 soldiers, and the United States Army Reserve (USAR) had 198,000 soldiers; the combined-component strength of the U.S. Army was 1,015,000 soldiers. As a branch of the armed forces, the mission of the U.S. Army is \"to fight and win our Nation's wars, by providing prompt, sustained, land dominance, across the full range of military operations and the spectrum of conflict, in support of combatant commanders.\" The service participates in conflicts worldwide and is the major ground-based offensive and defensive force.", "targets": "How many soldiers were there in the entire U.S. Army at the end of 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "Where is Tajikistan located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "How many people are living in Tajikistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What is the area of Tajikistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What country lies to Tajikistans east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What seperates Tajikistan and Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What country borders Tajikistan to the east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "How many people are estimated to live in Tajikistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What is the area of Tajikistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What country borders Tajikistan to the south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0884fcdf900c487880cf5dc9346d44b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tajikistan (i/t\u0251\u02d0\u02c8d\u0292i\u02d0k\u1d7bst\u0251\u02d0n/, /t\u0259\u02c8d\u0292i\u02d0k\u1d7bst\u00e6n/, or /t\u00e6\u02c8d\u0292i\u02d0ki\u02d0st\u00e6n/; Persian: \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d [t\u0254d\u0361\u0292ik\u026as\u02c8t\u0254n]), officially the Republic of Tajikistan (Persian: \u062c\u0645\u0647\u0648\u0631\u0649 \u062a\u0627\u062c\u064a\u0643\u0633\u062a\u0627\u0646\u200e\u200e Tajik: \u04b6\u0443\u043c\u04b3\u0443\u0440\u0438\u0438 \u0422\u043e\u04b7\u0438\u043a\u0438\u0441\u0442\u043e\u043d, \u00c7umhuriji To\u00e7ikiston/Jumhuriyi Tojikiston; Russian: \u0420\u0435\u0441\u043f\u0443\u0301\u0431\u043b\u0438\u043a\u0430 \u0422\u0430\u0434\u0436\u0438\u043a\u0438\u0441\u0442\u0430\u043d, Respublika Tadzhikistan), is a mountainous, landlocked country in Central Asia with an estimated 8 million people in 2013, and an area of 143,100 km2 (55,300 sq mi). It is bordered by Afghanistan to the south, Uzbekistan to the west, Kyrgyzstan to the north, and China to the east. Pakistan lies to the south, separated by the narrow Wakhan Corridor. Traditional homelands of Tajik people included present-day Tajikistan, Afghanistan and Uzbekistan.", "targets": "What country borders Tajikistan to the west?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6cc23b646446d5a5707e6a7b0804e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cardinal who is the longest-serving member of the order of cardinal priests is titled cardinal protopriest. He had certain ceremonial duties in the conclave that have effectively ceased because he would generally have already reached age 80, at which cardinals are barred from the conclave. The current cardinal protopriest is Paulo Evaristo Arns of Brazil.", "targets": "Who can become the cardinal protopriest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6cc23b646446d5a5707e6a7b0804e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cardinal who is the longest-serving member of the order of cardinal priests is titled cardinal protopriest. He had certain ceremonial duties in the conclave that have effectively ceased because he would generally have already reached age 80, at which cardinals are barred from the conclave. The current cardinal protopriest is Paulo Evaristo Arns of Brazil.", "targets": "Who is the cardinal protopriest at this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7a44245c8254d6ab23f732ad4572186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mesolithic period in the Indian subcontinent was followed by the Neolithic period, when more extensive settlement of the subcontinent occurred after the end of the last Ice Age approximately 12,000 years ago. The first confirmed semipermanent settlements appeared 9,000 years ago in the Bhimbetka rock shelters in modern Madhya Pradesh, India. Early Neolithic culture in South Asia is represented by the Bhirrana findings (7500 BCE) in Haryana, India & Mehrgarh findings (7000\u20139000 BCE) in Balochistan, Pakistan.", "targets": "What geologic period came after the Mesolithic period in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7a44245c8254d6ab23f732ad4572186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mesolithic period in the Indian subcontinent was followed by the Neolithic period, when more extensive settlement of the subcontinent occurred after the end of the last Ice Age approximately 12,000 years ago. The first confirmed semipermanent settlements appeared 9,000 years ago in the Bhimbetka rock shelters in modern Madhya Pradesh, India. Early Neolithic culture in South Asia is represented by the Bhirrana findings (7500 BCE) in Haryana, India & Mehrgarh findings (7000\u20139000 BCE) in Balochistan, Pakistan.", "targets": "What happened in India during the Neolithic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7a44245c8254d6ab23f732ad4572186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mesolithic period in the Indian subcontinent was followed by the Neolithic period, when more extensive settlement of the subcontinent occurred after the end of the last Ice Age approximately 12,000 years ago. The first confirmed semipermanent settlements appeared 9,000 years ago in the Bhimbetka rock shelters in modern Madhya Pradesh, India. Early Neolithic culture in South Asia is represented by the Bhirrana findings (7500 BCE) in Haryana, India & Mehrgarh findings (7000\u20139000 BCE) in Balochistan, Pakistan.", "targets": "How long ago did the last ice age happen in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7a44245c8254d6ab23f732ad4572186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mesolithic period in the Indian subcontinent was followed by the Neolithic period, when more extensive settlement of the subcontinent occurred after the end of the last Ice Age approximately 12,000 years ago. The first confirmed semipermanent settlements appeared 9,000 years ago in the Bhimbetka rock shelters in modern Madhya Pradesh, India. Early Neolithic culture in South Asia is represented by the Bhirrana findings (7500 BCE) in Haryana, India & Mehrgarh findings (7000\u20139000 BCE) in Balochistan, Pakistan.", "targets": "When did settlements appear in Madhya Pradesh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7a44245c8254d6ab23f732ad4572186", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Mesolithic period in the Indian subcontinent was followed by the Neolithic period, when more extensive settlement of the subcontinent occurred after the end of the last Ice Age approximately 12,000 years ago. The first confirmed semipermanent settlements appeared 9,000 years ago in the Bhimbetka rock shelters in modern Madhya Pradesh, India. Early Neolithic culture in South Asia is represented by the Bhirrana findings (7500 BCE) in Haryana, India & Mehrgarh findings (7000\u20139000 BCE) in Balochistan, Pakistan.", "targets": "During what time span were there findings of habitation in India and Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7978d0c840a9443dbf52c87cd4ed0b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The transition from the mandolino to the mandolin began around 1744 with the designing of the metal-string mandolin by the Vinaccia family, 3 brass strings and one of gut, using friction tuning pegs on a fingerboard that sat \"flush\" with the sound table. The mandolin grew in popularity over the next 60 years, in the streets where it was used by young men courting and by street musicians, and in the concert hall. After the Napoleonic Wars of 1815, however, its popularity began to fall. The 19th century produced some prominent players, including Bartolomeo Bortolazzi of Venice and Pietro Vimercati. However, professional virtuosity was in decline, and the mandolin music changed as the mandolin became a folk instrument; \"the large repertoire of notated instrumental music for the mandolino and the mandoline was completely forgotten\". The export market for mandolins from Italy dried up around 1815, and when Carmine de Laurentiis wrote a mandolin method in 1874, the Music World magazine wrote that the mandolin was \"out of date.\" Salvador L\u00e9onardi mentioned this decline in his 1921 book, M\u00e9thode pour Banjoline ou Mandoline-Banjo, saying that the mandolin had been declining in popularity from previous times.", "targets": "What year was the beginning of the transition from mandolino to mandolin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7978d0c840a9443dbf52c87cd4ed0b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The transition from the mandolino to the mandolin began around 1744 with the designing of the metal-string mandolin by the Vinaccia family, 3 brass strings and one of gut, using friction tuning pegs on a fingerboard that sat \"flush\" with the sound table. The mandolin grew in popularity over the next 60 years, in the streets where it was used by young men courting and by street musicians, and in the concert hall. After the Napoleonic Wars of 1815, however, its popularity began to fall. The 19th century produced some prominent players, including Bartolomeo Bortolazzi of Venice and Pietro Vimercati. However, professional virtuosity was in decline, and the mandolin music changed as the mandolin became a folk instrument; \"the large repertoire of notated instrumental music for the mandolino and the mandoline was completely forgotten\". The export market for mandolins from Italy dried up around 1815, and when Carmine de Laurentiis wrote a mandolin method in 1874, the Music World magazine wrote that the mandolin was \"out of date.\" Salvador L\u00e9onardi mentioned this decline in his 1921 book, M\u00e9thode pour Banjoline ou Mandoline-Banjo, saying that the mandolin had been declining in popularity from previous times.", "targets": "Where did the mandolin grow in popularity? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7978d0c840a9443dbf52c87cd4ed0b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The transition from the mandolino to the mandolin began around 1744 with the designing of the metal-string mandolin by the Vinaccia family, 3 brass strings and one of gut, using friction tuning pegs on a fingerboard that sat \"flush\" with the sound table. The mandolin grew in popularity over the next 60 years, in the streets where it was used by young men courting and by street musicians, and in the concert hall. After the Napoleonic Wars of 1815, however, its popularity began to fall. The 19th century produced some prominent players, including Bartolomeo Bortolazzi of Venice and Pietro Vimercati. However, professional virtuosity was in decline, and the mandolin music changed as the mandolin became a folk instrument; \"the large repertoire of notated instrumental music for the mandolino and the mandoline was completely forgotten\". The export market for mandolins from Italy dried up around 1815, and when Carmine de Laurentiis wrote a mandolin method in 1874, the Music World magazine wrote that the mandolin was \"out of date.\" Salvador L\u00e9onardi mentioned this decline in his 1921 book, M\u00e9thode pour Banjoline ou Mandoline-Banjo, saying that the mandolin had been declining in popularity from previous times.", "targets": "When did the mandolin's popularity begin to fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7978d0c840a9443dbf52c87cd4ed0b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The transition from the mandolino to the mandolin began around 1744 with the designing of the metal-string mandolin by the Vinaccia family, 3 brass strings and one of gut, using friction tuning pegs on a fingerboard that sat \"flush\" with the sound table. The mandolin grew in popularity over the next 60 years, in the streets where it was used by young men courting and by street musicians, and in the concert hall. After the Napoleonic Wars of 1815, however, its popularity began to fall. The 19th century produced some prominent players, including Bartolomeo Bortolazzi of Venice and Pietro Vimercati. However, professional virtuosity was in decline, and the mandolin music changed as the mandolin became a folk instrument; \"the large repertoire of notated instrumental music for the mandolino and the mandoline was completely forgotten\". The export market for mandolins from Italy dried up around 1815, and when Carmine de Laurentiis wrote a mandolin method in 1874, the Music World magazine wrote that the mandolin was \"out of date.\" Salvador L\u00e9onardi mentioned this decline in his 1921 book, M\u00e9thode pour Banjoline ou Mandoline-Banjo, saying that the mandolin had been declining in popularity from previous times.", "targets": "Who were two of the promiment players in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7978d0c840a9443dbf52c87cd4ed0b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The transition from the mandolino to the mandolin began around 1744 with the designing of the metal-string mandolin by the Vinaccia family, 3 brass strings and one of gut, using friction tuning pegs on a fingerboard that sat \"flush\" with the sound table. The mandolin grew in popularity over the next 60 years, in the streets where it was used by young men courting and by street musicians, and in the concert hall. After the Napoleonic Wars of 1815, however, its popularity began to fall. The 19th century produced some prominent players, including Bartolomeo Bortolazzi of Venice and Pietro Vimercati. However, professional virtuosity was in decline, and the mandolin music changed as the mandolin became a folk instrument; \"the large repertoire of notated instrumental music for the mandolino and the mandoline was completely forgotten\". The export market for mandolins from Italy dried up around 1815, and when Carmine de Laurentiis wrote a mandolin method in 1874, the Music World magazine wrote that the mandolin was \"out of date.\" Salvador L\u00e9onardi mentioned this decline in his 1921 book, M\u00e9thode pour Banjoline ou Mandoline-Banjo, saying that the mandolin had been declining in popularity from previous times.", "targets": "What year did the export market for manodlins from Italy dry up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38be5fc7e45f47a19207d5024a37f7cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of the Bronx is directly connected to its strategic location between New England and New York (Manhattan). Control over the bridges across the Harlem River plagued the period of British colonial rule. Kingsbridge, built in 1693 where Broadway reached the Spuyten Duyvil Creek, was a possession of Frederick Philipse, lord of Philipse Manor. The tolls were resented by local farmers on both sides of the creek. In 1759, the farmers led by Jacobus Dyckman and Benjamin Palmer built a \"free bridge\" across the Harlem River which led to the abandonment of tolls altogether.", "targets": "When did farmers build a bridge over the Harlem River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38be5fc7e45f47a19207d5024a37f7cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of the Bronx is directly connected to its strategic location between New England and New York (Manhattan). Control over the bridges across the Harlem River plagued the period of British colonial rule. Kingsbridge, built in 1693 where Broadway reached the Spuyten Duyvil Creek, was a possession of Frederick Philipse, lord of Philipse Manor. The tolls were resented by local farmers on both sides of the creek. In 1759, the farmers led by Jacobus Dyckman and Benjamin Palmer built a \"free bridge\" across the Harlem River which led to the abandonment of tolls altogether.", "targets": "Why did farmers build a bridge over the Harlem River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38be5fc7e45f47a19207d5024a37f7cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of the Bronx is directly connected to its strategic location between New England and New York (Manhattan). Control over the bridges across the Harlem River plagued the period of British colonial rule. Kingsbridge, built in 1693 where Broadway reached the Spuyten Duyvil Creek, was a possession of Frederick Philipse, lord of Philipse Manor. The tolls were resented by local farmers on both sides of the creek. In 1759, the farmers led by Jacobus Dyckman and Benjamin Palmer built a \"free bridge\" across the Harlem River which led to the abandonment of tolls altogether.", "targets": "What strategic advantage did the Bronx's location have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38be5fc7e45f47a19207d5024a37f7cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of the Bronx is directly connected to its strategic location between New England and New York (Manhattan). Control over the bridges across the Harlem River plagued the period of British colonial rule. Kingsbridge, built in 1693 where Broadway reached the Spuyten Duyvil Creek, was a possession of Frederick Philipse, lord of Philipse Manor. The tolls were resented by local farmers on both sides of the creek. In 1759, the farmers led by Jacobus Dyckman and Benjamin Palmer built a \"free bridge\" across the Harlem River which led to the abandonment of tolls altogether.", "targets": "When was Kingsbridge built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38be5fc7e45f47a19207d5024a37f7cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The development of the Bronx is directly connected to its strategic location between New England and New York (Manhattan). Control over the bridges across the Harlem River plagued the period of British colonial rule. Kingsbridge, built in 1693 where Broadway reached the Spuyten Duyvil Creek, was a possession of Frederick Philipse, lord of Philipse Manor. The tolls were resented by local farmers on both sides of the creek. In 1759, the farmers led by Jacobus Dyckman and Benjamin Palmer built a \"free bridge\" across the Harlem River which led to the abandonment of tolls altogether.", "targets": "Who owned Kingsbridge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "At what former lodging facility in New Haven were scenes from the 1950's classic, All About Eve, filmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "What Fred Astaire film depicts the reported history of New Haven theaters as \"tryouts\" for Broadway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "What Spielberg movie provided a fictional account of the slave ship mutiny trials that took place in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "What movie produced in 2000 investigated conspiracy theories surrounding the notorious Skull and Bone Society in New Haven? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "What is currently located at the site of the old Taft Hotel in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "What was the name of the movie that once film in the corner of College and Chapel streets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "The fim Amistad uses references to New Haven in the movie, who was the director of Amistad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-503e747412dc4a7184e8eb691ccb5a86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven has been depicted in a number of movies. Scenes in the film All About Eve (1950) are set at the Taft Hotel (now Taft Apartments) on the corner of College and Chapel streets, and the history of New Haven theaters as Broadway \"tryouts\" is depicted in the Fred Astaire film The Band Wagon (1953). The city was fictionally portrayed in the Steven Spielberg movie Amistad (1997) concerning the events around the mutiny trial of that ship's rebelling captives. New Haven was also fictionalized in the movie The Skulls (2000), which focused on conspiracy theories surrounding the real-life Skull and Bones secret society which is located in New Haven.", "targets": "New Haven was feature in what movie regarding secret society and conspiracy theories? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0eb8bc2cd8e414da3ce0e11cf37582b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's results have been viewed as a special case of linear programming, where von Neumann's model uses only nonnegative matrices. The study of von Neumann's model of an expanding economy continues to interest mathematical economists with interests in computational economics. This paper has been called the greatest paper in mathematical economics by several authors, who recognized its introduction of fixed-point theorems, linear inequalities, complementary slackness, and saddlepoint duality. In the proceedings of a conference on von Neumann's growth model, Paul Samuelson said that many mathematicians had developed methods useful to economists, but that von Neumann was unique in having made significant contributions to economic theory itself.", "targets": "What were von Neumann's model an example of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0eb8bc2cd8e414da3ce0e11cf37582b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's results have been viewed as a special case of linear programming, where von Neumann's model uses only nonnegative matrices. The study of von Neumann's model of an expanding economy continues to interest mathematical economists with interests in computational economics. This paper has been called the greatest paper in mathematical economics by several authors, who recognized its introduction of fixed-point theorems, linear inequalities, complementary slackness, and saddlepoint duality. In the proceedings of a conference on von Neumann's growth model, Paul Samuelson said that many mathematicians had developed methods useful to economists, but that von Neumann was unique in having made significant contributions to economic theory itself.", "targets": "What was the significance of von Neumann's model of expanding economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0eb8bc2cd8e414da3ce0e11cf37582b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann's results have been viewed as a special case of linear programming, where von Neumann's model uses only nonnegative matrices. The study of von Neumann's model of an expanding economy continues to interest mathematical economists with interests in computational economics. This paper has been called the greatest paper in mathematical economics by several authors, who recognized its introduction of fixed-point theorems, linear inequalities, complementary slackness, and saddlepoint duality. In the proceedings of a conference on von Neumann's growth model, Paul Samuelson said that many mathematicians had developed methods useful to economists, but that von Neumann was unique in having made significant contributions to economic theory itself.", "targets": "What ideas were utilized in von Neumann's ecocomic model?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954112e5dd764edda8a37e88e5a2f1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1883, salt water taffy was conceived in Atlantic City by David Bradley. The traditional story is that Bradley's shop was flooded after a major storm, soaking his taffy with salty Atlantic Ocean water. He sold some \"salt water taffy\" to a girl, who proudly walked down to the beach to show her friends. Bradley's mother was in the back of the store when the sale was made, and loved the name, and so salt water taffy was born.", "targets": "In what year was salt water taffy conceived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954112e5dd764edda8a37e88e5a2f1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1883, salt water taffy was conceived in Atlantic City by David Bradley. The traditional story is that Bradley's shop was flooded after a major storm, soaking his taffy with salty Atlantic Ocean water. He sold some \"salt water taffy\" to a girl, who proudly walked down to the beach to show her friends. Bradley's mother was in the back of the store when the sale was made, and loved the name, and so salt water taffy was born.", "targets": "Who was the creator of salt water taffy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954112e5dd764edda8a37e88e5a2f1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1883, salt water taffy was conceived in Atlantic City by David Bradley. The traditional story is that Bradley's shop was flooded after a major storm, soaking his taffy with salty Atlantic Ocean water. He sold some \"salt water taffy\" to a girl, who proudly walked down to the beach to show her friends. Bradley's mother was in the back of the store when the sale was made, and loved the name, and so salt water taffy was born.", "targets": "What happened to David Bradley's shop that led to the creation of salt water taffy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954112e5dd764edda8a37e88e5a2f1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1883, salt water taffy was conceived in Atlantic City by David Bradley. The traditional story is that Bradley's shop was flooded after a major storm, soaking his taffy with salty Atlantic Ocean water. He sold some \"salt water taffy\" to a girl, who proudly walked down to the beach to show her friends. Bradley's mother was in the back of the store when the sale was made, and loved the name, and so salt water taffy was born.", "targets": "Who did Bradley sell salt water taffy to for the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954112e5dd764edda8a37e88e5a2f1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1883, salt water taffy was conceived in Atlantic City by David Bradley. The traditional story is that Bradley's shop was flooded after a major storm, soaking his taffy with salty Atlantic Ocean water. He sold some \"salt water taffy\" to a girl, who proudly walked down to the beach to show her friends. Bradley's mother was in the back of the store when the sale was made, and loved the name, and so salt water taffy was born.", "targets": "Where did the water come from for the creation of the first salt water taffy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38882aaa3c324a3e97300f9a9a8c9373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Western political philosophy originates in the philosophy of ancient Greece, where political philosophy dates back to at least Plato. Ancient Greece was dominated by city-states, which experimented with various forms of political organization, grouped by Plato into four categories: timocracy, tyranny, democracy and oligarchy. One of the first, extremely important classical works of political philosophy is Plato's Republic, which was followed by Aristotle's Nichomachean Ethics and Politics. Roman political philosophy was influenced by the Stoics, including the Roman statesman Cicero.", "targets": "Western political philosophy originates in what philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38882aaa3c324a3e97300f9a9a8c9373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Western political philosophy originates in the philosophy of ancient Greece, where political philosophy dates back to at least Plato. Ancient Greece was dominated by city-states, which experimented with various forms of political organization, grouped by Plato into four categories: timocracy, tyranny, democracy and oligarchy. One of the first, extremely important classical works of political philosophy is Plato's Republic, which was followed by Aristotle's Nichomachean Ethics and Politics. Roman political philosophy was influenced by the Stoics, including the Roman statesman Cicero.", "targets": "What philosophy has dates back to at least Plato?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38882aaa3c324a3e97300f9a9a8c9373", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Western political philosophy originates in the philosophy of ancient Greece, where political philosophy dates back to at least Plato. Ancient Greece was dominated by city-states, which experimented with various forms of political organization, grouped by Plato into four categories: timocracy, tyranny, democracy and oligarchy. One of the first, extremely important classical works of political philosophy is Plato's Republic, which was followed by Aristotle's Nichomachean Ethics and Politics. Roman political philosophy was influenced by the Stoics, including the Roman statesman Cicero.", "targets": "Ancient Greece was dominated by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e69605081de848b8924967466e70fb2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winters in Tucson are mild relative to other parts of the United States. Daytime highs in the winter range between 64 and 75 \u00b0F (18 and 24 \u00b0C), with overnight lows between 30 and 44 \u00b0F (\u22121 and 7 \u00b0C). Tucson typically averages one hard freeze per winter season, with temperatures dipping to the mid or low-20s (\u22127 to \u22124 \u00b0C), but this is typically limited to only a very few nights. Although rare, snow has been known to fall in Tucson, usually a light dusting that melts within a day. The most recent snowfall was on February 20, 2013 when 2.0 inches of snow blanketed the city, the largest snowfall since 1987.", "targets": "What are Tucson's typical winter high temperatures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e69605081de848b8924967466e70fb2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winters in Tucson are mild relative to other parts of the United States. Daytime highs in the winter range between 64 and 75 \u00b0F (18 and 24 \u00b0C), with overnight lows between 30 and 44 \u00b0F (\u22121 and 7 \u00b0C). Tucson typically averages one hard freeze per winter season, with temperatures dipping to the mid or low-20s (\u22127 to \u22124 \u00b0C), but this is typically limited to only a very few nights. Although rare, snow has been known to fall in Tucson, usually a light dusting that melts within a day. The most recent snowfall was on February 20, 2013 when 2.0 inches of snow blanketed the city, the largest snowfall since 1987.", "targets": "What are Tucson's typical winter low temperatures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e69605081de848b8924967466e70fb2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winters in Tucson are mild relative to other parts of the United States. Daytime highs in the winter range between 64 and 75 \u00b0F (18 and 24 \u00b0C), with overnight lows between 30 and 44 \u00b0F (\u22121 and 7 \u00b0C). Tucson typically averages one hard freeze per winter season, with temperatures dipping to the mid or low-20s (\u22127 to \u22124 \u00b0C), but this is typically limited to only a very few nights. Although rare, snow has been known to fall in Tucson, usually a light dusting that melts within a day. The most recent snowfall was on February 20, 2013 when 2.0 inches of snow blanketed the city, the largest snowfall since 1987.", "targets": "What do Tucson's hard freeze temperatures dip to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e69605081de848b8924967466e70fb2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winters in Tucson are mild relative to other parts of the United States. Daytime highs in the winter range between 64 and 75 \u00b0F (18 and 24 \u00b0C), with overnight lows between 30 and 44 \u00b0F (\u22121 and 7 \u00b0C). Tucson typically averages one hard freeze per winter season, with temperatures dipping to the mid or low-20s (\u22127 to \u22124 \u00b0C), but this is typically limited to only a very few nights. Although rare, snow has been known to fall in Tucson, usually a light dusting that melts within a day. The most recent snowfall was on February 20, 2013 when 2.0 inches of snow blanketed the city, the largest snowfall since 1987.", "targets": "How much snow did Tucson get on Feb 20, 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e69605081de848b8924967466e70fb2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Winters in Tucson are mild relative to other parts of the United States. Daytime highs in the winter range between 64 and 75 \u00b0F (18 and 24 \u00b0C), with overnight lows between 30 and 44 \u00b0F (\u22121 and 7 \u00b0C). Tucson typically averages one hard freeze per winter season, with temperatures dipping to the mid or low-20s (\u22127 to \u22124 \u00b0C), but this is typically limited to only a very few nights. Although rare, snow has been known to fall in Tucson, usually a light dusting that melts within a day. The most recent snowfall was on February 20, 2013 when 2.0 inches of snow blanketed the city, the largest snowfall since 1987.", "targets": "When had Tucson last had as much snow as 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552a7458790c4661be7b9c1909897dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1846, the United States went to war against Mexico and sent a naval and land expedition to conquer Alta California. At first they had an easy time of it capturing the major ports including San Diego, but the Californios in southern Alta California struck back. Following the successful revolt in Los Angeles, the American garrison at San Diego was driven out without firing a shot in early October 1846. Mexican partisans held San Diego for three weeks until October 24, 1846, when the Americans recaptured it. For the next several months the Americans were blockaded inside the pueblo. Skirmishes occurred daily and snipers shot into the town every night. The Californios drove cattle away from the pueblo hoping to starve the Americans and their Californio supporters out. On December 1 the Americans garrison learned that the dragoons of General Stephen W. Kearney were at Warner's Ranch. Commodore Robert F. Stockton sent a mounted force of fifty under Captain Archibald Gillespie to march north to meet him. Their joint command of 150 men, returning to San Diego, encountered about 93 Californios under Andr\u00e9s Pico. In the ensuing Battle of San Pasqual, fought in the San Pasqual Valley which is now part of the city of San Diego, the Americans suffered their worst losses in the campaign. Subsequently a column led by Lieutenant Gray arrived from San Diego, rescuing Kearny's battered and blockaded command.", "targets": "Who commissioned Captain Archibald Gillespie to lead 50 men on horseback to the north?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552a7458790c4661be7b9c1909897dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1846, the United States went to war against Mexico and sent a naval and land expedition to conquer Alta California. At first they had an easy time of it capturing the major ports including San Diego, but the Californios in southern Alta California struck back. Following the successful revolt in Los Angeles, the American garrison at San Diego was driven out without firing a shot in early October 1846. Mexican partisans held San Diego for three weeks until October 24, 1846, when the Americans recaptured it. For the next several months the Americans were blockaded inside the pueblo. Skirmishes occurred daily and snipers shot into the town every night. The Californios drove cattle away from the pueblo hoping to starve the Americans and their Californio supporters out. On December 1 the Americans garrison learned that the dragoons of General Stephen W. Kearney were at Warner's Ranch. Commodore Robert F. Stockton sent a mounted force of fifty under Captain Archibald Gillespie to march north to meet him. Their joint command of 150 men, returning to San Diego, encountered about 93 Californios under Andr\u00e9s Pico. In the ensuing Battle of San Pasqual, fought in the San Pasqual Valley which is now part of the city of San Diego, the Americans suffered their worst losses in the campaign. Subsequently a column led by Lieutenant Gray arrived from San Diego, rescuing Kearny's battered and blockaded command.", "targets": "What battle took place in the San Pasqual Valley?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552a7458790c4661be7b9c1909897dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1846, the United States went to war against Mexico and sent a naval and land expedition to conquer Alta California. At first they had an easy time of it capturing the major ports including San Diego, but the Californios in southern Alta California struck back. Following the successful revolt in Los Angeles, the American garrison at San Diego was driven out without firing a shot in early October 1846. Mexican partisans held San Diego for three weeks until October 24, 1846, when the Americans recaptured it. For the next several months the Americans were blockaded inside the pueblo. Skirmishes occurred daily and snipers shot into the town every night. The Californios drove cattle away from the pueblo hoping to starve the Americans and their Californio supporters out. On December 1 the Americans garrison learned that the dragoons of General Stephen W. Kearney were at Warner's Ranch. Commodore Robert F. Stockton sent a mounted force of fifty under Captain Archibald Gillespie to march north to meet him. Their joint command of 150 men, returning to San Diego, encountered about 93 Californios under Andr\u00e9s Pico. In the ensuing Battle of San Pasqual, fought in the San Pasqual Valley which is now part of the city of San Diego, the Americans suffered their worst losses in the campaign. Subsequently a column led by Lieutenant Gray arrived from San Diego, rescuing Kearny's battered and blockaded command.", "targets": "What extreme measure did the Californios take to try to draw the Americans out of the pueblo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552a7458790c4661be7b9c1909897dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1846, the United States went to war against Mexico and sent a naval and land expedition to conquer Alta California. At first they had an easy time of it capturing the major ports including San Diego, but the Californios in southern Alta California struck back. Following the successful revolt in Los Angeles, the American garrison at San Diego was driven out without firing a shot in early October 1846. Mexican partisans held San Diego for three weeks until October 24, 1846, when the Americans recaptured it. For the next several months the Americans were blockaded inside the pueblo. Skirmishes occurred daily and snipers shot into the town every night. The Californios drove cattle away from the pueblo hoping to starve the Americans and their Californio supporters out. On December 1 the Americans garrison learned that the dragoons of General Stephen W. Kearney were at Warner's Ranch. Commodore Robert F. Stockton sent a mounted force of fifty under Captain Archibald Gillespie to march north to meet him. Their joint command of 150 men, returning to San Diego, encountered about 93 Californios under Andr\u00e9s Pico. In the ensuing Battle of San Pasqual, fought in the San Pasqual Valley which is now part of the city of San Diego, the Americans suffered their worst losses in the campaign. Subsequently a column led by Lieutenant Gray arrived from San Diego, rescuing Kearny's battered and blockaded command.", "targets": "Who led the group from San Diego that rescued Kearny's men?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-552a7458790c4661be7b9c1909897dd6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1846, the United States went to war against Mexico and sent a naval and land expedition to conquer Alta California. At first they had an easy time of it capturing the major ports including San Diego, but the Californios in southern Alta California struck back. Following the successful revolt in Los Angeles, the American garrison at San Diego was driven out without firing a shot in early October 1846. Mexican partisans held San Diego for three weeks until October 24, 1846, when the Americans recaptured it. For the next several months the Americans were blockaded inside the pueblo. Skirmishes occurred daily and snipers shot into the town every night. The Californios drove cattle away from the pueblo hoping to starve the Americans and their Californio supporters out. On December 1 the Americans garrison learned that the dragoons of General Stephen W. Kearney were at Warner's Ranch. Commodore Robert F. Stockton sent a mounted force of fifty under Captain Archibald Gillespie to march north to meet him. Their joint command of 150 men, returning to San Diego, encountered about 93 Californios under Andr\u00e9s Pico. In the ensuing Battle of San Pasqual, fought in the San Pasqual Valley which is now part of the city of San Diego, the Americans suffered their worst losses in the campaign. Subsequently a column led by Lieutenant Gray arrived from San Diego, rescuing Kearny's battered and blockaded command.", "targets": "How many weeks did Mexican partisans hold San Diego before it was recaptured by Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84d1d674afe841418632be3308371038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a member of the Scottish Parliamentary Corporate Body, the Presiding Officer is responsible for ensuring that the Parliament functions effectively and has the staff, property and resources it requires to operate. Convening the Parliamentary Bureau, which allocates time and sets the work agenda in the chamber, is another of the roles of the Presiding Officer. Under the Standing Orders of the Parliament the Bureau consists of the Presiding Officer and one representative from each political parties with five or more seats in the Parliament. Amongst the duties of the Bureau are to agree the timetable of business in the chamber, establish the number, remit and membership of parliamentary committees and regulate the passage of legislation (bills) through the Parliament. The Presiding Officer also represents the Scottish Parliament at home and abroad in an official capacity.", "targets": "Who is responsible for ensuring the Parliament works smoothly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84d1d674afe841418632be3308371038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a member of the Scottish Parliamentary Corporate Body, the Presiding Officer is responsible for ensuring that the Parliament functions effectively and has the staff, property and resources it requires to operate. Convening the Parliamentary Bureau, which allocates time and sets the work agenda in the chamber, is another of the roles of the Presiding Officer. Under the Standing Orders of the Parliament the Bureau consists of the Presiding Officer and one representative from each political parties with five or more seats in the Parliament. Amongst the duties of the Bureau are to agree the timetable of business in the chamber, establish the number, remit and membership of parliamentary committees and regulate the passage of legislation (bills) through the Parliament. The Presiding Officer also represents the Scottish Parliament at home and abroad in an official capacity.", "targets": "Who sets the work agenda and allocates time in the chamber?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84d1d674afe841418632be3308371038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a member of the Scottish Parliamentary Corporate Body, the Presiding Officer is responsible for ensuring that the Parliament functions effectively and has the staff, property and resources it requires to operate. Convening the Parliamentary Bureau, which allocates time and sets the work agenda in the chamber, is another of the roles of the Presiding Officer. Under the Standing Orders of the Parliament the Bureau consists of the Presiding Officer and one representative from each political parties with five or more seats in the Parliament. Amongst the duties of the Bureau are to agree the timetable of business in the chamber, establish the number, remit and membership of parliamentary committees and regulate the passage of legislation (bills) through the Parliament. The Presiding Officer also represents the Scottish Parliament at home and abroad in an official capacity.", "targets": "How many seats must a political party have to be represented on the Parliamentary Bureau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84d1d674afe841418632be3308371038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a member of the Scottish Parliamentary Corporate Body, the Presiding Officer is responsible for ensuring that the Parliament functions effectively and has the staff, property and resources it requires to operate. Convening the Parliamentary Bureau, which allocates time and sets the work agenda in the chamber, is another of the roles of the Presiding Officer. Under the Standing Orders of the Parliament the Bureau consists of the Presiding Officer and one representative from each political parties with five or more seats in the Parliament. Amongst the duties of the Bureau are to agree the timetable of business in the chamber, establish the number, remit and membership of parliamentary committees and regulate the passage of legislation (bills) through the Parliament. The Presiding Officer also represents the Scottish Parliament at home and abroad in an official capacity.", "targets": "Who represents the Scottish Parliament at home and abroad in an official capacity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8347d5a46e984f93a43051c2eea7c418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City has more than 2,000 arts and cultural organizations and more than 500 art galleries of all sizes. The city government funds the arts with a larger annual budget than the National Endowment for the Arts. Wealthy business magnates in the 19th century built a network of major cultural institutions, such as the famed Carnegie Hall and The Metropolitan Museum of Art, that would become internationally established. The advent of electric lighting led to elaborate theater productions, and in the 1880s, New York City theaters on Broadway and along 42nd Street began featuring a new stage form that became known as the Broadway musical. Strongly influenced by the city's immigrants, productions such as those of Harrigan and Hart, George M. Cohan, and others used song in narratives that often reflected themes of hope and ambition.", "targets": "The Broadway Musical began in what decade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8347d5a46e984f93a43051c2eea7c418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City has more than 2,000 arts and cultural organizations and more than 500 art galleries of all sizes. The city government funds the arts with a larger annual budget than the National Endowment for the Arts. Wealthy business magnates in the 19th century built a network of major cultural institutions, such as the famed Carnegie Hall and The Metropolitan Museum of Art, that would become internationally established. The advent of electric lighting led to elaborate theater productions, and in the 1880s, New York City theaters on Broadway and along 42nd Street began featuring a new stage form that became known as the Broadway musical. Strongly influenced by the city's immigrants, productions such as those of Harrigan and Hart, George M. Cohan, and others used song in narratives that often reflected themes of hope and ambition.", "targets": "Approximately how many galleries of art are in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8347d5a46e984f93a43051c2eea7c418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City has more than 2,000 arts and cultural organizations and more than 500 art galleries of all sizes. The city government funds the arts with a larger annual budget than the National Endowment for the Arts. Wealthy business magnates in the 19th century built a network of major cultural institutions, such as the famed Carnegie Hall and The Metropolitan Museum of Art, that would become internationally established. The advent of electric lighting led to elaborate theater productions, and in the 1880s, New York City theaters on Broadway and along 42nd Street began featuring a new stage form that became known as the Broadway musical. Strongly influenced by the city's immigrants, productions such as those of Harrigan and Hart, George M. Cohan, and others used song in narratives that often reflected themes of hope and ambition.", "targets": "Along with Broadway, what New York thoroughfare is associated with Broadway musicals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8347d5a46e984f93a43051c2eea7c418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City has more than 2,000 arts and cultural organizations and more than 500 art galleries of all sizes. The city government funds the arts with a larger annual budget than the National Endowment for the Arts. Wealthy business magnates in the 19th century built a network of major cultural institutions, such as the famed Carnegie Hall and The Metropolitan Museum of Art, that would become internationally established. The advent of electric lighting led to elaborate theater productions, and in the 1880s, New York City theaters on Broadway and along 42nd Street began featuring a new stage form that became known as the Broadway musical. Strongly influenced by the city's immigrants, productions such as those of Harrigan and Hart, George M. Cohan, and others used song in narratives that often reflected themes of hope and ambition.", "targets": "Who was Hart's writing partner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8347d5a46e984f93a43051c2eea7c418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City has more than 2,000 arts and cultural organizations and more than 500 art galleries of all sizes. The city government funds the arts with a larger annual budget than the National Endowment for the Arts. Wealthy business magnates in the 19th century built a network of major cultural institutions, such as the famed Carnegie Hall and The Metropolitan Museum of Art, that would become internationally established. The advent of electric lighting led to elaborate theater productions, and in the 1880s, New York City theaters on Broadway and along 42nd Street began featuring a new stage form that became known as the Broadway musical. Strongly influenced by the city's immigrants, productions such as those of Harrigan and Hart, George M. Cohan, and others used song in narratives that often reflected themes of hope and ambition.", "targets": "About how many cultural and artistic organizations are in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8347d5a46e984f93a43051c2eea7c418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York City has more than 2,000 arts and cultural organizations and more than 500 art galleries of all sizes. The city government funds the arts with a larger annual budget than the National Endowment for the Arts. Wealthy business magnates in the 19th century built a network of major cultural institutions, such as the famed Carnegie Hall and The Metropolitan Museum of Art, that would become internationally established. The advent of electric lighting led to elaborate theater productions, and in the 1880s, New York City theaters on Broadway and along 42nd Street began featuring a new stage form that became known as the Broadway musical. Strongly influenced by the city's immigrants, productions such as those of Harrigan and Hart, George M. Cohan, and others used song in narratives that often reflected themes of hope and ambition.", "targets": "What technological development led resulted in elaborate stage productions? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "early on American courts cited what cases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "What century were apellate decisions regularly reported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "When did cotations to English decisions gradually disappear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "How many published reports of American volumes existed in 1810?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "How many published reports of American volumes existed in 1910?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "When did Americans really begin to establish their own laws independent of the English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "How many published volumes of American reports were released in 1810?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "By 1910, how many volumes of American reports were there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "What did the lawmakers think of the increase in reports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-feb595f9a7654942b21319fb3cbd2ce2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early on, American courts, even after the Revolution, often did cite contemporary English cases. This was because appellate decisions from many American courts were not regularly reported until the mid-19th century; lawyers and judges, as creatures of habit, used English legal materials to fill the gap. But citations to English decisions gradually disappeared during the 19th century as American courts developed their own principles to resolve the legal problems of the American people. The number of published volumes of American reports soared from eighteen in 1810 to over 8,000 by 1910. By 1879 one of the delegates to the California constitutional convention was already complaining: \"Now, when we require them to state the reasons for a decision, we do not mean they shall write a hundred pages of detail. We [do] not mean that they shall include the small cases, and impose on the country all this fine judicial literature, for the Lord knows we have got enough of that already.\"", "targets": "What were the lawmakers beginning to drown in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56764f6a2ec44be2a55ca0970e3cebf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell opened plants in Penang, Malaysia in 1995, and in Xiamen, China in 1999. These facilities serve the Asian market and assemble 95% of Dell notebooks. Dell Inc. has invested[when?] an estimated $60 million in a new manufacturing unit in Chennai, India, to support the sales of its products in the Indian subcontinent. Indian-made products bear the \"Made in India\" mark. In 2007 the Chennai facility had the target of producing 400,000 desktop PCs, and plans envisaged it starting to produce notebook PCs and other products in the second half of 2007.[citation needed]", "targets": "In what foreign country did Dell open plants in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56764f6a2ec44be2a55ca0970e3cebf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell opened plants in Penang, Malaysia in 1995, and in Xiamen, China in 1999. These facilities serve the Asian market and assemble 95% of Dell notebooks. Dell Inc. has invested[when?] an estimated $60 million in a new manufacturing unit in Chennai, India, to support the sales of its products in the Indian subcontinent. Indian-made products bear the \"Made in India\" mark. In 2007 the Chennai facility had the target of producing 400,000 desktop PCs, and plans envisaged it starting to produce notebook PCs and other products in the second half of 2007.[citation needed]", "targets": "What percentage of Dell notebooks are assembled in their asian plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56764f6a2ec44be2a55ca0970e3cebf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell opened plants in Penang, Malaysia in 1995, and in Xiamen, China in 1999. These facilities serve the Asian market and assemble 95% of Dell notebooks. Dell Inc. has invested[when?] an estimated $60 million in a new manufacturing unit in Chennai, India, to support the sales of its products in the Indian subcontinent. Indian-made products bear the \"Made in India\" mark. In 2007 the Chennai facility had the target of producing 400,000 desktop PCs, and plans envisaged it starting to produce notebook PCs and other products in the second half of 2007.[citation needed]", "targets": "How much did Dell spend to construct a new plant in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56764f6a2ec44be2a55ca0970e3cebf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell opened plants in Penang, Malaysia in 1995, and in Xiamen, China in 1999. These facilities serve the Asian market and assemble 95% of Dell notebooks. Dell Inc. has invested[when?] an estimated $60 million in a new manufacturing unit in Chennai, India, to support the sales of its products in the Indian subcontinent. Indian-made products bear the \"Made in India\" mark. In 2007 the Chennai facility had the target of producing 400,000 desktop PCs, and plans envisaged it starting to produce notebook PCs and other products in the second half of 2007.[citation needed]", "targets": "How many PCs was Dell's Indian plant slated to make in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94fb1e5384aa4e52955198db1598b435", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1940, Jeannette Rankin had once again been elected to Congress, and in 1941, as she did in 1917, she voted against the United States' declaration of war. This time she was the only vote against the war, and in the wake of public outcry over her vote, she required police protection for a time. Other pacifists tended to be those from \"peace churches\" who generally opposed war. Many individuals from throughout the U.S. who claimed conscientious objector status were sent to Montana during the war as smokejumpers and for other forest fire-fighting duties.", "targets": "What year was Jeannette Rankin vote against war the first time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94fb1e5384aa4e52955198db1598b435", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1940, Jeannette Rankin had once again been elected to Congress, and in 1941, as she did in 1917, she voted against the United States' declaration of war. This time she was the only vote against the war, and in the wake of public outcry over her vote, she required police protection for a time. Other pacifists tended to be those from \"peace churches\" who generally opposed war. Many individuals from throughout the U.S. who claimed conscientious objector status were sent to Montana during the war as smokejumpers and for other forest fire-fighting duties.", "targets": "When did she vote a second time against war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94fb1e5384aa4e52955198db1598b435", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1940, Jeannette Rankin had once again been elected to Congress, and in 1941, as she did in 1917, she voted against the United States' declaration of war. This time she was the only vote against the war, and in the wake of public outcry over her vote, she required police protection for a time. Other pacifists tended to be those from \"peace churches\" who generally opposed war. Many individuals from throughout the U.S. who claimed conscientious objector status were sent to Montana during the war as smokejumpers and for other forest fire-fighting duties.", "targets": "What were conscientious objectors sent to Montana to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81ba5a35f6f643e2a4f6b998dada7462", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indian Institute of Technology Mandi, Himachal Pradesh University Shimla, Institute of Himalayan Bioresource Technology (IHBT, CSIR Lab), Palampur, the National Institute of Technology, Hamirpur, Indian Institute of Information Technology, Una the Central University Dharamshala, AP Goyal (Alakh Prakash Goyal) Shimla University, The Bahra University (Waknaghat, Solan) the Baddi University of Emerging Sciences and Technologies Baddi, IEC University, Shoolini University Of Biotechnology and Management Sciences, Solan, Manav Bharti University Solan, the Jaypee University of Information Technology Waknaghat, Eternal University, Sirmaur & Chitkara University Solan are some of the pioneer universities in the state. CSK Himachal Pradesh Krishi Vishwavidyalya Palampur is one of the most renowned hill agriculture institutes in world. Dr. Yashwant Singh Parmar University of Horticulture and Forestry has earned a unique distinction in India for imparting teaching, research and extension education in horticulture, forestry and allied disciplines. Further, state-run Jawaharlal Nehru Government Engineering College started in 2006 at Sundernagar.", "targets": "When was the state run Nehru Government Engineering College started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81ba5a35f6f643e2a4f6b998dada7462", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indian Institute of Technology Mandi, Himachal Pradesh University Shimla, Institute of Himalayan Bioresource Technology (IHBT, CSIR Lab), Palampur, the National Institute of Technology, Hamirpur, Indian Institute of Information Technology, Una the Central University Dharamshala, AP Goyal (Alakh Prakash Goyal) Shimla University, The Bahra University (Waknaghat, Solan) the Baddi University of Emerging Sciences and Technologies Baddi, IEC University, Shoolini University Of Biotechnology and Management Sciences, Solan, Manav Bharti University Solan, the Jaypee University of Information Technology Waknaghat, Eternal University, Sirmaur & Chitkara University Solan are some of the pioneer universities in the state. CSK Himachal Pradesh Krishi Vishwavidyalya Palampur is one of the most renowned hill agriculture institutes in world. Dr. Yashwant Singh Parmar University of Horticulture and Forestry has earned a unique distinction in India for imparting teaching, research and extension education in horticulture, forestry and allied disciplines. Further, state-run Jawaharlal Nehru Government Engineering College started in 2006 at Sundernagar.", "targets": "What is the most renowned argricultural institues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81ba5a35f6f643e2a4f6b998dada7462", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indian Institute of Technology Mandi, Himachal Pradesh University Shimla, Institute of Himalayan Bioresource Technology (IHBT, CSIR Lab), Palampur, the National Institute of Technology, Hamirpur, Indian Institute of Information Technology, Una the Central University Dharamshala, AP Goyal (Alakh Prakash Goyal) Shimla University, The Bahra University (Waknaghat, Solan) the Baddi University of Emerging Sciences and Technologies Baddi, IEC University, Shoolini University Of Biotechnology and Management Sciences, Solan, Manav Bharti University Solan, the Jaypee University of Information Technology Waknaghat, Eternal University, Sirmaur & Chitkara University Solan are some of the pioneer universities in the state. CSK Himachal Pradesh Krishi Vishwavidyalya Palampur is one of the most renowned hill agriculture institutes in world. Dr. Yashwant Singh Parmar University of Horticulture and Forestry has earned a unique distinction in India for imparting teaching, research and extension education in horticulture, forestry and allied disciplines. Further, state-run Jawaharlal Nehru Government Engineering College started in 2006 at Sundernagar.", "targets": "What are a few pioneer universities in the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81ba5a35f6f643e2a4f6b998dada7462", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Indian Institute of Technology Mandi, Himachal Pradesh University Shimla, Institute of Himalayan Bioresource Technology (IHBT, CSIR Lab), Palampur, the National Institute of Technology, Hamirpur, Indian Institute of Information Technology, Una the Central University Dharamshala, AP Goyal (Alakh Prakash Goyal) Shimla University, The Bahra University (Waknaghat, Solan) the Baddi University of Emerging Sciences and Technologies Baddi, IEC University, Shoolini University Of Biotechnology and Management Sciences, Solan, Manav Bharti University Solan, the Jaypee University of Information Technology Waknaghat, Eternal University, Sirmaur & Chitkara University Solan are some of the pioneer universities in the state. CSK Himachal Pradesh Krishi Vishwavidyalya Palampur is one of the most renowned hill agriculture institutes in world. Dr. Yashwant Singh Parmar University of Horticulture and Forestry has earned a unique distinction in India for imparting teaching, research and extension education in horticulture, forestry and allied disciplines. Further, state-run Jawaharlal Nehru Government Engineering College started in 2006 at Sundernagar.", "targets": "What is Dr. Yashwant Singh Parmar University earned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307d5db85fcf45f89645ecfcea54da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In British English, the word 'asphalt' is used to refer to a mixture of mineral aggregate and asphalt/bitumen (also called tarmac in common parlance). When bitumen is mixed with clay it is usually called asphaltum. The earlier word 'asphaltum' is now archaic and not commonly used.[citation needed] In American English, 'asphalt' is equivalent to the British 'bitumen'. However, 'asphalt' is also commonly used as a shortened form of 'asphalt concrete' (therefore equivalent to the British 'asphalt' or 'tarmac'). In Australian English, bitumen is often used as the generic term for road surfaces. In Canadian English, the word bitumen is used to refer to the vast Canadian deposits of extremely heavy crude oil, while asphalt is used for the oil refinery product used to pave roads and manufacture roof shingles and various waterproofing products. Diluted bitumen (diluted with naphtha to make it flow in pipelines) is known as dilbit in the Canadian petroleum industry, while bitumen \"upgraded\" to synthetic crude oil is known as syncrude and syncrude blended with bitumen as synbit. Bitumen is still the preferred geological term for naturally occurring deposits of the solid or semi-solid form of petroleum. Bituminous rock is a form of sandstone impregnated with bitumen. The tar sands of Alberta, Canada are a similar material.", "targets": "To what type of aggregate did asphalt used to refer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307d5db85fcf45f89645ecfcea54da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In British English, the word 'asphalt' is used to refer to a mixture of mineral aggregate and asphalt/bitumen (also called tarmac in common parlance). When bitumen is mixed with clay it is usually called asphaltum. The earlier word 'asphaltum' is now archaic and not commonly used.[citation needed] In American English, 'asphalt' is equivalent to the British 'bitumen'. However, 'asphalt' is also commonly used as a shortened form of 'asphalt concrete' (therefore equivalent to the British 'asphalt' or 'tarmac'). In Australian English, bitumen is often used as the generic term for road surfaces. In Canadian English, the word bitumen is used to refer to the vast Canadian deposits of extremely heavy crude oil, while asphalt is used for the oil refinery product used to pave roads and manufacture roof shingles and various waterproofing products. Diluted bitumen (diluted with naphtha to make it flow in pipelines) is known as dilbit in the Canadian petroleum industry, while bitumen \"upgraded\" to synthetic crude oil is known as syncrude and syncrude blended with bitumen as synbit. Bitumen is still the preferred geological term for naturally occurring deposits of the solid or semi-solid form of petroleum. Bituminous rock is a form of sandstone impregnated with bitumen. The tar sands of Alberta, Canada are a similar material.", "targets": "What is the mixture of bitumen and minerals called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307d5db85fcf45f89645ecfcea54da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In British English, the word 'asphalt' is used to refer to a mixture of mineral aggregate and asphalt/bitumen (also called tarmac in common parlance). When bitumen is mixed with clay it is usually called asphaltum. The earlier word 'asphaltum' is now archaic and not commonly used.[citation needed] In American English, 'asphalt' is equivalent to the British 'bitumen'. However, 'asphalt' is also commonly used as a shortened form of 'asphalt concrete' (therefore equivalent to the British 'asphalt' or 'tarmac'). In Australian English, bitumen is often used as the generic term for road surfaces. In Canadian English, the word bitumen is used to refer to the vast Canadian deposits of extremely heavy crude oil, while asphalt is used for the oil refinery product used to pave roads and manufacture roof shingles and various waterproofing products. Diluted bitumen (diluted with naphtha to make it flow in pipelines) is known as dilbit in the Canadian petroleum industry, while bitumen \"upgraded\" to synthetic crude oil is known as syncrude and syncrude blended with bitumen as synbit. Bitumen is still the preferred geological term for naturally occurring deposits of the solid or semi-solid form of petroleum. Bituminous rock is a form of sandstone impregnated with bitumen. The tar sands of Alberta, Canada are a similar material.", "targets": "When mixed wit clay, what is bitumen called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307d5db85fcf45f89645ecfcea54da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In British English, the word 'asphalt' is used to refer to a mixture of mineral aggregate and asphalt/bitumen (also called tarmac in common parlance). When bitumen is mixed with clay it is usually called asphaltum. The earlier word 'asphaltum' is now archaic and not commonly used.[citation needed] In American English, 'asphalt' is equivalent to the British 'bitumen'. However, 'asphalt' is also commonly used as a shortened form of 'asphalt concrete' (therefore equivalent to the British 'asphalt' or 'tarmac'). In Australian English, bitumen is often used as the generic term for road surfaces. In Canadian English, the word bitumen is used to refer to the vast Canadian deposits of extremely heavy crude oil, while asphalt is used for the oil refinery product used to pave roads and manufacture roof shingles and various waterproofing products. Diluted bitumen (diluted with naphtha to make it flow in pipelines) is known as dilbit in the Canadian petroleum industry, while bitumen \"upgraded\" to synthetic crude oil is known as syncrude and syncrude blended with bitumen as synbit. Bitumen is still the preferred geological term for naturally occurring deposits of the solid or semi-solid form of petroleum. Bituminous rock is a form of sandstone impregnated with bitumen. The tar sands of Alberta, Canada are a similar material.", "targets": "With what word in America, is bitumen used interchangeably?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-307d5db85fcf45f89645ecfcea54da15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In British English, the word 'asphalt' is used to refer to a mixture of mineral aggregate and asphalt/bitumen (also called tarmac in common parlance). When bitumen is mixed with clay it is usually called asphaltum. The earlier word 'asphaltum' is now archaic and not commonly used.[citation needed] In American English, 'asphalt' is equivalent to the British 'bitumen'. However, 'asphalt' is also commonly used as a shortened form of 'asphalt concrete' (therefore equivalent to the British 'asphalt' or 'tarmac'). In Australian English, bitumen is often used as the generic term for road surfaces. In Canadian English, the word bitumen is used to refer to the vast Canadian deposits of extremely heavy crude oil, while asphalt is used for the oil refinery product used to pave roads and manufacture roof shingles and various waterproofing products. Diluted bitumen (diluted with naphtha to make it flow in pipelines) is known as dilbit in the Canadian petroleum industry, while bitumen \"upgraded\" to synthetic crude oil is known as syncrude and syncrude blended with bitumen as synbit. Bitumen is still the preferred geological term for naturally occurring deposits of the solid or semi-solid form of petroleum. Bituminous rock is a form of sandstone impregnated with bitumen. The tar sands of Alberta, Canada are a similar material.", "targets": "What is the geological term for asphalt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-937910b9f3d346bea895bc589b91e9db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first and last Roman known as a living divus was Julius Caesar, who seems to have aspired to divine monarchy; he was murdered soon after. Greek allies had their own traditional cults to rulers as divine benefactors, and offered similar cult to Caesar's successor, Augustus, who accepted with the cautious proviso that expatriate Roman citizens refrain from such worship; it might prove fatal. By the end of his reign, Augustus had appropriated Rome's political apparatus \u2013 and most of its religious cults \u2013 within his \"reformed\" and thoroughly integrated system of government. Towards the end of his life, he cautiously allowed cult to his numen. By then the Imperial cult apparatus was fully developed, first in the Eastern Provinces, then in the West. Provincial Cult centres offered the amenities and opportunities of a major Roman town within a local context; bathhouses, shrines and temples to Roman and local deities, amphitheatres and festivals. In the early Imperial period, the promotion of local elites to Imperial priesthood gave them Roman citizenship.", "targets": "What Roman leader aspired to be a living god?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-937910b9f3d346bea895bc589b91e9db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first and last Roman known as a living divus was Julius Caesar, who seems to have aspired to divine monarchy; he was murdered soon after. Greek allies had their own traditional cults to rulers as divine benefactors, and offered similar cult to Caesar's successor, Augustus, who accepted with the cautious proviso that expatriate Roman citizens refrain from such worship; it might prove fatal. By the end of his reign, Augustus had appropriated Rome's political apparatus \u2013 and most of its religious cults \u2013 within his \"reformed\" and thoroughly integrated system of government. Towards the end of his life, he cautiously allowed cult to his numen. By then the Imperial cult apparatus was fully developed, first in the Eastern Provinces, then in the West. Provincial Cult centres offered the amenities and opportunities of a major Roman town within a local context; bathhouses, shrines and temples to Roman and local deities, amphitheatres and festivals. In the early Imperial period, the promotion of local elites to Imperial priesthood gave them Roman citizenship.", "targets": "What form of government did Cesar seem to be attempting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-937910b9f3d346bea895bc589b91e9db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first and last Roman known as a living divus was Julius Caesar, who seems to have aspired to divine monarchy; he was murdered soon after. Greek allies had their own traditional cults to rulers as divine benefactors, and offered similar cult to Caesar's successor, Augustus, who accepted with the cautious proviso that expatriate Roman citizens refrain from such worship; it might prove fatal. By the end of his reign, Augustus had appropriated Rome's political apparatus \u2013 and most of its religious cults \u2013 within his \"reformed\" and thoroughly integrated system of government. Towards the end of his life, he cautiously allowed cult to his numen. By then the Imperial cult apparatus was fully developed, first in the Eastern Provinces, then in the West. Provincial Cult centres offered the amenities and opportunities of a major Roman town within a local context; bathhouses, shrines and temples to Roman and local deities, amphitheatres and festivals. In the early Imperial period, the promotion of local elites to Imperial priesthood gave them Roman citizenship.", "targets": "To what ruler did foreign allies offer a divine cult? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-937910b9f3d346bea895bc589b91e9db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first and last Roman known as a living divus was Julius Caesar, who seems to have aspired to divine monarchy; he was murdered soon after. Greek allies had their own traditional cults to rulers as divine benefactors, and offered similar cult to Caesar's successor, Augustus, who accepted with the cautious proviso that expatriate Roman citizens refrain from such worship; it might prove fatal. By the end of his reign, Augustus had appropriated Rome's political apparatus \u2013 and most of its religious cults \u2013 within his \"reformed\" and thoroughly integrated system of government. Towards the end of his life, he cautiously allowed cult to his numen. By then the Imperial cult apparatus was fully developed, first in the Eastern Provinces, then in the West. Provincial Cult centres offered the amenities and opportunities of a major Roman town within a local context; bathhouses, shrines and temples to Roman and local deities, amphitheatres and festivals. In the early Imperial period, the promotion of local elites to Imperial priesthood gave them Roman citizenship.", "targets": "By the end of Augustus's reign what was an established fact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-937910b9f3d346bea895bc589b91e9db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first and last Roman known as a living divus was Julius Caesar, who seems to have aspired to divine monarchy; he was murdered soon after. Greek allies had their own traditional cults to rulers as divine benefactors, and offered similar cult to Caesar's successor, Augustus, who accepted with the cautious proviso that expatriate Roman citizens refrain from such worship; it might prove fatal. By the end of his reign, Augustus had appropriated Rome's political apparatus \u2013 and most of its religious cults \u2013 within his \"reformed\" and thoroughly integrated system of government. Towards the end of his life, he cautiously allowed cult to his numen. By then the Imperial cult apparatus was fully developed, first in the Eastern Provinces, then in the West. Provincial Cult centres offered the amenities and opportunities of a major Roman town within a local context; bathhouses, shrines and temples to Roman and local deities, amphitheatres and festivals. In the early Imperial period, the promotion of local elites to Imperial priesthood gave them Roman citizenship.", "targets": "For what was Augustus's reformed system of government notiable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0793e96575941738c74a3b0f0442614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern section of the Divide, where the mountains give way rapidly to prairie, is part of the Rocky Mountain Front. The front is most pronounced in the Lewis Range, located primarily in Glacier National Park. Due to the configuration of mountain ranges in Glacier National Park, the Northern Divide (which begins in Alaska's Seward Peninsula) crosses this region and turns east in Montana at Triple Divide Peak. It causes the Waterton River, Belly, and Saint Mary rivers to flow north into Alberta, Canada. There they join the Saskatchewan River, which ultimately empties into Hudson Bay.", "targets": "Which direction do the rivers flow near the Triple Divide Peak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0793e96575941738c74a3b0f0442614", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern section of the Divide, where the mountains give way rapidly to prairie, is part of the Rocky Mountain Front. The front is most pronounced in the Lewis Range, located primarily in Glacier National Park. Due to the configuration of mountain ranges in Glacier National Park, the Northern Divide (which begins in Alaska's Seward Peninsula) crosses this region and turns east in Montana at Triple Divide Peak. It causes the Waterton River, Belly, and Saint Mary rivers to flow north into Alberta, Canada. There they join the Saskatchewan River, which ultimately empties into Hudson Bay.", "targets": "Where does the Saskatchewan River empty into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2433ed8624f043a6a0c7e9ac204b9983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The west Balkan coast was inhabited by various Illyrian tribes and kingdoms such as the kingdom of the Dalmatae and of the Ardiaei, who often engaged in piracy under Queen Teuta (reigned 231 BC to 227 BCE). Further inland was the Illyrian Paeonian Kingdom and the tribe of the Agrianes which covers most of the modern republic of Macedonia. Illyrians on the coast of the Adriatic were under the effects and influence of Hellenisation and some tribes adopted Greek, becoming bilingual due to their proximity to the Greek colonies in Illyria. Illyrians imported weapons and armor from the Ancient Greeks (such as the Illyrian type helmet, originally a Greek type) and also adopted the ornamentation of Ancient Macedon on their shields and their war belts (a single one has been found, dated 3rd century BC at modern Selce e Poshtme part of Macedon at the time under Philip V of Macedon).", "targets": "What years did Queen Teutra reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2433ed8624f043a6a0c7e9ac204b9983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The west Balkan coast was inhabited by various Illyrian tribes and kingdoms such as the kingdom of the Dalmatae and of the Ardiaei, who often engaged in piracy under Queen Teuta (reigned 231 BC to 227 BCE). Further inland was the Illyrian Paeonian Kingdom and the tribe of the Agrianes which covers most of the modern republic of Macedonia. Illyrians on the coast of the Adriatic were under the effects and influence of Hellenisation and some tribes adopted Greek, becoming bilingual due to their proximity to the Greek colonies in Illyria. Illyrians imported weapons and armor from the Ancient Greeks (such as the Illyrian type helmet, originally a Greek type) and also adopted the ornamentation of Ancient Macedon on their shields and their war belts (a single one has been found, dated 3rd century BC at modern Selce e Poshtme part of Macedon at the time under Philip V of Macedon).", "targets": "From where did Illyrians import there weapons and armor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2433ed8624f043a6a0c7e9ac204b9983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The west Balkan coast was inhabited by various Illyrian tribes and kingdoms such as the kingdom of the Dalmatae and of the Ardiaei, who often engaged in piracy under Queen Teuta (reigned 231 BC to 227 BCE). Further inland was the Illyrian Paeonian Kingdom and the tribe of the Agrianes which covers most of the modern republic of Macedonia. Illyrians on the coast of the Adriatic were under the effects and influence of Hellenisation and some tribes adopted Greek, becoming bilingual due to their proximity to the Greek colonies in Illyria. Illyrians imported weapons and armor from the Ancient Greeks (such as the Illyrian type helmet, originally a Greek type) and also adopted the ornamentation of Ancient Macedon on their shields and their war belts (a single one has been found, dated 3rd century BC at modern Selce e Poshtme part of Macedon at the time under Philip V of Macedon).", "targets": "What type or ornamentation was featured on the Illyrians shilds and war belts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2433ed8624f043a6a0c7e9ac204b9983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The west Balkan coast was inhabited by various Illyrian tribes and kingdoms such as the kingdom of the Dalmatae and of the Ardiaei, who often engaged in piracy under Queen Teuta (reigned 231 BC to 227 BCE). Further inland was the Illyrian Paeonian Kingdom and the tribe of the Agrianes which covers most of the modern republic of Macedonia. Illyrians on the coast of the Adriatic were under the effects and influence of Hellenisation and some tribes adopted Greek, becoming bilingual due to their proximity to the Greek colonies in Illyria. Illyrians imported weapons and armor from the Ancient Greeks (such as the Illyrian type helmet, originally a Greek type) and also adopted the ornamentation of Ancient Macedon on their shields and their war belts (a single one has been found, dated 3rd century BC at modern Selce e Poshtme part of Macedon at the time under Philip V of Macedon).", "targets": "What tribes inhabited the Balkan Coast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2433ed8624f043a6a0c7e9ac204b9983", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The west Balkan coast was inhabited by various Illyrian tribes and kingdoms such as the kingdom of the Dalmatae and of the Ardiaei, who often engaged in piracy under Queen Teuta (reigned 231 BC to 227 BCE). Further inland was the Illyrian Paeonian Kingdom and the tribe of the Agrianes which covers most of the modern republic of Macedonia. Illyrians on the coast of the Adriatic were under the effects and influence of Hellenisation and some tribes adopted Greek, becoming bilingual due to their proximity to the Greek colonies in Illyria. Illyrians imported weapons and armor from the Ancient Greeks (such as the Illyrian type helmet, originally a Greek type) and also adopted the ornamentation of Ancient Macedon on their shields and their war belts (a single one has been found, dated 3rd century BC at modern Selce e Poshtme part of Macedon at the time under Philip V of Macedon).", "targets": "What tribe covered most of the republic of Macedonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720dc81acc5f46d0b07b3fe6355ce571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The passing of the Antarctic Conservation Act (1978) in the U.S. brought several restrictions to U.S. activity on Antarctica. The introduction of alien plants or animals can bring a criminal penalty, as can the extraction of any indigenous species. The overfishing of krill, which plays a large role in the Antarctic ecosystem, led officials to enact regulations on fishing. The Convention for the Conservation of Antarctic Marine Living Resources (CCAMLR), a treaty that came into force in 1980, requires that regulations managing all Southern Ocean fisheries consider potential effects on the entire Antarctic ecosystem. Despite these new acts, unregulated and illegal fishing, particularly of Patagonian toothfish (marketed as Chilean Sea Bass in the U.S.), remains a serious problem. The illegal fishing of toothfish has been increasing, with estimates of 32,000 tonnes (35,300 short tons) in 2000.", "targets": "When was the Antarctic Conservation Act passed by the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720dc81acc5f46d0b07b3fe6355ce571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The passing of the Antarctic Conservation Act (1978) in the U.S. brought several restrictions to U.S. activity on Antarctica. The introduction of alien plants or animals can bring a criminal penalty, as can the extraction of any indigenous species. The overfishing of krill, which plays a large role in the Antarctic ecosystem, led officials to enact regulations on fishing. The Convention for the Conservation of Antarctic Marine Living Resources (CCAMLR), a treaty that came into force in 1980, requires that regulations managing all Southern Ocean fisheries consider potential effects on the entire Antarctic ecosystem. Despite these new acts, unregulated and illegal fishing, particularly of Patagonian toothfish (marketed as Chilean Sea Bass in the U.S.), remains a serious problem. The illegal fishing of toothfish has been increasing, with estimates of 32,000 tonnes (35,300 short tons) in 2000.", "targets": "What type of penalty can importing plants and animals into Antarctica bring?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720dc81acc5f46d0b07b3fe6355ce571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The passing of the Antarctic Conservation Act (1978) in the U.S. brought several restrictions to U.S. activity on Antarctica. The introduction of alien plants or animals can bring a criminal penalty, as can the extraction of any indigenous species. The overfishing of krill, which plays a large role in the Antarctic ecosystem, led officials to enact regulations on fishing. The Convention for the Conservation of Antarctic Marine Living Resources (CCAMLR), a treaty that came into force in 1980, requires that regulations managing all Southern Ocean fisheries consider potential effects on the entire Antarctic ecosystem. Despite these new acts, unregulated and illegal fishing, particularly of Patagonian toothfish (marketed as Chilean Sea Bass in the U.S.), remains a serious problem. The illegal fishing of toothfish has been increasing, with estimates of 32,000 tonnes (35,300 short tons) in 2000.", "targets": "How many tonnes of Patagonian toothfish were illegally fished in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720dc81acc5f46d0b07b3fe6355ce571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The passing of the Antarctic Conservation Act (1978) in the U.S. brought several restrictions to U.S. activity on Antarctica. The introduction of alien plants or animals can bring a criminal penalty, as can the extraction of any indigenous species. The overfishing of krill, which plays a large role in the Antarctic ecosystem, led officials to enact regulations on fishing. The Convention for the Conservation of Antarctic Marine Living Resources (CCAMLR), a treaty that came into force in 1980, requires that regulations managing all Southern Ocean fisheries consider potential effects on the entire Antarctic ecosystem. Despite these new acts, unregulated and illegal fishing, particularly of Patagonian toothfish (marketed as Chilean Sea Bass in the U.S.), remains a serious problem. The illegal fishing of toothfish has been increasing, with estimates of 32,000 tonnes (35,300 short tons) in 2000.", "targets": "When did the Convention for the Conservation of Antarctic Marine Living Resources  come into force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-720dc81acc5f46d0b07b3fe6355ce571", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The passing of the Antarctic Conservation Act (1978) in the U.S. brought several restrictions to U.S. activity on Antarctica. The introduction of alien plants or animals can bring a criminal penalty, as can the extraction of any indigenous species. The overfishing of krill, which plays a large role in the Antarctic ecosystem, led officials to enact regulations on fishing. The Convention for the Conservation of Antarctic Marine Living Resources (CCAMLR), a treaty that came into force in 1980, requires that regulations managing all Southern Ocean fisheries consider potential effects on the entire Antarctic ecosystem. Despite these new acts, unregulated and illegal fishing, particularly of Patagonian toothfish (marketed as Chilean Sea Bass in the U.S.), remains a serious problem. The illegal fishing of toothfish has been increasing, with estimates of 32,000 tonnes (35,300 short tons) in 2000.", "targets": "Over fishing of which species of fish helped promote regulations on fishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3a63a645d3436e81e6b126b9784230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the German point of view, March 1941 saw an improvement. The Luftwaffe flew 4,000 sorties that month, including 12 major and three heavy attacks. The electronic war intensified but the Luftwaffe flew major inland missions only on moonlit nights. Ports were easier to find and made better targets. To confuse the British, radio silence was observed until the bombs fell. X- and Y-Ger\u00e4t beams were placed over false targets and switched only at the last minute. Rapid frequency changes were introduced for X-Ger\u00e4t, whose wider band of frequencies and greater tactical flexibility ensured it remained effective at a time when British selective jamming was degrading the effectiveness of Y-Ger\u00e4t.", "targets": "How many sorties were flown in March 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3a63a645d3436e81e6b126b9784230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the German point of view, March 1941 saw an improvement. The Luftwaffe flew 4,000 sorties that month, including 12 major and three heavy attacks. The electronic war intensified but the Luftwaffe flew major inland missions only on moonlit nights. Ports were easier to find and made better targets. To confuse the British, radio silence was observed until the bombs fell. X- and Y-Ger\u00e4t beams were placed over false targets and switched only at the last minute. Rapid frequency changes were introduced for X-Ger\u00e4t, whose wider band of frequencies and greater tactical flexibility ensured it remained effective at a time when British selective jamming was degrading the effectiveness of Y-Ger\u00e4t.", "targets": "When did the Luftwaffe fly inland missions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3a63a645d3436e81e6b126b9784230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the German point of view, March 1941 saw an improvement. The Luftwaffe flew 4,000 sorties that month, including 12 major and three heavy attacks. The electronic war intensified but the Luftwaffe flew major inland missions only on moonlit nights. Ports were easier to find and made better targets. To confuse the British, radio silence was observed until the bombs fell. X- and Y-Ger\u00e4t beams were placed over false targets and switched only at the last minute. Rapid frequency changes were introduced for X-Ger\u00e4t, whose wider band of frequencies and greater tactical flexibility ensured it remained effective at a time when British selective jamming was degrading the effectiveness of Y-Ger\u00e4t.", "targets": "Why were ports better targets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3a63a645d3436e81e6b126b9784230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the German point of view, March 1941 saw an improvement. The Luftwaffe flew 4,000 sorties that month, including 12 major and three heavy attacks. The electronic war intensified but the Luftwaffe flew major inland missions only on moonlit nights. Ports were easier to find and made better targets. To confuse the British, radio silence was observed until the bombs fell. X- and Y-Ger\u00e4t beams were placed over false targets and switched only at the last minute. Rapid frequency changes were introduced for X-Ger\u00e4t, whose wider band of frequencies and greater tactical flexibility ensured it remained effective at a time when British selective jamming was degrading the effectiveness of Y-Ger\u00e4t.", "targets": "How did the Germans confuse the British?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e3a63a645d3436e81e6b126b9784230", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the German point of view, March 1941 saw an improvement. The Luftwaffe flew 4,000 sorties that month, including 12 major and three heavy attacks. The electronic war intensified but the Luftwaffe flew major inland missions only on moonlit nights. Ports were easier to find and made better targets. To confuse the British, radio silence was observed until the bombs fell. X- and Y-Ger\u00e4t beams were placed over false targets and switched only at the last minute. Rapid frequency changes were introduced for X-Ger\u00e4t, whose wider band of frequencies and greater tactical flexibility ensured it remained effective at a time when British selective jamming was degrading the effectiveness of Y-Ger\u00e4t.", "targets": "Why was the X-Gerat frequencies used more?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1801dd224604939a927ef66b42fc991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Known during development as Xbox Next, Xenon, Xbox 2, Xbox FS or NextBox, the Xbox 360 was conceived in early 2003. In February 2003, planning for the Xenon software platform began, and was headed by Microsoft's Vice President J Allard. That month, Microsoft held an event for 400 developers in Bellevue, Washington to recruit support for the system. Also that month, Peter Moore, former president of Sega of America, joined Microsoft. On August 12, 2003, ATI signed on to produce the graphic processing unit for the new console, a deal which was publicly announced two days later. Before the launch of the Xbox 360, several Alpha development kits were spotted using Apple's Power Mac G5 hardware. This was because the system's PowerPC 970 processor running the same PowerPC architecture that the Xbox 360 would eventually run under IBM's Xenon processor. The cores of the Xenon processor were developed using a slightly modified version of the PlayStation 3's Cell Processor PPE architecture. According to David Shippy and Mickie Phipps, the IBM employees were \"hiding\" their work from Sony and Toshiba, IBM's partners in developing the Cell Processor. Jeff Minter created the music visualization program Neon which is included with the Xbox 360.", "targets": "What Microsoft executive was in charge of 360 development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1801dd224604939a927ef66b42fc991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Known during development as Xbox Next, Xenon, Xbox 2, Xbox FS or NextBox, the Xbox 360 was conceived in early 2003. In February 2003, planning for the Xenon software platform began, and was headed by Microsoft's Vice President J Allard. That month, Microsoft held an event for 400 developers in Bellevue, Washington to recruit support for the system. Also that month, Peter Moore, former president of Sega of America, joined Microsoft. On August 12, 2003, ATI signed on to produce the graphic processing unit for the new console, a deal which was publicly announced two days later. Before the launch of the Xbox 360, several Alpha development kits were spotted using Apple's Power Mac G5 hardware. This was because the system's PowerPC 970 processor running the same PowerPC architecture that the Xbox 360 would eventually run under IBM's Xenon processor. The cores of the Xenon processor were developed using a slightly modified version of the PlayStation 3's Cell Processor PPE architecture. According to David Shippy and Mickie Phipps, the IBM employees were \"hiding\" their work from Sony and Toshiba, IBM's partners in developing the Cell Processor. Jeff Minter created the music visualization program Neon which is included with the Xbox 360.", "targets": "What manufacturer was enlisted to design the 360's graphics processor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1801dd224604939a927ef66b42fc991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Known during development as Xbox Next, Xenon, Xbox 2, Xbox FS or NextBox, the Xbox 360 was conceived in early 2003. In February 2003, planning for the Xenon software platform began, and was headed by Microsoft's Vice President J Allard. That month, Microsoft held an event for 400 developers in Bellevue, Washington to recruit support for the system. Also that month, Peter Moore, former president of Sega of America, joined Microsoft. On August 12, 2003, ATI signed on to produce the graphic processing unit for the new console, a deal which was publicly announced two days later. Before the launch of the Xbox 360, several Alpha development kits were spotted using Apple's Power Mac G5 hardware. This was because the system's PowerPC 970 processor running the same PowerPC architecture that the Xbox 360 would eventually run under IBM's Xenon processor. The cores of the Xenon processor were developed using a slightly modified version of the PlayStation 3's Cell Processor PPE architecture. According to David Shippy and Mickie Phipps, the IBM employees were \"hiding\" their work from Sony and Toshiba, IBM's partners in developing the Cell Processor. Jeff Minter created the music visualization program Neon which is included with the Xbox 360.", "targets": "Where did Peter Moor work before being recruited to help on the 360?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1801dd224604939a927ef66b42fc991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Known during development as Xbox Next, Xenon, Xbox 2, Xbox FS or NextBox, the Xbox 360 was conceived in early 2003. In February 2003, planning for the Xenon software platform began, and was headed by Microsoft's Vice President J Allard. That month, Microsoft held an event for 400 developers in Bellevue, Washington to recruit support for the system. Also that month, Peter Moore, former president of Sega of America, joined Microsoft. On August 12, 2003, ATI signed on to produce the graphic processing unit for the new console, a deal which was publicly announced two days later. Before the launch of the Xbox 360, several Alpha development kits were spotted using Apple's Power Mac G5 hardware. This was because the system's PowerPC 970 processor running the same PowerPC architecture that the Xbox 360 would eventually run under IBM's Xenon processor. The cores of the Xenon processor were developed using a slightly modified version of the PlayStation 3's Cell Processor PPE architecture. According to David Shippy and Mickie Phipps, the IBM employees were \"hiding\" their work from Sony and Toshiba, IBM's partners in developing the Cell Processor. Jeff Minter created the music visualization program Neon which is included with the Xbox 360.", "targets": "Original 360 Alpha dev kits used what existing system's hardware?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1801dd224604939a927ef66b42fc991", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Known during development as Xbox Next, Xenon, Xbox 2, Xbox FS or NextBox, the Xbox 360 was conceived in early 2003. In February 2003, planning for the Xenon software platform began, and was headed by Microsoft's Vice President J Allard. That month, Microsoft held an event for 400 developers in Bellevue, Washington to recruit support for the system. Also that month, Peter Moore, former president of Sega of America, joined Microsoft. On August 12, 2003, ATI signed on to produce the graphic processing unit for the new console, a deal which was publicly announced two days later. Before the launch of the Xbox 360, several Alpha development kits were spotted using Apple's Power Mac G5 hardware. This was because the system's PowerPC 970 processor running the same PowerPC architecture that the Xbox 360 would eventually run under IBM's Xenon processor. The cores of the Xenon processor were developed using a slightly modified version of the PlayStation 3's Cell Processor PPE architecture. According to David Shippy and Mickie Phipps, the IBM employees were \"hiding\" their work from Sony and Toshiba, IBM's partners in developing the Cell Processor. Jeff Minter created the music visualization program Neon which is included with the Xbox 360.", "targets": "What CPU did the 360 use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309b5baef1e64824a562ee86026e7ccc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, over a hundred intrusions were made by unidentified crackers into the Rome Laboratory, the US Air Force's main command and research facility. Using trojan horses, hackers were able to obtain unrestricted access to Rome's networking systems and remove traces of their activities. The intruders were able to obtain classified files, such as air tasking order systems data and furthermore able to penetrate connected networks of National Aeronautics and Space Administration's Goddard Space Flight Center, Wright-Patterson Air Force Base, some Defense contractors, and other private sector organizations, by posing as a trusted Rome center user.", "targets": "In what year did over a hundred intrusions made into the Rome Laboraroty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309b5baef1e64824a562ee86026e7ccc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, over a hundred intrusions were made by unidentified crackers into the Rome Laboratory, the US Air Force's main command and research facility. Using trojan horses, hackers were able to obtain unrestricted access to Rome's networking systems and remove traces of their activities. The intruders were able to obtain classified files, such as air tasking order systems data and furthermore able to penetrate connected networks of National Aeronautics and Space Administration's Goddard Space Flight Center, Wright-Patterson Air Force Base, some Defense contractors, and other private sector organizations, by posing as a trusted Rome center user.", "targets": "How were hackers able to obtain unrestricted access to Rome's networking systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309b5baef1e64824a562ee86026e7ccc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, over a hundred intrusions were made by unidentified crackers into the Rome Laboratory, the US Air Force's main command and research facility. Using trojan horses, hackers were able to obtain unrestricted access to Rome's networking systems and remove traces of their activities. The intruders were able to obtain classified files, such as air tasking order systems data and furthermore able to penetrate connected networks of National Aeronautics and Space Administration's Goddard Space Flight Center, Wright-Patterson Air Force Base, some Defense contractors, and other private sector organizations, by posing as a trusted Rome center user.", "targets": "How were hackers able to penetrate connected networks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309b5baef1e64824a562ee86026e7ccc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, over a hundred intrusions were made by unidentified crackers into the Rome Laboratory, the US Air Force's main command and research facility. Using trojan horses, hackers were able to obtain unrestricted access to Rome's networking systems and remove traces of their activities. The intruders were able to obtain classified files, such as air tasking order systems data and furthermore able to penetrate connected networks of National Aeronautics and Space Administration's Goddard Space Flight Center, Wright-Patterson Air Force Base, some Defense contractors, and other private sector organizations, by posing as a trusted Rome center user.", "targets": "What is the Rome Laboratory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-309b5baef1e64824a562ee86026e7ccc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1994, over a hundred intrusions were made by unidentified crackers into the Rome Laboratory, the US Air Force's main command and research facility. Using trojan horses, hackers were able to obtain unrestricted access to Rome's networking systems and remove traces of their activities. The intruders were able to obtain classified files, such as air tasking order systems data and furthermore able to penetrate connected networks of National Aeronautics and Space Administration's Goddard Space Flight Center, Wright-Patterson Air Force Base, some Defense contractors, and other private sector organizations, by posing as a trusted Rome center user.", "targets": "Who does the Goddard Space Flight Center belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ea4c0a711c4563b8066670d5f773ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is warm all year around and there is little temperature fluctuation; it averages 26.3 \u00b0C (79.3 \u00b0F). The average rainfall for Bissau is 2,024 millimetres (79.7 in) although this is almost entirely accounted for during the rainy season which falls between June and September/October. From December through April, the country experiences drought.", "targets": "What is the average rainfall in Bissau, in millimetres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ea4c0a711c4563b8066670d5f773ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is warm all year around and there is little temperature fluctuation; it averages 26.3 \u00b0C (79.3 \u00b0F). The average rainfall for Bissau is 2,024 millimetres (79.7 in) although this is almost entirely accounted for during the rainy season which falls between June and September/October. From December through April, the country experiences drought.", "targets": "When is the rainy season in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ea4c0a711c4563b8066670d5f773ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is warm all year around and there is little temperature fluctuation; it averages 26.3 \u00b0C (79.3 \u00b0F). The average rainfall for Bissau is 2,024 millimetres (79.7 in) although this is almost entirely accounted for during the rainy season which falls between June and September/October. From December through April, the country experiences drought.", "targets": "What does the country experience from December through April?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ea4c0a711c4563b8066670d5f773ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is warm all year around and there is little temperature fluctuation; it averages 26.3 \u00b0C (79.3 \u00b0F). The average rainfall for Bissau is 2,024 millimetres (79.7 in) although this is almost entirely accounted for during the rainy season which falls between June and September/October. From December through April, the country experiences drought.", "targets": "When is Guinea-Bissau warm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62ea4c0a711c4563b8066670d5f773ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau is warm all year around and there is little temperature fluctuation; it averages 26.3 \u00b0C (79.3 \u00b0F). The average rainfall for Bissau is 2,024 millimetres (79.7 in) although this is almost entirely accounted for during the rainy season which falls between June and September/October. From December through April, the country experiences drought.", "targets": "What is the average temperature in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be15fa6d121540e7a6d24360736f1083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, 16 national science academies issued a joint statement on climate change. The joint statement was made by the Australian Academy of Science, the Royal Flemish Academy of Belgium for Science and the Arts, the Brazilian Academy of Sciences, the Royal Society of Canada, the Caribbean Academy of Sciences, the Chinese Academy of Sciences, the French Academy of Sciences, the German Academy of Natural Scientists Leopoldina, the Indian National Science Academy, the Indonesian Academy of Sciences, the Royal Irish Academy, Accademia Nazionale dei Lincei (Italy), the Academy of Sciences Malaysia, the Academy Council of the Royal Society of New Zealand, the Royal Swedish Academy of Sciences, and the Royal Society (UK). The statement, also published as an editorial in the journal Science, stated \"we support the [TAR's] conclusion that it is at least 90% certain that temperatures will continue to rise, with average global surface temperature projected to increase by between 1.4 and 5.8 \u00b0C above 1990 levels by 2100\". The TAR has also been endorsed by the Canadian Foundation for Climate and Atmospheric Sciences, Canadian Meteorological and Oceanographic Society, and European Geosciences Union (refer to \"Endorsements of the IPCC\").", "targets": "When was the joint statement on climate change issued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be15fa6d121540e7a6d24360736f1083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, 16 national science academies issued a joint statement on climate change. The joint statement was made by the Australian Academy of Science, the Royal Flemish Academy of Belgium for Science and the Arts, the Brazilian Academy of Sciences, the Royal Society of Canada, the Caribbean Academy of Sciences, the Chinese Academy of Sciences, the French Academy of Sciences, the German Academy of Natural Scientists Leopoldina, the Indian National Science Academy, the Indonesian Academy of Sciences, the Royal Irish Academy, Accademia Nazionale dei Lincei (Italy), the Academy of Sciences Malaysia, the Academy Council of the Royal Society of New Zealand, the Royal Swedish Academy of Sciences, and the Royal Society (UK). The statement, also published as an editorial in the journal Science, stated \"we support the [TAR's] conclusion that it is at least 90% certain that temperatures will continue to rise, with average global surface temperature projected to increase by between 1.4 and 5.8 \u00b0C above 1990 levels by 2100\". The TAR has also been endorsed by the Canadian Foundation for Climate and Atmospheric Sciences, Canadian Meteorological and Oceanographic Society, and European Geosciences Union (refer to \"Endorsements of the IPCC\").", "targets": "How many organizations issued the joint statement on climate change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be15fa6d121540e7a6d24360736f1083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, 16 national science academies issued a joint statement on climate change. The joint statement was made by the Australian Academy of Science, the Royal Flemish Academy of Belgium for Science and the Arts, the Brazilian Academy of Sciences, the Royal Society of Canada, the Caribbean Academy of Sciences, the Chinese Academy of Sciences, the French Academy of Sciences, the German Academy of Natural Scientists Leopoldina, the Indian National Science Academy, the Indonesian Academy of Sciences, the Royal Irish Academy, Accademia Nazionale dei Lincei (Italy), the Academy of Sciences Malaysia, the Academy Council of the Royal Society of New Zealand, the Royal Swedish Academy of Sciences, and the Royal Society (UK). The statement, also published as an editorial in the journal Science, stated \"we support the [TAR's] conclusion that it is at least 90% certain that temperatures will continue to rise, with average global surface temperature projected to increase by between 1.4 and 5.8 \u00b0C above 1990 levels by 2100\". The TAR has also been endorsed by the Canadian Foundation for Climate and Atmospheric Sciences, Canadian Meteorological and Oceanographic Society, and European Geosciences Union (refer to \"Endorsements of the IPCC\").", "targets": "Which journal was the joint statement published in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be15fa6d121540e7a6d24360736f1083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, 16 national science academies issued a joint statement on climate change. The joint statement was made by the Australian Academy of Science, the Royal Flemish Academy of Belgium for Science and the Arts, the Brazilian Academy of Sciences, the Royal Society of Canada, the Caribbean Academy of Sciences, the Chinese Academy of Sciences, the French Academy of Sciences, the German Academy of Natural Scientists Leopoldina, the Indian National Science Academy, the Indonesian Academy of Sciences, the Royal Irish Academy, Accademia Nazionale dei Lincei (Italy), the Academy of Sciences Malaysia, the Academy Council of the Royal Society of New Zealand, the Royal Swedish Academy of Sciences, and the Royal Society (UK). The statement, also published as an editorial in the journal Science, stated \"we support the [TAR's] conclusion that it is at least 90% certain that temperatures will continue to rise, with average global surface temperature projected to increase by between 1.4 and 5.8 \u00b0C above 1990 levels by 2100\". The TAR has also been endorsed by the Canadian Foundation for Climate and Atmospheric Sciences, Canadian Meteorological and Oceanographic Society, and European Geosciences Union (refer to \"Endorsements of the IPCC\").", "targets": "How sure did the statement say scientists were that temperatures would keep rising?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be15fa6d121540e7a6d24360736f1083", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, 16 national science academies issued a joint statement on climate change. The joint statement was made by the Australian Academy of Science, the Royal Flemish Academy of Belgium for Science and the Arts, the Brazilian Academy of Sciences, the Royal Society of Canada, the Caribbean Academy of Sciences, the Chinese Academy of Sciences, the French Academy of Sciences, the German Academy of Natural Scientists Leopoldina, the Indian National Science Academy, the Indonesian Academy of Sciences, the Royal Irish Academy, Accademia Nazionale dei Lincei (Italy), the Academy of Sciences Malaysia, the Academy Council of the Royal Society of New Zealand, the Royal Swedish Academy of Sciences, and the Royal Society (UK). The statement, also published as an editorial in the journal Science, stated \"we support the [TAR's] conclusion that it is at least 90% certain that temperatures will continue to rise, with average global surface temperature projected to increase by between 1.4 and 5.8 \u00b0C above 1990 levels by 2100\". The TAR has also been endorsed by the Canadian Foundation for Climate and Atmospheric Sciences, Canadian Meteorological and Oceanographic Society, and European Geosciences Union (refer to \"Endorsements of the IPCC\").", "targets": "How much did the statement predict global surface temperature would increase by 2100?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a04cd20267f4347a8e3df256a23e03e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a channel transupport system, several proteins form a contiguous channel traversing the inner and outer membranes of the bacteria. It is a simple system, which consists of only three protein subunits: the ABC protein, membrane fusion protein (MFP), and outer membrane protein (OMP)[specify]. This secretion system transports various molecules, from ions, drugs, to proteins of various sizes (20 - 900 kDa). The molecules secreted vary in size from the small Escherichia coli peptide colicin V, (10 kDa) to the Pseudomonas fluorescens cell adhesion protein LapA of 900 kDa.", "targets": "What happens in a chennel transupport system? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a04cd20267f4347a8e3df256a23e03e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a channel transupport system, several proteins form a contiguous channel traversing the inner and outer membranes of the bacteria. It is a simple system, which consists of only three protein subunits: the ABC protein, membrane fusion protein (MFP), and outer membrane protein (OMP)[specify]. This secretion system transports various molecules, from ions, drugs, to proteins of various sizes (20 - 900 kDa). The molecules secreted vary in size from the small Escherichia coli peptide colicin V, (10 kDa) to the Pseudomonas fluorescens cell adhesion protein LapA of 900 kDa.", "targets": "What three protien subunites are in the chennel transupport system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a04cd20267f4347a8e3df256a23e03e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a channel transupport system, several proteins form a contiguous channel traversing the inner and outer membranes of the bacteria. It is a simple system, which consists of only three protein subunits: the ABC protein, membrane fusion protein (MFP), and outer membrane protein (OMP)[specify]. This secretion system transports various molecules, from ions, drugs, to proteins of various sizes (20 - 900 kDa). The molecules secreted vary in size from the small Escherichia coli peptide colicin V, (10 kDa) to the Pseudomonas fluorescens cell adhesion protein LapA of 900 kDa.", "targets": "What does this secretion system transport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4e63687eb3408bb18575f0b11b620f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1891 Scottish chemist James Dewar was able to produce enough liquid oxygen to study. The first commercially viable process for producing liquid oxygen was independently developed in 1895 by German engineer Carl von Linde and British engineer William Hampson. Both men lowered the temperature of air until it liquefied and then distilled the component gases by boiling them off one at a time and capturing them. Later, in 1901, oxyacetylene welding was demonstrated for the first time by burning a mixture of acetylene and compressed O\n2. This method of welding and cutting metal later became common.", "targets": "What chemist managed to make enough liquid oxygen to use for study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4e63687eb3408bb18575f0b11b620f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1891 Scottish chemist James Dewar was able to produce enough liquid oxygen to study. The first commercially viable process for producing liquid oxygen was independently developed in 1895 by German engineer Carl von Linde and British engineer William Hampson. Both men lowered the temperature of air until it liquefied and then distilled the component gases by boiling them off one at a time and capturing them. Later, in 1901, oxyacetylene welding was demonstrated for the first time by burning a mixture of acetylene and compressed O\n2. This method of welding and cutting metal later became common.", "targets": "In what year did Dewar experiment on liquid oxygen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4e63687eb3408bb18575f0b11b620f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1891 Scottish chemist James Dewar was able to produce enough liquid oxygen to study. The first commercially viable process for producing liquid oxygen was independently developed in 1895 by German engineer Carl von Linde and British engineer William Hampson. Both men lowered the temperature of air until it liquefied and then distilled the component gases by boiling them off one at a time and capturing them. Later, in 1901, oxyacetylene welding was demonstrated for the first time by burning a mixture of acetylene and compressed O\n2. This method of welding and cutting metal later became common.", "targets": "When was liquid oxygen developed for commercial use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1d4e63687eb3408bb18575f0b11b620f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1891 Scottish chemist James Dewar was able to produce enough liquid oxygen to study. The first commercially viable process for producing liquid oxygen was independently developed in 1895 by German engineer Carl von Linde and British engineer William Hampson. Both men lowered the temperature of air until it liquefied and then distilled the component gases by boiling them off one at a time and capturing them. Later, in 1901, oxyacetylene welding was demonstrated for the first time by burning a mixture of acetylene and compressed O\n2. This method of welding and cutting metal later became common.", "targets": "What welding process was demonstrated in 1901?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0225fe635b894619a78bf025784b8d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This principle is vitally important to understanding the behaviour of a quantity closely related to energy, called entropy. Entropy is a measure of evenness of a distribution of energy between parts of a system. When an isolated system is given more degrees of freedom (i.e., given new available energy states that are the same as existing states), then total energy spreads over all available degrees equally without distinction between \"new\" and \"old\" degrees. This mathematical result is called the second law of thermodynamics.", "targets": "What is the principle that is vitally important to understanding the behaviour of a quantity closely related to energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0225fe635b894619a78bf025784b8d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This principle is vitally important to understanding the behaviour of a quantity closely related to energy, called entropy. Entropy is a measure of evenness of a distribution of energy between parts of a system. When an isolated system is given more degrees of freedom (i.e., given new available energy states that are the same as existing states), then total energy spreads over all available degrees equally without distinction between \"new\" and \"old\" degrees. This mathematical result is called the second law of thermodynamics.", "targets": "What is entropy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0225fe635b894619a78bf025784b8d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This principle is vitally important to understanding the behaviour of a quantity closely related to energy, called entropy. Entropy is a measure of evenness of a distribution of energy between parts of a system. When an isolated system is given more degrees of freedom (i.e., given new available energy states that are the same as existing states), then total energy spreads over all available degrees equally without distinction between \"new\" and \"old\" degrees. This mathematical result is called the second law of thermodynamics.", "targets": "What is the mathematical result when an isolated system is given more degrees of freedom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2356a37bbc4c33a297dc7d05e59dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the fall of the Egyptian monarchy in the early 1950s, less than half a million Egyptians were considered upper class and rich, four million middle class and 17 million lower class and poor. Fewer than half of all primary-school-age children attended school, most of them being boys. Nasser's policies changed this. Land reform and distribution, the dramatic growth in university education, and government support to national industries greatly improved social mobility and flattened the social curve. From academic year 1953-54 through 1965-66, overall public school enrolments more than doubled. Millions of previously poor Egyptians, through education and jobs in the public sector, joined the middle class. Doctors, engineers, teachers, lawyers, journalists, constituted the bulk of the swelling middle class in Egypt under Nasser. During the 1960s, the Egyptian economy went from sluggish to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "How many rich, upper class were in Egypt in 1950s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2356a37bbc4c33a297dc7d05e59dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the fall of the Egyptian monarchy in the early 1950s, less than half a million Egyptians were considered upper class and rich, four million middle class and 17 million lower class and poor. Fewer than half of all primary-school-age children attended school, most of them being boys. Nasser's policies changed this. Land reform and distribution, the dramatic growth in university education, and government support to national industries greatly improved social mobility and flattened the social curve. From academic year 1953-54 through 1965-66, overall public school enrolments more than doubled. Millions of previously poor Egyptians, through education and jobs in the public sector, joined the middle class. Doctors, engineers, teachers, lawyers, journalists, constituted the bulk of the swelling middle class in Egypt under Nasser. During the 1960s, the Egyptian economy went from sluggish to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "How many middle class were in Egypt in 1950s"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2356a37bbc4c33a297dc7d05e59dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the fall of the Egyptian monarchy in the early 1950s, less than half a million Egyptians were considered upper class and rich, four million middle class and 17 million lower class and poor. Fewer than half of all primary-school-age children attended school, most of them being boys. Nasser's policies changed this. Land reform and distribution, the dramatic growth in university education, and government support to national industries greatly improved social mobility and flattened the social curve. From academic year 1953-54 through 1965-66, overall public school enrolments more than doubled. Millions of previously poor Egyptians, through education and jobs in the public sector, joined the middle class. Doctors, engineers, teachers, lawyers, journalists, constituted the bulk of the swelling middle class in Egypt under Nasser. During the 1960s, the Egyptian economy went from sluggish to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "How many lower class were in Egypt in 1950s"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2356a37bbc4c33a297dc7d05e59dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the fall of the Egyptian monarchy in the early 1950s, less than half a million Egyptians were considered upper class and rich, four million middle class and 17 million lower class and poor. Fewer than half of all primary-school-age children attended school, most of them being boys. Nasser's policies changed this. Land reform and distribution, the dramatic growth in university education, and government support to national industries greatly improved social mobility and flattened the social curve. From academic year 1953-54 through 1965-66, overall public school enrolments more than doubled. Millions of previously poor Egyptians, through education and jobs in the public sector, joined the middle class. Doctors, engineers, teachers, lawyers, journalists, constituted the bulk of the swelling middle class in Egypt under Nasser. During the 1960s, the Egyptian economy went from sluggish to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "What professions made up the buld on middle class under Nasser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf2356a37bbc4c33a297dc7d05e59dcd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of the fall of the Egyptian monarchy in the early 1950s, less than half a million Egyptians were considered upper class and rich, four million middle class and 17 million lower class and poor. Fewer than half of all primary-school-age children attended school, most of them being boys. Nasser's policies changed this. Land reform and distribution, the dramatic growth in university education, and government support to national industries greatly improved social mobility and flattened the social curve. From academic year 1953-54 through 1965-66, overall public school enrolments more than doubled. Millions of previously poor Egyptians, through education and jobs in the public sector, joined the middle class. Doctors, engineers, teachers, lawyers, journalists, constituted the bulk of the swelling middle class in Egypt under Nasser. During the 1960s, the Egyptian economy went from sluggish to the verge of collapse, the society became less free, and Nasser's appeal waned considerably.", "targets": "What direction did the Egypt economy take in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dbda9858f34e3d902c0f7791cf98d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, a new model of the iPod Touch was announced by Apple, and was officially released on the Apple store on July 15, 2015. The sixth generation iPod Touch includes a wide variety of spec improvements such as the upgraded A8 processor and higher-quality screen. The core is over 5 times faster than previous models and is built to be roughly on par with the iPhone 5S. It is available in 5 different colors: Space grey, pink, gold, silver and Product (red).", "targets": "What processor model is used in the iPod Touch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dbda9858f34e3d902c0f7791cf98d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, a new model of the iPod Touch was announced by Apple, and was officially released on the Apple store on July 15, 2015. The sixth generation iPod Touch includes a wide variety of spec improvements such as the upgraded A8 processor and higher-quality screen. The core is over 5 times faster than previous models and is built to be roughly on par with the iPhone 5S. It is available in 5 different colors: Space grey, pink, gold, silver and Product (red).", "targets": "Which generation of iPod Touch was made availalbe in July of 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dbda9858f34e3d902c0f7791cf98d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, a new model of the iPod Touch was announced by Apple, and was officially released on the Apple store on July 15, 2015. The sixth generation iPod Touch includes a wide variety of spec improvements such as the upgraded A8 processor and higher-quality screen. The core is over 5 times faster than previous models and is built to be roughly on par with the iPhone 5S. It is available in 5 different colors: Space grey, pink, gold, silver and Product (red).", "targets": "What's the most recent generation of iPod Touch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dbda9858f34e3d902c0f7791cf98d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, a new model of the iPod Touch was announced by Apple, and was officially released on the Apple store on July 15, 2015. The sixth generation iPod Touch includes a wide variety of spec improvements such as the upgraded A8 processor and higher-quality screen. The core is over 5 times faster than previous models and is built to be roughly on par with the iPhone 5S. It is available in 5 different colors: Space grey, pink, gold, silver and Product (red).", "targets": "In what year was the most recent iPod Touch released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dbda9858f34e3d902c0f7791cf98d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, a new model of the iPod Touch was announced by Apple, and was officially released on the Apple store on July 15, 2015. The sixth generation iPod Touch includes a wide variety of spec improvements such as the upgraded A8 processor and higher-quality screen. The core is over 5 times faster than previous models and is built to be roughly on par with the iPhone 5S. It is available in 5 different colors: Space grey, pink, gold, silver and Product (red).", "targets": "What type of processor does the current iPod Touch use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7dbda9858f34e3d902c0f7791cf98d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In mid-2015, a new model of the iPod Touch was announced by Apple, and was officially released on the Apple store on July 15, 2015. The sixth generation iPod Touch includes a wide variety of spec improvements such as the upgraded A8 processor and higher-quality screen. The core is over 5 times faster than previous models and is built to be roughly on par with the iPhone 5S. It is available in 5 different colors: Space grey, pink, gold, silver and Product (red).", "targets": "In how many colors is the current iPod Touch available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f1c1eaf7fd4ae1b030ca97719da36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid expansion of the Rus' to the south led to conflict and volatile relationships with the Khazars and other neighbors on the Pontic steppe. The Khazars dominated the Black Sea steppe during the 8th century, trading and frequently allying with the Byzantine Empire against Persians and Arabs. In the late 8th century, the collapse of the G\u00f6kt\u00fcrk Khaganate led the Magyars and the Pechenegs, Ugric and Turkic peoples from Central Asia, to migrate west into the steppe region, leading to military conflict, disruption of trade, and instability within the Khazar Khaganate. The Rus' and Slavs had earlier allied with the Khazars against Arab raids on the Caucasus, but they increasingly worked against them to secure control of the trade routes.", "targets": "What led to constant problems with the Khazars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f1c1eaf7fd4ae1b030ca97719da36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid expansion of the Rus' to the south led to conflict and volatile relationships with the Khazars and other neighbors on the Pontic steppe. The Khazars dominated the Black Sea steppe during the 8th century, trading and frequently allying with the Byzantine Empire against Persians and Arabs. In the late 8th century, the collapse of the G\u00f6kt\u00fcrk Khaganate led the Magyars and the Pechenegs, Ugric and Turkic peoples from Central Asia, to migrate west into the steppe region, leading to military conflict, disruption of trade, and instability within the Khazar Khaganate. The Rus' and Slavs had earlier allied with the Khazars against Arab raids on the Caucasus, but they increasingly worked against them to secure control of the trade routes.", "targets": "Which area did the Khazars rule over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f1c1eaf7fd4ae1b030ca97719da36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid expansion of the Rus' to the south led to conflict and volatile relationships with the Khazars and other neighbors on the Pontic steppe. The Khazars dominated the Black Sea steppe during the 8th century, trading and frequently allying with the Byzantine Empire against Persians and Arabs. In the late 8th century, the collapse of the G\u00f6kt\u00fcrk Khaganate led the Magyars and the Pechenegs, Ugric and Turkic peoples from Central Asia, to migrate west into the steppe region, leading to military conflict, disruption of trade, and instability within the Khazar Khaganate. The Rus' and Slavs had earlier allied with the Khazars against Arab raids on the Caucasus, but they increasingly worked against them to secure control of the trade routes.", "targets": "Who were allies with the Khazars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11f1c1eaf7fd4ae1b030ca97719da36f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The rapid expansion of the Rus' to the south led to conflict and volatile relationships with the Khazars and other neighbors on the Pontic steppe. The Khazars dominated the Black Sea steppe during the 8th century, trading and frequently allying with the Byzantine Empire against Persians and Arabs. In the late 8th century, the collapse of the G\u00f6kt\u00fcrk Khaganate led the Magyars and the Pechenegs, Ugric and Turkic peoples from Central Asia, to migrate west into the steppe region, leading to military conflict, disruption of trade, and instability within the Khazar Khaganate. The Rus' and Slavs had earlier allied with the Khazars against Arab raids on the Caucasus, but they increasingly worked against them to secure control of the trade routes.", "targets": "Who were common enimies to both the Khazars and Byzantine Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59dc82b4a714482ba5ff3c19449211bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 is available in three different editions, of which the lowest version, branded simply as Windows 8, and Windows 8 Pro, were sold at retail in most countries, and as pre-loaded software on new computers. Each edition of Windows 8 includes all of the capabilities and features of the edition below it, and add additional features oriented towards their market segments. For example, Pro added BitLocker, Hyper-V, the ability to join a domain, and the ability to install Windows Media Center as a paid add-on. Users of Windows 8 can purchase a \"Pro Pack\" license that upgrades their system to Windows 8 Pro through Add features to Windows. This license also includes Windows Media Center. Windows 8 Enterprise contains additional features aimed towards business environments, and is only available through volume licensing. A port of Windows 8 for ARM architecture, Windows RT, is marketed as an edition of Windows 8, but was only included as pre-loaded software on devices specifically developed for it.", "targets": "How many Windows 8 editions are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59dc82b4a714482ba5ff3c19449211bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 is available in three different editions, of which the lowest version, branded simply as Windows 8, and Windows 8 Pro, were sold at retail in most countries, and as pre-loaded software on new computers. Each edition of Windows 8 includes all of the capabilities and features of the edition below it, and add additional features oriented towards their market segments. For example, Pro added BitLocker, Hyper-V, the ability to join a domain, and the ability to install Windows Media Center as a paid add-on. Users of Windows 8 can purchase a \"Pro Pack\" license that upgrades their system to Windows 8 Pro through Add features to Windows. This license also includes Windows Media Center. Windows 8 Enterprise contains additional features aimed towards business environments, and is only available through volume licensing. A port of Windows 8 for ARM architecture, Windows RT, is marketed as an edition of Windows 8, but was only included as pre-loaded software on devices specifically developed for it.", "targets": "What extras does Windows 8 Pro have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59dc82b4a714482ba5ff3c19449211bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 is available in three different editions, of which the lowest version, branded simply as Windows 8, and Windows 8 Pro, were sold at retail in most countries, and as pre-loaded software on new computers. Each edition of Windows 8 includes all of the capabilities and features of the edition below it, and add additional features oriented towards their market segments. For example, Pro added BitLocker, Hyper-V, the ability to join a domain, and the ability to install Windows Media Center as a paid add-on. Users of Windows 8 can purchase a \"Pro Pack\" license that upgrades their system to Windows 8 Pro through Add features to Windows. This license also includes Windows Media Center. Windows 8 Enterprise contains additional features aimed towards business environments, and is only available through volume licensing. A port of Windows 8 for ARM architecture, Windows RT, is marketed as an edition of Windows 8, but was only included as pre-loaded software on devices specifically developed for it.", "targets": "What extras do Windows 8 Enterprise have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59dc82b4a714482ba5ff3c19449211bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows 8 is available in three different editions, of which the lowest version, branded simply as Windows 8, and Windows 8 Pro, were sold at retail in most countries, and as pre-loaded software on new computers. Each edition of Windows 8 includes all of the capabilities and features of the edition below it, and add additional features oriented towards their market segments. For example, Pro added BitLocker, Hyper-V, the ability to join a domain, and the ability to install Windows Media Center as a paid add-on. Users of Windows 8 can purchase a \"Pro Pack\" license that upgrades their system to Windows 8 Pro through Add features to Windows. This license also includes Windows Media Center. Windows 8 Enterprise contains additional features aimed towards business environments, and is only available through volume licensing. A port of Windows 8 for ARM architecture, Windows RT, is marketed as an edition of Windows 8, but was only included as pre-loaded software on devices specifically developed for it.", "targets": "How would one get Windows RT?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4dda72042b49258ada2173f5271be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The motor centers of reptiles react to sensory cues of vision, sound, touch, chemical, gravity, and motion with pre-set body movements and programmed postures. With the arrival of night-active mammals, smell replaced vision as the dominant sense, and a different way of responding arose from the olfactory sense, which is proposed to have developed into mammalian emotion and emotional memory. The mammalian brain invested heavily in olfaction to succeed at night as reptiles slept\u2014one explanation for why olfactory lobes in mammalian brains are proportionally larger than in the reptiles. These odor pathways gradually formed the neural blueprint for what was later to become our limbic brain.", "targets": "What parts of reptiles respond to sensory cues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4dda72042b49258ada2173f5271be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The motor centers of reptiles react to sensory cues of vision, sound, touch, chemical, gravity, and motion with pre-set body movements and programmed postures. With the arrival of night-active mammals, smell replaced vision as the dominant sense, and a different way of responding arose from the olfactory sense, which is proposed to have developed into mammalian emotion and emotional memory. The mammalian brain invested heavily in olfaction to succeed at night as reptiles slept\u2014one explanation for why olfactory lobes in mammalian brains are proportionally larger than in the reptiles. These odor pathways gradually formed the neural blueprint for what was later to become our limbic brain.", "targets": "What is the principal sense of night-active mammals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4dda72042b49258ada2173f5271be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The motor centers of reptiles react to sensory cues of vision, sound, touch, chemical, gravity, and motion with pre-set body movements and programmed postures. With the arrival of night-active mammals, smell replaced vision as the dominant sense, and a different way of responding arose from the olfactory sense, which is proposed to have developed into mammalian emotion and emotional memory. The mammalian brain invested heavily in olfaction to succeed at night as reptiles slept\u2014one explanation for why olfactory lobes in mammalian brains are proportionally larger than in the reptiles. These odor pathways gradually formed the neural blueprint for what was later to become our limbic brain.", "targets": "Why were early mammals active at night?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4dda72042b49258ada2173f5271be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The motor centers of reptiles react to sensory cues of vision, sound, touch, chemical, gravity, and motion with pre-set body movements and programmed postures. With the arrival of night-active mammals, smell replaced vision as the dominant sense, and a different way of responding arose from the olfactory sense, which is proposed to have developed into mammalian emotion and emotional memory. The mammalian brain invested heavily in olfaction to succeed at night as reptiles slept\u2014one explanation for why olfactory lobes in mammalian brains are proportionally larger than in the reptiles. These odor pathways gradually formed the neural blueprint for what was later to become our limbic brain.", "targets": "What developed from the mammalian odor pathways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4dda72042b49258ada2173f5271be0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The motor centers of reptiles react to sensory cues of vision, sound, touch, chemical, gravity, and motion with pre-set body movements and programmed postures. With the arrival of night-active mammals, smell replaced vision as the dominant sense, and a different way of responding arose from the olfactory sense, which is proposed to have developed into mammalian emotion and emotional memory. The mammalian brain invested heavily in olfaction to succeed at night as reptiles slept\u2014one explanation for why olfactory lobes in mammalian brains are proportionally larger than in the reptiles. These odor pathways gradually formed the neural blueprint for what was later to become our limbic brain.", "targets": "How do the olfactory lobes of mammals compare in size to those of reptiles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c815f679c4ae4573ab115b6eabf5ed76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Rhine's current course was not under the ice during the last Ice Age; although, its source must still have been a glacier. A tundra, with Ice Age flora and fauna, stretched across middle Europe, from Asia to the Atlantic Ocean. Such was the case during the Last Glacial Maximum, ca. 22,000\u201314,000 yr BP, when ice-sheets covered Scandinavia, the Baltics, Scotland and the Alps, but left the space between as open tundra. The loess or wind-blown dust over that tundra, settled in and around the Rhine Valley, contributing to its current agricultural usefulness.", "targets": "What was the source of the Rhine in the last Ice Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c815f679c4ae4573ab115b6eabf5ed76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Rhine's current course was not under the ice during the last Ice Age; although, its source must still have been a glacier. A tundra, with Ice Age flora and fauna, stretched across middle Europe, from Asia to the Atlantic Ocean. Such was the case during the Last Glacial Maximum, ca. 22,000\u201314,000 yr BP, when ice-sheets covered Scandinavia, the Baltics, Scotland and the Alps, but left the space between as open tundra. The loess or wind-blown dust over that tundra, settled in and around the Rhine Valley, contributing to its current agricultural usefulness.", "targets": "What stretched across middle Europe in the last ice age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c815f679c4ae4573ab115b6eabf5ed76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Rhine's current course was not under the ice during the last Ice Age; although, its source must still have been a glacier. A tundra, with Ice Age flora and fauna, stretched across middle Europe, from Asia to the Atlantic Ocean. Such was the case during the Last Glacial Maximum, ca. 22,000\u201314,000 yr BP, when ice-sheets covered Scandinavia, the Baltics, Scotland and the Alps, but left the space between as open tundra. The loess or wind-blown dust over that tundra, settled in and around the Rhine Valley, contributing to its current agricultural usefulness.", "targets": "When was the Last Glacial Maximum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c815f679c4ae4573ab115b6eabf5ed76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Rhine's current course was not under the ice during the last Ice Age; although, its source must still have been a glacier. A tundra, with Ice Age flora and fauna, stretched across middle Europe, from Asia to the Atlantic Ocean. Such was the case during the Last Glacial Maximum, ca. 22,000\u201314,000 yr BP, when ice-sheets covered Scandinavia, the Baltics, Scotland and the Alps, but left the space between as open tundra. The loess or wind-blown dust over that tundra, settled in and around the Rhine Valley, contributing to its current agricultural usefulness.", "targets": "What covered Scandinavia, the Baltics, Scotland, and the Alps in the last Ice Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c815f679c4ae4573ab115b6eabf5ed76", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of the Rhine's current course was not under the ice during the last Ice Age; although, its source must still have been a glacier. A tundra, with Ice Age flora and fauna, stretched across middle Europe, from Asia to the Atlantic Ocean. Such was the case during the Last Glacial Maximum, ca. 22,000\u201314,000 yr BP, when ice-sheets covered Scandinavia, the Baltics, Scotland and the Alps, but left the space between as open tundra. The loess or wind-blown dust over that tundra, settled in and around the Rhine Valley, contributing to its current agricultural usefulness.", "targets": "What is the term for wind-blown dust in a tundra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-789b2fe4a71d46338897c09d32deac89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's CBD, compared with other Australian cities, has comparatively unrestricted height limits and as a result of waves of post-war development contains five of the six tallest buildings in Australia, the tallest of which is the Eureka Tower, situated in Southbank. It has an observation deck near the top from where you can see above all of Melbourne's structures. The Rialto tower, the city's second tallest, remains the tallest building in the old CBD; its observation deck for visitors has recently closed.", "targets": "Is the observation deck in The Rialto currently opened or closed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-789b2fe4a71d46338897c09d32deac89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's CBD, compared with other Australian cities, has comparatively unrestricted height limits and as a result of waves of post-war development contains five of the six tallest buildings in Australia, the tallest of which is the Eureka Tower, situated in Southbank. It has an observation deck near the top from where you can see above all of Melbourne's structures. The Rialto tower, the city's second tallest, remains the tallest building in the old CBD; its observation deck for visitors has recently closed.", "targets": "On which of Melbourne's banks is the Eureka Tower located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-789b2fe4a71d46338897c09d32deac89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's CBD, compared with other Australian cities, has comparatively unrestricted height limits and as a result of waves of post-war development contains five of the six tallest buildings in Australia, the tallest of which is the Eureka Tower, situated in Southbank. It has an observation deck near the top from where you can see above all of Melbourne's structures. The Rialto tower, the city's second tallest, remains the tallest building in the old CBD; its observation deck for visitors has recently closed.", "targets": "Which tower is Melbourne's second tallest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-789b2fe4a71d46338897c09d32deac89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's CBD, compared with other Australian cities, has comparatively unrestricted height limits and as a result of waves of post-war development contains five of the six tallest buildings in Australia, the tallest of which is the Eureka Tower, situated in Southbank. It has an observation deck near the top from where you can see above all of Melbourne's structures. The Rialto tower, the city's second tallest, remains the tallest building in the old CBD; its observation deck for visitors has recently closed.", "targets": "What building is the tallest building in the old CBD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-789b2fe4a71d46338897c09d32deac89", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne's CBD, compared with other Australian cities, has comparatively unrestricted height limits and as a result of waves of post-war development contains five of the six tallest buildings in Australia, the tallest of which is the Eureka Tower, situated in Southbank. It has an observation deck near the top from where you can see above all of Melbourne's structures. The Rialto tower, the city's second tallest, remains the tallest building in the old CBD; its observation deck for visitors has recently closed.", "targets": "What is the tallest tower in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0f0c0d8ddc4e53aee7d0c94580a6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 5th Regiment was sent to intercept him and made contact just south of Grenoble on March 7, 1815. Napoleon approached the regiment alone, dismounted his horse and, when he was within gunshot range, shouted to the soldiers, \"Here I am. Kill your Emperor, if you wish.\" The soldiers quickly responded with, \"Vive L'Empereur!\" Ney, who had boasted to the restored Bourbon king, Louis XVIII, that he would bring Napoleon to Paris in an iron cage, affectionately kissed his former emperor and forgot his oath of allegiance to the Bourbon monarch. The two then marched together towards Paris with a growing army. The unpopular Louis XVIII fled to Belgium after realizing he had little political support. On March 13, the powers at the Congress of Vienna declared Napoleon an outlaw. Four days later, Great Britain, Russia, Austria, and Prussia each pledged to put 150,000 men into the field to end his rule.", "targets": "What military unit was charged with intercepting Napoleon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0f0c0d8ddc4e53aee7d0c94580a6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 5th Regiment was sent to intercept him and made contact just south of Grenoble on March 7, 1815. Napoleon approached the regiment alone, dismounted his horse and, when he was within gunshot range, shouted to the soldiers, \"Here I am. Kill your Emperor, if you wish.\" The soldiers quickly responded with, \"Vive L'Empereur!\" Ney, who had boasted to the restored Bourbon king, Louis XVIII, that he would bring Napoleon to Paris in an iron cage, affectionately kissed his former emperor and forgot his oath of allegiance to the Bourbon monarch. The two then marched together towards Paris with a growing army. The unpopular Louis XVIII fled to Belgium after realizing he had little political support. On March 13, the powers at the Congress of Vienna declared Napoleon an outlaw. Four days later, Great Britain, Russia, Austria, and Prussia each pledged to put 150,000 men into the field to end his rule.", "targets": "On what date was Napoleon contacted by the 5th Regiment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0f0c0d8ddc4e53aee7d0c94580a6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 5th Regiment was sent to intercept him and made contact just south of Grenoble on March 7, 1815. Napoleon approached the regiment alone, dismounted his horse and, when he was within gunshot range, shouted to the soldiers, \"Here I am. Kill your Emperor, if you wish.\" The soldiers quickly responded with, \"Vive L'Empereur!\" Ney, who had boasted to the restored Bourbon king, Louis XVIII, that he would bring Napoleon to Paris in an iron cage, affectionately kissed his former emperor and forgot his oath of allegiance to the Bourbon monarch. The two then marched together towards Paris with a growing army. The unpopular Louis XVIII fled to Belgium after realizing he had little political support. On March 13, the powers at the Congress of Vienna declared Napoleon an outlaw. Four days later, Great Britain, Russia, Austria, and Prussia each pledged to put 150,000 men into the field to end his rule.", "targets": " When Napoleon suggested to the 5th Regiment that they kill him, how did they respond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0f0c0d8ddc4e53aee7d0c94580a6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 5th Regiment was sent to intercept him and made contact just south of Grenoble on March 7, 1815. Napoleon approached the regiment alone, dismounted his horse and, when he was within gunshot range, shouted to the soldiers, \"Here I am. Kill your Emperor, if you wish.\" The soldiers quickly responded with, \"Vive L'Empereur!\" Ney, who had boasted to the restored Bourbon king, Louis XVIII, that he would bring Napoleon to Paris in an iron cage, affectionately kissed his former emperor and forgot his oath of allegiance to the Bourbon monarch. The two then marched together towards Paris with a growing army. The unpopular Louis XVIII fled to Belgium after realizing he had little political support. On March 13, the powers at the Congress of Vienna declared Napoleon an outlaw. Four days later, Great Britain, Russia, Austria, and Prussia each pledged to put 150,000 men into the field to end his rule.", "targets": " Ney had told Louis XVIII that he would carry Napoleon to Paris in what kind of container?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa0f0c0d8ddc4e53aee7d0c94580a6a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 5th Regiment was sent to intercept him and made contact just south of Grenoble on March 7, 1815. Napoleon approached the regiment alone, dismounted his horse and, when he was within gunshot range, shouted to the soldiers, \"Here I am. Kill your Emperor, if you wish.\" The soldiers quickly responded with, \"Vive L'Empereur!\" Ney, who had boasted to the restored Bourbon king, Louis XVIII, that he would bring Napoleon to Paris in an iron cage, affectionately kissed his former emperor and forgot his oath of allegiance to the Bourbon monarch. The two then marched together towards Paris with a growing army. The unpopular Louis XVIII fled to Belgium after realizing he had little political support. On March 13, the powers at the Congress of Vienna declared Napoleon an outlaw. Four days later, Great Britain, Russia, Austria, and Prussia each pledged to put 150,000 men into the field to end his rule.", "targets": " After fleeing France, where did Louis XVIII go?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dff2b2ad829e47c2acc1ada27bf96ba8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final name for the republic during the Soviet era was adopted by the Russian Constitution of 1937, which renamed it the Russian Soviet Federative Socialist Republic.", "targets": "What was Soviet Russia called as of 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dff2b2ad829e47c2acc1ada27bf96ba8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final name for the republic during the Soviet era was adopted by the Russian Constitution of 1937, which renamed it the Russian Soviet Federative Socialist Republic.", "targets": "What document changed the name of Russia in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386ca970d5b3406f9500d8b78ead16e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, a voluntary agreement called the Harkin-Engel Protocol, was accepted by the international cocoa and chocolate industry to eliminate the worst forms of child labour, as defined by ILO's Convention 182, in West Africa. This agreement created a foundation named International Cocoa Initiative in 2002. The foundation claims it has, as of 2011, active programs in 290 cocoa growing communities in C\u00f4te d'Ivoire and Ghana, reaching a total population of 689,000 people to help eliminate the worst forms of child labour in cocoa industry. Other organisations claim progress has been made, but the protocol's 2005 deadlines have not yet been met.", "targets": "What type of agreement was the 2001 Harkin-Engel Protocol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386ca970d5b3406f9500d8b78ead16e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, a voluntary agreement called the Harkin-Engel Protocol, was accepted by the international cocoa and chocolate industry to eliminate the worst forms of child labour, as defined by ILO's Convention 182, in West Africa. This agreement created a foundation named International Cocoa Initiative in 2002. The foundation claims it has, as of 2011, active programs in 290 cocoa growing communities in C\u00f4te d'Ivoire and Ghana, reaching a total population of 689,000 people to help eliminate the worst forms of child labour in cocoa industry. Other organisations claim progress has been made, but the protocol's 2005 deadlines have not yet been met.", "targets": "What was the foundation that was the direct result of the agreement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386ca970d5b3406f9500d8b78ead16e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, a voluntary agreement called the Harkin-Engel Protocol, was accepted by the international cocoa and chocolate industry to eliminate the worst forms of child labour, as defined by ILO's Convention 182, in West Africa. This agreement created a foundation named International Cocoa Initiative in 2002. The foundation claims it has, as of 2011, active programs in 290 cocoa growing communities in C\u00f4te d'Ivoire and Ghana, reaching a total population of 689,000 people to help eliminate the worst forms of child labour in cocoa industry. Other organisations claim progress has been made, but the protocol's 2005 deadlines have not yet been met.", "targets": "How many active programs does the foundation have? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-386ca970d5b3406f9500d8b78ead16e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, a voluntary agreement called the Harkin-Engel Protocol, was accepted by the international cocoa and chocolate industry to eliminate the worst forms of child labour, as defined by ILO's Convention 182, in West Africa. This agreement created a foundation named International Cocoa Initiative in 2002. The foundation claims it has, as of 2011, active programs in 290 cocoa growing communities in C\u00f4te d'Ivoire and Ghana, reaching a total population of 689,000 people to help eliminate the worst forms of child labour in cocoa industry. Other organisations claim progress has been made, but the protocol's 2005 deadlines have not yet been met.", "targets": "What happened to the 2005 deadlines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "How did the principle treaties that form the European Union begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "Which two treaties provided more formal institutions of the European Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "In what years did Spain and Portugal join the European Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "In 1972, did Norway end up joining the European Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "Which country in 1985 signed a treaty to give it special status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "What caused the need for principal Treaties that ended up forming the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "When year was the Maastrich Treaty signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": " When was the Single European Act made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "When did Denmark join the EU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c83e7fadcc84a0b9a263590ec15a134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal Treaties that form the European Union began with common rules for coal and steel, and then atomic energy, but more complete and formal institutions were established through the Treaty of Rome 1957 and the Maastricht Treaty 1992 (now: TFEU). Minor amendments were made during the 1960s and 1970s. Major amending treaties were signed to complete the development of a single, internal market in the Single European Act 1986, to further the development of a more social Europe in the Treaty of Amsterdam 1997, and to make minor amendments to the relative power of member states in the EU institutions in the Treaty of Nice 2001 and the Treaty of Lisbon 2007. Since its establishment, more member states have joined through a series of accession treaties, from the UK, Ireland, Denmark and Norway in 1972 (though Norway did not end up joining), Greece in 1979, Spain and Portugal 1985, Austria, Finland, Norway and Sweden in 1994 (though again Norway failed to join, because of lack of support in the referendum), the Czech Republic, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia in 2004, Romania and Bulgaria in 2007 and Croatia in 2013. Greenland signed a Treaty in 1985 giving it a special status.", "targets": "When did Greenland sign a Treaty granting them special status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f10f84dfb5643a58268121d21f53861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical facilities in Mali are very limited, and medicines are in short supply. Malaria and other arthropod-borne diseases are prevalent in Mali, as are a number of infectious diseases such as cholera and tuberculosis. Mali's population also suffers from a high rate of child malnutrition and a low rate of immunization. An estimated 1.9 percent of the adult and children population was afflicted with HIV/AIDS that year, among the lowest rates in Sub-Saharan Africa. An estimated 85\u201391 percent of Mali's girls and women have had female genital mutilation (2006 and 2001 data).", "targets": "What are the two main prevalent infectious diseases of Mali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f10f84dfb5643a58268121d21f53861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical facilities in Mali are very limited, and medicines are in short supply. Malaria and other arthropod-borne diseases are prevalent in Mali, as are a number of infectious diseases such as cholera and tuberculosis. Mali's population also suffers from a high rate of child malnutrition and a low rate of immunization. An estimated 1.9 percent of the adult and children population was afflicted with HIV/AIDS that year, among the lowest rates in Sub-Saharan Africa. An estimated 85\u201391 percent of Mali's girls and women have had female genital mutilation (2006 and 2001 data).", "targets": "what arthropod born disease has plagued the nation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f10f84dfb5643a58268121d21f53861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical facilities in Mali are very limited, and medicines are in short supply. Malaria and other arthropod-borne diseases are prevalent in Mali, as are a number of infectious diseases such as cholera and tuberculosis. Mali's population also suffers from a high rate of child malnutrition and a low rate of immunization. An estimated 1.9 percent of the adult and children population was afflicted with HIV/AIDS that year, among the lowest rates in Sub-Saharan Africa. An estimated 85\u201391 percent of Mali's girls and women have had female genital mutilation (2006 and 2001 data).", "targets": "According to the data from 2001 to 2006 what percent of female genitalia are mutilated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f10f84dfb5643a58268121d21f53861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical facilities in Mali are very limited, and medicines are in short supply. Malaria and other arthropod-borne diseases are prevalent in Mali, as are a number of infectious diseases such as cholera and tuberculosis. Mali's population also suffers from a high rate of child malnutrition and a low rate of immunization. An estimated 1.9 percent of the adult and children population was afflicted with HIV/AIDS that year, among the lowest rates in Sub-Saharan Africa. An estimated 85\u201391 percent of Mali's girls and women have had female genital mutilation (2006 and 2001 data).", "targets": "What Sexually transmitted disease afflicts roughly 1.9 percent of the population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f10f84dfb5643a58268121d21f53861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medical facilities in Mali are very limited, and medicines are in short supply. Malaria and other arthropod-borne diseases are prevalent in Mali, as are a number of infectious diseases such as cholera and tuberculosis. Mali's population also suffers from a high rate of child malnutrition and a low rate of immunization. An estimated 1.9 percent of the adult and children population was afflicted with HIV/AIDS that year, among the lowest rates in Sub-Saharan Africa. An estimated 85\u201391 percent of Mali's girls and women have had female genital mutilation (2006 and 2001 data).", "targets": "Malians suffer from malnutrition and low rates of what type of medical need?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7148aaaa059647df9334db0dc0a29693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sources include fortified food and dietary supplements, which come in various forms. A 1998 review concluded that zinc oxide, one of the most common supplements in the United States, and zinc carbonate are nearly insoluble and poorly absorbed in the body. This review cited studies which found low plasma zinc concentrations after zinc oxide and zinc carbonate were consumed compared with those seen after consumption of zinc acetate and sulfate salts. However, harmful excessive supplementation is a problem among the relatively affluent, and should probably not exceed 20 mg/day in healthy people, although the U.S. National Research Council set a Tolerable Upper Intake of 40 mg/day.", "targets": "What is the most common supplement in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7148aaaa059647df9334db0dc0a29693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sources include fortified food and dietary supplements, which come in various forms. A 1998 review concluded that zinc oxide, one of the most common supplements in the United States, and zinc carbonate are nearly insoluble and poorly absorbed in the body. This review cited studies which found low plasma zinc concentrations after zinc oxide and zinc carbonate were consumed compared with those seen after consumption of zinc acetate and sulfate salts. However, harmful excessive supplementation is a problem among the relatively affluent, and should probably not exceed 20 mg/day in healthy people, although the U.S. National Research Council set a Tolerable Upper Intake of 40 mg/day.", "targets": "Why is zinc carbonate poorly absorbed in the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7148aaaa059647df9334db0dc0a29693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sources include fortified food and dietary supplements, which come in various forms. A 1998 review concluded that zinc oxide, one of the most common supplements in the United States, and zinc carbonate are nearly insoluble and poorly absorbed in the body. This review cited studies which found low plasma zinc concentrations after zinc oxide and zinc carbonate were consumed compared with those seen after consumption of zinc acetate and sulfate salts. However, harmful excessive supplementation is a problem among the relatively affluent, and should probably not exceed 20 mg/day in healthy people, although the U.S. National Research Council set a Tolerable Upper Intake of 40 mg/day.", "targets": "What is the recommended daily dose of zinc supplement in healthy adults?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7148aaaa059647df9334db0dc0a29693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other sources include fortified food and dietary supplements, which come in various forms. A 1998 review concluded that zinc oxide, one of the most common supplements in the United States, and zinc carbonate are nearly insoluble and poorly absorbed in the body. This review cited studies which found low plasma zinc concentrations after zinc oxide and zinc carbonate were consumed compared with those seen after consumption of zinc acetate and sulfate salts. However, harmful excessive supplementation is a problem among the relatively affluent, and should probably not exceed 20 mg/day in healthy people, although the U.S. National Research Council set a Tolerable Upper Intake of 40 mg/day.", "targets": "What is the Tolderable Upper intake of zinc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cad1a3ff77b4919a9a4f572a460322a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966 The Blind Beggar in Whitechapel became infamous as the scene of a murder committed by gangster Ronnie Kray. The Ten Bells is associated with several of the victims of Jack the Ripper. In 1955, Ruth Ellis, the last woman executed in the United Kingdom, shot David Blakely as he emerged from The Magdala in South Hill Park, Hampstead, the bullet holes can still be seen in the walls outside. It is said that Vladimir Lenin and a young Joseph Stalin met in the Crown and Anchor pub (now known as The Crown Tavern) on Clerkenwell Green when the latter was visiting London in 1903.", "targets": "At what pub did Ronnie Kray kill someone in 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cad1a3ff77b4919a9a4f572a460322a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966 The Blind Beggar in Whitechapel became infamous as the scene of a murder committed by gangster Ronnie Kray. The Ten Bells is associated with several of the victims of Jack the Ripper. In 1955, Ruth Ellis, the last woman executed in the United Kingdom, shot David Blakely as he emerged from The Magdala in South Hill Park, Hampstead, the bullet holes can still be seen in the walls outside. It is said that Vladimir Lenin and a young Joseph Stalin met in the Crown and Anchor pub (now known as The Crown Tavern) on Clerkenwell Green when the latter was visiting London in 1903.", "targets": "What pub is associated with some of Jack the Ripper's victims?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cad1a3ff77b4919a9a4f572a460322a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966 The Blind Beggar in Whitechapel became infamous as the scene of a murder committed by gangster Ronnie Kray. The Ten Bells is associated with several of the victims of Jack the Ripper. In 1955, Ruth Ellis, the last woman executed in the United Kingdom, shot David Blakely as he emerged from The Magdala in South Hill Park, Hampstead, the bullet holes can still be seen in the walls outside. It is said that Vladimir Lenin and a young Joseph Stalin met in the Crown and Anchor pub (now known as The Crown Tavern) on Clerkenwell Green when the latter was visiting London in 1903.", "targets": "Outside what pub was David Blakely shot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cad1a3ff77b4919a9a4f572a460322a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966 The Blind Beggar in Whitechapel became infamous as the scene of a murder committed by gangster Ronnie Kray. The Ten Bells is associated with several of the victims of Jack the Ripper. In 1955, Ruth Ellis, the last woman executed in the United Kingdom, shot David Blakely as he emerged from The Magdala in South Hill Park, Hampstead, the bullet holes can still be seen in the walls outside. It is said that Vladimir Lenin and a young Joseph Stalin met in the Crown and Anchor pub (now known as The Crown Tavern) on Clerkenwell Green when the latter was visiting London in 1903.", "targets": "What is the present name of the former Crown and Anchor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cad1a3ff77b4919a9a4f572a460322a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1966 The Blind Beggar in Whitechapel became infamous as the scene of a murder committed by gangster Ronnie Kray. The Ten Bells is associated with several of the victims of Jack the Ripper. In 1955, Ruth Ellis, the last woman executed in the United Kingdom, shot David Blakely as he emerged from The Magdala in South Hill Park, Hampstead, the bullet holes can still be seen in the walls outside. It is said that Vladimir Lenin and a young Joseph Stalin met in the Crown and Anchor pub (now known as The Crown Tavern) on Clerkenwell Green when the latter was visiting London in 1903.", "targets": "In what year did Joseph Stalin visit London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97cf76d0b747468487264063a6b6c938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of sports equipment are made of wood, or were constructed of wood in the past. For example, cricket bats are typically made of white willow. The baseball bats which are legal for use in Major League Baseball are frequently made of ash wood or hickory, and in recent years have been constructed from maple even though that wood is somewhat more fragile. NBA courts have been traditionally made out of parquetry.", "targets": "What wood is usually used for cricket bats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97cf76d0b747468487264063a6b6c938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of sports equipment are made of wood, or were constructed of wood in the past. For example, cricket bats are typically made of white willow. The baseball bats which are legal for use in Major League Baseball are frequently made of ash wood or hickory, and in recent years have been constructed from maple even though that wood is somewhat more fragile. NBA courts have been traditionally made out of parquetry.", "targets": "Ash and hickory are often used for baseball bats to comply with the rules of what organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97cf76d0b747468487264063a6b6c938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of sports equipment are made of wood, or were constructed of wood in the past. For example, cricket bats are typically made of white willow. The baseball bats which are legal for use in Major League Baseball are frequently made of ash wood or hickory, and in recent years have been constructed from maple even though that wood is somewhat more fragile. NBA courts have been traditionally made out of parquetry.", "targets": "What is commonly used for the basketball courts the NBA plays on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97cf76d0b747468487264063a6b6c938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of sports equipment are made of wood, or were constructed of wood in the past. For example, cricket bats are typically made of white willow. The baseball bats which are legal for use in Major League Baseball are frequently made of ash wood or hickory, and in recent years have been constructed from maple even though that wood is somewhat more fragile. NBA courts have been traditionally made out of parquetry.", "targets": "What wood has recently started being used to make baseball bats in addition to hickory and ash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97cf76d0b747468487264063a6b6c938", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many types of sports equipment are made of wood, or were constructed of wood in the past. For example, cricket bats are typically made of white willow. The baseball bats which are legal for use in Major League Baseball are frequently made of ash wood or hickory, and in recent years have been constructed from maple even though that wood is somewhat more fragile. NBA courts have been traditionally made out of parquetry.", "targets": "Compared to hickory and ash, what adjective might be used for a maple baseball bat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ad31f93d6a4eaf8106f063b4fac844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1950, von Neumann became a consultant to the Weapons Systems Evaluation Group (WSEG), whose function was to advise the Joint Chiefs of Staff and the United States Secretary of Defense on the development and use of new technologies. He also became an adviser to the Armed Forces Special Weapons Project (AFSWP), which was responsible for the military aspects on nuclear weapons.Over the following two years, he also became a consultant to the Central Intelligence Agency (CIA), a member of the influential General Advisory Committee of the Atomic Energy Commission, a consultant to the newly established Lawrence Livermore National Laboratory, and a member of the Scientific Advisory Group of the United States Air Force.", "targets": "In 1950 von Neumann became a consultant for what organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ad31f93d6a4eaf8106f063b4fac844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1950, von Neumann became a consultant to the Weapons Systems Evaluation Group (WSEG), whose function was to advise the Joint Chiefs of Staff and the United States Secretary of Defense on the development and use of new technologies. He also became an adviser to the Armed Forces Special Weapons Project (AFSWP), which was responsible for the military aspects on nuclear weapons.Over the following two years, he also became a consultant to the Central Intelligence Agency (CIA), a member of the influential General Advisory Committee of the Atomic Energy Commission, a consultant to the newly established Lawrence Livermore National Laboratory, and a member of the Scientific Advisory Group of the United States Air Force.", "targets": "What military organization did von NEumann also consult with for military aspect of nuclear weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ad31f93d6a4eaf8106f063b4fac844", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1950, von Neumann became a consultant to the Weapons Systems Evaluation Group (WSEG), whose function was to advise the Joint Chiefs of Staff and the United States Secretary of Defense on the development and use of new technologies. He also became an adviser to the Armed Forces Special Weapons Project (AFSWP), which was responsible for the military aspects on nuclear weapons.Over the following two years, he also became a consultant to the Central Intelligence Agency (CIA), a member of the influential General Advisory Committee of the Atomic Energy Commission, a consultant to the newly established Lawrence Livermore National Laboratory, and a member of the Scientific Advisory Group of the United States Air Force.", "targets": "What committee did von Neumann serve on within the Atomic Energy Commission?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efedd69105f04e3785f06eb49b3021ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have debated the relationship and differences within \u0101stika philosophies and with n\u0101stika philosophies, starting with the writings of Indologists and Orientalists of the 18th and 19th centuries, which were themselves derived from limited availability of Indian literature and medieval doxographies. The various sibling traditions included in Hindu philosophies are diverse, and they are united by shared history and concepts, same textual resources, similar ontological and soteriological focus, and cosmology. While Buddhism and Jainism are considered distinct philosophies and religions, some heterodox traditions such as C\u0101rv\u0101ka are often considered as distinct schools within Hindu philosophy.", "targets": "What have scholars argued about with regards to nastika and astika philosophies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efedd69105f04e3785f06eb49b3021ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have debated the relationship and differences within \u0101stika philosophies and with n\u0101stika philosophies, starting with the writings of Indologists and Orientalists of the 18th and 19th centuries, which were themselves derived from limited availability of Indian literature and medieval doxographies. The various sibling traditions included in Hindu philosophies are diverse, and they are united by shared history and concepts, same textual resources, similar ontological and soteriological focus, and cosmology. While Buddhism and Jainism are considered distinct philosophies and religions, some heterodox traditions such as C\u0101rv\u0101ka are often considered as distinct schools within Hindu philosophy.", "targets": "In what centuries the writings of scholars been used to debate the philosophies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efedd69105f04e3785f06eb49b3021ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have debated the relationship and differences within \u0101stika philosophies and with n\u0101stika philosophies, starting with the writings of Indologists and Orientalists of the 18th and 19th centuries, which were themselves derived from limited availability of Indian literature and medieval doxographies. The various sibling traditions included in Hindu philosophies are diverse, and they are united by shared history and concepts, same textual resources, similar ontological and soteriological focus, and cosmology. While Buddhism and Jainism are considered distinct philosophies and religions, some heterodox traditions such as C\u0101rv\u0101ka are often considered as distinct schools within Hindu philosophy.", "targets": "What are Buddhism and Jainism regarded as in relation to religion and philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efedd69105f04e3785f06eb49b3021ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have debated the relationship and differences within \u0101stika philosophies and with n\u0101stika philosophies, starting with the writings of Indologists and Orientalists of the 18th and 19th centuries, which were themselves derived from limited availability of Indian literature and medieval doxographies. The various sibling traditions included in Hindu philosophies are diverse, and they are united by shared history and concepts, same textual resources, similar ontological and soteriological focus, and cosmology. While Buddhism and Jainism are considered distinct philosophies and religions, some heterodox traditions such as C\u0101rv\u0101ka are often considered as distinct schools within Hindu philosophy.", "targets": "What are other schools regarded as within Hindu philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-efedd69105f04e3785f06eb49b3021ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Scholars have debated the relationship and differences within \u0101stika philosophies and with n\u0101stika philosophies, starting with the writings of Indologists and Orientalists of the 18th and 19th centuries, which were themselves derived from limited availability of Indian literature and medieval doxographies. The various sibling traditions included in Hindu philosophies are diverse, and they are united by shared history and concepts, same textual resources, similar ontological and soteriological focus, and cosmology. While Buddhism and Jainism are considered distinct philosophies and religions, some heterodox traditions such as C\u0101rv\u0101ka are often considered as distinct schools within Hindu philosophy.", "targets": "How available are the sources of knowledge on Indian philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6383108edb5348c7b443b0ad0aad7bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Human Development Report for 2007/2008 was launched in Bras\u00edlia, Brazil, on November 27, 2007. Its focus was on \"Fighting climate change: Human solidarity in a divided world.\" Most of the data used for the report are derived largely from 2005 or earlier, thus indicating an HDI for 2005. Not all UN member states choose to or are able to provide the necessary statistics.", "targets": "On what date was the 2007/2008 Human Development Report released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6383108edb5348c7b443b0ad0aad7bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Human Development Report for 2007/2008 was launched in Bras\u00edlia, Brazil, on November 27, 2007. Its focus was on \"Fighting climate change: Human solidarity in a divided world.\" Most of the data used for the report are derived largely from 2005 or earlier, thus indicating an HDI for 2005. Not all UN member states choose to or are able to provide the necessary statistics.", "targets": "What was the focus of the 2007/2008 Human Development Report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6383108edb5348c7b443b0ad0aad7bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Human Development Report for 2007/2008 was launched in Bras\u00edlia, Brazil, on November 27, 2007. Its focus was on \"Fighting climate change: Human solidarity in a divided world.\" Most of the data used for the report are derived largely from 2005 or earlier, thus indicating an HDI for 2005. Not all UN member states choose to or are able to provide the necessary statistics.", "targets": "What is the most recent year that was included in the 2007/2008 Human Development Report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6383108edb5348c7b443b0ad0aad7bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Human Development Report for 2007/2008 was launched in Bras\u00edlia, Brazil, on November 27, 2007. Its focus was on \"Fighting climate change: Human solidarity in a divided world.\" Most of the data used for the report are derived largely from 2005 or earlier, thus indicating an HDI for 2005. Not all UN member states choose to or are able to provide the necessary statistics.", "targets": "The HDI in the 2007/2008 Human Development Report is for what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6383108edb5348c7b443b0ad0aad7bde", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Human Development Report for 2007/2008 was launched in Bras\u00edlia, Brazil, on November 27, 2007. Its focus was on \"Fighting climate change: Human solidarity in a divided world.\" Most of the data used for the report are derived largely from 2005 or earlier, thus indicating an HDI for 2005. Not all UN member states choose to or are able to provide the necessary statistics.", "targets": "Where was the 2007/2008 Human Development Report launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d2f66195744d9bb3677f4d38be8637", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds of hydrogen are often called hydrides, a term that is used fairly loosely. The term \"hydride\" suggests that the H atom has acquired a negative or anionic character, denoted H\u2212, and is used when hydrogen forms a compound with a more electropositive element. The existence of the hydride anion, suggested by Gilbert N. Lewis in 1916 for group I and II salt-like hydrides, was demonstrated by Moers in 1920 by the electrolysis of molten lithium hydride (LiH), producing a stoichiometry quantity of hydrogen at the anode. For hydrides other than group I and II metals, the term is quite misleading, considering the low electronegativity of hydrogen. An exception in group II hydrides is BeH\n2, which is polymeric. In lithium aluminium hydride, the AlH\u2212\n4 anion carries hydridic centers firmly attached to the Al(III).", "targets": " Who suggested that hydride anions existed?character does the H atom have in a hydride?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d2f66195744d9bb3677f4d38be8637", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Compounds of hydrogen are often called hydrides, a term that is used fairly loosely. The term \"hydride\" suggests that the H atom has acquired a negative or anionic character, denoted H\u2212, and is used when hydrogen forms a compound with a more electropositive element. The existence of the hydride anion, suggested by Gilbert N. Lewis in 1916 for group I and II salt-like hydrides, was demonstrated by Moers in 1920 by the electrolysis of molten lithium hydride (LiH), producing a stoichiometry quantity of hydrogen at the anode. For hydrides other than group I and II metals, the term is quite misleading, considering the low electronegativity of hydrogen. An exception in group II hydrides is BeH\n2, which is polymeric. In lithium aluminium hydride, the AlH\u2212\n4 anion carries hydridic centers firmly attached to the Al(III).", "targets": "What group of hydrides is BEH considered polymeric?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f9ff16a799f4a4c9ad8c41251979442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term middle east as a noun and adjective was common in the 19th century in nearly every context except diplomacy and archaeology. An uncountable number of places appear to have had their middle easts from gardens to regions, including the United States. The innovation of the term \"Near East\" to mean the holdings of the Ottoman Empire as early as the Crimean War had left a geographical gap. The East Indies, or \"Far East,\" derived ultimately from Ptolemy's \"India Beyond the Ganges.\" The Ottoman Empire ended at the eastern border of Iraq. \"India This Side of the Ganges\" and Iran had been omitted. The archaeologists counted Iran as \"the Near East\" because Old Persian cuneiform had been found there. This usage did not sit well with the diplomats; India was left in an equivocal state. They needed a regional term.", "targets": "When was the term middle east common as a noun and adjective?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f9ff16a799f4a4c9ad8c41251979442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term middle east as a noun and adjective was common in the 19th century in nearly every context except diplomacy and archaeology. An uncountable number of places appear to have had their middle easts from gardens to regions, including the United States. The innovation of the term \"Near East\" to mean the holdings of the Ottoman Empire as early as the Crimean War had left a geographical gap. The East Indies, or \"Far East,\" derived ultimately from Ptolemy's \"India Beyond the Ganges.\" The Ottoman Empire ended at the eastern border of Iraq. \"India This Side of the Ganges\" and Iran had been omitted. The archaeologists counted Iran as \"the Near East\" because Old Persian cuneiform had been found there. This usage did not sit well with the diplomats; India was left in an equivocal state. They needed a regional term.", "targets": "The middle east was not common in diplomacy and what other context?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f9ff16a799f4a4c9ad8c41251979442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term middle east as a noun and adjective was common in the 19th century in nearly every context except diplomacy and archaeology. An uncountable number of places appear to have had their middle easts from gardens to regions, including the United States. The innovation of the term \"Near East\" to mean the holdings of the Ottoman Empire as early as the Crimean War had left a geographical gap. The East Indies, or \"Far East,\" derived ultimately from Ptolemy's \"India Beyond the Ganges.\" The Ottoman Empire ended at the eastern border of Iraq. \"India This Side of the Ganges\" and Iran had been omitted. The archaeologists counted Iran as \"the Near East\" because Old Persian cuneiform had been found there. This usage did not sit well with the diplomats; India was left in an equivocal state. They needed a regional term.", "targets": "Where did the \"Far East\" derive from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f9ff16a799f4a4c9ad8c41251979442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term middle east as a noun and adjective was common in the 19th century in nearly every context except diplomacy and archaeology. An uncountable number of places appear to have had their middle easts from gardens to regions, including the United States. The innovation of the term \"Near East\" to mean the holdings of the Ottoman Empire as early as the Crimean War had left a geographical gap. The East Indies, or \"Far East,\" derived ultimately from Ptolemy's \"India Beyond the Ganges.\" The Ottoman Empire ended at the eastern border of Iraq. \"India This Side of the Ganges\" and Iran had been omitted. The archaeologists counted Iran as \"the Near East\" because Old Persian cuneiform had been found there. This usage did not sit well with the diplomats; India was left in an equivocal state. They needed a regional term.", "targets": "Where did the Ottoman Empire end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f9ff16a799f4a4c9ad8c41251979442", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term middle east as a noun and adjective was common in the 19th century in nearly every context except diplomacy and archaeology. An uncountable number of places appear to have had their middle easts from gardens to regions, including the United States. The innovation of the term \"Near East\" to mean the holdings of the Ottoman Empire as early as the Crimean War had left a geographical gap. The East Indies, or \"Far East,\" derived ultimately from Ptolemy's \"India Beyond the Ganges.\" The Ottoman Empire ended at the eastern border of Iraq. \"India This Side of the Ganges\" and Iran had been omitted. The archaeologists counted Iran as \"the Near East\" because Old Persian cuneiform had been found there. This usage did not sit well with the diplomats; India was left in an equivocal state. They needed a regional term.", "targets": "Why did archaeologists count Iran as \"The Near East\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5850c2282524780949626cce18f4f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture was widely disseminated in the English colonies during the Georgian era. American buildings of the Georgian period were very often constructed of wood with clapboards; even columns were made of timber, framed up, and turned on an over-sized lathe. At the start of the period the difficulties of obtaining and transporting brick or stone made them a common alternative only in the larger cities, or where they were obtainable locally. Dartmouth College, Harvard University, and the College of William and Mary, offer leading examples of Georgian architecture in the Americas.", "targets": "American buildings in the Georgian period were frequently constructed of which materials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5850c2282524780949626cce18f4f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture was widely disseminated in the English colonies during the Georgian era. American buildings of the Georgian period were very often constructed of wood with clapboards; even columns were made of timber, framed up, and turned on an over-sized lathe. At the start of the period the difficulties of obtaining and transporting brick or stone made them a common alternative only in the larger cities, or where they were obtainable locally. Dartmouth College, Harvard University, and the College of William and Mary, offer leading examples of Georgian architecture in the Americas.", "targets": "What was difficult to obtain and transport during the Georgian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5850c2282524780949626cce18f4f99", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Georgian architecture was widely disseminated in the English colonies during the Georgian era. American buildings of the Georgian period were very often constructed of wood with clapboards; even columns were made of timber, framed up, and turned on an over-sized lathe. At the start of the period the difficulties of obtaining and transporting brick or stone made them a common alternative only in the larger cities, or where they were obtainable locally. Dartmouth College, Harvard University, and the College of William and Mary, offer leading examples of Georgian architecture in the Americas.", "targets": "Which colleges are considered examples of Georgian architecture in America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a44edcb5741a7b3fd8e108cb40077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has also been an increase of yuppie, bohemian, and hipster types particularly around Center City, the neighborhood of Northern Liberties, and in the neighborhoods around the city's universities, such as near Temple in North Philadelphia and particularly near Drexel and University of Pennsylvania in West Philadelphia. Philadelphia is also home to a significant gay and lesbian population. Philadelphia's Gayborhood, which is located near Washington Square, is home to a large concentration of gay and lesbian friendly businesses, restaurants, and bars.", "targets": "Name three sub-cultures in the Center City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a44edcb5741a7b3fd8e108cb40077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has also been an increase of yuppie, bohemian, and hipster types particularly around Center City, the neighborhood of Northern Liberties, and in the neighborhoods around the city's universities, such as near Temple in North Philadelphia and particularly near Drexel and University of Pennsylvania in West Philadelphia. Philadelphia is also home to a significant gay and lesbian population. Philadelphia's Gayborhood, which is located near Washington Square, is home to a large concentration of gay and lesbian friendly businesses, restaurants, and bars.", "targets": "What is the name of the gay district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1a44edcb5741a7b3fd8e108cb40077", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has also been an increase of yuppie, bohemian, and hipster types particularly around Center City, the neighborhood of Northern Liberties, and in the neighborhoods around the city's universities, such as near Temple in North Philadelphia and particularly near Drexel and University of Pennsylvania in West Philadelphia. Philadelphia is also home to a significant gay and lesbian population. Philadelphia's Gayborhood, which is located near Washington Square, is home to a large concentration of gay and lesbian friendly businesses, restaurants, and bars.", "targets": "Name a University located in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31410093bb74fc096b4a83858191c77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, the Air Force refined its understanding of the core duties and responsibilities it performs as a Military Service Branch, streamlining what previously were six distinctive capabilities and seventeen operational functions into twelve core functions to be used across the doctrine, organization, training, equipment, leadership, and education, personnel, and facilities spectrum. These core functions express the ways in which the Air Force is particularly and appropriately suited to contribute to national security, but they do not necessarily express every aspect of what the Air Force contributes to the nation. It should be emphasized that the core functions, by themselves, are not doctrinal constructs.", "targets": "How many core functions did the Air Force reduce its duties down to recently? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31410093bb74fc096b4a83858191c77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, the Air Force refined its understanding of the core duties and responsibilities it performs as a Military Service Branch, streamlining what previously were six distinctive capabilities and seventeen operational functions into twelve core functions to be used across the doctrine, organization, training, equipment, leadership, and education, personnel, and facilities spectrum. These core functions express the ways in which the Air Force is particularly and appropriately suited to contribute to national security, but they do not necessarily express every aspect of what the Air Force contributes to the nation. It should be emphasized that the core functions, by themselves, are not doctrinal constructs.", "targets": "What do these core functions of the Air Force express? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c31410093bb74fc096b4a83858191c77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Recently, the Air Force refined its understanding of the core duties and responsibilities it performs as a Military Service Branch, streamlining what previously were six distinctive capabilities and seventeen operational functions into twelve core functions to be used across the doctrine, organization, training, equipment, leadership, and education, personnel, and facilities spectrum. These core functions express the ways in which the Air Force is particularly and appropriately suited to contribute to national security, but they do not necessarily express every aspect of what the Air Force contributes to the nation. It should be emphasized that the core functions, by themselves, are not doctrinal constructs.", "targets": "What are not considered doctrinal constructs of the Air Force? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e99a8187c030422cacee069307b8fb23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theologians, including Zwingli, Melanchthon, Martin Bucer, and Johannes Oecolampadius, differed on the significance of the words spoken by Jesus at the Last Supper: \"This is my body which is for you\" and \"This cup is the new covenant in my blood\" (1 Corinthians 11:23\u201326). Luther insisted on the Real Presence of the body and blood of Christ in the consecrated bread and wine, which he called the sacramental union, while his opponents believed God to be only spiritually or symbolically present. Zwingli, for example, denied Jesus' ability to be in more than one place at a time but Luther stressed the omnipresence of his human nature. According to transcripts, the debate sometimes became confrontational. Citing Jesus' words \"The flesh profiteth nothing\" (John 6.63), Zwingli said, \"This passage breaks your neck\". \"Don't be too proud,\" Luther retorted, \"German necks don't break that easily. This is Hesse, not Switzerland.\" On his table Luther wrote the words \"Hoc est corpus meum\" (\"This is my body\") in chalk, to continually indicate his firm stance.", "targets": "What point did the theologians differ on concerning the Last Supper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e99a8187c030422cacee069307b8fb23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theologians, including Zwingli, Melanchthon, Martin Bucer, and Johannes Oecolampadius, differed on the significance of the words spoken by Jesus at the Last Supper: \"This is my body which is for you\" and \"This cup is the new covenant in my blood\" (1 Corinthians 11:23\u201326). Luther insisted on the Real Presence of the body and blood of Christ in the consecrated bread and wine, which he called the sacramental union, while his opponents believed God to be only spiritually or symbolically present. Zwingli, for example, denied Jesus' ability to be in more than one place at a time but Luther stressed the omnipresence of his human nature. According to transcripts, the debate sometimes became confrontational. Citing Jesus' words \"The flesh profiteth nothing\" (John 6.63), Zwingli said, \"This passage breaks your neck\". \"Don't be too proud,\" Luther retorted, \"German necks don't break that easily. This is Hesse, not Switzerland.\" On his table Luther wrote the words \"Hoc est corpus meum\" (\"This is my body\") in chalk, to continually indicate his firm stance.", "targets": "What did Luther insist was present in the bread and wine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e99a8187c030422cacee069307b8fb23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theologians, including Zwingli, Melanchthon, Martin Bucer, and Johannes Oecolampadius, differed on the significance of the words spoken by Jesus at the Last Supper: \"This is my body which is for you\" and \"This cup is the new covenant in my blood\" (1 Corinthians 11:23\u201326). Luther insisted on the Real Presence of the body and blood of Christ in the consecrated bread and wine, which he called the sacramental union, while his opponents believed God to be only spiritually or symbolically present. Zwingli, for example, denied Jesus' ability to be in more than one place at a time but Luther stressed the omnipresence of his human nature. According to transcripts, the debate sometimes became confrontational. Citing Jesus' words \"The flesh profiteth nothing\" (John 6.63), Zwingli said, \"This passage breaks your neck\". \"Don't be too proud,\" Luther retorted, \"German necks don't break that easily. This is Hesse, not Switzerland.\" On his table Luther wrote the words \"Hoc est corpus meum\" (\"This is my body\") in chalk, to continually indicate his firm stance.", "targets": "What did Luther call  the consecrated bread and wine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e99a8187c030422cacee069307b8fb23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theologians, including Zwingli, Melanchthon, Martin Bucer, and Johannes Oecolampadius, differed on the significance of the words spoken by Jesus at the Last Supper: \"This is my body which is for you\" and \"This cup is the new covenant in my blood\" (1 Corinthians 11:23\u201326). Luther insisted on the Real Presence of the body and blood of Christ in the consecrated bread and wine, which he called the sacramental union, while his opponents believed God to be only spiritually or symbolically present. Zwingli, for example, denied Jesus' ability to be in more than one place at a time but Luther stressed the omnipresence of his human nature. According to transcripts, the debate sometimes became confrontational. Citing Jesus' words \"The flesh profiteth nothing\" (John 6.63), Zwingli said, \"This passage breaks your neck\". \"Don't be too proud,\" Luther retorted, \"German necks don't break that easily. This is Hesse, not Switzerland.\" On his table Luther wrote the words \"Hoc est corpus meum\" (\"This is my body\") in chalk, to continually indicate his firm stance.", "targets": "What did Luther's opponents think that it meant about God's presence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e99a8187c030422cacee069307b8fb23", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theologians, including Zwingli, Melanchthon, Martin Bucer, and Johannes Oecolampadius, differed on the significance of the words spoken by Jesus at the Last Supper: \"This is my body which is for you\" and \"This cup is the new covenant in my blood\" (1 Corinthians 11:23\u201326). Luther insisted on the Real Presence of the body and blood of Christ in the consecrated bread and wine, which he called the sacramental union, while his opponents believed God to be only spiritually or symbolically present. Zwingli, for example, denied Jesus' ability to be in more than one place at a time but Luther stressed the omnipresence of his human nature. According to transcripts, the debate sometimes became confrontational. Citing Jesus' words \"The flesh profiteth nothing\" (John 6.63), Zwingli said, \"This passage breaks your neck\". \"Don't be too proud,\" Luther retorted, \"German necks don't break that easily. This is Hesse, not Switzerland.\" On his table Luther wrote the words \"Hoc est corpus meum\" (\"This is my body\") in chalk, to continually indicate his firm stance.", "targets": "What did the meeting often become in argument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f560595339c4d49b7632fea588ebee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 255 B.C., Ariarathes III took the title of king and married Stratonice, a daughter of Antiochus II, remaining an ally of the Seleucid kingdom. Under Ariarathes IV, Cappadocia came into relations with Rome, first as a foe espousing the cause of Antiochus the Great, then as an ally against Perseus of Macedon and finally in a war against the Seleucids. Ariarathes V also waged war with Rome against Aristonicus, a claimant to the throne of Pergamon, and their forces were annihilated in 130 BCE. This defeat allowed Pontus to invade and conquer the kingdom.", "targets": "Who married Stratonice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f560595339c4d49b7632fea588ebee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 255 B.C., Ariarathes III took the title of king and married Stratonice, a daughter of Antiochus II, remaining an ally of the Seleucid kingdom. Under Ariarathes IV, Cappadocia came into relations with Rome, first as a foe espousing the cause of Antiochus the Great, then as an ally against Perseus of Macedon and finally in a war against the Seleucids. Ariarathes V also waged war with Rome against Aristonicus, a claimant to the throne of Pergamon, and their forces were annihilated in 130 BCE. This defeat allowed Pontus to invade and conquer the kingdom.", "targets": "When did Stratonice marry Ariarathes III?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f560595339c4d49b7632fea588ebee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 255 B.C., Ariarathes III took the title of king and married Stratonice, a daughter of Antiochus II, remaining an ally of the Seleucid kingdom. Under Ariarathes IV, Cappadocia came into relations with Rome, first as a foe espousing the cause of Antiochus the Great, then as an ally against Perseus of Macedon and finally in a war against the Seleucids. Ariarathes V also waged war with Rome against Aristonicus, a claimant to the throne of Pergamon, and their forces were annihilated in 130 BCE. This defeat allowed Pontus to invade and conquer the kingdom.", "targets": "Who was Stratonice's father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f560595339c4d49b7632fea588ebee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 255 B.C., Ariarathes III took the title of king and married Stratonice, a daughter of Antiochus II, remaining an ally of the Seleucid kingdom. Under Ariarathes IV, Cappadocia came into relations with Rome, first as a foe espousing the cause of Antiochus the Great, then as an ally against Perseus of Macedon and finally in a war against the Seleucids. Ariarathes V also waged war with Rome against Aristonicus, a claimant to the throne of Pergamon, and their forces were annihilated in 130 BCE. This defeat allowed Pontus to invade and conquer the kingdom.", "targets": "Cappadocia began it's realtionship with Rome under whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f560595339c4d49b7632fea588ebee2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 255 B.C., Ariarathes III took the title of king and married Stratonice, a daughter of Antiochus II, remaining an ally of the Seleucid kingdom. Under Ariarathes IV, Cappadocia came into relations with Rome, first as a foe espousing the cause of Antiochus the Great, then as an ally against Perseus of Macedon and finally in a war against the Seleucids. Ariarathes V also waged war with Rome against Aristonicus, a claimant to the throne of Pergamon, and their forces were annihilated in 130 BCE. This defeat allowed Pontus to invade and conquer the kingdom.", "targets": "What year was Ariarathes V defeated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a07f94b0a44ba091d0037feb61cf6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 November 2007, the Sichuan Transportation Bureau announced that the Sui-Yu Expressway was completed after three years of construction. After completion of the Chongqing section of the road, the 36.64 km (22.77 mi) expressway connected Cheng-Nan Expressway and formed the shortest expressway from Chengdu to Chongqing. The new expressway is 50 km (31 mi) shorter than the pre-existing road between Chengdu and Chongqing; thus journey time between the two cities was reduced by an hour, now taking two and a half hours. The Sui-Yu Expressway is a four lane overpass with a speed limit of 80 km/h (50 mph). The total investment was 1.045 billion yuan.", "targets": "How long did it take to complete the Sui-Yu Expressway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a07f94b0a44ba091d0037feb61cf6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 November 2007, the Sichuan Transportation Bureau announced that the Sui-Yu Expressway was completed after three years of construction. After completion of the Chongqing section of the road, the 36.64 km (22.77 mi) expressway connected Cheng-Nan Expressway and formed the shortest expressway from Chengdu to Chongqing. The new expressway is 50 km (31 mi) shorter than the pre-existing road between Chengdu and Chongqing; thus journey time between the two cities was reduced by an hour, now taking two and a half hours. The Sui-Yu Expressway is a four lane overpass with a speed limit of 80 km/h (50 mph). The total investment was 1.045 billion yuan.", "targets": "After the newest expressway was completed, what was the new travel time between Chengdu and Chongqing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a07f94b0a44ba091d0037feb61cf6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 November 2007, the Sichuan Transportation Bureau announced that the Sui-Yu Expressway was completed after three years of construction. After completion of the Chongqing section of the road, the 36.64 km (22.77 mi) expressway connected Cheng-Nan Expressway and formed the shortest expressway from Chengdu to Chongqing. The new expressway is 50 km (31 mi) shorter than the pre-existing road between Chengdu and Chongqing; thus journey time between the two cities was reduced by an hour, now taking two and a half hours. The Sui-Yu Expressway is a four lane overpass with a speed limit of 80 km/h (50 mph). The total investment was 1.045 billion yuan.", "targets": "What is the speed limit on the Sui-Yu Expressway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a07f94b0a44ba091d0037feb61cf6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 November 2007, the Sichuan Transportation Bureau announced that the Sui-Yu Expressway was completed after three years of construction. After completion of the Chongqing section of the road, the 36.64 km (22.77 mi) expressway connected Cheng-Nan Expressway and formed the shortest expressway from Chengdu to Chongqing. The new expressway is 50 km (31 mi) shorter than the pre-existing road between Chengdu and Chongqing; thus journey time between the two cities was reduced by an hour, now taking two and a half hours. The Sui-Yu Expressway is a four lane overpass with a speed limit of 80 km/h (50 mph). The total investment was 1.045 billion yuan.", "targets": "What was the total cost of the Sui-Yu Expressway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b4a07f94b0a44ba091d0037feb61cf6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 3 November 2007, the Sichuan Transportation Bureau announced that the Sui-Yu Expressway was completed after three years of construction. After completion of the Chongqing section of the road, the 36.64 km (22.77 mi) expressway connected Cheng-Nan Expressway and formed the shortest expressway from Chengdu to Chongqing. The new expressway is 50 km (31 mi) shorter than the pre-existing road between Chengdu and Chongqing; thus journey time between the two cities was reduced by an hour, now taking two and a half hours. The Sui-Yu Expressway is a four lane overpass with a speed limit of 80 km/h (50 mph). The total investment was 1.045 billion yuan.", "targets": "How many lanes make up the Sui-Yu Expressway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1377749e5538426b8a76ae0fd8515aa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh's minimal memory became apparent, even compared with other personal computers in 1984, and could not be expanded easily. It also lacked a hard disk drive or the means to easily attach one. Many small companies sprang up to address the memory issue. Suggestions revolved around either upgrading the memory to 512 KB or removing the computer's 16 memory chips and replacing them with larger-capacity chips, a tedious and difficult operation. In October 1984, Apple introduced the Macintosh 512K, with quadruple the memory of the original, at a price of US$3,195. It also offered an upgrade for 128k Macs that involved replacing the logic board.", "targets": "What part of the Mac's could not be expanded easily in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1377749e5538426b8a76ae0fd8515aa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh's minimal memory became apparent, even compared with other personal computers in 1984, and could not be expanded easily. It also lacked a hard disk drive or the means to easily attach one. Many small companies sprang up to address the memory issue. Suggestions revolved around either upgrading the memory to 512 KB or removing the computer's 16 memory chips and replacing them with larger-capacity chips, a tedious and difficult operation. In October 1984, Apple introduced the Macintosh 512K, with quadruple the memory of the original, at a price of US$3,195. It also offered an upgrade for 128k Macs that involved replacing the logic board.", "targets": "What did Mac's lack in 1984 and have no means to easily attach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1377749e5538426b8a76ae0fd8515aa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh's minimal memory became apparent, even compared with other personal computers in 1984, and could not be expanded easily. It also lacked a hard disk drive or the means to easily attach one. Many small companies sprang up to address the memory issue. Suggestions revolved around either upgrading the memory to 512 KB or removing the computer's 16 memory chips and replacing them with larger-capacity chips, a tedious and difficult operation. In October 1984, Apple introduced the Macintosh 512K, with quadruple the memory of the original, at a price of US$3,195. It also offered an upgrade for 128k Macs that involved replacing the logic board.", "targets": "What did some small companies suggest Mac's 16 memory chips be replaced with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1377749e5538426b8a76ae0fd8515aa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh's minimal memory became apparent, even compared with other personal computers in 1984, and could not be expanded easily. It also lacked a hard disk drive or the means to easily attach one. Many small companies sprang up to address the memory issue. Suggestions revolved around either upgrading the memory to 512 KB or removing the computer's 16 memory chips and replacing them with larger-capacity chips, a tedious and difficult operation. In October 1984, Apple introduced the Macintosh 512K, with quadruple the memory of the original, at a price of US$3,195. It also offered an upgrade for 128k Macs that involved replacing the logic board.", "targets": "How much more memory did Apple's Macintosh 512K, introduced in 1984, have than the original?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1377749e5538426b8a76ae0fd8515aa5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh's minimal memory became apparent, even compared with other personal computers in 1984, and could not be expanded easily. It also lacked a hard disk drive or the means to easily attach one. Many small companies sprang up to address the memory issue. Suggestions revolved around either upgrading the memory to 512 KB or removing the computer's 16 memory chips and replacing them with larger-capacity chips, a tedious and difficult operation. In October 1984, Apple introduced the Macintosh 512K, with quadruple the memory of the original, at a price of US$3,195. It also offered an upgrade for 128k Macs that involved replacing the logic board.", "targets": "What was replaced in the upgrade that was offered for 128k Macs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc0c2258df24e849b61947914244148", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CD-R recordings are designed to be permanent. Over time, the dye's physical characteristics may change causing read errors and data loss until the reading device cannot recover with error correction methods. The design life is from 20 to 100 years, depending on the quality of the discs, the quality of the writing drive, and storage conditions. However, testing has demonstrated such degradation of some discs in as little as 18 months under normal storage conditions. This failure is known as disc rot, for which there are several, mostly environmental, reasons.", "targets": "How long are CDs expected to last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc0c2258df24e849b61947914244148", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CD-R recordings are designed to be permanent. Over time, the dye's physical characteristics may change causing read errors and data loss until the reading device cannot recover with error correction methods. The design life is from 20 to 100 years, depending on the quality of the discs, the quality of the writing drive, and storage conditions. However, testing has demonstrated such degradation of some discs in as little as 18 months under normal storage conditions. This failure is known as disc rot, for which there are several, mostly environmental, reasons.", "targets": "What can cause sudden disc degradation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc0c2258df24e849b61947914244148", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CD-R recordings are designed to be permanent. Over time, the dye's physical characteristics may change causing read errors and data loss until the reading device cannot recover with error correction methods. The design life is from 20 to 100 years, depending on the quality of the discs, the quality of the writing drive, and storage conditions. However, testing has demonstrated such degradation of some discs in as little as 18 months under normal storage conditions. This failure is known as disc rot, for which there are several, mostly environmental, reasons.", "targets": "Are CDs meant for permanent or temporary use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0d3400f17a5475db096e48baee178fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pagode de Vincennes Buddhist temple, near Lake Daumesnil in the Bois de Vincennes, is the former Cameroon pavilion from the 1931 Paris Colonial Exposition. It hosts several different schools of Buddhism, and does not have a single leader. It shelters the biggest Buddha statue in Europe, more than nine metres high. There are two other small temples located in the Asian community in the 13th arrondissement. A Hindu temple, dedicated to Ganesh, on Rue Pajol in the 18th arrondissement, opened in 1985.", "targets": "What is the former Cameroon pavilion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0d3400f17a5475db096e48baee178fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pagode de Vincennes Buddhist temple, near Lake Daumesnil in the Bois de Vincennes, is the former Cameroon pavilion from the 1931 Paris Colonial Exposition. It hosts several different schools of Buddhism, and does not have a single leader. It shelters the biggest Buddha statue in Europe, more than nine metres high. There are two other small temples located in the Asian community in the 13th arrondissement. A Hindu temple, dedicated to Ganesh, on Rue Pajol in the 18th arrondissement, opened in 1985.", "targets": "Where is the biggest Buddha statue in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0d3400f17a5475db096e48baee178fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pagode de Vincennes Buddhist temple, near Lake Daumesnil in the Bois de Vincennes, is the former Cameroon pavilion from the 1931 Paris Colonial Exposition. It hosts several different schools of Buddhism, and does not have a single leader. It shelters the biggest Buddha statue in Europe, more than nine metres high. There are two other small temples located in the Asian community in the 13th arrondissement. A Hindu temple, dedicated to Ganesh, on Rue Pajol in the 18th arrondissement, opened in 1985.", "targets": "When did the Hindu temple on Rue Pajol open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0d3400f17a5475db096e48baee178fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Pagode de Vincennes Buddhist temple, near Lake Daumesnil in the Bois de Vincennes, is the former Cameroon pavilion from the 1931 Paris Colonial Exposition. It hosts several different schools of Buddhism, and does not have a single leader. It shelters the biggest Buddha statue in Europe, more than nine metres high. There are two other small temples located in the Asian community in the 13th arrondissement. A Hindu temple, dedicated to Ganesh, on Rue Pajol in the 18th arrondissement, opened in 1985.", "targets": "How tall is the biggest Buddha statue in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f4b3244e494ea2880cdfc0b485c267", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Land Forces during this period also deployed in support of peacekeeping operations within United Nations sanctioned conflicts. The nature of the Canadian Forces has continued to evolve. They have been deployed in Afghanistan until 2011, under the NATO-led United Nations International Security Assistance Force (ISAF), at the request of the Government of Afghanistan.", "targets": "What forces were sent out in support of peacekeeping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f4b3244e494ea2880cdfc0b485c267", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Land Forces during this period also deployed in support of peacekeeping operations within United Nations sanctioned conflicts. The nature of the Canadian Forces has continued to evolve. They have been deployed in Afghanistan until 2011, under the NATO-led United Nations International Security Assistance Force (ISAF), at the request of the Government of Afghanistan.", "targets": "Until when were Canadian forces in Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f4b3244e494ea2880cdfc0b485c267", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Land Forces during this period also deployed in support of peacekeeping operations within United Nations sanctioned conflicts. The nature of the Canadian Forces has continued to evolve. They have been deployed in Afghanistan until 2011, under the NATO-led United Nations International Security Assistance Force (ISAF), at the request of the Government of Afghanistan.", "targets": "What force were the Canadians part of in Afghanistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f4b3244e494ea2880cdfc0b485c267", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Land Forces during this period also deployed in support of peacekeeping operations within United Nations sanctioned conflicts. The nature of the Canadian Forces has continued to evolve. They have been deployed in Afghanistan until 2011, under the NATO-led United Nations International Security Assistance Force (ISAF), at the request of the Government of Afghanistan.", "targets": "Who requested the aid of the Canadians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9f4b3244e494ea2880cdfc0b485c267", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Land Forces during this period also deployed in support of peacekeeping operations within United Nations sanctioned conflicts. The nature of the Canadian Forces has continued to evolve. They have been deployed in Afghanistan until 2011, under the NATO-led United Nations International Security Assistance Force (ISAF), at the request of the Government of Afghanistan.", "targets": "What type of operations were mainly done by Canadian forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What was the Union Pacific once known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What year was Locomotive #1673 made in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What was the name of the retail and community center that took longer than a decade to build?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "When did a revitalization of downtown Tucson begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What is Rio Nuevo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What is the southern edge of Tucson's downtown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What is the western edge of Tucson's downtown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a98647fb4009492b9a4cb45d437a4d98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the first decade of the 21st century, downtown Tucson underwent a revitalization effort by city planners and the business community. The primary project was Rio Nuevo, a large retail and community center that has been stalled in planning for more than ten years. Downtown is generally regarded as the area bordered by 17th Street to the south, I-10 to the west, and 6th Street to the north, and Toole Avenue and the Union Pacific (formerly Southern Pacific) railroad tracks, site of the historic train depot and \"Locomotive #1673\", built in 1900. Downtown is divided into the Presidio District, the Barrio Viejo, and the Congress Street Arts and Entertainment District. Some authorities include the 4th Avenue shopping district, which is set just northeast of the rest of downtown and connected by an underpass beneath the UPRR tracks.", "targets": "What is the northern edge of Tucson's downtown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d2e3a21d5b34c3cb23d369424287122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the tradition, Virgil traveled to Greece in about 19 BC to revise the Aeneid. After meeting Augustus in Athens and deciding to return home, Virgil caught a fever while visiting a town near Megara. After crossing to Italy by ship, weakened with disease, Virgil died in Brundisium harbor on September 21, 19 BC. Augustus ordered Virgil's literary executors, Lucius Varius Rufus and Plotius Tucca, to disregard Virgil's own wish that the poem be burned, instead ordering it published with as few editorial changes as possible. As a result, the text of the Aeneid that exists may contain faults which Virgil was planning to correct before publication. However, the only obvious imperfections are a few lines of verse that are metrically unfinished (i.e. not a complete line of dactylic hexameter). Some scholars have argued that Virgil deliberately left these metrically incomplete lines for dramatic effect. Other alleged imperfections are subject to scholarly debate.", "targets": "According to tradition, where did Virgil travel in 19 BC to revise the Aeneid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d2e3a21d5b34c3cb23d369424287122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the tradition, Virgil traveled to Greece in about 19 BC to revise the Aeneid. After meeting Augustus in Athens and deciding to return home, Virgil caught a fever while visiting a town near Megara. After crossing to Italy by ship, weakened with disease, Virgil died in Brundisium harbor on September 21, 19 BC. Augustus ordered Virgil's literary executors, Lucius Varius Rufus and Plotius Tucca, to disregard Virgil's own wish that the poem be burned, instead ordering it published with as few editorial changes as possible. As a result, the text of the Aeneid that exists may contain faults which Virgil was planning to correct before publication. However, the only obvious imperfections are a few lines of verse that are metrically unfinished (i.e. not a complete line of dactylic hexameter). Some scholars have argued that Virgil deliberately left these metrically incomplete lines for dramatic effect. Other alleged imperfections are subject to scholarly debate.", "targets": "Where did Virgil die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d2e3a21d5b34c3cb23d369424287122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the tradition, Virgil traveled to Greece in about 19 BC to revise the Aeneid. After meeting Augustus in Athens and deciding to return home, Virgil caught a fever while visiting a town near Megara. After crossing to Italy by ship, weakened with disease, Virgil died in Brundisium harbor on September 21, 19 BC. Augustus ordered Virgil's literary executors, Lucius Varius Rufus and Plotius Tucca, to disregard Virgil's own wish that the poem be burned, instead ordering it published with as few editorial changes as possible. As a result, the text of the Aeneid that exists may contain faults which Virgil was planning to correct before publication. However, the only obvious imperfections are a few lines of verse that are metrically unfinished (i.e. not a complete line of dactylic hexameter). Some scholars have argued that Virgil deliberately left these metrically incomplete lines for dramatic effect. Other alleged imperfections are subject to scholarly debate.", "targets": "What date did Virgil die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d2e3a21d5b34c3cb23d369424287122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the tradition, Virgil traveled to Greece in about 19 BC to revise the Aeneid. After meeting Augustus in Athens and deciding to return home, Virgil caught a fever while visiting a town near Megara. After crossing to Italy by ship, weakened with disease, Virgil died in Brundisium harbor on September 21, 19 BC. Augustus ordered Virgil's literary executors, Lucius Varius Rufus and Plotius Tucca, to disregard Virgil's own wish that the poem be burned, instead ordering it published with as few editorial changes as possible. As a result, the text of the Aeneid that exists may contain faults which Virgil was planning to correct before publication. However, the only obvious imperfections are a few lines of verse that are metrically unfinished (i.e. not a complete line of dactylic hexameter). Some scholars have argued that Virgil deliberately left these metrically incomplete lines for dramatic effect. Other alleged imperfections are subject to scholarly debate.", "targets": "Who were Virgil's literary executors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d2e3a21d5b34c3cb23d369424287122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the tradition, Virgil traveled to Greece in about 19 BC to revise the Aeneid. After meeting Augustus in Athens and deciding to return home, Virgil caught a fever while visiting a town near Megara. After crossing to Italy by ship, weakened with disease, Virgil died in Brundisium harbor on September 21, 19 BC. Augustus ordered Virgil's literary executors, Lucius Varius Rufus and Plotius Tucca, to disregard Virgil's own wish that the poem be burned, instead ordering it published with as few editorial changes as possible. As a result, the text of the Aeneid that exists may contain faults which Virgil was planning to correct before publication. However, the only obvious imperfections are a few lines of verse that are metrically unfinished (i.e. not a complete line of dactylic hexameter). Some scholars have argued that Virgil deliberately left these metrically incomplete lines for dramatic effect. Other alleged imperfections are subject to scholarly debate.", "targets": "What wish of Virgil's did Lucius Varius Rufus and Plotius Tucca disregard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485e126c6a4c461ab275d5ef1070db84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the existing 5:3 aspect ratio had been the main candidate but, due to the influence of widescreen cinema, the aspect ratio 16:9 (1.78) eventually emerged as being a reasonable compromise between 5:3 (1.67) and the common 1.85 widescreen cinema format. An aspect ratio of 16:9 was duly agreed upon at the first meeting of the IWP11/6 working party at the BBC's Research and Development establishment in Kingswood Warren. The resulting ITU-R Recommendation ITU-R BT.709-2 (\"Rec. 709\") includes the 16:9 aspect ratio, a specified colorimetry, and the scan modes 1080i (1,080 actively interlaced lines of resolution) and 1080p (1,080 progressively scanned lines). The British Freeview HD trials used MBAFF, which contains both progressive and interlaced content in the same encoding.", "targets": "What aspect ratio was agreed upon due to the influence of widescreen cinema?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485e126c6a4c461ab275d5ef1070db84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the existing 5:3 aspect ratio had been the main candidate but, due to the influence of widescreen cinema, the aspect ratio 16:9 (1.78) eventually emerged as being a reasonable compromise between 5:3 (1.67) and the common 1.85 widescreen cinema format. An aspect ratio of 16:9 was duly agreed upon at the first meeting of the IWP11/6 working party at the BBC's Research and Development establishment in Kingswood Warren. The resulting ITU-R Recommendation ITU-R BT.709-2 (\"Rec. 709\") includes the 16:9 aspect ratio, a specified colorimetry, and the scan modes 1080i (1,080 actively interlaced lines of resolution) and 1080p (1,080 progressively scanned lines). The British Freeview HD trials used MBAFF, which contains both progressive and interlaced content in the same encoding.", "targets": "Who agreed upon the 16:9 aspect ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485e126c6a4c461ab275d5ef1070db84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the existing 5:3 aspect ratio had been the main candidate but, due to the influence of widescreen cinema, the aspect ratio 16:9 (1.78) eventually emerged as being a reasonable compromise between 5:3 (1.67) and the common 1.85 widescreen cinema format. An aspect ratio of 16:9 was duly agreed upon at the first meeting of the IWP11/6 working party at the BBC's Research and Development establishment in Kingswood Warren. The resulting ITU-R Recommendation ITU-R BT.709-2 (\"Rec. 709\") includes the 16:9 aspect ratio, a specified colorimetry, and the scan modes 1080i (1,080 actively interlaced lines of resolution) and 1080p (1,080 progressively scanned lines). The British Freeview HD trials used MBAFF, which contains both progressive and interlaced content in the same encoding.", "targets": "What was a leading factor in the 16:9 aspect ratio being chosen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485e126c6a4c461ab275d5ef1070db84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the existing 5:3 aspect ratio had been the main candidate but, due to the influence of widescreen cinema, the aspect ratio 16:9 (1.78) eventually emerged as being a reasonable compromise between 5:3 (1.67) and the common 1.85 widescreen cinema format. An aspect ratio of 16:9 was duly agreed upon at the first meeting of the IWP11/6 working party at the BBC's Research and Development establishment in Kingswood Warren. The resulting ITU-R Recommendation ITU-R BT.709-2 (\"Rec. 709\") includes the 16:9 aspect ratio, a specified colorimetry, and the scan modes 1080i (1,080 actively interlaced lines of resolution) and 1080p (1,080 progressively scanned lines). The British Freeview HD trials used MBAFF, which contains both progressive and interlaced content in the same encoding.", "targets": "Which encoding contains both progressive and interlaced content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485e126c6a4c461ab275d5ef1070db84", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Initially the existing 5:3 aspect ratio had been the main candidate but, due to the influence of widescreen cinema, the aspect ratio 16:9 (1.78) eventually emerged as being a reasonable compromise between 5:3 (1.67) and the common 1.85 widescreen cinema format. An aspect ratio of 16:9 was duly agreed upon at the first meeting of the IWP11/6 working party at the BBC's Research and Development establishment in Kingswood Warren. The resulting ITU-R Recommendation ITU-R BT.709-2 (\"Rec. 709\") includes the 16:9 aspect ratio, a specified colorimetry, and the scan modes 1080i (1,080 actively interlaced lines of resolution) and 1080p (1,080 progressively scanned lines). The British Freeview HD trials used MBAFF, which contains both progressive and interlaced content in the same encoding.", "targets": "Which aspect ratio was the early favorite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9174ad5d518e4031a407d11fd7f08fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elevator doors protect riders from falling into the shaft. The most common configuration is to have two panels that meet in the middle, and slide open laterally. In a cascading telescopic configuration (potentially allowing wider entryways within limited space), the doors roll on independent tracks so that while open, they are tucked behind one another, and while closed, they form cascading layers on one side. This can be configured so that two sets of such cascading doors operate like the center opening doors described above, allowing for a very wide elevator cab. In less expensive installations the elevator can also use one large \"slab\" door: a single panel door the width of the doorway that opens to the left or right laterally. Some buildings have elevators with the single door on the shaft way, and double cascading doors on the cab.", "targets": "How do most elevator doors work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9174ad5d518e4031a407d11fd7f08fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elevator doors protect riders from falling into the shaft. The most common configuration is to have two panels that meet in the middle, and slide open laterally. In a cascading telescopic configuration (potentially allowing wider entryways within limited space), the doors roll on independent tracks so that while open, they are tucked behind one another, and while closed, they form cascading layers on one side. This can be configured so that two sets of such cascading doors operate like the center opening doors described above, allowing for a very wide elevator cab. In less expensive installations the elevator can also use one large \"slab\" door: a single panel door the width of the doorway that opens to the left or right laterally. Some buildings have elevators with the single door on the shaft way, and double cascading doors on the cab.", "targets": "What is a single panel door referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9174ad5d518e4031a407d11fd7f08fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elevator doors protect riders from falling into the shaft. The most common configuration is to have two panels that meet in the middle, and slide open laterally. In a cascading telescopic configuration (potentially allowing wider entryways within limited space), the doors roll on independent tracks so that while open, they are tucked behind one another, and while closed, they form cascading layers on one side. This can be configured so that two sets of such cascading doors operate like the center opening doors described above, allowing for a very wide elevator cab. In less expensive installations the elevator can also use one large \"slab\" door: a single panel door the width of the doorway that opens to the left or right laterally. Some buildings have elevators with the single door on the shaft way, and double cascading doors on the cab.", "targets": "What design allows wider entryways within limited space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9174ad5d518e4031a407d11fd7f08fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elevator doors protect riders from falling into the shaft. The most common configuration is to have two panels that meet in the middle, and slide open laterally. In a cascading telescopic configuration (potentially allowing wider entryways within limited space), the doors roll on independent tracks so that while open, they are tucked behind one another, and while closed, they form cascading layers on one side. This can be configured so that two sets of such cascading doors operate like the center opening doors described above, allowing for a very wide elevator cab. In less expensive installations the elevator can also use one large \"slab\" door: a single panel door the width of the doorway that opens to the left or right laterally. Some buildings have elevators with the single door on the shaft way, and double cascading doors on the cab.", "targets": "The single door is sometimes located where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9174ad5d518e4031a407d11fd7f08fe8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elevator doors protect riders from falling into the shaft. The most common configuration is to have two panels that meet in the middle, and slide open laterally. In a cascading telescopic configuration (potentially allowing wider entryways within limited space), the doors roll on independent tracks so that while open, they are tucked behind one another, and while closed, they form cascading layers on one side. This can be configured so that two sets of such cascading doors operate like the center opening doors described above, allowing for a very wide elevator cab. In less expensive installations the elevator can also use one large \"slab\" door: a single panel door the width of the doorway that opens to the left or right laterally. Some buildings have elevators with the single door on the shaft way, and double cascading doors on the cab.", "targets": "What do elevator doors protect riders from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f79c8e82d824ef8b411f812250086c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cross-cultural study of comics is complicated by the great difference in meaning and scope of the words for \"comics\" in different languages. The French term for comics, bandes dessin\u00e9es (\"drawn strip\") emphasizes the juxtaposition of drawn images as a defining factor, which can imply the exclusion of even photographic comics. The term manga is used in Japanese to indicate all forms of comics, cartooning, and caricature.", "targets": "What word is used in France for comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f79c8e82d824ef8b411f812250086c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cross-cultural study of comics is complicated by the great difference in meaning and scope of the words for \"comics\" in different languages. The French term for comics, bandes dessin\u00e9es (\"drawn strip\") emphasizes the juxtaposition of drawn images as a defining factor, which can imply the exclusion of even photographic comics. The term manga is used in Japanese to indicate all forms of comics, cartooning, and caricature.", "targets": "What word is used in Japan for comics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f79c8e82d824ef8b411f812250086c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cross-cultural study of comics is complicated by the great difference in meaning and scope of the words for \"comics\" in different languages. The French term for comics, bandes dessin\u00e9es (\"drawn strip\") emphasizes the juxtaposition of drawn images as a defining factor, which can imply the exclusion of even photographic comics. The term manga is used in Japanese to indicate all forms of comics, cartooning, and caricature.", "targets": "What does bandes dessin\u00e9es mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f79c8e82d824ef8b411f812250086c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cross-cultural study of comics is complicated by the great difference in meaning and scope of the words for \"comics\" in different languages. The French term for comics, bandes dessin\u00e9es (\"drawn strip\") emphasizes the juxtaposition of drawn images as a defining factor, which can imply the exclusion of even photographic comics. The term manga is used in Japanese to indicate all forms of comics, cartooning, and caricature.", "targets": "What is the definitive factor of bandes dessin\u00e9es?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ea24f996754d4a94190ce234bdb2ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An in-depth study of MP3 audio quality, sound artist and composer Ryan Maguire's project \"The Ghost in the MP3\" isolates the sounds lost during MP3 compression. In 2015, he released the track \"moDernisT\" (an anagram of \"Tom's Diner\"), composed exclusively from the sounds deleted during MP3 compression of the song \"Tom's Diner\", the track originally used in the formulation of the MP3 standard. A detailed account of the techniques used to isolate the sounds deleted during MP3 compression, along with the conceptual motivation for the project, was published in the 2014 Proceedings of the International Computer Music Conference.", "targets": "What is the name of the study done by composer Ryan Maguire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ea24f996754d4a94190ce234bdb2ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An in-depth study of MP3 audio quality, sound artist and composer Ryan Maguire's project \"The Ghost in the MP3\" isolates the sounds lost during MP3 compression. In 2015, he released the track \"moDernisT\" (an anagram of \"Tom's Diner\"), composed exclusively from the sounds deleted during MP3 compression of the song \"Tom's Diner\", the track originally used in the formulation of the MP3 standard. A detailed account of the techniques used to isolate the sounds deleted during MP3 compression, along with the conceptual motivation for the project, was published in the 2014 Proceedings of the International Computer Music Conference.", "targets": "What did the study aim to isolate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ea24f996754d4a94190ce234bdb2ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An in-depth study of MP3 audio quality, sound artist and composer Ryan Maguire's project \"The Ghost in the MP3\" isolates the sounds lost during MP3 compression. In 2015, he released the track \"moDernisT\" (an anagram of \"Tom's Diner\"), composed exclusively from the sounds deleted during MP3 compression of the song \"Tom's Diner\", the track originally used in the formulation of the MP3 standard. A detailed account of the techniques used to isolate the sounds deleted during MP3 compression, along with the conceptual motivation for the project, was published in the 2014 Proceedings of the International Computer Music Conference.", "targets": "What is the track \"moDernisT\" an anagram of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ea24f996754d4a94190ce234bdb2ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An in-depth study of MP3 audio quality, sound artist and composer Ryan Maguire's project \"The Ghost in the MP3\" isolates the sounds lost during MP3 compression. In 2015, he released the track \"moDernisT\" (an anagram of \"Tom's Diner\"), composed exclusively from the sounds deleted during MP3 compression of the song \"Tom's Diner\", the track originally used in the formulation of the MP3 standard. A detailed account of the techniques used to isolate the sounds deleted during MP3 compression, along with the conceptual motivation for the project, was published in the 2014 Proceedings of the International Computer Music Conference.", "targets": "Where was an account of the study published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8ea24f996754d4a94190ce234bdb2ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An in-depth study of MP3 audio quality, sound artist and composer Ryan Maguire's project \"The Ghost in the MP3\" isolates the sounds lost during MP3 compression. In 2015, he released the track \"moDernisT\" (an anagram of \"Tom's Diner\"), composed exclusively from the sounds deleted during MP3 compression of the song \"Tom's Diner\", the track originally used in the formulation of the MP3 standard. A detailed account of the techniques used to isolate the sounds deleted during MP3 compression, along with the conceptual motivation for the project, was published in the 2014 Proceedings of the International Computer Music Conference.", "targets": "Which year was the study published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3c69e202826459ebc9edcadbb4d9893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's secret society buildings (some of which are called \"tombs\") were built both to be private yet unmistakable. A diversity of architectural styles is represented: Berzelius, Donn Barber in an austere cube with classical detailing (erected in 1908 or 1910); Book and Snake, Louis R. Metcalfe in a Greek Ionic style (erected in 1901); Elihu, architect unknown but built in a Colonial style (constructed on an early 17th-century foundation although the building is from the 18th century); Mace and Chain, in a late colonial, early Victorian style (built in 1823). Interior moulding is said to have belonged to Benedict Arnold; Manuscript Society, King Lui-Wu with Dan Kniley responsible for landscaping and Josef Albers for the brickwork intaglio mural. Building constructed in a mid-century modern style; Scroll and Key, Richard Morris Hunt in a Moorish- or Islamic-inspired Beaux-Arts style (erected 1869\u201370); Skull and Bones, possibly Alexander Jackson Davis or Henry Austin in an Egypto-Doric style utilizing Brownstone (in 1856 the first wing was completed, in 1903 the second wing, 1911 the Neo-Gothic towers in rear garden were completed); St. Elmo, (former tomb) Kenneth M. Murchison, 1912, designs inspired by Elizabethan manor. Current location, brick colonial; Shabtai, 1882, the Anderson Mansion built in the Second Empire architectural style; and Wolf's Head, Bertram Grosvenor Goodhue (erected 1923-4).", "targets": "What is another term for some of Yale's secret society buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3c69e202826459ebc9edcadbb4d9893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's secret society buildings (some of which are called \"tombs\") were built both to be private yet unmistakable. A diversity of architectural styles is represented: Berzelius, Donn Barber in an austere cube with classical detailing (erected in 1908 or 1910); Book and Snake, Louis R. Metcalfe in a Greek Ionic style (erected in 1901); Elihu, architect unknown but built in a Colonial style (constructed on an early 17th-century foundation although the building is from the 18th century); Mace and Chain, in a late colonial, early Victorian style (built in 1823). Interior moulding is said to have belonged to Benedict Arnold; Manuscript Society, King Lui-Wu with Dan Kniley responsible for landscaping and Josef Albers for the brickwork intaglio mural. Building constructed in a mid-century modern style; Scroll and Key, Richard Morris Hunt in a Moorish- or Islamic-inspired Beaux-Arts style (erected 1869\u201370); Skull and Bones, possibly Alexander Jackson Davis or Henry Austin in an Egypto-Doric style utilizing Brownstone (in 1856 the first wing was completed, in 1903 the second wing, 1911 the Neo-Gothic towers in rear garden were completed); St. Elmo, (former tomb) Kenneth M. Murchison, 1912, designs inspired by Elizabethan manor. Current location, brick colonial; Shabtai, 1882, the Anderson Mansion built in the Second Empire architectural style; and Wolf's Head, Bertram Grosvenor Goodhue (erected 1923-4).", "targets": "Who is the interior moulding of the Mace and Chain building rumored to have belonged to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3c69e202826459ebc9edcadbb4d9893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's secret society buildings (some of which are called \"tombs\") were built both to be private yet unmistakable. A diversity of architectural styles is represented: Berzelius, Donn Barber in an austere cube with classical detailing (erected in 1908 or 1910); Book and Snake, Louis R. Metcalfe in a Greek Ionic style (erected in 1901); Elihu, architect unknown but built in a Colonial style (constructed on an early 17th-century foundation although the building is from the 18th century); Mace and Chain, in a late colonial, early Victorian style (built in 1823). Interior moulding is said to have belonged to Benedict Arnold; Manuscript Society, King Lui-Wu with Dan Kniley responsible for landscaping and Josef Albers for the brickwork intaglio mural. Building constructed in a mid-century modern style; Scroll and Key, Richard Morris Hunt in a Moorish- or Islamic-inspired Beaux-Arts style (erected 1869\u201370); Skull and Bones, possibly Alexander Jackson Davis or Henry Austin in an Egypto-Doric style utilizing Brownstone (in 1856 the first wing was completed, in 1903 the second wing, 1911 the Neo-Gothic towers in rear garden were completed); St. Elmo, (former tomb) Kenneth M. Murchison, 1912, designs inspired by Elizabethan manor. Current location, brick colonial; Shabtai, 1882, the Anderson Mansion built in the Second Empire architectural style; and Wolf's Head, Bertram Grosvenor Goodhue (erected 1923-4).", "targets": "Who was responsible for landscaping the Manuscript Society building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3c69e202826459ebc9edcadbb4d9893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's secret society buildings (some of which are called \"tombs\") were built both to be private yet unmistakable. A diversity of architectural styles is represented: Berzelius, Donn Barber in an austere cube with classical detailing (erected in 1908 or 1910); Book and Snake, Louis R. Metcalfe in a Greek Ionic style (erected in 1901); Elihu, architect unknown but built in a Colonial style (constructed on an early 17th-century foundation although the building is from the 18th century); Mace and Chain, in a late colonial, early Victorian style (built in 1823). Interior moulding is said to have belonged to Benedict Arnold; Manuscript Society, King Lui-Wu with Dan Kniley responsible for landscaping and Josef Albers for the brickwork intaglio mural. Building constructed in a mid-century modern style; Scroll and Key, Richard Morris Hunt in a Moorish- or Islamic-inspired Beaux-Arts style (erected 1869\u201370); Skull and Bones, possibly Alexander Jackson Davis or Henry Austin in an Egypto-Doric style utilizing Brownstone (in 1856 the first wing was completed, in 1903 the second wing, 1911 the Neo-Gothic towers in rear garden were completed); St. Elmo, (former tomb) Kenneth M. Murchison, 1912, designs inspired by Elizabethan manor. Current location, brick colonial; Shabtai, 1882, the Anderson Mansion built in the Second Empire architectural style; and Wolf's Head, Bertram Grosvenor Goodhue (erected 1923-4).", "targets": "Who was the architect for St. Elmo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3c69e202826459ebc9edcadbb4d9893", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yale's secret society buildings (some of which are called \"tombs\") were built both to be private yet unmistakable. A diversity of architectural styles is represented: Berzelius, Donn Barber in an austere cube with classical detailing (erected in 1908 or 1910); Book and Snake, Louis R. Metcalfe in a Greek Ionic style (erected in 1901); Elihu, architect unknown but built in a Colonial style (constructed on an early 17th-century foundation although the building is from the 18th century); Mace and Chain, in a late colonial, early Victorian style (built in 1823). Interior moulding is said to have belonged to Benedict Arnold; Manuscript Society, King Lui-Wu with Dan Kniley responsible for landscaping and Josef Albers for the brickwork intaglio mural. Building constructed in a mid-century modern style; Scroll and Key, Richard Morris Hunt in a Moorish- or Islamic-inspired Beaux-Arts style (erected 1869\u201370); Skull and Bones, possibly Alexander Jackson Davis or Henry Austin in an Egypto-Doric style utilizing Brownstone (in 1856 the first wing was completed, in 1903 the second wing, 1911 the Neo-Gothic towers in rear garden were completed); St. Elmo, (former tomb) Kenneth M. Murchison, 1912, designs inspired by Elizabethan manor. Current location, brick colonial; Shabtai, 1882, the Anderson Mansion built in the Second Empire architectural style; and Wolf's Head, Bertram Grosvenor Goodhue (erected 1923-4).", "targets": "Who was the architect behind the Manuscript Society building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8afeee8212346858abf1b2bf48769bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quranic text seems to have no beginning, middle, or end, its nonlinear structure being akin to a web or net. The textual arrangement is sometimes considered to exhibit lack of continuity, absence of any chronological or thematic order and repetitiousness. Michael Sells, citing the work of the critic Norman O. Brown, acknowledges Brown's observation that the seeming disorganization of Quranic literary expression \u2013 its scattered or fragmented mode of composition in Sells's phrase \u2013 is in fact a literary device capable of delivering profound effects as if the intensity of the prophetic message were shattering the vehicle of human language in which it was being communicated. Sells also addresses the much-discussed repetitiveness of the Quran, seeing this, too, as a literary device.", "targets": "What is lacking in the arrangement of the Quranic text?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8afeee8212346858abf1b2bf48769bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quranic text seems to have no beginning, middle, or end, its nonlinear structure being akin to a web or net. The textual arrangement is sometimes considered to exhibit lack of continuity, absence of any chronological or thematic order and repetitiousness. Michael Sells, citing the work of the critic Norman O. Brown, acknowledges Brown's observation that the seeming disorganization of Quranic literary expression \u2013 its scattered or fragmented mode of composition in Sells's phrase \u2013 is in fact a literary device capable of delivering profound effects as if the intensity of the prophetic message were shattering the vehicle of human language in which it was being communicated. Sells also addresses the much-discussed repetitiveness of the Quran, seeing this, too, as a literary device.", "targets": "To which critic does Michael Sells refer on the subject of the Quran's disorganization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8afeee8212346858abf1b2bf48769bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quranic text seems to have no beginning, middle, or end, its nonlinear structure being akin to a web or net. The textual arrangement is sometimes considered to exhibit lack of continuity, absence of any chronological or thematic order and repetitiousness. Michael Sells, citing the work of the critic Norman O. Brown, acknowledges Brown's observation that the seeming disorganization of Quranic literary expression \u2013 its scattered or fragmented mode of composition in Sells's phrase \u2013 is in fact a literary device capable of delivering profound effects as if the intensity of the prophetic message were shattering the vehicle of human language in which it was being communicated. Sells also addresses the much-discussed repetitiveness of the Quran, seeing this, too, as a literary device.", "targets": "How does Sells describe the Quran's repetitiveness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8afeee8212346858abf1b2bf48769bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Quranic text seems to have no beginning, middle, or end, its nonlinear structure being akin to a web or net. The textual arrangement is sometimes considered to exhibit lack of continuity, absence of any chronological or thematic order and repetitiousness. Michael Sells, citing the work of the critic Norman O. Brown, acknowledges Brown's observation that the seeming disorganization of Quranic literary expression \u2013 its scattered or fragmented mode of composition in Sells's phrase \u2013 is in fact a literary device capable of delivering profound effects as if the intensity of the prophetic message were shattering the vehicle of human language in which it was being communicated. Sells also addresses the much-discussed repetitiveness of the Quran, seeing this, too, as a literary device.", "targets": "Which scholar believes the Quran's fragmentary writing style is an effective literary device for a prophetic message?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0579439c4ece4ff9a260293780c7c5bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese farmers were resettled from north China by the Qing to the area along the Liao River in order to restore the land to cultivation. Wasteland was reclaimed by Han Chinese squatters in addition to other Han who rented land from Manchu landlords. Despite officially prohibiting Han Chinese settlement on the Manchu and Mongol lands, by the 18th century the Qing decided to settle Han refugees from northern China who were suffering from famine, floods, and drought into Manchuria and Inner Mongolia so that Han Chinese farmed 500,000 hectares in Manchuria and tens of thousands of hectares in Inner Mongolia by the 1780s. Qianlong allowed Han Chinese peasants suffering from drought to move into Manchuria despite him issuing edicts in favor of banning them from 1740\u20131776. Chinese tenant farmers rented or even claimed title to land from the \"imperial estates\" and Manchu Bannerlands in the area. Besides moving into the Liao area in southern Manchuria, the path linking Jinzhou, Fengtian, Tieling, Changchun, Hulun, and Ningguta was settled by Han Chinese during the Qianlong Emperor's rule, and Han Chinese were the majority in urban areas of Manchuria by 1800. To increase the Imperial Treasury's revenue, the Qing sold formerly Manchu only lands along the Sungari to Han Chinese at the beginning of the Daoguang Emperor's reign, and Han Chinese filled up most of Manchuria's towns by the 1840s according to Abbe Huc.", "targets": "Where were starving Han sent by the Qing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0579439c4ece4ff9a260293780c7c5bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese farmers were resettled from north China by the Qing to the area along the Liao River in order to restore the land to cultivation. Wasteland was reclaimed by Han Chinese squatters in addition to other Han who rented land from Manchu landlords. Despite officially prohibiting Han Chinese settlement on the Manchu and Mongol lands, by the 18th century the Qing decided to settle Han refugees from northern China who were suffering from famine, floods, and drought into Manchuria and Inner Mongolia so that Han Chinese farmed 500,000 hectares in Manchuria and tens of thousands of hectares in Inner Mongolia by the 1780s. Qianlong allowed Han Chinese peasants suffering from drought to move into Manchuria despite him issuing edicts in favor of banning them from 1740\u20131776. Chinese tenant farmers rented or even claimed title to land from the \"imperial estates\" and Manchu Bannerlands in the area. Besides moving into the Liao area in southern Manchuria, the path linking Jinzhou, Fengtian, Tieling, Changchun, Hulun, and Ningguta was settled by Han Chinese during the Qianlong Emperor's rule, and Han Chinese were the majority in urban areas of Manchuria by 1800. To increase the Imperial Treasury's revenue, the Qing sold formerly Manchu only lands along the Sungari to Han Chinese at the beginning of the Daoguang Emperor's reign, and Han Chinese filled up most of Manchuria's towns by the 1840s according to Abbe Huc.", "targets": "How much land did the Han farm in Inner Mongolia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0579439c4ece4ff9a260293780c7c5bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese farmers were resettled from north China by the Qing to the area along the Liao River in order to restore the land to cultivation. Wasteland was reclaimed by Han Chinese squatters in addition to other Han who rented land from Manchu landlords. Despite officially prohibiting Han Chinese settlement on the Manchu and Mongol lands, by the 18th century the Qing decided to settle Han refugees from northern China who were suffering from famine, floods, and drought into Manchuria and Inner Mongolia so that Han Chinese farmed 500,000 hectares in Manchuria and tens of thousands of hectares in Inner Mongolia by the 1780s. Qianlong allowed Han Chinese peasants suffering from drought to move into Manchuria despite him issuing edicts in favor of banning them from 1740\u20131776. Chinese tenant farmers rented or even claimed title to land from the \"imperial estates\" and Manchu Bannerlands in the area. Besides moving into the Liao area in southern Manchuria, the path linking Jinzhou, Fengtian, Tieling, Changchun, Hulun, and Ningguta was settled by Han Chinese during the Qianlong Emperor's rule, and Han Chinese were the majority in urban areas of Manchuria by 1800. To increase the Imperial Treasury's revenue, the Qing sold formerly Manchu only lands along the Sungari to Han Chinese at the beginning of the Daoguang Emperor's reign, and Han Chinese filled up most of Manchuria's towns by the 1840s according to Abbe Huc.", "targets": "What other types of land were the Han allowed to farm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0579439c4ece4ff9a260293780c7c5bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese farmers were resettled from north China by the Qing to the area along the Liao River in order to restore the land to cultivation. Wasteland was reclaimed by Han Chinese squatters in addition to other Han who rented land from Manchu landlords. Despite officially prohibiting Han Chinese settlement on the Manchu and Mongol lands, by the 18th century the Qing decided to settle Han refugees from northern China who were suffering from famine, floods, and drought into Manchuria and Inner Mongolia so that Han Chinese farmed 500,000 hectares in Manchuria and tens of thousands of hectares in Inner Mongolia by the 1780s. Qianlong allowed Han Chinese peasants suffering from drought to move into Manchuria despite him issuing edicts in favor of banning them from 1740\u20131776. Chinese tenant farmers rented or even claimed title to land from the \"imperial estates\" and Manchu Bannerlands in the area. Besides moving into the Liao area in southern Manchuria, the path linking Jinzhou, Fengtian, Tieling, Changchun, Hulun, and Ningguta was settled by Han Chinese during the Qianlong Emperor's rule, and Han Chinese were the majority in urban areas of Manchuria by 1800. To increase the Imperial Treasury's revenue, the Qing sold formerly Manchu only lands along the Sungari to Han Chinese at the beginning of the Daoguang Emperor's reign, and Han Chinese filled up most of Manchuria's towns by the 1840s according to Abbe Huc.", "targets": "Who was the emperor in the later half of the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0579439c4ece4ff9a260293780c7c5bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Han Chinese farmers were resettled from north China by the Qing to the area along the Liao River in order to restore the land to cultivation. Wasteland was reclaimed by Han Chinese squatters in addition to other Han who rented land from Manchu landlords. Despite officially prohibiting Han Chinese settlement on the Manchu and Mongol lands, by the 18th century the Qing decided to settle Han refugees from northern China who were suffering from famine, floods, and drought into Manchuria and Inner Mongolia so that Han Chinese farmed 500,000 hectares in Manchuria and tens of thousands of hectares in Inner Mongolia by the 1780s. Qianlong allowed Han Chinese peasants suffering from drought to move into Manchuria despite him issuing edicts in favor of banning them from 1740\u20131776. Chinese tenant farmers rented or even claimed title to land from the \"imperial estates\" and Manchu Bannerlands in the area. Besides moving into the Liao area in southern Manchuria, the path linking Jinzhou, Fengtian, Tieling, Changchun, Hulun, and Ningguta was settled by Han Chinese during the Qianlong Emperor's rule, and Han Chinese were the majority in urban areas of Manchuria by 1800. To increase the Imperial Treasury's revenue, the Qing sold formerly Manchu only lands along the Sungari to Han Chinese at the beginning of the Daoguang Emperor's reign, and Han Chinese filled up most of Manchuria's towns by the 1840s according to Abbe Huc.", "targets": "What ethnicity was the majority in urban Manchuria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "Who signed the Migratory Bird Hunting Stamp Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "When did Roosevelt sign the Migratory Bird Hunting Stamp Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What does the Act require all hunters over the age of sixteen to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What do 98% of all the funds generated by the stamp sales go to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "How much of the nation's endangered species is it estimated benefits from the protection afford by the Duck Stamp funds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What act was signed in 1934?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What President signed this act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What is the requirement of the act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What do the stamps depict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-020b554486d6464b9ad66e5e0aa145a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 16 March 1934, President Franklin D. Roosevelt signed the Migratory Bird Hunting Stamp Act, which requires an annual stamp purchase by all hunters over the age of sixteen. The stamps are created on behalf of the program by the US Postal Service and depict wildlife artwork chosen through an annual contest. They play an important role in habitat conservation because ninety-eight percent of all funds generated by their sale go directly toward the purchase or lease of wetland habitat for protection in the National Wildlife Refuge System.[citation needed] In addition to waterfowl, it is estimated that one third of the nation's endangered species seek food and shelter in areas protected using Duck Stamp funds.[citation needed]", "targets": "What percentage of the endangered species seek food and shelter in areas protected using Duck Stamp Funds."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1994b631921d46d59d09a4f663a46dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following four timelines show the geologic time scale. The first shows the entire time from the formation of the Earth to the present, but this compresses the most recent eon. Therefore, the second scale shows the most recent eon with an expanded scale. The second scale compresses the most recent era, so the most recent era is expanded in the third scale. Since the Quaternary is a very short period with short epochs, it is further expanded in the fourth scale. The second, third, and fourth timelines are therefore each subsections of their preceding timeline as indicated by asterisks. The Holocene (the latest epoch) is too small to be shown clearly on the third timeline on the right, another reason for expanding the fourth scale. The Pleistocene (P) epoch. Q stands for the Quaternary period.", "targets": "Why is the second timeline needed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1994b631921d46d59d09a4f663a46dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following four timelines show the geologic time scale. The first shows the entire time from the formation of the Earth to the present, but this compresses the most recent eon. Therefore, the second scale shows the most recent eon with an expanded scale. The second scale compresses the most recent era, so the most recent era is expanded in the third scale. Since the Quaternary is a very short period with short epochs, it is further expanded in the fourth scale. The second, third, and fourth timelines are therefore each subsections of their preceding timeline as indicated by asterisks. The Holocene (the latest epoch) is too small to be shown clearly on the third timeline on the right, another reason for expanding the fourth scale. The Pleistocene (P) epoch. Q stands for the Quaternary period.", "targets": "Which timeline is further expanded in the fourth scale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1994b631921d46d59d09a4f663a46dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following four timelines show the geologic time scale. The first shows the entire time from the formation of the Earth to the present, but this compresses the most recent eon. Therefore, the second scale shows the most recent eon with an expanded scale. The second scale compresses the most recent era, so the most recent era is expanded in the third scale. Since the Quaternary is a very short period with short epochs, it is further expanded in the fourth scale. The second, third, and fourth timelines are therefore each subsections of their preceding timeline as indicated by asterisks. The Holocene (the latest epoch) is too small to be shown clearly on the third timeline on the right, another reason for expanding the fourth scale. The Pleistocene (P) epoch. Q stands for the Quaternary period.", "targets": "What is the name of the latest epoch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1994b631921d46d59d09a4f663a46dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The following four timelines show the geologic time scale. The first shows the entire time from the formation of the Earth to the present, but this compresses the most recent eon. Therefore, the second scale shows the most recent eon with an expanded scale. The second scale compresses the most recent era, so the most recent era is expanded in the third scale. Since the Quaternary is a very short period with short epochs, it is further expanded in the fourth scale. The second, third, and fourth timelines are therefore each subsections of their preceding timeline as indicated by asterisks. The Holocene (the latest epoch) is too small to be shown clearly on the third timeline on the right, another reason for expanding the fourth scale. The Pleistocene (P) epoch. Q stands for the Quaternary period.", "targets": "The Pleistocene epoch takes place during which period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fb640db1b734468ab86c70c077aafa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps are split into five climatic zones, each with different vegetation. The climate, plant life and animal life vary among the different sections or zones of the mountains. The lowest zone is the colline zone, which exists between 500 and 1,000 m (1,640 and 3,281 ft), depending on the location. The montane zone extends from 800 to 1,700 m (2,625 to 5,577 ft), followed by the sub-Alpine zone from 1,600 to 2,400 m (5,249 to 7,874 ft). The Alpine zone, extending from tree line to snow line, is followed by the glacial zone, which covers the glaciated areas of the mountain. Climatic conditions show variances within the same zones; for example, weather conditions at the head of a mountain valley, extending directly from the peaks, are colder and more severe than those at the mouth of a valley which tend to be less severe and receive less snowfall.", "targets": "How many zones are the Alps split into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fb640db1b734468ab86c70c077aafa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps are split into five climatic zones, each with different vegetation. The climate, plant life and animal life vary among the different sections or zones of the mountains. The lowest zone is the colline zone, which exists between 500 and 1,000 m (1,640 and 3,281 ft), depending on the location. The montane zone extends from 800 to 1,700 m (2,625 to 5,577 ft), followed by the sub-Alpine zone from 1,600 to 2,400 m (5,249 to 7,874 ft). The Alpine zone, extending from tree line to snow line, is followed by the glacial zone, which covers the glaciated areas of the mountain. Climatic conditions show variances within the same zones; for example, weather conditions at the head of a mountain valley, extending directly from the peaks, are colder and more severe than those at the mouth of a valley which tend to be less severe and receive less snowfall.", "targets": "What is the lowest zone of the Alps called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fb640db1b734468ab86c70c077aafa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps are split into five climatic zones, each with different vegetation. The climate, plant life and animal life vary among the different sections or zones of the mountains. The lowest zone is the colline zone, which exists between 500 and 1,000 m (1,640 and 3,281 ft), depending on the location. The montane zone extends from 800 to 1,700 m (2,625 to 5,577 ft), followed by the sub-Alpine zone from 1,600 to 2,400 m (5,249 to 7,874 ft). The Alpine zone, extending from tree line to snow line, is followed by the glacial zone, which covers the glaciated areas of the mountain. Climatic conditions show variances within the same zones; for example, weather conditions at the head of a mountain valley, extending directly from the peaks, are colder and more severe than those at the mouth of a valley which tend to be less severe and receive less snowfall.", "targets": "Where does the lowest zone of the Alps exist? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fb640db1b734468ab86c70c077aafa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps are split into five climatic zones, each with different vegetation. The climate, plant life and animal life vary among the different sections or zones of the mountains. The lowest zone is the colline zone, which exists between 500 and 1,000 m (1,640 and 3,281 ft), depending on the location. The montane zone extends from 800 to 1,700 m (2,625 to 5,577 ft), followed by the sub-Alpine zone from 1,600 to 2,400 m (5,249 to 7,874 ft). The Alpine zone, extending from tree line to snow line, is followed by the glacial zone, which covers the glaciated areas of the mountain. Climatic conditions show variances within the same zones; for example, weather conditions at the head of a mountain valley, extending directly from the peaks, are colder and more severe than those at the mouth of a valley which tend to be less severe and receive less snowfall.", "targets": "Where does the montane zone extend from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5fb640db1b734468ab86c70c077aafa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Alps are split into five climatic zones, each with different vegetation. The climate, plant life and animal life vary among the different sections or zones of the mountains. The lowest zone is the colline zone, which exists between 500 and 1,000 m (1,640 and 3,281 ft), depending on the location. The montane zone extends from 800 to 1,700 m (2,625 to 5,577 ft), followed by the sub-Alpine zone from 1,600 to 2,400 m (5,249 to 7,874 ft). The Alpine zone, extending from tree line to snow line, is followed by the glacial zone, which covers the glaciated areas of the mountain. Climatic conditions show variances within the same zones; for example, weather conditions at the head of a mountain valley, extending directly from the peaks, are colder and more severe than those at the mouth of a valley which tend to be less severe and receive less snowfall.", "targets": "Where does the sub-Alpine zone extend from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb4a6b5d6b34b1786391f229b833986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).", "targets": "What two key elements that distinguish literature as a written form of art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb4a6b5d6b34b1786391f229b833986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).", "targets": "What are two major divisions of literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb4a6b5d6b34b1786391f229b833986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).", "targets": "Besides this major division, what are two other sub-divisions to describe literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb4a6b5d6b34b1786391f229b833986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).", "targets": "Prose literature can be sub-divided into what formats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-deb4a6b5d6b34b1786391f229b833986", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Literature consists of written productions, often restricted to those deemed to have artistic or intellectual value. Its Latin root literatura/litteratura (derived itself from littera, letter or handwriting) was used to refer to all written accounts, but intertwined with the roman concept of cultura: learning or cultivation. Literature often uses language differently than ordinary language (see literariness). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).", "targets": "What words are the Latin roots of the word \"literature?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508a72e9de46425ea35c54d7b79d49f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 2000 census, demographic changes including the end to slavery, immigration from Europe and Asia, assimilation of multiracial persons, and other factors resulted in a population in which 6.2% of the population identified as black, 40% as pardo, and 55% as white. Essentially most of the black population was absorbed into the multi-racial category by intermixing. A 2007 genetic study found that at least 29% of the middle-class, white Brazilian population had some recent (since 1822 and the end of the colonial period) African ancestry.", "targets": "How much of the Brazilian population identified as black in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508a72e9de46425ea35c54d7b79d49f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 2000 census, demographic changes including the end to slavery, immigration from Europe and Asia, assimilation of multiracial persons, and other factors resulted in a population in which 6.2% of the population identified as black, 40% as pardo, and 55% as white. Essentially most of the black population was absorbed into the multi-racial category by intermixing. A 2007 genetic study found that at least 29% of the middle-class, white Brazilian population had some recent (since 1822 and the end of the colonial period) African ancestry.", "targets": "How much identified as mixed race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508a72e9de46425ea35c54d7b79d49f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 2000 census, demographic changes including the end to slavery, immigration from Europe and Asia, assimilation of multiracial persons, and other factors resulted in a population in which 6.2% of the population identified as black, 40% as pardo, and 55% as white. Essentially most of the black population was absorbed into the multi-racial category by intermixing. A 2007 genetic study found that at least 29% of the middle-class, white Brazilian population had some recent (since 1822 and the end of the colonial period) African ancestry.", "targets": "How much identified as white?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-508a72e9de46425ea35c54d7b79d49f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 2000 census, demographic changes including the end to slavery, immigration from Europe and Asia, assimilation of multiracial persons, and other factors resulted in a population in which 6.2% of the population identified as black, 40% as pardo, and 55% as white. Essentially most of the black population was absorbed into the multi-racial category by intermixing. A 2007 genetic study found that at least 29% of the middle-class, white Brazilian population had some recent (since 1822 and the end of the colonial period) African ancestry.", "targets": "How much of the Brazilian population had connections to African ancestry in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93f3d4f1cc674608a071a0a5bef07194", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He also introduced the notion of a 'Universal Machine' (now known as a Universal Turing machine), with the idea that such a machine could perform the tasks of any other machine, or in other words, it is provably capable of computing anything that is computable by executing a program stored on tape, allowing the machine to be programmable. Von Neumann acknowledged that the central concept of the modern computer was due to this paper. Turing machines are to this day a central object of study in theory of computation. Except for the limitations imposed by their finite memory stores, modern computers are said to be Turing-complete, which is to say, they have algorithm execution capability equivalent to a universal Turing machine.", "targets": "A Universal Machine is known as what today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5486cda8af2c46289a419ce9a38569cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism holds that on Mount Sinai, the Written Law was transmitted along with an Oral Law. The words of the Torah (Pentateuch) were spoken to Moses by God; the laws contained in this Written Torah, the \"Mitzvot\", were given along with detailed explanations in the oral tradition as to how to apply and interpret them. Furthermore, the Oral law includes principles designed to create new rules. The Oral law is held to be transmitted with an extremely high degree of accuracy. Jewish theologians, who choose to emphasize the more evolutionary nature of the Halacha point to a famous story in the Talmud, where Moses is miraculously transported to the House of Study of Rabbi Akiva and is clearly unable to follow the ensuing discussion.", "targets": "Where was the written law and the oral law transmitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5486cda8af2c46289a419ce9a38569cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism holds that on Mount Sinai, the Written Law was transmitted along with an Oral Law. The words of the Torah (Pentateuch) were spoken to Moses by God; the laws contained in this Written Torah, the \"Mitzvot\", were given along with detailed explanations in the oral tradition as to how to apply and interpret them. Furthermore, the Oral law includes principles designed to create new rules. The Oral law is held to be transmitted with an extremely high degree of accuracy. Jewish theologians, who choose to emphasize the more evolutionary nature of the Halacha point to a famous story in the Talmud, where Moses is miraculously transported to the House of Study of Rabbi Akiva and is clearly unable to follow the ensuing discussion.", "targets": "Who spoke the words of the Torah to Moses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5486cda8af2c46289a419ce9a38569cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism holds that on Mount Sinai, the Written Law was transmitted along with an Oral Law. The words of the Torah (Pentateuch) were spoken to Moses by God; the laws contained in this Written Torah, the \"Mitzvot\", were given along with detailed explanations in the oral tradition as to how to apply and interpret them. Furthermore, the Oral law includes principles designed to create new rules. The Oral law is held to be transmitted with an extremely high degree of accuracy. Jewish theologians, who choose to emphasize the more evolutionary nature of the Halacha point to a famous story in the Talmud, where Moses is miraculously transported to the House of Study of Rabbi Akiva and is clearly unable to follow the ensuing discussion.", "targets": "What were the laws contained in the written Torah known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5486cda8af2c46289a419ce9a38569cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism holds that on Mount Sinai, the Written Law was transmitted along with an Oral Law. The words of the Torah (Pentateuch) were spoken to Moses by God; the laws contained in this Written Torah, the \"Mitzvot\", were given along with detailed explanations in the oral tradition as to how to apply and interpret them. Furthermore, the Oral law includes principles designed to create new rules. The Oral law is held to be transmitted with an extremely high degree of accuracy. Jewish theologians, who choose to emphasize the more evolutionary nature of the Halacha point to a famous story in the Talmud, where Moses is miraculously transported to the House of Study of Rabbi Akiva and is clearly unable to follow the ensuing discussion.", "targets": "Where is Moses miraculously transported to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5486cda8af2c46289a419ce9a38569cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Orthodox Judaism holds that on Mount Sinai, the Written Law was transmitted along with an Oral Law. The words of the Torah (Pentateuch) were spoken to Moses by God; the laws contained in this Written Torah, the \"Mitzvot\", were given along with detailed explanations in the oral tradition as to how to apply and interpret them. Furthermore, the Oral law includes principles designed to create new rules. The Oral law is held to be transmitted with an extremely high degree of accuracy. Jewish theologians, who choose to emphasize the more evolutionary nature of the Halacha point to a famous story in the Talmud, where Moses is miraculously transported to the House of Study of Rabbi Akiva and is clearly unable to follow the ensuing discussion.", "targets": "What law is held to be transmitted with an extremely high degree of accuracy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03da83e04ec14761b9a3b994064fcd77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City also has several major national and state highways within its city limits. Shields Boulevard (US-77) continues from E.K. Gaylord Boulevard in downtown Oklahoma City and runs south eventually connecting to I-35 near the suburb of Moore. Northwest Expressway (Oklahoma State Highway 3) runs from North Classen Boulevard in north-central Oklahoma City to the northwestern suburbs.", "targets": "What boulevard turns into E.K Gaylord Boulevard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9bc0e2ff6cc424ab9e7705abcdd421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maroons compete in the NCAA's Division III as members of the University Athletic Association (UAA). The university was a founding member of the Big Ten Conference and participated in the NCAA Division I Men's Basketball and Football and was a regular participant in the Men's Basketball tournament. In 1935, the University of Chicago reached the Sweet Sixteen. In 1935, Chicago Maroons football player Jay Berwanger became the first winner of the Heisman Trophy. However, the university chose to withdraw from the conference in 1946 after University President Robert Maynard Hutchins de-emphasized varsity athletics in 1939 and dropped football. (In 1969, Chicago reinstated football as a Division III team, resuming playing its home games at the new Stagg Field.)", "targets": "The Maroons are apart of what association?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9bc0e2ff6cc424ab9e7705abcdd421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maroons compete in the NCAA's Division III as members of the University Athletic Association (UAA). The university was a founding member of the Big Ten Conference and participated in the NCAA Division I Men's Basketball and Football and was a regular participant in the Men's Basketball tournament. In 1935, the University of Chicago reached the Sweet Sixteen. In 1935, Chicago Maroons football player Jay Berwanger became the first winner of the Heisman Trophy. However, the university chose to withdraw from the conference in 1946 after University President Robert Maynard Hutchins de-emphasized varsity athletics in 1939 and dropped football. (In 1969, Chicago reinstated football as a Division III team, resuming playing its home games at the new Stagg Field.)", "targets": "The Maroons compete in what league division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9bc0e2ff6cc424ab9e7705abcdd421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maroons compete in the NCAA's Division III as members of the University Athletic Association (UAA). The university was a founding member of the Big Ten Conference and participated in the NCAA Division I Men's Basketball and Football and was a regular participant in the Men's Basketball tournament. In 1935, the University of Chicago reached the Sweet Sixteen. In 1935, Chicago Maroons football player Jay Berwanger became the first winner of the Heisman Trophy. However, the university chose to withdraw from the conference in 1946 after University President Robert Maynard Hutchins de-emphasized varsity athletics in 1939 and dropped football. (In 1969, Chicago reinstated football as a Division III team, resuming playing its home games at the new Stagg Field.)", "targets": "The university was a founding force behind what conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9bc0e2ff6cc424ab9e7705abcdd421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maroons compete in the NCAA's Division III as members of the University Athletic Association (UAA). The university was a founding member of the Big Ten Conference and participated in the NCAA Division I Men's Basketball and Football and was a regular participant in the Men's Basketball tournament. In 1935, the University of Chicago reached the Sweet Sixteen. In 1935, Chicago Maroons football player Jay Berwanger became the first winner of the Heisman Trophy. However, the university chose to withdraw from the conference in 1946 after University President Robert Maynard Hutchins de-emphasized varsity athletics in 1939 and dropped football. (In 1969, Chicago reinstated football as a Division III team, resuming playing its home games at the new Stagg Field.)", "targets": "What player first won the Heisman Trophy for the university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9bc0e2ff6cc424ab9e7705abcdd421c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Maroons compete in the NCAA's Division III as members of the University Athletic Association (UAA). The university was a founding member of the Big Ten Conference and participated in the NCAA Division I Men's Basketball and Football and was a regular participant in the Men's Basketball tournament. In 1935, the University of Chicago reached the Sweet Sixteen. In 1935, Chicago Maroons football player Jay Berwanger became the first winner of the Heisman Trophy. However, the university chose to withdraw from the conference in 1946 after University President Robert Maynard Hutchins de-emphasized varsity athletics in 1939 and dropped football. (In 1969, Chicago reinstated football as a Division III team, resuming playing its home games at the new Stagg Field.)", "targets": "Why did the university eventually leave the conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "What city did Tesla move to in 1880?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "Why was he unable to enroll at the university? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "How did Tesla attend the university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "Which university did Tesla audit in 1880?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "Where did Tesla go upon leaving Gospic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "When did Tesla go to Prague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "Where was Tesla hoping to attend classes in Prague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6243680c67564fe782adbd623f22bbf1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In January 1880, two of Tesla's uncles put together enough money to help him leave Gospi\u0107 for Prague where he was to study. Unfortunately, he arrived too late to enroll at Charles-Ferdinand University; he never studied Greek, a required subject; and he was illiterate in Czech, another required subject. Tesla did, however, attend lectures at the university, although, as an auditor, he did not receive grades for the courses.", "targets": "Who gave Tesla money to go to Prague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e35abc55d884f9aac302c94246874ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Federal District was ruled by the federal government through an appointed governor, the municipalities within it were autonomous, and this duality of powers created tension between the municipalities and the federal government for more than a century. In 1903, Porfirio D\u00edaz largely reduced the powers of the municipalities within the Federal District. Eventually, in December 1928, the federal government decided to abolish all the municipalities of the Federal District. In place of the municipalities, the Federal District was divided into one \"Central Department\" and 13 delegaciones (boroughs) administered directly by the government of the Federal District. The Central Department was integrated by the former municipalities of Mexico City, Tacuba, Tacubaya and Mixcoac.", "targets": "When were the powers of the municipalities of Mexico City first reduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e35abc55d884f9aac302c94246874ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Federal District was ruled by the federal government through an appointed governor, the municipalities within it were autonomous, and this duality of powers created tension between the municipalities and the federal government for more than a century. In 1903, Porfirio D\u00edaz largely reduced the powers of the municipalities within the Federal District. Eventually, in December 1928, the federal government decided to abolish all the municipalities of the Federal District. In place of the municipalities, the Federal District was divided into one \"Central Department\" and 13 delegaciones (boroughs) administered directly by the government of the Federal District. The Central Department was integrated by the former municipalities of Mexico City, Tacuba, Tacubaya and Mixcoac.", "targets": "When was the autonomy of the municipalities eliminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e35abc55d884f9aac302c94246874ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Federal District was ruled by the federal government through an appointed governor, the municipalities within it were autonomous, and this duality of powers created tension between the municipalities and the federal government for more than a century. In 1903, Porfirio D\u00edaz largely reduced the powers of the municipalities within the Federal District. Eventually, in December 1928, the federal government decided to abolish all the municipalities of the Federal District. In place of the municipalities, the Federal District was divided into one \"Central Department\" and 13 delegaciones (boroughs) administered directly by the government of the Federal District. The Central Department was integrated by the former municipalities of Mexico City, Tacuba, Tacubaya and Mixcoac.", "targets": "How many boroughs did the city consist of when they were first established? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e35abc55d884f9aac302c94246874ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Federal District was ruled by the federal government through an appointed governor, the municipalities within it were autonomous, and this duality of powers created tension between the municipalities and the federal government for more than a century. In 1903, Porfirio D\u00edaz largely reduced the powers of the municipalities within the Federal District. Eventually, in December 1928, the federal government decided to abolish all the municipalities of the Federal District. In place of the municipalities, the Federal District was divided into one \"Central Department\" and 13 delegaciones (boroughs) administered directly by the government of the Federal District. The Central Department was integrated by the former municipalities of Mexico City, Tacuba, Tacubaya and Mixcoac.", "targets": "Who first reduced the power of the municipalities of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e35abc55d884f9aac302c94246874ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While the Federal District was ruled by the federal government through an appointed governor, the municipalities within it were autonomous, and this duality of powers created tension between the municipalities and the federal government for more than a century. In 1903, Porfirio D\u00edaz largely reduced the powers of the municipalities within the Federal District. Eventually, in December 1928, the federal government decided to abolish all the municipalities of the Federal District. In place of the municipalities, the Federal District was divided into one \"Central Department\" and 13 delegaciones (boroughs) administered directly by the government of the Federal District. The Central Department was integrated by the former municipalities of Mexico City, Tacuba, Tacubaya and Mixcoac.", "targets": "Who led Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d14040a9f514302996b0e7c2e8fb141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the firearms used by the infantry, particularly machine guns, can be used to engage low altitude air targets, on occasion with notable success, their effectiveness is generally limited and the muzzle flashes reveal infantry positions. Speed and altitude of modern jet aircraft limit target opportunities, and critical systems may be armored in aircraft designed for the ground attack role. Adaptations of the standard autocannon, originally intended for air-to-ground use, and heavier artillery systems were commonly used for most anti-aircraft gunnery, starting with standard pieces on new mountings, and evolving to specially designed guns with much higher performance prior to World War II.", "targets": "What did the muzzle flashes of the firearms used by the infantry reveal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d14040a9f514302996b0e7c2e8fb141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the firearms used by the infantry, particularly machine guns, can be used to engage low altitude air targets, on occasion with notable success, their effectiveness is generally limited and the muzzle flashes reveal infantry positions. Speed and altitude of modern jet aircraft limit target opportunities, and critical systems may be armored in aircraft designed for the ground attack role. Adaptations of the standard autocannon, originally intended for air-to-ground use, and heavier artillery systems were commonly used for most anti-aircraft gunnery, starting with standard pieces on new mountings, and evolving to specially designed guns with much higher performance prior to World War II.", "targets": "Along with speed of the modern jet, what else limits target opportunities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d14040a9f514302996b0e7c2e8fb141", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although the firearms used by the infantry, particularly machine guns, can be used to engage low altitude air targets, on occasion with notable success, their effectiveness is generally limited and the muzzle flashes reveal infantry positions. Speed and altitude of modern jet aircraft limit target opportunities, and critical systems may be armored in aircraft designed for the ground attack role. Adaptations of the standard autocannon, originally intended for air-to-ground use, and heavier artillery systems were commonly used for most anti-aircraft gunnery, starting with standard pieces on new mountings, and evolving to specially designed guns with much higher performance prior to World War II.", "targets": "Heavier artillery systems were typically used for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fac17f1ef5b4ebfa7095d330f6dcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with personae in general, a character's face or heel alignment may change with time, or remain constant over its lifetime (the most famous example of the latter is Ricky Steamboat, a WWE Hall of Famer who remained a babyface throughout his entire career). Sometimes a character's heel turn will become so popular that eventually the audience response will alter the character's heel-face cycle to the point where the heel persona will, in practice, become a face persona, and what was previously the face persona, will turn into the heel persona, such as when Dwayne Johnson first began using \"The Rock\" persona as a heel character, as opposed to his original \"Rocky Maivia\" babyface persona. Another legendary example is Stone Cold Steve Austin, who was originally booked as a heel, with such mannerisms as drinking on the job, using profanity, breaking company property, and even breaking into people's private homes. However, much to WWF's surprise, the fans enjoyed Austin's antics so much that he became one of the greatest antiheroes in the history of the business. He, along with the stable of D-Generation X, is generally credited with ushering in the Attitude Era of WWF programming.", "targets": "Who is a wrestler who never turned? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fac17f1ef5b4ebfa7095d330f6dcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with personae in general, a character's face or heel alignment may change with time, or remain constant over its lifetime (the most famous example of the latter is Ricky Steamboat, a WWE Hall of Famer who remained a babyface throughout his entire career). Sometimes a character's heel turn will become so popular that eventually the audience response will alter the character's heel-face cycle to the point where the heel persona will, in practice, become a face persona, and what was previously the face persona, will turn into the heel persona, such as when Dwayne Johnson first began using \"The Rock\" persona as a heel character, as opposed to his original \"Rocky Maivia\" babyface persona. Another legendary example is Stone Cold Steve Austin, who was originally booked as a heel, with such mannerisms as drinking on the job, using profanity, breaking company property, and even breaking into people's private homes. However, much to WWF's surprise, the fans enjoyed Austin's antics so much that he became one of the greatest antiheroes in the history of the business. He, along with the stable of D-Generation X, is generally credited with ushering in the Attitude Era of WWF programming.", "targets": "What did Stone Cold Steve Austin start as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fac17f1ef5b4ebfa7095d330f6dcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with personae in general, a character's face or heel alignment may change with time, or remain constant over its lifetime (the most famous example of the latter is Ricky Steamboat, a WWE Hall of Famer who remained a babyface throughout his entire career). Sometimes a character's heel turn will become so popular that eventually the audience response will alter the character's heel-face cycle to the point where the heel persona will, in practice, become a face persona, and what was previously the face persona, will turn into the heel persona, such as when Dwayne Johnson first began using \"The Rock\" persona as a heel character, as opposed to his original \"Rocky Maivia\" babyface persona. Another legendary example is Stone Cold Steve Austin, who was originally booked as a heel, with such mannerisms as drinking on the job, using profanity, breaking company property, and even breaking into people's private homes. However, much to WWF's surprise, the fans enjoyed Austin's antics so much that he became one of the greatest antiheroes in the history of the business. He, along with the stable of D-Generation X, is generally credited with ushering in the Attitude Era of WWF programming.", "targets": "What was The Rock's original character? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fac17f1ef5b4ebfa7095d330f6dcfba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As with personae in general, a character's face or heel alignment may change with time, or remain constant over its lifetime (the most famous example of the latter is Ricky Steamboat, a WWE Hall of Famer who remained a babyface throughout his entire career). Sometimes a character's heel turn will become so popular that eventually the audience response will alter the character's heel-face cycle to the point where the heel persona will, in practice, become a face persona, and what was previously the face persona, will turn into the heel persona, such as when Dwayne Johnson first began using \"The Rock\" persona as a heel character, as opposed to his original \"Rocky Maivia\" babyface persona. Another legendary example is Stone Cold Steve Austin, who was originally booked as a heel, with such mannerisms as drinking on the job, using profanity, breaking company property, and even breaking into people's private homes. However, much to WWF's surprise, the fans enjoyed Austin's antics so much that he became one of the greatest antiheroes in the history of the business. He, along with the stable of D-Generation X, is generally credited with ushering in the Attitude Era of WWF programming.", "targets": "What did Steve Austin become? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cb3f32cf3ba4014ba9caadc07a20f93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jared Diamond describes an \"Evil Quartet\" of habitat destruction, overkill, introduced species, and secondary extinctions. Edward O. Wilson prefers the acronym HIPPO, standing for Habitat destruction, Invasive species, Pollution, human over-Population, and Over-harvesting. The most authoritative classification in use today is IUCN's Classification of Direct Threats which has been adopted by major international conservation organizations such as the US Nature Conservancy, the World Wildlife Fund, Conservation International, and BirdLife International.", "targets": "Who describes the \"Evil Quartet\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cb3f32cf3ba4014ba9caadc07a20f93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jared Diamond describes an \"Evil Quartet\" of habitat destruction, overkill, introduced species, and secondary extinctions. Edward O. Wilson prefers the acronym HIPPO, standing for Habitat destruction, Invasive species, Pollution, human over-Population, and Over-harvesting. The most authoritative classification in use today is IUCN's Classification of Direct Threats which has been adopted by major international conservation organizations such as the US Nature Conservancy, the World Wildlife Fund, Conservation International, and BirdLife International.", "targets": "What describes habitat destruction, overkill, introduced species, and secondary extinctions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cb3f32cf3ba4014ba9caadc07a20f93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jared Diamond describes an \"Evil Quartet\" of habitat destruction, overkill, introduced species, and secondary extinctions. Edward O. Wilson prefers the acronym HIPPO, standing for Habitat destruction, Invasive species, Pollution, human over-Population, and Over-harvesting. The most authoritative classification in use today is IUCN's Classification of Direct Threats which has been adopted by major international conservation organizations such as the US Nature Conservancy, the World Wildlife Fund, Conservation International, and BirdLife International.", "targets": "What describes Habitat destruction, Invasive species, Pollution, human over-Population, and Over-harvesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cb3f32cf3ba4014ba9caadc07a20f93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jared Diamond describes an \"Evil Quartet\" of habitat destruction, overkill, introduced species, and secondary extinctions. Edward O. Wilson prefers the acronym HIPPO, standing for Habitat destruction, Invasive species, Pollution, human over-Population, and Over-harvesting. The most authoritative classification in use today is IUCN's Classification of Direct Threats which has been adopted by major international conservation organizations such as the US Nature Conservancy, the World Wildlife Fund, Conservation International, and BirdLife International.", "targets": "What is the most authoritative classification in use today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cb3f32cf3ba4014ba9caadc07a20f93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jared Diamond describes an \"Evil Quartet\" of habitat destruction, overkill, introduced species, and secondary extinctions. Edward O. Wilson prefers the acronym HIPPO, standing for Habitat destruction, Invasive species, Pollution, human over-Population, and Over-harvesting. The most authoritative classification in use today is IUCN's Classification of Direct Threats which has been adopted by major international conservation organizations such as the US Nature Conservancy, the World Wildlife Fund, Conservation International, and BirdLife International.", "targets": "What funding organization uses the IUCN's Classification of Direct Threats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d350933af9348849fda141508d4a3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee has said that To Kill a Mockingbird is not an autobiography, but rather an example of how an author \"should write about what he knows and write truthfully\". Nevertheless, several people and events from Lee's childhood parallel those of the fictional Scout. Lee's father, Amasa Coleman Lee, was an attorney, similar to Atticus Finch, and in 1919, he defended two black men accused of murder. After they were convicted, hanged and mutilated, he never tried another criminal case. Lee's father was also the editor and publisher of the Monroeville newspaper. Although more of a proponent of racial segregation than Atticus, he gradually became more liberal in his later years. Though Scout's mother died when she was a baby, Lee was 25 when her mother, Frances Cunningham Finch, died. Lee's mother was prone to a nervous condition that rendered her mentally and emotionally absent. Lee had a brother named Edwin, who\u2014like the fictional Jem\u2014was four years older than his sister. As in the novel, a black housekeeper came daily to care for the Lee house and family.", "targets": "Harper Lee has stated that To Kill a Mockingbird is not what genre of book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d350933af9348849fda141508d4a3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee has said that To Kill a Mockingbird is not an autobiography, but rather an example of how an author \"should write about what he knows and write truthfully\". Nevertheless, several people and events from Lee's childhood parallel those of the fictional Scout. Lee's father, Amasa Coleman Lee, was an attorney, similar to Atticus Finch, and in 1919, he defended two black men accused of murder. After they were convicted, hanged and mutilated, he never tried another criminal case. Lee's father was also the editor and publisher of the Monroeville newspaper. Although more of a proponent of racial segregation than Atticus, he gradually became more liberal in his later years. Though Scout's mother died when she was a baby, Lee was 25 when her mother, Frances Cunningham Finch, died. Lee's mother was prone to a nervous condition that rendered her mentally and emotionally absent. Lee had a brother named Edwin, who\u2014like the fictional Jem\u2014was four years older than his sister. As in the novel, a black housekeeper came daily to care for the Lee house and family.", "targets": "What year did Harper Lee's father represent two black men accused of murder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d350933af9348849fda141508d4a3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee has said that To Kill a Mockingbird is not an autobiography, but rather an example of how an author \"should write about what he knows and write truthfully\". Nevertheless, several people and events from Lee's childhood parallel those of the fictional Scout. Lee's father, Amasa Coleman Lee, was an attorney, similar to Atticus Finch, and in 1919, he defended two black men accused of murder. After they were convicted, hanged and mutilated, he never tried another criminal case. Lee's father was also the editor and publisher of the Monroeville newspaper. Although more of a proponent of racial segregation than Atticus, he gradually became more liberal in his later years. Though Scout's mother died when she was a baby, Lee was 25 when her mother, Frances Cunningham Finch, died. Lee's mother was prone to a nervous condition that rendered her mentally and emotionally absent. Lee had a brother named Edwin, who\u2014like the fictional Jem\u2014was four years older than his sister. As in the novel, a black housekeeper came daily to care for the Lee house and family.", "targets": "At what age did Harper Lee's mother die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d350933af9348849fda141508d4a3f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lee has said that To Kill a Mockingbird is not an autobiography, but rather an example of how an author \"should write about what he knows and write truthfully\". Nevertheless, several people and events from Lee's childhood parallel those of the fictional Scout. Lee's father, Amasa Coleman Lee, was an attorney, similar to Atticus Finch, and in 1919, he defended two black men accused of murder. After they were convicted, hanged and mutilated, he never tried another criminal case. Lee's father was also the editor and publisher of the Monroeville newspaper. Although more of a proponent of racial segregation than Atticus, he gradually became more liberal in his later years. Though Scout's mother died when she was a baby, Lee was 25 when her mother, Frances Cunningham Finch, died. Lee's mother was prone to a nervous condition that rendered her mentally and emotionally absent. Lee had a brother named Edwin, who\u2014like the fictional Jem\u2014was four years older than his sister. As in the novel, a black housekeeper came daily to care for the Lee house and family.", "targets": "What titles did Lee's father maintain at the local newspaper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-059e0d48d57a4d33ab8df15fe025daa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1982 Falklands War, the Argentine armed forces deployed the newest west European weapons including the Oerlikon GDF-002 35 mm twin cannon and SAM Roland. The Rapier missile system was the primary GBAD system, used by both British artillery and RAF regiment, a few brand-new FIM-92 Stinger were used by British special forces. Both sides also used the Blowpipe missile. British naval missiles used included Sea Dart and the older Sea Slug longer range systems, Sea Cat and the new Sea Wolf short range systems. Machine guns in AA mountings was used both ashore and afloat.", "targets": "In what war did the armed forces from Argentina use the SAM Roland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-059e0d48d57a4d33ab8df15fe025daa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1982 Falklands War, the Argentine armed forces deployed the newest west European weapons including the Oerlikon GDF-002 35 mm twin cannon and SAM Roland. The Rapier missile system was the primary GBAD system, used by both British artillery and RAF regiment, a few brand-new FIM-92 Stinger were used by British special forces. Both sides also used the Blowpipe missile. British naval missiles used included Sea Dart and the older Sea Slug longer range systems, Sea Cat and the new Sea Wolf short range systems. Machine guns in AA mountings was used both ashore and afloat.", "targets": "What two units used the Rapier missile system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-059e0d48d57a4d33ab8df15fe025daa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1982 Falklands War, the Argentine armed forces deployed the newest west European weapons including the Oerlikon GDF-002 35 mm twin cannon and SAM Roland. The Rapier missile system was the primary GBAD system, used by both British artillery and RAF regiment, a few brand-new FIM-92 Stinger were used by British special forces. Both sides also used the Blowpipe missile. British naval missiles used included Sea Dart and the older Sea Slug longer range systems, Sea Cat and the new Sea Wolf short range systems. Machine guns in AA mountings was used both ashore and afloat.", "targets": "What older system did the British naval use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-059e0d48d57a4d33ab8df15fe025daa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1982 Falklands War, the Argentine armed forces deployed the newest west European weapons including the Oerlikon GDF-002 35 mm twin cannon and SAM Roland. The Rapier missile system was the primary GBAD system, used by both British artillery and RAF regiment, a few brand-new FIM-92 Stinger were used by British special forces. Both sides also used the Blowpipe missile. British naval missiles used included Sea Dart and the older Sea Slug longer range systems, Sea Cat and the new Sea Wolf short range systems. Machine guns in AA mountings was used both ashore and afloat.", "targets": "What new short range systems did the British naval use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-059e0d48d57a4d33ab8df15fe025daa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1982 Falklands War, the Argentine armed forces deployed the newest west European weapons including the Oerlikon GDF-002 35 mm twin cannon and SAM Roland. The Rapier missile system was the primary GBAD system, used by both British artillery and RAF regiment, a few brand-new FIM-92 Stinger were used by British special forces. Both sides also used the Blowpipe missile. British naval missiles used included Sea Dart and the older Sea Slug longer range systems, Sea Cat and the new Sea Wolf short range systems. Machine guns in AA mountings was used both ashore and afloat.", "targets": "What was used in AA mountings on both land and water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9ce21c80d54505984f3ded28ddd06d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manufacturers of devices may have their own proprietary numbering system, for example CK722. Since devices are second-sourced, a manufacturer's prefix (like \"MPF\" in MPF102, which originally would denote a Motorola FET) now is an unreliable indicator of who made the device. Some proprietary naming schemes adopt parts of other naming schemes, for example a PN2222A is a (possibly Fairchild Semiconductor) 2N2222A in a plastic case (but a PN108 is a plastic version of a BC108, not a 2N108, while the PN100 is unrelated to other xx100 devices).", "targets": "What was once an indicator of the devices creator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9ce21c80d54505984f3ded28ddd06d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manufacturers of devices may have their own proprietary numbering system, for example CK722. Since devices are second-sourced, a manufacturer's prefix (like \"MPF\" in MPF102, which originally would denote a Motorola FET) now is an unreliable indicator of who made the device. Some proprietary naming schemes adopt parts of other naming schemes, for example a PN2222A is a (possibly Fairchild Semiconductor) 2N2222A in a plastic case (but a PN108 is a plastic version of a BC108, not a 2N108, while the PN100 is unrelated to other xx100 devices).", "targets": "What makes a manufacturer's prefix less reliable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9ce21c80d54505984f3ded28ddd06d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manufacturers of devices may have their own proprietary numbering system, for example CK722. Since devices are second-sourced, a manufacturer's prefix (like \"MPF\" in MPF102, which originally would denote a Motorola FET) now is an unreliable indicator of who made the device. Some proprietary naming schemes adopt parts of other naming schemes, for example a PN2222A is a (possibly Fairchild Semiconductor) 2N2222A in a plastic case (but a PN108 is a plastic version of a BC108, not a 2N108, while the PN100 is unrelated to other xx100 devices).", "targets": "What is the marking for a 2N2222A in a plastic case?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9ce21c80d54505984f3ded28ddd06d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manufacturers of devices may have their own proprietary numbering system, for example CK722. Since devices are second-sourced, a manufacturer's prefix (like \"MPF\" in MPF102, which originally would denote a Motorola FET) now is an unreliable indicator of who made the device. Some proprietary naming schemes adopt parts of other naming schemes, for example a PN2222A is a (possibly Fairchild Semiconductor) 2N2222A in a plastic case (but a PN108 is a plastic version of a BC108, not a 2N108, while the PN100 is unrelated to other xx100 devices).", "targets": "What is a plastic version of a BC108?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8dabc353768f4a0ab3d48c1fe23de5f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wendy Leigh, who wrote an unofficial biography on Schwarzenegger, claims he plotted his political rise from an early age using the movie business and bodybuilding as building blocks to escape a depressing home. Leigh portrays Schwarzenegger as obsessed with power and quotes him as saying, \"I wanted to be part of the small percentage of people who were leaders, not the large mass of followers. I think it is because I saw leaders use 100% of their potential \u2013 I was always fascinated by people in control of other people.\" Schwarzenegger has said that it was never his intention to enter politics, but he says, \"I married into a political family. You get together with them and you hear about policy, about reaching out to help people. I was exposed to the idea of being a public servant and Eunice and Sargent Shriver became my heroes.\" Eunice Kennedy Shriver was sister of John F. Kennedy, and mother-in-law to Schwarzenegger; Sargent Shriver is husband to Eunice and father-in-law to Schwarzenegger. He cannot run for president as he is not a natural born citizen of the United States. In The Simpsons Movie (2007), he is portrayed as the president, and in the Sylvester Stallone movie, Demolition Man (1993, ten years before his first run for political office), it is revealed that a constitutional amendment passed which allowed Schwarzenegger to become president.", "targets": "What author claimed Schwarzenegger is power-obsessed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8dabc353768f4a0ab3d48c1fe23de5f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wendy Leigh, who wrote an unofficial biography on Schwarzenegger, claims he plotted his political rise from an early age using the movie business and bodybuilding as building blocks to escape a depressing home. Leigh portrays Schwarzenegger as obsessed with power and quotes him as saying, \"I wanted to be part of the small percentage of people who were leaders, not the large mass of followers. I think it is because I saw leaders use 100% of their potential \u2013 I was always fascinated by people in control of other people.\" Schwarzenegger has said that it was never his intention to enter politics, but he says, \"I married into a political family. You get together with them and you hear about policy, about reaching out to help people. I was exposed to the idea of being a public servant and Eunice and Sargent Shriver became my heroes.\" Eunice Kennedy Shriver was sister of John F. Kennedy, and mother-in-law to Schwarzenegger; Sargent Shriver is husband to Eunice and father-in-law to Schwarzenegger. He cannot run for president as he is not a natural born citizen of the United States. In The Simpsons Movie (2007), he is portrayed as the president, and in the Sylvester Stallone movie, Demolition Man (1993, ten years before his first run for political office), it is revealed that a constitutional amendment passed which allowed Schwarzenegger to become president.", "targets": "What's Schwarzenegger's father-in-law's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8dabc353768f4a0ab3d48c1fe23de5f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Wendy Leigh, who wrote an unofficial biography on Schwarzenegger, claims he plotted his political rise from an early age using the movie business and bodybuilding as building blocks to escape a depressing home. Leigh portrays Schwarzenegger as obsessed with power and quotes him as saying, \"I wanted to be part of the small percentage of people who were leaders, not the large mass of followers. I think it is because I saw leaders use 100% of their potential \u2013 I was always fascinated by people in control of other people.\" Schwarzenegger has said that it was never his intention to enter politics, but he says, \"I married into a political family. You get together with them and you hear about policy, about reaching out to help people. I was exposed to the idea of being a public servant and Eunice and Sargent Shriver became my heroes.\" Eunice Kennedy Shriver was sister of John F. Kennedy, and mother-in-law to Schwarzenegger; Sargent Shriver is husband to Eunice and father-in-law to Schwarzenegger. He cannot run for president as he is not a natural born citizen of the United States. In The Simpsons Movie (2007), he is portrayed as the president, and in the Sylvester Stallone movie, Demolition Man (1993, ten years before his first run for political office), it is revealed that a constitutional amendment passed which allowed Schwarzenegger to become president.", "targets": "Schwarzenegger shows up as the President of the United States in what 2007 animated movie?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d9678f1bdc6404e8d9e1b95285e74b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physiologically, the function of the brain is to exert centralized control over the other organs of the body. The brain acts on the rest of the body both by generating patterns of muscle activity and by driving the secretion of chemicals called hormones. This centralized control allows rapid and coordinated responses to changes in the environment. Some basic types of responsiveness such as reflexes can be mediated by the spinal cord or peripheral ganglia, but sophisticated purposeful control of behavior based on complex sensory input requires the information integrating capabilities of a centralized brain.", "targets": "Hormones secreted are driven by what organ in the body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d9678f1bdc6404e8d9e1b95285e74b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physiologically, the function of the brain is to exert centralized control over the other organs of the body. The brain acts on the rest of the body both by generating patterns of muscle activity and by driving the secretion of chemicals called hormones. This centralized control allows rapid and coordinated responses to changes in the environment. Some basic types of responsiveness such as reflexes can be mediated by the spinal cord or peripheral ganglia, but sophisticated purposeful control of behavior based on complex sensory input requires the information integrating capabilities of a centralized brain.", "targets": "What type of responsiveness can be used without a brain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d9678f1bdc6404e8d9e1b95285e74b6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physiologically, the function of the brain is to exert centralized control over the other organs of the body. The brain acts on the rest of the body both by generating patterns of muscle activity and by driving the secretion of chemicals called hormones. This centralized control allows rapid and coordinated responses to changes in the environment. Some basic types of responsiveness such as reflexes can be mediated by the spinal cord or peripheral ganglia, but sophisticated purposeful control of behavior based on complex sensory input requires the information integrating capabilities of a centralized brain.", "targets": "Reflexes only require one of what two structures in a body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb289eb1fe047eab7139fb4cd73126d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional New York area accent is characterized as non-rhotic, so that the sound [\u0279] does not appear at the end of a syllable or immediately before a consonant; hence the pronunciation of the city name as \"New Yawk.\" There is no [\u0279] in words like park [p\u0251\u0259k] or [p\u0252\u0259k] (with vowel backed and diphthongized due to the low-back chain shift), butter [b\u028c\u027e\u0259], or here [hi\u0259]. In another feature called the low back chain shift, the [\u0254] vowel sound of words like talk, law, cross, chocolate, and coffee and the often homophonous [\u0254r] in core and more are tensed and usually raised more than in General American. In the most old-fashioned and extreme versions of the New York dialect, the vowel sounds of words like \"girl\" and of words like \"oil\" became a diphthong [\u025c\u026a]. This would often be misperceived by speakers of other accents as a reversal of the er and oy sounds, so that girl is pronounced \"goil\" and oil is pronounced \"erl\"; this leads to the caricature of New Yorkers saying things like \"Joizey\" (Jersey), \"Toidy-Toid Street\" (33rd St.) and \"terlet\" (toilet). The character Archie Bunker from the 1970s sitcom All in the Family (played by Carroll O'Connor) was a notable example of having used this pattern of speech, which continues to fade in its overall presence.", "targets": "What sitcom did the Archie Bunker character feature in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb289eb1fe047eab7139fb4cd73126d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional New York area accent is characterized as non-rhotic, so that the sound [\u0279] does not appear at the end of a syllable or immediately before a consonant; hence the pronunciation of the city name as \"New Yawk.\" There is no [\u0279] in words like park [p\u0251\u0259k] or [p\u0252\u0259k] (with vowel backed and diphthongized due to the low-back chain shift), butter [b\u028c\u027e\u0259], or here [hi\u0259]. In another feature called the low back chain shift, the [\u0254] vowel sound of words like talk, law, cross, chocolate, and coffee and the often homophonous [\u0254r] in core and more are tensed and usually raised more than in General American. In the most old-fashioned and extreme versions of the New York dialect, the vowel sounds of words like \"girl\" and of words like \"oil\" became a diphthong [\u025c\u026a]. This would often be misperceived by speakers of other accents as a reversal of the er and oy sounds, so that girl is pronounced \"goil\" and oil is pronounced \"erl\"; this leads to the caricature of New Yorkers saying things like \"Joizey\" (Jersey), \"Toidy-Toid Street\" (33rd St.) and \"terlet\" (toilet). The character Archie Bunker from the 1970s sitcom All in the Family (played by Carroll O'Connor) was a notable example of having used this pattern of speech, which continues to fade in its overall presence.", "targets": "What actor performed the role of Archie Bunker?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb289eb1fe047eab7139fb4cd73126d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The traditional New York area accent is characterized as non-rhotic, so that the sound [\u0279] does not appear at the end of a syllable or immediately before a consonant; hence the pronunciation of the city name as \"New Yawk.\" There is no [\u0279] in words like park [p\u0251\u0259k] or [p\u0252\u0259k] (with vowel backed and diphthongized due to the low-back chain shift), butter [b\u028c\u027e\u0259], or here [hi\u0259]. In another feature called the low back chain shift, the [\u0254] vowel sound of words like talk, law, cross, chocolate, and coffee and the often homophonous [\u0254r] in core and more are tensed and usually raised more than in General American. In the most old-fashioned and extreme versions of the New York dialect, the vowel sounds of words like \"girl\" and of words like \"oil\" became a diphthong [\u025c\u026a]. This would often be misperceived by speakers of other accents as a reversal of the er and oy sounds, so that girl is pronounced \"goil\" and oil is pronounced \"erl\"; this leads to the caricature of New Yorkers saying things like \"Joizey\" (Jersey), \"Toidy-Toid Street\" (33rd St.) and \"terlet\" (toilet). The character Archie Bunker from the 1970s sitcom All in the Family (played by Carroll O'Connor) was a notable example of having used this pattern of speech, which continues to fade in its overall presence.", "targets": "What is the transliteration of the way in which New Yorkers are perceived to pronounce the name of their city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b22f07a3f93493eb518e3fbad72fa19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.", "targets": "What is student motivation about school linked to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b22f07a3f93493eb518e3fbad72fa19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.", "targets": "What type of relationships do enthusiastic teachers cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b22f07a3f93493eb518e3fbad72fa19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.", "targets": "What does a student's academic goals include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b22f07a3f93493eb518e3fbad72fa19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.", "targets": "What should a teacher guide a student in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b22f07a3f93493eb518e3fbad72fa19", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.", "targets": "What is strongly linked to good student-teacher relationships?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f81cd3749b54441962a1c1239f376c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese (Famicom) cartridges are shaped slightly differently. While the NES used a 72-pin interface, the Famicom system used a 60-pin design. Unlike NES games, official Famicom cartridges were produced in many colors of plastic. Adapters, similar in design to the popular accessory Game Genie, are available that allow Famicom games to be played on an NES. In Japan, several companies manufactured the cartridges for the Famicom. This allowed these companies to develop their own customized chips designed for specific purposes, such as chips that increased the quality of sound in their games.", "targets": "Which cartridges were shaped slightly differently?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f81cd3749b54441962a1c1239f376c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese (Famicom) cartridges are shaped slightly differently. While the NES used a 72-pin interface, the Famicom system used a 60-pin design. Unlike NES games, official Famicom cartridges were produced in many colors of plastic. Adapters, similar in design to the popular accessory Game Genie, are available that allow Famicom games to be played on an NES. In Japan, several companies manufactured the cartridges for the Famicom. This allowed these companies to develop their own customized chips designed for specific purposes, such as chips that increased the quality of sound in their games.", "targets": "Which interface did the NES use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f81cd3749b54441962a1c1239f376c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese (Famicom) cartridges are shaped slightly differently. While the NES used a 72-pin interface, the Famicom system used a 60-pin design. Unlike NES games, official Famicom cartridges were produced in many colors of plastic. Adapters, similar in design to the popular accessory Game Genie, are available that allow Famicom games to be played on an NES. In Japan, several companies manufactured the cartridges for the Famicom. This allowed these companies to develop their own customized chips designed for specific purposes, such as chips that increased the quality of sound in their games.", "targets": "Which interface did Famicom use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f81cd3749b54441962a1c1239f376c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Japanese (Famicom) cartridges are shaped slightly differently. While the NES used a 72-pin interface, the Famicom system used a 60-pin design. Unlike NES games, official Famicom cartridges were produced in many colors of plastic. Adapters, similar in design to the popular accessory Game Genie, are available that allow Famicom games to be played on an NES. In Japan, several companies manufactured the cartridges for the Famicom. This allowed these companies to develop their own customized chips designed for specific purposes, such as chips that increased the quality of sound in their games.", "targets": "Various companies in Japan did what to their games for certain specifics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d77b6735c649888c38e373840eb512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1999, Big Finish Productions has released several different series of Doctor Who audios on CD. The earliest of these featured the Fifth, Sixth and Seventh Doctors, with Paul McGann's Eight Doctor joining the line in 2001. Tom Baker's Fourth Doctor began appearing for Big Finish in 2012. Along with the main range, adventures of the First, Second and Third Doctors have been produced in both limited cast and full cast formats, as well as audiobooks. The 2013 series Destiny of the Doctor, produced as part of the series' 50th Anniversary celebrations, marked the first time Big Finish created stories (in this case audiobooks) featuring the Doctors from the revived show.", "targets": "Which Doctors were highlighted on the first audio releases on CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d77b6735c649888c38e373840eb512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1999, Big Finish Productions has released several different series of Doctor Who audios on CD. The earliest of these featured the Fifth, Sixth and Seventh Doctors, with Paul McGann's Eight Doctor joining the line in 2001. Tom Baker's Fourth Doctor began appearing for Big Finish in 2012. Along with the main range, adventures of the First, Second and Third Doctors have been produced in both limited cast and full cast formats, as well as audiobooks. The 2013 series Destiny of the Doctor, produced as part of the series' 50th Anniversary celebrations, marked the first time Big Finish created stories (in this case audiobooks) featuring the Doctors from the revived show.", "targets": "What series featured Doctors from the revised version of Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d77b6735c649888c38e373840eb512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1999, Big Finish Productions has released several different series of Doctor Who audios on CD. The earliest of these featured the Fifth, Sixth and Seventh Doctors, with Paul McGann's Eight Doctor joining the line in 2001. Tom Baker's Fourth Doctor began appearing for Big Finish in 2012. Along with the main range, adventures of the First, Second and Third Doctors have been produced in both limited cast and full cast formats, as well as audiobooks. The 2013 series Destiny of the Doctor, produced as part of the series' 50th Anniversary celebrations, marked the first time Big Finish created stories (in this case audiobooks) featuring the Doctors from the revived show.", "targets": "What company released the CD versions of the Doctor Who stories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d77b6735c649888c38e373840eb512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1999, Big Finish Productions has released several different series of Doctor Who audios on CD. The earliest of these featured the Fifth, Sixth and Seventh Doctors, with Paul McGann's Eight Doctor joining the line in 2001. Tom Baker's Fourth Doctor began appearing for Big Finish in 2012. Along with the main range, adventures of the First, Second and Third Doctors have been produced in both limited cast and full cast formats, as well as audiobooks. The 2013 series Destiny of the Doctor, produced as part of the series' 50th Anniversary celebrations, marked the first time Big Finish created stories (in this case audiobooks) featuring the Doctors from the revived show.", "targets": "What year were the first Doctor Who stories available on CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1d77b6735c649888c38e373840eb512", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1999, Big Finish Productions has released several different series of Doctor Who audios on CD. The earliest of these featured the Fifth, Sixth and Seventh Doctors, with Paul McGann's Eight Doctor joining the line in 2001. Tom Baker's Fourth Doctor began appearing for Big Finish in 2012. Along with the main range, adventures of the First, Second and Third Doctors have been produced in both limited cast and full cast formats, as well as audiobooks. The 2013 series Destiny of the Doctor, produced as part of the series' 50th Anniversary celebrations, marked the first time Big Finish created stories (in this case audiobooks) featuring the Doctors from the revived show.", "targets": "When did the Fourth Doctor appear on CD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f277258dd7ff4b4f988e0bded1605667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930 Thuringia was one of the free states where the Nazis gained real political power. Wilhelm Frick was appointed Minister of the Interior for the state of Thuringia after the Nazi Party won six delegates to the Thuringia Diet. In this position he removed from the Thuringia police force anyone he suspected of being a republican and replaced them with men who were favourable towards the Nazi Party. He also ensured that whenever an important position came up within Thuringia, he used his power to ensure that a Nazi was given that post.", "targets": "When did nazis gain power in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f277258dd7ff4b4f988e0bded1605667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930 Thuringia was one of the free states where the Nazis gained real political power. Wilhelm Frick was appointed Minister of the Interior for the state of Thuringia after the Nazi Party won six delegates to the Thuringia Diet. In this position he removed from the Thuringia police force anyone he suspected of being a republican and replaced them with men who were favourable towards the Nazi Party. He also ensured that whenever an important position came up within Thuringia, he used his power to ensure that a Nazi was given that post.", "targets": "Who was the minister of the Interior for Thuringia in 1930?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f277258dd7ff4b4f988e0bded1605667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930 Thuringia was one of the free states where the Nazis gained real political power. Wilhelm Frick was appointed Minister of the Interior for the state of Thuringia after the Nazi Party won six delegates to the Thuringia Diet. In this position he removed from the Thuringia police force anyone he suspected of being a republican and replaced them with men who were favourable towards the Nazi Party. He also ensured that whenever an important position came up within Thuringia, he used his power to ensure that a Nazi was given that post.", "targets": "How many delegates did the nazi party win in 1930?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f277258dd7ff4b4f988e0bded1605667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930 Thuringia was one of the free states where the Nazis gained real political power. Wilhelm Frick was appointed Minister of the Interior for the state of Thuringia after the Nazi Party won six delegates to the Thuringia Diet. In this position he removed from the Thuringia police force anyone he suspected of being a republican and replaced them with men who were favourable towards the Nazi Party. He also ensured that whenever an important position came up within Thuringia, he used his power to ensure that a Nazi was given that post.", "targets": "Who did Frick remove from the police force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f277258dd7ff4b4f988e0bded1605667", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930 Thuringia was one of the free states where the Nazis gained real political power. Wilhelm Frick was appointed Minister of the Interior for the state of Thuringia after the Nazi Party won six delegates to the Thuringia Diet. In this position he removed from the Thuringia police force anyone he suspected of being a republican and replaced them with men who were favourable towards the Nazi Party. He also ensured that whenever an important position came up within Thuringia, he used his power to ensure that a Nazi was given that post.", "targets": "Who did Frick replace republican police with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7906ee53e1ca4ad3ba0eefb91f1c5a1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has some of the world's tallest mountains, with several of them making the top ten list. Mount Everest, located on the border with Nepal, is, at 8,848 metres (29,029 ft), the highest mountain on earth. Several major rivers have their source in the Tibetan Plateau (mostly in present-day Qinghai Province). These include the Yangtze, Yellow River, Indus River, Mekong, Ganges, Salween and the Yarlung Tsangpo River (Brahmaputra River). The Yarlung Tsangpo Grand Canyon, along the Yarlung Tsangpo River, is among the deepest and longest canyons in the world.", "targets": "On which border of Tibet is Mount Everest located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7906ee53e1ca4ad3ba0eefb91f1c5a1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has some of the world's tallest mountains, with several of them making the top ten list. Mount Everest, located on the border with Nepal, is, at 8,848 metres (29,029 ft), the highest mountain on earth. Several major rivers have their source in the Tibetan Plateau (mostly in present-day Qinghai Province). These include the Yangtze, Yellow River, Indus River, Mekong, Ganges, Salween and the Yarlung Tsangpo River (Brahmaputra River). The Yarlung Tsangpo Grand Canyon, along the Yarlung Tsangpo River, is among the deepest and longest canyons in the world.", "targets": "How tall, in feet, is Mount Everest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7906ee53e1ca4ad3ba0eefb91f1c5a1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tibet has some of the world's tallest mountains, with several of them making the top ten list. Mount Everest, located on the border with Nepal, is, at 8,848 metres (29,029 ft), the highest mountain on earth. Several major rivers have their source in the Tibetan Plateau (mostly in present-day Qinghai Province). These include the Yangtze, Yellow River, Indus River, Mekong, Ganges, Salween and the Yarlung Tsangpo River (Brahmaputra River). The Yarlung Tsangpo Grand Canyon, along the Yarlung Tsangpo River, is among the deepest and longest canyons in the world.", "targets": "Where is the source of the Yangtze river?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adef6765f5814ccd8bcfa96ab03a2cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1530 a royal act restricted all shipments of coal from Tyneside to Newcastle Quayside, giving a monopoly in the coal trade to a cartel of Newcastle burgesses known as the Hostmen. This monopoly, which lasted for a considerable time, helped Newcastle prosper and develop into a major town. The phrase taking coals to Newcastle was first recorded contextually in 1538. The phrase itself means a pointless pursuit. In the 18th century American Timothy Dexter, an entrepreneur, widely regarded as an eccentric, defied this idiom. He was persuaded to sail a shipment of coal to Newcastle by merchants plotting to ruin him; however his shipment arrived on the Tyne during a strike that had crippled local production; unexpectedly he made a considerable profit.", "targets": "What did a 1530 royal act restrict shipments of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adef6765f5814ccd8bcfa96ab03a2cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1530 a royal act restricted all shipments of coal from Tyneside to Newcastle Quayside, giving a monopoly in the coal trade to a cartel of Newcastle burgesses known as the Hostmen. This monopoly, which lasted for a considerable time, helped Newcastle prosper and develop into a major town. The phrase taking coals to Newcastle was first recorded contextually in 1538. The phrase itself means a pointless pursuit. In the 18th century American Timothy Dexter, an entrepreneur, widely regarded as an eccentric, defied this idiom. He was persuaded to sail a shipment of coal to Newcastle by merchants plotting to ruin him; however his shipment arrived on the Tyne during a strike that had crippled local production; unexpectedly he made a considerable profit.", "targets": "What was the cartel of Newcastle burgesses known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adef6765f5814ccd8bcfa96ab03a2cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1530 a royal act restricted all shipments of coal from Tyneside to Newcastle Quayside, giving a monopoly in the coal trade to a cartel of Newcastle burgesses known as the Hostmen. This monopoly, which lasted for a considerable time, helped Newcastle prosper and develop into a major town. The phrase taking coals to Newcastle was first recorded contextually in 1538. The phrase itself means a pointless pursuit. In the 18th century American Timothy Dexter, an entrepreneur, widely regarded as an eccentric, defied this idiom. He was persuaded to sail a shipment of coal to Newcastle by merchants plotting to ruin him; however his shipment arrived on the Tyne during a strike that had crippled local production; unexpectedly he made a considerable profit.", "targets": "What does the phrase \"taking coals to Newcastle\" mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adef6765f5814ccd8bcfa96ab03a2cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1530 a royal act restricted all shipments of coal from Tyneside to Newcastle Quayside, giving a monopoly in the coal trade to a cartel of Newcastle burgesses known as the Hostmen. This monopoly, which lasted for a considerable time, helped Newcastle prosper and develop into a major town. The phrase taking coals to Newcastle was first recorded contextually in 1538. The phrase itself means a pointless pursuit. In the 18th century American Timothy Dexter, an entrepreneur, widely regarded as an eccentric, defied this idiom. He was persuaded to sail a shipment of coal to Newcastle by merchants plotting to ruin him; however his shipment arrived on the Tyne during a strike that had crippled local production; unexpectedly he made a considerable profit.", "targets": "What was the American Timothy Dexter widely regarded as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adef6765f5814ccd8bcfa96ab03a2cc0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1530 a royal act restricted all shipments of coal from Tyneside to Newcastle Quayside, giving a monopoly in the coal trade to a cartel of Newcastle burgesses known as the Hostmen. This monopoly, which lasted for a considerable time, helped Newcastle prosper and develop into a major town. The phrase taking coals to Newcastle was first recorded contextually in 1538. The phrase itself means a pointless pursuit. In the 18th century American Timothy Dexter, an entrepreneur, widely regarded as an eccentric, defied this idiom. He was persuaded to sail a shipment of coal to Newcastle by merchants plotting to ruin him; however his shipment arrived on the Tyne during a strike that had crippled local production; unexpectedly he made a considerable profit.", "targets": "What did the merchants of Newcastle plot to do to Timothy Dexter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adec0ab7b8244acd9be27eea9e7a2116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funafuti is the only port but there is a deep-water berth in the harbour at Nukufetau. The merchant marine fleet consists of two passenger/cargo ships Nivaga III and Manu Folau. These ships carry cargo and passengers between the main atolls and travel between Suva, Fiji and Funafuti 3 to 4 times a year. The Nivaga III and Manu Folau provide round trip visits to the outer islands every three or four weeks. The Manu Folau is a 50-metre vessel that was a gift from Japan to the people of Tuvalu. In 2015 the United Nations Development Program (UNDP) assisted the government of Tuvalu to acquire MV Talamoana, a 30-metre vessel that will be used to implement Tuvalu's National Adaptation Programme of Action (NAPA) to transport government officials and project personnel to the outer islands. In 2015 the Nivaga III was donated by the government of Japan; it replaced the Nivaga II, which had serviced Tuvalu from 1989.", "targets": "Where is Tuvalu's only port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adec0ab7b8244acd9be27eea9e7a2116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funafuti is the only port but there is a deep-water berth in the harbour at Nukufetau. The merchant marine fleet consists of two passenger/cargo ships Nivaga III and Manu Folau. These ships carry cargo and passengers between the main atolls and travel between Suva, Fiji and Funafuti 3 to 4 times a year. The Nivaga III and Manu Folau provide round trip visits to the outer islands every three or four weeks. The Manu Folau is a 50-metre vessel that was a gift from Japan to the people of Tuvalu. In 2015 the United Nations Development Program (UNDP) assisted the government of Tuvalu to acquire MV Talamoana, a 30-metre vessel that will be used to implement Tuvalu's National Adaptation Programme of Action (NAPA) to transport government officials and project personnel to the outer islands. In 2015 the Nivaga III was donated by the government of Japan; it replaced the Nivaga II, which had serviced Tuvalu from 1989.", "targets": "Where is there a deep water berth available on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adec0ab7b8244acd9be27eea9e7a2116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funafuti is the only port but there is a deep-water berth in the harbour at Nukufetau. The merchant marine fleet consists of two passenger/cargo ships Nivaga III and Manu Folau. These ships carry cargo and passengers between the main atolls and travel between Suva, Fiji and Funafuti 3 to 4 times a year. The Nivaga III and Manu Folau provide round trip visits to the outer islands every three or four weeks. The Manu Folau is a 50-metre vessel that was a gift from Japan to the people of Tuvalu. In 2015 the United Nations Development Program (UNDP) assisted the government of Tuvalu to acquire MV Talamoana, a 30-metre vessel that will be used to implement Tuvalu's National Adaptation Programme of Action (NAPA) to transport government officials and project personnel to the outer islands. In 2015 the Nivaga III was donated by the government of Japan; it replaced the Nivaga II, which had serviced Tuvalu from 1989.", "targets": "Of how many ships does the merchant marine fleet consist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adec0ab7b8244acd9be27eea9e7a2116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funafuti is the only port but there is a deep-water berth in the harbour at Nukufetau. The merchant marine fleet consists of two passenger/cargo ships Nivaga III and Manu Folau. These ships carry cargo and passengers between the main atolls and travel between Suva, Fiji and Funafuti 3 to 4 times a year. The Nivaga III and Manu Folau provide round trip visits to the outer islands every three or four weeks. The Manu Folau is a 50-metre vessel that was a gift from Japan to the people of Tuvalu. In 2015 the United Nations Development Program (UNDP) assisted the government of Tuvalu to acquire MV Talamoana, a 30-metre vessel that will be used to implement Tuvalu's National Adaptation Programme of Action (NAPA) to transport government officials and project personnel to the outer islands. In 2015 the Nivaga III was donated by the government of Japan; it replaced the Nivaga II, which had serviced Tuvalu from 1989.", "targets": "What ship did Japan donate to Tuvalu in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adec0ab7b8244acd9be27eea9e7a2116", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Funafuti is the only port but there is a deep-water berth in the harbour at Nukufetau. The merchant marine fleet consists of two passenger/cargo ships Nivaga III and Manu Folau. These ships carry cargo and passengers between the main atolls and travel between Suva, Fiji and Funafuti 3 to 4 times a year. The Nivaga III and Manu Folau provide round trip visits to the outer islands every three or four weeks. The Manu Folau is a 50-metre vessel that was a gift from Japan to the people of Tuvalu. In 2015 the United Nations Development Program (UNDP) assisted the government of Tuvalu to acquire MV Talamoana, a 30-metre vessel that will be used to implement Tuvalu's National Adaptation Programme of Action (NAPA) to transport government officials and project personnel to the outer islands. In 2015 the Nivaga III was donated by the government of Japan; it replaced the Nivaga II, which had serviced Tuvalu from 1989.", "targets": "What do Tuvalu's merchant fleet carry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What were the things that post-punk really got into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What are non-rock styles that post-punk used as inspiration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What aesthetic did Matthew Bannister associate with post-punk?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What music did post-punk end to reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "As a movement, post-punk has been characterized by its conceptual assault on what conventions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What does post-punk reject any of which are perceived as being traditionalist, hegemonic, or rockist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What is one of the foundational aspects post-punk is deeply favorable towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "How did post-punk artists once again approach the studio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26f401eda09a47ddbc02ac8021514f32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the music varied widely between regions and artists, the post-punk movement has been characterized by its \"conceptual assault\" on rock conventions and rejection of aesthetics perceived of as traditionalist, hegemonic or rockist in favor of experimentation with production techniques and non-rock musical styles such as dub, electronic music, disco, noise, jazz, krautrock, world music and the avant-garde. While post-punk musicians often avoided or intentionally obscured conventional influences, previous musical styles did serve as touchstones for the movement, including particular brands of glam, art rock and \"[the] dark undercurrent of '60s music\".[nb 1] According to Reynolds, artists once again approached the studio as an instrument, using new recording methods and pursuing novel sonic territories. Author Matthew Bannister wrote that post-punk artists rejected the high cultural references of 1960s rock artists like the Beatles and Bob Dylan as well as paradigms that defined \"rock as progressive, as art, as 'sterile' studio perfectionism ... by adopting an avant-garde aesthetic\".", "targets": "What references did post-punk artists specifically reject of the 1960s rock artists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bb14b5afcb45bdba7b131ba97f46bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the revival, in 1809 linguist and historian Josef Dobrovsk\u00fd released a German-language grammar of Old Czech entitled Ausf\u00fchrliches Lehrgeb\u00e4ude der b\u00f6hmischen Sprache (Comprehensive Doctrine of the Bohemian Language). Dobrovsk\u00fd had intended his book to be descriptive, and did not think Czech had a realistic chance of returning as a major language. However, Josef Jungmann and other revivalists used Dobrovsk\u00fd's book to advocate for a Czech linguistic revival. Changes during this time included spelling reform (notably, \u00ed in place of the former j and j in place of g), the use of t (rather than ti) to end infinitive verbs and the non-capitalization of nouns (which had been a late borrowing from German). These changes differentiated Czech from Slovak. Modern scholars disagree about whether the conservative revivalists were motivated by nationalism or considered contemporary spoken Czech unsuitable for formal, widespread use.", "targets": "What was the professions of Joseph Dobrovsk\u00fd?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bb14b5afcb45bdba7b131ba97f46bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the revival, in 1809 linguist and historian Josef Dobrovsk\u00fd released a German-language grammar of Old Czech entitled Ausf\u00fchrliches Lehrgeb\u00e4ude der b\u00f6hmischen Sprache (Comprehensive Doctrine of the Bohemian Language). Dobrovsk\u00fd had intended his book to be descriptive, and did not think Czech had a realistic chance of returning as a major language. However, Josef Jungmann and other revivalists used Dobrovsk\u00fd's book to advocate for a Czech linguistic revival. Changes during this time included spelling reform (notably, \u00ed in place of the former j and j in place of g), the use of t (rather than ti) to end infinitive verbs and the non-capitalization of nouns (which had been a late borrowing from German). These changes differentiated Czech from Slovak. Modern scholars disagree about whether the conservative revivalists were motivated by nationalism or considered contemporary spoken Czech unsuitable for formal, widespread use.", "targets": "What didn't Dobrovsk\u00fd think Czech had a chance of returning as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bb14b5afcb45bdba7b131ba97f46bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the revival, in 1809 linguist and historian Josef Dobrovsk\u00fd released a German-language grammar of Old Czech entitled Ausf\u00fchrliches Lehrgeb\u00e4ude der b\u00f6hmischen Sprache (Comprehensive Doctrine of the Bohemian Language). Dobrovsk\u00fd had intended his book to be descriptive, and did not think Czech had a realistic chance of returning as a major language. However, Josef Jungmann and other revivalists used Dobrovsk\u00fd's book to advocate for a Czech linguistic revival. Changes during this time included spelling reform (notably, \u00ed in place of the former j and j in place of g), the use of t (rather than ti) to end infinitive verbs and the non-capitalization of nouns (which had been a late borrowing from German). These changes differentiated Czech from Slovak. Modern scholars disagree about whether the conservative revivalists were motivated by nationalism or considered contemporary spoken Czech unsuitable for formal, widespread use.", "targets": "What year did Joseph Dobrovsk\u00fd release a German-language grammar of Old Czech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bb14b5afcb45bdba7b131ba97f46bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the revival, in 1809 linguist and historian Josef Dobrovsk\u00fd released a German-language grammar of Old Czech entitled Ausf\u00fchrliches Lehrgeb\u00e4ude der b\u00f6hmischen Sprache (Comprehensive Doctrine of the Bohemian Language). Dobrovsk\u00fd had intended his book to be descriptive, and did not think Czech had a realistic chance of returning as a major language. However, Josef Jungmann and other revivalists used Dobrovsk\u00fd's book to advocate for a Czech linguistic revival. Changes during this time included spelling reform (notably, \u00ed in place of the former j and j in place of g), the use of t (rather than ti) to end infinitive verbs and the non-capitalization of nouns (which had been a late borrowing from German). These changes differentiated Czech from Slovak. Modern scholars disagree about whether the conservative revivalists were motivated by nationalism or considered contemporary spoken Czech unsuitable for formal, widespread use.", "targets": "What did Josef Jungmann advocate for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75bb14b5afcb45bdba7b131ba97f46bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the revival, in 1809 linguist and historian Josef Dobrovsk\u00fd released a German-language grammar of Old Czech entitled Ausf\u00fchrliches Lehrgeb\u00e4ude der b\u00f6hmischen Sprache (Comprehensive Doctrine of the Bohemian Language). Dobrovsk\u00fd had intended his book to be descriptive, and did not think Czech had a realistic chance of returning as a major language. However, Josef Jungmann and other revivalists used Dobrovsk\u00fd's book to advocate for a Czech linguistic revival. Changes during this time included spelling reform (notably, \u00ed in place of the former j and j in place of g), the use of t (rather than ti) to end infinitive verbs and the non-capitalization of nouns (which had been a late borrowing from German). These changes differentiated Czech from Slovak. Modern scholars disagree about whether the conservative revivalists were motivated by nationalism or considered contemporary spoken Czech unsuitable for formal, widespread use.", "targets": "Who disagree about whether the revivalists were motivated by nationalism or if they considered contemporary spoken Czech unsuitable for formal use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36ff945967f4a5b982db9dfd53edbd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A project that is proceeding is the creation of The Queen's Diamond Jubilee Galleries in the medieval triforium of the abbey. The aim is to create a new display area for the abbey's treasures in the galleries high up around the abbey's nave. To this end a new Gothic access tower with lift has been designed by the abbey architect and Surveyor of the Fabric, Ptolemy Dean. It is planned that the new galleries will open in 2018.", "targets": "What will be created in the medieval triforium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36ff945967f4a5b982db9dfd53edbd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A project that is proceeding is the creation of The Queen's Diamond Jubilee Galleries in the medieval triforium of the abbey. The aim is to create a new display area for the abbey's treasures in the galleries high up around the abbey's nave. To this end a new Gothic access tower with lift has been designed by the abbey architect and Surveyor of the Fabric, Ptolemy Dean. It is planned that the new galleries will open in 2018.", "targets": "What has been designed to help with the gallery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e36ff945967f4a5b982db9dfd53edbd4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A project that is proceeding is the creation of The Queen's Diamond Jubilee Galleries in the medieval triforium of the abbey. The aim is to create a new display area for the abbey's treasures in the galleries high up around the abbey's nave. To this end a new Gothic access tower with lift has been designed by the abbey architect and Surveyor of the Fabric, Ptolemy Dean. It is planned that the new galleries will open in 2018.", "targets": "When will the new galleries open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bbabfbf09fe40f4ba61a848a1e650e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GM cotton acreage in India grew at a rapid rate, increasing from 50,000 hectares in 2002 to 10.6 million hectares in 2011. The total cotton area in India was 12.1 million hectares in 2011, so GM cotton was grown on 88% of the cotton area. This made India the country with the largest area of GM cotton in the world. A long-term study on the economic impacts of Bt cotton in India, published in the Journal PNAS in 2012, showed that Bt cotton has increased yields, profits, and living standards of smallholder farmers. The U.S. GM cotton crop was 4.0 million hectares in 2011 the second largest area in the world, the Chinese GM cotton crop was third largest by area with 3.9 million hectares and Pakistan had the fourth largest GM cotton crop area of 2.6 million hectares in 2011. The initial introduction of GM cotton proved to be a success in Australia \u2013 the yields were equivalent to the non-transgenic varieties and the crop used much less pesticide to produce (85% reduction). The subsequent introduction of a second variety of GM cotton led to increases in GM cotton production until 95% of the Australian cotton crop was GM in 2009 making Australia the country with the fifth largest GM cotton crop in the world. Other GM cotton growing countries in 2011 were Argentina, Myanmar, Burkina Faso, Brazil, Mexico, Colombia, South Africa and Costa Rica.", "targets": "How much area was planted in India in GM cotton in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bbabfbf09fe40f4ba61a848a1e650e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GM cotton acreage in India grew at a rapid rate, increasing from 50,000 hectares in 2002 to 10.6 million hectares in 2011. The total cotton area in India was 12.1 million hectares in 2011, so GM cotton was grown on 88% of the cotton area. This made India the country with the largest area of GM cotton in the world. A long-term study on the economic impacts of Bt cotton in India, published in the Journal PNAS in 2012, showed that Bt cotton has increased yields, profits, and living standards of smallholder farmers. The U.S. GM cotton crop was 4.0 million hectares in 2011 the second largest area in the world, the Chinese GM cotton crop was third largest by area with 3.9 million hectares and Pakistan had the fourth largest GM cotton crop area of 2.6 million hectares in 2011. The initial introduction of GM cotton proved to be a success in Australia \u2013 the yields were equivalent to the non-transgenic varieties and the crop used much less pesticide to produce (85% reduction). The subsequent introduction of a second variety of GM cotton led to increases in GM cotton production until 95% of the Australian cotton crop was GM in 2009 making Australia the country with the fifth largest GM cotton crop in the world. Other GM cotton growing countries in 2011 were Argentina, Myanmar, Burkina Faso, Brazil, Mexico, Colombia, South Africa and Costa Rica.", "targets": "What was the percentage of GM cotton planted in India in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bbabfbf09fe40f4ba61a848a1e650e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GM cotton acreage in India grew at a rapid rate, increasing from 50,000 hectares in 2002 to 10.6 million hectares in 2011. The total cotton area in India was 12.1 million hectares in 2011, so GM cotton was grown on 88% of the cotton area. This made India the country with the largest area of GM cotton in the world. A long-term study on the economic impacts of Bt cotton in India, published in the Journal PNAS in 2012, showed that Bt cotton has increased yields, profits, and living standards of smallholder farmers. The U.S. GM cotton crop was 4.0 million hectares in 2011 the second largest area in the world, the Chinese GM cotton crop was third largest by area with 3.9 million hectares and Pakistan had the fourth largest GM cotton crop area of 2.6 million hectares in 2011. The initial introduction of GM cotton proved to be a success in Australia \u2013 the yields were equivalent to the non-transgenic varieties and the crop used much less pesticide to produce (85% reduction). The subsequent introduction of a second variety of GM cotton led to increases in GM cotton production until 95% of the Australian cotton crop was GM in 2009 making Australia the country with the fifth largest GM cotton crop in the world. Other GM cotton growing countries in 2011 were Argentina, Myanmar, Burkina Faso, Brazil, Mexico, Colombia, South Africa and Costa Rica.", "targets": "Waht country has the largest area of GM cotton on Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bbabfbf09fe40f4ba61a848a1e650e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GM cotton acreage in India grew at a rapid rate, increasing from 50,000 hectares in 2002 to 10.6 million hectares in 2011. The total cotton area in India was 12.1 million hectares in 2011, so GM cotton was grown on 88% of the cotton area. This made India the country with the largest area of GM cotton in the world. A long-term study on the economic impacts of Bt cotton in India, published in the Journal PNAS in 2012, showed that Bt cotton has increased yields, profits, and living standards of smallholder farmers. The U.S. GM cotton crop was 4.0 million hectares in 2011 the second largest area in the world, the Chinese GM cotton crop was third largest by area with 3.9 million hectares and Pakistan had the fourth largest GM cotton crop area of 2.6 million hectares in 2011. The initial introduction of GM cotton proved to be a success in Australia \u2013 the yields were equivalent to the non-transgenic varieties and the crop used much less pesticide to produce (85% reduction). The subsequent introduction of a second variety of GM cotton led to increases in GM cotton production until 95% of the Australian cotton crop was GM in 2009 making Australia the country with the fifth largest GM cotton crop in the world. Other GM cotton growing countries in 2011 were Argentina, Myanmar, Burkina Faso, Brazil, Mexico, Colombia, South Africa and Costa Rica.", "targets": "At what rank does US GM cotton stand in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9bbabfbf09fe40f4ba61a848a1e650e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "GM cotton acreage in India grew at a rapid rate, increasing from 50,000 hectares in 2002 to 10.6 million hectares in 2011. The total cotton area in India was 12.1 million hectares in 2011, so GM cotton was grown on 88% of the cotton area. This made India the country with the largest area of GM cotton in the world. A long-term study on the economic impacts of Bt cotton in India, published in the Journal PNAS in 2012, showed that Bt cotton has increased yields, profits, and living standards of smallholder farmers. The U.S. GM cotton crop was 4.0 million hectares in 2011 the second largest area in the world, the Chinese GM cotton crop was third largest by area with 3.9 million hectares and Pakistan had the fourth largest GM cotton crop area of 2.6 million hectares in 2011. The initial introduction of GM cotton proved to be a success in Australia \u2013 the yields were equivalent to the non-transgenic varieties and the crop used much less pesticide to produce (85% reduction). The subsequent introduction of a second variety of GM cotton led to increases in GM cotton production until 95% of the Australian cotton crop was GM in 2009 making Australia the country with the fifth largest GM cotton crop in the world. Other GM cotton growing countries in 2011 were Argentina, Myanmar, Burkina Faso, Brazil, Mexico, Colombia, South Africa and Costa Rica.", "targets": "What percentage of Australia's cotton crop was GM in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f460df9a97f54b4f8c3d475a0fb3f57a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total number of Greeks living outside Greece and Cyprus today is a contentious issue. Where Census figures are available, they show around 3 million Greeks outside Greece and Cyprus. Estimates provided by the SAE - World Council of Hellenes Abroad put the figure at around 7 million worldwide. According to George Prevelakis of Sorbonne University, the number is closer to just below 5 million. Integration, intermarriage, and loss of the Greek language influence the self-identification of the Omogeneia. Important centres of the New Greek Diaspora today are London, New York, Melbourne and Toronto. In 2010, the Hellenic Parliament introduced a law that enables Diaspora Greeks in Greece to vote in the elections of the Greek state. This law was later repealed in early 2014.", "targets": "How many people that are of Greek ascendancy live elsewhere than Greece ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f460df9a97f54b4f8c3d475a0fb3f57a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total number of Greeks living outside Greece and Cyprus today is a contentious issue. Where Census figures are available, they show around 3 million Greeks outside Greece and Cyprus. Estimates provided by the SAE - World Council of Hellenes Abroad put the figure at around 7 million worldwide. According to George Prevelakis of Sorbonne University, the number is closer to just below 5 million. Integration, intermarriage, and loss of the Greek language influence the self-identification of the Omogeneia. Important centres of the New Greek Diaspora today are London, New York, Melbourne and Toronto. In 2010, the Hellenic Parliament introduced a law that enables Diaspora Greeks in Greece to vote in the elections of the Greek state. This law was later repealed in early 2014.", "targets": "Who provided the contradictory  population numbers for Greeks abroad ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f460df9a97f54b4f8c3d475a0fb3f57a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total number of Greeks living outside Greece and Cyprus today is a contentious issue. Where Census figures are available, they show around 3 million Greeks outside Greece and Cyprus. Estimates provided by the SAE - World Council of Hellenes Abroad put the figure at around 7 million worldwide. According to George Prevelakis of Sorbonne University, the number is closer to just below 5 million. Integration, intermarriage, and loss of the Greek language influence the self-identification of the Omogeneia. Important centres of the New Greek Diaspora today are London, New York, Melbourne and Toronto. In 2010, the Hellenic Parliament introduced a law that enables Diaspora Greeks in Greece to vote in the elections of the Greek state. This law was later repealed in early 2014.", "targets": "How many Greeks do they believe would be an accurate number for census numbers ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f460df9a97f54b4f8c3d475a0fb3f57a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total number of Greeks living outside Greece and Cyprus today is a contentious issue. Where Census figures are available, they show around 3 million Greeks outside Greece and Cyprus. Estimates provided by the SAE - World Council of Hellenes Abroad put the figure at around 7 million worldwide. According to George Prevelakis of Sorbonne University, the number is closer to just below 5 million. Integration, intermarriage, and loss of the Greek language influence the self-identification of the Omogeneia. Important centres of the New Greek Diaspora today are London, New York, Melbourne and Toronto. In 2010, the Hellenic Parliament introduced a law that enables Diaspora Greeks in Greece to vote in the elections of the Greek state. This law was later repealed in early 2014.", "targets": "At what university is this issue of accurate consensus for Greeks living elsewhere being debated an "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f460df9a97f54b4f8c3d475a0fb3f57a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The total number of Greeks living outside Greece and Cyprus today is a contentious issue. Where Census figures are available, they show around 3 million Greeks outside Greece and Cyprus. Estimates provided by the SAE - World Council of Hellenes Abroad put the figure at around 7 million worldwide. According to George Prevelakis of Sorbonne University, the number is closer to just below 5 million. Integration, intermarriage, and loss of the Greek language influence the self-identification of the Omogeneia. Important centres of the New Greek Diaspora today are London, New York, Melbourne and Toronto. In 2010, the Hellenic Parliament introduced a law that enables Diaspora Greeks in Greece to vote in the elections of the Greek state. This law was later repealed in early 2014.", "targets": "Who has presented the contradictory number to the census groups ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c72cafddaaf0420cac9de3c12515695c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A public genome sequencing effort of cotton was initiated in 2007 by a consortium of public researchers. They agreed on a strategy to sequence the genome of cultivated, tetraploid cotton. \"Tetraploid\" means that cultivated cotton actually has two separate genomes within its nucleus, referred to as the A and D genomes. The sequencing consortium first agreed to sequence the D-genome relative of cultivated cotton (G. raimondii, a wild Central American cotton species) because of its small size and limited number of repetitive elements. It is nearly one-third the number of bases of tetraploid cotton (AD), and each chromosome is only present once.[clarification needed] The A genome of G. arboreum would be sequenced next. Its genome is roughly twice the size of G. raimondii's. Part of the difference in size between the two genomes is the amplification of retrotransposons (GORGE). Once both diploid genomes are assembled, then research could begin sequencing the actual genomes of cultivated cotton varieties. This strategy is out of necessity; if one were to sequence the tetraploid genome without model diploid genomes, the euchromatic DNA sequences of the AD genomes would co-assemble and the repetitive elements of AD genomes would assembly independently into A and D sequences respectively. Then there would be no way to untangle the mess of AD sequences without comparing them to their diploid counterparts.", "targets": "What is the final sequencing goal of sequencing diploid cotton genomes first ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c72cafddaaf0420cac9de3c12515695c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A public genome sequencing effort of cotton was initiated in 2007 by a consortium of public researchers. They agreed on a strategy to sequence the genome of cultivated, tetraploid cotton. \"Tetraploid\" means that cultivated cotton actually has two separate genomes within its nucleus, referred to as the A and D genomes. The sequencing consortium first agreed to sequence the D-genome relative of cultivated cotton (G. raimondii, a wild Central American cotton species) because of its small size and limited number of repetitive elements. It is nearly one-third the number of bases of tetraploid cotton (AD), and each chromosome is only present once.[clarification needed] The A genome of G. arboreum would be sequenced next. Its genome is roughly twice the size of G. raimondii's. Part of the difference in size between the two genomes is the amplification of retrotransposons (GORGE). Once both diploid genomes are assembled, then research could begin sequencing the actual genomes of cultivated cotton varieties. This strategy is out of necessity; if one were to sequence the tetraploid genome without model diploid genomes, the euchromatic DNA sequences of the AD genomes would co-assemble and the repetitive elements of AD genomes would assembly independently into A and D sequences respectively. Then there would be no way to untangle the mess of AD sequences without comparing them to their diploid counterparts.", "targets": "What type of cotton has two separate genomes within its nucleus? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c72cafddaaf0420cac9de3c12515695c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A public genome sequencing effort of cotton was initiated in 2007 by a consortium of public researchers. They agreed on a strategy to sequence the genome of cultivated, tetraploid cotton. \"Tetraploid\" means that cultivated cotton actually has two separate genomes within its nucleus, referred to as the A and D genomes. The sequencing consortium first agreed to sequence the D-genome relative of cultivated cotton (G. raimondii, a wild Central American cotton species) because of its small size and limited number of repetitive elements. It is nearly one-third the number of bases of tetraploid cotton (AD), and each chromosome is only present once.[clarification needed] The A genome of G. arboreum would be sequenced next. Its genome is roughly twice the size of G. raimondii's. Part of the difference in size between the two genomes is the amplification of retrotransposons (GORGE). Once both diploid genomes are assembled, then research could begin sequencing the actual genomes of cultivated cotton varieties. This strategy is out of necessity; if one were to sequence the tetraploid genome without model diploid genomes, the euchromatic DNA sequences of the AD genomes would co-assemble and the repetitive elements of AD genomes would assembly independently into A and D sequences respectively. Then there would be no way to untangle the mess of AD sequences without comparing them to their diploid counterparts.", "targets": "When did a group of researchers decide to sequence the genomic structure of tetraploid cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c72cafddaaf0420cac9de3c12515695c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A public genome sequencing effort of cotton was initiated in 2007 by a consortium of public researchers. They agreed on a strategy to sequence the genome of cultivated, tetraploid cotton. \"Tetraploid\" means that cultivated cotton actually has two separate genomes within its nucleus, referred to as the A and D genomes. The sequencing consortium first agreed to sequence the D-genome relative of cultivated cotton (G. raimondii, a wild Central American cotton species) because of its small size and limited number of repetitive elements. It is nearly one-third the number of bases of tetraploid cotton (AD), and each chromosome is only present once.[clarification needed] The A genome of G. arboreum would be sequenced next. Its genome is roughly twice the size of G. raimondii's. Part of the difference in size between the two genomes is the amplification of retrotransposons (GORGE). Once both diploid genomes are assembled, then research could begin sequencing the actual genomes of cultivated cotton varieties. This strategy is out of necessity; if one were to sequence the tetraploid genome without model diploid genomes, the euchromatic DNA sequences of the AD genomes would co-assemble and the repetitive elements of AD genomes would assembly independently into A and D sequences respectively. Then there would be no way to untangle the mess of AD sequences without comparing them to their diploid counterparts.", "targets": "What type of genome must be sequenced first to prevent confusion before the tetraploid form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c72cafddaaf0420cac9de3c12515695c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A public genome sequencing effort of cotton was initiated in 2007 by a consortium of public researchers. They agreed on a strategy to sequence the genome of cultivated, tetraploid cotton. \"Tetraploid\" means that cultivated cotton actually has two separate genomes within its nucleus, referred to as the A and D genomes. The sequencing consortium first agreed to sequence the D-genome relative of cultivated cotton (G. raimondii, a wild Central American cotton species) because of its small size and limited number of repetitive elements. It is nearly one-third the number of bases of tetraploid cotton (AD), and each chromosome is only present once.[clarification needed] The A genome of G. arboreum would be sequenced next. Its genome is roughly twice the size of G. raimondii's. Part of the difference in size between the two genomes is the amplification of retrotransposons (GORGE). Once both diploid genomes are assembled, then research could begin sequencing the actual genomes of cultivated cotton varieties. This strategy is out of necessity; if one were to sequence the tetraploid genome without model diploid genomes, the euchromatic DNA sequences of the AD genomes would co-assemble and the repetitive elements of AD genomes would assembly independently into A and D sequences respectively. Then there would be no way to untangle the mess of AD sequences without comparing them to their diploid counterparts.", "targets": "In order to understand the tetraploid forms, what must be used as a comparison in cotton gene sequencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-192d263b9465465bbdd77855cce90957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early August 2008, Iowa Labour Commissioner David Neil announced that his department had found that Agriprocessors, a kosher meatpacking company in Postville which had recently been raided by Immigration and Customs Enforcement, had employed 57 minors, some as young as 14, in violation of state law prohibiting anyone under 18 from working in a meatpacking plant. Neil announced that he was turning the case over to the state Attorney General for prosecution, claiming that his department's inquiry had discovered \"egregious violations of virtually every aspect of Iowa's child labour laws.\" Agriprocessors claimed that it was at a loss to understand the allegations. Agriprocessors' CEO went to trial on these charges in state court on 4 May 2010. After a five-week trial he was found not guilty of all 57 charges of child labour violations by the Black Hawk County District Court jury in Waterloo, Iowa, on 7 June 2010.", "targets": "How many minors did Agriprocessors employ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-192d263b9465465bbdd77855cce90957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early August 2008, Iowa Labour Commissioner David Neil announced that his department had found that Agriprocessors, a kosher meatpacking company in Postville which had recently been raided by Immigration and Customs Enforcement, had employed 57 minors, some as young as 14, in violation of state law prohibiting anyone under 18 from working in a meatpacking plant. Neil announced that he was turning the case over to the state Attorney General for prosecution, claiming that his department's inquiry had discovered \"egregious violations of virtually every aspect of Iowa's child labour laws.\" Agriprocessors claimed that it was at a loss to understand the allegations. Agriprocessors' CEO went to trial on these charges in state court on 4 May 2010. After a five-week trial he was found not guilty of all 57 charges of child labour violations by the Black Hawk County District Court jury in Waterloo, Iowa, on 7 June 2010.", "targets": "What did Agriprocessors say in regards to the allegations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-192d263b9465465bbdd77855cce90957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early August 2008, Iowa Labour Commissioner David Neil announced that his department had found that Agriprocessors, a kosher meatpacking company in Postville which had recently been raided by Immigration and Customs Enforcement, had employed 57 minors, some as young as 14, in violation of state law prohibiting anyone under 18 from working in a meatpacking plant. Neil announced that he was turning the case over to the state Attorney General for prosecution, claiming that his department's inquiry had discovered \"egregious violations of virtually every aspect of Iowa's child labour laws.\" Agriprocessors claimed that it was at a loss to understand the allegations. Agriprocessors' CEO went to trial on these charges in state court on 4 May 2010. After a five-week trial he was found not guilty of all 57 charges of child labour violations by the Black Hawk County District Court jury in Waterloo, Iowa, on 7 June 2010.", "targets": "When did the CEO go on trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-192d263b9465465bbdd77855cce90957", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early August 2008, Iowa Labour Commissioner David Neil announced that his department had found that Agriprocessors, a kosher meatpacking company in Postville which had recently been raided by Immigration and Customs Enforcement, had employed 57 minors, some as young as 14, in violation of state law prohibiting anyone under 18 from working in a meatpacking plant. Neil announced that he was turning the case over to the state Attorney General for prosecution, claiming that his department's inquiry had discovered \"egregious violations of virtually every aspect of Iowa's child labour laws.\" Agriprocessors claimed that it was at a loss to understand the allegations. Agriprocessors' CEO went to trial on these charges in state court on 4 May 2010. After a five-week trial he was found not guilty of all 57 charges of child labour violations by the Black Hawk County District Court jury in Waterloo, Iowa, on 7 June 2010.", "targets": "What was the verdict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6e22fe8fdb9411382fbe9273ebe8f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Samoan word for dance is siva with unique gentle movements of the body in time to music and which tells a story, although the Samoan male dances can be more physical and snappy. The sasa is also a traditional dance where rows of dancers perform rapid synchronised movements in time to the rhythm of wooden drums (pate) or rolled mats. Another dance performed by males is called the fa'ataupati or the slap dance, creating rhythmic sounds by slapping different parts of the body. This is believed to have been derived from slapping insects on the body.", "targets": "What does \"siva\" mean in Samoan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6e22fe8fdb9411382fbe9273ebe8f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Samoan word for dance is siva with unique gentle movements of the body in time to music and which tells a story, although the Samoan male dances can be more physical and snappy. The sasa is also a traditional dance where rows of dancers perform rapid synchronised movements in time to the rhythm of wooden drums (pate) or rolled mats. Another dance performed by males is called the fa'ataupati or the slap dance, creating rhythmic sounds by slapping different parts of the body. This is believed to have been derived from slapping insects on the body.", "targets": "What's the name of the traditional Samoan dance performed by synchronized rows of dancers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6e22fe8fdb9411382fbe9273ebe8f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Samoan word for dance is siva with unique gentle movements of the body in time to music and which tells a story, although the Samoan male dances can be more physical and snappy. The sasa is also a traditional dance where rows of dancers perform rapid synchronised movements in time to the rhythm of wooden drums (pate) or rolled mats. Another dance performed by males is called the fa'ataupati or the slap dance, creating rhythmic sounds by slapping different parts of the body. This is believed to have been derived from slapping insects on the body.", "targets": "What is the name of the Samoan dance only men can perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6e22fe8fdb9411382fbe9273ebe8f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Samoan word for dance is siva with unique gentle movements of the body in time to music and which tells a story, although the Samoan male dances can be more physical and snappy. The sasa is also a traditional dance where rows of dancers perform rapid synchronised movements in time to the rhythm of wooden drums (pate) or rolled mats. Another dance performed by males is called the fa'ataupati or the slap dance, creating rhythmic sounds by slapping different parts of the body. This is believed to have been derived from slapping insects on the body.", "targets": "What are pates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6e22fe8fdb9411382fbe9273ebe8f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Samoan word for dance is siva with unique gentle movements of the body in time to music and which tells a story, although the Samoan male dances can be more physical and snappy. The sasa is also a traditional dance where rows of dancers perform rapid synchronised movements in time to the rhythm of wooden drums (pate) or rolled mats. Another dance performed by males is called the fa'ataupati or the slap dance, creating rhythmic sounds by slapping different parts of the body. This is believed to have been derived from slapping insects on the body.", "targets": "The \"slap dance\" probably mimics the movements of Samoans trying to rid themselves of what creatures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2feb9e4eab094709be95a42c4d185ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago also maintains facilities apart from its main campus. The university's Booth School of Business maintains campuses in Singapore, London, and the downtown Streeterville neighborhood of Chicago. The Center in Paris, a campus located on the left bank of the Seine in Paris, hosts various undergraduate and graduate study programs. In fall 2010, the University of Chicago also opened a center in Beijing, near Renmin University's campus in Haidian District. The most recent additions are a center in New Delhi, India, which opened in 2014, and a center in Hong Kong which opened in 2015.", "targets": "What other locations can the Booth School of Business be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2feb9e4eab094709be95a42c4d185ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago also maintains facilities apart from its main campus. The university's Booth School of Business maintains campuses in Singapore, London, and the downtown Streeterville neighborhood of Chicago. The Center in Paris, a campus located on the left bank of the Seine in Paris, hosts various undergraduate and graduate study programs. In fall 2010, the University of Chicago also opened a center in Beijing, near Renmin University's campus in Haidian District. The most recent additions are a center in New Delhi, India, which opened in 2014, and a center in Hong Kong which opened in 2015.", "targets": "The Center in Paris is located near what river?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2feb9e4eab094709be95a42c4d185ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago also maintains facilities apart from its main campus. The university's Booth School of Business maintains campuses in Singapore, London, and the downtown Streeterville neighborhood of Chicago. The Center in Paris, a campus located on the left bank of the Seine in Paris, hosts various undergraduate and graduate study programs. In fall 2010, the University of Chicago also opened a center in Beijing, near Renmin University's campus in Haidian District. The most recent additions are a center in New Delhi, India, which opened in 2014, and a center in Hong Kong which opened in 2015.", "targets": "The university established a center in Beijing in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2feb9e4eab094709be95a42c4d185ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago also maintains facilities apart from its main campus. The university's Booth School of Business maintains campuses in Singapore, London, and the downtown Streeterville neighborhood of Chicago. The Center in Paris, a campus located on the left bank of the Seine in Paris, hosts various undergraduate and graduate study programs. In fall 2010, the University of Chicago also opened a center in Beijing, near Renmin University's campus in Haidian District. The most recent additions are a center in New Delhi, India, which opened in 2014, and a center in Hong Kong which opened in 2015.", "targets": "The university's center in Beijing is located next to what school's campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2feb9e4eab094709be95a42c4d185ee7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The University of Chicago also maintains facilities apart from its main campus. The university's Booth School of Business maintains campuses in Singapore, London, and the downtown Streeterville neighborhood of Chicago. The Center in Paris, a campus located on the left bank of the Seine in Paris, hosts various undergraduate and graduate study programs. In fall 2010, the University of Chicago also opened a center in Beijing, near Renmin University's campus in Haidian District. The most recent additions are a center in New Delhi, India, which opened in 2014, and a center in Hong Kong which opened in 2015.", "targets": "What year did the university open a center in Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c505c92fc9341aca715cf6e1c2e9638", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some socialists such as H. D. Dickinson and Oskar Lange, responded by invoking general equilibrium theory, which they argued disproved Mises's thesis. They noted that the difference between a planned and a free market system lay in who was responsible for solving the equations. They argued, if some of the prices chosen by socialist managers were wrong, gluts or shortages would appear, signalling them to adjust the prices up or down, just as in a free market. Through such a trial and error, a socialist economy could mimic the efficiency of a free market system, while avoiding its many problems.", "targets": "What did some socialists bring up as a rebuttal to Hayek's resource distribution argument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c505c92fc9341aca715cf6e1c2e9638", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some socialists such as H. D. Dickinson and Oskar Lange, responded by invoking general equilibrium theory, which they argued disproved Mises's thesis. They noted that the difference between a planned and a free market system lay in who was responsible for solving the equations. They argued, if some of the prices chosen by socialist managers were wrong, gluts or shortages would appear, signalling them to adjust the prices up or down, just as in a free market. Through such a trial and error, a socialist economy could mimic the efficiency of a free market system, while avoiding its many problems.", "targets": "What did socialists believe equilibrium theory invalidated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c505c92fc9341aca715cf6e1c2e9638", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some socialists such as H. D. Dickinson and Oskar Lange, responded by invoking general equilibrium theory, which they argued disproved Mises's thesis. They noted that the difference between a planned and a free market system lay in who was responsible for solving the equations. They argued, if some of the prices chosen by socialist managers were wrong, gluts or shortages would appear, signalling them to adjust the prices up or down, just as in a free market. Through such a trial and error, a socialist economy could mimic the efficiency of a free market system, while avoiding its many problems.", "targets": "According to those who argued against Hayek, what sets planned and free markets apart is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6c505c92fc9341aca715cf6e1c2e9638", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some socialists such as H. D. Dickinson and Oskar Lange, responded by invoking general equilibrium theory, which they argued disproved Mises's thesis. They noted that the difference between a planned and a free market system lay in who was responsible for solving the equations. They argued, if some of the prices chosen by socialist managers were wrong, gluts or shortages would appear, signalling them to adjust the prices up or down, just as in a free market. Through such a trial and error, a socialist economy could mimic the efficiency of a free market system, while avoiding its many problems.", "targets": "What type of economic system did the socialists want to avoid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1d8eac0bff46c9868a45d2b55827d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order \u2014 when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between \"fixed-word-order\" languages (e.g. English, French, German) and \"free-word-order\" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.", "targets": "What have translators tried to preserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1d8eac0bff46c9868a45d2b55827d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order \u2014 when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between \"fixed-word-order\" languages (e.g. English, French, German) and \"free-word-order\" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.", "targets": "How do translators preserve context?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1d8eac0bff46c9868a45d2b55827d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order \u2014 when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between \"fixed-word-order\" languages (e.g. English, French, German) and \"free-word-order\" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.", "targets": "What is it sometimes necessary to reinterpret when translating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1d8eac0bff46c9868a45d2b55827d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order \u2014 when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between \"fixed-word-order\" languages (e.g. English, French, German) and \"free-word-order\" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.", "targets": "What is the active voice sometimes shifted to when needed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f1d8eac0bff46c9868a45d2b55827d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order \u2014 when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between \"fixed-word-order\" languages (e.g. English, French, German) and \"free-word-order\" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.", "targets": "What are the syntax characteristics of a text's source language adjusted to for a target language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bca8da8f783461d87df4ec78d739103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New security features in Windows 8 include two new authentication methods tailored towards touchscreens (PINs and picture passwords), the addition of antivirus capabilities to Windows Defender (bringing it in parity with Microsoft Security Essentials). SmartScreen filtering integrated into Windows, Family Safety offers Parental controls, which allows parents to monitor and manage their children's activities on a device with activity reports and safety controls. Windows 8 also provides integrated system recovery through the new \"Refresh\" and \"Reset\" functions, including system recovery from USB drive. Windows 8's first security patches would be released on November 13, 2012; it would contain three fixes deemed \"critical\" by the company.", "targets": "What new security features did Windows 8 provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bca8da8f783461d87df4ec78d739103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New security features in Windows 8 include two new authentication methods tailored towards touchscreens (PINs and picture passwords), the addition of antivirus capabilities to Windows Defender (bringing it in parity with Microsoft Security Essentials). SmartScreen filtering integrated into Windows, Family Safety offers Parental controls, which allows parents to monitor and manage their children's activities on a device with activity reports and safety controls. Windows 8 also provides integrated system recovery through the new \"Refresh\" and \"Reset\" functions, including system recovery from USB drive. Windows 8's first security patches would be released on November 13, 2012; it would contain three fixes deemed \"critical\" by the company.", "targets": "What were the new security features in Windows 8 geared at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bca8da8f783461d87df4ec78d739103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New security features in Windows 8 include two new authentication methods tailored towards touchscreens (PINs and picture passwords), the addition of antivirus capabilities to Windows Defender (bringing it in parity with Microsoft Security Essentials). SmartScreen filtering integrated into Windows, Family Safety offers Parental controls, which allows parents to monitor and manage their children's activities on a device with activity reports and safety controls. Windows 8 also provides integrated system recovery through the new \"Refresh\" and \"Reset\" functions, including system recovery from USB drive. Windows 8's first security patches would be released on November 13, 2012; it would contain three fixes deemed \"critical\" by the company.", "targets": "What options do Parental controls provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bca8da8f783461d87df4ec78d739103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New security features in Windows 8 include two new authentication methods tailored towards touchscreens (PINs and picture passwords), the addition of antivirus capabilities to Windows Defender (bringing it in parity with Microsoft Security Essentials). SmartScreen filtering integrated into Windows, Family Safety offers Parental controls, which allows parents to monitor and manage their children's activities on a device with activity reports and safety controls. Windows 8 also provides integrated system recovery through the new \"Refresh\" and \"Reset\" functions, including system recovery from USB drive. Windows 8's first security patches would be released on November 13, 2012; it would contain three fixes deemed \"critical\" by the company.", "targets": "What new recovery options did Windows 8 implement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bca8da8f783461d87df4ec78d739103", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New security features in Windows 8 include two new authentication methods tailored towards touchscreens (PINs and picture passwords), the addition of antivirus capabilities to Windows Defender (bringing it in parity with Microsoft Security Essentials). SmartScreen filtering integrated into Windows, Family Safety offers Parental controls, which allows parents to monitor and manage their children's activities on a device with activity reports and safety controls. Windows 8 also provides integrated system recovery through the new \"Refresh\" and \"Reset\" functions, including system recovery from USB drive. Windows 8's first security patches would be released on November 13, 2012; it would contain three fixes deemed \"critical\" by the company.", "targets": "When was the first Windows 8 patch sent out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-154e1122a32e450e90ec9b9bb0fe9f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Worldwide use of solar power and wind power continued to grow significantly in 2012. Solar electricity consumption increased by 58 percent, to 93 terawatt-hours (TWh). Use of wind power in 2012 increased by 18.1 percent, to 521.3 TWh. Global solar and wind energy installed capacities continued to expand even though new investments in these technologies declined during 2012. Worldwide investment in solar power in 2012 was $140.4 billion, an 11 percent decline from 2011, and wind power investment was down 10.1 percent, to $80.3 billion. But due to lower production costs for both technologies, total installed capacities grew sharply. This investment decline, but growth in installed capacity, may again occur in 2013. Analysts expect the market to triple by 2030. In 2015, investment in renewables exceeded fossils.", "targets": "In 2012, solar electricity consumption increased by what percentage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-154e1122a32e450e90ec9b9bb0fe9f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Worldwide use of solar power and wind power continued to grow significantly in 2012. Solar electricity consumption increased by 58 percent, to 93 terawatt-hours (TWh). Use of wind power in 2012 increased by 18.1 percent, to 521.3 TWh. Global solar and wind energy installed capacities continued to expand even though new investments in these technologies declined during 2012. Worldwide investment in solar power in 2012 was $140.4 billion, an 11 percent decline from 2011, and wind power investment was down 10.1 percent, to $80.3 billion. But due to lower production costs for both technologies, total installed capacities grew sharply. This investment decline, but growth in installed capacity, may again occur in 2013. Analysts expect the market to triple by 2030. In 2015, investment in renewables exceeded fossils.", "targets": "Use of wind power in 2012 increased by what percentage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-154e1122a32e450e90ec9b9bb0fe9f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Worldwide use of solar power and wind power continued to grow significantly in 2012. Solar electricity consumption increased by 58 percent, to 93 terawatt-hours (TWh). Use of wind power in 2012 increased by 18.1 percent, to 521.3 TWh. Global solar and wind energy installed capacities continued to expand even though new investments in these technologies declined during 2012. Worldwide investment in solar power in 2012 was $140.4 billion, an 11 percent decline from 2011, and wind power investment was down 10.1 percent, to $80.3 billion. But due to lower production costs for both technologies, total installed capacities grew sharply. This investment decline, but growth in installed capacity, may again occur in 2013. Analysts expect the market to triple by 2030. In 2015, investment in renewables exceeded fossils.", "targets": "How much was the worldwide investment in solar power in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-154e1122a32e450e90ec9b9bb0fe9f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Worldwide use of solar power and wind power continued to grow significantly in 2012. Solar electricity consumption increased by 58 percent, to 93 terawatt-hours (TWh). Use of wind power in 2012 increased by 18.1 percent, to 521.3 TWh. Global solar and wind energy installed capacities continued to expand even though new investments in these technologies declined during 2012. Worldwide investment in solar power in 2012 was $140.4 billion, an 11 percent decline from 2011, and wind power investment was down 10.1 percent, to $80.3 billion. But due to lower production costs for both technologies, total installed capacities grew sharply. This investment decline, but growth in installed capacity, may again occur in 2013. Analysts expect the market to triple by 2030. In 2015, investment in renewables exceeded fossils.", "targets": "Analysts expect the market to triple by what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-154e1122a32e450e90ec9b9bb0fe9f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Worldwide use of solar power and wind power continued to grow significantly in 2012. Solar electricity consumption increased by 58 percent, to 93 terawatt-hours (TWh). Use of wind power in 2012 increased by 18.1 percent, to 521.3 TWh. Global solar and wind energy installed capacities continued to expand even though new investments in these technologies declined during 2012. Worldwide investment in solar power in 2012 was $140.4 billion, an 11 percent decline from 2011, and wind power investment was down 10.1 percent, to $80.3 billion. But due to lower production costs for both technologies, total installed capacities grew sharply. This investment decline, but growth in installed capacity, may again occur in 2013. Analysts expect the market to triple by 2030. In 2015, investment in renewables exceeded fossils.", "targets": "In what year did investment in renewables exceed fossils?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-824df16d8b4b403caaf53274a9c4d88b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dewey (1859\u20131952) modified James' pragmatism to form a theory known as instrumentalism. The role of sense experience in Dewey's theory is crucial, in that he saw experience as unified totality of things through which everything else is interrelated. Dewey's basic thought, in accordance with empiricism was that reality is determined by past experience. Therefore, humans adapt their past experiences of things to perform experiments upon and test the pragmatic values of such experience. The value of such experience is measured experientially and scientifically, and the results of such tests generate ideas that serve as instruments for future experimentation, in physical sciences as in ethics. Thus, ideas in Dewey's system retain their empiricist flavour in that they are only known a posteriori.", "targets": "Who came up with 'instrumentalism'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-824df16d8b4b403caaf53274a9c4d88b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dewey (1859\u20131952) modified James' pragmatism to form a theory known as instrumentalism. The role of sense experience in Dewey's theory is crucial, in that he saw experience as unified totality of things through which everything else is interrelated. Dewey's basic thought, in accordance with empiricism was that reality is determined by past experience. Therefore, humans adapt their past experiences of things to perform experiments upon and test the pragmatic values of such experience. The value of such experience is measured experientially and scientifically, and the results of such tests generate ideas that serve as instruments for future experimentation, in physical sciences as in ethics. Thus, ideas in Dewey's system retain their empiricist flavour in that they are only known a posteriori.", "targets": "What did Dewey think about reality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-824df16d8b4b403caaf53274a9c4d88b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dewey (1859\u20131952) modified James' pragmatism to form a theory known as instrumentalism. The role of sense experience in Dewey's theory is crucial, in that he saw experience as unified totality of things through which everything else is interrelated. Dewey's basic thought, in accordance with empiricism was that reality is determined by past experience. Therefore, humans adapt their past experiences of things to perform experiments upon and test the pragmatic values of such experience. The value of such experience is measured experientially and scientifically, and the results of such tests generate ideas that serve as instruments for future experimentation, in physical sciences as in ethics. Thus, ideas in Dewey's system retain their empiricist flavour in that they are only known a posteriori.", "targets": "When was Dewey born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-824df16d8b4b403caaf53274a9c4d88b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dewey (1859\u20131952) modified James' pragmatism to form a theory known as instrumentalism. The role of sense experience in Dewey's theory is crucial, in that he saw experience as unified totality of things through which everything else is interrelated. Dewey's basic thought, in accordance with empiricism was that reality is determined by past experience. Therefore, humans adapt their past experiences of things to perform experiments upon and test the pragmatic values of such experience. The value of such experience is measured experientially and scientifically, and the results of such tests generate ideas that serve as instruments for future experimentation, in physical sciences as in ethics. Thus, ideas in Dewey's system retain their empiricist flavour in that they are only known a posteriori.", "targets": "When did Dewey die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-824df16d8b4b403caaf53274a9c4d88b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dewey (1859\u20131952) modified James' pragmatism to form a theory known as instrumentalism. The role of sense experience in Dewey's theory is crucial, in that he saw experience as unified totality of things through which everything else is interrelated. Dewey's basic thought, in accordance with empiricism was that reality is determined by past experience. Therefore, humans adapt their past experiences of things to perform experiments upon and test the pragmatic values of such experience. The value of such experience is measured experientially and scientifically, and the results of such tests generate ideas that serve as instruments for future experimentation, in physical sciences as in ethics. Thus, ideas in Dewey's system retain their empiricist flavour in that they are only known a posteriori.", "targets": "What was instrumentalism a modification of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b6f92148d6a46f9ac15ab0e7185d762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Autodidacticism (also autodidactism) is a contemplative, absorbing process, of \"learning on your own\" or \"by yourself\", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).", "targets": "What does Auto didacticism generally mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b6f92148d6a46f9ac15ab0e7185d762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Autodidacticism (also autodidactism) is a contemplative, absorbing process, of \"learning on your own\" or \"by yourself\", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).", "targets": "When can you become an Autodidact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b6f92148d6a46f9ac15ab0e7185d762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Autodidacticism (also autodidactism) is a contemplative, absorbing process, of \"learning on your own\" or \"by yourself\", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).", "targets": "Which famous U.S president was a Autodidact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b6f92148d6a46f9ac15ab0e7185d762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Autodidacticism (also autodidactism) is a contemplative, absorbing process, of \"learning on your own\" or \"by yourself\", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).", "targets": "Which famous inventor was a Autodidact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b32d303075c84e7bba3e71f709f1ecff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West of Fort Washington Avenue, 181st Street is largely residential, bordering Hudson Heights and having a few shops to serve the local residents. East of Fort Washington Avenue, the street becomes increasingly commercial, becoming dominated entirely by retail stores where the street reaches Broadway and continues as such until reaching the Harlem River. It is the area's major shopping district.", "targets": "In which direction is 181st Street largely residential?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b32d303075c84e7bba3e71f709f1ecff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West of Fort Washington Avenue, 181st Street is largely residential, bordering Hudson Heights and having a few shops to serve the local residents. East of Fort Washington Avenue, the street becomes increasingly commercial, becoming dominated entirely by retail stores where the street reaches Broadway and continues as such until reaching the Harlem River. It is the area's major shopping district.", "targets": "In which direction is 181st Street mostly commercial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b32d303075c84e7bba3e71f709f1ecff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West of Fort Washington Avenue, 181st Street is largely residential, bordering Hudson Heights and having a few shops to serve the local residents. East of Fort Washington Avenue, the street becomes increasingly commercial, becoming dominated entirely by retail stores where the street reaches Broadway and continues as such until reaching the Harlem River. It is the area's major shopping district.", "targets": "Which street marks the western boundary of the shopping distrit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b32d303075c84e7bba3e71f709f1ecff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West of Fort Washington Avenue, 181st Street is largely residential, bordering Hudson Heights and having a few shops to serve the local residents. East of Fort Washington Avenue, the street becomes increasingly commercial, becoming dominated entirely by retail stores where the street reaches Broadway and continues as such until reaching the Harlem River. It is the area's major shopping district.", "targets": "Which river touches the major shopping district near 181st Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dbaca8ce80a4f9b96036ed71067855f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 declaration by Russia that it would not turn its clocks back and stay in DST all year long was subsequently followed by a similar declaration from Belarus. The plan generated widespread complaints due to the dark of wintertime morning, and thus was abandoned in 2014. The country changed its clocks to Standard Time on 26 October 2014 - and intends to stay there permanently.", "targets": "What year did Russia decide to never turn its clocks back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dbaca8ce80a4f9b96036ed71067855f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 declaration by Russia that it would not turn its clocks back and stay in DST all year long was subsequently followed by a similar declaration from Belarus. The plan generated widespread complaints due to the dark of wintertime morning, and thus was abandoned in 2014. The country changed its clocks to Standard Time on 26 October 2014 - and intends to stay there permanently.", "targets": "What country other than Russia declared they'd stay in DST all year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dbaca8ce80a4f9b96036ed71067855f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 declaration by Russia that it would not turn its clocks back and stay in DST all year long was subsequently followed by a similar declaration from Belarus. The plan generated widespread complaints due to the dark of wintertime morning, and thus was abandoned in 2014. The country changed its clocks to Standard Time on 26 October 2014 - and intends to stay there permanently.", "targets": "Was Russia or Belarus first in their declaration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dbaca8ce80a4f9b96036ed71067855f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 declaration by Russia that it would not turn its clocks back and stay in DST all year long was subsequently followed by a similar declaration from Belarus. The plan generated widespread complaints due to the dark of wintertime morning, and thus was abandoned in 2014. The country changed its clocks to Standard Time on 26 October 2014 - and intends to stay there permanently.", "targets": "Which season's dark mornings led to people complaining about the switch from DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dbaca8ce80a4f9b96036ed71067855f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 2011 declaration by Russia that it would not turn its clocks back and stay in DST all year long was subsequently followed by a similar declaration from Belarus. The plan generated widespread complaints due to the dark of wintertime morning, and thus was abandoned in 2014. The country changed its clocks to Standard Time on 26 October 2014 - and intends to stay there permanently.", "targets": "What year did Russia give up on the all-year DST and go back to Standard Time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a760e9c6b345218ad407ad0b98018d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unincorporated communities, localities and place names located partially or completely within the city include Chelsea, City Island, Great Island and Venice Park.", "targets": "Besides Chelsea, City Island, and Great Island, what other community, locality, or place name is included in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a760e9c6b345218ad407ad0b98018d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unincorporated communities, localities and place names located partially or completely within the city include Chelsea, City Island, Great Island and Venice Park.", "targets": "Besides Chelsea, City Island, and Venice Park, what other community, locality, or place name is included in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a760e9c6b345218ad407ad0b98018d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unincorporated communities, localities and place names located partially or completely within the city include Chelsea, City Island, Great Island and Venice Park.", "targets": "Besides Chelsea, Venice Park, and Great Island, what other community, locality, or place name is included in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a760e9c6b345218ad407ad0b98018d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unincorporated communities, localities and place names located partially or completely within the city include Chelsea, City Island, Great Island and Venice Park.", "targets": "Besides Venice Park, City Island, and Great Island, what other community, locality, or place name is included in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40a760e9c6b345218ad407ad0b98018d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unincorporated communities, localities and place names located partially or completely within the city include Chelsea, City Island, Great Island and Venice Park.", "targets": "Besides localities and place names, what else is located partically or completely within the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b16c72194ca400ea5ec3765325e7fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's 2,400 professors, lecturers, and instructors instruct 7,200 undergraduates and 14,000 graduate students. The school color is crimson, which is also the name of the Harvard sports teams and the daily newspaper, The Harvard Crimson. The color was unofficially adopted (in preference to magenta) by an 1875 vote of the student body, although the association with some form of red can be traced back to 1858, when Charles William Eliot, a young graduate student who would later become Harvard's 21st and longest-serving president (1869\u20131909), bought red bandanas for his crew so they could more easily be distinguished by spectators at a regatta.", "targets": "What is the total number of professors, instructors, and lecturers at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b16c72194ca400ea5ec3765325e7fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's 2,400 professors, lecturers, and instructors instruct 7,200 undergraduates and 14,000 graduate students. The school color is crimson, which is also the name of the Harvard sports teams and the daily newspaper, The Harvard Crimson. The color was unofficially adopted (in preference to magenta) by an 1875 vote of the student body, although the association with some form of red can be traced back to 1858, when Charles William Eliot, a young graduate student who would later become Harvard's 21st and longest-serving president (1869\u20131909), bought red bandanas for his crew so they could more easily be distinguished by spectators at a regatta.", "targets": "What is the enrollment of undergraduates at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b16c72194ca400ea5ec3765325e7fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's 2,400 professors, lecturers, and instructors instruct 7,200 undergraduates and 14,000 graduate students. The school color is crimson, which is also the name of the Harvard sports teams and the daily newspaper, The Harvard Crimson. The color was unofficially adopted (in preference to magenta) by an 1875 vote of the student body, although the association with some form of red can be traced back to 1858, when Charles William Eliot, a young graduate student who would later become Harvard's 21st and longest-serving president (1869\u20131909), bought red bandanas for his crew so they could more easily be distinguished by spectators at a regatta.", "targets": "How many graduate students does Harvard have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b16c72194ca400ea5ec3765325e7fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's 2,400 professors, lecturers, and instructors instruct 7,200 undergraduates and 14,000 graduate students. The school color is crimson, which is also the name of the Harvard sports teams and the daily newspaper, The Harvard Crimson. The color was unofficially adopted (in preference to magenta) by an 1875 vote of the student body, although the association with some form of red can be traced back to 1858, when Charles William Eliot, a young graduate student who would later become Harvard's 21st and longest-serving president (1869\u20131909), bought red bandanas for his crew so they could more easily be distinguished by spectators at a regatta.", "targets": "When was the color crimson adopted at Harvard as official color?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b16c72194ca400ea5ec3765325e7fe7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Harvard's 2,400 professors, lecturers, and instructors instruct 7,200 undergraduates and 14,000 graduate students. The school color is crimson, which is also the name of the Harvard sports teams and the daily newspaper, The Harvard Crimson. The color was unofficially adopted (in preference to magenta) by an 1875 vote of the student body, although the association with some form of red can be traced back to 1858, when Charles William Eliot, a young graduate student who would later become Harvard's 21st and longest-serving president (1869\u20131909), bought red bandanas for his crew so they could more easily be distinguished by spectators at a regatta.", "targets": "What year is the earliest traces of the color Crimson at Harvard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe8b71e96b94e98b5a3f2575c88c870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the school suffered reduced income while still under construction, the completion and further development of the school has since depended to some extent on wealthy benefactors. Building resumed when Roger Lupton was Provost, around 1517. His name is borne by the big gate-house in the west range of the cloisters, fronting School Yard, perhaps the most famous image of the school. This range includes the important interiors of the Parlour, Election Hall, and Election Chamber, where most of the 18th century \"leaving portraits\" are kept.", "targets": "Around what year did construction continue after a period of financial struggle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe8b71e96b94e98b5a3f2575c88c870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the school suffered reduced income while still under construction, the completion and further development of the school has since depended to some extent on wealthy benefactors. Building resumed when Roger Lupton was Provost, around 1517. His name is borne by the big gate-house in the west range of the cloisters, fronting School Yard, perhaps the most famous image of the school. This range includes the important interiors of the Parlour, Election Hall, and Election Chamber, where most of the 18th century \"leaving portraits\" are kept.", "targets": "Whose name is on the gate-house fronting School Yard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe8b71e96b94e98b5a3f2575c88c870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the school suffered reduced income while still under construction, the completion and further development of the school has since depended to some extent on wealthy benefactors. Building resumed when Roger Lupton was Provost, around 1517. His name is borne by the big gate-house in the west range of the cloisters, fronting School Yard, perhaps the most famous image of the school. This range includes the important interiors of the Parlour, Election Hall, and Election Chamber, where most of the 18th century \"leaving portraits\" are kept.", "targets": "Where are 18th century \"leaving portraits\" kept at Eton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbe8b71e96b94e98b5a3f2575c88c870", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the school suffered reduced income while still under construction, the completion and further development of the school has since depended to some extent on wealthy benefactors. Building resumed when Roger Lupton was Provost, around 1517. His name is borne by the big gate-house in the west range of the cloisters, fronting School Yard, perhaps the most famous image of the school. This range includes the important interiors of the Parlour, Election Hall, and Election Chamber, where most of the 18th century \"leaving portraits\" are kept.", "targets": "What is the most famous image of Eton College?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2876703e0ebf44688e592dcbb6f4379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar has received extensive military aid from China in the past Myanmar has been a member of ASEAN since 1997. Though it gave up its turn to hold the ASEAN chair and host the ASEAN Summit in 2006, it chaired the forum and hosted the summit in 2014. In November 2008, Myanmar's political situation with neighbouring Bangladesh became tense as they began searching for natural gas in a disputed block of the Bay of Bengal. Controversy surrounding the Rohingya population also remains an issue between Bangladesh and Myanmar.", "targets": "What country has provided Burma with the most military aid ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2876703e0ebf44688e592dcbb6f4379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar has received extensive military aid from China in the past Myanmar has been a member of ASEAN since 1997. Though it gave up its turn to hold the ASEAN chair and host the ASEAN Summit in 2006, it chaired the forum and hosted the summit in 2014. In November 2008, Myanmar's political situation with neighbouring Bangladesh became tense as they began searching for natural gas in a disputed block of the Bay of Bengal. Controversy surrounding the Rohingya population also remains an issue between Bangladesh and Myanmar.", "targets": "How long has Burma participated in the group ASEAN ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2876703e0ebf44688e592dcbb6f4379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar has received extensive military aid from China in the past Myanmar has been a member of ASEAN since 1997. Though it gave up its turn to hold the ASEAN chair and host the ASEAN Summit in 2006, it chaired the forum and hosted the summit in 2014. In November 2008, Myanmar's political situation with neighbouring Bangladesh became tense as they began searching for natural gas in a disputed block of the Bay of Bengal. Controversy surrounding the Rohingya population also remains an issue between Bangladesh and Myanmar.", "targets": "What year was Myanmar the host for the ASEAN conference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2876703e0ebf44688e592dcbb6f4379b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Myanmar has received extensive military aid from China in the past Myanmar has been a member of ASEAN since 1997. Though it gave up its turn to hold the ASEAN chair and host the ASEAN Summit in 2006, it chaired the forum and hosted the summit in 2014. In November 2008, Myanmar's political situation with neighbouring Bangladesh became tense as they began searching for natural gas in a disputed block of the Bay of Bengal. Controversy surrounding the Rohingya population also remains an issue between Bangladesh and Myanmar.", "targets": "What event caused tension between Burma and Bangladesh in 2008 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Which contestant had a fianc\u00e9 that had suffered brain damage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "In which round was Chris Medina eliminated n season ten of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Which season ten contestant was in the hospital instead of at the Top 13 results show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Which contestants did the judges save on season ten of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Which contestant cared for his brain-damaged fiancee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "When was Medina eliminated from the competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Which contestant suffered from ulcerative colitis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Which show did Abrams miss because he was in the hospital?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-771bc1ed9dd449509c6d1b6a59eff0f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the more prominent contestants this year was Chris Medina, whose story of caring for his brain-damaged fianc\u00e9e received widespread coverage. Medina was cut in the Top 40 round. Casey Abrams, who suffers from ulcerative colitis, was hospitalized twice and missed the Top 13 result show. The judges used their one save on Abrams on the Top 11, and as a result this was the first season that 11 finalists went on tour instead of 10. In the following week, Naima Adedapo and Thia Megia were both eliminated the following week.", "targets": "Who received the Judges' Save this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "In what phylum are insects classified? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "How many parts comprise the body of an insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "In addition to the head and abdomen, what is the other major section of an insect's body?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "What type of exoskeleton do insects have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "How many pairs of jointed legs do insects have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "What does insect mean in latin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "What is the Latin word for insect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "Insects are a class of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "Insects have what kind of skeleton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-276ddf99b88f4547ba2bcc0f74f966dd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Insects (from Latin insectum, a calque of Greek \u1f14\u03bd\u03c4\u03bf\u03bc\u03bf\u03bd [\u00e9ntomon], \"cut into sections\") are a class of invertebrates within the arthropod phylum that have a chitinous exoskeleton, a three-part body (head, thorax and abdomen), three pairs of jointed legs, compound eyes and one pair of antennae. They are the most diverse group of animals on the planet, including more than a million described species and representing more than half of all known living organisms. The number of extant species is estimated at between six and ten million, and potentially represent over 90% of the differing animal life forms on Earth. Insects may be found in nearly all environments, although only a small number of species reside in the oceans, a habitat dominated by another arthropod group, crustaceans.", "targets": "An insects 3-part body includes a throat, abdomen, and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41acd536a7004bd6b37b3d306e16ca92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years, MCA also manufactured discs for other companies including Paramount, Disney and Warner Bros. Some of them added their own names to the disc jacket to signify that the movie was not owned by MCA. After Discovision Associates shut down in early 1982, Universal Studio's videodisc software label, called MCA Videodisc until 1984, began reissuing many DiscoVision titles. Unfortunately, quite a few, such as Battlestar Galactica and Jaws, were time-compressed versions of their CAV or CLV Disco Vision originals. The time-compressed CLV re-issue of Jaws no longer had the original soundtrack, having had incidental background music replaced for the video disc version due to licensing cost (the music would not be available until the THX LaserDisc box set was released in 1995). One Universal/Columbia co-production issued by MCA Disco Vision in both CAV and CLV versions, The Electric Horseman, is still not available in any other home video format with its original score intact; even the most recent DVD release has had substantial music replacements of both instrumental score and Willie Nelson's songs. An MCA release of Universal's Howard the Duck, sees only the start credits shown in widescreen before changing to 4:3 for the rest of the film. For many years this was the only disc-based release of the film, until widescreen DVD formats were released with extras. Also, the LaserDisc release of E.T. the Extra-Terrestrial is the only format to include the cut scene of Harrison Ford playing the part of the school headmaster telling off Elliott for letting the frogs free in the biology class.", "targets": "What other companies did MCA manufacture discs for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41acd536a7004bd6b37b3d306e16ca92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years, MCA also manufactured discs for other companies including Paramount, Disney and Warner Bros. Some of them added their own names to the disc jacket to signify that the movie was not owned by MCA. After Discovision Associates shut down in early 1982, Universal Studio's videodisc software label, called MCA Videodisc until 1984, began reissuing many DiscoVision titles. Unfortunately, quite a few, such as Battlestar Galactica and Jaws, were time-compressed versions of their CAV or CLV Disco Vision originals. The time-compressed CLV re-issue of Jaws no longer had the original soundtrack, having had incidental background music replaced for the video disc version due to licensing cost (the music would not be available until the THX LaserDisc box set was released in 1995). One Universal/Columbia co-production issued by MCA Disco Vision in both CAV and CLV versions, The Electric Horseman, is still not available in any other home video format with its original score intact; even the most recent DVD release has had substantial music replacements of both instrumental score and Willie Nelson's songs. An MCA release of Universal's Howard the Duck, sees only the start credits shown in widescreen before changing to 4:3 for the rest of the film. For many years this was the only disc-based release of the film, until widescreen DVD formats were released with extras. Also, the LaserDisc release of E.T. the Extra-Terrestrial is the only format to include the cut scene of Harrison Ford playing the part of the school headmaster telling off Elliott for letting the frogs free in the biology class.", "targets": "What quirk is present in MCA's release of Howard the Duck?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41acd536a7004bd6b37b3d306e16ca92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years, MCA also manufactured discs for other companies including Paramount, Disney and Warner Bros. Some of them added their own names to the disc jacket to signify that the movie was not owned by MCA. After Discovision Associates shut down in early 1982, Universal Studio's videodisc software label, called MCA Videodisc until 1984, began reissuing many DiscoVision titles. Unfortunately, quite a few, such as Battlestar Galactica and Jaws, were time-compressed versions of their CAV or CLV Disco Vision originals. The time-compressed CLV re-issue of Jaws no longer had the original soundtrack, having had incidental background music replaced for the video disc version due to licensing cost (the music would not be available until the THX LaserDisc box set was released in 1995). One Universal/Columbia co-production issued by MCA Disco Vision in both CAV and CLV versions, The Electric Horseman, is still not available in any other home video format with its original score intact; even the most recent DVD release has had substantial music replacements of both instrumental score and Willie Nelson's songs. An MCA release of Universal's Howard the Duck, sees only the start credits shown in widescreen before changing to 4:3 for the rest of the film. For many years this was the only disc-based release of the film, until widescreen DVD formats were released with extras. Also, the LaserDisc release of E.T. the Extra-Terrestrial is the only format to include the cut scene of Harrison Ford playing the part of the school headmaster telling off Elliott for letting the frogs free in the biology class.", "targets": "What is unique about the LaserDisc release of E.T.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41acd536a7004bd6b37b3d306e16ca92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the early years, MCA also manufactured discs for other companies including Paramount, Disney and Warner Bros. Some of them added their own names to the disc jacket to signify that the movie was not owned by MCA. After Discovision Associates shut down in early 1982, Universal Studio's videodisc software label, called MCA Videodisc until 1984, began reissuing many DiscoVision titles. Unfortunately, quite a few, such as Battlestar Galactica and Jaws, were time-compressed versions of their CAV or CLV Disco Vision originals. The time-compressed CLV re-issue of Jaws no longer had the original soundtrack, having had incidental background music replaced for the video disc version due to licensing cost (the music would not be available until the THX LaserDisc box set was released in 1995). One Universal/Columbia co-production issued by MCA Disco Vision in both CAV and CLV versions, The Electric Horseman, is still not available in any other home video format with its original score intact; even the most recent DVD release has had substantial music replacements of both instrumental score and Willie Nelson's songs. An MCA release of Universal's Howard the Duck, sees only the start credits shown in widescreen before changing to 4:3 for the rest of the film. For many years this was the only disc-based release of the film, until widescreen DVD formats were released with extras. Also, the LaserDisc release of E.T. the Extra-Terrestrial is the only format to include the cut scene of Harrison Ford playing the part of the school headmaster telling off Elliott for letting the frogs free in the biology class.", "targets": "Which film is only available with its original score in LD format , even today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ea894c1dc1f48ceb793418373068d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The presence of the Virgin Mary under the cross[Jn. 19:26-27] has in itself been the subject of Marian art, and well known Catholic symbolism such as the Miraculous Medal and Pope John Paul II's Coat of Arms bearing a Marian Cross. And a number of Marian devotions also involve the presence of the Virgin Mary in Calvary, e.g., Pope John Paul II stated that \"Mary was united to Jesus on the Cross\". Well known works of Christian art by masters such as Raphael (e.g., the Mond Crucifixion), and Caravaggio (e.g., his Entombment) depict the Virgin Mary as part of the crucifixion scene.", "targets": "Who was present under the cross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ea894c1dc1f48ceb793418373068d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The presence of the Virgin Mary under the cross[Jn. 19:26-27] has in itself been the subject of Marian art, and well known Catholic symbolism such as the Miraculous Medal and Pope John Paul II's Coat of Arms bearing a Marian Cross. And a number of Marian devotions also involve the presence of the Virgin Mary in Calvary, e.g., Pope John Paul II stated that \"Mary was united to Jesus on the Cross\". Well known works of Christian art by masters such as Raphael (e.g., the Mond Crucifixion), and Caravaggio (e.g., his Entombment) depict the Virgin Mary as part of the crucifixion scene.", "targets": "What symbol is popular in Marian Art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ea894c1dc1f48ceb793418373068d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The presence of the Virgin Mary under the cross[Jn. 19:26-27] has in itself been the subject of Marian art, and well known Catholic symbolism such as the Miraculous Medal and Pope John Paul II's Coat of Arms bearing a Marian Cross. And a number of Marian devotions also involve the presence of the Virgin Mary in Calvary, e.g., Pope John Paul II stated that \"Mary was united to Jesus on the Cross\". Well known works of Christian art by masters such as Raphael (e.g., the Mond Crucifixion), and Caravaggio (e.g., his Entombment) depict the Virgin Mary as part of the crucifixion scene.", "targets": "Which pope claims Mary was present at Jesus' Crucifixion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ea894c1dc1f48ceb793418373068d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The presence of the Virgin Mary under the cross[Jn. 19:26-27] has in itself been the subject of Marian art, and well known Catholic symbolism such as the Miraculous Medal and Pope John Paul II's Coat of Arms bearing a Marian Cross. And a number of Marian devotions also involve the presence of the Virgin Mary in Calvary, e.g., Pope John Paul II stated that \"Mary was united to Jesus on the Cross\". Well known works of Christian art by masters such as Raphael (e.g., the Mond Crucifixion), and Caravaggio (e.g., his Entombment) depict the Virgin Mary as part of the crucifixion scene.", "targets": "Who painted the Mond Crucifixion."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ea894c1dc1f48ceb793418373068d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The presence of the Virgin Mary under the cross[Jn. 19:26-27] has in itself been the subject of Marian art, and well known Catholic symbolism such as the Miraculous Medal and Pope John Paul II's Coat of Arms bearing a Marian Cross. And a number of Marian devotions also involve the presence of the Virgin Mary in Calvary, e.g., Pope John Paul II stated that \"Mary was united to Jesus on the Cross\". Well known works of Christian art by masters such as Raphael (e.g., the Mond Crucifixion), and Caravaggio (e.g., his Entombment) depict the Virgin Mary as part of the crucifixion scene.", "targets": "Who was responsible for the art names \"His Entombment\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68179ab9e3c84fa3bd5f9e593d509d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India started the construction of a 40,000-tonne, 260-metre-long (850 ft) Vikrant-class aircraft carrier in 2009. The new carrier will operate MiG-29K and naval HAL Tejas aircraft along with the Indian-made helicopter HAL Dhruv. The ship will be powered by four gas-turbine engines and will have a range of 8,000 nautical miles (15,000 kilometres), carrying 160 officers, 1,400 sailors, and 30 aircraft. The carrier is being constructed by Cochin Shipyard. The ship was launched in August 2013 and is scheduled for commissioning in 2018.", "targets": "Who started construction of a 40,000-tonne Vikrant-class carrier in 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68179ab9e3c84fa3bd5f9e593d509d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India started the construction of a 40,000-tonne, 260-metre-long (850 ft) Vikrant-class aircraft carrier in 2009. The new carrier will operate MiG-29K and naval HAL Tejas aircraft along with the Indian-made helicopter HAL Dhruv. The ship will be powered by four gas-turbine engines and will have a range of 8,000 nautical miles (15,000 kilometres), carrying 160 officers, 1,400 sailors, and 30 aircraft. The carrier is being constructed by Cochin Shipyard. The ship was launched in August 2013 and is scheduled for commissioning in 2018.", "targets": "What will power the Indian-made ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68179ab9e3c84fa3bd5f9e593d509d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India started the construction of a 40,000-tonne, 260-metre-long (850 ft) Vikrant-class aircraft carrier in 2009. The new carrier will operate MiG-29K and naval HAL Tejas aircraft along with the Indian-made helicopter HAL Dhruv. The ship will be powered by four gas-turbine engines and will have a range of 8,000 nautical miles (15,000 kilometres), carrying 160 officers, 1,400 sailors, and 30 aircraft. The carrier is being constructed by Cochin Shipyard. The ship was launched in August 2013 and is scheduled for commissioning in 2018.", "targets": "What will the range of the Indian-made ship be, carrying 160 officers, 1400 sailers, and 30 aircraft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68179ab9e3c84fa3bd5f9e593d509d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India started the construction of a 40,000-tonne, 260-metre-long (850 ft) Vikrant-class aircraft carrier in 2009. The new carrier will operate MiG-29K and naval HAL Tejas aircraft along with the Indian-made helicopter HAL Dhruv. The ship will be powered by four gas-turbine engines and will have a range of 8,000 nautical miles (15,000 kilometres), carrying 160 officers, 1,400 sailors, and 30 aircraft. The carrier is being constructed by Cochin Shipyard. The ship was launched in August 2013 and is scheduled for commissioning in 2018.", "targets": "Who is constructing the Indian-made ship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-68179ab9e3c84fa3bd5f9e593d509d0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "India started the construction of a 40,000-tonne, 260-metre-long (850 ft) Vikrant-class aircraft carrier in 2009. The new carrier will operate MiG-29K and naval HAL Tejas aircraft along with the Indian-made helicopter HAL Dhruv. The ship will be powered by four gas-turbine engines and will have a range of 8,000 nautical miles (15,000 kilometres), carrying 160 officers, 1,400 sailors, and 30 aircraft. The carrier is being constructed by Cochin Shipyard. The ship was launched in August 2013 and is scheduled for commissioning in 2018.", "targets": "When was the Indian-made ship launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc11145c9c049f5b3d10fd93571d514", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the founding members, East Germany was allowed to re-arm by the Soviet Union and the National People's Army was established as the armed forces of the country to counter the rearmament of West Germany.", "targets": "Which nation was permitted rearmament by the foundation of the Warsaw Pact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cc11145c9c049f5b3d10fd93571d514", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the founding members, East Germany was allowed to re-arm by the Soviet Union and the National People's Army was established as the armed forces of the country to counter the rearmament of West Germany.", "targets": "What was the name of the East German armed forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c314bc13f0be407cbbcd9ef18a8d756f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large scale climatic changes, as have been experienced in the past, are expected to have an effect on the timing of migration. Studies have shown a variety of effects including timing changes in migration, breeding as well as population variations.", "targets": "What is expected to have an effect on migration timing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c314bc13f0be407cbbcd9ef18a8d756f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large scale climatic changes, as have been experienced in the past, are expected to have an effect on the timing of migration. Studies have shown a variety of effects including timing changes in migration, breeding as well as population variations.", "targets": "What have studies shown regarding climate change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c314bc13f0be407cbbcd9ef18a8d756f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Large scale climatic changes, as have been experienced in the past, are expected to have an effect on the timing of migration. Studies have shown a variety of effects including timing changes in migration, breeding as well as population variations.", "targets": "What else is climate change been shown to change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54a6a74f618246f98c373b1ad3674dce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824 by land speculators John Allen and Elisha Walker Rumsey. On 25 May 1824, the town plat was registered with Wayne County as \"Annarbour;\" this represents the earliest known use of the town's name. Allen and Rumsey decided to name it for their wives, both named Ann, and for the stands of Bur Oak in the 640 acres (260 ha) of land they purchased for $800 from the federal government at $1.25 per acre. The local Ojibwa named the settlement kaw-goosh-kaw-nick, after the sound of Allen's sawmill.", "targets": "Who founded Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54a6a74f618246f98c373b1ad3674dce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824 by land speculators John Allen and Elisha Walker Rumsey. On 25 May 1824, the town plat was registered with Wayne County as \"Annarbour;\" this represents the earliest known use of the town's name. Allen and Rumsey decided to name it for their wives, both named Ann, and for the stands of Bur Oak in the 640 acres (260 ha) of land they purchased for $800 from the federal government at $1.25 per acre. The local Ojibwa named the settlement kaw-goosh-kaw-nick, after the sound of Allen's sawmill.", "targets": "What was the profession of the founders of Ann arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54a6a74f618246f98c373b1ad3674dce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824 by land speculators John Allen and Elisha Walker Rumsey. On 25 May 1824, the town plat was registered with Wayne County as \"Annarbour;\" this represents the earliest known use of the town's name. Allen and Rumsey decided to name it for their wives, both named Ann, and for the stands of Bur Oak in the 640 acres (260 ha) of land they purchased for $800 from the federal government at $1.25 per acre. The local Ojibwa named the settlement kaw-goosh-kaw-nick, after the sound of Allen's sawmill.", "targets": "Which tribe named the settlement as kaw-goosh-kaw-nick?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54a6a74f618246f98c373b1ad3674dce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824 by land speculators John Allen and Elisha Walker Rumsey. On 25 May 1824, the town plat was registered with Wayne County as \"Annarbour;\" this represents the earliest known use of the town's name. Allen and Rumsey decided to name it for their wives, both named Ann, and for the stands of Bur Oak in the 640 acres (260 ha) of land they purchased for $800 from the federal government at $1.25 per acre. The local Ojibwa named the settlement kaw-goosh-kaw-nick, after the sound of Allen's sawmill.", "targets": "For how much money did the founders purchase the land from the federal government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54a6a74f618246f98c373b1ad3674dce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor was founded in 1824 by land speculators John Allen and Elisha Walker Rumsey. On 25 May 1824, the town plat was registered with Wayne County as \"Annarbour;\" this represents the earliest known use of the town's name. Allen and Rumsey decided to name it for their wives, both named Ann, and for the stands of Bur Oak in the 640 acres (260 ha) of land they purchased for $800 from the federal government at $1.25 per acre. The local Ojibwa named the settlement kaw-goosh-kaw-nick, after the sound of Allen's sawmill.", "targets": "What were the names of the founders wives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9271a3d6ade4d1d9f02108f1c503fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the spring of 1975, Fred Pierce, the newly appointed president of ABC Television, convinced Fred Silverman to become the first president and director of programming of the independent television production subsidiary ABC Entertainment, created from the network's namesake programming division. In 1974, ABC premiered the detective series S.W.A.T. That same year, the network made the decision to compete with NBC's morning news-talk program Today. Its first attempt at such competition was AM America; however, that show's success was not straightforward. One of its affiliates, WCVB-TV premiered morning show Good Day!. First premiering in 1973 as Good Morning!, it was groundbreaking for being entirely produced on the road and broadcasting from locations outside of the Boston area. Also, in the summer of 1975, ABC discovered that its Cleveland affiliate WEWS-TV was producing its own morning program The Morning Exchange, which debuted in 1972 and was now locally pre-empting AM America; it was the first morning show to utilize a set modeled after a living room, and established a concept now commonplace among network morning shows in which news and weather updates were featured at the top and bottom of each hour. Discovering that their formats seemed to appeal to their viewers, the network became the first to adopt them for a new national morning show, Good Morning America, which debuted on November 3, 1975.", "targets": "Who was the President of ABC television in 1976?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9271a3d6ade4d1d9f02108f1c503fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the spring of 1975, Fred Pierce, the newly appointed president of ABC Television, convinced Fred Silverman to become the first president and director of programming of the independent television production subsidiary ABC Entertainment, created from the network's namesake programming division. In 1974, ABC premiered the detective series S.W.A.T. That same year, the network made the decision to compete with NBC's morning news-talk program Today. Its first attempt at such competition was AM America; however, that show's success was not straightforward. One of its affiliates, WCVB-TV premiered morning show Good Day!. First premiering in 1973 as Good Morning!, it was groundbreaking for being entirely produced on the road and broadcasting from locations outside of the Boston area. Also, in the summer of 1975, ABC discovered that its Cleveland affiliate WEWS-TV was producing its own morning program The Morning Exchange, which debuted in 1972 and was now locally pre-empting AM America; it was the first morning show to utilize a set modeled after a living room, and established a concept now commonplace among network morning shows in which news and weather updates were featured at the top and bottom of each hour. Discovering that their formats seemed to appeal to their viewers, the network became the first to adopt them for a new national morning show, Good Morning America, which debuted on November 3, 1975.", "targets": "Who was the first president and director of programming for ABC Entertainment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9271a3d6ade4d1d9f02108f1c503fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the spring of 1975, Fred Pierce, the newly appointed president of ABC Television, convinced Fred Silverman to become the first president and director of programming of the independent television production subsidiary ABC Entertainment, created from the network's namesake programming division. In 1974, ABC premiered the detective series S.W.A.T. That same year, the network made the decision to compete with NBC's morning news-talk program Today. Its first attempt at such competition was AM America; however, that show's success was not straightforward. One of its affiliates, WCVB-TV premiered morning show Good Day!. First premiering in 1973 as Good Morning!, it was groundbreaking for being entirely produced on the road and broadcasting from locations outside of the Boston area. Also, in the summer of 1975, ABC discovered that its Cleveland affiliate WEWS-TV was producing its own morning program The Morning Exchange, which debuted in 1972 and was now locally pre-empting AM America; it was the first morning show to utilize a set modeled after a living room, and established a concept now commonplace among network morning shows in which news and weather updates were featured at the top and bottom of each hour. Discovering that their formats seemed to appeal to their viewers, the network became the first to adopt them for a new national morning show, Good Morning America, which debuted on November 3, 1975.", "targets": "In 1974, what detective series debuted on ABC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9271a3d6ade4d1d9f02108f1c503fc8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the spring of 1975, Fred Pierce, the newly appointed president of ABC Television, convinced Fred Silverman to become the first president and director of programming of the independent television production subsidiary ABC Entertainment, created from the network's namesake programming division. In 1974, ABC premiered the detective series S.W.A.T. That same year, the network made the decision to compete with NBC's morning news-talk program Today. Its first attempt at such competition was AM America; however, that show's success was not straightforward. One of its affiliates, WCVB-TV premiered morning show Good Day!. First premiering in 1973 as Good Morning!, it was groundbreaking for being entirely produced on the road and broadcasting from locations outside of the Boston area. Also, in the summer of 1975, ABC discovered that its Cleveland affiliate WEWS-TV was producing its own morning program The Morning Exchange, which debuted in 1972 and was now locally pre-empting AM America; it was the first morning show to utilize a set modeled after a living room, and established a concept now commonplace among network morning shows in which news and weather updates were featured at the top and bottom of each hour. Discovering that their formats seemed to appeal to their viewers, the network became the first to adopt them for a new national morning show, Good Morning America, which debuted on November 3, 1975.", "targets": "When did Good Morning America first debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f86d7dcc1eab44d98c46ecde0558f513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger served in the Austrian Army in 1965 to fulfill the one year of service required at the time of all 18-year-old Austrian males. During his army service, he won the Junior Mr. Europe contest. He went AWOL during basic training so he could take part in the competition and spent a week in military prison: \"Participating in the competition meant so much to me that I didn't carefully think through the consequences.\" He won another bodybuilding contest in Graz, at Steirer Hof Hotel (where he had placed second). He was voted best built man of Europe, which made him famous. \"The Mr. Universe title was my ticket to America \u2013 the land of opportunity, where I could become a star and get rich.\" Schwarzenegger made his first plane trip in 1966, attending the NABBA Mr. Universe competition in London. He would come in second in the Mr. Universe competition, not having the muscle definition of American winner Chester Yorton.", "targets": "Which bodybuilding title did Schwarzenegger call his \"ticket to America\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f86d7dcc1eab44d98c46ecde0558f513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger served in the Austrian Army in 1965 to fulfill the one year of service required at the time of all 18-year-old Austrian males. During his army service, he won the Junior Mr. Europe contest. He went AWOL during basic training so he could take part in the competition and spent a week in military prison: \"Participating in the competition meant so much to me that I didn't carefully think through the consequences.\" He won another bodybuilding contest in Graz, at Steirer Hof Hotel (where he had placed second). He was voted best built man of Europe, which made him famous. \"The Mr. Universe title was my ticket to America \u2013 the land of opportunity, where I could become a star and get rich.\" Schwarzenegger made his first plane trip in 1966, attending the NABBA Mr. Universe competition in London. He would come in second in the Mr. Universe competition, not having the muscle definition of American winner Chester Yorton.", "targets": "Which competition did Schwarzenegger go AWOL to participate in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f86d7dcc1eab44d98c46ecde0558f513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger served in the Austrian Army in 1965 to fulfill the one year of service required at the time of all 18-year-old Austrian males. During his army service, he won the Junior Mr. Europe contest. He went AWOL during basic training so he could take part in the competition and spent a week in military prison: \"Participating in the competition meant so much to me that I didn't carefully think through the consequences.\" He won another bodybuilding contest in Graz, at Steirer Hof Hotel (where he had placed second). He was voted best built man of Europe, which made him famous. \"The Mr. Universe title was my ticket to America \u2013 the land of opportunity, where I could become a star and get rich.\" Schwarzenegger made his first plane trip in 1966, attending the NABBA Mr. Universe competition in London. He would come in second in the Mr. Universe competition, not having the muscle definition of American winner Chester Yorton.", "targets": "When did Schwarzenegger take an airplane for the first time ever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f86d7dcc1eab44d98c46ecde0558f513", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger served in the Austrian Army in 1965 to fulfill the one year of service required at the time of all 18-year-old Austrian males. During his army service, he won the Junior Mr. Europe contest. He went AWOL during basic training so he could take part in the competition and spent a week in military prison: \"Participating in the competition meant so much to me that I didn't carefully think through the consequences.\" He won another bodybuilding contest in Graz, at Steirer Hof Hotel (where he had placed second). He was voted best built man of Europe, which made him famous. \"The Mr. Universe title was my ticket to America \u2013 the land of opportunity, where I could become a star and get rich.\" Schwarzenegger made his first plane trip in 1966, attending the NABBA Mr. Universe competition in London. He would come in second in the Mr. Universe competition, not having the muscle definition of American winner Chester Yorton.", "targets": "In what city was the 1966 NABBA Mr. Universe competition held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-882a7f15b68e4f3aaeadbe78b1c6914c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provide Campaign Assistance. Minority leaders are typically energetic and aggressive campaigners for partisan incumbents and challengers. There is hardly any major aspect of campaigning that does not engage their attention. For example, they assist in recruiting qualified candidates; they establish \"leadership PACs\" to raise and distribute funds to House candidates of their party; they try to persuade partisan colleagues not to retire or run for other offices so as to hold down the number of open seats the party would need to defend; they coordinate their campaign activities with congressional and national party campaign committees; they encourage outside groups to back their candidates; they travel around the country to speak on behalf of party candidates; and they encourage incumbent colleagues to make significant financial contributions to the party's campaign committee. \"The amount of time that [Minority Leader] Gephardt is putting in to help the DCCC [Democratic Congressional Campaign Committee] is unheard of,\" noted a Democratic lobbyist.\"No DCCC chairman has ever had that kind of support.\"", "targets": "How much concern do minority leaders have for campaigning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-882a7f15b68e4f3aaeadbe78b1c6914c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provide Campaign Assistance. Minority leaders are typically energetic and aggressive campaigners for partisan incumbents and challengers. There is hardly any major aspect of campaigning that does not engage their attention. For example, they assist in recruiting qualified candidates; they establish \"leadership PACs\" to raise and distribute funds to House candidates of their party; they try to persuade partisan colleagues not to retire or run for other offices so as to hold down the number of open seats the party would need to defend; they coordinate their campaign activities with congressional and national party campaign committees; they encourage outside groups to back their candidates; they travel around the country to speak on behalf of party candidates; and they encourage incumbent colleagues to make significant financial contributions to the party's campaign committee. \"The amount of time that [Minority Leader] Gephardt is putting in to help the DCCC [Democratic Congressional Campaign Committee] is unheard of,\" noted a Democratic lobbyist.\"No DCCC chairman has ever had that kind of support.\"", "targets": "Outside of Washington how much involvement do minority leaders have in campaigns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-882a7f15b68e4f3aaeadbe78b1c6914c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Provide Campaign Assistance. Minority leaders are typically energetic and aggressive campaigners for partisan incumbents and challengers. There is hardly any major aspect of campaigning that does not engage their attention. For example, they assist in recruiting qualified candidates; they establish \"leadership PACs\" to raise and distribute funds to House candidates of their party; they try to persuade partisan colleagues not to retire or run for other offices so as to hold down the number of open seats the party would need to defend; they coordinate their campaign activities with congressional and national party campaign committees; they encourage outside groups to back their candidates; they travel around the country to speak on behalf of party candidates; and they encourage incumbent colleagues to make significant financial contributions to the party's campaign committee. \"The amount of time that [Minority Leader] Gephardt is putting in to help the DCCC [Democratic Congressional Campaign Committee] is unheard of,\" noted a Democratic lobbyist.\"No DCCC chairman has ever had that kind of support.\"", "targets": "Who establishes leadership PACs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159d12e70b584508b316cf76071560f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Areas such as South Street and Old City have a vibrant night life. The Avenue of the Arts in Center City contains many restaurants and theaters, such as the Kimmel Center for the Performing Arts, which is home to the Philadelphia Orchestra, generally considered one of the top five orchestras in the United States, and the Academy of Music, the nation's oldest continually operating opera house, home to the Opera Company of Philadelphia and the Pennsylvania Ballet. The Wilma Theatre and Philadelphia Theatre Company have new buildings constructed in the last decade on the avenue. They produce a variety of new works. Several blocks to the east are the Walnut Street Theatre, America's oldest theatre and the largest subscription theater in the world; as well as the Lantern Theatre at St. Stephens Church, one of a number of smaller venues.", "targets": "Name two districts with good night life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159d12e70b584508b316cf76071560f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Areas such as South Street and Old City have a vibrant night life. The Avenue of the Arts in Center City contains many restaurants and theaters, such as the Kimmel Center for the Performing Arts, which is home to the Philadelphia Orchestra, generally considered one of the top five orchestras in the United States, and the Academy of Music, the nation's oldest continually operating opera house, home to the Opera Company of Philadelphia and the Pennsylvania Ballet. The Wilma Theatre and Philadelphia Theatre Company have new buildings constructed in the last decade on the avenue. They produce a variety of new works. Several blocks to the east are the Walnut Street Theatre, America's oldest theatre and the largest subscription theater in the world; as well as the Lantern Theatre at St. Stephens Church, one of a number of smaller venues.", "targets": "What is the home of the orchestra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159d12e70b584508b316cf76071560f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Areas such as South Street and Old City have a vibrant night life. The Avenue of the Arts in Center City contains many restaurants and theaters, such as the Kimmel Center for the Performing Arts, which is home to the Philadelphia Orchestra, generally considered one of the top five orchestras in the United States, and the Academy of Music, the nation's oldest continually operating opera house, home to the Opera Company of Philadelphia and the Pennsylvania Ballet. The Wilma Theatre and Philadelphia Theatre Company have new buildings constructed in the last decade on the avenue. They produce a variety of new works. Several blocks to the east are the Walnut Street Theatre, America's oldest theatre and the largest subscription theater in the world; as well as the Lantern Theatre at St. Stephens Church, one of a number of smaller venues.", "targets": "What is the countries oldest opera house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159d12e70b584508b316cf76071560f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Areas such as South Street and Old City have a vibrant night life. The Avenue of the Arts in Center City contains many restaurants and theaters, such as the Kimmel Center for the Performing Arts, which is home to the Philadelphia Orchestra, generally considered one of the top five orchestras in the United States, and the Academy of Music, the nation's oldest continually operating opera house, home to the Opera Company of Philadelphia and the Pennsylvania Ballet. The Wilma Theatre and Philadelphia Theatre Company have new buildings constructed in the last decade on the avenue. They produce a variety of new works. Several blocks to the east are the Walnut Street Theatre, America's oldest theatre and the largest subscription theater in the world; as well as the Lantern Theatre at St. Stephens Church, one of a number of smaller venues.", "targets": "Who uses the opera house?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-159d12e70b584508b316cf76071560f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Areas such as South Street and Old City have a vibrant night life. The Avenue of the Arts in Center City contains many restaurants and theaters, such as the Kimmel Center for the Performing Arts, which is home to the Philadelphia Orchestra, generally considered one of the top five orchestras in the United States, and the Academy of Music, the nation's oldest continually operating opera house, home to the Opera Company of Philadelphia and the Pennsylvania Ballet. The Wilma Theatre and Philadelphia Theatre Company have new buildings constructed in the last decade on the avenue. They produce a variety of new works. Several blocks to the east are the Walnut Street Theatre, America's oldest theatre and the largest subscription theater in the world; as well as the Lantern Theatre at St. Stephens Church, one of a number of smaller venues.", "targets": "What is the oldest theater in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9655f9ecc64c431faa35068937102a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1860s the Kingdom of Prussia and the Austrian Empire were the two most powerful nations dominated by German-speaking elites. Both sought to expand their influence and territory. The Austrian Empire \u2013 like the Holy Roman Empire \u2013 was a multi-ethnic state, but German-speaking people there did not have an absolute numerical majority; the creation of the Austro-Hungarian Empire was one result of the growing nationalism of other ethnicities especially the Hungarians. Prussia under Otto von Bismarck would ride on the coat-tails of nationalism to unite all of modern-day Germany. The German Empire (\"Second Reich\") was created in 1871 following the proclamation of Wilhelm I as head of a union of German-speaking states, while disregarding millions of its non-German subjects who desired self-determination from German rule.", "targets": "Who were the two most powerful nations in the 1860's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9655f9ecc64c431faa35068937102a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1860s the Kingdom of Prussia and the Austrian Empire were the two most powerful nations dominated by German-speaking elites. Both sought to expand their influence and territory. The Austrian Empire \u2013 like the Holy Roman Empire \u2013 was a multi-ethnic state, but German-speaking people there did not have an absolute numerical majority; the creation of the Austro-Hungarian Empire was one result of the growing nationalism of other ethnicities especially the Hungarians. Prussia under Otto von Bismarck would ride on the coat-tails of nationalism to unite all of modern-day Germany. The German Empire (\"Second Reich\") was created in 1871 following the proclamation of Wilhelm I as head of a union of German-speaking states, while disregarding millions of its non-German subjects who desired self-determination from German rule.", "targets": "When was the German Empire created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9655f9ecc64c431faa35068937102a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1860s the Kingdom of Prussia and the Austrian Empire were the two most powerful nations dominated by German-speaking elites. Both sought to expand their influence and territory. The Austrian Empire \u2013 like the Holy Roman Empire \u2013 was a multi-ethnic state, but German-speaking people there did not have an absolute numerical majority; the creation of the Austro-Hungarian Empire was one result of the growing nationalism of other ethnicities especially the Hungarians. Prussia under Otto von Bismarck would ride on the coat-tails of nationalism to unite all of modern-day Germany. The German Empire (\"Second Reich\") was created in 1871 following the proclamation of Wilhelm I as head of a union of German-speaking states, while disregarding millions of its non-German subjects who desired self-determination from German rule.", "targets": "Who was Wilhelm I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9655f9ecc64c431faa35068937102a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1860s the Kingdom of Prussia and the Austrian Empire were the two most powerful nations dominated by German-speaking elites. Both sought to expand their influence and territory. The Austrian Empire \u2013 like the Holy Roman Empire \u2013 was a multi-ethnic state, but German-speaking people there did not have an absolute numerical majority; the creation of the Austro-Hungarian Empire was one result of the growing nationalism of other ethnicities especially the Hungarians. Prussia under Otto von Bismarck would ride on the coat-tails of nationalism to unite all of modern-day Germany. The German Empire (\"Second Reich\") was created in 1871 following the proclamation of Wilhelm I as head of a union of German-speaking states, while disregarding millions of its non-German subjects who desired self-determination from German rule.", "targets": "What were Prussia and Austria looking to expand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9655f9ecc64c431faa35068937102a8b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1860s the Kingdom of Prussia and the Austrian Empire were the two most powerful nations dominated by German-speaking elites. Both sought to expand their influence and territory. The Austrian Empire \u2013 like the Holy Roman Empire \u2013 was a multi-ethnic state, but German-speaking people there did not have an absolute numerical majority; the creation of the Austro-Hungarian Empire was one result of the growing nationalism of other ethnicities especially the Hungarians. Prussia under Otto von Bismarck would ride on the coat-tails of nationalism to unite all of modern-day Germany. The German Empire (\"Second Reich\") was created in 1871 following the proclamation of Wilhelm I as head of a union of German-speaking states, while disregarding millions of its non-German subjects who desired self-determination from German rule.", "targets": "Which empire was a multi ethnic state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b17f66a92f38458bbf986ba98474d0ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of Bermuda's black population trace some of their ancestry to Native Americans, although awareness of this is largely limited to St David's Islanders and most who have such ancestry are unaware of it. During the colonial period, hundreds of Native Americans were shipped to Bermuda. The best-known examples were the Algonquian peoples who were exiled from the southern New England colonies and sold into slavery in the 17th century, notably in the aftermaths of the Pequot and King Philip's wars.", "targets": "What is one group that Bermuda's black population can link some of their ancestry to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b17f66a92f38458bbf986ba98474d0ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of Bermuda's black population trace some of their ancestry to Native Americans, although awareness of this is largely limited to St David's Islanders and most who have such ancestry are unaware of it. During the colonial period, hundreds of Native Americans were shipped to Bermuda. The best-known examples were the Algonquian peoples who were exiled from the southern New England colonies and sold into slavery in the 17th century, notably in the aftermaths of the Pequot and King Philip's wars.", "targets": "Residents of what particular area have awareness of this link to Native American heritage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b17f66a92f38458bbf986ba98474d0ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of Bermuda's black population trace some of their ancestry to Native Americans, although awareness of this is largely limited to St David's Islanders and most who have such ancestry are unaware of it. During the colonial period, hundreds of Native Americans were shipped to Bermuda. The best-known examples were the Algonquian peoples who were exiled from the southern New England colonies and sold into slavery in the 17th century, notably in the aftermaths of the Pequot and King Philip's wars.", "targets": "During what period were there hundreds of Native Americans shipped to Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b17f66a92f38458bbf986ba98474d0ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most of Bermuda's black population trace some of their ancestry to Native Americans, although awareness of this is largely limited to St David's Islanders and most who have such ancestry are unaware of it. During the colonial period, hundreds of Native Americans were shipped to Bermuda. The best-known examples were the Algonquian peoples who were exiled from the southern New England colonies and sold into slavery in the 17th century, notably in the aftermaths of the Pequot and King Philip's wars.", "targets": "Why was there a large population of Algonquian people in Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a216779519416b9e95d53b6760041f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Erik Erikson (1902-1994) became one of the earliest psychologists to take an explicit interest in identity. The Eriksonian framework rests upon a distinction among the psychological sense of continuity, known as the ego identity (sometimes identified simply as \"the self\"); the personal idiosyncrasies that separate one person from the next, known as the personal identity; and the collection of social roles that a person might play, known as either the social identity or the cultural identity. Erikson's work, in the psychodynamic tradition, aimed to investigate the process of identity formation across a lifespan. Progressive strength in the ego identity, for example, can be charted in terms of a series of stages in which identity is formed in response to increasingly sophisticated challenges. The process of forming a viable sense of identity for the culture is conceptualized as an adolescent task, and those who do not manage a resynthesis of childhood identifications are seen as being in a state of 'identity diffusion' whereas those who retain their initially given identities unquestioned have 'foreclosed' identities (Weinreich & Saunderson 2003 p7-8). On some readings of Erikson, the development of a strong ego identity, along with the proper integration into a stable society and culture, lead to a stronger sense of identity in general. Accordingly, a deficiency in either of these factors may increase the chance of an identity crisis or confusion (Cote & Levine 2002, p. 22).", "targets": "Who was one of the earliest psychologists to take an explicit interest in identity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a216779519416b9e95d53b6760041f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Erik Erikson (1902-1994) became one of the earliest psychologists to take an explicit interest in identity. The Eriksonian framework rests upon a distinction among the psychological sense of continuity, known as the ego identity (sometimes identified simply as \"the self\"); the personal idiosyncrasies that separate one person from the next, known as the personal identity; and the collection of social roles that a person might play, known as either the social identity or the cultural identity. Erikson's work, in the psychodynamic tradition, aimed to investigate the process of identity formation across a lifespan. Progressive strength in the ego identity, for example, can be charted in terms of a series of stages in which identity is formed in response to increasingly sophisticated challenges. The process of forming a viable sense of identity for the culture is conceptualized as an adolescent task, and those who do not manage a resynthesis of childhood identifications are seen as being in a state of 'identity diffusion' whereas those who retain their initially given identities unquestioned have 'foreclosed' identities (Weinreich & Saunderson 2003 p7-8). On some readings of Erikson, the development of a strong ego identity, along with the proper integration into a stable society and culture, lead to a stronger sense of identity in general. Accordingly, a deficiency in either of these factors may increase the chance of an identity crisis or confusion (Cote & Levine 2002, p. 22).", "targets": "What distinction is sometimes referred to as the self?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a216779519416b9e95d53b6760041f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Erik Erikson (1902-1994) became one of the earliest psychologists to take an explicit interest in identity. The Eriksonian framework rests upon a distinction among the psychological sense of continuity, known as the ego identity (sometimes identified simply as \"the self\"); the personal idiosyncrasies that separate one person from the next, known as the personal identity; and the collection of social roles that a person might play, known as either the social identity or the cultural identity. Erikson's work, in the psychodynamic tradition, aimed to investigate the process of identity formation across a lifespan. Progressive strength in the ego identity, for example, can be charted in terms of a series of stages in which identity is formed in response to increasingly sophisticated challenges. The process of forming a viable sense of identity for the culture is conceptualized as an adolescent task, and those who do not manage a resynthesis of childhood identifications are seen as being in a state of 'identity diffusion' whereas those who retain their initially given identities unquestioned have 'foreclosed' identities (Weinreich & Saunderson 2003 p7-8). On some readings of Erikson, the development of a strong ego identity, along with the proper integration into a stable society and culture, lead to a stronger sense of identity in general. Accordingly, a deficiency in either of these factors may increase the chance of an identity crisis or confusion (Cote & Levine 2002, p. 22).", "targets": "The personal idiosyncrasies that separate individuals are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a216779519416b9e95d53b6760041f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Erik Erikson (1902-1994) became one of the earliest psychologists to take an explicit interest in identity. The Eriksonian framework rests upon a distinction among the psychological sense of continuity, known as the ego identity (sometimes identified simply as \"the self\"); the personal idiosyncrasies that separate one person from the next, known as the personal identity; and the collection of social roles that a person might play, known as either the social identity or the cultural identity. Erikson's work, in the psychodynamic tradition, aimed to investigate the process of identity formation across a lifespan. Progressive strength in the ego identity, for example, can be charted in terms of a series of stages in which identity is formed in response to increasingly sophisticated challenges. The process of forming a viable sense of identity for the culture is conceptualized as an adolescent task, and those who do not manage a resynthesis of childhood identifications are seen as being in a state of 'identity diffusion' whereas those who retain their initially given identities unquestioned have 'foreclosed' identities (Weinreich & Saunderson 2003 p7-8). On some readings of Erikson, the development of a strong ego identity, along with the proper integration into a stable society and culture, lead to a stronger sense of identity in general. Accordingly, a deficiency in either of these factors may increase the chance of an identity crisis or confusion (Cote & Levine 2002, p. 22).", "targets": "What are the 3 names for the collection of a person's social roles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65a216779519416b9e95d53b6760041f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Erik Erikson (1902-1994) became one of the earliest psychologists to take an explicit interest in identity. The Eriksonian framework rests upon a distinction among the psychological sense of continuity, known as the ego identity (sometimes identified simply as \"the self\"); the personal idiosyncrasies that separate one person from the next, known as the personal identity; and the collection of social roles that a person might play, known as either the social identity or the cultural identity. Erikson's work, in the psychodynamic tradition, aimed to investigate the process of identity formation across a lifespan. Progressive strength in the ego identity, for example, can be charted in terms of a series of stages in which identity is formed in response to increasingly sophisticated challenges. The process of forming a viable sense of identity for the culture is conceptualized as an adolescent task, and those who do not manage a resynthesis of childhood identifications are seen as being in a state of 'identity diffusion' whereas those who retain their initially given identities unquestioned have 'foreclosed' identities (Weinreich & Saunderson 2003 p7-8). On some readings of Erikson, the development of a strong ego identity, along with the proper integration into a stable society and culture, lead to a stronger sense of identity in general. Accordingly, a deficiency in either of these factors may increase the chance of an identity crisis or confusion (Cote & Levine 2002, p. 22).", "targets": "In what tradition is Erikson's work to track identity formation throughout a lifetime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-affc7bf7b8954888be6b0287c3ded593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many hunter-gatherers consciously manipulate the landscape through cutting or burning undesirable plants while encouraging desirable ones, some even going to the extent of slash-and-burn to create habitat for game animals. These activities are on an entirely different scale to those associated with agriculture, but they are nevertheless domestication on some level. Today, almost all hunter-gatherers depend to some extent upon domesticated food sources either produced part-time or traded for products acquired in the wild.", "targets": "What do hunter-gathers intentionally manipulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-affc7bf7b8954888be6b0287c3ded593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many hunter-gatherers consciously manipulate the landscape through cutting or burning undesirable plants while encouraging desirable ones, some even going to the extent of slash-and-burn to create habitat for game animals. These activities are on an entirely different scale to those associated with agriculture, but they are nevertheless domestication on some level. Today, almost all hunter-gatherers depend to some extent upon domesticated food sources either produced part-time or traded for products acquired in the wild.", "targets": "How do they manage the landscape?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-affc7bf7b8954888be6b0287c3ded593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many hunter-gatherers consciously manipulate the landscape through cutting or burning undesirable plants while encouraging desirable ones, some even going to the extent of slash-and-burn to create habitat for game animals. These activities are on an entirely different scale to those associated with agriculture, but they are nevertheless domestication on some level. Today, almost all hunter-gatherers depend to some extent upon domesticated food sources either produced part-time or traded for products acquired in the wild.", "targets": "What technique do they use to make animal habitats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-affc7bf7b8954888be6b0287c3ded593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many hunter-gatherers consciously manipulate the landscape through cutting or burning undesirable plants while encouraging desirable ones, some even going to the extent of slash-and-burn to create habitat for game animals. These activities are on an entirely different scale to those associated with agriculture, but they are nevertheless domestication on some level. Today, almost all hunter-gatherers depend to some extent upon domesticated food sources either produced part-time or traded for products acquired in the wild.", "targets": "What is the manipulation of the landscape associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-affc7bf7b8954888be6b0287c3ded593", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many hunter-gatherers consciously manipulate the landscape through cutting or burning undesirable plants while encouraging desirable ones, some even going to the extent of slash-and-burn to create habitat for game animals. These activities are on an entirely different scale to those associated with agriculture, but they are nevertheless domestication on some level. Today, almost all hunter-gatherers depend to some extent upon domesticated food sources either produced part-time or traded for products acquired in the wild.", "targets": "What do modern hunter-gatherers depend on at least somewhat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b72b00314042cb8d2d955cf317e4c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the limitations of the classic commutator DC motor are due to the need for brushes to press against the commutator. This creates friction. Sparks are created by the brushes making and breaking circuits through the rotor coils as the brushes cross the insulating gaps between commutator sections. Depending on the commutator design, this may include the brushes shorting together adjacent sections \u2013 and hence coil ends \u2013 momentarily while crossing the gaps. Furthermore, the inductance of the rotor coils causes the voltage across each to rise when its circuit is opened, increasing the sparking of the brushes. This sparking limits the maximum speed of the machine, as too-rapid sparking will overheat, erode, or even melt the commutator. The current density per unit area of the brushes, in combination with their resistivity, limits the output of the motor. The making and breaking of electric contact also generates electrical noise; sparking generates RFI. Brushes eventually wear out and require replacement, and the commutator itself is subject to wear and maintenance (on larger motors) or replacement (on small motors). The commutator assembly on a large motor is a costly element, requiring precision assembly of many parts. On small motors, the commutator is usually permanently integrated into the rotor, so replacing it usually requires replacing the whole rotor.", "targets": "How is RFI generated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b72b00314042cb8d2d955cf317e4c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the limitations of the classic commutator DC motor are due to the need for brushes to press against the commutator. This creates friction. Sparks are created by the brushes making and breaking circuits through the rotor coils as the brushes cross the insulating gaps between commutator sections. Depending on the commutator design, this may include the brushes shorting together adjacent sections \u2013 and hence coil ends \u2013 momentarily while crossing the gaps. Furthermore, the inductance of the rotor coils causes the voltage across each to rise when its circuit is opened, increasing the sparking of the brushes. This sparking limits the maximum speed of the machine, as too-rapid sparking will overheat, erode, or even melt the commutator. The current density per unit area of the brushes, in combination with their resistivity, limits the output of the motor. The making and breaking of electric contact also generates electrical noise; sparking generates RFI. Brushes eventually wear out and require replacement, and the commutator itself is subject to wear and maintenance (on larger motors) or replacement (on small motors). The commutator assembly on a large motor is a costly element, requiring precision assembly of many parts. On small motors, the commutator is usually permanently integrated into the rotor, so replacing it usually requires replacing the whole rotor.", "targets": "What do brushes need to be in contact with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b72b00314042cb8d2d955cf317e4c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the limitations of the classic commutator DC motor are due to the need for brushes to press against the commutator. This creates friction. Sparks are created by the brushes making and breaking circuits through the rotor coils as the brushes cross the insulating gaps between commutator sections. Depending on the commutator design, this may include the brushes shorting together adjacent sections \u2013 and hence coil ends \u2013 momentarily while crossing the gaps. Furthermore, the inductance of the rotor coils causes the voltage across each to rise when its circuit is opened, increasing the sparking of the brushes. This sparking limits the maximum speed of the machine, as too-rapid sparking will overheat, erode, or even melt the commutator. The current density per unit area of the brushes, in combination with their resistivity, limits the output of the motor. The making and breaking of electric contact also generates electrical noise; sparking generates RFI. Brushes eventually wear out and require replacement, and the commutator itself is subject to wear and maintenance (on larger motors) or replacement (on small motors). The commutator assembly on a large motor is a costly element, requiring precision assembly of many parts. On small motors, the commutator is usually permanently integrated into the rotor, so replacing it usually requires replacing the whole rotor.", "targets": "What is created by contact between parts of the motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b72b00314042cb8d2d955cf317e4c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the limitations of the classic commutator DC motor are due to the need for brushes to press against the commutator. This creates friction. Sparks are created by the brushes making and breaking circuits through the rotor coils as the brushes cross the insulating gaps between commutator sections. Depending on the commutator design, this may include the brushes shorting together adjacent sections \u2013 and hence coil ends \u2013 momentarily while crossing the gaps. Furthermore, the inductance of the rotor coils causes the voltage across each to rise when its circuit is opened, increasing the sparking of the brushes. This sparking limits the maximum speed of the machine, as too-rapid sparking will overheat, erode, or even melt the commutator. The current density per unit area of the brushes, in combination with their resistivity, limits the output of the motor. The making and breaking of electric contact also generates electrical noise; sparking generates RFI. Brushes eventually wear out and require replacement, and the commutator itself is subject to wear and maintenance (on larger motors) or replacement (on small motors). The commutator assembly on a large motor is a costly element, requiring precision assembly of many parts. On small motors, the commutator is usually permanently integrated into the rotor, so replacing it usually requires replacing the whole rotor.", "targets": "What does sparking limit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-67b72b00314042cb8d2d955cf317e4c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many of the limitations of the classic commutator DC motor are due to the need for brushes to press against the commutator. This creates friction. Sparks are created by the brushes making and breaking circuits through the rotor coils as the brushes cross the insulating gaps between commutator sections. Depending on the commutator design, this may include the brushes shorting together adjacent sections \u2013 and hence coil ends \u2013 momentarily while crossing the gaps. Furthermore, the inductance of the rotor coils causes the voltage across each to rise when its circuit is opened, increasing the sparking of the brushes. This sparking limits the maximum speed of the machine, as too-rapid sparking will overheat, erode, or even melt the commutator. The current density per unit area of the brushes, in combination with their resistivity, limits the output of the motor. The making and breaking of electric contact also generates electrical noise; sparking generates RFI. Brushes eventually wear out and require replacement, and the commutator itself is subject to wear and maintenance (on larger motors) or replacement (on small motors). The commutator assembly on a large motor is a costly element, requiring precision assembly of many parts. On small motors, the commutator is usually permanently integrated into the rotor, so replacing it usually requires replacing the whole rotor.", "targets": "What motor components most need replacement and maintenance? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c824444d4a7641429ff76ac0eccf72e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The anti-clerical feeling was widespread, and Durango supported the initial reaction against the government at Mexico. In May 1832, Jos\u00e9 Urrea, a rising officer, supported the restoration of President Pedraza. On July 20, Governor Elorriaga was reinstated, and Baca along with the legislative minority were brought back to form a new legislature, which met on September 1. Chihuahua showed no desire to imitate the revolutionary movement and Urrea prepared to invade the state. Comandante-general J.J.Calvo threatened to retaliate, and a conflict seemed imminent. The entry of General Santa Anna into Mexico brought calm, as the leaders waited for clarity.", "targets": "Who supported the reaction against the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c824444d4a7641429ff76ac0eccf72e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The anti-clerical feeling was widespread, and Durango supported the initial reaction against the government at Mexico. In May 1832, Jos\u00e9 Urrea, a rising officer, supported the restoration of President Pedraza. On July 20, Governor Elorriaga was reinstated, and Baca along with the legislative minority were brought back to form a new legislature, which met on September 1. Chihuahua showed no desire to imitate the revolutionary movement and Urrea prepared to invade the state. Comandante-general J.J.Calvo threatened to retaliate, and a conflict seemed imminent. The entry of General Santa Anna into Mexico brought calm, as the leaders waited for clarity.", "targets": "Who supported the restoration of President Pedraza?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c824444d4a7641429ff76ac0eccf72e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The anti-clerical feeling was widespread, and Durango supported the initial reaction against the government at Mexico. In May 1832, Jos\u00e9 Urrea, a rising officer, supported the restoration of President Pedraza. On July 20, Governor Elorriaga was reinstated, and Baca along with the legislative minority were brought back to form a new legislature, which met on September 1. Chihuahua showed no desire to imitate the revolutionary movement and Urrea prepared to invade the state. Comandante-general J.J.Calvo threatened to retaliate, and a conflict seemed imminent. The entry of General Santa Anna into Mexico brought calm, as the leaders waited for clarity.", "targets": "Which state did Urrea prepare to invade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c824444d4a7641429ff76ac0eccf72e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The anti-clerical feeling was widespread, and Durango supported the initial reaction against the government at Mexico. In May 1832, Jos\u00e9 Urrea, a rising officer, supported the restoration of President Pedraza. On July 20, Governor Elorriaga was reinstated, and Baca along with the legislative minority were brought back to form a new legislature, which met on September 1. Chihuahua showed no desire to imitate the revolutionary movement and Urrea prepared to invade the state. Comandante-general J.J.Calvo threatened to retaliate, and a conflict seemed imminent. The entry of General Santa Anna into Mexico brought calm, as the leaders waited for clarity.", "targets": "Who threatened to retaliate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-169d9842829f40409aa9c29e8e67da98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's economy depends mainly on agriculture, media, petroleum imports, natural gas, and tourism; there are also more than three million Egyptians working abroad, mainly in Saudi Arabia, the Persian Gulf and Europe. The completion of the Aswan High Dam in 1970 and the resultant Lake Nasser have altered the time-honored place of the Nile River in the agriculture and ecology of Egypt. A rapidly growing population, limited arable land, and dependence on the Nile all continue to overtax resources and stress the economy.", "targets": "What areas of economy is Egypt dependent on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-169d9842829f40409aa9c29e8e67da98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's economy depends mainly on agriculture, media, petroleum imports, natural gas, and tourism; there are also more than three million Egyptians working abroad, mainly in Saudi Arabia, the Persian Gulf and Europe. The completion of the Aswan High Dam in 1970 and the resultant Lake Nasser have altered the time-honored place of the Nile River in the agriculture and ecology of Egypt. A rapidly growing population, limited arable land, and dependence on the Nile all continue to overtax resources and stress the economy.", "targets": "Where do Egyptians working abroad work mainly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-169d9842829f40409aa9c29e8e67da98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's economy depends mainly on agriculture, media, petroleum imports, natural gas, and tourism; there are also more than three million Egyptians working abroad, mainly in Saudi Arabia, the Persian Gulf and Europe. The completion of the Aswan High Dam in 1970 and the resultant Lake Nasser have altered the time-honored place of the Nile River in the agriculture and ecology of Egypt. A rapidly growing population, limited arable land, and dependence on the Nile all continue to overtax resources and stress the economy.", "targets": "What lake reulted from completion of Aswan High Dam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-169d9842829f40409aa9c29e8e67da98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt's economy depends mainly on agriculture, media, petroleum imports, natural gas, and tourism; there are also more than three million Egyptians working abroad, mainly in Saudi Arabia, the Persian Gulf and Europe. The completion of the Aswan High Dam in 1970 and the resultant Lake Nasser have altered the time-honored place of the Nile River in the agriculture and ecology of Egypt. A rapidly growing population, limited arable land, and dependence on the Nile all continue to overtax resources and stress the economy.", "targets": "What year was Aswan High Dam completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-027a15a108974577855348eef4b6f833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flowering plants (angiosperms), also known as Angiospermae or Magnoliophyta, are the most diverse group of land plants, with about 350,000 species. Like gymnosperms, angiosperms are seed-producing plants; they are distinguished from gymnosperms by characteristics including flowers, endosperm within the seeds, and the production of fruits that contain the seeds. Etymologically, angiosperm means a plant that produces seeds within an enclosure, in other words, a fruiting plant. The term \"angiosperm\" comes from the Greek composite word (angeion-, \"case\" or \"casing\", and sperma, \"seed\") meaning \"enclosed seeds\", after the enclosed condition of the seeds.", "targets": "What are the most diverse group of land plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-027a15a108974577855348eef4b6f833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flowering plants (angiosperms), also known as Angiospermae or Magnoliophyta, are the most diverse group of land plants, with about 350,000 species. Like gymnosperms, angiosperms are seed-producing plants; they are distinguished from gymnosperms by characteristics including flowers, endosperm within the seeds, and the production of fruits that contain the seeds. Etymologically, angiosperm means a plant that produces seeds within an enclosure, in other words, a fruiting plant. The term \"angiosperm\" comes from the Greek composite word (angeion-, \"case\" or \"casing\", and sperma, \"seed\") meaning \"enclosed seeds\", after the enclosed condition of the seeds.", "targets": "How many species of flowering plants are there about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-027a15a108974577855348eef4b6f833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flowering plants (angiosperms), also known as Angiospermae or Magnoliophyta, are the most diverse group of land plants, with about 350,000 species. Like gymnosperms, angiosperms are seed-producing plants; they are distinguished from gymnosperms by characteristics including flowers, endosperm within the seeds, and the production of fruits that contain the seeds. Etymologically, angiosperm means a plant that produces seeds within an enclosure, in other words, a fruiting plant. The term \"angiosperm\" comes from the Greek composite word (angeion-, \"case\" or \"casing\", and sperma, \"seed\") meaning \"enclosed seeds\", after the enclosed condition of the seeds.", "targets": "What does an angiosperm produce its seeds within?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-027a15a108974577855348eef4b6f833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flowering plants (angiosperms), also known as Angiospermae or Magnoliophyta, are the most diverse group of land plants, with about 350,000 species. Like gymnosperms, angiosperms are seed-producing plants; they are distinguished from gymnosperms by characteristics including flowers, endosperm within the seeds, and the production of fruits that contain the seeds. Etymologically, angiosperm means a plant that produces seeds within an enclosure, in other words, a fruiting plant. The term \"angiosperm\" comes from the Greek composite word (angeion-, \"case\" or \"casing\", and sperma, \"seed\") meaning \"enclosed seeds\", after the enclosed condition of the seeds.", "targets": "What do angiosperms have in common with gymnosperms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-027a15a108974577855348eef4b6f833", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The flowering plants (angiosperms), also known as Angiospermae or Magnoliophyta, are the most diverse group of land plants, with about 350,000 species. Like gymnosperms, angiosperms are seed-producing plants; they are distinguished from gymnosperms by characteristics including flowers, endosperm within the seeds, and the production of fruits that contain the seeds. Etymologically, angiosperm means a plant that produces seeds within an enclosure, in other words, a fruiting plant. The term \"angiosperm\" comes from the Greek composite word (angeion-, \"case\" or \"casing\", and sperma, \"seed\") meaning \"enclosed seeds\", after the enclosed condition of the seeds.", "targets": "What is the Greek word for \"case\" or \"casing\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca4f54a79954290bc57f16811846ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While G\u00f6ring was optimistic the Luftwaffe could prevail, Hitler was not. On 17 September he postponed Operation Sea Lion (as it turned out, indefinitely) rather than gamble Germany's newly gained military prestige on a risky cross-Channel operation, particularly in the face of a sceptical Joseph Stalin in the Soviet Union. In the last days of the battle, the bombers became lures in an attempt to draw the RAF into combat with German fighters. But their operations were to no avail; the worsening weather and unsustainable attrition in daylight gave the OKL an excuse to switch to night attacks on 7 October.", "targets": "Who thought the Luftwaffe could win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca4f54a79954290bc57f16811846ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While G\u00f6ring was optimistic the Luftwaffe could prevail, Hitler was not. On 17 September he postponed Operation Sea Lion (as it turned out, indefinitely) rather than gamble Germany's newly gained military prestige on a risky cross-Channel operation, particularly in the face of a sceptical Joseph Stalin in the Soviet Union. In the last days of the battle, the bombers became lures in an attempt to draw the RAF into combat with German fighters. But their operations were to no avail; the worsening weather and unsustainable attrition in daylight gave the OKL an excuse to switch to night attacks on 7 October.", "targets": "What day did Hitler postponed Operation Sea Lion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca4f54a79954290bc57f16811846ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While G\u00f6ring was optimistic the Luftwaffe could prevail, Hitler was not. On 17 September he postponed Operation Sea Lion (as it turned out, indefinitely) rather than gamble Germany's newly gained military prestige on a risky cross-Channel operation, particularly in the face of a sceptical Joseph Stalin in the Soviet Union. In the last days of the battle, the bombers became lures in an attempt to draw the RAF into combat with German fighters. But their operations were to no avail; the worsening weather and unsustainable attrition in daylight gave the OKL an excuse to switch to night attacks on 7 October.", "targets": "What was the name of the man from the Soviet Union who was doubtful of Operation Sea Lion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca4f54a79954290bc57f16811846ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While G\u00f6ring was optimistic the Luftwaffe could prevail, Hitler was not. On 17 September he postponed Operation Sea Lion (as it turned out, indefinitely) rather than gamble Germany's newly gained military prestige on a risky cross-Channel operation, particularly in the face of a sceptical Joseph Stalin in the Soviet Union. In the last days of the battle, the bombers became lures in an attempt to draw the RAF into combat with German fighters. But their operations were to no avail; the worsening weather and unsustainable attrition in daylight gave the OKL an excuse to switch to night attacks on 7 October.", "targets": "Who did the Luftwaffe try to lure into battle using its bombers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eca4f54a79954290bc57f16811846ebe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While G\u00f6ring was optimistic the Luftwaffe could prevail, Hitler was not. On 17 September he postponed Operation Sea Lion (as it turned out, indefinitely) rather than gamble Germany's newly gained military prestige on a risky cross-Channel operation, particularly in the face of a sceptical Joseph Stalin in the Soviet Union. In the last days of the battle, the bombers became lures in an attempt to draw the RAF into combat with German fighters. But their operations were to no avail; the worsening weather and unsustainable attrition in daylight gave the OKL an excuse to switch to night attacks on 7 October.", "targets": "When did the OKL switch to night raids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f283ba2b41454098aa661160a9fdaae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new interiors sought to recreate an authentically Roman and genuinely interior vocabulary. Techniques employed in the style included flatter, lighter motifs, sculpted in low frieze-like relief or painted in monotones en cama\u00efeu (\"like cameos\"), isolated medallions or vases or busts or bucrania or other motifs, suspended on swags of laurel or ribbon, with slender arabesques against backgrounds, perhaps, of \"Pompeiian red\" or pale tints, or stone colours. The style in France was initially a Parisian style, the Go\u00fbt grec (\"Greek style\"), not a court style; when Louis XVI acceded to the throne in 1774, Marie Antoinette, his fashion-loving Queen, brought the \"Louis XVI\" style to court.", "targets": "What were interiors seeking to recreate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f283ba2b41454098aa661160a9fdaae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new interiors sought to recreate an authentically Roman and genuinely interior vocabulary. Techniques employed in the style included flatter, lighter motifs, sculpted in low frieze-like relief or painted in monotones en cama\u00efeu (\"like cameos\"), isolated medallions or vases or busts or bucrania or other motifs, suspended on swags of laurel or ribbon, with slender arabesques against backgrounds, perhaps, of \"Pompeiian red\" or pale tints, or stone colours. The style in France was initially a Parisian style, the Go\u00fbt grec (\"Greek style\"), not a court style; when Louis XVI acceded to the throne in 1774, Marie Antoinette, his fashion-loving Queen, brought the \"Louis XVI\" style to court.", "targets": "What colors were utilized for interiors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f283ba2b41454098aa661160a9fdaae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new interiors sought to recreate an authentically Roman and genuinely interior vocabulary. Techniques employed in the style included flatter, lighter motifs, sculpted in low frieze-like relief or painted in monotones en cama\u00efeu (\"like cameos\"), isolated medallions or vases or busts or bucrania or other motifs, suspended on swags of laurel or ribbon, with slender arabesques against backgrounds, perhaps, of \"Pompeiian red\" or pale tints, or stone colours. The style in France was initially a Parisian style, the Go\u00fbt grec (\"Greek style\"), not a court style; when Louis XVI acceded to the throne in 1774, Marie Antoinette, his fashion-loving Queen, brought the \"Louis XVI\" style to court.", "targets": "Who brought Louis XVI style to the court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f283ba2b41454098aa661160a9fdaae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new interiors sought to recreate an authentically Roman and genuinely interior vocabulary. Techniques employed in the style included flatter, lighter motifs, sculpted in low frieze-like relief or painted in monotones en cama\u00efeu (\"like cameos\"), isolated medallions or vases or busts or bucrania or other motifs, suspended on swags of laurel or ribbon, with slender arabesques against backgrounds, perhaps, of \"Pompeiian red\" or pale tints, or stone colours. The style in France was initially a Parisian style, the Go\u00fbt grec (\"Greek style\"), not a court style; when Louis XVI acceded to the throne in 1774, Marie Antoinette, his fashion-loving Queen, brought the \"Louis XVI\" style to court.", "targets": "What types of techniques were used to style motifs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f283ba2b41454098aa661160a9fdaae9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The new interiors sought to recreate an authentically Roman and genuinely interior vocabulary. Techniques employed in the style included flatter, lighter motifs, sculpted in low frieze-like relief or painted in monotones en cama\u00efeu (\"like cameos\"), isolated medallions or vases or busts or bucrania or other motifs, suspended on swags of laurel or ribbon, with slender arabesques against backgrounds, perhaps, of \"Pompeiian red\" or pale tints, or stone colours. The style in France was initially a Parisian style, the Go\u00fbt grec (\"Greek style\"), not a court style; when Louis XVI acceded to the throne in 1774, Marie Antoinette, his fashion-loving Queen, brought the \"Louis XVI\" style to court.", "targets": "What were styles in France initially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d608f9df5904232a76eaa5d4f0f0073", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1758, the general of the Hindu Maratha Empire, Raghunath Rao conquered Lahore and Attock. Timur Shah Durrani, the son and viceroy of Ahmad Shah Abdali, was driven out of Punjab. Lahore, Multan, Dera Ghazi Khan, Kashmir and other subahs on the south and eastern side of Peshawar were under the Maratha rule for the most part. In Punjab and Kashmir, the Marathas were now major players. The Third Battle of Panipat took place on 1761, Ahmad Shah Abdali invaded the Maratha territory of Punjab and captured remnants of the Maratha Empire in Punjab and Kashmir regions and re-consolidated control over them.", "targets": "Who was Raghunath Rao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d608f9df5904232a76eaa5d4f0f0073", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1758, the general of the Hindu Maratha Empire, Raghunath Rao conquered Lahore and Attock. Timur Shah Durrani, the son and viceroy of Ahmad Shah Abdali, was driven out of Punjab. Lahore, Multan, Dera Ghazi Khan, Kashmir and other subahs on the south and eastern side of Peshawar were under the Maratha rule for the most part. In Punjab and Kashmir, the Marathas were now major players. The Third Battle of Panipat took place on 1761, Ahmad Shah Abdali invaded the Maratha territory of Punjab and captured remnants of the Maratha Empire in Punjab and Kashmir regions and re-consolidated control over them.", "targets": "Who did Rao conquer in 1758?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d608f9df5904232a76eaa5d4f0f0073", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1758, the general of the Hindu Maratha Empire, Raghunath Rao conquered Lahore and Attock. Timur Shah Durrani, the son and viceroy of Ahmad Shah Abdali, was driven out of Punjab. Lahore, Multan, Dera Ghazi Khan, Kashmir and other subahs on the south and eastern side of Peshawar were under the Maratha rule for the most part. In Punjab and Kashmir, the Marathas were now major players. The Third Battle of Panipat took place on 1761, Ahmad Shah Abdali invaded the Maratha territory of Punjab and captured remnants of the Maratha Empire in Punjab and Kashmir regions and re-consolidated control over them.", "targets": "When was the Third Battle of Panipat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d608f9df5904232a76eaa5d4f0f0073", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1758, the general of the Hindu Maratha Empire, Raghunath Rao conquered Lahore and Attock. Timur Shah Durrani, the son and viceroy of Ahmad Shah Abdali, was driven out of Punjab. Lahore, Multan, Dera Ghazi Khan, Kashmir and other subahs on the south and eastern side of Peshawar were under the Maratha rule for the most part. In Punjab and Kashmir, the Marathas were now major players. The Third Battle of Panipat took place on 1761, Ahmad Shah Abdali invaded the Maratha territory of Punjab and captured remnants of the Maratha Empire in Punjab and Kashmir regions and re-consolidated control over them.", "targets": "Who ruled most of the eastern part of Peshawar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d608f9df5904232a76eaa5d4f0f0073", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1758, the general of the Hindu Maratha Empire, Raghunath Rao conquered Lahore and Attock. Timur Shah Durrani, the son and viceroy of Ahmad Shah Abdali, was driven out of Punjab. Lahore, Multan, Dera Ghazi Khan, Kashmir and other subahs on the south and eastern side of Peshawar were under the Maratha rule for the most part. In Punjab and Kashmir, the Marathas were now major players. The Third Battle of Panipat took place on 1761, Ahmad Shah Abdali invaded the Maratha territory of Punjab and captured remnants of the Maratha Empire in Punjab and Kashmir regions and re-consolidated control over them.", "targets": "Who captured part of the Maratha Empire in 1761?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc9f25ed48544419b734a780d65984a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry III rebuilt the abbey in honour of a royal saint, Edward the Confessor, whose relics were placed in a shrine in the sanctuary. Henry III himself was interred nearby, as were many of the Plantagenet kings of England, their wives and other relatives. Until the death of George II of Great Britain in 1760, most kings and queens were buried in the abbey, some notable exceptions being Henry VI, Edward IV, Henry VIII and Charles I who are buried in St George's Chapel at Windsor Castle. Other exceptions include Richard III, now buried at Leicester Cathedral, and the de facto queen Lady Jane Grey, buried in the chapel of St Peter ad Vincula in the Tower of London. Most monarchs and royals who died after 1760 are buried either in St George's Chapel or at Frogmore to the east of Windsor Castle.[citation needed]", "targets": "Henry III rebuilt the abbey in honour of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc9f25ed48544419b734a780d65984a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry III rebuilt the abbey in honour of a royal saint, Edward the Confessor, whose relics were placed in a shrine in the sanctuary. Henry III himself was interred nearby, as were many of the Plantagenet kings of England, their wives and other relatives. Until the death of George II of Great Britain in 1760, most kings and queens were buried in the abbey, some notable exceptions being Henry VI, Edward IV, Henry VIII and Charles I who are buried in St George's Chapel at Windsor Castle. Other exceptions include Richard III, now buried at Leicester Cathedral, and the de facto queen Lady Jane Grey, buried in the chapel of St Peter ad Vincula in the Tower of London. Most monarchs and royals who died after 1760 are buried either in St George's Chapel or at Frogmore to the east of Windsor Castle.[citation needed]", "targets": "When did George II of Great Britain die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc9f25ed48544419b734a780d65984a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry III rebuilt the abbey in honour of a royal saint, Edward the Confessor, whose relics were placed in a shrine in the sanctuary. Henry III himself was interred nearby, as were many of the Plantagenet kings of England, their wives and other relatives. Until the death of George II of Great Britain in 1760, most kings and queens were buried in the abbey, some notable exceptions being Henry VI, Edward IV, Henry VIII and Charles I who are buried in St George's Chapel at Windsor Castle. Other exceptions include Richard III, now buried at Leicester Cathedral, and the de facto queen Lady Jane Grey, buried in the chapel of St Peter ad Vincula in the Tower of London. Most monarchs and royals who died after 1760 are buried either in St George's Chapel or at Frogmore to the east of Windsor Castle.[citation needed]", "targets": "Who was Edward the Confessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc9f25ed48544419b734a780d65984a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry III rebuilt the abbey in honour of a royal saint, Edward the Confessor, whose relics were placed in a shrine in the sanctuary. Henry III himself was interred nearby, as were many of the Plantagenet kings of England, their wives and other relatives. Until the death of George II of Great Britain in 1760, most kings and queens were buried in the abbey, some notable exceptions being Henry VI, Edward IV, Henry VIII and Charles I who are buried in St George's Chapel at Windsor Castle. Other exceptions include Richard III, now buried at Leicester Cathedral, and the de facto queen Lady Jane Grey, buried in the chapel of St Peter ad Vincula in the Tower of London. Most monarchs and royals who died after 1760 are buried either in St George's Chapel or at Frogmore to the east of Windsor Castle.[citation needed]", "targets": "Where was Henry VI buried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc9f25ed48544419b734a780d65984a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry III rebuilt the abbey in honour of a royal saint, Edward the Confessor, whose relics were placed in a shrine in the sanctuary. Henry III himself was interred nearby, as were many of the Plantagenet kings of England, their wives and other relatives. Until the death of George II of Great Britain in 1760, most kings and queens were buried in the abbey, some notable exceptions being Henry VI, Edward IV, Henry VIII and Charles I who are buried in St George's Chapel at Windsor Castle. Other exceptions include Richard III, now buried at Leicester Cathedral, and the de facto queen Lady Jane Grey, buried in the chapel of St Peter ad Vincula in the Tower of London. Most monarchs and royals who died after 1760 are buried either in St George's Chapel or at Frogmore to the east of Windsor Castle.[citation needed]", "targets": "Where was Richard III buried?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbe4f6edc394829b8703a3361b5731c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two neurotransmitters that are used most widely in the vertebrate brain are glutamate, which almost always exerts excitatory effects on target neurons, and gamma-aminobutyric acid (GABA), which is almost always inhibitory. Neurons using these transmitters can be found in nearly every part of the brain. Because of their ubiquity, drugs that act on glutamate or GABA tend to have broad and powerful effects. Some general anesthetics act by reducing the effects of glutamate; most tranquilizers exert their sedative effects by enhancing the effects of GABA.", "targets": "GABA is the abbreviation for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbe4f6edc394829b8703a3361b5731c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two neurotransmitters that are used most widely in the vertebrate brain are glutamate, which almost always exerts excitatory effects on target neurons, and gamma-aminobutyric acid (GABA), which is almost always inhibitory. Neurons using these transmitters can be found in nearly every part of the brain. Because of their ubiquity, drugs that act on glutamate or GABA tend to have broad and powerful effects. Some general anesthetics act by reducing the effects of glutamate; most tranquilizers exert their sedative effects by enhancing the effects of GABA.", "targets": "Which of two neurotransmitters is usually inhibitory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbe4f6edc394829b8703a3361b5731c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two neurotransmitters that are used most widely in the vertebrate brain are glutamate, which almost always exerts excitatory effects on target neurons, and gamma-aminobutyric acid (GABA), which is almost always inhibitory. Neurons using these transmitters can be found in nearly every part of the brain. Because of their ubiquity, drugs that act on glutamate or GABA tend to have broad and powerful effects. Some general anesthetics act by reducing the effects of glutamate; most tranquilizers exert their sedative effects by enhancing the effects of GABA.", "targets": "The neurostransmitter that usually excites targets is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbe4f6edc394829b8703a3361b5731c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The two neurotransmitters that are used most widely in the vertebrate brain are glutamate, which almost always exerts excitatory effects on target neurons, and gamma-aminobutyric acid (GABA), which is almost always inhibitory. Neurons using these transmitters can be found in nearly every part of the brain. Because of their ubiquity, drugs that act on glutamate or GABA tend to have broad and powerful effects. Some general anesthetics act by reducing the effects of glutamate; most tranquilizers exert their sedative effects by enhancing the effects of GABA.", "targets": "Tranquilizers affect which of the two common neurotransmitters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c8f032f75ef417facd497c96bb99ef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a chloroplast polypeptide is synthesized on a ribosome in the cytosol, an enzyme specific to chloroplast proteins phosphorylates, or adds a phosphate group to many (but not all) of them in their transit sequences. Phosphorylation helps many proteins bind the polypeptide, keeping it from folding prematurely. This is important because it prevents chloroplast proteins from assuming their active form and carrying out their chloroplast functions in the wrong place\u2014the cytosol. At the same time, they have to keep just enough shape so that they can be recognized by the chloroplast. These proteins also help the polypeptide get imported into the chloroplast.", "targets": "What is the chloroplast polypeptide synthesized on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c8f032f75ef417facd497c96bb99ef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a chloroplast polypeptide is synthesized on a ribosome in the cytosol, an enzyme specific to chloroplast proteins phosphorylates, or adds a phosphate group to many (but not all) of them in their transit sequences. Phosphorylation helps many proteins bind the polypeptide, keeping it from folding prematurely. This is important because it prevents chloroplast proteins from assuming their active form and carrying out their chloroplast functions in the wrong place\u2014the cytosol. At the same time, they have to keep just enough shape so that they can be recognized by the chloroplast. These proteins also help the polypeptide get imported into the chloroplast.", "targets": "Where is the chloroplast polypeptide synthesized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c8f032f75ef417facd497c96bb99ef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a chloroplast polypeptide is synthesized on a ribosome in the cytosol, an enzyme specific to chloroplast proteins phosphorylates, or adds a phosphate group to many (but not all) of them in their transit sequences. Phosphorylation helps many proteins bind the polypeptide, keeping it from folding prematurely. This is important because it prevents chloroplast proteins from assuming their active form and carrying out their chloroplast functions in the wrong place\u2014the cytosol. At the same time, they have to keep just enough shape so that they can be recognized by the chloroplast. These proteins also help the polypeptide get imported into the chloroplast.", "targets": "What does Phosphorylation do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c8f032f75ef417facd497c96bb99ef0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a chloroplast polypeptide is synthesized on a ribosome in the cytosol, an enzyme specific to chloroplast proteins phosphorylates, or adds a phosphate group to many (but not all) of them in their transit sequences. Phosphorylation helps many proteins bind the polypeptide, keeping it from folding prematurely. This is important because it prevents chloroplast proteins from assuming their active form and carrying out their chloroplast functions in the wrong place\u2014the cytosol. At the same time, they have to keep just enough shape so that they can be recognized by the chloroplast. These proteins also help the polypeptide get imported into the chloroplast.", "targets": "What is the benefit of polypeptide binding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "What has the tendency to increase wages in a field or job position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "When there are many workers competing for a few jobs its considered as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "What is the potential earnings for a job where there are few skilled workers but many available positions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "What can lead to higher wages for members of labor organizations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "Who works to get workers higher compensation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "What does many workers willing to work for a lot of time competing for a job that only requires a few workers result in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "What drives down wages in a job with many workers willing to work a lot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "Why does competition among workers drive down wages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "What type of wages result from jobs where there is low supply but high demand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc4286f8091d4638a6bed08aa46fce62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A job where there are many workers willing to work a large amount of time (high supply) competing for a job that few require (low demand) will result in a low wage for that job. This is because competition between workers drives down the wage. An example of this would be jobs such as dish-washing or customer service. Competition amongst workers tends to drive down wages due to the expendable nature of the worker in relation to his or her particular job. A job where there are few able or willing workers (low supply), but a large need for the positions (high demand), will result in high wages for that job. This is because competition between employers for employees will drive up the wage. Examples of this would include jobs that require highly developed skills, rare abilities, or a high level of risk. Competition amongst employers tends to drive up wages due to the nature of the job, since there is a relative shortage of workers for the particular position. Professional and labor organizations may limit the supply of workers which results in higher demand and greater incomes for members. Members may also receive higher wages through collective bargaining, political influence, or corruption.", "targets": "While competition between workers drives down wages for jobs with a high supply of worker, whose competition drives wages up for the inverse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7088f424b0a74920b613159643f21dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further studies, e.g. Jerome Ravetz 1971 Scientific Knowledge and its Social Problems referred to the role of the scientific community, as a social construct, in accepting or rejecting (objective) scientific knowledge. The Science wars of the 1990 were about the influence of especially French philosophers, which denied the objectivity of science in general or seemed to do so. They described as well differences between the idealized model of a pure science and the actual scientific practice; while scientism, a revival of the positivism approach, saw in precise measurement and rigorous calculation the basis for finally settling enduring metaphysical and moral controversies. However, more recently some of the leading critical theorists have recognized that their postmodern deconstructions have at times been counter-productive, and are providing intellectual ammunition for reactionary interests. Bruno Latour noted that \"dangerous extremists are using the very same argument of social construction to destroy hard-won evidence that could save our lives. Was I wrong to participate in the invention of this field known as science studies? Is it enough to say that we did not really mean what we meant?\"", "targets": "What did Scientific Knowledge and its Social Problems describe the scientific community as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7088f424b0a74920b613159643f21dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further studies, e.g. Jerome Ravetz 1971 Scientific Knowledge and its Social Problems referred to the role of the scientific community, as a social construct, in accepting or rejecting (objective) scientific knowledge. The Science wars of the 1990 were about the influence of especially French philosophers, which denied the objectivity of science in general or seemed to do so. They described as well differences between the idealized model of a pure science and the actual scientific practice; while scientism, a revival of the positivism approach, saw in precise measurement and rigorous calculation the basis for finally settling enduring metaphysical and moral controversies. However, more recently some of the leading critical theorists have recognized that their postmodern deconstructions have at times been counter-productive, and are providing intellectual ammunition for reactionary interests. Bruno Latour noted that \"dangerous extremists are using the very same argument of social construction to destroy hard-won evidence that could save our lives. Was I wrong to participate in the invention of this field known as science studies? Is it enough to say that we did not really mean what we meant?\"", "targets": "What was the era called when scientists were rejecting the notion of objectivity of science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7088f424b0a74920b613159643f21dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further studies, e.g. Jerome Ravetz 1971 Scientific Knowledge and its Social Problems referred to the role of the scientific community, as a social construct, in accepting or rejecting (objective) scientific knowledge. The Science wars of the 1990 were about the influence of especially French philosophers, which denied the objectivity of science in general or seemed to do so. They described as well differences between the idealized model of a pure science and the actual scientific practice; while scientism, a revival of the positivism approach, saw in precise measurement and rigorous calculation the basis for finally settling enduring metaphysical and moral controversies. However, more recently some of the leading critical theorists have recognized that their postmodern deconstructions have at times been counter-productive, and are providing intellectual ammunition for reactionary interests. Bruno Latour noted that \"dangerous extremists are using the very same argument of social construction to destroy hard-won evidence that could save our lives. Was I wrong to participate in the invention of this field known as science studies? Is it enough to say that we did not really mean what we meant?\"", "targets": "What was positivism called after it was revived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7088f424b0a74920b613159643f21dfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Further studies, e.g. Jerome Ravetz 1971 Scientific Knowledge and its Social Problems referred to the role of the scientific community, as a social construct, in accepting or rejecting (objective) scientific knowledge. The Science wars of the 1990 were about the influence of especially French philosophers, which denied the objectivity of science in general or seemed to do so. They described as well differences between the idealized model of a pure science and the actual scientific practice; while scientism, a revival of the positivism approach, saw in precise measurement and rigorous calculation the basis for finally settling enduring metaphysical and moral controversies. However, more recently some of the leading critical theorists have recognized that their postmodern deconstructions have at times been counter-productive, and are providing intellectual ammunition for reactionary interests. Bruno Latour noted that \"dangerous extremists are using the very same argument of social construction to destroy hard-won evidence that could save our lives. Was I wrong to participate in the invention of this field known as science studies? Is it enough to say that we did not really mean what we meant?\"", "targets": "What did scientism aim to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b2a8a05a54fd2ba4808a8d4291752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maharaja Ranjit Singh's death in the summer of 1839 brought political chaos and the subsequent battles of succession and the bloody infighting between the factions at court weakened the state. Relationships with neighbouring British territories then broke down, starting the First Anglo-Sikh War; this led to a British official being resident in Lahore and the annexation in 1849 of territory south of the Satluj to British India. After the Second Anglo-Sikh War in 1849, the Sikh Empire became the last territory to be merged into British India. In Jhelum 35 British soldiers of HM XXIV regiment were killed by the local resistance during the Indian Rebellion of 1857.[citation needed]", "targets": "When did Ranjit Singh die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b2a8a05a54fd2ba4808a8d4291752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maharaja Ranjit Singh's death in the summer of 1839 brought political chaos and the subsequent battles of succession and the bloody infighting between the factions at court weakened the state. Relationships with neighbouring British territories then broke down, starting the First Anglo-Sikh War; this led to a British official being resident in Lahore and the annexation in 1849 of territory south of the Satluj to British India. After the Second Anglo-Sikh War in 1849, the Sikh Empire became the last territory to be merged into British India. In Jhelum 35 British soldiers of HM XXIV regiment were killed by the local resistance during the Indian Rebellion of 1857.[citation needed]", "targets": "What did Ranjit Singh's death cause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b2a8a05a54fd2ba4808a8d4291752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maharaja Ranjit Singh's death in the summer of 1839 brought political chaos and the subsequent battles of succession and the bloody infighting between the factions at court weakened the state. Relationships with neighbouring British territories then broke down, starting the First Anglo-Sikh War; this led to a British official being resident in Lahore and the annexation in 1849 of territory south of the Satluj to British India. After the Second Anglo-Sikh War in 1849, the Sikh Empire became the last territory to be merged into British India. In Jhelum 35 British soldiers of HM XXIV regiment were killed by the local resistance during the Indian Rebellion of 1857.[citation needed]", "targets": "When was part of Punjab annexed into British India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b2a8a05a54fd2ba4808a8d4291752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maharaja Ranjit Singh's death in the summer of 1839 brought political chaos and the subsequent battles of succession and the bloody infighting between the factions at court weakened the state. Relationships with neighbouring British territories then broke down, starting the First Anglo-Sikh War; this led to a British official being resident in Lahore and the annexation in 1849 of territory south of the Satluj to British India. After the Second Anglo-Sikh War in 1849, the Sikh Empire became the last territory to be merged into British India. In Jhelum 35 British soldiers of HM XXIV regiment were killed by the local resistance during the Indian Rebellion of 1857.[citation needed]", "targets": "When was the Second Anglo-Sikh War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-775b2a8a05a54fd2ba4808a8d4291752", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Maharaja Ranjit Singh's death in the summer of 1839 brought political chaos and the subsequent battles of succession and the bloody infighting between the factions at court weakened the state. Relationships with neighbouring British territories then broke down, starting the First Anglo-Sikh War; this led to a British official being resident in Lahore and the annexation in 1849 of territory south of the Satluj to British India. After the Second Anglo-Sikh War in 1849, the Sikh Empire became the last territory to be merged into British India. In Jhelum 35 British soldiers of HM XXIV regiment were killed by the local resistance during the Indian Rebellion of 1857.[citation needed]", "targets": "What was the last territory added to British India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c4ac906ea44b76a5695f3251843134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism and modern European art was introduced into the United States at the now legendary 1913 Armory Show in New York City, which then traveled to Chicago and Boston. In the Armory show Pablo Picasso exhibited La Femme au pot de moutarde (1910), the sculpture Head of a Woman (Fernande) (1909\u201310), Les Arbres (1907) amongst other cubist works. Jacques Villon exhibited seven important and large drypoints, his brother Marcel Duchamp shocked the American public with his painting Nude Descending a Staircase, No. 2 (1912). Francis Picabia exhibited his abstractions La Danse \u00e0 la source and La Procession, Seville (both of 1912). Albert Gleizes exhibited La Femme aux phlox (1910) and L'Homme au balcon (1912), two highly stylized and faceted cubist works. Georges Braque, Fernand L\u00e9ger, Raymond Duchamp-Villon, Roger de La Fresnaye and Alexander Archipenko also contributed examples of their cubist works.", "targets": "What was the name of the show that introduced Cubism to the USA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c4ac906ea44b76a5695f3251843134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism and modern European art was introduced into the United States at the now legendary 1913 Armory Show in New York City, which then traveled to Chicago and Boston. In the Armory show Pablo Picasso exhibited La Femme au pot de moutarde (1910), the sculpture Head of a Woman (Fernande) (1909\u201310), Les Arbres (1907) amongst other cubist works. Jacques Villon exhibited seven important and large drypoints, his brother Marcel Duchamp shocked the American public with his painting Nude Descending a Staircase, No. 2 (1912). Francis Picabia exhibited his abstractions La Danse \u00e0 la source and La Procession, Seville (both of 1912). Albert Gleizes exhibited La Femme aux phlox (1910) and L'Homme au balcon (1912), two highly stylized and faceted cubist works. Georges Braque, Fernand L\u00e9ger, Raymond Duchamp-Villon, Roger de La Fresnaye and Alexander Archipenko also contributed examples of their cubist works.", "targets": "In what city did the show that introduced Cubism to the USA take place? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c4ac906ea44b76a5695f3251843134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism and modern European art was introduced into the United States at the now legendary 1913 Armory Show in New York City, which then traveled to Chicago and Boston. In the Armory show Pablo Picasso exhibited La Femme au pot de moutarde (1910), the sculpture Head of a Woman (Fernande) (1909\u201310), Les Arbres (1907) amongst other cubist works. Jacques Villon exhibited seven important and large drypoints, his brother Marcel Duchamp shocked the American public with his painting Nude Descending a Staircase, No. 2 (1912). Francis Picabia exhibited his abstractions La Danse \u00e0 la source and La Procession, Seville (both of 1912). Albert Gleizes exhibited La Femme aux phlox (1910) and L'Homme au balcon (1912), two highly stylized and faceted cubist works. Georges Braque, Fernand L\u00e9ger, Raymond Duchamp-Villon, Roger de La Fresnaye and Alexander Archipenko also contributed examples of their cubist works.", "targets": "Which 1907 piece did Picasso present in the show that introduced Cubism to the USA? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21c4ac906ea44b76a5695f3251843134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cubism and modern European art was introduced into the United States at the now legendary 1913 Armory Show in New York City, which then traveled to Chicago and Boston. In the Armory show Pablo Picasso exhibited La Femme au pot de moutarde (1910), the sculpture Head of a Woman (Fernande) (1909\u201310), Les Arbres (1907) amongst other cubist works. Jacques Villon exhibited seven important and large drypoints, his brother Marcel Duchamp shocked the American public with his painting Nude Descending a Staircase, No. 2 (1912). Francis Picabia exhibited his abstractions La Danse \u00e0 la source and La Procession, Seville (both of 1912). Albert Gleizes exhibited La Femme aux phlox (1910) and L'Homme au balcon (1912), two highly stylized and faceted cubist works. Georges Braque, Fernand L\u00e9ger, Raymond Duchamp-Villon, Roger de La Fresnaye and Alexander Archipenko also contributed examples of their cubist works.", "targets": "What 1910 piece did Albert Gleizes present in that show that introduced Cubism to the USA? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce520522ef2495a99be2a135deb0312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medieval Cholas rose to prominence during the middle of the 9th century C.E. and established the greatest empire South India had seen. They successfully united the South India under their rule and through their naval strength extended their influence in the Southeast Asian countries such as Srivijaya. Under Rajaraja Chola I and his successors Rajendra Chola I, Rajadhiraja Chola, Virarajendra Chola and Kulothunga Chola I the dynasty became a military, economic and cultural power in South Asia and South-East Asia. Rajendra Chola I's navies went even further, occupying the sea coasts from Burma to Vietnam, the Andaman and Nicobar Islands, the Lakshadweep (Laccadive) islands, Sumatra, and the Malay Peninsula in Southeast Asia and the Pegu islands. The power of the new empire was proclaimed to the eastern world by the expedition to the Ganges which Rajendra Chola I undertook and by the occupation of cities of the maritime empire of Srivijaya in Southeast Asia, as well as by the repeated embassies to China. They dominated the political affairs of Sri Lanka for over two centuries through repeated invasions and occupation. They also had continuing trade contacts with the Arabs in the west and with the Chinese empire in the east. Rajaraja Chola I and his equally distinguished son Rajendra Chola I gave political unity to the whole of Southern India and established the Chola Empire as a respected sea power. Under the Cholas, the South India reached new heights of excellence in art, religion and literature. In all of these spheres, the Chola period marked the culmination of movements that had begun in an earlier age under the Pallavas. Monumental architecture in the form of majestic temples and sculpture in stone and bronze reached a finesse never before achieved in India.", "targets": "What area did the Cholas unite in the 9th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce520522ef2495a99be2a135deb0312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medieval Cholas rose to prominence during the middle of the 9th century C.E. and established the greatest empire South India had seen. They successfully united the South India under their rule and through their naval strength extended their influence in the Southeast Asian countries such as Srivijaya. Under Rajaraja Chola I and his successors Rajendra Chola I, Rajadhiraja Chola, Virarajendra Chola and Kulothunga Chola I the dynasty became a military, economic and cultural power in South Asia and South-East Asia. Rajendra Chola I's navies went even further, occupying the sea coasts from Burma to Vietnam, the Andaman and Nicobar Islands, the Lakshadweep (Laccadive) islands, Sumatra, and the Malay Peninsula in Southeast Asia and the Pegu islands. The power of the new empire was proclaimed to the eastern world by the expedition to the Ganges which Rajendra Chola I undertook and by the occupation of cities of the maritime empire of Srivijaya in Southeast Asia, as well as by the repeated embassies to China. They dominated the political affairs of Sri Lanka for over two centuries through repeated invasions and occupation. They also had continuing trade contacts with the Arabs in the west and with the Chinese empire in the east. Rajaraja Chola I and his equally distinguished son Rajendra Chola I gave political unity to the whole of Southern India and established the Chola Empire as a respected sea power. Under the Cholas, the South India reached new heights of excellence in art, religion and literature. In all of these spheres, the Chola period marked the culmination of movements that had begun in an earlier age under the Pallavas. Monumental architecture in the form of majestic temples and sculpture in stone and bronze reached a finesse never before achieved in India.", "targets": "What kind of power did the Chola dynasty become in south India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce520522ef2495a99be2a135deb0312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medieval Cholas rose to prominence during the middle of the 9th century C.E. and established the greatest empire South India had seen. They successfully united the South India under their rule and through their naval strength extended their influence in the Southeast Asian countries such as Srivijaya. Under Rajaraja Chola I and his successors Rajendra Chola I, Rajadhiraja Chola, Virarajendra Chola and Kulothunga Chola I the dynasty became a military, economic and cultural power in South Asia and South-East Asia. Rajendra Chola I's navies went even further, occupying the sea coasts from Burma to Vietnam, the Andaman and Nicobar Islands, the Lakshadweep (Laccadive) islands, Sumatra, and the Malay Peninsula in Southeast Asia and the Pegu islands. The power of the new empire was proclaimed to the eastern world by the expedition to the Ganges which Rajendra Chola I undertook and by the occupation of cities of the maritime empire of Srivijaya in Southeast Asia, as well as by the repeated embassies to China. They dominated the political affairs of Sri Lanka for over two centuries through repeated invasions and occupation. They also had continuing trade contacts with the Arabs in the west and with the Chinese empire in the east. Rajaraja Chola I and his equally distinguished son Rajendra Chola I gave political unity to the whole of Southern India and established the Chola Empire as a respected sea power. Under the Cholas, the South India reached new heights of excellence in art, religion and literature. In all of these spheres, the Chola period marked the culmination of movements that had begun in an earlier age under the Pallavas. Monumental architecture in the form of majestic temples and sculpture in stone and bronze reached a finesse never before achieved in India.", "targets": "In what area did the Chola Empire establish political unity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce520522ef2495a99be2a135deb0312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medieval Cholas rose to prominence during the middle of the 9th century C.E. and established the greatest empire South India had seen. They successfully united the South India under their rule and through their naval strength extended their influence in the Southeast Asian countries such as Srivijaya. Under Rajaraja Chola I and his successors Rajendra Chola I, Rajadhiraja Chola, Virarajendra Chola and Kulothunga Chola I the dynasty became a military, economic and cultural power in South Asia and South-East Asia. Rajendra Chola I's navies went even further, occupying the sea coasts from Burma to Vietnam, the Andaman and Nicobar Islands, the Lakshadweep (Laccadive) islands, Sumatra, and the Malay Peninsula in Southeast Asia and the Pegu islands. The power of the new empire was proclaimed to the eastern world by the expedition to the Ganges which Rajendra Chola I undertook and by the occupation of cities of the maritime empire of Srivijaya in Southeast Asia, as well as by the repeated embassies to China. They dominated the political affairs of Sri Lanka for over two centuries through repeated invasions and occupation. They also had continuing trade contacts with the Arabs in the west and with the Chinese empire in the east. Rajaraja Chola I and his equally distinguished son Rajendra Chola I gave political unity to the whole of Southern India and established the Chola Empire as a respected sea power. Under the Cholas, the South India reached new heights of excellence in art, religion and literature. In all of these spheres, the Chola period marked the culmination of movements that had begun in an earlier age under the Pallavas. Monumental architecture in the form of majestic temples and sculpture in stone and bronze reached a finesse never before achieved in India.", "targets": "In what type of architecture did the Cholas excel? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cce520522ef2495a99be2a135deb0312", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Medieval Cholas rose to prominence during the middle of the 9th century C.E. and established the greatest empire South India had seen. They successfully united the South India under their rule and through their naval strength extended their influence in the Southeast Asian countries such as Srivijaya. Under Rajaraja Chola I and his successors Rajendra Chola I, Rajadhiraja Chola, Virarajendra Chola and Kulothunga Chola I the dynasty became a military, economic and cultural power in South Asia and South-East Asia. Rajendra Chola I's navies went even further, occupying the sea coasts from Burma to Vietnam, the Andaman and Nicobar Islands, the Lakshadweep (Laccadive) islands, Sumatra, and the Malay Peninsula in Southeast Asia and the Pegu islands. The power of the new empire was proclaimed to the eastern world by the expedition to the Ganges which Rajendra Chola I undertook and by the occupation of cities of the maritime empire of Srivijaya in Southeast Asia, as well as by the repeated embassies to China. They dominated the political affairs of Sri Lanka for over two centuries through repeated invasions and occupation. They also had continuing trade contacts with the Arabs in the west and with the Chinese empire in the east. Rajaraja Chola I and his equally distinguished son Rajendra Chola I gave political unity to the whole of Southern India and established the Chola Empire as a respected sea power. Under the Cholas, the South India reached new heights of excellence in art, religion and literature. In all of these spheres, the Chola period marked the culmination of movements that had begun in an earlier age under the Pallavas. Monumental architecture in the form of majestic temples and sculpture in stone and bronze reached a finesse never before achieved in India.", "targets": "From their contacts and conquests in surrounding sea areas, what did this establish the Chola empire as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edc12ce0e90a4c8eb1ba3ac7c47ac46d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan, the title is spelled in variety of ways in different languages such as Mongolian Chinggis Khaan, English Chinghiz, Chinghis, and Chingiz, Chinese: \u6210\u5409\u601d\u6c57; pinyin: Ch\u00e9ngj\u00eds\u012b H\u00e1n, Turkic: Cengiz Han, \u00c7ingiz Xan, \u00c7ingiz Han, Chingizxon, \u00c7\u0131\u00f1\u011f\u0131z Xan, Chengez Khan, Chinggis Khan, Chinggis Xaan, Chingis Khan, Jenghis Khan, Chinggis Qan, Djingis Kahn, Russian: \u0427\u0438\u043d\u0433\u0438\u0441\u0445\u0430\u043d (\u010cingiskhan) or \u0427\u0438\u043d\u0433\u0438\u0437-\u0445\u0430\u043d (\u010cingiz-khan), etc. Tem\u00fcjin is written in Chinese as simplified Chinese: \u94c1\u6728\u771f; traditional Chinese: \u9435\u6728\u771e; pinyin: Ti\u011bm\u00f9zh\u0113n.", "targets": "What is the Mongolian spelling of Genghis Khan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edc12ce0e90a4c8eb1ba3ac7c47ac46d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan, the title is spelled in variety of ways in different languages such as Mongolian Chinggis Khaan, English Chinghiz, Chinghis, and Chingiz, Chinese: \u6210\u5409\u601d\u6c57; pinyin: Ch\u00e9ngj\u00eds\u012b H\u00e1n, Turkic: Cengiz Han, \u00c7ingiz Xan, \u00c7ingiz Han, Chingizxon, \u00c7\u0131\u00f1\u011f\u0131z Xan, Chengez Khan, Chinggis Khan, Chinggis Xaan, Chingis Khan, Jenghis Khan, Chinggis Qan, Djingis Kahn, Russian: \u0427\u0438\u043d\u0433\u0438\u0441\u0445\u0430\u043d (\u010cingiskhan) or \u0427\u0438\u043d\u0433\u0438\u0437-\u0445\u0430\u043d (\u010cingiz-khan), etc. Tem\u00fcjin is written in Chinese as simplified Chinese: \u94c1\u6728\u771f; traditional Chinese: \u9435\u6728\u771e; pinyin: Ti\u011bm\u00f9zh\u0113n.", "targets": "How is Genghis Khan spelled in Turkic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edc12ce0e90a4c8eb1ba3ac7c47ac46d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan, the title is spelled in variety of ways in different languages such as Mongolian Chinggis Khaan, English Chinghiz, Chinghis, and Chingiz, Chinese: \u6210\u5409\u601d\u6c57; pinyin: Ch\u00e9ngj\u00eds\u012b H\u00e1n, Turkic: Cengiz Han, \u00c7ingiz Xan, \u00c7ingiz Han, Chingizxon, \u00c7\u0131\u00f1\u011f\u0131z Xan, Chengez Khan, Chinggis Khan, Chinggis Xaan, Chingis Khan, Jenghis Khan, Chinggis Qan, Djingis Kahn, Russian: \u0427\u0438\u043d\u0433\u0438\u0441\u0445\u0430\u043d (\u010cingiskhan) or \u0427\u0438\u043d\u0433\u0438\u0437-\u0445\u0430\u043d (\u010cingiz-khan), etc. Tem\u00fcjin is written in Chinese as simplified Chinese: \u94c1\u6728\u771f; traditional Chinese: \u9435\u6728\u771e; pinyin: Ti\u011bm\u00f9zh\u0113n.", "targets": "How is Tem\u00fcjin written in pinyin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edc12ce0e90a4c8eb1ba3ac7c47ac46d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan, the title is spelled in variety of ways in different languages such as Mongolian Chinggis Khaan, English Chinghiz, Chinghis, and Chingiz, Chinese: \u6210\u5409\u601d\u6c57; pinyin: Ch\u00e9ngj\u00eds\u012b H\u00e1n, Turkic: Cengiz Han, \u00c7ingiz Xan, \u00c7ingiz Han, Chingizxon, \u00c7\u0131\u00f1\u011f\u0131z Xan, Chengez Khan, Chinggis Khan, Chinggis Xaan, Chingis Khan, Jenghis Khan, Chinggis Qan, Djingis Kahn, Russian: \u0427\u0438\u043d\u0433\u0438\u0441\u0445\u0430\u043d (\u010cingiskhan) or \u0427\u0438\u043d\u0433\u0438\u0437-\u0445\u0430\u043d (\u010cingiz-khan), etc. Tem\u00fcjin is written in Chinese as simplified Chinese: \u94c1\u6728\u771f; traditional Chinese: \u9435\u6728\u771e; pinyin: Ti\u011bm\u00f9zh\u0113n.", "targets": "What are alternate English spelling of Genghis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edc12ce0e90a4c8eb1ba3ac7c47ac46d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan, the title is spelled in variety of ways in different languages such as Mongolian Chinggis Khaan, English Chinghiz, Chinghis, and Chingiz, Chinese: \u6210\u5409\u601d\u6c57; pinyin: Ch\u00e9ngj\u00eds\u012b H\u00e1n, Turkic: Cengiz Han, \u00c7ingiz Xan, \u00c7ingiz Han, Chingizxon, \u00c7\u0131\u00f1\u011f\u0131z Xan, Chengez Khan, Chinggis Khan, Chinggis Xaan, Chingis Khan, Jenghis Khan, Chinggis Qan, Djingis Kahn, Russian: \u0427\u0438\u043d\u0433\u0438\u0441\u0445\u0430\u043d (\u010cingiskhan) or \u0427\u0438\u043d\u0433\u0438\u0437-\u0445\u0430\u043d (\u010cingiz-khan), etc. Tem\u00fcjin is written in Chinese as simplified Chinese: \u94c1\u6728\u771f; traditional Chinese: \u9435\u6728\u771e; pinyin: Ti\u011bm\u00f9zh\u0113n.", "targets": "How is Genghis Khan written in pinyin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c96b1170ab294f288cec17345493a773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western societies, skirts, dresses and high-heeled shoes are usually seen as women's clothing, while neckties are usually seen as men's clothing. Trousers were once seen as exclusively male clothing, but are nowadays worn by both genders. Male clothes are often more practical (that is, they can function well under a wide variety of situations), but a wider range of clothing styles are available for females. Males are typically allowed to bare their chests in a greater variety of public places. It is generally acceptable for a woman to wear traditionally male clothing, while the converse is unusual.", "targets": "What is an example of clothing that was once seen as exclusively for males?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c96b1170ab294f288cec17345493a773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western societies, skirts, dresses and high-heeled shoes are usually seen as women's clothing, while neckties are usually seen as men's clothing. Trousers were once seen as exclusively male clothing, but are nowadays worn by both genders. Male clothes are often more practical (that is, they can function well under a wide variety of situations), but a wider range of clothing styles are available for females. Males are typically allowed to bare their chests in a greater variety of public places. It is generally acceptable for a woman to wear traditionally male clothing, while the converse is unusual.", "targets": "What gender's clothing is often more practical?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c96b1170ab294f288cec17345493a773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western societies, skirts, dresses and high-heeled shoes are usually seen as women's clothing, while neckties are usually seen as men's clothing. Trousers were once seen as exclusively male clothing, but are nowadays worn by both genders. Male clothes are often more practical (that is, they can function well under a wide variety of situations), but a wider range of clothing styles are available for females. Males are typically allowed to bare their chests in a greater variety of public places. It is generally acceptable for a woman to wear traditionally male clothing, while the converse is unusual.", "targets": "What can males typically bare in more places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c96b1170ab294f288cec17345493a773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western societies, skirts, dresses and high-heeled shoes are usually seen as women's clothing, while neckties are usually seen as men's clothing. Trousers were once seen as exclusively male clothing, but are nowadays worn by both genders. Male clothes are often more practical (that is, they can function well under a wide variety of situations), but a wider range of clothing styles are available for females. Males are typically allowed to bare their chests in a greater variety of public places. It is generally acceptable for a woman to wear traditionally male clothing, while the converse is unusual.", "targets": "What would be unlikely to raise eyebrows if a woman were to wear it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c96b1170ab294f288cec17345493a773", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Western societies, skirts, dresses and high-heeled shoes are usually seen as women's clothing, while neckties are usually seen as men's clothing. Trousers were once seen as exclusively male clothing, but are nowadays worn by both genders. Male clothes are often more practical (that is, they can function well under a wide variety of situations), but a wider range of clothing styles are available for females. Males are typically allowed to bare their chests in a greater variety of public places. It is generally acceptable for a woman to wear traditionally male clothing, while the converse is unusual.", "targets": "What is a common opinion about men wearing women's clothing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1af989c329664811abbf4c200c432b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later stages of World War II, the entire Cold War, and to a lesser extent afterwards, uranium-235 has been used as the fissile explosive material to produce nuclear weapons. Initially, two major types of fission bombs were built: a relatively simple device that uses uranium-235 and a more complicated mechanism that uses plutonium-239 derived from uranium-238. Later, a much more complicated and far more powerful type of fission/fusion bomb (thermonuclear weapon) was built, that uses a plutonium-based device to cause a mixture of tritium and deuterium to undergo nuclear fusion. Such bombs are jacketed in a non-fissile (unenriched) uranium case, and they derive more than half their power from the fission of this material by fast neutrons from the nuclear fusion process.", "targets": "During what war was uranium-235 first used to create nuclear weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1af989c329664811abbf4c200c432b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later stages of World War II, the entire Cold War, and to a lesser extent afterwards, uranium-235 has been used as the fissile explosive material to produce nuclear weapons. Initially, two major types of fission bombs were built: a relatively simple device that uses uranium-235 and a more complicated mechanism that uses plutonium-239 derived from uranium-238. Later, a much more complicated and far more powerful type of fission/fusion bomb (thermonuclear weapon) was built, that uses a plutonium-based device to cause a mixture of tritium and deuterium to undergo nuclear fusion. Such bombs are jacketed in a non-fissile (unenriched) uranium case, and they derive more than half their power from the fission of this material by fast neutrons from the nuclear fusion process.", "targets": "From what isotope of uranium is plutonium-239 derived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1af989c329664811abbf4c200c432b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later stages of World War II, the entire Cold War, and to a lesser extent afterwards, uranium-235 has been used as the fissile explosive material to produce nuclear weapons. Initially, two major types of fission bombs were built: a relatively simple device that uses uranium-235 and a more complicated mechanism that uses plutonium-239 derived from uranium-238. Later, a much more complicated and far more powerful type of fission/fusion bomb (thermonuclear weapon) was built, that uses a plutonium-based device to cause a mixture of tritium and deuterium to undergo nuclear fusion. Such bombs are jacketed in a non-fissile (unenriched) uranium case, and they derive more than half their power from the fission of this material by fast neutrons from the nuclear fusion process.", "targets": "What is mixed with tritium and experiences nuclear fusion in a fission/fusion bomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1af989c329664811abbf4c200c432b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later stages of World War II, the entire Cold War, and to a lesser extent afterwards, uranium-235 has been used as the fissile explosive material to produce nuclear weapons. Initially, two major types of fission bombs were built: a relatively simple device that uses uranium-235 and a more complicated mechanism that uses plutonium-239 derived from uranium-238. Later, a much more complicated and far more powerful type of fission/fusion bomb (thermonuclear weapon) was built, that uses a plutonium-based device to cause a mixture of tritium and deuterium to undergo nuclear fusion. Such bombs are jacketed in a non-fissile (unenriched) uranium case, and they derive more than half their power from the fission of this material by fast neutrons from the nuclear fusion process.", "targets": "What is another name for a fission/fusion bomb?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1af989c329664811abbf4c200c432b22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the later stages of World War II, the entire Cold War, and to a lesser extent afterwards, uranium-235 has been used as the fissile explosive material to produce nuclear weapons. Initially, two major types of fission bombs were built: a relatively simple device that uses uranium-235 and a more complicated mechanism that uses plutonium-239 derived from uranium-238. Later, a much more complicated and far more powerful type of fission/fusion bomb (thermonuclear weapon) was built, that uses a plutonium-based device to cause a mixture of tritium and deuterium to undergo nuclear fusion. Such bombs are jacketed in a non-fissile (unenriched) uranium case, and they derive more than half their power from the fission of this material by fast neutrons from the nuclear fusion process.", "targets": "What does non-fissile mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0be77c0fb1e944c291923e69be00818b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parallel to the military developments emerged also a constantly more elaborate chivalric code of conduct for the warrior class. This new-found ethos can be seen as a response to the diminishing military role of the aristocracy, and gradually it became almost entirely detached from its military origin. The spirit of chivalry was given expression through the new (secular) type of chivalric orders; the first of these was the Order of St. George, founded by Charles I of Hungary in 1325, while the best known was probably the English Order of the Garter, founded by Edward III in 1348.", "targets": "What was the chivalric order established by Edward III in 1348?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0be77c0fb1e944c291923e69be00818b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parallel to the military developments emerged also a constantly more elaborate chivalric code of conduct for the warrior class. This new-found ethos can be seen as a response to the diminishing military role of the aristocracy, and gradually it became almost entirely detached from its military origin. The spirit of chivalry was given expression through the new (secular) type of chivalric orders; the first of these was the Order of St. George, founded by Charles I of Hungary in 1325, while the best known was probably the English Order of the Garter, founded by Edward III in 1348.", "targets": "Who founded the Order of St. George?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0be77c0fb1e944c291923e69be00818b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parallel to the military developments emerged also a constantly more elaborate chivalric code of conduct for the warrior class. This new-found ethos can be seen as a response to the diminishing military role of the aristocracy, and gradually it became almost entirely detached from its military origin. The spirit of chivalry was given expression through the new (secular) type of chivalric orders; the first of these was the Order of St. George, founded by Charles I of Hungary in 1325, while the best known was probably the English Order of the Garter, founded by Edward III in 1348.", "targets": "In what year was the Order of St. George founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0be77c0fb1e944c291923e69be00818b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parallel to the military developments emerged also a constantly more elaborate chivalric code of conduct for the warrior class. This new-found ethos can be seen as a response to the diminishing military role of the aristocracy, and gradually it became almost entirely detached from its military origin. The spirit of chivalry was given expression through the new (secular) type of chivalric orders; the first of these was the Order of St. George, founded by Charles I of Hungary in 1325, while the best known was probably the English Order of the Garter, founded by Edward III in 1348.", "targets": "What was the code of conduct of the military orders called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0be77c0fb1e944c291923e69be00818b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Parallel to the military developments emerged also a constantly more elaborate chivalric code of conduct for the warrior class. This new-found ethos can be seen as a response to the diminishing military role of the aristocracy, and gradually it became almost entirely detached from its military origin. The spirit of chivalry was given expression through the new (secular) type of chivalric orders; the first of these was the Order of St. George, founded by Charles I of Hungary in 1325, while the best known was probably the English Order of the Garter, founded by Edward III in 1348.", "targets": "In what year was the Order of the Garter established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89b9ad874dae49b5b7883c11932d9c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some agriculturalists also regularly hunt and gather (e.g., farming during the frost-free season and hunting during the winter). Still others in developed countries go hunting, primarily for leisure. In the Brazilian rainforest, those groups that recently did, or even continue to, rely on hunting and gathering techniques seem to have adopted this lifestyle, abandoning most agriculture, as a way to escape colonial control and as a result of the introduction of European diseases reducing their populations to levels where agriculture became difficult.[citation needed][dubious \u2013 discuss]", "targets": "What do some agriculturalists often do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89b9ad874dae49b5b7883c11932d9c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some agriculturalists also regularly hunt and gather (e.g., farming during the frost-free season and hunting during the winter). Still others in developed countries go hunting, primarily for leisure. In the Brazilian rainforest, those groups that recently did, or even continue to, rely on hunting and gathering techniques seem to have adopted this lifestyle, abandoning most agriculture, as a way to escape colonial control and as a result of the introduction of European diseases reducing their populations to levels where agriculture became difficult.[citation needed][dubious \u2013 discuss]", "targets": "What do they sometimes do for entertainment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89b9ad874dae49b5b7883c11932d9c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some agriculturalists also regularly hunt and gather (e.g., farming during the frost-free season and hunting during the winter). Still others in developed countries go hunting, primarily for leisure. In the Brazilian rainforest, those groups that recently did, or even continue to, rely on hunting and gathering techniques seem to have adopted this lifestyle, abandoning most agriculture, as a way to escape colonial control and as a result of the introduction of European diseases reducing their populations to levels where agriculture became difficult.[citation needed][dubious \u2013 discuss]", "targets": "Why would they leave agricultural lifestyle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89b9ad874dae49b5b7883c11932d9c8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some agriculturalists also regularly hunt and gather (e.g., farming during the frost-free season and hunting during the winter). Still others in developed countries go hunting, primarily for leisure. In the Brazilian rainforest, those groups that recently did, or even continue to, rely on hunting and gathering techniques seem to have adopted this lifestyle, abandoning most agriculture, as a way to escape colonial control and as a result of the introduction of European diseases reducing their populations to levels where agriculture became difficult.[citation needed][dubious \u2013 discuss]", "targets": "Besides avoiding government controls, what other reason could they have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb1be39b2aad46e8b5d42cf56d7f1897", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture in Southeast Asia is very diverse: on mainland Southeast Asia, the culture is a mix of Indochinese (Burma, Cambodia, Laos and Thailand) and Chinese (Singapore and Vietnam). While in Indonesia, the Philippines and Malaysia the culture is a mix of indigenous Austronesian, Indian, Islamic, Western, and Chinese cultures. Also Brunei shows a strong influence from Arabia. Singapore and Vietnam show more Chinese influence in that Singapore, although being geographically a Southeast Asian nation, is home to a large Chinese majority and Vietnam was in China's sphere of influence for much of its history. Indian influence in Singapore is only evident through the Tamil migrants, which influenced, to some extent, the cuisine of Singapore. Throughout Vietnam's history, it has had no direct influence from India - only through contact with the Thai, Khmer and Cham peoples.", "targets": "Arabia has a strong influence in which Southeast Asian country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb1be39b2aad46e8b5d42cf56d7f1897", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture in Southeast Asia is very diverse: on mainland Southeast Asia, the culture is a mix of Indochinese (Burma, Cambodia, Laos and Thailand) and Chinese (Singapore and Vietnam). While in Indonesia, the Philippines and Malaysia the culture is a mix of indigenous Austronesian, Indian, Islamic, Western, and Chinese cultures. Also Brunei shows a strong influence from Arabia. Singapore and Vietnam show more Chinese influence in that Singapore, although being geographically a Southeast Asian nation, is home to a large Chinese majority and Vietnam was in China's sphere of influence for much of its history. Indian influence in Singapore is only evident through the Tamil migrants, which influenced, to some extent, the cuisine of Singapore. Throughout Vietnam's history, it has had no direct influence from India - only through contact with the Thai, Khmer and Cham peoples.", "targets": "Singapore & Vietnam shows which influence predominantly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb1be39b2aad46e8b5d42cf56d7f1897", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The culture in Southeast Asia is very diverse: on mainland Southeast Asia, the culture is a mix of Indochinese (Burma, Cambodia, Laos and Thailand) and Chinese (Singapore and Vietnam). While in Indonesia, the Philippines and Malaysia the culture is a mix of indigenous Austronesian, Indian, Islamic, Western, and Chinese cultures. Also Brunei shows a strong influence from Arabia. Singapore and Vietnam show more Chinese influence in that Singapore, although being geographically a Southeast Asian nation, is home to a large Chinese majority and Vietnam was in China's sphere of influence for much of its history. Indian influence in Singapore is only evident through the Tamil migrants, which influenced, to some extent, the cuisine of Singapore. Throughout Vietnam's history, it has had no direct influence from India - only through contact with the Thai, Khmer and Cham peoples.", "targets": "The Indian influence is evident in which country through the Tamil migrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ca0674db9624740bdc35db65b67bd51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Several families of Byzantine Greece were of Norman mercenary origin during the period of the Comnenian Restoration, when Byzantine emperors were seeking out western European warriors. The Raoulii were descended from an Italo-Norman named Raoul, the Petraliphae were descended from a Pierre d'Aulps, and that group of Albanian clans known as the Maniakates were descended from Normans who served under George Maniaces in the Sicilian expedition of 1038.", "targets": "What were the origins of the Raouliii family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb63af18b9ae4b1eb39a3efe1bbf0008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the board process an officer's record is reviewed by a selection board at the Air Force Personnel Center at Randolph Air Force Base in San Antonio, Texas. At the 10 to 11 year mark, captains will take part in a selection board to major. If not selected, they will meet a follow-on board to determine if they will be allowed to remain in the Air Force. Promotion from major to lieutenant colonel is similar and occurs approximately between the thirteen year (for officers who were promoted to major early \"below the zone\") and the fifteen year mark, where a certain percentage of majors will be selected below zone (i.e., \"early\"), in zone (i.e., \"on time\") or above zone (i.e., \"late\") for promotion to lieutenant colonel. This process will repeat at the 16 year mark (for officers previously promoted early to major and lieutenant colonel) to the 21 year mark for promotion to full colonel.", "targets": "Where is an officer's record in the USAF reviewed for a promotion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb63af18b9ae4b1eb39a3efe1bbf0008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the board process an officer's record is reviewed by a selection board at the Air Force Personnel Center at Randolph Air Force Base in San Antonio, Texas. At the 10 to 11 year mark, captains will take part in a selection board to major. If not selected, they will meet a follow-on board to determine if they will be allowed to remain in the Air Force. Promotion from major to lieutenant colonel is similar and occurs approximately between the thirteen year (for officers who were promoted to major early \"below the zone\") and the fifteen year mark, where a certain percentage of majors will be selected below zone (i.e., \"early\"), in zone (i.e., \"on time\") or above zone (i.e., \"late\") for promotion to lieutenant colonel. This process will repeat at the 16 year mark (for officers previously promoted early to major and lieutenant colonel) to the 21 year mark for promotion to full colonel.", "targets": "What state is the Randolph Air Force Base located in? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb63af18b9ae4b1eb39a3efe1bbf0008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the board process an officer's record is reviewed by a selection board at the Air Force Personnel Center at Randolph Air Force Base in San Antonio, Texas. At the 10 to 11 year mark, captains will take part in a selection board to major. If not selected, they will meet a follow-on board to determine if they will be allowed to remain in the Air Force. Promotion from major to lieutenant colonel is similar and occurs approximately between the thirteen year (for officers who were promoted to major early \"below the zone\") and the fifteen year mark, where a certain percentage of majors will be selected below zone (i.e., \"early\"), in zone (i.e., \"on time\") or above zone (i.e., \"late\") for promotion to lieutenant colonel. This process will repeat at the 16 year mark (for officers previously promoted early to major and lieutenant colonel) to the 21 year mark for promotion to full colonel.", "targets": "When does promotion from major to lieutenant colonel in the USAF typically occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cb63af18b9ae4b1eb39a3efe1bbf0008", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the board process an officer's record is reviewed by a selection board at the Air Force Personnel Center at Randolph Air Force Base in San Antonio, Texas. At the 10 to 11 year mark, captains will take part in a selection board to major. If not selected, they will meet a follow-on board to determine if they will be allowed to remain in the Air Force. Promotion from major to lieutenant colonel is similar and occurs approximately between the thirteen year (for officers who were promoted to major early \"below the zone\") and the fifteen year mark, where a certain percentage of majors will be selected below zone (i.e., \"early\"), in zone (i.e., \"on time\") or above zone (i.e., \"late\") for promotion to lieutenant colonel. This process will repeat at the 16 year mark (for officers previously promoted early to major and lieutenant colonel) to the 21 year mark for promotion to full colonel.", "targets": "The promotion process repeats when for officers promoted early in the USAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6aaa7fc7674aa6ba3f433290a09ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague theory was first significantly challenged by the work of British bacteriologist J. F. D. Shrewsbury in 1970, who noted that the reported rates of mortality in rural areas during the 14th-century pandemic were inconsistent with the modern bubonic plague, leading him to conclude that contemporary accounts were exaggerations. In 1984 zoologist Graham Twigg produced the first major work to challenge the bubonic plague theory directly, and his doubts about the identity of the Black Death have been taken up by a number of authors, including Samuel K. Cohn, Jr. (2002), David Herlihy (1997), and Susan Scott and Christopher Duncan (2001).", "targets": "Who challenged the plague theory first?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6aaa7fc7674aa6ba3f433290a09ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague theory was first significantly challenged by the work of British bacteriologist J. F. D. Shrewsbury in 1970, who noted that the reported rates of mortality in rural areas during the 14th-century pandemic were inconsistent with the modern bubonic plague, leading him to conclude that contemporary accounts were exaggerations. In 1984 zoologist Graham Twigg produced the first major work to challenge the bubonic plague theory directly, and his doubts about the identity of the Black Death have been taken up by a number of authors, including Samuel K. Cohn, Jr. (2002), David Herlihy (1997), and Susan Scott and Christopher Duncan (2001).", "targets": "What did Shrewsbury note about the plague?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6aaa7fc7674aa6ba3f433290a09ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague theory was first significantly challenged by the work of British bacteriologist J. F. D. Shrewsbury in 1970, who noted that the reported rates of mortality in rural areas during the 14th-century pandemic were inconsistent with the modern bubonic plague, leading him to conclude that contemporary accounts were exaggerations. In 1984 zoologist Graham Twigg produced the first major work to challenge the bubonic plague theory directly, and his doubts about the identity of the Black Death have been taken up by a number of authors, including Samuel K. Cohn, Jr. (2002), David Herlihy (1997), and Susan Scott and Christopher Duncan (2001).", "targets": "What was Shrewsbury's conclusion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6aaa7fc7674aa6ba3f433290a09ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague theory was first significantly challenged by the work of British bacteriologist J. F. D. Shrewsbury in 1970, who noted that the reported rates of mortality in rural areas during the 14th-century pandemic were inconsistent with the modern bubonic plague, leading him to conclude that contemporary accounts were exaggerations. In 1984 zoologist Graham Twigg produced the first major work to challenge the bubonic plague theory directly, and his doubts about the identity of the Black Death have been taken up by a number of authors, including Samuel K. Cohn, Jr. (2002), David Herlihy (1997), and Susan Scott and Christopher Duncan (2001).", "targets": "What did Graham Twigg publish in 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe6aaa7fc7674aa6ba3f433290a09ac7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plague theory was first significantly challenged by the work of British bacteriologist J. F. D. Shrewsbury in 1970, who noted that the reported rates of mortality in rural areas during the 14th-century pandemic were inconsistent with the modern bubonic plague, leading him to conclude that contemporary accounts were exaggerations. In 1984 zoologist Graham Twigg produced the first major work to challenge the bubonic plague theory directly, and his doubts about the identity of the Black Death have been taken up by a number of authors, including Samuel K. Cohn, Jr. (2002), David Herlihy (1997), and Susan Scott and Christopher Duncan (2001).", "targets": "Who discussed Twigg's study in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many solo sacks did Von Miller have in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many touchdowns did Manning throw in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many field goals did McManus kick in the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "What player played in the Super Bowl after breaking his arm two weeks before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many picks did Cam Newton throw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many interceptions did Manning have at the end of the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many touchdowns did Manning have at the end of the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "Who was the game's leading rusher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "Who was the game's top receiver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "Which player played even though he broke his arm two weeks prior to the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "What is the last name of the player who was Manning's top receiver for Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "What is th elast name of the player who was the Super Bowl 50 winner's leading rusher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many of the four field goal attempts did McManus succeed at during SUper Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many intercpetions did Newton have in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb91335b2344ff7bdf6c6c89de4da6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manning finished the game 13 of 23 for 141 yards with one interception and zero touchdowns. Sanders was his top receiver with six receptions for 83 yards. Anderson was the game's leading rusher with 90 yards and a touchdown, along with four receptions for 10 yards. Miller had six total tackles (five solo), 2\u00bd sacks, and two forced fumbles. Ware had five total tackles and two sacks. Ward had seven total tackles, a fumble recovery, and an interception. McManus made all four of his field goals, making him perfect on all 11 attempts during the post-season. Newton completed 18 of 41 passes for 265 yards, with one interception. He was also the team's leading rusher with 45 yards on six carries. Brown caught four passes for 80 yards, while Ginn had four receptions for 74. Ealy was the top defensive performer for Carolina with four total tackles, three sacks, a forced fumble, a fumble recovery, and an interception. Defensive End Charles Johnson had four total tackles, a sack, and a forced fumble. Linebacker Luke Kuechly had 11 total tackles, while Thomas Davis had seven, despite playing just two weeks after breaking his right arm in the NFC title game.", "targets": "How many total tackles did Charles Johnson have in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f8b89db0fb4efaa382e6053e637ed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "31st Street begins on the West Side at the West Side Yard, while 32nd Street, which includes a segment officially known as Korea Way between Fifth Avenue and Broadway in Manhattan's Koreatown, begins at the entrance to Penn Station and Madison Square Garden. On the East Side, both streets end at Second Avenue at Kips Bay Towers and NYU Medical Center which occupy the area between 30th and 34th Streets. The Catholic church of St. Francis of Assisi is situated at 135\u2013139 West 31st Street. At 210 West is the Capuchin Monastery of St. John the Baptist, part of St. John the Baptist Church on 30th Street. At the corner of Broadway and West 31st Street is the Grand Hotel. The former Hotel Pierrepont was located at 43 West 32nd Street, The Continental NYC tower is at the corner of Sixth Avenue and 32nd Street. 29 East 32nd Street was the location of the first building owned by the Grolier Club between 1890 and 1917.", "targets": "Where does 31st Street begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f8b89db0fb4efaa382e6053e637ed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "31st Street begins on the West Side at the West Side Yard, while 32nd Street, which includes a segment officially known as Korea Way between Fifth Avenue and Broadway in Manhattan's Koreatown, begins at the entrance to Penn Station and Madison Square Garden. On the East Side, both streets end at Second Avenue at Kips Bay Towers and NYU Medical Center which occupy the area between 30th and 34th Streets. The Catholic church of St. Francis of Assisi is situated at 135\u2013139 West 31st Street. At 210 West is the Capuchin Monastery of St. John the Baptist, part of St. John the Baptist Church on 30th Street. At the corner of Broadway and West 31st Street is the Grand Hotel. The former Hotel Pierrepont was located at 43 West 32nd Street, The Continental NYC tower is at the corner of Sixth Avenue and 32nd Street. 29 East 32nd Street was the location of the first building owned by the Grolier Club between 1890 and 1917.", "targets": "Which church is situated at 135-139 West 31st Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f8b89db0fb4efaa382e6053e637ed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "31st Street begins on the West Side at the West Side Yard, while 32nd Street, which includes a segment officially known as Korea Way between Fifth Avenue and Broadway in Manhattan's Koreatown, begins at the entrance to Penn Station and Madison Square Garden. On the East Side, both streets end at Second Avenue at Kips Bay Towers and NYU Medical Center which occupy the area between 30th and 34th Streets. The Catholic church of St. Francis of Assisi is situated at 135\u2013139 West 31st Street. At 210 West is the Capuchin Monastery of St. John the Baptist, part of St. John the Baptist Church on 30th Street. At the corner of Broadway and West 31st Street is the Grand Hotel. The former Hotel Pierrepont was located at 43 West 32nd Street, The Continental NYC tower is at the corner of Sixth Avenue and 32nd Street. 29 East 32nd Street was the location of the first building owned by the Grolier Club between 1890 and 1917.", "targets": "Who owned the building at 29 East 32nd Street between 1890 and 1917?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f8b89db0fb4efaa382e6053e637ed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "31st Street begins on the West Side at the West Side Yard, while 32nd Street, which includes a segment officially known as Korea Way between Fifth Avenue and Broadway in Manhattan's Koreatown, begins at the entrance to Penn Station and Madison Square Garden. On the East Side, both streets end at Second Avenue at Kips Bay Towers and NYU Medical Center which occupy the area between 30th and 34th Streets. The Catholic church of St. Francis of Assisi is situated at 135\u2013139 West 31st Street. At 210 West is the Capuchin Monastery of St. John the Baptist, part of St. John the Baptist Church on 30th Street. At the corner of Broadway and West 31st Street is the Grand Hotel. The former Hotel Pierrepont was located at 43 West 32nd Street, The Continental NYC tower is at the corner of Sixth Avenue and 32nd Street. 29 East 32nd Street was the location of the first building owned by the Grolier Club between 1890 and 1917.", "targets": "The corner of Broadway and West 31st Street is home to what business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3f8b89db0fb4efaa382e6053e637ed3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "31st Street begins on the West Side at the West Side Yard, while 32nd Street, which includes a segment officially known as Korea Way between Fifth Avenue and Broadway in Manhattan's Koreatown, begins at the entrance to Penn Station and Madison Square Garden. On the East Side, both streets end at Second Avenue at Kips Bay Towers and NYU Medical Center which occupy the area between 30th and 34th Streets. The Catholic church of St. Francis of Assisi is situated at 135\u2013139 West 31st Street. At 210 West is the Capuchin Monastery of St. John the Baptist, part of St. John the Baptist Church on 30th Street. At the corner of Broadway and West 31st Street is the Grand Hotel. The former Hotel Pierrepont was located at 43 West 32nd Street, The Continental NYC tower is at the corner of Sixth Avenue and 32nd Street. 29 East 32nd Street was the location of the first building owned by the Grolier Club between 1890 and 1917.", "targets": "Which religios center is located at 210 West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af8c2a1eb64941d1832caf41123a9628", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hisham suffered still worse defeats in the east, where his armies attempted to subdue both Tokharistan, with its center at Balkh, and Transoxiana, with its center at Samarkand. Both areas had already been partially conquered, but remained difficult to govern. Once again, a particular difficulty concerned the question of the conversion of non-Arabs, especially the Sogdians of Transoxiana. Following the Umayyad defeat in the \"Day of Thirst\" in 724, Ashras ibn 'Abd Allah al-Sulami, governor of Khurasan, promised tax relief to those Sogdians who converted to Islam, but went back on his offer when it proved too popular and threatened to reduce tax revenues. Discontent among the Khurasani Arabs rose sharply after the losses suffered in the Battle of the Defile in 731, and in 734, al-Harith ibn Surayj led a revolt that received broad backing from Arabs and natives alike, capturing Balkh but failing to take Merv. After this defeat, al-Harith's movement seems to have been dissolved, but the problem of the rights of non-Arab Muslims would continue to plague the Umayyads.", "targets": "What was the main city of Tokharistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af8c2a1eb64941d1832caf41123a9628", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hisham suffered still worse defeats in the east, where his armies attempted to subdue both Tokharistan, with its center at Balkh, and Transoxiana, with its center at Samarkand. Both areas had already been partially conquered, but remained difficult to govern. Once again, a particular difficulty concerned the question of the conversion of non-Arabs, especially the Sogdians of Transoxiana. Following the Umayyad defeat in the \"Day of Thirst\" in 724, Ashras ibn 'Abd Allah al-Sulami, governor of Khurasan, promised tax relief to those Sogdians who converted to Islam, but went back on his offer when it proved too popular and threatened to reduce tax revenues. Discontent among the Khurasani Arabs rose sharply after the losses suffered in the Battle of the Defile in 731, and in 734, al-Harith ibn Surayj led a revolt that received broad backing from Arabs and natives alike, capturing Balkh but failing to take Merv. After this defeat, al-Harith's movement seems to have been dissolved, but the problem of the rights of non-Arab Muslims would continue to plague the Umayyads.", "targets": "What was the central part of Transoxiana called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af8c2a1eb64941d1832caf41123a9628", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hisham suffered still worse defeats in the east, where his armies attempted to subdue both Tokharistan, with its center at Balkh, and Transoxiana, with its center at Samarkand. Both areas had already been partially conquered, but remained difficult to govern. Once again, a particular difficulty concerned the question of the conversion of non-Arabs, especially the Sogdians of Transoxiana. Following the Umayyad defeat in the \"Day of Thirst\" in 724, Ashras ibn 'Abd Allah al-Sulami, governor of Khurasan, promised tax relief to those Sogdians who converted to Islam, but went back on his offer when it proved too popular and threatened to reduce tax revenues. Discontent among the Khurasani Arabs rose sharply after the losses suffered in the Battle of the Defile in 731, and in 734, al-Harith ibn Surayj led a revolt that received broad backing from Arabs and natives alike, capturing Balkh but failing to take Merv. After this defeat, al-Harith's movement seems to have been dissolved, but the problem of the rights of non-Arab Muslims would continue to plague the Umayyads.", "targets": "In what year did the Day of Thirst occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af8c2a1eb64941d1832caf41123a9628", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hisham suffered still worse defeats in the east, where his armies attempted to subdue both Tokharistan, with its center at Balkh, and Transoxiana, with its center at Samarkand. Both areas had already been partially conquered, but remained difficult to govern. Once again, a particular difficulty concerned the question of the conversion of non-Arabs, especially the Sogdians of Transoxiana. Following the Umayyad defeat in the \"Day of Thirst\" in 724, Ashras ibn 'Abd Allah al-Sulami, governor of Khurasan, promised tax relief to those Sogdians who converted to Islam, but went back on his offer when it proved too popular and threatened to reduce tax revenues. Discontent among the Khurasani Arabs rose sharply after the losses suffered in the Battle of the Defile in 731, and in 734, al-Harith ibn Surayj led a revolt that received broad backing from Arabs and natives alike, capturing Balkh but failing to take Merv. After this defeat, al-Harith's movement seems to have been dissolved, but the problem of the rights of non-Arab Muslims would continue to plague the Umayyads.", "targets": "Who was the leader of the revolt of 734?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af8c2a1eb64941d1832caf41123a9628", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hisham suffered still worse defeats in the east, where his armies attempted to subdue both Tokharistan, with its center at Balkh, and Transoxiana, with its center at Samarkand. Both areas had already been partially conquered, but remained difficult to govern. Once again, a particular difficulty concerned the question of the conversion of non-Arabs, especially the Sogdians of Transoxiana. Following the Umayyad defeat in the \"Day of Thirst\" in 724, Ashras ibn 'Abd Allah al-Sulami, governor of Khurasan, promised tax relief to those Sogdians who converted to Islam, but went back on his offer when it proved too popular and threatened to reduce tax revenues. Discontent among the Khurasani Arabs rose sharply after the losses suffered in the Battle of the Defile in 731, and in 734, al-Harith ibn Surayj led a revolt that received broad backing from Arabs and natives alike, capturing Balkh but failing to take Merv. After this defeat, al-Harith's movement seems to have been dissolved, but the problem of the rights of non-Arab Muslims would continue to plague the Umayyads.", "targets": "What notable battle occurred in 731?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7368f5f13e3e4fa0b3e6b5c5900d897a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger has admitted to using performance-enhancing anabolic steroids while they were legal, writing in 1977 that \"steroids were helpful to me in maintaining muscle size while on a strict diet in preparation for a contest. I did not use them for muscle growth, but rather for muscle maintenance when cutting up.\" He has called the drugs \"tissue building.\"", "targets": "In what year did Schwarzenegger write that he used anabolic steroid because they were \"helpful\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7197c2cdd05c4adbb087f135c2e3285b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species boundaries in plants may be weaker than in animals, and cross species hybrids are often possible. A familiar example is peppermint, Mentha \u00d7 piperita, a sterile hybrid between Mentha aquatica and spearmint, Mentha spicata. The many cultivated varieties of wheat are the result of multiple inter- and intra-specific crosses between wild species and their hybrids. Angiosperms with monoecious flowers often have self-incompatibility mechanisms that operate between the pollen and stigma so that the pollen either fails to reach the stigma or fails to germinate and produce male gametes. This is one of several methods used by plants to promote outcrossing. In many land plants the male and female gametes are produced by separate individuals. These species are said to be dioecious when referring to vascular plant sporophytes and dioicous when referring to bryophyte gametophytes.", "targets": "Are plants able to mate across species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7197c2cdd05c4adbb087f135c2e3285b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species boundaries in plants may be weaker than in animals, and cross species hybrids are often possible. A familiar example is peppermint, Mentha \u00d7 piperita, a sterile hybrid between Mentha aquatica and spearmint, Mentha spicata. The many cultivated varieties of wheat are the result of multiple inter- and intra-specific crosses between wild species and their hybrids. Angiosperms with monoecious flowers often have self-incompatibility mechanisms that operate between the pollen and stigma so that the pollen either fails to reach the stigma or fails to germinate and produce male gametes. This is one of several methods used by plants to promote outcrossing. In many land plants the male and female gametes are produced by separate individuals. These species are said to be dioecious when referring to vascular plant sporophytes and dioicous when referring to bryophyte gametophytes.", "targets": "What common grain is the result cultivated wild hybrids?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7197c2cdd05c4adbb087f135c2e3285b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species boundaries in plants may be weaker than in animals, and cross species hybrids are often possible. A familiar example is peppermint, Mentha \u00d7 piperita, a sterile hybrid between Mentha aquatica and spearmint, Mentha spicata. The many cultivated varieties of wheat are the result of multiple inter- and intra-specific crosses between wild species and their hybrids. Angiosperms with monoecious flowers often have self-incompatibility mechanisms that operate between the pollen and stigma so that the pollen either fails to reach the stigma or fails to germinate and produce male gametes. This is one of several methods used by plants to promote outcrossing. In many land plants the male and female gametes are produced by separate individuals. These species are said to be dioecious when referring to vascular plant sporophytes and dioicous when referring to bryophyte gametophytes.", "targets": "How do some plants avoid cross pollination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7197c2cdd05c4adbb087f135c2e3285b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Species boundaries in plants may be weaker than in animals, and cross species hybrids are often possible. A familiar example is peppermint, Mentha \u00d7 piperita, a sterile hybrid between Mentha aquatica and spearmint, Mentha spicata. The many cultivated varieties of wheat are the result of multiple inter- and intra-specific crosses between wild species and their hybrids. Angiosperms with monoecious flowers often have self-incompatibility mechanisms that operate between the pollen and stigma so that the pollen either fails to reach the stigma or fails to germinate and produce male gametes. This is one of several methods used by plants to promote outcrossing. In many land plants the male and female gametes are produced by separate individuals. These species are said to be dioecious when referring to vascular plant sporophytes and dioicous when referring to bryophyte gametophytes.", "targets": "Do all plants have male and female parts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9690fb19dabb4f15ad997d87d406ab3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most videos enable users to leave comments, and these have attracted attention for the negative aspects of both their form and content. In 2006, Time praised Web 2.0 for enabling \"community and collaboration on a scale never seen before\", and added that YouTube \"harnesses the stupidity of crowds as well as its wisdom. Some of the comments on YouTube make you weep for the future of humanity just for the spelling alone, never mind the obscenity and the naked hatred\". The Guardian in 2009 described users' comments on YouTube as:", "targets": "Most videos enable users to do what"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9690fb19dabb4f15ad997d87d406ab3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most videos enable users to leave comments, and these have attracted attention for the negative aspects of both their form and content. In 2006, Time praised Web 2.0 for enabling \"community and collaboration on a scale never seen before\", and added that YouTube \"harnesses the stupidity of crowds as well as its wisdom. Some of the comments on YouTube make you weep for the future of humanity just for the spelling alone, never mind the obscenity and the naked hatred\". The Guardian in 2009 described users' comments on YouTube as:", "targets": "What has attracted negative attention about comments on youtube besides their content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9690fb19dabb4f15ad997d87d406ab3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most videos enable users to leave comments, and these have attracted attention for the negative aspects of both their form and content. In 2006, Time praised Web 2.0 for enabling \"community and collaboration on a scale never seen before\", and added that YouTube \"harnesses the stupidity of crowds as well as its wisdom. Some of the comments on YouTube make you weep for the future of humanity just for the spelling alone, never mind the obscenity and the naked hatred\". The Guardian in 2009 described users' comments on YouTube as:", "targets": "Time in 2006 wrote that youtube harnessed the wisdom and what else of humanity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9690fb19dabb4f15ad997d87d406ab3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most videos enable users to leave comments, and these have attracted attention for the negative aspects of both their form and content. In 2006, Time praised Web 2.0 for enabling \"community and collaboration on a scale never seen before\", and added that YouTube \"harnesses the stupidity of crowds as well as its wisdom. Some of the comments on YouTube make you weep for the future of humanity just for the spelling alone, never mind the obscenity and the naked hatred\". The Guardian in 2009 described users' comments on YouTube as:", "targets": "Which magazine wrote about youtube in a 2009 article on user comments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9690fb19dabb4f15ad997d87d406ab3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most videos enable users to leave comments, and these have attracted attention for the negative aspects of both their form and content. In 2006, Time praised Web 2.0 for enabling \"community and collaboration on a scale never seen before\", and added that YouTube \"harnesses the stupidity of crowds as well as its wisdom. Some of the comments on YouTube make you weep for the future of humanity just for the spelling alone, never mind the obscenity and the naked hatred\". The Guardian in 2009 described users' comments on YouTube as:", "targets": "Some of the positive aspects of youtube might be that it provides what on a scale we've never seen before?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5489f755b4f4054bade225c8738a31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year used in dates during the Roman Republic and the Roman Empire was the consular year, which began on the day when consuls first entered office\u2014probably 1 May before 222 BC, 15 March from 222 BC and 1 January from 153 BC. The Julian calendar, which began in 45 BC, continued to use 1 January as the first day of the new year. Even though the year used for dates changed, the civil year always displayed its months in the order January to December from the Roman Republican period until the present.", "targets": "What year did the Roman Republic use for dates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5489f755b4f4054bade225c8738a31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year used in dates during the Roman Republic and the Roman Empire was the consular year, which began on the day when consuls first entered office\u2014probably 1 May before 222 BC, 15 March from 222 BC and 1 January from 153 BC. The Julian calendar, which began in 45 BC, continued to use 1 January as the first day of the new year. Even though the year used for dates changed, the civil year always displayed its months in the order January to December from the Roman Republican period until the present.", "targets": "What event started the consular year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5489f755b4f4054bade225c8738a31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year used in dates during the Roman Republic and the Roman Empire was the consular year, which began on the day when consuls first entered office\u2014probably 1 May before 222 BC, 15 March from 222 BC and 1 January from 153 BC. The Julian calendar, which began in 45 BC, continued to use 1 January as the first day of the new year. Even though the year used for dates changed, the civil year always displayed its months in the order January to December from the Roman Republican period until the present.", "targets": "What was the date of the consular year before 222 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5489f755b4f4054bade225c8738a31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year used in dates during the Roman Republic and the Roman Empire was the consular year, which began on the day when consuls first entered office\u2014probably 1 May before 222 BC, 15 March from 222 BC and 1 January from 153 BC. The Julian calendar, which began in 45 BC, continued to use 1 January as the first day of the new year. Even though the year used for dates changed, the civil year always displayed its months in the order January to December from the Roman Republican period until the present.", "targets": "What was the date of the start of the consular year from 222 BC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5489f755b4f4054bade225c8738a31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The year used in dates during the Roman Republic and the Roman Empire was the consular year, which began on the day when consuls first entered office\u2014probably 1 May before 222 BC, 15 March from 222 BC and 1 January from 153 BC. The Julian calendar, which began in 45 BC, continued to use 1 January as the first day of the new year. Even though the year used for dates changed, the civil year always displayed its months in the order January to December from the Roman Republican period until the present.", "targets": "When did Rome begin to use the Julian calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a381f7837ee3477fa0b8e8ed1dd9826e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dominant land plant species of the time were gymnosperms, which are vascular, cone-bearing, non-flowering plants such as conifers that produce seeds without a coating. This is opposed to the earth's current flora, in which the dominant land plants in terms of number of species are angiosperms. One particular plant genus, Ginkgo, is thought to have evolved at this time and is represented today by a single species, Ginkgo biloba. As well, the extant genus Sequoia is believed to have evolved in the Mesozoic.", "targets": "What was the dominant plant species of the Mesozoic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a381f7837ee3477fa0b8e8ed1dd9826e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dominant land plant species of the time were gymnosperms, which are vascular, cone-bearing, non-flowering plants such as conifers that produce seeds without a coating. This is opposed to the earth's current flora, in which the dominant land plants in terms of number of species are angiosperms. One particular plant genus, Ginkgo, is thought to have evolved at this time and is represented today by a single species, Ginkgo biloba. As well, the extant genus Sequoia is believed to have evolved in the Mesozoic.", "targets": "What is an example of a gymnosperm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a381f7837ee3477fa0b8e8ed1dd9826e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dominant land plant species of the time were gymnosperms, which are vascular, cone-bearing, non-flowering plants such as conifers that produce seeds without a coating. This is opposed to the earth's current flora, in which the dominant land plants in terms of number of species are angiosperms. One particular plant genus, Ginkgo, is thought to have evolved at this time and is represented today by a single species, Ginkgo biloba. As well, the extant genus Sequoia is believed to have evolved in the Mesozoic.", "targets": "What are the dominate plant species on Earth now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a381f7837ee3477fa0b8e8ed1dd9826e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dominant land plant species of the time were gymnosperms, which are vascular, cone-bearing, non-flowering plants such as conifers that produce seeds without a coating. This is opposed to the earth's current flora, in which the dominant land plants in terms of number of species are angiosperms. One particular plant genus, Ginkgo, is thought to have evolved at this time and is represented today by a single species, Ginkgo biloba. As well, the extant genus Sequoia is believed to have evolved in the Mesozoic.", "targets": "When did the Ginkgo evolve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a381f7837ee3477fa0b8e8ed1dd9826e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The dominant land plant species of the time were gymnosperms, which are vascular, cone-bearing, non-flowering plants such as conifers that produce seeds without a coating. This is opposed to the earth's current flora, in which the dominant land plants in terms of number of species are angiosperms. One particular plant genus, Ginkgo, is thought to have evolved at this time and is represented today by a single species, Ginkgo biloba. As well, the extant genus Sequoia is believed to have evolved in the Mesozoic.", "targets": "What famous tree species is believed to have evolved during the Mesozoic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef082535185434b9e715b8f85ea930c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete list of ten precepts may be observed by laypeople for short periods. For the complete list, the seventh precept is partitioned into two, and a tenth added:", "targets": "How many precepts are on the list?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fef082535185434b9e715b8f85ea930c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete list of ten precepts may be observed by laypeople for short periods. For the complete list, the seventh precept is partitioned into two, and a tenth added:", "targets": "In the complete list of precepts, which one is partitioned into two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e63df6a1e3a2479ca086cdc4448c2022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The result was a sequence of innovative but unpopular financial measures.[nb 10] John levied scutage payments eleven times in his seventeen years as king, as compared to eleven times in total during the reign of the preceding three monarchs. In many cases these were levied in the absence of any actual military campaign, which ran counter to the original idea that scutage was an alternative to actual military service. John maximised his right to demand relief payments when estates and castles were inherited, sometimes charging enormous sums, beyond barons' abilities to pay. Building on the successful sale of sheriff appointments in 1194, John initiated a new round of appointments, with the new incumbents making back their investment through increased fines and penalties, particularly in the forests. Another innovation of Richard's, increased charges levied on widows who wished to remain single, was expanded under John. John continued to sell charters for new towns, including the planned town of Liverpool, and charters were sold for markets across the kingdom and in Gascony.[nb 11] The king introduced new taxes and extended existing ones. The Jews, who held a vulnerable position in medieval England, protected only by the king, were subject to huge taxes; \u00a344,000 was extracted from the community by the tallage of 1210; much of it was passed on to the Christian debtors of Jewish moneylenders.[nb 12] John created a new tax on income and movable goods in 1207 \u2013 effectively a version of a modern income tax \u2013 that produced \u00a360,000; he created a new set of import and export duties payable directly to the crown. John found that these measures enabled him to raise further resources through the confiscation of the lands of barons who could not pay or refused to pay.", "targets": "How many times did John levi scutage payments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e63df6a1e3a2479ca086cdc4448c2022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The result was a sequence of innovative but unpopular financial measures.[nb 10] John levied scutage payments eleven times in his seventeen years as king, as compared to eleven times in total during the reign of the preceding three monarchs. In many cases these were levied in the absence of any actual military campaign, which ran counter to the original idea that scutage was an alternative to actual military service. John maximised his right to demand relief payments when estates and castles were inherited, sometimes charging enormous sums, beyond barons' abilities to pay. Building on the successful sale of sheriff appointments in 1194, John initiated a new round of appointments, with the new incumbents making back their investment through increased fines and penalties, particularly in the forests. Another innovation of Richard's, increased charges levied on widows who wished to remain single, was expanded under John. John continued to sell charters for new towns, including the planned town of Liverpool, and charters were sold for markets across the kingdom and in Gascony.[nb 11] The king introduced new taxes and extended existing ones. The Jews, who held a vulnerable position in medieval England, protected only by the king, were subject to huge taxes; \u00a344,000 was extracted from the community by the tallage of 1210; much of it was passed on to the Christian debtors of Jewish moneylenders.[nb 12] John created a new tax on income and movable goods in 1207 \u2013 effectively a version of a modern income tax \u2013 that produced \u00a360,000; he created a new set of import and export duties payable directly to the crown. John found that these measures enabled him to raise further resources through the confiscation of the lands of barons who could not pay or refused to pay.", "targets": "When did John initiate a new round of appointments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e63df6a1e3a2479ca086cdc4448c2022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The result was a sequence of innovative but unpopular financial measures.[nb 10] John levied scutage payments eleven times in his seventeen years as king, as compared to eleven times in total during the reign of the preceding three monarchs. In many cases these were levied in the absence of any actual military campaign, which ran counter to the original idea that scutage was an alternative to actual military service. John maximised his right to demand relief payments when estates and castles were inherited, sometimes charging enormous sums, beyond barons' abilities to pay. Building on the successful sale of sheriff appointments in 1194, John initiated a new round of appointments, with the new incumbents making back their investment through increased fines and penalties, particularly in the forests. Another innovation of Richard's, increased charges levied on widows who wished to remain single, was expanded under John. John continued to sell charters for new towns, including the planned town of Liverpool, and charters were sold for markets across the kingdom and in Gascony.[nb 11] The king introduced new taxes and extended existing ones. The Jews, who held a vulnerable position in medieval England, protected only by the king, were subject to huge taxes; \u00a344,000 was extracted from the community by the tallage of 1210; much of it was passed on to the Christian debtors of Jewish moneylenders.[nb 12] John created a new tax on income and movable goods in 1207 \u2013 effectively a version of a modern income tax \u2013 that produced \u00a360,000; he created a new set of import and export duties payable directly to the crown. John found that these measures enabled him to raise further resources through the confiscation of the lands of barons who could not pay or refused to pay.", "targets": "Who were subject to huge taxes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e63df6a1e3a2479ca086cdc4448c2022", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The result was a sequence of innovative but unpopular financial measures.[nb 10] John levied scutage payments eleven times in his seventeen years as king, as compared to eleven times in total during the reign of the preceding three monarchs. In many cases these were levied in the absence of any actual military campaign, which ran counter to the original idea that scutage was an alternative to actual military service. John maximised his right to demand relief payments when estates and castles were inherited, sometimes charging enormous sums, beyond barons' abilities to pay. Building on the successful sale of sheriff appointments in 1194, John initiated a new round of appointments, with the new incumbents making back their investment through increased fines and penalties, particularly in the forests. Another innovation of Richard's, increased charges levied on widows who wished to remain single, was expanded under John. John continued to sell charters for new towns, including the planned town of Liverpool, and charters were sold for markets across the kingdom and in Gascony.[nb 11] The king introduced new taxes and extended existing ones. The Jews, who held a vulnerable position in medieval England, protected only by the king, were subject to huge taxes; \u00a344,000 was extracted from the community by the tallage of 1210; much of it was passed on to the Christian debtors of Jewish moneylenders.[nb 12] John created a new tax on income and movable goods in 1207 \u2013 effectively a version of a modern income tax \u2013 that produced \u00a360,000; he created a new set of import and export duties payable directly to the crown. John found that these measures enabled him to raise further resources through the confiscation of the lands of barons who could not pay or refused to pay.", "targets": "When did John create a new tax on income and movable goods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2d95263b44bee900cd94a73ec54bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York has architecturally noteworthy buildings in a wide range of styles and from distinct time periods, from the saltbox style Pieter Claesen Wyckoff House in Brooklyn, the oldest section of which dates to 1656, to the modern One World Trade Center, the skyscraper at Ground Zero in Lower Manhattan and currently the most expensive new office tower in the world.", "targets": "What structure is an example of saltbox architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2d95263b44bee900cd94a73ec54bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York has architecturally noteworthy buildings in a wide range of styles and from distinct time periods, from the saltbox style Pieter Claesen Wyckoff House in Brooklyn, the oldest section of which dates to 1656, to the modern One World Trade Center, the skyscraper at Ground Zero in Lower Manhattan and currently the most expensive new office tower in the world.", "targets": "In what borough is the Pieter Claesen Wyckoff House located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2d95263b44bee900cd94a73ec54bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York has architecturally noteworthy buildings in a wide range of styles and from distinct time periods, from the saltbox style Pieter Claesen Wyckoff House in Brooklyn, the oldest section of which dates to 1656, to the modern One World Trade Center, the skyscraper at Ground Zero in Lower Manhattan and currently the most expensive new office tower in the world.", "targets": "What building is the priciest office tower in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2d95263b44bee900cd94a73ec54bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York has architecturally noteworthy buildings in a wide range of styles and from distinct time periods, from the saltbox style Pieter Claesen Wyckoff House in Brooklyn, the oldest section of which dates to 1656, to the modern One World Trade Center, the skyscraper at Ground Zero in Lower Manhattan and currently the most expensive new office tower in the world.", "targets": "In what borough is One World Trade Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2d95263b44bee900cd94a73ec54bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York has architecturally noteworthy buildings in a wide range of styles and from distinct time periods, from the saltbox style Pieter Claesen Wyckoff House in Brooklyn, the oldest section of which dates to 1656, to the modern One World Trade Center, the skyscraper at Ground Zero in Lower Manhattan and currently the most expensive new office tower in the world.", "targets": "In what year did construction on the oldest part of Pieter Claesen Wyckoff House begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13f2d95263b44bee900cd94a73ec54bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York has architecturally noteworthy buildings in a wide range of styles and from distinct time periods, from the saltbox style Pieter Claesen Wyckoff House in Brooklyn, the oldest section of which dates to 1656, to the modern One World Trade Center, the skyscraper at Ground Zero in Lower Manhattan and currently the most expensive new office tower in the world.", "targets": "The most expensive office tower built in the world today is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a742d3efdd4e5a9971e14500420b86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes were accompanied by violent turmoil which included the trial and execution of the king, vast bloodshed and repression during the Reign of Terror, and warfare involving every other major European power. Subsequent events that can be traced to the Revolution include the Napoleonic Wars, two separate restorations of the monarchy, and two additional revolutions as modern France took shape. In the following century, France would be governed at one point or another as a republic, constitutional monarchy, and two different empires.", "targets": "What happened to the king after the trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a742d3efdd4e5a9971e14500420b86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes were accompanied by violent turmoil which included the trial and execution of the king, vast bloodshed and repression during the Reign of Terror, and warfare involving every other major European power. Subsequent events that can be traced to the Revolution include the Napoleonic Wars, two separate restorations of the monarchy, and two additional revolutions as modern France took shape. In the following century, France would be governed at one point or another as a republic, constitutional monarchy, and two different empires.", "targets": "Who else was involved in the warfare?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a742d3efdd4e5a9971e14500420b86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The changes were accompanied by violent turmoil which included the trial and execution of the king, vast bloodshed and repression during the Reign of Terror, and warfare involving every other major European power. Subsequent events that can be traced to the Revolution include the Napoleonic Wars, two separate restorations of the monarchy, and two additional revolutions as modern France took shape. In the following century, France would be governed at one point or another as a republic, constitutional monarchy, and two different empires.", "targets": "name an event that can be contributed to the revolution."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f5283ad0134b6f8bd6bf148372ebc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An influx of interstate and overseas migrants, particularly Irish, German and Chinese, saw the development of slums including a temporary \"tent city\" established on the southern banks of the Yarra. Chinese migrants founded the Melbourne Chinatown in 1851, which remains the longest continuous Chinese settlement in the Western World. In the aftermath of the Eureka Stockade, mass public support for the plight of the miners resulted in major political changes to the colony, including changes to working conditions across local industries including mining, agriculture and manufacturing. The nationalities involved in the Eureka revolt and Burke and Wills expedition gave an indication of immigration flows in the second half of the nineteenth century.", "targets": "What term is given to the slums established on the souther banks of the Yarra?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f5283ad0134b6f8bd6bf148372ebc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An influx of interstate and overseas migrants, particularly Irish, German and Chinese, saw the development of slums including a temporary \"tent city\" established on the southern banks of the Yarra. Chinese migrants founded the Melbourne Chinatown in 1851, which remains the longest continuous Chinese settlement in the Western World. In the aftermath of the Eureka Stockade, mass public support for the plight of the miners resulted in major political changes to the colony, including changes to working conditions across local industries including mining, agriculture and manufacturing. The nationalities involved in the Eureka revolt and Burke and Wills expedition gave an indication of immigration flows in the second half of the nineteenth century.", "targets": "In what year was Melbourne Chinatown founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f5283ad0134b6f8bd6bf148372ebc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An influx of interstate and overseas migrants, particularly Irish, German and Chinese, saw the development of slums including a temporary \"tent city\" established on the southern banks of the Yarra. Chinese migrants founded the Melbourne Chinatown in 1851, which remains the longest continuous Chinese settlement in the Western World. In the aftermath of the Eureka Stockade, mass public support for the plight of the miners resulted in major political changes to the colony, including changes to working conditions across local industries including mining, agriculture and manufacturing. The nationalities involved in the Eureka revolt and Burke and Wills expedition gave an indication of immigration flows in the second half of the nineteenth century.", "targets": "Which ethninticities contributed an influx of interstate and overseas migrants to Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f5283ad0134b6f8bd6bf148372ebc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An influx of interstate and overseas migrants, particularly Irish, German and Chinese, saw the development of slums including a temporary \"tent city\" established on the southern banks of the Yarra. Chinese migrants founded the Melbourne Chinatown in 1851, which remains the longest continuous Chinese settlement in the Western World. In the aftermath of the Eureka Stockade, mass public support for the plight of the miners resulted in major political changes to the colony, including changes to working conditions across local industries including mining, agriculture and manufacturing. The nationalities involved in the Eureka revolt and Burke and Wills expedition gave an indication of immigration flows in the second half of the nineteenth century.", "targets": "Which community is the longest continuous Chinese settlement in the Western World?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f5283ad0134b6f8bd6bf148372ebc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An influx of interstate and overseas migrants, particularly Irish, German and Chinese, saw the development of slums including a temporary \"tent city\" established on the southern banks of the Yarra. Chinese migrants founded the Melbourne Chinatown in 1851, which remains the longest continuous Chinese settlement in the Western World. In the aftermath of the Eureka Stockade, mass public support for the plight of the miners resulted in major political changes to the colony, including changes to working conditions across local industries including mining, agriculture and manufacturing. The nationalities involved in the Eureka revolt and Burke and Wills expedition gave an indication of immigration flows in the second half of the nineteenth century.", "targets": "During the second half of what century did the Burke and Wills expedition give an indication of immigration flows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ad39b59fc64e9b964376fd3293e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the boroughs of Xochimilco (172th), Tl\u00e1huac (177th) and Iztapalapa (183th) presented the lowest HDI values of the Federal District with values of .8481, .8473 and .8464 respectively\u2014values still in the global high-HDI range. The only borough that did not present a high HDI was that of rural Milpa Alta which presented a \"medium\" HDI of .7984, far below all other boroughs (627th nationally while the rest stood in the top 200). Mexico City's HDI for the 2005 report was of .9012 (very high), and its 2010 value of .9225 (very high) or (by newer methodology) .8307, and Mexico's highest.", "targets": "What borough had the lowest HDI score in the federal district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ad39b59fc64e9b964376fd3293e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the boroughs of Xochimilco (172th), Tl\u00e1huac (177th) and Iztapalapa (183th) presented the lowest HDI values of the Federal District with values of .8481, .8473 and .8464 respectively\u2014values still in the global high-HDI range. The only borough that did not present a high HDI was that of rural Milpa Alta which presented a \"medium\" HDI of .7984, far below all other boroughs (627th nationally while the rest stood in the top 200). Mexico City's HDI for the 2005 report was of .9012 (very high), and its 2010 value of .9225 (very high) or (by newer methodology) .8307, and Mexico's highest.", "targets": "Which borough had the lowest HDI score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ad39b59fc64e9b964376fd3293e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the boroughs of Xochimilco (172th), Tl\u00e1huac (177th) and Iztapalapa (183th) presented the lowest HDI values of the Federal District with values of .8481, .8473 and .8464 respectively\u2014values still in the global high-HDI range. The only borough that did not present a high HDI was that of rural Milpa Alta which presented a \"medium\" HDI of .7984, far below all other boroughs (627th nationally while the rest stood in the top 200). Mexico City's HDI for the 2005 report was of .9012 (very high), and its 2010 value of .9225 (very high) or (by newer methodology) .8307, and Mexico's highest.", "targets": "What rank was Milpa Alta nationally in terms of HDI score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ad39b59fc64e9b964376fd3293e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the boroughs of Xochimilco (172th), Tl\u00e1huac (177th) and Iztapalapa (183th) presented the lowest HDI values of the Federal District with values of .8481, .8473 and .8464 respectively\u2014values still in the global high-HDI range. The only borough that did not present a high HDI was that of rural Milpa Alta which presented a \"medium\" HDI of .7984, far below all other boroughs (627th nationally while the rest stood in the top 200). Mexico City's HDI for the 2005 report was of .9012 (very high), and its 2010 value of .9225 (very high) or (by newer methodology) .8307, and Mexico's highest.", "targets": "All boroughs except for Milpa Alta were in what ranking of HDI score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6ad39b59fc64e9b964376fd3293e60b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, the boroughs of Xochimilco (172th), Tl\u00e1huac (177th) and Iztapalapa (183th) presented the lowest HDI values of the Federal District with values of .8481, .8473 and .8464 respectively\u2014values still in the global high-HDI range. The only borough that did not present a high HDI was that of rural Milpa Alta which presented a \"medium\" HDI of .7984, far below all other boroughs (627th nationally while the rest stood in the top 200). Mexico City's HDI for the 2005 report was of .9012 (very high), and its 2010 value of .9225 (very high) or (by newer methodology) .8307, and Mexico's highest.", "targets": "What score did Milpa Alta get on the HDI test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ccc93a5b06c48c2a37fe512ec5f1dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Damage to a German steel facility occurred during a DST transition in 1993, when a computer timing system linked to a radio time synchronization signal allowed molten steel to cool for one hour less than the required duration, resulting in spattering of molten steel when it was poured. Medical devices may generate adverse events that could harm patients, without being obvious to clinicians responsible for care. These problems are compounded when the DST rules themselves change; software developers must test and perhaps modify many programs, and users must install updates and restart applications. Consumers must update devices such as programmable thermostats with the correct DST rules, or manually adjust the devices' clocks. A common strategy to resolve these problems in computer systems is to express time using the Coordinated Universal Time (UTC) rather than the local time zone. For example, Unix-based computer systems use the UTC-based Unix time internally.", "targets": "What year did an accident occur at a German facility with molten steel because of the change to DST?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ccc93a5b06c48c2a37fe512ec5f1dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Damage to a German steel facility occurred during a DST transition in 1993, when a computer timing system linked to a radio time synchronization signal allowed molten steel to cool for one hour less than the required duration, resulting in spattering of molten steel when it was poured. Medical devices may generate adverse events that could harm patients, without being obvious to clinicians responsible for care. These problems are compounded when the DST rules themselves change; software developers must test and perhaps modify many programs, and users must install updates and restart applications. Consumers must update devices such as programmable thermostats with the correct DST rules, or manually adjust the devices' clocks. A common strategy to resolve these problems in computer systems is to express time using the Coordinated Universal Time (UTC) rather than the local time zone. For example, Unix-based computer systems use the UTC-based Unix time internally.", "targets": "For how much more time was the molten steel supposed to cool when the computer mix-up happened in the German steel facility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ccc93a5b06c48c2a37fe512ec5f1dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Damage to a German steel facility occurred during a DST transition in 1993, when a computer timing system linked to a radio time synchronization signal allowed molten steel to cool for one hour less than the required duration, resulting in spattering of molten steel when it was poured. Medical devices may generate adverse events that could harm patients, without being obvious to clinicians responsible for care. These problems are compounded when the DST rules themselves change; software developers must test and perhaps modify many programs, and users must install updates and restart applications. Consumers must update devices such as programmable thermostats with the correct DST rules, or manually adjust the devices' clocks. A common strategy to resolve these problems in computer systems is to express time using the Coordinated Universal Time (UTC) rather than the local time zone. For example, Unix-based computer systems use the UTC-based Unix time internally.", "targets": "Who is responsible for testing and even making changing to computer programs when daylight saving rules change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ccc93a5b06c48c2a37fe512ec5f1dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Damage to a German steel facility occurred during a DST transition in 1993, when a computer timing system linked to a radio time synchronization signal allowed molten steel to cool for one hour less than the required duration, resulting in spattering of molten steel when it was poured. Medical devices may generate adverse events that could harm patients, without being obvious to clinicians responsible for care. These problems are compounded when the DST rules themselves change; software developers must test and perhaps modify many programs, and users must install updates and restart applications. Consumers must update devices such as programmable thermostats with the correct DST rules, or manually adjust the devices' clocks. A common strategy to resolve these problems in computer systems is to express time using the Coordinated Universal Time (UTC) rather than the local time zone. For example, Unix-based computer systems use the UTC-based Unix time internally.", "targets": "What time system do some computer systems use to avoid the issues of changes in local time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ccc93a5b06c48c2a37fe512ec5f1dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Damage to a German steel facility occurred during a DST transition in 1993, when a computer timing system linked to a radio time synchronization signal allowed molten steel to cool for one hour less than the required duration, resulting in spattering of molten steel when it was poured. Medical devices may generate adverse events that could harm patients, without being obvious to clinicians responsible for care. These problems are compounded when the DST rules themselves change; software developers must test and perhaps modify many programs, and users must install updates and restart applications. Consumers must update devices such as programmable thermostats with the correct DST rules, or manually adjust the devices' clocks. A common strategy to resolve these problems in computer systems is to express time using the Coordinated Universal Time (UTC) rather than the local time zone. For example, Unix-based computer systems use the UTC-based Unix time internally.", "targets": "What type of computer systems use an internal clock based on UTC time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aa6f447e0274a639e33703187e1463c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some copyright owners voluntarily reduce the scope of what is considered infringement by employing relatively permissive, \"open\" licensing strategies: rather than privately negotiating license terms with individual users who must first seek out the copyright owner and ask for permission, the copyright owner publishes and distributes the work with a prepared license that anyone can use, as long as they adhere to certain conditions. This has the effect of reducing infringement \u2013 and the burden on courts \u2013 by simply permitting certain types of uses under terms that the copyright owner considers reasonable. Examples include free software licenses, like the GNU General Public License (GPL), and the Creative Commons licenses, which are predominantly applied to visual and literary works.", "targets": "What do some copyright owners do by reducing the scope of infringement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aa6f447e0274a639e33703187e1463c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some copyright owners voluntarily reduce the scope of what is considered infringement by employing relatively permissive, \"open\" licensing strategies: rather than privately negotiating license terms with individual users who must first seek out the copyright owner and ask for permission, the copyright owner publishes and distributes the work with a prepared license that anyone can use, as long as they adhere to certain conditions. This has the effect of reducing infringement \u2013 and the burden on courts \u2013 by simply permitting certain types of uses under terms that the copyright owner considers reasonable. Examples include free software licenses, like the GNU General Public License (GPL), and the Creative Commons licenses, which are predominantly applied to visual and literary works.", "targets": "What must a user do under a prepared license?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aa6f447e0274a639e33703187e1463c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some copyright owners voluntarily reduce the scope of what is considered infringement by employing relatively permissive, \"open\" licensing strategies: rather than privately negotiating license terms with individual users who must first seek out the copyright owner and ask for permission, the copyright owner publishes and distributes the work with a prepared license that anyone can use, as long as they adhere to certain conditions. This has the effect of reducing infringement \u2013 and the burden on courts \u2013 by simply permitting certain types of uses under terms that the copyright owner considers reasonable. Examples include free software licenses, like the GNU General Public License (GPL), and the Creative Commons licenses, which are predominantly applied to visual and literary works.", "targets": "Besides lessening the burden on the courts, what is the effect of this license?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aa6f447e0274a639e33703187e1463c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some copyright owners voluntarily reduce the scope of what is considered infringement by employing relatively permissive, \"open\" licensing strategies: rather than privately negotiating license terms with individual users who must first seek out the copyright owner and ask for permission, the copyright owner publishes and distributes the work with a prepared license that anyone can use, as long as they adhere to certain conditions. This has the effect of reducing infringement \u2013 and the burden on courts \u2013 by simply permitting certain types of uses under terms that the copyright owner considers reasonable. Examples include free software licenses, like the GNU General Public License (GPL), and the Creative Commons licenses, which are predominantly applied to visual and literary works.", "targets": "What is an example of a free software license?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4aa6f447e0274a639e33703187e1463c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some copyright owners voluntarily reduce the scope of what is considered infringement by employing relatively permissive, \"open\" licensing strategies: rather than privately negotiating license terms with individual users who must first seek out the copyright owner and ask for permission, the copyright owner publishes and distributes the work with a prepared license that anyone can use, as long as they adhere to certain conditions. This has the effect of reducing infringement \u2013 and the burden on courts \u2013 by simply permitting certain types of uses under terms that the copyright owner considers reasonable. Examples include free software licenses, like the GNU General Public License (GPL), and the Creative Commons licenses, which are predominantly applied to visual and literary works.", "targets": "What works do Creative Commons licenses generally apply to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b8ba4efd8544b789b849a09c545403c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Seamans' establishment of an ad-hoc committee headed by his special technical assistant Nicholas E. Golovin in July 1961, to recommend a launch vehicle to be used in the Apollo program, represented a turning point in NASA's mission mode decision. This committee recognized that the chosen mode was an important part of the launch vehicle choice, and recommended in favor of a hybrid EOR-LOR mode. Its consideration of LOR \u2014as well as Houbolt's ceaseless work\u2014 played an important role in publicizing the workability of the approach. In late 1961 and early 1962, members of the Manned Spacecraft Center began to come around to support LOR, including the newly hired deputy director of the Office of Manned Space Flight, Joseph Shea, who became a champion of LOR. The engineers at Marshall Space Flight Center (MSFC) took longer to become convinced of its merits, but their conversion was announced by Wernher von Braun at a briefing in June 1962.", "targets": "Who led the committee established by Seaman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b8ba4efd8544b789b849a09c545403c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Seamans' establishment of an ad-hoc committee headed by his special technical assistant Nicholas E. Golovin in July 1961, to recommend a launch vehicle to be used in the Apollo program, represented a turning point in NASA's mission mode decision. This committee recognized that the chosen mode was an important part of the launch vehicle choice, and recommended in favor of a hybrid EOR-LOR mode. Its consideration of LOR \u2014as well as Houbolt's ceaseless work\u2014 played an important role in publicizing the workability of the approach. In late 1961 and early 1962, members of the Manned Spacecraft Center began to come around to support LOR, including the newly hired deputy director of the Office of Manned Space Flight, Joseph Shea, who became a champion of LOR. The engineers at Marshall Space Flight Center (MSFC) took longer to become convinced of its merits, but their conversion was announced by Wernher von Braun at a briefing in June 1962.", "targets": "When was this committee by Seaman established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b8ba4efd8544b789b849a09c545403c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Seamans' establishment of an ad-hoc committee headed by his special technical assistant Nicholas E. Golovin in July 1961, to recommend a launch vehicle to be used in the Apollo program, represented a turning point in NASA's mission mode decision. This committee recognized that the chosen mode was an important part of the launch vehicle choice, and recommended in favor of a hybrid EOR-LOR mode. Its consideration of LOR \u2014as well as Houbolt's ceaseless work\u2014 played an important role in publicizing the workability of the approach. In late 1961 and early 1962, members of the Manned Spacecraft Center began to come around to support LOR, including the newly hired deputy director of the Office of Manned Space Flight, Joseph Shea, who became a champion of LOR. The engineers at Marshall Space Flight Center (MSFC) took longer to become convinced of its merits, but their conversion was announced by Wernher von Braun at a briefing in June 1962.", "targets": "Which NASA faction came around first to support the LOR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b8ba4efd8544b789b849a09c545403c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Seamans' establishment of an ad-hoc committee headed by his special technical assistant Nicholas E. Golovin in July 1961, to recommend a launch vehicle to be used in the Apollo program, represented a turning point in NASA's mission mode decision. This committee recognized that the chosen mode was an important part of the launch vehicle choice, and recommended in favor of a hybrid EOR-LOR mode. Its consideration of LOR \u2014as well as Houbolt's ceaseless work\u2014 played an important role in publicizing the workability of the approach. In late 1961 and early 1962, members of the Manned Spacecraft Center began to come around to support LOR, including the newly hired deputy director of the Office of Manned Space Flight, Joseph Shea, who became a champion of LOR. The engineers at Marshall Space Flight Center (MSFC) took longer to become convinced of its merits, but their conversion was announced by Wernher von Braun at a briefing in June 1962.", "targets": "Who was hired to be the deputy director of the Office of Manned Space Flight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b8ba4efd8544b789b849a09c545403c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " Seamans' establishment of an ad-hoc committee headed by his special technical assistant Nicholas E. Golovin in July 1961, to recommend a launch vehicle to be used in the Apollo program, represented a turning point in NASA's mission mode decision. This committee recognized that the chosen mode was an important part of the launch vehicle choice, and recommended in favor of a hybrid EOR-LOR mode. Its consideration of LOR \u2014as well as Houbolt's ceaseless work\u2014 played an important role in publicizing the workability of the approach. In late 1961 and early 1962, members of the Manned Spacecraft Center began to come around to support LOR, including the newly hired deputy director of the Office of Manned Space Flight, Joseph Shea, who became a champion of LOR. The engineers at Marshall Space Flight Center (MSFC) took longer to become convinced of its merits, but their conversion was announced by Wernher von Braun at a briefing in June 1962.", "targets": "Which NASA location came around last to the idea of the LOR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9e974aa0f654f89a0fbb3a867de046c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another possible cause of diarrhea is irritable bowel syndrome (IBS), which usually presents with abdominal discomfort relieved by defecation and unusual stool (diarrhea or constipation) for at least 3 days a week over the previous 3 months. Symptoms of diarrhea-predominant IBS can be managed through a combination of dietary changes, soluble fiber supplements, and/or medications such as loperamide or codeine. About 30% of patients with diarrhea-predominant IBS have bile acid malabsorption diagnosed with an abnormal SeHCAT test.", "targets": "What is IBS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9e974aa0f654f89a0fbb3a867de046c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another possible cause of diarrhea is irritable bowel syndrome (IBS), which usually presents with abdominal discomfort relieved by defecation and unusual stool (diarrhea or constipation) for at least 3 days a week over the previous 3 months. Symptoms of diarrhea-predominant IBS can be managed through a combination of dietary changes, soluble fiber supplements, and/or medications such as loperamide or codeine. About 30% of patients with diarrhea-predominant IBS have bile acid malabsorption diagnosed with an abnormal SeHCAT test.", "targets": "What symptoms do you have with IBS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c9e974aa0f654f89a0fbb3a867de046c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another possible cause of diarrhea is irritable bowel syndrome (IBS), which usually presents with abdominal discomfort relieved by defecation and unusual stool (diarrhea or constipation) for at least 3 days a week over the previous 3 months. Symptoms of diarrhea-predominant IBS can be managed through a combination of dietary changes, soluble fiber supplements, and/or medications such as loperamide or codeine. About 30% of patients with diarrhea-predominant IBS have bile acid malabsorption diagnosed with an abnormal SeHCAT test.", "targets": "How can symptoms be managed with IBS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cece58081a945549bf7d2d7f546b8ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the end of World War II the educational gap between White and Black Americans was widened by Dwight D. Eisenhower's GI Bill. This piece of legislation paved the way for white GIs to attend college. Despite their veteran status returning black servicemen were not afforded loans at the same rate as whites. Furthermore, at the time of its introduction, segregation was still the law of the land barring blacks from the best institutions. Overall, \"Nearly 8 million servicemen and servicewomen were educated under the provisions of the GI Bill after World War II. But for blacks, higher educational opportunities were so few that the promise of the GI Bill went largely unfulfilled.\"", "targets": "What major event preceded the growth of the divide in education between White and Black Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cece58081a945549bf7d2d7f546b8ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the end of World War II the educational gap between White and Black Americans was widened by Dwight D. Eisenhower's GI Bill. This piece of legislation paved the way for white GIs to attend college. Despite their veteran status returning black servicemen were not afforded loans at the same rate as whites. Furthermore, at the time of its introduction, segregation was still the law of the land barring blacks from the best institutions. Overall, \"Nearly 8 million servicemen and servicewomen were educated under the provisions of the GI Bill after World War II. But for blacks, higher educational opportunities were so few that the promise of the GI Bill went largely unfulfilled.\"", "targets": "What was considered to be a major cause of the increase in educational gap?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cece58081a945549bf7d2d7f546b8ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the end of World War II the educational gap between White and Black Americans was widened by Dwight D. Eisenhower's GI Bill. This piece of legislation paved the way for white GIs to attend college. Despite their veteran status returning black servicemen were not afforded loans at the same rate as whites. Furthermore, at the time of its introduction, segregation was still the law of the land barring blacks from the best institutions. Overall, \"Nearly 8 million servicemen and servicewomen were educated under the provisions of the GI Bill after World War II. But for blacks, higher educational opportunities were so few that the promise of the GI Bill went largely unfulfilled.\"", "targets": "What did returning black veterans not receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cece58081a945549bf7d2d7f546b8ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the end of World War II the educational gap between White and Black Americans was widened by Dwight D. Eisenhower's GI Bill. This piece of legislation paved the way for white GIs to attend college. Despite their veteran status returning black servicemen were not afforded loans at the same rate as whites. Furthermore, at the time of its introduction, segregation was still the law of the land barring blacks from the best institutions. Overall, \"Nearly 8 million servicemen and servicewomen were educated under the provisions of the GI Bill after World War II. But for blacks, higher educational opportunities were so few that the promise of the GI Bill went largely unfulfilled.\"", "targets": "How many servicemen and women were educated as a result of the GI Bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5cece58081a945549bf7d2d7f546b8ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the end of World War II the educational gap between White and Black Americans was widened by Dwight D. Eisenhower's GI Bill. This piece of legislation paved the way for white GIs to attend college. Despite their veteran status returning black servicemen were not afforded loans at the same rate as whites. Furthermore, at the time of its introduction, segregation was still the law of the land barring blacks from the best institutions. Overall, \"Nearly 8 million servicemen and servicewomen were educated under the provisions of the GI Bill after World War II. But for blacks, higher educational opportunities were so few that the promise of the GI Bill went largely unfulfilled.\"", "targets": "What opportunities were few for black veterans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eabd565b1acc452ea7a2ea8e0e2e3abc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, there were 62 reported homicides. Through December 20 each of 2014 and 2015, the Boston Police Department reported 52 and 39 homicides, respectively.", "targets": "How many reported murders were there in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eabd565b1acc452ea7a2ea8e0e2e3abc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, there were 62 reported homicides. Through December 20 each of 2014 and 2015, the Boston Police Department reported 52 and 39 homicides, respectively.", "targets": "How many murders were there in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eabd565b1acc452ea7a2ea8e0e2e3abc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2008, there were 62 reported homicides. Through December 20 each of 2014 and 2015, the Boston Police Department reported 52 and 39 homicides, respectively.", "targets": "How many murders were there in Boston in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6ad43d478ce40fea7dafd725108c10f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White light can be formed by mixing differently colored lights; the most common method is to use red, green, and blue (RGB). Hence the method is called multi-color white LEDs (sometimes referred to as RGB LEDs). Because these need electronic circuits to control the blending and diffusion of different colors, and because the individual color LEDs typically have slightly different emission patterns (leading to variation of the color depending on direction) even if they are made as a single unit, these are seldom used to produce white lighting. Nonetheless, this method has many applications because of the flexibility of mixing different colors, and in principle, this mechanism also has higher quantum efficiency in producing white light.[citation needed]", "targets": "What colors are used to form white light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6ad43d478ce40fea7dafd725108c10f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White light can be formed by mixing differently colored lights; the most common method is to use red, green, and blue (RGB). Hence the method is called multi-color white LEDs (sometimes referred to as RGB LEDs). Because these need electronic circuits to control the blending and diffusion of different colors, and because the individual color LEDs typically have slightly different emission patterns (leading to variation of the color depending on direction) even if they are made as a single unit, these are seldom used to produce white lighting. Nonetheless, this method has many applications because of the flexibility of mixing different colors, and in principle, this mechanism also has higher quantum efficiency in producing white light.[citation needed]", "targets": "What is the method called that mixes red, green, and blue colors to form white light?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6ad43d478ce40fea7dafd725108c10f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White light can be formed by mixing differently colored lights; the most common method is to use red, green, and blue (RGB). Hence the method is called multi-color white LEDs (sometimes referred to as RGB LEDs). Because these need electronic circuits to control the blending and diffusion of different colors, and because the individual color LEDs typically have slightly different emission patterns (leading to variation of the color depending on direction) even if they are made as a single unit, these are seldom used to produce white lighting. Nonetheless, this method has many applications because of the flexibility of mixing different colors, and in principle, this mechanism also has higher quantum efficiency in producing white light.[citation needed]", "targets": "What does the multi-color white LED method need to produce the end result?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6ad43d478ce40fea7dafd725108c10f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White light can be formed by mixing differently colored lights; the most common method is to use red, green, and blue (RGB). Hence the method is called multi-color white LEDs (sometimes referred to as RGB LEDs). Because these need electronic circuits to control the blending and diffusion of different colors, and because the individual color LEDs typically have slightly different emission patterns (leading to variation of the color depending on direction) even if they are made as a single unit, these are seldom used to produce white lighting. Nonetheless, this method has many applications because of the flexibility of mixing different colors, and in principle, this mechanism also has higher quantum efficiency in producing white light.[citation needed]", "targets": "What is another name to reference the multi-color white LED method?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84af453601c84194be2a6558da257890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage lifts and orchestra lifts are specialized elevators, typically powered by hydraulics, that are used to raise and lower entire sections of a theater stage. For example, Radio City Music Hall has four such elevators: an orchestra lift that covers a large area of the stage, and three smaller lifts near the rear of the stage. In this case, the orchestra lift is powerful enough to raise an entire orchestra, or an entire cast of performers (including live elephants) up to stage level from below. There's a barrel on the background of the image of the left which can be used as a scale to represent the size of the mechanism", "targets": "How are stage lifts powered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84af453601c84194be2a6558da257890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage lifts and orchestra lifts are specialized elevators, typically powered by hydraulics, that are used to raise and lower entire sections of a theater stage. For example, Radio City Music Hall has four such elevators: an orchestra lift that covers a large area of the stage, and three smaller lifts near the rear of the stage. In this case, the orchestra lift is powerful enough to raise an entire orchestra, or an entire cast of performers (including live elephants) up to stage level from below. There's a barrel on the background of the image of the left which can be used as a scale to represent the size of the mechanism", "targets": "How many hydraulic elevators are there at Radio City Music Hall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84af453601c84194be2a6558da257890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage lifts and orchestra lifts are specialized elevators, typically powered by hydraulics, that are used to raise and lower entire sections of a theater stage. For example, Radio City Music Hall has four such elevators: an orchestra lift that covers a large area of the stage, and three smaller lifts near the rear of the stage. In this case, the orchestra lift is powerful enough to raise an entire orchestra, or an entire cast of performers (including live elephants) up to stage level from below. There's a barrel on the background of the image of the left which can be used as a scale to represent the size of the mechanism", "targets": "What is an orchestra lift used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84af453601c84194be2a6558da257890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stage lifts and orchestra lifts are specialized elevators, typically powered by hydraulics, that are used to raise and lower entire sections of a theater stage. For example, Radio City Music Hall has four such elevators: an orchestra lift that covers a large area of the stage, and three smaller lifts near the rear of the stage. In this case, the orchestra lift is powerful enough to raise an entire orchestra, or an entire cast of performers (including live elephants) up to stage level from below. There's a barrel on the background of the image of the left which can be used as a scale to represent the size of the mechanism", "targets": "What is on the background of the image which can be used as a scale to represent the size of the mechanism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da03b114e27491cb44a9fef63e5cbae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city management and urban policy program was ranked first in the nation, and the special education program second, by U.S. News & World Report's 2016 rankings. USN&WR also ranked several programs in the top 25 among U.S. universities.", "targets": "What program at the University of Kansas was rated highest among its peers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da03b114e27491cb44a9fef63e5cbae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city management and urban policy program was ranked first in the nation, and the special education program second, by U.S. News & World Report's 2016 rankings. USN&WR also ranked several programs in the top 25 among U.S. universities.", "targets": "What KU department was rated second in its field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da03b114e27491cb44a9fef63e5cbae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city management and urban policy program was ranked first in the nation, and the special education program second, by U.S. News & World Report's 2016 rankings. USN&WR also ranked several programs in the top 25 among U.S. universities.", "targets": "Which publication provided rankings of college and university programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0da03b114e27491cb44a9fef63e5cbae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city management and urban policy program was ranked first in the nation, and the special education program second, by U.S. News & World Report's 2016 rankings. USN&WR also ranked several programs in the top 25 among U.S. universities.", "targets": "In what tier did a number of KU's programs rank in 2016?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2313f26862fe49198a68c71a311456fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, his religious views remain uncertain due to other statements that he made. For example, in his article, \"A Machine to End War\", published in 1937, Tesla stated:", "targets": "What article was published in 1937?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2313f26862fe49198a68c71a311456fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, his religious views remain uncertain due to other statements that he made. For example, in his article, \"A Machine to End War\", published in 1937, Tesla stated:", "targets": "Because of certain statements what was the believed state of his religious views?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2313f26862fe49198a68c71a311456fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, his religious views remain uncertain due to other statements that he made. For example, in his article, \"A Machine to End War\", published in 1937, Tesla stated:", "targets": "In the article's title, what did the machine hope to end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3773bbb3d627425bb59a81015d6b17ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard Chinese (Mandarin) has stops and affricates distinguished by aspiration: for instance, /t t\u02b0/, /t\u0361s t\u0361s\u02b0/. In pinyin, tenuis stops are written with letters that represent voiced consonants in English, and aspirated stops with letters that represent voiceless consonants. Thus d represents /t/, and t represents /t\u02b0/.", "targets": "Mandarin has stops and affricates that are distinguished by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3773bbb3d627425bb59a81015d6b17ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard Chinese (Mandarin) has stops and affricates distinguished by aspiration: for instance, /t t\u02b0/, /t\u0361s t\u0361s\u02b0/. In pinyin, tenuis stops are written with letters that represent voiced consonants in English, and aspirated stops with letters that represent voiceless consonants. Thus d represents /t/, and t represents /t\u02b0/.", "targets": "Tenuis stops have letters that are representative of English voiced consonant in what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3773bbb3d627425bb59a81015d6b17ca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Standard Chinese (Mandarin) has stops and affricates distinguished by aspiration: for instance, /t t\u02b0/, /t\u0361s t\u0361s\u02b0/. In pinyin, tenuis stops are written with letters that represent voiced consonants in English, and aspirated stops with letters that represent voiceless consonants. Thus d represents /t/, and t represents /t\u02b0/.", "targets": "What kind of stops in pinyin are written with letters that representative of voiceless consonants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-344c0be1ed664dcc8da0653b364ae9b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was colonised by the English as an extension of Virginia and has long had close ties with the US Atlantic Seaboard and Canadian Maritimes as well as the UK. It had a history of African slavery, although Britain abolished it decades before the US. Since the 20th century, there has been considerable immigration to Bermuda from the West Indies, as well as continued immigration from Portuguese Atlantic islands. Unlike immigrants from British colonies in the West Indies, the latter immigrants have had greater difficulty in becoming permanent residents as they lacked British citizenship, mostly spoke no English, and required renewal of work permits to remain beyond an initial period. From the 1950s onwards, Bermuda relaxed its immigration laws, allowing increased immigration from Britain and Canada. Some Black politicians accused the government of using this device to counter the West Indian immigration of previous decades.", "targets": "Why did the English originally colonize Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-344c0be1ed664dcc8da0653b364ae9b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was colonised by the English as an extension of Virginia and has long had close ties with the US Atlantic Seaboard and Canadian Maritimes as well as the UK. It had a history of African slavery, although Britain abolished it decades before the US. Since the 20th century, there has been considerable immigration to Bermuda from the West Indies, as well as continued immigration from Portuguese Atlantic islands. Unlike immigrants from British colonies in the West Indies, the latter immigrants have had greater difficulty in becoming permanent residents as they lacked British citizenship, mostly spoke no English, and required renewal of work permits to remain beyond an initial period. From the 1950s onwards, Bermuda relaxed its immigration laws, allowing increased immigration from Britain and Canada. Some Black politicians accused the government of using this device to counter the West Indian immigration of previous decades.", "targets": "What two areas have provided a constant stream of immigration to Bermuda since the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-344c0be1ed664dcc8da0653b364ae9b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was colonised by the English as an extension of Virginia and has long had close ties with the US Atlantic Seaboard and Canadian Maritimes as well as the UK. It had a history of African slavery, although Britain abolished it decades before the US. Since the 20th century, there has been considerable immigration to Bermuda from the West Indies, as well as continued immigration from Portuguese Atlantic islands. Unlike immigrants from British colonies in the West Indies, the latter immigrants have had greater difficulty in becoming permanent residents as they lacked British citizenship, mostly spoke no English, and required renewal of work permits to remain beyond an initial period. From the 1950s onwards, Bermuda relaxed its immigration laws, allowing increased immigration from Britain and Canada. Some Black politicians accused the government of using this device to counter the West Indian immigration of previous decades.", "targets": "Why have these recent immigrants had trouble becoming permanent residents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-344c0be1ed664dcc8da0653b364ae9b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was colonised by the English as an extension of Virginia and has long had close ties with the US Atlantic Seaboard and Canadian Maritimes as well as the UK. It had a history of African slavery, although Britain abolished it decades before the US. Since the 20th century, there has been considerable immigration to Bermuda from the West Indies, as well as continued immigration from Portuguese Atlantic islands. Unlike immigrants from British colonies in the West Indies, the latter immigrants have had greater difficulty in becoming permanent residents as they lacked British citizenship, mostly spoke no English, and required renewal of work permits to remain beyond an initial period. From the 1950s onwards, Bermuda relaxed its immigration laws, allowing increased immigration from Britain and Canada. Some Black politicians accused the government of using this device to counter the West Indian immigration of previous decades.", "targets": "When did Bermuda ease up on its immigration laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-344c0be1ed664dcc8da0653b364ae9b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda was colonised by the English as an extension of Virginia and has long had close ties with the US Atlantic Seaboard and Canadian Maritimes as well as the UK. It had a history of African slavery, although Britain abolished it decades before the US. Since the 20th century, there has been considerable immigration to Bermuda from the West Indies, as well as continued immigration from Portuguese Atlantic islands. Unlike immigrants from British colonies in the West Indies, the latter immigrants have had greater difficulty in becoming permanent residents as they lacked British citizenship, mostly spoke no English, and required renewal of work permits to remain beyond an initial period. From the 1950s onwards, Bermuda relaxed its immigration laws, allowing increased immigration from Britain and Canada. Some Black politicians accused the government of using this device to counter the West Indian immigration of previous decades.", "targets": "Why were Black politicians upset about the change in immigration laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b28055bfdb437d81e6ea03239e51eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the Christian minority in Egypt over 90% belong to the native Coptic Orthodox Church of Alexandria, an Oriental Orthodox Christian Church. Other native Egyptian Christians are adherents of the Coptic Catholic Church, the Evangelical Church of Egypt and various other Protestant denominations. Non-native Christian communities are largely found in the urban regions of Cairo and Alexandria, such as the Syro-Lebanese, who belong to Greek Catholic, Greek Orthodox, and Maronite Catholic denominations.", "targets": "What church do 90% of Christian minority in Egypt belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b28055bfdb437d81e6ea03239e51eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the Christian minority in Egypt over 90% belong to the native Coptic Orthodox Church of Alexandria, an Oriental Orthodox Christian Church. Other native Egyptian Christians are adherents of the Coptic Catholic Church, the Evangelical Church of Egypt and various other Protestant denominations. Non-native Christian communities are largely found in the urban regions of Cairo and Alexandria, such as the Syro-Lebanese, who belong to Greek Catholic, Greek Orthodox, and Maronite Catholic denominations.", "targets": "Where are other Non-native Christian communities found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20b28055bfdb437d81e6ea03239e51eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Of the Christian minority in Egypt over 90% belong to the native Coptic Orthodox Church of Alexandria, an Oriental Orthodox Christian Church. Other native Egyptian Christians are adherents of the Coptic Catholic Church, the Evangelical Church of Egypt and various other Protestant denominations. Non-native Christian communities are largely found in the urban regions of Cairo and Alexandria, such as the Syro-Lebanese, who belong to Greek Catholic, Greek Orthodox, and Maronite Catholic denominations.", "targets": "What do Syro-Lebanese belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3218bb5586c541aeb115dcb4e3e919e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964 Israel hosted and won the Asian Nations Cup; in 1970 the Israel national football team managed to qualify to the FIFA World Cup, which is still considered[by whom?] the biggest achievement of Israeli football.[citation needed] The 1974 Asian Games held in Tehran, were the last Asian Games in which Israel participated, and was plagued by the Arab countries which refused to compete with Israel, and Israel since ceased competing in Asian competitions. Israel was excluded from the 1978 Asian Games due to security and expense involved if they were to participate. In 1994, UEFA agreed to admit Israel and all Israeli sporting organizations now compete in Europe.[citation needed]", "targets": "When did Israel host and win the Asian Nations Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3218bb5586c541aeb115dcb4e3e919e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964 Israel hosted and won the Asian Nations Cup; in 1970 the Israel national football team managed to qualify to the FIFA World Cup, which is still considered[by whom?] the biggest achievement of Israeli football.[citation needed] The 1974 Asian Games held in Tehran, were the last Asian Games in which Israel participated, and was plagued by the Arab countries which refused to compete with Israel, and Israel since ceased competing in Asian competitions. Israel was excluded from the 1978 Asian Games due to security and expense involved if they were to participate. In 1994, UEFA agreed to admit Israel and all Israeli sporting organizations now compete in Europe.[citation needed]", "targets": "When did the Israel national football team qualify to the FIFA World Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3218bb5586c541aeb115dcb4e3e919e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1964 Israel hosted and won the Asian Nations Cup; in 1970 the Israel national football team managed to qualify to the FIFA World Cup, which is still considered[by whom?] the biggest achievement of Israeli football.[citation needed] The 1974 Asian Games held in Tehran, were the last Asian Games in which Israel participated, and was plagued by the Arab countries which refused to compete with Israel, and Israel since ceased competing in Asian competitions. Israel was excluded from the 1978 Asian Games due to security and expense involved if they were to participate. In 1994, UEFA agreed to admit Israel and all Israeli sporting organizations now compete in Europe.[citation needed]", "targets": "What were the last Asian Games that Israel participated in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "What company was targeted by leaks of company information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "Who was responsible for leaks of Sony movie projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "Which film writer's work was included in leaks of Spectre information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "Which company verified contents of the leaked information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "When did hackers get into the Sony Pictures e-mail system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "Who wrote the early drafts of the script for Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e72c1ee1fa0c4a5a9250897d29b0699a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In November 2014, Sony Pictures Entertainment was targeted by hackers who released details of confidential e-mails between Sony executives regarding several high-profile film projects. Included within these were several memos relating to the production of Spectre, claiming that the film was over budget, detailing early drafts of the script written by John Logan, and expressing Sony's frustration with the project. Eon Productions later issued a statement confirming the leak of what they called \"an early version of the screenplay\".", "targets": "What company confirmed that an early version of the Spectre script had been leaked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52110c1475c04bd388a05e1860602ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many US and European jewellery companies, including Bulgari, Tiffany, and Cartier, refuse to import these stones based on reports of deplorable working conditions in the mines. Human Rights Watch has encouraged a complete ban on the purchase of Burmese gems based on these reports and because nearly all profits go to the ruling junta, as the majority of mining activity in the country is government-run. The government of Myanmar controls the gem trade by direct ownership or by joint ventures with private owners of mines.", "targets": "What is the difficulty with expanding the gem business in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52110c1475c04bd388a05e1860602ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many US and European jewellery companies, including Bulgari, Tiffany, and Cartier, refuse to import these stones based on reports of deplorable working conditions in the mines. Human Rights Watch has encouraged a complete ban on the purchase of Burmese gems based on these reports and because nearly all profits go to the ruling junta, as the majority of mining activity in the country is government-run. The government of Myanmar controls the gem trade by direct ownership or by joint ventures with private owners of mines.", "targets": "Why is Burma experiencing this problem with the gems industry  ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52110c1475c04bd388a05e1860602ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many US and European jewellery companies, including Bulgari, Tiffany, and Cartier, refuse to import these stones based on reports of deplorable working conditions in the mines. Human Rights Watch has encouraged a complete ban on the purchase of Burmese gems based on these reports and because nearly all profits go to the ruling junta, as the majority of mining activity in the country is government-run. The government of Myanmar controls the gem trade by direct ownership or by joint ventures with private owners of mines.", "targets": "Who gave information on the gem industries in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52110c1475c04bd388a05e1860602ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many US and European jewellery companies, including Bulgari, Tiffany, and Cartier, refuse to import these stones based on reports of deplorable working conditions in the mines. Human Rights Watch has encouraged a complete ban on the purchase of Burmese gems based on these reports and because nearly all profits go to the ruling junta, as the majority of mining activity in the country is government-run. The government of Myanmar controls the gem trade by direct ownership or by joint ventures with private owners of mines.", "targets": "What did the group advised based on the information's results ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52110c1475c04bd388a05e1860602ebb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many US and European jewellery companies, including Bulgari, Tiffany, and Cartier, refuse to import these stones based on reports of deplorable working conditions in the mines. Human Rights Watch has encouraged a complete ban on the purchase of Burmese gems based on these reports and because nearly all profits go to the ruling junta, as the majority of mining activity in the country is government-run. The government of Myanmar controls the gem trade by direct ownership or by joint ventures with private owners of mines.", "targets": "Who receives the majority of financial benefits from the gem mining ? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d309b61ead41d1b5d23c094720a872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gray does not, however, give any indication of what available evidence these theories were at odds with, and his appeal to \"crucial support\" illustrates the very inductivist approach to science that Popper sought to show was logically illegitimate. For, according to Popper, Einstein's theory was at least equally as well corroborated as Newton's upon its initial conception; they both equally well accounted for all the hitherto available evidence. Moreover, since Einstein also explained the empirical refutations of Newton's theory, general relativity was immediately deemed suitable for tentative acceptance on the Popperian account. Indeed, Popper wrote, several decades before Gray's criticism, in reply to a critical essay by Imre Lakatos:", "targets": "Gray's approach aligns with which approach that Popper himself considered untenable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d309b61ead41d1b5d23c094720a872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gray does not, however, give any indication of what available evidence these theories were at odds with, and his appeal to \"crucial support\" illustrates the very inductivist approach to science that Popper sought to show was logically illegitimate. For, according to Popper, Einstein's theory was at least equally as well corroborated as Newton's upon its initial conception; they both equally well accounted for all the hitherto available evidence. Moreover, since Einstein also explained the empirical refutations of Newton's theory, general relativity was immediately deemed suitable for tentative acceptance on the Popperian account. Indeed, Popper wrote, several decades before Gray's criticism, in reply to a critical essay by Imre Lakatos:", "targets": "A possible rebuttal to Gray's argument appears in Popper's reply to which philosopher?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d309b61ead41d1b5d23c094720a872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gray does not, however, give any indication of what available evidence these theories were at odds with, and his appeal to \"crucial support\" illustrates the very inductivist approach to science that Popper sought to show was logically illegitimate. For, according to Popper, Einstein's theory was at least equally as well corroborated as Newton's upon its initial conception; they both equally well accounted for all the hitherto available evidence. Moreover, since Einstein also explained the empirical refutations of Newton's theory, general relativity was immediately deemed suitable for tentative acceptance on the Popperian account. Indeed, Popper wrote, several decades before Gray's criticism, in reply to a critical essay by Imre Lakatos:", "targets": "What did general relativity do that made it tentatively acceptable when it was proposed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46d309b61ead41d1b5d23c094720a872", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gray does not, however, give any indication of what available evidence these theories were at odds with, and his appeal to \"crucial support\" illustrates the very inductivist approach to science that Popper sought to show was logically illegitimate. For, according to Popper, Einstein's theory was at least equally as well corroborated as Newton's upon its initial conception; they both equally well accounted for all the hitherto available evidence. Moreover, since Einstein also explained the empirical refutations of Newton's theory, general relativity was immediately deemed suitable for tentative acceptance on the Popperian account. Indeed, Popper wrote, several decades before Gray's criticism, in reply to a critical essay by Imre Lakatos:", "targets": "In contrast to Gray, which theory did Popper argue was at least equally consistent with Newton's on the available evidence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6f484c0de6442d9aedbc3ff657fcb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell traces its origins to 1984, when Michael Dell created Dell Computer Corporation, which at the time did business as PC's Limited, while a student of the University of Texas at Austin. The dorm-room headquartered company sold IBM PC-compatible computers built from stock components. Dell dropped out of school to focus full-time on his fledgling business, after getting $1,000 in expansion-capital from his family. In 1985, the company produced the first computer of its own design, the Turbo PC, which sold for $795. PC's Limited advertised its systems in national computer magazines for sale directly to consumers and custom assembled each ordered unit according to a selection of options. The company grossed more than $73 million in its first year of operation.", "targets": "When did Michael Dell found his company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6f484c0de6442d9aedbc3ff657fcb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell traces its origins to 1984, when Michael Dell created Dell Computer Corporation, which at the time did business as PC's Limited, while a student of the University of Texas at Austin. The dorm-room headquartered company sold IBM PC-compatible computers built from stock components. Dell dropped out of school to focus full-time on his fledgling business, after getting $1,000 in expansion-capital from his family. In 1985, the company produced the first computer of its own design, the Turbo PC, which sold for $795. PC's Limited advertised its systems in national computer magazines for sale directly to consumers and custom assembled each ordered unit according to a selection of options. The company grossed more than $73 million in its first year of operation.", "targets": "How much did Dell receive as capital from his family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6f484c0de6442d9aedbc3ff657fcb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell traces its origins to 1984, when Michael Dell created Dell Computer Corporation, which at the time did business as PC's Limited, while a student of the University of Texas at Austin. The dorm-room headquartered company sold IBM PC-compatible computers built from stock components. Dell dropped out of school to focus full-time on his fledgling business, after getting $1,000 in expansion-capital from his family. In 1985, the company produced the first computer of its own design, the Turbo PC, which sold for $795. PC's Limited advertised its systems in national computer magazines for sale directly to consumers and custom assembled each ordered unit according to a selection of options. The company grossed more than $73 million in its first year of operation.", "targets": "What school did Dell go to and later drop out of while he ran his business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6f484c0de6442d9aedbc3ff657fcb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell traces its origins to 1984, when Michael Dell created Dell Computer Corporation, which at the time did business as PC's Limited, while a student of the University of Texas at Austin. The dorm-room headquartered company sold IBM PC-compatible computers built from stock components. Dell dropped out of school to focus full-time on his fledgling business, after getting $1,000 in expansion-capital from his family. In 1985, the company produced the first computer of its own design, the Turbo PC, which sold for $795. PC's Limited advertised its systems in national computer magazines for sale directly to consumers and custom assembled each ordered unit according to a selection of options. The company grossed more than $73 million in its first year of operation.", "targets": "What year did Dell design its own computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa6f484c0de6442d9aedbc3ff657fcb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dell traces its origins to 1984, when Michael Dell created Dell Computer Corporation, which at the time did business as PC's Limited, while a student of the University of Texas at Austin. The dorm-room headquartered company sold IBM PC-compatible computers built from stock components. Dell dropped out of school to focus full-time on his fledgling business, after getting $1,000 in expansion-capital from his family. In 1985, the company produced the first computer of its own design, the Turbo PC, which sold for $795. PC's Limited advertised its systems in national computer magazines for sale directly to consumers and custom assembled each ordered unit according to a selection of options. The company grossed more than $73 million in its first year of operation.", "targets": "How much did Dell profit in its first year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a0242ada3e4b709fc1b6b2ccb7a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple spent $2.5 million purchasing all 39 advertising pages in a special, post-election issue of Newsweek, and ran a \"Test Drive a Macintosh\" promotion, in which potential buyers with a credit card could take home a Macintosh for 24 hours and return it to a dealer afterwards. While 200,000 people participated, dealers disliked the promotion, the supply of computers was insufficient for demand, and many were returned in such a bad condition that they could no longer be sold. This marketing campaign caused CEO John Sculley to raise the price from US$1,995 to US$2,495 (about $5,200 when adjusted for inflation in 2010). The computer sold well, nonetheless, reportedly outselling the IBM PCjr which also began shipping early that year. By April 1984 the company sold 50,000 Macintoshes, and hoped for 70,000 by early May and almost 250,000 by the end of the year.", "targets": "How much did Apple spend to advertise in a special post-election issue of Newsweek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a0242ada3e4b709fc1b6b2ccb7a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple spent $2.5 million purchasing all 39 advertising pages in a special, post-election issue of Newsweek, and ran a \"Test Drive a Macintosh\" promotion, in which potential buyers with a credit card could take home a Macintosh for 24 hours and return it to a dealer afterwards. While 200,000 people participated, dealers disliked the promotion, the supply of computers was insufficient for demand, and many were returned in such a bad condition that they could no longer be sold. This marketing campaign caused CEO John Sculley to raise the price from US$1,995 to US$2,495 (about $5,200 when adjusted for inflation in 2010). The computer sold well, nonetheless, reportedly outselling the IBM PCjr which also began shipping early that year. By April 1984 the company sold 50,000 Macintoshes, and hoped for 70,000 by early May and almost 250,000 by the end of the year.", "targets": "What was the name of the big promotion Apple ran in the special edition of Newsweek?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a0242ada3e4b709fc1b6b2ccb7a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple spent $2.5 million purchasing all 39 advertising pages in a special, post-election issue of Newsweek, and ran a \"Test Drive a Macintosh\" promotion, in which potential buyers with a credit card could take home a Macintosh for 24 hours and return it to a dealer afterwards. While 200,000 people participated, dealers disliked the promotion, the supply of computers was insufficient for demand, and many were returned in such a bad condition that they could no longer be sold. This marketing campaign caused CEO John Sculley to raise the price from US$1,995 to US$2,495 (about $5,200 when adjusted for inflation in 2010). The computer sold well, nonetheless, reportedly outselling the IBM PCjr which also began shipping early that year. By April 1984 the company sold 50,000 Macintoshes, and hoped for 70,000 by early May and almost 250,000 by the end of the year.", "targets": "What did Apple allow potential buyers to take home and try for 24 hours?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a0242ada3e4b709fc1b6b2ccb7a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple spent $2.5 million purchasing all 39 advertising pages in a special, post-election issue of Newsweek, and ran a \"Test Drive a Macintosh\" promotion, in which potential buyers with a credit card could take home a Macintosh for 24 hours and return it to a dealer afterwards. While 200,000 people participated, dealers disliked the promotion, the supply of computers was insufficient for demand, and many were returned in such a bad condition that they could no longer be sold. This marketing campaign caused CEO John Sculley to raise the price from US$1,995 to US$2,495 (about $5,200 when adjusted for inflation in 2010). The computer sold well, nonetheless, reportedly outselling the IBM PCjr which also began shipping early that year. By April 1984 the company sold 50,000 Macintoshes, and hoped for 70,000 by early May and almost 250,000 by the end of the year.", "targets": "How were many computers returned during the Test Drive a Macintosh promotion that made them unsellable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3a0242ada3e4b709fc1b6b2ccb7a9f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple spent $2.5 million purchasing all 39 advertising pages in a special, post-election issue of Newsweek, and ran a \"Test Drive a Macintosh\" promotion, in which potential buyers with a credit card could take home a Macintosh for 24 hours and return it to a dealer afterwards. While 200,000 people participated, dealers disliked the promotion, the supply of computers was insufficient for demand, and many were returned in such a bad condition that they could no longer be sold. This marketing campaign caused CEO John Sculley to raise the price from US$1,995 to US$2,495 (about $5,200 when adjusted for inflation in 2010). The computer sold well, nonetheless, reportedly outselling the IBM PCjr which also began shipping early that year. By April 1984 the company sold 50,000 Macintoshes, and hoped for 70,000 by early May and almost 250,000 by the end of the year.", "targets": "Who was the CEO of Apple during the Test Drive a Macintosh promotion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de3e270728e49cd9f207c8f9cf924ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, Ralph J. Roberts in conjunction with his two business partners, Daniel Aaron and Julian A. Brodsky, purchased American Cable Systems as a corporate spin-off from its parent, Jerrold Electronics, for US $500,000. At the time, American Cable was a small cable operator in Tupelo, Mississippi, with five channels and 12,000 customers. Storecast Corporation of America, a product placement supermarket specialist marketing firm, was purchased by American Cable in 1965. With Storecast being a Muzak client, American Cable purchased its first Muzak franchise of many in Orlando, Florida.", "targets": "When did Ralph Roberts get into the cable TV business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de3e270728e49cd9f207c8f9cf924ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, Ralph J. Roberts in conjunction with his two business partners, Daniel Aaron and Julian A. Brodsky, purchased American Cable Systems as a corporate spin-off from its parent, Jerrold Electronics, for US $500,000. At the time, American Cable was a small cable operator in Tupelo, Mississippi, with five channels and 12,000 customers. Storecast Corporation of America, a product placement supermarket specialist marketing firm, was purchased by American Cable in 1965. With Storecast being a Muzak client, American Cable purchased its first Muzak franchise of many in Orlando, Florida.", "targets": "Who were Roberts' business partners in this purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de3e270728e49cd9f207c8f9cf924ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, Ralph J. Roberts in conjunction with his two business partners, Daniel Aaron and Julian A. Brodsky, purchased American Cable Systems as a corporate spin-off from its parent, Jerrold Electronics, for US $500,000. At the time, American Cable was a small cable operator in Tupelo, Mississippi, with five channels and 12,000 customers. Storecast Corporation of America, a product placement supermarket specialist marketing firm, was purchased by American Cable in 1965. With Storecast being a Muzak client, American Cable purchased its first Muzak franchise of many in Orlando, Florida.", "targets": "What company did this partnership purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de3e270728e49cd9f207c8f9cf924ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, Ralph J. Roberts in conjunction with his two business partners, Daniel Aaron and Julian A. Brodsky, purchased American Cable Systems as a corporate spin-off from its parent, Jerrold Electronics, for US $500,000. At the time, American Cable was a small cable operator in Tupelo, Mississippi, with five channels and 12,000 customers. Storecast Corporation of America, a product placement supermarket specialist marketing firm, was purchased by American Cable in 1965. With Storecast being a Muzak client, American Cable purchased its first Muzak franchise of many in Orlando, Florida.", "targets": "What city did American Cable Systems do business in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5de3e270728e49cd9f207c8f9cf924ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1963, Ralph J. Roberts in conjunction with his two business partners, Daniel Aaron and Julian A. Brodsky, purchased American Cable Systems as a corporate spin-off from its parent, Jerrold Electronics, for US $500,000. At the time, American Cable was a small cable operator in Tupelo, Mississippi, with five channels and 12,000 customers. Storecast Corporation of America, a product placement supermarket specialist marketing firm, was purchased by American Cable in 1965. With Storecast being a Muzak client, American Cable purchased its first Muzak franchise of many in Orlando, Florida.", "targets": "How many customers did ACS have when Roberts and his partners purchased it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07638d789efb46b1bc1fe5cf29cf90eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With too low a bit rate, compression artifacts (i.e., sounds that were not present in the original recording) may be audible in the reproduction. Some audio is hard to compress because of its randomness and sharp attacks. When this type of audio is compressed, artifacts such as ringing or pre-echo are usually heard. A sample of applause compressed with a relatively low bit rate provides a good example of compression artifacts.", "targets": "If the bit rate is too low, what might be audible in the reproduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07638d789efb46b1bc1fe5cf29cf90eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With too low a bit rate, compression artifacts (i.e., sounds that were not present in the original recording) may be audible in the reproduction. Some audio is hard to compress because of its randomness and sharp attacks. When this type of audio is compressed, artifacts such as ringing or pre-echo are usually heard. A sample of applause compressed with a relatively low bit rate provides a good example of compression artifacts.", "targets": "Sounds that were not in the original recording are referred to as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07638d789efb46b1bc1fe5cf29cf90eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With too low a bit rate, compression artifacts (i.e., sounds that were not present in the original recording) may be audible in the reproduction. Some audio is hard to compress because of its randomness and sharp attacks. When this type of audio is compressed, artifacts such as ringing or pre-echo are usually heard. A sample of applause compressed with a relatively low bit rate provides a good example of compression artifacts.", "targets": "Randomness and sharp attacks are two reasons that may make it harder to to do what to an audio file?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07638d789efb46b1bc1fe5cf29cf90eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With too low a bit rate, compression artifacts (i.e., sounds that were not present in the original recording) may be audible in the reproduction. Some audio is hard to compress because of its randomness and sharp attacks. When this type of audio is compressed, artifacts such as ringing or pre-echo are usually heard. A sample of applause compressed with a relatively low bit rate provides a good example of compression artifacts.", "targets": "Other than pre - echo, what is another example of what can happen when audio is compressed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-07638d789efb46b1bc1fe5cf29cf90eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With too low a bit rate, compression artifacts (i.e., sounds that were not present in the original recording) may be audible in the reproduction. Some audio is hard to compress because of its randomness and sharp attacks. When this type of audio is compressed, artifacts such as ringing or pre-echo are usually heard. A sample of applause compressed with a relatively low bit rate provides a good example of compression artifacts.", "targets": "What kind of sample can display a good example of compression artifacts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32850436605244c281d60f7b97ed2d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armed conflict between ethnic Chinese rebels and the Myanmar Armed Forces have resulted in the Kokang offensive in February 2015. The conflict had forced 40,000 to 50,000 civilians to flee their homes and seek shelter on the Chinese side of the border. During the incident the government of China was accused of giving military assistance to the ethnic Chinese rebels. Burmese officials have been historically 'manipulated' and pressured by the communist Chinese government throughout Burmese modern history to create closer and binding ties with China, creating a Chinese satellite state in Southeast Asia.", "targets": "What country was Burma involved with in 2015"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32850436605244c281d60f7b97ed2d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armed conflict between ethnic Chinese rebels and the Myanmar Armed Forces have resulted in the Kokang offensive in February 2015. The conflict had forced 40,000 to 50,000 civilians to flee their homes and seek shelter on the Chinese side of the border. During the incident the government of China was accused of giving military assistance to the ethnic Chinese rebels. Burmese officials have been historically 'manipulated' and pressured by the communist Chinese government throughout Burmese modern history to create closer and binding ties with China, creating a Chinese satellite state in Southeast Asia.", "targets": "Were there any refuges that resulted from the Burmese conflict in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32850436605244c281d60f7b97ed2d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armed conflict between ethnic Chinese rebels and the Myanmar Armed Forces have resulted in the Kokang offensive in February 2015. The conflict had forced 40,000 to 50,000 civilians to flee their homes and seek shelter on the Chinese side of the border. During the incident the government of China was accused of giving military assistance to the ethnic Chinese rebels. Burmese officials have been historically 'manipulated' and pressured by the communist Chinese government throughout Burmese modern history to create closer and binding ties with China, creating a Chinese satellite state in Southeast Asia.", "targets": "What was the government of China accused of during the Kokang offensive ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32850436605244c281d60f7b97ed2d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armed conflict between ethnic Chinese rebels and the Myanmar Armed Forces have resulted in the Kokang offensive in February 2015. The conflict had forced 40,000 to 50,000 civilians to flee their homes and seek shelter on the Chinese side of the border. During the incident the government of China was accused of giving military assistance to the ethnic Chinese rebels. Burmese officials have been historically 'manipulated' and pressured by the communist Chinese government throughout Burmese modern history to create closer and binding ties with China, creating a Chinese satellite state in Southeast Asia.", "targets": "Is China an affect on the government in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32850436605244c281d60f7b97ed2d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Armed conflict between ethnic Chinese rebels and the Myanmar Armed Forces have resulted in the Kokang offensive in February 2015. The conflict had forced 40,000 to 50,000 civilians to flee their homes and seek shelter on the Chinese side of the border. During the incident the government of China was accused of giving military assistance to the ethnic Chinese rebels. Burmese officials have been historically 'manipulated' and pressured by the communist Chinese government throughout Burmese modern history to create closer and binding ties with China, creating a Chinese satellite state in Southeast Asia.", "targets": "To what benefit of China has its interest in the Burmese government brought about ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16481210f6a4a1292b0956b64606437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first indigenous group encountered by Columbus were the 250,000 Ta\u00ednos of Hispaniola who represented the dominant culture in the Greater Antilles and the Bahamas. Within thirty years about 70% of the Ta\u00ednos had died. They had no immunity to European diseases, so outbreaks of measles and smallpox ravaged their population. Increasing punishment of the Ta\u00ednos for revolting against forced labour, despite measures put in place by the encomienda, which included religious education and protection from warring tribes, eventually led to the last great Ta\u00edno rebellion.", "targets": "Who was the first group of indigenous people Columbus encountered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16481210f6a4a1292b0956b64606437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first indigenous group encountered by Columbus were the 250,000 Ta\u00ednos of Hispaniola who represented the dominant culture in the Greater Antilles and the Bahamas. Within thirty years about 70% of the Ta\u00ednos had died. They had no immunity to European diseases, so outbreaks of measles and smallpox ravaged their population. Increasing punishment of the Ta\u00ednos for revolting against forced labour, despite measures put in place by the encomienda, which included religious education and protection from warring tribes, eventually led to the last great Ta\u00edno rebellion.", "targets": "What did the Ta\u00ednos represent in the Greater Antilles and Bahamas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16481210f6a4a1292b0956b64606437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first indigenous group encountered by Columbus were the 250,000 Ta\u00ednos of Hispaniola who represented the dominant culture in the Greater Antilles and the Bahamas. Within thirty years about 70% of the Ta\u00ednos had died. They had no immunity to European diseases, so outbreaks of measles and smallpox ravaged their population. Increasing punishment of the Ta\u00ednos for revolting against forced labour, despite measures put in place by the encomienda, which included religious education and protection from warring tribes, eventually led to the last great Ta\u00edno rebellion.", "targets": "What percentage of the Ta\u00ednos were dead thirty years after contact with Columbus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16481210f6a4a1292b0956b64606437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first indigenous group encountered by Columbus were the 250,000 Ta\u00ednos of Hispaniola who represented the dominant culture in the Greater Antilles and the Bahamas. Within thirty years about 70% of the Ta\u00ednos had died. They had no immunity to European diseases, so outbreaks of measles and smallpox ravaged their population. Increasing punishment of the Ta\u00ednos for revolting against forced labour, despite measures put in place by the encomienda, which included religious education and protection from warring tribes, eventually led to the last great Ta\u00edno rebellion.", "targets": "Why were outbreaks of measles and smallpox able to so easily decimate the Ta\u00ednos' population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c16481210f6a4a1292b0956b64606437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first indigenous group encountered by Columbus were the 250,000 Ta\u00ednos of Hispaniola who represented the dominant culture in the Greater Antilles and the Bahamas. Within thirty years about 70% of the Ta\u00ednos had died. They had no immunity to European diseases, so outbreaks of measles and smallpox ravaged their population. Increasing punishment of the Ta\u00ednos for revolting against forced labour, despite measures put in place by the encomienda, which included religious education and protection from warring tribes, eventually led to the last great Ta\u00edno rebellion.", "targets": "What led to the last great Ta\u00ednos rebellion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac9548791aab4122a2ce58e607ffa61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1946, northern East Prussia became an official province of the Russian SFSR as the \"Kyonigsbergskaya Oblast\", with the Memel Territory becoming part of the Lithuanian SSR. In June 1946 114,070 German and 41,029 Soviet citizens were registered in the Oblast, with an unknown number of disregarded unregistered persons. In July of that year, the historic city of K\u00f6nigsberg was renamed Kaliningrad to honour Mikhail Kalinin and the area named the Kaliningrad Oblast. Between 24 August and 26 October 1948 21 transports with in total 42,094 Germans left the Oblast to the Soviet Occupation Zone (which became East Germany). The last remaining Germans left in November 1949 (1,401 persons) and January 1950 (7 persons).", "targets": "What year did East Prussia become an official province of Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac9548791aab4122a2ce58e607ffa61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1946, northern East Prussia became an official province of the Russian SFSR as the \"Kyonigsbergskaya Oblast\", with the Memel Territory becoming part of the Lithuanian SSR. In June 1946 114,070 German and 41,029 Soviet citizens were registered in the Oblast, with an unknown number of disregarded unregistered persons. In July of that year, the historic city of K\u00f6nigsberg was renamed Kaliningrad to honour Mikhail Kalinin and the area named the Kaliningrad Oblast. Between 24 August and 26 October 1948 21 transports with in total 42,094 Germans left the Oblast to the Soviet Occupation Zone (which became East Germany). The last remaining Germans left in November 1949 (1,401 persons) and January 1950 (7 persons).", "targets": "In who's honor was the city named Kaliningrad from  Konigsberg? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac9548791aab4122a2ce58e607ffa61f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In April 1946, northern East Prussia became an official province of the Russian SFSR as the \"Kyonigsbergskaya Oblast\", with the Memel Territory becoming part of the Lithuanian SSR. In June 1946 114,070 German and 41,029 Soviet citizens were registered in the Oblast, with an unknown number of disregarded unregistered persons. In July of that year, the historic city of K\u00f6nigsberg was renamed Kaliningrad to honour Mikhail Kalinin and the area named the Kaliningrad Oblast. Between 24 August and 26 October 1948 21 transports with in total 42,094 Germans left the Oblast to the Soviet Occupation Zone (which became East Germany). The last remaining Germans left in November 1949 (1,401 persons) and January 1950 (7 persons).", "targets": "Between August 24th and October 26th how many German's left the Oblast to the Soviet Occupation zone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806d3ac2ea4b4791ba1a8db82553c4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2001 study by Nebel et al. showed that both Ashkenazi and Sephardic Jewish populations share the same overall paternal Near Eastern ancestries. In comparison with data available from other relevant populations in the region, Jews were found to be more closely related to groups in the north of the Fertile Crescent. The authors also report on Eu 19 (R1a) chromosomes, which are very frequent in Central and Eastern Europeans (54%\u201360%) at elevated frequency (12.7%) in Ashkenazi Jews. They hypothesized that the differences among Ashkenazim Jews could reflect low-level gene flow from surrounding European populations and/or genetic drift during isolation. A later 2005 study by Nebel et al., found a similar level of 11.5% of male Ashkenazim belonging to R1a1a (M17+), the dominant Y-chromosome haplogroup in Central and Eastern Europeans.", "targets": "A 2001 study by Nebel et al. showed that which two populations share the same overall paternal Near Eastern ancestries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806d3ac2ea4b4791ba1a8db82553c4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2001 study by Nebel et al. showed that both Ashkenazi and Sephardic Jewish populations share the same overall paternal Near Eastern ancestries. In comparison with data available from other relevant populations in the region, Jews were found to be more closely related to groups in the north of the Fertile Crescent. The authors also report on Eu 19 (R1a) chromosomes, which are very frequent in Central and Eastern Europeans (54%\u201360%) at elevated frequency (12.7%) in Ashkenazi Jews. They hypothesized that the differences among Ashkenazim Jews could reflect low-level gene flow from surrounding European populations and/or genetic drift during isolation. A later 2005 study by Nebel et al., found a similar level of 11.5% of male Ashkenazim belonging to R1a1a (M17+), the dominant Y-chromosome haplogroup in Central and Eastern Europeans.", "targets": "Levels of the Eu 19 (R1a) chromosome are typically seen between what two percentages in Central and Eastern Europeans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806d3ac2ea4b4791ba1a8db82553c4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2001 study by Nebel et al. showed that both Ashkenazi and Sephardic Jewish populations share the same overall paternal Near Eastern ancestries. In comparison with data available from other relevant populations in the region, Jews were found to be more closely related to groups in the north of the Fertile Crescent. The authors also report on Eu 19 (R1a) chromosomes, which are very frequent in Central and Eastern Europeans (54%\u201360%) at elevated frequency (12.7%) in Ashkenazi Jews. They hypothesized that the differences among Ashkenazim Jews could reflect low-level gene flow from surrounding European populations and/or genetic drift during isolation. A later 2005 study by Nebel et al., found a similar level of 11.5% of male Ashkenazim belonging to R1a1a (M17+), the dominant Y-chromosome haplogroup in Central and Eastern Europeans.", "targets": "Levels of the Eu 19 (R1a) chromosome were seen in what percentage of the Ashkenazi Jewish population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-806d3ac2ea4b4791ba1a8db82553c4e1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A 2001 study by Nebel et al. showed that both Ashkenazi and Sephardic Jewish populations share the same overall paternal Near Eastern ancestries. In comparison with data available from other relevant populations in the region, Jews were found to be more closely related to groups in the north of the Fertile Crescent. The authors also report on Eu 19 (R1a) chromosomes, which are very frequent in Central and Eastern Europeans (54%\u201360%) at elevated frequency (12.7%) in Ashkenazi Jews. They hypothesized that the differences among Ashkenazim Jews could reflect low-level gene flow from surrounding European populations and/or genetic drift during isolation. A later 2005 study by Nebel et al., found a similar level of 11.5% of male Ashkenazim belonging to R1a1a (M17+), the dominant Y-chromosome haplogroup in Central and Eastern Europeans.", "targets": "The difference in percentages of the levels of Eu 19 (R1a) chromosomes between Central and Eastern Europeans and the Ashkenazi population would indicate what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729c1b4def624f4f9669e99b585dcf43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The era of planning in Himachal Pradesh started 1948 along with the rest of India. The first five-year plan allocated \u20b9 52.7 million to Himachal. More than 50% of this expenditure was incurred on road construction since it was felt that without proper transport facilities, the process of planning and development could not be carried to the people, who mostly lived an isolated existence in far away areas. Himachal now ranks fourth in respect of per capita income among the states of the Indian Union.", "targets": "When did the era of planning start in Himachal Pradesh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729c1b4def624f4f9669e99b585dcf43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The era of planning in Himachal Pradesh started 1948 along with the rest of India. The first five-year plan allocated \u20b9 52.7 million to Himachal. More than 50% of this expenditure was incurred on road construction since it was felt that without proper transport facilities, the process of planning and development could not be carried to the people, who mostly lived an isolated existence in far away areas. Himachal now ranks fourth in respect of per capita income among the states of the Indian Union.", "targets": "How much was allocated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729c1b4def624f4f9669e99b585dcf43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The era of planning in Himachal Pradesh started 1948 along with the rest of India. The first five-year plan allocated \u20b9 52.7 million to Himachal. More than 50% of this expenditure was incurred on road construction since it was felt that without proper transport facilities, the process of planning and development could not be carried to the people, who mostly lived an isolated existence in far away areas. Himachal now ranks fourth in respect of per capita income among the states of the Indian Union.", "targets": "What kind of plan was it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729c1b4def624f4f9669e99b585dcf43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The era of planning in Himachal Pradesh started 1948 along with the rest of India. The first five-year plan allocated \u20b9 52.7 million to Himachal. More than 50% of this expenditure was incurred on road construction since it was felt that without proper transport facilities, the process of planning and development could not be carried to the people, who mostly lived an isolated existence in far away areas. Himachal now ranks fourth in respect of per capita income among the states of the Indian Union.", "targets": "Where does Himachal Pradesh rank in per capita?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-729c1b4def624f4f9669e99b585dcf43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The era of planning in Himachal Pradesh started 1948 along with the rest of India. The first five-year plan allocated \u20b9 52.7 million to Himachal. More than 50% of this expenditure was incurred on road construction since it was felt that without proper transport facilities, the process of planning and development could not be carried to the people, who mostly lived an isolated existence in far away areas. Himachal now ranks fourth in respect of per capita income among the states of the Indian Union.", "targets": "What was more than 50% used on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "Where do foreign heads of stay usually stay in Buckingham Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "What floor are the Belgian Suites located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "The Belgian Suite is located at the foot of which staircase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "How are the rooms of the Belgian Suites linked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "What is the style of the saucer domes in the Belgian Suite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "Where do foreign heads of stay at Buckingham Palace?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "The Belgian Suite is located at the bottom of which staircase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "On which floor is the Belgian Suite located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "How are the rooms in the Belgian Suite connected?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05ae22aba5834c35b78bddbfc61b3dc3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When paying a state visit to Britain, foreign heads of state are usually entertained by the Queen at Buckingham Palace. They are allocated a large suite of rooms known as the Belgian Suite, situated at the foot of the Minister's Staircase, on the ground floor of the north-facing Garden Wing. The rooms of the suite are linked by narrow corridors, one of them is given extra height and perspective by saucer domes designed by Nash in the style of Soane. A second corridor in the suite has Gothic influenced cross over vaulting. The Belgian Rooms themselves were decorated in their present style and named after Prince Albert's uncle L\u00e9opold I, first King of the Belgians. In 1936, the suite briefly became the private apartments of the palace when they were occupied by King Edward VIII.", "targets": "The saucer domes are in whose style?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c060deeb1a904720a13fbe802c2c7087", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Whig grandees such as Portland and Fitzwilliam privately agreed with Burke's Appeal, they wished he had used more moderate language. Fitzwilliam saw the Appeal as containing \"the doctrines I have sworn by, long and long since\". Francis Basset, a backbench Whig MP, wrote to Burke: \"...though for reasons which I will not now detail I did not then deliver my sentiments, I most perfectly differ from Mr. Fox & from the great Body of opposition on the French Revolution\". Burke sent a copy of the Appeal to the king and the king requested a friend to communicate to Burke that he had read it \"with great Satisfaction\". Burke wrote of its reception: \"Not one word from one of our party. They are secretly galled. They agree with me to a title; but they dare not speak out for fear of hurting Fox. ... They leave me to myself; they see that I can do myself justice\". Charles Burney viewed it as \"a most admirable book\u2014the best & most useful on political subjects that I have ever seen\" but believed the differences in the Whig Party between Burke and Fox should not be aired publicly.", "targets": "Who thought Burke should have written in a more moderate tone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c060deeb1a904720a13fbe802c2c7087", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Whig grandees such as Portland and Fitzwilliam privately agreed with Burke's Appeal, they wished he had used more moderate language. Fitzwilliam saw the Appeal as containing \"the doctrines I have sworn by, long and long since\". Francis Basset, a backbench Whig MP, wrote to Burke: \"...though for reasons which I will not now detail I did not then deliver my sentiments, I most perfectly differ from Mr. Fox & from the great Body of opposition on the French Revolution\". Burke sent a copy of the Appeal to the king and the king requested a friend to communicate to Burke that he had read it \"with great Satisfaction\". Burke wrote of its reception: \"Not one word from one of our party. They are secretly galled. They agree with me to a title; but they dare not speak out for fear of hurting Fox. ... They leave me to myself; they see that I can do myself justice\". Charles Burney viewed it as \"a most admirable book\u2014the best & most useful on political subjects that I have ever seen\" but believed the differences in the Whig Party between Burke and Fox should not be aired publicly.", "targets": "Who said he 'perfectly differed from Mr. Fox'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c060deeb1a904720a13fbe802c2c7087", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Whig grandees such as Portland and Fitzwilliam privately agreed with Burke's Appeal, they wished he had used more moderate language. Fitzwilliam saw the Appeal as containing \"the doctrines I have sworn by, long and long since\". Francis Basset, a backbench Whig MP, wrote to Burke: \"...though for reasons which I will not now detail I did not then deliver my sentiments, I most perfectly differ from Mr. Fox & from the great Body of opposition on the French Revolution\". Burke sent a copy of the Appeal to the king and the king requested a friend to communicate to Burke that he had read it \"with great Satisfaction\". Burke wrote of its reception: \"Not one word from one of our party. They are secretly galled. They agree with me to a title; but they dare not speak out for fear of hurting Fox. ... They leave me to myself; they see that I can do myself justice\". Charles Burney viewed it as \"a most admirable book\u2014the best & most useful on political subjects that I have ever seen\" but believed the differences in the Whig Party between Burke and Fox should not be aired publicly.", "targets": "What was Francis Basset's political party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c060deeb1a904720a13fbe802c2c7087", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Whig grandees such as Portland and Fitzwilliam privately agreed with Burke's Appeal, they wished he had used more moderate language. Fitzwilliam saw the Appeal as containing \"the doctrines I have sworn by, long and long since\". Francis Basset, a backbench Whig MP, wrote to Burke: \"...though for reasons which I will not now detail I did not then deliver my sentiments, I most perfectly differ from Mr. Fox & from the great Body of opposition on the French Revolution\". Burke sent a copy of the Appeal to the king and the king requested a friend to communicate to Burke that he had read it \"with great Satisfaction\". Burke wrote of its reception: \"Not one word from one of our party. They are secretly galled. They agree with me to a title; but they dare not speak out for fear of hurting Fox. ... They leave me to myself; they see that I can do myself justice\". Charles Burney viewed it as \"a most admirable book\u2014the best & most useful on political subjects that I have ever seen\" but believed the differences in the Whig Party between Burke and Fox should not be aired publicly.", "targets": "How did Burke think the Whigs secretly felt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c060deeb1a904720a13fbe802c2c7087", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although Whig grandees such as Portland and Fitzwilliam privately agreed with Burke's Appeal, they wished he had used more moderate language. Fitzwilliam saw the Appeal as containing \"the doctrines I have sworn by, long and long since\". Francis Basset, a backbench Whig MP, wrote to Burke: \"...though for reasons which I will not now detail I did not then deliver my sentiments, I most perfectly differ from Mr. Fox & from the great Body of opposition on the French Revolution\". Burke sent a copy of the Appeal to the king and the king requested a friend to communicate to Burke that he had read it \"with great Satisfaction\". Burke wrote of its reception: \"Not one word from one of our party. They are secretly galled. They agree with me to a title; but they dare not speak out for fear of hurting Fox. ... They leave me to myself; they see that I can do myself justice\". Charles Burney viewed it as \"a most admirable book\u2014the best & most useful on political subjects that I have ever seen\" but believed the differences in the Whig Party between Burke and Fox should not be aired publicly.", "targets": "Who thought Burke and Fox shouldn't have made their argument public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d322915cc2f24ab3bf36952b0114126a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 29 November 1947, the United Nations General Assembly recommended the adoption and implementation of the Partition Plan for Mandatory Palestine. This UN plan specified borders for new Arab and Jewish states and also specified an area of Jerusalem and its environs which was to be administered by the UN under an international regime. The end of the British Mandate for Palestine was set for midnight on 14 May 1948. That day, David Ben-Gurion, the executive head of the Zionist Organization and president of the Jewish Agency for Palestine, declared \"the establishment of a Jewish state in Eretz Israel, to be known as the State of Israel,\" which would start to function from the termination of the mandate. The borders of the new state were not specified in the declaration. Neighboring Arab armies invaded the former Palestinian mandate on the next day and fought the Israeli forces. Israel has since fought several wars with neighboring Arab states, in the course of which it has occupied the West Bank, Sinai Peninsula (1956\u201357, 1967\u201382), part of Southern Lebanon (1982\u20132000), Gaza Strip (1967\u20132005; still considered occupied after 2005 disengagement) and the Golan Heights. It extended its laws to the Golan Heights and East Jerusalem, but not the West Bank. Efforts to resolve the Israeli\u2013Palestinian conflict have not resulted in peace. However, peace treaties between Israel and both Egypt and Jordan have successfully been signed. Israel's occupation of Gaza, the West Bank and East Jerusalem is the world's longest military occupation in modern times.[note 2]", "targets": "When did the UN recommend the Partition Plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d322915cc2f24ab3bf36952b0114126a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 29 November 1947, the United Nations General Assembly recommended the adoption and implementation of the Partition Plan for Mandatory Palestine. This UN plan specified borders for new Arab and Jewish states and also specified an area of Jerusalem and its environs which was to be administered by the UN under an international regime. The end of the British Mandate for Palestine was set for midnight on 14 May 1948. That day, David Ben-Gurion, the executive head of the Zionist Organization and president of the Jewish Agency for Palestine, declared \"the establishment of a Jewish state in Eretz Israel, to be known as the State of Israel,\" which would start to function from the termination of the mandate. The borders of the new state were not specified in the declaration. Neighboring Arab armies invaded the former Palestinian mandate on the next day and fought the Israeli forces. Israel has since fought several wars with neighboring Arab states, in the course of which it has occupied the West Bank, Sinai Peninsula (1956\u201357, 1967\u201382), part of Southern Lebanon (1982\u20132000), Gaza Strip (1967\u20132005; still considered occupied after 2005 disengagement) and the Golan Heights. It extended its laws to the Golan Heights and East Jerusalem, but not the West Bank. Efforts to resolve the Israeli\u2013Palestinian conflict have not resulted in peace. However, peace treaties between Israel and both Egypt and Jordan have successfully been signed. Israel's occupation of Gaza, the West Bank and East Jerusalem is the world's longest military occupation in modern times.[note 2]", "targets": "When was the end of the British Mandate set?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d322915cc2f24ab3bf36952b0114126a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 29 November 1947, the United Nations General Assembly recommended the adoption and implementation of the Partition Plan for Mandatory Palestine. This UN plan specified borders for new Arab and Jewish states and also specified an area of Jerusalem and its environs which was to be administered by the UN under an international regime. The end of the British Mandate for Palestine was set for midnight on 14 May 1948. That day, David Ben-Gurion, the executive head of the Zionist Organization and president of the Jewish Agency for Palestine, declared \"the establishment of a Jewish state in Eretz Israel, to be known as the State of Israel,\" which would start to function from the termination of the mandate. The borders of the new state were not specified in the declaration. Neighboring Arab armies invaded the former Palestinian mandate on the next day and fought the Israeli forces. Israel has since fought several wars with neighboring Arab states, in the course of which it has occupied the West Bank, Sinai Peninsula (1956\u201357, 1967\u201382), part of Southern Lebanon (1982\u20132000), Gaza Strip (1967\u20132005; still considered occupied after 2005 disengagement) and the Golan Heights. It extended its laws to the Golan Heights and East Jerusalem, but not the West Bank. Efforts to resolve the Israeli\u2013Palestinian conflict have not resulted in peace. However, peace treaties between Israel and both Egypt and Jordan have successfully been signed. Israel's occupation of Gaza, the West Bank and East Jerusalem is the world's longest military occupation in modern times.[note 2]", "targets": "Who was the executive head of the Zionist Organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0584b518c2aa4e3aba1e2fb6089e1c4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West founded the record label and production company GOOD Music in 2004, in conjunction with Sony BMG, shortly after releasing his debut album, The College Dropout. John Legend, Common, and West were the label's inaugural artists. The label houses artists including West, Big Sean, Pusha T, Teyana Taylor, Yasiin Bey / Mos Def, D'banj and John Legend, and producers including Hudson Mohawke, Q-Tip, Travis Scott, No I.D., Jeff Bhasker, and S1. GOOD Music has released ten albums certified gold or higher by the Recording Industry Association of America (RIAA). In November 2015, West appointed Pusha T the new president of GOOD Music.", "targets": "What did Kanye call the label he founded in 2004?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0584b518c2aa4e3aba1e2fb6089e1c4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West founded the record label and production company GOOD Music in 2004, in conjunction with Sony BMG, shortly after releasing his debut album, The College Dropout. John Legend, Common, and West were the label's inaugural artists. The label houses artists including West, Big Sean, Pusha T, Teyana Taylor, Yasiin Bey / Mos Def, D'banj and John Legend, and producers including Hudson Mohawke, Q-Tip, Travis Scott, No I.D., Jeff Bhasker, and S1. GOOD Music has released ten albums certified gold or higher by the Recording Industry Association of America (RIAA). In November 2015, West appointed Pusha T the new president of GOOD Music.", "targets": "As of 2015, who did Kanye choose as the new president of GOOD Music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0584b518c2aa4e3aba1e2fb6089e1c4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West founded the record label and production company GOOD Music in 2004, in conjunction with Sony BMG, shortly after releasing his debut album, The College Dropout. John Legend, Common, and West were the label's inaugural artists. The label houses artists including West, Big Sean, Pusha T, Teyana Taylor, Yasiin Bey / Mos Def, D'banj and John Legend, and producers including Hudson Mohawke, Q-Tip, Travis Scott, No I.D., Jeff Bhasker, and S1. GOOD Music has released ten albums certified gold or higher by the Recording Industry Association of America (RIAA). In November 2015, West appointed Pusha T the new president of GOOD Music.", "targets": "What year did Kanye West open his GOOD Music production company and record label?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0584b518c2aa4e3aba1e2fb6089e1c4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West founded the record label and production company GOOD Music in 2004, in conjunction with Sony BMG, shortly after releasing his debut album, The College Dropout. John Legend, Common, and West were the label's inaugural artists. The label houses artists including West, Big Sean, Pusha T, Teyana Taylor, Yasiin Bey / Mos Def, D'banj and John Legend, and producers including Hudson Mohawke, Q-Tip, Travis Scott, No I.D., Jeff Bhasker, and S1. GOOD Music has released ten albums certified gold or higher by the Recording Industry Association of America (RIAA). In November 2015, West appointed Pusha T the new president of GOOD Music.", "targets": "What other artist besides Kanye West and Common was among the first to record at GOOD Music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0584b518c2aa4e3aba1e2fb6089e1c4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West founded the record label and production company GOOD Music in 2004, in conjunction with Sony BMG, shortly after releasing his debut album, The College Dropout. John Legend, Common, and West were the label's inaugural artists. The label houses artists including West, Big Sean, Pusha T, Teyana Taylor, Yasiin Bey / Mos Def, D'banj and John Legend, and producers including Hudson Mohawke, Q-Tip, Travis Scott, No I.D., Jeff Bhasker, and S1. GOOD Music has released ten albums certified gold or higher by the Recording Industry Association of America (RIAA). In November 2015, West appointed Pusha T the new president of GOOD Music.", "targets": "Who did Kanye name President of GOOD Music in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26d3d1b692d4a3fbd0e4a4cb3b619c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russian SFSR was controlled by the Communist Party of the Soviet Union, until the abortive 1991 August coup, which prompted President Yeltsin to suspend the recently created Communist Party of the Russian Soviet Federative Socialist Republic.", "targets": "What political organization controlled the RSFSR up to 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26d3d1b692d4a3fbd0e4a4cb3b619c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russian SFSR was controlled by the Communist Party of the Soviet Union, until the abortive 1991 August coup, which prompted President Yeltsin to suspend the recently created Communist Party of the Russian Soviet Federative Socialist Republic.", "targets": "What event prompted the end to the control of the Communist Party of the Soviet Union in the RSFSR?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26d3d1b692d4a3fbd0e4a4cb3b619c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Russian SFSR was controlled by the Communist Party of the Soviet Union, until the abortive 1991 August coup, which prompted President Yeltsin to suspend the recently created Communist Party of the Russian Soviet Federative Socialist Republic.", "targets": "Who suspended the Communist Party of the Russian Soviet Federative Socialist Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d73ef35cf5141079f68c99fbf7ca1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also holds the SmartCamp program globally. The program searches for fresh start-up companies that IBM can partner with to solve world problems. IBM holds 17 SmartCamp events around the world. Since July 2011, IBM has partnered with Pennies, the electronic charity box, and produced a software solution for IBM retail customers that provides an easy way to donate money when paying in-store by credit or debit card. Customers donate just a few pence (1p-99p) a time and every donation goes to UK charities.", "targets": "What is the name of the program that IBM uses to search for new start-up companies to solve world problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d73ef35cf5141079f68c99fbf7ca1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also holds the SmartCamp program globally. The program searches for fresh start-up companies that IBM can partner with to solve world problems. IBM holds 17 SmartCamp events around the world. Since July 2011, IBM has partnered with Pennies, the electronic charity box, and produced a software solution for IBM retail customers that provides an easy way to donate money when paying in-store by credit or debit card. Customers donate just a few pence (1p-99p) a time and every donation goes to UK charities.", "targets": "How many SmartCamp events does IBM hold worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d73ef35cf5141079f68c99fbf7ca1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also holds the SmartCamp program globally. The program searches for fresh start-up companies that IBM can partner with to solve world problems. IBM holds 17 SmartCamp events around the world. Since July 2011, IBM has partnered with Pennies, the electronic charity box, and produced a software solution for IBM retail customers that provides an easy way to donate money when paying in-store by credit or debit card. Customers donate just a few pence (1p-99p) a time and every donation goes to UK charities.", "targets": "Who has IBM partnered with to allow retail shoppers to easily donate money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d73ef35cf5141079f68c99fbf7ca1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also holds the SmartCamp program globally. The program searches for fresh start-up companies that IBM can partner with to solve world problems. IBM holds 17 SmartCamp events around the world. Since July 2011, IBM has partnered with Pennies, the electronic charity box, and produced a software solution for IBM retail customers that provides an easy way to donate money when paying in-store by credit or debit card. Customers donate just a few pence (1p-99p) a time and every donation goes to UK charities.", "targets": "Charities of which nation benefit from the IBM partnership with Pennies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d73ef35cf5141079f68c99fbf7ca1bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM also holds the SmartCamp program globally. The program searches for fresh start-up companies that IBM can partner with to solve world problems. IBM holds 17 SmartCamp events around the world. Since July 2011, IBM has partnered with Pennies, the electronic charity box, and produced a software solution for IBM retail customers that provides an easy way to donate money when paying in-store by credit or debit card. Customers donate just a few pence (1p-99p) a time and every donation goes to UK charities.", "targets": "What company is known for the electronic charity box?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c96f47540e4af1b975e8f2abcd6ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria, as asexual organisms, inherit identical copies of their parent's genes (i.e., they are clonal). However, all bacteria can evolve by selection on changes to their genetic material DNA caused by genetic recombination or mutations. Mutations come from errors made during the replication of DNA or from exposure to mutagens. Mutation rates vary widely among different species of bacteria and even among different clones of a single species of bacteria. Genetic changes in bacterial genomes come from either random mutation during replication or \"stress-directed mutation\", where genes involved in a particular growth-limiting process have an increased mutation rate.", "targets": "What makes bacteria an asexual organism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c96f47540e4af1b975e8f2abcd6ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria, as asexual organisms, inherit identical copies of their parent's genes (i.e., they are clonal). However, all bacteria can evolve by selection on changes to their genetic material DNA caused by genetic recombination or mutations. Mutations come from errors made during the replication of DNA or from exposure to mutagens. Mutation rates vary widely among different species of bacteria and even among different clones of a single species of bacteria. Genetic changes in bacterial genomes come from either random mutation during replication or \"stress-directed mutation\", where genes involved in a particular growth-limiting process have an increased mutation rate.", "targets": "What can cause mutation in bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32c96f47540e4af1b975e8f2abcd6ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bacteria, as asexual organisms, inherit identical copies of their parent's genes (i.e., they are clonal). However, all bacteria can evolve by selection on changes to their genetic material DNA caused by genetic recombination or mutations. Mutations come from errors made during the replication of DNA or from exposure to mutagens. Mutation rates vary widely among different species of bacteria and even among different clones of a single species of bacteria. Genetic changes in bacterial genomes come from either random mutation during replication or \"stress-directed mutation\", where genes involved in a particular growth-limiting process have an increased mutation rate.", "targets": "What are two ways changes to DNA of bacteria can occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f8d4cc38f64c90b9b9f0034e82dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bulk of Huguenot \u00e9migr\u00e9s relocated to Protestant European nations such as England, Wales, Scotland, Denmark, Sweden, Switzerland, the Dutch Republic, the Electorate of Brandenburg and Electorate of the Palatinate in the Holy Roman Empire, the Duchy of Prussia, the Channel Islands, and Ireland. They also spread beyond Europe to the Dutch Cape Colony in South Africa, the Dutch East Indies, the Caribbean, and several of the English colonies of North America, and Quebec, where they were accepted and allowed to worship freely.", "targets": "What two member nations of the Holy Roman Empire received Huguenot refugees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f8d4cc38f64c90b9b9f0034e82dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bulk of Huguenot \u00e9migr\u00e9s relocated to Protestant European nations such as England, Wales, Scotland, Denmark, Sweden, Switzerland, the Dutch Republic, the Electorate of Brandenburg and Electorate of the Palatinate in the Holy Roman Empire, the Duchy of Prussia, the Channel Islands, and Ireland. They also spread beyond Europe to the Dutch Cape Colony in South Africa, the Dutch East Indies, the Caribbean, and several of the English colonies of North America, and Quebec, where they were accepted and allowed to worship freely.", "targets": "What general religious belief did the nations that received Huguenot refugees have in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f8d4cc38f64c90b9b9f0034e82dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bulk of Huguenot \u00e9migr\u00e9s relocated to Protestant European nations such as England, Wales, Scotland, Denmark, Sweden, Switzerland, the Dutch Republic, the Electorate of Brandenburg and Electorate of the Palatinate in the Holy Roman Empire, the Duchy of Prussia, the Channel Islands, and Ireland. They also spread beyond Europe to the Dutch Cape Colony in South Africa, the Dutch East Indies, the Caribbean, and several of the English colonies of North America, and Quebec, where they were accepted and allowed to worship freely.", "targets": "What area in modern-day Canada received Huguenot immigrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f8d4cc38f64c90b9b9f0034e82dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bulk of Huguenot \u00e9migr\u00e9s relocated to Protestant European nations such as England, Wales, Scotland, Denmark, Sweden, Switzerland, the Dutch Republic, the Electorate of Brandenburg and Electorate of the Palatinate in the Holy Roman Empire, the Duchy of Prussia, the Channel Islands, and Ireland. They also spread beyond Europe to the Dutch Cape Colony in South Africa, the Dutch East Indies, the Caribbean, and several of the English colonies of North America, and Quebec, where they were accepted and allowed to worship freely.", "targets": "What area in South Africa accepted Huguenot colonists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5f8d4cc38f64c90b9b9f0034e82dd45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The bulk of Huguenot \u00e9migr\u00e9s relocated to Protestant European nations such as England, Wales, Scotland, Denmark, Sweden, Switzerland, the Dutch Republic, the Electorate of Brandenburg and Electorate of the Palatinate in the Holy Roman Empire, the Duchy of Prussia, the Channel Islands, and Ireland. They also spread beyond Europe to the Dutch Cape Colony in South Africa, the Dutch East Indies, the Caribbean, and several of the English colonies of North America, and Quebec, where they were accepted and allowed to worship freely.", "targets": "What made emigration to these colonies attractive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3834f0050af14126959cb1a92ed3022b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local transit and paratransit bus service in Richmond, Henrico, and Chesterfield counties is provided by the Greater Richmond Transit Company (GRTC). The GRTC, however, serves only small parts of the suburban counties. The far West End (Innsbrook and Short Pump) and almost all of Chesterfield County have no public transportation despite dense housing, retail, and office development. According to a 2008 GRTC operations analysis report, a majority of GRTC riders utilize their services because they do not have an available alternative such as a private vehicle.", "targets": "What counties does the GRTC link to Richmond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3834f0050af14126959cb1a92ed3022b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local transit and paratransit bus service in Richmond, Henrico, and Chesterfield counties is provided by the Greater Richmond Transit Company (GRTC). The GRTC, however, serves only small parts of the suburban counties. The far West End (Innsbrook and Short Pump) and almost all of Chesterfield County have no public transportation despite dense housing, retail, and office development. According to a 2008 GRTC operations analysis report, a majority of GRTC riders utilize their services because they do not have an available alternative such as a private vehicle.", "targets": "Along with Short Pump, what comprises the far part of the West End?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3834f0050af14126959cb1a92ed3022b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local transit and paratransit bus service in Richmond, Henrico, and Chesterfield counties is provided by the Greater Richmond Transit Company (GRTC). The GRTC, however, serves only small parts of the suburban counties. The far West End (Innsbrook and Short Pump) and almost all of Chesterfield County have no public transportation despite dense housing, retail, and office development. According to a 2008 GRTC operations analysis report, a majority of GRTC riders utilize their services because they do not have an available alternative such as a private vehicle.", "targets": "According to a GRTC report, what is an example of what most of its riders lack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3834f0050af14126959cb1a92ed3022b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Local transit and paratransit bus service in Richmond, Henrico, and Chesterfield counties is provided by the Greater Richmond Transit Company (GRTC). The GRTC, however, serves only small parts of the suburban counties. The far West End (Innsbrook and Short Pump) and almost all of Chesterfield County have no public transportation despite dense housing, retail, and office development. According to a 2008 GRTC operations analysis report, a majority of GRTC riders utilize their services because they do not have an available alternative such as a private vehicle.", "targets": "What is GRTC an initialism of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a10dfda335415686344729d145c985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yaroslav, known as \"the Wise\", struggled for power with his brothers. A son of Vladimir the Great, he was vice-regent of Novgorod at the time of his father's death in 1015. Subsequently, his eldest surviving brother, Svyatopolk the Accursed, killed three of his other brothers and seized power in Kiev. Yaroslav, with the active support of the Novgorodians and the help of Viking mercenaries, defeated Svyatopolk and became the grand prince of Kiev in 1019. Although he first established his rule over Kiev in 1019, he did not have uncontested rule of all of Kievan Rus' until 1036. Like Vladimir, Yaroslav was eager to improve relations with the rest of Europe, especially the Byzantine Empire. Yaroslav's granddaughter, Eupraxia the daughter of his son Vsevolod I, Prince of Kiev, was married to Henry III, Holy Roman Emperor. Yaroslav also arranged marriages for his sister and three daughters to the kings of Poland, France, Hungary and Norway. Yaroslav promulgated the first East Slavic law code, Russkaya Pravda; built Saint Sophia Cathedral in Kiev and Saint Sophia Cathedral in Novgorod; patronized local clergy and monasticism; and is said to have founded a school system. Yaroslav's sons developed the great Kiev Pechersk Lavra (monastery), which functioned in Kievan Rus' as an ecclesiastical academy.", "targets": "What was Yaroslav also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a10dfda335415686344729d145c985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yaroslav, known as \"the Wise\", struggled for power with his brothers. A son of Vladimir the Great, he was vice-regent of Novgorod at the time of his father's death in 1015. Subsequently, his eldest surviving brother, Svyatopolk the Accursed, killed three of his other brothers and seized power in Kiev. Yaroslav, with the active support of the Novgorodians and the help of Viking mercenaries, defeated Svyatopolk and became the grand prince of Kiev in 1019. Although he first established his rule over Kiev in 1019, he did not have uncontested rule of all of Kievan Rus' until 1036. Like Vladimir, Yaroslav was eager to improve relations with the rest of Europe, especially the Byzantine Empire. Yaroslav's granddaughter, Eupraxia the daughter of his son Vsevolod I, Prince of Kiev, was married to Henry III, Holy Roman Emperor. Yaroslav also arranged marriages for his sister and three daughters to the kings of Poland, France, Hungary and Norway. Yaroslav promulgated the first East Slavic law code, Russkaya Pravda; built Saint Sophia Cathedral in Kiev and Saint Sophia Cathedral in Novgorod; patronized local clergy and monasticism; and is said to have founded a school system. Yaroslav's sons developed the great Kiev Pechersk Lavra (monastery), which functioned in Kievan Rus' as an ecclesiastical academy.", "targets": "Who was Yaroslav's father?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5a10dfda335415686344729d145c985", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Yaroslav, known as \"the Wise\", struggled for power with his brothers. A son of Vladimir the Great, he was vice-regent of Novgorod at the time of his father's death in 1015. Subsequently, his eldest surviving brother, Svyatopolk the Accursed, killed three of his other brothers and seized power in Kiev. Yaroslav, with the active support of the Novgorodians and the help of Viking mercenaries, defeated Svyatopolk and became the grand prince of Kiev in 1019. Although he first established his rule over Kiev in 1019, he did not have uncontested rule of all of Kievan Rus' until 1036. Like Vladimir, Yaroslav was eager to improve relations with the rest of Europe, especially the Byzantine Empire. Yaroslav's granddaughter, Eupraxia the daughter of his son Vsevolod I, Prince of Kiev, was married to Henry III, Holy Roman Emperor. Yaroslav also arranged marriages for his sister and three daughters to the kings of Poland, France, Hungary and Norway. Yaroslav promulgated the first East Slavic law code, Russkaya Pravda; built Saint Sophia Cathedral in Kiev and Saint Sophia Cathedral in Novgorod; patronized local clergy and monasticism; and is said to have founded a school system. Yaroslav's sons developed the great Kiev Pechersk Lavra (monastery), which functioned in Kievan Rus' as an ecclesiastical academy.", "targets": "In what year did Yaroslav become the prince of Kiev?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1e7c8d0c5f41f89cb8677821db6c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bacterial species exist simply as single cells, others associate in characteristic patterns: Neisseria form diploids (pairs), Streptococcus form chains, and Staphylococcus group together in \"bunch of grapes\" clusters. Bacteria can also be elongated to form filaments, for example the Actinobacteria. Filamentous bacteria are often surrounded by a sheath that contains many individual cells. Certain types, such as species of the genus Nocardia, even form complex, branched filaments, similar in appearance to fungal mycelia.", "targets": "What is the usual form for Neiserria bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1e7c8d0c5f41f89cb8677821db6c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bacterial species exist simply as single cells, others associate in characteristic patterns: Neisseria form diploids (pairs), Streptococcus form chains, and Staphylococcus group together in \"bunch of grapes\" clusters. Bacteria can also be elongated to form filaments, for example the Actinobacteria. Filamentous bacteria are often surrounded by a sheath that contains many individual cells. Certain types, such as species of the genus Nocardia, even form complex, branched filaments, similar in appearance to fungal mycelia.", "targets": "What type of bacteria is surrounded by a capsule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1e7c8d0c5f41f89cb8677821db6c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bacterial species exist simply as single cells, others associate in characteristic patterns: Neisseria form diploids (pairs), Streptococcus form chains, and Staphylococcus group together in \"bunch of grapes\" clusters. Bacteria can also be elongated to form filaments, for example the Actinobacteria. Filamentous bacteria are often surrounded by a sheath that contains many individual cells. Certain types, such as species of the genus Nocardia, even form complex, branched filaments, similar in appearance to fungal mycelia.", "targets": "What well known bacteria structure chains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1e7c8d0c5f41f89cb8677821db6c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bacterial species exist simply as single cells, others associate in characteristic patterns: Neisseria form diploids (pairs), Streptococcus form chains, and Staphylococcus group together in \"bunch of grapes\" clusters. Bacteria can also be elongated to form filaments, for example the Actinobacteria. Filamentous bacteria are often surrounded by a sheath that contains many individual cells. Certain types, such as species of the genus Nocardia, even form complex, branched filaments, similar in appearance to fungal mycelia.", "targets": "What does typically Staphylococcus look like?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1e7c8d0c5f41f89cb8677821db6c67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many bacterial species exist simply as single cells, others associate in characteristic patterns: Neisseria form diploids (pairs), Streptococcus form chains, and Staphylococcus group together in \"bunch of grapes\" clusters. Bacteria can also be elongated to form filaments, for example the Actinobacteria. Filamentous bacteria are often surrounded by a sheath that contains many individual cells. Certain types, such as species of the genus Nocardia, even form complex, branched filaments, similar in appearance to fungal mycelia.", "targets": "Formation of what can be related to fungal mycelia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20d7ce02a334ff0b43d124172c4824a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a famous paper of 1936 with Garrett Birkhoff, the first work ever to introduce quantum logics, von Neumann and Birkhoff first proved that quantum mechanics requires a propositional calculus substantially different from all classical logics and rigorously isolated a new algebraic structure for quantum logics. The concept of creating a propositional calculus for quantum logic was first outlined in a short section in von Neumann's 1932 work, but in 1936, the need for the new propositional calculus was demonstrated through several proofs. For example, photons cannot pass through two successive filters that are polarized perpendicularly (e.g., one horizontally and the other vertically), and therefore, a fortiori, it cannot pass if a third filter polarized diagonally is added to the other two, either before or after them in the succession, but if the third filter is added in between the other two, the photons will, indeed, pass through. This experimental fact is translatable into logic as the non-commutativity of conjunction . It was also demonstrated that the laws of distribution of classical logic,  and , are not valid for quantum theory.", "targets": "With whom did von Neuman work on a paper in 1936 that introduce quantum logic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20d7ce02a334ff0b43d124172c4824a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a famous paper of 1936 with Garrett Birkhoff, the first work ever to introduce quantum logics, von Neumann and Birkhoff first proved that quantum mechanics requires a propositional calculus substantially different from all classical logics and rigorously isolated a new algebraic structure for quantum logics. The concept of creating a propositional calculus for quantum logic was first outlined in a short section in von Neumann's 1932 work, but in 1936, the need for the new propositional calculus was demonstrated through several proofs. For example, photons cannot pass through two successive filters that are polarized perpendicularly (e.g., one horizontally and the other vertically), and therefore, a fortiori, it cannot pass if a third filter polarized diagonally is added to the other two, either before or after them in the succession, but if the third filter is added in between the other two, the photons will, indeed, pass through. This experimental fact is translatable into logic as the non-commutativity of conjunction . It was also demonstrated that the laws of distribution of classical logic,  and , are not valid for quantum theory.", "targets": "What concept was created for quatum logic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b20d7ce02a334ff0b43d124172c4824a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a famous paper of 1936 with Garrett Birkhoff, the first work ever to introduce quantum logics, von Neumann and Birkhoff first proved that quantum mechanics requires a propositional calculus substantially different from all classical logics and rigorously isolated a new algebraic structure for quantum logics. The concept of creating a propositional calculus for quantum logic was first outlined in a short section in von Neumann's 1932 work, but in 1936, the need for the new propositional calculus was demonstrated through several proofs. For example, photons cannot pass through two successive filters that are polarized perpendicularly (e.g., one horizontally and the other vertically), and therefore, a fortiori, it cannot pass if a third filter polarized diagonally is added to the other two, either before or after them in the succession, but if the third filter is added in between the other two, the photons will, indeed, pass through. This experimental fact is translatable into logic as the non-commutativity of conjunction . It was also demonstrated that the laws of distribution of classical logic,  and , are not valid for quantum theory.", "targets": "What is the difference of logic in quantum theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fa1fbed77c418f8950f4d87f2e3151", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temporal theories offer an alternative that appeals to the temporal structure of action potentials, mostly the phase-locking and mode-locking of action potentials to frequencies in a stimulus. The precise way this temporal structure helps code for pitch at higher levels is still debated, but the processing seems to be based on an autocorrelation of action potentials in the auditory nerve. However, it has long been noted that a neural mechanism that may accomplish a delay\u2014a necessary operation of a true autocorrelation\u2014has not been found. At least one model shows that a temporal delay is unnecessary to produce an autocorrelation model of pitch perception, appealing to phase shifts between cochlear filters; however, earlier work has shown that certain sounds with a prominent peak in their autocorrelation function do not elicit a corresponding pitch percept, and that certain sounds without a peak in their autocorrelation function nevertheless elicit a pitch. To be a more complete model, autocorrelation must therefore apply to signals that represent the output of the cochlea, as via auditory-nerve interspike-interval histograms. Some theories of pitch perception hold that pitch has inherent octave ambiguities, and therefore is best decomposed into a pitch chroma, a periodic value around the octave, like the note names in western music\u2014and a pitch height, which may be ambiguous, that indicates the octave the pitch is in.", "targets": "The precise way this temporal structure helps code for pitch at higher levels is based on what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fa1fbed77c418f8950f4d87f2e3151", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temporal theories offer an alternative that appeals to the temporal structure of action potentials, mostly the phase-locking and mode-locking of action potentials to frequencies in a stimulus. The precise way this temporal structure helps code for pitch at higher levels is still debated, but the processing seems to be based on an autocorrelation of action potentials in the auditory nerve. However, it has long been noted that a neural mechanism that may accomplish a delay\u2014a necessary operation of a true autocorrelation\u2014has not been found. At least one model shows that a temporal delay is unnecessary to produce an autocorrelation model of pitch perception, appealing to phase shifts between cochlear filters; however, earlier work has shown that certain sounds with a prominent peak in their autocorrelation function do not elicit a corresponding pitch percept, and that certain sounds without a peak in their autocorrelation function nevertheless elicit a pitch. To be a more complete model, autocorrelation must therefore apply to signals that represent the output of the cochlea, as via auditory-nerve interspike-interval histograms. Some theories of pitch perception hold that pitch has inherent octave ambiguities, and therefore is best decomposed into a pitch chroma, a periodic value around the octave, like the note names in western music\u2014and a pitch height, which may be ambiguous, that indicates the octave the pitch is in.", "targets": "Is a temporal delay necessary to produce an autocorrelation model of pitch perception?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-32fa1fbed77c418f8950f4d87f2e3151", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Temporal theories offer an alternative that appeals to the temporal structure of action potentials, mostly the phase-locking and mode-locking of action potentials to frequencies in a stimulus. The precise way this temporal structure helps code for pitch at higher levels is still debated, but the processing seems to be based on an autocorrelation of action potentials in the auditory nerve. However, it has long been noted that a neural mechanism that may accomplish a delay\u2014a necessary operation of a true autocorrelation\u2014has not been found. At least one model shows that a temporal delay is unnecessary to produce an autocorrelation model of pitch perception, appealing to phase shifts between cochlear filters; however, earlier work has shown that certain sounds with a prominent peak in their autocorrelation function do not elicit a corresponding pitch percept, and that certain sounds without a peak in their autocorrelation function nevertheless elicit a pitch. To be a more complete model, autocorrelation must therefore apply to signals that represent the output of the cochlea, as via auditory-nerve interspike-interval histograms. Some theories of pitch perception hold that pitch has inherent octave ambiguities, and therefore is best decomposed into a pitch chroma, a periodic value around the octave, like the note names in western music\u2014and a pitch height, which may be ambiguous, that indicates the octave the pitch is in.", "targets": "Pitch perception  has inherent octave what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64bcc598f7ee407a96f6052b7cb24a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, for his part, Hayek found this term \"singularly unattractive\" and offered the term \"Old Whig\" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, \"I am becoming a Burkean Whig.\" However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay \"Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism\".", "targets": "What did Hayek suggest as an alternative to being called a libertarian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64bcc598f7ee407a96f6052b7cb24a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, for his part, Hayek found this term \"singularly unattractive\" and offered the term \"Old Whig\" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, \"I am becoming a Burkean Whig.\" However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay \"Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism\".", "targets": "In opposition to conservatives, what group has Hayek's work influenced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64bcc598f7ee407a96f6052b7cb24a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, for his part, Hayek found this term \"singularly unattractive\" and offered the term \"Old Whig\" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, \"I am becoming a Burkean Whig.\" However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay \"Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism\".", "targets": "Who wrote an essay as a result of Hayek's \"Why I Am Not a Conservative\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64bcc598f7ee407a96f6052b7cb24a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, for his part, Hayek found this term \"singularly unattractive\" and offered the term \"Old Whig\" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, \"I am becoming a Burkean Whig.\" However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay \"Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism\".", "targets": "From whom did Hayek acquire the term he proposed as an alternative to libertarian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64bcc598f7ee407a96f6052b7cb24a8e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, for his part, Hayek found this term \"singularly unattractive\" and offered the term \"Old Whig\" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, \"I am becoming a Burkean Whig.\" However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay \"Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism\".", "targets": "In his later years, what term did Hayek use to describe himself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebd02d41e2854a7a81dba3e641e08a22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the material in the Canon is not specifically \"Theravadin\", but is instead the collection of teachings that this school preserved from the early, non-sectarian body of teachings. According to Peter Harvey, it contains material at odds with later Theravadin orthodoxy. He states: \"The Theravadins, then, may have added texts to the Canon for some time, but they do not appear to have tampered with what they already had from an earlier period.\"", "targets": "Much of the material in the Canon is not specifically what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebd02d41e2854a7a81dba3e641e08a22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the material in the Canon is not specifically \"Theravadin\", but is instead the collection of teachings that this school preserved from the early, non-sectarian body of teachings. According to Peter Harvey, it contains material at odds with later Theravadin orthodoxy. He states: \"The Theravadins, then, may have added texts to the Canon for some time, but they do not appear to have tampered with what they already had from an earlier period.\"", "targets": "Who may have added texts to the Canon for some time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d2a332bc084f3297898c2182cd5d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passos Coelho also announced that the retirement age will be increased from 65 to 66, announced cuts in the pensions, unemployment benefits, health, education and science expenses, abolished the English obligatory classes in Basic Education, but kept the pensions of the judges, diplomats untouched and didn't raise the retirement age of the military and police forces. He has, however, cut meaningfully the politicians salaries. These policies have led to social unrest and to confrontations between several institutions, namely between the Government and the Constitutional Court. Several individualities belonging to the parties that support the government have also raised their voices against the policies that have been taken in order to try to solve the financial crisis.", "targets": "To what age did Passos Coelho increase the retirement age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d2a332bc084f3297898c2182cd5d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passos Coelho also announced that the retirement age will be increased from 65 to 66, announced cuts in the pensions, unemployment benefits, health, education and science expenses, abolished the English obligatory classes in Basic Education, but kept the pensions of the judges, diplomats untouched and didn't raise the retirement age of the military and police forces. He has, however, cut meaningfully the politicians salaries. These policies have led to social unrest and to confrontations between several institutions, namely between the Government and the Constitutional Court. Several individualities belonging to the parties that support the government have also raised their voices against the policies that have been taken in order to try to solve the financial crisis.", "targets": "To what did Passos Coelho announce cuts to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d2a332bc084f3297898c2182cd5d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passos Coelho also announced that the retirement age will be increased from 65 to 66, announced cuts in the pensions, unemployment benefits, health, education and science expenses, abolished the English obligatory classes in Basic Education, but kept the pensions of the judges, diplomats untouched and didn't raise the retirement age of the military and police forces. He has, however, cut meaningfully the politicians salaries. These policies have led to social unrest and to confrontations between several institutions, namely between the Government and the Constitutional Court. Several individualities belonging to the parties that support the government have also raised their voices against the policies that have been taken in order to try to solve the financial crisis.", "targets": "Which obligatory class was abolished from Basic Education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4d2a332bc084f3297898c2182cd5d86", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Passos Coelho also announced that the retirement age will be increased from 65 to 66, announced cuts in the pensions, unemployment benefits, health, education and science expenses, abolished the English obligatory classes in Basic Education, but kept the pensions of the judges, diplomats untouched and didn't raise the retirement age of the military and police forces. He has, however, cut meaningfully the politicians salaries. These policies have led to social unrest and to confrontations between several institutions, namely between the Government and the Constitutional Court. Several individualities belonging to the parties that support the government have also raised their voices against the policies that have been taken in order to try to solve the financial crisis.", "targets": "What did the instituting of these policies lead to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a15c838be93e4c62a9a89ad3bbd7564e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effect of Luther's intervention was immediate. After the sixth sermon, the Wittenberg jurist Jerome Schurf wrote to the elector: \"Oh, what joy has Dr. Martin's return spread among us! His words, through divine mercy, are bringing back every day misguided people into the way of the truth.\"", "targets": "How quick was the effect of Luther's preaching?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a15c838be93e4c62a9a89ad3bbd7564e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effect of Luther's intervention was immediate. After the sixth sermon, the Wittenberg jurist Jerome Schurf wrote to the elector: \"Oh, what joy has Dr. Martin's return spread among us! His words, through divine mercy, are bringing back every day misguided people into the way of the truth.\"", "targets": "Who wrote a resounding letter to the elector praising Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a15c838be93e4c62a9a89ad3bbd7564e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effect of Luther's intervention was immediate. After the sixth sermon, the Wittenberg jurist Jerome Schurf wrote to the elector: \"Oh, what joy has Dr. Martin's return spread among us! His words, through divine mercy, are bringing back every day misguided people into the way of the truth.\"", "targets": "At what point in Luther's sermons did Schurf write to the elector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a15c838be93e4c62a9a89ad3bbd7564e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effect of Luther's intervention was immediate. After the sixth sermon, the Wittenberg jurist Jerome Schurf wrote to the elector: \"Oh, what joy has Dr. Martin's return spread among us! His words, through divine mercy, are bringing back every day misguided people into the way of the truth.\"", "targets": "What did Schurf's letter say  Luther's return caused?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a15c838be93e4c62a9a89ad3bbd7564e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The effect of Luther's intervention was immediate. After the sixth sermon, the Wittenberg jurist Jerome Schurf wrote to the elector: \"Oh, what joy has Dr. Martin's return spread among us! His words, through divine mercy, are bringing back every day misguided people into the way of the truth.\"", "targets": "What type of people were being brought back to the way of truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b219f9bc1bb461abd58c9932e5ded21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kennedy ultimately decided to pursue what became the Apollo program, and on May 25 took the opportunity to ask for Congressional support in a Cold War speech titled \"Special Message on Urgent National Needs\". Full text ", "targets": "The speech by Kennedy, \"Special Message on Urgent National Needs\" was delivered on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50874fc9c464f30b9c5ece898e1b545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The outcome of the First World War was disastrous for both the German Reich and the Russian Soviet Federative Socialist Republic. During the war, the Bolsheviks struggled for survival, and Vladimir Lenin recognised the independence of Finland, Estonia, Latvia, Lithuania and Poland. Moreover, facing a German military advance, Lenin and Trotsky were forced to enter into the Treaty of Brest-Litovsk, which ceded massive western Russian territories to the German Empire. After Germany's collapse, a multinational Allied-led army intervened in the Russian Civil War (1917\u201322).", "targets": "Lenin acknowledged the independence of which countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50874fc9c464f30b9c5ece898e1b545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The outcome of the First World War was disastrous for both the German Reich and the Russian Soviet Federative Socialist Republic. During the war, the Bolsheviks struggled for survival, and Vladimir Lenin recognised the independence of Finland, Estonia, Latvia, Lithuania and Poland. Moreover, facing a German military advance, Lenin and Trotsky were forced to enter into the Treaty of Brest-Litovsk, which ceded massive western Russian territories to the German Empire. After Germany's collapse, a multinational Allied-led army intervened in the Russian Civil War (1917\u201322).", "targets": "What agreement gave Germany many regions of Russia in the first world war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f50874fc9c464f30b9c5ece898e1b545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The outcome of the First World War was disastrous for both the German Reich and the Russian Soviet Federative Socialist Republic. During the war, the Bolsheviks struggled for survival, and Vladimir Lenin recognised the independence of Finland, Estonia, Latvia, Lithuania and Poland. Moreover, facing a German military advance, Lenin and Trotsky were forced to enter into the Treaty of Brest-Litovsk, which ceded massive western Russian territories to the German Empire. After Germany's collapse, a multinational Allied-led army intervened in the Russian Civil War (1917\u201322).", "targets": "When did the russian civil war take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f745a8b9bd14dbaa5ec17a8f2a3db9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Plato and Aristotle produced the first systematic discussions of natural philosophy, which did much to shape later investigations of nature. Their development of deductive reasoning was of particular importance and usefulness to later scientific inquiry. Plato founded the Platonic Academy in 387 BC, whose motto was \"Let none unversed in geometry enter here\", and turned out many notable philosophers. Plato's student Aristotle introduced empiricism and the notion that universal truths can be arrived at via observation and induction, thereby laying the foundations of the scientific method. Aristotle also produced many biological writings that were empirical in nature, focusing on biological causation and the diversity of life. He made countless observations of nature, especially the habits and attributes of plants and animals in the world around him, classified more than 540 animal species, and dissected at least 50. Aristotle's writings profoundly influenced subsequent Islamic and European scholarship, though they were eventually superseded in the Scientific Revolution.", "targets": "Plato and Aristotle are known for systematically discussing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f745a8b9bd14dbaa5ec17a8f2a3db9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Plato and Aristotle produced the first systematic discussions of natural philosophy, which did much to shape later investigations of nature. Their development of deductive reasoning was of particular importance and usefulness to later scientific inquiry. Plato founded the Platonic Academy in 387 BC, whose motto was \"Let none unversed in geometry enter here\", and turned out many notable philosophers. Plato's student Aristotle introduced empiricism and the notion that universal truths can be arrived at via observation and induction, thereby laying the foundations of the scientific method. Aristotle also produced many biological writings that were empirical in nature, focusing on biological causation and the diversity of life. He made countless observations of nature, especially the habits and attributes of plants and animals in the world around him, classified more than 540 animal species, and dissected at least 50. Aristotle's writings profoundly influenced subsequent Islamic and European scholarship, though they were eventually superseded in the Scientific Revolution.", "targets": "What discussion technique are Plato and Aristotle responsible for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f745a8b9bd14dbaa5ec17a8f2a3db9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Plato and Aristotle produced the first systematic discussions of natural philosophy, which did much to shape later investigations of nature. Their development of deductive reasoning was of particular importance and usefulness to later scientific inquiry. Plato founded the Platonic Academy in 387 BC, whose motto was \"Let none unversed in geometry enter here\", and turned out many notable philosophers. Plato's student Aristotle introduced empiricism and the notion that universal truths can be arrived at via observation and induction, thereby laying the foundations of the scientific method. Aristotle also produced many biological writings that were empirical in nature, focusing on biological causation and the diversity of life. He made countless observations of nature, especially the habits and attributes of plants and animals in the world around him, classified more than 540 animal species, and dissected at least 50. Aristotle's writings profoundly influenced subsequent Islamic and European scholarship, though they were eventually superseded in the Scientific Revolution.", "targets": "What year was the Platonic Academy founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f745a8b9bd14dbaa5ec17a8f2a3db9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Plato and Aristotle produced the first systematic discussions of natural philosophy, which did much to shape later investigations of nature. Their development of deductive reasoning was of particular importance and usefulness to later scientific inquiry. Plato founded the Platonic Academy in 387 BC, whose motto was \"Let none unversed in geometry enter here\", and turned out many notable philosophers. Plato's student Aristotle introduced empiricism and the notion that universal truths can be arrived at via observation and induction, thereby laying the foundations of the scientific method. Aristotle also produced many biological writings that were empirical in nature, focusing on biological causation and the diversity of life. He made countless observations of nature, especially the habits and attributes of plants and animals in the world around him, classified more than 540 animal species, and dissected at least 50. Aristotle's writings profoundly influenced subsequent Islamic and European scholarship, though they were eventually superseded in the Scientific Revolution.", "targets": "Aristotle introduced what theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f745a8b9bd14dbaa5ec17a8f2a3db9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Subsequently, Plato and Aristotle produced the first systematic discussions of natural philosophy, which did much to shape later investigations of nature. Their development of deductive reasoning was of particular importance and usefulness to later scientific inquiry. Plato founded the Platonic Academy in 387 BC, whose motto was \"Let none unversed in geometry enter here\", and turned out many notable philosophers. Plato's student Aristotle introduced empiricism and the notion that universal truths can be arrived at via observation and induction, thereby laying the foundations of the scientific method. Aristotle also produced many biological writings that were empirical in nature, focusing on biological causation and the diversity of life. He made countless observations of nature, especially the habits and attributes of plants and animals in the world around him, classified more than 540 animal species, and dissected at least 50. Aristotle's writings profoundly influenced subsequent Islamic and European scholarship, though they were eventually superseded in the Scientific Revolution.", "targets": "How many species of animals were classified by Aristotle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "Who was Thomas Commerford Martin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "What is the IEEE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "In what year did Tesla demonstrate his alternating current system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "Why did Westinghouse not secure a patent for a similar motor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "Who arranged for Tesla to demonstrate his system at the IEEE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "Who edited Electrical World magazine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "Who wanted to acquire patents an AC motor."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "Who other than Tesla did Westinghouse consider for the patents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "What was Galileo Ferraris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52ecd0c1d0dc4b35915b4f7ecfd169ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1888, the editor of Electrical World magazine, Thomas Commerford Martin (a friend and publicist), arranged for Tesla to demonstrate his alternating current system, including his induction motor, at the American Institute of Electrical Engineers (now IEEE). Engineers working for the Westinghouse Electric & Manufacturing Company reported to George Westinghouse that Tesla had a viable AC motor and related power system \u2014 something for which Westinghouse had been trying to secure patents. Westinghouse looked into getting a patent on a similar commutator-less, rotating magnetic field-based induction motor presented in a paper in March 1888 by the Italian physicist Galileo Ferraris, but decided Tesla's patent would probably control the market.", "targets": "What was the name of Westinghouse's company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308ea0590ec342aa9f693b4bd04751ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following guidelines set in the National Cycling strategy, Newcastle first developed its cycling strategy in 1998. As of 2012, the local council social aims and objectives for cycling include: highlighting the usage of cycling to cut city congestion; educating that cycling promotes healthy living\u2026 The authority also has infrastructure aims and objectives which include: developing on road cycle networks on quieter streets; making safer routes on busier streets; innovating and implementing contraflows on one way streets; developing the existing off road cycle route networks and improve signage; joining up routes that are partially or completely isolated; Increase the number of cycle parking facilities; working with employers to integrate cycling into workplace travel plans; link the local networks to national networks.", "targets": "What year did Newcastle first develop its cycling strategy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308ea0590ec342aa9f693b4bd04751ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following guidelines set in the National Cycling strategy, Newcastle first developed its cycling strategy in 1998. As of 2012, the local council social aims and objectives for cycling include: highlighting the usage of cycling to cut city congestion; educating that cycling promotes healthy living\u2026 The authority also has infrastructure aims and objectives which include: developing on road cycle networks on quieter streets; making safer routes on busier streets; innovating and implementing contraflows on one way streets; developing the existing off road cycle route networks and improve signage; joining up routes that are partially or completely isolated; Increase the number of cycle parking facilities; working with employers to integrate cycling into workplace travel plans; link the local networks to national networks.", "targets": "What does the local council hope will help cut down traffic congestion in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308ea0590ec342aa9f693b4bd04751ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following guidelines set in the National Cycling strategy, Newcastle first developed its cycling strategy in 1998. As of 2012, the local council social aims and objectives for cycling include: highlighting the usage of cycling to cut city congestion; educating that cycling promotes healthy living\u2026 The authority also has infrastructure aims and objectives which include: developing on road cycle networks on quieter streets; making safer routes on busier streets; innovating and implementing contraflows on one way streets; developing the existing off road cycle route networks and improve signage; joining up routes that are partially or completely isolated; Increase the number of cycle parking facilities; working with employers to integrate cycling into workplace travel plans; link the local networks to national networks.", "targets": "What type of living does cycling promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308ea0590ec342aa9f693b4bd04751ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following guidelines set in the National Cycling strategy, Newcastle first developed its cycling strategy in 1998. As of 2012, the local council social aims and objectives for cycling include: highlighting the usage of cycling to cut city congestion; educating that cycling promotes healthy living\u2026 The authority also has infrastructure aims and objectives which include: developing on road cycle networks on quieter streets; making safer routes on busier streets; innovating and implementing contraflows on one way streets; developing the existing off road cycle route networks and improve signage; joining up routes that are partially or completely isolated; Increase the number of cycle parking facilities; working with employers to integrate cycling into workplace travel plans; link the local networks to national networks.", "targets": "What streets are contraflows to be implemented on in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-308ea0590ec342aa9f693b4bd04751ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following guidelines set in the National Cycling strategy, Newcastle first developed its cycling strategy in 1998. As of 2012, the local council social aims and objectives for cycling include: highlighting the usage of cycling to cut city congestion; educating that cycling promotes healthy living\u2026 The authority also has infrastructure aims and objectives which include: developing on road cycle networks on quieter streets; making safer routes on busier streets; innovating and implementing contraflows on one way streets; developing the existing off road cycle route networks and improve signage; joining up routes that are partially or completely isolated; Increase the number of cycle parking facilities; working with employers to integrate cycling into workplace travel plans; link the local networks to national networks.", "targets": "What would the local council of Newcastle like to link their local bike networks to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cfadf4661664e6e87c5c562b6dc0c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-19th century burial ground at Ford Park Cemetery was reopened in 2007 by a successful trust and the City council operate two large early 20th century cemeteries at Weston Mill and Efford both with crematoria and chapels. There is also a privately owned cemetery on the outskirts of the city, Drake Memorial Park which does not allow headstones to mark graves, but a brass plaque set into the ground.", "targets": "When did Ford Park Cemetery reopen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cfadf4661664e6e87c5c562b6dc0c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-19th century burial ground at Ford Park Cemetery was reopened in 2007 by a successful trust and the City council operate two large early 20th century cemeteries at Weston Mill and Efford both with crematoria and chapels. There is also a privately owned cemetery on the outskirts of the city, Drake Memorial Park which does not allow headstones to mark graves, but a brass plaque set into the ground.", "targets": "Along with Efford, where else does the Plymouth City Council operate a cemetery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cfadf4661664e6e87c5c562b6dc0c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-19th century burial ground at Ford Park Cemetery was reopened in 2007 by a successful trust and the City council operate two large early 20th century cemeteries at Weston Mill and Efford both with crematoria and chapels. There is also a privately owned cemetery on the outskirts of the city, Drake Memorial Park which does not allow headstones to mark graves, but a brass plaque set into the ground.", "targets": "What is the name of the private cemetery in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cfadf4661664e6e87c5c562b6dc0c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-19th century burial ground at Ford Park Cemetery was reopened in 2007 by a successful trust and the City council operate two large early 20th century cemeteries at Weston Mill and Efford both with crematoria and chapels. There is also a privately owned cemetery on the outskirts of the city, Drake Memorial Park which does not allow headstones to mark graves, but a brass plaque set into the ground.", "targets": "In lieu of headstones, what grave markers are used at Drake Memorial Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8cfadf4661664e6e87c5c562b6dc0c26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-19th century burial ground at Ford Park Cemetery was reopened in 2007 by a successful trust and the City council operate two large early 20th century cemeteries at Weston Mill and Efford both with crematoria and chapels. There is also a privately owned cemetery on the outskirts of the city, Drake Memorial Park which does not allow headstones to mark graves, but a brass plaque set into the ground.", "targets": "When did Ford Park Cemetery first operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b402fb7e91974f09a5e115db33ec48cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau's GDP per capita is one of the lowest in the world, and its Human Development Index is one of the lowest on earth. More than two-thirds of the population lives below the poverty line. The economy depends mainly on agriculture; fish, cashew nuts and ground nuts are its major exports.", "targets": "How much of the population lives below the poverty line?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b402fb7e91974f09a5e115db33ec48cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau's GDP per capita is one of the lowest in the world, and its Human Development Index is one of the lowest on earth. More than two-thirds of the population lives below the poverty line. The economy depends mainly on agriculture; fish, cashew nuts and ground nuts are its major exports.", "targets": "What are Guinea-Bissau's major exports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b402fb7e91974f09a5e115db33ec48cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau's GDP per capita is one of the lowest in the world, and its Human Development Index is one of the lowest on earth. More than two-thirds of the population lives below the poverty line. The economy depends mainly on agriculture; fish, cashew nuts and ground nuts are its major exports.", "targets": "What per capita index does Guinea-Bissau rank as one of the lowest in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b402fb7e91974f09a5e115db33ec48cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau's GDP per capita is one of the lowest in the world, and its Human Development Index is one of the lowest on earth. More than two-thirds of the population lives below the poverty line. The economy depends mainly on agriculture; fish, cashew nuts and ground nuts are its major exports.", "targets": "For what index does Guinea-Bissau rank as one of the lowest on earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b402fb7e91974f09a5e115db33ec48cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau's GDP per capita is one of the lowest in the world, and its Human Development Index is one of the lowest on earth. More than two-thirds of the population lives below the poverty line. The economy depends mainly on agriculture; fish, cashew nuts and ground nuts are its major exports.", "targets": "What area depends on agriculture in Guinea-Bissau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0e62f981fd4ac3990042f719b9b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red wine may offer health benefits more so than white because potentially beneficial compounds are present in grape skin, and only red wine is fermented with skins. The amount of fermentation time a wine spends in contact with grape skins is an important determinant of its resveratrol content. Ordinary non-muscadine red wine contains between 0.2 and 5.8 mg/L, depending on the grape variety, because it is fermented with the skins, allowing the wine to absorb the resveratrol. By contrast, a white wine contains lower phenolic contents because it is fermented after removal of skins.", "targets": "What type of wine is fermented with grape skin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0e62f981fd4ac3990042f719b9b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red wine may offer health benefits more so than white because potentially beneficial compounds are present in grape skin, and only red wine is fermented with skins. The amount of fermentation time a wine spends in contact with grape skins is an important determinant of its resveratrol content. Ordinary non-muscadine red wine contains between 0.2 and 5.8 mg/L, depending on the grape variety, because it is fermented with the skins, allowing the wine to absorb the resveratrol. By contrast, a white wine contains lower phenolic contents because it is fermented after removal of skins.", "targets": "What type of wine is fermented after the grapes skin has been removed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0e62f981fd4ac3990042f719b9b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red wine may offer health benefits more so than white because potentially beneficial compounds are present in grape skin, and only red wine is fermented with skins. The amount of fermentation time a wine spends in contact with grape skins is an important determinant of its resveratrol content. Ordinary non-muscadine red wine contains between 0.2 and 5.8 mg/L, depending on the grape variety, because it is fermented with the skins, allowing the wine to absorb the resveratrol. By contrast, a white wine contains lower phenolic contents because it is fermented after removal of skins.", "targets": "What substance is absorbed by wine when grapes are fermented with their skins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0e62f981fd4ac3990042f719b9b3f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red wine may offer health benefits more so than white because potentially beneficial compounds are present in grape skin, and only red wine is fermented with skins. The amount of fermentation time a wine spends in contact with grape skins is an important determinant of its resveratrol content. Ordinary non-muscadine red wine contains between 0.2 and 5.8 mg/L, depending on the grape variety, because it is fermented with the skins, allowing the wine to absorb the resveratrol. By contrast, a white wine contains lower phenolic contents because it is fermented after removal of skins.", "targets": "What type of wine is believed to have more health benefits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f7ae6429004021b895091f254d55a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Avicenna posited the brain as the place where reason interacts with sensation. Sensation prepares the soul to receive rational concepts from the universal Agent Intellect. The first knowledge of the flying person would be \"I am,\" affirming his or her essence. That essence could not be the body, obviously, as the flying person has no sensation. Thus, the knowledge that \"I am\" is the core of a human being: the soul exists and is self-aware. Avicenna thus concluded that the idea of the self is not logically dependent on any physical thing, and that the soul should not be seen in relative terms, but as a primary given, a substance. The body is unnecessary; in relation to it, the soul is its perfection. In itself, the soul is an immaterial substance.", "targets": "Where did reason interact with sensation according to Avicenna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f7ae6429004021b895091f254d55a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Avicenna posited the brain as the place where reason interacts with sensation. Sensation prepares the soul to receive rational concepts from the universal Agent Intellect. The first knowledge of the flying person would be \"I am,\" affirming his or her essence. That essence could not be the body, obviously, as the flying person has no sensation. Thus, the knowledge that \"I am\" is the core of a human being: the soul exists and is self-aware. Avicenna thus concluded that the idea of the self is not logically dependent on any physical thing, and that the soul should not be seen in relative terms, but as a primary given, a substance. The body is unnecessary; in relation to it, the soul is its perfection. In itself, the soul is an immaterial substance.", "targets": "What is the universal agent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f7ae6429004021b895091f254d55a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Avicenna posited the brain as the place where reason interacts with sensation. Sensation prepares the soul to receive rational concepts from the universal Agent Intellect. The first knowledge of the flying person would be \"I am,\" affirming his or her essence. That essence could not be the body, obviously, as the flying person has no sensation. Thus, the knowledge that \"I am\" is the core of a human being: the soul exists and is self-aware. Avicenna thus concluded that the idea of the self is not logically dependent on any physical thing, and that the soul should not be seen in relative terms, but as a primary given, a substance. The body is unnecessary; in relation to it, the soul is its perfection. In itself, the soul is an immaterial substance.", "targets": "In Avicenna's work \"Floating Man\", what is the core of a human being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f7ae6429004021b895091f254d55a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Avicenna posited the brain as the place where reason interacts with sensation. Sensation prepares the soul to receive rational concepts from the universal Agent Intellect. The first knowledge of the flying person would be \"I am,\" affirming his or her essence. That essence could not be the body, obviously, as the flying person has no sensation. Thus, the knowledge that \"I am\" is the core of a human being: the soul exists and is self-aware. Avicenna thus concluded that the idea of the self is not logically dependent on any physical thing, and that the soul should not be seen in relative terms, but as a primary given, a substance. The body is unnecessary; in relation to it, the soul is its perfection. In itself, the soul is an immaterial substance.", "targets": "What is the body's perfection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1f7ae6429004021b895091f254d55a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, Avicenna posited the brain as the place where reason interacts with sensation. Sensation prepares the soul to receive rational concepts from the universal Agent Intellect. The first knowledge of the flying person would be \"I am,\" affirming his or her essence. That essence could not be the body, obviously, as the flying person has no sensation. Thus, the knowledge that \"I am\" is the core of a human being: the soul exists and is self-aware. Avicenna thus concluded that the idea of the self is not logically dependent on any physical thing, and that the soul should not be seen in relative terms, but as a primary given, a substance. The body is unnecessary; in relation to it, the soul is its perfection. In itself, the soul is an immaterial substance.", "targets": "In Avicenna's \"Floating Man\", what could the essence of a person not be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeaf8e170c35471cb02f8d26d88e4ebf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Rose of Lancaster is the county flower found on the county's heraldic badge and flag. The rose was a symbol of the House of Lancaster, immortalised in the verse \"In the battle for England's head/York was white, Lancaster red\" (referring to the 15th-century Wars of the Roses). The traditional Lancashire flag, a red rose on a white field, was not officially registered. When an attempt was made to register it with the Flag Institute it was found that it was officially registered by Montrose in Scotland, several hundred years earlier with the Lyon Office. Lancashire's official flag is registered as a red rose on a gold field.", "targets": "What is the county flower of Lancaster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeaf8e170c35471cb02f8d26d88e4ebf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Rose of Lancaster is the county flower found on the county's heraldic badge and flag. The rose was a symbol of the House of Lancaster, immortalised in the verse \"In the battle for England's head/York was white, Lancaster red\" (referring to the 15th-century Wars of the Roses). The traditional Lancashire flag, a red rose on a white field, was not officially registered. When an attempt was made to register it with the Flag Institute it was found that it was officially registered by Montrose in Scotland, several hundred years earlier with the Lyon Office. Lancashire's official flag is registered as a red rose on a gold field.", "targets": "Where can the red rose of lancaster be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeaf8e170c35471cb02f8d26d88e4ebf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Rose of Lancaster is the county flower found on the county's heraldic badge and flag. The rose was a symbol of the House of Lancaster, immortalised in the verse \"In the battle for England's head/York was white, Lancaster red\" (referring to the 15th-century Wars of the Roses). The traditional Lancashire flag, a red rose on a white field, was not officially registered. When an attempt was made to register it with the Flag Institute it was found that it was officially registered by Montrose in Scotland, several hundred years earlier with the Lyon Office. Lancashire's official flag is registered as a red rose on a gold field.", "targets": "What is on the traditional Lancashire flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeaf8e170c35471cb02f8d26d88e4ebf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Rose of Lancaster is the county flower found on the county's heraldic badge and flag. The rose was a symbol of the House of Lancaster, immortalised in the verse \"In the battle for England's head/York was white, Lancaster red\" (referring to the 15th-century Wars of the Roses). The traditional Lancashire flag, a red rose on a white field, was not officially registered. When an attempt was made to register it with the Flag Institute it was found that it was officially registered by Montrose in Scotland, several hundred years earlier with the Lyon Office. Lancashire's official flag is registered as a red rose on a gold field.", "targets": "What is on the official Lancashire flag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aeaf8e170c35471cb02f8d26d88e4ebf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Red Rose of Lancaster is the county flower found on the county's heraldic badge and flag. The rose was a symbol of the House of Lancaster, immortalised in the verse \"In the battle for England's head/York was white, Lancaster red\" (referring to the 15th-century Wars of the Roses). The traditional Lancashire flag, a red rose on a white field, was not officially registered. When an attempt was made to register it with the Flag Institute it was found that it was officially registered by Montrose in Scotland, several hundred years earlier with the Lyon Office. Lancashire's official flag is registered as a red rose on a gold field.", "targets": "Whos flag officially is a red rose on a white field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0062e8a8a9854910a5dae31a04dd7d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paul's Christology has a specific focus on the death and resurrection of Jesus. For Paul, the crucifixion of Jesus is directly related to his resurrection and the term \"the cross of Christ\" used in Galatians 6:12 may be viewed as his abbreviation of the message of the gospels. For Paul, the crucifixion of Jesus was not an isolated event in history, but a cosmic event with significant eschatological consequences, as in 1 Corinthians 2:8. In the Pauline view, Jesus, obedient to the point of death (Philippians 2:8) died \"at the right time\" (Romans 4:25) based on the plan of God. For Paul the \"power of the cross\" is not separable from the Resurrection of Jesus.", "targets": "Who's Christology focuses on the death and Resurrection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0062e8a8a9854910a5dae31a04dd7d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paul's Christology has a specific focus on the death and resurrection of Jesus. For Paul, the crucifixion of Jesus is directly related to his resurrection and the term \"the cross of Christ\" used in Galatians 6:12 may be viewed as his abbreviation of the message of the gospels. For Paul, the crucifixion of Jesus was not an isolated event in history, but a cosmic event with significant eschatological consequences, as in 1 Corinthians 2:8. In the Pauline view, Jesus, obedient to the point of death (Philippians 2:8) died \"at the right time\" (Romans 4:25) based on the plan of God. For Paul the \"power of the cross\" is not separable from the Resurrection of Jesus.", "targets": "How is the crucifixion related to the resurrection per Paul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0062e8a8a9854910a5dae31a04dd7d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paul's Christology has a specific focus on the death and resurrection of Jesus. For Paul, the crucifixion of Jesus is directly related to his resurrection and the term \"the cross of Christ\" used in Galatians 6:12 may be viewed as his abbreviation of the message of the gospels. For Paul, the crucifixion of Jesus was not an isolated event in history, but a cosmic event with significant eschatological consequences, as in 1 Corinthians 2:8. In the Pauline view, Jesus, obedient to the point of death (Philippians 2:8) died \"at the right time\" (Romans 4:25) based on the plan of God. For Paul the \"power of the cross\" is not separable from the Resurrection of Jesus.", "targets": "What term does Paul use for the Gospels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0062e8a8a9854910a5dae31a04dd7d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paul's Christology has a specific focus on the death and resurrection of Jesus. For Paul, the crucifixion of Jesus is directly related to his resurrection and the term \"the cross of Christ\" used in Galatians 6:12 may be viewed as his abbreviation of the message of the gospels. For Paul, the crucifixion of Jesus was not an isolated event in history, but a cosmic event with significant eschatological consequences, as in 1 Corinthians 2:8. In the Pauline view, Jesus, obedient to the point of death (Philippians 2:8) died \"at the right time\" (Romans 4:25) based on the plan of God. For Paul the \"power of the cross\" is not separable from the Resurrection of Jesus.", "targets": "Paul claims the Resurrection was needed for what reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0062e8a8a9854910a5dae31a04dd7d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paul's Christology has a specific focus on the death and resurrection of Jesus. For Paul, the crucifixion of Jesus is directly related to his resurrection and the term \"the cross of Christ\" used in Galatians 6:12 may be viewed as his abbreviation of the message of the gospels. For Paul, the crucifixion of Jesus was not an isolated event in history, but a cosmic event with significant eschatological consequences, as in 1 Corinthians 2:8. In the Pauline view, Jesus, obedient to the point of death (Philippians 2:8) died \"at the right time\" (Romans 4:25) based on the plan of God. For Paul the \"power of the cross\" is not separable from the Resurrection of Jesus.", "targets": "How does Paul view the Resurrection of Jesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd5c5e3ab8742e884f64eca16dd57ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple released the Macintosh Plus on January 10, 1986, for a price of US$2,600. It offered one megabyte of RAM, easily expandable to four megabytes by the use of socketed RAM boards. It also featured a SCSI parallel interface, allowing up to seven peripherals\u2014such as hard drives and scanners\u2014to be attached to the machine. Its floppy drive was increased to an 800 kB capacity. The Mac Plus was an immediate success and remained in production, unchanged, until October 15, 1990; on sale for just over four years and ten months, it was the longest-lived Macintosh in Apple's history. In September 1986, Apple introduced the Macintosh Programmer's Workshop, or MPW, an application that allowed software developers to create software for Macintosh on Macintosh, rather than cross compiling from a Lisa. In August 1987, Apple unveiled HyperCard and MultiFinder, which added cooperative multitasking to the Macintosh. Apple began bundling both with every Macintosh.", "targets": "What was the longest-lived Macintosh in Apple's history while it was in production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd5c5e3ab8742e884f64eca16dd57ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple released the Macintosh Plus on January 10, 1986, for a price of US$2,600. It offered one megabyte of RAM, easily expandable to four megabytes by the use of socketed RAM boards. It also featured a SCSI parallel interface, allowing up to seven peripherals\u2014such as hard drives and scanners\u2014to be attached to the machine. Its floppy drive was increased to an 800 kB capacity. The Mac Plus was an immediate success and remained in production, unchanged, until October 15, 1990; on sale for just over four years and ten months, it was the longest-lived Macintosh in Apple's history. In September 1986, Apple introduced the Macintosh Programmer's Workshop, or MPW, an application that allowed software developers to create software for Macintosh on Macintosh, rather than cross compiling from a Lisa. In August 1987, Apple unveiled HyperCard and MultiFinder, which added cooperative multitasking to the Macintosh. Apple began bundling both with every Macintosh.", "targets": "How long did the Mac Plus remain in production, unchanged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd5c5e3ab8742e884f64eca16dd57ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple released the Macintosh Plus on January 10, 1986, for a price of US$2,600. It offered one megabyte of RAM, easily expandable to four megabytes by the use of socketed RAM boards. It also featured a SCSI parallel interface, allowing up to seven peripherals\u2014such as hard drives and scanners\u2014to be attached to the machine. Its floppy drive was increased to an 800 kB capacity. The Mac Plus was an immediate success and remained in production, unchanged, until October 15, 1990; on sale for just over four years and ten months, it was the longest-lived Macintosh in Apple's history. In September 1986, Apple introduced the Macintosh Programmer's Workshop, or MPW, an application that allowed software developers to create software for Macintosh on Macintosh, rather than cross compiling from a Lisa. In August 1987, Apple unveiled HyperCard and MultiFinder, which added cooperative multitasking to the Macintosh. Apple began bundling both with every Macintosh.", "targets": "In 1986, what did Apple introduce to allow developers to create software for Macintosh on Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd5c5e3ab8742e884f64eca16dd57ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple released the Macintosh Plus on January 10, 1986, for a price of US$2,600. It offered one megabyte of RAM, easily expandable to four megabytes by the use of socketed RAM boards. It also featured a SCSI parallel interface, allowing up to seven peripherals\u2014such as hard drives and scanners\u2014to be attached to the machine. Its floppy drive was increased to an 800 kB capacity. The Mac Plus was an immediate success and remained in production, unchanged, until October 15, 1990; on sale for just over four years and ten months, it was the longest-lived Macintosh in Apple's history. In September 1986, Apple introduced the Macintosh Programmer's Workshop, or MPW, an application that allowed software developers to create software for Macintosh on Macintosh, rather than cross compiling from a Lisa. In August 1987, Apple unveiled HyperCard and MultiFinder, which added cooperative multitasking to the Macintosh. Apple began bundling both with every Macintosh.", "targets": "What did Apple's HyerCard and MultiFinder add to the Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cd5c5e3ab8742e884f64eca16dd57ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apple released the Macintosh Plus on January 10, 1986, for a price of US$2,600. It offered one megabyte of RAM, easily expandable to four megabytes by the use of socketed RAM boards. It also featured a SCSI parallel interface, allowing up to seven peripherals\u2014such as hard drives and scanners\u2014to be attached to the machine. Its floppy drive was increased to an 800 kB capacity. The Mac Plus was an immediate success and remained in production, unchanged, until October 15, 1990; on sale for just over four years and ten months, it was the longest-lived Macintosh in Apple's history. In September 1986, Apple introduced the Macintosh Programmer's Workshop, or MPW, an application that allowed software developers to create software for Macintosh on Macintosh, rather than cross compiling from a Lisa. In August 1987, Apple unveiled HyperCard and MultiFinder, which added cooperative multitasking to the Macintosh. Apple began bundling both with every Macintosh.", "targets": "After their unveiling in 1987, what did Apple begin bundling with every Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aa18cd7874a43d4a20332059c3f7dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's \"Tree Town\" nickname stems from the dense forestation of its parks and residential areas. The city contains more than 50,000 trees along its streets and an equal number in parks. In recent years, the emerald ash borer has destroyed many of the city's approximately 10,500 ash trees. The city contains 157 municipal parks ranging from small neighborhood green spots to large recreation areas. Several large city parks and a university park border sections of the Huron River. Fuller Recreation Area, near the University Hospital complex, contains sports fields, pedestrian and bike paths, and swimming pools. The Nichols Arboretum, owned by the University of Michigan, is a 123-acre (50 ha) arboretum that contains hundreds of plant and tree species. It is on the city's east side, near the university's Central Campus. Located across the Huron River just beyond the university's North Campus is the university's Matthaei Botanical Gardens, which contains 300 acres of gardens and a large tropical conservatory.", "targets": "What is the city of Ann arbor nicknamed as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aa18cd7874a43d4a20332059c3f7dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's \"Tree Town\" nickname stems from the dense forestation of its parks and residential areas. The city contains more than 50,000 trees along its streets and an equal number in parks. In recent years, the emerald ash borer has destroyed many of the city's approximately 10,500 ash trees. The city contains 157 municipal parks ranging from small neighborhood green spots to large recreation areas. Several large city parks and a university park border sections of the Huron River. Fuller Recreation Area, near the University Hospital complex, contains sports fields, pedestrian and bike paths, and swimming pools. The Nichols Arboretum, owned by the University of Michigan, is a 123-acre (50 ha) arboretum that contains hundreds of plant and tree species. It is on the city's east side, near the university's Central Campus. Located across the Huron River just beyond the university's North Campus is the university's Matthaei Botanical Gardens, which contains 300 acres of gardens and a large tropical conservatory.", "targets": "How many parks are there in the city of Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aa18cd7874a43d4a20332059c3f7dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's \"Tree Town\" nickname stems from the dense forestation of its parks and residential areas. The city contains more than 50,000 trees along its streets and an equal number in parks. In recent years, the emerald ash borer has destroyed many of the city's approximately 10,500 ash trees. The city contains 157 municipal parks ranging from small neighborhood green spots to large recreation areas. Several large city parks and a university park border sections of the Huron River. Fuller Recreation Area, near the University Hospital complex, contains sports fields, pedestrian and bike paths, and swimming pools. The Nichols Arboretum, owned by the University of Michigan, is a 123-acre (50 ha) arboretum that contains hundreds of plant and tree species. It is on the city's east side, near the university's Central Campus. Located across the Huron River just beyond the university's North Campus is the university's Matthaei Botanical Gardens, which contains 300 acres of gardens and a large tropical conservatory.", "targets": "What is the name of the Arboretum owned by the University of Michigan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2aa18cd7874a43d4a20332059c3f7dfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor's \"Tree Town\" nickname stems from the dense forestation of its parks and residential areas. The city contains more than 50,000 trees along its streets and an equal number in parks. In recent years, the emerald ash borer has destroyed many of the city's approximately 10,500 ash trees. The city contains 157 municipal parks ranging from small neighborhood green spots to large recreation areas. Several large city parks and a university park border sections of the Huron River. Fuller Recreation Area, near the University Hospital complex, contains sports fields, pedestrian and bike paths, and swimming pools. The Nichols Arboretum, owned by the University of Michigan, is a 123-acre (50 ha) arboretum that contains hundreds of plant and tree species. It is on the city's east side, near the university's Central Campus. Located across the Huron River just beyond the university's North Campus is the university's Matthaei Botanical Gardens, which contains 300 acres of gardens and a large tropical conservatory.", "targets": "How big is the Matthaei botanical garden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee8239cc4654408ea2ebdf93b6e96c78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The San Bernardino-Riverside area maintains the business districts of Downtown San Bernardino, Hospitality Business/Financial Centre, University Town which are in San Bernardino and Downtown Riverside.", "targets": "The Sand Bernardino - Riverside area maintains what kind of district?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee8239cc4654408ea2ebdf93b6e96c78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The San Bernardino-Riverside area maintains the business districts of Downtown San Bernardino, Hospitality Business/Financial Centre, University Town which are in San Bernardino and Downtown Riverside.", "targets": "Other than San Bernardino, what is the name of the other city that maintains the districts including University Town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ee8239cc4654408ea2ebdf93b6e96c78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The San Bernardino-Riverside area maintains the business districts of Downtown San Bernardino, Hospitality Business/Financial Centre, University Town which are in San Bernardino and Downtown Riverside.", "targets": "Other than Downtown San Bernardino, and University Town, what is the name of another business district in the San Bernardino-Riverside area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a2b9011c504345a93dacfe8cb07dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Locke and Rousseau developed social contract theories in Two Treatises of Government and Discourse on Inequality, respectively. While quite different works, Locke, Hobbes, and Rousseau agreed that a social contract, in which the government's authority lies in the consent of the governed, is necessary for man to live in civil society. Locke defines the state of nature as a condition in which humans are rational and follow natural law; in which all men are born equal and with the right to life, liberty and property. However, when one citizen breaks the Law of Nature, both the transgressor and the victim enter into a state of war, from which it is virtually impossible to break free. Therefore, Locke said that individuals enter into civil society to protect their natural rights via an \"unbiased judge\" or common authority, such as courts, to appeal to. Contrastingly, Rousseau's conception relies on the supposition that \"civil man\" is corrupted, while \"natural man\" has no want he cannot fulfill himself. Natural man is only taken out of the state of nature when the inequality associated with private property is established. Rousseau said that people join into civil society via the social contract to achieve unity while preserving individual freedom. This is embodied in the sovereignty of the general will, the moral and collective legislative body constituted by citizens.", "targets": "What did Locke, Hobbes, and Rousseau agree was necessary for a man to live in civil society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a2b9011c504345a93dacfe8cb07dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Locke and Rousseau developed social contract theories in Two Treatises of Government and Discourse on Inequality, respectively. While quite different works, Locke, Hobbes, and Rousseau agreed that a social contract, in which the government's authority lies in the consent of the governed, is necessary for man to live in civil society. Locke defines the state of nature as a condition in which humans are rational and follow natural law; in which all men are born equal and with the right to life, liberty and property. However, when one citizen breaks the Law of Nature, both the transgressor and the victim enter into a state of war, from which it is virtually impossible to break free. Therefore, Locke said that individuals enter into civil society to protect their natural rights via an \"unbiased judge\" or common authority, such as courts, to appeal to. Contrastingly, Rousseau's conception relies on the supposition that \"civil man\" is corrupted, while \"natural man\" has no want he cannot fulfill himself. Natural man is only taken out of the state of nature when the inequality associated with private property is established. Rousseau said that people join into civil society via the social contract to achieve unity while preserving individual freedom. This is embodied in the sovereignty of the general will, the moral and collective legislative body constituted by citizens.", "targets": "Who wrote Discourse on Inequality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a2b9011c504345a93dacfe8cb07dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Locke and Rousseau developed social contract theories in Two Treatises of Government and Discourse on Inequality, respectively. While quite different works, Locke, Hobbes, and Rousseau agreed that a social contract, in which the government's authority lies in the consent of the governed, is necessary for man to live in civil society. Locke defines the state of nature as a condition in which humans are rational and follow natural law; in which all men are born equal and with the right to life, liberty and property. However, when one citizen breaks the Law of Nature, both the transgressor and the victim enter into a state of war, from which it is virtually impossible to break free. Therefore, Locke said that individuals enter into civil society to protect their natural rights via an \"unbiased judge\" or common authority, such as courts, to appeal to. Contrastingly, Rousseau's conception relies on the supposition that \"civil man\" is corrupted, while \"natural man\" has no want he cannot fulfill himself. Natural man is only taken out of the state of nature when the inequality associated with private property is established. Rousseau said that people join into civil society via the social contract to achieve unity while preserving individual freedom. This is embodied in the sovereignty of the general will, the moral and collective legislative body constituted by citizens.", "targets": "Which theorist wrote Two Treatises of Government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a2b9011c504345a93dacfe8cb07dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Locke and Rousseau developed social contract theories in Two Treatises of Government and Discourse on Inequality, respectively. While quite different works, Locke, Hobbes, and Rousseau agreed that a social contract, in which the government's authority lies in the consent of the governed, is necessary for man to live in civil society. Locke defines the state of nature as a condition in which humans are rational and follow natural law; in which all men are born equal and with the right to life, liberty and property. However, when one citizen breaks the Law of Nature, both the transgressor and the victim enter into a state of war, from which it is virtually impossible to break free. Therefore, Locke said that individuals enter into civil society to protect their natural rights via an \"unbiased judge\" or common authority, such as courts, to appeal to. Contrastingly, Rousseau's conception relies on the supposition that \"civil man\" is corrupted, while \"natural man\" has no want he cannot fulfill himself. Natural man is only taken out of the state of nature when the inequality associated with private property is established. Rousseau said that people join into civil society via the social contract to achieve unity while preserving individual freedom. This is embodied in the sovereignty of the general will, the moral and collective legislative body constituted by citizens.", "targets": "For what reason did Rousseau feel people joined into civil society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a2b9011c504345a93dacfe8cb07dab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Locke and Rousseau developed social contract theories in Two Treatises of Government and Discourse on Inequality, respectively. While quite different works, Locke, Hobbes, and Rousseau agreed that a social contract, in which the government's authority lies in the consent of the governed, is necessary for man to live in civil society. Locke defines the state of nature as a condition in which humans are rational and follow natural law; in which all men are born equal and with the right to life, liberty and property. However, when one citizen breaks the Law of Nature, both the transgressor and the victim enter into a state of war, from which it is virtually impossible to break free. Therefore, Locke said that individuals enter into civil society to protect their natural rights via an \"unbiased judge\" or common authority, such as courts, to appeal to. Contrastingly, Rousseau's conception relies on the supposition that \"civil man\" is corrupted, while \"natural man\" has no want he cannot fulfill himself. Natural man is only taken out of the state of nature when the inequality associated with private property is established. Rousseau said that people join into civil society via the social contract to achieve unity while preserving individual freedom. This is embodied in the sovereignty of the general will, the moral and collective legislative body constituted by citizens.", "targets": "From which state does Locke believe it is virtually improssible to break free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7421cb655f45728b46d04e1f6e18dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other immune system disorders include various hypersensitivities (such as in asthma and other allergies) that respond inappropriately to otherwise harmless compounds.", "targets": "What is a type of immune system disorder?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7421cb655f45728b46d04e1f6e18dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other immune system disorders include various hypersensitivities (such as in asthma and other allergies) that respond inappropriately to otherwise harmless compounds.", "targets": "What are some examples of hypersensitivities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d7421cb655f45728b46d04e1f6e18dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other immune system disorders include various hypersensitivities (such as in asthma and other allergies) that respond inappropriately to otherwise harmless compounds.", "targets": "What characterizes a hypersensitivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d59a128a34e788e0c521e674109cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some clock-shift problems could be avoided by adjusting clocks continuously or at least more gradually\u2014for example, Willett at first suggested weekly 20-minute transitions\u2014but this would add complexity and has never been implemented.", "targets": "Willett's first suggestion was to change clocks by 20 minutes how often?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d59a128a34e788e0c521e674109cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some clock-shift problems could be avoided by adjusting clocks continuously or at least more gradually\u2014for example, Willett at first suggested weekly 20-minute transitions\u2014but this would add complexity and has never been implemented.", "targets": "What drawback would changing clocks gradually add to the process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d59a128a34e788e0c521e674109cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some clock-shift problems could be avoided by adjusting clocks continuously or at least more gradually\u2014for example, Willett at first suggested weekly 20-minute transitions\u2014but this would add complexity and has never been implemented.", "targets": "What could be avoided by changing clocks more gradually more often?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What mathematician advance Greek Science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What period saw the rise of New Comedy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "When was the Battle of Actium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "When did Alexander the Great die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What period saw the rise of the Septuagint?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "dd"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "dd"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "dd"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "dd"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "d"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What ruler's death in 323 BC marks the beginning of the Hellenistic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "In what year did the Battle of Actium take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What kingdom did the Romans take over the year after the Battle of Actium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What type of poetry debuted in the Hellenistic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What ancient religion did Greece embrace during the Hellenistic period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What signified the emergence of the Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "What event is the recognized beginning of the Hellenistic Period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d8a7626608148fc9f775093e8f47aff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.", "targets": "Who advanced Greek Science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62388069cbc5408bab0fc5786d0cb1ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite wide use by politicians, judges and academics, the rule of law has been described as \"an exceedingly elusive notion\". Among modern legal theorists, one finds that at least two principal conceptions of the rule of law can be identified: a formalist or \"thin\" definition, and a substantive or \"thick\" definition; one occasionally encounters a third \"functional\" conception. Formalist definitions of the rule of law do not make a judgment about the \"justness\" of law itself, but define specific procedural attributes that a legal framework must have in order to be in compliance with the rule of law. Substantive conceptions of the rule of law go beyond this and include certain substantive rights that are said to be based on, or derived from, the rule of law.", "targets": "What is another word for a thin definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62388069cbc5408bab0fc5786d0cb1ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite wide use by politicians, judges and academics, the rule of law has been described as \"an exceedingly elusive notion\". Among modern legal theorists, one finds that at least two principal conceptions of the rule of law can be identified: a formalist or \"thin\" definition, and a substantive or \"thick\" definition; one occasionally encounters a third \"functional\" conception. Formalist definitions of the rule of law do not make a judgment about the \"justness\" of law itself, but define specific procedural attributes that a legal framework must have in order to be in compliance with the rule of law. Substantive conceptions of the rule of law go beyond this and include certain substantive rights that are said to be based on, or derived from, the rule of law.", "targets": "What is another word for a thick definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62388069cbc5408bab0fc5786d0cb1ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite wide use by politicians, judges and academics, the rule of law has been described as \"an exceedingly elusive notion\". Among modern legal theorists, one finds that at least two principal conceptions of the rule of law can be identified: a formalist or \"thin\" definition, and a substantive or \"thick\" definition; one occasionally encounters a third \"functional\" conception. Formalist definitions of the rule of law do not make a judgment about the \"justness\" of law itself, but define specific procedural attributes that a legal framework must have in order to be in compliance with the rule of law. Substantive conceptions of the rule of law go beyond this and include certain substantive rights that are said to be based on, or derived from, the rule of law.", "targets": "Who commonly, or at least attempt to, abide by the rule of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62388069cbc5408bab0fc5786d0cb1ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite wide use by politicians, judges and academics, the rule of law has been described as \"an exceedingly elusive notion\". Among modern legal theorists, one finds that at least two principal conceptions of the rule of law can be identified: a formalist or \"thin\" definition, and a substantive or \"thick\" definition; one occasionally encounters a third \"functional\" conception. Formalist definitions of the rule of law do not make a judgment about the \"justness\" of law itself, but define specific procedural attributes that a legal framework must have in order to be in compliance with the rule of law. Substantive conceptions of the rule of law go beyond this and include certain substantive rights that are said to be based on, or derived from, the rule of law.", "targets": "On what do aspects of the rule of law do formalist definitions focus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-62388069cbc5408bab0fc5786d0cb1ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite wide use by politicians, judges and academics, the rule of law has been described as \"an exceedingly elusive notion\". Among modern legal theorists, one finds that at least two principal conceptions of the rule of law can be identified: a formalist or \"thin\" definition, and a substantive or \"thick\" definition; one occasionally encounters a third \"functional\" conception. Formalist definitions of the rule of law do not make a judgment about the \"justness\" of law itself, but define specific procedural attributes that a legal framework must have in order to be in compliance with the rule of law. Substantive conceptions of the rule of law go beyond this and include certain substantive rights that are said to be based on, or derived from, the rule of law.", "targets": "What is the third and lesser referred to approach on defining the rule of law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff669ce3f5d46dda410b84492e68a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no scale factor band 21 (sfb21) for frequencies above approx 16 kHz, forcing the encoder to choose between less accurate representation in band 21 or less efficient storage in all bands below band 21, the latter resulting in wasted bitrate in VBR encoding.", "targets": "What can scale factor band 21 be shortened to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff669ce3f5d46dda410b84492e68a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no scale factor band 21 (sfb21) for frequencies above approx 16 kHz, forcing the encoder to choose between less accurate representation in band 21 or less efficient storage in all bands below band 21, the latter resulting in wasted bitrate in VBR encoding.", "targets": "What is the maximum frequency that scale factor band 21 can go up to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff669ce3f5d46dda410b84492e68a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no scale factor band 21 (sfb21) for frequencies above approx 16 kHz, forcing the encoder to choose between less accurate representation in band 21 or less efficient storage in all bands below band 21, the latter resulting in wasted bitrate in VBR encoding.", "targets": "The encoder has to choose between less acurate representation in band 21 or which factor in all bands below band 21?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ff669ce3f5d46dda410b84492e68a71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There is no scale factor band 21 (sfb21) for frequencies above approx 16 kHz, forcing the encoder to choose between less accurate representation in band 21 or less efficient storage in all bands below band 21, the latter resulting in wasted bitrate in VBR encoding.", "targets": "What does less efficient storage result in for VBR encoding?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84f387fcd2a6496594fcc280b1fbcdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the change in its status and the arrival of the Portuguese royal family, Brazilian administrative, civic, economical, military, educational, and scientific apparatus were expanded and highly modernized. Portuguese and their allied British troops fought against the French Invasion of Portugal and by 1815 the situation in Europe had cooled down sufficiently that Jo\u00e3o VI would have been able to return safely to Lisbon. However, the King of Portugal remained in Brazil until the Liberal Revolution of 1820, which started in Porto, demanded his return to Lisbon in 1821.", "targets": "Portugese and British troops fought against the invasion of which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84f387fcd2a6496594fcc280b1fbcdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the change in its status and the arrival of the Portuguese royal family, Brazilian administrative, civic, economical, military, educational, and scientific apparatus were expanded and highly modernized. Portuguese and their allied British troops fought against the French Invasion of Portugal and by 1815 the situation in Europe had cooled down sufficiently that Jo\u00e3o VI would have been able to return safely to Lisbon. However, the King of Portugal remained in Brazil until the Liberal Revolution of 1820, which started in Porto, demanded his return to Lisbon in 1821.", "targets": "Until when did the King of Portugal remain in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84f387fcd2a6496594fcc280b1fbcdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the change in its status and the arrival of the Portuguese royal family, Brazilian administrative, civic, economical, military, educational, and scientific apparatus were expanded and highly modernized. Portuguese and their allied British troops fought against the French Invasion of Portugal and by 1815 the situation in Europe had cooled down sufficiently that Jo\u00e3o VI would have been able to return safely to Lisbon. However, the King of Portugal remained in Brazil until the Liberal Revolution of 1820, which started in Porto, demanded his return to Lisbon in 1821.", "targets": "Where did the Liberal Revolution of 1820 begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84f387fcd2a6496594fcc280b1fbcdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the change in its status and the arrival of the Portuguese royal family, Brazilian administrative, civic, economical, military, educational, and scientific apparatus were expanded and highly modernized. Portuguese and their allied British troops fought against the French Invasion of Portugal and by 1815 the situation in Europe had cooled down sufficiently that Jo\u00e3o VI would have been able to return safely to Lisbon. However, the King of Portugal remained in Brazil until the Liberal Revolution of 1820, which started in Porto, demanded his return to Lisbon in 1821.", "targets": "By what year had the situation in Europe cool down enough so that Joao VI would have been able to safely return to Lisbon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84f387fcd2a6496594fcc280b1fbcdec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result of the change in its status and the arrival of the Portuguese royal family, Brazilian administrative, civic, economical, military, educational, and scientific apparatus were expanded and highly modernized. Portuguese and their allied British troops fought against the French Invasion of Portugal and by 1815 the situation in Europe had cooled down sufficiently that Jo\u00e3o VI would have been able to return safely to Lisbon. However, the King of Portugal remained in Brazil until the Liberal Revolution of 1820, which started in Porto, demanded his return to Lisbon in 1821.", "targets": "What provoked the modernization and expansion of the Brazilian administrative, civic, economical, military, educational, and scientific apparatus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ecf26504c754abb802f1ebf3574ff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA is the world's largest multilateral source of funding for population and reproductive health programs. The Fund works with governments and non-governmental organizations in over 150 countries with the support of the international community, supporting programs that help women, men and young people:", "targets": "UNFPA is the largest worldwide funder of what type of programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ecf26504c754abb802f1ebf3574ff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA is the world's largest multilateral source of funding for population and reproductive health programs. The Fund works with governments and non-governmental organizations in over 150 countries with the support of the international community, supporting programs that help women, men and young people:", "targets": "In how many countries does UNFPA operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ecf26504c754abb802f1ebf3574ff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA is the world's largest multilateral source of funding for population and reproductive health programs. The Fund works with governments and non-governmental organizations in over 150 countries with the support of the international community, supporting programs that help women, men and young people:", "targets": "In addition to working directly with governments, with whom does UNFPA work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ecf26504c754abb802f1ebf3574ff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA is the world's largest multilateral source of funding for population and reproductive health programs. The Fund works with governments and non-governmental organizations in over 150 countries with the support of the international community, supporting programs that help women, men and young people:", "targets": "What supports UNFPA's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ecf26504c754abb802f1ebf3574ff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "UNFPA is the world's largest multilateral source of funding for population and reproductive health programs. The Fund works with governments and non-governmental organizations in over 150 countries with the support of the international community, supporting programs that help women, men and young people:", "targets": "The Fund's programs support women, men, and who else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60c90db99a548a4ac0f33fa8a4508cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyond this, BYU also runs a very large study abroad program, with satellite centers in London, Jerusalem, and Paris, as well as more than 20 other sites. Nearly 2,000 students take advantage of these programs yearly. In 2001, the Institute of International Education ranked BYU as the number one university in the U.S. to offer students study abroad opportunities. The BYU Jerusalem Center, which was closed in 2000 due to student security concerns related to the Second Intifada and, more recently, the 2006 Israel-Lebanon conflict, was reopened to students in the Winter 2007 semester.", "targets": "How manys students take advantage of BYU's study abroad programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60c90db99a548a4ac0f33fa8a4508cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyond this, BYU also runs a very large study abroad program, with satellite centers in London, Jerusalem, and Paris, as well as more than 20 other sites. Nearly 2,000 students take advantage of these programs yearly. In 2001, the Institute of International Education ranked BYU as the number one university in the U.S. to offer students study abroad opportunities. The BYU Jerusalem Center, which was closed in 2000 due to student security concerns related to the Second Intifada and, more recently, the 2006 Israel-Lebanon conflict, was reopened to students in the Winter 2007 semester.", "targets": "How did the Institute of International Education rank BYU in 2009 compared with U.S. universities that offer study abroad opportunities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60c90db99a548a4ac0f33fa8a4508cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyond this, BYU also runs a very large study abroad program, with satellite centers in London, Jerusalem, and Paris, as well as more than 20 other sites. Nearly 2,000 students take advantage of these programs yearly. In 2001, the Institute of International Education ranked BYU as the number one university in the U.S. to offer students study abroad opportunities. The BYU Jerusalem Center, which was closed in 2000 due to student security concerns related to the Second Intifada and, more recently, the 2006 Israel-Lebanon conflict, was reopened to students in the Winter 2007 semester.", "targets": "Which foreign BYU campus was closed in 2000 due to security concerns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60c90db99a548a4ac0f33fa8a4508cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyond this, BYU also runs a very large study abroad program, with satellite centers in London, Jerusalem, and Paris, as well as more than 20 other sites. Nearly 2,000 students take advantage of these programs yearly. In 2001, the Institute of International Education ranked BYU as the number one university in the U.S. to offer students study abroad opportunities. The BYU Jerusalem Center, which was closed in 2000 due to student security concerns related to the Second Intifada and, more recently, the 2006 Israel-Lebanon conflict, was reopened to students in the Winter 2007 semester.", "targets": "When was the BYU Jerusalem Center reopened for students following it's closure in 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a60c90db99a548a4ac0f33fa8a4508cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beyond this, BYU also runs a very large study abroad program, with satellite centers in London, Jerusalem, and Paris, as well as more than 20 other sites. Nearly 2,000 students take advantage of these programs yearly. In 2001, the Institute of International Education ranked BYU as the number one university in the U.S. to offer students study abroad opportunities. The BYU Jerusalem Center, which was closed in 2000 due to student security concerns related to the Second Intifada and, more recently, the 2006 Israel-Lebanon conflict, was reopened to students in the Winter 2007 semester.", "targets": "What was the most recent conflict that affected the closure of BYU Jerusalem Center from 2000-2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec24bd21e9184ca8b3defe0f9898dca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's national cricket team participated in the Cricket World Cup 2007 in the West Indies. Their most famous player is a 130 kilograms (290 lb) police officer named Dwayne Leverock. But India defeated Bermuda and set a record of 413 runs in a One-Day International (ODI). Bermuda were knocked out of the World Cup. Also very well-known is David Hemp, a former captain of Glamorgan in English first class cricket. The annual \"Cup Match\" cricket tournament between rival parishes St George's in the east and Somerset in the west is the occasion for a popular national holiday. This tournament began in 1872 when Captain Moresby of the Royal Navy introduced the game to Bermuda, holding a match at Somerset to mark forty years since the unjust thraldom of slavery. The East End versus West End rivalry resulted from the locations of the St. George's Garrison (the original army headquarters in Bermuda) on Barrack Hill, St. George's, and the Royal Naval Dockyard at Ireland Island. Moresby founded the Somerset Cricket Club which plays the St. George's Cricket Club in this game (the membership of both clubs has long been mostly civilian).", "targets": "What Bermuda sport team participated in the 2007 world cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec24bd21e9184ca8b3defe0f9898dca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's national cricket team participated in the Cricket World Cup 2007 in the West Indies. Their most famous player is a 130 kilograms (290 lb) police officer named Dwayne Leverock. But India defeated Bermuda and set a record of 413 runs in a One-Day International (ODI). Bermuda were knocked out of the World Cup. Also very well-known is David Hemp, a former captain of Glamorgan in English first class cricket. The annual \"Cup Match\" cricket tournament between rival parishes St George's in the east and Somerset in the west is the occasion for a popular national holiday. This tournament began in 1872 when Captain Moresby of the Royal Navy introduced the game to Bermuda, holding a match at Somerset to mark forty years since the unjust thraldom of slavery. The East End versus West End rivalry resulted from the locations of the St. George's Garrison (the original army headquarters in Bermuda) on Barrack Hill, St. George's, and the Royal Naval Dockyard at Ireland Island. Moresby founded the Somerset Cricket Club which plays the St. George's Cricket Club in this game (the membership of both clubs has long been mostly civilian).", "targets": "Who is Bermuda's most popular Cricket player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec24bd21e9184ca8b3defe0f9898dca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's national cricket team participated in the Cricket World Cup 2007 in the West Indies. Their most famous player is a 130 kilograms (290 lb) police officer named Dwayne Leverock. But India defeated Bermuda and set a record of 413 runs in a One-Day International (ODI). Bermuda were knocked out of the World Cup. Also very well-known is David Hemp, a former captain of Glamorgan in English first class cricket. The annual \"Cup Match\" cricket tournament between rival parishes St George's in the east and Somerset in the west is the occasion for a popular national holiday. This tournament began in 1872 when Captain Moresby of the Royal Navy introduced the game to Bermuda, holding a match at Somerset to mark forty years since the unjust thraldom of slavery. The East End versus West End rivalry resulted from the locations of the St. George's Garrison (the original army headquarters in Bermuda) on Barrack Hill, St. George's, and the Royal Naval Dockyard at Ireland Island. Moresby founded the Somerset Cricket Club which plays the St. George's Cricket Club in this game (the membership of both clubs has long been mostly civilian).", "targets": "Who defeated Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec24bd21e9184ca8b3defe0f9898dca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's national cricket team participated in the Cricket World Cup 2007 in the West Indies. Their most famous player is a 130 kilograms (290 lb) police officer named Dwayne Leverock. But India defeated Bermuda and set a record of 413 runs in a One-Day International (ODI). Bermuda were knocked out of the World Cup. Also very well-known is David Hemp, a former captain of Glamorgan in English first class cricket. The annual \"Cup Match\" cricket tournament between rival parishes St George's in the east and Somerset in the west is the occasion for a popular national holiday. This tournament began in 1872 when Captain Moresby of the Royal Navy introduced the game to Bermuda, holding a match at Somerset to mark forty years since the unjust thraldom of slavery. The East End versus West End rivalry resulted from the locations of the St. George's Garrison (the original army headquarters in Bermuda) on Barrack Hill, St. George's, and the Royal Naval Dockyard at Ireland Island. Moresby founded the Somerset Cricket Club which plays the St. George's Cricket Club in this game (the membership of both clubs has long been mostly civilian).", "targets": "What began in 1872 when the game of cricket was introduced to Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec24bd21e9184ca8b3defe0f9898dca1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's national cricket team participated in the Cricket World Cup 2007 in the West Indies. Their most famous player is a 130 kilograms (290 lb) police officer named Dwayne Leverock. But India defeated Bermuda and set a record of 413 runs in a One-Day International (ODI). Bermuda were knocked out of the World Cup. Also very well-known is David Hemp, a former captain of Glamorgan in English first class cricket. The annual \"Cup Match\" cricket tournament between rival parishes St George's in the east and Somerset in the west is the occasion for a popular national holiday. This tournament began in 1872 when Captain Moresby of the Royal Navy introduced the game to Bermuda, holding a match at Somerset to mark forty years since the unjust thraldom of slavery. The East End versus West End rivalry resulted from the locations of the St. George's Garrison (the original army headquarters in Bermuda) on Barrack Hill, St. George's, and the Royal Naval Dockyard at Ireland Island. Moresby founded the Somerset Cricket Club which plays the St. George's Cricket Club in this game (the membership of both clubs has long been mostly civilian).", "targets": "Why is there an East End/West End rivalry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39303a4b217c43d49287373196f7eacb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various industrial businesses are located in Hannover. The Volkswagen Commercial Vehicles Transporter (VWN) factory at Hannover-St\u00f6cken is the biggest employer in the region and operates a huge plant at the northern edge of town adjoining the Mittellandkanal and Motorway A2. Jointly with a factory of German tire and automobile parts manufacturer Continental AG, they have a coal-burning power plant. Continental AG, founded in Hanover in 1871, is one of the city's major companies, as is Sennheiser. Since 2008 a take-over is in progress: the Schaeffler Group from Herzogenaurach (Bavaria) holds the majority of the stock but were required due to the financial crisis to deposit the options as securities at banks. TUI AG has its HQ in Hanover. Hanover is home to many insurance companies, many of which operate only in Germany. One major global reinsurance company is Hannover Re, whose headquarters are east of the city centre.", "targets": "What does VWN stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39303a4b217c43d49287373196f7eacb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various industrial businesses are located in Hannover. The Volkswagen Commercial Vehicles Transporter (VWN) factory at Hannover-St\u00f6cken is the biggest employer in the region and operates a huge plant at the northern edge of town adjoining the Mittellandkanal and Motorway A2. Jointly with a factory of German tire and automobile parts manufacturer Continental AG, they have a coal-burning power plant. Continental AG, founded in Hanover in 1871, is one of the city's major companies, as is Sennheiser. Since 2008 a take-over is in progress: the Schaeffler Group from Herzogenaurach (Bavaria) holds the majority of the stock but were required due to the financial crisis to deposit the options as securities at banks. TUI AG has its HQ in Hanover. Hanover is home to many insurance companies, many of which operate only in Germany. One major global reinsurance company is Hannover Re, whose headquarters are east of the city centre.", "targets": "What part of town is the plant owned by VWN located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39303a4b217c43d49287373196f7eacb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various industrial businesses are located in Hannover. The Volkswagen Commercial Vehicles Transporter (VWN) factory at Hannover-St\u00f6cken is the biggest employer in the region and operates a huge plant at the northern edge of town adjoining the Mittellandkanal and Motorway A2. Jointly with a factory of German tire and automobile parts manufacturer Continental AG, they have a coal-burning power plant. Continental AG, founded in Hanover in 1871, is one of the city's major companies, as is Sennheiser. Since 2008 a take-over is in progress: the Schaeffler Group from Herzogenaurach (Bavaria) holds the majority of the stock but were required due to the financial crisis to deposit the options as securities at banks. TUI AG has its HQ in Hanover. Hanover is home to many insurance companies, many of which operate only in Germany. One major global reinsurance company is Hannover Re, whose headquarters are east of the city centre.", "targets": "Which company was founded in Hanover in 1871?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39303a4b217c43d49287373196f7eacb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various industrial businesses are located in Hannover. The Volkswagen Commercial Vehicles Transporter (VWN) factory at Hannover-St\u00f6cken is the biggest employer in the region and operates a huge plant at the northern edge of town adjoining the Mittellandkanal and Motorway A2. Jointly with a factory of German tire and automobile parts manufacturer Continental AG, they have a coal-burning power plant. Continental AG, founded in Hanover in 1871, is one of the city's major companies, as is Sennheiser. Since 2008 a take-over is in progress: the Schaeffler Group from Herzogenaurach (Bavaria) holds the majority of the stock but were required due to the financial crisis to deposit the options as securities at banks. TUI AG has its HQ in Hanover. Hanover is home to many insurance companies, many of which operate only in Germany. One major global reinsurance company is Hannover Re, whose headquarters are east of the city centre.", "targets": "Where does TUI AG host their headquarters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39303a4b217c43d49287373196f7eacb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Various industrial businesses are located in Hannover. The Volkswagen Commercial Vehicles Transporter (VWN) factory at Hannover-St\u00f6cken is the biggest employer in the region and operates a huge plant at the northern edge of town adjoining the Mittellandkanal and Motorway A2. Jointly with a factory of German tire and automobile parts manufacturer Continental AG, they have a coal-burning power plant. Continental AG, founded in Hanover in 1871, is one of the city's major companies, as is Sennheiser. Since 2008 a take-over is in progress: the Schaeffler Group from Herzogenaurach (Bavaria) holds the majority of the stock but were required due to the financial crisis to deposit the options as securities at banks. TUI AG has its HQ in Hanover. Hanover is home to many insurance companies, many of which operate only in Germany. One major global reinsurance company is Hannover Re, whose headquarters are east of the city centre.", "targets": "Which major global reinsurance company has their headquarters east of the city center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f219865ac7d4370bd1627b3d923797c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Menzies ran strongly against Labor's plans to nationalise the Australian banking system and, following victory in the 1949 election, secured a double dissolution election for April 1951, after the Labor-controlled Senate refused to pass his banking legislation. The Liberal-Country Coalition was returned with control of the Senate. The Government was returned again in the 1954 election; the formation of the anti-Communist Democratic Labor Party (DLP) and the consequent split in the Australian Labor Party early in 1955 helped the Liberals to another victory in December 1955. John McEwen replaced Arthur Fadden as leader of the Country Party in March 1958 and the Menzies-McEwen Coalition was returned again at elections in November 1958 \u2013 their third victory against Labor's H. V. Evatt. The Coalition was narrowly returned against Labor's Arthur Calwell in the December 1961 election, in the midst of a credit squeeze. Menzies stood for office for the last time in the November 1963 election, again defeating Calwell, with the Coalition winning back its losses in the House of Representatives. Menzies went on to resign from parliament on 26 January 1966.", "targets": "Was Menzies for or against nationalizing the banking system in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f219865ac7d4370bd1627b3d923797c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Menzies ran strongly against Labor's plans to nationalise the Australian banking system and, following victory in the 1949 election, secured a double dissolution election for April 1951, after the Labor-controlled Senate refused to pass his banking legislation. The Liberal-Country Coalition was returned with control of the Senate. The Government was returned again in the 1954 election; the formation of the anti-Communist Democratic Labor Party (DLP) and the consequent split in the Australian Labor Party early in 1955 helped the Liberals to another victory in December 1955. John McEwen replaced Arthur Fadden as leader of the Country Party in March 1958 and the Menzies-McEwen Coalition was returned again at elections in November 1958 \u2013 their third victory against Labor's H. V. Evatt. The Coalition was narrowly returned against Labor's Arthur Calwell in the December 1961 election, in the midst of a credit squeeze. Menzies stood for office for the last time in the November 1963 election, again defeating Calwell, with the Coalition winning back its losses in the House of Representatives. Menzies went on to resign from parliament on 26 January 1966.", "targets": "What helped the Liberals to victory in December 1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f219865ac7d4370bd1627b3d923797c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Menzies ran strongly against Labor's plans to nationalise the Australian banking system and, following victory in the 1949 election, secured a double dissolution election for April 1951, after the Labor-controlled Senate refused to pass his banking legislation. The Liberal-Country Coalition was returned with control of the Senate. The Government was returned again in the 1954 election; the formation of the anti-Communist Democratic Labor Party (DLP) and the consequent split in the Australian Labor Party early in 1955 helped the Liberals to another victory in December 1955. John McEwen replaced Arthur Fadden as leader of the Country Party in March 1958 and the Menzies-McEwen Coalition was returned again at elections in November 1958 \u2013 their third victory against Labor's H. V. Evatt. The Coalition was narrowly returned against Labor's Arthur Calwell in the December 1961 election, in the midst of a credit squeeze. Menzies stood for office for the last time in the November 1963 election, again defeating Calwell, with the Coalition winning back its losses in the House of Representatives. Menzies went on to resign from parliament on 26 January 1966.", "targets": "When did Menzies resign from Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c3cbaeeea74688a503e6f37f9cd16b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 2000 and 2004 an average of 478 crimes were reported each day in Mexico City; however, the actual crime rate is thought to be much higher \"since most people are reluctant to report crime\". Under policies enacted by Mayor Marcelo Ebrard between 2009 and 2011, Mexico City underwent a major security upgrade with violent and petty crime rates both falling significantly despite the rise in violent crime in other parts of the country. Some of the policies enacted included the installation of 11,000 security cameras around the city and a very large expansion of the police force. Mexico City has one of the world's highest police officer-to-resident ratios, with one uniformed officer per 100 citizens.", "targets": "How many crimes occurred around the turn of the latest century? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c3cbaeeea74688a503e6f37f9cd16b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 2000 and 2004 an average of 478 crimes were reported each day in Mexico City; however, the actual crime rate is thought to be much higher \"since most people are reluctant to report crime\". Under policies enacted by Mayor Marcelo Ebrard between 2009 and 2011, Mexico City underwent a major security upgrade with violent and petty crime rates both falling significantly despite the rise in violent crime in other parts of the country. Some of the policies enacted included the installation of 11,000 security cameras around the city and a very large expansion of the police force. Mexico City has one of the world's highest police officer-to-resident ratios, with one uniformed officer per 100 citizens.", "targets": "Why might more than 500 crimes have occurred each day at the turn of the century instead of the officially reported number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c3cbaeeea74688a503e6f37f9cd16b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 2000 and 2004 an average of 478 crimes were reported each day in Mexico City; however, the actual crime rate is thought to be much higher \"since most people are reluctant to report crime\". Under policies enacted by Mayor Marcelo Ebrard between 2009 and 2011, Mexico City underwent a major security upgrade with violent and petty crime rates both falling significantly despite the rise in violent crime in other parts of the country. Some of the policies enacted included the installation of 11,000 security cameras around the city and a very large expansion of the police force. Mexico City has one of the world's highest police officer-to-resident ratios, with one uniformed officer per 100 citizens.", "targets": "What Mexican mayor tried to crack down on crime immensely? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c3cbaeeea74688a503e6f37f9cd16b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 2000 and 2004 an average of 478 crimes were reported each day in Mexico City; however, the actual crime rate is thought to be much higher \"since most people are reluctant to report crime\". Under policies enacted by Mayor Marcelo Ebrard between 2009 and 2011, Mexico City underwent a major security upgrade with violent and petty crime rates both falling significantly despite the rise in violent crime in other parts of the country. Some of the policies enacted included the installation of 11,000 security cameras around the city and a very large expansion of the police force. Mexico City has one of the world's highest police officer-to-resident ratios, with one uniformed officer per 100 citizens.", "targets": "What is one way the city tried to combat crime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13c3cbaeeea74688a503e6f37f9cd16b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 2000 and 2004 an average of 478 crimes were reported each day in Mexico City; however, the actual crime rate is thought to be much higher \"since most people are reluctant to report crime\". Under policies enacted by Mayor Marcelo Ebrard between 2009 and 2011, Mexico City underwent a major security upgrade with violent and petty crime rates both falling significantly despite the rise in violent crime in other parts of the country. Some of the policies enacted included the installation of 11,000 security cameras around the city and a very large expansion of the police force. Mexico City has one of the world's highest police officer-to-resident ratios, with one uniformed officer per 100 citizens.", "targets": "What is the ratio of cops to citizens in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43442ad8afd840139d4b302bf274c2b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.", "targets": "How do adolescents use online technology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43442ad8afd840139d4b302bf274c2b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.", "targets": "To what does \"channel\" refer in terms if adolescent communication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43442ad8afd840139d4b302bf274c2b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.", "targets": "What is a potential negative effect of using newer online channels of communication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ec4d216098d453b99fc34bb8c44650f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 17, 1946, the Kaliningrad Oblast \u2014 the northern portion of the former German province of East Prussia\u2014was annexed by the Soviet Union and made part of the Russian SFSR.", "targets": "On what date was Kaliningrad Oblast annexed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ec4d216098d453b99fc34bb8c44650f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 17, 1946, the Kaliningrad Oblast \u2014 the northern portion of the former German province of East Prussia\u2014was annexed by the Soviet Union and made part of the Russian SFSR.", "targets": "What province of Germany did Kaliningrad Oblast form a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1ec4d216098d453b99fc34bb8c44650f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 17, 1946, the Kaliningrad Oblast \u2014 the northern portion of the former German province of East Prussia\u2014was annexed by the Soviet Union and made part of the Russian SFSR.", "targets": "What administrative division did Kaliningrad Oblast become a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9b3502582c4ed4ae96d1347b23ee7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West in 1930 and later P. G. A. H. Voigt (1940) showed that the early Wente-style condenser microphones contributed to a 4 to 6 dB midrange brilliance or pre-emphasis in the recording chain. This meant that the electrical recording characteristics of Western Electric licensees such as Columbia Records and Victor Talking Machine Company in the 1925 era had a higher amplitude in the midrange region. Brilliance such as this compensated for dullness in many early magnetic pickups having drooping midrange and treble response. As a result, this practice was the empirical beginning of using pre-emphasis above 1,000 Hz in 78 rpm and 33 1\u20443 rpm records.", "targets": "Whom found Wente-style condenser microphones helpful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9b3502582c4ed4ae96d1347b23ee7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West in 1930 and later P. G. A. H. Voigt (1940) showed that the early Wente-style condenser microphones contributed to a 4 to 6 dB midrange brilliance or pre-emphasis in the recording chain. This meant that the electrical recording characteristics of Western Electric licensees such as Columbia Records and Victor Talking Machine Company in the 1925 era had a higher amplitude in the midrange region. Brilliance such as this compensated for dullness in many early magnetic pickups having drooping midrange and treble response. As a result, this practice was the empirical beginning of using pre-emphasis above 1,000 Hz in 78 rpm and 33 1\u20443 rpm records.", "targets": "How were Wente-Style condenser microphones helpful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9b3502582c4ed4ae96d1347b23ee7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West in 1930 and later P. G. A. H. Voigt (1940) showed that the early Wente-style condenser microphones contributed to a 4 to 6 dB midrange brilliance or pre-emphasis in the recording chain. This meant that the electrical recording characteristics of Western Electric licensees such as Columbia Records and Victor Talking Machine Company in the 1925 era had a higher amplitude in the midrange region. Brilliance such as this compensated for dullness in many early magnetic pickups having drooping midrange and treble response. As a result, this practice was the empirical beginning of using pre-emphasis above 1,000 Hz in 78 rpm and 33 1\u20443 rpm records.", "targets": "When was a pre-emphasis most useful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9b3502582c4ed4ae96d1347b23ee7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West in 1930 and later P. G. A. H. Voigt (1940) showed that the early Wente-style condenser microphones contributed to a 4 to 6 dB midrange brilliance or pre-emphasis in the recording chain. This meant that the electrical recording characteristics of Western Electric licensees such as Columbia Records and Victor Talking Machine Company in the 1925 era had a higher amplitude in the midrange region. Brilliance such as this compensated for dullness in many early magnetic pickups having drooping midrange and treble response. As a result, this practice was the empirical beginning of using pre-emphasis above 1,000 Hz in 78 rpm and 33 1\u20443 rpm records.", "targets": "On which recording types were pre-emphasis used most in the 1920s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c9b3502582c4ed4ae96d1347b23ee7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "West in 1930 and later P. G. A. H. Voigt (1940) showed that the early Wente-style condenser microphones contributed to a 4 to 6 dB midrange brilliance or pre-emphasis in the recording chain. This meant that the electrical recording characteristics of Western Electric licensees such as Columbia Records and Victor Talking Machine Company in the 1925 era had a higher amplitude in the midrange region. Brilliance such as this compensated for dullness in many early magnetic pickups having drooping midrange and treble response. As a result, this practice was the empirical beginning of using pre-emphasis above 1,000 Hz in 78 rpm and 33 1\u20443 rpm records.", "targets": "In which Era was this finding most significant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-109e8e3d305a4037868dc295112185a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motorcycles are also commonly used, particularly in locations that a car may not be able to reach, to control potential public order situations involving meetings of motorcyclists and often in escort duties where motorcycle police officers can quickly clear a path for escorted vehicles. Bicycle patrols are used in some areas because they allow for more open interaction with the public. In addition, their quieter operation can facilitate approaching suspects unawares and can help in pursuing them attempting to escape on foot.", "targets": "Why do some cops use bicycles to patrol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-109e8e3d305a4037868dc295112185a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motorcycles are also commonly used, particularly in locations that a car may not be able to reach, to control potential public order situations involving meetings of motorcyclists and often in escort duties where motorcycle police officers can quickly clear a path for escorted vehicles. Bicycle patrols are used in some areas because they allow for more open interaction with the public. In addition, their quieter operation can facilitate approaching suspects unawares and can help in pursuing them attempting to escape on foot.", "targets": "How do bicycles help catch some suspects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-109e8e3d305a4037868dc295112185a6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Motorcycles are also commonly used, particularly in locations that a car may not be able to reach, to control potential public order situations involving meetings of motorcyclists and often in escort duties where motorcycle police officers can quickly clear a path for escorted vehicles. Bicycle patrols are used in some areas because they allow for more open interaction with the public. In addition, their quieter operation can facilitate approaching suspects unawares and can help in pursuing them attempting to escape on foot.", "targets": "What do police use to control motorcyclist events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0204bc9d20f045bd9f7b1335257b5c18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In The Sensory Order: An Inquiry into the Foundations of Theoretical Psychology (1952), Hayek independently developed a \"Hebbian learning\" model of learning and memory \u2013 an idea which he first conceived in 1920, prior to his study of economics. Hayek's expansion of the \"Hebbian synapse\" construction into a global brain theory has received continued attention in neuroscience, cognitive science, computer science, behavioural science, and evolutionary psychology, by scientists such as Gerald Edelman, and Joaquin Fuster.", "targets": "In what year was the book published in which Hayek developed Hebbian learning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0204bc9d20f045bd9f7b1335257b5c18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In The Sensory Order: An Inquiry into the Foundations of Theoretical Psychology (1952), Hayek independently developed a \"Hebbian learning\" model of learning and memory \u2013 an idea which he first conceived in 1920, prior to his study of economics. Hayek's expansion of the \"Hebbian synapse\" construction into a global brain theory has received continued attention in neuroscience, cognitive science, computer science, behavioural science, and evolutionary psychology, by scientists such as Gerald Edelman, and Joaquin Fuster.", "targets": "Before he began studying economics, what concept did Hayek come up with that was later featured in his 1952 book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0204bc9d20f045bd9f7b1335257b5c18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In The Sensory Order: An Inquiry into the Foundations of Theoretical Psychology (1952), Hayek independently developed a \"Hebbian learning\" model of learning and memory \u2013 an idea which he first conceived in 1920, prior to his study of economics. Hayek's expansion of the \"Hebbian synapse\" construction into a global brain theory has received continued attention in neuroscience, cognitive science, computer science, behavioural science, and evolutionary psychology, by scientists such as Gerald Edelman, and Joaquin Fuster.", "targets": "What did Hayek present in his 1952 book that affected multiple areas of science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0204bc9d20f045bd9f7b1335257b5c18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In The Sensory Order: An Inquiry into the Foundations of Theoretical Psychology (1952), Hayek independently developed a \"Hebbian learning\" model of learning and memory \u2013 an idea which he first conceived in 1920, prior to his study of economics. Hayek's expansion of the \"Hebbian synapse\" construction into a global brain theory has received continued attention in neuroscience, cognitive science, computer science, behavioural science, and evolutionary psychology, by scientists such as Gerald Edelman, and Joaquin Fuster.", "targets": "What is the name of the book in which Hayek presented the Hebbian Synapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3a317bb74d453e83e135a0faedd8ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM was among the first corporations to provide group life insurance (1934), survivor benefits (1935) and paid vacations (1937). In 1932 IBM created an Education Department to oversee training for employees, which oversaw the completion of the IBM Schoolhouse at Endicott in 1933. In 1935, the employee magazine Think was created. Also that year, IBM held its first training class for female systems service professionals. In 1942, IBM launched a program to train and employ disabled people in Topeka, Kansas. The next year classes began in New York City, and soon the company was asked to join the President's Committee for Employment of the Handicapped. In 1946, the company hired its first black salesman, 18 years before the Civil Rights Act of 1964. In 1947, IBM announced a Total and Permanent Disability Income Plan for employees. A vested rights pension was added to the IBM retirement plan. During IBM's management transformation in the 1990s revisions were made to these pension plans to reduce IBM's pension liabilities.", "targets": "In what year did IBM begin to provide group life insurance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3a317bb74d453e83e135a0faedd8ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM was among the first corporations to provide group life insurance (1934), survivor benefits (1935) and paid vacations (1937). In 1932 IBM created an Education Department to oversee training for employees, which oversaw the completion of the IBM Schoolhouse at Endicott in 1933. In 1935, the employee magazine Think was created. Also that year, IBM held its first training class for female systems service professionals. In 1942, IBM launched a program to train and employ disabled people in Topeka, Kansas. The next year classes began in New York City, and soon the company was asked to join the President's Committee for Employment of the Handicapped. In 1946, the company hired its first black salesman, 18 years before the Civil Rights Act of 1964. In 1947, IBM announced a Total and Permanent Disability Income Plan for employees. A vested rights pension was added to the IBM retirement plan. During IBM's management transformation in the 1990s revisions were made to these pension plans to reduce IBM's pension liabilities.", "targets": "IBM created a school house in 1933, what was its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3a317bb74d453e83e135a0faedd8ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM was among the first corporations to provide group life insurance (1934), survivor benefits (1935) and paid vacations (1937). In 1932 IBM created an Education Department to oversee training for employees, which oversaw the completion of the IBM Schoolhouse at Endicott in 1933. In 1935, the employee magazine Think was created. Also that year, IBM held its first training class for female systems service professionals. In 1942, IBM launched a program to train and employ disabled people in Topeka, Kansas. The next year classes began in New York City, and soon the company was asked to join the President's Committee for Employment of the Handicapped. In 1946, the company hired its first black salesman, 18 years before the Civil Rights Act of 1964. In 1947, IBM announced a Total and Permanent Disability Income Plan for employees. A vested rights pension was added to the IBM retirement plan. During IBM's management transformation in the 1990s revisions were made to these pension plans to reduce IBM's pension liabilities.", "targets": "IBM employees created a magazine in 1935, what was its name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3a317bb74d453e83e135a0faedd8ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM was among the first corporations to provide group life insurance (1934), survivor benefits (1935) and paid vacations (1937). In 1932 IBM created an Education Department to oversee training for employees, which oversaw the completion of the IBM Schoolhouse at Endicott in 1933. In 1935, the employee magazine Think was created. Also that year, IBM held its first training class for female systems service professionals. In 1942, IBM launched a program to train and employ disabled people in Topeka, Kansas. The next year classes began in New York City, and soon the company was asked to join the President's Committee for Employment of the Handicapped. In 1946, the company hired its first black salesman, 18 years before the Civil Rights Act of 1964. In 1947, IBM announced a Total and Permanent Disability Income Plan for employees. A vested rights pension was added to the IBM retirement plan. During IBM's management transformation in the 1990s revisions were made to these pension plans to reduce IBM's pension liabilities.", "targets": "What program did IBM launch in 1942?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed3a317bb74d453e83e135a0faedd8ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "IBM was among the first corporations to provide group life insurance (1934), survivor benefits (1935) and paid vacations (1937). In 1932 IBM created an Education Department to oversee training for employees, which oversaw the completion of the IBM Schoolhouse at Endicott in 1933. In 1935, the employee magazine Think was created. Also that year, IBM held its first training class for female systems service professionals. In 1942, IBM launched a program to train and employ disabled people in Topeka, Kansas. The next year classes began in New York City, and soon the company was asked to join the President's Committee for Employment of the Handicapped. In 1946, the company hired its first black salesman, 18 years before the Civil Rights Act of 1964. In 1947, IBM announced a Total and Permanent Disability Income Plan for employees. A vested rights pension was added to the IBM retirement plan. During IBM's management transformation in the 1990s revisions were made to these pension plans to reduce IBM's pension liabilities.", "targets": "What year did IBM hire its first black salesman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e0a4622035f4d9b97b8f11d703514c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna, and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What are some examples of Armenian folk music instruments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e0a4622035f4d9b97b8f11d703514c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna, and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "Who created the Armenian alphabet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e0a4622035f4d9b97b8f11d703514c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna, and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "Who composed the Sabre Dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e0a4622035f4d9b97b8f11d703514c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Instruments like the duduk, the dhol, the zurna, and the kanun are commonly found in Armenian folk music. Artists such as Sayat Nova are famous due to their influence in the development of Armenian folk music. One of the oldest types of Armenian music is the Armenian chant which is the most common kind of religious music in Armenia. Many of these chants are ancient in origin, extending to pre-Christian times, while others are relatively modern, including several composed by Saint Mesrop Mashtots, the inventor of the Armenian alphabet. Whilst under Soviet rule, Armenian classical music composer Aram Khatchaturian became internationally well known for his music, for various ballets and the Sabre Dance from his composition for the ballet Gayane.", "targets": "What is known as one of the most prolific type of religious music in Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f68ba10a1c484422b371b2b86cf5cf42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds that employ many strategies to obtain food or feed on a variety of food items are called generalists, while others that concentrate time and effort on specific food items or have a single strategy to obtain food are considered specialists. Birds' feeding strategies vary by species. Many birds glean for insects, invertebrates, fruit, or seeds. Some hunt insects by suddenly attacking from a branch. Those species that seek pest insects are considered beneficial 'biological control agents' and their presence encouraged in biological pest control programs. Nectar feeders such as hummingbirds, sunbirds, lories, and lorikeets amongst others have specially adapted brushy tongues and in many cases bills designed to fit co-adapted flowers. Kiwis and shorebirds with long bills probe for invertebrates; shorebirds' varied bill lengths and feeding methods result in the separation of ecological niches. Loons, diving ducks, penguins and auks pursue their prey underwater, using their wings or feet for propulsion, while aerial predators such as sulids, kingfishers and terns plunge dive after their prey. Flamingos, three species of prion, and some ducks are filter feeders. Geese and dabbling ducks are primarily grazers.", "targets": "What is the term used for birds that employ many strategies to obtain food?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f68ba10a1c484422b371b2b86cf5cf42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds that employ many strategies to obtain food or feed on a variety of food items are called generalists, while others that concentrate time and effort on specific food items or have a single strategy to obtain food are considered specialists. Birds' feeding strategies vary by species. Many birds glean for insects, invertebrates, fruit, or seeds. Some hunt insects by suddenly attacking from a branch. Those species that seek pest insects are considered beneficial 'biological control agents' and their presence encouraged in biological pest control programs. Nectar feeders such as hummingbirds, sunbirds, lories, and lorikeets amongst others have specially adapted brushy tongues and in many cases bills designed to fit co-adapted flowers. Kiwis and shorebirds with long bills probe for invertebrates; shorebirds' varied bill lengths and feeding methods result in the separation of ecological niches. Loons, diving ducks, penguins and auks pursue their prey underwater, using their wings or feet for propulsion, while aerial predators such as sulids, kingfishers and terns plunge dive after their prey. Flamingos, three species of prion, and some ducks are filter feeders. Geese and dabbling ducks are primarily grazers.", "targets": "What is the term used for birds that concentrate time and effort on specific food items?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f68ba10a1c484422b371b2b86cf5cf42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Birds that employ many strategies to obtain food or feed on a variety of food items are called generalists, while others that concentrate time and effort on specific food items or have a single strategy to obtain food are considered specialists. Birds' feeding strategies vary by species. Many birds glean for insects, invertebrates, fruit, or seeds. Some hunt insects by suddenly attacking from a branch. Those species that seek pest insects are considered beneficial 'biological control agents' and their presence encouraged in biological pest control programs. Nectar feeders such as hummingbirds, sunbirds, lories, and lorikeets amongst others have specially adapted brushy tongues and in many cases bills designed to fit co-adapted flowers. Kiwis and shorebirds with long bills probe for invertebrates; shorebirds' varied bill lengths and feeding methods result in the separation of ecological niches. Loons, diving ducks, penguins and auks pursue their prey underwater, using their wings or feet for propulsion, while aerial predators such as sulids, kingfishers and terns plunge dive after their prey. Flamingos, three species of prion, and some ducks are filter feeders. Geese and dabbling ducks are primarily grazers.", "targets": "What type of birds have specially adapted brushy tongues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a76788b130784ff58caf50da90d6b1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's position in France was considerably strengthened by the victory at Mirebeau, but John's treatment of his new prisoners and of his ally, William de Roches, quickly undermined these gains. De Roches was a powerful Anjou noble, but John largely ignored him, causing considerable offence, whilst the king kept the rebel leaders in such bad conditions that twenty-two of them died. At this time most of the regional nobility were closely linked through kinship, and this behaviour towards their relatives was regarded as unacceptable. William de Roches and other of John's regional allies in Anjou and Brittany deserted him in favour of Philip, and Brittany rose in fresh revolt. John's financial situation was tenuous: once factors such as the comparative military costs of materiel and soldiers were taken into account, Philip enjoyed a considerable, although not overwhelming, advantage of resources over John.[nb 6]", "targets": "What victory strengthened John's position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a76788b130784ff58caf50da90d6b1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's position in France was considerably strengthened by the victory at Mirebeau, but John's treatment of his new prisoners and of his ally, William de Roches, quickly undermined these gains. De Roches was a powerful Anjou noble, but John largely ignored him, causing considerable offence, whilst the king kept the rebel leaders in such bad conditions that twenty-two of them died. At this time most of the regional nobility were closely linked through kinship, and this behaviour towards their relatives was regarded as unacceptable. William de Roches and other of John's regional allies in Anjou and Brittany deserted him in favour of Philip, and Brittany rose in fresh revolt. John's financial situation was tenuous: once factors such as the comparative military costs of materiel and soldiers were taken into account, Philip enjoyed a considerable, although not overwhelming, advantage of resources over John.[nb 6]", "targets": "Who deserted John in favor of Philip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a76788b130784ff58caf50da90d6b1dc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John's position in France was considerably strengthened by the victory at Mirebeau, but John's treatment of his new prisoners and of his ally, William de Roches, quickly undermined these gains. De Roches was a powerful Anjou noble, but John largely ignored him, causing considerable offence, whilst the king kept the rebel leaders in such bad conditions that twenty-two of them died. At this time most of the regional nobility were closely linked through kinship, and this behaviour towards their relatives was regarded as unacceptable. William de Roches and other of John's regional allies in Anjou and Brittany deserted him in favour of Philip, and Brittany rose in fresh revolt. John's financial situation was tenuous: once factors such as the comparative military costs of materiel and soldiers were taken into account, Philip enjoyed a considerable, although not overwhelming, advantage of resources over John.[nb 6]", "targets": "How was John's financial situation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac746098ee894713b9eb5f852cb29c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final has never been contested by two teams from outside the top division and there have only been eight winners who weren't in the top flight: Notts County (1894); Tottenham Hotspur (1901); Wolverhampton Wanderers (1908); Barnsley (1912); West Bromwich Albion (1931); Sunderland (1973), Southampton (1976) and West Ham United (1980). With the exception of Tottenham, these clubs were all playing in the second tier (the old Second Division) - Tottenham were playing in the Southern League and were only elected to the Football League in 1908, meaning they are the only non-league winners of the FA Cup. Other than Tottenham's victory, only 24 finalists have come from outside English football's top tier, with a record of 7 wins and 17 runners-up: and none at all from the third tier or lower, Southampton (1902) being the last finalist from outside the top two tiers.", "targets": "Has the final been played by a two clubs outside of the top divisions? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac746098ee894713b9eb5f852cb29c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final has never been contested by two teams from outside the top division and there have only been eight winners who weren't in the top flight: Notts County (1894); Tottenham Hotspur (1901); Wolverhampton Wanderers (1908); Barnsley (1912); West Bromwich Albion (1931); Sunderland (1973), Southampton (1976) and West Ham United (1980). With the exception of Tottenham, these clubs were all playing in the second tier (the old Second Division) - Tottenham were playing in the Southern League and were only elected to the Football League in 1908, meaning they are the only non-league winners of the FA Cup. Other than Tottenham's victory, only 24 finalists have come from outside English football's top tier, with a record of 7 wins and 17 runners-up: and none at all from the third tier or lower, Southampton (1902) being the last finalist from outside the top two tiers.", "targets": "Has the final been won by a club outside of the top divisions? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac746098ee894713b9eb5f852cb29c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final has never been contested by two teams from outside the top division and there have only been eight winners who weren't in the top flight: Notts County (1894); Tottenham Hotspur (1901); Wolverhampton Wanderers (1908); Barnsley (1912); West Bromwich Albion (1931); Sunderland (1973), Southampton (1976) and West Ham United (1980). With the exception of Tottenham, these clubs were all playing in the second tier (the old Second Division) - Tottenham were playing in the Southern League and were only elected to the Football League in 1908, meaning they are the only non-league winners of the FA Cup. Other than Tottenham's victory, only 24 finalists have come from outside English football's top tier, with a record of 7 wins and 17 runners-up: and none at all from the third tier or lower, Southampton (1902) being the last finalist from outside the top two tiers.", "targets": "Who was the first outside club to win? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac746098ee894713b9eb5f852cb29c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final has never been contested by two teams from outside the top division and there have only been eight winners who weren't in the top flight: Notts County (1894); Tottenham Hotspur (1901); Wolverhampton Wanderers (1908); Barnsley (1912); West Bromwich Albion (1931); Sunderland (1973), Southampton (1976) and West Ham United (1980). With the exception of Tottenham, these clubs were all playing in the second tier (the old Second Division) - Tottenham were playing in the Southern League and were only elected to the Football League in 1908, meaning they are the only non-league winners of the FA Cup. Other than Tottenham's victory, only 24 finalists have come from outside English football's top tier, with a record of 7 wins and 17 runners-up: and none at all from the third tier or lower, Southampton (1902) being the last finalist from outside the top two tiers.", "targets": "What year did that take place? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac746098ee894713b9eb5f852cb29c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final has never been contested by two teams from outside the top division and there have only been eight winners who weren't in the top flight: Notts County (1894); Tottenham Hotspur (1901); Wolverhampton Wanderers (1908); Barnsley (1912); West Bromwich Albion (1931); Sunderland (1973), Southampton (1976) and West Ham United (1980). With the exception of Tottenham, these clubs were all playing in the second tier (the old Second Division) - Tottenham were playing in the Southern League and were only elected to the Football League in 1908, meaning they are the only non-league winners of the FA Cup. Other than Tottenham's victory, only 24 finalists have come from outside English football's top tier, with a record of 7 wins and 17 runners-up: and none at all from the third tier or lower, Southampton (1902) being the last finalist from outside the top two tiers.", "targets": "How many second tier have made the finals? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c92a24ad17f149d2867e970a0f2983ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years that followed, Eisenhower increased the number of U.S. military advisors in South Vietnam to 900 men. This was due to North Vietnam's support of \"uprisings\" in the south and concern the nation would fall. In May 1957 Diem, then President of South Vietnam, made a state visit to the United States for ten days. President Eisenhower pledged his continued support, and a parade was held in Diem's honor in New York City. Although Diem was publicly praised, in private Secretary of State John Foster Dulles conceded that Diem had been selected because there were no better alternatives.", "targets": "How many days did the President of South Vietnam visit the US for in 1957?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c92a24ad17f149d2867e970a0f2983ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years that followed, Eisenhower increased the number of U.S. military advisors in South Vietnam to 900 men. This was due to North Vietnam's support of \"uprisings\" in the south and concern the nation would fall. In May 1957 Diem, then President of South Vietnam, made a state visit to the United States for ten days. President Eisenhower pledged his continued support, and a parade was held in Diem's honor in New York City. Although Diem was publicly praised, in private Secretary of State John Foster Dulles conceded that Diem had been selected because there were no better alternatives.", "targets": "Where was a parade held for the President of South Vietnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c92a24ad17f149d2867e970a0f2983ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years that followed, Eisenhower increased the number of U.S. military advisors in South Vietnam to 900 men. This was due to North Vietnam's support of \"uprisings\" in the south and concern the nation would fall. In May 1957 Diem, then President of South Vietnam, made a state visit to the United States for ten days. President Eisenhower pledged his continued support, and a parade was held in Diem's honor in New York City. Although Diem was publicly praised, in private Secretary of State John Foster Dulles conceded that Diem had been selected because there were no better alternatives.", "targets": "How many soldiers did Eisenhower ultimately send to Vietnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c92a24ad17f149d2867e970a0f2983ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years that followed, Eisenhower increased the number of U.S. military advisors in South Vietnam to 900 men. This was due to North Vietnam's support of \"uprisings\" in the south and concern the nation would fall. In May 1957 Diem, then President of South Vietnam, made a state visit to the United States for ten days. President Eisenhower pledged his continued support, and a parade was held in Diem's honor in New York City. Although Diem was publicly praised, in private Secretary of State John Foster Dulles conceded that Diem had been selected because there were no better alternatives.", "targets": "Who was Secretary of State in 1957?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c92a24ad17f149d2867e970a0f2983ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the years that followed, Eisenhower increased the number of U.S. military advisors in South Vietnam to 900 men. This was due to North Vietnam's support of \"uprisings\" in the south and concern the nation would fall. In May 1957 Diem, then President of South Vietnam, made a state visit to the United States for ten days. President Eisenhower pledged his continued support, and a parade was held in Diem's honor in New York City. Although Diem was publicly praised, in private Secretary of State John Foster Dulles conceded that Diem had been selected because there were no better alternatives.", "targets": "According to Dulles, why was Diem made president of Vietnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Who recovered a Manning fumble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Graham Gano kicked a field goal of how many yards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Who caught a 16-yard pass on this drive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Who had a 12-yard rush on this drive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Early in the fourth quarter, The Broncos drove to what yard line of the Panthers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Who knocked the ball out of Manning's hands on the next play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "Where was the ball recovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "What did the next three drives result in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "What is the last name of the player who bumped the ball away from Manning in the fourth quarter of Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "What yard line was the Broncos on when Manning lost the ball in the fourth quarter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "How many yards was the field goal Gano made to make the score 16-10?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b881c42d827d423fa6ed65bcd44595b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There would be no more scoring in the third quarter, but early in the fourth, the Broncos drove to the Panthers 41-yard line. On the next play, Ealy knocked the ball out of Manning's hand as he was winding up for a pass, and then recovered it for Carolina on the 50-yard line. A 16-yard reception by Devin Funchess and a 12-yard run by Stewart then set up Gano's 39-yard field goal, cutting the Panthers deficit to one score at 16\u201310. The next three drives of the game would end in punts.", "targets": "How many of the following three fourth quarter drives after the field goal makng the score 16-10 ended in punts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b04c0155fd2c45f0a4479f356912ae4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clay models of ducks found in China dating back to 4000 BC may indicate the domestication of ducks took place there during the Yangshao culture. Even if this is not the case, domestication of the duck took place in the Far East at least 1500 years earlier than in the West. Lucius Columella, writing in the first century BC, advised those who sought to rear ducks to collect wildfowl eggs and put them under a broody hen, because when raised in this way, the ducks \"lay aside their wild nature and without hesitation breed when shut up in the bird pen\". Despite this, ducks did not appear in agricultural texts in Western Europe until about 810 AD, when they began to be mentioned alongside geese, chickens, and peafowl as being used for rental payments made by tenants to landowners.", "targets": "How long have ducks possibly been in domesticated domicile with humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b04c0155fd2c45f0a4479f356912ae4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clay models of ducks found in China dating back to 4000 BC may indicate the domestication of ducks took place there during the Yangshao culture. Even if this is not the case, domestication of the duck took place in the Far East at least 1500 years earlier than in the West. Lucius Columella, writing in the first century BC, advised those who sought to rear ducks to collect wildfowl eggs and put them under a broody hen, because when raised in this way, the ducks \"lay aside their wild nature and without hesitation breed when shut up in the bird pen\". Despite this, ducks did not appear in agricultural texts in Western Europe until about 810 AD, when they began to be mentioned alongside geese, chickens, and peafowl as being used for rental payments made by tenants to landowners.", "targets": "How far behind the east society was the western culture in domesticating ducks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b04c0155fd2c45f0a4479f356912ae4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clay models of ducks found in China dating back to 4000 BC may indicate the domestication of ducks took place there during the Yangshao culture. Even if this is not the case, domestication of the duck took place in the Far East at least 1500 years earlier than in the West. Lucius Columella, writing in the first century BC, advised those who sought to rear ducks to collect wildfowl eggs and put them under a broody hen, because when raised in this way, the ducks \"lay aside their wild nature and without hesitation breed when shut up in the bird pen\". Despite this, ducks did not appear in agricultural texts in Western Europe until about 810 AD, when they began to be mentioned alongside geese, chickens, and peafowl as being used for rental payments made by tenants to landowners.", "targets": "How did Lucius Columella recommend that one go abbout the business of domesticating ducks.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b04c0155fd2c45f0a4479f356912ae4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clay models of ducks found in China dating back to 4000 BC may indicate the domestication of ducks took place there during the Yangshao culture. Even if this is not the case, domestication of the duck took place in the Far East at least 1500 years earlier than in the West. Lucius Columella, writing in the first century BC, advised those who sought to rear ducks to collect wildfowl eggs and put them under a broody hen, because when raised in this way, the ducks \"lay aside their wild nature and without hesitation breed when shut up in the bird pen\". Despite this, ducks did not appear in agricultural texts in Western Europe until about 810 AD, when they began to be mentioned alongside geese, chickens, and peafowl as being used for rental payments made by tenants to landowners.", "targets": "When did ducks begin to appear in the books of Western Europeon Society ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b04c0155fd2c45f0a4479f356912ae4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Clay models of ducks found in China dating back to 4000 BC may indicate the domestication of ducks took place there during the Yangshao culture. Even if this is not the case, domestication of the duck took place in the Far East at least 1500 years earlier than in the West. Lucius Columella, writing in the first century BC, advised those who sought to rear ducks to collect wildfowl eggs and put them under a broody hen, because when raised in this way, the ducks \"lay aside their wild nature and without hesitation breed when shut up in the bird pen\". Despite this, ducks did not appear in agricultural texts in Western Europe until about 810 AD, when they began to be mentioned alongside geese, chickens, and peafowl as being used for rental payments made by tenants to landowners.", "targets": "Where ducks ever used as a type of commerence in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f1f210adaf54477a9410018e13db08d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structures of most federal governments incorporate mechanisms to protect the rights of component states. One method, known as 'intrastate federalism', is to directly represent the governments of component states in federal political institutions. Where a federation has a bicameral legislature the upper house is often used to represent the component states while the lower house represents the people of the nation as a whole. A federal upper house may be based on a special scheme of apportionment, as is the case in the senates of the United States and Australia, where each state is represented by an equal number of senators irrespective of the size of its population.", "targets": "What does the structures of the federal government incorporate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f1f210adaf54477a9410018e13db08d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structures of most federal governments incorporate mechanisms to protect the rights of component states. One method, known as 'intrastate federalism', is to directly represent the governments of component states in federal political institutions. Where a federation has a bicameral legislature the upper house is often used to represent the component states while the lower house represents the people of the nation as a whole. A federal upper house may be based on a special scheme of apportionment, as is the case in the senates of the United States and Australia, where each state is represented by an equal number of senators irrespective of the size of its population.", "targets": "What is one method to protect the rights of the component states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f1f210adaf54477a9410018e13db08d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structures of most federal governments incorporate mechanisms to protect the rights of component states. One method, known as 'intrastate federalism', is to directly represent the governments of component states in federal political institutions. Where a federation has a bicameral legislature the upper house is often used to represent the component states while the lower house represents the people of the nation as a whole. A federal upper house may be based on a special scheme of apportionment, as is the case in the senates of the United States and Australia, where each state is represented by an equal number of senators irrespective of the size of its population.", "targets": "What is intrastate federalism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f1f210adaf54477a9410018e13db08d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The structures of most federal governments incorporate mechanisms to protect the rights of component states. One method, known as 'intrastate federalism', is to directly represent the governments of component states in federal political institutions. Where a federation has a bicameral legislature the upper house is often used to represent the component states while the lower house represents the people of the nation as a whole. A federal upper house may be based on a special scheme of apportionment, as is the case in the senates of the United States and Australia, where each state is represented by an equal number of senators irrespective of the size of its population.", "targets": "What is a bicameral legislature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b56d57348e34b4c9d55b88ae80d9cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1869 until 1982, Seattle was known as the \"Queen City\". Seattle's current official nickname is the \"Emerald City\", the result of a contest held in 1981; the reference is to the lush evergreen forests of the area. Seattle is also referred to informally as the \"Gateway to Alaska\" for being the nearest major city in the contiguous US to Alaska, \"Rain City\" for its frequent cloudy and rainy weather, and \"Jet City\" from the local influence of Boeing. The city has two official slogans or mottos: \"The City of Flowers\", meant to encourage the planting of flowers to beautify the city, and \"The City of Goodwill\", adopted prior to the 1990 Goodwill Games. Seattle residents are known as Seattleites.", "targets": "What is Seattle's present nickname?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b56d57348e34b4c9d55b88ae80d9cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1869 until 1982, Seattle was known as the \"Queen City\". Seattle's current official nickname is the \"Emerald City\", the result of a contest held in 1981; the reference is to the lush evergreen forests of the area. Seattle is also referred to informally as the \"Gateway to Alaska\" for being the nearest major city in the contiguous US to Alaska, \"Rain City\" for its frequent cloudy and rainy weather, and \"Jet City\" from the local influence of Boeing. The city has two official slogans or mottos: \"The City of Flowers\", meant to encourage the planting of flowers to beautify the city, and \"The City of Goodwill\", adopted prior to the 1990 Goodwill Games. Seattle residents are known as Seattleites.", "targets": "What did Seattle call itself at the time of the Goodwill Games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b56d57348e34b4c9d55b88ae80d9cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1869 until 1982, Seattle was known as the \"Queen City\". Seattle's current official nickname is the \"Emerald City\", the result of a contest held in 1981; the reference is to the lush evergreen forests of the area. Seattle is also referred to informally as the \"Gateway to Alaska\" for being the nearest major city in the contiguous US to Alaska, \"Rain City\" for its frequent cloudy and rainy weather, and \"Jet City\" from the local influence of Boeing. The city has two official slogans or mottos: \"The City of Flowers\", meant to encourage the planting of flowers to beautify the city, and \"The City of Goodwill\", adopted prior to the 1990 Goodwill Games. Seattle residents are known as Seattleites.", "targets": "To what distinct feature of the area does Emerald City refer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b56d57348e34b4c9d55b88ae80d9cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1869 until 1982, Seattle was known as the \"Queen City\". Seattle's current official nickname is the \"Emerald City\", the result of a contest held in 1981; the reference is to the lush evergreen forests of the area. Seattle is also referred to informally as the \"Gateway to Alaska\" for being the nearest major city in the contiguous US to Alaska, \"Rain City\" for its frequent cloudy and rainy weather, and \"Jet City\" from the local influence of Boeing. The city has two official slogans or mottos: \"The City of Flowers\", meant to encourage the planting of flowers to beautify the city, and \"The City of Goodwill\", adopted prior to the 1990 Goodwill Games. Seattle residents are known as Seattleites.", "targets": "Since Seattle is near Alaska, what is the city called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b56d57348e34b4c9d55b88ae80d9cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1869 until 1982, Seattle was known as the \"Queen City\". Seattle's current official nickname is the \"Emerald City\", the result of a contest held in 1981; the reference is to the lush evergreen forests of the area. Seattle is also referred to informally as the \"Gateway to Alaska\" for being the nearest major city in the contiguous US to Alaska, \"Rain City\" for its frequent cloudy and rainy weather, and \"Jet City\" from the local influence of Boeing. The city has two official slogans or mottos: \"The City of Flowers\", meant to encourage the planting of flowers to beautify the city, and \"The City of Goodwill\", adopted prior to the 1990 Goodwill Games. Seattle residents are known as Seattleites.", "targets": "From what company does Seattle get its nickname Jet City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c7a7d57fc6d409db44051f8571432de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somerset Coal Canal was built in the early 19th century to reduce the cost of transportation of coal and other heavy produce. The first 16 kilometres (10 mi), running from a junction with the Kennet and Avon Canal, along the Cam valley, to a terminal basin at Paulton, were in use by 1805, together with several tramways. A planned 11.7 km (7.3 mi) branch to Midford was never built, but in 1815 a tramway was laid along its towing path. In 1871 the tramway was purchased by the Somerset and Dorset Joint Railway (S&DJR), and operated until the 1950s.", "targets": "Why was the Somerset county Canal built "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c7a7d57fc6d409db44051f8571432de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somerset Coal Canal was built in the early 19th century to reduce the cost of transportation of coal and other heavy produce. The first 16 kilometres (10 mi), running from a junction with the Kennet and Avon Canal, along the Cam valley, to a terminal basin at Paulton, were in use by 1805, together with several tramways. A planned 11.7 km (7.3 mi) branch to Midford was never built, but in 1815 a tramway was laid along its towing path. In 1871 the tramway was purchased by the Somerset and Dorset Joint Railway (S&DJR), and operated until the 1950s.", "targets": "What was in use along the canal "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c7a7d57fc6d409db44051f8571432de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somerset Coal Canal was built in the early 19th century to reduce the cost of transportation of coal and other heavy produce. The first 16 kilometres (10 mi), running from a junction with the Kennet and Avon Canal, along the Cam valley, to a terminal basin at Paulton, were in use by 1805, together with several tramways. A planned 11.7 km (7.3 mi) branch to Midford was never built, but in 1815 a tramway was laid along its towing path. In 1871 the tramway was purchased by the Somerset and Dorset Joint Railway (S&DJR), and operated until the 1950s.", "targets": "What was never built "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c7a7d57fc6d409db44051f8571432de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somerset Coal Canal was built in the early 19th century to reduce the cost of transportation of coal and other heavy produce. The first 16 kilometres (10 mi), running from a junction with the Kennet and Avon Canal, along the Cam valley, to a terminal basin at Paulton, were in use by 1805, together with several tramways. A planned 11.7 km (7.3 mi) branch to Midford was never built, but in 1815 a tramway was laid along its towing path. In 1871 the tramway was purchased by the Somerset and Dorset Joint Railway (S&DJR), and operated until the 1950s.", "targets": "What was laid on the path to Midford "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c7a7d57fc6d409db44051f8571432de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Somerset Coal Canal was built in the early 19th century to reduce the cost of transportation of coal and other heavy produce. The first 16 kilometres (10 mi), running from a junction with the Kennet and Avon Canal, along the Cam valley, to a terminal basin at Paulton, were in use by 1805, together with several tramways. A planned 11.7 km (7.3 mi) branch to Midford was never built, but in 1815 a tramway was laid along its towing path. In 1871 the tramway was purchased by the Somerset and Dorset Joint Railway (S&DJR), and operated until the 1950s.", "targets": "Who purchased the tramway in 1871"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-289dd5db5f88444a9d0281e96c01e672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2014 Press Freedom Index, Reporters Without Borders ranked the media environment in Eritrea at the very bottom of a list of 178 countries, just below totalitarian North Korea. According to the BBC, \"Eritrea is the only African country to have no privately owned news media\", and Reporters Without Borders said of the public media, \"[they] do nothing but relay the regime's belligerent and ultra-nationalist discourse. ... Not a single [foreign correspondent] now lives in Asmara.\" The state-owned news agency censors news about external events. Independent media have been banned since 2001. In 2015, The Guardian published an opinion piece claiming,", "targets": "In the 2014 Press Freedom Index, what organization ranked the media environment in Eritrea as the worse of 178 countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-289dd5db5f88444a9d0281e96c01e672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2014 Press Freedom Index, Reporters Without Borders ranked the media environment in Eritrea at the very bottom of a list of 178 countries, just below totalitarian North Korea. According to the BBC, \"Eritrea is the only African country to have no privately owned news media\", and Reporters Without Borders said of the public media, \"[they] do nothing but relay the regime's belligerent and ultra-nationalist discourse. ... Not a single [foreign correspondent] now lives in Asmara.\" The state-owned news agency censors news about external events. Independent media have been banned since 2001. In 2015, The Guardian published an opinion piece claiming,", "targets": "How did Reporters Without Borders rank the media environment of Eritrea compared to totalitarian North Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-289dd5db5f88444a9d0281e96c01e672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2014 Press Freedom Index, Reporters Without Borders ranked the media environment in Eritrea at the very bottom of a list of 178 countries, just below totalitarian North Korea. According to the BBC, \"Eritrea is the only African country to have no privately owned news media\", and Reporters Without Borders said of the public media, \"[they] do nothing but relay the regime's belligerent and ultra-nationalist discourse. ... Not a single [foreign correspondent] now lives in Asmara.\" The state-owned news agency censors news about external events. Independent media have been banned since 2001. In 2015, The Guardian published an opinion piece claiming,", "targets": "What type of media has been banned from Eritrea since 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-289dd5db5f88444a9d0281e96c01e672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2014 Press Freedom Index, Reporters Without Borders ranked the media environment in Eritrea at the very bottom of a list of 178 countries, just below totalitarian North Korea. According to the BBC, \"Eritrea is the only African country to have no privately owned news media\", and Reporters Without Borders said of the public media, \"[they] do nothing but relay the regime's belligerent and ultra-nationalist discourse. ... Not a single [foreign correspondent] now lives in Asmara.\" The state-owned news agency censors news about external events. Independent media have been banned since 2001. In 2015, The Guardian published an opinion piece claiming,", "targets": "According to the BBC, which African country is the only one that has no privately owned news media?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-289dd5db5f88444a9d0281e96c01e672", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In its 2014 Press Freedom Index, Reporters Without Borders ranked the media environment in Eritrea at the very bottom of a list of 178 countries, just below totalitarian North Korea. According to the BBC, \"Eritrea is the only African country to have no privately owned news media\", and Reporters Without Borders said of the public media, \"[they] do nothing but relay the regime's belligerent and ultra-nationalist discourse. ... Not a single [foreign correspondent] now lives in Asmara.\" The state-owned news agency censors news about external events. Independent media have been banned since 2001. In 2015, The Guardian published an opinion piece claiming,", "targets": "According to Reporters Without Borders, where doesn't a single foreign news correspondent live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60daf77f4a204e69b3fbf5386cd03866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska (i/\u0259\u02c8l\u00e6sk\u0259/) is a U.S. state situated in the northwest extremity of the Americas. The Canadian administrative divisions of British Columbia and Yukon border the state to the east while Russia has a maritime border with the state to the west across the Bering Strait. To the north are the Chukchi and Beaufort Seas, the southern parts of the Arctic Ocean. To the south and southwest is the Pacific Ocean. Alaska is the largest state in the United States by area, the 3rd least populous and the least densely populated of the 50 United States. Approximately half of Alaska's residents (the total estimated at 738,432 by the Census Bureau in 2015) live within the Anchorage metropolitan area. Alaska's economy is dominated by the fishing, natural gas, and oil industries, resources which it has in abundance. Military bases and tourism are also a significant part of the economy.", "targets": "What is Alaska's total population according to the 2015 Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60daf77f4a204e69b3fbf5386cd03866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska (i/\u0259\u02c8l\u00e6sk\u0259/) is a U.S. state situated in the northwest extremity of the Americas. The Canadian administrative divisions of British Columbia and Yukon border the state to the east while Russia has a maritime border with the state to the west across the Bering Strait. To the north are the Chukchi and Beaufort Seas, the southern parts of the Arctic Ocean. To the south and southwest is the Pacific Ocean. Alaska is the largest state in the United States by area, the 3rd least populous and the least densely populated of the 50 United States. Approximately half of Alaska's residents (the total estimated at 738,432 by the Census Bureau in 2015) live within the Anchorage metropolitan area. Alaska's economy is dominated by the fishing, natural gas, and oil industries, resources which it has in abundance. Military bases and tourism are also a significant part of the economy.", "targets": "How many of Alaska's residents reside in the Anchorage area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60daf77f4a204e69b3fbf5386cd03866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska (i/\u0259\u02c8l\u00e6sk\u0259/) is a U.S. state situated in the northwest extremity of the Americas. The Canadian administrative divisions of British Columbia and Yukon border the state to the east while Russia has a maritime border with the state to the west across the Bering Strait. To the north are the Chukchi and Beaufort Seas, the southern parts of the Arctic Ocean. To the south and southwest is the Pacific Ocean. Alaska is the largest state in the United States by area, the 3rd least populous and the least densely populated of the 50 United States. Approximately half of Alaska's residents (the total estimated at 738,432 by the Census Bureau in 2015) live within the Anchorage metropolitan area. Alaska's economy is dominated by the fishing, natural gas, and oil industries, resources which it has in abundance. Military bases and tourism are also a significant part of the economy.", "targets": "Which industries are most prevalent in Alaska's economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60daf77f4a204e69b3fbf5386cd03866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska (i/\u0259\u02c8l\u00e6sk\u0259/) is a U.S. state situated in the northwest extremity of the Americas. The Canadian administrative divisions of British Columbia and Yukon border the state to the east while Russia has a maritime border with the state to the west across the Bering Strait. To the north are the Chukchi and Beaufort Seas, the southern parts of the Arctic Ocean. To the south and southwest is the Pacific Ocean. Alaska is the largest state in the United States by area, the 3rd least populous and the least densely populated of the 50 United States. Approximately half of Alaska's residents (the total estimated at 738,432 by the Census Bureau in 2015) live within the Anchorage metropolitan area. Alaska's economy is dominated by the fishing, natural gas, and oil industries, resources which it has in abundance. Military bases and tourism are also a significant part of the economy.", "targets": "How does Alaska compare in size to other US states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60daf77f4a204e69b3fbf5386cd03866", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska (i/\u0259\u02c8l\u00e6sk\u0259/) is a U.S. state situated in the northwest extremity of the Americas. The Canadian administrative divisions of British Columbia and Yukon border the state to the east while Russia has a maritime border with the state to the west across the Bering Strait. To the north are the Chukchi and Beaufort Seas, the southern parts of the Arctic Ocean. To the south and southwest is the Pacific Ocean. Alaska is the largest state in the United States by area, the 3rd least populous and the least densely populated of the 50 United States. Approximately half of Alaska's residents (the total estimated at 738,432 by the Census Bureau in 2015) live within the Anchorage metropolitan area. Alaska's economy is dominated by the fishing, natural gas, and oil industries, resources which it has in abundance. Military bases and tourism are also a significant part of the economy.", "targets": "Where does Alaska rank in population comparative to other US states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbb5e25363754119a5b8c2877b2b02bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Intelligence Agency (CIA) is a quasi-independent agency of the United States Government. It appears to have multiple leadership. On the one hand its director is appointed by the president. It plays a significant role in providing the president with intelligence. On the other hand, Congress oversees its operations through a committee. The CIA was first formed under the National Security Act of 1947 from the army's Office of Strategic Services (OSS), which furnished both military intelligence and clandestine military operations to the army during the crisis of World War II. Many revisions and redefinitions have taken place since then. Although the name of the CIA reflects the original advised intent of Presidents Franklin D. Roosevelt and Harry S. Truman, the government's needs for strategic services have frustrated that intent from the beginning. The press received by the agency in countless articles, novels and other media have tended to create various popular myths; for example, that this agency replaced any intelligence effort other than that of the OSS, or that it contains the central intelligence capability of the United States. Strategic services are officially provided by some 17 agencies called the Intelligence Community. Army intelligence did not come to an end; in fact, all the branches of the Armed Forces retained their intelligence services. This community is currently under the leadership (in addition to all its other leadership) of the Office of the Director of National Intelligence.", "targets": "What is a quasi-independent agency of the United States Government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbb5e25363754119a5b8c2877b2b02bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Intelligence Agency (CIA) is a quasi-independent agency of the United States Government. It appears to have multiple leadership. On the one hand its director is appointed by the president. It plays a significant role in providing the president with intelligence. On the other hand, Congress oversees its operations through a committee. The CIA was first formed under the National Security Act of 1947 from the army's Office of Strategic Services (OSS), which furnished both military intelligence and clandestine military operations to the army during the crisis of World War II. Many revisions and redefinitions have taken place since then. Although the name of the CIA reflects the original advised intent of Presidents Franklin D. Roosevelt and Harry S. Truman, the government's needs for strategic services have frustrated that intent from the beginning. The press received by the agency in countless articles, novels and other media have tended to create various popular myths; for example, that this agency replaced any intelligence effort other than that of the OSS, or that it contains the central intelligence capability of the United States. Strategic services are officially provided by some 17 agencies called the Intelligence Community. Army intelligence did not come to an end; in fact, all the branches of the Armed Forces retained their intelligence services. This community is currently under the leadership (in addition to all its other leadership) of the Office of the Director of National Intelligence.", "targets": "The CIA appears to have what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbb5e25363754119a5b8c2877b2b02bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Intelligence Agency (CIA) is a quasi-independent agency of the United States Government. It appears to have multiple leadership. On the one hand its director is appointed by the president. It plays a significant role in providing the president with intelligence. On the other hand, Congress oversees its operations through a committee. The CIA was first formed under the National Security Act of 1947 from the army's Office of Strategic Services (OSS), which furnished both military intelligence and clandestine military operations to the army during the crisis of World War II. Many revisions and redefinitions have taken place since then. Although the name of the CIA reflects the original advised intent of Presidents Franklin D. Roosevelt and Harry S. Truman, the government's needs for strategic services have frustrated that intent from the beginning. The press received by the agency in countless articles, novels and other media have tended to create various popular myths; for example, that this agency replaced any intelligence effort other than that of the OSS, or that it contains the central intelligence capability of the United States. Strategic services are officially provided by some 17 agencies called the Intelligence Community. Army intelligence did not come to an end; in fact, all the branches of the Armed Forces retained their intelligence services. This community is currently under the leadership (in addition to all its other leadership) of the Office of the Director of National Intelligence.", "targets": "Who appoints the director of the CIA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbb5e25363754119a5b8c2877b2b02bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Central Intelligence Agency (CIA) is a quasi-independent agency of the United States Government. It appears to have multiple leadership. On the one hand its director is appointed by the president. It plays a significant role in providing the president with intelligence. On the other hand, Congress oversees its operations through a committee. The CIA was first formed under the National Security Act of 1947 from the army's Office of Strategic Services (OSS), which furnished both military intelligence and clandestine military operations to the army during the crisis of World War II. Many revisions and redefinitions have taken place since then. Although the name of the CIA reflects the original advised intent of Presidents Franklin D. Roosevelt and Harry S. Truman, the government's needs for strategic services have frustrated that intent from the beginning. The press received by the agency in countless articles, novels and other media have tended to create various popular myths; for example, that this agency replaced any intelligence effort other than that of the OSS, or that it contains the central intelligence capability of the United States. Strategic services are officially provided by some 17 agencies called the Intelligence Community. Army intelligence did not come to an end; in fact, all the branches of the Armed Forces retained their intelligence services. This community is currently under the leadership (in addition to all its other leadership) of the Office of the Director of National Intelligence.", "targets": "Who oversees the operations of the CIA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba179809d5a24c0cbba8f4be84315d6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stemmatics, stemmology or stemmatology is a rigorous approach to textual criticism. Karl Lachmann (1793\u20131851) greatly contributed to making this method famous, even though he did not invent it. The method takes its name from the word stemma. The Ancient Greek word \u03c3\u03c4\u03ad\u03bc\u03bc\u03b1\u03c4\u03b1 and its loanword in classical Latin stemmata may refer to \"family trees\". This specific meaning shows the relationships of the surviving witnesses (the first known example of such a stemma, albeit with the name, dates from 1827). The family tree is also referred to as a cladogram. The method works from the principle that \"community of error implies community of origin.\" That is, if two witnesses have a number of errors in common, it may be presumed that they were derived from a common intermediate source, called a hyparchetype. Relations between the lost intermediates are determined by the same process, placing all extant manuscripts in a family tree or stemma codicum descended from a single archetype. The process of constructing the stemma is called recension, or the Latin recensio.", "targets": "What is stemmatics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba179809d5a24c0cbba8f4be84315d6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stemmatics, stemmology or stemmatology is a rigorous approach to textual criticism. Karl Lachmann (1793\u20131851) greatly contributed to making this method famous, even though he did not invent it. The method takes its name from the word stemma. The Ancient Greek word \u03c3\u03c4\u03ad\u03bc\u03bc\u03b1\u03c4\u03b1 and its loanword in classical Latin stemmata may refer to \"family trees\". This specific meaning shows the relationships of the surviving witnesses (the first known example of such a stemma, albeit with the name, dates from 1827). The family tree is also referred to as a cladogram. The method works from the principle that \"community of error implies community of origin.\" That is, if two witnesses have a number of errors in common, it may be presumed that they were derived from a common intermediate source, called a hyparchetype. Relations between the lost intermediates are determined by the same process, placing all extant manuscripts in a family tree or stemma codicum descended from a single archetype. The process of constructing the stemma is called recension, or the Latin recensio.", "targets": "What is a cladogram?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba179809d5a24c0cbba8f4be84315d6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stemmatics, stemmology or stemmatology is a rigorous approach to textual criticism. Karl Lachmann (1793\u20131851) greatly contributed to making this method famous, even though he did not invent it. The method takes its name from the word stemma. The Ancient Greek word \u03c3\u03c4\u03ad\u03bc\u03bc\u03b1\u03c4\u03b1 and its loanword in classical Latin stemmata may refer to \"family trees\". This specific meaning shows the relationships of the surviving witnesses (the first known example of such a stemma, albeit with the name, dates from 1827). The family tree is also referred to as a cladogram. The method works from the principle that \"community of error implies community of origin.\" That is, if two witnesses have a number of errors in common, it may be presumed that they were derived from a common intermediate source, called a hyparchetype. Relations between the lost intermediates are determined by the same process, placing all extant manuscripts in a family tree or stemma codicum descended from a single archetype. The process of constructing the stemma is called recension, or the Latin recensio.", "targets": "What is implied when two witnesses have a number of errors in common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba179809d5a24c0cbba8f4be84315d6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stemmatics, stemmology or stemmatology is a rigorous approach to textual criticism. Karl Lachmann (1793\u20131851) greatly contributed to making this method famous, even though he did not invent it. The method takes its name from the word stemma. The Ancient Greek word \u03c3\u03c4\u03ad\u03bc\u03bc\u03b1\u03c4\u03b1 and its loanword in classical Latin stemmata may refer to \"family trees\". This specific meaning shows the relationships of the surviving witnesses (the first known example of such a stemma, albeit with the name, dates from 1827). The family tree is also referred to as a cladogram. The method works from the principle that \"community of error implies community of origin.\" That is, if two witnesses have a number of errors in common, it may be presumed that they were derived from a common intermediate source, called a hyparchetype. Relations between the lost intermediates are determined by the same process, placing all extant manuscripts in a family tree or stemma codicum descended from a single archetype. The process of constructing the stemma is called recension, or the Latin recensio.", "targets": "What is a hyparchetype?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba179809d5a24c0cbba8f4be84315d6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stemmatics, stemmology or stemmatology is a rigorous approach to textual criticism. Karl Lachmann (1793\u20131851) greatly contributed to making this method famous, even though he did not invent it. The method takes its name from the word stemma. The Ancient Greek word \u03c3\u03c4\u03ad\u03bc\u03bc\u03b1\u03c4\u03b1 and its loanword in classical Latin stemmata may refer to \"family trees\". This specific meaning shows the relationships of the surviving witnesses (the first known example of such a stemma, albeit with the name, dates from 1827). The family tree is also referred to as a cladogram. The method works from the principle that \"community of error implies community of origin.\" That is, if two witnesses have a number of errors in common, it may be presumed that they were derived from a common intermediate source, called a hyparchetype. Relations between the lost intermediates are determined by the same process, placing all extant manuscripts in a family tree or stemma codicum descended from a single archetype. The process of constructing the stemma is called recension, or the Latin recensio.", "targets": "What is recension?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0cea95889e249a39462105ea02b8202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with secular matters, readers also favoured an alphabetical ordering scheme over cumbersome works arranged along thematic lines. The historian Charles Porset, commenting on alphabetization, has said that \"as the zero degree of taxonomy, alphabetical order authorizes all reading strategies; in this respect it could be considered an emblem of the Enlightenment.\" For Porset, the avoidance of thematic and hierarchical systems thus allows free interpretation of the works and becomes an example of egalitarianism. Encyclopedias and dictionaries also became more popular during the Age of Reason as the number of educated consumers who could afford such texts began to multiply. In the later half of the 18th century, the number of dictionaries and encyclopedias published by decade increased from 63 between 1760 and 1769 to approximately 148 in the decade proceeding the French Revolution (1780\u20131789). Along with growth in numbers, dictionaries and encyclopedias also grew in length, often having multiple print runs that sometimes included in supplemented editions.", "targets": "What ordering scheme did readers prefer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0cea95889e249a39462105ea02b8202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with secular matters, readers also favoured an alphabetical ordering scheme over cumbersome works arranged along thematic lines. The historian Charles Porset, commenting on alphabetization, has said that \"as the zero degree of taxonomy, alphabetical order authorizes all reading strategies; in this respect it could be considered an emblem of the Enlightenment.\" For Porset, the avoidance of thematic and hierarchical systems thus allows free interpretation of the works and becomes an example of egalitarianism. Encyclopedias and dictionaries also became more popular during the Age of Reason as the number of educated consumers who could afford such texts began to multiply. In the later half of the 18th century, the number of dictionaries and encyclopedias published by decade increased from 63 between 1760 and 1769 to approximately 148 in the decade proceeding the French Revolution (1780\u20131789). Along with growth in numbers, dictionaries and encyclopedias also grew in length, often having multiple print runs that sometimes included in supplemented editions.", "targets": "Who believed the avoidance of thematic and heirarhical systems allowed free interpretation of the works and caused them to beomce an example of eglitarianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0cea95889e249a39462105ea02b8202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with secular matters, readers also favoured an alphabetical ordering scheme over cumbersome works arranged along thematic lines. The historian Charles Porset, commenting on alphabetization, has said that \"as the zero degree of taxonomy, alphabetical order authorizes all reading strategies; in this respect it could be considered an emblem of the Enlightenment.\" For Porset, the avoidance of thematic and hierarchical systems thus allows free interpretation of the works and becomes an example of egalitarianism. Encyclopedias and dictionaries also became more popular during the Age of Reason as the number of educated consumers who could afford such texts began to multiply. In the later half of the 18th century, the number of dictionaries and encyclopedias published by decade increased from 63 between 1760 and 1769 to approximately 148 in the decade proceeding the French Revolution (1780\u20131789). Along with growth in numbers, dictionaries and encyclopedias also grew in length, often having multiple print runs that sometimes included in supplemented editions.", "targets": "Why did Encyclopedias and dictionaries become more popular during the Age of Reason?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0cea95889e249a39462105ea02b8202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with secular matters, readers also favoured an alphabetical ordering scheme over cumbersome works arranged along thematic lines. The historian Charles Porset, commenting on alphabetization, has said that \"as the zero degree of taxonomy, alphabetical order authorizes all reading strategies; in this respect it could be considered an emblem of the Enlightenment.\" For Porset, the avoidance of thematic and hierarchical systems thus allows free interpretation of the works and becomes an example of egalitarianism. Encyclopedias and dictionaries also became more popular during the Age of Reason as the number of educated consumers who could afford such texts began to multiply. In the later half of the 18th century, the number of dictionaries and encyclopedias published by decade increased from 63 between 1760 and 1769 to approximately 148 in the decade proceeding the French Revolution (1780\u20131789). Along with growth in numbers, dictionaries and encyclopedias also grew in length, often having multiple print runs that sometimes included in supplemented editions.", "targets": "How many dictionaries and encyclopedias were published between 1760 and 1769?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0cea95889e249a39462105ea02b8202", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Along with secular matters, readers also favoured an alphabetical ordering scheme over cumbersome works arranged along thematic lines. The historian Charles Porset, commenting on alphabetization, has said that \"as the zero degree of taxonomy, alphabetical order authorizes all reading strategies; in this respect it could be considered an emblem of the Enlightenment.\" For Porset, the avoidance of thematic and hierarchical systems thus allows free interpretation of the works and becomes an example of egalitarianism. Encyclopedias and dictionaries also became more popular during the Age of Reason as the number of educated consumers who could afford such texts began to multiply. In the later half of the 18th century, the number of dictionaries and encyclopedias published by decade increased from 63 between 1760 and 1769 to approximately 148 in the decade proceeding the French Revolution (1780\u20131789). Along with growth in numbers, dictionaries and encyclopedias also grew in length, often having multiple print runs that sometimes included in supplemented editions.", "targets": "How many dictionaries and encyclopedias were published in the decade preceding the French Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119d700b35664beaa55e30cf0cb0fa37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a few months of John's return, rebel barons in the north and east of England were organising resistance to his rule. John held a council in London in January 1215 to discuss potential reforms and sponsored discussions in Oxford between his agents and the rebels during the spring. John appears to have been playing for time until Pope Innocent III could send letters giving him explicit papal support. This was particularly important for John, as a way of pressuring the barons but also as a way of controlling Stephen Langton, the Archbishop of Canterbury. In the meantime, John began to recruit fresh mercenary forces from Poitou, although some were later sent back to avoid giving the impression that the king was escalating the conflict. John announced his intent to become a crusader, a move which gave him additional political protection under church law.", "targets": "Where did John hold a council in January 1215?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119d700b35664beaa55e30cf0cb0fa37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a few months of John's return, rebel barons in the north and east of England were organising resistance to his rule. John held a council in London in January 1215 to discuss potential reforms and sponsored discussions in Oxford between his agents and the rebels during the spring. John appears to have been playing for time until Pope Innocent III could send letters giving him explicit papal support. This was particularly important for John, as a way of pressuring the barons but also as a way of controlling Stephen Langton, the Archbishop of Canterbury. In the meantime, John began to recruit fresh mercenary forces from Poitou, although some were later sent back to avoid giving the impression that the king was escalating the conflict. John announced his intent to become a crusader, a move which gave him additional political protection under church law.", "targets": "Where did John recruit mercenary forces from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-119d700b35664beaa55e30cf0cb0fa37", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within a few months of John's return, rebel barons in the north and east of England were organising resistance to his rule. John held a council in London in January 1215 to discuss potential reforms and sponsored discussions in Oxford between his agents and the rebels during the spring. John appears to have been playing for time until Pope Innocent III could send letters giving him explicit papal support. This was particularly important for John, as a way of pressuring the barons but also as a way of controlling Stephen Langton, the Archbishop of Canterbury. In the meantime, John began to recruit fresh mercenary forces from Poitou, although some were later sent back to avoid giving the impression that the king was escalating the conflict. John announced his intent to become a crusader, a move which gave him additional political protection under church law.", "targets": "John announced his intent to become what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b27dd6f082294015bf0ae837221290bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six soundtrack releases have been released since 2005. The first featured tracks from the first two series, the second and third featured music from the third and fourth series respectively. The fourth was released on 4 October 2010 as a two disc special edition and contained music from the 2008\u20132010 specials (The Next Doctor to End of Time Part 2). The soundtrack for Series 5 was released on 8 November 2010. In February 2011, a soundtrack was released for the 2010 Christmas special: \"A Christmas Carol\", and in December 2011 the soundtrack for Series 6 was released, both by Silva Screen Records.", "targets": "How many Doctor Who soundtracks have been released since 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b27dd6f082294015bf0ae837221290bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six soundtrack releases have been released since 2005. The first featured tracks from the first two series, the second and third featured music from the third and fourth series respectively. The fourth was released on 4 October 2010 as a two disc special edition and contained music from the 2008\u20132010 specials (The Next Doctor to End of Time Part 2). The soundtrack for Series 5 was released on 8 November 2010. In February 2011, a soundtrack was released for the 2010 Christmas special: \"A Christmas Carol\", and in December 2011 the soundtrack for Series 6 was released, both by Silva Screen Records.", "targets": "Which series were featured on the first Doctor Who soundtrack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b27dd6f082294015bf0ae837221290bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six soundtrack releases have been released since 2005. The first featured tracks from the first two series, the second and third featured music from the third and fourth series respectively. The fourth was released on 4 October 2010 as a two disc special edition and contained music from the 2008\u20132010 specials (The Next Doctor to End of Time Part 2). The soundtrack for Series 5 was released on 8 November 2010. In February 2011, a soundtrack was released for the 2010 Christmas special: \"A Christmas Carol\", and in December 2011 the soundtrack for Series 6 was released, both by Silva Screen Records.", "targets": "What music did the fourth soundtrack feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b27dd6f082294015bf0ae837221290bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six soundtrack releases have been released since 2005. The first featured tracks from the first two series, the second and third featured music from the third and fourth series respectively. The fourth was released on 4 October 2010 as a two disc special edition and contained music from the 2008\u20132010 specials (The Next Doctor to End of Time Part 2). The soundtrack for Series 5 was released on 8 November 2010. In February 2011, a soundtrack was released for the 2010 Christmas special: \"A Christmas Carol\", and in December 2011 the soundtrack for Series 6 was released, both by Silva Screen Records.", "targets": "What was the name of the 2010 Christmas special?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b27dd6f082294015bf0ae837221290bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Six soundtrack releases have been released since 2005. The first featured tracks from the first two series, the second and third featured music from the third and fourth series respectively. The fourth was released on 4 October 2010 as a two disc special edition and contained music from the 2008\u20132010 specials (The Next Doctor to End of Time Part 2). The soundtrack for Series 5 was released on 8 November 2010. In February 2011, a soundtrack was released for the 2010 Christmas special: \"A Christmas Carol\", and in December 2011 the soundtrack for Series 6 was released, both by Silva Screen Records.", "targets": "When was the soundtrack for series 5 released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dee3525135145ccae30d2cb72dd7e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Utrecht hosts several large institutions of higher education. The most prominent of these is Utrecht University (est. 1636), the largest university of the Netherlands with 30,449 students (as of 2012). The university is partially based in the inner city as well as in the Uithof campus area, to the east of the city. According to Shanghai Jiaotong University's university ranking in 2014 it is the 57th best university in the world. Utrecht also houses the much smaller University of Humanistic Studies, which houses about 400 students.", "targets": "What is the largest University in the city "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dee3525135145ccae30d2cb72dd7e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Utrecht hosts several large institutions of higher education. The most prominent of these is Utrecht University (est. 1636), the largest university of the Netherlands with 30,449 students (as of 2012). The university is partially based in the inner city as well as in the Uithof campus area, to the east of the city. According to Shanghai Jiaotong University's university ranking in 2014 it is the 57th best university in the world. Utrecht also houses the much smaller University of Humanistic Studies, which houses about 400 students.", "targets": "what is shanghai jiaotong rated "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3dee3525135145ccae30d2cb72dd7e98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Utrecht hosts several large institutions of higher education. The most prominent of these is Utrecht University (est. 1636), the largest university of the Netherlands with 30,449 students (as of 2012). The university is partially based in the inner city as well as in the Uithof campus area, to the east of the city. According to Shanghai Jiaotong University's university ranking in 2014 it is the 57th best university in the world. Utrecht also houses the much smaller University of Humanistic Studies, which houses about 400 students.", "targets": "What smaller university is in Utrecht"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93fbc54d7fc34bd49da4ac45982c496a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In grading lumber and structural timber, knots are classified according to their form, size, soundness, and the firmness with which they are held in place. This firmness is affected by, among other factors, the length of time for which the branch was dead while the attaching stem continued to grow.", "targets": "What's the process in which knots are classified called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93fbc54d7fc34bd49da4ac45982c496a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In grading lumber and structural timber, knots are classified according to their form, size, soundness, and the firmness with which they are held in place. This firmness is affected by, among other factors, the length of time for which the branch was dead while the attaching stem continued to grow.", "targets": "Along with firmness, soundness, and form, what property of a knot is classified?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93fbc54d7fc34bd49da4ac45982c496a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In grading lumber and structural timber, knots are classified according to their form, size, soundness, and the firmness with which they are held in place. This firmness is affected by, among other factors, the length of time for which the branch was dead while the attaching stem continued to grow.", "targets": "What property of knots does the amount of time a branch stayed on a tree while the stem kept growing affect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35bc74e859ff4235948996ce0059b0ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A gramophone record (phonograph record in American English) or vinyl record, commonly known as a \"record\", is an analogue sound storage medium in the form of a flat polyvinyl chloride (previously shellac) disc with an inscribed, modulated spiral groove. The groove usually starts near the periphery and ends near the center of the disc. Phonograph records are generally described by their diameter in inches (12\", 10\", 7\"), the rotational speed in rpm at which they are played (16 2\u20443, 33 1\u20443, 45, 78), and their time capacity resulting from a combination of those parameters (LP \u2013 long playing 33 1\u20443 rpm, SP \u2013 78 rpm single, EP \u2013 12-inch single or extended play, 33 or 45 rpm); their reproductive quality or level of fidelity (high-fidelity, orthophonic, full-range, etc.), and the number of audio channels provided (mono, stereo, quad, etc.).", "targets": "What does LP stand for when it comes to time capacity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35bc74e859ff4235948996ce0059b0ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A gramophone record (phonograph record in American English) or vinyl record, commonly known as a \"record\", is an analogue sound storage medium in the form of a flat polyvinyl chloride (previously shellac) disc with an inscribed, modulated spiral groove. The groove usually starts near the periphery and ends near the center of the disc. Phonograph records are generally described by their diameter in inches (12\", 10\", 7\"), the rotational speed in rpm at which they are played (16 2\u20443, 33 1\u20443, 45, 78), and their time capacity resulting from a combination of those parameters (LP \u2013 long playing 33 1\u20443 rpm, SP \u2013 78 rpm single, EP \u2013 12-inch single or extended play, 33 or 45 rpm); their reproductive quality or level of fidelity (high-fidelity, orthophonic, full-range, etc.), and the number of audio channels provided (mono, stereo, quad, etc.).", "targets": "What are common diameters found in phonograph records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35bc74e859ff4235948996ce0059b0ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A gramophone record (phonograph record in American English) or vinyl record, commonly known as a \"record\", is an analogue sound storage medium in the form of a flat polyvinyl chloride (previously shellac) disc with an inscribed, modulated spiral groove. The groove usually starts near the periphery and ends near the center of the disc. Phonograph records are generally described by their diameter in inches (12\", 10\", 7\"), the rotational speed in rpm at which they are played (16 2\u20443, 33 1\u20443, 45, 78), and their time capacity resulting from a combination of those parameters (LP \u2013 long playing 33 1\u20443 rpm, SP \u2013 78 rpm single, EP \u2013 12-inch single or extended play, 33 or 45 rpm); their reproductive quality or level of fidelity (high-fidelity, orthophonic, full-range, etc.), and the number of audio channels provided (mono, stereo, quad, etc.).", "targets": "What is a gramophone or 'vinyl' record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35bc74e859ff4235948996ce0059b0ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A gramophone record (phonograph record in American English) or vinyl record, commonly known as a \"record\", is an analogue sound storage medium in the form of a flat polyvinyl chloride (previously shellac) disc with an inscribed, modulated spiral groove. The groove usually starts near the periphery and ends near the center of the disc. Phonograph records are generally described by their diameter in inches (12\", 10\", 7\"), the rotational speed in rpm at which they are played (16 2\u20443, 33 1\u20443, 45, 78), and their time capacity resulting from a combination of those parameters (LP \u2013 long playing 33 1\u20443 rpm, SP \u2013 78 rpm single, EP \u2013 12-inch single or extended play, 33 or 45 rpm); their reproductive quality or level of fidelity (high-fidelity, orthophonic, full-range, etc.), and the number of audio channels provided (mono, stereo, quad, etc.).", "targets": "Where does the groove on a vinyl record typically start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35bc74e859ff4235948996ce0059b0ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A gramophone record (phonograph record in American English) or vinyl record, commonly known as a \"record\", is an analogue sound storage medium in the form of a flat polyvinyl chloride (previously shellac) disc with an inscribed, modulated spiral groove. The groove usually starts near the periphery and ends near the center of the disc. Phonograph records are generally described by their diameter in inches (12\", 10\", 7\"), the rotational speed in rpm at which they are played (16 2\u20443, 33 1\u20443, 45, 78), and their time capacity resulting from a combination of those parameters (LP \u2013 long playing 33 1\u20443 rpm, SP \u2013 78 rpm single, EP \u2013 12-inch single or extended play, 33 or 45 rpm); their reproductive quality or level of fidelity (high-fidelity, orthophonic, full-range, etc.), and the number of audio channels provided (mono, stereo, quad, etc.).", "targets": "In what method is the rotational speed measured in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "What rank did iPod achieve among various computer products in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "What kind of reviews do iPods tend to get?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "What two companies use the AAC format for music files?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "What file format is not supported by Sony Ericsson and Nokia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "Which publication praised iPods for revolutionizing the industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "Which phone manufacturers adopted the AAC file format to become better iPod-compatible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b197dabb13f84b2181cf982a205aa3aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "iPods have won several awards ranging from engineering excellence,[not in citation given] to most innovative audio product, to fourth best computer product of 2006. iPods often receive favorable reviews; scoring on looks, clean design, and ease of use. PC World says that iPod line has \"altered the landscape for portable audio players\". Several industries are modifying their products to work better with both the iPod line and the AAC audio format. Examples include CD copy-protection schemes, and mobile phones, such as phones from Sony Ericsson and Nokia, which play AAC files rather than WMA.", "targets": "Which PC magazine praised the iPod for having \"altered the landscape for portable audio players\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf6857eb1fc344e6988b4254212b081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal gods of the ancient Greek religion were the Dodekatheon, or the Twelve Gods, who lived on the top of Mount Olympus. The most important of all ancient Greek gods was Zeus, the king of the gods, who was married to Hera, who was also Zeus's sister. The other Greek gods that made up the Twelve Olympians were Demeter, Ares, Poseidon, Athena, Dionysus, Apollo, Artemis, Aphrodite, Hephaestus and Hermes. Apart from these twelve gods, Greeks also had a variety of other mystical beliefs, such as nymphs and other magical creatures.", "targets": "Where did the mythical Greek gods live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf6857eb1fc344e6988b4254212b081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal gods of the ancient Greek religion were the Dodekatheon, or the Twelve Gods, who lived on the top of Mount Olympus. The most important of all ancient Greek gods was Zeus, the king of the gods, who was married to Hera, who was also Zeus's sister. The other Greek gods that made up the Twelve Olympians were Demeter, Ares, Poseidon, Athena, Dionysus, Apollo, Artemis, Aphrodite, Hephaestus and Hermes. Apart from these twelve gods, Greeks also had a variety of other mystical beliefs, such as nymphs and other magical creatures.", "targets": "The main gods of ancient Greece known as the what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf6857eb1fc344e6988b4254212b081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal gods of the ancient Greek religion were the Dodekatheon, or the Twelve Gods, who lived on the top of Mount Olympus. The most important of all ancient Greek gods was Zeus, the king of the gods, who was married to Hera, who was also Zeus's sister. The other Greek gods that made up the Twelve Olympians were Demeter, Ares, Poseidon, Athena, Dionysus, Apollo, Artemis, Aphrodite, Hephaestus and Hermes. Apart from these twelve gods, Greeks also had a variety of other mystical beliefs, such as nymphs and other magical creatures.", "targets": "The most important of the ancient gods was who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf6857eb1fc344e6988b4254212b081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal gods of the ancient Greek religion were the Dodekatheon, or the Twelve Gods, who lived on the top of Mount Olympus. The most important of all ancient Greek gods was Zeus, the king of the gods, who was married to Hera, who was also Zeus's sister. The other Greek gods that made up the Twelve Olympians were Demeter, Ares, Poseidon, Athena, Dionysus, Apollo, Artemis, Aphrodite, Hephaestus and Hermes. Apart from these twelve gods, Greeks also had a variety of other mystical beliefs, such as nymphs and other magical creatures.", "targets": "Zeus was married to which goddess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf6857eb1fc344e6988b4254212b081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principal gods of the ancient Greek religion were the Dodekatheon, or the Twelve Gods, who lived on the top of Mount Olympus. The most important of all ancient Greek gods was Zeus, the king of the gods, who was married to Hera, who was also Zeus's sister. The other Greek gods that made up the Twelve Olympians were Demeter, Ares, Poseidon, Athena, Dionysus, Apollo, Artemis, Aphrodite, Hephaestus and Hermes. Apart from these twelve gods, Greeks also had a variety of other mystical beliefs, such as nymphs and other magical creatures.", "targets": "Who was Zeus's sister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1312c13bc914291a36c2fce61af7058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each season premieres with the audition round, taking place in different cities. The audition episodes typically feature a mix of potential finalists, interesting characters and woefully inadequate contestants. Each successful contestant receives a golden ticket to proceed on to the next round in Hollywood. Based on their performances during the Hollywood round (Las Vegas round for seasons 10 onwards), 24 to 36 contestants are selected by the judges to participate in the semifinals. From the semifinal onwards the contestants perform their songs live, with the judges making their critiques after each performance. The contestants are voted for by the viewing public, and the outcome of the public votes is then revealed in the results show typically on the following night. The results shows feature group performances by the contestants as well as guest performers. The Top-three results show also features the homecoming events for the Top 3 finalists. The season reaches its climax in a two-hour results finale show, where the winner of the season is revealed.", "targets": "What is given to contestants who make it past the audition round?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1312c13bc914291a36c2fce61af7058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each season premieres with the audition round, taking place in different cities. The audition episodes typically feature a mix of potential finalists, interesting characters and woefully inadequate contestants. Each successful contestant receives a golden ticket to proceed on to the next round in Hollywood. Based on their performances during the Hollywood round (Las Vegas round for seasons 10 onwards), 24 to 36 contestants are selected by the judges to participate in the semifinals. From the semifinal onwards the contestants perform their songs live, with the judges making their critiques after each performance. The contestants are voted for by the viewing public, and the outcome of the public votes is then revealed in the results show typically on the following night. The results shows feature group performances by the contestants as well as guest performers. The Top-three results show also features the homecoming events for the Top 3 finalists. The season reaches its climax in a two-hour results finale show, where the winner of the season is revealed.", "targets": "In the audition rounds, what do contestants who win the approval of the judges receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1312c13bc914291a36c2fce61af7058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each season premieres with the audition round, taking place in different cities. The audition episodes typically feature a mix of potential finalists, interesting characters and woefully inadequate contestants. Each successful contestant receives a golden ticket to proceed on to the next round in Hollywood. Based on their performances during the Hollywood round (Las Vegas round for seasons 10 onwards), 24 to 36 contestants are selected by the judges to participate in the semifinals. From the semifinal onwards the contestants perform their songs live, with the judges making their critiques after each performance. The contestants are voted for by the viewing public, and the outcome of the public votes is then revealed in the results show typically on the following night. The results shows feature group performances by the contestants as well as guest performers. The Top-three results show also features the homecoming events for the Top 3 finalists. The season reaches its climax in a two-hour results finale show, where the winner of the season is revealed.", "targets": "Who votes for the winning contestants starting with the semi-final round?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3be64b298ff843ff8deb45056e9393ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of Huguenots served as mayors in Dublin, Cork, Youghal and Waterford in the 17th and 18th centuries. Numerous signs of Huguenot presence can still be seen with names still in use, and with areas of the main towns and cities named after the people who settled there. Examples include the Huguenot District and French Church Street in Cork City; and D'Olier Street in Dublin, named after a High Sheriff and one of the founders of the Bank of Ireland. A French church in Portarlington dates back to 1696, and was built to serve the significant new Huguenot community in the town. At the time, they constituted the majority of the townspeople.", "targets": "French Church Street is in what Irish town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3be64b298ff843ff8deb45056e9393ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of Huguenots served as mayors in Dublin, Cork, Youghal and Waterford in the 17th and 18th centuries. Numerous signs of Huguenot presence can still be seen with names still in use, and with areas of the main towns and cities named after the people who settled there. Examples include the Huguenot District and French Church Street in Cork City; and D'Olier Street in Dublin, named after a High Sheriff and one of the founders of the Bank of Ireland. A French church in Portarlington dates back to 1696, and was built to serve the significant new Huguenot community in the town. At the time, they constituted the majority of the townspeople.", "targets": "What Irish cities had Huguenot mayors in the 1600s and 1700s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3be64b298ff843ff8deb45056e9393ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of Huguenots served as mayors in Dublin, Cork, Youghal and Waterford in the 17th and 18th centuries. Numerous signs of Huguenot presence can still be seen with names still in use, and with areas of the main towns and cities named after the people who settled there. Examples include the Huguenot District and French Church Street in Cork City; and D'Olier Street in Dublin, named after a High Sheriff and one of the founders of the Bank of Ireland. A French church in Portarlington dates back to 1696, and was built to serve the significant new Huguenot community in the town. At the time, they constituted the majority of the townspeople.", "targets": "Where is D'Olier Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3be64b298ff843ff8deb45056e9393ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of Huguenots served as mayors in Dublin, Cork, Youghal and Waterford in the 17th and 18th centuries. Numerous signs of Huguenot presence can still be seen with names still in use, and with areas of the main towns and cities named after the people who settled there. Examples include the Huguenot District and French Church Street in Cork City; and D'Olier Street in Dublin, named after a High Sheriff and one of the founders of the Bank of Ireland. A French church in Portarlington dates back to 1696, and was built to serve the significant new Huguenot community in the town. At the time, they constituted the majority of the townspeople.", "targets": "D'Olier Street is named after whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3be64b298ff843ff8deb45056e9393ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A number of Huguenots served as mayors in Dublin, Cork, Youghal and Waterford in the 17th and 18th centuries. Numerous signs of Huguenot presence can still be seen with names still in use, and with areas of the main towns and cities named after the people who settled there. Examples include the Huguenot District and French Church Street in Cork City; and D'Olier Street in Dublin, named after a High Sheriff and one of the founders of the Bank of Ireland. A French church in Portarlington dates back to 1696, and was built to serve the significant new Huguenot community in the town. At the time, they constituted the majority of the townspeople.", "targets": "The French church in Portarlington was built when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8134c9a05e24c708900559b9599edca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is a developed country with an economy based on the service (82.8%) and industrial sectors (13.3%). The agricultural sector contributed 3.9% of national economic output in 2015. Important Greek industries include tourism and shipping. With 18 million international tourists in 2013, Greece was the 7th most visited country in the European Union and 16th in the world. The Greek Merchant Navy is the largest in the world, with Greek-owned vessels accounting for 15% of global deadweight tonnage as of 2013. The increased demand for international maritime transportation between Greece and Asia has resulted in unprecedented investment in the shipping industry.", "targets": "What type of country is Greece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8134c9a05e24c708900559b9599edca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is a developed country with an economy based on the service (82.8%) and industrial sectors (13.3%). The agricultural sector contributed 3.9% of national economic output in 2015. Important Greek industries include tourism and shipping. With 18 million international tourists in 2013, Greece was the 7th most visited country in the European Union and 16th in the world. The Greek Merchant Navy is the largest in the world, with Greek-owned vessels accounting for 15% of global deadweight tonnage as of 2013. The increased demand for international maritime transportation between Greece and Asia has resulted in unprecedented investment in the shipping industry.", "targets": "What percentage of Greece's economy is based on service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8134c9a05e24c708900559b9599edca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is a developed country with an economy based on the service (82.8%) and industrial sectors (13.3%). The agricultural sector contributed 3.9% of national economic output in 2015. Important Greek industries include tourism and shipping. With 18 million international tourists in 2013, Greece was the 7th most visited country in the European Union and 16th in the world. The Greek Merchant Navy is the largest in the world, with Greek-owned vessels accounting for 15% of global deadweight tonnage as of 2013. The increased demand for international maritime transportation between Greece and Asia has resulted in unprecedented investment in the shipping industry.", "targets": "How much of Greece's economy is comprised of industrial sectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8134c9a05e24c708900559b9599edca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is a developed country with an economy based on the service (82.8%) and industrial sectors (13.3%). The agricultural sector contributed 3.9% of national economic output in 2015. Important Greek industries include tourism and shipping. With 18 million international tourists in 2013, Greece was the 7th most visited country in the European Union and 16th in the world. The Greek Merchant Navy is the largest in the world, with Greek-owned vessels accounting for 15% of global deadweight tonnage as of 2013. The increased demand for international maritime transportation between Greece and Asia has resulted in unprecedented investment in the shipping industry.", "targets": "How much of the national economic output did the agricultural sector of Greece contribute in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8134c9a05e24c708900559b9599edca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece is a developed country with an economy based on the service (82.8%) and industrial sectors (13.3%). The agricultural sector contributed 3.9% of national economic output in 2015. Important Greek industries include tourism and shipping. With 18 million international tourists in 2013, Greece was the 7th most visited country in the European Union and 16th in the world. The Greek Merchant Navy is the largest in the world, with Greek-owned vessels accounting for 15% of global deadweight tonnage as of 2013. The increased demand for international maritime transportation between Greece and Asia has resulted in unprecedented investment in the shipping industry.", "targets": "How many international tourists visited Greece in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ec3b7bb6f1400bbc9ddc5fd960d857", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants synthesize a number of unique polymers like the polysaccharide molecules cellulose, pectin and xyloglucan from which the land plant cell wall is constructed. Vascular land plants make lignin, a polymer used to strengthen the secondary cell walls of xylem tracheids and vessels to keep them from collapsing when a plant sucks water through them under water stress. Lignin is also used in other cell types like sclerenchyma fibers that provide structural support for a plant and is a major constituent of wood. Sporopollenin is a chemically resistant polymer found in the outer cell walls of spores and pollen of land plants responsible for the survival of early land plant spores and the pollen of seed plants in the fossil record. It is widely regarded as a marker for the start of land plant evolution during the Ordovician period. The concentration of carbon dioxide in the atmosphere today is much lower than it was when plants emerged onto land during the Ordovician and Silurian periods. Many monocots like maize and the pineapple and some dicots like the Asteraceae have since independently evolved pathways like Crassulacean acid metabolism and the C4 carbon fixation pathway for photosynthesis which avoid the losses resulting from photorespiration in the more common C3 carbon fixation pathway. These biochemical strategies are unique to land plants.", "targets": "What polymer is used to strengthen cell walls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ec3b7bb6f1400bbc9ddc5fd960d857", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants synthesize a number of unique polymers like the polysaccharide molecules cellulose, pectin and xyloglucan from which the land plant cell wall is constructed. Vascular land plants make lignin, a polymer used to strengthen the secondary cell walls of xylem tracheids and vessels to keep them from collapsing when a plant sucks water through them under water stress. Lignin is also used in other cell types like sclerenchyma fibers that provide structural support for a plant and is a major constituent of wood. Sporopollenin is a chemically resistant polymer found in the outer cell walls of spores and pollen of land plants responsible for the survival of early land plant spores and the pollen of seed plants in the fossil record. It is widely regarded as a marker for the start of land plant evolution during the Ordovician period. The concentration of carbon dioxide in the atmosphere today is much lower than it was when plants emerged onto land during the Ordovician and Silurian periods. Many monocots like maize and the pineapple and some dicots like the Asteraceae have since independently evolved pathways like Crassulacean acid metabolism and the C4 carbon fixation pathway for photosynthesis which avoid the losses resulting from photorespiration in the more common C3 carbon fixation pathway. These biochemical strategies are unique to land plants.", "targets": "What weakens cell walls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ec3b7bb6f1400bbc9ddc5fd960d857", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants synthesize a number of unique polymers like the polysaccharide molecules cellulose, pectin and xyloglucan from which the land plant cell wall is constructed. Vascular land plants make lignin, a polymer used to strengthen the secondary cell walls of xylem tracheids and vessels to keep them from collapsing when a plant sucks water through them under water stress. Lignin is also used in other cell types like sclerenchyma fibers that provide structural support for a plant and is a major constituent of wood. Sporopollenin is a chemically resistant polymer found in the outer cell walls of spores and pollen of land plants responsible for the survival of early land plant spores and the pollen of seed plants in the fossil record. It is widely regarded as a marker for the start of land plant evolution during the Ordovician period. The concentration of carbon dioxide in the atmosphere today is much lower than it was when plants emerged onto land during the Ordovician and Silurian periods. Many monocots like maize and the pineapple and some dicots like the Asteraceae have since independently evolved pathways like Crassulacean acid metabolism and the C4 carbon fixation pathway for photosynthesis which avoid the losses resulting from photorespiration in the more common C3 carbon fixation pathway. These biochemical strategies are unique to land plants.", "targets": "What gas is in lower concentration now due to plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ec3b7bb6f1400bbc9ddc5fd960d857", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants synthesize a number of unique polymers like the polysaccharide molecules cellulose, pectin and xyloglucan from which the land plant cell wall is constructed. Vascular land plants make lignin, a polymer used to strengthen the secondary cell walls of xylem tracheids and vessels to keep them from collapsing when a plant sucks water through them under water stress. Lignin is also used in other cell types like sclerenchyma fibers that provide structural support for a plant and is a major constituent of wood. Sporopollenin is a chemically resistant polymer found in the outer cell walls of spores and pollen of land plants responsible for the survival of early land plant spores and the pollen of seed plants in the fossil record. It is widely regarded as a marker for the start of land plant evolution during the Ordovician period. The concentration of carbon dioxide in the atmosphere today is much lower than it was when plants emerged onto land during the Ordovician and Silurian periods. Many monocots like maize and the pineapple and some dicots like the Asteraceae have since independently evolved pathways like Crassulacean acid metabolism and the C4 carbon fixation pathway for photosynthesis which avoid the losses resulting from photorespiration in the more common C3 carbon fixation pathway. These biochemical strategies are unique to land plants.", "targets": "What polymer is found in spores and pollen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d3ec3b7bb6f1400bbc9ddc5fd960d857", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Plants synthesize a number of unique polymers like the polysaccharide molecules cellulose, pectin and xyloglucan from which the land plant cell wall is constructed. Vascular land plants make lignin, a polymer used to strengthen the secondary cell walls of xylem tracheids and vessels to keep them from collapsing when a plant sucks water through them under water stress. Lignin is also used in other cell types like sclerenchyma fibers that provide structural support for a plant and is a major constituent of wood. Sporopollenin is a chemically resistant polymer found in the outer cell walls of spores and pollen of land plants responsible for the survival of early land plant spores and the pollen of seed plants in the fossil record. It is widely regarded as a marker for the start of land plant evolution during the Ordovician period. The concentration of carbon dioxide in the atmosphere today is much lower than it was when plants emerged onto land during the Ordovician and Silurian periods. Many monocots like maize and the pineapple and some dicots like the Asteraceae have since independently evolved pathways like Crassulacean acid metabolism and the C4 carbon fixation pathway for photosynthesis which avoid the losses resulting from photorespiration in the more common C3 carbon fixation pathway. These biochemical strategies are unique to land plants.", "targets": "What polymer is a major part of wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4752380c8024ee4aeb353b132be562d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Richard Nixon used national security as a basis for his expansion of power. He asserted, for example, that \"the inherent power of the President to safeguard the security of the nation\" authorized him to order a wiretap without a judge's warrant. Nixon also asserted that \"executive privilege\" shielded him from all legislative oversight; furthermore, he impounded federal funds (that is to say, he refused to spend money that Congress had appropriated for government programs). In the specific cases aforementioned, however, the Supreme Court ruled against Nixon. This was also because of an ongoing criminal investigation into the Watergate tapes, even though they acknowledged the general need for executive privilege. Since then, Nixon's successors have sometimes asserted that they may act in the interests of national security or that executive privilege shields them from Congressional oversight. Though such claims have in general been more limited than Nixon's, one may still conclude that the presidency's power has been greatly augmented since the eighteenth and nineteenth centuries.", "targets": "Under what basis did Richard Nixon assert an expansion of the power of the President?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "Dogs are estimated to be domesticated as far back as what date range of years on the calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "Dog minds have been shaped by thousands of years of contact with what species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "What do some dog skills parallel in human beings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "Dogs are  very well attuned to what other species' behaviors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "Dogs can understand and communicate with what other species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "What is a dog's responses to stimuli known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "More than any other species, dogs are able to do what with people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1b8eb447b3478bb2398e82dba8c63b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dog behavior is the internally coordinated responses (actions or inactions) of the domestic dog (individuals or groups) to internal and/or external stimuli. As the oldest domesticated species, with estimates ranging from 9,000\u201330,000 years BCE, the minds of dogs inevitably have been shaped by millennia of contact with humans. As a result of this physical and social evolution, dogs, more than any other species, have acquired the ability to understand and communicate with humans and they are uniquely attuned to our behaviors. Behavioral scientists have uncovered a surprising set of social-cognitive abilities in the otherwise humble domestic dog. These abilities are not possessed by the dog's closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills parallel some of the social-cognitive skills of human children.", "targets": "Dogs have some social skills that parallel what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aef70930a4743778c34733d3d958b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although unpleasantness is an essential part of the IASP definition of pain, it is possible to induce a state described as intense pain devoid of unpleasantness in some patients, with morphine injection or psychosurgery. Such patients report that they have pain but are not bothered by it; they recognize the sensation of pain but suffer little, or not at all. Indifference to pain can also rarely be present from birth; these people have normal nerves on medical investigations, and find pain unpleasant, but do not avoid repetition of the pain stimulus.", "targets": "Which type of injection has caused patients to report they have pain but aren't bothered by it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aef70930a4743778c34733d3d958b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although unpleasantness is an essential part of the IASP definition of pain, it is possible to induce a state described as intense pain devoid of unpleasantness in some patients, with morphine injection or psychosurgery. Such patients report that they have pain but are not bothered by it; they recognize the sensation of pain but suffer little, or not at all. Indifference to pain can also rarely be present from birth; these people have normal nerves on medical investigations, and find pain unpleasant, but do not avoid repetition of the pain stimulus.", "targets": "How much do some patients going through psychosurgery suffer from the sensation of pain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aef70930a4743778c34733d3d958b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although unpleasantness is an essential part of the IASP definition of pain, it is possible to induce a state described as intense pain devoid of unpleasantness in some patients, with morphine injection or psychosurgery. Such patients report that they have pain but are not bothered by it; they recognize the sensation of pain but suffer little, or not at all. Indifference to pain can also rarely be present from birth; these people have normal nerves on medical investigations, and find pain unpleasant, but do not avoid repetition of the pain stimulus.", "targets": "IASP's definition of pain includes what aspect as an essential part?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aef70930a4743778c34733d3d958b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although unpleasantness is an essential part of the IASP definition of pain, it is possible to induce a state described as intense pain devoid of unpleasantness in some patients, with morphine injection or psychosurgery. Such patients report that they have pain but are not bothered by it; they recognize the sensation of pain but suffer little, or not at all. Indifference to pain can also rarely be present from birth; these people have normal nerves on medical investigations, and find pain unpleasant, but do not avoid repetition of the pain stimulus.", "targets": "What is it possible to induce which is, contrary to expectations, devoid of unpleasantness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6aef70930a4743778c34733d3d958b3e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although unpleasantness is an essential part of the IASP definition of pain, it is possible to induce a state described as intense pain devoid of unpleasantness in some patients, with morphine injection or psychosurgery. Such patients report that they have pain but are not bothered by it; they recognize the sensation of pain but suffer little, or not at all. Indifference to pain can also rarely be present from birth; these people have normal nerves on medical investigations, and find pain unpleasant, but do not avoid repetition of the pain stimulus.", "targets": "What perspective towards pain are some people with perfectly normal nerves born with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36388e5365d8484f8a709279b2552941", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concentration of copper in ores averages only 0.6%, and most commercial ores are sulfides, especially chalcopyrite (CuFeS2) and to a lesser extent chalcocite (Cu2S). These minerals are concentrated from crushed ores to the level of 10\u201315% copper by froth flotation or bioleaching. Heating this material with silica in flash smelting removes much of the iron as slag. The process exploits the greater ease of converting iron sulfides into its oxides, which in turn react with the silica to form the silicate slag, which floats on top of the heated mass. The resulting copper matte consisting of Cu2S is then roasted to convert all sulfides into oxides:", "targets": "What is the average concentration of copper in ores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36388e5365d8484f8a709279b2552941", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concentration of copper in ores averages only 0.6%, and most commercial ores are sulfides, especially chalcopyrite (CuFeS2) and to a lesser extent chalcocite (Cu2S). These minerals are concentrated from crushed ores to the level of 10\u201315% copper by froth flotation or bioleaching. Heating this material with silica in flash smelting removes much of the iron as slag. The process exploits the greater ease of converting iron sulfides into its oxides, which in turn react with the silica to form the silicate slag, which floats on top of the heated mass. The resulting copper matte consisting of Cu2S is then roasted to convert all sulfides into oxides:", "targets": "What are most commercial ores?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36388e5365d8484f8a709279b2552941", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concentration of copper in ores averages only 0.6%, and most commercial ores are sulfides, especially chalcopyrite (CuFeS2) and to a lesser extent chalcocite (Cu2S). These minerals are concentrated from crushed ores to the level of 10\u201315% copper by froth flotation or bioleaching. Heating this material with silica in flash smelting removes much of the iron as slag. The process exploits the greater ease of converting iron sulfides into its oxides, which in turn react with the silica to form the silicate slag, which floats on top of the heated mass. The resulting copper matte consisting of Cu2S is then roasted to convert all sulfides into oxides:", "targets": "What happens to the silicate slag  during the flash smelting process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36388e5365d8484f8a709279b2552941", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concentration of copper in ores averages only 0.6%, and most commercial ores are sulfides, especially chalcopyrite (CuFeS2) and to a lesser extent chalcocite (Cu2S). These minerals are concentrated from crushed ores to the level of 10\u201315% copper by froth flotation or bioleaching. Heating this material with silica in flash smelting removes much of the iron as slag. The process exploits the greater ease of converting iron sulfides into its oxides, which in turn react with the silica to form the silicate slag, which floats on top of the heated mass. The resulting copper matte consisting of Cu2S is then roasted to convert all sulfides into oxides:", "targets": "What does heating copper ore materials with silica remove?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36388e5365d8484f8a709279b2552941", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The concentration of copper in ores averages only 0.6%, and most commercial ores are sulfides, especially chalcopyrite (CuFeS2) and to a lesser extent chalcocite (Cu2S). These minerals are concentrated from crushed ores to the level of 10\u201315% copper by froth flotation or bioleaching. Heating this material with silica in flash smelting removes much of the iron as slag. The process exploits the greater ease of converting iron sulfides into its oxides, which in turn react with the silica to form the silicate slag, which floats on top of the heated mass. The resulting copper matte consisting of Cu2S is then roasted to convert all sulfides into oxides:", "targets": "What do the sulfides convert to after the copper matte is roasted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10e600c213854d6eafe68d10f8618cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within London, both the City of London and the City of Westminster have city status and both the City of London and the remainder of Greater London are counties for the purposes of lieutenancies. The area of Greater London has incorporated areas that were once part of the historic counties of Middlesex, Kent, Surrey, Essex and Hertfordshire. London's status as the capital of England, and later the United Kingdom, has never been granted or confirmed officially\u2014by statute or in written form.[note 6]", "targets": "What title regarding London has never been made official in law or by decree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10e600c213854d6eafe68d10f8618cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within London, both the City of London and the City of Westminster have city status and both the City of London and the remainder of Greater London are counties for the purposes of lieutenancies. The area of Greater London has incorporated areas that were once part of the historic counties of Middlesex, Kent, Surrey, Essex and Hertfordshire. London's status as the capital of England, and later the United Kingdom, has never been granted or confirmed officially\u2014by statute or in written form.[note 6]", "targets": "What areas within Greater London have city status?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10e600c213854d6eafe68d10f8618cc2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within London, both the City of London and the City of Westminster have city status and both the City of London and the remainder of Greater London are counties for the purposes of lieutenancies. The area of Greater London has incorporated areas that were once part of the historic counties of Middlesex, Kent, Surrey, Essex and Hertfordshire. London's status as the capital of England, and later the United Kingdom, has never been granted or confirmed officially\u2014by statute or in written form.[note 6]", "targets": "For what reason are the City of London and Greater London considered to be counties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "In 1830, what part of England did Victoria travel to with Dutchess of Kent and Conroy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "What town did Victoria visit in the center of England on her trip with the Dutchess of kent and Conroy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "What years were journeys similar to the Queen trip to Melvern Hills made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Willam was concerned that Victoria would was being portrayed as what because of her trips to central England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Who was annoyed that Victoria was welcomed at each of her visits to central England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Who was annoyed at how well recieved Victoria was on her tours of the countryside of England and Wales? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Where did Victoria become seriously ill during one of her trips? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Who did Victoria dislike so much she banned him from her presence once she became Queen? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "What position did Conroy try and fail to get Victoria to appoint him to during her illness and later? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Who took Victoria on a trip to Malvern Hills in 1830?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Who was Victoria convinced to make her secretery when she was very ill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "How did Victoria feel about all of the trips?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "What annoyed the King about the way Victoria was received at her stops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "Why did the King dislike Victoria taking the trips?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5330f68535ad49d1b8a84207bcc7406b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1830, the Duchess of Kent and Conroy took Victoria across the centre of England to visit the Malvern Hills, stopping at towns and great country houses along the way. Similar journeys to other parts of England and Wales were taken in 1832, 1833, 1834 and 1835. To the King's annoyance, Victoria was enthusiastically welcomed in each of the stops. William compared the journeys to royal progresses and was concerned that they portrayed Victoria as his rival rather than his heiress presumptive. Victoria disliked the trips; the constant round of public appearances made her tired and ill, and there was little time for her to rest. She objected on the grounds of the King's disapproval, but her mother dismissed his complaints as motivated by jealousy, and forced Victoria to continue the tours. At Ramsgate in October 1835, Victoria contracted a severe fever, which Conroy initially dismissed as a childish pretence. While Victoria was ill, Conroy and the Duchess unsuccessfully badgered her to make Conroy her private secretary. As a teenager, Victoria resisted persistent attempts by her mother and Conroy to appoint him to her staff. Once queen, she banned him from her presence, but he remained in her mother's household.", "targets": "When she was made Queen, what did Victoria do about Conroy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94084236241e43f0b8478c2ae90f61ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When learning how to write hanja, students are taught to memorize the native Korean pronunciation for the hanja's meaning and the Sino-Korean pronunciations (the pronunciation based on the Chinese pronunciation of the characters) for each hanja respectively so that students know what the syllable and meaning is for a particular hanja. For example, the name for the hanja \u6c34 is \ubb3c \uc218 (mul-su) in which \ubb3c (mul) is the native Korean pronunciation for \"water\", while \uc218 (su) is the Sino-Korean pronunciation of the character. The naming of hanja is similar to if \"water\" were named \"water-aqua\", \"horse-equus\", or \"gold-aurum\" based on a hybridization of both the English and the Latin names. Other examples include \uc0ac\ub78c \uc778 (saram-in) for \u4eba \"person/people\", \ud070 \ub300 (keun-dae) for \u5927 \"big/large//great\", \uc791\uc744 \uc18c (jakeul-so) for \u5c0f \"small/little\", \uc544\ub798 \ud558 (arae-ha) for \u4e0b \"underneath/below/low\", \uc544\ube44 \ubd80 (abi-bu) for \u7236 \"father\", and \ub098\ub77c\uc774\ub984 \ud55c (naraimreum-han) for \u97d3 \"Han/Korea\".", "targets": "What are students taught to memorize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94084236241e43f0b8478c2ae90f61ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When learning how to write hanja, students are taught to memorize the native Korean pronunciation for the hanja's meaning and the Sino-Korean pronunciations (the pronunciation based on the Chinese pronunciation of the characters) for each hanja respectively so that students know what the syllable and meaning is for a particular hanja. For example, the name for the hanja \u6c34 is \ubb3c \uc218 (mul-su) in which \ubb3c (mul) is the native Korean pronunciation for \"water\", while \uc218 (su) is the Sino-Korean pronunciation of the character. The naming of hanja is similar to if \"water\" were named \"water-aqua\", \"horse-equus\", or \"gold-aurum\" based on a hybridization of both the English and the Latin names. Other examples include \uc0ac\ub78c \uc778 (saram-in) for \u4eba \"person/people\", \ud070 \ub300 (keun-dae) for \u5927 \"big/large//great\", \uc791\uc744 \uc18c (jakeul-so) for \u5c0f \"small/little\", \uc544\ub798 \ud558 (arae-ha) for \u4e0b \"underneath/below/low\", \uc544\ube44 \ubd80 (abi-bu) for \u7236 \"father\", and \ub098\ub77c\uc774\ub984 \ud55c (naraimreum-han) for \u97d3 \"Han/Korea\".", "targets": "What is name of the hanja?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94084236241e43f0b8478c2ae90f61ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When learning how to write hanja, students are taught to memorize the native Korean pronunciation for the hanja's meaning and the Sino-Korean pronunciations (the pronunciation based on the Chinese pronunciation of the characters) for each hanja respectively so that students know what the syllable and meaning is for a particular hanja. For example, the name for the hanja \u6c34 is \ubb3c \uc218 (mul-su) in which \ubb3c (mul) is the native Korean pronunciation for \"water\", while \uc218 (su) is the Sino-Korean pronunciation of the character. The naming of hanja is similar to if \"water\" were named \"water-aqua\", \"horse-equus\", or \"gold-aurum\" based on a hybridization of both the English and the Latin names. Other examples include \uc0ac\ub78c \uc778 (saram-in) for \u4eba \"person/people\", \ud070 \ub300 (keun-dae) for \u5927 \"big/large//great\", \uc791\uc744 \uc18c (jakeul-so) for \u5c0f \"small/little\", \uc544\ub798 \ud558 (arae-ha) for \u4e0b \"underneath/below/low\", \uc544\ube44 \ubd80 (abi-bu) for \u7236 \"father\", and \ub098\ub77c\uc774\ub984 \ud55c (naraimreum-han) for \u97d3 \"Han/Korea\".", "targets": "What is the Korean pronunciation of water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54e8570abc5d47498a175cae8f7990d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' most popular sport clubs are the association football club Paris Saint-Germain F.C. and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. It is used for football, rugby union and track and field athletics. It hosts the French national football team for friendlies and major tournaments qualifiers, annually hosts the French national rugby team's home matches of the Six Nations Championship, and hosts several important matches of the Stade Fran\u00e7ais rugby team. In addition to Paris Saint-Germain FC, the city has a number of other amateur football clubs: Paris FC, Red Star, RCF Paris and Stade Fran\u00e7ais Paris.", "targets": "How many seats are in the State de France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54e8570abc5d47498a175cae8f7990d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' most popular sport clubs are the association football club Paris Saint-Germain F.C. and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. It is used for football, rugby union and track and field athletics. It hosts the French national football team for friendlies and major tournaments qualifiers, annually hosts the French national rugby team's home matches of the Six Nations Championship, and hosts several important matches of the Stade Fran\u00e7ais rugby team. In addition to Paris Saint-Germain FC, the city has a number of other amateur football clubs: Paris FC, Red Star, RCF Paris and Stade Fran\u00e7ais Paris.", "targets": "What was the State de France built for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54e8570abc5d47498a175cae8f7990d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' most popular sport clubs are the association football club Paris Saint-Germain F.C. and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. It is used for football, rugby union and track and field athletics. It hosts the French national football team for friendlies and major tournaments qualifiers, annually hosts the French national rugby team's home matches of the Six Nations Championship, and hosts several important matches of the Stade Fran\u00e7ais rugby team. In addition to Paris Saint-Germain FC, the city has a number of other amateur football clubs: Paris FC, Red Star, RCF Paris and Stade Fran\u00e7ais Paris.", "targets": "What is the most popular football club in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54e8570abc5d47498a175cae8f7990d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' most popular sport clubs are the association football club Paris Saint-Germain F.C. and the rugby union club Stade Fran\u00e7ais. The 80,000-seat Stade de France, built for the 1998 FIFA World Cup, is located just north of Paris in the commune of Saint-Denis. It is used for football, rugby union and track and field athletics. It hosts the French national football team for friendlies and major tournaments qualifiers, annually hosts the French national rugby team's home matches of the Six Nations Championship, and hosts several important matches of the Stade Fran\u00e7ais rugby team. In addition to Paris Saint-Germain FC, the city has a number of other amateur football clubs: Paris FC, Red Star, RCF Paris and Stade Fran\u00e7ais Paris.", "targets": "What is the rugby club in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c87313fb76844a59eaa00d361a92913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humbert of Romans, the master general of the order from 1254 to 1263, was a great administrator, as well as preacher and writer. It was under his tenure as master general that the sisters in the order were given official membership. Humbert was a great lover of languages, and encouraged linguistic studies among the Dominicans, primarily Arabic, because of the missionary work friars were pursuing amongst those led astray or forced to convert by Muslims in the Middle East. He also wanted his friars to reach excellence in their preaching, and this was his most lasting contribution to the order. The growth of the spirituality of young preachers was his first priority. He once cried to his students: \"... consider how excellent this office [of preaching] is, because it is apostolic; how useful, because it is directly ordained for the salvation of souls; how perilous, because few have in them, or perform, what the office requires, for it is not without great danger ... , vol. xxv. (Lyon, 1677)", "targets": "Who was the Master general of the Dominican Order during the mid 1200s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c87313fb76844a59eaa00d361a92913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humbert of Romans, the master general of the order from 1254 to 1263, was a great administrator, as well as preacher and writer. It was under his tenure as master general that the sisters in the order were given official membership. Humbert was a great lover of languages, and encouraged linguistic studies among the Dominicans, primarily Arabic, because of the missionary work friars were pursuing amongst those led astray or forced to convert by Muslims in the Middle East. He also wanted his friars to reach excellence in their preaching, and this was his most lasting contribution to the order. The growth of the spirituality of young preachers was his first priority. He once cried to his students: \"... consider how excellent this office [of preaching] is, because it is apostolic; how useful, because it is directly ordained for the salvation of souls; how perilous, because few have in them, or perform, what the office requires, for it is not without great danger ... , vol. xxv. (Lyon, 1677)", "targets": "What years was Humbert of Rome the Master General?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c87313fb76844a59eaa00d361a92913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humbert of Romans, the master general of the order from 1254 to 1263, was a great administrator, as well as preacher and writer. It was under his tenure as master general that the sisters in the order were given official membership. Humbert was a great lover of languages, and encouraged linguistic studies among the Dominicans, primarily Arabic, because of the missionary work friars were pursuing amongst those led astray or forced to convert by Muslims in the Middle East. He also wanted his friars to reach excellence in their preaching, and this was his most lasting contribution to the order. The growth of the spirituality of young preachers was his first priority. He once cried to his students: \"... consider how excellent this office [of preaching] is, because it is apostolic; how useful, because it is directly ordained for the salvation of souls; how perilous, because few have in them, or perform, what the office requires, for it is not without great danger ... , vol. xxv. (Lyon, 1677)", "targets": "What did Humbert do that was very significant during his time as Master general?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c87313fb76844a59eaa00d361a92913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humbert of Romans, the master general of the order from 1254 to 1263, was a great administrator, as well as preacher and writer. It was under his tenure as master general that the sisters in the order were given official membership. Humbert was a great lover of languages, and encouraged linguistic studies among the Dominicans, primarily Arabic, because of the missionary work friars were pursuing amongst those led astray or forced to convert by Muslims in the Middle East. He also wanted his friars to reach excellence in their preaching, and this was his most lasting contribution to the order. The growth of the spirituality of young preachers was his first priority. He once cried to his students: \"... consider how excellent this office [of preaching] is, because it is apostolic; how useful, because it is directly ordained for the salvation of souls; how perilous, because few have in them, or perform, what the office requires, for it is not without great danger ... , vol. xxv. (Lyon, 1677)", "targets": "What did subject did Humbert love very much?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c87313fb76844a59eaa00d361a92913", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Humbert of Romans, the master general of the order from 1254 to 1263, was a great administrator, as well as preacher and writer. It was under his tenure as master general that the sisters in the order were given official membership. Humbert was a great lover of languages, and encouraged linguistic studies among the Dominicans, primarily Arabic, because of the missionary work friars were pursuing amongst those led astray or forced to convert by Muslims in the Middle East. He also wanted his friars to reach excellence in their preaching, and this was his most lasting contribution to the order. The growth of the spirituality of young preachers was his first priority. He once cried to his students: \"... consider how excellent this office [of preaching] is, because it is apostolic; how useful, because it is directly ordained for the salvation of souls; how perilous, because few have in them, or perform, what the office requires, for it is not without great danger ... , vol. xxv. (Lyon, 1677)", "targets": "What language did Humbert want the Dominican Order members to learn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-556a060a140041b99019d07273a447d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Task Manager has been redesigned, including a new processes tab with the option to display fewer or more details of running applications and background processes, a heat map using different colors indicating the level of resource usage, network and disk counters, grouping by process type (e.g. applications, background processes and Windows processes), friendly names for processes and a new option which allows users to search the web to find information about obscure processes. Additionally, the Blue Screen of Death has been updated with a simpler and modern design with less technical information displayed.", "targets": "What is the point of using different colors on a heat map?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-556a060a140041b99019d07273a447d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Task Manager has been redesigned, including a new processes tab with the option to display fewer or more details of running applications and background processes, a heat map using different colors indicating the level of resource usage, network and disk counters, grouping by process type (e.g. applications, background processes and Windows processes), friendly names for processes and a new option which allows users to search the web to find information about obscure processes. Additionally, the Blue Screen of Death has been updated with a simpler and modern design with less technical information displayed.", "targets": "What changes were made to the BSoD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-556a060a140041b99019d07273a447d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Task Manager has been redesigned, including a new processes tab with the option to display fewer or more details of running applications and background processes, a heat map using different colors indicating the level of resource usage, network and disk counters, grouping by process type (e.g. applications, background processes and Windows processes), friendly names for processes and a new option which allows users to search the web to find information about obscure processes. Additionally, the Blue Screen of Death has been updated with a simpler and modern design with less technical information displayed.", "targets": "What are some of the process type groups Windows 8 implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-556a060a140041b99019d07273a447d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Task Manager has been redesigned, including a new processes tab with the option to display fewer or more details of running applications and background processes, a heat map using different colors indicating the level of resource usage, network and disk counters, grouping by process type (e.g. applications, background processes and Windows processes), friendly names for processes and a new option which allows users to search the web to find information about obscure processes. Additionally, the Blue Screen of Death has been updated with a simpler and modern design with less technical information displayed.", "targets": "How can users find out more about obscure Windows 8 processes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954e636869724856b112091181c2033c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 17, 2010, AF1 announced it would use the \"Arena Football League\" name. The league announced plans for the upcoming season and details of its contract with NFL Network to broadcast AFL games in 2010. AF1 teams were given the option of restoring historical names to their teams. In addition to the historical teams, the league added two new expansion franchises, the Dallas Vigilantes and the Jacksonville Sharks.", "targets": "On what date did AF1 announce that it would be called the Arena Football League?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954e636869724856b112091181c2033c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 17, 2010, AF1 announced it would use the \"Arena Football League\" name. The league announced plans for the upcoming season and details of its contract with NFL Network to broadcast AFL games in 2010. AF1 teams were given the option of restoring historical names to their teams. In addition to the historical teams, the league added two new expansion franchises, the Dallas Vigilantes and the Jacksonville Sharks.", "targets": "What television network was contracted to show Arena Football League games in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954e636869724856b112091181c2033c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 17, 2010, AF1 announced it would use the \"Arena Football League\" name. The league announced plans for the upcoming season and details of its contract with NFL Network to broadcast AFL games in 2010. AF1 teams were given the option of restoring historical names to their teams. In addition to the historical teams, the league added two new expansion franchises, the Dallas Vigilantes and the Jacksonville Sharks.", "targets": "How many expansion teams were announced in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-954e636869724856b112091181c2033c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On February 17, 2010, AF1 announced it would use the \"Arena Football League\" name. The league announced plans for the upcoming season and details of its contract with NFL Network to broadcast AFL games in 2010. AF1 teams were given the option of restoring historical names to their teams. In addition to the historical teams, the league added two new expansion franchises, the Dallas Vigilantes and the Jacksonville Sharks.", "targets": "Along with the Dallas Vigilantes, what expansion team was announced in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b88a52999a2473cacc110525abb5a3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Professional Lighting And Sound Association (PLASA) is a UK-based trade organisation representing the 500+ individual and corporate members drawn from the technical services sector. Its members include manufacturers and distributors of stage and entertainment lighting, sound, rigging and similar products and services, and affiliated professionals in the area. They lobby for and represent the interests of the industry at various levels, interacting with government and regulating bodies and presenting the case for the entertainment industry. Example subjects of this representation include the ongoing review of radio frequencies (which may or may not affect the radio bands in which wireless microphones and other devices use) and engaging with the issues surrounding the introduction of the RoHS (Restriction of Hazardous Substances Directive) regulations.", "targets": "What does PLASA stand for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b88a52999a2473cacc110525abb5a3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Professional Lighting And Sound Association (PLASA) is a UK-based trade organisation representing the 500+ individual and corporate members drawn from the technical services sector. Its members include manufacturers and distributors of stage and entertainment lighting, sound, rigging and similar products and services, and affiliated professionals in the area. They lobby for and represent the interests of the industry at various levels, interacting with government and regulating bodies and presenting the case for the entertainment industry. Example subjects of this representation include the ongoing review of radio frequencies (which may or may not affect the radio bands in which wireless microphones and other devices use) and engaging with the issues surrounding the introduction of the RoHS (Restriction of Hazardous Substances Directive) regulations.", "targets": "Where is PLASA based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b88a52999a2473cacc110525abb5a3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Professional Lighting And Sound Association (PLASA) is a UK-based trade organisation representing the 500+ individual and corporate members drawn from the technical services sector. Its members include manufacturers and distributors of stage and entertainment lighting, sound, rigging and similar products and services, and affiliated professionals in the area. They lobby for and represent the interests of the industry at various levels, interacting with government and regulating bodies and presenting the case for the entertainment industry. Example subjects of this representation include the ongoing review of radio frequencies (which may or may not affect the radio bands in which wireless microphones and other devices use) and engaging with the issues surrounding the introduction of the RoHS (Restriction of Hazardous Substances Directive) regulations.", "targets": "How many individuals does PLASA represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b88a52999a2473cacc110525abb5a3c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Professional Lighting And Sound Association (PLASA) is a UK-based trade organisation representing the 500+ individual and corporate members drawn from the technical services sector. Its members include manufacturers and distributors of stage and entertainment lighting, sound, rigging and similar products and services, and affiliated professionals in the area. They lobby for and represent the interests of the industry at various levels, interacting with government and regulating bodies and presenting the case for the entertainment industry. Example subjects of this representation include the ongoing review of radio frequencies (which may or may not affect the radio bands in which wireless microphones and other devices use) and engaging with the issues surrounding the introduction of the RoHS (Restriction of Hazardous Substances Directive) regulations.", "targets": "What does RoHS stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15bf26078f63442da5093ebcdb0de216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to films, Turner Classic Movies also airs original content, mostly documentaries about classic movie personalities, the world of filmmaking and particularly notable films. An occasional month-long series, Race and Hollywood, showcases films by and about people of non-white races, featuring discussions of how these pictures influenced white people's image of said races, as well as how people of those races viewed themselves. Previous installments have included \"Asian Images on Film\" in 2008, \"Native American Images on Film\" in 2010, \"Black Images on Film\" in 2006 \"Latino Images on Film\" in 2009 and \"Arab Images on Film\" in 2011. The network aired the film series Screened Out (which explored the history and depiction of homosexuality in film) in 2007 and Religion on Film (focusing on the role of religion in cinematic works) in 2005. In 2011, TCM debuted a new series entitled AFI's Master Class: The Art of Collaboration.", "targets": "In what year did Screened Out appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15bf26078f63442da5093ebcdb0de216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to films, Turner Classic Movies also airs original content, mostly documentaries about classic movie personalities, the world of filmmaking and particularly notable films. An occasional month-long series, Race and Hollywood, showcases films by and about people of non-white races, featuring discussions of how these pictures influenced white people's image of said races, as well as how people of those races viewed themselves. Previous installments have included \"Asian Images on Film\" in 2008, \"Native American Images on Film\" in 2010, \"Black Images on Film\" in 2006 \"Latino Images on Film\" in 2009 and \"Arab Images on Film\" in 2011. The network aired the film series Screened Out (which explored the history and depiction of homosexuality in film) in 2007 and Religion on Film (focusing on the role of religion in cinematic works) in 2005. In 2011, TCM debuted a new series entitled AFI's Master Class: The Art of Collaboration.", "targets": "What year saw the debut of Religion on Film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15bf26078f63442da5093ebcdb0de216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to films, Turner Classic Movies also airs original content, mostly documentaries about classic movie personalities, the world of filmmaking and particularly notable films. An occasional month-long series, Race and Hollywood, showcases films by and about people of non-white races, featuring discussions of how these pictures influenced white people's image of said races, as well as how people of those races viewed themselves. Previous installments have included \"Asian Images on Film\" in 2008, \"Native American Images on Film\" in 2010, \"Black Images on Film\" in 2006 \"Latino Images on Film\" in 2009 and \"Arab Images on Film\" in 2011. The network aired the film series Screened Out (which explored the history and depiction of homosexuality in film) in 2007 and Religion on Film (focusing on the role of religion in cinematic works) in 2005. In 2011, TCM debuted a new series entitled AFI's Master Class: The Art of Collaboration.", "targets": "What series premiered in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15bf26078f63442da5093ebcdb0de216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to films, Turner Classic Movies also airs original content, mostly documentaries about classic movie personalities, the world of filmmaking and particularly notable films. An occasional month-long series, Race and Hollywood, showcases films by and about people of non-white races, featuring discussions of how these pictures influenced white people's image of said races, as well as how people of those races viewed themselves. Previous installments have included \"Asian Images on Film\" in 2008, \"Native American Images on Film\" in 2010, \"Black Images on Film\" in 2006 \"Latino Images on Film\" in 2009 and \"Arab Images on Film\" in 2011. The network aired the film series Screened Out (which explored the history and depiction of homosexuality in film) in 2007 and Religion on Film (focusing on the role of religion in cinematic works) in 2005. In 2011, TCM debuted a new series entitled AFI's Master Class: The Art of Collaboration.", "targets": "In what year did Arab Images on Film first appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-15bf26078f63442da5093ebcdb0de216", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to films, Turner Classic Movies also airs original content, mostly documentaries about classic movie personalities, the world of filmmaking and particularly notable films. An occasional month-long series, Race and Hollywood, showcases films by and about people of non-white races, featuring discussions of how these pictures influenced white people's image of said races, as well as how people of those races viewed themselves. Previous installments have included \"Asian Images on Film\" in 2008, \"Native American Images on Film\" in 2010, \"Black Images on Film\" in 2006 \"Latino Images on Film\" in 2009 and \"Arab Images on Film\" in 2011. The network aired the film series Screened Out (which explored the history and depiction of homosexuality in film) in 2007 and Religion on Film (focusing on the role of religion in cinematic works) in 2005. In 2011, TCM debuted a new series entitled AFI's Master Class: The Art of Collaboration.", "targets": "What was the topic of Screened Out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c52c18d474249aa16f9898151d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A \"tag\" in an audio file is a section of the file that contains metadata such as the title, artist, album, track number or other information about the file's contents. The MP3 standards do not define tag formats for MP3 files, nor is there a standard container format that would support metadata and obviate the need for tags.", "targets": "What is a section of a file that contains metadeta referred to as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c52c18d474249aa16f9898151d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A \"tag\" in an audio file is a section of the file that contains metadata such as the title, artist, album, track number or other information about the file's contents. The MP3 standards do not define tag formats for MP3 files, nor is there a standard container format that would support metadata and obviate the need for tags.", "targets": "What else can metadeta contain other than the title, artist or track  number?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c52c18d474249aa16f9898151d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A \"tag\" in an audio file is a section of the file that contains metadata such as the title, artist, album, track number or other information about the file's contents. The MP3 standards do not define tag formats for MP3 files, nor is there a standard container format that would support metadata and obviate the need for tags.", "targets": "What do MP3 standards not define?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-803c52c18d474249aa16f9898151d554", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A \"tag\" in an audio file is a section of the file that contains metadata such as the title, artist, album, track number or other information about the file's contents. The MP3 standards do not define tag formats for MP3 files, nor is there a standard container format that would support metadata and obviate the need for tags.", "targets": "What would be needed to support metadata and obviate the need for tags?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd40c3b9685245089b993df0e3efc25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Latin canon law can be divided into four periods: the jus antiquum, the jus novum, the jus novissimum and the Code of Canon Law. In relation to the Code, history can be divided into the jus vetus (all law before the Code) and the jus novum (the law of the Code, or jus codicis).", "targets": "Which period followed the jus antiquum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd40c3b9685245089b993df0e3efc25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Latin canon law can be divided into four periods: the jus antiquum, the jus novum, the jus novissimum and the Code of Canon Law. In relation to the Code, history can be divided into the jus vetus (all law before the Code) and the jus novum (the law of the Code, or jus codicis).", "targets": "What is the most recent era of Latin canon law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd40c3b9685245089b993df0e3efc25b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The history of Latin canon law can be divided into four periods: the jus antiquum, the jus novum, the jus novissimum and the Code of Canon Law. In relation to the Code, history can be divided into the jus vetus (all law before the Code) and the jus novum (the law of the Code, or jus codicis).", "targets": "What is the name for the time preceding the Code of Canon Law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d6d779228141b093118957acbb8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Dong Zhuo (d. 192 AD) found the young emperor and his brother wandering in the countryside. He escorted them safely back to the capital and was made Minister of Works, taking control of Luoyang and forcing Yuan Shao to flee. After Dong Zhuo demoted Emperor Shao and promoted his brother Liu Xie as Emperor Xian, Yuan Shao led a coalition of former officials and officers against Dong, who burned Luoyang to the ground and resettled the court at Chang'an in May 191 AD. Dong Zhuo later poisoned Emperor Shao.", "targets": "How was Luoyang destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d6d779228141b093118957acbb8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Dong Zhuo (d. 192 AD) found the young emperor and his brother wandering in the countryside. He escorted them safely back to the capital and was made Minister of Works, taking control of Luoyang and forcing Yuan Shao to flee. After Dong Zhuo demoted Emperor Shao and promoted his brother Liu Xie as Emperor Xian, Yuan Shao led a coalition of former officials and officers against Dong, who burned Luoyang to the ground and resettled the court at Chang'an in May 191 AD. Dong Zhuo later poisoned Emperor Shao.", "targets": "Who demoted Emperor Shao?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d6d779228141b093118957acbb8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Dong Zhuo (d. 192 AD) found the young emperor and his brother wandering in the countryside. He escorted them safely back to the capital and was made Minister of Works, taking control of Luoyang and forcing Yuan Shao to flee. After Dong Zhuo demoted Emperor Shao and promoted his brother Liu Xie as Emperor Xian, Yuan Shao led a coalition of former officials and officers against Dong, who burned Luoyang to the ground and resettled the court at Chang'an in May 191 AD. Dong Zhuo later poisoned Emperor Shao.", "targets": "What position would the young Liu Xie eventually be promoted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d6d779228141b093118957acbb8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Dong Zhuo (d. 192 AD) found the young emperor and his brother wandering in the countryside. He escorted them safely back to the capital and was made Minister of Works, taking control of Luoyang and forcing Yuan Shao to flee. After Dong Zhuo demoted Emperor Shao and promoted his brother Liu Xie as Emperor Xian, Yuan Shao led a coalition of former officials and officers against Dong, who burned Luoyang to the ground and resettled the court at Chang'an in May 191 AD. Dong Zhuo later poisoned Emperor Shao.", "targets": "Who had taken control of Luoyang?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c4d6d779228141b093118957acbb8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "General Dong Zhuo (d. 192 AD) found the young emperor and his brother wandering in the countryside. He escorted them safely back to the capital and was made Minister of Works, taking control of Luoyang and forcing Yuan Shao to flee. After Dong Zhuo demoted Emperor Shao and promoted his brother Liu Xie as Emperor Xian, Yuan Shao led a coalition of former officials and officers against Dong, who burned Luoyang to the ground and resettled the court at Chang'an in May 191 AD. Dong Zhuo later poisoned Emperor Shao.", "targets": "When did Dong Zhuo die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aea915eecec44e0858101a1038bdeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are as many as 22 public beaches (most beaches on St Barth\u00e9l\u00e9my are known as \"Anse de...\" etc. ) of which 15 are considered suitable for swimming. They are categorized and divided into two groups, the leeward side (calm waters protected by the island itself) and windward side (some of which are protected by hills and reefs). The windward beaches are popular for windsurfing. The beach of St Jean is suitable for water sports and facilities have been created for that purpose. The long beach at Lorient has shade and is a quiet beach as compared to St. Jean.", "targets": "How many public beaches are there in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aea915eecec44e0858101a1038bdeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are as many as 22 public beaches (most beaches on St Barth\u00e9l\u00e9my are known as \"Anse de...\" etc. ) of which 15 are considered suitable for swimming. They are categorized and divided into two groups, the leeward side (calm waters protected by the island itself) and windward side (some of which are protected by hills and reefs). The windward beaches are popular for windsurfing. The beach of St Jean is suitable for water sports and facilities have been created for that purpose. The long beach at Lorient has shade and is a quiet beach as compared to St. Jean.", "targets": "How many beaches in St. Barts are suitable to swim in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aea915eecec44e0858101a1038bdeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are as many as 22 public beaches (most beaches on St Barth\u00e9l\u00e9my are known as \"Anse de...\" etc. ) of which 15 are considered suitable for swimming. They are categorized and divided into two groups, the leeward side (calm waters protected by the island itself) and windward side (some of which are protected by hills and reefs). The windward beaches are popular for windsurfing. The beach of St Jean is suitable for water sports and facilities have been created for that purpose. The long beach at Lorient has shade and is a quiet beach as compared to St. Jean.", "targets": "What is the portion of the island called that is protected from the sea by the island itself?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aea915eecec44e0858101a1038bdeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are as many as 22 public beaches (most beaches on St Barth\u00e9l\u00e9my are known as \"Anse de...\" etc. ) of which 15 are considered suitable for swimming. They are categorized and divided into two groups, the leeward side (calm waters protected by the island itself) and windward side (some of which are protected by hills and reefs). The windward beaches are popular for windsurfing. The beach of St Jean is suitable for water sports and facilities have been created for that purpose. The long beach at Lorient has shade and is a quiet beach as compared to St. Jean.", "targets": "What is the portion of the island called that is open to the storms and high sea winds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3aea915eecec44e0858101a1038bdeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are as many as 22 public beaches (most beaches on St Barth\u00e9l\u00e9my are known as \"Anse de...\" etc. ) of which 15 are considered suitable for swimming. They are categorized and divided into two groups, the leeward side (calm waters protected by the island itself) and windward side (some of which are protected by hills and reefs). The windward beaches are popular for windsurfing. The beach of St Jean is suitable for water sports and facilities have been created for that purpose. The long beach at Lorient has shade and is a quiet beach as compared to St. Jean.", "targets": "The windward side of St. Barts is popular for what type of activity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6929d73db519475aaebd19c777cd6381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economists Hendrik Wolff, Howard Chong and Maximilian Auffhammer discuss the HDI from the perspective of data error in the underlying health, education and income statistics used to construct the HDI. They identified three sources of data error which are due to (i) data updating, (ii) formula revisions and (iii) thresholds to classify a country\u2019s development status and conclude that 11%, 21% and 34% of all countries can be interpreted as currently misclassified in the development bins due to the three sources of data error, respectively. The authors suggest that the United Nations should discontinue the practice of classifying countries into development bins because - they claim - the cut-off values seem arbitrary, can provide incentives for strategic behavior in reporting official statistics, and have the potential to misguide politicians, investors, charity donors and the public who use the HDI at large.[citation needed] In 2010 the UNDP reacted to the criticism and updated the thresholds to classify nations as low, medium, and high human development countries. In a comment to The Economist in early January 2011, the Human Development Report Office responded to a January 6, 2011 article in the magazine which discusses the Wolff et al. paper. The Human Development Report Office states that they undertook a systematic revision of the methods used for the calculation of the HDI and that the new methodology directly addresses the critique by Wolff et al. in that it generates a system for continuous updating of the human development categories whenever formula or data revisions take place.", "targets": "How many economists were cited as pointing out data errors in the HDI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6929d73db519475aaebd19c777cd6381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economists Hendrik Wolff, Howard Chong and Maximilian Auffhammer discuss the HDI from the perspective of data error in the underlying health, education and income statistics used to construct the HDI. They identified three sources of data error which are due to (i) data updating, (ii) formula revisions and (iii) thresholds to classify a country\u2019s development status and conclude that 11%, 21% and 34% of all countries can be interpreted as currently misclassified in the development bins due to the three sources of data error, respectively. The authors suggest that the United Nations should discontinue the practice of classifying countries into development bins because - they claim - the cut-off values seem arbitrary, can provide incentives for strategic behavior in reporting official statistics, and have the potential to misguide politicians, investors, charity donors and the public who use the HDI at large.[citation needed] In 2010 the UNDP reacted to the criticism and updated the thresholds to classify nations as low, medium, and high human development countries. In a comment to The Economist in early January 2011, the Human Development Report Office responded to a January 6, 2011 article in the magazine which discusses the Wolff et al. paper. The Human Development Report Office states that they undertook a systematic revision of the methods used for the calculation of the HDI and that the new methodology directly addresses the critique by Wolff et al. in that it generates a system for continuous updating of the human development categories whenever formula or data revisions take place.", "targets": "In what year did the UNDP respond to the criticism of its report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6929d73db519475aaebd19c777cd6381", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Economists Hendrik Wolff, Howard Chong and Maximilian Auffhammer discuss the HDI from the perspective of data error in the underlying health, education and income statistics used to construct the HDI. They identified three sources of data error which are due to (i) data updating, (ii) formula revisions and (iii) thresholds to classify a country\u2019s development status and conclude that 11%, 21% and 34% of all countries can be interpreted as currently misclassified in the development bins due to the three sources of data error, respectively. The authors suggest that the United Nations should discontinue the practice of classifying countries into development bins because - they claim - the cut-off values seem arbitrary, can provide incentives for strategic behavior in reporting official statistics, and have the potential to misguide politicians, investors, charity donors and the public who use the HDI at large.[citation needed] In 2010 the UNDP reacted to the criticism and updated the thresholds to classify nations as low, medium, and high human development countries. In a comment to The Economist in early January 2011, the Human Development Report Office responded to a January 6, 2011 article in the magazine which discusses the Wolff et al. paper. The Human Development Report Office states that they undertook a systematic revision of the methods used for the calculation of the HDI and that the new methodology directly addresses the critique by Wolff et al. in that it generates a system for continuous updating of the human development categories whenever formula or data revisions take place.", "targets": "Which magazine publication carried a statement from the Human Development Report Office in January, 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3c8e6b9bb8947d8a932dd96eed78762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the Rajputs, Jats, Meenas, Gurjars, Bhils, Rajpurohit, Charans, Yadavs, Bishnois, Sermals, PhulMali (Saini) and other tribes made a great contribution in building the state of Rajasthan. All these tribes suffered great difficulties in protecting their culture and the land. Millions of them were killed trying to protect their land. A number of Gurjars had been exterminated in Bhinmal and Ajmer areas fighting with the invaders. Bhils once ruled Kota. Meenas were rulers of Bundi and the Dhundhar region.", "targets": "Members of what tribe were exterminated in Ajmer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3c8e6b9bb8947d8a932dd96eed78762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the Rajputs, Jats, Meenas, Gurjars, Bhils, Rajpurohit, Charans, Yadavs, Bishnois, Sermals, PhulMali (Saini) and other tribes made a great contribution in building the state of Rajasthan. All these tribes suffered great difficulties in protecting their culture and the land. Millions of them were killed trying to protect their land. A number of Gurjars had been exterminated in Bhinmal and Ajmer areas fighting with the invaders. Bhils once ruled Kota. Meenas were rulers of Bundi and the Dhundhar region.", "targets": "What tribe formerly ruled Kota?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3c8e6b9bb8947d8a932dd96eed78762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the Rajputs, Jats, Meenas, Gurjars, Bhils, Rajpurohit, Charans, Yadavs, Bishnois, Sermals, PhulMali (Saini) and other tribes made a great contribution in building the state of Rajasthan. All these tribes suffered great difficulties in protecting their culture and the land. Millions of them were killed trying to protect their land. A number of Gurjars had been exterminated in Bhinmal and Ajmer areas fighting with the invaders. Bhils once ruled Kota. Meenas were rulers of Bundi and the Dhundhar region.", "targets": "What was the name of the group that formerly ruled Bundi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3c8e6b9bb8947d8a932dd96eed78762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the Rajputs, Jats, Meenas, Gurjars, Bhils, Rajpurohit, Charans, Yadavs, Bishnois, Sermals, PhulMali (Saini) and other tribes made a great contribution in building the state of Rajasthan. All these tribes suffered great difficulties in protecting their culture and the land. Millions of them were killed trying to protect their land. A number of Gurjars had been exterminated in Bhinmal and Ajmer areas fighting with the invaders. Bhils once ruled Kota. Meenas were rulers of Bundi and the Dhundhar region.", "targets": "What is another way to refer to the PhulMali?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e3c8e6b9bb8947d8a932dd96eed78762", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the Rajputs, Jats, Meenas, Gurjars, Bhils, Rajpurohit, Charans, Yadavs, Bishnois, Sermals, PhulMali (Saini) and other tribes made a great contribution in building the state of Rajasthan. All these tribes suffered great difficulties in protecting their culture and the land. Millions of them were killed trying to protect their land. A number of Gurjars had been exterminated in Bhinmal and Ajmer areas fighting with the invaders. Bhils once ruled Kota. Meenas were rulers of Bundi and the Dhundhar region.", "targets": "The Jats assisted in building what state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63992ed2c874f61a3a3841edff476ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1963 and 1965, there was a \"downtown boom\" that led to the construction of more than 700 buildings in the city. In 1968, Virginia Commonwealth University was created by the merger of the Medical College of Virginia with the Richmond Professional Institute. In 1970, Richmond's borders expanded by an additional 27 square miles (70 km2) on the south. After several years of court cases in which Chesterfield County fought annexation, more than 47,000 people who once were Chesterfield County residents found themselves within the city's perimeters on January 1, 1970. In 1996, still-sore tensions arose amid controversy involved in placing a statue of African American Richmond native and tennis star Arthur Ashe to the famed series of statues of Confederate heroes of the Civil War on Monument Avenue. After several months of controversy, the bronze statue of Ashe was finally completed on Monument Avenue facing the opposite direction from the Confederate Heroes on July 10, 1996.", "targets": "When did the so-called downtown boom in Richmond end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63992ed2c874f61a3a3841edff476ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1963 and 1965, there was a \"downtown boom\" that led to the construction of more than 700 buildings in the city. In 1968, Virginia Commonwealth University was created by the merger of the Medical College of Virginia with the Richmond Professional Institute. In 1970, Richmond's borders expanded by an additional 27 square miles (70 km2) on the south. After several years of court cases in which Chesterfield County fought annexation, more than 47,000 people who once were Chesterfield County residents found themselves within the city's perimeters on January 1, 1970. In 1996, still-sore tensions arose amid controversy involved in placing a statue of African American Richmond native and tennis star Arthur Ashe to the famed series of statues of Confederate heroes of the Civil War on Monument Avenue. After several months of controversy, the bronze statue of Ashe was finally completed on Monument Avenue facing the opposite direction from the Confederate Heroes on July 10, 1996.", "targets": "About how many structures were built in Richmond during the downtown boom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63992ed2c874f61a3a3841edff476ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1963 and 1965, there was a \"downtown boom\" that led to the construction of more than 700 buildings in the city. In 1968, Virginia Commonwealth University was created by the merger of the Medical College of Virginia with the Richmond Professional Institute. In 1970, Richmond's borders expanded by an additional 27 square miles (70 km2) on the south. After several years of court cases in which Chesterfield County fought annexation, more than 47,000 people who once were Chesterfield County residents found themselves within the city's perimeters on January 1, 1970. In 1996, still-sore tensions arose amid controversy involved in placing a statue of African American Richmond native and tennis star Arthur Ashe to the famed series of statues of Confederate heroes of the Civil War on Monument Avenue. After several months of controversy, the bronze statue of Ashe was finally completed on Monument Avenue facing the opposite direction from the Confederate Heroes on July 10, 1996.", "targets": "What combined with the Richmond Professional Institute to form Virginia Commonwealth University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63992ed2c874f61a3a3841edff476ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1963 and 1965, there was a \"downtown boom\" that led to the construction of more than 700 buildings in the city. In 1968, Virginia Commonwealth University was created by the merger of the Medical College of Virginia with the Richmond Professional Institute. In 1970, Richmond's borders expanded by an additional 27 square miles (70 km2) on the south. After several years of court cases in which Chesterfield County fought annexation, more than 47,000 people who once were Chesterfield County residents found themselves within the city's perimeters on January 1, 1970. In 1996, still-sore tensions arose amid controversy involved in placing a statue of African American Richmond native and tennis star Arthur Ashe to the famed series of statues of Confederate heroes of the Civil War on Monument Avenue. After several months of controversy, the bronze statue of Ashe was finally completed on Monument Avenue facing the opposite direction from the Confederate Heroes on July 10, 1996.", "targets": "In what direction did Richmond's borders expand in 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d63992ed2c874f61a3a3841edff476ad", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between 1963 and 1965, there was a \"downtown boom\" that led to the construction of more than 700 buildings in the city. In 1968, Virginia Commonwealth University was created by the merger of the Medical College of Virginia with the Richmond Professional Institute. In 1970, Richmond's borders expanded by an additional 27 square miles (70 km2) on the south. After several years of court cases in which Chesterfield County fought annexation, more than 47,000 people who once were Chesterfield County residents found themselves within the city's perimeters on January 1, 1970. In 1996, still-sore tensions arose amid controversy involved in placing a statue of African American Richmond native and tennis star Arthur Ashe to the famed series of statues of Confederate heroes of the Civil War on Monument Avenue. After several months of controversy, the bronze statue of Ashe was finally completed on Monument Avenue facing the opposite direction from the Confederate Heroes on July 10, 1996.", "targets": "People of what county did not want to join Richmond circa 1970?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55635bdf5143480689d20b72b58da503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ved\u0101nta school built upon the teachings of the Upanishads and Brahma Sutras from the first millennium BCE and is the most developed and well-known of the Hindu schools. The epistemology of the Vedantins included, depending on the sub-school, five or six methods as proper and reliable means of gaining any form of knowledge: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts). Each of these have been further categorized in terms of conditionality, completeness, confidence and possibility of error, by each sub-school of Vedanta.", "targets": "On which sutras did the Vedanta school focus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55635bdf5143480689d20b72b58da503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ved\u0101nta school built upon the teachings of the Upanishads and Brahma Sutras from the first millennium BCE and is the most developed and well-known of the Hindu schools. The epistemology of the Vedantins included, depending on the sub-school, five or six methods as proper and reliable means of gaining any form of knowledge: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts). Each of these have been further categorized in terms of conditionality, completeness, confidence and possibility of error, by each sub-school of Vedanta.", "targets": "In what time did the Vedanta school become active?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55635bdf5143480689d20b72b58da503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ved\u0101nta school built upon the teachings of the Upanishads and Brahma Sutras from the first millennium BCE and is the most developed and well-known of the Hindu schools. The epistemology of the Vedantins included, depending on the sub-school, five or six methods as proper and reliable means of gaining any form of knowledge: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts). Each of these have been further categorized in terms of conditionality, completeness, confidence and possibility of error, by each sub-school of Vedanta.", "targets": "Which is the most developed and well known of the Hindu schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55635bdf5143480689d20b72b58da503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ved\u0101nta school built upon the teachings of the Upanishads and Brahma Sutras from the first millennium BCE and is the most developed and well-known of the Hindu schools. The epistemology of the Vedantins included, depending on the sub-school, five or six methods as proper and reliable means of gaining any form of knowledge: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts). Each of these have been further categorized in terms of conditionality, completeness, confidence and possibility of error, by each sub-school of Vedanta.", "targets": "How many ways did the Vedantins have of gaining knowledge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-55635bdf5143480689d20b72b58da503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Ved\u0101nta school built upon the teachings of the Upanishads and Brahma Sutras from the first millennium BCE and is the most developed and well-known of the Hindu schools. The epistemology of the Vedantins included, depending on the sub-school, five or six methods as proper and reliable means of gaining any form of knowledge: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts). Each of these have been further categorized in terms of conditionality, completeness, confidence and possibility of error, by each sub-school of Vedanta.", "targets": "On what was dependent for the choice of methods in gaining knowledge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10651013714f4980b032c82994369868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legions of the late Republic were, structurally, almost entirely heavy infantry. The legion's main sub-unit was called a cohort and consisted of approximately 480 infantrymen. The cohort was therefore a much larger unit than the earlier maniple sub-unit, and was divided into six centuries of 80 men each. Each century was separated further into 10 \"tent groups\" of 8 men each. The cavalry troops were used as scouts and dispatch riders rather than battlefield cavalry. Legions also contained a dedicated group of artillery crew of perhaps 60 men. Each legion was normally partnered with an approximately equal number of allied (non-Roman) troops.", "targets": "Around how many units could be expected to be contained within a cohort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10651013714f4980b032c82994369868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legions of the late Republic were, structurally, almost entirely heavy infantry. The legion's main sub-unit was called a cohort and consisted of approximately 480 infantrymen. The cohort was therefore a much larger unit than the earlier maniple sub-unit, and was divided into six centuries of 80 men each. Each century was separated further into 10 \"tent groups\" of 8 men each. The cavalry troops were used as scouts and dispatch riders rather than battlefield cavalry. Legions also contained a dedicated group of artillery crew of perhaps 60 men. Each legion was normally partnered with an approximately equal number of allied (non-Roman) troops.", "targets": "How many troops were placed into each tent group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10651013714f4980b032c82994369868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legions of the late Republic were, structurally, almost entirely heavy infantry. The legion's main sub-unit was called a cohort and consisted of approximately 480 infantrymen. The cohort was therefore a much larger unit than the earlier maniple sub-unit, and was divided into six centuries of 80 men each. Each century was separated further into 10 \"tent groups\" of 8 men each. The cavalry troops were used as scouts and dispatch riders rather than battlefield cavalry. Legions also contained a dedicated group of artillery crew of perhaps 60 men. Each legion was normally partnered with an approximately equal number of allied (non-Roman) troops.", "targets": "Who would now be used as scouts instead of fighting alongside the army in the battlefield?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10651013714f4980b032c82994369868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The legions of the late Republic were, structurally, almost entirely heavy infantry. The legion's main sub-unit was called a cohort and consisted of approximately 480 infantrymen. The cohort was therefore a much larger unit than the earlier maniple sub-unit, and was divided into six centuries of 80 men each. Each century was separated further into 10 \"tent groups\" of 8 men each. The cavalry troops were used as scouts and dispatch riders rather than battlefield cavalry. Legions also contained a dedicated group of artillery crew of perhaps 60 men. Each legion was normally partnered with an approximately equal number of allied (non-Roman) troops.", "targets": "What designation of troops was considered to make up the majority of a legion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28dcdeba4e2e473390ebf11926879b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formalist definition is that the history of \"literature\" foregrounds poetic effects; it is the \"literariness\" or \"poeticity\" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g., journalism). Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g., \"scientific literature\"), as such writing must use language according to particular standards. The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because \"ordinary language\" is an unstable category, differing according to social categories and across history.", "targets": "A definition of literature that incorporates style and the poetic nature of prose is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28dcdeba4e2e473390ebf11926879b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formalist definition is that the history of \"literature\" foregrounds poetic effects; it is the \"literariness\" or \"poeticity\" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g., journalism). Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g., \"scientific literature\"), as such writing must use language according to particular standards. The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because \"ordinary language\" is an unstable category, differing according to social categories and across history.", "targets": "What is one example of writing that the formalist definition distinguishes literature from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28dcdeba4e2e473390ebf11926879b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formalist definition is that the history of \"literature\" foregrounds poetic effects; it is the \"literariness\" or \"poeticity\" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g., journalism). Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g., \"scientific literature\"), as such writing must use language according to particular standards. The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because \"ordinary language\" is an unstable category, differing according to social categories and across history.", "targets": "What element of the formalist definition makes it difficult to apply?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28dcdeba4e2e473390ebf11926879b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formalist definition is that the history of \"literature\" foregrounds poetic effects; it is the \"literariness\" or \"poeticity\" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g., journalism). Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g., \"scientific literature\"), as such writing must use language according to particular standards. The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because \"ordinary language\" is an unstable category, differing according to social categories and across history.", "targets": "What part of ordinary language makes it difficult to apply the formalist definition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28dcdeba4e2e473390ebf11926879b81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The formalist definition is that the history of \"literature\" foregrounds poetic effects; it is the \"literariness\" or \"poeticity\" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g., journalism). Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g., \"scientific literature\"), as such writing must use language according to particular standards. The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because \"ordinary language\" is an unstable category, differing according to social categories and across history.", "targets": "The formalist definition when applied to industry writing allows it to be called literature when it does what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8fa612d2e7542729ca993a75b45f3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often employ the paradox of being a union of states, while still being states (or having aspects of statehood) in themselves. For example, James Madison (author of the US Constitution) wrote in Federalist Paper No. 39 that the US Constitution \"is in strictness neither a national nor a federal constitution; but a composition of both. In its foundation, it is federal, not national; in the sources from which the ordinary powers of the Government are drawn, it is partly federal, and partly national...\" This stems from the fact that states in the US maintain all sovereignty that they do not yield to the federation by their own consent. This was reaffirmed by the Tenth Amendment to the United States Constitution, which reserves all powers and rights that are not delegated to the Federal Government as left to the States and to the people.", "targets": "What does federations often employ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8fa612d2e7542729ca993a75b45f3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often employ the paradox of being a union of states, while still being states (or having aspects of statehood) in themselves. For example, James Madison (author of the US Constitution) wrote in Federalist Paper No. 39 that the US Constitution \"is in strictness neither a national nor a federal constitution; but a composition of both. In its foundation, it is federal, not national; in the sources from which the ordinary powers of the Government are drawn, it is partly federal, and partly national...\" This stems from the fact that states in the US maintain all sovereignty that they do not yield to the federation by their own consent. This was reaffirmed by the Tenth Amendment to the United States Constitution, which reserves all powers and rights that are not delegated to the Federal Government as left to the States and to the people.", "targets": "What is federalist paper no. 39?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8fa612d2e7542729ca993a75b45f3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often employ the paradox of being a union of states, while still being states (or having aspects of statehood) in themselves. For example, James Madison (author of the US Constitution) wrote in Federalist Paper No. 39 that the US Constitution \"is in strictness neither a national nor a federal constitution; but a composition of both. In its foundation, it is federal, not national; in the sources from which the ordinary powers of the Government are drawn, it is partly federal, and partly national...\" This stems from the fact that states in the US maintain all sovereignty that they do not yield to the federation by their own consent. This was reaffirmed by the Tenth Amendment to the United States Constitution, which reserves all powers and rights that are not delegated to the Federal Government as left to the States and to the people.", "targets": "What is the foundation for federalist paper no. 39?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e8fa612d2e7542729ca993a75b45f3a4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Federations often employ the paradox of being a union of states, while still being states (or having aspects of statehood) in themselves. For example, James Madison (author of the US Constitution) wrote in Federalist Paper No. 39 that the US Constitution \"is in strictness neither a national nor a federal constitution; but a composition of both. In its foundation, it is federal, not national; in the sources from which the ordinary powers of the Government are drawn, it is partly federal, and partly national...\" This stems from the fact that states in the US maintain all sovereignty that they do not yield to the federation by their own consent. This was reaffirmed by the Tenth Amendment to the United States Constitution, which reserves all powers and rights that are not delegated to the Federal Government as left to the States and to the people.", "targets": "What is the 10th Amendment in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e415a94d930947c8881355978e35a2e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's, and the province as a whole, was gravely affected in the 1990s by the collapse of the Northern cod fishery, which had been the driving force of the provincial economy for hundreds of years. After a decade of high unemployment rates and depopulation, the city's proximity to the Hibernia, Terra Nova and White Rose oil fields has led to an economic boom that has spurred population growth and commercial development. As a result, the St. John's area now accounts for about half of the province's economic output.", "targets": "When did the Northern cod fishery collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e415a94d930947c8881355978e35a2e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's, and the province as a whole, was gravely affected in the 1990s by the collapse of the Northern cod fishery, which had been the driving force of the provincial economy for hundreds of years. After a decade of high unemployment rates and depopulation, the city's proximity to the Hibernia, Terra Nova and White Rose oil fields has led to an economic boom that has spurred population growth and commercial development. As a result, the St. John's area now accounts for about half of the province's economic output.", "targets": "What led to an economic boom in St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e415a94d930947c8881355978e35a2e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's, and the province as a whole, was gravely affected in the 1990s by the collapse of the Northern cod fishery, which had been the driving force of the provincial economy for hundreds of years. After a decade of high unemployment rates and depopulation, the city's proximity to the Hibernia, Terra Nova and White Rose oil fields has led to an economic boom that has spurred population growth and commercial development. As a result, the St. John's area now accounts for about half of the province's economic output.", "targets": "For how long did the Northern cod fishery provide a stable economy for St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e415a94d930947c8881355978e35a2e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's, and the province as a whole, was gravely affected in the 1990s by the collapse of the Northern cod fishery, which had been the driving force of the provincial economy for hundreds of years. After a decade of high unemployment rates and depopulation, the city's proximity to the Hibernia, Terra Nova and White Rose oil fields has led to an economic boom that has spurred population growth and commercial development. As a result, the St. John's area now accounts for about half of the province's economic output.", "targets": "How long did unemployment rates and depopulation suffer in St. John's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b206f3ad94084f3b91fef51207d5ebe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another work from Ancient Greece that made an early impact on botany is De Materia Medica, a five-volume encyclopedia about herbal medicine written in the middle of the first century by Greek physician and pharmacologist Pedanius Dioscorides. De Materia Medica was widely read for more than 1,500 years. Important contributions from the medieval Muslim world include Ibn Wahshiyya's Nabatean Agriculture, Ab\u016b \u1e24an\u012bfa D\u012bnawar\u012b's (828\u2013896) the Book of Plants, and Ibn Bassal's The Classification of Soils. In the early 13th century, Abu al-Abbas al-Nabati, and Ibn al-Baitar (d. 1248) wrote on botany in a systematic and scientific manner.", "targets": "What is the name of an ancient Greek work impacting botany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b206f3ad94084f3b91fef51207d5ebe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another work from Ancient Greece that made an early impact on botany is De Materia Medica, a five-volume encyclopedia about herbal medicine written in the middle of the first century by Greek physician and pharmacologist Pedanius Dioscorides. De Materia Medica was widely read for more than 1,500 years. Important contributions from the medieval Muslim world include Ibn Wahshiyya's Nabatean Agriculture, Ab\u016b \u1e24an\u012bfa D\u012bnawar\u012b's (828\u2013896) the Book of Plants, and Ibn Bassal's The Classification of Soils. In the early 13th century, Abu al-Abbas al-Nabati, and Ibn al-Baitar (d. 1248) wrote on botany in a systematic and scientific manner.", "targets": "What was the De Materia Medica written about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b206f3ad94084f3b91fef51207d5ebe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another work from Ancient Greece that made an early impact on botany is De Materia Medica, a five-volume encyclopedia about herbal medicine written in the middle of the first century by Greek physician and pharmacologist Pedanius Dioscorides. De Materia Medica was widely read for more than 1,500 years. Important contributions from the medieval Muslim world include Ibn Wahshiyya's Nabatean Agriculture, Ab\u016b \u1e24an\u012bfa D\u012bnawar\u012b's (828\u2013896) the Book of Plants, and Ibn Bassal's The Classification of Soils. In the early 13th century, Abu al-Abbas al-Nabati, and Ibn al-Baitar (d. 1248) wrote on botany in a systematic and scientific manner.", "targets": "What was the profession of the man who wrote De Materia Medica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b206f3ad94084f3b91fef51207d5ebe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another work from Ancient Greece that made an early impact on botany is De Materia Medica, a five-volume encyclopedia about herbal medicine written in the middle of the first century by Greek physician and pharmacologist Pedanius Dioscorides. De Materia Medica was widely read for more than 1,500 years. Important contributions from the medieval Muslim world include Ibn Wahshiyya's Nabatean Agriculture, Ab\u016b \u1e24an\u012bfa D\u012bnawar\u012b's (828\u2013896) the Book of Plants, and Ibn Bassal's The Classification of Soils. In the early 13th century, Abu al-Abbas al-Nabati, and Ibn al-Baitar (d. 1248) wrote on botany in a systematic and scientific manner.", "targets": "Besides the Greeks, what other culture contributed to the study of botany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b206f3ad94084f3b91fef51207d5ebe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another work from Ancient Greece that made an early impact on botany is De Materia Medica, a five-volume encyclopedia about herbal medicine written in the middle of the first century by Greek physician and pharmacologist Pedanius Dioscorides. De Materia Medica was widely read for more than 1,500 years. Important contributions from the medieval Muslim world include Ibn Wahshiyya's Nabatean Agriculture, Ab\u016b \u1e24an\u012bfa D\u012bnawar\u012b's (828\u2013896) the Book of Plants, and Ibn Bassal's The Classification of Soils. In the early 13th century, Abu al-Abbas al-Nabati, and Ibn al-Baitar (d. 1248) wrote on botany in a systematic and scientific manner.", "targets": "How long a book is the De Materia Medica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912a317c1164406fa54ea26c36447a0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The many institutions on 187th Street include Mount Sinai Jewish Center, the Dombrov Shtiebel, and the uptown campus of Yeshiva University. The local public elementary school P.S. 187 is located on Cabrini Boulevard, just north of the eponymous 187th Street ", "targets": "Which school is located on Cabrini Boulevard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912a317c1164406fa54ea26c36447a0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The many institutions on 187th Street include Mount Sinai Jewish Center, the Dombrov Shtiebel, and the uptown campus of Yeshiva University. The local public elementary school P.S. 187 is located on Cabrini Boulevard, just north of the eponymous 187th Street ", "targets": "On what street is the Dombrov Shtiebel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912a317c1164406fa54ea26c36447a0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The many institutions on 187th Street include Mount Sinai Jewish Center, the Dombrov Shtiebel, and the uptown campus of Yeshiva University. The local public elementary school P.S. 187 is located on Cabrini Boulevard, just north of the eponymous 187th Street ", "targets": "Which University has a campus on 187th Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912a317c1164406fa54ea26c36447a0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The many institutions on 187th Street include Mount Sinai Jewish Center, the Dombrov Shtiebel, and the uptown campus of Yeshiva University. The local public elementary school P.S. 187 is located on Cabrini Boulevard, just north of the eponymous 187th Street ", "targets": "Cabrini Boulevard is just north of what street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-912a317c1164406fa54ea26c36447a0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The many institutions on 187th Street include Mount Sinai Jewish Center, the Dombrov Shtiebel, and the uptown campus of Yeshiva University. The local public elementary school P.S. 187 is located on Cabrini Boulevard, just north of the eponymous 187th Street ", "targets": "On what street is the Mount Sinai Jewish Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45c12ddc4d6d4616a603a89c11ce2520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955\u20131968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.", "targets": "What occured from 1955 to 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45c12ddc4d6d4616a603a89c11ce2520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955\u20131968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.", "targets": "How much of the population identified as mixed race in the 2000s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45c12ddc4d6d4616a603a89c11ce2520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955\u20131968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.", "targets": "What is race sometimes seen as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45c12ddc4d6d4616a603a89c11ce2520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955\u20131968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.", "targets": "Who are descendents of various culturally distinct groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45c12ddc4d6d4616a603a89c11ce2520", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The American people are mostly multi-ethnic descendants of various culturally distinct immigrant groups, many of which have now developed nations. Some consider themselves multiracial, while acknowledging race as a social construct. Creolization, assimilation and integration have been continuing processes. The African-American Civil Rights Movement (1955\u20131968) and other social movements since the mid-twentieth century worked to achieve social justice and equal enforcement of civil rights under the constitution for all ethnicities. In the 2000s, less than 5% of the population identified as multiracial. In many instances, mixed racial ancestry is so far back in an individual's family history (for instance, before the Civil War or earlier), that it does not affect more recent ethnic and cultural identification.", "targets": "What does affect recent identification in many cases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a5a06505554d0eada7f4b21b1dd0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvalu Media Department of the Government of Tuvalu operates Radio Tuvalu which broadcasts from Funafuti. In 2011 the Japanese government provided financial support to construct a new AM broadcast studio. The installation of upgraded transmission equipment allows Radio Tuvalu to be heard on all nine islands of Tuvalu. The new AM radio transmitter on Funafuti replaced the FM radio service to the outer islands and freed up satellite bandwidth for mobile services. Fenui \u2013 news from Tuvalu is a free digital publication of the Tuvalu Media Department that is emailed to subscribers and operates a Facebook page, which publishes news about government activities and news about Tuvaluan events, such as a special edition covering the results of the 2015 general election.", "targets": "What is the radio station on Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a5a06505554d0eada7f4b21b1dd0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvalu Media Department of the Government of Tuvalu operates Radio Tuvalu which broadcasts from Funafuti. In 2011 the Japanese government provided financial support to construct a new AM broadcast studio. The installation of upgraded transmission equipment allows Radio Tuvalu to be heard on all nine islands of Tuvalu. The new AM radio transmitter on Funafuti replaced the FM radio service to the outer islands and freed up satellite bandwidth for mobile services. Fenui \u2013 news from Tuvalu is a free digital publication of the Tuvalu Media Department that is emailed to subscribers and operates a Facebook page, which publishes news about government activities and news about Tuvaluan events, such as a special edition covering the results of the 2015 general election.", "targets": "From where does Radio Tuvalu broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a5a06505554d0eada7f4b21b1dd0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvalu Media Department of the Government of Tuvalu operates Radio Tuvalu which broadcasts from Funafuti. In 2011 the Japanese government provided financial support to construct a new AM broadcast studio. The installation of upgraded transmission equipment allows Radio Tuvalu to be heard on all nine islands of Tuvalu. The new AM radio transmitter on Funafuti replaced the FM radio service to the outer islands and freed up satellite bandwidth for mobile services. Fenui \u2013 news from Tuvalu is a free digital publication of the Tuvalu Media Department that is emailed to subscribers and operates a Facebook page, which publishes news about government activities and news about Tuvaluan events, such as a special edition covering the results of the 2015 general election.", "targets": "Who gave financial support to Tuvalu to upgrade transmission equipment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a5a06505554d0eada7f4b21b1dd0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvalu Media Department of the Government of Tuvalu operates Radio Tuvalu which broadcasts from Funafuti. In 2011 the Japanese government provided financial support to construct a new AM broadcast studio. The installation of upgraded transmission equipment allows Radio Tuvalu to be heard on all nine islands of Tuvalu. The new AM radio transmitter on Funafuti replaced the FM radio service to the outer islands and freed up satellite bandwidth for mobile services. Fenui \u2013 news from Tuvalu is a free digital publication of the Tuvalu Media Department that is emailed to subscribers and operates a Facebook page, which publishes news about government activities and news about Tuvaluan events, such as a special edition covering the results of the 2015 general election.", "targets": "What did the new radio equipment replace with AM service? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17a5a06505554d0eada7f4b21b1dd0fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvalu Media Department of the Government of Tuvalu operates Radio Tuvalu which broadcasts from Funafuti. In 2011 the Japanese government provided financial support to construct a new AM broadcast studio. The installation of upgraded transmission equipment allows Radio Tuvalu to be heard on all nine islands of Tuvalu. The new AM radio transmitter on Funafuti replaced the FM radio service to the outer islands and freed up satellite bandwidth for mobile services. Fenui \u2013 news from Tuvalu is a free digital publication of the Tuvalu Media Department that is emailed to subscribers and operates a Facebook page, which publishes news about government activities and news about Tuvaluan events, such as a special edition covering the results of the 2015 general election.", "targets": "What service got more bandwidth from the transmission upgrade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0087808a3c4288b6c5e9bb8ada7485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Noteworthy Irish mandolinists include Andy Irvine (who, like Johnny Moynihan, almost always tunes the top E down to D, to achieve an open tuning of GDAD), Paul Brady, Mick Moloney, Paul Kelly and Claudine Langille. John Sheahan and the late Barney McKenna, respectively fiddle player and tenor banjo player with The Dubliners, are also accomplished Irish mandolin players. The instruments used are either flat-backed, oval hole examples as described above (made by UK luthier Roger Bucknall of Fylde Guitars), or carved-top, oval hole instruments with arched back (made by Stefan Sobell in Northumberland). The Irish guitarist Rory Gallagher often played the mandolin on stage, and he most famously used it in the song \"Going To My Hometown.\"", "targets": "Who are some of the famous Irish Mandolinists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0087808a3c4288b6c5e9bb8ada7485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Noteworthy Irish mandolinists include Andy Irvine (who, like Johnny Moynihan, almost always tunes the top E down to D, to achieve an open tuning of GDAD), Paul Brady, Mick Moloney, Paul Kelly and Claudine Langille. John Sheahan and the late Barney McKenna, respectively fiddle player and tenor banjo player with The Dubliners, are also accomplished Irish mandolin players. The instruments used are either flat-backed, oval hole examples as described above (made by UK luthier Roger Bucknall of Fylde Guitars), or carved-top, oval hole instruments with arched back (made by Stefan Sobell in Northumberland). The Irish guitarist Rory Gallagher often played the mandolin on stage, and he most famously used it in the song \"Going To My Hometown.\"", "targets": "Who are popular fiddle player and tenor banjo player?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0087808a3c4288b6c5e9bb8ada7485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Noteworthy Irish mandolinists include Andy Irvine (who, like Johnny Moynihan, almost always tunes the top E down to D, to achieve an open tuning of GDAD), Paul Brady, Mick Moloney, Paul Kelly and Claudine Langille. John Sheahan and the late Barney McKenna, respectively fiddle player and tenor banjo player with The Dubliners, are also accomplished Irish mandolin players. The instruments used are either flat-backed, oval hole examples as described above (made by UK luthier Roger Bucknall of Fylde Guitars), or carved-top, oval hole instruments with arched back (made by Stefan Sobell in Northumberland). The Irish guitarist Rory Gallagher often played the mandolin on stage, and he most famously used it in the song \"Going To My Hometown.\"", "targets": "What was John Sheahan and Barney Mckenna's band called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0087808a3c4288b6c5e9bb8ada7485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Noteworthy Irish mandolinists include Andy Irvine (who, like Johnny Moynihan, almost always tunes the top E down to D, to achieve an open tuning of GDAD), Paul Brady, Mick Moloney, Paul Kelly and Claudine Langille. John Sheahan and the late Barney McKenna, respectively fiddle player and tenor banjo player with The Dubliners, are also accomplished Irish mandolin players. The instruments used are either flat-backed, oval hole examples as described above (made by UK luthier Roger Bucknall of Fylde Guitars), or carved-top, oval hole instruments with arched back (made by Stefan Sobell in Northumberland). The Irish guitarist Rory Gallagher often played the mandolin on stage, and he most famously used it in the song \"Going To My Hometown.\"", "targets": "Who made the instruments used by the Dubliners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b0087808a3c4288b6c5e9bb8ada7485", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Noteworthy Irish mandolinists include Andy Irvine (who, like Johnny Moynihan, almost always tunes the top E down to D, to achieve an open tuning of GDAD), Paul Brady, Mick Moloney, Paul Kelly and Claudine Langille. John Sheahan and the late Barney McKenna, respectively fiddle player and tenor banjo player with The Dubliners, are also accomplished Irish mandolin players. The instruments used are either flat-backed, oval hole examples as described above (made by UK luthier Roger Bucknall of Fylde Guitars), or carved-top, oval hole instruments with arched back (made by Stefan Sobell in Northumberland). The Irish guitarist Rory Gallagher often played the mandolin on stage, and he most famously used it in the song \"Going To My Hometown.\"", "targets": "What Irish guitarist played the mandolin on stage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42aeaf9f84b4e27a04eba7823108e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal Augustin Bea, the head of the Secretariat for Promoting Christian Unity, added at the end of the visit, \"Let us move forward in Christ. God wants it. Humanity is waiting for it.\" Unmoved by a harsh condemnation by the Congregation of Faith on mixed marriages precisely at this time of the visit, Paul VI and Ramsey appointed a preparatory commission which was to put the common agenda into practice on such issues as mixed marriages. This resulted in a joint Malta declaration, the first joint agreement on the Creed since the Reformation. Paul VI was a good friend of the Anglican Church, which he described as \"our beloved sister Church\". This description was unique to Paul and not used by later popes.", "targets": "What did the Cardinal Augustin Bea's Secretariat promote?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42aeaf9f84b4e27a04eba7823108e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal Augustin Bea, the head of the Secretariat for Promoting Christian Unity, added at the end of the visit, \"Let us move forward in Christ. God wants it. Humanity is waiting for it.\" Unmoved by a harsh condemnation by the Congregation of Faith on mixed marriages precisely at this time of the visit, Paul VI and Ramsey appointed a preparatory commission which was to put the common agenda into practice on such issues as mixed marriages. This resulted in a joint Malta declaration, the first joint agreement on the Creed since the Reformation. Paul VI was a good friend of the Anglican Church, which he described as \"our beloved sister Church\". This description was unique to Paul and not used by later popes.", "targets": "What group condemned mixed faith marriages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42aeaf9f84b4e27a04eba7823108e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal Augustin Bea, the head of the Secretariat for Promoting Christian Unity, added at the end of the visit, \"Let us move forward in Christ. God wants it. Humanity is waiting for it.\" Unmoved by a harsh condemnation by the Congregation of Faith on mixed marriages precisely at this time of the visit, Paul VI and Ramsey appointed a preparatory commission which was to put the common agenda into practice on such issues as mixed marriages. This resulted in a joint Malta declaration, the first joint agreement on the Creed since the Reformation. Paul VI was a good friend of the Anglican Church, which he described as \"our beloved sister Church\". This description was unique to Paul and not used by later popes.", "targets": "To what type of non Catholic denomination was Paul VI considered to be a great ally of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42aeaf9f84b4e27a04eba7823108e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal Augustin Bea, the head of the Secretariat for Promoting Christian Unity, added at the end of the visit, \"Let us move forward in Christ. God wants it. Humanity is waiting for it.\" Unmoved by a harsh condemnation by the Congregation of Faith on mixed marriages precisely at this time of the visit, Paul VI and Ramsey appointed a preparatory commission which was to put the common agenda into practice on such issues as mixed marriages. This resulted in a joint Malta declaration, the first joint agreement on the Creed since the Reformation. Paul VI was a good friend of the Anglican Church, which he described as \"our beloved sister Church\". This description was unique to Paul and not used by later popes.", "targets": "Which church did Paul VI call \"our beloved sister church\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f42aeaf9f84b4e27a04eba7823108e7f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cardinal Augustin Bea, the head of the Secretariat for Promoting Christian Unity, added at the end of the visit, \"Let us move forward in Christ. God wants it. Humanity is waiting for it.\" Unmoved by a harsh condemnation by the Congregation of Faith on mixed marriages precisely at this time of the visit, Paul VI and Ramsey appointed a preparatory commission which was to put the common agenda into practice on such issues as mixed marriages. This resulted in a joint Malta declaration, the first joint agreement on the Creed since the Reformation. Paul VI was a good friend of the Anglican Church, which he described as \"our beloved sister Church\". This description was unique to Paul and not used by later popes.", "targets": "Who described the Anglican church as \"our beloved sister Church\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd0a4b1e0f064e508a074c63f09e71d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "for any constant c. Matrix groups over these fields fall under this regime, as do adele rings and adelic algebraic groups, which are basic to number theory. Galois groups of infinite field extensions such as the absolute Galois group can also be equipped with a topology, the so-called Krull topology, which in turn is central to generalize the above sketched connection of fields and groups to infinite field extensions. An advanced generalization of this idea, adapted to the needs of algebraic geometry, is the \u00e9tale fundamental group.", "targets": "What concepts are fundamental to number theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd0a4b1e0f064e508a074c63f09e71d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "for any constant c. Matrix groups over these fields fall under this regime, as do adele rings and adelic algebraic groups, which are basic to number theory. Galois groups of infinite field extensions such as the absolute Galois group can also be equipped with a topology, the so-called Krull topology, which in turn is central to generalize the above sketched connection of fields and groups to infinite field extensions. An advanced generalization of this idea, adapted to the needs of algebraic geometry, is the \u00e9tale fundamental group.", "targets": "What group uses infinite field extensions with topology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd0a4b1e0f064e508a074c63f09e71d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "for any constant c. Matrix groups over these fields fall under this regime, as do adele rings and adelic algebraic groups, which are basic to number theory. Galois groups of infinite field extensions such as the absolute Galois group can also be equipped with a topology, the so-called Krull topology, which in turn is central to generalize the above sketched connection of fields and groups to infinite field extensions. An advanced generalization of this idea, adapted to the needs of algebraic geometry, is the \u00e9tale fundamental group.", "targets": "What is used to generalize the connection of fields and groups to infinite field extensions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cd0a4b1e0f064e508a074c63f09e71d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "for any constant c. Matrix groups over these fields fall under this regime, as do adele rings and adelic algebraic groups, which are basic to number theory. Galois groups of infinite field extensions such as the absolute Galois group can also be equipped with a topology, the so-called Krull topology, which in turn is central to generalize the above sketched connection of fields and groups to infinite field extensions. An advanced generalization of this idea, adapted to the needs of algebraic geometry, is the \u00e9tale fundamental group.", "targets": "What group is an advanced observation of infinite field extensions and groups that is adapted for the needs of algebraic geometry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce873f025f474a61aef34c358c69af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska's economy depends heavily on increasingly expensive diesel fuel for heating, transportation, electric power and light. Though wind and hydroelectric power are abundant and underdeveloped, proposals for statewide energy systems (e.g. with special low-cost electric interties) were judged uneconomical (at the time of the report, 2001) due to low (less than 50\u00a2/gal) fuel prices, long distances and low population. The cost of a gallon of gas in urban Alaska today is usually 30\u201360\u00a2 higher than the national average; prices in rural areas are generally significantly higher but vary widely depending on transportation costs, seasonal usage peaks, nearby petroleum development infrastructure and many other factors.", "targets": "Why were alternative energy sources judged uneconomical in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce873f025f474a61aef34c358c69af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska's economy depends heavily on increasingly expensive diesel fuel for heating, transportation, electric power and light. Though wind and hydroelectric power are abundant and underdeveloped, proposals for statewide energy systems (e.g. with special low-cost electric interties) were judged uneconomical (at the time of the report, 2001) due to low (less than 50\u00a2/gal) fuel prices, long distances and low population. The cost of a gallon of gas in urban Alaska today is usually 30\u201360\u00a2 higher than the national average; prices in rural areas are generally significantly higher but vary widely depending on transportation costs, seasonal usage peaks, nearby petroleum development infrastructure and many other factors.", "targets": "How much does gas cost in Alaska, in comparison to the national average?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce873f025f474a61aef34c358c69af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska's economy depends heavily on increasingly expensive diesel fuel for heating, transportation, electric power and light. Though wind and hydroelectric power are abundant and underdeveloped, proposals for statewide energy systems (e.g. with special low-cost electric interties) were judged uneconomical (at the time of the report, 2001) due to low (less than 50\u00a2/gal) fuel prices, long distances and low population. The cost of a gallon of gas in urban Alaska today is usually 30\u201360\u00a2 higher than the national average; prices in rural areas are generally significantly higher but vary widely depending on transportation costs, seasonal usage peaks, nearby petroleum development infrastructure and many other factors.", "targets": "What are some reasons why gas prices may vary in Alaska, especially?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce873f025f474a61aef34c358c69af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska's economy depends heavily on increasingly expensive diesel fuel for heating, transportation, electric power and light. Though wind and hydroelectric power are abundant and underdeveloped, proposals for statewide energy systems (e.g. with special low-cost electric interties) were judged uneconomical (at the time of the report, 2001) due to low (less than 50\u00a2/gal) fuel prices, long distances and low population. The cost of a gallon of gas in urban Alaska today is usually 30\u201360\u00a2 higher than the national average; prices in rural areas are generally significantly higher but vary widely depending on transportation costs, seasonal usage peaks, nearby petroleum development infrastructure and many other factors.", "targets": "What does Alaska's economy heavily rely on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce873f025f474a61aef34c358c69af0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Alaska's economy depends heavily on increasingly expensive diesel fuel for heating, transportation, electric power and light. Though wind and hydroelectric power are abundant and underdeveloped, proposals for statewide energy systems (e.g. with special low-cost electric interties) were judged uneconomical (at the time of the report, 2001) due to low (less than 50\u00a2/gal) fuel prices, long distances and low population. The cost of a gallon of gas in urban Alaska today is usually 30\u201360\u00a2 higher than the national average; prices in rural areas are generally significantly higher but vary widely depending on transportation costs, seasonal usage peaks, nearby petroleum development infrastructure and many other factors.", "targets": "What purpose does diesel fuel have in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3208da5dde0348cca2087a674fc0b197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Industrialization is the process of social and economic change whereby a human group is transformed from a pre-industrial society into an industrial one. It is a subdivision of a more general modernization process, where social change and economic development are closely related with technological innovation, particularly with the development of large-scale energy and metallurgy production. It is the extensive organization of an economy for the purpose of manufacturing. Industrialization also introduces a form of philosophical change, where people obtain a different attitude towards their perception of nature.", "targets": "What is industrialization? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3208da5dde0348cca2087a674fc0b197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Industrialization is the process of social and economic change whereby a human group is transformed from a pre-industrial society into an industrial one. It is a subdivision of a more general modernization process, where social change and economic development are closely related with technological innovation, particularly with the development of large-scale energy and metallurgy production. It is the extensive organization of an economy for the purpose of manufacturing. Industrialization also introduces a form of philosophical change, where people obtain a different attitude towards their perception of nature.", "targets": "industrialization is a subdivision of what general process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3208da5dde0348cca2087a674fc0b197", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Industrialization is the process of social and economic change whereby a human group is transformed from a pre-industrial society into an industrial one. It is a subdivision of a more general modernization process, where social change and economic development are closely related with technological innovation, particularly with the development of large-scale energy and metallurgy production. It is the extensive organization of an economy for the purpose of manufacturing. Industrialization also introduces a form of philosophical change, where people obtain a different attitude towards their perception of nature.", "targets": "During industrialization a human group is turned into what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc5e1e3ce4a44548beac83f14d22a37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fiber is most often spun into yarn or thread and used to make a soft, breathable textile. The use of cotton for fabric is known to date to prehistoric times; fragments of cotton fabric dated from 5000 BC have been excavated in Mexico and the Indus Valley Civilization in Ancient India (modern-day Pakistan and some parts of India). Although cultivated since antiquity, it was the invention of the cotton gin that lowered the cost of production that led to its widespread use, and it is the most widely used natural fiber cloth in clothing today.", "targets": "What is the most frequent use of cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc5e1e3ce4a44548beac83f14d22a37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fiber is most often spun into yarn or thread and used to make a soft, breathable textile. The use of cotton for fabric is known to date to prehistoric times; fragments of cotton fabric dated from 5000 BC have been excavated in Mexico and the Indus Valley Civilization in Ancient India (modern-day Pakistan and some parts of India). Although cultivated since antiquity, it was the invention of the cotton gin that lowered the cost of production that led to its widespread use, and it is the most widely used natural fiber cloth in clothing today.", "targets": "To what date has cotton been dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc5e1e3ce4a44548beac83f14d22a37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fiber is most often spun into yarn or thread and used to make a soft, breathable textile. The use of cotton for fabric is known to date to prehistoric times; fragments of cotton fabric dated from 5000 BC have been excavated in Mexico and the Indus Valley Civilization in Ancient India (modern-day Pakistan and some parts of India). Although cultivated since antiquity, it was the invention of the cotton gin that lowered the cost of production that led to its widespread use, and it is the most widely used natural fiber cloth in clothing today.", "targets": "Where in India has cotton been found from prehistoric times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc5e1e3ce4a44548beac83f14d22a37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fiber is most often spun into yarn or thread and used to make a soft, breathable textile. The use of cotton for fabric is known to date to prehistoric times; fragments of cotton fabric dated from 5000 BC have been excavated in Mexico and the Indus Valley Civilization in Ancient India (modern-day Pakistan and some parts of India). Although cultivated since antiquity, it was the invention of the cotton gin that lowered the cost of production that led to its widespread use, and it is the most widely used natural fiber cloth in clothing today.", "targets": "In what Central American country has cotton use been found from early times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc5e1e3ce4a44548beac83f14d22a37a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fiber is most often spun into yarn or thread and used to make a soft, breathable textile. The use of cotton for fabric is known to date to prehistoric times; fragments of cotton fabric dated from 5000 BC have been excavated in Mexico and the Indus Valley Civilization in Ancient India (modern-day Pakistan and some parts of India). Although cultivated since antiquity, it was the invention of the cotton gin that lowered the cost of production that led to its widespread use, and it is the most widely used natural fiber cloth in clothing today.", "targets": "What machinery has lead to the  easily made and widespread use of cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7274d6a14edc47809041fd8a3c8a717d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Paris' Roman era, its main cemetery was located to the outskirts of the Left Bank settlement, but this changed with the rise of Catholicism, where most every inner-city church had adjoining burial grounds for use by their parishes. With Paris' growth many of these, particularly the city's largest cemetery, les Innocents, were filled to overflowing, creating quite unsanitary conditions for the capital. When inner-city burials were condemned from 1786, the contents of all Paris' parish cemeteries were transferred to a renovated section of Paris' stone mines outside the \"Porte d'Enfer\" city gate, today place Denfert-Rochereau in the 14th arrondissement. The process of moving bones from Cimeti\u00e8re des Innocents to the catacombs took place between 1786 and 1814; part of the network of tunnels and remains can be visited today on the official tour of the catacombs.", "targets": "What is Paris' largest cemetary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7274d6a14edc47809041fd8a3c8a717d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Paris' Roman era, its main cemetery was located to the outskirts of the Left Bank settlement, but this changed with the rise of Catholicism, where most every inner-city church had adjoining burial grounds for use by their parishes. With Paris' growth many of these, particularly the city's largest cemetery, les Innocents, were filled to overflowing, creating quite unsanitary conditions for the capital. When inner-city burials were condemned from 1786, the contents of all Paris' parish cemeteries were transferred to a renovated section of Paris' stone mines outside the \"Porte d'Enfer\" city gate, today place Denfert-Rochereau in the 14th arrondissement. The process of moving bones from Cimeti\u00e8re des Innocents to the catacombs took place between 1786 and 1814; part of the network of tunnels and remains can be visited today on the official tour of the catacombs.", "targets": "When were inner city burials banned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7274d6a14edc47809041fd8a3c8a717d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Paris' Roman era, its main cemetery was located to the outskirts of the Left Bank settlement, but this changed with the rise of Catholicism, where most every inner-city church had adjoining burial grounds for use by their parishes. With Paris' growth many of these, particularly the city's largest cemetery, les Innocents, were filled to overflowing, creating quite unsanitary conditions for the capital. When inner-city burials were condemned from 1786, the contents of all Paris' parish cemeteries were transferred to a renovated section of Paris' stone mines outside the \"Porte d'Enfer\" city gate, today place Denfert-Rochereau in the 14th arrondissement. The process of moving bones from Cimeti\u00e8re des Innocents to the catacombs took place between 1786 and 1814; part of the network of tunnels and remains can be visited today on the official tour of the catacombs.", "targets": "During what years were the bones moved from Cimetiere des Innocents to the catacombs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7274d6a14edc47809041fd8a3c8a717d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Paris' Roman era, its main cemetery was located to the outskirts of the Left Bank settlement, but this changed with the rise of Catholicism, where most every inner-city church had adjoining burial grounds for use by their parishes. With Paris' growth many of these, particularly the city's largest cemetery, les Innocents, were filled to overflowing, creating quite unsanitary conditions for the capital. When inner-city burials were condemned from 1786, the contents of all Paris' parish cemeteries were transferred to a renovated section of Paris' stone mines outside the \"Porte d'Enfer\" city gate, today place Denfert-Rochereau in the 14th arrondissement. The process of moving bones from Cimeti\u00e8re des Innocents to the catacombs took place between 1786 and 1814; part of the network of tunnels and remains can be visited today on the official tour of the catacombs.", "targets": "Where can view the network of tunnels to the catacombs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c66cfdb58f8446082dad670871861a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main active ingredient of beer is alcohol, and therefore, the health effects of alcohol apply to beer. Consumption of small quantities of alcohol (less than one drink in women and two in men) is associated with a decreased risk of cardiac disease, stroke and diabetes mellitus. The long term health effects of continuous, moderate or heavy alcohol consumption include the risk of developing alcoholism and alcoholic liver disease. A total of 3.3 million deaths (5.9% of all deaths) are believed to be due to alcohol. Alcoholism often reduces a person's life expectancy by around ten years. Alcohol use is the third leading cause of early death in the United States.", "targets": "What is beers primary active ingredient?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c66cfdb58f8446082dad670871861a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main active ingredient of beer is alcohol, and therefore, the health effects of alcohol apply to beer. Consumption of small quantities of alcohol (less than one drink in women and two in men) is associated with a decreased risk of cardiac disease, stroke and diabetes mellitus. The long term health effects of continuous, moderate or heavy alcohol consumption include the risk of developing alcoholism and alcoholic liver disease. A total of 3.3 million deaths (5.9% of all deaths) are believed to be due to alcohol. Alcoholism often reduces a person's life expectancy by around ten years. Alcohol use is the third leading cause of early death in the United States.", "targets": "What disease can be caused by heavy alcohol consumption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c66cfdb58f8446082dad670871861a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main active ingredient of beer is alcohol, and therefore, the health effects of alcohol apply to beer. Consumption of small quantities of alcohol (less than one drink in women and two in men) is associated with a decreased risk of cardiac disease, stroke and diabetes mellitus. The long term health effects of continuous, moderate or heavy alcohol consumption include the risk of developing alcoholism and alcoholic liver disease. A total of 3.3 million deaths (5.9% of all deaths) are believed to be due to alcohol. Alcoholism often reduces a person's life expectancy by around ten years. Alcohol use is the third leading cause of early death in the United States.", "targets": "How many years are removed from an alcoholic's life expectancy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c66cfdb58f8446082dad670871861a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main active ingredient of beer is alcohol, and therefore, the health effects of alcohol apply to beer. Consumption of small quantities of alcohol (less than one drink in women and two in men) is associated with a decreased risk of cardiac disease, stroke and diabetes mellitus. The long term health effects of continuous, moderate or heavy alcohol consumption include the risk of developing alcoholism and alcoholic liver disease. A total of 3.3 million deaths (5.9% of all deaths) are believed to be due to alcohol. Alcoholism often reduces a person's life expectancy by around ten years. Alcohol use is the third leading cause of early death in the United States.", "targets": "What is the third leading cause of premature dying in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c66cfdb58f8446082dad670871861a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main active ingredient of beer is alcohol, and therefore, the health effects of alcohol apply to beer. Consumption of small quantities of alcohol (less than one drink in women and two in men) is associated with a decreased risk of cardiac disease, stroke and diabetes mellitus. The long term health effects of continuous, moderate or heavy alcohol consumption include the risk of developing alcoholism and alcoholic liver disease. A total of 3.3 million deaths (5.9% of all deaths) are believed to be due to alcohol. Alcoholism often reduces a person's life expectancy by around ten years. Alcohol use is the third leading cause of early death in the United States.", "targets": "How many deaths are believed to have been caused by alcohol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414503ac743644c387dca35c5ef9c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swayambhu is a Buddhist stupa atop a hillock at the northwestern part of the city. This is among the oldest religious sites in Nepal. Although the site is considered Buddhist, it is revered by both Buddhists and Hindus. The stupa consists of a dome at the base; above the dome, there is a cubic structure with the eyes of Buddha looking in all four directions.[clarification needed] There are pentagonal Toran above each of the four sides, with statues engraved on them. Behind and above the torana there are thirteen tiers. Above all the tiers, there is a small space above which lies a gajur.", "targets": "In what part of Kathmandu is Swayambhu located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414503ac743644c387dca35c5ef9c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swayambhu is a Buddhist stupa atop a hillock at the northwestern part of the city. This is among the oldest religious sites in Nepal. Although the site is considered Buddhist, it is revered by both Buddhists and Hindus. The stupa consists of a dome at the base; above the dome, there is a cubic structure with the eyes of Buddha looking in all four directions.[clarification needed] There are pentagonal Toran above each of the four sides, with statues engraved on them. Behind and above the torana there are thirteen tiers. Above all the tiers, there is a small space above which lies a gajur.", "targets": "What faith does Swayambhu belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414503ac743644c387dca35c5ef9c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swayambhu is a Buddhist stupa atop a hillock at the northwestern part of the city. This is among the oldest religious sites in Nepal. Although the site is considered Buddhist, it is revered by both Buddhists and Hindus. The stupa consists of a dome at the base; above the dome, there is a cubic structure with the eyes of Buddha looking in all four directions.[clarification needed] There are pentagonal Toran above each of the four sides, with statues engraved on them. Behind and above the torana there are thirteen tiers. Above all the tiers, there is a small space above which lies a gajur.", "targets": "Other than Buddhists, who worships at Swayambhu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414503ac743644c387dca35c5ef9c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swayambhu is a Buddhist stupa atop a hillock at the northwestern part of the city. This is among the oldest religious sites in Nepal. Although the site is considered Buddhist, it is revered by both Buddhists and Hindus. The stupa consists of a dome at the base; above the dome, there is a cubic structure with the eyes of Buddha looking in all four directions.[clarification needed] There are pentagonal Toran above each of the four sides, with statues engraved on them. Behind and above the torana there are thirteen tiers. Above all the tiers, there is a small space above which lies a gajur.", "targets": "In how many directions does the Buddha of Swayambhu look?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-414503ac743644c387dca35c5ef9c1f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swayambhu is a Buddhist stupa atop a hillock at the northwestern part of the city. This is among the oldest religious sites in Nepal. Although the site is considered Buddhist, it is revered by both Buddhists and Hindus. The stupa consists of a dome at the base; above the dome, there is a cubic structure with the eyes of Buddha looking in all four directions.[clarification needed] There are pentagonal Toran above each of the four sides, with statues engraved on them. Behind and above the torana there are thirteen tiers. Above all the tiers, there is a small space above which lies a gajur.", "targets": "In Swayambhu, what is present in the small area above the tiers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0094c26ef61495c835ecf150873f3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roncalli was summoned to the final ballot of the conclave at 4:00 pm. He was elected pope at 4:30 pm with a total of 38 votes. After the long pontificate of Pope Pius XII, the cardinals chose a man who \u2013 it was presumed because of his advanced age \u2013 would be a short-term or \"stop-gap\" pope. They wished to choose a candidate who would do little during the new pontificate. Upon his election, Cardinal Eugene Tisserant asked him the ritual questions of whether he would accept and if so, what name he would take for himself. Roncalli gave the first of his many surprises when he chose \"John\" as his regnal name. Roncalli's exact words were \"I will be called John\". This was the first time in over 500 years that this name had been chosen; previous popes had avoided its use since the time of the Antipope John XXIII during the Western Schism several centuries before.", "targets": "When was the final ballot of the conclave?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0094c26ef61495c835ecf150873f3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roncalli was summoned to the final ballot of the conclave at 4:00 pm. He was elected pope at 4:30 pm with a total of 38 votes. After the long pontificate of Pope Pius XII, the cardinals chose a man who \u2013 it was presumed because of his advanced age \u2013 would be a short-term or \"stop-gap\" pope. They wished to choose a candidate who would do little during the new pontificate. Upon his election, Cardinal Eugene Tisserant asked him the ritual questions of whether he would accept and if so, what name he would take for himself. Roncalli gave the first of his many surprises when he chose \"John\" as his regnal name. Roncalli's exact words were \"I will be called John\". This was the first time in over 500 years that this name had been chosen; previous popes had avoided its use since the time of the Antipope John XXIII during the Western Schism several centuries before.", "targets": "How many votes did he have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0094c26ef61495c835ecf150873f3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roncalli was summoned to the final ballot of the conclave at 4:00 pm. He was elected pope at 4:30 pm with a total of 38 votes. After the long pontificate of Pope Pius XII, the cardinals chose a man who \u2013 it was presumed because of his advanced age \u2013 would be a short-term or \"stop-gap\" pope. They wished to choose a candidate who would do little during the new pontificate. Upon his election, Cardinal Eugene Tisserant asked him the ritual questions of whether he would accept and if so, what name he would take for himself. Roncalli gave the first of his many surprises when he chose \"John\" as his regnal name. Roncalli's exact words were \"I will be called John\". This was the first time in over 500 years that this name had been chosen; previous popes had avoided its use since the time of the Antipope John XXIII during the Western Schism several centuries before.", "targets": "What name did Roncalli choose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0094c26ef61495c835ecf150873f3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roncalli was summoned to the final ballot of the conclave at 4:00 pm. He was elected pope at 4:30 pm with a total of 38 votes. After the long pontificate of Pope Pius XII, the cardinals chose a man who \u2013 it was presumed because of his advanced age \u2013 would be a short-term or \"stop-gap\" pope. They wished to choose a candidate who would do little during the new pontificate. Upon his election, Cardinal Eugene Tisserant asked him the ritual questions of whether he would accept and if so, what name he would take for himself. Roncalli gave the first of his many surprises when he chose \"John\" as his regnal name. Roncalli's exact words were \"I will be called John\". This was the first time in over 500 years that this name had been chosen; previous popes had avoided its use since the time of the Antipope John XXIII during the Western Schism several centuries before.", "targets": "John had not been a chosen name in how long?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0094c26ef61495c835ecf150873f3d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Roncalli was summoned to the final ballot of the conclave at 4:00 pm. He was elected pope at 4:30 pm with a total of 38 votes. After the long pontificate of Pope Pius XII, the cardinals chose a man who \u2013 it was presumed because of his advanced age \u2013 would be a short-term or \"stop-gap\" pope. They wished to choose a candidate who would do little during the new pontificate. Upon his election, Cardinal Eugene Tisserant asked him the ritual questions of whether he would accept and if so, what name he would take for himself. Roncalli gave the first of his many surprises when he chose \"John\" as his regnal name. Roncalli's exact words were \"I will be called John\". This was the first time in over 500 years that this name had been chosen; previous popes had avoided its use since the time of the Antipope John XXIII during the Western Schism several centuries before.", "targets": "Who was the last to choose the name John?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-087a38b89e6f46e38b978c8213863c65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial prototype shown in May 2005 featured two HDMI ports, three Ethernet ports and six USB ports; however, when the system was shown again a year later at E3 2006, these were reduced to one HDMI port, one Ethernet port and four USB ports, presumably to cut costs. Two hardware configurations were also announced for the console: a 20 GB model and a 60 GB model, priced at US$499 (\u20ac499) and US$599 (\u20ac599), respectively. The 60 GB model was to be the only configuration to feature an HDMI port, Wi-Fi internet, flash card readers and a chrome trim with the logo in silver. Both models were announced for a simultaneous worldwide release: November 11, 2006, for Japan and November 17, 2006, for North America and Europe.", "targets": "How many USB ports did the original PS3 prototype have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-087a38b89e6f46e38b978c8213863c65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial prototype shown in May 2005 featured two HDMI ports, three Ethernet ports and six USB ports; however, when the system was shown again a year later at E3 2006, these were reduced to one HDMI port, one Ethernet port and four USB ports, presumably to cut costs. Two hardware configurations were also announced for the console: a 20 GB model and a 60 GB model, priced at US$499 (\u20ac499) and US$599 (\u20ac599), respectively. The 60 GB model was to be the only configuration to feature an HDMI port, Wi-Fi internet, flash card readers and a chrome trim with the logo in silver. Both models were announced for a simultaneous worldwide release: November 11, 2006, for Japan and November 17, 2006, for North America and Europe.", "targets": "By the time the system appeared at E3 2006, how many Ethernet ports was it down to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-087a38b89e6f46e38b978c8213863c65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial prototype shown in May 2005 featured two HDMI ports, three Ethernet ports and six USB ports; however, when the system was shown again a year later at E3 2006, these were reduced to one HDMI port, one Ethernet port and four USB ports, presumably to cut costs. Two hardware configurations were also announced for the console: a 20 GB model and a 60 GB model, priced at US$499 (\u20ac499) and US$599 (\u20ac599), respectively. The 60 GB model was to be the only configuration to feature an HDMI port, Wi-Fi internet, flash card readers and a chrome trim with the logo in silver. Both models were announced for a simultaneous worldwide release: November 11, 2006, for Japan and November 17, 2006, for North America and Europe.", "targets": "Why might Sony have reduced the number of ports on the PlayStation 3 before production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-087a38b89e6f46e38b978c8213863c65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial prototype shown in May 2005 featured two HDMI ports, three Ethernet ports and six USB ports; however, when the system was shown again a year later at E3 2006, these were reduced to one HDMI port, one Ethernet port and four USB ports, presumably to cut costs. Two hardware configurations were also announced for the console: a 20 GB model and a 60 GB model, priced at US$499 (\u20ac499) and US$599 (\u20ac599), respectively. The 60 GB model was to be the only configuration to feature an HDMI port, Wi-Fi internet, flash card readers and a chrome trim with the logo in silver. Both models were announced for a simultaneous worldwide release: November 11, 2006, for Japan and November 17, 2006, for North America and Europe.", "targets": "In addition to the 20 GB model, what larger model did Sony offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-087a38b89e6f46e38b978c8213863c65", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The initial prototype shown in May 2005 featured two HDMI ports, three Ethernet ports and six USB ports; however, when the system was shown again a year later at E3 2006, these were reduced to one HDMI port, one Ethernet port and four USB ports, presumably to cut costs. Two hardware configurations were also announced for the console: a 20 GB model and a 60 GB model, priced at US$499 (\u20ac499) and US$599 (\u20ac599), respectively. The 60 GB model was to be the only configuration to feature an HDMI port, Wi-Fi internet, flash card readers and a chrome trim with the logo in silver. Both models were announced for a simultaneous worldwide release: November 11, 2006, for Japan and November 17, 2006, for North America and Europe.", "targets": "What color is the logo on the 60 GB PS3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "Are there any circumstances under which a digimon cannot be reborn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "What typically happens when digimon are killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "What are digimon made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "How is a digimon reborn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "When was the digimon life cycle first described?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "What was introduced during the first Digimon anime?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "What happened to a digimon that receives a fatal wound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "What happens to a digimon after it dissolves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78a065f58ef744d592daf28e151a6f79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first Digimon anime introduced the Digimon life cycle: They age in a similar fashion to real organisms, but do not die under normal circumstances because they are made of reconfigurable data, which can be seen throughout the show. Any Digimon that receives a fatal wound will dissolve into infinitesimal bits of data. The data then recomposes itself as a Digi-Egg, which will hatch when rubbed gently, and the Digimon goes through its life cycle again. Digimon who are reincarnated in this way will sometimes retain some or all their memories of their previous life. However, if a Digimon's data is completely destroyed, they will die.", "targets": "What happens if a Digimons data is completely destroyed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e5a1b5a6d814e62884ebb30f7dc8c42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern side of the borough includes the largest park in New York City\u2014Pelham Bay Park, which includes Orchard Beach\u2014and the fourth largest, Van Cortlandt Park, which is west of Woodlawn Cemetery and borders Yonkers. Also in the northern Bronx, Wave Hill, the former estate of George W. Perkins\u2014known for a historic house, gardens, changing site-specific art installations and concerts\u2014overlooks the New Jersey Palisades from a promontory on the Hudson in Riverdale. Nearer the borough's center, and along the Bronx River, is Bronx Park; its northern end houses the New York Botanical Gardens, which preserve the last patch of the original hemlock forest that once covered the entire county, and its southern end the Bronx Zoo, the largest urban zoological gardens in the United States. Just south of Van Cortlandt Park is the Jerome Park Reservoir, surrounded by 2 miles (3 km) of stone walls and bordering several small parks in the Bedford Park neighborhood; the reservoir was built in the 1890s on the site of the former Jerome Park Racetrack. Further south is Crotona Park, home to a 3.3-acre (1.3 ha) lake, 28 species of trees, and a large swimming pool. The land for these parks, and many others, was bought by New York City in 1888, while land was still open and inexpensive, in anticipation of future needs and future pressures for development.", "targets": "When did NYC buy land for its parks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e5a1b5a6d814e62884ebb30f7dc8c42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern side of the borough includes the largest park in New York City\u2014Pelham Bay Park, which includes Orchard Beach\u2014and the fourth largest, Van Cortlandt Park, which is west of Woodlawn Cemetery and borders Yonkers. Also in the northern Bronx, Wave Hill, the former estate of George W. Perkins\u2014known for a historic house, gardens, changing site-specific art installations and concerts\u2014overlooks the New Jersey Palisades from a promontory on the Hudson in Riverdale. Nearer the borough's center, and along the Bronx River, is Bronx Park; its northern end houses the New York Botanical Gardens, which preserve the last patch of the original hemlock forest that once covered the entire county, and its southern end the Bronx Zoo, the largest urban zoological gardens in the United States. Just south of Van Cortlandt Park is the Jerome Park Reservoir, surrounded by 2 miles (3 km) of stone walls and bordering several small parks in the Bedford Park neighborhood; the reservoir was built in the 1890s on the site of the former Jerome Park Racetrack. Further south is Crotona Park, home to a 3.3-acre (1.3 ha) lake, 28 species of trees, and a large swimming pool. The land for these parks, and many others, was bought by New York City in 1888, while land was still open and inexpensive, in anticipation of future needs and future pressures for development.", "targets": "How many types of trees are in Crotona Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e5a1b5a6d814e62884ebb30f7dc8c42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern side of the borough includes the largest park in New York City\u2014Pelham Bay Park, which includes Orchard Beach\u2014and the fourth largest, Van Cortlandt Park, which is west of Woodlawn Cemetery and borders Yonkers. Also in the northern Bronx, Wave Hill, the former estate of George W. Perkins\u2014known for a historic house, gardens, changing site-specific art installations and concerts\u2014overlooks the New Jersey Palisades from a promontory on the Hudson in Riverdale. Nearer the borough's center, and along the Bronx River, is Bronx Park; its northern end houses the New York Botanical Gardens, which preserve the last patch of the original hemlock forest that once covered the entire county, and its southern end the Bronx Zoo, the largest urban zoological gardens in the United States. Just south of Van Cortlandt Park is the Jerome Park Reservoir, surrounded by 2 miles (3 km) of stone walls and bordering several small parks in the Bedford Park neighborhood; the reservoir was built in the 1890s on the site of the former Jerome Park Racetrack. Further south is Crotona Park, home to a 3.3-acre (1.3 ha) lake, 28 species of trees, and a large swimming pool. The land for these parks, and many others, was bought by New York City in 1888, while land was still open and inexpensive, in anticipation of future needs and future pressures for development.", "targets": "How large is Crotona Park's lake?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e5a1b5a6d814e62884ebb30f7dc8c42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern side of the borough includes the largest park in New York City\u2014Pelham Bay Park, which includes Orchard Beach\u2014and the fourth largest, Van Cortlandt Park, which is west of Woodlawn Cemetery and borders Yonkers. Also in the northern Bronx, Wave Hill, the former estate of George W. Perkins\u2014known for a historic house, gardens, changing site-specific art installations and concerts\u2014overlooks the New Jersey Palisades from a promontory on the Hudson in Riverdale. Nearer the borough's center, and along the Bronx River, is Bronx Park; its northern end houses the New York Botanical Gardens, which preserve the last patch of the original hemlock forest that once covered the entire county, and its southern end the Bronx Zoo, the largest urban zoological gardens in the United States. Just south of Van Cortlandt Park is the Jerome Park Reservoir, surrounded by 2 miles (3 km) of stone walls and bordering several small parks in the Bedford Park neighborhood; the reservoir was built in the 1890s on the site of the former Jerome Park Racetrack. Further south is Crotona Park, home to a 3.3-acre (1.3 ha) lake, 28 species of trees, and a large swimming pool. The land for these parks, and many others, was bought by New York City in 1888, while land was still open and inexpensive, in anticipation of future needs and future pressures for development.", "targets": "When was the Jerome Park Reservoir built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e5a1b5a6d814e62884ebb30f7dc8c42", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The northern side of the borough includes the largest park in New York City\u2014Pelham Bay Park, which includes Orchard Beach\u2014and the fourth largest, Van Cortlandt Park, which is west of Woodlawn Cemetery and borders Yonkers. Also in the northern Bronx, Wave Hill, the former estate of George W. Perkins\u2014known for a historic house, gardens, changing site-specific art installations and concerts\u2014overlooks the New Jersey Palisades from a promontory on the Hudson in Riverdale. Nearer the borough's center, and along the Bronx River, is Bronx Park; its northern end houses the New York Botanical Gardens, which preserve the last patch of the original hemlock forest that once covered the entire county, and its southern end the Bronx Zoo, the largest urban zoological gardens in the United States. Just south of Van Cortlandt Park is the Jerome Park Reservoir, surrounded by 2 miles (3 km) of stone walls and bordering several small parks in the Bedford Park neighborhood; the reservoir was built in the 1890s on the site of the former Jerome Park Racetrack. Further south is Crotona Park, home to a 3.3-acre (1.3 ha) lake, 28 species of trees, and a large swimming pool. The land for these parks, and many others, was bought by New York City in 1888, while land was still open and inexpensive, in anticipation of future needs and future pressures for development.", "targets": "What do the NY Botanical Gardens preserve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "Who developed Amphetamine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "Who synthesized Amphetamine for asthma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "What are common side effects of Amphetamine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "When were tricyclic antidepressants developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "What were some uses for Amphetamine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "Ephedrine was used as an oral medicine for what illness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "In what year was amphetamine first tested on asthma patients?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "What was the trade name of amphetamine as a nasal decongestant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "In what year did the American Medical Association approve amphetamine for medical use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dadd690678be41f8b3aa635545811692", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While highly effective, the requirement for injection limited the use of norepinephrine[clarification needed] and orally active derivatives were sought. A structurally similar compound, ephedrine, was identified by Japanese chemists in the Ma Huang plant and marketed by Eli Lilly as an oral treatment for asthma. Following the work of Henry Dale and George Barger at Burroughs-Wellcome, academic chemist Gordon Alles synthesized amphetamine and tested it in asthma patients in 1929. The drug proved to have only modest anti-asthma effects, but produced sensations of exhilaration and palpitations. Amphetamine was developed by Smith, Kline and French as a nasal decongestant under the trade name Benzedrine Inhaler. Amphetamine was eventually developed for the treatment of narcolepsy, post-encepheletic parkinsonism, and mood elevation in depression and other psychiatric indications. It received approval as a New and Nonofficial Remedy from the American Medical Association for these uses in 1937 and remained in common use for depression until the development of tricyclic antidepressants in the 1960s.", "targets": "In what decade were tricyclic antidepressants created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5a458185e044dda29215d89c52090f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's planned design included specific areas for almost everything, including accommodation, Hotels Sectors North and South. New hotel facilities are being developed elsewhere, such as the hotels and tourism Sector North, located on the shores of Lake Parano\u00e1. Bras\u00edlia has a range of tourist accommodation from inns, pensions and hostels to larger international chain hotels. The city's restaurants cater to a wide range of foods from local and regional Brazilian dishes to international cuisine.", "targets": "Where did Brasilia place hotels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5a458185e044dda29215d89c52090f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's planned design included specific areas for almost everything, including accommodation, Hotels Sectors North and South. New hotel facilities are being developed elsewhere, such as the hotels and tourism Sector North, located on the shores of Lake Parano\u00e1. Bras\u00edlia has a range of tourist accommodation from inns, pensions and hostels to larger international chain hotels. The city's restaurants cater to a wide range of foods from local and regional Brazilian dishes to international cuisine.", "targets": "What kinds of restaurants does Brasilia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5a458185e044dda29215d89c52090f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's planned design included specific areas for almost everything, including accommodation, Hotels Sectors North and South. New hotel facilities are being developed elsewhere, such as the hotels and tourism Sector North, located on the shores of Lake Parano\u00e1. Bras\u00edlia has a range of tourist accommodation from inns, pensions and hostels to larger international chain hotels. The city's restaurants cater to a wide range of foods from local and regional Brazilian dishes to international cuisine.", "targets": "What kinds of hotels does Brasilia have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f5a458185e044dda29215d89c52090f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's planned design included specific areas for almost everything, including accommodation, Hotels Sectors North and South. New hotel facilities are being developed elsewhere, such as the hotels and tourism Sector North, located on the shores of Lake Parano\u00e1. Bras\u00edlia has a range of tourist accommodation from inns, pensions and hostels to larger international chain hotels. The city's restaurants cater to a wide range of foods from local and regional Brazilian dishes to international cuisine.", "targets": "What lake has some hotels around it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d2dd9b9625440e78426aead22a0ffc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infinitive form ends in t (archaically, ti). It is the form found in dictionaries and the form that follows auxiliary verbs (for example, m\u016f\u017eu t\u011b sly\u0161et\u2014\"I can hear you\"). Czech verbs have three grammatical moods: indicative, imperative and conditional. The imperative mood adds specific endings for each of three person (or number) categories: -\u00d8/-i/-ej for second-person singular, -te/-ete/-ejte for second-person plural and -me/-eme/-ejme for first-person plural. The conditional mood is formed with a particle after the past-tense verb. This mood indicates possible events, expressed in English as \"I would\" or \"I wish\".", "targets": "What verb form is found in Czech dictionaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d2dd9b9625440e78426aead22a0ffc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infinitive form ends in t (archaically, ti). It is the form found in dictionaries and the form that follows auxiliary verbs (for example, m\u016f\u017eu t\u011b sly\u0161et\u2014\"I can hear you\"). Czech verbs have three grammatical moods: indicative, imperative and conditional. The imperative mood adds specific endings for each of three person (or number) categories: -\u00d8/-i/-ej for second-person singular, -te/-ete/-ejte for second-person plural and -me/-eme/-ejme for first-person plural. The conditional mood is formed with a particle after the past-tense verb. This mood indicates possible events, expressed in English as \"I would\" or \"I wish\".", "targets": "How many grammatical moods do Czech verbs have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d2dd9b9625440e78426aead22a0ffc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infinitive form ends in t (archaically, ti). It is the form found in dictionaries and the form that follows auxiliary verbs (for example, m\u016f\u017eu t\u011b sly\u0161et\u2014\"I can hear you\"). Czech verbs have three grammatical moods: indicative, imperative and conditional. The imperative mood adds specific endings for each of three person (or number) categories: -\u00d8/-i/-ej for second-person singular, -te/-ete/-ejte for second-person plural and -me/-eme/-ejme for first-person plural. The conditional mood is formed with a particle after the past-tense verb. This mood indicates possible events, expressed in English as \"I would\" or \"I wish\".", "targets": "What are the grammatical moods of Czech verbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d2dd9b9625440e78426aead22a0ffc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infinitive form ends in t (archaically, ti). It is the form found in dictionaries and the form that follows auxiliary verbs (for example, m\u016f\u017eu t\u011b sly\u0161et\u2014\"I can hear you\"). Czech verbs have three grammatical moods: indicative, imperative and conditional. The imperative mood adds specific endings for each of three person (or number) categories: -\u00d8/-i/-ej for second-person singular, -te/-ete/-ejte for second-person plural and -me/-eme/-ejme for first-person plural. The conditional mood is formed with a particle after the past-tense verb. This mood indicates possible events, expressed in English as \"I would\" or \"I wish\".", "targets": "What mood adds specific endings for each of three person or number categories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d2dd9b9625440e78426aead22a0ffc7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The infinitive form ends in t (archaically, ti). It is the form found in dictionaries and the form that follows auxiliary verbs (for example, m\u016f\u017eu t\u011b sly\u0161et\u2014\"I can hear you\"). Czech verbs have three grammatical moods: indicative, imperative and conditional. The imperative mood adds specific endings for each of three person (or number) categories: -\u00d8/-i/-ej for second-person singular, -te/-ete/-ejte for second-person plural and -me/-eme/-ejme for first-person plural. The conditional mood is formed with a particle after the past-tense verb. This mood indicates possible events, expressed in English as \"I would\" or \"I wish\".", "targets": "Which Czech verb mood indicates possible events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd0d86b111104785af8647e414f5ab2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's is the eastern terminus of the Trans-Canada Highway, one of the longest national highways in the world. The divided highway, also known as \"Outer Ring Road\" in the city, runs just outside the main part of the city, with exits to Pitts Memorial Drive, Topsail Road, Team Gushue Highway, Thorburn Road, Allandale Road, Portugal Cove Road and Torbay Road, providing relatively easy access to neighbourhoods served by those streets. Pitts Memorial Drive runs from Conception Bay South, through the city of Mount Pearl and into downtown St. John's, with interchanges for Goulds, Water Street and Hamilton Avenue-New Gower Street.", "targets": "Where is the eastern terminus of the Trans-Canada Highway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd0d86b111104785af8647e414f5ab2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's is the eastern terminus of the Trans-Canada Highway, one of the longest national highways in the world. The divided highway, also known as \"Outer Ring Road\" in the city, runs just outside the main part of the city, with exits to Pitts Memorial Drive, Topsail Road, Team Gushue Highway, Thorburn Road, Allandale Road, Portugal Cove Road and Torbay Road, providing relatively easy access to neighbourhoods served by those streets. Pitts Memorial Drive runs from Conception Bay South, through the city of Mount Pearl and into downtown St. John's, with interchanges for Goulds, Water Street and Hamilton Avenue-New Gower Street.", "targets": "Outer Ring Road is a another name for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd0d86b111104785af8647e414f5ab2d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "St. John's is the eastern terminus of the Trans-Canada Highway, one of the longest national highways in the world. The divided highway, also known as \"Outer Ring Road\" in the city, runs just outside the main part of the city, with exits to Pitts Memorial Drive, Topsail Road, Team Gushue Highway, Thorburn Road, Allandale Road, Portugal Cove Road and Torbay Road, providing relatively easy access to neighbourhoods served by those streets. Pitts Memorial Drive runs from Conception Bay South, through the city of Mount Pearl and into downtown St. John's, with interchanges for Goulds, Water Street and Hamilton Avenue-New Gower Street.", "targets": "What does the divided highway provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d10880ad85314915939b1de6b4286e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "James Liebman, a professor of law at Columbia Law School, stated in 1996 that his study found that when habeas corpus petitions in death penalty cases were traced from conviction to completion of the case that there was \"a 40 percent success rate in all capital cases from 1978 to 1995.\" Similarly, a study by Ronald Tabak in a law review article puts the success rate in habeas corpus cases involving death row inmates even higher, finding that between \"1976 and 1991, approximately 47 percent of the habeas petitions filed by death row inmates were granted.\" The different numbers are largely definitional, rather than substantive. Freedam's statistics looks at the percentage of all death penalty cases reversed, while the others look only at cases not reversed prior to habeas corpus review.", "targets": "What institution does James Liebman work for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d10880ad85314915939b1de6b4286e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "James Liebman, a professor of law at Columbia Law School, stated in 1996 that his study found that when habeas corpus petitions in death penalty cases were traced from conviction to completion of the case that there was \"a 40 percent success rate in all capital cases from 1978 to 1995.\" Similarly, a study by Ronald Tabak in a law review article puts the success rate in habeas corpus cases involving death row inmates even higher, finding that between \"1976 and 1991, approximately 47 percent of the habeas petitions filed by death row inmates were granted.\" The different numbers are largely definitional, rather than substantive. Freedam's statistics looks at the percentage of all death penalty cases reversed, while the others look only at cases not reversed prior to habeas corpus review.", "targets": "What does James Liebman teach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d10880ad85314915939b1de6b4286e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "James Liebman, a professor of law at Columbia Law School, stated in 1996 that his study found that when habeas corpus petitions in death penalty cases were traced from conviction to completion of the case that there was \"a 40 percent success rate in all capital cases from 1978 to 1995.\" Similarly, a study by Ronald Tabak in a law review article puts the success rate in habeas corpus cases involving death row inmates even higher, finding that between \"1976 and 1991, approximately 47 percent of the habeas petitions filed by death row inmates were granted.\" The different numbers are largely definitional, rather than substantive. Freedam's statistics looks at the percentage of all death penalty cases reversed, while the others look only at cases not reversed prior to habeas corpus review.", "targets": "According to Liebman, about what percentage of death penalty habeas corpus petitions were successful between 1978 and 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d10880ad85314915939b1de6b4286e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "James Liebman, a professor of law at Columbia Law School, stated in 1996 that his study found that when habeas corpus petitions in death penalty cases were traced from conviction to completion of the case that there was \"a 40 percent success rate in all capital cases from 1978 to 1995.\" Similarly, a study by Ronald Tabak in a law review article puts the success rate in habeas corpus cases involving death row inmates even higher, finding that between \"1976 and 1991, approximately 47 percent of the habeas petitions filed by death row inmates were granted.\" The different numbers are largely definitional, rather than substantive. Freedam's statistics looks at the percentage of all death penalty cases reversed, while the others look only at cases not reversed prior to habeas corpus review.", "targets": "According to Tabak, what percentage of habeas corpus petitions were granted to death row inmates between 1976 and 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d10880ad85314915939b1de6b4286e68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "James Liebman, a professor of law at Columbia Law School, stated in 1996 that his study found that when habeas corpus petitions in death penalty cases were traced from conviction to completion of the case that there was \"a 40 percent success rate in all capital cases from 1978 to 1995.\" Similarly, a study by Ronald Tabak in a law review article puts the success rate in habeas corpus cases involving death row inmates even higher, finding that between \"1976 and 1991, approximately 47 percent of the habeas petitions filed by death row inmates were granted.\" The different numbers are largely definitional, rather than substantive. Freedam's statistics looks at the percentage of all death penalty cases reversed, while the others look only at cases not reversed prior to habeas corpus review.", "targets": "In what year did Liebman announce his findings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34899727e204f5b97b0f149fac8540d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depleted uranium is also used as a shielding material in some containers used to store and transport radioactive materials. While the metal itself is radioactive, its high density makes it more effective than lead in halting radiation from strong sources such as radium. Other uses of depleted uranium include counterweights for aircraft control surfaces, as ballast for missile re-entry vehicles and as a shielding material. Due to its high density, this material is found in inertial guidance systems and in gyroscopic compasses. Depleted uranium is preferred over similarly dense metals due to its ability to be easily machined and cast as well as its relatively low cost. The main risk of exposure to depleted uranium is chemical poisoning by uranium oxide rather than radioactivity (uranium being only a weak alpha emitter).", "targets": "What kind of uranium is sometimes used to shield radioactive materials in containers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34899727e204f5b97b0f149fac8540d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depleted uranium is also used as a shielding material in some containers used to store and transport radioactive materials. While the metal itself is radioactive, its high density makes it more effective than lead in halting radiation from strong sources such as radium. Other uses of depleted uranium include counterweights for aircraft control surfaces, as ballast for missile re-entry vehicles and as a shielding material. Due to its high density, this material is found in inertial guidance systems and in gyroscopic compasses. Depleted uranium is preferred over similarly dense metals due to its ability to be easily machined and cast as well as its relatively low cost. The main risk of exposure to depleted uranium is chemical poisoning by uranium oxide rather than radioactivity (uranium being only a weak alpha emitter).", "targets": "What is a strong source of radiation that is blocked by depleted uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34899727e204f5b97b0f149fac8540d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depleted uranium is also used as a shielding material in some containers used to store and transport radioactive materials. While the metal itself is radioactive, its high density makes it more effective than lead in halting radiation from strong sources such as radium. Other uses of depleted uranium include counterweights for aircraft control surfaces, as ballast for missile re-entry vehicles and as a shielding material. Due to its high density, this material is found in inertial guidance systems and in gyroscopic compasses. Depleted uranium is preferred over similarly dense metals due to its ability to be easily machined and cast as well as its relatively low cost. The main risk of exposure to depleted uranium is chemical poisoning by uranium oxide rather than radioactivity (uranium being only a weak alpha emitter).", "targets": "How is depleted uranium used in missile re-entry vehicles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34899727e204f5b97b0f149fac8540d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depleted uranium is also used as a shielding material in some containers used to store and transport radioactive materials. While the metal itself is radioactive, its high density makes it more effective than lead in halting radiation from strong sources such as radium. Other uses of depleted uranium include counterweights for aircraft control surfaces, as ballast for missile re-entry vehicles and as a shielding material. Due to its high density, this material is found in inertial guidance systems and in gyroscopic compasses. Depleted uranium is preferred over similarly dense metals due to its ability to be easily machined and cast as well as its relatively low cost. The main risk of exposure to depleted uranium is chemical poisoning by uranium oxide rather than radioactivity (uranium being only a weak alpha emitter).", "targets": "What trait causes depleted uranium to be used in gyroscopic compasses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34899727e204f5b97b0f149fac8540d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Depleted uranium is also used as a shielding material in some containers used to store and transport radioactive materials. While the metal itself is radioactive, its high density makes it more effective than lead in halting radiation from strong sources such as radium. Other uses of depleted uranium include counterweights for aircraft control surfaces, as ballast for missile re-entry vehicles and as a shielding material. Due to its high density, this material is found in inertial guidance systems and in gyroscopic compasses. Depleted uranium is preferred over similarly dense metals due to its ability to be easily machined and cast as well as its relatively low cost. The main risk of exposure to depleted uranium is chemical poisoning by uranium oxide rather than radioactivity (uranium being only a weak alpha emitter).", "targets": "What type of alpha emitter is uranium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad39fc5c831d4afa9106a4bffef8307e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The noise-based speed is defined as the exposure that will lead to a given signal-to-noise ratio on individual pixels. Two ratios are used, the 40:1 (\"excellent image quality\") and the 10:1 (\"acceptable image quality\") ratio. These ratios have been subjectively determined based on a resolution of 70 pixels per cm (178 DPI) when viewed at 25 cm (9.8 inch) distance. The signal-to-noise ratio is defined as the standard deviation of a weighted average of the luminance and color of individual pixels. The noise-based speed is mostly determined by the properties of the sensor and somewhat affected by the noise in the electronic gain and AD converter.", "targets": "Which ratios are employed to calculate noise-based speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad39fc5c831d4afa9106a4bffef8307e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The noise-based speed is defined as the exposure that will lead to a given signal-to-noise ratio on individual pixels. Two ratios are used, the 40:1 (\"excellent image quality\") and the 10:1 (\"acceptable image quality\") ratio. These ratios have been subjectively determined based on a resolution of 70 pixels per cm (178 DPI) when viewed at 25 cm (9.8 inch) distance. The signal-to-noise ratio is defined as the standard deviation of a weighted average of the luminance and color of individual pixels. The noise-based speed is mostly determined by the properties of the sensor and somewhat affected by the noise in the electronic gain and AD converter.", "targets": "What is the noise-based speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad39fc5c831d4afa9106a4bffef8307e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The noise-based speed is defined as the exposure that will lead to a given signal-to-noise ratio on individual pixels. Two ratios are used, the 40:1 (\"excellent image quality\") and the 10:1 (\"acceptable image quality\") ratio. These ratios have been subjectively determined based on a resolution of 70 pixels per cm (178 DPI) when viewed at 25 cm (9.8 inch) distance. The signal-to-noise ratio is defined as the standard deviation of a weighted average of the luminance and color of individual pixels. The noise-based speed is mostly determined by the properties of the sensor and somewhat affected by the noise in the electronic gain and AD converter.", "targets": "How are the two ratios found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad39fc5c831d4afa9106a4bffef8307e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The noise-based speed is defined as the exposure that will lead to a given signal-to-noise ratio on individual pixels. Two ratios are used, the 40:1 (\"excellent image quality\") and the 10:1 (\"acceptable image quality\") ratio. These ratios have been subjectively determined based on a resolution of 70 pixels per cm (178 DPI) when viewed at 25 cm (9.8 inch) distance. The signal-to-noise ratio is defined as the standard deviation of a weighted average of the luminance and color of individual pixels. The noise-based speed is mostly determined by the properties of the sensor and somewhat affected by the noise in the electronic gain and AD converter.", "targets": "What is a definition of signal-to-noise ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad39fc5c831d4afa9106a4bffef8307e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The noise-based speed is defined as the exposure that will lead to a given signal-to-noise ratio on individual pixels. Two ratios are used, the 40:1 (\"excellent image quality\") and the 10:1 (\"acceptable image quality\") ratio. These ratios have been subjectively determined based on a resolution of 70 pixels per cm (178 DPI) when viewed at 25 cm (9.8 inch) distance. The signal-to-noise ratio is defined as the standard deviation of a weighted average of the luminance and color of individual pixels. The noise-based speed is mostly determined by the properties of the sensor and somewhat affected by the noise in the electronic gain and AD converter.", "targets": "What factors influence the noise-based speed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70d4379a05ed4893b5fa7f84fe41c604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular available tourist destinations in Myanmar include big cities such as Yangon and Mandalay; religious sites in Mon State, Pindaya, Bago and Hpa-An; nature trails in Inle Lake, Kengtung, Putao, Pyin Oo Lwin; ancient cities such as Bagan and Mrauk-U; as well as beaches in Nabule, Ngapali, Ngwe-Saung, Mergui. Nevertheless, much of the country is off-limits to tourists, and interactions between foreigners and the people of Myanmar, particularly in the border regions, are subject to police scrutiny. They are not to discuss politics with foreigners, under penalty of imprisonment and, in 2001, the Myanmar Tourism Promotion Board issued an order for local officials to protect tourists and limit \"unnecessary contact\" between foreigners and ordinary Burmese people.", "targets": "Name two of the metropolitan areas that are enjoyed most frequently by tourist in Myanmar  ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70d4379a05ed4893b5fa7f84fe41c604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular available tourist destinations in Myanmar include big cities such as Yangon and Mandalay; religious sites in Mon State, Pindaya, Bago and Hpa-An; nature trails in Inle Lake, Kengtung, Putao, Pyin Oo Lwin; ancient cities such as Bagan and Mrauk-U; as well as beaches in Nabule, Ngapali, Ngwe-Saung, Mergui. Nevertheless, much of the country is off-limits to tourists, and interactions between foreigners and the people of Myanmar, particularly in the border regions, are subject to police scrutiny. They are not to discuss politics with foreigners, under penalty of imprisonment and, in 2001, the Myanmar Tourism Promotion Board issued an order for local officials to protect tourists and limit \"unnecessary contact\" between foreigners and ordinary Burmese people.", "targets": "What are two of the top spiritual destination that Myanmar offers ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70d4379a05ed4893b5fa7f84fe41c604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular available tourist destinations in Myanmar include big cities such as Yangon and Mandalay; religious sites in Mon State, Pindaya, Bago and Hpa-An; nature trails in Inle Lake, Kengtung, Putao, Pyin Oo Lwin; ancient cities such as Bagan and Mrauk-U; as well as beaches in Nabule, Ngapali, Ngwe-Saung, Mergui. Nevertheless, much of the country is off-limits to tourists, and interactions between foreigners and the people of Myanmar, particularly in the border regions, are subject to police scrutiny. They are not to discuss politics with foreigners, under penalty of imprisonment and, in 2001, the Myanmar Tourism Promotion Board issued an order for local officials to protect tourists and limit \"unnecessary contact\" between foreigners and ordinary Burmese people.", "targets": "Does Myanmar offer any destinations  that might be good for outside enthusiasts ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70d4379a05ed4893b5fa7f84fe41c604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular available tourist destinations in Myanmar include big cities such as Yangon and Mandalay; religious sites in Mon State, Pindaya, Bago and Hpa-An; nature trails in Inle Lake, Kengtung, Putao, Pyin Oo Lwin; ancient cities such as Bagan and Mrauk-U; as well as beaches in Nabule, Ngapali, Ngwe-Saung, Mergui. Nevertheless, much of the country is off-limits to tourists, and interactions between foreigners and the people of Myanmar, particularly in the border regions, are subject to police scrutiny. They are not to discuss politics with foreigners, under penalty of imprisonment and, in 2001, the Myanmar Tourism Promotion Board issued an order for local officials to protect tourists and limit \"unnecessary contact\" between foreigners and ordinary Burmese people.", "targets": "Are there any edifice points of interest that may be of note to visitors of Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70d4379a05ed4893b5fa7f84fe41c604", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most popular available tourist destinations in Myanmar include big cities such as Yangon and Mandalay; religious sites in Mon State, Pindaya, Bago and Hpa-An; nature trails in Inle Lake, Kengtung, Putao, Pyin Oo Lwin; ancient cities such as Bagan and Mrauk-U; as well as beaches in Nabule, Ngapali, Ngwe-Saung, Mergui. Nevertheless, much of the country is off-limits to tourists, and interactions between foreigners and the people of Myanmar, particularly in the border regions, are subject to police scrutiny. They are not to discuss politics with foreigners, under penalty of imprisonment and, in 2001, the Myanmar Tourism Promotion Board issued an order for local officials to protect tourists and limit \"unnecessary contact\" between foreigners and ordinary Burmese people.", "targets": "Can visitors travel unrestricted through the country ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9c0ae597c2f496da9f4f6a392739d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other influential Muslim philosophers include al-Jahiz, a pioneer in evolutionary thought; Ibn al-Haytham (Alhazen), a pioneer of phenomenology and the philosophy of science and a critic of Aristotelian natural philosophy and Aristotle's concept of place (topos); Al-Biruni, a critic of Aristotelian natural philosophy; Ibn Tufail and Ibn al-Nafis, pioneers of the philosophical novel; Shahab al-Din Suhrawardi, founder of Illuminationist philosophy; Fakhr al-Din al-Razi, a critic of Aristotelian logic and a pioneer of inductive logic; and Ibn Khaldun, a pioneer in the philosophy of history.", "targets": "Which philosopher of the Muslim world is considered an important author of work on evolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9c0ae597c2f496da9f4f6a392739d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other influential Muslim philosophers include al-Jahiz, a pioneer in evolutionary thought; Ibn al-Haytham (Alhazen), a pioneer of phenomenology and the philosophy of science and a critic of Aristotelian natural philosophy and Aristotle's concept of place (topos); Al-Biruni, a critic of Aristotelian natural philosophy; Ibn Tufail and Ibn al-Nafis, pioneers of the philosophical novel; Shahab al-Din Suhrawardi, founder of Illuminationist philosophy; Fakhr al-Din al-Razi, a critic of Aristotelian logic and a pioneer of inductive logic; and Ibn Khaldun, a pioneer in the philosophy of history.", "targets": "Ibn al-Haytham can be known by another name, what is it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9c0ae597c2f496da9f4f6a392739d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other influential Muslim philosophers include al-Jahiz, a pioneer in evolutionary thought; Ibn al-Haytham (Alhazen), a pioneer of phenomenology and the philosophy of science and a critic of Aristotelian natural philosophy and Aristotle's concept of place (topos); Al-Biruni, a critic of Aristotelian natural philosophy; Ibn Tufail and Ibn al-Nafis, pioneers of the philosophical novel; Shahab al-Din Suhrawardi, founder of Illuminationist philosophy; Fakhr al-Din al-Razi, a critic of Aristotelian logic and a pioneer of inductive logic; and Ibn Khaldun, a pioneer in the philosophy of history.", "targets": "What type of work is Ibn al-Haytham known to have pioneered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9c0ae597c2f496da9f4f6a392739d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other influential Muslim philosophers include al-Jahiz, a pioneer in evolutionary thought; Ibn al-Haytham (Alhazen), a pioneer of phenomenology and the philosophy of science and a critic of Aristotelian natural philosophy and Aristotle's concept of place (topos); Al-Biruni, a critic of Aristotelian natural philosophy; Ibn Tufail and Ibn al-Nafis, pioneers of the philosophical novel; Shahab al-Din Suhrawardi, founder of Illuminationist philosophy; Fakhr al-Din al-Razi, a critic of Aristotelian logic and a pioneer of inductive logic; and Ibn Khaldun, a pioneer in the philosophy of history.", "targets": "Who is considered to have been the one that founded Illuminationist philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9c0ae597c2f496da9f4f6a392739d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other influential Muslim philosophers include al-Jahiz, a pioneer in evolutionary thought; Ibn al-Haytham (Alhazen), a pioneer of phenomenology and the philosophy of science and a critic of Aristotelian natural philosophy and Aristotle's concept of place (topos); Al-Biruni, a critic of Aristotelian natural philosophy; Ibn Tufail and Ibn al-Nafis, pioneers of the philosophical novel; Shahab al-Din Suhrawardi, founder of Illuminationist philosophy; Fakhr al-Din al-Razi, a critic of Aristotelian logic and a pioneer of inductive logic; and Ibn Khaldun, a pioneer in the philosophy of history.", "targets": "Which philosopher in the Muslim world championed inductive logic in their works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22fccf46aba04b62aae3ff9344122ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his partners, Hubbard and Sanders, offered to sell the patent outright to Western Union for $100,000. The president of Western Union balked, countering that the telephone was nothing but a toy. Two years later, he told colleagues that if he could get the patent for $25 million he would consider it a bargain. By then, the Bell company no longer wanted to sell the patent. Bell's investors would become millionaires, while he fared well from residuals and at one point had assets of nearly one million dollars.", "targets": "How much did Bell et al. try to sell his patent for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22fccf46aba04b62aae3ff9344122ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his partners, Hubbard and Sanders, offered to sell the patent outright to Western Union for $100,000. The president of Western Union balked, countering that the telephone was nothing but a toy. Two years later, he told colleagues that if he could get the patent for $25 million he would consider it a bargain. By then, the Bell company no longer wanted to sell the patent. Bell's investors would become millionaires, while he fared well from residuals and at one point had assets of nearly one million dollars.", "targets": "Who did Bell et al. try to sell his patent to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22fccf46aba04b62aae3ff9344122ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his partners, Hubbard and Sanders, offered to sell the patent outright to Western Union for $100,000. The president of Western Union balked, countering that the telephone was nothing but a toy. Two years later, he told colleagues that if he could get the patent for $25 million he would consider it a bargain. By then, the Bell company no longer wanted to sell the patent. Bell's investors would become millionaires, while he fared well from residuals and at one point had assets of nearly one million dollars.", "targets": "What did the President think the telephone was, such that he refused to buy the patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22fccf46aba04b62aae3ff9344122ffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bell and his partners, Hubbard and Sanders, offered to sell the patent outright to Western Union for $100,000. The president of Western Union balked, countering that the telephone was nothing but a toy. Two years later, he told colleagues that if he could get the patent for $25 million he would consider it a bargain. By then, the Bell company no longer wanted to sell the patent. Bell's investors would become millionaires, while he fared well from residuals and at one point had assets of nearly one million dollars.", "targets": "How much the the President of Western Union want to pay for the patent later on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98319cc27a44a2fa7a55bf56e881c94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a series of emergency meetings that lasted from 2\u20135 October, Chinese leaders debated whether to send Chinese troops into Korea. There was considerable resistance among many leaders, including senior military leaders, to confronting the U.S. in Korea. Mao strongly supported intervention, and Zhou was one of the few Chinese leaders who firmly supported him. After Lin Biao politely refused Mao's offer to command Chinese forces in Korea (citing his upcoming medical treatment), Mao decided that Peng Dehuai would be the commander of the Chinese forces in Korea after Peng agreed to support Mao's position. Mao then asked Peng to speak in favor of intervention to the rest of the Chinese leaders. After Peng made the case that if U.S. troops conquered Korea and reached the Yalu they might cross it and invade China the Politburo agreed to intervene in Korea. Later, the Chinese claimed that US bombers had violated PRC national airspace on three separate occasions and attacked Chinese targets before China intervened. On 8 October 1950, Mao Zedong redesignated the PLA North East Frontier Force as the Chinese People's Volunteer Army (PVA).", "targets": "What was discussed at the emergency talks held by Chinese leaders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98319cc27a44a2fa7a55bf56e881c94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a series of emergency meetings that lasted from 2\u20135 October, Chinese leaders debated whether to send Chinese troops into Korea. There was considerable resistance among many leaders, including senior military leaders, to confronting the U.S. in Korea. Mao strongly supported intervention, and Zhou was one of the few Chinese leaders who firmly supported him. After Lin Biao politely refused Mao's offer to command Chinese forces in Korea (citing his upcoming medical treatment), Mao decided that Peng Dehuai would be the commander of the Chinese forces in Korea after Peng agreed to support Mao's position. Mao then asked Peng to speak in favor of intervention to the rest of the Chinese leaders. After Peng made the case that if U.S. troops conquered Korea and reached the Yalu they might cross it and invade China the Politburo agreed to intervene in Korea. Later, the Chinese claimed that US bombers had violated PRC national airspace on three separate occasions and attacked Chinese targets before China intervened. On 8 October 1950, Mao Zedong redesignated the PLA North East Frontier Force as the Chinese People's Volunteer Army (PVA).", "targets": "Who was a proponent for intervening in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98319cc27a44a2fa7a55bf56e881c94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a series of emergency meetings that lasted from 2\u20135 October, Chinese leaders debated whether to send Chinese troops into Korea. There was considerable resistance among many leaders, including senior military leaders, to confronting the U.S. in Korea. Mao strongly supported intervention, and Zhou was one of the few Chinese leaders who firmly supported him. After Lin Biao politely refused Mao's offer to command Chinese forces in Korea (citing his upcoming medical treatment), Mao decided that Peng Dehuai would be the commander of the Chinese forces in Korea after Peng agreed to support Mao's position. Mao then asked Peng to speak in favor of intervention to the rest of the Chinese leaders. After Peng made the case that if U.S. troops conquered Korea and reached the Yalu they might cross it and invade China the Politburo agreed to intervene in Korea. Later, the Chinese claimed that US bombers had violated PRC national airspace on three separate occasions and attacked Chinese targets before China intervened. On 8 October 1950, Mao Zedong redesignated the PLA North East Frontier Force as the Chinese People's Volunteer Army (PVA).", "targets": "Who was Lin Biao replaced with when he declined to lead the Chinese troops in Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98319cc27a44a2fa7a55bf56e881c94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a series of emergency meetings that lasted from 2\u20135 October, Chinese leaders debated whether to send Chinese troops into Korea. There was considerable resistance among many leaders, including senior military leaders, to confronting the U.S. in Korea. Mao strongly supported intervention, and Zhou was one of the few Chinese leaders who firmly supported him. After Lin Biao politely refused Mao's offer to command Chinese forces in Korea (citing his upcoming medical treatment), Mao decided that Peng Dehuai would be the commander of the Chinese forces in Korea after Peng agreed to support Mao's position. Mao then asked Peng to speak in favor of intervention to the rest of the Chinese leaders. After Peng made the case that if U.S. troops conquered Korea and reached the Yalu they might cross it and invade China the Politburo agreed to intervene in Korea. Later, the Chinese claimed that US bombers had violated PRC national airspace on three separate occasions and attacked Chinese targets before China intervened. On 8 October 1950, Mao Zedong redesignated the PLA North East Frontier Force as the Chinese People's Volunteer Army (PVA).", "targets": "Who convinced the Chinese leaders who were against entering the war that it was a good idea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d98319cc27a44a2fa7a55bf56e881c94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a series of emergency meetings that lasted from 2\u20135 October, Chinese leaders debated whether to send Chinese troops into Korea. There was considerable resistance among many leaders, including senior military leaders, to confronting the U.S. in Korea. Mao strongly supported intervention, and Zhou was one of the few Chinese leaders who firmly supported him. After Lin Biao politely refused Mao's offer to command Chinese forces in Korea (citing his upcoming medical treatment), Mao decided that Peng Dehuai would be the commander of the Chinese forces in Korea after Peng agreed to support Mao's position. Mao then asked Peng to speak in favor of intervention to the rest of the Chinese leaders. After Peng made the case that if U.S. troops conquered Korea and reached the Yalu they might cross it and invade China the Politburo agreed to intervene in Korea. Later, the Chinese claimed that US bombers had violated PRC national airspace on three separate occasions and attacked Chinese targets before China intervened. On 8 October 1950, Mao Zedong redesignated the PLA North East Frontier Force as the Chinese People's Volunteer Army (PVA).", "targets": "What did Mao Zedong's reinvented PLA North East Frontier Force become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ce9c44f30e431ca81813c283ed6700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that in a closed system of particles, there are no internal forces that are unbalanced. That is, the action-reaction force shared between any two objects in a closed system will not cause the center of mass of the system to accelerate. The constituent objects only accelerate with respect to each other, the system itself remains unaccelerated. Alternatively, if an external force acts on the system, then the center of mass will experience an acceleration proportional to the magnitude of the external force divided by the mass of the system.:19-1", "targets": "What experiences acceleration when external force is applied to a system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ce9c44f30e431ca81813c283ed6700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that in a closed system of particles, there are no internal forces that are unbalanced. That is, the action-reaction force shared between any two objects in a closed system will not cause the center of mass of the system to accelerate. The constituent objects only accelerate with respect to each other, the system itself remains unaccelerated. Alternatively, if an external force acts on the system, then the center of mass will experience an acceleration proportional to the magnitude of the external force divided by the mass of the system.:19-1", "targets": "In what kind of system of particles are there no unbalanced iinternal forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91ce9c44f30e431ca81813c283ed6700", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This means that in a closed system of particles, there are no internal forces that are unbalanced. That is, the action-reaction force shared between any two objects in a closed system will not cause the center of mass of the system to accelerate. The constituent objects only accelerate with respect to each other, the system itself remains unaccelerated. Alternatively, if an external force acts on the system, then the center of mass will experience an acceleration proportional to the magnitude of the external force divided by the mass of the system.:19-1", "targets": "What is the magnitude of force divided by when external force is added?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d746ca304ce241afb7d1be41ec20b11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Whereas their Majesties have been Graciously Pleased to grant Letters patent to John Lofting of London Merchant for a New Invented Engine for Extinguishing Fires which said Engine have found every great encouragement. The said Patentee hath also projected a Very Useful Engine for starting of beer and other liquors which will deliver from 20 to 30 barrels an hour which are completely fixed with Brass Joints and Screws at Reasonable Rates. Any Person that hath occasion for the said Engines may apply themselves to the Patentee at his house near St Thomas Apostle London or to Mr. Nicholas Wall at the Workshoppe near Saddlers Wells at Islington or to Mr. William Tillcar, Turner, his agent at his house in Woodtree next door to the Sun Tavern London.\"", "targets": "How many barrels did Lofting promise his beer pump would deliver hourly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d746ca304ce241afb7d1be41ec20b11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Whereas their Majesties have been Graciously Pleased to grant Letters patent to John Lofting of London Merchant for a New Invented Engine for Extinguishing Fires which said Engine have found every great encouragement. The said Patentee hath also projected a Very Useful Engine for starting of beer and other liquors which will deliver from 20 to 30 barrels an hour which are completely fixed with Brass Joints and Screws at Reasonable Rates. Any Person that hath occasion for the said Engines may apply themselves to the Patentee at his house near St Thomas Apostle London or to Mr. Nicholas Wall at the Workshoppe near Saddlers Wells at Islington or to Mr. William Tillcar, Turner, his agent at his house in Woodtree next door to the Sun Tavern London.\"", "targets": "What location did John Lofting live near?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d746ca304ce241afb7d1be41ec20b11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Whereas their Majesties have been Graciously Pleased to grant Letters patent to John Lofting of London Merchant for a New Invented Engine for Extinguishing Fires which said Engine have found every great encouragement. The said Patentee hath also projected a Very Useful Engine for starting of beer and other liquors which will deliver from 20 to 30 barrels an hour which are completely fixed with Brass Joints and Screws at Reasonable Rates. Any Person that hath occasion for the said Engines may apply themselves to the Patentee at his house near St Thomas Apostle London or to Mr. Nicholas Wall at the Workshoppe near Saddlers Wells at Islington or to Mr. William Tillcar, Turner, his agent at his house in Woodtree next door to the Sun Tavern London.\"", "targets": "In what London borough did Nicholas Wall reside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d746ca304ce241afb7d1be41ec20b11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Whereas their Majesties have been Graciously Pleased to grant Letters patent to John Lofting of London Merchant for a New Invented Engine for Extinguishing Fires which said Engine have found every great encouragement. The said Patentee hath also projected a Very Useful Engine for starting of beer and other liquors which will deliver from 20 to 30 barrels an hour which are completely fixed with Brass Joints and Screws at Reasonable Rates. Any Person that hath occasion for the said Engines may apply themselves to the Patentee at his house near St Thomas Apostle London or to Mr. Nicholas Wall at the Workshoppe near Saddlers Wells at Islington or to Mr. William Tillcar, Turner, his agent at his house in Woodtree next door to the Sun Tavern London.\"", "targets": "What was William Tillcar's profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d746ca304ce241afb7d1be41ec20b11f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Whereas their Majesties have been Graciously Pleased to grant Letters patent to John Lofting of London Merchant for a New Invented Engine for Extinguishing Fires which said Engine have found every great encouragement. The said Patentee hath also projected a Very Useful Engine for starting of beer and other liquors which will deliver from 20 to 30 barrels an hour which are completely fixed with Brass Joints and Screws at Reasonable Rates. Any Person that hath occasion for the said Engines may apply themselves to the Patentee at his house near St Thomas Apostle London or to Mr. Nicholas Wall at the Workshoppe near Saddlers Wells at Islington or to Mr. William Tillcar, Turner, his agent at his house in Woodtree next door to the Sun Tavern London.\"", "targets": "What tavern did William Tillcar live adjacent to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6da6176850540239edc1a2cb77d43aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning. Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem. Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is \"any kind of subject consisting of Rythm or Verses\". Possibly as a result of Aristotle's influence (his Poetics), \"poetry\" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art. As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition; hence it constitutes the earliest example of literature.", "targets": "What elements of language make for poetic literature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6da6176850540239edc1a2cb77d43aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning. Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem. Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is \"any kind of subject consisting of Rythm or Verses\". Possibly as a result of Aristotle's influence (his Poetics), \"poetry\" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art. As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition; hence it constitutes the earliest example of literature.", "targets": "Poetry is usually differentiated from prose by what factor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6da6176850540239edc1a2cb77d43aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning. Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem. Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is \"any kind of subject consisting of Rythm or Verses\". Possibly as a result of Aristotle's influence (his Poetics), \"poetry\" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art. As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition; hence it constitutes the earliest example of literature.", "targets": "If prose uses sentences, what is the equivalent in poetry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6da6176850540239edc1a2cb77d43aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning. Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem. Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is \"any kind of subject consisting of Rythm or Verses\". Possibly as a result of Aristotle's influence (his Poetics), \"poetry\" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art. As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition; hence it constitutes the earliest example of literature.", "targets": "Poetry was considered to need lines and meter until when?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6da6176850540239edc1a2cb77d43aa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning. Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem. Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is \"any kind of subject consisting of Rythm or Verses\". Possibly as a result of Aristotle's influence (his Poetics), \"poetry\" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art. As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition; hence it constitutes the earliest example of literature.", "targets": "The structure of poetry may have existed before what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7af4641e9a54a60af55d2dbf33ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is remarkable that the inner heartwood of old trees remains as sound as it usually does, since in many cases it is hundreds, and in a few instances thousands, of years old. Every broken limb or root, or deep wound from fire, insects, or falling timber, may afford an entrance for decay, which, once started, may penetrate to all parts of the trunk. The larvae of many insects bore into the trees and their tunnels remain indefinitely as sources of weakness. Whatever advantages, however, that sapwood may have in this connection are due solely to its relative age and position.", "targets": "What do broken limbs and deep wounds open a door for in a tree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7af4641e9a54a60af55d2dbf33ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is remarkable that the inner heartwood of old trees remains as sound as it usually does, since in many cases it is hundreds, and in a few instances thousands, of years old. Every broken limb or root, or deep wound from fire, insects, or falling timber, may afford an entrance for decay, which, once started, may penetrate to all parts of the trunk. The larvae of many insects bore into the trees and their tunnels remain indefinitely as sources of weakness. Whatever advantages, however, that sapwood may have in this connection are due solely to its relative age and position.", "targets": "Decay can spread to all of what part of a tree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7af4641e9a54a60af55d2dbf33ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is remarkable that the inner heartwood of old trees remains as sound as it usually does, since in many cases it is hundreds, and in a few instances thousands, of years old. Every broken limb or root, or deep wound from fire, insects, or falling timber, may afford an entrance for decay, which, once started, may penetrate to all parts of the trunk. The larvae of many insects bore into the trees and their tunnels remain indefinitely as sources of weakness. Whatever advantages, however, that sapwood may have in this connection are due solely to its relative age and position.", "targets": "What growth stage of insects bore holes into trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7af4641e9a54a60af55d2dbf33ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is remarkable that the inner heartwood of old trees remains as sound as it usually does, since in many cases it is hundreds, and in a few instances thousands, of years old. Every broken limb or root, or deep wound from fire, insects, or falling timber, may afford an entrance for decay, which, once started, may penetrate to all parts of the trunk. The larvae of many insects bore into the trees and their tunnels remain indefinitely as sources of weakness. Whatever advantages, however, that sapwood may have in this connection are due solely to its relative age and position.", "targets": "What part of a tree often stays impressively sound even when hundreds or thousands of years old?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7af4641e9a54a60af55d2dbf33ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is remarkable that the inner heartwood of old trees remains as sound as it usually does, since in many cases it is hundreds, and in a few instances thousands, of years old. Every broken limb or root, or deep wound from fire, insects, or falling timber, may afford an entrance for decay, which, once started, may penetrate to all parts of the trunk. The larvae of many insects bore into the trees and their tunnels remain indefinitely as sources of weakness. Whatever advantages, however, that sapwood may have in this connection are due solely to its relative age and position.", "targets": "What evidence do some insect larvae leave in a tree forever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ced698be0b9a4e5fba276b4b11f8450d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared reflectography (fr; it; es), as called by art conservators, can be applied to paintings to reveal underlying layers in a completely non-destructive manner, in particular the underdrawing or outline drawn by the artist as a guide. This often reveals the artist's use of carbon black, which shows up well in reflectograms, as long as it has not also been used in the ground underlying the whole painting. Art conservators are looking to see whether the visible layers of paint differ from the underdrawing or layers in between \u2013 such alterations are called pentimenti when made by the original artist. This is very useful information in deciding whether a painting is the prime version by the original artist or a copy, and whether it has been altered by over-enthusiastic restoration work. In general, the more pentimenti the more likely a painting is to be the prime version. It also gives useful insights into working practices.", "targets": "What technique is used in art to examine underlying layers of a painting without damaging it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ced698be0b9a4e5fba276b4b11f8450d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared reflectography (fr; it; es), as called by art conservators, can be applied to paintings to reveal underlying layers in a completely non-destructive manner, in particular the underdrawing or outline drawn by the artist as a guide. This often reveals the artist's use of carbon black, which shows up well in reflectograms, as long as it has not also been used in the ground underlying the whole painting. Art conservators are looking to see whether the visible layers of paint differ from the underdrawing or layers in between \u2013 such alterations are called pentimenti when made by the original artist. This is very useful information in deciding whether a painting is the prime version by the original artist or a copy, and whether it has been altered by over-enthusiastic restoration work. In general, the more pentimenti the more likely a painting is to be the prime version. It also gives useful insights into working practices.", "targets": "What shows up particularly well in reflectograms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ced698be0b9a4e5fba276b4b11f8450d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Infrared reflectography (fr; it; es), as called by art conservators, can be applied to paintings to reveal underlying layers in a completely non-destructive manner, in particular the underdrawing or outline drawn by the artist as a guide. This often reveals the artist's use of carbon black, which shows up well in reflectograms, as long as it has not also been used in the ground underlying the whole painting. Art conservators are looking to see whether the visible layers of paint differ from the underdrawing or layers in between \u2013 such alterations are called pentimenti when made by the original artist. This is very useful information in deciding whether a painting is the prime version by the original artist or a copy, and whether it has been altered by over-enthusiastic restoration work. In general, the more pentimenti the more likely a painting is to be the prime version. It also gives useful insights into working practices.", "targets": "What is the term for differences in the painting and underdrawing made by the original artist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0777990f2e90431ba36555587868e6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The winner receives a record deal with a major label, which may be for up to six albums, and secures a management contract with American Idol-affiliated 19 Management (which has the right of first refusal to sign all contestants), as well as various lucrative contracts. All winners prior to season nine reportedly earned at least $1 million in their first year as winner. All the runners-up of the first ten seasons, as well as some of other finalists, have also received record deals with major labels. However, starting in season 11, the runner-up may only be guaranteed a single-only deal. BMG/Sony (seasons 1\u20139) and UMG (season 10\u2013) had the right of first refusal to sign contestants for three months after the season's finale. Starting in the fourteenth season, the winner was signed with Big Machine Records. Prominent music mogul Clive Davis also produced some of the selected contestants' albums, such as Kelly Clarkson, Clay Aiken, Fantasia Barrino and Diana DeGarmo. All top 10 (11 in seasons 10 and 12) finalists earn the privilege of going on a tour, where the participants may each earn a six-figure sum.", "targets": "Which company manages the winners of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0777990f2e90431ba36555587868e6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The winner receives a record deal with a major label, which may be for up to six albums, and secures a management contract with American Idol-affiliated 19 Management (which has the right of first refusal to sign all contestants), as well as various lucrative contracts. All winners prior to season nine reportedly earned at least $1 million in their first year as winner. All the runners-up of the first ten seasons, as well as some of other finalists, have also received record deals with major labels. However, starting in season 11, the runner-up may only be guaranteed a single-only deal. BMG/Sony (seasons 1\u20139) and UMG (season 10\u2013) had the right of first refusal to sign contestants for three months after the season's finale. Starting in the fourteenth season, the winner was signed with Big Machine Records. Prominent music mogul Clive Davis also produced some of the selected contestants' albums, such as Kelly Clarkson, Clay Aiken, Fantasia Barrino and Diana DeGarmo. All top 10 (11 in seasons 10 and 12) finalists earn the privilege of going on a tour, where the participants may each earn a six-figure sum.", "targets": "What record label signed the winner of season fourteen of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0777990f2e90431ba36555587868e6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The winner receives a record deal with a major label, which may be for up to six albums, and secures a management contract with American Idol-affiliated 19 Management (which has the right of first refusal to sign all contestants), as well as various lucrative contracts. All winners prior to season nine reportedly earned at least $1 million in their first year as winner. All the runners-up of the first ten seasons, as well as some of other finalists, have also received record deals with major labels. However, starting in season 11, the runner-up may only be guaranteed a single-only deal. BMG/Sony (seasons 1\u20139) and UMG (season 10\u2013) had the right of first refusal to sign contestants for three months after the season's finale. Starting in the fourteenth season, the winner was signed with Big Machine Records. Prominent music mogul Clive Davis also produced some of the selected contestants' albums, such as Kelly Clarkson, Clay Aiken, Fantasia Barrino and Diana DeGarmo. All top 10 (11 in seasons 10 and 12) finalists earn the privilege of going on a tour, where the participants may each earn a six-figure sum.", "targets": "How long does the record company have the right of first refusal for contestants on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0777990f2e90431ba36555587868e6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The winner receives a record deal with a major label, which may be for up to six albums, and secures a management contract with American Idol-affiliated 19 Management (which has the right of first refusal to sign all contestants), as well as various lucrative contracts. All winners prior to season nine reportedly earned at least $1 million in their first year as winner. All the runners-up of the first ten seasons, as well as some of other finalists, have also received record deals with major labels. However, starting in season 11, the runner-up may only be guaranteed a single-only deal. BMG/Sony (seasons 1\u20139) and UMG (season 10\u2013) had the right of first refusal to sign contestants for three months after the season's finale. Starting in the fourteenth season, the winner was signed with Big Machine Records. Prominent music mogul Clive Davis also produced some of the selected contestants' albums, such as Kelly Clarkson, Clay Aiken, Fantasia Barrino and Diana DeGarmo. All top 10 (11 in seasons 10 and 12) finalists earn the privilege of going on a tour, where the participants may each earn a six-figure sum.", "targets": "What does the winner of American Idol receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0777990f2e90431ba36555587868e6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The winner receives a record deal with a major label, which may be for up to six albums, and secures a management contract with American Idol-affiliated 19 Management (which has the right of first refusal to sign all contestants), as well as various lucrative contracts. All winners prior to season nine reportedly earned at least $1 million in their first year as winner. All the runners-up of the first ten seasons, as well as some of other finalists, have also received record deals with major labels. However, starting in season 11, the runner-up may only be guaranteed a single-only deal. BMG/Sony (seasons 1\u20139) and UMG (season 10\u2013) had the right of first refusal to sign contestants for three months after the season's finale. Starting in the fourteenth season, the winner was signed with Big Machine Records. Prominent music mogul Clive Davis also produced some of the selected contestants' albums, such as Kelly Clarkson, Clay Aiken, Fantasia Barrino and Diana DeGarmo. All top 10 (11 in seasons 10 and 12) finalists earn the privilege of going on a tour, where the participants may each earn a six-figure sum.", "targets": "The winner also receives a management contract with which company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0777990f2e90431ba36555587868e6e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The winner receives a record deal with a major label, which may be for up to six albums, and secures a management contract with American Idol-affiliated 19 Management (which has the right of first refusal to sign all contestants), as well as various lucrative contracts. All winners prior to season nine reportedly earned at least $1 million in their first year as winner. All the runners-up of the first ten seasons, as well as some of other finalists, have also received record deals with major labels. However, starting in season 11, the runner-up may only be guaranteed a single-only deal. BMG/Sony (seasons 1\u20139) and UMG (season 10\u2013) had the right of first refusal to sign contestants for three months after the season's finale. Starting in the fourteenth season, the winner was signed with Big Machine Records. Prominent music mogul Clive Davis also produced some of the selected contestants' albums, such as Kelly Clarkson, Clay Aiken, Fantasia Barrino and Diana DeGarmo. All top 10 (11 in seasons 10 and 12) finalists earn the privilege of going on a tour, where the participants may each earn a six-figure sum.", "targets": "In season 14, the winner was signed to which company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "How many continents did the torch visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "What was the stop that was to happen between Ho Chi Minh City and Hong Kong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "The Republic of China felt that the wrong decision could place Taiwan on the same level as what two areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "The torch route covered six what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "What government disagreed on the language used to describe the torch route?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "What two places did Taiwan not want to be considered equal with in the language of the torch's route description?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a615cb1c231c477385f280b6c2633afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The route carried the torch through six continents from March 2008 to May 2008 to August 2008. The planned route originally included a stop in Taipei between Ho Chi Minh City and Hong Kong, but there was disagreement in Beijing and Taipei over language used to describe whether it was an international or a domestic part of the route. While the Olympic committees of China and Chinese Taipei reached initial consensus on the approach, the government of the Republic of China in Taiwan intervened, stating that this placement could be interpreted as placing Taiwan on the same level as Hong Kong and Macau, an implication it objected to. The Beijing Organizing Committee attempted to continue negotiation, but further disputes arose over the flag or the anthem of the Republic of China along the 24 km torch route in Taiwan. By the midnight deadline for concluding the negotiation on September 21, 2007, Taiwan and China were unable to come to terms with the issue of the Torch Relay. In the end, both sides of the Taiwan Strait decided to eliminate the Taipei leg.", "targets": "How many kilometers was the torch supposed to go through Taiwan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89960f4dfcef4b178bd5b9ec2ade1410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes to DST rules cause problems in existing computer installations. For example, the 2007 change to DST rules in North America required many computer systems to be upgraded, with the greatest impact on email and calendaring programs; the upgrades consumed a significant effort by corporate information technologists.", "targets": "What can cause issues with installed computer systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89960f4dfcef4b178bd5b9ec2ade1410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes to DST rules cause problems in existing computer installations. For example, the 2007 change to DST rules in North America required many computer systems to be upgraded, with the greatest impact on email and calendaring programs; the upgrades consumed a significant effort by corporate information technologists.", "targets": "What year did DST rules change in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89960f4dfcef4b178bd5b9ec2ade1410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes to DST rules cause problems in existing computer installations. For example, the 2007 change to DST rules in North America required many computer systems to be upgraded, with the greatest impact on email and calendaring programs; the upgrades consumed a significant effort by corporate information technologists.", "targets": "What did many existing computer systems that relied on time zones need because of the DST rule changes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89960f4dfcef4b178bd5b9ec2ade1410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes to DST rules cause problems in existing computer installations. For example, the 2007 change to DST rules in North America required many computer systems to be upgraded, with the greatest impact on email and calendaring programs; the upgrades consumed a significant effort by corporate information technologists.", "targets": "In addition to calendaring programs, what kind of programs were most impacted by the changes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89960f4dfcef4b178bd5b9ec2ade1410", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes to DST rules cause problems in existing computer installations. For example, the 2007 change to DST rules in North America required many computer systems to be upgraded, with the greatest impact on email and calendaring programs; the upgrades consumed a significant effort by corporate information technologists.", "targets": "Which professionals bore the brunt of the effort to upgrade systems affected by time changes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6233d450d641d390edf23da78863c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The game pad controllers were more-or-less copied directly from the Game & Watch machines, although the Famicom design team originally wanted to use arcade-style joysticks, even taking apart ones from American game consoles to see how they worked. However, it was eventually decided that children might step on joysticks left on the floor and their durability was also questioned. Katsuyah Nakawaka attached a Game & Watch D-pad to the Famicom prototype and found that it was easy to use and had no discomfort. Ultimately though, they did install a 15-pin expansion port on the front of the console so that an arcade-style joystick could be used optionally. The controllers were hard-wired to the console with no connectors for cost reasons.", "targets": "Who attached a Game & Watch D-pad to the Famicom prototype?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6233d450d641d390edf23da78863c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The game pad controllers were more-or-less copied directly from the Game & Watch machines, although the Famicom design team originally wanted to use arcade-style joysticks, even taking apart ones from American game consoles to see how they worked. However, it was eventually decided that children might step on joysticks left on the floor and their durability was also questioned. Katsuyah Nakawaka attached a Game & Watch D-pad to the Famicom prototype and found that it was easy to use and had no discomfort. Ultimately though, they did install a 15-pin expansion port on the front of the console so that an arcade-style joystick could be used optionally. The controllers were hard-wired to the console with no connectors for cost reasons.", "targets": "What was installed on the front of the console so the joystick could be used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6233d450d641d390edf23da78863c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The game pad controllers were more-or-less copied directly from the Game & Watch machines, although the Famicom design team originally wanted to use arcade-style joysticks, even taking apart ones from American game consoles to see how they worked. However, it was eventually decided that children might step on joysticks left on the floor and their durability was also questioned. Katsuyah Nakawaka attached a Game & Watch D-pad to the Famicom prototype and found that it was easy to use and had no discomfort. Ultimately though, they did install a 15-pin expansion port on the front of the console so that an arcade-style joystick could be used optionally. The controllers were hard-wired to the console with no connectors for cost reasons.", "targets": "Why were the controllers hard-wired to the console with no connectors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca6233d450d641d390edf23da78863c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The game pad controllers were more-or-less copied directly from the Game & Watch machines, although the Famicom design team originally wanted to use arcade-style joysticks, even taking apart ones from American game consoles to see how they worked. However, it was eventually decided that children might step on joysticks left on the floor and their durability was also questioned. Katsuyah Nakawaka attached a Game & Watch D-pad to the Famicom prototype and found that it was easy to use and had no discomfort. Ultimately though, they did install a 15-pin expansion port on the front of the console so that an arcade-style joystick could be used optionally. The controllers were hard-wired to the console with no connectors for cost reasons.", "targets": "Where were the game pad controllers copied from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8225beb9dd0744008a96f1c153a47f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His next relationship was with Herta Haas, whom he married in 1940. Broz left for Belgrade after the April War, leaving Haas pregnant. In May 1941, she gave birth to their son, Aleksandar \"Mi\u0161o\" Broz. All throughout his relationship with Haas, Tito had maintained a promiscuous life and had a parallel relationship with Davorjanka Paunovi\u0107, who, under the codename \"Zdenka\", served as a courier in the resistance and subsequently became his personal secretary. Haas and Tito suddenly parted company in 1943 in Jajce during the second meeting of AVNOJ after she reportedly walked in on him and Davorjanka. The last time Haas saw Broz was in 1946. Davorjanka died of tuberculosis in 1946 and Tito insisted that she be buried in the backyard of the Beli Dvor, his Belgrade residence.", "targets": "Who did Tito marry in 1940?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8225beb9dd0744008a96f1c153a47f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His next relationship was with Herta Haas, whom he married in 1940. Broz left for Belgrade after the April War, leaving Haas pregnant. In May 1941, she gave birth to their son, Aleksandar \"Mi\u0161o\" Broz. All throughout his relationship with Haas, Tito had maintained a promiscuous life and had a parallel relationship with Davorjanka Paunovi\u0107, who, under the codename \"Zdenka\", served as a courier in the resistance and subsequently became his personal secretary. Haas and Tito suddenly parted company in 1943 in Jajce during the second meeting of AVNOJ after she reportedly walked in on him and Davorjanka. The last time Haas saw Broz was in 1946. Davorjanka died of tuberculosis in 1946 and Tito insisted that she be buried in the backyard of the Beli Dvor, his Belgrade residence.", "targets": "When did Haas give birth to Tito's son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8225beb9dd0744008a96f1c153a47f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His next relationship was with Herta Haas, whom he married in 1940. Broz left for Belgrade after the April War, leaving Haas pregnant. In May 1941, she gave birth to their son, Aleksandar \"Mi\u0161o\" Broz. All throughout his relationship with Haas, Tito had maintained a promiscuous life and had a parallel relationship with Davorjanka Paunovi\u0107, who, under the codename \"Zdenka\", served as a courier in the resistance and subsequently became his personal secretary. Haas and Tito suddenly parted company in 1943 in Jajce during the second meeting of AVNOJ after she reportedly walked in on him and Davorjanka. The last time Haas saw Broz was in 1946. Davorjanka died of tuberculosis in 1946 and Tito insisted that she be buried in the backyard of the Beli Dvor, his Belgrade residence.", "targets": "What was the name of Tito's son born to him and Haas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8225beb9dd0744008a96f1c153a47f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His next relationship was with Herta Haas, whom he married in 1940. Broz left for Belgrade after the April War, leaving Haas pregnant. In May 1941, she gave birth to their son, Aleksandar \"Mi\u0161o\" Broz. All throughout his relationship with Haas, Tito had maintained a promiscuous life and had a parallel relationship with Davorjanka Paunovi\u0107, who, under the codename \"Zdenka\", served as a courier in the resistance and subsequently became his personal secretary. Haas and Tito suddenly parted company in 1943 in Jajce during the second meeting of AVNOJ after she reportedly walked in on him and Davorjanka. The last time Haas saw Broz was in 1946. Davorjanka died of tuberculosis in 1946 and Tito insisted that she be buried in the backyard of the Beli Dvor, his Belgrade residence.", "targets": "With whom did Tito have a parallel life during his marriage to Haas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8225beb9dd0744008a96f1c153a47f64", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "His next relationship was with Herta Haas, whom he married in 1940. Broz left for Belgrade after the April War, leaving Haas pregnant. In May 1941, she gave birth to their son, Aleksandar \"Mi\u0161o\" Broz. All throughout his relationship with Haas, Tito had maintained a promiscuous life and had a parallel relationship with Davorjanka Paunovi\u0107, who, under the codename \"Zdenka\", served as a courier in the resistance and subsequently became his personal secretary. Haas and Tito suddenly parted company in 1943 in Jajce during the second meeting of AVNOJ after she reportedly walked in on him and Davorjanka. The last time Haas saw Broz was in 1946. Davorjanka died of tuberculosis in 1946 and Tito insisted that she be buried in the backyard of the Beli Dvor, his Belgrade residence.", "targets": "When did Davorjanka die of Tuberculosis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c21f6f3b5714e30adac0884099f428a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diane McWhorter, Pulitzer Prize-winning historian of the Birmingham civil rights campaign, asserts that To Kill a Mockingbird condemns racism instead of racists, and states that every child in the South has moments of racial cognitive dissonance when they are faced with the harsh reality of inequality. This feeling causes them to question the beliefs with which they have been raised, which for many children is what the novel does. McWhorter writes of Lee, \"for a white person from the South to write a book like this in the late 1950s is really unusual\u2014by its very existence an act of protest.\"[note 4] Author James McBride calls Lee brilliant but stops short of calling her brave: \"I think by calling Harper Lee brave you kind of absolve yourself of your own racism ... She certainly set the standards in terms of how these issues need to be discussed, but in many ways I feel ... the moral bar's been lowered. And that's really distressing. We need a thousand Atticus Finches.\" McBride, however, defends the book's sentimentality, and the way Lee approaches the story with \"honesty and integrity\".", "targets": "According to Diane McWhorter, every child in the South had to face what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c21f6f3b5714e30adac0884099f428a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Diane McWhorter, Pulitzer Prize-winning historian of the Birmingham civil rights campaign, asserts that To Kill a Mockingbird condemns racism instead of racists, and states that every child in the South has moments of racial cognitive dissonance when they are faced with the harsh reality of inequality. This feeling causes them to question the beliefs with which they have been raised, which for many children is what the novel does. McWhorter writes of Lee, \"for a white person from the South to write a book like this in the late 1950s is really unusual\u2014by its very existence an act of protest.\"[note 4] Author James McBride calls Lee brilliant but stops short of calling her brave: \"I think by calling Harper Lee brave you kind of absolve yourself of your own racism ... She certainly set the standards in terms of how these issues need to be discussed, but in many ways I feel ... the moral bar's been lowered. And that's really distressing. We need a thousand Atticus Finches.\" McBride, however, defends the book's sentimentality, and the way Lee approaches the story with \"honesty and integrity\".", "targets": "McWhorter wrote that the existance of the book was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a4af1eb0be8422aaba2b665cb19d046", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has a wide range of beaches situated on the Mediterranean and the Red Sea that extend to over 3,000 km. The Red Sea has serene waters, coloured coral reefs, rare fish and beautiful mountains. The Akba Gulf beaches also provide facilities for practising sea sports. Safaga tops the Red Sea zone with its beautiful location on the Suez Gulf. Last but not least, Sharm el-Sheikh (or City of Peace), Hurghada, Luxor (known as world's greatest open-air museum/ or City of the \u2153 of world monuments), Dahab, Ras Sidr, Marsa Alam, Safaga and the northern coast of the Mediterranean are major tourist's destinations of the recreational tourism.", "targets": "Where are Egyptian beaches situated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a4af1eb0be8422aaba2b665cb19d046", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has a wide range of beaches situated on the Mediterranean and the Red Sea that extend to over 3,000 km. The Red Sea has serene waters, coloured coral reefs, rare fish and beautiful mountains. The Akba Gulf beaches also provide facilities for practising sea sports. Safaga tops the Red Sea zone with its beautiful location on the Suez Gulf. Last but not least, Sharm el-Sheikh (or City of Peace), Hurghada, Luxor (known as world's greatest open-air museum/ or City of the \u2153 of world monuments), Dahab, Ras Sidr, Marsa Alam, Safaga and the northern coast of the Mediterranean are major tourist's destinations of the recreational tourism.", "targets": "How far do Egyptian beaches extend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a4af1eb0be8422aaba2b665cb19d046", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has a wide range of beaches situated on the Mediterranean and the Red Sea that extend to over 3,000 km. The Red Sea has serene waters, coloured coral reefs, rare fish and beautiful mountains. The Akba Gulf beaches also provide facilities for practising sea sports. Safaga tops the Red Sea zone with its beautiful location on the Suez Gulf. Last but not least, Sharm el-Sheikh (or City of Peace), Hurghada, Luxor (known as world's greatest open-air museum/ or City of the \u2153 of world monuments), Dahab, Ras Sidr, Marsa Alam, Safaga and the northern coast of the Mediterranean are major tourist's destinations of the recreational tourism.", "targets": "What Egypt located body of water is known for its serenity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a4af1eb0be8422aaba2b665cb19d046", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Egypt has a wide range of beaches situated on the Mediterranean and the Red Sea that extend to over 3,000 km. The Red Sea has serene waters, coloured coral reefs, rare fish and beautiful mountains. The Akba Gulf beaches also provide facilities for practising sea sports. Safaga tops the Red Sea zone with its beautiful location on the Suez Gulf. Last but not least, Sharm el-Sheikh (or City of Peace), Hurghada, Luxor (known as world's greatest open-air museum/ or City of the \u2153 of world monuments), Dahab, Ras Sidr, Marsa Alam, Safaga and the northern coast of the Mediterranean are major tourist's destinations of the recreational tourism.", "targets": "What locations on Egypt's northern coast are major tourist destinations for recreational tourism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "Since 1993, which body has had power to enact measures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "This body makes provisions in respect to matters concerning whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "Up until 1994, royal assent was given by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "Which position now has the power to grant royal assent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "Before what year was royal assent approved by Order in Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "Who currently holds the power to grant royal assent to measures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7057b21d19c5401686815242751621f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 1993, the Sodor and Man Diocesan Synod has had power to enact measures making provision \"with respect to any matter concerning the Church of England in the Island\". If approved by Tynwald, a measure \"shall have the force and effect of an Act of Tynwald upon the Royal Assent thereto being announced to Tynwald\". Between 1979 and 1993, the Synod had similar powers, but limited to the extension to the Isle of Man of measures of the General Synod. Before 1994, royal assent was granted by Order in Council, as for a bill, but the power to grant royal assent to measures has now been delegated to the lieutenant governor. A Measure does not require promulgation.", "targets": "During which years did the Synod have power to enact measures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20f37c5def764f8393325fe2a149118a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, rapidly rising oil revenues enabled the government to finance large-scale development projects with GDP growth averaging 5% annually, one of the highest rates in Africa. The government has mortgaged a substantial portion of its petroleum earnings, contributing to a shortage of revenues. January 12, 1994 devaluation of Franc Zone currencies by 50% resulted in inflation of 46% in 1994, but inflation has subsided since.", "targets": "What did income from petroleum allow the government to fund in the early '80s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20f37c5def764f8393325fe2a149118a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, rapidly rising oil revenues enabled the government to finance large-scale development projects with GDP growth averaging 5% annually, one of the highest rates in Africa. The government has mortgaged a substantial portion of its petroleum earnings, contributing to a shortage of revenues. January 12, 1994 devaluation of Franc Zone currencies by 50% resulted in inflation of 46% in 1994, but inflation has subsided since.", "targets": "What was the Congo's annual increase in gross domestic product in the early '80s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20f37c5def764f8393325fe2a149118a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, rapidly rising oil revenues enabled the government to finance large-scale development projects with GDP growth averaging 5% annually, one of the highest rates in Africa. The government has mortgaged a substantial portion of its petroleum earnings, contributing to a shortage of revenues. January 12, 1994 devaluation of Franc Zone currencies by 50% resulted in inflation of 46% in 1994, but inflation has subsided since.", "targets": "By how much were Franc Zone currencies devalued in January of 1994?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20f37c5def764f8393325fe2a149118a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1980s, rapidly rising oil revenues enabled the government to finance large-scale development projects with GDP growth averaging 5% annually, one of the highest rates in Africa. The government has mortgaged a substantial portion of its petroleum earnings, contributing to a shortage of revenues. January 12, 1994 devaluation of Franc Zone currencies by 50% resulted in inflation of 46% in 1994, but inflation has subsided since.", "targets": "How much inflation did the Congo experience as a result of the devaluation of the Franc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e09e036f64204884a0bc89b71f6c187f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devices have been used to aid computation for thousands of years, mostly using one-to-one correspondence with fingers. The earliest counting device was probably a form of tally stick. Later record keeping aids throughout the Fertile Crescent included calculi (clay spheres, cones, etc.) which represented counts of items, probably livestock or grains, sealed in hollow unbaked clay containers. The use of counting rods is one example.", "targets": "The earliest device to help count was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e09e036f64204884a0bc89b71f6c187f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devices have been used to aid computation for thousands of years, mostly using one-to-one correspondence with fingers. The earliest counting device was probably a form of tally stick. Later record keeping aids throughout the Fertile Crescent included calculi (clay spheres, cones, etc.) which represented counts of items, probably livestock or grains, sealed in hollow unbaked clay containers. The use of counting rods is one example.", "targets": "Calculi during the Fertile Crescent refers to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd80fff11a74e249011093c7bcdcffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pub names are used to identify and differentiate each pub. Modern names are sometimes a marketing ploy or attempt to create \"brand awareness\", frequently using a comic theme thought to be memorable, Slug and Lettuce for a pub chain being an example. Interesting origins are not confined to old or traditional names, however. Names and their origins can be broken up into a relatively small number of categories.", "targets": "What is an example of a memorable name for a pub chain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd80fff11a74e249011093c7bcdcffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pub names are used to identify and differentiate each pub. Modern names are sometimes a marketing ploy or attempt to create \"brand awareness\", frequently using a comic theme thought to be memorable, Slug and Lettuce for a pub chain being an example. Interesting origins are not confined to old or traditional names, however. Names and their origins can be broken up into a relatively small number of categories.", "targets": "What sort of theme is thought memorable for modern pub names?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-acd80fff11a74e249011093c7bcdcffa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pub names are used to identify and differentiate each pub. Modern names are sometimes a marketing ploy or attempt to create \"brand awareness\", frequently using a comic theme thought to be memorable, Slug and Lettuce for a pub chain being an example. Interesting origins are not confined to old or traditional names, however. Names and their origins can be broken up into a relatively small number of categories.", "targets": "What is the purpose of a pub name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33b2a2368bc7451fb399548be2d202c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Funday Night at the Movies\" was replaced in 2008 by \"Essentials Jr.\", a youth-oriented version of its weekly series The Essentials (originally hosted by actors Abigail Breslin and Chris O'Donnell, then by John Lithgow from 2009 to 2011, and then by Bill Hader starting with the 2011 season), which included such family-themed films as National Velvet, Captains Courageous and Yours, Mine and Ours, as well as more eclectic selections as Sherlock, Jr., The Music Box, Harvey, Mutiny on the Bounty and The Man Who Knew Too Much.", "targets": "What series replaced Funday Night at the Movies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33b2a2368bc7451fb399548be2d202c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Funday Night at the Movies\" was replaced in 2008 by \"Essentials Jr.\", a youth-oriented version of its weekly series The Essentials (originally hosted by actors Abigail Breslin and Chris O'Donnell, then by John Lithgow from 2009 to 2011, and then by Bill Hader starting with the 2011 season), which included such family-themed films as National Velvet, Captains Courageous and Yours, Mine and Ours, as well as more eclectic selections as Sherlock, Jr., The Music Box, Harvey, Mutiny on the Bounty and The Man Who Knew Too Much.", "targets": "Along with Chris O'Donnell, who was the original host of Essentials Jr.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33b2a2368bc7451fb399548be2d202c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Funday Night at the Movies\" was replaced in 2008 by \"Essentials Jr.\", a youth-oriented version of its weekly series The Essentials (originally hosted by actors Abigail Breslin and Chris O'Donnell, then by John Lithgow from 2009 to 2011, and then by Bill Hader starting with the 2011 season), which included such family-themed films as National Velvet, Captains Courageous and Yours, Mine and Ours, as well as more eclectic selections as Sherlock, Jr., The Music Box, Harvey, Mutiny on the Bounty and The Man Who Knew Too Much.", "targets": "Who hosted Essentials Jr. between 2009 and 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33b2a2368bc7451fb399548be2d202c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Funday Night at the Movies\" was replaced in 2008 by \"Essentials Jr.\", a youth-oriented version of its weekly series The Essentials (originally hosted by actors Abigail Breslin and Chris O'Donnell, then by John Lithgow from 2009 to 2011, and then by Bill Hader starting with the 2011 season), which included such family-themed films as National Velvet, Captains Courageous and Yours, Mine and Ours, as well as more eclectic selections as Sherlock, Jr., The Music Box, Harvey, Mutiny on the Bounty and The Man Who Knew Too Much.", "targets": "Who began to host Essentials Jr. in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33b2a2368bc7451fb399548be2d202c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"Funday Night at the Movies\" was replaced in 2008 by \"Essentials Jr.\", a youth-oriented version of its weekly series The Essentials (originally hosted by actors Abigail Breslin and Chris O'Donnell, then by John Lithgow from 2009 to 2011, and then by Bill Hader starting with the 2011 season), which included such family-themed films as National Velvet, Captains Courageous and Yours, Mine and Ours, as well as more eclectic selections as Sherlock, Jr., The Music Box, Harvey, Mutiny on the Bounty and The Man Who Knew Too Much.", "targets": "In what year did Essentials Jr. replace Funday Night at the Movies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb7617c74b44ac18707de5c6e632911", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, the city was the subject of a song, \"Walking Into Fresno\", written by Hall Of Fame guitarist Bill Aken and recorded by Bob Gallion of the world-famous \"WWVA Jamboree\" radio and television show in Wheeling, West Virginia. Aken, adopted by Mexican movie actress Lupe Mayorga, grew up in the neighboring town of Madera and his song chronicled the hardships faced by the migrant farm workers he saw as a child. Aken also made his first TV appearance playing guitar on the old country-western show at The Fresno Barn.", "targets": "Who wrote \"Walking in Fresno?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb7617c74b44ac18707de5c6e632911", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, the city was the subject of a song, \"Walking Into Fresno\", written by Hall Of Fame guitarist Bill Aken and recorded by Bob Gallion of the world-famous \"WWVA Jamboree\" radio and television show in Wheeling, West Virginia. Aken, adopted by Mexican movie actress Lupe Mayorga, grew up in the neighboring town of Madera and his song chronicled the hardships faced by the migrant farm workers he saw as a child. Aken also made his first TV appearance playing guitar on the old country-western show at The Fresno Barn.", "targets": "Who recorded \"Walking in Fresno?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb7617c74b44ac18707de5c6e632911", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, the city was the subject of a song, \"Walking Into Fresno\", written by Hall Of Fame guitarist Bill Aken and recorded by Bob Gallion of the world-famous \"WWVA Jamboree\" radio and television show in Wheeling, West Virginia. Aken, adopted by Mexican movie actress Lupe Mayorga, grew up in the neighboring town of Madera and his song chronicled the hardships faced by the migrant farm workers he saw as a child. Aken also made his first TV appearance playing guitar on the old country-western show at The Fresno Barn.", "targets": "In what town did Bill Aiken grow up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb7617c74b44ac18707de5c6e632911", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, the city was the subject of a song, \"Walking Into Fresno\", written by Hall Of Fame guitarist Bill Aken and recorded by Bob Gallion of the world-famous \"WWVA Jamboree\" radio and television show in Wheeling, West Virginia. Aken, adopted by Mexican movie actress Lupe Mayorga, grew up in the neighboring town of Madera and his song chronicled the hardships faced by the migrant farm workers he saw as a child. Aken also made his first TV appearance playing guitar on the old country-western show at The Fresno Barn.", "targets": "On what show did Bill Aiken make is television debut?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5eb7617c74b44ac18707de5c6e632911", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1970s, the city was the subject of a song, \"Walking Into Fresno\", written by Hall Of Fame guitarist Bill Aken and recorded by Bob Gallion of the world-famous \"WWVA Jamboree\" radio and television show in Wheeling, West Virginia. Aken, adopted by Mexican movie actress Lupe Mayorga, grew up in the neighboring town of Madera and his song chronicled the hardships faced by the migrant farm workers he saw as a child. Aken also made his first TV appearance playing guitar on the old country-western show at The Fresno Barn.", "targets": "Who was Bill Aiken's adopted mother?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0914aebeb0c44ad997b5bde0ad65dc33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bonaparte began with an army of 13,000 men; 1,500 were reported missing, 1,200 died in combat, and thousands perished from disease\u2014mostly bubonic plague. He failed to reduce the fortress of Acre, so he marched his army back to Egypt in May. To speed up the retreat, Bonaparte ordered plague-stricken men to be poisoned with opium; the number who died remains disputed, ranging from a low of 30 to a high of 580. He also brought out 1,000 wounded men. Back in Egypt on 25 July, Bonaparte defeated an Ottoman amphibious invasion at Abukir.", "targets": "How many men were in Napoleon's army when the battle began?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0914aebeb0c44ad997b5bde0ad65dc33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bonaparte began with an army of 13,000 men; 1,500 were reported missing, 1,200 died in combat, and thousands perished from disease\u2014mostly bubonic plague. He failed to reduce the fortress of Acre, so he marched his army back to Egypt in May. To speed up the retreat, Bonaparte ordered plague-stricken men to be poisoned with opium; the number who died remains disputed, ranging from a low of 30 to a high of 580. He also brought out 1,000 wounded men. Back in Egypt on 25 July, Bonaparte defeated an Ottoman amphibious invasion at Abukir.", "targets": "How many soldiers in Napoleon's army died in combat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0914aebeb0c44ad997b5bde0ad65dc33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bonaparte began with an army of 13,000 men; 1,500 were reported missing, 1,200 died in combat, and thousands perished from disease\u2014mostly bubonic plague. He failed to reduce the fortress of Acre, so he marched his army back to Egypt in May. To speed up the retreat, Bonaparte ordered plague-stricken men to be poisoned with opium; the number who died remains disputed, ranging from a low of 30 to a high of 580. He also brought out 1,000 wounded men. Back in Egypt on 25 July, Bonaparte defeated an Ottoman amphibious invasion at Abukir.", "targets": "How many soldiers from Napoleon's army were reported missing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0914aebeb0c44ad997b5bde0ad65dc33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bonaparte began with an army of 13,000 men; 1,500 were reported missing, 1,200 died in combat, and thousands perished from disease\u2014mostly bubonic plague. He failed to reduce the fortress of Acre, so he marched his army back to Egypt in May. To speed up the retreat, Bonaparte ordered plague-stricken men to be poisoned with opium; the number who died remains disputed, ranging from a low of 30 to a high of 580. He also brought out 1,000 wounded men. Back in Egypt on 25 July, Bonaparte defeated an Ottoman amphibious invasion at Abukir.", "targets": "What disease took the heaviest toll on Napoleon's army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0914aebeb0c44ad997b5bde0ad65dc33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bonaparte began with an army of 13,000 men; 1,500 were reported missing, 1,200 died in combat, and thousands perished from disease\u2014mostly bubonic plague. He failed to reduce the fortress of Acre, so he marched his army back to Egypt in May. To speed up the retreat, Bonaparte ordered plague-stricken men to be poisoned with opium; the number who died remains disputed, ranging from a low of 30 to a high of 580. He also brought out 1,000 wounded men. Back in Egypt on 25 July, Bonaparte defeated an Ottoman amphibious invasion at Abukir.", "targets": "To speed his retreat to Egypt, Napoleon ordered the poisoning of sick men with what substance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fde436b094434bbee6d3384565ef48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have also been many references to Doctor Who in popular culture and other science fiction, including Star Trek: The Next Generation (\"The Neutral Zone\") and Leverage. In the Channel 4 series Queer as Folk (created by later Doctor Who executive producer Russell T. Davies), the character of Vince was portrayed as an avid Doctor Who fan, with references appearing many times throughout in the form of clips from the programme. In a similar manner, the character of Oliver on Coupling (created and written by current show runner Steven Moffat) is portrayed as a Doctor Who collector and enthusiast. References to Doctor Who have also appeared in the young adult fantasy novels Brisingr and High Wizardry, the video game Rock Band, the soap opera EastEnders, the Adult Swim comedy show Robot Chicken, the Family Guy episodes \"Blue Harvest\" and \"420\", and the game RuneScape. It has also be referenced in Destroy All Humans! 2, by civilians in the game's variation of England, and in Apollo Justice: Ace Attorney.", "targets": "What Star Trek episode has a nod to Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fde436b094434bbee6d3384565ef48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have also been many references to Doctor Who in popular culture and other science fiction, including Star Trek: The Next Generation (\"The Neutral Zone\") and Leverage. In the Channel 4 series Queer as Folk (created by later Doctor Who executive producer Russell T. Davies), the character of Vince was portrayed as an avid Doctor Who fan, with references appearing many times throughout in the form of clips from the programme. In a similar manner, the character of Oliver on Coupling (created and written by current show runner Steven Moffat) is portrayed as a Doctor Who collector and enthusiast. References to Doctor Who have also appeared in the young adult fantasy novels Brisingr and High Wizardry, the video game Rock Band, the soap opera EastEnders, the Adult Swim comedy show Robot Chicken, the Family Guy episodes \"Blue Harvest\" and \"420\", and the game RuneScape. It has also be referenced in Destroy All Humans! 2, by civilians in the game's variation of England, and in Apollo Justice: Ace Attorney.", "targets": "Which Family Guy episodes contain Doctor Who references?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fde436b094434bbee6d3384565ef48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have also been many references to Doctor Who in popular culture and other science fiction, including Star Trek: The Next Generation (\"The Neutral Zone\") and Leverage. In the Channel 4 series Queer as Folk (created by later Doctor Who executive producer Russell T. Davies), the character of Vince was portrayed as an avid Doctor Who fan, with references appearing many times throughout in the form of clips from the programme. In a similar manner, the character of Oliver on Coupling (created and written by current show runner Steven Moffat) is portrayed as a Doctor Who collector and enthusiast. References to Doctor Who have also appeared in the young adult fantasy novels Brisingr and High Wizardry, the video game Rock Band, the soap opera EastEnders, the Adult Swim comedy show Robot Chicken, the Family Guy episodes \"Blue Harvest\" and \"420\", and the game RuneScape. It has also be referenced in Destroy All Humans! 2, by civilians in the game's variation of England, and in Apollo Justice: Ace Attorney.", "targets": "What series was created by former Doctor Who producer Russell T. Davies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fde436b094434bbee6d3384565ef48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have also been many references to Doctor Who in popular culture and other science fiction, including Star Trek: The Next Generation (\"The Neutral Zone\") and Leverage. In the Channel 4 series Queer as Folk (created by later Doctor Who executive producer Russell T. Davies), the character of Vince was portrayed as an avid Doctor Who fan, with references appearing many times throughout in the form of clips from the programme. In a similar manner, the character of Oliver on Coupling (created and written by current show runner Steven Moffat) is portrayed as a Doctor Who collector and enthusiast. References to Doctor Who have also appeared in the young adult fantasy novels Brisingr and High Wizardry, the video game Rock Band, the soap opera EastEnders, the Adult Swim comedy show Robot Chicken, the Family Guy episodes \"Blue Harvest\" and \"420\", and the game RuneScape. It has also be referenced in Destroy All Humans! 2, by civilians in the game's variation of England, and in Apollo Justice: Ace Attorney.", "targets": "What character on Coupling is a Doctor Who fan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88fde436b094434bbee6d3384565ef48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There have also been many references to Doctor Who in popular culture and other science fiction, including Star Trek: The Next Generation (\"The Neutral Zone\") and Leverage. In the Channel 4 series Queer as Folk (created by later Doctor Who executive producer Russell T. Davies), the character of Vince was portrayed as an avid Doctor Who fan, with references appearing many times throughout in the form of clips from the programme. In a similar manner, the character of Oliver on Coupling (created and written by current show runner Steven Moffat) is portrayed as a Doctor Who collector and enthusiast. References to Doctor Who have also appeared in the young adult fantasy novels Brisingr and High Wizardry, the video game Rock Band, the soap opera EastEnders, the Adult Swim comedy show Robot Chicken, the Family Guy episodes \"Blue Harvest\" and \"420\", and the game RuneScape. It has also be referenced in Destroy All Humans! 2, by civilians in the game's variation of England, and in Apollo Justice: Ace Attorney.", "targets": "Which fantasy books have references to Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8ee9ee21784769ab2477d1cf8fa4b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is home to three major league sports franchises: the Carolina Panthers of the National Football League and the Charlotte Hornets of the National Basketball Association are based in Charlotte, while the Raleigh-based Carolina Hurricanes play in the National Hockey League. The Panthers and Hurricanes are the only two major professional sports teams that have the same geographical designation while playing in different metropolitan areas. The Hurricanes are the only major professional team from North Carolina to have won a league championship, having captured the Stanley Cup in 2006. North Carolina is also home to Charlotte Hounds of the Major League Lacrosse.", "targets": "How many major league sports franchises make North carolina home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8ee9ee21784769ab2477d1cf8fa4b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is home to three major league sports franchises: the Carolina Panthers of the National Football League and the Charlotte Hornets of the National Basketball Association are based in Charlotte, while the Raleigh-based Carolina Hurricanes play in the National Hockey League. The Panthers and Hurricanes are the only two major professional sports teams that have the same geographical designation while playing in different metropolitan areas. The Hurricanes are the only major professional team from North Carolina to have won a league championship, having captured the Stanley Cup in 2006. North Carolina is also home to Charlotte Hounds of the Major League Lacrosse.", "targets": "What is the only professional team from North carolina to have won a league championship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8ee9ee21784769ab2477d1cf8fa4b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is home to three major league sports franchises: the Carolina Panthers of the National Football League and the Charlotte Hornets of the National Basketball Association are based in Charlotte, while the Raleigh-based Carolina Hurricanes play in the National Hockey League. The Panthers and Hurricanes are the only two major professional sports teams that have the same geographical designation while playing in different metropolitan areas. The Hurricanes are the only major professional team from North Carolina to have won a league championship, having captured the Stanley Cup in 2006. North Carolina is also home to Charlotte Hounds of the Major League Lacrosse.", "targets": "The Carolina Hurricanes belong to what league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8ee9ee21784769ab2477d1cf8fa4b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is home to three major league sports franchises: the Carolina Panthers of the National Football League and the Charlotte Hornets of the National Basketball Association are based in Charlotte, while the Raleigh-based Carolina Hurricanes play in the National Hockey League. The Panthers and Hurricanes are the only two major professional sports teams that have the same geographical designation while playing in different metropolitan areas. The Hurricanes are the only major professional team from North Carolina to have won a league championship, having captured the Stanley Cup in 2006. North Carolina is also home to Charlotte Hounds of the Major League Lacrosse.", "targets": "The Charlotte Hornets belong to what league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b8ee9ee21784769ab2477d1cf8fa4b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "North Carolina is home to three major league sports franchises: the Carolina Panthers of the National Football League and the Charlotte Hornets of the National Basketball Association are based in Charlotte, while the Raleigh-based Carolina Hurricanes play in the National Hockey League. The Panthers and Hurricanes are the only two major professional sports teams that have the same geographical designation while playing in different metropolitan areas. The Hurricanes are the only major professional team from North Carolina to have won a league championship, having captured the Stanley Cup in 2006. North Carolina is also home to Charlotte Hounds of the Major League Lacrosse.", "targets": "The Caroli8na panthers belong to what league?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c33ed00f3824ad7a429061f3f3e03ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the grant of the royal charter it had become known as the Royal Institute of British Architects in London, eventually dropping the reference to London in 1892. In 1934, it moved to its current headquarters on Portland Place, with the building being opened by King George V and Queen Mary.", "targets": "What caused the change of the Institute's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c33ed00f3824ad7a429061f3f3e03ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the grant of the royal charter it had become known as the Royal Institute of British Architects in London, eventually dropping the reference to London in 1892. In 1934, it moved to its current headquarters on Portland Place, with the building being opened by King George V and Queen Mary.", "targets": "What was removed from the Royal Institute's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c33ed00f3824ad7a429061f3f3e03ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the grant of the royal charter it had become known as the Royal Institute of British Architects in London, eventually dropping the reference to London in 1892. In 1934, it moved to its current headquarters on Portland Place, with the building being opened by King George V and Queen Mary.", "targets": "When was the mention of London removed from the Royal Institute's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c33ed00f3824ad7a429061f3f3e03ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the grant of the royal charter it had become known as the Royal Institute of British Architects in London, eventually dropping the reference to London in 1892. In 1934, it moved to its current headquarters on Portland Place, with the building being opened by King George V and Queen Mary.", "targets": "Where is the Royal Institute of British Architects located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c33ed00f3824ad7a429061f3f3e03ef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the grant of the royal charter it had become known as the Royal Institute of British Architects in London, eventually dropping the reference to London in 1892. In 1934, it moved to its current headquarters on Portland Place, with the building being opened by King George V and Queen Mary.", "targets": "Who opened the structure in which the Royal Institute is currently housed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b98cb1c8b024348abb6473e90d70a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is usually not the beneficiary of institutional support. Examples of a nonstandard English dialect are Southern American English, Western Australian English, Scouse and Tyke. The Dialect Test was designed by Joseph Wright to compare different English dialects with each other.", "targets": "What does a nonstandard dialect usually not have compared to a standard dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b98cb1c8b024348abb6473e90d70a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is usually not the beneficiary of institutional support. Examples of a nonstandard English dialect are Southern American English, Western Australian English, Scouse and Tyke. The Dialect Test was designed by Joseph Wright to compare different English dialects with each other.", "targets": "What language is Scouse a dialect of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b98cb1c8b024348abb6473e90d70a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is usually not the beneficiary of institutional support. Examples of a nonstandard English dialect are Southern American English, Western Australian English, Scouse and Tyke. The Dialect Test was designed by Joseph Wright to compare different English dialects with each other.", "targets": "What was created for the sake of comparing English dialects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b98cb1c8b024348abb6473e90d70a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is usually not the beneficiary of institutional support. Examples of a nonstandard English dialect are Southern American English, Western Australian English, Scouse and Tyke. The Dialect Test was designed by Joseph Wright to compare different English dialects with each other.", "targets": "Who came up with the Dialect Test?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b98cb1c8b024348abb6473e90d70a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is usually not the beneficiary of institutional support. Examples of a nonstandard English dialect are Southern American English, Western Australian English, Scouse and Tyke. The Dialect Test was designed by Joseph Wright to compare different English dialects with each other.", "targets": "Along with a syntax and grammar, what attribute does a dialect possess?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfbe9a040434ce2b513824904112758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hopkins' column also drew criticism on Twitter, including from Russell Brand, to whom Hopkins responded by accusing Brand's \"champagne socialist humanity\" of neglecting taxpayers. Simon Usborne, writing in The Independent, compared her use of the word \"cockroach\" to previous uses by the Nazis and just before the Rwandan Genocide by its perpetrators. He suspected that if any other contributor had written the piece it would not have been published and questioned her continued employment by the newspaper. Zoe Williams commented in The Guardian: \"It is no joke when people start talking like this. We are not 'giving her what she wants' when we make manifest our disgust. It is not a free speech issue. I\u2019m not saying gag her: I\u2019m saying fight her\".", "targets": "On Twitter what famous person condemned Hopkins' remarks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfbe9a040434ce2b513824904112758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hopkins' column also drew criticism on Twitter, including from Russell Brand, to whom Hopkins responded by accusing Brand's \"champagne socialist humanity\" of neglecting taxpayers. Simon Usborne, writing in The Independent, compared her use of the word \"cockroach\" to previous uses by the Nazis and just before the Rwandan Genocide by its perpetrators. He suspected that if any other contributor had written the piece it would not have been published and questioned her continued employment by the newspaper. Zoe Williams commented in The Guardian: \"It is no joke when people start talking like this. We are not 'giving her what she wants' when we make manifest our disgust. It is not a free speech issue. I\u2019m not saying gag her: I\u2019m saying fight her\".", "targets": "Who wrote critically in The Independent about Hopkins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfbe9a040434ce2b513824904112758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hopkins' column also drew criticism on Twitter, including from Russell Brand, to whom Hopkins responded by accusing Brand's \"champagne socialist humanity\" of neglecting taxpayers. Simon Usborne, writing in The Independent, compared her use of the word \"cockroach\" to previous uses by the Nazis and just before the Rwandan Genocide by its perpetrators. He suspected that if any other contributor had written the piece it would not have been published and questioned her continued employment by the newspaper. Zoe Williams commented in The Guardian: \"It is no joke when people start talking like this. We are not 'giving her what she wants' when we make manifest our disgust. It is not a free speech issue. I\u2019m not saying gag her: I\u2019m saying fight her\".", "targets": "With whom did Usborne draw parallels to Hopkins as a result of Hopkins' comments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfbe9a040434ce2b513824904112758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hopkins' column also drew criticism on Twitter, including from Russell Brand, to whom Hopkins responded by accusing Brand's \"champagne socialist humanity\" of neglecting taxpayers. Simon Usborne, writing in The Independent, compared her use of the word \"cockroach\" to previous uses by the Nazis and just before the Rwandan Genocide by its perpetrators. He suspected that if any other contributor had written the piece it would not have been published and questioned her continued employment by the newspaper. Zoe Williams commented in The Guardian: \"It is no joke when people start talking like this. We are not 'giving her what she wants' when we make manifest our disgust. It is not a free speech issue. I\u2019m not saying gag her: I\u2019m saying fight her\".", "targets": "Which writer in The Guardian was critical of Hopkins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ddfbe9a040434ce2b513824904112758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hopkins' column also drew criticism on Twitter, including from Russell Brand, to whom Hopkins responded by accusing Brand's \"champagne socialist humanity\" of neglecting taxpayers. Simon Usborne, writing in The Independent, compared her use of the word \"cockroach\" to previous uses by the Nazis and just before the Rwandan Genocide by its perpetrators. He suspected that if any other contributor had written the piece it would not have been published and questioned her continued employment by the newspaper. Zoe Williams commented in The Guardian: \"It is no joke when people start talking like this. We are not 'giving her what she wants' when we make manifest our disgust. It is not a free speech issue. I\u2019m not saying gag her: I\u2019m saying fight her\".", "targets": "What did Williams say should be done about Hopkins?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bcf72520b324990ae02d276857bddff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas felt that, because of Russian assistance in suppressing the Hungarian revolution of 1848, Austria would side with him, or at the very least remain neutral. Austria, however, felt threatened by the Russian troops in the Balkans. On 27 February 1854, the United Kingdom and France demanded the withdrawal of Russian forces from the principalities; Austria supported them and, though it did not declare war on Russia, it refused to guarantee its neutrality. Russia's rejection of the ultimatum caused the UK and France to enter the war.", "targets": "In what year did the Hungarian revolution take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bcf72520b324990ae02d276857bddff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas felt that, because of Russian assistance in suppressing the Hungarian revolution of 1848, Austria would side with him, or at the very least remain neutral. Austria, however, felt threatened by the Russian troops in the Balkans. On 27 February 1854, the United Kingdom and France demanded the withdrawal of Russian forces from the principalities; Austria supported them and, though it did not declare war on Russia, it refused to guarantee its neutrality. Russia's rejection of the ultimatum caused the UK and France to enter the war.", "targets": "Who felt Austria would side with him due to the Hungarian revolution outcome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bcf72520b324990ae02d276857bddff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas felt that, because of Russian assistance in suppressing the Hungarian revolution of 1848, Austria would side with him, or at the very least remain neutral. Austria, however, felt threatened by the Russian troops in the Balkans. On 27 February 1854, the United Kingdom and France demanded the withdrawal of Russian forces from the principalities; Austria supported them and, though it did not declare war on Russia, it refused to guarantee its neutrality. Russia's rejection of the ultimatum caused the UK and France to enter the war.", "targets": "Who did Austria feel threatened by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bcf72520b324990ae02d276857bddff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas felt that, because of Russian assistance in suppressing the Hungarian revolution of 1848, Austria would side with him, or at the very least remain neutral. Austria, however, felt threatened by the Russian troops in the Balkans. On 27 February 1854, the United Kingdom and France demanded the withdrawal of Russian forces from the principalities; Austria supported them and, though it did not declare war on Russia, it refused to guarantee its neutrality. Russia's rejection of the ultimatum caused the UK and France to enter the war.", "targets": "Who wanted the Russian forces to leave the principalities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bcf72520b324990ae02d276857bddff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nicholas felt that, because of Russian assistance in suppressing the Hungarian revolution of 1848, Austria would side with him, or at the very least remain neutral. Austria, however, felt threatened by the Russian troops in the Balkans. On 27 February 1854, the United Kingdom and France demanded the withdrawal of Russian forces from the principalities; Austria supported them and, though it did not declare war on Russia, it refused to guarantee its neutrality. Russia's rejection of the ultimatum caused the UK and France to enter the war.", "targets": "Why did the U.K and France get involved with the war against the Russia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-046eb41890d2461d9d1930c0e3495a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He insisted that, since forgiveness was God's alone to grant, those who claimed that indulgences absolved buyers from all punishments and granted them salvation were in error. Christians, he said, must not slacken in following Christ on account of such false assurances.", "targets": "Who did Martin Luther say was the lone granter of forgiveness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-046eb41890d2461d9d1930c0e3495a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He insisted that, since forgiveness was God's alone to grant, those who claimed that indulgences absolved buyers from all punishments and granted them salvation were in error. Christians, he said, must not slacken in following Christ on account of such false assurances.", "targets": "What were these indulgences supposed to grant the giver?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-046eb41890d2461d9d1930c0e3495a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He insisted that, since forgiveness was God's alone to grant, those who claimed that indulgences absolved buyers from all punishments and granted them salvation were in error. Christians, he said, must not slacken in following Christ on account of such false assurances.", "targets": "What did giving money to the church absolve the giver from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-046eb41890d2461d9d1930c0e3495a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He insisted that, since forgiveness was God's alone to grant, those who claimed that indulgences absolved buyers from all punishments and granted them salvation were in error. Christians, he said, must not slacken in following Christ on account of such false assurances.", "targets": "What did Luther call these donations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-046eb41890d2461d9d1930c0e3495a32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "He insisted that, since forgiveness was God's alone to grant, those who claimed that indulgences absolved buyers from all punishments and granted them salvation were in error. Christians, he said, must not slacken in following Christ on account of such false assurances.", "targets": "Who did Luther say that Christians must not slacken in following?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56255f068ed94462be541c5e12418fee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The South Saharan steppe and woodlands ecoregion is a narrow band running east and west between the hyper-arid Sahara and the Sahel savannas to the south. Movements of the equatorial Intertropical Convergence Zone (ITCZ) bring summer rains during July and August which average 100 to 200 mm (3.9 to 7.9 in) but vary greatly from year to year. These rains sustain summer pastures of grasses and herbs, with dry woodlands and shrublands along seasonal watercourses. This ecoregion covers 1,101,700 km2 (425,400 mi2) in Algeria, Chad, Mali, Mauritania, and Sudan.", "targets": "Which directions does the South Saharan run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56255f068ed94462be541c5e12418fee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The South Saharan steppe and woodlands ecoregion is a narrow band running east and west between the hyper-arid Sahara and the Sahel savannas to the south. Movements of the equatorial Intertropical Convergence Zone (ITCZ) bring summer rains during July and August which average 100 to 200 mm (3.9 to 7.9 in) but vary greatly from year to year. These rains sustain summer pastures of grasses and herbs, with dry woodlands and shrublands along seasonal watercourses. This ecoregion covers 1,101,700 km2 (425,400 mi2) in Algeria, Chad, Mali, Mauritania, and Sudan.", "targets": "What months do the summer rains happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56255f068ed94462be541c5e12418fee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The South Saharan steppe and woodlands ecoregion is a narrow band running east and west between the hyper-arid Sahara and the Sahel savannas to the south. Movements of the equatorial Intertropical Convergence Zone (ITCZ) bring summer rains during July and August which average 100 to 200 mm (3.9 to 7.9 in) but vary greatly from year to year. These rains sustain summer pastures of grasses and herbs, with dry woodlands and shrublands along seasonal watercourses. This ecoregion covers 1,101,700 km2 (425,400 mi2) in Algeria, Chad, Mali, Mauritania, and Sudan.", "targets": "What is the average rainfall between the months of July and   August?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56255f068ed94462be541c5e12418fee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The South Saharan steppe and woodlands ecoregion is a narrow band running east and west between the hyper-arid Sahara and the Sahel savannas to the south. Movements of the equatorial Intertropical Convergence Zone (ITCZ) bring summer rains during July and August which average 100 to 200 mm (3.9 to 7.9 in) but vary greatly from year to year. These rains sustain summer pastures of grasses and herbs, with dry woodlands and shrublands along seasonal watercourses. This ecoregion covers 1,101,700 km2 (425,400 mi2) in Algeria, Chad, Mali, Mauritania, and Sudan.", "targets": "How much land does the ecoregion cover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96457de32875415788a405a9e17a3b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "and Camargo. In 1631 Juan Rangel de Biezma discovered a rich vein of silver, and subsequently established San Jose del Parral near the site. Parral remained an important economic and cultural center for the next 300 years. On December 8, 1659 Fray Garc\u00eda de San Francisco founded the mission of Nuestra Se\u00f1ora de Guadalupe de Mansos del Paso del R\u00edo del Norte and founded the town El Paso Del Norte (present day Ciudad Ju\u00e1rez) in 1667. The Spanish society that developed in the region replaced the sparse population of indigenous peoples. The absence of servants and workers forged the spirit of northern people as self-dependent, creative people that defended their European heritage. In 1680 settlers from Santa Fe, New Mexico sought refuge in El Paso Del Norte for twelve years after fleeing the attacks from Pueblo tribes, but returned to Santa Fe in 1692 after Diego de Vargas recaptured the city and vicinity. In 1709, Antonio de Deza y Ulloa founded the state capital Chihuahua City; shortly after, the city became the headquarters for the regional mining offices of the Spanish crown known as Real de Minas de San Francisco de Cu\u00e9llar in honor of the Viceroy of New Spain, Francisco Fern\u00e1ndez de la Cueva Enr\u00edquez, Duke of Alburquerque and the Marquee of Cu\u00e9llar..", "targets": "Which precious metal did Biezma discover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96457de32875415788a405a9e17a3b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "and Camargo. In 1631 Juan Rangel de Biezma discovered a rich vein of silver, and subsequently established San Jose del Parral near the site. Parral remained an important economic and cultural center for the next 300 years. On December 8, 1659 Fray Garc\u00eda de San Francisco founded the mission of Nuestra Se\u00f1ora de Guadalupe de Mansos del Paso del R\u00edo del Norte and founded the town El Paso Del Norte (present day Ciudad Ju\u00e1rez) in 1667. The Spanish society that developed in the region replaced the sparse population of indigenous peoples. The absence of servants and workers forged the spirit of northern people as self-dependent, creative people that defended their European heritage. In 1680 settlers from Santa Fe, New Mexico sought refuge in El Paso Del Norte for twelve years after fleeing the attacks from Pueblo tribes, but returned to Santa Fe in 1692 after Diego de Vargas recaptured the city and vicinity. In 1709, Antonio de Deza y Ulloa founded the state capital Chihuahua City; shortly after, the city became the headquarters for the regional mining offices of the Spanish crown known as Real de Minas de San Francisco de Cu\u00e9llar in honor of the Viceroy of New Spain, Francisco Fern\u00e1ndez de la Cueva Enr\u00edquez, Duke of Alburquerque and the Marquee of Cu\u00e9llar..", "targets": "How many years was Parral an important economic and cultural center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96457de32875415788a405a9e17a3b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "and Camargo. In 1631 Juan Rangel de Biezma discovered a rich vein of silver, and subsequently established San Jose del Parral near the site. Parral remained an important economic and cultural center for the next 300 years. On December 8, 1659 Fray Garc\u00eda de San Francisco founded the mission of Nuestra Se\u00f1ora de Guadalupe de Mansos del Paso del R\u00edo del Norte and founded the town El Paso Del Norte (present day Ciudad Ju\u00e1rez) in 1667. The Spanish society that developed in the region replaced the sparse population of indigenous peoples. The absence of servants and workers forged the spirit of northern people as self-dependent, creative people that defended their European heritage. In 1680 settlers from Santa Fe, New Mexico sought refuge in El Paso Del Norte for twelve years after fleeing the attacks from Pueblo tribes, but returned to Santa Fe in 1692 after Diego de Vargas recaptured the city and vicinity. In 1709, Antonio de Deza y Ulloa founded the state capital Chihuahua City; shortly after, the city became the headquarters for the regional mining offices of the Spanish crown known as Real de Minas de San Francisco de Cu\u00e9llar in honor of the Viceroy of New Spain, Francisco Fern\u00e1ndez de la Cueva Enr\u00edquez, Duke of Alburquerque and the Marquee of Cu\u00e9llar..", "targets": "In which year did Sante Fe inhabitants return home from seeking refuge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96457de32875415788a405a9e17a3b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "and Camargo. In 1631 Juan Rangel de Biezma discovered a rich vein of silver, and subsequently established San Jose del Parral near the site. Parral remained an important economic and cultural center for the next 300 years. On December 8, 1659 Fray Garc\u00eda de San Francisco founded the mission of Nuestra Se\u00f1ora de Guadalupe de Mansos del Paso del R\u00edo del Norte and founded the town El Paso Del Norte (present day Ciudad Ju\u00e1rez) in 1667. The Spanish society that developed in the region replaced the sparse population of indigenous peoples. The absence of servants and workers forged the spirit of northern people as self-dependent, creative people that defended their European heritage. In 1680 settlers from Santa Fe, New Mexico sought refuge in El Paso Del Norte for twelve years after fleeing the attacks from Pueblo tribes, but returned to Santa Fe in 1692 after Diego de Vargas recaptured the city and vicinity. In 1709, Antonio de Deza y Ulloa founded the state capital Chihuahua City; shortly after, the city became the headquarters for the regional mining offices of the Spanish crown known as Real de Minas de San Francisco de Cu\u00e9llar in honor of the Viceroy of New Spain, Francisco Fern\u00e1ndez de la Cueva Enr\u00edquez, Duke of Alburquerque and the Marquee of Cu\u00e9llar..", "targets": "Which new state capital was founded in 1709?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96457de32875415788a405a9e17a3b5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "and Camargo. In 1631 Juan Rangel de Biezma discovered a rich vein of silver, and subsequently established San Jose del Parral near the site. Parral remained an important economic and cultural center for the next 300 years. On December 8, 1659 Fray Garc\u00eda de San Francisco founded the mission of Nuestra Se\u00f1ora de Guadalupe de Mansos del Paso del R\u00edo del Norte and founded the town El Paso Del Norte (present day Ciudad Ju\u00e1rez) in 1667. The Spanish society that developed in the region replaced the sparse population of indigenous peoples. The absence of servants and workers forged the spirit of northern people as self-dependent, creative people that defended their European heritage. In 1680 settlers from Santa Fe, New Mexico sought refuge in El Paso Del Norte for twelve years after fleeing the attacks from Pueblo tribes, but returned to Santa Fe in 1692 after Diego de Vargas recaptured the city and vicinity. In 1709, Antonio de Deza y Ulloa founded the state capital Chihuahua City; shortly after, the city became the headquarters for the regional mining offices of the Spanish crown known as Real de Minas de San Francisco de Cu\u00e9llar in honor of the Viceroy of New Spain, Francisco Fern\u00e1ndez de la Cueva Enr\u00edquez, Duke of Alburquerque and the Marquee of Cu\u00e9llar..", "targets": "In which city had the inhabitants of Sante Fe been seeking refuge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-018ef7bba3c843058feeb71a4cb62226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BRA subsequently reevaluated its approach to urban renewal in its future projects, including the construction of Government Center. In 1965, the first Community Health Center in the United States opened, the Columbia Point Health Center, in the Dorchester neighborhood. It mostly served the massive Columbia Point public housing complex adjoining it, which was built in 1953. The health center is still in operation and was rededicated in 1990 as the Geiger-Gibson Community Health Center. The Columbia Point complex itself was redeveloped and revitalized into a mixed-income community called Harbor Point Apartments from 1984 to 1990. By the 1970s, the city's economy boomed after 30 years of economic downturn. A large number of high rises were constructed in the Financial District and in Boston's Back Bay during this time period. This boom continued into the mid-1980s and later began again. Hospitals such as Massachusetts General Hospital, Beth Israel Deaconess Medical Center, and Brigham and Women's Hospital lead the nation in medical innovation and patient care. Schools such as Boston College, Boston University, the Harvard Medical School, Northeastern University, Wentworth Institute of Technology, Berklee College of Music and Boston Conservatory attract students to the area. Nevertheless, the city experienced conflict starting in 1974 over desegregation busing, which resulted in unrest and violence around public schools throughout the mid-1970s.", "targets": "What year did the first community health center in the US open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-018ef7bba3c843058feeb71a4cb62226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BRA subsequently reevaluated its approach to urban renewal in its future projects, including the construction of Government Center. In 1965, the first Community Health Center in the United States opened, the Columbia Point Health Center, in the Dorchester neighborhood. It mostly served the massive Columbia Point public housing complex adjoining it, which was built in 1953. The health center is still in operation and was rededicated in 1990 as the Geiger-Gibson Community Health Center. The Columbia Point complex itself was redeveloped and revitalized into a mixed-income community called Harbor Point Apartments from 1984 to 1990. By the 1970s, the city's economy boomed after 30 years of economic downturn. A large number of high rises were constructed in the Financial District and in Boston's Back Bay during this time period. This boom continued into the mid-1980s and later began again. Hospitals such as Massachusetts General Hospital, Beth Israel Deaconess Medical Center, and Brigham and Women's Hospital lead the nation in medical innovation and patient care. Schools such as Boston College, Boston University, the Harvard Medical School, Northeastern University, Wentworth Institute of Technology, Berklee College of Music and Boston Conservatory attract students to the area. Nevertheless, the city experienced conflict starting in 1974 over desegregation busing, which resulted in unrest and violence around public schools throughout the mid-1970s.", "targets": "Where was Colombia Point Health Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-018ef7bba3c843058feeb71a4cb62226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BRA subsequently reevaluated its approach to urban renewal in its future projects, including the construction of Government Center. In 1965, the first Community Health Center in the United States opened, the Columbia Point Health Center, in the Dorchester neighborhood. It mostly served the massive Columbia Point public housing complex adjoining it, which was built in 1953. The health center is still in operation and was rededicated in 1990 as the Geiger-Gibson Community Health Center. The Columbia Point complex itself was redeveloped and revitalized into a mixed-income community called Harbor Point Apartments from 1984 to 1990. By the 1970s, the city's economy boomed after 30 years of economic downturn. A large number of high rises were constructed in the Financial District and in Boston's Back Bay during this time period. This boom continued into the mid-1980s and later began again. Hospitals such as Massachusetts General Hospital, Beth Israel Deaconess Medical Center, and Brigham and Women's Hospital lead the nation in medical innovation and patient care. Schools such as Boston College, Boston University, the Harvard Medical School, Northeastern University, Wentworth Institute of Technology, Berklee College of Music and Boston Conservatory attract students to the area. Nevertheless, the city experienced conflict starting in 1974 over desegregation busing, which resulted in unrest and violence around public schools throughout the mid-1970s.", "targets": "In 1990, the Colombia Point Health Center was renamed what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47e0d778f3274b3189eed33b54e2aef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Atlantic City was under the mayoral reign of Edward L. Bader, known for his contributions to the construction, athletics and aviation of Atlantic City. Despite the opposition of many others, he purchased land that became the city's municipal airport and high school football stadium, both of which were later named Bader Field in his honor. He led the initiative, in 1923, to construct the Atlantic City High School at Albany and Atlantic Avenues. Bader, in November 1923, initiated a public referendum, during the general election, at which time residents approved the construction of a Convention Center. The city passed an ordinance approving a bond issue for $1.5 million to be used for the purchase of land for Convention Hall, now known as the Boardwalk Hall, finalized September 30, 1924. Bader was also a driving force behind the creation of the Miss America competition.", "targets": "During the 1920s, who was the mayor of Atlantic City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47e0d778f3274b3189eed33b54e2aef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Atlantic City was under the mayoral reign of Edward L. Bader, known for his contributions to the construction, athletics and aviation of Atlantic City. Despite the opposition of many others, he purchased land that became the city's municipal airport and high school football stadium, both of which were later named Bader Field in his honor. He led the initiative, in 1923, to construct the Atlantic City High School at Albany and Atlantic Avenues. Bader, in November 1923, initiated a public referendum, during the general election, at which time residents approved the construction of a Convention Center. The city passed an ordinance approving a bond issue for $1.5 million to be used for the purchase of land for Convention Hall, now known as the Boardwalk Hall, finalized September 30, 1924. Bader was also a driving force behind the creation of the Miss America competition.", "targets": "What three contributions to Atlantic City was Edward L. Bader known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47e0d778f3274b3189eed33b54e2aef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Atlantic City was under the mayoral reign of Edward L. Bader, known for his contributions to the construction, athletics and aviation of Atlantic City. Despite the opposition of many others, he purchased land that became the city's municipal airport and high school football stadium, both of which were later named Bader Field in his honor. He led the initiative, in 1923, to construct the Atlantic City High School at Albany and Atlantic Avenues. Bader, in November 1923, initiated a public referendum, during the general election, at which time residents approved the construction of a Convention Center. The city passed an ordinance approving a bond issue for $1.5 million to be used for the purchase of land for Convention Hall, now known as the Boardwalk Hall, finalized September 30, 1924. Bader was also a driving force behind the creation of the Miss America competition.", "targets": "What year did Edward L. Bader lead the initiative to construct the Atlantic City High School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47e0d778f3274b3189eed33b54e2aef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Atlantic City was under the mayoral reign of Edward L. Bader, known for his contributions to the construction, athletics and aviation of Atlantic City. Despite the opposition of many others, he purchased land that became the city's municipal airport and high school football stadium, both of which were later named Bader Field in his honor. He led the initiative, in 1923, to construct the Atlantic City High School at Albany and Atlantic Avenues. Bader, in November 1923, initiated a public referendum, during the general election, at which time residents approved the construction of a Convention Center. The city passed an ordinance approving a bond issue for $1.5 million to be used for the purchase of land for Convention Hall, now known as the Boardwalk Hall, finalized September 30, 1924. Bader was also a driving force behind the creation of the Miss America competition.", "targets": "How much was the bond for that was to be used to purchase land for a Convention Center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47e0d778f3274b3189eed33b54e2aef1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, Atlantic City was under the mayoral reign of Edward L. Bader, known for his contributions to the construction, athletics and aviation of Atlantic City. Despite the opposition of many others, he purchased land that became the city's municipal airport and high school football stadium, both of which were later named Bader Field in his honor. He led the initiative, in 1923, to construct the Atlantic City High School at Albany and Atlantic Avenues. Bader, in November 1923, initiated a public referendum, during the general election, at which time residents approved the construction of a Convention Center. The city passed an ordinance approving a bond issue for $1.5 million to be used for the purchase of land for Convention Hall, now known as the Boardwalk Hall, finalized September 30, 1924. Bader was also a driving force behind the creation of the Miss America competition.", "targets": "What year was Boardwalk Hall finished?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8327c592fd7e4918b2e3d65c629578be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same conference, Marshall Sahlins presented a paper entitled, \"Notes on the Original Affluent Society\", in which he challenged the popular view of hunter-gatherers lives as \"solitary, poor, nasty, brutish and short,\" as Thomas Hobbes had put it in 1651. According to Sahlins, ethnographic data indicated that hunter-gatherers worked far fewer hours and enjoyed more leisure than typical members of industrial society, and they still ate well. Their \"affluence\" came from the idea that they were satisfied with very little in the material sense. Later, in 1996, Ross Sackett performed two distinct meta-analyses to empirically test Sahlin's view. The first of these studies looked at 102 time-allocation studies, and the second one analyzed 207 energy-expenditure studies. Sackett found that adults in foraging and horticultural societies work, on average, about 6.5 hours a day, where as people in agricultural and industrial societies work on average 8.8 hours a day.", "targets": "Who called hunter-gathers the original affluent society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8327c592fd7e4918b2e3d65c629578be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same conference, Marshall Sahlins presented a paper entitled, \"Notes on the Original Affluent Society\", in which he challenged the popular view of hunter-gatherers lives as \"solitary, poor, nasty, brutish and short,\" as Thomas Hobbes had put it in 1651. According to Sahlins, ethnographic data indicated that hunter-gatherers worked far fewer hours and enjoyed more leisure than typical members of industrial society, and they still ate well. Their \"affluence\" came from the idea that they were satisfied with very little in the material sense. Later, in 1996, Ross Sackett performed two distinct meta-analyses to empirically test Sahlin's view. The first of these studies looked at 102 time-allocation studies, and the second one analyzed 207 energy-expenditure studies. Sackett found that adults in foraging and horticultural societies work, on average, about 6.5 hours a day, where as people in agricultural and industrial societies work on average 8.8 hours a day.", "targets": "When did Ross Sackett study time and energy for hunter-gartherer groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8327c592fd7e4918b2e3d65c629578be", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the same conference, Marshall Sahlins presented a paper entitled, \"Notes on the Original Affluent Society\", in which he challenged the popular view of hunter-gatherers lives as \"solitary, poor, nasty, brutish and short,\" as Thomas Hobbes had put it in 1651. According to Sahlins, ethnographic data indicated that hunter-gatherers worked far fewer hours and enjoyed more leisure than typical members of industrial society, and they still ate well. Their \"affluence\" came from the idea that they were satisfied with very little in the material sense. Later, in 1996, Ross Sackett performed two distinct meta-analyses to empirically test Sahlin's view. The first of these studies looked at 102 time-allocation studies, and the second one analyzed 207 energy-expenditure studies. Sackett found that adults in foraging and horticultural societies work, on average, about 6.5 hours a day, where as people in agricultural and industrial societies work on average 8.8 hours a day.", "targets": "How long a day do people in other societies work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a16b6978d45b4543a50e4828a529ea0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Composers of classical music have often made use of folk music (music created by musicians who are commonly not classically trained, often from a purely oral tradition). Some composers, like Dvo\u0159\u00e1k and Smetana, have used folk themes to impart a nationalist flavor to their work, while others like Bart\u00f3k have used specific themes lifted whole from their folk-music origins.", "targets": "Folk musicians are not commonly what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a16b6978d45b4543a50e4828a529ea0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Composers of classical music have often made use of folk music (music created by musicians who are commonly not classically trained, often from a purely oral tradition). Some composers, like Dvo\u0159\u00e1k and Smetana, have used folk themes to impart a nationalist flavor to their work, while others like Bart\u00f3k have used specific themes lifted whole from their folk-music origins.", "targets": "What music comes from those commonly trained by oral tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a16b6978d45b4543a50e4828a529ea0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Composers of classical music have often made use of folk music (music created by musicians who are commonly not classically trained, often from a purely oral tradition). Some composers, like Dvo\u0159\u00e1k and Smetana, have used folk themes to impart a nationalist flavor to their work, while others like Bart\u00f3k have used specific themes lifted whole from their folk-music origins.", "targets": "Dovrak has used what type of themes to impart a nationalist flavor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a16b6978d45b4543a50e4828a529ea0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Composers of classical music have often made use of folk music (music created by musicians who are commonly not classically trained, often from a purely oral tradition). Some composers, like Dvo\u0159\u00e1k and Smetana, have used folk themes to impart a nationalist flavor to their work, while others like Bart\u00f3k have used specific themes lifted whole from their folk-music origins.", "targets": "Who used specific themes lifted from folk-music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1e1e42045204424a9a7d731da4aaeca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the league's early success stories was the Detroit Drive. A primary team for some of the AFL's most highly regarded players, including George LaFrance and Gary and Alvin Rettig, as well as being a second career chance for quarterback Art Schlichter, the Drive regularly played before sold out crowds at Joe Louis Arena, and went to the ArenaBowl every year of their existence (1988\u20131993). The AFL's first dynasty came to an end when their owner, Mike Ilitch (who also owned Little Caesars Pizza and the Detroit Red Wings) bought the Detroit Tigers baseball team and sold the AFL team.", "targets": "What team did Art Schlichter play for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1e1e42045204424a9a7d731da4aaeca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the league's early success stories was the Detroit Drive. A primary team for some of the AFL's most highly regarded players, including George LaFrance and Gary and Alvin Rettig, as well as being a second career chance for quarterback Art Schlichter, the Drive regularly played before sold out crowds at Joe Louis Arena, and went to the ArenaBowl every year of their existence (1988\u20131993). The AFL's first dynasty came to an end when their owner, Mike Ilitch (who also owned Little Caesars Pizza and the Detroit Red Wings) bought the Detroit Tigers baseball team and sold the AFL team.", "targets": "Where did the Detroit Drive play their home games?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1e1e42045204424a9a7d731da4aaeca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the league's early success stories was the Detroit Drive. A primary team for some of the AFL's most highly regarded players, including George LaFrance and Gary and Alvin Rettig, as well as being a second career chance for quarterback Art Schlichter, the Drive regularly played before sold out crowds at Joe Louis Arena, and went to the ArenaBowl every year of their existence (1988\u20131993). The AFL's first dynasty came to an end when their owner, Mike Ilitch (who also owned Little Caesars Pizza and the Detroit Red Wings) bought the Detroit Tigers baseball team and sold the AFL team.", "targets": "In what year did the Drive go to their first Arena Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1e1e42045204424a9a7d731da4aaeca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the league's early success stories was the Detroit Drive. A primary team for some of the AFL's most highly regarded players, including George LaFrance and Gary and Alvin Rettig, as well as being a second career chance for quarterback Art Schlichter, the Drive regularly played before sold out crowds at Joe Louis Arena, and went to the ArenaBowl every year of their existence (1988\u20131993). The AFL's first dynasty came to an end when their owner, Mike Ilitch (who also owned Little Caesars Pizza and the Detroit Red Wings) bought the Detroit Tigers baseball team and sold the AFL team.", "targets": "Who owned the Detroit Drive in this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1e1e42045204424a9a7d731da4aaeca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the league's early success stories was the Detroit Drive. A primary team for some of the AFL's most highly regarded players, including George LaFrance and Gary and Alvin Rettig, as well as being a second career chance for quarterback Art Schlichter, the Drive regularly played before sold out crowds at Joe Louis Arena, and went to the ArenaBowl every year of their existence (1988\u20131993). The AFL's first dynasty came to an end when their owner, Mike Ilitch (who also owned Little Caesars Pizza and the Detroit Red Wings) bought the Detroit Tigers baseball team and sold the AFL team.", "targets": "What team did the owner of the Detroit Drive buy that led him to sell the Drive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e899d116b41847c4a1a14f2a2c76578a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chapter I covers animal husbandry and plant breeding, going back to ancient Egypt. Darwin discusses contemporary opinions on the origins of different breeds under cultivation to argue that many have been produced from common ancestors by selective breeding. As an illustration of artificial selection, he describes fancy pigeon breeding, noting that \"[t]he diversity of the breeds is something astonishing\", yet all were descended from one species of rock pigeon. Darwin saw two distinct kinds of variation: (1) rare abrupt changes he called \"sports\" or \"monstrosities\" (example: ancon sheep with short legs), and (2) ubiquitous small differences (example: slightly shorter or longer bill of pigeons). Both types of hereditary changes can be used by breeders. However, for Darwin the small changes were most important in evolution.", "targets": "How far back does Chapter One of On the Origin of Species go in its coverage of animal and plant species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e899d116b41847c4a1a14f2a2c76578a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chapter I covers animal husbandry and plant breeding, going back to ancient Egypt. Darwin discusses contemporary opinions on the origins of different breeds under cultivation to argue that many have been produced from common ancestors by selective breeding. As an illustration of artificial selection, he describes fancy pigeon breeding, noting that \"[t]he diversity of the breeds is something astonishing\", yet all were descended from one species of rock pigeon. Darwin saw two distinct kinds of variation: (1) rare abrupt changes he called \"sports\" or \"monstrosities\" (example: ancon sheep with short legs), and (2) ubiquitous small differences (example: slightly shorter or longer bill of pigeons). Both types of hereditary changes can be used by breeders. However, for Darwin the small changes were most important in evolution.", "targets": "What does Darwin use to illustrate the effects of artificial selection?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e899d116b41847c4a1a14f2a2c76578a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chapter I covers animal husbandry and plant breeding, going back to ancient Egypt. Darwin discusses contemporary opinions on the origins of different breeds under cultivation to argue that many have been produced from common ancestors by selective breeding. As an illustration of artificial selection, he describes fancy pigeon breeding, noting that \"[t]he diversity of the breeds is something astonishing\", yet all were descended from one species of rock pigeon. Darwin saw two distinct kinds of variation: (1) rare abrupt changes he called \"sports\" or \"monstrosities\" (example: ancon sheep with short legs), and (2) ubiquitous small differences (example: slightly shorter or longer bill of pigeons). Both types of hereditary changes can be used by breeders. However, for Darwin the small changes were most important in evolution.", "targets": "From what does Darwin assert all pigeons are descended?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e899d116b41847c4a1a14f2a2c76578a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chapter I covers animal husbandry and plant breeding, going back to ancient Egypt. Darwin discusses contemporary opinions on the origins of different breeds under cultivation to argue that many have been produced from common ancestors by selective breeding. As an illustration of artificial selection, he describes fancy pigeon breeding, noting that \"[t]he diversity of the breeds is something astonishing\", yet all were descended from one species of rock pigeon. Darwin saw two distinct kinds of variation: (1) rare abrupt changes he called \"sports\" or \"monstrosities\" (example: ancon sheep with short legs), and (2) ubiquitous small differences (example: slightly shorter or longer bill of pigeons). Both types of hereditary changes can be used by breeders. However, for Darwin the small changes were most important in evolution.", "targets": "Which evolutionary changes were the most important to Darwin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cf1d6e315446319569e27acfe3c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society. For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.", "targets": "In developing countries, is it common for children to attend fewer or greater years of formal schooling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cf1d6e315446319569e27acfe3c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society. For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.", "targets": "Why, in developting countries, do children often attend fewer years of formal schooling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-47cf1d6e315446319569e27acfe3c1e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society. For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.", "targets": "According to family economic and financial education specialists, how do adolescents develop sound money management skills?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72e10a825794ec8972348c2116709a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1898 American Joshua Slocum, on his famous and epic solo round the world voyage arrived at Jamestown. He departed on 20 April 1898 for the final leg of his circumnavigation having been extended hospitality from the governor, his Excellency Sir R A Standale, presented two lectures on his voyage and been invited to Longwood by the French Consular agent.", "targets": "Who arrived in Jamestown during their solo round the world voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72e10a825794ec8972348c2116709a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1898 American Joshua Slocum, on his famous and epic solo round the world voyage arrived at Jamestown. He departed on 20 April 1898 for the final leg of his circumnavigation having been extended hospitality from the governor, his Excellency Sir R A Standale, presented two lectures on his voyage and been invited to Longwood by the French Consular agent.", "targets": "When did Joshua Slocum arrive in Jamestown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72e10a825794ec8972348c2116709a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1898 American Joshua Slocum, on his famous and epic solo round the world voyage arrived at Jamestown. He departed on 20 April 1898 for the final leg of his circumnavigation having been extended hospitality from the governor, his Excellency Sir R A Standale, presented two lectures on his voyage and been invited to Longwood by the French Consular agent.", "targets": "When did Joshua Slocum depart from Jamestown to continue his trip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72e10a825794ec8972348c2116709a8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 11 April 1898 American Joshua Slocum, on his famous and epic solo round the world voyage arrived at Jamestown. He departed on 20 April 1898 for the final leg of his circumnavigation having been extended hospitality from the governor, his Excellency Sir R A Standale, presented two lectures on his voyage and been invited to Longwood by the French Consular agent.", "targets": "Who presented two lectures on their voyage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c42d7064e8640ababdb5f7c94df967b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ranging signals are based on the CDMA principle and have complex structure typical of Galileo or modernized GPS. Similar to the other GNSS, there will be two levels of positioning service: open and restricted (military). The public service shall be available globally to general users. When all the currently planned GNSS systems are deployed, the users will benefit from the use of a total constellation of 75+ satellites, which will significantly improve all the aspects of positioning, especially availability of the signals in so-called urban canyons. The general designer of the COMPASS navigation system is Sun Jiadong, who is also the general designer of its predecessor, the original BeiDou navigation system.", "targets": "What are the ranging signals of the BeiDou system based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c42d7064e8640ababdb5f7c94df967b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ranging signals are based on the CDMA principle and have complex structure typical of Galileo or modernized GPS. Similar to the other GNSS, there will be two levels of positioning service: open and restricted (military). The public service shall be available globally to general users. When all the currently planned GNSS systems are deployed, the users will benefit from the use of a total constellation of 75+ satellites, which will significantly improve all the aspects of positioning, especially availability of the signals in so-called urban canyons. The general designer of the COMPASS navigation system is Sun Jiadong, who is also the general designer of its predecessor, the original BeiDou navigation system.", "targets": "What positioning levels will the BeiDou system offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c42d7064e8640ababdb5f7c94df967b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ranging signals are based on the CDMA principle and have complex structure typical of Galileo or modernized GPS. Similar to the other GNSS, there will be two levels of positioning service: open and restricted (military). The public service shall be available globally to general users. When all the currently planned GNSS systems are deployed, the users will benefit from the use of a total constellation of 75+ satellites, which will significantly improve all the aspects of positioning, especially availability of the signals in so-called urban canyons. The general designer of the COMPASS navigation system is Sun Jiadong, who is also the general designer of its predecessor, the original BeiDou navigation system.", "targets": "Where will the public service for the BeiDou system be available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c42d7064e8640ababdb5f7c94df967b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ranging signals are based on the CDMA principle and have complex structure typical of Galileo or modernized GPS. Similar to the other GNSS, there will be two levels of positioning service: open and restricted (military). The public service shall be available globally to general users. When all the currently planned GNSS systems are deployed, the users will benefit from the use of a total constellation of 75+ satellites, which will significantly improve all the aspects of positioning, especially availability of the signals in so-called urban canyons. The general designer of the COMPASS navigation system is Sun Jiadong, who is also the general designer of its predecessor, the original BeiDou navigation system.", "targets": "Who designed the COMPASS navigation system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c42d7064e8640ababdb5f7c94df967b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ranging signals are based on the CDMA principle and have complex structure typical of Galileo or modernized GPS. Similar to the other GNSS, there will be two levels of positioning service: open and restricted (military). The public service shall be available globally to general users. When all the currently planned GNSS systems are deployed, the users will benefit from the use of a total constellation of 75+ satellites, which will significantly improve all the aspects of positioning, especially availability of the signals in so-called urban canyons. The general designer of the COMPASS navigation system is Sun Jiadong, who is also the general designer of its predecessor, the original BeiDou navigation system.", "targets": "How many satellites will the COMPASS navigation system use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fbe465b4d94733b7065549a98ab154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the heart of scholars' debate about Luther's influence is whether it is anachronistic to view his work as a precursor of the racial antisemitism of the Nazis. Some scholars see Luther's influence as limited, and the Nazis' use of his work as opportunistic. Biographer Martin Brecht points out that \"There is a world of difference between his belief in salvation and a racial ideology. Nevertheless, his misguided agitation had the evil result that Luther fatefully became one of the 'church fathers' of anti-Semitism and thus provided material for the modern hatred of the Jews, cloaking it with the authority of the Reformer.\" Johannes Wallmann argues that Luther's writings against the Jews were largely ignored in the 18th and 19th centuries, and that there was no continuity between Luther's thought and Nazi ideology. Uwe Siemon-Netto agreed, arguing that it was because the Nazis were already anti-Semites that they revived Luther's work. Hans J. Hillerbrand agreed that to focus on Luther was to adopt an essentially ahistorical perspective of Nazi antisemitism that ignored other contributory factors in German history. Similarly, Roland Bainton, noted church historian and Luther biographer, wrote \"One could wish that Luther had died before ever [On the Jews and Their Lies] was written. His position was entirely religious and in no respect racial.\"", "targets": "How do some scholars view the Nazi use of Luther's work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fbe465b4d94733b7065549a98ab154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the heart of scholars' debate about Luther's influence is whether it is anachronistic to view his work as a precursor of the racial antisemitism of the Nazis. Some scholars see Luther's influence as limited, and the Nazis' use of his work as opportunistic. Biographer Martin Brecht points out that \"There is a world of difference between his belief in salvation and a racial ideology. Nevertheless, his misguided agitation had the evil result that Luther fatefully became one of the 'church fathers' of anti-Semitism and thus provided material for the modern hatred of the Jews, cloaking it with the authority of the Reformer.\" Johannes Wallmann argues that Luther's writings against the Jews were largely ignored in the 18th and 19th centuries, and that there was no continuity between Luther's thought and Nazi ideology. Uwe Siemon-Netto agreed, arguing that it was because the Nazis were already anti-Semites that they revived Luther's work. Hans J. Hillerbrand agreed that to focus on Luther was to adopt an essentially ahistorical perspective of Nazi antisemitism that ignored other contributory factors in German history. Similarly, Roland Bainton, noted church historian and Luther biographer, wrote \"One could wish that Luther had died before ever [On the Jews and Their Lies] was written. His position was entirely religious and in no respect racial.\"", "targets": "What did Martin Brecht call Luther's stand on the Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fbe465b4d94733b7065549a98ab154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the heart of scholars' debate about Luther's influence is whether it is anachronistic to view his work as a precursor of the racial antisemitism of the Nazis. Some scholars see Luther's influence as limited, and the Nazis' use of his work as opportunistic. Biographer Martin Brecht points out that \"There is a world of difference between his belief in salvation and a racial ideology. Nevertheless, his misguided agitation had the evil result that Luther fatefully became one of the 'church fathers' of anti-Semitism and thus provided material for the modern hatred of the Jews, cloaking it with the authority of the Reformer.\" Johannes Wallmann argues that Luther's writings against the Jews were largely ignored in the 18th and 19th centuries, and that there was no continuity between Luther's thought and Nazi ideology. Uwe Siemon-Netto agreed, arguing that it was because the Nazis were already anti-Semites that they revived Luther's work. Hans J. Hillerbrand agreed that to focus on Luther was to adopt an essentially ahistorical perspective of Nazi antisemitism that ignored other contributory factors in German history. Similarly, Roland Bainton, noted church historian and Luther biographer, wrote \"One could wish that Luther had died before ever [On the Jews and Their Lies] was written. His position was entirely religious and in no respect racial.\"", "targets": "What did this agitation provide later generations material for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fbe465b4d94733b7065549a98ab154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the heart of scholars' debate about Luther's influence is whether it is anachronistic to view his work as a precursor of the racial antisemitism of the Nazis. Some scholars see Luther's influence as limited, and the Nazis' use of his work as opportunistic. Biographer Martin Brecht points out that \"There is a world of difference between his belief in salvation and a racial ideology. Nevertheless, his misguided agitation had the evil result that Luther fatefully became one of the 'church fathers' of anti-Semitism and thus provided material for the modern hatred of the Jews, cloaking it with the authority of the Reformer.\" Johannes Wallmann argues that Luther's writings against the Jews were largely ignored in the 18th and 19th centuries, and that there was no continuity between Luther's thought and Nazi ideology. Uwe Siemon-Netto agreed, arguing that it was because the Nazis were already anti-Semites that they revived Luther's work. Hans J. Hillerbrand agreed that to focus on Luther was to adopt an essentially ahistorical perspective of Nazi antisemitism that ignored other contributory factors in German history. Similarly, Roland Bainton, noted church historian and Luther biographer, wrote \"One could wish that Luther had died before ever [On the Jews and Their Lies] was written. His position was entirely religious and in no respect racial.\"", "targets": "When was Luther's writings about the Jews ignored, according to Johannes Wallmann?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f0fbe465b4d94733b7065549a98ab154", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the heart of scholars' debate about Luther's influence is whether it is anachronistic to view his work as a precursor of the racial antisemitism of the Nazis. Some scholars see Luther's influence as limited, and the Nazis' use of his work as opportunistic. Biographer Martin Brecht points out that \"There is a world of difference between his belief in salvation and a racial ideology. Nevertheless, his misguided agitation had the evil result that Luther fatefully became one of the 'church fathers' of anti-Semitism and thus provided material for the modern hatred of the Jews, cloaking it with the authority of the Reformer.\" Johannes Wallmann argues that Luther's writings against the Jews were largely ignored in the 18th and 19th centuries, and that there was no continuity between Luther's thought and Nazi ideology. Uwe Siemon-Netto agreed, arguing that it was because the Nazis were already anti-Semites that they revived Luther's work. Hans J. Hillerbrand agreed that to focus on Luther was to adopt an essentially ahistorical perspective of Nazi antisemitism that ignored other contributory factors in German history. Similarly, Roland Bainton, noted church historian and Luther biographer, wrote \"One could wish that Luther had died before ever [On the Jews and Their Lies] was written. His position was entirely religious and in no respect racial.\"", "targets": "What did Roland Bainton say about Luther's position on Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d7628fbd5943df86053c89869219d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast sold Comcast Cellular to SBC Communications in 1999 for $400 million, releasing them from $1.27 billion in debt. Comcast acquired Greater Philadelphia Cablevision in 1999. In March 1999, Comcast offered to buy MediaOne for $60 billion. However, MediaOne decided to accept AT&T Corporation's offer of $62 billion instead. Comcast University started in 1999 as well as Comcast Interactive Capital Group to make technology and Internet related investments taking its first investment in VeriSign.", "targets": "What was Comcast's telecommunication business prior to 1999?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d7628fbd5943df86053c89869219d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast sold Comcast Cellular to SBC Communications in 1999 for $400 million, releasing them from $1.27 billion in debt. Comcast acquired Greater Philadelphia Cablevision in 1999. In March 1999, Comcast offered to buy MediaOne for $60 billion. However, MediaOne decided to accept AT&T Corporation's offer of $62 billion instead. Comcast University started in 1999 as well as Comcast Interactive Capital Group to make technology and Internet related investments taking its first investment in VeriSign.", "targets": "What company did Comcast sell their telecommunications company to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d7628fbd5943df86053c89869219d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast sold Comcast Cellular to SBC Communications in 1999 for $400 million, releasing them from $1.27 billion in debt. Comcast acquired Greater Philadelphia Cablevision in 1999. In March 1999, Comcast offered to buy MediaOne for $60 billion. However, MediaOne decided to accept AT&T Corporation's offer of $62 billion instead. Comcast University started in 1999 as well as Comcast Interactive Capital Group to make technology and Internet related investments taking its first investment in VeriSign.", "targets": "How much was ComCast Cellular sold for in 1999?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d7628fbd5943df86053c89869219d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast sold Comcast Cellular to SBC Communications in 1999 for $400 million, releasing them from $1.27 billion in debt. Comcast acquired Greater Philadelphia Cablevision in 1999. In March 1999, Comcast offered to buy MediaOne for $60 billion. However, MediaOne decided to accept AT&T Corporation's offer of $62 billion instead. Comcast University started in 1999 as well as Comcast Interactive Capital Group to make technology and Internet related investments taking its first investment in VeriSign.", "targets": "What internet commerce company did Comcast invest in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66d7628fbd5943df86053c89869219d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Comcast sold Comcast Cellular to SBC Communications in 1999 for $400 million, releasing them from $1.27 billion in debt. Comcast acquired Greater Philadelphia Cablevision in 1999. In March 1999, Comcast offered to buy MediaOne for $60 billion. However, MediaOne decided to accept AT&T Corporation's offer of $62 billion instead. Comcast University started in 1999 as well as Comcast Interactive Capital Group to make technology and Internet related investments taking its first investment in VeriSign.", "targets": "MediaOne merged with what telecommunications company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7ffdd22664b45829bf0b3a70750c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Computer Science Network (CSNET) was a computer network funded by the U.S. National Science Foundation (NSF) that began operation in 1981. Its purpose was to extend networking benefits, for computer science departments at academic and research institutions that could not be directly connected to ARPANET, due to funding or authorization limitations. It played a significant role in spreading awareness of, and access to, national networking and was a major milestone on the path to development of the global Internet.", "targets": "What is CSNET"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7ffdd22664b45829bf0b3a70750c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Computer Science Network (CSNET) was a computer network funded by the U.S. National Science Foundation (NSF) that began operation in 1981. Its purpose was to extend networking benefits, for computer science departments at academic and research institutions that could not be directly connected to ARPANET, due to funding or authorization limitations. It played a significant role in spreading awareness of, and access to, national networking and was a major milestone on the path to development of the global Internet.", "targets": "What was the purpose of CSNET"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aaa7ffdd22664b45829bf0b3a70750c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Computer Science Network (CSNET) was a computer network funded by the U.S. National Science Foundation (NSF) that began operation in 1981. Its purpose was to extend networking benefits, for computer science departments at academic and research institutions that could not be directly connected to ARPANET, due to funding or authorization limitations. It played a significant role in spreading awareness of, and access to, national networking and was a major milestone on the path to development of the global Internet.", "targets": "Funding limitations allowed CSNET to be what "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f96c287e9c74c9d977d87e1ed4aad72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ingersoll added that, according to Anna Freud and Edward Glover, London civilians surprisingly did not suffer from widespread shell shock, unlike the soldiers in the Dunkirk evacuation.:114,117\u2013118 The psychoanalysts were correct, and the special network of psychiatric clinics opened to receive mental casualties of the attacks closed due to lack of need. Although the stress of the war resulted in many anxiety attacks, eating disorders, fatigue, weeping, miscarriages, and other physical and mental ailments, society did not collapse. The number of suicides and drunkenness declined, and London recorded only about two cases of \"bomb neuroses\" per week in the first three months of bombing. Many civilians found that the best way to retain mental stability was to be with family, and after the first few weeks of bombing avoidance of the evacuation programs grew.:80\u201381 Glover speculated that the knowledge that the entire country was being attacked, that there was no way to escape the bombs, forced people to accept and deal with the situation.:118", "targets": "Anne Freud and Edward Glover said London civilians did not suffer from what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f96c287e9c74c9d977d87e1ed4aad72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ingersoll added that, according to Anna Freud and Edward Glover, London civilians surprisingly did not suffer from widespread shell shock, unlike the soldiers in the Dunkirk evacuation.:114,117\u2013118 The psychoanalysts were correct, and the special network of psychiatric clinics opened to receive mental casualties of the attacks closed due to lack of need. Although the stress of the war resulted in many anxiety attacks, eating disorders, fatigue, weeping, miscarriages, and other physical and mental ailments, society did not collapse. The number of suicides and drunkenness declined, and London recorded only about two cases of \"bomb neuroses\" per week in the first three months of bombing. Many civilians found that the best way to retain mental stability was to be with family, and after the first few weeks of bombing avoidance of the evacuation programs grew.:80\u201381 Glover speculated that the knowledge that the entire country was being attacked, that there was no way to escape the bombs, forced people to accept and deal with the situation.:118", "targets": "Why did the psychiatric clinics close?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f96c287e9c74c9d977d87e1ed4aad72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ingersoll added that, according to Anna Freud and Edward Glover, London civilians surprisingly did not suffer from widespread shell shock, unlike the soldiers in the Dunkirk evacuation.:114,117\u2013118 The psychoanalysts were correct, and the special network of psychiatric clinics opened to receive mental casualties of the attacks closed due to lack of need. Although the stress of the war resulted in many anxiety attacks, eating disorders, fatigue, weeping, miscarriages, and other physical and mental ailments, society did not collapse. The number of suicides and drunkenness declined, and London recorded only about two cases of \"bomb neuroses\" per week in the first three months of bombing. Many civilians found that the best way to retain mental stability was to be with family, and after the first few weeks of bombing avoidance of the evacuation programs grew.:80\u201381 Glover speculated that the knowledge that the entire country was being attacked, that there was no way to escape the bombs, forced people to accept and deal with the situation.:118", "targets": "What two things declined during the attacks in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f96c287e9c74c9d977d87e1ed4aad72", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ingersoll added that, according to Anna Freud and Edward Glover, London civilians surprisingly did not suffer from widespread shell shock, unlike the soldiers in the Dunkirk evacuation.:114,117\u2013118 The psychoanalysts were correct, and the special network of psychiatric clinics opened to receive mental casualties of the attacks closed due to lack of need. Although the stress of the war resulted in many anxiety attacks, eating disorders, fatigue, weeping, miscarriages, and other physical and mental ailments, society did not collapse. The number of suicides and drunkenness declined, and London recorded only about two cases of \"bomb neuroses\" per week in the first three months of bombing. Many civilians found that the best way to retain mental stability was to be with family, and after the first few weeks of bombing avoidance of the evacuation programs grew.:80\u201381 Glover speculated that the knowledge that the entire country was being attacked, that there was no way to escape the bombs, forced people to accept and deal with the situation.:118", "targets": "The entire country was being attack and Glover believe it help people to do what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d862b1b323a94b92889459185c7544b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building activity occurred in numerous noble palaces and churches during the later decades of the 17th century. One of the best examples of this architecture are Krasi\u0144ski Palace (1677\u20131683), Wilan\u00f3w Palace (1677\u20131696) and St. Kazimierz Church (1688\u20131692). The most impressive examples of rococo architecture are Czapski Palace (1712\u20131721), Palace of the Four Winds (1730s) and Visitationist Church (fa\u00e7ade 1728\u20131761). The neoclassical architecture in Warsaw can be described by the simplicity of the geometrical forms teamed with a great inspiration from the Roman period. Some of the best examples of the neoclassical style are the Palace on the Water (rebuilt 1775\u20131795), Kr\u00f3likarnia (1782\u20131786), Carmelite Church (fa\u00e7ade 1761\u20131783) and Evangelical Holy Trinity Church (1777\u20131782). The economic growth during the first years of Congress Poland caused a rapid rise architecture. The Neoclassical revival affected all aspects of architecture, the most notable are the Great Theater (1825\u20131833) and buildings located at Bank Square (1825\u20131828).", "targets": "When did building activity in the palaces and churches take place in the later decades of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d862b1b323a94b92889459185c7544b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building activity occurred in numerous noble palaces and churches during the later decades of the 17th century. One of the best examples of this architecture are Krasi\u0144ski Palace (1677\u20131683), Wilan\u00f3w Palace (1677\u20131696) and St. Kazimierz Church (1688\u20131692). The most impressive examples of rococo architecture are Czapski Palace (1712\u20131721), Palace of the Four Winds (1730s) and Visitationist Church (fa\u00e7ade 1728\u20131761). The neoclassical architecture in Warsaw can be described by the simplicity of the geometrical forms teamed with a great inspiration from the Roman period. Some of the best examples of the neoclassical style are the Palace on the Water (rebuilt 1775\u20131795), Kr\u00f3likarnia (1782\u20131786), Carmelite Church (fa\u00e7ade 1761\u20131783) and Evangelical Holy Trinity Church (1777\u20131782). The economic growth during the first years of Congress Poland caused a rapid rise architecture. The Neoclassical revival affected all aspects of architecture, the most notable are the Great Theater (1825\u20131833) and buildings located at Bank Square (1825\u20131828).", "targets": "When did building activity occur on St. Kazimierz Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d862b1b323a94b92889459185c7544b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building activity occurred in numerous noble palaces and churches during the later decades of the 17th century. One of the best examples of this architecture are Krasi\u0144ski Palace (1677\u20131683), Wilan\u00f3w Palace (1677\u20131696) and St. Kazimierz Church (1688\u20131692). The most impressive examples of rococo architecture are Czapski Palace (1712\u20131721), Palace of the Four Winds (1730s) and Visitationist Church (fa\u00e7ade 1728\u20131761). The neoclassical architecture in Warsaw can be described by the simplicity of the geometrical forms teamed with a great inspiration from the Roman period. Some of the best examples of the neoclassical style are the Palace on the Water (rebuilt 1775\u20131795), Kr\u00f3likarnia (1782\u20131786), Carmelite Church (fa\u00e7ade 1761\u20131783) and Evangelical Holy Trinity Church (1777\u20131782). The economic growth during the first years of Congress Poland caused a rapid rise architecture. The Neoclassical revival affected all aspects of architecture, the most notable are the Great Theater (1825\u20131833) and buildings located at Bank Square (1825\u20131828).", "targets": "What type of architecture is the Palace of Four Windows an impressive example of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d862b1b323a94b92889459185c7544b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building activity occurred in numerous noble palaces and churches during the later decades of the 17th century. One of the best examples of this architecture are Krasi\u0144ski Palace (1677\u20131683), Wilan\u00f3w Palace (1677\u20131696) and St. Kazimierz Church (1688\u20131692). The most impressive examples of rococo architecture are Czapski Palace (1712\u20131721), Palace of the Four Winds (1730s) and Visitationist Church (fa\u00e7ade 1728\u20131761). The neoclassical architecture in Warsaw can be described by the simplicity of the geometrical forms teamed with a great inspiration from the Roman period. Some of the best examples of the neoclassical style are the Palace on the Water (rebuilt 1775\u20131795), Kr\u00f3likarnia (1782\u20131786), Carmelite Church (fa\u00e7ade 1761\u20131783) and Evangelical Holy Trinity Church (1777\u20131782). The economic growth during the first years of Congress Poland caused a rapid rise architecture. The Neoclassical revival affected all aspects of architecture, the most notable are the Great Theater (1825\u20131833) and buildings located at Bank Square (1825\u20131828).", "targets": "What is being described when simplicity of geometrical forms are teamed with inspiration from the Roman period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d862b1b323a94b92889459185c7544b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Building activity occurred in numerous noble palaces and churches during the later decades of the 17th century. One of the best examples of this architecture are Krasi\u0144ski Palace (1677\u20131683), Wilan\u00f3w Palace (1677\u20131696) and St. Kazimierz Church (1688\u20131692). The most impressive examples of rococo architecture are Czapski Palace (1712\u20131721), Palace of the Four Winds (1730s) and Visitationist Church (fa\u00e7ade 1728\u20131761). The neoclassical architecture in Warsaw can be described by the simplicity of the geometrical forms teamed with a great inspiration from the Roman period. Some of the best examples of the neoclassical style are the Palace on the Water (rebuilt 1775\u20131795), Kr\u00f3likarnia (1782\u20131786), Carmelite Church (fa\u00e7ade 1761\u20131783) and Evangelical Holy Trinity Church (1777\u20131782). The economic growth during the first years of Congress Poland caused a rapid rise architecture. The Neoclassical revival affected all aspects of architecture, the most notable are the Great Theater (1825\u20131833) and buildings located at Bank Square (1825\u20131828).", "targets": "When was the Palace on the Water rebuilt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ace4b3c6b9a4d2b954d50c41b94d1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his wife moved into a former monastery, \"The Black Cloister,\" a wedding present from the new elector John the Steadfast (1525\u201332). They embarked on what appeared to have been a happy and successful marriage, though money was often short. Between bearing six children, Hans \u2013 June 1526; Elizabeth \u2013 10 December 1527, who died within a few months; Magdalene \u2013 1529, who died in Luther's arms in 1542; Martin \u2013 1531; Paul \u2013 January 1533; and Margaret \u2013 1534; Katharina helped the couple earn a living by farming the land and taking in boarders. Luther confided to Michael Stiefel on 11 August 1526: \"My Katie is in all things so obliging and pleasing to me that I would not exchange my poverty for the riches of Croesus.\"", "targets": "When did Luther and his wife live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ace4b3c6b9a4d2b954d50c41b94d1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his wife moved into a former monastery, \"The Black Cloister,\" a wedding present from the new elector John the Steadfast (1525\u201332). They embarked on what appeared to have been a happy and successful marriage, though money was often short. Between bearing six children, Hans \u2013 June 1526; Elizabeth \u2013 10 December 1527, who died within a few months; Magdalene \u2013 1529, who died in Luther's arms in 1542; Martin \u2013 1531; Paul \u2013 January 1533; and Margaret \u2013 1534; Katharina helped the couple earn a living by farming the land and taking in boarders. Luther confided to Michael Stiefel on 11 August 1526: \"My Katie is in all things so obliging and pleasing to me that I would not exchange my poverty for the riches of Croesus.\"", "targets": "What was the Black Cloister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ace4b3c6b9a4d2b954d50c41b94d1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his wife moved into a former monastery, \"The Black Cloister,\" a wedding present from the new elector John the Steadfast (1525\u201332). They embarked on what appeared to have been a happy and successful marriage, though money was often short. Between bearing six children, Hans \u2013 June 1526; Elizabeth \u2013 10 December 1527, who died within a few months; Magdalene \u2013 1529, who died in Luther's arms in 1542; Martin \u2013 1531; Paul \u2013 January 1533; and Margaret \u2013 1534; Katharina helped the couple earn a living by farming the land and taking in boarders. Luther confided to Michael Stiefel on 11 August 1526: \"My Katie is in all things so obliging and pleasing to me that I would not exchange my poverty for the riches of Croesus.\"", "targets": "How many children did Luther and his wife have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ace4b3c6b9a4d2b954d50c41b94d1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his wife moved into a former monastery, \"The Black Cloister,\" a wedding present from the new elector John the Steadfast (1525\u201332). They embarked on what appeared to have been a happy and successful marriage, though money was often short. Between bearing six children, Hans \u2013 June 1526; Elizabeth \u2013 10 December 1527, who died within a few months; Magdalene \u2013 1529, who died in Luther's arms in 1542; Martin \u2013 1531; Paul \u2013 January 1533; and Margaret \u2013 1534; Katharina helped the couple earn a living by farming the land and taking in boarders. Luther confided to Michael Stiefel on 11 August 1526: \"My Katie is in all things so obliging and pleasing to me that I would not exchange my poverty for the riches of Croesus.\"", "targets": "What did Luther state he would not exchange for his life with his wife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ace4b3c6b9a4d2b954d50c41b94d1d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his wife moved into a former monastery, \"The Black Cloister,\" a wedding present from the new elector John the Steadfast (1525\u201332). They embarked on what appeared to have been a happy and successful marriage, though money was often short. Between bearing six children, Hans \u2013 June 1526; Elizabeth \u2013 10 December 1527, who died within a few months; Magdalene \u2013 1529, who died in Luther's arms in 1542; Martin \u2013 1531; Paul \u2013 January 1533; and Margaret \u2013 1534; Katharina helped the couple earn a living by farming the land and taking in boarders. Luther confided to Michael Stiefel on 11 August 1526: \"My Katie is in all things so obliging and pleasing to me that I would not exchange my poverty for the riches of Croesus.\"", "targets": "Besides taking in boarders, how did Katharina help support the family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ab24055ab944c8be6367e7d6f500ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brain areas involved in the neuroanatomy of memory such as the hippocampus, the amygdala, the striatum, or the mammillary bodies are thought to be involved in specific types of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning, while the amygdala is thought to be involved in emotional memory. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.", "targets": "What role does the amygdala play in memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ab24055ab944c8be6367e7d6f500ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brain areas involved in the neuroanatomy of memory such as the hippocampus, the amygdala, the striatum, or the mammillary bodies are thought to be involved in specific types of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning, while the amygdala is thought to be involved in emotional memory. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.", "targets": "Can you pin point certain areas of the brain to certain memories. "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ab24055ab944c8be6367e7d6f500ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brain areas involved in the neuroanatomy of memory such as the hippocampus, the amygdala, the striatum, or the mammillary bodies are thought to be involved in specific types of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning, while the amygdala is thought to be involved in emotional memory. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.", "targets": "What changes can be linked to learning and memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41ab24055ab944c8be6367e7d6f500ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Brain areas involved in the neuroanatomy of memory such as the hippocampus, the amygdala, the striatum, or the mammillary bodies are thought to be involved in specific types of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning, while the amygdala is thought to be involved in emotional memory. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.", "targets": "What is the hippocampus's relationship to memory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5d3cb19474abd96807cc1f7eb5f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groove recordings, first designed in the final quarter of the 19th century, held a predominant position for nearly a century\u2014withstanding competition from reel-to-reel tape, the 8-track cartridge, and the compact cassette. In 1988, the compact disc surpassed the gramophone record in unit sales. Vinyl records experienced a sudden decline in popularity between 1988 and 1991, when the major label distributors restricted their return policies, which retailers had been relying on to maintain and swap out stocks of relatively unpopular titles. First the distributors began charging retailers more for new product if they returned unsold vinyl, and then they stopped providing any credit at all for returns. Retailers, fearing they would be stuck with anything they ordered, only ordered proven, popular titles that they knew would sell, and devoted more shelf space to CDs and cassettes. Record companies also deleted many vinyl titles from production and distribution, further undermining the availability of the format and leading to the closure of pressing plants. This rapid decline in the availability of records accelerated the format's decline in popularity, and is seen by some as a deliberate ploy to make consumers switch to CDs, which were more profitable for the record companies.", "targets": "What was a major cause of declined vinyl sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5d3cb19474abd96807cc1f7eb5f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groove recordings, first designed in the final quarter of the 19th century, held a predominant position for nearly a century\u2014withstanding competition from reel-to-reel tape, the 8-track cartridge, and the compact cassette. In 1988, the compact disc surpassed the gramophone record in unit sales. Vinyl records experienced a sudden decline in popularity between 1988 and 1991, when the major label distributors restricted their return policies, which retailers had been relying on to maintain and swap out stocks of relatively unpopular titles. First the distributors began charging retailers more for new product if they returned unsold vinyl, and then they stopped providing any credit at all for returns. Retailers, fearing they would be stuck with anything they ordered, only ordered proven, popular titles that they knew would sell, and devoted more shelf space to CDs and cassettes. Record companies also deleted many vinyl titles from production and distribution, further undermining the availability of the format and leading to the closure of pressing plants. This rapid decline in the availability of records accelerated the format's decline in popularity, and is seen by some as a deliberate ploy to make consumers switch to CDs, which were more profitable for the record companies.", "targets": "Which allows for more profits, vinyl or compact discs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5d3cb19474abd96807cc1f7eb5f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groove recordings, first designed in the final quarter of the 19th century, held a predominant position for nearly a century\u2014withstanding competition from reel-to-reel tape, the 8-track cartridge, and the compact cassette. In 1988, the compact disc surpassed the gramophone record in unit sales. Vinyl records experienced a sudden decline in popularity between 1988 and 1991, when the major label distributors restricted their return policies, which retailers had been relying on to maintain and swap out stocks of relatively unpopular titles. First the distributors began charging retailers more for new product if they returned unsold vinyl, and then they stopped providing any credit at all for returns. Retailers, fearing they would be stuck with anything they ordered, only ordered proven, popular titles that they knew would sell, and devoted more shelf space to CDs and cassettes. Record companies also deleted many vinyl titles from production and distribution, further undermining the availability of the format and leading to the closure of pressing plants. This rapid decline in the availability of records accelerated the format's decline in popularity, and is seen by some as a deliberate ploy to make consumers switch to CDs, which were more profitable for the record companies.", "targets": "When did vinyl record sales decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5d3cb19474abd96807cc1f7eb5f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groove recordings, first designed in the final quarter of the 19th century, held a predominant position for nearly a century\u2014withstanding competition from reel-to-reel tape, the 8-track cartridge, and the compact cassette. In 1988, the compact disc surpassed the gramophone record in unit sales. Vinyl records experienced a sudden decline in popularity between 1988 and 1991, when the major label distributors restricted their return policies, which retailers had been relying on to maintain and swap out stocks of relatively unpopular titles. First the distributors began charging retailers more for new product if they returned unsold vinyl, and then they stopped providing any credit at all for returns. Retailers, fearing they would be stuck with anything they ordered, only ordered proven, popular titles that they knew would sell, and devoted more shelf space to CDs and cassettes. Record companies also deleted many vinyl titles from production and distribution, further undermining the availability of the format and leading to the closure of pressing plants. This rapid decline in the availability of records accelerated the format's decline in popularity, and is seen by some as a deliberate ploy to make consumers switch to CDs, which were more profitable for the record companies.", "targets": "When did compact disc popularity take hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a5d3cb19474abd96807cc1f7eb5f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Groove recordings, first designed in the final quarter of the 19th century, held a predominant position for nearly a century\u2014withstanding competition from reel-to-reel tape, the 8-track cartridge, and the compact cassette. In 1988, the compact disc surpassed the gramophone record in unit sales. Vinyl records experienced a sudden decline in popularity between 1988 and 1991, when the major label distributors restricted their return policies, which retailers had been relying on to maintain and swap out stocks of relatively unpopular titles. First the distributors began charging retailers more for new product if they returned unsold vinyl, and then they stopped providing any credit at all for returns. Retailers, fearing they would be stuck with anything they ordered, only ordered proven, popular titles that they knew would sell, and devoted more shelf space to CDs and cassettes. Record companies also deleted many vinyl titles from production and distribution, further undermining the availability of the format and leading to the closure of pressing plants. This rapid decline in the availability of records accelerated the format's decline in popularity, and is seen by some as a deliberate ploy to make consumers switch to CDs, which were more profitable for the record companies.", "targets": "When were groove recordings developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46fc25887dff40d59e5c0d680bae0f3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In another incident, around 1177, he was captured in a raid and held prisoner by his father's former allies, the Tayichi'ud. The Tayichi'ud enslaved Tem\u00fcjin (reportedly with a cangue, a sort of portable stocks), but with the help of a sympathetic guard, the father of Chilaun (who later became a general of Genghis Khan), he was able to escape from the ger (yurt) in the middle of the night by hiding in a river crevice.[citation needed] It was around this time that Jelme and Bo'orchu, two of Genghis Khan's future generals, joined forces with him. Tem\u00fcjin's reputation also became widespread after his escape from the Tayichi'ud.", "targets": "Who captured and held Tem\u00fcjin prisoner around 1177?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46fc25887dff40d59e5c0d680bae0f3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In another incident, around 1177, he was captured in a raid and held prisoner by his father's former allies, the Tayichi'ud. The Tayichi'ud enslaved Tem\u00fcjin (reportedly with a cangue, a sort of portable stocks), but with the help of a sympathetic guard, the father of Chilaun (who later became a general of Genghis Khan), he was able to escape from the ger (yurt) in the middle of the night by hiding in a river crevice.[citation needed] It was around this time that Jelme and Bo'orchu, two of Genghis Khan's future generals, joined forces with him. Tem\u00fcjin's reputation also became widespread after his escape from the Tayichi'ud.", "targets": "How was Tem\u00fcjin kept imprisoned by the Tayichi'ud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46fc25887dff40d59e5c0d680bae0f3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In another incident, around 1177, he was captured in a raid and held prisoner by his father's former allies, the Tayichi'ud. The Tayichi'ud enslaved Tem\u00fcjin (reportedly with a cangue, a sort of portable stocks), but with the help of a sympathetic guard, the father of Chilaun (who later became a general of Genghis Khan), he was able to escape from the ger (yurt) in the middle of the night by hiding in a river crevice.[citation needed] It was around this time that Jelme and Bo'orchu, two of Genghis Khan's future generals, joined forces with him. Tem\u00fcjin's reputation also became widespread after his escape from the Tayichi'ud.", "targets": "Which of his future general's fathers helped Tem\u00fcjin escape the Tayichi'ud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46fc25887dff40d59e5c0d680bae0f3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In another incident, around 1177, he was captured in a raid and held prisoner by his father's former allies, the Tayichi'ud. The Tayichi'ud enslaved Tem\u00fcjin (reportedly with a cangue, a sort of portable stocks), but with the help of a sympathetic guard, the father of Chilaun (who later became a general of Genghis Khan), he was able to escape from the ger (yurt) in the middle of the night by hiding in a river crevice.[citation needed] It was around this time that Jelme and Bo'orchu, two of Genghis Khan's future generals, joined forces with him. Tem\u00fcjin's reputation also became widespread after his escape from the Tayichi'ud.", "targets": "Which of his future generals joined forces with Tem\u00fcjin around the time of his escape from the Tayichi'ud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-46fc25887dff40d59e5c0d680bae0f3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In another incident, around 1177, he was captured in a raid and held prisoner by his father's former allies, the Tayichi'ud. The Tayichi'ud enslaved Tem\u00fcjin (reportedly with a cangue, a sort of portable stocks), but with the help of a sympathetic guard, the father of Chilaun (who later became a general of Genghis Khan), he was able to escape from the ger (yurt) in the middle of the night by hiding in a river crevice.[citation needed] It was around this time that Jelme and Bo'orchu, two of Genghis Khan's future generals, joined forces with him. Tem\u00fcjin's reputation also became widespread after his escape from the Tayichi'ud.", "targets": "Where did Tem\u00fcjin hide during his escape from the Tayichi'ud?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e58a433869a40bb8ab18be48b10beec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protoevangelium of James, an extra-canonical book, has been the source of many Orthodox beliefs on Mary. The account of Mary's life presented includes her consecration as a virgin at the temple at age three. The High Priest Zachariah blessed Mary and informed her that God had magnified her name among many generations. Zachariah placed Mary on the third step of the altar, whereby God gave her grace. While in the temple, Mary was miraculously fed by an angel, until she was twelve years old. At that point an angel told Zachariah to betroth Mary to a widower in Israel, who would be indicated. This story provides the theme of many hymns for the Feast of Presentation of Mary, and icons of the feast depict the story. The Orthodox believe that Mary was instrumental in the growth of Christianity during the life of Jesus, and after his Crucifixion, and Orthodox Theologian Sergei Bulgakov wrote: \"The Virgin Mary is the center, invisible, but real, of the Apostolic Church.\"", "targets": "What book is considered to be the source of many Orthodox beliefs regarding Mary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e58a433869a40bb8ab18be48b10beec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protoevangelium of James, an extra-canonical book, has been the source of many Orthodox beliefs on Mary. The account of Mary's life presented includes her consecration as a virgin at the temple at age three. The High Priest Zachariah blessed Mary and informed her that God had magnified her name among many generations. Zachariah placed Mary on the third step of the altar, whereby God gave her grace. While in the temple, Mary was miraculously fed by an angel, until she was twelve years old. At that point an angel told Zachariah to betroth Mary to a widower in Israel, who would be indicated. This story provides the theme of many hymns for the Feast of Presentation of Mary, and icons of the feast depict the story. The Orthodox believe that Mary was instrumental in the growth of Christianity during the life of Jesus, and after his Crucifixion, and Orthodox Theologian Sergei Bulgakov wrote: \"The Virgin Mary is the center, invisible, but real, of the Apostolic Church.\"", "targets": "At what age was Mary consecrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e58a433869a40bb8ab18be48b10beec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protoevangelium of James, an extra-canonical book, has been the source of many Orthodox beliefs on Mary. The account of Mary's life presented includes her consecration as a virgin at the temple at age three. The High Priest Zachariah blessed Mary and informed her that God had magnified her name among many generations. Zachariah placed Mary on the third step of the altar, whereby God gave her grace. While in the temple, Mary was miraculously fed by an angel, until she was twelve years old. At that point an angel told Zachariah to betroth Mary to a widower in Israel, who would be indicated. This story provides the theme of many hymns for the Feast of Presentation of Mary, and icons of the feast depict the story. The Orthodox believe that Mary was instrumental in the growth of Christianity during the life of Jesus, and after his Crucifixion, and Orthodox Theologian Sergei Bulgakov wrote: \"The Virgin Mary is the center, invisible, but real, of the Apostolic Church.\"", "targets": "Which priest officiated at Mary's consecration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e58a433869a40bb8ab18be48b10beec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protoevangelium of James, an extra-canonical book, has been the source of many Orthodox beliefs on Mary. The account of Mary's life presented includes her consecration as a virgin at the temple at age three. The High Priest Zachariah blessed Mary and informed her that God had magnified her name among many generations. Zachariah placed Mary on the third step of the altar, whereby God gave her grace. While in the temple, Mary was miraculously fed by an angel, until she was twelve years old. At that point an angel told Zachariah to betroth Mary to a widower in Israel, who would be indicated. This story provides the theme of many hymns for the Feast of Presentation of Mary, and icons of the feast depict the story. The Orthodox believe that Mary was instrumental in the growth of Christianity during the life of Jesus, and after his Crucifixion, and Orthodox Theologian Sergei Bulgakov wrote: \"The Virgin Mary is the center, invisible, but real, of the Apostolic Church.\"", "targets": "While Mary lived in the temple, who was said to have fed her?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97821231b1c241fea391b1181d492551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also several smaller freight operators and numerous tourist railways operating over lines which were once parts of a state-owned system. Victorian lines mainly use the 1,600 mm (5 ft 3 in) broad gauge. However, the interstate trunk routes, as well as a number of branch lines in the west of the state have been converted to 1,435 mm (4 ft 8 1\u20442 in) standard gauge. Two tourist railways operate over 760 mm (2 ft 6 in) narrow gauge lines, which are the remnants of five formerly government-owned lines which were built in mountainous areas.", "targets": "What is the gauge of the Victorian rail lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97821231b1c241fea391b1181d492551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also several smaller freight operators and numerous tourist railways operating over lines which were once parts of a state-owned system. Victorian lines mainly use the 1,600 mm (5 ft 3 in) broad gauge. However, the interstate trunk routes, as well as a number of branch lines in the west of the state have been converted to 1,435 mm (4 ft 8 1\u20442 in) standard gauge. Two tourist railways operate over 760 mm (2 ft 6 in) narrow gauge lines, which are the remnants of five formerly government-owned lines which were built in mountainous areas.", "targets": "To what gauge have some lines been changed in the west of Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97821231b1c241fea391b1181d492551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also several smaller freight operators and numerous tourist railways operating over lines which were once parts of a state-owned system. Victorian lines mainly use the 1,600 mm (5 ft 3 in) broad gauge. However, the interstate trunk routes, as well as a number of branch lines in the west of the state have been converted to 1,435 mm (4 ft 8 1\u20442 in) standard gauge. Two tourist railways operate over 760 mm (2 ft 6 in) narrow gauge lines, which are the remnants of five formerly government-owned lines which were built in mountainous areas.", "targets": "What gauge of rail lines do two tourist lines use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97821231b1c241fea391b1181d492551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also several smaller freight operators and numerous tourist railways operating over lines which were once parts of a state-owned system. Victorian lines mainly use the 1,600 mm (5 ft 3 in) broad gauge. However, the interstate trunk routes, as well as a number of branch lines in the west of the state have been converted to 1,435 mm (4 ft 8 1\u20442 in) standard gauge. Two tourist railways operate over 760 mm (2 ft 6 in) narrow gauge lines, which are the remnants of five formerly government-owned lines which were built in mountainous areas.", "targets": "Where were the narrow gauge rail lines built in Victoria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97821231b1c241fea391b1181d492551", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also several smaller freight operators and numerous tourist railways operating over lines which were once parts of a state-owned system. Victorian lines mainly use the 1,600 mm (5 ft 3 in) broad gauge. However, the interstate trunk routes, as well as a number of branch lines in the west of the state have been converted to 1,435 mm (4 ft 8 1\u20442 in) standard gauge. Two tourist railways operate over 760 mm (2 ft 6 in) narrow gauge lines, which are the remnants of five formerly government-owned lines which were built in mountainous areas.", "targets": "How many narrow gauge rail lines were previously government owned?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "What film did Richard D. Zanuck and David Brown offer Steven Spielberg to direct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "Why was Jaws nearly shut down?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "How many Academy Awards did the film \"Jaws\" win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "What was the film \"Jaws\" nominated for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "How much money did the film \"Jaws\" gross worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "Who made Spielberg the 'Jaws' director?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "How many Academy Awards did 'Jaws' win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "Who wrote the 'Jaws' book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "How much did 'Jaws' earn in theaters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bffb3acdb4a7488185d124bc2b4a52f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Studio producers Richard D. Zanuck and David Brown offered Spielberg the director's chair for Jaws, a thriller-horror film based on the Peter Benchley novel about an enormous killer shark. Spielberg has often referred to the gruelling shoot as his professional crucible. Despite the film's ultimate, enormous success, it was nearly shut down due to delays and budget over-runs. But Spielberg persevered and finished the film. It was an enormous hit, winning three Academy Awards (for editing, original score and sound) and grossing more than $470 million worldwide at the box office. It also set the domestic record for box office gross, leading to what the press described as \"Jawsmania.\":248 Jaws made Spielberg a household name and one of America's youngest multi-millionaires, allowing him a great deal of autonomy for his future projects.:250 It was nominated for Best Picture and featured Spielberg's first of three collaborations with actor Richard Dreyfuss.", "targets": "How many times did Spielberg work with Richard Dreyfus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6a87470b71470d9b598d18048b907b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fish and Wildlife Service (FWS) and National Marine Fisheries Service (NMFS) are required to create an Endangered Species Recovery Plan outlining the goals, tasks required, likely costs, and estimated timeline to recover endangered species (i.e., increase their numbers and improve their management to the point where they can be removed from the endangered list). The ESA does not specify when a recovery plan must be completed. The FWS has a policy specifying completion within three years of the species being listed, but the average time to completion is approximately six years. The annual rate of recovery plan completion increased steadily from the Ford administration (4) through Carter (9), Reagan (30), Bush I (44), and Clinton (72), but declined under Bush II (16 per year as of 9/1/06).", "targets": "What four topics are required in an Endangered Species Recovery Plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6a87470b71470d9b598d18048b907b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fish and Wildlife Service (FWS) and National Marine Fisheries Service (NMFS) are required to create an Endangered Species Recovery Plan outlining the goals, tasks required, likely costs, and estimated timeline to recover endangered species (i.e., increase their numbers and improve their management to the point where they can be removed from the endangered list). The ESA does not specify when a recovery plan must be completed. The FWS has a policy specifying completion within three years of the species being listed, but the average time to completion is approximately six years. The annual rate of recovery plan completion increased steadily from the Ford administration (4) through Carter (9), Reagan (30), Bush I (44), and Clinton (72), but declined under Bush II (16 per year as of 9/1/06).", "targets": "What is the time limit for completing an Endangered Species Recovery Plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6a87470b71470d9b598d18048b907b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fish and Wildlife Service (FWS) and National Marine Fisheries Service (NMFS) are required to create an Endangered Species Recovery Plan outlining the goals, tasks required, likely costs, and estimated timeline to recover endangered species (i.e., increase their numbers and improve their management to the point where they can be removed from the endangered list). The ESA does not specify when a recovery plan must be completed. The FWS has a policy specifying completion within three years of the species being listed, but the average time to completion is approximately six years. The annual rate of recovery plan completion increased steadily from the Ford administration (4) through Carter (9), Reagan (30), Bush I (44), and Clinton (72), but declined under Bush II (16 per year as of 9/1/06).", "targets": "What Recovery Plan duration the does Fish and Wildlife Service plan for in their policies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6a87470b71470d9b598d18048b907b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fish and Wildlife Service (FWS) and National Marine Fisheries Service (NMFS) are required to create an Endangered Species Recovery Plan outlining the goals, tasks required, likely costs, and estimated timeline to recover endangered species (i.e., increase their numbers and improve their management to the point where they can be removed from the endangered list). The ESA does not specify when a recovery plan must be completed. The FWS has a policy specifying completion within three years of the species being listed, but the average time to completion is approximately six years. The annual rate of recovery plan completion increased steadily from the Ford administration (4) through Carter (9), Reagan (30), Bush I (44), and Clinton (72), but declined under Bush II (16 per year as of 9/1/06).", "targets": "What is the average time of completion of an Endangered Species Recovery Plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-da6a87470b71470d9b598d18048b907b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fish and Wildlife Service (FWS) and National Marine Fisheries Service (NMFS) are required to create an Endangered Species Recovery Plan outlining the goals, tasks required, likely costs, and estimated timeline to recover endangered species (i.e., increase their numbers and improve their management to the point where they can be removed from the endangered list). The ESA does not specify when a recovery plan must be completed. The FWS has a policy specifying completion within three years of the species being listed, but the average time to completion is approximately six years. The annual rate of recovery plan completion increased steadily from the Ford administration (4) through Carter (9), Reagan (30), Bush I (44), and Clinton (72), but declined under Bush II (16 per year as of 9/1/06).", "targets": "Which president had the most completed Recovery Plans during their administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "In addition to the New Haven Harbor, what additional natural element is a prominent geographic feature of the area, flanking the northeast and northwest boundaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "Which trap rock ridge was altered to accommodate the east-west portion of the Wilbur Park Crossway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "What was the name of the group that once utilized West Rock as a hideout, known colloquially as \"The Three Judges?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "What is the name of the war monument located at the peak of East Rock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "What is the name for the popular feature that ascends the cliffside of East Rock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "What is New Haven best known for in terms of the main landmark and structure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "In terms of economy and geographic landscape what is the used for the two trop rocks ridges north nearby the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "The West Rock is also used for what sort of infrastructure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d16aa2b7595489b90dbd5531f92b95c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Haven's best-known geographic features are its large deep harbor, and two reddish basalt trap rock ridges which rise to the northeast and northwest of the city core. These trap rocks are known respectively as East Rock and West Rock, and both serve as extensive parks. West Rock has been tunneled through to make way for the east-west passage of the Wilbur Cross Parkway (the only highway tunnel through a natural obstacle in Connecticut), and once served as the hideout of the \"Regicides\" (see: Regicides Trail). Most New Haveners refer to these men as \"The Three Judges\". East Rock features the prominent Soldiers and Sailors war monument on its peak as well as the \"Great/Giant Steps\" which run up the rock's cliffside.", "targets": "What does the Eastern Rocks offer as a park on the other hand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cf0733e902148908dbbe4febf74660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States provides Egypt with annual military assistance, which in 2015 amounted to US$1.3 billion. In 1989, Egypt was designated as a major non-NATO ally of the United States. Nevertheless, ties between the two countries have partially soured since the July 2013 military coup that deposed Islamist president Mohamed Morsi, with the Obama administration condemning Egypt's violent crackdown on the Muslim Brotherhood and its supporters, and cancelling future military exercises involving the two countries. There have been recent attempts, however, to normalise relations between the two, with both governments frequently calling for mutual support in the fight against regional and international terrorism.", "targets": "How much military assistance di US give Egypt in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7cf0733e902148908dbbe4febf74660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States provides Egypt with annual military assistance, which in 2015 amounted to US$1.3 billion. In 1989, Egypt was designated as a major non-NATO ally of the United States. Nevertheless, ties between the two countries have partially soured since the July 2013 military coup that deposed Islamist president Mohamed Morsi, with the Obama administration condemning Egypt's violent crackdown on the Muslim Brotherhood and its supporters, and cancelling future military exercises involving the two countries. There have been recent attempts, however, to normalise relations between the two, with both governments frequently calling for mutual support in the fight against regional and international terrorism.", "targets": "What event soured relations of US and Egypt in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9e5081aa6fe4f69b20a572f8b599ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of this religious upheaval, the German Peasants' War of 1524\u201325 swept through the Bavarian, Thuringian and Swabian principalities. After the Eighty Years' War in the Low Countries and the French Wars of Religion, the confessional division of the states of the Holy Roman Empire eventually erupted in the Thirty Years' War between 1618 and 1648. It devastated much of Germany, killing between 25% and 40% of its population. The main tenets of the Peace of Westphalia, which ended the Thirty Years' War, were:", "targets": "When was the German Peasants' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9e5081aa6fe4f69b20a572f8b599ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of this religious upheaval, the German Peasants' War of 1524\u201325 swept through the Bavarian, Thuringian and Swabian principalities. After the Eighty Years' War in the Low Countries and the French Wars of Religion, the confessional division of the states of the Holy Roman Empire eventually erupted in the Thirty Years' War between 1618 and 1648. It devastated much of Germany, killing between 25% and 40% of its population. The main tenets of the Peace of Westphalia, which ended the Thirty Years' War, were:", "targets": "What war was waged from 1618 to 1648?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9e5081aa6fe4f69b20a572f8b599ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of this religious upheaval, the German Peasants' War of 1524\u201325 swept through the Bavarian, Thuringian and Swabian principalities. After the Eighty Years' War in the Low Countries and the French Wars of Religion, the confessional division of the states of the Holy Roman Empire eventually erupted in the Thirty Years' War between 1618 and 1648. It devastated much of Germany, killing between 25% and 40% of its population. The main tenets of the Peace of Westphalia, which ended the Thirty Years' War, were:", "targets": "How much was the German population reduced during the Thirty Years' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9e5081aa6fe4f69b20a572f8b599ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of this religious upheaval, the German Peasants' War of 1524\u201325 swept through the Bavarian, Thuringian and Swabian principalities. After the Eighty Years' War in the Low Countries and the French Wars of Religion, the confessional division of the states of the Holy Roman Empire eventually erupted in the Thirty Years' War between 1618 and 1648. It devastated much of Germany, killing between 25% and 40% of its population. The main tenets of the Peace of Westphalia, which ended the Thirty Years' War, were:", "targets": "What treaty ended the Thirty Years' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9e5081aa6fe4f69b20a572f8b599ddd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the course of this religious upheaval, the German Peasants' War of 1524\u201325 swept through the Bavarian, Thuringian and Swabian principalities. After the Eighty Years' War in the Low Countries and the French Wars of Religion, the confessional division of the states of the Holy Roman Empire eventually erupted in the Thirty Years' War between 1618 and 1648. It devastated much of Germany, killing between 25% and 40% of its population. The main tenets of the Peace of Westphalia, which ended the Thirty Years' War, were:", "targets": "Where was the German Peasants' War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e78a36ff1ef74d559ba3ad5914fc38f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the country lies between the Tropic of Cancer and the Equator. It lies in the monsoon region of Asia, with its coastal regions receiving over 5,000 mm (196.9 in) of rain annually. Annual rainfall in the delta region is approximately 2,500 mm (98.4 in), while average annual rainfall in the Dry Zone in central Myanmar is less than 1,000 mm (39.4 in). The Northern regions of Myanmar are the coolest, with average temperatures of 21 \u00b0C (70 \u00b0F). Coastal and delta regions have an average maximum temperature of 32 \u00b0C (89.6 \u00b0F).", "targets": "Where does the majority of the Burmese country fall on the globe ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e78a36ff1ef74d559ba3ad5914fc38f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the country lies between the Tropic of Cancer and the Equator. It lies in the monsoon region of Asia, with its coastal regions receiving over 5,000 mm (196.9 in) of rain annually. Annual rainfall in the delta region is approximately 2,500 mm (98.4 in), while average annual rainfall in the Dry Zone in central Myanmar is less than 1,000 mm (39.4 in). The Northern regions of Myanmar are the coolest, with average temperatures of 21 \u00b0C (70 \u00b0F). Coastal and delta regions have an average maximum temperature of 32 \u00b0C (89.6 \u00b0F).", "targets": "How much rain is received in the region where Burma is located ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e78a36ff1ef74d559ba3ad5914fc38f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the country lies between the Tropic of Cancer and the Equator. It lies in the monsoon region of Asia, with its coastal regions receiving over 5,000 mm (196.9 in) of rain annually. Annual rainfall in the delta region is approximately 2,500 mm (98.4 in), while average annual rainfall in the Dry Zone in central Myanmar is less than 1,000 mm (39.4 in). The Northern regions of Myanmar are the coolest, with average temperatures of 21 \u00b0C (70 \u00b0F). Coastal and delta regions have an average maximum temperature of 32 \u00b0C (89.6 \u00b0F).", "targets": "What is the expected rainfall in the zone considered to be dry in Burma ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e78a36ff1ef74d559ba3ad5914fc38f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the country lies between the Tropic of Cancer and the Equator. It lies in the monsoon region of Asia, with its coastal regions receiving over 5,000 mm (196.9 in) of rain annually. Annual rainfall in the delta region is approximately 2,500 mm (98.4 in), while average annual rainfall in the Dry Zone in central Myanmar is less than 1,000 mm (39.4 in). The Northern regions of Myanmar are the coolest, with average temperatures of 21 \u00b0C (70 \u00b0F). Coastal and delta regions have an average maximum temperature of 32 \u00b0C (89.6 \u00b0F).", "targets": "What is the average temperature of the coldest  part of Burma and where is it located ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e78a36ff1ef74d559ba3ad5914fc38f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much of the country lies between the Tropic of Cancer and the Equator. It lies in the monsoon region of Asia, with its coastal regions receiving over 5,000 mm (196.9 in) of rain annually. Annual rainfall in the delta region is approximately 2,500 mm (98.4 in), while average annual rainfall in the Dry Zone in central Myanmar is less than 1,000 mm (39.4 in). The Northern regions of Myanmar are the coolest, with average temperatures of 21 \u00b0C (70 \u00b0F). Coastal and delta regions have an average maximum temperature of 32 \u00b0C (89.6 \u00b0F).", "targets": "How warm does it get at the height of summer along the in the delta and coastal regions of Burma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3c9e62a1846e400cb48577a68397990e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Characteristic birds of the forest are wild turkey (Meleagris gallopavo silvestris), ruffed grouse (Bonasa umbellus), mourning dove (Zenaida macroura), common raven (Corvus corax), wood duck (Aix sponsa), great horned owl (Bubo virginianus), barred owl (Strix varia), screech owl (Megascops asio), red-tailed hawk (Buteo jamaicensis), red-shouldered hawk (Buteo lineatus), and northern goshawk (Accipiter gentilis), as well as a great variety of \"songbirds\" (Passeriformes), like the warblers in particular.", "targets": "What is one typical bird found in the range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65c8a00ed56847c387f003f12481476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Normandy was the site of several important developments in the history of classical music in the 11th century. F\u00e9camp Abbey and Saint-Evroul Abbey were centres of musical production and education. At F\u00e9camp, under two Italian abbots, William of Volpiano and John of Ravenna, the system of denoting notes by letters was developed and taught. It is still the most common form of pitch representation in English- and German-speaking countries today. Also at F\u00e9camp, the staff, around which neumes were oriented, was first developed and taught in the 11th century. Under the German abbot Isembard, La Trinit\u00e9-du-Mont became a centre of musical composition.", "targets": "In what century did important classical music developments occur in Normandy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-65c8a00ed56847c387f003f12481476c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Normandy was the site of several important developments in the history of classical music in the 11th century. F\u00e9camp Abbey and Saint-Evroul Abbey were centres of musical production and education. At F\u00e9camp, under two Italian abbots, William of Volpiano and John of Ravenna, the system of denoting notes by letters was developed and taught. It is still the most common form of pitch representation in English- and German-speaking countries today. Also at F\u00e9camp, the staff, around which neumes were oriented, was first developed and taught in the 11th century. Under the German abbot Isembard, La Trinit\u00e9-du-Mont became a centre of musical composition.", "targets": "Who were the two abbots at F\u00e9camp Abbey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "What is the oldest city in South Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "What county is Charleston, South Carolina located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "Charleston is located on what harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "Charleston Harbor is an inlet of what ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "What river mergers with the Cooper River to form Charleston Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "What county is Charleston located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "Charleston Harbor is formed on what ocean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8bb715fa762d42259e611911a3d49772", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Charleston is the oldest and second-largest city in the U.S. state of South Carolina, the county seat of Charleston County, and the principal city in the Charleston\u2013North Charleston\u2013Summerville Metropolitan Statistical Area. The city lies just south of the geographical midpoint of South Carolina's coastline and is located on Charleston Harbor, an inlet of the Atlantic Ocean formed by the confluence of the Ashley and Cooper Rivers, or, as is locally expressed, \"where the Cooper and Ashley Rivers come together to form the Atlantic Ocean.\"", "targets": "What river merges with the Ashley River to from the Charleston Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03774803382d4116b0c9ef04a6825a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 12 March 2015, the FCC released the specific details of the net neutrality rules. On 13 April 2015, the FCC published the final rule on its new \"Net Neutrality\" regulations.", "targets": "When did the FCC publish its final rule on net neutrality regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "What year did Gladstone return to power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "How old was Gladstone in 1892?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "What year did Gladstone retire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "What position did Victoria appoint Lord Rosebery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "What year did Gadstone return to power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who replaced Lord Rosebery the year following his appointment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "How old was Gladstone when he returned to power?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "What year did Gladstone retire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who did Victoria appoint to replace Gladstone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "How old was Gladstone after the general election in 1892? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "What radical MP did Victoria object to being appointed to the cabinet by Gladstone? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who did Victoria appoint to Prime Minister after Gladstone retired in 1894?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who replaced Lord Rosenbery after only a year of government? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "How long did Lord Salisbury remain as Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who was returned to power in 1892?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who did Victoria appoint as Gladstone's succesor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "How did Lord Roseberry fare as Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "Who replaced Lord Roseberry as Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34025836e0db4068a759ac1ee545081c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gladstone returned to power after the 1892 general election; he was 82 years old. Victoria objected when Gladstone proposed appointing the Radical MP Henry Labouchere to the Cabinet, so Gladstone agreed not to appoint him. In 1894, Gladstone retired and, without consulting the outgoing prime minister, Victoria appointed Lord Rosebery as prime minister. His government was weak, and the following year Lord Salisbury replaced him. Salisbury remained prime minister for the remainder of Victoria's reign.", "targets": "How long was Lord Sailsbury Prime Minister?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f978620028d4993ba79d4b35d77a52f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sarvastivada teachings\u2014which were criticized by N\u0101g\u0101rjuna\u2014were reformulated by scholars such as Vasubandhu and Asanga and were adapted into the Yogacara school. While the M\u0101dhyamaka school held that asserting the existence or non-existence of any ultimately real thing was inappropriate, some exponents of Yogacara asserted that the mind and only the mind is ultimately real (a doctrine known as cittamatra). Not all Yogacarins asserted that mind was truly existent; Vasubandhu and Asanga in particular did not.[web 11] These two schools of thought, in opposition or synthesis, form the basis of subsequent Mahayana metaphysics in the Indo-Tibetan tradition.", "targets": "What teaching were criticized by Nagarjuna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f978620028d4993ba79d4b35d77a52f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sarvastivada teachings\u2014which were criticized by N\u0101g\u0101rjuna\u2014were reformulated by scholars such as Vasubandhu and Asanga and were adapted into the Yogacara school. While the M\u0101dhyamaka school held that asserting the existence or non-existence of any ultimately real thing was inappropriate, some exponents of Yogacara asserted that the mind and only the mind is ultimately real (a doctrine known as cittamatra). Not all Yogacarins asserted that mind was truly existent; Vasubandhu and Asanga in particular did not.[web 11] These two schools of thought, in opposition or synthesis, form the basis of subsequent Mahayana metaphysics in the Indo-Tibetan tradition.", "targets": "What scholars reformed Sarvastivada teachings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f978620028d4993ba79d4b35d77a52f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sarvastivada teachings\u2014which were criticized by N\u0101g\u0101rjuna\u2014were reformulated by scholars such as Vasubandhu and Asanga and were adapted into the Yogacara school. While the M\u0101dhyamaka school held that asserting the existence or non-existence of any ultimately real thing was inappropriate, some exponents of Yogacara asserted that the mind and only the mind is ultimately real (a doctrine known as cittamatra). Not all Yogacarins asserted that mind was truly existent; Vasubandhu and Asanga in particular did not.[web 11] These two schools of thought, in opposition or synthesis, form the basis of subsequent Mahayana metaphysics in the Indo-Tibetan tradition.", "targets": "What is the doctrine that says that the mind and only the mind are real?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f978620028d4993ba79d4b35d77a52f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sarvastivada teachings\u2014which were criticized by N\u0101g\u0101rjuna\u2014were reformulated by scholars such as Vasubandhu and Asanga and were adapted into the Yogacara school. While the M\u0101dhyamaka school held that asserting the existence or non-existence of any ultimately real thing was inappropriate, some exponents of Yogacara asserted that the mind and only the mind is ultimately real (a doctrine known as cittamatra). Not all Yogacarins asserted that mind was truly existent; Vasubandhu and Asanga in particular did not.[web 11] These two schools of thought, in opposition or synthesis, form the basis of subsequent Mahayana metaphysics in the Indo-Tibetan tradition.", "targets": "What Yogacarins asserted that the mind was not truly existent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8826bb22e6c64cb3a2da989f28efdddb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trading in influence, or influence peddling, refers a person selling his/her influence over the decision making process to benefit a third party (person or institution). The difference with bribery is that this is a tri-lateral relation. From a legal point of view, the role of the third party (who is the target of the influence) does not really matter although he/she can be an accessory in some instances. It can be difficult to make a distinction between this form of corruption and some forms of extreme and loosely regulated lobbying where for instance law- or decision-makers can freely \"sell\" their vote, decision power or influence to those lobbyists who offer the highest compensation, including where for instance the latter act on behalf of powerful clients such as industrial groups who want to avoid the passing of specific environmental, social, or other regulations perceived as too stringent, etc. Where lobbying is (sufficiently) regulated, it becomes possible to provide for a distinctive criteria and to consider that trading in influence involves the use of \"improper influence\", as in article 12 of the Criminal Law Convention on Corruption (ETS 173) of the Council of Europe.", "targets": "Selling or trading government position influence is called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8826bb22e6c64cb3a2da989f28efdddb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trading in influence, or influence peddling, refers a person selling his/her influence over the decision making process to benefit a third party (person or institution). The difference with bribery is that this is a tri-lateral relation. From a legal point of view, the role of the third party (who is the target of the influence) does not really matter although he/she can be an accessory in some instances. It can be difficult to make a distinction between this form of corruption and some forms of extreme and loosely regulated lobbying where for instance law- or decision-makers can freely \"sell\" their vote, decision power or influence to those lobbyists who offer the highest compensation, including where for instance the latter act on behalf of powerful clients such as industrial groups who want to avoid the passing of specific environmental, social, or other regulations perceived as too stringent, etc. Where lobbying is (sufficiently) regulated, it becomes possible to provide for a distinctive criteria and to consider that trading in influence involves the use of \"improper influence\", as in article 12 of the Criminal Law Convention on Corruption (ETS 173) of the Council of Europe.", "targets": "Selling influence can involve third-parties and this is called what type of relation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8826bb22e6c64cb3a2da989f28efdddb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trading in influence, or influence peddling, refers a person selling his/her influence over the decision making process to benefit a third party (person or institution). The difference with bribery is that this is a tri-lateral relation. From a legal point of view, the role of the third party (who is the target of the influence) does not really matter although he/she can be an accessory in some instances. It can be difficult to make a distinction between this form of corruption and some forms of extreme and loosely regulated lobbying where for instance law- or decision-makers can freely \"sell\" their vote, decision power or influence to those lobbyists who offer the highest compensation, including where for instance the latter act on behalf of powerful clients such as industrial groups who want to avoid the passing of specific environmental, social, or other regulations perceived as too stringent, etc. Where lobbying is (sufficiently) regulated, it becomes possible to provide for a distinctive criteria and to consider that trading in influence involves the use of \"improper influence\", as in article 12 of the Criminal Law Convention on Corruption (ETS 173) of the Council of Europe.", "targets": "In some situations the third-party in an influence peddling crime may be not involved or may be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8826bb22e6c64cb3a2da989f28efdddb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trading in influence, or influence peddling, refers a person selling his/her influence over the decision making process to benefit a third party (person or institution). The difference with bribery is that this is a tri-lateral relation. From a legal point of view, the role of the third party (who is the target of the influence) does not really matter although he/she can be an accessory in some instances. It can be difficult to make a distinction between this form of corruption and some forms of extreme and loosely regulated lobbying where for instance law- or decision-makers can freely \"sell\" their vote, decision power or influence to those lobbyists who offer the highest compensation, including where for instance the latter act on behalf of powerful clients such as industrial groups who want to avoid the passing of specific environmental, social, or other regulations perceived as too stringent, etc. Where lobbying is (sufficiently) regulated, it becomes possible to provide for a distinctive criteria and to consider that trading in influence involves the use of \"improper influence\", as in article 12 of the Criminal Law Convention on Corruption (ETS 173) of the Council of Europe.", "targets": "Where lobbying is controlled, what does it provide for consideration to determine improper influencing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8826bb22e6c64cb3a2da989f28efdddb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Trading in influence, or influence peddling, refers a person selling his/her influence over the decision making process to benefit a third party (person or institution). The difference with bribery is that this is a tri-lateral relation. From a legal point of view, the role of the third party (who is the target of the influence) does not really matter although he/she can be an accessory in some instances. It can be difficult to make a distinction between this form of corruption and some forms of extreme and loosely regulated lobbying where for instance law- or decision-makers can freely \"sell\" their vote, decision power or influence to those lobbyists who offer the highest compensation, including where for instance the latter act on behalf of powerful clients such as industrial groups who want to avoid the passing of specific environmental, social, or other regulations perceived as too stringent, etc. Where lobbying is (sufficiently) regulated, it becomes possible to provide for a distinctive criteria and to consider that trading in influence involves the use of \"improper influence\", as in article 12 of the Criminal Law Convention on Corruption (ETS 173) of the Council of Europe.", "targets": "What article of the Criminal Law Convention on Corruption contains distinctive criteria to determine improper influence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610fd187198d439dbc98b9992118c2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin\u2013Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, \"It's great to be back at the only university that ever had the good sense to fire me.\"", "targets": "Where did Feynman receive a job after getting his PhD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610fd187198d439dbc98b9992118c2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin\u2013Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, \"It's great to be back at the only university that ever had the good sense to fire me.\"", "targets": "Feyman received a letter to return to teaching from whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610fd187198d439dbc98b9992118c2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin\u2013Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, \"It's great to be back at the only university that ever had the good sense to fire me.\"", "targets": "Which year did Feyman complete his PhD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-610fd187198d439dbc98b9992118c2d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the completion of his PhD in 1942, Feynman held an appointment at the University of Wisconsin\u2013Madison as an assistant professor of physics. The appointment was spent on leave for his involvement in the Manhattan project. In 1945, he received a letter from Dean Mark Ingraham of the College of Letters and Science requesting his return to UW to teach in the coming academic year. His appointment was not extended when he did not commit to return. In a talk given several years later at UW, Feynman quipped, \"It's great to be back at the only university that ever had the good sense to fire me.\"", "targets": "Where did Feynman spend his time during his contract at UW?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8854f98592242de8288734df0132e4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One usage\u2014the more common among linguists\u2014refers to a variety of a language that is a characteristic of a particular group of the language's speakers. The term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class. A dialect that is associated with a particular social class can be termed a sociolect, a dialect that is associated with a particular ethnic group can be termed as ethnolect, and a regional dialect may be termed a regiolect. According to this definition, any variety of a language constitutes \"a dialect\", including any standard varieties.", "targets": "What is the common definition of dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8854f98592242de8288734df0132e4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One usage\u2014the more common among linguists\u2014refers to a variety of a language that is a characteristic of a particular group of the language's speakers. The term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class. A dialect that is associated with a particular social class can be termed a sociolect, a dialect that is associated with a particular ethnic group can be termed as ethnolect, and a regional dialect may be termed a regiolect. According to this definition, any variety of a language constitutes \"a dialect\", including any standard varieties.", "targets": "What is the term dialect most often applied to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8854f98592242de8288734df0132e4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One usage\u2014the more common among linguists\u2014refers to a variety of a language that is a characteristic of a particular group of the language's speakers. The term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class. A dialect that is associated with a particular social class can be termed a sociolect, a dialect that is associated with a particular ethnic group can be termed as ethnolect, and a regional dialect may be termed a regiolect. According to this definition, any variety of a language constitutes \"a dialect\", including any standard varieties.", "targets": "Aside from region, what is an example of a factor that may influence dialect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8854f98592242de8288734df0132e4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One usage\u2014the more common among linguists\u2014refers to a variety of a language that is a characteristic of a particular group of the language's speakers. The term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class. A dialect that is associated with a particular social class can be termed a sociolect, a dialect that is associated with a particular ethnic group can be termed as ethnolect, and a regional dialect may be termed a regiolect. According to this definition, any variety of a language constitutes \"a dialect\", including any standard varieties.", "targets": "What is a term for a dialect particular to a social class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8854f98592242de8288734df0132e4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One usage\u2014the more common among linguists\u2014refers to a variety of a language that is a characteristic of a particular group of the language's speakers. The term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class. A dialect that is associated with a particular social class can be termed a sociolect, a dialect that is associated with a particular ethnic group can be termed as ethnolect, and a regional dialect may be termed a regiolect. According to this definition, any variety of a language constitutes \"a dialect\", including any standard varieties.", "targets": "What do you call a dialect particular to a certain ethnicity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c7f0fbaad684a4fbcd8b1c9ea3df812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All children of the Polish nobility inherited their noble status from a noble mother and father. Any individual could attain ennoblement (nobilitacja) for special services to the state. A foreign noble might be naturalised as a Polish noble (Polish: \"indygenat\") by the Polish king (later, from 1641, only by a general sejm).", "targets": "Children inherited polish nobility from whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c7f0fbaad684a4fbcd8b1c9ea3df812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All children of the Polish nobility inherited their noble status from a noble mother and father. Any individual could attain ennoblement (nobilitacja) for special services to the state. A foreign noble might be naturalised as a Polish noble (Polish: \"indygenat\") by the Polish king (later, from 1641, only by a general sejm).", "targets": "What does an individual do to attain ennoblement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c7f0fbaad684a4fbcd8b1c9ea3df812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All children of the Polish nobility inherited their noble status from a noble mother and father. Any individual could attain ennoblement (nobilitacja) for special services to the state. A foreign noble might be naturalised as a Polish noble (Polish: \"indygenat\") by the Polish king (later, from 1641, only by a general sejm).", "targets": "WHo could naturalize a polish noble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c7f0fbaad684a4fbcd8b1c9ea3df812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All children of the Polish nobility inherited their noble status from a noble mother and father. Any individual could attain ennoblement (nobilitacja) for special services to the state. A foreign noble might be naturalised as a Polish noble (Polish: \"indygenat\") by the Polish king (later, from 1641, only by a general sejm).", "targets": "What is another name for ennoblement? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c7f0fbaad684a4fbcd8b1c9ea3df812", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "All children of the Polish nobility inherited their noble status from a noble mother and father. Any individual could attain ennoblement (nobilitacja) for special services to the state. A foreign noble might be naturalised as a Polish noble (Polish: \"indygenat\") by the Polish king (later, from 1641, only by a general sejm).", "targets": "WHat is another name for polish noble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca87702f831142afbb58325a7354f51e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12\u201317 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are \"heavy\" social media users, meaning they use at least two different types of social media each and every day.", "targets": "In recent years, has the amount of social networking sites available to the public increased or decreased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca87702f831142afbb58325a7354f51e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12\u201317 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are \"heavy\" social media users, meaning they use at least two different types of social media each and every day.", "targets": "What percentage of teens say they text every day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca87702f831142afbb58325a7354f51e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12\u201317 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are \"heavy\" social media users, meaning they use at least two different types of social media each and every day.", "targets": "What percentage of 12-17 year olds claim to have at least one social networking profile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca87702f831142afbb58325a7354f51e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12\u201317 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are \"heavy\" social media users, meaning they use at least two different types of social media each and every day.", "targets": "What percentage of teens report visiting social netorking sites daily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ca87702f831142afbb58325a7354f51e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12\u201317 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are \"heavy\" social media users, meaning they use at least two different types of social media each and every day.", "targets": "What ratio of teens are \"heavy\" social media users, using two types of media daily?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f1e61029e184d1f942031dc4fce3f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martin Luther (/\u02c8lu\u02d0\u03b8\u0259r/ or /\u02c8lu\u02d0\u00f0\u0259r/; German: [\u02c8ma\u0250\u032fti\u02d0n \u02c8l\u028at\u0250] ( listen); 10 November 1483 \u2013 18 February 1546) was a German professor of theology, composer, priest, former monk and a seminal figure in the Protestant Reformation. Luther came to reject several teachings and practices of the Late Medieval Catholic Church. He strongly disputed the claim that freedom from God's punishment for sin could be purchased with money. He proposed an academic discussion of the power and usefulness of indulgences in his Ninety-Five Theses of 1517. His refusal to retract all of his writings at the demand of Pope Leo X in 1520 and the Holy Roman Emperor Charles V at the Diet of Worms in 1521 resulted in his excommunication by the Pope and condemnation as an outlaw by the Emperor.", "targets": "Of what nationality was Martin Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f1e61029e184d1f942031dc4fce3f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martin Luther (/\u02c8lu\u02d0\u03b8\u0259r/ or /\u02c8lu\u02d0\u00f0\u0259r/; German: [\u02c8ma\u0250\u032fti\u02d0n \u02c8l\u028at\u0250] ( listen); 10 November 1483 \u2013 18 February 1546) was a German professor of theology, composer, priest, former monk and a seminal figure in the Protestant Reformation. Luther came to reject several teachings and practices of the Late Medieval Catholic Church. He strongly disputed the claim that freedom from God's punishment for sin could be purchased with money. He proposed an academic discussion of the power and usefulness of indulgences in his Ninety-Five Theses of 1517. His refusal to retract all of his writings at the demand of Pope Leo X in 1520 and the Holy Roman Emperor Charles V at the Diet of Worms in 1521 resulted in his excommunication by the Pope and condemnation as an outlaw by the Emperor.", "targets": "When did Martin Luther die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f1e61029e184d1f942031dc4fce3f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martin Luther (/\u02c8lu\u02d0\u03b8\u0259r/ or /\u02c8lu\u02d0\u00f0\u0259r/; German: [\u02c8ma\u0250\u032fti\u02d0n \u02c8l\u028at\u0250] ( listen); 10 November 1483 \u2013 18 February 1546) was a German professor of theology, composer, priest, former monk and a seminal figure in the Protestant Reformation. Luther came to reject several teachings and practices of the Late Medieval Catholic Church. He strongly disputed the claim that freedom from God's punishment for sin could be purchased with money. He proposed an academic discussion of the power and usefulness of indulgences in his Ninety-Five Theses of 1517. His refusal to retract all of his writings at the demand of Pope Leo X in 1520 and the Holy Roman Emperor Charles V at the Diet of Worms in 1521 resulted in his excommunication by the Pope and condemnation as an outlaw by the Emperor.", "targets": "What organization's teaching did Luther reject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f1e61029e184d1f942031dc4fce3f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martin Luther (/\u02c8lu\u02d0\u03b8\u0259r/ or /\u02c8lu\u02d0\u00f0\u0259r/; German: [\u02c8ma\u0250\u032fti\u02d0n \u02c8l\u028at\u0250] ( listen); 10 November 1483 \u2013 18 February 1546) was a German professor of theology, composer, priest, former monk and a seminal figure in the Protestant Reformation. Luther came to reject several teachings and practices of the Late Medieval Catholic Church. He strongly disputed the claim that freedom from God's punishment for sin could be purchased with money. He proposed an academic discussion of the power and usefulness of indulgences in his Ninety-Five Theses of 1517. His refusal to retract all of his writings at the demand of Pope Leo X in 1520 and the Holy Roman Emperor Charles V at the Diet of Worms in 1521 resulted in his excommunication by the Pope and condemnation as an outlaw by the Emperor.", "targets": "What did the Church claim could be avoided with money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f1e61029e184d1f942031dc4fce3f88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Martin Luther (/\u02c8lu\u02d0\u03b8\u0259r/ or /\u02c8lu\u02d0\u00f0\u0259r/; German: [\u02c8ma\u0250\u032fti\u02d0n \u02c8l\u028at\u0250] ( listen); 10 November 1483 \u2013 18 February 1546) was a German professor of theology, composer, priest, former monk and a seminal figure in the Protestant Reformation. Luther came to reject several teachings and practices of the Late Medieval Catholic Church. He strongly disputed the claim that freedom from God's punishment for sin could be purchased with money. He proposed an academic discussion of the power and usefulness of indulgences in his Ninety-Five Theses of 1517. His refusal to retract all of his writings at the demand of Pope Leo X in 1520 and the Holy Roman Emperor Charles V at the Diet of Worms in 1521 resulted in his excommunication by the Pope and condemnation as an outlaw by the Emperor.", "targets": "What did the Church do when Luther refused to retract his writings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cf44a84778f4f39af28ded36c3b2d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Football Club was formed as Dial Square in 1886 by workers at the Royal Arsenal in Woolwich, south-east London, and were renamed Royal Arsenal shortly afterwards. The club was renamed again to Woolwich Arsenal after becoming a limited company in 1893. The club became the first southern member of the Football League in 1893, starting out in the Second Division, and won promotion to the First Division in 1904. The club's relative geographic isolation resulted in lower attendances than those of other clubs, which led to the club becoming mired in financial problems and effectively bankrupt by 1910, when they were taken over by businessmen Henry Norris and William Hall. Norris sought to move the club elsewhere, and in 1913, soon after relegation back to the Second Division, Arsenal moved to the new Arsenal Stadium in Highbury, north London; they dropped \"Woolwich\" from their name the following year. Arsenal only finished in fifth place in the second division during the last pre-war competitive season of 1914\u201315, but were nevertheless elected to rejoin the First Division when competitive football resumed in 1919\u201320, at the expense of local rivals Tottenham Hotspur. Some books have reported that this election to division 1 was achieved by dubious means.", "targets": "What group from the munitions plant in Woolwich formed the Arsenal club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cf44a84778f4f39af28ded36c3b2d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Football Club was formed as Dial Square in 1886 by workers at the Royal Arsenal in Woolwich, south-east London, and were renamed Royal Arsenal shortly afterwards. The club was renamed again to Woolwich Arsenal after becoming a limited company in 1893. The club became the first southern member of the Football League in 1893, starting out in the Second Division, and won promotion to the First Division in 1904. The club's relative geographic isolation resulted in lower attendances than those of other clubs, which led to the club becoming mired in financial problems and effectively bankrupt by 1910, when they were taken over by businessmen Henry Norris and William Hall. Norris sought to move the club elsewhere, and in 1913, soon after relegation back to the Second Division, Arsenal moved to the new Arsenal Stadium in Highbury, north London; they dropped \"Woolwich\" from their name the following year. Arsenal only finished in fifth place in the second division during the last pre-war competitive season of 1914\u201315, but were nevertheless elected to rejoin the First Division when competitive football resumed in 1919\u201320, at the expense of local rivals Tottenham Hotspur. Some books have reported that this election to division 1 was achieved by dubious means.", "targets": "By what year had Arsenal become a limited company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cf44a84778f4f39af28ded36c3b2d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Football Club was formed as Dial Square in 1886 by workers at the Royal Arsenal in Woolwich, south-east London, and were renamed Royal Arsenal shortly afterwards. The club was renamed again to Woolwich Arsenal after becoming a limited company in 1893. The club became the first southern member of the Football League in 1893, starting out in the Second Division, and won promotion to the First Division in 1904. The club's relative geographic isolation resulted in lower attendances than those of other clubs, which led to the club becoming mired in financial problems and effectively bankrupt by 1910, when they were taken over by businessmen Henry Norris and William Hall. Norris sought to move the club elsewhere, and in 1913, soon after relegation back to the Second Division, Arsenal moved to the new Arsenal Stadium in Highbury, north London; they dropped \"Woolwich\" from their name the following year. Arsenal only finished in fifth place in the second division during the last pre-war competitive season of 1914\u201315, but were nevertheless elected to rejoin the First Division when competitive football resumed in 1919\u201320, at the expense of local rivals Tottenham Hotspur. Some books have reported that this election to division 1 was achieved by dubious means.", "targets": "When did Arsenal move to Arsenal Stadium in Highbury?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cf44a84778f4f39af28ded36c3b2d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Football Club was formed as Dial Square in 1886 by workers at the Royal Arsenal in Woolwich, south-east London, and were renamed Royal Arsenal shortly afterwards. The club was renamed again to Woolwich Arsenal after becoming a limited company in 1893. The club became the first southern member of the Football League in 1893, starting out in the Second Division, and won promotion to the First Division in 1904. The club's relative geographic isolation resulted in lower attendances than those of other clubs, which led to the club becoming mired in financial problems and effectively bankrupt by 1910, when they were taken over by businessmen Henry Norris and William Hall. Norris sought to move the club elsewhere, and in 1913, soon after relegation back to the Second Division, Arsenal moved to the new Arsenal Stadium in Highbury, north London; they dropped \"Woolwich\" from their name the following year. Arsenal only finished in fifth place in the second division during the last pre-war competitive season of 1914\u201315, but were nevertheless elected to rejoin the First Division when competitive football resumed in 1919\u201320, at the expense of local rivals Tottenham Hotspur. Some books have reported that this election to division 1 was achieved by dubious means.", "targets": "In which division was Arsenal ranked by the start of WWI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cf44a84778f4f39af28ded36c3b2d0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Arsenal Football Club was formed as Dial Square in 1886 by workers at the Royal Arsenal in Woolwich, south-east London, and were renamed Royal Arsenal shortly afterwards. The club was renamed again to Woolwich Arsenal after becoming a limited company in 1893. The club became the first southern member of the Football League in 1893, starting out in the Second Division, and won promotion to the First Division in 1904. The club's relative geographic isolation resulted in lower attendances than those of other clubs, which led to the club becoming mired in financial problems and effectively bankrupt by 1910, when they were taken over by businessmen Henry Norris and William Hall. Norris sought to move the club elsewhere, and in 1913, soon after relegation back to the Second Division, Arsenal moved to the new Arsenal Stadium in Highbury, north London; they dropped \"Woolwich\" from their name the following year. Arsenal only finished in fifth place in the second division during the last pre-war competitive season of 1914\u201315, but were nevertheless elected to rejoin the First Division when competitive football resumed in 1919\u201320, at the expense of local rivals Tottenham Hotspur. Some books have reported that this election to division 1 was achieved by dubious means.", "targets": "By 1920 where was Arsenal ranked in division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b1bc3d02d04cc4a159d0c7742f987d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 October 1501, at Mielnik Polish\u2013Lithuanian union was reformed at the Union of Mielnik (Polish: unia mielnicka, unia piotrkowsko-mielnicka). It was there that the tradition of the coronation Sejm (Polish: \"Sejm koronacyjny\") was founded. Once again the middle nobility (middle in wealth, not in rank) attempted to reduce the power of the magnates with a law that made them impeachable before the Senate for malfeasance. However the Act of Mielno (Polish: Przywilej mielnicki) of 25 October did more to strengthen the magnate dominated Senate of Poland then the lesser nobility. The nobles were given the right to disobey the King or his representatives\u2014in the Latin, \"non praestanda oboedientia\"\u2014and to form confederations, an armed rebellion against the king or state officers if the nobles thought that the law or their legitimate privileges were being infringed.", "targets": "When did the Mielnik Polish\u2013Lithuanian union reform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b1bc3d02d04cc4a159d0c7742f987d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 October 1501, at Mielnik Polish\u2013Lithuanian union was reformed at the Union of Mielnik (Polish: unia mielnicka, unia piotrkowsko-mielnicka). It was there that the tradition of the coronation Sejm (Polish: \"Sejm koronacyjny\") was founded. Once again the middle nobility (middle in wealth, not in rank) attempted to reduce the power of the magnates with a law that made them impeachable before the Senate for malfeasance. However the Act of Mielno (Polish: Przywilej mielnicki) of 25 October did more to strengthen the magnate dominated Senate of Poland then the lesser nobility. The nobles were given the right to disobey the King or his representatives\u2014in the Latin, \"non praestanda oboedientia\"\u2014and to form confederations, an armed rebellion against the king or state officers if the nobles thought that the law or their legitimate privileges were being infringed.", "targets": "Where was the Mielnik Polish\u2013Lithuanian union refromed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b1bc3d02d04cc4a159d0c7742f987d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 October 1501, at Mielnik Polish\u2013Lithuanian union was reformed at the Union of Mielnik (Polish: unia mielnicka, unia piotrkowsko-mielnicka). It was there that the tradition of the coronation Sejm (Polish: \"Sejm koronacyjny\") was founded. Once again the middle nobility (middle in wealth, not in rank) attempted to reduce the power of the magnates with a law that made them impeachable before the Senate for malfeasance. However the Act of Mielno (Polish: Przywilej mielnicki) of 25 October did more to strengthen the magnate dominated Senate of Poland then the lesser nobility. The nobles were given the right to disobey the King or his representatives\u2014in the Latin, \"non praestanda oboedientia\"\u2014and to form confederations, an armed rebellion against the king or state officers if the nobles thought that the law or their legitimate privileges were being infringed.", "targets": "Where was the  coronation Sejm founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b1bc3d02d04cc4a159d0c7742f987d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 October 1501, at Mielnik Polish\u2013Lithuanian union was reformed at the Union of Mielnik (Polish: unia mielnicka, unia piotrkowsko-mielnicka). It was there that the tradition of the coronation Sejm (Polish: \"Sejm koronacyjny\") was founded. Once again the middle nobility (middle in wealth, not in rank) attempted to reduce the power of the magnates with a law that made them impeachable before the Senate for malfeasance. However the Act of Mielno (Polish: Przywilej mielnicki) of 25 October did more to strengthen the magnate dominated Senate of Poland then the lesser nobility. The nobles were given the right to disobey the King or his representatives\u2014in the Latin, \"non praestanda oboedientia\"\u2014and to form confederations, an armed rebellion against the king or state officers if the nobles thought that the law or their legitimate privileges were being infringed.", "targets": "What did the actof of milno do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05b1bc3d02d04cc4a159d0c7742f987d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 23 October 1501, at Mielnik Polish\u2013Lithuanian union was reformed at the Union of Mielnik (Polish: unia mielnicka, unia piotrkowsko-mielnicka). It was there that the tradition of the coronation Sejm (Polish: \"Sejm koronacyjny\") was founded. Once again the middle nobility (middle in wealth, not in rank) attempted to reduce the power of the magnates with a law that made them impeachable before the Senate for malfeasance. However the Act of Mielno (Polish: Przywilej mielnicki) of 25 October did more to strengthen the magnate dominated Senate of Poland then the lesser nobility. The nobles were given the right to disobey the King or his representatives\u2014in the Latin, \"non praestanda oboedientia\"\u2014and to form confederations, an armed rebellion against the king or state officers if the nobles thought that the law or their legitimate privileges were being infringed.", "targets": "What right was given to the nobles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f39b3eb09a80433d9e1d68b3ff4d7488", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "^Note 2: in 1789 the Georgia Constitution was amended as follows: \"Article IV. Section 10. No person within this state shall, upon any pretense, be deprived of the inestimable privilege of worshipping God in any manner agreeable to his own conscience, nor be compelled to attend any place of worship contrary to his own faith and judgment; nor shall he ever be obliged to pay tithes, taxes, or any other rate, for the building or repairing any place of worship, or for the maintenance of any minister or ministry, contrary to what he believes to be right, or hath voluntarily engaged to do. No one religious society shall ever be established in this state, in preference to another; nor shall any person be denied the enjoyment of any civil right merely on account of his religious principles.\"", "targets": "What may no person within Georgia be deprived of the privilege of doing in any manner agreeable to them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f39b3eb09a80433d9e1d68b3ff4d7488", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "^Note 2: in 1789 the Georgia Constitution was amended as follows: \"Article IV. Section 10. No person within this state shall, upon any pretense, be deprived of the inestimable privilege of worshipping God in any manner agreeable to his own conscience, nor be compelled to attend any place of worship contrary to his own faith and judgment; nor shall he ever be obliged to pay tithes, taxes, or any other rate, for the building or repairing any place of worship, or for the maintenance of any minister or ministry, contrary to what he believes to be right, or hath voluntarily engaged to do. No one religious society shall ever be established in this state, in preference to another; nor shall any person be denied the enjoyment of any civil right merely on account of his religious principles.\"", "targets": "When was the Georgia Constitution amended to add Article IV, Section 10?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f39b3eb09a80433d9e1d68b3ff4d7488", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "^Note 2: in 1789 the Georgia Constitution was amended as follows: \"Article IV. Section 10. No person within this state shall, upon any pretense, be deprived of the inestimable privilege of worshipping God in any manner agreeable to his own conscience, nor be compelled to attend any place of worship contrary to his own faith and judgment; nor shall he ever be obliged to pay tithes, taxes, or any other rate, for the building or repairing any place of worship, or for the maintenance of any minister or ministry, contrary to what he believes to be right, or hath voluntarily engaged to do. No one religious society shall ever be established in this state, in preference to another; nor shall any person be denied the enjoyment of any civil right merely on account of his religious principles.\"", "targets": "What can a citizen of Georgia not be compelled to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f39b3eb09a80433d9e1d68b3ff4d7488", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "^Note 2: in 1789 the Georgia Constitution was amended as follows: \"Article IV. Section 10. No person within this state shall, upon any pretense, be deprived of the inestimable privilege of worshipping God in any manner agreeable to his own conscience, nor be compelled to attend any place of worship contrary to his own faith and judgment; nor shall he ever be obliged to pay tithes, taxes, or any other rate, for the building or repairing any place of worship, or for the maintenance of any minister or ministry, contrary to what he believes to be right, or hath voluntarily engaged to do. No one religious society shall ever be established in this state, in preference to another; nor shall any person be denied the enjoyment of any civil right merely on account of his religious principles.\"", "targets": "What is constitutionally forbidden to be established in the state of Georgia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f39b3eb09a80433d9e1d68b3ff4d7488", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "^Note 2: in 1789 the Georgia Constitution was amended as follows: \"Article IV. Section 10. No person within this state shall, upon any pretense, be deprived of the inestimable privilege of worshipping God in any manner agreeable to his own conscience, nor be compelled to attend any place of worship contrary to his own faith and judgment; nor shall he ever be obliged to pay tithes, taxes, or any other rate, for the building or repairing any place of worship, or for the maintenance of any minister or ministry, contrary to what he believes to be right, or hath voluntarily engaged to do. No one religious society shall ever be established in this state, in preference to another; nor shall any person be denied the enjoyment of any civil right merely on account of his religious principles.\"", "targets": "What will no person be denied the enjoyment of in Georgia based on their religious principles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "How many siblings did Tesla have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "What language did Tesla study while in school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "In what year did Tesla's family move to Gospic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "What was Tesla's brother's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "What were Tesla's sisters' names?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "What happened to Dane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "Where did the family move in 1862?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a427fcab4d64cf98a9bd5f1d8eeed5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla was the fourth of five children. He had an older brother named Dane and three sisters, Milka, Angelina and Marica. Dane was killed in a horse-riding accident when Nikola was five. In 1861, Tesla attended the \"Lower\" or \"Primary\" School in Smiljan where he studied German, arithmetic, and religion. In 1862, the Tesla family moved to Gospi\u0107, Austrian Empire, where Tesla's father worked as a pastor. Nikola completed \"Lower\" or \"Primary\" School, followed by the \"Lower Real Gymnasium\" or \"Normal School.\"", "targets": "What job did Tesla's father have in Gospic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45fe9f0c6cbf4a06890e5827f4b77e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These patterns of discrimination against non-whites have led some academic and other activists to advocate for use of the Portuguese term negro to encompass all African-descended people, in order to stimulate a \"black\" consciousness and identity. This proposal has been criticized since the term pardo is considered to include a wide range of multiracial people, such as caboclos (mestizos), assimilated Amerindians and tri-racials, not only people of partial African and European descent. Trying to identify this entire group as \"black\" would be a false imposition of a different identity from outside the culture and deny people their other, equally valid, ancestries and cultures. It seems a one-drop rule in reverse.", "targets": "What would scholars like the term \"Negro\" to include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45fe9f0c6cbf4a06890e5827f4b77e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These patterns of discrimination against non-whites have led some academic and other activists to advocate for use of the Portuguese term negro to encompass all African-descended people, in order to stimulate a \"black\" consciousness and identity. This proposal has been criticized since the term pardo is considered to include a wide range of multiracial people, such as caboclos (mestizos), assimilated Amerindians and tri-racials, not only people of partial African and European descent. Trying to identify this entire group as \"black\" would be a false imposition of a different identity from outside the culture and deny people their other, equally valid, ancestries and cultures. It seems a one-drop rule in reverse.", "targets": "What does this aim to stimulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45fe9f0c6cbf4a06890e5827f4b77e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These patterns of discrimination against non-whites have led some academic and other activists to advocate for use of the Portuguese term negro to encompass all African-descended people, in order to stimulate a \"black\" consciousness and identity. This proposal has been criticized since the term pardo is considered to include a wide range of multiracial people, such as caboclos (mestizos), assimilated Amerindians and tri-racials, not only people of partial African and European descent. Trying to identify this entire group as \"black\" would be a false imposition of a different identity from outside the culture and deny people their other, equally valid, ancestries and cultures. It seems a one-drop rule in reverse.", "targets": "What does the term \"pardo\" include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-45fe9f0c6cbf4a06890e5827f4b77e57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "These patterns of discrimination against non-whites have led some academic and other activists to advocate for use of the Portuguese term negro to encompass all African-descended people, in order to stimulate a \"black\" consciousness and identity. This proposal has been criticized since the term pardo is considered to include a wide range of multiracial people, such as caboclos (mestizos), assimilated Amerindians and tri-racials, not only people of partial African and European descent. Trying to identify this entire group as \"black\" would be a false imposition of a different identity from outside the culture and deny people their other, equally valid, ancestries and cultures. It seems a one-drop rule in reverse.", "targets": "What does caboclos mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7068f4c7843e4a64af34805d9221a24e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principles of phonological analysis can be applied independently of modality because they are designed to serve as general analytical tools, not language-specific ones. The same principles have been applied to the analysis of sign languages (see Phonemes in sign languages), even though the sub-lexical units are not instantiated as speech sounds.", "targets": "Instead of being language-specific what kind of tools are the principles of phonological analysis designed to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7068f4c7843e4a64af34805d9221a24e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principles of phonological analysis can be applied independently of modality because they are designed to serve as general analytical tools, not language-specific ones. The same principles have been applied to the analysis of sign languages (see Phonemes in sign languages), even though the sub-lexical units are not instantiated as speech sounds.", "targets": "What other types of language have the phonological analysis principles been applied to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7068f4c7843e4a64af34805d9221a24e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principles of phonological analysis can be applied independently of modality because they are designed to serve as general analytical tools, not language-specific ones. The same principles have been applied to the analysis of sign languages (see Phonemes in sign languages), even though the sub-lexical units are not instantiated as speech sounds.", "targets": "What are the principles of phonological analysis able to be applied separately from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7068f4c7843e4a64af34805d9221a24e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principles of phonological analysis can be applied independently of modality because they are designed to serve as general analytical tools, not language-specific ones. The same principles have been applied to the analysis of sign languages (see Phonemes in sign languages), even though the sub-lexical units are not instantiated as speech sounds.", "targets": "In sign languages what are not represented as instances of speech sounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5690d427b254c97919e6dc808d00e24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of East Jerusalem in any future peace settlement has at times been a difficult issue in negotiations between Israeli governments and representatives of the Palestinians, as Israel views it as its sovereign territory, as well as part of its capital. Most negotiations relating to the territories have been on the basis of United Nations Security Council Resolution 242, which emphasises \"the inadmissibility of the acquisition of territory by war\", and calls on Israel to withdraw from occupied territories in return for normalization of relations with Arab states, a principle known as \"Land for peace\".", "targets": "Israel views East Jerusalem as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5690d427b254c97919e6dc808d00e24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of East Jerusalem in any future peace settlement has at times been a difficult issue in negotiations between Israeli governments and representatives of the Palestinians, as Israel views it as its sovereign territory, as well as part of its capital. Most negotiations relating to the territories have been on the basis of United Nations Security Council Resolution 242, which emphasises \"the inadmissibility of the acquisition of territory by war\", and calls on Israel to withdraw from occupied territories in return for normalization of relations with Arab states, a principle known as \"Land for peace\".", "targets": "What emphasises the inadmissability of the acquisition of territory by war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5690d427b254c97919e6dc808d00e24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The status of East Jerusalem in any future peace settlement has at times been a difficult issue in negotiations between Israeli governments and representatives of the Palestinians, as Israel views it as its sovereign territory, as well as part of its capital. Most negotiations relating to the territories have been on the basis of United Nations Security Council Resolution 242, which emphasises \"the inadmissibility of the acquisition of territory by war\", and calls on Israel to withdraw from occupied territories in return for normalization of relations with Arab states, a principle known as \"Land for peace\".", "targets": "What is the principle of normalization of relations with Arab states?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d1783c8364f457fb7caa04505f176ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The three latest satellites will jointly undergo testing of a new system of navigation signaling and inter-satellite links, and start providing navigation services when ready.", "targets": "What will the three latest satellites provide after testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d1783c8364f457fb7caa04505f176ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The three latest satellites will jointly undergo testing of a new system of navigation signaling and inter-satellite links, and start providing navigation services when ready.", "targets": "What kind of testing will be performed on the three latest satellites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d1783c8364f457fb7caa04505f176ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The three latest satellites will jointly undergo testing of a new system of navigation signaling and inter-satellite links, and start providing navigation services when ready.", "targets": "How many satellites will be used to test a new system of navigation signaling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d575c3496e2491485c8233dd254722d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 10, 1962, Vice President Johnson addressed the Second National Conference on the Peaceful Uses of Space revealing that the United States and the USSR both supported a resolution passed by the Political Committee of the UN General Assembly on December 1962, which not only urged member nations to \"extend the rules of international law to outer space,\" but to also cooperate in its exploration. Following the passing of this resolution, Kennedy commenced his communications proposing a cooperative American/Soviet space program.", "targets": "A problem was resolved by whom when both the US and the USSR supported a cooperative space program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2d575c3496e2491485c8233dd254722d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On May 10, 1962, Vice President Johnson addressed the Second National Conference on the Peaceful Uses of Space revealing that the United States and the USSR both supported a resolution passed by the Political Committee of the UN General Assembly on December 1962, which not only urged member nations to \"extend the rules of international law to outer space,\" but to also cooperate in its exploration. Following the passing of this resolution, Kennedy commenced his communications proposing a cooperative American/Soviet space program.", "targets": "The cooperative space program was passed on what date?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e57a2f7f96844feb6beff8fcb7188e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was sacked in 1338 by French, Genoese and Monegasque ships (under Charles Grimaldi, who used the plunder to help found the principality of Monaco). On visiting Southampton in 1339, Edward III ordered that walls be built to 'close the town'. The extensive rebuilding\u2014part of the walls dates from 1175\u2014culminated in the completion of the western walls in 1380. Roughly half of the walls, 13 of the original towers, and six gates survive.", "targets": "Who led the invasion of Southampton in the 14th century by the French and others?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e57a2f7f96844feb6beff8fcb7188e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was sacked in 1338 by French, Genoese and Monegasque ships (under Charles Grimaldi, who used the plunder to help found the principality of Monaco). On visiting Southampton in 1339, Edward III ordered that walls be built to 'close the town'. The extensive rebuilding\u2014part of the walls dates from 1175\u2014culminated in the completion of the western walls in 1380. Roughly half of the walls, 13 of the original towers, and six gates survive.", "targets": "What principality did Grimaldi set up with the profits from plundering Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e57a2f7f96844feb6beff8fcb7188e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was sacked in 1338 by French, Genoese and Monegasque ships (under Charles Grimaldi, who used the plunder to help found the principality of Monaco). On visiting Southampton in 1339, Edward III ordered that walls be built to 'close the town'. The extensive rebuilding\u2014part of the walls dates from 1175\u2014culminated in the completion of the western walls in 1380. Roughly half of the walls, 13 of the original towers, and six gates survive.", "targets": "What year did Edward III show up in Southampton and tell them to build walls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e57a2f7f96844feb6beff8fcb7188e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was sacked in 1338 by French, Genoese and Monegasque ships (under Charles Grimaldi, who used the plunder to help found the principality of Monaco). On visiting Southampton in 1339, Edward III ordered that walls be built to 'close the town'. The extensive rebuilding\u2014part of the walls dates from 1175\u2014culminated in the completion of the western walls in 1380. Roughly half of the walls, 13 of the original towers, and six gates survive.", "targets": "How many of the original towers from Southampton's walls are still standing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e57a2f7f96844feb6beff8fcb7188e8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The town was sacked in 1338 by French, Genoese and Monegasque ships (under Charles Grimaldi, who used the plunder to help found the principality of Monaco). On visiting Southampton in 1339, Edward III ordered that walls be built to 'close the town'. The extensive rebuilding\u2014part of the walls dates from 1175\u2014culminated in the completion of the western walls in 1380. Roughly half of the walls, 13 of the original towers, and six gates survive.", "targets": "The oldest section of the original wall around the town dates from what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc578f2553a4296a3454328cb5e6337", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla later approached Morgan to ask for more funds to build a more powerful transmitter. When asked where all the money had gone, Tesla responded by saying that he was affected by the Panic of 1901, which he (Morgan) had caused. Morgan was shocked by the reminder of his part in the stock market crash and by Tesla's breach of contract by asking for more funds. Tesla wrote another plea to Morgan, but it was also fruitless. Morgan still owed Tesla money on the original agreement, and Tesla had been facing foreclosure even before construction of the tower began.", "targets": "Who did Tesla try to get money from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc578f2553a4296a3454328cb5e6337", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla later approached Morgan to ask for more funds to build a more powerful transmitter. When asked where all the money had gone, Tesla responded by saying that he was affected by the Panic of 1901, which he (Morgan) had caused. Morgan was shocked by the reminder of his part in the stock market crash and by Tesla's breach of contract by asking for more funds. Tesla wrote another plea to Morgan, but it was also fruitless. Morgan still owed Tesla money on the original agreement, and Tesla had been facing foreclosure even before construction of the tower began.", "targets": "On what did Tesla blame for the loss of the initial money?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cc578f2553a4296a3454328cb5e6337", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tesla later approached Morgan to ask for more funds to build a more powerful transmitter. When asked where all the money had gone, Tesla responded by saying that he was affected by the Panic of 1901, which he (Morgan) had caused. Morgan was shocked by the reminder of his part in the stock market crash and by Tesla's breach of contract by asking for more funds. Tesla wrote another plea to Morgan, but it was also fruitless. Morgan still owed Tesla money on the original agreement, and Tesla had been facing foreclosure even before construction of the tower began.", "targets": "How did Morgan react to the request?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc328a0ad4f4bf39eefd91d60cb11b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of the Congo's sparse population is concentrated in the southwestern portion of the country, leaving the vast areas of tropical jungle in the north virtually uninhabited. Thus, Congo is one of the most urbanized countries in Africa, with 70% of its total population living in a few urban areas, namely in Brazzaville, Pointe-Noire or one of the small cities or villages lining the 534-kilometre (332 mi) railway which connects the two cities. In rural areas, industrial and commercial activity has declined rapidly in recent years, leaving rural economies dependent on the government for support and subsistence.", "targets": "In what part of the country can most of the Congo's citizens be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1dc328a0ad4f4bf39eefd91d60cb11b7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Republic of the Congo's sparse population is concentrated in the southwestern portion of the country, leaving the vast areas of tropical jungle in the north virtually uninhabited. Thus, Congo is one of the most urbanized countries in Africa, with 70% of its total population living in a few urban areas, namely in Brazzaville, Pointe-Noire or one of the small cities or villages lining the 534-kilometre (332 mi) railway which connects the two cities. In rural areas, industrial and commercial activity has declined rapidly in recent years, leaving rural economies dependent on the government for support and subsistence.", "targets": "How long is the track connecting Brazzaville and Pointe-Noire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35edfa8b3b6841bf89762d0f2c499b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A uniquely Creole tradition is the touloulous. These women wear decorative gowns, gloves, masks and headdresses that cover them completely, making them unrecognisable, even to the colour of their skin. On Friday and Saturday nights of Carnival, touloulou balls are held in so-called universities; in reality, large dance halls that open only at Carnival time. Touloulous get in free, and are even given condoms in the interest of the sexual health of the community. Men attend the balls, but they pay admittance and are not disguised. The touloulous pick their dance partners, who may not refuse. The setup is designed to make it easy for a woman to create a temporary liaison with a man in total anonymity. Undisguised women are not welcomed. By tradition, if such a woman gets up to dance, the orchestra stops playing. Alcohol is served at bars \u2013 the disguised women whisper to the men \"touloulou thirsty\", at which a round of drinks is expected, to be drunk through a straw protect their anonymity.", "targets": "What is a tradition unique to the Creole people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35edfa8b3b6841bf89762d0f2c499b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A uniquely Creole tradition is the touloulous. These women wear decorative gowns, gloves, masks and headdresses that cover them completely, making them unrecognisable, even to the colour of their skin. On Friday and Saturday nights of Carnival, touloulou balls are held in so-called universities; in reality, large dance halls that open only at Carnival time. Touloulous get in free, and are even given condoms in the interest of the sexual health of the community. Men attend the balls, but they pay admittance and are not disguised. The touloulous pick their dance partners, who may not refuse. The setup is designed to make it easy for a woman to create a temporary liaison with a man in total anonymity. Undisguised women are not welcomed. By tradition, if such a woman gets up to dance, the orchestra stops playing. Alcohol is served at bars \u2013 the disguised women whisper to the men \"touloulou thirsty\", at which a round of drinks is expected, to be drunk through a straw protect their anonymity.", "targets": "Why are Touloulous given free condoms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35edfa8b3b6841bf89762d0f2c499b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A uniquely Creole tradition is the touloulous. These women wear decorative gowns, gloves, masks and headdresses that cover them completely, making them unrecognisable, even to the colour of their skin. On Friday and Saturday nights of Carnival, touloulou balls are held in so-called universities; in reality, large dance halls that open only at Carnival time. Touloulous get in free, and are even given condoms in the interest of the sexual health of the community. Men attend the balls, but they pay admittance and are not disguised. The touloulous pick their dance partners, who may not refuse. The setup is designed to make it easy for a woman to create a temporary liaison with a man in total anonymity. Undisguised women are not welcomed. By tradition, if such a woman gets up to dance, the orchestra stops playing. Alcohol is served at bars \u2013 the disguised women whisper to the men \"touloulou thirsty\", at which a round of drinks is expected, to be drunk through a straw protect their anonymity.", "targets": "What do men have to do to be allowed into the balls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35edfa8b3b6841bf89762d0f2c499b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A uniquely Creole tradition is the touloulous. These women wear decorative gowns, gloves, masks and headdresses that cover them completely, making them unrecognisable, even to the colour of their skin. On Friday and Saturday nights of Carnival, touloulou balls are held in so-called universities; in reality, large dance halls that open only at Carnival time. Touloulous get in free, and are even given condoms in the interest of the sexual health of the community. Men attend the balls, but they pay admittance and are not disguised. The touloulous pick their dance partners, who may not refuse. The setup is designed to make it easy for a woman to create a temporary liaison with a man in total anonymity. Undisguised women are not welcomed. By tradition, if such a woman gets up to dance, the orchestra stops playing. Alcohol is served at bars \u2013 the disguised women whisper to the men \"touloulou thirsty\", at which a round of drinks is expected, to be drunk through a straw protect their anonymity.", "targets": "What are the touloulous' dance partners not allowed to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-35edfa8b3b6841bf89762d0f2c499b87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A uniquely Creole tradition is the touloulous. These women wear decorative gowns, gloves, masks and headdresses that cover them completely, making them unrecognisable, even to the colour of their skin. On Friday and Saturday nights of Carnival, touloulou balls are held in so-called universities; in reality, large dance halls that open only at Carnival time. Touloulous get in free, and are even given condoms in the interest of the sexual health of the community. Men attend the balls, but they pay admittance and are not disguised. The touloulous pick their dance partners, who may not refuse. The setup is designed to make it easy for a woman to create a temporary liaison with a man in total anonymity. Undisguised women are not welcomed. By tradition, if such a woman gets up to dance, the orchestra stops playing. Alcohol is served at bars \u2013 the disguised women whisper to the men \"touloulou thirsty\", at which a round of drinks is expected, to be drunk through a straw protect their anonymity.", "targets": "Why do the women drink through a straw? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb47c9188f64c7fadcc7f48bc72c114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvalu (i/tu\u02d0\u02c8v\u0251\u02d0lu\u02d0/ too-VAH-loo or /\u02c8tu\u02d0v\u0259lu\u02d0/ TOO-v\u0259-loo), formerly known as the Ellice Islands, is a Polynesian island nation located in the Pacific Ocean, midway between Hawaii and Australia. It comprises three reef islands and six true atolls spread out between the latitude of 5\u00b0 to 10\u00b0 south and longitude of 176\u00b0 to 180\u00b0, west of the International Date Line. Its nearest neighbours are Kiribati, Nauru, Samoa and Fiji. Tuvalu has a population of 10,640 (2012 census). The total land area of the islands of Tuvalu is 26 square kilometres (10 sq mi).", "targets": "What is the previous name of Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb47c9188f64c7fadcc7f48bc72c114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvalu (i/tu\u02d0\u02c8v\u0251\u02d0lu\u02d0/ too-VAH-loo or /\u02c8tu\u02d0v\u0259lu\u02d0/ TOO-v\u0259-loo), formerly known as the Ellice Islands, is a Polynesian island nation located in the Pacific Ocean, midway between Hawaii and Australia. It comprises three reef islands and six true atolls spread out between the latitude of 5\u00b0 to 10\u00b0 south and longitude of 176\u00b0 to 180\u00b0, west of the International Date Line. Its nearest neighbours are Kiribati, Nauru, Samoa and Fiji. Tuvalu has a population of 10,640 (2012 census). The total land area of the islands of Tuvalu is 26 square kilometres (10 sq mi).", "targets": "In which ocean is Tuvalu found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb47c9188f64c7fadcc7f48bc72c114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvalu (i/tu\u02d0\u02c8v\u0251\u02d0lu\u02d0/ too-VAH-loo or /\u02c8tu\u02d0v\u0259lu\u02d0/ TOO-v\u0259-loo), formerly known as the Ellice Islands, is a Polynesian island nation located in the Pacific Ocean, midway between Hawaii and Australia. It comprises three reef islands and six true atolls spread out between the latitude of 5\u00b0 to 10\u00b0 south and longitude of 176\u00b0 to 180\u00b0, west of the International Date Line. Its nearest neighbours are Kiribati, Nauru, Samoa and Fiji. Tuvalu has a population of 10,640 (2012 census). The total land area of the islands of Tuvalu is 26 square kilometres (10 sq mi).", "targets": "Between what land areas is Tuvalu located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb47c9188f64c7fadcc7f48bc72c114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvalu (i/tu\u02d0\u02c8v\u0251\u02d0lu\u02d0/ too-VAH-loo or /\u02c8tu\u02d0v\u0259lu\u02d0/ TOO-v\u0259-loo), formerly known as the Ellice Islands, is a Polynesian island nation located in the Pacific Ocean, midway between Hawaii and Australia. It comprises three reef islands and six true atolls spread out between the latitude of 5\u00b0 to 10\u00b0 south and longitude of 176\u00b0 to 180\u00b0, west of the International Date Line. Its nearest neighbours are Kiribati, Nauru, Samoa and Fiji. Tuvalu has a population of 10,640 (2012 census). The total land area of the islands of Tuvalu is 26 square kilometres (10 sq mi).", "targets": "According the the 2012 census, how many people live on the Tuvalu islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9fb47c9188f64c7fadcc7f48bc72c114", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tuvalu (i/tu\u02d0\u02c8v\u0251\u02d0lu\u02d0/ too-VAH-loo or /\u02c8tu\u02d0v\u0259lu\u02d0/ TOO-v\u0259-loo), formerly known as the Ellice Islands, is a Polynesian island nation located in the Pacific Ocean, midway between Hawaii and Australia. It comprises three reef islands and six true atolls spread out between the latitude of 5\u00b0 to 10\u00b0 south and longitude of 176\u00b0 to 180\u00b0, west of the International Date Line. Its nearest neighbours are Kiribati, Nauru, Samoa and Fiji. Tuvalu has a population of 10,640 (2012 census). The total land area of the islands of Tuvalu is 26 square kilometres (10 sq mi).", "targets": "What originally formed the Tuvalu islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "What do Islamic anti-masonics link Freemasonry to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "Why do muslim anti-masonics believe that the Freemasons want to destroy the Al-Aqsa Mosque?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "What is another group that anti-masonic muslims link to zionism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "What are most of the arguements by anti-masonic muslims centered on? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "Who's interests are the muslin anti-masonics afraid that the Freemasons are protecting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "What do many Islamic and anti-Masonic argue about Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "Some Muslims argue that Freemasonry promotes what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7b125898954b4384bb1e1813e95ea5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many Islamic anti-Masonic arguments are closely tied to both antisemitism and Anti-Zionism, though other criticisms are made such as linking Freemasonry to al-Masih ad-Dajjal (the false Messiah). Some Muslim anti-Masons argue that Freemasonry promotes the interests of the Jews around the world and that one of its aims is to destroy the Al-Aqsa Mosque in order to rebuild the Temple of Solomon in Jerusalem. In article 28 of its Covenant, Hamas states that Freemasonry, Rotary, and other similar groups \"work in the interest of Zionism and according to its instructions ...\"", "targets": "What article states that Freemasonry work in the interest of Zionism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d4f2d7bb9a1472bbbb5db0b34374032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, performance enhancements cannot be generalized as the benefits and limitations of the system are dependent on many factors. One problem is that the system is subject to gaming. Sometimes, one person enters the destination for a large group of people going to the same floor. The dispatching algorithm is usually unable to completely cater for the variation, and latecomers may find the elevator they are assigned to is already full. Also, occasionally, one person may press the floor multiple times. This is common with up/down buttons when people believe this to be an effective way to hurry elevators. However, this will make the computer think multiple people are waiting and will allocate empty cars to serve this one person.", "targets": "What is one example of a limitation on the system? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d4f2d7bb9a1472bbbb5db0b34374032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, performance enhancements cannot be generalized as the benefits and limitations of the system are dependent on many factors. One problem is that the system is subject to gaming. Sometimes, one person enters the destination for a large group of people going to the same floor. The dispatching algorithm is usually unable to completely cater for the variation, and latecomers may find the elevator they are assigned to is already full. Also, occasionally, one person may press the floor multiple times. This is common with up/down buttons when people believe this to be an effective way to hurry elevators. However, this will make the computer think multiple people are waiting and will allocate empty cars to serve this one person.", "targets": "What is generally unable to support variations in the number of people for a particular destination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d4f2d7bb9a1472bbbb5db0b34374032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, performance enhancements cannot be generalized as the benefits and limitations of the system are dependent on many factors. One problem is that the system is subject to gaming. Sometimes, one person enters the destination for a large group of people going to the same floor. The dispatching algorithm is usually unable to completely cater for the variation, and latecomers may find the elevator they are assigned to is already full. Also, occasionally, one person may press the floor multiple times. This is common with up/down buttons when people believe this to be an effective way to hurry elevators. However, this will make the computer think multiple people are waiting and will allocate empty cars to serve this one person.", "targets": "For what reason do people repeatedly push the up/down buttons on a panel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d4f2d7bb9a1472bbbb5db0b34374032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, performance enhancements cannot be generalized as the benefits and limitations of the system are dependent on many factors. One problem is that the system is subject to gaming. Sometimes, one person enters the destination for a large group of people going to the same floor. The dispatching algorithm is usually unable to completely cater for the variation, and latecomers may find the elevator they are assigned to is already full. Also, occasionally, one person may press the floor multiple times. This is common with up/down buttons when people believe this to be an effective way to hurry elevators. However, this will make the computer think multiple people are waiting and will allocate empty cars to serve this one person.", "targets": "Why is this a bad practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7994102bf4f04fa9b17bf4490f0be591", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete technical disclosure of the Columbia LP by Peter C. Goldmark, Rene' Snepvangers and William S. Bachman in 1949 made it possible for a great variety of record companies to get into the business of making long playing records. The business grew quickly and interest spread in high fidelity sound and the do-it-yourself market for pickups, turntables, amplifier kits, loudspeaker enclosure plans, and AM/FM radio tuners. The LP record for longer works, 45 rpm for pop music, and FM radio became high fidelity program sources in demand. Radio listeners heard recordings broadcast and this in turn generated more record sales. The industry flourished.", "targets": "When was the business booming for do it yourself sound fanatics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7994102bf4f04fa9b17bf4490f0be591", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete technical disclosure of the Columbia LP by Peter C. Goldmark, Rene' Snepvangers and William S. Bachman in 1949 made it possible for a great variety of record companies to get into the business of making long playing records. The business grew quickly and interest spread in high fidelity sound and the do-it-yourself market for pickups, turntables, amplifier kits, loudspeaker enclosure plans, and AM/FM radio tuners. The LP record for longer works, 45 rpm for pop music, and FM radio became high fidelity program sources in demand. Radio listeners heard recordings broadcast and this in turn generated more record sales. The industry flourished.", "targets": "What kind of recordings worked best for pop music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7994102bf4f04fa9b17bf4490f0be591", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete technical disclosure of the Columbia LP by Peter C. Goldmark, Rene' Snepvangers and William S. Bachman in 1949 made it possible for a great variety of record companies to get into the business of making long playing records. The business grew quickly and interest spread in high fidelity sound and the do-it-yourself market for pickups, turntables, amplifier kits, loudspeaker enclosure plans, and AM/FM radio tuners. The LP record for longer works, 45 rpm for pop music, and FM radio became high fidelity program sources in demand. Radio listeners heard recordings broadcast and this in turn generated more record sales. The industry flourished.", "targets": "What was used for longer recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7994102bf4f04fa9b17bf4490f0be591", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete technical disclosure of the Columbia LP by Peter C. Goldmark, Rene' Snepvangers and William S. Bachman in 1949 made it possible for a great variety of record companies to get into the business of making long playing records. The business grew quickly and interest spread in high fidelity sound and the do-it-yourself market for pickups, turntables, amplifier kits, loudspeaker enclosure plans, and AM/FM radio tuners. The LP record for longer works, 45 rpm for pop music, and FM radio became high fidelity program sources in demand. Radio listeners heard recordings broadcast and this in turn generated more record sales. The industry flourished.", "targets": "What opened doors for long recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7994102bf4f04fa9b17bf4490f0be591", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The complete technical disclosure of the Columbia LP by Peter C. Goldmark, Rene' Snepvangers and William S. Bachman in 1949 made it possible for a great variety of record companies to get into the business of making long playing records. The business grew quickly and interest spread in high fidelity sound and the do-it-yourself market for pickups, turntables, amplifier kits, loudspeaker enclosure plans, and AM/FM radio tuners. The LP record for longer works, 45 rpm for pop music, and FM radio became high fidelity program sources in demand. Radio listeners heard recordings broadcast and this in turn generated more record sales. The industry flourished.", "targets": "What aided in records sales in the 1950s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "When was the low point for English football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "Why was there a low point for English football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "Why were the English clubs banned from European competition in the 1980's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "Had the Football League First Division ever been in the top level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "In which year were English football clubs banned from competition in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "How long were the clubs banned for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "What did English players do after the ban?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-132d4f2936e14e7f874cb548c14d1d97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite significant European success during the 1970s and early 1980s, the late '80s had marked a low point for English football. Stadiums were crumbling, supporters endured poor facilities, hooliganism was rife, and English clubs were banned from European competition for five years following the Heysel Stadium disaster in 1985. The Football League First Division, which had been the top level of English football since 1888, was well behind leagues such as Italy's Serie A and Spain's La Liga in attendances and revenues, and several top English players had moved abroad.", "targets": "When attendance dropped to the Football League First Division, what else decreased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3432d582c16f4767843fa00824c93d46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was \u2013 and is \u2013 far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany.", "targets": "What was the name of the time the Upper Rhine form a border between France and Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3432d582c16f4767843fa00824c93d46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was \u2013 and is \u2013 far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany.", "targets": "What was a long term goal of French foreign policy along the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3432d582c16f4767843fa00824c93d46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was \u2013 and is \u2013 far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany.", "targets": "Who established the Confederation of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3432d582c16f4767843fa00824c93d46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was \u2013 and is \u2013 far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany.", "targets": "When was the confederation of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3432d582c16f4767843fa00824c93d46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the Peace of Westphalia, the Upper Rhine formed a contentious border between France and Germany. Establishing \"natural borders\" on the Rhine was a long-term goal of French foreign policy, since the Middle Ages, though the language border was \u2013 and is \u2013 far more to the west. French leaders, such as Louis XIV and Napoleon Bonaparte, tried with varying degrees of success to annex lands west of the Rhine. The Confederation of the Rhine was established by Napoleon, as a French client state, in 1806 and lasted until 1814, during which time it served as a significant source of resources and military manpower for the First French Empire. In 1840, the Rhine crisis, prompted by French prime minister Adolphe Thiers's desire to reinstate the Rhine as a natural border, led to a diplomatic crisis and a wave of nationalism in Germany.", "targets": "When was the Rhine crisis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fa81ae78f7049b186a25a61083d2bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; \"music\" is muzyka in Polish and \u043c\u0443\u0437\u044b\u043a\u0430 (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languages\u2014for example, robot (from robota, \"labor\") and polka (from polka, \"Polish woman\" or from \"p\u016flka\" \"half\").", "targets": "In Czech, what are loanwords from other languages associated with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fa81ae78f7049b186a25a61083d2bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; \"music\" is muzyka in Polish and \u043c\u0443\u0437\u044b\u043a\u0430 (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languages\u2014for example, robot (from robota, \"labor\") and polka (from polka, \"Polish woman\" or from \"p\u016flka\" \"half\").", "targets": "What word roots in the 19th century were rejected in favor of words with more common Slavic roots?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fa81ae78f7049b186a25a61083d2bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; \"music\" is muzyka in Polish and \u043c\u0443\u0437\u044b\u043a\u0430 (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languages\u2014for example, robot (from robota, \"labor\") and polka (from polka, \"Polish woman\" or from \"p\u016flka\" \"half\").", "targets": "How does one say the word \"music\" in Czech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fa81ae78f7049b186a25a61083d2bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; \"music\" is muzyka in Polish and \u043c\u0443\u0437\u044b\u043a\u0430 (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languages\u2014for example, robot (from robota, \"labor\") and polka (from polka, \"Polish woman\" or from \"p\u016flka\" \"half\").", "targets": "What Czech word did the English \"robot\" derive from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fa81ae78f7049b186a25a61083d2bbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although older German loanwords were colloquial, recent borrowings from other languages are associated with high culture. During the nineteenth century, words with Greek and Latin roots were rejected in favor of those based on older Czech words and common Slavic roots; \"music\" is muzyka in Polish and \u043c\u0443\u0437\u044b\u043a\u0430 (muzyka) in Russian, but in Czech it is hudba. Some Czech words have been borrowed as loanwords into English and other languages\u2014for example, robot (from robota, \"labor\") and polka (from polka, \"Polish woman\" or from \"p\u016flka\" \"half\").", "targets": "What is the meaning of the Czech word \"robota\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204010766d664a39bcc5cc4bcd809c09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia enjoyed strong economic growth over the last decade, much of it spurred by tourism and the construction industry,[citation needed] with concurrent development and expansion of telecommunications and transport. The city's economy is service-oriented, as nearly 84% of the working population is employed in service sector occupations[citation needed]. However, the city still maintains an important industrial base, with 5.5% of the population employed in this sector. Agricultural activities are still carried on in the municipality, even though of relatively minor importance with only 1.9% of the working population and 3973 hectares planted mostly in orchards and citrus groves.", "targets": "What is the main type of employment in Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204010766d664a39bcc5cc4bcd809c09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia enjoyed strong economic growth over the last decade, much of it spurred by tourism and the construction industry,[citation needed] with concurrent development and expansion of telecommunications and transport. The city's economy is service-oriented, as nearly 84% of the working population is employed in service sector occupations[citation needed]. However, the city still maintains an important industrial base, with 5.5% of the population employed in this sector. Agricultural activities are still carried on in the municipality, even though of relatively minor importance with only 1.9% of the working population and 3973 hectares planted mostly in orchards and citrus groves.", "targets": "What percentage of Valencia's workers are employed in industry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204010766d664a39bcc5cc4bcd809c09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia enjoyed strong economic growth over the last decade, much of it spurred by tourism and the construction industry,[citation needed] with concurrent development and expansion of telecommunications and transport. The city's economy is service-oriented, as nearly 84% of the working population is employed in service sector occupations[citation needed]. However, the city still maintains an important industrial base, with 5.5% of the population employed in this sector. Agricultural activities are still carried on in the municipality, even though of relatively minor importance with only 1.9% of the working population and 3973 hectares planted mostly in orchards and citrus groves.", "targets": "What percentage of Valencia's workers are employed in the agricultural sector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204010766d664a39bcc5cc4bcd809c09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia enjoyed strong economic growth over the last decade, much of it spurred by tourism and the construction industry,[citation needed] with concurrent development and expansion of telecommunications and transport. The city's economy is service-oriented, as nearly 84% of the working population is employed in service sector occupations[citation needed]. However, the city still maintains an important industrial base, with 5.5% of the population employed in this sector. Agricultural activities are still carried on in the municipality, even though of relatively minor importance with only 1.9% of the working population and 3973 hectares planted mostly in orchards and citrus groves.", "targets": "How much of Valencia's land is used for agriculture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-204010766d664a39bcc5cc4bcd809c09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Valencia enjoyed strong economic growth over the last decade, much of it spurred by tourism and the construction industry,[citation needed] with concurrent development and expansion of telecommunications and transport. The city's economy is service-oriented, as nearly 84% of the working population is employed in service sector occupations[citation needed]. However, the city still maintains an important industrial base, with 5.5% of the population employed in this sector. Agricultural activities are still carried on in the municipality, even though of relatively minor importance with only 1.9% of the working population and 3973 hectares planted mostly in orchards and citrus groves.", "targets": "What are Valencia's agricultural areas mainly planted with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7faa11f1729148478c583a16eeee1b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinguishing motifs of Islamic architecture have always been ordered repetition, radiating structures, and rhythmic, metric patterns. In this respect, fractal geometry has been a key utility, especially for mosques and palaces. Other features employed as motifs include columns, piers and arches, organized and interwoven with alternating sequences of niches and colonnettes. The role of domes in Islamic architecture has been considerable. Its usage spans centuries, first appearing in 691 with the construction of the Dome of the Rock mosque, and recurring even up until the 17th century with the Taj Mahal. And as late as the 19th century, Islamic domes had been incorporated into European architecture.", "targets": "What are the main distinctive features of Islamic architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7faa11f1729148478c583a16eeee1b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinguishing motifs of Islamic architecture have always been ordered repetition, radiating structures, and rhythmic, metric patterns. In this respect, fractal geometry has been a key utility, especially for mosques and palaces. Other features employed as motifs include columns, piers and arches, organized and interwoven with alternating sequences of niches and colonnettes. The role of domes in Islamic architecture has been considerable. Its usage spans centuries, first appearing in 691 with the construction of the Dome of the Rock mosque, and recurring even up until the 17th century with the Taj Mahal. And as late as the 19th century, Islamic domes had been incorporated into European architecture.", "targets": "What physical characteristics are common in Islamic architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7faa11f1729148478c583a16eeee1b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinguishing motifs of Islamic architecture have always been ordered repetition, radiating structures, and rhythmic, metric patterns. In this respect, fractal geometry has been a key utility, especially for mosques and palaces. Other features employed as motifs include columns, piers and arches, organized and interwoven with alternating sequences of niches and colonnettes. The role of domes in Islamic architecture has been considerable. Its usage spans centuries, first appearing in 691 with the construction of the Dome of the Rock mosque, and recurring even up until the 17th century with the Taj Mahal. And as late as the 19th century, Islamic domes had been incorporated into European architecture.", "targets": "When did domes first appear in the architecture of the Muslim World?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7faa11f1729148478c583a16eeee1b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinguishing motifs of Islamic architecture have always been ordered repetition, radiating structures, and rhythmic, metric patterns. In this respect, fractal geometry has been a key utility, especially for mosques and palaces. Other features employed as motifs include columns, piers and arches, organized and interwoven with alternating sequences of niches and colonnettes. The role of domes in Islamic architecture has been considerable. Its usage spans centuries, first appearing in 691 with the construction of the Dome of the Rock mosque, and recurring even up until the 17th century with the Taj Mahal. And as late as the 19th century, Islamic domes had been incorporated into European architecture.", "targets": "Which mosque is believed to be the first with a dome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7faa11f1729148478c583a16eeee1b54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Distinguishing motifs of Islamic architecture have always been ordered repetition, radiating structures, and rhythmic, metric patterns. In this respect, fractal geometry has been a key utility, especially for mosques and palaces. Other features employed as motifs include columns, piers and arches, organized and interwoven with alternating sequences of niches and colonnettes. The role of domes in Islamic architecture has been considerable. Its usage spans centuries, first appearing in 691 with the construction of the Dome of the Rock mosque, and recurring even up until the 17th century with the Taj Mahal. And as late as the 19th century, Islamic domes had been incorporated into European architecture.", "targets": "When was the Taj Mahal constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28130c72aada48f39f4ba7d75d51e429", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1762, George III acquired Buckingham House and it was enlarged over the next 75 years. During the 18th century, London was dogged by crime, and the Bow Street Runners were established in 1750 as a professional police force. In total, more than 200 offences were punishable by death, including petty theft. Most children born in the city died before reaching their third birthday. The coffeehouse became a popular place to debate ideas, with growing literacy and the development of the printing press making news widely available; and Fleet Street became the centre of the British press.", "targets": "What was King George II's royal residence beginning in 1762?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28130c72aada48f39f4ba7d75d51e429", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1762, George III acquired Buckingham House and it was enlarged over the next 75 years. During the 18th century, London was dogged by crime, and the Bow Street Runners were established in 1750 as a professional police force. In total, more than 200 offences were punishable by death, including petty theft. Most children born in the city died before reaching their third birthday. The coffeehouse became a popular place to debate ideas, with growing literacy and the development of the printing press making news widely available; and Fleet Street became the centre of the British press.", "targets": "What was the name of the police force established in London in 1750?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28130c72aada48f39f4ba7d75d51e429", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1762, George III acquired Buckingham House and it was enlarged over the next 75 years. During the 18th century, London was dogged by crime, and the Bow Street Runners were established in 1750 as a professional police force. In total, more than 200 offences were punishable by death, including petty theft. Most children born in the city died before reaching their third birthday. The coffeehouse became a popular place to debate ideas, with growing literacy and the development of the printing press making news widely available; and Fleet Street became the centre of the British press.", "targets": "On average, when did children born in the City of London die? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28130c72aada48f39f4ba7d75d51e429", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1762, George III acquired Buckingham House and it was enlarged over the next 75 years. During the 18th century, London was dogged by crime, and the Bow Street Runners were established in 1750 as a professional police force. In total, more than 200 offences were punishable by death, including petty theft. Most children born in the city died before reaching their third birthday. The coffeehouse became a popular place to debate ideas, with growing literacy and the development of the printing press making news widely available; and Fleet Street became the centre of the British press.", "targets": "How many crimes in 18th century London could result in the death penalty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28130c72aada48f39f4ba7d75d51e429", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1762, George III acquired Buckingham House and it was enlarged over the next 75 years. During the 18th century, London was dogged by crime, and the Bow Street Runners were established in 1750 as a professional police force. In total, more than 200 offences were punishable by death, including petty theft. Most children born in the city died before reaching their third birthday. The coffeehouse became a popular place to debate ideas, with growing literacy and the development of the printing press making news widely available; and Fleet Street became the centre of the British press.", "targets": "What was the London hub of the British press?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-174fea6db9e24eb582f94f0cf2167852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's Evanston campus, where the undergraduate schools, the Graduate School, and the Kellogg School of Management are located, runs north-south from Lincoln Avenue to Clark Street west of Lake Michigan along Sheridan Road. North and South Campuses have noticeably different atmospheres, owing to the predominance of Science and Athletics in the one and Humanities and Arts in the other. North Campus is home to the fraternity quads, the Henry Crown Sports Pavilion and Norris Aquatics Center and other athletic facilities, the Technological Institute, Dearborn Observatory, and other science-related buildings including Patrick G. and Shirley W. Ryan Hall for Nanofabrication and Molecular Self-Assembly, and the Ford Motor Company Engineering Design Center. South Campus is home to the University's humanities buildings, Pick-Staiger Concert Hall and other music buildings, the Mary and Leigh Block Museum of Art, and the sorority quads. In the 1960s, the University created an additional 84 acres (34.0 ha) by means of a lakefill in Lake Michigan. Among some of the buildings located on these broad new acres are University Library, Norris University Center (the student union), and Pick-Staiger Concert Hall.", "targets": "How did Northwestern create 84 additional acres in the 1960's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-174fea6db9e24eb582f94f0cf2167852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's Evanston campus, where the undergraduate schools, the Graduate School, and the Kellogg School of Management are located, runs north-south from Lincoln Avenue to Clark Street west of Lake Michigan along Sheridan Road. North and South Campuses have noticeably different atmospheres, owing to the predominance of Science and Athletics in the one and Humanities and Arts in the other. North Campus is home to the fraternity quads, the Henry Crown Sports Pavilion and Norris Aquatics Center and other athletic facilities, the Technological Institute, Dearborn Observatory, and other science-related buildings including Patrick G. and Shirley W. Ryan Hall for Nanofabrication and Molecular Self-Assembly, and the Ford Motor Company Engineering Design Center. South Campus is home to the University's humanities buildings, Pick-Staiger Concert Hall and other music buildings, the Mary and Leigh Block Museum of Art, and the sorority quads. In the 1960s, the University created an additional 84 acres (34.0 ha) by means of a lakefill in Lake Michigan. Among some of the buildings located on these broad new acres are University Library, Norris University Center (the student union), and Pick-Staiger Concert Hall.", "targets": "Which campus holds the undergraduate schools, the Graduate school, and the Kellogg school of Management?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-174fea6db9e24eb582f94f0cf2167852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's Evanston campus, where the undergraduate schools, the Graduate School, and the Kellogg School of Management are located, runs north-south from Lincoln Avenue to Clark Street west of Lake Michigan along Sheridan Road. North and South Campuses have noticeably different atmospheres, owing to the predominance of Science and Athletics in the one and Humanities and Arts in the other. North Campus is home to the fraternity quads, the Henry Crown Sports Pavilion and Norris Aquatics Center and other athletic facilities, the Technological Institute, Dearborn Observatory, and other science-related buildings including Patrick G. and Shirley W. Ryan Hall for Nanofabrication and Molecular Self-Assembly, and the Ford Motor Company Engineering Design Center. South Campus is home to the University's humanities buildings, Pick-Staiger Concert Hall and other music buildings, the Mary and Leigh Block Museum of Art, and the sorority quads. In the 1960s, the University created an additional 84 acres (34.0 ha) by means of a lakefill in Lake Michigan. Among some of the buildings located on these broad new acres are University Library, Norris University Center (the student union), and Pick-Staiger Concert Hall.", "targets": "What is noticably different between Northwestern's North and South Campuses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-174fea6db9e24eb582f94f0cf2167852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's Evanston campus, where the undergraduate schools, the Graduate School, and the Kellogg School of Management are located, runs north-south from Lincoln Avenue to Clark Street west of Lake Michigan along Sheridan Road. North and South Campuses have noticeably different atmospheres, owing to the predominance of Science and Athletics in the one and Humanities and Arts in the other. North Campus is home to the fraternity quads, the Henry Crown Sports Pavilion and Norris Aquatics Center and other athletic facilities, the Technological Institute, Dearborn Observatory, and other science-related buildings including Patrick G. and Shirley W. Ryan Hall for Nanofabrication and Molecular Self-Assembly, and the Ford Motor Company Engineering Design Center. South Campus is home to the University's humanities buildings, Pick-Staiger Concert Hall and other music buildings, the Mary and Leigh Block Museum of Art, and the sorority quads. In the 1960s, the University created an additional 84 acres (34.0 ha) by means of a lakefill in Lake Michigan. Among some of the buildings located on these broad new acres are University Library, Norris University Center (the student union), and Pick-Staiger Concert Hall.", "targets": "Which campus is home to the fraternity quads?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-174fea6db9e24eb582f94f0cf2167852", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Northwestern's Evanston campus, where the undergraduate schools, the Graduate School, and the Kellogg School of Management are located, runs north-south from Lincoln Avenue to Clark Street west of Lake Michigan along Sheridan Road. North and South Campuses have noticeably different atmospheres, owing to the predominance of Science and Athletics in the one and Humanities and Arts in the other. North Campus is home to the fraternity quads, the Henry Crown Sports Pavilion and Norris Aquatics Center and other athletic facilities, the Technological Institute, Dearborn Observatory, and other science-related buildings including Patrick G. and Shirley W. Ryan Hall for Nanofabrication and Molecular Self-Assembly, and the Ford Motor Company Engineering Design Center. South Campus is home to the University's humanities buildings, Pick-Staiger Concert Hall and other music buildings, the Mary and Leigh Block Museum of Art, and the sorority quads. In the 1960s, the University created an additional 84 acres (34.0 ha) by means of a lakefill in Lake Michigan. Among some of the buildings located on these broad new acres are University Library, Norris University Center (the student union), and Pick-Staiger Concert Hall.", "targets": "Which campus is home to the music and art buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e848b0371f4cae9a17a86ba783fd9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, following the Treaty of Versailles, the city was restituted to France in accordance with U.S. President Woodrow Wilson's \"Fourteen Points\" without a referendum. The date of the assignment was retroactively established on Armistice Day. It is doubtful whether a referendum in Strasbourg would have ended in France's favour since the political parties striving for an autonomous Alsace or a connection to France accounted only for a small proportion of votes in the last Reichstag as well as in the local elections. The Alsatian autonomists who were pro French had won many votes in the more rural parts of the region and other towns since the annexation of the region by Germany in 1871. The movement started with the first election for the Reichstag; those elected were called \"les d\u00e9put\u00e9s protestataires\", and until the fall of Bismarck in 1890, they were the only deputies elected by the Alsatians to the German parliament demanding the return of those territories to France. At the last Reichstag election in Strasbourg and its periphery, the clear winners were the Social Democrats; the city was the administrative capital of the region, was inhabited by many Germans appointed by the central government in Berlin and its flourishing economy attracted many Germans. This could explain the difference between the rural vote and the one in Strasbourg. After the war, many Germans left Strasbourg and went back to Germany; some of them were denounced by the locals or expelled by the newly appointed authorities. The Saverne Affair was vivid in the memory among the Alsatians.", "targets": "What year was it restituted to France?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e848b0371f4cae9a17a86ba783fd9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, following the Treaty of Versailles, the city was restituted to France in accordance with U.S. President Woodrow Wilson's \"Fourteen Points\" without a referendum. The date of the assignment was retroactively established on Armistice Day. It is doubtful whether a referendum in Strasbourg would have ended in France's favour since the political parties striving for an autonomous Alsace or a connection to France accounted only for a small proportion of votes in the last Reichstag as well as in the local elections. The Alsatian autonomists who were pro French had won many votes in the more rural parts of the region and other towns since the annexation of the region by Germany in 1871. The movement started with the first election for the Reichstag; those elected were called \"les d\u00e9put\u00e9s protestataires\", and until the fall of Bismarck in 1890, they were the only deputies elected by the Alsatians to the German parliament demanding the return of those territories to France. At the last Reichstag election in Strasbourg and its periphery, the clear winners were the Social Democrats; the city was the administrative capital of the region, was inhabited by many Germans appointed by the central government in Berlin and its flourishing economy attracted many Germans. This could explain the difference between the rural vote and the one in Strasbourg. After the war, many Germans left Strasbourg and went back to Germany; some of them were denounced by the locals or expelled by the newly appointed authorities. The Saverne Affair was vivid in the memory among the Alsatians.", "targets": "What autonomists were pro French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e848b0371f4cae9a17a86ba783fd9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, following the Treaty of Versailles, the city was restituted to France in accordance with U.S. President Woodrow Wilson's \"Fourteen Points\" without a referendum. The date of the assignment was retroactively established on Armistice Day. It is doubtful whether a referendum in Strasbourg would have ended in France's favour since the political parties striving for an autonomous Alsace or a connection to France accounted only for a small proportion of votes in the last Reichstag as well as in the local elections. The Alsatian autonomists who were pro French had won many votes in the more rural parts of the region and other towns since the annexation of the region by Germany in 1871. The movement started with the first election for the Reichstag; those elected were called \"les d\u00e9put\u00e9s protestataires\", and until the fall of Bismarck in 1890, they were the only deputies elected by the Alsatians to the German parliament demanding the return of those territories to France. At the last Reichstag election in Strasbourg and its periphery, the clear winners were the Social Democrats; the city was the administrative capital of the region, was inhabited by many Germans appointed by the central government in Berlin and its flourishing economy attracted many Germans. This could explain the difference between the rural vote and the one in Strasbourg. After the war, many Germans left Strasbourg and went back to Germany; some of them were denounced by the locals or expelled by the newly appointed authorities. The Saverne Affair was vivid in the memory among the Alsatians.", "targets": "In what year did Bismarck fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e848b0371f4cae9a17a86ba783fd9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, following the Treaty of Versailles, the city was restituted to France in accordance with U.S. President Woodrow Wilson's \"Fourteen Points\" without a referendum. The date of the assignment was retroactively established on Armistice Day. It is doubtful whether a referendum in Strasbourg would have ended in France's favour since the political parties striving for an autonomous Alsace or a connection to France accounted only for a small proportion of votes in the last Reichstag as well as in the local elections. The Alsatian autonomists who were pro French had won many votes in the more rural parts of the region and other towns since the annexation of the region by Germany in 1871. The movement started with the first election for the Reichstag; those elected were called \"les d\u00e9put\u00e9s protestataires\", and until the fall of Bismarck in 1890, they were the only deputies elected by the Alsatians to the German parliament demanding the return of those territories to France. At the last Reichstag election in Strasbourg and its periphery, the clear winners were the Social Democrats; the city was the administrative capital of the region, was inhabited by many Germans appointed by the central government in Berlin and its flourishing economy attracted many Germans. This could explain the difference between the rural vote and the one in Strasbourg. After the war, many Germans left Strasbourg and went back to Germany; some of them were denounced by the locals or expelled by the newly appointed authorities. The Saverne Affair was vivid in the memory among the Alsatians.", "targets": "Who won the last election at Reichstag?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6e848b0371f4cae9a17a86ba783fd9b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1919, following the Treaty of Versailles, the city was restituted to France in accordance with U.S. President Woodrow Wilson's \"Fourteen Points\" without a referendum. The date of the assignment was retroactively established on Armistice Day. It is doubtful whether a referendum in Strasbourg would have ended in France's favour since the political parties striving for an autonomous Alsace or a connection to France accounted only for a small proportion of votes in the last Reichstag as well as in the local elections. The Alsatian autonomists who were pro French had won many votes in the more rural parts of the region and other towns since the annexation of the region by Germany in 1871. The movement started with the first election for the Reichstag; those elected were called \"les d\u00e9put\u00e9s protestataires\", and until the fall of Bismarck in 1890, they were the only deputies elected by the Alsatians to the German parliament demanding the return of those territories to France. At the last Reichstag election in Strasbourg and its periphery, the clear winners were the Social Democrats; the city was the administrative capital of the region, was inhabited by many Germans appointed by the central government in Berlin and its flourishing economy attracted many Germans. This could explain the difference between the rural vote and the one in Strasbourg. After the war, many Germans left Strasbourg and went back to Germany; some of them were denounced by the locals or expelled by the newly appointed authorities. The Saverne Affair was vivid in the memory among the Alsatians.", "targets": "Who had vivid memories of the Saverne Affair?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b59e207e0d4cf8b52e348623565085", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Being a city on the Ill and close to the Rhine, Strasbourg has always been an important centre of fluvial navigation, as is attested by archeological findings. In 1682 the Canal de la Bruche was added to the river navigations, initially to provide transport for sandstone from quarries in the Vosges for use in the fortification of the city. That canal has since closed, but the subsequent Canal du Rhone au Rhine, Canal de la Marne au Rhin and Grand Canal d'Alsace are still in use, as is the important activity of the Port autonome de Strasbourg. Water tourism inside the city proper attracts hundreds of thousands of tourists yearly.", "targets": "What year was the Canal de la Bruche added? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b59e207e0d4cf8b52e348623565085", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Being a city on the Ill and close to the Rhine, Strasbourg has always been an important centre of fluvial navigation, as is attested by archeological findings. In 1682 the Canal de la Bruche was added to the river navigations, initially to provide transport for sandstone from quarries in the Vosges for use in the fortification of the city. That canal has since closed, but the subsequent Canal du Rhone au Rhine, Canal de la Marne au Rhin and Grand Canal d'Alsace are still in use, as is the important activity of the Port autonome de Strasbourg. Water tourism inside the city proper attracts hundreds of thousands of tourists yearly.", "targets": "What kind of tourism attracts tourists yearly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-86b59e207e0d4cf8b52e348623565085", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Being a city on the Ill and close to the Rhine, Strasbourg has always been an important centre of fluvial navigation, as is attested by archeological findings. In 1682 the Canal de la Bruche was added to the river navigations, initially to provide transport for sandstone from quarries in the Vosges for use in the fortification of the city. That canal has since closed, but the subsequent Canal du Rhone au Rhine, Canal de la Marne au Rhin and Grand Canal d'Alsace are still in use, as is the important activity of the Port autonome de Strasbourg. Water tourism inside the city proper attracts hundreds of thousands of tourists yearly.", "targets": "What river is Strasbourg by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6ce4536714c95bdf1237770275501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fulton Street in Downtown Fresno was Fresno's main financial and commercial district before being converted into one of the nation's first pedestrian malls in 1964. Renamed the Fulton Mall, the area contains the densest collection of historic buildings in Fresno. While the Fulton Mall corridor has suffered a sharp decline from its heyday, the Mall includes some of the finest public art pieces in the country, including the only Pierre-Auguste Renoir piece in the world that one can walk up to and touch. Current plans call for the reopening of the Fulton Mall to automobile traffic. The public art pieces will be restored and placed near their current locations and will feature wide sidewalks (up to 28' on the east side of the street) to continue with the pedestrian friendly environment of the district.", "targets": "In what year did Fresno get its first pedestrian mall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6ce4536714c95bdf1237770275501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fulton Street in Downtown Fresno was Fresno's main financial and commercial district before being converted into one of the nation's first pedestrian malls in 1964. Renamed the Fulton Mall, the area contains the densest collection of historic buildings in Fresno. While the Fulton Mall corridor has suffered a sharp decline from its heyday, the Mall includes some of the finest public art pieces in the country, including the only Pierre-Auguste Renoir piece in the world that one can walk up to and touch. Current plans call for the reopening of the Fulton Mall to automobile traffic. The public art pieces will be restored and placed near their current locations and will feature wide sidewalks (up to 28' on the east side of the street) to continue with the pedestrian friendly environment of the district.", "targets": "What was the pedestrian mall renamed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6ce4536714c95bdf1237770275501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fulton Street in Downtown Fresno was Fresno's main financial and commercial district before being converted into one of the nation's first pedestrian malls in 1964. Renamed the Fulton Mall, the area contains the densest collection of historic buildings in Fresno. While the Fulton Mall corridor has suffered a sharp decline from its heyday, the Mall includes some of the finest public art pieces in the country, including the only Pierre-Auguste Renoir piece in the world that one can walk up to and touch. Current plans call for the reopening of the Fulton Mall to automobile traffic. The public art pieces will be restored and placed near their current locations and will feature wide sidewalks (up to 28' on the east side of the street) to continue with the pedestrian friendly environment of the district.", "targets": "Which artist has a piece of his artwork located at the Fulton Mall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6ce4536714c95bdf1237770275501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fulton Street in Downtown Fresno was Fresno's main financial and commercial district before being converted into one of the nation's first pedestrian malls in 1964. Renamed the Fulton Mall, the area contains the densest collection of historic buildings in Fresno. While the Fulton Mall corridor has suffered a sharp decline from its heyday, the Mall includes some of the finest public art pieces in the country, including the only Pierre-Auguste Renoir piece in the world that one can walk up to and touch. Current plans call for the reopening of the Fulton Mall to automobile traffic. The public art pieces will be restored and placed near their current locations and will feature wide sidewalks (up to 28' on the east side of the street) to continue with the pedestrian friendly environment of the district.", "targets": "After reopening, where will the art pieces be located after restoration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-52a6ce4536714c95bdf1237770275501", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fulton Street in Downtown Fresno was Fresno's main financial and commercial district before being converted into one of the nation's first pedestrian malls in 1964. Renamed the Fulton Mall, the area contains the densest collection of historic buildings in Fresno. While the Fulton Mall corridor has suffered a sharp decline from its heyday, the Mall includes some of the finest public art pieces in the country, including the only Pierre-Auguste Renoir piece in the world that one can walk up to and touch. Current plans call for the reopening of the Fulton Mall to automobile traffic. The public art pieces will be restored and placed near their current locations and will feature wide sidewalks (up to 28' on the east side of the street) to continue with the pedestrian friendly environment of the district.", "targets": "What feature will enrich the the pedestrian friendly environment after restoration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e178c6855f04e0394ea58ddfa4563bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bush administration then turned its attention to Iraq, and argued the need to remove Saddam Hussein from power in Iraq had become urgent. Among the stated reasons were that Saddam's regime had tried to acquire nuclear material and had not properly accounted for biological and chemical material it was known to have previously possessed, and believed to still maintain. Both the possession of these weapons of mass destruction (WMD), and the failure to account for them, would violate the U.N. sanctions. The assertion about WMD was hotly advanced by the Bush administration from the beginning, but other major powers including China, France, Germany, and Russia remained unconvinced that Iraq was a threat and refused to allow passage of a UN Security Council resolution to authorize the use of force. Iraq permitted UN weapon inspectors in November 2002, who were continuing their work to assess the WMD claim when the Bush administration decided to proceed with war without UN authorization and told the inspectors to leave the country. The United States invaded Iraq on March 20, 2003, along with a \"coalition of the willing\" that consisted of additional troops from the United Kingdom, and to a lesser extent, from Australia and Poland. Within about three weeks, the invasion caused the collapse of both the Iraqi government and its armed forces, however, the U.S. and allied forces failed to find any weapon of mass destruction in Iraq. Traces of former materials and weapons labs were reported to have been located, but no \"smoking guns\". Nevertheless, on May 1, George W. Bush landed on the aircraft carrier USS Abraham Lincoln, in a Lockheed S-3 Viking, where he gave a speech announcing the end of \"major combat operations\" in the Iraq War. Bush's approval rating in May was at 66%, according to a CNN\u2013USA Today\u2013Gallup poll. However, Bush's high approval ratings did not last. First, while the war itself was popular in the U.S., the reconstruction and attempted \"democratization\" of Iraq lost some support as months passed and casualty figures increased, with no decrease in violence nor progress toward stability or reconstruction. Second, as investigators combed through the country, they failed to find the predicted WMD stockpiles, which led to debate over the rationale for the war.", "targets": "Who did Bush feel was important to remove from power, after removing the Taliban from Kabul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e178c6855f04e0394ea58ddfa4563bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bush administration then turned its attention to Iraq, and argued the need to remove Saddam Hussein from power in Iraq had become urgent. Among the stated reasons were that Saddam's regime had tried to acquire nuclear material and had not properly accounted for biological and chemical material it was known to have previously possessed, and believed to still maintain. Both the possession of these weapons of mass destruction (WMD), and the failure to account for them, would violate the U.N. sanctions. The assertion about WMD was hotly advanced by the Bush administration from the beginning, but other major powers including China, France, Germany, and Russia remained unconvinced that Iraq was a threat and refused to allow passage of a UN Security Council resolution to authorize the use of force. Iraq permitted UN weapon inspectors in November 2002, who were continuing their work to assess the WMD claim when the Bush administration decided to proceed with war without UN authorization and told the inspectors to leave the country. The United States invaded Iraq on March 20, 2003, along with a \"coalition of the willing\" that consisted of additional troops from the United Kingdom, and to a lesser extent, from Australia and Poland. Within about three weeks, the invasion caused the collapse of both the Iraqi government and its armed forces, however, the U.S. and allied forces failed to find any weapon of mass destruction in Iraq. Traces of former materials and weapons labs were reported to have been located, but no \"smoking guns\". Nevertheless, on May 1, George W. Bush landed on the aircraft carrier USS Abraham Lincoln, in a Lockheed S-3 Viking, where he gave a speech announcing the end of \"major combat operations\" in the Iraq War. Bush's approval rating in May was at 66%, according to a CNN\u2013USA Today\u2013Gallup poll. However, Bush's high approval ratings did not last. First, while the war itself was popular in the U.S., the reconstruction and attempted \"democratization\" of Iraq lost some support as months passed and casualty figures increased, with no decrease in violence nor progress toward stability or reconstruction. Second, as investigators combed through the country, they failed to find the predicted WMD stockpiles, which led to debate over the rationale for the war.", "targets": "What does WMD stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e178c6855f04e0394ea58ddfa4563bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bush administration then turned its attention to Iraq, and argued the need to remove Saddam Hussein from power in Iraq had become urgent. Among the stated reasons were that Saddam's regime had tried to acquire nuclear material and had not properly accounted for biological and chemical material it was known to have previously possessed, and believed to still maintain. Both the possession of these weapons of mass destruction (WMD), and the failure to account for them, would violate the U.N. sanctions. The assertion about WMD was hotly advanced by the Bush administration from the beginning, but other major powers including China, France, Germany, and Russia remained unconvinced that Iraq was a threat and refused to allow passage of a UN Security Council resolution to authorize the use of force. Iraq permitted UN weapon inspectors in November 2002, who were continuing their work to assess the WMD claim when the Bush administration decided to proceed with war without UN authorization and told the inspectors to leave the country. The United States invaded Iraq on March 20, 2003, along with a \"coalition of the willing\" that consisted of additional troops from the United Kingdom, and to a lesser extent, from Australia and Poland. Within about three weeks, the invasion caused the collapse of both the Iraqi government and its armed forces, however, the U.S. and allied forces failed to find any weapon of mass destruction in Iraq. Traces of former materials and weapons labs were reported to have been located, but no \"smoking guns\". Nevertheless, on May 1, George W. Bush landed on the aircraft carrier USS Abraham Lincoln, in a Lockheed S-3 Viking, where he gave a speech announcing the end of \"major combat operations\" in the Iraq War. Bush's approval rating in May was at 66%, according to a CNN\u2013USA Today\u2013Gallup poll. However, Bush's high approval ratings did not last. First, while the war itself was popular in the U.S., the reconstruction and attempted \"democratization\" of Iraq lost some support as months passed and casualty figures increased, with no decrease in violence nor progress toward stability or reconstruction. Second, as investigators combed through the country, they failed to find the predicted WMD stockpiles, which led to debate over the rationale for the war.", "targets": "When did Iraq agree to allow UN inspectors into the country to check for weapons of mass destruction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e178c6855f04e0394ea58ddfa4563bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bush administration then turned its attention to Iraq, and argued the need to remove Saddam Hussein from power in Iraq had become urgent. Among the stated reasons were that Saddam's regime had tried to acquire nuclear material and had not properly accounted for biological and chemical material it was known to have previously possessed, and believed to still maintain. Both the possession of these weapons of mass destruction (WMD), and the failure to account for them, would violate the U.N. sanctions. The assertion about WMD was hotly advanced by the Bush administration from the beginning, but other major powers including China, France, Germany, and Russia remained unconvinced that Iraq was a threat and refused to allow passage of a UN Security Council resolution to authorize the use of force. Iraq permitted UN weapon inspectors in November 2002, who were continuing their work to assess the WMD claim when the Bush administration decided to proceed with war without UN authorization and told the inspectors to leave the country. The United States invaded Iraq on March 20, 2003, along with a \"coalition of the willing\" that consisted of additional troops from the United Kingdom, and to a lesser extent, from Australia and Poland. Within about three weeks, the invasion caused the collapse of both the Iraqi government and its armed forces, however, the U.S. and allied forces failed to find any weapon of mass destruction in Iraq. Traces of former materials and weapons labs were reported to have been located, but no \"smoking guns\". Nevertheless, on May 1, George W. Bush landed on the aircraft carrier USS Abraham Lincoln, in a Lockheed S-3 Viking, where he gave a speech announcing the end of \"major combat operations\" in the Iraq War. Bush's approval rating in May was at 66%, according to a CNN\u2013USA Today\u2013Gallup poll. However, Bush's high approval ratings did not last. First, while the war itself was popular in the U.S., the reconstruction and attempted \"democratization\" of Iraq lost some support as months passed and casualty figures increased, with no decrease in violence nor progress toward stability or reconstruction. Second, as investigators combed through the country, they failed to find the predicted WMD stockpiles, which led to debate over the rationale for the war.", "targets": "Did Bush have the support of the UN, when he decided to infiltrate Iraq on March 20, 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e178c6855f04e0394ea58ddfa4563bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Bush administration then turned its attention to Iraq, and argued the need to remove Saddam Hussein from power in Iraq had become urgent. Among the stated reasons were that Saddam's regime had tried to acquire nuclear material and had not properly accounted for biological and chemical material it was known to have previously possessed, and believed to still maintain. Both the possession of these weapons of mass destruction (WMD), and the failure to account for them, would violate the U.N. sanctions. The assertion about WMD was hotly advanced by the Bush administration from the beginning, but other major powers including China, France, Germany, and Russia remained unconvinced that Iraq was a threat and refused to allow passage of a UN Security Council resolution to authorize the use of force. Iraq permitted UN weapon inspectors in November 2002, who were continuing their work to assess the WMD claim when the Bush administration decided to proceed with war without UN authorization and told the inspectors to leave the country. The United States invaded Iraq on March 20, 2003, along with a \"coalition of the willing\" that consisted of additional troops from the United Kingdom, and to a lesser extent, from Australia and Poland. Within about three weeks, the invasion caused the collapse of both the Iraqi government and its armed forces, however, the U.S. and allied forces failed to find any weapon of mass destruction in Iraq. Traces of former materials and weapons labs were reported to have been located, but no \"smoking guns\". Nevertheless, on May 1, George W. Bush landed on the aircraft carrier USS Abraham Lincoln, in a Lockheed S-3 Viking, where he gave a speech announcing the end of \"major combat operations\" in the Iraq War. Bush's approval rating in May was at 66%, according to a CNN\u2013USA Today\u2013Gallup poll. However, Bush's high approval ratings did not last. First, while the war itself was popular in the U.S., the reconstruction and attempted \"democratization\" of Iraq lost some support as months passed and casualty figures increased, with no decrease in violence nor progress toward stability or reconstruction. Second, as investigators combed through the country, they failed to find the predicted WMD stockpiles, which led to debate over the rationale for the war.", "targets": "After the Iraqi government and it's forces were defeated, were investigators able to locate the WMD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ec7bf50ba04b5689d8312eeaabd460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The softness of copper partly explains its high electrical conductivity (59.6\u00d7106 S/m) and thus also high thermal conductivity, which are the second highest (to silver) among pure metals at room temperature. This is because the resistivity to electron transport in metals at room temperature mostly originates from scattering of electrons on thermal vibrations of the lattice, which are relatively weak for a soft metal. The maximum permissible current density of copper in open air is approximately 3.1\u00d7106 A/m2 of cross-sectional area, above which it begins to heat excessively. As with other metals, if copper is placed against another metal, galvanic corrosion will occur.", "targets": "What is the explanation for copper's capacity for electrical conductivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ec7bf50ba04b5689d8312eeaabd460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The softness of copper partly explains its high electrical conductivity (59.6\u00d7106 S/m) and thus also high thermal conductivity, which are the second highest (to silver) among pure metals at room temperature. This is because the resistivity to electron transport in metals at room temperature mostly originates from scattering of electrons on thermal vibrations of the lattice, which are relatively weak for a soft metal. The maximum permissible current density of copper in open air is approximately 3.1\u00d7106 A/m2 of cross-sectional area, above which it begins to heat excessively. As with other metals, if copper is placed against another metal, galvanic corrosion will occur.", "targets": "What metal has a higher thermal conductivity than copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ec7bf50ba04b5689d8312eeaabd460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The softness of copper partly explains its high electrical conductivity (59.6\u00d7106 S/m) and thus also high thermal conductivity, which are the second highest (to silver) among pure metals at room temperature. This is because the resistivity to electron transport in metals at room temperature mostly originates from scattering of electrons on thermal vibrations of the lattice, which are relatively weak for a soft metal. The maximum permissible current density of copper in open air is approximately 3.1\u00d7106 A/m2 of cross-sectional area, above which it begins to heat excessively. As with other metals, if copper is placed against another metal, galvanic corrosion will occur.", "targets": "What is the maximum premissible current density in open air of copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ec7bf50ba04b5689d8312eeaabd460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The softness of copper partly explains its high electrical conductivity (59.6\u00d7106 S/m) and thus also high thermal conductivity, which are the second highest (to silver) among pure metals at room temperature. This is because the resistivity to electron transport in metals at room temperature mostly originates from scattering of electrons on thermal vibrations of the lattice, which are relatively weak for a soft metal. The maximum permissible current density of copper in open air is approximately 3.1\u00d7106 A/m2 of cross-sectional area, above which it begins to heat excessively. As with other metals, if copper is placed against another metal, galvanic corrosion will occur.", "targets": "What occurs when copper is placed touching another metal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ec7bf50ba04b5689d8312eeaabd460", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The softness of copper partly explains its high electrical conductivity (59.6\u00d7106 S/m) and thus also high thermal conductivity, which are the second highest (to silver) among pure metals at room temperature. This is because the resistivity to electron transport in metals at room temperature mostly originates from scattering of electrons on thermal vibrations of the lattice, which are relatively weak for a soft metal. The maximum permissible current density of copper in open air is approximately 3.1\u00d7106 A/m2 of cross-sectional area, above which it begins to heat excessively. As with other metals, if copper is placed against another metal, galvanic corrosion will occur.", "targets": "What happens to copper if an electrical current gets too high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5714898dc35d460fbc412e19625b9e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university operates under 11 colleges or schools, which collectively offer 194 bachelor's degree programs, 68 master's degree programs, 25 PhD programs, and a Juris Doctor program. BYU also manages some courses and majors through the David M. Kennedy Center for International Studies and \"miscellaneous\" college departments, including Undergraduate Education, Graduate Studies, Independent Study, Continuing Education, and the Honors Program. BYU's Winter semester ends earlier than most universities in April since there is no Spring break, thus allowing students to pursue internships and other summer activities earlier. A typical academic year is broken up into two semesters: Fall (September\u2013December) and Winter (January\u2013April), as well as two shorter terms during the summer months: Spring (May\u2013June) and Summer (July\u2013August).", "targets": "Why does BYU's Winter semester end earlier than most colleges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5714898dc35d460fbc412e19625b9e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university operates under 11 colleges or schools, which collectively offer 194 bachelor's degree programs, 68 master's degree programs, 25 PhD programs, and a Juris Doctor program. BYU also manages some courses and majors through the David M. Kennedy Center for International Studies and \"miscellaneous\" college departments, including Undergraduate Education, Graduate Studies, Independent Study, Continuing Education, and the Honors Program. BYU's Winter semester ends earlier than most universities in April since there is no Spring break, thus allowing students to pursue internships and other summer activities earlier. A typical academic year is broken up into two semesters: Fall (September\u2013December) and Winter (January\u2013April), as well as two shorter terms during the summer months: Spring (May\u2013June) and Summer (July\u2013August).", "targets": "How many semesters is a typical BYU year broken up into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5714898dc35d460fbc412e19625b9e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university operates under 11 colleges or schools, which collectively offer 194 bachelor's degree programs, 68 master's degree programs, 25 PhD programs, and a Juris Doctor program. BYU also manages some courses and majors through the David M. Kennedy Center for International Studies and \"miscellaneous\" college departments, including Undergraduate Education, Graduate Studies, Independent Study, Continuing Education, and the Honors Program. BYU's Winter semester ends earlier than most universities in April since there is no Spring break, thus allowing students to pursue internships and other summer activities earlier. A typical academic year is broken up into two semesters: Fall (September\u2013December) and Winter (January\u2013April), as well as two shorter terms during the summer months: Spring (May\u2013June) and Summer (July\u2013August).", "targets": "How many shorter terms does BYU have during the summer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5714898dc35d460fbc412e19625b9e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university operates under 11 colleges or schools, which collectively offer 194 bachelor's degree programs, 68 master's degree programs, 25 PhD programs, and a Juris Doctor program. BYU also manages some courses and majors through the David M. Kennedy Center for International Studies and \"miscellaneous\" college departments, including Undergraduate Education, Graduate Studies, Independent Study, Continuing Education, and the Honors Program. BYU's Winter semester ends earlier than most universities in April since there is no Spring break, thus allowing students to pursue internships and other summer activities earlier. A typical academic year is broken up into two semesters: Fall (September\u2013December) and Winter (January\u2013April), as well as two shorter terms during the summer months: Spring (May\u2013June) and Summer (July\u2013August).", "targets": "What type of Doctor Program is offered at BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5714898dc35d460fbc412e19625b9e8d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The university operates under 11 colleges or schools, which collectively offer 194 bachelor's degree programs, 68 master's degree programs, 25 PhD programs, and a Juris Doctor program. BYU also manages some courses and majors through the David M. Kennedy Center for International Studies and \"miscellaneous\" college departments, including Undergraduate Education, Graduate Studies, Independent Study, Continuing Education, and the Honors Program. BYU's Winter semester ends earlier than most universities in April since there is no Spring break, thus allowing students to pursue internships and other summer activities earlier. A typical academic year is broken up into two semesters: Fall (September\u2013December) and Winter (January\u2013April), as well as two shorter terms during the summer months: Spring (May\u2013June) and Summer (July\u2013August).", "targets": "What allows BYU students to pursue summer internships earlier than most college students?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5092d11df0b14dd684866704f86e85e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area receives about 820 millimetres (32.3 in) of annual rainfall, which is concentrated from June through September/October with little or no precipitation the remainder of the year. The area has two main seasons. The rainy season runs from June to October when winds bring in tropical moisture from the sea. The dry season runs from November to May, when the air is relatively drier. This dry season subdivides into a cold period and a warm period. The cold period spans from November to February when polar air masses push down from the north and keep the air fairly dry. The warm period extends from March to May when tropical winds again dominate but do not yet carry enough moisture for rain.", "targets": "How much rain falls on Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5092d11df0b14dd684866704f86e85e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area receives about 820 millimetres (32.3 in) of annual rainfall, which is concentrated from June through September/October with little or no precipitation the remainder of the year. The area has two main seasons. The rainy season runs from June to October when winds bring in tropical moisture from the sea. The dry season runs from November to May, when the air is relatively drier. This dry season subdivides into a cold period and a warm period. The cold period spans from November to February when polar air masses push down from the north and keep the air fairly dry. The warm period extends from March to May when tropical winds again dominate but do not yet carry enough moisture for rain.", "targets": "When is it warm, yet does not rain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5092d11df0b14dd684866704f86e85e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area receives about 820 millimetres (32.3 in) of annual rainfall, which is concentrated from June through September/October with little or no precipitation the remainder of the year. The area has two main seasons. The rainy season runs from June to October when winds bring in tropical moisture from the sea. The dry season runs from November to May, when the air is relatively drier. This dry season subdivides into a cold period and a warm period. The cold period spans from November to February when polar air masses push down from the north and keep the air fairly dry. The warm period extends from March to May when tropical winds again dominate but do not yet carry enough moisture for rain.", "targets": "When does the majority of the rain fall in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5092d11df0b14dd684866704f86e85e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area receives about 820 millimetres (32.3 in) of annual rainfall, which is concentrated from June through September/October with little or no precipitation the remainder of the year. The area has two main seasons. The rainy season runs from June to October when winds bring in tropical moisture from the sea. The dry season runs from November to May, when the air is relatively drier. This dry season subdivides into a cold period and a warm period. The cold period spans from November to February when polar air masses push down from the north and keep the air fairly dry. The warm period extends from March to May when tropical winds again dominate but do not yet carry enough moisture for rain.", "targets": "When is it coldest in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5092d11df0b14dd684866704f86e85e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The area receives about 820 millimetres (32.3 in) of annual rainfall, which is concentrated from June through September/October with little or no precipitation the remainder of the year. The area has two main seasons. The rainy season runs from June to October when winds bring in tropical moisture from the sea. The dry season runs from November to May, when the air is relatively drier. This dry season subdivides into a cold period and a warm period. The cold period spans from November to February when polar air masses push down from the north and keep the air fairly dry. The warm period extends from March to May when tropical winds again dominate but do not yet carry enough moisture for rain.", "targets": "What mostly controls the rain in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f049ffc08e4634956b18a1f0806bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, at a luncheon in his honor concerning the death ray, Tesla stated, \"But it is not an experiment ... I have built, demonstrated and used it. Only a little time will pass before I can give it to the world.\" His records indicate that the device is based on a narrow stream of small tungsten pellets that are accelerated via high voltage (by means akin to his magnifying transformer).", "targets": "When did Tesla claim to have built the weapon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f049ffc08e4634956b18a1f0806bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, at a luncheon in his honor concerning the death ray, Tesla stated, \"But it is not an experiment ... I have built, demonstrated and used it. Only a little time will pass before I can give it to the world.\" His records indicate that the device is based on a narrow stream of small tungsten pellets that are accelerated via high voltage (by means akin to his magnifying transformer).", "targets": "What was the occasion when he claimed he'd made the death ray?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f049ffc08e4634956b18a1f0806bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, at a luncheon in his honor concerning the death ray, Tesla stated, \"But it is not an experiment ... I have built, demonstrated and used it. Only a little time will pass before I can give it to the world.\" His records indicate that the device is based on a narrow stream of small tungsten pellets that are accelerated via high voltage (by means akin to his magnifying transformer).", "targets": "Of what material were the death rays pellets made?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f049ffc08e4634956b18a1f0806bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, at a luncheon in his honor concerning the death ray, Tesla stated, \"But it is not an experiment ... I have built, demonstrated and used it. Only a little time will pass before I can give it to the world.\" His records indicate that the device is based on a narrow stream of small tungsten pellets that are accelerated via high voltage (by means akin to his magnifying transformer).", "targets": "What was used to accelerate the tungsten pellets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6f049ffc08e4634956b18a1f0806bfb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1937, at a luncheon in his honor concerning the death ray, Tesla stated, \"But it is not an experiment ... I have built, demonstrated and used it. Only a little time will pass before I can give it to the world.\" His records indicate that the device is based on a narrow stream of small tungsten pellets that are accelerated via high voltage (by means akin to his magnifying transformer).", "targets": "How much time did he claim had to pass before he gave the ray to the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-163a5506d9b24d488291fa9ed36394a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shape of the Rhine delta is determined by two bifurcations: first, at Millingen aan de Rijn, the Rhine splits into Waal and Pannerdens Kanaal, which changes its name to Nederrijn at Angeren, and second near Arnhem, the IJssel branches off from the Nederrijn. This creates three main flows, two of which change names rather often. The largest and southern main branch begins as Waal and continues as Boven Merwede (\"Upper Merwede\"), Beneden Merwede (\"Lower Merwede\"), Noord River (\"North River\"), Nieuwe Maas (\"New Meuse\"), Het Scheur (\"the Rip\") and Nieuwe Waterweg (\"New Waterway\"). The middle flow begins as Nederrijn, then changes into Lek, then joins the Noord, thereby forming Nieuwe Maas. The northern flow keeps the name IJssel until it flows into Lake IJsselmeer. Three more flows carry significant amounts of water: the Nieuwe Merwede (\"New Merwede\"), which branches off from the southern branch where it changes from Boven to Beneden Merwede; the Oude Maas (\"Old Meuse\"), which branches off from the southern branch where it changes from Beneden Merwede into Noord, and Dordtse Kil, which branches off from Oude Maas.", "targets": "At Millingen aan de Rijn where the Rhine splits, what does it change it's name to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-163a5506d9b24d488291fa9ed36394a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shape of the Rhine delta is determined by two bifurcations: first, at Millingen aan de Rijn, the Rhine splits into Waal and Pannerdens Kanaal, which changes its name to Nederrijn at Angeren, and second near Arnhem, the IJssel branches off from the Nederrijn. This creates three main flows, two of which change names rather often. The largest and southern main branch begins as Waal and continues as Boven Merwede (\"Upper Merwede\"), Beneden Merwede (\"Lower Merwede\"), Noord River (\"North River\"), Nieuwe Maas (\"New Meuse\"), Het Scheur (\"the Rip\") and Nieuwe Waterweg (\"New Waterway\"). The middle flow begins as Nederrijn, then changes into Lek, then joins the Noord, thereby forming Nieuwe Maas. The northern flow keeps the name IJssel until it flows into Lake IJsselmeer. Three more flows carry significant amounts of water: the Nieuwe Merwede (\"New Merwede\"), which branches off from the southern branch where it changes from Boven to Beneden Merwede; the Oude Maas (\"Old Meuse\"), which branches off from the southern branch where it changes from Beneden Merwede into Noord, and Dordtse Kil, which branches off from Oude Maas.", "targets": "How many main flows are branched off from the Nederrijn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-163a5506d9b24d488291fa9ed36394a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shape of the Rhine delta is determined by two bifurcations: first, at Millingen aan de Rijn, the Rhine splits into Waal and Pannerdens Kanaal, which changes its name to Nederrijn at Angeren, and second near Arnhem, the IJssel branches off from the Nederrijn. This creates three main flows, two of which change names rather often. The largest and southern main branch begins as Waal and continues as Boven Merwede (\"Upper Merwede\"), Beneden Merwede (\"Lower Merwede\"), Noord River (\"North River\"), Nieuwe Maas (\"New Meuse\"), Het Scheur (\"the Rip\") and Nieuwe Waterweg (\"New Waterway\"). The middle flow begins as Nederrijn, then changes into Lek, then joins the Noord, thereby forming Nieuwe Maas. The northern flow keeps the name IJssel until it flows into Lake IJsselmeer. Three more flows carry significant amounts of water: the Nieuwe Merwede (\"New Merwede\"), which branches off from the southern branch where it changes from Boven to Beneden Merwede; the Oude Maas (\"Old Meuse\"), which branches off from the southern branch where it changes from Beneden Merwede into Noord, and Dordtse Kil, which branches off from Oude Maas.", "targets": "What is the largest main branch of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-163a5506d9b24d488291fa9ed36394a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shape of the Rhine delta is determined by two bifurcations: first, at Millingen aan de Rijn, the Rhine splits into Waal and Pannerdens Kanaal, which changes its name to Nederrijn at Angeren, and second near Arnhem, the IJssel branches off from the Nederrijn. This creates three main flows, two of which change names rather often. The largest and southern main branch begins as Waal and continues as Boven Merwede (\"Upper Merwede\"), Beneden Merwede (\"Lower Merwede\"), Noord River (\"North River\"), Nieuwe Maas (\"New Meuse\"), Het Scheur (\"the Rip\") and Nieuwe Waterweg (\"New Waterway\"). The middle flow begins as Nederrijn, then changes into Lek, then joins the Noord, thereby forming Nieuwe Maas. The northern flow keeps the name IJssel until it flows into Lake IJsselmeer. Three more flows carry significant amounts of water: the Nieuwe Merwede (\"New Merwede\"), which branches off from the southern branch where it changes from Boven to Beneden Merwede; the Oude Maas (\"Old Meuse\"), which branches off from the southern branch where it changes from Beneden Merwede into Noord, and Dordtse Kil, which branches off from Oude Maas.", "targets": "What is the translation of Oude Maas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-163a5506d9b24d488291fa9ed36394a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The shape of the Rhine delta is determined by two bifurcations: first, at Millingen aan de Rijn, the Rhine splits into Waal and Pannerdens Kanaal, which changes its name to Nederrijn at Angeren, and second near Arnhem, the IJssel branches off from the Nederrijn. This creates three main flows, two of which change names rather often. The largest and southern main branch begins as Waal and continues as Boven Merwede (\"Upper Merwede\"), Beneden Merwede (\"Lower Merwede\"), Noord River (\"North River\"), Nieuwe Maas (\"New Meuse\"), Het Scheur (\"the Rip\") and Nieuwe Waterweg (\"New Waterway\"). The middle flow begins as Nederrijn, then changes into Lek, then joins the Noord, thereby forming Nieuwe Maas. The northern flow keeps the name IJssel until it flows into Lake IJsselmeer. Three more flows carry significant amounts of water: the Nieuwe Merwede (\"New Merwede\"), which branches off from the southern branch where it changes from Boven to Beneden Merwede; the Oude Maas (\"Old Meuse\"), which branches off from the southern branch where it changes from Beneden Merwede into Noord, and Dordtse Kil, which branches off from Oude Maas.", "targets": "What is the English translation of Het Scheur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb716546889c4fe88d647ebc252ed796", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the Bronx was designated an All America City by the National Civic League, acknowledging its comeback from the decline of the mid-century. In 2006, The New York Times reported that \"construction cranes have become the borough's new visual metaphor, replacing the window decals of the 1980s in which pictures of potted plants and drawn curtains were placed in the windows of abandoned buildings.\" The borough has experienced substantial new building construction since 2002. Between 2002 and June 2007, 33,687 new units of housing were built or were under way and $4.8 billion has been invested in new housing. In the first six months of 2007 alone total investment in new residential development was $965 million and 5,187 residential units were scheduled to be completed. Much of the new development is springing up in formerly vacant lots across the South Bronx.", "targets": "What award did the Bronx receive in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb716546889c4fe88d647ebc252ed796", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the Bronx was designated an All America City by the National Civic League, acknowledging its comeback from the decline of the mid-century. In 2006, The New York Times reported that \"construction cranes have become the borough's new visual metaphor, replacing the window decals of the 1980s in which pictures of potted plants and drawn curtains were placed in the windows of abandoned buildings.\" The borough has experienced substantial new building construction since 2002. Between 2002 and June 2007, 33,687 new units of housing were built or were under way and $4.8 billion has been invested in new housing. In the first six months of 2007 alone total investment in new residential development was $965 million and 5,187 residential units were scheduled to be completed. Much of the new development is springing up in formerly vacant lots across the South Bronx.", "targets": "Who gave the Bronx an award in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb716546889c4fe88d647ebc252ed796", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the Bronx was designated an All America City by the National Civic League, acknowledging its comeback from the decline of the mid-century. In 2006, The New York Times reported that \"construction cranes have become the borough's new visual metaphor, replacing the window decals of the 1980s in which pictures of potted plants and drawn curtains were placed in the windows of abandoned buildings.\" The borough has experienced substantial new building construction since 2002. Between 2002 and June 2007, 33,687 new units of housing were built or were under way and $4.8 billion has been invested in new housing. In the first six months of 2007 alone total investment in new residential development was $965 million and 5,187 residential units were scheduled to be completed. Much of the new development is springing up in formerly vacant lots across the South Bronx.", "targets": "How were window decals used in the Bronx in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb716546889c4fe88d647ebc252ed796", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the Bronx was designated an All America City by the National Civic League, acknowledging its comeback from the decline of the mid-century. In 2006, The New York Times reported that \"construction cranes have become the borough's new visual metaphor, replacing the window decals of the 1980s in which pictures of potted plants and drawn curtains were placed in the windows of abandoned buildings.\" The borough has experienced substantial new building construction since 2002. Between 2002 and June 2007, 33,687 new units of housing were built or were under way and $4.8 billion has been invested in new housing. In the first six months of 2007 alone total investment in new residential development was $965 million and 5,187 residential units were scheduled to be completed. Much of the new development is springing up in formerly vacant lots across the South Bronx.", "targets": "How many housing units were built in the Bronx in 2002-2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb716546889c4fe88d647ebc252ed796", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1997, the Bronx was designated an All America City by the National Civic League, acknowledging its comeback from the decline of the mid-century. In 2006, The New York Times reported that \"construction cranes have become the borough's new visual metaphor, replacing the window decals of the 1980s in which pictures of potted plants and drawn curtains were placed in the windows of abandoned buildings.\" The borough has experienced substantial new building construction since 2002. Between 2002 and June 2007, 33,687 new units of housing were built or were under way and $4.8 billion has been invested in new housing. In the first six months of 2007 alone total investment in new residential development was $965 million and 5,187 residential units were scheduled to be completed. Much of the new development is springing up in formerly vacant lots across the South Bronx.", "targets": "How much was invested in housing in the Bronx in 2002-2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "What is the name of the General who led the raid against New Haven on July 5, 1779?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "Who was the president of Yale at the time of the attack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "Why did New Haven fair better than other invaded cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "What was the size  of the invading force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "Who was the governor of New York under which the loyalist and British raid of New Haven took place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "The students of what New Haven university formed an ad-hoc militia to confront the Redcoats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "Who was the professor of Yale Divinity School that led the student militia to confront the Redcoats?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "On what date did the loyalists and Redcoats land in New Haven Harbor to commence a raid on New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "Who was the president of Yale that provided diary accounts expressing disbelief over the commencement of the revolution in New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "What is the name of the general that lead British regulars to New Haven Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "At the time what was the population of New Haven Harbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "A group of militia from a very famous modern town in Connecticut came to fought in the Harbor, what was the name of their town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "The militia that fought in New Haven was lead by who? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e7227ea875743e9825ae241e22a35fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On July 5, 1779, 2,600 loyalists and British regulars under General William Tryon, governor of New York, landed in New Haven Harbor and raided the 3,500-person town. A militia of Yale students had been prepping for battle, and former Yale president and Yale Divinity School professor Naphtali Daggett rode out to confront the Redcoats. Yale president Ezra Stiles recounted in his diary that while he moved furniture in anticipation of battle, he still couldn't quite believe the revolution had begun. New Haven was not torched as the invaders did with Danbury in 1777, or Fairfield and Norwalk a week after the New Haven raid, so many of the town's colonial features were preserved.", "targets": "After the battle were New Haven historical features lost or torched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e64af91c46c4e0c88eec06ea22896d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first satellite, BeiDou-1A, was launched on 30 October 2000, followed by BeiDou-1B on 20 December 2000. The third satellite, BeiDou-1C (a backup satellite), was put into orbit on 25 May 2003. The successful launch of BeiDou-1C also meant the establishment of the BeiDou-1 navigation system.", "targets": "What was the name of the first satellite launched for the system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e64af91c46c4e0c88eec06ea22896d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first satellite, BeiDou-1A, was launched on 30 October 2000, followed by BeiDou-1B on 20 December 2000. The third satellite, BeiDou-1C (a backup satellite), was put into orbit on 25 May 2003. The successful launch of BeiDou-1C also meant the establishment of the BeiDou-1 navigation system.", "targets": "When was BeiDou-1A launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e64af91c46c4e0c88eec06ea22896d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first satellite, BeiDou-1A, was launched on 30 October 2000, followed by BeiDou-1B on 20 December 2000. The third satellite, BeiDou-1C (a backup satellite), was put into orbit on 25 May 2003. The successful launch of BeiDou-1C also meant the establishment of the BeiDou-1 navigation system.", "targets": "What was the name of the third satellite launched for the system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e64af91c46c4e0c88eec06ea22896d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first satellite, BeiDou-1A, was launched on 30 October 2000, followed by BeiDou-1B on 20 December 2000. The third satellite, BeiDou-1C (a backup satellite), was put into orbit on 25 May 2003. The successful launch of BeiDou-1C also meant the establishment of the BeiDou-1 navigation system.", "targets": "What was the purpose of launching the BeiDou-1C satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e64af91c46c4e0c88eec06ea22896d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first satellite, BeiDou-1A, was launched on 30 October 2000, followed by BeiDou-1B on 20 December 2000. The third satellite, BeiDou-1C (a backup satellite), was put into orbit on 25 May 2003. The successful launch of BeiDou-1C also meant the establishment of the BeiDou-1 navigation system.", "targets": "When was the BeiDou-1C satellite launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2042d8d7744dcaafee8442336c1950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Therefore, according to Mahayana Buddhism, the arahant has attained only nirvana, thus still being subject to delusion, while the bodhisattva not only achieves nirvana but full liberation from delusion as well. He thus attains bodhi and becomes a buddha. In Theravada Buddhism, bodhi and nirvana carry the same meaning as in the early texts, that of being freed from greed, hate and delusion.", "targets": "What has achieved nirvana and also liberation from delusion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2042d8d7744dcaafee8442336c1950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Therefore, according to Mahayana Buddhism, the arahant has attained only nirvana, thus still being subject to delusion, while the bodhisattva not only achieves nirvana but full liberation from delusion as well. He thus attains bodhi and becomes a buddha. In Theravada Buddhism, bodhi and nirvana carry the same meaning as in the early texts, that of being freed from greed, hate and delusion.", "targets": "If bodhi is attained what do you become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2042d8d7744dcaafee8442336c1950", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Therefore, according to Mahayana Buddhism, the arahant has attained only nirvana, thus still being subject to delusion, while the bodhisattva not only achieves nirvana but full liberation from delusion as well. He thus attains bodhi and becomes a buddha. In Theravada Buddhism, bodhi and nirvana carry the same meaning as in the early texts, that of being freed from greed, hate and delusion.", "targets": "In theravada buddhism, bodhi and what term have the same meaning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa76134bdd5140028a83df2e6b829eb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Namibia has free education for both Primary and secondary education levels. Grades 1\u20137 are primary level, grades 8\u201312 secondary. In 1998, there were 400,325 Namibian students in primary school and 115,237 students in secondary schools. The pupil-teacher ratio in 1999 was estimated at 32:1, with about 8% of the GDP being spent on education. Curriculum development, educational research, and professional development of teachers is centrally organised by the National Institute for Educational Development (NIED) in Okahandja.", "targets": "What is the cost of primary and secondary education in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa76134bdd5140028a83df2e6b829eb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Namibia has free education for both Primary and secondary education levels. Grades 1\u20137 are primary level, grades 8\u201312 secondary. In 1998, there were 400,325 Namibian students in primary school and 115,237 students in secondary schools. The pupil-teacher ratio in 1999 was estimated at 32:1, with about 8% of the GDP being spent on education. Curriculum development, educational research, and professional development of teachers is centrally organised by the National Institute for Educational Development (NIED) in Okahandja.", "targets": "How many Namibian students were recorded in 1998 in primary school? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa76134bdd5140028a83df2e6b829eb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Namibia has free education for both Primary and secondary education levels. Grades 1\u20137 are primary level, grades 8\u201312 secondary. In 1998, there were 400,325 Namibian students in primary school and 115,237 students in secondary schools. The pupil-teacher ratio in 1999 was estimated at 32:1, with about 8% of the GDP being spent on education. Curriculum development, educational research, and professional development of teachers is centrally organised by the National Institute for Educational Development (NIED) in Okahandja.", "targets": "How many Namibian students were recorded in 1998 in secondary schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa76134bdd5140028a83df2e6b829eb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Namibia has free education for both Primary and secondary education levels. Grades 1\u20137 are primary level, grades 8\u201312 secondary. In 1998, there were 400,325 Namibian students in primary school and 115,237 students in secondary schools. The pupil-teacher ratio in 1999 was estimated at 32:1, with about 8% of the GDP being spent on education. Curriculum development, educational research, and professional development of teachers is centrally organised by the National Institute for Educational Development (NIED) in Okahandja.", "targets": "What was the pupil-teacher ratio in Namibia in 1999?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa76134bdd5140028a83df2e6b829eb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Namibia has free education for both Primary and secondary education levels. Grades 1\u20137 are primary level, grades 8\u201312 secondary. In 1998, there were 400,325 Namibian students in primary school and 115,237 students in secondary schools. The pupil-teacher ratio in 1999 was estimated at 32:1, with about 8% of the GDP being spent on education. Curriculum development, educational research, and professional development of teachers is centrally organised by the National Institute for Educational Development (NIED) in Okahandja.", "targets": "What develops the curriculum as well as other educational resources in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "What country did Napoleon invade to extend the Continental System?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "How long did the Peninsular War last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "With what victory did Napoleon dissolve the Fifth Coalition against France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "How many people did Napoleon rule by 1811?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "When, before Napoleon, had Europe last seen the same level of political consolidation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "What region did Napoleon invade in an effort to extend the Continental System?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "Who did Napoleon declare King of Spain in 1808?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "How long did the Peninsular War last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "Napoleon's victory at which battle resulted in the destruction of the Fifth Coalition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4765d5fce1f6486b9076e72b7ae202d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.", "targets": "By 1811, what was the population of Napoleon's Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-214ab3a7a5974513a31b63b760b52521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season eleven, however, suffered a steep drop in ratings, a drop attributed by some to the arrival of new shows such as The Voice and The X-Factor. The ratings for the first two episodes of season eleven fell 16\u201321% in overall viewer numbers and 24\u201327% in the 18/49 demo, while the season finale fell 27% in total viewer number and 30% in the 18-49 demo. The average viewership for the season fell below 20 million viewers the first time since 2003, a drop of 23% in total viewers and 30% in the 18/49 demo. For the first time in eight years, American Idol lost the leading position in both the total viewers number and the 18/49 demo, coming in second to NBC Sunday Night Football, although the strengths of Idol in its second year in the Wednesday-Thursday primetime slots helped Fox achieve the longest period of 18-49 demographic victory in the Nielsen ratings, standing at 8 straight years from 2004 to 2012.", "targets": "For how many years was American Idol the top rated show on television? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-214ab3a7a5974513a31b63b760b52521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season eleven, however, suffered a steep drop in ratings, a drop attributed by some to the arrival of new shows such as The Voice and The X-Factor. The ratings for the first two episodes of season eleven fell 16\u201321% in overall viewer numbers and 24\u201327% in the 18/49 demo, while the season finale fell 27% in total viewer number and 30% in the 18-49 demo. The average viewership for the season fell below 20 million viewers the first time since 2003, a drop of 23% in total viewers and 30% in the 18/49 demo. For the first time in eight years, American Idol lost the leading position in both the total viewers number and the 18/49 demo, coming in second to NBC Sunday Night Football, although the strengths of Idol in its second year in the Wednesday-Thursday primetime slots helped Fox achieve the longest period of 18-49 demographic victory in the Nielsen ratings, standing at 8 straight years from 2004 to 2012.", "targets": "What program saw more viewers than American Idol this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-214ab3a7a5974513a31b63b760b52521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season eleven, however, suffered a steep drop in ratings, a drop attributed by some to the arrival of new shows such as The Voice and The X-Factor. The ratings for the first two episodes of season eleven fell 16\u201321% in overall viewer numbers and 24\u201327% in the 18/49 demo, while the season finale fell 27% in total viewer number and 30% in the 18-49 demo. The average viewership for the season fell below 20 million viewers the first time since 2003, a drop of 23% in total viewers and 30% in the 18/49 demo. For the first time in eight years, American Idol lost the leading position in both the total viewers number and the 18/49 demo, coming in second to NBC Sunday Night Football, although the strengths of Idol in its second year in the Wednesday-Thursday primetime slots helped Fox achieve the longest period of 18-49 demographic victory in the Nielsen ratings, standing at 8 straight years from 2004 to 2012.", "targets": "How long did Fox reign in the 18-49 demographics in the Nielsen ratings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acae199a6814e1fb07816e5fce04b67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stockton and Kearny went on to recover Los Angeles and force the capitulation of Alta California with the \"Treaty of Cahuenga\" on January 13, 1847. As a result of the Mexican\u2013American War of 1846\u201348, the territory of Alta California, including San Diego, was ceded to the United States by Mexico, under the terms of the Treaty of Guadalupe Hidalgo in 1848. The Mexican negotiators of that treaty tried to retain San Diego as part of Mexico, but the Americans insisted that San Diego was \"for every commercial purpose of nearly equal importance to us with that of San Francisco,\" and the Mexican-American border was eventually established to be one league south of the southernmost point of San Diego Bay, so as to include the entire bay within the United States.", "targets": "What treaty was used by Stockton and Kearny on January 1, 1847?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acae199a6814e1fb07816e5fce04b67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stockton and Kearny went on to recover Los Angeles and force the capitulation of Alta California with the \"Treaty of Cahuenga\" on January 13, 1847. As a result of the Mexican\u2013American War of 1846\u201348, the territory of Alta California, including San Diego, was ceded to the United States by Mexico, under the terms of the Treaty of Guadalupe Hidalgo in 1848. The Mexican negotiators of that treaty tried to retain San Diego as part of Mexico, but the Americans insisted that San Diego was \"for every commercial purpose of nearly equal importance to us with that of San Francisco,\" and the Mexican-American border was eventually established to be one league south of the southernmost point of San Diego Bay, so as to include the entire bay within the United States.", "targets": "What was established after negotiations over San Diego between the Mexcians and Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acae199a6814e1fb07816e5fce04b67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stockton and Kearny went on to recover Los Angeles and force the capitulation of Alta California with the \"Treaty of Cahuenga\" on January 13, 1847. As a result of the Mexican\u2013American War of 1846\u201348, the territory of Alta California, including San Diego, was ceded to the United States by Mexico, under the terms of the Treaty of Guadalupe Hidalgo in 1848. The Mexican negotiators of that treaty tried to retain San Diego as part of Mexico, but the Americans insisted that San Diego was \"for every commercial purpose of nearly equal importance to us with that of San Francisco,\" and the Mexican-American border was eventually established to be one league south of the southernmost point of San Diego Bay, so as to include the entire bay within the United States.", "targets": "Which war played a role in ceding San Diego to the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acae199a6814e1fb07816e5fce04b67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stockton and Kearny went on to recover Los Angeles and force the capitulation of Alta California with the \"Treaty of Cahuenga\" on January 13, 1847. As a result of the Mexican\u2013American War of 1846\u201348, the territory of Alta California, including San Diego, was ceded to the United States by Mexico, under the terms of the Treaty of Guadalupe Hidalgo in 1848. The Mexican negotiators of that treaty tried to retain San Diego as part of Mexico, but the Americans insisted that San Diego was \"for every commercial purpose of nearly equal importance to us with that of San Francisco,\" and the Mexican-American border was eventually established to be one league south of the southernmost point of San Diego Bay, so as to include the entire bay within the United States.", "targets": "What was the name of the treaty developed between Mexico and the United States in 1848?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0acae199a6814e1fb07816e5fce04b67", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Stockton and Kearny went on to recover Los Angeles and force the capitulation of Alta California with the \"Treaty of Cahuenga\" on January 13, 1847. As a result of the Mexican\u2013American War of 1846\u201348, the territory of Alta California, including San Diego, was ceded to the United States by Mexico, under the terms of the Treaty of Guadalupe Hidalgo in 1848. The Mexican negotiators of that treaty tried to retain San Diego as part of Mexico, but the Americans insisted that San Diego was \"for every commercial purpose of nearly equal importance to us with that of San Francisco,\" and the Mexican-American border was eventually established to be one league south of the southernmost point of San Diego Bay, so as to include the entire bay within the United States.", "targets": "Why was the border between Mexico and the United States established one league south of San Diego Bay's most southern tip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec16ce9b881b4a8b963af460768fbfae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan evolved from Vulgar Latin around the eastern Pyrenees in the 9th century. During the Low Middle Ages it saw a golden age as the literary and dominant language of the Crown of Aragon, and was widely used all over the Mediterranean. The union of Aragon with the other territories of Spain in 1479 marked the start of the decline of the language. In 1659 Spain ceded Northern Catalonia to France, and Catalan was banned in both states in the early 18th century. 19th-century Spain saw a Catalan literary revival, which culminated in the 1913 orthographic standardization, and the officialization of the language during the Second Spanish Republic (1931\u201339). However, the Francoist dictatorship (1939\u201375) banned the language again.", "targets": "From what language did Catalan come?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec16ce9b881b4a8b963af460768fbfae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan evolved from Vulgar Latin around the eastern Pyrenees in the 9th century. During the Low Middle Ages it saw a golden age as the literary and dominant language of the Crown of Aragon, and was widely used all over the Mediterranean. The union of Aragon with the other territories of Spain in 1479 marked the start of the decline of the language. In 1659 Spain ceded Northern Catalonia to France, and Catalan was banned in both states in the early 18th century. 19th-century Spain saw a Catalan literary revival, which culminated in the 1913 orthographic standardization, and the officialization of the language during the Second Spanish Republic (1931\u201339). However, the Francoist dictatorship (1939\u201375) banned the language again.", "targets": "In what area did Catalan develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec16ce9b881b4a8b963af460768fbfae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan evolved from Vulgar Latin around the eastern Pyrenees in the 9th century. During the Low Middle Ages it saw a golden age as the literary and dominant language of the Crown of Aragon, and was widely used all over the Mediterranean. The union of Aragon with the other territories of Spain in 1479 marked the start of the decline of the language. In 1659 Spain ceded Northern Catalonia to France, and Catalan was banned in both states in the early 18th century. 19th-century Spain saw a Catalan literary revival, which culminated in the 1913 orthographic standardization, and the officialization of the language during the Second Spanish Republic (1931\u201339). However, the Francoist dictatorship (1939\u201375) banned the language again.", "targets": "When did Catalan develop in the Eastern Pyrenees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec16ce9b881b4a8b963af460768fbfae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan evolved from Vulgar Latin around the eastern Pyrenees in the 9th century. During the Low Middle Ages it saw a golden age as the literary and dominant language of the Crown of Aragon, and was widely used all over the Mediterranean. The union of Aragon with the other territories of Spain in 1479 marked the start of the decline of the language. In 1659 Spain ceded Northern Catalonia to France, and Catalan was banned in both states in the early 18th century. 19th-century Spain saw a Catalan literary revival, which culminated in the 1913 orthographic standardization, and the officialization of the language during the Second Spanish Republic (1931\u201339). However, the Francoist dictatorship (1939\u201375) banned the language again.", "targets": "When was Catalan's Golden Age as a dominant language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec16ce9b881b4a8b963af460768fbfae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Catalan evolved from Vulgar Latin around the eastern Pyrenees in the 9th century. During the Low Middle Ages it saw a golden age as the literary and dominant language of the Crown of Aragon, and was widely used all over the Mediterranean. The union of Aragon with the other territories of Spain in 1479 marked the start of the decline of the language. In 1659 Spain ceded Northern Catalonia to France, and Catalan was banned in both states in the early 18th century. 19th-century Spain saw a Catalan literary revival, which culminated in the 1913 orthographic standardization, and the officialization of the language during the Second Spanish Republic (1931\u201339). However, the Francoist dictatorship (1939\u201375) banned the language again.", "targets": "What year started the decline of Catalan as a main language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f8b375e08043548566c485bb6c3d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston has been a noted religious center from its earliest days. The Roman Catholic Archdiocese of Boston serves nearly 300 parishes and is based in the Cathedral of the Holy Cross (1875) in the South End, while the Episcopal Diocese of Massachusetts, with the Cathedral Church of St. Paul (1819) as its episcopal seat, serves just under 200 congregations. Unitarian Universalism has its headquarters on Beacon Hill. The Christian Scientists are headquartered in Back Bay at the Mother Church (1894). The oldest church in Boston is First Church in Boston, founded in 1630. King's Chapel, the city's first Anglican church, was founded in 1686 and converted to Unitarianism in 1785. Other churches include Christ Church (better known as Old North Church, 1723), the oldest church building in the city, Trinity Church (1733), Park Street Church (1809), Old South Church (1874), Jubilee Christian Church and Basilica and Shrine of Our Lady of Perpetual Help on Mission Hill (1878).", "targets": "How long has Boston been a religious center?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f8b375e08043548566c485bb6c3d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston has been a noted religious center from its earliest days. The Roman Catholic Archdiocese of Boston serves nearly 300 parishes and is based in the Cathedral of the Holy Cross (1875) in the South End, while the Episcopal Diocese of Massachusetts, with the Cathedral Church of St. Paul (1819) as its episcopal seat, serves just under 200 congregations. Unitarian Universalism has its headquarters on Beacon Hill. The Christian Scientists are headquartered in Back Bay at the Mother Church (1894). The oldest church in Boston is First Church in Boston, founded in 1630. King's Chapel, the city's first Anglican church, was founded in 1686 and converted to Unitarianism in 1785. Other churches include Christ Church (better known as Old North Church, 1723), the oldest church building in the city, Trinity Church (1733), Park Street Church (1809), Old South Church (1874), Jubilee Christian Church and Basilica and Shrine of Our Lady of Perpetual Help on Mission Hill (1878).", "targets": "How many Roman Catholic parishes are in Boston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f8b375e08043548566c485bb6c3d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston has been a noted religious center from its earliest days. The Roman Catholic Archdiocese of Boston serves nearly 300 parishes and is based in the Cathedral of the Holy Cross (1875) in the South End, while the Episcopal Diocese of Massachusetts, with the Cathedral Church of St. Paul (1819) as its episcopal seat, serves just under 200 congregations. Unitarian Universalism has its headquarters on Beacon Hill. The Christian Scientists are headquartered in Back Bay at the Mother Church (1894). The oldest church in Boston is First Church in Boston, founded in 1630. King's Chapel, the city's first Anglican church, was founded in 1686 and converted to Unitarianism in 1785. Other churches include Christ Church (better known as Old North Church, 1723), the oldest church building in the city, Trinity Church (1733), Park Street Church (1809), Old South Church (1874), Jubilee Christian Church and Basilica and Shrine of Our Lady of Perpetual Help on Mission Hill (1878).", "targets": "Where is the Cathedral of the Holy Cross located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f8b375e08043548566c485bb6c3d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston has been a noted religious center from its earliest days. The Roman Catholic Archdiocese of Boston serves nearly 300 parishes and is based in the Cathedral of the Holy Cross (1875) in the South End, while the Episcopal Diocese of Massachusetts, with the Cathedral Church of St. Paul (1819) as its episcopal seat, serves just under 200 congregations. Unitarian Universalism has its headquarters on Beacon Hill. The Christian Scientists are headquartered in Back Bay at the Mother Church (1894). The oldest church in Boston is First Church in Boston, founded in 1630. King's Chapel, the city's first Anglican church, was founded in 1686 and converted to Unitarianism in 1785. Other churches include Christ Church (better known as Old North Church, 1723), the oldest church building in the city, Trinity Church (1733), Park Street Church (1809), Old South Church (1874), Jubilee Christian Church and Basilica and Shrine of Our Lady of Perpetual Help on Mission Hill (1878).", "targets": "Where is the headquarters for the Christial Scientists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90f8b375e08043548566c485bb6c3d68", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Boston has been a noted religious center from its earliest days. The Roman Catholic Archdiocese of Boston serves nearly 300 parishes and is based in the Cathedral of the Holy Cross (1875) in the South End, while the Episcopal Diocese of Massachusetts, with the Cathedral Church of St. Paul (1819) as its episcopal seat, serves just under 200 congregations. Unitarian Universalism has its headquarters on Beacon Hill. The Christian Scientists are headquartered in Back Bay at the Mother Church (1894). The oldest church in Boston is First Church in Boston, founded in 1630. King's Chapel, the city's first Anglican church, was founded in 1686 and converted to Unitarianism in 1785. Other churches include Christ Church (better known as Old North Church, 1723), the oldest church building in the city, Trinity Church (1733), Park Street Church (1809), Old South Church (1874), Jubilee Christian Church and Basilica and Shrine of Our Lady of Perpetual Help on Mission Hill (1878).", "targets": "What was the city's first Anglican church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1125012b8a1d499ea2a53e1db243e4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Homestead Act of 1862 provided free land to settlers who could claim and \"prove-up\" 160 acres (0.65 km2) of federal land in the midwest and western United States. Montana did not see a large influx of immigrants from this act because 160 acres was usually insufficient to support a family in the arid territory. The first homestead claim under the act in Montana was made by David Carpenter near Helena in 1868. The first claim by a woman was made near Warm Springs Creek by Miss Gwenllian Evans, the daughter of Deer Lodge Montana Pioneer, Morgan Evans. By 1880, there were farms in the more verdant valleys of central and western Montana, but few on the eastern plains.", "targets": "What year did the Homestead Act provide land to settlers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1125012b8a1d499ea2a53e1db243e4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Homestead Act of 1862 provided free land to settlers who could claim and \"prove-up\" 160 acres (0.65 km2) of federal land in the midwest and western United States. Montana did not see a large influx of immigrants from this act because 160 acres was usually insufficient to support a family in the arid territory. The first homestead claim under the act in Montana was made by David Carpenter near Helena in 1868. The first claim by a woman was made near Warm Springs Creek by Miss Gwenllian Evans, the daughter of Deer Lodge Montana Pioneer, Morgan Evans. By 1880, there were farms in the more verdant valleys of central and western Montana, but few on the eastern plains.", "targets": "How much land did the Homestead Act allow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1125012b8a1d499ea2a53e1db243e4fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Homestead Act of 1862 provided free land to settlers who could claim and \"prove-up\" 160 acres (0.65 km2) of federal land in the midwest and western United States. Montana did not see a large influx of immigrants from this act because 160 acres was usually insufficient to support a family in the arid territory. The first homestead claim under the act in Montana was made by David Carpenter near Helena in 1868. The first claim by a woman was made near Warm Springs Creek by Miss Gwenllian Evans, the daughter of Deer Lodge Montana Pioneer, Morgan Evans. By 1880, there were farms in the more verdant valleys of central and western Montana, but few on the eastern plains.", "targets": "What year was the first homestead claim claimed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdc2e564a6843aab478feb139e17484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ogives are alternating wave crests and valleys that appear as dark and light bands of ice on glacier surfaces. They are linked to seasonal motion of glaciers; the width of one dark and one light band generally equals the annual movement of the glacier. Ogives are formed when ice from an icefall is severely broken up, increasing ablation surface area during summer. This creates a swale and space for snow accumulation in the winter, which in turn creates a ridge. Sometimes ogives consist only of undulations or color bands and are described as wave ogives or band ogives.", "targets": "What are ogives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdc2e564a6843aab478feb139e17484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ogives are alternating wave crests and valleys that appear as dark and light bands of ice on glacier surfaces. They are linked to seasonal motion of glaciers; the width of one dark and one light band generally equals the annual movement of the glacier. Ogives are formed when ice from an icefall is severely broken up, increasing ablation surface area during summer. This creates a swale and space for snow accumulation in the winter, which in turn creates a ridge. Sometimes ogives consist only of undulations or color bands and are described as wave ogives or band ogives.", "targets": "What does the width of one dark and one light band measure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdc2e564a6843aab478feb139e17484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ogives are alternating wave crests and valleys that appear as dark and light bands of ice on glacier surfaces. They are linked to seasonal motion of glaciers; the width of one dark and one light band generally equals the annual movement of the glacier. Ogives are formed when ice from an icefall is severely broken up, increasing ablation surface area during summer. This creates a swale and space for snow accumulation in the winter, which in turn creates a ridge. Sometimes ogives consist only of undulations or color bands and are described as wave ogives or band ogives.", "targets": "How are ogives formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fdc2e564a6843aab478feb139e17484", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ogives are alternating wave crests and valleys that appear as dark and light bands of ice on glacier surfaces. They are linked to seasonal motion of glaciers; the width of one dark and one light band generally equals the annual movement of the glacier. Ogives are formed when ice from an icefall is severely broken up, increasing ablation surface area during summer. This creates a swale and space for snow accumulation in the winter, which in turn creates a ridge. Sometimes ogives consist only of undulations or color bands and are described as wave ogives or band ogives.", "targets": "Under what conditions are ogives called wave or band ogives?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85890b07ecfd4ffeb34d12605b3ca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Roger Williams and John Clarke, his compatriot and coworker for religious freedom, are variously credited as founding the earliest Baptist church in North America. In 1639, Williams established a Baptist church in Providence, Rhode Island, and Clarke began a Baptist church in Newport, Rhode Island. According to a Baptist historian who has researched the matter extensively, \"There is much debate over the centuries as to whether the Providence or Newport church deserved the place of 'first' Baptist congregation in America. Exact records for both congregations are lacking.\"", "targets": "Who founded the earliest Baptist church in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85890b07ecfd4ffeb34d12605b3ca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Roger Williams and John Clarke, his compatriot and coworker for religious freedom, are variously credited as founding the earliest Baptist church in North America. In 1639, Williams established a Baptist church in Providence, Rhode Island, and Clarke began a Baptist church in Newport, Rhode Island. According to a Baptist historian who has researched the matter extensively, \"There is much debate over the centuries as to whether the Providence or Newport church deserved the place of 'first' Baptist congregation in America. Exact records for both congregations are lacking.\"", "targets": "When was the first American Baptist church established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85890b07ecfd4ffeb34d12605b3ca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Roger Williams and John Clarke, his compatriot and coworker for religious freedom, are variously credited as founding the earliest Baptist church in North America. In 1639, Williams established a Baptist church in Providence, Rhode Island, and Clarke began a Baptist church in Newport, Rhode Island. According to a Baptist historian who has researched the matter extensively, \"There is much debate over the centuries as to whether the Providence or Newport church deserved the place of 'first' Baptist congregation in America. Exact records for both congregations are lacking.\"", "targets": "Where did Roger Williams establish a Baptist church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85890b07ecfd4ffeb34d12605b3ca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Roger Williams and John Clarke, his compatriot and coworker for religious freedom, are variously credited as founding the earliest Baptist church in North America. In 1639, Williams established a Baptist church in Providence, Rhode Island, and Clarke began a Baptist church in Newport, Rhode Island. According to a Baptist historian who has researched the matter extensively, \"There is much debate over the centuries as to whether the Providence or Newport church deserved the place of 'first' Baptist congregation in America. Exact records for both congregations are lacking.\"", "targets": "Where did John Clarke establish a Baptist church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-85890b07ecfd4ffeb34d12605b3ca09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both Roger Williams and John Clarke, his compatriot and coworker for religious freedom, are variously credited as founding the earliest Baptist church in North America. In 1639, Williams established a Baptist church in Providence, Rhode Island, and Clarke began a Baptist church in Newport, Rhode Island. According to a Baptist historian who has researched the matter extensively, \"There is much debate over the centuries as to whether the Providence or Newport church deserved the place of 'first' Baptist congregation in America. Exact records for both congregations are lacking.\"", "targets": "Clarke was what to Williams?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9562c04f4332465f88a2f07cb4b7684a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commercial turkeys are usually reared indoors under controlled conditions. These are often large buildings, purpose-built to provide ventilation and low light intensities (this reduces the birds' activity and thereby increases the rate of weight gain). The lights can be switched on for 24-hrs/day, or a range of step-wise light regimens to encourage the birds to feed often and therefore grow rapidly. Females achieve slaughter weight at about 15 weeks of age and males at about 19. Mature commercial birds may be twice as heavy as their wild counterparts. Many different breeds have been developed, but the majority of commercial birds are white, as this improves the appearance of the dressed carcass, the pin feathers being less visible. Turkeys were at one time mainly consumed on special occasions such as Christmas (10 million birds in the United Kingdom) or Thanksgiving (60 million birds in the United States). However, they are increasingly becoming part of the everyday diet in many parts of the world. ", "targets": "What type of accomidations are domesticated turkey normally grown in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9562c04f4332465f88a2f07cb4b7684a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commercial turkeys are usually reared indoors under controlled conditions. These are often large buildings, purpose-built to provide ventilation and low light intensities (this reduces the birds' activity and thereby increases the rate of weight gain). The lights can be switched on for 24-hrs/day, or a range of step-wise light regimens to encourage the birds to feed often and therefore grow rapidly. Females achieve slaughter weight at about 15 weeks of age and males at about 19. Mature commercial birds may be twice as heavy as their wild counterparts. Many different breeds have been developed, but the majority of commercial birds are white, as this improves the appearance of the dressed carcass, the pin feathers being less visible. Turkeys were at one time mainly consumed on special occasions such as Christmas (10 million birds in the United Kingdom) or Thanksgiving (60 million birds in the United States). However, they are increasingly becoming part of the everyday diet in many parts of the world. ", "targets": "What type of conditions are used to increase the weight and profitability of commercial turkeys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9562c04f4332465f88a2f07cb4b7684a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commercial turkeys are usually reared indoors under controlled conditions. These are often large buildings, purpose-built to provide ventilation and low light intensities (this reduces the birds' activity and thereby increases the rate of weight gain). The lights can be switched on for 24-hrs/day, or a range of step-wise light regimens to encourage the birds to feed often and therefore grow rapidly. Females achieve slaughter weight at about 15 weeks of age and males at about 19. Mature commercial birds may be twice as heavy as their wild counterparts. Many different breeds have been developed, but the majority of commercial birds are white, as this improves the appearance of the dressed carcass, the pin feathers being less visible. Turkeys were at one time mainly consumed on special occasions such as Christmas (10 million birds in the United Kingdom) or Thanksgiving (60 million birds in the United States). However, they are increasingly becoming part of the everyday diet in many parts of the world. ", "targets": "At what age is the average turkey considered ready for the initial step of the commercial food process?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9562c04f4332465f88a2f07cb4b7684a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commercial turkeys are usually reared indoors under controlled conditions. These are often large buildings, purpose-built to provide ventilation and low light intensities (this reduces the birds' activity and thereby increases the rate of weight gain). The lights can be switched on for 24-hrs/day, or a range of step-wise light regimens to encourage the birds to feed often and therefore grow rapidly. Females achieve slaughter weight at about 15 weeks of age and males at about 19. Mature commercial birds may be twice as heavy as their wild counterparts. Many different breeds have been developed, but the majority of commercial birds are white, as this improves the appearance of the dressed carcass, the pin feathers being less visible. Turkeys were at one time mainly consumed on special occasions such as Christmas (10 million birds in the United Kingdom) or Thanksgiving (60 million birds in the United States). However, they are increasingly becoming part of the everyday diet in many parts of the world. ", "targets": "How much more does a average commercial  turkey weigh in comparison to its wild turkey cousins ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9562c04f4332465f88a2f07cb4b7684a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Commercial turkeys are usually reared indoors under controlled conditions. These are often large buildings, purpose-built to provide ventilation and low light intensities (this reduces the birds' activity and thereby increases the rate of weight gain). The lights can be switched on for 24-hrs/day, or a range of step-wise light regimens to encourage the birds to feed often and therefore grow rapidly. Females achieve slaughter weight at about 15 weeks of age and males at about 19. Mature commercial birds may be twice as heavy as their wild counterparts. Many different breeds have been developed, but the majority of commercial birds are white, as this improves the appearance of the dressed carcass, the pin feathers being less visible. Turkeys were at one time mainly consumed on special occasions such as Christmas (10 million birds in the United Kingdom) or Thanksgiving (60 million birds in the United States). However, they are increasingly becoming part of the everyday diet in many parts of the world. ", "targets": "What the average for the amount of  turkeys are consumed in the U.S on Thanksgiving Day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b93be9ca9f6b411492116b771d5106b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the concluding Treaty of Utrecht, Philip renounced his and his descendants' right to the French throne and Spain lost its empire in Europe. The British Empire was territorially enlarged: from France, Britain gained Newfoundland and Acadia, and from Spain, Gibraltar and Minorca. Gibraltar became a critical naval base and allowed Britain to control the Atlantic entry and exit point to the Mediterranean. Spain also ceded the rights to the lucrative asiento (permission to sell slaves in Spanish America) to Britain.", "targets": "King Philip renounced his right to the throne after what treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b93be9ca9f6b411492116b771d5106b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the concluding Treaty of Utrecht, Philip renounced his and his descendants' right to the French throne and Spain lost its empire in Europe. The British Empire was territorially enlarged: from France, Britain gained Newfoundland and Acadia, and from Spain, Gibraltar and Minorca. Gibraltar became a critical naval base and allowed Britain to control the Atlantic entry and exit point to the Mediterranean. Spain also ceded the rights to the lucrative asiento (permission to sell slaves in Spanish America) to Britain.", "targets": "Which country did Britain acquire Newfoundland and Acadia from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b93be9ca9f6b411492116b771d5106b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the concluding Treaty of Utrecht, Philip renounced his and his descendants' right to the French throne and Spain lost its empire in Europe. The British Empire was territorially enlarged: from France, Britain gained Newfoundland and Acadia, and from Spain, Gibraltar and Minorca. Gibraltar became a critical naval base and allowed Britain to control the Atlantic entry and exit point to the Mediterranean. Spain also ceded the rights to the lucrative asiento (permission to sell slaves in Spanish America) to Britain.", "targets": "Which country did Britain acquire Gibraltar and Minorca from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b93be9ca9f6b411492116b771d5106b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the concluding Treaty of Utrecht, Philip renounced his and his descendants' right to the French throne and Spain lost its empire in Europe. The British Empire was territorially enlarged: from France, Britain gained Newfoundland and Acadia, and from Spain, Gibraltar and Minorca. Gibraltar became a critical naval base and allowed Britain to control the Atlantic entry and exit point to the Mediterranean. Spain also ceded the rights to the lucrative asiento (permission to sell slaves in Spanish America) to Britain.", "targets": "Which colony allowed Britain to control the Atlantic entry and exit point to the Mediterranean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b93be9ca9f6b411492116b771d5106b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the concluding Treaty of Utrecht, Philip renounced his and his descendants' right to the French throne and Spain lost its empire in Europe. The British Empire was territorially enlarged: from France, Britain gained Newfoundland and Acadia, and from Spain, Gibraltar and Minorca. Gibraltar became a critical naval base and allowed Britain to control the Atlantic entry and exit point to the Mediterranean. Spain also ceded the rights to the lucrative asiento (permission to sell slaves in Spanish America) to Britain.", "targets": "What was the Spanish term for permission to sell slaves in Spanish America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26e4941228a4924acfabf561a39aad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banner Armies were organized along ethnic lines, namely Manchu and Mongol, but included non-Manchu bondservants registered under the household of their Manchu masters. The years leading up to the conquest increased the number of Han Chinese under Manchu rule, leading Hong Taiji to create the Eight Han Banners (zh), and around the time of the Qing takeover of Beijing, their numbers rapidly swelled. Han Bannermen held high status and power in the early Qing period, especially immediately after the conquest during Shunzhi and Kangxi's reign where they dominated Governor-Generalships and Governorships across China at the expense of both Manchu Bannermen and Han civilians. Han also numerically dominated the Banners up until the mid 18th century. European visitors in Beijing called them \"Tartarized Chinese\" or \"Tartarified Chinese\". It was in Qianlong's reign that the Qianlong Emperor, concerned about maintaining Manchu identity, re-emphasized Manchu ethnicity, ancestry, language, and culture in the Eight Banners and started a mass discharge of Han Bannermen from the Eight Banners, either asking them to voluntarily resign from the Banner rolls or striking their names off. This led to a change from Han majority to a Manchu majority within the Banner system, and previous Han Bannermen garrisons in southern China such as at Fuzhou, Zhenjiang, Guangzhou, were replaced by Manchu Bannermen in the purge, which started in 1754. The turnover by Qianlong most heavily impacted Han banner garrisons stationed in the provinces while it less impacted Han Bannermen in Beijing, leaving a larger proportion of remaining Han Bannermen in Beijing than the provinces. Han Bannermen's status was decreased from that point on with Manchu Banners gaining higher status. Han Bannermen numbered 75% in 1648 Shunzhi's reign, 72% in 1723 Yongzheng's reign, but decreased to 43% in 1796 during the first year of Jiaqing's reign, which was after Qianlong's purge. The mass discharge was known as the Disbandment of the Han Banners (zh). Qianlong directed most of his ire at those Han Bannermen descended from defectors who joined the Qing after the Qing passed through the Great Wall at Shanhai Pass in 1644, deeming their ancestors as traitors to the Ming and therefore untrustworthy, while retaining Han Bannermen who were descended from defectors who joined the Qing before 1644 in Liaodong and marched through Shanhai pass, also known as those who \"followed the Dragon through the pass\" (\u5f9e\u9f8d\u5165\u95dc; cong long ru guan).", "targets": "How were Banner's organized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26e4941228a4924acfabf561a39aad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banner Armies were organized along ethnic lines, namely Manchu and Mongol, but included non-Manchu bondservants registered under the household of their Manchu masters. The years leading up to the conquest increased the number of Han Chinese under Manchu rule, leading Hong Taiji to create the Eight Han Banners (zh), and around the time of the Qing takeover of Beijing, their numbers rapidly swelled. Han Bannermen held high status and power in the early Qing period, especially immediately after the conquest during Shunzhi and Kangxi's reign where they dominated Governor-Generalships and Governorships across China at the expense of both Manchu Bannermen and Han civilians. Han also numerically dominated the Banners up until the mid 18th century. European visitors in Beijing called them \"Tartarized Chinese\" or \"Tartarified Chinese\". It was in Qianlong's reign that the Qianlong Emperor, concerned about maintaining Manchu identity, re-emphasized Manchu ethnicity, ancestry, language, and culture in the Eight Banners and started a mass discharge of Han Bannermen from the Eight Banners, either asking them to voluntarily resign from the Banner rolls or striking their names off. This led to a change from Han majority to a Manchu majority within the Banner system, and previous Han Bannermen garrisons in southern China such as at Fuzhou, Zhenjiang, Guangzhou, were replaced by Manchu Bannermen in the purge, which started in 1754. The turnover by Qianlong most heavily impacted Han banner garrisons stationed in the provinces while it less impacted Han Bannermen in Beijing, leaving a larger proportion of remaining Han Bannermen in Beijing than the provinces. Han Bannermen's status was decreased from that point on with Manchu Banners gaining higher status. Han Bannermen numbered 75% in 1648 Shunzhi's reign, 72% in 1723 Yongzheng's reign, but decreased to 43% in 1796 during the first year of Jiaqing's reign, which was after Qianlong's purge. The mass discharge was known as the Disbandment of the Han Banners (zh). Qianlong directed most of his ire at those Han Bannermen descended from defectors who joined the Qing after the Qing passed through the Great Wall at Shanhai Pass in 1644, deeming their ancestors as traitors to the Ming and therefore untrustworthy, while retaining Han Bannermen who were descended from defectors who joined the Qing before 1644 in Liaodong and marched through Shanhai pass, also known as those who \"followed the Dragon through the pass\" (\u5f9e\u9f8d\u5165\u95dc; cong long ru guan).", "targets": "Which two ethnicities made up the majority of the Banner Armies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26e4941228a4924acfabf561a39aad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banner Armies were organized along ethnic lines, namely Manchu and Mongol, but included non-Manchu bondservants registered under the household of their Manchu masters. The years leading up to the conquest increased the number of Han Chinese under Manchu rule, leading Hong Taiji to create the Eight Han Banners (zh), and around the time of the Qing takeover of Beijing, their numbers rapidly swelled. Han Bannermen held high status and power in the early Qing period, especially immediately after the conquest during Shunzhi and Kangxi's reign where they dominated Governor-Generalships and Governorships across China at the expense of both Manchu Bannermen and Han civilians. Han also numerically dominated the Banners up until the mid 18th century. European visitors in Beijing called them \"Tartarized Chinese\" or \"Tartarified Chinese\". It was in Qianlong's reign that the Qianlong Emperor, concerned about maintaining Manchu identity, re-emphasized Manchu ethnicity, ancestry, language, and culture in the Eight Banners and started a mass discharge of Han Bannermen from the Eight Banners, either asking them to voluntarily resign from the Banner rolls or striking their names off. This led to a change from Han majority to a Manchu majority within the Banner system, and previous Han Bannermen garrisons in southern China such as at Fuzhou, Zhenjiang, Guangzhou, were replaced by Manchu Bannermen in the purge, which started in 1754. The turnover by Qianlong most heavily impacted Han banner garrisons stationed in the provinces while it less impacted Han Bannermen in Beijing, leaving a larger proportion of remaining Han Bannermen in Beijing than the provinces. Han Bannermen's status was decreased from that point on with Manchu Banners gaining higher status. Han Bannermen numbered 75% in 1648 Shunzhi's reign, 72% in 1723 Yongzheng's reign, but decreased to 43% in 1796 during the first year of Jiaqing's reign, which was after Qianlong's purge. The mass discharge was known as the Disbandment of the Han Banners (zh). Qianlong directed most of his ire at those Han Bannermen descended from defectors who joined the Qing after the Qing passed through the Great Wall at Shanhai Pass in 1644, deeming their ancestors as traitors to the Ming and therefore untrustworthy, while retaining Han Bannermen who were descended from defectors who joined the Qing before 1644 in Liaodong and marched through Shanhai pass, also known as those who \"followed the Dragon through the pass\" (\u5f9e\u9f8d\u5165\u95dc; cong long ru guan).", "targets": "Which ethnicity dominated the army in the reigns of Shunzhi and Kangxi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26e4941228a4924acfabf561a39aad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banner Armies were organized along ethnic lines, namely Manchu and Mongol, but included non-Manchu bondservants registered under the household of their Manchu masters. The years leading up to the conquest increased the number of Han Chinese under Manchu rule, leading Hong Taiji to create the Eight Han Banners (zh), and around the time of the Qing takeover of Beijing, their numbers rapidly swelled. Han Bannermen held high status and power in the early Qing period, especially immediately after the conquest during Shunzhi and Kangxi's reign where they dominated Governor-Generalships and Governorships across China at the expense of both Manchu Bannermen and Han civilians. Han also numerically dominated the Banners up until the mid 18th century. European visitors in Beijing called them \"Tartarized Chinese\" or \"Tartarified Chinese\". It was in Qianlong's reign that the Qianlong Emperor, concerned about maintaining Manchu identity, re-emphasized Manchu ethnicity, ancestry, language, and culture in the Eight Banners and started a mass discharge of Han Bannermen from the Eight Banners, either asking them to voluntarily resign from the Banner rolls or striking their names off. This led to a change from Han majority to a Manchu majority within the Banner system, and previous Han Bannermen garrisons in southern China such as at Fuzhou, Zhenjiang, Guangzhou, were replaced by Manchu Bannermen in the purge, which started in 1754. The turnover by Qianlong most heavily impacted Han banner garrisons stationed in the provinces while it less impacted Han Bannermen in Beijing, leaving a larger proportion of remaining Han Bannermen in Beijing than the provinces. Han Bannermen's status was decreased from that point on with Manchu Banners gaining higher status. Han Bannermen numbered 75% in 1648 Shunzhi's reign, 72% in 1723 Yongzheng's reign, but decreased to 43% in 1796 during the first year of Jiaqing's reign, which was after Qianlong's purge. The mass discharge was known as the Disbandment of the Han Banners (zh). Qianlong directed most of his ire at those Han Bannermen descended from defectors who joined the Qing after the Qing passed through the Great Wall at Shanhai Pass in 1644, deeming their ancestors as traitors to the Ming and therefore untrustworthy, while retaining Han Bannermen who were descended from defectors who joined the Qing before 1644 in Liaodong and marched through Shanhai pass, also known as those who \"followed the Dragon through the pass\" (\u5f9e\u9f8d\u5165\u95dc; cong long ru guan).", "targets": "When did Manchu ethnicity become important again in the Eight Banners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c26e4941228a4924acfabf561a39aad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Banner Armies were organized along ethnic lines, namely Manchu and Mongol, but included non-Manchu bondservants registered under the household of their Manchu masters. The years leading up to the conquest increased the number of Han Chinese under Manchu rule, leading Hong Taiji to create the Eight Han Banners (zh), and around the time of the Qing takeover of Beijing, their numbers rapidly swelled. Han Bannermen held high status and power in the early Qing period, especially immediately after the conquest during Shunzhi and Kangxi's reign where they dominated Governor-Generalships and Governorships across China at the expense of both Manchu Bannermen and Han civilians. Han also numerically dominated the Banners up until the mid 18th century. European visitors in Beijing called them \"Tartarized Chinese\" or \"Tartarified Chinese\". It was in Qianlong's reign that the Qianlong Emperor, concerned about maintaining Manchu identity, re-emphasized Manchu ethnicity, ancestry, language, and culture in the Eight Banners and started a mass discharge of Han Bannermen from the Eight Banners, either asking them to voluntarily resign from the Banner rolls or striking their names off. This led to a change from Han majority to a Manchu majority within the Banner system, and previous Han Bannermen garrisons in southern China such as at Fuzhou, Zhenjiang, Guangzhou, were replaced by Manchu Bannermen in the purge, which started in 1754. The turnover by Qianlong most heavily impacted Han banner garrisons stationed in the provinces while it less impacted Han Bannermen in Beijing, leaving a larger proportion of remaining Han Bannermen in Beijing than the provinces. Han Bannermen's status was decreased from that point on with Manchu Banners gaining higher status. Han Bannermen numbered 75% in 1648 Shunzhi's reign, 72% in 1723 Yongzheng's reign, but decreased to 43% in 1796 during the first year of Jiaqing's reign, which was after Qianlong's purge. The mass discharge was known as the Disbandment of the Han Banners (zh). Qianlong directed most of his ire at those Han Bannermen descended from defectors who joined the Qing after the Qing passed through the Great Wall at Shanhai Pass in 1644, deeming their ancestors as traitors to the Ming and therefore untrustworthy, while retaining Han Bannermen who were descended from defectors who joined the Qing before 1644 in Liaodong and marched through Shanhai pass, also known as those who \"followed the Dragon through the pass\" (\u5f9e\u9f8d\u5165\u95dc; cong long ru guan).", "targets": "What did the Europeans call Han Bannermen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89b88a7f36cd4b9f8b3e438ad8ef2fc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other theaters include Lyric Theatre, Jewel Box Theatre, Kirkpatrick Auditorium, the Poteet Theatre, the Oklahoma City Community College Bruce Owen Theater and the 488-seat Petree Recital Hall, at the Oklahoma City University campus. The university also opened the Wanda L Bass School of Music and auditorium in April 2006.", "targets": "When was the Wanda L Bass School of Music and auditorium opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd7d2a6977409b829b94e2fd7d2e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of shootings in the city has declined significantly in the last 10 years. Shooting incidents peaked in 2006 when 1,857 shootings were recorded. That number has dropped 44 percent to 1,047 shootings in 2014. Similarly, major crimes in the city has decreased gradually in the last ten years since its peak in 2006 when 85,498 major crimes were reported. In the past three years, the number of reported major crimes fell 11 percent to a total of 68,815. Violent crimes, which include homicide, rape, aggravated assault, and robbery, decreased 14 percent in the past three years with a reported 15,771 occurrences in 2014. Based on the rate of violent crimes per 1,000 residents in American cities with 25,000 people or more, Philadelphia was ranked as the 54th most dangerous city in 2015.", "targets": "When did shootings peak in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd7d2a6977409b829b94e2fd7d2e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of shootings in the city has declined significantly in the last 10 years. Shooting incidents peaked in 2006 when 1,857 shootings were recorded. That number has dropped 44 percent to 1,047 shootings in 2014. Similarly, major crimes in the city has decreased gradually in the last ten years since its peak in 2006 when 85,498 major crimes were reported. In the past three years, the number of reported major crimes fell 11 percent to a total of 68,815. Violent crimes, which include homicide, rape, aggravated assault, and robbery, decreased 14 percent in the past three years with a reported 15,771 occurrences in 2014. Based on the rate of violent crimes per 1,000 residents in American cities with 25,000 people or more, Philadelphia was ranked as the 54th most dangerous city in 2015.", "targets": "How many shootings were there in that year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd7d2a6977409b829b94e2fd7d2e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of shootings in the city has declined significantly in the last 10 years. Shooting incidents peaked in 2006 when 1,857 shootings were recorded. That number has dropped 44 percent to 1,047 shootings in 2014. Similarly, major crimes in the city has decreased gradually in the last ten years since its peak in 2006 when 85,498 major crimes were reported. In the past three years, the number of reported major crimes fell 11 percent to a total of 68,815. Violent crimes, which include homicide, rape, aggravated assault, and robbery, decreased 14 percent in the past three years with a reported 15,771 occurrences in 2014. Based on the rate of violent crimes per 1,000 residents in American cities with 25,000 people or more, Philadelphia was ranked as the 54th most dangerous city in 2015.", "targets": "Has violent crime rate fallen or risen in the last 10 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cedd7d2a6977409b829b94e2fd7d2e09", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of shootings in the city has declined significantly in the last 10 years. Shooting incidents peaked in 2006 when 1,857 shootings were recorded. That number has dropped 44 percent to 1,047 shootings in 2014. Similarly, major crimes in the city has decreased gradually in the last ten years since its peak in 2006 when 85,498 major crimes were reported. In the past three years, the number of reported major crimes fell 11 percent to a total of 68,815. Violent crimes, which include homicide, rape, aggravated assault, and robbery, decreased 14 percent in the past three years with a reported 15,771 occurrences in 2014. Based on the rate of violent crimes per 1,000 residents in American cities with 25,000 people or more, Philadelphia was ranked as the 54th most dangerous city in 2015.", "targets": "What rank in danger does Philadelphia have in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9680f23fe2406c83536909d61d74c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the internal stability (known as the paz porfiriana), modernization, and economic growth in Mexico during the Porfiriato from 1876 to 1910, many across the state became deeply dissatisfied with the political system. When D\u00edaz first ran for office, he committed to a strict \u201cNo Re-election\u201d policy in which he disqualified himself to serve consecutive terms. Eventually backtracking on many of his initial political positions D\u00edaz became a de facto dictator. D\u00edaz became increasingly unpopular due to brutal suppression of political dissidents by using the Rurales and manipulating the elections to solidify his political machine. The working class was frustrated with the D\u00edaz regime due to the corruption of the political system that had increased the inequality between the rich and poor. The peasants felt disenfranchised by the policies that promoted the unfair distribution of land where 95% of the land was owned by the top 5%.", "targets": "The internal stability was known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9680f23fe2406c83536909d61d74c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the internal stability (known as the paz porfiriana), modernization, and economic growth in Mexico during the Porfiriato from 1876 to 1910, many across the state became deeply dissatisfied with the political system. When D\u00edaz first ran for office, he committed to a strict \u201cNo Re-election\u201d policy in which he disqualified himself to serve consecutive terms. Eventually backtracking on many of his initial political positions D\u00edaz became a de facto dictator. D\u00edaz became increasingly unpopular due to brutal suppression of political dissidents by using the Rurales and manipulating the elections to solidify his political machine. The working class was frustrated with the D\u00edaz regime due to the corruption of the political system that had increased the inequality between the rich and poor. The peasants felt disenfranchised by the policies that promoted the unfair distribution of land where 95% of the land was owned by the top 5%.", "targets": "During what years did the economic growth occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9680f23fe2406c83536909d61d74c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the internal stability (known as the paz porfiriana), modernization, and economic growth in Mexico during the Porfiriato from 1876 to 1910, many across the state became deeply dissatisfied with the political system. When D\u00edaz first ran for office, he committed to a strict \u201cNo Re-election\u201d policy in which he disqualified himself to serve consecutive terms. Eventually backtracking on many of his initial political positions D\u00edaz became a de facto dictator. D\u00edaz became increasingly unpopular due to brutal suppression of political dissidents by using the Rurales and manipulating the elections to solidify his political machine. The working class was frustrated with the D\u00edaz regime due to the corruption of the political system that had increased the inequality between the rich and poor. The peasants felt disenfranchised by the policies that promoted the unfair distribution of land where 95% of the land was owned by the top 5%.", "targets": "Who committed to a strict \"No Re-election\" policy when running for office?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3e9680f23fe2406c83536909d61d74c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the internal stability (known as the paz porfiriana), modernization, and economic growth in Mexico during the Porfiriato from 1876 to 1910, many across the state became deeply dissatisfied with the political system. When D\u00edaz first ran for office, he committed to a strict \u201cNo Re-election\u201d policy in which he disqualified himself to serve consecutive terms. Eventually backtracking on many of his initial political positions D\u00edaz became a de facto dictator. D\u00edaz became increasingly unpopular due to brutal suppression of political dissidents by using the Rurales and manipulating the elections to solidify his political machine. The working class was frustrated with the D\u00edaz regime due to the corruption of the political system that had increased the inequality between the rich and poor. The peasants felt disenfranchised by the policies that promoted the unfair distribution of land where 95% of the land was owned by the top 5%.", "targets": "Which class was frustrated with Diaz due to corruption?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5ae824567a4f5e869de49194092b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final years of the Yuan dynasty were marked by struggle, famine, and bitterness among the populace. In time, Kublai Khan's successors lost all influence on other Mongol lands across Asia, while the Mongols beyond the Middle Kingdom saw them as too Chinese. Gradually, they lost influence in China as well. The reigns of the later Yuan emperors were short and marked by intrigues and rivalries. Uninterested in administration, they were separated from both the army and the populace, and China was torn by dissension and unrest. Outlaws ravaged the country without interference from the weakening Yuan armies.", "targets": "What problems did the Yuan dynasty have near its end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5ae824567a4f5e869de49194092b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final years of the Yuan dynasty were marked by struggle, famine, and bitterness among the populace. In time, Kublai Khan's successors lost all influence on other Mongol lands across Asia, while the Mongols beyond the Middle Kingdom saw them as too Chinese. Gradually, they lost influence in China as well. The reigns of the later Yuan emperors were short and marked by intrigues and rivalries. Uninterested in administration, they were separated from both the army and the populace, and China was torn by dissension and unrest. Outlaws ravaged the country without interference from the weakening Yuan armies.", "targets": "Why did Kublai's successors lose control of the rest of the Mongol empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5ae824567a4f5e869de49194092b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final years of the Yuan dynasty were marked by struggle, famine, and bitterness among the populace. In time, Kublai Khan's successors lost all influence on other Mongol lands across Asia, while the Mongols beyond the Middle Kingdom saw them as too Chinese. Gradually, they lost influence in China as well. The reigns of the later Yuan emperors were short and marked by intrigues and rivalries. Uninterested in administration, they were separated from both the army and the populace, and China was torn by dissension and unrest. Outlaws ravaged the country without interference from the weakening Yuan armies.", "targets": "Who were later Yuan emperors isolated from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5ae824567a4f5e869de49194092b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final years of the Yuan dynasty were marked by struggle, famine, and bitterness among the populace. In time, Kublai Khan's successors lost all influence on other Mongol lands across Asia, while the Mongols beyond the Middle Kingdom saw them as too Chinese. Gradually, they lost influence in China as well. The reigns of the later Yuan emperors were short and marked by intrigues and rivalries. Uninterested in administration, they were separated from both the army and the populace, and China was torn by dissension and unrest. Outlaws ravaged the country without interference from the weakening Yuan armies.", "targets": "What were the Yuan armies too weak to stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aa5ae824567a4f5e869de49194092b04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final years of the Yuan dynasty were marked by struggle, famine, and bitterness among the populace. In time, Kublai Khan's successors lost all influence on other Mongol lands across Asia, while the Mongols beyond the Middle Kingdom saw them as too Chinese. Gradually, they lost influence in China as well. The reigns of the later Yuan emperors were short and marked by intrigues and rivalries. Uninterested in administration, they were separated from both the army and the populace, and China was torn by dissension and unrest. Outlaws ravaged the country without interference from the weakening Yuan armies.", "targets": "What were later Yuan emperors disinterested in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ff7ed5fb95149a189d339323c2d660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title VII was perhaps the most controversial of the entire bill. Many conservatives accused it of advocating a de facto quota system, and claimed unconstitutionality as it attempts to regulate the workplace. Minnesota Senator Hubert Humphrey corrected this notion: \"there is nothing in [Title VII] that will give power to the Commission to require hiring, firing, and promotion to meet a racial 'quota.' [. . .] Title VII is designed to encourage the hiring on basis of ability and qualifications, not race or religion.\" Title VII prohibits discrimination. Humphrey was the silent hero of the bill's passing through Congress. He pledged that the bill required no quotas, just nondiscrimination. Doing so, he convinced many pro-business Republicans, including Senate Minority Leader Everett Dirksen (IL) to support Title VII.:78\u201380", "targets": "Which section of the legislation was considered the most controversial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ff7ed5fb95149a189d339323c2d660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title VII was perhaps the most controversial of the entire bill. Many conservatives accused it of advocating a de facto quota system, and claimed unconstitutionality as it attempts to regulate the workplace. Minnesota Senator Hubert Humphrey corrected this notion: \"there is nothing in [Title VII] that will give power to the Commission to require hiring, firing, and promotion to meet a racial 'quota.' [. . .] Title VII is designed to encourage the hiring on basis of ability and qualifications, not race or religion.\" Title VII prohibits discrimination. Humphrey was the silent hero of the bill's passing through Congress. He pledged that the bill required no quotas, just nondiscrimination. Doing so, he convinced many pro-business Republicans, including Senate Minority Leader Everett Dirksen (IL) to support Title VII.:78\u201380", "targets": "What did critics claim that Title VII advocate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ff7ed5fb95149a189d339323c2d660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title VII was perhaps the most controversial of the entire bill. Many conservatives accused it of advocating a de facto quota system, and claimed unconstitutionality as it attempts to regulate the workplace. Minnesota Senator Hubert Humphrey corrected this notion: \"there is nothing in [Title VII] that will give power to the Commission to require hiring, firing, and promotion to meet a racial 'quota.' [. . .] Title VII is designed to encourage the hiring on basis of ability and qualifications, not race or religion.\" Title VII prohibits discrimination. Humphrey was the silent hero of the bill's passing through Congress. He pledged that the bill required no quotas, just nondiscrimination. Doing so, he convinced many pro-business Republicans, including Senate Minority Leader Everett Dirksen (IL) to support Title VII.:78\u201380", "targets": "Which Senator fought back against the criticism of Title VII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ff7ed5fb95149a189d339323c2d660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title VII was perhaps the most controversial of the entire bill. Many conservatives accused it of advocating a de facto quota system, and claimed unconstitutionality as it attempts to regulate the workplace. Minnesota Senator Hubert Humphrey corrected this notion: \"there is nothing in [Title VII] that will give power to the Commission to require hiring, firing, and promotion to meet a racial 'quota.' [. . .] Title VII is designed to encourage the hiring on basis of ability and qualifications, not race or religion.\" Title VII prohibits discrimination. Humphrey was the silent hero of the bill's passing through Congress. He pledged that the bill required no quotas, just nondiscrimination. Doing so, he convinced many pro-business Republicans, including Senate Minority Leader Everett Dirksen (IL) to support Title VII.:78\u201380", "targets": "Who was one of the key members that Humphrey managed to convince to support the bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ff7ed5fb95149a189d339323c2d660b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Title VII was perhaps the most controversial of the entire bill. Many conservatives accused it of advocating a de facto quota system, and claimed unconstitutionality as it attempts to regulate the workplace. Minnesota Senator Hubert Humphrey corrected this notion: \"there is nothing in [Title VII] that will give power to the Commission to require hiring, firing, and promotion to meet a racial 'quota.' [. . .] Title VII is designed to encourage the hiring on basis of ability and qualifications, not race or religion.\" Title VII prohibits discrimination. Humphrey was the silent hero of the bill's passing through Congress. He pledged that the bill required no quotas, just nondiscrimination. Doing so, he convinced many pro-business Republicans, including Senate Minority Leader Everett Dirksen (IL) to support Title VII.:78\u201380", "targets": "What position of importance other than Senator did Everett Dirksen hold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5c2610c5fc4d5c98c01ef8f1e62677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, movies and television often revert to standard, clich\u00e9d snatches of classical music to convey refinement or opulence: some of the most-often heard pieces in this category include Bach\u00b4s Cello Suite No. 1, Mozart's Eine kleine Nachtmusik, Vivaldi's Four Seasons, Mussorgsky's Night on Bald Mountain (as orchestrated by Rimsky-Korsakov), and Rossini's William Tell Overture.", "targets": "What does classical music convey in movies and television?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5c2610c5fc4d5c98c01ef8f1e62677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, movies and television often revert to standard, clich\u00e9d snatches of classical music to convey refinement or opulence: some of the most-often heard pieces in this category include Bach\u00b4s Cello Suite No. 1, Mozart's Eine kleine Nachtmusik, Vivaldi's Four Seasons, Mussorgsky's Night on Bald Mountain (as orchestrated by Rimsky-Korsakov), and Rossini's William Tell Overture.", "targets": "What piece by Vivaldi is used as a cliche to convey opulence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5c2610c5fc4d5c98c01ef8f1e62677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, movies and television often revert to standard, clich\u00e9d snatches of classical music to convey refinement or opulence: some of the most-often heard pieces in this category include Bach\u00b4s Cello Suite No. 1, Mozart's Eine kleine Nachtmusik, Vivaldi's Four Seasons, Mussorgsky's Night on Bald Mountain (as orchestrated by Rimsky-Korsakov), and Rossini's William Tell Overture.", "targets": "What piece by Mozart is used as a cliche to convey refinement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5c2610c5fc4d5c98c01ef8f1e62677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, movies and television often revert to standard, clich\u00e9d snatches of classical music to convey refinement or opulence: some of the most-often heard pieces in this category include Bach\u00b4s Cello Suite No. 1, Mozart's Eine kleine Nachtmusik, Vivaldi's Four Seasons, Mussorgsky's Night on Bald Mountain (as orchestrated by Rimsky-Korsakov), and Rossini's William Tell Overture.", "targets": "Who wrote William Tell Overture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb5c2610c5fc4d5c98c01ef8f1e62677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Similarly, movies and television often revert to standard, clich\u00e9d snatches of classical music to convey refinement or opulence: some of the most-often heard pieces in this category include Bach\u00b4s Cello Suite No. 1, Mozart's Eine kleine Nachtmusik, Vivaldi's Four Seasons, Mussorgsky's Night on Bald Mountain (as orchestrated by Rimsky-Korsakov), and Rossini's William Tell Overture.", "targets": "Who wrote Night on Bald Mountain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe19d8a2758a4c2abd132003d3a83e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Missal and the Roman Rite Liturgy of the Hours naturally includes references to Mary's immaculate conception in the feast of the Immaculate Conception. An example is the antiphon that begins: \"Tota pulchra es, Maria, et macula originalis non est in te\" (You are all beautiful, Mary, and the original stain [of sin] is not in you. Your clothing is white as snow, and your face is like the sun. You are all beautiful, Mary, and the original stain [of sin] is not in you. You are the glory of Jerusalem, you are the joy of Israel, you give honour to our people. You are all beautiful, Mary.) On the basis of the original Gregorian chant music, polyphonic settings have been composed by Anton Bruckner, Pablo Casals, Maurice Durufl\u00e9, Grzegorz Gerwazy Gorczycki, no:Ola Gjeilo, Jos\u00e9 Maur\u00edcio Nunes Garcia, and Nikolaus Schapfl,", "targets": "What color garment is used in traditional chants to represent the purity of Mary's conception ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe19d8a2758a4c2abd132003d3a83e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Missal and the Roman Rite Liturgy of the Hours naturally includes references to Mary's immaculate conception in the feast of the Immaculate Conception. An example is the antiphon that begins: \"Tota pulchra es, Maria, et macula originalis non est in te\" (You are all beautiful, Mary, and the original stain [of sin] is not in you. Your clothing is white as snow, and your face is like the sun. You are all beautiful, Mary, and the original stain [of sin] is not in you. You are the glory of Jerusalem, you are the joy of Israel, you give honour to our people. You are all beautiful, Mary.) On the basis of the original Gregorian chant music, polyphonic settings have been composed by Anton Bruckner, Pablo Casals, Maurice Durufl\u00e9, Grzegorz Gerwazy Gorczycki, no:Ola Gjeilo, Jos\u00e9 Maur\u00edcio Nunes Garcia, and Nikolaus Schapfl,", "targets": "The rituals for the correct way to enjoy Mass is listed in what text ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe19d8a2758a4c2abd132003d3a83e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Missal and the Roman Rite Liturgy of the Hours naturally includes references to Mary's immaculate conception in the feast of the Immaculate Conception. An example is the antiphon that begins: \"Tota pulchra es, Maria, et macula originalis non est in te\" (You are all beautiful, Mary, and the original stain [of sin] is not in you. Your clothing is white as snow, and your face is like the sun. You are all beautiful, Mary, and the original stain [of sin] is not in you. You are the glory of Jerusalem, you are the joy of Israel, you give honour to our people. You are all beautiful, Mary.) On the basis of the original Gregorian chant music, polyphonic settings have been composed by Anton Bruckner, Pablo Casals, Maurice Durufl\u00e9, Grzegorz Gerwazy Gorczycki, no:Ola Gjeilo, Jos\u00e9 Maur\u00edcio Nunes Garcia, and Nikolaus Schapfl,", "targets": "What type of  melodic, rhythmic, and harmonic changes have been made by composers but are based on the works that are monophonic and  unaccompanied sacred song?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fe19d8a2758a4c2abd132003d3a83e9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Missal and the Roman Rite Liturgy of the Hours naturally includes references to Mary's immaculate conception in the feast of the Immaculate Conception. An example is the antiphon that begins: \"Tota pulchra es, Maria, et macula originalis non est in te\" (You are all beautiful, Mary, and the original stain [of sin] is not in you. Your clothing is white as snow, and your face is like the sun. You are all beautiful, Mary, and the original stain [of sin] is not in you. You are the glory of Jerusalem, you are the joy of Israel, you give honour to our people. You are all beautiful, Mary.) On the basis of the original Gregorian chant music, polyphonic settings have been composed by Anton Bruckner, Pablo Casals, Maurice Durufl\u00e9, Grzegorz Gerwazy Gorczycki, no:Ola Gjeilo, Jos\u00e9 Maur\u00edcio Nunes Garcia, and Nikolaus Schapfl,", "targets": "What official writings give specific prayers for each hours of the day for Catholics ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fad8245cb2f4189b4b633d3f927d7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originating as the Jama'at al-Tawhid wal-Jihad in 1999, it pledged allegiance to al-Qaeda in 2004, participated in the Iraqi insurgency that followed the March 2003 invasion of Iraq by Western forces, joined the fight in the Syrian Civil War beginning in March 2011, and was expelled from al-Qaeda in early 2014, (which complained of its failure to consult and \"notorious intransigence\"). The group gained prominence after it drove Iraqi government forces out of key cities in western Iraq in a 2014 offensive. The group is adept at social media, posting Internet videos of beheadings of soldiers, civilians, journalists and aid workers, and is known for its destruction of cultural heritage sites. The United Nations has held ISIL responsible for human rights abuses and war crimes, and Amnesty International has reported ethnic cleansing by the group on a \"historic scale\". The group has been designated a terrorist organisation by the United Nations, the European Union and member states, the United States, India, Indonesia, Turkey, Saudi Arabia, Syria and other countries.", "targets": "When did ISIL pledge allegiance to al-Qaeda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fad8245cb2f4189b4b633d3f927d7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originating as the Jama'at al-Tawhid wal-Jihad in 1999, it pledged allegiance to al-Qaeda in 2004, participated in the Iraqi insurgency that followed the March 2003 invasion of Iraq by Western forces, joined the fight in the Syrian Civil War beginning in March 2011, and was expelled from al-Qaeda in early 2014, (which complained of its failure to consult and \"notorious intransigence\"). The group gained prominence after it drove Iraqi government forces out of key cities in western Iraq in a 2014 offensive. The group is adept at social media, posting Internet videos of beheadings of soldiers, civilians, journalists and aid workers, and is known for its destruction of cultural heritage sites. The United Nations has held ISIL responsible for human rights abuses and war crimes, and Amnesty International has reported ethnic cleansing by the group on a \"historic scale\". The group has been designated a terrorist organisation by the United Nations, the European Union and member states, the United States, India, Indonesia, Turkey, Saudi Arabia, Syria and other countries.", "targets": "When did Western forces invade Iraq?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fad8245cb2f4189b4b633d3f927d7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originating as the Jama'at al-Tawhid wal-Jihad in 1999, it pledged allegiance to al-Qaeda in 2004, participated in the Iraqi insurgency that followed the March 2003 invasion of Iraq by Western forces, joined the fight in the Syrian Civil War beginning in March 2011, and was expelled from al-Qaeda in early 2014, (which complained of its failure to consult and \"notorious intransigence\"). The group gained prominence after it drove Iraqi government forces out of key cities in western Iraq in a 2014 offensive. The group is adept at social media, posting Internet videos of beheadings of soldiers, civilians, journalists and aid workers, and is known for its destruction of cultural heritage sites. The United Nations has held ISIL responsible for human rights abuses and war crimes, and Amnesty International has reported ethnic cleansing by the group on a \"historic scale\". The group has been designated a terrorist organisation by the United Nations, the European Union and member states, the United States, India, Indonesia, Turkey, Saudi Arabia, Syria and other countries.", "targets": "Why did al-Qaeda tell ISIL to take a hike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fad8245cb2f4189b4b633d3f927d7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originating as the Jama'at al-Tawhid wal-Jihad in 1999, it pledged allegiance to al-Qaeda in 2004, participated in the Iraqi insurgency that followed the March 2003 invasion of Iraq by Western forces, joined the fight in the Syrian Civil War beginning in March 2011, and was expelled from al-Qaeda in early 2014, (which complained of its failure to consult and \"notorious intransigence\"). The group gained prominence after it drove Iraqi government forces out of key cities in western Iraq in a 2014 offensive. The group is adept at social media, posting Internet videos of beheadings of soldiers, civilians, journalists and aid workers, and is known for its destruction of cultural heritage sites. The United Nations has held ISIL responsible for human rights abuses and war crimes, and Amnesty International has reported ethnic cleansing by the group on a \"historic scale\". The group has been designated a terrorist organisation by the United Nations, the European Union and member states, the United States, India, Indonesia, Turkey, Saudi Arabia, Syria and other countries.", "targets": "When did the Syrian Civil War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0fad8245cb2f4189b4b633d3f927d7c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Originating as the Jama'at al-Tawhid wal-Jihad in 1999, it pledged allegiance to al-Qaeda in 2004, participated in the Iraqi insurgency that followed the March 2003 invasion of Iraq by Western forces, joined the fight in the Syrian Civil War beginning in March 2011, and was expelled from al-Qaeda in early 2014, (which complained of its failure to consult and \"notorious intransigence\"). The group gained prominence after it drove Iraqi government forces out of key cities in western Iraq in a 2014 offensive. The group is adept at social media, posting Internet videos of beheadings of soldiers, civilians, journalists and aid workers, and is known for its destruction of cultural heritage sites. The United Nations has held ISIL responsible for human rights abuses and war crimes, and Amnesty International has reported ethnic cleansing by the group on a \"historic scale\". The group has been designated a terrorist organisation by the United Nations, the European Union and member states, the United States, India, Indonesia, Turkey, Saudi Arabia, Syria and other countries.", "targets": "What has the United Nations designed ISIL?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96945f69419401eb61aeb942f5aa7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars, such as Mark U. Edwards in his book Luther's Last Battles: Politics and Polemics 1531\u201346 (1983), suggest that since Luther's increasingly antisemitic views developed during the years his health deteriorated, it is possible they were at least partly the product of a declining state of mind. Edwards also comments that Luther often deliberately used \"vulgarity and violence\" for effect, both in his writings condemning the Jews and in diatribes against \"Turks\" (Muslims) and Catholics.", "targets": "What does Mark U. Edwards claim as a possible cause of Luther's antisemitism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96945f69419401eb61aeb942f5aa7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars, such as Mark U. Edwards in his book Luther's Last Battles: Politics and Polemics 1531\u201346 (1983), suggest that since Luther's increasingly antisemitic views developed during the years his health deteriorated, it is possible they were at least partly the product of a declining state of mind. Edwards also comments that Luther often deliberately used \"vulgarity and violence\" for effect, both in his writings condemning the Jews and in diatribes against \"Turks\" (Muslims) and Catholics.", "targets": "What about Luther declined as his antisemitism increased?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96945f69419401eb61aeb942f5aa7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars, such as Mark U. Edwards in his book Luther's Last Battles: Politics and Polemics 1531\u201346 (1983), suggest that since Luther's increasingly antisemitic views developed during the years his health deteriorated, it is possible they were at least partly the product of a declining state of mind. Edwards also comments that Luther often deliberately used \"vulgarity and violence\" for effect, both in his writings condemning the Jews and in diatribes against \"Turks\" (Muslims) and Catholics.", "targets": "What kind of affect did Luther often use in his discourses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96945f69419401eb61aeb942f5aa7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars, such as Mark U. Edwards in his book Luther's Last Battles: Politics and Polemics 1531\u201346 (1983), suggest that since Luther's increasingly antisemitic views developed during the years his health deteriorated, it is possible they were at least partly the product of a declining state of mind. Edwards also comments that Luther often deliberately used \"vulgarity and violence\" for effect, both in his writings condemning the Jews and in diatribes against \"Turks\" (Muslims) and Catholics.", "targets": "Who else did Luther use violent rhetoric towards?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a96945f69419401eb61aeb942f5aa7ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some scholars, such as Mark U. Edwards in his book Luther's Last Battles: Politics and Polemics 1531\u201346 (1983), suggest that since Luther's increasingly antisemitic views developed during the years his health deteriorated, it is possible they were at least partly the product of a declining state of mind. Edwards also comments that Luther often deliberately used \"vulgarity and violence\" for effect, both in his writings condemning the Jews and in diatribes against \"Turks\" (Muslims) and Catholics.", "targets": "What is the title of Edwards book about Luther?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705cb1f8abe3449db3dd453522a430cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and forestry have declined in importance over the decades. Nevertheless, they are more important than in the most other areas of Germany, especially within rural regions. 54% of Thuringia's territory is in agricultural use. The fertile basins such as the large Thuringian Basin or the smaller Goldene Aue, Orlasenke and Osterland are in intensive use for growing cereals, vegetables, fruits and energy crops. Important products are apples, strawberries, cherries and plums in the fruit sector, cabbage, potatoes, cauliflower, tomatoes (grown in greenhouses), onions, cucumbers and asparagus in the vegetable sector, as well as maize, rapeseed, wheat, barley and sugar beets in the crop sector.", "targets": "What is something more important to Thuringia than most areas of Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705cb1f8abe3449db3dd453522a430cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and forestry have declined in importance over the decades. Nevertheless, they are more important than in the most other areas of Germany, especially within rural regions. 54% of Thuringia's territory is in agricultural use. The fertile basins such as the large Thuringian Basin or the smaller Goldene Aue, Orlasenke and Osterland are in intensive use for growing cereals, vegetables, fruits and energy crops. Important products are apples, strawberries, cherries and plums in the fruit sector, cabbage, potatoes, cauliflower, tomatoes (grown in greenhouses), onions, cucumbers and asparagus in the vegetable sector, as well as maize, rapeseed, wheat, barley and sugar beets in the crop sector.", "targets": "How much of Thuringia's territory is in agricultural use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705cb1f8abe3449db3dd453522a430cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and forestry have declined in importance over the decades. Nevertheless, they are more important than in the most other areas of Germany, especially within rural regions. 54% of Thuringia's territory is in agricultural use. The fertile basins such as the large Thuringian Basin or the smaller Goldene Aue, Orlasenke and Osterland are in intensive use for growing cereals, vegetables, fruits and energy crops. Important products are apples, strawberries, cherries and plums in the fruit sector, cabbage, potatoes, cauliflower, tomatoes (grown in greenhouses), onions, cucumbers and asparagus in the vegetable sector, as well as maize, rapeseed, wheat, barley and sugar beets in the crop sector.", "targets": "What is the largest fertile area of Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705cb1f8abe3449db3dd453522a430cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and forestry have declined in importance over the decades. Nevertheless, they are more important than in the most other areas of Germany, especially within rural regions. 54% of Thuringia's territory is in agricultural use. The fertile basins such as the large Thuringian Basin or the smaller Goldene Aue, Orlasenke and Osterland are in intensive use for growing cereals, vegetables, fruits and energy crops. Important products are apples, strawberries, cherries and plums in the fruit sector, cabbage, potatoes, cauliflower, tomatoes (grown in greenhouses), onions, cucumbers and asparagus in the vegetable sector, as well as maize, rapeseed, wheat, barley and sugar beets in the crop sector.", "targets": "Where do they grow tomatoes in Thuringia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-705cb1f8abe3449db3dd453522a430cf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Agriculture and forestry have declined in importance over the decades. Nevertheless, they are more important than in the most other areas of Germany, especially within rural regions. 54% of Thuringia's territory is in agricultural use. The fertile basins such as the large Thuringian Basin or the smaller Goldene Aue, Orlasenke and Osterland are in intensive use for growing cereals, vegetables, fruits and energy crops. Important products are apples, strawberries, cherries and plums in the fruit sector, cabbage, potatoes, cauliflower, tomatoes (grown in greenhouses), onions, cucumbers and asparagus in the vegetable sector, as well as maize, rapeseed, wheat, barley and sugar beets in the crop sector.", "targets": "Which regions value agriculture most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485ca61001ae497eaf9336b86c20af10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Edgar took the first turn at school, and Dwight was employed as a night supervisor at the Belle Springs Creamery. Edgar asked for a second year, Dwight consented and worked for a second year. At that time, a friend \"Swede\" Hazlet was applying to the Naval Academy and urged Dwight to apply to the school, since no tuition was required. Eisenhower requested consideration for either Annapolis or West Point with his U.S. Senator, Joseph L. Bristow. Though Eisenhower was among the winners of the entrance-exam competition, he was beyond the age limit for the Naval Academy. He then accepted an appointment to West Point in 1911.", "targets": "What was Eisenhower's job title during the first year his brother went to college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485ca61001ae497eaf9336b86c20af10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Edgar took the first turn at school, and Dwight was employed as a night supervisor at the Belle Springs Creamery. Edgar asked for a second year, Dwight consented and worked for a second year. At that time, a friend \"Swede\" Hazlet was applying to the Naval Academy and urged Dwight to apply to the school, since no tuition was required. Eisenhower requested consideration for either Annapolis or West Point with his U.S. Senator, Joseph L. Bristow. Though Eisenhower was among the winners of the entrance-exam competition, he was beyond the age limit for the Naval Academy. He then accepted an appointment to West Point in 1911.", "targets": "Where did Eisenhower work during his brother's first year of college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485ca61001ae497eaf9336b86c20af10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Edgar took the first turn at school, and Dwight was employed as a night supervisor at the Belle Springs Creamery. Edgar asked for a second year, Dwight consented and worked for a second year. At that time, a friend \"Swede\" Hazlet was applying to the Naval Academy and urged Dwight to apply to the school, since no tuition was required. Eisenhower requested consideration for either Annapolis or West Point with his U.S. Senator, Joseph L. Bristow. Though Eisenhower was among the winners of the entrance-exam competition, he was beyond the age limit for the Naval Academy. He then accepted an appointment to West Point in 1911.", "targets": "Who was Eisenhower's senator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485ca61001ae497eaf9336b86c20af10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Edgar took the first turn at school, and Dwight was employed as a night supervisor at the Belle Springs Creamery. Edgar asked for a second year, Dwight consented and worked for a second year. At that time, a friend \"Swede\" Hazlet was applying to the Naval Academy and urged Dwight to apply to the school, since no tuition was required. Eisenhower requested consideration for either Annapolis or West Point with his U.S. Senator, Joseph L. Bristow. Though Eisenhower was among the winners of the entrance-exam competition, he was beyond the age limit for the Naval Academy. He then accepted an appointment to West Point in 1911.", "targets": "Why couldn't Eisenhower attend Annapolis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-485ca61001ae497eaf9336b86c20af10", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Edgar took the first turn at school, and Dwight was employed as a night supervisor at the Belle Springs Creamery. Edgar asked for a second year, Dwight consented and worked for a second year. At that time, a friend \"Swede\" Hazlet was applying to the Naval Academy and urged Dwight to apply to the school, since no tuition was required. Eisenhower requested consideration for either Annapolis or West Point with his U.S. Senator, Joseph L. Bristow. Though Eisenhower was among the winners of the entrance-exam competition, he was beyond the age limit for the Naval Academy. He then accepted an appointment to West Point in 1911.", "targets": "In what year did Eisenhower matriculate to West Point?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ceed2e891845fdae10b7ed3d8c4d81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though women were protected by late Sumerian law and were able to achieve a higher status in Sumer than in other contemporary civilizations, the culture was male-dominated. The Code of Ur-Nammu, the oldest such codification yet discovered, dating to the Ur-III \"Sumerian Renaissance\", reveals a glimpse at societal structure in late Sumerian law. Beneath the lu-gal (\"great man\" or king), all members of society belonged to one of two basic strata: The \"lu\" or free person, and the slave (male, arad; female geme). The son of a lu was called a dumu-nita until he married. A woman (munus) went from being a daughter (dumu-mi), to a wife (dam), then if she outlived her husband, a widow (numasu) and she could then remarry.", "targets": "How were women protected in Sumerian society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ceed2e891845fdae10b7ed3d8c4d81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though women were protected by late Sumerian law and were able to achieve a higher status in Sumer than in other contemporary civilizations, the culture was male-dominated. The Code of Ur-Nammu, the oldest such codification yet discovered, dating to the Ur-III \"Sumerian Renaissance\", reveals a glimpse at societal structure in late Sumerian law. Beneath the lu-gal (\"great man\" or king), all members of society belonged to one of two basic strata: The \"lu\" or free person, and the slave (male, arad; female geme). The son of a lu was called a dumu-nita until he married. A woman (munus) went from being a daughter (dumu-mi), to a wife (dam), then if she outlived her husband, a widow (numasu) and she could then remarry.", "targets": "What gender dominated Sumerian culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ceed2e891845fdae10b7ed3d8c4d81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though women were protected by late Sumerian law and were able to achieve a higher status in Sumer than in other contemporary civilizations, the culture was male-dominated. The Code of Ur-Nammu, the oldest such codification yet discovered, dating to the Ur-III \"Sumerian Renaissance\", reveals a glimpse at societal structure in late Sumerian law. Beneath the lu-gal (\"great man\" or king), all members of society belonged to one of two basic strata: The \"lu\" or free person, and the slave (male, arad; female geme). The son of a lu was called a dumu-nita until he married. A woman (munus) went from being a daughter (dumu-mi), to a wife (dam), then if she outlived her husband, a widow (numasu) and she could then remarry.", "targets": "Whose code reveals a bit about the societal structure through Sumerian law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ceed2e891845fdae10b7ed3d8c4d81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though women were protected by late Sumerian law and were able to achieve a higher status in Sumer than in other contemporary civilizations, the culture was male-dominated. The Code of Ur-Nammu, the oldest such codification yet discovered, dating to the Ur-III \"Sumerian Renaissance\", reveals a glimpse at societal structure in late Sumerian law. Beneath the lu-gal (\"great man\" or king), all members of society belonged to one of two basic strata: The \"lu\" or free person, and the slave (male, arad; female geme). The son of a lu was called a dumu-nita until he married. A woman (munus) went from being a daughter (dumu-mi), to a wife (dam), then if she outlived her husband, a widow (numasu) and she could then remarry.", "targets": "Who was at the top of the power pyramid in Sumerian society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21ceed2e891845fdae10b7ed3d8c4d81", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though women were protected by late Sumerian law and were able to achieve a higher status in Sumer than in other contemporary civilizations, the culture was male-dominated. The Code of Ur-Nammu, the oldest such codification yet discovered, dating to the Ur-III \"Sumerian Renaissance\", reveals a glimpse at societal structure in late Sumerian law. Beneath the lu-gal (\"great man\" or king), all members of society belonged to one of two basic strata: The \"lu\" or free person, and the slave (male, arad; female geme). The son of a lu was called a dumu-nita until he married. A woman (munus) went from being a daughter (dumu-mi), to a wife (dam), then if she outlived her husband, a widow (numasu) and she could then remarry.", "targets": "How many strata existed in Sumerian society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f5980d99a4aa3b0a09ac3c4342da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measures, which were the means by which the National Assembly for Wales passed legislation between 2006 and 2011, were assented to by the Queen by means of an Order in Council. Section 102 of the Government of Wales Act 2006 required the Clerk to the Assembly to present measures passed by the assembly after a four-week period during which the Counsel General for Wales or the Attorney General could refer the proposed measure to the Supreme Court for a decision as to whether the measure was within the assembly's legislative competence.", "targets": "What was the name of the method by which Wales passed legislation in the 2000's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f5980d99a4aa3b0a09ac3c4342da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measures, which were the means by which the National Assembly for Wales passed legislation between 2006 and 2011, were assented to by the Queen by means of an Order in Council. Section 102 of the Government of Wales Act 2006 required the Clerk to the Assembly to present measures passed by the assembly after a four-week period during which the Counsel General for Wales or the Attorney General could refer the proposed measure to the Supreme Court for a decision as to whether the measure was within the assembly's legislative competence.", "targets": "After a four-week period, who could refer a proposed measure to the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f5980d99a4aa3b0a09ac3c4342da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measures, which were the means by which the National Assembly for Wales passed legislation between 2006 and 2011, were assented to by the Queen by means of an Order in Council. Section 102 of the Government of Wales Act 2006 required the Clerk to the Assembly to present measures passed by the assembly after a four-week period during which the Counsel General for Wales or the Attorney General could refer the proposed measure to the Supreme Court for a decision as to whether the measure was within the assembly's legislative competence.", "targets": "What were \"measures\" in Wales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f5980d99a4aa3b0a09ac3c4342da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measures, which were the means by which the National Assembly for Wales passed legislation between 2006 and 2011, were assented to by the Queen by means of an Order in Council. Section 102 of the Government of Wales Act 2006 required the Clerk to the Assembly to present measures passed by the assembly after a four-week period during which the Counsel General for Wales or the Attorney General could refer the proposed measure to the Supreme Court for a decision as to whether the measure was within the assembly's legislative competence.", "targets": "During which years were measures used in order to pass legislation in Wales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f5980d99a4aa3b0a09ac3c4342da4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Measures, which were the means by which the National Assembly for Wales passed legislation between 2006 and 2011, were assented to by the Queen by means of an Order in Council. Section 102 of the Government of Wales Act 2006 required the Clerk to the Assembly to present measures passed by the assembly after a four-week period during which the Counsel General for Wales or the Attorney General could refer the proposed measure to the Supreme Court for a decision as to whether the measure was within the assembly's legislative competence.", "targets": "In Wales, who had the capability of submitting a bill to the Supreme Court?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96416a969f0840deb0e53aa9f301982d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For customers with more demanding requirements (such as medium-to-large businesses, or other ISPs) can use higher-speed DSL (such as single-pair high-speed digital subscriber line), Ethernet, metropolitan Ethernet, gigabit Ethernet, Frame Relay, ISDN Primary Rate Interface, ATM (Asynchronous Transfer Mode) and synchronous optical networking (SONET).", "targets": "What type of customers would typically have more demanding requirements? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96416a969f0840deb0e53aa9f301982d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For customers with more demanding requirements (such as medium-to-large businesses, or other ISPs) can use higher-speed DSL (such as single-pair high-speed digital subscriber line), Ethernet, metropolitan Ethernet, gigabit Ethernet, Frame Relay, ISDN Primary Rate Interface, ATM (Asynchronous Transfer Mode) and synchronous optical networking (SONET).", "targets": "what does atm stand for in relation to internet providers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96416a969f0840deb0e53aa9f301982d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For customers with more demanding requirements (such as medium-to-large businesses, or other ISPs) can use higher-speed DSL (such as single-pair high-speed digital subscriber line), Ethernet, metropolitan Ethernet, gigabit Ethernet, Frame Relay, ISDN Primary Rate Interface, ATM (Asynchronous Transfer Mode) and synchronous optical networking (SONET).", "targets": "what is high-speed dsl used for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96416a969f0840deb0e53aa9f301982d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For customers with more demanding requirements (such as medium-to-large businesses, or other ISPs) can use higher-speed DSL (such as single-pair high-speed digital subscriber line), Ethernet, metropolitan Ethernet, gigabit Ethernet, Frame Relay, ISDN Primary Rate Interface, ATM (Asynchronous Transfer Mode) and synchronous optical networking (SONET).", "targets": "what is SONET? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb8d8c4a04745eea3b64cc3aebc122c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to the longest surviving stretch of medieval walls in England, as well as a number of museums such as Tudor House Museum, reopened on 30 July 2011 after undergoing extensive restoration and improvement; Southampton Maritime Museum; God's House Tower, an archaeology museum about the city's heritage and located in one of the tower walls; the Medieval Merchant's House; and Solent Sky, which focuses on aviation. The SeaCity Museum is located in the west wing of the civic centre, formerly occupied by Hampshire Constabulary and the Magistrates' Court, and focuses on Southampton's trading history and on the RMS Titanic. The museum received half a million pounds from the National Lottery in addition to interest from numerous private investors and is budgeted at \u00a328 million.", "targets": "What museum reopened on July 30th, 2011 after a huge renovation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb8d8c4a04745eea3b64cc3aebc122c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to the longest surviving stretch of medieval walls in England, as well as a number of museums such as Tudor House Museum, reopened on 30 July 2011 after undergoing extensive restoration and improvement; Southampton Maritime Museum; God's House Tower, an archaeology museum about the city's heritage and located in one of the tower walls; the Medieval Merchant's House; and Solent Sky, which focuses on aviation. The SeaCity Museum is located in the west wing of the civic centre, formerly occupied by Hampshire Constabulary and the Magistrates' Court, and focuses on Southampton's trading history and on the RMS Titanic. The museum received half a million pounds from the National Lottery in addition to interest from numerous private investors and is budgeted at \u00a328 million.", "targets": "What's the name of the museum located in one of Southampton's tower walls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb8d8c4a04745eea3b64cc3aebc122c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to the longest surviving stretch of medieval walls in England, as well as a number of museums such as Tudor House Museum, reopened on 30 July 2011 after undergoing extensive restoration and improvement; Southampton Maritime Museum; God's House Tower, an archaeology museum about the city's heritage and located in one of the tower walls; the Medieval Merchant's House; and Solent Sky, which focuses on aviation. The SeaCity Museum is located in the west wing of the civic centre, formerly occupied by Hampshire Constabulary and the Magistrates' Court, and focuses on Southampton's trading history and on the RMS Titanic. The museum received half a million pounds from the National Lottery in addition to interest from numerous private investors and is budgeted at \u00a328 million.", "targets": "What's the name of the aviation museum in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb8d8c4a04745eea3b64cc3aebc122c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to the longest surviving stretch of medieval walls in England, as well as a number of museums such as Tudor House Museum, reopened on 30 July 2011 after undergoing extensive restoration and improvement; Southampton Maritime Museum; God's House Tower, an archaeology museum about the city's heritage and located in one of the tower walls; the Medieval Merchant's House; and Solent Sky, which focuses on aviation. The SeaCity Museum is located in the west wing of the civic centre, formerly occupied by Hampshire Constabulary and the Magistrates' Court, and focuses on Southampton's trading history and on the RMS Titanic. The museum received half a million pounds from the National Lottery in addition to interest from numerous private investors and is budgeted at \u00a328 million.", "targets": "What's the impressive budget of the SeaCity Museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bb8d8c4a04745eea3b64cc3aebc122c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is home to the longest surviving stretch of medieval walls in England, as well as a number of museums such as Tudor House Museum, reopened on 30 July 2011 after undergoing extensive restoration and improvement; Southampton Maritime Museum; God's House Tower, an archaeology museum about the city's heritage and located in one of the tower walls; the Medieval Merchant's House; and Solent Sky, which focuses on aviation. The SeaCity Museum is located in the west wing of the civic centre, formerly occupied by Hampshire Constabulary and the Magistrates' Court, and focuses on Southampton's trading history and on the RMS Titanic. The museum received half a million pounds from the National Lottery in addition to interest from numerous private investors and is budgeted at \u00a328 million.", "targets": "What organization invested half a million pounds in the SeaCity Museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9414be9f1ab401ba1ee6d4eedb67288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most innovative period of Cubism was before 1914. After World War I, with the support given by the dealer L\u00e9once Rosenberg, Cubism returned as a central issue for artists, and continued as such until the mid-1920s when its avant-garde status was rendered questionable by the emergence of geometric abstraction and Surrealism in Paris. Many Cubists, including Picasso, Braque, Gris, L\u00e9ger, Gleizes, and Metzinger, while developing other styles, returned periodically to Cubism, even well after 1925. Cubism reemerged during the 1920s and the 1930s in the work of the American Stuart Davis and the Englishman Ben Nicholson. In France, however, Cubism experienced a decline beginning in about 1925. L\u00e9once Rosenberg exhibited not only the artists stranded by Kahnweiler\u2019s exile but others including Laurens, Lipchitz, Metzinger, Gleizes, Csaky, Herbin and Severini. In 1918 Rosenberg presented a series of Cubist exhibitions at his Galerie de l\u2019Effort Moderne in Paris. Attempts were made by Louis Vauxcelles to claim that Cubism was dead, but these exhibitions, along with a well-organized Cubist show at the 1920 Salon des Ind\u00e9pendants and a revival of the Salon de la Section d\u2019Or in the same year, demonstrated it was still alive.", "targets": "Before what year was Cubism considered the most innovative? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9414be9f1ab401ba1ee6d4eedb67288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most innovative period of Cubism was before 1914. After World War I, with the support given by the dealer L\u00e9once Rosenberg, Cubism returned as a central issue for artists, and continued as such until the mid-1920s when its avant-garde status was rendered questionable by the emergence of geometric abstraction and Surrealism in Paris. Many Cubists, including Picasso, Braque, Gris, L\u00e9ger, Gleizes, and Metzinger, while developing other styles, returned periodically to Cubism, even well after 1925. Cubism reemerged during the 1920s and the 1930s in the work of the American Stuart Davis and the Englishman Ben Nicholson. In France, however, Cubism experienced a decline beginning in about 1925. L\u00e9once Rosenberg exhibited not only the artists stranded by Kahnweiler\u2019s exile but others including Laurens, Lipchitz, Metzinger, Gleizes, Csaky, Herbin and Severini. In 1918 Rosenberg presented a series of Cubist exhibitions at his Galerie de l\u2019Effort Moderne in Paris. Attempts were made by Louis Vauxcelles to claim that Cubism was dead, but these exhibitions, along with a well-organized Cubist show at the 1920 Salon des Ind\u00e9pendants and a revival of the Salon de la Section d\u2019Or in the same year, demonstrated it was still alive.", "targets": "With the assistance of what dealer did Cubism return as  a central consideration for artists after World War I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9414be9f1ab401ba1ee6d4eedb67288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most innovative period of Cubism was before 1914. After World War I, with the support given by the dealer L\u00e9once Rosenberg, Cubism returned as a central issue for artists, and continued as such until the mid-1920s when its avant-garde status was rendered questionable by the emergence of geometric abstraction and Surrealism in Paris. Many Cubists, including Picasso, Braque, Gris, L\u00e9ger, Gleizes, and Metzinger, while developing other styles, returned periodically to Cubism, even well after 1925. Cubism reemerged during the 1920s and the 1930s in the work of the American Stuart Davis and the Englishman Ben Nicholson. In France, however, Cubism experienced a decline beginning in about 1925. L\u00e9once Rosenberg exhibited not only the artists stranded by Kahnweiler\u2019s exile but others including Laurens, Lipchitz, Metzinger, Gleizes, Csaky, Herbin and Severini. In 1918 Rosenberg presented a series of Cubist exhibitions at his Galerie de l\u2019Effort Moderne in Paris. Attempts were made by Louis Vauxcelles to claim that Cubism was dead, but these exhibitions, along with a well-organized Cubist show at the 1920 Salon des Ind\u00e9pendants and a revival of the Salon de la Section d\u2019Or in the same year, demonstrated it was still alive.", "targets": "In what year did Rosenberg exhibit Cubist works at  Galerie de l\u2019Effort Moderne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9414be9f1ab401ba1ee6d4eedb67288", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most innovative period of Cubism was before 1914. After World War I, with the support given by the dealer L\u00e9once Rosenberg, Cubism returned as a central issue for artists, and continued as such until the mid-1920s when its avant-garde status was rendered questionable by the emergence of geometric abstraction and Surrealism in Paris. Many Cubists, including Picasso, Braque, Gris, L\u00e9ger, Gleizes, and Metzinger, while developing other styles, returned periodically to Cubism, even well after 1925. Cubism reemerged during the 1920s and the 1930s in the work of the American Stuart Davis and the Englishman Ben Nicholson. In France, however, Cubism experienced a decline beginning in about 1925. L\u00e9once Rosenberg exhibited not only the artists stranded by Kahnweiler\u2019s exile but others including Laurens, Lipchitz, Metzinger, Gleizes, Csaky, Herbin and Severini. In 1918 Rosenberg presented a series of Cubist exhibitions at his Galerie de l\u2019Effort Moderne in Paris. Attempts were made by Louis Vauxcelles to claim that Cubism was dead, but these exhibitions, along with a well-organized Cubist show at the 1920 Salon des Ind\u00e9pendants and a revival of the Salon de la Section d\u2019Or in the same year, demonstrated it was still alive.", "targets": "In which city did Galerie de l\u2019Effort Moderne take place? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f98024d0fd74a40b6ecfc754ec734e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of pubs in the UK has declined year on year, at least since 1982. Various reasons are put forward for this, such as the failure of some establishments to keep up with customer requirements. Others claim the smoking ban of 2007, intense competition from gastro-pubs, the availability of cheap alcohol in supermarkets or the general economic climate are either to blame, or are factors in the decline. Changes in demographics may be an additional factor.", "targets": "When was a smoking ban passed in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f98024d0fd74a40b6ecfc754ec734e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of pubs in the UK has declined year on year, at least since 1982. Various reasons are put forward for this, such as the failure of some establishments to keep up with customer requirements. Others claim the smoking ban of 2007, intense competition from gastro-pubs, the availability of cheap alcohol in supermarkets or the general economic climate are either to blame, or are factors in the decline. Changes in demographics may be an additional factor.", "targets": "In what year did the number of United Kingdom pubs generally start to decline?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f98024d0fd74a40b6ecfc754ec734e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of pubs in the UK has declined year on year, at least since 1982. Various reasons are put forward for this, such as the failure of some establishments to keep up with customer requirements. Others claim the smoking ban of 2007, intense competition from gastro-pubs, the availability of cheap alcohol in supermarkets or the general economic climate are either to blame, or are factors in the decline. Changes in demographics may be an additional factor.", "targets": "Competition from what new form of establishment is sometimes blamed for the decline of pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f98024d0fd74a40b6ecfc754ec734e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The number of pubs in the UK has declined year on year, at least since 1982. Various reasons are put forward for this, such as the failure of some establishments to keep up with customer requirements. Others claim the smoking ban of 2007, intense competition from gastro-pubs, the availability of cheap alcohol in supermarkets or the general economic climate are either to blame, or are factors in the decline. Changes in demographics may be an additional factor.", "targets": "What business that sells cheap alcohol has sometimes been held to have resulted in the decline of pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03c60295e7834e5590a77fa8ba903393", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's greatest strength, in the eyes of the western communists, had been in suppressing nationalist insurrections and maintaining unity throughout the country. It was Tito's call for unity, and related methods, that held together the people of Yugoslavia. This ability was put to a test several times during his reign, notably during the Croatian Spring (also referred as the Masovni pokret, maspok, meaning \"Mass Movement\") when the government suppressed both public demonstrations and dissenting opinions within the Communist Party. Despite this suppression, much of maspok's demands were later realized with the new constitution, heavily backed by Tito himself against opposition from the Serbian branch of the party.[citation needed] On 16 May 1974, the new Constitution was passed, and the aging Tito was named president for life, a status which he would enjoy for five years.", "targets": "What person's calls for unity is credited by western communists of holding together Yugoslavia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03c60295e7834e5590a77fa8ba903393", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's greatest strength, in the eyes of the western communists, had been in suppressing nationalist insurrections and maintaining unity throughout the country. It was Tito's call for unity, and related methods, that held together the people of Yugoslavia. This ability was put to a test several times during his reign, notably during the Croatian Spring (also referred as the Masovni pokret, maspok, meaning \"Mass Movement\") when the government suppressed both public demonstrations and dissenting opinions within the Communist Party. Despite this suppression, much of maspok's demands were later realized with the new constitution, heavily backed by Tito himself against opposition from the Serbian branch of the party.[citation needed] On 16 May 1974, the new Constitution was passed, and the aging Tito was named president for life, a status which he would enjoy for five years.", "targets": "What was referred to as the \"Mass Movement\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03c60295e7834e5590a77fa8ba903393", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's greatest strength, in the eyes of the western communists, had been in suppressing nationalist insurrections and maintaining unity throughout the country. It was Tito's call for unity, and related methods, that held together the people of Yugoslavia. This ability was put to a test several times during his reign, notably during the Croatian Spring (also referred as the Masovni pokret, maspok, meaning \"Mass Movement\") when the government suppressed both public demonstrations and dissenting opinions within the Communist Party. Despite this suppression, much of maspok's demands were later realized with the new constitution, heavily backed by Tito himself against opposition from the Serbian branch of the party.[citation needed] On 16 May 1974, the new Constitution was passed, and the aging Tito was named president for life, a status which he would enjoy for five years.", "targets": "When was the new Yugoslavian constitution passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03c60295e7834e5590a77fa8ba903393", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's greatest strength, in the eyes of the western communists, had been in suppressing nationalist insurrections and maintaining unity throughout the country. It was Tito's call for unity, and related methods, that held together the people of Yugoslavia. This ability was put to a test several times during his reign, notably during the Croatian Spring (also referred as the Masovni pokret, maspok, meaning \"Mass Movement\") when the government suppressed both public demonstrations and dissenting opinions within the Communist Party. Despite this suppression, much of maspok's demands were later realized with the new constitution, heavily backed by Tito himself against opposition from the Serbian branch of the party.[citation needed] On 16 May 1974, the new Constitution was passed, and the aging Tito was named president for life, a status which he would enjoy for five years.", "targets": "Who was named President for Life of Yugoslavia in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-03c60295e7834e5590a77fa8ba903393", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tito's greatest strength, in the eyes of the western communists, had been in suppressing nationalist insurrections and maintaining unity throughout the country. It was Tito's call for unity, and related methods, that held together the people of Yugoslavia. This ability was put to a test several times during his reign, notably during the Croatian Spring (also referred as the Masovni pokret, maspok, meaning \"Mass Movement\") when the government suppressed both public demonstrations and dissenting opinions within the Communist Party. Despite this suppression, much of maspok's demands were later realized with the new constitution, heavily backed by Tito himself against opposition from the Serbian branch of the party.[citation needed] On 16 May 1974, the new Constitution was passed, and the aging Tito was named president for life, a status which he would enjoy for five years.", "targets": "How long did the person named \"president for life\" serve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de0d83ac1c546dbbf10848a817bb285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The multiple churches that form the Anglican Communion and the Continuing Anglican movement have different views on Marian doctrines and venerative practices given that there is no single church with universal authority within the Communion and that the mother church (the Church of England) understands itself to be both \"catholic\" and \"Reformed\". Thus unlike the Protestant churches at large, the Anglican Communion (which includes the Episcopal Church in the United States) includes segments which still retain some veneration of Mary.", "targets": "What is the mother church of the Angican Communion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de0d83ac1c546dbbf10848a817bb285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The multiple churches that form the Anglican Communion and the Continuing Anglican movement have different views on Marian doctrines and venerative practices given that there is no single church with universal authority within the Communion and that the mother church (the Church of England) understands itself to be both \"catholic\" and \"Reformed\". Thus unlike the Protestant churches at large, the Anglican Communion (which includes the Episcopal Church in the United States) includes segments which still retain some veneration of Mary.", "targets": "Which church in the United States is associated with the Angican Communion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de0d83ac1c546dbbf10848a817bb285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The multiple churches that form the Anglican Communion and the Continuing Anglican movement have different views on Marian doctrines and venerative practices given that there is no single church with universal authority within the Communion and that the mother church (the Church of England) understands itself to be both \"catholic\" and \"Reformed\". Thus unlike the Protestant churches at large, the Anglican Communion (which includes the Episcopal Church in the United States) includes segments which still retain some veneration of Mary.", "targets": "What practice differentiates the Angican Communon from Protestant churches at large?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1de0d83ac1c546dbbf10848a817bb285", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The multiple churches that form the Anglican Communion and the Continuing Anglican movement have different views on Marian doctrines and venerative practices given that there is no single church with universal authority within the Communion and that the mother church (the Church of England) understands itself to be both \"catholic\" and \"Reformed\". Thus unlike the Protestant churches at large, the Anglican Communion (which includes the Episcopal Church in the United States) includes segments which still retain some veneration of Mary.", "targets": "What branch of Christianity does the Angican Communion fall under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5503e51f2e2942409d5fcb1b34dbd734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Rangers, who provide surveillance and patrol services in Canada's arctic and other remote areas, are an essential reserve force component used for Canada's exercise of sovereignty over its northern territory.", "targets": "What do Canadian Rangers perform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5503e51f2e2942409d5fcb1b34dbd734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Rangers, who provide surveillance and patrol services in Canada's arctic and other remote areas, are an essential reserve force component used for Canada's exercise of sovereignty over its northern territory.", "targets": "Where do the Canadian Rangers operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5503e51f2e2942409d5fcb1b34dbd734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Rangers, who provide surveillance and patrol services in Canada's arctic and other remote areas, are an essential reserve force component used for Canada's exercise of sovereignty over its northern territory.", "targets": "Which force are the Rangers part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5503e51f2e2942409d5fcb1b34dbd734", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Canadian Rangers, who provide surveillance and patrol services in Canada's arctic and other remote areas, are an essential reserve force component used for Canada's exercise of sovereignty over its northern territory.", "targets": "What do the Canadian Rangers safekeep?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f60fc32043c54d558f29328b1960b565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The overseas Chinese community has played a large role in the development of the economies in the region. These business communities are connected through the bamboo network, a network of overseas Chinese businesses operating in the markets of Southeast Asia that share common family and cultural ties. The origins of Chinese influence can be traced to the 16th century, when Chinese migrants from southern China settled in Indonesia, Thailand, and other Southeast Asian countries. Chinese populations in the region saw a rapid increase following the Communist Revolution in 1949, which forced many refugees to emigrate outside of China.", "targets": "The origin of which community can be traced to the 16th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f60fc32043c54d558f29328b1960b565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The overseas Chinese community has played a large role in the development of the economies in the region. These business communities are connected through the bamboo network, a network of overseas Chinese businesses operating in the markets of Southeast Asia that share common family and cultural ties. The origins of Chinese influence can be traced to the 16th century, when Chinese migrants from southern China settled in Indonesia, Thailand, and other Southeast Asian countries. Chinese populations in the region saw a rapid increase following the Communist Revolution in 1949, which forced many refugees to emigrate outside of China.", "targets": "The rise of Chinese population saw a rapid increase during which revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f60fc32043c54d558f29328b1960b565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The overseas Chinese community has played a large role in the development of the economies in the region. These business communities are connected through the bamboo network, a network of overseas Chinese businesses operating in the markets of Southeast Asia that share common family and cultural ties. The origins of Chinese influence can be traced to the 16th century, when Chinese migrants from southern China settled in Indonesia, Thailand, and other Southeast Asian countries. Chinese populations in the region saw a rapid increase following the Communist Revolution in 1949, which forced many refugees to emigrate outside of China.", "targets": "When did the Chinese revolution start in Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f60fc32043c54d558f29328b1960b565", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The overseas Chinese community has played a large role in the development of the economies in the region. These business communities are connected through the bamboo network, a network of overseas Chinese businesses operating in the markets of Southeast Asia that share common family and cultural ties. The origins of Chinese influence can be traced to the 16th century, when Chinese migrants from southern China settled in Indonesia, Thailand, and other Southeast Asian countries. Chinese populations in the region saw a rapid increase following the Communist Revolution in 1949, which forced many refugees to emigrate outside of China.", "targets": "What is the name of the network through which the Chinese communities were connected with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d55ecf3a354e4cb5815598102b986d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who originally ran for 26 seasons on BBC One, from 23 November 1963 until 6 December 1989. During the original run, each weekly episode formed part of a story (or \"serial\") \u2014 usually of four to six parts in earlier years and three to four in later years. Notable exceptions were: The Daleks' Master Plan, which aired in 12 episodes (plus an earlier one-episode teaser, \"Mission to the Unknown\", featuring none of the regular cast); almost an entire season of seven-episode serials (season 7); the 10-episode serial The War Games; and The Trial of a Time Lord, which ran for 14 episodes (albeit divided into three production codes and four narrative segments) during season 23. Occasionally serials were loosely connected by a storyline, such as season 8 being devoted to the Doctor battling a rogue Time Lord called The Master, season 16's quest for The Key to Time, season 18's journey through E-Space and the theme of entropy, and season 20's Black Guardian Trilogy.", "targets": "How many seasons did the original Doctor Who run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d55ecf3a354e4cb5815598102b986d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who originally ran for 26 seasons on BBC One, from 23 November 1963 until 6 December 1989. During the original run, each weekly episode formed part of a story (or \"serial\") \u2014 usually of four to six parts in earlier years and three to four in later years. Notable exceptions were: The Daleks' Master Plan, which aired in 12 episodes (plus an earlier one-episode teaser, \"Mission to the Unknown\", featuring none of the regular cast); almost an entire season of seven-episode serials (season 7); the 10-episode serial The War Games; and The Trial of a Time Lord, which ran for 14 episodes (albeit divided into three production codes and four narrative segments) during season 23. Occasionally serials were loosely connected by a storyline, such as season 8 being devoted to the Doctor battling a rogue Time Lord called The Master, season 16's quest for The Key to Time, season 18's journey through E-Space and the theme of entropy, and season 20's Black Guardian Trilogy.", "targets": "When was the last episode of the original series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d55ecf3a354e4cb5815598102b986d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who originally ran for 26 seasons on BBC One, from 23 November 1963 until 6 December 1989. During the original run, each weekly episode formed part of a story (or \"serial\") \u2014 usually of four to six parts in earlier years and three to four in later years. Notable exceptions were: The Daleks' Master Plan, which aired in 12 episodes (plus an earlier one-episode teaser, \"Mission to the Unknown\", featuring none of the regular cast); almost an entire season of seven-episode serials (season 7); the 10-episode serial The War Games; and The Trial of a Time Lord, which ran for 14 episodes (albeit divided into three production codes and four narrative segments) during season 23. Occasionally serials were loosely connected by a storyline, such as season 8 being devoted to the Doctor battling a rogue Time Lord called The Master, season 16's quest for The Key to Time, season 18's journey through E-Space and the theme of entropy, and season 20's Black Guardian Trilogy.", "targets": "How many episodes were in The Daleks' Master Plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d55ecf3a354e4cb5815598102b986d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who originally ran for 26 seasons on BBC One, from 23 November 1963 until 6 December 1989. During the original run, each weekly episode formed part of a story (or \"serial\") \u2014 usually of four to six parts in earlier years and three to four in later years. Notable exceptions were: The Daleks' Master Plan, which aired in 12 episodes (plus an earlier one-episode teaser, \"Mission to the Unknown\", featuring none of the regular cast); almost an entire season of seven-episode serials (season 7); the 10-episode serial The War Games; and The Trial of a Time Lord, which ran for 14 episodes (albeit divided into three production codes and four narrative segments) during season 23. Occasionally serials were loosely connected by a storyline, such as season 8 being devoted to the Doctor battling a rogue Time Lord called The Master, season 16's quest for The Key to Time, season 18's journey through E-Space and the theme of entropy, and season 20's Black Guardian Trilogy.", "targets": "What is the name of a Time Lord that Doctor Who has fought?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d55ecf3a354e4cb5815598102b986d78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Doctor Who originally ran for 26 seasons on BBC One, from 23 November 1963 until 6 December 1989. During the original run, each weekly episode formed part of a story (or \"serial\") \u2014 usually of four to six parts in earlier years and three to four in later years. Notable exceptions were: The Daleks' Master Plan, which aired in 12 episodes (plus an earlier one-episode teaser, \"Mission to the Unknown\", featuring none of the regular cast); almost an entire season of seven-episode serials (season 7); the 10-episode serial The War Games; and The Trial of a Time Lord, which ran for 14 episodes (albeit divided into three production codes and four narrative segments) during season 23. Occasionally serials were loosely connected by a storyline, such as season 8 being devoted to the Doctor battling a rogue Time Lord called The Master, season 16's quest for The Key to Time, season 18's journey through E-Space and the theme of entropy, and season 20's Black Guardian Trilogy.", "targets": "What was the focus of Season 20 of Doctor Who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fefc66a18cd4500b9001055511d5f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry VIII assumed direct royal control in 1539 and granted the abbey the status of a cathedral by charter in 1540, simultaneously issuing letters patent establishing the Diocese of Westminster. By granting the abbey cathedral status Henry VIII gained an excuse to spare it from the destruction or dissolution which he inflicted on most English abbeys during this period.", "targets": "When did Henry VIII take direct royal control?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fefc66a18cd4500b9001055511d5f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry VIII assumed direct royal control in 1539 and granted the abbey the status of a cathedral by charter in 1540, simultaneously issuing letters patent establishing the Diocese of Westminster. By granting the abbey cathedral status Henry VIII gained an excuse to spare it from the destruction or dissolution which he inflicted on most English abbeys during this period.", "targets": "Who gave the abbey status of a cathedral in 1540?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fefc66a18cd4500b9001055511d5f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry VIII assumed direct royal control in 1539 and granted the abbey the status of a cathedral by charter in 1540, simultaneously issuing letters patent establishing the Diocese of Westminster. By granting the abbey cathedral status Henry VIII gained an excuse to spare it from the destruction or dissolution which he inflicted on most English abbeys during this period.", "targets": "What did the cathedral status save the abbey from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fefc66a18cd4500b9001055511d5f26", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Henry VIII assumed direct royal control in 1539 and granted the abbey the status of a cathedral by charter in 1540, simultaneously issuing letters patent establishing the Diocese of Westminster. By granting the abbey cathedral status Henry VIII gained an excuse to spare it from the destruction or dissolution which he inflicted on most English abbeys during this period.", "targets": "What did changing the status of the abbey create?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a850da485e549e7b6e9bd0023554f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States and Canada, the film opened on 6 November 2015, and in its opening weekend, was originally projected to gross $70\u201375 million from 3,927 screens, the widest release for a Bond film. However, after grossing $5.25 million from its early Thursday night showings and $28 million on its opening day, weekend projections were increased to $75\u201380 million. The film ended up grossing $70.4 million in its opening weekend (about $20 million less than Skyfall's $90.6 million debut, including IMAX previews), but nevertheless finished first at the box office. IMAX generated $9.1 million for Spectre at 374 screens, premium large format made $8 million from 429 cinemas, reaping 11% of the film's opening, which means that Spectre earned $17.1 million (23%) of its opening weekend total in large-format venues. Cinemark XD generated $1.85 million in 112 XD locations.", "targets": "How many Imax screens showed Spectre on its opening weekend in the US and Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a850da485e549e7b6e9bd0023554f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States and Canada, the film opened on 6 November 2015, and in its opening weekend, was originally projected to gross $70\u201375 million from 3,927 screens, the widest release for a Bond film. However, after grossing $5.25 million from its early Thursday night showings and $28 million on its opening day, weekend projections were increased to $75\u201380 million. The film ended up grossing $70.4 million in its opening weekend (about $20 million less than Skyfall's $90.6 million debut, including IMAX previews), but nevertheless finished first at the box office. IMAX generated $9.1 million for Spectre at 374 screens, premium large format made $8 million from 429 cinemas, reaping 11% of the film's opening, which means that Spectre earned $17.1 million (23%) of its opening weekend total in large-format venues. Cinemark XD generated $1.85 million in 112 XD locations.", "targets": "How much money did Spectre make in its first weekend in the US and Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a850da485e549e7b6e9bd0023554f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States and Canada, the film opened on 6 November 2015, and in its opening weekend, was originally projected to gross $70\u201375 million from 3,927 screens, the widest release for a Bond film. However, after grossing $5.25 million from its early Thursday night showings and $28 million on its opening day, weekend projections were increased to $75\u201380 million. The film ended up grossing $70.4 million in its opening weekend (about $20 million less than Skyfall's $90.6 million debut, including IMAX previews), but nevertheless finished first at the box office. IMAX generated $9.1 million for Spectre at 374 screens, premium large format made $8 million from 429 cinemas, reaping 11% of the film's opening, which means that Spectre earned $17.1 million (23%) of its opening weekend total in large-format venues. Cinemark XD generated $1.85 million in 112 XD locations.", "targets": "How much money did preview showings generate in the US and Canada?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a850da485e549e7b6e9bd0023554f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States and Canada, the film opened on 6 November 2015, and in its opening weekend, was originally projected to gross $70\u201375 million from 3,927 screens, the widest release for a Bond film. However, after grossing $5.25 million from its early Thursday night showings and $28 million on its opening day, weekend projections were increased to $75\u201380 million. The film ended up grossing $70.4 million in its opening weekend (about $20 million less than Skyfall's $90.6 million debut, including IMAX previews), but nevertheless finished first at the box office. IMAX generated $9.1 million for Spectre at 374 screens, premium large format made $8 million from 429 cinemas, reaping 11% of the film's opening, which means that Spectre earned $17.1 million (23%) of its opening weekend total in large-format venues. Cinemark XD generated $1.85 million in 112 XD locations.", "targets": "Which film grossed more money for its opening weekend in the North American market, Skyfall or Spectre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a850da485e549e7b6e9bd0023554f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States and Canada, the film opened on 6 November 2015, and in its opening weekend, was originally projected to gross $70\u201375 million from 3,927 screens, the widest release for a Bond film. However, after grossing $5.25 million from its early Thursday night showings and $28 million on its opening day, weekend projections were increased to $75\u201380 million. The film ended up grossing $70.4 million in its opening weekend (about $20 million less than Skyfall's $90.6 million debut, including IMAX previews), but nevertheless finished first at the box office. IMAX generated $9.1 million for Spectre at 374 screens, premium large format made $8 million from 429 cinemas, reaping 11% of the film's opening, which means that Spectre earned $17.1 million (23%) of its opening weekend total in large-format venues. Cinemark XD generated $1.85 million in 112 XD locations.", "targets": "How many IMAX screens was Spectre shown on in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a850da485e549e7b6e9bd0023554f4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States and Canada, the film opened on 6 November 2015, and in its opening weekend, was originally projected to gross $70\u201375 million from 3,927 screens, the widest release for a Bond film. However, after grossing $5.25 million from its early Thursday night showings and $28 million on its opening day, weekend projections were increased to $75\u201380 million. The film ended up grossing $70.4 million in its opening weekend (about $20 million less than Skyfall's $90.6 million debut, including IMAX previews), but nevertheless finished first at the box office. IMAX generated $9.1 million for Spectre at 374 screens, premium large format made $8 million from 429 cinemas, reaping 11% of the film's opening, which means that Spectre earned $17.1 million (23%) of its opening weekend total in large-format venues. Cinemark XD generated $1.85 million in 112 XD locations.", "targets": "What day of the week was Spectre released in North America?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a19933cf1f9c44cd873b22e37b58015c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Valencia Cathedral was called Iglesia Mayor in the early days of the Reconquista, then Iglesia de la Seo (Seo is from the Latin sedes, i.e., (archiepiscopal) See), and by virtue of the papal concession of 16 October 1866, it was called the Basilica Metropolitana. It is situated in the centre of the ancient Roman city where some believe the temple of Diana stood. In Gothic times, it seems to have been dedicated to the Holy Saviour; the Cid dedicated it to the Blessed Virgin; King James I of Aragon did likewise, leaving in the main chapel the image of the Blessed Virgin, which he carried with him and is reputed to be the one now preserved in the sacristy. The Moorish mosque, which had been converted into a Christian Church by the conqueror, was deemed unworthy of the title of the cathedral of Valencia, and in 1262 Bishop Andr\u00e9s de Albalat laid the cornerstone of the new Gothic building, with three naves; these reach only to the choir of the present building. Bishop Vidal de Blanes built the chapter hall, and James I added the tower, called El Miguelete because it was blessed on St. Michael's day in 1418. The tower is about 58 m high and topped with a belfry (1660\u20131736).", "targets": "What was the Valencia Cathedral called from 1866?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a19933cf1f9c44cd873b22e37b58015c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Valencia Cathedral was called Iglesia Mayor in the early days of the Reconquista, then Iglesia de la Seo (Seo is from the Latin sedes, i.e., (archiepiscopal) See), and by virtue of the papal concession of 16 October 1866, it was called the Basilica Metropolitana. It is situated in the centre of the ancient Roman city where some believe the temple of Diana stood. In Gothic times, it seems to have been dedicated to the Holy Saviour; the Cid dedicated it to the Blessed Virgin; King James I of Aragon did likewise, leaving in the main chapel the image of the Blessed Virgin, which he carried with him and is reputed to be the one now preserved in the sacristy. The Moorish mosque, which had been converted into a Christian Church by the conqueror, was deemed unworthy of the title of the cathedral of Valencia, and in 1262 Bishop Andr\u00e9s de Albalat laid the cornerstone of the new Gothic building, with three naves; these reach only to the choir of the present building. Bishop Vidal de Blanes built the chapter hall, and James I added the tower, called El Miguelete because it was blessed on St. Michael's day in 1418. The tower is about 58 m high and topped with a belfry (1660\u20131736).", "targets": "What pagan deity may have had a temple where the Valencia Cathedral is now?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a19933cf1f9c44cd873b22e37b58015c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Valencia Cathedral was called Iglesia Mayor in the early days of the Reconquista, then Iglesia de la Seo (Seo is from the Latin sedes, i.e., (archiepiscopal) See), and by virtue of the papal concession of 16 October 1866, it was called the Basilica Metropolitana. It is situated in the centre of the ancient Roman city where some believe the temple of Diana stood. In Gothic times, it seems to have been dedicated to the Holy Saviour; the Cid dedicated it to the Blessed Virgin; King James I of Aragon did likewise, leaving in the main chapel the image of the Blessed Virgin, which he carried with him and is reputed to be the one now preserved in the sacristy. The Moorish mosque, which had been converted into a Christian Church by the conqueror, was deemed unworthy of the title of the cathedral of Valencia, and in 1262 Bishop Andr\u00e9s de Albalat laid the cornerstone of the new Gothic building, with three naves; these reach only to the choir of the present building. Bishop Vidal de Blanes built the chapter hall, and James I added the tower, called El Miguelete because it was blessed on St. Michael's day in 1418. The tower is about 58 m high and topped with a belfry (1660\u20131736).", "targets": "How tall is the cathedral's tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a19933cf1f9c44cd873b22e37b58015c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Valencia Cathedral was called Iglesia Mayor in the early days of the Reconquista, then Iglesia de la Seo (Seo is from the Latin sedes, i.e., (archiepiscopal) See), and by virtue of the papal concession of 16 October 1866, it was called the Basilica Metropolitana. It is situated in the centre of the ancient Roman city where some believe the temple of Diana stood. In Gothic times, it seems to have been dedicated to the Holy Saviour; the Cid dedicated it to the Blessed Virgin; King James I of Aragon did likewise, leaving in the main chapel the image of the Blessed Virgin, which he carried with him and is reputed to be the one now preserved in the sacristy. The Moorish mosque, which had been converted into a Christian Church by the conqueror, was deemed unworthy of the title of the cathedral of Valencia, and in 1262 Bishop Andr\u00e9s de Albalat laid the cornerstone of the new Gothic building, with three naves; these reach only to the choir of the present building. Bishop Vidal de Blanes built the chapter hall, and James I added the tower, called El Miguelete because it was blessed on St. Michael's day in 1418. The tower is about 58 m high and topped with a belfry (1660\u20131736).", "targets": "What is the tower called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a19933cf1f9c44cd873b22e37b58015c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Valencia Cathedral was called Iglesia Mayor in the early days of the Reconquista, then Iglesia de la Seo (Seo is from the Latin sedes, i.e., (archiepiscopal) See), and by virtue of the papal concession of 16 October 1866, it was called the Basilica Metropolitana. It is situated in the centre of the ancient Roman city where some believe the temple of Diana stood. In Gothic times, it seems to have been dedicated to the Holy Saviour; the Cid dedicated it to the Blessed Virgin; King James I of Aragon did likewise, leaving in the main chapel the image of the Blessed Virgin, which he carried with him and is reputed to be the one now preserved in the sacristy. The Moorish mosque, which had been converted into a Christian Church by the conqueror, was deemed unworthy of the title of the cathedral of Valencia, and in 1262 Bishop Andr\u00e9s de Albalat laid the cornerstone of the new Gothic building, with three naves; these reach only to the choir of the present building. Bishop Vidal de Blanes built the chapter hall, and James I added the tower, called El Miguelete because it was blessed on St. Michael's day in 1418. The tower is about 58 m high and topped with a belfry (1660\u20131736).", "targets": "What was the Cathedral's name from early in the Reconquista? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6133827934fc48869d2fe239ac3421e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch, the diminutive is not merely restricted to nouns and exist in numerals (met z'n tweetjes, \"the two of us\"), pronouns (onderonsje, \"t\u00eate-\u00e0-t\u00eate\"), verbal particles (moetje, \"shotgun marriage\"), and even prepositions (toetje, \"dessert\"). Most notable however, are the diminutive forms of adjectives and adverbs. The former take an diminutive ending and thus functions as a noun, the latter remain adverbs and have always the diminutive with the -s appended, e.g. adjective: groen (\"green\") \u2192 noun: groentje (\"rookie\"); adverb: even (\"just\") \u2192 adverb: eventjes (\"just a minute\").", "targets": "What word do Dutch speakers use for what we call a \"shotgun marriage\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6133827934fc48869d2fe239ac3421e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch, the diminutive is not merely restricted to nouns and exist in numerals (met z'n tweetjes, \"the two of us\"), pronouns (onderonsje, \"t\u00eate-\u00e0-t\u00eate\"), verbal particles (moetje, \"shotgun marriage\"), and even prepositions (toetje, \"dessert\"). Most notable however, are the diminutive forms of adjectives and adverbs. The former take an diminutive ending and thus functions as a noun, the latter remain adverbs and have always the diminutive with the -s appended, e.g. adjective: groen (\"green\") \u2192 noun: groentje (\"rookie\"); adverb: even (\"just\") \u2192 adverb: eventjes (\"just a minute\").", "targets": "In Dutch, what part of speech does an adjective with a diminutive ending become?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6133827934fc48869d2fe239ac3421e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch, the diminutive is not merely restricted to nouns and exist in numerals (met z'n tweetjes, \"the two of us\"), pronouns (onderonsje, \"t\u00eate-\u00e0-t\u00eate\"), verbal particles (moetje, \"shotgun marriage\"), and even prepositions (toetje, \"dessert\"). Most notable however, are the diminutive forms of adjectives and adverbs. The former take an diminutive ending and thus functions as a noun, the latter remain adverbs and have always the diminutive with the -s appended, e.g. adjective: groen (\"green\") \u2192 noun: groentje (\"rookie\"); adverb: even (\"just\") \u2192 adverb: eventjes (\"just a minute\").", "targets": "When the diminutive ending \"-tjes\" is added to the adverb \"even,\" as what part of speech does it function?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6133827934fc48869d2fe239ac3421e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch, the diminutive is not merely restricted to nouns and exist in numerals (met z'n tweetjes, \"the two of us\"), pronouns (onderonsje, \"t\u00eate-\u00e0-t\u00eate\"), verbal particles (moetje, \"shotgun marriage\"), and even prepositions (toetje, \"dessert\"). Most notable however, are the diminutive forms of adjectives and adverbs. The former take an diminutive ending and thus functions as a noun, the latter remain adverbs and have always the diminutive with the -s appended, e.g. adjective: groen (\"green\") \u2192 noun: groentje (\"rookie\"); adverb: even (\"just\") \u2192 adverb: eventjes (\"just a minute\").", "targets": "What's the Dutch word for \"green\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6133827934fc48869d2fe239ac3421e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Dutch, the diminutive is not merely restricted to nouns and exist in numerals (met z'n tweetjes, \"the two of us\"), pronouns (onderonsje, \"t\u00eate-\u00e0-t\u00eate\"), verbal particles (moetje, \"shotgun marriage\"), and even prepositions (toetje, \"dessert\"). Most notable however, are the diminutive forms of adjectives and adverbs. The former take an diminutive ending and thus functions as a noun, the latter remain adverbs and have always the diminutive with the -s appended, e.g. adjective: groen (\"green\") \u2192 noun: groentje (\"rookie\"); adverb: even (\"just\") \u2192 adverb: eventjes (\"just a minute\").", "targets": "With the diminutive ending \"-tje\" added to the Dutch word for \"green,\" what does the new formation translate to in English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0357fc1d3cc4b5998923675d6368829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two battle-hardened Australian divisions were steaming from the Mid-East for Singapore. Churchill wanted them diverted to Burma, but Curtin insisted on a return to Australia. In early 1942 elements of the Imperial Japanese Navy proposed an invasion of Australia. The Japanese Army opposed the plan and it was rejected in favour of a policy of isolating Australia from the United States via blockade by advancing through the South Pacific. The Japanese decided upon a seaborne invasion of Port Moresby, capital of the Australian Territory of Papua which would put Northern Australia within range of Japanese bomber aircraft.", "targets": "How many Australian divisions steamed from the Mid-East for Singapore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0357fc1d3cc4b5998923675d6368829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two battle-hardened Australian divisions were steaming from the Mid-East for Singapore. Churchill wanted them diverted to Burma, but Curtin insisted on a return to Australia. In early 1942 elements of the Imperial Japanese Navy proposed an invasion of Australia. The Japanese Army opposed the plan and it was rejected in favour of a policy of isolating Australia from the United States via blockade by advancing through the South Pacific. The Japanese decided upon a seaborne invasion of Port Moresby, capital of the Australian Territory of Papua which would put Northern Australia within range of Japanese bomber aircraft.", "targets": "Where did Churchill want the Australian divisions bound for Singapore to be diverted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0357fc1d3cc4b5998923675d6368829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two battle-hardened Australian divisions were steaming from the Mid-East for Singapore. Churchill wanted them diverted to Burma, but Curtin insisted on a return to Australia. In early 1942 elements of the Imperial Japanese Navy proposed an invasion of Australia. The Japanese Army opposed the plan and it was rejected in favour of a policy of isolating Australia from the United States via blockade by advancing through the South Pacific. The Japanese decided upon a seaborne invasion of Port Moresby, capital of the Australian Territory of Papua which would put Northern Australia within range of Japanese bomber aircraft.", "targets": "What Japanese group opposed an invasion of Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0357fc1d3cc4b5998923675d6368829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two battle-hardened Australian divisions were steaming from the Mid-East for Singapore. Churchill wanted them diverted to Burma, but Curtin insisted on a return to Australia. In early 1942 elements of the Imperial Japanese Navy proposed an invasion of Australia. The Japanese Army opposed the plan and it was rejected in favour of a policy of isolating Australia from the United States via blockade by advancing through the South Pacific. The Japanese decided upon a seaborne invasion of Port Moresby, capital of the Australian Territory of Papua which would put Northern Australia within range of Japanese bomber aircraft.", "targets": "What was the capital of Papua?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0357fc1d3cc4b5998923675d6368829", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Two battle-hardened Australian divisions were steaming from the Mid-East for Singapore. Churchill wanted them diverted to Burma, but Curtin insisted on a return to Australia. In early 1942 elements of the Imperial Japanese Navy proposed an invasion of Australia. The Japanese Army opposed the plan and it was rejected in favour of a policy of isolating Australia from the United States via blockade by advancing through the South Pacific. The Japanese decided upon a seaborne invasion of Port Moresby, capital of the Australian Territory of Papua which would put Northern Australia within range of Japanese bomber aircraft.", "targets": "What country did Japan isolate Australia from with a blockade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c837944e15423fa315504fb4c8666e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adams sent condolences to Donda West's family but declined to publicly discuss the procedure, citing confidentiality. West\u2019s family, through celebrity attorney Ed McPherson, filed complaints with the Medical Board against Adams and Aboolian for violating patient confidentiality following her death. Adams had previously been under scrutiny by the medical board. He appeared on Larry King Live on November 20, 2007, but left before speaking. Two days later, he appeared again, with his attorney, stating he was there to \"defend himself\". He said that the recently released autopsy results \"spoke for themselves\". The final coroner's report January 10, 2008, concluded that Donda West died of \"coronary artery disease and multiple post-operative factors due to or as a consequence of liposuction and mammoplasty\".", "targets": "What talk show did the doctor who performed Donda West's plastic surgery appear on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c837944e15423fa315504fb4c8666e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adams sent condolences to Donda West's family but declined to publicly discuss the procedure, citing confidentiality. West\u2019s family, through celebrity attorney Ed McPherson, filed complaints with the Medical Board against Adams and Aboolian for violating patient confidentiality following her death. Adams had previously been under scrutiny by the medical board. He appeared on Larry King Live on November 20, 2007, but left before speaking. Two days later, he appeared again, with his attorney, stating he was there to \"defend himself\". He said that the recently released autopsy results \"spoke for themselves\". The final coroner's report January 10, 2008, concluded that Donda West died of \"coronary artery disease and multiple post-operative factors due to or as a consequence of liposuction and mammoplasty\".", "targets": "What was the final cause of Donda's death determined by the coroner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c837944e15423fa315504fb4c8666e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adams sent condolences to Donda West's family but declined to publicly discuss the procedure, citing confidentiality. West\u2019s family, through celebrity attorney Ed McPherson, filed complaints with the Medical Board against Adams and Aboolian for violating patient confidentiality following her death. Adams had previously been under scrutiny by the medical board. He appeared on Larry King Live on November 20, 2007, but left before speaking. Two days later, he appeared again, with his attorney, stating he was there to \"defend himself\". He said that the recently released autopsy results \"spoke for themselves\". The final coroner's report January 10, 2008, concluded that Donda West died of \"coronary artery disease and multiple post-operative factors due to or as a consequence of liposuction and mammoplasty\".", "targets": "What was the name of the West's family's attorney during the incident surrounding the death of Donda West?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c837944e15423fa315504fb4c8666e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adams sent condolences to Donda West's family but declined to publicly discuss the procedure, citing confidentiality. West\u2019s family, through celebrity attorney Ed McPherson, filed complaints with the Medical Board against Adams and Aboolian for violating patient confidentiality following her death. Adams had previously been under scrutiny by the medical board. He appeared on Larry King Live on November 20, 2007, but left before speaking. Two days later, he appeared again, with his attorney, stating he was there to \"defend himself\". He said that the recently released autopsy results \"spoke for themselves\". The final coroner's report January 10, 2008, concluded that Donda West died of \"coronary artery disease and multiple post-operative factors due to or as a consequence of liposuction and mammoplasty\".", "targets": "What reasons did West's family give for filing complaints against Adams and Aboolian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c837944e15423fa315504fb4c8666e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adams sent condolences to Donda West's family but declined to publicly discuss the procedure, citing confidentiality. West\u2019s family, through celebrity attorney Ed McPherson, filed complaints with the Medical Board against Adams and Aboolian for violating patient confidentiality following her death. Adams had previously been under scrutiny by the medical board. He appeared on Larry King Live on November 20, 2007, but left before speaking. Two days later, he appeared again, with his attorney, stating he was there to \"defend himself\". He said that the recently released autopsy results \"spoke for themselves\". The final coroner's report January 10, 2008, concluded that Donda West died of \"coronary artery disease and multiple post-operative factors due to or as a consequence of liposuction and mammoplasty\".", "targets": "On what show did Adams appear to \"defend himself\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4c837944e15423fa315504fb4c8666e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Adams sent condolences to Donda West's family but declined to publicly discuss the procedure, citing confidentiality. West\u2019s family, through celebrity attorney Ed McPherson, filed complaints with the Medical Board against Adams and Aboolian for violating patient confidentiality following her death. Adams had previously been under scrutiny by the medical board. He appeared on Larry King Live on November 20, 2007, but left before speaking. Two days later, he appeared again, with his attorney, stating he was there to \"defend himself\". He said that the recently released autopsy results \"spoke for themselves\". The final coroner's report January 10, 2008, concluded that Donda West died of \"coronary artery disease and multiple post-operative factors due to or as a consequence of liposuction and mammoplasty\".", "targets": "On what day did the final coroner's report show that Donda died from heart disease and complications from surgery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "What else is Sentinel Peak also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "What is the giant letter downtown in honor of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "What year did the tradition of freshmen whitewashing the \"A\" begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "during the Iraq war, what color did anti-war activists paint the \"A\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "Who intervened when the \"A\" was painted various colors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "Why is there a giant letter A on a Tucson mountain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "Where is there a giant letter A on a Tucson mountain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "What color did college freshmen paint the A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "What color did Iraq War protesters paint the A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2677e7724a2849a49a403762ee7cf4a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On Sentinel Peak (also known as \"'A' Mountain\"), just west of downtown, there is a giant \"A\" in honor of the University of Arizona. Starting in about 1916, a yearly tradition developed for freshmen to whitewash the \"A\", which was visible for miles. However, at the beginning of the Iraq War, anti-war activists painted it black. This was followed by a paint scuffle where the \"A\" was painted various colors until the city council intervened. It is now red, white and blue except when it is white or another color decided by a biennial election. Because of the three-color paint scheme often used, the shape of the A can be vague and indistinguishable from the rest of the peak. The top of Sentinel Peak, which is accessible by road, offers an outstanding scenic view of the city looking eastward. A parking lot located near the summit of Sentinel Peak was formerly a popular place to watch sunsets or view the city lights at night.", "targets": "How did City Council decide to paint the A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60653e10049d482083eb26dde0f52d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout its existence, Warsaw has been a multi-cultural city. According to the 1901 census, out of 711,988 inhabitants 56.2% were Catholics, 35.7% Jews, 5% Greek orthodox Christians and 2.8% Protestants. Eight years later, in 1909, there were 281,754 Jews (36.9%), 18,189 Protestants (2.4%) and 2,818 Mariavites (0.4%). This led to construction of hundreds of places of religious worship in all parts of the town. Most of them were destroyed in the aftermath of the Warsaw Uprising of 1944. After the war, the new communist authorities of Poland discouraged church construction and only a small number were rebuilt.", "targets": "What type of city has Warsaw been for as long as it's been a city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60653e10049d482083eb26dde0f52d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout its existence, Warsaw has been a multi-cultural city. According to the 1901 census, out of 711,988 inhabitants 56.2% were Catholics, 35.7% Jews, 5% Greek orthodox Christians and 2.8% Protestants. Eight years later, in 1909, there were 281,754 Jews (36.9%), 18,189 Protestants (2.4%) and 2,818 Mariavites (0.4%). This led to construction of hundreds of places of religious worship in all parts of the town. Most of them were destroyed in the aftermath of the Warsaw Uprising of 1944. After the war, the new communist authorities of Poland discouraged church construction and only a small number were rebuilt.", "targets": "What was Warsaw's population in 1901?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60653e10049d482083eb26dde0f52d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout its existence, Warsaw has been a multi-cultural city. According to the 1901 census, out of 711,988 inhabitants 56.2% were Catholics, 35.7% Jews, 5% Greek orthodox Christians and 2.8% Protestants. Eight years later, in 1909, there were 281,754 Jews (36.9%), 18,189 Protestants (2.4%) and 2,818 Mariavites (0.4%). This led to construction of hundreds of places of religious worship in all parts of the town. Most of them were destroyed in the aftermath of the Warsaw Uprising of 1944. After the war, the new communist authorities of Poland discouraged church construction and only a small number were rebuilt.", "targets": "Of Warsaw's inhabitants in 1901, what percentage was Catholic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60653e10049d482083eb26dde0f52d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout its existence, Warsaw has been a multi-cultural city. According to the 1901 census, out of 711,988 inhabitants 56.2% were Catholics, 35.7% Jews, 5% Greek orthodox Christians and 2.8% Protestants. Eight years later, in 1909, there were 281,754 Jews (36.9%), 18,189 Protestants (2.4%) and 2,818 Mariavites (0.4%). This led to construction of hundreds of places of religious worship in all parts of the town. Most of them were destroyed in the aftermath of the Warsaw Uprising of 1944. After the war, the new communist authorities of Poland discouraged church construction and only a small number were rebuilt.", "targets": "What percentage of Warsaw's population was Protestant in 1901?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60653e10049d482083eb26dde0f52d20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout its existence, Warsaw has been a multi-cultural city. According to the 1901 census, out of 711,988 inhabitants 56.2% were Catholics, 35.7% Jews, 5% Greek orthodox Christians and 2.8% Protestants. Eight years later, in 1909, there were 281,754 Jews (36.9%), 18,189 Protestants (2.4%) and 2,818 Mariavites (0.4%). This led to construction of hundreds of places of religious worship in all parts of the town. Most of them were destroyed in the aftermath of the Warsaw Uprising of 1944. After the war, the new communist authorities of Poland discouraged church construction and only a small number were rebuilt.", "targets": "When were most of the places of religious worship destroyed in Warsaw?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f752f5b5003490980102dd6c1aafff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When war with France broke out again in 1202, John achieved early victories, but shortages of military resources and his treatment of Norman, Breton and Anjou nobles resulted in the collapse of his empire in northern France in 1204. John spent much of the next decade attempting to regain these lands, raising huge revenues, reforming his armed forces and rebuilding continental alliances. John's judicial reforms had a lasting impact on the English common law system, as well as providing an additional source of revenue. An argument with Pope Innocent III led to John's excommunication in 1209, a dispute finally settled by the king in 1213. John's attempt to defeat Philip in 1214 failed due to the French victory over John's allies at the battle of Bouvines. When he returned to England, John faced a rebellion by many of his barons, who were unhappy with his fiscal policies and his treatment of many of England's most powerful nobles. Although both John and the barons agreed to the Magna Carta peace treaty in 1215, neither side complied with its conditions. Civil war broke out shortly afterwards, with the barons aided by Louis of France. It soon descended into a stalemate. John died of dysentery contracted whilst on campaign in eastern England during late 1216; supporters of his son Henry III went on to achieve victory over Louis and the rebel barons the following year.", "targets": "When did war with France break out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f752f5b5003490980102dd6c1aafff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When war with France broke out again in 1202, John achieved early victories, but shortages of military resources and his treatment of Norman, Breton and Anjou nobles resulted in the collapse of his empire in northern France in 1204. John spent much of the next decade attempting to regain these lands, raising huge revenues, reforming his armed forces and rebuilding continental alliances. John's judicial reforms had a lasting impact on the English common law system, as well as providing an additional source of revenue. An argument with Pope Innocent III led to John's excommunication in 1209, a dispute finally settled by the king in 1213. John's attempt to defeat Philip in 1214 failed due to the French victory over John's allies at the battle of Bouvines. When he returned to England, John faced a rebellion by many of his barons, who were unhappy with his fiscal policies and his treatment of many of England's most powerful nobles. Although both John and the barons agreed to the Magna Carta peace treaty in 1215, neither side complied with its conditions. Civil war broke out shortly afterwards, with the barons aided by Louis of France. It soon descended into a stalemate. John died of dysentery contracted whilst on campaign in eastern England during late 1216; supporters of his son Henry III went on to achieve victory over Louis and the rebel barons the following year.", "targets": "When was John excommunicated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f752f5b5003490980102dd6c1aafff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When war with France broke out again in 1202, John achieved early victories, but shortages of military resources and his treatment of Norman, Breton and Anjou nobles resulted in the collapse of his empire in northern France in 1204. John spent much of the next decade attempting to regain these lands, raising huge revenues, reforming his armed forces and rebuilding continental alliances. John's judicial reforms had a lasting impact on the English common law system, as well as providing an additional source of revenue. An argument with Pope Innocent III led to John's excommunication in 1209, a dispute finally settled by the king in 1213. John's attempt to defeat Philip in 1214 failed due to the French victory over John's allies at the battle of Bouvines. When he returned to England, John faced a rebellion by many of his barons, who were unhappy with his fiscal policies and his treatment of many of England's most powerful nobles. Although both John and the barons agreed to the Magna Carta peace treaty in 1215, neither side complied with its conditions. Civil war broke out shortly afterwards, with the barons aided by Louis of France. It soon descended into a stalemate. John died of dysentery contracted whilst on campaign in eastern England during late 1216; supporters of his son Henry III went on to achieve victory over Louis and the rebel barons the following year.", "targets": "When was the Magna Carta peace treaty agreed upon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f752f5b5003490980102dd6c1aafff0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When war with France broke out again in 1202, John achieved early victories, but shortages of military resources and his treatment of Norman, Breton and Anjou nobles resulted in the collapse of his empire in northern France in 1204. John spent much of the next decade attempting to regain these lands, raising huge revenues, reforming his armed forces and rebuilding continental alliances. John's judicial reforms had a lasting impact on the English common law system, as well as providing an additional source of revenue. An argument with Pope Innocent III led to John's excommunication in 1209, a dispute finally settled by the king in 1213. John's attempt to defeat Philip in 1214 failed due to the French victory over John's allies at the battle of Bouvines. When he returned to England, John faced a rebellion by many of his barons, who were unhappy with his fiscal policies and his treatment of many of England's most powerful nobles. Although both John and the barons agreed to the Magna Carta peace treaty in 1215, neither side complied with its conditions. Civil war broke out shortly afterwards, with the barons aided by Louis of France. It soon descended into a stalemate. John died of dysentery contracted whilst on campaign in eastern England during late 1216; supporters of his son Henry III went on to achieve victory over Louis and the rebel barons the following year.", "targets": "Who won victory over Louis and the rebel barons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a06fcad5cff47f38484780cb252562c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flares can also be used by the military to mark positions, usually for targeting, but laser-guided and GPS weapons have eliminated this need for the most part.", "targets": "What can be used by military for targeting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a06fcad5cff47f38484780cb252562c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Flares can also be used by the military to mark positions, usually for targeting, but laser-guided and GPS weapons have eliminated this need for the most part.", "targets": "What has eliminated the need for flares on a battlefield?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a150583f8ea4de3b8ef8f7d20c0c104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the problem of deflection settings \u2014 'aim-off' \u2014 required knowing the rate of change in the target's position. Both France and UK introduced tachymetric devices to track targets and produce vertical and horizontal deflection angles. The French Brocq system was electrical, the operator entered the target range and had displays at guns; it was used with their 75 mm. The British Wilson-Dalby gun director used a pair of trackers and mechanical tachymetry; the operator entered the fuse length, and deflection angles were read from the instruments.", "targets": "What did the tachymetric devices do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a150583f8ea4de3b8ef8f7d20c0c104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the problem of deflection settings \u2014 'aim-off' \u2014 required knowing the rate of change in the target's position. Both France and UK introduced tachymetric devices to track targets and produce vertical and horizontal deflection angles. The French Brocq system was electrical, the operator entered the target range and had displays at guns; it was used with their 75 mm. The British Wilson-Dalby gun director used a pair of trackers and mechanical tachymetry; the operator entered the fuse length, and deflection angles were read from the instruments.", "targets": "Which system had electrical tracking?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a150583f8ea4de3b8ef8f7d20c0c104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the problem of deflection settings \u2014 'aim-off' \u2014 required knowing the rate of change in the target's position. Both France and UK introduced tachymetric devices to track targets and produce vertical and horizontal deflection angles. The French Brocq system was electrical, the operator entered the target range and had displays at guns; it was used with their 75 mm. The British Wilson-Dalby gun director used a pair of trackers and mechanical tachymetry; the operator entered the fuse length, and deflection angles were read from the instruments.", "targets": "What gun was the French Brocq system used with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a150583f8ea4de3b8ef8f7d20c0c104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the problem of deflection settings \u2014 'aim-off' \u2014 required knowing the rate of change in the target's position. Both France and UK introduced tachymetric devices to track targets and produce vertical and horizontal deflection angles. The French Brocq system was electrical, the operator entered the target range and had displays at guns; it was used with their 75 mm. The British Wilson-Dalby gun director used a pair of trackers and mechanical tachymetry; the operator entered the fuse length, and deflection angles were read from the instruments.", "targets": "Which system used a pair of trackers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a150583f8ea4de3b8ef8f7d20c0c104", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "However, the problem of deflection settings \u2014 'aim-off' \u2014 required knowing the rate of change in the target's position. Both France and UK introduced tachymetric devices to track targets and produce vertical and horizontal deflection angles. The French Brocq system was electrical, the operator entered the target range and had displays at guns; it was used with their 75 mm. The British Wilson-Dalby gun director used a pair of trackers and mechanical tachymetry; the operator entered the fuse length, and deflection angles were read from the instruments.", "targets": "Deflection settings were also called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d417d545d924353a301e5e873760d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the costly U.S. involvement in World War I, isolationism grew within the nation. Congress refused membership in the League of Nations, and in response to the growing turmoil in Europe and Asia, the gradually more restrictive Neutrality Acts were passed, which were intended to prevent the U.S. from supporting either side in a war. President Franklin D. Roosevelt sought to support Britain, however, and in 1940 signed the Lend-Lease Act, which permitted an expansion of the \"cash and carry\" arms trade to develop with Britain, which controlled the Atlantic sea lanes.", "targets": "What general sentiment was the result of losses in World War I?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d417d545d924353a301e5e873760d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the costly U.S. involvement in World War I, isolationism grew within the nation. Congress refused membership in the League of Nations, and in response to the growing turmoil in Europe and Asia, the gradually more restrictive Neutrality Acts were passed, which were intended to prevent the U.S. from supporting either side in a war. President Franklin D. Roosevelt sought to support Britain, however, and in 1940 signed the Lend-Lease Act, which permitted an expansion of the \"cash and carry\" arms trade to develop with Britain, which controlled the Atlantic sea lanes.", "targets": "Congress refused to allow the US to join what organization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d417d545d924353a301e5e873760d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the costly U.S. involvement in World War I, isolationism grew within the nation. Congress refused membership in the League of Nations, and in response to the growing turmoil in Europe and Asia, the gradually more restrictive Neutrality Acts were passed, which were intended to prevent the U.S. from supporting either side in a war. President Franklin D. Roosevelt sought to support Britain, however, and in 1940 signed the Lend-Lease Act, which permitted an expansion of the \"cash and carry\" arms trade to develop with Britain, which controlled the Atlantic sea lanes.", "targets": "What legislation was passed to discourage the country from getting involved in a foreign war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d417d545d924353a301e5e873760d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the costly U.S. involvement in World War I, isolationism grew within the nation. Congress refused membership in the League of Nations, and in response to the growing turmoil in Europe and Asia, the gradually more restrictive Neutrality Acts were passed, which were intended to prevent the U.S. from supporting either side in a war. President Franklin D. Roosevelt sought to support Britain, however, and in 1940 signed the Lend-Lease Act, which permitted an expansion of the \"cash and carry\" arms trade to develop with Britain, which controlled the Atlantic sea lanes.", "targets": "Which US President sought to circumvent Neutrality acts to aid Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d417d545d924353a301e5e873760d7d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the costly U.S. involvement in World War I, isolationism grew within the nation. Congress refused membership in the League of Nations, and in response to the growing turmoil in Europe and Asia, the gradually more restrictive Neutrality Acts were passed, which were intended to prevent the U.S. from supporting either side in a war. President Franklin D. Roosevelt sought to support Britain, however, and in 1940 signed the Lend-Lease Act, which permitted an expansion of the \"cash and carry\" arms trade to develop with Britain, which controlled the Atlantic sea lanes.", "targets": "What was the name of the 1940 program to send arms to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265bf75898b4437497d50bb2399f346e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of \"academic freedom\". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.", "targets": "In terms of academics what is a core requirement of a university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265bf75898b4437497d50bb2399f346e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of \"academic freedom\". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.", "targets": "What was the first university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265bf75898b4437497d50bb2399f346e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of \"academic freedom\". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.", "targets": "What charter is said to be the first establishing academic freedom in a university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265bf75898b4437497d50bb2399f346e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of \"academic freedom\". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.", "targets": "What did the Constitutio Habita say students were allowed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-265bf75898b4437497d50bb2399f346e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the first university. The University of Bologna adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of \"academic freedom\". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.", "targets": "On what date was the Magna Carta Universitatum signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "How many kilometers of acres of the Ecuadorian rainforest is supported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "How many tree species are in the rainforest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "How many tons of living plants are in the rainforest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "What is the average plant biosmass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "What is the number of plant species in economics and social interest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "Where does the Amazon region rate among the entire earth for its amount of biodiversity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "How many tree species were found in one square kilometer of Ecuadorian rainforest in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "How many tons of live plants were found to live in one square kilometer of the Amazon rainforest in 1999?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "What is the average weight of the biomass per hectare in the Amazon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8f29af74286540a39129f511fef1af2f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The biodiversity of plant species is the highest on Earth with one 2001 study finding a quarter square kilometer (62 acres) of Ecuadorian rainforest supports more than 1,100 tree species. A study in 1999 found one square kilometer (247 acres) of Amazon rainforest can contain about 90,790 tonnes of living plants. The average plant biomass is estimated at 356 \u00b1 47 tonnes per hectare. To date, an estimated 438,000 species of plants of economic and social interest have been registered in the region with many more remaining to be discovered or catalogued. The total number of tree species in the region is estimated at 16,000.", "targets": "How many plant species are of interest to society and manufacturers exist in the amazon rainforest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ee8c607bad403cadda108f52aaa613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second largest higher-education institution is the National Polytechnic Institute (IPN), which includes among many other relevant centers the Centro de Investigaci\u00f3n y de Estudios Avanzados (Cinvestav), where varied high-level scientific and technological research is done. Other major higher-education institutions in the city include the Metropolitan Autonomous University (UAM), the National School of Anthropology and History (ENAH), the Instituto Tecnol\u00f3gico Aut\u00f3nomo de M\u00e9xico (ITAM), the Monterrey Institute of Technology and Higher Education (3 campuses), the Universidad Panamericana (UP), the Universidad La Salle, the Universidad del Valle de Mexico (UVM), the Universidad An\u00e1huac, Simon Bolivar University (USB), the Alliant International University, the Universidad Iberoamericana, El Colegio de M\u00e9xico (Colmex), Escuela Libre de Derecho and the Centro de Investigaci\u00f3n y Docencia Econ\u00f3mica, (CIDE). In addition, the prestigious University of California maintains a campus known as \"Casa de California\" in the city. The Universidad Tecnol\u00f3gica de M\u00e9xico is also in Mexico City.", "targets": "What is the second biggest education center in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ee8c607bad403cadda108f52aaa613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second largest higher-education institution is the National Polytechnic Institute (IPN), which includes among many other relevant centers the Centro de Investigaci\u00f3n y de Estudios Avanzados (Cinvestav), where varied high-level scientific and technological research is done. Other major higher-education institutions in the city include the Metropolitan Autonomous University (UAM), the National School of Anthropology and History (ENAH), the Instituto Tecnol\u00f3gico Aut\u00f3nomo de M\u00e9xico (ITAM), the Monterrey Institute of Technology and Higher Education (3 campuses), the Universidad Panamericana (UP), the Universidad La Salle, the Universidad del Valle de Mexico (UVM), the Universidad An\u00e1huac, Simon Bolivar University (USB), the Alliant International University, the Universidad Iberoamericana, El Colegio de M\u00e9xico (Colmex), Escuela Libre de Derecho and the Centro de Investigaci\u00f3n y Docencia Econ\u00f3mica, (CIDE). In addition, the prestigious University of California maintains a campus known as \"Casa de California\" in the city. The Universidad Tecnol\u00f3gica de M\u00e9xico is also in Mexico City.", "targets": "What American University has a big campus in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ee8c607bad403cadda108f52aaa613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second largest higher-education institution is the National Polytechnic Institute (IPN), which includes among many other relevant centers the Centro de Investigaci\u00f3n y de Estudios Avanzados (Cinvestav), where varied high-level scientific and technological research is done. Other major higher-education institutions in the city include the Metropolitan Autonomous University (UAM), the National School of Anthropology and History (ENAH), the Instituto Tecnol\u00f3gico Aut\u00f3nomo de M\u00e9xico (ITAM), the Monterrey Institute of Technology and Higher Education (3 campuses), the Universidad Panamericana (UP), the Universidad La Salle, the Universidad del Valle de Mexico (UVM), the Universidad An\u00e1huac, Simon Bolivar University (USB), the Alliant International University, the Universidad Iberoamericana, El Colegio de M\u00e9xico (Colmex), Escuela Libre de Derecho and the Centro de Investigaci\u00f3n y Docencia Econ\u00f3mica, (CIDE). In addition, the prestigious University of California maintains a campus known as \"Casa de California\" in the city. The Universidad Tecnol\u00f3gica de M\u00e9xico is also in Mexico City.", "targets": "What does the University of California call its campus in Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22ee8c607bad403cadda108f52aaa613", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second largest higher-education institution is the National Polytechnic Institute (IPN), which includes among many other relevant centers the Centro de Investigaci\u00f3n y de Estudios Avanzados (Cinvestav), where varied high-level scientific and technological research is done. Other major higher-education institutions in the city include the Metropolitan Autonomous University (UAM), the National School of Anthropology and History (ENAH), the Instituto Tecnol\u00f3gico Aut\u00f3nomo de M\u00e9xico (ITAM), the Monterrey Institute of Technology and Higher Education (3 campuses), the Universidad Panamericana (UP), the Universidad La Salle, the Universidad del Valle de Mexico (UVM), the Universidad An\u00e1huac, Simon Bolivar University (USB), the Alliant International University, the Universidad Iberoamericana, El Colegio de M\u00e9xico (Colmex), Escuela Libre de Derecho and the Centro de Investigaci\u00f3n y Docencia Econ\u00f3mica, (CIDE). In addition, the prestigious University of California maintains a campus known as \"Casa de California\" in the city. The Universidad Tecnol\u00f3gica de M\u00e9xico is also in Mexico City.", "targets": "Where is the Universidad Tecnologica located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d031e1fddacc4584b0a8bc01ae590505", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shell sold 9.5% of its 23.1% stake in Woodside Petroleum in June 2014 and advised that it had reached an agreement for Woodside to buy back 9.5% of its shares at a later stage. Shell became a major shareholder in Woodside after a 2001 takeover attempt was blocked by then federal Treasurer Peter Costello and the corporation has been open about its intention to sell its stake in Woodside as part of its target to shed assets. At a general body meeting, held on 1 August 2014, 72 percent of shareholders voted to approve the buy-back, short of the 75 percent vote that was required for approval. A statement from Shell read: \"Royal Dutch Shell acknowledges the outcome of Woodside Petroleum Limited's shareholders' negative vote on the selective buy-back proposal. Shell is reviewing its options in relation to its remaining 13.6 percent holding.\"", "targets": "What percent of its stake in Woodside Petroleum did Shell sell in June 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d031e1fddacc4584b0a8bc01ae590505", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shell sold 9.5% of its 23.1% stake in Woodside Petroleum in June 2014 and advised that it had reached an agreement for Woodside to buy back 9.5% of its shares at a later stage. Shell became a major shareholder in Woodside after a 2001 takeover attempt was blocked by then federal Treasurer Peter Costello and the corporation has been open about its intention to sell its stake in Woodside as part of its target to shed assets. At a general body meeting, held on 1 August 2014, 72 percent of shareholders voted to approve the buy-back, short of the 75 percent vote that was required for approval. A statement from Shell read: \"Royal Dutch Shell acknowledges the outcome of Woodside Petroleum Limited's shareholders' negative vote on the selective buy-back proposal. Shell is reviewing its options in relation to its remaining 13.6 percent holding.\"", "targets": "Shell became a major shareholder in Woodside after a takeover attempt was blocked in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d031e1fddacc4584b0a8bc01ae590505", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shell sold 9.5% of its 23.1% stake in Woodside Petroleum in June 2014 and advised that it had reached an agreement for Woodside to buy back 9.5% of its shares at a later stage. Shell became a major shareholder in Woodside after a 2001 takeover attempt was blocked by then federal Treasurer Peter Costello and the corporation has been open about its intention to sell its stake in Woodside as part of its target to shed assets. At a general body meeting, held on 1 August 2014, 72 percent of shareholders voted to approve the buy-back, short of the 75 percent vote that was required for approval. A statement from Shell read: \"Royal Dutch Shell acknowledges the outcome of Woodside Petroleum Limited's shareholders' negative vote on the selective buy-back proposal. Shell is reviewing its options in relation to its remaining 13.6 percent holding.\"", "targets": "Who blocked the takeover attempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d031e1fddacc4584b0a8bc01ae590505", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shell sold 9.5% of its 23.1% stake in Woodside Petroleum in June 2014 and advised that it had reached an agreement for Woodside to buy back 9.5% of its shares at a later stage. Shell became a major shareholder in Woodside after a 2001 takeover attempt was blocked by then federal Treasurer Peter Costello and the corporation has been open about its intention to sell its stake in Woodside as part of its target to shed assets. At a general body meeting, held on 1 August 2014, 72 percent of shareholders voted to approve the buy-back, short of the 75 percent vote that was required for approval. A statement from Shell read: \"Royal Dutch Shell acknowledges the outcome of Woodside Petroleum Limited's shareholders' negative vote on the selective buy-back proposal. Shell is reviewing its options in relation to its remaining 13.6 percent holding.\"", "targets": "What percentage of shareholders voted to approve the 2014 buy-back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d031e1fddacc4584b0a8bc01ae590505", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shell sold 9.5% of its 23.1% stake in Woodside Petroleum in June 2014 and advised that it had reached an agreement for Woodside to buy back 9.5% of its shares at a later stage. Shell became a major shareholder in Woodside after a 2001 takeover attempt was blocked by then federal Treasurer Peter Costello and the corporation has been open about its intention to sell its stake in Woodside as part of its target to shed assets. At a general body meeting, held on 1 August 2014, 72 percent of shareholders voted to approve the buy-back, short of the 75 percent vote that was required for approval. A statement from Shell read: \"Royal Dutch Shell acknowledges the outcome of Woodside Petroleum Limited's shareholders' negative vote on the selective buy-back proposal. Shell is reviewing its options in relation to its remaining 13.6 percent holding.\"", "targets": "What percentage of shareholder votes was need to approve the 2014 buy-back?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce6e6759739741a1a7ddba02c1624f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.", "targets": "Is change in bodily distribution of fat and muscle the same or different between males and females during puberty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce6e6759739741a1a7ddba02c1624f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.", "targets": "Do boys or girls experience a more significant increase in body fat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce6e6759739741a1a7ddba02c1624f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.", "targets": "Do boys or girls grow muscle faster during puberty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce6e6759739741a1a7ddba02c1624f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.", "targets": "What is the ratio between muscle and fat among post-pubertal boys?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ce6e6759739741a1a7ddba02c1624f03", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.", "targets": "What is the ratio between muscle and fat amoung post-pubertal girls?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793f4e79289e41979ca00efe1f5fce69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Chopin's well-known pieces have acquired descriptive titles, such as the Revolutionary \u00c9tude (Op. 10, No. 12), and the Minute Waltz (Op. 64, No. 1). However, with the exception of his Funeral March, the composer never named an instrumental work beyond genre and number, leaving all potential extramusical associations to the listener; the names by which many of his pieces are known were invented by others. There is no evidence to suggest that the Revolutionary \u00c9tude was written with the failed Polish uprising against Russia in mind; it merely appeared at that time. The Funeral March, the third movement of his Sonata No. 2 (Op. 35), the one case where he did give a title, was written before the rest of the sonata, but no specific event or death is known to have inspired it.", "targets": "What is another title Op. 10, No. 12 has garnered? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793f4e79289e41979ca00efe1f5fce69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Chopin's well-known pieces have acquired descriptive titles, such as the Revolutionary \u00c9tude (Op. 10, No. 12), and the Minute Waltz (Op. 64, No. 1). However, with the exception of his Funeral March, the composer never named an instrumental work beyond genre and number, leaving all potential extramusical associations to the listener; the names by which many of his pieces are known were invented by others. There is no evidence to suggest that the Revolutionary \u00c9tude was written with the failed Polish uprising against Russia in mind; it merely appeared at that time. The Funeral March, the third movement of his Sonata No. 2 (Op. 35), the one case where he did give a title, was written before the rest of the sonata, but no specific event or death is known to have inspired it.", "targets": "What is the only piece Chopin gave an actual title to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793f4e79289e41979ca00efe1f5fce69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Chopin's well-known pieces have acquired descriptive titles, such as the Revolutionary \u00c9tude (Op. 10, No. 12), and the Minute Waltz (Op. 64, No. 1). However, with the exception of his Funeral March, the composer never named an instrumental work beyond genre and number, leaving all potential extramusical associations to the listener; the names by which many of his pieces are known were invented by others. There is no evidence to suggest that the Revolutionary \u00c9tude was written with the failed Polish uprising against Russia in mind; it merely appeared at that time. The Funeral March, the third movement of his Sonata No. 2 (Op. 35), the one case where he did give a title, was written before the rest of the sonata, but no specific event or death is known to have inspired it.", "targets": "The Funeral March was written as part of what piece?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793f4e79289e41979ca00efe1f5fce69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Chopin's well-known pieces have acquired descriptive titles, such as the Revolutionary \u00c9tude (Op. 10, No. 12), and the Minute Waltz (Op. 64, No. 1). However, with the exception of his Funeral March, the composer never named an instrumental work beyond genre and number, leaving all potential extramusical associations to the listener; the names by which many of his pieces are known were invented by others. There is no evidence to suggest that the Revolutionary \u00c9tude was written with the failed Polish uprising against Russia in mind; it merely appeared at that time. The Funeral March, the third movement of his Sonata No. 2 (Op. 35), the one case where he did give a title, was written before the rest of the sonata, but no specific event or death is known to have inspired it.", "targets": "How many instrumental works did Chopin give a descriptive name to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793f4e79289e41979ca00efe1f5fce69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Chopin's well-known pieces have acquired descriptive titles, such as the Revolutionary \u00c9tude (Op. 10, No. 12), and the Minute Waltz (Op. 64, No. 1). However, with the exception of his Funeral March, the composer never named an instrumental work beyond genre and number, leaving all potential extramusical associations to the listener; the names by which many of his pieces are known were invented by others. There is no evidence to suggest that the Revolutionary \u00c9tude was written with the failed Polish uprising against Russia in mind; it merely appeared at that time. The Funeral March, the third movement of his Sonata No. 2 (Op. 35), the one case where he did give a title, was written before the rest of the sonata, but no specific event or death is known to have inspired it.", "targets": "What descriptive name was Op. 10, No. 12 given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-793f4e79289e41979ca00efe1f5fce69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of Chopin's well-known pieces have acquired descriptive titles, such as the Revolutionary \u00c9tude (Op. 10, No. 12), and the Minute Waltz (Op. 64, No. 1). However, with the exception of his Funeral March, the composer never named an instrumental work beyond genre and number, leaving all potential extramusical associations to the listener; the names by which many of his pieces are known were invented by others. There is no evidence to suggest that the Revolutionary \u00c9tude was written with the failed Polish uprising against Russia in mind; it merely appeared at that time. The Funeral March, the third movement of his Sonata No. 2 (Op. 35), the one case where he did give a title, was written before the rest of the sonata, but no specific event or death is known to have inspired it.", "targets": "What descriptive name was Op. 64, No. 1 given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc589e941d83472a8776f0435e10c771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Nazi Germany's defeat in World War II in 1945, East Prussia was partitioned between Poland and the Soviet Union according to the Potsdam Conference. Southern East Prussia was placed under Polish administration, while northern East Prussia was divided between the Soviet republics of Russia (the Kaliningrad Oblast) and Lithuania (the constituent counties of the Klaip\u0117da Region). The city of K\u00f6nigsberg was renamed Kaliningrad in 1946. The German population of the province largely evacuated during the war, but several hundreds of thousands died during the years 1944\u201346 and the remainder were subsequently expelled.", "targets": "What two countries were East Prussia partitioned into after World Was II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc589e941d83472a8776f0435e10c771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Nazi Germany's defeat in World War II in 1945, East Prussia was partitioned between Poland and the Soviet Union according to the Potsdam Conference. Southern East Prussia was placed under Polish administration, while northern East Prussia was divided between the Soviet republics of Russia (the Kaliningrad Oblast) and Lithuania (the constituent counties of the Klaip\u0117da Region). The city of K\u00f6nigsberg was renamed Kaliningrad in 1946. The German population of the province largely evacuated during the war, but several hundreds of thousands died during the years 1944\u201346 and the remainder were subsequently expelled.", "targets": "What was the city of Konigsberg renamed in to in 1946?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dc589e941d83472a8776f0435e10c771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following Nazi Germany's defeat in World War II in 1945, East Prussia was partitioned between Poland and the Soviet Union according to the Potsdam Conference. Southern East Prussia was placed under Polish administration, while northern East Prussia was divided between the Soviet republics of Russia (the Kaliningrad Oblast) and Lithuania (the constituent counties of the Klaip\u0117da Region). The city of K\u00f6nigsberg was renamed Kaliningrad in 1946. The German population of the province largely evacuated during the war, but several hundreds of thousands died during the years 1944\u201346 and the remainder were subsequently expelled.", "targets": "What happened to most of the German population during the war in what is current day Kaliningrad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7da9c16c4173447f92fe2e6a586343ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby league is mostly played by Samoans living in New Zealand and Australia,[citation needed] with Samoa reaching the quarter finals of the 2013 Rugby League World Cup made of players playing in the NRL, Super League and domestic players. Many Samoans and New Zealanders or Australians of Samoan descent play in the Super League and National Leagues in Britain. Francis Meli, Ta'ane Lavulavu of Workington Town, Maurie Fa'asavalu of St Helens and David Fatialofa of Whitehaven and Setima Sa who signed with London Irish rugby club. Other noteworthy players from NZ and Australia have represented the Samoan National team. The 2011 domestic Samoan rugby league competition contained 10 teams with plans to expand to 12 in 2012.", "targets": "In what competition did the Samoan rugby team reach the quarter finals in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7da9c16c4173447f92fe2e6a586343ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby league is mostly played by Samoans living in New Zealand and Australia,[citation needed] with Samoa reaching the quarter finals of the 2013 Rugby League World Cup made of players playing in the NRL, Super League and domestic players. Many Samoans and New Zealanders or Australians of Samoan descent play in the Super League and National Leagues in Britain. Francis Meli, Ta'ane Lavulavu of Workington Town, Maurie Fa'asavalu of St Helens and David Fatialofa of Whitehaven and Setima Sa who signed with London Irish rugby club. Other noteworthy players from NZ and Australia have represented the Samoan National team. The 2011 domestic Samoan rugby league competition contained 10 teams with plans to expand to 12 in 2012.", "targets": "Apart from Australia, in what country other than Samoa might Samoan rugby players live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7da9c16c4173447f92fe2e6a586343ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby league is mostly played by Samoans living in New Zealand and Australia,[citation needed] with Samoa reaching the quarter finals of the 2013 Rugby League World Cup made of players playing in the NRL, Super League and domestic players. Many Samoans and New Zealanders or Australians of Samoan descent play in the Super League and National Leagues in Britain. Francis Meli, Ta'ane Lavulavu of Workington Town, Maurie Fa'asavalu of St Helens and David Fatialofa of Whitehaven and Setima Sa who signed with London Irish rugby club. Other noteworthy players from NZ and Australia have represented the Samoan National team. The 2011 domestic Samoan rugby league competition contained 10 teams with plans to expand to 12 in 2012.", "targets": "What Samoan rugby player signed to London Irish rugby club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7da9c16c4173447f92fe2e6a586343ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby league is mostly played by Samoans living in New Zealand and Australia,[citation needed] with Samoa reaching the quarter finals of the 2013 Rugby League World Cup made of players playing in the NRL, Super League and domestic players. Many Samoans and New Zealanders or Australians of Samoan descent play in the Super League and National Leagues in Britain. Francis Meli, Ta'ane Lavulavu of Workington Town, Maurie Fa'asavalu of St Helens and David Fatialofa of Whitehaven and Setima Sa who signed with London Irish rugby club. Other noteworthy players from NZ and Australia have represented the Samoan National team. The 2011 domestic Samoan rugby league competition contained 10 teams with plans to expand to 12 in 2012.", "targets": "How many teams played in the 2011 domestic Samoan rugby league competition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7da9c16c4173447f92fe2e6a586343ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rugby league is mostly played by Samoans living in New Zealand and Australia,[citation needed] with Samoa reaching the quarter finals of the 2013 Rugby League World Cup made of players playing in the NRL, Super League and domestic players. Many Samoans and New Zealanders or Australians of Samoan descent play in the Super League and National Leagues in Britain. Francis Meli, Ta'ane Lavulavu of Workington Town, Maurie Fa'asavalu of St Helens and David Fatialofa of Whitehaven and Setima Sa who signed with London Irish rugby club. Other noteworthy players from NZ and Australia have represented the Samoan National team. The 2011 domestic Samoan rugby league competition contained 10 teams with plans to expand to 12 in 2012.", "targets": "What rugby club did Maurie Fa'asavalu play for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40f788f2d8744aa8d5419a7bb670ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its persistent cultural presence and to its novelty within the performing arts, wrestling constitutes a recurring topic in both academia and the media. Several documentaries have been produced looking at professional wrestling, most notably, Beyond the Mat directed by Barry W. Blaustein, and Wrestling with Shadows featuring wrestler Bret Hart and directed by Paul Jay. There have also been many fictional depictions of wrestling; the 2008 film The Wrestler received several Oscar nominations and began a career revival for star Mickey Rourke.", "targets": "What is one popular wrestling film?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40f788f2d8744aa8d5419a7bb670ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its persistent cultural presence and to its novelty within the performing arts, wrestling constitutes a recurring topic in both academia and the media. Several documentaries have been produced looking at professional wrestling, most notably, Beyond the Mat directed by Barry W. Blaustein, and Wrestling with Shadows featuring wrestler Bret Hart and directed by Paul Jay. There have also been many fictional depictions of wrestling; the 2008 film The Wrestler received several Oscar nominations and began a career revival for star Mickey Rourke.", "targets": "What award was The Wrestler nominated for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40f788f2d8744aa8d5419a7bb670ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its persistent cultural presence and to its novelty within the performing arts, wrestling constitutes a recurring topic in both academia and the media. Several documentaries have been produced looking at professional wrestling, most notably, Beyond the Mat directed by Barry W. Blaustein, and Wrestling with Shadows featuring wrestler Bret Hart and directed by Paul Jay. There have also been many fictional depictions of wrestling; the 2008 film The Wrestler received several Oscar nominations and began a career revival for star Mickey Rourke.", "targets": "What are the names of a couple wrestling documentaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f40f788f2d8744aa8d5419a7bb670ced", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its persistent cultural presence and to its novelty within the performing arts, wrestling constitutes a recurring topic in both academia and the media. Several documentaries have been produced looking at professional wrestling, most notably, Beyond the Mat directed by Barry W. Blaustein, and Wrestling with Shadows featuring wrestler Bret Hart and directed by Paul Jay. There have also been many fictional depictions of wrestling; the 2008 film The Wrestler received several Oscar nominations and began a career revival for star Mickey Rourke.", "targets": "Where does wrestling keep coming up as a subject?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7378ba814546628a397b9985735338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in the other Western Romance languages, the main plural expression is the suffix -s, which may create morphological alternations similar to the ones found in gender inflection, albeit more rarely. The most important one is the addition of -o- before certain consonant groups, a phonetic phenomenon that does not affect feminine forms: el pols/els polsos (\"the pulse\"/\"the pulses\") vs. la pols/les pols (\"the dust\"/\"the dusts\").", "targets": "What is the usual way to make a plural?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7378ba814546628a397b9985735338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in the other Western Romance languages, the main plural expression is the suffix -s, which may create morphological alternations similar to the ones found in gender inflection, albeit more rarely. The most important one is the addition of -o- before certain consonant groups, a phonetic phenomenon that does not affect feminine forms: el pols/els polsos (\"the pulse\"/\"the pulses\") vs. la pols/les pols (\"the dust\"/\"the dusts\").", "targets": "What can the addition of the suffix -s produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7378ba814546628a397b9985735338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in the other Western Romance languages, the main plural expression is the suffix -s, which may create morphological alternations similar to the ones found in gender inflection, albeit more rarely. The most important one is the addition of -o- before certain consonant groups, a phonetic phenomenon that does not affect feminine forms: el pols/els polsos (\"the pulse\"/\"the pulses\") vs. la pols/les pols (\"the dust\"/\"the dusts\").", "targets": "To what are these morphological changes similar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4e7378ba814546628a397b9985735338", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As in the other Western Romance languages, the main plural expression is the suffix -s, which may create morphological alternations similar to the ones found in gender inflection, albeit more rarely. The most important one is the addition of -o- before certain consonant groups, a phonetic phenomenon that does not affect feminine forms: el pols/els polsos (\"the pulse\"/\"the pulses\") vs. la pols/les pols (\"the dust\"/\"the dusts\").", "targets": "What is an important plural alternation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33d474832bc04982a478a633a27a2545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the state elected a Republican Governor (Pat McCrory) and Lieutenant Governor (Dan Forest) for the first time in more than two decades, while also giving the Republicans veto-proof majorities in both the State House of Representatives and the State Senate. Several U.S. House of Representatives seats also flipped control, with the Republicans holding nine seats to the Democrats' four. In the 2014 mid-term elections, Republican David Rouzer won the state's Seventh Congressional District seat, increasing the congressional delegation party split to 10-3 in favor of the GOP.", "targets": "Who was elected Governor of North Carolina in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33d474832bc04982a478a633a27a2545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the state elected a Republican Governor (Pat McCrory) and Lieutenant Governor (Dan Forest) for the first time in more than two decades, while also giving the Republicans veto-proof majorities in both the State House of Representatives and the State Senate. Several U.S. House of Representatives seats also flipped control, with the Republicans holding nine seats to the Democrats' four. In the 2014 mid-term elections, Republican David Rouzer won the state's Seventh Congressional District seat, increasing the congressional delegation party split to 10-3 in favor of the GOP.", "targets": "What political party does Pat McCrory belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33d474832bc04982a478a633a27a2545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the state elected a Republican Governor (Pat McCrory) and Lieutenant Governor (Dan Forest) for the first time in more than two decades, while also giving the Republicans veto-proof majorities in both the State House of Representatives and the State Senate. Several U.S. House of Representatives seats also flipped control, with the Republicans holding nine seats to the Democrats' four. In the 2014 mid-term elections, Republican David Rouzer won the state's Seventh Congressional District seat, increasing the congressional delegation party split to 10-3 in favor of the GOP.", "targets": "Who ws elected Lieutenant Governor of North Carolina in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33d474832bc04982a478a633a27a2545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the state elected a Republican Governor (Pat McCrory) and Lieutenant Governor (Dan Forest) for the first time in more than two decades, while also giving the Republicans veto-proof majorities in both the State House of Representatives and the State Senate. Several U.S. House of Representatives seats also flipped control, with the Republicans holding nine seats to the Democrats' four. In the 2014 mid-term elections, Republican David Rouzer won the state's Seventh Congressional District seat, increasing the congressional delegation party split to 10-3 in favor of the GOP.", "targets": "What political party does Dan Forest belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33d474832bc04982a478a633a27a2545", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the state elected a Republican Governor (Pat McCrory) and Lieutenant Governor (Dan Forest) for the first time in more than two decades, while also giving the Republicans veto-proof majorities in both the State House of Representatives and the State Senate. Several U.S. House of Representatives seats also flipped control, with the Republicans holding nine seats to the Democrats' four. In the 2014 mid-term elections, Republican David Rouzer won the state's Seventh Congressional District seat, increasing the congressional delegation party split to 10-3 in favor of the GOP.", "targets": "Who won North Carolinas 7th congressional district seat in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9da9db330b0476db22b50d83f021868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War (1853\u20131856) was part of a long-running contest between the major European powers for influence over territories of the declining Ottoman Empire. The financial burden of the war led the Ottoman state to issue foreign loans amounting to 5 million pounds sterling on 4 August 1854. The war caused an exodus of the Crimean Tatars, about 200,000 of whom moved to the Ottoman Empire in continuing waves of emigration. Toward the end of the Caucasian Wars, 90% of the Circassians were ethnically cleansed and exiled from their homelands in the Caucasus and fled to the Ottoman Empire, resulting in the settlement of 500,000 to 700,000 Circassians in Turkey.[page needed] Some Circassian organisations give much higher numbers, totaling 1\u20131.5 million deported or killed.", "targets": "During what years did the Crimean War take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9da9db330b0476db22b50d83f021868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War (1853\u20131856) was part of a long-running contest between the major European powers for influence over territories of the declining Ottoman Empire. The financial burden of the war led the Ottoman state to issue foreign loans amounting to 5 million pounds sterling on 4 August 1854. The war caused an exodus of the Crimean Tatars, about 200,000 of whom moved to the Ottoman Empire in continuing waves of emigration. Toward the end of the Caucasian Wars, 90% of the Circassians were ethnically cleansed and exiled from their homelands in the Caucasus and fled to the Ottoman Empire, resulting in the settlement of 500,000 to 700,000 Circassians in Turkey.[page needed] Some Circassian organisations give much higher numbers, totaling 1\u20131.5 million deported or killed.", "targets": "On what date did the Ottoman empire issue foreign loans to deal with the cost of the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9da9db330b0476db22b50d83f021868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War (1853\u20131856) was part of a long-running contest between the major European powers for influence over territories of the declining Ottoman Empire. The financial burden of the war led the Ottoman state to issue foreign loans amounting to 5 million pounds sterling on 4 August 1854. The war caused an exodus of the Crimean Tatars, about 200,000 of whom moved to the Ottoman Empire in continuing waves of emigration. Toward the end of the Caucasian Wars, 90% of the Circassians were ethnically cleansed and exiled from their homelands in the Caucasus and fled to the Ottoman Empire, resulting in the settlement of 500,000 to 700,000 Circassians in Turkey.[page needed] Some Circassian organisations give much higher numbers, totaling 1\u20131.5 million deported or killed.", "targets": "Roughly 200,000 individuals of what group left Crimea during the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9da9db330b0476db22b50d83f021868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War (1853\u20131856) was part of a long-running contest between the major European powers for influence over territories of the declining Ottoman Empire. The financial burden of the war led the Ottoman state to issue foreign loans amounting to 5 million pounds sterling on 4 August 1854. The war caused an exodus of the Crimean Tatars, about 200,000 of whom moved to the Ottoman Empire in continuing waves of emigration. Toward the end of the Caucasian Wars, 90% of the Circassians were ethnically cleansed and exiled from their homelands in the Caucasus and fled to the Ottoman Empire, resulting in the settlement of 500,000 to 700,000 Circassians in Turkey.[page needed] Some Circassian organisations give much higher numbers, totaling 1\u20131.5 million deported or killed.", "targets": "Roughly 90% of what group were pushed from their homes or ethnically cleansed during the Caucasian Wars?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9da9db330b0476db22b50d83f021868", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War (1853\u20131856) was part of a long-running contest between the major European powers for influence over territories of the declining Ottoman Empire. The financial burden of the war led the Ottoman state to issue foreign loans amounting to 5 million pounds sterling on 4 August 1854. The war caused an exodus of the Crimean Tatars, about 200,000 of whom moved to the Ottoman Empire in continuing waves of emigration. Toward the end of the Caucasian Wars, 90% of the Circassians were ethnically cleansed and exiled from their homelands in the Caucasus and fled to the Ottoman Empire, resulting in the settlement of 500,000 to 700,000 Circassians in Turkey.[page needed] Some Circassian organisations give much higher numbers, totaling 1\u20131.5 million deported or killed.", "targets": "Where did Circassians settle to when leaving their homes in the Caucasus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7509a3701424b9da3f386822de3e149", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This shift has already commenced in some countries; for instance, pharmacists in Australia receive remuneration from the Australian Government for conducting comprehensive Home Medicines Reviews. In Canada, pharmacists in certain provinces have limited prescribing rights (as in Alberta and British Columbia) or are remunerated by their provincial government for expanded services such as medications reviews (Medschecks in Ontario). In the United Kingdom, pharmacists who undertake additional training are obtaining prescribing rights and this is because of pharmacy education. They are also being paid for by the government for medicine use reviews. In Scotland the pharmacist can write prescriptions for Scottish registered patients of their regular medications, for the majority of drugs, except for controlled drugs, when the patient is unable to see their doctor, as could happen if they are away from home or the doctor is unavailable. In the United States, pharmaceutical care or clinical pharmacy has had an evolving influence on the practice of pharmacy. Moreover, the Doctor of Pharmacy (Pharm. D.) degree is now required before entering practice and some pharmacists now complete one or two years of residency or fellowship training following graduation. In addition, consultant pharmacists, who traditionally operated primarily in nursing homes are now expanding into direct consultation with patients, under the banner of \"senior care pharmacy.\"", "targets": "Which provinces in Canada limit the rights of pharmacists in prescribing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7509a3701424b9da3f386822de3e149", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This shift has already commenced in some countries; for instance, pharmacists in Australia receive remuneration from the Australian Government for conducting comprehensive Home Medicines Reviews. In Canada, pharmacists in certain provinces have limited prescribing rights (as in Alberta and British Columbia) or are remunerated by their provincial government for expanded services such as medications reviews (Medschecks in Ontario). In the United Kingdom, pharmacists who undertake additional training are obtaining prescribing rights and this is because of pharmacy education. They are also being paid for by the government for medicine use reviews. In Scotland the pharmacist can write prescriptions for Scottish registered patients of their regular medications, for the majority of drugs, except for controlled drugs, when the patient is unable to see their doctor, as could happen if they are away from home or the doctor is unavailable. In the United States, pharmaceutical care or clinical pharmacy has had an evolving influence on the practice of pharmacy. Moreover, the Doctor of Pharmacy (Pharm. D.) degree is now required before entering practice and some pharmacists now complete one or two years of residency or fellowship training following graduation. In addition, consultant pharmacists, who traditionally operated primarily in nursing homes are now expanding into direct consultation with patients, under the banner of \"senior care pharmacy.\"", "targets": "Who pays Australian pharmacists for doing Home Medicines Reviews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7509a3701424b9da3f386822de3e149", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This shift has already commenced in some countries; for instance, pharmacists in Australia receive remuneration from the Australian Government for conducting comprehensive Home Medicines Reviews. In Canada, pharmacists in certain provinces have limited prescribing rights (as in Alberta and British Columbia) or are remunerated by their provincial government for expanded services such as medications reviews (Medschecks in Ontario). In the United Kingdom, pharmacists who undertake additional training are obtaining prescribing rights and this is because of pharmacy education. They are also being paid for by the government for medicine use reviews. In Scotland the pharmacist can write prescriptions for Scottish registered patients of their regular medications, for the majority of drugs, except for controlled drugs, when the patient is unable to see their doctor, as could happen if they are away from home or the doctor is unavailable. In the United States, pharmaceutical care or clinical pharmacy has had an evolving influence on the practice of pharmacy. Moreover, the Doctor of Pharmacy (Pharm. D.) degree is now required before entering practice and some pharmacists now complete one or two years of residency or fellowship training following graduation. In addition, consultant pharmacists, who traditionally operated primarily in nursing homes are now expanding into direct consultation with patients, under the banner of \"senior care pharmacy.\"", "targets": "What are pharmacists in the United Kingdom being increasingly paid for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7509a3701424b9da3f386822de3e149", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This shift has already commenced in some countries; for instance, pharmacists in Australia receive remuneration from the Australian Government for conducting comprehensive Home Medicines Reviews. In Canada, pharmacists in certain provinces have limited prescribing rights (as in Alberta and British Columbia) or are remunerated by their provincial government for expanded services such as medications reviews (Medschecks in Ontario). In the United Kingdom, pharmacists who undertake additional training are obtaining prescribing rights and this is because of pharmacy education. They are also being paid for by the government for medicine use reviews. In Scotland the pharmacist can write prescriptions for Scottish registered patients of their regular medications, for the majority of drugs, except for controlled drugs, when the patient is unable to see their doctor, as could happen if they are away from home or the doctor is unavailable. In the United States, pharmaceutical care or clinical pharmacy has had an evolving influence on the practice of pharmacy. Moreover, the Doctor of Pharmacy (Pharm. D.) degree is now required before entering practice and some pharmacists now complete one or two years of residency or fellowship training following graduation. In addition, consultant pharmacists, who traditionally operated primarily in nursing homes are now expanding into direct consultation with patients, under the banner of \"senior care pharmacy.\"", "targets": "What fields have increased in influence on pharmacy in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7509a3701424b9da3f386822de3e149", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This shift has already commenced in some countries; for instance, pharmacists in Australia receive remuneration from the Australian Government for conducting comprehensive Home Medicines Reviews. In Canada, pharmacists in certain provinces have limited prescribing rights (as in Alberta and British Columbia) or are remunerated by their provincial government for expanded services such as medications reviews (Medschecks in Ontario). In the United Kingdom, pharmacists who undertake additional training are obtaining prescribing rights and this is because of pharmacy education. They are also being paid for by the government for medicine use reviews. In Scotland the pharmacist can write prescriptions for Scottish registered patients of their regular medications, for the majority of drugs, except for controlled drugs, when the patient is unable to see their doctor, as could happen if they are away from home or the doctor is unavailable. In the United States, pharmaceutical care or clinical pharmacy has had an evolving influence on the practice of pharmacy. Moreover, the Doctor of Pharmacy (Pharm. D.) degree is now required before entering practice and some pharmacists now complete one or two years of residency or fellowship training following graduation. In addition, consultant pharmacists, who traditionally operated primarily in nursing homes are now expanding into direct consultation with patients, under the banner of \"senior care pharmacy.\"", "targets": "What degree is now mandatory in the U.S. in order to be a licensed pharmacist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7a6fc2cb0449fbb1f0fe205913688e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most notable difference is that, contrary to other European heraldic systems, the Jews, Muslim Tatars or another minorities would be given the noble title. Also, most families sharing origin would also share a coat-of-arms. They would also share arms with families adopted into the clan (these would often have their arms officially altered upon ennoblement). Sometimes unrelated families would be falsely attributed to the clan on the basis of similarity of arms. Also often noble families claimed inaccurate clan membership. Logically, the number of coats of arms in this system was rather low and did not exceed 200 in late Middle Ages (40,000 in the late 18th century).", "targets": "What is the most notable difference between countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7a6fc2cb0449fbb1f0fe205913688e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most notable difference is that, contrary to other European heraldic systems, the Jews, Muslim Tatars or another minorities would be given the noble title. Also, most families sharing origin would also share a coat-of-arms. They would also share arms with families adopted into the clan (these would often have their arms officially altered upon ennoblement). Sometimes unrelated families would be falsely attributed to the clan on the basis of similarity of arms. Also often noble families claimed inaccurate clan membership. Logically, the number of coats of arms in this system was rather low and did not exceed 200 in late Middle Ages (40,000 in the late 18th century).", "targets": "Coat of arms would be shared with who else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7a6fc2cb0449fbb1f0fe205913688e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most notable difference is that, contrary to other European heraldic systems, the Jews, Muslim Tatars or another minorities would be given the noble title. Also, most families sharing origin would also share a coat-of-arms. They would also share arms with families adopted into the clan (these would often have their arms officially altered upon ennoblement). Sometimes unrelated families would be falsely attributed to the clan on the basis of similarity of arms. Also often noble families claimed inaccurate clan membership. Logically, the number of coats of arms in this system was rather low and did not exceed 200 in late Middle Ages (40,000 in the late 18th century).", "targets": "How would unrelated families be attributed to the clan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1b7a6fc2cb0449fbb1f0fe205913688e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most notable difference is that, contrary to other European heraldic systems, the Jews, Muslim Tatars or another minorities would be given the noble title. Also, most families sharing origin would also share a coat-of-arms. They would also share arms with families adopted into the clan (these would often have their arms officially altered upon ennoblement). Sometimes unrelated families would be falsely attributed to the clan on the basis of similarity of arms. Also often noble families claimed inaccurate clan membership. Logically, the number of coats of arms in this system was rather low and did not exceed 200 in late Middle Ages (40,000 in the late 18th century).", "targets": "Did number of cat of arms in the late middle ages fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131e1d746cf84b57a36ac6bbc24829f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Average annual precipitation is 15 inches (380 mm), but great variations are seen. The mountain ranges block the moist Pacific air, holding moisture in the western valleys, and creating rain shadows to the east. Heron, in the west, receives the most precipitation, 34.70 inches (881 mm). On the eastern (leeward) side of a mountain range, the valleys are much drier; Lonepine averages 11.45 inches (291 mm), and Deer Lodge 11.00 inches (279 mm) of precipitation. The mountains themselves can receive over 100 inches (2,500 mm), for example the Grinnell Glacier in Glacier National Park gets 105 inches (2,700 mm). An area southwest of Belfry averaged only 6.59 inches (167 mm) over a sixteen-year period. Most of the larger cities get 30 to 50 inches or 0.76 to 1.27 metres of snow each year. Mountain ranges themselves can accumulate 300 inches or 7.62 metres of snow during a winter. Heavy snowstorms may occur any time from September through May, though most snow falls from November to March.", "targets": "What is the annual precipitation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131e1d746cf84b57a36ac6bbc24829f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Average annual precipitation is 15 inches (380 mm), but great variations are seen. The mountain ranges block the moist Pacific air, holding moisture in the western valleys, and creating rain shadows to the east. Heron, in the west, receives the most precipitation, 34.70 inches (881 mm). On the eastern (leeward) side of a mountain range, the valleys are much drier; Lonepine averages 11.45 inches (291 mm), and Deer Lodge 11.00 inches (279 mm) of precipitation. The mountains themselves can receive over 100 inches (2,500 mm), for example the Grinnell Glacier in Glacier National Park gets 105 inches (2,700 mm). An area southwest of Belfry averaged only 6.59 inches (167 mm) over a sixteen-year period. Most of the larger cities get 30 to 50 inches or 0.76 to 1.27 metres of snow each year. Mountain ranges themselves can accumulate 300 inches or 7.62 metres of snow during a winter. Heavy snowstorms may occur any time from September through May, though most snow falls from November to March.", "targets": "How much precipitation does Heron recieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-131e1d746cf84b57a36ac6bbc24829f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Average annual precipitation is 15 inches (380 mm), but great variations are seen. The mountain ranges block the moist Pacific air, holding moisture in the western valleys, and creating rain shadows to the east. Heron, in the west, receives the most precipitation, 34.70 inches (881 mm). On the eastern (leeward) side of a mountain range, the valleys are much drier; Lonepine averages 11.45 inches (291 mm), and Deer Lodge 11.00 inches (279 mm) of precipitation. The mountains themselves can receive over 100 inches (2,500 mm), for example the Grinnell Glacier in Glacier National Park gets 105 inches (2,700 mm). An area southwest of Belfry averaged only 6.59 inches (167 mm) over a sixteen-year period. Most of the larger cities get 30 to 50 inches or 0.76 to 1.27 metres of snow each year. Mountain ranges themselves can accumulate 300 inches or 7.62 metres of snow during a winter. Heavy snowstorms may occur any time from September through May, though most snow falls from November to March.", "targets": "How much precipitation does the  Grinnell Glacier recieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae31769c631141e4b0d8cb46a63bb8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1956, Nasser unilaterally nationalised the Suez Canal. The response of Anthony Eden, who had succeeded Churchill as Prime Minister, was to collude with France to engineer an Israeli attack on Egypt that would give Britain and France an excuse to intervene militarily and retake the canal. Eden infuriated US President Dwight D. Eisenhower, by his lack of consultation, and Eisenhower refused to back the invasion. Another of Eisenhower's concerns was the possibility of a wider war with the Soviet Union after it threatened to intervene on the Egyptian side. Eisenhower applied financial leverage by threatening to sell US reserves of the British pound and thereby precipitate a collapse of the British currency. Though the invasion force was militarily successful in its objectives, UN intervention and US pressure forced Britain into a humiliating withdrawal of its forces, and Eden resigned.", "targets": "When was the Suez Canal nationalized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae31769c631141e4b0d8cb46a63bb8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1956, Nasser unilaterally nationalised the Suez Canal. The response of Anthony Eden, who had succeeded Churchill as Prime Minister, was to collude with France to engineer an Israeli attack on Egypt that would give Britain and France an excuse to intervene militarily and retake the canal. Eden infuriated US President Dwight D. Eisenhower, by his lack of consultation, and Eisenhower refused to back the invasion. Another of Eisenhower's concerns was the possibility of a wider war with the Soviet Union after it threatened to intervene on the Egyptian side. Eisenhower applied financial leverage by threatening to sell US reserves of the British pound and thereby precipitate a collapse of the British currency. Though the invasion force was militarily successful in its objectives, UN intervention and US pressure forced Britain into a humiliating withdrawal of its forces, and Eden resigned.", "targets": "Who became British Prime Minister after Winston Churchill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae31769c631141e4b0d8cb46a63bb8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1956, Nasser unilaterally nationalised the Suez Canal. The response of Anthony Eden, who had succeeded Churchill as Prime Minister, was to collude with France to engineer an Israeli attack on Egypt that would give Britain and France an excuse to intervene militarily and retake the canal. Eden infuriated US President Dwight D. Eisenhower, by his lack of consultation, and Eisenhower refused to back the invasion. Another of Eisenhower's concerns was the possibility of a wider war with the Soviet Union after it threatened to intervene on the Egyptian side. Eisenhower applied financial leverage by threatening to sell US reserves of the British pound and thereby precipitate a collapse of the British currency. Though the invasion force was militarily successful in its objectives, UN intervention and US pressure forced Britain into a humiliating withdrawal of its forces, and Eden resigned.", "targets": "Which country did Eden conspire with to cause an attack on Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae31769c631141e4b0d8cb46a63bb8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1956, Nasser unilaterally nationalised the Suez Canal. The response of Anthony Eden, who had succeeded Churchill as Prime Minister, was to collude with France to engineer an Israeli attack on Egypt that would give Britain and France an excuse to intervene militarily and retake the canal. Eden infuriated US President Dwight D. Eisenhower, by his lack of consultation, and Eisenhower refused to back the invasion. Another of Eisenhower's concerns was the possibility of a wider war with the Soviet Union after it threatened to intervene on the Egyptian side. Eisenhower applied financial leverage by threatening to sell US reserves of the British pound and thereby precipitate a collapse of the British currency. Though the invasion force was militarily successful in its objectives, UN intervention and US pressure forced Britain into a humiliating withdrawal of its forces, and Eden resigned.", "targets": "Who decided to sell US reserves of the British pound to cause the pound to collapse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae31769c631141e4b0d8cb46a63bb8bb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In July 1956, Nasser unilaterally nationalised the Suez Canal. The response of Anthony Eden, who had succeeded Churchill as Prime Minister, was to collude with France to engineer an Israeli attack on Egypt that would give Britain and France an excuse to intervene militarily and retake the canal. Eden infuriated US President Dwight D. Eisenhower, by his lack of consultation, and Eisenhower refused to back the invasion. Another of Eisenhower's concerns was the possibility of a wider war with the Soviet Union after it threatened to intervene on the Egyptian side. Eisenhower applied financial leverage by threatening to sell US reserves of the British pound and thereby precipitate a collapse of the British currency. Though the invasion force was militarily successful in its objectives, UN intervention and US pressure forced Britain into a humiliating withdrawal of its forces, and Eden resigned.", "targets": "What country did Britain convince to attack Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7253e55c6b5546879774b9379db7b86d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common application of a torque motor would be the supply- and take-up reel motors in a tape drive. In this application, driven from a low voltage, the characteristics of these motors allow a relatively constant light tension to be applied to the tape whether or not the capstan is feeding tape past the tape heads. Driven from a higher voltage, (and so delivering a higher torque), the torque motors can also achieve fast-forward and rewind operation without requiring any additional mechanics such as gears or clutches. In the computer gaming world, torque motors are used in force feedback steering wheels.", "targets": "How are torque motors used in computer gaming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7253e55c6b5546879774b9379db7b86d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common application of a torque motor would be the supply- and take-up reel motors in a tape drive. In this application, driven from a low voltage, the characteristics of these motors allow a relatively constant light tension to be applied to the tape whether or not the capstan is feeding tape past the tape heads. Driven from a higher voltage, (and so delivering a higher torque), the torque motors can also achieve fast-forward and rewind operation without requiring any additional mechanics such as gears or clutches. In the computer gaming world, torque motors are used in force feedback steering wheels.", "targets": "A torque motor at low voltage provides what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7253e55c6b5546879774b9379db7b86d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common application of a torque motor would be the supply- and take-up reel motors in a tape drive. In this application, driven from a low voltage, the characteristics of these motors allow a relatively constant light tension to be applied to the tape whether or not the capstan is feeding tape past the tape heads. Driven from a higher voltage, (and so delivering a higher torque), the torque motors can also achieve fast-forward and rewind operation without requiring any additional mechanics such as gears or clutches. In the computer gaming world, torque motors are used in force feedback steering wheels.", "targets": "A torque motor at high voltage provides what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7253e55c6b5546879774b9379db7b86d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A common application of a torque motor would be the supply- and take-up reel motors in a tape drive. In this application, driven from a low voltage, the characteristics of these motors allow a relatively constant light tension to be applied to the tape whether or not the capstan is feeding tape past the tape heads. Driven from a higher voltage, (and so delivering a higher torque), the torque motors can also achieve fast-forward and rewind operation without requiring any additional mechanics such as gears or clutches. In the computer gaming world, torque motors are used in force feedback steering wheels.", "targets": "In a tape drive, what is not needed if a torque motor is used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26573966793a4f4d81b95f82c741aadb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the mid-2000s, the university began a number of multimillion-dollar expansion projects. In 2008, the University of Chicago announced plans to establish the Milton Friedman Institute which attracted both support and controversy from faculty members and students. The institute will cost around $200 million and occupy the buildings of the Chicago Theological Seminary. During the same year, investor David G. Booth donated $300 million to the university's Booth School of Business, which is the largest gift in the university's history and the largest gift ever to any business school. In 2009, planning or construction on several new buildings, half of which cost $100 million or more, was underway. Since 2011, major construction projects have included the Jules and Gwen Knapp Center for Biomedical Discovery, a ten-story medical research center, and further additions to the medical campus of the University of Chicago Medical Center. In 2014 the University launched the public phase of a $4.5 billion fundraising campaign. In September 2015, the University received $100 million from The Pearson Family Foundation to establish The Pearson Institute for the Study and Resolution of Global Conflicts and The Pearson Global Forum at the Harris School of Public Policy Studies.", "targets": "When did the university decide to start multimillion-dollar expansion projects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26573966793a4f4d81b95f82c741aadb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the mid-2000s, the university began a number of multimillion-dollar expansion projects. In 2008, the University of Chicago announced plans to establish the Milton Friedman Institute which attracted both support and controversy from faculty members and students. The institute will cost around $200 million and occupy the buildings of the Chicago Theological Seminary. During the same year, investor David G. Booth donated $300 million to the university's Booth School of Business, which is the largest gift in the university's history and the largest gift ever to any business school. In 2009, planning or construction on several new buildings, half of which cost $100 million or more, was underway. Since 2011, major construction projects have included the Jules and Gwen Knapp Center for Biomedical Discovery, a ten-story medical research center, and further additions to the medical campus of the University of Chicago Medical Center. In 2014 the University launched the public phase of a $4.5 billion fundraising campaign. In September 2015, the University received $100 million from The Pearson Family Foundation to establish The Pearson Institute for the Study and Resolution of Global Conflicts and The Pearson Global Forum at the Harris School of Public Policy Studies.", "targets": "What institute did the university announced to everyone in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26573966793a4f4d81b95f82c741aadb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the mid-2000s, the university began a number of multimillion-dollar expansion projects. In 2008, the University of Chicago announced plans to establish the Milton Friedman Institute which attracted both support and controversy from faculty members and students. The institute will cost around $200 million and occupy the buildings of the Chicago Theological Seminary. During the same year, investor David G. Booth donated $300 million to the university's Booth School of Business, which is the largest gift in the university's history and the largest gift ever to any business school. In 2009, planning or construction on several new buildings, half of which cost $100 million or more, was underway. Since 2011, major construction projects have included the Jules and Gwen Knapp Center for Biomedical Discovery, a ten-story medical research center, and further additions to the medical campus of the University of Chicago Medical Center. In 2014 the University launched the public phase of a $4.5 billion fundraising campaign. In September 2015, the University received $100 million from The Pearson Family Foundation to establish The Pearson Institute for the Study and Resolution of Global Conflicts and The Pearson Global Forum at the Harris School of Public Policy Studies.", "targets": "How much did the Milton Friedman Institute roughly cost?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26573966793a4f4d81b95f82c741aadb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the mid-2000s, the university began a number of multimillion-dollar expansion projects. In 2008, the University of Chicago announced plans to establish the Milton Friedman Institute which attracted both support and controversy from faculty members and students. The institute will cost around $200 million and occupy the buildings of the Chicago Theological Seminary. During the same year, investor David G. Booth donated $300 million to the university's Booth School of Business, which is the largest gift in the university's history and the largest gift ever to any business school. In 2009, planning or construction on several new buildings, half of which cost $100 million or more, was underway. Since 2011, major construction projects have included the Jules and Gwen Knapp Center for Biomedical Discovery, a ten-story medical research center, and further additions to the medical campus of the University of Chicago Medical Center. In 2014 the University launched the public phase of a $4.5 billion fundraising campaign. In September 2015, the University received $100 million from The Pearson Family Foundation to establish The Pearson Institute for the Study and Resolution of Global Conflicts and The Pearson Global Forum at the Harris School of Public Policy Studies.", "targets": "What buildings held the Milton Friedman Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26573966793a4f4d81b95f82c741aadb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the mid-2000s, the university began a number of multimillion-dollar expansion projects. In 2008, the University of Chicago announced plans to establish the Milton Friedman Institute which attracted both support and controversy from faculty members and students. The institute will cost around $200 million and occupy the buildings of the Chicago Theological Seminary. During the same year, investor David G. Booth donated $300 million to the university's Booth School of Business, which is the largest gift in the university's history and the largest gift ever to any business school. In 2009, planning or construction on several new buildings, half of which cost $100 million or more, was underway. Since 2011, major construction projects have included the Jules and Gwen Knapp Center for Biomedical Discovery, a ten-story medical research center, and further additions to the medical campus of the University of Chicago Medical Center. In 2014 the University launched the public phase of a $4.5 billion fundraising campaign. In September 2015, the University received $100 million from The Pearson Family Foundation to establish The Pearson Institute for the Study and Resolution of Global Conflicts and The Pearson Global Forum at the Harris School of Public Policy Studies.", "targets": "Who decide to make a very large donation to the university's Booth School of Business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1153424b6714442d8bd04a26f97c16e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of his ability to motivate nationalistic passions, \"men, women, and children wept and wailed in the streets\" after hearing of his death, according to Nutting. The general Arab reaction was one of mourning, with thousands of people pouring onto the streets of major cities throughout the Arab world. Over a dozen people were killed in Beirut as a result of the chaos, and in Jerusalem, roughly 75,000 Arabs marched through the Old City chanting, \"Nasser will never die.\" As a testament to his unchallenged leadership of the Arab people, following his death, the headline of the Lebanese Le Jour read, \"One hundred million human beings\u2014the Arabs\u2014are orphans.\" Sherif Hetata, a former political prisoner and later member Nasser's ASU, said that \"Nasser's greatest achievement was his funeral. The world will never again see five million people crying together.\"", "targets": "How many eople died in Breuit because of unrest caused by Nasser's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1153424b6714442d8bd04a26f97c16e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of his ability to motivate nationalistic passions, \"men, women, and children wept and wailed in the streets\" after hearing of his death, according to Nutting. The general Arab reaction was one of mourning, with thousands of people pouring onto the streets of major cities throughout the Arab world. Over a dozen people were killed in Beirut as a result of the chaos, and in Jerusalem, roughly 75,000 Arabs marched through the Old City chanting, \"Nasser will never die.\" As a testament to his unchallenged leadership of the Arab people, following his death, the headline of the Lebanese Le Jour read, \"One hundred million human beings\u2014the Arabs\u2014are orphans.\" Sherif Hetata, a former political prisoner and later member Nasser's ASU, said that \"Nasser's greatest achievement was his funeral. The world will never again see five million people crying together.\"", "targets": "How many people marched in Jerusalem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1153424b6714442d8bd04a26f97c16e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of his ability to motivate nationalistic passions, \"men, women, and children wept and wailed in the streets\" after hearing of his death, according to Nutting. The general Arab reaction was one of mourning, with thousands of people pouring onto the streets of major cities throughout the Arab world. Over a dozen people were killed in Beirut as a result of the chaos, and in Jerusalem, roughly 75,000 Arabs marched through the Old City chanting, \"Nasser will never die.\" As a testament to his unchallenged leadership of the Arab people, following his death, the headline of the Lebanese Le Jour read, \"One hundred million human beings\u2014the Arabs\u2014are orphans.\" Sherif Hetata, a former political prisoner and later member Nasser's ASU, said that \"Nasser's greatest achievement was his funeral. The world will never again see five million people crying together.\"", "targets": "Who said, \"The world will never again see five million people crying together?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1153424b6714442d8bd04a26f97c16e0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of his ability to motivate nationalistic passions, \"men, women, and children wept and wailed in the streets\" after hearing of his death, according to Nutting. The general Arab reaction was one of mourning, with thousands of people pouring onto the streets of major cities throughout the Arab world. Over a dozen people were killed in Beirut as a result of the chaos, and in Jerusalem, roughly 75,000 Arabs marched through the Old City chanting, \"Nasser will never die.\" As a testament to his unchallenged leadership of the Arab people, following his death, the headline of the Lebanese Le Jour read, \"One hundred million human beings\u2014the Arabs\u2014are orphans.\" Sherif Hetata, a former political prisoner and later member Nasser's ASU, said that \"Nasser's greatest achievement was his funeral. The world will never again see five million people crying together.\"", "targets": "What did a Lebanese publication call the Arabs following Nasser's death?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f613a37e35e44384bb1e94e96766985f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 30, 1987, Foster filed an application with the United States Patent and Trademark Office to patent his invented sport. The patent application covered the rules of the game, specifically detailing the goalposts and rebound netting and their impact on gameplay. Foster's application was granted on March 27, 1990. The patent expired on September 30, 2007.", "targets": "On what date did Foster apply for a patent on arena football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f613a37e35e44384bb1e94e96766985f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 30, 1987, Foster filed an application with the United States Patent and Trademark Office to patent his invented sport. The patent application covered the rules of the game, specifically detailing the goalposts and rebound netting and their impact on gameplay. Foster's application was granted on March 27, 1990. The patent expired on September 30, 2007.", "targets": "When did the United States Patent and Trademark Office grant Foster's patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f613a37e35e44384bb1e94e96766985f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 30, 1987, Foster filed an application with the United States Patent and Trademark Office to patent his invented sport. The patent application covered the rules of the game, specifically detailing the goalposts and rebound netting and their impact on gameplay. Foster's application was granted on March 27, 1990. The patent expired on September 30, 2007.", "targets": "On what date was the expiration of Foster's patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f613a37e35e44384bb1e94e96766985f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On September 30, 1987, Foster filed an application with the United States Patent and Trademark Office to patent his invented sport. The patent application covered the rules of the game, specifically detailing the goalposts and rebound netting and their impact on gameplay. Foster's application was granted on March 27, 1990. The patent expired on September 30, 2007.", "targets": "With whom did Foster file his patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87b47797a5ee4559bf846a4920802bef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The arts of Southeast Asia have affinity with the arts of other areas. Dance in much of Southeast Asia includes movement of the hands as well as the feet, to express the dance's emotion and meaning of the story that the ballerina is going to tell the audience. Most of Southeast Asia introduced dance into their court; in particular, Cambodian royal ballet represented them in the early 7th century before the Khmer Empire, which was highly influenced by Indian Hinduism. Apsara Dance, famous for strong hand and feet movement, is a great example of Hindu symbolic dance.", "targets": "Where did the Southeast Asians introduce their dance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87b47797a5ee4559bf846a4920802bef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The arts of Southeast Asia have affinity with the arts of other areas. Dance in much of Southeast Asia includes movement of the hands as well as the feet, to express the dance's emotion and meaning of the story that the ballerina is going to tell the audience. Most of Southeast Asia introduced dance into their court; in particular, Cambodian royal ballet represented them in the early 7th century before the Khmer Empire, which was highly influenced by Indian Hinduism. Apsara Dance, famous for strong hand and feet movement, is a great example of Hindu symbolic dance.", "targets": "Which dance was famous for strong feet & hand movements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-87b47797a5ee4559bf846a4920802bef", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The arts of Southeast Asia have affinity with the arts of other areas. Dance in much of Southeast Asia includes movement of the hands as well as the feet, to express the dance's emotion and meaning of the story that the ballerina is going to tell the audience. Most of Southeast Asia introduced dance into their court; in particular, Cambodian royal ballet represented them in the early 7th century before the Khmer Empire, which was highly influenced by Indian Hinduism. Apsara Dance, famous for strong hand and feet movement, is a great example of Hindu symbolic dance.", "targets": "The Khmer Empire was influenced by what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb589d1e23643cb811f4ee716c53adf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of May 1942, Eisenhower accompanied Lt. Gen. Henry H. Arnold, commanding general of the Army Air Forces, to London to assess the effectiveness of the theater commander in England, Maj. Gen. James E. Chaney. He returned to Washington on June 3 with a pessimistic assessment, stating he had an \"uneasy feeling\" about Chaney and his staff. On June 23, 1942, he returned to London as Commanding General, European Theater of Operations (ETOUSA), based in London and with a house on Coombe, Kingston upon Thames, and replaced Chaney. He was promoted to lieutenant general on July 7.", "targets": "As of May 1942, who commanded the Army Air Forces?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb589d1e23643cb811f4ee716c53adf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of May 1942, Eisenhower accompanied Lt. Gen. Henry H. Arnold, commanding general of the Army Air Forces, to London to assess the effectiveness of the theater commander in England, Maj. Gen. James E. Chaney. He returned to Washington on June 3 with a pessimistic assessment, stating he had an \"uneasy feeling\" about Chaney and his staff. On June 23, 1942, he returned to London as Commanding General, European Theater of Operations (ETOUSA), based in London and with a house on Coombe, Kingston upon Thames, and replaced Chaney. He was promoted to lieutenant general on July 7.", "targets": "To what city did Eisenhower travel to May 1942?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb589d1e23643cb811f4ee716c53adf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of May 1942, Eisenhower accompanied Lt. Gen. Henry H. Arnold, commanding general of the Army Air Forces, to London to assess the effectiveness of the theater commander in England, Maj. Gen. James E. Chaney. He returned to Washington on June 3 with a pessimistic assessment, stating he had an \"uneasy feeling\" about Chaney and his staff. On June 23, 1942, he returned to London as Commanding General, European Theater of Operations (ETOUSA), based in London and with a house on Coombe, Kingston upon Thames, and replaced Chaney. He was promoted to lieutenant general on July 7.", "targets": "What appointment did Eisenhower receive on June 23, 1942?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb589d1e23643cb811f4ee716c53adf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of May 1942, Eisenhower accompanied Lt. Gen. Henry H. Arnold, commanding general of the Army Air Forces, to London to assess the effectiveness of the theater commander in England, Maj. Gen. James E. Chaney. He returned to Washington on June 3 with a pessimistic assessment, stating he had an \"uneasy feeling\" about Chaney and his staff. On June 23, 1942, he returned to London as Commanding General, European Theater of Operations (ETOUSA), based in London and with a house on Coombe, Kingston upon Thames, and replaced Chaney. He was promoted to lieutenant general on July 7.", "targets": "Who commanded the English theater in May 1942?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccb589d1e23643cb811f4ee716c53adf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of May 1942, Eisenhower accompanied Lt. Gen. Henry H. Arnold, commanding general of the Army Air Forces, to London to assess the effectiveness of the theater commander in England, Maj. Gen. James E. Chaney. He returned to Washington on June 3 with a pessimistic assessment, stating he had an \"uneasy feeling\" about Chaney and his staff. On June 23, 1942, he returned to London as Commanding General, European Theater of Operations (ETOUSA), based in London and with a house on Coombe, Kingston upon Thames, and replaced Chaney. He was promoted to lieutenant general on July 7.", "targets": "To what rank was Eisenhower promoted on July 7, 1942?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b929f9e017045279c339454ec627dec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 5th century, the deep crisis suffered by the Roman Empire allowed different tribes of Central Europe (Suebi, Vandals and Alani) to cross the Rhine and penetrate into the rule on 31 December 406. Its progress towards the Iberian Peninsula forced the Roman authorities to establish a treaty (foedus) by which the Suebi would settle peacefully and govern Galicia as imperial allies. So, from 409 Galicia was taken by the Suebi, forming the first medieval kingdom to be created in Europe, in 411, even before the fall of the Roman Empire, being also the first Germanic kingdom to mint coinage in Roman lands. During this period a Briton colony and bishopric (see Mailoc) was established in Northern Galicia (Britonia), probably as foederati and allies of the Suebi. In 585, the Visigothic King Leovigild invaded the Suebic kingdom of Galicia and defeated it, bringing it under Visigoth control.", "targets": "At the end of which year did Central Europe tribes invade the Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b929f9e017045279c339454ec627dec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 5th century, the deep crisis suffered by the Roman Empire allowed different tribes of Central Europe (Suebi, Vandals and Alani) to cross the Rhine and penetrate into the rule on 31 December 406. Its progress towards the Iberian Peninsula forced the Roman authorities to establish a treaty (foedus) by which the Suebi would settle peacefully and govern Galicia as imperial allies. So, from 409 Galicia was taken by the Suebi, forming the first medieval kingdom to be created in Europe, in 411, even before the fall of the Roman Empire, being also the first Germanic kingdom to mint coinage in Roman lands. During this period a Briton colony and bishopric (see Mailoc) was established in Northern Galicia (Britonia), probably as foederati and allies of the Suebi. In 585, the Visigothic King Leovigild invaded the Suebic kingdom of Galicia and defeated it, bringing it under Visigoth control.", "targets": "Which tribe did the Romans subsequently make a treaty with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b929f9e017045279c339454ec627dec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 5th century, the deep crisis suffered by the Roman Empire allowed different tribes of Central Europe (Suebi, Vandals and Alani) to cross the Rhine and penetrate into the rule on 31 December 406. Its progress towards the Iberian Peninsula forced the Roman authorities to establish a treaty (foedus) by which the Suebi would settle peacefully and govern Galicia as imperial allies. So, from 409 Galicia was taken by the Suebi, forming the first medieval kingdom to be created in Europe, in 411, even before the fall of the Roman Empire, being also the first Germanic kingdom to mint coinage in Roman lands. During this period a Briton colony and bishopric (see Mailoc) was established in Northern Galicia (Britonia), probably as foederati and allies of the Suebi. In 585, the Visigothic King Leovigild invaded the Suebic kingdom of Galicia and defeated it, bringing it under Visigoth control.", "targets": "What was the name of the Briton colony formed in Northern Galicia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b929f9e017045279c339454ec627dec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 5th century, the deep crisis suffered by the Roman Empire allowed different tribes of Central Europe (Suebi, Vandals and Alani) to cross the Rhine and penetrate into the rule on 31 December 406. Its progress towards the Iberian Peninsula forced the Roman authorities to establish a treaty (foedus) by which the Suebi would settle peacefully and govern Galicia as imperial allies. So, from 409 Galicia was taken by the Suebi, forming the first medieval kingdom to be created in Europe, in 411, even before the fall of the Roman Empire, being also the first Germanic kingdom to mint coinage in Roman lands. During this period a Briton colony and bishopric (see Mailoc) was established in Northern Galicia (Britonia), probably as foederati and allies of the Suebi. In 585, the Visigothic King Leovigild invaded the Suebic kingdom of Galicia and defeated it, bringing it under Visigoth control.", "targets": "Which Visigothic king took over control of Galicia from the Suebi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b929f9e017045279c339454ec627dec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 5th century, the deep crisis suffered by the Roman Empire allowed different tribes of Central Europe (Suebi, Vandals and Alani) to cross the Rhine and penetrate into the rule on 31 December 406. Its progress towards the Iberian Peninsula forced the Roman authorities to establish a treaty (foedus) by which the Suebi would settle peacefully and govern Galicia as imperial allies. So, from 409 Galicia was taken by the Suebi, forming the first medieval kingdom to be created in Europe, in 411, even before the fall of the Roman Empire, being also the first Germanic kingdom to mint coinage in Roman lands. During this period a Briton colony and bishopric (see Mailoc) was established in Northern Galicia (Britonia), probably as foederati and allies of the Suebi. In 585, the Visigothic King Leovigild invaded the Suebic kingdom of Galicia and defeated it, bringing it under Visigoth control.", "targets": "In which year did this happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e379d0d70f0a4ecb8ea77fe1419e6032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The county was established in 1182, later than many other counties. During Roman times the area was part of the Brigantes tribal area in the military zone of Roman Britain. The towns of Manchester, Lancaster, Ribchester, Burrow, Elslack and Castleshaw grew around Roman forts. In the centuries after the Roman withdrawal in 410AD the northern parts of the county probably formed part of the Brythonic kingdom of Rheged, a successor entity to the Brigantes tribe. During the mid-8th century, the area was incorporated into the Anglo-Saxon Kingdom of Northumbria, which became a part of England in the 10th century.", "targets": "When was Lancashire established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e379d0d70f0a4ecb8ea77fe1419e6032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The county was established in 1182, later than many other counties. During Roman times the area was part of the Brigantes tribal area in the military zone of Roman Britain. The towns of Manchester, Lancaster, Ribchester, Burrow, Elslack and Castleshaw grew around Roman forts. In the centuries after the Roman withdrawal in 410AD the northern parts of the county probably formed part of the Brythonic kingdom of Rheged, a successor entity to the Brigantes tribe. During the mid-8th century, the area was incorporated into the Anglo-Saxon Kingdom of Northumbria, which became a part of England in the 10th century.", "targets": "When was the area part of Brigantes tribal area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e379d0d70f0a4ecb8ea77fe1419e6032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The county was established in 1182, later than many other counties. During Roman times the area was part of the Brigantes tribal area in the military zone of Roman Britain. The towns of Manchester, Lancaster, Ribchester, Burrow, Elslack and Castleshaw grew around Roman forts. In the centuries after the Roman withdrawal in 410AD the northern parts of the county probably formed part of the Brythonic kingdom of Rheged, a successor entity to the Brigantes tribe. During the mid-8th century, the area was incorporated into the Anglo-Saxon Kingdom of Northumbria, which became a part of England in the 10th century.", "targets": "In what year did the northern parts of the country form the Brythonic kingdom of Rheged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e379d0d70f0a4ecb8ea77fe1419e6032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The county was established in 1182, later than many other counties. During Roman times the area was part of the Brigantes tribal area in the military zone of Roman Britain. The towns of Manchester, Lancaster, Ribchester, Burrow, Elslack and Castleshaw grew around Roman forts. In the centuries after the Roman withdrawal in 410AD the northern parts of the county probably formed part of the Brythonic kingdom of Rheged, a successor entity to the Brigantes tribe. During the mid-8th century, the area was incorporated into the Anglo-Saxon Kingdom of Northumbria, which became a part of England in the 10th century.", "targets": "What is the Brythonic kingdom of Rheged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e379d0d70f0a4ecb8ea77fe1419e6032", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The county was established in 1182, later than many other counties. During Roman times the area was part of the Brigantes tribal area in the military zone of Roman Britain. The towns of Manchester, Lancaster, Ribchester, Burrow, Elslack and Castleshaw grew around Roman forts. In the centuries after the Roman withdrawal in 410AD the northern parts of the county probably formed part of the Brythonic kingdom of Rheged, a successor entity to the Brigantes tribe. During the mid-8th century, the area was incorporated into the Anglo-Saxon Kingdom of Northumbria, which became a part of England in the 10th century.", "targets": "When was the area incorporated into Northumbria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de94d8409d1a4733b4cba3177871dd6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protestant Reformation inspired a literal interpretation of the Bible, with concepts of creation that conflicted with the findings of an emerging science seeking explanations congruent with the mechanical philosophy of Ren\u00e9 Descartes and the empiricism of the Baconian method. After the turmoil of the English Civil War, the Royal Society wanted to show that science did not threaten religious and political stability. John Ray developed an influential natural theology of rational order; in his taxonomy, species were static and fixed, their adaptation and complexity designed by God, and varieties showed minor differences caused by local conditions. In God's benevolent design, carnivores caused mercifully swift death, but the suffering caused by parasitism was a puzzling problem. The biological classification introduced by Carl Linnaeus in 1735 also viewed species as fixed according to the divine plan. In 1766, Georges Buffon suggested that some similar species, such as horses and asses, or lions, tigers, and leopards, might be varieties descended from a common ancestor. The Ussher chronology of the 1650s had calculated creation at 4004 BC, but by the 1780s geologists assumed a much older world. Wernerians thought strata were deposits from shrinking seas, but James Hutton proposed a self-maintaining infinite cycle, anticipating uniformitarianism.", "targets": "Which group wanted to assuage fears that science was a threat to religious stability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de94d8409d1a4733b4cba3177871dd6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protestant Reformation inspired a literal interpretation of the Bible, with concepts of creation that conflicted with the findings of an emerging science seeking explanations congruent with the mechanical philosophy of Ren\u00e9 Descartes and the empiricism of the Baconian method. After the turmoil of the English Civil War, the Royal Society wanted to show that science did not threaten religious and political stability. John Ray developed an influential natural theology of rational order; in his taxonomy, species were static and fixed, their adaptation and complexity designed by God, and varieties showed minor differences caused by local conditions. In God's benevolent design, carnivores caused mercifully swift death, but the suffering caused by parasitism was a puzzling problem. The biological classification introduced by Carl Linnaeus in 1735 also viewed species as fixed according to the divine plan. In 1766, Georges Buffon suggested that some similar species, such as horses and asses, or lions, tigers, and leopards, might be varieties descended from a common ancestor. The Ussher chronology of the 1650s had calculated creation at 4004 BC, but by the 1780s geologists assumed a much older world. Wernerians thought strata were deposits from shrinking seas, but James Hutton proposed a self-maintaining infinite cycle, anticipating uniformitarianism.", "targets": "Whose theory claimed that species were unchanging and designed by God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de94d8409d1a4733b4cba3177871dd6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protestant Reformation inspired a literal interpretation of the Bible, with concepts of creation that conflicted with the findings of an emerging science seeking explanations congruent with the mechanical philosophy of Ren\u00e9 Descartes and the empiricism of the Baconian method. After the turmoil of the English Civil War, the Royal Society wanted to show that science did not threaten religious and political stability. John Ray developed an influential natural theology of rational order; in his taxonomy, species were static and fixed, their adaptation and complexity designed by God, and varieties showed minor differences caused by local conditions. In God's benevolent design, carnivores caused mercifully swift death, but the suffering caused by parasitism was a puzzling problem. The biological classification introduced by Carl Linnaeus in 1735 also viewed species as fixed according to the divine plan. In 1766, Georges Buffon suggested that some similar species, such as horses and asses, or lions, tigers, and leopards, might be varieties descended from a common ancestor. The Ussher chronology of the 1650s had calculated creation at 4004 BC, but by the 1780s geologists assumed a much older world. Wernerians thought strata were deposits from shrinking seas, but James Hutton proposed a self-maintaining infinite cycle, anticipating uniformitarianism.", "targets": "Who created a biological classification in 1735?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de94d8409d1a4733b4cba3177871dd6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protestant Reformation inspired a literal interpretation of the Bible, with concepts of creation that conflicted with the findings of an emerging science seeking explanations congruent with the mechanical philosophy of Ren\u00e9 Descartes and the empiricism of the Baconian method. After the turmoil of the English Civil War, the Royal Society wanted to show that science did not threaten religious and political stability. John Ray developed an influential natural theology of rational order; in his taxonomy, species were static and fixed, their adaptation and complexity designed by God, and varieties showed minor differences caused by local conditions. In God's benevolent design, carnivores caused mercifully swift death, but the suffering caused by parasitism was a puzzling problem. The biological classification introduced by Carl Linnaeus in 1735 also viewed species as fixed according to the divine plan. In 1766, Georges Buffon suggested that some similar species, such as horses and asses, or lions, tigers, and leopards, might be varieties descended from a common ancestor. The Ussher chronology of the 1650s had calculated creation at 4004 BC, but by the 1780s geologists assumed a much older world. Wernerians thought strata were deposits from shrinking seas, but James Hutton proposed a self-maintaining infinite cycle, anticipating uniformitarianism.", "targets": "When did the Ussher chronology state that creation began?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de94d8409d1a4733b4cba3177871dd6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Protestant Reformation inspired a literal interpretation of the Bible, with concepts of creation that conflicted with the findings of an emerging science seeking explanations congruent with the mechanical philosophy of Ren\u00e9 Descartes and the empiricism of the Baconian method. After the turmoil of the English Civil War, the Royal Society wanted to show that science did not threaten religious and political stability. John Ray developed an influential natural theology of rational order; in his taxonomy, species were static and fixed, their adaptation and complexity designed by God, and varieties showed minor differences caused by local conditions. In God's benevolent design, carnivores caused mercifully swift death, but the suffering caused by parasitism was a puzzling problem. The biological classification introduced by Carl Linnaeus in 1735 also viewed species as fixed according to the divine plan. In 1766, Georges Buffon suggested that some similar species, such as horses and asses, or lions, tigers, and leopards, might be varieties descended from a common ancestor. The Ussher chronology of the 1650s had calculated creation at 4004 BC, but by the 1780s geologists assumed a much older world. Wernerians thought strata were deposits from shrinking seas, but James Hutton proposed a self-maintaining infinite cycle, anticipating uniformitarianism.", "targets": "Who proposed that life is a self-maintaining, infinite cycle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c32632ab624f08a01fe50d96454c1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite losing fan favorite Grace to free agency, and the lack of production from newcomer Todd Hundley, skipper Don Baylor's Cubs put together a good season in 2001. The season started with Mack Newton being brought in to preach \"positive thinking.\" One of the biggest stories of the season transpired as the club made a midseason deal for Fred McGriff, which was drawn out for nearly a month as McGriff debated waiving his no-trade clause, as the Cubs led the wild card race by 2.5 games in early September. That run died when Preston Wilson hit a three run walk off homer off of closer Tom \"Flash\" Gordon, which halted the team's momentum. The team was unable to make another serious charge, and finished at 88\u201374, five games behind both Houston and St. Louis, who tied for first. Sosa had perhaps his finest season and Jon Lieber led the staff with a 20 win season.", "targets": "Who put together a good season for the Cubs in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c32632ab624f08a01fe50d96454c1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite losing fan favorite Grace to free agency, and the lack of production from newcomer Todd Hundley, skipper Don Baylor's Cubs put together a good season in 2001. The season started with Mack Newton being brought in to preach \"positive thinking.\" One of the biggest stories of the season transpired as the club made a midseason deal for Fred McGriff, which was drawn out for nearly a month as McGriff debated waiving his no-trade clause, as the Cubs led the wild card race by 2.5 games in early September. That run died when Preston Wilson hit a three run walk off homer off of closer Tom \"Flash\" Gordon, which halted the team's momentum. The team was unable to make another serious charge, and finished at 88\u201374, five games behind both Houston and St. Louis, who tied for first. Sosa had perhaps his finest season and Jon Lieber led the staff with a 20 win season.", "targets": "Who was brought in to preach \"positive thinking\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2c32632ab624f08a01fe50d96454c1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite losing fan favorite Grace to free agency, and the lack of production from newcomer Todd Hundley, skipper Don Baylor's Cubs put together a good season in 2001. The season started with Mack Newton being brought in to preach \"positive thinking.\" One of the biggest stories of the season transpired as the club made a midseason deal for Fred McGriff, which was drawn out for nearly a month as McGriff debated waiving his no-trade clause, as the Cubs led the wild card race by 2.5 games in early September. That run died when Preston Wilson hit a three run walk off homer off of closer Tom \"Flash\" Gordon, which halted the team's momentum. The team was unable to make another serious charge, and finished at 88\u201374, five games behind both Houston and St. Louis, who tied for first. Sosa had perhaps his finest season and Jon Lieber led the staff with a 20 win season.", "targets": "Who hit a three run walk off homer off of closer Tom \"Flash\" Gordon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7017a3aa3b6c4f65ac31784129a16d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek kingdom of Bactria began as a breakaway satrapy of the Seleucid empire, which, because of the size of the empire, had significant freedom from central control. Between 255-246 BCE, the governor of Bactria, Sogdiana and Margiana (most of present-day Afghanistan), one Diodotus, took this process to its logical extreme and declared himself king. Diodotus II, son of Diodotus, was overthrown in about 230 BC by Euthydemus, possibly the satrap of Sogdiana, who then started his own dynasty. In c. 210 BC, the Greco-Bactrian kingdom was invaded by a resurgent Seleucid empire under Antiochus III. While victorious in the field, it seems Antiochus came to realise that there were advantages in the status quo (perhaps sensing that Bactria could not be governed from Syria), and married one of his daughters to Euthydemus's son, thus legitimising the Greco-Bactria dynasty. Soon afterwards the Greco-Bactrian kingdom seems to have expanded, possibly taking advantage of the defeat of the Parthian king Arsaces II by Antiochus.", "targets": "Bactria was led by what king from 255-246 BCE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7017a3aa3b6c4f65ac31784129a16d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek kingdom of Bactria began as a breakaway satrapy of the Seleucid empire, which, because of the size of the empire, had significant freedom from central control. Between 255-246 BCE, the governor of Bactria, Sogdiana and Margiana (most of present-day Afghanistan), one Diodotus, took this process to its logical extreme and declared himself king. Diodotus II, son of Diodotus, was overthrown in about 230 BC by Euthydemus, possibly the satrap of Sogdiana, who then started his own dynasty. In c. 210 BC, the Greco-Bactrian kingdom was invaded by a resurgent Seleucid empire under Antiochus III. While victorious in the field, it seems Antiochus came to realise that there were advantages in the status quo (perhaps sensing that Bactria could not be governed from Syria), and married one of his daughters to Euthydemus's son, thus legitimising the Greco-Bactria dynasty. Soon afterwards the Greco-Bactrian kingdom seems to have expanded, possibly taking advantage of the defeat of the Parthian king Arsaces II by Antiochus.", "targets": "When was Diodotus II overthrown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7017a3aa3b6c4f65ac31784129a16d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek kingdom of Bactria began as a breakaway satrapy of the Seleucid empire, which, because of the size of the empire, had significant freedom from central control. Between 255-246 BCE, the governor of Bactria, Sogdiana and Margiana (most of present-day Afghanistan), one Diodotus, took this process to its logical extreme and declared himself king. Diodotus II, son of Diodotus, was overthrown in about 230 BC by Euthydemus, possibly the satrap of Sogdiana, who then started his own dynasty. In c. 210 BC, the Greco-Bactrian kingdom was invaded by a resurgent Seleucid empire under Antiochus III. While victorious in the field, it seems Antiochus came to realise that there were advantages in the status quo (perhaps sensing that Bactria could not be governed from Syria), and married one of his daughters to Euthydemus's son, thus legitimising the Greco-Bactria dynasty. Soon afterwards the Greco-Bactrian kingdom seems to have expanded, possibly taking advantage of the defeat of the Parthian king Arsaces II by Antiochus.", "targets": "What leader overthrew Diodotus II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7017a3aa3b6c4f65ac31784129a16d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek kingdom of Bactria began as a breakaway satrapy of the Seleucid empire, which, because of the size of the empire, had significant freedom from central control. Between 255-246 BCE, the governor of Bactria, Sogdiana and Margiana (most of present-day Afghanistan), one Diodotus, took this process to its logical extreme and declared himself king. Diodotus II, son of Diodotus, was overthrown in about 230 BC by Euthydemus, possibly the satrap of Sogdiana, who then started his own dynasty. In c. 210 BC, the Greco-Bactrian kingdom was invaded by a resurgent Seleucid empire under Antiochus III. While victorious in the field, it seems Antiochus came to realise that there were advantages in the status quo (perhaps sensing that Bactria could not be governed from Syria), and married one of his daughters to Euthydemus's son, thus legitimising the Greco-Bactria dynasty. Soon afterwards the Greco-Bactrian kingdom seems to have expanded, possibly taking advantage of the defeat of the Parthian king Arsaces II by Antiochus.", "targets": "The Greco-Bactrian kingdom was invaded by what Seleucid leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7017a3aa3b6c4f65ac31784129a16d6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Greek kingdom of Bactria began as a breakaway satrapy of the Seleucid empire, which, because of the size of the empire, had significant freedom from central control. Between 255-246 BCE, the governor of Bactria, Sogdiana and Margiana (most of present-day Afghanistan), one Diodotus, took this process to its logical extreme and declared himself king. Diodotus II, son of Diodotus, was overthrown in about 230 BC by Euthydemus, possibly the satrap of Sogdiana, who then started his own dynasty. In c. 210 BC, the Greco-Bactrian kingdom was invaded by a resurgent Seleucid empire under Antiochus III. While victorious in the field, it seems Antiochus came to realise that there were advantages in the status quo (perhaps sensing that Bactria could not be governed from Syria), and married one of his daughters to Euthydemus's son, thus legitimising the Greco-Bactria dynasty. Soon afterwards the Greco-Bactrian kingdom seems to have expanded, possibly taking advantage of the defeat of the Parthian king Arsaces II by Antiochus.", "targets": "Antiochus III married his daughter off to whose son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a6ce69908bc48ecb7a397ea68704d38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Small Catechism proved especially effective in helping parents teach their children; likewise the Larger Catechism was effective for pastors. Using the German vernacular, they expressed the Apostles' Creed in simpler, more personal, Trinitarian language. He rewrote each article of the Creed to express the character of the Father, the Son, or the Holy Spirit. Luther's goal was to enable the catechumens to see themselves as a personal object of the work of the three persons of the Trinity, each of which works in the catechumen's life. That is, Luther depicted the Trinity not as a doctrine to be learned, but as persons to be known. The Father creates, the Son redeems, and the Spirit sanctifies, a divine unity with separate personalities. Salvation originates with the Father and draws the believer to the Father. Luther's treatment of the Apostles' Creed must be understood in the context of the Decalogue (the Ten Commandments) and the Lord's Prayer, which are also part of the Lutheran catechical teaching.", "targets": "Which work of Luther's is effective in teaching children?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a6ce69908bc48ecb7a397ea68704d38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Small Catechism proved especially effective in helping parents teach their children; likewise the Larger Catechism was effective for pastors. Using the German vernacular, they expressed the Apostles' Creed in simpler, more personal, Trinitarian language. He rewrote each article of the Creed to express the character of the Father, the Son, or the Holy Spirit. Luther's goal was to enable the catechumens to see themselves as a personal object of the work of the three persons of the Trinity, each of which works in the catechumen's life. That is, Luther depicted the Trinity not as a doctrine to be learned, but as persons to be known. The Father creates, the Son redeems, and the Spirit sanctifies, a divine unity with separate personalities. Salvation originates with the Father and draws the believer to the Father. Luther's treatment of the Apostles' Creed must be understood in the context of the Decalogue (the Ten Commandments) and the Lord's Prayer, which are also part of the Lutheran catechical teaching.", "targets": "What work is useful for pastors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a6ce69908bc48ecb7a397ea68704d38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Small Catechism proved especially effective in helping parents teach their children; likewise the Larger Catechism was effective for pastors. Using the German vernacular, they expressed the Apostles' Creed in simpler, more personal, Trinitarian language. He rewrote each article of the Creed to express the character of the Father, the Son, or the Holy Spirit. Luther's goal was to enable the catechumens to see themselves as a personal object of the work of the three persons of the Trinity, each of which works in the catechumen's life. That is, Luther depicted the Trinity not as a doctrine to be learned, but as persons to be known. The Father creates, the Son redeems, and the Spirit sanctifies, a divine unity with separate personalities. Salvation originates with the Father and draws the believer to the Father. Luther's treatment of the Apostles' Creed must be understood in the context of the Decalogue (the Ten Commandments) and the Lord's Prayer, which are also part of the Lutheran catechical teaching.", "targets": "What are the Catechisms of Martin Luther written in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a6ce69908bc48ecb7a397ea68704d38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Small Catechism proved especially effective in helping parents teach their children; likewise the Larger Catechism was effective for pastors. Using the German vernacular, they expressed the Apostles' Creed in simpler, more personal, Trinitarian language. He rewrote each article of the Creed to express the character of the Father, the Son, or the Holy Spirit. Luther's goal was to enable the catechumens to see themselves as a personal object of the work of the three persons of the Trinity, each of which works in the catechumen's life. That is, Luther depicted the Trinity not as a doctrine to be learned, but as persons to be known. The Father creates, the Son redeems, and the Spirit sanctifies, a divine unity with separate personalities. Salvation originates with the Father and draws the believer to the Father. Luther's treatment of the Apostles' Creed must be understood in the context of the Decalogue (the Ten Commandments) and the Lord's Prayer, which are also part of the Lutheran catechical teaching.", "targets": "How did Luther show the Trinity in his catechisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a6ce69908bc48ecb7a397ea68704d38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther's Small Catechism proved especially effective in helping parents teach their children; likewise the Larger Catechism was effective for pastors. Using the German vernacular, they expressed the Apostles' Creed in simpler, more personal, Trinitarian language. He rewrote each article of the Creed to express the character of the Father, the Son, or the Holy Spirit. Luther's goal was to enable the catechumens to see themselves as a personal object of the work of the three persons of the Trinity, each of which works in the catechumen's life. That is, Luther depicted the Trinity not as a doctrine to be learned, but as persons to be known. The Father creates, the Son redeems, and the Spirit sanctifies, a divine unity with separate personalities. Salvation originates with the Father and draws the believer to the Father. Luther's treatment of the Apostles' Creed must be understood in the context of the Decalogue (the Ten Commandments) and the Lord's Prayer, which are also part of the Lutheran catechical teaching.", "targets": "Where does Luther place Salvation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335f3e3e2a714546af8876dd043b2c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain's imperialist ambitions can be seen as early as the sixteenth century. In 1599 the British East India Company was established and was chartered by Queen Elizabeth in the following year. With the establishment of trading posts in India, the British were able to maintain strength relative to others empires such as the Portuguese who already had set up trading posts in India. In 1767 political activity caused exploitation of the East India Company causing the plundering of the local economy, almost bringing the company into bankruptcy.", "targets": "When is the earliest Britain had an imperialist policy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335f3e3e2a714546af8876dd043b2c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain's imperialist ambitions can be seen as early as the sixteenth century. In 1599 the British East India Company was established and was chartered by Queen Elizabeth in the following year. With the establishment of trading posts in India, the British were able to maintain strength relative to others empires such as the Portuguese who already had set up trading posts in India. In 1767 political activity caused exploitation of the East India Company causing the plundering of the local economy, almost bringing the company into bankruptcy.", "targets": "When was the British East India Company established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335f3e3e2a714546af8876dd043b2c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain's imperialist ambitions can be seen as early as the sixteenth century. In 1599 the British East India Company was established and was chartered by Queen Elizabeth in the following year. With the establishment of trading posts in India, the British were able to maintain strength relative to others empires such as the Portuguese who already had set up trading posts in India. In 1767 political activity caused exploitation of the East India Company causing the plundering of the local economy, almost bringing the company into bankruptcy.", "targets": "Who chartered the British East India Company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335f3e3e2a714546af8876dd043b2c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain's imperialist ambitions can be seen as early as the sixteenth century. In 1599 the British East India Company was established and was chartered by Queen Elizabeth in the following year. With the establishment of trading posts in India, the British were able to maintain strength relative to others empires such as the Portuguese who already had set up trading posts in India. In 1767 political activity caused exploitation of the East India Company causing the plundering of the local economy, almost bringing the company into bankruptcy.", "targets": "What happened to the East India Trading Company in 1767?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-335f3e3e2a714546af8876dd043b2c4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain's imperialist ambitions can be seen as early as the sixteenth century. In 1599 the British East India Company was established and was chartered by Queen Elizabeth in the following year. With the establishment of trading posts in India, the British were able to maintain strength relative to others empires such as the Portuguese who already had set up trading posts in India. In 1767 political activity caused exploitation of the East India Company causing the plundering of the local economy, almost bringing the company into bankruptcy.", "targets": "Which country had trading posts in India before Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c180a168ac44f092f667ee319f1d43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Western Han court simultaneously accepted the philosophical teachings of Legalism, Huang-Lao Daoism, and Confucianism in making state decisions and shaping government policy. However, the Han court under Emperor Wu gave Confucianism exclusive patronage. He abolished all academic chairs or erudites (b\u00f3sh\u00ec \u535a\u58eb) not dealing with the Confucian Five Classics in 136 BC and encouraged nominees for office to receive a Confucian-based education at the Imperial University that he established in 124 BC. Unlike the original ideology espoused by Confucius, or Kongzi (551\u2013479 BC), Han Confucianism in Emperor Wu's reign was the creation of Dong Zhongshu (179\u2013104 BC). Dong was a scholar and minor official who aggregated the ethical Confucian ideas of ritual, filial piety, and harmonious relationships with five phases and yin-yang cosmologies. Much to the interest of the ruler, Dong's synthesis justified the imperial system of government within the natural order of the universe. The Imperial University grew in importance as the student body grew to over 30,000 by the 2nd century AD. A Confucian-based education was also made available at commandery-level schools and private schools opened in small towns, where teachers earned respectable incomes from tuition payments.", "targets": "What philosophy was given exclusivity in the court during the rule of Emperor Wu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c180a168ac44f092f667ee319f1d43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Western Han court simultaneously accepted the philosophical teachings of Legalism, Huang-Lao Daoism, and Confucianism in making state decisions and shaping government policy. However, the Han court under Emperor Wu gave Confucianism exclusive patronage. He abolished all academic chairs or erudites (b\u00f3sh\u00ec \u535a\u58eb) not dealing with the Confucian Five Classics in 136 BC and encouraged nominees for office to receive a Confucian-based education at the Imperial University that he established in 124 BC. Unlike the original ideology espoused by Confucius, or Kongzi (551\u2013479 BC), Han Confucianism in Emperor Wu's reign was the creation of Dong Zhongshu (179\u2013104 BC). Dong was a scholar and minor official who aggregated the ethical Confucian ideas of ritual, filial piety, and harmonious relationships with five phases and yin-yang cosmologies. Much to the interest of the ruler, Dong's synthesis justified the imperial system of government within the natural order of the universe. The Imperial University grew in importance as the student body grew to over 30,000 by the 2nd century AD. A Confucian-based education was also made available at commandery-level schools and private schools opened in small towns, where teachers earned respectable incomes from tuition payments.", "targets": "Who put an end to all erudites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c180a168ac44f092f667ee319f1d43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Western Han court simultaneously accepted the philosophical teachings of Legalism, Huang-Lao Daoism, and Confucianism in making state decisions and shaping government policy. However, the Han court under Emperor Wu gave Confucianism exclusive patronage. He abolished all academic chairs or erudites (b\u00f3sh\u00ec \u535a\u58eb) not dealing with the Confucian Five Classics in 136 BC and encouraged nominees for office to receive a Confucian-based education at the Imperial University that he established in 124 BC. Unlike the original ideology espoused by Confucius, or Kongzi (551\u2013479 BC), Han Confucianism in Emperor Wu's reign was the creation of Dong Zhongshu (179\u2013104 BC). Dong was a scholar and minor official who aggregated the ethical Confucian ideas of ritual, filial piety, and harmonious relationships with five phases and yin-yang cosmologies. Much to the interest of the ruler, Dong's synthesis justified the imperial system of government within the natural order of the universe. The Imperial University grew in importance as the student body grew to over 30,000 by the 2nd century AD. A Confucian-based education was also made available at commandery-level schools and private schools opened in small towns, where teachers earned respectable incomes from tuition payments.", "targets": "How many students were in the Imperial University by the second century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c180a168ac44f092f667ee319f1d43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Western Han court simultaneously accepted the philosophical teachings of Legalism, Huang-Lao Daoism, and Confucianism in making state decisions and shaping government policy. However, the Han court under Emperor Wu gave Confucianism exclusive patronage. He abolished all academic chairs or erudites (b\u00f3sh\u00ec \u535a\u58eb) not dealing with the Confucian Five Classics in 136 BC and encouraged nominees for office to receive a Confucian-based education at the Imperial University that he established in 124 BC. Unlike the original ideology espoused by Confucius, or Kongzi (551\u2013479 BC), Han Confucianism in Emperor Wu's reign was the creation of Dong Zhongshu (179\u2013104 BC). Dong was a scholar and minor official who aggregated the ethical Confucian ideas of ritual, filial piety, and harmonious relationships with five phases and yin-yang cosmologies. Much to the interest of the ruler, Dong's synthesis justified the imperial system of government within the natural order of the universe. The Imperial University grew in importance as the student body grew to over 30,000 by the 2nd century AD. A Confucian-based education was also made available at commandery-level schools and private schools opened in small towns, where teachers earned respectable incomes from tuition payments.", "targets": "What type of philosophy was available for individuals at the commanderies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-64c180a168ac44f092f667ee319f1d43", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The early Western Han court simultaneously accepted the philosophical teachings of Legalism, Huang-Lao Daoism, and Confucianism in making state decisions and shaping government policy. However, the Han court under Emperor Wu gave Confucianism exclusive patronage. He abolished all academic chairs or erudites (b\u00f3sh\u00ec \u535a\u58eb) not dealing with the Confucian Five Classics in 136 BC and encouraged nominees for office to receive a Confucian-based education at the Imperial University that he established in 124 BC. Unlike the original ideology espoused by Confucius, or Kongzi (551\u2013479 BC), Han Confucianism in Emperor Wu's reign was the creation of Dong Zhongshu (179\u2013104 BC). Dong was a scholar and minor official who aggregated the ethical Confucian ideas of ritual, filial piety, and harmonious relationships with five phases and yin-yang cosmologies. Much to the interest of the ruler, Dong's synthesis justified the imperial system of government within the natural order of the universe. The Imperial University grew in importance as the student body grew to over 30,000 by the 2nd century AD. A Confucian-based education was also made available at commandery-level schools and private schools opened in small towns, where teachers earned respectable incomes from tuition payments.", "targets": "Where did teachers make their money from at private schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0928e8d3a42b425cbf1f79c49b538fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the sudden loss of the New Orleans franchise, the league announced in October that the beginning of the free agency period would be delayed in order to accommodate a dispersal draft. Dates were eventually announced as December 2 for the dispersal draft and December 4 for free agency, but shortly before the draft the league issued a press release announcing the draft had been postponed one day to December 3. Shortly thereafter, another press release announced that the draft would be held on December 9 and free agency would commence on December 11. However, the draft still never took place, and instead another press release was issued stating that both the draft and free agency had been postponed indefinitely. Rumors began circulating that the league was in trouble and on the verge of folding, but owners denied those claims. It was soon revealed the players' union had agreed to cut the salary cap for the 2009 season to prevent a total cessation of operations. However, the announced Platinum Equity investment never materialized.", "targets": "On what date was the dispersal draft first scheduled to occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0928e8d3a42b425cbf1f79c49b538fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the sudden loss of the New Orleans franchise, the league announced in October that the beginning of the free agency period would be delayed in order to accommodate a dispersal draft. Dates were eventually announced as December 2 for the dispersal draft and December 4 for free agency, but shortly before the draft the league issued a press release announcing the draft had been postponed one day to December 3. Shortly thereafter, another press release announced that the draft would be held on December 9 and free agency would commence on December 11. However, the draft still never took place, and instead another press release was issued stating that both the draft and free agency had been postponed indefinitely. Rumors began circulating that the league was in trouble and on the verge of folding, but owners denied those claims. It was soon revealed the players' union had agreed to cut the salary cap for the 2009 season to prevent a total cessation of operations. However, the announced Platinum Equity investment never materialized.", "targets": "To what date was the dispersal draft first delayed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0928e8d3a42b425cbf1f79c49b538fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the sudden loss of the New Orleans franchise, the league announced in October that the beginning of the free agency period would be delayed in order to accommodate a dispersal draft. Dates were eventually announced as December 2 for the dispersal draft and December 4 for free agency, but shortly before the draft the league issued a press release announcing the draft had been postponed one day to December 3. Shortly thereafter, another press release announced that the draft would be held on December 9 and free agency would commence on December 11. However, the draft still never took place, and instead another press release was issued stating that both the draft and free agency had been postponed indefinitely. Rumors began circulating that the league was in trouble and on the verge of folding, but owners denied those claims. It was soon revealed the players' union had agreed to cut the salary cap for the 2009 season to prevent a total cessation of operations. However, the announced Platinum Equity investment never materialized.", "targets": "After the second delay, when was the dispersal draft schedule to occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0928e8d3a42b425cbf1f79c49b538fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the sudden loss of the New Orleans franchise, the league announced in October that the beginning of the free agency period would be delayed in order to accommodate a dispersal draft. Dates were eventually announced as December 2 for the dispersal draft and December 4 for free agency, but shortly before the draft the league issued a press release announcing the draft had been postponed one day to December 3. Shortly thereafter, another press release announced that the draft would be held on December 9 and free agency would commence on December 11. However, the draft still never took place, and instead another press release was issued stating that both the draft and free agency had been postponed indefinitely. Rumors began circulating that the league was in trouble and on the verge of folding, but owners denied those claims. It was soon revealed the players' union had agreed to cut the salary cap for the 2009 season to prevent a total cessation of operations. However, the announced Platinum Equity investment never materialized.", "targets": "When was free agency first scheduled to begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0928e8d3a42b425cbf1f79c49b538fba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of the sudden loss of the New Orleans franchise, the league announced in October that the beginning of the free agency period would be delayed in order to accommodate a dispersal draft. Dates were eventually announced as December 2 for the dispersal draft and December 4 for free agency, but shortly before the draft the league issued a press release announcing the draft had been postponed one day to December 3. Shortly thereafter, another press release announced that the draft would be held on December 9 and free agency would commence on December 11. However, the draft still never took place, and instead another press release was issued stating that both the draft and free agency had been postponed indefinitely. Rumors began circulating that the league was in trouble and on the verge of folding, but owners denied those claims. It was soon revealed the players' union had agreed to cut the salary cap for the 2009 season to prevent a total cessation of operations. However, the announced Platinum Equity investment never materialized.", "targets": "When was free agency scheduled to begin after the delay?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec907e8c440d415c871488763766991a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, the discovery of oil in the North Sea and the following \"It's Scotland's oil\" campaign of the Scottish National Party (SNP) resulted in rising support for Scottish independence, as well as the SNP. The party argued that the revenues from the oil were not benefitting Scotland as much as they should. The combined effect of these events led to Prime Minister Wilson committing his government to some form of devolved legislature in 1974. However, it was not until 1978 that final legislative proposals for a Scottish Assembly were passed by the United Kingdom Parliament.", "targets": "Which sea was oil discovered in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec907e8c440d415c871488763766991a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, the discovery of oil in the North Sea and the following \"It's Scotland's oil\" campaign of the Scottish National Party (SNP) resulted in rising support for Scottish independence, as well as the SNP. The party argued that the revenues from the oil were not benefitting Scotland as much as they should. The combined effect of these events led to Prime Minister Wilson committing his government to some form of devolved legislature in 1974. However, it was not until 1978 that final legislative proposals for a Scottish Assembly were passed by the United Kingdom Parliament.", "targets": "What campaigh did the Scottish National Party (SNP) run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec907e8c440d415c871488763766991a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, the discovery of oil in the North Sea and the following \"It's Scotland's oil\" campaign of the Scottish National Party (SNP) resulted in rising support for Scottish independence, as well as the SNP. The party argued that the revenues from the oil were not benefitting Scotland as much as they should. The combined effect of these events led to Prime Minister Wilson committing his government to some form of devolved legislature in 1974. However, it was not until 1978 that final legislative proposals for a Scottish Assembly were passed by the United Kingdom Parliament.", "targets": "When did Prime Minister Wilson commit to some form of devolved legislature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec907e8c440d415c871488763766991a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, the discovery of oil in the North Sea and the following \"It's Scotland's oil\" campaign of the Scottish National Party (SNP) resulted in rising support for Scottish independence, as well as the SNP. The party argued that the revenues from the oil were not benefitting Scotland as much as they should. The combined effect of these events led to Prime Minister Wilson committing his government to some form of devolved legislature in 1974. However, it was not until 1978 that final legislative proposals for a Scottish Assembly were passed by the United Kingdom Parliament.", "targets": "What did the SNP publicly opine about the oil revenues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec907e8c440d415c871488763766991a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this time, the discovery of oil in the North Sea and the following \"It's Scotland's oil\" campaign of the Scottish National Party (SNP) resulted in rising support for Scottish independence, as well as the SNP. The party argued that the revenues from the oil were not benefitting Scotland as much as they should. The combined effect of these events led to Prime Minister Wilson committing his government to some form of devolved legislature in 1974. However, it was not until 1978 that final legislative proposals for a Scottish Assembly were passed by the United Kingdom Parliament.", "targets": "When was the final legislative proposals for a Scottish Assembly passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e6dadb069df4b2b936deebcab957ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Morgan Stanley purchased 20 acres (8.1 ha) directly north of the Showboat Atlantic City Hotel and Casino for a new $2 billion plus casino resort. Revel Entertainment Group was named as the project's developer for the Revel Casino. Revel was hindered with many problems, with the biggest setback to the company being in April 2010 when Morgan Stanley, the owner of 90% of Revel Entertainment Group, decided to discontinue funding for continued construction and put its stake in Revel up for sale. Early in 2010 the New Jersey state legislature passed a bill offering tax incentives to attract new investors and complete the job, but a poll by Fairleigh Dickinson University's PublicMind released in March 2010 showed that three of five voters (60%) opposed the legislation, and two of three of those who opposed it \"strongly\" opposed it. Ultimately, Governor Chris Christie offered Revel $261 million in state tax credits to assist the casino once it opened. As of March 2011[update], Revel had completed all of the exterior work and had continued work on the interior after finally receiving the funding necessary to complete construction. It had a soft opening in April 2012, and was fully open by May 2012. Ten months later, in February 2013, after serious losses and a write-down in the value of the resort from $2.4 billion to $450 million, Revel filed for Chapter 11 bankruptcy. It was restructured but still could not carry on and re-entered bankruptcy on June 19, 2014. It was put up for sale, however as no suitable bids were received the resort closed its doors on September 2, 2014.", "targets": "In what year did Morgan Stanley purchase land for a new casino resort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e6dadb069df4b2b936deebcab957ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Morgan Stanley purchased 20 acres (8.1 ha) directly north of the Showboat Atlantic City Hotel and Casino for a new $2 billion plus casino resort. Revel Entertainment Group was named as the project's developer for the Revel Casino. Revel was hindered with many problems, with the biggest setback to the company being in April 2010 when Morgan Stanley, the owner of 90% of Revel Entertainment Group, decided to discontinue funding for continued construction and put its stake in Revel up for sale. Early in 2010 the New Jersey state legislature passed a bill offering tax incentives to attract new investors and complete the job, but a poll by Fairleigh Dickinson University's PublicMind released in March 2010 showed that three of five voters (60%) opposed the legislation, and two of three of those who opposed it \"strongly\" opposed it. Ultimately, Governor Chris Christie offered Revel $261 million in state tax credits to assist the casino once it opened. As of March 2011[update], Revel had completed all of the exterior work and had continued work on the interior after finally receiving the funding necessary to complete construction. It had a soft opening in April 2012, and was fully open by May 2012. Ten months later, in February 2013, after serious losses and a write-down in the value of the resort from $2.4 billion to $450 million, Revel filed for Chapter 11 bankruptcy. It was restructured but still could not carry on and re-entered bankruptcy on June 19, 2014. It was put up for sale, however as no suitable bids were received the resort closed its doors on September 2, 2014.", "targets": "How much land did Morgan Stanley purchase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e6dadb069df4b2b936deebcab957ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Morgan Stanley purchased 20 acres (8.1 ha) directly north of the Showboat Atlantic City Hotel and Casino for a new $2 billion plus casino resort. Revel Entertainment Group was named as the project's developer for the Revel Casino. Revel was hindered with many problems, with the biggest setback to the company being in April 2010 when Morgan Stanley, the owner of 90% of Revel Entertainment Group, decided to discontinue funding for continued construction and put its stake in Revel up for sale. Early in 2010 the New Jersey state legislature passed a bill offering tax incentives to attract new investors and complete the job, but a poll by Fairleigh Dickinson University's PublicMind released in March 2010 showed that three of five voters (60%) opposed the legislation, and two of three of those who opposed it \"strongly\" opposed it. Ultimately, Governor Chris Christie offered Revel $261 million in state tax credits to assist the casino once it opened. As of March 2011[update], Revel had completed all of the exterior work and had continued work on the interior after finally receiving the funding necessary to complete construction. It had a soft opening in April 2012, and was fully open by May 2012. Ten months later, in February 2013, after serious losses and a write-down in the value of the resort from $2.4 billion to $450 million, Revel filed for Chapter 11 bankruptcy. It was restructured but still could not carry on and re-entered bankruptcy on June 19, 2014. It was put up for sale, however as no suitable bids were received the resort closed its doors on September 2, 2014.", "targets": "Who was named as the developer for Morgan Stanley's casino resort?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e6dadb069df4b2b936deebcab957ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Morgan Stanley purchased 20 acres (8.1 ha) directly north of the Showboat Atlantic City Hotel and Casino for a new $2 billion plus casino resort. Revel Entertainment Group was named as the project's developer for the Revel Casino. Revel was hindered with many problems, with the biggest setback to the company being in April 2010 when Morgan Stanley, the owner of 90% of Revel Entertainment Group, decided to discontinue funding for continued construction and put its stake in Revel up for sale. Early in 2010 the New Jersey state legislature passed a bill offering tax incentives to attract new investors and complete the job, but a poll by Fairleigh Dickinson University's PublicMind released in March 2010 showed that three of five voters (60%) opposed the legislation, and two of three of those who opposed it \"strongly\" opposed it. Ultimately, Governor Chris Christie offered Revel $261 million in state tax credits to assist the casino once it opened. As of March 2011[update], Revel had completed all of the exterior work and had continued work on the interior after finally receiving the funding necessary to complete construction. It had a soft opening in April 2012, and was fully open by May 2012. Ten months later, in February 2013, after serious losses and a write-down in the value of the resort from $2.4 billion to $450 million, Revel filed for Chapter 11 bankruptcy. It was restructured but still could not carry on and re-entered bankruptcy on June 19, 2014. It was put up for sale, however as no suitable bids were received the resort closed its doors on September 2, 2014.", "targets": "What percentage of ownership did Morgan Stanley hold in Revel Entertainment Group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e6dadb069df4b2b936deebcab957ac1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2006, Morgan Stanley purchased 20 acres (8.1 ha) directly north of the Showboat Atlantic City Hotel and Casino for a new $2 billion plus casino resort. Revel Entertainment Group was named as the project's developer for the Revel Casino. Revel was hindered with many problems, with the biggest setback to the company being in April 2010 when Morgan Stanley, the owner of 90% of Revel Entertainment Group, decided to discontinue funding for continued construction and put its stake in Revel up for sale. Early in 2010 the New Jersey state legislature passed a bill offering tax incentives to attract new investors and complete the job, but a poll by Fairleigh Dickinson University's PublicMind released in March 2010 showed that three of five voters (60%) opposed the legislation, and two of three of those who opposed it \"strongly\" opposed it. Ultimately, Governor Chris Christie offered Revel $261 million in state tax credits to assist the casino once it opened. As of March 2011[update], Revel had completed all of the exterior work and had continued work on the interior after finally receiving the funding necessary to complete construction. It had a soft opening in April 2012, and was fully open by May 2012. Ten months later, in February 2013, after serious losses and a write-down in the value of the resort from $2.4 billion to $450 million, Revel filed for Chapter 11 bankruptcy. It was restructured but still could not carry on and re-entered bankruptcy on June 19, 2014. It was put up for sale, however as no suitable bids were received the resort closed its doors on September 2, 2014.", "targets": "Who offered Revel $261 million in state tax credits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-625f80d7190a4ee4908eae34ad7496e3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Meanwhile, the USSR continued briefly trying to perfect their N1 rocket, finally canceling it in 1976, after two more launch failures in 1971 and 1972.", "targets": "Which year did the USSR cancel the N1 rocket program after two failures that didn't launch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec8e490cad949de930f91c1bcde58ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D-Day Normandy landings on June 6, 1944, were costly but successful. A month later, the invasion of Southern France took place, and control of forces in the southern invasion passed from the AFHQ to the SHAEF. Many prematurely considered that victory in Europe would come by summer's end\u2014however the Germans did not capitulate for almost a year. From then until the end of the war in Europe on May 8, 1945, Eisenhower, through SHAEF, commanded all Allied forces, and through his command of ETOUSA had administrative command of all U.S. forces on the Western Front north of the Alps. He was ever mindful of the inevitable loss of life and suffering that would be experienced on an individual level by the troops under his command and their families. This prompted him to make a point of visiting every division involved in the invasion. Eisenhower's sense of responsibility was underscored by his draft of a statement to be issued if the invasion failed. It has been called one of the great speeches of history:", "targets": "When did the Normandy invasion occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec8e490cad949de930f91c1bcde58ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D-Day Normandy landings on June 6, 1944, were costly but successful. A month later, the invasion of Southern France took place, and control of forces in the southern invasion passed from the AFHQ to the SHAEF. Many prematurely considered that victory in Europe would come by summer's end\u2014however the Germans did not capitulate for almost a year. From then until the end of the war in Europe on May 8, 1945, Eisenhower, through SHAEF, commanded all Allied forces, and through his command of ETOUSA had administrative command of all U.S. forces on the Western Front north of the Alps. He was ever mindful of the inevitable loss of life and suffering that would be experienced on an individual level by the troops under his command and their families. This prompted him to make a point of visiting every division involved in the invasion. Eisenhower's sense of responsibility was underscored by his draft of a statement to be issued if the invasion failed. It has been called one of the great speeches of history:", "targets": "How long after the Normandy invasion did the landings in Southern France occur?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec8e490cad949de930f91c1bcde58ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D-Day Normandy landings on June 6, 1944, were costly but successful. A month later, the invasion of Southern France took place, and control of forces in the southern invasion passed from the AFHQ to the SHAEF. Many prematurely considered that victory in Europe would come by summer's end\u2014however the Germans did not capitulate for almost a year. From then until the end of the war in Europe on May 8, 1945, Eisenhower, through SHAEF, commanded all Allied forces, and through his command of ETOUSA had administrative command of all U.S. forces on the Western Front north of the Alps. He was ever mindful of the inevitable loss of life and suffering that would be experienced on an individual level by the troops under his command and their families. This prompted him to make a point of visiting every division involved in the invasion. Eisenhower's sense of responsibility was underscored by his draft of a statement to be issued if the invasion failed. It has been called one of the great speeches of history:", "targets": "When did the war in Europe end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec8e490cad949de930f91c1bcde58ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D-Day Normandy landings on June 6, 1944, were costly but successful. A month later, the invasion of Southern France took place, and control of forces in the southern invasion passed from the AFHQ to the SHAEF. Many prematurely considered that victory in Europe would come by summer's end\u2014however the Germans did not capitulate for almost a year. From then until the end of the war in Europe on May 8, 1945, Eisenhower, through SHAEF, commanded all Allied forces, and through his command of ETOUSA had administrative command of all U.S. forces on the Western Front north of the Alps. He was ever mindful of the inevitable loss of life and suffering that would be experienced on an individual level by the troops under his command and their families. This prompted him to make a point of visiting every division involved in the invasion. Eisenhower's sense of responsibility was underscored by his draft of a statement to be issued if the invasion failed. It has been called one of the great speeches of history:", "targets": "How many divisions involved in the Allied invasion of Europe did Eisenhower visit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ec8e490cad949de930f91c1bcde58ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The D-Day Normandy landings on June 6, 1944, were costly but successful. A month later, the invasion of Southern France took place, and control of forces in the southern invasion passed from the AFHQ to the SHAEF. Many prematurely considered that victory in Europe would come by summer's end\u2014however the Germans did not capitulate for almost a year. From then until the end of the war in Europe on May 8, 1945, Eisenhower, through SHAEF, commanded all Allied forces, and through his command of ETOUSA had administrative command of all U.S. forces on the Western Front north of the Alps. He was ever mindful of the inevitable loss of life and suffering that would be experienced on an individual level by the troops under his command and their families. This prompted him to make a point of visiting every division involved in the invasion. Eisenhower's sense of responsibility was underscored by his draft of a statement to be issued if the invasion failed. It has been called one of the great speeches of history:", "targets": "After what possible event would the speech called one of the greatest in history have been delivered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30908d54eaf4889a4a275a39f0cf91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state is also a host to a large population of birds which include endemic species and migratory species: greater roadrunner Geococcyx californianus, cactus wren Campylorhynchus brunneicapillus, Mexican jay Aphelocoma ultramarina, Steller's jay Cyanocitta stelleri, acorn woodpecker Melanerpes formicivorus, canyon towhee Pipilo fuscus, mourning dove Zenaida macroura, broad-billed hummingbird Cynanthus latirostris, Montezuma quail Cyrtonyx montezumae, mountain trogon Trogon mexicanus, turkey vulture Cathartes aura, and golden eagle Aquila chrysaetos. Trogon mexicanus is an endemic species found in the mountains in Mexico; it is considered an endangered species[citation needed] and has symbolic significance to Mexicans.", "targets": "The state hosts populations of birds of both endemic species and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30908d54eaf4889a4a275a39f0cf91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state is also a host to a large population of birds which include endemic species and migratory species: greater roadrunner Geococcyx californianus, cactus wren Campylorhynchus brunneicapillus, Mexican jay Aphelocoma ultramarina, Steller's jay Cyanocitta stelleri, acorn woodpecker Melanerpes formicivorus, canyon towhee Pipilo fuscus, mourning dove Zenaida macroura, broad-billed hummingbird Cynanthus latirostris, Montezuma quail Cyrtonyx montezumae, mountain trogon Trogon mexicanus, turkey vulture Cathartes aura, and golden eagle Aquila chrysaetos. Trogon mexicanus is an endemic species found in the mountains in Mexico; it is considered an endangered species[citation needed] and has symbolic significance to Mexicans.", "targets": "Cynanthus latirostris is what type of bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30908d54eaf4889a4a275a39f0cf91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state is also a host to a large population of birds which include endemic species and migratory species: greater roadrunner Geococcyx californianus, cactus wren Campylorhynchus brunneicapillus, Mexican jay Aphelocoma ultramarina, Steller's jay Cyanocitta stelleri, acorn woodpecker Melanerpes formicivorus, canyon towhee Pipilo fuscus, mourning dove Zenaida macroura, broad-billed hummingbird Cynanthus latirostris, Montezuma quail Cyrtonyx montezumae, mountain trogon Trogon mexicanus, turkey vulture Cathartes aura, and golden eagle Aquila chrysaetos. Trogon mexicanus is an endemic species found in the mountains in Mexico; it is considered an endangered species[citation needed] and has symbolic significance to Mexicans.", "targets": "Aquila chrysaetos is what type of bird?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e30908d54eaf4889a4a275a39f0cf91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state is also a host to a large population of birds which include endemic species and migratory species: greater roadrunner Geococcyx californianus, cactus wren Campylorhynchus brunneicapillus, Mexican jay Aphelocoma ultramarina, Steller's jay Cyanocitta stelleri, acorn woodpecker Melanerpes formicivorus, canyon towhee Pipilo fuscus, mourning dove Zenaida macroura, broad-billed hummingbird Cynanthus latirostris, Montezuma quail Cyrtonyx montezumae, mountain trogon Trogon mexicanus, turkey vulture Cathartes aura, and golden eagle Aquila chrysaetos. Trogon mexicanus is an endemic species found in the mountains in Mexico; it is considered an endangered species[citation needed] and has symbolic significance to Mexicans.", "targets": "Which endemic species has symbolic significance to Mexicans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7a8ddf4d0e4baa8ba342cf4593073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of many technical restrictions in computing and also because of the unavailability of Cyrillic keyboards abroad, Russian is often transliterated using the Latin alphabet. For example, \u043c\u043e\u0440\u043e\u0437 ('frost') is transliterated moroz, and \u043c\u044b\u0448\u044c ('mouse'), mysh or my\u0161'. Once commonly used by the majority of those living outside Russia, transliteration is being used less frequently by Russian-speaking typists in favor of the extension of Unicode character encoding, which fully incorporates the Russian alphabet. Free programs leveraging this Unicode extension are available which allow users to type Russian characters, even on Western 'QWERTY' keyboards.", "targets": "What is 'moroz' a transliteration of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7a8ddf4d0e4baa8ba342cf4593073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of many technical restrictions in computing and also because of the unavailability of Cyrillic keyboards abroad, Russian is often transliterated using the Latin alphabet. For example, \u043c\u043e\u0440\u043e\u0437 ('frost') is transliterated moroz, and \u043c\u044b\u0448\u044c ('mouse'), mysh or my\u0161'. Once commonly used by the majority of those living outside Russia, transliteration is being used less frequently by Russian-speaking typists in favor of the extension of Unicode character encoding, which fully incorporates the Russian alphabet. Free programs leveraging this Unicode extension are available which allow users to type Russian characters, even on Western 'QWERTY' keyboards.", "targets": "What is 'mysh' a transliteration of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7a8ddf4d0e4baa8ba342cf4593073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of many technical restrictions in computing and also because of the unavailability of Cyrillic keyboards abroad, Russian is often transliterated using the Latin alphabet. For example, \u043c\u043e\u0440\u043e\u0437 ('frost') is transliterated moroz, and \u043c\u044b\u0448\u044c ('mouse'), mysh or my\u0161'. Once commonly used by the majority of those living outside Russia, transliteration is being used less frequently by Russian-speaking typists in favor of the extension of Unicode character encoding, which fully incorporates the Russian alphabet. Free programs leveraging this Unicode extension are available which allow users to type Russian characters, even on Western 'QWERTY' keyboards.", "targets": "What does 'moroz' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7a8ddf4d0e4baa8ba342cf4593073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of many technical restrictions in computing and also because of the unavailability of Cyrillic keyboards abroad, Russian is often transliterated using the Latin alphabet. For example, \u043c\u043e\u0440\u043e\u0437 ('frost') is transliterated moroz, and \u043c\u044b\u0448\u044c ('mouse'), mysh or my\u0161'. Once commonly used by the majority of those living outside Russia, transliteration is being used less frequently by Russian-speaking typists in favor of the extension of Unicode character encoding, which fully incorporates the Russian alphabet. Free programs leveraging this Unicode extension are available which allow users to type Russian characters, even on Western 'QWERTY' keyboards.", "targets": "What font technology has reduced the need for transliteration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a7a8ddf4d0e4baa8ba342cf4593073d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because of many technical restrictions in computing and also because of the unavailability of Cyrillic keyboards abroad, Russian is often transliterated using the Latin alphabet. For example, \u043c\u043e\u0440\u043e\u0437 ('frost') is transliterated moroz, and \u043c\u044b\u0448\u044c ('mouse'), mysh or my\u0161'. Once commonly used by the majority of those living outside Russia, transliteration is being used less frequently by Russian-speaking typists in favor of the extension of Unicode character encoding, which fully incorporates the Russian alphabet. Free programs leveraging this Unicode extension are available which allow users to type Russian characters, even on Western 'QWERTY' keyboards.", "targets": "What does 'mysh' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "What was the 2015 assessed value of all the property in New York?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "How much was Time Warner Center worth in 2006?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "What was the price per square foot of 450 Park Avenue when it sold in July 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "What was the price per square meter of 660 Madison Avenue in June 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "Of the top 10 zip codes with the most expensive housing prices in the United States, how many are in Manhattan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "Which building has the highest market value in NYC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-259f4a8410174341ac46de960463419b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Real estate is a major force in the city's economy, as the total value of all New York City property was assessed at US$914.8 billion for the 2015 fiscal year. The Time Warner Center is the property with the highest-listed market value in the city, at US$1.1 billion in 2006. New York City is home to some of the nation's\u2014and the world's\u2014most valuable real estate. 450 Park Avenue was sold on July 2, 2007 for US$510 million, about $1,589 per square foot ($17,104/m\u00b2), breaking the barely month-old record for an American office building of $1,476 per square foot ($15,887/m\u00b2) set in the June 2007 sale of 660 Madison Avenue. According to Forbes, in 2014, Manhattan was home to six of the top ten zip codes in the United States by median housing price.", "targets": "The previous record beaten by Park Avenue was for what real estate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053920b1a3046388249c1ec87b7ea47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After being rendered obsolete by the redesign, the 1895 replica was presented in 1910 to the FA's long-serving president Lord Kinnaird. Kinnaird died in 1923, and his family kept it in their possession, out of view, until putting it up for auction in 2005. It was duly sold at Christie's auction house on 19 May 2005 for \u00a3420,000 (\u00a3478,400 including auction fees and taxes). The sale price set a new world record for a piece of football memorabilia, surpassing the \u00a3254,000 paid for the Jules Rimet World Cup Trophy in 1997. The successful bidder was David Gold, the then joint chairman of Birmingham City; claiming the FA and government were doing nothing proactive to ensure the trophy remained in the country, Gold stated his purchase was motivated by wanting to save it for the nation. Accordingly, Gold presented the trophy to the National Football Museum in Preston on 20 April 2006, where it went on immediate public display. It later moved with the museum to its new location in Manchester. In November 2012, it was ceremonially presented to Royal Engineers, after they beat Wanderers 7\u20131 in a charity replay of the first FA Cup final.", "targets": "Who was the long-serving president of the FA cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053920b1a3046388249c1ec87b7ea47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After being rendered obsolete by the redesign, the 1895 replica was presented in 1910 to the FA's long-serving president Lord Kinnaird. Kinnaird died in 1923, and his family kept it in their possession, out of view, until putting it up for auction in 2005. It was duly sold at Christie's auction house on 19 May 2005 for \u00a3420,000 (\u00a3478,400 including auction fees and taxes). The sale price set a new world record for a piece of football memorabilia, surpassing the \u00a3254,000 paid for the Jules Rimet World Cup Trophy in 1997. The successful bidder was David Gold, the then joint chairman of Birmingham City; claiming the FA and government were doing nothing proactive to ensure the trophy remained in the country, Gold stated his purchase was motivated by wanting to save it for the nation. Accordingly, Gold presented the trophy to the National Football Museum in Preston on 20 April 2006, where it went on immediate public display. It later moved with the museum to its new location in Manchester. In November 2012, it was ceremonially presented to Royal Engineers, after they beat Wanderers 7\u20131 in a charity replay of the first FA Cup final.", "targets": "What year did Lord Kinnard die? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053920b1a3046388249c1ec87b7ea47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After being rendered obsolete by the redesign, the 1895 replica was presented in 1910 to the FA's long-serving president Lord Kinnaird. Kinnaird died in 1923, and his family kept it in their possession, out of view, until putting it up for auction in 2005. It was duly sold at Christie's auction house on 19 May 2005 for \u00a3420,000 (\u00a3478,400 including auction fees and taxes). The sale price set a new world record for a piece of football memorabilia, surpassing the \u00a3254,000 paid for the Jules Rimet World Cup Trophy in 1997. The successful bidder was David Gold, the then joint chairman of Birmingham City; claiming the FA and government were doing nothing proactive to ensure the trophy remained in the country, Gold stated his purchase was motivated by wanting to save it for the nation. Accordingly, Gold presented the trophy to the National Football Museum in Preston on 20 April 2006, where it went on immediate public display. It later moved with the museum to its new location in Manchester. In November 2012, it was ceremonially presented to Royal Engineers, after they beat Wanderers 7\u20131 in a charity replay of the first FA Cup final.", "targets": "Was the cup lost during that time? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053920b1a3046388249c1ec87b7ea47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After being rendered obsolete by the redesign, the 1895 replica was presented in 1910 to the FA's long-serving president Lord Kinnaird. Kinnaird died in 1923, and his family kept it in their possession, out of view, until putting it up for auction in 2005. It was duly sold at Christie's auction house on 19 May 2005 for \u00a3420,000 (\u00a3478,400 including auction fees and taxes). The sale price set a new world record for a piece of football memorabilia, surpassing the \u00a3254,000 paid for the Jules Rimet World Cup Trophy in 1997. The successful bidder was David Gold, the then joint chairman of Birmingham City; claiming the FA and government were doing nothing proactive to ensure the trophy remained in the country, Gold stated his purchase was motivated by wanting to save it for the nation. Accordingly, Gold presented the trophy to the National Football Museum in Preston on 20 April 2006, where it went on immediate public display. It later moved with the museum to its new location in Manchester. In November 2012, it was ceremonially presented to Royal Engineers, after they beat Wanderers 7\u20131 in a charity replay of the first FA Cup final.", "targets": "Where did it sell? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d053920b1a3046388249c1ec87b7ea47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After being rendered obsolete by the redesign, the 1895 replica was presented in 1910 to the FA's long-serving president Lord Kinnaird. Kinnaird died in 1923, and his family kept it in their possession, out of view, until putting it up for auction in 2005. It was duly sold at Christie's auction house on 19 May 2005 for \u00a3420,000 (\u00a3478,400 including auction fees and taxes). The sale price set a new world record for a piece of football memorabilia, surpassing the \u00a3254,000 paid for the Jules Rimet World Cup Trophy in 1997. The successful bidder was David Gold, the then joint chairman of Birmingham City; claiming the FA and government were doing nothing proactive to ensure the trophy remained in the country, Gold stated his purchase was motivated by wanting to save it for the nation. Accordingly, Gold presented the trophy to the National Football Museum in Preston on 20 April 2006, where it went on immediate public display. It later moved with the museum to its new location in Manchester. In November 2012, it was ceremonially presented to Royal Engineers, after they beat Wanderers 7\u20131 in a charity replay of the first FA Cup final.", "targets": "Who won the bid? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f0de4ff9c1497eaeaa528f7c733555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in the Bronx is provided by a large number of public and private institutions, many of which draw students who live beyond the Bronx. The New York City Department of Education manages public noncharter schools in the borough. In 2000, public schools enrolled nearly 280,000 of the Bronx's residents over 3 years old (out of 333,100 enrolled in all pre-college schools). There are also several public charter schools. Private schools range from \u00e9lite independent schools to religiously affiliated schools run by the Roman Catholic Archdiocese of New York and Jewish organizations.", "targets": "How many students attended the Bronx public noncharter schools as of 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f0de4ff9c1497eaeaa528f7c733555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in the Bronx is provided by a large number of public and private institutions, many of which draw students who live beyond the Bronx. The New York City Department of Education manages public noncharter schools in the borough. In 2000, public schools enrolled nearly 280,000 of the Bronx's residents over 3 years old (out of 333,100 enrolled in all pre-college schools). There are also several public charter schools. Private schools range from \u00e9lite independent schools to religiously affiliated schools run by the Roman Catholic Archdiocese of New York and Jewish organizations.", "targets": "How many students attended the Bronx public and private schools as of 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f0de4ff9c1497eaeaa528f7c733555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in the Bronx is provided by a large number of public and private institutions, many of which draw students who live beyond the Bronx. The New York City Department of Education manages public noncharter schools in the borough. In 2000, public schools enrolled nearly 280,000 of the Bronx's residents over 3 years old (out of 333,100 enrolled in all pre-college schools). There are also several public charter schools. Private schools range from \u00e9lite independent schools to religiously affiliated schools run by the Roman Catholic Archdiocese of New York and Jewish organizations.", "targets": "Which religious organizations run private schools in the Bronx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0f0de4ff9c1497eaeaa528f7c733555", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Education in the Bronx is provided by a large number of public and private institutions, many of which draw students who live beyond the Bronx. The New York City Department of Education manages public noncharter schools in the borough. In 2000, public schools enrolled nearly 280,000 of the Bronx's residents over 3 years old (out of 333,100 enrolled in all pre-college schools). There are also several public charter schools. Private schools range from \u00e9lite independent schools to religiously affiliated schools run by the Roman Catholic Archdiocese of New York and Jewish organizations.", "targets": "Which entity runs the Bronx's public noncharter schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d303ae0e463f470b98c2248e465218c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants have founded hospitals, homes for disabled or elderly people, educational institutions, organizations that give aid to developing countries, and other social welfare agencies. In the nineteenth century, throughout the Anglo-American world, numerous dedicated members of all Protestant denominations were active in social reform movements such as the abolition of slavery, prison reforms, and woman suffrage. As an answer to the \"social question\" of the nineteenth century, Germany under Chancellor Otto von Bismarck introduced insurance programs that led the way to the welfare state (health insurance, accident insurance, disability insurance, old-age pensions). To Bismarck this was \"practical Christianity\". These programs, too, were copied by many other nations, particularly in the Western world.", "targets": "Who first introduced social insurance programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d303ae0e463f470b98c2248e465218c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants have founded hospitals, homes for disabled or elderly people, educational institutions, organizations that give aid to developing countries, and other social welfare agencies. In the nineteenth century, throughout the Anglo-American world, numerous dedicated members of all Protestant denominations were active in social reform movements such as the abolition of slavery, prison reforms, and woman suffrage. As an answer to the \"social question\" of the nineteenth century, Germany under Chancellor Otto von Bismarck introduced insurance programs that led the way to the welfare state (health insurance, accident insurance, disability insurance, old-age pensions). To Bismarck this was \"practical Christianity\". These programs, too, were copied by many other nations, particularly in the Western world.", "targets": "What did Bismarck consider social insurance programs to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d303ae0e463f470b98c2248e465218c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants have founded hospitals, homes for disabled or elderly people, educational institutions, organizations that give aid to developing countries, and other social welfare agencies. In the nineteenth century, throughout the Anglo-American world, numerous dedicated members of all Protestant denominations were active in social reform movements such as the abolition of slavery, prison reforms, and woman suffrage. As an answer to the \"social question\" of the nineteenth century, Germany under Chancellor Otto von Bismarck introduced insurance programs that led the way to the welfare state (health insurance, accident insurance, disability insurance, old-age pensions). To Bismarck this was \"practical Christianity\". These programs, too, were copied by many other nations, particularly in the Western world.", "targets": "What social reform movements were Protestants working toward in the nineteen century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d303ae0e463f470b98c2248e465218c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants have founded hospitals, homes for disabled or elderly people, educational institutions, organizations that give aid to developing countries, and other social welfare agencies. In the nineteenth century, throughout the Anglo-American world, numerous dedicated members of all Protestant denominations were active in social reform movements such as the abolition of slavery, prison reforms, and woman suffrage. As an answer to the \"social question\" of the nineteenth century, Germany under Chancellor Otto von Bismarck introduced insurance programs that led the way to the welfare state (health insurance, accident insurance, disability insurance, old-age pensions). To Bismarck this was \"practical Christianity\". These programs, too, were copied by many other nations, particularly in the Western world.", "targets": "What country started programs that led to the welfare state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d303ae0e463f470b98c2248e465218c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Protestants have founded hospitals, homes for disabled or elderly people, educational institutions, organizations that give aid to developing countries, and other social welfare agencies. In the nineteenth century, throughout the Anglo-American world, numerous dedicated members of all Protestant denominations were active in social reform movements such as the abolition of slavery, prison reforms, and woman suffrage. As an answer to the \"social question\" of the nineteenth century, Germany under Chancellor Otto von Bismarck introduced insurance programs that led the way to the welfare state (health insurance, accident insurance, disability insurance, old-age pensions). To Bismarck this was \"practical Christianity\". These programs, too, were copied by many other nations, particularly in the Western world.", "targets": "What area copied Bismarck's social programs the most?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2afdbf3e5ef4456b1cff60c8b592903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August 1805, Napoleon had realized that the strategic situation had changed fundamentally. Facing a potential invasion from his continental enemies, he decided to strike first and turned his army's sights from the English Channel to the Rhine. His basic objective was to destroy the isolated Austrian armies in Southern Germany before their Russian allies could arrive. On 25 September, after great secrecy and feverish marching, 200,000 French troops began to cross the Rhine on a front of 260 km (160 mi). Austrian commander Karl Mack had gathered the greater part of the Austrian army at the fortress of Ulm in Swabia. Napoleon swung his forces to the southeast and the Grande Arm\u00e9e performed an elaborate wheeling movement that outflanked the Austrian positions. The Ulm Maneuver completely surprised General Mack, who belatedly understood that his army had been cut off. After some minor engagements that culminated in the Battle of Ulm, Mack finally surrendered after realizing that there was no way to break out of the French encirclement. For just 2000 French casualties, Napoleon had managed to capture a total of 60,000 Austrian soldiers through his army's rapid marching. The Ulm Campaign is generally regarded as a strategic masterpiece and was influential in the development of the Schlieffen Plan in the late 19th century. For the French, this spectacular victory on land was soured by the decisive victory that the Royal Navy attained at the Battle of Trafalgar on 21 October. After Trafalgar, Britain had total domination of the seas for the duration of the Napoleonic Wars.", "targets": "By August 1805, Napoleon changed the primary target of his army's efforts from the English Channel to what area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2afdbf3e5ef4456b1cff60c8b592903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August 1805, Napoleon had realized that the strategic situation had changed fundamentally. Facing a potential invasion from his continental enemies, he decided to strike first and turned his army's sights from the English Channel to the Rhine. His basic objective was to destroy the isolated Austrian armies in Southern Germany before their Russian allies could arrive. On 25 September, after great secrecy and feverish marching, 200,000 French troops began to cross the Rhine on a front of 260 km (160 mi). Austrian commander Karl Mack had gathered the greater part of the Austrian army at the fortress of Ulm in Swabia. Napoleon swung his forces to the southeast and the Grande Arm\u00e9e performed an elaborate wheeling movement that outflanked the Austrian positions. The Ulm Maneuver completely surprised General Mack, who belatedly understood that his army had been cut off. After some minor engagements that culminated in the Battle of Ulm, Mack finally surrendered after realizing that there was no way to break out of the French encirclement. For just 2000 French casualties, Napoleon had managed to capture a total of 60,000 Austrian soldiers through his army's rapid marching. The Ulm Campaign is generally regarded as a strategic masterpiece and was influential in the development of the Schlieffen Plan in the late 19th century. For the French, this spectacular victory on land was soured by the decisive victory that the Royal Navy attained at the Battle of Trafalgar on 21 October. After Trafalgar, Britain had total domination of the seas for the duration of the Napoleonic Wars.", "targets": " On what date did French troops begin to cross the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2afdbf3e5ef4456b1cff60c8b592903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August 1805, Napoleon had realized that the strategic situation had changed fundamentally. Facing a potential invasion from his continental enemies, he decided to strike first and turned his army's sights from the English Channel to the Rhine. His basic objective was to destroy the isolated Austrian armies in Southern Germany before their Russian allies could arrive. On 25 September, after great secrecy and feverish marching, 200,000 French troops began to cross the Rhine on a front of 260 km (160 mi). Austrian commander Karl Mack had gathered the greater part of the Austrian army at the fortress of Ulm in Swabia. Napoleon swung his forces to the southeast and the Grande Arm\u00e9e performed an elaborate wheeling movement that outflanked the Austrian positions. The Ulm Maneuver completely surprised General Mack, who belatedly understood that his army had been cut off. After some minor engagements that culminated in the Battle of Ulm, Mack finally surrendered after realizing that there was no way to break out of the French encirclement. For just 2000 French casualties, Napoleon had managed to capture a total of 60,000 Austrian soldiers through his army's rapid marching. The Ulm Campaign is generally regarded as a strategic masterpiece and was influential in the development of the Schlieffen Plan in the late 19th century. For the French, this spectacular victory on land was soured by the decisive victory that the Royal Navy attained at the Battle of Trafalgar on 21 October. After Trafalgar, Britain had total domination of the seas for the duration of the Napoleonic Wars.", "targets": "How many French troops were involved in the crossing of the Rhine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2afdbf3e5ef4456b1cff60c8b592903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August 1805, Napoleon had realized that the strategic situation had changed fundamentally. Facing a potential invasion from his continental enemies, he decided to strike first and turned his army's sights from the English Channel to the Rhine. His basic objective was to destroy the isolated Austrian armies in Southern Germany before their Russian allies could arrive. On 25 September, after great secrecy and feverish marching, 200,000 French troops began to cross the Rhine on a front of 260 km (160 mi). Austrian commander Karl Mack had gathered the greater part of the Austrian army at the fortress of Ulm in Swabia. Napoleon swung his forces to the southeast and the Grande Arm\u00e9e performed an elaborate wheeling movement that outflanked the Austrian positions. The Ulm Maneuver completely surprised General Mack, who belatedly understood that his army had been cut off. After some minor engagements that culminated in the Battle of Ulm, Mack finally surrendered after realizing that there was no way to break out of the French encirclement. For just 2000 French casualties, Napoleon had managed to capture a total of 60,000 Austrian soldiers through his army's rapid marching. The Ulm Campaign is generally regarded as a strategic masterpiece and was influential in the development of the Schlieffen Plan in the late 19th century. For the French, this spectacular victory on land was soured by the decisive victory that the Royal Navy attained at the Battle of Trafalgar on 21 October. After Trafalgar, Britain had total domination of the seas for the duration of the Napoleonic Wars.", "targets": "Who was the Austrian commander who led the army at the fortress of Ulm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e2afdbf3e5ef4456b1cff60c8b592903", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By August 1805, Napoleon had realized that the strategic situation had changed fundamentally. Facing a potential invasion from his continental enemies, he decided to strike first and turned his army's sights from the English Channel to the Rhine. His basic objective was to destroy the isolated Austrian armies in Southern Germany before their Russian allies could arrive. On 25 September, after great secrecy and feverish marching, 200,000 French troops began to cross the Rhine on a front of 260 km (160 mi). Austrian commander Karl Mack had gathered the greater part of the Austrian army at the fortress of Ulm in Swabia. Napoleon swung his forces to the southeast and the Grande Arm\u00e9e performed an elaborate wheeling movement that outflanked the Austrian positions. The Ulm Maneuver completely surprised General Mack, who belatedly understood that his army had been cut off. After some minor engagements that culminated in the Battle of Ulm, Mack finally surrendered after realizing that there was no way to break out of the French encirclement. For just 2000 French casualties, Napoleon had managed to capture a total of 60,000 Austrian soldiers through his army's rapid marching. The Ulm Campaign is generally regarded as a strategic masterpiece and was influential in the development of the Schlieffen Plan in the late 19th century. For the French, this spectacular victory on land was soured by the decisive victory that the Royal Navy attained at the Battle of Trafalgar on 21 October. After Trafalgar, Britain had total domination of the seas for the duration of the Napoleonic Wars.", "targets": "How many casualties did the French suffer at the Battle of Ulm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435dd8a3676c4d9a82e579ebff2758a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient Egypt made significant advances in astronomy, mathematics and medicine. Their development of geometry was a necessary outgrowth of surveying to preserve the layout and ownership of farmland, which was flooded annually by the Nile river. The 3-4-5 right triangle and other rules of thumb were used to build rectilinear structures, and the post and lintel architecture of Egypt. Egypt was also a center of alchemy research for much of the Mediterranean.The Edwin Smith papyrus is one of the first medical documents still extant, and perhaps the earliest document that attempts to describe and analyse the brain: it might be seen as the very beginnings of modern neuroscience. However, while Egyptian medicine had some effective practices, it was not without its ineffective and sometimes harmful practices. Medical historians believe that ancient Egyptian pharmacology, for example, was largely ineffective. Nevertheless, it applies the following components to the treatment of disease: examination, diagnosis, treatment, and prognosis, which display strong parallels to the basic empirical method of science and according to G. E. R. Lloyd played a significant role in the development of this methodology. The Ebers papyrus (c. 1550 BC) also contains evidence of traditional empiricism.", "targets": "Which civilization advanced in astronomy, mathematics, and medicine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435dd8a3676c4d9a82e579ebff2758a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient Egypt made significant advances in astronomy, mathematics and medicine. Their development of geometry was a necessary outgrowth of surveying to preserve the layout and ownership of farmland, which was flooded annually by the Nile river. The 3-4-5 right triangle and other rules of thumb were used to build rectilinear structures, and the post and lintel architecture of Egypt. Egypt was also a center of alchemy research for much of the Mediterranean.The Edwin Smith papyrus is one of the first medical documents still extant, and perhaps the earliest document that attempts to describe and analyse the brain: it might be seen as the very beginnings of modern neuroscience. However, while Egyptian medicine had some effective practices, it was not without its ineffective and sometimes harmful practices. Medical historians believe that ancient Egyptian pharmacology, for example, was largely ineffective. Nevertheless, it applies the following components to the treatment of disease: examination, diagnosis, treatment, and prognosis, which display strong parallels to the basic empirical method of science and according to G. E. R. Lloyd played a significant role in the development of this methodology. The Ebers papyrus (c. 1550 BC) also contains evidence of traditional empiricism.", "targets": "What did Egyptians use to better organize their farmland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435dd8a3676c4d9a82e579ebff2758a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient Egypt made significant advances in astronomy, mathematics and medicine. Their development of geometry was a necessary outgrowth of surveying to preserve the layout and ownership of farmland, which was flooded annually by the Nile river. The 3-4-5 right triangle and other rules of thumb were used to build rectilinear structures, and the post and lintel architecture of Egypt. Egypt was also a center of alchemy research for much of the Mediterranean.The Edwin Smith papyrus is one of the first medical documents still extant, and perhaps the earliest document that attempts to describe and analyse the brain: it might be seen as the very beginnings of modern neuroscience. However, while Egyptian medicine had some effective practices, it was not without its ineffective and sometimes harmful practices. Medical historians believe that ancient Egyptian pharmacology, for example, was largely ineffective. Nevertheless, it applies the following components to the treatment of disease: examination, diagnosis, treatment, and prognosis, which display strong parallels to the basic empirical method of science and according to G. E. R. Lloyd played a significant role in the development of this methodology. The Ebers papyrus (c. 1550 BC) also contains evidence of traditional empiricism.", "targets": "What theory did the Egyptians use to build rectilinear structures?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435dd8a3676c4d9a82e579ebff2758a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient Egypt made significant advances in astronomy, mathematics and medicine. Their development of geometry was a necessary outgrowth of surveying to preserve the layout and ownership of farmland, which was flooded annually by the Nile river. The 3-4-5 right triangle and other rules of thumb were used to build rectilinear structures, and the post and lintel architecture of Egypt. Egypt was also a center of alchemy research for much of the Mediterranean.The Edwin Smith papyrus is one of the first medical documents still extant, and perhaps the earliest document that attempts to describe and analyse the brain: it might be seen as the very beginnings of modern neuroscience. However, while Egyptian medicine had some effective practices, it was not without its ineffective and sometimes harmful practices. Medical historians believe that ancient Egyptian pharmacology, for example, was largely ineffective. Nevertheless, it applies the following components to the treatment of disease: examination, diagnosis, treatment, and prognosis, which display strong parallels to the basic empirical method of science and according to G. E. R. Lloyd played a significant role in the development of this methodology. The Ebers papyrus (c. 1550 BC) also contains evidence of traditional empiricism.", "targets": "What research was Egypt known for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-435dd8a3676c4d9a82e579ebff2758a1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient Egypt made significant advances in astronomy, mathematics and medicine. Their development of geometry was a necessary outgrowth of surveying to preserve the layout and ownership of farmland, which was flooded annually by the Nile river. The 3-4-5 right triangle and other rules of thumb were used to build rectilinear structures, and the post and lintel architecture of Egypt. Egypt was also a center of alchemy research for much of the Mediterranean.The Edwin Smith papyrus is one of the first medical documents still extant, and perhaps the earliest document that attempts to describe and analyse the brain: it might be seen as the very beginnings of modern neuroscience. However, while Egyptian medicine had some effective practices, it was not without its ineffective and sometimes harmful practices. Medical historians believe that ancient Egyptian pharmacology, for example, was largely ineffective. Nevertheless, it applies the following components to the treatment of disease: examination, diagnosis, treatment, and prognosis, which display strong parallels to the basic empirical method of science and according to G. E. R. Lloyd played a significant role in the development of this methodology. The Ebers papyrus (c. 1550 BC) also contains evidence of traditional empiricism.", "targets": "What is the name of the earliest medical document?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8331200203448989ac74d19a92bf731", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid interference with existing VHF television stations in the San Francisco Bay Area and those planned for Chico, Sacramento, Salinas, and Stockton, the Federal Communications Commission decided that Fresno would only have UHF television stations. The very first Fresno television station to begin broadcasting was KMJ-TV, which debuted on June 1, 1953. KMJ is now known as NBC affiliate KSEE. Other Fresno stations include ABC O&O KFSN, CBS affiliate KGPE, CW affiliate KFRE, FOX affiliate KMPH, MNTV affiliate KAIL, PBS affiliate KVPT, Telemundo O&O KNSO, Univision O&O KFTV, and MundoFox and Azteca affiliate KGMC-DT.", "targets": "Why does Fresno only have UHF television stations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8331200203448989ac74d19a92bf731", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid interference with existing VHF television stations in the San Francisco Bay Area and those planned for Chico, Sacramento, Salinas, and Stockton, the Federal Communications Commission decided that Fresno would only have UHF television stations. The very first Fresno television station to begin broadcasting was KMJ-TV, which debuted on June 1, 1953. KMJ is now known as NBC affiliate KSEE. Other Fresno stations include ABC O&O KFSN, CBS affiliate KGPE, CW affiliate KFRE, FOX affiliate KMPH, MNTV affiliate KAIL, PBS affiliate KVPT, Telemundo O&O KNSO, Univision O&O KFTV, and MundoFox and Azteca affiliate KGMC-DT.", "targets": "What was the very first television station to broadcast in Fresno?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8331200203448989ac74d19a92bf731", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid interference with existing VHF television stations in the San Francisco Bay Area and those planned for Chico, Sacramento, Salinas, and Stockton, the Federal Communications Commission decided that Fresno would only have UHF television stations. The very first Fresno television station to begin broadcasting was KMJ-TV, which debuted on June 1, 1953. KMJ is now known as NBC affiliate KSEE. Other Fresno stations include ABC O&O KFSN, CBS affiliate KGPE, CW affiliate KFRE, FOX affiliate KMPH, MNTV affiliate KAIL, PBS affiliate KVPT, Telemundo O&O KNSO, Univision O&O KFTV, and MundoFox and Azteca affiliate KGMC-DT.", "targets": "When did the KMJ-TV first broadcast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8331200203448989ac74d19a92bf731", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid interference with existing VHF television stations in the San Francisco Bay Area and those planned for Chico, Sacramento, Salinas, and Stockton, the Federal Communications Commission decided that Fresno would only have UHF television stations. The very first Fresno television station to begin broadcasting was KMJ-TV, which debuted on June 1, 1953. KMJ is now known as NBC affiliate KSEE. Other Fresno stations include ABC O&O KFSN, CBS affiliate KGPE, CW affiliate KFRE, FOX affiliate KMPH, MNTV affiliate KAIL, PBS affiliate KVPT, Telemundo O&O KNSO, Univision O&O KFTV, and MundoFox and Azteca affiliate KGMC-DT.", "targets": "What is KMJ now referred to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8331200203448989ac74d19a92bf731", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To avoid interference with existing VHF television stations in the San Francisco Bay Area and those planned for Chico, Sacramento, Salinas, and Stockton, the Federal Communications Commission decided that Fresno would only have UHF television stations. The very first Fresno television station to begin broadcasting was KMJ-TV, which debuted on June 1, 1953. KMJ is now known as NBC affiliate KSEE. Other Fresno stations include ABC O&O KFSN, CBS affiliate KGPE, CW affiliate KFRE, FOX affiliate KMPH, MNTV affiliate KAIL, PBS affiliate KVPT, Telemundo O&O KNSO, Univision O&O KFTV, and MundoFox and Azteca affiliate KGMC-DT.", "targets": "What is the name of the CBS affiliate in Fresno?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57ec2b3954764de19189679a854bd7d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"house music\" is said to have originated from a Chicago club called The Warehouse, which existed from 1977 to 1983. Clubbers to The Warehouse were primarily black and gay, who came to dance to music played by the club's resident DJ Frankie Knuckles, whom fans refer to as the \"godfather of house\". After the Warehouse closed in 1983, the crowds went to Knuckles' new club, The Power Plant. In the Channel 4 documentary Pump Up The Volume, Knuckles remarks that the first time he heard the term \"house music\" was upon seeing \"we play house music\" on a sign in the window of a bar on Chicago's South Side. One of the people in the car with him joked, \"you know, that's the kind of music you play down at the Warehouse!\", and then everybody laughed. South-Side Chicago DJ Leonard \"Remix\" Roy, in self-published statements, claims he put such a sign in a tavern window because it was where he played music that one might find in one's home; in his case, it referred to his mother's soul & disco records, which he worked into his sets. Farley Jackmaster Funk was quoted as saying \"In 1982, I was DJing at a club called The Playground and there was this kid named Leonard 'Remix' Roy who was a DJ at a rival club called The Rink. He came over to my club one night, and into the DJ booth and said to me, 'I've got the gimmick that's gonna take all the people out of your club and into mine \u2013 it's called House music.' Now, where he got that name from or what made him think of it I don't know, so the answer lies with him.\"", "targets": "what club did the term 'house music' originate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57ec2b3954764de19189679a854bd7d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"house music\" is said to have originated from a Chicago club called The Warehouse, which existed from 1977 to 1983. Clubbers to The Warehouse were primarily black and gay, who came to dance to music played by the club's resident DJ Frankie Knuckles, whom fans refer to as the \"godfather of house\". After the Warehouse closed in 1983, the crowds went to Knuckles' new club, The Power Plant. In the Channel 4 documentary Pump Up The Volume, Knuckles remarks that the first time he heard the term \"house music\" was upon seeing \"we play house music\" on a sign in the window of a bar on Chicago's South Side. One of the people in the car with him joked, \"you know, that's the kind of music you play down at the Warehouse!\", and then everybody laughed. South-Side Chicago DJ Leonard \"Remix\" Roy, in self-published statements, claims he put such a sign in a tavern window because it was where he played music that one might find in one's home; in his case, it referred to his mother's soul & disco records, which he worked into his sets. Farley Jackmaster Funk was quoted as saying \"In 1982, I was DJing at a club called The Playground and there was this kid named Leonard 'Remix' Roy who was a DJ at a rival club called The Rink. He came over to my club one night, and into the DJ booth and said to me, 'I've got the gimmick that's gonna take all the people out of your club and into mine \u2013 it's called House music.' Now, where he got that name from or what made him think of it I don't know, so the answer lies with him.\"", "targets": "what city was the club The Warehouse located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57ec2b3954764de19189679a854bd7d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"house music\" is said to have originated from a Chicago club called The Warehouse, which existed from 1977 to 1983. Clubbers to The Warehouse were primarily black and gay, who came to dance to music played by the club's resident DJ Frankie Knuckles, whom fans refer to as the \"godfather of house\". After the Warehouse closed in 1983, the crowds went to Knuckles' new club, The Power Plant. In the Channel 4 documentary Pump Up The Volume, Knuckles remarks that the first time he heard the term \"house music\" was upon seeing \"we play house music\" on a sign in the window of a bar on Chicago's South Side. One of the people in the car with him joked, \"you know, that's the kind of music you play down at the Warehouse!\", and then everybody laughed. South-Side Chicago DJ Leonard \"Remix\" Roy, in self-published statements, claims he put such a sign in a tavern window because it was where he played music that one might find in one's home; in his case, it referred to his mother's soul & disco records, which he worked into his sets. Farley Jackmaster Funk was quoted as saying \"In 1982, I was DJing at a club called The Playground and there was this kid named Leonard 'Remix' Roy who was a DJ at a rival club called The Rink. He came over to my club one night, and into the DJ booth and said to me, 'I've got the gimmick that's gonna take all the people out of your club and into mine \u2013 it's called House music.' Now, where he got that name from or what made him think of it I don't know, so the answer lies with him.\"", "targets": "what years was the club The warehouse open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57ec2b3954764de19189679a854bd7d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"house music\" is said to have originated from a Chicago club called The Warehouse, which existed from 1977 to 1983. Clubbers to The Warehouse were primarily black and gay, who came to dance to music played by the club's resident DJ Frankie Knuckles, whom fans refer to as the \"godfather of house\". After the Warehouse closed in 1983, the crowds went to Knuckles' new club, The Power Plant. In the Channel 4 documentary Pump Up The Volume, Knuckles remarks that the first time he heard the term \"house music\" was upon seeing \"we play house music\" on a sign in the window of a bar on Chicago's South Side. One of the people in the car with him joked, \"you know, that's the kind of music you play down at the Warehouse!\", and then everybody laughed. South-Side Chicago DJ Leonard \"Remix\" Roy, in self-published statements, claims he put such a sign in a tavern window because it was where he played music that one might find in one's home; in his case, it referred to his mother's soul & disco records, which he worked into his sets. Farley Jackmaster Funk was quoted as saying \"In 1982, I was DJing at a club called The Playground and there was this kid named Leonard 'Remix' Roy who was a DJ at a rival club called The Rink. He came over to my club one night, and into the DJ booth and said to me, 'I've got the gimmick that's gonna take all the people out of your club and into mine \u2013 it's called House music.' Now, where he got that name from or what made him think of it I don't know, so the answer lies with him.\"", "targets": "what types of people did the club The Warehouse attract?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-57ec2b3954764de19189679a854bd7d0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The term \"house music\" is said to have originated from a Chicago club called The Warehouse, which existed from 1977 to 1983. Clubbers to The Warehouse were primarily black and gay, who came to dance to music played by the club's resident DJ Frankie Knuckles, whom fans refer to as the \"godfather of house\". After the Warehouse closed in 1983, the crowds went to Knuckles' new club, The Power Plant. In the Channel 4 documentary Pump Up The Volume, Knuckles remarks that the first time he heard the term \"house music\" was upon seeing \"we play house music\" on a sign in the window of a bar on Chicago's South Side. One of the people in the car with him joked, \"you know, that's the kind of music you play down at the Warehouse!\", and then everybody laughed. South-Side Chicago DJ Leonard \"Remix\" Roy, in self-published statements, claims he put such a sign in a tavern window because it was where he played music that one might find in one's home; in his case, it referred to his mother's soul & disco records, which he worked into his sets. Farley Jackmaster Funk was quoted as saying \"In 1982, I was DJing at a club called The Playground and there was this kid named Leonard 'Remix' Roy who was a DJ at a rival club called The Rink. He came over to my club one night, and into the DJ booth and said to me, 'I've got the gimmick that's gonna take all the people out of your club and into mine \u2013 it's called House music.' Now, where he got that name from or what made him think of it I don't know, so the answer lies with him.\"", "targets": "who was the resident DJ at The Warehouse in Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687de6385ec14b96abb905d577df601a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the fall of the Western Roman Empire, there arose a more diffuse arena for political studies. The rise of monotheism and, particularly for the Western tradition, Christianity, brought to light a new space for politics and political action[citation needed]. During the Middle Ages, the study of politics was widespread in the churches and courts. Works such as Augustine of Hippo's The City of God synthesized current philosophies and political traditions with those of Christianity, redefining the borders between what was religious and what was political. Most of the political questions surrounding the relationship between Church and State were clarified and contested in this period.", "targets": "What allowed political studies to spread?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687de6385ec14b96abb905d577df601a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the fall of the Western Roman Empire, there arose a more diffuse arena for political studies. The rise of monotheism and, particularly for the Western tradition, Christianity, brought to light a new space for politics and political action[citation needed]. During the Middle Ages, the study of politics was widespread in the churches and courts. Works such as Augustine of Hippo's The City of God synthesized current philosophies and political traditions with those of Christianity, redefining the borders between what was religious and what was political. Most of the political questions surrounding the relationship between Church and State were clarified and contested in this period.", "targets": "What new idea caused politics to cover a larger spectrum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687de6385ec14b96abb905d577df601a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the fall of the Western Roman Empire, there arose a more diffuse arena for political studies. The rise of monotheism and, particularly for the Western tradition, Christianity, brought to light a new space for politics and political action[citation needed]. During the Middle Ages, the study of politics was widespread in the churches and courts. Works such as Augustine of Hippo's The City of God synthesized current philosophies and political traditions with those of Christianity, redefining the borders between what was religious and what was political. Most of the political questions surrounding the relationship between Church and State were clarified and contested in this period.", "targets": "Where did politics touch in the Middle Ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687de6385ec14b96abb905d577df601a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the fall of the Western Roman Empire, there arose a more diffuse arena for political studies. The rise of monotheism and, particularly for the Western tradition, Christianity, brought to light a new space for politics and political action[citation needed]. During the Middle Ages, the study of politics was widespread in the churches and courts. Works such as Augustine of Hippo's The City of God synthesized current philosophies and political traditions with those of Christianity, redefining the borders between what was religious and what was political. Most of the political questions surrounding the relationship between Church and State were clarified and contested in this period.", "targets": "Who wrote The City of God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-687de6385ec14b96abb905d577df601a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the fall of the Western Roman Empire, there arose a more diffuse arena for political studies. The rise of monotheism and, particularly for the Western tradition, Christianity, brought to light a new space for politics and political action[citation needed]. During the Middle Ages, the study of politics was widespread in the churches and courts. Works such as Augustine of Hippo's The City of God synthesized current philosophies and political traditions with those of Christianity, redefining the borders between what was religious and what was political. Most of the political questions surrounding the relationship between Church and State were clarified and contested in this period.", "targets": "What did The City of God change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "In what year was the iPod first introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "In what year did iPod sales show improvement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "Which Apple engineer led original iPod design group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "What radio was the primary inspiration for the look of the iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "What was the storage capacity of the first iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "in what year was the original iPod released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "How large was the hard drive on the original iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "What other popular music player did Apple compare their new product to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "What is the name of Apple's hardware engineering chief who helped design the iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34a31b65dda4f2f913f4e284a52aeb4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though the iPod was released in 2001, its price and Mac-only compatibility caused sales to be relatively slow until 2004. The iPod line came from Apple's \"digital hub\" category, when the company began creating software for the growing market of personal digital devices. Digital cameras, camcorders and organizers had well-established mainstream markets, but the company found existing digital music players \"big and clunky or small and useless\" with user interfaces that were \"unbelievably awful,\" so Apple decided to develop its own. As ordered by CEO Steve Jobs, Apple's hardware engineering chief Jon Rubinstein assembled a team of engineers to design the iPod line, including hardware engineers Tony Fadell and Michael Dhuey, and design engineer Sir Jonathan Ive. Rubinstein had already discovered the Toshiba disk drive when meeting with an Apple supplier in Japan, and purchased the rights to it for Apple, and had also already worked out how the screen, battery, and other key elements would work. The aesthetic was inspired by the 1958 Braun T3 transistor radio designed by Dieter Rams, while the wheel based user interface was prompted by Bang & Olufsen's BeoCom 6000 telephone. The product (\"the Walkman of the twenty-first century\" ) was developed in less than one year and unveiled on October 23, 2001. Jobs announced it as a Mac-compatible product with a 5 GB hard drive that put \"1,000 songs in your pocket.\"", "targets": "Who manufactured the hard drives for the first iPods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ea9dada5cc480bb078457875fc5c4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Army is made up of three components: the active component, the Regular Army; and two reserve components, the Army National Guard and the Army Reserve. Both reserve components are primarily composed of part-time soldiers who train once a month, known as battle assemblies or unit training assemblies (UTAs), and conduct two to three weeks of annual training each year. Both the Regular Army and the Army Reserve are organized under Title 10 of the United States Code, while the National Guard is organized under Title 32. While the Army National Guard is organized, trained and equipped as a component of the U.S. Army, when it is not in federal service it is under the command of individual state and territorial governors; the District of Columbia National Guard, however, reports to the U.S. President, not the district's mayor, even when not federalized. Any or all of the National Guard can be federalized by presidential order and against the governor's wishes.", "targets": "What is the active component of the U.S. Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ea9dada5cc480bb078457875fc5c4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Army is made up of three components: the active component, the Regular Army; and two reserve components, the Army National Guard and the Army Reserve. Both reserve components are primarily composed of part-time soldiers who train once a month, known as battle assemblies or unit training assemblies (UTAs), and conduct two to three weeks of annual training each year. Both the Regular Army and the Army Reserve are organized under Title 10 of the United States Code, while the National Guard is organized under Title 32. While the Army National Guard is organized, trained and equipped as a component of the U.S. Army, when it is not in federal service it is under the command of individual state and territorial governors; the District of Columbia National Guard, however, reports to the U.S. President, not the district's mayor, even when not federalized. Any or all of the National Guard can be federalized by presidential order and against the governor's wishes.", "targets": "What are the two reserve components of the U.S. Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ea9dada5cc480bb078457875fc5c4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Army is made up of three components: the active component, the Regular Army; and two reserve components, the Army National Guard and the Army Reserve. Both reserve components are primarily composed of part-time soldiers who train once a month, known as battle assemblies or unit training assemblies (UTAs), and conduct two to three weeks of annual training each year. Both the Regular Army and the Army Reserve are organized under Title 10 of the United States Code, while the National Guard is organized under Title 32. While the Army National Guard is organized, trained and equipped as a component of the U.S. Army, when it is not in federal service it is under the command of individual state and territorial governors; the District of Columbia National Guard, however, reports to the U.S. President, not the district's mayor, even when not federalized. Any or all of the National Guard can be federalized by presidential order and against the governor's wishes.", "targets": "What are UTAs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ea9dada5cc480bb078457875fc5c4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Army is made up of three components: the active component, the Regular Army; and two reserve components, the Army National Guard and the Army Reserve. Both reserve components are primarily composed of part-time soldiers who train once a month, known as battle assemblies or unit training assemblies (UTAs), and conduct two to three weeks of annual training each year. Both the Regular Army and the Army Reserve are organized under Title 10 of the United States Code, while the National Guard is organized under Title 32. While the Army National Guard is organized, trained and equipped as a component of the U.S. Army, when it is not in federal service it is under the command of individual state and territorial governors; the District of Columbia National Guard, however, reports to the U.S. President, not the district's mayor, even when not federalized. Any or all of the National Guard can be federalized by presidential order and against the governor's wishes.", "targets": "The U.S. Army is organized under what title of the United States Code?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-66ea9dada5cc480bb078457875fc5c4e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The United States Army is made up of three components: the active component, the Regular Army; and two reserve components, the Army National Guard and the Army Reserve. Both reserve components are primarily composed of part-time soldiers who train once a month, known as battle assemblies or unit training assemblies (UTAs), and conduct two to three weeks of annual training each year. Both the Regular Army and the Army Reserve are organized under Title 10 of the United States Code, while the National Guard is organized under Title 32. While the Army National Guard is organized, trained and equipped as a component of the U.S. Army, when it is not in federal service it is under the command of individual state and territorial governors; the District of Columbia National Guard, however, reports to the U.S. President, not the district's mayor, even when not federalized. Any or all of the National Guard can be federalized by presidential order and against the governor's wishes.", "targets": "Who does the D.C. National Guard report to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf294bb1b5cc4185b9e622b3c0dedede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political science is a late arrival in terms of social sciences[citation needed]. However, the discipline has a clear set of antecedents such as moral philosophy, political philosophy, political economy, history, and other fields concerned with normative determinations of what ought to be and with deducing the characteristics and functions of the ideal form of government. The roots of politics are in prehistory. In each historic period and in almost every geographic area, we can find someone studying politics and increasing political understanding.", "targets": "What larger group does political science belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf294bb1b5cc4185b9e622b3c0dedede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political science is a late arrival in terms of social sciences[citation needed]. However, the discipline has a clear set of antecedents such as moral philosophy, political philosophy, political economy, history, and other fields concerned with normative determinations of what ought to be and with deducing the characteristics and functions of the ideal form of government. The roots of politics are in prehistory. In each historic period and in almost every geographic area, we can find someone studying politics and increasing political understanding.", "targets": "Where did the ideas of political science begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cf294bb1b5cc4185b9e622b3c0dedede", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Political science is a late arrival in terms of social sciences[citation needed]. However, the discipline has a clear set of antecedents such as moral philosophy, political philosophy, political economy, history, and other fields concerned with normative determinations of what ought to be and with deducing the characteristics and functions of the ideal form of government. The roots of politics are in prehistory. In each historic period and in almost every geographic area, we can find someone studying politics and increasing political understanding.", "targets": "In history, where could you find someone studying politics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c9d66e929342fcbea40a91e4cb4cf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, only 60,000 computers were connected to the Internet, and most were mainframes, minicomputers and professional workstations. On November 2, 1988, many started to slow down, because they were running a malicious code that demanded processor time and that spread itself to other computers \u2013 the first internet \"computer worm\". The software was traced back to 23-year-old Cornell University graduate student Robert Tappan Morris, Jr. who said 'he wanted to count how many machines were connected to the Internet'.", "targets": "How many computers were connected to the internet in 1988?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c9d66e929342fcbea40a91e4cb4cf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, only 60,000 computers were connected to the Internet, and most were mainframes, minicomputers and professional workstations. On November 2, 1988, many started to slow down, because they were running a malicious code that demanded processor time and that spread itself to other computers \u2013 the first internet \"computer worm\". The software was traced back to 23-year-old Cornell University graduate student Robert Tappan Morris, Jr. who said 'he wanted to count how many machines were connected to the Internet'.", "targets": "When was the first computer worm released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c9d66e929342fcbea40a91e4cb4cf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, only 60,000 computers were connected to the Internet, and most were mainframes, minicomputers and professional workstations. On November 2, 1988, many started to slow down, because they were running a malicious code that demanded processor time and that spread itself to other computers \u2013 the first internet \"computer worm\". The software was traced back to 23-year-old Cornell University graduate student Robert Tappan Morris, Jr. who said 'he wanted to count how many machines were connected to the Internet'.", "targets": "Who was the first computer worm traced back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c9d66e929342fcbea40a91e4cb4cf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, only 60,000 computers were connected to the Internet, and most were mainframes, minicomputers and professional workstations. On November 2, 1988, many started to slow down, because they were running a malicious code that demanded processor time and that spread itself to other computers \u2013 the first internet \"computer worm\". The software was traced back to 23-year-old Cornell University graduate student Robert Tappan Morris, Jr. who said 'he wanted to count how many machines were connected to the Internet'.", "targets": "What is a malicious code that demands processor time and spreads itself to other computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-27c9d66e929342fcbea40a91e4cb4cf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, only 60,000 computers were connected to the Internet, and most were mainframes, minicomputers and professional workstations. On November 2, 1988, many started to slow down, because they were running a malicious code that demanded processor time and that spread itself to other computers \u2013 the first internet \"computer worm\". The software was traced back to 23-year-old Cornell University graduate student Robert Tappan Morris, Jr. who said 'he wanted to count how many machines were connected to the Internet'.", "targets": "Why did Morris Jr make the computer worm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbefdcb081b4473fb8f3226a4e1ca4c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For much of the eighteenth century, France approached its wars in the same way. It would let colonies defend themselves or would offer only minimal help (sending them limited numbers of troops or inexperienced soldiers), anticipating that fights for the colonies would most likely be lost anyway. This strategy was to a degree forced upon France: geography, coupled with the superiority of the British navy, made it difficult for the French navy to provide significant supplies and support to French colonies. Similarly, several long land borders made an effective domestic army imperative for any French ruler. Given these military necessities, the French government, unsurprisingly, based its strategy overwhelmingly on the army in Europe: it would keep most of its army on the continent, hoping for victories closer to home. The plan was to fight to the end of hostilities and then, in treaty negotiations, to trade territorial acquisitions in Europe to regain lost overseas possessions. This approach did not serve France well in the war, as the colonies were indeed lost, but although much of the European war went well, by its end France had few counterbalancing European successes.", "targets": "How much effort did France put into wars to defend its colonies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbefdcb081b4473fb8f3226a4e1ca4c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For much of the eighteenth century, France approached its wars in the same way. It would let colonies defend themselves or would offer only minimal help (sending them limited numbers of troops or inexperienced soldiers), anticipating that fights for the colonies would most likely be lost anyway. This strategy was to a degree forced upon France: geography, coupled with the superiority of the British navy, made it difficult for the French navy to provide significant supplies and support to French colonies. Similarly, several long land borders made an effective domestic army imperative for any French ruler. Given these military necessities, the French government, unsurprisingly, based its strategy overwhelmingly on the army in Europe: it would keep most of its army on the continent, hoping for victories closer to home. The plan was to fight to the end of hostilities and then, in treaty negotiations, to trade territorial acquisitions in Europe to regain lost overseas possessions. This approach did not serve France well in the war, as the colonies were indeed lost, but although much of the European war went well, by its end France had few counterbalancing European successes.", "targets": "Identify a major factor in this feckless strategy by France of not defending its colonies with enthusiasm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbefdcb081b4473fb8f3226a4e1ca4c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For much of the eighteenth century, France approached its wars in the same way. It would let colonies defend themselves or would offer only minimal help (sending them limited numbers of troops or inexperienced soldiers), anticipating that fights for the colonies would most likely be lost anyway. This strategy was to a degree forced upon France: geography, coupled with the superiority of the British navy, made it difficult for the French navy to provide significant supplies and support to French colonies. Similarly, several long land borders made an effective domestic army imperative for any French ruler. Given these military necessities, the French government, unsurprisingly, based its strategy overwhelmingly on the army in Europe: it would keep most of its army on the continent, hoping for victories closer to home. The plan was to fight to the end of hostilities and then, in treaty negotiations, to trade territorial acquisitions in Europe to regain lost overseas possessions. This approach did not serve France well in the war, as the colonies were indeed lost, but although much of the European war went well, by its end France had few counterbalancing European successes.", "targets": "Why did the French rulers need a large domestic army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbefdcb081b4473fb8f3226a4e1ca4c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For much of the eighteenth century, France approached its wars in the same way. It would let colonies defend themselves or would offer only minimal help (sending them limited numbers of troops or inexperienced soldiers), anticipating that fights for the colonies would most likely be lost anyway. This strategy was to a degree forced upon France: geography, coupled with the superiority of the British navy, made it difficult for the French navy to provide significant supplies and support to French colonies. Similarly, several long land borders made an effective domestic army imperative for any French ruler. Given these military necessities, the French government, unsurprisingly, based its strategy overwhelmingly on the army in Europe: it would keep most of its army on the continent, hoping for victories closer to home. The plan was to fight to the end of hostilities and then, in treaty negotiations, to trade territorial acquisitions in Europe to regain lost overseas possessions. This approach did not serve France well in the war, as the colonies were indeed lost, but although much of the European war went well, by its end France had few counterbalancing European successes.", "targets": "How much success did France have in adding European territory with this approach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbefdcb081b4473fb8f3226a4e1ca4c7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For much of the eighteenth century, France approached its wars in the same way. It would let colonies defend themselves or would offer only minimal help (sending them limited numbers of troops or inexperienced soldiers), anticipating that fights for the colonies would most likely be lost anyway. This strategy was to a degree forced upon France: geography, coupled with the superiority of the British navy, made it difficult for the French navy to provide significant supplies and support to French colonies. Similarly, several long land borders made an effective domestic army imperative for any French ruler. Given these military necessities, the French government, unsurprisingly, based its strategy overwhelmingly on the army in Europe: it would keep most of its army on the continent, hoping for victories closer to home. The plan was to fight to the end of hostilities and then, in treaty negotiations, to trade territorial acquisitions in Europe to regain lost overseas possessions. This approach did not serve France well in the war, as the colonies were indeed lost, but although much of the European war went well, by its end France had few counterbalancing European successes.", "targets": "In treaty negotiations, what trades did France hope to make."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "How many Amtrak lines service Union Station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "Which transit lines out of Union Station are ranked as the busiest routes in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "Which transit line out of Union Station provides service to Hartford and Springfield, Massachusetts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "Which transit line out of Union Station provides service between Vermont and Washington D.C.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "With what airline does Amtrak codeshare for transit to Newark Airport that originates or terminates at Union Station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "What is the name of the train station within New Haven?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "The train line that connects Connecticut, Massachusetts and Vermont together is known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0969fb6a891f4c1f94560bec229c7418", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Union Station is further served by four Amtrak lines: the Northeast Regional and the high-speed Acela Express provide service to New York, Washington, D.C. and Boston, and rank as the first and second busiest routes in the country; the New Haven\u2013Springfield Line provides service to Hartford and Springfield, Massachusetts; and the Vermonter provides service to both Washington, D.C., and Vermont, 15 miles (24 km) from the Canadian border. Amtrak also codeshares with United Airlines for travel to any airport serviced by United Airlines, via Newark Airport (EWR) originating from or terminating at Union Station, (IATA: ZVE).", "targets": "In additions, the train line is also connected with which airline services?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6ead003fe34729b1cd867230da3361", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Safari and Mobile Safari were likewise always included with OS X and iOS respectively, so, similarly, they were originally funded by sales of Apple computers and mobile devices, and formed part of the overall Apple experience to customers.", "targets": "What browser was automatically included with OS X?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015119183839472e90835ff156682d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since independence Namibia has successfully completed the transition from white minority apartheid rule to parliamentary democracy. Multiparty democracy was introduced and has been maintained, with local, regional and national elections held regularly. Several registered political parties are active and represented in the National Assembly, although the Swapo Party has won every election since independence. The transition from the 15-year rule of President Sam Nujoma to his successor Hifikepunye Pohamba in 2005 went smoothly.", "targets": "What did Namibia transition to after white minority apartheid rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015119183839472e90835ff156682d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since independence Namibia has successfully completed the transition from white minority apartheid rule to parliamentary democracy. Multiparty democracy was introduced and has been maintained, with local, regional and national elections held regularly. Several registered political parties are active and represented in the National Assembly, although the Swapo Party has won every election since independence. The transition from the 15-year rule of President Sam Nujoma to his successor Hifikepunye Pohamba in 2005 went smoothly.", "targets": "What type of independence was introduced in Namibia after independence? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015119183839472e90835ff156682d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since independence Namibia has successfully completed the transition from white minority apartheid rule to parliamentary democracy. Multiparty democracy was introduced and has been maintained, with local, regional and national elections held regularly. Several registered political parties are active and represented in the National Assembly, although the Swapo Party has won every election since independence. The transition from the 15-year rule of President Sam Nujoma to his successor Hifikepunye Pohamba in 2005 went smoothly.", "targets": "What party has won every election in Namibia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015119183839472e90835ff156682d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since independence Namibia has successfully completed the transition from white minority apartheid rule to parliamentary democracy. Multiparty democracy was introduced and has been maintained, with local, regional and national elections held regularly. Several registered political parties are active and represented in the National Assembly, although the Swapo Party has won every election since independence. The transition from the 15-year rule of President Sam Nujoma to his successor Hifikepunye Pohamba in 2005 went smoothly.", "targets": "Who succeeded Sam Nujoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-015119183839472e90835ff156682d1e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since independence Namibia has successfully completed the transition from white minority apartheid rule to parliamentary democracy. Multiparty democracy was introduced and has been maintained, with local, regional and national elections held regularly. Several registered political parties are active and represented in the National Assembly, although the Swapo Party has won every election since independence. The transition from the 15-year rule of President Sam Nujoma to his successor Hifikepunye Pohamba in 2005 went smoothly.", "targets": "How long did president Same Nujoma rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-805d5b3fc64145deae2c95238b9466ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2014, President Uhuru Kenyatta signed a Security Laws Amendment Bill, which supporters of the law suggested was necessary to guard against armed groups. Opposition politicians, human rights groups, and nine Western countries criticised the security bill, arguing that it infringed on democratic freedoms. The governments of the United States, Britain, Germany and France also collectively issued a press statement cautioning about the law's potential impact. Through the Jubillee Coalition, the Bill was later passed on 19 December in the National Assembly under acrimonious circumstances.", "targets": "When did President Uhuru Kenyatta sign a Security Law Amendment Bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-805d5b3fc64145deae2c95238b9466ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2014, President Uhuru Kenyatta signed a Security Laws Amendment Bill, which supporters of the law suggested was necessary to guard against armed groups. Opposition politicians, human rights groups, and nine Western countries criticised the security bill, arguing that it infringed on democratic freedoms. The governments of the United States, Britain, Germany and France also collectively issued a press statement cautioning about the law's potential impact. Through the Jubillee Coalition, the Bill was later passed on 19 December in the National Assembly under acrimonious circumstances.", "targets": "Why was this bill nessecary? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-805d5b3fc64145deae2c95238b9466ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2014, President Uhuru Kenyatta signed a Security Laws Amendment Bill, which supporters of the law suggested was necessary to guard against armed groups. Opposition politicians, human rights groups, and nine Western countries criticised the security bill, arguing that it infringed on democratic freedoms. The governments of the United States, Britain, Germany and France also collectively issued a press statement cautioning about the law's potential impact. Through the Jubillee Coalition, the Bill was later passed on 19 December in the National Assembly under acrimonious circumstances.", "targets": "Who criticised the security bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-805d5b3fc64145deae2c95238b9466ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2014, President Uhuru Kenyatta signed a Security Laws Amendment Bill, which supporters of the law suggested was necessary to guard against armed groups. Opposition politicians, human rights groups, and nine Western countries criticised the security bill, arguing that it infringed on democratic freedoms. The governments of the United States, Britain, Germany and France also collectively issued a press statement cautioning about the law's potential impact. Through the Jubillee Coalition, the Bill was later passed on 19 December in the National Assembly under acrimonious circumstances.", "targets": "Why did so many not approve of the bill?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-805d5b3fc64145deae2c95238b9466ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In December 2014, President Uhuru Kenyatta signed a Security Laws Amendment Bill, which supporters of the law suggested was necessary to guard against armed groups. Opposition politicians, human rights groups, and nine Western countries criticised the security bill, arguing that it infringed on democratic freedoms. The governments of the United States, Britain, Germany and France also collectively issued a press statement cautioning about the law's potential impact. Through the Jubillee Coalition, the Bill was later passed on 19 December in the National Assembly under acrimonious circumstances.", "targets": "Who warned of the potential impact?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464e0190c4c44b98b6b712842712a0cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Government revenues largely come from sales of fishing licenses, income from the Tuvalu Trust Fund, and from the lease of its highly fortuitous .tv Internet Top Level Domain (TLD). In 1998, Tuvalu began deriving revenue from the use of its area code for premium-rate telephone numbers and from the commercialisation of its \".tv\" Internet domain name, which is now managed by Verisign until 2021. The \".tv\" domain name generates around $2.2 million each year from royalties, which is about ten per cent of the government's total revenue. Domain name income paid most of the cost of paving the streets of Funafuti and installing street lighting in mid-2002. Tuvalu also generates income from stamps by the Tuvalu Philatelic Bureau and income from the Tuvalu Ship Registry.", "targets": "How much money does Tuvalu's tv domain name earn each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464e0190c4c44b98b6b712842712a0cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Government revenues largely come from sales of fishing licenses, income from the Tuvalu Trust Fund, and from the lease of its highly fortuitous .tv Internet Top Level Domain (TLD). In 1998, Tuvalu began deriving revenue from the use of its area code for premium-rate telephone numbers and from the commercialisation of its \".tv\" Internet domain name, which is now managed by Verisign until 2021. The \".tv\" domain name generates around $2.2 million each year from royalties, which is about ten per cent of the government's total revenue. Domain name income paid most of the cost of paving the streets of Funafuti and installing street lighting in mid-2002. Tuvalu also generates income from stamps by the Tuvalu Philatelic Bureau and income from the Tuvalu Ship Registry.", "targets": "What si Tuvalu's tv domain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464e0190c4c44b98b6b712842712a0cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Government revenues largely come from sales of fishing licenses, income from the Tuvalu Trust Fund, and from the lease of its highly fortuitous .tv Internet Top Level Domain (TLD). In 1998, Tuvalu began deriving revenue from the use of its area code for premium-rate telephone numbers and from the commercialisation of its \".tv\" Internet domain name, which is now managed by Verisign until 2021. The \".tv\" domain name generates around $2.2 million each year from royalties, which is about ten per cent of the government's total revenue. Domain name income paid most of the cost of paving the streets of Funafuti and installing street lighting in mid-2002. Tuvalu also generates income from stamps by the Tuvalu Philatelic Bureau and income from the Tuvalu Ship Registry.", "targets": "What company is managing Tuvalu's tv domain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464e0190c4c44b98b6b712842712a0cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Government revenues largely come from sales of fishing licenses, income from the Tuvalu Trust Fund, and from the lease of its highly fortuitous .tv Internet Top Level Domain (TLD). In 1998, Tuvalu began deriving revenue from the use of its area code for premium-rate telephone numbers and from the commercialisation of its \".tv\" Internet domain name, which is now managed by Verisign until 2021. The \".tv\" domain name generates around $2.2 million each year from royalties, which is about ten per cent of the government's total revenue. Domain name income paid most of the cost of paving the streets of Funafuti and installing street lighting in mid-2002. Tuvalu also generates income from stamps by the Tuvalu Philatelic Bureau and income from the Tuvalu Ship Registry.", "targets": "How much of the total government revenue comes from the domain name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-464e0190c4c44b98b6b712842712a0cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Government revenues largely come from sales of fishing licenses, income from the Tuvalu Trust Fund, and from the lease of its highly fortuitous .tv Internet Top Level Domain (TLD). In 1998, Tuvalu began deriving revenue from the use of its area code for premium-rate telephone numbers and from the commercialisation of its \".tv\" Internet domain name, which is now managed by Verisign until 2021. The \".tv\" domain name generates around $2.2 million each year from royalties, which is about ten per cent of the government's total revenue. Domain name income paid most of the cost of paving the streets of Funafuti and installing street lighting in mid-2002. Tuvalu also generates income from stamps by the Tuvalu Philatelic Bureau and income from the Tuvalu Ship Registry.", "targets": "What  income source does Tuvalu earn from shipping?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84ac856761e6429f93279c7457e9299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the death of Captain Francis Fowke, Royal Engineers the next architect to work at the museum was Colonel (later Major General) Henry Young Darracott Scott, also of the Royal Engineers. He designed to the north west of the garden the five-storey School for Naval Architects (also known as the science schools), now the Henry Cole Wing in 1867\u201372. Scott's assistant J.W. Wild designed the impressive staircase that rises the full height of the building, made from Cadeby stone the steps are 7 feet (2.1 m) in length, the balustrades and columns are Portland stone. It is now used to jointly house the prints and architectural drawings of the V&A (prints, drawings, paintings and photographs) and Royal Institute of British Architects (RIBA Drawings and Archives Collections); and the Sackler Centre for arts education, which opened in 2008.", "targets": "Who was brought it to work on the museum after the death of Captain Francis Fowke?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84ac856761e6429f93279c7457e9299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the death of Captain Francis Fowke, Royal Engineers the next architect to work at the museum was Colonel (later Major General) Henry Young Darracott Scott, also of the Royal Engineers. He designed to the north west of the garden the five-storey School for Naval Architects (also known as the science schools), now the Henry Cole Wing in 1867\u201372. Scott's assistant J.W. Wild designed the impressive staircase that rises the full height of the building, made from Cadeby stone the steps are 7 feet (2.1 m) in length, the balustrades and columns are Portland stone. It is now used to jointly house the prints and architectural drawings of the V&A (prints, drawings, paintings and photographs) and Royal Institute of British Architects (RIBA Drawings and Archives Collections); and the Sackler Centre for arts education, which opened in 2008.", "targets": "What was the Henry Cole Wing previously called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84ac856761e6429f93279c7457e9299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the death of Captain Francis Fowke, Royal Engineers the next architect to work at the museum was Colonel (later Major General) Henry Young Darracott Scott, also of the Royal Engineers. He designed to the north west of the garden the five-storey School for Naval Architects (also known as the science schools), now the Henry Cole Wing in 1867\u201372. Scott's assistant J.W. Wild designed the impressive staircase that rises the full height of the building, made from Cadeby stone the steps are 7 feet (2.1 m) in length, the balustrades and columns are Portland stone. It is now used to jointly house the prints and architectural drawings of the V&A (prints, drawings, paintings and photographs) and Royal Institute of British Architects (RIBA Drawings and Archives Collections); and the Sackler Centre for arts education, which opened in 2008.", "targets": "What stone was used for the staircase designed by J.W. Wild?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84ac856761e6429f93279c7457e9299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the death of Captain Francis Fowke, Royal Engineers the next architect to work at the museum was Colonel (later Major General) Henry Young Darracott Scott, also of the Royal Engineers. He designed to the north west of the garden the five-storey School for Naval Architects (also known as the science schools), now the Henry Cole Wing in 1867\u201372. Scott's assistant J.W. Wild designed the impressive staircase that rises the full height of the building, made from Cadeby stone the steps are 7 feet (2.1 m) in length, the balustrades and columns are Portland stone. It is now used to jointly house the prints and architectural drawings of the V&A (prints, drawings, paintings and photographs) and Royal Institute of British Architects (RIBA Drawings and Archives Collections); and the Sackler Centre for arts education, which opened in 2008.", "targets": "What part of the V&A collection does the Henry Cole Wing houses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-84ac856761e6429f93279c7457e9299a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the death of Captain Francis Fowke, Royal Engineers the next architect to work at the museum was Colonel (later Major General) Henry Young Darracott Scott, also of the Royal Engineers. He designed to the north west of the garden the five-storey School for Naval Architects (also known as the science schools), now the Henry Cole Wing in 1867\u201372. Scott's assistant J.W. Wild designed the impressive staircase that rises the full height of the building, made from Cadeby stone the steps are 7 feet (2.1 m) in length, the balustrades and columns are Portland stone. It is now used to jointly house the prints and architectural drawings of the V&A (prints, drawings, paintings and photographs) and Royal Institute of British Architects (RIBA Drawings and Archives Collections); and the Sackler Centre for arts education, which opened in 2008.", "targets": "In which year did the Sackler Center open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5358335326284d5781218c2011541507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1872, Russian Alexander Lodygin invented an incandescent light bulb and obtained a Russian patent in 1874. He used as a burner two carbon rods of diminished section in a glass receiver, hermetically sealed, and filled with nitrogen, electrically arranged so that the current could be passed to the second carbon when the first had been consumed. Later he lived in the USA, changed his name to Alexander de Lodyguine and applied and obtained patents for incandescent lamps having chromium, iridium, rhodium, ruthenium, osmium, molybdenum and tungsten filaments, and a bulb using a molybdenum filament was demonstrated at the world fair of 1900 in Paris.", "targets": "Who patented an incandescent light bulb in Russia in 1874?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5358335326284d5781218c2011541507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1872, Russian Alexander Lodygin invented an incandescent light bulb and obtained a Russian patent in 1874. He used as a burner two carbon rods of diminished section in a glass receiver, hermetically sealed, and filled with nitrogen, electrically arranged so that the current could be passed to the second carbon when the first had been consumed. Later he lived in the USA, changed his name to Alexander de Lodyguine and applied and obtained patents for incandescent lamps having chromium, iridium, rhodium, ruthenium, osmium, molybdenum and tungsten filaments, and a bulb using a molybdenum filament was demonstrated at the world fair of 1900 in Paris.", "targets": "What did Lodygin use as a burner in his lamp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5358335326284d5781218c2011541507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1872, Russian Alexander Lodygin invented an incandescent light bulb and obtained a Russian patent in 1874. He used as a burner two carbon rods of diminished section in a glass receiver, hermetically sealed, and filled with nitrogen, electrically arranged so that the current could be passed to the second carbon when the first had been consumed. Later he lived in the USA, changed his name to Alexander de Lodyguine and applied and obtained patents for incandescent lamps having chromium, iridium, rhodium, ruthenium, osmium, molybdenum and tungsten filaments, and a bulb using a molybdenum filament was demonstrated at the world fair of 1900 in Paris.", "targets": "In what year did Lodygin demonstrate a lamp at the World's Fair?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5358335326284d5781218c2011541507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1872, Russian Alexander Lodygin invented an incandescent light bulb and obtained a Russian patent in 1874. He used as a burner two carbon rods of diminished section in a glass receiver, hermetically sealed, and filled with nitrogen, electrically arranged so that the current could be passed to the second carbon when the first had been consumed. Later he lived in the USA, changed his name to Alexander de Lodyguine and applied and obtained patents for incandescent lamps having chromium, iridium, rhodium, ruthenium, osmium, molybdenum and tungsten filaments, and a bulb using a molybdenum filament was demonstrated at the world fair of 1900 in Paris.", "targets": "What did Lodygin change his name to after moving to the USA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5358335326284d5781218c2011541507", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1872, Russian Alexander Lodygin invented an incandescent light bulb and obtained a Russian patent in 1874. He used as a burner two carbon rods of diminished section in a glass receiver, hermetically sealed, and filled with nitrogen, electrically arranged so that the current could be passed to the second carbon when the first had been consumed. Later he lived in the USA, changed his name to Alexander de Lodyguine and applied and obtained patents for incandescent lamps having chromium, iridium, rhodium, ruthenium, osmium, molybdenum and tungsten filaments, and a bulb using a molybdenum filament was demonstrated at the world fair of 1900 in Paris.", "targets": "When did Lodygin invent his first lamp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a74ef79b5734bcc9410106263f9734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thomas Barnes was appointed general editor in 1817. In the same year, the paper's printer James Lawson, died and passed the business onto his son John Joseph Lawson(1802\u20131852). Under the editorship of Barnes and his successor in 1841, John Thadeus Delane, the influence of The Times rose to great heights, especially in politics and amongst the City of London. Peter Fraser and Edward Sterling were two noted journalists, and gained for The Times the pompous/satirical nickname 'The Thunderer' (from \"We thundered out the other day an article on social and political reform.\"). The increased circulation and influence of the paper was based in part to its early adoption of the steam-driven rotary printing press. Distribution via steam trains to rapidly growing concentrations of urban populations helped ensure the profitability of the paper and its growing influence.", "targets": "Who was appointed general editor for The Times in 1817?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a74ef79b5734bcc9410106263f9734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thomas Barnes was appointed general editor in 1817. In the same year, the paper's printer James Lawson, died and passed the business onto his son John Joseph Lawson(1802\u20131852). Under the editorship of Barnes and his successor in 1841, John Thadeus Delane, the influence of The Times rose to great heights, especially in politics and amongst the City of London. Peter Fraser and Edward Sterling were two noted journalists, and gained for The Times the pompous/satirical nickname 'The Thunderer' (from \"We thundered out the other day an article on social and political reform.\"). The increased circulation and influence of the paper was based in part to its early adoption of the steam-driven rotary printing press. Distribution via steam trains to rapidly growing concentrations of urban populations helped ensure the profitability of the paper and its growing influence.", "targets": "In 1817, The Times paper's printer James Lawson passed his business to which family member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a74ef79b5734bcc9410106263f9734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thomas Barnes was appointed general editor in 1817. In the same year, the paper's printer James Lawson, died and passed the business onto his son John Joseph Lawson(1802\u20131852). Under the editorship of Barnes and his successor in 1841, John Thadeus Delane, the influence of The Times rose to great heights, especially in politics and amongst the City of London. Peter Fraser and Edward Sterling were two noted journalists, and gained for The Times the pompous/satirical nickname 'The Thunderer' (from \"We thundered out the other day an article on social and political reform.\"). The increased circulation and influence of the paper was based in part to its early adoption of the steam-driven rotary printing press. Distribution via steam trains to rapidly growing concentrations of urban populations helped ensure the profitability of the paper and its growing influence.", "targets": "Peter Fraser and Edward Sterling, two noted The Times journalists, gained what nickname for themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a74ef79b5734bcc9410106263f9734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thomas Barnes was appointed general editor in 1817. In the same year, the paper's printer James Lawson, died and passed the business onto his son John Joseph Lawson(1802\u20131852). Under the editorship of Barnes and his successor in 1841, John Thadeus Delane, the influence of The Times rose to great heights, especially in politics and amongst the City of London. Peter Fraser and Edward Sterling were two noted journalists, and gained for The Times the pompous/satirical nickname 'The Thunderer' (from \"We thundered out the other day an article on social and political reform.\"). The increased circulation and influence of the paper was based in part to its early adoption of the steam-driven rotary printing press. Distribution via steam trains to rapidly growing concentrations of urban populations helped ensure the profitability of the paper and its growing influence.", "targets": "What kind of printing press helped increase the circulation and influence of The Times back in 1817?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a74ef79b5734bcc9410106263f9734e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Thomas Barnes was appointed general editor in 1817. In the same year, the paper's printer James Lawson, died and passed the business onto his son John Joseph Lawson(1802\u20131852). Under the editorship of Barnes and his successor in 1841, John Thadeus Delane, the influence of The Times rose to great heights, especially in politics and amongst the City of London. Peter Fraser and Edward Sterling were two noted journalists, and gained for The Times the pompous/satirical nickname 'The Thunderer' (from \"We thundered out the other day an article on social and political reform.\"). The increased circulation and influence of the paper was based in part to its early adoption of the steam-driven rotary printing press. Distribution via steam trains to rapidly growing concentrations of urban populations helped ensure the profitability of the paper and its growing influence.", "targets": "Who succeeded Thomas Barnes as editor of The Times in 1841?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "How many high-rises were present in New York City in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "What city has the most high-rise buildings in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "How many structures in New York City are over 100m tall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "In what year was the Woolworth Building completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "How many buildings in New York City are over 200m high?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "NYC has the highest quantity of skyscrapers after which other world city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a4b0dc854dc24ecb9215b64d2743315f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manhattan's skyline, with its many skyscrapers, is universally recognized, and the city has been home to several of the tallest buildings in the world. As of 2011, New York City had 5,937 high-rise buildings, of which 550 completed structures were at least 330 feet (100 m) high, both second in the world after Hong Kong, with over 50 completed skyscrapers taller than 656 feet (200 m). These include the Woolworth Building (1913), an early gothic revival skyscraper built with massively scaled gothic detailing.", "targets": "How many buildings located in NYC are at least 330 feet in height?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9da7534eaeab449683336b61ce85ffb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kim Philby, a Soviet double agent, was a correspondent for the newspaper in Spain during the Spanish Civil War of the late 1930s. Philby was admired for his courage in obtaining high-quality reporting from the front lines of the bloody conflict. He later joined MI6 during World War II, was promoted into senior positions after the war ended, then eventually defected to the Soviet Union in 1963.", "targets": "Who was the name of the Soviet double agent who was the correspondent for The Times in Spain in the late 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9da7534eaeab449683336b61ce85ffb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kim Philby, a Soviet double agent, was a correspondent for the newspaper in Spain during the Spanish Civil War of the late 1930s. Philby was admired for his courage in obtaining high-quality reporting from the front lines of the bloody conflict. He later joined MI6 during World War II, was promoted into senior positions after the war ended, then eventually defected to the Soviet Union in 1963.", "targets": "A Soviet double agent working for The Times in Spain was a war correspondent during what war in the late 1930s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9da7534eaeab449683336b61ce85ffb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kim Philby, a Soviet double agent, was a correspondent for the newspaper in Spain during the Spanish Civil War of the late 1930s. Philby was admired for his courage in obtaining high-quality reporting from the front lines of the bloody conflict. He later joined MI6 during World War II, was promoted into senior positions after the war ended, then eventually defected to the Soviet Union in 1963.", "targets": "During World War II, the Soviet double agent who was corresponding for The Times in Spain in the 1930s later joined what agency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9da7534eaeab449683336b61ce85ffb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kim Philby, a Soviet double agent, was a correspondent for the newspaper in Spain during the Spanish Civil War of the late 1930s. Philby was admired for his courage in obtaining high-quality reporting from the front lines of the bloody conflict. He later joined MI6 during World War II, was promoted into senior positions after the war ended, then eventually defected to the Soviet Union in 1963.", "targets": "In 1963, a notable double agent providing valuable and high-quality reporting for The Times during a war in the late 1930s eventually defected to which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6cb8675311e40c0bc4761adb02ab38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ad fontes principle also had many applications. The re-discovery of ancient manuscripts brought a more profound and accurate knowledge of ancient philosophical schools such as Epicureanism, and Neoplatonism, whose Pagan wisdom the humanists, like the Church fathers of old, tended, at least initially, to consider as deriving from divine revelation and thus adaptable to a life of Christian virtue. The line from a drama of Terence, Homo sum, humani nihil a me alienum puto (or with nil for nihil), meaning \"I am a human being, I think nothing human alien to me\", known since antiquity through the endorsement of Saint Augustine, gained renewed currency as epitomising the humanist attitude. The statement, in a play modeled or borrowed from a (now lost) Greek comedy by Menander, may have originated in a lighthearted vein \u2013 as a comic rationale for an old man's meddling \u2013 but it quickly became a proverb and throughout the ages was quoted with a deeper meaning, by Cicero and Saint Augustine, to name a few, and most notably by Seneca. Richard Bauman writes:", "targets": "Who quoted the line of Terence most notably?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6cb8675311e40c0bc4761adb02ab38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ad fontes principle also had many applications. The re-discovery of ancient manuscripts brought a more profound and accurate knowledge of ancient philosophical schools such as Epicureanism, and Neoplatonism, whose Pagan wisdom the humanists, like the Church fathers of old, tended, at least initially, to consider as deriving from divine revelation and thus adaptable to a life of Christian virtue. The line from a drama of Terence, Homo sum, humani nihil a me alienum puto (or with nil for nihil), meaning \"I am a human being, I think nothing human alien to me\", known since antiquity through the endorsement of Saint Augustine, gained renewed currency as epitomising the humanist attitude. The statement, in a play modeled or borrowed from a (now lost) Greek comedy by Menander, may have originated in a lighthearted vein \u2013 as a comic rationale for an old man's meddling \u2013 but it quickly became a proverb and throughout the ages was quoted with a deeper meaning, by Cicero and Saint Augustine, to name a few, and most notably by Seneca. Richard Bauman writes:", "targets": "What allowed for a deeper understanding and personal exploration of older philosophers theories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6cb8675311e40c0bc4761adb02ab38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ad fontes principle also had many applications. The re-discovery of ancient manuscripts brought a more profound and accurate knowledge of ancient philosophical schools such as Epicureanism, and Neoplatonism, whose Pagan wisdom the humanists, like the Church fathers of old, tended, at least initially, to consider as deriving from divine revelation and thus adaptable to a life of Christian virtue. The line from a drama of Terence, Homo sum, humani nihil a me alienum puto (or with nil for nihil), meaning \"I am a human being, I think nothing human alien to me\", known since antiquity through the endorsement of Saint Augustine, gained renewed currency as epitomising the humanist attitude. The statement, in a play modeled or borrowed from a (now lost) Greek comedy by Menander, may have originated in a lighthearted vein \u2013 as a comic rationale for an old man's meddling \u2013 but it quickly became a proverb and throughout the ages was quoted with a deeper meaning, by Cicero and Saint Augustine, to name a few, and most notably by Seneca. Richard Bauman writes:", "targets": "Who was the most influential supporter of the ideals of Terence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c6cb8675311e40c0bc4761adb02ab38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The ad fontes principle also had many applications. The re-discovery of ancient manuscripts brought a more profound and accurate knowledge of ancient philosophical schools such as Epicureanism, and Neoplatonism, whose Pagan wisdom the humanists, like the Church fathers of old, tended, at least initially, to consider as deriving from divine revelation and thus adaptable to a life of Christian virtue. The line from a drama of Terence, Homo sum, humani nihil a me alienum puto (or with nil for nihil), meaning \"I am a human being, I think nothing human alien to me\", known since antiquity through the endorsement of Saint Augustine, gained renewed currency as epitomising the humanist attitude. The statement, in a play modeled or borrowed from a (now lost) Greek comedy by Menander, may have originated in a lighthearted vein \u2013 as a comic rationale for an old man's meddling \u2013 but it quickly became a proverb and throughout the ages was quoted with a deeper meaning, by Cicero and Saint Augustine, to name a few, and most notably by Seneca. Richard Bauman writes:", "targets": "Who were the Humanists in agreement with about using these manuscripts in their quests for pure Christian living?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f99d4d119ea4530a1ed6263d734cda1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 1 (PPNA) period began roughly 10,000 years ago in the Levant. A temple area in southeastern Turkey at G\u00f6bekli Tepe dated around 9,500 BC may be regarded as the beginning of the period. This site was developed by nomadic hunter-gatherer tribes, evidenced by the lack of permanent housing in the vicinity and may be the oldest known human-made place of worship. At least seven stone circles, covering 25 acres (10 ha), contain limestone pillars carved with animals, insects, and birds. Stone tools were used by perhaps as many as hundreds of people to create the pillars, which might have supported roofs. Other early PPNA sites dating to around 9,500 to 9,000 BCE have been found in Jericho, Israel (notably Ain Mallaha, Nahal Oren, and Kfar HaHoresh), Gilgal in the Jordan Valley, and Byblos, Lebanon. The start of Neolithic 1 overlaps the Tahunian and Heavy Neolithic periods to some degree.[citation needed]", "targets": "When did the The Neolithic 1 (PPNA) period start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f99d4d119ea4530a1ed6263d734cda1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 1 (PPNA) period began roughly 10,000 years ago in the Levant. A temple area in southeastern Turkey at G\u00f6bekli Tepe dated around 9,500 BC may be regarded as the beginning of the period. This site was developed by nomadic hunter-gatherer tribes, evidenced by the lack of permanent housing in the vicinity and may be the oldest known human-made place of worship. At least seven stone circles, covering 25 acres (10 ha), contain limestone pillars carved with animals, insects, and birds. Stone tools were used by perhaps as many as hundreds of people to create the pillars, which might have supported roofs. Other early PPNA sites dating to around 9,500 to 9,000 BCE have been found in Jericho, Israel (notably Ain Mallaha, Nahal Oren, and Kfar HaHoresh), Gilgal in the Jordan Valley, and Byblos, Lebanon. The start of Neolithic 1 overlaps the Tahunian and Heavy Neolithic periods to some degree.[citation needed]", "targets": "Where is the G\u00f6bekli Tepe temple located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f99d4d119ea4530a1ed6263d734cda1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 1 (PPNA) period began roughly 10,000 years ago in the Levant. A temple area in southeastern Turkey at G\u00f6bekli Tepe dated around 9,500 BC may be regarded as the beginning of the period. This site was developed by nomadic hunter-gatherer tribes, evidenced by the lack of permanent housing in the vicinity and may be the oldest known human-made place of worship. At least seven stone circles, covering 25 acres (10 ha), contain limestone pillars carved with animals, insects, and birds. Stone tools were used by perhaps as many as hundreds of people to create the pillars, which might have supported roofs. Other early PPNA sites dating to around 9,500 to 9,000 BCE have been found in Jericho, Israel (notably Ain Mallaha, Nahal Oren, and Kfar HaHoresh), Gilgal in the Jordan Valley, and Byblos, Lebanon. The start of Neolithic 1 overlaps the Tahunian and Heavy Neolithic periods to some degree.[citation needed]", "targets": "Who built the G\u00f6bekli Tepe temple?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f99d4d119ea4530a1ed6263d734cda1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Neolithic 1 (PPNA) period began roughly 10,000 years ago in the Levant. A temple area in southeastern Turkey at G\u00f6bekli Tepe dated around 9,500 BC may be regarded as the beginning of the period. This site was developed by nomadic hunter-gatherer tribes, evidenced by the lack of permanent housing in the vicinity and may be the oldest known human-made place of worship. At least seven stone circles, covering 25 acres (10 ha), contain limestone pillars carved with animals, insects, and birds. Stone tools were used by perhaps as many as hundreds of people to create the pillars, which might have supported roofs. Other early PPNA sites dating to around 9,500 to 9,000 BCE have been found in Jericho, Israel (notably Ain Mallaha, Nahal Oren, and Kfar HaHoresh), Gilgal in the Jordan Valley, and Byblos, Lebanon. The start of Neolithic 1 overlaps the Tahunian and Heavy Neolithic periods to some degree.[citation needed]", "targets": "What is the name of earliest man made place of worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bdedb8cdd2748949ed58913b0afd9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The English name Switzerland is a compound containing Switzer, an obsolete term for the Swiss, which was in use during the 16th to 19th centuries. The English adjective Swiss is a loan from French Suisse, also in use since the 16th century. The name Switzer is from the Alemannic Schwiizer, in origin an inhabitant of Schwyz and its associated territory, one of the Waldst\u00e4tten cantons which formed the nucleus of the Old Swiss Confederacy. The name originates as an exonym, applied pars pro toto to the troops of the Confederacy. The Swiss began to adopt the name for themselves after the Swabian War of 1499, used alongside the term for \"Confederates\", Eidgenossen (literally: comrades by oath), used since the 14th century.", "targets": "What was the Swiss term for Switzerland during the 16th - 19th centuries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bdedb8cdd2748949ed58913b0afd9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The English name Switzerland is a compound containing Switzer, an obsolete term for the Swiss, which was in use during the 16th to 19th centuries. The English adjective Swiss is a loan from French Suisse, also in use since the 16th century. The name Switzer is from the Alemannic Schwiizer, in origin an inhabitant of Schwyz and its associated territory, one of the Waldst\u00e4tten cantons which formed the nucleus of the Old Swiss Confederacy. The name originates as an exonym, applied pars pro toto to the troops of the Confederacy. The Swiss began to adopt the name for themselves after the Swabian War of 1499, used alongside the term for \"Confederates\", Eidgenossen (literally: comrades by oath), used since the 14th century.", "targets": "Where did the English adjective Swiss originate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bdedb8cdd2748949ed58913b0afd9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The English name Switzerland is a compound containing Switzer, an obsolete term for the Swiss, which was in use during the 16th to 19th centuries. The English adjective Swiss is a loan from French Suisse, also in use since the 16th century. The name Switzer is from the Alemannic Schwiizer, in origin an inhabitant of Schwyz and its associated territory, one of the Waldst\u00e4tten cantons which formed the nucleus of the Old Swiss Confederacy. The name originates as an exonym, applied pars pro toto to the troops of the Confederacy. The Swiss began to adopt the name for themselves after the Swabian War of 1499, used alongside the term for \"Confederates\", Eidgenossen (literally: comrades by oath), used since the 14th century.", "targets": "Where did the name Switzer originate from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2bdedb8cdd2748949ed58913b0afd9ea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The English name Switzerland is a compound containing Switzer, an obsolete term for the Swiss, which was in use during the 16th to 19th centuries. The English adjective Swiss is a loan from French Suisse, also in use since the 16th century. The name Switzer is from the Alemannic Schwiizer, in origin an inhabitant of Schwyz and its associated territory, one of the Waldst\u00e4tten cantons which formed the nucleus of the Old Swiss Confederacy. The name originates as an exonym, applied pars pro toto to the troops of the Confederacy. The Swiss began to adopt the name for themselves after the Swabian War of 1499, used alongside the term for \"Confederates\", Eidgenossen (literally: comrades by oath), used since the 14th century.", "targets": "What did the Alemannic Schwiizer help form the nucleus of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12130bbed69e4f348f5fc329914eb2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese explorer Diogo C\u00e3o reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.", "targets": "Whose expedition arrived at the mouth of the Congo River in 1484?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12130bbed69e4f348f5fc329914eb2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese explorer Diogo C\u00e3o reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.", "targets": "What was Diogo Cao's nationality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12130bbed69e4f348f5fc329914eb2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese explorer Diogo C\u00e3o reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.", "targets": "What did European traders exchange with Bantu people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12130bbed69e4f348f5fc329914eb2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese explorer Diogo C\u00e3o reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.", "targets": "When did formal colonization of the Congo River delta begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-12130bbed69e4f348f5fc329914eb2fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Portuguese explorer Diogo C\u00e3o reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.", "targets": "Colonization reduced the power of what groups in the Congo River basin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4698eac438f84e088bd98cc9a519224f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a visit in 1885 English journalist George Augustus Henry Sala coined the phrase \"Marvellous Melbourne\", which stuck long into the twentieth century and is still used today by Melburnians. Growing building activity culminated in a \"land boom\" which, in 1888, reached a peak of speculative development fuelled by consumer confidence and escalating land value. As a result of the boom, large commercial buildings, coffee palaces, terrace housing and palatial mansions proliferated in the city. The establishment of a hydraulic facility in 1887 allowed for the local manufacture of elevators, resulting in the first construction of high-rise buildings; most notably the APA Building, amongst the world's tallest commercial buildings upon completion in 1889. This period also saw the expansion of a major radial rail-based transport network.", "targets": "Which phrase was coined by George Augustus Henry Sala during a visit to Melbourne in 1885?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4698eac438f84e088bd98cc9a519224f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a visit in 1885 English journalist George Augustus Henry Sala coined the phrase \"Marvellous Melbourne\", which stuck long into the twentieth century and is still used today by Melburnians. Growing building activity culminated in a \"land boom\" which, in 1888, reached a peak of speculative development fuelled by consumer confidence and escalating land value. As a result of the boom, large commercial buildings, coffee palaces, terrace housing and palatial mansions proliferated in the city. The establishment of a hydraulic facility in 1887 allowed for the local manufacture of elevators, resulting in the first construction of high-rise buildings; most notably the APA Building, amongst the world's tallest commercial buildings upon completion in 1889. This period also saw the expansion of a major radial rail-based transport network.", "targets": "In what year did the land boom reach its peak of development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4698eac438f84e088bd98cc9a519224f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a visit in 1885 English journalist George Augustus Henry Sala coined the phrase \"Marvellous Melbourne\", which stuck long into the twentieth century and is still used today by Melburnians. Growing building activity culminated in a \"land boom\" which, in 1888, reached a peak of speculative development fuelled by consumer confidence and escalating land value. As a result of the boom, large commercial buildings, coffee palaces, terrace housing and palatial mansions proliferated in the city. The establishment of a hydraulic facility in 1887 allowed for the local manufacture of elevators, resulting in the first construction of high-rise buildings; most notably the APA Building, amongst the world's tallest commercial buildings upon completion in 1889. This period also saw the expansion of a major radial rail-based transport network.", "targets": "In what year was a hydraulic facility established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4698eac438f84e088bd98cc9a519224f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a visit in 1885 English journalist George Augustus Henry Sala coined the phrase \"Marvellous Melbourne\", which stuck long into the twentieth century and is still used today by Melburnians. Growing building activity culminated in a \"land boom\" which, in 1888, reached a peak of speculative development fuelled by consumer confidence and escalating land value. As a result of the boom, large commercial buildings, coffee palaces, terrace housing and palatial mansions proliferated in the city. The establishment of a hydraulic facility in 1887 allowed for the local manufacture of elevators, resulting in the first construction of high-rise buildings; most notably the APA Building, amongst the world's tallest commercial buildings upon completion in 1889. This period also saw the expansion of a major radial rail-based transport network.", "targets": "In what year was the APA Building completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4698eac438f84e088bd98cc9a519224f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During a visit in 1885 English journalist George Augustus Henry Sala coined the phrase \"Marvellous Melbourne\", which stuck long into the twentieth century and is still used today by Melburnians. Growing building activity culminated in a \"land boom\" which, in 1888, reached a peak of speculative development fuelled by consumer confidence and escalating land value. As a result of the boom, large commercial buildings, coffee palaces, terrace housing and palatial mansions proliferated in the city. The establishment of a hydraulic facility in 1887 allowed for the local manufacture of elevators, resulting in the first construction of high-rise buildings; most notably the APA Building, amongst the world's tallest commercial buildings upon completion in 1889. This period also saw the expansion of a major radial rail-based transport network.", "targets": "What did Melbourne's hydraulic facilities help create that spurred high-rise developments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bcf3f45d18f4c33bd8aa1829045afb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, the personal copying exemption explicitly requires that the content being copied was obtained legitimately \u2013 i.e., from authorized sources, not file-sharing networks. Other countries, such as the Netherlands, make no such distinction; the exemption there had been assumed, even by the government, to apply to any such copying, even from file-sharing networks. However, in April 2014, the Court of Justice of the European Union ruled that \"national legislation which makes no distinction between private copies made from lawful sources and those made from counterfeited or pirated sources cannot be tolerated.\" Thus, in the Netherlands, for example, downloading from file-sharing networks is no longer legal.", "targets": "What does the personal copying exemption explicitly need?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bcf3f45d18f4c33bd8aa1829045afb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, the personal copying exemption explicitly requires that the content being copied was obtained legitimately \u2013 i.e., from authorized sources, not file-sharing networks. Other countries, such as the Netherlands, make no such distinction; the exemption there had been assumed, even by the government, to apply to any such copying, even from file-sharing networks. However, in April 2014, the Court of Justice of the European Union ruled that \"national legislation which makes no distinction between private copies made from lawful sources and those made from counterfeited or pirated sources cannot be tolerated.\" Thus, in the Netherlands, for example, downloading from file-sharing networks is no longer legal.", "targets": "What is an example of a country that the exemption was assumed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bcf3f45d18f4c33bd8aa1829045afb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, the personal copying exemption explicitly requires that the content being copied was obtained legitimately \u2013 i.e., from authorized sources, not file-sharing networks. Other countries, such as the Netherlands, make no such distinction; the exemption there had been assumed, even by the government, to apply to any such copying, even from file-sharing networks. However, in April 2014, the Court of Justice of the European Union ruled that \"national legislation which makes no distinction between private copies made from lawful sources and those made from counterfeited or pirated sources cannot be tolerated.\" Thus, in the Netherlands, for example, downloading from file-sharing networks is no longer legal.", "targets": "When did the Court of Justice of the EU make a ruling about distinction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bcf3f45d18f4c33bd8aa1829045afb1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some countries, the personal copying exemption explicitly requires that the content being copied was obtained legitimately \u2013 i.e., from authorized sources, not file-sharing networks. Other countries, such as the Netherlands, make no such distinction; the exemption there had been assumed, even by the government, to apply to any such copying, even from file-sharing networks. However, in April 2014, the Court of Justice of the European Union ruled that \"national legislation which makes no distinction between private copies made from lawful sources and those made from counterfeited or pirated sources cannot be tolerated.\" Thus, in the Netherlands, for example, downloading from file-sharing networks is no longer legal.", "targets": "In which country is downloading from a file-sharing network no longer legal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34b0880b69f4f1c966153de477b6521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Governor Rick Snyder declared a financial emergency in the city, stating that the city has a $327 million budget deficit and faces more than $14 billion in long-term debt. It has been making ends meet on a month-to-month basis with the help of bond money held in a state escrow account and has instituted mandatory unpaid days off for many city workers. Those troubles, along with underfunded city services, such as police and fire departments, and ineffective turnaround plans from Bing and the City Council led the state of Michigan to appoint an emergency manager for Detroit on March 14, 2013. On June 14, 2013 Detroit defaulted on $2.5 billion of debt by withholding $39.7 million in interest payments, while Emergency Manager Kevyn Orr met with bondholders and other creditors in an attempt to restructure the city's $18.5 billion debt and avoid bankruptcy. On July 18, 2013, the City of Detroit filed for Chapter 9 bankruptcy protection. It was declared bankrupt by U.S. judge Stephen Rhodes on December 3, with its $18.5 billion debt he said in accepting the city's contention that it is broke and that negotiations with its thousands of creditors were infeasible.", "targets": "Who was Michigan's governor in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34b0880b69f4f1c966153de477b6521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Governor Rick Snyder declared a financial emergency in the city, stating that the city has a $327 million budget deficit and faces more than $14 billion in long-term debt. It has been making ends meet on a month-to-month basis with the help of bond money held in a state escrow account and has instituted mandatory unpaid days off for many city workers. Those troubles, along with underfunded city services, such as police and fire departments, and ineffective turnaround plans from Bing and the City Council led the state of Michigan to appoint an emergency manager for Detroit on March 14, 2013. On June 14, 2013 Detroit defaulted on $2.5 billion of debt by withholding $39.7 million in interest payments, while Emergency Manager Kevyn Orr met with bondholders and other creditors in an attempt to restructure the city's $18.5 billion debt and avoid bankruptcy. On July 18, 2013, the City of Detroit filed for Chapter 9 bankruptcy protection. It was declared bankrupt by U.S. judge Stephen Rhodes on December 3, with its $18.5 billion debt he said in accepting the city's contention that it is broke and that negotiations with its thousands of creditors were infeasible.", "targets": "What judge declared Detroit bankrupt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34b0880b69f4f1c966153de477b6521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Governor Rick Snyder declared a financial emergency in the city, stating that the city has a $327 million budget deficit and faces more than $14 billion in long-term debt. It has been making ends meet on a month-to-month basis with the help of bond money held in a state escrow account and has instituted mandatory unpaid days off for many city workers. Those troubles, along with underfunded city services, such as police and fire departments, and ineffective turnaround plans from Bing and the City Council led the state of Michigan to appoint an emergency manager for Detroit on March 14, 2013. On June 14, 2013 Detroit defaulted on $2.5 billion of debt by withholding $39.7 million in interest payments, while Emergency Manager Kevyn Orr met with bondholders and other creditors in an attempt to restructure the city's $18.5 billion debt and avoid bankruptcy. On July 18, 2013, the City of Detroit filed for Chapter 9 bankruptcy protection. It was declared bankrupt by U.S. judge Stephen Rhodes on December 3, with its $18.5 billion debt he said in accepting the city's contention that it is broke and that negotiations with its thousands of creditors were infeasible.", "targets": "What type of bankruptcy did Detroit file?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34b0880b69f4f1c966153de477b6521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Governor Rick Snyder declared a financial emergency in the city, stating that the city has a $327 million budget deficit and faces more than $14 billion in long-term debt. It has been making ends meet on a month-to-month basis with the help of bond money held in a state escrow account and has instituted mandatory unpaid days off for many city workers. Those troubles, along with underfunded city services, such as police and fire departments, and ineffective turnaround plans from Bing and the City Council led the state of Michigan to appoint an emergency manager for Detroit on March 14, 2013. On June 14, 2013 Detroit defaulted on $2.5 billion of debt by withholding $39.7 million in interest payments, while Emergency Manager Kevyn Orr met with bondholders and other creditors in an attempt to restructure the city's $18.5 billion debt and avoid bankruptcy. On July 18, 2013, the City of Detroit filed for Chapter 9 bankruptcy protection. It was declared bankrupt by U.S. judge Stephen Rhodes on December 3, with its $18.5 billion debt he said in accepting the city's contention that it is broke and that negotiations with its thousands of creditors were infeasible.", "targets": "When did Detroit file for bankruptcy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d34b0880b69f4f1c966153de477b6521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2013, Governor Rick Snyder declared a financial emergency in the city, stating that the city has a $327 million budget deficit and faces more than $14 billion in long-term debt. It has been making ends meet on a month-to-month basis with the help of bond money held in a state escrow account and has instituted mandatory unpaid days off for many city workers. Those troubles, along with underfunded city services, such as police and fire departments, and ineffective turnaround plans from Bing and the City Council led the state of Michigan to appoint an emergency manager for Detroit on March 14, 2013. On June 14, 2013 Detroit defaulted on $2.5 billion of debt by withholding $39.7 million in interest payments, while Emergency Manager Kevyn Orr met with bondholders and other creditors in an attempt to restructure the city's $18.5 billion debt and avoid bankruptcy. On July 18, 2013, the City of Detroit filed for Chapter 9 bankruptcy protection. It was declared bankrupt by U.S. judge Stephen Rhodes on December 3, with its $18.5 billion debt he said in accepting the city's contention that it is broke and that negotiations with its thousands of creditors were infeasible.", "targets": "How much did Detroit owe when it was declared bankrupt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71679b824434180b6f812c206f4d7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's net worth had been conservatively estimated at $100\u2013$200 million. After separating from his wife, Maria Shriver, in 2011, it has been estimated that his net worth has been approximately $400 million, and even as high as $800 million, based on tax returns he filed in 2006. Over the years as an investor, he invested his bodybuilding and movie earnings in an array of stocks, bonds, privately controlled companies, and real estate holdings worldwide, making his net worth as an accurate estimation difficult to calculate, particularly in light of declining real estate values owing to economic recessions in the U.S. and Europe since the late 2000s. In June 1997, Schwarzenegger spent $38 million of his own money on a private Gulfstream jet. Schwarzenegger once said of his fortune, \"Money doesn't make you happy. I now have $50 million, but I was just as happy when I had $48 million.\" He has also stated, \"I've made many millions as a businessman many times over.\"", "targets": "In what year did Schwarzenegger and Maria Shriver separate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e71679b824434180b6f812c206f4d7c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Schwarzenegger's net worth had been conservatively estimated at $100\u2013$200 million. After separating from his wife, Maria Shriver, in 2011, it has been estimated that his net worth has been approximately $400 million, and even as high as $800 million, based on tax returns he filed in 2006. Over the years as an investor, he invested his bodybuilding and movie earnings in an array of stocks, bonds, privately controlled companies, and real estate holdings worldwide, making his net worth as an accurate estimation difficult to calculate, particularly in light of declining real estate values owing to economic recessions in the U.S. and Europe since the late 2000s. In June 1997, Schwarzenegger spent $38 million of his own money on a private Gulfstream jet. Schwarzenegger once said of his fortune, \"Money doesn't make you happy. I now have $50 million, but I was just as happy when I had $48 million.\" He has also stated, \"I've made many millions as a businessman many times over.\"", "targets": "What was the price tag for the private jet Schwarzenegger bought in 1997?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-733a54b338f1425e94db905bd5d93a9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another example relates to AIG, which insured obligations of various financial institutions through the usage of credit default swaps. The basic CDS transaction involved AIG receiving a premium in exchange for a promise to pay money to party A in the event party B defaulted. However, AIG did not have the financial strength to support its many CDS commitments as the crisis progressed and was taken over by the government in September 2008. U.S. taxpayers provided over $180 billion in government support to AIG during 2008 and early 2009, through which the money flowed to various counterparties to CDS transactions, including many large global financial institutions.", "targets": "What firm insured obligations of various financial institutions using credit default swaps?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-733a54b338f1425e94db905bd5d93a9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another example relates to AIG, which insured obligations of various financial institutions through the usage of credit default swaps. The basic CDS transaction involved AIG receiving a premium in exchange for a promise to pay money to party A in the event party B defaulted. However, AIG did not have the financial strength to support its many CDS commitments as the crisis progressed and was taken over by the government in September 2008. U.S. taxpayers provided over $180 billion in government support to AIG during 2008 and early 2009, through which the money flowed to various counterparties to CDS transactions, including many large global financial institutions.", "targets": "What does the abbreviation CDS stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-733a54b338f1425e94db905bd5d93a9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another example relates to AIG, which insured obligations of various financial institutions through the usage of credit default swaps. The basic CDS transaction involved AIG receiving a premium in exchange for a promise to pay money to party A in the event party B defaulted. However, AIG did not have the financial strength to support its many CDS commitments as the crisis progressed and was taken over by the government in September 2008. U.S. taxpayers provided over $180 billion in government support to AIG during 2008 and early 2009, through which the money flowed to various counterparties to CDS transactions, including many large global financial institutions.", "targets": "When did the government take over AIG?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-733a54b338f1425e94db905bd5d93a9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another example relates to AIG, which insured obligations of various financial institutions through the usage of credit default swaps. The basic CDS transaction involved AIG receiving a premium in exchange for a promise to pay money to party A in the event party B defaulted. However, AIG did not have the financial strength to support its many CDS commitments as the crisis progressed and was taken over by the government in September 2008. U.S. taxpayers provided over $180 billion in government support to AIG during 2008 and early 2009, through which the money flowed to various counterparties to CDS transactions, including many large global financial institutions.", "targets": "How much money did taxpayers provide in government support to AIG during 2008 and early 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-733a54b338f1425e94db905bd5d93a9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another example relates to AIG, which insured obligations of various financial institutions through the usage of credit default swaps. The basic CDS transaction involved AIG receiving a premium in exchange for a promise to pay money to party A in the event party B defaulted. However, AIG did not have the financial strength to support its many CDS commitments as the crisis progressed and was taken over by the government in September 2008. U.S. taxpayers provided over $180 billion in government support to AIG during 2008 and early 2009, through which the money flowed to various counterparties to CDS transactions, including many large global financial institutions.", "targets": "What did AIG receive for promising to pay Party A in the event that Party B defaulted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c655801392436f9e7b7f1f12702c20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs had high expectations in 2002, but the squad played poorly. On July 5, 2002 the Cubs promoted assistant general manager and player personnel director Jim Hendry to the General Manager position. The club responded by hiring Dusty Baker and by making some major moves in '03. Most notably, they traded with the Pittsburgh Pirates for outfielder Kenny Lofton and third baseman Aramis Ram\u00edrez, and rode dominant pitching, led by Kerry Wood and Mark Prior, as the Cubs led the division down the stretch.", "targets": "When did the Cubs promote assistant general manager and player personnel director Jim Hendry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c655801392436f9e7b7f1f12702c20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs had high expectations in 2002, but the squad played poorly. On July 5, 2002 the Cubs promoted assistant general manager and player personnel director Jim Hendry to the General Manager position. The club responded by hiring Dusty Baker and by making some major moves in '03. Most notably, they traded with the Pittsburgh Pirates for outfielder Kenny Lofton and third baseman Aramis Ram\u00edrez, and rode dominant pitching, led by Kerry Wood and Mark Prior, as the Cubs led the division down the stretch.", "targets": "What was Jim Hendry promoted to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89c655801392436f9e7b7f1f12702c20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs had high expectations in 2002, but the squad played poorly. On July 5, 2002 the Cubs promoted assistant general manager and player personnel director Jim Hendry to the General Manager position. The club responded by hiring Dusty Baker and by making some major moves in '03. Most notably, they traded with the Pittsburgh Pirates for outfielder Kenny Lofton and third baseman Aramis Ram\u00edrez, and rode dominant pitching, led by Kerry Wood and Mark Prior, as the Cubs led the division down the stretch.", "targets": "Who did the Cubs hire in response to Jim Hendry's promotion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a90957256a046e8b1131020c7ccc0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser mediated discussions between the pro-Western, pro-Soviet, and neutralist conference factions over the composition of the \"Final Communique\" addressing colonialism in Africa and Asia and the fostering of global peace amid the Cold War between the West and the Soviet Union. At Bandung Nasser sought a proclamation for the avoidance of international defense alliances, support for the independence of Tunisia, Algeria, and Morocco from French rule, support for the Palestinian right of return, and the implementation of UN resolutions regarding the Arab\u2013Israeli conflict. He succeeded in lobbying the attendees to pass resolutions on each of these issues, notably securing the strong support of China and India.", "targets": "What document was meant to resolve lingering issues of colonialism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a90957256a046e8b1131020c7ccc0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser mediated discussions between the pro-Western, pro-Soviet, and neutralist conference factions over the composition of the \"Final Communique\" addressing colonialism in Africa and Asia and the fostering of global peace amid the Cold War between the West and the Soviet Union. At Bandung Nasser sought a proclamation for the avoidance of international defense alliances, support for the independence of Tunisia, Algeria, and Morocco from French rule, support for the Palestinian right of return, and the implementation of UN resolutions regarding the Arab\u2013Israeli conflict. He succeeded in lobbying the attendees to pass resolutions on each of these issues, notably securing the strong support of China and India.", "targets": "From what nation did Nasser support the independence of Tunisia, Algeria and Morocco?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a90957256a046e8b1131020c7ccc0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser mediated discussions between the pro-Western, pro-Soviet, and neutralist conference factions over the composition of the \"Final Communique\" addressing colonialism in Africa and Asia and the fostering of global peace amid the Cold War between the West and the Soviet Union. At Bandung Nasser sought a proclamation for the avoidance of international defense alliances, support for the independence of Tunisia, Algeria, and Morocco from French rule, support for the Palestinian right of return, and the implementation of UN resolutions regarding the Arab\u2013Israeli conflict. He succeeded in lobbying the attendees to pass resolutions on each of these issues, notably securing the strong support of China and India.", "targets": "What did Nasser pursue for Palestinians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a90957256a046e8b1131020c7ccc0f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nasser mediated discussions between the pro-Western, pro-Soviet, and neutralist conference factions over the composition of the \"Final Communique\" addressing colonialism in Africa and Asia and the fostering of global peace amid the Cold War between the West and the Soviet Union. At Bandung Nasser sought a proclamation for the avoidance of international defense alliances, support for the independence of Tunisia, Algeria, and Morocco from French rule, support for the Palestinian right of return, and the implementation of UN resolutions regarding the Arab\u2013Israeli conflict. He succeeded in lobbying the attendees to pass resolutions on each of these issues, notably securing the strong support of China and India.", "targets": "What organization offered possible solutions Arab-Israeli conflict, which Nasser supported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d0a0ee20b13444ab73429a53a7108de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics note that people of color have limited media visibility. The Brazilian media has been accused of hiding or overlooking the nation's Black, Indigenous, Multiracial and East Asian populations. For example, the telenovelas or soaps are criticized for featuring actors who resemble northern Europeans rather than actors of the more prevalent Southern European features) and light-skinned mulatto and mestizo appearance. (Pardos may achieve \"white\" status if they have attained the middle-class or higher social status).", "targets": "What do critics claim people of color have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d0a0ee20b13444ab73429a53a7108de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics note that people of color have limited media visibility. The Brazilian media has been accused of hiding or overlooking the nation's Black, Indigenous, Multiracial and East Asian populations. For example, the telenovelas or soaps are criticized for featuring actors who resemble northern Europeans rather than actors of the more prevalent Southern European features) and light-skinned mulatto and mestizo appearance. (Pardos may achieve \"white\" status if they have attained the middle-class or higher social status).", "targets": "What has the Brazilian media been accused of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d0a0ee20b13444ab73429a53a7108de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics note that people of color have limited media visibility. The Brazilian media has been accused of hiding or overlooking the nation's Black, Indigenous, Multiracial and East Asian populations. For example, the telenovelas or soaps are criticized for featuring actors who resemble northern Europeans rather than actors of the more prevalent Southern European features) and light-skinned mulatto and mestizo appearance. (Pardos may achieve \"white\" status if they have attained the middle-class or higher social status).", "targets": "What ethnicity of actors are mainly used for shows in Brazil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8d0a0ee20b13444ab73429a53a7108de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critics note that people of color have limited media visibility. The Brazilian media has been accused of hiding or overlooking the nation's Black, Indigenous, Multiracial and East Asian populations. For example, the telenovelas or soaps are criticized for featuring actors who resemble northern Europeans rather than actors of the more prevalent Southern European features) and light-skinned mulatto and mestizo appearance. (Pardos may achieve \"white\" status if they have attained the middle-class or higher social status).", "targets": "What is another word for \"Light Skinned\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f3bde59f5b04fa4b8f65fe3973a17b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though mechanization transformed most aspects of human industry by the mid-20th century, garment workers have continued to labor under challenging conditions that demand repetitive manual labor. Mass-produced clothing is often made in what are considered by some to be sweatshops, typified by long work hours, lack of benefits, and lack of worker representation. While most examples of such conditions are found in developing countries, clothes made in industrialized nations may also be manufactured similarly, often staffed by undocumented immigrants.[citation needed]", "targets": "What type of conditions do many garment works endure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f3bde59f5b04fa4b8f65fe3973a17b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though mechanization transformed most aspects of human industry by the mid-20th century, garment workers have continued to labor under challenging conditions that demand repetitive manual labor. Mass-produced clothing is often made in what are considered by some to be sweatshops, typified by long work hours, lack of benefits, and lack of worker representation. While most examples of such conditions are found in developing countries, clothes made in industrialized nations may also be manufactured similarly, often staffed by undocumented immigrants.[citation needed]", "targets": "What type of clothing is frequently the product of sweatshops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f3bde59f5b04fa4b8f65fe3973a17b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though mechanization transformed most aspects of human industry by the mid-20th century, garment workers have continued to labor under challenging conditions that demand repetitive manual labor. Mass-produced clothing is often made in what are considered by some to be sweatshops, typified by long work hours, lack of benefits, and lack of worker representation. While most examples of such conditions are found in developing countries, clothes made in industrialized nations may also be manufactured similarly, often staffed by undocumented immigrants.[citation needed]", "targets": "What is a feature of sweatshops beyond lack of benefits and representation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f3bde59f5b04fa4b8f65fe3973a17b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though mechanization transformed most aspects of human industry by the mid-20th century, garment workers have continued to labor under challenging conditions that demand repetitive manual labor. Mass-produced clothing is often made in what are considered by some to be sweatshops, typified by long work hours, lack of benefits, and lack of worker representation. While most examples of such conditions are found in developing countries, clothes made in industrialized nations may also be manufactured similarly, often staffed by undocumented immigrants.[citation needed]", "targets": "Poor conditions found in developing countries may also be found in what type of nations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f3bde59f5b04fa4b8f65fe3973a17b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though mechanization transformed most aspects of human industry by the mid-20th century, garment workers have continued to labor under challenging conditions that demand repetitive manual labor. Mass-produced clothing is often made in what are considered by some to be sweatshops, typified by long work hours, lack of benefits, and lack of worker representation. While most examples of such conditions are found in developing countries, clothes made in industrialized nations may also be manufactured similarly, often staffed by undocumented immigrants.[citation needed]", "targets": "What type of immigrant often staff sweatshops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a57fd3171431dac4e5c175c8dd4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry's commanding officer, Lieutenant Commander George Elliott, stated to Douglas Brinkley in 2003 that he did not know whether to court-martial Kerry for beaching the boat without orders or give him a medal for saving the crew. Elliott recommended Kerry for the Silver Star, and Zumwalt flew into An Thoi to personally award medals to Kerry and the rest of the sailors involved in the mission. The Navy's account of Kerry's actions is presented in the original medal citation signed by Zumwalt. The engagement was documented in an after-action report, a press release written on March 1, 1969, and a historical summary dated March 17, 1969.", "targets": "Where did Kerry receive his Silver Star?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a57fd3171431dac4e5c175c8dd4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry's commanding officer, Lieutenant Commander George Elliott, stated to Douglas Brinkley in 2003 that he did not know whether to court-martial Kerry for beaching the boat without orders or give him a medal for saving the crew. Elliott recommended Kerry for the Silver Star, and Zumwalt flew into An Thoi to personally award medals to Kerry and the rest of the sailors involved in the mission. The Navy's account of Kerry's actions is presented in the original medal citation signed by Zumwalt. The engagement was documented in an after-action report, a press release written on March 1, 1969, and a historical summary dated March 17, 1969.", "targets": "Who was Kerry's commander?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a57fd3171431dac4e5c175c8dd4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry's commanding officer, Lieutenant Commander George Elliott, stated to Douglas Brinkley in 2003 that he did not know whether to court-martial Kerry for beaching the boat without orders or give him a medal for saving the crew. Elliott recommended Kerry for the Silver Star, and Zumwalt flew into An Thoi to personally award medals to Kerry and the rest of the sailors involved in the mission. The Navy's account of Kerry's actions is presented in the original medal citation signed by Zumwalt. The engagement was documented in an after-action report, a press release written on March 1, 1969, and a historical summary dated March 17, 1969.", "targets": "What complaint did Elliot have about Kerry's actions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a57fd3171431dac4e5c175c8dd4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry's commanding officer, Lieutenant Commander George Elliott, stated to Douglas Brinkley in 2003 that he did not know whether to court-martial Kerry for beaching the boat without orders or give him a medal for saving the crew. Elliott recommended Kerry for the Silver Star, and Zumwalt flew into An Thoi to personally award medals to Kerry and the rest of the sailors involved in the mission. The Navy's account of Kerry's actions is presented in the original medal citation signed by Zumwalt. The engagement was documented in an after-action report, a press release written on March 1, 1969, and a historical summary dated March 17, 1969.", "targets": "When was a press release put out about Kerry earning the Silver Star?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c5a57fd3171431dac4e5c175c8dd4fa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry's commanding officer, Lieutenant Commander George Elliott, stated to Douglas Brinkley in 2003 that he did not know whether to court-martial Kerry for beaching the boat without orders or give him a medal for saving the crew. Elliott recommended Kerry for the Silver Star, and Zumwalt flew into An Thoi to personally award medals to Kerry and the rest of the sailors involved in the mission. The Navy's account of Kerry's actions is presented in the original medal citation signed by Zumwalt. The engagement was documented in an after-action report, a press release written on March 1, 1969, and a historical summary dated March 17, 1969.", "targets": "What was released on March 17, 1969?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b10f500622e48b9aaa77be84ef4a8b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 29 August Arab League summit in Khartoum, Nasser's usual commanding position had receded as the attending heads of state expected Saudi King Faisal to lead. A ceasefire in the Yemen War was declared and the summit concluded with the Khartoum Resolution. The Soviet Union soon resupplied the Egyptian military with about half of its former arsenals and broke diplomatic relations with Israel. Nasser cut relations with the US following the war, and, according to Aburish, his policy of \"playing the superpowers against each other\" ended. In November, Nasser accepted UN Resolution 242, which called for Israel's withdrawal from territories acquired in the war. His supporters claimed Nasser's move was meant to buy time to prepare for another confrontation with Israel, while his detractors believed his acceptance of the resolution signaled a waning interest in Palestinian independence.", "targets": "Where was the Arab League summit held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b10f500622e48b9aaa77be84ef4a8b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 29 August Arab League summit in Khartoum, Nasser's usual commanding position had receded as the attending heads of state expected Saudi King Faisal to lead. A ceasefire in the Yemen War was declared and the summit concluded with the Khartoum Resolution. The Soviet Union soon resupplied the Egyptian military with about half of its former arsenals and broke diplomatic relations with Israel. Nasser cut relations with the US following the war, and, according to Aburish, his policy of \"playing the superpowers against each other\" ended. In November, Nasser accepted UN Resolution 242, which called for Israel's withdrawal from territories acquired in the war. His supporters claimed Nasser's move was meant to buy time to prepare for another confrontation with Israel, while his detractors believed his acceptance of the resolution signaled a waning interest in Palestinian independence.", "targets": "What leader assumed a more prominent position due to Nasser's difficulites?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b10f500622e48b9aaa77be84ef4a8b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 29 August Arab League summit in Khartoum, Nasser's usual commanding position had receded as the attending heads of state expected Saudi King Faisal to lead. A ceasefire in the Yemen War was declared and the summit concluded with the Khartoum Resolution. The Soviet Union soon resupplied the Egyptian military with about half of its former arsenals and broke diplomatic relations with Israel. Nasser cut relations with the US following the war, and, according to Aburish, his policy of \"playing the superpowers against each other\" ended. In November, Nasser accepted UN Resolution 242, which called for Israel's withdrawal from territories acquired in the war. His supporters claimed Nasser's move was meant to buy time to prepare for another confrontation with Israel, while his detractors believed his acceptance of the resolution signaled a waning interest in Palestinian independence.", "targets": "What agreement ended the Yemeni civil war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b10f500622e48b9aaa77be84ef4a8b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 29 August Arab League summit in Khartoum, Nasser's usual commanding position had receded as the attending heads of state expected Saudi King Faisal to lead. A ceasefire in the Yemen War was declared and the summit concluded with the Khartoum Resolution. The Soviet Union soon resupplied the Egyptian military with about half of its former arsenals and broke diplomatic relations with Israel. Nasser cut relations with the US following the war, and, according to Aburish, his policy of \"playing the superpowers against each other\" ended. In November, Nasser accepted UN Resolution 242, which called for Israel's withdrawal from territories acquired in the war. His supporters claimed Nasser's move was meant to buy time to prepare for another confrontation with Israel, while his detractors believed his acceptance of the resolution signaled a waning interest in Palestinian independence.", "targets": "What nation granted military aid to Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b10f500622e48b9aaa77be84ef4a8b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the 29 August Arab League summit in Khartoum, Nasser's usual commanding position had receded as the attending heads of state expected Saudi King Faisal to lead. A ceasefire in the Yemen War was declared and the summit concluded with the Khartoum Resolution. The Soviet Union soon resupplied the Egyptian military with about half of its former arsenals and broke diplomatic relations with Israel. Nasser cut relations with the US following the war, and, according to Aburish, his policy of \"playing the superpowers against each other\" ended. In November, Nasser accepted UN Resolution 242, which called for Israel's withdrawal from territories acquired in the war. His supporters claimed Nasser's move was meant to buy time to prepare for another confrontation with Israel, while his detractors believed his acceptance of the resolution signaled a waning interest in Palestinian independence.", "targets": "What document called for Israel to abandon land it obtained during the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056bb5a756f4bda84d273f9b94b011b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Vilanova i la Geltr\u00fa has documented history from 1790 and is one of the richest in the variety of its acts and rituals. It adopts an ancient style in which satire, the grotesque body (particularly cross-dressing and displays of exaggerated bellies, noses and phalli) and above all, active participation are valued over glamorous, media-friendly spectacles that Vilanovins mock as \"thighs and feathers\". It is best known for Les Comparses (held on Sunday), a tumultuous dance in which 12,000 or more dancers organized into rival groups throw 75 tons of hard candies at one other. The women protect their faces with Mantons de Manila (Manila shawls) but eye-patches and slings for broken arms are common the following week. Vilanovins organize an elaborate ritual for the arrival of King Carnival called l'Arrivo that changes every year. It includes a raucous procession of floats and dancers lampooning current events or public figures and a bitingly satiric sermon (el sermo) delivered by the King himself. On Dijous Gras, Vilanovin children are excused from school to participate in the Merengada, a day-long scene of eating and fighting with sticky, sweet meringue.", "targets": "What city's carnival has documented history from 1790?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056bb5a756f4bda84d273f9b94b011b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Vilanova i la Geltr\u00fa has documented history from 1790 and is one of the richest in the variety of its acts and rituals. It adopts an ancient style in which satire, the grotesque body (particularly cross-dressing and displays of exaggerated bellies, noses and phalli) and above all, active participation are valued over glamorous, media-friendly spectacles that Vilanovins mock as \"thighs and feathers\". It is best known for Les Comparses (held on Sunday), a tumultuous dance in which 12,000 or more dancers organized into rival groups throw 75 tons of hard candies at one other. The women protect their faces with Mantons de Manila (Manila shawls) but eye-patches and slings for broken arms are common the following week. Vilanovins organize an elaborate ritual for the arrival of King Carnival called l'Arrivo that changes every year. It includes a raucous procession of floats and dancers lampooning current events or public figures and a bitingly satiric sermon (el sermo) delivered by the King himself. On Dijous Gras, Vilanovin children are excused from school to participate in the Merengada, a day-long scene of eating and fighting with sticky, sweet meringue.", "targets": "What do the Vilanovins mock the media friendly Carnivals as being about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056bb5a756f4bda84d273f9b94b011b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Vilanova i la Geltr\u00fa has documented history from 1790 and is one of the richest in the variety of its acts and rituals. It adopts an ancient style in which satire, the grotesque body (particularly cross-dressing and displays of exaggerated bellies, noses and phalli) and above all, active participation are valued over glamorous, media-friendly spectacles that Vilanovins mock as \"thighs and feathers\". It is best known for Les Comparses (held on Sunday), a tumultuous dance in which 12,000 or more dancers organized into rival groups throw 75 tons of hard candies at one other. The women protect their faces with Mantons de Manila (Manila shawls) but eye-patches and slings for broken arms are common the following week. Vilanovins organize an elaborate ritual for the arrival of King Carnival called l'Arrivo that changes every year. It includes a raucous procession of floats and dancers lampooning current events or public figures and a bitingly satiric sermon (el sermo) delivered by the King himself. On Dijous Gras, Vilanovin children are excused from school to participate in the Merengada, a day-long scene of eating and fighting with sticky, sweet meringue.", "targets": "In what dance do the participants lob more than 75 tons of hard candy at each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056bb5a756f4bda84d273f9b94b011b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Vilanova i la Geltr\u00fa has documented history from 1790 and is one of the richest in the variety of its acts and rituals. It adopts an ancient style in which satire, the grotesque body (particularly cross-dressing and displays of exaggerated bellies, noses and phalli) and above all, active participation are valued over glamorous, media-friendly spectacles that Vilanovins mock as \"thighs and feathers\". It is best known for Les Comparses (held on Sunday), a tumultuous dance in which 12,000 or more dancers organized into rival groups throw 75 tons of hard candies at one other. The women protect their faces with Mantons de Manila (Manila shawls) but eye-patches and slings for broken arms are common the following week. Vilanovins organize an elaborate ritual for the arrival of King Carnival called l'Arrivo that changes every year. It includes a raucous procession of floats and dancers lampooning current events or public figures and a bitingly satiric sermon (el sermo) delivered by the King himself. On Dijous Gras, Vilanovin children are excused from school to participate in the Merengada, a day-long scene of eating and fighting with sticky, sweet meringue.", "targets": "What do dancers lampoon in the ritual heralding the coming of King Carnival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a056bb5a756f4bda84d273f9b94b011b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Carnival of Vilanova i la Geltr\u00fa has documented history from 1790 and is one of the richest in the variety of its acts and rituals. It adopts an ancient style in which satire, the grotesque body (particularly cross-dressing and displays of exaggerated bellies, noses and phalli) and above all, active participation are valued over glamorous, media-friendly spectacles that Vilanovins mock as \"thighs and feathers\". It is best known for Les Comparses (held on Sunday), a tumultuous dance in which 12,000 or more dancers organized into rival groups throw 75 tons of hard candies at one other. The women protect their faces with Mantons de Manila (Manila shawls) but eye-patches and slings for broken arms are common the following week. Vilanovins organize an elaborate ritual for the arrival of King Carnival called l'Arrivo that changes every year. It includes a raucous procession of floats and dancers lampooning current events or public figures and a bitingly satiric sermon (el sermo) delivered by the King himself. On Dijous Gras, Vilanovin children are excused from school to participate in the Merengada, a day-long scene of eating and fighting with sticky, sweet meringue.", "targets": "What's the name of the day-long agenda of eating and fighting with meringue?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2fea0f61eb40debfa03db9e0369678", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another Alaskan transportation method is the dogsled. In modern times (that is, any time after the mid-late 1920s), dog mushing is more of a sport than a true means of transportation. Various races are held around the state, but the best known is the Iditarod Trail Sled Dog Race, a 1,150-mile (1,850 km) trail from Anchorage to Nome (although the distance varies from year to year, the official distance is set at 1,049 miles or 1,688 km). The race commemorates the famous 1925 serum run to Nome in which mushers and dogs like Togo and Balto took much-needed medicine to the diphtheria-stricken community of Nome when all other means of transportation had failed. Mushers from all over the world come to Anchorage each March to compete for cash, prizes, and prestige. The \"Serum Run\" is another sled dog race that more accurately follows the route of the famous 1925 relay, leaving from the community of Nenana (southwest of Fairbanks) to Nome.", "targets": "Which Alaskan way of transport is more for sport than for transportation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2fea0f61eb40debfa03db9e0369678", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another Alaskan transportation method is the dogsled. In modern times (that is, any time after the mid-late 1920s), dog mushing is more of a sport than a true means of transportation. Various races are held around the state, but the best known is the Iditarod Trail Sled Dog Race, a 1,150-mile (1,850 km) trail from Anchorage to Nome (although the distance varies from year to year, the official distance is set at 1,049 miles or 1,688 km). The race commemorates the famous 1925 serum run to Nome in which mushers and dogs like Togo and Balto took much-needed medicine to the diphtheria-stricken community of Nome when all other means of transportation had failed. Mushers from all over the world come to Anchorage each March to compete for cash, prizes, and prestige. The \"Serum Run\" is another sled dog race that more accurately follows the route of the famous 1925 relay, leaving from the community of Nenana (southwest of Fairbanks) to Nome.", "targets": "Which dog-sled race in Alaska is the most famous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2fea0f61eb40debfa03db9e0369678", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another Alaskan transportation method is the dogsled. In modern times (that is, any time after the mid-late 1920s), dog mushing is more of a sport than a true means of transportation. Various races are held around the state, but the best known is the Iditarod Trail Sled Dog Race, a 1,150-mile (1,850 km) trail from Anchorage to Nome (although the distance varies from year to year, the official distance is set at 1,049 miles or 1,688 km). The race commemorates the famous 1925 serum run to Nome in which mushers and dogs like Togo and Balto took much-needed medicine to the diphtheria-stricken community of Nome when all other means of transportation had failed. Mushers from all over the world come to Anchorage each March to compete for cash, prizes, and prestige. The \"Serum Run\" is another sled dog race that more accurately follows the route of the famous 1925 relay, leaving from the community of Nenana (southwest of Fairbanks) to Nome.", "targets": "What does the Iditarod Trail Sled Dog Race commemorate in Alaskan history?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2fea0f61eb40debfa03db9e0369678", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another Alaskan transportation method is the dogsled. In modern times (that is, any time after the mid-late 1920s), dog mushing is more of a sport than a true means of transportation. Various races are held around the state, but the best known is the Iditarod Trail Sled Dog Race, a 1,150-mile (1,850 km) trail from Anchorage to Nome (although the distance varies from year to year, the official distance is set at 1,049 miles or 1,688 km). The race commemorates the famous 1925 serum run to Nome in which mushers and dogs like Togo and Balto took much-needed medicine to the diphtheria-stricken community of Nome when all other means of transportation had failed. Mushers from all over the world come to Anchorage each March to compete for cash, prizes, and prestige. The \"Serum Run\" is another sled dog race that more accurately follows the route of the famous 1925 relay, leaving from the community of Nenana (southwest of Fairbanks) to Nome.", "targets": "Why were sled-dogs used to deliver medicine to Nome in 1925?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f2fea0f61eb40debfa03db9e0369678", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another Alaskan transportation method is the dogsled. In modern times (that is, any time after the mid-late 1920s), dog mushing is more of a sport than a true means of transportation. Various races are held around the state, but the best known is the Iditarod Trail Sled Dog Race, a 1,150-mile (1,850 km) trail from Anchorage to Nome (although the distance varies from year to year, the official distance is set at 1,049 miles or 1,688 km). The race commemorates the famous 1925 serum run to Nome in which mushers and dogs like Togo and Balto took much-needed medicine to the diphtheria-stricken community of Nome when all other means of transportation had failed. Mushers from all over the world come to Anchorage each March to compete for cash, prizes, and prestige. The \"Serum Run\" is another sled dog race that more accurately follows the route of the famous 1925 relay, leaving from the community of Nenana (southwest of Fairbanks) to Nome.", "targets": "Which dogsled race most accurately follows the route of the 1925 serum run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-482ee5cbb23a4bf399ada999648a6abd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each camp had its own religious personnel; standard bearers, priestly officers and their assistants, including a haruspex, and housekeepers of shrines and images. A senior magistrate-commander (sometimes even a consul) headed it, his chain of subordinates ran it and a ferocious system of training and discipline ensured that every citizen-soldier knew his duty. As in Rome, whatever gods he served in his own time seem to have been his own business; legionary forts and vici included shrines to household gods, personal deities and deities otherwise unknown. From the earliest Imperial era, citizen legionaries and provincial auxiliaries gave cult to the emperor and his familia on Imperial accessions, anniversaries and their renewal of annual vows. They celebrated Rome's official festivals in absentia, and had the official triads appropriate to their function \u2013 in the Empire, Jupiter, Victoria and Concordia were typical. By the early Severan era, the military also offered cult to the Imperial divi, the current emperor's numen, genius and domus (or familia), and special cult to the Empress as \"mother of the camp.\" The near ubiquitous legionary shrines to Mithras of the later Imperial era were not part of official cult until Mithras was absorbed into Solar and Stoic Monism as a focus of military concordia and Imperial loyalty.", "targets": "What type of personnel did every camp have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-482ee5cbb23a4bf399ada999648a6abd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each camp had its own religious personnel; standard bearers, priestly officers and their assistants, including a haruspex, and housekeepers of shrines and images. A senior magistrate-commander (sometimes even a consul) headed it, his chain of subordinates ran it and a ferocious system of training and discipline ensured that every citizen-soldier knew his duty. As in Rome, whatever gods he served in his own time seem to have been his own business; legionary forts and vici included shrines to household gods, personal deities and deities otherwise unknown. From the earliest Imperial era, citizen legionaries and provincial auxiliaries gave cult to the emperor and his familia on Imperial accessions, anniversaries and their renewal of annual vows. They celebrated Rome's official festivals in absentia, and had the official triads appropriate to their function \u2013 in the Empire, Jupiter, Victoria and Concordia were typical. By the early Severan era, the military also offered cult to the Imperial divi, the current emperor's numen, genius and domus (or familia), and special cult to the Empress as \"mother of the camp.\" The near ubiquitous legionary shrines to Mithras of the later Imperial era were not part of official cult until Mithras was absorbed into Solar and Stoic Monism as a focus of military concordia and Imperial loyalty.", "targets": "What officer headed the religious personnel of a Roman camp?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-482ee5cbb23a4bf399ada999648a6abd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each camp had its own religious personnel; standard bearers, priestly officers and their assistants, including a haruspex, and housekeepers of shrines and images. A senior magistrate-commander (sometimes even a consul) headed it, his chain of subordinates ran it and a ferocious system of training and discipline ensured that every citizen-soldier knew his duty. As in Rome, whatever gods he served in his own time seem to have been his own business; legionary forts and vici included shrines to household gods, personal deities and deities otherwise unknown. From the earliest Imperial era, citizen legionaries and provincial auxiliaries gave cult to the emperor and his familia on Imperial accessions, anniversaries and their renewal of annual vows. They celebrated Rome's official festivals in absentia, and had the official triads appropriate to their function \u2013 in the Empire, Jupiter, Victoria and Concordia were typical. By the early Severan era, the military also offered cult to the Imperial divi, the current emperor's numen, genius and domus (or familia), and special cult to the Empress as \"mother of the camp.\" The near ubiquitous legionary shrines to Mithras of the later Imperial era were not part of official cult until Mithras was absorbed into Solar and Stoic Monism as a focus of military concordia and Imperial loyalty.", "targets": "In the Imperial era, what cult did legionnaires follow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-482ee5cbb23a4bf399ada999648a6abd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each camp had its own religious personnel; standard bearers, priestly officers and their assistants, including a haruspex, and housekeepers of shrines and images. A senior magistrate-commander (sometimes even a consul) headed it, his chain of subordinates ran it and a ferocious system of training and discipline ensured that every citizen-soldier knew his duty. As in Rome, whatever gods he served in his own time seem to have been his own business; legionary forts and vici included shrines to household gods, personal deities and deities otherwise unknown. From the earliest Imperial era, citizen legionaries and provincial auxiliaries gave cult to the emperor and his familia on Imperial accessions, anniversaries and their renewal of annual vows. They celebrated Rome's official festivals in absentia, and had the official triads appropriate to their function \u2013 in the Empire, Jupiter, Victoria and Concordia were typical. By the early Severan era, the military also offered cult to the Imperial divi, the current emperor's numen, genius and domus (or familia), and special cult to the Empress as \"mother of the camp.\" The near ubiquitous legionary shrines to Mithras of the later Imperial era were not part of official cult until Mithras was absorbed into Solar and Stoic Monism as a focus of military concordia and Imperial loyalty.", "targets": "Even in other places, of what did the legions keep observance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-482ee5cbb23a4bf399ada999648a6abd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Each camp had its own religious personnel; standard bearers, priestly officers and their assistants, including a haruspex, and housekeepers of shrines and images. A senior magistrate-commander (sometimes even a consul) headed it, his chain of subordinates ran it and a ferocious system of training and discipline ensured that every citizen-soldier knew his duty. As in Rome, whatever gods he served in his own time seem to have been his own business; legionary forts and vici included shrines to household gods, personal deities and deities otherwise unknown. From the earliest Imperial era, citizen legionaries and provincial auxiliaries gave cult to the emperor and his familia on Imperial accessions, anniversaries and their renewal of annual vows. They celebrated Rome's official festivals in absentia, and had the official triads appropriate to their function \u2013 in the Empire, Jupiter, Victoria and Concordia were typical. By the early Severan era, the military also offered cult to the Imperial divi, the current emperor's numen, genius and domus (or familia), and special cult to the Empress as \"mother of the camp.\" The near ubiquitous legionary shrines to Mithras of the later Imperial era were not part of official cult until Mithras was absorbed into Solar and Stoic Monism as a focus of military concordia and Imperial loyalty.", "targets": "What person was considered to be \"Mother of the camp''?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-236b0d4ca7434c9b971885277b7239ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The leading Cubist architects were Pavel Jan\u00e1k, Josef Go\u010d\u00e1r, Vlastislav Hofman, Emil Kr\u00e1l\u00ed\u010dek and Josef Chochol. They worked mostly in Prague but also in other Bohemian towns. The best-known Cubist building is the House of the Black Madonna in the Old Town of Prague built in 1912 by Josef Go\u010d\u00e1r with the only Cubist caf\u00e9 in the world, Grand Caf\u00e9 Orient. Vlastislav Hofman built the entrance pavilions of \u010e\u00e1blice Cemetery in 1912\u20131914, Josef Chochol designed several residential houses under Vy\u0161ehrad. A Cubist streetlamp has also been preserved near the Wenceslas Square, designed by Emil Kr\u00e1l\u00ed\u010dek in 1912, who also built the Diamond House in the New Town of Prague around 1913.", "targets": "Who were the leading Cubist architects? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-236b0d4ca7434c9b971885277b7239ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The leading Cubist architects were Pavel Jan\u00e1k, Josef Go\u010d\u00e1r, Vlastislav Hofman, Emil Kr\u00e1l\u00ed\u010dek and Josef Chochol. They worked mostly in Prague but also in other Bohemian towns. The best-known Cubist building is the House of the Black Madonna in the Old Town of Prague built in 1912 by Josef Go\u010d\u00e1r with the only Cubist caf\u00e9 in the world, Grand Caf\u00e9 Orient. Vlastislav Hofman built the entrance pavilions of \u010e\u00e1blice Cemetery in 1912\u20131914, Josef Chochol designed several residential houses under Vy\u0161ehrad. A Cubist streetlamp has also been preserved near the Wenceslas Square, designed by Emil Kr\u00e1l\u00ed\u010dek in 1912, who also built the Diamond House in the New Town of Prague around 1913.", "targets": "Where did the leading Cubist architects work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-236b0d4ca7434c9b971885277b7239ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The leading Cubist architects were Pavel Jan\u00e1k, Josef Go\u010d\u00e1r, Vlastislav Hofman, Emil Kr\u00e1l\u00ed\u010dek and Josef Chochol. They worked mostly in Prague but also in other Bohemian towns. The best-known Cubist building is the House of the Black Madonna in the Old Town of Prague built in 1912 by Josef Go\u010d\u00e1r with the only Cubist caf\u00e9 in the world, Grand Caf\u00e9 Orient. Vlastislav Hofman built the entrance pavilions of \u010e\u00e1blice Cemetery in 1912\u20131914, Josef Chochol designed several residential houses under Vy\u0161ehrad. A Cubist streetlamp has also been preserved near the Wenceslas Square, designed by Emil Kr\u00e1l\u00ed\u010dek in 1912, who also built the Diamond House in the New Town of Prague around 1913.", "targets": "What is the best known Cubist architecture building? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-236b0d4ca7434c9b971885277b7239ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The leading Cubist architects were Pavel Jan\u00e1k, Josef Go\u010d\u00e1r, Vlastislav Hofman, Emil Kr\u00e1l\u00ed\u010dek and Josef Chochol. They worked mostly in Prague but also in other Bohemian towns. The best-known Cubist building is the House of the Black Madonna in the Old Town of Prague built in 1912 by Josef Go\u010d\u00e1r with the only Cubist caf\u00e9 in the world, Grand Caf\u00e9 Orient. Vlastislav Hofman built the entrance pavilions of \u010e\u00e1blice Cemetery in 1912\u20131914, Josef Chochol designed several residential houses under Vy\u0161ehrad. A Cubist streetlamp has also been preserved near the Wenceslas Square, designed by Emil Kr\u00e1l\u00ed\u010dek in 1912, who also built the Diamond House in the New Town of Prague around 1913.", "targets": "Where is the House of the Black Madonna located? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-236b0d4ca7434c9b971885277b7239ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The leading Cubist architects were Pavel Jan\u00e1k, Josef Go\u010d\u00e1r, Vlastislav Hofman, Emil Kr\u00e1l\u00ed\u010dek and Josef Chochol. They worked mostly in Prague but also in other Bohemian towns. The best-known Cubist building is the House of the Black Madonna in the Old Town of Prague built in 1912 by Josef Go\u010d\u00e1r with the only Cubist caf\u00e9 in the world, Grand Caf\u00e9 Orient. Vlastislav Hofman built the entrance pavilions of \u010e\u00e1blice Cemetery in 1912\u20131914, Josef Chochol designed several residential houses under Vy\u0161ehrad. A Cubist streetlamp has also been preserved near the Wenceslas Square, designed by Emil Kr\u00e1l\u00ed\u010dek in 1912, who also built the Diamond House in the New Town of Prague around 1913.", "targets": "Who built the House of the Black Madonna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e24abcd856a549f28f9a60a73c76f8b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1890s and stretching in some places to the early 1910s, gold rushes in Alaska and the nearby Yukon Territory brought thousands of miners and settlers to Alaska. Alaska was officially incorporated as an organized territory in 1912. Alaska's capital, which had been in Sitka until 1906, was moved north to Juneau. Construction of the Alaska Governor's Mansion began that same year. European immigrants from Norway and Sweden also settled in southeast Alaska, where they entered the fishing and logging industries.", "targets": "What event brought thousands of people to Alaska in the 1890s to early 1910s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e24abcd856a549f28f9a60a73c76f8b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1890s and stretching in some places to the early 1910s, gold rushes in Alaska and the nearby Yukon Territory brought thousands of miners and settlers to Alaska. Alaska was officially incorporated as an organized territory in 1912. Alaska's capital, which had been in Sitka until 1906, was moved north to Juneau. Construction of the Alaska Governor's Mansion began that same year. European immigrants from Norway and Sweden also settled in southeast Alaska, where they entered the fishing and logging industries.", "targets": "What year was Alaska officially incorporated as a territory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e24abcd856a549f28f9a60a73c76f8b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1890s and stretching in some places to the early 1910s, gold rushes in Alaska and the nearby Yukon Territory brought thousands of miners and settlers to Alaska. Alaska was officially incorporated as an organized territory in 1912. Alaska's capital, which had been in Sitka until 1906, was moved north to Juneau. Construction of the Alaska Governor's Mansion began that same year. European immigrants from Norway and Sweden also settled in southeast Alaska, where they entered the fishing and logging industries.", "targets": "In what year was Alaska's capital officially changed to Juneau?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e24abcd856a549f28f9a60a73c76f8b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1890s and stretching in some places to the early 1910s, gold rushes in Alaska and the nearby Yukon Territory brought thousands of miners and settlers to Alaska. Alaska was officially incorporated as an organized territory in 1912. Alaska's capital, which had been in Sitka until 1906, was moved north to Juneau. Construction of the Alaska Governor's Mansion began that same year. European immigrants from Norway and Sweden also settled in southeast Alaska, where they entered the fishing and logging industries.", "targets": "Which industries did European settlers in Alaska begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e24abcd856a549f28f9a60a73c76f8b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Starting in the 1890s and stretching in some places to the early 1910s, gold rushes in Alaska and the nearby Yukon Territory brought thousands of miners and settlers to Alaska. Alaska was officially incorporated as an organized territory in 1912. Alaska's capital, which had been in Sitka until 1906, was moved north to Juneau. Construction of the Alaska Governor's Mansion began that same year. European immigrants from Norway and Sweden also settled in southeast Alaska, where they entered the fishing and logging industries.", "targets": "From what countries were European settlers in Alaska?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26973ce123da4effb88b92d9d541e38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris has been an international capital of high fashion since the 19th century, particularly in the domain of haute couture, clothing hand-made to order for private clients. It is home of some of the largest fashion houses in the world, including Dior and Chanel, and of many well-known fashion designers, including Karl Lagerfeld, Jean-Paul Gaultier, Christophe Josse and Christian Lacroix. Paris Fashion Week, held in January and July in the Carrousel du Louvre and other city locations, is among the top four events of the international fashion calendar, along with the fashion weeks in Milan, London and New York. Paris is also the home of the world's largest cosmetics company, L'Or\u00e9al, and three of the five top global makers of luxury fashion accessories; Louis Vuitton, Herm\u00e9s and Cartier.", "targets": "What is clothing made to order for private clients called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26973ce123da4effb88b92d9d541e38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris has been an international capital of high fashion since the 19th century, particularly in the domain of haute couture, clothing hand-made to order for private clients. It is home of some of the largest fashion houses in the world, including Dior and Chanel, and of many well-known fashion designers, including Karl Lagerfeld, Jean-Paul Gaultier, Christophe Josse and Christian Lacroix. Paris Fashion Week, held in January and July in the Carrousel du Louvre and other city locations, is among the top four events of the international fashion calendar, along with the fashion weeks in Milan, London and New York. Paris is also the home of the world's largest cosmetics company, L'Or\u00e9al, and three of the five top global makers of luxury fashion accessories; Louis Vuitton, Herm\u00e9s and Cartier.", "targets": "Dior is from which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26973ce123da4effb88b92d9d541e38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris has been an international capital of high fashion since the 19th century, particularly in the domain of haute couture, clothing hand-made to order for private clients. It is home of some of the largest fashion houses in the world, including Dior and Chanel, and of many well-known fashion designers, including Karl Lagerfeld, Jean-Paul Gaultier, Christophe Josse and Christian Lacroix. Paris Fashion Week, held in January and July in the Carrousel du Louvre and other city locations, is among the top four events of the international fashion calendar, along with the fashion weeks in Milan, London and New York. Paris is also the home of the world's largest cosmetics company, L'Or\u00e9al, and three of the five top global makers of luxury fashion accessories; Louis Vuitton, Herm\u00e9s and Cartier.", "targets": "In what century did Paris become largely into fashion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26973ce123da4effb88b92d9d541e38f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris has been an international capital of high fashion since the 19th century, particularly in the domain of haute couture, clothing hand-made to order for private clients. It is home of some of the largest fashion houses in the world, including Dior and Chanel, and of many well-known fashion designers, including Karl Lagerfeld, Jean-Paul Gaultier, Christophe Josse and Christian Lacroix. Paris Fashion Week, held in January and July in the Carrousel du Louvre and other city locations, is among the top four events of the international fashion calendar, along with the fashion weeks in Milan, London and New York. Paris is also the home of the world's largest cosmetics company, L'Or\u00e9al, and three of the five top global makers of luxury fashion accessories; Louis Vuitton, Herm\u00e9s and Cartier.", "targets": "What is the world's largest cosmetic company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b5dd87cd1d047ce8fbcef17ffa188bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs successfully defended their National League Central title in 2008, going to the postseason in consecutive years for the first time since 1906\u201308. The offseason was dominated by three months of unsuccessful trade talks with the Orioles involving 2B Brian Roberts, as well as the signing of Chunichi Dragons star Kosuke Fukudome. The team recorded their 10,000th win in April, while establishing an early division lead. Reed Johnson and Jim Edmonds were added early on and Rich Harden was acquired from the Oakland Athletics in early July. The Cubs headed into the All-Star break with the N.L.'s best record, and tied the league record with eight representatives to the All-Star game, including catcher Geovany Soto, who was named Rookie of the Year. The Cubs took control of the division by sweeping a four-game series in Milwaukee. On September 14, in a game moved to Miller Park due to Hurricane Ike, Zambrano pitched a no-hitter against the Astros, and six days later the team clinched by beating St. Louis at Wrigley. The club ended the season with a 97\u201364 record and met Los Angeles in the NLDS. The heavily favored Cubs took an early lead in Game 1, but James Loney's grand slam off Ryan Dempster changed the series' momentum. Chicago committed numerous critical errors and were outscored 20\u20136 in a Dodger sweep, which provided yet another sudden ending.", "targets": "What  Chunichi Dragons  start was signed to the Cubs in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b5dd87cd1d047ce8fbcef17ffa188bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs successfully defended their National League Central title in 2008, going to the postseason in consecutive years for the first time since 1906\u201308. The offseason was dominated by three months of unsuccessful trade talks with the Orioles involving 2B Brian Roberts, as well as the signing of Chunichi Dragons star Kosuke Fukudome. The team recorded their 10,000th win in April, while establishing an early division lead. Reed Johnson and Jim Edmonds were added early on and Rich Harden was acquired from the Oakland Athletics in early July. The Cubs headed into the All-Star break with the N.L.'s best record, and tied the league record with eight representatives to the All-Star game, including catcher Geovany Soto, who was named Rookie of the Year. The Cubs took control of the division by sweeping a four-game series in Milwaukee. On September 14, in a game moved to Miller Park due to Hurricane Ike, Zambrano pitched a no-hitter against the Astros, and six days later the team clinched by beating St. Louis at Wrigley. The club ended the season with a 97\u201364 record and met Los Angeles in the NLDS. The heavily favored Cubs took an early lead in Game 1, but James Loney's grand slam off Ryan Dempster changed the series' momentum. Chicago committed numerous critical errors and were outscored 20\u20136 in a Dodger sweep, which provided yet another sudden ending.", "targets": "Who was acquired from the Oakland Athletics in early July?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b5dd87cd1d047ce8fbcef17ffa188bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs successfully defended their National League Central title in 2008, going to the postseason in consecutive years for the first time since 1906\u201308. The offseason was dominated by three months of unsuccessful trade talks with the Orioles involving 2B Brian Roberts, as well as the signing of Chunichi Dragons star Kosuke Fukudome. The team recorded their 10,000th win in April, while establishing an early division lead. Reed Johnson and Jim Edmonds were added early on and Rich Harden was acquired from the Oakland Athletics in early July. The Cubs headed into the All-Star break with the N.L.'s best record, and tied the league record with eight representatives to the All-Star game, including catcher Geovany Soto, who was named Rookie of the Year. The Cubs took control of the division by sweeping a four-game series in Milwaukee. On September 14, in a game moved to Miller Park due to Hurricane Ike, Zambrano pitched a no-hitter against the Astros, and six days later the team clinched by beating St. Louis at Wrigley. The club ended the season with a 97\u201364 record and met Los Angeles in the NLDS. The heavily favored Cubs took an early lead in Game 1, but James Loney's grand slam off Ryan Dempster changed the series' momentum. Chicago committed numerous critical errors and were outscored 20\u20136 in a Dodger sweep, which provided yet another sudden ending.", "targets": "Who was named Rookie of the Year in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6b5dd87cd1d047ce8fbcef17ffa188bf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cubs successfully defended their National League Central title in 2008, going to the postseason in consecutive years for the first time since 1906\u201308. The offseason was dominated by three months of unsuccessful trade talks with the Orioles involving 2B Brian Roberts, as well as the signing of Chunichi Dragons star Kosuke Fukudome. The team recorded their 10,000th win in April, while establishing an early division lead. Reed Johnson and Jim Edmonds were added early on and Rich Harden was acquired from the Oakland Athletics in early July. The Cubs headed into the All-Star break with the N.L.'s best record, and tied the league record with eight representatives to the All-Star game, including catcher Geovany Soto, who was named Rookie of the Year. The Cubs took control of the division by sweeping a four-game series in Milwaukee. On September 14, in a game moved to Miller Park due to Hurricane Ike, Zambrano pitched a no-hitter against the Astros, and six days later the team clinched by beating St. Louis at Wrigley. The club ended the season with a 97\u201364 record and met Los Angeles in the NLDS. The heavily favored Cubs took an early lead in Game 1, but James Loney's grand slam off Ryan Dempster changed the series' momentum. Chicago committed numerous critical errors and were outscored 20\u20136 in a Dodger sweep, which provided yet another sudden ending.", "targets": "Who pitched a no-hitter against the Astros on Spetember 14th?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f26c8a85f4664f2fa83a0d4e020c0374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Continental Army was created on 14 June 1775 by the Continental Congress as a unified army for the colonies to fight Great Britain, with George Washington appointed as its commander. The army was initially led by men who had served in the British Army or colonial militias and who brought much of British military heritage with them. As the Revolutionary War progressed, French aid, resources, and military thinking influenced the new army. A number of European soldiers came on their own to help, such as Friedrich Wilhelm von Steuben, who taught the army Prussian tactics and organizational skills.", "targets": "When was the Continental Army created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f26c8a85f4664f2fa83a0d4e020c0374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Continental Army was created on 14 June 1775 by the Continental Congress as a unified army for the colonies to fight Great Britain, with George Washington appointed as its commander. The army was initially led by men who had served in the British Army or colonial militias and who brought much of British military heritage with them. As the Revolutionary War progressed, French aid, resources, and military thinking influenced the new army. A number of European soldiers came on their own to help, such as Friedrich Wilhelm von Steuben, who taught the army Prussian tactics and organizational skills.", "targets": "Who was the commander of the Continental Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f26c8a85f4664f2fa83a0d4e020c0374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Continental Army was created on 14 June 1775 by the Continental Congress as a unified army for the colonies to fight Great Britain, with George Washington appointed as its commander. The army was initially led by men who had served in the British Army or colonial militias and who brought much of British military heritage with them. As the Revolutionary War progressed, French aid, resources, and military thinking influenced the new army. A number of European soldiers came on their own to help, such as Friedrich Wilhelm von Steuben, who taught the army Prussian tactics and organizational skills.", "targets": "From what country did Friedrich Wilhelm von Steuben come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f26c8a85f4664f2fa83a0d4e020c0374", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Continental Army was created on 14 June 1775 by the Continental Congress as a unified army for the colonies to fight Great Britain, with George Washington appointed as its commander. The army was initially led by men who had served in the British Army or colonial militias and who brought much of British military heritage with them. As the Revolutionary War progressed, French aid, resources, and military thinking influenced the new army. A number of European soldiers came on their own to help, such as Friedrich Wilhelm von Steuben, who taught the army Prussian tactics and organizational skills.", "targets": "What did Friedrich Wilhelm von Steuben teach the Continental Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf385763f9f4ba18d354ceb8a894d22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of Presbyterianism lie in the European Reformation of the 16th century; the example of John Calvin's Geneva being particularly influential. Most Reformed churches which trace their history back to Scotland are either presbyterian or congregationalist in government. In the twentieth century, some Presbyterians played an important role in the ecumenical movement, including the World Council of Churches. Many Presbyterian denominations have found ways of working together with other Reformed denominations and Christians of other traditions, especially in the World Communion of Reformed Churches. Some Presbyterian churches have entered into unions with other churches, such as Congregationalists, Lutherans, Anglicans, and Methodists. Presbyterians in the United States came largely from Scotch-Irish immigrants communities, and also from New England Yankee communities that had originally been Congregational but changed because of an agreed-upon \"Plan of Union of 1801\" for frontier areas.", "targets": "Where do most presbyterian churches trace their history back to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf385763f9f4ba18d354ceb8a894d22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of Presbyterianism lie in the European Reformation of the 16th century; the example of John Calvin's Geneva being particularly influential. Most Reformed churches which trace their history back to Scotland are either presbyterian or congregationalist in government. In the twentieth century, some Presbyterians played an important role in the ecumenical movement, including the World Council of Churches. Many Presbyterian denominations have found ways of working together with other Reformed denominations and Christians of other traditions, especially in the World Communion of Reformed Churches. Some Presbyterian churches have entered into unions with other churches, such as Congregationalists, Lutherans, Anglicans, and Methodists. Presbyterians in the United States came largely from Scotch-Irish immigrants communities, and also from New England Yankee communities that had originally been Congregational but changed because of an agreed-upon \"Plan of Union of 1801\" for frontier areas.", "targets": "When did the reformation during the roots of Presbyterianism take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf385763f9f4ba18d354ceb8a894d22", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of Presbyterianism lie in the European Reformation of the 16th century; the example of John Calvin's Geneva being particularly influential. Most Reformed churches which trace their history back to Scotland are either presbyterian or congregationalist in government. In the twentieth century, some Presbyterians played an important role in the ecumenical movement, including the World Council of Churches. Many Presbyterian denominations have found ways of working together with other Reformed denominations and Christians of other traditions, especially in the World Communion of Reformed Churches. Some Presbyterian churches have entered into unions with other churches, such as Congregationalists, Lutherans, Anglicans, and Methodists. Presbyterians in the United States came largely from Scotch-Irish immigrants communities, and also from New England Yankee communities that had originally been Congregational but changed because of an agreed-upon \"Plan of Union of 1801\" for frontier areas.", "targets": "Which group did Presbyterian churches union with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80ae1fc1147549ef8dd3911e9973d5f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yuan dynasty (Chinese: \u5143\u671d; pinyin: Yu\u00e1n Ch\u00e1o), officially the Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Mongolian: Yehe Yuan Ulus[a]), was the empire or ruling dynasty of China established by Kublai Khan, leader of the Mongolian Borjigin clan. Although the Mongols had ruled territories including today's North China for decades, it was not until 1271 that Kublai Khan officially proclaimed the dynasty in the traditional Chinese style. His realm was, by this point, isolated from the other khanates and controlled most of present-day China and its surrounding areas, including modern Mongolia and Korea. It was the first foreign dynasty to rule all of China and lasted until 1368, after which its Genghisid rulers returned to their Mongolian homeland and continued to rule the Northern Yuan dynasty. Some of the Mongolian Emperors of the Yuan mastered the Chinese language, while others only used their native language (i.e. Mongolian) and the 'Phags-pa script.", "targets": "What is the Chinese name for the Yuan dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80ae1fc1147549ef8dd3911e9973d5f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yuan dynasty (Chinese: \u5143\u671d; pinyin: Yu\u00e1n Ch\u00e1o), officially the Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Mongolian: Yehe Yuan Ulus[a]), was the empire or ruling dynasty of China established by Kublai Khan, leader of the Mongolian Borjigin clan. Although the Mongols had ruled territories including today's North China for decades, it was not until 1271 that Kublai Khan officially proclaimed the dynasty in the traditional Chinese style. His realm was, by this point, isolated from the other khanates and controlled most of present-day China and its surrounding areas, including modern Mongolia and Korea. It was the first foreign dynasty to rule all of China and lasted until 1368, after which its Genghisid rulers returned to their Mongolian homeland and continued to rule the Northern Yuan dynasty. Some of the Mongolian Emperors of the Yuan mastered the Chinese language, while others only used their native language (i.e. Mongolian) and the 'Phags-pa script.", "targets": "What is the Yuan dynasty's official name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80ae1fc1147549ef8dd3911e9973d5f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yuan dynasty (Chinese: \u5143\u671d; pinyin: Yu\u00e1n Ch\u00e1o), officially the Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Mongolian: Yehe Yuan Ulus[a]), was the empire or ruling dynasty of China established by Kublai Khan, leader of the Mongolian Borjigin clan. Although the Mongols had ruled territories including today's North China for decades, it was not until 1271 that Kublai Khan officially proclaimed the dynasty in the traditional Chinese style. His realm was, by this point, isolated from the other khanates and controlled most of present-day China and its surrounding areas, including modern Mongolia and Korea. It was the first foreign dynasty to rule all of China and lasted until 1368, after which its Genghisid rulers returned to their Mongolian homeland and continued to rule the Northern Yuan dynasty. Some of the Mongolian Emperors of the Yuan mastered the Chinese language, while others only used their native language (i.e. Mongolian) and the 'Phags-pa script.", "targets": "Who started the Yuan dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80ae1fc1147549ef8dd3911e9973d5f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yuan dynasty (Chinese: \u5143\u671d; pinyin: Yu\u00e1n Ch\u00e1o), officially the Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Mongolian: Yehe Yuan Ulus[a]), was the empire or ruling dynasty of China established by Kublai Khan, leader of the Mongolian Borjigin clan. Although the Mongols had ruled territories including today's North China for decades, it was not until 1271 that Kublai Khan officially proclaimed the dynasty in the traditional Chinese style. His realm was, by this point, isolated from the other khanates and controlled most of present-day China and its surrounding areas, including modern Mongolia and Korea. It was the first foreign dynasty to rule all of China and lasted until 1368, after which its Genghisid rulers returned to their Mongolian homeland and continued to rule the Northern Yuan dynasty. Some of the Mongolian Emperors of the Yuan mastered the Chinese language, while others only used their native language (i.e. Mongolian) and the 'Phags-pa script.", "targets": "Who led the Mongolian Borjigin clan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80ae1fc1147549ef8dd3911e9973d5f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yuan dynasty (Chinese: \u5143\u671d; pinyin: Yu\u00e1n Ch\u00e1o), officially the Great Yuan (Chinese: \u5927\u5143; pinyin: D\u00e0 Yu\u00e1n; Mongolian: Yehe Yuan Ulus[a]), was the empire or ruling dynasty of China established by Kublai Khan, leader of the Mongolian Borjigin clan. Although the Mongols had ruled territories including today's North China for decades, it was not until 1271 that Kublai Khan officially proclaimed the dynasty in the traditional Chinese style. His realm was, by this point, isolated from the other khanates and controlled most of present-day China and its surrounding areas, including modern Mongolia and Korea. It was the first foreign dynasty to rule all of China and lasted until 1368, after which its Genghisid rulers returned to their Mongolian homeland and continued to rule the Northern Yuan dynasty. Some of the Mongolian Emperors of the Yuan mastered the Chinese language, while others only used their native language (i.e. Mongolian) and the 'Phags-pa script.", "targets": "When did Khan formally declare the Yuan dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3488094528284f0098f38450cbb77289", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Early Middle Ages, from the end of the 4th century, the western extent of modern-day Switzerland was part of the territory of the Kings of the Burgundians. The Alemanni settled the Swiss plateau in the 5th century and the valleys of the Alps in the 8th century, forming Alemannia. Modern-day Switzerland was therefore then divided between the kingdoms of Alemannia and Burgundy. The entire region became part of the expanding Frankish Empire in the 6th century, following Clovis I's victory over the Alemanni at Tolbiac in 504 AD, and later Frankish domination of the Burgundians.", "targets": "From the end of the 4th century, what territory was the western extent of modern-day Switzerland part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3488094528284f0098f38450cbb77289", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Early Middle Ages, from the end of the 4th century, the western extent of modern-day Switzerland was part of the territory of the Kings of the Burgundians. The Alemanni settled the Swiss plateau in the 5th century and the valleys of the Alps in the 8th century, forming Alemannia. Modern-day Switzerland was therefore then divided between the kingdoms of Alemannia and Burgundy. The entire region became part of the expanding Frankish Empire in the 6th century, following Clovis I's victory over the Alemanni at Tolbiac in 504 AD, and later Frankish domination of the Burgundians.", "targets": "Where did the Alemanni settle in the 5th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3488094528284f0098f38450cbb77289", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Early Middle Ages, from the end of the 4th century, the western extent of modern-day Switzerland was part of the territory of the Kings of the Burgundians. The Alemanni settled the Swiss plateau in the 5th century and the valleys of the Alps in the 8th century, forming Alemannia. Modern-day Switzerland was therefore then divided between the kingdoms of Alemannia and Burgundy. The entire region became part of the expanding Frankish Empire in the 6th century, following Clovis I's victory over the Alemanni at Tolbiac in 504 AD, and later Frankish domination of the Burgundians.", "targets": "Where did the Alemanni settle in the 8th century, forming Alemannia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3488094528284f0098f38450cbb77289", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Early Middle Ages, from the end of the 4th century, the western extent of modern-day Switzerland was part of the territory of the Kings of the Burgundians. The Alemanni settled the Swiss plateau in the 5th century and the valleys of the Alps in the 8th century, forming Alemannia. Modern-day Switzerland was therefore then divided between the kingdoms of Alemannia and Burgundy. The entire region became part of the expanding Frankish Empire in the 6th century, following Clovis I's victory over the Alemanni at Tolbiac in 504 AD, and later Frankish domination of the Burgundians.", "targets": "In the 8th century, what two kingdoms made up Modern-day Switzerland?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3488094528284f0098f38450cbb77289", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Early Middle Ages, from the end of the 4th century, the western extent of modern-day Switzerland was part of the territory of the Kings of the Burgundians. The Alemanni settled the Swiss plateau in the 5th century and the valleys of the Alps in the 8th century, forming Alemannia. Modern-day Switzerland was therefore then divided between the kingdoms of Alemannia and Burgundy. The entire region became part of the expanding Frankish Empire in the 6th century, following Clovis I's victory over the Alemanni at Tolbiac in 504 AD, and later Frankish domination of the Burgundians.", "targets": "What Empire did the entire region of Modern-day Switzerland become part of in the 6th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433eb92ca3154aa294ecc05c16d7c9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most French rulers since the Middle Ages made a point of leaving their mark on a city that, contrary to many other of the world's capitals, has never been destroyed by catastrophe or war. In modernising its infrastructure through the centuries, Paris has preserved even its earliest history in its street map.[citation needed] At its origin, before the Middle Ages, the city was composed around several islands and sandbanks in a bend of the Seine; of those, two remain today: the \u00eele Saint-Louis, the \u00eele de la Cit\u00e9; a third one is the 1827 artificially created \u00eele aux Cygnes. Modern Paris owes much to its late 19th century Second Empire remodelling by the Baron Haussmann: many of modern Paris' busiest streets, avenues and boulevards today are a result of that city renovation. Paris also owes its style to its aligned street-fronts, distinctive cream-grey \"Paris stone\" building ornamentation, aligned top-floor balconies, and tree-lined boulevards. The high residential population of its city centre makes it much different from most other western global cities.", "targets": "Who remodeled Paris in the 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433eb92ca3154aa294ecc05c16d7c9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most French rulers since the Middle Ages made a point of leaving their mark on a city that, contrary to many other of the world's capitals, has never been destroyed by catastrophe or war. In modernising its infrastructure through the centuries, Paris has preserved even its earliest history in its street map.[citation needed] At its origin, before the Middle Ages, the city was composed around several islands and sandbanks in a bend of the Seine; of those, two remain today: the \u00eele Saint-Louis, the \u00eele de la Cit\u00e9; a third one is the 1827 artificially created \u00eele aux Cygnes. Modern Paris owes much to its late 19th century Second Empire remodelling by the Baron Haussmann: many of modern Paris' busiest streets, avenues and boulevards today are a result of that city renovation. Paris also owes its style to its aligned street-fronts, distinctive cream-grey \"Paris stone\" building ornamentation, aligned top-floor balconies, and tree-lined boulevards. The high residential population of its city centre makes it much different from most other western global cities.", "targets": "Which two islands remain in Paris today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-433eb92ca3154aa294ecc05c16d7c9ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most French rulers since the Middle Ages made a point of leaving their mark on a city that, contrary to many other of the world's capitals, has never been destroyed by catastrophe or war. In modernising its infrastructure through the centuries, Paris has preserved even its earliest history in its street map.[citation needed] At its origin, before the Middle Ages, the city was composed around several islands and sandbanks in a bend of the Seine; of those, two remain today: the \u00eele Saint-Louis, the \u00eele de la Cit\u00e9; a third one is the 1827 artificially created \u00eele aux Cygnes. Modern Paris owes much to its late 19th century Second Empire remodelling by the Baron Haussmann: many of modern Paris' busiest streets, avenues and boulevards today are a result of that city renovation. Paris also owes its style to its aligned street-fronts, distinctive cream-grey \"Paris stone\" building ornamentation, aligned top-floor balconies, and tree-lined boulevards. The high residential population of its city centre makes it much different from most other western global cities.", "targets": "When was ile aux Cygnes created?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42c62331b714f7bb4a94dc57ce392f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis-Philippe was overthrown by a popular uprising in the streets of Paris in 1848. His successor, Napoleon III, and the newly appointed prefect of the Seine, Georges-Eug\u00e8ne Haussmann, launched a gigantic public works project to build wide new boulevards, a new opera house, a central market, new aqueducts, sewers, and parks, including the Bois de Boulogne and Bois de Vincennes. In 1860, Napoleon III also annexed the surrounding towns and created eight new arrondissements, expanding Paris to its current limits.", "targets": "In what year was Louis-Phillipe over thrown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42c62331b714f7bb4a94dc57ce392f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis-Philippe was overthrown by a popular uprising in the streets of Paris in 1848. His successor, Napoleon III, and the newly appointed prefect of the Seine, Georges-Eug\u00e8ne Haussmann, launched a gigantic public works project to build wide new boulevards, a new opera house, a central market, new aqueducts, sewers, and parks, including the Bois de Boulogne and Bois de Vincennes. In 1860, Napoleon III also annexed the surrounding towns and created eight new arrondissements, expanding Paris to its current limits.", "targets": "In what year did Napoleon III create new arrondissements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a42c62331b714f7bb4a94dc57ce392f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Louis-Philippe was overthrown by a popular uprising in the streets of Paris in 1848. His successor, Napoleon III, and the newly appointed prefect of the Seine, Georges-Eug\u00e8ne Haussmann, launched a gigantic public works project to build wide new boulevards, a new opera house, a central market, new aqueducts, sewers, and parks, including the Bois de Boulogne and Bois de Vincennes. In 1860, Napoleon III also annexed the surrounding towns and created eight new arrondissements, expanding Paris to its current limits.", "targets": "Who was Napoleon III's prefect of the Siene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae137b420aa44b77bac3f100d76cb22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1565, the powerful Rinbung princes were overthrown by one of their own ministers, Karma Tseten who styled himself as the Tsangpa, \"the one of Tsang\", and established his base of power at Shigatse. The second successor of this first Tsang king, Karma Phuntsok Namgyal, took control of the whole of Central Tibet (\u00dc-Tsang), reigning from 1611\u20131621. Despite this, the leaders of Lhasa still claimed their allegiance to the Phagmodru as well as the Gelug, while the \u00dc-Tsang king allied with the Karmapa. Tensions rose between the nationalistic \u00dc-Tsang ruler and the Mongols who safeguarded their Mongol Dalai Lama in Lhasa. The fourth Dalai Lama refused to give an audience to the \u00dc-Tsang king, which sparked a conflict as the latter began assaulting Gelug monasteries. Chen writes of the speculation over the fourth Dalai Lama's mysterious death and the plot of the \u00dc-Tsang king to have him murdered for \"cursing\" him with illness, although Chen writes that the murder was most likely the result of a feudal power struggle. In 1618, only two years after Yonten Gyatso died, the Gelug and the Karma Kargyu went to war, the Karma Kargyu supported by the secular \u00dc-Tsang king. The \u00dc-Tsang ruler had a large number of Gelugpa lamas killed, occupied their monasteries at Drepung and Sera, and outlawed any attempts to find another Dalai Lama. In 1621, the \u00dc-Tsang king died and was succeeded by his young son Karma Tenkyong, an event which stymied the war effort as the latter accepted the six-year-old Lozang Gyatso as the new Dalai Lama. Despite the new Dalai Lama's diplomatic efforts to maintain friendly relations with the new \u00dc-Tsang ruler, Sonam Rapten (1595\u20131657), the Dalai Lama's chief steward and treasurer at Drepung, made efforts to overthrow the \u00dc-Tsang king, which led to another conflict. In 1633, the Gelugpas and several thousand Mongol adherents defeated the \u00dc-Tsang king's troops near Lhasa before a peaceful negotiation was settled. Goldstein writes that in this the \"Mongols were again playing a significant role in Tibetan affairs, this time as the military arm of the Dalai Lama.\"", "targets": "When were the Rinbung princes overthrown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae137b420aa44b77bac3f100d76cb22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1565, the powerful Rinbung princes were overthrown by one of their own ministers, Karma Tseten who styled himself as the Tsangpa, \"the one of Tsang\", and established his base of power at Shigatse. The second successor of this first Tsang king, Karma Phuntsok Namgyal, took control of the whole of Central Tibet (\u00dc-Tsang), reigning from 1611\u20131621. Despite this, the leaders of Lhasa still claimed their allegiance to the Phagmodru as well as the Gelug, while the \u00dc-Tsang king allied with the Karmapa. Tensions rose between the nationalistic \u00dc-Tsang ruler and the Mongols who safeguarded their Mongol Dalai Lama in Lhasa. The fourth Dalai Lama refused to give an audience to the \u00dc-Tsang king, which sparked a conflict as the latter began assaulting Gelug monasteries. Chen writes of the speculation over the fourth Dalai Lama's mysterious death and the plot of the \u00dc-Tsang king to have him murdered for \"cursing\" him with illness, although Chen writes that the murder was most likely the result of a feudal power struggle. In 1618, only two years after Yonten Gyatso died, the Gelug and the Karma Kargyu went to war, the Karma Kargyu supported by the secular \u00dc-Tsang king. The \u00dc-Tsang ruler had a large number of Gelugpa lamas killed, occupied their monasteries at Drepung and Sera, and outlawed any attempts to find another Dalai Lama. In 1621, the \u00dc-Tsang king died and was succeeded by his young son Karma Tenkyong, an event which stymied the war effort as the latter accepted the six-year-old Lozang Gyatso as the new Dalai Lama. Despite the new Dalai Lama's diplomatic efforts to maintain friendly relations with the new \u00dc-Tsang ruler, Sonam Rapten (1595\u20131657), the Dalai Lama's chief steward and treasurer at Drepung, made efforts to overthrow the \u00dc-Tsang king, which led to another conflict. In 1633, the Gelugpas and several thousand Mongol adherents defeated the \u00dc-Tsang king's troops near Lhasa before a peaceful negotiation was settled. Goldstein writes that in this the \"Mongols were again playing a significant role in Tibetan affairs, this time as the military arm of the Dalai Lama.\"", "targets": "Who took control of the whole of Central Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae137b420aa44b77bac3f100d76cb22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1565, the powerful Rinbung princes were overthrown by one of their own ministers, Karma Tseten who styled himself as the Tsangpa, \"the one of Tsang\", and established his base of power at Shigatse. The second successor of this first Tsang king, Karma Phuntsok Namgyal, took control of the whole of Central Tibet (\u00dc-Tsang), reigning from 1611\u20131621. Despite this, the leaders of Lhasa still claimed their allegiance to the Phagmodru as well as the Gelug, while the \u00dc-Tsang king allied with the Karmapa. Tensions rose between the nationalistic \u00dc-Tsang ruler and the Mongols who safeguarded their Mongol Dalai Lama in Lhasa. The fourth Dalai Lama refused to give an audience to the \u00dc-Tsang king, which sparked a conflict as the latter began assaulting Gelug monasteries. Chen writes of the speculation over the fourth Dalai Lama's mysterious death and the plot of the \u00dc-Tsang king to have him murdered for \"cursing\" him with illness, although Chen writes that the murder was most likely the result of a feudal power struggle. In 1618, only two years after Yonten Gyatso died, the Gelug and the Karma Kargyu went to war, the Karma Kargyu supported by the secular \u00dc-Tsang king. The \u00dc-Tsang ruler had a large number of Gelugpa lamas killed, occupied their monasteries at Drepung and Sera, and outlawed any attempts to find another Dalai Lama. In 1621, the \u00dc-Tsang king died and was succeeded by his young son Karma Tenkyong, an event which stymied the war effort as the latter accepted the six-year-old Lozang Gyatso as the new Dalai Lama. Despite the new Dalai Lama's diplomatic efforts to maintain friendly relations with the new \u00dc-Tsang ruler, Sonam Rapten (1595\u20131657), the Dalai Lama's chief steward and treasurer at Drepung, made efforts to overthrow the \u00dc-Tsang king, which led to another conflict. In 1633, the Gelugpas and several thousand Mongol adherents defeated the \u00dc-Tsang king's troops near Lhasa before a peaceful negotiation was settled. Goldstein writes that in this the \"Mongols were again playing a significant role in Tibetan affairs, this time as the military arm of the Dalai Lama.\"", "targets": "When did Karma Phuntsok Namgyal reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae137b420aa44b77bac3f100d76cb22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1565, the powerful Rinbung princes were overthrown by one of their own ministers, Karma Tseten who styled himself as the Tsangpa, \"the one of Tsang\", and established his base of power at Shigatse. The second successor of this first Tsang king, Karma Phuntsok Namgyal, took control of the whole of Central Tibet (\u00dc-Tsang), reigning from 1611\u20131621. Despite this, the leaders of Lhasa still claimed their allegiance to the Phagmodru as well as the Gelug, while the \u00dc-Tsang king allied with the Karmapa. Tensions rose between the nationalistic \u00dc-Tsang ruler and the Mongols who safeguarded their Mongol Dalai Lama in Lhasa. The fourth Dalai Lama refused to give an audience to the \u00dc-Tsang king, which sparked a conflict as the latter began assaulting Gelug monasteries. Chen writes of the speculation over the fourth Dalai Lama's mysterious death and the plot of the \u00dc-Tsang king to have him murdered for \"cursing\" him with illness, although Chen writes that the murder was most likely the result of a feudal power struggle. In 1618, only two years after Yonten Gyatso died, the Gelug and the Karma Kargyu went to war, the Karma Kargyu supported by the secular \u00dc-Tsang king. The \u00dc-Tsang ruler had a large number of Gelugpa lamas killed, occupied their monasteries at Drepung and Sera, and outlawed any attempts to find another Dalai Lama. In 1621, the \u00dc-Tsang king died and was succeeded by his young son Karma Tenkyong, an event which stymied the war effort as the latter accepted the six-year-old Lozang Gyatso as the new Dalai Lama. Despite the new Dalai Lama's diplomatic efforts to maintain friendly relations with the new \u00dc-Tsang ruler, Sonam Rapten (1595\u20131657), the Dalai Lama's chief steward and treasurer at Drepung, made efforts to overthrow the \u00dc-Tsang king, which led to another conflict. In 1633, the Gelugpas and several thousand Mongol adherents defeated the \u00dc-Tsang king's troops near Lhasa before a peaceful negotiation was settled. Goldstein writes that in this the \"Mongols were again playing a significant role in Tibetan affairs, this time as the military arm of the Dalai Lama.\"", "targets": "Who did \u00dc-Tsang king have an alliance with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae137b420aa44b77bac3f100d76cb22d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1565, the powerful Rinbung princes were overthrown by one of their own ministers, Karma Tseten who styled himself as the Tsangpa, \"the one of Tsang\", and established his base of power at Shigatse. The second successor of this first Tsang king, Karma Phuntsok Namgyal, took control of the whole of Central Tibet (\u00dc-Tsang), reigning from 1611\u20131621. Despite this, the leaders of Lhasa still claimed their allegiance to the Phagmodru as well as the Gelug, while the \u00dc-Tsang king allied with the Karmapa. Tensions rose between the nationalistic \u00dc-Tsang ruler and the Mongols who safeguarded their Mongol Dalai Lama in Lhasa. The fourth Dalai Lama refused to give an audience to the \u00dc-Tsang king, which sparked a conflict as the latter began assaulting Gelug monasteries. Chen writes of the speculation over the fourth Dalai Lama's mysterious death and the plot of the \u00dc-Tsang king to have him murdered for \"cursing\" him with illness, although Chen writes that the murder was most likely the result of a feudal power struggle. In 1618, only two years after Yonten Gyatso died, the Gelug and the Karma Kargyu went to war, the Karma Kargyu supported by the secular \u00dc-Tsang king. The \u00dc-Tsang ruler had a large number of Gelugpa lamas killed, occupied their monasteries at Drepung and Sera, and outlawed any attempts to find another Dalai Lama. In 1621, the \u00dc-Tsang king died and was succeeded by his young son Karma Tenkyong, an event which stymied the war effort as the latter accepted the six-year-old Lozang Gyatso as the new Dalai Lama. Despite the new Dalai Lama's diplomatic efforts to maintain friendly relations with the new \u00dc-Tsang ruler, Sonam Rapten (1595\u20131657), the Dalai Lama's chief steward and treasurer at Drepung, made efforts to overthrow the \u00dc-Tsang king, which led to another conflict. In 1633, the Gelugpas and several thousand Mongol adherents defeated the \u00dc-Tsang king's troops near Lhasa before a peaceful negotiation was settled. Goldstein writes that in this the \"Mongols were again playing a significant role in Tibetan affairs, this time as the military arm of the Dalai Lama.\"", "targets": "Who refused an audience with the \u00dc-Tsang king?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ef8e8153df4c5f87fa3d89cb69d490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cretaceous, the late Paleozoic-early Mesozoic supercontinent of Pangaea completed its breakup into present day continents, although their positions were substantially different at the time. As the Atlantic Ocean widened, the convergent-margin orogenies that had begun during the Jurassic continued in the North American Cordillera, as the Nevadan orogeny was followed by the Sevier and Laramide orogenies. Though Gondwana was still intact in the beginning of the Cretaceous, Gondwana itself broke up as South America, Antarctica and Australia rifted away from Africa (though India and Madagascar remained attached to each other); thus, the South Atlantic and Indian Oceans were newly formed. Such active rifting lifted great undersea mountain chains along the welts, raising eustatic sea levels worldwide.", "targets": "The current continents were formerly known as what continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ef8e8153df4c5f87fa3d89cb69d490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cretaceous, the late Paleozoic-early Mesozoic supercontinent of Pangaea completed its breakup into present day continents, although their positions were substantially different at the time. As the Atlantic Ocean widened, the convergent-margin orogenies that had begun during the Jurassic continued in the North American Cordillera, as the Nevadan orogeny was followed by the Sevier and Laramide orogenies. Though Gondwana was still intact in the beginning of the Cretaceous, Gondwana itself broke up as South America, Antarctica and Australia rifted away from Africa (though India and Madagascar remained attached to each other); thus, the South Atlantic and Indian Oceans were newly formed. Such active rifting lifted great undersea mountain chains along the welts, raising eustatic sea levels worldwide.", "targets": "Which oregenies followed the Nevadan in the Cretaceous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ef8e8153df4c5f87fa3d89cb69d490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cretaceous, the late Paleozoic-early Mesozoic supercontinent of Pangaea completed its breakup into present day continents, although their positions were substantially different at the time. As the Atlantic Ocean widened, the convergent-margin orogenies that had begun during the Jurassic continued in the North American Cordillera, as the Nevadan orogeny was followed by the Sevier and Laramide orogenies. Though Gondwana was still intact in the beginning of the Cretaceous, Gondwana itself broke up as South America, Antarctica and Australia rifted away from Africa (though India and Madagascar remained attached to each other); thus, the South Atlantic and Indian Oceans were newly formed. Such active rifting lifted great undersea mountain chains along the welts, raising eustatic sea levels worldwide.", "targets": "South America was formerly which continent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ef8e8153df4c5f87fa3d89cb69d490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cretaceous, the late Paleozoic-early Mesozoic supercontinent of Pangaea completed its breakup into present day continents, although their positions were substantially different at the time. As the Atlantic Ocean widened, the convergent-margin orogenies that had begun during the Jurassic continued in the North American Cordillera, as the Nevadan orogeny was followed by the Sevier and Laramide orogenies. Though Gondwana was still intact in the beginning of the Cretaceous, Gondwana itself broke up as South America, Antarctica and Australia rifted away from Africa (though India and Madagascar remained attached to each other); thus, the South Atlantic and Indian Oceans were newly formed. Such active rifting lifted great undersea mountain chains along the welts, raising eustatic sea levels worldwide.", "targets": "The rifting in the Cretaceous had what result on the oceans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49ef8e8153df4c5f87fa3d89cb69d490", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Cretaceous, the late Paleozoic-early Mesozoic supercontinent of Pangaea completed its breakup into present day continents, although their positions were substantially different at the time. As the Atlantic Ocean widened, the convergent-margin orogenies that had begun during the Jurassic continued in the North American Cordillera, as the Nevadan orogeny was followed by the Sevier and Laramide orogenies. Though Gondwana was still intact in the beginning of the Cretaceous, Gondwana itself broke up as South America, Antarctica and Australia rifted away from Africa (though India and Madagascar remained attached to each other); thus, the South Atlantic and Indian Oceans were newly formed. Such active rifting lifted great undersea mountain chains along the welts, raising eustatic sea levels worldwide.", "targets": "Antarctica was a part of what supercontinent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4a05c986cbd4b5296491757c2c7513e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Renewable energy technologies are getting cheaper, through technological change and through the benefits of mass production and market competition. A 2011 IEA report said: \"A portfolio of renewable energy technologies is becoming cost-competitive in an increasingly broad range of circumstances, in some cases providing investment opportunities without the need for specific economic support,\" and added that \"cost reductions in critical technologies, such as wind and solar, are set to continue.\" As of 2011[update], there have been substantial reductions in the cost of solar and wind technologies:", "targets": "What is getting cheaper as a result of technilogical change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4a05c986cbd4b5296491757c2c7513e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Renewable energy technologies are getting cheaper, through technological change and through the benefits of mass production and market competition. A 2011 IEA report said: \"A portfolio of renewable energy technologies is becoming cost-competitive in an increasingly broad range of circumstances, in some cases providing investment opportunities without the need for specific economic support,\" and added that \"cost reductions in critical technologies, such as wind and solar, are set to continue.\" As of 2011[update], there have been substantial reductions in the cost of solar and wind technologies:", "targets": "As of what year have there been substantial reductions in the cost of solar and wind technologies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4a05c986cbd4b5296491757c2c7513e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Renewable energy technologies are getting cheaper, through technological change and through the benefits of mass production and market competition. A 2011 IEA report said: \"A portfolio of renewable energy technologies is becoming cost-competitive in an increasingly broad range of circumstances, in some cases providing investment opportunities without the need for specific economic support,\" and added that \"cost reductions in critical technologies, such as wind and solar, are set to continue.\" As of 2011[update], there have been substantial reductions in the cost of solar and wind technologies:", "targets": "What group stated that \"cost reductions in critical technologies, such as wind and solar, are set to continue?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "What year did season ten of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "In which season of American Idol did Steven Tyler and Jennifer Lopez become judges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "Who replace weekly mentors as a more permanent mentor on American Idols tenth season? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "What show did Simon Cowell join after leaving American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "Who was the executive producer of American Idols tenth season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "When did season ten premiere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "Who returned as executive producer this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "Which two new judges joined Randy Jackson on the judges' panel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98fdf2fd963f428da1938285baff2c6a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Season ten of the series premiered on January 19, 2011. Many changes were introduced this season, from the format to the personnel of the show. Jennifer Lopez and Steven Tyler joined Randy Jackson as judges following the departures of Simon Cowell (who left to launch the U.S. version of The X Factor), Kara DioGuardi (whose contract was not renewed) and Ellen DeGeneres, while Nigel Lythgoe returned as executive producer. Jimmy Iovine, chairman of the Interscope Geffen A&M label group, the new partner of American Idol, acted as the in-house mentor in place of weekly guest mentors, although in later episodes special guest mentors such as Beyonc\u00e9, will.i.am and Lady Gaga were brought in.", "targets": "Who was the in-house mentor this season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "For how many seasons were the three original judges on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "How many judges were originally planned for American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "What New York radio personalty was hired as a judge for American Idol in season two but declined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "What radio DJ was originally hired as a judge in season one but declined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "How many judges were originally intended for the show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "Which judge quit before the premiere, citing image concerns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "During Season two, which judge quit after a few days?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fe8027f792d4e1a945248a3e9e57e2c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The show had originally planned on having four judges following the Pop Idol format; however, only three judges had been found by the time of the audition round in the first season, namely Randy Jackson, Paula Abdul and Simon Cowell. A fourth judge, radio DJ Stryker, was originally chosen but he dropped out citing \"image concerns\". In the second season, New York radio personality Angie Martinez had been hired as a fourth judge but withdrew only after a few days of auditions due to not being comfortable with giving out criticism. The show decided to continue with the three judges format until season eight. All three original judges stayed on the judging panel for eight seasons.", "targets": "When did American Idol change to a four-judge panel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3630df9e1e89400193f745ca17a50b3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inspection service is designed to provide access to the hoistway and car top for inspection and maintenance purposes by qualified elevator mechanics. It is first activated by a key switch on the car operating panel usually labeled 'Inspection', 'Car Top', 'Access Enable' or 'HWENAB'. When this switch is activated the elevator will come to a stop if moving, car calls will be canceled (and the buttons disabled), and hall calls will be assigned to other elevator cars in the group (or canceled in a single elevator configuration). The elevator can now only be moved by the corresponding 'Access' key switches, usually located at the highest (to access the top of the car) and lowest (to access the elevator pit) landings. The access key switches will allow the car to move at reduced inspection speed with the hoistway door open. This speed can range from anywhere up to 60% of normal operating speed on most controllers, and is usually defined by local safety codes.", "targets": "Who is authorized to provide inspection and/or maintenance of the elevator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3630df9e1e89400193f745ca17a50b3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inspection service is designed to provide access to the hoistway and car top for inspection and maintenance purposes by qualified elevator mechanics. It is first activated by a key switch on the car operating panel usually labeled 'Inspection', 'Car Top', 'Access Enable' or 'HWENAB'. When this switch is activated the elevator will come to a stop if moving, car calls will be canceled (and the buttons disabled), and hall calls will be assigned to other elevator cars in the group (or canceled in a single elevator configuration). The elevator can now only be moved by the corresponding 'Access' key switches, usually located at the highest (to access the top of the car) and lowest (to access the elevator pit) landings. The access key switches will allow the car to move at reduced inspection speed with the hoistway door open. This speed can range from anywhere up to 60% of normal operating speed on most controllers, and is usually defined by local safety codes.", "targets": "What is the purpose of the Inspection service? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3630df9e1e89400193f745ca17a50b3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inspection service is designed to provide access to the hoistway and car top for inspection and maintenance purposes by qualified elevator mechanics. It is first activated by a key switch on the car operating panel usually labeled 'Inspection', 'Car Top', 'Access Enable' or 'HWENAB'. When this switch is activated the elevator will come to a stop if moving, car calls will be canceled (and the buttons disabled), and hall calls will be assigned to other elevator cars in the group (or canceled in a single elevator configuration). The elevator can now only be moved by the corresponding 'Access' key switches, usually located at the highest (to access the top of the car) and lowest (to access the elevator pit) landings. The access key switches will allow the car to move at reduced inspection speed with the hoistway door open. This speed can range from anywhere up to 60% of normal operating speed on most controllers, and is usually defined by local safety codes.", "targets": "What action initiates it's activation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3630df9e1e89400193f745ca17a50b3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inspection service is designed to provide access to the hoistway and car top for inspection and maintenance purposes by qualified elevator mechanics. It is first activated by a key switch on the car operating panel usually labeled 'Inspection', 'Car Top', 'Access Enable' or 'HWENAB'. When this switch is activated the elevator will come to a stop if moving, car calls will be canceled (and the buttons disabled), and hall calls will be assigned to other elevator cars in the group (or canceled in a single elevator configuration). The elevator can now only be moved by the corresponding 'Access' key switches, usually located at the highest (to access the top of the car) and lowest (to access the elevator pit) landings. The access key switches will allow the car to move at reduced inspection speed with the hoistway door open. This speed can range from anywhere up to 60% of normal operating speed on most controllers, and is usually defined by local safety codes.", "targets": "WWhat's the first thing to happen when the switch is activated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3630df9e1e89400193f745ca17a50b3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Inspection service is designed to provide access to the hoistway and car top for inspection and maintenance purposes by qualified elevator mechanics. It is first activated by a key switch on the car operating panel usually labeled 'Inspection', 'Car Top', 'Access Enable' or 'HWENAB'. When this switch is activated the elevator will come to a stop if moving, car calls will be canceled (and the buttons disabled), and hall calls will be assigned to other elevator cars in the group (or canceled in a single elevator configuration). The elevator can now only be moved by the corresponding 'Access' key switches, usually located at the highest (to access the top of the car) and lowest (to access the elevator pit) landings. The access key switches will allow the car to move at reduced inspection speed with the hoistway door open. This speed can range from anywhere up to 60% of normal operating speed on most controllers, and is usually defined by local safety codes.", "targets": "Once activatated, what is the only way to deactivate it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "Who identified the active substance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "Who developed the method to obtain epinephrine in a pure state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "Who marketed epinephrine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "What trade name was epinephrine marketed under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "As an inhaler, what was epinephrine used to treat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "Who developed the method to get epinephrine in it's pure form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "What could epinephrine treat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "When did epinephrine stop being available in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "What trade name was epinephrine marketed under?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "In what year was epinephrine discovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "What was the trade name of epinephrine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "Who first discovered epinephrine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "What is epinephrine used to treat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3054909b591f4de592ff2653c6b424bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the 1890s the profound effect of adrenal extracts on many different tissue types had been discovered, setting off a search both for the mechanism of chemical signalling and efforts to exploit these observations for the development of new drugs. The blood pressure raising and vasoconstrictive effects of adrenal extracts were of particular interest to surgeons as hemostatic agents and as treatment for shock, and a number of companies developed products based on adrenal extracts containing varying purities of the active substance. In 1897 John Abel of Johns Hopkins University identified the active principle as epinephrine, which he isolated in an impure state as the sulfate salt. Industrial chemist Jokichi Takamine later developed a method for obtaining epinephrine in a pure state, and licensed the technology to Parke Davis. Parke Davis marketed epinephrine under the trade name Adrenalin. Injected epinephrine proved to be especially efficacious for the acute treatment of asthma attacks, and an inhaled version was sold in the United States until 2011 (Primatene Mist). By 1929 epinephrine had been formulated into an inhaler for use in the treatment of nasal congestion.", "targets": "In what year was Primatene Mist no longer sold in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "In what year was Brigham Young Academy split into two separate schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "What was the name of the land purchased by BYU in 1904?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "How old was George H. Brimhall when he completed High School?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "What topic was excluded from being taught at BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "Who was chosen to head BYU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "In 1903, which two institutions was Brigham Young Univesity replaced with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "Who we responsible for the giant \"Y\" that is embedded on a mountain near the campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "At what age did BYU's elected president in 1904, George H. Brimhall, receive his high school education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "What brief crisis rose in the school at the time of Brimhall's presidency that caused the crises' theory to not be taught for a time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0a17a6736eb84fd2b182e3075636d733", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1903, Brigham Young Academy was dissolved, and was replaced by two institutions: Brigham Young High School, and Brigham Young University. (The BY High School class of 1907 was ultimately responsible for the famous giant \"Y\" that is to this day embedded on a mountain near campus.) The Board elected George H. Brimhall as the new President of BYU. He had not received a high school education until he was forty. Nevertheless, he was an excellent orator and organizer. Under his tenure in 1904 the new Brigham Young University bought 17 acres (69,000 m2) of land from Provo called \"Temple Hill\". After some controversy among locals over BYU's purchase of this property, construction began in 1909 on the first building on the current campus, the Karl G. Maeser Memorial. Brimhall also presided over the University during a brief crisis involving the theory of evolution. The religious nature of the school seemed at the time to collide with this scientific theory. Joseph F. Smith, LDS Church president, settled the question for a time by asking that evolution not be taught at the school. A few have described the school at this time as nothing more than a \"religious seminary\". However, many of its graduates at this time would go on to great success and become well renowned in their fields.", "targets": "What property was George Brimhall responsible for purchasing for the campus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6b3ab2ac1d4e30a3f8662cdff6386a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunni Islam of the Hanafi school has been officially recognized by the government since 2009. Tajikistan considers itself a secular state with a Constitution providing for freedom of religion. The Government has declared two Islamic holidays, Id Al-Fitr and Idi Qurbon, as state holidays. According to a U.S. State Department release and Pew research group, the population of Tajikistan is 98% Muslim. Approximately 87%\u201395% of them are Sunni and roughly 3% are Shia and roughly 7% are non-denominational Muslims. The remaining 2% of the population are followers of Russian Orthodoxy, Protestantism, Zoroastrianism and Buddhism. A great majority of Muslims fast during Ramadan, although only about one third in the countryside and 10% in the cities observe daily prayer and dietary restrictions.", "targets": "What school has been recognized by the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6b3ab2ac1d4e30a3f8662cdff6386a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunni Islam of the Hanafi school has been officially recognized by the government since 2009. Tajikistan considers itself a secular state with a Constitution providing for freedom of religion. The Government has declared two Islamic holidays, Id Al-Fitr and Idi Qurbon, as state holidays. According to a U.S. State Department release and Pew research group, the population of Tajikistan is 98% Muslim. Approximately 87%\u201395% of them are Sunni and roughly 3% are Shia and roughly 7% are non-denominational Muslims. The remaining 2% of the population are followers of Russian Orthodoxy, Protestantism, Zoroastrianism and Buddhism. A great majority of Muslims fast during Ramadan, although only about one third in the countryside and 10% in the cities observe daily prayer and dietary restrictions.", "targets": "What kind of state does Tajikistan see itself as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6b3ab2ac1d4e30a3f8662cdff6386a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunni Islam of the Hanafi school has been officially recognized by the government since 2009. Tajikistan considers itself a secular state with a Constitution providing for freedom of religion. The Government has declared two Islamic holidays, Id Al-Fitr and Idi Qurbon, as state holidays. According to a U.S. State Department release and Pew research group, the population of Tajikistan is 98% Muslim. Approximately 87%\u201395% of them are Sunni and roughly 3% are Shia and roughly 7% are non-denominational Muslims. The remaining 2% of the population are followers of Russian Orthodoxy, Protestantism, Zoroastrianism and Buddhism. A great majority of Muslims fast during Ramadan, although only about one third in the countryside and 10% in the cities observe daily prayer and dietary restrictions.", "targets": "What are the two national Islamic holidays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab6b3ab2ac1d4e30a3f8662cdff6386a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sunni Islam of the Hanafi school has been officially recognized by the government since 2009. Tajikistan considers itself a secular state with a Constitution providing for freedom of religion. The Government has declared two Islamic holidays, Id Al-Fitr and Idi Qurbon, as state holidays. According to a U.S. State Department release and Pew research group, the population of Tajikistan is 98% Muslim. Approximately 87%\u201395% of them are Sunni and roughly 3% are Shia and roughly 7% are non-denominational Muslims. The remaining 2% of the population are followers of Russian Orthodoxy, Protestantism, Zoroastrianism and Buddhism. A great majority of Muslims fast during Ramadan, although only about one third in the countryside and 10% in the cities observe daily prayer and dietary restrictions.", "targets": "What percent of the population is muslim?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb2f86afeae4af1b4b2a3ab505c82ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long before the exemption is considered by the Endangered Species Committee, the Forest Service, and either the FWS or the NMFS will have consulted on the biological implications of the timber harvest. The consultation can be informal, to determine if harm may occur; and then formal if the harm is believed to be likely. The questions to be answered in these consultations are whether the species will be harmed, whether the habitat will be harmed and if the action will aid or hinder the recovery of the listed species.", "targets": "Who reviews exemption considerations before the Endangered Species committee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb2f86afeae4af1b4b2a3ab505c82ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long before the exemption is considered by the Endangered Species Committee, the Forest Service, and either the FWS or the NMFS will have consulted on the biological implications of the timber harvest. The consultation can be informal, to determine if harm may occur; and then formal if the harm is believed to be likely. The questions to be answered in these consultations are whether the species will be harmed, whether the habitat will be harmed and if the action will aid or hinder the recovery of the listed species.", "targets": "During informal consultation, what is the goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb2f86afeae4af1b4b2a3ab505c82ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long before the exemption is considered by the Endangered Species Committee, the Forest Service, and either the FWS or the NMFS will have consulted on the biological implications of the timber harvest. The consultation can be informal, to determine if harm may occur; and then formal if the harm is believed to be likely. The questions to be answered in these consultations are whether the species will be harmed, whether the habitat will be harmed and if the action will aid or hinder the recovery of the listed species.", "targets": "What prompts the need for formal consultation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2cb2f86afeae4af1b4b2a3ab505c82ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Long before the exemption is considered by the Endangered Species Committee, the Forest Service, and either the FWS or the NMFS will have consulted on the biological implications of the timber harvest. The consultation can be informal, to determine if harm may occur; and then formal if the harm is believed to be likely. The questions to be answered in these consultations are whether the species will be harmed, whether the habitat will be harmed and if the action will aid or hinder the recovery of the listed species.", "targets": "What considerations are weighed during the consultations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c0ab6bb7cdc43069509b5c255ac72e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A B cell identifies pathogens when antibodies on its surface bind to a specific foreign antigen. This antigen/antibody complex is taken up by the B cell and processed by proteolysis into peptides. The B cell then displays these antigenic peptides on its surface MHC class II molecules. This combination of MHC and antigen attracts a matching helper T cell, which releases lymphokines and activates the B cell. As the activated B cell then begins to divide, its offspring (plasma cells) secrete millions of copies of the antibody that recognizes this antigen. These antibodies circulate in blood plasma and lymph, bind to pathogens expressing the antigen and mark them for destruction by complement activation or for uptake and destruction by phagocytes. Antibodies can also neutralize challenges directly, by binding to bacterial toxins or by interfering with the receptors that viruses and bacteria use to infect cells.", "targets": "What kind of cell identifies pathogens when the antibodies on its surface complex with a specific foreign antigen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c0ab6bb7cdc43069509b5c255ac72e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A B cell identifies pathogens when antibodies on its surface bind to a specific foreign antigen. This antigen/antibody complex is taken up by the B cell and processed by proteolysis into peptides. The B cell then displays these antigenic peptides on its surface MHC class II molecules. This combination of MHC and antigen attracts a matching helper T cell, which releases lymphokines and activates the B cell. As the activated B cell then begins to divide, its offspring (plasma cells) secrete millions of copies of the antibody that recognizes this antigen. These antibodies circulate in blood plasma and lymph, bind to pathogens expressing the antigen and mark them for destruction by complement activation or for uptake and destruction by phagocytes. Antibodies can also neutralize challenges directly, by binding to bacterial toxins or by interfering with the receptors that viruses and bacteria use to infect cells.", "targets": "What is the process by which the antigen/antibody complex is processed in to peptides?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c0ab6bb7cdc43069509b5c255ac72e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A B cell identifies pathogens when antibodies on its surface bind to a specific foreign antigen. This antigen/antibody complex is taken up by the B cell and processed by proteolysis into peptides. The B cell then displays these antigenic peptides on its surface MHC class II molecules. This combination of MHC and antigen attracts a matching helper T cell, which releases lymphokines and activates the B cell. As the activated B cell then begins to divide, its offspring (plasma cells) secrete millions of copies of the antibody that recognizes this antigen. These antibodies circulate in blood plasma and lymph, bind to pathogens expressing the antigen and mark them for destruction by complement activation or for uptake and destruction by phagocytes. Antibodies can also neutralize challenges directly, by binding to bacterial toxins or by interfering with the receptors that viruses and bacteria use to infect cells.", "targets": "What does the matching helper T cell release when it binds with the MHC:antigen complex of the B cell?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e694a5b3dfab4a96b0f4c65e568833df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an attempt to curb air pollution in New Delhi, which gets worst during the winter, a temporary alternate-day travel scheme for cars using the odd- and even-numbered license plates system was announced by Delhi government in December 2015. In addition, trucks will be allowed to enter India's capital only after 11 p.m., two hours later than the existing restriction. The driving restriction scheme is planned to be implemented as a trial from January 1, 2016 for an initial period of 15 days. The restriction will be in force between 8 a.m. and 8 p.m., and traffic will not be restricted on Sundays. Public transportation service will be increased during the restriction period.", "targets": "In what season does New Delhi's air pollution worsen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e694a5b3dfab4a96b0f4c65e568833df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an attempt to curb air pollution in New Delhi, which gets worst during the winter, a temporary alternate-day travel scheme for cars using the odd- and even-numbered license plates system was announced by Delhi government in December 2015. In addition, trucks will be allowed to enter India's capital only after 11 p.m., two hours later than the existing restriction. The driving restriction scheme is planned to be implemented as a trial from January 1, 2016 for an initial period of 15 days. The restriction will be in force between 8 a.m. and 8 p.m., and traffic will not be restricted on Sundays. Public transportation service will be increased during the restriction period.", "targets": "What method was introduced in December 2015 to reduce New Delhi's air pollution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e694a5b3dfab4a96b0f4c65e568833df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an attempt to curb air pollution in New Delhi, which gets worst during the winter, a temporary alternate-day travel scheme for cars using the odd- and even-numbered license plates system was announced by Delhi government in December 2015. In addition, trucks will be allowed to enter India's capital only after 11 p.m., two hours later than the existing restriction. The driving restriction scheme is planned to be implemented as a trial from January 1, 2016 for an initial period of 15 days. The restriction will be in force between 8 a.m. and 8 p.m., and traffic will not be restricted on Sundays. Public transportation service will be increased during the restriction period.", "targets": "New Delhi's alternate-day travel scheme allowed trucks to enter the city after what hour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e694a5b3dfab4a96b0f4c65e568833df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an attempt to curb air pollution in New Delhi, which gets worst during the winter, a temporary alternate-day travel scheme for cars using the odd- and even-numbered license plates system was announced by Delhi government in December 2015. In addition, trucks will be allowed to enter India's capital only after 11 p.m., two hours later than the existing restriction. The driving restriction scheme is planned to be implemented as a trial from January 1, 2016 for an initial period of 15 days. The restriction will be in force between 8 a.m. and 8 p.m., and traffic will not be restricted on Sundays. Public transportation service will be increased during the restriction period.", "targets": "How long is the initial trial period for New Delhi's driving restriction scheme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e694a5b3dfab4a96b0f4c65e568833df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an attempt to curb air pollution in New Delhi, which gets worst during the winter, a temporary alternate-day travel scheme for cars using the odd- and even-numbered license plates system was announced by Delhi government in December 2015. In addition, trucks will be allowed to enter India's capital only after 11 p.m., two hours later than the existing restriction. The driving restriction scheme is planned to be implemented as a trial from January 1, 2016 for an initial period of 15 days. The restriction will be in force between 8 a.m. and 8 p.m., and traffic will not be restricted on Sundays. Public transportation service will be increased during the restriction period.", "targets": "On what day of the week will travel remain unrestricted by New Delhi's alternate day driving scheme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3c25cf254b4cce9e2f73d04615a8d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his early years, Bell showed a sensitive nature and a talent for art, poetry, and music that was encouraged by his mother. With no formal training, he mastered the piano and became the family's pianist. Despite being normally quiet and introspective, he reveled in mimicry and \"voice tricks\" akin to ventriloquism that continually entertained family guests during their occasional visits. Bell was also deeply affected by his mother's gradual deafness, (she began to lose her hearing when he was 12) and learned a manual finger language so he could sit at her side and tap out silently the conversations swirling around the family parlour. He also developed a technique of speaking in clear, modulated tones directly into his mother's forehead wherein she would hear him with reasonable clarity. Bell's preoccupation with his mother's deafness led him to study acoustics.", "targets": "Bell was gifted at art, poetry, and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3c25cf254b4cce9e2f73d04615a8d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his early years, Bell showed a sensitive nature and a talent for art, poetry, and music that was encouraged by his mother. With no formal training, he mastered the piano and became the family's pianist. Despite being normally quiet and introspective, he reveled in mimicry and \"voice tricks\" akin to ventriloquism that continually entertained family guests during their occasional visits. Bell was also deeply affected by his mother's gradual deafness, (she began to lose her hearing when he was 12) and learned a manual finger language so he could sit at her side and tap out silently the conversations swirling around the family parlour. He also developed a technique of speaking in clear, modulated tones directly into his mother's forehead wherein she would hear him with reasonable clarity. Bell's preoccupation with his mother's deafness led him to study acoustics.", "targets": "What did Bell succeed at without being taught?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3c25cf254b4cce9e2f73d04615a8d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his early years, Bell showed a sensitive nature and a talent for art, poetry, and music that was encouraged by his mother. With no formal training, he mastered the piano and became the family's pianist. Despite being normally quiet and introspective, he reveled in mimicry and \"voice tricks\" akin to ventriloquism that continually entertained family guests during their occasional visits. Bell was also deeply affected by his mother's gradual deafness, (she began to lose her hearing when he was 12) and learned a manual finger language so he could sit at her side and tap out silently the conversations swirling around the family parlour. He also developed a technique of speaking in clear, modulated tones directly into his mother's forehead wherein she would hear him with reasonable clarity. Bell's preoccupation with his mother's deafness led him to study acoustics.", "targets": "How old was Bell when his mom started to go deaf?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3c25cf254b4cce9e2f73d04615a8d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his early years, Bell showed a sensitive nature and a talent for art, poetry, and music that was encouraged by his mother. With no formal training, he mastered the piano and became the family's pianist. Despite being normally quiet and introspective, he reveled in mimicry and \"voice tricks\" akin to ventriloquism that continually entertained family guests during their occasional visits. Bell was also deeply affected by his mother's gradual deafness, (she began to lose her hearing when he was 12) and learned a manual finger language so he could sit at her side and tap out silently the conversations swirling around the family parlour. He also developed a technique of speaking in clear, modulated tones directly into his mother's forehead wherein she would hear him with reasonable clarity. Bell's preoccupation with his mother's deafness led him to study acoustics.", "targets": "What part of his mom's head would Bell talk into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bf3c25cf254b4cce9e2f73d04615a8d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From his early years, Bell showed a sensitive nature and a talent for art, poetry, and music that was encouraged by his mother. With no formal training, he mastered the piano and became the family's pianist. Despite being normally quiet and introspective, he reveled in mimicry and \"voice tricks\" akin to ventriloquism that continually entertained family guests during their occasional visits. Bell was also deeply affected by his mother's gradual deafness, (she began to lose her hearing when he was 12) and learned a manual finger language so he could sit at her side and tap out silently the conversations swirling around the family parlour. He also developed a technique of speaking in clear, modulated tones directly into his mother's forehead wherein she would hear him with reasonable clarity. Bell's preoccupation with his mother's deafness led him to study acoustics.", "targets": "What did Bell research because of his mom's deafness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cfbf11daeb74a3398ff8ecb6806da9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland derives its name from a later king named Mswati II. KaNgwane, named for Ngwane III, is an alternative name for Swaziland the surname of whose royal house remains Nkhosi Dlamini. Nkhosi literally means \"king\". Mswati II was the greatest of the fighting kings of Swaziland, and he greatly extended the area of the country to twice its current size. The Emakhandzambili clans were initially incorporated into the kingdom with wide autonomy, often including grants of special ritual and political status. The extent of their autonomy however was drastically curtailed by Mswati, who attacked and subdued some of them in the 1850s.", "targets": "What is the literal translation of Nkhosi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cfbf11daeb74a3398ff8ecb6806da9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland derives its name from a later king named Mswati II. KaNgwane, named for Ngwane III, is an alternative name for Swaziland the surname of whose royal house remains Nkhosi Dlamini. Nkhosi literally means \"king\". Mswati II was the greatest of the fighting kings of Swaziland, and he greatly extended the area of the country to twice its current size. The Emakhandzambili clans were initially incorporated into the kingdom with wide autonomy, often including grants of special ritual and political status. The extent of their autonomy however was drastically curtailed by Mswati, who attacked and subdued some of them in the 1850s.", "targets": "What did Mswati II do to the land controlled by Swaziland during his reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cfbf11daeb74a3398ff8ecb6806da9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland derives its name from a later king named Mswati II. KaNgwane, named for Ngwane III, is an alternative name for Swaziland the surname of whose royal house remains Nkhosi Dlamini. Nkhosi literally means \"king\". Mswati II was the greatest of the fighting kings of Swaziland, and he greatly extended the area of the country to twice its current size. The Emakhandzambili clans were initially incorporated into the kingdom with wide autonomy, often including grants of special ritual and political status. The extent of their autonomy however was drastically curtailed by Mswati, who attacked and subdued some of them in the 1850s.", "targets": "In terms of the most successful Swaziland kings in battle, who was the best?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cfbf11daeb74a3398ff8ecb6806da9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland derives its name from a later king named Mswati II. KaNgwane, named for Ngwane III, is an alternative name for Swaziland the surname of whose royal house remains Nkhosi Dlamini. Nkhosi literally means \"king\". Mswati II was the greatest of the fighting kings of Swaziland, and he greatly extended the area of the country to twice its current size. The Emakhandzambili clans were initially incorporated into the kingdom with wide autonomy, often including grants of special ritual and political status. The extent of their autonomy however was drastically curtailed by Mswati, who attacked and subdued some of them in the 1850s.", "targets": "What groups did Mswati attack in the mid 19th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1cfbf11daeb74a3398ff8ecb6806da9e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Swaziland derives its name from a later king named Mswati II. KaNgwane, named for Ngwane III, is an alternative name for Swaziland the surname of whose royal house remains Nkhosi Dlamini. Nkhosi literally means \"king\". Mswati II was the greatest of the fighting kings of Swaziland, and he greatly extended the area of the country to twice its current size. The Emakhandzambili clans were initially incorporated into the kingdom with wide autonomy, often including grants of special ritual and political status. The extent of their autonomy however was drastically curtailed by Mswati, who attacked and subdued some of them in the 1850s.", "targets": "Where does the name Swaziland originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e9ce22caa24f2b8b6b26426cf09efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most persistent theme throughout his films is tension in parent-child relationships. Parents (often fathers) are reluctant, absent or ignorant. Peter Banning in Hook starts off in the beginning of the film as a reluctant married-to-his-work parent who through the course of the film regains the respect of his children. The notable absence of Elliott's father in E.T., is the most famous example of this theme. In Indiana Jones and the Last Crusade, it is revealed that Indy has always had a very strained relationship with his father, who is a professor of medieval literature, as his father always seemed more interested in his work, specifically in his studies of the Holy Grail, than in his own son, although his father does not seem to realize or understand the negative effect that his aloof nature had on Indy (he even believes he was a good father in the sense that he taught his son \"self reliance,\" which is not how Indy saw it). Even Oskar Schindler, from Schindler's List, is reluctant to have a child with his wife. Munich depicts Avner as a man away from his wife and newborn daughter. There are of course exceptions; Brody in Jaws is a committed family man, while John Anderton in Minority Report is a shattered man after the disappearance of his son. This theme is arguably the most autobiographical aspect of Spielberg's films, since Spielberg himself was affected by his parents' divorce as a child and by the absence of his father. Furthermore, to this theme, protagonists in his films often come from families with divorced parents, most notably E.T. the Extra-Terrestrial (protagonist Elliot's mother is divorced) and Catch Me If You Can (Frank Abagnale's mother and father split early on in the film). Little known also is Tim in Jurassic Park (early in the film, another secondary character mentions Tim and Lex's parents' divorce). The family often shown divided is often resolved in the ending as well. Following this theme of reluctant fathers and father figures, Tim looks to Dr. Alan Grant as a father figure. Initially, Dr. Grant is reluctant to return those paternal feelings to Tim. However, by the end of the film, he has changed, and the kids even fall asleep with their heads on his shoulders.", "targets": "What was Indy's father's career?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e9ce22caa24f2b8b6b26426cf09efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most persistent theme throughout his films is tension in parent-child relationships. Parents (often fathers) are reluctant, absent or ignorant. Peter Banning in Hook starts off in the beginning of the film as a reluctant married-to-his-work parent who through the course of the film regains the respect of his children. The notable absence of Elliott's father in E.T., is the most famous example of this theme. In Indiana Jones and the Last Crusade, it is revealed that Indy has always had a very strained relationship with his father, who is a professor of medieval literature, as his father always seemed more interested in his work, specifically in his studies of the Holy Grail, than in his own son, although his father does not seem to realize or understand the negative effect that his aloof nature had on Indy (he even believes he was a good father in the sense that he taught his son \"self reliance,\" which is not how Indy saw it). Even Oskar Schindler, from Schindler's List, is reluctant to have a child with his wife. Munich depicts Avner as a man away from his wife and newborn daughter. There are of course exceptions; Brody in Jaws is a committed family man, while John Anderton in Minority Report is a shattered man after the disappearance of his son. This theme is arguably the most autobiographical aspect of Spielberg's films, since Spielberg himself was affected by his parents' divorce as a child and by the absence of his father. Furthermore, to this theme, protagonists in his films often come from families with divorced parents, most notably E.T. the Extra-Terrestrial (protagonist Elliot's mother is divorced) and Catch Me If You Can (Frank Abagnale's mother and father split early on in the film). Little known also is Tim in Jurassic Park (early in the film, another secondary character mentions Tim and Lex's parents' divorce). The family often shown divided is often resolved in the ending as well. Following this theme of reluctant fathers and father figures, Tim looks to Dr. Alan Grant as a father figure. Initially, Dr. Grant is reluctant to return those paternal feelings to Tim. However, by the end of the film, he has changed, and the kids even fall asleep with their heads on his shoulders.", "targets": "What artifact did Indy's father focus on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e9ce22caa24f2b8b6b26426cf09efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most persistent theme throughout his films is tension in parent-child relationships. Parents (often fathers) are reluctant, absent or ignorant. Peter Banning in Hook starts off in the beginning of the film as a reluctant married-to-his-work parent who through the course of the film regains the respect of his children. The notable absence of Elliott's father in E.T., is the most famous example of this theme. In Indiana Jones and the Last Crusade, it is revealed that Indy has always had a very strained relationship with his father, who is a professor of medieval literature, as his father always seemed more interested in his work, specifically in his studies of the Holy Grail, than in his own son, although his father does not seem to realize or understand the negative effect that his aloof nature had on Indy (he even believes he was a good father in the sense that he taught his son \"self reliance,\" which is not how Indy saw it). Even Oskar Schindler, from Schindler's List, is reluctant to have a child with his wife. Munich depicts Avner as a man away from his wife and newborn daughter. There are of course exceptions; Brody in Jaws is a committed family man, while John Anderton in Minority Report is a shattered man after the disappearance of his son. This theme is arguably the most autobiographical aspect of Spielberg's films, since Spielberg himself was affected by his parents' divorce as a child and by the absence of his father. Furthermore, to this theme, protagonists in his films often come from families with divorced parents, most notably E.T. the Extra-Terrestrial (protagonist Elliot's mother is divorced) and Catch Me If You Can (Frank Abagnale's mother and father split early on in the film). Little known also is Tim in Jurassic Park (early in the film, another secondary character mentions Tim and Lex's parents' divorce). The family often shown divided is often resolved in the ending as well. Following this theme of reluctant fathers and father figures, Tim looks to Dr. Alan Grant as a father figure. Initially, Dr. Grant is reluctant to return those paternal feelings to Tim. However, by the end of the film, he has changed, and the kids even fall asleep with their heads on his shoulders.", "targets": "What is Spielberg's most common theme?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e9ce22caa24f2b8b6b26426cf09efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most persistent theme throughout his films is tension in parent-child relationships. Parents (often fathers) are reluctant, absent or ignorant. Peter Banning in Hook starts off in the beginning of the film as a reluctant married-to-his-work parent who through the course of the film regains the respect of his children. The notable absence of Elliott's father in E.T., is the most famous example of this theme. In Indiana Jones and the Last Crusade, it is revealed that Indy has always had a very strained relationship with his father, who is a professor of medieval literature, as his father always seemed more interested in his work, specifically in his studies of the Holy Grail, than in his own son, although his father does not seem to realize or understand the negative effect that his aloof nature had on Indy (he even believes he was a good father in the sense that he taught his son \"self reliance,\" which is not how Indy saw it). Even Oskar Schindler, from Schindler's List, is reluctant to have a child with his wife. Munich depicts Avner as a man away from his wife and newborn daughter. There are of course exceptions; Brody in Jaws is a committed family man, while John Anderton in Minority Report is a shattered man after the disappearance of his son. This theme is arguably the most autobiographical aspect of Spielberg's films, since Spielberg himself was affected by his parents' divorce as a child and by the absence of his father. Furthermore, to this theme, protagonists in his films often come from families with divorced parents, most notably E.T. the Extra-Terrestrial (protagonist Elliot's mother is divorced) and Catch Me If You Can (Frank Abagnale's mother and father split early on in the film). Little known also is Tim in Jurassic Park (early in the film, another secondary character mentions Tim and Lex's parents' divorce). The family often shown divided is often resolved in the ending as well. Following this theme of reluctant fathers and father figures, Tim looks to Dr. Alan Grant as a father figure. Initially, Dr. Grant is reluctant to return those paternal feelings to Tim. However, by the end of the film, he has changed, and the kids even fall asleep with their heads on his shoulders.", "targets": "Whose son disappeared in 'Minority Report'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63e9ce22caa24f2b8b6b26426cf09efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most persistent theme throughout his films is tension in parent-child relationships. Parents (often fathers) are reluctant, absent or ignorant. Peter Banning in Hook starts off in the beginning of the film as a reluctant married-to-his-work parent who through the course of the film regains the respect of his children. The notable absence of Elliott's father in E.T., is the most famous example of this theme. In Indiana Jones and the Last Crusade, it is revealed that Indy has always had a very strained relationship with his father, who is a professor of medieval literature, as his father always seemed more interested in his work, specifically in his studies of the Holy Grail, than in his own son, although his father does not seem to realize or understand the negative effect that his aloof nature had on Indy (he even believes he was a good father in the sense that he taught his son \"self reliance,\" which is not how Indy saw it). Even Oskar Schindler, from Schindler's List, is reluctant to have a child with his wife. Munich depicts Avner as a man away from his wife and newborn daughter. There are of course exceptions; Brody in Jaws is a committed family man, while John Anderton in Minority Report is a shattered man after the disappearance of his son. This theme is arguably the most autobiographical aspect of Spielberg's films, since Spielberg himself was affected by his parents' divorce as a child and by the absence of his father. Furthermore, to this theme, protagonists in his films often come from families with divorced parents, most notably E.T. the Extra-Terrestrial (protagonist Elliot's mother is divorced) and Catch Me If You Can (Frank Abagnale's mother and father split early on in the film). Little known also is Tim in Jurassic Park (early in the film, another secondary character mentions Tim and Lex's parents' divorce). The family often shown divided is often resolved in the ending as well. Following this theme of reluctant fathers and father figures, Tim looks to Dr. Alan Grant as a father figure. Initially, Dr. Grant is reluctant to return those paternal feelings to Tim. However, by the end of the film, he has changed, and the kids even fall asleep with their heads on his shoulders.", "targets": "Whose parents divorced in 'Catch Me If You Can'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a08930678c4856906749856859c693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the government of St. Helena funded the creation of the St. Helena Human Rights Action Plan 2012-2015. Work is being done under this action plan, including publishing awareness-raising articles in local newspapers, providing support for members of the public with human rights queries, and extending several UN Conventions on human rights to St. Helena.", "targets": "What did the government of Saint Helena fund in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a08930678c4856906749856859c693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the government of St. Helena funded the creation of the St. Helena Human Rights Action Plan 2012-2015. Work is being done under this action plan, including publishing awareness-raising articles in local newspapers, providing support for members of the public with human rights queries, and extending several UN Conventions on human rights to St. Helena.", "targets": "What kind of articles were published to help this plan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a08930678c4856906749856859c693", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, the government of St. Helena funded the creation of the St. Helena Human Rights Action Plan 2012-2015. Work is being done under this action plan, including publishing awareness-raising articles in local newspapers, providing support for members of the public with human rights queries, and extending several UN Conventions on human rights to St. Helena.", "targets": "How was support for members of the public given?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1134baf2c1f4334bc6e764757a17dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the success of season one, the second season was moved up to air in January 2003. The number of episodes increased, as did the show's budget and the charge for commercial spots. Dunkleman left the show, leaving Seacrest as the lone host. Kristin Adams was a correspondent for this season.", "targets": "What year did season two of American Idol first air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1134baf2c1f4334bc6e764757a17dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the success of season one, the second season was moved up to air in January 2003. The number of episodes increased, as did the show's budget and the charge for commercial spots. Dunkleman left the show, leaving Seacrest as the lone host. Kristin Adams was a correspondent for this season.", "targets": "Who was a correspondent on season two of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1134baf2c1f4334bc6e764757a17dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the success of season one, the second season was moved up to air in January 2003. The number of episodes increased, as did the show's budget and the charge for commercial spots. Dunkleman left the show, leaving Seacrest as the lone host. Kristin Adams was a correspondent for this season.", "targets": "When did season two air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d1134baf2c1f4334bc6e764757a17dff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following the success of season one, the second season was moved up to air in January 2003. The number of episodes increased, as did the show's budget and the charge for commercial spots. Dunkleman left the show, leaving Seacrest as the lone host. Kristin Adams was a correspondent for this season.", "targets": "Who was a correspondent for season two?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b0356f27de4cbdaa1350e5b6f9b02f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are concentrations of pubs, bars and nightclubs around the Bigg Market and the Quayside area of the city centre. There are many bars on the Bigg Market, and other popular areas for nightlife are Collingwood Street, popularly referred to as the 'Diamond Strip' due to its concentration of high-end bars, Neville Street, the Central Station area and Osborne Road in the Jesmond area of the city. In recent years \"The Gate\" has opened in the city centre, a new indoor complex consisting of bars, upmarket clubs, restaurants and a 12-screen Empire multiplex cinema. Newcastle's gay scene - 'The Pink Triangle' - is centred on the Times Square area near the Centre for Life and has a range of bars, caf\u00e9s and clubs.", "targets": "What is referred to as the Diamond Strip?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b0356f27de4cbdaa1350e5b6f9b02f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are concentrations of pubs, bars and nightclubs around the Bigg Market and the Quayside area of the city centre. There are many bars on the Bigg Market, and other popular areas for nightlife are Collingwood Street, popularly referred to as the 'Diamond Strip' due to its concentration of high-end bars, Neville Street, the Central Station area and Osborne Road in the Jesmond area of the city. In recent years \"The Gate\" has opened in the city centre, a new indoor complex consisting of bars, upmarket clubs, restaurants and a 12-screen Empire multiplex cinema. Newcastle's gay scene - 'The Pink Triangle' - is centred on the Times Square area near the Centre for Life and has a range of bars, caf\u00e9s and clubs.", "targets": "What is \"The Gate\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b0356f27de4cbdaa1350e5b6f9b02f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are concentrations of pubs, bars and nightclubs around the Bigg Market and the Quayside area of the city centre. There are many bars on the Bigg Market, and other popular areas for nightlife are Collingwood Street, popularly referred to as the 'Diamond Strip' due to its concentration of high-end bars, Neville Street, the Central Station area and Osborne Road in the Jesmond area of the city. In recent years \"The Gate\" has opened in the city centre, a new indoor complex consisting of bars, upmarket clubs, restaurants and a 12-screen Empire multiplex cinema. Newcastle's gay scene - 'The Pink Triangle' - is centred on the Times Square area near the Centre for Life and has a range of bars, caf\u00e9s and clubs.", "targets": "How many screens does the Empire muliplex cinema have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b0356f27de4cbdaa1350e5b6f9b02f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are concentrations of pubs, bars and nightclubs around the Bigg Market and the Quayside area of the city centre. There are many bars on the Bigg Market, and other popular areas for nightlife are Collingwood Street, popularly referred to as the 'Diamond Strip' due to its concentration of high-end bars, Neville Street, the Central Station area and Osborne Road in the Jesmond area of the city. In recent years \"The Gate\" has opened in the city centre, a new indoor complex consisting of bars, upmarket clubs, restaurants and a 12-screen Empire multiplex cinema. Newcastle's gay scene - 'The Pink Triangle' - is centred on the Times Square area near the Centre for Life and has a range of bars, caf\u00e9s and clubs.", "targets": "What's the name of Newcastle's gay club scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-17b0356f27de4cbdaa1350e5b6f9b02f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are concentrations of pubs, bars and nightclubs around the Bigg Market and the Quayside area of the city centre. There are many bars on the Bigg Market, and other popular areas for nightlife are Collingwood Street, popularly referred to as the 'Diamond Strip' due to its concentration of high-end bars, Neville Street, the Central Station area and Osborne Road in the Jesmond area of the city. In recent years \"The Gate\" has opened in the city centre, a new indoor complex consisting of bars, upmarket clubs, restaurants and a 12-screen Empire multiplex cinema. Newcastle's gay scene - 'The Pink Triangle' - is centred on the Times Square area near the Centre for Life and has a range of bars, caf\u00e9s and clubs.", "targets": "What does the Pink Triangle have a range of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906886571e05475e83945978d1a86a0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was \"ill-designed\" ", "targets": "What group makes up a larger percentage of people in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906886571e05475e83945978d1a86a0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was \"ill-designed\" ", "targets": "What problems are arising due to the political conflicts over schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906886571e05475e83945978d1a86a0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was \"ill-designed\" ", "targets": "What is the largest school for Barelvis people in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906886571e05475e83945978d1a86a0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was \"ill-designed\" ", "targets": "What disciplines does India want to introduce to madaris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-906886571e05475e83945978d1a86a0f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was \"ill-designed\" ", "targets": "In what year did the Indian government begin to stop recognizing madaris as schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2110db520d54eba8b3e0d9b245e73d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physically, clothing serves many purposes: it can serve as protection from the elements, and can enhance safety during hazardous activities such as hiking and cooking. It protects the wearer from rough surfaces, rash-causing plants, insect bites, splinters, thorns and prickles by providing a barrier between the skin and the environment. Clothes can insulate against cold or hot conditions. Further, they can provide a hygienic barrier, keeping infectious and toxic materials away from the body. Clothing also provides protection from harmful UV radiation.", "targets": "What can clothing provide during hazardous activities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2110db520d54eba8b3e0d9b245e73d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physically, clothing serves many purposes: it can serve as protection from the elements, and can enhance safety during hazardous activities such as hiking and cooking. It protects the wearer from rough surfaces, rash-causing plants, insect bites, splinters, thorns and prickles by providing a barrier between the skin and the environment. Clothes can insulate against cold or hot conditions. Further, they can provide a hygienic barrier, keeping infectious and toxic materials away from the body. Clothing also provides protection from harmful UV radiation.", "targets": "What type of surfaces can clothing protect from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2110db520d54eba8b3e0d9b245e73d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physically, clothing serves many purposes: it can serve as protection from the elements, and can enhance safety during hazardous activities such as hiking and cooking. It protects the wearer from rough surfaces, rash-causing plants, insect bites, splinters, thorns and prickles by providing a barrier between the skin and the environment. Clothes can insulate against cold or hot conditions. Further, they can provide a hygienic barrier, keeping infectious and toxic materials away from the body. Clothing also provides protection from harmful UV radiation.", "targets": "What does clothing keep toxic materials away from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2110db520d54eba8b3e0d9b245e73d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physically, clothing serves many purposes: it can serve as protection from the elements, and can enhance safety during hazardous activities such as hiking and cooking. It protects the wearer from rough surfaces, rash-causing plants, insect bites, splinters, thorns and prickles by providing a barrier between the skin and the environment. Clothes can insulate against cold or hot conditions. Further, they can provide a hygienic barrier, keeping infectious and toxic materials away from the body. Clothing also provides protection from harmful UV radiation.", "targets": "What can insulate against cold or hot conditions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2110db520d54eba8b3e0d9b245e73d8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Physically, clothing serves many purposes: it can serve as protection from the elements, and can enhance safety during hazardous activities such as hiking and cooking. It protects the wearer from rough surfaces, rash-causing plants, insect bites, splinters, thorns and prickles by providing a barrier between the skin and the environment. Clothes can insulate against cold or hot conditions. Further, they can provide a hygienic barrier, keeping infectious and toxic materials away from the body. Clothing also provides protection from harmful UV radiation.", "targets": "What type of radiation can clothing provide some protection from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-782a88e2e8eb45749e84674f52a283ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question of whether P equals NP is one of the most important open questions in theoretical computer science because of the wide implications of a solution. If the answer is yes, many important problems can be shown to have more efficient solutions. These include various types of integer programming problems in operations research, many problems in logistics, protein structure prediction in biology, and the ability to find formal proofs of pure mathematics theorems. The P versus NP problem is one of the Millennium Prize Problems proposed by the Clay Mathematics Institute. There is a US$1,000,000 prize for resolving the problem.", "targets": "If P is ultimately proven to be equal tot NP, what effect would this have on the efficiency of problems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-782a88e2e8eb45749e84674f52a283ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question of whether P equals NP is one of the most important open questions in theoretical computer science because of the wide implications of a solution. If the answer is yes, many important problems can be shown to have more efficient solutions. These include various types of integer programming problems in operations research, many problems in logistics, protein structure prediction in biology, and the ability to find formal proofs of pure mathematics theorems. The P versus NP problem is one of the Millennium Prize Problems proposed by the Clay Mathematics Institute. There is a US$1,000,000 prize for resolving the problem.", "targets": "What is a particular problem in biology that would benefit from determining that P = NP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-782a88e2e8eb45749e84674f52a283ac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The question of whether P equals NP is one of the most important open questions in theoretical computer science because of the wide implications of a solution. If the answer is yes, many important problems can be shown to have more efficient solutions. These include various types of integer programming problems in operations research, many problems in logistics, protein structure prediction in biology, and the ability to find formal proofs of pure mathematics theorems. The P versus NP problem is one of the Millennium Prize Problems proposed by the Clay Mathematics Institute. There is a US$1,000,000 prize for resolving the problem.", "targets": "What is the prize offered for finding a solution to P=NP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-510944071f1142bd9001127e72128fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region covers an area of 1,579 square kilometres (610 sq mi). The population density is 5,177 inhabitants per square kilometre (13,410/sq mi), more than ten times that of any other British region. In terms of population, London is the 19th largest city and the 18th largest metropolitan region in the world. As of 2014[update], London has the largest number of billionaires (British Pound Sterling) in the world, with 72 residing in the city. London ranks as one of the most expensive cities in the world, alongside Tokyo and Moscow.", "targets": "With which two other cities is London named one of the most expensive in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-510944071f1142bd9001127e72128fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region covers an area of 1,579 square kilometres (610 sq mi). The population density is 5,177 inhabitants per square kilometre (13,410/sq mi), more than ten times that of any other British region. In terms of population, London is the 19th largest city and the 18th largest metropolitan region in the world. As of 2014[update], London has the largest number of billionaires (British Pound Sterling) in the world, with 72 residing in the city. London ranks as one of the most expensive cities in the world, alongside Tokyo and Moscow.", "targets": "Where does London rank in terms of the world's largest cities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-510944071f1142bd9001127e72128fc1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The region covers an area of 1,579 square kilometres (610 sq mi). The population density is 5,177 inhabitants per square kilometre (13,410/sq mi), more than ten times that of any other British region. In terms of population, London is the 19th largest city and the 18th largest metropolitan region in the world. As of 2014[update], London has the largest number of billionaires (British Pound Sterling) in the world, with 72 residing in the city. London ranks as one of the most expensive cities in the world, alongside Tokyo and Moscow.", "targets": "About how many billionaires call London home?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b878237a254f17ad18411c067c70f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego County has one of the highest counts of animal and plant species that appear on the endangered species list among counties in the United States. Because of its diversity of habitat and its position on the Pacific Flyway, San Diego County has recorded the presence of 492 bird species, more than any other region in the country. San Diego always scores very high in the number of bird species observed in the annual Christmas Bird Count, sponsored by the Audubon Society, and it is known as one of the \"birdiest\" areas in the United States.", "targets": "How many bird species have been observed in San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b878237a254f17ad18411c067c70f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego County has one of the highest counts of animal and plant species that appear on the endangered species list among counties in the United States. Because of its diversity of habitat and its position on the Pacific Flyway, San Diego County has recorded the presence of 492 bird species, more than any other region in the country. San Diego always scores very high in the number of bird species observed in the annual Christmas Bird Count, sponsored by the Audubon Society, and it is known as one of the \"birdiest\" areas in the United States.", "targets": "What birding event does the Audubon Society host every year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b878237a254f17ad18411c067c70f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego County has one of the highest counts of animal and plant species that appear on the endangered species list among counties in the United States. Because of its diversity of habitat and its position on the Pacific Flyway, San Diego County has recorded the presence of 492 bird species, more than any other region in the country. San Diego always scores very high in the number of bird species observed in the annual Christmas Bird Count, sponsored by the Audubon Society, and it is known as one of the \"birdiest\" areas in the United States.", "targets": "What is special about the animal and plant species found in San Diego?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b878237a254f17ad18411c067c70f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego County has one of the highest counts of animal and plant species that appear on the endangered species list among counties in the United States. Because of its diversity of habitat and its position on the Pacific Flyway, San Diego County has recorded the presence of 492 bird species, more than any other region in the country. San Diego always scores very high in the number of bird species observed in the annual Christmas Bird Count, sponsored by the Audubon Society, and it is known as one of the \"birdiest\" areas in the United States.", "targets": "What word describes San Diego County due to the many birds residing there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b878237a254f17ad18411c067c70f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "San Diego County has one of the highest counts of animal and plant species that appear on the endangered species list among counties in the United States. Because of its diversity of habitat and its position on the Pacific Flyway, San Diego County has recorded the presence of 492 bird species, more than any other region in the country. San Diego always scores very high in the number of bird species observed in the annual Christmas Bird Count, sponsored by the Audubon Society, and it is known as one of the \"birdiest\" areas in the United States.", "targets": "What flyway contributes to the diverse bird population in San Diego County?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b37212b673d476bb1d327b04dd4737c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1991, non-Arabs of the Zaghawa tribe of Sudan attested that they were victims of an intensifying Arab apartheid campaign, segregating Arabs and non-Arabs (specifically people of sub-Saharan African descent). Sudanese Arabs, who controlled the government, were widely referred to as practicing apartheid against Sudan's non-Arab citizens. The government was accused of \"deftly manipulat(ing) Arab solidarity\" to carry out policies of apartheid and ethnic cleansing.", "targets": "When did the Arab apartheid intensify? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b37212b673d476bb1d327b04dd4737c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1991, non-Arabs of the Zaghawa tribe of Sudan attested that they were victims of an intensifying Arab apartheid campaign, segregating Arabs and non-Arabs (specifically people of sub-Saharan African descent). Sudanese Arabs, who controlled the government, were widely referred to as practicing apartheid against Sudan's non-Arab citizens. The government was accused of \"deftly manipulat(ing) Arab solidarity\" to carry out policies of apartheid and ethnic cleansing.", "targets": "Who felt persecuted due to the apartheid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b37212b673d476bb1d327b04dd4737c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1991, non-Arabs of the Zaghawa tribe of Sudan attested that they were victims of an intensifying Arab apartheid campaign, segregating Arabs and non-Arabs (specifically people of sub-Saharan African descent). Sudanese Arabs, who controlled the government, were widely referred to as practicing apartheid against Sudan's non-Arab citizens. The government was accused of \"deftly manipulat(ing) Arab solidarity\" to carry out policies of apartheid and ethnic cleansing.", "targets": "Where did these people live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b37212b673d476bb1d327b04dd4737c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1991, non-Arabs of the Zaghawa tribe of Sudan attested that they were victims of an intensifying Arab apartheid campaign, segregating Arabs and non-Arabs (specifically people of sub-Saharan African descent). Sudanese Arabs, who controlled the government, were widely referred to as practicing apartheid against Sudan's non-Arab citizens. The government was accused of \"deftly manipulat(ing) Arab solidarity\" to carry out policies of apartheid and ethnic cleansing.", "targets": "Who controlled the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b37212b673d476bb1d327b04dd4737c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In early 1991, non-Arabs of the Zaghawa tribe of Sudan attested that they were victims of an intensifying Arab apartheid campaign, segregating Arabs and non-Arabs (specifically people of sub-Saharan African descent). Sudanese Arabs, who controlled the government, were widely referred to as practicing apartheid against Sudan's non-Arab citizens. The government was accused of \"deftly manipulat(ing) Arab solidarity\" to carry out policies of apartheid and ethnic cleansing.", "targets": "What was the government being accused of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69d53d87ffe74f9186d2334b6759616e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Though considerably easier than in machine language, writing long programs in assembly language is often difficult and is also error prone. Therefore, most practical programs are written in more abstract high-level programming languages that are able to express the needs of the programmer more conveniently (and thereby help reduce programmer error). High level languages are usually \"compiled\" into machine language (or sometimes into assembly language and then into machine language) using another computer program called a compiler. High level languages are less related to the workings of the target computer than assembly language, and more related to the language and structure of the problem(s) to be solved by the final program. It is therefore often possible to use different compilers to translate the same high level language program into the machine language of many different types of computer. This is part of the means by which software like video games may be made available for different computer architectures such as personal computers and various video game consoles.", "targets": "Assembly language that is translated into machine language is done by what type of computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6db015d248b54a129fdc40f10528ed0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tonearm skating forces and other perturbations are also picked up by the stylus. This is a form of frequency multiplexing as the control signal (restoring force) used to keep the stylus in the groove is carried by the same mechanism as the sound itself. Subsonic frequencies below about 20 Hz in the audio signal are dominated by tracking effects, which is one form of unwanted rumble (\"tracking noise\") and merges with audible frequencies in the deep bass range up to about 100 Hz. High fidelity sound equipment can reproduce tracking noise and rumble. During a quiet passage, woofer speaker cones can sometimes be seen to vibrate with the subsonic tracking of the stylus, at frequencies as low as just above 0.5 Hz (the frequency at which a 33 1\u20443 rpm record turns on the turntable; 5\u20449 Hz exactly on an ideal turntable). Another reason for very low frequency material can be a warped disk: its undulations produce frequencies of only a few hertz and present day amplifiers have large power bandwidths. For this reason, many stereo receivers contained a switchable subsonic filter. Some subsonic content is directly out of phase in each channel. If played back on a mono subwoofer system, the noise will cancel, significantly reducing the amount of rumble that is reproduced.", "targets": "What would be a cause of low frequency sounds when listening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6db015d248b54a129fdc40f10528ed0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tonearm skating forces and other perturbations are also picked up by the stylus. This is a form of frequency multiplexing as the control signal (restoring force) used to keep the stylus in the groove is carried by the same mechanism as the sound itself. Subsonic frequencies below about 20 Hz in the audio signal are dominated by tracking effects, which is one form of unwanted rumble (\"tracking noise\") and merges with audible frequencies in the deep bass range up to about 100 Hz. High fidelity sound equipment can reproduce tracking noise and rumble. During a quiet passage, woofer speaker cones can sometimes be seen to vibrate with the subsonic tracking of the stylus, at frequencies as low as just above 0.5 Hz (the frequency at which a 33 1\u20443 rpm record turns on the turntable; 5\u20449 Hz exactly on an ideal turntable). Another reason for very low frequency material can be a warped disk: its undulations produce frequencies of only a few hertz and present day amplifiers have large power bandwidths. For this reason, many stereo receivers contained a switchable subsonic filter. Some subsonic content is directly out of phase in each channel. If played back on a mono subwoofer system, the noise will cancel, significantly reducing the amount of rumble that is reproduced.", "targets": "What is a feature many stereos contain to fight back against unwanted noises?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6db015d248b54a129fdc40f10528ed0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tonearm skating forces and other perturbations are also picked up by the stylus. This is a form of frequency multiplexing as the control signal (restoring force) used to keep the stylus in the groove is carried by the same mechanism as the sound itself. Subsonic frequencies below about 20 Hz in the audio signal are dominated by tracking effects, which is one form of unwanted rumble (\"tracking noise\") and merges with audible frequencies in the deep bass range up to about 100 Hz. High fidelity sound equipment can reproduce tracking noise and rumble. During a quiet passage, woofer speaker cones can sometimes be seen to vibrate with the subsonic tracking of the stylus, at frequencies as low as just above 0.5 Hz (the frequency at which a 33 1\u20443 rpm record turns on the turntable; 5\u20449 Hz exactly on an ideal turntable). Another reason for very low frequency material can be a warped disk: its undulations produce frequencies of only a few hertz and present day amplifiers have large power bandwidths. For this reason, many stereo receivers contained a switchable subsonic filter. Some subsonic content is directly out of phase in each channel. If played back on a mono subwoofer system, the noise will cancel, significantly reducing the amount of rumble that is reproduced.", "targets": "What is a sounds commonly heard when listening to a vinyl that is unintentional."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6db015d248b54a129fdc40f10528ed0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tonearm skating forces and other perturbations are also picked up by the stylus. This is a form of frequency multiplexing as the control signal (restoring force) used to keep the stylus in the groove is carried by the same mechanism as the sound itself. Subsonic frequencies below about 20 Hz in the audio signal are dominated by tracking effects, which is one form of unwanted rumble (\"tracking noise\") and merges with audible frequencies in the deep bass range up to about 100 Hz. High fidelity sound equipment can reproduce tracking noise and rumble. During a quiet passage, woofer speaker cones can sometimes be seen to vibrate with the subsonic tracking of the stylus, at frequencies as low as just above 0.5 Hz (the frequency at which a 33 1\u20443 rpm record turns on the turntable; 5\u20449 Hz exactly on an ideal turntable). Another reason for very low frequency material can be a warped disk: its undulations produce frequencies of only a few hertz and present day amplifiers have large power bandwidths. For this reason, many stereo receivers contained a switchable subsonic filter. Some subsonic content is directly out of phase in each channel. If played back on a mono subwoofer system, the noise will cancel, significantly reducing the amount of rumble that is reproduced.", "targets": "Which frequencies are you most likely to hear tonearm skating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6db015d248b54a129fdc40f10528ed0d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Tonearm skating forces and other perturbations are also picked up by the stylus. This is a form of frequency multiplexing as the control signal (restoring force) used to keep the stylus in the groove is carried by the same mechanism as the sound itself. Subsonic frequencies below about 20 Hz in the audio signal are dominated by tracking effects, which is one form of unwanted rumble (\"tracking noise\") and merges with audible frequencies in the deep bass range up to about 100 Hz. High fidelity sound equipment can reproduce tracking noise and rumble. During a quiet passage, woofer speaker cones can sometimes be seen to vibrate with the subsonic tracking of the stylus, at frequencies as low as just above 0.5 Hz (the frequency at which a 33 1\u20443 rpm record turns on the turntable; 5\u20449 Hz exactly on an ideal turntable). Another reason for very low frequency material can be a warped disk: its undulations produce frequencies of only a few hertz and present day amplifiers have large power bandwidths. For this reason, many stereo receivers contained a switchable subsonic filter. Some subsonic content is directly out of phase in each channel. If played back on a mono subwoofer system, the noise will cancel, significantly reducing the amount of rumble that is reproduced.", "targets": "Are there any visual signs of tracking when listening to a record?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1da2ca391c4b8aba27258af185c775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An exhibition game (also known as a friendly, a scrimmage, a demonstration, a preseason game, a warmup match, or a preparation match, depending at least in part on the sport) is a sporting event whose prize money and impact on the player's or the team's rankings is either zero or otherwise greatly reduced. In team sports, matches of this type are often used to help coaches and managers select players for the competitive matches of a league season or tournament. If the players usually play in different teams in other leagues, exhibition games offer an opportunity for the players to learn to work with each other. The games can be held between separate teams or between parts of the same team.", "targets": "What is 'a friendly' another term for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1da2ca391c4b8aba27258af185c775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An exhibition game (also known as a friendly, a scrimmage, a demonstration, a preseason game, a warmup match, or a preparation match, depending at least in part on the sport) is a sporting event whose prize money and impact on the player's or the team's rankings is either zero or otherwise greatly reduced. In team sports, matches of this type are often used to help coaches and managers select players for the competitive matches of a league season or tournament. If the players usually play in different teams in other leagues, exhibition games offer an opportunity for the players to learn to work with each other. The games can be held between separate teams or between parts of the same team.", "targets": "What is 'a scrimmage' another term for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1da2ca391c4b8aba27258af185c775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An exhibition game (also known as a friendly, a scrimmage, a demonstration, a preseason game, a warmup match, or a preparation match, depending at least in part on the sport) is a sporting event whose prize money and impact on the player's or the team's rankings is either zero or otherwise greatly reduced. In team sports, matches of this type are often used to help coaches and managers select players for the competitive matches of a league season or tournament. If the players usually play in different teams in other leagues, exhibition games offer an opportunity for the players to learn to work with each other. The games can be held between separate teams or between parts of the same team.", "targets": "What is 'a demonstration' another term for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1da2ca391c4b8aba27258af185c775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An exhibition game (also known as a friendly, a scrimmage, a demonstration, a preseason game, a warmup match, or a preparation match, depending at least in part on the sport) is a sporting event whose prize money and impact on the player's or the team's rankings is either zero or otherwise greatly reduced. In team sports, matches of this type are often used to help coaches and managers select players for the competitive matches of a league season or tournament. If the players usually play in different teams in other leagues, exhibition games offer an opportunity for the players to learn to work with each other. The games can be held between separate teams or between parts of the same team.", "targets": "What is 'a preseason game' another term for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b1da2ca391c4b8aba27258af185c775", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An exhibition game (also known as a friendly, a scrimmage, a demonstration, a preseason game, a warmup match, or a preparation match, depending at least in part on the sport) is a sporting event whose prize money and impact on the player's or the team's rankings is either zero or otherwise greatly reduced. In team sports, matches of this type are often used to help coaches and managers select players for the competitive matches of a league season or tournament. If the players usually play in different teams in other leagues, exhibition games offer an opportunity for the players to learn to work with each other. The games can be held between separate teams or between parts of the same team.", "targets": "What is 'a warmup match' another term for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eff5c07e78d434ab17679f418b9dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reign of the Qianlong Emperor (1735\u20131796) saw the apogee and initial decline in prosperity and imperial control. The population rose to some 400 million, but taxes and government revenues were fixed at a low rate, virtually guaranteeing eventual fiscal crisis. Corruption set in, rebels tested government legitimacy, and ruling elites did not change their mindsets in the face of changes in the world system. Following the Opium War, European powers imposed unequal treaties, free trade, extraterritoriality and treaty ports under foreign control. The Taiping Rebellion (1850\u201364) and Dungan Revolt (1862\u201377) in Central Asia led to the deaths of some 20 million people. In spite of these disasters, in the Tongzhi Restoration of the 1860s, Han Chinese elites rallied to the defense of the Confucian order and the Qing rulers. The initial gains in the Self-Strengthening Movement were destroyed in the First Sino-Japanese War of 1895, in which the Qing lost its influence over Korea and the possession of Taiwan. New Armies were organized, but the ambitious Hundred Days' Reform of 1898 was turned back by Empress Dowager Cixi, a ruthless but capable leader. When, in response to the violently anti-foreign Yihetuan (\"Boxers\"), foreign powers invaded China, the Empress Dowager declared war on them, leading to defeat and the flight of the Imperial Court to Xi'an.", "targets": "What years did the Qianlong Emperor rule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eff5c07e78d434ab17679f418b9dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reign of the Qianlong Emperor (1735\u20131796) saw the apogee and initial decline in prosperity and imperial control. The population rose to some 400 million, but taxes and government revenues were fixed at a low rate, virtually guaranteeing eventual fiscal crisis. Corruption set in, rebels tested government legitimacy, and ruling elites did not change their mindsets in the face of changes in the world system. Following the Opium War, European powers imposed unequal treaties, free trade, extraterritoriality and treaty ports under foreign control. The Taiping Rebellion (1850\u201364) and Dungan Revolt (1862\u201377) in Central Asia led to the deaths of some 20 million people. In spite of these disasters, in the Tongzhi Restoration of the 1860s, Han Chinese elites rallied to the defense of the Confucian order and the Qing rulers. The initial gains in the Self-Strengthening Movement were destroyed in the First Sino-Japanese War of 1895, in which the Qing lost its influence over Korea and the possession of Taiwan. New Armies were organized, but the ambitious Hundred Days' Reform of 1898 was turned back by Empress Dowager Cixi, a ruthless but capable leader. When, in response to the violently anti-foreign Yihetuan (\"Boxers\"), foreign powers invaded China, the Empress Dowager declared war on them, leading to defeat and the flight of the Imperial Court to Xi'an.", "targets": "When was the Taiping rebellion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eff5c07e78d434ab17679f418b9dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reign of the Qianlong Emperor (1735\u20131796) saw the apogee and initial decline in prosperity and imperial control. The population rose to some 400 million, but taxes and government revenues were fixed at a low rate, virtually guaranteeing eventual fiscal crisis. Corruption set in, rebels tested government legitimacy, and ruling elites did not change their mindsets in the face of changes in the world system. Following the Opium War, European powers imposed unequal treaties, free trade, extraterritoriality and treaty ports under foreign control. The Taiping Rebellion (1850\u201364) and Dungan Revolt (1862\u201377) in Central Asia led to the deaths of some 20 million people. In spite of these disasters, in the Tongzhi Restoration of the 1860s, Han Chinese elites rallied to the defense of the Confucian order and the Qing rulers. The initial gains in the Self-Strengthening Movement were destroyed in the First Sino-Japanese War of 1895, in which the Qing lost its influence over Korea and the possession of Taiwan. New Armies were organized, but the ambitious Hundred Days' Reform of 1898 was turned back by Empress Dowager Cixi, a ruthless but capable leader. When, in response to the violently anti-foreign Yihetuan (\"Boxers\"), foreign powers invaded China, the Empress Dowager declared war on them, leading to defeat and the flight of the Imperial Court to Xi'an.", "targets": "When was the Dungan Revolt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eff5c07e78d434ab17679f418b9dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reign of the Qianlong Emperor (1735\u20131796) saw the apogee and initial decline in prosperity and imperial control. The population rose to some 400 million, but taxes and government revenues were fixed at a low rate, virtually guaranteeing eventual fiscal crisis. Corruption set in, rebels tested government legitimacy, and ruling elites did not change their mindsets in the face of changes in the world system. Following the Opium War, European powers imposed unequal treaties, free trade, extraterritoriality and treaty ports under foreign control. The Taiping Rebellion (1850\u201364) and Dungan Revolt (1862\u201377) in Central Asia led to the deaths of some 20 million people. In spite of these disasters, in the Tongzhi Restoration of the 1860s, Han Chinese elites rallied to the defense of the Confucian order and the Qing rulers. The initial gains in the Self-Strengthening Movement were destroyed in the First Sino-Japanese War of 1895, in which the Qing lost its influence over Korea and the possession of Taiwan. New Armies were organized, but the ambitious Hundred Days' Reform of 1898 was turned back by Empress Dowager Cixi, a ruthless but capable leader. When, in response to the violently anti-foreign Yihetuan (\"Boxers\"), foreign powers invaded China, the Empress Dowager declared war on them, leading to defeat and the flight of the Imperial Court to Xi'an.", "targets": "How many people died during the Taiping Rebellion and the Dungan Revolt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4eff5c07e78d434ab17679f418b9dc04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The reign of the Qianlong Emperor (1735\u20131796) saw the apogee and initial decline in prosperity and imperial control. The population rose to some 400 million, but taxes and government revenues were fixed at a low rate, virtually guaranteeing eventual fiscal crisis. Corruption set in, rebels tested government legitimacy, and ruling elites did not change their mindsets in the face of changes in the world system. Following the Opium War, European powers imposed unequal treaties, free trade, extraterritoriality and treaty ports under foreign control. The Taiping Rebellion (1850\u201364) and Dungan Revolt (1862\u201377) in Central Asia led to the deaths of some 20 million people. In spite of these disasters, in the Tongzhi Restoration of the 1860s, Han Chinese elites rallied to the defense of the Confucian order and the Qing rulers. The initial gains in the Self-Strengthening Movement were destroyed in the First Sino-Japanese War of 1895, in which the Qing lost its influence over Korea and the possession of Taiwan. New Armies were organized, but the ambitious Hundred Days' Reform of 1898 was turned back by Empress Dowager Cixi, a ruthless but capable leader. When, in response to the violently anti-foreign Yihetuan (\"Boxers\"), foreign powers invaded China, the Empress Dowager declared war on them, leading to defeat and the flight of the Imperial Court to Xi'an.", "targets": "When was the first Sino-Japanese War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd289d7ce0c348428b28c8abcaaa0a05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the term referring to a person first appears in the mid 14th century as Catelaner, followed in the 15th century as Catellain (from French). It is attested a language name since at least 1652. Catalan can be pronounced as /\u02c8k\u00e6t\u0259l\u00e6n/, /k\u00e6t\u0259\u02c8l\u00e6n/ or /\u02c8k\u00e6t\u0259l\u0259n/.", "targets": "When did the reference Catelaner first appear?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd289d7ce0c348428b28c8abcaaa0a05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the term referring to a person first appears in the mid 14th century as Catelaner, followed in the 15th century as Catellain (from French). It is attested a language name since at least 1652. Catalan can be pronounced as /\u02c8k\u00e6t\u0259l\u00e6n/, /k\u00e6t\u0259\u02c8l\u00e6n/ or /\u02c8k\u00e6t\u0259l\u0259n/.", "targets": "What is a Catalan person called in the 15th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd289d7ce0c348428b28c8abcaaa0a05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the term referring to a person first appears in the mid 14th century as Catelaner, followed in the 15th century as Catellain (from French). It is attested a language name since at least 1652. Catalan can be pronounced as /\u02c8k\u00e6t\u0259l\u00e6n/, /k\u00e6t\u0259\u02c8l\u00e6n/ or /\u02c8k\u00e6t\u0259l\u0259n/.", "targets": "What language is the source of the term Catellain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd289d7ce0c348428b28c8abcaaa0a05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the term referring to a person first appears in the mid 14th century as Catelaner, followed in the 15th century as Catellain (from French). It is attested a language name since at least 1652. Catalan can be pronounced as /\u02c8k\u00e6t\u0259l\u00e6n/, /k\u00e6t\u0259\u02c8l\u00e6n/ or /\u02c8k\u00e6t\u0259l\u0259n/.", "targets": "What is the language source of the term Catelaner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd289d7ce0c348428b28c8abcaaa0a05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In English, the term referring to a person first appears in the mid 14th century as Catelaner, followed in the 15th century as Catellain (from French). It is attested a language name since at least 1652. Catalan can be pronounced as /\u02c8k\u00e6t\u0259l\u00e6n/, /k\u00e6t\u0259\u02c8l\u00e6n/ or /\u02c8k\u00e6t\u0259l\u0259n/.", "targets": "Since what year has this term been used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7cd5fc6b84329906c48cab6e17e1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critical and commercial reception to PS3 improved over time, after a series of price revisions, Blu-ray's victory over HD DVD, and the release of several well received titles. Ars Technica's original launch review gave PS3 only a 6/10, but second review of the console in June 2008 rated it a 9/10. In September 2009, IGN named PlayStation 3 the 15th best gaming console of all time, behind both of its competitors: Wii (10th) and Xbox 360 (6th). However, PS3 has won IGN's \"Console Showdown\"\u2014based on which console offers the best selection of games released during each year\u2014in three of the four years since it began (2008, 2009 and 2011, with Xbox winning in 2010). IGN judged PlayStation 3 to have the best game line-up of 2008, based on their review scores in comparison to those of Wii and Xbox 360. In a comparison piece by PC mag's Will Greenwald in June 2012, PS3 was selected as an overall better console compared to Xbox 360. Pocket-lint said of the console \"The PS3 has always been a brilliant games console,\" and that \"For now, this is just about the best media device for the money.\"", "targets": "What rating did Ars Technica initially give PlayStation 3?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7cd5fc6b84329906c48cab6e17e1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critical and commercial reception to PS3 improved over time, after a series of price revisions, Blu-ray's victory over HD DVD, and the release of several well received titles. Ars Technica's original launch review gave PS3 only a 6/10, but second review of the console in June 2008 rated it a 9/10. In September 2009, IGN named PlayStation 3 the 15th best gaming console of all time, behind both of its competitors: Wii (10th) and Xbox 360 (6th). However, PS3 has won IGN's \"Console Showdown\"\u2014based on which console offers the best selection of games released during each year\u2014in three of the four years since it began (2008, 2009 and 2011, with Xbox winning in 2010). IGN judged PlayStation 3 to have the best game line-up of 2008, based on their review scores in comparison to those of Wii and Xbox 360. In a comparison piece by PC mag's Will Greenwald in June 2012, PS3 was selected as an overall better console compared to Xbox 360. Pocket-lint said of the console \"The PS3 has always been a brilliant games console,\" and that \"For now, this is just about the best media device for the money.\"", "targets": "What PS3 competitor won IGN's \"Console Showdown\" in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7cd5fc6b84329906c48cab6e17e1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critical and commercial reception to PS3 improved over time, after a series of price revisions, Blu-ray's victory over HD DVD, and the release of several well received titles. Ars Technica's original launch review gave PS3 only a 6/10, but second review of the console in June 2008 rated it a 9/10. In September 2009, IGN named PlayStation 3 the 15th best gaming console of all time, behind both of its competitors: Wii (10th) and Xbox 360 (6th). However, PS3 has won IGN's \"Console Showdown\"\u2014based on which console offers the best selection of games released during each year\u2014in three of the four years since it began (2008, 2009 and 2011, with Xbox winning in 2010). IGN judged PlayStation 3 to have the best game line-up of 2008, based on their review scores in comparison to those of Wii and Xbox 360. In a comparison piece by PC mag's Will Greenwald in June 2012, PS3 was selected as an overall better console compared to Xbox 360. Pocket-lint said of the console \"The PS3 has always been a brilliant games console,\" and that \"For now, this is just about the best media device for the money.\"", "targets": "What PC Mag. staffer picked PS3 over Xbox in June, 2012? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7cd5fc6b84329906c48cab6e17e1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critical and commercial reception to PS3 improved over time, after a series of price revisions, Blu-ray's victory over HD DVD, and the release of several well received titles. Ars Technica's original launch review gave PS3 only a 6/10, but second review of the console in June 2008 rated it a 9/10. In September 2009, IGN named PlayStation 3 the 15th best gaming console of all time, behind both of its competitors: Wii (10th) and Xbox 360 (6th). However, PS3 has won IGN's \"Console Showdown\"\u2014based on which console offers the best selection of games released during each year\u2014in three of the four years since it began (2008, 2009 and 2011, with Xbox winning in 2010). IGN judged PlayStation 3 to have the best game line-up of 2008, based on their review scores in comparison to those of Wii and Xbox 360. In a comparison piece by PC mag's Will Greenwald in June 2012, PS3 was selected as an overall better console compared to Xbox 360. Pocket-lint said of the console \"The PS3 has always been a brilliant games console,\" and that \"For now, this is just about the best media device for the money.\"", "targets": "Which publication called the PlayStation 3 \"a brilliant games console\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-21f7cd5fc6b84329906c48cab6e17e1c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Critical and commercial reception to PS3 improved over time, after a series of price revisions, Blu-ray's victory over HD DVD, and the release of several well received titles. Ars Technica's original launch review gave PS3 only a 6/10, but second review of the console in June 2008 rated it a 9/10. In September 2009, IGN named PlayStation 3 the 15th best gaming console of all time, behind both of its competitors: Wii (10th) and Xbox 360 (6th). However, PS3 has won IGN's \"Console Showdown\"\u2014based on which console offers the best selection of games released during each year\u2014in three of the four years since it began (2008, 2009 and 2011, with Xbox winning in 2010). IGN judged PlayStation 3 to have the best game line-up of 2008, based on their review scores in comparison to those of Wii and Xbox 360. In a comparison piece by PC mag's Will Greenwald in June 2012, PS3 was selected as an overall better console compared to Xbox 360. Pocket-lint said of the console \"The PS3 has always been a brilliant games console,\" and that \"For now, this is just about the best media device for the money.\"", "targets": "Where did IGN place the PS3 on their 2009 list of the best video game consoles ever?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f13b9938494c8e944ac507596b52b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a long history of openness to marijuana, given Ann Arbor's decriminalization of cannabis, the large number of medical marijuana dispensaries in the city (one dispensary, called People's Co-op, was directly across the street from Michigan Stadium until zoning forced it to move one mile to the west), the large number of pro-marijuana residents, and the annual Hash Bash: an event that is held on the first Saturday of April. Until (at least) the successful passage of Michigan's medical marijuana law, the event had arguably strayed from its initial intent, although for years, a number of attendees have received serious legal responses due to marijuana use on University of Michigan property, which does not fall under the City's progressive and compassionate ticketing program.", "targets": "What medical dispensarys are there in Ann Arbor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f13b9938494c8e944ac507596b52b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a long history of openness to marijuana, given Ann Arbor's decriminalization of cannabis, the large number of medical marijuana dispensaries in the city (one dispensary, called People's Co-op, was directly across the street from Michigan Stadium until zoning forced it to move one mile to the west), the large number of pro-marijuana residents, and the annual Hash Bash: an event that is held on the first Saturday of April. Until (at least) the successful passage of Michigan's medical marijuana law, the event had arguably strayed from its initial intent, although for years, a number of attendees have received serious legal responses due to marijuana use on University of Michigan property, which does not fall under the City's progressive and compassionate ticketing program.", "targets": "What are the Medical marijuana dispensaries called in the city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28f13b9938494c8e944ac507596b52b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ann Arbor has a long history of openness to marijuana, given Ann Arbor's decriminalization of cannabis, the large number of medical marijuana dispensaries in the city (one dispensary, called People's Co-op, was directly across the street from Michigan Stadium until zoning forced it to move one mile to the west), the large number of pro-marijuana residents, and the annual Hash Bash: an event that is held on the first Saturday of April. Until (at least) the successful passage of Michigan's medical marijuana law, the event had arguably strayed from its initial intent, although for years, a number of attendees have received serious legal responses due to marijuana use on University of Michigan property, which does not fall under the City's progressive and compassionate ticketing program.", "targets": "What annual event is held on the 1st saturday of april?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8698ca7ee5384527b5117ddd88765a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although \"Nibb\u0101na\" (Sanskrit: Nirv\u0101na) is the common term for the desired goal of this practice, many other terms can be found throughout the Nikayas, which are not specified.[note 35]", "targets": "What is the Sanskrit form of Nibbana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8698ca7ee5384527b5117ddd88765a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although \"Nibb\u0101na\" (Sanskrit: Nirv\u0101na) is the common term for the desired goal of this practice, many other terms can be found throughout the Nikayas, which are not specified.[note 35]", "targets": "Many terms for Nibbana can be found throughout the what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8698ca7ee5384527b5117ddd88765a6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although \"Nibb\u0101na\" (Sanskrit: Nirv\u0101na) is the common term for the desired goal of this practice, many other terms can be found throughout the Nikayas, which are not specified.[note 35]", "targets": "The desired goal for buddhism is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb1cf6390cf4955b8570b657eab3cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the China Digital Times an article reports a close analysis by an alleged Chinese construction engineer known online as \u201cBook Blade\u201d (\u4e66\u5251\u5b50), who stated:", "targets": "What did the China Digital Times report?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb1cf6390cf4955b8570b657eab3cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the China Digital Times an article reports a close analysis by an alleged Chinese construction engineer known online as \u201cBook Blade\u201d (\u4e66\u5251\u5b50), who stated:", "targets": "Who was the construction engineer known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb1cf6390cf4955b8570b657eab3cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the China Digital Times an article reports a close analysis by an alleged Chinese construction engineer known online as \u201cBook Blade\u201d (\u4e66\u5251\u5b50), who stated:", "targets": "Where was an article reported about the scandal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-adb1cf6390cf4955b8570b657eab3cb3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the China Digital Times an article reports a close analysis by an alleged Chinese construction engineer known online as \u201cBook Blade\u201d (\u4e66\u5251\u5b50), who stated:", "targets": "What was the name of the person who published a report in the China Digital Times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "What is emitted as a result of the photoelectric effect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "What does the kinetic energy of a photoelectron depend on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "What happens if the photoelectron's frequency is too low?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "What is the term used when photoelectrons act virtually at the same time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "What type of energy due photoelectrons emitted due to the photoelectric effect have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "What factor of the initial light source does the energy of the photoelectrons depend on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "When the photon energy is less than the work function of the material the light is shone upon, how many photoelectrons are emitted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e374450a5a945499cfa2ff46c30ee07", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The \"photoelectrons\" emitted as a result of the photoelectric effect have a certain kinetic energy, which can be measured. This kinetic energy (for each photoelectron) is independent of the intensity of the light, but depends linearly on the frequency; and if the frequency is too low (corresponding to a photon energy that is less than the work function of the material), no photoelectrons are emitted at all, unless a plurality of photons, whose energetic sum is greater than the energy of the photoelectrons, acts virtually simultaneously (multiphoton effect)  Assuming the frequency is high enough to cause the photoelectric effect, a rise in intensity of the light source causes more photoelectrons to be emitted with the same kinetic energy, rather than the same number of photoelectrons to be emitted with higher kinetic energy.", "targets": "If the photoelectric effect is occuring, increasing the intensity of the light source causes what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a01980b2f10941eb898d4bcaed7f6005", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Melbourne rail network has its origins in privately built lines from the 1850s gold rush era, and today the suburban network consists of 209 suburban stations on 16 lines which radiate from the City Loop, a partially underground metro section of the network beneath the Central Business District (Hoddle Grid). Flinders Street Station is Melbourne's busiest railway station, and was the world's busiest passenger station in 1926. It remains a prominent Melbourne landmark and meeting place. The city has rail connections with regional Victorian cities, as well as direct interstate rail services to Sydney and Adelaide and beyond which depart from Melbourne's other major rail terminus, Southern Cross Station in Spencer Street. In the 2013\u20132014 financial year, the Melbourne rail network recorded 232.0 million passenger trips, the highest in its history. Many rail lines, along with dedicated lines and rail yards are also used for freight. The Overland to Adelaide departs Southern Cross twice a week, while the XPT to Sydney departs twice a day.", "targets": "How many lines does the Melbourne rail network have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a01980b2f10941eb898d4bcaed7f6005", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Melbourne rail network has its origins in privately built lines from the 1850s gold rush era, and today the suburban network consists of 209 suburban stations on 16 lines which radiate from the City Loop, a partially underground metro section of the network beneath the Central Business District (Hoddle Grid). Flinders Street Station is Melbourne's busiest railway station, and was the world's busiest passenger station in 1926. It remains a prominent Melbourne landmark and meeting place. The city has rail connections with regional Victorian cities, as well as direct interstate rail services to Sydney and Adelaide and beyond which depart from Melbourne's other major rail terminus, Southern Cross Station in Spencer Street. In the 2013\u20132014 financial year, the Melbourne rail network recorded 232.0 million passenger trips, the highest in its history. Many rail lines, along with dedicated lines and rail yards are also used for freight. The Overland to Adelaide departs Southern Cross twice a week, while the XPT to Sydney departs twice a day.", "targets": "Which rail station is Melbourne's busiest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a01980b2f10941eb898d4bcaed7f6005", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Melbourne rail network has its origins in privately built lines from the 1850s gold rush era, and today the suburban network consists of 209 suburban stations on 16 lines which radiate from the City Loop, a partially underground metro section of the network beneath the Central Business District (Hoddle Grid). Flinders Street Station is Melbourne's busiest railway station, and was the world's busiest passenger station in 1926. It remains a prominent Melbourne landmark and meeting place. The city has rail connections with regional Victorian cities, as well as direct interstate rail services to Sydney and Adelaide and beyond which depart from Melbourne's other major rail terminus, Southern Cross Station in Spencer Street. In the 2013\u20132014 financial year, the Melbourne rail network recorded 232.0 million passenger trips, the highest in its history. Many rail lines, along with dedicated lines and rail yards are also used for freight. The Overland to Adelaide departs Southern Cross twice a week, while the XPT to Sydney departs twice a day.", "targets": "Which Melbourne rail station was the world's busiest passenger station in 1926?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a01980b2f10941eb898d4bcaed7f6005", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Melbourne rail network has its origins in privately built lines from the 1850s gold rush era, and today the suburban network consists of 209 suburban stations on 16 lines which radiate from the City Loop, a partially underground metro section of the network beneath the Central Business District (Hoddle Grid). Flinders Street Station is Melbourne's busiest railway station, and was the world's busiest passenger station in 1926. It remains a prominent Melbourne landmark and meeting place. The city has rail connections with regional Victorian cities, as well as direct interstate rail services to Sydney and Adelaide and beyond which depart from Melbourne's other major rail terminus, Southern Cross Station in Spencer Street. In the 2013\u20132014 financial year, the Melbourne rail network recorded 232.0 million passenger trips, the highest in its history. Many rail lines, along with dedicated lines and rail yards are also used for freight. The Overland to Adelaide departs Southern Cross twice a week, while the XPT to Sydney departs twice a day.", "targets": "During which financial year did the Melbourne rail network record its highest volume of passenger trips?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a01980b2f10941eb898d4bcaed7f6005", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Melbourne rail network has its origins in privately built lines from the 1850s gold rush era, and today the suburban network consists of 209 suburban stations on 16 lines which radiate from the City Loop, a partially underground metro section of the network beneath the Central Business District (Hoddle Grid). Flinders Street Station is Melbourne's busiest railway station, and was the world's busiest passenger station in 1926. It remains a prominent Melbourne landmark and meeting place. The city has rail connections with regional Victorian cities, as well as direct interstate rail services to Sydney and Adelaide and beyond which depart from Melbourne's other major rail terminus, Southern Cross Station in Spencer Street. In the 2013\u20132014 financial year, the Melbourne rail network recorded 232.0 million passenger trips, the highest in its history. Many rail lines, along with dedicated lines and rail yards are also used for freight. The Overland to Adelaide departs Southern Cross twice a week, while the XPT to Sydney departs twice a day.", "targets": "How often does the XPT to Sydney depart?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26f033fcec547178430867f9a6b8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Kansas was one of 131 colleges and universities nationally that took part in the V-12 Navy College Training Program which offered students a path to a Navy commission.", "targets": "How many institutions participated in the V-12 program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26f033fcec547178430867f9a6b8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Kansas was one of 131 colleges and universities nationally that took part in the V-12 Navy College Training Program which offered students a path to a Navy commission.", "targets": "What did the V-12 program provide to interested pupils?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d26f033fcec547178430867f9a6b8f06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During World War II, Kansas was one of 131 colleges and universities nationally that took part in the V-12 Navy College Training Program which offered students a path to a Navy commission.", "targets": "During what event did the V-12 program take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a85b66ec534164a05b4971541b669b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first real progress toward a modern understanding of nervous function, though, came from the investigations of Luigi Galvani, who discovered that a shock of static electricity applied to an exposed nerve of a dead frog could cause its leg to contract. Since that time, each major advance in understanding has followed more or less directly from the development of a new technique of investigation. Until the early years of the 20th century, the most important advances were derived from new methods for staining cells. Particularly critical was the invention of the Golgi stain, which (when correctly used) stains only a small fraction of neurons, but stains them in their entirety, including cell body, dendrites, and axon. Without such a stain, brain tissue under a microscope appears as an impenetrable tangle of protoplasmic fibers, in which it is impossible to determine any structure. In the hands of Camillo Golgi, and especially of the Spanish neuroanatomist Santiago Ram\u00f3n y Cajal, the new stain revealed hundreds of distinct types of neurons, each with its own unique dendritic structure and pattern of connectivity.", "targets": "Who found out that a shock of electricity to an exposed nerve of a dead frog caused contractions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a85b66ec534164a05b4971541b669b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first real progress toward a modern understanding of nervous function, though, came from the investigations of Luigi Galvani, who discovered that a shock of static electricity applied to an exposed nerve of a dead frog could cause its leg to contract. Since that time, each major advance in understanding has followed more or less directly from the development of a new technique of investigation. Until the early years of the 20th century, the most important advances were derived from new methods for staining cells. Particularly critical was the invention of the Golgi stain, which (when correctly used) stains only a small fraction of neurons, but stains them in their entirety, including cell body, dendrites, and axon. Without such a stain, brain tissue under a microscope appears as an impenetrable tangle of protoplasmic fibers, in which it is impossible to determine any structure. In the hands of Camillo Golgi, and especially of the Spanish neuroanatomist Santiago Ram\u00f3n y Cajal, the new stain revealed hundreds of distinct types of neurons, each with its own unique dendritic structure and pattern of connectivity.", "targets": "The tool that was invented to stain only a small fractions of neurons was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3a85b66ec534164a05b4971541b669b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first real progress toward a modern understanding of nervous function, though, came from the investigations of Luigi Galvani, who discovered that a shock of static electricity applied to an exposed nerve of a dead frog could cause its leg to contract. Since that time, each major advance in understanding has followed more or less directly from the development of a new technique of investigation. Until the early years of the 20th century, the most important advances were derived from new methods for staining cells. Particularly critical was the invention of the Golgi stain, which (when correctly used) stains only a small fraction of neurons, but stains them in their entirety, including cell body, dendrites, and axon. Without such a stain, brain tissue under a microscope appears as an impenetrable tangle of protoplasmic fibers, in which it is impossible to determine any structure. In the hands of Camillo Golgi, and especially of the Spanish neuroanatomist Santiago Ram\u00f3n y Cajal, the new stain revealed hundreds of distinct types of neurons, each with its own unique dendritic structure and pattern of connectivity.", "targets": "What nationality was santiago Ramon y Cajal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-658dac1ca82d44c79d23cc6cba359131", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the completion of the west front in 1140, Abbot Suger moved on to the reconstruction of the eastern end, leaving the Carolingian nave in use. He designed a choir that would be suffused with light. To achieve his aims, his masons drew on the several new features which evolved or had been introduced to Romanesque architecture, the pointed arch, the ribbed vault, the ambulatory with radiating chapels, the clustered columns supporting ribs springing in different directions and the flying buttresses which enabled the insertion of large clerestory windows.", "targets": "When was the west front of Saint Denis completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-658dac1ca82d44c79d23cc6cba359131", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the completion of the west front in 1140, Abbot Suger moved on to the reconstruction of the eastern end, leaving the Carolingian nave in use. He designed a choir that would be suffused with light. To achieve his aims, his masons drew on the several new features which evolved or had been introduced to Romanesque architecture, the pointed arch, the ribbed vault, the ambulatory with radiating chapels, the clustered columns supporting ribs springing in different directions and the flying buttresses which enabled the insertion of large clerestory windows.", "targets": "What portion of the reconstruction of Saint Denis was begun after the completion of the west front? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-658dac1ca82d44c79d23cc6cba359131", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the completion of the west front in 1140, Abbot Suger moved on to the reconstruction of the eastern end, leaving the Carolingian nave in use. He designed a choir that would be suffused with light. To achieve his aims, his masons drew on the several new features which evolved or had been introduced to Romanesque architecture, the pointed arch, the ribbed vault, the ambulatory with radiating chapels, the clustered columns supporting ribs springing in different directions and the flying buttresses which enabled the insertion of large clerestory windows.", "targets": "What style of nave was left unaltered during this portion of the reconstruction of Saint Denis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-658dac1ca82d44c79d23cc6cba359131", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the completion of the west front in 1140, Abbot Suger moved on to the reconstruction of the eastern end, leaving the Carolingian nave in use. He designed a choir that would be suffused with light. To achieve his aims, his masons drew on the several new features which evolved or had been introduced to Romanesque architecture, the pointed arch, the ribbed vault, the ambulatory with radiating chapels, the clustered columns supporting ribs springing in different directions and the flying buttresses which enabled the insertion of large clerestory windows.", "targets": "What style of columns did Abbott Suger use when reconstructing Saint Denis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-658dac1ca82d44c79d23cc6cba359131", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the completion of the west front in 1140, Abbot Suger moved on to the reconstruction of the eastern end, leaving the Carolingian nave in use. He designed a choir that would be suffused with light. To achieve his aims, his masons drew on the several new features which evolved or had been introduced to Romanesque architecture, the pointed arch, the ribbed vault, the ambulatory with radiating chapels, the clustered columns supporting ribs springing in different directions and the flying buttresses which enabled the insertion of large clerestory windows.", "targets": "What design element allowed the use of large clerestory windows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-26d00812d48d4318981682ecb82efe1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From an evolutionary-biological perspective, the function of the brain is to provide coherent control over the actions of an animal. A centralized brain allows groups of muscles to be co-activated in complex patterns; it also allows stimuli impinging on one part of the body to evoke responses in other parts, and it can prevent different parts of the body from acting at cross-purposes to each other.", "targets": "The function of the brain from an evolutionary-biological thought is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6aa5a2981c74864a1dda8cabd26416f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvaluan language and English are the national languages of Tuvalu. Tuvaluan is of the Ellicean group of Polynesian languages, distantly related to all other Polynesian languages such as Hawaiian, M\u0101ori, Tahitian, Samoan and Tongan. It is most closely related to the languages spoken on the Polynesian outliers in Micronesia and northern and central Melanesia. The language has borrowed from the Samoan language, as a consequence of Christian missionaries in the late 19th and early 20th centuries being predominantly Samoan.", "targets": "Besides English, what is the national language of Tuvalu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6aa5a2981c74864a1dda8cabd26416f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvaluan language and English are the national languages of Tuvalu. Tuvaluan is of the Ellicean group of Polynesian languages, distantly related to all other Polynesian languages such as Hawaiian, M\u0101ori, Tahitian, Samoan and Tongan. It is most closely related to the languages spoken on the Polynesian outliers in Micronesia and northern and central Melanesia. The language has borrowed from the Samoan language, as a consequence of Christian missionaries in the late 19th and early 20th centuries being predominantly Samoan.", "targets": "What is the language group of the Tuvaluan language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6aa5a2981c74864a1dda8cabd26416f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvaluan language and English are the national languages of Tuvalu. Tuvaluan is of the Ellicean group of Polynesian languages, distantly related to all other Polynesian languages such as Hawaiian, M\u0101ori, Tahitian, Samoan and Tongan. It is most closely related to the languages spoken on the Polynesian outliers in Micronesia and northern and central Melanesia. The language has borrowed from the Samoan language, as a consequence of Christian missionaries in the late 19th and early 20th centuries being predominantly Samoan.", "targets": "What other languages is the Tuvaluan language related?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6aa5a2981c74864a1dda8cabd26416f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvaluan language and English are the national languages of Tuvalu. Tuvaluan is of the Ellicean group of Polynesian languages, distantly related to all other Polynesian languages such as Hawaiian, M\u0101ori, Tahitian, Samoan and Tongan. It is most closely related to the languages spoken on the Polynesian outliers in Micronesia and northern and central Melanesia. The language has borrowed from the Samoan language, as a consequence of Christian missionaries in the late 19th and early 20th centuries being predominantly Samoan.", "targets": "To what area's language is Tuvaluan closely related?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6aa5a2981c74864a1dda8cabd26416f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Tuvaluan language and English are the national languages of Tuvalu. Tuvaluan is of the Ellicean group of Polynesian languages, distantly related to all other Polynesian languages such as Hawaiian, M\u0101ori, Tahitian, Samoan and Tongan. It is most closely related to the languages spoken on the Polynesian outliers in Micronesia and northern and central Melanesia. The language has borrowed from the Samoan language, as a consequence of Christian missionaries in the late 19th and early 20th centuries being predominantly Samoan.", "targets": "From what language does Tuvaluan borrow many linguistic traits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b73312f8dd043699e281d32702ce5d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High speed Internet connectivity has become more widely available at a reasonable cost and the cost of video capture and display technology has decreased. Consequently, personal videoconferencing systems based on a webcam, personal computer system, software compression and broadband Internet connectivity have become affordable to the general public. Also, the hardware used for this technology has continued to improve in quality, and prices have dropped dramatically. The availability of freeware (often as part of chat programs) has made software based videoconferencing accessible to many.", "targets": "What technology has become more widely available and affordable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b73312f8dd043699e281d32702ce5d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High speed Internet connectivity has become more widely available at a reasonable cost and the cost of video capture and display technology has decreased. Consequently, personal videoconferencing systems based on a webcam, personal computer system, software compression and broadband Internet connectivity have become affordable to the general public. Also, the hardware used for this technology has continued to improve in quality, and prices have dropped dramatically. The availability of freeware (often as part of chat programs) has made software based videoconferencing accessible to many.", "targets": "What is an example of a personal videoconferencing system tool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b73312f8dd043699e281d32702ce5d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High speed Internet connectivity has become more widely available at a reasonable cost and the cost of video capture and display technology has decreased. Consequently, personal videoconferencing systems based on a webcam, personal computer system, software compression and broadband Internet connectivity have become affordable to the general public. Also, the hardware used for this technology has continued to improve in quality, and prices have dropped dramatically. The availability of freeware (often as part of chat programs) has made software based videoconferencing accessible to many.", "targets": "What has made videoconferencing accessible to many?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b73312f8dd043699e281d32702ce5d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "High speed Internet connectivity has become more widely available at a reasonable cost and the cost of video capture and display technology has decreased. Consequently, personal videoconferencing systems based on a webcam, personal computer system, software compression and broadband Internet connectivity have become affordable to the general public. Also, the hardware used for this technology has continued to improve in quality, and prices have dropped dramatically. The availability of freeware (often as part of chat programs) has made software based videoconferencing accessible to many.", "targets": "Videoconferencing freeware is widely available in what programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "When was Manning picked #1 in the NFL Draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "When was Newton the first selection in the NFL Draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "How old was Newton during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "How much older was Manning than Newton during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "Who was the #2 pick in the 2011 NFL Draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "Who was considered to be the first choice in the NFL draft of 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "In 2011, who was the first player to be chosen in the NFL draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "How old was Newton during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "What position did Newton play during Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "Manning was the number one pick in which draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "Newton was the number one pick in which draft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "Who was the number two draft pick for 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "What year did Newton hold the number one draft pick position?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "How old was Newton in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6f7f62ba86ad4c40a165c9de37db4106", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This was the first Super Bowl to feature a quarterback on both teams who was the #1 pick in their draft classes. Manning was the #1 selection of the 1998 NFL draft, while Newton was picked first in 2011. The matchup also pits the top two picks of the 2011 draft against each other: Newton for Carolina and Von Miller for Denver. Manning and Newton also set the record for the largest age difference between opposing Super Bowl quarterbacks at 13 years and 48 days (Manning was 39, Newton was 26).", "targets": "What was the age difference between Newton and Manning in Super Bowl 50?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-428c8b27acba4d2ab5f4e4cb327a63f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 1854 book \"The Cruise of the Steam Yacht North Star\" John Choules described Southampton thus: \"I hardly know a town that can show a more beautiful Main Street than Southampton, except it be Oxford. The High Street opens from the quay, and under various names it winds in a gently sweeping line for one mile and a half, and is of very handsome width. The variety of style and color of material in the buildings affords an exhibition of outline, light and color, that I think is seldom equalled. The shops are very elegant, and the streets are kept exceedingly clean.\"", "targets": "Who wrote \"The Cruise of the Steam Yacht North Star\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-428c8b27acba4d2ab5f4e4cb327a63f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 1854 book \"The Cruise of the Steam Yacht North Star\" John Choules described Southampton thus: \"I hardly know a town that can show a more beautiful Main Street than Southampton, except it be Oxford. The High Street opens from the quay, and under various names it winds in a gently sweeping line for one mile and a half, and is of very handsome width. The variety of style and color of material in the buildings affords an exhibition of outline, light and color, that I think is seldom equalled. The shops are very elegant, and the streets are kept exceedingly clean.\"", "targets": "What town did Choules say had the only Main Street more beautiful than Southampton's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-428c8b27acba4d2ab5f4e4cb327a63f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 1854 book \"The Cruise of the Steam Yacht North Star\" John Choules described Southampton thus: \"I hardly know a town that can show a more beautiful Main Street than Southampton, except it be Oxford. The High Street opens from the quay, and under various names it winds in a gently sweeping line for one mile and a half, and is of very handsome width. The variety of style and color of material in the buildings affords an exhibition of outline, light and color, that I think is seldom equalled. The shops are very elegant, and the streets are kept exceedingly clean.\"", "targets": "How long was Southampton's High Street as described by Choules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-428c8b27acba4d2ab5f4e4cb327a63f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 1854 book \"The Cruise of the Steam Yacht North Star\" John Choules described Southampton thus: \"I hardly know a town that can show a more beautiful Main Street than Southampton, except it be Oxford. The High Street opens from the quay, and under various names it winds in a gently sweeping line for one mile and a half, and is of very handsome width. The variety of style and color of material in the buildings affords an exhibition of outline, light and color, that I think is seldom equalled. The shops are very elegant, and the streets are kept exceedingly clean.\"", "targets": "What adjective did Choules use to describe the shops of Southampton's High Street?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-428c8b27acba4d2ab5f4e4cb327a63f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In his 1854 book \"The Cruise of the Steam Yacht North Star\" John Choules described Southampton thus: \"I hardly know a town that can show a more beautiful Main Street than Southampton, except it be Oxford. The High Street opens from the quay, and under various names it winds in a gently sweeping line for one mile and a half, and is of very handsome width. The variety of style and color of material in the buildings affords an exhibition of outline, light and color, that I think is seldom equalled. The shops are very elegant, and the streets are kept exceedingly clean.\"", "targets": "Choules complimented the streets of Southampton for being kept in what condition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffcbd4bb837b4879a72d0cdfb2a9be5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 20, Kennedy sent a memo to Vice President Lyndon B. Johnson, asking Johnson to look into the status of America's space program, and into programs that could offer NASA the opportunity to catch up. Johnson responded approximately one week later, concluding that \"we are neither making maximum effort nor achieving results necessary if this country is to reach a position of leadership.\" His memo concluded that a manned Moon landing was far enough in the future that it was likely the United States would achieve it first.", "targets": "What month and day did Kennedy message his vice president about the status of the program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffcbd4bb837b4879a72d0cdfb2a9be5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 20, Kennedy sent a memo to Vice President Lyndon B. Johnson, asking Johnson to look into the status of America's space program, and into programs that could offer NASA the opportunity to catch up. Johnson responded approximately one week later, concluding that \"we are neither making maximum effort nor achieving results necessary if this country is to reach a position of leadership.\" His memo concluded that a manned Moon landing was far enough in the future that it was likely the United States would achieve it first.", "targets": "Who was Kennedy's vice president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffcbd4bb837b4879a72d0cdfb2a9be5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 20, Kennedy sent a memo to Vice President Lyndon B. Johnson, asking Johnson to look into the status of America's space program, and into programs that could offer NASA the opportunity to catch up. Johnson responded approximately one week later, concluding that \"we are neither making maximum effort nor achieving results necessary if this country is to reach a position of leadership.\" His memo concluded that a manned Moon landing was far enough in the future that it was likely the United States would achieve it first.", "targets": "How long did it take Johnson to respond to Kennedy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ffcbd4bb837b4879a72d0cdfb2a9be5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 20, Kennedy sent a memo to Vice President Lyndon B. Johnson, asking Johnson to look into the status of America's space program, and into programs that could offer NASA the opportunity to catch up. Johnson responded approximately one week later, concluding that \"we are neither making maximum effort nor achieving results necessary if this country is to reach a position of leadership.\" His memo concluded that a manned Moon landing was far enough in the future that it was likely the United States would achieve it first.", "targets": "What was the general consensus Johnson came to regarding America's progress on going to space and reaching a position of leadership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c5cd6414ad045cc8812919440b6f080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Parliament of the United Kingdom, Plymouth is represented by the three constituencies of Plymouth Moor View, Plymouth Sutton and Devonport and South West Devon and within the European Parliament as South West England. In the 2015 general election all three constituencies returned Conservative MPs, who were Oliver Colvile (for Devon South West), Gary Streeter (for Sutton and Devonport) and Johnny Mercer for Moor View.", "targets": "What European Parliamentary constitutency is Plymouth a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c5cd6414ad045cc8812919440b6f080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Parliament of the United Kingdom, Plymouth is represented by the three constituencies of Plymouth Moor View, Plymouth Sutton and Devonport and South West Devon and within the European Parliament as South West England. In the 2015 general election all three constituencies returned Conservative MPs, who were Oliver Colvile (for Devon South West), Gary Streeter (for Sutton and Devonport) and Johnny Mercer for Moor View.", "targets": "Who was elected for the Sutton and Devonport constitutency in 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c5cd6414ad045cc8812919440b6f080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Parliament of the United Kingdom, Plymouth is represented by the three constituencies of Plymouth Moor View, Plymouth Sutton and Devonport and South West Devon and within the European Parliament as South West England. In the 2015 general election all three constituencies returned Conservative MPs, who were Oliver Colvile (for Devon South West), Gary Streeter (for Sutton and Devonport) and Johnny Mercer for Moor View.", "targets": "As of 2015, what political party did all of Plymouth's MPs belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c5cd6414ad045cc8812919440b6f080", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Parliament of the United Kingdom, Plymouth is represented by the three constituencies of Plymouth Moor View, Plymouth Sutton and Devonport and South West Devon and within the European Parliament as South West England. In the 2015 general election all three constituencies returned Conservative MPs, who were Oliver Colvile (for Devon South West), Gary Streeter (for Sutton and Devonport) and Johnny Mercer for Moor View.", "targets": "What parliamentary constitutency was represented by Johnny Mercer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33dc32a82bb24b0699bde43dad87a56e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their basic and advanced training at the individual-level, soldiers may choose to continue their training and apply for an \"additional skill identifier\" (ASI). The ASI allows the army to take a wide ranging MOS and focus it into a more specific MOS. For example, a combat medic, whose duties are to provide pre-hospital emergency treatment, may receive ASI training to become a cardiovascular specialist, a dialysis specialist, or even a licensed practical nurse. For commissioned officers, ASI training includes pre-commissioning training either at USMA, or via ROTC, or by completing OCS. After commissioning, officers undergo branch specific training at the Basic Officer Leaders Course, (formerly called Officer Basic Course), which varies in time and location according their future assignments. Further career development is available through the Army Correspondence Course Program.", "targets": "What does ASI stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33dc32a82bb24b0699bde43dad87a56e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their basic and advanced training at the individual-level, soldiers may choose to continue their training and apply for an \"additional skill identifier\" (ASI). The ASI allows the army to take a wide ranging MOS and focus it into a more specific MOS. For example, a combat medic, whose duties are to provide pre-hospital emergency treatment, may receive ASI training to become a cardiovascular specialist, a dialysis specialist, or even a licensed practical nurse. For commissioned officers, ASI training includes pre-commissioning training either at USMA, or via ROTC, or by completing OCS. After commissioning, officers undergo branch specific training at the Basic Officer Leaders Course, (formerly called Officer Basic Course), which varies in time and location according their future assignments. Further career development is available through the Army Correspondence Course Program.", "targets": "What is are combat medics duties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33dc32a82bb24b0699bde43dad87a56e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their basic and advanced training at the individual-level, soldiers may choose to continue their training and apply for an \"additional skill identifier\" (ASI). The ASI allows the army to take a wide ranging MOS and focus it into a more specific MOS. For example, a combat medic, whose duties are to provide pre-hospital emergency treatment, may receive ASI training to become a cardiovascular specialist, a dialysis specialist, or even a licensed practical nurse. For commissioned officers, ASI training includes pre-commissioning training either at USMA, or via ROTC, or by completing OCS. After commissioning, officers undergo branch specific training at the Basic Officer Leaders Course, (formerly called Officer Basic Course), which varies in time and location according their future assignments. Further career development is available through the Army Correspondence Course Program.", "targets": "Where do the officers go to complete their branch specific training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33dc32a82bb24b0699bde43dad87a56e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following their basic and advanced training at the individual-level, soldiers may choose to continue their training and apply for an \"additional skill identifier\" (ASI). The ASI allows the army to take a wide ranging MOS and focus it into a more specific MOS. For example, a combat medic, whose duties are to provide pre-hospital emergency treatment, may receive ASI training to become a cardiovascular specialist, a dialysis specialist, or even a licensed practical nurse. For commissioned officers, ASI training includes pre-commissioning training either at USMA, or via ROTC, or by completing OCS. After commissioning, officers undergo branch specific training at the Basic Officer Leaders Course, (formerly called Officer Basic Course), which varies in time and location according their future assignments. Further career development is available through the Army Correspondence Course Program.", "targets": "If the officers want to advance their careers even further, where is that available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df06e2d7f65043beb909c1321ccecd60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Debate remained limited, and major decisions regarding the economy and defence were avoided or dealt with cursorily; the GPC largely remained \"a rubber stamp\" for Gaddafi's policies. On rare occasions, the GPC opposed Gaddafi's suggestions, sometimes successfully; notably, when Gaddafi called on primary schools to be abolished, believing that home schooling was healthier for children, the GPC rejected the idea. In other instances, Gaddafi pushed through laws without the GPC's support, such as when he desired to allow women into the armed forces. Gaddafi proclaimed that the People's Congresses provided for Libya's every political need, rendering other political organizations unnecessary; all non-authorized groups, including political parties, professional associations, independent trade unions and women's groups, were banned.", "targets": "What was the GPC accused of being vis-\u00e0-vis Gaddafi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df06e2d7f65043beb909c1321ccecd60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Debate remained limited, and major decisions regarding the economy and defence were avoided or dealt with cursorily; the GPC largely remained \"a rubber stamp\" for Gaddafi's policies. On rare occasions, the GPC opposed Gaddafi's suggestions, sometimes successfully; notably, when Gaddafi called on primary schools to be abolished, believing that home schooling was healthier for children, the GPC rejected the idea. In other instances, Gaddafi pushed through laws without the GPC's support, such as when he desired to allow women into the armed forces. Gaddafi proclaimed that the People's Congresses provided for Libya's every political need, rendering other political organizations unnecessary; all non-authorized groups, including political parties, professional associations, independent trade unions and women's groups, were banned.", "targets": "What policy did Gaddafi propose that the GPC was against?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df06e2d7f65043beb909c1321ccecd60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Debate remained limited, and major decisions regarding the economy and defence were avoided or dealt with cursorily; the GPC largely remained \"a rubber stamp\" for Gaddafi's policies. On rare occasions, the GPC opposed Gaddafi's suggestions, sometimes successfully; notably, when Gaddafi called on primary schools to be abolished, believing that home schooling was healthier for children, the GPC rejected the idea. In other instances, Gaddafi pushed through laws without the GPC's support, such as when he desired to allow women into the armed forces. Gaddafi proclaimed that the People's Congresses provided for Libya's every political need, rendering other political organizations unnecessary; all non-authorized groups, including political parties, professional associations, independent trade unions and women's groups, were banned.", "targets": "What type of education did Gaddafi prefer to primary schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-df06e2d7f65043beb909c1321ccecd60", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Debate remained limited, and major decisions regarding the economy and defence were avoided or dealt with cursorily; the GPC largely remained \"a rubber stamp\" for Gaddafi's policies. On rare occasions, the GPC opposed Gaddafi's suggestions, sometimes successfully; notably, when Gaddafi called on primary schools to be abolished, believing that home schooling was healthier for children, the GPC rejected the idea. In other instances, Gaddafi pushed through laws without the GPC's support, such as when he desired to allow women into the armed forces. Gaddafi proclaimed that the People's Congresses provided for Libya's every political need, rendering other political organizations unnecessary; all non-authorized groups, including political parties, professional associations, independent trade unions and women's groups, were banned.", "targets": "What was a policy that Gaddafi instituted without support from the GPC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e5cce7ca3347199711d5c9b9e37b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end for the Laemmles came with a lavish version of Show Boat (1936), a remake of its earlier 1929 part-talkie production, and produced as a high-quality, big-budget film rather than as a B-picture. The new film featured several stars from the Broadway stage version, which began production in late 1935, and unlike the 1929 film was based on the Broadway musical rather than the novel. Carl, Jr.'s spending habits alarmed company stockholders. They would not allow production to start on Show Boat unless the Laemmles obtained a loan. Universal was forced to seek a $750,000 production loan from the Standard Capital Corporation, pledging the Laemmle family's controlling interest in Universal as collateral. It was the first time Universal had borrowed money for a production in its 26-year history. The production went $300,000 over budget; Standard called in the loan, cash-strapped Universal could not pay, Standard foreclosed and seized control of the studio on April 2, 1936.", "targets": "In what year was Universal's ill-fated film version of Show Boat released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e5cce7ca3347199711d5c9b9e37b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end for the Laemmles came with a lavish version of Show Boat (1936), a remake of its earlier 1929 part-talkie production, and produced as a high-quality, big-budget film rather than as a B-picture. The new film featured several stars from the Broadway stage version, which began production in late 1935, and unlike the 1929 film was based on the Broadway musical rather than the novel. Carl, Jr.'s spending habits alarmed company stockholders. They would not allow production to start on Show Boat unless the Laemmles obtained a loan. Universal was forced to seek a $750,000 production loan from the Standard Capital Corporation, pledging the Laemmle family's controlling interest in Universal as collateral. It was the first time Universal had borrowed money for a production in its 26-year history. The production went $300,000 over budget; Standard called in the loan, cash-strapped Universal could not pay, Standard foreclosed and seized control of the studio on April 2, 1936.", "targets": "In what year had Universal previously made a version of Show Boat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e5cce7ca3347199711d5c9b9e37b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end for the Laemmles came with a lavish version of Show Boat (1936), a remake of its earlier 1929 part-talkie production, and produced as a high-quality, big-budget film rather than as a B-picture. The new film featured several stars from the Broadway stage version, which began production in late 1935, and unlike the 1929 film was based on the Broadway musical rather than the novel. Carl, Jr.'s spending habits alarmed company stockholders. They would not allow production to start on Show Boat unless the Laemmles obtained a loan. Universal was forced to seek a $750,000 production loan from the Standard Capital Corporation, pledging the Laemmle family's controlling interest in Universal as collateral. It was the first time Universal had borrowed money for a production in its 26-year history. The production went $300,000 over budget; Standard called in the loan, cash-strapped Universal could not pay, Standard foreclosed and seized control of the studio on April 2, 1936.", "targets": "What was the amount of the production loan Universal sought to complete Show Boat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e5cce7ca3347199711d5c9b9e37b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end for the Laemmles came with a lavish version of Show Boat (1936), a remake of its earlier 1929 part-talkie production, and produced as a high-quality, big-budget film rather than as a B-picture. The new film featured several stars from the Broadway stage version, which began production in late 1935, and unlike the 1929 film was based on the Broadway musical rather than the novel. Carl, Jr.'s spending habits alarmed company stockholders. They would not allow production to start on Show Boat unless the Laemmles obtained a loan. Universal was forced to seek a $750,000 production loan from the Standard Capital Corporation, pledging the Laemmle family's controlling interest in Universal as collateral. It was the first time Universal had borrowed money for a production in its 26-year history. The production went $300,000 over budget; Standard called in the loan, cash-strapped Universal could not pay, Standard foreclosed and seized control of the studio on April 2, 1936.", "targets": "Who granted Universal the production loan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89e5cce7ca3347199711d5c9b9e37b29", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end for the Laemmles came with a lavish version of Show Boat (1936), a remake of its earlier 1929 part-talkie production, and produced as a high-quality, big-budget film rather than as a B-picture. The new film featured several stars from the Broadway stage version, which began production in late 1935, and unlike the 1929 film was based on the Broadway musical rather than the novel. Carl, Jr.'s spending habits alarmed company stockholders. They would not allow production to start on Show Boat unless the Laemmles obtained a loan. Universal was forced to seek a $750,000 production loan from the Standard Capital Corporation, pledging the Laemmle family's controlling interest in Universal as collateral. It was the first time Universal had borrowed money for a production in its 26-year history. The production went $300,000 over budget; Standard called in the loan, cash-strapped Universal could not pay, Standard foreclosed and seized control of the studio on April 2, 1936.", "targets": "When did the Standard Capital Corporation take control of Universal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9717fe4b8a0b4f1a973613dca33ca3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has universal compulsory military service for males, while females are exempted from conscription but may otherwise serve in the military. As of 2009[update], mandatory military service is nine months for male citizens between the ages of 19 and 45. Additionally, Greek males between the age of 18 and 60 who live in strategically sensitive areas may be required to serve part-time in the National Guard. However, as the military has sought to become a completely professional force, the government has promised to reduce mandatory military service or abolish it completely.", "targets": "What type of military service does Greece require?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9717fe4b8a0b4f1a973613dca33ca3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has universal compulsory military service for males, while females are exempted from conscription but may otherwise serve in the military. As of 2009[update], mandatory military service is nine months for male citizens between the ages of 19 and 45. Additionally, Greek males between the age of 18 and 60 who live in strategically sensitive areas may be required to serve part-time in the National Guard. However, as the military has sought to become a completely professional force, the government has promised to reduce mandatory military service or abolish it completely.", "targets": "Can females be drafted into the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9717fe4b8a0b4f1a973613dca33ca3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has universal compulsory military service for males, while females are exempted from conscription but may otherwise serve in the military. As of 2009[update], mandatory military service is nine months for male citizens between the ages of 19 and 45. Additionally, Greek males between the age of 18 and 60 who live in strategically sensitive areas may be required to serve part-time in the National Guard. However, as the military has sought to become a completely professional force, the government has promised to reduce mandatory military service or abolish it completely.", "targets": "What is the length of military service required of men?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9717fe4b8a0b4f1a973613dca33ca3b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has universal compulsory military service for males, while females are exempted from conscription but may otherwise serve in the military. As of 2009[update], mandatory military service is nine months for male citizens between the ages of 19 and 45. Additionally, Greek males between the age of 18 and 60 who live in strategically sensitive areas may be required to serve part-time in the National Guard. However, as the military has sought to become a completely professional force, the government has promised to reduce mandatory military service or abolish it completely.", "targets": "At what age might men required to serve in the National Guard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad5da4e842b44cf1844020c6811550f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The small woolen dolls called Maniae, hung on the Compitalia shrines, were thought a symbolic replacement for child-sacrifice to Mania, as Mother of the Lares. The Junii took credit for its abolition by their ancestor L. Junius Brutus, traditionally Rome's Republican founder and first consul. Political or military executions were sometimes conducted in such a way that they evoked human sacrifice, whether deliberately or in the perception of witnesses; Marcus Marius Gratidianus was a gruesome example.", "targets": "Who was the founder of the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad5da4e842b44cf1844020c6811550f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The small woolen dolls called Maniae, hung on the Compitalia shrines, were thought a symbolic replacement for child-sacrifice to Mania, as Mother of the Lares. The Junii took credit for its abolition by their ancestor L. Junius Brutus, traditionally Rome's Republican founder and first consul. Political or military executions were sometimes conducted in such a way that they evoked human sacrifice, whether deliberately or in the perception of witnesses; Marcus Marius Gratidianus was a gruesome example.", "targets": "What were stand-ins for child sacrifices to Mania?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad5da4e842b44cf1844020c6811550f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The small woolen dolls called Maniae, hung on the Compitalia shrines, were thought a symbolic replacement for child-sacrifice to Mania, as Mother of the Lares. The Junii took credit for its abolition by their ancestor L. Junius Brutus, traditionally Rome's Republican founder and first consul. Political or military executions were sometimes conducted in such a way that they evoked human sacrifice, whether deliberately or in the perception of witnesses; Marcus Marius Gratidianus was a gruesome example.", "targets": "Who was Mania in Roman religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad5da4e842b44cf1844020c6811550f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The small woolen dolls called Maniae, hung on the Compitalia shrines, were thought a symbolic replacement for child-sacrifice to Mania, as Mother of the Lares. The Junii took credit for its abolition by their ancestor L. Junius Brutus, traditionally Rome's Republican founder and first consul. Political or military executions were sometimes conducted in such a way that they evoked human sacrifice, whether deliberately or in the perception of witnesses; Marcus Marius Gratidianus was a gruesome example.", "targets": "What leader was the first consul of the Roman Republic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ad5da4e842b44cf1844020c6811550f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The small woolen dolls called Maniae, hung on the Compitalia shrines, were thought a symbolic replacement for child-sacrifice to Mania, as Mother of the Lares. The Junii took credit for its abolition by their ancestor L. Junius Brutus, traditionally Rome's Republican founder and first consul. Political or military executions were sometimes conducted in such a way that they evoked human sacrifice, whether deliberately or in the perception of witnesses; Marcus Marius Gratidianus was a gruesome example.", "targets": "What acts were sometimes arranged so as to be sacrifices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3928a3eb5ace4dd393e17a4a123d4386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, new pharmaceutical products must be approved by the Food and Drug Administration (FDA) as being both safe and effective. This process generally involves submission of an Investigational New Drug filing with sufficient pre-clinical data to support proceeding with human trials. Following IND approval, three phases of progressively larger human clinical trials may be conducted. Phase I generally studies toxicity using healthy volunteers. Phase II can include pharmacokinetics and dosing in patients, and Phase III is a very large study of efficacy in the intended patient population. Following the successful completion of phase III testing, a New Drug Application is submitted to the FDA. The FDA review the data and if the product is seen as having a positive benefit-risk assessment, approval to market the product in the US is granted.", "targets": "The safety and efficacy of new drugs must be approved by what organization in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3928a3eb5ace4dd393e17a4a123d4386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, new pharmaceutical products must be approved by the Food and Drug Administration (FDA) as being both safe and effective. This process generally involves submission of an Investigational New Drug filing with sufficient pre-clinical data to support proceeding with human trials. Following IND approval, three phases of progressively larger human clinical trials may be conducted. Phase I generally studies toxicity using healthy volunteers. Phase II can include pharmacokinetics and dosing in patients, and Phase III is a very large study of efficacy in the intended patient population. Following the successful completion of phase III testing, a New Drug Application is submitted to the FDA. The FDA review the data and if the product is seen as having a positive benefit-risk assessment, approval to market the product in the US is granted.", "targets": "What type of filing is used before beginning human trials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3928a3eb5ace4dd393e17a4a123d4386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, new pharmaceutical products must be approved by the Food and Drug Administration (FDA) as being both safe and effective. This process generally involves submission of an Investigational New Drug filing with sufficient pre-clinical data to support proceeding with human trials. Following IND approval, three phases of progressively larger human clinical trials may be conducted. Phase I generally studies toxicity using healthy volunteers. Phase II can include pharmacokinetics and dosing in patients, and Phase III is a very large study of efficacy in the intended patient population. Following the successful completion of phase III testing, a New Drug Application is submitted to the FDA. The FDA review the data and if the product is seen as having a positive benefit-risk assessment, approval to market the product in the US is granted.", "targets": "How many phases of human trials may be done after IND approval?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3928a3eb5ace4dd393e17a4a123d4386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, new pharmaceutical products must be approved by the Food and Drug Administration (FDA) as being both safe and effective. This process generally involves submission of an Investigational New Drug filing with sufficient pre-clinical data to support proceeding with human trials. Following IND approval, three phases of progressively larger human clinical trials may be conducted. Phase I generally studies toxicity using healthy volunteers. Phase II can include pharmacokinetics and dosing in patients, and Phase III is a very large study of efficacy in the intended patient population. Following the successful completion of phase III testing, a New Drug Application is submitted to the FDA. The FDA review the data and if the product is seen as having a positive benefit-risk assessment, approval to market the product in the US is granted.", "targets": "What type of application is filed after completing three phases of human trials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3928a3eb5ace4dd393e17a4a123d4386", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United States, new pharmaceutical products must be approved by the Food and Drug Administration (FDA) as being both safe and effective. This process generally involves submission of an Investigational New Drug filing with sufficient pre-clinical data to support proceeding with human trials. Following IND approval, three phases of progressively larger human clinical trials may be conducted. Phase I generally studies toxicity using healthy volunteers. Phase II can include pharmacokinetics and dosing in patients, and Phase III is a very large study of efficacy in the intended patient population. Following the successful completion of phase III testing, a New Drug Application is submitted to the FDA. The FDA review the data and if the product is seen as having a positive benefit-risk assessment, approval to market the product in the US is granted.", "targets": "What type of risk assessment results in approving the drug to go on the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbc7240bf28494b965121de9655a54c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to the 1990s, the Federal District was the most populous federal entity in Mexico, but since then its population has remained stable at around 8.7 million. The growth of the city has extended beyond the limits of the Federal District to 59 municipalities of the state of Mexico and 1 in the state of Hidalgo. With a population of approximately 19.8 million inhabitants (2008), it is one of the most populous conurbations in the world. Nonetheless, the annual rate of growth of the Metropolitan Area of Mexico City is much lower than that of other large urban agglomerations in Mexico, a phenomenon most likely attributable to the environmental policy of decentralization. The net migration rate of the Federal District from 1995 to 2000 was negative.", "targets": "How many people live in the Federal District? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbc7240bf28494b965121de9655a54c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to the 1990s, the Federal District was the most populous federal entity in Mexico, but since then its population has remained stable at around 8.7 million. The growth of the city has extended beyond the limits of the Federal District to 59 municipalities of the state of Mexico and 1 in the state of Hidalgo. With a population of approximately 19.8 million inhabitants (2008), it is one of the most populous conurbations in the world. Nonetheless, the annual rate of growth of the Metropolitan Area of Mexico City is much lower than that of other large urban agglomerations in Mexico, a phenomenon most likely attributable to the environmental policy of decentralization. The net migration rate of the Federal District from 1995 to 2000 was negative.", "targets": "What is the overall population of Mexico City in 2008?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbc7240bf28494b965121de9655a54c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to the 1990s, the Federal District was the most populous federal entity in Mexico, but since then its population has remained stable at around 8.7 million. The growth of the city has extended beyond the limits of the Federal District to 59 municipalities of the state of Mexico and 1 in the state of Hidalgo. With a population of approximately 19.8 million inhabitants (2008), it is one of the most populous conurbations in the world. Nonetheless, the annual rate of growth of the Metropolitan Area of Mexico City is much lower than that of other large urban agglomerations in Mexico, a phenomenon most likely attributable to the environmental policy of decentralization. The net migration rate of the Federal District from 1995 to 2000 was negative.", "targets": "What was the migration rate of Mexico City from 95-2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fbc7240bf28494b965121de9655a54c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to the 1990s, the Federal District was the most populous federal entity in Mexico, but since then its population has remained stable at around 8.7 million. The growth of the city has extended beyond the limits of the Federal District to 59 municipalities of the state of Mexico and 1 in the state of Hidalgo. With a population of approximately 19.8 million inhabitants (2008), it is one of the most populous conurbations in the world. Nonetheless, the annual rate of growth of the Metropolitan Area of Mexico City is much lower than that of other large urban agglomerations in Mexico, a phenomenon most likely attributable to the environmental policy of decentralization. The net migration rate of the Federal District from 1995 to 2000 was negative.", "targets": "Compared to other cities in Mexico, Mexico City's growth is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3956f819da44022bdddd94d3852cd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reapportionment following the 2010 United States Census gave the state two more seats in the House of Representatives. The legislature's redistricting, announced in 2012, was quickly challenged in court, on the grounds that it had unfairly benefited Republican interests. In 2015, the Florida Supreme Court ruled on appeal that the congressional districts had to be redrawn because of the legislature's violation of the Fair District Amendments to the state constitution passed in 2010; it accepted a new map in early December 2015.", "targets": "What has reappointment done to florida "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3956f819da44022bdddd94d3852cd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reapportionment following the 2010 United States Census gave the state two more seats in the House of Representatives. The legislature's redistricting, announced in 2012, was quickly challenged in court, on the grounds that it had unfairly benefited Republican interests. In 2015, the Florida Supreme Court ruled on appeal that the congressional districts had to be redrawn because of the legislature's violation of the Fair District Amendments to the state constitution passed in 2010; it accepted a new map in early December 2015.", "targets": "What was challenged in 2012 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3956f819da44022bdddd94d3852cd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reapportionment following the 2010 United States Census gave the state two more seats in the House of Representatives. The legislature's redistricting, announced in 2012, was quickly challenged in court, on the grounds that it had unfairly benefited Republican interests. In 2015, the Florida Supreme Court ruled on appeal that the congressional districts had to be redrawn because of the legislature's violation of the Fair District Amendments to the state constitution passed in 2010; it accepted a new map in early December 2015.", "targets": "How did the Florida supreme court rule on the challenge "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b3956f819da44022bdddd94d3852cd48", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Reapportionment following the 2010 United States Census gave the state two more seats in the House of Representatives. The legislature's redistricting, announced in 2012, was quickly challenged in court, on the grounds that it had unfairly benefited Republican interests. In 2015, the Florida Supreme Court ruled on appeal that the congressional districts had to be redrawn because of the legislature's violation of the Fair District Amendments to the state constitution passed in 2010; it accepted a new map in early December 2015.", "targets": "What hapend to the Florida congressional map in 2015 "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d504854ae6904a32b0ec2ab6ecff4481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conservation is responsible for the long-term preservation of the collections, and covers all the collections held by the V&A and the V&A Museum of Childhood. The conservators specialise in particular areas of conservation. Areas covered by conservator's work include \"preventive\" conservation this includes: performing surveys, assessments and providing advice on the handling of items, correct packaging, mounting and handling procedures during movement and display to reduce risk of damaging objects. Activities include controlling the museum environment (for example, temperature and light) and preventing pests (primarily insects) from damaging artefacts. The other major category is \"interventive\" conservation, this includes: cleaning and reintegration to strengthen fragile objects, reveal original surface decoration, and restore shape. Interventive treatment makes an object more stable, but also more attractive and comprehensible to the viewer. It is usually undertaken on items that are to go on public display.", "targets": "Which area is responsible for the long-term preservation of the V&A collections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d504854ae6904a32b0ec2ab6ecff4481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conservation is responsible for the long-term preservation of the collections, and covers all the collections held by the V&A and the V&A Museum of Childhood. The conservators specialise in particular areas of conservation. Areas covered by conservator's work include \"preventive\" conservation this includes: performing surveys, assessments and providing advice on the handling of items, correct packaging, mounting and handling procedures during movement and display to reduce risk of damaging objects. Activities include controlling the museum environment (for example, temperature and light) and preventing pests (primarily insects) from damaging artefacts. The other major category is \"interventive\" conservation, this includes: cleaning and reintegration to strengthen fragile objects, reveal original surface decoration, and restore shape. Interventive treatment makes an object more stable, but also more attractive and comprehensible to the viewer. It is usually undertaken on items that are to go on public display.", "targets": "What two environmental conditions are controlled in the museum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d504854ae6904a32b0ec2ab6ecff4481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conservation is responsible for the long-term preservation of the collections, and covers all the collections held by the V&A and the V&A Museum of Childhood. The conservators specialise in particular areas of conservation. Areas covered by conservator's work include \"preventive\" conservation this includes: performing surveys, assessments and providing advice on the handling of items, correct packaging, mounting and handling procedures during movement and display to reduce risk of damaging objects. Activities include controlling the museum environment (for example, temperature and light) and preventing pests (primarily insects) from damaging artefacts. The other major category is \"interventive\" conservation, this includes: cleaning and reintegration to strengthen fragile objects, reveal original surface decoration, and restore shape. Interventive treatment makes an object more stable, but also more attractive and comprehensible to the viewer. It is usually undertaken on items that are to go on public display.", "targets": "What major category of conservation result in an object that is more attractive and more comprehensible to the viewer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d504854ae6904a32b0ec2ab6ecff4481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conservation is responsible for the long-term preservation of the collections, and covers all the collections held by the V&A and the V&A Museum of Childhood. The conservators specialise in particular areas of conservation. Areas covered by conservator's work include \"preventive\" conservation this includes: performing surveys, assessments and providing advice on the handling of items, correct packaging, mounting and handling procedures during movement and display to reduce risk of damaging objects. Activities include controlling the museum environment (for example, temperature and light) and preventing pests (primarily insects) from damaging artefacts. The other major category is \"interventive\" conservation, this includes: cleaning and reintegration to strengthen fragile objects, reveal original surface decoration, and restore shape. Interventive treatment makes an object more stable, but also more attractive and comprehensible to the viewer. It is usually undertaken on items that are to go on public display.", "targets": "Besides the V&A's, whose collections are under the responsibility of conservators at the V&A?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d504854ae6904a32b0ec2ab6ecff4481", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Conservation is responsible for the long-term preservation of the collections, and covers all the collections held by the V&A and the V&A Museum of Childhood. The conservators specialise in particular areas of conservation. Areas covered by conservator's work include \"preventive\" conservation this includes: performing surveys, assessments and providing advice on the handling of items, correct packaging, mounting and handling procedures during movement and display to reduce risk of damaging objects. Activities include controlling the museum environment (for example, temperature and light) and preventing pests (primarily insects) from damaging artefacts. The other major category is \"interventive\" conservation, this includes: cleaning and reintegration to strengthen fragile objects, reveal original surface decoration, and restore shape. Interventive treatment makes an object more stable, but also more attractive and comprehensible to the viewer. It is usually undertaken on items that are to go on public display.", "targets": "What type of conservation include providing advice on the handling of items?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835e9b25b63e46ff940bebf74c10d670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fourth Digimon series, which began airing on April 7, 2002, radically departs from the previous three by focusing on a new and very different kind of evolution, Spirit Evolution, in which the human characters use their D-Tectors (this series' Digivice) to transform themselves into special Digimon called Legendary Warriors, detracting from the customary formula of having digital partners. After receiving unusual phone messages from Ophanimon (one of the three ruling Digimon alongside Seraphimon and Cherubimon) Takuya Kanbara, Koji Minamoto, Junpei Shibayama, Zoe Orimoto, Tommy Himi, and Koichi Kimura go to a subway station and take a train to the Digital World. Summoned by Ophanimon, the Digidestined realize that they must find the ten legendary spirits and stop the forces of Cherubimon from physically destroying the Digital World. After finding the ten spirits of the Legendary Warriors and defeating Mercurymon, Grumblemon, Ranamon, and Arbormon, they finally end up fighting Cherubimon hoping to foil his effort to dominate the Digital World. After the defeat of Cherubimon, the Digidestined find they must face an even greater challenge as they try to stop the Royal Knights\u2014Dynasmon and Crusadermon\u2014from destroying the Digital World and using the collected data to revive the original ruler of the Digital World: the tyrannical Lucemon. Ultimately the Digidestined fail in preventing Lucemon from reawakening but they do manage to prevent him from escaping into the Real World. In the final battle, all of the legendary spirits the digidestined have collected thus far merge and create Susanoomon. With this new form, the digidestined are able to effectively defeat Lucemon and save the Digital World. In general, Frontier has a much lighter tone than that of Tamers, yet remains darker than Adventure and Adventure 02.", "targets": "When did the fourth series of Digimon begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835e9b25b63e46ff940bebf74c10d670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fourth Digimon series, which began airing on April 7, 2002, radically departs from the previous three by focusing on a new and very different kind of evolution, Spirit Evolution, in which the human characters use their D-Tectors (this series' Digivice) to transform themselves into special Digimon called Legendary Warriors, detracting from the customary formula of having digital partners. After receiving unusual phone messages from Ophanimon (one of the three ruling Digimon alongside Seraphimon and Cherubimon) Takuya Kanbara, Koji Minamoto, Junpei Shibayama, Zoe Orimoto, Tommy Himi, and Koichi Kimura go to a subway station and take a train to the Digital World. Summoned by Ophanimon, the Digidestined realize that they must find the ten legendary spirits and stop the forces of Cherubimon from physically destroying the Digital World. After finding the ten spirits of the Legendary Warriors and defeating Mercurymon, Grumblemon, Ranamon, and Arbormon, they finally end up fighting Cherubimon hoping to foil his effort to dominate the Digital World. After the defeat of Cherubimon, the Digidestined find they must face an even greater challenge as they try to stop the Royal Knights\u2014Dynasmon and Crusadermon\u2014from destroying the Digital World and using the collected data to revive the original ruler of the Digital World: the tyrannical Lucemon. Ultimately the Digidestined fail in preventing Lucemon from reawakening but they do manage to prevent him from escaping into the Real World. In the final battle, all of the legendary spirits the digidestined have collected thus far merge and create Susanoomon. With this new form, the digidestined are able to effectively defeat Lucemon and save the Digital World. In general, Frontier has a much lighter tone than that of Tamers, yet remains darker than Adventure and Adventure 02.", "targets": "What was the main focus surrounding the fourth series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835e9b25b63e46ff940bebf74c10d670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fourth Digimon series, which began airing on April 7, 2002, radically departs from the previous three by focusing on a new and very different kind of evolution, Spirit Evolution, in which the human characters use their D-Tectors (this series' Digivice) to transform themselves into special Digimon called Legendary Warriors, detracting from the customary formula of having digital partners. After receiving unusual phone messages from Ophanimon (one of the three ruling Digimon alongside Seraphimon and Cherubimon) Takuya Kanbara, Koji Minamoto, Junpei Shibayama, Zoe Orimoto, Tommy Himi, and Koichi Kimura go to a subway station and take a train to the Digital World. Summoned by Ophanimon, the Digidestined realize that they must find the ten legendary spirits and stop the forces of Cherubimon from physically destroying the Digital World. After finding the ten spirits of the Legendary Warriors and defeating Mercurymon, Grumblemon, Ranamon, and Arbormon, they finally end up fighting Cherubimon hoping to foil his effort to dominate the Digital World. After the defeat of Cherubimon, the Digidestined find they must face an even greater challenge as they try to stop the Royal Knights\u2014Dynasmon and Crusadermon\u2014from destroying the Digital World and using the collected data to revive the original ruler of the Digital World: the tyrannical Lucemon. Ultimately the Digidestined fail in preventing Lucemon from reawakening but they do manage to prevent him from escaping into the Real World. In the final battle, all of the legendary spirits the digidestined have collected thus far merge and create Susanoomon. With this new form, the digidestined are able to effectively defeat Lucemon and save the Digital World. In general, Frontier has a much lighter tone than that of Tamers, yet remains darker than Adventure and Adventure 02.", "targets": "What did the characters use to transform themselves into special Digimons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-835e9b25b63e46ff940bebf74c10d670", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The fourth Digimon series, which began airing on April 7, 2002, radically departs from the previous three by focusing on a new and very different kind of evolution, Spirit Evolution, in which the human characters use their D-Tectors (this series' Digivice) to transform themselves into special Digimon called Legendary Warriors, detracting from the customary formula of having digital partners. After receiving unusual phone messages from Ophanimon (one of the three ruling Digimon alongside Seraphimon and Cherubimon) Takuya Kanbara, Koji Minamoto, Junpei Shibayama, Zoe Orimoto, Tommy Himi, and Koichi Kimura go to a subway station and take a train to the Digital World. Summoned by Ophanimon, the Digidestined realize that they must find the ten legendary spirits and stop the forces of Cherubimon from physically destroying the Digital World. After finding the ten spirits of the Legendary Warriors and defeating Mercurymon, Grumblemon, Ranamon, and Arbormon, they finally end up fighting Cherubimon hoping to foil his effort to dominate the Digital World. After the defeat of Cherubimon, the Digidestined find they must face an even greater challenge as they try to stop the Royal Knights\u2014Dynasmon and Crusadermon\u2014from destroying the Digital World and using the collected data to revive the original ruler of the Digital World: the tyrannical Lucemon. Ultimately the Digidestined fail in preventing Lucemon from reawakening but they do manage to prevent him from escaping into the Real World. In the final battle, all of the legendary spirits the digidestined have collected thus far merge and create Susanoomon. With this new form, the digidestined are able to effectively defeat Lucemon and save the Digital World. In general, Frontier has a much lighter tone than that of Tamers, yet remains darker than Adventure and Adventure 02.", "targets": "After the characters transformed into special Digimons, what were they called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac729a7f2bf4f9382ce6f071ab328fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provision of the law in Section 4 that establishes critical habitat is a regulatory link between habitat protection and recovery goals, requiring the identification and protection of all lands, water and air necessary to recover endangered species. To determine what exactly is critical habitat, the needs of open space for individual and population growth, food, water, light or other nutritional requirements, breeding sites, seed germination and dispersal needs, and lack of disturbances are considered.", "targets": "What section of the Endangered Species Act establishes critical habitat regulations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac729a7f2bf4f9382ce6f071ab328fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provision of the law in Section 4 that establishes critical habitat is a regulatory link between habitat protection and recovery goals, requiring the identification and protection of all lands, water and air necessary to recover endangered species. To determine what exactly is critical habitat, the needs of open space for individual and population growth, food, water, light or other nutritional requirements, breeding sites, seed germination and dispersal needs, and lack of disturbances are considered.", "targets": "Critical habitat regulation links what two topics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac729a7f2bf4f9382ce6f071ab328fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provision of the law in Section 4 that establishes critical habitat is a regulatory link between habitat protection and recovery goals, requiring the identification and protection of all lands, water and air necessary to recover endangered species. To determine what exactly is critical habitat, the needs of open space for individual and population growth, food, water, light or other nutritional requirements, breeding sites, seed germination and dispersal needs, and lack of disturbances are considered.", "targets": "What does critical habitat regulation require?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6ac729a7f2bf4f9382ce6f071ab328fb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The provision of the law in Section 4 that establishes critical habitat is a regulatory link between habitat protection and recovery goals, requiring the identification and protection of all lands, water and air necessary to recover endangered species. To determine what exactly is critical habitat, the needs of open space for individual and population growth, food, water, light or other nutritional requirements, breeding sites, seed germination and dispersal needs, and lack of disturbances are considered.", "targets": "What is an example of a critical habitat consideration that would apply to plant wildlife?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49973141aeb9454faabda4719230de32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has the largest merchant navy in the world, accounting for more than 15% of the world's total deadweight tonnage (dwt) according to the United Nations Conference on Trade and Development. The Greek merchant navy's total dwt of nearly 245 million is comparable only to Japan's, which is ranked second with almost 224 million. Additionally, Greece represents 39.52% of all of the European Union's dwt. However, today's fleet roster is smaller than an all-time high of 5,000 ships in the late 1970s.", "targets": "What does Greece have the largest of in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49973141aeb9454faabda4719230de32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has the largest merchant navy in the world, accounting for more than 15% of the world's total deadweight tonnage (dwt) according to the United Nations Conference on Trade and Development. The Greek merchant navy's total dwt of nearly 245 million is comparable only to Japan's, which is ranked second with almost 224 million. Additionally, Greece represents 39.52% of all of the European Union's dwt. However, today's fleet roster is smaller than an all-time high of 5,000 ships in the late 1970s.", "targets": "Greece's navy accounts for more than what percentage of the world's total deadweight tonnage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49973141aeb9454faabda4719230de32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has the largest merchant navy in the world, accounting for more than 15% of the world's total deadweight tonnage (dwt) according to the United Nations Conference on Trade and Development. The Greek merchant navy's total dwt of nearly 245 million is comparable only to Japan's, which is ranked second with almost 224 million. Additionally, Greece represents 39.52% of all of the European Union's dwt. However, today's fleet roster is smaller than an all-time high of 5,000 ships in the late 1970s.", "targets": "What is the Greek merchant navy's total dwt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49973141aeb9454faabda4719230de32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has the largest merchant navy in the world, accounting for more than 15% of the world's total deadweight tonnage (dwt) according to the United Nations Conference on Trade and Development. The Greek merchant navy's total dwt of nearly 245 million is comparable only to Japan's, which is ranked second with almost 224 million. Additionally, Greece represents 39.52% of all of the European Union's dwt. However, today's fleet roster is smaller than an all-time high of 5,000 ships in the late 1970s.", "targets": "What percentage of the entire EU's dwt does Greece alone represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49973141aeb9454faabda4719230de32", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greece has the largest merchant navy in the world, accounting for more than 15% of the world's total deadweight tonnage (dwt) according to the United Nations Conference on Trade and Development. The Greek merchant navy's total dwt of nearly 245 million is comparable only to Japan's, which is ranked second with almost 224 million. Additionally, Greece represents 39.52% of all of the European Union's dwt. However, today's fleet roster is smaller than an all-time high of 5,000 ships in the late 1970s.", "targets": "How many ships did Greece's navy have in the late 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea1c810a1f14379b73318d63b551465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's original publishers included Maurice Schlesinger and Camille Pleyel. His works soon began to appear in popular 19th-century piano anthologies. The first collected edition was by Breitkopf & H\u00e4rtel (1878\u20131902). Among modern scholarly editions of Chopin's works are the version under the name of Paderewski published between 1937 and 1966 and the more recent Polish \"National Edition\", edited by Jan Ekier, both of which contain detailed explanations and discussions regarding choices and sources.", "targets": "Who released the first collection of Chopin's works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea1c810a1f14379b73318d63b551465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's original publishers included Maurice Schlesinger and Camille Pleyel. His works soon began to appear in popular 19th-century piano anthologies. The first collected edition was by Breitkopf & H\u00e4rtel (1878\u20131902). Among modern scholarly editions of Chopin's works are the version under the name of Paderewski published between 1937 and 1966 and the more recent Polish \"National Edition\", edited by Jan Ekier, both of which contain detailed explanations and discussions regarding choices and sources.", "targets": "Who edited the Polish \"National Edition\" of Chopin's works?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea1c810a1f14379b73318d63b551465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's original publishers included Maurice Schlesinger and Camille Pleyel. His works soon began to appear in popular 19th-century piano anthologies. The first collected edition was by Breitkopf & H\u00e4rtel (1878\u20131902). Among modern scholarly editions of Chopin's works are the version under the name of Paderewski published between 1937 and 1966 and the more recent Polish \"National Edition\", edited by Jan Ekier, both of which contain detailed explanations and discussions regarding choices and sources.", "targets": "Maurice Schlesinger and Camille Pleyel were what to Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea1c810a1f14379b73318d63b551465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's original publishers included Maurice Schlesinger and Camille Pleyel. His works soon began to appear in popular 19th-century piano anthologies. The first collected edition was by Breitkopf & H\u00e4rtel (1878\u20131902). Among modern scholarly editions of Chopin's works are the version under the name of Paderewski published between 1937 and 1966 and the more recent Polish \"National Edition\", edited by Jan Ekier, both of which contain detailed explanations and discussions regarding choices and sources.", "targets": "Where did Chopin's work start t oshow up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea1c810a1f14379b73318d63b551465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's original publishers included Maurice Schlesinger and Camille Pleyel. His works soon began to appear in popular 19th-century piano anthologies. The first collected edition was by Breitkopf & H\u00e4rtel (1878\u20131902). Among modern scholarly editions of Chopin's works are the version under the name of Paderewski published between 1937 and 1966 and the more recent Polish \"National Edition\", edited by Jan Ekier, both of which contain detailed explanations and discussions regarding choices and sources.", "targets": "What was the name under scholarly publications of Chopin's work form 1937 to 1966?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4ea1c810a1f14379b73318d63b551465", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chopin's original publishers included Maurice Schlesinger and Camille Pleyel. His works soon began to appear in popular 19th-century piano anthologies. The first collected edition was by Breitkopf & H\u00e4rtel (1878\u20131902). Among modern scholarly editions of Chopin's works are the version under the name of Paderewski published between 1937 and 1966 and the more recent Polish \"National Edition\", edited by Jan Ekier, both of which contain detailed explanations and discussions regarding choices and sources.", "targets": "Who edited the Polish National Edition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7639911a9bf04e29946bad8013c545d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Opponents argue that the death penalty is not an effective means of deterring crime, risks the execution of the innocent, is unnecessarily barbaric in nature, cheapens human life, and puts a government on the same base moral level as those criminals involved in murder. Furthermore, some opponents argue that the arbitrariness with which it is administered and the systemic influence of racial, socio-economic, geographic, and gender bias on determinations of desert make the current practice of capital punishment immoral and illegitimate.", "targets": "Along with gender, geography and race, what bias do some opponents of the death penalty see in its administration?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7639911a9bf04e29946bad8013c545d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Opponents argue that the death penalty is not an effective means of deterring crime, risks the execution of the innocent, is unnecessarily barbaric in nature, cheapens human life, and puts a government on the same base moral level as those criminals involved in murder. Furthermore, some opponents argue that the arbitrariness with which it is administered and the systemic influence of racial, socio-economic, geographic, and gender bias on determinations of desert make the current practice of capital punishment immoral and illegitimate.", "targets": "According to opponents of the death penalty, what does the death penalty cheapen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7639911a9bf04e29946bad8013c545d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Opponents argue that the death penalty is not an effective means of deterring crime, risks the execution of the innocent, is unnecessarily barbaric in nature, cheapens human life, and puts a government on the same base moral level as those criminals involved in murder. Furthermore, some opponents argue that the arbitrariness with which it is administered and the systemic influence of racial, socio-economic, geographic, and gender bias on determinations of desert make the current practice of capital punishment immoral and illegitimate.", "targets": "According to death penalty opponents, on whose moral level does execution place the government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7639911a9bf04e29946bad8013c545d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Opponents argue that the death penalty is not an effective means of deterring crime, risks the execution of the innocent, is unnecessarily barbaric in nature, cheapens human life, and puts a government on the same base moral level as those criminals involved in murder. Furthermore, some opponents argue that the arbitrariness with which it is administered and the systemic influence of racial, socio-economic, geographic, and gender bias on determinations of desert make the current practice of capital punishment immoral and illegitimate.", "targets": "What do death penalty opponents argue that capital punishment isn't effective at doing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7639911a9bf04e29946bad8013c545d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Opponents argue that the death penalty is not an effective means of deterring crime, risks the execution of the innocent, is unnecessarily barbaric in nature, cheapens human life, and puts a government on the same base moral level as those criminals involved in murder. Furthermore, some opponents argue that the arbitrariness with which it is administered and the systemic influence of racial, socio-economic, geographic, and gender bias on determinations of desert make the current practice of capital punishment immoral and illegitimate.", "targets": "Who do death penalty opponents believe may sometimes be executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-564d34c62929474cae805d708a992ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 1980s and 1990s, demand for a Scottish Parliament grew, in part because the government of the United Kingdom was controlled by the Conservative Party, while Scotland itself elected relatively few Conservative MPs. In the aftermath of the 1979 referendum defeat, the Campaign for a Scottish Assembly was initiated as a pressure group, leading to the 1989 Scottish Constitutional Convention with various organisations such as Scottish churches, political parties and representatives of industry taking part. Publishing its blueprint for devolution in 1995, the Convention provided much of the basis for the structure of the Parliament.", "targets": "In the range between 1980 and 1990, what did demand for grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-564d34c62929474cae805d708a992ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 1980s and 1990s, demand for a Scottish Parliament grew, in part because the government of the United Kingdom was controlled by the Conservative Party, while Scotland itself elected relatively few Conservative MPs. In the aftermath of the 1979 referendum defeat, the Campaign for a Scottish Assembly was initiated as a pressure group, leading to the 1989 Scottish Constitutional Convention with various organisations such as Scottish churches, political parties and representatives of industry taking part. Publishing its blueprint for devolution in 1995, the Convention provided much of the basis for the structure of the Parliament.", "targets": "Whose control of the UK's government helped fuel a desire for a Scottish Parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-564d34c62929474cae805d708a992ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 1980s and 1990s, demand for a Scottish Parliament grew, in part because the government of the United Kingdom was controlled by the Conservative Party, while Scotland itself elected relatively few Conservative MPs. In the aftermath of the 1979 referendum defeat, the Campaign for a Scottish Assembly was initiated as a pressure group, leading to the 1989 Scottish Constitutional Convention with various organisations such as Scottish churches, political parties and representatives of industry taking part. Publishing its blueprint for devolution in 1995, the Convention provided much of the basis for the structure of the Parliament.", "targets": "When was the Scottish Constitutional Convention held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-564d34c62929474cae805d708a992ff6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Throughout the 1980s and 1990s, demand for a Scottish Parliament grew, in part because the government of the United Kingdom was controlled by the Conservative Party, while Scotland itself elected relatively few Conservative MPs. In the aftermath of the 1979 referendum defeat, the Campaign for a Scottish Assembly was initiated as a pressure group, leading to the 1989 Scottish Constitutional Convention with various organisations such as Scottish churches, political parties and representatives of industry taking part. Publishing its blueprint for devolution in 1995, the Convention provided much of the basis for the structure of the Parliament.", "targets": "What provided much of the basis for the structure of the Parliament in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf3794bd4c14a168ca08f5b8f94d3f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Israeli Space Agency coordinates all Israeli space research programs with scientific and commercial goals. In 2012 Israel was ranked ninth in the world by the Futron's Space Competitiveness Index. Israel is one of only seven countries that both build their own satellites and launch their own launchers. The Shavit is a space launch vehicle produced by Israel to launch small satellites into low earth orbit. It was first launched in 1988, making Israel the eighth nation to have a space launch capability. Shavit rockets are launched from the spaceport at the Palmachim Airbase by the Israeli Space Agency. Since 1988 Israel Aerospace Industries have indigenously designed and built at least 13 commercial, research and spy satellites. Some of Israel's satellites are ranked among the world's most advanced space systems. In 2003, Ilan Ramon became Israel's first astronaut, serving as payload specialist of STS-107, the fatal mission of the Space Shuttle Columbia.", "targets": "What coordinates with all Israeli space research programs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf3794bd4c14a168ca08f5b8f94d3f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Israeli Space Agency coordinates all Israeli space research programs with scientific and commercial goals. In 2012 Israel was ranked ninth in the world by the Futron's Space Competitiveness Index. Israel is one of only seven countries that both build their own satellites and launch their own launchers. The Shavit is a space launch vehicle produced by Israel to launch small satellites into low earth orbit. It was first launched in 1988, making Israel the eighth nation to have a space launch capability. Shavit rockets are launched from the spaceport at the Palmachim Airbase by the Israeli Space Agency. Since 1988 Israel Aerospace Industries have indigenously designed and built at least 13 commercial, research and spy satellites. Some of Israel's satellites are ranked among the world's most advanced space systems. In 2003, Ilan Ramon became Israel's first astronaut, serving as payload specialist of STS-107, the fatal mission of the Space Shuttle Columbia.", "targets": "Futron's Space Competitiveness Index ranked Israel what in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bdf3794bd4c14a168ca08f5b8f94d3f6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Israeli Space Agency coordinates all Israeli space research programs with scientific and commercial goals. In 2012 Israel was ranked ninth in the world by the Futron's Space Competitiveness Index. Israel is one of only seven countries that both build their own satellites and launch their own launchers. The Shavit is a space launch vehicle produced by Israel to launch small satellites into low earth orbit. It was first launched in 1988, making Israel the eighth nation to have a space launch capability. Shavit rockets are launched from the spaceport at the Palmachim Airbase by the Israeli Space Agency. Since 1988 Israel Aerospace Industries have indigenously designed and built at least 13 commercial, research and spy satellites. Some of Israel's satellites are ranked among the world's most advanced space systems. In 2003, Ilan Ramon became Israel's first astronaut, serving as payload specialist of STS-107, the fatal mission of the Space Shuttle Columbia.", "targets": "When did Israel launch it's first satellite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e2bce0c7454fd2a8291492cb4c386e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In exchange for Rupert Murdoch's support, Blair agreed not to join the European Exchange Rate Mechanism \u2013 which John Major had withdrawn the country from in September 1992 after barely two years. Cabinet Minister Peter Mandelson was \"outed\" by Matthew Parris (a former Sun columnist) on BBC TV's Newsnight in November 1998. Misjudging public response, The Sun's editor David Yelland demanded to know in a front page editorial whether Britain was governed by a \"gay mafia\" of a \"closed world of men with a mutual self-interest\". Three days later the paper apologised in another editorial which said The Sun would never again reveal a person's sexuality unless it could be defended on the grounds of \"overwhelming public interest\".", "targets": "What did Blair agree to in order to get the support of Rupert Murdoch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e2bce0c7454fd2a8291492cb4c386e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In exchange for Rupert Murdoch's support, Blair agreed not to join the European Exchange Rate Mechanism \u2013 which John Major had withdrawn the country from in September 1992 after barely two years. Cabinet Minister Peter Mandelson was \"outed\" by Matthew Parris (a former Sun columnist) on BBC TV's Newsnight in November 1998. Misjudging public response, The Sun's editor David Yelland demanded to know in a front page editorial whether Britain was governed by a \"gay mafia\" of a \"closed world of men with a mutual self-interest\". Three days later the paper apologised in another editorial which said The Sun would never again reveal a person's sexuality unless it could be defended on the grounds of \"overwhelming public interest\".", "targets": "Who was Cabinet Minister in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e2bce0c7454fd2a8291492cb4c386e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In exchange for Rupert Murdoch's support, Blair agreed not to join the European Exchange Rate Mechanism \u2013 which John Major had withdrawn the country from in September 1992 after barely two years. Cabinet Minister Peter Mandelson was \"outed\" by Matthew Parris (a former Sun columnist) on BBC TV's Newsnight in November 1998. Misjudging public response, The Sun's editor David Yelland demanded to know in a front page editorial whether Britain was governed by a \"gay mafia\" of a \"closed world of men with a mutual self-interest\". Three days later the paper apologised in another editorial which said The Sun would never again reveal a person's sexuality unless it could be defended on the grounds of \"overwhelming public interest\".", "targets": "What happened on BBC's Newsnight in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e2bce0c7454fd2a8291492cb4c386e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In exchange for Rupert Murdoch's support, Blair agreed not to join the European Exchange Rate Mechanism \u2013 which John Major had withdrawn the country from in September 1992 after barely two years. Cabinet Minister Peter Mandelson was \"outed\" by Matthew Parris (a former Sun columnist) on BBC TV's Newsnight in November 1998. Misjudging public response, The Sun's editor David Yelland demanded to know in a front page editorial whether Britain was governed by a \"gay mafia\" of a \"closed world of men with a mutual self-interest\". Three days later the paper apologised in another editorial which said The Sun would never again reveal a person's sexuality unless it could be defended on the grounds of \"overwhelming public interest\".", "targets": "Who was editor of The Sun in 1998?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44e2bce0c7454fd2a8291492cb4c386e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In exchange for Rupert Murdoch's support, Blair agreed not to join the European Exchange Rate Mechanism \u2013 which John Major had withdrawn the country from in September 1992 after barely two years. Cabinet Minister Peter Mandelson was \"outed\" by Matthew Parris (a former Sun columnist) on BBC TV's Newsnight in November 1998. Misjudging public response, The Sun's editor David Yelland demanded to know in a front page editorial whether Britain was governed by a \"gay mafia\" of a \"closed world of men with a mutual self-interest\". Three days later the paper apologised in another editorial which said The Sun would never again reveal a person's sexuality unless it could be defended on the grounds of \"overwhelming public interest\".", "targets": "What did The Sun say its policy about revealing an individual's sexuality would be moving forward?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06ddf45bb88a4a0497d2bcc87f9c010c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video output connections varied from one model of the console to the next. The original HVC-001 model of the Family Computer featured only radio frequency (RF) modulator output. When the console was released in North America and Europe, support for composite video through RCA connectors was added in addition to the RF modulator. The HVC-101 model of the Famicom dropped the RF modulator entirely and adopted composite video output via a proprietary 12-pin \"multi-out\" connector first introduced for the Super Famicom/Super Nintendo Entertainment System. Conversely, the North American re-released NES-101 model most closely resembled the original HVC-001 model Famicom, in that it featured RF modulator output only. Finally, the PlayChoice-10 utilized an inverted RGB video output.", "targets": "The HVC-001 featured which kind of mod output?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06ddf45bb88a4a0497d2bcc87f9c010c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video output connections varied from one model of the console to the next. The original HVC-001 model of the Family Computer featured only radio frequency (RF) modulator output. When the console was released in North America and Europe, support for composite video through RCA connectors was added in addition to the RF modulator. The HVC-101 model of the Famicom dropped the RF modulator entirely and adopted composite video output via a proprietary 12-pin \"multi-out\" connector first introduced for the Super Famicom/Super Nintendo Entertainment System. Conversely, the North American re-released NES-101 model most closely resembled the original HVC-001 model Famicom, in that it featured RF modulator output only. Finally, the PlayChoice-10 utilized an inverted RGB video output.", "targets": "The HVC-101 lost the RF and adopted which output for use in North America and Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06ddf45bb88a4a0497d2bcc87f9c010c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video output connections varied from one model of the console to the next. The original HVC-001 model of the Family Computer featured only radio frequency (RF) modulator output. When the console was released in North America and Europe, support for composite video through RCA connectors was added in addition to the RF modulator. The HVC-101 model of the Famicom dropped the RF modulator entirely and adopted composite video output via a proprietary 12-pin \"multi-out\" connector first introduced for the Super Famicom/Super Nintendo Entertainment System. Conversely, the North American re-released NES-101 model most closely resembled the original HVC-001 model Famicom, in that it featured RF modulator output only. Finally, the PlayChoice-10 utilized an inverted RGB video output.", "targets": "The Super NES had how many pins in its proprietary connector?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-06ddf45bb88a4a0497d2bcc87f9c010c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Video output connections varied from one model of the console to the next. The original HVC-001 model of the Family Computer featured only radio frequency (RF) modulator output. When the console was released in North America and Europe, support for composite video through RCA connectors was added in addition to the RF modulator. The HVC-101 model of the Famicom dropped the RF modulator entirely and adopted composite video output via a proprietary 12-pin \"multi-out\" connector first introduced for the Super Famicom/Super Nintendo Entertainment System. Conversely, the North American re-released NES-101 model most closely resembled the original HVC-001 model Famicom, in that it featured RF modulator output only. Finally, the PlayChoice-10 utilized an inverted RGB video output.", "targets": "The re-released NES-101 model in North America went back to what perceived primitive output?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb7a96ea606f4721b18da42ea5fea736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes also took place among laymen, as aristocratic culture focused on great feasts held in halls rather than on literary pursuits. Clothing for the elites was richly embellished with jewels and gold. Lords and kings supported entourages of fighters who formed the backbone of the military forces.[I] Family ties within the elites were important, as were the virtues of loyalty, courage, and honour. These ties led to the prevalence of the feud in aristocratic society, examples of which included those related by Gregory of Tours that took place in Merovingian Gaul. Most feuds seem to have ended quickly with the payment of some sort of compensation. Women took part in aristocratic society mainly in their roles as wives and mothers of men, with the role of mother of a ruler being especially prominent in Merovingian Gaul. In Anglo-Saxon society the lack of many child rulers meant a lesser role for women as queen mothers, but this was compensated for by the increased role played by abbesses of monasteries. Only in Italy does it appear that women were always considered under the protection and control of a male relative.", "targets": "What was the focus of aristocratic culture during this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb7a96ea606f4721b18da42ea5fea736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes also took place among laymen, as aristocratic culture focused on great feasts held in halls rather than on literary pursuits. Clothing for the elites was richly embellished with jewels and gold. Lords and kings supported entourages of fighters who formed the backbone of the military forces.[I] Family ties within the elites were important, as were the virtues of loyalty, courage, and honour. These ties led to the prevalence of the feud in aristocratic society, examples of which included those related by Gregory of Tours that took place in Merovingian Gaul. Most feuds seem to have ended quickly with the payment of some sort of compensation. Women took part in aristocratic society mainly in their roles as wives and mothers of men, with the role of mother of a ruler being especially prominent in Merovingian Gaul. In Anglo-Saxon society the lack of many child rulers meant a lesser role for women as queen mothers, but this was compensated for by the increased role played by abbesses of monasteries. Only in Italy does it appear that women were always considered under the protection and control of a male relative.", "targets": "Along with gold, what luxury was present on the clothes of the elite?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb7a96ea606f4721b18da42ea5fea736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes also took place among laymen, as aristocratic culture focused on great feasts held in halls rather than on literary pursuits. Clothing for the elites was richly embellished with jewels and gold. Lords and kings supported entourages of fighters who formed the backbone of the military forces.[I] Family ties within the elites were important, as were the virtues of loyalty, courage, and honour. These ties led to the prevalence of the feud in aristocratic society, examples of which included those related by Gregory of Tours that took place in Merovingian Gaul. Most feuds seem to have ended quickly with the payment of some sort of compensation. Women took part in aristocratic society mainly in their roles as wives and mothers of men, with the role of mother of a ruler being especially prominent in Merovingian Gaul. In Anglo-Saxon society the lack of many child rulers meant a lesser role for women as queen mothers, but this was compensated for by the increased role played by abbesses of monasteries. Only in Italy does it appear that women were always considered under the protection and control of a male relative.", "targets": "Along with loyalty and honor, what virtue did the elite value?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb7a96ea606f4721b18da42ea5fea736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes also took place among laymen, as aristocratic culture focused on great feasts held in halls rather than on literary pursuits. Clothing for the elites was richly embellished with jewels and gold. Lords and kings supported entourages of fighters who formed the backbone of the military forces.[I] Family ties within the elites were important, as were the virtues of loyalty, courage, and honour. These ties led to the prevalence of the feud in aristocratic society, examples of which included those related by Gregory of Tours that took place in Merovingian Gaul. Most feuds seem to have ended quickly with the payment of some sort of compensation. Women took part in aristocratic society mainly in their roles as wives and mothers of men, with the role of mother of a ruler being especially prominent in Merovingian Gaul. In Anglo-Saxon society the lack of many child rulers meant a lesser role for women as queen mothers, but this was compensated for by the increased role played by abbesses of monasteries. Only in Italy does it appear that women were always considered under the protection and control of a male relative.", "targets": "In what society did women have status as abbesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bb7a96ea606f4721b18da42ea5fea736", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Changes also took place among laymen, as aristocratic culture focused on great feasts held in halls rather than on literary pursuits. Clothing for the elites was richly embellished with jewels and gold. Lords and kings supported entourages of fighters who formed the backbone of the military forces.[I] Family ties within the elites were important, as were the virtues of loyalty, courage, and honour. These ties led to the prevalence of the feud in aristocratic society, examples of which included those related by Gregory of Tours that took place in Merovingian Gaul. Most feuds seem to have ended quickly with the payment of some sort of compensation. Women took part in aristocratic society mainly in their roles as wives and mothers of men, with the role of mother of a ruler being especially prominent in Merovingian Gaul. In Anglo-Saxon society the lack of many child rulers meant a lesser role for women as queen mothers, but this was compensated for by the increased role played by abbesses of monasteries. Only in Italy does it appear that women were always considered under the protection and control of a male relative.", "targets": "In what country did Gregory of Tours live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8248dbacee1742e592541bdac6a9d4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1989 Germany was nearing reunification and the Cold War was coming to a close. Army leadership reacted by starting to plan for a reduction in strength. By November 1989 Pentagon briefers were laying out plans to reduce army end strength by 23%, from 750,000 to 580,000. A number of incentives such as early retirement were used. In 1990 Iraq invaded its smaller neighbor, Kuwait, and U.S. land forces, quickly deployed to assure the protection of Saudi Arabia. In January 1991 Operation Desert Storm commenced, a U.S.-led coalition which deployed over 500,000 troops, the bulk of them from U.S. Army formations, to drive out Iraqi forces. The campaign ended in total victory, as Western coalition forces routed the Iraqi Army, organized along Soviet lines, in just one hundred hours.", "targets": "In 1989, what did the Pentagon plan to reduce the army end strength to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8248dbacee1742e592541bdac6a9d4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1989 Germany was nearing reunification and the Cold War was coming to a close. Army leadership reacted by starting to plan for a reduction in strength. By November 1989 Pentagon briefers were laying out plans to reduce army end strength by 23%, from 750,000 to 580,000. A number of incentives such as early retirement were used. In 1990 Iraq invaded its smaller neighbor, Kuwait, and U.S. land forces, quickly deployed to assure the protection of Saudi Arabia. In January 1991 Operation Desert Storm commenced, a U.S.-led coalition which deployed over 500,000 troops, the bulk of them from U.S. Army formations, to drive out Iraqi forces. The campaign ended in total victory, as Western coalition forces routed the Iraqi Army, organized along Soviet lines, in just one hundred hours.", "targets": "Which country did Iraq invade in 1990?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8248dbacee1742e592541bdac6a9d4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1989 Germany was nearing reunification and the Cold War was coming to a close. Army leadership reacted by starting to plan for a reduction in strength. By November 1989 Pentagon briefers were laying out plans to reduce army end strength by 23%, from 750,000 to 580,000. A number of incentives such as early retirement were used. In 1990 Iraq invaded its smaller neighbor, Kuwait, and U.S. land forces, quickly deployed to assure the protection of Saudi Arabia. In January 1991 Operation Desert Storm commenced, a U.S.-led coalition which deployed over 500,000 troops, the bulk of them from U.S. Army formations, to drive out Iraqi forces. The campaign ended in total victory, as Western coalition forces routed the Iraqi Army, organized along Soviet lines, in just one hundred hours.", "targets": "What operation began in January 1991?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8248dbacee1742e592541bdac6a9d4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1989 Germany was nearing reunification and the Cold War was coming to a close. Army leadership reacted by starting to plan for a reduction in strength. By November 1989 Pentagon briefers were laying out plans to reduce army end strength by 23%, from 750,000 to 580,000. A number of incentives such as early retirement were used. In 1990 Iraq invaded its smaller neighbor, Kuwait, and U.S. land forces, quickly deployed to assure the protection of Saudi Arabia. In January 1991 Operation Desert Storm commenced, a U.S.-led coalition which deployed over 500,000 troops, the bulk of them from U.S. Army formations, to drive out Iraqi forces. The campaign ended in total victory, as Western coalition forces routed the Iraqi Army, organized along Soviet lines, in just one hundred hours.", "targets": "How many troops were involved in Operation Desert Storm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8248dbacee1742e592541bdac6a9d4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1989 Germany was nearing reunification and the Cold War was coming to a close. Army leadership reacted by starting to plan for a reduction in strength. By November 1989 Pentagon briefers were laying out plans to reduce army end strength by 23%, from 750,000 to 580,000. A number of incentives such as early retirement were used. In 1990 Iraq invaded its smaller neighbor, Kuwait, and U.S. land forces, quickly deployed to assure the protection of Saudi Arabia. In January 1991 Operation Desert Storm commenced, a U.S.-led coalition which deployed over 500,000 troops, the bulk of them from U.S. Army formations, to drive out Iraqi forces. The campaign ended in total victory, as Western coalition forces routed the Iraqi Army, organized along Soviet lines, in just one hundred hours.", "targets": "How long did Operation Desert Storm last?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ab42d3b0184eeba764d072a8f07440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Conservation Act (P. L. 91-135), passed in December, 1969, amended the original law to provide additional protection to species in danger of \"worldwide extinction\" by prohibiting their importation and subsequent sale in the United States. It expanded the Lacey Act's ban on interstate commerce to include mammals, reptiles, amphibians, mollusks and crustaceans. Reptiles were added mainly to reduce the rampant poaching of alligators and crocodiles. This law was the first time that invertebrates were included for protection.", "targets": "When was the Endangered Species Conservation Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ab42d3b0184eeba764d072a8f07440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Conservation Act (P. L. 91-135), passed in December, 1969, amended the original law to provide additional protection to species in danger of \"worldwide extinction\" by prohibiting their importation and subsequent sale in the United States. It expanded the Lacey Act's ban on interstate commerce to include mammals, reptiles, amphibians, mollusks and crustaceans. Reptiles were added mainly to reduce the rampant poaching of alligators and crocodiles. This law was the first time that invertebrates were included for protection.", "targets": "How did the Endangered Species Conservation Act benefit endangered species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ab42d3b0184eeba764d072a8f07440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Conservation Act (P. L. 91-135), passed in December, 1969, amended the original law to provide additional protection to species in danger of \"worldwide extinction\" by prohibiting their importation and subsequent sale in the United States. It expanded the Lacey Act's ban on interstate commerce to include mammals, reptiles, amphibians, mollusks and crustaceans. Reptiles were added mainly to reduce the rampant poaching of alligators and crocodiles. This law was the first time that invertebrates were included for protection.", "targets": "What did the Endangered Species Conservation Act add to the wildlife definition of the Lacey Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ab42d3b0184eeba764d072a8f07440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Conservation Act (P. L. 91-135), passed in December, 1969, amended the original law to provide additional protection to species in danger of \"worldwide extinction\" by prohibiting their importation and subsequent sale in the United States. It expanded the Lacey Act's ban on interstate commerce to include mammals, reptiles, amphibians, mollusks and crustaceans. Reptiles were added mainly to reduce the rampant poaching of alligators and crocodiles. This law was the first time that invertebrates were included for protection.", "targets": "What two reptiles were particularly of interest for the inclusion of \"reptiles\" in the Endangered Species Conservation Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-18ab42d3b0184eeba764d072a8f07440", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Endangered Species Conservation Act (P. L. 91-135), passed in December, 1969, amended the original law to provide additional protection to species in danger of \"worldwide extinction\" by prohibiting their importation and subsequent sale in the United States. It expanded the Lacey Act's ban on interstate commerce to include mammals, reptiles, amphibians, mollusks and crustaceans. Reptiles were added mainly to reduce the rampant poaching of alligators and crocodiles. This law was the first time that invertebrates were included for protection.", "targets": "What important precedent did this set for invertebrates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe0ba388b014e2d96225d2f813c0580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe that Jesus is God's only direct creation, that everything else was created by means of Christ, and that the initial unassisted act of creation uniquely identifies Jesus as God's \"only-begotten Son\". Jesus served as a redeemer and a ransom sacrifice to pay for the sins of humanity. They believe Jesus died on a single upright post rather than the traditional cross. They believe that references in the Bible to the Archangel Michael, Abaddon (Apollyon), and the Word all refer to Jesus. Jesus is considered to be the only intercessor and high priest between God and humanity, and appointed by God as the king and judge of his kingdom. His role as a mediator (referred to in 1 Timothy 2:5) is applied to the 'anointed' class, though the 'other sheep' are said to also benefit from the arrangement.", "targets": "Who do Jehovah Witnesses believe is God's only direct creation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe0ba388b014e2d96225d2f813c0580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe that Jesus is God's only direct creation, that everything else was created by means of Christ, and that the initial unassisted act of creation uniquely identifies Jesus as God's \"only-begotten Son\". Jesus served as a redeemer and a ransom sacrifice to pay for the sins of humanity. They believe Jesus died on a single upright post rather than the traditional cross. They believe that references in the Bible to the Archangel Michael, Abaddon (Apollyon), and the Word all refer to Jesus. Jesus is considered to be the only intercessor and high priest between God and humanity, and appointed by God as the king and judge of his kingdom. His role as a mediator (referred to in 1 Timothy 2:5) is applied to the 'anointed' class, though the 'other sheep' are said to also benefit from the arrangement.", "targets": "What was Jesus a ransom sacrifice to pay for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe0ba388b014e2d96225d2f813c0580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe that Jesus is God's only direct creation, that everything else was created by means of Christ, and that the initial unassisted act of creation uniquely identifies Jesus as God's \"only-begotten Son\". Jesus served as a redeemer and a ransom sacrifice to pay for the sins of humanity. They believe Jesus died on a single upright post rather than the traditional cross. They believe that references in the Bible to the Archangel Michael, Abaddon (Apollyon), and the Word all refer to Jesus. Jesus is considered to be the only intercessor and high priest between God and humanity, and appointed by God as the king and judge of his kingdom. His role as a mediator (referred to in 1 Timothy 2:5) is applied to the 'anointed' class, though the 'other sheep' are said to also benefit from the arrangement.", "targets": "What do Jehovah Witnesses believe Jesus died on rather than a traditional cross?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe0ba388b014e2d96225d2f813c0580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe that Jesus is God's only direct creation, that everything else was created by means of Christ, and that the initial unassisted act of creation uniquely identifies Jesus as God's \"only-begotten Son\". Jesus served as a redeemer and a ransom sacrifice to pay for the sins of humanity. They believe Jesus died on a single upright post rather than the traditional cross. They believe that references in the Bible to the Archangel Michael, Abaddon (Apollyon), and the Word all refer to Jesus. Jesus is considered to be the only intercessor and high priest between God and humanity, and appointed by God as the king and judge of his kingdom. His role as a mediator (referred to in 1 Timothy 2:5) is applied to the 'anointed' class, though the 'other sheep' are said to also benefit from the arrangement.", "targets": "Jesus is considered to be the only what between God and humanity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe0ba388b014e2d96225d2f813c0580", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jehovah's Witnesses believe that Jesus is God's only direct creation, that everything else was created by means of Christ, and that the initial unassisted act of creation uniquely identifies Jesus as God's \"only-begotten Son\". Jesus served as a redeemer and a ransom sacrifice to pay for the sins of humanity. They believe Jesus died on a single upright post rather than the traditional cross. They believe that references in the Bible to the Archangel Michael, Abaddon (Apollyon), and the Word all refer to Jesus. Jesus is considered to be the only intercessor and high priest between God and humanity, and appointed by God as the king and judge of his kingdom. His role as a mediator (referred to in 1 Timothy 2:5) is applied to the 'anointed' class, though the 'other sheep' are said to also benefit from the arrangement.", "targets": "What biblical passage outlines Jesus' role as a mediator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959448af07644bb3a7524254c879b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, the Republican Party's Old Guard presented Eisenhower with a dilemma by insisting he disavow the Yalta Agreements as beyond the constitutional authority of the Executive Branch; however, the death of Joseph Stalin in March 1953 made the matter a practical moot point. At this time Eisenhower gave his Chance for Peace speech in which he attempted, unsuccessfully, to forestall the nuclear arms race with the Soviet Union by suggesting multiple opportunities presented by peaceful uses of nuclear materials. Biographer Stephen Ambrose opined that this was the best speech of Eisenhower's presidency.", "targets": "What agreements did the GOP Old Guard want Eisenhower to abandon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959448af07644bb3a7524254c879b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, the Republican Party's Old Guard presented Eisenhower with a dilemma by insisting he disavow the Yalta Agreements as beyond the constitutional authority of the Executive Branch; however, the death of Joseph Stalin in March 1953 made the matter a practical moot point. At this time Eisenhower gave his Chance for Peace speech in which he attempted, unsuccessfully, to forestall the nuclear arms race with the Soviet Union by suggesting multiple opportunities presented by peaceful uses of nuclear materials. Biographer Stephen Ambrose opined that this was the best speech of Eisenhower's presidency.", "targets": "Why did the Old Guard say Eisenhower should void the Yalta Agreements?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959448af07644bb3a7524254c879b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, the Republican Party's Old Guard presented Eisenhower with a dilemma by insisting he disavow the Yalta Agreements as beyond the constitutional authority of the Executive Branch; however, the death of Joseph Stalin in March 1953 made the matter a practical moot point. At this time Eisenhower gave his Chance for Peace speech in which he attempted, unsuccessfully, to forestall the nuclear arms race with the Soviet Union by suggesting multiple opportunities presented by peaceful uses of nuclear materials. Biographer Stephen Ambrose opined that this was the best speech of Eisenhower's presidency.", "targets": "What world leader died in March of 1953?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959448af07644bb3a7524254c879b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, the Republican Party's Old Guard presented Eisenhower with a dilemma by insisting he disavow the Yalta Agreements as beyond the constitutional authority of the Executive Branch; however, the death of Joseph Stalin in March 1953 made the matter a practical moot point. At this time Eisenhower gave his Chance for Peace speech in which he attempted, unsuccessfully, to forestall the nuclear arms race with the Soviet Union by suggesting multiple opportunities presented by peaceful uses of nuclear materials. Biographer Stephen Ambrose opined that this was the best speech of Eisenhower's presidency.", "targets": "What speech did Eisenhower give after Stalin died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-959448af07644bb3a7524254c879b524", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1953, the Republican Party's Old Guard presented Eisenhower with a dilemma by insisting he disavow the Yalta Agreements as beyond the constitutional authority of the Executive Branch; however, the death of Joseph Stalin in March 1953 made the matter a practical moot point. At this time Eisenhower gave his Chance for Peace speech in which he attempted, unsuccessfully, to forestall the nuclear arms race with the Soviet Union by suggesting multiple opportunities presented by peaceful uses of nuclear materials. Biographer Stephen Ambrose opined that this was the best speech of Eisenhower's presidency.", "targets": "Who called the Chance for Peace speech the best one Eisenhower gave as president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b6a887d3ead43e88850a61d3b67ce78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The son of Murad II, Mehmed the Conqueror, reorganized the state and the military, and conquered Constantinople on 29 May 1453. Mehmed allowed the Orthodox Church to maintain its autonomy and land in exchange for accepting Ottoman authority. Because of bad relations between the states of western Europe and the later Byzantine Empire, the majority of the Orthodox population accepted Ottoman rule as preferable to Venetian rule. Albanian resistance was a major obstacle to Ottoman expansion on the Italian peninsula.", "targets": "Who was the son of Murad II?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b6a887d3ead43e88850a61d3b67ce78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The son of Murad II, Mehmed the Conqueror, reorganized the state and the military, and conquered Constantinople on 29 May 1453. Mehmed allowed the Orthodox Church to maintain its autonomy and land in exchange for accepting Ottoman authority. Because of bad relations between the states of western Europe and the later Byzantine Empire, the majority of the Orthodox population accepted Ottoman rule as preferable to Venetian rule. Albanian resistance was a major obstacle to Ottoman expansion on the Italian peninsula.", "targets": "What city was conquered on 29 May 1453?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b6a887d3ead43e88850a61d3b67ce78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The son of Murad II, Mehmed the Conqueror, reorganized the state and the military, and conquered Constantinople on 29 May 1453. Mehmed allowed the Orthodox Church to maintain its autonomy and land in exchange for accepting Ottoman authority. Because of bad relations between the states of western Europe and the later Byzantine Empire, the majority of the Orthodox population accepted Ottoman rule as preferable to Venetian rule. Albanian resistance was a major obstacle to Ottoman expansion on the Italian peninsula.", "targets": "What did the Orthodox Church get to keep in exchange for accepting the authority of the Ottoman empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b6a887d3ead43e88850a61d3b67ce78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The son of Murad II, Mehmed the Conqueror, reorganized the state and the military, and conquered Constantinople on 29 May 1453. Mehmed allowed the Orthodox Church to maintain its autonomy and land in exchange for accepting Ottoman authority. Because of bad relations between the states of western Europe and the later Byzantine Empire, the majority of the Orthodox population accepted Ottoman rule as preferable to Venetian rule. Albanian resistance was a major obstacle to Ottoman expansion on the Italian peninsula.", "targets": "The Orthodox population of Constantinople preferred Ottoman rule instead of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b6a887d3ead43e88850a61d3b67ce78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The son of Murad II, Mehmed the Conqueror, reorganized the state and the military, and conquered Constantinople on 29 May 1453. Mehmed allowed the Orthodox Church to maintain its autonomy and land in exchange for accepting Ottoman authority. Because of bad relations between the states of western Europe and the later Byzantine Empire, the majority of the Orthodox population accepted Ottoman rule as preferable to Venetian rule. Albanian resistance was a major obstacle to Ottoman expansion on the Italian peninsula.", "targets": "What was the main obstacle to the expansion of the Ottoman empire into the peninsula of Italy??"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ccfb400d2ea4941a50c5c26a05a5855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rumors began swirling with regards to bringing the AFL back to Austin and San Antonio, Texas. Both cities have hosted franchises in the past (Austin Wranglers, San Antonio Force and San Antonio Talons), but an AFL spokesman, BJ Pickard, was quoted as saying, \"News to me.\" Announcements have yet to be made on any sort of expansion plans. An expected \"big announcement\" on Friday, October 30 at a San Antonio Spurs game never came to fruition.", "targets": "What day of the week was October 30, 2015?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ccfb400d2ea4941a50c5c26a05a5855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rumors began swirling with regards to bringing the AFL back to Austin and San Antonio, Texas. Both cities have hosted franchises in the past (Austin Wranglers, San Antonio Force and San Antonio Talons), but an AFL spokesman, BJ Pickard, was quoted as saying, \"News to me.\" Announcements have yet to be made on any sort of expansion plans. An expected \"big announcement\" on Friday, October 30 at a San Antonio Spurs game never came to fruition.", "targets": "At what team's game was an announcement by the AFL supposed to happen on October 30?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ccfb400d2ea4941a50c5c26a05a5855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rumors began swirling with regards to bringing the AFL back to Austin and San Antonio, Texas. Both cities have hosted franchises in the past (Austin Wranglers, San Antonio Force and San Antonio Talons), but an AFL spokesman, BJ Pickard, was quoted as saying, \"News to me.\" Announcements have yet to be made on any sort of expansion plans. An expected \"big announcement\" on Friday, October 30 at a San Antonio Spurs game never came to fruition.", "targets": "Who worked as an AFL spokesman during this period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ccfb400d2ea4941a50c5c26a05a5855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rumors began swirling with regards to bringing the AFL back to Austin and San Antonio, Texas. Both cities have hosted franchises in the past (Austin Wranglers, San Antonio Force and San Antonio Talons), but an AFL spokesman, BJ Pickard, was quoted as saying, \"News to me.\" Announcements have yet to be made on any sort of expansion plans. An expected \"big announcement\" on Friday, October 30 at a San Antonio Spurs game never came to fruition.", "targets": "What prior AFL franchise was based in Austin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ccfb400d2ea4941a50c5c26a05a5855", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rumors began swirling with regards to bringing the AFL back to Austin and San Antonio, Texas. Both cities have hosted franchises in the past (Austin Wranglers, San Antonio Force and San Antonio Talons), but an AFL spokesman, BJ Pickard, was quoted as saying, \"News to me.\" Announcements have yet to be made on any sort of expansion plans. An expected \"big announcement\" on Friday, October 30 at a San Antonio Spurs game never came to fruition.", "targets": "Along with the San Antonio Talons, what AFL franchise did San Antonio host at one time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c70e483427c4ae796b67cc690272108", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been extensive use of antibiotics in animal husbandry. In the United States, the question of emergence of antibiotic-resistant bacterial strains due to use of antibiotics in livestock was raised by the US Food and Drug Administration (FDA) in 1977. In March 2012, the United States District Court for the Southern District of New York, ruling in an action brought by the Natural Resources Defense Council and others, ordered the FDA to revoke approvals for the use of antibiotics in livestock, which violated FDA regulations.", "targets": "What besides sick people are antibiotics used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c70e483427c4ae796b67cc690272108", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been extensive use of antibiotics in animal husbandry. In the United States, the question of emergence of antibiotic-resistant bacterial strains due to use of antibiotics in livestock was raised by the US Food and Drug Administration (FDA) in 1977. In March 2012, the United States District Court for the Southern District of New York, ruling in an action brought by the Natural Resources Defense Council and others, ordered the FDA to revoke approvals for the use of antibiotics in livestock, which violated FDA regulations.", "targets": "When was resistance first discussed as a problem in the raising of farm animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c70e483427c4ae796b67cc690272108", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been extensive use of antibiotics in animal husbandry. In the United States, the question of emergence of antibiotic-resistant bacterial strains due to use of antibiotics in livestock was raised by the US Food and Drug Administration (FDA) in 1977. In March 2012, the United States District Court for the Southern District of New York, ruling in an action brought by the Natural Resources Defense Council and others, ordered the FDA to revoke approvals for the use of antibiotics in livestock, which violated FDA regulations.", "targets": "When did a district court order the FDA to stop approving antibiotics in animals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "When did the Cretaceous-Paleogene extinction happen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "Evidence indicates that Cydippids are not what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "How old are the fossils found that represent ctenophhores ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "What were the fossils that were found to represent ctenphores missing that current ctenphora have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "Fossils found that were believed to be ctenophores were how old?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "What event happened 66 million years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "Cypiddids are not what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b57ce4be5eb434aaca3eb25cea82a54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite their soft, gelatinous bodies, fossils thought to represent ctenophores, apparently with no tentacles but many more comb-rows than modern forms, have been found in lagerst\u00e4tten as far back as the early Cambrian, about 515 million years ago. The position of the ctenophores in the evolutionary family tree of animals has long been debated, and the majority view at present, based on molecular phylogenetics, is that cnidarians and bilaterians are more closely related to each other than either is to ctenophores. A recent molecular phylogenetics analysis concluded that the common ancestor of all modern ctenophores was cydippid-like, and that all the modern groups appeared relatively recently, probably after the Cretaceous\u2013Paleogene extinction event 66 million years ago. Evidence accumulating since the 1980s indicates that the \"cydippids\" are not monophyletic, in other words do not include all and only the descendants of a single common ancestor, because all the other traditional ctenophore groups are descendants of various cydippids.", "targets": "What do current ctenophores have that fossils found did not have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "In which year did Chopin begin experiencing a serious decline in health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "To whom did Chopin write a letter on 21 February 1842 about his agonizing pain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "What performance was Chopin forced to decline due to his increasing ill health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "What instrument did Chopin play for Charles Hall\u00e9 when the latter visited him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "What has current day research suggested that Chopin was suffering from alongside his other illnesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "Starting in what year did Chopin start showing evidence of very bad health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "What second performance did Chopin have to decline to play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "What specific illness does modern evidence point to Chopin having?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "When did Chopin show signs of serious illness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "Chopin wrote in 1842 that he had to lie in bed all day because what ached so much?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "Chopin had to decline who's invitation in 1843 to particpate in a performance at Erard's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "Who visited Chopin in 1844 and wrote about his inability to move?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef11330582e849aba4bdbab2f2e1610f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1842 onwards, Chopin showed signs of serious illness. After a solo recital in Paris on 21 February 1842, he wrote to Grzyma\u0142a: \"I have to lie in bed all day long, my mouth and tonsils are aching so much.\" He was forced by illness to decline a written invitation from Alkan to participate in a repeat performance of the Beethoven Seventh Symphony arrangement at Erard's on 1 March 1843. Late in 1844, Charles Hall\u00e9 visited Chopin and found him \"hardly able to move, bent like a half-opened penknife and evidently in great pain\", although his spirits returned when he started to play the piano for his visitor. Chopin's health continued to deteriorate, particularly from this time onwards. Modern research suggests that apart from any other illnesses, he may also have suffered from temporal lobe epilepsy.", "targets": "Modern medicine indicates Chopin may have suffered from what condition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cd5610891b412888c651a8f41e3062", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain generally forms a ring round the pharynx (throat), consisting of a pair of ganglia (local control centers) above and in front of the pharynx, linked by nerve cords either side of the pharynx to another pair of ganglia just below and behind it. The brains of polychaetes are generally in the prostomium, while those of clitellates are in the peristomium or sometimes the first segment behind the peristomium. In some very mobile and active polychaetes the brain is enlarged and more complex, with visible hindbrain, midbrain and forebrain sections. The rest of the central nervous system is generally \"ladder-like\", consisting of a pair of nerve cords that run through the bottom part of the body and have in each segment paired ganglia linked by a transverse connection. From each segmental ganglion a branching system of local nerves runs into the body wall and then encircles the body. However, in most polychaetes the two main nerve cords are fused, and in the tube-dwelling genus Owenia the single nerve chord has no ganglia and is located in the epidermis.", "targets": "What are ganglia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cd5610891b412888c651a8f41e3062", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain generally forms a ring round the pharynx (throat), consisting of a pair of ganglia (local control centers) above and in front of the pharynx, linked by nerve cords either side of the pharynx to another pair of ganglia just below and behind it. The brains of polychaetes are generally in the prostomium, while those of clitellates are in the peristomium or sometimes the first segment behind the peristomium. In some very mobile and active polychaetes the brain is enlarged and more complex, with visible hindbrain, midbrain and forebrain sections. The rest of the central nervous system is generally \"ladder-like\", consisting of a pair of nerve cords that run through the bottom part of the body and have in each segment paired ganglia linked by a transverse connection. From each segmental ganglion a branching system of local nerves runs into the body wall and then encircles the body. However, in most polychaetes the two main nerve cords are fused, and in the tube-dwelling genus Owenia the single nerve chord has no ganglia and is located in the epidermis.", "targets": "What is an annelid's brain in a ring around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cd5610891b412888c651a8f41e3062", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain generally forms a ring round the pharynx (throat), consisting of a pair of ganglia (local control centers) above and in front of the pharynx, linked by nerve cords either side of the pharynx to another pair of ganglia just below and behind it. The brains of polychaetes are generally in the prostomium, while those of clitellates are in the peristomium or sometimes the first segment behind the peristomium. In some very mobile and active polychaetes the brain is enlarged and more complex, with visible hindbrain, midbrain and forebrain sections. The rest of the central nervous system is generally \"ladder-like\", consisting of a pair of nerve cords that run through the bottom part of the body and have in each segment paired ganglia linked by a transverse connection. From each segmental ganglion a branching system of local nerves runs into the body wall and then encircles the body. However, in most polychaetes the two main nerve cords are fused, and in the tube-dwelling genus Owenia the single nerve chord has no ganglia and is located in the epidermis.", "targets": "What is a pharynx?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cd5610891b412888c651a8f41e3062", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain generally forms a ring round the pharynx (throat), consisting of a pair of ganglia (local control centers) above and in front of the pharynx, linked by nerve cords either side of the pharynx to another pair of ganglia just below and behind it. The brains of polychaetes are generally in the prostomium, while those of clitellates are in the peristomium or sometimes the first segment behind the peristomium. In some very mobile and active polychaetes the brain is enlarged and more complex, with visible hindbrain, midbrain and forebrain sections. The rest of the central nervous system is generally \"ladder-like\", consisting of a pair of nerve cords that run through the bottom part of the body and have in each segment paired ganglia linked by a transverse connection. From each segmental ganglion a branching system of local nerves runs into the body wall and then encircles the body. However, in most polychaetes the two main nerve cords are fused, and in the tube-dwelling genus Owenia the single nerve chord has no ganglia and is located in the epidermis.", "targets": "Where are clitellates' brains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22cd5610891b412888c651a8f41e3062", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brain generally forms a ring round the pharynx (throat), consisting of a pair of ganglia (local control centers) above and in front of the pharynx, linked by nerve cords either side of the pharynx to another pair of ganglia just below and behind it. The brains of polychaetes are generally in the prostomium, while those of clitellates are in the peristomium or sometimes the first segment behind the peristomium. In some very mobile and active polychaetes the brain is enlarged and more complex, with visible hindbrain, midbrain and forebrain sections. The rest of the central nervous system is generally \"ladder-like\", consisting of a pair of nerve cords that run through the bottom part of the body and have in each segment paired ganglia linked by a transverse connection. From each segmental ganglion a branching system of local nerves runs into the body wall and then encircles the body. However, in most polychaetes the two main nerve cords are fused, and in the tube-dwelling genus Owenia the single nerve chord has no ganglia and is located in the epidermis.", "targets": "Where are polychaetes' brains?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7dc321fb494da3819a436c832e6705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest observatories in South America is the Quito Astronomical Observatory. Founded in 1873 and located 12 minutes south of the Equator in Quito, Ecuador. The Quito Astronomical Observatory is the National Observatory of Ecuador and is located in the Historic Center of Quito and is managed by the National Polytechnic School.", "targets": "What observatory is the National Observatory of Ecuador?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7dc321fb494da3819a436c832e6705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest observatories in South America is the Quito Astronomical Observatory. Founded in 1873 and located 12 minutes south of the Equator in Quito, Ecuador. The Quito Astronomical Observatory is the National Observatory of Ecuador and is located in the Historic Center of Quito and is managed by the National Polytechnic School.", "targets": "What school oversees the Quito Astronomical Observatory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d7dc321fb494da3819a436c832e6705", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One of the oldest observatories in South America is the Quito Astronomical Observatory. Founded in 1873 and located 12 minutes south of the Equator in Quito, Ecuador. The Quito Astronomical Observatory is the National Observatory of Ecuador and is located in the Historic Center of Quito and is managed by the National Polytechnic School.", "targets": "When was the Quito Astronomical Observatory founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d61f411e9940bca2429c8eb2f288a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Bellman writes that modern concert performance style\u2014set in the \"conservatory\" tradition of late 19th- and 20th-century music schools, and suitable for large auditoria or recordings\u2014militates against what is known of Chopin's more intimate performance technique. The composer himself said to a pupil that \"concerts are never real music, you have to give up the idea of hearing in them all the most beautiful things of art.\" Contemporary accounts indicate that in performance, Chopin avoided rigid procedures sometimes incorrectly attributed to him, such as \"always crescendo to a high note\", but that he was concerned with expressive phrasing, rhythmic consistency and sensitive colouring. Berlioz wrote in 1853 that Chopin \"has created a kind of chromatic embroidery ... whose effect is so strange and piquant as to be impossible to describe ... virtually nobody but Chopin himself can play this music and give it this unusual turn\". Hiller wrote that \"What in the hands of others was elegant embellishment, in his hands became a colourful wreath of flowers.\"", "targets": "Who wrote that the current large concert style conflicts with Chopin's preference of intimate performances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d61f411e9940bca2429c8eb2f288a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Bellman writes that modern concert performance style\u2014set in the \"conservatory\" tradition of late 19th- and 20th-century music schools, and suitable for large auditoria or recordings\u2014militates against what is known of Chopin's more intimate performance technique. The composer himself said to a pupil that \"concerts are never real music, you have to give up the idea of hearing in them all the most beautiful things of art.\" Contemporary accounts indicate that in performance, Chopin avoided rigid procedures sometimes incorrectly attributed to him, such as \"always crescendo to a high note\", but that he was concerned with expressive phrasing, rhythmic consistency and sensitive colouring. Berlioz wrote in 1853 that Chopin \"has created a kind of chromatic embroidery ... whose effect is so strange and piquant as to be impossible to describe ... virtually nobody but Chopin himself can play this music and give it this unusual turn\". Hiller wrote that \"What in the hands of others was elegant embellishment, in his hands became a colourful wreath of flowers.\"", "targets": "What did Chopin tend to avoid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d61f411e9940bca2429c8eb2f288a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Bellman writes that modern concert performance style\u2014set in the \"conservatory\" tradition of late 19th- and 20th-century music schools, and suitable for large auditoria or recordings\u2014militates against what is known of Chopin's more intimate performance technique. The composer himself said to a pupil that \"concerts are never real music, you have to give up the idea of hearing in them all the most beautiful things of art.\" Contemporary accounts indicate that in performance, Chopin avoided rigid procedures sometimes incorrectly attributed to him, such as \"always crescendo to a high note\", but that he was concerned with expressive phrasing, rhythmic consistency and sensitive colouring. Berlioz wrote in 1853 that Chopin \"has created a kind of chromatic embroidery ... whose effect is so strange and piquant as to be impossible to describe ... virtually nobody but Chopin himself can play this music and give it this unusual turn\". Hiller wrote that \"What in the hands of others was elegant embellishment, in his hands became a colourful wreath of flowers.\"", "targets": "What has been falsely credited to Chopin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d61f411e9940bca2429c8eb2f288a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Bellman writes that modern concert performance style\u2014set in the \"conservatory\" tradition of late 19th- and 20th-century music schools, and suitable for large auditoria or recordings\u2014militates against what is known of Chopin's more intimate performance technique. The composer himself said to a pupil that \"concerts are never real music, you have to give up the idea of hearing in them all the most beautiful things of art.\" Contemporary accounts indicate that in performance, Chopin avoided rigid procedures sometimes incorrectly attributed to him, such as \"always crescendo to a high note\", but that he was concerned with expressive phrasing, rhythmic consistency and sensitive colouring. Berlioz wrote in 1853 that Chopin \"has created a kind of chromatic embroidery ... whose effect is so strange and piquant as to be impossible to describe ... virtually nobody but Chopin himself can play this music and give it this unusual turn\". Hiller wrote that \"What in the hands of others was elegant embellishment, in his hands became a colourful wreath of flowers.\"", "targets": "What did Chopin tell a student is given up in concerts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d61f411e9940bca2429c8eb2f288a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Bellman writes that modern concert performance style\u2014set in the \"conservatory\" tradition of late 19th- and 20th-century music schools, and suitable for large auditoria or recordings\u2014militates against what is known of Chopin's more intimate performance technique. The composer himself said to a pupil that \"concerts are never real music, you have to give up the idea of hearing in them all the most beautiful things of art.\" Contemporary accounts indicate that in performance, Chopin avoided rigid procedures sometimes incorrectly attributed to him, such as \"always crescendo to a high note\", but that he was concerned with expressive phrasing, rhythmic consistency and sensitive colouring. Berlioz wrote in 1853 that Chopin \"has created a kind of chromatic embroidery ... whose effect is so strange and piquant as to be impossible to describe ... virtually nobody but Chopin himself can play this music and give it this unusual turn\". Hiller wrote that \"What in the hands of others was elegant embellishment, in his hands became a colourful wreath of flowers.\"", "targets": "Who wrote about Chopin's \"chromatic embroidery\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d61f411e9940bca2429c8eb2f288a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Jonathan Bellman writes that modern concert performance style\u2014set in the \"conservatory\" tradition of late 19th- and 20th-century music schools, and suitable for large auditoria or recordings\u2014militates against what is known of Chopin's more intimate performance technique. The composer himself said to a pupil that \"concerts are never real music, you have to give up the idea of hearing in them all the most beautiful things of art.\" Contemporary accounts indicate that in performance, Chopin avoided rigid procedures sometimes incorrectly attributed to him, such as \"always crescendo to a high note\", but that he was concerned with expressive phrasing, rhythmic consistency and sensitive colouring. Berlioz wrote in 1853 that Chopin \"has created a kind of chromatic embroidery ... whose effect is so strange and piquant as to be impossible to describe ... virtually nobody but Chopin himself can play this music and give it this unusual turn\". Hiller wrote that \"What in the hands of others was elegant embellishment, in his hands became a colourful wreath of flowers.\"", "targets": "Who wrote that Chopin's music, when played by him, became a \"colorful wreath of flowers\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a3fbb83ac4495da2eff7f21f0e9c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1909\u201310, football faced a crisis resulting from the failure of the previous reforms of 1905\u201306 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.", "targets": "Who attempted to enact measures of football reform?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a3fbb83ac4495da2eff7f21f0e9c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1909\u201310, football faced a crisis resulting from the failure of the previous reforms of 1905\u201306 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.", "targets": "What did the rebellion to the new football measures start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a3fbb83ac4495da2eff7f21f0e9c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1909\u201310, football faced a crisis resulting from the failure of the previous reforms of 1905\u201306 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.", "targets": "Who was president of Yale during the rebellion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a3fbb83ac4495da2eff7f21f0e9c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1909\u201310, football faced a crisis resulting from the failure of the previous reforms of 1905\u201306 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.", "targets": "Who represented Harvard during the rule changing debates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6a3fbb83ac4495da2eff7f21f0e9c9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1909\u201310, football faced a crisis resulting from the failure of the previous reforms of 1905\u201306 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.", "targets": "Who represented Princeton during the rule changing discussions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8811fbef2eab413da269526ed8084efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three Han mathematical treatises still exist. These are the Book on Numbers and Computation, the Arithmetical Classic of the Gnomon and the Circular Paths of Heaven and the Nine Chapters on the Mathematical Art. Han-era mathematical achievements include solving problems with right-angle triangles, square roots, cube roots, and matrix methods, finding more accurate approximations for pi, providing mathematical proof of the Pythagorean theorem, use of the decimal fraction, Gaussian elimination to solve linear equations, and continued fractions to find the roots of equations.", "targets": "What type of treatise is the Book on Numbers and Computation considered to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8811fbef2eab413da269526ed8084efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three Han mathematical treatises still exist. These are the Book on Numbers and Computation, the Arithmetical Classic of the Gnomon and the Circular Paths of Heaven and the Nine Chapters on the Mathematical Art. Han-era mathematical achievements include solving problems with right-angle triangles, square roots, cube roots, and matrix methods, finding more accurate approximations for pi, providing mathematical proof of the Pythagorean theorem, use of the decimal fraction, Gaussian elimination to solve linear equations, and continued fractions to find the roots of equations.", "targets": "How many mathematical treatises have still managed to survive to this day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8811fbef2eab413da269526ed8084efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three Han mathematical treatises still exist. These are the Book on Numbers and Computation, the Arithmetical Classic of the Gnomon and the Circular Paths of Heaven and the Nine Chapters on the Mathematical Art. Han-era mathematical achievements include solving problems with right-angle triangles, square roots, cube roots, and matrix methods, finding more accurate approximations for pi, providing mathematical proof of the Pythagorean theorem, use of the decimal fraction, Gaussian elimination to solve linear equations, and continued fractions to find the roots of equations.", "targets": "What achievement of the Han era can be used to help solve linear equations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8811fbef2eab413da269526ed8084efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three Han mathematical treatises still exist. These are the Book on Numbers and Computation, the Arithmetical Classic of the Gnomon and the Circular Paths of Heaven and the Nine Chapters on the Mathematical Art. Han-era mathematical achievements include solving problems with right-angle triangles, square roots, cube roots, and matrix methods, finding more accurate approximations for pi, providing mathematical proof of the Pythagorean theorem, use of the decimal fraction, Gaussian elimination to solve linear equations, and continued fractions to find the roots of equations.", "targets": "During what era was the Nine Chapters on the Mathematical Art from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8811fbef2eab413da269526ed8084efa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Three Han mathematical treatises still exist. These are the Book on Numbers and Computation, the Arithmetical Classic of the Gnomon and the Circular Paths of Heaven and the Nine Chapters on the Mathematical Art. Han-era mathematical achievements include solving problems with right-angle triangles, square roots, cube roots, and matrix methods, finding more accurate approximations for pi, providing mathematical proof of the Pythagorean theorem, use of the decimal fraction, Gaussian elimination to solve linear equations, and continued fractions to find the roots of equations.", "targets": "What can be used to help find the roots of equations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b680d10f8bc44d06a90a9234754126d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Hubertusburg, between Austria, Prussia, and Saxony, was signed on February 15, 1763, at a hunting lodge between Dresden and Leipzig. Negotiations had started there on December 31, 1762. Frederick, who had considered ceding East Prussia to Russia if Peter III helped him secure Saxony, finally insisted on excluding Russia (in fact, no longer a belligerent) from the negotiations. At the same time, he refused to evacuate Saxony until its elector had renounced any claim to reparation. The Austrians wanted at least to retain Glatz, which they had in fact reconquered, but Frederick would not allow it. The treaty simply restored the status quo of 1748, with Silesia and Glatz reverting to Frederick and Saxony to its own elector. The only concession that Prussia made to Austria was to consent to the election of Archduke Joseph as Holy Roman emperor.", "targets": "Where was the Treaty of Hubertusburg signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b680d10f8bc44d06a90a9234754126d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Hubertusburg, between Austria, Prussia, and Saxony, was signed on February 15, 1763, at a hunting lodge between Dresden and Leipzig. Negotiations had started there on December 31, 1762. Frederick, who had considered ceding East Prussia to Russia if Peter III helped him secure Saxony, finally insisted on excluding Russia (in fact, no longer a belligerent) from the negotiations. At the same time, he refused to evacuate Saxony until its elector had renounced any claim to reparation. The Austrians wanted at least to retain Glatz, which they had in fact reconquered, but Frederick would not allow it. The treaty simply restored the status quo of 1748, with Silesia and Glatz reverting to Frederick and Saxony to its own elector. The only concession that Prussia made to Austria was to consent to the election of Archduke Joseph as Holy Roman emperor.", "targets": "Who were the parties in the Treaty of Hubertusburg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b680d10f8bc44d06a90a9234754126d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Hubertusburg, between Austria, Prussia, and Saxony, was signed on February 15, 1763, at a hunting lodge between Dresden and Leipzig. Negotiations had started there on December 31, 1762. Frederick, who had considered ceding East Prussia to Russia if Peter III helped him secure Saxony, finally insisted on excluding Russia (in fact, no longer a belligerent) from the negotiations. At the same time, he refused to evacuate Saxony until its elector had renounced any claim to reparation. The Austrians wanted at least to retain Glatz, which they had in fact reconquered, but Frederick would not allow it. The treaty simply restored the status quo of 1748, with Silesia and Glatz reverting to Frederick and Saxony to its own elector. The only concession that Prussia made to Austria was to consent to the election of Archduke Joseph as Holy Roman emperor.", "targets": "What country made gains in the Treaty of Hubertusburg?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b680d10f8bc44d06a90a9234754126d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Hubertusburg, between Austria, Prussia, and Saxony, was signed on February 15, 1763, at a hunting lodge between Dresden and Leipzig. Negotiations had started there on December 31, 1762. Frederick, who had considered ceding East Prussia to Russia if Peter III helped him secure Saxony, finally insisted on excluding Russia (in fact, no longer a belligerent) from the negotiations. At the same time, he refused to evacuate Saxony until its elector had renounced any claim to reparation. The Austrians wanted at least to retain Glatz, which they had in fact reconquered, but Frederick would not allow it. The treaty simply restored the status quo of 1748, with Silesia and Glatz reverting to Frederick and Saxony to its own elector. The only concession that Prussia made to Austria was to consent to the election of Archduke Joseph as Holy Roman emperor.", "targets": "What did Austrian want in the Treaty of Hubertusburg"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b680d10f8bc44d06a90a9234754126d5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Hubertusburg, between Austria, Prussia, and Saxony, was signed on February 15, 1763, at a hunting lodge between Dresden and Leipzig. Negotiations had started there on December 31, 1762. Frederick, who had considered ceding East Prussia to Russia if Peter III helped him secure Saxony, finally insisted on excluding Russia (in fact, no longer a belligerent) from the negotiations. At the same time, he refused to evacuate Saxony until its elector had renounced any claim to reparation. The Austrians wanted at least to retain Glatz, which they had in fact reconquered, but Frederick would not allow it. The treaty simply restored the status quo of 1748, with Silesia and Glatz reverting to Frederick and Saxony to its own elector. The only concession that Prussia made to Austria was to consent to the election of Archduke Joseph as Holy Roman emperor.", "targets": "Did the Austrians retain Glatz?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "Where is the English word God derived from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "Where the first Germanic words for God masculine or feminine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "When did the Germanic words for God take on a masculine form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "What was practiced by the Germanic people before their Christianization?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "What did the gaelic root of the word for God mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "Where does the word God come from originally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "What language does the English word God come from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5112eb0a9da4da386d8856d90aa2dc5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The earliest written form of the Germanic word God (always, in this usage, capitalized) comes from the 6th-century Christian Codex Argenteus. The English word itself is derived from the Proto-Germanic * \u01e5u\u0111an. The reconstructed Proto-Indo-European form * \u01f5hu-t\u00f3-m was likely based on the root * \u01f5hau(\u0259)-, which meant either \"to call\" or \"to invoke\". The Germanic words for God were originally neuter\u2014applying to both genders\u2014but during the process of the Christianization of the Germanic peoples from their indigenous Germanic paganism, the words became a masculine syntactic form.", "targets": "What gender where the original Germanic words meaning God in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83aba9d4db5048b5925154756992b9f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient and medieval Hindu texts identify six pram\u0101\u1e47as as correct means of accurate knowledge and truths: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts) Each of these are further categorized in terms of conditionality, completeness, confidence and possibility of error, by each school . The various schools vary on how many of these six are valid paths of knowledge. For example, the C\u0101rv\u0101ka n\u0101stika philosophy holds that only one (perception) is an epistemically reliable means of knowledge, the Samkhya school holds three are (perception, inference and testimony), while the M\u012bm\u0101\u1e43s\u0101 and Advaita schools hold all six are epistemically useful and reliable means to knowledge.", "targets": "What do ancient Hindu writings identify as the means to knowledge and truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83aba9d4db5048b5925154756992b9f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient and medieval Hindu texts identify six pram\u0101\u1e47as as correct means of accurate knowledge and truths: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts) Each of these are further categorized in terms of conditionality, completeness, confidence and possibility of error, by each school . The various schools vary on how many of these six are valid paths of knowledge. For example, the C\u0101rv\u0101ka n\u0101stika philosophy holds that only one (perception) is an epistemically reliable means of knowledge, the Samkhya school holds three are (perception, inference and testimony), while the M\u012bm\u0101\u1e43s\u0101 and Advaita schools hold all six are epistemically useful and reliable means to knowledge.", "targets": "How many pramanas are there in Hindu philosophy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83aba9d4db5048b5925154756992b9f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient and medieval Hindu texts identify six pram\u0101\u1e47as as correct means of accurate knowledge and truths: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts) Each of these are further categorized in terms of conditionality, completeness, confidence and possibility of error, by each school . The various schools vary on how many of these six are valid paths of knowledge. For example, the C\u0101rv\u0101ka n\u0101stika philosophy holds that only one (perception) is an epistemically reliable means of knowledge, the Samkhya school holds three are (perception, inference and testimony), while the M\u012bm\u0101\u1e43s\u0101 and Advaita schools hold all six are epistemically useful and reliable means to knowledge.", "targets": "What is the pramanas for perception?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83aba9d4db5048b5925154756992b9f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient and medieval Hindu texts identify six pram\u0101\u1e47as as correct means of accurate knowledge and truths: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts) Each of these are further categorized in terms of conditionality, completeness, confidence and possibility of error, by each school . The various schools vary on how many of these six are valid paths of knowledge. For example, the C\u0101rv\u0101ka n\u0101stika philosophy holds that only one (perception) is an epistemically reliable means of knowledge, the Samkhya school holds three are (perception, inference and testimony), while the M\u012bm\u0101\u1e43s\u0101 and Advaita schools hold all six are epistemically useful and reliable means to knowledge.", "targets": "What Hindu philosohy is concerned with inference?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83aba9d4db5048b5925154756992b9f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ancient and medieval Hindu texts identify six pram\u0101\u1e47as as correct means of accurate knowledge and truths: pratyak\u1e63a (perception), anum\u0101\u1e47a (inference), upam\u0101\u1e47a (comparison and analogy), arth\u0101patti (postulation, derivation from circumstances), anupalabdi (non-perception, negative/cognitive proof) and \u015babda (word, testimony of past or present reliable experts) Each of these are further categorized in terms of conditionality, completeness, confidence and possibility of error, by each school . The various schools vary on how many of these six are valid paths of knowledge. For example, the C\u0101rv\u0101ka n\u0101stika philosophy holds that only one (perception) is an epistemically reliable means of knowledge, the Samkhya school holds three are (perception, inference and testimony), while the M\u012bm\u0101\u1e43s\u0101 and Advaita schools hold all six are epistemically useful and reliable means to knowledge.", "targets": "Which pramanas is understanding of experts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "What is the income inequality gap between genders in Botswana?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "What is the gender income inequality in Bahrain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "What is attributed to the income inequality in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "Who does the wage gap between genders provide an advantage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "In many countries, what kind of pay gap is there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "Who does a gender pay gap tend to favor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "What gender is less willing to travel or relocate for work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "Who is the author of the book, \"Knowledge and Decisions\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59ee00a1b4324f72a8dbdfc9058abbbe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In many countries, there is a Gender pay gap in favor of males in the labor market. Several factors other than discrimination may contribute to this gap. On average, women are more likely than men to consider factors other than pay when looking for work, and may be less willing to travel or relocate. Thomas Sowell, in his book Knowledge and Decisions, claims that this difference is due to women not taking jobs due to marriage or pregnancy, but income studies show that that does not explain the entire difference. A U.S. Census's report stated that in US once other factors are accounted for there is still a difference in earnings between women and men. The income gap in other countries ranges from 53% in Botswana to -40% in Bahrain.", "targets": "What does a U.S. census report state that even after other factors there still exists this between earnings of men and women?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a420c84757a344dea707c123e2e00f4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perceived quality can be influenced by listening environment (ambient noise), listener attention, and listener training and in most cases by listener audio equipment (such as sound cards, speakers and headphones).", "targets": "A listening environment is also know by which term?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a420c84757a344dea707c123e2e00f4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perceived quality can be influenced by listening environment (ambient noise), listener attention, and listener training and in most cases by listener audio equipment (such as sound cards, speakers and headphones).", "targets": "Other than speakers and headphones, what other piece of equipment affects the listener's perceived quality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a420c84757a344dea707c123e2e00f4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perceived quality can be influenced by listening environment (ambient noise), listener attention, and listener training and in most cases by listener audio equipment (such as sound cards, speakers and headphones).", "targets": "Listening environment, listener attention, listener training and listener audio equipment can all affect what kind of quality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56303bb2102a43ceb2b2282465eb11c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carthage was a Phoenician colony on the coast of Tunisia. Carthaginian culture came into contact with the Greeks through Punic colonies in Sicily and through their widespread Mediterranean trade network. While the Carthaginians retained their Punic culture and language, they did adopt some Hellenistic ways, one of the most prominent of which was their military practices. In 550 BCE, Mago I of Carthage began a series of military reforms which included copying the army of Timoleon, Tyrant of Syracuse. The core of Carthage's military was the Greek-style phalanx formed by citizen hoplite spearmen who had been conscripted into service, though their armies also included large numbers of mercenaries. After their defeat in the first Punic war, Carthage hired a Spartan mercenary captain, Xanthippus of Carthage to reform their military forces. Xanthippus reformed the Carthaginian military along Macedonian army lines.", "targets": "Carthage was on the coast of what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56303bb2102a43ceb2b2282465eb11c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carthage was a Phoenician colony on the coast of Tunisia. Carthaginian culture came into contact with the Greeks through Punic colonies in Sicily and through their widespread Mediterranean trade network. While the Carthaginians retained their Punic culture and language, they did adopt some Hellenistic ways, one of the most prominent of which was their military practices. In 550 BCE, Mago I of Carthage began a series of military reforms which included copying the army of Timoleon, Tyrant of Syracuse. The core of Carthage's military was the Greek-style phalanx formed by citizen hoplite spearmen who had been conscripted into service, though their armies also included large numbers of mercenaries. After their defeat in the first Punic war, Carthage hired a Spartan mercenary captain, Xanthippus of Carthage to reform their military forces. Xanthippus reformed the Carthaginian military along Macedonian army lines.", "targets": "What Hellenistic practices heavily influenced Carthaginian culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56303bb2102a43ceb2b2282465eb11c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carthage was a Phoenician colony on the coast of Tunisia. Carthaginian culture came into contact with the Greeks through Punic colonies in Sicily and through their widespread Mediterranean trade network. While the Carthaginians retained their Punic culture and language, they did adopt some Hellenistic ways, one of the most prominent of which was their military practices. In 550 BCE, Mago I of Carthage began a series of military reforms which included copying the army of Timoleon, Tyrant of Syracuse. The core of Carthage's military was the Greek-style phalanx formed by citizen hoplite spearmen who had been conscripted into service, though their armies also included large numbers of mercenaries. After their defeat in the first Punic war, Carthage hired a Spartan mercenary captain, Xanthippus of Carthage to reform their military forces. Xanthippus reformed the Carthaginian military along Macedonian army lines.", "targets": "Who reformed the military in Carthage in 550 BCE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56303bb2102a43ceb2b2282465eb11c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carthage was a Phoenician colony on the coast of Tunisia. Carthaginian culture came into contact with the Greeks through Punic colonies in Sicily and through their widespread Mediterranean trade network. While the Carthaginians retained their Punic culture and language, they did adopt some Hellenistic ways, one of the most prominent of which was their military practices. In 550 BCE, Mago I of Carthage began a series of military reforms which included copying the army of Timoleon, Tyrant of Syracuse. The core of Carthage's military was the Greek-style phalanx formed by citizen hoplite spearmen who had been conscripted into service, though their armies also included large numbers of mercenaries. After their defeat in the first Punic war, Carthage hired a Spartan mercenary captain, Xanthippus of Carthage to reform their military forces. Xanthippus reformed the Carthaginian military along Macedonian army lines.", "targets": "What Greek style was the core of Carthage's military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56303bb2102a43ceb2b2282465eb11c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Carthage was a Phoenician colony on the coast of Tunisia. Carthaginian culture came into contact with the Greeks through Punic colonies in Sicily and through their widespread Mediterranean trade network. While the Carthaginians retained their Punic culture and language, they did adopt some Hellenistic ways, one of the most prominent of which was their military practices. In 550 BCE, Mago I of Carthage began a series of military reforms which included copying the army of Timoleon, Tyrant of Syracuse. The core of Carthage's military was the Greek-style phalanx formed by citizen hoplite spearmen who had been conscripted into service, though their armies also included large numbers of mercenaries. After their defeat in the first Punic war, Carthage hired a Spartan mercenary captain, Xanthippus of Carthage to reform their military forces. Xanthippus reformed the Carthaginian military along Macedonian army lines.", "targets": "What Spartan mercenary helped reform Carthage's military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9232fa92aa6b4102bde4855654929f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cathedral has a heliometer (solar \"observatory\") of 1690, one of a number built in Italy in the 17th and 18th centuries. The device itself is quite simple: a tiny hole in one of the minor domes acts as pinhole camera, projecting an image of the sun onto the floor at solar noon (12:00 in winter, 13:00 in summer). There is a bronze line, la Meridiana on the floor, running precisely N/S. The ends of the line mark the positions as at the summer and winter solstices; signs of the zodiac show the various other dates throughout the year.", "targets": "What is a heliometer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9232fa92aa6b4102bde4855654929f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cathedral has a heliometer (solar \"observatory\") of 1690, one of a number built in Italy in the 17th and 18th centuries. The device itself is quite simple: a tiny hole in one of the minor domes acts as pinhole camera, projecting an image of the sun onto the floor at solar noon (12:00 in winter, 13:00 in summer). There is a bronze line, la Meridiana on the floor, running precisely N/S. The ends of the line mark the positions as at the summer and winter solstices; signs of the zodiac show the various other dates throughout the year.", "targets": "What name is given to the bronze line on the floor of a heliometer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9232fa92aa6b4102bde4855654929f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cathedral has a heliometer (solar \"observatory\") of 1690, one of a number built in Italy in the 17th and 18th centuries. The device itself is quite simple: a tiny hole in one of the minor domes acts as pinhole camera, projecting an image of the sun onto the floor at solar noon (12:00 in winter, 13:00 in summer). There is a bronze line, la Meridiana on the floor, running precisely N/S. The ends of the line mark the positions as at the summer and winter solstices; signs of the zodiac show the various other dates throughout the year.", "targets": "Which direction does la Meridiana run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9232fa92aa6b4102bde4855654929f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cathedral has a heliometer (solar \"observatory\") of 1690, one of a number built in Italy in the 17th and 18th centuries. The device itself is quite simple: a tiny hole in one of the minor domes acts as pinhole camera, projecting an image of the sun onto the floor at solar noon (12:00 in winter, 13:00 in summer). There is a bronze line, la Meridiana on the floor, running precisely N/S. The ends of the line mark the positions as at the summer and winter solstices; signs of the zodiac show the various other dates throughout the year.", "targets": "What image is projected on the floor of the heliometer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a2427be89a444e89f363f192e249d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outstanding debts were also agreed and the company permitted to export 250 tons of saltpetre. Again in 1673, Banks successfully negotiated another contract for 700 tons of saltpetre at \u00a337,000 between the king and the company. So urgent was the need to supply the armed forces in the United Kingdom, America and elsewhere that the authorities sometimes turned a blind eye on the untaxed sales. One governor of the company was even reported as saying in 1864 that he would rather have the saltpetre made than the tax on salt.", "targets": "Due to agreed debt what 250 tons  product was first permitted to be exported by the company after the seven years' war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a2427be89a444e89f363f192e249d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outstanding debts were also agreed and the company permitted to export 250 tons of saltpetre. Again in 1673, Banks successfully negotiated another contract for 700 tons of saltpetre at \u00a337,000 between the king and the company. So urgent was the need to supply the armed forces in the United Kingdom, America and elsewhere that the authorities sometimes turned a blind eye on the untaxed sales. One governor of the company was even reported as saying in 1864 that he would rather have the saltpetre made than the tax on salt.", "targets": "in what year did Banks  negotiate between the king and the East india company for 700 tons of saltpetre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a2427be89a444e89f363f192e249d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outstanding debts were also agreed and the company permitted to export 250 tons of saltpetre. Again in 1673, Banks successfully negotiated another contract for 700 tons of saltpetre at \u00a337,000 between the king and the company. So urgent was the need to supply the armed forces in the United Kingdom, America and elsewhere that the authorities sometimes turned a blind eye on the untaxed sales. One governor of the company was even reported as saying in 1864 that he would rather have the saltpetre made than the tax on salt.", "targets": "Saltpetre was used for what people, specifically the need for this product had people overlooking untaxed sales? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a2427be89a444e89f363f192e249d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outstanding debts were also agreed and the company permitted to export 250 tons of saltpetre. Again in 1673, Banks successfully negotiated another contract for 700 tons of saltpetre at \u00a337,000 between the king and the company. So urgent was the need to supply the armed forces in the United Kingdom, America and elsewhere that the authorities sometimes turned a blind eye on the untaxed sales. One governor of the company was even reported as saying in 1864 that he would rather have the saltpetre made than the tax on salt.", "targets": "One of the governor of the company said that he would rather have saltpetre then____ in its raw form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3a2427be89a444e89f363f192e249d90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Outstanding debts were also agreed and the company permitted to export 250 tons of saltpetre. Again in 1673, Banks successfully negotiated another contract for 700 tons of saltpetre at \u00a337,000 between the king and the company. So urgent was the need to supply the armed forces in the United Kingdom, America and elsewhere that the authorities sometimes turned a blind eye on the untaxed sales. One governor of the company was even reported as saying in 1864 that he would rather have the saltpetre made than the tax on salt.", "targets": "how much did 700 tons of saltpetre go for in the contract negotiated by Banks in 1673"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f16d2a8d716147aab7ae22b5f9abb5a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its average annual temperature is 18.4 \u00b0C (65.1 \u00b0F). 22.8 \u00b0C (73.0 \u00b0F) during the day and 13.8 \u00b0C (56.8 \u00b0F) at night. In the coldest month \u2013 January, the maximum temperature typically during the day ranges from 13 to 21 \u00b0C (55 to 70 \u00b0F), the minimum temperature typically at night ranges from 4 to 12 \u00b0C (39 to 54 \u00b0F). In the warmest month \u2013 August, the maximum temperature during the day typically ranges from 28\u201334 \u00b0C (82\u201393 \u00b0F), about 23 \u00b0C (73 \u00b0F) at night. Generally, temperatures similar to those experienced in the northern part of Europe in summer last about 8 months, from April to November. March is transitional, the temperature often exceeds 20 \u00b0C (68 \u00b0F), with an average temperature of 19.0 \u00b0C (66 \u00b0F) during the day and 10.0 \u00b0C (50 \u00b0F) at night. December, January and February are the coldest months, with average temperatures around 17 \u00b0C (63 \u00b0F) during the day and 7 \u00b0C (45 \u00b0F) at night. Valencia has one of the mildest winters in Europe, owing to its southern location on the Mediterranean Sea and the Foehn phenomenon. The January average is comparable to temperatures expected for May and September in the major cities of northern Europe.", "targets": "What is Valencia's average yearly temperature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f16d2a8d716147aab7ae22b5f9abb5a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its average annual temperature is 18.4 \u00b0C (65.1 \u00b0F). 22.8 \u00b0C (73.0 \u00b0F) during the day and 13.8 \u00b0C (56.8 \u00b0F) at night. In the coldest month \u2013 January, the maximum temperature typically during the day ranges from 13 to 21 \u00b0C (55 to 70 \u00b0F), the minimum temperature typically at night ranges from 4 to 12 \u00b0C (39 to 54 \u00b0F). In the warmest month \u2013 August, the maximum temperature during the day typically ranges from 28\u201334 \u00b0C (82\u201393 \u00b0F), about 23 \u00b0C (73 \u00b0F) at night. Generally, temperatures similar to those experienced in the northern part of Europe in summer last about 8 months, from April to November. March is transitional, the temperature often exceeds 20 \u00b0C (68 \u00b0F), with an average temperature of 19.0 \u00b0C (66 \u00b0F) during the day and 10.0 \u00b0C (50 \u00b0F) at night. December, January and February are the coldest months, with average temperatures around 17 \u00b0C (63 \u00b0F) during the day and 7 \u00b0C (45 \u00b0F) at night. Valencia has one of the mildest winters in Europe, owing to its southern location on the Mediterranean Sea and the Foehn phenomenon. The January average is comparable to temperatures expected for May and September in the major cities of northern Europe.", "targets": "Which month is the hottest in Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f16d2a8d716147aab7ae22b5f9abb5a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its average annual temperature is 18.4 \u00b0C (65.1 \u00b0F). 22.8 \u00b0C (73.0 \u00b0F) during the day and 13.8 \u00b0C (56.8 \u00b0F) at night. In the coldest month \u2013 January, the maximum temperature typically during the day ranges from 13 to 21 \u00b0C (55 to 70 \u00b0F), the minimum temperature typically at night ranges from 4 to 12 \u00b0C (39 to 54 \u00b0F). In the warmest month \u2013 August, the maximum temperature during the day typically ranges from 28\u201334 \u00b0C (82\u201393 \u00b0F), about 23 \u00b0C (73 \u00b0F) at night. Generally, temperatures similar to those experienced in the northern part of Europe in summer last about 8 months, from April to November. March is transitional, the temperature often exceeds 20 \u00b0C (68 \u00b0F), with an average temperature of 19.0 \u00b0C (66 \u00b0F) during the day and 10.0 \u00b0C (50 \u00b0F) at night. December, January and February are the coldest months, with average temperatures around 17 \u00b0C (63 \u00b0F) during the day and 7 \u00b0C (45 \u00b0F) at night. Valencia has one of the mildest winters in Europe, owing to its southern location on the Mediterranean Sea and the Foehn phenomenon. The January average is comparable to temperatures expected for May and September in the major cities of northern Europe.", "targets": "Which month is the chilliest in Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f16d2a8d716147aab7ae22b5f9abb5a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its average annual temperature is 18.4 \u00b0C (65.1 \u00b0F). 22.8 \u00b0C (73.0 \u00b0F) during the day and 13.8 \u00b0C (56.8 \u00b0F) at night. In the coldest month \u2013 January, the maximum temperature typically during the day ranges from 13 to 21 \u00b0C (55 to 70 \u00b0F), the minimum temperature typically at night ranges from 4 to 12 \u00b0C (39 to 54 \u00b0F). In the warmest month \u2013 August, the maximum temperature during the day typically ranges from 28\u201334 \u00b0C (82\u201393 \u00b0F), about 23 \u00b0C (73 \u00b0F) at night. Generally, temperatures similar to those experienced in the northern part of Europe in summer last about 8 months, from April to November. March is transitional, the temperature often exceeds 20 \u00b0C (68 \u00b0F), with an average temperature of 19.0 \u00b0C (66 \u00b0F) during the day and 10.0 \u00b0C (50 \u00b0F) at night. December, January and February are the coldest months, with average temperatures around 17 \u00b0C (63 \u00b0F) during the day and 7 \u00b0C (45 \u00b0F) at night. Valencia has one of the mildest winters in Europe, owing to its southern location on the Mediterranean Sea and the Foehn phenomenon. The January average is comparable to temperatures expected for May and September in the major cities of northern Europe.", "targets": "In northern Europe, which months have temperatures similar to Valencia's in January?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f16d2a8d716147aab7ae22b5f9abb5a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Its average annual temperature is 18.4 \u00b0C (65.1 \u00b0F). 22.8 \u00b0C (73.0 \u00b0F) during the day and 13.8 \u00b0C (56.8 \u00b0F) at night. In the coldest month \u2013 January, the maximum temperature typically during the day ranges from 13 to 21 \u00b0C (55 to 70 \u00b0F), the minimum temperature typically at night ranges from 4 to 12 \u00b0C (39 to 54 \u00b0F). In the warmest month \u2013 August, the maximum temperature during the day typically ranges from 28\u201334 \u00b0C (82\u201393 \u00b0F), about 23 \u00b0C (73 \u00b0F) at night. Generally, temperatures similar to those experienced in the northern part of Europe in summer last about 8 months, from April to November. March is transitional, the temperature often exceeds 20 \u00b0C (68 \u00b0F), with an average temperature of 19.0 \u00b0C (66 \u00b0F) during the day and 10.0 \u00b0C (50 \u00b0F) at night. December, January and February are the coldest months, with average temperatures around 17 \u00b0C (63 \u00b0F) during the day and 7 \u00b0C (45 \u00b0F) at night. Valencia has one of the mildest winters in Europe, owing to its southern location on the Mediterranean Sea and the Foehn phenomenon. The January average is comparable to temperatures expected for May and September in the major cities of northern Europe.", "targets": "What is the average maximum daytime temperature in August in Valencia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c33aedf48e4e1aa1b1d8f4157acf33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.", "targets": "How many vice presidents do most universities have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c33aedf48e4e1aa1b1d8f4157acf33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.", "targets": "What kind of board does a university commonly have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c33aedf48e4e1aa1b1d8f4157acf33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.", "targets": "Who controls public universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c33aedf48e4e1aa1b1d8f4157acf33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.", "targets": "What are the different departments of a university called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a6c33aedf48e4e1aa1b1d8f4157acf33", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.", "targets": "Besides students, what is the source of funds of private universities?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807aa33c3ac845c3bd56aeaa70b3db82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antebellum Age was a period of increasing division in the country based on the growth of slavery in the American South and in the western territories of Kansas and Nebraska that eventually lead to the Civil War in 1861. The Antebellum Period is often considered to have begun with the Kansas\u2013Nebraska Act of 1854,[citation needed] although it may have begun as early as 1812. This period is also significant because it marked the transition of American manufacturing to the industrial revolution.[citation needed]", "targets": "What is the antebellum age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807aa33c3ac845c3bd56aeaa70b3db82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antebellum Age was a period of increasing division in the country based on the growth of slavery in the American South and in the western territories of Kansas and Nebraska that eventually lead to the Civil War in 1861. The Antebellum Period is often considered to have begun with the Kansas\u2013Nebraska Act of 1854,[citation needed] although it may have begun as early as 1812. This period is also significant because it marked the transition of American manufacturing to the industrial revolution.[citation needed]", "targets": "When did the civil was begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807aa33c3ac845c3bd56aeaa70b3db82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antebellum Age was a period of increasing division in the country based on the growth of slavery in the American South and in the western territories of Kansas and Nebraska that eventually lead to the Civil War in 1861. The Antebellum Period is often considered to have begun with the Kansas\u2013Nebraska Act of 1854,[citation needed] although it may have begun as early as 1812. This period is also significant because it marked the transition of American manufacturing to the industrial revolution.[citation needed]", "targets": "When was the Antebellum age considered to have begun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-807aa33c3ac845c3bd56aeaa70b3db82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Antebellum Age was a period of increasing division in the country based on the growth of slavery in the American South and in the western territories of Kansas and Nebraska that eventually lead to the Civil War in 1861. The Antebellum Period is often considered to have begun with the Kansas\u2013Nebraska Act of 1854,[citation needed] although it may have begun as early as 1812. This period is also significant because it marked the transition of American manufacturing to the industrial revolution.[citation needed]", "targets": "What did The Antebellum age mark?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00b6b7b41334f088d0b193f042f2213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lancashire economy relies strongly on the M6 motorway which runs from north to south, past Lancaster and Preston. The M55 connects Preston to Blackpool and is 11.5 miles (18.3 km) long. The M65 motorway from Colne, connects Burnley, Accrington, Blackburn to Preston. The M61 from Preston via Chorley and the M66 starting 500 metres (0.3 mi) inside the county boundary near Edenfield, provide links between Lancashire and Manchester] and the trans-Pennine M62. The M58 crosses the southernmost part of the county from the M6 near Wigan to Liverpool via Skelmersdale.", "targets": "What does the Lancashire economy rely on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00b6b7b41334f088d0b193f042f2213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lancashire economy relies strongly on the M6 motorway which runs from north to south, past Lancaster and Preston. The M55 connects Preston to Blackpool and is 11.5 miles (18.3 km) long. The M65 motorway from Colne, connects Burnley, Accrington, Blackburn to Preston. The M61 from Preston via Chorley and the M66 starting 500 metres (0.3 mi) inside the county boundary near Edenfield, provide links between Lancashire and Manchester] and the trans-Pennine M62. The M58 crosses the southernmost part of the county from the M6 near Wigan to Liverpool via Skelmersdale.", "targets": "Which direction does the M6 motorway run?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00b6b7b41334f088d0b193f042f2213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lancashire economy relies strongly on the M6 motorway which runs from north to south, past Lancaster and Preston. The M55 connects Preston to Blackpool and is 11.5 miles (18.3 km) long. The M65 motorway from Colne, connects Burnley, Accrington, Blackburn to Preston. The M61 from Preston via Chorley and the M66 starting 500 metres (0.3 mi) inside the county boundary near Edenfield, provide links between Lancashire and Manchester] and the trans-Pennine M62. The M58 crosses the southernmost part of the county from the M6 near Wigan to Liverpool via Skelmersdale.", "targets": "What road connects Preston to Blackpool?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f00b6b7b41334f088d0b193f042f2213", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Lancashire economy relies strongly on the M6 motorway which runs from north to south, past Lancaster and Preston. The M55 connects Preston to Blackpool and is 11.5 miles (18.3 km) long. The M65 motorway from Colne, connects Burnley, Accrington, Blackburn to Preston. The M61 from Preston via Chorley and the M66 starting 500 metres (0.3 mi) inside the county boundary near Edenfield, provide links between Lancashire and Manchester] and the trans-Pennine M62. The M58 crosses the southernmost part of the county from the M6 near Wigan to Liverpool via Skelmersdale.", "targets": "Which road crosses the part of the county furthest south?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5537cc268c4e4ccbb8133d627716c1c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the UK Government's returned 2001 census information, the city of Newcastle had a population of 189,863, whereas the metropolitan borough of Newcastle had a population of around 259,000. Newcastle has a population of 282,442 according to the Office for National Statistics. The metropolitan boroughs of North Tyneside (population circa 201,000), South Tyneside (population circa 148,000) and Gateshead (population circa 201,000) are, along with Newcastle, all part of the Tyneside conurbation (population circa 880,000). The metropolitan county of Tyne and Wear, which consists of the four aforementioned boroughs as well as the City of Sunderland (population circa 275,000), had a population of around 1,076,000 and the Tyne and Wear City Region which also includes North Durham, South East Northumberland and the Tyne Valley has a population of 1,650,000. Newcastle is also home to a large student population with Newcastle and Northumbria Universities in the local area. Areas with predominant student populations include Jesmond and Heaton.", "targets": "The population of Newcastle was 189,863 according to what year's census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5537cc268c4e4ccbb8133d627716c1c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the UK Government's returned 2001 census information, the city of Newcastle had a population of 189,863, whereas the metropolitan borough of Newcastle had a population of around 259,000. Newcastle has a population of 282,442 according to the Office for National Statistics. The metropolitan boroughs of North Tyneside (population circa 201,000), South Tyneside (population circa 148,000) and Gateshead (population circa 201,000) are, along with Newcastle, all part of the Tyneside conurbation (population circa 880,000). The metropolitan county of Tyne and Wear, which consists of the four aforementioned boroughs as well as the City of Sunderland (population circa 275,000), had a population of around 1,076,000 and the Tyne and Wear City Region which also includes North Durham, South East Northumberland and the Tyne Valley has a population of 1,650,000. Newcastle is also home to a large student population with Newcastle and Northumbria Universities in the local area. Areas with predominant student populations include Jesmond and Heaton.", "targets": "Which borough of Newcastle had a population around 259,000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5537cc268c4e4ccbb8133d627716c1c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the UK Government's returned 2001 census information, the city of Newcastle had a population of 189,863, whereas the metropolitan borough of Newcastle had a population of around 259,000. Newcastle has a population of 282,442 according to the Office for National Statistics. The metropolitan boroughs of North Tyneside (population circa 201,000), South Tyneside (population circa 148,000) and Gateshead (population circa 201,000) are, along with Newcastle, all part of the Tyneside conurbation (population circa 880,000). The metropolitan county of Tyne and Wear, which consists of the four aforementioned boroughs as well as the City of Sunderland (population circa 275,000), had a population of around 1,076,000 and the Tyne and Wear City Region which also includes North Durham, South East Northumberland and the Tyne Valley has a population of 1,650,000. Newcastle is also home to a large student population with Newcastle and Northumbria Universities in the local area. Areas with predominant student populations include Jesmond and Heaton.", "targets": "Newcastle is home to a large population of what type of person?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5537cc268c4e4ccbb8133d627716c1c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the UK Government's returned 2001 census information, the city of Newcastle had a population of 189,863, whereas the metropolitan borough of Newcastle had a population of around 259,000. Newcastle has a population of 282,442 according to the Office for National Statistics. The metropolitan boroughs of North Tyneside (population circa 201,000), South Tyneside (population circa 148,000) and Gateshead (population circa 201,000) are, along with Newcastle, all part of the Tyneside conurbation (population circa 880,000). The metropolitan county of Tyne and Wear, which consists of the four aforementioned boroughs as well as the City of Sunderland (population circa 275,000), had a population of around 1,076,000 and the Tyne and Wear City Region which also includes North Durham, South East Northumberland and the Tyne Valley has a population of 1,650,000. Newcastle is also home to a large student population with Newcastle and Northumbria Universities in the local area. Areas with predominant student populations include Jesmond and Heaton.", "targets": "There are two of what type of institution in Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5537cc268c4e4ccbb8133d627716c1c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the UK Government's returned 2001 census information, the city of Newcastle had a population of 189,863, whereas the metropolitan borough of Newcastle had a population of around 259,000. Newcastle has a population of 282,442 according to the Office for National Statistics. The metropolitan boroughs of North Tyneside (population circa 201,000), South Tyneside (population circa 148,000) and Gateshead (population circa 201,000) are, along with Newcastle, all part of the Tyneside conurbation (population circa 880,000). The metropolitan county of Tyne and Wear, which consists of the four aforementioned boroughs as well as the City of Sunderland (population circa 275,000), had a population of around 1,076,000 and the Tyne and Wear City Region which also includes North Durham, South East Northumberland and the Tyne Valley has a population of 1,650,000. Newcastle is also home to a large student population with Newcastle and Northumbria Universities in the local area. Areas with predominant student populations include Jesmond and Heaton.", "targets": "Jesmond and Heaton are areas filled predominantly with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e66aadfcea4414ca10787fa7dd3cd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2014, the Government of China banned the internal purchase of Windows 8-based products under government contracts requiring \"energy-efficient\" devices. The Xinhua News Agency claimed that Windows 8 was being banned in protest of Microsoft's support lifecycle policy and the end of support for Windows XP (which, as of January 2014, had a market share of 49% in China), as the government \"obviously cannot ignore the risks of running OS [sic] without guaranteed technical support.\" However, Ni Guangnan of the Chinese Academy of Sciences had also previously warned that Windows 8 could allegedly expose users to surveillance by the United States government due to its heavy use of internet-based services.", "targets": "When did the Chinese government ban the purchase of Windows 8 products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e66aadfcea4414ca10787fa7dd3cd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2014, the Government of China banned the internal purchase of Windows 8-based products under government contracts requiring \"energy-efficient\" devices. The Xinhua News Agency claimed that Windows 8 was being banned in protest of Microsoft's support lifecycle policy and the end of support for Windows XP (which, as of January 2014, had a market share of 49% in China), as the government \"obviously cannot ignore the risks of running OS [sic] without guaranteed technical support.\" However, Ni Guangnan of the Chinese Academy of Sciences had also previously warned that Windows 8 could allegedly expose users to surveillance by the United States government due to its heavy use of internet-based services.", "targets": "Why did the Chinese government ban Windows 8 based products?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e66aadfcea4414ca10787fa7dd3cd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2014, the Government of China banned the internal purchase of Windows 8-based products under government contracts requiring \"energy-efficient\" devices. The Xinhua News Agency claimed that Windows 8 was being banned in protest of Microsoft's support lifecycle policy and the end of support for Windows XP (which, as of January 2014, had a market share of 49% in China), as the government \"obviously cannot ignore the risks of running OS [sic] without guaranteed technical support.\" However, Ni Guangnan of the Chinese Academy of Sciences had also previously warned that Windows 8 could allegedly expose users to surveillance by the United States government due to its heavy use of internet-based services.", "targets": "What market share did Windows XP have in Chine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e66aadfcea4414ca10787fa7dd3cd18", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In May 2014, the Government of China banned the internal purchase of Windows 8-based products under government contracts requiring \"energy-efficient\" devices. The Xinhua News Agency claimed that Windows 8 was being banned in protest of Microsoft's support lifecycle policy and the end of support for Windows XP (which, as of January 2014, had a market share of 49% in China), as the government \"obviously cannot ignore the risks of running OS [sic] without guaranteed technical support.\" However, Ni Guangnan of the Chinese Academy of Sciences had also previously warned that Windows 8 could allegedly expose users to surveillance by the United States government due to its heavy use of internet-based services.", "targets": "Who claimed that the Windows 8 would allow the US Government to spy on its users?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-062c2260b3b64636812b613869a49b69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Donald Wills Douglas, Sr. built a plant in 1922 at Clover Field (Santa Monica Airport) for the Douglas Aircraft Company. In 1924, four Douglas-built planes took off from Clover Field to attempt the first aerial circumnavigation of the world. Two planes made it back, after having covered 27,553 miles (44,342 km) in 175 days, and were greeted on their return September 23, 1924, by a crowd of 200,000 (generously estimated). The Douglas Company (later McDonnell Douglas) kept facilities in the city until the 1960s.", "targets": "Who built a plant in Clover field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-062c2260b3b64636812b613869a49b69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Donald Wills Douglas, Sr. built a plant in 1922 at Clover Field (Santa Monica Airport) for the Douglas Aircraft Company. In 1924, four Douglas-built planes took off from Clover Field to attempt the first aerial circumnavigation of the world. Two planes made it back, after having covered 27,553 miles (44,342 km) in 175 days, and were greeted on their return September 23, 1924, by a crowd of 200,000 (generously estimated). The Douglas Company (later McDonnell Douglas) kept facilities in the city until the 1960s.", "targets": "What company was the structure at Clover Field for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-062c2260b3b64636812b613869a49b69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Donald Wills Douglas, Sr. built a plant in 1922 at Clover Field (Santa Monica Airport) for the Douglas Aircraft Company. In 1924, four Douglas-built planes took off from Clover Field to attempt the first aerial circumnavigation of the world. Two planes made it back, after having covered 27,553 miles (44,342 km) in 175 days, and were greeted on their return September 23, 1924, by a crowd of 200,000 (generously estimated). The Douglas Company (later McDonnell Douglas) kept facilities in the city until the 1960s.", "targets": "What did Clover Field built airplanes attempt the first of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-062c2260b3b64636812b613869a49b69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Donald Wills Douglas, Sr. built a plant in 1922 at Clover Field (Santa Monica Airport) for the Douglas Aircraft Company. In 1924, four Douglas-built planes took off from Clover Field to attempt the first aerial circumnavigation of the world. Two planes made it back, after having covered 27,553 miles (44,342 km) in 175 days, and were greeted on their return September 23, 1924, by a crowd of 200,000 (generously estimated). The Douglas Company (later McDonnell Douglas) kept facilities in the city until the 1960s.", "targets": "The Douglas Company had facilities in Santa Monica through what decade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-062c2260b3b64636812b613869a49b69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Donald Wills Douglas, Sr. built a plant in 1922 at Clover Field (Santa Monica Airport) for the Douglas Aircraft Company. In 1924, four Douglas-built planes took off from Clover Field to attempt the first aerial circumnavigation of the world. Two planes made it back, after having covered 27,553 miles (44,342 km) in 175 days, and were greeted on their return September 23, 1924, by a crowd of 200,000 (generously estimated). The Douglas Company (later McDonnell Douglas) kept facilities in the city until the 1960s.", "targets": "How Many Planes returned from the circumnavigation in 1924?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a0e69892d041858ff0246386cd9c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1999, another special, Doctor Who and the Curse of Fatal Death, was made for Comic Relief and later released on VHS. An affectionate parody of the television series, it was split into four segments, mimicking the traditional serial format, complete with cliffhangers, and running down the same corridor several times when being chased (the version released on video was split into only two episodes). In the story, the Doctor (Rowan Atkinson) encounters both the Master (Jonathan Pryce) and the Daleks. During the special the Doctor is forced to regenerate several times, with his subsequent incarnations played by, in order, Richard E. Grant, Jim Broadbent, Hugh Grant and Joanna Lumley. The script was written by Steven Moffat, later to be head writer and executive producer to the revived series.", "targets": "What was the name of the Doctor Who special created for Comic Relief?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a0e69892d041858ff0246386cd9c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1999, another special, Doctor Who and the Curse of Fatal Death, was made for Comic Relief and later released on VHS. An affectionate parody of the television series, it was split into four segments, mimicking the traditional serial format, complete with cliffhangers, and running down the same corridor several times when being chased (the version released on video was split into only two episodes). In the story, the Doctor (Rowan Atkinson) encounters both the Master (Jonathan Pryce) and the Daleks. During the special the Doctor is forced to regenerate several times, with his subsequent incarnations played by, in order, Richard E. Grant, Jim Broadbent, Hugh Grant and Joanna Lumley. The script was written by Steven Moffat, later to be head writer and executive producer to the revived series.", "targets": "How many segments did the special originally have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a0e69892d041858ff0246386cd9c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1999, another special, Doctor Who and the Curse of Fatal Death, was made for Comic Relief and later released on VHS. An affectionate parody of the television series, it was split into four segments, mimicking the traditional serial format, complete with cliffhangers, and running down the same corridor several times when being chased (the version released on video was split into only two episodes). In the story, the Doctor (Rowan Atkinson) encounters both the Master (Jonathan Pryce) and the Daleks. During the special the Doctor is forced to regenerate several times, with his subsequent incarnations played by, in order, Richard E. Grant, Jim Broadbent, Hugh Grant and Joanna Lumley. The script was written by Steven Moffat, later to be head writer and executive producer to the revived series.", "targets": "Who played the first incarnation of the Doctor in the special?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a0e69892d041858ff0246386cd9c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1999, another special, Doctor Who and the Curse of Fatal Death, was made for Comic Relief and later released on VHS. An affectionate parody of the television series, it was split into four segments, mimicking the traditional serial format, complete with cliffhangers, and running down the same corridor several times when being chased (the version released on video was split into only two episodes). In the story, the Doctor (Rowan Atkinson) encounters both the Master (Jonathan Pryce) and the Daleks. During the special the Doctor is forced to regenerate several times, with his subsequent incarnations played by, in order, Richard E. Grant, Jim Broadbent, Hugh Grant and Joanna Lumley. The script was written by Steven Moffat, later to be head writer and executive producer to the revived series.", "targets": "What actress played the last incarnation of the Doctor in the special?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-81a0e69892d041858ff0246386cd9c46", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1999, another special, Doctor Who and the Curse of Fatal Death, was made for Comic Relief and later released on VHS. An affectionate parody of the television series, it was split into four segments, mimicking the traditional serial format, complete with cliffhangers, and running down the same corridor several times when being chased (the version released on video was split into only two episodes). In the story, the Doctor (Rowan Atkinson) encounters both the Master (Jonathan Pryce) and the Daleks. During the special the Doctor is forced to regenerate several times, with his subsequent incarnations played by, in order, Richard E. Grant, Jim Broadbent, Hugh Grant and Joanna Lumley. The script was written by Steven Moffat, later to be head writer and executive producer to the revived series.", "targets": "The script writer for the special went on to have what role in the revised Doctor Who series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34e036259b94de5bd270beb1799f090", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some fields Hellenistic culture thrived, particularly in its preservation of the past. The states of the Hellenistic period were deeply fixated with the past and its seemingly lost glories. The preservation of many classical and archaic works of art and literature (including the works of the three great classical tragedians, Aeschylus, Sophocles, and Euripides) are due to the efforts of the Hellenistic Greeks. The museum and library of Alexandria was the center of this conservationist activity. With the support of royal stipends, Alexandrian scholars collected, translated, copied, classified and critiqued every book they could find. Most of the great literary figures of the Hellenistic period studied at Alexandria and conducted research there. They were scholar poets, writing not only poetry but treatises on Homer and other archaic and classical Greek literature.", "targets": "Who is most responsible for the preservation of Hellenistic culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34e036259b94de5bd270beb1799f090", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some fields Hellenistic culture thrived, particularly in its preservation of the past. The states of the Hellenistic period were deeply fixated with the past and its seemingly lost glories. The preservation of many classical and archaic works of art and literature (including the works of the three great classical tragedians, Aeschylus, Sophocles, and Euripides) are due to the efforts of the Hellenistic Greeks. The museum and library of Alexandria was the center of this conservationist activity. With the support of royal stipends, Alexandrian scholars collected, translated, copied, classified and critiqued every book they could find. Most of the great literary figures of the Hellenistic period studied at Alexandria and conducted research there. They were scholar poets, writing not only poetry but treatises on Homer and other archaic and classical Greek literature.", "targets": "What museum and ilbrary was the center of Hellenistic culture conservation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e34e036259b94de5bd270beb1799f090", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In some fields Hellenistic culture thrived, particularly in its preservation of the past. The states of the Hellenistic period were deeply fixated with the past and its seemingly lost glories. The preservation of many classical and archaic works of art and literature (including the works of the three great classical tragedians, Aeschylus, Sophocles, and Euripides) are due to the efforts of the Hellenistic Greeks. The museum and library of Alexandria was the center of this conservationist activity. With the support of royal stipends, Alexandrian scholars collected, translated, copied, classified and critiqued every book they could find. Most of the great literary figures of the Hellenistic period studied at Alexandria and conducted research there. They were scholar poets, writing not only poetry but treatises on Homer and other archaic and classical Greek literature.", "targets": "Where did most of the great literary figures of the Hellenistic period study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447fc44fc1504561ac3f76a60f475beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dissertations on clothing and its function appear from the 19th century as colonising countries dealt with new environments, concerted scientific research into psycho-social, physiological and other functions of clothing (e.g. protective, cartage) occurred in the first half of the 20th century, with publications such as J. C. Fl\u00fcgel's Psychology of Clothes in 1930, and Newburgh's seminal Physiology of Heat Regulation and The Science of Clothing in 1949. By 1968, the field of environmental physiology had advanced and expanded significantly, but the science of clothing in relation to environmental physiology had changed little. While considerable research has since occurred and the knowledge-base has grown significantly, the main concepts remain unchanged, and indeed Newburgh's book is still cited by contemporary authors, including those attempting to develop thermoregulatory models of clothing development.", "targets": "What century do dissertation on clothing first appear from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447fc44fc1504561ac3f76a60f475beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dissertations on clothing and its function appear from the 19th century as colonising countries dealt with new environments, concerted scientific research into psycho-social, physiological and other functions of clothing (e.g. protective, cartage) occurred in the first half of the 20th century, with publications such as J. C. Fl\u00fcgel's Psychology of Clothes in 1930, and Newburgh's seminal Physiology of Heat Regulation and The Science of Clothing in 1949. By 1968, the field of environmental physiology had advanced and expanded significantly, but the science of clothing in relation to environmental physiology had changed little. While considerable research has since occurred and the knowledge-base has grown significantly, the main concepts remain unchanged, and indeed Newburgh's book is still cited by contemporary authors, including those attempting to develop thermoregulatory models of clothing development.", "targets": "What year was J. C. Fl\u00fcgel's Psychology of Clothes published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447fc44fc1504561ac3f76a60f475beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dissertations on clothing and its function appear from the 19th century as colonising countries dealt with new environments, concerted scientific research into psycho-social, physiological and other functions of clothing (e.g. protective, cartage) occurred in the first half of the 20th century, with publications such as J. C. Fl\u00fcgel's Psychology of Clothes in 1930, and Newburgh's seminal Physiology of Heat Regulation and The Science of Clothing in 1949. By 1968, the field of environmental physiology had advanced and expanded significantly, but the science of clothing in relation to environmental physiology had changed little. While considerable research has since occurred and the knowledge-base has grown significantly, the main concepts remain unchanged, and indeed Newburgh's book is still cited by contemporary authors, including those attempting to develop thermoregulatory models of clothing development.", "targets": "Whose book entitled Physiology of Heat Regulation and The Science of Clothing was published in 1949?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447fc44fc1504561ac3f76a60f475beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dissertations on clothing and its function appear from the 19th century as colonising countries dealt with new environments, concerted scientific research into psycho-social, physiological and other functions of clothing (e.g. protective, cartage) occurred in the first half of the 20th century, with publications such as J. C. Fl\u00fcgel's Psychology of Clothes in 1930, and Newburgh's seminal Physiology of Heat Regulation and The Science of Clothing in 1949. By 1968, the field of environmental physiology had advanced and expanded significantly, but the science of clothing in relation to environmental physiology had changed little. While considerable research has since occurred and the knowledge-base has grown significantly, the main concepts remain unchanged, and indeed Newburgh's book is still cited by contemporary authors, including those attempting to develop thermoregulatory models of clothing development.", "targets": "How much had the science of clothing in relation to environmental factors changed by 1968?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-447fc44fc1504561ac3f76a60f475beb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dissertations on clothing and its function appear from the 19th century as colonising countries dealt with new environments, concerted scientific research into psycho-social, physiological and other functions of clothing (e.g. protective, cartage) occurred in the first half of the 20th century, with publications such as J. C. Fl\u00fcgel's Psychology of Clothes in 1930, and Newburgh's seminal Physiology of Heat Regulation and The Science of Clothing in 1949. By 1968, the field of environmental physiology had advanced and expanded significantly, but the science of clothing in relation to environmental physiology had changed little. While considerable research has since occurred and the knowledge-base has grown significantly, the main concepts remain unchanged, and indeed Newburgh's book is still cited by contemporary authors, including those attempting to develop thermoregulatory models of clothing development.", "targets": "What have remained unchanged while the knowledge has grown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c152946851f54647ad39426d787ca46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Roman expansion into Spain and Gaul occurred as a mix of alliance-seeking and military occupation. In the 2nd century BC, Roman involvement in the Greek east remained a matter of alliance-seeking, but this time in the face of major powers that could rival Rome. According to Polybius, who sought to trace how Rome came to dominate the Greek east in less than a century, this was mainly a matter of several Greek city-states seeking Roman protection against the Macedonian kingdom and Seleucid Empire in the face of destabilisation created by the weakening of Ptolemaic Egypt. In contrast to the west, the Greek east had been dominated by major empires for centuries, and Roman influence and alliance-seeking led to wars with these empires that further weakened them and therefore created an unstable power vacuum that only Rome could fill. This had some important similarities to (and important differences from) the events in Italy centuries earlier, but this time on a global scale.", "targets": "What effect did the weakening of Ptolemaic Egypt have on nearby areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c152946851f54647ad39426d787ca46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Roman expansion into Spain and Gaul occurred as a mix of alliance-seeking and military occupation. In the 2nd century BC, Roman involvement in the Greek east remained a matter of alliance-seeking, but this time in the face of major powers that could rival Rome. According to Polybius, who sought to trace how Rome came to dominate the Greek east in less than a century, this was mainly a matter of several Greek city-states seeking Roman protection against the Macedonian kingdom and Seleucid Empire in the face of destabilisation created by the weakening of Ptolemaic Egypt. In contrast to the west, the Greek east had been dominated by major empires for centuries, and Roman influence and alliance-seeking led to wars with these empires that further weakened them and therefore created an unstable power vacuum that only Rome could fill. This had some important similarities to (and important differences from) the events in Italy centuries earlier, but this time on a global scale.", "targets": "Who attempted to find out how Rome dominated the Greek east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c152946851f54647ad39426d787ca46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Roman expansion into Spain and Gaul occurred as a mix of alliance-seeking and military occupation. In the 2nd century BC, Roman involvement in the Greek east remained a matter of alliance-seeking, but this time in the face of major powers that could rival Rome. According to Polybius, who sought to trace how Rome came to dominate the Greek east in less than a century, this was mainly a matter of several Greek city-states seeking Roman protection against the Macedonian kingdom and Seleucid Empire in the face of destabilisation created by the weakening of Ptolemaic Egypt. In contrast to the west, the Greek east had been dominated by major empires for centuries, and Roman influence and alliance-seeking led to wars with these empires that further weakened them and therefore created an unstable power vacuum that only Rome could fill. This had some important similarities to (and important differences from) the events in Italy centuries earlier, but this time on a global scale.", "targets": "Why was Rome involved in matters in the Greek east?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c152946851f54647ad39426d787ca46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In contrast, Roman expansion into Spain and Gaul occurred as a mix of alliance-seeking and military occupation. In the 2nd century BC, Roman involvement in the Greek east remained a matter of alliance-seeking, but this time in the face of major powers that could rival Rome. According to Polybius, who sought to trace how Rome came to dominate the Greek east in less than a century, this was mainly a matter of several Greek city-states seeking Roman protection against the Macedonian kingdom and Seleucid Empire in the face of destabilisation created by the weakening of Ptolemaic Egypt. In contrast to the west, the Greek east had been dominated by major empires for centuries, and Roman influence and alliance-seeking led to wars with these empires that further weakened them and therefore created an unstable power vacuum that only Rome could fill. This had some important similarities to (and important differences from) the events in Italy centuries earlier, but this time on a global scale.", "targets": "Which countries citie-states attempted to gain the protection of Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f919c7bc56a4040866291eb5594be62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996, a surrogate character mechanism was implemented in Unicode 2.0, so that Unicode was no longer restricted to 16 bits. This increased the Unicode codespace to over a million code points, which allowed for the encoding of many historic scripts (e.g., Egyptian Hieroglyphs) and thousands of rarely used or obsolete characters that had not been anticipated as needing encoding. Among the characters not originally intended for Unicode are rarely used Kanji or Chinese characters, many of which are part of personal and place names, making them rarely used, but much more essential than envisioned in the original architecture of Unicode.", "targets": "When was a surrogate character mechanism implemented in Unicode 2.0?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f919c7bc56a4040866291eb5594be62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996, a surrogate character mechanism was implemented in Unicode 2.0, so that Unicode was no longer restricted to 16 bits. This increased the Unicode codespace to over a million code points, which allowed for the encoding of many historic scripts (e.g., Egyptian Hieroglyphs) and thousands of rarely used or obsolete characters that had not been anticipated as needing encoding. Among the characters not originally intended for Unicode are rarely used Kanji or Chinese characters, many of which are part of personal and place names, making them rarely used, but much more essential than envisioned in the original architecture of Unicode.", "targets": "Why was a surrogate character mechanism implemented?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f919c7bc56a4040866291eb5594be62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996, a surrogate character mechanism was implemented in Unicode 2.0, so that Unicode was no longer restricted to 16 bits. This increased the Unicode codespace to over a million code points, which allowed for the encoding of many historic scripts (e.g., Egyptian Hieroglyphs) and thousands of rarely used or obsolete characters that had not been anticipated as needing encoding. Among the characters not originally intended for Unicode are rarely used Kanji or Chinese characters, many of which are part of personal and place names, making them rarely used, but much more essential than envisioned in the original architecture of Unicode.", "targets": "What are some characters not originally intended for Unicode? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f919c7bc56a4040866291eb5594be62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996, a surrogate character mechanism was implemented in Unicode 2.0, so that Unicode was no longer restricted to 16 bits. This increased the Unicode codespace to over a million code points, which allowed for the encoding of many historic scripts (e.g., Egyptian Hieroglyphs) and thousands of rarely used or obsolete characters that had not been anticipated as needing encoding. Among the characters not originally intended for Unicode are rarely used Kanji or Chinese characters, many of which are part of personal and place names, making them rarely used, but much more essential than envisioned in the original architecture of Unicode.", "targets": "Why are some foreign characters rarely used? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f919c7bc56a4040866291eb5594be62", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1996, a surrogate character mechanism was implemented in Unicode 2.0, so that Unicode was no longer restricted to 16 bits. This increased the Unicode codespace to over a million code points, which allowed for the encoding of many historic scripts (e.g., Egyptian Hieroglyphs) and thousands of rarely used or obsolete characters that had not been anticipated as needing encoding. Among the characters not originally intended for Unicode are rarely used Kanji or Chinese characters, many of which are part of personal and place names, making them rarely used, but much more essential than envisioned in the original architecture of Unicode.", "targets": "Why was the Unicode 2.0 codespace increased? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "What accolade did Twilight Princess receive after its release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "Under which brand was Twilight Princess for the Nintendo Wii published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "When is the HD version of Twilight Princess slated for launch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "At the time of release which episode of the Legend of Zelda series was considered the greatest entry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "How many Game of the Year awards did Twilight Princess receive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "What year was Twilight Princess the most critically acclaimed game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f9154919cc740438c04ec22ecb28f6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the time of its release, Twilight Princess was considered the greatest entry in the Zelda series by many critics, including writers for 1UP.com, Computer and Video Games, Electronic Gaming Monthly, Game Informer, GamesRadar, IGN, and The Washington Post. It received several Game of the Year awards, and was the most critically acclaimed game of 2006. In 2011, the Wii version was rereleased under the Nintendo Selects label. A high-definition port for the Wii U, The Legend of Zelda: Twilight Princess HD, will be released in March 2016.", "targets": "What year will the game release a high-definition port for the Wii U console?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d893e65e128544dc9b5a27e6f1998f45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every year the Appalachian Mountains attract several million tourists to the Western part of the state, including the historic Biltmore Estate. The scenic Blue Ridge Parkway and Great Smoky Mountains National Park are the two most visited national park and unit in the United States with over 25 million visitors in 2013. The City of Asheville is consistently voted as one of the top places to visit and live in the United States, known for its rich art deco architecture, mountain scenery and outdoor activities, and liberal and happy residents.", "targets": "How many people go to see the Appalachian Mountains each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d893e65e128544dc9b5a27e6f1998f45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every year the Appalachian Mountains attract several million tourists to the Western part of the state, including the historic Biltmore Estate. The scenic Blue Ridge Parkway and Great Smoky Mountains National Park are the two most visited national park and unit in the United States with over 25 million visitors in 2013. The City of Asheville is consistently voted as one of the top places to visit and live in the United States, known for its rich art deco architecture, mountain scenery and outdoor activities, and liberal and happy residents.", "targets": "What part of the state are the Appalachian Mountains in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d893e65e128544dc9b5a27e6f1998f45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every year the Appalachian Mountains attract several million tourists to the Western part of the state, including the historic Biltmore Estate. The scenic Blue Ridge Parkway and Great Smoky Mountains National Park are the two most visited national park and unit in the United States with over 25 million visitors in 2013. The City of Asheville is consistently voted as one of the top places to visit and live in the United States, known for its rich art deco architecture, mountain scenery and outdoor activities, and liberal and happy residents.", "targets": "Great Smoky mountain and Blue Ridge Parkway are located in what mountain range?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d893e65e128544dc9b5a27e6f1998f45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every year the Appalachian Mountains attract several million tourists to the Western part of the state, including the historic Biltmore Estate. The scenic Blue Ridge Parkway and Great Smoky Mountains National Park are the two most visited national park and unit in the United States with over 25 million visitors in 2013. The City of Asheville is consistently voted as one of the top places to visit and live in the United States, known for its rich art deco architecture, mountain scenery and outdoor activities, and liberal and happy residents.", "targets": "How many tourists visited the Smoky Mountains and Blue Ridge parkway in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d893e65e128544dc9b5a27e6f1998f45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Every year the Appalachian Mountains attract several million tourists to the Western part of the state, including the historic Biltmore Estate. The scenic Blue Ridge Parkway and Great Smoky Mountains National Park are the two most visited national park and unit in the United States with over 25 million visitors in 2013. The City of Asheville is consistently voted as one of the top places to visit and live in the United States, known for its rich art deco architecture, mountain scenery and outdoor activities, and liberal and happy residents.", "targets": "What North Carolina City is consistently voted one of the top places to live in the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "Did the U.S. believe that Thailand was an Axis ally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "What does the U.S. believe caused Thailand to help Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "Is Thailand treated differently than other Axis countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "According to the USA, what country did Japan blackmail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "What nations were occupied by the Axis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "After 1945, how did the USA treat Thailand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7229dad7ebff48c99f53dfbbd5a5f5f2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The official policy of the U.S. Government is that Thailand was not an ally of the Axis, and that the United States was not at war with Thailand. The policy of the U.S. Government ever since 1945 has been to treat Thailand not as a former enemy, but rather as a country which had been forced into certain actions by Japanese blackmail, before being occupied by Japanese troops. Thailand has been treated by the United States in the same way as such other Axis-occupied countries as Belgium, Czechoslovakia, Denmark, Greece, Norway, Poland, and the Netherlands.", "targets": "Who occupied Thailand according to the USA?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d91c9399b86c4500abc7450715482341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "My Beautiful Dark Twisted Fantasy, West's fifth studio album, was released in November 2010 to rave reviews from critics, many of whom described it as his best work that solidified his comeback. In stark contrast to his previous effort, which featured a minimalist sound, Dark Fantasy adopts a maximalist philosophy and deals with themes of celebrity and excess. The record included the international hit \"All of the Lights\", and Billboard hits \"Power\", \"Monster\", and \"Runaway\", the latter of which accompanied a 35-minute film of the same name. During this time, West initiated the free music program GOOD Fridays through his website, offering a free download of previously unreleased songs each Friday, a portion of which were included on the album. This promotion ran from August 20 - December 17, 2010. Dark Fantasy went on to go platinum in the United States, but its omission as a contender for Album of the Year at the 54th Grammy Awards was viewed as a \"snub\" by several media outlets.", "targets": "What is the name of Kanye's album released in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d91c9399b86c4500abc7450715482341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "My Beautiful Dark Twisted Fantasy, West's fifth studio album, was released in November 2010 to rave reviews from critics, many of whom described it as his best work that solidified his comeback. In stark contrast to his previous effort, which featured a minimalist sound, Dark Fantasy adopts a maximalist philosophy and deals with themes of celebrity and excess. The record included the international hit \"All of the Lights\", and Billboard hits \"Power\", \"Monster\", and \"Runaway\", the latter of which accompanied a 35-minute film of the same name. During this time, West initiated the free music program GOOD Fridays through his website, offering a free download of previously unreleased songs each Friday, a portion of which were included on the album. This promotion ran from August 20 - December 17, 2010. Dark Fantasy went on to go platinum in the United States, but its omission as a contender for Album of the Year at the 54th Grammy Awards was viewed as a \"snub\" by several media outlets.", "targets": "What award was My Beautiful Dark Twisted Fantasy omitted from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d91c9399b86c4500abc7450715482341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "My Beautiful Dark Twisted Fantasy, West's fifth studio album, was released in November 2010 to rave reviews from critics, many of whom described it as his best work that solidified his comeback. In stark contrast to his previous effort, which featured a minimalist sound, Dark Fantasy adopts a maximalist philosophy and deals with themes of celebrity and excess. The record included the international hit \"All of the Lights\", and Billboard hits \"Power\", \"Monster\", and \"Runaway\", the latter of which accompanied a 35-minute film of the same name. During this time, West initiated the free music program GOOD Fridays through his website, offering a free download of previously unreleased songs each Friday, a portion of which were included on the album. This promotion ran from August 20 - December 17, 2010. Dark Fantasy went on to go platinum in the United States, but its omission as a contender for Album of the Year at the 54th Grammy Awards was viewed as a \"snub\" by several media outlets.", "targets": "What was the name of Kanye's fifth album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d91c9399b86c4500abc7450715482341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "My Beautiful Dark Twisted Fantasy, West's fifth studio album, was released in November 2010 to rave reviews from critics, many of whom described it as his best work that solidified his comeback. In stark contrast to his previous effort, which featured a minimalist sound, Dark Fantasy adopts a maximalist philosophy and deals with themes of celebrity and excess. The record included the international hit \"All of the Lights\", and Billboard hits \"Power\", \"Monster\", and \"Runaway\", the latter of which accompanied a 35-minute film of the same name. During this time, West initiated the free music program GOOD Fridays through his website, offering a free download of previously unreleased songs each Friday, a portion of which were included on the album. This promotion ran from August 20 - December 17, 2010. Dark Fantasy went on to go platinum in the United States, but its omission as a contender for Album of the Year at the 54th Grammy Awards was viewed as a \"snub\" by several media outlets.", "targets": "When was Kanye West's fifth album debuted? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d91c9399b86c4500abc7450715482341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "My Beautiful Dark Twisted Fantasy, West's fifth studio album, was released in November 2010 to rave reviews from critics, many of whom described it as his best work that solidified his comeback. In stark contrast to his previous effort, which featured a minimalist sound, Dark Fantasy adopts a maximalist philosophy and deals with themes of celebrity and excess. The record included the international hit \"All of the Lights\", and Billboard hits \"Power\", \"Monster\", and \"Runaway\", the latter of which accompanied a 35-minute film of the same name. During this time, West initiated the free music program GOOD Fridays through his website, offering a free download of previously unreleased songs each Friday, a portion of which were included on the album. This promotion ran from August 20 - December 17, 2010. Dark Fantasy went on to go platinum in the United States, but its omission as a contender for Album of the Year at the 54th Grammy Awards was viewed as a \"snub\" by several media outlets.", "targets": "What song off of Kanye's fifth album was a hit internationally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d91c9399b86c4500abc7450715482341", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "My Beautiful Dark Twisted Fantasy, West's fifth studio album, was released in November 2010 to rave reviews from critics, many of whom described it as his best work that solidified his comeback. In stark contrast to his previous effort, which featured a minimalist sound, Dark Fantasy adopts a maximalist philosophy and deals with themes of celebrity and excess. The record included the international hit \"All of the Lights\", and Billboard hits \"Power\", \"Monster\", and \"Runaway\", the latter of which accompanied a 35-minute film of the same name. During this time, West initiated the free music program GOOD Fridays through his website, offering a free download of previously unreleased songs each Friday, a portion of which were included on the album. This promotion ran from August 20 - December 17, 2010. Dark Fantasy went on to go platinum in the United States, but its omission as a contender for Album of the Year at the 54th Grammy Awards was viewed as a \"snub\" by several media outlets.", "targets": "What was the name of the free music promotion on Kanye's website in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4a66ef3bfa47c79b8b7cbdb790bb85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-2000s, the mainstreaming of bands like Wilco and Feist have pushed indie rock into the adult contemporary conversation. In the early 2010s, indie musicians like Imagine Dragons, Mumford & Sons, Of Monsters & Men, The Lumineers and Ed Sheeran also had indie songs that crossed over to the adult contemporary charts.", "targets": "What genre of music are bands like Feist and Wilco?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4a66ef3bfa47c79b8b7cbdb790bb85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-2000s, the mainstreaming of bands like Wilco and Feist have pushed indie rock into the adult contemporary conversation. In the early 2010s, indie musicians like Imagine Dragons, Mumford & Sons, Of Monsters & Men, The Lumineers and Ed Sheeran also had indie songs that crossed over to the adult contemporary charts.", "targets": "Along with Mumford & Sons, Of Monsters & Men, Ed Sheeran and The Lumineers, what indie artist has had adult contemporary success?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eb4a66ef3bfa47c79b8b7cbdb790bb85", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-2000s, the mainstreaming of bands like Wilco and Feist have pushed indie rock into the adult contemporary conversation. In the early 2010s, indie musicians like Imagine Dragons, Mumford & Sons, Of Monsters & Men, The Lumineers and Ed Sheeran also had indie songs that crossed over to the adult contemporary charts.", "targets": "In what decade did indie musicians first began getting attention from the adult contemporary audience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931a05f4898f4d318433fee4353501d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, Adolf Bastian (1826\u20131905) argued for \"the psychic unity of mankind\". He proposed that a scientific comparison of all human societies would reveal that distinct worldviews consisted of the same basic elements. According to Bastian, all human societies share a set of \"elementary ideas\" (Elementargedanken); different cultures, or different \"folk ideas\" (V\u00f6lkergedanken), are local modifications of the elementary ideas. This view paved the way for the modern understanding of culture. Franz Boas (1858\u20131942) was trained in this tradition, and he brought it with him when he left Germany for the United States.", "targets": "According to Bastian, what did he believe all human societies shared?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931a05f4898f4d318433fee4353501d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, Adolf Bastian (1826\u20131905) argued for \"the psychic unity of mankind\". He proposed that a scientific comparison of all human societies would reveal that distinct worldviews consisted of the same basic elements. According to Bastian, all human societies share a set of \"elementary ideas\" (Elementargedanken); different cultures, or different \"folk ideas\" (V\u00f6lkergedanken), are local modifications of the elementary ideas. This view paved the way for the modern understanding of culture. Franz Boas (1858\u20131942) was trained in this tradition, and he brought it with him when he left Germany for the United States.", "targets": "What was the name of the person argued for \"The psychic unity of mankind\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-931a05f4898f4d318433fee4353501d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1860, Adolf Bastian (1826\u20131905) argued for \"the psychic unity of mankind\". He proposed that a scientific comparison of all human societies would reveal that distinct worldviews consisted of the same basic elements. According to Bastian, all human societies share a set of \"elementary ideas\" (Elementargedanken); different cultures, or different \"folk ideas\" (V\u00f6lkergedanken), are local modifications of the elementary ideas. This view paved the way for the modern understanding of culture. Franz Boas (1858\u20131942) was trained in this tradition, and he brought it with him when he left Germany for the United States.", "targets": "Who trained under Bastian's ideas on culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4589c7864e6e4e569e8191f30cabb875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The exta were the entrails of a sacrificed animal, comprising in Cicero's enumeration the gall bladder (fel), liver (iecur), heart (cor), and lungs (pulmones). The exta were exposed for litatio (divine approval) as part of Roman liturgy, but were \"read\" in the context of the disciplina Etrusca. As a product of Roman sacrifice, the exta and blood are reserved for the gods, while the meat (viscera) is shared among human beings in a communal meal. The exta of bovine victims were usually stewed in a pot (olla or aula), while those of sheep or pigs were grilled on skewers. When the deity's portion was cooked, it was sprinkled with mola salsa (ritually prepared salted flour) and wine, then placed in the fire on the altar for the offering; the technical verb for this action was porricere.", "targets": "What were the exta of a sacrifice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4589c7864e6e4e569e8191f30cabb875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The exta were the entrails of a sacrificed animal, comprising in Cicero's enumeration the gall bladder (fel), liver (iecur), heart (cor), and lungs (pulmones). The exta were exposed for litatio (divine approval) as part of Roman liturgy, but were \"read\" in the context of the disciplina Etrusca. As a product of Roman sacrifice, the exta and blood are reserved for the gods, while the meat (viscera) is shared among human beings in a communal meal. The exta of bovine victims were usually stewed in a pot (olla or aula), while those of sheep or pigs were grilled on skewers. When the deity's portion was cooked, it was sprinkled with mola salsa (ritually prepared salted flour) and wine, then placed in the fire on the altar for the offering; the technical verb for this action was porricere.", "targets": "How were the exta read in Roman religious practice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4589c7864e6e4e569e8191f30cabb875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The exta were the entrails of a sacrificed animal, comprising in Cicero's enumeration the gall bladder (fel), liver (iecur), heart (cor), and lungs (pulmones). The exta were exposed for litatio (divine approval) as part of Roman liturgy, but were \"read\" in the context of the disciplina Etrusca. As a product of Roman sacrifice, the exta and blood are reserved for the gods, while the meat (viscera) is shared among human beings in a communal meal. The exta of bovine victims were usually stewed in a pot (olla or aula), while those of sheep or pigs were grilled on skewers. When the deity's portion was cooked, it was sprinkled with mola salsa (ritually prepared salted flour) and wine, then placed in the fire on the altar for the offering; the technical verb for this action was porricere.", "targets": "What part of the sacrifice were reserved for the gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4589c7864e6e4e569e8191f30cabb875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The exta were the entrails of a sacrificed animal, comprising in Cicero's enumeration the gall bladder (fel), liver (iecur), heart (cor), and lungs (pulmones). The exta were exposed for litatio (divine approval) as part of Roman liturgy, but were \"read\" in the context of the disciplina Etrusca. As a product of Roman sacrifice, the exta and blood are reserved for the gods, while the meat (viscera) is shared among human beings in a communal meal. The exta of bovine victims were usually stewed in a pot (olla or aula), while those of sheep or pigs were grilled on skewers. When the deity's portion was cooked, it was sprinkled with mola salsa (ritually prepared salted flour) and wine, then placed in the fire on the altar for the offering; the technical verb for this action was porricere.", "targets": "What part of the sacrifice was shared among humans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4589c7864e6e4e569e8191f30cabb875", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": " The exta were the entrails of a sacrificed animal, comprising in Cicero's enumeration the gall bladder (fel), liver (iecur), heart (cor), and lungs (pulmones). The exta were exposed for litatio (divine approval) as part of Roman liturgy, but were \"read\" in the context of the disciplina Etrusca. As a product of Roman sacrifice, the exta and blood are reserved for the gods, while the meat (viscera) is shared among human beings in a communal meal. The exta of bovine victims were usually stewed in a pot (olla or aula), while those of sheep or pigs were grilled on skewers. When the deity's portion was cooked, it was sprinkled with mola salsa (ritually prepared salted flour) and wine, then placed in the fire on the altar for the offering; the technical verb for this action was porricere.", "targets": "Into what was the god's portion of the sacrifice placed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0aa6fc280b944829bda5c5e3b6a101bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the end of the late Middle Ages period, the Renaissance would spread unevenly over continental Europe from the southern European region. The intellectual transformation of the Renaissance is viewed as a bridge between the Middle Ages and the Modern era. Europeans would later begin an era of world discovery. Combined with the influx of classical ideas was the invention of printing which facilitated dissemination of the printed word and democratized learning. These two things would lead to the Protestant Reformation. Europeans also discovered new trading routes, as was the case with Columbus\u2019s travel to the Americas in 1492, and Vasco da Gama\u2019s circumnavigation of Africa and India in 1498. Their discoveries strengthened the economy and power of European nations.", "targets": "Along with the invention of printing, and the associated dissemination of the printed word, what other factor is believed to have led to the Protestant Reformation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0aa6fc280b944829bda5c5e3b6a101bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the end of the late Middle Ages period, the Renaissance would spread unevenly over continental Europe from the southern European region. The intellectual transformation of the Renaissance is viewed as a bridge between the Middle Ages and the Modern era. Europeans would later begin an era of world discovery. Combined with the influx of classical ideas was the invention of printing which facilitated dissemination of the printed word and democratized learning. These two things would lead to the Protestant Reformation. Europeans also discovered new trading routes, as was the case with Columbus\u2019s travel to the Americas in 1492, and Vasco da Gama\u2019s circumnavigation of Africa and India in 1498. Their discoveries strengthened the economy and power of European nations.", "targets": "Which continents did Vasco da Gama circumnavigate in 1498?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0aa6fc280b944829bda5c5e3b6a101bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the end of the late Middle Ages period, the Renaissance would spread unevenly over continental Europe from the southern European region. The intellectual transformation of the Renaissance is viewed as a bridge between the Middle Ages and the Modern era. Europeans would later begin an era of world discovery. Combined with the influx of classical ideas was the invention of printing which facilitated dissemination of the printed word and democratized learning. These two things would lead to the Protestant Reformation. Europeans also discovered new trading routes, as was the case with Columbus\u2019s travel to the Americas in 1492, and Vasco da Gama\u2019s circumnavigation of Africa and India in 1498. Their discoveries strengthened the economy and power of European nations.", "targets": "What effect did the discoveries of Columbus and da Gama have on European nations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0aa6fc280b944829bda5c5e3b6a101bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the end of the late Middle Ages period, the Renaissance would spread unevenly over continental Europe from the southern European region. The intellectual transformation of the Renaissance is viewed as a bridge between the Middle Ages and the Modern era. Europeans would later begin an era of world discovery. Combined with the influx of classical ideas was the invention of printing which facilitated dissemination of the printed word and democratized learning. These two things would lead to the Protestant Reformation. Europeans also discovered new trading routes, as was the case with Columbus\u2019s travel to the Americas in 1492, and Vasco da Gama\u2019s circumnavigation of Africa and India in 1498. Their discoveries strengthened the economy and power of European nations.", "targets": "What historical era is viewed as a bridge between the Middle Ages and the Modern Era?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0aa6fc280b944829bda5c5e3b6a101bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the end of the late Middle Ages period, the Renaissance would spread unevenly over continental Europe from the southern European region. The intellectual transformation of the Renaissance is viewed as a bridge between the Middle Ages and the Modern era. Europeans would later begin an era of world discovery. Combined with the influx of classical ideas was the invention of printing which facilitated dissemination of the printed word and democratized learning. These two things would lead to the Protestant Reformation. Europeans also discovered new trading routes, as was the case with Columbus\u2019s travel to the Americas in 1492, and Vasco da Gama\u2019s circumnavigation of Africa and India in 1498. Their discoveries strengthened the economy and power of European nations.", "targets": "What was discovered as the result of both Columbus' and da Gama's voyages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa59d9b05e694a8197b2138630ff438b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One year after its publication To Kill a Mockingbird had been translated into ten languages. In the years since, it has sold more than 30 million copies and been translated into more than 40 languages. The novel has never been out of print in hardcover or paperback, and has become part of the standard literature curriculum. A 2008 survey of secondary books read by students between grades 9\u201312 in the U.S. indicates the novel is the most widely read book in these grades. A 1991 survey by the Book of the Month Club and the Library of Congress Center for the Book found that To Kill a Mockingbird was rated behind only the Bible in books that are \"most often cited as making a difference\".[note 1] It is considered by some to be the Great American Novel.", "targets": "After one year when To Kill a Mockingbird first came out, how many languages has it been printed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa59d9b05e694a8197b2138630ff438b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One year after its publication To Kill a Mockingbird had been translated into ten languages. In the years since, it has sold more than 30 million copies and been translated into more than 40 languages. The novel has never been out of print in hardcover or paperback, and has become part of the standard literature curriculum. A 2008 survey of secondary books read by students between grades 9\u201312 in the U.S. indicates the novel is the most widely read book in these grades. A 1991 survey by the Book of the Month Club and the Library of Congress Center for the Book found that To Kill a Mockingbird was rated behind only the Bible in books that are \"most often cited as making a difference\".[note 1] It is considered by some to be the Great American Novel.", "targets": "Up til today, how many languages has To Kill a Mockingbird been printed in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa59d9b05e694a8197b2138630ff438b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One year after its publication To Kill a Mockingbird had been translated into ten languages. In the years since, it has sold more than 30 million copies and been translated into more than 40 languages. The novel has never been out of print in hardcover or paperback, and has become part of the standard literature curriculum. A 2008 survey of secondary books read by students between grades 9\u201312 in the U.S. indicates the novel is the most widely read book in these grades. A 1991 survey by the Book of the Month Club and the Library of Congress Center for the Book found that To Kill a Mockingbird was rated behind only the Bible in books that are \"most often cited as making a difference\".[note 1] It is considered by some to be the Great American Novel.", "targets": "How many copies has To Kill a Mockingbird sold since it first came out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa59d9b05e694a8197b2138630ff438b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One year after its publication To Kill a Mockingbird had been translated into ten languages. In the years since, it has sold more than 30 million copies and been translated into more than 40 languages. The novel has never been out of print in hardcover or paperback, and has become part of the standard literature curriculum. A 2008 survey of secondary books read by students between grades 9\u201312 in the U.S. indicates the novel is the most widely read book in these grades. A 1991 survey by the Book of the Month Club and the Library of Congress Center for the Book found that To Kill a Mockingbird was rated behind only the Bible in books that are \"most often cited as making a difference\".[note 1] It is considered by some to be the Great American Novel.", "targets": "How many copies of the book have been sold?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa59d9b05e694a8197b2138630ff438b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One year after its publication To Kill a Mockingbird had been translated into ten languages. In the years since, it has sold more than 30 million copies and been translated into more than 40 languages. The novel has never been out of print in hardcover or paperback, and has become part of the standard literature curriculum. A 2008 survey of secondary books read by students between grades 9\u201312 in the U.S. indicates the novel is the most widely read book in these grades. A 1991 survey by the Book of the Month Club and the Library of Congress Center for the Book found that To Kill a Mockingbird was rated behind only the Bible in books that are \"most often cited as making a difference\".[note 1] It is considered by some to be the Great American Novel.", "targets": "How many languages has the book been translated into?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "How many times have Premier League teams have won the Champions League since 1992-2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "How many times has the Premier League won the World Cup (FIFA Club) during that same time period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "How many times have Premier League teams been runners up in the World Cup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "How many times did Premier League clubs win the Champions League between 1992 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "How many runners up in the Champions League were from the Premier League between 1992 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "Which league had the most Champions League wins between 1992 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "Which league had the second most Champions League wins between 1992 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d6d8fbfc53c45c19f5ab458631a363b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Between the 1992\u201393 season and the 2012\u201313 season, Premier League clubs had won the UEFA Champions League four times (as well as supplying five of the runners-up), behind Spain's La Liga with six wins, and Italy's Serie A with five wins, and ahead of, among others, Germany's Bundesliga with three wins (see table here). The FIFA Club World Cup (or the FIFA Club World Championship, as it was originally called) has been won by Premier league clubs once (Manchester United in 2008), and they have also been runners-up twice, behind Brazil's Brasileir\u00e3o with four wins, and Spain's La Liga and Italy's Serie A with two wins each (see table here).", "targets": "Which league had only three Champions League wins between 1992 and 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741b8fe9e9b34726b0adab0c7a656d24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan attracted 14 percent of total foreign visitors during 2009\u20132010 which is the fourth highest among Indian states. It is fourth also in Domestic tourist visitors. Tourism is a flourishing industry in Rajasthan. The palaces of Jaipur and Ajmer-Pushkar, the lakes of Udaipur, the desert forts of Jodhpur, Taragarh Fort (Star Fort) in Ajmer, and Bikaner and Jaisalmer rank among the most preferred destinations in India for many tourists both Indian and foreign. Tourism accounts for eight percent of the state's domestic product. Many old and neglected palaces and forts have been converted into heritage hotels. Tourism has increased employment in the hospitality sector.", "targets": "What percentage of India's foreign visitors came to Rajasthan from 2009 to 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741b8fe9e9b34726b0adab0c7a656d24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan attracted 14 percent of total foreign visitors during 2009\u20132010 which is the fourth highest among Indian states. It is fourth also in Domestic tourist visitors. Tourism is a flourishing industry in Rajasthan. The palaces of Jaipur and Ajmer-Pushkar, the lakes of Udaipur, the desert forts of Jodhpur, Taragarh Fort (Star Fort) in Ajmer, and Bikaner and Jaisalmer rank among the most preferred destinations in India for many tourists both Indian and foreign. Tourism accounts for eight percent of the state's domestic product. Many old and neglected palaces and forts have been converted into heritage hotels. Tourism has increased employment in the hospitality sector.", "targets": "At what level is Rajasthan ranked in India for visits by foreigners?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741b8fe9e9b34726b0adab0c7a656d24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan attracted 14 percent of total foreign visitors during 2009\u20132010 which is the fourth highest among Indian states. It is fourth also in Domestic tourist visitors. Tourism is a flourishing industry in Rajasthan. The palaces of Jaipur and Ajmer-Pushkar, the lakes of Udaipur, the desert forts of Jodhpur, Taragarh Fort (Star Fort) in Ajmer, and Bikaner and Jaisalmer rank among the most preferred destinations in India for many tourists both Indian and foreign. Tourism accounts for eight percent of the state's domestic product. Many old and neglected palaces and forts have been converted into heritage hotels. Tourism has increased employment in the hospitality sector.", "targets": "How high is Rajasthan ranked among domestic Indian tourists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741b8fe9e9b34726b0adab0c7a656d24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan attracted 14 percent of total foreign visitors during 2009\u20132010 which is the fourth highest among Indian states. It is fourth also in Domestic tourist visitors. Tourism is a flourishing industry in Rajasthan. The palaces of Jaipur and Ajmer-Pushkar, the lakes of Udaipur, the desert forts of Jodhpur, Taragarh Fort (Star Fort) in Ajmer, and Bikaner and Jaisalmer rank among the most preferred destinations in India for many tourists both Indian and foreign. Tourism accounts for eight percent of the state's domestic product. Many old and neglected palaces and forts have been converted into heritage hotels. Tourism has increased employment in the hospitality sector.", "targets": "What two palaces are frequent tourist destinations within Rajasthan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741b8fe9e9b34726b0adab0c7a656d24", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rajasthan attracted 14 percent of total foreign visitors during 2009\u20132010 which is the fourth highest among Indian states. It is fourth also in Domestic tourist visitors. Tourism is a flourishing industry in Rajasthan. The palaces of Jaipur and Ajmer-Pushkar, the lakes of Udaipur, the desert forts of Jodhpur, Taragarh Fort (Star Fort) in Ajmer, and Bikaner and Jaisalmer rank among the most preferred destinations in India for many tourists both Indian and foreign. Tourism accounts for eight percent of the state's domestic product. Many old and neglected palaces and forts have been converted into heritage hotels. Tourism has increased employment in the hospitality sector.", "targets": "What percentage of the Rajasthani GDP comes from tourism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baa498fb276a4e99b3a2fdc9071c40ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison to the principal alternative, the diesel engine, electric railways offer substantially better energy efficiency, lower emissions and lower operating costs. Electric locomotives are usually quieter, more powerful, and more responsive and reliable than diesels. They have no local emissions, an important advantage in tunnels and urban areas. Some electric traction systems provide regenerative braking that turns the train's kinetic energy back into electricity and returns it to the supply system to be used by other trains or the general utility grid. While diesel locomotives burn petroleum, electricity is generated from diverse sources including many that do not produce carbon dioxide such as nuclear power and renewable forms including hydroelectric, geothermal, wind and solar.", "targets": "What is the principal alternative to electric railways?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baa498fb276a4e99b3a2fdc9071c40ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison to the principal alternative, the diesel engine, electric railways offer substantially better energy efficiency, lower emissions and lower operating costs. Electric locomotives are usually quieter, more powerful, and more responsive and reliable than diesels. They have no local emissions, an important advantage in tunnels and urban areas. Some electric traction systems provide regenerative braking that turns the train's kinetic energy back into electricity and returns it to the supply system to be used by other trains or the general utility grid. While diesel locomotives burn petroleum, electricity is generated from diverse sources including many that do not produce carbon dioxide such as nuclear power and renewable forms including hydroelectric, geothermal, wind and solar.", "targets": "What locomotives are usually more reliable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baa498fb276a4e99b3a2fdc9071c40ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison to the principal alternative, the diesel engine, electric railways offer substantially better energy efficiency, lower emissions and lower operating costs. Electric locomotives are usually quieter, more powerful, and more responsive and reliable than diesels. They have no local emissions, an important advantage in tunnels and urban areas. Some electric traction systems provide regenerative braking that turns the train's kinetic energy back into electricity and returns it to the supply system to be used by other trains or the general utility grid. While diesel locomotives burn petroleum, electricity is generated from diverse sources including many that do not produce carbon dioxide such as nuclear power and renewable forms including hydroelectric, geothermal, wind and solar.", "targets": "What do some electric traction systems provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baa498fb276a4e99b3a2fdc9071c40ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison to the principal alternative, the diesel engine, electric railways offer substantially better energy efficiency, lower emissions and lower operating costs. Electric locomotives are usually quieter, more powerful, and more responsive and reliable than diesels. They have no local emissions, an important advantage in tunnels and urban areas. Some electric traction systems provide regenerative braking that turns the train's kinetic energy back into electricity and returns it to the supply system to be used by other trains or the general utility grid. While diesel locomotives burn petroleum, electricity is generated from diverse sources including many that do not produce carbon dioxide such as nuclear power and renewable forms including hydroelectric, geothermal, wind and solar.", "targets": "What type of fuel do diesel locomotives use?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-baa498fb276a4e99b3a2fdc9071c40ff", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In comparison to the principal alternative, the diesel engine, electric railways offer substantially better energy efficiency, lower emissions and lower operating costs. Electric locomotives are usually quieter, more powerful, and more responsive and reliable than diesels. They have no local emissions, an important advantage in tunnels and urban areas. Some electric traction systems provide regenerative braking that turns the train's kinetic energy back into electricity and returns it to the supply system to be used by other trains or the general utility grid. While diesel locomotives burn petroleum, electricity is generated from diverse sources including many that do not produce carbon dioxide such as nuclear power and renewable forms including hydroelectric, geothermal, wind and solar.", "targets": "What is one of the sources electricity is being generated from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d8e649c07404ad5ad909dfebbd8fd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LEDs have also been used as a medium-quality voltage reference in electronic circuits. The forward voltage drop (e.g. about 1.7 V for a normal red LED) can be used instead of a Zener diode in low-voltage regulators. Red LEDs have the flattest I/V curve above the knee. Nitride-based LEDs have a fairly steep I/V curve and are useless for this purpose. Although LED forward voltage is far more current-dependent than a Zener diode, Zener diodes with breakdown voltages below 3 V are not widely available.", "targets": "What quality has LEDs been used as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d8e649c07404ad5ad909dfebbd8fd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LEDs have also been used as a medium-quality voltage reference in electronic circuits. The forward voltage drop (e.g. about 1.7 V for a normal red LED) can be used instead of a Zener diode in low-voltage regulators. Red LEDs have the flattest I/V curve above the knee. Nitride-based LEDs have a fairly steep I/V curve and are useless for this purpose. Although LED forward voltage is far more current-dependent than a Zener diode, Zener diodes with breakdown voltages below 3 V are not widely available.", "targets": "What LED has the flattest I/V curve above the knee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d8e649c07404ad5ad909dfebbd8fd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LEDs have also been used as a medium-quality voltage reference in electronic circuits. The forward voltage drop (e.g. about 1.7 V for a normal red LED) can be used instead of a Zener diode in low-voltage regulators. Red LEDs have the flattest I/V curve above the knee. Nitride-based LEDs have a fairly steep I/V curve and are useless for this purpose. Although LED forward voltage is far more current-dependent than a Zener diode, Zener diodes with breakdown voltages below 3 V are not widely available.", "targets": "What LEDs have a very steep I/V curve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d8e649c07404ad5ad909dfebbd8fd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LEDs have also been used as a medium-quality voltage reference in electronic circuits. The forward voltage drop (e.g. about 1.7 V for a normal red LED) can be used instead of a Zener diode in low-voltage regulators. Red LEDs have the flattest I/V curve above the knee. Nitride-based LEDs have a fairly steep I/V curve and are useless for this purpose. Although LED forward voltage is far more current-dependent than a Zener diode, Zener diodes with breakdown voltages below 3 V are not widely available.", "targets": "LED forward voltage is more current-dependent than what diode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d8e649c07404ad5ad909dfebbd8fd01", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "LEDs have also been used as a medium-quality voltage reference in electronic circuits. The forward voltage drop (e.g. about 1.7 V for a normal red LED) can be used instead of a Zener diode in low-voltage regulators. Red LEDs have the flattest I/V curve above the knee. Nitride-based LEDs have a fairly steep I/V curve and are useless for this purpose. Although LED forward voltage is far more current-dependent than a Zener diode, Zener diodes with breakdown voltages below 3 V are not widely available.", "targets": "Zener diodes below what voltage are not widely available?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "Who decided to place Beyonce's group in Star Search the talent show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "In 1995, who decided to manage the girls singing group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "Who was the first record label to give the girls a record deal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "Who brought Beyonce to California and enter her group in Star Search?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "In what year did Beyonce's father quit his job to manage her group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "What large record company recorded Beyonce's group's first album?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "What record company first signed Beyonce's group and later cut them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "At what age did Beyonce meet LaTavia Robertson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "How old was Beyonc\u00e9 when she met LaTavia Roberson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "What was the name of the first group Beyonc\u00e9 was a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "Who placed Girl's Tyme in Star Search?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "When did Beyonc\u00e9 begin to manage the girl group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-390b2fc654b047fdbbc5a1505a020f66", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At age eight, Beyonc\u00e9 and childhood friend Kelly Rowland met LaTavia Roberson while in an audition for an all-girl entertainment group. They were placed into a group with three other girls as Girl's Tyme, and rapped and danced on the talent show circuit in Houston. After seeing the group, R&B producer Arne Frager brought them to his Northern California studio and placed them in Star Search, the largest talent show on national TV at the time. Girl's Tyme failed to win, and Beyonc\u00e9 later said the song they performed was not good. In 1995 Beyonc\u00e9's father resigned from his job to manage the group. The move reduced Beyonc\u00e9's family's income by half, and her parents were forced to move into separated apartments. Mathew cut the original line-up to four and the group continued performing as an opening act for other established R&B girl groups. The girls auditioned before record labels and were finally signed to Elektra Records, moving to Atlanta Records briefly to work on their first recording, only to be cut by the company. This put further strain on the family, and Beyonc\u00e9's parents separated. On October 5, 1995, Dwayne Wiggins's Grass Roots Entertainment signed the group. In 1996, the girls began recording their debut album under an agreement with Sony Music, the Knowles family reunited, and shortly after, the group got a contract with Columbia Records.", "targets": "Who signed the girl group on October 5, 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38582122672f47fe80cdb179d0b24bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the middle of the 3rd century Germanic tribes regularly invaded the Roman territories. Around 275 the Romans could no longer maintain the northern border and Utrecht was abandoned. Little is known about the next period 270\u2013650. Utrecht is first spoken of again several centuries after the Romans left. Under the influence of the growing realms of the Franks, during Dagobert I's reign in the 7th century, a church was built within the walls of the Roman fortress. In ongoing border conflicts with the Frisians this first church was destroyed.", "targets": "Who raided German territories regularly "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38582122672f47fe80cdb179d0b24bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the middle of the 3rd century Germanic tribes regularly invaded the Roman territories. Around 275 the Romans could no longer maintain the northern border and Utrecht was abandoned. Little is known about the next period 270\u2013650. Utrecht is first spoken of again several centuries after the Romans left. Under the influence of the growing realms of the Franks, during Dagobert I's reign in the 7th century, a church was built within the walls of the Roman fortress. In ongoing border conflicts with the Frisians this first church was destroyed.", "targets": "When did the Romans leave Utrecht"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38582122672f47fe80cdb179d0b24bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the middle of the 3rd century Germanic tribes regularly invaded the Roman territories. Around 275 the Romans could no longer maintain the northern border and Utrecht was abandoned. Little is known about the next period 270\u2013650. Utrecht is first spoken of again several centuries after the Romans left. Under the influence of the growing realms of the Franks, during Dagobert I's reign in the 7th century, a church was built within the walls of the Roman fortress. In ongoing border conflicts with the Frisians this first church was destroyed.", "targets": "What happens between 275 and 650"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38582122672f47fe80cdb179d0b24bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the middle of the 3rd century Germanic tribes regularly invaded the Roman territories. Around 275 the Romans could no longer maintain the northern border and Utrecht was abandoned. Little is known about the next period 270\u2013650. Utrecht is first spoken of again several centuries after the Romans left. Under the influence of the growing realms of the Franks, during Dagobert I's reign in the 7th century, a church was built within the walls of the Roman fortress. In ongoing border conflicts with the Frisians this first church was destroyed.", "targets": "What was built in the 7th century "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38582122672f47fe80cdb179d0b24bea", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the middle of the 3rd century Germanic tribes regularly invaded the Roman territories. Around 275 the Romans could no longer maintain the northern border and Utrecht was abandoned. Little is known about the next period 270\u2013650. Utrecht is first spoken of again several centuries after the Romans left. Under the influence of the growing realms of the Franks, during Dagobert I's reign in the 7th century, a church was built within the walls of the Roman fortress. In ongoing border conflicts with the Frisians this first church was destroyed.", "targets": "How was the the church destroyed "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf370e2f024cc997f4e2f44b774076", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many applications of silicate glasses derive from their optical transparency, which gives rise to one of silicate glasses' primary uses as window panes. Glass will transmit, reflect and refract light; these qualities can be enhanced by cutting and polishing to make optical lenses, prisms, fine glassware, and optical fibers for high speed data transmission by light. Glass can be colored by adding metallic salts, and can also be painted and printed with vitreous enamels. These qualities have led to the extensive use of glass in the manufacture of art objects and in particular, stained glass windows. Although brittle, silicate glass is extremely durable, and many examples of glass fragments exist from early glass-making cultures. Because glass can be formed or molded into any shape, and also because it is a sterile product, it has been traditionally used for vessels: bowls, vases, bottles, jars and drinking glasses. In its most solid forms it has also been used for paperweights, marbles, and beads. When extruded as glass fiber and matted as glass wool in a way to trap air, it becomes a thermal insulating material, and when these glass fibers are embedded into an organic polymer plastic, they are a key structural reinforcement part of the composite material fiberglass. Some objects historically were so commonly made of silicate glass that they are simply called by the name of the material, such as drinking glasses and reading glasses.", "targets": "What ingredient makes glass colorful?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf370e2f024cc997f4e2f44b774076", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many applications of silicate glasses derive from their optical transparency, which gives rise to one of silicate glasses' primary uses as window panes. Glass will transmit, reflect and refract light; these qualities can be enhanced by cutting and polishing to make optical lenses, prisms, fine glassware, and optical fibers for high speed data transmission by light. Glass can be colored by adding metallic salts, and can also be painted and printed with vitreous enamels. These qualities have led to the extensive use of glass in the manufacture of art objects and in particular, stained glass windows. Although brittle, silicate glass is extremely durable, and many examples of glass fragments exist from early glass-making cultures. Because glass can be formed or molded into any shape, and also because it is a sterile product, it has been traditionally used for vessels: bowls, vases, bottles, jars and drinking glasses. In its most solid forms it has also been used for paperweights, marbles, and beads. When extruded as glass fiber and matted as glass wool in a way to trap air, it becomes a thermal insulating material, and when these glass fibers are embedded into an organic polymer plastic, they are a key structural reinforcement part of the composite material fiberglass. Some objects historically were so commonly made of silicate glass that they are simply called by the name of the material, such as drinking glasses and reading glasses.", "targets": "What in combination with glass fibers is used to make fiberglass?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf370e2f024cc997f4e2f44b774076", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many applications of silicate glasses derive from their optical transparency, which gives rise to one of silicate glasses' primary uses as window panes. Glass will transmit, reflect and refract light; these qualities can be enhanced by cutting and polishing to make optical lenses, prisms, fine glassware, and optical fibers for high speed data transmission by light. Glass can be colored by adding metallic salts, and can also be painted and printed with vitreous enamels. These qualities have led to the extensive use of glass in the manufacture of art objects and in particular, stained glass windows. Although brittle, silicate glass is extremely durable, and many examples of glass fragments exist from early glass-making cultures. Because glass can be formed or molded into any shape, and also because it is a sterile product, it has been traditionally used for vessels: bowls, vases, bottles, jars and drinking glasses. In its most solid forms it has also been used for paperweights, marbles, and beads. When extruded as glass fiber and matted as glass wool in a way to trap air, it becomes a thermal insulating material, and when these glass fibers are embedded into an organic polymer plastic, they are a key structural reinforcement part of the composite material fiberglass. Some objects historically were so commonly made of silicate glass that they are simply called by the name of the material, such as drinking glasses and reading glasses.", "targets": "What quality of silicate glass allows it to be used for windows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf370e2f024cc997f4e2f44b774076", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many applications of silicate glasses derive from their optical transparency, which gives rise to one of silicate glasses' primary uses as window panes. Glass will transmit, reflect and refract light; these qualities can be enhanced by cutting and polishing to make optical lenses, prisms, fine glassware, and optical fibers for high speed data transmission by light. Glass can be colored by adding metallic salts, and can also be painted and printed with vitreous enamels. These qualities have led to the extensive use of glass in the manufacture of art objects and in particular, stained glass windows. Although brittle, silicate glass is extremely durable, and many examples of glass fragments exist from early glass-making cultures. Because glass can be formed or molded into any shape, and also because it is a sterile product, it has been traditionally used for vessels: bowls, vases, bottles, jars and drinking glasses. In its most solid forms it has also been used for paperweights, marbles, and beads. When extruded as glass fiber and matted as glass wool in a way to trap air, it becomes a thermal insulating material, and when these glass fibers are embedded into an organic polymer plastic, they are a key structural reinforcement part of the composite material fiberglass. Some objects historically were so commonly made of silicate glass that they are simply called by the name of the material, such as drinking glasses and reading glasses.", "targets": "What type of glass products can be used for sending information?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf370e2f024cc997f4e2f44b774076", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many applications of silicate glasses derive from their optical transparency, which gives rise to one of silicate glasses' primary uses as window panes. Glass will transmit, reflect and refract light; these qualities can be enhanced by cutting and polishing to make optical lenses, prisms, fine glassware, and optical fibers for high speed data transmission by light. Glass can be colored by adding metallic salts, and can also be painted and printed with vitreous enamels. These qualities have led to the extensive use of glass in the manufacture of art objects and in particular, stained glass windows. Although brittle, silicate glass is extremely durable, and many examples of glass fragments exist from early glass-making cultures. Because glass can be formed or molded into any shape, and also because it is a sterile product, it has been traditionally used for vessels: bowls, vases, bottles, jars and drinking glasses. In its most solid forms it has also been used for paperweights, marbles, and beads. When extruded as glass fiber and matted as glass wool in a way to trap air, it becomes a thermal insulating material, and when these glass fibers are embedded into an organic polymer plastic, they are a key structural reinforcement part of the composite material fiberglass. Some objects historically were so commonly made of silicate glass that they are simply called by the name of the material, such as drinking glasses and reading glasses.", "targets": "In what product are glass fibers used to hold dead air?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b24ec41f1d4a25aaae62a3618a04ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Larger SAMs may be deployed in fixed launchers, but can be towed/re-deployed at will. The SAMs launched by individuals are known in the United States as the Man-Portable Air Defence Systems (MANPADS). MANPADS of the former Soviet Union have been exported around the World, and can be found in use by many armed forces. Targets for non-ManPAD SAMs will usually be acquired by air-search radar, then tracked before/while a SAM is \"locked-on\" and then fired. Potential targets, if they are military aircraft, will be identified as friend or foe before being engaged. The developments in the latest and relatively cheap short-range missiles have begun to replace autocannons in this role.", "targets": "What can be deployed in fixed launchers but re-deploy at will?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b24ec41f1d4a25aaae62a3618a04ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Larger SAMs may be deployed in fixed launchers, but can be towed/re-deployed at will. The SAMs launched by individuals are known in the United States as the Man-Portable Air Defence Systems (MANPADS). MANPADS of the former Soviet Union have been exported around the World, and can be found in use by many armed forces. Targets for non-ManPAD SAMs will usually be acquired by air-search radar, then tracked before/while a SAM is \"locked-on\" and then fired. Potential targets, if they are military aircraft, will be identified as friend or foe before being engaged. The developments in the latest and relatively cheap short-range missiles have begun to replace autocannons in this role.", "targets": "What are the SAMs called that are launched by individuals in the US?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b24ec41f1d4a25aaae62a3618a04ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Larger SAMs may be deployed in fixed launchers, but can be towed/re-deployed at will. The SAMs launched by individuals are known in the United States as the Man-Portable Air Defence Systems (MANPADS). MANPADS of the former Soviet Union have been exported around the World, and can be found in use by many armed forces. Targets for non-ManPAD SAMs will usually be acquired by air-search radar, then tracked before/while a SAM is \"locked-on\" and then fired. Potential targets, if they are military aircraft, will be identified as friend or foe before being engaged. The developments in the latest and relatively cheap short-range missiles have begun to replace autocannons in this role.", "targets": "What does MANPADS mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b24ec41f1d4a25aaae62a3618a04ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Larger SAMs may be deployed in fixed launchers, but can be towed/re-deployed at will. The SAMs launched by individuals are known in the United States as the Man-Portable Air Defence Systems (MANPADS). MANPADS of the former Soviet Union have been exported around the World, and can be found in use by many armed forces. Targets for non-ManPAD SAMs will usually be acquired by air-search radar, then tracked before/while a SAM is \"locked-on\" and then fired. Potential targets, if they are military aircraft, will be identified as friend or foe before being engaged. The developments in the latest and relatively cheap short-range missiles have begun to replace autocannons in this role.", "targets": "How are targets aquired for non-ManPAD SAMs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b24ec41f1d4a25aaae62a3618a04ec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Larger SAMs may be deployed in fixed launchers, but can be towed/re-deployed at will. The SAMs launched by individuals are known in the United States as the Man-Portable Air Defence Systems (MANPADS). MANPADS of the former Soviet Union have been exported around the World, and can be found in use by many armed forces. Targets for non-ManPAD SAMs will usually be acquired by air-search radar, then tracked before/while a SAM is \"locked-on\" and then fired. Potential targets, if they are military aircraft, will be identified as friend or foe before being engaged. The developments in the latest and relatively cheap short-range missiles have begun to replace autocannons in this role.", "targets": "Short range missiles are replacing what weapons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-115e06f1922a44ae9ba56e19df296bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dalton's original atomic hypothesis assumed that all elements were monatomic and that the atoms in compounds would normally have the simplest atomic ratios with respect to one another. For example, Dalton assumed that water's formula was HO, giving the atomic mass of oxygen as 8 times that of hydrogen, instead of the modern value of about 16. In 1805, Joseph Louis Gay-Lussac and Alexander von Humboldt showed that water is formed of two volumes of hydrogen and one volume of oxygen; and by 1811 Amedeo Avogadro had arrived at the correct interpretation of water's composition, based on what is now called Avogadro's law and the assumption of diatomic elemental molecules.[a]", "targets": "What did John Dalton think that all elements were in number present in compounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-115e06f1922a44ae9ba56e19df296bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dalton's original atomic hypothesis assumed that all elements were monatomic and that the atoms in compounds would normally have the simplest atomic ratios with respect to one another. For example, Dalton assumed that water's formula was HO, giving the atomic mass of oxygen as 8 times that of hydrogen, instead of the modern value of about 16. In 1805, Joseph Louis Gay-Lussac and Alexander von Humboldt showed that water is formed of two volumes of hydrogen and one volume of oxygen; and by 1811 Amedeo Avogadro had arrived at the correct interpretation of water's composition, based on what is now called Avogadro's law and the assumption of diatomic elemental molecules.[a]", "targets": "What did Dalton think the atomic ratios were between atoms in compounds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-115e06f1922a44ae9ba56e19df296bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dalton's original atomic hypothesis assumed that all elements were monatomic and that the atoms in compounds would normally have the simplest atomic ratios with respect to one another. For example, Dalton assumed that water's formula was HO, giving the atomic mass of oxygen as 8 times that of hydrogen, instead of the modern value of about 16. In 1805, Joseph Louis Gay-Lussac and Alexander von Humboldt showed that water is formed of two volumes of hydrogen and one volume of oxygen; and by 1811 Amedeo Avogadro had arrived at the correct interpretation of water's composition, based on what is now called Avogadro's law and the assumption of diatomic elemental molecules.[a]", "targets": "What was Dalton's erroneous formula for water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-115e06f1922a44ae9ba56e19df296bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dalton's original atomic hypothesis assumed that all elements were monatomic and that the atoms in compounds would normally have the simplest atomic ratios with respect to one another. For example, Dalton assumed that water's formula was HO, giving the atomic mass of oxygen as 8 times that of hydrogen, instead of the modern value of about 16. In 1805, Joseph Louis Gay-Lussac and Alexander von Humboldt showed that water is formed of two volumes of hydrogen and one volume of oxygen; and by 1811 Amedeo Avogadro had arrived at the correct interpretation of water's composition, based on what is now called Avogadro's law and the assumption of diatomic elemental molecules.[a]", "targets": "What element did Gay-Lussac and von Humboldt discover was present in twice the amount of oxygen in water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-115e06f1922a44ae9ba56e19df296bb5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John Dalton's original atomic hypothesis assumed that all elements were monatomic and that the atoms in compounds would normally have the simplest atomic ratios with respect to one another. For example, Dalton assumed that water's formula was HO, giving the atomic mass of oxygen as 8 times that of hydrogen, instead of the modern value of about 16. In 1805, Joseph Louis Gay-Lussac and Alexander von Humboldt showed that water is formed of two volumes of hydrogen and one volume of oxygen; and by 1811 Amedeo Avogadro had arrived at the correct interpretation of water's composition, based on what is now called Avogadro's law and the assumption of diatomic elemental molecules.[a]", "targets": "What theory was arrived at in 1811 that presented the assumption of diatomic molecules?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b47a5575d90430e9ac8bf0c639cfea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kushan Empire expanded out of what is now Afghanistan into the northwest of the subcontinent under the leadership of their first emperor, Kujula Kadphises, about the middle of the 1st century CE. They came of an Indo-European language speaking Central Asian tribe called the Yuezhi, a branch of which was known as the Kushans. By the time of his grandson, Kanishka, they had conquered most of northern India, at least as far as Saketa and Pataliputra, in the middle Ganges Valley, and probably as far as the Bay of Bengal.", "targets": "From what area did the Kushan Empire come?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b47a5575d90430e9ac8bf0c639cfea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kushan Empire expanded out of what is now Afghanistan into the northwest of the subcontinent under the leadership of their first emperor, Kujula Kadphises, about the middle of the 1st century CE. They came of an Indo-European language speaking Central Asian tribe called the Yuezhi, a branch of which was known as the Kushans. By the time of his grandson, Kanishka, they had conquered most of northern India, at least as far as Saketa and Pataliputra, in the middle Ganges Valley, and probably as far as the Bay of Bengal.", "targets": "Who was the first ruler of the Kushan empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b47a5575d90430e9ac8bf0c639cfea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kushan Empire expanded out of what is now Afghanistan into the northwest of the subcontinent under the leadership of their first emperor, Kujula Kadphises, about the middle of the 1st century CE. They came of an Indo-European language speaking Central Asian tribe called the Yuezhi, a branch of which was known as the Kushans. By the time of his grandson, Kanishka, they had conquered most of northern India, at least as far as Saketa and Pataliputra, in the middle Ganges Valley, and probably as far as the Bay of Bengal.", "targets": "In the middle o what century did the Kushan empire begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b47a5575d90430e9ac8bf0c639cfea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kushan Empire expanded out of what is now Afghanistan into the northwest of the subcontinent under the leadership of their first emperor, Kujula Kadphises, about the middle of the 1st century CE. They came of an Indo-European language speaking Central Asian tribe called the Yuezhi, a branch of which was known as the Kushans. By the time of his grandson, Kanishka, they had conquered most of northern India, at least as far as Saketa and Pataliputra, in the middle Ganges Valley, and probably as far as the Bay of Bengal.", "targets": "What was the language base of the Kushans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9b47a5575d90430e9ac8bf0c639cfea9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Kushan Empire expanded out of what is now Afghanistan into the northwest of the subcontinent under the leadership of their first emperor, Kujula Kadphises, about the middle of the 1st century CE. They came of an Indo-European language speaking Central Asian tribe called the Yuezhi, a branch of which was known as the Kushans. By the time of his grandson, Kanishka, they had conquered most of northern India, at least as far as Saketa and Pataliputra, in the middle Ganges Valley, and probably as far as the Bay of Bengal.", "targets": "What had the Kushans conquered much of by the time of Kanishka"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90450e7357c04a32b9e46666077747c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York\u2014often called New York City or the City of New York to distinguish it from the State of New York, of which it is a part\u2014is the most populous city in the United States and the center of the New York metropolitan area, the premier gateway for legal immigration to the United States and one of the most populous urban agglomerations in the world. A global power city, New York exerts a significant impact upon commerce, finance, media, art, fashion, research, technology, education, and entertainment, its fast pace defining the term New York minute. Home to the headquarters of the United Nations, New York is an important center for international diplomacy and has been described as the cultural and financial capital of the world.", "targets": "What city in the United States has the highest population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90450e7357c04a32b9e46666077747c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York\u2014often called New York City or the City of New York to distinguish it from the State of New York, of which it is a part\u2014is the most populous city in the United States and the center of the New York metropolitan area, the premier gateway for legal immigration to the United States and one of the most populous urban agglomerations in the world. A global power city, New York exerts a significant impact upon commerce, finance, media, art, fashion, research, technology, education, and entertainment, its fast pace defining the term New York minute. Home to the headquarters of the United Nations, New York is an important center for international diplomacy and has been described as the cultural and financial capital of the world.", "targets": "In what city is the United Nations based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90450e7357c04a32b9e46666077747c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York\u2014often called New York City or the City of New York to distinguish it from the State of New York, of which it is a part\u2014is the most populous city in the United States and the center of the New York metropolitan area, the premier gateway for legal immigration to the United States and one of the most populous urban agglomerations in the world. A global power city, New York exerts a significant impact upon commerce, finance, media, art, fashion, research, technology, education, and entertainment, its fast pace defining the term New York minute. Home to the headquarters of the United Nations, New York is an important center for international diplomacy and has been described as the cultural and financial capital of the world.", "targets": "What city has been called the cultural capital of the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90450e7357c04a32b9e46666077747c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York\u2014often called New York City or the City of New York to distinguish it from the State of New York, of which it is a part\u2014is the most populous city in the United States and the center of the New York metropolitan area, the premier gateway for legal immigration to the United States and one of the most populous urban agglomerations in the world. A global power city, New York exerts a significant impact upon commerce, finance, media, art, fashion, research, technology, education, and entertainment, its fast pace defining the term New York minute. Home to the headquarters of the United Nations, New York is an important center for international diplomacy and has been described as the cultural and financial capital of the world.", "targets": "What American city welcomes the largest number of legal immigrants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90450e7357c04a32b9e46666077747c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York\u2014often called New York City or the City of New York to distinguish it from the State of New York, of which it is a part\u2014is the most populous city in the United States and the center of the New York metropolitan area, the premier gateway for legal immigration to the United States and one of the most populous urban agglomerations in the world. A global power city, New York exerts a significant impact upon commerce, finance, media, art, fashion, research, technology, education, and entertainment, its fast pace defining the term New York minute. Home to the headquarters of the United Nations, New York is an important center for international diplomacy and has been described as the cultural and financial capital of the world.", "targets": "The major gateway for immigration has been which US city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-90450e7357c04a32b9e46666077747c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New York\u2014often called New York City or the City of New York to distinguish it from the State of New York, of which it is a part\u2014is the most populous city in the United States and the center of the New York metropolitan area, the premier gateway for legal immigration to the United States and one of the most populous urban agglomerations in the world. A global power city, New York exerts a significant impact upon commerce, finance, media, art, fashion, research, technology, education, and entertainment, its fast pace defining the term New York minute. Home to the headquarters of the United Nations, New York is an important center for international diplomacy and has been described as the cultural and financial capital of the world.", "targets": "The most populated city in the United States is which city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d68b61b9114c5aa03bae7b57c1c2ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public priests were appointed by the collegia. Once elected, a priest held permanent religious authority from the eternal divine, which offered him lifetime influence, privilege and immunity. Therefore, civil and religious law limited the number and kind of religious offices allowed an individual and his family. Religious law was collegial and traditional; it informed political decisions, could overturn them, and was difficult to exploit for personal gain. Priesthood was a costly honour: in traditional Roman practice, a priest drew no stipend. Cult donations were the property of the deity, whose priest must provide cult regardless of shortfalls in public funding \u2013 this could mean subsidy of acolytes and all other cult maintenance from personal funds. For those who had reached their goal in the Cursus honorum, permanent priesthood was best sought or granted after a lifetime's service in military or political life, or preferably both: it was a particularly honourable and active form of retirement which fulfilled an essential public duty. For a freedman or slave, promotion as one of the Compitalia seviri offered a high local profile, and opportunities in local politics; and therefore business. During the Imperial era, priesthood of the Imperial cult offered provincial elites full Roman citizenship and public prominence beyond their single year in religious office; in effect, it was the first step in a provincial cursus honorum. In Rome, the same Imperial cult role was performed by the Arval Brethren, once an obscure Republican priesthood dedicated to several deities, then co-opted by Augustus as part of his religious reforms. The Arvals offered prayer and sacrifice to Roman state gods at various temples for the continued welfare of the Imperial family on their birthdays, accession anniversaries and to mark extraordinary events such as the quashing of conspiracy or revolt. Every January 3 they consecrated the annual vows and rendered any sacrifice promised in the previous year, provided the gods had kept the Imperial family safe for the contracted time.", "targets": "What group selected public priests in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d68b61b9114c5aa03bae7b57c1c2ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public priests were appointed by the collegia. Once elected, a priest held permanent religious authority from the eternal divine, which offered him lifetime influence, privilege and immunity. Therefore, civil and religious law limited the number and kind of religious offices allowed an individual and his family. Religious law was collegial and traditional; it informed political decisions, could overturn them, and was difficult to exploit for personal gain. Priesthood was a costly honour: in traditional Roman practice, a priest drew no stipend. Cult donations were the property of the deity, whose priest must provide cult regardless of shortfalls in public funding \u2013 this could mean subsidy of acolytes and all other cult maintenance from personal funds. For those who had reached their goal in the Cursus honorum, permanent priesthood was best sought or granted after a lifetime's service in military or political life, or preferably both: it was a particularly honourable and active form of retirement which fulfilled an essential public duty. For a freedman or slave, promotion as one of the Compitalia seviri offered a high local profile, and opportunities in local politics; and therefore business. During the Imperial era, priesthood of the Imperial cult offered provincial elites full Roman citizenship and public prominence beyond their single year in religious office; in effect, it was the first step in a provincial cursus honorum. In Rome, the same Imperial cult role was performed by the Arval Brethren, once an obscure Republican priesthood dedicated to several deities, then co-opted by Augustus as part of his religious reforms. The Arvals offered prayer and sacrifice to Roman state gods at various temples for the continued welfare of the Imperial family on their birthdays, accession anniversaries and to mark extraordinary events such as the quashing of conspiracy or revolt. Every January 3 they consecrated the annual vows and rendered any sacrifice promised in the previous year, provided the gods had kept the Imperial family safe for the contracted time.", "targets": "What was the term of office for a priest in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d68b61b9114c5aa03bae7b57c1c2ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public priests were appointed by the collegia. Once elected, a priest held permanent religious authority from the eternal divine, which offered him lifetime influence, privilege and immunity. Therefore, civil and religious law limited the number and kind of religious offices allowed an individual and his family. Religious law was collegial and traditional; it informed political decisions, could overturn them, and was difficult to exploit for personal gain. Priesthood was a costly honour: in traditional Roman practice, a priest drew no stipend. Cult donations were the property of the deity, whose priest must provide cult regardless of shortfalls in public funding \u2013 this could mean subsidy of acolytes and all other cult maintenance from personal funds. For those who had reached their goal in the Cursus honorum, permanent priesthood was best sought or granted after a lifetime's service in military or political life, or preferably both: it was a particularly honourable and active form of retirement which fulfilled an essential public duty. For a freedman or slave, promotion as one of the Compitalia seviri offered a high local profile, and opportunities in local politics; and therefore business. During the Imperial era, priesthood of the Imperial cult offered provincial elites full Roman citizenship and public prominence beyond their single year in religious office; in effect, it was the first step in a provincial cursus honorum. In Rome, the same Imperial cult role was performed by the Arval Brethren, once an obscure Republican priesthood dedicated to several deities, then co-opted by Augustus as part of his religious reforms. The Arvals offered prayer and sacrifice to Roman state gods at various temples for the continued welfare of the Imperial family on their birthdays, accession anniversaries and to mark extraordinary events such as the quashing of conspiracy or revolt. Every January 3 they consecrated the annual vows and rendered any sacrifice promised in the previous year, provided the gods had kept the Imperial family safe for the contracted time.", "targets": "What limited an individual's access to religious offices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d68b61b9114c5aa03bae7b57c1c2ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public priests were appointed by the collegia. Once elected, a priest held permanent religious authority from the eternal divine, which offered him lifetime influence, privilege and immunity. Therefore, civil and religious law limited the number and kind of religious offices allowed an individual and his family. Religious law was collegial and traditional; it informed political decisions, could overturn them, and was difficult to exploit for personal gain. Priesthood was a costly honour: in traditional Roman practice, a priest drew no stipend. Cult donations were the property of the deity, whose priest must provide cult regardless of shortfalls in public funding \u2013 this could mean subsidy of acolytes and all other cult maintenance from personal funds. For those who had reached their goal in the Cursus honorum, permanent priesthood was best sought or granted after a lifetime's service in military or political life, or preferably both: it was a particularly honourable and active form of retirement which fulfilled an essential public duty. For a freedman or slave, promotion as one of the Compitalia seviri offered a high local profile, and opportunities in local politics; and therefore business. During the Imperial era, priesthood of the Imperial cult offered provincial elites full Roman citizenship and public prominence beyond their single year in religious office; in effect, it was the first step in a provincial cursus honorum. In Rome, the same Imperial cult role was performed by the Arval Brethren, once an obscure Republican priesthood dedicated to several deities, then co-opted by Augustus as part of his religious reforms. The Arvals offered prayer and sacrifice to Roman state gods at various temples for the continued welfare of the Imperial family on their birthdays, accession anniversaries and to mark extraordinary events such as the quashing of conspiracy or revolt. Every January 3 they consecrated the annual vows and rendered any sacrifice promised in the previous year, provided the gods had kept the Imperial family safe for the contracted time.", "targets": "Because of the lack of pay, what was the type of honor in being a priest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a5d68b61b9114c5aa03bae7b57c1c2ce", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public priests were appointed by the collegia. Once elected, a priest held permanent religious authority from the eternal divine, which offered him lifetime influence, privilege and immunity. Therefore, civil and religious law limited the number and kind of religious offices allowed an individual and his family. Religious law was collegial and traditional; it informed political decisions, could overturn them, and was difficult to exploit for personal gain. Priesthood was a costly honour: in traditional Roman practice, a priest drew no stipend. Cult donations were the property of the deity, whose priest must provide cult regardless of shortfalls in public funding \u2013 this could mean subsidy of acolytes and all other cult maintenance from personal funds. For those who had reached their goal in the Cursus honorum, permanent priesthood was best sought or granted after a lifetime's service in military or political life, or preferably both: it was a particularly honourable and active form of retirement which fulfilled an essential public duty. For a freedman or slave, promotion as one of the Compitalia seviri offered a high local profile, and opportunities in local politics; and therefore business. During the Imperial era, priesthood of the Imperial cult offered provincial elites full Roman citizenship and public prominence beyond their single year in religious office; in effect, it was the first step in a provincial cursus honorum. In Rome, the same Imperial cult role was performed by the Arval Brethren, once an obscure Republican priesthood dedicated to several deities, then co-opted by Augustus as part of his religious reforms. The Arvals offered prayer and sacrifice to Roman state gods at various temples for the continued welfare of the Imperial family on their birthdays, accession anniversaries and to mark extraordinary events such as the quashing of conspiracy or revolt. Every January 3 they consecrated the annual vows and rendered any sacrifice promised in the previous year, provided the gods had kept the Imperial family safe for the contracted time.", "targets": "What did a priesthood in the Imperial cult gain a provencial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "What directional shore of Bermuda is home to the majority of its hotels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "Bermuda's coral reefs, shipwrecks, and shallow waters are great for what activity in particular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "Historic St. George's has been given what distinction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "What odd color of sand draws tourists to Bermuda's beaches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "Where are the majority of Bermuda's hotels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "What makes Bermuda a popular tourist destination?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "What has St. George been designated as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "Why are divers attracted to Bermuda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60cf66d64b704bb2948ffe31b9c42ad6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bermuda's pink sand beaches and clear, cerulean blue ocean waters are popular with tourists. Many of Bermuda's hotels are located along the south shore of the island. In addition to its beaches, there are a number of sightseeing attractions. Historic St George's is a designated World Heritage Site. Scuba divers can explore numerous wrecks and coral reefs in relatively shallow water (typically 30\u201340 ft or 9\u201312 m in depth), with virtually unlimited visibility. Many nearby reefs are readily accessible from shore by snorkellers, especially at Church Bay.", "targets": "Why is Bermuda a great place for snorkellers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e793cafb964432ba95c25abc82b4bd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has a Mexican-American population. In the early 20th century thousands of Mexicans came to Detroit to work in agricultural, automotive, and steel jobs. During the Mexican Repatriation of the 1930s many Mexicans in Detroit were willingly repatriated or forced to repatriate. By the 1940s the Mexican community began to settle what is now Mexicantown. The population significantly increased in the 1990s due to immigration from Jalisco. In 2010 Detroit had 48,679 Hispanics, including 36,452 Mexicans. The number of Hispanics was a 70% increase from the number in 1990.", "targets": "When did Mexicantown start to grow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e793cafb964432ba95c25abc82b4bd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has a Mexican-American population. In the early 20th century thousands of Mexicans came to Detroit to work in agricultural, automotive, and steel jobs. During the Mexican Repatriation of the 1930s many Mexicans in Detroit were willingly repatriated or forced to repatriate. By the 1940s the Mexican community began to settle what is now Mexicantown. The population significantly increased in the 1990s due to immigration from Jalisco. In 2010 Detroit had 48,679 Hispanics, including 36,452 Mexicans. The number of Hispanics was a 70% increase from the number in 1990.", "targets": "What was Detroit's 2010 Hispanic population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e793cafb964432ba95c25abc82b4bd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has a Mexican-American population. In the early 20th century thousands of Mexicans came to Detroit to work in agricultural, automotive, and steel jobs. During the Mexican Repatriation of the 1930s many Mexicans in Detroit were willingly repatriated or forced to repatriate. By the 1940s the Mexican community began to settle what is now Mexicantown. The population significantly increased in the 1990s due to immigration from Jalisco. In 2010 Detroit had 48,679 Hispanics, including 36,452 Mexicans. The number of Hispanics was a 70% increase from the number in 1990.", "targets": "What was Detroit's 2010 Mexican population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7e793cafb964432ba95c25abc82b4bd9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Detroit has a Mexican-American population. In the early 20th century thousands of Mexicans came to Detroit to work in agricultural, automotive, and steel jobs. During the Mexican Repatriation of the 1930s many Mexicans in Detroit were willingly repatriated or forced to repatriate. By the 1940s the Mexican community began to settle what is now Mexicantown. The population significantly increased in the 1990s due to immigration from Jalisco. In 2010 Detroit had 48,679 Hispanics, including 36,452 Mexicans. The number of Hispanics was a 70% increase from the number in 1990.", "targets": "What was it called when many Mexican's were forcibly repatriated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ad5c03bf91431aae58a9ff498f3905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Honors and tributes flowed to Bell in increasing numbers as his most famous invention became ubiquitous and his personal fame grew. Bell received numerous honorary degrees from colleges and universities, to the point that the requests almost became burdensome. During his life he also received dozens of major awards, medals and other tributes. These included statuary monuments to both him and the new form of communication his telephone created, notably the Bell Telephone Memorial erected in his honor in Alexander Graham Bell Gardens in Brantford, Ontario, in 1917.", "targets": "What did Bell receive from many centers of post-secondary education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ad5c03bf91431aae58a9ff498f3905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Honors and tributes flowed to Bell in increasing numbers as his most famous invention became ubiquitous and his personal fame grew. Bell received numerous honorary degrees from colleges and universities, to the point that the requests almost became burdensome. During his life he also received dozens of major awards, medals and other tributes. These included statuary monuments to both him and the new form of communication his telephone created, notably the Bell Telephone Memorial erected in his honor in Alexander Graham Bell Gardens in Brantford, Ontario, in 1917.", "targets": "What is the most famous statue built for Bell and his creation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ad5c03bf91431aae58a9ff498f3905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Honors and tributes flowed to Bell in increasing numbers as his most famous invention became ubiquitous and his personal fame grew. Bell received numerous honorary degrees from colleges and universities, to the point that the requests almost became burdensome. During his life he also received dozens of major awards, medals and other tributes. These included statuary monuments to both him and the new form of communication his telephone created, notably the Bell Telephone Memorial erected in his honor in Alexander Graham Bell Gardens in Brantford, Ontario, in 1917.", "targets": "When was the Bell Telephone Memorial constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ad5c03bf91431aae58a9ff498f3905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Honors and tributes flowed to Bell in increasing numbers as his most famous invention became ubiquitous and his personal fame grew. Bell received numerous honorary degrees from colleges and universities, to the point that the requests almost became burdensome. During his life he also received dozens of major awards, medals and other tributes. These included statuary monuments to both him and the new form of communication his telephone created, notably the Bell Telephone Memorial erected in his honor in Alexander Graham Bell Gardens in Brantford, Ontario, in 1917.", "targets": "In what city was the Bell Telephone Memorial constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-79ad5c03bf91431aae58a9ff498f3905", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Honors and tributes flowed to Bell in increasing numbers as his most famous invention became ubiquitous and his personal fame grew. Bell received numerous honorary degrees from colleges and universities, to the point that the requests almost became burdensome. During his life he also received dozens of major awards, medals and other tributes. These included statuary monuments to both him and the new form of communication his telephone created, notably the Bell Telephone Memorial erected in his honor in Alexander Graham Bell Gardens in Brantford, Ontario, in 1917.", "targets": "In which gardens was the Bell Telephone Memorial constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fff53d1da62348d5908a86f2222a97b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first geological map of the U.S. was produced in 1809 by William Maclure. In 1807, Maclure commenced the self-imposed task of making a geological survey of the United States. Almost every state in the Union was traversed and mapped by him, the Allegheny Mountains being crossed and recrossed some 50 times. The results of his unaided labours were submitted to the American Philosophical Society in a memoir entitled Observations on the Geology of the United States explanatory of a Geological Map, and published in the Society's Transactions, together with the nation's first geological map. This antedates William Smith's geological map of England by six years, although it was constructed using a different classification of rocks.", "targets": "Who produced the first geological map of the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fff53d1da62348d5908a86f2222a97b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first geological map of the U.S. was produced in 1809 by William Maclure. In 1807, Maclure commenced the self-imposed task of making a geological survey of the United States. Almost every state in the Union was traversed and mapped by him, the Allegheny Mountains being crossed and recrossed some 50 times. The results of his unaided labours were submitted to the American Philosophical Society in a memoir entitled Observations on the Geology of the United States explanatory of a Geological Map, and published in the Society's Transactions, together with the nation's first geological map. This antedates William Smith's geological map of England by six years, although it was constructed using a different classification of rocks.", "targets": "In what year was the first geological map of the U.S. produced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fff53d1da62348d5908a86f2222a97b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first geological map of the U.S. was produced in 1809 by William Maclure. In 1807, Maclure commenced the self-imposed task of making a geological survey of the United States. Almost every state in the Union was traversed and mapped by him, the Allegheny Mountains being crossed and recrossed some 50 times. The results of his unaided labours were submitted to the American Philosophical Society in a memoir entitled Observations on the Geology of the United States explanatory of a Geological Map, and published in the Society's Transactions, together with the nation's first geological map. This antedates William Smith's geological map of England by six years, although it was constructed using a different classification of rocks.", "targets": "In what year did William Maclure begin the process of creating the first geological map of the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fff53d1da62348d5908a86f2222a97b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first geological map of the U.S. was produced in 1809 by William Maclure. In 1807, Maclure commenced the self-imposed task of making a geological survey of the United States. Almost every state in the Union was traversed and mapped by him, the Allegheny Mountains being crossed and recrossed some 50 times. The results of his unaided labours were submitted to the American Philosophical Society in a memoir entitled Observations on the Geology of the United States explanatory of a Geological Map, and published in the Society's Transactions, together with the nation's first geological map. This antedates William Smith's geological map of England by six years, although it was constructed using a different classification of rocks.", "targets": "What was the memoir entitled which was submitted to the American Philosophical Society?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fff53d1da62348d5908a86f2222a97b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first geological map of the U.S. was produced in 1809 by William Maclure. In 1807, Maclure commenced the self-imposed task of making a geological survey of the United States. Almost every state in the Union was traversed and mapped by him, the Allegheny Mountains being crossed and recrossed some 50 times. The results of his unaided labours were submitted to the American Philosophical Society in a memoir entitled Observations on the Geology of the United States explanatory of a Geological Map, and published in the Society's Transactions, together with the nation's first geological map. This antedates William Smith's geological map of England by six years, although it was constructed using a different classification of rocks.", "targets": "To whom did William Maclure submit the map?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484a920ce4c54959a35653f3be8ea35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2011, it was said on the Wayback Machine forum that \"The Beta of the new Wayback Machine has a more complete and up-to-date index of all crawled materials into 2010, and will continue to be updated regularly. The index driving the classic Wayback Machine only has a little bit of material past 2008, and no further index updates are planned, as it will be phased out this year\".", "targets": "When were details of the test version of the updated Wayback Machine released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484a920ce4c54959a35653f3be8ea35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2011, it was said on the Wayback Machine forum that \"The Beta of the new Wayback Machine has a more complete and up-to-date index of all crawled materials into 2010, and will continue to be updated regularly. The index driving the classic Wayback Machine only has a little bit of material past 2008, and no further index updates are planned, as it will be phased out this year\".", "targets": "The older version of Wayback Machine did not have much new data past what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-484a920ce4c54959a35653f3be8ea35f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In March 2011, it was said on the Wayback Machine forum that \"The Beta of the new Wayback Machine has a more complete and up-to-date index of all crawled materials into 2010, and will continue to be updated regularly. The index driving the classic Wayback Machine only has a little bit of material past 2008, and no further index updates are planned, as it will be phased out this year\".", "targets": "The newer version of the Wayback Machine included date up to and including what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6391101415b74bfd928289ba0a49e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Portable can connect with PlayStation 3 in many ways, including in-game connectivity. For example, Formula One Championship Edition, a racing game, was shown at E3 2006 using a PSP as a real-time rear-view mirror. In addition, users are able to download original PlayStation format games from the PlayStation Store, transfer and play them on PSP as well as PS3 itself. It is also possible to use the Remote Play feature to play these and some PlayStation Network games, remotely on PSP over a network or internet connection.", "targets": "What PS3 game can integrate a PlayStation Portable to use as a rear-view mirror?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6391101415b74bfd928289ba0a49e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Portable can connect with PlayStation 3 in many ways, including in-game connectivity. For example, Formula One Championship Edition, a racing game, was shown at E3 2006 using a PSP as a real-time rear-view mirror. In addition, users are able to download original PlayStation format games from the PlayStation Store, transfer and play them on PSP as well as PS3 itself. It is also possible to use the Remote Play feature to play these and some PlayStation Network games, remotely on PSP over a network or internet connection.", "targets": "What kind of game is Formula One Championship Edition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6391101415b74bfd928289ba0a49e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Portable can connect with PlayStation 3 in many ways, including in-game connectivity. For example, Formula One Championship Edition, a racing game, was shown at E3 2006 using a PSP as a real-time rear-view mirror. In addition, users are able to download original PlayStation format games from the PlayStation Store, transfer and play them on PSP as well as PS3 itself. It is also possible to use the Remote Play feature to play these and some PlayStation Network games, remotely on PSP over a network or internet connection.", "targets": "If users want to download original PlayStation games, where do they go online?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6391101415b74bfd928289ba0a49e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Portable can connect with PlayStation 3 in many ways, including in-game connectivity. For example, Formula One Championship Edition, a racing game, was shown at E3 2006 using a PSP as a real-time rear-view mirror. In addition, users are able to download original PlayStation format games from the PlayStation Store, transfer and play them on PSP as well as PS3 itself. It is also possible to use the Remote Play feature to play these and some PlayStation Network games, remotely on PSP over a network or internet connection.", "targets": "Games in plain PlayStation format can be played both on the PS3 console and what other device?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6391101415b74bfd928289ba0a49e454", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Portable can connect with PlayStation 3 in many ways, including in-game connectivity. For example, Formula One Championship Edition, a racing game, was shown at E3 2006 using a PSP as a real-time rear-view mirror. In addition, users are able to download original PlayStation format games from the PlayStation Store, transfer and play them on PSP as well as PS3 itself. It is also possible to use the Remote Play feature to play these and some PlayStation Network games, remotely on PSP over a network or internet connection.", "targets": "What's the name of the feature that would let you play a game on your PSP without having it with you?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c95f1aa79d144dc8cb502414cfb93f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The written score, however, does not usually contain explicit instructions as to how to interpret the piece in terms of production or performance, apart from directions for dynamics, tempo and expression (to a certain extent). This is left to the discretion of the performers, who are guided by their personal experience and musical education, their knowledge of the work's idiom, their personal artistic tastes, and the accumulated body of historic performance practices.", "targets": "What does the written score not usually contain explicitly? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c95f1aa79d144dc8cb502414cfb93f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The written score, however, does not usually contain explicit instructions as to how to interpret the piece in terms of production or performance, apart from directions for dynamics, tempo and expression (to a certain extent). This is left to the discretion of the performers, who are guided by their personal experience and musical education, their knowledge of the work's idiom, their personal artistic tastes, and the accumulated body of historic performance practices.", "targets": "Interpretations of written score is left to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1c95f1aa79d144dc8cb502414cfb93f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The written score, however, does not usually contain explicit instructions as to how to interpret the piece in terms of production or performance, apart from directions for dynamics, tempo and expression (to a certain extent). This is left to the discretion of the performers, who are guided by their personal experience and musical education, their knowledge of the work's idiom, their personal artistic tastes, and the accumulated body of historic performance practices.", "targets": "Performers can use their knowledge of what to help interpret a written score?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2280710d1d5540aa8ca7cb8697306559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although public opinion in Paris was strongly against any form of surrender or concession to the Prussians, the Government realised that it could not hold the city for much longer, and that Gambetta's provincial armies would probably never break through to relieve Paris. President Trochu resigned on 25 January and was replaced by Favre, who signed the surrender two days later at Versailles, with the armistice coming into effect at midnight. Several sources claim that in his carriage on the way back to Paris, Favre broke into tears, and collapsed into his daughter's arms as the guns around Paris fell silent at midnight. At Tours, Gambetta received word from Paris on 30 January that the Government had surrendered. Furious, he refused to surrender and launched an immediate attack on German forces at Orleans which, predictably, failed. A delegation of Parisian diplomats arrived in Tours by train on 5 February to negotiate with Gambetta, and the following day Gambetta stepped down and surrendered control of the provincial armies to the Government of National Defence, which promptly ordered a cease-fire across France.", "targets": "What was public opinion in Paris strongly opposed to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2280710d1d5540aa8ca7cb8697306559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although public opinion in Paris was strongly against any form of surrender or concession to the Prussians, the Government realised that it could not hold the city for much longer, and that Gambetta's provincial armies would probably never break through to relieve Paris. President Trochu resigned on 25 January and was replaced by Favre, who signed the surrender two days later at Versailles, with the armistice coming into effect at midnight. Several sources claim that in his carriage on the way back to Paris, Favre broke into tears, and collapsed into his daughter's arms as the guns around Paris fell silent at midnight. At Tours, Gambetta received word from Paris on 30 January that the Government had surrendered. Furious, he refused to surrender and launched an immediate attack on German forces at Orleans which, predictably, failed. A delegation of Parisian diplomats arrived in Tours by train on 5 February to negotiate with Gambetta, and the following day Gambetta stepped down and surrendered control of the provincial armies to the Government of National Defence, which promptly ordered a cease-fire across France.", "targets": "On what date did president Trochu resign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2280710d1d5540aa8ca7cb8697306559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although public opinion in Paris was strongly against any form of surrender or concession to the Prussians, the Government realised that it could not hold the city for much longer, and that Gambetta's provincial armies would probably never break through to relieve Paris. President Trochu resigned on 25 January and was replaced by Favre, who signed the surrender two days later at Versailles, with the armistice coming into effect at midnight. Several sources claim that in his carriage on the way back to Paris, Favre broke into tears, and collapsed into his daughter's arms as the guns around Paris fell silent at midnight. At Tours, Gambetta received word from Paris on 30 January that the Government had surrendered. Furious, he refused to surrender and launched an immediate attack on German forces at Orleans which, predictably, failed. A delegation of Parisian diplomats arrived in Tours by train on 5 February to negotiate with Gambetta, and the following day Gambetta stepped down and surrendered control of the provincial armies to the Government of National Defence, which promptly ordered a cease-fire across France.", "targets": "Who replaced President Trochu?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2280710d1d5540aa8ca7cb8697306559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although public opinion in Paris was strongly against any form of surrender or concession to the Prussians, the Government realised that it could not hold the city for much longer, and that Gambetta's provincial armies would probably never break through to relieve Paris. President Trochu resigned on 25 January and was replaced by Favre, who signed the surrender two days later at Versailles, with the armistice coming into effect at midnight. Several sources claim that in his carriage on the way back to Paris, Favre broke into tears, and collapsed into his daughter's arms as the guns around Paris fell silent at midnight. At Tours, Gambetta received word from Paris on 30 January that the Government had surrendered. Furious, he refused to surrender and launched an immediate attack on German forces at Orleans which, predictably, failed. A delegation of Parisian diplomats arrived in Tours by train on 5 February to negotiate with Gambetta, and the following day Gambetta stepped down and surrendered control of the provincial armies to the Government of National Defence, which promptly ordered a cease-fire across France.", "targets": "In which French city was the surrender made official?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2280710d1d5540aa8ca7cb8697306559", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although public opinion in Paris was strongly against any form of surrender or concession to the Prussians, the Government realised that it could not hold the city for much longer, and that Gambetta's provincial armies would probably never break through to relieve Paris. President Trochu resigned on 25 January and was replaced by Favre, who signed the surrender two days later at Versailles, with the armistice coming into effect at midnight. Several sources claim that in his carriage on the way back to Paris, Favre broke into tears, and collapsed into his daughter's arms as the guns around Paris fell silent at midnight. At Tours, Gambetta received word from Paris on 30 January that the Government had surrendered. Furious, he refused to surrender and launched an immediate attack on German forces at Orleans which, predictably, failed. A delegation of Parisian diplomats arrived in Tours by train on 5 February to negotiate with Gambetta, and the following day Gambetta stepped down and surrendered control of the provincial armies to the Government of National Defence, which promptly ordered a cease-fire across France.", "targets": "Who disregarded the surrender and launched a failed attack on the Germans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96faa0a654874ce4ae95e9a389a7cad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Antarctica does not allow extensive vegetation to form. A combination of freezing temperatures, poor soil quality, lack of moisture, and lack of sunlight inhibit plant growth. As a result, the diversity of plant life is very low and limited in distribution. The flora of the continent largely consists of bryophytes. There are about 100 species of mosses and 25 species of liverworts, but only three species of flowering plants, all of which are found in the Antarctic Peninsula: Deschampsia antarctica (Antarctic hair grass), Colobanthus quitensis (Antarctic pearlwort) and the non-native Poa annua (annual bluegrass). Growth is restricted to a few weeks in the summer.", "targets": "What can not grow extensively in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96faa0a654874ce4ae95e9a389a7cad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Antarctica does not allow extensive vegetation to form. A combination of freezing temperatures, poor soil quality, lack of moisture, and lack of sunlight inhibit plant growth. As a result, the diversity of plant life is very low and limited in distribution. The flora of the continent largely consists of bryophytes. There are about 100 species of mosses and 25 species of liverworts, but only three species of flowering plants, all of which are found in the Antarctic Peninsula: Deschampsia antarctica (Antarctic hair grass), Colobanthus quitensis (Antarctic pearlwort) and the non-native Poa annua (annual bluegrass). Growth is restricted to a few weeks in the summer.", "targets": "What does the climate of Antarctica inhibit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96faa0a654874ce4ae95e9a389a7cad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Antarctica does not allow extensive vegetation to form. A combination of freezing temperatures, poor soil quality, lack of moisture, and lack of sunlight inhibit plant growth. As a result, the diversity of plant life is very low and limited in distribution. The flora of the continent largely consists of bryophytes. There are about 100 species of mosses and 25 species of liverworts, but only three species of flowering plants, all of which are found in the Antarctic Peninsula: Deschampsia antarctica (Antarctic hair grass), Colobanthus quitensis (Antarctic pearlwort) and the non-native Poa annua (annual bluegrass). Growth is restricted to a few weeks in the summer.", "targets": "hat is low and limited in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-96faa0a654874ce4ae95e9a389a7cad2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The climate of Antarctica does not allow extensive vegetation to form. A combination of freezing temperatures, poor soil quality, lack of moisture, and lack of sunlight inhibit plant growth. As a result, the diversity of plant life is very low and limited in distribution. The flora of the continent largely consists of bryophytes. There are about 100 species of mosses and 25 species of liverworts, but only three species of flowering plants, all of which are found in the Antarctic Peninsula: Deschampsia antarctica (Antarctic hair grass), Colobanthus quitensis (Antarctic pearlwort) and the non-native Poa annua (annual bluegrass). Growth is restricted to a few weeks in the summer.", "targets": "How many species of Mosses are there in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0a136789734f6b9fa9e91ce24a0c54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CD was planned to be the successor of the gramophone record for playing music, rather than primarily as a data storage medium. From its origins as a musical format, CDs have grown to encompass other applications. In 1983, following the CD's introduction, Immink and Braat presented the first experiments with erasable compact discs during the 73rd AES Convention. In June 1985, the computer-readable CD-ROM (read-only memory) and, in 1990, CD-Recordable were introduced, also developed by both Sony and Philips. Recordable CDs were a new alternative to tape for recording music and copying music albums without defects introduced in compression used in other digital recording methods. Other newer video formats such as DVD and Blu-ray use the same physical geometry as CD, and most DVD and Blu-ray players are backward compatible with audio CD.", "targets": "What does ROM stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0a136789734f6b9fa9e91ce24a0c54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CD was planned to be the successor of the gramophone record for playing music, rather than primarily as a data storage medium. From its origins as a musical format, CDs have grown to encompass other applications. In 1983, following the CD's introduction, Immink and Braat presented the first experiments with erasable compact discs during the 73rd AES Convention. In June 1985, the computer-readable CD-ROM (read-only memory) and, in 1990, CD-Recordable were introduced, also developed by both Sony and Philips. Recordable CDs were a new alternative to tape for recording music and copying music albums without defects introduced in compression used in other digital recording methods. Other newer video formats such as DVD and Blu-ray use the same physical geometry as CD, and most DVD and Blu-ray players are backward compatible with audio CD.", "targets": "What year did Sony and Philips release CD-Recordable?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0a136789734f6b9fa9e91ce24a0c54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CD was planned to be the successor of the gramophone record for playing music, rather than primarily as a data storage medium. From its origins as a musical format, CDs have grown to encompass other applications. In 1983, following the CD's introduction, Immink and Braat presented the first experiments with erasable compact discs during the 73rd AES Convention. In June 1985, the computer-readable CD-ROM (read-only memory) and, in 1990, CD-Recordable were introduced, also developed by both Sony and Philips. Recordable CDs were a new alternative to tape for recording music and copying music albums without defects introduced in compression used in other digital recording methods. Other newer video formats such as DVD and Blu-ray use the same physical geometry as CD, and most DVD and Blu-ray players are backward compatible with audio CD.", "targets": "What was the original intended format for CDs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0a136789734f6b9fa9e91ce24a0c54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CD was planned to be the successor of the gramophone record for playing music, rather than primarily as a data storage medium. From its origins as a musical format, CDs have grown to encompass other applications. In 1983, following the CD's introduction, Immink and Braat presented the first experiments with erasable compact discs during the 73rd AES Convention. In June 1985, the computer-readable CD-ROM (read-only memory) and, in 1990, CD-Recordable were introduced, also developed by both Sony and Philips. Recordable CDs were a new alternative to tape for recording music and copying music albums without defects introduced in compression used in other digital recording methods. Other newer video formats such as DVD and Blu-ray use the same physical geometry as CD, and most DVD and Blu-ray players are backward compatible with audio CD.", "targets": "What year was the 73rd AES Convention?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0a136789734f6b9fa9e91ce24a0c54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CD was planned to be the successor of the gramophone record for playing music, rather than primarily as a data storage medium. From its origins as a musical format, CDs have grown to encompass other applications. In 1983, following the CD's introduction, Immink and Braat presented the first experiments with erasable compact discs during the 73rd AES Convention. In June 1985, the computer-readable CD-ROM (read-only memory) and, in 1990, CD-Recordable were introduced, also developed by both Sony and Philips. Recordable CDs were a new alternative to tape for recording music and copying music albums without defects introduced in compression used in other digital recording methods. Other newer video formats such as DVD and Blu-ray use the same physical geometry as CD, and most DVD and Blu-ray players are backward compatible with audio CD.", "targets": "What was the CDs predecessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba0a136789734f6b9fa9e91ce24a0c54", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The CD was planned to be the successor of the gramophone record for playing music, rather than primarily as a data storage medium. From its origins as a musical format, CDs have grown to encompass other applications. In 1983, following the CD's introduction, Immink and Braat presented the first experiments with erasable compact discs during the 73rd AES Convention. In June 1985, the computer-readable CD-ROM (read-only memory) and, in 1990, CD-Recordable were introduced, also developed by both Sony and Philips. Recordable CDs were a new alternative to tape for recording music and copying music albums without defects introduced in compression used in other digital recording methods. Other newer video formats such as DVD and Blu-ray use the same physical geometry as CD, and most DVD and Blu-ray players are backward compatible with audio CD.", "targets": "What was the CDs predecessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e9e9a2b69a1411c9e6ace90c7f8f4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had no separate priestly caste or class. The highest authority within a community usually sponsored its cults and sacrifices, officiated as its priest and promoted its assistants and acolytes. Specialists from the religious colleges and professionals such as haruspices and oracles were available for consultation. In household cult, the paterfamilias functioned as priest, and members of his familia as acolytes and assistants. Public cults required greater knowledge and expertise. The earliest public priesthoods were probably the flamines (the singular is flamen), attributed to king Numa: the major flamines, dedicated to Jupiter, Mars and Quirinus, were traditionally drawn from patrician families. Twelve lesser flamines were each dedicated to a single deity, whose archaic nature is indicated by the relative obscurity of some. Flamines were constrained by the requirements of ritual purity; Jupiter's flamen in particular had virtually no simultaneous capacity for a political or military career.", "targets": "What was lacking as to the profession of a priest class in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e9e9a2b69a1411c9e6ace90c7f8f4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had no separate priestly caste or class. The highest authority within a community usually sponsored its cults and sacrifices, officiated as its priest and promoted its assistants and acolytes. Specialists from the religious colleges and professionals such as haruspices and oracles were available for consultation. In household cult, the paterfamilias functioned as priest, and members of his familia as acolytes and assistants. Public cults required greater knowledge and expertise. The earliest public priesthoods were probably the flamines (the singular is flamen), attributed to king Numa: the major flamines, dedicated to Jupiter, Mars and Quirinus, were traditionally drawn from patrician families. Twelve lesser flamines were each dedicated to a single deity, whose archaic nature is indicated by the relative obscurity of some. Flamines were constrained by the requirements of ritual purity; Jupiter's flamen in particular had virtually no simultaneous capacity for a political or military career.", "targets": "What authority in a community sponsored religious rites? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e9e9a2b69a1411c9e6ace90c7f8f4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had no separate priestly caste or class. The highest authority within a community usually sponsored its cults and sacrifices, officiated as its priest and promoted its assistants and acolytes. Specialists from the religious colleges and professionals such as haruspices and oracles were available for consultation. In household cult, the paterfamilias functioned as priest, and members of his familia as acolytes and assistants. Public cults required greater knowledge and expertise. The earliest public priesthoods were probably the flamines (the singular is flamen), attributed to king Numa: the major flamines, dedicated to Jupiter, Mars and Quirinus, were traditionally drawn from patrician families. Twelve lesser flamines were each dedicated to a single deity, whose archaic nature is indicated by the relative obscurity of some. Flamines were constrained by the requirements of ritual purity; Jupiter's flamen in particular had virtually no simultaneous capacity for a political or military career.", "targets": "What type of religious participants were available for consultation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e9e9a2b69a1411c9e6ace90c7f8f4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had no separate priestly caste or class. The highest authority within a community usually sponsored its cults and sacrifices, officiated as its priest and promoted its assistants and acolytes. Specialists from the religious colleges and professionals such as haruspices and oracles were available for consultation. In household cult, the paterfamilias functioned as priest, and members of his familia as acolytes and assistants. Public cults required greater knowledge and expertise. The earliest public priesthoods were probably the flamines (the singular is flamen), attributed to king Numa: the major flamines, dedicated to Jupiter, Mars and Quirinus, were traditionally drawn from patrician families. Twelve lesser flamines were each dedicated to a single deity, whose archaic nature is indicated by the relative obscurity of some. Flamines were constrained by the requirements of ritual purity; Jupiter's flamen in particular had virtually no simultaneous capacity for a political or military career.", "targets": "What were the earliest priesthoods? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e9e9a2b69a1411c9e6ace90c7f8f4fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Rome had no separate priestly caste or class. The highest authority within a community usually sponsored its cults and sacrifices, officiated as its priest and promoted its assistants and acolytes. Specialists from the religious colleges and professionals such as haruspices and oracles were available for consultation. In household cult, the paterfamilias functioned as priest, and members of his familia as acolytes and assistants. Public cults required greater knowledge and expertise. The earliest public priesthoods were probably the flamines (the singular is flamen), attributed to king Numa: the major flamines, dedicated to Jupiter, Mars and Quirinus, were traditionally drawn from patrician families. Twelve lesser flamines were each dedicated to a single deity, whose archaic nature is indicated by the relative obscurity of some. Flamines were constrained by the requirements of ritual purity; Jupiter's flamen in particular had virtually no simultaneous capacity for a political or military career.", "targets": "Which member of a family functioned as priest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a47633651a9f4906881cd4bc6f313b38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the British invaded the harbour town in 1744[verification needed], the town\u2019s architectural buildings were destroyed[verification needed]. Subsequently, new structures were built in the town around the harbour area[verification needed] and the Swedes had also further added to the architectural beauty of the town in 1785 with more buildings, when they had occupied the town. Earlier to their occupation, the port was known as \"Car\u00e9nage\". The Swedes renamed it as Gustavia in honour of their king Gustav III. It was then their prime trading center. The port maintained a neutral stance since the Caribbean war was on in the 18th century. They used it as trading post of contraband and the city of Gustavia prospered but this prosperity was short lived.", "targets": "When did the British invade the harbour town in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a47633651a9f4906881cd4bc6f313b38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the British invaded the harbour town in 1744[verification needed], the town\u2019s architectural buildings were destroyed[verification needed]. Subsequently, new structures were built in the town around the harbour area[verification needed] and the Swedes had also further added to the architectural beauty of the town in 1785 with more buildings, when they had occupied the town. Earlier to their occupation, the port was known as \"Car\u00e9nage\". The Swedes renamed it as Gustavia in honour of their king Gustav III. It was then their prime trading center. The port maintained a neutral stance since the Caribbean war was on in the 18th century. They used it as trading post of contraband and the city of Gustavia prospered but this prosperity was short lived.", "targets": "What year did the Swedes add more buildings to the harbour town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a47633651a9f4906881cd4bc6f313b38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the British invaded the harbour town in 1744[verification needed], the town\u2019s architectural buildings were destroyed[verification needed]. Subsequently, new structures were built in the town around the harbour area[verification needed] and the Swedes had also further added to the architectural beauty of the town in 1785 with more buildings, when they had occupied the town. Earlier to their occupation, the port was known as \"Car\u00e9nage\". The Swedes renamed it as Gustavia in honour of their king Gustav III. It was then their prime trading center. The port maintained a neutral stance since the Caribbean war was on in the 18th century. They used it as trading post of contraband and the city of Gustavia prospered but this prosperity was short lived.", "targets": "What was the port known as prior to the Swedish occupation of St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a47633651a9f4906881cd4bc6f313b38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the British invaded the harbour town in 1744[verification needed], the town\u2019s architectural buildings were destroyed[verification needed]. Subsequently, new structures were built in the town around the harbour area[verification needed] and the Swedes had also further added to the architectural beauty of the town in 1785 with more buildings, when they had occupied the town. Earlier to their occupation, the port was known as \"Car\u00e9nage\". The Swedes renamed it as Gustavia in honour of their king Gustav III. It was then their prime trading center. The port maintained a neutral stance since the Caribbean war was on in the 18th century. They used it as trading post of contraband and the city of Gustavia prospered but this prosperity was short lived.", "targets": "What was the name of the port changed to after the Swedish occupation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a47633651a9f4906881cd4bc6f313b38", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When the British invaded the harbour town in 1744[verification needed], the town\u2019s architectural buildings were destroyed[verification needed]. Subsequently, new structures were built in the town around the harbour area[verification needed] and the Swedes had also further added to the architectural beauty of the town in 1785 with more buildings, when they had occupied the town. Earlier to their occupation, the port was known as \"Car\u00e9nage\". The Swedes renamed it as Gustavia in honour of their king Gustav III. It was then their prime trading center. The port maintained a neutral stance since the Caribbean war was on in the 18th century. They used it as trading post of contraband and the city of Gustavia prospered but this prosperity was short lived.", "targets": "What war occurred in the 18th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d990e796e9fe4684ac5a2da8b6af6536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is one of the most beautiful cities of mainland China with lush green parks, natural scenic lakes, small mountains, historical buildings and monuments, relics and much more, which attracts thousands of tourists every year.", "targets": "Nanjing is considered one of the most pretty cities in what region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d990e796e9fe4684ac5a2da8b6af6536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is one of the most beautiful cities of mainland China with lush green parks, natural scenic lakes, small mountains, historical buildings and monuments, relics and much more, which attracts thousands of tourists every year.", "targets": "How many tourists does Nanjing receive each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d990e796e9fe4684ac5a2da8b6af6536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is one of the most beautiful cities of mainland China with lush green parks, natural scenic lakes, small mountains, historical buildings and monuments, relics and much more, which attracts thousands of tourists every year.", "targets": "What type of buildings attract tourists to Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d990e796e9fe4684ac5a2da8b6af6536", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nanjing is one of the most beautiful cities of mainland China with lush green parks, natural scenic lakes, small mountains, historical buildings and monuments, relics and much more, which attracts thousands of tourists every year.", "targets": "List three natural attractions of Nanjing."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a33cb716061415993a35a6084a9304d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain and some other armies, the single artillery branch has been responsible for both home and overseas ground-based air defence, although there was divided responsibility with the Royal Navy for air defence of the British Isles in World War I. However, during the Second World War the RAF Regiment was formed to protect airfields everywhere, and this included light air defences. In the later decades of the Cold War this included the United States Air Force's operating bases in UK. However, all ground-based air defence was removed from Royal Air Force (RAF) jurisdiction in 2004. The British Army's Anti-Aircraft Command was disbanded in March 1955, but during the 1960s and 1970s the RAF's Fighter Command operated long-range air -defence missiles to protect key areas in the UK. During World War II the Royal Marines also provided air defence units; formally part of the mobile naval base defence organisation, they were handled as an integral part of the army-commanded ground based air defences.", "targets": "Who provided part of the air defence of the British Isles in WWI"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a33cb716061415993a35a6084a9304d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain and some other armies, the single artillery branch has been responsible for both home and overseas ground-based air defence, although there was divided responsibility with the Royal Navy for air defence of the British Isles in World War I. However, during the Second World War the RAF Regiment was formed to protect airfields everywhere, and this included light air defences. In the later decades of the Cold War this included the United States Air Force's operating bases in UK. However, all ground-based air defence was removed from Royal Air Force (RAF) jurisdiction in 2004. The British Army's Anti-Aircraft Command was disbanded in March 1955, but during the 1960s and 1970s the RAF's Fighter Command operated long-range air -defence missiles to protect key areas in the UK. During World War II the Royal Marines also provided air defence units; formally part of the mobile naval base defence organisation, they were handled as an integral part of the army-commanded ground based air defences.", "targets": "Who protected airfields in WWII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a33cb716061415993a35a6084a9304d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain and some other armies, the single artillery branch has been responsible for both home and overseas ground-based air defence, although there was divided responsibility with the Royal Navy for air defence of the British Isles in World War I. However, during the Second World War the RAF Regiment was formed to protect airfields everywhere, and this included light air defences. In the later decades of the Cold War this included the United States Air Force's operating bases in UK. However, all ground-based air defence was removed from Royal Air Force (RAF) jurisdiction in 2004. The British Army's Anti-Aircraft Command was disbanded in March 1955, but during the 1960s and 1970s the RAF's Fighter Command operated long-range air -defence missiles to protect key areas in the UK. During World War II the Royal Marines also provided air defence units; formally part of the mobile naval base defence organisation, they were handled as an integral part of the army-commanded ground based air defences.", "targets": "The United States Air Force helped protect the UK during what 'war'?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a33cb716061415993a35a6084a9304d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain and some other armies, the single artillery branch has been responsible for both home and overseas ground-based air defence, although there was divided responsibility with the Royal Navy for air defence of the British Isles in World War I. However, during the Second World War the RAF Regiment was formed to protect airfields everywhere, and this included light air defences. In the later decades of the Cold War this included the United States Air Force's operating bases in UK. However, all ground-based air defence was removed from Royal Air Force (RAF) jurisdiction in 2004. The British Army's Anti-Aircraft Command was disbanded in March 1955, but during the 1960s and 1970s the RAF's Fighter Command operated long-range air -defence missiles to protect key areas in the UK. During World War II the Royal Marines also provided air defence units; formally part of the mobile naval base defence organisation, they were handled as an integral part of the army-commanded ground based air defences.", "targets": "What year was ground-based air defence taken from RAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9a33cb716061415993a35a6084a9304d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Britain and some other armies, the single artillery branch has been responsible for both home and overseas ground-based air defence, although there was divided responsibility with the Royal Navy for air defence of the British Isles in World War I. However, during the Second World War the RAF Regiment was formed to protect airfields everywhere, and this included light air defences. In the later decades of the Cold War this included the United States Air Force's operating bases in UK. However, all ground-based air defence was removed from Royal Air Force (RAF) jurisdiction in 2004. The British Army's Anti-Aircraft Command was disbanded in March 1955, but during the 1960s and 1970s the RAF's Fighter Command operated long-range air -defence missiles to protect key areas in the UK. During World War II the Royal Marines also provided air defence units; formally part of the mobile naval base defence organisation, they were handled as an integral part of the army-commanded ground based air defences.", "targets": "What was disbanded in 1955?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What differentiates God from gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What belief has many gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What does it mean to read the word LORD in all capitals in the Bible?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What is the tetragrammaton gor God?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "No matter which religion, what is usually used as the name for the Supreme Being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What form of the word God refers to polytheistic gods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What is the name of God in Judaism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-385219300390410f899ab3eeb6b4c93d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the English language, the capitalized form of God continues to represent a distinction between monotheistic \"God\" and \"gods\" in polytheism. The English word God and its counterparts in other languages are normally used for any and all conceptions and, in spite of significant differences between religions, the term remains an English translation common to all. The same holds for Hebrew El, but in Judaism, God is also given a proper name, the tetragrammaton YHWH, in origin possibly the name of an Edomite or Midianite deity, Yahweh. In many translations of the Bible, when the word LORD is in all capitals, it signifies that the word represents the tetragrammaton.", "targets": "What does the all caps word LORD used in some bibles represent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c509ad0960c4b7aa5513dcc04e76819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the terrain is generally arid, the hills have mostly poor soil and support only cacti and succulent plants. During the rainy season the area turns green with vegetation and grass. The eastern part of the island is greener as it receives more rainfall. A 1994 survey has revealed several hundred indigenous species of plants including the naturalized varieties of flora; some growing in irrigated areas while the dry areas are dominated by the cacti variety. Sea grapes and palm trees are a common sight with mangroves and shrubs surviving in the saline coastal swamps. Coconut palm was brought to the island from the Pacific islands. Important plants noted on the island are:", "targets": "What types of plants are usually found at St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c509ad0960c4b7aa5513dcc04e76819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the terrain is generally arid, the hills have mostly poor soil and support only cacti and succulent plants. During the rainy season the area turns green with vegetation and grass. The eastern part of the island is greener as it receives more rainfall. A 1994 survey has revealed several hundred indigenous species of plants including the naturalized varieties of flora; some growing in irrigated areas while the dry areas are dominated by the cacti variety. Sea grapes and palm trees are a common sight with mangroves and shrubs surviving in the saline coastal swamps. Coconut palm was brought to the island from the Pacific islands. Important plants noted on the island are:", "targets": "Which half of the island is usually greener due to more rainfall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c509ad0960c4b7aa5513dcc04e76819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the terrain is generally arid, the hills have mostly poor soil and support only cacti and succulent plants. During the rainy season the area turns green with vegetation and grass. The eastern part of the island is greener as it receives more rainfall. A 1994 survey has revealed several hundred indigenous species of plants including the naturalized varieties of flora; some growing in irrigated areas while the dry areas are dominated by the cacti variety. Sea grapes and palm trees are a common sight with mangroves and shrubs surviving in the saline coastal swamps. Coconut palm was brought to the island from the Pacific islands. Important plants noted on the island are:", "targets": "A 1994 found how many different species of plants native to the island?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c509ad0960c4b7aa5513dcc04e76819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the terrain is generally arid, the hills have mostly poor soil and support only cacti and succulent plants. During the rainy season the area turns green with vegetation and grass. The eastern part of the island is greener as it receives more rainfall. A 1994 survey has revealed several hundred indigenous species of plants including the naturalized varieties of flora; some growing in irrigated areas while the dry areas are dominated by the cacti variety. Sea grapes and palm trees are a common sight with mangroves and shrubs surviving in the saline coastal swamps. Coconut palm was brought to the island from the Pacific islands. Important plants noted on the island are:", "targets": "What besides palm trees is a common plant to see in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c509ad0960c4b7aa5513dcc04e76819", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the terrain is generally arid, the hills have mostly poor soil and support only cacti and succulent plants. During the rainy season the area turns green with vegetation and grass. The eastern part of the island is greener as it receives more rainfall. A 1994 survey has revealed several hundred indigenous species of plants including the naturalized varieties of flora; some growing in irrigated areas while the dry areas are dominated by the cacti variety. Sea grapes and palm trees are a common sight with mangroves and shrubs surviving in the saline coastal swamps. Coconut palm was brought to the island from the Pacific islands. Important plants noted on the island are:", "targets": "Where was the coconut palm brought to St. Barts from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d24d29099f4d889afd73b724c254ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The expansion of the Rus' put further military and economic pressure on the Khazars, depriving them of territory, tributaries, and trade. In around 890, Oleg waged an indecisive war in the lands of the lower Dniester and Dnieper rivers with the Tivertsi and the Ulichs, who were likely acting as vassals of the Magyars, blocking Rus' access to the Black Sea. In 894, the Magyars and Pechenegs were drawn into the wars between the Byzantines and the Bulgarian Empire. The Byzantines arranged for the Magyars to attack Bulgarian territory from the north, and Bulgaria in turn persuaded the Pechenegs to attack the Magyars from their rear. Boxed in, the Magyars were forced to migrate further west across the Carpathian Mountains into the Hungarian plain, depriving the Khazars of an important ally and a buffer from the Rus'. The migration of the Magyars allowed Rus' access to the Black Sea, and they soon launched excursions into Khazar territory along the sea coast, up the Don river, and into the lower Volga region. The Rus' were raiding and plundering into the Caspian Sea region from 864, with the first large-scale expedition in 913, when they extensively raided Baku, Gilan, Mazandaran and penetrated into the Caucasus.", "targets": "What led to Khazar having to put more strain on its military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d24d29099f4d889afd73b724c254ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The expansion of the Rus' put further military and economic pressure on the Khazars, depriving them of territory, tributaries, and trade. In around 890, Oleg waged an indecisive war in the lands of the lower Dniester and Dnieper rivers with the Tivertsi and the Ulichs, who were likely acting as vassals of the Magyars, blocking Rus' access to the Black Sea. In 894, the Magyars and Pechenegs were drawn into the wars between the Byzantines and the Bulgarian Empire. The Byzantines arranged for the Magyars to attack Bulgarian territory from the north, and Bulgaria in turn persuaded the Pechenegs to attack the Magyars from their rear. Boxed in, the Magyars were forced to migrate further west across the Carpathian Mountains into the Hungarian plain, depriving the Khazars of an important ally and a buffer from the Rus'. The migration of the Magyars allowed Rus' access to the Black Sea, and they soon launched excursions into Khazar territory along the sea coast, up the Don river, and into the lower Volga region. The Rus' were raiding and plundering into the Caspian Sea region from 864, with the first large-scale expedition in 913, when they extensively raided Baku, Gilan, Mazandaran and penetrated into the Caucasus.", "targets": "Who led the war on Dniester and Dnieper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d24d29099f4d889afd73b724c254ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The expansion of the Rus' put further military and economic pressure on the Khazars, depriving them of territory, tributaries, and trade. In around 890, Oleg waged an indecisive war in the lands of the lower Dniester and Dnieper rivers with the Tivertsi and the Ulichs, who were likely acting as vassals of the Magyars, blocking Rus' access to the Black Sea. In 894, the Magyars and Pechenegs were drawn into the wars between the Byzantines and the Bulgarian Empire. The Byzantines arranged for the Magyars to attack Bulgarian territory from the north, and Bulgaria in turn persuaded the Pechenegs to attack the Magyars from their rear. Boxed in, the Magyars were forced to migrate further west across the Carpathian Mountains into the Hungarian plain, depriving the Khazars of an important ally and a buffer from the Rus'. The migration of the Magyars allowed Rus' access to the Black Sea, and they soon launched excursions into Khazar territory along the sea coast, up the Don river, and into the lower Volga region. The Rus' were raiding and plundering into the Caspian Sea region from 864, with the first large-scale expedition in 913, when they extensively raided Baku, Gilan, Mazandaran and penetrated into the Caucasus.", "targets": "What year were the Magyars and Pechenges drug into the war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-71d24d29099f4d889afd73b724c254ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The expansion of the Rus' put further military and economic pressure on the Khazars, depriving them of territory, tributaries, and trade. In around 890, Oleg waged an indecisive war in the lands of the lower Dniester and Dnieper rivers with the Tivertsi and the Ulichs, who were likely acting as vassals of the Magyars, blocking Rus' access to the Black Sea. In 894, the Magyars and Pechenegs were drawn into the wars between the Byzantines and the Bulgarian Empire. The Byzantines arranged for the Magyars to attack Bulgarian territory from the north, and Bulgaria in turn persuaded the Pechenegs to attack the Magyars from their rear. Boxed in, the Magyars were forced to migrate further west across the Carpathian Mountains into the Hungarian plain, depriving the Khazars of an important ally and a buffer from the Rus'. The migration of the Magyars allowed Rus' access to the Black Sea, and they soon launched excursions into Khazar territory along the sea coast, up the Don river, and into the lower Volga region. The Rus' were raiding and plundering into the Caspian Sea region from 864, with the first large-scale expedition in 913, when they extensively raided Baku, Gilan, Mazandaran and penetrated into the Caucasus.", "targets": "What year did the Rus raid Baku, Gilan,Mazandaran, and Caucasus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cd9c9d0b6c3450394091fb9ecafcf7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judge Taylor appoints Atticus to defend Tom Robinson, a black man who has been accused of raping a young white woman, Mayella Ewell. Although many of Maycomb's citizens disapprove, Atticus agrees to defend Tom to the best of his ability. Other children taunt Jem and Scout for Atticus's actions, calling him a \"nigger-lover\". Scout is tempted to stand up for her father's honor by fighting, even though he has told her not to. Atticus faces a group of men intent on lynching Tom. This danger is averted when Scout, Jem, and Dill shame the mob into dispersing by forcing them to view the situation from Atticus' and Tom's points of view.", "targets": "What was the name of the woman who was allegedly raped in the book?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cd9c9d0b6c3450394091fb9ecafcf7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judge Taylor appoints Atticus to defend Tom Robinson, a black man who has been accused of raping a young white woman, Mayella Ewell. Although many of Maycomb's citizens disapprove, Atticus agrees to defend Tom to the best of his ability. Other children taunt Jem and Scout for Atticus's actions, calling him a \"nigger-lover\". Scout is tempted to stand up for her father's honor by fighting, even though he has told her not to. Atticus faces a group of men intent on lynching Tom. This danger is averted when Scout, Jem, and Dill shame the mob into dispersing by forcing them to view the situation from Atticus' and Tom's points of view.", "targets": "What is the name of Atticus' client in the rape trial?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4cd9c9d0b6c3450394091fb9ecafcf7c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Judge Taylor appoints Atticus to defend Tom Robinson, a black man who has been accused of raping a young white woman, Mayella Ewell. Although many of Maycomb's citizens disapprove, Atticus agrees to defend Tom to the best of his ability. Other children taunt Jem and Scout for Atticus's actions, calling him a \"nigger-lover\". Scout is tempted to stand up for her father's honor by fighting, even though he has told her not to. Atticus faces a group of men intent on lynching Tom. This danger is averted when Scout, Jem, and Dill shame the mob into dispersing by forcing them to view the situation from Atticus' and Tom's points of view.", "targets": "Who stopped the mob by shaming them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c59231ae4641e38c9567874452d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Greek Cypriots identify as Greek Orthodox, whereas most Turkish Cypriots are adherents of Sunni Islam. According to Eurobarometer 2005, Cyprus was the second most religious state in the European Union at that time, after Malta (although in 2005 Romania wasn't in the European Union, currently Romania is the most religious state in the European Union) (see Religion in the European Union). The first President of Cyprus, Makarios III, was an archbishop. The current leader of the Greek Orthodox Church of Cyprus is Archbishop Chrysostomos II.", "targets": "What religion do most Greek Cypriots identify with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c59231ae4641e38c9567874452d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Greek Cypriots identify as Greek Orthodox, whereas most Turkish Cypriots are adherents of Sunni Islam. According to Eurobarometer 2005, Cyprus was the second most religious state in the European Union at that time, after Malta (although in 2005 Romania wasn't in the European Union, currently Romania is the most religious state in the European Union) (see Religion in the European Union). The first President of Cyprus, Makarios III, was an archbishop. The current leader of the Greek Orthodox Church of Cyprus is Archbishop Chrysostomos II.", "targets": "What religion do most Turkish Cypriots identify with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c59231ae4641e38c9567874452d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Greek Cypriots identify as Greek Orthodox, whereas most Turkish Cypriots are adherents of Sunni Islam. According to Eurobarometer 2005, Cyprus was the second most religious state in the European Union at that time, after Malta (although in 2005 Romania wasn't in the European Union, currently Romania is the most religious state in the European Union) (see Religion in the European Union). The first President of Cyprus, Makarios III, was an archbishop. The current leader of the Greek Orthodox Church of Cyprus is Archbishop Chrysostomos II.", "targets": "What country is the second most religious in the European Union?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f2c59231ae4641e38c9567874452d126", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Greek Cypriots identify as Greek Orthodox, whereas most Turkish Cypriots are adherents of Sunni Islam. According to Eurobarometer 2005, Cyprus was the second most religious state in the European Union at that time, after Malta (although in 2005 Romania wasn't in the European Union, currently Romania is the most religious state in the European Union) (see Religion in the European Union). The first President of Cyprus, Makarios III, was an archbishop. The current leader of the Greek Orthodox Church of Cyprus is Archbishop Chrysostomos II.", "targets": "Who is the current head of the Greek Orthodox church in Cyprus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff65885d8ae84382ba98954c6fff7d80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unhappy with this change of policy by the Portuguese government, Napoleon sent an army to invade Portugal. On 17 October 1807, 24,000 French troops under General Junot crossed the Pyrenees with Spanish cooperation and headed towards Portugal to enforce Napoleon's orders. This attack was the first step in what would eventually become the Peninsular War, a six-year struggle that significantly sapped French strength. Throughout the winter of 1808, French agents became increasingly involved in Spanish internal affairs, attempting to incite discord between members of the Spanish royal family. On 16 February 1808, secret French machinations finally materialized when Napoleon announced that he would intervene to mediate between the rival political factions in the country. Marshal Murat led 120,000 troops into Spain and the French arrived in Madrid on 24 March, where wild riots against the occupation erupted just a few weeks later. Napoleon appointed his brother, Joseph Bonaparte, as the new King of Spain in the summer of 1808. The appointment enraged a heavily religious and conservative Spanish population. Resistance to French aggression soon spread throughout the country. The shocking French defeat at the Battle of Bail\u00e9n in July gave hope to Napoleon's enemies and partly persuaded the French emperor to intervene in person.", "targets": "When did Napoleon's invasion of Portugal begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff65885d8ae84382ba98954c6fff7d80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unhappy with this change of policy by the Portuguese government, Napoleon sent an army to invade Portugal. On 17 October 1807, 24,000 French troops under General Junot crossed the Pyrenees with Spanish cooperation and headed towards Portugal to enforce Napoleon's orders. This attack was the first step in what would eventually become the Peninsular War, a six-year struggle that significantly sapped French strength. Throughout the winter of 1808, French agents became increasingly involved in Spanish internal affairs, attempting to incite discord between members of the Spanish royal family. On 16 February 1808, secret French machinations finally materialized when Napoleon announced that he would intervene to mediate between the rival political factions in the country. Marshal Murat led 120,000 troops into Spain and the French arrived in Madrid on 24 March, where wild riots against the occupation erupted just a few weeks later. Napoleon appointed his brother, Joseph Bonaparte, as the new King of Spain in the summer of 1808. The appointment enraged a heavily religious and conservative Spanish population. Resistance to French aggression soon spread throughout the country. The shocking French defeat at the Battle of Bail\u00e9n in July gave hope to Napoleon's enemies and partly persuaded the French emperor to intervene in person.", "targets": "How many troops did Napoleon send to begin the invasion of Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff65885d8ae84382ba98954c6fff7d80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unhappy with this change of policy by the Portuguese government, Napoleon sent an army to invade Portugal. On 17 October 1807, 24,000 French troops under General Junot crossed the Pyrenees with Spanish cooperation and headed towards Portugal to enforce Napoleon's orders. This attack was the first step in what would eventually become the Peninsular War, a six-year struggle that significantly sapped French strength. Throughout the winter of 1808, French agents became increasingly involved in Spanish internal affairs, attempting to incite discord between members of the Spanish royal family. On 16 February 1808, secret French machinations finally materialized when Napoleon announced that he would intervene to mediate between the rival political factions in the country. Marshal Murat led 120,000 troops into Spain and the French arrived in Madrid on 24 March, where wild riots against the occupation erupted just a few weeks later. Napoleon appointed his brother, Joseph Bonaparte, as the new King of Spain in the summer of 1808. The appointment enraged a heavily religious and conservative Spanish population. Resistance to French aggression soon spread throughout the country. The shocking French defeat at the Battle of Bail\u00e9n in July gave hope to Napoleon's enemies and partly persuaded the French emperor to intervene in person.", "targets": "Who did Napoleon select to lead the troops sent to invade Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff65885d8ae84382ba98954c6fff7d80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unhappy with this change of policy by the Portuguese government, Napoleon sent an army to invade Portugal. On 17 October 1807, 24,000 French troops under General Junot crossed the Pyrenees with Spanish cooperation and headed towards Portugal to enforce Napoleon's orders. This attack was the first step in what would eventually become the Peninsular War, a six-year struggle that significantly sapped French strength. Throughout the winter of 1808, French agents became increasingly involved in Spanish internal affairs, attempting to incite discord between members of the Spanish royal family. On 16 February 1808, secret French machinations finally materialized when Napoleon announced that he would intervene to mediate between the rival political factions in the country. Marshal Murat led 120,000 troops into Spain and the French arrived in Madrid on 24 March, where wild riots against the occupation erupted just a few weeks later. Napoleon appointed his brother, Joseph Bonaparte, as the new King of Spain in the summer of 1808. The appointment enraged a heavily religious and conservative Spanish population. Resistance to French aggression soon spread throughout the country. The shocking French defeat at the Battle of Bail\u00e9n in July gave hope to Napoleon's enemies and partly persuaded the French emperor to intervene in person.", "targets": "The invasion of Portugal was the beginning of what six-year conflict?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ff65885d8ae84382ba98954c6fff7d80", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unhappy with this change of policy by the Portuguese government, Napoleon sent an army to invade Portugal. On 17 October 1807, 24,000 French troops under General Junot crossed the Pyrenees with Spanish cooperation and headed towards Portugal to enforce Napoleon's orders. This attack was the first step in what would eventually become the Peninsular War, a six-year struggle that significantly sapped French strength. Throughout the winter of 1808, French agents became increasingly involved in Spanish internal affairs, attempting to incite discord between members of the Spanish royal family. On 16 February 1808, secret French machinations finally materialized when Napoleon announced that he would intervene to mediate between the rival political factions in the country. Marshal Murat led 120,000 troops into Spain and the French arrived in Madrid on 24 March, where wild riots against the occupation erupted just a few weeks later. Napoleon appointed his brother, Joseph Bonaparte, as the new King of Spain in the summer of 1808. The appointment enraged a heavily religious and conservative Spanish population. Resistance to French aggression soon spread throughout the country. The shocking French defeat at the Battle of Bail\u00e9n in July gave hope to Napoleon's enemies and partly persuaded the French emperor to intervene in person.", "targets": "How many troops did Marshal Murat lead into Spain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95831f9cb3ab490fb3cd6c0de8d536da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2004 Democratic presidential primaries, John Kerry defeated several Democratic rivals, including Sen. John Edwards (D-North Carolina.), former Vermont Governor Howard Dean and retired Army General Wesley Clark. His victory in the Iowa caucuses is widely believed to be the tipping point where Kerry revived his sagging campaign in New Hampshire and the February 3, 2004, primary states like Arizona, South Carolina and New Mexico. Kerry then went on to win landslide victories in Nevada and Wisconsin. Kerry thus won the Democratic nomination to run for President of the United States against incumbent George W. Bush. On July 6, 2004, he announced his selection of John Edwards as his running mate. Democratic strategist Bob Shrum, who was Kerry's 2004 campaign adviser, wrote an article in Time magazine claiming that after the election, Kerry had said that he wished he'd never picked Edwards, and that the two have since stopped speaking to each other. In a subsequent appearance on ABC's This Week, Kerry refused to respond to Shrum's allegation, calling it a \"ridiculous waste of time.\"", "targets": "Where was John Edwards a senator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95831f9cb3ab490fb3cd6c0de8d536da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2004 Democratic presidential primaries, John Kerry defeated several Democratic rivals, including Sen. John Edwards (D-North Carolina.), former Vermont Governor Howard Dean and retired Army General Wesley Clark. His victory in the Iowa caucuses is widely believed to be the tipping point where Kerry revived his sagging campaign in New Hampshire and the February 3, 2004, primary states like Arizona, South Carolina and New Mexico. Kerry then went on to win landslide victories in Nevada and Wisconsin. Kerry thus won the Democratic nomination to run for President of the United States against incumbent George W. Bush. On July 6, 2004, he announced his selection of John Edwards as his running mate. Democratic strategist Bob Shrum, who was Kerry's 2004 campaign adviser, wrote an article in Time magazine claiming that after the election, Kerry had said that he wished he'd never picked Edwards, and that the two have since stopped speaking to each other. In a subsequent appearance on ABC's This Week, Kerry refused to respond to Shrum's allegation, calling it a \"ridiculous waste of time.\"", "targets": "Where was Howard Dean a governor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95831f9cb3ab490fb3cd6c0de8d536da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2004 Democratic presidential primaries, John Kerry defeated several Democratic rivals, including Sen. John Edwards (D-North Carolina.), former Vermont Governor Howard Dean and retired Army General Wesley Clark. His victory in the Iowa caucuses is widely believed to be the tipping point where Kerry revived his sagging campaign in New Hampshire and the February 3, 2004, primary states like Arizona, South Carolina and New Mexico. Kerry then went on to win landslide victories in Nevada and Wisconsin. Kerry thus won the Democratic nomination to run for President of the United States against incumbent George W. Bush. On July 6, 2004, he announced his selection of John Edwards as his running mate. Democratic strategist Bob Shrum, who was Kerry's 2004 campaign adviser, wrote an article in Time magazine claiming that after the election, Kerry had said that he wished he'd never picked Edwards, and that the two have since stopped speaking to each other. In a subsequent appearance on ABC's This Week, Kerry refused to respond to Shrum's allegation, calling it a \"ridiculous waste of time.\"", "targets": "What was Wesley Clark's former job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95831f9cb3ab490fb3cd6c0de8d536da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2004 Democratic presidential primaries, John Kerry defeated several Democratic rivals, including Sen. John Edwards (D-North Carolina.), former Vermont Governor Howard Dean and retired Army General Wesley Clark. His victory in the Iowa caucuses is widely believed to be the tipping point where Kerry revived his sagging campaign in New Hampshire and the February 3, 2004, primary states like Arizona, South Carolina and New Mexico. Kerry then went on to win landslide victories in Nevada and Wisconsin. Kerry thus won the Democratic nomination to run for President of the United States against incumbent George W. Bush. On July 6, 2004, he announced his selection of John Edwards as his running mate. Democratic strategist Bob Shrum, who was Kerry's 2004 campaign adviser, wrote an article in Time magazine claiming that after the election, Kerry had said that he wished he'd never picked Edwards, and that the two have since stopped speaking to each other. In a subsequent appearance on ABC's This Week, Kerry refused to respond to Shrum's allegation, calling it a \"ridiculous waste of time.\"", "targets": "Who won the 2004 Iowa Democratic Caucus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95831f9cb3ab490fb3cd6c0de8d536da", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 2004 Democratic presidential primaries, John Kerry defeated several Democratic rivals, including Sen. John Edwards (D-North Carolina.), former Vermont Governor Howard Dean and retired Army General Wesley Clark. His victory in the Iowa caucuses is widely believed to be the tipping point where Kerry revived his sagging campaign in New Hampshire and the February 3, 2004, primary states like Arizona, South Carolina and New Mexico. Kerry then went on to win landslide victories in Nevada and Wisconsin. Kerry thus won the Democratic nomination to run for President of the United States against incumbent George W. Bush. On July 6, 2004, he announced his selection of John Edwards as his running mate. Democratic strategist Bob Shrum, who was Kerry's 2004 campaign adviser, wrote an article in Time magazine claiming that after the election, Kerry had said that he wished he'd never picked Edwards, and that the two have since stopped speaking to each other. In a subsequent appearance on ABC's This Week, Kerry refused to respond to Shrum's allegation, calling it a \"ridiculous waste of time.\"", "targets": "When did Kerry choose John Edwards to be his VP?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82e69b5bc4d149909eaf44326b94e4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mechanism for chloroplast DNA (cpDNA) replication has not been conclusively determined, but two main models have been proposed. Scientists have attempted to observe chloroplast replication via electron microscopy since the 1970s. The results of the microscopy experiments led to the idea that chloroplast DNA replicates using a double displacement loop (D-loop). As the D-loop moves through the circular DNA, it adopts a theta intermediary form, also known as a Cairns replication intermediate, and completes replication with a rolling circle mechanism. Transcription starts at specific points of origin. Multiple replication forks open up, allowing replication machinery to transcribe the DNA. As replication continues, the forks grow and eventually converge. The new cpDNA structures separate, creating daughter cpDNA chromosomes.", "targets": "How is chloroplast replication observed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82e69b5bc4d149909eaf44326b94e4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mechanism for chloroplast DNA (cpDNA) replication has not been conclusively determined, but two main models have been proposed. Scientists have attempted to observe chloroplast replication via electron microscopy since the 1970s. The results of the microscopy experiments led to the idea that chloroplast DNA replicates using a double displacement loop (D-loop). As the D-loop moves through the circular DNA, it adopts a theta intermediary form, also known as a Cairns replication intermediate, and completes replication with a rolling circle mechanism. Transcription starts at specific points of origin. Multiple replication forks open up, allowing replication machinery to transcribe the DNA. As replication continues, the forks grow and eventually converge. The new cpDNA structures separate, creating daughter cpDNA chromosomes.", "targets": "How many major chloroplast replication models have been suggested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82e69b5bc4d149909eaf44326b94e4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mechanism for chloroplast DNA (cpDNA) replication has not been conclusively determined, but two main models have been proposed. Scientists have attempted to observe chloroplast replication via electron microscopy since the 1970s. The results of the microscopy experiments led to the idea that chloroplast DNA replicates using a double displacement loop (D-loop). As the D-loop moves through the circular DNA, it adopts a theta intermediary form, also known as a Cairns replication intermediate, and completes replication with a rolling circle mechanism. Transcription starts at specific points of origin. Multiple replication forks open up, allowing replication machinery to transcribe the DNA. As replication continues, the forks grow and eventually converge. The new cpDNA structures separate, creating daughter cpDNA chromosomes.", "targets": "What is a Cairns replication intermediate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82e69b5bc4d149909eaf44326b94e4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mechanism for chloroplast DNA (cpDNA) replication has not been conclusively determined, but two main models have been proposed. Scientists have attempted to observe chloroplast replication via electron microscopy since the 1970s. The results of the microscopy experiments led to the idea that chloroplast DNA replicates using a double displacement loop (D-loop). As the D-loop moves through the circular DNA, it adopts a theta intermediary form, also known as a Cairns replication intermediate, and completes replication with a rolling circle mechanism. Transcription starts at specific points of origin. Multiple replication forks open up, allowing replication machinery to transcribe the DNA. As replication continues, the forks grow and eventually converge. The new cpDNA structures separate, creating daughter cpDNA chromosomes.", "targets": "What is a D-loop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-82e69b5bc4d149909eaf44326b94e4b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mechanism for chloroplast DNA (cpDNA) replication has not been conclusively determined, but two main models have been proposed. Scientists have attempted to observe chloroplast replication via electron microscopy since the 1970s. The results of the microscopy experiments led to the idea that chloroplast DNA replicates using a double displacement loop (D-loop). As the D-loop moves through the circular DNA, it adopts a theta intermediary form, also known as a Cairns replication intermediate, and completes replication with a rolling circle mechanism. Transcription starts at specific points of origin. Multiple replication forks open up, allowing replication machinery to transcribe the DNA. As replication continues, the forks grow and eventually converge. The new cpDNA structures separate, creating daughter cpDNA chromosomes.", "targets": "How does the D-loop finish replicating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-728f540cd47141c69925cf5ec91237d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another energy-related concept is called the Lagrangian, after Joseph-Louis Lagrange. This formalism is as fundamental as the Hamiltonian, and both can be used to derive the equations of motion or be derived from them. It was invented in the context of classical mechanics, but is generally useful in modern physics. The Lagrangian is defined as the kinetic energy minus the potential energy. Usually, the Lagrange formalism is mathematically more convenient than the Hamiltonian for non-conservative systems (such as systems with friction).", "targets": "What is another energy-related concept?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-728f540cd47141c69925cf5ec91237d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another energy-related concept is called the Lagrangian, after Joseph-Louis Lagrange. This formalism is as fundamental as the Hamiltonian, and both can be used to derive the equations of motion or be derived from them. It was invented in the context of classical mechanics, but is generally useful in modern physics. The Lagrangian is defined as the kinetic energy minus the potential energy. Usually, the Lagrange formalism is mathematically more convenient than the Hamiltonian for non-conservative systems (such as systems with friction).", "targets": "Who is the Lagrangian named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-728f540cd47141c69925cf5ec91237d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another energy-related concept is called the Lagrangian, after Joseph-Louis Lagrange. This formalism is as fundamental as the Hamiltonian, and both can be used to derive the equations of motion or be derived from them. It was invented in the context of classical mechanics, but is generally useful in modern physics. The Lagrangian is defined as the kinetic energy minus the potential energy. Usually, the Lagrange formalism is mathematically more convenient than the Hamiltonian for non-conservative systems (such as systems with friction).", "targets": "What is defined as the kinetic energy minus the potential energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-728f540cd47141c69925cf5ec91237d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Another energy-related concept is called the Lagrangian, after Joseph-Louis Lagrange. This formalism is as fundamental as the Hamiltonian, and both can be used to derive the equations of motion or be derived from them. It was invented in the context of classical mechanics, but is generally useful in modern physics. The Lagrangian is defined as the kinetic energy minus the potential energy. Usually, the Lagrange formalism is mathematically more convenient than the Hamiltonian for non-conservative systems (such as systems with friction).", "targets": "Is the Lagrange formalism or the Hamiltonian more convenient for non-conservative systems?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1362c2f58afb4a69b3eada0f2a23cd9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, marked by the liberalization of language development and mother tongue movement in Taiwan, Taiwanese Hokkien had undergone a fast pace in its development. In 1993, Taiwan became the first region in the world to implement the teaching of Taiwanese Hokkien in Taiwanese schools. In 2001, the local Taiwanese language program was further extended to all schools in Taiwan, and Taiwanese Hokkien became one of the compulsory local Taiwanese languages to be learned in schools. The mother tongue movement in Taiwan even influenced Xiamen (Amoy) to the point that in 2010, Xiamen also began to implement the teaching of Hokkien dialect in its schools. In 2007, the Ministry of Education in Taiwan also completed the standardization of Chinese characters used for writing Hokkien and developed Tai-lo as the standard Hokkien pronunciation and romanization guide. A number of universities in Taiwan also offer Hokkien degree courses for training Hokkien-fluent talents to work for the Hokkien media industry and education. Taiwan also has its own Hokkien literary and cultural circles whereby Hokkien poets and writers compose poetry or literature in Hokkien on a regular basis.", "targets": "When did Taiwanese Hokkien have a fast change in development?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1362c2f58afb4a69b3eada0f2a23cd9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, marked by the liberalization of language development and mother tongue movement in Taiwan, Taiwanese Hokkien had undergone a fast pace in its development. In 1993, Taiwan became the first region in the world to implement the teaching of Taiwanese Hokkien in Taiwanese schools. In 2001, the local Taiwanese language program was further extended to all schools in Taiwan, and Taiwanese Hokkien became one of the compulsory local Taiwanese languages to be learned in schools. The mother tongue movement in Taiwan even influenced Xiamen (Amoy) to the point that in 2010, Xiamen also began to implement the teaching of Hokkien dialect in its schools. In 2007, the Ministry of Education in Taiwan also completed the standardization of Chinese characters used for writing Hokkien and developed Tai-lo as the standard Hokkien pronunciation and romanization guide. A number of universities in Taiwan also offer Hokkien degree courses for training Hokkien-fluent talents to work for the Hokkien media industry and education. Taiwan also has its own Hokkien literary and cultural circles whereby Hokkien poets and writers compose poetry or literature in Hokkien on a regular basis.", "targets": "What year did Taiwan begin teaching Hokkien in schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1362c2f58afb4a69b3eada0f2a23cd9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, marked by the liberalization of language development and mother tongue movement in Taiwan, Taiwanese Hokkien had undergone a fast pace in its development. In 1993, Taiwan became the first region in the world to implement the teaching of Taiwanese Hokkien in Taiwanese schools. In 2001, the local Taiwanese language program was further extended to all schools in Taiwan, and Taiwanese Hokkien became one of the compulsory local Taiwanese languages to be learned in schools. The mother tongue movement in Taiwan even influenced Xiamen (Amoy) to the point that in 2010, Xiamen also began to implement the teaching of Hokkien dialect in its schools. In 2007, the Ministry of Education in Taiwan also completed the standardization of Chinese characters used for writing Hokkien and developed Tai-lo as the standard Hokkien pronunciation and romanization guide. A number of universities in Taiwan also offer Hokkien degree courses for training Hokkien-fluent talents to work for the Hokkien media industry and education. Taiwan also has its own Hokkien literary and cultural circles whereby Hokkien poets and writers compose poetry or literature in Hokkien on a regular basis.", "targets": "What year did it become mandatory to teach Hokkien in Taiwan schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1362c2f58afb4a69b3eada0f2a23cd9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, marked by the liberalization of language development and mother tongue movement in Taiwan, Taiwanese Hokkien had undergone a fast pace in its development. In 1993, Taiwan became the first region in the world to implement the teaching of Taiwanese Hokkien in Taiwanese schools. In 2001, the local Taiwanese language program was further extended to all schools in Taiwan, and Taiwanese Hokkien became one of the compulsory local Taiwanese languages to be learned in schools. The mother tongue movement in Taiwan even influenced Xiamen (Amoy) to the point that in 2010, Xiamen also began to implement the teaching of Hokkien dialect in its schools. In 2007, the Ministry of Education in Taiwan also completed the standardization of Chinese characters used for writing Hokkien and developed Tai-lo as the standard Hokkien pronunciation and romanization guide. A number of universities in Taiwan also offer Hokkien degree courses for training Hokkien-fluent talents to work for the Hokkien media industry and education. Taiwan also has its own Hokkien literary and cultural circles whereby Hokkien poets and writers compose poetry or literature in Hokkien on a regular basis.", "targets": "What is the name of the standard Hokkien pronunciation and romanization guide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1362c2f58afb4a69b3eada0f2a23cd9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1990s, marked by the liberalization of language development and mother tongue movement in Taiwan, Taiwanese Hokkien had undergone a fast pace in its development. In 1993, Taiwan became the first region in the world to implement the teaching of Taiwanese Hokkien in Taiwanese schools. In 2001, the local Taiwanese language program was further extended to all schools in Taiwan, and Taiwanese Hokkien became one of the compulsory local Taiwanese languages to be learned in schools. The mother tongue movement in Taiwan even influenced Xiamen (Amoy) to the point that in 2010, Xiamen also began to implement the teaching of Hokkien dialect in its schools. In 2007, the Ministry of Education in Taiwan also completed the standardization of Chinese characters used for writing Hokkien and developed Tai-lo as the standard Hokkien pronunciation and romanization guide. A number of universities in Taiwan also offer Hokkien degree courses for training Hokkien-fluent talents to work for the Hokkien media industry and education. Taiwan also has its own Hokkien literary and cultural circles whereby Hokkien poets and writers compose poetry or literature in Hokkien on a regular basis.", "targets": "What year did the Ministry of Education develope tai-lo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20eeb88477b1416494c67af1bed2882b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, news was released about a new farming site discovered in Munam-ri, Goseong, Gangwon Province, South Korea, which may be the earliest farmland known to date in east Asia. \"No remains of an agricultural field from the Neolithic period have been found in any East Asian country before, the institute said, adding that the discovery reveals that the history of agricultural cultivation at least began during the period on the Korean Peninsula\". The farm was dated between 3600 and 3000 B.C. Pottery, stone projectile points, and possible houses were also found. \"In 2002, researchers discovered prehistoric earthenware, jade earrings, among other items in the area\". The research team will perform accelerator mass spectrometry (AMS) dating to retrieve a more precise date for the site.", "targets": "When was the earliest known Asian farm site found in South Korea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20eeb88477b1416494c67af1bed2882b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, news was released about a new farming site discovered in Munam-ri, Goseong, Gangwon Province, South Korea, which may be the earliest farmland known to date in east Asia. \"No remains of an agricultural field from the Neolithic period have been found in any East Asian country before, the institute said, adding that the discovery reveals that the history of agricultural cultivation at least began during the period on the Korean Peninsula\". The farm was dated between 3600 and 3000 B.C. Pottery, stone projectile points, and possible houses were also found. \"In 2002, researchers discovered prehistoric earthenware, jade earrings, among other items in the area\". The research team will perform accelerator mass spectrometry (AMS) dating to retrieve a more precise date for the site.", "targets": "What time period was the Korean farm site dated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20eeb88477b1416494c67af1bed2882b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, news was released about a new farming site discovered in Munam-ri, Goseong, Gangwon Province, South Korea, which may be the earliest farmland known to date in east Asia. \"No remains of an agricultural field from the Neolithic period have been found in any East Asian country before, the institute said, adding that the discovery reveals that the history of agricultural cultivation at least began during the period on the Korean Peninsula\". The farm was dated between 3600 and 3000 B.C. Pottery, stone projectile points, and possible houses were also found. \"In 2002, researchers discovered prehistoric earthenware, jade earrings, among other items in the area\". The research team will perform accelerator mass spectrometry (AMS) dating to retrieve a more precise date for the site.", "targets": "What items were found on the Korean farm site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-20eeb88477b1416494c67af1bed2882b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2012, news was released about a new farming site discovered in Munam-ri, Goseong, Gangwon Province, South Korea, which may be the earliest farmland known to date in east Asia. \"No remains of an agricultural field from the Neolithic period have been found in any East Asian country before, the institute said, adding that the discovery reveals that the history of agricultural cultivation at least began during the period on the Korean Peninsula\". The farm was dated between 3600 and 3000 B.C. Pottery, stone projectile points, and possible houses were also found. \"In 2002, researchers discovered prehistoric earthenware, jade earrings, among other items in the area\". The research team will perform accelerator mass spectrometry (AMS) dating to retrieve a more precise date for the site.", "targets": "What technology will researchers use to measure a more accurate time period for the farm site?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24084fa1aa634431858870e83e02d31f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, German bombers were likely to get through to their targets without too much difficulty. It was to be some months before an effective night fighter force would be ready, and anti-aircraft defences only became adequate after the Blitz was over, so ruses were created to lure German bombers away from their targets. Throughout 1940, dummy airfields were prepared, good enough to stand up to skilled observation. A number[clarification needed] of bombs fell on these diversionary (\"Starfish\") targets.", "targets": "Anti-aircraft defenses became better after what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24084fa1aa634431858870e83e02d31f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, German bombers were likely to get through to their targets without too much difficulty. It was to be some months before an effective night fighter force would be ready, and anti-aircraft defences only became adequate after the Blitz was over, so ruses were created to lure German bombers away from their targets. Throughout 1940, dummy airfields were prepared, good enough to stand up to skilled observation. A number[clarification needed] of bombs fell on these diversionary (\"Starfish\") targets.", "targets": "What did they use to lure German bombers away from their targets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24084fa1aa634431858870e83e02d31f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, German bombers were likely to get through to their targets without too much difficulty. It was to be some months before an effective night fighter force would be ready, and anti-aircraft defences only became adequate after the Blitz was over, so ruses were created to lure German bombers away from their targets. Throughout 1940, dummy airfields were prepared, good enough to stand up to skilled observation. A number[clarification needed] of bombs fell on these diversionary (\"Starfish\") targets.", "targets": "What kind of airfields were prepared to stand up to skilled observers? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24084fa1aa634431858870e83e02d31f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In general, German bombers were likely to get through to their targets without too much difficulty. It was to be some months before an effective night fighter force would be ready, and anti-aircraft defences only became adequate after the Blitz was over, so ruses were created to lure German bombers away from their targets. Throughout 1940, dummy airfields were prepared, good enough to stand up to skilled observation. A number[clarification needed] of bombs fell on these diversionary (\"Starfish\") targets.", "targets": "What was the name given to these dummy airfields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7478c60cc0146a3967b53d4ade4206b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many traditional festivals and customs were observed in the old times, which included climbing the City Wall on January 16, bathing in Qing Xi on March 3, hill hiking on September 9 and others (the dates are in Chinese lunar calendar). Almost none of them, however, are still celebrated by modern Nanjingese.", "targets": "When was the festival of climbing on the city wall celebrated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7478c60cc0146a3967b53d4ade4206b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many traditional festivals and customs were observed in the old times, which included climbing the City Wall on January 16, bathing in Qing Xi on March 3, hill hiking on September 9 and others (the dates are in Chinese lunar calendar). Almost none of them, however, are still celebrated by modern Nanjingese.", "targets": "On March 3, what festival was celebrated in ancient times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7478c60cc0146a3967b53d4ade4206b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many traditional festivals and customs were observed in the old times, which included climbing the City Wall on January 16, bathing in Qing Xi on March 3, hill hiking on September 9 and others (the dates are in Chinese lunar calendar). Almost none of them, however, are still celebrated by modern Nanjingese.", "targets": "What did citizens used to do on September 9?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7478c60cc0146a3967b53d4ade4206b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many traditional festivals and customs were observed in the old times, which included climbing the City Wall on January 16, bathing in Qing Xi on March 3, hill hiking on September 9 and others (the dates are in Chinese lunar calendar). Almost none of them, however, are still celebrated by modern Nanjingese.", "targets": "Where can one find the dates of more old festivals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e7478c60cc0146a3967b53d4ade4206b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many traditional festivals and customs were observed in the old times, which included climbing the City Wall on January 16, bathing in Qing Xi on March 3, hill hiking on September 9 and others (the dates are in Chinese lunar calendar). Almost none of them, however, are still celebrated by modern Nanjingese.", "targets": "How many of these old festivals are still celebrated by residents of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f0e78077c9545a4b5973bc2fd925074", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IPCC receives funding through the IPCC Trust Fund, established in 1989 by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO), Costs of the Secretary and of housing the secretariat are provided by the WMO, while UNEP meets the cost of the Depute Secretary. Annual cash contributions to the Trust Fund are made by the WMO, by UNEP, and by IPCC Members; the scale of payments is determined by the IPCC Panel, which is also responsible for considering and adopting by consensus the annual budget. The organisation is required to comply with the Financial Regulations and Rules of the WMO.", "targets": "When was the IPCC Trust Fund founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f0e78077c9545a4b5973bc2fd925074", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IPCC receives funding through the IPCC Trust Fund, established in 1989 by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO), Costs of the Secretary and of housing the secretariat are provided by the WMO, while UNEP meets the cost of the Depute Secretary. Annual cash contributions to the Trust Fund are made by the WMO, by UNEP, and by IPCC Members; the scale of payments is determined by the IPCC Panel, which is also responsible for considering and adopting by consensus the annual budget. The organisation is required to comply with the Financial Regulations and Rules of the WMO.", "targets": "Who started the IPCC Trust Fund?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f0e78077c9545a4b5973bc2fd925074", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IPCC receives funding through the IPCC Trust Fund, established in 1989 by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO), Costs of the Secretary and of housing the secretariat are provided by the WMO, while UNEP meets the cost of the Depute Secretary. Annual cash contributions to the Trust Fund are made by the WMO, by UNEP, and by IPCC Members; the scale of payments is determined by the IPCC Panel, which is also responsible for considering and adopting by consensus the annual budget. The organisation is required to comply with the Financial Regulations and Rules of the WMO.", "targets": "Who funds the IPCC's Deputy Secretary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f0e78077c9545a4b5973bc2fd925074", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IPCC receives funding through the IPCC Trust Fund, established in 1989 by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO), Costs of the Secretary and of housing the secretariat are provided by the WMO, while UNEP meets the cost of the Depute Secretary. Annual cash contributions to the Trust Fund are made by the WMO, by UNEP, and by IPCC Members; the scale of payments is determined by the IPCC Panel, which is also responsible for considering and adopting by consensus the annual budget. The organisation is required to comply with the Financial Regulations and Rules of the WMO.", "targets": "What rules does the IPCC have to follow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7f0e78077c9545a4b5973bc2fd925074", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The IPCC receives funding through the IPCC Trust Fund, established in 1989 by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO), Costs of the Secretary and of housing the secretariat are provided by the WMO, while UNEP meets the cost of the Depute Secretary. Annual cash contributions to the Trust Fund are made by the WMO, by UNEP, and by IPCC Members; the scale of payments is determined by the IPCC Panel, which is also responsible for considering and adopting by consensus the annual budget. The organisation is required to comply with the Financial Regulations and Rules of the WMO.", "targets": "Who funds the IPCC's Secretary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98f8cf8be08f46c8ab467fb582d32b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour is common in Kenya. Most working children are active in agriculture. In 2006, UNICEF estimated that up to 30% of girls in the coastal areas of Malindi, Mombasa, Kilifi, and Diani were subject to prostitution. Most of the prostitutes in Kenya are aged 9\u201318. The Ministry of Gender and Child Affairs employed 400 child protection officers in 2009. The causes of child labour include poverty, the lack of access to education and weak government institutions. Kenya has ratified Convention No. 81 on labour inspection in industries and Convention No. 129 on labour inspection in agriculture.", "targets": "Where are most working children working?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98f8cf8be08f46c8ab467fb582d32b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour is common in Kenya. Most working children are active in agriculture. In 2006, UNICEF estimated that up to 30% of girls in the coastal areas of Malindi, Mombasa, Kilifi, and Diani were subject to prostitution. Most of the prostitutes in Kenya are aged 9\u201318. The Ministry of Gender and Child Affairs employed 400 child protection officers in 2009. The causes of child labour include poverty, the lack of access to education and weak government institutions. Kenya has ratified Convention No. 81 on labour inspection in industries and Convention No. 129 on labour inspection in agriculture.", "targets": "What percent of girls are in prostution in Kenyas coastal areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98f8cf8be08f46c8ab467fb582d32b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour is common in Kenya. Most working children are active in agriculture. In 2006, UNICEF estimated that up to 30% of girls in the coastal areas of Malindi, Mombasa, Kilifi, and Diani were subject to prostitution. Most of the prostitutes in Kenya are aged 9\u201318. The Ministry of Gender and Child Affairs employed 400 child protection officers in 2009. The causes of child labour include poverty, the lack of access to education and weak government institutions. Kenya has ratified Convention No. 81 on labour inspection in industries and Convention No. 129 on labour inspection in agriculture.", "targets": "What is the age range of most prostitutes in Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98f8cf8be08f46c8ab467fb582d32b08", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Child labour is common in Kenya. Most working children are active in agriculture. In 2006, UNICEF estimated that up to 30% of girls in the coastal areas of Malindi, Mombasa, Kilifi, and Diani were subject to prostitution. Most of the prostitutes in Kenya are aged 9\u201318. The Ministry of Gender and Child Affairs employed 400 child protection officers in 2009. The causes of child labour include poverty, the lack of access to education and weak government institutions. Kenya has ratified Convention No. 81 on labour inspection in industries and Convention No. 129 on labour inspection in agriculture.", "targets": "What are some of the causes of child labor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4e78e4688848d68616f4a104a250f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Barth\u00e9lemy, a volcanic island fully encircled by shallow reefs, has an area of 25 square kilometres (9.7 sq mi) and a population of 9,035 (Jan. 2011 estimate). Its capital is Gustavia[citation needed], which also contains the main harbour to the island. It is the only Caribbean island which was a Swedish colony for any significant length of time; Guadeloupe was under Swedish rule only briefly at the end of the Napoleonic Wars. Symbolism from the Swedish national arms, the Three Crowns, still appears in the island's coat of arms. The language, cuisine, and culture, however, are distinctly French. The island is a popular tourist destination during the winter holiday season, especially for the rich and famous during the Christmas and new year period.", "targets": "What kind of island is St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4e78e4688848d68616f4a104a250f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Barth\u00e9lemy, a volcanic island fully encircled by shallow reefs, has an area of 25 square kilometres (9.7 sq mi) and a population of 9,035 (Jan. 2011 estimate). Its capital is Gustavia[citation needed], which also contains the main harbour to the island. It is the only Caribbean island which was a Swedish colony for any significant length of time; Guadeloupe was under Swedish rule only briefly at the end of the Napoleonic Wars. Symbolism from the Swedish national arms, the Three Crowns, still appears in the island's coat of arms. The language, cuisine, and culture, however, are distinctly French. The island is a popular tourist destination during the winter holiday season, especially for the rich and famous during the Christmas and new year period.", "targets": "What is the population of St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4e78e4688848d68616f4a104a250f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Barth\u00e9lemy, a volcanic island fully encircled by shallow reefs, has an area of 25 square kilometres (9.7 sq mi) and a population of 9,035 (Jan. 2011 estimate). Its capital is Gustavia[citation needed], which also contains the main harbour to the island. It is the only Caribbean island which was a Swedish colony for any significant length of time; Guadeloupe was under Swedish rule only briefly at the end of the Napoleonic Wars. Symbolism from the Swedish national arms, the Three Crowns, still appears in the island's coat of arms. The language, cuisine, and culture, however, are distinctly French. The island is a popular tourist destination during the winter holiday season, especially for the rich and famous during the Christmas and new year period.", "targets": "What is the capital of St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4e78e4688848d68616f4a104a250f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Barth\u00e9lemy, a volcanic island fully encircled by shallow reefs, has an area of 25 square kilometres (9.7 sq mi) and a population of 9,035 (Jan. 2011 estimate). Its capital is Gustavia[citation needed], which also contains the main harbour to the island. It is the only Caribbean island which was a Swedish colony for any significant length of time; Guadeloupe was under Swedish rule only briefly at the end of the Napoleonic Wars. Symbolism from the Swedish national arms, the Three Crowns, still appears in the island's coat of arms. The language, cuisine, and culture, however, are distinctly French. The island is a popular tourist destination during the winter holiday season, especially for the rich and famous during the Christmas and new year period.", "targets": "What country besides France had colonies on the island for a substantial period of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d4e78e4688848d68616f4a104a250f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Saint Barth\u00e9lemy, a volcanic island fully encircled by shallow reefs, has an area of 25 square kilometres (9.7 sq mi) and a population of 9,035 (Jan. 2011 estimate). Its capital is Gustavia[citation needed], which also contains the main harbour to the island. It is the only Caribbean island which was a Swedish colony for any significant length of time; Guadeloupe was under Swedish rule only briefly at the end of the Napoleonic Wars. Symbolism from the Swedish national arms, the Three Crowns, still appears in the island's coat of arms. The language, cuisine, and culture, however, are distinctly French. The island is a popular tourist destination during the winter holiday season, especially for the rich and famous during the Christmas and new year period.", "targets": "When is the busiest time for tourism in St. Barts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c67d9a646332405ba61b4e96aa43aaa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, unrest over economic mismanagement and political oppression by the government led to widespread pro-democracy demonstrations throughout the country known as the 8888 Uprising. Security forces killed thousands of demonstrators, and General Saw Maung staged a coup d'\u00e9tat and formed the State Law and Order Restoration Council (SLORC). In 1989, SLORC declared martial law after widespread protests. The military government finalised plans for People's Assembly elections on 31 May 1989. SLORC changed the country's official English name from the \"Socialist Republic of the Union of Burma\" to the \"Union of Myanmar\" in 1989.", "targets": "What are the 1988 demonstrations in Burma called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c67d9a646332405ba61b4e96aa43aaa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, unrest over economic mismanagement and political oppression by the government led to widespread pro-democracy demonstrations throughout the country known as the 8888 Uprising. Security forces killed thousands of demonstrators, and General Saw Maung staged a coup d'\u00e9tat and formed the State Law and Order Restoration Council (SLORC). In 1989, SLORC declared martial law after widespread protests. The military government finalised plans for People's Assembly elections on 31 May 1989. SLORC changed the country's official English name from the \"Socialist Republic of the Union of Burma\" to the \"Union of Myanmar\" in 1989.", "targets": "Who lead the government coup in 1988 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c67d9a646332405ba61b4e96aa43aaa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, unrest over economic mismanagement and political oppression by the government led to widespread pro-democracy demonstrations throughout the country known as the 8888 Uprising. Security forces killed thousands of demonstrators, and General Saw Maung staged a coup d'\u00e9tat and formed the State Law and Order Restoration Council (SLORC). In 1989, SLORC declared martial law after widespread protests. The military government finalised plans for People's Assembly elections on 31 May 1989. SLORC changed the country's official English name from the \"Socialist Republic of the Union of Burma\" to the \"Union of Myanmar\" in 1989.", "targets": "Why was marshal law declared in Burma in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c67d9a646332405ba61b4e96aa43aaa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, unrest over economic mismanagement and political oppression by the government led to widespread pro-democracy demonstrations throughout the country known as the 8888 Uprising. Security forces killed thousands of demonstrators, and General Saw Maung staged a coup d'\u00e9tat and formed the State Law and Order Restoration Council (SLORC). In 1989, SLORC declared martial law after widespread protests. The military government finalised plans for People's Assembly elections on 31 May 1989. SLORC changed the country's official English name from the \"Socialist Republic of the Union of Burma\" to the \"Union of Myanmar\" in 1989.", "targets": "What was the official name of Burma changed to by the State Law and Order Restoration Council (SLORC)"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c67d9a646332405ba61b4e96aa43aaa7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1988, unrest over economic mismanagement and political oppression by the government led to widespread pro-democracy demonstrations throughout the country known as the 8888 Uprising. Security forces killed thousands of demonstrators, and General Saw Maung staged a coup d'\u00e9tat and formed the State Law and Order Restoration Council (SLORC). In 1989, SLORC declared martial law after widespread protests. The military government finalised plans for People's Assembly elections on 31 May 1989. SLORC changed the country's official English name from the \"Socialist Republic of the Union of Burma\" to the \"Union of Myanmar\" in 1989.", "targets": "Have elections been held in Burma since the military coup in 1988 ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2557ce4b056a475987ac9e9f36cf35b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASPEC was the joint proposal of AT&T Bell Laboratories, Thomson Consumer Electronics, Fraunhofer Society and CNET. It provided the highest coding efficiency.", "targets": "What was the name given to the proposal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2557ce4b056a475987ac9e9f36cf35b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASPEC was the joint proposal of AT&T Bell Laboratories, Thomson Consumer Electronics, Fraunhofer Society and CNET. It provided the highest coding efficiency.", "targets": "What did the joint proposal provide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2557ce4b056a475987ac9e9f36cf35b9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASPEC was the joint proposal of AT&T Bell Laboratories, Thomson Consumer Electronics, Fraunhofer Society and CNET. It provided the highest coding efficiency.", "targets": "Other than Thomson Consumer Electronics, Fraunhofer Society and CNET, who else was a part of the joint proposal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14cd5ddaaf540ae9944774504700815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1501, at the age of 19, he entered the University of Erfurt, which he later described as a beerhouse and whorehouse. He was made to wake at four every morning for what has been described as \"a day of rote learning and often wearying spiritual exercises.\" He received his master's degree in 1505.", "targets": "Where did Martin Luther go to school?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14cd5ddaaf540ae9944774504700815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1501, at the age of 19, he entered the University of Erfurt, which he later described as a beerhouse and whorehouse. He was made to wake at four every morning for what has been described as \"a day of rote learning and often wearying spiritual exercises.\" He received his master's degree in 1505.", "targets": "How did Luther describe the University of Erfurt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14cd5ddaaf540ae9944774504700815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1501, at the age of 19, he entered the University of Erfurt, which he later described as a beerhouse and whorehouse. He was made to wake at four every morning for what has been described as \"a day of rote learning and often wearying spiritual exercises.\" He received his master's degree in 1505.", "targets": "How early did Luther say he had to awaken every day?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14cd5ddaaf540ae9944774504700815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1501, at the age of 19, he entered the University of Erfurt, which he later described as a beerhouse and whorehouse. He was made to wake at four every morning for what has been described as \"a day of rote learning and often wearying spiritual exercises.\" He received his master's degree in 1505.", "targets": "How did Luther describe his learning at the university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b14cd5ddaaf540ae9944774504700815", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1501, at the age of 19, he entered the University of Erfurt, which he later described as a beerhouse and whorehouse. He was made to wake at four every morning for what has been described as \"a day of rote learning and often wearying spiritual exercises.\" He received his master's degree in 1505.", "targets": "In what year did Luther get his degree?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e21d0ce7be4ccd9b84528361a14d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One way of proving that a given disease is \"infectious\", is to satisfy Koch's postulates (first proposed by Robert Koch), which demands that the infectious agent be identified only in patients and not in healthy controls, and that patients who contract the agent also develop the disease. These postulates were first used in the discovery that Mycobacteria species cause tuberculosis. Koch's postulates can not be applied ethically for many human diseases because they require experimental infection of a healthy individual with a pathogen produced as a pure culture. Often, even clearly infectious diseases do not meet the infectious criteria. For example, Treponema pallidum, the causative spirochete of syphilis, cannot be cultured in vitro - however the organism can be cultured in rabbit testes. It is less clear that a pure culture comes from an animal source serving as host than it is when derived from microbes derived from plate culture. Epidemiology is another important tool used to study disease in a population. For infectious diseases it helps to determine if a disease outbreak is sporadic (occasional occurrence), endemic (regular cases often occurring in a region), epidemic (an unusually high number of cases in a region), or pandemic (a global epidemic).", "targets": "What is one way of proving that a given disease is infectious?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e21d0ce7be4ccd9b84528361a14d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One way of proving that a given disease is \"infectious\", is to satisfy Koch's postulates (first proposed by Robert Koch), which demands that the infectious agent be identified only in patients and not in healthy controls, and that patients who contract the agent also develop the disease. These postulates were first used in the discovery that Mycobacteria species cause tuberculosis. Koch's postulates can not be applied ethically for many human diseases because they require experimental infection of a healthy individual with a pathogen produced as a pure culture. Often, even clearly infectious diseases do not meet the infectious criteria. For example, Treponema pallidum, the causative spirochete of syphilis, cannot be cultured in vitro - however the organism can be cultured in rabbit testes. It is less clear that a pure culture comes from an animal source serving as host than it is when derived from microbes derived from plate culture. Epidemiology is another important tool used to study disease in a population. For infectious diseases it helps to determine if a disease outbreak is sporadic (occasional occurrence), endemic (regular cases often occurring in a region), epidemic (an unusually high number of cases in a region), or pandemic (a global epidemic).", "targets": "What must an infectious agent only be identified in to satisfy the first of Koch's postulates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e21d0ce7be4ccd9b84528361a14d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One way of proving that a given disease is \"infectious\", is to satisfy Koch's postulates (first proposed by Robert Koch), which demands that the infectious agent be identified only in patients and not in healthy controls, and that patients who contract the agent also develop the disease. These postulates were first used in the discovery that Mycobacteria species cause tuberculosis. Koch's postulates can not be applied ethically for many human diseases because they require experimental infection of a healthy individual with a pathogen produced as a pure culture. Often, even clearly infectious diseases do not meet the infectious criteria. For example, Treponema pallidum, the causative spirochete of syphilis, cannot be cultured in vitro - however the organism can be cultured in rabbit testes. It is less clear that a pure culture comes from an animal source serving as host than it is when derived from microbes derived from plate culture. Epidemiology is another important tool used to study disease in a population. For infectious diseases it helps to determine if a disease outbreak is sporadic (occasional occurrence), endemic (regular cases often occurring in a region), epidemic (an unusually high number of cases in a region), or pandemic (a global epidemic).", "targets": "What is Koch's second postulate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e21d0ce7be4ccd9b84528361a14d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One way of proving that a given disease is \"infectious\", is to satisfy Koch's postulates (first proposed by Robert Koch), which demands that the infectious agent be identified only in patients and not in healthy controls, and that patients who contract the agent also develop the disease. These postulates were first used in the discovery that Mycobacteria species cause tuberculosis. Koch's postulates can not be applied ethically for many human diseases because they require experimental infection of a healthy individual with a pathogen produced as a pure culture. Often, even clearly infectious diseases do not meet the infectious criteria. For example, Treponema pallidum, the causative spirochete of syphilis, cannot be cultured in vitro - however the organism can be cultured in rabbit testes. It is less clear that a pure culture comes from an animal source serving as host than it is when derived from microbes derived from plate culture. Epidemiology is another important tool used to study disease in a population. For infectious diseases it helps to determine if a disease outbreak is sporadic (occasional occurrence), endemic (regular cases often occurring in a region), epidemic (an unusually high number of cases in a region), or pandemic (a global epidemic).", "targets": "Why can't Koch's postulates be applied ethically for many human diseases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11e21d0ce7be4ccd9b84528361a14d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One way of proving that a given disease is \"infectious\", is to satisfy Koch's postulates (first proposed by Robert Koch), which demands that the infectious agent be identified only in patients and not in healthy controls, and that patients who contract the agent also develop the disease. These postulates were first used in the discovery that Mycobacteria species cause tuberculosis. Koch's postulates can not be applied ethically for many human diseases because they require experimental infection of a healthy individual with a pathogen produced as a pure culture. Often, even clearly infectious diseases do not meet the infectious criteria. For example, Treponema pallidum, the causative spirochete of syphilis, cannot be cultured in vitro - however the organism can be cultured in rabbit testes. It is less clear that a pure culture comes from an animal source serving as host than it is when derived from microbes derived from plate culture. Epidemiology is another important tool used to study disease in a population. For infectious diseases it helps to determine if a disease outbreak is sporadic (occasional occurrence), endemic (regular cases often occurring in a region), epidemic (an unusually high number of cases in a region), or pandemic (a global epidemic).", "targets": "What is the causative spirochete of syphilis? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4a4261103a41dfafbc95fceccc7d5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because neither Korea had a significant navy, the Korean War featured few naval battles. A skirmish between North Korea and the UN Command occurred on 2 July 1950; the U.S. Navy cruiser USS Juneau, the Royal Navy cruiser HMS Jamaica, and the frigate HMS Black Swan fought four North Korean torpedo boats and two mortar gunboats, and sank them. USS Juneau later sank several ammunition ships that had been present. The last sea battle of the Korean War occurred at Inchon, days before the Battle of Incheon; the ROK ship PC-703 sank a North Korean mine layer in the Battle of Haeju Island, near Inchon. Three other supply ships were sunk by PC-703 two days later in the Yellow Sea. Thereafter, vessels from the UN nations held undisputed control of the sea about Korea. The gun ships were used in shore bombardment, while the aircraft carriers provided air support to the ground forces.", "targets": "Why were naval skirmishes not really seen in the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4a4261103a41dfafbc95fceccc7d5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because neither Korea had a significant navy, the Korean War featured few naval battles. A skirmish between North Korea and the UN Command occurred on 2 July 1950; the U.S. Navy cruiser USS Juneau, the Royal Navy cruiser HMS Jamaica, and the frigate HMS Black Swan fought four North Korean torpedo boats and two mortar gunboats, and sank them. USS Juneau later sank several ammunition ships that had been present. The last sea battle of the Korean War occurred at Inchon, days before the Battle of Incheon; the ROK ship PC-703 sank a North Korean mine layer in the Battle of Haeju Island, near Inchon. Three other supply ships were sunk by PC-703 two days later in the Yellow Sea. Thereafter, vessels from the UN nations held undisputed control of the sea about Korea. The gun ships were used in shore bombardment, while the aircraft carriers provided air support to the ground forces.", "targets": "Who pretty much gained and maintained control of the sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4a4261103a41dfafbc95fceccc7d5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because neither Korea had a significant navy, the Korean War featured few naval battles. A skirmish between North Korea and the UN Command occurred on 2 July 1950; the U.S. Navy cruiser USS Juneau, the Royal Navy cruiser HMS Jamaica, and the frigate HMS Black Swan fought four North Korean torpedo boats and two mortar gunboats, and sank them. USS Juneau later sank several ammunition ships that had been present. The last sea battle of the Korean War occurred at Inchon, days before the Battle of Incheon; the ROK ship PC-703 sank a North Korean mine layer in the Battle of Haeju Island, near Inchon. Three other supply ships were sunk by PC-703 two days later in the Yellow Sea. Thereafter, vessels from the UN nations held undisputed control of the sea about Korea. The gun ships were used in shore bombardment, while the aircraft carriers provided air support to the ground forces.", "targets": "Who dominated any battles that may have taken place at sea?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fd4a4261103a41dfafbc95fceccc7d5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because neither Korea had a significant navy, the Korean War featured few naval battles. A skirmish between North Korea and the UN Command occurred on 2 July 1950; the U.S. Navy cruiser USS Juneau, the Royal Navy cruiser HMS Jamaica, and the frigate HMS Black Swan fought four North Korean torpedo boats and two mortar gunboats, and sank them. USS Juneau later sank several ammunition ships that had been present. The last sea battle of the Korean War occurred at Inchon, days before the Battle of Incheon; the ROK ship PC-703 sank a North Korean mine layer in the Battle of Haeju Island, near Inchon. Three other supply ships were sunk by PC-703 two days later in the Yellow Sea. Thereafter, vessels from the UN nations held undisputed control of the sea about Korea. The gun ships were used in shore bombardment, while the aircraft carriers provided air support to the ground forces.", "targets": "Where was the last sea battle of the Korean War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c26176e2094fbc88a1bb0b792f6ce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contact with European diseases such as smallpox and measles killed between 50 and 67 per cent of the Aboriginal population of North America in the first hundred years after the arrival of Europeans. Some 90 per cent of the native population near Massachusetts Bay Colony died of smallpox in an epidemic in 1617\u20131619. In 1633, in Plymouth, the Native Americans there were exposed to smallpox because of contact with Europeans. As it had done elsewhere, the virus wiped out entire population groups of Native Americans. It reached Lake Ontario in 1636, and the lands of the Iroquois by 1679. During the 1770s, smallpox killed at least 30% of the West Coast Native Americans. The 1775\u201382 North American smallpox epidemic and 1837 Great Plains smallpox epidemic brought devastation and drastic population depletion among the Plains Indians. In 1832, the federal government of the United States established a smallpox vaccination program for Native Americans (The Indian Vaccination Act of 1832).", "targets": "What percent of the Aboriginal population of North America was killed in the first hundred years after first contact by smallpox and measles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c26176e2094fbc88a1bb0b792f6ce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contact with European diseases such as smallpox and measles killed between 50 and 67 per cent of the Aboriginal population of North America in the first hundred years after the arrival of Europeans. Some 90 per cent of the native population near Massachusetts Bay Colony died of smallpox in an epidemic in 1617\u20131619. In 1633, in Plymouth, the Native Americans there were exposed to smallpox because of contact with Europeans. As it had done elsewhere, the virus wiped out entire population groups of Native Americans. It reached Lake Ontario in 1636, and the lands of the Iroquois by 1679. During the 1770s, smallpox killed at least 30% of the West Coast Native Americans. The 1775\u201382 North American smallpox epidemic and 1837 Great Plains smallpox epidemic brought devastation and drastic population depletion among the Plains Indians. In 1832, the federal government of the United States established a smallpox vaccination program for Native Americans (The Indian Vaccination Act of 1832).", "targets": "How much of the native population near Massachusetts was killed by smallpox in the epidemic between 1617 and 1619?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c26176e2094fbc88a1bb0b792f6ce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contact with European diseases such as smallpox and measles killed between 50 and 67 per cent of the Aboriginal population of North America in the first hundred years after the arrival of Europeans. Some 90 per cent of the native population near Massachusetts Bay Colony died of smallpox in an epidemic in 1617\u20131619. In 1633, in Plymouth, the Native Americans there were exposed to smallpox because of contact with Europeans. As it had done elsewhere, the virus wiped out entire population groups of Native Americans. It reached Lake Ontario in 1636, and the lands of the Iroquois by 1679. During the 1770s, smallpox killed at least 30% of the West Coast Native Americans. The 1775\u201382 North American smallpox epidemic and 1837 Great Plains smallpox epidemic brought devastation and drastic population depletion among the Plains Indians. In 1832, the federal government of the United States established a smallpox vaccination program for Native Americans (The Indian Vaccination Act of 1832).", "targets": "Who were the Native Americans exposed to smallpox because of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c26176e2094fbc88a1bb0b792f6ce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contact with European diseases such as smallpox and measles killed between 50 and 67 per cent of the Aboriginal population of North America in the first hundred years after the arrival of Europeans. Some 90 per cent of the native population near Massachusetts Bay Colony died of smallpox in an epidemic in 1617\u20131619. In 1633, in Plymouth, the Native Americans there were exposed to smallpox because of contact with Europeans. As it had done elsewhere, the virus wiped out entire population groups of Native Americans. It reached Lake Ontario in 1636, and the lands of the Iroquois by 1679. During the 1770s, smallpox killed at least 30% of the West Coast Native Americans. The 1775\u201382 North American smallpox epidemic and 1837 Great Plains smallpox epidemic brought devastation and drastic population depletion among the Plains Indians. In 1832, the federal government of the United States established a smallpox vaccination program for Native Americans (The Indian Vaccination Act of 1832).", "targets": "When did smallpox read the lands of the Iroquois?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-56c26176e2094fbc88a1bb0b792f6ce1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contact with European diseases such as smallpox and measles killed between 50 and 67 per cent of the Aboriginal population of North America in the first hundred years after the arrival of Europeans. Some 90 per cent of the native population near Massachusetts Bay Colony died of smallpox in an epidemic in 1617\u20131619. In 1633, in Plymouth, the Native Americans there were exposed to smallpox because of contact with Europeans. As it had done elsewhere, the virus wiped out entire population groups of Native Americans. It reached Lake Ontario in 1636, and the lands of the Iroquois by 1679. During the 1770s, smallpox killed at least 30% of the West Coast Native Americans. The 1775\u201382 North American smallpox epidemic and 1837 Great Plains smallpox epidemic brought devastation and drastic population depletion among the Plains Indians. In 1832, the federal government of the United States established a smallpox vaccination program for Native Americans (The Indian Vaccination Act of 1832).", "targets": "What did the Indian Vaccination Act of 1832 establish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "What publication does Michael Slezak write for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "Who was accused of being mean and cruel on American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "What singer had bad things to say about contestants on American Idol? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "What magazine does Ramin Wetoodeh write for? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "Sheryl Crow felt the show undermined art and promoted what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "Who said that American Idol has reshaped the American songbook?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "Who was accused of helping meanness thrive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10a1148ecc0a4e00974a0d9e10889c9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the later writers about the show were more positive, Michael Slezak, again of Entertainment Weekly, thought that \"for all its bloated, synthetic, product-shilling, money-making trappings, Idol provides a once-a-year chance for the average American to combat the evils of today's music business.\" Singer Sheryl Crow, who was later to act as a mentor on the show, however took the view that the show \"undermines art in every way and promotes commercialism\". Pop music critic Ann Powers nevertheless suggested that Idol has \"reshaped the American songbook\", \"led us toward a new way of viewing ourselves in relationship to mainstream popular culture\", and connects \"the classic Hollywood dream to the multicentered popular culture of the future.\" Others focused on the personalities in the show; Ramin Setoodeh of Newsweek accused judge Simon Cowell's cruel critiques in the show of helping to establish in the wider world a culture of meanness, that \"Simon Cowell has dragged the rest of us in the mud with him.\" Some such as singer John Mayer disparaged the contestants, suggesting that those who appeared on Idol are not real artists with self-respect.", "targets": "Which singer said the contestants are not real artists with self respect?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e08fb80921e4ac6be09a8f471105007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1974 (the creation of the British colony of Tuvalu) until independence, the legislative body of Tuvalu was called the House of the Assembly or Fale I Fono. Following independence in October 1978 the House of the Assembly was renamed the Parliament of Tuvalu or Palamene o Tuvalu. The unicameral Parliament has 15 members with elections held every four years. The members of parliament select the Prime Minister (who is the head of government) and the Speaker of Parliament. The ministers that form the Cabinet are appointed by the Governor General on the advice of the Prime Minister.", "targets": "When did Tuvalu acquire independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e08fb80921e4ac6be09a8f471105007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1974 (the creation of the British colony of Tuvalu) until independence, the legislative body of Tuvalu was called the House of the Assembly or Fale I Fono. Following independence in October 1978 the House of the Assembly was renamed the Parliament of Tuvalu or Palamene o Tuvalu. The unicameral Parliament has 15 members with elections held every four years. The members of parliament select the Prime Minister (who is the head of government) and the Speaker of Parliament. The ministers that form the Cabinet are appointed by the Governor General on the advice of the Prime Minister.", "targets": "What was formed in 1974?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e08fb80921e4ac6be09a8f471105007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1974 (the creation of the British colony of Tuvalu) until independence, the legislative body of Tuvalu was called the House of the Assembly or Fale I Fono. Following independence in October 1978 the House of the Assembly was renamed the Parliament of Tuvalu or Palamene o Tuvalu. The unicameral Parliament has 15 members with elections held every four years. The members of parliament select the Prime Minister (who is the head of government) and the Speaker of Parliament. The ministers that form the Cabinet are appointed by the Governor General on the advice of the Prime Minister.", "targets": "After independence, what was the Assembly on Tuvalu  named? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e08fb80921e4ac6be09a8f471105007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1974 (the creation of the British colony of Tuvalu) until independence, the legislative body of Tuvalu was called the House of the Assembly or Fale I Fono. Following independence in October 1978 the House of the Assembly was renamed the Parliament of Tuvalu or Palamene o Tuvalu. The unicameral Parliament has 15 members with elections held every four years. The members of parliament select the Prime Minister (who is the head of government) and the Speaker of Parliament. The ministers that form the Cabinet are appointed by the Governor General on the advice of the Prime Minister.", "targets": "What type of parliament does Tuvalu have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0e08fb80921e4ac6be09a8f471105007", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From 1974 (the creation of the British colony of Tuvalu) until independence, the legislative body of Tuvalu was called the House of the Assembly or Fale I Fono. Following independence in October 1978 the House of the Assembly was renamed the Parliament of Tuvalu or Palamene o Tuvalu. The unicameral Parliament has 15 members with elections held every four years. The members of parliament select the Prime Minister (who is the head of government) and the Speaker of Parliament. The ministers that form the Cabinet are appointed by the Governor General on the advice of the Prime Minister.", "targets": "In Tuvalu government, what group elect the Prime Minster?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c584ff5f29b4b96acfa9fbe6be69a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The view of the Roman Catholic Church is that Protestant denominations cannot be considered churches but rather that they are ecclesial communities or specific faith-believing communities because their ordinances and doctrines are not historically the same as the Catholic sacraments and dogmas, and the Protestant communities have no sacramental ministerial priesthood and therefore lack true apostolic succession. According to Bishop Hilarion (Alfeyev) the Eastern Orthodox Church shares the same view on the subject.", "targets": "The Roman Catholic Church considers Protestant denominations to be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c584ff5f29b4b96acfa9fbe6be69a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The view of the Roman Catholic Church is that Protestant denominations cannot be considered churches but rather that they are ecclesial communities or specific faith-believing communities because their ordinances and doctrines are not historically the same as the Catholic sacraments and dogmas, and the Protestant communities have no sacramental ministerial priesthood and therefore lack true apostolic succession. According to Bishop Hilarion (Alfeyev) the Eastern Orthodox Church shares the same view on the subject.", "targets": "What is lacking in Protestant priesthood, according to the Roman Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c584ff5f29b4b96acfa9fbe6be69a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The view of the Roman Catholic Church is that Protestant denominations cannot be considered churches but rather that they are ecclesial communities or specific faith-believing communities because their ordinances and doctrines are not historically the same as the Catholic sacraments and dogmas, and the Protestant communities have no sacramental ministerial priesthood and therefore lack true apostolic succession. According to Bishop Hilarion (Alfeyev) the Eastern Orthodox Church shares the same view on the subject.", "targets": "What does the Roman Catholic Church say is not comparable to their sacraments and dogmas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c584ff5f29b4b96acfa9fbe6be69a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The view of the Roman Catholic Church is that Protestant denominations cannot be considered churches but rather that they are ecclesial communities or specific faith-believing communities because their ordinances and doctrines are not historically the same as the Catholic sacraments and dogmas, and the Protestant communities have no sacramental ministerial priesthood and therefore lack true apostolic succession. According to Bishop Hilarion (Alfeyev) the Eastern Orthodox Church shares the same view on the subject.", "targets": "What other Church shares the Roman Catholic view on Protestant churches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4c584ff5f29b4b96acfa9fbe6be69a45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The view of the Roman Catholic Church is that Protestant denominations cannot be considered churches but rather that they are ecclesial communities or specific faith-believing communities because their ordinances and doctrines are not historically the same as the Catholic sacraments and dogmas, and the Protestant communities have no sacramental ministerial priesthood and therefore lack true apostolic succession. According to Bishop Hilarion (Alfeyev) the Eastern Orthodox Church shares the same view on the subject.", "targets": "What is lacking in Protestantism, according to the Roman Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f4a8c4620b48519ec6b5916c01336a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the literacy rate of Liberia was estimated at 60.8% (64.8% for males and 56.8% for females). In some areas primary and secondary education is free and compulsory from the ages of 6 to 16, though enforcement of attendance is lax. In other areas children are required to pay a tuition fee to attend school. On average, children attain 10 years of education (11 for boys and 8 for girls). The country's education sector is hampered by inadequate schools and supplies, as well as a lack of qualified teachers.", "targets": "What is Liberia's education system hampered by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f4a8c4620b48519ec6b5916c01336a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the literacy rate of Liberia was estimated at 60.8% (64.8% for males and 56.8% for females). In some areas primary and secondary education is free and compulsory from the ages of 6 to 16, though enforcement of attendance is lax. In other areas children are required to pay a tuition fee to attend school. On average, children attain 10 years of education (11 for boys and 8 for girls). The country's education sector is hampered by inadequate schools and supplies, as well as a lack of qualified teachers.", "targets": "On average children attain how many years of education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f4a8c4620b48519ec6b5916c01336a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the literacy rate of Liberia was estimated at 60.8% (64.8% for males and 56.8% for females). In some areas primary and secondary education is free and compulsory from the ages of 6 to 16, though enforcement of attendance is lax. In other areas children are required to pay a tuition fee to attend school. On average, children attain 10 years of education (11 for boys and 8 for girls). The country's education sector is hampered by inadequate schools and supplies, as well as a lack of qualified teachers.", "targets": "How intense is the enforcement of school attendance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88f4a8c4620b48519ec6b5916c01336a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2010, the literacy rate of Liberia was estimated at 60.8% (64.8% for males and 56.8% for females). In some areas primary and secondary education is free and compulsory from the ages of 6 to 16, though enforcement of attendance is lax. In other areas children are required to pay a tuition fee to attend school. On average, children attain 10 years of education (11 for boys and 8 for girls). The country's education sector is hampered by inadequate schools and supplies, as well as a lack of qualified teachers.", "targets": "What was the literacy rate in Liberia in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af434e72fc5c4d1db10814505c87e190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambridge Rules, first drawn up at Cambridge University in 1848, were particularly influential in the development of subsequent codes, including association football. The Cambridge Rules were written at Trinity College, Cambridge, at a meeting attended by representatives from Eton, Harrow, Rugby, Winchester and Shrewsbury schools. They were not universally adopted. During the 1850s, many clubs unconnected to schools or universities were formed throughout the English-speaking world, to play various forms of football. Some came up with their own distinct codes of rules, most notably the Sheffield Football Club, formed by former public school pupils in 1857, which led to formation of a Sheffield FA in 1867. In 1862, John Charles Thring of Uppingham School also devised an influential set of rules.", "targets": "Which rules were influential to the codes of association football?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af434e72fc5c4d1db10814505c87e190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambridge Rules, first drawn up at Cambridge University in 1848, were particularly influential in the development of subsequent codes, including association football. The Cambridge Rules were written at Trinity College, Cambridge, at a meeting attended by representatives from Eton, Harrow, Rugby, Winchester and Shrewsbury schools. They were not universally adopted. During the 1850s, many clubs unconnected to schools or universities were formed throughout the English-speaking world, to play various forms of football. Some came up with their own distinct codes of rules, most notably the Sheffield Football Club, formed by former public school pupils in 1857, which led to formation of a Sheffield FA in 1867. In 1862, John Charles Thring of Uppingham School also devised an influential set of rules.", "targets": "Which college where the Cambridge Rules written at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af434e72fc5c4d1db10814505c87e190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambridge Rules, first drawn up at Cambridge University in 1848, were particularly influential in the development of subsequent codes, including association football. The Cambridge Rules were written at Trinity College, Cambridge, at a meeting attended by representatives from Eton, Harrow, Rugby, Winchester and Shrewsbury schools. They were not universally adopted. During the 1850s, many clubs unconnected to schools or universities were formed throughout the English-speaking world, to play various forms of football. Some came up with their own distinct codes of rules, most notably the Sheffield Football Club, formed by former public school pupils in 1857, which led to formation of a Sheffield FA in 1867. In 1862, John Charles Thring of Uppingham School also devised an influential set of rules.", "targets": "In what year did John Charles Thring come up with rules that were influential?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af434e72fc5c4d1db10814505c87e190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambridge Rules, first drawn up at Cambridge University in 1848, were particularly influential in the development of subsequent codes, including association football. The Cambridge Rules were written at Trinity College, Cambridge, at a meeting attended by representatives from Eton, Harrow, Rugby, Winchester and Shrewsbury schools. They were not universally adopted. During the 1850s, many clubs unconnected to schools or universities were formed throughout the English-speaking world, to play various forms of football. Some came up with their own distinct codes of rules, most notably the Sheffield Football Club, formed by former public school pupils in 1857, which led to formation of a Sheffield FA in 1867. In 1862, John Charles Thring of Uppingham School also devised an influential set of rules.", "targets": "What year did the Sheffield FA form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af434e72fc5c4d1db10814505c87e190", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Cambridge Rules, first drawn up at Cambridge University in 1848, were particularly influential in the development of subsequent codes, including association football. The Cambridge Rules were written at Trinity College, Cambridge, at a meeting attended by representatives from Eton, Harrow, Rugby, Winchester and Shrewsbury schools. They were not universally adopted. During the 1850s, many clubs unconnected to schools or universities were formed throughout the English-speaking world, to play various forms of football. Some came up with their own distinct codes of rules, most notably the Sheffield Football Club, formed by former public school pupils in 1857, which led to formation of a Sheffield FA in 1867. In 1862, John Charles Thring of Uppingham School also devised an influential set of rules.", "targets": "What year were the Cambridge Rules first drawn up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbbe1e2a261544fe99c2ce8b9885ce35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neville Southall holds the record for the most Everton appearances, having played 751 first-team matches between 1981 and 1997, and previously held the record for the most league clean sheets during a season (15). During the 2008\u201309 season, this record was beaten by American goalkeeper Tim Howard (17). The late centre half and former captain Brian Labone comes second, having played 534 times. The longest serving player is Goalkeeper Ted Sagar who played for 23 years between 1929 and 1953, both sides of the Second World War, making a total of 495 appearances. The club's top goalscorer, with 383 goals in all competitions, is Dixie Dean; the second-highest goalscorer is Graeme Sharp with 159. Dean still holds the English national record of most goals in a season, with 60.", "targets": "What player holds the Everton Football Club record for most appearances?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbbe1e2a261544fe99c2ce8b9885ce35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neville Southall holds the record for the most Everton appearances, having played 751 first-team matches between 1981 and 1997, and previously held the record for the most league clean sheets during a season (15). During the 2008\u201309 season, this record was beaten by American goalkeeper Tim Howard (17). The late centre half and former captain Brian Labone comes second, having played 534 times. The longest serving player is Goalkeeper Ted Sagar who played for 23 years between 1929 and 1953, both sides of the Second World War, making a total of 495 appearances. The club's top goalscorer, with 383 goals in all competitions, is Dixie Dean; the second-highest goalscorer is Graeme Sharp with 159. Dean still holds the English national record of most goals in a season, with 60.", "targets": "Who currently holds the record for the most league clean sheets during a season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbbe1e2a261544fe99c2ce8b9885ce35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neville Southall holds the record for the most Everton appearances, having played 751 first-team matches between 1981 and 1997, and previously held the record for the most league clean sheets during a season (15). During the 2008\u201309 season, this record was beaten by American goalkeeper Tim Howard (17). The late centre half and former captain Brian Labone comes second, having played 534 times. The longest serving player is Goalkeeper Ted Sagar who played for 23 years between 1929 and 1953, both sides of the Second World War, making a total of 495 appearances. The club's top goalscorer, with 383 goals in all competitions, is Dixie Dean; the second-highest goalscorer is Graeme Sharp with 159. Dean still holds the English national record of most goals in a season, with 60.", "targets": "Which former captain made 534 appearances with the Everton Football Club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbbe1e2a261544fe99c2ce8b9885ce35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neville Southall holds the record for the most Everton appearances, having played 751 first-team matches between 1981 and 1997, and previously held the record for the most league clean sheets during a season (15). During the 2008\u201309 season, this record was beaten by American goalkeeper Tim Howard (17). The late centre half and former captain Brian Labone comes second, having played 534 times. The longest serving player is Goalkeeper Ted Sagar who played for 23 years between 1929 and 1953, both sides of the Second World War, making a total of 495 appearances. The club's top goalscorer, with 383 goals in all competitions, is Dixie Dean; the second-highest goalscorer is Graeme Sharp with 159. Dean still holds the English national record of most goals in a season, with 60.", "targets": "Who was the longest serving goalkeeper for the Everton FC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbbe1e2a261544fe99c2ce8b9885ce35", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Neville Southall holds the record for the most Everton appearances, having played 751 first-team matches between 1981 and 1997, and previously held the record for the most league clean sheets during a season (15). During the 2008\u201309 season, this record was beaten by American goalkeeper Tim Howard (17). The late centre half and former captain Brian Labone comes second, having played 534 times. The longest serving player is Goalkeeper Ted Sagar who played for 23 years between 1929 and 1953, both sides of the Second World War, making a total of 495 appearances. The club's top goalscorer, with 383 goals in all competitions, is Dixie Dean; the second-highest goalscorer is Graeme Sharp with 159. Dean still holds the English national record of most goals in a season, with 60.", "targets": "How many years did Ted Sagar play for the Everton Football Club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b67b249c5c1f49d7a454221e2f5001e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Comcast announced it would acquire the assets of the largest cable television operator at the time, AT&T Broadband, for US$44.5 billion. The proposed name for the merged company was \"AT&T Comcast\", but the companies ultimately decided to keep only the Comcast name. In 2002, Comcast acquired all assets of AT&T Broadband, thus making Comcast the largest cable television company in the United States with over 22 million subscribers. This also spurred the start of Comcast Advertising Sales (using AT&T's groundwork) which would later be renamed Comcast Spotlight. As part of this acquisition, Comcast also acquired the National Digital Television Center in Centennial, Colorado as a wholly owned subsidiary, which is today known as the Comcast Media Center.", "targets": "When did Comcast acquire the cable assets of AT&T Broadband?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b67b249c5c1f49d7a454221e2f5001e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Comcast announced it would acquire the assets of the largest cable television operator at the time, AT&T Broadband, for US$44.5 billion. The proposed name for the merged company was \"AT&T Comcast\", but the companies ultimately decided to keep only the Comcast name. In 2002, Comcast acquired all assets of AT&T Broadband, thus making Comcast the largest cable television company in the United States with over 22 million subscribers. This also spurred the start of Comcast Advertising Sales (using AT&T's groundwork) which would later be renamed Comcast Spotlight. As part of this acquisition, Comcast also acquired the National Digital Television Center in Centennial, Colorado as a wholly owned subsidiary, which is today known as the Comcast Media Center.", "targets": "What did Comcast pay for this subsidiary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b67b249c5c1f49d7a454221e2f5001e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Comcast announced it would acquire the assets of the largest cable television operator at the time, AT&T Broadband, for US$44.5 billion. The proposed name for the merged company was \"AT&T Comcast\", but the companies ultimately decided to keep only the Comcast name. In 2002, Comcast acquired all assets of AT&T Broadband, thus making Comcast the largest cable television company in the United States with over 22 million subscribers. This also spurred the start of Comcast Advertising Sales (using AT&T's groundwork) which would later be renamed Comcast Spotlight. As part of this acquisition, Comcast also acquired the National Digital Television Center in Centennial, Colorado as a wholly owned subsidiary, which is today known as the Comcast Media Center.", "targets": "What was the original name of AT&T Broadband and Comcast going to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b67b249c5c1f49d7a454221e2f5001e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Comcast announced it would acquire the assets of the largest cable television operator at the time, AT&T Broadband, for US$44.5 billion. The proposed name for the merged company was \"AT&T Comcast\", but the companies ultimately decided to keep only the Comcast name. In 2002, Comcast acquired all assets of AT&T Broadband, thus making Comcast the largest cable television company in the United States with over 22 million subscribers. This also spurred the start of Comcast Advertising Sales (using AT&T's groundwork) which would later be renamed Comcast Spotlight. As part of this acquisition, Comcast also acquired the National Digital Television Center in Centennial, Colorado as a wholly owned subsidiary, which is today known as the Comcast Media Center.", "targets": "When Comcast purchased AT&T Broadband, how many customers did they service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b67b249c5c1f49d7a454221e2f5001e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2001, Comcast announced it would acquire the assets of the largest cable television operator at the time, AT&T Broadband, for US$44.5 billion. The proposed name for the merged company was \"AT&T Comcast\", but the companies ultimately decided to keep only the Comcast name. In 2002, Comcast acquired all assets of AT&T Broadband, thus making Comcast the largest cable television company in the United States with over 22 million subscribers. This also spurred the start of Comcast Advertising Sales (using AT&T's groundwork) which would later be renamed Comcast Spotlight. As part of this acquisition, Comcast also acquired the National Digital Television Center in Centennial, Colorado as a wholly owned subsidiary, which is today known as the Comcast Media Center.", "targets": "Comcast's advertising and commercial production branch was called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed46ce999a0b48e49db0380e44809cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a tentative agreement on by December 1, on December 3, 2009, the parties announced that Comcast would buy a controlling 51% stake in NBCUniversal for $6.5 billion in cash and $7.3 billion in programming. GE would take over the remaining 49% stake in NBCUniversal, using $5.8 billion to buy out Vivendi's 20% minority stake in NBCUniversal. On January 18, 2011, the FCC approved the deal by a vote of 4 to 1. The sale was completed on January 28, 2011. In late December 2012, Comcast added the NBC peacock symbol to their new logo. On February 12, 2013, Comcast announced an intention to acquire the remaining 49% of General Electric's interest in NBCUniversal, which Comcast completed on March 19, 2013.", "targets": "On what date was Comcast's purchase of controlling interest in NBCUniversal reported?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed46ce999a0b48e49db0380e44809cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a tentative agreement on by December 1, on December 3, 2009, the parties announced that Comcast would buy a controlling 51% stake in NBCUniversal for $6.5 billion in cash and $7.3 billion in programming. GE would take over the remaining 49% stake in NBCUniversal, using $5.8 billion to buy out Vivendi's 20% minority stake in NBCUniversal. On January 18, 2011, the FCC approved the deal by a vote of 4 to 1. The sale was completed on January 28, 2011. In late December 2012, Comcast added the NBC peacock symbol to their new logo. On February 12, 2013, Comcast announced an intention to acquire the remaining 49% of General Electric's interest in NBCUniversal, which Comcast completed on March 19, 2013.", "targets": "What did Comcast pay for their stake in NBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed46ce999a0b48e49db0380e44809cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a tentative agreement on by December 1, on December 3, 2009, the parties announced that Comcast would buy a controlling 51% stake in NBCUniversal for $6.5 billion in cash and $7.3 billion in programming. GE would take over the remaining 49% stake in NBCUniversal, using $5.8 billion to buy out Vivendi's 20% minority stake in NBCUniversal. On January 18, 2011, the FCC approved the deal by a vote of 4 to 1. The sale was completed on January 28, 2011. In late December 2012, Comcast added the NBC peacock symbol to their new logo. On February 12, 2013, Comcast announced an intention to acquire the remaining 49% of General Electric's interest in NBCUniversal, which Comcast completed on March 19, 2013.", "targets": "How did the FCC vote approval of the Comcast-NBC deal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed46ce999a0b48e49db0380e44809cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a tentative agreement on by December 1, on December 3, 2009, the parties announced that Comcast would buy a controlling 51% stake in NBCUniversal for $6.5 billion in cash and $7.3 billion in programming. GE would take over the remaining 49% stake in NBCUniversal, using $5.8 billion to buy out Vivendi's 20% minority stake in NBCUniversal. On January 18, 2011, the FCC approved the deal by a vote of 4 to 1. The sale was completed on January 28, 2011. In late December 2012, Comcast added the NBC peacock symbol to their new logo. On February 12, 2013, Comcast announced an intention to acquire the remaining 49% of General Electric's interest in NBCUniversal, which Comcast completed on March 19, 2013.", "targets": "On what date was the sale finally completed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ed46ce999a0b48e49db0380e44809cf0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Following a tentative agreement on by December 1, on December 3, 2009, the parties announced that Comcast would buy a controlling 51% stake in NBCUniversal for $6.5 billion in cash and $7.3 billion in programming. GE would take over the remaining 49% stake in NBCUniversal, using $5.8 billion to buy out Vivendi's 20% minority stake in NBCUniversal. On January 18, 2011, the FCC approved the deal by a vote of 4 to 1. The sale was completed on January 28, 2011. In late December 2012, Comcast added the NBC peacock symbol to their new logo. On February 12, 2013, Comcast announced an intention to acquire the remaining 49% of General Electric's interest in NBCUniversal, which Comcast completed on March 19, 2013.", "targets": "On what date did Comcast buy out the remaining stake of General Electric in NBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcab8b4cf694e1a8e75dcf22ab9e76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most feature movies shown during the prime time and early overnight hours (8:00 p.m. to 2:30 a.m. Eastern Time) are presented by film historian Robert Osborne (who has been with the network since its 1994 launch, except for a five-month medical leave from July to December 2011, when guest hosts presented each night's films) on Sunday through Wednesday evenings \u2013 with Osborne only presenting primetime films on weekends \u2013 and Ben Mankiewicz presenting only late evening films on Thursdays, and the \"Silent Sunday Nights\" and \"TCM Imports\" blocks on Sundays.", "targets": "Who presents films on TCM on Wednesday nights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcab8b4cf694e1a8e75dcf22ab9e76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most feature movies shown during the prime time and early overnight hours (8:00 p.m. to 2:30 a.m. Eastern Time) are presented by film historian Robert Osborne (who has been with the network since its 1994 launch, except for a five-month medical leave from July to December 2011, when guest hosts presented each night's films) on Sunday through Wednesday evenings \u2013 with Osborne only presenting primetime films on weekends \u2013 and Ben Mankiewicz presenting only late evening films on Thursdays, and the \"Silent Sunday Nights\" and \"TCM Imports\" blocks on Sundays.", "targets": "What is Robert Osborne by profession?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcab8b4cf694e1a8e75dcf22ab9e76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most feature movies shown during the prime time and early overnight hours (8:00 p.m. to 2:30 a.m. Eastern Time) are presented by film historian Robert Osborne (who has been with the network since its 1994 launch, except for a five-month medical leave from July to December 2011, when guest hosts presented each night's films) on Sunday through Wednesday evenings \u2013 with Osborne only presenting primetime films on weekends \u2013 and Ben Mankiewicz presenting only late evening films on Thursdays, and the \"Silent Sunday Nights\" and \"TCM Imports\" blocks on Sundays.", "targets": "Why did Robert Osborne stop presenting films on TCM for several months?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcab8b4cf694e1a8e75dcf22ab9e76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most feature movies shown during the prime time and early overnight hours (8:00 p.m. to 2:30 a.m. Eastern Time) are presented by film historian Robert Osborne (who has been with the network since its 1994 launch, except for a five-month medical leave from July to December 2011, when guest hosts presented each night's films) on Sunday through Wednesday evenings \u2013 with Osborne only presenting primetime films on weekends \u2013 and Ben Mankiewicz presenting only late evening films on Thursdays, and the \"Silent Sunday Nights\" and \"TCM Imports\" blocks on Sundays.", "targets": "Who presents Silent Sunday Nights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6dcab8b4cf694e1a8e75dcf22ab9e76a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Most feature movies shown during the prime time and early overnight hours (8:00 p.m. to 2:30 a.m. Eastern Time) are presented by film historian Robert Osborne (who has been with the network since its 1994 launch, except for a five-month medical leave from July to December 2011, when guest hosts presented each night's films) on Sunday through Wednesday evenings \u2013 with Osborne only presenting primetime films on weekends \u2013 and Ben Mankiewicz presenting only late evening films on Thursdays, and the \"Silent Sunday Nights\" and \"TCM Imports\" blocks on Sundays.", "targets": "What is the time period covered by prime time and the early overnight?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f871a4dfaf644dd7a927b8811be0d25a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the oldest schools in South Africa are private church schools that were established by missionaries in the early nineteenth century. The private sector has grown ever since. After the abolition of apartheid, the laws governing private education in South Africa changed significantly. The South African Schools Act of 1996 recognises two categories of schools: \"public\" (state-controlled) and \"independent\" (which includes traditional private schools and schools which are privately governed[clarification needed].)", "targets": "What South African law recognized two types of schools?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f871a4dfaf644dd7a927b8811be0d25a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the oldest schools in South Africa are private church schools that were established by missionaries in the early nineteenth century. The private sector has grown ever since. After the abolition of apartheid, the laws governing private education in South Africa changed significantly. The South African Schools Act of 1996 recognises two categories of schools: \"public\" (state-controlled) and \"independent\" (which includes traditional private schools and schools which are privately governed[clarification needed].)", "targets": "In what year was the South African Schools Act passed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f871a4dfaf644dd7a927b8811be0d25a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the oldest schools in South Africa are private church schools that were established by missionaries in the early nineteenth century. The private sector has grown ever since. After the abolition of apartheid, the laws governing private education in South Africa changed significantly. The South African Schools Act of 1996 recognises two categories of schools: \"public\" (state-controlled) and \"independent\" (which includes traditional private schools and schools which are privately governed[clarification needed].)", "targets": "Along with public schools, what type of school was recognized under the South African Schools Act?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f871a4dfaf644dd7a927b8811be0d25a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the oldest schools in South Africa are private church schools that were established by missionaries in the early nineteenth century. The private sector has grown ever since. After the abolition of apartheid, the laws governing private education in South Africa changed significantly. The South African Schools Act of 1996 recognises two categories of schools: \"public\" (state-controlled) and \"independent\" (which includes traditional private schools and schools which are privately governed[clarification needed].)", "targets": "In South Africa, along with privately governed schools, what schools are classified as independent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f871a4dfaf644dd7a927b8811be0d25a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some of the oldest schools in South Africa are private church schools that were established by missionaries in the early nineteenth century. The private sector has grown ever since. After the abolition of apartheid, the laws governing private education in South Africa changed significantly. The South African Schools Act of 1996 recognises two categories of schools: \"public\" (state-controlled) and \"independent\" (which includes traditional private schools and schools which are privately governed[clarification needed].)", "targets": "In what century did missionaries notably establish church schools in South Africa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7215cbf5ffb94dd5886c1d16de357626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prompted by legislation in various countries mandating increased bulb efficiency, new \"hybrid\" incandescent bulbs have been introduced by Philips. The \"Halogena Energy Saver\" incandescents can produce about 23 lm/W; about 30 percent more efficient than traditional incandescents, by using a reflective capsule to reflect formerly wasted infrared radiation back to the filament from which it can be re-emitted as visible light. This concept was pioneered by Duro-Test in 1980 with a commercial product that produced 29.8 lm/W. More advanced reflectors based on interference filters or photonic crystals can theoretically result in higher efficiency, up to a limit of about 270 lm/W (40% of the maximum efficacy possible). Laboratory proof-of-concept experiments have produced as much as 45 lm/W, approaching the efficacy of compact fluorescent bulbs.", "targets": "Which company introduced hybrid incandescent bulbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7215cbf5ffb94dd5886c1d16de357626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prompted by legislation in various countries mandating increased bulb efficiency, new \"hybrid\" incandescent bulbs have been introduced by Philips. The \"Halogena Energy Saver\" incandescents can produce about 23 lm/W; about 30 percent more efficient than traditional incandescents, by using a reflective capsule to reflect formerly wasted infrared radiation back to the filament from which it can be re-emitted as visible light. This concept was pioneered by Duro-Test in 1980 with a commercial product that produced 29.8 lm/W. More advanced reflectors based on interference filters or photonic crystals can theoretically result in higher efficiency, up to a limit of about 270 lm/W (40% of the maximum efficacy possible). Laboratory proof-of-concept experiments have produced as much as 45 lm/W, approaching the efficacy of compact fluorescent bulbs.", "targets": "How much more efficient are Halogena Energy Saver bulbs compared to incandescents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7215cbf5ffb94dd5886c1d16de357626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prompted by legislation in various countries mandating increased bulb efficiency, new \"hybrid\" incandescent bulbs have been introduced by Philips. The \"Halogena Energy Saver\" incandescents can produce about 23 lm/W; about 30 percent more efficient than traditional incandescents, by using a reflective capsule to reflect formerly wasted infrared radiation back to the filament from which it can be re-emitted as visible light. This concept was pioneered by Duro-Test in 1980 with a commercial product that produced 29.8 lm/W. More advanced reflectors based on interference filters or photonic crystals can theoretically result in higher efficiency, up to a limit of about 270 lm/W (40% of the maximum efficacy possible). Laboratory proof-of-concept experiments have produced as much as 45 lm/W, approaching the efficacy of compact fluorescent bulbs.", "targets": "What company first marketed light bulbs using the reflective capsule technique to increase energy efficiency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7215cbf5ffb94dd5886c1d16de357626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prompted by legislation in various countries mandating increased bulb efficiency, new \"hybrid\" incandescent bulbs have been introduced by Philips. The \"Halogena Energy Saver\" incandescents can produce about 23 lm/W; about 30 percent more efficient than traditional incandescents, by using a reflective capsule to reflect formerly wasted infrared radiation back to the filament from which it can be re-emitted as visible light. This concept was pioneered by Duro-Test in 1980 with a commercial product that produced 29.8 lm/W. More advanced reflectors based on interference filters or photonic crystals can theoretically result in higher efficiency, up to a limit of about 270 lm/W (40% of the maximum efficacy possible). Laboratory proof-of-concept experiments have produced as much as 45 lm/W, approaching the efficacy of compact fluorescent bulbs.", "targets": "What is the theoretical maximum efficiency of reflective capsule bulbs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7215cbf5ffb94dd5886c1d16de357626", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prompted by legislation in various countries mandating increased bulb efficiency, new \"hybrid\" incandescent bulbs have been introduced by Philips. The \"Halogena Energy Saver\" incandescents can produce about 23 lm/W; about 30 percent more efficient than traditional incandescents, by using a reflective capsule to reflect formerly wasted infrared radiation back to the filament from which it can be re-emitted as visible light. This concept was pioneered by Duro-Test in 1980 with a commercial product that produced 29.8 lm/W. More advanced reflectors based on interference filters or photonic crystals can theoretically result in higher efficiency, up to a limit of about 270 lm/W (40% of the maximum efficacy possible). Laboratory proof-of-concept experiments have produced as much as 45 lm/W, approaching the efficacy of compact fluorescent bulbs.", "targets": "What is the maximum efficiency of reflective capsule bulbs as tested in labs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1014580ccbc4d5e9e983816f1997296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both languages are still largely mutually intelligible, although this relation can in some fields (such as lexicon, spelling and grammar) be asymmetric, as it is easier for Dutch speakers to understand written Afrikaans than it is for Afrikaans speakers to understand written Dutch. Afrikaans is grammatically far less complex than Dutch, and vocabulary items are generally altered in a clearly patterned manner, e.g. vogel becomes vo\u00ebl (\"bird\") and regen becomes re\u00ebn (\"rain\"). In South Africa, the number of students following Dutch at university, is difficult to estimate, since the academic study of Afrikaans inevitably includes the study of Dutch. Elsewhere in the world, the number of people learning Dutch is relatively small.", "targets": "Who has a more difficult time understanding the other's language: Dutch speakers or Afrikaans speakers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1014580ccbc4d5e9e983816f1997296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both languages are still largely mutually intelligible, although this relation can in some fields (such as lexicon, spelling and grammar) be asymmetric, as it is easier for Dutch speakers to understand written Afrikaans than it is for Afrikaans speakers to understand written Dutch. Afrikaans is grammatically far less complex than Dutch, and vocabulary items are generally altered in a clearly patterned manner, e.g. vogel becomes vo\u00ebl (\"bird\") and regen becomes re\u00ebn (\"rain\"). In South Africa, the number of students following Dutch at university, is difficult to estimate, since the academic study of Afrikaans inevitably includes the study of Dutch. Elsewhere in the world, the number of people learning Dutch is relatively small.", "targets": "Is Afrikaans more or less complex compared to Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1014580ccbc4d5e9e983816f1997296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both languages are still largely mutually intelligible, although this relation can in some fields (such as lexicon, spelling and grammar) be asymmetric, as it is easier for Dutch speakers to understand written Afrikaans than it is for Afrikaans speakers to understand written Dutch. Afrikaans is grammatically far less complex than Dutch, and vocabulary items are generally altered in a clearly patterned manner, e.g. vogel becomes vo\u00ebl (\"bird\") and regen becomes re\u00ebn (\"rain\"). In South Africa, the number of students following Dutch at university, is difficult to estimate, since the academic study of Afrikaans inevitably includes the study of Dutch. Elsewhere in the world, the number of people learning Dutch is relatively small.", "targets": "What's the Dutch word for \"bird\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1014580ccbc4d5e9e983816f1997296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both languages are still largely mutually intelligible, although this relation can in some fields (such as lexicon, spelling and grammar) be asymmetric, as it is easier for Dutch speakers to understand written Afrikaans than it is for Afrikaans speakers to understand written Dutch. Afrikaans is grammatically far less complex than Dutch, and vocabulary items are generally altered in a clearly patterned manner, e.g. vogel becomes vo\u00ebl (\"bird\") and regen becomes re\u00ebn (\"rain\"). In South Africa, the number of students following Dutch at university, is difficult to estimate, since the academic study of Afrikaans inevitably includes the study of Dutch. Elsewhere in the world, the number of people learning Dutch is relatively small.", "targets": "What is the Afrikaans word for \"rain\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e1014580ccbc4d5e9e983816f1997296", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Both languages are still largely mutually intelligible, although this relation can in some fields (such as lexicon, spelling and grammar) be asymmetric, as it is easier for Dutch speakers to understand written Afrikaans than it is for Afrikaans speakers to understand written Dutch. Afrikaans is grammatically far less complex than Dutch, and vocabulary items are generally altered in a clearly patterned manner, e.g. vogel becomes vo\u00ebl (\"bird\") and regen becomes re\u00ebn (\"rain\"). In South Africa, the number of students following Dutch at university, is difficult to estimate, since the academic study of Afrikaans inevitably includes the study of Dutch. Elsewhere in the world, the number of people learning Dutch is relatively small.", "targets": "Is it difficult or easy to estimate the number of students in South Africa who study Dutch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7479ac9c764549fcaa94e6b60dd9e2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1808, Napoleon and Czar Alexander met at the Congress of Erfurt to preserve the Russo-French alliance. The leaders had a friendly personal relationship after their first meeting at Tilsit in 1807. By 1811, however, tensions had increased and Alexander was under pressure from the Russian nobility to break off the alliance. A major strain on the relationship between the two nations became the regular violations of the Continental System by the Russians, which led Napoleon to threaten Alexander with serious consequences if he formed an alliance with Britain.", "targets": "What meeting did Napoleon and Czar Alexander participate in in 1808?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7479ac9c764549fcaa94e6b60dd9e2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1808, Napoleon and Czar Alexander met at the Congress of Erfurt to preserve the Russo-French alliance. The leaders had a friendly personal relationship after their first meeting at Tilsit in 1807. By 1811, however, tensions had increased and Alexander was under pressure from the Russian nobility to break off the alliance. A major strain on the relationship between the two nations became the regular violations of the Continental System by the Russians, which led Napoleon to threaten Alexander with serious consequences if he formed an alliance with Britain.", "targets": "In what year did the Congress of Erfurt take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7479ac9c764549fcaa94e6b60dd9e2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1808, Napoleon and Czar Alexander met at the Congress of Erfurt to preserve the Russo-French alliance. The leaders had a friendly personal relationship after their first meeting at Tilsit in 1807. By 1811, however, tensions had increased and Alexander was under pressure from the Russian nobility to break off the alliance. A major strain on the relationship between the two nations became the regular violations of the Continental System by the Russians, which led Napoleon to threaten Alexander with serious consequences if he formed an alliance with Britain.", "targets": " Where did Napoleon and Czar Alexander first meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7479ac9c764549fcaa94e6b60dd9e2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1808, Napoleon and Czar Alexander met at the Congress of Erfurt to preserve the Russo-French alliance. The leaders had a friendly personal relationship after their first meeting at Tilsit in 1807. By 1811, however, tensions had increased and Alexander was under pressure from the Russian nobility to break off the alliance. A major strain on the relationship between the two nations became the regular violations of the Continental System by the Russians, which led Napoleon to threaten Alexander with serious consequences if he formed an alliance with Britain.", "targets": "In what year did Napoleon and Czar Alexander first meet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7479ac9c764549fcaa94e6b60dd9e2c5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1808, Napoleon and Czar Alexander met at the Congress of Erfurt to preserve the Russo-French alliance. The leaders had a friendly personal relationship after their first meeting at Tilsit in 1807. By 1811, however, tensions had increased and Alexander was under pressure from the Russian nobility to break off the alliance. A major strain on the relationship between the two nations became the regular violations of the Continental System by the Russians, which led Napoleon to threaten Alexander with serious consequences if he formed an alliance with Britain.", "targets": "Violations of what Napoleonic policy by Russia led to tensions between Russia and France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7636dd6bbd04c0d9c28c2ceb71fa653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Braun and his team were sent to the United States Army's White Sands Proving Ground, located in New Mexico, in 1945. They set about assembling the captured V2s and began a program of launching them and instructing American engineers in their operation. These tests led to the first rocket to take photos from outer space, and the first two-stage rocket, the WAC Corporal-V2 combination, in 1949. The German rocket team was moved from Fort Bliss to the Army's new Redstone Arsenal, located in Huntsville, Alabama, in 1950. From here, von Braun and his team would develop the Army's first operational medium-range ballistic missile, the Redstone rocket, that would, in slightly modified versions, launch both America's first satellite, and the first piloted Mercury space missions. It became the basis for both the Jupiter and Saturn family of rockets.", "targets": "The  United States Army's White Sands Proving Ground is located where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7636dd6bbd04c0d9c28c2ceb71fa653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Braun and his team were sent to the United States Army's White Sands Proving Ground, located in New Mexico, in 1945. They set about assembling the captured V2s and began a program of launching them and instructing American engineers in their operation. These tests led to the first rocket to take photos from outer space, and the first two-stage rocket, the WAC Corporal-V2 combination, in 1949. The German rocket team was moved from Fort Bliss to the Army's new Redstone Arsenal, located in Huntsville, Alabama, in 1950. From here, von Braun and his team would develop the Army's first operational medium-range ballistic missile, the Redstone rocket, that would, in slightly modified versions, launch both America's first satellite, and the first piloted Mercury space missions. It became the basis for both the Jupiter and Saturn family of rockets.", "targets": "Von Braun and his associates were sent to  United States Army's White Sands Proving Ground in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7636dd6bbd04c0d9c28c2ceb71fa653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Braun and his team were sent to the United States Army's White Sands Proving Ground, located in New Mexico, in 1945. They set about assembling the captured V2s and began a program of launching them and instructing American engineers in their operation. These tests led to the first rocket to take photos from outer space, and the first two-stage rocket, the WAC Corporal-V2 combination, in 1949. The German rocket team was moved from Fort Bliss to the Army's new Redstone Arsenal, located in Huntsville, Alabama, in 1950. From here, von Braun and his team would develop the Army's first operational medium-range ballistic missile, the Redstone rocket, that would, in slightly modified versions, launch both America's first satellite, and the first piloted Mercury space missions. It became the basis for both the Jupiter and Saturn family of rockets.", "targets": "The first two-stage rocket was developed in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7636dd6bbd04c0d9c28c2ceb71fa653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Braun and his team were sent to the United States Army's White Sands Proving Ground, located in New Mexico, in 1945. They set about assembling the captured V2s and began a program of launching them and instructing American engineers in their operation. These tests led to the first rocket to take photos from outer space, and the first two-stage rocket, the WAC Corporal-V2 combination, in 1949. The German rocket team was moved from Fort Bliss to the Army's new Redstone Arsenal, located in Huntsville, Alabama, in 1950. From here, von Braun and his team would develop the Army's first operational medium-range ballistic missile, the Redstone rocket, that would, in slightly modified versions, launch both America's first satellite, and the first piloted Mercury space missions. It became the basis for both the Jupiter and Saturn family of rockets.", "targets": "The Army's new Redstone Arsenal is located in what city and state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d7636dd6bbd04c0d9c28c2ceb71fa653", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Braun and his team were sent to the United States Army's White Sands Proving Ground, located in New Mexico, in 1945. They set about assembling the captured V2s and began a program of launching them and instructing American engineers in their operation. These tests led to the first rocket to take photos from outer space, and the first two-stage rocket, the WAC Corporal-V2 combination, in 1949. The German rocket team was moved from Fort Bliss to the Army's new Redstone Arsenal, located in Huntsville, Alabama, in 1950. From here, von Braun and his team would develop the Army's first operational medium-range ballistic missile, the Redstone rocket, that would, in slightly modified versions, launch both America's first satellite, and the first piloted Mercury space missions. It became the basis for both the Jupiter and Saturn family of rockets.", "targets": "What year was the German rocket team moved to Alabama?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73f2edb175b14ceba731f0b321dcf177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the advent of the Industrial Revolution, Britain surged ahead of its European rivals. Demand for Indian commodities was boosted by the need to sustain the troops and the economy during the war, and by the increased availability of raw materials and efficient methods of production. As home to the revolution, Britain experienced higher standards of living. Its spiralling cycle of prosperity, demand and production had a profound influence on overseas trade. The company became the single largest player in the British global market. William Henry Pyne notes in his book The Microcosm of London (1808) that:", "targets": "what was the type of  Revolution that allowed Britian to move ahead of its European rivals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73f2edb175b14ceba731f0b321dcf177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the advent of the Industrial Revolution, Britain surged ahead of its European rivals. Demand for Indian commodities was boosted by the need to sustain the troops and the economy during the war, and by the increased availability of raw materials and efficient methods of production. As home to the revolution, Britain experienced higher standards of living. Its spiralling cycle of prosperity, demand and production had a profound influence on overseas trade. The company became the single largest player in the British global market. William Henry Pyne notes in his book The Microcosm of London (1808) that:", "targets": "What was the name of William Henry Pyne book from 1808?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73f2edb175b14ceba731f0b321dcf177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the advent of the Industrial Revolution, Britain surged ahead of its European rivals. Demand for Indian commodities was boosted by the need to sustain the troops and the economy during the war, and by the increased availability of raw materials and efficient methods of production. As home to the revolution, Britain experienced higher standards of living. Its spiralling cycle of prosperity, demand and production had a profound influence on overseas trade. The company became the single largest player in the British global market. William Henry Pyne notes in his book The Microcosm of London (1808) that:", "targets": "What became the largest player in the British global market according to William Henry Pyne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73f2edb175b14ceba731f0b321dcf177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the advent of the Industrial Revolution, Britain surged ahead of its European rivals. Demand for Indian commodities was boosted by the need to sustain the troops and the economy during the war, and by the increased availability of raw materials and efficient methods of production. As home to the revolution, Britain experienced higher standards of living. Its spiralling cycle of prosperity, demand and production had a profound influence on overseas trade. The company became the single largest player in the British global market. William Henry Pyne notes in his book The Microcosm of London (1808) that:", "targets": "What country was the home to the Industrial Revolution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73f2edb175b14ceba731f0b321dcf177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "With the advent of the Industrial Revolution, Britain surged ahead of its European rivals. Demand for Indian commodities was boosted by the need to sustain the troops and the economy during the war, and by the increased availability of raw materials and efficient methods of production. As home to the revolution, Britain experienced higher standards of living. Its spiralling cycle of prosperity, demand and production had a profound influence on overseas trade. The company became the single largest player in the British global market. William Henry Pyne notes in his book The Microcosm of London (1808) that:", "targets": "The industrial revoluntion gave raise to the access to what type of material?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa04d295821e425f8ea33f3f6b73e352", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1840s and 50s, there were attempts to overcome this problem by means of various patent valve gears with a separate, variable cutoff expansion valve riding on the back of the main slide valve; the latter usually had fixed or limited cutoff. The combined setup gave a fair approximation of the ideal events, at the expense of increased friction and wear, and the mechanism tended to be complicated. The usual compromise solution has been to provide lap by lengthening rubbing surfaces of the valve in such a way as to overlap the port on the admission side, with the effect that the exhaust side remains open for a longer period after cut-off on the admission side has occurred. This expedient has since been generally considered satisfactory for most purposes and makes possible the use of the simpler Stephenson, Joy and Walschaerts motions. Corliss, and later, poppet valve gears had separate admission and exhaust valves driven by trip mechanisms or cams profiled so as to give ideal events; most of these gears never succeeded outside of the stationary marketplace due to various other issues including leakage and more delicate mechanisms.", "targets": "Along with poppet valve gears, what type of gears utilized separate admission and exhaust valves to give ideal events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa04d295821e425f8ea33f3f6b73e352", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1840s and 50s, there were attempts to overcome this problem by means of various patent valve gears with a separate, variable cutoff expansion valve riding on the back of the main slide valve; the latter usually had fixed or limited cutoff. The combined setup gave a fair approximation of the ideal events, at the expense of increased friction and wear, and the mechanism tended to be complicated. The usual compromise solution has been to provide lap by lengthening rubbing surfaces of the valve in such a way as to overlap the port on the admission side, with the effect that the exhaust side remains open for a longer period after cut-off on the admission side has occurred. This expedient has since been generally considered satisfactory for most purposes and makes possible the use of the simpler Stephenson, Joy and Walschaerts motions. Corliss, and later, poppet valve gears had separate admission and exhaust valves driven by trip mechanisms or cams profiled so as to give ideal events; most of these gears never succeeded outside of the stationary marketplace due to various other issues including leakage and more delicate mechanisms.", "targets": "Along with Stephenson and Walschaerts, what is an example of a simple motion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa04d295821e425f8ea33f3f6b73e352", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the 1840s and 50s, there were attempts to overcome this problem by means of various patent valve gears with a separate, variable cutoff expansion valve riding on the back of the main slide valve; the latter usually had fixed or limited cutoff. The combined setup gave a fair approximation of the ideal events, at the expense of increased friction and wear, and the mechanism tended to be complicated. The usual compromise solution has been to provide lap by lengthening rubbing surfaces of the valve in such a way as to overlap the port on the admission side, with the effect that the exhaust side remains open for a longer period after cut-off on the admission side has occurred. This expedient has since been generally considered satisfactory for most purposes and makes possible the use of the simpler Stephenson, Joy and Walschaerts motions. Corliss, and later, poppet valve gears had separate admission and exhaust valves driven by trip mechanisms or cams profiled so as to give ideal events; most of these gears never succeeded outside of the stationary marketplace due to various other issues including leakage and more delicate mechanisms.", "targets": "How is lap provided by overlapping the admission side port?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6c26b158c77429e83cd601cf56585c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali society is traditionally ethnically endogamous. So to extend ties of alliance, marriage is often to another ethnic Somali from a different clan. Thus, for example, a recent study observed that in 89 marriages contracted by men of the Dhulbahante clan, 55 (62%) were with women of Dhulbahante sub-clans other than those of their husbands; 30 (33.7%) were with women of surrounding clans of other clan families (Isaaq, 28; Hawiye, 3); and 3 (4.3%) were with women of other clans of the Darod clan family (Majerteen 2, Ogaden 1).", "targets": "What practice is often used to bind different clans together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6c26b158c77429e83cd601cf56585c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali society is traditionally ethnically endogamous. So to extend ties of alliance, marriage is often to another ethnic Somali from a different clan. Thus, for example, a recent study observed that in 89 marriages contracted by men of the Dhulbahante clan, 55 (62%) were with women of Dhulbahante sub-clans other than those of their husbands; 30 (33.7%) were with women of surrounding clans of other clan families (Isaaq, 28; Hawiye, 3); and 3 (4.3%) were with women of other clans of the Darod clan family (Majerteen 2, Ogaden 1).", "targets": "According to a recent study, how many men of the Dhulbahante clan married women from the Hawiye clan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6c26b158c77429e83cd601cf56585c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali society is traditionally ethnically endogamous. So to extend ties of alliance, marriage is often to another ethnic Somali from a different clan. Thus, for example, a recent study observed that in 89 marriages contracted by men of the Dhulbahante clan, 55 (62%) were with women of Dhulbahante sub-clans other than those of their husbands; 30 (33.7%) were with women of surrounding clans of other clan families (Isaaq, 28; Hawiye, 3); and 3 (4.3%) were with women of other clans of the Darod clan family (Majerteen 2, Ogaden 1).", "targets": "According to a recent study, how many Dhulbahante men married women of a different Dhulbahante sub-clan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6c26b158c77429e83cd601cf56585c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali society is traditionally ethnically endogamous. So to extend ties of alliance, marriage is often to another ethnic Somali from a different clan. Thus, for example, a recent study observed that in 89 marriages contracted by men of the Dhulbahante clan, 55 (62%) were with women of Dhulbahante sub-clans other than those of their husbands; 30 (33.7%) were with women of surrounding clans of other clan families (Isaaq, 28; Hawiye, 3); and 3 (4.3%) were with women of other clans of the Darod clan family (Majerteen 2, Ogaden 1).", "targets": "To what clan family do the Ogaden belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6c26b158c77429e83cd601cf56585c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Somali society is traditionally ethnically endogamous. So to extend ties of alliance, marriage is often to another ethnic Somali from a different clan. Thus, for example, a recent study observed that in 89 marriages contracted by men of the Dhulbahante clan, 55 (62%) were with women of Dhulbahante sub-clans other than those of their husbands; 30 (33.7%) were with women of surrounding clans of other clan families (Isaaq, 28; Hawiye, 3); and 3 (4.3%) were with women of other clans of the Darod clan family (Majerteen 2, Ogaden 1).", "targets": "What percentage of Dhulbahante men married women of the Majerteen or Ogaden?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813180c29c1947c99a7f83c129aec5d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Works of classical repertoire often exhibit complexity in their use of orchestration, counterpoint, harmony, musical development, rhythm, phrasing, texture, and form. Whereas most popular styles are usually written in song forms, classical music is noted for its development of highly sophisticated musical forms, like the concerto, symphony, sonata, and opera.", "targets": "Works of classical repertoire exhibit what in their use of orchestration and harmony, and form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813180c29c1947c99a7f83c129aec5d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Works of classical repertoire often exhibit complexity in their use of orchestration, counterpoint, harmony, musical development, rhythm, phrasing, texture, and form. Whereas most popular styles are usually written in song forms, classical music is noted for its development of highly sophisticated musical forms, like the concerto, symphony, sonata, and opera.", "targets": "What is usually written in song forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-813180c29c1947c99a7f83c129aec5d3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Works of classical repertoire often exhibit complexity in their use of orchestration, counterpoint, harmony, musical development, rhythm, phrasing, texture, and form. Whereas most popular styles are usually written in song forms, classical music is noted for its development of highly sophisticated musical forms, like the concerto, symphony, sonata, and opera.", "targets": "The concerto, symphony, sonata and opera are examples of what type of musical forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-238a4b5d3bbd40fabc5bfb791051e4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's location was chosen, in part, for being within 11 mi (18 km) of Isaac Hunter's Tavern, a popular tavern frequented by the state legislators. No known city or town existed previously on the chosen city site. Raleigh is one of the few cities in the United States that was planned and built specifically to serve as a state capital. Its original boundaries were formed by the downtown streets of North, East, West and South streets. The plan, a grid with two main axes meeting at a central square and an additional square in each corner, was based on Thomas Holme's 1682 plan for Philadelphia.", "targets": "How many miles is the city from Isaac's Tavern?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-238a4b5d3bbd40fabc5bfb791051e4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's location was chosen, in part, for being within 11 mi (18 km) of Isaac Hunter's Tavern, a popular tavern frequented by the state legislators. No known city or town existed previously on the chosen city site. Raleigh is one of the few cities in the United States that was planned and built specifically to serve as a state capital. Its original boundaries were formed by the downtown streets of North, East, West and South streets. The plan, a grid with two main axes meeting at a central square and an additional square in each corner, was based on Thomas Holme's 1682 plan for Philadelphia.", "targets": "Why is Isaac Hunter's Tavern popular?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-238a4b5d3bbd40fabc5bfb791051e4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's location was chosen, in part, for being within 11 mi (18 km) of Isaac Hunter's Tavern, a popular tavern frequented by the state legislators. No known city or town existed previously on the chosen city site. Raleigh is one of the few cities in the United States that was planned and built specifically to serve as a state capital. Its original boundaries were formed by the downtown streets of North, East, West and South streets. The plan, a grid with two main axes meeting at a central square and an additional square in each corner, was based on Thomas Holme's 1682 plan for Philadelphia.", "targets": "What was Raleigh as a city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-238a4b5d3bbd40fabc5bfb791051e4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's location was chosen, in part, for being within 11 mi (18 km) of Isaac Hunter's Tavern, a popular tavern frequented by the state legislators. No known city or town existed previously on the chosen city site. Raleigh is one of the few cities in the United States that was planned and built specifically to serve as a state capital. Its original boundaries were formed by the downtown streets of North, East, West and South streets. The plan, a grid with two main axes meeting at a central square and an additional square in each corner, was based on Thomas Holme's 1682 plan for Philadelphia.", "targets": "What were the original boundaries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-238a4b5d3bbd40fabc5bfb791051e4e9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's location was chosen, in part, for being within 11 mi (18 km) of Isaac Hunter's Tavern, a popular tavern frequented by the state legislators. No known city or town existed previously on the chosen city site. Raleigh is one of the few cities in the United States that was planned and built specifically to serve as a state capital. Its original boundaries were formed by the downtown streets of North, East, West and South streets. The plan, a grid with two main axes meeting at a central square and an additional square in each corner, was based on Thomas Holme's 1682 plan for Philadelphia.", "targets": "What city was the plan based on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648e9097ec094292bae67683ce4bd39e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White-box testing (also known as clear box testing, glass box testing, transparent box testing and structural testing, by seeing the source code) tests internal structures or workings of a program, as opposed to the functionality exposed to the end-user. In white-box testing an internal perspective of the system, as well as programming skills, are used to design test cases. The tester chooses inputs to exercise paths through the code and determine the appropriate outputs. This is analogous to testing nodes in a circuit, e.g. in-circuit testing (ICT).", "targets": "What is another term used for White-box testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648e9097ec094292bae67683ce4bd39e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White-box testing (also known as clear box testing, glass box testing, transparent box testing and structural testing, by seeing the source code) tests internal structures or workings of a program, as opposed to the functionality exposed to the end-user. In white-box testing an internal perspective of the system, as well as programming skills, are used to design test cases. The tester chooses inputs to exercise paths through the code and determine the appropriate outputs. This is analogous to testing nodes in a circuit, e.g. in-circuit testing (ICT).", "targets": "What is involved with White-box testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-648e9097ec094292bae67683ce4bd39e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "White-box testing (also known as clear box testing, glass box testing, transparent box testing and structural testing, by seeing the source code) tests internal structures or workings of a program, as opposed to the functionality exposed to the end-user. In white-box testing an internal perspective of the system, as well as programming skills, are used to design test cases. The tester chooses inputs to exercise paths through the code and determine the appropriate outputs. This is analogous to testing nodes in a circuit, e.g. in-circuit testing (ICT).", "targets": "Which two procedures are used to design test cases in White-box testing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98dc85314e5e488b8b887eb19cabf8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt's Act was deemed a failure because it quickly became apparent that the boundaries between government control and the company's powers were nebulous and highly subjective. The government felt obliged to respond to humanitarian calls for better treatment of local peoples in British-occupied territories. Edmund Burke, a former East India Company shareholder and diplomat, was moved to address the situation and introduced a new Regulating Bill in 1783. The bill was defeated amid lobbying by company loyalists and accusations of nepotism in the bill's recommendations for the appointment of councillors.", "targets": "The name of the Act that was a failure in creating bourdaries for the Crown and the EIC for being subjective?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98dc85314e5e488b8b887eb19cabf8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt's Act was deemed a failure because it quickly became apparent that the boundaries between government control and the company's powers were nebulous and highly subjective. The government felt obliged to respond to humanitarian calls for better treatment of local peoples in British-occupied territories. Edmund Burke, a former East India Company shareholder and diplomat, was moved to address the situation and introduced a new Regulating Bill in 1783. The bill was defeated amid lobbying by company loyalists and accusations of nepotism in the bill's recommendations for the appointment of councillors.", "targets": "after the Pitt act the Crown began to focus more on _______ efforts of its people in it territories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98dc85314e5e488b8b887eb19cabf8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt's Act was deemed a failure because it quickly became apparent that the boundaries between government control and the company's powers were nebulous and highly subjective. The government felt obliged to respond to humanitarian calls for better treatment of local peoples in British-occupied territories. Edmund Burke, a former East India Company shareholder and diplomat, was moved to address the situation and introduced a new Regulating Bill in 1783. The bill was defeated amid lobbying by company loyalists and accusations of nepotism in the bill's recommendations for the appointment of councillors.", "targets": "what was the  name of the person who was once a large  shareholder in EIC and talk to the issues with with the new Regulating bill in 1793?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-98dc85314e5e488b8b887eb19cabf8f4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Pitt's Act was deemed a failure because it quickly became apparent that the boundaries between government control and the company's powers were nebulous and highly subjective. The government felt obliged to respond to humanitarian calls for better treatment of local peoples in British-occupied territories. Edmund Burke, a former East India Company shareholder and diplomat, was moved to address the situation and introduced a new Regulating Bill in 1783. The bill was defeated amid lobbying by company loyalists and accusations of nepotism in the bill's recommendations for the appointment of councillors.", "targets": "Was the new Regulating Bill of 1793 passed or defeated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df161794e2c47a798a5c536738ca4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl records do not break easily, but the soft material is easily scratched. Vinyl readily acquires a static charge, attracting dust that is difficult to remove completely. Dust and scratches cause audio clicks and pops. In extreme cases, they can cause the needle to skip over a series of grooves, or worse yet, cause the needle to skip backwards, creating a \"locked groove\" that repeats over and over. This is the origin of the phrase \"like a broken record\" or \"like a scratched record\", which is often used to describe a person or thing that continually repeats itself. Locked grooves are not uncommon and were even heard occasionally in radio broadcasts.", "targets": "What causes clicks and pops on vinyl records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df161794e2c47a798a5c536738ca4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl records do not break easily, but the soft material is easily scratched. Vinyl readily acquires a static charge, attracting dust that is difficult to remove completely. Dust and scratches cause audio clicks and pops. In extreme cases, they can cause the needle to skip over a series of grooves, or worse yet, cause the needle to skip backwards, creating a \"locked groove\" that repeats over and over. This is the origin of the phrase \"like a broken record\" or \"like a scratched record\", which is often used to describe a person or thing that continually repeats itself. Locked grooves are not uncommon and were even heard occasionally in radio broadcasts.", "targets": "What is the cause of lock grooves on vinyl records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df161794e2c47a798a5c536738ca4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl records do not break easily, but the soft material is easily scratched. Vinyl readily acquires a static charge, attracting dust that is difficult to remove completely. Dust and scratches cause audio clicks and pops. In extreme cases, they can cause the needle to skip over a series of grooves, or worse yet, cause the needle to skip backwards, creating a \"locked groove\" that repeats over and over. This is the origin of the phrase \"like a broken record\" or \"like a scratched record\", which is often used to describe a person or thing that continually repeats itself. Locked grooves are not uncommon and were even heard occasionally in radio broadcasts.", "targets": "Where does the saying \"Like a broken record\" originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df161794e2c47a798a5c536738ca4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl records do not break easily, but the soft material is easily scratched. Vinyl readily acquires a static charge, attracting dust that is difficult to remove completely. Dust and scratches cause audio clicks and pops. In extreme cases, they can cause the needle to skip over a series of grooves, or worse yet, cause the needle to skip backwards, creating a \"locked groove\" that repeats over and over. This is the origin of the phrase \"like a broken record\" or \"like a scratched record\", which is often used to describe a person or thing that continually repeats itself. Locked grooves are not uncommon and were even heard occasionally in radio broadcasts.", "targets": "How easily do vinyl records break?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7df161794e2c47a798a5c536738ca4de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Vinyl records do not break easily, but the soft material is easily scratched. Vinyl readily acquires a static charge, attracting dust that is difficult to remove completely. Dust and scratches cause audio clicks and pops. In extreme cases, they can cause the needle to skip over a series of grooves, or worse yet, cause the needle to skip backwards, creating a \"locked groove\" that repeats over and over. This is the origin of the phrase \"like a broken record\" or \"like a scratched record\", which is often used to describe a person or thing that continually repeats itself. Locked grooves are not uncommon and were even heard occasionally in radio broadcasts.", "targets": "What is a common damage to vinyl records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cad9139918b42e3a235d70a9f2c4c06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Punic War in 218 BC, the Carthaginian general Hannibal probably crossed the Alps with an army numbering 38,000 infantry, 8,000 cavalry, and 37 war elephants. This was one of the most celebrated achievements of any military force in ancient warfare, although no evidence exists of the actual crossing or the place of crossing. The Romans, however, had built roads along the mountain passes, which continued to be used through the medieval period to cross the mountains and Roman road markers can still be found on the mountain passes.", "targets": "When was the Second Punic War?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cad9139918b42e3a235d70a9f2c4c06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Punic War in 218 BC, the Carthaginian general Hannibal probably crossed the Alps with an army numbering 38,000 infantry, 8,000 cavalry, and 37 war elephants. This was one of the most celebrated achievements of any military force in ancient warfare, although no evidence exists of the actual crossing or the place of crossing. The Romans, however, had built roads along the mountain passes, which continued to be used through the medieval period to cross the mountains and Roman road markers can still be found on the mountain passes.", "targets": "Who was the Carthaginian general?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cad9139918b42e3a235d70a9f2c4c06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Punic War in 218 BC, the Carthaginian general Hannibal probably crossed the Alps with an army numbering 38,000 infantry, 8,000 cavalry, and 37 war elephants. This was one of the most celebrated achievements of any military force in ancient warfare, although no evidence exists of the actual crossing or the place of crossing. The Romans, however, had built roads along the mountain passes, which continued to be used through the medieval period to cross the mountains and Roman road markers can still be found on the mountain passes.", "targets": "What did the Romans build along the mountain passes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6cad9139918b42e3a235d70a9f2c4c06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the Second Punic War in 218 BC, the Carthaginian general Hannibal probably crossed the Alps with an army numbering 38,000 infantry, 8,000 cavalry, and 37 war elephants. This was one of the most celebrated achievements of any military force in ancient warfare, although no evidence exists of the actual crossing or the place of crossing. The Romans, however, had built roads along the mountain passes, which continued to be used through the medieval period to cross the mountains and Roman road markers can still be found on the mountain passes.", "targets": "What can still be found on the mountain passes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f793eec27cac4c9782b2a335e0dce446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A later literary standard, dating from the later 10th century, arose under the influence of Bishop \u00c6thelwold of Winchester, and was followed by such writers as the prolific \u00c6lfric of Eynsham (\"the Grammarian\"). This form of the language is known as the \"Winchester standard\", or more commonly as Late West Saxon. It is considered to represent the \"classical\" form of Old English. It retained its position of prestige until the time of the Norman Conquest, after which English ceased for a time to be of importance as a literary language.", "targets": "Who was known by the nickname \"the Grammarian\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f793eec27cac4c9782b2a335e0dce446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A later literary standard, dating from the later 10th century, arose under the influence of Bishop \u00c6thelwold of Winchester, and was followed by such writers as the prolific \u00c6lfric of Eynsham (\"the Grammarian\"). This form of the language is known as the \"Winchester standard\", or more commonly as Late West Saxon. It is considered to represent the \"classical\" form of Old English. It retained its position of prestige until the time of the Norman Conquest, after which English ceased for a time to be of importance as a literary language.", "targets": "What churchman was influential in the development of the Winchester standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f793eec27cac4c9782b2a335e0dce446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A later literary standard, dating from the later 10th century, arose under the influence of Bishop \u00c6thelwold of Winchester, and was followed by such writers as the prolific \u00c6lfric of Eynsham (\"the Grammarian\"). This form of the language is known as the \"Winchester standard\", or more commonly as Late West Saxon. It is considered to represent the \"classical\" form of Old English. It retained its position of prestige until the time of the Norman Conquest, after which English ceased for a time to be of importance as a literary language.", "targets": "In what century did the Winchester standard arise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f793eec27cac4c9782b2a335e0dce446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A later literary standard, dating from the later 10th century, arose under the influence of Bishop \u00c6thelwold of Winchester, and was followed by such writers as the prolific \u00c6lfric of Eynsham (\"the Grammarian\"). This form of the language is known as the \"Winchester standard\", or more commonly as Late West Saxon. It is considered to represent the \"classical\" form of Old English. It retained its position of prestige until the time of the Norman Conquest, after which English ceased for a time to be of importance as a literary language.", "targets": "What is another term for the Winchester standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f793eec27cac4c9782b2a335e0dce446", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A later literary standard, dating from the later 10th century, arose under the influence of Bishop \u00c6thelwold of Winchester, and was followed by such writers as the prolific \u00c6lfric of Eynsham (\"the Grammarian\"). This form of the language is known as the \"Winchester standard\", or more commonly as Late West Saxon. It is considered to represent the \"classical\" form of Old English. It retained its position of prestige until the time of the Norman Conquest, after which English ceased for a time to be of importance as a literary language.", "targets": "What event led to English temporarily losing its importance as a literary language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60aa1b7791749adbb32fd9c3e3230c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe the Wayback Machine could be interpreted as violating copyright laws. Only the content creator can decide where their content is published or duplicated, so the Archive would have to delete pages from its system upon request of the creator. The exclusion policies for the Wayback Machine may be found in the FAQ section of the site. The Wayback Machine also retroactively respects robots.txt files, i.e., pages that currently are blocked to robots on the live web temporarily will be made unavailable from the archives as well.", "targets": "What kinds of laws could the Wayback Machine be viewed as breaking in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60aa1b7791749adbb32fd9c3e3230c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe the Wayback Machine could be interpreted as violating copyright laws. Only the content creator can decide where their content is published or duplicated, so the Archive would have to delete pages from its system upon request of the creator. The exclusion policies for the Wayback Machine may be found in the FAQ section of the site. The Wayback Machine also retroactively respects robots.txt files, i.e., pages that currently are blocked to robots on the live web temporarily will be made unavailable from the archives as well.", "targets": "What would the Internet Archive have to do if requested by someone whose content is available on Wayback Machine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d60aa1b7791749adbb32fd9c3e3230c2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Europe the Wayback Machine could be interpreted as violating copyright laws. Only the content creator can decide where their content is published or duplicated, so the Archive would have to delete pages from its system upon request of the creator. The exclusion policies for the Wayback Machine may be found in the FAQ section of the site. The Wayback Machine also retroactively respects robots.txt files, i.e., pages that currently are blocked to robots on the live web temporarily will be made unavailable from the archives as well.", "targets": "In what part of the website are Wayback Machine's rules regarding removing content?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2723b01561ab4ba8b73d994f1c8257a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For at least a century before the establishment of the Augustan principate, Jews and Judaism were tolerated in Rome by diplomatic treaty with Judaea's Hellenised elite. Diaspora Jews had much in common with the overwhelmingly Hellenic or Hellenised communities that surrounded them. Early Italian synagogues have left few traces; but one was dedicated in Ostia around the mid-1st century BC and several more are attested during the Imperial period. Judaea's enrollment as a client kingdom in 63 BC increased the Jewish diaspora; in Rome, this led to closer official scrutiny of their religion. Their synagogues were recognised as legitimate collegia by Julius Caesar. By the Augustan era, the city of Rome was home to several thousand Jews. In some periods under Roman rule, Jews were legally exempt from official sacrifice, under certain conditions. Judaism was a superstitio to Cicero, but the Church Father Tertullian described it as religio licita (an officially permitted religion) in contrast to Christianity.", "targets": "What means guaranteed the Jews and Judaism in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2723b01561ab4ba8b73d994f1c8257a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For at least a century before the establishment of the Augustan principate, Jews and Judaism were tolerated in Rome by diplomatic treaty with Judaea's Hellenised elite. Diaspora Jews had much in common with the overwhelmingly Hellenic or Hellenised communities that surrounded them. Early Italian synagogues have left few traces; but one was dedicated in Ostia around the mid-1st century BC and several more are attested during the Imperial period. Judaea's enrollment as a client kingdom in 63 BC increased the Jewish diaspora; in Rome, this led to closer official scrutiny of their religion. Their synagogues were recognised as legitimate collegia by Julius Caesar. By the Augustan era, the city of Rome was home to several thousand Jews. In some periods under Roman rule, Jews were legally exempt from official sacrifice, under certain conditions. Judaism was a superstitio to Cicero, but the Church Father Tertullian described it as religio licita (an officially permitted religion) in contrast to Christianity.", "targets": "When did Judea become an allied kingdom to Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2723b01561ab4ba8b73d994f1c8257a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For at least a century before the establishment of the Augustan principate, Jews and Judaism were tolerated in Rome by diplomatic treaty with Judaea's Hellenised elite. Diaspora Jews had much in common with the overwhelmingly Hellenic or Hellenised communities that surrounded them. Early Italian synagogues have left few traces; but one was dedicated in Ostia around the mid-1st century BC and several more are attested during the Imperial period. Judaea's enrollment as a client kingdom in 63 BC increased the Jewish diaspora; in Rome, this led to closer official scrutiny of their religion. Their synagogues were recognised as legitimate collegia by Julius Caesar. By the Augustan era, the city of Rome was home to several thousand Jews. In some periods under Roman rule, Jews were legally exempt from official sacrifice, under certain conditions. Judaism was a superstitio to Cicero, but the Church Father Tertullian described it as religio licita (an officially permitted religion) in contrast to Christianity.", "targets": "What religious buildings were established in Rome in the imperial period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2723b01561ab4ba8b73d994f1c8257a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For at least a century before the establishment of the Augustan principate, Jews and Judaism were tolerated in Rome by diplomatic treaty with Judaea's Hellenised elite. Diaspora Jews had much in common with the overwhelmingly Hellenic or Hellenised communities that surrounded them. Early Italian synagogues have left few traces; but one was dedicated in Ostia around the mid-1st century BC and several more are attested during the Imperial period. Judaea's enrollment as a client kingdom in 63 BC increased the Jewish diaspora; in Rome, this led to closer official scrutiny of their religion. Their synagogues were recognised as legitimate collegia by Julius Caesar. By the Augustan era, the city of Rome was home to several thousand Jews. In some periods under Roman rule, Jews were legally exempt from official sacrifice, under certain conditions. Judaism was a superstitio to Cicero, but the Church Father Tertullian described it as religio licita (an officially permitted religion) in contrast to Christianity.", "targets": "Who recognized the Jewish synagogues as being legitimate in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2723b01561ab4ba8b73d994f1c8257a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For at least a century before the establishment of the Augustan principate, Jews and Judaism were tolerated in Rome by diplomatic treaty with Judaea's Hellenised elite. Diaspora Jews had much in common with the overwhelmingly Hellenic or Hellenised communities that surrounded them. Early Italian synagogues have left few traces; but one was dedicated in Ostia around the mid-1st century BC and several more are attested during the Imperial period. Judaea's enrollment as a client kingdom in 63 BC increased the Jewish diaspora; in Rome, this led to closer official scrutiny of their religion. Their synagogues were recognised as legitimate collegia by Julius Caesar. By the Augustan era, the city of Rome was home to several thousand Jews. In some periods under Roman rule, Jews were legally exempt from official sacrifice, under certain conditions. Judaism was a superstitio to Cicero, but the Church Father Tertullian described it as religio licita (an officially permitted religion) in contrast to Christianity.", "targets": "In contrast to what religion was Judaism acceptable in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0706fbf4bf4276984eaa26818e343d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Golden Age coincided with the Middle Ages in the Muslim world, starting with the rise of Islam and establishment of the first Islamic state in 622. The end of the age is variously given as 1258 with the Mongolian Sack of Baghdad, or 1492 with the completion of the Christian Reconquista of the Emirate of Granada in Al-Andalus, Iberian Peninsula. During the reign of the Abbasid caliph Harun ar-Rashid (786 to 809), the legendary House of Wisdom was inaugurated in Baghdad where scholars from various parts of the world sought to translate and gather all the known world's knowledge into Arabic. The Abbasids were influenced by the Quranic injunctions and hadiths, such as \"the ink of a scholar is more holy than the blood of a martyr,\" that stressed the value of knowledge. The major Islamic capital cities of Baghdad, Cairo, and C\u00f3rdoba became the main intellectual centers for science, philosophy, medicine, and education. During this period, the Muslim world was a collection of cultures; they drew together and advanced the knowledge gained from the ancient Greek, Roman, Persian, Chinese, Indian, Egyptian, and Phoenician civilizations.", "targets": "When did the Islamic Golden age start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0706fbf4bf4276984eaa26818e343d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Golden Age coincided with the Middle Ages in the Muslim world, starting with the rise of Islam and establishment of the first Islamic state in 622. The end of the age is variously given as 1258 with the Mongolian Sack of Baghdad, or 1492 with the completion of the Christian Reconquista of the Emirate of Granada in Al-Andalus, Iberian Peninsula. During the reign of the Abbasid caliph Harun ar-Rashid (786 to 809), the legendary House of Wisdom was inaugurated in Baghdad where scholars from various parts of the world sought to translate and gather all the known world's knowledge into Arabic. The Abbasids were influenced by the Quranic injunctions and hadiths, such as \"the ink of a scholar is more holy than the blood of a martyr,\" that stressed the value of knowledge. The major Islamic capital cities of Baghdad, Cairo, and C\u00f3rdoba became the main intellectual centers for science, philosophy, medicine, and education. During this period, the Muslim world was a collection of cultures; they drew together and advanced the knowledge gained from the ancient Greek, Roman, Persian, Chinese, Indian, Egyptian, and Phoenician civilizations.", "targets": "What other age occurred at the same time as the Islamic Golden Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0706fbf4bf4276984eaa26818e343d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Golden Age coincided with the Middle Ages in the Muslim world, starting with the rise of Islam and establishment of the first Islamic state in 622. The end of the age is variously given as 1258 with the Mongolian Sack of Baghdad, or 1492 with the completion of the Christian Reconquista of the Emirate of Granada in Al-Andalus, Iberian Peninsula. During the reign of the Abbasid caliph Harun ar-Rashid (786 to 809), the legendary House of Wisdom was inaugurated in Baghdad where scholars from various parts of the world sought to translate and gather all the known world's knowledge into Arabic. The Abbasids were influenced by the Quranic injunctions and hadiths, such as \"the ink of a scholar is more holy than the blood of a martyr,\" that stressed the value of knowledge. The major Islamic capital cities of Baghdad, Cairo, and C\u00f3rdoba became the main intellectual centers for science, philosophy, medicine, and education. During this period, the Muslim world was a collection of cultures; they drew together and advanced the knowledge gained from the ancient Greek, Roman, Persian, Chinese, Indian, Egyptian, and Phoenician civilizations.", "targets": "There what is the latest year for the end of the Islamic Golden Age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0706fbf4bf4276984eaa26818e343d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Golden Age coincided with the Middle Ages in the Muslim world, starting with the rise of Islam and establishment of the first Islamic state in 622. The end of the age is variously given as 1258 with the Mongolian Sack of Baghdad, or 1492 with the completion of the Christian Reconquista of the Emirate of Granada in Al-Andalus, Iberian Peninsula. During the reign of the Abbasid caliph Harun ar-Rashid (786 to 809), the legendary House of Wisdom was inaugurated in Baghdad where scholars from various parts of the world sought to translate and gather all the known world's knowledge into Arabic. The Abbasids were influenced by the Quranic injunctions and hadiths, such as \"the ink of a scholar is more holy than the blood of a martyr,\" that stressed the value of knowledge. The major Islamic capital cities of Baghdad, Cairo, and C\u00f3rdoba became the main intellectual centers for science, philosophy, medicine, and education. During this period, the Muslim world was a collection of cultures; they drew together and advanced the knowledge gained from the ancient Greek, Roman, Persian, Chinese, Indian, Egyptian, and Phoenician civilizations.", "targets": "What years did Abbasid caliph Harun ar-Rashid reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8b0706fbf4bf4276984eaa26818e343d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Islamic Golden Age coincided with the Middle Ages in the Muslim world, starting with the rise of Islam and establishment of the first Islamic state in 622. The end of the age is variously given as 1258 with the Mongolian Sack of Baghdad, or 1492 with the completion of the Christian Reconquista of the Emirate of Granada in Al-Andalus, Iberian Peninsula. During the reign of the Abbasid caliph Harun ar-Rashid (786 to 809), the legendary House of Wisdom was inaugurated in Baghdad where scholars from various parts of the world sought to translate and gather all the known world's knowledge into Arabic. The Abbasids were influenced by the Quranic injunctions and hadiths, such as \"the ink of a scholar is more holy than the blood of a martyr,\" that stressed the value of knowledge. The major Islamic capital cities of Baghdad, Cairo, and C\u00f3rdoba became the main intellectual centers for science, philosophy, medicine, and education. During this period, the Muslim world was a collection of cultures; they drew together and advanced the knowledge gained from the ancient Greek, Roman, Persian, Chinese, Indian, Egyptian, and Phoenician civilizations.", "targets": "Where was the House of Wisdom held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2ce5f74df54483ba7e3d31bc2442d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When military conflicts broke out between the Ottoman Empire and other states, Greeks usually took arms against the Empire, with few exceptions. Prior to the Greek revolution, there had been a number of wars which saw Greeks fight against the Ottomans, such as the Greek participation in the Battle of Lepanto in 1571, the Epirus peasants' revolts of 1600\u20131601, the Morean War of 1684\u20131699, and the Russian-instigated Orlov Revolt in 1770, which aimed at breaking up the Ottoman Empire in favor of Russian interests.[page needed] These uprisings were put down by the Ottomans with great bloodshed.", "targets": "The Battle of of Lepanto took place in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2ce5f74df54483ba7e3d31bc2442d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When military conflicts broke out between the Ottoman Empire and other states, Greeks usually took arms against the Empire, with few exceptions. Prior to the Greek revolution, there had been a number of wars which saw Greeks fight against the Ottomans, such as the Greek participation in the Battle of Lepanto in 1571, the Epirus peasants' revolts of 1600\u20131601, the Morean War of 1684\u20131699, and the Russian-instigated Orlov Revolt in 1770, which aimed at breaking up the Ottoman Empire in favor of Russian interests.[page needed] These uprisings were put down by the Ottomans with great bloodshed.", "targets": "The Morean War took place during which years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2ce5f74df54483ba7e3d31bc2442d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When military conflicts broke out between the Ottoman Empire and other states, Greeks usually took arms against the Empire, with few exceptions. Prior to the Greek revolution, there had been a number of wars which saw Greeks fight against the Ottomans, such as the Greek participation in the Battle of Lepanto in 1571, the Epirus peasants' revolts of 1600\u20131601, the Morean War of 1684\u20131699, and the Russian-instigated Orlov Revolt in 1770, which aimed at breaking up the Ottoman Empire in favor of Russian interests.[page needed] These uprisings were put down by the Ottomans with great bloodshed.", "targets": "The Orlov Revolt took place in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2ce5f74df54483ba7e3d31bc2442d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When military conflicts broke out between the Ottoman Empire and other states, Greeks usually took arms against the Empire, with few exceptions. Prior to the Greek revolution, there had been a number of wars which saw Greeks fight against the Ottomans, such as the Greek participation in the Battle of Lepanto in 1571, the Epirus peasants' revolts of 1600\u20131601, the Morean War of 1684\u20131699, and the Russian-instigated Orlov Revolt in 1770, which aimed at breaking up the Ottoman Empire in favor of Russian interests.[page needed] These uprisings were put down by the Ottomans with great bloodshed.", "targets": "The Orlov Revolt was for which nation's supposed benefit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8a2ce5f74df54483ba7e3d31bc2442d7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "When military conflicts broke out between the Ottoman Empire and other states, Greeks usually took arms against the Empire, with few exceptions. Prior to the Greek revolution, there had been a number of wars which saw Greeks fight against the Ottomans, such as the Greek participation in the Battle of Lepanto in 1571, the Epirus peasants' revolts of 1600\u20131601, the Morean War of 1684\u20131699, and the Russian-instigated Orlov Revolt in 1770, which aimed at breaking up the Ottoman Empire in favor of Russian interests.[page needed] These uprisings were put down by the Ottomans with great bloodshed.", "targets": "During battles of the 1600 and 1700's, the Greeks usually fought against who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "What even is the earliest known reference to immunity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "Which animal's venom did Pierre-Louis Moreau de Maupertuis work with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "Who came up with germ theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "Who discovered the Yellow Fever virus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "Who won the Nobel Prize in 1905?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "What did Robert Koch prove was the cause of infectious disease?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "What virus did Walter Reed discover?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70efafc2607f4c07bcc2a0aec66f6cec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Immunology is a science that examines the structure and function of the immune system. It originates from medicine and early studies on the causes of immunity to disease. The earliest known reference to immunity was during the plague of Athens in 430 BC. Thucydides noted that people who had recovered from a previous bout of the disease could nurse the sick without contracting the illness a second time. In the 18th century, Pierre-Louis Moreau de Maupertuis made experiments with scorpion venom and observed that certain dogs and mice were immune to this venom. This and other observations of acquired immunity were later exploited by Louis Pasteur in his development of vaccination and his proposed germ theory of disease. Pasteur's theory was in direct opposition to contemporary theories of disease, such as the miasma theory. It was not until Robert Koch's 1891 proofs, for which he was awarded a Nobel Prize in 1905, that microorganisms were confirmed as the cause of infectious disease. Viruses were confirmed as human pathogens in 1901, with the discovery of the yellow fever virus by Walter Reed.", "targets": "When was the first known historical reference to immunity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbb31229d5d44f4b85696674b6c58721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, BBC Radio 5 Live and 5 Live Sports Extra will carry the contest. The BBC will carry its own British English broadcast, with Greg Brady, Darren Fletcher and Rocky Boiman on commentary.", "targets": "What BBC radio station will carry the game in the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbb31229d5d44f4b85696674b6c58721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, BBC Radio 5 Live and 5 Live Sports Extra will carry the contest. The BBC will carry its own British English broadcast, with Greg Brady, Darren Fletcher and Rocky Boiman on commentary.", "targets": "Aside from BBC Radio 5, what radio station will broadcast the game?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbb31229d5d44f4b85696674b6c58721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, BBC Radio 5 Live and 5 Live Sports Extra will carry the contest. The BBC will carry its own British English broadcast, with Greg Brady, Darren Fletcher and Rocky Boiman on commentary.", "targets": "Who makes up the BBC commentary team with Greg Brady and Rocky Boiman?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbb31229d5d44f4b85696674b6c58721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, BBC Radio 5 Live and 5 Live Sports Extra will carry the contest. The BBC will carry its own British English broadcast, with Greg Brady, Darren Fletcher and Rocky Boiman on commentary.", "targets": "What British TV network will carry the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbb31229d5d44f4b85696674b6c58721", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the United Kingdom, BBC Radio 5 Live and 5 Live Sports Extra will carry the contest. The BBC will carry its own British English broadcast, with Greg Brady, Darren Fletcher and Rocky Boiman on commentary.", "targets": "British commentators include, Darren Fletcher, Rocky Boiman and who else?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fe35eb75a7449419cca6c1c224ee88a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (\u9214, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth.", "targets": "What kinds of growth did Kublai encourage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fe35eb75a7449419cca6c1c224ee88a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (\u9214, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth.", "targets": "What does 'Pax Mongolica' mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fe35eb75a7449419cca6c1c224ee88a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (\u9214, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth.", "targets": "Where did the Grand Canal start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fe35eb75a7449419cca6c1c224ee88a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (\u9214, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth.", "targets": "Where did Kublai extend the Grand Canal to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fe35eb75a7449419cca6c1c224ee88a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kublai Khan promoted commercial, scientific, and cultural growth. He supported the merchants of the Silk Road trade network by protecting the Mongol postal system, constructing infrastructure, providing loans that financed trade caravans, and encouraging the circulation of paper banknotes (\u9214, Chao). Pax Mongolica, Mongol peace, enabled the spread of technologies, commodities, and culture between China and the West. Kublai expanded the Grand Canal from southern China to Daidu in the north. Mongol rule was cosmopolitan under Kublai Khan. He welcomed foreign visitors to his court, such as the Venetian merchant Marco Polo, who wrote the most influential European account of Yuan China. Marco Polo's travels would later inspire many others like Christopher Columbus to chart a passage to the Far East in search of its legendary wealth.", "targets": "Who described Kublai's China to Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbfbb3f63e1f4a65b906f0aa75411ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of housing stock, the authority is one of few authorities to see the proportion of detached homes rise in the 2010 Census (to 7.8%), in this instance this was coupled with a similar rise in flats and waterside apartments to 25.6%, and the proportion of converted or shared houses in 2011 renders this dwelling type within the highest of the five colour-coded brackets at 5.9%, and on a par with Oxford and Reading, greater than Manchester and Liverpool and below a handful of historic densely occupied, arguably overinflated markets in the local authorities: Harrogate, Cheltenham, Bath, inner London, Hastings, Brighton and Tunbridge Wells.", "targets": "What proportion did detached homes rise in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbfbb3f63e1f4a65b906f0aa75411ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of housing stock, the authority is one of few authorities to see the proportion of detached homes rise in the 2010 Census (to 7.8%), in this instance this was coupled with a similar rise in flats and waterside apartments to 25.6%, and the proportion of converted or shared houses in 2011 renders this dwelling type within the highest of the five colour-coded brackets at 5.9%, and on a par with Oxford and Reading, greater than Manchester and Liverpool and below a handful of historic densely occupied, arguably overinflated markets in the local authorities: Harrogate, Cheltenham, Bath, inner London, Hastings, Brighton and Tunbridge Wells.", "targets": "Where does the proportion of shared and converted houses in 2011 put this dwelling type in the color-coded brackets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbfbb3f63e1f4a65b906f0aa75411ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of housing stock, the authority is one of few authorities to see the proportion of detached homes rise in the 2010 Census (to 7.8%), in this instance this was coupled with a similar rise in flats and waterside apartments to 25.6%, and the proportion of converted or shared houses in 2011 renders this dwelling type within the highest of the five colour-coded brackets at 5.9%, and on a par with Oxford and Reading, greater than Manchester and Liverpool and below a handful of historic densely occupied, arguably overinflated markets in the local authorities: Harrogate, Cheltenham, Bath, inner London, Hastings, Brighton and Tunbridge Wells.", "targets": "What type of markets is the dwelling type below?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbfbb3f63e1f4a65b906f0aa75411ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of housing stock, the authority is one of few authorities to see the proportion of detached homes rise in the 2010 Census (to 7.8%), in this instance this was coupled with a similar rise in flats and waterside apartments to 25.6%, and the proportion of converted or shared houses in 2011 renders this dwelling type within the highest of the five colour-coded brackets at 5.9%, and on a par with Oxford and Reading, greater than Manchester and Liverpool and below a handful of historic densely occupied, arguably overinflated markets in the local authorities: Harrogate, Cheltenham, Bath, inner London, Hastings, Brighton and Tunbridge Wells.", "targets": "Harrogate market is in the local what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbfbb3f63e1f4a65b906f0aa75411ed5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In terms of housing stock, the authority is one of few authorities to see the proportion of detached homes rise in the 2010 Census (to 7.8%), in this instance this was coupled with a similar rise in flats and waterside apartments to 25.6%, and the proportion of converted or shared houses in 2011 renders this dwelling type within the highest of the five colour-coded brackets at 5.9%, and on a par with Oxford and Reading, greater than Manchester and Liverpool and below a handful of historic densely occupied, arguably overinflated markets in the local authorities: Harrogate, Cheltenham, Bath, inner London, Hastings, Brighton and Tunbridge Wells.", "targets": "What market other than Harrogate, Cheltenham, Bath, inner London, Hastings and Brighton is overinflated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e2fcf834f74d339cfa246361164dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holt increased Australian commitment to the growing War in Vietnam, which met with some public opposition. His government oversaw conversion to decimal currency. Holt faced Britain's withdrawal from Asia by visiting and hosting many Asian leaders and by expanding ties to the United States, hosting the first visit to Australia by an American president, his friend Lyndon B. Johnson. Holt's government introduced the Migration Act 1966, which effectively dismantled the White Australia Policy and increased access to non-European migrants, including refugees fleeing the Vietnam War. Holt also called the 1967 Referendum which removed the discriminatory clause in the Australian Constitution which excluded Aboriginal Australians from being counted in the census \u2013 the referendum was one of the few to be overwhelmingly endorsed by the Australian electorate (over 90% voted 'yes'). By the end of 1967, the Liberals' initially popular support for the war in Vietnam was causing increasing public protest.", "targets": "Government under whom experienced the conversion to decimal currency?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e2fcf834f74d339cfa246361164dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holt increased Australian commitment to the growing War in Vietnam, which met with some public opposition. His government oversaw conversion to decimal currency. Holt faced Britain's withdrawal from Asia by visiting and hosting many Asian leaders and by expanding ties to the United States, hosting the first visit to Australia by an American president, his friend Lyndon B. Johnson. Holt's government introduced the Migration Act 1966, which effectively dismantled the White Australia Policy and increased access to non-European migrants, including refugees fleeing the Vietnam War. Holt also called the 1967 Referendum which removed the discriminatory clause in the Australian Constitution which excluded Aboriginal Australians from being counted in the census \u2013 the referendum was one of the few to be overwhelmingly endorsed by the Australian electorate (over 90% voted 'yes'). By the end of 1967, the Liberals' initially popular support for the war in Vietnam was causing increasing public protest.", "targets": "Which of Holt's stances received some public opposition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e2fcf834f74d339cfa246361164dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holt increased Australian commitment to the growing War in Vietnam, which met with some public opposition. His government oversaw conversion to decimal currency. Holt faced Britain's withdrawal from Asia by visiting and hosting many Asian leaders and by expanding ties to the United States, hosting the first visit to Australia by an American president, his friend Lyndon B. Johnson. Holt's government introduced the Migration Act 1966, which effectively dismantled the White Australia Policy and increased access to non-European migrants, including refugees fleeing the Vietnam War. Holt also called the 1967 Referendum which removed the discriminatory clause in the Australian Constitution which excluded Aboriginal Australians from being counted in the census \u2013 the referendum was one of the few to be overwhelmingly endorsed by the Australian electorate (over 90% voted 'yes'). By the end of 1967, the Liberals' initially popular support for the war in Vietnam was causing increasing public protest.", "targets": "Which Referendum allowed Indigenous Australians to be counted in the Census?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-24e2fcf834f74d339cfa246361164dfa", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Holt increased Australian commitment to the growing War in Vietnam, which met with some public opposition. His government oversaw conversion to decimal currency. Holt faced Britain's withdrawal from Asia by visiting and hosting many Asian leaders and by expanding ties to the United States, hosting the first visit to Australia by an American president, his friend Lyndon B. Johnson. Holt's government introduced the Migration Act 1966, which effectively dismantled the White Australia Policy and increased access to non-European migrants, including refugees fleeing the Vietnam War. Holt also called the 1967 Referendum which removed the discriminatory clause in the Australian Constitution which excluded Aboriginal Australians from being counted in the census \u2013 the referendum was one of the few to be overwhelmingly endorsed by the Australian electorate (over 90% voted 'yes'). By the end of 1967, the Liberals' initially popular support for the war in Vietnam was causing increasing public protest.", "targets": "What overhelming percent of Australians voted for the 1967 Referendum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13efc2209ff14bec86d34fa8b006380b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hans Bielenstein writes that as far back as the Han dynasty (202 BCE\u2013220 CE), the Han Chinese government \"maintained the fiction\" that the foreign officials administering the various \"Dependent States\" and oasis city-states of the Western Regions (composed of the Tarim Basin and oasis of Turpan) were true Han representatives due to the Han government's conferral of Chinese seals and seal cords to them.", "targets": "What was the western regions composed of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-13efc2209ff14bec86d34fa8b006380b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hans Bielenstein writes that as far back as the Han dynasty (202 BCE\u2013220 CE), the Han Chinese government \"maintained the fiction\" that the foreign officials administering the various \"Dependent States\" and oasis city-states of the Western Regions (composed of the Tarim Basin and oasis of Turpan) were true Han representatives due to the Han government's conferral of Chinese seals and seal cords to them.", "targets": "Who believed that they were the true Han Western representatives? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e9de4b764b4c7d8f536892e19a542f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 10th century progressed, the Khazars were no longer able to command tribute from the Volga Bulgars, and their relationship with the Byzantines deteriorated, as Byzantium increasingly allied with the Pechenegs against them. The Pechenegs were thus secure to raid the lands of the Khazars from their base between the Volga and Don rivers, allowing them to expand to the west. Rus' relations with the Pechenegs were complex, as the groups alternately formed alliances with and against one another. The Pechenegs were nomads roaming the steppe raising livestock which they traded with the Rus' for agricultural goods and other products. The lucrative Rus' trade with the Byzantine Empire had to pass through Pecheneg-controlled territory, so the need for generally peaceful relations was essential. Nevertheless, while the Primary Chronicle reports the Pechenegs entering Rus' territory in 915 and then making peace, they were waging war with one another again in 920. Pechenegs are reported assisting the Rus' in later campaigns against the Byzantines, yet allied with the Byzantines against the Rus' at other times.", "targets": "Around what time did the Khazars unable to no longer command tribute from Volga?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e9de4b764b4c7d8f536892e19a542f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 10th century progressed, the Khazars were no longer able to command tribute from the Volga Bulgars, and their relationship with the Byzantines deteriorated, as Byzantium increasingly allied with the Pechenegs against them. The Pechenegs were thus secure to raid the lands of the Khazars from their base between the Volga and Don rivers, allowing them to expand to the west. Rus' relations with the Pechenegs were complex, as the groups alternately formed alliances with and against one another. The Pechenegs were nomads roaming the steppe raising livestock which they traded with the Rus' for agricultural goods and other products. The lucrative Rus' trade with the Byzantine Empire had to pass through Pecheneg-controlled territory, so the need for generally peaceful relations was essential. Nevertheless, while the Primary Chronicle reports the Pechenegs entering Rus' territory in 915 and then making peace, they were waging war with one another again in 920. Pechenegs are reported assisting the Rus' in later campaigns against the Byzantines, yet allied with the Byzantines against the Rus' at other times.", "targets": "Who did the Byzantium ally with against the Khazar's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e9de4b764b4c7d8f536892e19a542f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the 10th century progressed, the Khazars were no longer able to command tribute from the Volga Bulgars, and their relationship with the Byzantines deteriorated, as Byzantium increasingly allied with the Pechenegs against them. The Pechenegs were thus secure to raid the lands of the Khazars from their base between the Volga and Don rivers, allowing them to expand to the west. Rus' relations with the Pechenegs were complex, as the groups alternately formed alliances with and against one another. The Pechenegs were nomads roaming the steppe raising livestock which they traded with the Rus' for agricultural goods and other products. The lucrative Rus' trade with the Byzantine Empire had to pass through Pecheneg-controlled territory, so the need for generally peaceful relations was essential. Nevertheless, while the Primary Chronicle reports the Pechenegs entering Rus' territory in 915 and then making peace, they were waging war with one another again in 920. Pechenegs are reported assisting the Rus' in later campaigns against the Byzantines, yet allied with the Byzantines against the Rus' at other times.", "targets": "What did the Pechenges trade with the Rus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ee3790f46c4143814e6edccd3c2c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo was worshipped as Actiacus (/\u00e6k\u02c8ta\u026a.\u0259k\u0259s/ ak-TY-\u0259-k\u0259s; \u1f0c\u03ba\u03c4\u03b9\u03b1\u03ba\u03cc\u03c2, Aktiakos, literally \"Actian\"), Delphinius (/d\u025bl\u02c8f\u026ani\u0259s/ del-FIN-ee-\u0259s; \u0394\u03b5\u03bb\u03c6\u03af\u03bd\u03b9\u03bf\u03c2, Delphinios, literally \"Delphic\"), and Pythius (/\u02c8p\u026a\u03b8i\u0259s/ PITH-ee-\u0259s; \u03a0\u03cd\u03b8\u03b9\u03bf\u03c2, Puthios, from \u03a0\u03c5\u03b8\u03ce, Pyth\u014d, the area around Delphi), after Actium (\u1f0c\u03ba\u03c4\u03b9\u03bf\u03bd) and Delphi (\u0394\u03b5\u03bb\u03c6\u03bf\u03af) respectively, two of his principal places of worship. An etiology in the Homeric hymns associated the epithet \"Delphinius\" with dolphins. He was worshipped as Acraephius (/\u0259\u02c8kri\u02d0fi\u0259s/ \u0259-KREE-fee-\u0259s; \u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03b9\u03bf\u03c2,[clarification needed] Akraiphios, literally \"Acraephian\") or Acraephiaeus (/\u0259\u02cckri\u02d0fi\u02c8i\u02d0\u0259s/ \u0259-KREE-fee-EE-\u0259s; \u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03b9\u03b1\u03af\u03bf\u03c2, Akraiphiaios, literally \"Acraephian\") in the Boeotian town of Acraephia (\u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03af\u03b1), reputedly founded by his son Acraepheus; and as Smintheus (/\u02c8sm\u026an\u03b8ju\u02d0s/ SMIN-thews; \u03a3\u03bc\u03b9\u03bd\u03b8\u03b5\u03cd\u03c2, Smintheus, \"Sminthian\"\u2014that is, \"of the town of Sminthos or Sminthe\") near the Troad town of Hamaxitus. The epithet \"Smintheus\" has historically been confused with \u03c3\u03bc\u03af\u03bd\u03b8\u03bf\u03c2, \"mouse\", in association with Apollo's role as a god of disease. For this he was also known as Parnopius (/p\u0251\u02d0r\u02c8no\u028api\u0259s/ par-NOH-pee-\u0259s; \u03a0\u03b1\u03c1\u03bd\u03cc\u03c0\u03b9\u03bf\u03c2, Parnopios, from \u03c0\u03ac\u03c1\u03bd\u03bf\u03c8, \"locust\") and to the Romans as Culicarius (/\u02cckju\u02d0l\u1d7b\u02c8k\u00e6ri\u0259s/ KEW-li-KARR-ee-\u0259s; from Latin culic\u0101rius, \"of midges\").", "targets": "The epithet Delphinius is associated with what animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ee3790f46c4143814e6edccd3c2c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo was worshipped as Actiacus (/\u00e6k\u02c8ta\u026a.\u0259k\u0259s/ ak-TY-\u0259-k\u0259s; \u1f0c\u03ba\u03c4\u03b9\u03b1\u03ba\u03cc\u03c2, Aktiakos, literally \"Actian\"), Delphinius (/d\u025bl\u02c8f\u026ani\u0259s/ del-FIN-ee-\u0259s; \u0394\u03b5\u03bb\u03c6\u03af\u03bd\u03b9\u03bf\u03c2, Delphinios, literally \"Delphic\"), and Pythius (/\u02c8p\u026a\u03b8i\u0259s/ PITH-ee-\u0259s; \u03a0\u03cd\u03b8\u03b9\u03bf\u03c2, Puthios, from \u03a0\u03c5\u03b8\u03ce, Pyth\u014d, the area around Delphi), after Actium (\u1f0c\u03ba\u03c4\u03b9\u03bf\u03bd) and Delphi (\u0394\u03b5\u03bb\u03c6\u03bf\u03af) respectively, two of his principal places of worship. An etiology in the Homeric hymns associated the epithet \"Delphinius\" with dolphins. He was worshipped as Acraephius (/\u0259\u02c8kri\u02d0fi\u0259s/ \u0259-KREE-fee-\u0259s; \u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03b9\u03bf\u03c2,[clarification needed] Akraiphios, literally \"Acraephian\") or Acraephiaeus (/\u0259\u02cckri\u02d0fi\u02c8i\u02d0\u0259s/ \u0259-KREE-fee-EE-\u0259s; \u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03b9\u03b1\u03af\u03bf\u03c2, Akraiphiaios, literally \"Acraephian\") in the Boeotian town of Acraephia (\u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03af\u03b1), reputedly founded by his son Acraepheus; and as Smintheus (/\u02c8sm\u026an\u03b8ju\u02d0s/ SMIN-thews; \u03a3\u03bc\u03b9\u03bd\u03b8\u03b5\u03cd\u03c2, Smintheus, \"Sminthian\"\u2014that is, \"of the town of Sminthos or Sminthe\") near the Troad town of Hamaxitus. The epithet \"Smintheus\" has historically been confused with \u03c3\u03bc\u03af\u03bd\u03b8\u03bf\u03c2, \"mouse\", in association with Apollo's role as a god of disease. For this he was also known as Parnopius (/p\u0251\u02d0r\u02c8no\u028api\u0259s/ par-NOH-pee-\u0259s; \u03a0\u03b1\u03c1\u03bd\u03cc\u03c0\u03b9\u03bf\u03c2, Parnopios, from \u03c0\u03ac\u03c1\u03bd\u03bf\u03c8, \"locust\") and to the Romans as Culicarius (/\u02cckju\u02d0l\u1d7b\u02c8k\u00e6ri\u0259s/ KEW-li-KARR-ee-\u0259s; from Latin culic\u0101rius, \"of midges\").", "targets": "Who is Apollo's son?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d5ee3790f46c4143814e6edccd3c2c82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo was worshipped as Actiacus (/\u00e6k\u02c8ta\u026a.\u0259k\u0259s/ ak-TY-\u0259-k\u0259s; \u1f0c\u03ba\u03c4\u03b9\u03b1\u03ba\u03cc\u03c2, Aktiakos, literally \"Actian\"), Delphinius (/d\u025bl\u02c8f\u026ani\u0259s/ del-FIN-ee-\u0259s; \u0394\u03b5\u03bb\u03c6\u03af\u03bd\u03b9\u03bf\u03c2, Delphinios, literally \"Delphic\"), and Pythius (/\u02c8p\u026a\u03b8i\u0259s/ PITH-ee-\u0259s; \u03a0\u03cd\u03b8\u03b9\u03bf\u03c2, Puthios, from \u03a0\u03c5\u03b8\u03ce, Pyth\u014d, the area around Delphi), after Actium (\u1f0c\u03ba\u03c4\u03b9\u03bf\u03bd) and Delphi (\u0394\u03b5\u03bb\u03c6\u03bf\u03af) respectively, two of his principal places of worship. An etiology in the Homeric hymns associated the epithet \"Delphinius\" with dolphins. He was worshipped as Acraephius (/\u0259\u02c8kri\u02d0fi\u0259s/ \u0259-KREE-fee-\u0259s; \u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03b9\u03bf\u03c2,[clarification needed] Akraiphios, literally \"Acraephian\") or Acraephiaeus (/\u0259\u02cckri\u02d0fi\u02c8i\u02d0\u0259s/ \u0259-KREE-fee-EE-\u0259s; \u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03b9\u03b1\u03af\u03bf\u03c2, Akraiphiaios, literally \"Acraephian\") in the Boeotian town of Acraephia (\u1f08\u03ba\u03c1\u03b1\u03b9\u03c6\u03af\u03b1), reputedly founded by his son Acraepheus; and as Smintheus (/\u02c8sm\u026an\u03b8ju\u02d0s/ SMIN-thews; \u03a3\u03bc\u03b9\u03bd\u03b8\u03b5\u03cd\u03c2, Smintheus, \"Sminthian\"\u2014that is, \"of the town of Sminthos or Sminthe\") near the Troad town of Hamaxitus. The epithet \"Smintheus\" has historically been confused with \u03c3\u03bc\u03af\u03bd\u03b8\u03bf\u03c2, \"mouse\", in association with Apollo's role as a god of disease. For this he was also known as Parnopius (/p\u0251\u02d0r\u02c8no\u028api\u0259s/ par-NOH-pee-\u0259s; \u03a0\u03b1\u03c1\u03bd\u03cc\u03c0\u03b9\u03bf\u03c2, Parnopios, from \u03c0\u03ac\u03c1\u03bd\u03bf\u03c8, \"locust\") and to the Romans as Culicarius (/\u02cckju\u02d0l\u1d7b\u02c8k\u00e6ri\u0259s/ KEW-li-KARR-ee-\u0259s; from Latin culic\u0101rius, \"of midges\").", "targets": "What epithet has historically been confused with \"mouse?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502d11a0075a459792065a6cc6802c30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downstream operations, which now also includes the chemicals business, generates a third of Shell's profits worldwide and is known for its global network of more than 40,000 petrol stations and its 47 oil refineries. The downstream business, which in some countries also included oil refining, generally included a retail petrol station network, lubricants manufacture and marketing, industrial fuel and lubricants sales and a host of other product/market sectors such as LPG and bitumen. The practice in Shell was that these businesses were essentially local and that they were best managed by local \"operating companies\" \u2013 often with middle and senior management reinforced by expatriates. In the 1990s, this paradigm began to change, and the independence of operating companies around the world was gradually reduced. Today, virtually all of Shell's operations in various businesses are much more directly managed from London and The Hague. The autonomy of \"operating companies\" has been largely removed, as more \"global businesses\" have been created.", "targets": "Downstream operations currently includes what type of business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502d11a0075a459792065a6cc6802c30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downstream operations, which now also includes the chemicals business, generates a third of Shell's profits worldwide and is known for its global network of more than 40,000 petrol stations and its 47 oil refineries. The downstream business, which in some countries also included oil refining, generally included a retail petrol station network, lubricants manufacture and marketing, industrial fuel and lubricants sales and a host of other product/market sectors such as LPG and bitumen. The practice in Shell was that these businesses were essentially local and that they were best managed by local \"operating companies\" \u2013 often with middle and senior management reinforced by expatriates. In the 1990s, this paradigm began to change, and the independence of operating companies around the world was gradually reduced. Today, virtually all of Shell's operations in various businesses are much more directly managed from London and The Hague. The autonomy of \"operating companies\" has been largely removed, as more \"global businesses\" have been created.", "targets": "Downstream operations produces what percent of Shell's profits worldwide?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502d11a0075a459792065a6cc6802c30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downstream operations, which now also includes the chemicals business, generates a third of Shell's profits worldwide and is known for its global network of more than 40,000 petrol stations and its 47 oil refineries. The downstream business, which in some countries also included oil refining, generally included a retail petrol station network, lubricants manufacture and marketing, industrial fuel and lubricants sales and a host of other product/market sectors such as LPG and bitumen. The practice in Shell was that these businesses were essentially local and that they were best managed by local \"operating companies\" \u2013 often with middle and senior management reinforced by expatriates. In the 1990s, this paradigm began to change, and the independence of operating companies around the world was gradually reduced. Today, virtually all of Shell's operations in various businesses are much more directly managed from London and The Hague. The autonomy of \"operating companies\" has been largely removed, as more \"global businesses\" have been created.", "targets": "How many petrol stationsare included in Shell's downstream operations global network?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502d11a0075a459792065a6cc6802c30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downstream operations, which now also includes the chemicals business, generates a third of Shell's profits worldwide and is known for its global network of more than 40,000 petrol stations and its 47 oil refineries. The downstream business, which in some countries also included oil refining, generally included a retail petrol station network, lubricants manufacture and marketing, industrial fuel and lubricants sales and a host of other product/market sectors such as LPG and bitumen. The practice in Shell was that these businesses were essentially local and that they were best managed by local \"operating companies\" \u2013 often with middle and senior management reinforced by expatriates. In the 1990s, this paradigm began to change, and the independence of operating companies around the world was gradually reduced. Today, virtually all of Shell's operations in various businesses are much more directly managed from London and The Hague. The autonomy of \"operating companies\" has been largely removed, as more \"global businesses\" have been created.", "targets": "Prior to the 1990s, Shell's downstream businesses were essentially considered what kind of businesses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-502d11a0075a459792065a6cc6802c30", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Downstream operations, which now also includes the chemicals business, generates a third of Shell's profits worldwide and is known for its global network of more than 40,000 petrol stations and its 47 oil refineries. The downstream business, which in some countries also included oil refining, generally included a retail petrol station network, lubricants manufacture and marketing, industrial fuel and lubricants sales and a host of other product/market sectors such as LPG and bitumen. The practice in Shell was that these businesses were essentially local and that they were best managed by local \"operating companies\" \u2013 often with middle and senior management reinforced by expatriates. In the 1990s, this paradigm began to change, and the independence of operating companies around the world was gradually reduced. Today, virtually all of Shell's operations in various businesses are much more directly managed from London and The Hague. The autonomy of \"operating companies\" has been largely removed, as more \"global businesses\" have been created.", "targets": "In what way did the business paradigm of Shell's downstream operations begin to change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e898cdf815be4d04a4f82714914d5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the turn of the 20th century, fears had begun to grow in Britain that it would no longer be able to defend the metropole and the entirety of the empire while at the same time maintaining the policy of \"splendid isolation\". Germany was rapidly rising as a military and industrial power and was now seen as the most likely opponent in any future war. Recognising that it was overstretched in the Pacific and threatened at home by the Imperial German Navy, Britain formed an alliance with Japan in 1902 and with its old enemies France and Russia in 1904 and 1907, respectively.", "targets": "Which country seemed like Britain's most likely threat in the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e898cdf815be4d04a4f82714914d5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the turn of the 20th century, fears had begun to grow in Britain that it would no longer be able to defend the metropole and the entirety of the empire while at the same time maintaining the policy of \"splendid isolation\". Germany was rapidly rising as a military and industrial power and was now seen as the most likely opponent in any future war. Recognising that it was overstretched in the Pacific and threatened at home by the Imperial German Navy, Britain formed an alliance with Japan in 1902 and with its old enemies France and Russia in 1904 and 1907, respectively.", "targets": "Which country did Britain ally with in 1902?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e898cdf815be4d04a4f82714914d5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the turn of the 20th century, fears had begun to grow in Britain that it would no longer be able to defend the metropole and the entirety of the empire while at the same time maintaining the policy of \"splendid isolation\". Germany was rapidly rising as a military and industrial power and was now seen as the most likely opponent in any future war. Recognising that it was overstretched in the Pacific and threatened at home by the Imperial German Navy, Britain formed an alliance with Japan in 1902 and with its old enemies France and Russia in 1904 and 1907, respectively.", "targets": "Which country did Britain ally with in 1904?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e898cdf815be4d04a4f82714914d5047", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the turn of the 20th century, fears had begun to grow in Britain that it would no longer be able to defend the metropole and the entirety of the empire while at the same time maintaining the policy of \"splendid isolation\". Germany was rapidly rising as a military and industrial power and was now seen as the most likely opponent in any future war. Recognising that it was overstretched in the Pacific and threatened at home by the Imperial German Navy, Britain formed an alliance with Japan in 1902 and with its old enemies France and Russia in 1904 and 1907, respectively.", "targets": "Which country did Britain ally with in 1907?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "By what time period had many of the Jewish  population joined the Holy Roman Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "The Jewish populations upon migrating into the German society mingled languages to form what new language? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "What cause the tolerance and mixing  into German Society to end for the Jews?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "What language did many of the Jews speak after the crusades? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "What language did the Jews speak prior to assimilating into German culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "After assimilating to German culture, what language did the Jews adopt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "When did Jewish assimilation end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d8a4a054aef646df9e917e86b1c0e91d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Middle Ages, large numbers of Jews lived in the Holy Roman Empire and had assimilated into German culture, including many Jews who had previously assimilated into French culture and had spoken a mixed Judeo-French language. Upon assimilating into German culture, the Jewish German peoples incorporated major parts of the German language and elements of other European languages into a mixed language known as Yiddish. However tolerance and assimilation of Jews in German society suddenly ended during the Crusades with many Jews being forcefully expelled from Germany and Western Yiddish disappeared as a language in Germany over the centuries, with German Jewish people fully adopting the German language.", "targets": "What happened to the Jews during the crusades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-670be5ca1d7641d2b33a64f4bda15e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat.", "targets": "Who is the chair of the IPCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-670be5ca1d7641d2b33a64f4bda15e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat.", "targets": "What nationality is Hoesung Lee?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-670be5ca1d7641d2b33a64f4bda15e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat.", "targets": "Who is the vice-chair of the IPCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-670be5ca1d7641d2b33a64f4bda15e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat.", "targets": "Who was the first chair of the IPCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-670be5ca1d7641d2b33a64f4bda15e06", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Korean economist Hoesung Lee is the chair of the IPCC since October 8, 2015, following the election of the new IPCC Bureau. Before this election, the IPCC was led by his vice-Chair Ismail El Gizouli, who was designated acting Chair after the resignation of Rajendra K. Pachauri in February 2015. The previous chairs were Rajendra K. Pachauri, elected in May 2002; Robert Watson in 1997; and Bert Bolin in 1988. The chair is assisted by an elected bureau including vice-chairs, working group co-chairs, and a secretariat.", "targets": "When did Pachauri resign as chair of the IPCC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba02f0bece064ba09db1370c5f4058ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of New York has a complex park system, with various lands operated by the National Park Service, the New York State Office of Parks, Recreation and Historic Preservation, and the New York City Department of Parks and Recreation.", "targets": "What is the name of the New York City department that operates the park system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba02f0bece064ba09db1370c5f4058ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of New York has a complex park system, with various lands operated by the National Park Service, the New York State Office of Parks, Recreation and Historic Preservation, and the New York City Department of Parks and Recreation.", "targets": "What is the state office that operates New York City parks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ba02f0bece064ba09db1370c5f4058ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The City of New York has a complex park system, with various lands operated by the National Park Service, the New York State Office of Parks, Recreation and Historic Preservation, and the New York City Department of Parks and Recreation.", "targets": "What federal service operates New York City parks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767bc6ef213946b693b8a888e48c6052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslim physicians contributed to the field of medicine, including the subjects of anatomy and physiology: such as in the 15th century Persian work by Mansur ibn Muhammad ibn al-Faqih Ilyas entitled Tashrih al-badan (Anatomy of the body) which contained comprehensive diagrams of the body's structural, nervous and circulatory systems; or in the work of the Egyptian physician Ibn al-Nafis, who proposed the theory of pulmonary circulation. Avicenna's The Canon of Medicine remained an authoritative medical textbook in Europe until the 18th century. Abu al-Qasim al-Zahrawi (also known as Abulcasis) contributed to the discipline of medical surgery with his Kitab al-Tasrif (\"Book of Concessions\"), a medical encyclopedia which was later translated to Latin and used in European and Muslim medical schools for centuries. Other medical advancements came in the fields of pharmacology and pharmacy.", "targets": "What work is Mansur ibn Muhammad ibn al-Faqih Ilyas known for writing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767bc6ef213946b693b8a888e48c6052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslim physicians contributed to the field of medicine, including the subjects of anatomy and physiology: such as in the 15th century Persian work by Mansur ibn Muhammad ibn al-Faqih Ilyas entitled Tashrih al-badan (Anatomy of the body) which contained comprehensive diagrams of the body's structural, nervous and circulatory systems; or in the work of the Egyptian physician Ibn al-Nafis, who proposed the theory of pulmonary circulation. Avicenna's The Canon of Medicine remained an authoritative medical textbook in Europe until the 18th century. Abu al-Qasim al-Zahrawi (also known as Abulcasis) contributed to the discipline of medical surgery with his Kitab al-Tasrif (\"Book of Concessions\"), a medical encyclopedia which was later translated to Latin and used in European and Muslim medical schools for centuries. Other medical advancements came in the fields of pharmacology and pharmacy.", "targets": "In what century did Tashrih al-badan come into being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767bc6ef213946b693b8a888e48c6052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslim physicians contributed to the field of medicine, including the subjects of anatomy and physiology: such as in the 15th century Persian work by Mansur ibn Muhammad ibn al-Faqih Ilyas entitled Tashrih al-badan (Anatomy of the body) which contained comprehensive diagrams of the body's structural, nervous and circulatory systems; or in the work of the Egyptian physician Ibn al-Nafis, who proposed the theory of pulmonary circulation. Avicenna's The Canon of Medicine remained an authoritative medical textbook in Europe until the 18th century. Abu al-Qasim al-Zahrawi (also known as Abulcasis) contributed to the discipline of medical surgery with his Kitab al-Tasrif (\"Book of Concessions\"), a medical encyclopedia which was later translated to Latin and used in European and Muslim medical schools for centuries. Other medical advancements came in the fields of pharmacology and pharmacy.", "targets": "Who theorized about pulmonary circulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767bc6ef213946b693b8a888e48c6052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslim physicians contributed to the field of medicine, including the subjects of anatomy and physiology: such as in the 15th century Persian work by Mansur ibn Muhammad ibn al-Faqih Ilyas entitled Tashrih al-badan (Anatomy of the body) which contained comprehensive diagrams of the body's structural, nervous and circulatory systems; or in the work of the Egyptian physician Ibn al-Nafis, who proposed the theory of pulmonary circulation. Avicenna's The Canon of Medicine remained an authoritative medical textbook in Europe until the 18th century. Abu al-Qasim al-Zahrawi (also known as Abulcasis) contributed to the discipline of medical surgery with his Kitab al-Tasrif (\"Book of Concessions\"), a medical encyclopedia which was later translated to Latin and used in European and Muslim medical schools for centuries. Other medical advancements came in the fields of pharmacology and pharmacy.", "targets": "Who wrote The Canon of Medicine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-767bc6ef213946b693b8a888e48c6052", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muslim physicians contributed to the field of medicine, including the subjects of anatomy and physiology: such as in the 15th century Persian work by Mansur ibn Muhammad ibn al-Faqih Ilyas entitled Tashrih al-badan (Anatomy of the body) which contained comprehensive diagrams of the body's structural, nervous and circulatory systems; or in the work of the Egyptian physician Ibn al-Nafis, who proposed the theory of pulmonary circulation. Avicenna's The Canon of Medicine remained an authoritative medical textbook in Europe until the 18th century. Abu al-Qasim al-Zahrawi (also known as Abulcasis) contributed to the discipline of medical surgery with his Kitab al-Tasrif (\"Book of Concessions\"), a medical encyclopedia which was later translated to Latin and used in European and Muslim medical schools for centuries. Other medical advancements came in the fields of pharmacology and pharmacy.", "targets": "Who wrote Kitab al-Tasrif?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecc8e19b8156466a9e355185b6507d6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry was arrested on May 30, 1971, during a VVAW march to honor American POWs held captive by North Vietnam. The march was planned as a multi-day event from Concord to Boston, and while in Lexington, participants tried to camp on the village green. At 2:30 a.m., local and state police arrested 441 demonstrators, including Kerry, for trespassing. All were given the Miranda Warning and were hauled away on school buses to spend the night at the Lexington Public Works Garage. Kerry and the other protesters later paid a $5 fine, and were released. The mass arrests caused a community backlash and ended up giving positive coverage to the VVAW.", "targets": "When was Kerry arrested for protesting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecc8e19b8156466a9e355185b6507d6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry was arrested on May 30, 1971, during a VVAW march to honor American POWs held captive by North Vietnam. The march was planned as a multi-day event from Concord to Boston, and while in Lexington, participants tried to camp on the village green. At 2:30 a.m., local and state police arrested 441 demonstrators, including Kerry, for trespassing. All were given the Miranda Warning and were hauled away on school buses to spend the night at the Lexington Public Works Garage. Kerry and the other protesters later paid a $5 fine, and were released. The mass arrests caused a community backlash and ended up giving positive coverage to the VVAW.", "targets": "Who was being honored on May 30, 1971?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecc8e19b8156466a9e355185b6507d6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry was arrested on May 30, 1971, during a VVAW march to honor American POWs held captive by North Vietnam. The march was planned as a multi-day event from Concord to Boston, and while in Lexington, participants tried to camp on the village green. At 2:30 a.m., local and state police arrested 441 demonstrators, including Kerry, for trespassing. All were given the Miranda Warning and were hauled away on school buses to spend the night at the Lexington Public Works Garage. Kerry and the other protesters later paid a $5 fine, and were released. The mass arrests caused a community backlash and ended up giving positive coverage to the VVAW.", "targets": "How many people were arrested with Kerry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecc8e19b8156466a9e355185b6507d6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry was arrested on May 30, 1971, during a VVAW march to honor American POWs held captive by North Vietnam. The march was planned as a multi-day event from Concord to Boston, and while in Lexington, participants tried to camp on the village green. At 2:30 a.m., local and state police arrested 441 demonstrators, including Kerry, for trespassing. All were given the Miranda Warning and were hauled away on school buses to spend the night at the Lexington Public Works Garage. Kerry and the other protesters later paid a $5 fine, and were released. The mass arrests caused a community backlash and ended up giving positive coverage to the VVAW.", "targets": "At what time was Kerry arrested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ecc8e19b8156466a9e355185b6507d6f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kerry was arrested on May 30, 1971, during a VVAW march to honor American POWs held captive by North Vietnam. The march was planned as a multi-day event from Concord to Boston, and while in Lexington, participants tried to camp on the village green. At 2:30 a.m., local and state police arrested 441 demonstrators, including Kerry, for trespassing. All were given the Miranda Warning and were hauled away on school buses to spend the night at the Lexington Public Works Garage. Kerry and the other protesters later paid a $5 fine, and were released. The mass arrests caused a community backlash and ended up giving positive coverage to the VVAW.", "targets": "Why were the protesters arrested?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac1c9ee3cc2446d3bf48d69a833598b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race can trace its origins to Germany, beginning in the 1930s and continuing during World War II when Nazi Germany researched and built operational ballistic missiles. Starting in the early 1930s, during the last stages of the Weimar Republic, German aerospace engineers experimented with liquid-fueled rockets, with the goal that one day they would be capable of reaching high altitudes and traversing long distances. The head of the German Army's Ballistics and Munitions Branch, Lieutenant Colonel Karl Emil Becker, gathered a small team of engineers that included Walter Dornberger and Leo Zanssen, to figure out how to use rockets as long-range artillery in order to get around the Treaty of Versailles' ban on research and development of long-range cannons. Wernher von Braun, a young engineering prodigy, was recruited by Becker and Dornberger to join their secret army program at Kummersdorf-West in 1932. Von Braun had dreams about conquering outer space with rockets, and did not initially see the military value in missile technology.", "targets": "Where were the actual origin of the Space Race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac1c9ee3cc2446d3bf48d69a833598b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race can trace its origins to Germany, beginning in the 1930s and continuing during World War II when Nazi Germany researched and built operational ballistic missiles. Starting in the early 1930s, during the last stages of the Weimar Republic, German aerospace engineers experimented with liquid-fueled rockets, with the goal that one day they would be capable of reaching high altitudes and traversing long distances. The head of the German Army's Ballistics and Munitions Branch, Lieutenant Colonel Karl Emil Becker, gathered a small team of engineers that included Walter Dornberger and Leo Zanssen, to figure out how to use rockets as long-range artillery in order to get around the Treaty of Versailles' ban on research and development of long-range cannons. Wernher von Braun, a young engineering prodigy, was recruited by Becker and Dornberger to join their secret army program at Kummersdorf-West in 1932. Von Braun had dreams about conquering outer space with rockets, and did not initially see the military value in missile technology.", "targets": "What were German aerospace engineers experimenting with in the 1930's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac1c9ee3cc2446d3bf48d69a833598b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race can trace its origins to Germany, beginning in the 1930s and continuing during World War II when Nazi Germany researched and built operational ballistic missiles. Starting in the early 1930s, during the last stages of the Weimar Republic, German aerospace engineers experimented with liquid-fueled rockets, with the goal that one day they would be capable of reaching high altitudes and traversing long distances. The head of the German Army's Ballistics and Munitions Branch, Lieutenant Colonel Karl Emil Becker, gathered a small team of engineers that included Walter Dornberger and Leo Zanssen, to figure out how to use rockets as long-range artillery in order to get around the Treaty of Versailles' ban on research and development of long-range cannons. Wernher von Braun, a young engineering prodigy, was recruited by Becker and Dornberger to join their secret army program at Kummersdorf-West in 1932. Von Braun had dreams about conquering outer space with rockets, and did not initially see the military value in missile technology.", "targets": "What engineer was recruited by Becker and Dornberger to join their secret program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac1c9ee3cc2446d3bf48d69a833598b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race can trace its origins to Germany, beginning in the 1930s and continuing during World War II when Nazi Germany researched and built operational ballistic missiles. Starting in the early 1930s, during the last stages of the Weimar Republic, German aerospace engineers experimented with liquid-fueled rockets, with the goal that one day they would be capable of reaching high altitudes and traversing long distances. The head of the German Army's Ballistics and Munitions Branch, Lieutenant Colonel Karl Emil Becker, gathered a small team of engineers that included Walter Dornberger and Leo Zanssen, to figure out how to use rockets as long-range artillery in order to get around the Treaty of Versailles' ban on research and development of long-range cannons. Wernher von Braun, a young engineering prodigy, was recruited by Becker and Dornberger to join their secret army program at Kummersdorf-West in 1932. Von Braun had dreams about conquering outer space with rockets, and did not initially see the military value in missile technology.", "targets": "Which war in history did the Space Race begin to take root?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac1c9ee3cc2446d3bf48d69a833598b0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Space Race can trace its origins to Germany, beginning in the 1930s and continuing during World War II when Nazi Germany researched and built operational ballistic missiles. Starting in the early 1930s, during the last stages of the Weimar Republic, German aerospace engineers experimented with liquid-fueled rockets, with the goal that one day they would be capable of reaching high altitudes and traversing long distances. The head of the German Army's Ballistics and Munitions Branch, Lieutenant Colonel Karl Emil Becker, gathered a small team of engineers that included Walter Dornberger and Leo Zanssen, to figure out how to use rockets as long-range artillery in order to get around the Treaty of Versailles' ban on research and development of long-range cannons. Wernher von Braun, a young engineering prodigy, was recruited by Becker and Dornberger to join their secret army program at Kummersdorf-West in 1932. Von Braun had dreams about conquering outer space with rockets, and did not initially see the military value in missile technology.", "targets": "A secretive army installation began in Kummersdorf-West in what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f46a84c9999475f985afd39510a33cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The '98 season would begin on a somber note with the death of legendary broadcaster Harry Caray. After the retirement of Sandberg and the trade of Dunston, the Cubs had holes to fill and the signing of Henry Rodr\u00edguez, known affectionately as \"H-Rod\" to bat cleanup provided protection for Sammy Sosa in the lineup, as Rodriguez slugged 31 round-trippers in his first season in Chicago. Kevin Tapani led the club with a career high 19 wins, Rod Beck anchored a strong bullpen and Mark Grace turned in one of his best seasons. The Cubs were swamped by media attention in 1998, and the team's two biggest headliners were Sosa and rookie flamethrower Kerry Wood. Wood's signature performance was one-hitting the Houston Astros, a game in which he tied the major league record of 20 strikeouts in nine innings. His torrid strikeout numbers earned Wood the nickname \"Kid K,\" and ultimately earned him the 1998 NL Rookie of the Year award. Sosa caught fire in June, hitting a major league record 20 home runs in the month, and his home run race with Cardinals slugger Mark McGwire transformed the pair into international superstars in a matter of weeks. McGwire finished the season with a new major league record of 70 home runs, but Sosa's .308 average and 66 homers earned him the National League MVP Award. After a down-to-the-wire Wild Card chase with the San Francisco Giants, Chicago and San Francisco ended the regular season tied, and thus squared off in a one-game playoff at Wrigley Field in which third baseman Gary Gaetti hit the eventual game winning homer. The win propelled the Cubs into the postseason once again with a 90\u201373 regular season tally. Unfortunately, the bats went cold in October, as manager Jim Riggleman's club batted .183 and scored only four runs en route to being swept by Atlanta. On a positive note, the home run chase between Sosa, McGwire and Ken Griffey, Jr. helped professional baseball to bring in a new crop of fans as well as bringing back some fans who had been disillusioned by the 1994 strike. The Cubs retained many players who experienced career years in '98, and after a fast start in 1999, they collapsed again (starting with being swept at the hands of the cross-town White Sox in mid-June) and finished in the bottom of the division for the next two seasons.", "targets": "What legendary broadcaster died in the '98 season?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f46a84c9999475f985afd39510a33cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The '98 season would begin on a somber note with the death of legendary broadcaster Harry Caray. After the retirement of Sandberg and the trade of Dunston, the Cubs had holes to fill and the signing of Henry Rodr\u00edguez, known affectionately as \"H-Rod\" to bat cleanup provided protection for Sammy Sosa in the lineup, as Rodriguez slugged 31 round-trippers in his first season in Chicago. Kevin Tapani led the club with a career high 19 wins, Rod Beck anchored a strong bullpen and Mark Grace turned in one of his best seasons. The Cubs were swamped by media attention in 1998, and the team's two biggest headliners were Sosa and rookie flamethrower Kerry Wood. Wood's signature performance was one-hitting the Houston Astros, a game in which he tied the major league record of 20 strikeouts in nine innings. His torrid strikeout numbers earned Wood the nickname \"Kid K,\" and ultimately earned him the 1998 NL Rookie of the Year award. Sosa caught fire in June, hitting a major league record 20 home runs in the month, and his home run race with Cardinals slugger Mark McGwire transformed the pair into international superstars in a matter of weeks. McGwire finished the season with a new major league record of 70 home runs, but Sosa's .308 average and 66 homers earned him the National League MVP Award. After a down-to-the-wire Wild Card chase with the San Francisco Giants, Chicago and San Francisco ended the regular season tied, and thus squared off in a one-game playoff at Wrigley Field in which third baseman Gary Gaetti hit the eventual game winning homer. The win propelled the Cubs into the postseason once again with a 90\u201373 regular season tally. Unfortunately, the bats went cold in October, as manager Jim Riggleman's club batted .183 and scored only four runs en route to being swept by Atlanta. On a positive note, the home run chase between Sosa, McGwire and Ken Griffey, Jr. helped professional baseball to bring in a new crop of fans as well as bringing back some fans who had been disillusioned by the 1994 strike. The Cubs retained many players who experienced career years in '98, and after a fast start in 1999, they collapsed again (starting with being swept at the hands of the cross-town White Sox in mid-June) and finished in the bottom of the division for the next two seasons.", "targets": "Who was affectionately known as \"H-Rod\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4f46a84c9999475f985afd39510a33cb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The '98 season would begin on a somber note with the death of legendary broadcaster Harry Caray. After the retirement of Sandberg and the trade of Dunston, the Cubs had holes to fill and the signing of Henry Rodr\u00edguez, known affectionately as \"H-Rod\" to bat cleanup provided protection for Sammy Sosa in the lineup, as Rodriguez slugged 31 round-trippers in his first season in Chicago. Kevin Tapani led the club with a career high 19 wins, Rod Beck anchored a strong bullpen and Mark Grace turned in one of his best seasons. The Cubs were swamped by media attention in 1998, and the team's two biggest headliners were Sosa and rookie flamethrower Kerry Wood. Wood's signature performance was one-hitting the Houston Astros, a game in which he tied the major league record of 20 strikeouts in nine innings. His torrid strikeout numbers earned Wood the nickname \"Kid K,\" and ultimately earned him the 1998 NL Rookie of the Year award. Sosa caught fire in June, hitting a major league record 20 home runs in the month, and his home run race with Cardinals slugger Mark McGwire transformed the pair into international superstars in a matter of weeks. McGwire finished the season with a new major league record of 70 home runs, but Sosa's .308 average and 66 homers earned him the National League MVP Award. After a down-to-the-wire Wild Card chase with the San Francisco Giants, Chicago and San Francisco ended the regular season tied, and thus squared off in a one-game playoff at Wrigley Field in which third baseman Gary Gaetti hit the eventual game winning homer. The win propelled the Cubs into the postseason once again with a 90\u201373 regular season tally. Unfortunately, the bats went cold in October, as manager Jim Riggleman's club batted .183 and scored only four runs en route to being swept by Atlanta. On a positive note, the home run chase between Sosa, McGwire and Ken Griffey, Jr. helped professional baseball to bring in a new crop of fans as well as bringing back some fans who had been disillusioned by the 1994 strike. The Cubs retained many players who experienced career years in '98, and after a fast start in 1999, they collapsed again (starting with being swept at the hands of the cross-town White Sox in mid-June) and finished in the bottom of the division for the next two seasons.", "targets": "How many round-trippers did Rodriguez slug in his first season in Chicago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72d7fb1094445cc8c0f2bbac9ffd7b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's K-12 enrollment in district run schools has dropped in the last five years from 156,211 students in 2010 to 130,104 students in 2015. During the same time period, the enrollment in charter schools has increased from 33,995 students in 2010 to 62,358 students in 2015. This consistent drop in enrollment has led the city to close 24 of its public schools in 2013. During the 2014 school year, the city spent an average of $12,570 per pupil, below the average among comparable urban school districts.", "targets": "Has public school enrollment dropped or increased in the last 5 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72d7fb1094445cc8c0f2bbac9ffd7b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's K-12 enrollment in district run schools has dropped in the last five years from 156,211 students in 2010 to 130,104 students in 2015. During the same time period, the enrollment in charter schools has increased from 33,995 students in 2010 to 62,358 students in 2015. This consistent drop in enrollment has led the city to close 24 of its public schools in 2013. During the 2014 school year, the city spent an average of $12,570 per pupil, below the average among comparable urban school districts.", "targets": "How many public schools have been closed in 2013?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d72d7fb1094445cc8c0f2bbac9ffd7b1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city's K-12 enrollment in district run schools has dropped in the last five years from 156,211 students in 2010 to 130,104 students in 2015. During the same time period, the enrollment in charter schools has increased from 33,995 students in 2010 to 62,358 students in 2015. This consistent drop in enrollment has led the city to close 24 of its public schools in 2013. During the 2014 school year, the city spent an average of $12,570 per pupil, below the average among comparable urban school districts.", "targets": "How much does the city spend per year per child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d6d35781f47eb891c18f1a87adf4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manifold vacuum can be used to drive accessories on automobiles. The best-known application is the vacuum servo, used to provide power assistance for the brakes. Obsolete applications include vacuum-driven windscreen wipers and Autovac fuel pumps. Some aircraft instruments (Attitude Indicator (AI) and the Heading Indicator (HI)) are typically vacuum-powered, as protection against loss of all (electrically powered) instruments, since early aircraft often did not have electrical systems, and since there are two readily available sources of vacuum on a moving aircraft\u2014the engine and an external venturi. Vacuum induction melting uses electromagnetic induction within a vacuum.", "targets": "What provides power assistance for auto brakes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d6d35781f47eb891c18f1a87adf4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manifold vacuum can be used to drive accessories on automobiles. The best-known application is the vacuum servo, used to provide power assistance for the brakes. Obsolete applications include vacuum-driven windscreen wipers and Autovac fuel pumps. Some aircraft instruments (Attitude Indicator (AI) and the Heading Indicator (HI)) are typically vacuum-powered, as protection against loss of all (electrically powered) instruments, since early aircraft often did not have electrical systems, and since there are two readily available sources of vacuum on a moving aircraft\u2014the engine and an external venturi. Vacuum induction melting uses electromagnetic induction within a vacuum.", "targets": "What are two available sources of vacuum on a moving airplane?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d6d35781f47eb891c18f1a87adf4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manifold vacuum can be used to drive accessories on automobiles. The best-known application is the vacuum servo, used to provide power assistance for the brakes. Obsolete applications include vacuum-driven windscreen wipers and Autovac fuel pumps. Some aircraft instruments (Attitude Indicator (AI) and the Heading Indicator (HI)) are typically vacuum-powered, as protection against loss of all (electrically powered) instruments, since early aircraft often did not have electrical systems, and since there are two readily available sources of vacuum on a moving aircraft\u2014the engine and an external venturi. Vacuum induction melting uses electromagnetic induction within a vacuum.", "targets": "Why are the Attitude indicator and heading indicator vacuum-powered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d6d35781f47eb891c18f1a87adf4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manifold vacuum can be used to drive accessories on automobiles. The best-known application is the vacuum servo, used to provide power assistance for the brakes. Obsolete applications include vacuum-driven windscreen wipers and Autovac fuel pumps. Some aircraft instruments (Attitude Indicator (AI) and the Heading Indicator (HI)) are typically vacuum-powered, as protection against loss of all (electrically powered) instruments, since early aircraft often did not have electrical systems, and since there are two readily available sources of vacuum on a moving aircraft\u2014the engine and an external venturi. Vacuum induction melting uses electromagnetic induction within a vacuum.", "targets": "What does a manifold vacuum do on a car?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d42d6d35781f47eb891c18f1a87adf4c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Manifold vacuum can be used to drive accessories on automobiles. The best-known application is the vacuum servo, used to provide power assistance for the brakes. Obsolete applications include vacuum-driven windscreen wipers and Autovac fuel pumps. Some aircraft instruments (Attitude Indicator (AI) and the Heading Indicator (HI)) are typically vacuum-powered, as protection against loss of all (electrically powered) instruments, since early aircraft often did not have electrical systems, and since there are two readily available sources of vacuum on a moving aircraft\u2014the engine and an external venturi. Vacuum induction melting uses electromagnetic induction within a vacuum.", "targets": "What no longer used accessories were powered by vacuum?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470ff30720ef419db5da5ed43fe43e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elliot Sperling, a specialist of Indian studies and the director of the Tibetan Studies program at Indiana University\u2019s Department of Central Eurasia Studies, writes that \"the idea that Tibet became part of China in the 13th century is a very recent construction.\" He writes that Chinese writers of the early 20th century were of the view that Tibet was not annexed by China until the Manchu Qing dynasty invasion during the 18th century. He also states that Chinese writers of the early 20th century described Tibet as a feudal dependency of China, not an integral part of it. Sperling states that this is because \"Tibet was ruled as such, within the empires of the Mongols and the Manchus\" and also that \"China's intervening Ming dynasty ... had no control over Tibet.\" He writes that the Ming relationship with Tibet is problematic for China\u2019s insistence of its unbroken sovereignty over Tibet since the 13th century. As for the Tibetan view that Tibet was never subject to the rule of the Yuan or Qing emperors of China, Sperling also discounts this by stating that Tibet was \"subject to rules, laws and decisions made by the Yuan and Qing rulers\" and that even Tibetans described themselves as subjects of these emperors.", "targets": "Who said Tibet  wasn't an integral part of of China?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470ff30720ef419db5da5ed43fe43e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elliot Sperling, a specialist of Indian studies and the director of the Tibetan Studies program at Indiana University\u2019s Department of Central Eurasia Studies, writes that \"the idea that Tibet became part of China in the 13th century is a very recent construction.\" He writes that Chinese writers of the early 20th century were of the view that Tibet was not annexed by China until the Manchu Qing dynasty invasion during the 18th century. He also states that Chinese writers of the early 20th century described Tibet as a feudal dependency of China, not an integral part of it. Sperling states that this is because \"Tibet was ruled as such, within the empires of the Mongols and the Manchus\" and also that \"China's intervening Ming dynasty ... had no control over Tibet.\" He writes that the Ming relationship with Tibet is problematic for China\u2019s insistence of its unbroken sovereignty over Tibet since the 13th century. As for the Tibetan view that Tibet was never subject to the rule of the Yuan or Qing emperors of China, Sperling also discounts this by stating that Tibet was \"subject to rules, laws and decisions made by the Yuan and Qing rulers\" and that even Tibetans described themselves as subjects of these emperors.", "targets": "What does Sperling claim did not have any control over Tibet?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470ff30720ef419db5da5ed43fe43e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elliot Sperling, a specialist of Indian studies and the director of the Tibetan Studies program at Indiana University\u2019s Department of Central Eurasia Studies, writes that \"the idea that Tibet became part of China in the 13th century is a very recent construction.\" He writes that Chinese writers of the early 20th century were of the view that Tibet was not annexed by China until the Manchu Qing dynasty invasion during the 18th century. He also states that Chinese writers of the early 20th century described Tibet as a feudal dependency of China, not an integral part of it. Sperling states that this is because \"Tibet was ruled as such, within the empires of the Mongols and the Manchus\" and also that \"China's intervening Ming dynasty ... had no control over Tibet.\" He writes that the Ming relationship with Tibet is problematic for China\u2019s insistence of its unbroken sovereignty over Tibet since the 13th century. As for the Tibetan view that Tibet was never subject to the rule of the Yuan or Qing emperors of China, Sperling also discounts this by stating that Tibet was \"subject to rules, laws and decisions made by the Yuan and Qing rulers\" and that even Tibetans described themselves as subjects of these emperors.", "targets": "Since what century has Sperling described Ming and Tibet's relation being problematic for China? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-470ff30720ef419db5da5ed43fe43e6d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Elliot Sperling, a specialist of Indian studies and the director of the Tibetan Studies program at Indiana University\u2019s Department of Central Eurasia Studies, writes that \"the idea that Tibet became part of China in the 13th century is a very recent construction.\" He writes that Chinese writers of the early 20th century were of the view that Tibet was not annexed by China until the Manchu Qing dynasty invasion during the 18th century. He also states that Chinese writers of the early 20th century described Tibet as a feudal dependency of China, not an integral part of it. Sperling states that this is because \"Tibet was ruled as such, within the empires of the Mongols and the Manchus\" and also that \"China's intervening Ming dynasty ... had no control over Tibet.\" He writes that the Ming relationship with Tibet is problematic for China\u2019s insistence of its unbroken sovereignty over Tibet since the 13th century. As for the Tibetan view that Tibet was never subject to the rule of the Yuan or Qing emperors of China, Sperling also discounts this by stating that Tibet was \"subject to rules, laws and decisions made by the Yuan and Qing rulers\" and that even Tibetans described themselves as subjects of these emperors.", "targets": "When was the Manchu Qing dynasty invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea2cbdce0404396a707237effb40edc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian scientists outside Iran have also made some major contributions to science. In 1960, Ali Javan co-invented the first gas laser, and fuzzy set theory was introduced by Lotfi Zadeh. Iranian cardiologist, Tofy Mussivand invented and developed the first artificial cardiac pump, the precursor of the artificial heart. Furthering research and treatment of diabetes, HbA1c was discovered by Samuel Rahbar. Iranian physics is especially strong in string theory, with many papers being published in Iran. Iranian-American string theorist Kamran Vafa proposed the Vafa-Witten theorem together with Edward Witten. In August 2014, Maryam Mirzakhani became the first-ever woman, as well as the first-ever Iranian, to receive the Fields Medal, the highest prize in mathematics.", "targets": "Which Iranian scientist co-invented the first gas laser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea2cbdce0404396a707237effb40edc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian scientists outside Iran have also made some major contributions to science. In 1960, Ali Javan co-invented the first gas laser, and fuzzy set theory was introduced by Lotfi Zadeh. Iranian cardiologist, Tofy Mussivand invented and developed the first artificial cardiac pump, the precursor of the artificial heart. Furthering research and treatment of diabetes, HbA1c was discovered by Samuel Rahbar. Iranian physics is especially strong in string theory, with many papers being published in Iran. Iranian-American string theorist Kamran Vafa proposed the Vafa-Witten theorem together with Edward Witten. In August 2014, Maryam Mirzakhani became the first-ever woman, as well as the first-ever Iranian, to receive the Fields Medal, the highest prize in mathematics.", "targets": "Which Iranian cardiologist developed and invented the first artificial cardiac pump?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea2cbdce0404396a707237effb40edc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian scientists outside Iran have also made some major contributions to science. In 1960, Ali Javan co-invented the first gas laser, and fuzzy set theory was introduced by Lotfi Zadeh. Iranian cardiologist, Tofy Mussivand invented and developed the first artificial cardiac pump, the precursor of the artificial heart. Furthering research and treatment of diabetes, HbA1c was discovered by Samuel Rahbar. Iranian physics is especially strong in string theory, with many papers being published in Iran. Iranian-American string theorist Kamran Vafa proposed the Vafa-Witten theorem together with Edward Witten. In August 2014, Maryam Mirzakhani became the first-ever woman, as well as the first-ever Iranian, to receive the Fields Medal, the highest prize in mathematics.", "targets": "In 2014, Maryam Mirzakhani became the first women ever and first Iranian to win what prestigious mathematics award? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea2cbdce0404396a707237effb40edc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian scientists outside Iran have also made some major contributions to science. In 1960, Ali Javan co-invented the first gas laser, and fuzzy set theory was introduced by Lotfi Zadeh. Iranian cardiologist, Tofy Mussivand invented and developed the first artificial cardiac pump, the precursor of the artificial heart. Furthering research and treatment of diabetes, HbA1c was discovered by Samuel Rahbar. Iranian physics is especially strong in string theory, with many papers being published in Iran. Iranian-American string theorist Kamran Vafa proposed the Vafa-Witten theorem together with Edward Witten. In August 2014, Maryam Mirzakhani became the first-ever woman, as well as the first-ever Iranian, to receive the Fields Medal, the highest prize in mathematics.", "targets": "Which Iranian scientist discovered HbA1c to further treatment and research of diabetes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ea2cbdce0404396a707237effb40edc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Iranian scientists outside Iran have also made some major contributions to science. In 1960, Ali Javan co-invented the first gas laser, and fuzzy set theory was introduced by Lotfi Zadeh. Iranian cardiologist, Tofy Mussivand invented and developed the first artificial cardiac pump, the precursor of the artificial heart. Furthering research and treatment of diabetes, HbA1c was discovered by Samuel Rahbar. Iranian physics is especially strong in string theory, with many papers being published in Iran. Iranian-American string theorist Kamran Vafa proposed the Vafa-Witten theorem together with Edward Witten. In August 2014, Maryam Mirzakhani became the first-ever woman, as well as the first-ever Iranian, to receive the Fields Medal, the highest prize in mathematics.", "targets": "When did Ali Javan, an Iranian scientist, co-invent the first gas laser?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d5d9058c5040a2b1a3f1773a9738b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The alga Cyanophora, a glaucophyte, is thought to be one of the first organisms to contain a chloroplast. The glaucophyte chloroplast group is the smallest of the three primary chloroplast lineages, being found in only 13 species, and is thought to be the one that branched off the earliest. Glaucophytes have chloroplasts that retain a peptidoglycan wall between their double membranes, like their cyanobacterial parent. For this reason, glaucophyte chloroplasts are also known as muroplasts. Glaucophyte chloroplasts also contain concentric unstacked thylakoids, which surround a carboxysome - an icosahedral structure that glaucophyte chloroplasts and cyanobacteria keep their carbon fixation enzyme rubisco in. The starch that they synthesize collects outside the chloroplast. Like cyanobacteria, glaucophyte chloroplast thylakoids are studded with light collecting structures called phycobilisomes. For these reasons, glaucophyte chloroplasts are considered a primitive intermediate between cyanobacteria and the more evolved chloroplasts in red algae and plants.", "targets": "What chloroplast lineage is Cyanophora in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d5d9058c5040a2b1a3f1773a9738b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The alga Cyanophora, a glaucophyte, is thought to be one of the first organisms to contain a chloroplast. The glaucophyte chloroplast group is the smallest of the three primary chloroplast lineages, being found in only 13 species, and is thought to be the one that branched off the earliest. Glaucophytes have chloroplasts that retain a peptidoglycan wall between their double membranes, like their cyanobacterial parent. For this reason, glaucophyte chloroplasts are also known as muroplasts. Glaucophyte chloroplasts also contain concentric unstacked thylakoids, which surround a carboxysome - an icosahedral structure that glaucophyte chloroplasts and cyanobacteria keep their carbon fixation enzyme rubisco in. The starch that they synthesize collects outside the chloroplast. Like cyanobacteria, glaucophyte chloroplast thylakoids are studded with light collecting structures called phycobilisomes. For these reasons, glaucophyte chloroplasts are considered a primitive intermediate between cyanobacteria and the more evolved chloroplasts in red algae and plants.", "targets": "What kind of organism is Cyanophora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d5d9058c5040a2b1a3f1773a9738b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The alga Cyanophora, a glaucophyte, is thought to be one of the first organisms to contain a chloroplast. The glaucophyte chloroplast group is the smallest of the three primary chloroplast lineages, being found in only 13 species, and is thought to be the one that branched off the earliest. Glaucophytes have chloroplasts that retain a peptidoglycan wall between their double membranes, like their cyanobacterial parent. For this reason, glaucophyte chloroplasts are also known as muroplasts. Glaucophyte chloroplasts also contain concentric unstacked thylakoids, which surround a carboxysome - an icosahedral structure that glaucophyte chloroplasts and cyanobacteria keep their carbon fixation enzyme rubisco in. The starch that they synthesize collects outside the chloroplast. Like cyanobacteria, glaucophyte chloroplast thylakoids are studded with light collecting structures called phycobilisomes. For these reasons, glaucophyte chloroplasts are considered a primitive intermediate between cyanobacteria and the more evolved chloroplasts in red algae and plants.", "targets": "What are muroplasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d5d9058c5040a2b1a3f1773a9738b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The alga Cyanophora, a glaucophyte, is thought to be one of the first organisms to contain a chloroplast. The glaucophyte chloroplast group is the smallest of the three primary chloroplast lineages, being found in only 13 species, and is thought to be the one that branched off the earliest. Glaucophytes have chloroplasts that retain a peptidoglycan wall between their double membranes, like their cyanobacterial parent. For this reason, glaucophyte chloroplasts are also known as muroplasts. Glaucophyte chloroplasts also contain concentric unstacked thylakoids, which surround a carboxysome - an icosahedral structure that glaucophyte chloroplasts and cyanobacteria keep their carbon fixation enzyme rubisco in. The starch that they synthesize collects outside the chloroplast. Like cyanobacteria, glaucophyte chloroplast thylakoids are studded with light collecting structures called phycobilisomes. For these reasons, glaucophyte chloroplasts are considered a primitive intermediate between cyanobacteria and the more evolved chloroplasts in red algae and plants.", "targets": "What do concentric unstacked thylakoids surround?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-95d5d9058c5040a2b1a3f1773a9738b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The alga Cyanophora, a glaucophyte, is thought to be one of the first organisms to contain a chloroplast. The glaucophyte chloroplast group is the smallest of the three primary chloroplast lineages, being found in only 13 species, and is thought to be the one that branched off the earliest. Glaucophytes have chloroplasts that retain a peptidoglycan wall between their double membranes, like their cyanobacterial parent. For this reason, glaucophyte chloroplasts are also known as muroplasts. Glaucophyte chloroplasts also contain concentric unstacked thylakoids, which surround a carboxysome - an icosahedral structure that glaucophyte chloroplasts and cyanobacteria keep their carbon fixation enzyme rubisco in. The starch that they synthesize collects outside the chloroplast. Like cyanobacteria, glaucophyte chloroplast thylakoids are studded with light collecting structures called phycobilisomes. For these reasons, glaucophyte chloroplasts are considered a primitive intermediate between cyanobacteria and the more evolved chloroplasts in red algae and plants.", "targets": "What kind of structure is a carboxysome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5438a3247d16461592a00c19de076a1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes. A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s\u20131990s period.", "targets": "What's the four-letter abbreviation for technically minded technical and further education institutes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5438a3247d16461592a00c19de076a1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes. A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor degress. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s\u20131990s period.", "targets": "What is the new name of the Northern Melbourne Institute of TAFE?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2bb912c09a43e896ad3bdeeea40bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an example, Santiago de Compostela, the political capital city, has an average of 129 rainy days and 1,362 millimetres (53.6 in) per year (with just 17 rainy days in the three summer months) and 2,101 sunlight hours per year, with just 6 days with frosts per year. But the colder city of Lugo, to the east, has an average of 1,759 sunlight hours per year, 117 days with precipitations (> 1 mm) totalling 901.54 millimetres (35.5 in), and 40 days with frosts per year. The more mountainous parts of the provinces of Ourense and Lugo receive significant snowfall during the winter months. The sunniest city is Pontevedra with 2,223 sunny hours per year.", "targets": "What is the political capital city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2bb912c09a43e896ad3bdeeea40bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an example, Santiago de Compostela, the political capital city, has an average of 129 rainy days and 1,362 millimetres (53.6 in) per year (with just 17 rainy days in the three summer months) and 2,101 sunlight hours per year, with just 6 days with frosts per year. But the colder city of Lugo, to the east, has an average of 1,759 sunlight hours per year, 117 days with precipitations (> 1 mm) totalling 901.54 millimetres (35.5 in), and 40 days with frosts per year. The more mountainous parts of the provinces of Ourense and Lugo receive significant snowfall during the winter months. The sunniest city is Pontevedra with 2,223 sunny hours per year.", "targets": "How many rainy days does it typically have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2bb912c09a43e896ad3bdeeea40bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an example, Santiago de Compostela, the political capital city, has an average of 129 rainy days and 1,362 millimetres (53.6 in) per year (with just 17 rainy days in the three summer months) and 2,101 sunlight hours per year, with just 6 days with frosts per year. But the colder city of Lugo, to the east, has an average of 1,759 sunlight hours per year, 117 days with precipitations (> 1 mm) totalling 901.54 millimetres (35.5 in), and 40 days with frosts per year. The more mountainous parts of the provinces of Ourense and Lugo receive significant snowfall during the winter months. The sunniest city is Pontevedra with 2,223 sunny hours per year.", "targets": "How many days with frosts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2bb912c09a43e896ad3bdeeea40bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an example, Santiago de Compostela, the political capital city, has an average of 129 rainy days and 1,362 millimetres (53.6 in) per year (with just 17 rainy days in the three summer months) and 2,101 sunlight hours per year, with just 6 days with frosts per year. But the colder city of Lugo, to the east, has an average of 1,759 sunlight hours per year, 117 days with precipitations (> 1 mm) totalling 901.54 millimetres (35.5 in), and 40 days with frosts per year. The more mountainous parts of the provinces of Ourense and Lugo receive significant snowfall during the winter months. The sunniest city is Pontevedra with 2,223 sunny hours per year.", "targets": "A colder city like Lugo has how many days with frosts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e2bb912c09a43e896ad3bdeeea40bed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As an example, Santiago de Compostela, the political capital city, has an average of 129 rainy days and 1,362 millimetres (53.6 in) per year (with just 17 rainy days in the three summer months) and 2,101 sunlight hours per year, with just 6 days with frosts per year. But the colder city of Lugo, to the east, has an average of 1,759 sunlight hours per year, 117 days with precipitations (> 1 mm) totalling 901.54 millimetres (35.5 in), and 40 days with frosts per year. The more mountainous parts of the provinces of Ourense and Lugo receive significant snowfall during the winter months. The sunniest city is Pontevedra with 2,223 sunny hours per year.", "targets": "Its sunniest city, Pontevedra, gets how may hours of sunlight per year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adac196249546c188155e043fb57933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"New Labour\" was first termed as an alternative branding for the Labour Party, dating from a conference slogan first used by the Labour Party in 1994, which was later seen in a draft manifesto published by the party in 1996, called New Labour, New Life For Britain. It was a continuation of the trend that had begun under the leadership of Neil Kinnock. \"New Labour\" as a name has no official status, but remains in common use to distinguish modernisers from those holding to more traditional positions, normally referred to as \"Old Labour\".", "targets": "What was the other name for the Labout Party?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adac196249546c188155e043fb57933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"New Labour\" was first termed as an alternative branding for the Labour Party, dating from a conference slogan first used by the Labour Party in 1994, which was later seen in a draft manifesto published by the party in 1996, called New Labour, New Life For Britain. It was a continuation of the trend that had begun under the leadership of Neil Kinnock. \"New Labour\" as a name has no official status, but remains in common use to distinguish modernisers from those holding to more traditional positions, normally referred to as \"Old Labour\".", "targets": "When was this branding first used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adac196249546c188155e043fb57933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"New Labour\" was first termed as an alternative branding for the Labour Party, dating from a conference slogan first used by the Labour Party in 1994, which was later seen in a draft manifesto published by the party in 1996, called New Labour, New Life For Britain. It was a continuation of the trend that had begun under the leadership of Neil Kinnock. \"New Labour\" as a name has no official status, but remains in common use to distinguish modernisers from those holding to more traditional positions, normally referred to as \"Old Labour\".", "targets": "When did Labour publish a new draft manifesto?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7adac196249546c188155e043fb57933", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "\"New Labour\" was first termed as an alternative branding for the Labour Party, dating from a conference slogan first used by the Labour Party in 1994, which was later seen in a draft manifesto published by the party in 1996, called New Labour, New Life For Britain. It was a continuation of the trend that had begun under the leadership of Neil Kinnock. \"New Labour\" as a name has no official status, but remains in common use to distinguish modernisers from those holding to more traditional positions, normally referred to as \"Old Labour\".", "targets": "What was this manifesto called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34de05c6108846f3ac845e9b12240cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties are not necessarily permanently binding upon the signatory parties. As obligations in international law are traditionally viewed as arising only from the consent of states, many treaties expressly allow a state to withdraw as long as it follows certain procedures of notification. For example, the Single Convention on Narcotic Drugs provides that the treaty will terminate if, as a result of denunciations, the number of parties falls below 40. Many treaties expressly forbid withdrawal. Article 56 of the Vienna Convention on the Law of Treaties provides that where a treaty is silent over whether or not it can be denounced there is a rebuttable presumption that it cannot be unilaterally denounced unless:", "targets": "Traditionally, what must a state do in order for an obligation to arise in international law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34de05c6108846f3ac845e9b12240cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties are not necessarily permanently binding upon the signatory parties. As obligations in international law are traditionally viewed as arising only from the consent of states, many treaties expressly allow a state to withdraw as long as it follows certain procedures of notification. For example, the Single Convention on Narcotic Drugs provides that the treaty will terminate if, as a result of denunciations, the number of parties falls below 40. Many treaties expressly forbid withdrawal. Article 56 of the Vienna Convention on the Law of Treaties provides that where a treaty is silent over whether or not it can be denounced there is a rebuttable presumption that it cannot be unilaterally denounced unless:", "targets": "What is the only barrier to withdrawal contained in many treaties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34de05c6108846f3ac845e9b12240cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties are not necessarily permanently binding upon the signatory parties. As obligations in international law are traditionally viewed as arising only from the consent of states, many treaties expressly allow a state to withdraw as long as it follows certain procedures of notification. For example, the Single Convention on Narcotic Drugs provides that the treaty will terminate if, as a result of denunciations, the number of parties falls below 40. Many treaties expressly forbid withdrawal. Article 56 of the Vienna Convention on the Law of Treaties provides that where a treaty is silent over whether or not it can be denounced there is a rebuttable presumption that it cannot be unilaterally denounced unless:", "targets": "Are treaties permanently binding upon the signatory parties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34de05c6108846f3ac845e9b12240cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties are not necessarily permanently binding upon the signatory parties. As obligations in international law are traditionally viewed as arising only from the consent of states, many treaties expressly allow a state to withdraw as long as it follows certain procedures of notification. For example, the Single Convention on Narcotic Drugs provides that the treaty will terminate if, as a result of denunciations, the number of parties falls below 40. Many treaties expressly forbid withdrawal. Article 56 of the Vienna Convention on the Law of Treaties provides that where a treaty is silent over whether or not it can be denounced there is a rebuttable presumption that it cannot be unilaterally denounced unless:", "targets": "What treaty will terminate if the number of parties falls below 40 as a result of denunciations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-34de05c6108846f3ac845e9b12240cca", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Treaties are not necessarily permanently binding upon the signatory parties. As obligations in international law are traditionally viewed as arising only from the consent of states, many treaties expressly allow a state to withdraw as long as it follows certain procedures of notification. For example, the Single Convention on Narcotic Drugs provides that the treaty will terminate if, as a result of denunciations, the number of parties falls below 40. Many treaties expressly forbid withdrawal. Article 56 of the Vienna Convention on the Law of Treaties provides that where a treaty is silent over whether or not it can be denounced there is a rebuttable presumption that it cannot be unilaterally denounced unless:", "targets": "Which article of the Vienna Convention on the Law of Treaties provides that there is a presumption that treaties cannot be unilaterally denounced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b26fc08ca9b143bd9ea38a74ba5fc4a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy persists over whether the Rus\u2019 were Varangians (Vikings) or Slavs. This uncertainty is due largely to a paucity of contemporary sources. Attempts to address this question instead rely on archaeological evidence, the accounts of foreign observers, legends and literature from centuries later. To some extent the controversy is related to the foundation myths of modern states in the region. According to the \"Normanist\" view, the Rus' were Scandinavians, while Russian and Ukrainian nationalist historians generally argue that the Rus' were themselves Slavs. Normanist theories focus on the earliest written source for the East Slavs, the Russian Primary Chronicle, although even this account was not produced until the 12th century. Nationalist accounts have suggested that the Rus' were present before the arrival of the Varangians, noting that only a handful of Scandinavian words can be found in modern Russian and that Scandinavian names in the early chronicles were soon replaced by Slavic names. Nevertheless, archaeological evidence from the area suggests that a Scandinavian population was present during the 10th century at the latest. On balance, it seems likely that the Rus' proper were a small minority of Scandinavians who formed an elite ruling class, while the great majority of their subjects were Slavs. Considering the linguistic arguments mounted by nationalist scholars, if the proto-Rus' were Scandinavians, they must have quickly become nativized, adopting Slavic languages and other cultural practices.", "targets": "What controversy currently surrounds the Rus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b26fc08ca9b143bd9ea38a74ba5fc4a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy persists over whether the Rus\u2019 were Varangians (Vikings) or Slavs. This uncertainty is due largely to a paucity of contemporary sources. Attempts to address this question instead rely on archaeological evidence, the accounts of foreign observers, legends and literature from centuries later. To some extent the controversy is related to the foundation myths of modern states in the region. According to the \"Normanist\" view, the Rus' were Scandinavians, while Russian and Ukrainian nationalist historians generally argue that the Rus' were themselves Slavs. Normanist theories focus on the earliest written source for the East Slavs, the Russian Primary Chronicle, although even this account was not produced until the 12th century. Nationalist accounts have suggested that the Rus' were present before the arrival of the Varangians, noting that only a handful of Scandinavian words can be found in modern Russian and that Scandinavian names in the early chronicles were soon replaced by Slavic names. Nevertheless, archaeological evidence from the area suggests that a Scandinavian population was present during the 10th century at the latest. On balance, it seems likely that the Rus' proper were a small minority of Scandinavians who formed an elite ruling class, while the great majority of their subjects were Slavs. Considering the linguistic arguments mounted by nationalist scholars, if the proto-Rus' were Scandinavians, they must have quickly become nativized, adopting Slavic languages and other cultural practices.", "targets": "What were the \"Rus\" accourding to the \"Normanist\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b26fc08ca9b143bd9ea38a74ba5fc4a7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Controversy persists over whether the Rus\u2019 were Varangians (Vikings) or Slavs. This uncertainty is due largely to a paucity of contemporary sources. Attempts to address this question instead rely on archaeological evidence, the accounts of foreign observers, legends and literature from centuries later. To some extent the controversy is related to the foundation myths of modern states in the region. According to the \"Normanist\" view, the Rus' were Scandinavians, while Russian and Ukrainian nationalist historians generally argue that the Rus' were themselves Slavs. Normanist theories focus on the earliest written source for the East Slavs, the Russian Primary Chronicle, although even this account was not produced until the 12th century. Nationalist accounts have suggested that the Rus' were present before the arrival of the Varangians, noting that only a handful of Scandinavian words can be found in modern Russian and that Scandinavian names in the early chronicles were soon replaced by Slavic names. Nevertheless, archaeological evidence from the area suggests that a Scandinavian population was present during the 10th century at the latest. On balance, it seems likely that the Rus' proper were a small minority of Scandinavians who formed an elite ruling class, while the great majority of their subjects were Slavs. Considering the linguistic arguments mounted by nationalist scholars, if the proto-Rus' were Scandinavians, they must have quickly become nativized, adopting Slavic languages and other cultural practices.", "targets": "What did the Russians beleive the Rus were?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7868e1655f41768e64ac84675f0e51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prominent theatre companies in Oklahoma include, in the capital city, Oklahoma City Theatre Company, Carpenter Square Theatre, Oklahoma Shakespeare in the Park, and CityRep. CityRep is a professional company affording equity points to those performers and technical theatre professionals. In Tulsa, Oklahoma's oldest resident professional company is American Theatre Company, and Theatre Tulsa is the oldest community theatre company west of the Mississippi. Other companies in Tulsa include Heller Theatre and Tulsa Spotlight Theater. The cities of Norman, Lawton, and Stillwater, among others, also host well-reviewed community theatre companies.", "targets": "What major theater groups are in Oklahoma City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7868e1655f41768e64ac84675f0e51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prominent theatre companies in Oklahoma include, in the capital city, Oklahoma City Theatre Company, Carpenter Square Theatre, Oklahoma Shakespeare in the Park, and CityRep. CityRep is a professional company affording equity points to those performers and technical theatre professionals. In Tulsa, Oklahoma's oldest resident professional company is American Theatre Company, and Theatre Tulsa is the oldest community theatre company west of the Mississippi. Other companies in Tulsa include Heller Theatre and Tulsa Spotlight Theater. The cities of Norman, Lawton, and Stillwater, among others, also host well-reviewed community theatre companies.", "targets": "What is the oldest community theater group west of the Mississippi River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7868e1655f41768e64ac84675f0e51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prominent theatre companies in Oklahoma include, in the capital city, Oklahoma City Theatre Company, Carpenter Square Theatre, Oklahoma Shakespeare in the Park, and CityRep. CityRep is a professional company affording equity points to those performers and technical theatre professionals. In Tulsa, Oklahoma's oldest resident professional company is American Theatre Company, and Theatre Tulsa is the oldest community theatre company west of the Mississippi. Other companies in Tulsa include Heller Theatre and Tulsa Spotlight Theater. The cities of Norman, Lawton, and Stillwater, among others, also host well-reviewed community theatre companies.", "targets": "Where is the American Theatre Company based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7868e1655f41768e64ac84675f0e51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prominent theatre companies in Oklahoma include, in the capital city, Oklahoma City Theatre Company, Carpenter Square Theatre, Oklahoma Shakespeare in the Park, and CityRep. CityRep is a professional company affording equity points to those performers and technical theatre professionals. In Tulsa, Oklahoma's oldest resident professional company is American Theatre Company, and Theatre Tulsa is the oldest community theatre company west of the Mississippi. Other companies in Tulsa include Heller Theatre and Tulsa Spotlight Theater. The cities of Norman, Lawton, and Stillwater, among others, also host well-reviewed community theatre companies.", "targets": "What is the oldest resident professional theater company in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8e7868e1655f41768e64ac84675f0e51", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Prominent theatre companies in Oklahoma include, in the capital city, Oklahoma City Theatre Company, Carpenter Square Theatre, Oklahoma Shakespeare in the Park, and CityRep. CityRep is a professional company affording equity points to those performers and technical theatre professionals. In Tulsa, Oklahoma's oldest resident professional company is American Theatre Company, and Theatre Tulsa is the oldest community theatre company west of the Mississippi. Other companies in Tulsa include Heller Theatre and Tulsa Spotlight Theater. The cities of Norman, Lawton, and Stillwater, among others, also host well-reviewed community theatre companies.", "targets": "Where is Heller Theatre?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e7e674c1fe34b018cc585c479f9088d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A handful of families owned large estates (known as haciendas) and controlled the greater part of the land across the state while the vast majority of Chihuahuans were landless. The state economy was largely defined by ranching and mining. At the expense of the working class, the D\u00edaz administration promoted economic growth by encouraging investment from foreign companies from the United Kingdom, France, Imperial Germany and the United States. The proletariat was often exploited, and found no legal protection or political recourse to redress injustices.", "targets": "The state's economy was largely defined by these two industries."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e7e674c1fe34b018cc585c479f9088d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A handful of families owned large estates (known as haciendas) and controlled the greater part of the land across the state while the vast majority of Chihuahuans were landless. The state economy was largely defined by ranching and mining. At the expense of the working class, the D\u00edaz administration promoted economic growth by encouraging investment from foreign companies from the United Kingdom, France, Imperial Germany and the United States. The proletariat was often exploited, and found no legal protection or political recourse to redress injustices.", "targets": "Diaz promoted economic growth by encouraging investment from foreign companies at the expense of what group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e7e674c1fe34b018cc585c479f9088d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A handful of families owned large estates (known as haciendas) and controlled the greater part of the land across the state while the vast majority of Chihuahuans were landless. The state economy was largely defined by ranching and mining. At the expense of the working class, the D\u00edaz administration promoted economic growth by encouraging investment from foreign companies from the United Kingdom, France, Imperial Germany and the United States. The proletariat was often exploited, and found no legal protection or political recourse to redress injustices.", "targets": "What was the name of the large estates owned by wealthy families?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e7e674c1fe34b018cc585c479f9088d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A handful of families owned large estates (known as haciendas) and controlled the greater part of the land across the state while the vast majority of Chihuahuans were landless. The state economy was largely defined by ranching and mining. At the expense of the working class, the D\u00edaz administration promoted economic growth by encouraging investment from foreign companies from the United Kingdom, France, Imperial Germany and the United States. The proletariat was often exploited, and found no legal protection or political recourse to redress injustices.", "targets": "This group was often exploited and had no legal protection or recourse."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe267610aaa42209fc0dcbe2d186683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FSO Car Factory was established in 1951. A number of vehicles have been assembled there over the decades, including the Warszawa, Syrena, Fiat 125p (under license from Fiat, later renamed FSO 125p when the license expired) and the Polonez. The last two models listed were also sent abroad and assembled in a number of other countries, including Egypt and Colombia. In 1995 the factory was purchased by the South Korean car manufacturer Daewoo, which assembled the Tico, Espero, Nubia, Tacuma, Leganza, Lanos and Matiz there for the European market. In 2005 the factory was sold to AvtoZAZ, a Ukrainian car manufacturer which assembled there the Chevrolet Aveo. The license for the production of the Aveo expired in February 2011 and has since not been renewed. Currently the company is defunct.", "targets": "When was the FSO Car Factory founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe267610aaa42209fc0dcbe2d186683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FSO Car Factory was established in 1951. A number of vehicles have been assembled there over the decades, including the Warszawa, Syrena, Fiat 125p (under license from Fiat, later renamed FSO 125p when the license expired) and the Polonez. The last two models listed were also sent abroad and assembled in a number of other countries, including Egypt and Colombia. In 1995 the factory was purchased by the South Korean car manufacturer Daewoo, which assembled the Tico, Espero, Nubia, Tacuma, Leganza, Lanos and Matiz there for the European market. In 2005 the factory was sold to AvtoZAZ, a Ukrainian car manufacturer which assembled there the Chevrolet Aveo. The license for the production of the Aveo expired in February 2011 and has since not been renewed. Currently the company is defunct.", "targets": "What car is licensed by the FSO Car Factory and built in Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe267610aaa42209fc0dcbe2d186683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FSO Car Factory was established in 1951. A number of vehicles have been assembled there over the decades, including the Warszawa, Syrena, Fiat 125p (under license from Fiat, later renamed FSO 125p when the license expired) and the Polonez. The last two models listed were also sent abroad and assembled in a number of other countries, including Egypt and Colombia. In 1995 the factory was purchased by the South Korean car manufacturer Daewoo, which assembled the Tico, Espero, Nubia, Tacuma, Leganza, Lanos and Matiz there for the European market. In 2005 the factory was sold to AvtoZAZ, a Ukrainian car manufacturer which assembled there the Chevrolet Aveo. The license for the production of the Aveo expired in February 2011 and has since not been renewed. Currently the company is defunct.", "targets": "What South Korean car manufacturer purchased the factor in 1995?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe267610aaa42209fc0dcbe2d186683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FSO Car Factory was established in 1951. A number of vehicles have been assembled there over the decades, including the Warszawa, Syrena, Fiat 125p (under license from Fiat, later renamed FSO 125p when the license expired) and the Polonez. The last two models listed were also sent abroad and assembled in a number of other countries, including Egypt and Colombia. In 1995 the factory was purchased by the South Korean car manufacturer Daewoo, which assembled the Tico, Espero, Nubia, Tacuma, Leganza, Lanos and Matiz there for the European market. In 2005 the factory was sold to AvtoZAZ, a Ukrainian car manufacturer which assembled there the Chevrolet Aveo. The license for the production of the Aveo expired in February 2011 and has since not been renewed. Currently the company is defunct.", "targets": "Who bought the factory in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4fe267610aaa42209fc0dcbe2d186683", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The FSO Car Factory was established in 1951. A number of vehicles have been assembled there over the decades, including the Warszawa, Syrena, Fiat 125p (under license from Fiat, later renamed FSO 125p when the license expired) and the Polonez. The last two models listed were also sent abroad and assembled in a number of other countries, including Egypt and Colombia. In 1995 the factory was purchased by the South Korean car manufacturer Daewoo, which assembled the Tico, Espero, Nubia, Tacuma, Leganza, Lanos and Matiz there for the European market. In 2005 the factory was sold to AvtoZAZ, a Ukrainian car manufacturer which assembled there the Chevrolet Aveo. The license for the production of the Aveo expired in February 2011 and has since not been renewed. Currently the company is defunct.", "targets": "What did the license to build this type of car expire in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202fe4950433460482ac143807306aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1869 the Suez Canal opened under Napoleon III, linking the Mediterranean with the Indian Ocean. Initially the Canal was opposed by the British; but once opened, its strategic value was quickly recognised and became the \"jugular vein of the Empire\". In 1875, the Conservative government of Benjamin Disraeli bought the indebted Egyptian ruler Isma'il Pasha's 44 percent shareholding in the Suez Canal for \u00a34 million (\u00a3340 million in 2013). Although this did not grant outright control of the strategic waterway, it did give Britain leverage. Joint Anglo-French financial control over Egypt ended in outright British occupation in 1882. The French were still majority shareholders and attempted to weaken the British position, but a compromise was reached with the 1888 Convention of Constantinople, which made the Canal officially neutral territory.", "targets": "When did the Suez Canal open?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202fe4950433460482ac143807306aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1869 the Suez Canal opened under Napoleon III, linking the Mediterranean with the Indian Ocean. Initially the Canal was opposed by the British; but once opened, its strategic value was quickly recognised and became the \"jugular vein of the Empire\". In 1875, the Conservative government of Benjamin Disraeli bought the indebted Egyptian ruler Isma'il Pasha's 44 percent shareholding in the Suez Canal for \u00a34 million (\u00a3340 million in 2013). Although this did not grant outright control of the strategic waterway, it did give Britain leverage. Joint Anglo-French financial control over Egypt ended in outright British occupation in 1882. The French were still majority shareholders and attempted to weaken the British position, but a compromise was reached with the 1888 Convention of Constantinople, which made the Canal officially neutral territory.", "targets": "Which ocean did the Suez Canal connect the Mediterranean to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202fe4950433460482ac143807306aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1869 the Suez Canal opened under Napoleon III, linking the Mediterranean with the Indian Ocean. Initially the Canal was opposed by the British; but once opened, its strategic value was quickly recognised and became the \"jugular vein of the Empire\". In 1875, the Conservative government of Benjamin Disraeli bought the indebted Egyptian ruler Isma'il Pasha's 44 percent shareholding in the Suez Canal for \u00a34 million (\u00a3340 million in 2013). Although this did not grant outright control of the strategic waterway, it did give Britain leverage. Joint Anglo-French financial control over Egypt ended in outright British occupation in 1882. The French were still majority shareholders and attempted to weaken the British position, but a compromise was reached with the 1888 Convention of Constantinople, which made the Canal officially neutral territory.", "targets": "Which French leader ruled when the Suez Canal opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202fe4950433460482ac143807306aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1869 the Suez Canal opened under Napoleon III, linking the Mediterranean with the Indian Ocean. Initially the Canal was opposed by the British; but once opened, its strategic value was quickly recognised and became the \"jugular vein of the Empire\". In 1875, the Conservative government of Benjamin Disraeli bought the indebted Egyptian ruler Isma'il Pasha's 44 percent shareholding in the Suez Canal for \u00a34 million (\u00a3340 million in 2013). Although this did not grant outright control of the strategic waterway, it did give Britain leverage. Joint Anglo-French financial control over Egypt ended in outright British occupation in 1882. The French were still majority shareholders and attempted to weaken the British position, but a compromise was reached with the 1888 Convention of Constantinople, which made the Canal officially neutral territory.", "targets": "How much did Britain spend to buy Egypt's share of the Suez Canal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-202fe4950433460482ac143807306aa8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1869 the Suez Canal opened under Napoleon III, linking the Mediterranean with the Indian Ocean. Initially the Canal was opposed by the British; but once opened, its strategic value was quickly recognised and became the \"jugular vein of the Empire\". In 1875, the Conservative government of Benjamin Disraeli bought the indebted Egyptian ruler Isma'il Pasha's 44 percent shareholding in the Suez Canal for \u00a34 million (\u00a3340 million in 2013). Although this did not grant outright control of the strategic waterway, it did give Britain leverage. Joint Anglo-French financial control over Egypt ended in outright British occupation in 1882. The French were still majority shareholders and attempted to weaken the British position, but a compromise was reached with the 1888 Convention of Constantinople, which made the Canal officially neutral territory.", "targets": "The Suez Canal became neutral territory by what treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd7f26d3634de895a718a544deccf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne has a temperate oceanic climate (K\u00f6ppen climate classification Cfb) and is well known for its changeable weather conditions. This is mainly due to Melbourne's location situated on the boundary of the very hot inland areas and the cool southern ocean. This temperature differential is most pronounced in the spring and summer months and can cause very strong cold fronts to form. These cold fronts can be responsible for all sorts of severe weather from gales to severe thunderstorms and hail, large temperature drops, and heavy rain.", "targets": "During which seasons are Melbourne's temperature differentials most pronounced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd7f26d3634de895a718a544deccf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne has a temperate oceanic climate (K\u00f6ppen climate classification Cfb) and is well known for its changeable weather conditions. This is mainly due to Melbourne's location situated on the boundary of the very hot inland areas and the cool southern ocean. This temperature differential is most pronounced in the spring and summer months and can cause very strong cold fronts to form. These cold fronts can be responsible for all sorts of severe weather from gales to severe thunderstorms and hail, large temperature drops, and heavy rain.", "targets": "Which type of weather fronts are responsible for severe weather such as gales, thunderstorms, hail, and heavy rain in Melbourne?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd7f26d3634de895a718a544deccf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne has a temperate oceanic climate (K\u00f6ppen climate classification Cfb) and is well known for its changeable weather conditions. This is mainly due to Melbourne's location situated on the boundary of the very hot inland areas and the cool southern ocean. This temperature differential is most pronounced in the spring and summer months and can cause very strong cold fronts to form. These cold fronts can be responsible for all sorts of severe weather from gales to severe thunderstorms and hail, large temperature drops, and heavy rain.", "targets": "Is Melbourne known for changeable or steady weather patterns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd7f26d3634de895a718a544deccf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne has a temperate oceanic climate (K\u00f6ppen climate classification Cfb) and is well known for its changeable weather conditions. This is mainly due to Melbourne's location situated on the boundary of the very hot inland areas and the cool southern ocean. This temperature differential is most pronounced in the spring and summer months and can cause very strong cold fronts to form. These cold fronts can be responsible for all sorts of severe weather from gales to severe thunderstorms and hail, large temperature drops, and heavy rain.", "targets": "What is Melbourne's Koppen climate classification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-60fd7f26d3634de895a718a544deccf5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne has a temperate oceanic climate (K\u00f6ppen climate classification Cfb) and is well known for its changeable weather conditions. This is mainly due to Melbourne's location situated on the boundary of the very hot inland areas and the cool southern ocean. This temperature differential is most pronounced in the spring and summer months and can cause very strong cold fronts to form. These cold fronts can be responsible for all sorts of severe weather from gales to severe thunderstorms and hail, large temperature drops, and heavy rain.", "targets": "What is one cause for Melbourne's fluctuating weather patterns?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61288c0ff94e2b86c3bf8b2307b038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Support for the LRC was boosted by the 1901 Taff Vale Case, a dispute between strikers and a railway company that ended with the union being ordered to pay \u00a323,000 damages for a strike. The judgement effectively made strikes illegal since employers could recoup the cost of lost business from the unions. The apparent acquiescence of the Conservative Government of Arthur Balfour to industrial and business interests (traditionally the allies of the Liberal Party in opposition to the Conservative's landed interests) intensified support for the LRC against a government that appeared to have little concern for the industrial proletariat and its problems.", "targets": "What boosted support in 1901?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61288c0ff94e2b86c3bf8b2307b038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Support for the LRC was boosted by the 1901 Taff Vale Case, a dispute between strikers and a railway company that ended with the union being ordered to pay \u00a323,000 damages for a strike. The judgement effectively made strikes illegal since employers could recoup the cost of lost business from the unions. The apparent acquiescence of the Conservative Government of Arthur Balfour to industrial and business interests (traditionally the allies of the Liberal Party in opposition to the Conservative's landed interests) intensified support for the LRC against a government that appeared to have little concern for the industrial proletariat and its problems.", "targets": "What was the Taft Vale Case?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61288c0ff94e2b86c3bf8b2307b038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Support for the LRC was boosted by the 1901 Taff Vale Case, a dispute between strikers and a railway company that ended with the union being ordered to pay \u00a323,000 damages for a strike. The judgement effectively made strikes illegal since employers could recoup the cost of lost business from the unions. The apparent acquiescence of the Conservative Government of Arthur Balfour to industrial and business interests (traditionally the allies of the Liberal Party in opposition to the Conservative's landed interests) intensified support for the LRC against a government that appeared to have little concern for the industrial proletariat and its problems.", "targets": "From this case, what happened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9c61288c0ff94e2b86c3bf8b2307b038", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Support for the LRC was boosted by the 1901 Taff Vale Case, a dispute between strikers and a railway company that ended with the union being ordered to pay \u00a323,000 damages for a strike. The judgement effectively made strikes illegal since employers could recoup the cost of lost business from the unions. The apparent acquiescence of the Conservative Government of Arthur Balfour to industrial and business interests (traditionally the allies of the Liberal Party in opposition to the Conservative's landed interests) intensified support for the LRC against a government that appeared to have little concern for the industrial proletariat and its problems.", "targets": "How much were they ordered to pay in damages for the strike?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edf236156a78466080c9b7f345b73997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-generation iPod had a weak bass response, as shown in audio tests. The combination of the undersized DC-blocking capacitors and the typical low-impedance of most consumer headphones form a high-pass filter, which attenuates the low-frequency bass output. Similar capacitors were used in the fourth-generation iPods. The problem is reduced when using high-impedance headphones and is completely masked when driving high-impedance (line level) loads, such as an external headphone amplifier. The first-generation iPod Shuffle uses a dual-transistor output stage, rather than a single capacitor-coupled output, and does not exhibit reduced bass response for any load.", "targets": "What audio deficiency was found in the 3rd gen iPods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edf236156a78466080c9b7f345b73997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-generation iPod had a weak bass response, as shown in audio tests. The combination of the undersized DC-blocking capacitors and the typical low-impedance of most consumer headphones form a high-pass filter, which attenuates the low-frequency bass output. Similar capacitors were used in the fourth-generation iPods. The problem is reduced when using high-impedance headphones and is completely masked when driving high-impedance (line level) loads, such as an external headphone amplifier. The first-generation iPod Shuffle uses a dual-transistor output stage, rather than a single capacitor-coupled output, and does not exhibit reduced bass response for any load.", "targets": "What kind of headphones could partially mitigate the bass response issues of the 3rd gen iPods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edf236156a78466080c9b7f345b73997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-generation iPod had a weak bass response, as shown in audio tests. The combination of the undersized DC-blocking capacitors and the typical low-impedance of most consumer headphones form a high-pass filter, which attenuates the low-frequency bass output. Similar capacitors were used in the fourth-generation iPods. The problem is reduced when using high-impedance headphones and is completely masked when driving high-impedance (line level) loads, such as an external headphone amplifier. The first-generation iPod Shuffle uses a dual-transistor output stage, rather than a single capacitor-coupled output, and does not exhibit reduced bass response for any load.", "targets": "What is an example of a device that could entirely mitigate the bass response issues of the 3rd gen iPods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edf236156a78466080c9b7f345b73997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-generation iPod had a weak bass response, as shown in audio tests. The combination of the undersized DC-blocking capacitors and the typical low-impedance of most consumer headphones form a high-pass filter, which attenuates the low-frequency bass output. Similar capacitors were used in the fourth-generation iPods. The problem is reduced when using high-impedance headphones and is completely masked when driving high-impedance (line level) loads, such as an external headphone amplifier. The first-generation iPod Shuffle uses a dual-transistor output stage, rather than a single capacitor-coupled output, and does not exhibit reduced bass response for any load.", "targets": "What part of audio output was substandard on 3rd generation iPods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edf236156a78466080c9b7f345b73997", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The third-generation iPod had a weak bass response, as shown in audio tests. The combination of the undersized DC-blocking capacitors and the typical low-impedance of most consumer headphones form a high-pass filter, which attenuates the low-frequency bass output. Similar capacitors were used in the fourth-generation iPods. The problem is reduced when using high-impedance headphones and is completely masked when driving high-impedance (line level) loads, such as an external headphone amplifier. The first-generation iPod Shuffle uses a dual-transistor output stage, rather than a single capacitor-coupled output, and does not exhibit reduced bass response for any load.", "targets": "What component was to blame for the weak bass of the 3rd generation iPod?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "What is the official language of Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "How many people in Estonia speak Estonian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "How many people in different migrant communities speak Estonian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "What branch of the Uralic language family does Estonian belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "What language family does Estonian belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "What country has Estonian as its official language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "In Estonia how many people speak Estonian as their native language"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "Of what language family is Estonian a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "On which branch of Uralic language family can Estonian be found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-383d7acad6f84eb68158123e4369d6f9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Estonian (eesti keel [\u02c8e\u02d0sti \u02c8ke\u02d0l] ( listen)) is the official language of Estonia, spoken natively by about 1.1 million people in Estonia and tens of thousands in various migrant communities. It belongs to the Finnic branch of the Uralic language family.", "targets": "How many estimated non native speakers of Estonian are there in Estonia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbaa57ca3fac443cbf27ebd7bd91ab93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly used reduction is a polynomial-time reduction. This means that the reduction process takes polynomial time. For example, the problem of squaring an integer can be reduced to the problem of multiplying two integers. This means an algorithm for multiplying two integers can be used to square an integer. Indeed, this can be done by giving the same input to both inputs of the multiplication algorithm. Thus we see that squaring is not more difficult than multiplication, since squaring can be reduced to multiplication.", "targets": "What is the most frequently employed type of reduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbaa57ca3fac443cbf27ebd7bd91ab93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly used reduction is a polynomial-time reduction. This means that the reduction process takes polynomial time. For example, the problem of squaring an integer can be reduced to the problem of multiplying two integers. This means an algorithm for multiplying two integers can be used to square an integer. Indeed, this can be done by giving the same input to both inputs of the multiplication algorithm. Thus we see that squaring is not more difficult than multiplication, since squaring can be reduced to multiplication.", "targets": "What equates to a squared integer according to polynomial time reduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbaa57ca3fac443cbf27ebd7bd91ab93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly used reduction is a polynomial-time reduction. This means that the reduction process takes polynomial time. For example, the problem of squaring an integer can be reduced to the problem of multiplying two integers. This means an algorithm for multiplying two integers can be used to square an integer. Indeed, this can be done by giving the same input to both inputs of the multiplication algorithm. Thus we see that squaring is not more difficult than multiplication, since squaring can be reduced to multiplication.", "targets": "What measurement of time is used in polynomial time reduction?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbaa57ca3fac443cbf27ebd7bd91ab93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly used reduction is a polynomial-time reduction. This means that the reduction process takes polynomial time. For example, the problem of squaring an integer can be reduced to the problem of multiplying two integers. This means an algorithm for multiplying two integers can be used to square an integer. Indeed, this can be done by giving the same input to both inputs of the multiplication algorithm. Thus we see that squaring is not more difficult than multiplication, since squaring can be reduced to multiplication.", "targets": "What would need to remain constant in a multiplication algorithm to produce the same outcome whether multiplying or squaring two integers?  "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bbaa57ca3fac443cbf27ebd7bd91ab93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The most commonly used reduction is a polynomial-time reduction. This means that the reduction process takes polynomial time. For example, the problem of squaring an integer can be reduced to the problem of multiplying two integers. This means an algorithm for multiplying two integers can be used to square an integer. Indeed, this can be done by giving the same input to both inputs of the multiplication algorithm. Thus we see that squaring is not more difficult than multiplication, since squaring can be reduced to multiplication.", "targets": "According to polynomial time reduction squaring can ultimately be logically reduced to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f1dfc9ffd034b588cb46d24131b9ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia is known as a departing point for the practice of unpowered air sports, sports that may be practiced with hang gliding or paragliding wings. Practitioners of such sports reveal that, because of the city's dry weather, the city offers strong thermal winds and great \"cloud-streets\", which is also the name for a manoeuvre quite appreciated by practitioners. In 2003, Bras\u00edlia hosted the 14th Hang Gliding World Championship, one of the categories of free flying. In August 2005, the city hosted the 2nd stage of the Brazilian Hang Gliding Championship.", "targets": "What type of sports are popular in Brasilia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f1dfc9ffd034b588cb46d24131b9ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia is known as a departing point for the practice of unpowered air sports, sports that may be practiced with hang gliding or paragliding wings. Practitioners of such sports reveal that, because of the city's dry weather, the city offers strong thermal winds and great \"cloud-streets\", which is also the name for a manoeuvre quite appreciated by practitioners. In 2003, Bras\u00edlia hosted the 14th Hang Gliding World Championship, one of the categories of free flying. In August 2005, the city hosted the 2nd stage of the Brazilian Hang Gliding Championship.", "targets": "What air sports event did Brasilia host in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f1dfc9ffd034b588cb46d24131b9ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia is known as a departing point for the practice of unpowered air sports, sports that may be practiced with hang gliding or paragliding wings. Practitioners of such sports reveal that, because of the city's dry weather, the city offers strong thermal winds and great \"cloud-streets\", which is also the name for a manoeuvre quite appreciated by practitioners. In 2003, Bras\u00edlia hosted the 14th Hang Gliding World Championship, one of the categories of free flying. In August 2005, the city hosted the 2nd stage of the Brazilian Hang Gliding Championship.", "targets": "What air sports event did Brasilia host in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f1dfc9ffd034b588cb46d24131b9ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Bras\u00edlia is known as a departing point for the practice of unpowered air sports, sports that may be practiced with hang gliding or paragliding wings. Practitioners of such sports reveal that, because of the city's dry weather, the city offers strong thermal winds and great \"cloud-streets\", which is also the name for a manoeuvre quite appreciated by practitioners. In 2003, Bras\u00edlia hosted the 14th Hang Gliding World Championship, one of the categories of free flying. In August 2005, the city hosted the 2nd stage of the Brazilian Hang Gliding Championship.", "targets": "Why is Brasilia a good place for air sports?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf3b7ac20ba4142973ed79088077200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hurling and football are the most popular spectator sports in the city. Hurling has a strong identity with city and county \u2013 with Cork winning 30 All-Ireland Championships. Gaelic football is also popular, and Cork has won 7 All-Ireland Senior Football Championship titles. There are many Gaelic Athletic Association clubs in Cork City, including Blackrock National Hurling Club, St. Finbarr's, Glen Rovers, Na Piarsaigh and Nemo Rangers. The main public venues are P\u00e1irc U\u00ed Chaoimh and P\u00e1irc U\u00ed Rinn (named after the noted Glen Rovers player Christy Ring). Camogie (hurling for ladies) and women's gaelic football are increasing in popularity.", "targets": "What are the biggest sports draws in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf3b7ac20ba4142973ed79088077200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hurling and football are the most popular spectator sports in the city. Hurling has a strong identity with city and county \u2013 with Cork winning 30 All-Ireland Championships. Gaelic football is also popular, and Cork has won 7 All-Ireland Senior Football Championship titles. There are many Gaelic Athletic Association clubs in Cork City, including Blackrock National Hurling Club, St. Finbarr's, Glen Rovers, Na Piarsaigh and Nemo Rangers. The main public venues are P\u00e1irc U\u00ed Chaoimh and P\u00e1irc U\u00ed Rinn (named after the noted Glen Rovers player Christy Ring). Camogie (hurling for ladies) and women's gaelic football are increasing in popularity.", "targets": "How many All-Ireland Championships has Cork won?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf3b7ac20ba4142973ed79088077200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hurling and football are the most popular spectator sports in the city. Hurling has a strong identity with city and county \u2013 with Cork winning 30 All-Ireland Championships. Gaelic football is also popular, and Cork has won 7 All-Ireland Senior Football Championship titles. There are many Gaelic Athletic Association clubs in Cork City, including Blackrock National Hurling Club, St. Finbarr's, Glen Rovers, Na Piarsaigh and Nemo Rangers. The main public venues are P\u00e1irc U\u00ed Chaoimh and P\u00e1irc U\u00ed Rinn (named after the noted Glen Rovers player Christy Ring). Camogie (hurling for ladies) and women's gaelic football are increasing in popularity.", "targets": "How many All-Ireland Senior Football Championship titles have been won by Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf3b7ac20ba4142973ed79088077200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hurling and football are the most popular spectator sports in the city. Hurling has a strong identity with city and county \u2013 with Cork winning 30 All-Ireland Championships. Gaelic football is also popular, and Cork has won 7 All-Ireland Senior Football Championship titles. There are many Gaelic Athletic Association clubs in Cork City, including Blackrock National Hurling Club, St. Finbarr's, Glen Rovers, Na Piarsaigh and Nemo Rangers. The main public venues are P\u00e1irc U\u00ed Chaoimh and P\u00e1irc U\u00ed Rinn (named after the noted Glen Rovers player Christy Ring). Camogie (hurling for ladies) and women's gaelic football are increasing in popularity.", "targets": "What kind of hurling do the women of Cork play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebf3b7ac20ba4142973ed79088077200", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hurling and football are the most popular spectator sports in the city. Hurling has a strong identity with city and county \u2013 with Cork winning 30 All-Ireland Championships. Gaelic football is also popular, and Cork has won 7 All-Ireland Senior Football Championship titles. There are many Gaelic Athletic Association clubs in Cork City, including Blackrock National Hurling Club, St. Finbarr's, Glen Rovers, Na Piarsaigh and Nemo Rangers. The main public venues are P\u00e1irc U\u00ed Chaoimh and P\u00e1irc U\u00ed Rinn (named after the noted Glen Rovers player Christy Ring). Camogie (hurling for ladies) and women's gaelic football are increasing in popularity.", "targets": "What sport has been gaining steam as more and more women play?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33df359175b7412da6035e708ca7209e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 September 2003 the newspaper appeared to misjudge the public mood surrounding mental health, as well as its affection for former world heavyweight champion boxer Frank Bruno, who had been admitted to hospital, when the headline \"Bonkers Bruno Locked Up\" appeared on the front page of early editions. The adverse reaction, once the paper had hit the streets on the evening of 21 September, led to the headline being changed for the paper's second edition to the more sympathetic \"Sad Bruno In Mental Home\".", "targets": "What was the subject of the front page on 22 September 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33df359175b7412da6035e708ca7209e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 September 2003 the newspaper appeared to misjudge the public mood surrounding mental health, as well as its affection for former world heavyweight champion boxer Frank Bruno, who had been admitted to hospital, when the headline \"Bonkers Bruno Locked Up\" appeared on the front page of early editions. The adverse reaction, once the paper had hit the streets on the evening of 21 September, led to the headline being changed for the paper's second edition to the more sympathetic \"Sad Bruno In Mental Home\".", "targets": "Who was featured in the article on mental health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33df359175b7412da6035e708ca7209e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 September 2003 the newspaper appeared to misjudge the public mood surrounding mental health, as well as its affection for former world heavyweight champion boxer Frank Bruno, who had been admitted to hospital, when the headline \"Bonkers Bruno Locked Up\" appeared on the front page of early editions. The adverse reaction, once the paper had hit the streets on the evening of 21 September, led to the headline being changed for the paper's second edition to the more sympathetic \"Sad Bruno In Mental Home\".", "targets": "What was the original headline on 22 September 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33df359175b7412da6035e708ca7209e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 September 2003 the newspaper appeared to misjudge the public mood surrounding mental health, as well as its affection for former world heavyweight champion boxer Frank Bruno, who had been admitted to hospital, when the headline \"Bonkers Bruno Locked Up\" appeared on the front page of early editions. The adverse reaction, once the paper had hit the streets on the evening of 21 September, led to the headline being changed for the paper's second edition to the more sympathetic \"Sad Bruno In Mental Home\".", "targets": "What was the headline changed to after public backlash?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33df359175b7412da6035e708ca7209e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 22 September 2003 the newspaper appeared to misjudge the public mood surrounding mental health, as well as its affection for former world heavyweight champion boxer Frank Bruno, who had been admitted to hospital, when the headline \"Bonkers Bruno Locked Up\" appeared on the front page of early editions. The adverse reaction, once the paper had hit the streets on the evening of 21 September, led to the headline being changed for the paper's second edition to the more sympathetic \"Sad Bruno In Mental Home\".", "targets": "What had happened to Frank Bruno to spur the publishing of a story about him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59143326478c4b1b9fa58ba8b5a15311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-1970s saw the introduction of dbx-encoded records, again for the audiophile niche market. These were completely incompatible with standard record playback preamplifiers, relying on the dbx compandor encoding/decoding scheme to greatly increase dynamic range (dbx encoded disks were recorded with the dynamic range compressed by a factor of two in dB: quiet sounds were meant to be played back at low gain and loud sounds were meant to be played back at high gain, via automatic gain control in the playback equipment; this reduced the effect of surface noise on quiet passages). A similar and very short-lived scheme involved using the CBS-developed \"CX\" noise reduction encoding/decoding scheme.", "targets": "What was required for quality playback of DBX recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59143326478c4b1b9fa58ba8b5a15311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-1970s saw the introduction of dbx-encoded records, again for the audiophile niche market. These were completely incompatible with standard record playback preamplifiers, relying on the dbx compandor encoding/decoding scheme to greatly increase dynamic range (dbx encoded disks were recorded with the dynamic range compressed by a factor of two in dB: quiet sounds were meant to be played back at low gain and loud sounds were meant to be played back at high gain, via automatic gain control in the playback equipment; this reduced the effect of surface noise on quiet passages). A similar and very short-lived scheme involved using the CBS-developed \"CX\" noise reduction encoding/decoding scheme.", "targets": "When were DBX recordings released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59143326478c4b1b9fa58ba8b5a15311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-1970s saw the introduction of dbx-encoded records, again for the audiophile niche market. These were completely incompatible with standard record playback preamplifiers, relying on the dbx compandor encoding/decoding scheme to greatly increase dynamic range (dbx encoded disks were recorded with the dynamic range compressed by a factor of two in dB: quiet sounds were meant to be played back at low gain and loud sounds were meant to be played back at high gain, via automatic gain control in the playback equipment; this reduced the effect of surface noise on quiet passages). A similar and very short-lived scheme involved using the CBS-developed \"CX\" noise reduction encoding/decoding scheme.", "targets": "How compatible were DBX encoded recordings with prior technologies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59143326478c4b1b9fa58ba8b5a15311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-1970s saw the introduction of dbx-encoded records, again for the audiophile niche market. These were completely incompatible with standard record playback preamplifiers, relying on the dbx compandor encoding/decoding scheme to greatly increase dynamic range (dbx encoded disks were recorded with the dynamic range compressed by a factor of two in dB: quiet sounds were meant to be played back at low gain and loud sounds were meant to be played back at high gain, via automatic gain control in the playback equipment; this reduced the effect of surface noise on quiet passages). A similar and very short-lived scheme involved using the CBS-developed \"CX\" noise reduction encoding/decoding scheme.", "targets": "What was the intention of DBX encoded recordings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59143326478c4b1b9fa58ba8b5a15311", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The mid-1970s saw the introduction of dbx-encoded records, again for the audiophile niche market. These were completely incompatible with standard record playback preamplifiers, relying on the dbx compandor encoding/decoding scheme to greatly increase dynamic range (dbx encoded disks were recorded with the dynamic range compressed by a factor of two in dB: quiet sounds were meant to be played back at low gain and loud sounds were meant to be played back at high gain, via automatic gain control in the playback equipment; this reduced the effect of surface noise on quiet passages). A similar and very short-lived scheme involved using the CBS-developed \"CX\" noise reduction encoding/decoding scheme.", "targets": "What did CBS develop in order to reduce outside noise?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdd7195464c4502bb15b4826f1b8650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top ten (eleven in season ten) toured at the end of every season. In the season twelve tour a semi-finalist who won a sing-off was also added to the tour. Kellogg's Pop-Tarts was the sponsor for the first seven seasons, and Guitar Hero was added for the season seven tour. M&M's Pretzel Chocolate Candies was a sponsor of the season nine tour. The season five tour was the most successful tour with gross of over $35 million.", "targets": "Which season of American Idol had the highest profit on its tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdd7195464c4502bb15b4826f1b8650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top ten (eleven in season ten) toured at the end of every season. In the season twelve tour a semi-finalist who won a sing-off was also added to the tour. Kellogg's Pop-Tarts was the sponsor for the first seven seasons, and Guitar Hero was added for the season seven tour. M&M's Pretzel Chocolate Candies was a sponsor of the season nine tour. The season five tour was the most successful tour with gross of over $35 million.", "targets": "What company was a sponsor of the American Idol tour in its ninth season? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdd7195464c4502bb15b4826f1b8650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top ten (eleven in season ten) toured at the end of every season. In the season twelve tour a semi-finalist who won a sing-off was also added to the tour. Kellogg's Pop-Tarts was the sponsor for the first seven seasons, and Guitar Hero was added for the season seven tour. M&M's Pretzel Chocolate Candies was a sponsor of the season nine tour. The season five tour was the most successful tour with gross of over $35 million.", "targets": "Who was added to the tour in season 12?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdd7195464c4502bb15b4826f1b8650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top ten (eleven in season ten) toured at the end of every season. In the season twelve tour a semi-finalist who won a sing-off was also added to the tour. Kellogg's Pop-Tarts was the sponsor for the first seven seasons, and Guitar Hero was added for the season seven tour. M&M's Pretzel Chocolate Candies was a sponsor of the season nine tour. The season five tour was the most successful tour with gross of over $35 million.", "targets": "Who sponsored the first seven tours?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdd7195464c4502bb15b4826f1b8650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top ten (eleven in season ten) toured at the end of every season. In the season twelve tour a semi-finalist who won a sing-off was also added to the tour. Kellogg's Pop-Tarts was the sponsor for the first seven seasons, and Guitar Hero was added for the season seven tour. M&M's Pretzel Chocolate Candies was a sponsor of the season nine tour. The season five tour was the most successful tour with gross of over $35 million.", "targets": "Who sponsored the ninth tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5bdd7195464c4502bb15b4826f1b8650", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top ten (eleven in season ten) toured at the end of every season. In the season twelve tour a semi-finalist who won a sing-off was also added to the tour. Kellogg's Pop-Tarts was the sponsor for the first seven seasons, and Guitar Hero was added for the season seven tour. M&M's Pretzel Chocolate Candies was a sponsor of the season nine tour. The season five tour was the most successful tour with gross of over $35 million.", "targets": "Which was the most successful tour?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89d51d2b3595427394709885c4e6f7e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Consortium first published The Unicode Standard (ISBN 0-321-18578-1) in 1991 and continues to develop standards based on that original work. The latest version of the standard, Unicode 8.0, was released in June 2015 and is available from the consortium's website. The last of the major versions (versions x.0) to be published in book form was Unicode 5.0 (ISBN 0-321-48091-0), but since Unicode 6.0 the full text of the standard is no longer being published in book form. In 2012, however, it was announced that only the core specification for Unicode version 6.1 would be made available as a 692-page print-on-demand paperback. Unlike the previous major version printings of the Standard, the print-on-demand core specification does not include any code charts or standard annexes, but the entire standard, including the core specification, will still remain freely available on the Unicode website.", "targets": "What does the print on demand, core version not include? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89d51d2b3595427394709885c4e6f7e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Consortium first published The Unicode Standard (ISBN 0-321-18578-1) in 1991 and continues to develop standards based on that original work. The latest version of the standard, Unicode 8.0, was released in June 2015 and is available from the consortium's website. The last of the major versions (versions x.0) to be published in book form was Unicode 5.0 (ISBN 0-321-48091-0), but since Unicode 6.0 the full text of the standard is no longer being published in book form. In 2012, however, it was announced that only the core specification for Unicode version 6.1 would be made available as a 692-page print-on-demand paperback. Unlike the previous major version printings of the Standard, the print-on-demand core specification does not include any code charts or standard annexes, but the entire standard, including the core specification, will still remain freely available on the Unicode website.", "targets": "When was the Unicode Standard first published? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89d51d2b3595427394709885c4e6f7e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Consortium first published The Unicode Standard (ISBN 0-321-18578-1) in 1991 and continues to develop standards based on that original work. The latest version of the standard, Unicode 8.0, was released in June 2015 and is available from the consortium's website. The last of the major versions (versions x.0) to be published in book form was Unicode 5.0 (ISBN 0-321-48091-0), but since Unicode 6.0 the full text of the standard is no longer being published in book form. In 2012, however, it was announced that only the core specification for Unicode version 6.1 would be made available as a 692-page print-on-demand paperback. Unlike the previous major version printings of the Standard, the print-on-demand core specification does not include any code charts or standard annexes, but the entire standard, including the core specification, will still remain freely available on the Unicode website.", "targets": "When was the latest version, Unicode 8.0, released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89d51d2b3595427394709885c4e6f7e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Consortium first published The Unicode Standard (ISBN 0-321-18578-1) in 1991 and continues to develop standards based on that original work. The latest version of the standard, Unicode 8.0, was released in June 2015 and is available from the consortium's website. The last of the major versions (versions x.0) to be published in book form was Unicode 5.0 (ISBN 0-321-48091-0), but since Unicode 6.0 the full text of the standard is no longer being published in book form. In 2012, however, it was announced that only the core specification for Unicode version 6.1 would be made available as a 692-page print-on-demand paperback. Unlike the previous major version printings of the Standard, the print-on-demand core specification does not include any code charts or standard annexes, but the entire standard, including the core specification, will still remain freely available on the Unicode website.", "targets": "What was the last major version of Unicode to be published in book form? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-89d51d2b3595427394709885c4e6f7e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Consortium first published The Unicode Standard (ISBN 0-321-18578-1) in 1991 and continues to develop standards based on that original work. The latest version of the standard, Unicode 8.0, was released in June 2015 and is available from the consortium's website. The last of the major versions (versions x.0) to be published in book form was Unicode 5.0 (ISBN 0-321-48091-0), but since Unicode 6.0 the full text of the standard is no longer being published in book form. In 2012, however, it was announced that only the core specification for Unicode version 6.1 would be made available as a 692-page print-on-demand paperback. Unlike the previous major version printings of the Standard, the print-on-demand core specification does not include any code charts or standard annexes, but the entire standard, including the core specification, will still remain freely available on the Unicode website.", "targets": "What year was it announced that only the core specification for Unicode would be printed in physical form?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a99978d9772d4fe3ac3a115aa48fb39a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Photometric studies (also sometimes referred to as \"layouts\" or \"point by points\") are often used to simulate lighting designs for projects before they are built or renovated. This enables architects, lighting designers, and engineers to determine whether a proposed lighting setup will deliver the amount of light intended. They will also be able to determine the contrast ratio between light and dark areas. In many cases these studies are referenced against IESNA or CIBSE recommended lighting practices for the type of application. Depending on the type of area, different design aspects may be emphasized for safety or practicality (i.e. such as maintaining uniform light levels, avoiding glare or highlighting certain areas). Specialized software is often used to create these, which typically combine the use of two-dimensional digital CAD drawings and lighting calculation software (i.e. AGi32or Dialux).", "targets": "What type of study is used to simulate lighting designs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9aefda103913429aabaeb5ec9938253c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fervent follower of the absolutist cause, El\u00edo had played an important role in the repression of the supporters of the Constitution of 1812. For this, he was arrested in 1820 and executed in 1822 by garroting. Conflict between absolutists and liberals continued, and in the period of conservative rule called the Ominous Decade (1823\u20131833), which followed the Trienio Liberal, there was ruthless repression by government forces and the Catholic Inquisition. The last victim of the Inquisition was Gaiet\u00e0 Ripoli, a teacher accused of being a deist and a Mason who was hanged in Valencia in 1824.", "targets": "Who helped repress the supporters of the Constitution and was later executed for it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9aefda103913429aabaeb5ec9938253c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fervent follower of the absolutist cause, El\u00edo had played an important role in the repression of the supporters of the Constitution of 1812. For this, he was arrested in 1820 and executed in 1822 by garroting. Conflict between absolutists and liberals continued, and in the period of conservative rule called the Ominous Decade (1823\u20131833), which followed the Trienio Liberal, there was ruthless repression by government forces and the Catholic Inquisition. The last victim of the Inquisition was Gaiet\u00e0 Ripoli, a teacher accused of being a deist and a Mason who was hanged in Valencia in 1824.", "targets": "When was Elio killed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9aefda103913429aabaeb5ec9938253c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fervent follower of the absolutist cause, El\u00edo had played an important role in the repression of the supporters of the Constitution of 1812. For this, he was arrested in 1820 and executed in 1822 by garroting. Conflict between absolutists and liberals continued, and in the period of conservative rule called the Ominous Decade (1823\u20131833), which followed the Trienio Liberal, there was ruthless repression by government forces and the Catholic Inquisition. The last victim of the Inquisition was Gaiet\u00e0 Ripoli, a teacher accused of being a deist and a Mason who was hanged in Valencia in 1824.", "targets": "How was Elio executed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9aefda103913429aabaeb5ec9938253c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fervent follower of the absolutist cause, El\u00edo had played an important role in the repression of the supporters of the Constitution of 1812. For this, he was arrested in 1820 and executed in 1822 by garroting. Conflict between absolutists and liberals continued, and in the period of conservative rule called the Ominous Decade (1823\u20131833), which followed the Trienio Liberal, there was ruthless repression by government forces and the Catholic Inquisition. The last victim of the Inquisition was Gaiet\u00e0 Ripoli, a teacher accused of being a deist and a Mason who was hanged in Valencia in 1824.", "targets": "What are the years from 1823-1833 called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9aefda103913429aabaeb5ec9938253c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A fervent follower of the absolutist cause, El\u00edo had played an important role in the repression of the supporters of the Constitution of 1812. For this, he was arrested in 1820 and executed in 1822 by garroting. Conflict between absolutists and liberals continued, and in the period of conservative rule called the Ominous Decade (1823\u20131833), which followed the Trienio Liberal, there was ruthless repression by government forces and the Catholic Inquisition. The last victim of the Inquisition was Gaiet\u00e0 Ripoli, a teacher accused of being a deist and a Mason who was hanged in Valencia in 1824.", "targets": "Who was the last person killed by the Inquisition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5e578231a647e1859ddd9febd9d128", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamic political philosophy, was, indeed, rooted in the very sources of Islam\u2014i.e., the Qur'an and the Sunnah, the words and practices of Muhammad\u2014thus making it essentially theocratic. However, in the Western thought, it is generally supposed that it was a specific area peculiar merely to the great philosophers of Islam: al-Kindi (Alkindus), al-Farabi (Abunaser), \u0130bn Sina (Avicenna), Ibn Bajjah (Avempace), Ibn Rushd (Averroes), and Ibn Khaldun. The political conceptions of Islam such as kudrah (power), sultan, ummah, cemaa (obligation)-and even the \"core\" terms of the Qur'an\u2014i.e., ibadah (worship), din (religion), rab (master) and ilah (deity)\u2014is taken as the basis of an analysis. Hence, not only the ideas of the Muslim political philosophers but also many other jurists and ulama posed political ideas and theories. For example, the ideas of the Khawarij in the very early years of Islamic history on Khilafa and Ummah, or that of Shia Islam on the concept of Imamah are considered proofs of political thought. The clashes between the Ehl-i Sunna and Shia in the 7th and 8th centuries had a genuine political character.", "targets": "The clashes between Ehl-i Sunna and Shia had what kind of character? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5e578231a647e1859ddd9febd9d128", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamic political philosophy, was, indeed, rooted in the very sources of Islam\u2014i.e., the Qur'an and the Sunnah, the words and practices of Muhammad\u2014thus making it essentially theocratic. However, in the Western thought, it is generally supposed that it was a specific area peculiar merely to the great philosophers of Islam: al-Kindi (Alkindus), al-Farabi (Abunaser), \u0130bn Sina (Avicenna), Ibn Bajjah (Avempace), Ibn Rushd (Averroes), and Ibn Khaldun. The political conceptions of Islam such as kudrah (power), sultan, ummah, cemaa (obligation)-and even the \"core\" terms of the Qur'an\u2014i.e., ibadah (worship), din (religion), rab (master) and ilah (deity)\u2014is taken as the basis of an analysis. Hence, not only the ideas of the Muslim political philosophers but also many other jurists and ulama posed political ideas and theories. For example, the ideas of the Khawarij in the very early years of Islamic history on Khilafa and Ummah, or that of Shia Islam on the concept of Imamah are considered proofs of political thought. The clashes between the Ehl-i Sunna and Shia in the 7th and 8th centuries had a genuine political character.", "targets": "Islamic political philosophy was rooted in what sources? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-dd5e578231a647e1859ddd9febd9d128", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Islamic political philosophy, was, indeed, rooted in the very sources of Islam\u2014i.e., the Qur'an and the Sunnah, the words and practices of Muhammad\u2014thus making it essentially theocratic. However, in the Western thought, it is generally supposed that it was a specific area peculiar merely to the great philosophers of Islam: al-Kindi (Alkindus), al-Farabi (Abunaser), \u0130bn Sina (Avicenna), Ibn Bajjah (Avempace), Ibn Rushd (Averroes), and Ibn Khaldun. The political conceptions of Islam such as kudrah (power), sultan, ummah, cemaa (obligation)-and even the \"core\" terms of the Qur'an\u2014i.e., ibadah (worship), din (religion), rab (master) and ilah (deity)\u2014is taken as the basis of an analysis. Hence, not only the ideas of the Muslim political philosophers but also many other jurists and ulama posed political ideas and theories. For example, the ideas of the Khawarij in the very early years of Islamic history on Khilafa and Ummah, or that of Shia Islam on the concept of Imamah are considered proofs of political thought. The clashes between the Ehl-i Sunna and Shia in the 7th and 8th centuries had a genuine political character.", "targets": "What is taken as the basis of an analysis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3ed64caa784e00b184abc74779b62e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Sixth China Census, the total population of the City of Nanjing reached 8.005 million in 2010. The statistics in 2011 estimated the total population to be 8.11 million. The birth rate was 8.86 percent and the death rate was 6.88 percent. The urban area had a population of 6.47 million people. The sex ratio of the city population was 107.31 males to 100 females.", "targets": "What was the population of Nanjing in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3ed64caa784e00b184abc74779b62e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Sixth China Census, the total population of the City of Nanjing reached 8.005 million in 2010. The statistics in 2011 estimated the total population to be 8.11 million. The birth rate was 8.86 percent and the death rate was 6.88 percent. The urban area had a population of 6.47 million people. The sex ratio of the city population was 107.31 males to 100 females.", "targets": "What was the estimated population of Nanjing in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3ed64caa784e00b184abc74779b62e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Sixth China Census, the total population of the City of Nanjing reached 8.005 million in 2010. The statistics in 2011 estimated the total population to be 8.11 million. The birth rate was 8.86 percent and the death rate was 6.88 percent. The urban area had a population of 6.47 million people. The sex ratio of the city population was 107.31 males to 100 females.", "targets": "How was the population figure for 2010 obtained?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3ed64caa784e00b184abc74779b62e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Sixth China Census, the total population of the City of Nanjing reached 8.005 million in 2010. The statistics in 2011 estimated the total population to be 8.11 million. The birth rate was 8.86 percent and the death rate was 6.88 percent. The urban area had a population of 6.47 million people. The sex ratio of the city population was 107.31 males to 100 females.", "targets": "What was Nanjing's birth rate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4a3ed64caa784e00b184abc74779b62e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the Sixth China Census, the total population of the City of Nanjing reached 8.005 million in 2010. The statistics in 2011 estimated the total population to be 8.11 million. The birth rate was 8.86 percent and the death rate was 6.88 percent. The urban area had a population of 6.47 million people. The sex ratio of the city population was 107.31 males to 100 females.", "targets": "How many people were considered to be living in the urban portion of Nanjing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d64d90fde44a64a239e47c71b337fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guam is served by the Antonio B. Won Pat International Airport, which is a hub for United Airlines. The island is outside the United States customs zone so Guam is responsible for establishing and operating its own customs and quarantine agency and jurisdiction. Therefore, the U.S. Customs and Border Protection only carries immigration (but not customs) functions. Since Guam is under federal immigration jurisdiction, passengers arriving directly from the United States skip immigration and proceed directly to Guam Customs and Quarantine.", "targets": "What is the name of the international airport in Guam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d64d90fde44a64a239e47c71b337fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guam is served by the Antonio B. Won Pat International Airport, which is a hub for United Airlines. The island is outside the United States customs zone so Guam is responsible for establishing and operating its own customs and quarantine agency and jurisdiction. Therefore, the U.S. Customs and Border Protection only carries immigration (but not customs) functions. Since Guam is under federal immigration jurisdiction, passengers arriving directly from the United States skip immigration and proceed directly to Guam Customs and Quarantine.", "targets": "What major airline resides at the airport?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43d64d90fde44a64a239e47c71b337fe", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guam is served by the Antonio B. Won Pat International Airport, which is a hub for United Airlines. The island is outside the United States customs zone so Guam is responsible for establishing and operating its own customs and quarantine agency and jurisdiction. Therefore, the U.S. Customs and Border Protection only carries immigration (but not customs) functions. Since Guam is under federal immigration jurisdiction, passengers arriving directly from the United States skip immigration and proceed directly to Guam Customs and Quarantine.", "targets": "What is Guam responsible for when goods both come in and leave?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741f7d0277e3449aadb414da67ddf31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "United States President Barack Obama and key advisers introduced a series of regulatory proposals in June 2009. The proposals address consumer protection, executive pay, bank financial cushions or capital requirements, expanded regulation of the shadow banking system and derivatives, and enhanced authority for the Federal Reserve to safely wind-down systemically important institutions, among others. In January 2010, Obama proposed additional regulations limiting the ability of banks to engage in proprietary trading. The proposals were dubbed \"The Volcker Rule\", in recognition of Paul Volcker, who has publicly argued for the proposed changes.", "targets": "What was introduced by President Barack Obama in June 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741f7d0277e3449aadb414da67ddf31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "United States President Barack Obama and key advisers introduced a series of regulatory proposals in June 2009. The proposals address consumer protection, executive pay, bank financial cushions or capital requirements, expanded regulation of the shadow banking system and derivatives, and enhanced authority for the Federal Reserve to safely wind-down systemically important institutions, among others. In January 2010, Obama proposed additional regulations limiting the ability of banks to engage in proprietary trading. The proposals were dubbed \"The Volcker Rule\", in recognition of Paul Volcker, who has publicly argued for the proposed changes.", "targets": "What was one of the items important to consumers that was addressed by the new regulatory proposals introduced in June 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741f7d0277e3449aadb414da67ddf31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "United States President Barack Obama and key advisers introduced a series of regulatory proposals in June 2009. The proposals address consumer protection, executive pay, bank financial cushions or capital requirements, expanded regulation of the shadow banking system and derivatives, and enhanced authority for the Federal Reserve to safely wind-down systemically important institutions, among others. In January 2010, Obama proposed additional regulations limiting the ability of banks to engage in proprietary trading. The proposals were dubbed \"The Volcker Rule\", in recognition of Paul Volcker, who has publicly argued for the proposed changes.", "targets": "Regulations were proposed by Obama in January 2010 to limit the ability of banks to engage in which type trading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741f7d0277e3449aadb414da67ddf31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "United States President Barack Obama and key advisers introduced a series of regulatory proposals in June 2009. The proposals address consumer protection, executive pay, bank financial cushions or capital requirements, expanded regulation of the shadow banking system and derivatives, and enhanced authority for the Federal Reserve to safely wind-down systemically important institutions, among others. In January 2010, Obama proposed additional regulations limiting the ability of banks to engage in proprietary trading. The proposals were dubbed \"The Volcker Rule\", in recognition of Paul Volcker, who has publicly argued for the proposed changes.", "targets": "Who were proposed new regulations called \"The Volcker Rule\" named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-741f7d0277e3449aadb414da67ddf31d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "United States President Barack Obama and key advisers introduced a series of regulatory proposals in June 2009. The proposals address consumer protection, executive pay, bank financial cushions or capital requirements, expanded regulation of the shadow banking system and derivatives, and enhanced authority for the Federal Reserve to safely wind-down systemically important institutions, among others. In January 2010, Obama proposed additional regulations limiting the ability of banks to engage in proprietary trading. The proposals were dubbed \"The Volcker Rule\", in recognition of Paul Volcker, who has publicly argued for the proposed changes.", "targets": "Who publicly argued for changes limiting the ability of banks to engage in proprietary trading?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c89ef9a0b344dbab6111d9db80cf309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the centre of Australia's \"rust belt\", Melbourne experienced an economic downturn between 1989 to 1992, following the collapse of several local financial institutions. In 1992 the newly elected Kennett government began a campaign to revive the economy with an aggressive development campaign of public works coupled with the promotion of the city as a tourist destination with a focus on major events and sports tourism. During this period the Australian Grand Prix moved to Melbourne from Adelaide. Major projects included the construction of a new facility for the Melbourne Museum, Federation Square, the Melbourne Exhibition and Convention Centre, Crown Casino and the CityLink tollway. Other strategies included the privatisation of some of Melbourne's services, including power and public transport, and a reduction in funding to public services such as health, education and public transport infrastructure.", "targets": "During which years did Melbourne experience an economic downturn?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c89ef9a0b344dbab6111d9db80cf309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the centre of Australia's \"rust belt\", Melbourne experienced an economic downturn between 1989 to 1992, following the collapse of several local financial institutions. In 1992 the newly elected Kennett government began a campaign to revive the economy with an aggressive development campaign of public works coupled with the promotion of the city as a tourist destination with a focus on major events and sports tourism. During this period the Australian Grand Prix moved to Melbourne from Adelaide. Major projects included the construction of a new facility for the Melbourne Museum, Federation Square, the Melbourne Exhibition and Convention Centre, Crown Casino and the CityLink tollway. Other strategies included the privatisation of some of Melbourne's services, including power and public transport, and a reduction in funding to public services such as health, education and public transport infrastructure.", "targets": "The Australian Grand Prix moved to Melbourne from where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c89ef9a0b344dbab6111d9db80cf309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the centre of Australia's \"rust belt\", Melbourne experienced an economic downturn between 1989 to 1992, following the collapse of several local financial institutions. In 1992 the newly elected Kennett government began a campaign to revive the economy with an aggressive development campaign of public works coupled with the promotion of the city as a tourist destination with a focus on major events and sports tourism. During this period the Australian Grand Prix moved to Melbourne from Adelaide. Major projects included the construction of a new facility for the Melbourne Museum, Federation Square, the Melbourne Exhibition and Convention Centre, Crown Casino and the CityLink tollway. Other strategies included the privatisation of some of Melbourne's services, including power and public transport, and a reduction in funding to public services such as health, education and public transport infrastructure.", "targets": "Which city is the center of Australia's \"rust belt\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c89ef9a0b344dbab6111d9db80cf309", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As the centre of Australia's \"rust belt\", Melbourne experienced an economic downturn between 1989 to 1992, following the collapse of several local financial institutions. In 1992 the newly elected Kennett government began a campaign to revive the economy with an aggressive development campaign of public works coupled with the promotion of the city as a tourist destination with a focus on major events and sports tourism. During this period the Australian Grand Prix moved to Melbourne from Adelaide. Major projects included the construction of a new facility for the Melbourne Museum, Federation Square, the Melbourne Exhibition and Convention Centre, Crown Casino and the CityLink tollway. Other strategies included the privatisation of some of Melbourne's services, including power and public transport, and a reduction in funding to public services such as health, education and public transport infrastructure.", "targets": "Which government in 1992 began a campaign to revive the economy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97a5b39a1153435fa0b8e331d2d15faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exceptions to the restrictions faced by Windows Store apps are given to web browsers. The user's default browser can distribute a Metro-style web browser in same package as the desktop version, which has access to functionality unavailable to other apps, such as being able to permanently run in the background, use multiple background processes, and use Windows API code instead of WinRT (allowing for code to be re-used with the desktop version, while still taking advantage of features available to Windows Store apps, such as charms). Microsoft advertises this exception privilege \"New experience enabled\" (formerly \"Metro-style enabled\").", "targets": "What code did Windows 8 change to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97a5b39a1153435fa0b8e331d2d15faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exceptions to the restrictions faced by Windows Store apps are given to web browsers. The user's default browser can distribute a Metro-style web browser in same package as the desktop version, which has access to functionality unavailable to other apps, such as being able to permanently run in the background, use multiple background processes, and use Windows API code instead of WinRT (allowing for code to be re-used with the desktop version, while still taking advantage of features available to Windows Store apps, such as charms). Microsoft advertises this exception privilege \"New experience enabled\" (formerly \"Metro-style enabled\").", "targets": "What term did Microsoft give to its exception privilige for web browsing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-97a5b39a1153435fa0b8e331d2d15faf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Exceptions to the restrictions faced by Windows Store apps are given to web browsers. The user's default browser can distribute a Metro-style web browser in same package as the desktop version, which has access to functionality unavailable to other apps, such as being able to permanently run in the background, use multiple background processes, and use Windows API code instead of WinRT (allowing for code to be re-used with the desktop version, while still taking advantage of features available to Windows Store apps, such as charms). Microsoft advertises this exception privilege \"New experience enabled\" (formerly \"Metro-style enabled\").", "targets": "What different options did the desktop version have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c098f5ccf342fc871b18fc4fe551a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning as a self-help program in the mid-1960s, the Cotton Research and Promotion Program (CRPP) was organized by U.S. cotton producers in response to cotton's steady decline in market share. At that time, producers voted to set up a per-bale assessment system to fund the program, with built-in safeguards to protect their investments. With the passage of the Cotton Research and Promotion Act of 1966, the program joined forces and began battling synthetic competitors and re-establishing markets for cotton. Today, the success of this program has made cotton the best-selling fiber in the U.S. and one of the best-selling fibers in the world.[citation needed]", "targets": "What prompted a help program produced by cotton producers in the 1960s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c098f5ccf342fc871b18fc4fe551a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning as a self-help program in the mid-1960s, the Cotton Research and Promotion Program (CRPP) was organized by U.S. cotton producers in response to cotton's steady decline in market share. At that time, producers voted to set up a per-bale assessment system to fund the program, with built-in safeguards to protect their investments. With the passage of the Cotton Research and Promotion Act of 1966, the program joined forces and began battling synthetic competitors and re-establishing markets for cotton. Today, the success of this program has made cotton the best-selling fiber in the U.S. and one of the best-selling fibers in the world.[citation needed]", "targets": "What law was passed in 1966 to aid cotton producers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c098f5ccf342fc871b18fc4fe551a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning as a self-help program in the mid-1960s, the Cotton Research and Promotion Program (CRPP) was organized by U.S. cotton producers in response to cotton's steady decline in market share. At that time, producers voted to set up a per-bale assessment system to fund the program, with built-in safeguards to protect their investments. With the passage of the Cotton Research and Promotion Act of 1966, the program joined forces and began battling synthetic competitors and re-establishing markets for cotton. Today, the success of this program has made cotton the best-selling fiber in the U.S. and one of the best-selling fibers in the world.[citation needed]", "targets": "What type of competitors does the 1966 act help combat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c098f5ccf342fc871b18fc4fe551a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning as a self-help program in the mid-1960s, the Cotton Research and Promotion Program (CRPP) was organized by U.S. cotton producers in response to cotton's steady decline in market share. At that time, producers voted to set up a per-bale assessment system to fund the program, with built-in safeguards to protect their investments. With the passage of the Cotton Research and Promotion Act of 1966, the program joined forces and began battling synthetic competitors and re-establishing markets for cotton. Today, the success of this program has made cotton the best-selling fiber in the U.S. and one of the best-selling fibers in the world.[citation needed]", "targets": "Where has the Cotton Research and Promotion Act made cotton the best selling fiber?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6c098f5ccf342fc871b18fc4fe551a0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Beginning as a self-help program in the mid-1960s, the Cotton Research and Promotion Program (CRPP) was organized by U.S. cotton producers in response to cotton's steady decline in market share. At that time, producers voted to set up a per-bale assessment system to fund the program, with built-in safeguards to protect their investments. With the passage of the Cotton Research and Promotion Act of 1966, the program joined forces and began battling synthetic competitors and re-establishing markets for cotton. Today, the success of this program has made cotton the best-selling fiber in the U.S. and one of the best-selling fibers in the world.[citation needed]", "targets": "What did producers of cotton have to re-establish after the market declined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba3a1ad31dc4b01ab3a348784821b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the discovery, there was much nationalistic rivalry between the French and the British over who deserved credit for the discovery. Eventually, an international consensus emerged that both Le Verrier and Adams jointly deserved credit. Since 1966, Dennis Rawlins has questioned the credibility of Adams's claim to co-discovery, and the issue was re-evaluated by historians with the return in 1998 of the \"Neptune papers\" (historical documents) to the Royal Observatory, Greenwich. After reviewing the documents, they suggest that \"Adams does not deserve equal credit with Le Verrier for the discovery of Neptune. That credit belongs only to the person who succeeded both in predicting the planet's place and in convincing astronomers to search for it.\"", "targets": "What two countries argued over credit for the discovery of Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba3a1ad31dc4b01ab3a348784821b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the discovery, there was much nationalistic rivalry between the French and the British over who deserved credit for the discovery. Eventually, an international consensus emerged that both Le Verrier and Adams jointly deserved credit. Since 1966, Dennis Rawlins has questioned the credibility of Adams's claim to co-discovery, and the issue was re-evaluated by historians with the return in 1998 of the \"Neptune papers\" (historical documents) to the Royal Observatory, Greenwich. After reviewing the documents, they suggest that \"Adams does not deserve equal credit with Le Verrier for the discovery of Neptune. That credit belongs only to the person who succeeded both in predicting the planet's place and in convincing astronomers to search for it.\"", "targets": "Who ultimately deserved credit for the discovery of Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba3a1ad31dc4b01ab3a348784821b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the discovery, there was much nationalistic rivalry between the French and the British over who deserved credit for the discovery. Eventually, an international consensus emerged that both Le Verrier and Adams jointly deserved credit. Since 1966, Dennis Rawlins has questioned the credibility of Adams's claim to co-discovery, and the issue was re-evaluated by historians with the return in 1998 of the \"Neptune papers\" (historical documents) to the Royal Observatory, Greenwich. After reviewing the documents, they suggest that \"Adams does not deserve equal credit with Le Verrier for the discovery of Neptune. That credit belongs only to the person who succeeded both in predicting the planet's place and in convincing astronomers to search for it.\"", "targets": "Who questioned Adams's claim to co-discovery of Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba3a1ad31dc4b01ab3a348784821b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the discovery, there was much nationalistic rivalry between the French and the British over who deserved credit for the discovery. Eventually, an international consensus emerged that both Le Verrier and Adams jointly deserved credit. Since 1966, Dennis Rawlins has questioned the credibility of Adams's claim to co-discovery, and the issue was re-evaluated by historians with the return in 1998 of the \"Neptune papers\" (historical documents) to the Royal Observatory, Greenwich. After reviewing the documents, they suggest that \"Adams does not deserve equal credit with Le Verrier for the discovery of Neptune. That credit belongs only to the person who succeeded both in predicting the planet's place and in convincing astronomers to search for it.\"", "targets": "Who predicted Neptune's place and convinced astronomer's to search for it? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ba3a1ad31dc4b01ab3a348784821b34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the wake of the discovery, there was much nationalistic rivalry between the French and the British over who deserved credit for the discovery. Eventually, an international consensus emerged that both Le Verrier and Adams jointly deserved credit. Since 1966, Dennis Rawlins has questioned the credibility of Adams's claim to co-discovery, and the issue was re-evaluated by historians with the return in 1998 of the \"Neptune papers\" (historical documents) to the Royal Observatory, Greenwich. After reviewing the documents, they suggest that \"Adams does not deserve equal credit with Le Verrier for the discovery of Neptune. That credit belongs only to the person who succeeded both in predicting the planet's place and in convincing astronomers to search for it.\"", "targets": "Who did not deserve credit to co-discovery of Neptune? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80251b88857846cf8122d7b9f9064021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ludwig Krapf recorded the name as both Kenia and Kegnia believed by most to be a corruption of the Kamba version. Others say that this was\u2014on the contrary\u2014a very precise notation of a correct African pronunciation /\u02c8k\u025bnj\u0259/. An 1882 map drawn by Joseph Thompsons, a Scottish geologist and naturalist, indicated Mt. Kenya as Mt. Kenia, 1862. Controversy over the actual meaning of the word Kenya notwithstanding, it is clear that the mountain's name became widely accepted, pars pro toto, as the name of the country.", "targets": "Ludwig Krapf recorded the name was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80251b88857846cf8122d7b9f9064021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ludwig Krapf recorded the name as both Kenia and Kegnia believed by most to be a corruption of the Kamba version. Others say that this was\u2014on the contrary\u2014a very precise notation of a correct African pronunciation /\u02c8k\u025bnj\u0259/. An 1882 map drawn by Joseph Thompsons, a Scottish geologist and naturalist, indicated Mt. Kenya as Mt. Kenia, 1862. Controversy over the actual meaning of the word Kenya notwithstanding, it is clear that the mountain's name became widely accepted, pars pro toto, as the name of the country.", "targets": "What do some believe about this pronunciation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80251b88857846cf8122d7b9f9064021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ludwig Krapf recorded the name as both Kenia and Kegnia believed by most to be a corruption of the Kamba version. Others say that this was\u2014on the contrary\u2014a very precise notation of a correct African pronunciation /\u02c8k\u025bnj\u0259/. An 1882 map drawn by Joseph Thompsons, a Scottish geologist and naturalist, indicated Mt. Kenya as Mt. Kenia, 1862. Controversy over the actual meaning of the word Kenya notwithstanding, it is clear that the mountain's name became widely accepted, pars pro toto, as the name of the country.", "targets": "Who was the Scottish geologist that named Mt Kenya as Mt Kenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-80251b88857846cf8122d7b9f9064021", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Ludwig Krapf recorded the name as both Kenia and Kegnia believed by most to be a corruption of the Kamba version. Others say that this was\u2014on the contrary\u2014a very precise notation of a correct African pronunciation /\u02c8k\u025bnj\u0259/. An 1882 map drawn by Joseph Thompsons, a Scottish geologist and naturalist, indicated Mt. Kenya as Mt. Kenia, 1862. Controversy over the actual meaning of the word Kenya notwithstanding, it is clear that the mountain's name became widely accepted, pars pro toto, as the name of the country.", "targets": "What year did Thompsons indicate Mt Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91999cd1128e4cdfac5cdfc7e2639617", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In game play, players attempt to create goal-scoring opportunities through individual control of the ball, such as by dribbling, passing the ball to a team-mate, and by taking shots at the goal, which is guarded by the opposing goalkeeper. Opposing players may try to regain control of the ball by intercepting a pass or through tackling the opponent in possession of the ball; however, physical contact between opponents is restricted. Football is generally a free-flowing game, with play stopping only when the ball has left the field of play or when play is stopped by the referee for an infringement of the rules. After a stoppage, play recommences with a specified restart.", "targets": "Who guards the goal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91999cd1128e4cdfac5cdfc7e2639617", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In game play, players attempt to create goal-scoring opportunities through individual control of the ball, such as by dribbling, passing the ball to a team-mate, and by taking shots at the goal, which is guarded by the opposing goalkeeper. Opposing players may try to regain control of the ball by intercepting a pass or through tackling the opponent in possession of the ball; however, physical contact between opponents is restricted. Football is generally a free-flowing game, with play stopping only when the ball has left the field of play or when play is stopped by the referee for an infringement of the rules. After a stoppage, play recommences with a specified restart.", "targets": "Who is the only one who has the authority to stop the game when something is wron?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91999cd1128e4cdfac5cdfc7e2639617", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In game play, players attempt to create goal-scoring opportunities through individual control of the ball, such as by dribbling, passing the ball to a team-mate, and by taking shots at the goal, which is guarded by the opposing goalkeeper. Opposing players may try to regain control of the ball by intercepting a pass or through tackling the opponent in possession of the ball; however, physical contact between opponents is restricted. Football is generally a free-flowing game, with play stopping only when the ball has left the field of play or when play is stopped by the referee for an infringement of the rules. After a stoppage, play recommences with a specified restart.", "targets": "what is allowed but restricted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91999cd1128e4cdfac5cdfc7e2639617", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In game play, players attempt to create goal-scoring opportunities through individual control of the ball, such as by dribbling, passing the ball to a team-mate, and by taking shots at the goal, which is guarded by the opposing goalkeeper. Opposing players may try to regain control of the ball by intercepting a pass or through tackling the opponent in possession of the ball; however, physical contact between opponents is restricted. Football is generally a free-flowing game, with play stopping only when the ball has left the field of play or when play is stopped by the referee for an infringement of the rules. After a stoppage, play recommences with a specified restart.", "targets": "Besides a referee interfering, when else is play stopped?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f13a57b2ca9469eb9386f32c8845a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a variety of reasons, market participants did not accurately measure the risk inherent with financial innovation such as MBS and CDOs or understand its impact on the overall stability of the financial system. For example, the pricing model for CDOs clearly did not reflect the level of risk they introduced into the system. Banks estimated that $450bn of CDO were sold between \"late 2005 to the middle of 2007\"; among the $102bn of those that had been liquidated, JPMorgan estimated that the average recovery rate for \"high quality\" CDOs was approximately 32 cents on the dollar, while the recovery rate for mezzanine CDO was approximately five cents for every dollar.", "targets": "What did market participants fail to measure accurately?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f13a57b2ca9469eb9386f32c8845a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a variety of reasons, market participants did not accurately measure the risk inherent with financial innovation such as MBS and CDOs or understand its impact on the overall stability of the financial system. For example, the pricing model for CDOs clearly did not reflect the level of risk they introduced into the system. Banks estimated that $450bn of CDO were sold between \"late 2005 to the middle of 2007\"; among the $102bn of those that had been liquidated, JPMorgan estimated that the average recovery rate for \"high quality\" CDOs was approximately 32 cents on the dollar, while the recovery rate for mezzanine CDO was approximately five cents for every dollar.", "targets": "What are the reasons market participants did not understand the impact financial innovation products would have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f13a57b2ca9469eb9386f32c8845a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a variety of reasons, market participants did not accurately measure the risk inherent with financial innovation such as MBS and CDOs or understand its impact on the overall stability of the financial system. For example, the pricing model for CDOs clearly did not reflect the level of risk they introduced into the system. Banks estimated that $450bn of CDO were sold between \"late 2005 to the middle of 2007\"; among the $102bn of those that had been liquidated, JPMorgan estimated that the average recovery rate for \"high quality\" CDOs was approximately 32 cents on the dollar, while the recovery rate for mezzanine CDO was approximately five cents for every dollar.", "targets": "How much did JPMorgan estimate was the average recovery rate for high quality CDOs that had been liquidated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f13a57b2ca9469eb9386f32c8845a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a variety of reasons, market participants did not accurately measure the risk inherent with financial innovation such as MBS and CDOs or understand its impact on the overall stability of the financial system. For example, the pricing model for CDOs clearly did not reflect the level of risk they introduced into the system. Banks estimated that $450bn of CDO were sold between \"late 2005 to the middle of 2007\"; among the $102bn of those that had been liquidated, JPMorgan estimated that the average recovery rate for \"high quality\" CDOs was approximately 32 cents on the dollar, while the recovery rate for mezzanine CDO was approximately five cents for every dollar.", "targets": "How much did JPMorgan estimate was the average recovery rate for mezzanine CDOs that had been liquidated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f13a57b2ca9469eb9386f32c8845a9a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For a variety of reasons, market participants did not accurately measure the risk inherent with financial innovation such as MBS and CDOs or understand its impact on the overall stability of the financial system. For example, the pricing model for CDOs clearly did not reflect the level of risk they introduced into the system. Banks estimated that $450bn of CDO were sold between \"late 2005 to the middle of 2007\"; among the $102bn of those that had been liquidated, JPMorgan estimated that the average recovery rate for \"high quality\" CDOs was approximately 32 cents on the dollar, while the recovery rate for mezzanine CDO was approximately five cents for every dollar.", "targets": "How much did banks estimate was the value of CDOs sold between late 2005 to the middle of 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-158e6c3e63724b2499cda88003176628", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although most aspirated obstruents in the world's language are stops and affricates, aspirated fricatives such as [s\u02b0], [f\u02b0] or [\u0255\u02b0] have been documented in Korean, in a few Tibeto-Burman languages, in some Oto-Manguean languages, and in the Siouan language Ofo. Some languages, such as Choni Tibetan, have up to four contrastive aspirated fricatives [s\u02b0] [\u0255\u02b0], [\u0282\u02b0] and [x\u02b0].", "targets": "How many contrastive aspirated fricatives does Choni Tibetan have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ce2fa6bf5174061b6827ed8f5bf1280", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 5, 2005, CBC Television launched a high definition simulcast of its Toronto (CBLT-DT) and Montreal (CBMT-DT) stations. Since that time, the network has also launched HD simulcasts in Vancouver (CBUT-DT), Ottawa (CBOT-DT), Edmonton (CBXT-DT), Calgary (CBRT-DT), Halifax (CBHT-DT), Windsor, (CBET-DT), Winnipeg (CBWT-DT) and St. John's (CBNT-DT). CBC HD is available nationally via satellite and on digital cable as well as for free over-the-air using a regular TV antenna and a digital tuner (included in most new television sets) on the following channels:", "targets": "What stations did CBC broadcast in HD in 2005?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ce2fa6bf5174061b6827ed8f5bf1280", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 5, 2005, CBC Television launched a high definition simulcast of its Toronto (CBLT-DT) and Montreal (CBMT-DT) stations. Since that time, the network has also launched HD simulcasts in Vancouver (CBUT-DT), Ottawa (CBOT-DT), Edmonton (CBXT-DT), Calgary (CBRT-DT), Halifax (CBHT-DT), Windsor, (CBET-DT), Winnipeg (CBWT-DT) and St. John's (CBNT-DT). CBC HD is available nationally via satellite and on digital cable as well as for free over-the-air using a regular TV antenna and a digital tuner (included in most new television sets) on the following channels:", "targets": "Where is CBC available for free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9ce2fa6bf5174061b6827ed8f5bf1280", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On March 5, 2005, CBC Television launched a high definition simulcast of its Toronto (CBLT-DT) and Montreal (CBMT-DT) stations. Since that time, the network has also launched HD simulcasts in Vancouver (CBUT-DT), Ottawa (CBOT-DT), Edmonton (CBXT-DT), Calgary (CBRT-DT), Halifax (CBHT-DT), Windsor, (CBET-DT), Winnipeg (CBWT-DT) and St. John's (CBNT-DT). CBC HD is available nationally via satellite and on digital cable as well as for free over-the-air using a regular TV antenna and a digital tuner (included in most new television sets) on the following channels:", "targets": "What is required to view over-the-air broadcasts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e547ad496a064b3787d6e888149e2437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry, in particular, was a staple of court life. Nobles and ladies-in-waiting were expected to be well versed in the art of writing poetry as a mark of their status. Every occasion could call for the writing of a verse, from the birth of a child to the coronation of an emperor, or even a pretty scene of nature. A well-written poem or haiku could easily make or break one's reputation, and often was a key part of social interaction.Almost as important was the choice of calligraphy, or handwriting, used. The Japanese of this period believed handwriting could reflect the condition of a person's soul: therefore, poor or hasty writing could be considered a sign of poor breeding. Whether the script was Chinese or Japanese, good writing and artistic skill was paramount to social reputation when it came to poetry. Sei Shonagon mentions in her Pillow Book that when a certain courtesan tried to ask her advice about how to write a poem to the empress Sadako, she had to politely rebuke him because his writing was so poor.", "targets": "What artform became a mark of status in the courts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e547ad496a064b3787d6e888149e2437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry, in particular, was a staple of court life. Nobles and ladies-in-waiting were expected to be well versed in the art of writing poetry as a mark of their status. Every occasion could call for the writing of a verse, from the birth of a child to the coronation of an emperor, or even a pretty scene of nature. A well-written poem or haiku could easily make or break one's reputation, and often was a key part of social interaction.Almost as important was the choice of calligraphy, or handwriting, used. The Japanese of this period believed handwriting could reflect the condition of a person's soul: therefore, poor or hasty writing could be considered a sign of poor breeding. Whether the script was Chinese or Japanese, good writing and artistic skill was paramount to social reputation when it came to poetry. Sei Shonagon mentions in her Pillow Book that when a certain courtesan tried to ask her advice about how to write a poem to the empress Sadako, she had to politely rebuke him because his writing was so poor.", "targets": "During the Heian period, what did the Japanese think could reflect one's soul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e547ad496a064b3787d6e888149e2437", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Poetry, in particular, was a staple of court life. Nobles and ladies-in-waiting were expected to be well versed in the art of writing poetry as a mark of their status. Every occasion could call for the writing of a verse, from the birth of a child to the coronation of an emperor, or even a pretty scene of nature. A well-written poem or haiku could easily make or break one's reputation, and often was a key part of social interaction.Almost as important was the choice of calligraphy, or handwriting, used. The Japanese of this period believed handwriting could reflect the condition of a person's soul: therefore, poor or hasty writing could be considered a sign of poor breeding. Whether the script was Chinese or Japanese, good writing and artistic skill was paramount to social reputation when it came to poetry. Sei Shonagon mentions in her Pillow Book that when a certain courtesan tried to ask her advice about how to write a poem to the empress Sadako, she had to politely rebuke him because his writing was so poor.", "targets": "What was said to show low status or \"poor breeding\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f92de0e1ec5471a96b440728e3015b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya (/\u02c8k\u025bnj\u0259/; locally [\u02c8k\u025b\u0272a] ( listen)), officially the Republic of Kenya, is a country in Africa and a founding member of the East African Community (EAC). Its capital and largest city is Nairobi. Kenya's territory lies on the equator and overlies the East African Rift covering a diverse and expansive terrain that extends roughly from Lake Victoria to Lake Turkana (formerly called Lake Rudolf) and further south-east to the Indian Ocean. It is bordered by Tanzania to the south, Uganda to the west, South Sudan to the north-west, Ethiopia to the north and Somalia to the north-east. Kenya covers 581,309 km2 (224,445 sq mi), and had a population of approximately 45 million people in July 2014.", "targets": "Where is Kenya located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f92de0e1ec5471a96b440728e3015b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya (/\u02c8k\u025bnj\u0259/; locally [\u02c8k\u025b\u0272a] ( listen)), officially the Republic of Kenya, is a country in Africa and a founding member of the East African Community (EAC). Its capital and largest city is Nairobi. Kenya's territory lies on the equator and overlies the East African Rift covering a diverse and expansive terrain that extends roughly from Lake Victoria to Lake Turkana (formerly called Lake Rudolf) and further south-east to the Indian Ocean. It is bordered by Tanzania to the south, Uganda to the west, South Sudan to the north-west, Ethiopia to the north and Somalia to the north-east. Kenya covers 581,309 km2 (224,445 sq mi), and had a population of approximately 45 million people in July 2014.", "targets": "What is Kenya a founding member of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f92de0e1ec5471a96b440728e3015b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya (/\u02c8k\u025bnj\u0259/; locally [\u02c8k\u025b\u0272a] ( listen)), officially the Republic of Kenya, is a country in Africa and a founding member of the East African Community (EAC). Its capital and largest city is Nairobi. Kenya's territory lies on the equator and overlies the East African Rift covering a diverse and expansive terrain that extends roughly from Lake Victoria to Lake Turkana (formerly called Lake Rudolf) and further south-east to the Indian Ocean. It is bordered by Tanzania to the south, Uganda to the west, South Sudan to the north-west, Ethiopia to the north and Somalia to the north-east. Kenya covers 581,309 km2 (224,445 sq mi), and had a population of approximately 45 million people in July 2014.", "targets": "What is the capitol of Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f92de0e1ec5471a96b440728e3015b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya (/\u02c8k\u025bnj\u0259/; locally [\u02c8k\u025b\u0272a] ( listen)), officially the Republic of Kenya, is a country in Africa and a founding member of the East African Community (EAC). Its capital and largest city is Nairobi. Kenya's territory lies on the equator and overlies the East African Rift covering a diverse and expansive terrain that extends roughly from Lake Victoria to Lake Turkana (formerly called Lake Rudolf) and further south-east to the Indian Ocean. It is bordered by Tanzania to the south, Uganda to the west, South Sudan to the north-west, Ethiopia to the north and Somalia to the north-east. Kenya covers 581,309 km2 (224,445 sq mi), and had a population of approximately 45 million people in July 2014.", "targets": "What country boarders the south of Kenya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9f92de0e1ec5471a96b440728e3015b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Kenya (/\u02c8k\u025bnj\u0259/; locally [\u02c8k\u025b\u0272a] ( listen)), officially the Republic of Kenya, is a country in Africa and a founding member of the East African Community (EAC). Its capital and largest city is Nairobi. Kenya's territory lies on the equator and overlies the East African Rift covering a diverse and expansive terrain that extends roughly from Lake Victoria to Lake Turkana (formerly called Lake Rudolf) and further south-east to the Indian Ocean. It is bordered by Tanzania to the south, Uganda to the west, South Sudan to the north-west, Ethiopia to the north and Somalia to the north-east. Kenya covers 581,309 km2 (224,445 sq mi), and had a population of approximately 45 million people in July 2014.", "targets": "What was the population of Kenya in 2014?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996002e2299146108312e15c3728a880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 2.5 million years ago (ending 11,600 years ago) was the geological period of the Ice Ages. Since approximately 600,000 years ago, six major Ice Ages have occurred, in which sea level dropped 120 m (390 ft) and much of the continental margins became exposed. In the Early Pleistocene, the Rhine followed a course to the northwest, through the present North Sea. During the so-called Anglian glaciation (~450,000 yr BP, marine oxygen isotope stage 12), the northern part of the present North Sea was blocked by the ice and a large lake developed, that overflowed through the English Channel. This caused the Rhine's course to be diverted through the English Channel. Since then, during glacial times, the river mouth was located offshore of Brest, France and rivers, like the Thames and the Seine, became tributaries to the Rhine. During interglacials, when sea level rose to approximately the present level, the Rhine built deltas, in what is now the Netherlands.", "targets": "What period was 2.5 million years ago?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996002e2299146108312e15c3728a880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 2.5 million years ago (ending 11,600 years ago) was the geological period of the Ice Ages. Since approximately 600,000 years ago, six major Ice Ages have occurred, in which sea level dropped 120 m (390 ft) and much of the continental margins became exposed. In the Early Pleistocene, the Rhine followed a course to the northwest, through the present North Sea. During the so-called Anglian glaciation (~450,000 yr BP, marine oxygen isotope stage 12), the northern part of the present North Sea was blocked by the ice and a large lake developed, that overflowed through the English Channel. This caused the Rhine's course to be diverted through the English Channel. Since then, during glacial times, the river mouth was located offshore of Brest, France and rivers, like the Thames and the Seine, became tributaries to the Rhine. During interglacials, when sea level rose to approximately the present level, the Rhine built deltas, in what is now the Netherlands.", "targets": "How many major ice ages have occurred? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996002e2299146108312e15c3728a880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 2.5 million years ago (ending 11,600 years ago) was the geological period of the Ice Ages. Since approximately 600,000 years ago, six major Ice Ages have occurred, in which sea level dropped 120 m (390 ft) and much of the continental margins became exposed. In the Early Pleistocene, the Rhine followed a course to the northwest, through the present North Sea. During the so-called Anglian glaciation (~450,000 yr BP, marine oxygen isotope stage 12), the northern part of the present North Sea was blocked by the ice and a large lake developed, that overflowed through the English Channel. This caused the Rhine's course to be diverted through the English Channel. Since then, during glacial times, the river mouth was located offshore of Brest, France and rivers, like the Thames and the Seine, became tributaries to the Rhine. During interglacials, when sea level rose to approximately the present level, the Rhine built deltas, in what is now the Netherlands.", "targets": "How far did the sea level drop in the ice ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996002e2299146108312e15c3728a880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 2.5 million years ago (ending 11,600 years ago) was the geological period of the Ice Ages. Since approximately 600,000 years ago, six major Ice Ages have occurred, in which sea level dropped 120 m (390 ft) and much of the continental margins became exposed. In the Early Pleistocene, the Rhine followed a course to the northwest, through the present North Sea. During the so-called Anglian glaciation (~450,000 yr BP, marine oxygen isotope stage 12), the northern part of the present North Sea was blocked by the ice and a large lake developed, that overflowed through the English Channel. This caused the Rhine's course to be diverted through the English Channel. Since then, during glacial times, the river mouth was located offshore of Brest, France and rivers, like the Thames and the Seine, became tributaries to the Rhine. During interglacials, when sea level rose to approximately the present level, the Rhine built deltas, in what is now the Netherlands.", "targets": "In early Pleistocene, what direction did the Rhine flow?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-996002e2299146108312e15c3728a880", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Around 2.5 million years ago (ending 11,600 years ago) was the geological period of the Ice Ages. Since approximately 600,000 years ago, six major Ice Ages have occurred, in which sea level dropped 120 m (390 ft) and much of the continental margins became exposed. In the Early Pleistocene, the Rhine followed a course to the northwest, through the present North Sea. During the so-called Anglian glaciation (~450,000 yr BP, marine oxygen isotope stage 12), the northern part of the present North Sea was blocked by the ice and a large lake developed, that overflowed through the English Channel. This caused the Rhine's course to be diverted through the English Channel. Since then, during glacial times, the river mouth was located offshore of Brest, France and rivers, like the Thames and the Seine, became tributaries to the Rhine. During interglacials, when sea level rose to approximately the present level, the Rhine built deltas, in what is now the Netherlands.", "targets": "During glacial times, where was the mouth of the Rhine located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d2f6c2ae71146ce879db4f4ce97cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 August, the battle began when at 08:00 Moltke ordered the First and Second Armies to advance against the French positions. By 12:00, General Manstein opened up the battle before the village of Amanvillers with artillery from the 25th Infantry Division. But the French had spent the night and early morning digging trenches and rifle pits while placing their artillery and their mitrailleuses in concealed positions. Finally aware of the Prussian advance, the French opened up a massive return fire against the mass of advancing Germans. The battle at first appeared to favor the French with their superior Chassepot rifle. However, the Prussian artillery was superior with the all-steel Krupp breech-loading gun. By 14:30, General Steinmetz, the commander of the First Army, unilaterally launched his VIII Corps across the Mance Ravine in which the Prussian infantry were soon pinned down by murderous rifle and mitrailleuse fire from the French positions. At 15:00, the massed guns of the VII and VIII Corps opened fire to support the attack. But by 16:00, with the attack in danger of stalling, Steinmetz ordered the VII Corps forward, followed by the 1st Cavalry Division.", "targets": "On what date did the battle begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d2f6c2ae71146ce879db4f4ce97cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 August, the battle began when at 08:00 Moltke ordered the First and Second Armies to advance against the French positions. By 12:00, General Manstein opened up the battle before the village of Amanvillers with artillery from the 25th Infantry Division. But the French had spent the night and early morning digging trenches and rifle pits while placing their artillery and their mitrailleuses in concealed positions. Finally aware of the Prussian advance, the French opened up a massive return fire against the mass of advancing Germans. The battle at first appeared to favor the French with their superior Chassepot rifle. However, the Prussian artillery was superior with the all-steel Krupp breech-loading gun. By 14:30, General Steinmetz, the commander of the First Army, unilaterally launched his VIII Corps across the Mance Ravine in which the Prussian infantry were soon pinned down by murderous rifle and mitrailleuse fire from the French positions. At 15:00, the massed guns of the VII and VIII Corps opened fire to support the attack. But by 16:00, with the attack in danger of stalling, Steinmetz ordered the VII Corps forward, followed by the 1st Cavalry Division.", "targets": "Who order the First and Second armies to advance against the French?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d2f6c2ae71146ce879db4f4ce97cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 August, the battle began when at 08:00 Moltke ordered the First and Second Armies to advance against the French positions. By 12:00, General Manstein opened up the battle before the village of Amanvillers with artillery from the 25th Infantry Division. But the French had spent the night and early morning digging trenches and rifle pits while placing their artillery and their mitrailleuses in concealed positions. Finally aware of the Prussian advance, the French opened up a massive return fire against the mass of advancing Germans. The battle at first appeared to favor the French with their superior Chassepot rifle. However, the Prussian artillery was superior with the all-steel Krupp breech-loading gun. By 14:30, General Steinmetz, the commander of the First Army, unilaterally launched his VIII Corps across the Mance Ravine in which the Prussian infantry were soon pinned down by murderous rifle and mitrailleuse fire from the French positions. At 15:00, the massed guns of the VII and VIII Corps opened fire to support the attack. But by 16:00, with the attack in danger of stalling, Steinmetz ordered the VII Corps forward, followed by the 1st Cavalry Division.", "targets": "Which general opened the battle with artillery from the 25th Infantry Division?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d2f6c2ae71146ce879db4f4ce97cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 August, the battle began when at 08:00 Moltke ordered the First and Second Armies to advance against the French positions. By 12:00, General Manstein opened up the battle before the village of Amanvillers with artillery from the 25th Infantry Division. But the French had spent the night and early morning digging trenches and rifle pits while placing their artillery and their mitrailleuses in concealed positions. Finally aware of the Prussian advance, the French opened up a massive return fire against the mass of advancing Germans. The battle at first appeared to favor the French with their superior Chassepot rifle. However, the Prussian artillery was superior with the all-steel Krupp breech-loading gun. By 14:30, General Steinmetz, the commander of the First Army, unilaterally launched his VIII Corps across the Mance Ravine in which the Prussian infantry were soon pinned down by murderous rifle and mitrailleuse fire from the French positions. At 15:00, the massed guns of the VII and VIII Corps opened fire to support the attack. But by 16:00, with the attack in danger of stalling, Steinmetz ordered the VII Corps forward, followed by the 1st Cavalry Division.", "targets": "Who did the battle first appear to favor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d2f6c2ae71146ce879db4f4ce97cdac", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On 18 August, the battle began when at 08:00 Moltke ordered the First and Second Armies to advance against the French positions. By 12:00, General Manstein opened up the battle before the village of Amanvillers with artillery from the 25th Infantry Division. But the French had spent the night and early morning digging trenches and rifle pits while placing their artillery and their mitrailleuses in concealed positions. Finally aware of the Prussian advance, the French opened up a massive return fire against the mass of advancing Germans. The battle at first appeared to favor the French with their superior Chassepot rifle. However, the Prussian artillery was superior with the all-steel Krupp breech-loading gun. By 14:30, General Steinmetz, the commander of the First Army, unilaterally launched his VIII Corps across the Mance Ravine in which the Prussian infantry were soon pinned down by murderous rifle and mitrailleuse fire from the French positions. At 15:00, the massed guns of the VII and VIII Corps opened fire to support the attack. But by 16:00, with the attack in danger of stalling, Steinmetz ordered the VII Corps forward, followed by the 1st Cavalry Division.", "targets": "Who was the commander of the First Army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77524b1b8bd14b0aadbacbf8037f2afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Town terraced houses for all social classes remained resolutely tall and narrow, each dwelling occupying the whole height of the building. This contrasted with well-off continental dwellings, which had already begun to be formed of wide apartments occupying only one or two floors of a building; such arrangements were only typical in England when housing groups of batchelors, as in Oxbridge colleges, the lawyers in the Inns of Court or The Albany after it was converted in 1802. In the period in question, only in Edinburgh were working-class purpose-built tenements common, though lodgers were common in other cities. A curving crescent, often looking out at gardens or a park, was popular for terraces where space allowed. In early and central schemes of development, plots were sold and built on individually, though there was often an attempt to enforce some uniformity, but as development reached further out schemes were increasingly built as a uniform scheme and then sold.", "targets": "What shape and size did most town terraced houses take on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77524b1b8bd14b0aadbacbf8037f2afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Town terraced houses for all social classes remained resolutely tall and narrow, each dwelling occupying the whole height of the building. This contrasted with well-off continental dwellings, which had already begun to be formed of wide apartments occupying only one or two floors of a building; such arrangements were only typical in England when housing groups of batchelors, as in Oxbridge colleges, the lawyers in the Inns of Court or The Albany after it was converted in 1802. In the period in question, only in Edinburgh were working-class purpose-built tenements common, though lodgers were common in other cities. A curving crescent, often looking out at gardens or a park, was popular for terraces where space allowed. In early and central schemes of development, plots were sold and built on individually, though there was often an attempt to enforce some uniformity, but as development reached further out schemes were increasingly built as a uniform scheme and then sold.", "targets": "What year did The Albany convert?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77524b1b8bd14b0aadbacbf8037f2afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Town terraced houses for all social classes remained resolutely tall and narrow, each dwelling occupying the whole height of the building. This contrasted with well-off continental dwellings, which had already begun to be formed of wide apartments occupying only one or two floors of a building; such arrangements were only typical in England when housing groups of batchelors, as in Oxbridge colleges, the lawyers in the Inns of Court or The Albany after it was converted in 1802. In the period in question, only in Edinburgh were working-class purpose-built tenements common, though lodgers were common in other cities. A curving crescent, often looking out at gardens or a park, was popular for terraces where space allowed. In early and central schemes of development, plots were sold and built on individually, though there was often an attempt to enforce some uniformity, but as development reached further out schemes were increasingly built as a uniform scheme and then sold.", "targets": "Well-off continental dwellings consisted of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77524b1b8bd14b0aadbacbf8037f2afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Town terraced houses for all social classes remained resolutely tall and narrow, each dwelling occupying the whole height of the building. This contrasted with well-off continental dwellings, which had already begun to be formed of wide apartments occupying only one or two floors of a building; such arrangements were only typical in England when housing groups of batchelors, as in Oxbridge colleges, the lawyers in the Inns of Court or The Albany after it was converted in 1802. In the period in question, only in Edinburgh were working-class purpose-built tenements common, though lodgers were common in other cities. A curving crescent, often looking out at gardens or a park, was popular for terraces where space allowed. In early and central schemes of development, plots were sold and built on individually, though there was often an attempt to enforce some uniformity, but as development reached further out schemes were increasingly built as a uniform scheme and then sold.", "targets": "What was the only city where working class purpose built tenements common?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-77524b1b8bd14b0aadbacbf8037f2afd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Town terraced houses for all social classes remained resolutely tall and narrow, each dwelling occupying the whole height of the building. This contrasted with well-off continental dwellings, which had already begun to be formed of wide apartments occupying only one or two floors of a building; such arrangements were only typical in England when housing groups of batchelors, as in Oxbridge colleges, the lawyers in the Inns of Court or The Albany after it was converted in 1802. In the period in question, only in Edinburgh were working-class purpose-built tenements common, though lodgers were common in other cities. A curving crescent, often looking out at gardens or a park, was popular for terraces where space allowed. In early and central schemes of development, plots were sold and built on individually, though there was often an attempt to enforce some uniformity, but as development reached further out schemes were increasingly built as a uniform scheme and then sold.", "targets": "What was popular for terraces where there was enough space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-641e7262db5f4d5e91135b4c17e8c694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because rebroadcast transmitters were not planned to be converted to digital, many markets stood to lose over-the-air coverage from CBC or Radio-Canada, or both. As a result, only seven of the markets subject to the August 31, 2011 transition deadline were planned to have both CBC and Radio-Canada in digital, and 13 other markets were planned to have either CBC or Radio-Canada in digital. In mid-August 2011, the CRTC granted the CBC an extension, until August 31, 2012, to continue operating its analogue transmitters in markets subject to the August 31, 2011 transition deadline. This CRTC decision prevented many markets subject to the transition deadline from losing signals for CBC or Radio-Canada, or both at the transition deadline. At the transition deadline, Barrie, Ontario lost both CBC and Radio-Canada signals as the CBC did not request that the CRTC allow these transmitters to continue operating.", "targets": "When was CBC's anologue upgrade extension set to expire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-641e7262db5f4d5e91135b4c17e8c694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because rebroadcast transmitters were not planned to be converted to digital, many markets stood to lose over-the-air coverage from CBC or Radio-Canada, or both. As a result, only seven of the markets subject to the August 31, 2011 transition deadline were planned to have both CBC and Radio-Canada in digital, and 13 other markets were planned to have either CBC or Radio-Canada in digital. In mid-August 2011, the CRTC granted the CBC an extension, until August 31, 2012, to continue operating its analogue transmitters in markets subject to the August 31, 2011 transition deadline. This CRTC decision prevented many markets subject to the transition deadline from losing signals for CBC or Radio-Canada, or both at the transition deadline. At the transition deadline, Barrie, Ontario lost both CBC and Radio-Canada signals as the CBC did not request that the CRTC allow these transmitters to continue operating.", "targets": "At the deadline, which area lost broadcast entirely?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-641e7262db5f4d5e91135b4c17e8c694", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Because rebroadcast transmitters were not planned to be converted to digital, many markets stood to lose over-the-air coverage from CBC or Radio-Canada, or both. As a result, only seven of the markets subject to the August 31, 2011 transition deadline were planned to have both CBC and Radio-Canada in digital, and 13 other markets were planned to have either CBC or Radio-Canada in digital. In mid-August 2011, the CRTC granted the CBC an extension, until August 31, 2012, to continue operating its analogue transmitters in markets subject to the August 31, 2011 transition deadline. This CRTC decision prevented many markets subject to the transition deadline from losing signals for CBC or Radio-Canada, or both at the transition deadline. At the transition deadline, Barrie, Ontario lost both CBC and Radio-Canada signals as the CBC did not request that the CRTC allow these transmitters to continue operating.", "targets": "Did Barrie, Ontario lose signal for CBC, Radio-Canada, or both?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61a92380de7b4d6fbf84e23297561bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also Christian movements which cross denominational lines and even branches, and cannot be classified on the same level previously mentioned forms. Evangelicalism is a prominent example. Some of those movements are active exclusively within Protestantism, some are Christian-wide. Transdenominational movements are sometimes capable of affecting parts of the Roman Catholic Church, such as does it the Charismatic Movement, which aims to incorporate beliefs and practices similar to Pentecostals into the various branches of Christianity. Neo-charismatic churches are sometimes regarded as a subgroup of the Charismatic Movement. Nondenominational churches often adopt, or are akin to one of these movements.", "targets": "What is a prominent example of a movement which crosses over denominational lines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61a92380de7b4d6fbf84e23297561bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also Christian movements which cross denominational lines and even branches, and cannot be classified on the same level previously mentioned forms. Evangelicalism is a prominent example. Some of those movements are active exclusively within Protestantism, some are Christian-wide. Transdenominational movements are sometimes capable of affecting parts of the Roman Catholic Church, such as does it the Charismatic Movement, which aims to incorporate beliefs and practices similar to Pentecostals into the various branches of Christianity. Neo-charismatic churches are sometimes regarded as a subgroup of the Charismatic Movement. Nondenominational churches often adopt, or are akin to one of these movements.", "targets": "Which movement actually affected the Catholic Church?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61a92380de7b4d6fbf84e23297561bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also Christian movements which cross denominational lines and even branches, and cannot be classified on the same level previously mentioned forms. Evangelicalism is a prominent example. Some of those movements are active exclusively within Protestantism, some are Christian-wide. Transdenominational movements are sometimes capable of affecting parts of the Roman Catholic Church, such as does it the Charismatic Movement, which aims to incorporate beliefs and practices similar to Pentecostals into the various branches of Christianity. Neo-charismatic churches are sometimes regarded as a subgroup of the Charismatic Movement. Nondenominational churches often adopt, or are akin to one of these movements.", "targets": "What groups beliefs does the Charismatic Movement seek to add to branches of Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61a92380de7b4d6fbf84e23297561bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also Christian movements which cross denominational lines and even branches, and cannot be classified on the same level previously mentioned forms. Evangelicalism is a prominent example. Some of those movements are active exclusively within Protestantism, some are Christian-wide. Transdenominational movements are sometimes capable of affecting parts of the Roman Catholic Church, such as does it the Charismatic Movement, which aims to incorporate beliefs and practices similar to Pentecostals into the various branches of Christianity. Neo-charismatic churches are sometimes regarded as a subgroup of the Charismatic Movement. Nondenominational churches often adopt, or are akin to one of these movements.", "targets": "Name a sub-group of the Charismatic Movement."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61a92380de7b4d6fbf84e23297561bcc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are also Christian movements which cross denominational lines and even branches, and cannot be classified on the same level previously mentioned forms. Evangelicalism is a prominent example. Some of those movements are active exclusively within Protestantism, some are Christian-wide. Transdenominational movements are sometimes capable of affecting parts of the Roman Catholic Church, such as does it the Charismatic Movement, which aims to incorporate beliefs and practices similar to Pentecostals into the various branches of Christianity. Neo-charismatic churches are sometimes regarded as a subgroup of the Charismatic Movement. Nondenominational churches often adopt, or are akin to one of these movements.", "targets": "What other types of churches often adopt charismatic or evangelical beliefs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa3650793994c73aca1a0a414c30b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of hard rock can be traced back to the 1950s, particularly electric blues, which laid the foundations for key elements such as a rough declamatory vocal style, heavy guitar riffs, string-bending blues-scale guitar solos, strong beat, thick riff-laden texture, and posturing performances. Electric blues guitarists began experimenting with hard rock elements such as driving rhythms, distorted guitar solos and power chords in the 1950s, evident in the work of Memphis blues guitarists such as Joe Hill Louis, Willie Johnson, and particularly Pat Hare, who captured a \"grittier, nastier, more ferocious electric guitar sound\" on records such as James Cotton's \"Cotton Crop Blues\" (1954). Other antecedents include Link Wray's instrumental \"Rumble\" in 1958, and the surf rock instrumentals of Dick Dale, such as \"Let's Go Trippin'\" (1961) and \"Misirlou\" (1962).", "targets": "What genre laid the roots for hard rock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa3650793994c73aca1a0a414c30b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of hard rock can be traced back to the 1950s, particularly electric blues, which laid the foundations for key elements such as a rough declamatory vocal style, heavy guitar riffs, string-bending blues-scale guitar solos, strong beat, thick riff-laden texture, and posturing performances. Electric blues guitarists began experimenting with hard rock elements such as driving rhythms, distorted guitar solos and power chords in the 1950s, evident in the work of Memphis blues guitarists such as Joe Hill Louis, Willie Johnson, and particularly Pat Hare, who captured a \"grittier, nastier, more ferocious electric guitar sound\" on records such as James Cotton's \"Cotton Crop Blues\" (1954). Other antecedents include Link Wray's instrumental \"Rumble\" in 1958, and the surf rock instrumentals of Dick Dale, such as \"Let's Go Trippin'\" (1961) and \"Misirlou\" (1962).", "targets": "Who recorded \"Rumble\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa3650793994c73aca1a0a414c30b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of hard rock can be traced back to the 1950s, particularly electric blues, which laid the foundations for key elements such as a rough declamatory vocal style, heavy guitar riffs, string-bending blues-scale guitar solos, strong beat, thick riff-laden texture, and posturing performances. Electric blues guitarists began experimenting with hard rock elements such as driving rhythms, distorted guitar solos and power chords in the 1950s, evident in the work of Memphis blues guitarists such as Joe Hill Louis, Willie Johnson, and particularly Pat Hare, who captured a \"grittier, nastier, more ferocious electric guitar sound\" on records such as James Cotton's \"Cotton Crop Blues\" (1954). Other antecedents include Link Wray's instrumental \"Rumble\" in 1958, and the surf rock instrumentals of Dick Dale, such as \"Let's Go Trippin'\" (1961) and \"Misirlou\" (1962).", "targets": "When was \"Rumble\" released?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa3650793994c73aca1a0a414c30b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of hard rock can be traced back to the 1950s, particularly electric blues, which laid the foundations for key elements such as a rough declamatory vocal style, heavy guitar riffs, string-bending blues-scale guitar solos, strong beat, thick riff-laden texture, and posturing performances. Electric blues guitarists began experimenting with hard rock elements such as driving rhythms, distorted guitar solos and power chords in the 1950s, evident in the work of Memphis blues guitarists such as Joe Hill Louis, Willie Johnson, and particularly Pat Hare, who captured a \"grittier, nastier, more ferocious electric guitar sound\" on records such as James Cotton's \"Cotton Crop Blues\" (1954). Other antecedents include Link Wray's instrumental \"Rumble\" in 1958, and the surf rock instrumentals of Dick Dale, such as \"Let's Go Trippin'\" (1961) and \"Misirlou\" (1962).", "targets": "What were two of Dick Dale's better known songs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fa3650793994c73aca1a0a414c30b9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The roots of hard rock can be traced back to the 1950s, particularly electric blues, which laid the foundations for key elements such as a rough declamatory vocal style, heavy guitar riffs, string-bending blues-scale guitar solos, strong beat, thick riff-laden texture, and posturing performances. Electric blues guitarists began experimenting with hard rock elements such as driving rhythms, distorted guitar solos and power chords in the 1950s, evident in the work of Memphis blues guitarists such as Joe Hill Louis, Willie Johnson, and particularly Pat Hare, who captured a \"grittier, nastier, more ferocious electric guitar sound\" on records such as James Cotton's \"Cotton Crop Blues\" (1954). Other antecedents include Link Wray's instrumental \"Rumble\" in 1958, and the surf rock instrumentals of Dick Dale, such as \"Let's Go Trippin'\" (1961) and \"Misirlou\" (1962).", "targets": "What city's blues style produced hard rock precursors in electric blues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9407f3cebdd4499aaddcce662efe2521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 1563 the influential Ecumenical Council of Trent, headed by Pope Pius IV, wrote about the importance of selecting good Cardinals. According to this historic council \"nothing is more necessary to the Church of God than that the holy Roman pontiff apply that solicitude which by the duty of his office he owes the universal Church in a very special way by associating with himself as cardinals the most select persons only, and appoint to each church most eminently upright and competent shepherds; and this the more so, because our Lord Jesus Christ will require at his hands the blood of the sheep of Christ that perish through the evil government of shepherds who are negligent and forgetful of their office.\"", "targets": "In what year did Pope Pius IV wrote abou tthe selecting of cardinals? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9407f3cebdd4499aaddcce662efe2521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 1563 the influential Ecumenical Council of Trent, headed by Pope Pius IV, wrote about the importance of selecting good Cardinals. According to this historic council \"nothing is more necessary to the Church of God than that the holy Roman pontiff apply that solicitude which by the duty of his office he owes the universal Church in a very special way by associating with himself as cardinals the most select persons only, and appoint to each church most eminently upright and competent shepherds; and this the more so, because our Lord Jesus Christ will require at his hands the blood of the sheep of Christ that perish through the evil government of shepherds who are negligent and forgetful of their office.\"", "targets": "Who was in charge of the Ecumenical Council of Trent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9407f3cebdd4499aaddcce662efe2521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 1563 the influential Ecumenical Council of Trent, headed by Pope Pius IV, wrote about the importance of selecting good Cardinals. According to this historic council \"nothing is more necessary to the Church of God than that the holy Roman pontiff apply that solicitude which by the duty of his office he owes the universal Church in a very special way by associating with himself as cardinals the most select persons only, and appoint to each church most eminently upright and competent shepherds; and this the more so, because our Lord Jesus Christ will require at his hands the blood of the sheep of Christ that perish through the evil government of shepherds who are negligent and forgetful of their office.\"", "targets": "In what year did the Ecumenical Council of Trent write in regards to the selection of Cardinals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9407f3cebdd4499aaddcce662efe2521", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 1563 the influential Ecumenical Council of Trent, headed by Pope Pius IV, wrote about the importance of selecting good Cardinals. According to this historic council \"nothing is more necessary to the Church of God than that the holy Roman pontiff apply that solicitude which by the duty of his office he owes the universal Church in a very special way by associating with himself as cardinals the most select persons only, and appoint to each church most eminently upright and competent shepherds; and this the more so, because our Lord Jesus Christ will require at his hands the blood of the sheep of Christ that perish through the evil government of shepherds who are negligent and forgetful of their office.\"", "targets": "Who was the pope who headed the Ecumencial Council of Trent in that year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "What are conformation shows also known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "Who evaluates dogs at breed shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "What is the judge looking for in specific breeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "What is the only standard judged?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "What is another word for \"breed shows\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "What is the evaluator called in a breed show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "The breed standard only is about what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-10fe93fa955e452393921d5741bd6622", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In conformation shows, also referred to as breed shows, a judge familiar with the specific dog breed evaluates individual purebred dogs for conformity with their established breed type as described in the breed standard. As the breed standard only deals with the externally observable qualities of the dog (such as appearance, movement, and temperament), separately tested qualities (such as ability or health) are not part of the judging in conformation shows.", "targets": "Abilities and what else are not tested at breed shows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83f5ece6aa5a43b696c2e782f0226f71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian Imperialism led to the Russian Empire's conquest of Central Asia during the late 19th century's Imperial Era. Between 1864 and 1885 Russia gradually took control of the entire territory of Russian Turkestan, the Tajikistan portion of which had been controlled by the Emirate of Bukhara and Khanate of Kokand. Russia was interested in gaining access to a supply of cotton and in the 1870s attempted to switch cultivation in the region from grain to cotton (a strategy later copied and expanded by the Soviets).[citation needed] By 1885 Tajikistan's territory was either ruled by the Russian Empire or its vassal state, the Emirate of Bukhara, nevertheless Tajiks felt little Russian influence.[citation needed]", "targets": "When did the Russian Empire take over Central Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83f5ece6aa5a43b696c2e782f0226f71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian Imperialism led to the Russian Empire's conquest of Central Asia during the late 19th century's Imperial Era. Between 1864 and 1885 Russia gradually took control of the entire territory of Russian Turkestan, the Tajikistan portion of which had been controlled by the Emirate of Bukhara and Khanate of Kokand. Russia was interested in gaining access to a supply of cotton and in the 1870s attempted to switch cultivation in the region from grain to cotton (a strategy later copied and expanded by the Soviets).[citation needed] By 1885 Tajikistan's territory was either ruled by the Russian Empire or its vassal state, the Emirate of Bukhara, nevertheless Tajiks felt little Russian influence.[citation needed]", "targets": "Who controled the Tajikistan portion of Russian Trukestan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83f5ece6aa5a43b696c2e782f0226f71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian Imperialism led to the Russian Empire's conquest of Central Asia during the late 19th century's Imperial Era. Between 1864 and 1885 Russia gradually took control of the entire territory of Russian Turkestan, the Tajikistan portion of which had been controlled by the Emirate of Bukhara and Khanate of Kokand. Russia was interested in gaining access to a supply of cotton and in the 1870s attempted to switch cultivation in the region from grain to cotton (a strategy later copied and expanded by the Soviets).[citation needed] By 1885 Tajikistan's territory was either ruled by the Russian Empire or its vassal state, the Emirate of Bukhara, nevertheless Tajiks felt little Russian influence.[citation needed]", "targets": "What was Russian interested in Tajikistan area for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83f5ece6aa5a43b696c2e782f0226f71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian Imperialism led to the Russian Empire's conquest of Central Asia during the late 19th century's Imperial Era. Between 1864 and 1885 Russia gradually took control of the entire territory of Russian Turkestan, the Tajikistan portion of which had been controlled by the Emirate of Bukhara and Khanate of Kokand. Russia was interested in gaining access to a supply of cotton and in the 1870s attempted to switch cultivation in the region from grain to cotton (a strategy later copied and expanded by the Soviets).[citation needed] By 1885 Tajikistan's territory was either ruled by the Russian Empire or its vassal state, the Emirate of Bukhara, nevertheless Tajiks felt little Russian influence.[citation needed]", "targets": "What did Russia do between 1864-1885?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83f5ece6aa5a43b696c2e782f0226f71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Russian Imperialism led to the Russian Empire's conquest of Central Asia during the late 19th century's Imperial Era. Between 1864 and 1885 Russia gradually took control of the entire territory of Russian Turkestan, the Tajikistan portion of which had been controlled by the Emirate of Bukhara and Khanate of Kokand. Russia was interested in gaining access to a supply of cotton and in the 1870s attempted to switch cultivation in the region from grain to cotton (a strategy later copied and expanded by the Soviets).[citation needed] By 1885 Tajikistan's territory was either ruled by the Russian Empire or its vassal state, the Emirate of Bukhara, nevertheless Tajiks felt little Russian influence.[citation needed]", "targets": "In 1885, who was ruling the Tajikistan area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d33b7403e334aa79117b4b642ef5ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo as a handsome beardless young man, is often depicted with a kithara (as Apollo Citharoedus) or bow in his hand, or reclining on a tree (the Apollo Lykeios and Apollo Sauroctonos types). The Apollo Belvedere is a marble sculpture that was rediscovered in the late 15th century; for centuries it epitomized the ideals of Classical Antiquity for Europeans, from the Renaissance through the 19th century. The marble is a Hellenistic or Roman copy of a bronze original by the Greek sculptor Leochares, made between 350 and 325 BCE.", "targets": "Who is often depicted with a kithara or bow in his hand?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d33b7403e334aa79117b4b642ef5ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo as a handsome beardless young man, is often depicted with a kithara (as Apollo Citharoedus) or bow in his hand, or reclining on a tree (the Apollo Lykeios and Apollo Sauroctonos types). The Apollo Belvedere is a marble sculpture that was rediscovered in the late 15th century; for centuries it epitomized the ideals of Classical Antiquity for Europeans, from the Renaissance through the 19th century. The marble is a Hellenistic or Roman copy of a bronze original by the Greek sculptor Leochares, made between 350 and 325 BCE.", "targets": "What is the name of a marble sculpture that was rediscovered in the late 15th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d33b7403e334aa79117b4b642ef5ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo as a handsome beardless young man, is often depicted with a kithara (as Apollo Citharoedus) or bow in his hand, or reclining on a tree (the Apollo Lykeios and Apollo Sauroctonos types). The Apollo Belvedere is a marble sculpture that was rediscovered in the late 15th century; for centuries it epitomized the ideals of Classical Antiquity for Europeans, from the Renaissance through the 19th century. The marble is a Hellenistic or Roman copy of a bronze original by the Greek sculptor Leochares, made between 350 and 325 BCE.", "targets": "Who made the Apollo Belvedere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7d33b7403e334aa79117b4b642ef5ab3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Apollo as a handsome beardless young man, is often depicted with a kithara (as Apollo Citharoedus) or bow in his hand, or reclining on a tree (the Apollo Lykeios and Apollo Sauroctonos types). The Apollo Belvedere is a marble sculpture that was rediscovered in the late 15th century; for centuries it epitomized the ideals of Classical Antiquity for Europeans, from the Renaissance through the 19th century. The marble is a Hellenistic or Roman copy of a bronze original by the Greek sculptor Leochares, made between 350 and 325 BCE.", "targets": "When did Leochares make The Apollo Belvedere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28e58e60f8fe4e52993172be15f34d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1957, Braunstein further demonstrated that the rudimentary devices could be used for non-radio communication across a short distance. As noted by Kroemer Braunstein\".. had set up a simple optical communications link: Music emerging from a record player was used via suitable electronics to modulate the forward current of a GaAs diode. The emitted light was detected by a PbS diode some distance away. This signal was fed into an audio amplifier, and played back by a loudspeaker. Intercepting the beam stopped the music. We had a great deal of fun playing with this setup.\" This setup presaged the use of LEDs for optical communication applications.", "targets": "What year was it discovered that early LED instruments could be used for non-radio communication?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28e58e60f8fe4e52993172be15f34d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1957, Braunstein further demonstrated that the rudimentary devices could be used for non-radio communication across a short distance. As noted by Kroemer Braunstein\".. had set up a simple optical communications link: Music emerging from a record player was used via suitable electronics to modulate the forward current of a GaAs diode. The emitted light was detected by a PbS diode some distance away. This signal was fed into an audio amplifier, and played back by a loudspeaker. Intercepting the beam stopped the music. We had a great deal of fun playing with this setup.\" This setup presaged the use of LEDs for optical communication applications.", "targets": "Who discovered non-radio uses for early LED devices?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28e58e60f8fe4e52993172be15f34d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1957, Braunstein further demonstrated that the rudimentary devices could be used for non-radio communication across a short distance. As noted by Kroemer Braunstein\".. had set up a simple optical communications link: Music emerging from a record player was used via suitable electronics to modulate the forward current of a GaAs diode. The emitted light was detected by a PbS diode some distance away. This signal was fed into an audio amplifier, and played back by a loudspeaker. Intercepting the beam stopped the music. We had a great deal of fun playing with this setup.\" This setup presaged the use of LEDs for optical communication applications.", "targets": "The current in non-radio communication had to go through what type of component?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28e58e60f8fe4e52993172be15f34d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1957, Braunstein further demonstrated that the rudimentary devices could be used for non-radio communication across a short distance. As noted by Kroemer Braunstein\".. had set up a simple optical communications link: Music emerging from a record player was used via suitable electronics to modulate the forward current of a GaAs diode. The emitted light was detected by a PbS diode some distance away. This signal was fed into an audio amplifier, and played back by a loudspeaker. Intercepting the beam stopped the music. We had a great deal of fun playing with this setup.\" This setup presaged the use of LEDs for optical communication applications.", "targets": "What other component was needed to detect the first current of a non-radio signal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-28e58e60f8fe4e52993172be15f34d8a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1957, Braunstein further demonstrated that the rudimentary devices could be used for non-radio communication across a short distance. As noted by Kroemer Braunstein\".. had set up a simple optical communications link: Music emerging from a record player was used via suitable electronics to modulate the forward current of a GaAs diode. The emitted light was detected by a PbS diode some distance away. This signal was fed into an audio amplifier, and played back by a loudspeaker. Intercepting the beam stopped the music. We had a great deal of fun playing with this setup.\" This setup presaged the use of LEDs for optical communication applications.", "targets": "What final device was needed to hear the signal from the initial GaAs diode?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db168c08444e9cbd1b33bd9003f663", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the domestic dog (Canis lupus familiaris or Canis familiaris) is not clear. Whole genome sequencing indicates that the dog, the gray wolf and the extinct Taymyr wolf diverged at around the same time 27,000\u201340,000 years ago. These dates imply that the earliest dogs arose in the time of human hunter-gatherers and not agriculturists. Modern dogs are more closely related to ancient wolf fossils that have been found in Europe than they are to modern gray wolves. Nearly all dog breeds' genetic closeness to the gray wolf are due to admixture, except several Arctic dog breeds are close to the Taimyr wolf of North Asia due to admixture.", "targets": "Modern dogs likely began when human beings were considered to be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db168c08444e9cbd1b33bd9003f663", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the domestic dog (Canis lupus familiaris or Canis familiaris) is not clear. Whole genome sequencing indicates that the dog, the gray wolf and the extinct Taymyr wolf diverged at around the same time 27,000\u201340,000 years ago. These dates imply that the earliest dogs arose in the time of human hunter-gatherers and not agriculturists. Modern dogs are more closely related to ancient wolf fossils that have been found in Europe than they are to modern gray wolves. Nearly all dog breeds' genetic closeness to the gray wolf are due to admixture, except several Arctic dog breeds are close to the Taimyr wolf of North Asia due to admixture.", "targets": "Due to admixture, what species are many Arctic dogs related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db168c08444e9cbd1b33bd9003f663", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the domestic dog (Canis lupus familiaris or Canis familiaris) is not clear. Whole genome sequencing indicates that the dog, the gray wolf and the extinct Taymyr wolf diverged at around the same time 27,000\u201340,000 years ago. These dates imply that the earliest dogs arose in the time of human hunter-gatherers and not agriculturists. Modern dogs are more closely related to ancient wolf fossils that have been found in Europe than they are to modern gray wolves. Nearly all dog breeds' genetic closeness to the gray wolf are due to admixture, except several Arctic dog breeds are close to the Taimyr wolf of North Asia due to admixture.", "targets": "Rather than with agriculturists, dogs seemingly were during the time of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db168c08444e9cbd1b33bd9003f663", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the domestic dog (Canis lupus familiaris or Canis familiaris) is not clear. Whole genome sequencing indicates that the dog, the gray wolf and the extinct Taymyr wolf diverged at around the same time 27,000\u201340,000 years ago. These dates imply that the earliest dogs arose in the time of human hunter-gatherers and not agriculturists. Modern dogs are more closely related to ancient wolf fossils that have been found in Europe than they are to modern gray wolves. Nearly all dog breeds' genetic closeness to the gray wolf are due to admixture, except several Arctic dog breeds are close to the Taimyr wolf of North Asia due to admixture.", "targets": "Most breeds share a genetic likeness to what animal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-43db168c08444e9cbd1b33bd9003f663", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The origin of the domestic dog (Canis lupus familiaris or Canis familiaris) is not clear. Whole genome sequencing indicates that the dog, the gray wolf and the extinct Taymyr wolf diverged at around the same time 27,000\u201340,000 years ago. These dates imply that the earliest dogs arose in the time of human hunter-gatherers and not agriculturists. Modern dogs are more closely related to ancient wolf fossils that have been found in Europe than they are to modern gray wolves. Nearly all dog breeds' genetic closeness to the gray wolf are due to admixture, except several Arctic dog breeds are close to the Taimyr wolf of North Asia due to admixture.", "targets": "Some Arctic breeds are more like what wolf rather than the gray wolf?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b2c45ff2404a1e9d6a5d4be2b776db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, Universal set up its own distribution company in France, and in the late 1960s, the company also started a production company in Paris, Universal Productions France S.A., although sometimes credited by the name of the distribution company, Universal Pictures France. Except for the two first films it produced, Claude Chabrol's Le scandale (English title The Champagne Murders) and Romain Gary's Les oiseaux vont mourir au P\u00e9rou (English title Birds in Peru), it was only involved in French or other European co-productions, the most noticeable ones being Louis Malle's Lacombe, Lucien, Bertrand Blier's Les Valseuses (English title Going Places), and Fred Zinnemann's The Day of the Jackal. It was only involved in approximately 20 French film productions. In the early 1970s, the unit was incorporated into the French Cinema International Corporation arm.", "targets": "What was the name of the Universal production company based in Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b2c45ff2404a1e9d6a5d4be2b776db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, Universal set up its own distribution company in France, and in the late 1960s, the company also started a production company in Paris, Universal Productions France S.A., although sometimes credited by the name of the distribution company, Universal Pictures France. Except for the two first films it produced, Claude Chabrol's Le scandale (English title The Champagne Murders) and Romain Gary's Les oiseaux vont mourir au P\u00e9rou (English title Birds in Peru), it was only involved in French or other European co-productions, the most noticeable ones being Louis Malle's Lacombe, Lucien, Bertrand Blier's Les Valseuses (English title Going Places), and Fred Zinnemann's The Day of the Jackal. It was only involved in approximately 20 French film productions. In the early 1970s, the unit was incorporated into the French Cinema International Corporation arm.", "targets": "What was the name of Universal's French distribution company?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b2c45ff2404a1e9d6a5d4be2b776db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, Universal set up its own distribution company in France, and in the late 1960s, the company also started a production company in Paris, Universal Productions France S.A., although sometimes credited by the name of the distribution company, Universal Pictures France. Except for the two first films it produced, Claude Chabrol's Le scandale (English title The Champagne Murders) and Romain Gary's Les oiseaux vont mourir au P\u00e9rou (English title Birds in Peru), it was only involved in French or other European co-productions, the most noticeable ones being Louis Malle's Lacombe, Lucien, Bertrand Blier's Les Valseuses (English title Going Places), and Fred Zinnemann's The Day of the Jackal. It was only involved in approximately 20 French film productions. In the early 1970s, the unit was incorporated into the French Cinema International Corporation arm.", "targets": "What was the English title of Le scandale?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b2c45ff2404a1e9d6a5d4be2b776db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, Universal set up its own distribution company in France, and in the late 1960s, the company also started a production company in Paris, Universal Productions France S.A., although sometimes credited by the name of the distribution company, Universal Pictures France. Except for the two first films it produced, Claude Chabrol's Le scandale (English title The Champagne Murders) and Romain Gary's Les oiseaux vont mourir au P\u00e9rou (English title Birds in Peru), it was only involved in French or other European co-productions, the most noticeable ones being Louis Malle's Lacombe, Lucien, Bertrand Blier's Les Valseuses (English title Going Places), and Fred Zinnemann's The Day of the Jackal. It was only involved in approximately 20 French film productions. In the early 1970s, the unit was incorporated into the French Cinema International Corporation arm.", "targets": "Who directed The Day of the Jackal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b0b2c45ff2404a1e9d6a5d4be2b776db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the early 1950s, Universal set up its own distribution company in France, and in the late 1960s, the company also started a production company in Paris, Universal Productions France S.A., although sometimes credited by the name of the distribution company, Universal Pictures France. Except for the two first films it produced, Claude Chabrol's Le scandale (English title The Champagne Murders) and Romain Gary's Les oiseaux vont mourir au P\u00e9rou (English title Birds in Peru), it was only involved in French or other European co-productions, the most noticeable ones being Louis Malle's Lacombe, Lucien, Bertrand Blier's Les Valseuses (English title Going Places), and Fred Zinnemann's The Day of the Jackal. It was only involved in approximately 20 French film productions. In the early 1970s, the unit was incorporated into the French Cinema International Corporation arm.", "targets": "What film was known in English as Going Places?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4001be3e32474fc6b6b2555deebb55f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many crops first domesticated by indigenous Americans are now produced and used globally. Chief among these is maize or \"corn\", arguably the most important crop in the world. Other significant crops include cassava, chia, squash (pumpkins, zucchini, marrow, acorn squash, butternut squash), the pinto bean, Phaseolus beans including most common beans, tepary beans and lima beans, tomatoes, potatoes, avocados, peanuts, cocoa beans (used to make chocolate), vanilla, strawberries, pineapples, Peppers (species and varieties of Capsicum, including bell peppers, jalape\u00f1os, paprika and chili peppers) sunflower seeds, rubber, brazilwood, chicle, tobacco, coca, manioc and some species of cotton.", "targets": "What global industry owes its existence to having been domesticated by indigenous Americans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4001be3e32474fc6b6b2555deebb55f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many crops first domesticated by indigenous Americans are now produced and used globally. Chief among these is maize or \"corn\", arguably the most important crop in the world. Other significant crops include cassava, chia, squash (pumpkins, zucchini, marrow, acorn squash, butternut squash), the pinto bean, Phaseolus beans including most common beans, tepary beans and lima beans, tomatoes, potatoes, avocados, peanuts, cocoa beans (used to make chocolate), vanilla, strawberries, pineapples, Peppers (species and varieties of Capsicum, including bell peppers, jalape\u00f1os, paprika and chili peppers) sunflower seeds, rubber, brazilwood, chicle, tobacco, coca, manioc and some species of cotton.", "targets": "What is arguably the most important crop in the world?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4001be3e32474fc6b6b2555deebb55f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many crops first domesticated by indigenous Americans are now produced and used globally. Chief among these is maize or \"corn\", arguably the most important crop in the world. Other significant crops include cassava, chia, squash (pumpkins, zucchini, marrow, acorn squash, butternut squash), the pinto bean, Phaseolus beans including most common beans, tepary beans and lima beans, tomatoes, potatoes, avocados, peanuts, cocoa beans (used to make chocolate), vanilla, strawberries, pineapples, Peppers (species and varieties of Capsicum, including bell peppers, jalape\u00f1os, paprika and chili peppers) sunflower seeds, rubber, brazilwood, chicle, tobacco, coca, manioc and some species of cotton.", "targets": "Squash, beans, and peppers are all examples of what type of crop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4001be3e32474fc6b6b2555deebb55f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many crops first domesticated by indigenous Americans are now produced and used globally. Chief among these is maize or \"corn\", arguably the most important crop in the world. Other significant crops include cassava, chia, squash (pumpkins, zucchini, marrow, acorn squash, butternut squash), the pinto bean, Phaseolus beans including most common beans, tepary beans and lima beans, tomatoes, potatoes, avocados, peanuts, cocoa beans (used to make chocolate), vanilla, strawberries, pineapples, Peppers (species and varieties of Capsicum, including bell peppers, jalape\u00f1os, paprika and chili peppers) sunflower seeds, rubber, brazilwood, chicle, tobacco, coca, manioc and some species of cotton.", "targets": "What type of bean is used to make chocolate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4001be3e32474fc6b6b2555deebb55f5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many crops first domesticated by indigenous Americans are now produced and used globally. Chief among these is maize or \"corn\", arguably the most important crop in the world. Other significant crops include cassava, chia, squash (pumpkins, zucchini, marrow, acorn squash, butternut squash), the pinto bean, Phaseolus beans including most common beans, tepary beans and lima beans, tomatoes, potatoes, avocados, peanuts, cocoa beans (used to make chocolate), vanilla, strawberries, pineapples, Peppers (species and varieties of Capsicum, including bell peppers, jalape\u00f1os, paprika and chili peppers) sunflower seeds, rubber, brazilwood, chicle, tobacco, coca, manioc and some species of cotton.", "targets": "Who do we owe gratitude for even some species of cotton to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979211e5fc9c47e4a39fa5b8035c7c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Josep Llu\u00eds N\u00fa\u00f1ez became the first elected president of FC Barcelona, and, since then, the members of Barcelona have elected the club president. The process of electing a president of FC Barcelona was closely tied to Spain's transition to democracy in 1974 and the end of Franco's dictatorship. The new president's main objective was to develop Barcelona into a world-class club by giving it stability both on and off the pitch. His presidency was to last for 22 years, and it deeply affected the image of Barcelona, as N\u00fa\u00f1ez held to a strict policy regarding wages and discipline, letting go of such players as Maradona, Rom\u00e1rio and Ronaldo rather than meeting their demands.", "targets": "Who was the first elected president of the Barcelona club?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979211e5fc9c47e4a39fa5b8035c7c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Josep Llu\u00eds N\u00fa\u00f1ez became the first elected president of FC Barcelona, and, since then, the members of Barcelona have elected the club president. The process of electing a president of FC Barcelona was closely tied to Spain's transition to democracy in 1974 and the end of Franco's dictatorship. The new president's main objective was to develop Barcelona into a world-class club by giving it stability both on and off the pitch. His presidency was to last for 22 years, and it deeply affected the image of Barcelona, as N\u00fa\u00f1ez held to a strict policy regarding wages and discipline, letting go of such players as Maradona, Rom\u00e1rio and Ronaldo rather than meeting their demands.", "targets": "When was Nunez elected as president of FC Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979211e5fc9c47e4a39fa5b8035c7c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Josep Llu\u00eds N\u00fa\u00f1ez became the first elected president of FC Barcelona, and, since then, the members of Barcelona have elected the club president. The process of electing a president of FC Barcelona was closely tied to Spain's transition to democracy in 1974 and the end of Franco's dictatorship. The new president's main objective was to develop Barcelona into a world-class club by giving it stability both on and off the pitch. His presidency was to last for 22 years, and it deeply affected the image of Barcelona, as N\u00fa\u00f1ez held to a strict policy regarding wages and discipline, letting go of such players as Maradona, Rom\u00e1rio and Ronaldo rather than meeting their demands.", "targets": "What group elects the club president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979211e5fc9c47e4a39fa5b8035c7c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Josep Llu\u00eds N\u00fa\u00f1ez became the first elected president of FC Barcelona, and, since then, the members of Barcelona have elected the club president. The process of electing a president of FC Barcelona was closely tied to Spain's transition to democracy in 1974 and the end of Franco's dictatorship. The new president's main objective was to develop Barcelona into a world-class club by giving it stability both on and off the pitch. His presidency was to last for 22 years, and it deeply affected the image of Barcelona, as N\u00fa\u00f1ez held to a strict policy regarding wages and discipline, letting go of such players as Maradona, Rom\u00e1rio and Ronaldo rather than meeting their demands.", "targets": "How long was Nunez president of Barcelona?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-979211e5fc9c47e4a39fa5b8035c7c1b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1978, Josep Llu\u00eds N\u00fa\u00f1ez became the first elected president of FC Barcelona, and, since then, the members of Barcelona have elected the club president. The process of electing a president of FC Barcelona was closely tied to Spain's transition to democracy in 1974 and the end of Franco's dictatorship. The new president's main objective was to develop Barcelona into a world-class club by giving it stability both on and off the pitch. His presidency was to last for 22 years, and it deeply affected the image of Barcelona, as N\u00fa\u00f1ez held to a strict policy regarding wages and discipline, letting go of such players as Maradona, Rom\u00e1rio and Ronaldo rather than meeting their demands.", "targets": "What was Nunez known to be strict about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c61c697551494f28893202f727fba861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Victorian period in the 19th century historians were more inclined to draw on the judgements of the chroniclers and to focus on John's moral personality. Kate Norgate, for example, argued that John's downfall had been due not to his failure in war or strategy, but due to his \"almost superhuman wickedness\", whilst James Ramsay blamed John's family background and his cruel personality for his downfall. Historians in the \"Whiggish\" tradition, focusing on documents such as the Domesday Book and Magna Carta, trace a progressive and universalist course of political and economic development in England over the medieval period. These historians were often inclined to see John's reign, and his signing of Magna Carta in particular, as a positive step in the constitutional development of England, despite the flaws of the king himself. Winston Churchill, for example, argued that \"[w]hen the long tally is added, it will be seen that the British nation and the English-speaking world owe far more to the vices of John than to the labours of virtuous sovereigns\".", "targets": "Who blamed John's family background for his cruel personality?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c61c697551494f28893202f727fba861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Victorian period in the 19th century historians were more inclined to draw on the judgements of the chroniclers and to focus on John's moral personality. Kate Norgate, for example, argued that John's downfall had been due not to his failure in war or strategy, but due to his \"almost superhuman wickedness\", whilst James Ramsay blamed John's family background and his cruel personality for his downfall. Historians in the \"Whiggish\" tradition, focusing on documents such as the Domesday Book and Magna Carta, trace a progressive and universalist course of political and economic development in England over the medieval period. These historians were often inclined to see John's reign, and his signing of Magna Carta in particular, as a positive step in the constitutional development of England, despite the flaws of the king himself. Winston Churchill, for example, argued that \"[w]hen the long tally is added, it will be seen that the British nation and the English-speaking world owe far more to the vices of John than to the labours of virtuous sovereigns\".", "targets": "What documents trace a progressive and universalist course of political and economic development in England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c61c697551494f28893202f727fba861", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the Victorian period in the 19th century historians were more inclined to draw on the judgements of the chroniclers and to focus on John's moral personality. Kate Norgate, for example, argued that John's downfall had been due not to his failure in war or strategy, but due to his \"almost superhuman wickedness\", whilst James Ramsay blamed John's family background and his cruel personality for his downfall. Historians in the \"Whiggish\" tradition, focusing on documents such as the Domesday Book and Magna Carta, trace a progressive and universalist course of political and economic development in England over the medieval period. These historians were often inclined to see John's reign, and his signing of Magna Carta in particular, as a positive step in the constitutional development of England, despite the flaws of the king himself. Winston Churchill, for example, argued that \"[w]hen the long tally is added, it will be seen that the British nation and the English-speaking world owe far more to the vices of John than to the labours of virtuous sovereigns\".", "targets": "What period in the 19th century were historians more inclined to draw on the judgements of the chroniclers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36716e99dc9e411f8a5eaa32b802eeee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John grew up to be around 5 ft 5 in (1.68 m) tall, relatively short, with a \"powerful, barrel-chested body\" and dark red hair; he looked to contemporaries like an inhabitant of Poitou. John enjoyed reading and, unusually for the period, built up a travelling library of books. He enjoyed gambling, in particular at backgammon, and was an enthusiastic hunter, even by medieval standards. He liked music, although not songs. John would become a \"connoisseur of jewels\", building up a large collection, and became famous for his opulent clothes and also, according to French chroniclers, for his fondness for bad wine. As John grew up, he became known for sometimes being \"genial, witty, generous and hospitable\"; at other moments, he could be jealous, over-sensitive and prone to fits of rage, \"biting and gnawing his fingers\" in anger.[nb 3]", "targets": "How tall was John?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36716e99dc9e411f8a5eaa32b802eeee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John grew up to be around 5 ft 5 in (1.68 m) tall, relatively short, with a \"powerful, barrel-chested body\" and dark red hair; he looked to contemporaries like an inhabitant of Poitou. John enjoyed reading and, unusually for the period, built up a travelling library of books. He enjoyed gambling, in particular at backgammon, and was an enthusiastic hunter, even by medieval standards. He liked music, although not songs. John would become a \"connoisseur of jewels\", building up a large collection, and became famous for his opulent clothes and also, according to French chroniclers, for his fondness for bad wine. As John grew up, he became known for sometimes being \"genial, witty, generous and hospitable\"; at other moments, he could be jealous, over-sensitive and prone to fits of rage, \"biting and gnawing his fingers\" in anger.[nb 3]", "targets": "What did John build up?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36716e99dc9e411f8a5eaa32b802eeee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John grew up to be around 5 ft 5 in (1.68 m) tall, relatively short, with a \"powerful, barrel-chested body\" and dark red hair; he looked to contemporaries like an inhabitant of Poitou. John enjoyed reading and, unusually for the period, built up a travelling library of books. He enjoyed gambling, in particular at backgammon, and was an enthusiastic hunter, even by medieval standards. He liked music, although not songs. John would become a \"connoisseur of jewels\", building up a large collection, and became famous for his opulent clothes and also, according to French chroniclers, for his fondness for bad wine. As John grew up, he became known for sometimes being \"genial, witty, generous and hospitable\"; at other moments, he could be jealous, over-sensitive and prone to fits of rage, \"biting and gnawing his fingers\" in anger.[nb 3]", "targets": "Who became a connoisseur of jewels?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36716e99dc9e411f8a5eaa32b802eeee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "John grew up to be around 5 ft 5 in (1.68 m) tall, relatively short, with a \"powerful, barrel-chested body\" and dark red hair; he looked to contemporaries like an inhabitant of Poitou. John enjoyed reading and, unusually for the period, built up a travelling library of books. He enjoyed gambling, in particular at backgammon, and was an enthusiastic hunter, even by medieval standards. He liked music, although not songs. John would become a \"connoisseur of jewels\", building up a large collection, and became famous for his opulent clothes and also, according to French chroniclers, for his fondness for bad wine. As John grew up, he became known for sometimes being \"genial, witty, generous and hospitable\"; at other moments, he could be jealous, over-sensitive and prone to fits of rage, \"biting and gnawing his fingers\" in anger.[nb 3]", "targets": "What did John do in fits of rage?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36eac0db4d0f4c0c8556da6dc5b79a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most famous raid by Oeselian pirates occurred in 1187, with the attack on the Swedish town of Sigtuna by Finnic raiders from Couronia and Oesel. Among the casualties of this raid was the Swedish archbishop Johannes. The city remained occupied for some time, contributing to its decline as a center of commerce in the 13th century and the rise of Uppsala, Visby, Kalmar and Stockholm. The Livonian Chronicle describes the Oeselians as using two kinds of ships, the piratica and the liburna. The former was a warship, the latter mainly a merchant ship. A piratica could carry approximately 30 men and had a high prow shaped like a dragon or a snakehead and a rectangular sail. Viking-age treasures from Estonia mostly contain silver coins and bars. Saaremaa has the richest finds of Viking treasures after Gotland in Sweden. This strongly suggests that Estonia was an important transit country during the Viking era.", "targets": "What year did the Oeselian pirates carry out a famous raid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36eac0db4d0f4c0c8556da6dc5b79a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most famous raid by Oeselian pirates occurred in 1187, with the attack on the Swedish town of Sigtuna by Finnic raiders from Couronia and Oesel. Among the casualties of this raid was the Swedish archbishop Johannes. The city remained occupied for some time, contributing to its decline as a center of commerce in the 13th century and the rise of Uppsala, Visby, Kalmar and Stockholm. The Livonian Chronicle describes the Oeselians as using two kinds of ships, the piratica and the liburna. The former was a warship, the latter mainly a merchant ship. A piratica could carry approximately 30 men and had a high prow shaped like a dragon or a snakehead and a rectangular sail. Viking-age treasures from Estonia mostly contain silver coins and bars. Saaremaa has the richest finds of Viking treasures after Gotland in Sweden. This strongly suggests that Estonia was an important transit country during the Viking era.", "targets": "Who did the Oeselian pirates atack?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36eac0db4d0f4c0c8556da6dc5b79a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most famous raid by Oeselian pirates occurred in 1187, with the attack on the Swedish town of Sigtuna by Finnic raiders from Couronia and Oesel. Among the casualties of this raid was the Swedish archbishop Johannes. The city remained occupied for some time, contributing to its decline as a center of commerce in the 13th century and the rise of Uppsala, Visby, Kalmar and Stockholm. The Livonian Chronicle describes the Oeselians as using two kinds of ships, the piratica and the liburna. The former was a warship, the latter mainly a merchant ship. A piratica could carry approximately 30 men and had a high prow shaped like a dragon or a snakehead and a rectangular sail. Viking-age treasures from Estonia mostly contain silver coins and bars. Saaremaa has the richest finds of Viking treasures after Gotland in Sweden. This strongly suggests that Estonia was an important transit country during the Viking era.", "targets": "What important figure was killed in the raid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36eac0db4d0f4c0c8556da6dc5b79a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most famous raid by Oeselian pirates occurred in 1187, with the attack on the Swedish town of Sigtuna by Finnic raiders from Couronia and Oesel. Among the casualties of this raid was the Swedish archbishop Johannes. The city remained occupied for some time, contributing to its decline as a center of commerce in the 13th century and the rise of Uppsala, Visby, Kalmar and Stockholm. The Livonian Chronicle describes the Oeselians as using two kinds of ships, the piratica and the liburna. The former was a warship, the latter mainly a merchant ship. A piratica could carry approximately 30 men and had a high prow shaped like a dragon or a snakehead and a rectangular sail. Viking-age treasures from Estonia mostly contain silver coins and bars. Saaremaa has the richest finds of Viking treasures after Gotland in Sweden. This strongly suggests that Estonia was an important transit country during the Viking era.", "targets": "What two ships were used by the Oeselian pirates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-36eac0db4d0f4c0c8556da6dc5b79a04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Perhaps the most famous raid by Oeselian pirates occurred in 1187, with the attack on the Swedish town of Sigtuna by Finnic raiders from Couronia and Oesel. Among the casualties of this raid was the Swedish archbishop Johannes. The city remained occupied for some time, contributing to its decline as a center of commerce in the 13th century and the rise of Uppsala, Visby, Kalmar and Stockholm. The Livonian Chronicle describes the Oeselians as using two kinds of ships, the piratica and the liburna. The former was a warship, the latter mainly a merchant ship. A piratica could carry approximately 30 men and had a high prow shaped like a dragon or a snakehead and a rectangular sail. Viking-age treasures from Estonia mostly contain silver coins and bars. Saaremaa has the richest finds of Viking treasures after Gotland in Sweden. This strongly suggests that Estonia was an important transit country during the Viking era.", "targets": "What type of ship was the liburna?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "Who is the current mayor of Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "What form of government does Houston have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "Who are Houston's elected officials?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "What does Houston's mayor also serve as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "Besides the general management of the city, Houston's mayor is also responsible for what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "What is the form of city  government in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "What type of municipal elections are held in Texas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "Besides the mayor and controller, how many members are there on the city council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "Who is the mayor of Houston since the last election?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0d1b80515c894009be73ea1cf3f382eb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city of Houston has a strong mayoral form of municipal government. Houston is a home rule city and all municipal elections in the state of Texas are nonpartisan. The City's elected officials are the mayor, city controller and 16 members of the Houston City Council. The current mayor of Houston is Sylvester Turner, a Democrat elected on a nonpartisan ballot. Houston's mayor serves as the city's chief administrator, executive officer, and official representative, and is responsible for the general management of the city and for seeing that all laws and ordinances are enforced.", "targets": "To what political party is Mayor Turner aligned? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bb7011567e4d03b06a6089c6336273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 118 BC, King Micipsa of Numidia (current-day Algeria and Tunisia) died. He was succeeded by two legitimate sons, Adherbal and Hiempsal, and an illegitimate son, Jugurtha. Micipsa divided his kingdom between these three sons. Jugurtha, however, turned on his brothers, killing Hiempsal and driving Adherbal out of Numidia. Adherbal fled to Rome for assistance, and initially Rome mediated a division of the country between the two brothers. Eventually, Jugurtha renewed his offensive, leading to a long and inconclusive war with Rome. He also bribed several Roman commanders, and at least two tribunes, before and during the war. His nemesis, Gaius Marius, a legate from a virtually unknown provincial family, returned from the war in Numidia and was elected consul in 107 BC over the objections of the aristocratic senators. Marius invaded Numidia and brought the war to a quick end, capturing Jugurtha in the process. The apparent incompetence of the Senate, and the brilliance of Marius, had been put on full display. The populares party took full advantage of this opportunity by allying itself with Marius.", "targets": "Who was the illegitimate offspring of the King Micipsa of Numidia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bb7011567e4d03b06a6089c6336273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 118 BC, King Micipsa of Numidia (current-day Algeria and Tunisia) died. He was succeeded by two legitimate sons, Adherbal and Hiempsal, and an illegitimate son, Jugurtha. Micipsa divided his kingdom between these three sons. Jugurtha, however, turned on his brothers, killing Hiempsal and driving Adherbal out of Numidia. Adherbal fled to Rome for assistance, and initially Rome mediated a division of the country between the two brothers. Eventually, Jugurtha renewed his offensive, leading to a long and inconclusive war with Rome. He also bribed several Roman commanders, and at least two tribunes, before and during the war. His nemesis, Gaius Marius, a legate from a virtually unknown provincial family, returned from the war in Numidia and was elected consul in 107 BC over the objections of the aristocratic senators. Marius invaded Numidia and brought the war to a quick end, capturing Jugurtha in the process. The apparent incompetence of the Senate, and the brilliance of Marius, had been put on full display. The populares party took full advantage of this opportunity by allying itself with Marius.", "targets": "Who was Jugurtha's rival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bb7011567e4d03b06a6089c6336273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 118 BC, King Micipsa of Numidia (current-day Algeria and Tunisia) died. He was succeeded by two legitimate sons, Adherbal and Hiempsal, and an illegitimate son, Jugurtha. Micipsa divided his kingdom between these three sons. Jugurtha, however, turned on his brothers, killing Hiempsal and driving Adherbal out of Numidia. Adherbal fled to Rome for assistance, and initially Rome mediated a division of the country between the two brothers. Eventually, Jugurtha renewed his offensive, leading to a long and inconclusive war with Rome. He also bribed several Roman commanders, and at least two tribunes, before and during the war. His nemesis, Gaius Marius, a legate from a virtually unknown provincial family, returned from the war in Numidia and was elected consul in 107 BC over the objections of the aristocratic senators. Marius invaded Numidia and brought the war to a quick end, capturing Jugurtha in the process. The apparent incompetence of the Senate, and the brilliance of Marius, had been put on full display. The populares party took full advantage of this opportunity by allying itself with Marius.", "targets": "When was Gaius Marius elected to the position of consul?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bb7011567e4d03b06a6089c6336273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 118 BC, King Micipsa of Numidia (current-day Algeria and Tunisia) died. He was succeeded by two legitimate sons, Adherbal and Hiempsal, and an illegitimate son, Jugurtha. Micipsa divided his kingdom between these three sons. Jugurtha, however, turned on his brothers, killing Hiempsal and driving Adherbal out of Numidia. Adherbal fled to Rome for assistance, and initially Rome mediated a division of the country between the two brothers. Eventually, Jugurtha renewed his offensive, leading to a long and inconclusive war with Rome. He also bribed several Roman commanders, and at least two tribunes, before and during the war. His nemesis, Gaius Marius, a legate from a virtually unknown provincial family, returned from the war in Numidia and was elected consul in 107 BC over the objections of the aristocratic senators. Marius invaded Numidia and brought the war to a quick end, capturing Jugurtha in the process. The apparent incompetence of the Senate, and the brilliance of Marius, had been put on full display. The populares party took full advantage of this opportunity by allying itself with Marius.", "targets": "Who did not agree with the election of Gaius Marius?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-33bb7011567e4d03b06a6089c6336273", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 118 BC, King Micipsa of Numidia (current-day Algeria and Tunisia) died. He was succeeded by two legitimate sons, Adherbal and Hiempsal, and an illegitimate son, Jugurtha. Micipsa divided his kingdom between these three sons. Jugurtha, however, turned on his brothers, killing Hiempsal and driving Adherbal out of Numidia. Adherbal fled to Rome for assistance, and initially Rome mediated a division of the country between the two brothers. Eventually, Jugurtha renewed his offensive, leading to a long and inconclusive war with Rome. He also bribed several Roman commanders, and at least two tribunes, before and during the war. His nemesis, Gaius Marius, a legate from a virtually unknown provincial family, returned from the war in Numidia and was elected consul in 107 BC over the objections of the aristocratic senators. Marius invaded Numidia and brought the war to a quick end, capturing Jugurtha in the process. The apparent incompetence of the Senate, and the brilliance of Marius, had been put on full display. The populares party took full advantage of this opportunity by allying itself with Marius.", "targets": "Which individual did the populares part have an allegiance with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00ffe8e332343f88e63b0a65b8c80ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The site selected for the university was a hill known as Mount Oread, which was owned by former Kansas Governor Charles L. Robinson. Robinson and his wife Sara bestowed the 40-acre (16 ha) site to the State of Kansas in exchange for land elsewhere. The philanthropist Amos Adams Lawrence donated $10,000 of the necessary endowment fund, and the citizens of Lawrence raised the remaining cash by issuing notes backed by Governor Carney. On November 2, 1863, Governor Carney announced that Lawrence had met the conditions to get the state university, and the following year the university was officially organized. The school's Board of Regents held its first meeting in March 1865, which is the event that KU dates its founding from. Work on the first college building began later that year. The university opened for classes on September 12, 1866, and the first class graduated in 1873.", "targets": "On what geographic feature was KU built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00ffe8e332343f88e63b0a65b8c80ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The site selected for the university was a hill known as Mount Oread, which was owned by former Kansas Governor Charles L. Robinson. Robinson and his wife Sara bestowed the 40-acre (16 ha) site to the State of Kansas in exchange for land elsewhere. The philanthropist Amos Adams Lawrence donated $10,000 of the necessary endowment fund, and the citizens of Lawrence raised the remaining cash by issuing notes backed by Governor Carney. On November 2, 1863, Governor Carney announced that Lawrence had met the conditions to get the state university, and the following year the university was officially organized. The school's Board of Regents held its first meeting in March 1865, which is the event that KU dates its founding from. Work on the first college building began later that year. The university opened for classes on September 12, 1866, and the first class graduated in 1873.", "targets": "Who did the site of KU's construction originally belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00ffe8e332343f88e63b0a65b8c80ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The site selected for the university was a hill known as Mount Oread, which was owned by former Kansas Governor Charles L. Robinson. Robinson and his wife Sara bestowed the 40-acre (16 ha) site to the State of Kansas in exchange for land elsewhere. The philanthropist Amos Adams Lawrence donated $10,000 of the necessary endowment fund, and the citizens of Lawrence raised the remaining cash by issuing notes backed by Governor Carney. On November 2, 1863, Governor Carney announced that Lawrence had met the conditions to get the state university, and the following year the university was officially organized. The school's Board of Regents held its first meeting in March 1865, which is the event that KU dates its founding from. Work on the first college building began later that year. The university opened for classes on September 12, 1866, and the first class graduated in 1873.", "targets": "Who provided the majority of the money needed to secure the site of the University of Kansas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00ffe8e332343f88e63b0a65b8c80ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The site selected for the university was a hill known as Mount Oread, which was owned by former Kansas Governor Charles L. Robinson. Robinson and his wife Sara bestowed the 40-acre (16 ha) site to the State of Kansas in exchange for land elsewhere. The philanthropist Amos Adams Lawrence donated $10,000 of the necessary endowment fund, and the citizens of Lawrence raised the remaining cash by issuing notes backed by Governor Carney. On November 2, 1863, Governor Carney announced that Lawrence had met the conditions to get the state university, and the following year the university was officially organized. The school's Board of Regents held its first meeting in March 1865, which is the event that KU dates its founding from. Work on the first college building began later that year. The university opened for classes on September 12, 1866, and the first class graduated in 1873.", "targets": "What was the governing body of KU?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a00ffe8e332343f88e63b0a65b8c80ab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The site selected for the university was a hill known as Mount Oread, which was owned by former Kansas Governor Charles L. Robinson. Robinson and his wife Sara bestowed the 40-acre (16 ha) site to the State of Kansas in exchange for land elsewhere. The philanthropist Amos Adams Lawrence donated $10,000 of the necessary endowment fund, and the citizens of Lawrence raised the remaining cash by issuing notes backed by Governor Carney. On November 2, 1863, Governor Carney announced that Lawrence had met the conditions to get the state university, and the following year the university was officially organized. The school's Board of Regents held its first meeting in March 1865, which is the event that KU dates its founding from. Work on the first college building began later that year. The university opened for classes on September 12, 1866, and the first class graduated in 1873.", "targets": "What was the year in which KU's first roster of students graduated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12be6f261c743788519ceb4631e6c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terminology can also be confusing because a treaty may and usually is named something other than a treaty, such as a convention, protocol, or simply agreement. Conversely some legal documents such as the Treaty of Waitangi are internationally considered to be documents under domestic law.", "targets": "What is the Treaty of Waitangi internationally considered to be?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12be6f261c743788519ceb4631e6c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terminology can also be confusing because a treaty may and usually is named something other than a treaty, such as a convention, protocol, or simply agreement. Conversely some legal documents such as the Treaty of Waitangi are internationally considered to be documents under domestic law.", "targets": "What other terms might be used to refer to a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12be6f261c743788519ceb4631e6c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terminology can also be confusing because a treaty may and usually is named something other than a treaty, such as a convention, protocol, or simply agreement. Conversely some legal documents such as the Treaty of Waitangi are internationally considered to be documents under domestic law.", "targets": "What common terminological problem can sometimes lead to confusion surrounding a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12be6f261c743788519ceb4631e6c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terminology can also be confusing because a treaty may and usually is named something other than a treaty, such as a convention, protocol, or simply agreement. Conversely some legal documents such as the Treaty of Waitangi are internationally considered to be documents under domestic law.", "targets": "What's an example of a treaty that is considered internationally to be documents under domestic law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e12be6f261c743788519ceb4631e6c34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The terminology can also be confusing because a treaty may and usually is named something other than a treaty, such as a convention, protocol, or simply agreement. Conversely some legal documents such as the Treaty of Waitangi are internationally considered to be documents under domestic law.", "targets": "Convention, protocol, and agreement are examples of examples of different kinds of what that can create confusion about a treaty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22f594b307c3467f982234046f05c7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia has more public art than any other American city. In 1872, the Association for Public Art (formerly the Fairmount Park Art Association) was created, the first private association in the United States dedicated to integrating public art and urban planning. In 1959, lobbying by the Artists Equity Association helped create the Percent for Art ordinance, the first for a U.S. city. The program, which has funded more than 200 pieces of public art, is administered by the Philadelphia Office of Arts and Culture, the city's art agency.", "targets": "Which American city has the most public art?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22f594b307c3467f982234046f05c7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia has more public art than any other American city. In 1872, the Association for Public Art (formerly the Fairmount Park Art Association) was created, the first private association in the United States dedicated to integrating public art and urban planning. In 1959, lobbying by the Artists Equity Association helped create the Percent for Art ordinance, the first for a U.S. city. The program, which has funded more than 200 pieces of public art, is administered by the Philadelphia Office of Arts and Culture, the city's art agency.", "targets": "What was the Assoc. for Public Art called in the past?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-22f594b307c3467f982234046f05c7b5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Philadelphia has more public art than any other American city. In 1872, the Association for Public Art (formerly the Fairmount Park Art Association) was created, the first private association in the United States dedicated to integrating public art and urban planning. In 1959, lobbying by the Artists Equity Association helped create the Percent for Art ordinance, the first for a U.S. city. The program, which has funded more than 200 pieces of public art, is administered by the Philadelphia Office of Arts and Culture, the city's art agency.", "targets": "How many pieces of art were funded by the Percent for Art ordinance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6beb85e07b5340dc9db23a7ddb517237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dance-oriented, electronic pop and ballad-oriented rock dominated the 1980s, soft rock songs still enjoyed a mild success thanks to artists like Sheena Easton, Amy Grant, Lionel Richie, Christopher Cross, Dan Hill, Leo Sayer, Billy Ocean, Julio Iglesias, Bertie Higgins and Tommy Page. No song spent more than six weeks at #1 on this chart during the 1980s, with nine songs accomplishing that feat. Two of these were by Lionel Richie, \"You Are\" in 1983 and \"Hello\" in 1984, which also reached #1 on the Hot 100.", "targets": "Along with electronic pop, what type of music was the most successful in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6beb85e07b5340dc9db23a7ddb517237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dance-oriented, electronic pop and ballad-oriented rock dominated the 1980s, soft rock songs still enjoyed a mild success thanks to artists like Sheena Easton, Amy Grant, Lionel Richie, Christopher Cross, Dan Hill, Leo Sayer, Billy Ocean, Julio Iglesias, Bertie Higgins and Tommy Page. No song spent more than six weeks at #1 on this chart during the 1980s, with nine songs accomplishing that feat. Two of these were by Lionel Richie, \"You Are\" in 1983 and \"Hello\" in 1984, which also reached #1 on the Hot 100.", "targets": "What genre did the music of Billy Ocean belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6beb85e07b5340dc9db23a7ddb517237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dance-oriented, electronic pop and ballad-oriented rock dominated the 1980s, soft rock songs still enjoyed a mild success thanks to artists like Sheena Easton, Amy Grant, Lionel Richie, Christopher Cross, Dan Hill, Leo Sayer, Billy Ocean, Julio Iglesias, Bertie Higgins and Tommy Page. No song spent more than six weeks at #1 on this chart during the 1980s, with nine songs accomplishing that feat. Two of these were by Lionel Richie, \"You Are\" in 1983 and \"Hello\" in 1984, which also reached #1 on the Hot 100.", "targets": "What was the longest that a song spent at #1 on the adult contemporary charts in the 1980s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6beb85e07b5340dc9db23a7ddb517237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dance-oriented, electronic pop and ballad-oriented rock dominated the 1980s, soft rock songs still enjoyed a mild success thanks to artists like Sheena Easton, Amy Grant, Lionel Richie, Christopher Cross, Dan Hill, Leo Sayer, Billy Ocean, Julio Iglesias, Bertie Higgins and Tommy Page. No song spent more than six weeks at #1 on this chart during the 1980s, with nine songs accomplishing that feat. Two of these were by Lionel Richie, \"You Are\" in 1983 and \"Hello\" in 1984, which also reached #1 on the Hot 100.", "targets": "In what year did Lionel Richie record \"You Are\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6beb85e07b5340dc9db23a7ddb517237", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although dance-oriented, electronic pop and ballad-oriented rock dominated the 1980s, soft rock songs still enjoyed a mild success thanks to artists like Sheena Easton, Amy Grant, Lionel Richie, Christopher Cross, Dan Hill, Leo Sayer, Billy Ocean, Julio Iglesias, Bertie Higgins and Tommy Page. No song spent more than six weeks at #1 on this chart during the 1980s, with nine songs accomplishing that feat. Two of these were by Lionel Richie, \"You Are\" in 1983 and \"Hello\" in 1984, which also reached #1 on the Hot 100.", "targets": "Aside from the adult contemporary chart, on what other chart did Lionel Richie's \"Hello\" reach the top spot?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8934c349f0642a8a640827d5fdb9c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greater London encompasses a total area of 1,583 square kilometres (611 sq mi), an area which had a population of 7,172,036 in 2001 and a population density of 4,542 inhabitants per square kilometre (11,760/sq mi). The extended area known as the London Metropolitan Region or the London Metropolitan Agglomeration, comprises a total area of 8,382 square kilometres (3,236 sq mi) has a population of 13,709,000 and a population density of 1,510 inhabitants per square kilometre (3,900/sq mi). Modern London stands on the Thames, its primary geographical feature, a navigable river which crosses the city from the south-west to the east. The Thames Valley is a floodplain surrounded by gently rolling hills including Parliament Hill, Addington Hills, and Primrose Hill. The Thames was once a much broader, shallower river with extensive marshlands; at high tide, its shores reached five times their present width.", "targets": "In the past, how much wider was the River Thames than it is today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8934c349f0642a8a640827d5fdb9c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greater London encompasses a total area of 1,583 square kilometres (611 sq mi), an area which had a population of 7,172,036 in 2001 and a population density of 4,542 inhabitants per square kilometre (11,760/sq mi). The extended area known as the London Metropolitan Region or the London Metropolitan Agglomeration, comprises a total area of 8,382 square kilometres (3,236 sq mi) has a population of 13,709,000 and a population density of 1,510 inhabitants per square kilometre (3,900/sq mi). Modern London stands on the Thames, its primary geographical feature, a navigable river which crosses the city from the south-west to the east. The Thames Valley is a floodplain surrounded by gently rolling hills including Parliament Hill, Addington Hills, and Primrose Hill. The Thames was once a much broader, shallower river with extensive marshlands; at high tide, its shores reached five times their present width.", "targets": "What was the population density of Greater London in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8934c349f0642a8a640827d5fdb9c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greater London encompasses a total area of 1,583 square kilometres (611 sq mi), an area which had a population of 7,172,036 in 2001 and a population density of 4,542 inhabitants per square kilometre (11,760/sq mi). The extended area known as the London Metropolitan Region or the London Metropolitan Agglomeration, comprises a total area of 8,382 square kilometres (3,236 sq mi) has a population of 13,709,000 and a population density of 1,510 inhabitants per square kilometre (3,900/sq mi). Modern London stands on the Thames, its primary geographical feature, a navigable river which crosses the city from the south-west to the east. The Thames Valley is a floodplain surrounded by gently rolling hills including Parliament Hill, Addington Hills, and Primrose Hill. The Thames was once a much broader, shallower river with extensive marshlands; at high tide, its shores reached five times their present width.", "targets": "In which direction does the River Thames run through the City of London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8934c349f0642a8a640827d5fdb9c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greater London encompasses a total area of 1,583 square kilometres (611 sq mi), an area which had a population of 7,172,036 in 2001 and a population density of 4,542 inhabitants per square kilometre (11,760/sq mi). The extended area known as the London Metropolitan Region or the London Metropolitan Agglomeration, comprises a total area of 8,382 square kilometres (3,236 sq mi) has a population of 13,709,000 and a population density of 1,510 inhabitants per square kilometre (3,900/sq mi). Modern London stands on the Thames, its primary geographical feature, a navigable river which crosses the city from the south-west to the east. The Thames Valley is a floodplain surrounded by gently rolling hills including Parliament Hill, Addington Hills, and Primrose Hill. The Thames was once a much broader, shallower river with extensive marshlands; at high tide, its shores reached five times their present width.", "targets": "What is the population of the London Metropolitan Region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f8934c349f0642a8a640827d5fdb9c2e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Greater London encompasses a total area of 1,583 square kilometres (611 sq mi), an area which had a population of 7,172,036 in 2001 and a population density of 4,542 inhabitants per square kilometre (11,760/sq mi). The extended area known as the London Metropolitan Region or the London Metropolitan Agglomeration, comprises a total area of 8,382 square kilometres (3,236 sq mi) has a population of 13,709,000 and a population density of 1,510 inhabitants per square kilometre (3,900/sq mi). Modern London stands on the Thames, its primary geographical feature, a navigable river which crosses the city from the south-west to the east. The Thames Valley is a floodplain surrounded by gently rolling hills including Parliament Hill, Addington Hills, and Primrose Hill. The Thames was once a much broader, shallower river with extensive marshlands; at high tide, its shores reached five times their present width.", "targets": "What is the main geographical landmark in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9281e06ff7064de983b4951bab6f39e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rajasthan, Jodhpur and Kota are two major educational hubs. Kota is known for its quality education in preparation of various competitive exams, coaching for medical and engineering exams while Jodhpur is home to many higher educational institutions like IIT, AIIMS, National Law University, Sardar Patel Police University, National institute of Fashion Technology, MBM Engineering College etc. Kota is popularly referred to as, \"coaching capital of India\". Other major educational institutions are Birla Institute of Technology and Science Pilani, Malaviya National Institute of Technology Jaipur, IIM Udaipur r and LNMIIT. Rajasthan has nine universities and more than 250 colleges, 55,000 primary and 7,400 secondary schools. There are 41 engineering colleges with an annual enrollment of about 11,500 students. Apart from above there 41 Private universities like Amity University Rajasthan, Jaipur,Manipal University Jaipur, OPJS University, Churu, Mody University of Technology and Science Lakshmangarh (Women's University, Sikar), RNB Global University, Bikaner. The state has 23 polytechnic colleges and 152 Industrial Training Institutes (ITIs) that impart vocational training.", "targets": "What are the to main educational hubs of Rajasthan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9281e06ff7064de983b4951bab6f39e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rajasthan, Jodhpur and Kota are two major educational hubs. Kota is known for its quality education in preparation of various competitive exams, coaching for medical and engineering exams while Jodhpur is home to many higher educational institutions like IIT, AIIMS, National Law University, Sardar Patel Police University, National institute of Fashion Technology, MBM Engineering College etc. Kota is popularly referred to as, \"coaching capital of India\". Other major educational institutions are Birla Institute of Technology and Science Pilani, Malaviya National Institute of Technology Jaipur, IIM Udaipur r and LNMIIT. Rajasthan has nine universities and more than 250 colleges, 55,000 primary and 7,400 secondary schools. There are 41 engineering colleges with an annual enrollment of about 11,500 students. Apart from above there 41 Private universities like Amity University Rajasthan, Jaipur,Manipal University Jaipur, OPJS University, Churu, Mody University of Technology and Science Lakshmangarh (Women's University, Sikar), RNB Global University, Bikaner. The state has 23 polytechnic colleges and 152 Industrial Training Institutes (ITIs) that impart vocational training.", "targets": "In what educational hub would one find AIIMS?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9281e06ff7064de983b4951bab6f39e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rajasthan, Jodhpur and Kota are two major educational hubs. Kota is known for its quality education in preparation of various competitive exams, coaching for medical and engineering exams while Jodhpur is home to many higher educational institutions like IIT, AIIMS, National Law University, Sardar Patel Police University, National institute of Fashion Technology, MBM Engineering College etc. Kota is popularly referred to as, \"coaching capital of India\". Other major educational institutions are Birla Institute of Technology and Science Pilani, Malaviya National Institute of Technology Jaipur, IIM Udaipur r and LNMIIT. Rajasthan has nine universities and more than 250 colleges, 55,000 primary and 7,400 secondary schools. There are 41 engineering colleges with an annual enrollment of about 11,500 students. Apart from above there 41 Private universities like Amity University Rajasthan, Jaipur,Manipal University Jaipur, OPJS University, Churu, Mody University of Technology and Science Lakshmangarh (Women's University, Sikar), RNB Global University, Bikaner. The state has 23 polytechnic colleges and 152 Industrial Training Institutes (ITIs) that impart vocational training.", "targets": "What is is Kota known as within India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9281e06ff7064de983b4951bab6f39e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rajasthan, Jodhpur and Kota are two major educational hubs. Kota is known for its quality education in preparation of various competitive exams, coaching for medical and engineering exams while Jodhpur is home to many higher educational institutions like IIT, AIIMS, National Law University, Sardar Patel Police University, National institute of Fashion Technology, MBM Engineering College etc. Kota is popularly referred to as, \"coaching capital of India\". Other major educational institutions are Birla Institute of Technology and Science Pilani, Malaviya National Institute of Technology Jaipur, IIM Udaipur r and LNMIIT. Rajasthan has nine universities and more than 250 colleges, 55,000 primary and 7,400 secondary schools. There are 41 engineering colleges with an annual enrollment of about 11,500 students. Apart from above there 41 Private universities like Amity University Rajasthan, Jaipur,Manipal University Jaipur, OPJS University, Churu, Mody University of Technology and Science Lakshmangarh (Women's University, Sikar), RNB Global University, Bikaner. The state has 23 polytechnic colleges and 152 Industrial Training Institutes (ITIs) that impart vocational training.", "targets": "How many universities does Rajasthan have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9281e06ff7064de983b4951bab6f39e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Rajasthan, Jodhpur and Kota are two major educational hubs. Kota is known for its quality education in preparation of various competitive exams, coaching for medical and engineering exams while Jodhpur is home to many higher educational institutions like IIT, AIIMS, National Law University, Sardar Patel Police University, National institute of Fashion Technology, MBM Engineering College etc. Kota is popularly referred to as, \"coaching capital of India\". Other major educational institutions are Birla Institute of Technology and Science Pilani, Malaviya National Institute of Technology Jaipur, IIM Udaipur r and LNMIIT. Rajasthan has nine universities and more than 250 colleges, 55,000 primary and 7,400 secondary schools. There are 41 engineering colleges with an annual enrollment of about 11,500 students. Apart from above there 41 Private universities like Amity University Rajasthan, Jaipur,Manipal University Jaipur, OPJS University, Churu, Mody University of Technology and Science Lakshmangarh (Women's University, Sikar), RNB Global University, Bikaner. The state has 23 polytechnic colleges and 152 Industrial Training Institutes (ITIs) that impart vocational training.", "targets": "How many engineering colleges are in Rajasthan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7bc7b4143574943b5cfb3b1b190ba13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red was also featured in Chinese Imperial architecture. In the Tang and Song Dynasties, gates of palaces were usually painted red, and nobles often painted their entire mansion red. One of the most famous works of Chinese literature, A Dream of Red Mansions by Cao Xueqin (1715\u20131763), was about the lives of noble women who passed their lives out of public sight within the walls of such mansions. In later dynasties red was reserved for the walls of temples and imperial residences. When the Manchu rulers of the Qing Dynasty conquered the Ming and took over the Forbidden City and Imperial Palace in Beijing, all the walls, gates, beams and pillars were painted in red and gold.", "targets": "Who painted their mansions red during the Song and Tang dynasties?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7bc7b4143574943b5cfb3b1b190ba13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red was also featured in Chinese Imperial architecture. In the Tang and Song Dynasties, gates of palaces were usually painted red, and nobles often painted their entire mansion red. One of the most famous works of Chinese literature, A Dream of Red Mansions by Cao Xueqin (1715\u20131763), was about the lives of noble women who passed their lives out of public sight within the walls of such mansions. In later dynasties red was reserved for the walls of temples and imperial residences. When the Manchu rulers of the Qing Dynasty conquered the Ming and took over the Forbidden City and Imperial Palace in Beijing, all the walls, gates, beams and pillars were painted in red and gold.", "targets": "who wrote A dream of Red Mansions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7bc7b4143574943b5cfb3b1b190ba13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red was also featured in Chinese Imperial architecture. In the Tang and Song Dynasties, gates of palaces were usually painted red, and nobles often painted their entire mansion red. One of the most famous works of Chinese literature, A Dream of Red Mansions by Cao Xueqin (1715\u20131763), was about the lives of noble women who passed their lives out of public sight within the walls of such mansions. In later dynasties red was reserved for the walls of temples and imperial residences. When the Manchu rulers of the Qing Dynasty conquered the Ming and took over the Forbidden City and Imperial Palace in Beijing, all the walls, gates, beams and pillars were painted in red and gold.", "targets": "During what years was Cao Xueqin alive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7bc7b4143574943b5cfb3b1b190ba13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red was also featured in Chinese Imperial architecture. In the Tang and Song Dynasties, gates of palaces were usually painted red, and nobles often painted their entire mansion red. One of the most famous works of Chinese literature, A Dream of Red Mansions by Cao Xueqin (1715\u20131763), was about the lives of noble women who passed their lives out of public sight within the walls of such mansions. In later dynasties red was reserved for the walls of temples and imperial residences. When the Manchu rulers of the Qing Dynasty conquered the Ming and took over the Forbidden City and Imperial Palace in Beijing, all the walls, gates, beams and pillars were painted in red and gold.", "targets": "In late Chinese dynasties red was used only on what kind of architecture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7bc7b4143574943b5cfb3b1b190ba13", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Red was also featured in Chinese Imperial architecture. In the Tang and Song Dynasties, gates of palaces were usually painted red, and nobles often painted their entire mansion red. One of the most famous works of Chinese literature, A Dream of Red Mansions by Cao Xueqin (1715\u20131763), was about the lives of noble women who passed their lives out of public sight within the walls of such mansions. In later dynasties red was reserved for the walls of temples and imperial residences. When the Manchu rulers of the Qing Dynasty conquered the Ming and took over the Forbidden City and Imperial Palace in Beijing, all the walls, gates, beams and pillars were painted in red and gold.", "targets": "Who painted the walls of the Forbidden city red after the fall of the Ming dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-960e49dfc08c4ae7ad676595f9afce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Council, Paul VI contributed in two ways to the continued growth of ecumenical dialogue. The separated brothers and sisters, as he called them, were not able to contribute to the Council as invited observers. After the Council, many of them took initiative to seek out their Catholic counterparts and the Pope in Rome, who welcomed such visits. But the Catholic Church itself recognized from the many previous ecumenical encounters, that much needed to be done within, to be an open partner for ecumenism. To those who are entrusted the highest and deepest truth and therefore, so Paul VI, believed that he had the most difficult part to communicate. Ecumenical dialogue, in the view of Paul VI, requires from a Catholic the whole person: one's entire reason, will, and heart. Paul VI, like Pius XII before him, was reluctant to give in on a lowest possible point. And yet, Paul felt compelled to admit his ardent Gospel-based desire to be everything to everybody and to help all people Being the successor of Peter, he felt the words of Christ, \"Do you love me more\" like a sharp knife penetrating to the marrow of his soul. These words meant to Paul VI love without limits, and they underscore the Church's fundamental approach to ecumenism.", "targets": "In what city did the pope encourage visits from Catholics from other countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-960e49dfc08c4ae7ad676595f9afce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Council, Paul VI contributed in two ways to the continued growth of ecumenical dialogue. The separated brothers and sisters, as he called them, were not able to contribute to the Council as invited observers. After the Council, many of them took initiative to seek out their Catholic counterparts and the Pope in Rome, who welcomed such visits. But the Catholic Church itself recognized from the many previous ecumenical encounters, that much needed to be done within, to be an open partner for ecumenism. To those who are entrusted the highest and deepest truth and therefore, so Paul VI, believed that he had the most difficult part to communicate. Ecumenical dialogue, in the view of Paul VI, requires from a Catholic the whole person: one's entire reason, will, and heart. Paul VI, like Pius XII before him, was reluctant to give in on a lowest possible point. And yet, Paul felt compelled to admit his ardent Gospel-based desire to be everything to everybody and to help all people Being the successor of Peter, he felt the words of Christ, \"Do you love me more\" like a sharp knife penetrating to the marrow of his soul. These words meant to Paul VI love without limits, and they underscore the Church's fundamental approach to ecumenism.", "targets": "In how many ways did Paul VI contribute to an ecumenical dialogue between Catholics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-960e49dfc08c4ae7ad676595f9afce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Council, Paul VI contributed in two ways to the continued growth of ecumenical dialogue. The separated brothers and sisters, as he called them, were not able to contribute to the Council as invited observers. After the Council, many of them took initiative to seek out their Catholic counterparts and the Pope in Rome, who welcomed such visits. But the Catholic Church itself recognized from the many previous ecumenical encounters, that much needed to be done within, to be an open partner for ecumenism. To those who are entrusted the highest and deepest truth and therefore, so Paul VI, believed that he had the most difficult part to communicate. Ecumenical dialogue, in the view of Paul VI, requires from a Catholic the whole person: one's entire reason, will, and heart. Paul VI, like Pius XII before him, was reluctant to give in on a lowest possible point. And yet, Paul felt compelled to admit his ardent Gospel-based desire to be everything to everybody and to help all people Being the successor of Peter, he felt the words of Christ, \"Do you love me more\" like a sharp knife penetrating to the marrow of his soul. These words meant to Paul VI love without limits, and they underscore the Church's fundamental approach to ecumenism.", "targets": "In Paul VI's view what does the Catholic ecumenical dialogue require from someone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-960e49dfc08c4ae7ad676595f9afce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Council, Paul VI contributed in two ways to the continued growth of ecumenical dialogue. The separated brothers and sisters, as he called them, were not able to contribute to the Council as invited observers. After the Council, many of them took initiative to seek out their Catholic counterparts and the Pope in Rome, who welcomed such visits. But the Catholic Church itself recognized from the many previous ecumenical encounters, that much needed to be done within, to be an open partner for ecumenism. To those who are entrusted the highest and deepest truth and therefore, so Paul VI, believed that he had the most difficult part to communicate. Ecumenical dialogue, in the view of Paul VI, requires from a Catholic the whole person: one's entire reason, will, and heart. Paul VI, like Pius XII before him, was reluctant to give in on a lowest possible point. And yet, Paul felt compelled to admit his ardent Gospel-based desire to be everything to everybody and to help all people Being the successor of Peter, he felt the words of Christ, \"Do you love me more\" like a sharp knife penetrating to the marrow of his soul. These words meant to Paul VI love without limits, and they underscore the Church's fundamental approach to ecumenism.", "targets": "How much of the person is needed to fully engage in a ecumenical dialogue according to Paul VI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-960e49dfc08c4ae7ad676595f9afce9c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the Council, Paul VI contributed in two ways to the continued growth of ecumenical dialogue. The separated brothers and sisters, as he called them, were not able to contribute to the Council as invited observers. After the Council, many of them took initiative to seek out their Catholic counterparts and the Pope in Rome, who welcomed such visits. But the Catholic Church itself recognized from the many previous ecumenical encounters, that much needed to be done within, to be an open partner for ecumenism. To those who are entrusted the highest and deepest truth and therefore, so Paul VI, believed that he had the most difficult part to communicate. Ecumenical dialogue, in the view of Paul VI, requires from a Catholic the whole person: one's entire reason, will, and heart. Paul VI, like Pius XII before him, was reluctant to give in on a lowest possible point. And yet, Paul felt compelled to admit his ardent Gospel-based desire to be everything to everybody and to help all people Being the successor of Peter, he felt the words of Christ, \"Do you love me more\" like a sharp knife penetrating to the marrow of his soul. These words meant to Paul VI love without limits, and they underscore the Church's fundamental approach to ecumenism.", "targets": "To what historical figure can the words \"Do you love me more\" be attributed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac075772cfb04663a34f4613c133697b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been increasing controversy surrounding pharmaceutical marketing and influence. There have been accusations and findings of influence on doctors and other health professionals through drug reps, including the constant provision of marketing 'gifts' and biased information to health professionals; highly prevalent advertising in journals and conferences; funding independent healthcare organizations and health promotion campaigns; lobbying physicians and politicians (more than any other industry in the US); sponsorship of medical schools or nurse training; sponsorship of continuing educational events, with influence on the curriculum; and hiring physicians as paid consultants on medical advisory boards.", "targets": "Drug reps have been accused of giving what to health professionals?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac075772cfb04663a34f4613c133697b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been increasing controversy surrounding pharmaceutical marketing and influence. There have been accusations and findings of influence on doctors and other health professionals through drug reps, including the constant provision of marketing 'gifts' and biased information to health professionals; highly prevalent advertising in journals and conferences; funding independent healthcare organizations and health promotion campaigns; lobbying physicians and politicians (more than any other industry in the US); sponsorship of medical schools or nurse training; sponsorship of continuing educational events, with influence on the curriculum; and hiring physicians as paid consultants on medical advisory boards.", "targets": "Drug marketers have hired who as paid consultants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ac075772cfb04663a34f4613c133697b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There has been increasing controversy surrounding pharmaceutical marketing and influence. There have been accusations and findings of influence on doctors and other health professionals through drug reps, including the constant provision of marketing 'gifts' and biased information to health professionals; highly prevalent advertising in journals and conferences; funding independent healthcare organizations and health promotion campaigns; lobbying physicians and politicians (more than any other industry in the US); sponsorship of medical schools or nurse training; sponsorship of continuing educational events, with influence on the curriculum; and hiring physicians as paid consultants on medical advisory boards.", "targets": "What publications can drug ads be commonly found?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44a34f9908b240268408d9b143422fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plains at the foot of the Sierra Madre Occidental is an elongated mesa known as Altiplanicie Mexicana that exhibits a steppe climate and serves as a transition zone from the mountain climate in the western part of the state to the desert climate in the eastern side of the state. The steppe zone accounts for a third of the state's area, and it experiences pronounced dry and wet seasons. The pronounced rainy season in the steppe is usually observed in the months of July, August, and September. The steppe also encounters extreme temperatures that often reach over 100 \u00b0F in the summer and drop below 32 \u00b0F in the winter. The steppe zone is an important agriculture zone due to an extensive development of canals exploiting several rivers that flow down from the mountains. The steppe zone is the most populated area of the state.", "targets": "Which months make up the pronounced rainy season in the steppe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44a34f9908b240268408d9b143422fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plains at the foot of the Sierra Madre Occidental is an elongated mesa known as Altiplanicie Mexicana that exhibits a steppe climate and serves as a transition zone from the mountain climate in the western part of the state to the desert climate in the eastern side of the state. The steppe zone accounts for a third of the state's area, and it experiences pronounced dry and wet seasons. The pronounced rainy season in the steppe is usually observed in the months of July, August, and September. The steppe also encounters extreme temperatures that often reach over 100 \u00b0F in the summer and drop below 32 \u00b0F in the winter. The steppe zone is an important agriculture zone due to an extensive development of canals exploiting several rivers that flow down from the mountains. The steppe zone is the most populated area of the state.", "targets": "The steppe reaches temperatures above what in the winter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44a34f9908b240268408d9b143422fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plains at the foot of the Sierra Madre Occidental is an elongated mesa known as Altiplanicie Mexicana that exhibits a steppe climate and serves as a transition zone from the mountain climate in the western part of the state to the desert climate in the eastern side of the state. The steppe zone accounts for a third of the state's area, and it experiences pronounced dry and wet seasons. The pronounced rainy season in the steppe is usually observed in the months of July, August, and September. The steppe also encounters extreme temperatures that often reach over 100 \u00b0F in the summer and drop below 32 \u00b0F in the winter. The steppe zone is an important agriculture zone due to an extensive development of canals exploiting several rivers that flow down from the mountains. The steppe zone is the most populated area of the state.", "targets": "The steppe is important agriculturally because of what feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-44a34f9908b240268408d9b143422fa0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The plains at the foot of the Sierra Madre Occidental is an elongated mesa known as Altiplanicie Mexicana that exhibits a steppe climate and serves as a transition zone from the mountain climate in the western part of the state to the desert climate in the eastern side of the state. The steppe zone accounts for a third of the state's area, and it experiences pronounced dry and wet seasons. The pronounced rainy season in the steppe is usually observed in the months of July, August, and September. The steppe also encounters extreme temperatures that often reach over 100 \u00b0F in the summer and drop below 32 \u00b0F in the winter. The steppe zone is an important agriculture zone due to an extensive development of canals exploiting several rivers that flow down from the mountains. The steppe zone is the most populated area of the state.", "targets": "The mountain climate is found in which part of the state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d8cd0f5fad4c49bb7fc8244566de77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Architects Registration Board, the RIBA provides accreditation to architecture schools in the UK under a course validation procedure. It also provides validation to international courses without input from the ARB.", "targets": "Aside from the ARB, what other organization offers accreditation services for schools serving architects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d8cd0f5fad4c49bb7fc8244566de77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Architects Registration Board, the RIBA provides accreditation to architecture schools in the UK under a course validation procedure. It also provides validation to international courses without input from the ARB.", "targets": "What process does RIBA use in its accreditation system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e5d8cd0f5fad4c49bb7fc8244566de77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In addition to the Architects Registration Board, the RIBA provides accreditation to architecture schools in the UK under a course validation procedure. It also provides validation to international courses without input from the ARB.", "targets": "What kinds of courses does RIBA conduct accreditation services for apart from the Architects Registration Board?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1dc11df8604f268f5c6fcc8cf5cb5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic military equipment was generally characterized by an increase in size. Hellenistic-era warships grew from the trireme to include more banks of oars and larger numbers of rowers and soldiers as in the Quadrireme and Quinquereme. The Ptolemaic Tessarakonteres was the largest ship constructed in Antiquity. New siege engines were developed during this period. An unknown engineer developed the torsion-spring catapult (ca. 360) and Dionysios of Alexandria designed a repeating ballista, the Polybolos. Preserved examples of ball projectiles range from 4.4 kg to 78 kg (or over 170 lbs). Demetrius Poliorcetes was notorious for the large siege engines employed in his campaigns, especially during the 12-month siege of Rhodes when he had Epimachos of Athens build a massive 160 ton siege tower named Helepolis, filled with artillery.", "targets": "What was the largest ship constructed in Antiquity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1dc11df8604f268f5c6fcc8cf5cb5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic military equipment was generally characterized by an increase in size. Hellenistic-era warships grew from the trireme to include more banks of oars and larger numbers of rowers and soldiers as in the Quadrireme and Quinquereme. The Ptolemaic Tessarakonteres was the largest ship constructed in Antiquity. New siege engines were developed during this period. An unknown engineer developed the torsion-spring catapult (ca. 360) and Dionysios of Alexandria designed a repeating ballista, the Polybolos. Preserved examples of ball projectiles range from 4.4 kg to 78 kg (or over 170 lbs). Demetrius Poliorcetes was notorious for the large siege engines employed in his campaigns, especially during the 12-month siege of Rhodes when he had Epimachos of Athens build a massive 160 ton siege tower named Helepolis, filled with artillery.", "targets": "Who invented the Polybolos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1dc11df8604f268f5c6fcc8cf5cb5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic military equipment was generally characterized by an increase in size. Hellenistic-era warships grew from the trireme to include more banks of oars and larger numbers of rowers and soldiers as in the Quadrireme and Quinquereme. The Ptolemaic Tessarakonteres was the largest ship constructed in Antiquity. New siege engines were developed during this period. An unknown engineer developed the torsion-spring catapult (ca. 360) and Dionysios of Alexandria designed a repeating ballista, the Polybolos. Preserved examples of ball projectiles range from 4.4 kg to 78 kg (or over 170 lbs). Demetrius Poliorcetes was notorious for the large siege engines employed in his campaigns, especially during the 12-month siege of Rhodes when he had Epimachos of Athens build a massive 160 ton siege tower named Helepolis, filled with artillery.", "targets": "What type of weapon is the Polybolos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1dc11df8604f268f5c6fcc8cf5cb5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic military equipment was generally characterized by an increase in size. Hellenistic-era warships grew from the trireme to include more banks of oars and larger numbers of rowers and soldiers as in the Quadrireme and Quinquereme. The Ptolemaic Tessarakonteres was the largest ship constructed in Antiquity. New siege engines were developed during this period. An unknown engineer developed the torsion-spring catapult (ca. 360) and Dionysios of Alexandria designed a repeating ballista, the Polybolos. Preserved examples of ball projectiles range from 4.4 kg to 78 kg (or over 170 lbs). Demetrius Poliorcetes was notorious for the large siege engines employed in his campaigns, especially during the 12-month siege of Rhodes when he had Epimachos of Athens build a massive 160 ton siege tower named Helepolis, filled with artillery.", "targets": "Who heavy was the Helepolis siege tower?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ae1dc11df8604f268f5c6fcc8cf5cb5d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hellenistic military equipment was generally characterized by an increase in size. Hellenistic-era warships grew from the trireme to include more banks of oars and larger numbers of rowers and soldiers as in the Quadrireme and Quinquereme. The Ptolemaic Tessarakonteres was the largest ship constructed in Antiquity. New siege engines were developed during this period. An unknown engineer developed the torsion-spring catapult (ca. 360) and Dionysios of Alexandria designed a repeating ballista, the Polybolos. Preserved examples of ball projectiles range from 4.4 kg to 78 kg (or over 170 lbs). Demetrius Poliorcetes was notorious for the large siege engines employed in his campaigns, especially during the 12-month siege of Rhodes when he had Epimachos of Athens build a massive 160 ton siege tower named Helepolis, filled with artillery.", "targets": "How long was Demetrius Poliorcetes siege of Rhodes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1fffc6aa5c54e8bb0285388144e53e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since these problems surfaced, Microsoft has attempted to modify the console to improve its reliability. Modifications include a reduction in the number, size, and placement of components, the addition of dabs of epoxy on the corners and edges of the CPU and GPU as glue to prevent movement relative to the board during heat expansion, and a second GPU heatsink to dissipate more heat. With the release of the redesigned Xbox 360 S, the warranty for the newer models does not include the three-year extended coverage for \"General Hardware Failures\". The newer Xbox 360 S model indicates system overheating when the console's power button begins to flash red, unlike previous models where the first and third quadrant of the ring would light up red around the power button if overheating occurred. The system will then warn the user of imminent system shutdown until the system has cooled, whereas a flashing power button that alternates between green and red is an indication of a \"General Hardware Failure\" unlike older models where three of the quadrants would light up red.", "targets": "How did Microsoft modify the architecture of the 360 to reduce failure rates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1fffc6aa5c54e8bb0285388144e53e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since these problems surfaced, Microsoft has attempted to modify the console to improve its reliability. Modifications include a reduction in the number, size, and placement of components, the addition of dabs of epoxy on the corners and edges of the CPU and GPU as glue to prevent movement relative to the board during heat expansion, and a second GPU heatsink to dissipate more heat. With the release of the redesigned Xbox 360 S, the warranty for the newer models does not include the three-year extended coverage for \"General Hardware Failures\". The newer Xbox 360 S model indicates system overheating when the console's power button begins to flash red, unlike previous models where the first and third quadrant of the ring would light up red around the power button if overheating occurred. The system will then warn the user of imminent system shutdown until the system has cooled, whereas a flashing power button that alternates between green and red is an indication of a \"General Hardware Failure\" unlike older models where three of the quadrants would light up red.", "targets": "What was the root cause of hardware failures with the 360?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1fffc6aa5c54e8bb0285388144e53e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since these problems surfaced, Microsoft has attempted to modify the console to improve its reliability. Modifications include a reduction in the number, size, and placement of components, the addition of dabs of epoxy on the corners and edges of the CPU and GPU as glue to prevent movement relative to the board during heat expansion, and a second GPU heatsink to dissipate more heat. With the release of the redesigned Xbox 360 S, the warranty for the newer models does not include the three-year extended coverage for \"General Hardware Failures\". The newer Xbox 360 S model indicates system overheating when the console's power button begins to flash red, unlike previous models where the first and third quadrant of the ring would light up red around the power button if overheating occurred. The system will then warn the user of imminent system shutdown until the system has cooled, whereas a flashing power button that alternates between green and red is an indication of a \"General Hardware Failure\" unlike older models where three of the quadrants would light up red.", "targets": "When the newer 360 S models have their power buttons flash red, it means?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1fffc6aa5c54e8bb0285388144e53e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since these problems surfaced, Microsoft has attempted to modify the console to improve its reliability. Modifications include a reduction in the number, size, and placement of components, the addition of dabs of epoxy on the corners and edges of the CPU and GPU as glue to prevent movement relative to the board during heat expansion, and a second GPU heatsink to dissipate more heat. With the release of the redesigned Xbox 360 S, the warranty for the newer models does not include the three-year extended coverage for \"General Hardware Failures\". The newer Xbox 360 S model indicates system overheating when the console's power button begins to flash red, unlike previous models where the first and third quadrant of the ring would light up red around the power button if overheating occurred. The system will then warn the user of imminent system shutdown until the system has cooled, whereas a flashing power button that alternates between green and red is an indication of a \"General Hardware Failure\" unlike older models where three of the quadrants would light up red.", "targets": "How does the 360 S then react to an overheating situation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b1fffc6aa5c54e8bb0285388144e53e5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since these problems surfaced, Microsoft has attempted to modify the console to improve its reliability. Modifications include a reduction in the number, size, and placement of components, the addition of dabs of epoxy on the corners and edges of the CPU and GPU as glue to prevent movement relative to the board during heat expansion, and a second GPU heatsink to dissipate more heat. With the release of the redesigned Xbox 360 S, the warranty for the newer models does not include the three-year extended coverage for \"General Hardware Failures\". The newer Xbox 360 S model indicates system overheating when the console's power button begins to flash red, unlike previous models where the first and third quadrant of the ring would light up red around the power button if overheating occurred. The system will then warn the user of imminent system shutdown until the system has cooled, whereas a flashing power button that alternates between green and red is an indication of a \"General Hardware Failure\" unlike older models where three of the quadrants would light up red.", "targets": "How did Microsoft attempt to deal with potential heat-related expansion with GPU and CPU components?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-358d6c32f84d49b1aeb6830dd0950633", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous woods of good growth it is usually the latewood in which the thick-walled, strength-giving fibers are most abundant. As the breadth of ring diminishes, this latewood is reduced so that very slow growth produces comparatively light, porous wood composed of thin-walled vessels and wood parenchyma. In good oak these large vessels of the earlywood occupy from 6 to 10 percent of the volume of the log, while in inferior material they may make up 25% or more. The latewood of good oak is dark colored and firm, and consists mostly of thick-walled fibers which form one-half or more of the wood. In inferior oak, this latewood is much reduced both in quantity and quality. Such variation is very largely the result of rate of growth.", "targets": "Which specific type of wood within ring-porous woods have more fibers to make it strong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-358d6c32f84d49b1aeb6830dd0950633", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous woods of good growth it is usually the latewood in which the thick-walled, strength-giving fibers are most abundant. As the breadth of ring diminishes, this latewood is reduced so that very slow growth produces comparatively light, porous wood composed of thin-walled vessels and wood parenchyma. In good oak these large vessels of the earlywood occupy from 6 to 10 percent of the volume of the log, while in inferior material they may make up 25% or more. The latewood of good oak is dark colored and firm, and consists mostly of thick-walled fibers which form one-half or more of the wood. In inferior oak, this latewood is much reduced both in quantity and quality. Such variation is very largely the result of rate of growth.", "targets": "When there is less latewood, what is diminishing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-358d6c32f84d49b1aeb6830dd0950633", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous woods of good growth it is usually the latewood in which the thick-walled, strength-giving fibers are most abundant. As the breadth of ring diminishes, this latewood is reduced so that very slow growth produces comparatively light, porous wood composed of thin-walled vessels and wood parenchyma. In good oak these large vessels of the earlywood occupy from 6 to 10 percent of the volume of the log, while in inferior material they may make up 25% or more. The latewood of good oak is dark colored and firm, and consists mostly of thick-walled fibers which form one-half or more of the wood. In inferior oak, this latewood is much reduced both in quantity and quality. Such variation is very largely the result of rate of growth.", "targets": "Does slow or rapid growth make relatively porous, light wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-358d6c32f84d49b1aeb6830dd0950633", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous woods of good growth it is usually the latewood in which the thick-walled, strength-giving fibers are most abundant. As the breadth of ring diminishes, this latewood is reduced so that very slow growth produces comparatively light, porous wood composed of thin-walled vessels and wood parenchyma. In good oak these large vessels of the earlywood occupy from 6 to 10 percent of the volume of the log, while in inferior material they may make up 25% or more. The latewood of good oak is dark colored and firm, and consists mostly of thick-walled fibers which form one-half or more of the wood. In inferior oak, this latewood is much reduced both in quantity and quality. Such variation is very largely the result of rate of growth.", "targets": "What kind of oak has just 6-10% volume of large vessels in the log?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-358d6c32f84d49b1aeb6830dd0950633", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous woods of good growth it is usually the latewood in which the thick-walled, strength-giving fibers are most abundant. As the breadth of ring diminishes, this latewood is reduced so that very slow growth produces comparatively light, porous wood composed of thin-walled vessels and wood parenchyma. In good oak these large vessels of the earlywood occupy from 6 to 10 percent of the volume of the log, while in inferior material they may make up 25% or more. The latewood of good oak is dark colored and firm, and consists mostly of thick-walled fibers which form one-half or more of the wood. In inferior oak, this latewood is much reduced both in quantity and quality. Such variation is very largely the result of rate of growth.", "targets": "What kind of fibers are in the latewood of good oak, making it very firm?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c3a669041b4fdfba7746fa557ffa87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASCII developed from telegraphic codes. Its first commercial use was as a seven-bit teleprinter code promoted by Bell data services. Work on the ASCII standard began on October 6, 1960, with the first meeting of the American Standards Association's (ASA) X3.2 subcommittee. The first edition of the standard was published during 1963, underwent a major revision during 1967, and experienced its most recent update during 1986. Compared to earlier telegraph codes, the proposed Bell code and ASCII were both ordered for more convenient sorting (i.e., alphabetization) of lists, and added features for devices other than teleprinters.", "targets": "What was ASCII developed from? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c3a669041b4fdfba7746fa557ffa87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASCII developed from telegraphic codes. Its first commercial use was as a seven-bit teleprinter code promoted by Bell data services. Work on the ASCII standard began on October 6, 1960, with the first meeting of the American Standards Association's (ASA) X3.2 subcommittee. The first edition of the standard was published during 1963, underwent a major revision during 1967, and experienced its most recent update during 1986. Compared to earlier telegraph codes, the proposed Bell code and ASCII were both ordered for more convenient sorting (i.e., alphabetization) of lists, and added features for devices other than teleprinters.", "targets": "What was the first commercial use of ASCII?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c3a669041b4fdfba7746fa557ffa87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASCII developed from telegraphic codes. Its first commercial use was as a seven-bit teleprinter code promoted by Bell data services. Work on the ASCII standard began on October 6, 1960, with the first meeting of the American Standards Association's (ASA) X3.2 subcommittee. The first edition of the standard was published during 1963, underwent a major revision during 1967, and experienced its most recent update during 1986. Compared to earlier telegraph codes, the proposed Bell code and ASCII were both ordered for more convenient sorting (i.e., alphabetization) of lists, and added features for devices other than teleprinters.", "targets": "When did work on the ASCII standard begin? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c3a669041b4fdfba7746fa557ffa87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASCII developed from telegraphic codes. Its first commercial use was as a seven-bit teleprinter code promoted by Bell data services. Work on the ASCII standard began on October 6, 1960, with the first meeting of the American Standards Association's (ASA) X3.2 subcommittee. The first edition of the standard was published during 1963, underwent a major revision during 1967, and experienced its most recent update during 1986. Compared to earlier telegraph codes, the proposed Bell code and ASCII were both ordered for more convenient sorting (i.e., alphabetization) of lists, and added features for devices other than teleprinters.", "targets": "When was the first edition of the standard published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e0c3a669041b4fdfba7746fa557ffa87", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "ASCII developed from telegraphic codes. Its first commercial use was as a seven-bit teleprinter code promoted by Bell data services. Work on the ASCII standard began on October 6, 1960, with the first meeting of the American Standards Association's (ASA) X3.2 subcommittee. The first edition of the standard was published during 1963, underwent a major revision during 1967, and experienced its most recent update during 1986. Compared to earlier telegraph codes, the proposed Bell code and ASCII were both ordered for more convenient sorting (i.e., alphabetization) of lists, and added features for devices other than teleprinters.", "targets": "When was the first major revision of the code done?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5555a07b526944689e187c6c0d763b5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal cavity forms: a mouth that can usually be closed by muscles; a pharynx (\"throat\"); a wider area in the center that acts as a stomach; and a system of internal canals. These branch through the mesoglea to the most active parts of the animal: the mouth and pharynx; the roots of the tentacles, if present; all along the underside of each comb row; and four branches round the sensory complex at the far end from the mouth \u2013 two of these four branches terminate in anal pores. The inner surface of the cavity is lined with an epithelium, the gastrodermis. The mouth and pharynx have both cilia and well-developed muscles. In other parts of the canal system, the gastrodermis is different on the sides nearest to and furthest from the organ that it supplies. The nearer side is composed of tall nutritive cells that store nutrients in vacuoles (internal compartments), germ cells that produce eggs or sperm, and photocytes that produce bioluminescence. The side furthest from the organ is covered with ciliated cells that circulate water through the canals, punctuated by ciliary rosettes, pores that are surrounded by double whorls of cilia and connect to the mesoglea.", "targets": "The inside of a ctenophore is lined with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5555a07b526944689e187c6c0d763b5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal cavity forms: a mouth that can usually be closed by muscles; a pharynx (\"throat\"); a wider area in the center that acts as a stomach; and a system of internal canals. These branch through the mesoglea to the most active parts of the animal: the mouth and pharynx; the roots of the tentacles, if present; all along the underside of each comb row; and four branches round the sensory complex at the far end from the mouth \u2013 two of these four branches terminate in anal pores. The inner surface of the cavity is lined with an epithelium, the gastrodermis. The mouth and pharynx have both cilia and well-developed muscles. In other parts of the canal system, the gastrodermis is different on the sides nearest to and furthest from the organ that it supplies. The nearer side is composed of tall nutritive cells that store nutrients in vacuoles (internal compartments), germ cells that produce eggs or sperm, and photocytes that produce bioluminescence. The side furthest from the organ is covered with ciliated cells that circulate water through the canals, punctuated by ciliary rosettes, pores that are surrounded by double whorls of cilia and connect to the mesoglea.", "targets": "What do photocytes produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5555a07b526944689e187c6c0d763b5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal cavity forms: a mouth that can usually be closed by muscles; a pharynx (\"throat\"); a wider area in the center that acts as a stomach; and a system of internal canals. These branch through the mesoglea to the most active parts of the animal: the mouth and pharynx; the roots of the tentacles, if present; all along the underside of each comb row; and four branches round the sensory complex at the far end from the mouth \u2013 two of these four branches terminate in anal pores. The inner surface of the cavity is lined with an epithelium, the gastrodermis. The mouth and pharynx have both cilia and well-developed muscles. In other parts of the canal system, the gastrodermis is different on the sides nearest to and furthest from the organ that it supplies. The nearer side is composed of tall nutritive cells that store nutrients in vacuoles (internal compartments), germ cells that produce eggs or sperm, and photocytes that produce bioluminescence. The side furthest from the organ is covered with ciliated cells that circulate water through the canals, punctuated by ciliary rosettes, pores that are surrounded by double whorls of cilia and connect to the mesoglea.", "targets": "What is the throat called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5555a07b526944689e187c6c0d763b5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal cavity forms: a mouth that can usually be closed by muscles; a pharynx (\"throat\"); a wider area in the center that acts as a stomach; and a system of internal canals. These branch through the mesoglea to the most active parts of the animal: the mouth and pharynx; the roots of the tentacles, if present; all along the underside of each comb row; and four branches round the sensory complex at the far end from the mouth \u2013 two of these four branches terminate in anal pores. The inner surface of the cavity is lined with an epithelium, the gastrodermis. The mouth and pharynx have both cilia and well-developed muscles. In other parts of the canal system, the gastrodermis is different on the sides nearest to and furthest from the organ that it supplies. The nearer side is composed of tall nutritive cells that store nutrients in vacuoles (internal compartments), germ cells that produce eggs or sperm, and photocytes that produce bioluminescence. The side furthest from the organ is covered with ciliated cells that circulate water through the canals, punctuated by ciliary rosettes, pores that are surrounded by double whorls of cilia and connect to the mesoglea.", "targets": "What does the internal cavity contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5555a07b526944689e187c6c0d763b5a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The internal cavity forms: a mouth that can usually be closed by muscles; a pharynx (\"throat\"); a wider area in the center that acts as a stomach; and a system of internal canals. These branch through the mesoglea to the most active parts of the animal: the mouth and pharynx; the roots of the tentacles, if present; all along the underside of each comb row; and four branches round the sensory complex at the far end from the mouth \u2013 two of these four branches terminate in anal pores. The inner surface of the cavity is lined with an epithelium, the gastrodermis. The mouth and pharynx have both cilia and well-developed muscles. In other parts of the canal system, the gastrodermis is different on the sides nearest to and furthest from the organ that it supplies. The nearer side is composed of tall nutritive cells that store nutrients in vacuoles (internal compartments), germ cells that produce eggs or sperm, and photocytes that produce bioluminescence. The side furthest from the organ is covered with ciliated cells that circulate water through the canals, punctuated by ciliary rosettes, pores that are surrounded by double whorls of cilia and connect to the mesoglea.", "targets": "What are the most active parts of ctenophora?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-945113df90014666b9b1b5f0b5c4dc20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the summer of 1521, Luther widened his target from individual pieties like indulgences and pilgrimages to doctrines at the heart of Church practices. In On the Abrogation of the Private Mass, he condemned as idolatry the idea that the mass is a sacrifice, asserting instead that it is a gift, to be received with thanksgiving by the whole congregation. His essay On Confession, Whether the Pope has the Power to Require It rejected compulsory confession and encouraged private confession and absolution, since \"every Christian is a confessor.\" In November, Luther wrote The Judgement of Martin Luther on Monastic Vows. He assured monks and nuns that they could break their vows without sin, because vows were an illegitimate and vain attempt to win salvation.", "targets": "When did Luther broaden his attacks to include core Church doctrines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-945113df90014666b9b1b5f0b5c4dc20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the summer of 1521, Luther widened his target from individual pieties like indulgences and pilgrimages to doctrines at the heart of Church practices. In On the Abrogation of the Private Mass, he condemned as idolatry the idea that the mass is a sacrifice, asserting instead that it is a gift, to be received with thanksgiving by the whole congregation. His essay On Confession, Whether the Pope has the Power to Require It rejected compulsory confession and encouraged private confession and absolution, since \"every Christian is a confessor.\" In November, Luther wrote The Judgement of Martin Luther on Monastic Vows. He assured monks and nuns that they could break their vows without sin, because vows were an illegitimate and vain attempt to win salvation.", "targets": "How did Luther describe the mass that was viewed as sacrifice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-945113df90014666b9b1b5f0b5c4dc20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the summer of 1521, Luther widened his target from individual pieties like indulgences and pilgrimages to doctrines at the heart of Church practices. In On the Abrogation of the Private Mass, he condemned as idolatry the idea that the mass is a sacrifice, asserting instead that it is a gift, to be received with thanksgiving by the whole congregation. His essay On Confession, Whether the Pope has the Power to Require It rejected compulsory confession and encouraged private confession and absolution, since \"every Christian is a confessor.\" In November, Luther wrote The Judgement of Martin Luther on Monastic Vows. He assured monks and nuns that they could break their vows without sin, because vows were an illegitimate and vain attempt to win salvation.", "targets": "What did Luther call the mass instead of sacrifice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-945113df90014666b9b1b5f0b5c4dc20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the summer of 1521, Luther widened his target from individual pieties like indulgences and pilgrimages to doctrines at the heart of Church practices. In On the Abrogation of the Private Mass, he condemned as idolatry the idea that the mass is a sacrifice, asserting instead that it is a gift, to be received with thanksgiving by the whole congregation. His essay On Confession, Whether the Pope has the Power to Require It rejected compulsory confession and encouraged private confession and absolution, since \"every Christian is a confessor.\" In November, Luther wrote The Judgement of Martin Luther on Monastic Vows. He assured monks and nuns that they could break their vows without sin, because vows were an illegitimate and vain attempt to win salvation.", "targets": "After rejecting compulsory confession, what did Luther call for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-945113df90014666b9b1b5f0b5c4dc20", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the summer of 1521, Luther widened his target from individual pieties like indulgences and pilgrimages to doctrines at the heart of Church practices. In On the Abrogation of the Private Mass, he condemned as idolatry the idea that the mass is a sacrifice, asserting instead that it is a gift, to be received with thanksgiving by the whole congregation. His essay On Confession, Whether the Pope has the Power to Require It rejected compulsory confession and encouraged private confession and absolution, since \"every Christian is a confessor.\" In November, Luther wrote The Judgement of Martin Luther on Monastic Vows. He assured monks and nuns that they could break their vows without sin, because vows were an illegitimate and vain attempt to win salvation.", "targets": "What did Luther tell monks and nuns about their vows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11a894e1d5c4f83bc7a1d8d036b6177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also the home of road bowling, which is played in the north-side and south-west suburbs. There are also boxing and martial arts clubs (including Brazilian jiu-jitsu, Karate, Muay Thai and Taekwondo) within the city. Cork Racing, a motorsport team based in Cork, has raced in the Irish Formula Ford Championship since 2005. Cork also hosts one of Ireland's most successful Australian Rules Football teams, the Leeside Lions, who have won the Australian Rules Football League of Ireland Premiership four times (in 2002, 2003, 2005 and 2007). There are also inline roller sports, such as hockey and figure skating, which transfer to the ice over the winter season.[citation needed]", "targets": "Which Australian Rules Football team is Cork home to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11a894e1d5c4f83bc7a1d8d036b6177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also the home of road bowling, which is played in the north-side and south-west suburbs. There are also boxing and martial arts clubs (including Brazilian jiu-jitsu, Karate, Muay Thai and Taekwondo) within the city. Cork Racing, a motorsport team based in Cork, has raced in the Irish Formula Ford Championship since 2005. Cork also hosts one of Ireland's most successful Australian Rules Football teams, the Leeside Lions, who have won the Australian Rules Football League of Ireland Premiership four times (in 2002, 2003, 2005 and 2007). There are also inline roller sports, such as hockey and figure skating, which transfer to the ice over the winter season.[citation needed]", "targets": "How many times have the Leeside Lions won the Australian Rules Football League of Ireland Premiership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11a894e1d5c4f83bc7a1d8d036b6177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also the home of road bowling, which is played in the north-side and south-west suburbs. There are also boxing and martial arts clubs (including Brazilian jiu-jitsu, Karate, Muay Thai and Taekwondo) within the city. Cork Racing, a motorsport team based in Cork, has raced in the Irish Formula Ford Championship since 2005. Cork also hosts one of Ireland's most successful Australian Rules Football teams, the Leeside Lions, who have won the Australian Rules Football League of Ireland Premiership four times (in 2002, 2003, 2005 and 2007). There are also inline roller sports, such as hockey and figure skating, which transfer to the ice over the winter season.[citation needed]", "targets": "When did the Leeside Lions win the Australian Rules Football League of Ireland Premiership?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11a894e1d5c4f83bc7a1d8d036b6177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also the home of road bowling, which is played in the north-side and south-west suburbs. There are also boxing and martial arts clubs (including Brazilian jiu-jitsu, Karate, Muay Thai and Taekwondo) within the city. Cork Racing, a motorsport team based in Cork, has raced in the Irish Formula Ford Championship since 2005. Cork also hosts one of Ireland's most successful Australian Rules Football teams, the Leeside Lions, who have won the Australian Rules Football League of Ireland Premiership four times (in 2002, 2003, 2005 and 2007). There are also inline roller sports, such as hockey and figure skating, which transfer to the ice over the winter season.[citation needed]", "targets": "Which inline roller sports translate well to winter in Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f11a894e1d5c4f83bc7a1d8d036b6177", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The city is also the home of road bowling, which is played in the north-side and south-west suburbs. There are also boxing and martial arts clubs (including Brazilian jiu-jitsu, Karate, Muay Thai and Taekwondo) within the city. Cork Racing, a motorsport team based in Cork, has raced in the Irish Formula Ford Championship since 2005. Cork also hosts one of Ireland's most successful Australian Rules Football teams, the Leeside Lions, who have won the Australian Rules Football League of Ireland Premiership four times (in 2002, 2003, 2005 and 2007). There are also inline roller sports, such as hockey and figure skating, which transfer to the ice over the winter season.[citation needed]", "targets": "What Martial Arts can be found within Cork?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b39ba1b9ae84fcdb85f03cae09ec1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in Chicago's Lake View neighborhood, Wrigley Field sits on an irregular block bounded by Clark and Addison Streets and Waveland and Sheffield Avenues. The area surrounding the ballpark is typically referred to as Wrigleyville. There is a dense collection of sports bars and restaurants in the area, most with baseball inspired themes, including Sluggers, Murphy's Bleachers and The Cubby Bear. Many of the apartment buildings surrounding Wrigley Field on Waveland and Sheffield Avenues have built bleachers on their rooftops for fans to view games and other sell space for advertisement. One building on Sheffield Avenue has a sign atop its roof which says \"Eamus Catuli!\" which is Latin for \"Let's Go Cubs!\" and another chronicles the time since the last Division title, pennant, and World Series championship. The 02 denotes two years since the 2008 NL Central title, 65 years since the 1945 pennant and 102 years since the 1908 World Series championship. On game days, many residents rent out their yards and driveways to people looking for parking spots. The uniqueness of the neighborhood itself has ingrained itself into the culture of the Chicago Cubs as well as the Wrigleyville neighborhood, and has led to being used for concerts and other sporting events, such as the 2010 NHL Winter Classic between the Chicago Blackhawks and Detroit Red Wings, as well as a 2010 NCAA men's football game between the Northwestern Wildcats and Illinois Fighting Illini.", "targets": "Where is Wrigley Field located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b39ba1b9ae84fcdb85f03cae09ec1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in Chicago's Lake View neighborhood, Wrigley Field sits on an irregular block bounded by Clark and Addison Streets and Waveland and Sheffield Avenues. The area surrounding the ballpark is typically referred to as Wrigleyville. There is a dense collection of sports bars and restaurants in the area, most with baseball inspired themes, including Sluggers, Murphy's Bleachers and The Cubby Bear. Many of the apartment buildings surrounding Wrigley Field on Waveland and Sheffield Avenues have built bleachers on their rooftops for fans to view games and other sell space for advertisement. One building on Sheffield Avenue has a sign atop its roof which says \"Eamus Catuli!\" which is Latin for \"Let's Go Cubs!\" and another chronicles the time since the last Division title, pennant, and World Series championship. The 02 denotes two years since the 2008 NL Central title, 65 years since the 1945 pennant and 102 years since the 1908 World Series championship. On game days, many residents rent out their yards and driveways to people looking for parking spots. The uniqueness of the neighborhood itself has ingrained itself into the culture of the Chicago Cubs as well as the Wrigleyville neighborhood, and has led to being used for concerts and other sporting events, such as the 2010 NHL Winter Classic between the Chicago Blackhawks and Detroit Red Wings, as well as a 2010 NCAA men's football game between the Northwestern Wildcats and Illinois Fighting Illini.", "targets": "What is the area surrounding the ballpark typically referred to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2b39ba1b9ae84fcdb85f03cae09ec1fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Located in Chicago's Lake View neighborhood, Wrigley Field sits on an irregular block bounded by Clark and Addison Streets and Waveland and Sheffield Avenues. The area surrounding the ballpark is typically referred to as Wrigleyville. There is a dense collection of sports bars and restaurants in the area, most with baseball inspired themes, including Sluggers, Murphy's Bleachers and The Cubby Bear. Many of the apartment buildings surrounding Wrigley Field on Waveland and Sheffield Avenues have built bleachers on their rooftops for fans to view games and other sell space for advertisement. One building on Sheffield Avenue has a sign atop its roof which says \"Eamus Catuli!\" which is Latin for \"Let's Go Cubs!\" and another chronicles the time since the last Division title, pennant, and World Series championship. The 02 denotes two years since the 2008 NL Central title, 65 years since the 1945 pennant and 102 years since the 1908 World Series championship. On game days, many residents rent out their yards and driveways to people looking for parking spots. The uniqueness of the neighborhood itself has ingrained itself into the culture of the Chicago Cubs as well as the Wrigleyville neighborhood, and has led to being used for concerts and other sporting events, such as the 2010 NHL Winter Classic between the Chicago Blackhawks and Detroit Red Wings, as well as a 2010 NCAA men's football game between the Northwestern Wildcats and Illinois Fighting Illini.", "targets": "What have many apartment buildings  surrounding Wrigley Field built on their rooftops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4761d850da64982968e4ad2d171a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech typographical features not associated with phonetics generally resemble those of most Latin European languages, including English. Proper nouns, honorifics, and the first letters of quotations are capitalized, and punctuation is typical of other Latin European languages. Writing of ordinal numerals is similar to most European languages. The Czech language uses a decimal comma instead of a decimal point. When writing a long number, spaces between every three numbers (e.g. between hundreds and thousands) may be used for better orientation in handwritten texts, but not in decimal places, like in English. The number 1,234,567.8910 may be written as 1234567,8910 or 1 234 567,8910. Ordinal numbers (1st) use a point as in German (1.). In proper noun phrases (except personal names), only the first word is capitalized (Pra\u017esk\u00fd hrad, Prague Castle).", "targets": "What do Czech typographical features not associated with phonetics tend to resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4761d850da64982968e4ad2d171a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech typographical features not associated with phonetics generally resemble those of most Latin European languages, including English. Proper nouns, honorifics, and the first letters of quotations are capitalized, and punctuation is typical of other Latin European languages. Writing of ordinal numerals is similar to most European languages. The Czech language uses a decimal comma instead of a decimal point. When writing a long number, spaces between every three numbers (e.g. between hundreds and thousands) may be used for better orientation in handwritten texts, but not in decimal places, like in English. The number 1,234,567.8910 may be written as 1234567,8910 or 1 234 567,8910. Ordinal numbers (1st) use a point as in German (1.). In proper noun phrases (except personal names), only the first word is capitalized (Pra\u017esk\u00fd hrad, Prague Castle).", "targets": "In Czech, what is done to proper nouns, honorifics, and the first letters of quotations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4761d850da64982968e4ad2d171a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech typographical features not associated with phonetics generally resemble those of most Latin European languages, including English. Proper nouns, honorifics, and the first letters of quotations are capitalized, and punctuation is typical of other Latin European languages. Writing of ordinal numerals is similar to most European languages. The Czech language uses a decimal comma instead of a decimal point. When writing a long number, spaces between every three numbers (e.g. between hundreds and thousands) may be used for better orientation in handwritten texts, but not in decimal places, like in English. The number 1,234,567.8910 may be written as 1234567,8910 or 1 234 567,8910. Ordinal numbers (1st) use a point as in German (1.). In proper noun phrases (except personal names), only the first word is capitalized (Pra\u017esk\u00fd hrad, Prague Castle).", "targets": "What is typical in Czech as other Latin European languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4761d850da64982968e4ad2d171a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech typographical features not associated with phonetics generally resemble those of most Latin European languages, including English. Proper nouns, honorifics, and the first letters of quotations are capitalized, and punctuation is typical of other Latin European languages. Writing of ordinal numerals is similar to most European languages. The Czech language uses a decimal comma instead of a decimal point. When writing a long number, spaces between every three numbers (e.g. between hundreds and thousands) may be used for better orientation in handwritten texts, but not in decimal places, like in English. The number 1,234,567.8910 may be written as 1234567,8910 or 1 234 567,8910. Ordinal numbers (1st) use a point as in German (1.). In proper noun phrases (except personal names), only the first word is capitalized (Pra\u017esk\u00fd hrad, Prague Castle).", "targets": "What language does Czech share its handling of ordinal format with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4761d850da64982968e4ad2d171a3c4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Czech typographical features not associated with phonetics generally resemble those of most Latin European languages, including English. Proper nouns, honorifics, and the first letters of quotations are capitalized, and punctuation is typical of other Latin European languages. Writing of ordinal numerals is similar to most European languages. The Czech language uses a decimal comma instead of a decimal point. When writing a long number, spaces between every three numbers (e.g. between hundreds and thousands) may be used for better orientation in handwritten texts, but not in decimal places, like in English. The number 1,234,567.8910 may be written as 1234567,8910 or 1 234 567,8910. Ordinal numbers (1st) use a point as in German (1.). In proper noun phrases (except personal names), only the first word is capitalized (Pra\u017esk\u00fd hrad, Prague Castle).", "targets": "What word is capitalized in proper noun phrases in Czech?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14244656e4a45c980db76c876fa82d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dynamic equilibrium was first described by Galileo who noticed that certain assumptions of Aristotelian physics were contradicted by observations and logic. Galileo realized that simple velocity addition demands that the concept of an \"absolute rest frame\" did not exist. Galileo concluded that motion in a constant velocity was completely equivalent to rest. This was contrary to Aristotle's notion of a \"natural state\" of rest that objects with mass naturally approached. Simple experiments showed that Galileo's understanding of the equivalence of constant velocity and rest were correct. For example, if a mariner dropped a cannonball from the crow's nest of a ship moving at a constant velocity, Aristotelian physics would have the cannonball fall straight down while the ship moved beneath it. Thus, in an Aristotelian universe, the falling cannonball would land behind the foot of the mast of a moving ship. However, when this experiment is actually conducted, the cannonball always falls at the foot of the mast, as if the cannonball knows to travel with the ship despite being separated from it. Since there is no forward horizontal force being applied on the cannonball as it falls, the only conclusion left is that the cannonball continues to move with the same velocity as the boat as it falls. Thus, no force is required to keep the cannonball moving at the constant forward velocity.", "targets": "Who first described dynamic equilibrium?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14244656e4a45c980db76c876fa82d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dynamic equilibrium was first described by Galileo who noticed that certain assumptions of Aristotelian physics were contradicted by observations and logic. Galileo realized that simple velocity addition demands that the concept of an \"absolute rest frame\" did not exist. Galileo concluded that motion in a constant velocity was completely equivalent to rest. This was contrary to Aristotle's notion of a \"natural state\" of rest that objects with mass naturally approached. Simple experiments showed that Galileo's understanding of the equivalence of constant velocity and rest were correct. For example, if a mariner dropped a cannonball from the crow's nest of a ship moving at a constant velocity, Aristotelian physics would have the cannonball fall straight down while the ship moved beneath it. Thus, in an Aristotelian universe, the falling cannonball would land behind the foot of the mast of a moving ship. However, when this experiment is actually conducted, the cannonball always falls at the foot of the mast, as if the cannonball knows to travel with the ship despite being separated from it. Since there is no forward horizontal force being applied on the cannonball as it falls, the only conclusion left is that the cannonball continues to move with the same velocity as the boat as it falls. Thus, no force is required to keep the cannonball moving at the constant forward velocity.", "targets": "What does motion at a constant velocity equal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14244656e4a45c980db76c876fa82d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dynamic equilibrium was first described by Galileo who noticed that certain assumptions of Aristotelian physics were contradicted by observations and logic. Galileo realized that simple velocity addition demands that the concept of an \"absolute rest frame\" did not exist. Galileo concluded that motion in a constant velocity was completely equivalent to rest. This was contrary to Aristotle's notion of a \"natural state\" of rest that objects with mass naturally approached. Simple experiments showed that Galileo's understanding of the equivalence of constant velocity and rest were correct. For example, if a mariner dropped a cannonball from the crow's nest of a ship moving at a constant velocity, Aristotelian physics would have the cannonball fall straight down while the ship moved beneath it. Thus, in an Aristotelian universe, the falling cannonball would land behind the foot of the mast of a moving ship. However, when this experiment is actually conducted, the cannonball always falls at the foot of the mast, as if the cannonball knows to travel with the ship despite being separated from it. Since there is no forward horizontal force being applied on the cannonball as it falls, the only conclusion left is that the cannonball continues to move with the same velocity as the boat as it falls. Thus, no force is required to keep the cannonball moving at the constant forward velocity.", "targets": "Who had the idea of a natural state for objects at rest?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14244656e4a45c980db76c876fa82d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dynamic equilibrium was first described by Galileo who noticed that certain assumptions of Aristotelian physics were contradicted by observations and logic. Galileo realized that simple velocity addition demands that the concept of an \"absolute rest frame\" did not exist. Galileo concluded that motion in a constant velocity was completely equivalent to rest. This was contrary to Aristotle's notion of a \"natural state\" of rest that objects with mass naturally approached. Simple experiments showed that Galileo's understanding of the equivalence of constant velocity and rest were correct. For example, if a mariner dropped a cannonball from the crow's nest of a ship moving at a constant velocity, Aristotelian physics would have the cannonball fall straight down while the ship moved beneath it. Thus, in an Aristotelian universe, the falling cannonball would land behind the foot of the mast of a moving ship. However, when this experiment is actually conducted, the cannonball always falls at the foot of the mast, as if the cannonball knows to travel with the ship despite being separated from it. Since there is no forward horizontal force being applied on the cannonball as it falls, the only conclusion left is that the cannonball continues to move with the same velocity as the boat as it falls. Thus, no force is required to keep the cannonball moving at the constant forward velocity.", "targets": "Where will a canonball dropped from the crow's nest of a ship land according to Aristotle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c14244656e4a45c980db76c876fa82d9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dynamic equilibrium was first described by Galileo who noticed that certain assumptions of Aristotelian physics were contradicted by observations and logic. Galileo realized that simple velocity addition demands that the concept of an \"absolute rest frame\" did not exist. Galileo concluded that motion in a constant velocity was completely equivalent to rest. This was contrary to Aristotle's notion of a \"natural state\" of rest that objects with mass naturally approached. Simple experiments showed that Galileo's understanding of the equivalence of constant velocity and rest were correct. For example, if a mariner dropped a cannonball from the crow's nest of a ship moving at a constant velocity, Aristotelian physics would have the cannonball fall straight down while the ship moved beneath it. Thus, in an Aristotelian universe, the falling cannonball would land behind the foot of the mast of a moving ship. However, when this experiment is actually conducted, the cannonball always falls at the foot of the mast, as if the cannonball knows to travel with the ship despite being separated from it. Since there is no forward horizontal force being applied on the cannonball as it falls, the only conclusion left is that the cannonball continues to move with the same velocity as the boat as it falls. Thus, no force is required to keep the cannonball moving at the constant forward velocity.", "targets": "Where does a canonball dropped from the crow's nest of a ship actually land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d6a4ceba2b64d198af83f3d88654cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan was aware of the friction between his sons (particularly between Chagatai and Jochi) and worried of possible conflict between them if he died. He therefore decided to divide his empire among his sons and make all of them Khan in their own right, while appointing one of his sons as his successor. Chagatai was considered unstable due to his temper and rash behavior, because of statements he made that he would not follow Jochi if he were to become his father's successor. Tolui, Genghis Khan's youngest son, was not to be his successor because he was the youngest and in the Mongol culture, youngest sons were not given much responsibility due to their age. If Jochi were to become successor, it was likely that Chagatai would engage in warfare with him and collapse the empire. Therefore, Genghis Khan decided to give the throne to \u00d6gedei. \u00d6gedei was seen by Genghis Khan as dependable in character and relatively stable and down to earth and would be a neutral candidate and might defuse the situation between his brothers.", "targets": "Which pair of Genghis Khan's sons were most rivalrous?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d6a4ceba2b64d198af83f3d88654cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan was aware of the friction between his sons (particularly between Chagatai and Jochi) and worried of possible conflict between them if he died. He therefore decided to divide his empire among his sons and make all of them Khan in their own right, while appointing one of his sons as his successor. Chagatai was considered unstable due to his temper and rash behavior, because of statements he made that he would not follow Jochi if he were to become his father's successor. Tolui, Genghis Khan's youngest son, was not to be his successor because he was the youngest and in the Mongol culture, youngest sons were not given much responsibility due to their age. If Jochi were to become successor, it was likely that Chagatai would engage in warfare with him and collapse the empire. Therefore, Genghis Khan decided to give the throne to \u00d6gedei. \u00d6gedei was seen by Genghis Khan as dependable in character and relatively stable and down to earth and would be a neutral candidate and might defuse the situation between his brothers.", "targets": "Which of Genghis Khan's sons was disqualified from being successor because of his unstable behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d6a4ceba2b64d198af83f3d88654cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan was aware of the friction between his sons (particularly between Chagatai and Jochi) and worried of possible conflict between them if he died. He therefore decided to divide his empire among his sons and make all of them Khan in their own right, while appointing one of his sons as his successor. Chagatai was considered unstable due to his temper and rash behavior, because of statements he made that he would not follow Jochi if he were to become his father's successor. Tolui, Genghis Khan's youngest son, was not to be his successor because he was the youngest and in the Mongol culture, youngest sons were not given much responsibility due to their age. If Jochi were to become successor, it was likely that Chagatai would engage in warfare with him and collapse the empire. Therefore, Genghis Khan decided to give the throne to \u00d6gedei. \u00d6gedei was seen by Genghis Khan as dependable in character and relatively stable and down to earth and would be a neutral candidate and might defuse the situation between his brothers.", "targets": "Which's of Genghis Khan's successors could not be successor because of his age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3d6a4ceba2b64d198af83f3d88654cfc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Genghis Khan was aware of the friction between his sons (particularly between Chagatai and Jochi) and worried of possible conflict between them if he died. He therefore decided to divide his empire among his sons and make all of them Khan in their own right, while appointing one of his sons as his successor. Chagatai was considered unstable due to his temper and rash behavior, because of statements he made that he would not follow Jochi if he were to become his father's successor. Tolui, Genghis Khan's youngest son, was not to be his successor because he was the youngest and in the Mongol culture, youngest sons were not given much responsibility due to their age. If Jochi were to become successor, it was likely that Chagatai would engage in warfare with him and collapse the empire. Therefore, Genghis Khan decided to give the throne to \u00d6gedei. \u00d6gedei was seen by Genghis Khan as dependable in character and relatively stable and down to earth and would be a neutral candidate and might defuse the situation between his brothers.", "targets": "Which son did Genghis Khan view as his most dependable one?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3466e60dd74741ff900931ebd6bd3156", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The competition is open to any eligible club down to Levels 10 of the English football league system - all 92 professional clubs in the Premier League and Football League (Levels 1 to 4), and several hundred \"non-league\" teams in Steps 1 to 6 of the National League System (Levels 5 to 10). A record 763 clubs competed in 2011\u201312. The tournament consists of 12 randomly drawn rounds followed by the semi-finals and the final. Entrants are not seeded, although a system of byes based on league level ensures higher ranked teams enter in later rounds - the minimum number of games needed to win the competition ranges from six to fourteen.", "targets": "Who is the competition open too?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3466e60dd74741ff900931ebd6bd3156", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The competition is open to any eligible club down to Levels 10 of the English football league system - all 92 professional clubs in the Premier League and Football League (Levels 1 to 4), and several hundred \"non-league\" teams in Steps 1 to 6 of the National League System (Levels 5 to 10). A record 763 clubs competed in 2011\u201312. The tournament consists of 12 randomly drawn rounds followed by the semi-finals and the final. Entrants are not seeded, although a system of byes based on league level ensures higher ranked teams enter in later rounds - the minimum number of games needed to win the competition ranges from six to fourteen.", "targets": "How many clubs competed in 20011-12?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3466e60dd74741ff900931ebd6bd3156", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The competition is open to any eligible club down to Levels 10 of the English football league system - all 92 professional clubs in the Premier League and Football League (Levels 1 to 4), and several hundred \"non-league\" teams in Steps 1 to 6 of the National League System (Levels 5 to 10). A record 763 clubs competed in 2011\u201312. The tournament consists of 12 randomly drawn rounds followed by the semi-finals and the final. Entrants are not seeded, although a system of byes based on league level ensures higher ranked teams enter in later rounds - the minimum number of games needed to win the competition ranges from six to fourteen.", "targets": "How many rounds in the tournament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3466e60dd74741ff900931ebd6bd3156", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The competition is open to any eligible club down to Levels 10 of the English football league system - all 92 professional clubs in the Premier League and Football League (Levels 1 to 4), and several hundred \"non-league\" teams in Steps 1 to 6 of the National League System (Levels 5 to 10). A record 763 clubs competed in 2011\u201312. The tournament consists of 12 randomly drawn rounds followed by the semi-finals and the final. Entrants are not seeded, although a system of byes based on league level ensures higher ranked teams enter in later rounds - the minimum number of games needed to win the competition ranges from six to fourteen.", "targets": "How many games are needed to win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3466e60dd74741ff900931ebd6bd3156", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The competition is open to any eligible club down to Levels 10 of the English football league system - all 92 professional clubs in the Premier League and Football League (Levels 1 to 4), and several hundred \"non-league\" teams in Steps 1 to 6 of the National League System (Levels 5 to 10). A record 763 clubs competed in 2011\u201312. The tournament consists of 12 randomly drawn rounds followed by the semi-finals and the final. Entrants are not seeded, although a system of byes based on league level ensures higher ranked teams enter in later rounds - the minimum number of games needed to win the competition ranges from six to fourteen.", "targets": "What league can compete?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e94c1ea8d44bffb35b518ab3eca31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To be considered 'enriched', the uranium-235 fraction should be between 3% and 5%. This process produces huge quantities of uranium that is depleted of uranium-235 and with a correspondingly increased fraction of uranium-238, called depleted uranium or 'DU'. To be considered 'depleted', the uranium-235 isotope concentration should be no more than 0.3%. The price of uranium has risen since 2001, so enrichment tailings containing more than 0.35% uranium-235 are being considered for re-enrichment, driving the price of depleted uranium hexafluoride above $130 per kilogram in July 2007 from $5 in 2001.", "targets": "Between what percent fraction range of uranium-235 is uranium regarded as enriched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e94c1ea8d44bffb35b518ab3eca31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To be considered 'enriched', the uranium-235 fraction should be between 3% and 5%. This process produces huge quantities of uranium that is depleted of uranium-235 and with a correspondingly increased fraction of uranium-238, called depleted uranium or 'DU'. To be considered 'depleted', the uranium-235 isotope concentration should be no more than 0.3%. The price of uranium has risen since 2001, so enrichment tailings containing more than 0.35% uranium-235 are being considered for re-enrichment, driving the price of depleted uranium hexafluoride above $130 per kilogram in July 2007 from $5 in 2001.", "targets": "In what year did the cost of uranium notably begin to increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e94c1ea8d44bffb35b518ab3eca31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To be considered 'enriched', the uranium-235 fraction should be between 3% and 5%. This process produces huge quantities of uranium that is depleted of uranium-235 and with a correspondingly increased fraction of uranium-238, called depleted uranium or 'DU'. To be considered 'depleted', the uranium-235 isotope concentration should be no more than 0.3%. The price of uranium has risen since 2001, so enrichment tailings containing more than 0.35% uranium-235 are being considered for re-enrichment, driving the price of depleted uranium hexafluoride above $130 per kilogram in July 2007 from $5 in 2001.", "targets": "What is the maximum uranium-235 isotope concentration for uranium to be considered depleted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e94c1ea8d44bffb35b518ab3eca31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To be considered 'enriched', the uranium-235 fraction should be between 3% and 5%. This process produces huge quantities of uranium that is depleted of uranium-235 and with a correspondingly increased fraction of uranium-238, called depleted uranium or 'DU'. To be considered 'depleted', the uranium-235 isotope concentration should be no more than 0.3%. The price of uranium has risen since 2001, so enrichment tailings containing more than 0.35% uranium-235 are being considered for re-enrichment, driving the price of depleted uranium hexafluoride above $130 per kilogram in July 2007 from $5 in 2001.", "targets": "What was the price of a kilogram of depleted uranium hexafluoride in 2001?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3e94c1ea8d44bffb35b518ab3eca31a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To be considered 'enriched', the uranium-235 fraction should be between 3% and 5%. This process produces huge quantities of uranium that is depleted of uranium-235 and with a correspondingly increased fraction of uranium-238, called depleted uranium or 'DU'. To be considered 'depleted', the uranium-235 isotope concentration should be no more than 0.3%. The price of uranium has risen since 2001, so enrichment tailings containing more than 0.35% uranium-235 are being considered for re-enrichment, driving the price of depleted uranium hexafluoride above $130 per kilogram in July 2007 from $5 in 2001.", "targets": "How much did a kilogram of depleted uranium hexafluoride cost as of July 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "What is the meaning of impermanence in Buddhism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "According to the Buddhist doctrine of impermanence, how does life express impermanence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "Why is attachment to things futile?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "What is in a constant flux?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "Everything is continuously coming into being and what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "The cycle of rebirth is also called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39552095c6994bf89aa92c2e5d6fcd47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Impermanence (P\u0101li: anicca) expresses the Buddhist notion that all compounded or conditioned phenomena (all things and experiences) are inconstant, unsteady, and impermanent. Everything we can experience through our senses is made up of parts, and its existence is dependent on external conditions. Everything is in constant flux, and so conditions and the thing itself are constantly changing. Things are constantly coming into being, and ceasing to be. Since nothing lasts, there is no inherent or fixed nature to any object or experience. According to the doctrine of impermanence, life embodies this flux in the aging process, the cycle of rebirth (sa\u1e43s\u0101ra), and in any experience of loss. The doctrine asserts that because things are impermanent, attachment to them is futile and leads to suffering (dukkha).", "targets": "According to doctrine, because all thing don't last, attachment can lead to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f43bd7f1da4a72844715604039cf04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New chemical glass compositions or new treatment techniques can be initially investigated in small-scale laboratory experiments. The raw materials for laboratory-scale glass melts are often different from those used in mass production because the cost factor has a low priority. In the laboratory mostly pure chemicals are used. Care must be taken that the raw materials have not reacted with moisture or other chemicals in the environment (such as alkali or alkaline earth metal oxides and hydroxides, or boron oxide), or that the impurities are quantified (loss on ignition). Evaporation losses during glass melting should be considered during the selection of the raw materials, e.g., sodium selenite may be preferred over easily evaporating SeO2. Also, more readily reacting raw materials may be preferred over relatively inert ones, such as Al(OH)3 over Al2O3. Usually, the melts are carried out in platinum crucibles to reduce contamination from the crucible material. Glass homogeneity is achieved by homogenizing the raw materials mixture (glass batch), by stirring the melt, and by crushing and re-melting the first melt. The obtained glass is usually annealed to prevent breakage during processing.", "targets": "What material is useful in glassmaking because of its slow evaporation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f43bd7f1da4a72844715604039cf04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New chemical glass compositions or new treatment techniques can be initially investigated in small-scale laboratory experiments. The raw materials for laboratory-scale glass melts are often different from those used in mass production because the cost factor has a low priority. In the laboratory mostly pure chemicals are used. Care must be taken that the raw materials have not reacted with moisture or other chemicals in the environment (such as alkali or alkaline earth metal oxides and hydroxides, or boron oxide), or that the impurities are quantified (loss on ignition). Evaporation losses during glass melting should be considered during the selection of the raw materials, e.g., sodium selenite may be preferred over easily evaporating SeO2. Also, more readily reacting raw materials may be preferred over relatively inert ones, such as Al(OH)3 over Al2O3. Usually, the melts are carried out in platinum crucibles to reduce contamination from the crucible material. Glass homogeneity is achieved by homogenizing the raw materials mixture (glass batch), by stirring the melt, and by crushing and re-melting the first melt. The obtained glass is usually annealed to prevent breakage during processing.", "targets": "What containers are used for melting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f43bd7f1da4a72844715604039cf04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New chemical glass compositions or new treatment techniques can be initially investigated in small-scale laboratory experiments. The raw materials for laboratory-scale glass melts are often different from those used in mass production because the cost factor has a low priority. In the laboratory mostly pure chemicals are used. Care must be taken that the raw materials have not reacted with moisture or other chemicals in the environment (such as alkali or alkaline earth metal oxides and hydroxides, or boron oxide), or that the impurities are quantified (loss on ignition). Evaporation losses during glass melting should be considered during the selection of the raw materials, e.g., sodium selenite may be preferred over easily evaporating SeO2. Also, more readily reacting raw materials may be preferred over relatively inert ones, such as Al(OH)3 over Al2O3. Usually, the melts are carried out in platinum crucibles to reduce contamination from the crucible material. Glass homogeneity is achieved by homogenizing the raw materials mixture (glass batch), by stirring the melt, and by crushing and re-melting the first melt. The obtained glass is usually annealed to prevent breakage during processing.", "targets": "Why are different materials used in a lab than are used in factory production?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f43bd7f1da4a72844715604039cf04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New chemical glass compositions or new treatment techniques can be initially investigated in small-scale laboratory experiments. The raw materials for laboratory-scale glass melts are often different from those used in mass production because the cost factor has a low priority. In the laboratory mostly pure chemicals are used. Care must be taken that the raw materials have not reacted with moisture or other chemicals in the environment (such as alkali or alkaline earth metal oxides and hydroxides, or boron oxide), or that the impurities are quantified (loss on ignition). Evaporation losses during glass melting should be considered during the selection of the raw materials, e.g., sodium selenite may be preferred over easily evaporating SeO2. Also, more readily reacting raw materials may be preferred over relatively inert ones, such as Al(OH)3 over Al2O3. Usually, the melts are carried out in platinum crucibles to reduce contamination from the crucible material. Glass homogeneity is achieved by homogenizing the raw materials mixture (glass batch), by stirring the melt, and by crushing and re-melting the first melt. The obtained glass is usually annealed to prevent breakage during processing.", "targets": "What is the reason for crushing the glass and melting it again?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3f43bd7f1da4a72844715604039cf04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New chemical glass compositions or new treatment techniques can be initially investigated in small-scale laboratory experiments. The raw materials for laboratory-scale glass melts are often different from those used in mass production because the cost factor has a low priority. In the laboratory mostly pure chemicals are used. Care must be taken that the raw materials have not reacted with moisture or other chemicals in the environment (such as alkali or alkaline earth metal oxides and hydroxides, or boron oxide), or that the impurities are quantified (loss on ignition). Evaporation losses during glass melting should be considered during the selection of the raw materials, e.g., sodium selenite may be preferred over easily evaporating SeO2. Also, more readily reacting raw materials may be preferred over relatively inert ones, such as Al(OH)3 over Al2O3. Usually, the melts are carried out in platinum crucibles to reduce contamination from the crucible material. Glass homogeneity is achieved by homogenizing the raw materials mixture (glass batch), by stirring the melt, and by crushing and re-melting the first melt. The obtained glass is usually annealed to prevent breakage during processing.", "targets": "Why is glass annealed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-003c38dc9c064d048185acd182c0246d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau was once part of the kingdom of Gabu, part of the Mali Empire; parts of this kingdom persisted until the 18th century. Other parts of the territory in the current country were considered by the Portuguese as part of their empire. Portuguese Guinea was known as the Slave Coast, as it was a major area for the exportation of African slaves by Europeans to the western hemisphere. Previously slaves had been traded by Arabs north to the northern part of Africa and into the Middle East.", "targets": "What area was known as the Slave Coast?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-003c38dc9c064d048185acd182c0246d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau was once part of the kingdom of Gabu, part of the Mali Empire; parts of this kingdom persisted until the 18th century. Other parts of the territory in the current country were considered by the Portuguese as part of their empire. Portuguese Guinea was known as the Slave Coast, as it was a major area for the exportation of African slaves by Europeans to the western hemisphere. Previously slaves had been traded by Arabs north to the northern part of Africa and into the Middle East.", "targets": "Who exported African slaves to the western hemisphere?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-003c38dc9c064d048185acd182c0246d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau was once part of the kingdom of Gabu, part of the Mali Empire; parts of this kingdom persisted until the 18th century. Other parts of the territory in the current country were considered by the Portuguese as part of their empire. Portuguese Guinea was known as the Slave Coast, as it was a major area for the exportation of African slaves by Europeans to the western hemisphere. Previously slaves had been traded by Arabs north to the northern part of Africa and into the Middle East.", "targets": "What kingdom was Guinea-Bissau once a part of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-003c38dc9c064d048185acd182c0246d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau was once part of the kingdom of Gabu, part of the Mali Empire; parts of this kingdom persisted until the 18th century. Other parts of the territory in the current country were considered by the Portuguese as part of their empire. Portuguese Guinea was known as the Slave Coast, as it was a major area for the exportation of African slaves by Europeans to the western hemisphere. Previously slaves had been traded by Arabs north to the northern part of Africa and into the Middle East.", "targets": "How long did the Mali Empire persist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-003c38dc9c064d048185acd182c0246d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Guinea-Bissau was once part of the kingdom of Gabu, part of the Mali Empire; parts of this kingdom persisted until the 18th century. Other parts of the territory in the current country were considered by the Portuguese as part of their empire. Portuguese Guinea was known as the Slave Coast, as it was a major area for the exportation of African slaves by Europeans to the western hemisphere. Previously slaves had been traded by Arabs north to the northern part of Africa and into the Middle East.", "targets": "Who traded slaves into the Middle East?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9c96e198455426aa6a836e1c076d723", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the feast also applied to sexual desires, which were supposed to be suppressed during the following fasting. Before Lent began, all rich food and drink were consumed in what became a giant celebration that involved the whole community, and is thought to be the origin of Carnival. The Lenten period of the Liturgical calendar, the six weeks directly before Easter, was originally marked by fasting and other pious or penitential practices. During Lent, no parties or celebrations were held, and people refrained from eating rich foods, such as meat, dairy, fat and sugar.", "targets": "What desires were expected to be suppressed during the fasting period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9c96e198455426aa6a836e1c076d723", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the feast also applied to sexual desires, which were supposed to be suppressed during the following fasting. Before Lent began, all rich food and drink were consumed in what became a giant celebration that involved the whole community, and is thought to be the origin of Carnival. The Lenten period of the Liturgical calendar, the six weeks directly before Easter, was originally marked by fasting and other pious or penitential practices. During Lent, no parties or celebrations were held, and people refrained from eating rich foods, such as meat, dairy, fat and sugar.", "targets": "All rich food and drink were consumed before what named event?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9c96e198455426aa6a836e1c076d723", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the feast also applied to sexual desires, which were supposed to be suppressed during the following fasting. Before Lent began, all rich food and drink were consumed in what became a giant celebration that involved the whole community, and is thought to be the origin of Carnival. The Lenten period of the Liturgical calendar, the six weeks directly before Easter, was originally marked by fasting and other pious or penitential practices. During Lent, no parties or celebrations were held, and people refrained from eating rich foods, such as meat, dairy, fat and sugar.", "targets": "The giant celebration that involved the whole community is thought to be the origin of what festivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9c96e198455426aa6a836e1c076d723", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the feast also applied to sexual desires, which were supposed to be suppressed during the following fasting. Before Lent began, all rich food and drink were consumed in what became a giant celebration that involved the whole community, and is thought to be the origin of Carnival. The Lenten period of the Liturgical calendar, the six weeks directly before Easter, was originally marked by fasting and other pious or penitential practices. During Lent, no parties or celebrations were held, and people refrained from eating rich foods, such as meat, dairy, fat and sugar.", "targets": "How long is the Lenten period of the Liturgical calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9c96e198455426aa6a836e1c076d723", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Traditionally the feast also applied to sexual desires, which were supposed to be suppressed during the following fasting. Before Lent began, all rich food and drink were consumed in what became a giant celebration that involved the whole community, and is thought to be the origin of Carnival. The Lenten period of the Liturgical calendar, the six weeks directly before Easter, was originally marked by fasting and other pious or penitential practices. During Lent, no parties or celebrations were held, and people refrained from eating rich foods, such as meat, dairy, fat and sugar.", "targets": "What type of rich foods did people refrain from eating during Lent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc169e90a3a476682157c5a8460fca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main fa\u00e7ade, built from red brick and Portland stone, stretches 720 feet (220 m) along Cromwell Gardens and was designed by Aston Webb after winning a competition in 1891 to extend the museum. Construction took place between 1899 and 1909. Stylistically it is a strange hybrid, although much of the detail belongs to the Renaissance there are medieval influences at work. The main entrance consisting of a series of shallow arches supported by slender columns and niches with twin doors separated by pier is Romanesque in form but Classical in detail. Likewise the tower above the main entrance has an open work crown surmounted by a statue of fame, a feature of late Gothic architecture and a feature common in Scotland, but the detail is Classical. The main windows to the galleries are also mullioned and transomed, again a Gothic feature, the top row of windows are interspersed with statues of many of the British artists whose work is displayed in the museum.", "targets": "Who designed the main fa\u00e7ade that stretches along Cromwell Gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc169e90a3a476682157c5a8460fca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main fa\u00e7ade, built from red brick and Portland stone, stretches 720 feet (220 m) along Cromwell Gardens and was designed by Aston Webb after winning a competition in 1891 to extend the museum. Construction took place between 1899 and 1909. Stylistically it is a strange hybrid, although much of the detail belongs to the Renaissance there are medieval influences at work. The main entrance consisting of a series of shallow arches supported by slender columns and niches with twin doors separated by pier is Romanesque in form but Classical in detail. Likewise the tower above the main entrance has an open work crown surmounted by a statue of fame, a feature of late Gothic architecture and a feature common in Scotland, but the detail is Classical. The main windows to the galleries are also mullioned and transomed, again a Gothic feature, the top row of windows are interspersed with statues of many of the British artists whose work is displayed in the museum.", "targets": "What building materials were used to build the main fa\u00e7ade?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc169e90a3a476682157c5a8460fca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main fa\u00e7ade, built from red brick and Portland stone, stretches 720 feet (220 m) along Cromwell Gardens and was designed by Aston Webb after winning a competition in 1891 to extend the museum. Construction took place between 1899 and 1909. Stylistically it is a strange hybrid, although much of the detail belongs to the Renaissance there are medieval influences at work. The main entrance consisting of a series of shallow arches supported by slender columns and niches with twin doors separated by pier is Romanesque in form but Classical in detail. Likewise the tower above the main entrance has an open work crown surmounted by a statue of fame, a feature of late Gothic architecture and a feature common in Scotland, but the detail is Classical. The main windows to the galleries are also mullioned and transomed, again a Gothic feature, the top row of windows are interspersed with statues of many of the British artists whose work is displayed in the museum.", "targets": "How long does the main fa\u00e7ade stretch along Cromwell Gardens?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc169e90a3a476682157c5a8460fca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main fa\u00e7ade, built from red brick and Portland stone, stretches 720 feet (220 m) along Cromwell Gardens and was designed by Aston Webb after winning a competition in 1891 to extend the museum. Construction took place between 1899 and 1909. Stylistically it is a strange hybrid, although much of the detail belongs to the Renaissance there are medieval influences at work. The main entrance consisting of a series of shallow arches supported by slender columns and niches with twin doors separated by pier is Romanesque in form but Classical in detail. Likewise the tower above the main entrance has an open work crown surmounted by a statue of fame, a feature of late Gothic architecture and a feature common in Scotland, but the detail is Classical. The main windows to the galleries are also mullioned and transomed, again a Gothic feature, the top row of windows are interspersed with statues of many of the British artists whose work is displayed in the museum.", "targets": "What late Gothic architectural sculptural feature is found on the tower above the main entrance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fc169e90a3a476682157c5a8460fca7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The main fa\u00e7ade, built from red brick and Portland stone, stretches 720 feet (220 m) along Cromwell Gardens and was designed by Aston Webb after winning a competition in 1891 to extend the museum. Construction took place between 1899 and 1909. Stylistically it is a strange hybrid, although much of the detail belongs to the Renaissance there are medieval influences at work. The main entrance consisting of a series of shallow arches supported by slender columns and niches with twin doors separated by pier is Romanesque in form but Classical in detail. Likewise the tower above the main entrance has an open work crown surmounted by a statue of fame, a feature of late Gothic architecture and a feature common in Scotland, but the detail is Classical. The main windows to the galleries are also mullioned and transomed, again a Gothic feature, the top row of windows are interspersed with statues of many of the British artists whose work is displayed in the museum.", "targets": "Statues of British artists adorn which part of the tower above the main entrance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfd8714d226435dba6fff5f080fd4e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seismologists can use the arrival times of seismic waves in reverse to image the interior of the Earth. Early advances in this field showed the existence of a liquid outer core (where shear waves were not able to propagate) and a dense solid inner core. These advances led to the development of a layered model of the Earth, with a crust and lithosphere on top, the mantle below (separated within itself by seismic discontinuities at 410 and 660 kilometers), and the outer core and inner core below that. More recently, seismologists have been able to create detailed images of wave speeds inside the earth in the same way a doctor images a body in a CT scan. These images have led to a much more detailed view of the interior of the Earth, and have replaced the simplified layered model with a much more dynamic model.", "targets": "What types of waves do seismologists use to image the interior of the Earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfd8714d226435dba6fff5f080fd4e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seismologists can use the arrival times of seismic waves in reverse to image the interior of the Earth. Early advances in this field showed the existence of a liquid outer core (where shear waves were not able to propagate) and a dense solid inner core. These advances led to the development of a layered model of the Earth, with a crust and lithosphere on top, the mantle below (separated within itself by seismic discontinuities at 410 and 660 kilometers), and the outer core and inner core below that. More recently, seismologists have been able to create detailed images of wave speeds inside the earth in the same way a doctor images a body in a CT scan. These images have led to a much more detailed view of the interior of the Earth, and have replaced the simplified layered model with a much more dynamic model.", "targets": "In the layered model of the Earth, the outermost layer is what? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfd8714d226435dba6fff5f080fd4e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seismologists can use the arrival times of seismic waves in reverse to image the interior of the Earth. Early advances in this field showed the existence of a liquid outer core (where shear waves were not able to propagate) and a dense solid inner core. These advances led to the development of a layered model of the Earth, with a crust and lithosphere on top, the mantle below (separated within itself by seismic discontinuities at 410 and 660 kilometers), and the outer core and inner core below that. More recently, seismologists have been able to create detailed images of wave speeds inside the earth in the same way a doctor images a body in a CT scan. These images have led to a much more detailed view of the interior of the Earth, and have replaced the simplified layered model with a much more dynamic model.", "targets": "In the layered model of the Earth there are seismic discontinuities in which layer? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfd8714d226435dba6fff5f080fd4e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seismologists can use the arrival times of seismic waves in reverse to image the interior of the Earth. Early advances in this field showed the existence of a liquid outer core (where shear waves were not able to propagate) and a dense solid inner core. These advances led to the development of a layered model of the Earth, with a crust and lithosphere on top, the mantle below (separated within itself by seismic discontinuities at 410 and 660 kilometers), and the outer core and inner core below that. More recently, seismologists have been able to create detailed images of wave speeds inside the earth in the same way a doctor images a body in a CT scan. These images have led to a much more detailed view of the interior of the Earth, and have replaced the simplified layered model with a much more dynamic model.", "targets": "Recently a more detailed model of the Earth was developed. Seismologists were able to create this using images of what from the interior of the Earth? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fbfd8714d226435dba6fff5f080fd4e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Seismologists can use the arrival times of seismic waves in reverse to image the interior of the Earth. Early advances in this field showed the existence of a liquid outer core (where shear waves were not able to propagate) and a dense solid inner core. These advances led to the development of a layered model of the Earth, with a crust and lithosphere on top, the mantle below (separated within itself by seismic discontinuities at 410 and 660 kilometers), and the outer core and inner core below that. More recently, seismologists have been able to create detailed images of wave speeds inside the earth in the same way a doctor images a body in a CT scan. These images have led to a much more detailed view of the interior of the Earth, and have replaced the simplified layered model with a much more dynamic model.", "targets": "In the layered model of the Earth, the mantle has two layers below it. What are they? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1f862714f74557afc6b58f201b17ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Colloquially, the term university may be used to describe a phase in one's life: \"When I was at university...\" (in the United States and Ireland, college is often used instead: \"When I was in college...\"). In Australia, Canada, New Zealand, the United Kingdom, Nigeria, the Netherlands, Spain and the German-speaking countries university is often contracted to uni. In Ghana, New Zealand and in South Africa it is sometimes called \"varsity\" (although this has become uncommon in New Zealand in recent years). \"Varsity\" was also common usage in the UK in the 19th century.[citation needed] \"Varsity\" is still in common usage in Scotland.", "targets": "In Ireland what word is mainly used instead of university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1f862714f74557afc6b58f201b17ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Colloquially, the term university may be used to describe a phase in one's life: \"When I was at university...\" (in the United States and Ireland, college is often used instead: \"When I was in college...\"). In Australia, Canada, New Zealand, the United Kingdom, Nigeria, the Netherlands, Spain and the German-speaking countries university is often contracted to uni. In Ghana, New Zealand and in South Africa it is sometimes called \"varsity\" (although this has become uncommon in New Zealand in recent years). \"Varsity\" was also common usage in the UK in the 19th century.[citation needed] \"Varsity\" is still in common usage in Scotland.", "targets": "Scotland is said to frequently refer to university as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1f862714f74557afc6b58f201b17ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Colloquially, the term university may be used to describe a phase in one's life: \"When I was at university...\" (in the United States and Ireland, college is often used instead: \"When I was in college...\"). In Australia, Canada, New Zealand, the United Kingdom, Nigeria, the Netherlands, Spain and the German-speaking countries university is often contracted to uni. In Ghana, New Zealand and in South Africa it is sometimes called \"varsity\" (although this has become uncommon in New Zealand in recent years). \"Varsity\" was also common usage in the UK in the 19th century.[citation needed] \"Varsity\" is still in common usage in Scotland.", "targets": "Spain refers to a university in what other way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1f862714f74557afc6b58f201b17ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Colloquially, the term university may be used to describe a phase in one's life: \"When I was at university...\" (in the United States and Ireland, college is often used instead: \"When I was in college...\"). In Australia, Canada, New Zealand, the United Kingdom, Nigeria, the Netherlands, Spain and the German-speaking countries university is often contracted to uni. In Ghana, New Zealand and in South Africa it is sometimes called \"varsity\" (although this has become uncommon in New Zealand in recent years). \"Varsity\" was also common usage in the UK in the 19th century.[citation needed] \"Varsity\" is still in common usage in Scotland.", "targets": "The nation of Ghana shortens university to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f1f862714f74557afc6b58f201b17ed", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Colloquially, the term university may be used to describe a phase in one's life: \"When I was at university...\" (in the United States and Ireland, college is often used instead: \"When I was in college...\"). In Australia, Canada, New Zealand, the United Kingdom, Nigeria, the Netherlands, Spain and the German-speaking countries university is often contracted to uni. In Ghana, New Zealand and in South Africa it is sometimes called \"varsity\" (although this has become uncommon in New Zealand in recent years). \"Varsity\" was also common usage in the UK in the 19th century.[citation needed] \"Varsity\" is still in common usage in Scotland.", "targets": "In what century was it believed that the UK used the word varsity to refer to a university?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b877770f8b044f2d943d6e735ce4ec57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern times, the Javanese are the largest ethnic group in Southeast Asia, with more than 100 million people, mostly concentrated in Java, Indonesia. In Burma, the Burmese account for more than two-thirds of the ethnic stock in this country, while ethnic Thais and Vietnamese account for about four-fifths of the respective populations of those countries. Indonesia is clearly dominated by the Javanese and Sundanese ethnic groups, while Malaysia is split between half Malays and one-quarter Chinese. Within the Philippines, the Tagalog, Cebuano, Ilocano, and Hiligaynon groups are significant.", "targets": "name the largest ethnic group in Southeast Asia."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b877770f8b044f2d943d6e735ce4ec57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern times, the Javanese are the largest ethnic group in Southeast Asia, with more than 100 million people, mostly concentrated in Java, Indonesia. In Burma, the Burmese account for more than two-thirds of the ethnic stock in this country, while ethnic Thais and Vietnamese account for about four-fifths of the respective populations of those countries. Indonesia is clearly dominated by the Javanese and Sundanese ethnic groups, while Malaysia is split between half Malays and one-quarter Chinese. Within the Philippines, the Tagalog, Cebuano, Ilocano, and Hiligaynon groups are significant.", "targets": "Which ethnic groups dominate in Indonesia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b877770f8b044f2d943d6e735ce4ec57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern times, the Javanese are the largest ethnic group in Southeast Asia, with more than 100 million people, mostly concentrated in Java, Indonesia. In Burma, the Burmese account for more than two-thirds of the ethnic stock in this country, while ethnic Thais and Vietnamese account for about four-fifths of the respective populations of those countries. Indonesia is clearly dominated by the Javanese and Sundanese ethnic groups, while Malaysia is split between half Malays and one-quarter Chinese. Within the Philippines, the Tagalog, Cebuano, Ilocano, and Hiligaynon groups are significant.", "targets": "The Tagalog, Cebuano,Ilocano & Hiligaynon groups are significant within which country in Southeast Asia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b877770f8b044f2d943d6e735ce4ec57", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In modern times, the Javanese are the largest ethnic group in Southeast Asia, with more than 100 million people, mostly concentrated in Java, Indonesia. In Burma, the Burmese account for more than two-thirds of the ethnic stock in this country, while ethnic Thais and Vietnamese account for about four-fifths of the respective populations of those countries. Indonesia is clearly dominated by the Javanese and Sundanese ethnic groups, while Malaysia is split between half Malays and one-quarter Chinese. Within the Philippines, the Tagalog, Cebuano, Ilocano, and Hiligaynon groups are significant.", "targets": "The ethnic groups Malays & Chinese are predominant in which country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40d2a26f3f05405787f94fcef0fbcc45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species of marine animals exist and rely, directly or indirectly, on the phytoplankton. Antarctic sea life includes penguins, blue whales, orcas, colossal squids and fur seals. The emperor penguin is the only penguin that breeds during the winter in Antarctica, while the Ad\u00e9lie penguin breeds farther south than any other penguin. The rockhopper penguin has distinctive feathers around the eyes, giving the appearance of elaborate eyelashes. King penguins, chinstrap penguins, and gentoo penguins also breed in the Antarctic.", "targets": "What sea plankton doe many sea creatures rely on to live?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40d2a26f3f05405787f94fcef0fbcc45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species of marine animals exist and rely, directly or indirectly, on the phytoplankton. Antarctic sea life includes penguins, blue whales, orcas, colossal squids and fur seals. The emperor penguin is the only penguin that breeds during the winter in Antarctica, while the Ad\u00e9lie penguin breeds farther south than any other penguin. The rockhopper penguin has distinctive feathers around the eyes, giving the appearance of elaborate eyelashes. King penguins, chinstrap penguins, and gentoo penguins also breed in the Antarctic.", "targets": "During what season does the emperor penguin breed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40d2a26f3f05405787f94fcef0fbcc45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species of marine animals exist and rely, directly or indirectly, on the phytoplankton. Antarctic sea life includes penguins, blue whales, orcas, colossal squids and fur seals. The emperor penguin is the only penguin that breeds during the winter in Antarctica, while the Ad\u00e9lie penguin breeds farther south than any other penguin. The rockhopper penguin has distinctive feathers around the eyes, giving the appearance of elaborate eyelashes. King penguins, chinstrap penguins, and gentoo penguins also breed in the Antarctic.", "targets": "What breed of penguin lives in Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40d2a26f3f05405787f94fcef0fbcc45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species of marine animals exist and rely, directly or indirectly, on the phytoplankton. Antarctic sea life includes penguins, blue whales, orcas, colossal squids and fur seals. The emperor penguin is the only penguin that breeds during the winter in Antarctica, while the Ad\u00e9lie penguin breeds farther south than any other penguin. The rockhopper penguin has distinctive feathers around the eyes, giving the appearance of elaborate eyelashes. King penguins, chinstrap penguins, and gentoo penguins also breed in the Antarctic.", "targets": "What feature does the rockhopper penguin have around its eyes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-40d2a26f3f05405787f94fcef0fbcc45", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some species of marine animals exist and rely, directly or indirectly, on the phytoplankton. Antarctic sea life includes penguins, blue whales, orcas, colossal squids and fur seals. The emperor penguin is the only penguin that breeds during the winter in Antarctica, while the Ad\u00e9lie penguin breeds farther south than any other penguin. The rockhopper penguin has distinctive feathers around the eyes, giving the appearance of elaborate eyelashes. King penguins, chinstrap penguins, and gentoo penguins also breed in the Antarctic.", "targets": "Which penguin breeds the furterest south of all the penguin breeds?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89cf23e14cb4590801bf37212a52c04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After several weeks of rumors, which started around January 11, 2013, Dell announced on February 5, 2013 that it had struck a $24.4 billion leveraged buyout deal, that would have delisted its shares from the NASDAQ and Hong Kong Stock Exchange and taken it private. Reuters reported that Michael Dell and Silver Lake Partners, aided by a $2 billion loan from Microsoft, would acquire the public shares at $13.65 apiece. The $24.4 billion buyout was projected to be the largest leveraged buyout backed by private equity since the 2007 financial crisis. It is also the largest technology buyout ever, surpassing the 2006 buyout of Freescale Semiconductor for $17.5 billion.", "targets": "What was the value of Dell's buyout deal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89cf23e14cb4590801bf37212a52c04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After several weeks of rumors, which started around January 11, 2013, Dell announced on February 5, 2013 that it had struck a $24.4 billion leveraged buyout deal, that would have delisted its shares from the NASDAQ and Hong Kong Stock Exchange and taken it private. Reuters reported that Michael Dell and Silver Lake Partners, aided by a $2 billion loan from Microsoft, would acquire the public shares at $13.65 apiece. The $24.4 billion buyout was projected to be the largest leveraged buyout backed by private equity since the 2007 financial crisis. It is also the largest technology buyout ever, surpassing the 2006 buyout of Freescale Semiconductor for $17.5 billion.", "targets": "What year did Dell announce its buyout deal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89cf23e14cb4590801bf37212a52c04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After several weeks of rumors, which started around January 11, 2013, Dell announced on February 5, 2013 that it had struck a $24.4 billion leveraged buyout deal, that would have delisted its shares from the NASDAQ and Hong Kong Stock Exchange and taken it private. Reuters reported that Michael Dell and Silver Lake Partners, aided by a $2 billion loan from Microsoft, would acquire the public shares at $13.65 apiece. The $24.4 billion buyout was projected to be the largest leveraged buyout backed by private equity since the 2007 financial crisis. It is also the largest technology buyout ever, surpassing the 2006 buyout of Freescale Semiconductor for $17.5 billion.", "targets": "What was the value of the loan that Dell received from Microsoft?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b89cf23e14cb4590801bf37212a52c04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After several weeks of rumors, which started around January 11, 2013, Dell announced on February 5, 2013 that it had struck a $24.4 billion leveraged buyout deal, that would have delisted its shares from the NASDAQ and Hong Kong Stock Exchange and taken it private. Reuters reported that Michael Dell and Silver Lake Partners, aided by a $2 billion loan from Microsoft, would acquire the public shares at $13.65 apiece. The $24.4 billion buyout was projected to be the largest leveraged buyout backed by private equity since the 2007 financial crisis. It is also the largest technology buyout ever, surpassing the 2006 buyout of Freescale Semiconductor for $17.5 billion.", "targets": "What was the value of the second largest technology buyout?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b34db527e4ada9b91044a7c64cc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter commonly exists in four states (or phases): solid, liquid and gas, and plasma. However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose\u2013Einstein condensates and fermionic condensates. A focus on an elementary-particle view of matter also leads to new phases of matter, such as the quark\u2013gluon plasma. For much of the history of the natural sciences people have contemplated the exact nature of matter. The idea that matter was built of discrete building blocks, the so-called particulate theory of matter, was first put forward by the Greek philosophers Leucippus (~490 BC) and Democritus (~470\u2013380 BC).", "targets": "How many phases of matter are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b34db527e4ada9b91044a7c64cc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter commonly exists in four states (or phases): solid, liquid and gas, and plasma. However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose\u2013Einstein condensates and fermionic condensates. A focus on an elementary-particle view of matter also leads to new phases of matter, such as the quark\u2013gluon plasma. For much of the history of the natural sciences people have contemplated the exact nature of matter. The idea that matter was built of discrete building blocks, the so-called particulate theory of matter, was first put forward by the Greek philosophers Leucippus (~490 BC) and Democritus (~470\u2013380 BC).", "targets": "What new phase of matter can be considered with a focus on elementary particles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b34db527e4ada9b91044a7c64cc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter commonly exists in four states (or phases): solid, liquid and gas, and plasma. However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose\u2013Einstein condensates and fermionic condensates. A focus on an elementary-particle view of matter also leads to new phases of matter, such as the quark\u2013gluon plasma. For much of the history of the natural sciences people have contemplated the exact nature of matter. The idea that matter was built of discrete building blocks, the so-called particulate theory of matter, was first put forward by the Greek philosophers Leucippus (~490 BC) and Democritus (~470\u2013380 BC).", "targets": "What is the theory that matter is made up of discrete building blocks called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b34db527e4ada9b91044a7c64cc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter commonly exists in four states (or phases): solid, liquid and gas, and plasma. However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose\u2013Einstein condensates and fermionic condensates. A focus on an elementary-particle view of matter also leads to new phases of matter, such as the quark\u2013gluon plasma. For much of the history of the natural sciences people have contemplated the exact nature of matter. The idea that matter was built of discrete building blocks, the so-called particulate theory of matter, was first put forward by the Greek philosophers Leucippus (~490 BC) and Democritus (~470\u2013380 BC).", "targets": "What colleague of Democritus, also a Greek philosopher, helped him propose the particulate theory of matter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5d6b34db527e4ada9b91044a7c64cc05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Matter commonly exists in four states (or phases): solid, liquid and gas, and plasma. However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose\u2013Einstein condensates and fermionic condensates. A focus on an elementary-particle view of matter also leads to new phases of matter, such as the quark\u2013gluon plasma. For much of the history of the natural sciences people have contemplated the exact nature of matter. The idea that matter was built of discrete building blocks, the so-called particulate theory of matter, was first put forward by the Greek philosophers Leucippus (~490 BC) and Democritus (~470\u2013380 BC).", "targets": "People have been wondering about the nature of matter for the entire history of what branch of science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c962742e5445d58fe20fdde72d1d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One early attempt at lengthening the playing time should be mentioned. At least one manufacturer in the early 1920s, World Records, produced records that played at a constant linear velocity, controlled by Noel Pemberton Billing's patented add-on governor device. As these were played from the outside to the inside, the rotational speed of the records increased as reproduction progressed. This action is similar (although in reverse) to that on the modern compact disc and the CLV version of its predecessor, the Philips Laser Disc.", "targets": "Who had made an attempt in the 1920s to release a long play time recording?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c962742e5445d58fe20fdde72d1d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One early attempt at lengthening the playing time should be mentioned. At least one manufacturer in the early 1920s, World Records, produced records that played at a constant linear velocity, controlled by Noel Pemberton Billing's patented add-on governor device. As these were played from the outside to the inside, the rotational speed of the records increased as reproduction progressed. This action is similar (although in reverse) to that on the modern compact disc and the CLV version of its predecessor, the Philips Laser Disc.", "targets": "What caused the constant linear velocity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c962742e5445d58fe20fdde72d1d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One early attempt at lengthening the playing time should be mentioned. At least one manufacturer in the early 1920s, World Records, produced records that played at a constant linear velocity, controlled by Noel Pemberton Billing's patented add-on governor device. As these were played from the outside to the inside, the rotational speed of the records increased as reproduction progressed. This action is similar (although in reverse) to that on the modern compact disc and the CLV version of its predecessor, the Philips Laser Disc.", "targets": "What was a unique feature of World Records records?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-59c962742e5445d58fe20fdde72d1d71", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "One early attempt at lengthening the playing time should be mentioned. At least one manufacturer in the early 1920s, World Records, produced records that played at a constant linear velocity, controlled by Noel Pemberton Billing's patented add-on governor device. As these were played from the outside to the inside, the rotational speed of the records increased as reproduction progressed. This action is similar (although in reverse) to that on the modern compact disc and the CLV version of its predecessor, the Philips Laser Disc.", "targets": "What currently utilized item was World Records CLV similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ff3855b18e4d0fbe97600623918c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logically, no number of positive outcomes at the level of experimental testing can confirm a scientific theory, but a single counterexample is logically decisive: it shows the theory, from which the implication is derived, to be false. To say that a given statement (e.g., the statement of a law of some scientific theory) -- [call it \"T\"] -- is \"falsifiable\" does not mean that \"T\" is false. Rather, it means that, if \"T\" is false, then (in principle), \"T\" could be shown to be false, by observation or by experiment. Popper's account of the logical asymmetry between verification and falsifiability lies at the heart of his philosophy of science. It also inspired him to take falsifiability as his criterion of demarcation between what is, and is not, genuinely scientific: a theory should be considered scientific if, and only if, it is falsifiable. This led him to attack the claims of both psychoanalysis and contemporary Marxism to scientific status, on the basis that their theories are not falsifiable.", "targets": "Popper pointed out an important logical asymmetry between what two concepts?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ff3855b18e4d0fbe97600623918c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logically, no number of positive outcomes at the level of experimental testing can confirm a scientific theory, but a single counterexample is logically decisive: it shows the theory, from which the implication is derived, to be false. To say that a given statement (e.g., the statement of a law of some scientific theory) -- [call it \"T\"] -- is \"falsifiable\" does not mean that \"T\" is false. Rather, it means that, if \"T\" is false, then (in principle), \"T\" could be shown to be false, by observation or by experiment. Popper's account of the logical asymmetry between verification and falsifiability lies at the heart of his philosophy of science. It also inspired him to take falsifiability as his criterion of demarcation between what is, and is not, genuinely scientific: a theory should be considered scientific if, and only if, it is falsifiable. This led him to attack the claims of both psychoanalysis and contemporary Marxism to scientific status, on the basis that their theories are not falsifiable.", "targets": "What does Popper say demarcates scientific theory from non-science?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ff3855b18e4d0fbe97600623918c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logically, no number of positive outcomes at the level of experimental testing can confirm a scientific theory, but a single counterexample is logically decisive: it shows the theory, from which the implication is derived, to be false. To say that a given statement (e.g., the statement of a law of some scientific theory) -- [call it \"T\"] -- is \"falsifiable\" does not mean that \"T\" is false. Rather, it means that, if \"T\" is false, then (in principle), \"T\" could be shown to be false, by observation or by experiment. Popper's account of the logical asymmetry between verification and falsifiability lies at the heart of his philosophy of science. It also inspired him to take falsifiability as his criterion of demarcation between what is, and is not, genuinely scientific: a theory should be considered scientific if, and only if, it is falsifiable. This led him to attack the claims of both psychoanalysis and contemporary Marxism to scientific status, on the basis that their theories are not falsifiable.", "targets": "What political theory did Popper say did not meet his falsifiability criterion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94ff3855b18e4d0fbe97600623918c5b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Logically, no number of positive outcomes at the level of experimental testing can confirm a scientific theory, but a single counterexample is logically decisive: it shows the theory, from which the implication is derived, to be false. To say that a given statement (e.g., the statement of a law of some scientific theory) -- [call it \"T\"] -- is \"falsifiable\" does not mean that \"T\" is false. Rather, it means that, if \"T\" is false, then (in principle), \"T\" could be shown to be false, by observation or by experiment. Popper's account of the logical asymmetry between verification and falsifiability lies at the heart of his philosophy of science. It also inspired him to take falsifiability as his criterion of demarcation between what is, and is not, genuinely scientific: a theory should be considered scientific if, and only if, it is falsifiable. This led him to attack the claims of both psychoanalysis and contemporary Marxism to scientific status, on the basis that their theories are not falsifiable.", "targets": "What branch of psychology was Popper critical of for not producing falsifiable theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea2e6c6ad8614d6c98bdea407ffd98fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Synapses are the key functional elements of the brain. The essential function of the brain is cell-to-cell communication, and synapses are the points at which communication occurs. The human brain has been estimated to contain approximately 100 trillion synapses; even the brain of a fruit fly contains several million. The functions of these synapses are very diverse: some are excitatory (exciting the target cell); others are inhibitory; others work by activating second messenger systems that change the internal chemistry of their target cells in complex ways. A large number of synapses are dynamically modifiable; that is, they are capable of changing strength in a way that is controlled by the patterns of signals that pass through them. It is widely believed that activity-dependent modification of synapses is the brain's primary mechanism for learning and memory.", "targets": "How many synapses does the human brain supposedly contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea2e6c6ad8614d6c98bdea407ffd98fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Synapses are the key functional elements of the brain. The essential function of the brain is cell-to-cell communication, and synapses are the points at which communication occurs. The human brain has been estimated to contain approximately 100 trillion synapses; even the brain of a fruit fly contains several million. The functions of these synapses are very diverse: some are excitatory (exciting the target cell); others are inhibitory; others work by activating second messenger systems that change the internal chemistry of their target cells in complex ways. A large number of synapses are dynamically modifiable; that is, they are capable of changing strength in a way that is controlled by the patterns of signals that pass through them. It is widely believed that activity-dependent modification of synapses is the brain's primary mechanism for learning and memory.", "targets": "The fruit fly has a brain that has how many synapses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea2e6c6ad8614d6c98bdea407ffd98fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Synapses are the key functional elements of the brain. The essential function of the brain is cell-to-cell communication, and synapses are the points at which communication occurs. The human brain has been estimated to contain approximately 100 trillion synapses; even the brain of a fruit fly contains several million. The functions of these synapses are very diverse: some are excitatory (exciting the target cell); others are inhibitory; others work by activating second messenger systems that change the internal chemistry of their target cells in complex ways. A large number of synapses are dynamically modifiable; that is, they are capable of changing strength in a way that is controlled by the patterns of signals that pass through them. It is widely believed that activity-dependent modification of synapses is the brain's primary mechanism for learning and memory.", "targets": "A synapse whose purpose is to excite the target cell are called what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ea2e6c6ad8614d6c98bdea407ffd98fc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Synapses are the key functional elements of the brain. The essential function of the brain is cell-to-cell communication, and synapses are the points at which communication occurs. The human brain has been estimated to contain approximately 100 trillion synapses; even the brain of a fruit fly contains several million. The functions of these synapses are very diverse: some are excitatory (exciting the target cell); others are inhibitory; others work by activating second messenger systems that change the internal chemistry of their target cells in complex ways. A large number of synapses are dynamically modifiable; that is, they are capable of changing strength in a way that is controlled by the patterns of signals that pass through them. It is widely believed that activity-dependent modification of synapses is the brain's primary mechanism for learning and memory.", "targets": "The primary job of the brain is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1540fa6fbc4e46f5b7a141867f9ce837", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC is also renowned for its production of costume dramas, such as Jane Austen's Pride and Prejudice and contemporary social dramas such as Boys from the Blackstuff and Our Friends in the North. The BBC has come under pressure to commission more programmes from independent British production companies, and indeed is legally required to source 25% of its output from such companies by the terms of the Broadcasting Act 1990. Programmes have also been imported mainly from English-speaking countries: notable\u2014though no longer shown\u2014examples include The Simpsons from the United States and Neighbours from Australia. Because of the availability of programmes in English, few programmes need use sub-titles or dubbing unlike much European television.", "targets": "How much of its programming must the BBC obtain from other content producers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1540fa6fbc4e46f5b7a141867f9ce837", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC is also renowned for its production of costume dramas, such as Jane Austen's Pride and Prejudice and contemporary social dramas such as Boys from the Blackstuff and Our Friends in the North. The BBC has come under pressure to commission more programmes from independent British production companies, and indeed is legally required to source 25% of its output from such companies by the terms of the Broadcasting Act 1990. Programmes have also been imported mainly from English-speaking countries: notable\u2014though no longer shown\u2014examples include The Simpsons from the United States and Neighbours from Australia. Because of the availability of programmes in English, few programmes need use sub-titles or dubbing unlike much European television.", "targets": "What is a popular American show that was shown on the BBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1540fa6fbc4e46f5b7a141867f9ce837", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The BBC is also renowned for its production of costume dramas, such as Jane Austen's Pride and Prejudice and contemporary social dramas such as Boys from the Blackstuff and Our Friends in the North. The BBC has come under pressure to commission more programmes from independent British production companies, and indeed is legally required to source 25% of its output from such companies by the terms of the Broadcasting Act 1990. Programmes have also been imported mainly from English-speaking countries: notable\u2014though no longer shown\u2014examples include The Simpsons from the United States and Neighbours from Australia. Because of the availability of programmes in English, few programmes need use sub-titles or dubbing unlike much European television.", "targets": "What is a television show from Australia that was shown on the BBC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c250fb1b44b4967884a492434dd729e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the rapid influx of northerners and immigrants from Latin America is steadily increasing ethnic and religious diversity: the number of Roman Catholics and Jews in the state has increased, as well as general religious diversity. The second-largest Protestant denomination in North Carolina after Baptist traditions is Methodism, which is strong in the northern Piedmont, especially in populous Guilford County. There are also a substantial number of Quakers in Guilford County and northeastern North Carolina. Many universities and colleges in the state have been founded on religious traditions, and some currently maintain that affiliation, including:", "targets": "Immigrants from latin America coming to North Carolina is increasing what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c250fb1b44b4967884a492434dd729e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the rapid influx of northerners and immigrants from Latin America is steadily increasing ethnic and religious diversity: the number of Roman Catholics and Jews in the state has increased, as well as general religious diversity. The second-largest Protestant denomination in North Carolina after Baptist traditions is Methodism, which is strong in the northern Piedmont, especially in populous Guilford County. There are also a substantial number of Quakers in Guilford County and northeastern North Carolina. Many universities and colleges in the state have been founded on religious traditions, and some currently maintain that affiliation, including:", "targets": "What has happened to the number of Roman Catholics and Jews in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c250fb1b44b4967884a492434dd729e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the rapid influx of northerners and immigrants from Latin America is steadily increasing ethnic and religious diversity: the number of Roman Catholics and Jews in the state has increased, as well as general religious diversity. The second-largest Protestant denomination in North Carolina after Baptist traditions is Methodism, which is strong in the northern Piedmont, especially in populous Guilford County. There are also a substantial number of Quakers in Guilford County and northeastern North Carolina. Many universities and colleges in the state have been founded on religious traditions, and some currently maintain that affiliation, including:", "targets": "Religious diversity in North Carolina has generally what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c250fb1b44b4967884a492434dd729e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the rapid influx of northerners and immigrants from Latin America is steadily increasing ethnic and religious diversity: the number of Roman Catholics and Jews in the state has increased, as well as general religious diversity. The second-largest Protestant denomination in North Carolina after Baptist traditions is Methodism, which is strong in the northern Piedmont, especially in populous Guilford County. There are also a substantial number of Quakers in Guilford County and northeastern North Carolina. Many universities and colleges in the state have been founded on religious traditions, and some currently maintain that affiliation, including:", "targets": "What is the second largest Protestant denomination in North Carolina?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c250fb1b44b4967884a492434dd729e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, the rapid influx of northerners and immigrants from Latin America is steadily increasing ethnic and religious diversity: the number of Roman Catholics and Jews in the state has increased, as well as general religious diversity. The second-largest Protestant denomination in North Carolina after Baptist traditions is Methodism, which is strong in the northern Piedmont, especially in populous Guilford County. There are also a substantial number of Quakers in Guilford County and northeastern North Carolina. Many universities and colleges in the state have been founded on religious traditions, and some currently maintain that affiliation, including:", "targets": "What county in Piedmont is methodism especially strong in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e59bf1dd856147c3b39ced889ebbe34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain retains sovereignty over 14 territories outside the British Isles, which were renamed the British Overseas Territories in 2002. Some are uninhabited except for transient military or scientific personnel; the remainder are self-governing to varying degrees and are reliant on the UK for foreign relations and defence. The British government has stated its willingness to assist any Overseas Territory that wishes to proceed to independence, where that is an option. British sovereignty of several of the overseas territories is disputed by their geographical neighbours: Gibraltar is claimed by Spain, the Falkland Islands and South Georgia and the South Sandwich Islands are claimed by Argentina, and the British Indian Ocean Territory is claimed by Mauritius and Seychelles. The British Antarctic Territory is subject to overlapping claims by Argentina and Chile, while many countries do not recognise any territorial claims in Antarctica.", "targets": "How many overseas territories does Britain still have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e59bf1dd856147c3b39ced889ebbe34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain retains sovereignty over 14 territories outside the British Isles, which were renamed the British Overseas Territories in 2002. Some are uninhabited except for transient military or scientific personnel; the remainder are self-governing to varying degrees and are reliant on the UK for foreign relations and defence. The British government has stated its willingness to assist any Overseas Territory that wishes to proceed to independence, where that is an option. British sovereignty of several of the overseas territories is disputed by their geographical neighbours: Gibraltar is claimed by Spain, the Falkland Islands and South Georgia and the South Sandwich Islands are claimed by Argentina, and the British Indian Ocean Territory is claimed by Mauritius and Seychelles. The British Antarctic Territory is subject to overlapping claims by Argentina and Chile, while many countries do not recognise any territorial claims in Antarctica.", "targets": "When did Britain decide to call its territories the British Overseas Territories?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e59bf1dd856147c3b39ced889ebbe34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain retains sovereignty over 14 territories outside the British Isles, which were renamed the British Overseas Territories in 2002. Some are uninhabited except for transient military or scientific personnel; the remainder are self-governing to varying degrees and are reliant on the UK for foreign relations and defence. The British government has stated its willingness to assist any Overseas Territory that wishes to proceed to independence, where that is an option. British sovereignty of several of the overseas territories is disputed by their geographical neighbours: Gibraltar is claimed by Spain, the Falkland Islands and South Georgia and the South Sandwich Islands are claimed by Argentina, and the British Indian Ocean Territory is claimed by Mauritius and Seychelles. The British Antarctic Territory is subject to overlapping claims by Argentina and Chile, while many countries do not recognise any territorial claims in Antarctica.", "targets": "Which country besides Britain claims Gibraltar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e59bf1dd856147c3b39ced889ebbe34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain retains sovereignty over 14 territories outside the British Isles, which were renamed the British Overseas Territories in 2002. Some are uninhabited except for transient military or scientific personnel; the remainder are self-governing to varying degrees and are reliant on the UK for foreign relations and defence. The British government has stated its willingness to assist any Overseas Territory that wishes to proceed to independence, where that is an option. British sovereignty of several of the overseas territories is disputed by their geographical neighbours: Gibraltar is claimed by Spain, the Falkland Islands and South Georgia and the South Sandwich Islands are claimed by Argentina, and the British Indian Ocean Territory is claimed by Mauritius and Seychelles. The British Antarctic Territory is subject to overlapping claims by Argentina and Chile, while many countries do not recognise any territorial claims in Antarctica.", "targets": "Which country besides Britain claims the Falkland Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e59bf1dd856147c3b39ced889ebbe34c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Britain retains sovereignty over 14 territories outside the British Isles, which were renamed the British Overseas Territories in 2002. Some are uninhabited except for transient military or scientific personnel; the remainder are self-governing to varying degrees and are reliant on the UK for foreign relations and defence. The British government has stated its willingness to assist any Overseas Territory that wishes to proceed to independence, where that is an option. British sovereignty of several of the overseas territories is disputed by their geographical neighbours: Gibraltar is claimed by Spain, the Falkland Islands and South Georgia and the South Sandwich Islands are claimed by Argentina, and the British Indian Ocean Territory is claimed by Mauritius and Seychelles. The British Antarctic Territory is subject to overlapping claims by Argentina and Chile, while many countries do not recognise any territorial claims in Antarctica.", "targets": "Which country besides Britain claims the South Sandwich Islands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "The largest municipal healthcare in the US is what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "How many hospitals does HHC operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "What is the yearly revenue of the New York City Health and Hospitals Corporation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "How many patients are served annually by HHC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "How many uninsured New Yorkers take advantage of HHC?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "In what year was the New York City Health and Hospitals Corporation founded?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-edffe60e5f614a929b47fd7d379a22e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The New York City Health and Hospitals Corporation (HHC) operates the public hospitals and clinics in New York City. A public benefit corporation with $6.7 billion in annual revenues, HHC is the largest municipal healthcare system in the United States serving 1.4 million patients, including more than 475,000 uninsured city residents. HHC was created in 1969 by the New York State Legislature as a public benefit corporation (Chapter 1016 of the Laws 1969). It is similar to a municipal agency but has a Board of Directors. HHC operates 11 acute care hospitals, five nursing homes, six diagnostic and treatment centers, and more than 70 community-based primary care sites, serving primarily the poor and working class. HHC's MetroPlus Health Plan is one of the New York area's largest providers of government-sponsored health insurance and is the plan of choice for nearly half million New Yorkers.", "targets": "How many nursing homes does HHC operate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5390b2ead8df4ccb84d0089319ed4b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second presidential debate was held at Washington University in St. Louis, Missouri, on October 8, moderated by Charles Gibson of ABC. Conducted in a town meeting format, less formal than the first presidential debate, this debate saw Bush and Kerry taking questions on a variety of subjects from a local audience. Bush attempted to deflect criticism of what was described as his scowling demeanor during the first debate, joking at one point about one of Kerry's remarks, \"That answer made me want to scowl.\"", "targets": "Where was the second debate for presidency held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5390b2ead8df4ccb84d0089319ed4b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second presidential debate was held at Washington University in St. Louis, Missouri, on October 8, moderated by Charles Gibson of ABC. Conducted in a town meeting format, less formal than the first presidential debate, this debate saw Bush and Kerry taking questions on a variety of subjects from a local audience. Bush attempted to deflect criticism of what was described as his scowling demeanor during the first debate, joking at one point about one of Kerry's remarks, \"That answer made me want to scowl.\"", "targets": "Was the second debate held in a rigid, formalistic manner?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5390b2ead8df4ccb84d0089319ed4b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second presidential debate was held at Washington University in St. Louis, Missouri, on October 8, moderated by Charles Gibson of ABC. Conducted in a town meeting format, less formal than the first presidential debate, this debate saw Bush and Kerry taking questions on a variety of subjects from a local audience. Bush attempted to deflect criticism of what was described as his scowling demeanor during the first debate, joking at one point about one of Kerry's remarks, \"That answer made me want to scowl.\"", "targets": "Was there a specific topic as the main focus for the second debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5390b2ead8df4ccb84d0089319ed4b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second presidential debate was held at Washington University in St. Louis, Missouri, on October 8, moderated by Charles Gibson of ABC. Conducted in a town meeting format, less formal than the first presidential debate, this debate saw Bush and Kerry taking questions on a variety of subjects from a local audience. Bush attempted to deflect criticism of what was described as his scowling demeanor during the first debate, joking at one point about one of Kerry's remarks, \"That answer made me want to scowl.\"", "targets": "Who was the moderator of the second debate, held at the Washington University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5390b2ead8df4ccb84d0089319ed4b3b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second presidential debate was held at Washington University in St. Louis, Missouri, on October 8, moderated by Charles Gibson of ABC. Conducted in a town meeting format, less formal than the first presidential debate, this debate saw Bush and Kerry taking questions on a variety of subjects from a local audience. Bush attempted to deflect criticism of what was described as his scowling demeanor during the first debate, joking at one point about one of Kerry's remarks, \"That answer made me want to scowl.\"", "targets": "How did Bush try to make light of himself after being made fun of for his demeanor during the first debate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6bf0061ae824f5cbe84f6d8fd785e31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A few special additions enhance the language-learning experience. For example, BYU's International Cinema, featuring films in several languages, is the largest and longest-running university-run foreign film program in the country. As already noted, BYU also offers an intensive foreign language living experience, the Foreign Language Student Residence. This is an on-campus apartment complex where students commit to speak only their chosen foreign language while in their apartments. Each apartment has at least one native speaker to ensure correct language usage.", "targets": "What is the largest and longest-running university-run foreign film program in the U.S.?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6bf0061ae824f5cbe84f6d8fd785e31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A few special additions enhance the language-learning experience. For example, BYU's International Cinema, featuring films in several languages, is the largest and longest-running university-run foreign film program in the country. As already noted, BYU also offers an intensive foreign language living experience, the Foreign Language Student Residence. This is an on-campus apartment complex where students commit to speak only their chosen foreign language while in their apartments. Each apartment has at least one native speaker to ensure correct language usage.", "targets": "What is the name of BYU's foreign language living experience?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6bf0061ae824f5cbe84f6d8fd785e31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A few special additions enhance the language-learning experience. For example, BYU's International Cinema, featuring films in several languages, is the largest and longest-running university-run foreign film program in the country. As already noted, BYU also offers an intensive foreign language living experience, the Foreign Language Student Residence. This is an on-campus apartment complex where students commit to speak only their chosen foreign language while in their apartments. Each apartment has at least one native speaker to ensure correct language usage.", "targets": "As part of the Foreign Language Student Residence program, what do students commit to speak while in their apartments?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6bf0061ae824f5cbe84f6d8fd785e31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A few special additions enhance the language-learning experience. For example, BYU's International Cinema, featuring films in several languages, is the largest and longest-running university-run foreign film program in the country. As already noted, BYU also offers an intensive foreign language living experience, the Foreign Language Student Residence. This is an on-campus apartment complex where students commit to speak only their chosen foreign language while in their apartments. Each apartment has at least one native speaker to ensure correct language usage.", "targets": "How many native speakers are in each apartment building in the Foreign Language Student Residence program?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6bf0061ae824f5cbe84f6d8fd785e31", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A few special additions enhance the language-learning experience. For example, BYU's International Cinema, featuring films in several languages, is the largest and longest-running university-run foreign film program in the country. As already noted, BYU also offers an intensive foreign language living experience, the Foreign Language Student Residence. This is an on-campus apartment complex where students commit to speak only their chosen foreign language while in their apartments. Each apartment has at least one native speaker to ensure correct language usage.", "targets": "Which BYU building features films in several languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eefe39c333a941a5a1204cb87e267fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much civil-defence preparation in the form of shelters was left in the hands of local authorities, and many areas such as Birmingham, Coventry, Belfast and the East End of London did not have enough shelters. The Phoney War, however, and the unexpected delay of civilian bombing permitted the shelter programme to finish in June 1940.:35 The programme favoured backyard Anderson shelters and small brick surface shelters; many of the latter were soon abandoned in 1940 as unsafe. In addition, authorities expected that the raids would be brief and during the day. Few predicted that attacks by night would force Londoners to sleep in shelters.", "targets": "What civil-defense efforts were left to local authorities to handle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eefe39c333a941a5a1204cb87e267fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much civil-defence preparation in the form of shelters was left in the hands of local authorities, and many areas such as Birmingham, Coventry, Belfast and the East End of London did not have enough shelters. The Phoney War, however, and the unexpected delay of civilian bombing permitted the shelter programme to finish in June 1940.:35 The programme favoured backyard Anderson shelters and small brick surface shelters; many of the latter were soon abandoned in 1940 as unsafe. In addition, authorities expected that the raids would be brief and during the day. Few predicted that attacks by night would force Londoners to sleep in shelters.", "targets": "What year did the shelter program finish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eefe39c333a941a5a1204cb87e267fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much civil-defence preparation in the form of shelters was left in the hands of local authorities, and many areas such as Birmingham, Coventry, Belfast and the East End of London did not have enough shelters. The Phoney War, however, and the unexpected delay of civilian bombing permitted the shelter programme to finish in June 1940.:35 The programme favoured backyard Anderson shelters and small brick surface shelters; many of the latter were soon abandoned in 1940 as unsafe. In addition, authorities expected that the raids would be brief and during the day. Few predicted that attacks by night would force Londoners to sleep in shelters.", "targets": "Why were the shelters soon abandoned in 1940? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-eefe39c333a941a5a1204cb87e267fd0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Much civil-defence preparation in the form of shelters was left in the hands of local authorities, and many areas such as Birmingham, Coventry, Belfast and the East End of London did not have enough shelters. The Phoney War, however, and the unexpected delay of civilian bombing permitted the shelter programme to finish in June 1940.:35 The programme favoured backyard Anderson shelters and small brick surface shelters; many of the latter were soon abandoned in 1940 as unsafe. In addition, authorities expected that the raids would be brief and during the day. Few predicted that attacks by night would force Londoners to sleep in shelters.", "targets": "Why were Londoners forced to sleep in shelters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "How many Billboard hits did American Idol produce in its first ten years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who was a pop idol that started on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who called American Idol \"the most impactful show in the history of television\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who was a pop idol that started on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who was a pop idol that started on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who was a pop idol that started on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who was a pop idol that started on American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "How many Billboard chart toppers did American Idol contestants have within the first ten seasons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-523208f0f17d43eca39e177d4faa2fb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The success of American Idol has been described as \"unparalleled in broadcasting history\". The series was also said by a rival TV executive to be \"the most impactful show in the history of television\". It has become a recognized springboard for launching the career of many artists as bona fide stars. According to Billboard magazine, in its first ten years, \"Idol has spawned 345 Billboard chart-toppers and a platoon of pop idols, including Kelly Clarkson, Carrie Underwood, Chris Daughtry, Fantasia, Ruben Studdard, Jennifer Hudson, Clay Aiken, Adam Lambert and Jordin Sparks while remaining a TV ratings juggernaut.\"", "targets": "Who said that American Idol is \"the most impactful show in the history of televsion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-186fbda34a1d4b35b6b7588ef9aaa1e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was accused of antitrust behavior because of the strict licensing requirements. The United States Department of Justice and several states began probing Nintendo's business practices, leading to the involvement of Congress and the Federal Trade Commission (FTC). The FTC conducted an extensive investigation which included interviewing hundreds of retailers. During the FTC probe, Nintendo changed the terms of its publisher licensing agreements to eliminate the two-year rule and other restrictive terms. Nintendo and the FTC settled the case in April 1991, with Nintendo required to send vouchers giving a $5 discount off to a new game, to every person that had purchased a NES title between June 1988 and December 1990. GameSpy remarked that Nintendo's punishment was particularly weak giving the case's findings, although it has been speculated that the FTC did not want to damage the video game industry in the United States.", "targets": "What was Nintendo accused of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-186fbda34a1d4b35b6b7588ef9aaa1e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was accused of antitrust behavior because of the strict licensing requirements. The United States Department of Justice and several states began probing Nintendo's business practices, leading to the involvement of Congress and the Federal Trade Commission (FTC). The FTC conducted an extensive investigation which included interviewing hundreds of retailers. During the FTC probe, Nintendo changed the terms of its publisher licensing agreements to eliminate the two-year rule and other restrictive terms. Nintendo and the FTC settled the case in April 1991, with Nintendo required to send vouchers giving a $5 discount off to a new game, to every person that had purchased a NES title between June 1988 and December 1990. GameSpy remarked that Nintendo's punishment was particularly weak giving the case's findings, although it has been speculated that the FTC did not want to damage the video game industry in the United States.", "targets": "Why was Nintendo accused of antitrust behavior?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-186fbda34a1d4b35b6b7588ef9aaa1e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was accused of antitrust behavior because of the strict licensing requirements. The United States Department of Justice and several states began probing Nintendo's business practices, leading to the involvement of Congress and the Federal Trade Commission (FTC). The FTC conducted an extensive investigation which included interviewing hundreds of retailers. During the FTC probe, Nintendo changed the terms of its publisher licensing agreements to eliminate the two-year rule and other restrictive terms. Nintendo and the FTC settled the case in April 1991, with Nintendo required to send vouchers giving a $5 discount off to a new game, to every person that had purchased a NES title between June 1988 and December 1990. GameSpy remarked that Nintendo's punishment was particularly weak giving the case's findings, although it has been speculated that the FTC did not want to damage the video game industry in the United States.", "targets": "Who interviewed retailers as part of their investigation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-186fbda34a1d4b35b6b7588ef9aaa1e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was accused of antitrust behavior because of the strict licensing requirements. The United States Department of Justice and several states began probing Nintendo's business practices, leading to the involvement of Congress and the Federal Trade Commission (FTC). The FTC conducted an extensive investigation which included interviewing hundreds of retailers. During the FTC probe, Nintendo changed the terms of its publisher licensing agreements to eliminate the two-year rule and other restrictive terms. Nintendo and the FTC settled the case in April 1991, with Nintendo required to send vouchers giving a $5 discount off to a new game, to every person that had purchased a NES title between June 1988 and December 1990. GameSpy remarked that Nintendo's punishment was particularly weak giving the case's findings, although it has been speculated that the FTC did not want to damage the video game industry in the United States.", "targets": "Who began probing Nintendo's business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-186fbda34a1d4b35b6b7588ef9aaa1e7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nintendo was accused of antitrust behavior because of the strict licensing requirements. The United States Department of Justice and several states began probing Nintendo's business practices, leading to the involvement of Congress and the Federal Trade Commission (FTC). The FTC conducted an extensive investigation which included interviewing hundreds of retailers. During the FTC probe, Nintendo changed the terms of its publisher licensing agreements to eliminate the two-year rule and other restrictive terms. Nintendo and the FTC settled the case in April 1991, with Nintendo required to send vouchers giving a $5 discount off to a new game, to every person that had purchased a NES title between June 1988 and December 1990. GameSpy remarked that Nintendo's punishment was particularly weak giving the case's findings, although it has been speculated that the FTC did not want to damage the video game industry in the United States.", "targets": "How much were the vouchers worth that Nintendo sent out?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5874112a84646839cd699055a7ee76c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second approach to the problem took as its base the notion of class, and defines a set as a class which belongs to other classes, while a proper class is defined as a class which does not belong to other classes. Under the Zermelo\u2013Fraenkel approach, the axioms impede the construction of a set of all sets which do not belong to themselves. In contrast, under the von Neumann approach, the class of all sets which do not belong to themselves can be constructed, but it is a proper class and not a set.", "targets": "What is a proper class?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5874112a84646839cd699055a7ee76c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second approach to the problem took as its base the notion of class, and defines a set as a class which belongs to other classes, while a proper class is defined as a class which does not belong to other classes. Under the Zermelo\u2013Fraenkel approach, the axioms impede the construction of a set of all sets which do not belong to themselves. In contrast, under the von Neumann approach, the class of all sets which do not belong to themselves can be constructed, but it is a proper class and not a set.", "targets": "Under what approach does an axiom impede a set of all sets which do not belong to themselves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5874112a84646839cd699055a7ee76c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The second approach to the problem took as its base the notion of class, and defines a set as a class which belongs to other classes, while a proper class is defined as a class which does not belong to other classes. Under the Zermelo\u2013Fraenkel approach, the axioms impede the construction of a set of all sets which do not belong to themselves. In contrast, under the von Neumann approach, the class of all sets which do not belong to themselves can be constructed, but it is a proper class and not a set.", "targets": "Under Von Neumann's approach can a class of all sets that do not belong to themselves be constructed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25807c3e11fb4d09ae6db09f761b92bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is also home to sizeable Muslim, Hindu, Sikh, and Jewish communities. Notable mosques include the East London Mosque in Tower Hamlets, London Central Mosque on the edge of Regent's Park and the Baitul Futuh Mosque of the Ahmadiyya Muslim Community. Following the oil boom, increasing numbers of wealthy Hindus and Middle-Eastern Muslims have based themselves around Mayfair and Knightsbridge in West London. There are large Muslim communities in the eastern boroughs of Tower Hamlets and Newham. Large Hindu communities are in the north-western boroughs of Harrow and Brent, the latter of which is home to Europe's largest Hindu temple, Neasden Temple. London is also home to 42 Hindu temples. There are Sikh communities in East and West London, particularly in Southall, home to one of the largest Sikh populations and the largest Sikh temple outside India.", "targets": "What is the name of the largest Hindu temple in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25807c3e11fb4d09ae6db09f761b92bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is also home to sizeable Muslim, Hindu, Sikh, and Jewish communities. Notable mosques include the East London Mosque in Tower Hamlets, London Central Mosque on the edge of Regent's Park and the Baitul Futuh Mosque of the Ahmadiyya Muslim Community. Following the oil boom, increasing numbers of wealthy Hindus and Middle-Eastern Muslims have based themselves around Mayfair and Knightsbridge in West London. There are large Muslim communities in the eastern boroughs of Tower Hamlets and Newham. Large Hindu communities are in the north-western boroughs of Harrow and Brent, the latter of which is home to Europe's largest Hindu temple, Neasden Temple. London is also home to 42 Hindu temples. There are Sikh communities in East and West London, particularly in Southall, home to one of the largest Sikh populations and the largest Sikh temple outside India.", "targets": "Where is London's Sikh population primarily located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25807c3e11fb4d09ae6db09f761b92bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is also home to sizeable Muslim, Hindu, Sikh, and Jewish communities. Notable mosques include the East London Mosque in Tower Hamlets, London Central Mosque on the edge of Regent's Park and the Baitul Futuh Mosque of the Ahmadiyya Muslim Community. Following the oil boom, increasing numbers of wealthy Hindus and Middle-Eastern Muslims have based themselves around Mayfair and Knightsbridge in West London. There are large Muslim communities in the eastern boroughs of Tower Hamlets and Newham. Large Hindu communities are in the north-western boroughs of Harrow and Brent, the latter of which is home to Europe's largest Hindu temple, Neasden Temple. London is also home to 42 Hindu temples. There are Sikh communities in East and West London, particularly in Southall, home to one of the largest Sikh populations and the largest Sikh temple outside India.", "targets": "Where is the East London Mosque located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25807c3e11fb4d09ae6db09f761b92bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is also home to sizeable Muslim, Hindu, Sikh, and Jewish communities. Notable mosques include the East London Mosque in Tower Hamlets, London Central Mosque on the edge of Regent's Park and the Baitul Futuh Mosque of the Ahmadiyya Muslim Community. Following the oil boom, increasing numbers of wealthy Hindus and Middle-Eastern Muslims have based themselves around Mayfair and Knightsbridge in West London. There are large Muslim communities in the eastern boroughs of Tower Hamlets and Newham. Large Hindu communities are in the north-western boroughs of Harrow and Brent, the latter of which is home to Europe's largest Hindu temple, Neasden Temple. London is also home to 42 Hindu temples. There are Sikh communities in East and West London, particularly in Southall, home to one of the largest Sikh populations and the largest Sikh temple outside India.", "targets": "Which eastern boroughs host large Muslim populations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25807c3e11fb4d09ae6db09f761b92bd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "London is also home to sizeable Muslim, Hindu, Sikh, and Jewish communities. Notable mosques include the East London Mosque in Tower Hamlets, London Central Mosque on the edge of Regent's Park and the Baitul Futuh Mosque of the Ahmadiyya Muslim Community. Following the oil boom, increasing numbers of wealthy Hindus and Middle-Eastern Muslims have based themselves around Mayfair and Knightsbridge in West London. There are large Muslim communities in the eastern boroughs of Tower Hamlets and Newham. Large Hindu communities are in the north-western boroughs of Harrow and Brent, the latter of which is home to Europe's largest Hindu temple, Neasden Temple. London is also home to 42 Hindu temples. There are Sikh communities in East and West London, particularly in Southall, home to one of the largest Sikh populations and the largest Sikh temple outside India.", "targets": "How many Hindu temples exist in London?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c75abe2a8d84a6b94a6213239acb574", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new approach to avoiding overhead wires is taken by the \"second generation\" tram/streetcar system in Bordeaux, France (entry into service of the first line in December 2003; original system discontinued in 1958) with its APS (alimentation par sol \u2013 ground current feed). This involves a third rail which is flush with the surface like the tops of the running rails. The circuit is divided into segments with each segment energized in turn by sensors from the car as it passes over it, the remainder of the third rail remaining \"dead\". Since each energized segment is completely covered by the lengthy articulated cars, and goes dead before being \"uncovered\" by the passage of the vehicle, there is no danger to pedestrians. This system has also been adopted in some sections of the new tram systems in Reims, France (opened 2011) and Angers, France (also opened 2011). Proposals are in place for a number of other new services including Dubai, UAE; Barcelona, Spain; Florence, Italy; Marseille, France; Gold Coast, Australia; Washington, D.C., U.S.A.; Bras\u00edlia, Brazil and Tours, France.", "targets": "What year the \"second generation\" of tram system began to operate in France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c75abe2a8d84a6b94a6213239acb574", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new approach to avoiding overhead wires is taken by the \"second generation\" tram/streetcar system in Bordeaux, France (entry into service of the first line in December 2003; original system discontinued in 1958) with its APS (alimentation par sol \u2013 ground current feed). This involves a third rail which is flush with the surface like the tops of the running rails. The circuit is divided into segments with each segment energized in turn by sensors from the car as it passes over it, the remainder of the third rail remaining \"dead\". Since each energized segment is completely covered by the lengthy articulated cars, and goes dead before being \"uncovered\" by the passage of the vehicle, there is no danger to pedestrians. This system has also been adopted in some sections of the new tram systems in Reims, France (opened 2011) and Angers, France (also opened 2011). Proposals are in place for a number of other new services including Dubai, UAE; Barcelona, Spain; Florence, Italy; Marseille, France; Gold Coast, Australia; Washington, D.C., U.S.A.; Bras\u00edlia, Brazil and Tours, France.", "targets": "When was the original system discontinued?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c75abe2a8d84a6b94a6213239acb574", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new approach to avoiding overhead wires is taken by the \"second generation\" tram/streetcar system in Bordeaux, France (entry into service of the first line in December 2003; original system discontinued in 1958) with its APS (alimentation par sol \u2013 ground current feed). This involves a third rail which is flush with the surface like the tops of the running rails. The circuit is divided into segments with each segment energized in turn by sensors from the car as it passes over it, the remainder of the third rail remaining \"dead\". Since each energized segment is completely covered by the lengthy articulated cars, and goes dead before being \"uncovered\" by the passage of the vehicle, there is no danger to pedestrians. This system has also been adopted in some sections of the new tram systems in Reims, France (opened 2011) and Angers, France (also opened 2011). Proposals are in place for a number of other new services including Dubai, UAE; Barcelona, Spain; Florence, Italy; Marseille, France; Gold Coast, Australia; Washington, D.C., U.S.A.; Bras\u00edlia, Brazil and Tours, France.", "targets": "How is the circuit of the third rail divided?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c75abe2a8d84a6b94a6213239acb574", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A new approach to avoiding overhead wires is taken by the \"second generation\" tram/streetcar system in Bordeaux, France (entry into service of the first line in December 2003; original system discontinued in 1958) with its APS (alimentation par sol \u2013 ground current feed). This involves a third rail which is flush with the surface like the tops of the running rails. The circuit is divided into segments with each segment energized in turn by sensors from the car as it passes over it, the remainder of the third rail remaining \"dead\". Since each energized segment is completely covered by the lengthy articulated cars, and goes dead before being \"uncovered\" by the passage of the vehicle, there is no danger to pedestrians. This system has also been adopted in some sections of the new tram systems in Reims, France (opened 2011) and Angers, France (also opened 2011). Proposals are in place for a number of other new services including Dubai, UAE; Barcelona, Spain; Florence, Italy; Marseille, France; Gold Coast, Australia; Washington, D.C., U.S.A.; Bras\u00edlia, Brazil and Tours, France.", "targets": "Does energized segment of third rail pose the threat to pedestrians if uncovered?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef24d55ab9914dc5946fdfcfd1752970", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spinal cord fibers dedicated to carrying A-delta fiber pain signals, and others that carry both A-delta and C fiber pain signals up the spinal cord to the thalamus in the brain have been identified. Other spinal cord fibers, known as wide dynamic range neurons, respond to A-delta and C fibers, but also to the large A-beta fibers that carry touch, pressure and vibration signals. Pain-related activity in the thalamus spreads to the insular cortex (thought to embody, among other things, the feeling that distinguishes pain from other homeostatic emotions such as itch and nausea) and anterior cingulate cortex (thought to embody, among other things, the motivational element of pain); and pain that is distinctly located also activates the primary and secondary somatosensory cortices. Melzack and Casey's 1968 picture of the dimensions of pain is as influential today as ever, firmly framing theory and guiding research in the functional neuroanatomy and psychology of pain.", "targets": "What are some spinal cord fibers exclusive to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef24d55ab9914dc5946fdfcfd1752970", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spinal cord fibers dedicated to carrying A-delta fiber pain signals, and others that carry both A-delta and C fiber pain signals up the spinal cord to the thalamus in the brain have been identified. Other spinal cord fibers, known as wide dynamic range neurons, respond to A-delta and C fibers, but also to the large A-beta fibers that carry touch, pressure and vibration signals. Pain-related activity in the thalamus spreads to the insular cortex (thought to embody, among other things, the feeling that distinguishes pain from other homeostatic emotions such as itch and nausea) and anterior cingulate cortex (thought to embody, among other things, the motivational element of pain); and pain that is distinctly located also activates the primary and secondary somatosensory cortices. Melzack and Casey's 1968 picture of the dimensions of pain is as influential today as ever, firmly framing theory and guiding research in the functional neuroanatomy and psychology of pain.", "targets": "Pain signals travel first to what region of the brain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef24d55ab9914dc5946fdfcfd1752970", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spinal cord fibers dedicated to carrying A-delta fiber pain signals, and others that carry both A-delta and C fiber pain signals up the spinal cord to the thalamus in the brain have been identified. Other spinal cord fibers, known as wide dynamic range neurons, respond to A-delta and C fibers, but also to the large A-beta fibers that carry touch, pressure and vibration signals. Pain-related activity in the thalamus spreads to the insular cortex (thought to embody, among other things, the feeling that distinguishes pain from other homeostatic emotions such as itch and nausea) and anterior cingulate cortex (thought to embody, among other things, the motivational element of pain); and pain that is distinctly located also activates the primary and secondary somatosensory cortices. Melzack and Casey's 1968 picture of the dimensions of pain is as influential today as ever, firmly framing theory and guiding research in the functional neuroanatomy and psychology of pain.", "targets": "What are dynamic range neurons?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef24d55ab9914dc5946fdfcfd1752970", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spinal cord fibers dedicated to carrying A-delta fiber pain signals, and others that carry both A-delta and C fiber pain signals up the spinal cord to the thalamus in the brain have been identified. Other spinal cord fibers, known as wide dynamic range neurons, respond to A-delta and C fibers, but also to the large A-beta fibers that carry touch, pressure and vibration signals. Pain-related activity in the thalamus spreads to the insular cortex (thought to embody, among other things, the feeling that distinguishes pain from other homeostatic emotions such as itch and nausea) and anterior cingulate cortex (thought to embody, among other things, the motivational element of pain); and pain that is distinctly located also activates the primary and secondary somatosensory cortices. Melzack and Casey's 1968 picture of the dimensions of pain is as influential today as ever, firmly framing theory and guiding research in the functional neuroanatomy and psychology of pain.", "targets": "Where does pain-related activity in the thalamus spread to? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef24d55ab9914dc5946fdfcfd1752970", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Spinal cord fibers dedicated to carrying A-delta fiber pain signals, and others that carry both A-delta and C fiber pain signals up the spinal cord to the thalamus in the brain have been identified. Other spinal cord fibers, known as wide dynamic range neurons, respond to A-delta and C fibers, but also to the large A-beta fibers that carry touch, pressure and vibration signals. Pain-related activity in the thalamus spreads to the insular cortex (thought to embody, among other things, the feeling that distinguishes pain from other homeostatic emotions such as itch and nausea) and anterior cingulate cortex (thought to embody, among other things, the motivational element of pain); and pain that is distinctly located also activates the primary and secondary somatosensory cortices. Melzack and Casey's 1968 picture of the dimensions of pain is as influential today as ever, firmly framing theory and guiding research in the functional neuroanatomy and psychology of pain.", "targets": "Pain which is distinctly located also activates what cortices? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bf0af43cd0a4f87b49acf979f587110", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1725 Yongzheng bestowed the hereditary title of Marquis on a descendant of the Ming dynasty Imperial family, Zhu Zhiliang, who received a salary from the Qing government and whose duty was to perform rituals at the Ming tombs, and was also inducted the Chinese Plain White Banner in the Eight Banners. Later the Qianlong Emperor bestowed the title Marquis of Extended Grace posthumously on Zhu Zhuliang in 1750, and the title passed on through twelve generations of Ming descendants until the end of the Qing dynasty.", "targets": "Who did Yongzheng call Marquis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bf0af43cd0a4f87b49acf979f587110", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1725 Yongzheng bestowed the hereditary title of Marquis on a descendant of the Ming dynasty Imperial family, Zhu Zhiliang, who received a salary from the Qing government and whose duty was to perform rituals at the Ming tombs, and was also inducted the Chinese Plain White Banner in the Eight Banners. Later the Qianlong Emperor bestowed the title Marquis of Extended Grace posthumously on Zhu Zhuliang in 1750, and the title passed on through twelve generations of Ming descendants until the end of the Qing dynasty.", "targets": "When did Yongzheng give this title?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1bf0af43cd0a4f87b49acf979f587110", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1725 Yongzheng bestowed the hereditary title of Marquis on a descendant of the Ming dynasty Imperial family, Zhu Zhiliang, who received a salary from the Qing government and whose duty was to perform rituals at the Ming tombs, and was also inducted the Chinese Plain White Banner in the Eight Banners. Later the Qianlong Emperor bestowed the title Marquis of Extended Grace posthumously on Zhu Zhuliang in 1750, and the title passed on through twelve generations of Ming descendants until the end of the Qing dynasty.", "targets": "What was Zhu's job?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e33c12ba2e2243c7bddbc7b5a4571758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The committee considered an eight-bit code, since eight bits (octets) would allow two four-bit patterns to efficiently encode two digits with binary-coded decimal. However, it would require all data transmission to send eight bits when seven could suffice. The committee voted to use a seven-bit code to minimize costs associated with data transmission. Since perforated tape at the time could record eight bits in one position, it also allowed for a parity bit for error checking if desired.:217, 236\u2009\u00a7\u20095 Eight-bit machines (with octets as the native data type) that did not use parity checking typically set the eighth bit to 0.", "targets": "Why did the committee consider a 8 bit code?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e33c12ba2e2243c7bddbc7b5a4571758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The committee considered an eight-bit code, since eight bits (octets) would allow two four-bit patterns to efficiently encode two digits with binary-coded decimal. However, it would require all data transmission to send eight bits when seven could suffice. The committee voted to use a seven-bit code to minimize costs associated with data transmission. Since perforated tape at the time could record eight bits in one position, it also allowed for a parity bit for error checking if desired.:217, 236\u2009\u00a7\u20095 Eight-bit machines (with octets as the native data type) that did not use parity checking typically set the eighth bit to 0.", "targets": "Why did the committee decide on 7bit instead?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e33c12ba2e2243c7bddbc7b5a4571758", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The committee considered an eight-bit code, since eight bits (octets) would allow two four-bit patterns to efficiently encode two digits with binary-coded decimal. However, it would require all data transmission to send eight bits when seven could suffice. The committee voted to use a seven-bit code to minimize costs associated with data transmission. Since perforated tape at the time could record eight bits in one position, it also allowed for a parity bit for error checking if desired.:217, 236\u2009\u00a7\u20095 Eight-bit machines (with octets as the native data type) that did not use parity checking typically set the eighth bit to 0.", "targets": "What allowed for a parity bit for error chicking if needed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8c04df05e01341d1ab9429c6c7b94b78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In more sophisticated computers there may be one or more RAM cache memories, which are slower than registers but faster than main memory. Generally computers with this sort of cache are designed to move frequently needed data into the cache automatically, often without the need for any intervention on the programmer's part.", "targets": "RAM cache memory is slower than what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b390bd539c884794bf980f2d5a13f422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East of the Bronx River, the borough is relatively flat and includes four large low peninsulas, or 'necks,' of low-lying land which jut into the waters of the East River and were once saltmarsh: Hunts Point, Clason's Point, Screvin's Neck (Castle Hill Point) and Throgs Neck. The East Bronx has older tenement buildings, low income public housing complexes, and multifamily homes, as well as single family homes. It includes New York City's largest park: Pelham Bay Park along the Westchester-Bronx border.", "targets": "What is Screvin's Neck also called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b390bd539c884794bf980f2d5a13f422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East of the Bronx River, the borough is relatively flat and includes four large low peninsulas, or 'necks,' of low-lying land which jut into the waters of the East River and were once saltmarsh: Hunts Point, Clason's Point, Screvin's Neck (Castle Hill Point) and Throgs Neck. The East Bronx has older tenement buildings, low income public housing complexes, and multifamily homes, as well as single family homes. It includes New York City's largest park: Pelham Bay Park along the Westchester-Bronx border.", "targets": "In what river does the Bronx have 4 peninsulas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b390bd539c884794bf980f2d5a13f422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East of the Bronx River, the borough is relatively flat and includes four large low peninsulas, or 'necks,' of low-lying land which jut into the waters of the East River and were once saltmarsh: Hunts Point, Clason's Point, Screvin's Neck (Castle Hill Point) and Throgs Neck. The East Bronx has older tenement buildings, low income public housing complexes, and multifamily homes, as well as single family homes. It includes New York City's largest park: Pelham Bay Park along the Westchester-Bronx border.", "targets": "What is NYC's largest park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b390bd539c884794bf980f2d5a13f422", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "East of the Bronx River, the borough is relatively flat and includes four large low peninsulas, or 'necks,' of low-lying land which jut into the waters of the East River and were once saltmarsh: Hunts Point, Clason's Point, Screvin's Neck (Castle Hill Point) and Throgs Neck. The East Bronx has older tenement buildings, low income public housing complexes, and multifamily homes, as well as single family homes. It includes New York City's largest park: Pelham Bay Park along the Westchester-Bronx border.", "targets": "Where is Pelham Bay Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c10b7ba99d48d99be6bf0cb812f316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slower process, radioactive decay of atoms in the core of the Earth releases heat. This thermal energy drives plate tectonics and may lift mountains, via orogenesis. This slow lifting represents a kind of gravitational potential energy storage of the thermal energy, which may be later released to active kinetic energy in landslides, after a triggering event. Earthquakes also release stored elastic potential energy in rocks, a store that has been produced ultimately from the same radioactive heat sources. Thus, according to present understanding, familiar events such as landslides and earthquakes release energy that has been stored as potential energy in the Earth's gravitational field or elastic strain (mechanical potential energy) in rocks. Prior to this, they represent release of energy that has been stored in heavy atoms since the collapse of long-destroyed supernova stars created these atoms.", "targets": "What releases stored elastic potential energy in rocks?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c10b7ba99d48d99be6bf0cb812f316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slower process, radioactive decay of atoms in the core of the Earth releases heat. This thermal energy drives plate tectonics and may lift mountains, via orogenesis. This slow lifting represents a kind of gravitational potential energy storage of the thermal energy, which may be later released to active kinetic energy in landslides, after a triggering event. Earthquakes also release stored elastic potential energy in rocks, a store that has been produced ultimately from the same radioactive heat sources. Thus, according to present understanding, familiar events such as landslides and earthquakes release energy that has been stored as potential energy in the Earth's gravitational field or elastic strain (mechanical potential energy) in rocks. Prior to this, they represent release of energy that has been stored in heavy atoms since the collapse of long-destroyed supernova stars created these atoms.", "targets": "What does radioactive decay of atoms in the core of the Earth release?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c10b7ba99d48d99be6bf0cb812f316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slower process, radioactive decay of atoms in the core of the Earth releases heat. This thermal energy drives plate tectonics and may lift mountains, via orogenesis. This slow lifting represents a kind of gravitational potential energy storage of the thermal energy, which may be later released to active kinetic energy in landslides, after a triggering event. Earthquakes also release stored elastic potential energy in rocks, a store that has been produced ultimately from the same radioactive heat sources. Thus, according to present understanding, familiar events such as landslides and earthquakes release energy that has been stored as potential energy in the Earth's gravitational field or elastic strain (mechanical potential energy) in rocks. Prior to this, they represent release of energy that has been stored in heavy atoms since the collapse of long-destroyed supernova stars created these atoms.", "targets": "What drives plate tectonics and may lift mountains via orogenesis?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0c10b7ba99d48d99be6bf0cb812f316", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In a slower process, radioactive decay of atoms in the core of the Earth releases heat. This thermal energy drives plate tectonics and may lift mountains, via orogenesis. This slow lifting represents a kind of gravitational potential energy storage of the thermal energy, which may be later released to active kinetic energy in landslides, after a triggering event. Earthquakes also release stored elastic potential energy in rocks, a store that has been produced ultimately from the same radioactive heat sources. Thus, according to present understanding, familiar events such as landslides and earthquakes release energy that has been stored as potential energy in the Earth's gravitational field or elastic strain (mechanical potential energy) in rocks. Prior to this, they represent release of energy that has been stored in heavy atoms since the collapse of long-destroyed supernova stars created these atoms.", "targets": "What is mechanical potential energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bf4543066640b1844b655e2baf8823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, (2004), there are principles of canon law common to the churches within the Anglican Communion; their existence can be factually established; each province or church contributes through its own legal system to the principles of canon law common within the Communion; these principles have a strong persuasive authority and are fundamental to the self-understanding of each of the churches of the Communion; these principles have a living force, and contain in themselves the possibility of further development; and the existence of these principles both demonstrates unity and promotes unity within the Anglican Communion. ", "targets": "As of 2004, what do all Anglican Communion Churches share?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bf4543066640b1844b655e2baf8823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, (2004), there are principles of canon law common to the churches within the Anglican Communion; their existence can be factually established; each province or church contributes through its own legal system to the principles of canon law common within the Communion; these principles have a strong persuasive authority and are fundamental to the self-understanding of each of the churches of the Communion; these principles have a living force, and contain in themselves the possibility of further development; and the existence of these principles both demonstrates unity and promotes unity within the Anglican Communion. ", "targets": "What term characterizes the way in which the existence of canon principles can be shown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bf4543066640b1844b655e2baf8823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, (2004), there are principles of canon law common to the churches within the Anglican Communion; their existence can be factually established; each province or church contributes through its own legal system to the principles of canon law common within the Communion; these principles have a strong persuasive authority and are fundamental to the self-understanding of each of the churches of the Communion; these principles have a living force, and contain in themselves the possibility of further development; and the existence of these principles both demonstrates unity and promotes unity within the Anglican Communion. ", "targets": "Through what does each member of the Anglican Communion make a contribution to Church law? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bf4543066640b1844b655e2baf8823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, (2004), there are principles of canon law common to the churches within the Anglican Communion; their existence can be factually established; each province or church contributes through its own legal system to the principles of canon law common within the Communion; these principles have a strong persuasive authority and are fundamental to the self-understanding of each of the churches of the Communion; these principles have a living force, and contain in themselves the possibility of further development; and the existence of these principles both demonstrates unity and promotes unity within the Anglican Communion. ", "targets": "What kind of force could the canonical principles be said to have within the Communion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-78bf4543066640b1844b655e2baf8823", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Currently, (2004), there are principles of canon law common to the churches within the Anglican Communion; their existence can be factually established; each province or church contributes through its own legal system to the principles of canon law common within the Communion; these principles have a strong persuasive authority and are fundamental to the self-understanding of each of the churches of the Communion; these principles have a living force, and contain in themselves the possibility of further development; and the existence of these principles both demonstrates unity and promotes unity within the Anglican Communion. ", "targets": "What does having common principles show and support for churches int he Communion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acbc10ecc47412c9b723596f1a02070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Serbo-Croatian dialects differ not only in the question word they are named after, but also heavily in phonology, accentuation and intonation, case endings and tense system (morphology) and basic vocabulary. In the past, Chakavian and Kajkavian dialects were spoken on a much larger territory, but have been replaced by \u0160tokavian during the period of migrations caused by Ottoman Turkish conquest of the Balkans in the 15th and the 16th centuries. These migrations caused the koin\u00e9isation of the Shtokavian dialects, that used to form the West Shtokavian (more closer and transitional towards the neighbouring Chakavian and Kajkavian dialects) and East Shtokavian (transitional towards the Torlakian and the whole Bulgaro-Macedonian area) dialect bundles, and their subsequent spread at the expense of Chakavian and Kajkavian. As a result, \u0160tokavian now covers an area larger than all the other dialects combined, and continues to make its progress in the enclaves where non-literary dialects are still being spoken.", "targets": "Which dialect covers more area than all other dialects combined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acbc10ecc47412c9b723596f1a02070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Serbo-Croatian dialects differ not only in the question word they are named after, but also heavily in phonology, accentuation and intonation, case endings and tense system (morphology) and basic vocabulary. In the past, Chakavian and Kajkavian dialects were spoken on a much larger territory, but have been replaced by \u0160tokavian during the period of migrations caused by Ottoman Turkish conquest of the Balkans in the 15th and the 16th centuries. These migrations caused the koin\u00e9isation of the Shtokavian dialects, that used to form the West Shtokavian (more closer and transitional towards the neighbouring Chakavian and Kajkavian dialects) and East Shtokavian (transitional towards the Torlakian and the whole Bulgaro-Macedonian area) dialect bundles, and their subsequent spread at the expense of Chakavian and Kajkavian. As a result, \u0160tokavian now covers an area larger than all the other dialects combined, and continues to make its progress in the enclaves where non-literary dialects are still being spoken.", "targets": "What is morphology to a language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3acbc10ecc47412c9b723596f1a02070", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Serbo-Croatian dialects differ not only in the question word they are named after, but also heavily in phonology, accentuation and intonation, case endings and tense system (morphology) and basic vocabulary. In the past, Chakavian and Kajkavian dialects were spoken on a much larger territory, but have been replaced by \u0160tokavian during the period of migrations caused by Ottoman Turkish conquest of the Balkans in the 15th and the 16th centuries. These migrations caused the koin\u00e9isation of the Shtokavian dialects, that used to form the West Shtokavian (more closer and transitional towards the neighbouring Chakavian and Kajkavian dialects) and East Shtokavian (transitional towards the Torlakian and the whole Bulgaro-Macedonian area) dialect bundles, and their subsequent spread at the expense of Chakavian and Kajkavian. As a result, \u0160tokavian now covers an area larger than all the other dialects combined, and continues to make its progress in the enclaves where non-literary dialects are still being spoken.", "targets": "What has caused Stokavian to become more widely spoken?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b6d718a81244e3b9963eaebd6930ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qin armies finished their conquest of the kingdoms of Shu and Ba by 316 BC. Any written records and civil achievements of earlier kingdoms were destroyed. Qin administrators introduced improved agricultural technology. Li Bing, engineered the Dujiangyan irrigation system to control the Min River, a major tributary of the Yangtze. This innovative hydraulic system was composed of movable weirs which could be adjusted for high or low water flow according to the season, to either provide irrigation or prevent floods. The increased agricultural output and taxes made the area a source of provisions and men for Qin's unification of China.", "targets": "By what year did the Qin armies finish their conquest of Shu and Ba?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b6d718a81244e3b9963eaebd6930ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qin armies finished their conquest of the kingdoms of Shu and Ba by 316 BC. Any written records and civil achievements of earlier kingdoms were destroyed. Qin administrators introduced improved agricultural technology. Li Bing, engineered the Dujiangyan irrigation system to control the Min River, a major tributary of the Yangtze. This innovative hydraulic system was composed of movable weirs which could be adjusted for high or low water flow according to the season, to either provide irrigation or prevent floods. The increased agricultural output and taxes made the area a source of provisions and men for Qin's unification of China.", "targets": "What did Qin administrators introduce to Shu and Ba?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b6d718a81244e3b9963eaebd6930ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qin armies finished their conquest of the kingdoms of Shu and Ba by 316 BC. Any written records and civil achievements of earlier kingdoms were destroyed. Qin administrators introduced improved agricultural technology. Li Bing, engineered the Dujiangyan irrigation system to control the Min River, a major tributary of the Yangtze. This innovative hydraulic system was composed of movable weirs which could be adjusted for high or low water flow according to the season, to either provide irrigation or prevent floods. The increased agricultural output and taxes made the area a source of provisions and men for Qin's unification of China.", "targets": "Who engineered the Dujiangyan irrigation system to control the Min River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b6d718a81244e3b9963eaebd6930ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qin armies finished their conquest of the kingdoms of Shu and Ba by 316 BC. Any written records and civil achievements of earlier kingdoms were destroyed. Qin administrators introduced improved agricultural technology. Li Bing, engineered the Dujiangyan irrigation system to control the Min River, a major tributary of the Yangtze. This innovative hydraulic system was composed of movable weirs which could be adjusted for high or low water flow according to the season, to either provide irrigation or prevent floods. The increased agricultural output and taxes made the area a source of provisions and men for Qin's unification of China.", "targets": "The Min River is a major tributary of what river? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b6d718a81244e3b9963eaebd6930ca2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Qin armies finished their conquest of the kingdoms of Shu and Ba by 316 BC. Any written records and civil achievements of earlier kingdoms were destroyed. Qin administrators introduced improved agricultural technology. Li Bing, engineered the Dujiangyan irrigation system to control the Min River, a major tributary of the Yangtze. This innovative hydraulic system was composed of movable weirs which could be adjusted for high or low water flow according to the season, to either provide irrigation or prevent floods. The increased agricultural output and taxes made the area a source of provisions and men for Qin's unification of China.", "targets": "The Dujiangyan irrigation system was used for what purpose?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5e3e5265f8401d8cd4083df3d44a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final showdown was between Justin Guarini, one of the early favorites, and Kelly Clarkson. Clarkson was not initially thought of as a contender, but impressed the judges with some good performances in the final rounds, such as her performance of Aretha Franklin's \"Natural Woman\", and Betty Hutton's \"Stuff Like That There\", and eventually won the crown on September 4, 2002.", "targets": "What year did Kelly Clarkson win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5e3e5265f8401d8cd4083df3d44a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final showdown was between Justin Guarini, one of the early favorites, and Kelly Clarkson. Clarkson was not initially thought of as a contender, but impressed the judges with some good performances in the final rounds, such as her performance of Aretha Franklin's \"Natural Woman\", and Betty Hutton's \"Stuff Like That There\", and eventually won the crown on September 4, 2002.", "targets": "Who was the runner up to Kelly Clarkson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5e3e5265f8401d8cd4083df3d44a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final showdown was between Justin Guarini, one of the early favorites, and Kelly Clarkson. Clarkson was not initially thought of as a contender, but impressed the judges with some good performances in the final rounds, such as her performance of Aretha Franklin's \"Natural Woman\", and Betty Hutton's \"Stuff Like That There\", and eventually won the crown on September 4, 2002.", "targets": "What month did Kelly Clarkson win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5e3e5265f8401d8cd4083df3d44a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final showdown was between Justin Guarini, one of the early favorites, and Kelly Clarkson. Clarkson was not initially thought of as a contender, but impressed the judges with some good performances in the final rounds, such as her performance of Aretha Franklin's \"Natural Woman\", and Betty Hutton's \"Stuff Like That There\", and eventually won the crown on September 4, 2002.", "targets": "Of the final two, which was an early favorite to win?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5e3e5265f8401d8cd4083df3d44a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final showdown was between Justin Guarini, one of the early favorites, and Kelly Clarkson. Clarkson was not initially thought of as a contender, but impressed the judges with some good performances in the final rounds, such as her performance of Aretha Franklin's \"Natural Woman\", and Betty Hutton's \"Stuff Like That There\", and eventually won the crown on September 4, 2002.", "targets": "Who won the first season of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5e3e5265f8401d8cd4083df3d44a8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The final showdown was between Justin Guarini, one of the early favorites, and Kelly Clarkson. Clarkson was not initially thought of as a contender, but impressed the judges with some good performances in the final rounds, such as her performance of Aretha Franklin's \"Natural Woman\", and Betty Hutton's \"Stuff Like That There\", and eventually won the crown on September 4, 2002.", "targets": "When did Clarkson win the crown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f8e4d2357042f7a4423e47975d4607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The victorious great powers also gained an acknowledgement of their status through permanent seats at the League of Nations Council, where they acted as a type of executive body directing the Assembly of the League. However, the Council began with only four permanent members\u2014the United Kingdom, France, Italy, and Japan\u2014because the United States, meant to be the fifth permanent member, left because the US Senate voted on 19 March 1920 against the ratification of the Treaty of Versailles, thus preventing American participation in the League.", "targets": "Who were the four permanent members of the League of Nations Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f8e4d2357042f7a4423e47975d4607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The victorious great powers also gained an acknowledgement of their status through permanent seats at the League of Nations Council, where they acted as a type of executive body directing the Assembly of the League. However, the Council began with only four permanent members\u2014the United Kingdom, France, Italy, and Japan\u2014because the United States, meant to be the fifth permanent member, left because the US Senate voted on 19 March 1920 against the ratification of the Treaty of Versailles, thus preventing American participation in the League.", "targets": "What organiztion acted as acknowledgement of status of great powers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f8e4d2357042f7a4423e47975d4607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The victorious great powers also gained an acknowledgement of their status through permanent seats at the League of Nations Council, where they acted as a type of executive body directing the Assembly of the League. However, the Council began with only four permanent members\u2014the United Kingdom, France, Italy, and Japan\u2014because the United States, meant to be the fifth permanent member, left because the US Senate voted on 19 March 1920 against the ratification of the Treaty of Versailles, thus preventing American participation in the League.", "targets": "Why was United Stated excluded from League of Nations Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-70f8e4d2357042f7a4423e47975d4607", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The victorious great powers also gained an acknowledgement of their status through permanent seats at the League of Nations Council, where they acted as a type of executive body directing the Assembly of the League. However, the Council began with only four permanent members\u2014the United Kingdom, France, Italy, and Japan\u2014because the United States, meant to be the fifth permanent member, left because the US Senate voted on 19 March 1920 against the ratification of the Treaty of Versailles, thus preventing American participation in the League.", "targets": "When did US Senate vote against treaty of versailles ratification?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53483b4ea55746f7b28d4dfc86ba28ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chen Qingying, Professor of History and Director of the History Studies Institute under the China Tibetology Research Center in Beijing, writes that the Ming court conferred new official positions on ex-Yuan Tibetan leaders of the Phachu Kargyu and granted them lower-ranking positions. Of the county (zong or dzong) leaders of Neiwo Zong and Renbam Zong, Chen states that when \"the Emperor learned the actual situation of the Phachu Kargyu, the Ming court then appointed the main Zong leaders to be senior officers of the Senior Command of Dbus and Gtsang.\" The official posts that the Ming court established in Tibet, such as senior and junior commanders, offices of Qianhu (in charge of 1,000 households), and offices of Wanhu (in charge of 10,000 households), were all hereditary positions according to Chen, but he asserts that \"the succession of some important posts still had to be approved by the emperor,\" while old imperial mandates had to be returned to the Ming court for renewal.", "targets": "Where is the China Tibetology Research Center located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53483b4ea55746f7b28d4dfc86ba28ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chen Qingying, Professor of History and Director of the History Studies Institute under the China Tibetology Research Center in Beijing, writes that the Ming court conferred new official positions on ex-Yuan Tibetan leaders of the Phachu Kargyu and granted them lower-ranking positions. Of the county (zong or dzong) leaders of Neiwo Zong and Renbam Zong, Chen states that when \"the Emperor learned the actual situation of the Phachu Kargyu, the Ming court then appointed the main Zong leaders to be senior officers of the Senior Command of Dbus and Gtsang.\" The official posts that the Ming court established in Tibet, such as senior and junior commanders, offices of Qianhu (in charge of 1,000 households), and offices of Wanhu (in charge of 10,000 households), were all hereditary positions according to Chen, but he asserts that \"the succession of some important posts still had to be approved by the emperor,\" while old imperial mandates had to be returned to the Ming court for renewal.", "targets": "Who was the Director of the History Studies Institute?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53483b4ea55746f7b28d4dfc86ba28ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chen Qingying, Professor of History and Director of the History Studies Institute under the China Tibetology Research Center in Beijing, writes that the Ming court conferred new official positions on ex-Yuan Tibetan leaders of the Phachu Kargyu and granted them lower-ranking positions. Of the county (zong or dzong) leaders of Neiwo Zong and Renbam Zong, Chen states that when \"the Emperor learned the actual situation of the Phachu Kargyu, the Ming court then appointed the main Zong leaders to be senior officers of the Senior Command of Dbus and Gtsang.\" The official posts that the Ming court established in Tibet, such as senior and junior commanders, offices of Qianhu (in charge of 1,000 households), and offices of Wanhu (in charge of 10,000 households), were all hereditary positions according to Chen, but he asserts that \"the succession of some important posts still had to be approved by the emperor,\" while old imperial mandates had to be returned to the Ming court for renewal.", "targets": "How many households were the offices of Qianhu in charge of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-53483b4ea55746f7b28d4dfc86ba28ae", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chen Qingying, Professor of History and Director of the History Studies Institute under the China Tibetology Research Center in Beijing, writes that the Ming court conferred new official positions on ex-Yuan Tibetan leaders of the Phachu Kargyu and granted them lower-ranking positions. Of the county (zong or dzong) leaders of Neiwo Zong and Renbam Zong, Chen states that when \"the Emperor learned the actual situation of the Phachu Kargyu, the Ming court then appointed the main Zong leaders to be senior officers of the Senior Command of Dbus and Gtsang.\" The official posts that the Ming court established in Tibet, such as senior and junior commanders, offices of Qianhu (in charge of 1,000 households), and offices of Wanhu (in charge of 10,000 households), were all hereditary positions according to Chen, but he asserts that \"the succession of some important posts still had to be approved by the emperor,\" while old imperial mandates had to be returned to the Ming court for renewal.", "targets": "How many households were the offices of Wanhu in charge of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a7a2a939f84d89b27f360d65ac1c1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The poor performance of the Portuguese economy was explored in April 2007 by The Economist, which described Portugal as \"a new sick man of Europe\". From 2002 to 2007, the number of unemployed increased by 65% (270,500 unemployed citizens in 2002, 448,600 unemployed citizens in 2007). By early December 2009, the unemployment rate had reached 10.2% \u2013 a 23-year record high. In December 2009, ratings agency Standard & Poor's lowered its long-term credit assessment of Portugal to \"negative\" from \"stable,\" voicing pessimism on the country's structural weaknesses in the economy and weak competitiveness that would hamper growth and the capacity to strengthen its public finances and reduce debt. In July 2011, ratings agency Moody's downgraded its long-term credit assessment of Portugal after warning of deteriorating risk of default in March 2011.", "targets": "What magazine described Portugal as \"a new sick man of Europe?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a7a2a939f84d89b27f360d65ac1c1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The poor performance of the Portuguese economy was explored in April 2007 by The Economist, which described Portugal as \"a new sick man of Europe\". From 2002 to 2007, the number of unemployed increased by 65% (270,500 unemployed citizens in 2002, 448,600 unemployed citizens in 2007). By early December 2009, the unemployment rate had reached 10.2% \u2013 a 23-year record high. In December 2009, ratings agency Standard & Poor's lowered its long-term credit assessment of Portugal to \"negative\" from \"stable,\" voicing pessimism on the country's structural weaknesses in the economy and weak competitiveness that would hamper growth and the capacity to strengthen its public finances and reduce debt. In July 2011, ratings agency Moody's downgraded its long-term credit assessment of Portugal after warning of deteriorating risk of default in March 2011.", "targets": "Between 2002 and 2007, by what percentage did the rate of unemployment change?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a7a2a939f84d89b27f360d65ac1c1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The poor performance of the Portuguese economy was explored in April 2007 by The Economist, which described Portugal as \"a new sick man of Europe\". From 2002 to 2007, the number of unemployed increased by 65% (270,500 unemployed citizens in 2002, 448,600 unemployed citizens in 2007). By early December 2009, the unemployment rate had reached 10.2% \u2013 a 23-year record high. In December 2009, ratings agency Standard & Poor's lowered its long-term credit assessment of Portugal to \"negative\" from \"stable,\" voicing pessimism on the country's structural weaknesses in the economy and weak competitiveness that would hamper growth and the capacity to strengthen its public finances and reduce debt. In July 2011, ratings agency Moody's downgraded its long-term credit assessment of Portugal after warning of deteriorating risk of default in March 2011.", "targets": "What percentage did the unemployment rate reach in December, 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a7a2a939f84d89b27f360d65ac1c1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The poor performance of the Portuguese economy was explored in April 2007 by The Economist, which described Portugal as \"a new sick man of Europe\". From 2002 to 2007, the number of unemployed increased by 65% (270,500 unemployed citizens in 2002, 448,600 unemployed citizens in 2007). By early December 2009, the unemployment rate had reached 10.2% \u2013 a 23-year record high. In December 2009, ratings agency Standard & Poor's lowered its long-term credit assessment of Portugal to \"negative\" from \"stable,\" voicing pessimism on the country's structural weaknesses in the economy and weak competitiveness that would hamper growth and the capacity to strengthen its public finances and reduce debt. In July 2011, ratings agency Moody's downgraded its long-term credit assessment of Portugal after warning of deteriorating risk of default in March 2011.", "targets": "In 2009, what rating did Standard & Poor's assign to Portugal's long-term credit assessment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c5a7a2a939f84d89b27f360d65ac1c1a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The poor performance of the Portuguese economy was explored in April 2007 by The Economist, which described Portugal as \"a new sick man of Europe\". From 2002 to 2007, the number of unemployed increased by 65% (270,500 unemployed citizens in 2002, 448,600 unemployed citizens in 2007). By early December 2009, the unemployment rate had reached 10.2% \u2013 a 23-year record high. In December 2009, ratings agency Standard & Poor's lowered its long-term credit assessment of Portugal to \"negative\" from \"stable,\" voicing pessimism on the country's structural weaknesses in the economy and weak competitiveness that would hamper growth and the capacity to strengthen its public finances and reduce debt. In July 2011, ratings agency Moody's downgraded its long-term credit assessment of Portugal after warning of deteriorating risk of default in March 2011.", "targets": "In which year did Moody's downgrade Portugal's long-term credit assessment?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99a29ca87d941ff96807ba433f96aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lewis Latimer, employed at the time by Edison, developed an improved method of heat-treating carbon filaments which reduced breakage and allowed them to be molded into novel shapes, such as the characteristic \"M\" shape of Maxim filaments. On 17 January 1882, Latimer received a patent for the \"Process of Manufacturing Carbons\", an improved method for the production of light bulb filaments, which was purchased by the United States Electric Light Company. Latimer patented other improvements such as a better way of attaching filaments to their wire supports.", "targets": "Who developed a heat-treating method that allowed carbon filaments to be molded into shapes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99a29ca87d941ff96807ba433f96aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lewis Latimer, employed at the time by Edison, developed an improved method of heat-treating carbon filaments which reduced breakage and allowed them to be molded into novel shapes, such as the characteristic \"M\" shape of Maxim filaments. On 17 January 1882, Latimer received a patent for the \"Process of Manufacturing Carbons\", an improved method for the production of light bulb filaments, which was purchased by the United States Electric Light Company. Latimer patented other improvements such as a better way of attaching filaments to their wire supports.", "targets": "When did Latimer patent his \"Process of Manufacturing Carbons\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99a29ca87d941ff96807ba433f96aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lewis Latimer, employed at the time by Edison, developed an improved method of heat-treating carbon filaments which reduced breakage and allowed them to be molded into novel shapes, such as the characteristic \"M\" shape of Maxim filaments. On 17 January 1882, Latimer received a patent for the \"Process of Manufacturing Carbons\", an improved method for the production of light bulb filaments, which was purchased by the United States Electric Light Company. Latimer patented other improvements such as a better way of attaching filaments to their wire supports.", "targets": "Which company purchased Latimer's patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b99a29ca87d941ff96807ba433f96aa2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Lewis Latimer, employed at the time by Edison, developed an improved method of heat-treating carbon filaments which reduced breakage and allowed them to be molded into novel shapes, such as the characteristic \"M\" shape of Maxim filaments. On 17 January 1882, Latimer received a patent for the \"Process of Manufacturing Carbons\", an improved method for the production of light bulb filaments, which was purchased by the United States Electric Light Company. Latimer patented other improvements such as a better way of attaching filaments to their wire supports.", "targets": "Who employed Latimer when he developed his first patent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "In addition to Carboniferous, what other insect order is inclusive of extant groups, stem groups and Paleozoic groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "To what measurement, in cm, did the wingspans of giant dragonfly-like forms reach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "Higher levels of what substance possibly contributed to the phenomenon of gigantism? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "How many million years ago is the Permian period believed to have begun? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "The most significant mass extinction of insect groups is commonly ascribed to what period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "Late Caboniferous and Early Permain are what kind of orders?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "The insect orders include both of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "The insect orders include a number of what kind of groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "What kind of giant insect form had wingspans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c3b7cf3e958743a5a690fe12d2988a78", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Late Carboniferous and Early Permian insect orders include both extant groups, their stem groups, and a number of Paleozoic groups, now extinct. During this era, some giant dragonfly-like forms reached wingspans of 55 to 70 cm (22 to 28 in), making them far larger than any living insect. This gigantism may have been due to higher atmospheric oxygen levels that allowed increased respiratory efficiency relative to today. The lack of flying vertebrates could have been another factor. Most extinct orders of insects developed during the Permian period that began around 270 million years ago. Many of the early groups became extinct during the Permian-Triassic extinction event, the largest mass extinction in the history of the Earth, around 252 million years ago.", "targets": "How wide were the wingspans of the dragonfly-like forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61581eb60e374243a647aa8a794b3d4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defence estate is divided as training areas & ranges (84.0%), research & development (5.4%), airfields (3.4%), barracks & camps (2.5%), storage & supply depots (1.6%), and other (3.0%). These are largely managed by the Defence Infrastructure Organisation.", "targets": "What percentage of the defence estate makes up training areas and ranges?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61581eb60e374243a647aa8a794b3d4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defence estate is divided as training areas & ranges (84.0%), research & development (5.4%), airfields (3.4%), barracks & camps (2.5%), storage & supply depots (1.6%), and other (3.0%). These are largely managed by the Defence Infrastructure Organisation.", "targets": "What makes up the smallest portion of the defence estate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61581eb60e374243a647aa8a794b3d4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defence estate is divided as training areas & ranges (84.0%), research & development (5.4%), airfields (3.4%), barracks & camps (2.5%), storage & supply depots (1.6%), and other (3.0%). These are largely managed by the Defence Infrastructure Organisation.", "targets": "What percentage of the defence estate is taken up by airfields?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61581eb60e374243a647aa8a794b3d4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defence estate is divided as training areas & ranges (84.0%), research & development (5.4%), airfields (3.4%), barracks & camps (2.5%), storage & supply depots (1.6%), and other (3.0%). These are largely managed by the Defence Infrastructure Organisation.", "targets": "Who manages the defence estate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-61581eb60e374243a647aa8a794b3d4d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The defence estate is divided as training areas & ranges (84.0%), research & development (5.4%), airfields (3.4%), barracks & camps (2.5%), storage & supply depots (1.6%), and other (3.0%). These are largely managed by the Defence Infrastructure Organisation.", "targets": "Barracks and camps are what percentage of the defence estate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bacd47484474f128da5d7ae05976b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other regions host festivities of smaller extent, focused on the reenactment of traditional carnevalic customs, such as Tyrnavos (Thessaly), Kozani (West Macedonia), Rethymno (Crete) and in Xanthi (East Macedonia and Thrace). Tyrnavos holds an annual Phallus festival, a traditional \"phallkloric\" event in which giant, gaudily painted effigies of phalluses made of papier mach\u00e9 are paraded, and which women are asked to touch or kiss. Their reward for so doing is a shot of the famous local tsipouro alcohol spirit. Every year, from 1 to 8 January, mostly in regions of Western Macedonia, Carnival fiestas and festivals erupt. The best known is the Kastorian Carnival or \"Ragoutsaria\" (Gr. \"\u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03ac\u03c1\u03b9\u03b1\") [tags: Kastoria, Kastorian Carnival, Ragoutsaria, \u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03b1\u03c1\u03b9\u03b1, \u039a\u03b1\u03c3\u03c4\u03bf\u03c1\u03b9\u03ac]. It takes place from 6 to 8 January with mass participation serenaded by brass bands, pipises, Macedonian and grand casa drums. It is an ancient celebration of nature's rebirth (fiestas for Dionysus (Dionysia) and Kronos (Saturnalia)), which ends the third day in a dance in the medieval square Ntoltso where the bands play at the same time.", "targets": "Who holds an annual Phallus festival?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bacd47484474f128da5d7ae05976b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other regions host festivities of smaller extent, focused on the reenactment of traditional carnevalic customs, such as Tyrnavos (Thessaly), Kozani (West Macedonia), Rethymno (Crete) and in Xanthi (East Macedonia and Thrace). Tyrnavos holds an annual Phallus festival, a traditional \"phallkloric\" event in which giant, gaudily painted effigies of phalluses made of papier mach\u00e9 are paraded, and which women are asked to touch or kiss. Their reward for so doing is a shot of the famous local tsipouro alcohol spirit. Every year, from 1 to 8 January, mostly in regions of Western Macedonia, Carnival fiestas and festivals erupt. The best known is the Kastorian Carnival or \"Ragoutsaria\" (Gr. \"\u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03ac\u03c1\u03b9\u03b1\") [tags: Kastoria, Kastorian Carnival, Ragoutsaria, \u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03b1\u03c1\u03b9\u03b1, \u039a\u03b1\u03c3\u03c4\u03bf\u03c1\u03b9\u03ac]. It takes place from 6 to 8 January with mass participation serenaded by brass bands, pipises, Macedonian and grand casa drums. It is an ancient celebration of nature's rebirth (fiestas for Dionysus (Dionysia) and Kronos (Saturnalia)), which ends the third day in a dance in the medieval square Ntoltso where the bands play at the same time.", "targets": "What are the giant, gaudily painted effigies of phalluses made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bacd47484474f128da5d7ae05976b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other regions host festivities of smaller extent, focused on the reenactment of traditional carnevalic customs, such as Tyrnavos (Thessaly), Kozani (West Macedonia), Rethymno (Crete) and in Xanthi (East Macedonia and Thrace). Tyrnavos holds an annual Phallus festival, a traditional \"phallkloric\" event in which giant, gaudily painted effigies of phalluses made of papier mach\u00e9 are paraded, and which women are asked to touch or kiss. Their reward for so doing is a shot of the famous local tsipouro alcohol spirit. Every year, from 1 to 8 January, mostly in regions of Western Macedonia, Carnival fiestas and festivals erupt. The best known is the Kastorian Carnival or \"Ragoutsaria\" (Gr. \"\u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03ac\u03c1\u03b9\u03b1\") [tags: Kastoria, Kastorian Carnival, Ragoutsaria, \u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03b1\u03c1\u03b9\u03b1, \u039a\u03b1\u03c3\u03c4\u03bf\u03c1\u03b9\u03ac]. It takes place from 6 to 8 January with mass participation serenaded by brass bands, pipises, Macedonian and grand casa drums. It is an ancient celebration of nature's rebirth (fiestas for Dionysus (Dionysia) and Kronos (Saturnalia)), which ends the third day in a dance in the medieval square Ntoltso where the bands play at the same time.", "targets": "What are women rewarded with for kissing the giant phalluses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bacd47484474f128da5d7ae05976b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other regions host festivities of smaller extent, focused on the reenactment of traditional carnevalic customs, such as Tyrnavos (Thessaly), Kozani (West Macedonia), Rethymno (Crete) and in Xanthi (East Macedonia and Thrace). Tyrnavos holds an annual Phallus festival, a traditional \"phallkloric\" event in which giant, gaudily painted effigies of phalluses made of papier mach\u00e9 are paraded, and which women are asked to touch or kiss. Their reward for so doing is a shot of the famous local tsipouro alcohol spirit. Every year, from 1 to 8 January, mostly in regions of Western Macedonia, Carnival fiestas and festivals erupt. The best known is the Kastorian Carnival or \"Ragoutsaria\" (Gr. \"\u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03ac\u03c1\u03b9\u03b1\") [tags: Kastoria, Kastorian Carnival, Ragoutsaria, \u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03b1\u03c1\u03b9\u03b1, \u039a\u03b1\u03c3\u03c4\u03bf\u03c1\u03b9\u03ac]. It takes place from 6 to 8 January with mass participation serenaded by brass bands, pipises, Macedonian and grand casa drums. It is an ancient celebration of nature's rebirth (fiestas for Dionysus (Dionysia) and Kronos (Saturnalia)), which ends the third day in a dance in the medieval square Ntoltso where the bands play at the same time.", "targets": "What is the ancient celebration for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0bacd47484474f128da5d7ae05976b6c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other regions host festivities of smaller extent, focused on the reenactment of traditional carnevalic customs, such as Tyrnavos (Thessaly), Kozani (West Macedonia), Rethymno (Crete) and in Xanthi (East Macedonia and Thrace). Tyrnavos holds an annual Phallus festival, a traditional \"phallkloric\" event in which giant, gaudily painted effigies of phalluses made of papier mach\u00e9 are paraded, and which women are asked to touch or kiss. Their reward for so doing is a shot of the famous local tsipouro alcohol spirit. Every year, from 1 to 8 January, mostly in regions of Western Macedonia, Carnival fiestas and festivals erupt. The best known is the Kastorian Carnival or \"Ragoutsaria\" (Gr. \"\u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03ac\u03c1\u03b9\u03b1\") [tags: Kastoria, Kastorian Carnival, Ragoutsaria, \u03a1\u03b1\u03b3\u03ba\u03bf\u03c5\u03c4\u03c3\u03b1\u03c1\u03b9\u03b1, \u039a\u03b1\u03c3\u03c4\u03bf\u03c1\u03b9\u03ac]. It takes place from 6 to 8 January with mass participation serenaded by brass bands, pipises, Macedonian and grand casa drums. It is an ancient celebration of nature's rebirth (fiestas for Dionysus (Dionysia) and Kronos (Saturnalia)), which ends the third day in a dance in the medieval square Ntoltso where the bands play at the same time.", "targets": "In what square do the bands all play at once?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758b15ff0e2c43ca9ab2669060d74b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many people gain a sense of positive self-esteem from their identity groups, which furthers a sense of community and belonging. Another issue that researchers have attempted to address is the question of why people engage in discrimination, i.e., why they tend to favor those they consider a part of their \"in-group\" over those considered to be outsiders. Both questions have been given extensive attention by researchers working in the social identity tradition. For example, in work relating to social identity theory it has been shown that merely crafting cognitive distinction between in- and out-groups can lead to subtle effects on people's evaluations of others (Cote & Levine 2002).", "targets": "What do many people gain from their identity groups?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758b15ff0e2c43ca9ab2669060d74b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many people gain a sense of positive self-esteem from their identity groups, which furthers a sense of community and belonging. Another issue that researchers have attempted to address is the question of why people engage in discrimination, i.e., why they tend to favor those they consider a part of their \"in-group\" over those considered to be outsiders. Both questions have been given extensive attention by researchers working in the social identity tradition. For example, in work relating to social identity theory it has been shown that merely crafting cognitive distinction between in- and out-groups can lead to subtle effects on people's evaluations of others (Cote & Levine 2002).", "targets": "People favoring those in their group over outsiders, is an example of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758b15ff0e2c43ca9ab2669060d74b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many people gain a sense of positive self-esteem from their identity groups, which furthers a sense of community and belonging. Another issue that researchers have attempted to address is the question of why people engage in discrimination, i.e., why they tend to favor those they consider a part of their \"in-group\" over those considered to be outsiders. Both questions have been given extensive attention by researchers working in the social identity tradition. For example, in work relating to social identity theory it has been shown that merely crafting cognitive distinction between in- and out-groups can lead to subtle effects on people's evaluations of others (Cote & Levine 2002).", "targets": "Belonging and discrimination are both important to researchers working in what tradition?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-758b15ff0e2c43ca9ab2669060d74b8f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many people gain a sense of positive self-esteem from their identity groups, which furthers a sense of community and belonging. Another issue that researchers have attempted to address is the question of why people engage in discrimination, i.e., why they tend to favor those they consider a part of their \"in-group\" over those considered to be outsiders. Both questions have been given extensive attention by researchers working in the social identity tradition. For example, in work relating to social identity theory it has been shown that merely crafting cognitive distinction between in- and out-groups can lead to subtle effects on people's evaluations of others (Cote & Levine 2002).", "targets": "Distinction between in and out groups has been shown to affect people's evaluations of others in work related to what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1308b33810574837a2d4e3fc44b1a14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dollar coins have not been very popular in the United States. Silver dollars were minted intermittently from 1794 through 1935; a copper-nickel dollar of the same large size, featuring President Dwight D. Eisenhower, was minted from 1971 through 1978. Gold dollars were also minted in the 19th century. The Susan B. Anthony dollar coin was introduced in 1979; these proved to be unpopular because they were often mistaken for quarters, due to their nearly equal size, their milled edge, and their similar color. Minting of these dollars for circulation was suspended in 1980 (collectors' pieces were struck in 1981), but, as with all past U.S. coins, they remain legal tender. As the number of Anthony dollars held by the Federal Reserve and dispensed primarily to make change in postal and transit vending machines had been virtually exhausted, additional Anthony dollars were struck in 1999. In 2000, a new $1 coin, featuring Sacagawea, (the Sacagawea dollar) was introduced, which corrected some of the problems of the Anthony dollar by having a smooth edge and a gold color, without requiring changes to vending machines that accept the Anthony dollar. However, this new coin has failed to achieve the popularity of the still-existing $1 bill and is rarely used in daily transactions. The failure to simultaneously withdraw the dollar bill and weak publicity efforts have been cited by coin proponents as primary reasons for the failure of the dollar coin to gain popular support.", "targets": "When were silver dollars first minted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1308b33810574837a2d4e3fc44b1a14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dollar coins have not been very popular in the United States. Silver dollars were minted intermittently from 1794 through 1935; a copper-nickel dollar of the same large size, featuring President Dwight D. Eisenhower, was minted from 1971 through 1978. Gold dollars were also minted in the 19th century. The Susan B. Anthony dollar coin was introduced in 1979; these proved to be unpopular because they were often mistaken for quarters, due to their nearly equal size, their milled edge, and their similar color. Minting of these dollars for circulation was suspended in 1980 (collectors' pieces were struck in 1981), but, as with all past U.S. coins, they remain legal tender. As the number of Anthony dollars held by the Federal Reserve and dispensed primarily to make change in postal and transit vending machines had been virtually exhausted, additional Anthony dollars were struck in 1999. In 2000, a new $1 coin, featuring Sacagawea, (the Sacagawea dollar) was introduced, which corrected some of the problems of the Anthony dollar by having a smooth edge and a gold color, without requiring changes to vending machines that accept the Anthony dollar. However, this new coin has failed to achieve the popularity of the still-existing $1 bill and is rarely used in daily transactions. The failure to simultaneously withdraw the dollar bill and weak publicity efforts have been cited by coin proponents as primary reasons for the failure of the dollar coin to gain popular support.", "targets": "Who was featured on the copper - nickel dollar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1308b33810574837a2d4e3fc44b1a14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dollar coins have not been very popular in the United States. Silver dollars were minted intermittently from 1794 through 1935; a copper-nickel dollar of the same large size, featuring President Dwight D. Eisenhower, was minted from 1971 through 1978. Gold dollars were also minted in the 19th century. The Susan B. Anthony dollar coin was introduced in 1979; these proved to be unpopular because they were often mistaken for quarters, due to their nearly equal size, their milled edge, and their similar color. Minting of these dollars for circulation was suspended in 1980 (collectors' pieces were struck in 1981), but, as with all past U.S. coins, they remain legal tender. As the number of Anthony dollars held by the Federal Reserve and dispensed primarily to make change in postal and transit vending machines had been virtually exhausted, additional Anthony dollars were struck in 1999. In 2000, a new $1 coin, featuring Sacagawea, (the Sacagawea dollar) was introduced, which corrected some of the problems of the Anthony dollar by having a smooth edge and a gold color, without requiring changes to vending machines that accept the Anthony dollar. However, this new coin has failed to achieve the popularity of the still-existing $1 bill and is rarely used in daily transactions. The failure to simultaneously withdraw the dollar bill and weak publicity efforts have been cited by coin proponents as primary reasons for the failure of the dollar coin to gain popular support.", "targets": "Which coin was introduced in 1979?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1308b33810574837a2d4e3fc44b1a14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dollar coins have not been very popular in the United States. Silver dollars were minted intermittently from 1794 through 1935; a copper-nickel dollar of the same large size, featuring President Dwight D. Eisenhower, was minted from 1971 through 1978. Gold dollars were also minted in the 19th century. The Susan B. Anthony dollar coin was introduced in 1979; these proved to be unpopular because they were often mistaken for quarters, due to their nearly equal size, their milled edge, and their similar color. Minting of these dollars for circulation was suspended in 1980 (collectors' pieces were struck in 1981), but, as with all past U.S. coins, they remain legal tender. As the number of Anthony dollars held by the Federal Reserve and dispensed primarily to make change in postal and transit vending machines had been virtually exhausted, additional Anthony dollars were struck in 1999. In 2000, a new $1 coin, featuring Sacagawea, (the Sacagawea dollar) was introduced, which corrected some of the problems of the Anthony dollar by having a smooth edge and a gold color, without requiring changes to vending machines that accept the Anthony dollar. However, this new coin has failed to achieve the popularity of the still-existing $1 bill and is rarely used in daily transactions. The failure to simultaneously withdraw the dollar bill and weak publicity efforts have been cited by coin proponents as primary reasons for the failure of the dollar coin to gain popular support.", "targets": "What did the new $1 coin minted in 2000 feature?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1308b33810574837a2d4e3fc44b1a14e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dollar coins have not been very popular in the United States. Silver dollars were minted intermittently from 1794 through 1935; a copper-nickel dollar of the same large size, featuring President Dwight D. Eisenhower, was minted from 1971 through 1978. Gold dollars were also minted in the 19th century. The Susan B. Anthony dollar coin was introduced in 1979; these proved to be unpopular because they were often mistaken for quarters, due to their nearly equal size, their milled edge, and their similar color. Minting of these dollars for circulation was suspended in 1980 (collectors' pieces were struck in 1981), but, as with all past U.S. coins, they remain legal tender. As the number of Anthony dollars held by the Federal Reserve and dispensed primarily to make change in postal and transit vending machines had been virtually exhausted, additional Anthony dollars were struck in 1999. In 2000, a new $1 coin, featuring Sacagawea, (the Sacagawea dollar) was introduced, which corrected some of the problems of the Anthony dollar by having a smooth edge and a gold color, without requiring changes to vending machines that accept the Anthony dollar. However, this new coin has failed to achieve the popularity of the still-existing $1 bill and is rarely used in daily transactions. The failure to simultaneously withdraw the dollar bill and weak publicity efforts have been cited by coin proponents as primary reasons for the failure of the dollar coin to gain popular support.", "targets": "In which century were gold dollars minted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccf45eae8abf4574a000e0a9580a2383", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 20, the People's Daily published a report entitled \"Overseas Chinese rally against biased media coverage, for Olympics\". It included images of Chinese people demonstrating in France, the United Kingdom, Germany and the United States. One picture showed Chinese demonstrators holding a sign which claimed, incorrectly, that the BBC had not reported on Jin Jing. The People's Daily quoted one protestor who claimed the \"BBC on some of the recent events has misled the British public and the rest of the world by providing intensive untruthful reports and biased coverage.\"", "targets": "Who published \"Overseas Chinese rally against biased media coverage\" on April 20?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ccf45eae8abf4574a000e0a9580a2383", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 20, the People's Daily published a report entitled \"Overseas Chinese rally against biased media coverage, for Olympics\". It included images of Chinese people demonstrating in France, the United Kingdom, Germany and the United States. One picture showed Chinese demonstrators holding a sign which claimed, incorrectly, that the BBC had not reported on Jin Jing. The People's Daily quoted one protestor who claimed the \"BBC on some of the recent events has misled the British public and the rest of the world by providing intensive untruthful reports and biased coverage.\"", "targets": "Which publication published a report about the Chinese rallying against media bias?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c998d8df0c32420d9a264d64d7738e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2011 projection by the International Energy Agency, solar power plants may produce most of the world's electricity within 50 years, significantly reducing the emissions of greenhouse gases that harm the environment. The IEA has said: \"Photovoltaic and solar-thermal plants may meet most of the world's demand for electricity by 2060 \u2013 and half of all energy needs \u2013 with wind, hydropower and biomass plants supplying much of the remaining generation\". \"Photovoltaic and concentrated solar power together can become the major source of electricity\".", "targets": "Which group projected that solar plant may produce most of the world's electricity within 50 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c998d8df0c32420d9a264d64d7738e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2011 projection by the International Energy Agency, solar power plants may produce most of the world's electricity within 50 years, significantly reducing the emissions of greenhouse gases that harm the environment. The IEA has said: \"Photovoltaic and solar-thermal plants may meet most of the world's demand for electricity by 2060 \u2013 and half of all energy needs \u2013 with wind, hydropower and biomass plants supplying much of the remaining generation\". \"Photovoltaic and concentrated solar power together can become the major source of electricity\".", "targets": "Photovoltaic and solar-thermal plants may meet most of the world's demand for electricity by what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c998d8df0c32420d9a264d64d7738e3a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to a 2011 projection by the International Energy Agency, solar power plants may produce most of the world's electricity within 50 years, significantly reducing the emissions of greenhouse gases that harm the environment. The IEA has said: \"Photovoltaic and solar-thermal plants may meet most of the world's demand for electricity by 2060 \u2013 and half of all energy needs \u2013 with wind, hydropower and biomass plants supplying much of the remaining generation\". \"Photovoltaic and concentrated solar power together can become the major source of electricity\".", "targets": "Photovoltaic and solar-thermal plants may meet how much of the world's energy needs by 2060?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fac6bf3544045b6b836994df264f953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British government was close to bankruptcy, and Britain now faced the delicate task of pacifying its new French-Canadian subjects as well as the many American Indian tribes who had supported France. George III's Proclamation of 1763, which forbade white settlement beyond the crest of the Appalachians, was intended to appease the latter but led to considerable outrage in the Thirteen Colonies, whose inhabitants were eager to acquire native lands. The Quebec Act of 1774, similarly intended to win over the loyalty of French Canadians, also spurred resentment among American colonists. The act protected Catholic religion and French language, which enraged the Americans, but the Qu\u00e9b\u00e9cois remained loyal and did not rebel.", "targets": "Who was George III trying to please with the Proclamation of 1763?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fac6bf3544045b6b836994df264f953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British government was close to bankruptcy, and Britain now faced the delicate task of pacifying its new French-Canadian subjects as well as the many American Indian tribes who had supported France. George III's Proclamation of 1763, which forbade white settlement beyond the crest of the Appalachians, was intended to appease the latter but led to considerable outrage in the Thirteen Colonies, whose inhabitants were eager to acquire native lands. The Quebec Act of 1774, similarly intended to win over the loyalty of French Canadians, also spurred resentment among American colonists. The act protected Catholic religion and French language, which enraged the Americans, but the Qu\u00e9b\u00e9cois remained loyal and did not rebel.", "targets": "Who was aggravated by the Proclamation of 1763?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fac6bf3544045b6b836994df264f953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British government was close to bankruptcy, and Britain now faced the delicate task of pacifying its new French-Canadian subjects as well as the many American Indian tribes who had supported France. George III's Proclamation of 1763, which forbade white settlement beyond the crest of the Appalachians, was intended to appease the latter but led to considerable outrage in the Thirteen Colonies, whose inhabitants were eager to acquire native lands. The Quebec Act of 1774, similarly intended to win over the loyalty of French Canadians, also spurred resentment among American colonists. The act protected Catholic religion and French language, which enraged the Americans, but the Qu\u00e9b\u00e9cois remained loyal and did not rebel.", "targets": "Who did George III try to please with the Quebec Act of 1774?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fac6bf3544045b6b836994df264f953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British government was close to bankruptcy, and Britain now faced the delicate task of pacifying its new French-Canadian subjects as well as the many American Indian tribes who had supported France. George III's Proclamation of 1763, which forbade white settlement beyond the crest of the Appalachians, was intended to appease the latter but led to considerable outrage in the Thirteen Colonies, whose inhabitants were eager to acquire native lands. The Quebec Act of 1774, similarly intended to win over the loyalty of French Canadians, also spurred resentment among American colonists. The act protected Catholic religion and French language, which enraged the Americans, but the Qu\u00e9b\u00e9cois remained loyal and did not rebel.", "targets": "How did the Quebec Act of 1774 affect religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3fac6bf3544045b6b836994df264f953", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The British government was close to bankruptcy, and Britain now faced the delicate task of pacifying its new French-Canadian subjects as well as the many American Indian tribes who had supported France. George III's Proclamation of 1763, which forbade white settlement beyond the crest of the Appalachians, was intended to appease the latter but led to considerable outrage in the Thirteen Colonies, whose inhabitants were eager to acquire native lands. The Quebec Act of 1774, similarly intended to win over the loyalty of French Canadians, also spurred resentment among American colonists. The act protected Catholic religion and French language, which enraged the Americans, but the Qu\u00e9b\u00e9cois remained loyal and did not rebel.", "targets": "What did the Quebec Act of 1774 do about language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab838160f1140c489dee9a416e0f871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded settlement in what is now Newcastle was Pons Aelius, a Roman fort and bridge across the River Tyne. It was given the family name of the Roman Emperor Hadrian, who founded it in the 2nd century AD. This rare honour suggests that Hadrian may have visited the site and instituted the bridge on his tour of Britain. The population of Pons Aelius at this period was estimated at 2,000. Fragments of Hadrian's Wall are still visible in parts of Newcastle, particularly along the West Road. The course of the \"Roman Wall\" can be traced eastwards to the Segedunum Roman fort in Wallsend\u2014the \"wall's end\"\u2014and to the supply fort Arbeia in South Shields. The extent of Hadrian's Wall was 73 miles (117 km), spanning the width of Britain; the Wall incorporated the Vallum, a large rearward ditch with parallel mounds, and was constructed primarily for defence, to prevent unwanted immigration and the incursion of Pictish tribes from the north, not as a fighting line for a major invasion.", "targets": "What was the first recorded settlement in what became Newcastle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab838160f1140c489dee9a416e0f871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded settlement in what is now Newcastle was Pons Aelius, a Roman fort and bridge across the River Tyne. It was given the family name of the Roman Emperor Hadrian, who founded it in the 2nd century AD. This rare honour suggests that Hadrian may have visited the site and instituted the bridge on his tour of Britain. The population of Pons Aelius at this period was estimated at 2,000. Fragments of Hadrian's Wall are still visible in parts of Newcastle, particularly along the West Road. The course of the \"Roman Wall\" can be traced eastwards to the Segedunum Roman fort in Wallsend\u2014the \"wall's end\"\u2014and to the supply fort Arbeia in South Shields. The extent of Hadrian's Wall was 73 miles (117 km), spanning the width of Britain; the Wall incorporated the Vallum, a large rearward ditch with parallel mounds, and was constructed primarily for defence, to prevent unwanted immigration and the incursion of Pictish tribes from the north, not as a fighting line for a major invasion.", "targets": "What river was there originally a bridge across in Roman times?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab838160f1140c489dee9a416e0f871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded settlement in what is now Newcastle was Pons Aelius, a Roman fort and bridge across the River Tyne. It was given the family name of the Roman Emperor Hadrian, who founded it in the 2nd century AD. This rare honour suggests that Hadrian may have visited the site and instituted the bridge on his tour of Britain. The population of Pons Aelius at this period was estimated at 2,000. Fragments of Hadrian's Wall are still visible in parts of Newcastle, particularly along the West Road. The course of the \"Roman Wall\" can be traced eastwards to the Segedunum Roman fort in Wallsend\u2014the \"wall's end\"\u2014and to the supply fort Arbeia in South Shields. The extent of Hadrian's Wall was 73 miles (117 km), spanning the width of Britain; the Wall incorporated the Vallum, a large rearward ditch with parallel mounds, and was constructed primarily for defence, to prevent unwanted immigration and the incursion of Pictish tribes from the north, not as a fighting line for a major invasion.", "targets": "What was the estimated population of Pons Aelius around the 2nd century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab838160f1140c489dee9a416e0f871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded settlement in what is now Newcastle was Pons Aelius, a Roman fort and bridge across the River Tyne. It was given the family name of the Roman Emperor Hadrian, who founded it in the 2nd century AD. This rare honour suggests that Hadrian may have visited the site and instituted the bridge on his tour of Britain. The population of Pons Aelius at this period was estimated at 2,000. Fragments of Hadrian's Wall are still visible in parts of Newcastle, particularly along the West Road. The course of the \"Roman Wall\" can be traced eastwards to the Segedunum Roman fort in Wallsend\u2014the \"wall's end\"\u2014and to the supply fort Arbeia in South Shields. The extent of Hadrian's Wall was 73 miles (117 km), spanning the width of Britain; the Wall incorporated the Vallum, a large rearward ditch with parallel mounds, and was constructed primarily for defence, to prevent unwanted immigration and the incursion of Pictish tribes from the north, not as a fighting line for a major invasion.", "targets": "Whose wall has fragments visible in places around Newcastle even today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7ab838160f1140c489dee9a416e0f871", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The first recorded settlement in what is now Newcastle was Pons Aelius, a Roman fort and bridge across the River Tyne. It was given the family name of the Roman Emperor Hadrian, who founded it in the 2nd century AD. This rare honour suggests that Hadrian may have visited the site and instituted the bridge on his tour of Britain. The population of Pons Aelius at this period was estimated at 2,000. Fragments of Hadrian's Wall are still visible in parts of Newcastle, particularly along the West Road. The course of the \"Roman Wall\" can be traced eastwards to the Segedunum Roman fort in Wallsend\u2014the \"wall's end\"\u2014and to the supply fort Arbeia in South Shields. The extent of Hadrian's Wall was 73 miles (117 km), spanning the width of Britain; the Wall incorporated the Vallum, a large rearward ditch with parallel mounds, and was constructed primarily for defence, to prevent unwanted immigration and the incursion of Pictish tribes from the north, not as a fighting line for a major invasion.", "targets": "What tribes were the Romans fearful would invade from the North?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9adf54f4d1974f66ae3e81714f3563f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 712, Muhammad bin Qasim, an Umayyad general, sailed from the Persian Gulf into Sindh in Pakistan and conquered both the Sindh and the Punjab regions along the Indus river. The conquest of Sindh and Punjab, in modern-day Pakistan, although costly, were major gains for the Umayyad Caliphate. However, further gains were halted by Hindu kingdoms in India in the battle of Rajasthan. The Arabs tried to invade India but they were defeated by the north Indian king Nagabhata of the Pratihara Dynasty and by the south Indian Emperor Vikramaditya II of the Chalukya dynasty in the early 8th century. After this the Arab chroniclers admit that the Caliph Mahdi \"gave up the project of conquering any part of India.\"", "targets": "When did Muhammad bin Wasim sail to Pakistan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9adf54f4d1974f66ae3e81714f3563f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 712, Muhammad bin Qasim, an Umayyad general, sailed from the Persian Gulf into Sindh in Pakistan and conquered both the Sindh and the Punjab regions along the Indus river. The conquest of Sindh and Punjab, in modern-day Pakistan, although costly, were major gains for the Umayyad Caliphate. However, further gains were halted by Hindu kingdoms in India in the battle of Rajasthan. The Arabs tried to invade India but they were defeated by the north Indian king Nagabhata of the Pratihara Dynasty and by the south Indian Emperor Vikramaditya II of the Chalukya dynasty in the early 8th century. After this the Arab chroniclers admit that the Caliph Mahdi \"gave up the project of conquering any part of India.\"", "targets": "Along with the Punjab, what did Muhammad bin Wasim conquer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9adf54f4d1974f66ae3e81714f3563f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 712, Muhammad bin Qasim, an Umayyad general, sailed from the Persian Gulf into Sindh in Pakistan and conquered both the Sindh and the Punjab regions along the Indus river. The conquest of Sindh and Punjab, in modern-day Pakistan, although costly, were major gains for the Umayyad Caliphate. However, further gains were halted by Hindu kingdoms in India in the battle of Rajasthan. The Arabs tried to invade India but they were defeated by the north Indian king Nagabhata of the Pratihara Dynasty and by the south Indian Emperor Vikramaditya II of the Chalukya dynasty in the early 8th century. After this the Arab chroniclers admit that the Caliph Mahdi \"gave up the project of conquering any part of India.\"", "targets": "At what battle did the Hindus of India defeat the Umayyads?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9adf54f4d1974f66ae3e81714f3563f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 712, Muhammad bin Qasim, an Umayyad general, sailed from the Persian Gulf into Sindh in Pakistan and conquered both the Sindh and the Punjab regions along the Indus river. The conquest of Sindh and Punjab, in modern-day Pakistan, although costly, were major gains for the Umayyad Caliphate. However, further gains were halted by Hindu kingdoms in India in the battle of Rajasthan. The Arabs tried to invade India but they were defeated by the north Indian king Nagabhata of the Pratihara Dynasty and by the south Indian Emperor Vikramaditya II of the Chalukya dynasty in the early 8th century. After this the Arab chroniclers admit that the Caliph Mahdi \"gave up the project of conquering any part of India.\"", "targets": "Who was a notable king in this period from the Pratihara dynasty?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9adf54f4d1974f66ae3e81714f3563f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the year 712, Muhammad bin Qasim, an Umayyad general, sailed from the Persian Gulf into Sindh in Pakistan and conquered both the Sindh and the Punjab regions along the Indus river. The conquest of Sindh and Punjab, in modern-day Pakistan, although costly, were major gains for the Umayyad Caliphate. However, further gains were halted by Hindu kingdoms in India in the battle of Rajasthan. The Arabs tried to invade India but they were defeated by the north Indian king Nagabhata of the Pratihara Dynasty and by the south Indian Emperor Vikramaditya II of the Chalukya dynasty in the early 8th century. After this the Arab chroniclers admit that the Caliph Mahdi \"gave up the project of conquering any part of India.\"", "targets": "To what dynasty did Vikramaditya II belong?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39a265f014914dce9a851717b20512cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the Federal Bureau of Investigation (FBI), which is a domestic security service, CIA has no law enforcement function and is mainly focused on overseas intelligence gathering, with only limited domestic collection. Though it is not the only U.S. government agency specializing in HUMINT, CIA serves as the national manager for coordination and deconfliction of HUMINT activities across the entire intelligence community. Moreover, CIA is the only agency authorized by law to carry out and oversee covert action on behalf of the President, unless the President determines that another agency is better suited for carrying out such action. It can, for example, exert foreign political influence through its tactical divisions, such as the Special Activities Division.", "targets": "What is the CIA's main focus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39a265f014914dce9a851717b20512cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the Federal Bureau of Investigation (FBI), which is a domestic security service, CIA has no law enforcement function and is mainly focused on overseas intelligence gathering, with only limited domestic collection. Though it is not the only U.S. government agency specializing in HUMINT, CIA serves as the national manager for coordination and deconfliction of HUMINT activities across the entire intelligence community. Moreover, CIA is the only agency authorized by law to carry out and oversee covert action on behalf of the President, unless the President determines that another agency is better suited for carrying out such action. It can, for example, exert foreign political influence through its tactical divisions, such as the Special Activities Division.", "targets": "What does FBI stand for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39a265f014914dce9a851717b20512cc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unlike the Federal Bureau of Investigation (FBI), which is a domestic security service, CIA has no law enforcement function and is mainly focused on overseas intelligence gathering, with only limited domestic collection. Though it is not the only U.S. government agency specializing in HUMINT, CIA serves as the national manager for coordination and deconfliction of HUMINT activities across the entire intelligence community. Moreover, CIA is the only agency authorized by law to carry out and oversee covert action on behalf of the President, unless the President determines that another agency is better suited for carrying out such action. It can, for example, exert foreign political influence through its tactical divisions, such as the Special Activities Division.", "targets": "What is the only agency that is authorized to carry out action on behalf of the president?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb125f204374c1ea7a83139e13b9d1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh (/\u02c8m\u00e6k\u1d7bnt\u0252\u0283/ MAK-in-tosh; branded as Mac since 1997) is a series of personal computers (PCs) designed, developed, and marketed by Apple Inc. Steve Jobs introduced the original Macintosh computer on January 24, 1984. This was the first mass-market personal computer featuring an integral graphical user interface and mouse. This first model was later renamed to \"Macintosh 128k\" for uniqueness amongst a populous family of subsequently updated models which are also based on Apple's same proprietary architecture. Since 1998, Apple has largely phased out the Macintosh name in favor of \"Mac\", though the product family has been nicknamed \"Mac\" or \"the Mac\" since the development of the first model.", "targets": "When was the Macintosh branded as Mac?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb125f204374c1ea7a83139e13b9d1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh (/\u02c8m\u00e6k\u1d7bnt\u0252\u0283/ MAK-in-tosh; branded as Mac since 1997) is a series of personal computers (PCs) designed, developed, and marketed by Apple Inc. Steve Jobs introduced the original Macintosh computer on January 24, 1984. This was the first mass-market personal computer featuring an integral graphical user interface and mouse. This first model was later renamed to \"Macintosh 128k\" for uniqueness amongst a populous family of subsequently updated models which are also based on Apple's same proprietary architecture. Since 1998, Apple has largely phased out the Macintosh name in favor of \"Mac\", though the product family has been nicknamed \"Mac\" or \"the Mac\" since the development of the first model.", "targets": "Who designed, develped, and marketed the Mac computers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb125f204374c1ea7a83139e13b9d1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh (/\u02c8m\u00e6k\u1d7bnt\u0252\u0283/ MAK-in-tosh; branded as Mac since 1997) is a series of personal computers (PCs) designed, developed, and marketed by Apple Inc. Steve Jobs introduced the original Macintosh computer on January 24, 1984. This was the first mass-market personal computer featuring an integral graphical user interface and mouse. This first model was later renamed to \"Macintosh 128k\" for uniqueness amongst a populous family of subsequently updated models which are also based on Apple's same proprietary architecture. Since 1998, Apple has largely phased out the Macintosh name in favor of \"Mac\", though the product family has been nicknamed \"Mac\" or \"the Mac\" since the development of the first model.", "targets": "What did Steve Jobs introduce on January 24, 1984?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb125f204374c1ea7a83139e13b9d1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh (/\u02c8m\u00e6k\u1d7bnt\u0252\u0283/ MAK-in-tosh; branded as Mac since 1997) is a series of personal computers (PCs) designed, developed, and marketed by Apple Inc. Steve Jobs introduced the original Macintosh computer on January 24, 1984. This was the first mass-market personal computer featuring an integral graphical user interface and mouse. This first model was later renamed to \"Macintosh 128k\" for uniqueness amongst a populous family of subsequently updated models which are also based on Apple's same proprietary architecture. Since 1998, Apple has largely phased out the Macintosh name in favor of \"Mac\", though the product family has been nicknamed \"Mac\" or \"the Mac\" since the development of the first model.", "targets": "What interface type did the original Macintosh include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0eb125f204374c1ea7a83139e13b9d1d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh (/\u02c8m\u00e6k\u1d7bnt\u0252\u0283/ MAK-in-tosh; branded as Mac since 1997) is a series of personal computers (PCs) designed, developed, and marketed by Apple Inc. Steve Jobs introduced the original Macintosh computer on January 24, 1984. This was the first mass-market personal computer featuring an integral graphical user interface and mouse. This first model was later renamed to \"Macintosh 128k\" for uniqueness amongst a populous family of subsequently updated models which are also based on Apple's same proprietary architecture. Since 1998, Apple has largely phased out the Macintosh name in favor of \"Mac\", though the product family has been nicknamed \"Mac\" or \"the Mac\" since the development of the first model.", "targets": "When did Apple begin phasing out Macintosh in favor of \"Mac\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2820c5758278406e95627a6ae407238f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.", "targets": "When did William Graham Sumner teach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2820c5758278406e95627a6ae407238f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.", "targets": "What did William Graham Sumner teach?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2820c5758278406e95627a6ae407238f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.", "targets": "Why was The Yale Report established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2820c5758278406e95627a6ae407238f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.", "targets": "What were the group of Yale professors and ministers attempting to achieve?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2820c5758278406e95627a6ae407238f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.", "targets": "What changes were the professors and ministers responding to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6767b850f34949aab07c5605f0f50071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1840, the Market Hall and Sheds, where fresh meat and produce were brought daily, became a hub of commercial activity. The slave trade also depended on the port of Charleston, where ships could be unloaded and the slaves bought and sold. The legal importation of African slaves had ended in 1808, although smuggling was significant. However, the domestic trade was booming. More than one million slaves were transported from the Upper South to the Deep South in the antebellum years, as cotton plantations were widely developed through what became known as the Black Belt. Many slaves were transported in the coastwise slave trade, with slave ships stopping at ports such as Charleston.", "targets": "What industry depended on the port of Charleston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6767b850f34949aab07c5605f0f50071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1840, the Market Hall and Sheds, where fresh meat and produce were brought daily, became a hub of commercial activity. The slave trade also depended on the port of Charleston, where ships could be unloaded and the slaves bought and sold. The legal importation of African slaves had ended in 1808, although smuggling was significant. However, the domestic trade was booming. More than one million slaves were transported from the Upper South to the Deep South in the antebellum years, as cotton plantations were widely developed through what became known as the Black Belt. Many slaves were transported in the coastwise slave trade, with slave ships stopping at ports such as Charleston.", "targets": "Where was  fresh food sold daily in Charleston in 1840?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6767b850f34949aab07c5605f0f50071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1840, the Market Hall and Sheds, where fresh meat and produce were brought daily, became a hub of commercial activity. The slave trade also depended on the port of Charleston, where ships could be unloaded and the slaves bought and sold. The legal importation of African slaves had ended in 1808, although smuggling was significant. However, the domestic trade was booming. More than one million slaves were transported from the Upper South to the Deep South in the antebellum years, as cotton plantations were widely developed through what became known as the Black Belt. Many slaves were transported in the coastwise slave trade, with slave ships stopping at ports such as Charleston.", "targets": "What year did the legal importation of slaves end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6767b850f34949aab07c5605f0f50071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1840, the Market Hall and Sheds, where fresh meat and produce were brought daily, became a hub of commercial activity. The slave trade also depended on the port of Charleston, where ships could be unloaded and the slaves bought and sold. The legal importation of African slaves had ended in 1808, although smuggling was significant. However, the domestic trade was booming. More than one million slaves were transported from the Upper South to the Deep South in the antebellum years, as cotton plantations were widely developed through what became known as the Black Belt. Many slaves were transported in the coastwise slave trade, with slave ships stopping at ports such as Charleston.", "targets": "The region where cotton plantations were developed was known as what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6767b850f34949aab07c5605f0f50071", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1840, the Market Hall and Sheds, where fresh meat and produce were brought daily, became a hub of commercial activity. The slave trade also depended on the port of Charleston, where ships could be unloaded and the slaves bought and sold. The legal importation of African slaves had ended in 1808, although smuggling was significant. However, the domestic trade was booming. More than one million slaves were transported from the Upper South to the Deep South in the antebellum years, as cotton plantations were widely developed through what became known as the Black Belt. Many slaves were transported in the coastwise slave trade, with slave ships stopping at ports such as Charleston.", "targets": "In what era did one million slaves get trade throughout the South?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc189574abc4708b0f8117de7a598db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Seahawks' CenturyLink Field has hosted NFL playoff games in 2006, 2008, 2011, 2014 and 2015. The Seahawks have advanced to the Super Bowl three times: 2005, 2013 and 2014. They defeated the Denver Broncos 43-8 to win their first Super Bowl championship in Super Bowl XLVIII, but lost 24-28 against the New England Patriots in Super Bowl XLIX. Seattle Sounders FC has played in Major League Soccer since 2009, sharing CenturyLink Field with the Seahawks, as a continuation of earlier teams in the lower divisions of American soccer. The Sounders have not won the MLS Cup but have, however, won the MLS Supporters' Shield in 2014 and the Lamar Hunt U.S. Open Cup on four occasions: 2009, 2010, 2011, and 2014.", "targets": "How many times have the Seattle Seahawks played in the World Series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc189574abc4708b0f8117de7a598db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Seahawks' CenturyLink Field has hosted NFL playoff games in 2006, 2008, 2011, 2014 and 2015. The Seahawks have advanced to the Super Bowl three times: 2005, 2013 and 2014. They defeated the Denver Broncos 43-8 to win their first Super Bowl championship in Super Bowl XLVIII, but lost 24-28 against the New England Patriots in Super Bowl XLIX. Seattle Sounders FC has played in Major League Soccer since 2009, sharing CenturyLink Field with the Seahawks, as a continuation of earlier teams in the lower divisions of American soccer. The Sounders have not won the MLS Cup but have, however, won the MLS Supporters' Shield in 2014 and the Lamar Hunt U.S. Open Cup on four occasions: 2009, 2010, 2011, and 2014.", "targets": "Who did the Seahawks beat to win the Super Bowl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc189574abc4708b0f8117de7a598db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Seahawks' CenturyLink Field has hosted NFL playoff games in 2006, 2008, 2011, 2014 and 2015. The Seahawks have advanced to the Super Bowl three times: 2005, 2013 and 2014. They defeated the Denver Broncos 43-8 to win their first Super Bowl championship in Super Bowl XLVIII, but lost 24-28 against the New England Patriots in Super Bowl XLIX. Seattle Sounders FC has played in Major League Soccer since 2009, sharing CenturyLink Field with the Seahawks, as a continuation of earlier teams in the lower divisions of American soccer. The Sounders have not won the MLS Cup but have, however, won the MLS Supporters' Shield in 2014 and the Lamar Hunt U.S. Open Cup on four occasions: 2009, 2010, 2011, and 2014.", "targets": "What team defeated the Seattle Seahawks to win Super Bowl XLIX?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc189574abc4708b0f8117de7a598db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Seahawks' CenturyLink Field has hosted NFL playoff games in 2006, 2008, 2011, 2014 and 2015. The Seahawks have advanced to the Super Bowl three times: 2005, 2013 and 2014. They defeated the Denver Broncos 43-8 to win their first Super Bowl championship in Super Bowl XLVIII, but lost 24-28 against the New England Patriots in Super Bowl XLIX. Seattle Sounders FC has played in Major League Soccer since 2009, sharing CenturyLink Field with the Seahawks, as a continuation of earlier teams in the lower divisions of American soccer. The Sounders have not won the MLS Cup but have, however, won the MLS Supporters' Shield in 2014 and the Lamar Hunt U.S. Open Cup on four occasions: 2009, 2010, 2011, and 2014.", "targets": "What is the Seattle soccer club named?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebc189574abc4708b0f8117de7a598db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Seahawks' CenturyLink Field has hosted NFL playoff games in 2006, 2008, 2011, 2014 and 2015. The Seahawks have advanced to the Super Bowl three times: 2005, 2013 and 2014. They defeated the Denver Broncos 43-8 to win their first Super Bowl championship in Super Bowl XLVIII, but lost 24-28 against the New England Patriots in Super Bowl XLIX. Seattle Sounders FC has played in Major League Soccer since 2009, sharing CenturyLink Field with the Seahawks, as a continuation of earlier teams in the lower divisions of American soccer. The Sounders have not won the MLS Cup but have, however, won the MLS Supporters' Shield in 2014 and the Lamar Hunt U.S. Open Cup on four occasions: 2009, 2010, 2011, and 2014.", "targets": "With what team do the Sounders share Century Link Field?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b1ca969c3848fa8a7a8afdbbd215a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1838, there was a flurry of entrepreneurial activity involving asphalt/bitumen, which had uses beyond paving. For example, asphalt could also used for flooring, damp proofing in buildings, and for waterproofing of various types of pools and baths, with these latter themselves proliferating in the 19th century. On the London stockmarket, there were various claims as to the exclusivity of asphalt quality from France, Germany and England. And numerous patents were granted in France, with similar numbers of patent applications being denied in England due to their similarity to each other. In England, \"Claridge's was the type most used in the 1840s and 50s\"", "targets": "In what year was asphalt used for uses aside from road paving?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b1ca969c3848fa8a7a8afdbbd215a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1838, there was a flurry of entrepreneurial activity involving asphalt/bitumen, which had uses beyond paving. For example, asphalt could also used for flooring, damp proofing in buildings, and for waterproofing of various types of pools and baths, with these latter themselves proliferating in the 19th century. On the London stockmarket, there were various claims as to the exclusivity of asphalt quality from France, Germany and England. And numerous patents were granted in France, with similar numbers of patent applications being denied in England due to their similarity to each other. In England, \"Claridge's was the type most used in the 1840s and 50s\"", "targets": "In what places were asphalt used as waterproofing?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b1ca969c3848fa8a7a8afdbbd215a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1838, there was a flurry of entrepreneurial activity involving asphalt/bitumen, which had uses beyond paving. For example, asphalt could also used for flooring, damp proofing in buildings, and for waterproofing of various types of pools and baths, with these latter themselves proliferating in the 19th century. On the London stockmarket, there were various claims as to the exclusivity of asphalt quality from France, Germany and England. And numerous patents were granted in France, with similar numbers of patent applications being denied in England due to their similarity to each other. In England, \"Claridge's was the type most used in the 1840s and 50s\"", "targets": "For what reason was asphalt used in the flooring of buildings?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b1ca969c3848fa8a7a8afdbbd215a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1838, there was a flurry of entrepreneurial activity involving asphalt/bitumen, which had uses beyond paving. For example, asphalt could also used for flooring, damp proofing in buildings, and for waterproofing of various types of pools and baths, with these latter themselves proliferating in the 19th century. On the London stockmarket, there were various claims as to the exclusivity of asphalt quality from France, Germany and England. And numerous patents were granted in France, with similar numbers of patent applications being denied in England due to their similarity to each other. In England, \"Claridge's was the type most used in the 1840s and 50s\"", "targets": "When was Claridge's asphalt the most often used? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-69b1ca969c3848fa8a7a8afdbbd215a9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1838, there was a flurry of entrepreneurial activity involving asphalt/bitumen, which had uses beyond paving. For example, asphalt could also used for flooring, damp proofing in buildings, and for waterproofing of various types of pools and baths, with these latter themselves proliferating in the 19th century. On the London stockmarket, there were various claims as to the exclusivity of asphalt quality from France, Germany and England. And numerous patents were granted in France, with similar numbers of patent applications being denied in England due to their similarity to each other. In England, \"Claridge's was the type most used in the 1840s and 50s\"", "targets": "Many of what were granted in France, but denied in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "Who did Fr\u00e9d\u00e9ric visit Berlin with in September 1828?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "Which opera director did Fr\u00e9d\u00e9ric see works of during his stay in Berlin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "Who was Fr\u00e9d\u00e9ric a guest of during his stay in Berlin in 1829?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "What piece did Fr\u00e9d\u00e9ric create specifically for the prince and the prince's daughter, Wanda?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "When did Chopin visit Berlin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "With whom did Chopin go to Berlin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "While in Berlin he saw the operatic work of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "In 1829 on a trip back to Berlin Chopin was a guest of who?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "What piece did Chopin create for Prince Antoni?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "What year did Chopin visit Berlin while still a student?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "Who did Chopin go to Berlin with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "What did the person who Chopin went with to Berlin do for his work?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "Who directed the operas they enjoyed in Berlin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-94b143d901ff4c0891bf552cb3b69fe6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In September 1828 Chopin, while still a student, visited Berlin with a family friend, zoologist Feliks Jarocki, enjoying operas directed by Gaspare Spontini and attending concerts by Carl Friedrich Zelter, Felix Mendelssohn and other celebrities. On an 1829 return trip to Berlin, he was a guest of Prince Antoni Radziwi\u0142\u0142, governor of the Grand Duchy of Posen\u2014himself an accomplished composer and aspiring cellist. For the prince and his pianist daughter Wanda, he composed his Introduction and Polonaise brillante in C major for cello and piano, Op. 3.", "targets": "What year did Chopin return to Berlin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-822385eb42824b2b9382130961603b77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The egalitarianism typical of human hunters and gatherers is never total, but is striking when viewed in an evolutionary context. One of humanity's two closest primate relatives, chimpanzees, are anything but egalitarian, forming themselves into hierarchies that are often dominated by an alpha male. So great is the contrast with human hunter-gatherers that it is widely argued by palaeoanthropologists that resistance to being dominated was a key factor driving the evolutionary emergence of human consciousness, language, kinship and social organization.", "targets": "How is it interesting to view hunter-gatherers' egalitarianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-822385eb42824b2b9382130961603b77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The egalitarianism typical of human hunters and gatherers is never total, but is striking when viewed in an evolutionary context. One of humanity's two closest primate relatives, chimpanzees, are anything but egalitarian, forming themselves into hierarchies that are often dominated by an alpha male. So great is the contrast with human hunter-gatherers that it is widely argued by palaeoanthropologists that resistance to being dominated was a key factor driving the evolutionary emergence of human consciousness, language, kinship and social organization.", "targets": "What do chimpanzees act like as pertains to being egalitarianism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-822385eb42824b2b9382130961603b77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The egalitarianism typical of human hunters and gatherers is never total, but is striking when viewed in an evolutionary context. One of humanity's two closest primate relatives, chimpanzees, are anything but egalitarian, forming themselves into hierarchies that are often dominated by an alpha male. So great is the contrast with human hunter-gatherers that it is widely argued by palaeoanthropologists that resistance to being dominated was a key factor driving the evolutionary emergence of human consciousness, language, kinship and social organization.", "targets": "How do chimpanzees arrange themselves in a group setting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-822385eb42824b2b9382130961603b77", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The egalitarianism typical of human hunters and gatherers is never total, but is striking when viewed in an evolutionary context. One of humanity's two closest primate relatives, chimpanzees, are anything but egalitarian, forming themselves into hierarchies that are often dominated by an alpha male. So great is the contrast with human hunter-gatherers that it is widely argued by palaeoanthropologists that resistance to being dominated was a key factor driving the evolutionary emergence of human consciousness, language, kinship and social organization.", "targets": "What is the dominate one in a chimpanzee group?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c303303b25684440aba83c0dd9ba256c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An additional extension to MPEG-2 is named MPEG-2.5 audio, as MPEG-3 already had a different meaning. This extension was developed at Fraunhofer IIS, the registered MP3 patent holders. Like MPEG-2, MPEG-2.5 adds new sampling rates exactly half of that previously possible with MPEG-2. It thus widens the scope of MP3 to include human speech and other applications requiring only 25% of the frequency reproduction possible with MPEG-1. While not an ISO recognized standard, MPEG-2.5 is widely supported by both inexpensive and brand name digital audio players as well as computer software based MP3 encoders and decoders. A sample rate comparison between MPEG-1, 2 and 2.5 is given further down. MPEG-2.5 was not developed by MPEG and was never approved as an international standard. MPEG-2.5 is thus an unofficial or proprietary extension to the MP3 format.", "targets": "As MPEG-3 had a different meaning, what was the name given to the extension of MPEG-2?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c303303b25684440aba83c0dd9ba256c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An additional extension to MPEG-2 is named MPEG-2.5 audio, as MPEG-3 already had a different meaning. This extension was developed at Fraunhofer IIS, the registered MP3 patent holders. Like MPEG-2, MPEG-2.5 adds new sampling rates exactly half of that previously possible with MPEG-2. It thus widens the scope of MP3 to include human speech and other applications requiring only 25% of the frequency reproduction possible with MPEG-1. While not an ISO recognized standard, MPEG-2.5 is widely supported by both inexpensive and brand name digital audio players as well as computer software based MP3 encoders and decoders. A sample rate comparison between MPEG-1, 2 and 2.5 is given further down. MPEG-2.5 was not developed by MPEG and was never approved as an international standard. MPEG-2.5 is thus an unofficial or proprietary extension to the MP3 format.", "targets": "Where was this extension developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c303303b25684440aba83c0dd9ba256c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An additional extension to MPEG-2 is named MPEG-2.5 audio, as MPEG-3 already had a different meaning. This extension was developed at Fraunhofer IIS, the registered MP3 patent holders. Like MPEG-2, MPEG-2.5 adds new sampling rates exactly half of that previously possible with MPEG-2. It thus widens the scope of MP3 to include human speech and other applications requiring only 25% of the frequency reproduction possible with MPEG-1. While not an ISO recognized standard, MPEG-2.5 is widely supported by both inexpensive and brand name digital audio players as well as computer software based MP3 encoders and decoders. A sample rate comparison between MPEG-1, 2 and 2.5 is given further down. MPEG-2.5 was not developed by MPEG and was never approved as an international standard. MPEG-2.5 is thus an unofficial or proprietary extension to the MP3 format.", "targets": "The new sampling rates widened the scope of MP3 to be able to include what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c303303b25684440aba83c0dd9ba256c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An additional extension to MPEG-2 is named MPEG-2.5 audio, as MPEG-3 already had a different meaning. This extension was developed at Fraunhofer IIS, the registered MP3 patent holders. Like MPEG-2, MPEG-2.5 adds new sampling rates exactly half of that previously possible with MPEG-2. It thus widens the scope of MP3 to include human speech and other applications requiring only 25% of the frequency reproduction possible with MPEG-1. While not an ISO recognized standard, MPEG-2.5 is widely supported by both inexpensive and brand name digital audio players as well as computer software based MP3 encoders and decoders. A sample rate comparison between MPEG-1, 2 and 2.5 is given further down. MPEG-2.5 was not developed by MPEG and was never approved as an international standard. MPEG-2.5 is thus an unofficial or proprietary extension to the MP3 format.", "targets": "What is not an ISO recognized standard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c303303b25684440aba83c0dd9ba256c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "An additional extension to MPEG-2 is named MPEG-2.5 audio, as MPEG-3 already had a different meaning. This extension was developed at Fraunhofer IIS, the registered MP3 patent holders. Like MPEG-2, MPEG-2.5 adds new sampling rates exactly half of that previously possible with MPEG-2. It thus widens the scope of MP3 to include human speech and other applications requiring only 25% of the frequency reproduction possible with MPEG-1. While not an ISO recognized standard, MPEG-2.5 is widely supported by both inexpensive and brand name digital audio players as well as computer software based MP3 encoders and decoders. A sample rate comparison between MPEG-1, 2 and 2.5 is given further down. MPEG-2.5 was not developed by MPEG and was never approved as an international standard. MPEG-2.5 is thus an unofficial or proprietary extension to the MP3 format.", "targets": "As MPEG-2.5 is unofficial, it is considered what kind of extension to the MP3 format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54c1a285554f4eb788429d74efa19d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The printed circuit board industry defines heavy copper as layers exceeding three ounces of copper, or approximately 0.0042 inches (4.2 mils, 105 \u03bcm) thick. PCB designers and fabricators often use heavy copper when design and manufacturing circuit boards in order to increase current-carrying capacity as well as resistance to thermal strains. Heavy copper plated vias transfer heat to external heat sinks. IPC 2152 is a standard for determining current-carrying capacity of printed circuit board traces.", "targets": "What's the minimum amount of copper a layer in a PCB can have to be considered \"heavy copper\"?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54c1a285554f4eb788429d74efa19d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The printed circuit board industry defines heavy copper as layers exceeding three ounces of copper, or approximately 0.0042 inches (4.2 mils, 105 \u03bcm) thick. PCB designers and fabricators often use heavy copper when design and manufacturing circuit boards in order to increase current-carrying capacity as well as resistance to thermal strains. Heavy copper plated vias transfer heat to external heat sinks. IPC 2152 is a standard for determining current-carrying capacity of printed circuit board traces.", "targets": "About how thick would a PCB layer be if it contained three oz. of copper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54c1a285554f4eb788429d74efa19d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The printed circuit board industry defines heavy copper as layers exceeding three ounces of copper, or approximately 0.0042 inches (4.2 mils, 105 \u03bcm) thick. PCB designers and fabricators often use heavy copper when design and manufacturing circuit boards in order to increase current-carrying capacity as well as resistance to thermal strains. Heavy copper plated vias transfer heat to external heat sinks. IPC 2152 is a standard for determining current-carrying capacity of printed circuit board traces.", "targets": "What will a circuit board with heavy copper carry very well?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54c1a285554f4eb788429d74efa19d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The printed circuit board industry defines heavy copper as layers exceeding three ounces of copper, or approximately 0.0042 inches (4.2 mils, 105 \u03bcm) thick. PCB designers and fabricators often use heavy copper when design and manufacturing circuit boards in order to increase current-carrying capacity as well as resistance to thermal strains. Heavy copper plated vias transfer heat to external heat sinks. IPC 2152 is a standard for determining current-carrying capacity of printed circuit board traces.", "targets": "What would a PCB designer use heavy copper to make their circuit board resist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54c1a285554f4eb788429d74efa19d15", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The printed circuit board industry defines heavy copper as layers exceeding three ounces of copper, or approximately 0.0042 inches (4.2 mils, 105 \u03bcm) thick. PCB designers and fabricators often use heavy copper when design and manufacturing circuit boards in order to increase current-carrying capacity as well as resistance to thermal strains. Heavy copper plated vias transfer heat to external heat sinks. IPC 2152 is a standard for determining current-carrying capacity of printed circuit board traces.", "targets": "Where does the heat go when it leaves heavy copper-plated vias?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6762c15964d8fb4da8bb4cc27f6d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devonport Dockyard is the UK's only naval base that refits nuclear submarines and the Navy estimates that the Dockyard generates about 10% of Plymouth's income. Plymouth has the largest cluster of marine and maritime businesses in the south west with 270 firms operating within the sector. Other substantial employers include the university with almost 3,000 staff, as well as the Tamar Science Park employing 500 people in 50 companies. Several employers have chosen to locate their headquarters in Plymouth, including Hemsley Fraser.", "targets": "About what percentage of Plymouth's income comes from the Dockyard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6762c15964d8fb4da8bb4cc27f6d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devonport Dockyard is the UK's only naval base that refits nuclear submarines and the Navy estimates that the Dockyard generates about 10% of Plymouth's income. Plymouth has the largest cluster of marine and maritime businesses in the south west with 270 firms operating within the sector. Other substantial employers include the university with almost 3,000 staff, as well as the Tamar Science Park employing 500 people in 50 companies. Several employers have chosen to locate their headquarters in Plymouth, including Hemsley Fraser.", "targets": "What Royal Navy base is present in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6762c15964d8fb4da8bb4cc27f6d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devonport Dockyard is the UK's only naval base that refits nuclear submarines and the Navy estimates that the Dockyard generates about 10% of Plymouth's income. Plymouth has the largest cluster of marine and maritime businesses in the south west with 270 firms operating within the sector. Other substantial employers include the university with almost 3,000 staff, as well as the Tamar Science Park employing 500 people in 50 companies. Several employers have chosen to locate their headquarters in Plymouth, including Hemsley Fraser.", "targets": "How many maritime businesses operate in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6762c15964d8fb4da8bb4cc27f6d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devonport Dockyard is the UK's only naval base that refits nuclear submarines and the Navy estimates that the Dockyard generates about 10% of Plymouth's income. Plymouth has the largest cluster of marine and maritime businesses in the south west with 270 firms operating within the sector. Other substantial employers include the university with almost 3,000 staff, as well as the Tamar Science Park employing 500 people in 50 companies. Several employers have chosen to locate their headquarters in Plymouth, including Hemsley Fraser.", "targets": "How many people work in Tamar Science Park?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-88a6762c15964d8fb4da8bb4cc27f6d6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Devonport Dockyard is the UK's only naval base that refits nuclear submarines and the Navy estimates that the Dockyard generates about 10% of Plymouth's income. Plymouth has the largest cluster of marine and maritime businesses in the south west with 270 firms operating within the sector. Other substantial employers include the university with almost 3,000 staff, as well as the Tamar Science Park employing 500 people in 50 companies. Several employers have chosen to locate their headquarters in Plymouth, including Hemsley Fraser.", "targets": "What is a notable company based in Plymouth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565289b11c3a43099133b9511939dfc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theory of special relativity finds a convenient formulation in Minkowski spacetime, a mathematical structure that combines three dimensions of space with a single dimension of time. In this formalism, distances in space can be measured by how long light takes to travel that distance, e.g., a light-year is a measure of distance, and a meter is now defined in terms of how far light travels in a certain amount of time. Two events in Minkowski spacetime are separated by an invariant interval, which can be either space-like, light-like, or time-like. Events that have a time-like separation cannot be simultaneous in any frame of reference, there must be a temporal component (and possibly a spatial one) to their separation. Events that have a space-like separation will be simultaneous in some frame of reference, and there is no frame of reference in which they do not have a spatial separation. Different observers may calculate different distances and different time intervals between two events, but the invariant interval between the events is independent of the observer (and his velocity).", "targets": "Minkowski spacetime combines the three dimensions of space with what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565289b11c3a43099133b9511939dfc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theory of special relativity finds a convenient formulation in Minkowski spacetime, a mathematical structure that combines three dimensions of space with a single dimension of time. In this formalism, distances in space can be measured by how long light takes to travel that distance, e.g., a light-year is a measure of distance, and a meter is now defined in terms of how far light travels in a certain amount of time. Two events in Minkowski spacetime are separated by an invariant interval, which can be either space-like, light-like, or time-like. Events that have a time-like separation cannot be simultaneous in any frame of reference, there must be a temporal component (and possibly a spatial one) to their separation. Events that have a space-like separation will be simultaneous in some frame of reference, and there is no frame of reference in which they do not have a spatial separation. Different observers may calculate different distances and different time intervals between two events, but the invariant interval between the events is independent of the observer (and his velocity).", "targets": "In Minkowski spacetime, how can distances in space be measured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565289b11c3a43099133b9511939dfc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theory of special relativity finds a convenient formulation in Minkowski spacetime, a mathematical structure that combines three dimensions of space with a single dimension of time. In this formalism, distances in space can be measured by how long light takes to travel that distance, e.g., a light-year is a measure of distance, and a meter is now defined in terms of how far light travels in a certain amount of time. Two events in Minkowski spacetime are separated by an invariant interval, which can be either space-like, light-like, or time-like. Events that have a time-like separation cannot be simultaneous in any frame of reference, there must be a temporal component (and possibly a spatial one) to their separation. Events that have a space-like separation will be simultaneous in some frame of reference, and there is no frame of reference in which they do not have a spatial separation. Different observers may calculate different distances and different time intervals between two events, but the invariant interval between the events is independent of the observer (and his velocity).", "targets": "What are two events in Minkowski spacetime separated by?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565289b11c3a43099133b9511939dfc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theory of special relativity finds a convenient formulation in Minkowski spacetime, a mathematical structure that combines three dimensions of space with a single dimension of time. In this formalism, distances in space can be measured by how long light takes to travel that distance, e.g., a light-year is a measure of distance, and a meter is now defined in terms of how far light travels in a certain amount of time. Two events in Minkowski spacetime are separated by an invariant interval, which can be either space-like, light-like, or time-like. Events that have a time-like separation cannot be simultaneous in any frame of reference, there must be a temporal component (and possibly a spatial one) to their separation. Events that have a space-like separation will be simultaneous in some frame of reference, and there is no frame of reference in which they do not have a spatial separation. Different observers may calculate different distances and different time intervals between two events, but the invariant interval between the events is independent of the observer (and his velocity).", "targets": "The invariant interval between events is independent of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-565289b11c3a43099133b9511939dfc6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The theory of special relativity finds a convenient formulation in Minkowski spacetime, a mathematical structure that combines three dimensions of space with a single dimension of time. In this formalism, distances in space can be measured by how long light takes to travel that distance, e.g., a light-year is a measure of distance, and a meter is now defined in terms of how far light travels in a certain amount of time. Two events in Minkowski spacetime are separated by an invariant interval, which can be either space-like, light-like, or time-like. Events that have a time-like separation cannot be simultaneous in any frame of reference, there must be a temporal component (and possibly a spatial one) to their separation. Events that have a space-like separation will be simultaneous in some frame of reference, and there is no frame of reference in which they do not have a spatial separation. Different observers may calculate different distances and different time intervals between two events, but the invariant interval between the events is independent of the observer (and his velocity).", "targets": "The invariant interval that separates two events in Minkowski spacetime can either be what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f88d84ac3435eb5c5aa5acee48b94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Factories and mines were not the only places where child labour was prevalent in the early 20th century. Home-based manufacturing across the United States and Europe employed children as well. Governments and reformers argued that labour in factories must be regulated and the state had an obligation to provide welfare for poor. Legislation that followed had the effect of moving work out of factories into urban homes. Families and women, in particular, preferred it because it allowed them to generate income while taking care of household duties.", "targets": "Why would families perfer labour done at the home as opposed to the factory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f88d84ac3435eb5c5aa5acee48b94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Factories and mines were not the only places where child labour was prevalent in the early 20th century. Home-based manufacturing across the United States and Europe employed children as well. Governments and reformers argued that labour in factories must be regulated and the state had an obligation to provide welfare for poor. Legislation that followed had the effect of moving work out of factories into urban homes. Families and women, in particular, preferred it because it allowed them to generate income while taking care of household duties.", "targets": "Early 20th century states began to have a responsiblity to take care of whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1a2f88d84ac3435eb5c5aa5acee48b94", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Factories and mines were not the only places where child labour was prevalent in the early 20th century. Home-based manufacturing across the United States and Europe employed children as well. Governments and reformers argued that labour in factories must be regulated and the state had an obligation to provide welfare for poor. Legislation that followed had the effect of moving work out of factories into urban homes. Families and women, in particular, preferred it because it allowed them to generate income while taking care of household duties.", "targets": "Children were employed in the home, factories and were else in the 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5d54fea10047a381fdf61b1dfdb08a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First, the Yongying system signaled the end of Manchu dominance in Qing military establishment. Although the Banners and Green Standard armies lingered on as a drain on resources, henceforth the Yongying corps became the Qing government's de facto first-line troops. Second, the Yongying corps were financed through provincial coffers and were led by regional commanders, weakening central government's grip on the whole country. Finally, the nature of Yongying command structure fostered nepotism and cronyism amongst its commanders, who laid the seeds of regional warlordism in the first half of the 20th century.", "targets": "What entity became the main Qing troops?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5d54fea10047a381fdf61b1dfdb08a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First, the Yongying system signaled the end of Manchu dominance in Qing military establishment. Although the Banners and Green Standard armies lingered on as a drain on resources, henceforth the Yongying corps became the Qing government's de facto first-line troops. Second, the Yongying corps were financed through provincial coffers and were led by regional commanders, weakening central government's grip on the whole country. Finally, the nature of Yongying command structure fostered nepotism and cronyism amongst its commanders, who laid the seeds of regional warlordism in the first half of the 20th century.", "targets": "Who paid for the Yongying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0b5d54fea10047a381fdf61b1dfdb08a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "First, the Yongying system signaled the end of Manchu dominance in Qing military establishment. Although the Banners and Green Standard armies lingered on as a drain on resources, henceforth the Yongying corps became the Qing government's de facto first-line troops. Second, the Yongying corps were financed through provincial coffers and were led by regional commanders, weakening central government's grip on the whole country. Finally, the nature of Yongying command structure fostered nepotism and cronyism amongst its commanders, who laid the seeds of regional warlordism in the first half of the 20th century.", "targets": "Who led the Yongying?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f736931abb1417ba21722e350985982", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end of adolescence and the beginning of adulthood varies by country and by function. Furthermore, even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians, including less supervision as compared to preadolescence.", "targets": "Is adolescence usually accompanied by increased parental supervision or increased independence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f736931abb1417ba21722e350985982", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end of adolescence and the beginning of adulthood varies by country and by function. Furthermore, even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians, including less supervision as compared to preadolescence.", "targets": "Do milestones such as driving a vechile, serving on a jury, voting, and marriage all have a common age of responsibility?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2f736931abb1417ba21722e350985982", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The end of adolescence and the beginning of adulthood varies by country and by function. Furthermore, even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians, including less supervision as compared to preadolescence.", "targets": "Is the end of adolescence and beginning of adulthood easily agreed upon or does it vary by country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af03dd94fda547df8a0d96cbb54e08c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's first stock exchange was established in 1817 and continued trading until World War II. It was re-established in April 1991, following the end of the post-war communist control of the country and the reintroduction of a free-market economy. Today, the Warsaw Stock Exchange (WSE) is, according to many indicators, the largest market in the region, with 374 companies listed and total capitalization of 162 584 mln EUR as of 31 August 2009. From 1991 until 2000, the stock exchange was, ironically, located in the building previously used as the headquarters of the Polish United Workers' Party (PZPR).", "targets": "When was Warsaw's first stock exchange established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af03dd94fda547df8a0d96cbb54e08c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's first stock exchange was established in 1817 and continued trading until World War II. It was re-established in April 1991, following the end of the post-war communist control of the country and the reintroduction of a free-market economy. Today, the Warsaw Stock Exchange (WSE) is, according to many indicators, the largest market in the region, with 374 companies listed and total capitalization of 162 584 mln EUR as of 31 August 2009. From 1991 until 2000, the stock exchange was, ironically, located in the building previously used as the headquarters of the Polish United Workers' Party (PZPR).", "targets": "What brought Warsaw's stock exchange to a stop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af03dd94fda547df8a0d96cbb54e08c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's first stock exchange was established in 1817 and continued trading until World War II. It was re-established in April 1991, following the end of the post-war communist control of the country and the reintroduction of a free-market economy. Today, the Warsaw Stock Exchange (WSE) is, according to many indicators, the largest market in the region, with 374 companies listed and total capitalization of 162 584 mln EUR as of 31 August 2009. From 1991 until 2000, the stock exchange was, ironically, located in the building previously used as the headquarters of the Polish United Workers' Party (PZPR).", "targets": "When was Warsaw's stock exchange brought back to life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af03dd94fda547df8a0d96cbb54e08c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's first stock exchange was established in 1817 and continued trading until World War II. It was re-established in April 1991, following the end of the post-war communist control of the country and the reintroduction of a free-market economy. Today, the Warsaw Stock Exchange (WSE) is, according to many indicators, the largest market in the region, with 374 companies listed and total capitalization of 162 584 mln EUR as of 31 August 2009. From 1991 until 2000, the stock exchange was, ironically, located in the building previously used as the headquarters of the Polish United Workers' Party (PZPR).", "targets": "How many companies were listed on the WSE on August 2009?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af03dd94fda547df8a0d96cbb54e08c8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Warsaw's first stock exchange was established in 1817 and continued trading until World War II. It was re-established in April 1991, following the end of the post-war communist control of the country and the reintroduction of a free-market economy. Today, the Warsaw Stock Exchange (WSE) is, according to many indicators, the largest market in the region, with 374 companies listed and total capitalization of 162 584 mln EUR as of 31 August 2009. From 1991 until 2000, the stock exchange was, ironically, located in the building previously used as the headquarters of the Polish United Workers' Party (PZPR).", "targets": "Whose former headquarters was the WSE located in until 2000?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb0c5ce22613417a8cc28232aeea206f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a banner of \"reducing public drunkenness\" the Beer Act of 1830 introduced a new lower tier of premises permitted to sell alcohol, the Beer Houses. At the time beer was viewed as harmless, nutritious and even healthy. Young children were often given what was described as small beer, which was brewed to have a low alcohol content, as the local water was often unsafe. Even the evangelical church and temperance movements of the day viewed the drinking of beer very much as a secondary evil and a normal accompaniment to a meal. The freely available beer was thus intended to wean the drinkers off the evils of gin, or so the thinking went.", "targets": "What law allowed the existence of beer houses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb0c5ce22613417a8cc28232aeea206f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a banner of \"reducing public drunkenness\" the Beer Act of 1830 introduced a new lower tier of premises permitted to sell alcohol, the Beer Houses. At the time beer was viewed as harmless, nutritious and even healthy. Young children were often given what was described as small beer, which was brewed to have a low alcohol content, as the local water was often unsafe. Even the evangelical church and temperance movements of the day viewed the drinking of beer very much as a secondary evil and a normal accompaniment to a meal. The freely available beer was thus intended to wean the drinkers off the evils of gin, or so the thinking went.", "targets": "In what way did small beer differ from regular beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb0c5ce22613417a8cc28232aeea206f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a banner of \"reducing public drunkenness\" the Beer Act of 1830 introduced a new lower tier of premises permitted to sell alcohol, the Beer Houses. At the time beer was viewed as harmless, nutritious and even healthy. Young children were often given what was described as small beer, which was brewed to have a low alcohol content, as the local water was often unsafe. Even the evangelical church and temperance movements of the day viewed the drinking of beer very much as a secondary evil and a normal accompaniment to a meal. The freely available beer was thus intended to wean the drinkers off the evils of gin, or so the thinking went.", "targets": "What alcohol was regarded as evil when compared to beer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fb0c5ce22613417a8cc28232aeea206f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Under a banner of \"reducing public drunkenness\" the Beer Act of 1830 introduced a new lower tier of premises permitted to sell alcohol, the Beer Houses. At the time beer was viewed as harmless, nutritious and even healthy. Young children were often given what was described as small beer, which was brewed to have a low alcohol content, as the local water was often unsafe. Even the evangelical church and temperance movements of the day viewed the drinking of beer very much as a secondary evil and a normal accompaniment to a meal. The freely available beer was thus intended to wean the drinkers off the evils of gin, or so the thinking went.", "targets": "What was the intention behind the passage of the Beer Act of 1830?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92a58548104b4de1b4e5320e8e172677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While exploring inland along the northern coast of Florida in 1528, the members of the Narv\u00e1ez expedition, including \u00c1lvar N\u00fa\u00f1ez Cabeza de Vaca, found a Native American village near present-day Tallahassee, Florida whose name they transcribed as Apalchen or Apalachen [a.pa\u02c8la.t\u0283\u025bn]. The name was soon altered by the Spanish to Apalachee and used as a name for the tribe and region spreading well inland to the north. P\u00e1nfilo de Narv\u00e1ez's expedition first entered Apalachee territory on June 15, 1528, and applied the name. Now spelled \"Appalachian,\" it is the fourth-oldest surviving European place-name in the US.", "targets": "What area did the Narvaez expedition explore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92a58548104b4de1b4e5320e8e172677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While exploring inland along the northern coast of Florida in 1528, the members of the Narv\u00e1ez expedition, including \u00c1lvar N\u00fa\u00f1ez Cabeza de Vaca, found a Native American village near present-day Tallahassee, Florida whose name they transcribed as Apalchen or Apalachen [a.pa\u02c8la.t\u0283\u025bn]. The name was soon altered by the Spanish to Apalachee and used as a name for the tribe and region spreading well inland to the north. P\u00e1nfilo de Narv\u00e1ez's expedition first entered Apalachee territory on June 15, 1528, and applied the name. Now spelled \"Appalachian,\" it is the fourth-oldest surviving European place-name in the US.", "targets": "When did the Narvaez expedition explore Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92a58548104b4de1b4e5320e8e172677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While exploring inland along the northern coast of Florida in 1528, the members of the Narv\u00e1ez expedition, including \u00c1lvar N\u00fa\u00f1ez Cabeza de Vaca, found a Native American village near present-day Tallahassee, Florida whose name they transcribed as Apalchen or Apalachen [a.pa\u02c8la.t\u0283\u025bn]. The name was soon altered by the Spanish to Apalachee and used as a name for the tribe and region spreading well inland to the north. P\u00e1nfilo de Narv\u00e1ez's expedition first entered Apalachee territory on June 15, 1528, and applied the name. Now spelled \"Appalachian,\" it is the fourth-oldest surviving European place-name in the US.", "targets": "What did they transcribe Florida's name as? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-92a58548104b4de1b4e5320e8e172677", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While exploring inland along the northern coast of Florida in 1528, the members of the Narv\u00e1ez expedition, including \u00c1lvar N\u00fa\u00f1ez Cabeza de Vaca, found a Native American village near present-day Tallahassee, Florida whose name they transcribed as Apalchen or Apalachen [a.pa\u02c8la.t\u0283\u025bn]. The name was soon altered by the Spanish to Apalachee and used as a name for the tribe and region spreading well inland to the north. P\u00e1nfilo de Narv\u00e1ez's expedition first entered Apalachee territory on June 15, 1528, and applied the name. Now spelled \"Appalachian,\" it is the fourth-oldest surviving European place-name in the US.", "targets": "What was the name eventually used for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f712be464754f9681ea2b3f6b9e0f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While on one hand the Heian period was an unusually long period of peace, it can also be argued that the period weakened Japan economically and led to poverty for all but a tiny few of its inhabitants. The control of rice fields provided a key source of income for families such as the Fujiwara and were a fundamental base for their power. The aristocratic beneficiaries of Heian culture, the Ry\u014dmin (\u826f\u6c11 \"Good People\") numbered about five thousand in a land of perhaps five million. One reason the samurai were able to take power was that the ruling nobility proved incompetent at managing Japan and its provinces. By the year 1000 the government no longer knew how to issue currency and money was gradually disappearing. Instead of a fully realised system of money circulation, rice was the primary unit of exchange. The lack of a solid medium of economic exchange is implicitly illustrated in novels of the time. For instance, messengers were rewarded with useful objects, e.g., an old silk kimono, rather than paid a fee.", "targets": "What crop was a primary source of income during the Heian period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f712be464754f9681ea2b3f6b9e0f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While on one hand the Heian period was an unusually long period of peace, it can also be argued that the period weakened Japan economically and led to poverty for all but a tiny few of its inhabitants. The control of rice fields provided a key source of income for families such as the Fujiwara and were a fundamental base for their power. The aristocratic beneficiaries of Heian culture, the Ry\u014dmin (\u826f\u6c11 \"Good People\") numbered about five thousand in a land of perhaps five million. One reason the samurai were able to take power was that the ruling nobility proved incompetent at managing Japan and its provinces. By the year 1000 the government no longer knew how to issue currency and money was gradually disappearing. Instead of a fully realised system of money circulation, rice was the primary unit of exchange. The lack of a solid medium of economic exchange is implicitly illustrated in novels of the time. For instance, messengers were rewarded with useful objects, e.g., an old silk kimono, rather than paid a fee.", "targets": "What was the name of the beneficiaries of Heian culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f712be464754f9681ea2b3f6b9e0f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While on one hand the Heian period was an unusually long period of peace, it can also be argued that the period weakened Japan economically and led to poverty for all but a tiny few of its inhabitants. The control of rice fields provided a key source of income for families such as the Fujiwara and were a fundamental base for their power. The aristocratic beneficiaries of Heian culture, the Ry\u014dmin (\u826f\u6c11 \"Good People\") numbered about five thousand in a land of perhaps five million. One reason the samurai were able to take power was that the ruling nobility proved incompetent at managing Japan and its provinces. By the year 1000 the government no longer knew how to issue currency and money was gradually disappearing. Instead of a fully realised system of money circulation, rice was the primary unit of exchange. The lack of a solid medium of economic exchange is implicitly illustrated in novels of the time. For instance, messengers were rewarded with useful objects, e.g., an old silk kimono, rather than paid a fee.", "targets": "Currency gradually disappeared around what year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0f712be464754f9681ea2b3f6b9e0f05", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "While on one hand the Heian period was an unusually long period of peace, it can also be argued that the period weakened Japan economically and led to poverty for all but a tiny few of its inhabitants. The control of rice fields provided a key source of income for families such as the Fujiwara and were a fundamental base for their power. The aristocratic beneficiaries of Heian culture, the Ry\u014dmin (\u826f\u6c11 \"Good People\") numbered about five thousand in a land of perhaps five million. One reason the samurai were able to take power was that the ruling nobility proved incompetent at managing Japan and its provinces. By the year 1000 the government no longer knew how to issue currency and money was gradually disappearing. Instead of a fully realised system of money circulation, rice was the primary unit of exchange. The lack of a solid medium of economic exchange is implicitly illustrated in novels of the time. For instance, messengers were rewarded with useful objects, e.g., an old silk kimono, rather than paid a fee.", "targets": "What crop became the primary unit of exchange?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea7256ffa5044af8e39804db88aa134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a debate, the 129 delegates passed Hardie's motion to establish \"a distinct Labour group in Parliament, who shall have their own whips, and agree upon their policy, which must embrace a readiness to cooperate with any party which for the time being may be engaged in promoting legislation in the direct interests of labour.\" This created an association called the Labour Representation Committee (LRC), meant to coordinate attempts to support MPs sponsored by trade unions and represent the working-class population. It had no single leader, and in the absence of one, the Independent Labour Party nominee Ramsay MacDonald was elected as Secretary. He had the difficult task of keeping the various strands of opinions in the LRC united. The October 1900 \"Khaki election\" came too soon for the new party to campaign effectively; total expenses for the election only came to \u00a333. Only 15 candidatures were sponsored, but two were successful; Keir Hardie in Merthyr Tydfil and Richard Bell in Derby.", "targets": "How many delegates passed the motion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea7256ffa5044af8e39804db88aa134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a debate, the 129 delegates passed Hardie's motion to establish \"a distinct Labour group in Parliament, who shall have their own whips, and agree upon their policy, which must embrace a readiness to cooperate with any party which for the time being may be engaged in promoting legislation in the direct interests of labour.\" This created an association called the Labour Representation Committee (LRC), meant to coordinate attempts to support MPs sponsored by trade unions and represent the working-class population. It had no single leader, and in the absence of one, the Independent Labour Party nominee Ramsay MacDonald was elected as Secretary. He had the difficult task of keeping the various strands of opinions in the LRC united. The October 1900 \"Khaki election\" came too soon for the new party to campaign effectively; total expenses for the election only came to \u00a333. Only 15 candidatures were sponsored, but two were successful; Keir Hardie in Merthyr Tydfil and Richard Bell in Derby.", "targets": "Who was elected Secretary?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8ea7256ffa5044af8e39804db88aa134", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After a debate, the 129 delegates passed Hardie's motion to establish \"a distinct Labour group in Parliament, who shall have their own whips, and agree upon their policy, which must embrace a readiness to cooperate with any party which for the time being may be engaged in promoting legislation in the direct interests of labour.\" This created an association called the Labour Representation Committee (LRC), meant to coordinate attempts to support MPs sponsored by trade unions and represent the working-class population. It had no single leader, and in the absence of one, the Independent Labour Party nominee Ramsay MacDonald was elected as Secretary. He had the difficult task of keeping the various strands of opinions in the LRC united. The October 1900 \"Khaki election\" came too soon for the new party to campaign effectively; total expenses for the election only came to \u00a333. Only 15 candidatures were sponsored, but two were successful; Keir Hardie in Merthyr Tydfil and Richard Bell in Derby.", "targets": "How many candidates were sponsored in the 1900 electrion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1ed689362e44a43aa63906a57f45d4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For 36 years, NATO and the Warsaw Pact never directly waged war against each other in Europe; the United States and the Soviet Union and their respective allies implemented strategic policies aimed at the containment of each other in Europe, while working and fighting for influence within the wider Cold War on the international stage.", "targets": "What was the focus of both alliances' policies towards the other in lieu of direct fighting?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1ed689362e44a43aa63906a57f45d4f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "For 36 years, NATO and the Warsaw Pact never directly waged war against each other in Europe; the United States and the Soviet Union and their respective allies implemented strategic policies aimed at the containment of each other in Europe, while working and fighting for influence within the wider Cold War on the international stage.", "targets": "Which continent was considered to be at the center of NATO/Warsaw Pact intrigues?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a90467da867841a89a319005c3e551e6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A wide range of beliefs and practices is found across the world among those who call themselves Christian. Denominations and sects disagree on a common definition of \"Christianity\". For example, Timothy Beal notes the disparity of beliefs among those who identify as Christians in the United States as follows:", "targets": "While Christianity is ultimately one belief, a wide range of what is found among the different denominations and sects?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6344657ccece41e1b1cf8044dad1f199", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nurses treat 80% of the population who visit dispensaries, health centres and private clinics in rural and under-served urban areas. Complicated cases are referred to clinical officers, medical officers and medical practitioners. According to the Kenya National Bureau of Statistics, in 2011 there were 65,000 qualified nurses registered in the country; 8,600 clinical officers and 7,000 doctors for the population of 43 million people (These figures from official registers include those who have died or left the profession hence the actual number of these workers may be lower).", "targets": "Who treats the majority of the population medically?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6344657ccece41e1b1cf8044dad1f199", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nurses treat 80% of the population who visit dispensaries, health centres and private clinics in rural and under-served urban areas. Complicated cases are referred to clinical officers, medical officers and medical practitioners. According to the Kenya National Bureau of Statistics, in 2011 there were 65,000 qualified nurses registered in the country; 8,600 clinical officers and 7,000 doctors for the population of 43 million people (These figures from official registers include those who have died or left the profession hence the actual number of these workers may be lower).", "targets": "Who sees a patient after a nurse can not help anymore?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6344657ccece41e1b1cf8044dad1f199", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nurses treat 80% of the population who visit dispensaries, health centres and private clinics in rural and under-served urban areas. Complicated cases are referred to clinical officers, medical officers and medical practitioners. According to the Kenya National Bureau of Statistics, in 2011 there were 65,000 qualified nurses registered in the country; 8,600 clinical officers and 7,000 doctors for the population of 43 million people (These figures from official registers include those who have died or left the profession hence the actual number of these workers may be lower).", "targets": "How many registered nurses were in Kenya in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6344657ccece41e1b1cf8044dad1f199", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Nurses treat 80% of the population who visit dispensaries, health centres and private clinics in rural and under-served urban areas. Complicated cases are referred to clinical officers, medical officers and medical practitioners. According to the Kenya National Bureau of Statistics, in 2011 there were 65,000 qualified nurses registered in the country; 8,600 clinical officers and 7,000 doctors for the population of 43 million people (These figures from official registers include those who have died or left the profession hence the actual number of these workers may be lower).", "targets": "How many doctors were in Kenya in 2011?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e8709578a84414b8dcc72c2f364058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earth was initially molten due to extreme volcanism and frequent collisions with other bodies. Eventually, the outer layer of the planet cooled to form a solid crust when water began accumulating in the atmosphere. The Moon formed soon afterwards, possibly as the result of a Mars-sized object with about 10% of the Earth's mass impacting the planet in a glancing blow. Some of this object's mass merged with the Earth, significantly altering its internal composition, and a portion was ejected into space. Some of the material survived to form an orbiting moon. Outgassing and volcanic activity produced the primordial atmosphere. Condensing water vapor, augmented by ice delivered from comets, produced the oceans.", "targets": "The initial state of earth was what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e8709578a84414b8dcc72c2f364058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earth was initially molten due to extreme volcanism and frequent collisions with other bodies. Eventually, the outer layer of the planet cooled to form a solid crust when water began accumulating in the atmosphere. The Moon formed soon afterwards, possibly as the result of a Mars-sized object with about 10% of the Earth's mass impacting the planet in a glancing blow. Some of this object's mass merged with the Earth, significantly altering its internal composition, and a portion was ejected into space. Some of the material survived to form an orbiting moon. Outgassing and volcanic activity produced the primordial atmosphere. Condensing water vapor, augmented by ice delivered from comets, produced the oceans.", "targets": "What formed on the outside of the earth after it cooled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e8709578a84414b8dcc72c2f364058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earth was initially molten due to extreme volcanism and frequent collisions with other bodies. Eventually, the outer layer of the planet cooled to form a solid crust when water began accumulating in the atmosphere. The Moon formed soon afterwards, possibly as the result of a Mars-sized object with about 10% of the Earth's mass impacting the planet in a glancing blow. Some of this object's mass merged with the Earth, significantly altering its internal composition, and a portion was ejected into space. Some of the material survived to form an orbiting moon. Outgassing and volcanic activity produced the primordial atmosphere. Condensing water vapor, augmented by ice delivered from comets, produced the oceans.", "targets": "How does the mass of the moon compare to earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e8709578a84414b8dcc72c2f364058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earth was initially molten due to extreme volcanism and frequent collisions with other bodies. Eventually, the outer layer of the planet cooled to form a solid crust when water began accumulating in the atmosphere. The Moon formed soon afterwards, possibly as the result of a Mars-sized object with about 10% of the Earth's mass impacting the planet in a glancing blow. Some of this object's mass merged with the Earth, significantly altering its internal composition, and a portion was ejected into space. Some of the material survived to form an orbiting moon. Outgassing and volcanic activity produced the primordial atmosphere. Condensing water vapor, augmented by ice delivered from comets, produced the oceans.", "targets": "What created a primordial atmosphere on earth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a1e8709578a84414b8dcc72c2f364058", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Earth was initially molten due to extreme volcanism and frequent collisions with other bodies. Eventually, the outer layer of the planet cooled to form a solid crust when water began accumulating in the atmosphere. The Moon formed soon afterwards, possibly as the result of a Mars-sized object with about 10% of the Earth's mass impacting the planet in a glancing blow. Some of this object's mass merged with the Earth, significantly altering its internal composition, and a portion was ejected into space. Some of the material survived to form an orbiting moon. Outgassing and volcanic activity produced the primordial atmosphere. Condensing water vapor, augmented by ice delivered from comets, produced the oceans.", "targets": "Ice from what source helped to create earths oceans?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b0b56dfd65464083a17fec490de270", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.", "targets": "What's the German word for a tertiary education institution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25b0b56dfd65464083a17fec490de270", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees, and focus more on teaching than research and more on specific professions than on science.", "targets": "In addition to Bachelor's degrees, what other kind of degree can one earn from a Fachhochschule?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc05a5bf00224542bdf662bcb0b3b193", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cheesemaking is an ancient tradition in most Alpine countries. A wheel of cheese from the Emmental in Switzerland can weigh up to 45 kg (100 lb), and the Beaufort in Savoy can weight up to 70 kilograms (150 lb). Owners of the cows traditionally receive from the cheesemakers a portion in relation to the proportion of the cows' milk from the summer months in the high alps. Haymaking is an important farming activity in mountain villages which has become somewhat mechanized in recent years, although the slopes are so steep that usually scythes are necessary to cut the grass. Hay is normally brought in twice a year, often also on festival days. Alpine festivals vary from country to country and often include the display of local costumes such as dirndl and trachten, the playing of Alpenhorns, wrestling matches, some pagan traditions such as Walpurgis Night and, in many areas, Carnival is celebrated before Lent.", "targets": "What is an ancient tradition in most Alpine countries?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc05a5bf00224542bdf662bcb0b3b193", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cheesemaking is an ancient tradition in most Alpine countries. A wheel of cheese from the Emmental in Switzerland can weigh up to 45 kg (100 lb), and the Beaufort in Savoy can weight up to 70 kilograms (150 lb). Owners of the cows traditionally receive from the cheesemakers a portion in relation to the proportion of the cows' milk from the summer months in the high alps. Haymaking is an important farming activity in mountain villages which has become somewhat mechanized in recent years, although the slopes are so steep that usually scythes are necessary to cut the grass. Hay is normally brought in twice a year, often also on festival days. Alpine festivals vary from country to country and often include the display of local costumes such as dirndl and trachten, the playing of Alpenhorns, wrestling matches, some pagan traditions such as Walpurgis Night and, in many areas, Carnival is celebrated before Lent.", "targets": "How much can a wheel of cheese from the Emmental weigh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc05a5bf00224542bdf662bcb0b3b193", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cheesemaking is an ancient tradition in most Alpine countries. A wheel of cheese from the Emmental in Switzerland can weigh up to 45 kg (100 lb), and the Beaufort in Savoy can weight up to 70 kilograms (150 lb). Owners of the cows traditionally receive from the cheesemakers a portion in relation to the proportion of the cows' milk from the summer months in the high alps. Haymaking is an important farming activity in mountain villages which has become somewhat mechanized in recent years, although the slopes are so steep that usually scythes are necessary to cut the grass. Hay is normally brought in twice a year, often also on festival days. Alpine festivals vary from country to country and often include the display of local costumes such as dirndl and trachten, the playing of Alpenhorns, wrestling matches, some pagan traditions such as Walpurgis Night and, in many areas, Carnival is celebrated before Lent.", "targets": "What is an important farming activity in mountain villages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc05a5bf00224542bdf662bcb0b3b193", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cheesemaking is an ancient tradition in most Alpine countries. A wheel of cheese from the Emmental in Switzerland can weigh up to 45 kg (100 lb), and the Beaufort in Savoy can weight up to 70 kilograms (150 lb). Owners of the cows traditionally receive from the cheesemakers a portion in relation to the proportion of the cows' milk from the summer months in the high alps. Haymaking is an important farming activity in mountain villages which has become somewhat mechanized in recent years, although the slopes are so steep that usually scythes are necessary to cut the grass. Hay is normally brought in twice a year, often also on festival days. Alpine festivals vary from country to country and often include the display of local costumes such as dirndl and trachten, the playing of Alpenhorns, wrestling matches, some pagan traditions such as Walpurgis Night and, in many areas, Carnival is celebrated before Lent.", "targets": "How many times is Hay normally brought each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc05a5bf00224542bdf662bcb0b3b193", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Cheesemaking is an ancient tradition in most Alpine countries. A wheel of cheese from the Emmental in Switzerland can weigh up to 45 kg (100 lb), and the Beaufort in Savoy can weight up to 70 kilograms (150 lb). Owners of the cows traditionally receive from the cheesemakers a portion in relation to the proportion of the cows' milk from the summer months in the high alps. Haymaking is an important farming activity in mountain villages which has become somewhat mechanized in recent years, although the slopes are so steep that usually scythes are necessary to cut the grass. Hay is normally brought in twice a year, often also on festival days. Alpine festivals vary from country to country and often include the display of local costumes such as dirndl and trachten, the playing of Alpenhorns, wrestling matches, some pagan traditions such as Walpurgis Night and, in many areas, Carnival is celebrated before Lent.", "targets": "When is Carnival celebrated? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebdfe9f45cff4e8ead218f661eaa0e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the death of Queen Mary on 24 March, the coronation on 2 June 1953 went ahead as planned, as Mary had asked before she died. The ceremony in Westminster Abbey, with the exception of the anointing and communion, was televised for the first time.[d] Elizabeth's coronation gown was embroidered on her instructions with the floral emblems of Commonwealth countries: English Tudor rose; Scots thistle; Welsh leek; Irish shamrock; Australian wattle; Canadian maple leaf; New Zealand silver fern; South African protea; lotus flowers for India and Ceylon; and Pakistan's wheat, cotton, and jute.", "targets": "When was the coronation of Elizabeth as Queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebdfe9f45cff4e8ead218f661eaa0e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the death of Queen Mary on 24 March, the coronation on 2 June 1953 went ahead as planned, as Mary had asked before she died. The ceremony in Westminster Abbey, with the exception of the anointing and communion, was televised for the first time.[d] Elizabeth's coronation gown was embroidered on her instructions with the floral emblems of Commonwealth countries: English Tudor rose; Scots thistle; Welsh leek; Irish shamrock; Australian wattle; Canadian maple leaf; New Zealand silver fern; South African protea; lotus flowers for India and Ceylon; and Pakistan's wheat, cotton, and jute.", "targets": "How was much of the ceremony of Elizabeth's coronation presented to the public?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebdfe9f45cff4e8ead218f661eaa0e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the death of Queen Mary on 24 March, the coronation on 2 June 1953 went ahead as planned, as Mary had asked before she died. The ceremony in Westminster Abbey, with the exception of the anointing and communion, was televised for the first time.[d] Elizabeth's coronation gown was embroidered on her instructions with the floral emblems of Commonwealth countries: English Tudor rose; Scots thistle; Welsh leek; Irish shamrock; Australian wattle; Canadian maple leaf; New Zealand silver fern; South African protea; lotus flowers for India and Ceylon; and Pakistan's wheat, cotton, and jute.", "targets": "What Commonwealth symbols were embroidered on Elizabeth's gown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebdfe9f45cff4e8ead218f661eaa0e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the death of Queen Mary on 24 March, the coronation on 2 June 1953 went ahead as planned, as Mary had asked before she died. The ceremony in Westminster Abbey, with the exception of the anointing and communion, was televised for the first time.[d] Elizabeth's coronation gown was embroidered on her instructions with the floral emblems of Commonwealth countries: English Tudor rose; Scots thistle; Welsh leek; Irish shamrock; Australian wattle; Canadian maple leaf; New Zealand silver fern; South African protea; lotus flowers for India and Ceylon; and Pakistan's wheat, cotton, and jute.", "targets": "What is the emblem of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ebdfe9f45cff4e8ead218f661eaa0e4b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Despite the death of Queen Mary on 24 March, the coronation on 2 June 1953 went ahead as planned, as Mary had asked before she died. The ceremony in Westminster Abbey, with the exception of the anointing and communion, was televised for the first time.[d] Elizabeth's coronation gown was embroidered on her instructions with the floral emblems of Commonwealth countries: English Tudor rose; Scots thistle; Welsh leek; Irish shamrock; Australian wattle; Canadian maple leaf; New Zealand silver fern; South African protea; lotus flowers for India and Ceylon; and Pakistan's wheat, cotton, and jute.", "targets": "What people have a thistle for their Commonwealth emblem?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc84e7f79e0f4b4f93eefab37af24623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is on Absecon Island, on the Atlantic coast. Atlantic City was incorporated on May 1, 1854, from portions of Egg Harbor Township and Galloway Township. The city borders Absecon, Brigantine, Pleasantville, Ventnor City and West Atlantic City.", "targets": "What is the name of the island on which Atlantic City is located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc84e7f79e0f4b4f93eefab37af24623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is on Absecon Island, on the Atlantic coast. Atlantic City was incorporated on May 1, 1854, from portions of Egg Harbor Township and Galloway Township. The city borders Absecon, Brigantine, Pleasantville, Ventnor City and West Atlantic City.", "targets": "In what year was Atlantic City incorporated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc84e7f79e0f4b4f93eefab37af24623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is on Absecon Island, on the Atlantic coast. Atlantic City was incorporated on May 1, 1854, from portions of Egg Harbor Township and Galloway Township. The city borders Absecon, Brigantine, Pleasantville, Ventnor City and West Atlantic City.", "targets": "What are the names of the two townships that became part of Atlantic City when it was incorporated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc84e7f79e0f4b4f93eefab37af24623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is on Absecon Island, on the Atlantic coast. Atlantic City was incorporated on May 1, 1854, from portions of Egg Harbor Township and Galloway Township. The city borders Absecon, Brigantine, Pleasantville, Ventnor City and West Atlantic City.", "targets": "How many other towns share a border with Atlantic City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fc84e7f79e0f4b4f93eefab37af24623", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is on Absecon Island, on the Atlantic coast. Atlantic City was incorporated on May 1, 1854, from portions of Egg Harbor Township and Galloway Township. The city borders Absecon, Brigantine, Pleasantville, Ventnor City and West Atlantic City.", "targets": "Which coast is Atlantic City located on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-402138ab05b3462faaad455b9f2ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton also has 2 community FM radio stations, the Queens Award winning Unity 101 Community Radio broadcasting full-time on 101.1 FM since 2006 to the Asian and Ethnic communities, and Voice FM located in St Mary's, which has been broadcasting full-time on 103.9 FM since September 2011, playing a wide range of music from Rock to Dance music and Top 40. A third station, Awaaz FM, is an internet only radio stations also catering for Asian and Ethnic community.", "targets": "How many community FM radio stations are there in Southampton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-402138ab05b3462faaad455b9f2ada47", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Southampton also has 2 community FM radio stations, the Queens Award winning Unity 101 Community Radio broadcasting full-time on 101.1 FM since 2006 to the Asian and Ethnic communities, and Voice FM located in St Mary's, which has been broadcasting full-time on 103.9 FM since September 2011, playing a wide range of music from Rock to Dance music and Top 40. A third station, Awaaz FM, is an internet only radio stations also catering for Asian and Ethnic community.", "targets": "What local FM station won the Queens Award?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe787cedd3345aebaa6fd8e9f339a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic air defence unit is typically a battery with 2 to 12 guns or missile launchers and fire control elements. These batteries, particularly with guns, usually deploy in a small area, although batteries may be split; this is usual for some missile systems. SHORAD missile batteries often deploy across an area with individual launchers several kilometres apart. When MANPADS is operated by specialists, batteries may have several dozen teams deploying separately in small sections; self-propelled air defence guns may deploy in pairs.", "targets": "How many guns or missile launchers are typically in a battery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe787cedd3345aebaa6fd8e9f339a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic air defence unit is typically a battery with 2 to 12 guns or missile launchers and fire control elements. These batteries, particularly with guns, usually deploy in a small area, although batteries may be split; this is usual for some missile systems. SHORAD missile batteries often deploy across an area with individual launchers several kilometres apart. When MANPADS is operated by specialists, batteries may have several dozen teams deploying separately in small sections; self-propelled air defence guns may deploy in pairs.", "targets": "In addition to guns or missile launchers, what else comprises the battery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe787cedd3345aebaa6fd8e9f339a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic air defence unit is typically a battery with 2 to 12 guns or missile launchers and fire control elements. These batteries, particularly with guns, usually deploy in a small area, although batteries may be split; this is usual for some missile systems. SHORAD missile batteries often deploy across an area with individual launchers several kilometres apart. When MANPADS is operated by specialists, batteries may have several dozen teams deploying separately in small sections; self-propelled air defence guns may deploy in pairs.", "targets": "Where do batteries typically get deployed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe787cedd3345aebaa6fd8e9f339a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic air defence unit is typically a battery with 2 to 12 guns or missile launchers and fire control elements. These batteries, particularly with guns, usually deploy in a small area, although batteries may be split; this is usual for some missile systems. SHORAD missile batteries often deploy across an area with individual launchers several kilometres apart. When MANPADS is operated by specialists, batteries may have several dozen teams deploying separately in small sections; self-propelled air defence guns may deploy in pairs.", "targets": "Which missile batteries often have individual launchers several kilometres from one another?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6fe787cedd3345aebaa6fd8e9f339a90", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The basic air defence unit is typically a battery with 2 to 12 guns or missile launchers and fire control elements. These batteries, particularly with guns, usually deploy in a small area, although batteries may be split; this is usual for some missile systems. SHORAD missile batteries often deploy across an area with individual launchers several kilometres apart. When MANPADS is operated by specialists, batteries may have several dozen teams deploying separately in small sections; self-propelled air defence guns may deploy in pairs.", "targets": "Several dozen teams can deploy individually in small sections when what is handled by a specialist?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b5d811483304659a19e012a79e826c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the west of the city is Devonport, one of Plymouth's historic quarters. As part of Devonport's millennium regeneration project, the Devonport Heritage Trail has been introduced, complete with over 70 waymarkers outlining the route.", "targets": "In what cardinal direction outside Plymouth is Devonport located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b5d811483304659a19e012a79e826c3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the west of the city is Devonport, one of Plymouth's historic quarters. As part of Devonport's millennium regeneration project, the Devonport Heritage Trail has been introduced, complete with over 70 waymarkers outlining the route.", "targets": "How many waymarkers are present on the Devonport Heritage Trail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-608ca6048cd0432fa7562b25d12b6a88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been used for thousands of years for both fuel and as a construction material. It is an organic material, a natural composite of cellulose fibers (which are strong in tension) embedded in a matrix of lignin which resists compression. Wood is sometimes defined as only the secondary xylem in the stems of trees, or it is defined more broadly to include the same type of tissue elsewhere such as in the roots of trees or shrubs.[citation needed] In a living tree it performs a support function, enabling woody plants to grow large or to stand up by themselves. It also conveys water and nutrients between the leaves, other growing tissues, and the roots. Wood may also refer to other plant materials with comparable properties, and to material engineered from wood, or wood chips or fiber.", "targets": "In addition to being used to build things, what has wood been used for over thousands of years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-608ca6048cd0432fa7562b25d12b6a88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been used for thousands of years for both fuel and as a construction material. It is an organic material, a natural composite of cellulose fibers (which are strong in tension) embedded in a matrix of lignin which resists compression. Wood is sometimes defined as only the secondary xylem in the stems of trees, or it is defined more broadly to include the same type of tissue elsewhere such as in the roots of trees or shrubs.[citation needed] In a living tree it performs a support function, enabling woody plants to grow large or to stand up by themselves. It also conveys water and nutrients between the leaves, other growing tissues, and the roots. Wood may also refer to other plant materials with comparable properties, and to material engineered from wood, or wood chips or fiber.", "targets": "What kind of strong fibers are part of the composite of wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-608ca6048cd0432fa7562b25d12b6a88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been used for thousands of years for both fuel and as a construction material. It is an organic material, a natural composite of cellulose fibers (which are strong in tension) embedded in a matrix of lignin which resists compression. Wood is sometimes defined as only the secondary xylem in the stems of trees, or it is defined more broadly to include the same type of tissue elsewhere such as in the roots of trees or shrubs.[citation needed] In a living tree it performs a support function, enabling woody plants to grow large or to stand up by themselves. It also conveys water and nutrients between the leaves, other growing tissues, and the roots. Wood may also refer to other plant materials with comparable properties, and to material engineered from wood, or wood chips or fiber.", "targets": "What's the matrix in wood made up of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-608ca6048cd0432fa7562b25d12b6a88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been used for thousands of years for both fuel and as a construction material. It is an organic material, a natural composite of cellulose fibers (which are strong in tension) embedded in a matrix of lignin which resists compression. Wood is sometimes defined as only the secondary xylem in the stems of trees, or it is defined more broadly to include the same type of tissue elsewhere such as in the roots of trees or shrubs.[citation needed] In a living tree it performs a support function, enabling woody plants to grow large or to stand up by themselves. It also conveys water and nutrients between the leaves, other growing tissues, and the roots. Wood may also refer to other plant materials with comparable properties, and to material engineered from wood, or wood chips or fiber.", "targets": "What one word describes the function wood provides to a tree or plant?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-608ca6048cd0432fa7562b25d12b6a88", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It has been used for thousands of years for both fuel and as a construction material. It is an organic material, a natural composite of cellulose fibers (which are strong in tension) embedded in a matrix of lignin which resists compression. Wood is sometimes defined as only the secondary xylem in the stems of trees, or it is defined more broadly to include the same type of tissue elsewhere such as in the roots of trees or shrubs.[citation needed] In a living tree it performs a support function, enabling woody plants to grow large or to stand up by themselves. It also conveys water and nutrients between the leaves, other growing tissues, and the roots. Wood may also refer to other plant materials with comparable properties, and to material engineered from wood, or wood chips or fiber.", "targets": "What does wood convey to leaves, roots, and other tissues of a woody plant in addition to water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9494713dd824e78a31703dcfd20eb7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many art galleries in Utrecht. There are also several foundations to support art and artists. Training of artists is done at the Utrecht School of the Arts. The Centraal Museum has many exhibitions on the arts, including a permanent exhibition on the works of Utrecht resident illustrator Dick Bruna, who is best known for creating Miffy (\"Nijntje\", in Dutch). Although street art is illegal in Utrecht, the Utrechtse Kabouter, a picture of a gnome with a red hat, became a common sight in 2004. Utrecht also houses one of the landmarks of modern architecture, the 1924 Rietveld Schr\u00f6der House, which is listed on UNESCO's world heritage sites.", "targets": "Where are young artist trained "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9494713dd824e78a31703dcfd20eb7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many art galleries in Utrecht. There are also several foundations to support art and artists. Training of artists is done at the Utrecht School of the Arts. The Centraal Museum has many exhibitions on the arts, including a permanent exhibition on the works of Utrecht resident illustrator Dick Bruna, who is best known for creating Miffy (\"Nijntje\", in Dutch). Although street art is illegal in Utrecht, the Utrechtse Kabouter, a picture of a gnome with a red hat, became a common sight in 2004. Utrecht also houses one of the landmarks of modern architecture, the 1924 Rietveld Schr\u00f6der House, which is listed on UNESCO's world heritage sites.", "targets": "Is street art legal "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e9494713dd824e78a31703dcfd20eb7b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many art galleries in Utrecht. There are also several foundations to support art and artists. Training of artists is done at the Utrecht School of the Arts. The Centraal Museum has many exhibitions on the arts, including a permanent exhibition on the works of Utrecht resident illustrator Dick Bruna, who is best known for creating Miffy (\"Nijntje\", in Dutch). Although street art is illegal in Utrecht, the Utrechtse Kabouter, a picture of a gnome with a red hat, became a common sight in 2004. Utrecht also houses one of the landmarks of modern architecture, the 1924 Rietveld Schr\u00f6der House, which is listed on UNESCO's world heritage sites.", "targets": "What is considered landmark Architecture "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f14726ee8b843b882c8d67b736b736b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dvaita Vedanta is a dualistic interpretation of the Vedas, espouses dualism by theorizing the existence of two separate realities. The first and the only independent reality, states the Dvaita school, is that of Vishnu or Brahman. Vishnu is the supreme Self, in a manner similar to monotheistic God in other major religions. The distinguishing factor of Dvaita philosophy, as opposed to monistic Advaita Vedanta, is that God takes on a personal role and is seen as a real eternal entity that governs and controls the universe. Like Vishishtadvaita Vedanta subschool, Dvaita philosophy also embraced Vaishnavism, with the metaphysical concept of Brahman in the Vedas identified with Vishnu and the one and only Supreme Being. However, unlike Vishishtadvaita which envisions ultimate qualified nondualism, the dualism of Dvaita was permanent.", "targets": "Of what does Dvaita Vedanta theorize the existence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f14726ee8b843b882c8d67b736b736b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dvaita Vedanta is a dualistic interpretation of the Vedas, espouses dualism by theorizing the existence of two separate realities. The first and the only independent reality, states the Dvaita school, is that of Vishnu or Brahman. Vishnu is the supreme Self, in a manner similar to monotheistic God in other major religions. The distinguishing factor of Dvaita philosophy, as opposed to monistic Advaita Vedanta, is that God takes on a personal role and is seen as a real eternal entity that governs and controls the universe. Like Vishishtadvaita Vedanta subschool, Dvaita philosophy also embraced Vaishnavism, with the metaphysical concept of Brahman in the Vedas identified with Vishnu and the one and only Supreme Being. However, unlike Vishishtadvaita which envisions ultimate qualified nondualism, the dualism of Dvaita was permanent.", "targets": "To what entity is the Vedanta Vishnu similar in other religions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f14726ee8b843b882c8d67b736b736b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dvaita Vedanta is a dualistic interpretation of the Vedas, espouses dualism by theorizing the existence of two separate realities. The first and the only independent reality, states the Dvaita school, is that of Vishnu or Brahman. Vishnu is the supreme Self, in a manner similar to monotheistic God in other major religions. The distinguishing factor of Dvaita philosophy, as opposed to monistic Advaita Vedanta, is that God takes on a personal role and is seen as a real eternal entity that governs and controls the universe. Like Vishishtadvaita Vedanta subschool, Dvaita philosophy also embraced Vaishnavism, with the metaphysical concept of Brahman in the Vedas identified with Vishnu and the one and only Supreme Being. However, unlike Vishishtadvaita which envisions ultimate qualified nondualism, the dualism of Dvaita was permanent.", "targets": "How is the God of Dvaita different from that of Advaita in actions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f14726ee8b843b882c8d67b736b736b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dvaita Vedanta is a dualistic interpretation of the Vedas, espouses dualism by theorizing the existence of two separate realities. The first and the only independent reality, states the Dvaita school, is that of Vishnu or Brahman. Vishnu is the supreme Self, in a manner similar to monotheistic God in other major religions. The distinguishing factor of Dvaita philosophy, as opposed to monistic Advaita Vedanta, is that God takes on a personal role and is seen as a real eternal entity that governs and controls the universe. Like Vishishtadvaita Vedanta subschool, Dvaita philosophy also embraced Vaishnavism, with the metaphysical concept of Brahman in the Vedas identified with Vishnu and the one and only Supreme Being. However, unlike Vishishtadvaita which envisions ultimate qualified nondualism, the dualism of Dvaita was permanent.", "targets": "As what did the Dvaita school view dualism?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f14726ee8b843b882c8d67b736b736b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Dvaita Vedanta is a dualistic interpretation of the Vedas, espouses dualism by theorizing the existence of two separate realities. The first and the only independent reality, states the Dvaita school, is that of Vishnu or Brahman. Vishnu is the supreme Self, in a manner similar to monotheistic God in other major religions. The distinguishing factor of Dvaita philosophy, as opposed to monistic Advaita Vedanta, is that God takes on a personal role and is seen as a real eternal entity that governs and controls the universe. Like Vishishtadvaita Vedanta subschool, Dvaita philosophy also embraced Vaishnavism, with the metaphysical concept of Brahman in the Vedas identified with Vishnu and the one and only Supreme Being. However, unlike Vishishtadvaita which envisions ultimate qualified nondualism, the dualism of Dvaita was permanent.", "targets": "Who did the Dvaita school identify as the Supreme Being?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e430f3cbbe4929a2d09945f9637b21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is home to Indira Gandhi Memorial Museum, National Gallery of Modern Art, National Museum of Natural History, National Rail Museum, National Handicrafts and Handlooms Museum, National Philatelic Museum, Nehru Planetarium, Shankar's International Dolls Museum. and Supreme Court of India Museum.", "targets": "What is the name of the doll themed museum located in New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e430f3cbbe4929a2d09945f9637b21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is home to Indira Gandhi Memorial Museum, National Gallery of Modern Art, National Museum of Natural History, National Rail Museum, National Handicrafts and Handlooms Museum, National Philatelic Museum, Nehru Planetarium, Shankar's International Dolls Museum. and Supreme Court of India Museum.", "targets": "What is the name of the major railroad related museum located in New Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e430f3cbbe4929a2d09945f9637b21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is home to Indira Gandhi Memorial Museum, National Gallery of Modern Art, National Museum of Natural History, National Rail Museum, National Handicrafts and Handlooms Museum, National Philatelic Museum, Nehru Planetarium, Shankar's International Dolls Museum. and Supreme Court of India Museum.", "targets": "The Supreme Court of India Museum is located in what major city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e430f3cbbe4929a2d09945f9637b21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is home to Indira Gandhi Memorial Museum, National Gallery of Modern Art, National Museum of Natural History, National Rail Museum, National Handicrafts and Handlooms Museum, National Philatelic Museum, Nehru Planetarium, Shankar's International Dolls Museum. and Supreme Court of India Museum.", "targets": "The National Philatelic Museum is located in which large Indian city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-83e430f3cbbe4929a2d09945f9637b21", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "New Delhi is home to Indira Gandhi Memorial Museum, National Gallery of Modern Art, National Museum of Natural History, National Rail Museum, National Handicrafts and Handlooms Museum, National Philatelic Museum, Nehru Planetarium, Shankar's International Dolls Museum. and Supreme Court of India Museum.", "targets": "What is the name of the modern art museum located in new Delhi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38eb9eb251b54886b0c1d058859e1b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unfortunately, requiring two characters to mark the end of a line introduces unnecessary complexity and questions as to how to interpret each character when encountered alone. To simplify matters plain text data streams, including files, on Multics used line feed (LF) alone as a line terminator. Unix and Unix-like systems, and Amiga systems, adopted this convention from Multics. The original Macintosh OS, Apple DOS, and ProDOS, on the other hand, used carriage return (CR) alone as a line terminator; however, since Apple replaced these operating systems with the Unix-based OS X operating system, they now use line feed (LF) as well.", "targets": "Why is adding two characters at the ned of a line problemsome? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38eb9eb251b54886b0c1d058859e1b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unfortunately, requiring two characters to mark the end of a line introduces unnecessary complexity and questions as to how to interpret each character when encountered alone. To simplify matters plain text data streams, including files, on Multics used line feed (LF) alone as a line terminator. Unix and Unix-like systems, and Amiga systems, adopted this convention from Multics. The original Macintosh OS, Apple DOS, and ProDOS, on the other hand, used carriage return (CR) alone as a line terminator; however, since Apple replaced these operating systems with the Unix-based OS X operating system, they now use line feed (LF) as well.", "targets": "What id Multics use to simplify plain text data?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38eb9eb251b54886b0c1d058859e1b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unfortunately, requiring two characters to mark the end of a line introduces unnecessary complexity and questions as to how to interpret each character when encountered alone. To simplify matters plain text data streams, including files, on Multics used line feed (LF) alone as a line terminator. Unix and Unix-like systems, and Amiga systems, adopted this convention from Multics. The original Macintosh OS, Apple DOS, and ProDOS, on the other hand, used carriage return (CR) alone as a line terminator; however, since Apple replaced these operating systems with the Unix-based OS X operating system, they now use line feed (LF) as well.", "targets": "What used carriage return(CR) alone as a line terminator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38eb9eb251b54886b0c1d058859e1b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unfortunately, requiring two characters to mark the end of a line introduces unnecessary complexity and questions as to how to interpret each character when encountered alone. To simplify matters plain text data streams, including files, on Multics used line feed (LF) alone as a line terminator. Unix and Unix-like systems, and Amiga systems, adopted this convention from Multics. The original Macintosh OS, Apple DOS, and ProDOS, on the other hand, used carriage return (CR) alone as a line terminator; however, since Apple replaced these operating systems with the Unix-based OS X operating system, they now use line feed (LF) as well.", "targets": "Who adopted this practice from Multics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-38eb9eb251b54886b0c1d058859e1b82", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Unfortunately, requiring two characters to mark the end of a line introduces unnecessary complexity and questions as to how to interpret each character when encountered alone. To simplify matters plain text data streams, including files, on Multics used line feed (LF) alone as a line terminator. Unix and Unix-like systems, and Amiga systems, adopted this convention from Multics. The original Macintosh OS, Apple DOS, and ProDOS, on the other hand, used carriage return (CR) alone as a line terminator; however, since Apple replaced these operating systems with the Unix-based OS X operating system, they now use line feed (LF) as well.", "targets": "When did Apple replace their CR with line feed (LF)?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "On what date did Victoria turn 18?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "On what date did William IV die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "How old was William IV when he died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "What was the exact time that Victorias Uncle, the King, died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "What is the name given to Victoria on official documents?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "When did Victoria turn 18?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "When did Victoria become Queen upon William IV's death? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "What name was Victoria referred to as on only the first day of her reign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "How old was Victoria's Uncle, King Willaim on his death? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "Who informed Victoria of her Uncle's passing and that she was now to become Queen of England? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "What caused Victoria to become the Queen of the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "Who came to tell Victoria that she was to be Queen of the United Kingdom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "What name did the first official documents of Victoria's monarchy have her listed as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "How old was William IV when he died?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5c1d8503a69d4c8b9e516a6f34d3d5b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Victoria turned 18 on 24 May 1837, and a regency was avoided. On 20 June 1837, William IV died at the age of 71, and Victoria became Queen of the United Kingdom. In her diary she wrote, \"I was awoke at 6 o'clock by Mamma, who told me the Archbishop of Canterbury and Lord Conyngham were here and wished to see me. I got out of bed and went into my sitting-room (only in my dressing gown) and alone, and saw them. Lord Conyngham then acquainted me that my poor Uncle, the King, was no more, and had expired at 12 minutes past 2 this morning, and consequently that I am Queen.\" Official documents prepared on the first day of her reign described her as Alexandrina Victoria, but the first name was withdrawn at her own wish and not used again.", "targets": "Where did she receive the news that she was to be queen?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b01c0e4cae4dcb803336bac133c5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although several companies each produce over a billion individually packaged (known as discrete) transistors every year, the vast majority of transistors are now produced in integrated circuits (often shortened to IC, microchips or simply chips), along with diodes, resistors, capacitors and other electronic components, to produce complete electronic circuits. A logic gate consists of up to about twenty transistors whereas an advanced microprocessor, as of 2009, can use as many as 3 billion transistors (MOSFETs). \"About 60 million transistors were built in 2002\u2026 for [each] man, woman, and child on Earth.\"", "targets": "How many transistors make up a logic gate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b01c0e4cae4dcb803336bac133c5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although several companies each produce over a billion individually packaged (known as discrete) transistors every year, the vast majority of transistors are now produced in integrated circuits (often shortened to IC, microchips or simply chips), along with diodes, resistors, capacitors and other electronic components, to produce complete electronic circuits. A logic gate consists of up to about twenty transistors whereas an advanced microprocessor, as of 2009, can use as many as 3 billion transistors (MOSFETs). \"About 60 million transistors were built in 2002\u2026 for [each] man, woman, and child on Earth.\"", "targets": "How many transistors make up a microprocessor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b01c0e4cae4dcb803336bac133c5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although several companies each produce over a billion individually packaged (known as discrete) transistors every year, the vast majority of transistors are now produced in integrated circuits (often shortened to IC, microchips or simply chips), along with diodes, resistors, capacitors and other electronic components, to produce complete electronic circuits. A logic gate consists of up to about twenty transistors whereas an advanced microprocessor, as of 2009, can use as many as 3 billion transistors (MOSFETs). \"About 60 million transistors were built in 2002\u2026 for [each] man, woman, and child on Earth.\"", "targets": "How many transistors were made in 2002?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b01c0e4cae4dcb803336bac133c5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although several companies each produce over a billion individually packaged (known as discrete) transistors every year, the vast majority of transistors are now produced in integrated circuits (often shortened to IC, microchips or simply chips), along with diodes, resistors, capacitors and other electronic components, to produce complete electronic circuits. A logic gate consists of up to about twenty transistors whereas an advanced microprocessor, as of 2009, can use as many as 3 billion transistors (MOSFETs). \"About 60 million transistors were built in 2002\u2026 for [each] man, woman, and child on Earth.\"", "targets": "How many individually packaged transistors are produced each year?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a3b01c0e4cae4dcb803336bac133c5c9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although several companies each produce over a billion individually packaged (known as discrete) transistors every year, the vast majority of transistors are now produced in integrated circuits (often shortened to IC, microchips or simply chips), along with diodes, resistors, capacitors and other electronic components, to produce complete electronic circuits. A logic gate consists of up to about twenty transistors whereas an advanced microprocessor, as of 2009, can use as many as 3 billion transistors (MOSFETs). \"About 60 million transistors were built in 2002\u2026 for [each] man, woman, and child on Earth.\"", "targets": "What are some abbreviations for integrated circuits?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6bba1f9bd0d4bb29a588ba9008dcf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire expanded to include different peoples and cultures; in principle, Rome followed the same inclusionist policies that had recognised Latin, Etruscan and other Italian peoples, cults and deities as Roman. Those who acknowledged Rome's hegemony retained their own cult and religious calendars, independent of Roman religious law. Newly municipal Sabratha built a Capitolium near its existing temple to Liber Pater and Serapis. Autonomy and concord were official policy, but new foundations by Roman citizens or their Romanised allies were likely to follow Roman cultic models. Romanisation offered distinct political and practical advantages, especially to local elites. All the known effigies from the 2nd century AD forum at Cuicul are of emperors or Concordia. By the middle of the 1st century AD, Gaulish Vertault seems to have abandoned its native cultic sacrifice of horses and dogs in favour of a newly established, Romanised cult nearby: by the end of that century, Sabratha\u2019s so-called tophet was no longer in use. Colonial and later Imperial provincial dedications to Rome's Capitoline Triad were a logical choice, not a centralised legal requirement. Major cult centres to \"non-Roman\" deities continued to prosper: notable examples include the magnificent Alexandrian Serapium, the temple of Aesculapeus at Pergamum and Apollo's sacred wood at Antioch.", "targets": "From what were countries in the empire free?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6bba1f9bd0d4bb29a588ba9008dcf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire expanded to include different peoples and cultures; in principle, Rome followed the same inclusionist policies that had recognised Latin, Etruscan and other Italian peoples, cults and deities as Roman. Those who acknowledged Rome's hegemony retained their own cult and religious calendars, independent of Roman religious law. Newly municipal Sabratha built a Capitolium near its existing temple to Liber Pater and Serapis. Autonomy and concord were official policy, but new foundations by Roman citizens or their Romanised allies were likely to follow Roman cultic models. Romanisation offered distinct political and practical advantages, especially to local elites. All the known effigies from the 2nd century AD forum at Cuicul are of emperors or Concordia. By the middle of the 1st century AD, Gaulish Vertault seems to have abandoned its native cultic sacrifice of horses and dogs in favour of a newly established, Romanised cult nearby: by the end of that century, Sabratha\u2019s so-called tophet was no longer in use. Colonial and later Imperial provincial dedications to Rome's Capitoline Triad were a logical choice, not a centralised legal requirement. Major cult centres to \"non-Roman\" deities continued to prosper: notable examples include the magnificent Alexandrian Serapium, the temple of Aesculapeus at Pergamum and Apollo's sacred wood at Antioch.", "targets": "What were Rome's policies in regards to foreign peoples?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6bba1f9bd0d4bb29a588ba9008dcf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire expanded to include different peoples and cultures; in principle, Rome followed the same inclusionist policies that had recognised Latin, Etruscan and other Italian peoples, cults and deities as Roman. Those who acknowledged Rome's hegemony retained their own cult and religious calendars, independent of Roman religious law. Newly municipal Sabratha built a Capitolium near its existing temple to Liber Pater and Serapis. Autonomy and concord were official policy, but new foundations by Roman citizens or their Romanised allies were likely to follow Roman cultic models. Romanisation offered distinct political and practical advantages, especially to local elites. All the known effigies from the 2nd century AD forum at Cuicul are of emperors or Concordia. By the middle of the 1st century AD, Gaulish Vertault seems to have abandoned its native cultic sacrifice of horses and dogs in favour of a newly established, Romanised cult nearby: by the end of that century, Sabratha\u2019s so-called tophet was no longer in use. Colonial and later Imperial provincial dedications to Rome's Capitoline Triad were a logical choice, not a centralised legal requirement. Major cult centres to \"non-Roman\" deities continued to prosper: notable examples include the magnificent Alexandrian Serapium, the temple of Aesculapeus at Pergamum and Apollo's sacred wood at Antioch.", "targets": "What was Rome's policy towards government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6bba1f9bd0d4bb29a588ba9008dcf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire expanded to include different peoples and cultures; in principle, Rome followed the same inclusionist policies that had recognised Latin, Etruscan and other Italian peoples, cults and deities as Roman. Those who acknowledged Rome's hegemony retained their own cult and religious calendars, independent of Roman religious law. Newly municipal Sabratha built a Capitolium near its existing temple to Liber Pater and Serapis. Autonomy and concord were official policy, but new foundations by Roman citizens or their Romanised allies were likely to follow Roman cultic models. Romanisation offered distinct political and practical advantages, especially to local elites. All the known effigies from the 2nd century AD forum at Cuicul are of emperors or Concordia. By the middle of the 1st century AD, Gaulish Vertault seems to have abandoned its native cultic sacrifice of horses and dogs in favour of a newly established, Romanised cult nearby: by the end of that century, Sabratha\u2019s so-called tophet was no longer in use. Colonial and later Imperial provincial dedications to Rome's Capitoline Triad were a logical choice, not a centralised legal requirement. Major cult centres to \"non-Roman\" deities continued to prosper: notable examples include the magnificent Alexandrian Serapium, the temple of Aesculapeus at Pergamum and Apollo's sacred wood at Antioch.", "targets": "What did foreign cults gradually begin to display in similarity to Roman cults? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d6bba1f9bd0d4bb29a588ba9008dcf5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Roman Empire expanded to include different peoples and cultures; in principle, Rome followed the same inclusionist policies that had recognised Latin, Etruscan and other Italian peoples, cults and deities as Roman. Those who acknowledged Rome's hegemony retained their own cult and religious calendars, independent of Roman religious law. Newly municipal Sabratha built a Capitolium near its existing temple to Liber Pater and Serapis. Autonomy and concord were official policy, but new foundations by Roman citizens or their Romanised allies were likely to follow Roman cultic models. Romanisation offered distinct political and practical advantages, especially to local elites. All the known effigies from the 2nd century AD forum at Cuicul are of emperors or Concordia. By the middle of the 1st century AD, Gaulish Vertault seems to have abandoned its native cultic sacrifice of horses and dogs in favour of a newly established, Romanised cult nearby: by the end of that century, Sabratha\u2019s so-called tophet was no longer in use. Colonial and later Imperial provincial dedications to Rome's Capitoline Triad were a logical choice, not a centralised legal requirement. Major cult centres to \"non-Roman\" deities continued to prosper: notable examples include the magnificent Alexandrian Serapium, the temple of Aesculapeus at Pergamum and Apollo's sacred wood at Antioch.", "targets": "What was Rome not demanding of in religion of foreign areas of the empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b22c2d84de47fabe076c92657bde34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the German occupation of France in 1940, Britain and the empire stood alone against Germany, until the entry of the Soviet Union to the war in 1941. British Prime Minister Winston Churchill successfully lobbied President Franklin D. Roosevelt for military aid from the United States, but Roosevelt was not yet ready to ask Congress to commit the country to war. In August 1941, Churchill and Roosevelt met and signed the Atlantic Charter, which included the statement that \"the rights of all peoples to choose the form of government under which they live\" should be respected. This wording was ambiguous as to whether it referred to European countries invaded by Germany, or the peoples colonised by European nations, and would later be interpreted differently by the British, Americans, and nationalist movements.", "targets": "When was France occupied by Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b22c2d84de47fabe076c92657bde34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the German occupation of France in 1940, Britain and the empire stood alone against Germany, until the entry of the Soviet Union to the war in 1941. British Prime Minister Winston Churchill successfully lobbied President Franklin D. Roosevelt for military aid from the United States, but Roosevelt was not yet ready to ask Congress to commit the country to war. In August 1941, Churchill and Roosevelt met and signed the Atlantic Charter, which included the statement that \"the rights of all peoples to choose the form of government under which they live\" should be respected. This wording was ambiguous as to whether it referred to European countries invaded by Germany, or the peoples colonised by European nations, and would later be interpreted differently by the British, Americans, and nationalist movements.", "targets": "When was the Atlantic Charter signed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b22c2d84de47fabe076c92657bde34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the German occupation of France in 1940, Britain and the empire stood alone against Germany, until the entry of the Soviet Union to the war in 1941. British Prime Minister Winston Churchill successfully lobbied President Franklin D. Roosevelt for military aid from the United States, but Roosevelt was not yet ready to ask Congress to commit the country to war. In August 1941, Churchill and Roosevelt met and signed the Atlantic Charter, which included the statement that \"the rights of all peoples to choose the form of government under which they live\" should be respected. This wording was ambiguous as to whether it referred to European countries invaded by Germany, or the peoples colonised by European nations, and would later be interpreted differently by the British, Americans, and nationalist movements.", "targets": "Which British Prime Minister signed the Atlantic Charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b22c2d84de47fabe076c92657bde34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the German occupation of France in 1940, Britain and the empire stood alone against Germany, until the entry of the Soviet Union to the war in 1941. British Prime Minister Winston Churchill successfully lobbied President Franklin D. Roosevelt for military aid from the United States, but Roosevelt was not yet ready to ask Congress to commit the country to war. In August 1941, Churchill and Roosevelt met and signed the Atlantic Charter, which included the statement that \"the rights of all peoples to choose the form of government under which they live\" should be respected. This wording was ambiguous as to whether it referred to European countries invaded by Germany, or the peoples colonised by European nations, and would later be interpreted differently by the British, Americans, and nationalist movements.", "targets": "Which US President signed the Atlantic Charter?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-31b22c2d84de47fabe076c92657bde34", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "After the German occupation of France in 1940, Britain and the empire stood alone against Germany, until the entry of the Soviet Union to the war in 1941. British Prime Minister Winston Churchill successfully lobbied President Franklin D. Roosevelt for military aid from the United States, but Roosevelt was not yet ready to ask Congress to commit the country to war. In August 1941, Churchill and Roosevelt met and signed the Atlantic Charter, which included the statement that \"the rights of all peoples to choose the form of government under which they live\" should be respected. This wording was ambiguous as to whether it referred to European countries invaded by Germany, or the peoples colonised by European nations, and would later be interpreted differently by the British, Americans, and nationalist movements.", "targets": "Which country first entered World War 2 after France's defeat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-570b2199aa1c449da96fda9bed43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The executive branch consists of the Governor, their staff, and other elected officials. The principal head of government, the Governor is the chief executive of the Oklahoma executive branch, serving as the ex officio Commander-in-Chief of the Oklahoma National Guard when not called into Federal use and reserving the power to veto bills passed through the Legislature. The responsibilities of the Executive branch include submitting the budget, ensuring that state laws are enforced, and ensuring peace within the state is preserved.", "targets": "Who is in the executive branch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-570b2199aa1c449da96fda9bed43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The executive branch consists of the Governor, their staff, and other elected officials. The principal head of government, the Governor is the chief executive of the Oklahoma executive branch, serving as the ex officio Commander-in-Chief of the Oklahoma National Guard when not called into Federal use and reserving the power to veto bills passed through the Legislature. The responsibilities of the Executive branch include submitting the budget, ensuring that state laws are enforced, and ensuring peace within the state is preserved.", "targets": "Who commands the Oklahoma National Guard?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-570b2199aa1c449da96fda9bed43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The executive branch consists of the Governor, their staff, and other elected officials. The principal head of government, the Governor is the chief executive of the Oklahoma executive branch, serving as the ex officio Commander-in-Chief of the Oklahoma National Guard when not called into Federal use and reserving the power to veto bills passed through the Legislature. The responsibilities of the Executive branch include submitting the budget, ensuring that state laws are enforced, and ensuring peace within the state is preserved.", "targets": "Who is responsible for submitting a state budget in Oklahoma?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-570b2199aa1c449da96fda9bed43de4a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The executive branch consists of the Governor, their staff, and other elected officials. The principal head of government, the Governor is the chief executive of the Oklahoma executive branch, serving as the ex officio Commander-in-Chief of the Oklahoma National Guard when not called into Federal use and reserving the power to veto bills passed through the Legislature. The responsibilities of the Executive branch include submitting the budget, ensuring that state laws are enforced, and ensuring peace within the state is preserved.", "targets": "Who is responsible for enforcing Oklahoma's laws?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a174ba528e14430e90c94b060551d4d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 25, 2007, Internet Archive and Suzanne Shell jointly announced the settlement of their lawsuit. The Internet Archive said it \"...has no interest in including materials in the Wayback Machine of persons who do not wish to have their Web content archived. We recognize that Ms. Shell has a valid and enforceable copyright in her Web site and we regret that the inclusion of her Web site in the Wayback Machine resulted in this litigation.\" Shell said, \"I respect the historical value of Internet Archive's goal. I never intended to interfere with that goal nor cause it any harm.\"", "targets": "When did Suzanne Shell's suit against Internet Archive come to an end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a174ba528e14430e90c94b060551d4d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 25, 2007, Internet Archive and Suzanne Shell jointly announced the settlement of their lawsuit. The Internet Archive said it \"...has no interest in including materials in the Wayback Machine of persons who do not wish to have their Web content archived. We recognize that Ms. Shell has a valid and enforceable copyright in her Web site and we regret that the inclusion of her Web site in the Wayback Machine resulted in this litigation.\" Shell said, \"I respect the historical value of Internet Archive's goal. I never intended to interfere with that goal nor cause it any harm.\"", "targets": "Who stated that they had no wish to violate individuals' copyrights?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a174ba528e14430e90c94b060551d4d4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On April 25, 2007, Internet Archive and Suzanne Shell jointly announced the settlement of their lawsuit. The Internet Archive said it \"...has no interest in including materials in the Wayback Machine of persons who do not wish to have their Web content archived. We recognize that Ms. Shell has a valid and enforceable copyright in her Web site and we regret that the inclusion of her Web site in the Wayback Machine resulted in this litigation.\" Shell said, \"I respect the historical value of Internet Archive's goal. I never intended to interfere with that goal nor cause it any harm.\"", "targets": "Who stated that they did not want to cause damage to the Internet Archive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "How large is the membership of Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "What is the largest single jurisdiction of Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "How many members does the UGLE have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "What are the membership numbers of the United States?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "How many members does the Grand Lodge of Scotland and the Grand Lodge of Ireland have, together?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "How many members are in Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "What lodge has the single largest single jurisdiction of Freemasonry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "How many members are in the Grand Lodge of England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "The Grand Lodges of Scotland and Ireland have how many member?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-563e43c25f964cd4b1b0ccc01584268b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Freemasonry, as it exists in various forms all over the world, has a membership estimated by the United Grand Lodge of England at around six million worldwide. The fraternity is administratively organised into independent Grand Lodges (or sometimes Grand Orients), each of which governs its own Masonic jurisdiction, which consists of subordinate (or constituent) Lodges. The largest single jurisdiction, in terms of membership, is the United Grand Lodge of England (with a membership estimated at around a quarter million). The Grand Lodge of Scotland and Grand Lodge of Ireland (taken together) have approximately 150,000 members. In the United States total membership is just under two million.", "targets": "The United States has how many Freemason members?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c9c548ba984f2dbf472afb022f758d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Association for the Study of Pain advocates that the relief of pain should be recognized as a human right, that chronic pain should be considered a disease in its own right, and that pain medicine should have the full status of a specialty. It is a specialty only in China and Australia at this time. Elsewhere, pain medicine is a subspecialty under disciplines such as anesthesiology, physiatry, neurology, palliative medicine and psychiatry. In 2011, Human Rights Watch alerted that tens of millions of people worldwide are still denied access to inexpensive medications for severe pain.", "targets": "What does the IASP advocate that the relief of pain should be recognized as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c9c548ba984f2dbf472afb022f758d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Association for the Study of Pain advocates that the relief of pain should be recognized as a human right, that chronic pain should be considered a disease in its own right, and that pain medicine should have the full status of a specialty. It is a specialty only in China and Australia at this time. Elsewhere, pain medicine is a subspecialty under disciplines such as anesthesiology, physiatry, neurology, palliative medicine and psychiatry. In 2011, Human Rights Watch alerted that tens of millions of people worldwide are still denied access to inexpensive medications for severe pain.", "targets": "What should chronic pain be considered in its own right?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c9c548ba984f2dbf472afb022f758d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Association for the Study of Pain advocates that the relief of pain should be recognized as a human right, that chronic pain should be considered a disease in its own right, and that pain medicine should have the full status of a specialty. It is a specialty only in China and Australia at this time. Elsewhere, pain medicine is a subspecialty under disciplines such as anesthesiology, physiatry, neurology, palliative medicine and psychiatry. In 2011, Human Rights Watch alerted that tens of millions of people worldwide are still denied access to inexpensive medications for severe pain.", "targets": "What two countries is treating pain a specialty in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c9c548ba984f2dbf472afb022f758d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Association for the Study of Pain advocates that the relief of pain should be recognized as a human right, that chronic pain should be considered a disease in its own right, and that pain medicine should have the full status of a specialty. It is a specialty only in China and Australia at this time. Elsewhere, pain medicine is a subspecialty under disciplines such as anesthesiology, physiatry, neurology, palliative medicine and psychiatry. In 2011, Human Rights Watch alerted that tens of millions of people worldwide are still denied access to inexpensive medications for severe pain.", "targets": "What is pain medicine often under disciplines like physiatry, neurology, etc?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-05c9c548ba984f2dbf472afb022f758d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The International Association for the Study of Pain advocates that the relief of pain should be recognized as a human right, that chronic pain should be considered a disease in its own right, and that pain medicine should have the full status of a specialty. It is a specialty only in China and Australia at this time. Elsewhere, pain medicine is a subspecialty under disciplines such as anesthesiology, physiatry, neurology, palliative medicine and psychiatry. In 2011, Human Rights Watch alerted that tens of millions of people worldwide are still denied access to inexpensive medications for severe pain.", "targets": "As of 2011, how many people worldwide are still denied access to inexpensive medications for severe pain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73e73f29b8c24c6e9a35953a2a6350ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman, now disconnected from Marvel, set up a new company called Seaboard Periodicals in 1974, reviving Marvel's old Atlas name for a new Atlas Comics line, but this lasted only a year and a half. In the mid-1970s a decline of the newsstand distribution network affected Marvel. Cult hits such as Howard the Duck fell victim to the distribution problems, with some titles reporting low sales when in fact the first specialty comic book stores resold them at a later date.[citation needed] But by the end of the decade, Marvel's fortunes were reviving, thanks to the rise of direct market distribution\u2014selling through those same comics-specialty stores instead of newsstands.", "targets": "What new venture did Marvel's founder begin after leaving the company in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73e73f29b8c24c6e9a35953a2a6350ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman, now disconnected from Marvel, set up a new company called Seaboard Periodicals in 1974, reviving Marvel's old Atlas name for a new Atlas Comics line, but this lasted only a year and a half. In the mid-1970s a decline of the newsstand distribution network affected Marvel. Cult hits such as Howard the Duck fell victim to the distribution problems, with some titles reporting low sales when in fact the first specialty comic book stores resold them at a later date.[citation needed] But by the end of the decade, Marvel's fortunes were reviving, thanks to the rise of direct market distribution\u2014selling through those same comics-specialty stores instead of newsstands.", "targets": "What former Marvel title imprint did Goodman attempt to revive?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73e73f29b8c24c6e9a35953a2a6350ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman, now disconnected from Marvel, set up a new company called Seaboard Periodicals in 1974, reviving Marvel's old Atlas name for a new Atlas Comics line, but this lasted only a year and a half. In the mid-1970s a decline of the newsstand distribution network affected Marvel. Cult hits such as Howard the Duck fell victim to the distribution problems, with some titles reporting low sales when in fact the first specialty comic book stores resold them at a later date.[citation needed] But by the end of the decade, Marvel's fortunes were reviving, thanks to the rise of direct market distribution\u2014selling through those same comics-specialty stores instead of newsstands.", "targets": "What new retail outlet came on board at the end of the 1970s to rival newsstands for comic sales?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73e73f29b8c24c6e9a35953a2a6350ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman, now disconnected from Marvel, set up a new company called Seaboard Periodicals in 1974, reviving Marvel's old Atlas name for a new Atlas Comics line, but this lasted only a year and a half. In the mid-1970s a decline of the newsstand distribution network affected Marvel. Cult hits such as Howard the Duck fell victim to the distribution problems, with some titles reporting low sales when in fact the first specialty comic book stores resold them at a later date.[citation needed] But by the end of the decade, Marvel's fortunes were reviving, thanks to the rise of direct market distribution\u2014selling through those same comics-specialty stores instead of newsstands.", "targets": "How long was the 1970s revival of Atlas Comics in business?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-73e73f29b8c24c6e9a35953a2a6350ba", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Goodman, now disconnected from Marvel, set up a new company called Seaboard Periodicals in 1974, reviving Marvel's old Atlas name for a new Atlas Comics line, but this lasted only a year and a half. In the mid-1970s a decline of the newsstand distribution network affected Marvel. Cult hits such as Howard the Duck fell victim to the distribution problems, with some titles reporting low sales when in fact the first specialty comic book stores resold them at a later date.[citation needed] But by the end of the decade, Marvel's fortunes were reviving, thanks to the rise of direct market distribution\u2014selling through those same comics-specialty stores instead of newsstands.", "targets": "During what era did newsstand distribution begin to tail off markedly for Marvel?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b273066cbfe440e9abbb99d94843e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A major problem in the managing of the Luftwaffe was Hermann G\u00f6ring. Hitler believed the Luftwaffe was \"the most effective strategic weapon\", and in reply to repeated requests from the Kriegsmarine for control over aircraft insisted, \"We should never have been able to hold our own in this war if we had not had an undivided Luftwaffe\". Such principles made it much harder to integrate the air force into the overall strategy and produced in G\u00f6ring a jealous and damaging defence of his \"empire\" while removing Hitler voluntarily from the systematic direction of the Luftwaffe at either the strategic or operational level. When Hitler tried to intervene more in the running of the air force later in the war, he was faced with a political conflict of his own making between himself and G\u00f6ring, which was not fully resolved until the war was almost over. In 1940 and 1941, G\u00f6ring's refusal to cooperate with the Kriegsmarine denied the entire Wehrmacht military forces of the Reich the chance to strangle British sea communications, which might have had strategic or decisive effect in the war against the British Empire.", "targets": "Who did Hitler have a conflict over running the air force?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b273066cbfe440e9abbb99d94843e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A major problem in the managing of the Luftwaffe was Hermann G\u00f6ring. Hitler believed the Luftwaffe was \"the most effective strategic weapon\", and in reply to repeated requests from the Kriegsmarine for control over aircraft insisted, \"We should never have been able to hold our own in this war if we had not had an undivided Luftwaffe\". Such principles made it much harder to integrate the air force into the overall strategy and produced in G\u00f6ring a jealous and damaging defence of his \"empire\" while removing Hitler voluntarily from the systematic direction of the Luftwaffe at either the strategic or operational level. When Hitler tried to intervene more in the running of the air force later in the war, he was faced with a political conflict of his own making between himself and G\u00f6ring, which was not fully resolved until the war was almost over. In 1940 and 1941, G\u00f6ring's refusal to cooperate with the Kriegsmarine denied the entire Wehrmacht military forces of the Reich the chance to strangle British sea communications, which might have had strategic or decisive effect in the war against the British Empire.", "targets": "What strategy could have worked against the British Empire?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b273066cbfe440e9abbb99d94843e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A major problem in the managing of the Luftwaffe was Hermann G\u00f6ring. Hitler believed the Luftwaffe was \"the most effective strategic weapon\", and in reply to repeated requests from the Kriegsmarine for control over aircraft insisted, \"We should never have been able to hold our own in this war if we had not had an undivided Luftwaffe\". Such principles made it much harder to integrate the air force into the overall strategy and produced in G\u00f6ring a jealous and damaging defence of his \"empire\" while removing Hitler voluntarily from the systematic direction of the Luftwaffe at either the strategic or operational level. When Hitler tried to intervene more in the running of the air force later in the war, he was faced with a political conflict of his own making between himself and G\u00f6ring, which was not fully resolved until the war was almost over. In 1940 and 1941, G\u00f6ring's refusal to cooperate with the Kriegsmarine denied the entire Wehrmacht military forces of the Reich the chance to strangle British sea communications, which might have had strategic or decisive effect in the war against the British Empire.", "targets": "What did the Kriegsmarine try to gain control over?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4b273066cbfe440e9abbb99d94843e1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A major problem in the managing of the Luftwaffe was Hermann G\u00f6ring. Hitler believed the Luftwaffe was \"the most effective strategic weapon\", and in reply to repeated requests from the Kriegsmarine for control over aircraft insisted, \"We should never have been able to hold our own in this war if we had not had an undivided Luftwaffe\". Such principles made it much harder to integrate the air force into the overall strategy and produced in G\u00f6ring a jealous and damaging defence of his \"empire\" while removing Hitler voluntarily from the systematic direction of the Luftwaffe at either the strategic or operational level. When Hitler tried to intervene more in the running of the air force later in the war, he was faced with a political conflict of his own making between himself and G\u00f6ring, which was not fully resolved until the war was almost over. In 1940 and 1941, G\u00f6ring's refusal to cooperate with the Kriegsmarine denied the entire Wehrmacht military forces of the Reich the chance to strangle British sea communications, which might have had strategic or decisive effect in the war against the British Empire.", "targets": "Who did Goring refuse to work with in 1940 and 1941?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0a6ae5a444421bb123a863caee3935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623\u201325, and again in 1635\u201336, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576\u201377 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629\u20131631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348\u201350. The last plague outbreak ravaged Oslo in 1654.", "targets": "How many people died of plague in Paris in 1466?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0a6ae5a444421bb123a863caee3935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623\u201325, and again in 1635\u201336, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576\u201377 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629\u20131631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348\u201350. The last plague outbreak ravaged Oslo in 1654.", "targets": "The black plague ravaged Europe for three years followed by what country?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0a6ae5a444421bb123a863caee3935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623\u201325, and again in 1635\u201336, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576\u201377 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629\u20131631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348\u201350. The last plague outbreak ravaged Oslo in 1654.", "targets": "Which outbreak was associated with troops in the thirty years war?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0a6ae5a444421bb123a863caee3935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623\u201325, and again in 1635\u201336, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576\u201377 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629\u20131631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348\u201350. The last plague outbreak ravaged Oslo in 1654.", "targets": "When was the last plague outbreak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ef0a6ae5a444421bb123a863caee3935", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1466, perhaps 40,000 people died of the plague in Paris. During the 16th and 17th centuries, the plague was present in Paris around 30 per cent of the time. The Black Death ravaged Europe for three years before it continued on into Russia, where the disease was present somewhere in the country 25 times between 1350 to 1490. Plague epidemics ravaged London in 1563, 1593, 1603, 1625, 1636, and 1665, reducing its population by 10 to 30% during those years. Over 10% of Amsterdam's population died in 1623\u201325, and again in 1635\u201336, 1655, and 1664. Plague occurred in Venice 22 times between 1361 and 1528. The plague of 1576\u201377 killed 50,000 in Venice, almost a third of the population. Late outbreaks in central Europe included the Italian Plague of 1629\u20131631, which is associated with troop movements during the Thirty Years' War, and the Great Plague of Vienna in 1679. Over 60% of Norway's population died in 1348\u201350. The last plague outbreak ravaged Oslo in 1654.", "targets": "How many times did plague occur in Venice?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd2afc2db3cb4121879ffff55dc03df6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also, anything that can be used as an element of drama can exist in professional wrestling stories: romantic relationships (including love triangles and marriage), racism, classism, nepotism, favoritism, corporate corruption, family bonds, personal histories, grudges, theft, cheating, assault, betrayal, bribery, seduction, stalking, confidence tricks, extortion, blackmail, substance abuse, self-doubt, self-sacrifice; even kidnapping, sexual fetishism, necrophilia, misogyny, rape and death have been portrayed in wrestling. Some promotions have included supernatural elements such as magic, curses, the undead and Satanic imagery (most notably The Undertaker and his Ministry of Darkness, a stable that regularly performed evil rituals and human sacrifice in Satanic-like worship of a hidden power figure). Celebrities would also be involved in storylines.", "targets": "What supernatural things have been portrayed in matches?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd2afc2db3cb4121879ffff55dc03df6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also, anything that can be used as an element of drama can exist in professional wrestling stories: romantic relationships (including love triangles and marriage), racism, classism, nepotism, favoritism, corporate corruption, family bonds, personal histories, grudges, theft, cheating, assault, betrayal, bribery, seduction, stalking, confidence tricks, extortion, blackmail, substance abuse, self-doubt, self-sacrifice; even kidnapping, sexual fetishism, necrophilia, misogyny, rape and death have been portrayed in wrestling. Some promotions have included supernatural elements such as magic, curses, the undead and Satanic imagery (most notably The Undertaker and his Ministry of Darkness, a stable that regularly performed evil rituals and human sacrifice in Satanic-like worship of a hidden power figure). Celebrities would also be involved in storylines.", "targets": "What can be used in a wrestling story? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd2afc2db3cb4121879ffff55dc03df6", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Also, anything that can be used as an element of drama can exist in professional wrestling stories: romantic relationships (including love triangles and marriage), racism, classism, nepotism, favoritism, corporate corruption, family bonds, personal histories, grudges, theft, cheating, assault, betrayal, bribery, seduction, stalking, confidence tricks, extortion, blackmail, substance abuse, self-doubt, self-sacrifice; even kidnapping, sexual fetishism, necrophilia, misogyny, rape and death have been portrayed in wrestling. Some promotions have included supernatural elements such as magic, curses, the undead and Satanic imagery (most notably The Undertaker and his Ministry of Darkness, a stable that regularly performed evil rituals and human sacrifice in Satanic-like worship of a hidden power figure). Celebrities would also be involved in storylines.", "targets": "What romantic drama might be used in a story? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What must a species do in order to be classified as a predator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "How would you describe a predator that primarily eats plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "A predator must do what to the prey after it is killed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "A species that uses a host body to survive and reproduce is classified as a what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "How would you describe a diet of a species that eats primarily dead organic material? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What does an herbivore eat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "Do detritivores have a direct impact on \"donor\" organisms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What term is given to an organism that is being hunted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What term is given to the biological interaction where a predator feeds upon prey?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What is the key characteristic of predation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What do detritivores eat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4db5d45701d4eaea432a6915f3438fd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In an ecosystem, predation is a biological interaction where a predator (an organism that is hunting) feeds on its prey (the organism that is attacked). Predators may or may not kill their prey prior to feeding on them, but the act of predation often results in the death of the prey and the eventual absorption of the prey's tissue through consumption. Thus predation is often, though not always, carnivory. Other categories of consumption are herbivory (eating parts of plants), fungivory (eating parts of fungi), and detritivory (the consumption of dead organic material (detritus)). All these consumption categories fall under the rubric of consumer-resource systems. It can often be difficult to separate various types of feeding behaviors. For example, some parasitic species prey on a host organism and then lay their eggs on it for their offspring to feed on it while it continues to live in or on its decaying corpse after it has died. The key characteristic of predation however is the predator's direct impact on the prey population. On the other hand, detritivores simply eat dead organic material arising from the decay of dead individuals and have no direct impact on the \"donor\" organism(s).", "targets": "What is the key characteristic of predation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe22f99a1024c969976fffaf1dd44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was a military conflict fought between October 1853 \u2013 March 1856 in which Russia lost to an alliance of France, the United Kingdom, the Ottoman Empire, and Sardinia. The immediate cause involved the rights of Christian minorities in the Holy Land, which was controlled by the Ottoman Empire. The French promoted the rights of Catholics, while Russia promoted those of the Eastern Orthodox Christians. The longer-term causes involved the decline of the Ottoman Empire and the unwillingness of the United Kingdom and France to allow Russia to gain territory and power at Ottoman expense. It has widely been noted that the causes, in one case involving an argument over a key, have never revealed a \"greater confusion of purpose\", yet led to a war noted for its \"notoriously incompetent international butchery.\"", "targets": "What year did the Crimean War begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe22f99a1024c969976fffaf1dd44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was a military conflict fought between October 1853 \u2013 March 1856 in which Russia lost to an alliance of France, the United Kingdom, the Ottoman Empire, and Sardinia. The immediate cause involved the rights of Christian minorities in the Holy Land, which was controlled by the Ottoman Empire. The French promoted the rights of Catholics, while Russia promoted those of the Eastern Orthodox Christians. The longer-term causes involved the decline of the Ottoman Empire and the unwillingness of the United Kingdom and France to allow Russia to gain territory and power at Ottoman expense. It has widely been noted that the causes, in one case involving an argument over a key, have never revealed a \"greater confusion of purpose\", yet led to a war noted for its \"notoriously incompetent international butchery.\"", "targets": "What year did the Crimean War end?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe22f99a1024c969976fffaf1dd44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was a military conflict fought between October 1853 \u2013 March 1856 in which Russia lost to an alliance of France, the United Kingdom, the Ottoman Empire, and Sardinia. The immediate cause involved the rights of Christian minorities in the Holy Land, which was controlled by the Ottoman Empire. The French promoted the rights of Catholics, while Russia promoted those of the Eastern Orthodox Christians. The longer-term causes involved the decline of the Ottoman Empire and the unwillingness of the United Kingdom and France to allow Russia to gain territory and power at Ottoman expense. It has widely been noted that the causes, in one case involving an argument over a key, have never revealed a \"greater confusion of purpose\", yet led to a war noted for its \"notoriously incompetent international butchery.\"", "targets": "Who controlled the rights of Christian minorities in the Holy Land?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe22f99a1024c969976fffaf1dd44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was a military conflict fought between October 1853 \u2013 March 1856 in which Russia lost to an alliance of France, the United Kingdom, the Ottoman Empire, and Sardinia. The immediate cause involved the rights of Christian minorities in the Holy Land, which was controlled by the Ottoman Empire. The French promoted the rights of Catholics, while Russia promoted those of the Eastern Orthodox Christians. The longer-term causes involved the decline of the Ottoman Empire and the unwillingness of the United Kingdom and France to allow Russia to gain territory and power at Ottoman expense. It has widely been noted that the causes, in one case involving an argument over a key, have never revealed a \"greater confusion of purpose\", yet led to a war noted for its \"notoriously incompetent international butchery.\"", "targets": "Who promoted the rights of the Catholic people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-afe22f99a1024c969976fffaf1dd44df", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Crimean War was a military conflict fought between October 1853 \u2013 March 1856 in which Russia lost to an alliance of France, the United Kingdom, the Ottoman Empire, and Sardinia. The immediate cause involved the rights of Christian minorities in the Holy Land, which was controlled by the Ottoman Empire. The French promoted the rights of Catholics, while Russia promoted those of the Eastern Orthodox Christians. The longer-term causes involved the decline of the Ottoman Empire and the unwillingness of the United Kingdom and France to allow Russia to gain territory and power at Ottoman expense. It has widely been noted that the causes, in one case involving an argument over a key, have never revealed a \"greater confusion of purpose\", yet led to a war noted for its \"notoriously incompetent international butchery.\"", "targets": "Who promoted the rights of the Eastern Orthodox Christians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa00e558b65b4e898daa1b8ff00d1b12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930, Paul Dirac proposed a model of the vacuum as an infinite sea of particles possessing negative energy, called the Dirac sea. This theory helped refine the predictions of his earlier formulated Dirac equation, and successfully predicted the existence of the positron, confirmed two years later. Werner Heisenberg's uncertainty principle formulated in 1927, predict a fundamental limit within which instantaneous position and momentum, or energy and time can be measured. This has far reaching consequences on the \"emptiness\" of space between particles. In the late 20th century, so-called virtual particles that arise spontaneously from empty space were confirmed.", "targets": "An infinite sea of particles with negative energy  was a model propesed by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa00e558b65b4e898daa1b8ff00d1b12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930, Paul Dirac proposed a model of the vacuum as an infinite sea of particles possessing negative energy, called the Dirac sea. This theory helped refine the predictions of his earlier formulated Dirac equation, and successfully predicted the existence of the positron, confirmed two years later. Werner Heisenberg's uncertainty principle formulated in 1927, predict a fundamental limit within which instantaneous position and momentum, or energy and time can be measured. This has far reaching consequences on the \"emptiness\" of space between particles. In the late 20th century, so-called virtual particles that arise spontaneously from empty space were confirmed.", "targets": "What year was the Dirac sea modeled?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa00e558b65b4e898daa1b8ff00d1b12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930, Paul Dirac proposed a model of the vacuum as an infinite sea of particles possessing negative energy, called the Dirac sea. This theory helped refine the predictions of his earlier formulated Dirac equation, and successfully predicted the existence of the positron, confirmed two years later. Werner Heisenberg's uncertainty principle formulated in 1927, predict a fundamental limit within which instantaneous position and momentum, or energy and time can be measured. This has far reaching consequences on the \"emptiness\" of space between particles. In the late 20th century, so-called virtual particles that arise spontaneously from empty space were confirmed.", "targets": "When werer virtual particles confirmed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa00e558b65b4e898daa1b8ff00d1b12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930, Paul Dirac proposed a model of the vacuum as an infinite sea of particles possessing negative energy, called the Dirac sea. This theory helped refine the predictions of his earlier formulated Dirac equation, and successfully predicted the existence of the positron, confirmed two years later. Werner Heisenberg's uncertainty principle formulated in 1927, predict a fundamental limit within which instantaneous position and momentum, or energy and time can be measured. This has far reaching consequences on the \"emptiness\" of space between particles. In the late 20th century, so-called virtual particles that arise spontaneously from empty space were confirmed.", "targets": "What year was the uncertainty principle formed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-fa00e558b65b4e898daa1b8ff00d1b12", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1930, Paul Dirac proposed a model of the vacuum as an infinite sea of particles possessing negative energy, called the Dirac sea. This theory helped refine the predictions of his earlier formulated Dirac equation, and successfully predicted the existence of the positron, confirmed two years later. Werner Heisenberg's uncertainty principle formulated in 1927, predict a fundamental limit within which instantaneous position and momentum, or energy and time can be measured. This has far reaching consequences on the \"emptiness\" of space between particles. In the late 20th century, so-called virtual particles that arise spontaneously from empty space were confirmed.", "targets": "What theorized that time and energy can be measured?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04f4c64512c4723bd036e861b89394c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Congregational and Presbyterian churches which profess a traditionally Calvinist or Reformed theology there are differing views regarding present-day continuation or cessation of the gifts (charismata) of the Spirit. Generally, however, Reformed charismatics distance themselves from renewal movements with tendencies which could be perceived as overemotional, such as Word of Faith, Toronto Blessing, Brownsville Revival and Lakeland Revival. Prominent Reformed charismatic denominations are the Sovereign Grace Churches and the Every Nation Churches in the USA, in Great Britain there is the Newfrontiers churches and movement, which leading figure is Terry Virgo.", "targets": "Who heads the Newfrontiers movement?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04f4c64512c4723bd036e861b89394c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Congregational and Presbyterian churches which profess a traditionally Calvinist or Reformed theology there are differing views regarding present-day continuation or cessation of the gifts (charismata) of the Spirit. Generally, however, Reformed charismatics distance themselves from renewal movements with tendencies which could be perceived as overemotional, such as Word of Faith, Toronto Blessing, Brownsville Revival and Lakeland Revival. Prominent Reformed charismatic denominations are the Sovereign Grace Churches and the Every Nation Churches in the USA, in Great Britain there is the Newfrontiers churches and movement, which leading figure is Terry Virgo.", "targets": "What tendencies do reformed charismatics avoid?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04f4c64512c4723bd036e861b89394c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Congregational and Presbyterian churches which profess a traditionally Calvinist or Reformed theology there are differing views regarding present-day continuation or cessation of the gifts (charismata) of the Spirit. Generally, however, Reformed charismatics distance themselves from renewal movements with tendencies which could be perceived as overemotional, such as Word of Faith, Toronto Blessing, Brownsville Revival and Lakeland Revival. Prominent Reformed charismatic denominations are the Sovereign Grace Churches and the Every Nation Churches in the USA, in Great Britain there is the Newfrontiers churches and movement, which leading figure is Terry Virgo.", "targets": "Where is Every Nations Churches located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04f4c64512c4723bd036e861b89394c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Congregational and Presbyterian churches which profess a traditionally Calvinist or Reformed theology there are differing views regarding present-day continuation or cessation of the gifts (charismata) of the Spirit. Generally, however, Reformed charismatics distance themselves from renewal movements with tendencies which could be perceived as overemotional, such as Word of Faith, Toronto Blessing, Brownsville Revival and Lakeland Revival. Prominent Reformed charismatic denominations are the Sovereign Grace Churches and the Every Nation Churches in the USA, in Great Britain there is the Newfrontiers churches and movement, which leading figure is Terry Virgo.", "targets": "What is a name for gifts of the Spirit?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f04f4c64512c4723bd036e861b89394c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Congregational and Presbyterian churches which profess a traditionally Calvinist or Reformed theology there are differing views regarding present-day continuation or cessation of the gifts (charismata) of the Spirit. Generally, however, Reformed charismatics distance themselves from renewal movements with tendencies which could be perceived as overemotional, such as Word of Faith, Toronto Blessing, Brownsville Revival and Lakeland Revival. Prominent Reformed charismatic denominations are the Sovereign Grace Churches and the Every Nation Churches in the USA, in Great Britain there is the Newfrontiers churches and movement, which leading figure is Terry Virgo.", "targets": "Name the renewal movements which could be considered overemotional."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de2d8f139f6049299209df5a95b1cbb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During installation, an iPod is associated with one host computer. Each time an iPod connects to its host computer, iTunes can synchronize entire music libraries or music playlists either automatically or manually. Song ratings can be set on an iPod and synchronized later to the iTunes library, and vice versa. A user can access, play, and add music on a second computer if an iPod is set to manual and not automatic sync, but anything added or edited will be reversed upon connecting and syncing with the main computer and its library. If a user wishes to automatically sync music with another computer, an iPod's library will be entirely wiped and replaced with the other computer's library.", "targets": "How many hosts are recognized by an iPod the first time they're used?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de2d8f139f6049299209df5a95b1cbb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During installation, an iPod is associated with one host computer. Each time an iPod connects to its host computer, iTunes can synchronize entire music libraries or music playlists either automatically or manually. Song ratings can be set on an iPod and synchronized later to the iTunes library, and vice versa. A user can access, play, and add music on a second computer if an iPod is set to manual and not automatic sync, but anything added or edited will be reversed upon connecting and syncing with the main computer and its library. If a user wishes to automatically sync music with another computer, an iPod's library will be entirely wiped and replaced with the other computer's library.", "targets": "What will be erased if an iPod is set to sync with a different computer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de2d8f139f6049299209df5a95b1cbb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During installation, an iPod is associated with one host computer. Each time an iPod connects to its host computer, iTunes can synchronize entire music libraries or music playlists either automatically or manually. Song ratings can be set on an iPod and synchronized later to the iTunes library, and vice versa. A user can access, play, and add music on a second computer if an iPod is set to manual and not automatic sync, but anything added or edited will be reversed upon connecting and syncing with the main computer and its library. If a user wishes to automatically sync music with another computer, an iPod's library will be entirely wiped and replaced with the other computer's library.", "targets": "What must an iPod be connected to before iTunes can synchronize?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053d9054af884d8e92361d60d295ef79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The heavy infantry of the maniples were supported by a number of light infantry and cavalry troops, typically 300 horsemen per manipular legion. The cavalry was drawn primarily from the richest class of equestrians. There was an additional class of troops who followed the army without specific martial roles and were deployed to the rear of the third line. Their role in accompanying the army was primarily to supply any vacancies that might occur in the maniples. The light infantry consisted of 1,200 unarmoured skirmishing troops drawn from the youngest and lower social classes. They were armed with a sword and a small shield, as well as several light javelins.", "targets": "How many horseman were likely to be found in a single manipular legion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053d9054af884d8e92361d60d295ef79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The heavy infantry of the maniples were supported by a number of light infantry and cavalry troops, typically 300 horsemen per manipular legion. The cavalry was drawn primarily from the richest class of equestrians. There was an additional class of troops who followed the army without specific martial roles and were deployed to the rear of the third line. Their role in accompanying the army was primarily to supply any vacancies that might occur in the maniples. The light infantry consisted of 1,200 unarmoured skirmishing troops drawn from the youngest and lower social classes. They were armed with a sword and a small shield, as well as several light javelins.", "targets": "Where could you expect the extensive amount of cavalry troops to be sourced from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053d9054af884d8e92361d60d295ef79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The heavy infantry of the maniples were supported by a number of light infantry and cavalry troops, typically 300 horsemen per manipular legion. The cavalry was drawn primarily from the richest class of equestrians. There was an additional class of troops who followed the army without specific martial roles and were deployed to the rear of the third line. Their role in accompanying the army was primarily to supply any vacancies that might occur in the maniples. The light infantry consisted of 1,200 unarmoured skirmishing troops drawn from the youngest and lower social classes. They were armed with a sword and a small shield, as well as several light javelins.", "targets": "What often neglected social class was the light infantry comprised of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053d9054af884d8e92361d60d295ef79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The heavy infantry of the maniples were supported by a number of light infantry and cavalry troops, typically 300 horsemen per manipular legion. The cavalry was drawn primarily from the richest class of equestrians. There was an additional class of troops who followed the army without specific martial roles and were deployed to the rear of the third line. Their role in accompanying the army was primarily to supply any vacancies that might occur in the maniples. The light infantry consisted of 1,200 unarmoured skirmishing troops drawn from the youngest and lower social classes. They were armed with a sword and a small shield, as well as several light javelins.", "targets": "What type of infantry joined light, and the cavalry in battle?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-053d9054af884d8e92361d60d295ef79", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The heavy infantry of the maniples were supported by a number of light infantry and cavalry troops, typically 300 horsemen per manipular legion. The cavalry was drawn primarily from the richest class of equestrians. There was an additional class of troops who followed the army without specific martial roles and were deployed to the rear of the third line. Their role in accompanying the army was primarily to supply any vacancies that might occur in the maniples. The light infantry consisted of 1,200 unarmoured skirmishing troops drawn from the youngest and lower social classes. They were armed with a sword and a small shield, as well as several light javelins.", "targets": "Small shields could be found in what section of the infantry?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37da1f4588d34586bab71cc186ff3ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English developed from a set of Anglo-Frisian or North Sea Germanic dialects originally spoken by Germanic tribes traditionally known as the Angles, Saxons, and Jutes. As the Anglo-Saxons became dominant in England, their language replaced the languages of Roman Britain: Common Brittonic, a Celtic language, and Latin, brought to Britain by Roman invasion. Old English had four main dialects, associated with particular Anglo-Saxon kingdoms: Mercian, Northumbrian, Kentish and West Saxon. It was West Saxon that formed the basis for the literary standard of the later Old English period, although the dominant forms of Middle and Modern English would develop mainly from Mercian. The speech of eastern and northern parts of England was subject to strong Old Norse influence due to Scandinavian rule and settlement beginning in the 9th century.", "targets": "What is another name for Anglo-Frisian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37da1f4588d34586bab71cc186ff3ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English developed from a set of Anglo-Frisian or North Sea Germanic dialects originally spoken by Germanic tribes traditionally known as the Angles, Saxons, and Jutes. As the Anglo-Saxons became dominant in England, their language replaced the languages of Roman Britain: Common Brittonic, a Celtic language, and Latin, brought to Britain by Roman invasion. Old English had four main dialects, associated with particular Anglo-Saxon kingdoms: Mercian, Northumbrian, Kentish and West Saxon. It was West Saxon that formed the basis for the literary standard of the later Old English period, although the dominant forms of Middle and Modern English would develop mainly from Mercian. The speech of eastern and northern parts of England was subject to strong Old Norse influence due to Scandinavian rule and settlement beginning in the 9th century.", "targets": "What language family did Common Brittonic belong to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37da1f4588d34586bab71cc186ff3ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English developed from a set of Anglo-Frisian or North Sea Germanic dialects originally spoken by Germanic tribes traditionally known as the Angles, Saxons, and Jutes. As the Anglo-Saxons became dominant in England, their language replaced the languages of Roman Britain: Common Brittonic, a Celtic language, and Latin, brought to Britain by Roman invasion. Old English had four main dialects, associated with particular Anglo-Saxon kingdoms: Mercian, Northumbrian, Kentish and West Saxon. It was West Saxon that formed the basis for the literary standard of the later Old English period, although the dominant forms of Middle and Modern English would develop mainly from Mercian. The speech of eastern and northern parts of England was subject to strong Old Norse influence due to Scandinavian rule and settlement beginning in the 9th century.", "targets": "How was the Latin language brought to Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37da1f4588d34586bab71cc186ff3ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English developed from a set of Anglo-Frisian or North Sea Germanic dialects originally spoken by Germanic tribes traditionally known as the Angles, Saxons, and Jutes. As the Anglo-Saxons became dominant in England, their language replaced the languages of Roman Britain: Common Brittonic, a Celtic language, and Latin, brought to Britain by Roman invasion. Old English had four main dialects, associated with particular Anglo-Saxon kingdoms: Mercian, Northumbrian, Kentish and West Saxon. It was West Saxon that formed the basis for the literary standard of the later Old English period, although the dominant forms of Middle and Modern English would develop mainly from Mercian. The speech of eastern and northern parts of England was subject to strong Old Norse influence due to Scandinavian rule and settlement beginning in the 9th century.", "targets": "In what century did Scandinavian settlement begin in northern England?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-37da1f4588d34586bab71cc186ff3ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Old English developed from a set of Anglo-Frisian or North Sea Germanic dialects originally spoken by Germanic tribes traditionally known as the Angles, Saxons, and Jutes. As the Anglo-Saxons became dominant in England, their language replaced the languages of Roman Britain: Common Brittonic, a Celtic language, and Latin, brought to Britain by Roman invasion. Old English had four main dialects, associated with particular Anglo-Saxon kingdoms: Mercian, Northumbrian, Kentish and West Saxon. It was West Saxon that formed the basis for the literary standard of the later Old English period, although the dominant forms of Middle and Modern English would develop mainly from Mercian. The speech of eastern and northern parts of England was subject to strong Old Norse influence due to Scandinavian rule and settlement beginning in the 9th century.", "targets": "Along with the Angles and Saxons, what tribe spoke Anglo-Frisian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8140e202c77e435e9eae39f8d2f819de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In soil, microorganisms that reside in the rhizosphere (a zone that includes the root surface and the soil that adheres to the root after gentle shaking) carry out nitrogen fixation, converting nitrogen gas to nitrogenous compounds. This serves to provide an easily absorbable form of nitrogen for many plants, which cannot fix nitrogen themselves. Many other bacteria are found as symbionts in humans and other organisms. For example, the presence of over 1,000 bacterial species in the normal human gut flora of the intestines can contribute to gut immunity, synthesise vitamins, such as folic acid, vitamin K and biotin, convert sugars to lactic acid (see Lactobacillus), as well as fermenting complex undigestible carbohydrates. The presence of this gut flora also inhibits the growth of potentially pathogenic bacteria (usually through competitive exclusion) and these beneficial bacteria are consequently sold as probiotic dietary supplements.", "targets": "Where do bacteria stay in soil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8140e202c77e435e9eae39f8d2f819de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In soil, microorganisms that reside in the rhizosphere (a zone that includes the root surface and the soil that adheres to the root after gentle shaking) carry out nitrogen fixation, converting nitrogen gas to nitrogenous compounds. This serves to provide an easily absorbable form of nitrogen for many plants, which cannot fix nitrogen themselves. Many other bacteria are found as symbionts in humans and other organisms. For example, the presence of over 1,000 bacterial species in the normal human gut flora of the intestines can contribute to gut immunity, synthesise vitamins, such as folic acid, vitamin K and biotin, convert sugars to lactic acid (see Lactobacillus), as well as fermenting complex undigestible carbohydrates. The presence of this gut flora also inhibits the growth of potentially pathogenic bacteria (usually through competitive exclusion) and these beneficial bacteria are consequently sold as probiotic dietary supplements.", "targets": "What do bacteria do in soil?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8140e202c77e435e9eae39f8d2f819de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In soil, microorganisms that reside in the rhizosphere (a zone that includes the root surface and the soil that adheres to the root after gentle shaking) carry out nitrogen fixation, converting nitrogen gas to nitrogenous compounds. This serves to provide an easily absorbable form of nitrogen for many plants, which cannot fix nitrogen themselves. Many other bacteria are found as symbionts in humans and other organisms. For example, the presence of over 1,000 bacterial species in the normal human gut flora of the intestines can contribute to gut immunity, synthesise vitamins, such as folic acid, vitamin K and biotin, convert sugars to lactic acid (see Lactobacillus), as well as fermenting complex undigestible carbohydrates. The presence of this gut flora also inhibits the growth of potentially pathogenic bacteria (usually through competitive exclusion) and these beneficial bacteria are consequently sold as probiotic dietary supplements.", "targets": "How does the conversion help the vegetation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8140e202c77e435e9eae39f8d2f819de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In soil, microorganisms that reside in the rhizosphere (a zone that includes the root surface and the soil that adheres to the root after gentle shaking) carry out nitrogen fixation, converting nitrogen gas to nitrogenous compounds. This serves to provide an easily absorbable form of nitrogen for many plants, which cannot fix nitrogen themselves. Many other bacteria are found as symbionts in humans and other organisms. For example, the presence of over 1,000 bacterial species in the normal human gut flora of the intestines can contribute to gut immunity, synthesise vitamins, such as folic acid, vitamin K and biotin, convert sugars to lactic acid (see Lactobacillus), as well as fermenting complex undigestible carbohydrates. The presence of this gut flora also inhibits the growth of potentially pathogenic bacteria (usually through competitive exclusion) and these beneficial bacteria are consequently sold as probiotic dietary supplements.", "targets": "What is the amount of bacteria in human intestines?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8140e202c77e435e9eae39f8d2f819de", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In soil, microorganisms that reside in the rhizosphere (a zone that includes the root surface and the soil that adheres to the root after gentle shaking) carry out nitrogen fixation, converting nitrogen gas to nitrogenous compounds. This serves to provide an easily absorbable form of nitrogen for many plants, which cannot fix nitrogen themselves. Many other bacteria are found as symbionts in humans and other organisms. For example, the presence of over 1,000 bacterial species in the normal human gut flora of the intestines can contribute to gut immunity, synthesise vitamins, such as folic acid, vitamin K and biotin, convert sugars to lactic acid (see Lactobacillus), as well as fermenting complex undigestible carbohydrates. The presence of this gut flora also inhibits the growth of potentially pathogenic bacteria (usually through competitive exclusion) and these beneficial bacteria are consequently sold as probiotic dietary supplements.", "targets": "How does gut flora prevent growth of pathogenic bacteria?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7a3242b3cb54014b67c441ae660ae1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropology and many other current fields are the intellectual results of the comparative methods developed in the earlier 19th century. Theorists in such diverse fields as anatomy, linguistics, and Ethnology, making feature-by-feature comparisons of their subject matters, were beginning to suspect that similarities between animals, languages, and folkways were the result of processes or laws unknown to them then. For them, the publication of Charles Darwin's On the Origin of Species was the epiphany of everything they had begun to suspect. Darwin himself arrived at his conclusions through comparison of species he had seen in agronomy and in the wild.", "targets": "What is anthropology the intellectual results of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7a3242b3cb54014b67c441ae660ae1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropology and many other current fields are the intellectual results of the comparative methods developed in the earlier 19th century. Theorists in such diverse fields as anatomy, linguistics, and Ethnology, making feature-by-feature comparisons of their subject matters, were beginning to suspect that similarities between animals, languages, and folkways were the result of processes or laws unknown to them then. For them, the publication of Charles Darwin's On the Origin of Species was the epiphany of everything they had begun to suspect. Darwin himself arrived at his conclusions through comparison of species he had seen in agronomy and in the wild.", "targets": "What were theorists in diverse fields beginning to notice between animals and languages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7a3242b3cb54014b67c441ae660ae1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropology and many other current fields are the intellectual results of the comparative methods developed in the earlier 19th century. Theorists in such diverse fields as anatomy, linguistics, and Ethnology, making feature-by-feature comparisons of their subject matters, were beginning to suspect that similarities between animals, languages, and folkways were the result of processes or laws unknown to them then. For them, the publication of Charles Darwin's On the Origin of Species was the epiphany of everything they had begun to suspect. Darwin himself arrived at his conclusions through comparison of species he had seen in agronomy and in the wild.", "targets": "What did the theorists suspect these patterns were the result of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7a3242b3cb54014b67c441ae660ae1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropology and many other current fields are the intellectual results of the comparative methods developed in the earlier 19th century. Theorists in such diverse fields as anatomy, linguistics, and Ethnology, making feature-by-feature comparisons of their subject matters, were beginning to suspect that similarities between animals, languages, and folkways were the result of processes or laws unknown to them then. For them, the publication of Charles Darwin's On the Origin of Species was the epiphany of everything they had begun to suspect. Darwin himself arrived at his conclusions through comparison of species he had seen in agronomy and in the wild.", "targets": "What was Darwin's On The Origin of Species for theorists?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c7a3242b3cb54014b67c441ae660ae1f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Anthropology and many other current fields are the intellectual results of the comparative methods developed in the earlier 19th century. Theorists in such diverse fields as anatomy, linguistics, and Ethnology, making feature-by-feature comparisons of their subject matters, were beginning to suspect that similarities between animals, languages, and folkways were the result of processes or laws unknown to them then. For them, the publication of Charles Darwin's On the Origin of Species was the epiphany of everything they had begun to suspect. Darwin himself arrived at his conclusions through comparison of species he had seen in agronomy and in the wild.", "targets": "How did Darwin arrive at his conclusions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e30e857fa0e404581a07af56289074e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this period, Bengal witnessed an intellectual awakening that is in some way similar to the Renaissance in Europe during the 16th century, although Europeans of that age were not confronted with the challenge and influence of alien colonialism. This movement questioned existing orthodoxies, particularly with respect to women, marriage, the dowry system, the caste system, and religion. One of the earliest social movements that emerged during this time was the Young Bengal movement, which espoused rationalism and atheism as the common denominators of civil conduct among upper caste educated Hindus. It played an important role in reawakening Indian minds and intellect across the sub-continent.", "targets": "What did the Bengali Renaissance resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e30e857fa0e404581a07af56289074e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this period, Bengal witnessed an intellectual awakening that is in some way similar to the Renaissance in Europe during the 16th century, although Europeans of that age were not confronted with the challenge and influence of alien colonialism. This movement questioned existing orthodoxies, particularly with respect to women, marriage, the dowry system, the caste system, and religion. One of the earliest social movements that emerged during this time was the Young Bengal movement, which espoused rationalism and atheism as the common denominators of civil conduct among upper caste educated Hindus. It played an important role in reawakening Indian minds and intellect across the sub-continent.", "targets": "What did the Movement question?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e30e857fa0e404581a07af56289074e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this period, Bengal witnessed an intellectual awakening that is in some way similar to the Renaissance in Europe during the 16th century, although Europeans of that age were not confronted with the challenge and influence of alien colonialism. This movement questioned existing orthodoxies, particularly with respect to women, marriage, the dowry system, the caste system, and religion. One of the earliest social movements that emerged during this time was the Young Bengal movement, which espoused rationalism and atheism as the common denominators of civil conduct among upper caste educated Hindus. It played an important role in reawakening Indian minds and intellect across the sub-continent.", "targets": "What early social movement occurred during this time of awakening?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e30e857fa0e404581a07af56289074e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this period, Bengal witnessed an intellectual awakening that is in some way similar to the Renaissance in Europe during the 16th century, although Europeans of that age were not confronted with the challenge and influence of alien colonialism. This movement questioned existing orthodoxies, particularly with respect to women, marriage, the dowry system, the caste system, and religion. One of the earliest social movements that emerged during this time was the Young Bengal movement, which espoused rationalism and atheism as the common denominators of civil conduct among upper caste educated Hindus. It played an important role in reawakening Indian minds and intellect across the sub-continent.", "targets": "What factors did the Young Bengal movement  say were needed for civil conduct?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9e30e857fa0e404581a07af56289074e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During this period, Bengal witnessed an intellectual awakening that is in some way similar to the Renaissance in Europe during the 16th century, although Europeans of that age were not confronted with the challenge and influence of alien colonialism. This movement questioned existing orthodoxies, particularly with respect to women, marriage, the dowry system, the caste system, and religion. One of the earliest social movements that emerged during this time was the Young Bengal movement, which espoused rationalism and atheism as the common denominators of civil conduct among upper caste educated Hindus. It played an important role in reawakening Indian minds and intellect across the sub-continent.", "targets": "What did the movements in Bengal serve to awaken in Indians?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ac927f4ea6b4decb4aa03d6339c915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electricity in the Richmond Metro area is provided by Dominion Virginia Power. The company, based in Richmond, is one of the nation's largest producers of energy, serving retail energy customers in nine states. Electricity is provided in the Richmond area primarily by the North Anna Nuclear Generating Station and Surry Nuclear Generating Station, as well as a coal-fired station in Chester, Virginia. These three plants provide a total of 4,453 megawatts of power. Several other natural gas plants provide extra power during times of peak demand. These include facilities in Chester, and Surry, and two plants in Richmond (Gravel Neck and Darbytown).", "targets": "Who is Richmond's electricity supplier?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ac927f4ea6b4decb4aa03d6339c915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electricity in the Richmond Metro area is provided by Dominion Virginia Power. The company, based in Richmond, is one of the nation's largest producers of energy, serving retail energy customers in nine states. Electricity is provided in the Richmond area primarily by the North Anna Nuclear Generating Station and Surry Nuclear Generating Station, as well as a coal-fired station in Chester, Virginia. These three plants provide a total of 4,453 megawatts of power. Several other natural gas plants provide extra power during times of peak demand. These include facilities in Chester, and Surry, and two plants in Richmond (Gravel Neck and Darbytown).", "targets": "How many states does Dominion Virginia Power operate in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ac927f4ea6b4decb4aa03d6339c915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electricity in the Richmond Metro area is provided by Dominion Virginia Power. The company, based in Richmond, is one of the nation's largest producers of energy, serving retail energy customers in nine states. Electricity is provided in the Richmond area primarily by the North Anna Nuclear Generating Station and Surry Nuclear Generating Station, as well as a coal-fired station in Chester, Virginia. These three plants provide a total of 4,453 megawatts of power. Several other natural gas plants provide extra power during times of peak demand. These include facilities in Chester, and Surry, and two plants in Richmond (Gravel Neck and Darbytown).", "targets": "Along with Surry Nuclear Generating Station, what is Richmond's main electricity generator?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ac927f4ea6b4decb4aa03d6339c915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electricity in the Richmond Metro area is provided by Dominion Virginia Power. The company, based in Richmond, is one of the nation's largest producers of energy, serving retail energy customers in nine states. Electricity is provided in the Richmond area primarily by the North Anna Nuclear Generating Station and Surry Nuclear Generating Station, as well as a coal-fired station in Chester, Virginia. These three plants provide a total of 4,453 megawatts of power. Several other natural gas plants provide extra power during times of peak demand. These include facilities in Chester, and Surry, and two plants in Richmond (Gravel Neck and Darbytown).", "targets": "In what town is a coal-fired plant that provides power to Richmond located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5ac927f4ea6b4decb4aa03d6339c915e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Electricity in the Richmond Metro area is provided by Dominion Virginia Power. The company, based in Richmond, is one of the nation's largest producers of energy, serving retail energy customers in nine states. Electricity is provided in the Richmond area primarily by the North Anna Nuclear Generating Station and Surry Nuclear Generating Station, as well as a coal-fired station in Chester, Virginia. These three plants provide a total of 4,453 megawatts of power. Several other natural gas plants provide extra power during times of peak demand. These include facilities in Chester, and Surry, and two plants in Richmond (Gravel Neck and Darbytown).", "targets": "What type of power plant is Darbytown?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2747090fd174f3bb8cf8e9f37272bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to February 28 in the calendar you are converting from add one day less or subtract one day more than the calculated value. Remember to give February the appropriate number of days for the calendar you are converting into. When you are subtracting days to move from Julian to Gregorian be careful, when calculating the Gregorian equivalent of February 29 (Julian), to remember that February 29 is discounted. Thus if the calculated value is -4 the Gregorian equivalent of this date is February 24.", "targets": "How many days do you subtract to convert days from a calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2747090fd174f3bb8cf8e9f37272bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to February 28 in the calendar you are converting from add one day less or subtract one day more than the calculated value. Remember to give February the appropriate number of days for the calendar you are converting into. When you are subtracting days to move from Julian to Gregorian be careful, when calculating the Gregorian equivalent of February 29 (Julian), to remember that February 29 is discounted. Thus if the calculated value is -4 the Gregorian equivalent of this date is February 24.", "targets": "What does one need to remember about  the date of February 29 in the Julian calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d2747090fd174f3bb8cf8e9f37272bf7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Up to February 28 in the calendar you are converting from add one day less or subtract one day more than the calculated value. Remember to give February the appropriate number of days for the calendar you are converting into. When you are subtracting days to move from Julian to Gregorian be careful, when calculating the Gregorian equivalent of February 29 (Julian), to remember that February 29 is discounted. Thus if the calculated value is -4 the Gregorian equivalent of this date is February 24.", "targets": "If you need a date of four days less, what do you subtract from the Julian calendar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ee5b489816a474a8fdf650b18e5cd93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The SI unit of illuminance and luminous emittance, being the luminous power per area, is measured in Lux. It is used in photometry as a measure of the intensity, as perceived by the human eye, of light that hits or passes through a surface. It is analogous to the radiometric unit watts per square metre, but with the power at each wavelength weighted according to the luminosity function, a standardized model of human visual brightness perception. In English, \"lux\" is used in both singular and plural.", "targets": "What is a standardized model of human visual brightness?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2ee5b489816a474a8fdf650b18e5cd93", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The SI unit of illuminance and luminous emittance, being the luminous power per area, is measured in Lux. It is used in photometry as a measure of the intensity, as perceived by the human eye, of light that hits or passes through a surface. It is analogous to the radiometric unit watts per square metre, but with the power at each wavelength weighted according to the luminosity function, a standardized model of human visual brightness perception. In English, \"lux\" is used in both singular and plural.", "targets": "What is the SI unit of illuminace and luminous emittance?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75028eae712142829868996ec610872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religion is southern Europe is Christianity. Christianity spread throughout Southern Europe during the Roman Empire, and Christianity was adopted as the official religion of the Roman Empire in the year 380 AD. Due to the historical break of the Christian Church into the western half based in Rome and the eastern half based in Constantinople, different branches of Christianity are prodominent in different parts of Europe. Christians in the western half of Southern Europe \u2014 e.g., Portugal, Spain, Italy \u2014 are generally Roman Catholic. Christians in the eastern half of Southern Europe \u2014 e.g., Greece, Macedonia \u2014 are generally Greek Orthodox.", "targets": "What is the main faith practiced in southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75028eae712142829868996ec610872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religion is southern Europe is Christianity. Christianity spread throughout Southern Europe during the Roman Empire, and Christianity was adopted as the official religion of the Roman Empire in the year 380 AD. Due to the historical break of the Christian Church into the western half based in Rome and the eastern half based in Constantinople, different branches of Christianity are prodominent in different parts of Europe. Christians in the western half of Southern Europe \u2014 e.g., Portugal, Spain, Italy \u2014 are generally Roman Catholic. Christians in the eastern half of Southern Europe \u2014 e.g., Greece, Macedonia \u2014 are generally Greek Orthodox.", "targets": "When did the Romans make Christianity their official religion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75028eae712142829868996ec610872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religion is southern Europe is Christianity. Christianity spread throughout Southern Europe during the Roman Empire, and Christianity was adopted as the official religion of the Roman Empire in the year 380 AD. Due to the historical break of the Christian Church into the western half based in Rome and the eastern half based in Constantinople, different branches of Christianity are prodominent in different parts of Europe. Christians in the western half of Southern Europe \u2014 e.g., Portugal, Spain, Italy \u2014 are generally Roman Catholic. Christians in the eastern half of Southern Europe \u2014 e.g., Greece, Macedonia \u2014 are generally Greek Orthodox.", "targets": "What denomination of Christianity is common in the western part of southern Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-75028eae712142829868996ec610872e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The predominant religion is southern Europe is Christianity. Christianity spread throughout Southern Europe during the Roman Empire, and Christianity was adopted as the official religion of the Roman Empire in the year 380 AD. Due to the historical break of the Christian Church into the western half based in Rome and the eastern half based in Constantinople, different branches of Christianity are prodominent in different parts of Europe. Christians in the western half of Southern Europe \u2014 e.g., Portugal, Spain, Italy \u2014 are generally Roman Catholic. Christians in the eastern half of Southern Europe \u2014 e.g., Greece, Macedonia \u2014 are generally Greek Orthodox.", "targets": "Which denomination of Christianity is more common in the eastern part of Mediterranean Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d537d33b08043e4a4c66ef6d055fc6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public buildings generally varied between the extremes of plain boxes with grid windows and Italian Late Renaissance palaces, depending on budget. Somerset House in London, designed by Sir William Chambers in 1776 for government offices, was as magnificent as any country house, though never quite finished, as funds ran out. Barracks and other less prestigious buildings could be as functional as the mills and factories that were growing increasingly large by the end of the period. But as the period came to an end many commercial projects were becoming sufficiently large, and well-funded, to become \"architectural in intention\", rather than having their design left to the lesser class of \"surveyors\".", "targets": "Somerset House was designed by whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d537d33b08043e4a4c66ef6d055fc6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public buildings generally varied between the extremes of plain boxes with grid windows and Italian Late Renaissance palaces, depending on budget. Somerset House in London, designed by Sir William Chambers in 1776 for government offices, was as magnificent as any country house, though never quite finished, as funds ran out. Barracks and other less prestigious buildings could be as functional as the mills and factories that were growing increasingly large by the end of the period. But as the period came to an end many commercial projects were becoming sufficiently large, and well-funded, to become \"architectural in intention\", rather than having their design left to the lesser class of \"surveyors\".", "targets": "In what year was Somerset House designed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d537d33b08043e4a4c66ef6d055fc6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public buildings generally varied between the extremes of plain boxes with grid windows and Italian Late Renaissance palaces, depending on budget. Somerset House in London, designed by Sir William Chambers in 1776 for government offices, was as magnificent as any country house, though never quite finished, as funds ran out. Barracks and other less prestigious buildings could be as functional as the mills and factories that were growing increasingly large by the end of the period. But as the period came to an end many commercial projects were becoming sufficiently large, and well-funded, to become \"architectural in intention\", rather than having their design left to the lesser class of \"surveyors\".", "targets": "Commercial projects in the late period tended to be \"architectural\" in what way?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-4d537d33b08043e4a4c66ef6d055fc6b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Public buildings generally varied between the extremes of plain boxes with grid windows and Italian Late Renaissance palaces, depending on budget. Somerset House in London, designed by Sir William Chambers in 1776 for government offices, was as magnificent as any country house, though never quite finished, as funds ran out. Barracks and other less prestigious buildings could be as functional as the mills and factories that were growing increasingly large by the end of the period. But as the period came to an end many commercial projects were becoming sufficiently large, and well-funded, to become \"architectural in intention\", rather than having their design left to the lesser class of \"surveyors\".", "targets": "What was considered a lesser class of designers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6b907f1d344010abaefc1709d8b497", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows in all types of buildings were large and regularly placed on a grid; this was partly to minimize window tax, which was in force throughout the period in the United Kingdom. Some windows were subsequently bricked-in. Their height increasingly varied between the floors, and they increasingly began below waist-height in the main rooms, making a small balcony desirable. Before this the internal plan and function of the rooms can generally not be deduced from the outside. To open these large windows the sash window, already developed by the 1670s, became very widespread. Corridor plans became universal inside larger houses.", "targets": "What tax was in force throughout the United Kingdom during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6b907f1d344010abaefc1709d8b497", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows in all types of buildings were large and regularly placed on a grid; this was partly to minimize window tax, which was in force throughout the period in the United Kingdom. Some windows were subsequently bricked-in. Their height increasingly varied between the floors, and they increasingly began below waist-height in the main rooms, making a small balcony desirable. Before this the internal plan and function of the rooms can generally not be deduced from the outside. To open these large windows the sash window, already developed by the 1670s, became very widespread. Corridor plans became universal inside larger houses.", "targets": "When was the sash window developed?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6b907f1d344010abaefc1709d8b497", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows in all types of buildings were large and regularly placed on a grid; this was partly to minimize window tax, which was in force throughout the period in the United Kingdom. Some windows were subsequently bricked-in. Their height increasingly varied between the floors, and they increasingly began below waist-height in the main rooms, making a small balcony desirable. Before this the internal plan and function of the rooms can generally not be deduced from the outside. To open these large windows the sash window, already developed by the 1670s, became very widespread. Corridor plans became universal inside larger houses.", "targets": "What plans became universal inside larger houses?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6b907f1d344010abaefc1709d8b497", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows in all types of buildings were large and regularly placed on a grid; this was partly to minimize window tax, which was in force throughout the period in the United Kingdom. Some windows were subsequently bricked-in. Their height increasingly varied between the floors, and they increasingly began below waist-height in the main rooms, making a small balcony desirable. Before this the internal plan and function of the rooms can generally not be deduced from the outside. To open these large windows the sash window, already developed by the 1670s, became very widespread. Corridor plans became universal inside larger houses.", "targets": "What cannot be generally deduced from the outside?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0c6b907f1d344010abaefc1709d8b497", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Windows in all types of buildings were large and regularly placed on a grid; this was partly to minimize window tax, which was in force throughout the period in the United Kingdom. Some windows were subsequently bricked-in. Their height increasingly varied between the floors, and they increasingly began below waist-height in the main rooms, making a small balcony desirable. Before this the internal plan and function of the rooms can generally not be deduced from the outside. To open these large windows the sash window, already developed by the 1670s, became very widespread. Corridor plans became universal inside larger houses.", "targets": "What aspect of windows generally varied between floors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3129917783284079a6f18fa317ee5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, with the exception of the largest markets, ABC was relegated to secondary status on one or both of the existing stations, usually via off-hours clearances (a notable exception during this time was WKST-TV in Youngstown, Ohio, now WYTV, despite the small size of the surrounding market and its close proximity to Cleveland and Pittsburgh even decades before the city's economic collapse). According to Goldenson, this meant that an hour of ABC programming reported five times lower viewership than its competitors. However, the network's intake of money at the time would allow it to accelerate its content production. Still, ABC's limited reach would continue to hobble it for the next two decades; several smaller markets would not grow large enough to support a full-time ABC affiliate until the 1960s, with some very small markets having to wait as late as the 1980s or even the advent of digital television in the 2000s, which allowed stations like WTRF-TV in Wheeling, West Virginia to begin airing ABC programming on a digital subchannel after airing the network's programs outside of recommended timeslots decades before.", "targets": "ABC had secondary status on the existing stations in what Ohio town?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3129917783284079a6f18fa317ee5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, with the exception of the largest markets, ABC was relegated to secondary status on one or both of the existing stations, usually via off-hours clearances (a notable exception during this time was WKST-TV in Youngstown, Ohio, now WYTV, despite the small size of the surrounding market and its close proximity to Cleveland and Pittsburgh even decades before the city's economic collapse). According to Goldenson, this meant that an hour of ABC programming reported five times lower viewership than its competitors. However, the network's intake of money at the time would allow it to accelerate its content production. Still, ABC's limited reach would continue to hobble it for the next two decades; several smaller markets would not grow large enough to support a full-time ABC affiliate until the 1960s, with some very small markets having to wait as late as the 1980s or even the advent of digital television in the 2000s, which allowed stations like WTRF-TV in Wheeling, West Virginia to begin airing ABC programming on a digital subchannel after airing the network's programs outside of recommended timeslots decades before.", "targets": "Relegation to secondary status for ABC resulted in viewership how much lower than their competitors, according to Goldenson?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3129917783284079a6f18fa317ee5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, with the exception of the largest markets, ABC was relegated to secondary status on one or both of the existing stations, usually via off-hours clearances (a notable exception during this time was WKST-TV in Youngstown, Ohio, now WYTV, despite the small size of the surrounding market and its close proximity to Cleveland and Pittsburgh even decades before the city's economic collapse). According to Goldenson, this meant that an hour of ABC programming reported five times lower viewership than its competitors. However, the network's intake of money at the time would allow it to accelerate its content production. Still, ABC's limited reach would continue to hobble it for the next two decades; several smaller markets would not grow large enough to support a full-time ABC affiliate until the 1960s, with some very small markets having to wait as late as the 1980s or even the advent of digital television in the 2000s, which allowed stations like WTRF-TV in Wheeling, West Virginia to begin airing ABC programming on a digital subchannel after airing the network's programs outside of recommended timeslots decades before.", "targets": "The beginnings of digital television allowed what affiliate in Wheeling, West Virginia to begin airing ABC programs digitally?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3129917783284079a6f18fa317ee5a69", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "As a result, with the exception of the largest markets, ABC was relegated to secondary status on one or both of the existing stations, usually via off-hours clearances (a notable exception during this time was WKST-TV in Youngstown, Ohio, now WYTV, despite the small size of the surrounding market and its close proximity to Cleveland and Pittsburgh even decades before the city's economic collapse). According to Goldenson, this meant that an hour of ABC programming reported five times lower viewership than its competitors. However, the network's intake of money at the time would allow it to accelerate its content production. Still, ABC's limited reach would continue to hobble it for the next two decades; several smaller markets would not grow large enough to support a full-time ABC affiliate until the 1960s, with some very small markets having to wait as late as the 1980s or even the advent of digital television in the 2000s, which allowed stations like WTRF-TV in Wheeling, West Virginia to begin airing ABC programming on a digital subchannel after airing the network's programs outside of recommended timeslots decades before.", "targets": "Very small markets had to wait until what decade to support an ABC affiliate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-422c8db9f61f43049be813fca47554b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uses of a sequence of events include stories, historical events (chronology), directions and steps in procedures, and timetables for scheduling activities. A sequence of events may also be used to help describe processes in science, technology, and medicine. A sequence of events may be focused on past events (e.g., stories, history, chronology), on future events that must be in a predetermined order (e.g., plans, schedules, procedures, timetables), or focused on the observation of past events with the expectation that the events will occur in the future (e.g., processes). The use of a sequence of events occurs in fields as diverse as machines (cam timer), documentaries (Seconds From Disaster), law (choice of law), computer simulation (discrete event simulation), and electric power transmission (sequence of events recorder). A specific example of a sequence of events is the timeline of the Fukushima Daiichi nuclear disaster.", "targets": "Uses of sequences of events include what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-422c8db9f61f43049be813fca47554b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uses of a sequence of events include stories, historical events (chronology), directions and steps in procedures, and timetables for scheduling activities. A sequence of events may also be used to help describe processes in science, technology, and medicine. A sequence of events may be focused on past events (e.g., stories, history, chronology), on future events that must be in a predetermined order (e.g., plans, schedules, procedures, timetables), or focused on the observation of past events with the expectation that the events will occur in the future (e.g., processes). The use of a sequence of events occurs in fields as diverse as machines (cam timer), documentaries (Seconds From Disaster), law (choice of law), computer simulation (discrete event simulation), and electric power transmission (sequence of events recorder). A specific example of a sequence of events is the timeline of the Fukushima Daiichi nuclear disaster.", "targets": "What may a sequence of events be used to describe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-422c8db9f61f43049be813fca47554b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uses of a sequence of events include stories, historical events (chronology), directions and steps in procedures, and timetables for scheduling activities. A sequence of events may also be used to help describe processes in science, technology, and medicine. A sequence of events may be focused on past events (e.g., stories, history, chronology), on future events that must be in a predetermined order (e.g., plans, schedules, procedures, timetables), or focused on the observation of past events with the expectation that the events will occur in the future (e.g., processes). The use of a sequence of events occurs in fields as diverse as machines (cam timer), documentaries (Seconds From Disaster), law (choice of law), computer simulation (discrete event simulation), and electric power transmission (sequence of events recorder). A specific example of a sequence of events is the timeline of the Fukushima Daiichi nuclear disaster.", "targets": "The use of what occurs in fields as diverse as machines, documentaries, or computer simulation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-422c8db9f61f43049be813fca47554b8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Uses of a sequence of events include stories, historical events (chronology), directions and steps in procedures, and timetables for scheduling activities. A sequence of events may also be used to help describe processes in science, technology, and medicine. A sequence of events may be focused on past events (e.g., stories, history, chronology), on future events that must be in a predetermined order (e.g., plans, schedules, procedures, timetables), or focused on the observation of past events with the expectation that the events will occur in the future (e.g., processes). The use of a sequence of events occurs in fields as diverse as machines (cam timer), documentaries (Seconds From Disaster), law (choice of law), computer simulation (discrete event simulation), and electric power transmission (sequence of events recorder). A specific example of a sequence of events is the timeline of the Fukushima Daiichi nuclear disaster.", "targets": "What is a specific example of a sequence of events?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a26537799d84b15b2ac8f1e9ff37b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City is the principal city of the eight-county Oklahoma City Metropolitan Statistical Area in Central Oklahoma and is the state's largest urbanized area. Based on population rank, the metropolitan area was the 42nd largest in the nation as of 2012.", "targets": "What is Oklahoma's largest urbanized area?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7a26537799d84b15b2ac8f1e9ff37b9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Oklahoma City is the principal city of the eight-county Oklahoma City Metropolitan Statistical Area in Central Oklahoma and is the state's largest urbanized area. Based on population rank, the metropolitan area was the 42nd largest in the nation as of 2012.", "targets": "What place was Oklahoma cities population ranked in the nation in 2012?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64f10e443404ad5a6c24f5ecaa5d708", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brushless wound-rotor synchronous doubly-fed (BWRSDF) machine is the only electric machine with a truly dual ported transformer circuit topology (i.e., both ports independently excited with no short-circuited port). The dual ported transformer circuit topology is known to be unstable and requires a multiphase slip-ring-brush assembly to propagate limited power to the rotor winding set. If a precision means were available to instantaneously control torque angle and slip for synchronous operation during motoring or generating while simultaneously providing brushless power to the rotor winding set, the active current of the BWRSDF machine would be independent of the reactive impedance of the transformer circuit and bursts of torque significantly higher than the maximum operating torque and far beyond the practical capability of any other type of electric machine would be realizable. Torque bursts greater than eight times operating torque have been calculated.", "targets": "What is the only device with dual ported transformer circuit topology?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64f10e443404ad5a6c24f5ecaa5d708", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brushless wound-rotor synchronous doubly-fed (BWRSDF) machine is the only electric machine with a truly dual ported transformer circuit topology (i.e., both ports independently excited with no short-circuited port). The dual ported transformer circuit topology is known to be unstable and requires a multiphase slip-ring-brush assembly to propagate limited power to the rotor winding set. If a precision means were available to instantaneously control torque angle and slip for synchronous operation during motoring or generating while simultaneously providing brushless power to the rotor winding set, the active current of the BWRSDF machine would be independent of the reactive impedance of the transformer circuit and bursts of torque significantly higher than the maximum operating torque and far beyond the practical capability of any other type of electric machine would be realizable. Torque bursts greater than eight times operating torque have been calculated.", "targets": "What is a brushless wound-rotor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64f10e443404ad5a6c24f5ecaa5d708", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brushless wound-rotor synchronous doubly-fed (BWRSDF) machine is the only electric machine with a truly dual ported transformer circuit topology (i.e., both ports independently excited with no short-circuited port). The dual ported transformer circuit topology is known to be unstable and requires a multiphase slip-ring-brush assembly to propagate limited power to the rotor winding set. If a precision means were available to instantaneously control torque angle and slip for synchronous operation during motoring or generating while simultaneously providing brushless power to the rotor winding set, the active current of the BWRSDF machine would be independent of the reactive impedance of the transformer circuit and bursts of torque significantly higher than the maximum operating torque and far beyond the practical capability of any other type of electric machine would be realizable. Torque bursts greater than eight times operating torque have been calculated.", "targets": "How does a brushless wound rotor achieve stability?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e64f10e443404ad5a6c24f5ecaa5d708", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The brushless wound-rotor synchronous doubly-fed (BWRSDF) machine is the only electric machine with a truly dual ported transformer circuit topology (i.e., both ports independently excited with no short-circuited port). The dual ported transformer circuit topology is known to be unstable and requires a multiphase slip-ring-brush assembly to propagate limited power to the rotor winding set. If a precision means were available to instantaneously control torque angle and slip for synchronous operation during motoring or generating while simultaneously providing brushless power to the rotor winding set, the active current of the BWRSDF machine would be independent of the reactive impedance of the transformer circuit and bursts of torque significantly higher than the maximum operating torque and far beyond the practical capability of any other type of electric machine would be realizable. Torque bursts greater than eight times operating torque have been calculated.", "targets": "What is the theoretical maximum of a brushless wound rotor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40293893fdf4caca8f6cf5e66018547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the ITV network strike of 1979, viewership peaked at 16 million.[citation needed] Figures remained respectable into the 1980s, but fell noticeably after the programme's 23rd series was postponed in 1985 and the show was off the air for 18 months. Its late 1980s performance of three to five million viewers was seen as poor at the time and was, according to the BBC Board of Control, a leading cause of the programme's 1989 suspension. Some fans considered this disingenuous, since the programme was scheduled against the soap opera Coronation Street, the most popular show at the time. After the series' revival in 2005 (the third notable period of high ratings), it has consistently had high viewership levels for the evening on which the episode is broadcast.", "targets": "When was Doctor Who viewing at its highest level?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40293893fdf4caca8f6cf5e66018547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the ITV network strike of 1979, viewership peaked at 16 million.[citation needed] Figures remained respectable into the 1980s, but fell noticeably after the programme's 23rd series was postponed in 1985 and the show was off the air for 18 months. Its late 1980s performance of three to five million viewers was seen as poor at the time and was, according to the BBC Board of Control, a leading cause of the programme's 1989 suspension. Some fans considered this disingenuous, since the programme was scheduled against the soap opera Coronation Street, the most popular show at the time. After the series' revival in 2005 (the third notable period of high ratings), it has consistently had high viewership levels for the evening on which the episode is broadcast.", "targets": "What was the main reason for the show's suspension in 1989?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40293893fdf4caca8f6cf5e66018547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the ITV network strike of 1979, viewership peaked at 16 million.[citation needed] Figures remained respectable into the 1980s, but fell noticeably after the programme's 23rd series was postponed in 1985 and the show was off the air for 18 months. Its late 1980s performance of three to five million viewers was seen as poor at the time and was, according to the BBC Board of Control, a leading cause of the programme's 1989 suspension. Some fans considered this disingenuous, since the programme was scheduled against the soap opera Coronation Street, the most popular show at the time. After the series' revival in 2005 (the third notable period of high ratings), it has consistently had high viewership levels for the evening on which the episode is broadcast.", "targets": "Fans blame the poor viewership of the late 80's to competition from what show?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40293893fdf4caca8f6cf5e66018547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the ITV network strike of 1979, viewership peaked at 16 million.[citation needed] Figures remained respectable into the 1980s, but fell noticeably after the programme's 23rd series was postponed in 1985 and the show was off the air for 18 months. Its late 1980s performance of three to five million viewers was seen as poor at the time and was, according to the BBC Board of Control, a leading cause of the programme's 1989 suspension. Some fans considered this disingenuous, since the programme was scheduled against the soap opera Coronation Street, the most popular show at the time. After the series' revival in 2005 (the third notable period of high ratings), it has consistently had high viewership levels for the evening on which the episode is broadcast.", "targets": "How popular was Coronation Street in the late 80's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c40293893fdf4caca8f6cf5e66018547", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "During the ITV network strike of 1979, viewership peaked at 16 million.[citation needed] Figures remained respectable into the 1980s, but fell noticeably after the programme's 23rd series was postponed in 1985 and the show was off the air for 18 months. Its late 1980s performance of three to five million viewers was seen as poor at the time and was, according to the BBC Board of Control, a leading cause of the programme's 1989 suspension. Some fans considered this disingenuous, since the programme was scheduled against the soap opera Coronation Street, the most popular show at the time. After the series' revival in 2005 (the third notable period of high ratings), it has consistently had high viewership levels for the evening on which the episode is broadcast.", "targets": "When was the third period of high viewership for the Doctor Who series?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4b097359dab4a41a32eaba6e787d2ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1860, Houston had emerged as a commercial and railroad hub for the export of cotton. Railroad spurs from the Texas inland converged in Houston, where they met rail lines to the ports of Galveston and Beaumont. During the American Civil War, Houston served as a headquarters for General John Bankhead Magruder, who used the city as an organization point for the Battle of Galveston. After the Civil War, Houston businessmen initiated efforts to widen the city's extensive system of bayous so the city could accept more commerce between downtown and the nearby port of Galveston. By 1890, Houston was the railroad center of Texas.", "targets": "What commodity was Houston known for in 1860? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4b097359dab4a41a32eaba6e787d2ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1860, Houston had emerged as a commercial and railroad hub for the export of cotton. Railroad spurs from the Texas inland converged in Houston, where they met rail lines to the ports of Galveston and Beaumont. During the American Civil War, Houston served as a headquarters for General John Bankhead Magruder, who used the city as an organization point for the Battle of Galveston. After the Civil War, Houston businessmen initiated efforts to widen the city's extensive system of bayous so the city could accept more commerce between downtown and the nearby port of Galveston. By 1890, Houston was the railroad center of Texas.", "targets": "What type of roads converged in Houston?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4b097359dab4a41a32eaba6e787d2ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1860, Houston had emerged as a commercial and railroad hub for the export of cotton. Railroad spurs from the Texas inland converged in Houston, where they met rail lines to the ports of Galveston and Beaumont. During the American Civil War, Houston served as a headquarters for General John Bankhead Magruder, who used the city as an organization point for the Battle of Galveston. After the Civil War, Houston businessmen initiated efforts to widen the city's extensive system of bayous so the city could accept more commerce between downtown and the nearby port of Galveston. By 1890, Houston was the railroad center of Texas.", "targets": "Which Civil War general used Houston as a headquarters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4b097359dab4a41a32eaba6e787d2ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1860, Houston had emerged as a commercial and railroad hub for the export of cotton. Railroad spurs from the Texas inland converged in Houston, where they met rail lines to the ports of Galveston and Beaumont. During the American Civil War, Houston served as a headquarters for General John Bankhead Magruder, who used the city as an organization point for the Battle of Galveston. After the Civil War, Houston businessmen initiated efforts to widen the city's extensive system of bayous so the city could accept more commerce between downtown and the nearby port of Galveston. By 1890, Houston was the railroad center of Texas.", "targets": "For what battle was Houston used as an organization point ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d4b097359dab4a41a32eaba6e787d2ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By 1860, Houston had emerged as a commercial and railroad hub for the export of cotton. Railroad spurs from the Texas inland converged in Houston, where they met rail lines to the ports of Galveston and Beaumont. During the American Civil War, Houston served as a headquarters for General John Bankhead Magruder, who used the city as an organization point for the Battle of Galveston. After the Civil War, Houston businessmen initiated efforts to widen the city's extensive system of bayous so the city could accept more commerce between downtown and the nearby port of Galveston. By 1890, Houston was the railroad center of Texas.", "targets": "What was Houston known for by 1890?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9629078296f4da1a202413067ffe54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, USD notes are made from cotton fiber paper, unlike most common paper, which is made of wood fiber. U.S. coins are produced by the United States Mint. U.S. dollar banknotes are printed by the Bureau of Engraving and Printing and, since 1914, have been issued by the Federal Reserve. The \"large-sized notes\" issued before 1928 measured 7.42 inches (188 mm) by 3.125 inches (79.4 mm); small-sized notes, introduced that year, measure 6.14 inches (156 mm) by 2.61 inches (66 mm) by 0.0043 inches (0.11 mm). When the current, smaller sized U.S. currency was introduced it was referred to as Philippine-sized currency because the Philippines had previously adopted the same size for its legal currency.", "targets": "What are dollar notes made from now adays?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9629078296f4da1a202413067ffe54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, USD notes are made from cotton fiber paper, unlike most common paper, which is made of wood fiber. U.S. coins are produced by the United States Mint. U.S. dollar banknotes are printed by the Bureau of Engraving and Printing and, since 1914, have been issued by the Federal Reserve. The \"large-sized notes\" issued before 1928 measured 7.42 inches (188 mm) by 3.125 inches (79.4 mm); small-sized notes, introduced that year, measure 6.14 inches (156 mm) by 2.61 inches (66 mm) by 0.0043 inches (0.11 mm). When the current, smaller sized U.S. currency was introduced it was referred to as Philippine-sized currency because the Philippines had previously adopted the same size for its legal currency.", "targets": "What is most common paper made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9629078296f4da1a202413067ffe54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, USD notes are made from cotton fiber paper, unlike most common paper, which is made of wood fiber. U.S. coins are produced by the United States Mint. U.S. dollar banknotes are printed by the Bureau of Engraving and Printing and, since 1914, have been issued by the Federal Reserve. The \"large-sized notes\" issued before 1928 measured 7.42 inches (188 mm) by 3.125 inches (79.4 mm); small-sized notes, introduced that year, measure 6.14 inches (156 mm) by 2.61 inches (66 mm) by 0.0043 inches (0.11 mm). When the current, smaller sized U.S. currency was introduced it was referred to as Philippine-sized currency because the Philippines had previously adopted the same size for its legal currency.", "targets": "Since 1914, who issues the dollar banknotes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9629078296f4da1a202413067ffe54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, USD notes are made from cotton fiber paper, unlike most common paper, which is made of wood fiber. U.S. coins are produced by the United States Mint. U.S. dollar banknotes are printed by the Bureau of Engraving and Printing and, since 1914, have been issued by the Federal Reserve. The \"large-sized notes\" issued before 1928 measured 7.42 inches (188 mm) by 3.125 inches (79.4 mm); small-sized notes, introduced that year, measure 6.14 inches (156 mm) by 2.61 inches (66 mm) by 0.0043 inches (0.11 mm). When the current, smaller sized U.S. currency was introduced it was referred to as Philippine-sized currency because the Philippines had previously adopted the same size for its legal currency.", "targets": "How long do the current notes measure?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9629078296f4da1a202413067ffe54f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Today, USD notes are made from cotton fiber paper, unlike most common paper, which is made of wood fiber. U.S. coins are produced by the United States Mint. U.S. dollar banknotes are printed by the Bureau of Engraving and Printing and, since 1914, have been issued by the Federal Reserve. The \"large-sized notes\" issued before 1928 measured 7.42 inches (188 mm) by 3.125 inches (79.4 mm); small-sized notes, introduced that year, measure 6.14 inches (156 mm) by 2.61 inches (66 mm) by 0.0043 inches (0.11 mm). When the current, smaller sized U.S. currency was introduced it was referred to as Philippine-sized currency because the Philippines had previously adopted the same size for its legal currency.", "targets": "What size currency are the new smaller notes similar to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e8b569ad8a444edb207a3464b1c3e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese characters number in the tens of thousands, though most of them are minor graphic variants encountered only in historical texts. Studies in China have shown that functional literacy in written Chinese requires a knowledge of between three and four thousand characters. In Japan, 2,136 are taught through secondary school (the J\u014dy\u014d kanji); hundreds more are in everyday use. There are various national standard lists of characters, forms, and pronunciations. Simplified forms of certain characters are used in China, Singapore, and Malaysia; the corresponding traditional characters are used in Taiwan, Hong Kong, Macau, and to a limited extent in South Korea. In Japan, common characters are written in post-WWII Japan-specific simplified forms (shinjitai), which are closer to traditional forms than Chinese simplifications, while uncommon characters are written in Japanese traditional forms (ky\u016bjitai), which are virtually identical to Chinese traditional forms. In South Korea, when Chinese characters are used they are of the traditional variant and are almost identical to those used in places like Taiwan and Hong Kong. Teaching of Chinese characters in South Korea starts in the 7th grade and continues until the 12th grade where 1,800 total characters are taught albeit these characters are only used in certain cases (on signs, academic papers, historical writings, etc.) and are slowly declining in use.", "targets": "What number in the tens of thousands?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e8b569ad8a444edb207a3464b1c3e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese characters number in the tens of thousands, though most of them are minor graphic variants encountered only in historical texts. Studies in China have shown that functional literacy in written Chinese requires a knowledge of between three and four thousand characters. In Japan, 2,136 are taught through secondary school (the J\u014dy\u014d kanji); hundreds more are in everyday use. There are various national standard lists of characters, forms, and pronunciations. Simplified forms of certain characters are used in China, Singapore, and Malaysia; the corresponding traditional characters are used in Taiwan, Hong Kong, Macau, and to a limited extent in South Korea. In Japan, common characters are written in post-WWII Japan-specific simplified forms (shinjitai), which are closer to traditional forms than Chinese simplifications, while uncommon characters are written in Japanese traditional forms (ky\u016bjitai), which are virtually identical to Chinese traditional forms. In South Korea, when Chinese characters are used they are of the traditional variant and are almost identical to those used in places like Taiwan and Hong Kong. Teaching of Chinese characters in South Korea starts in the 7th grade and continues until the 12th grade where 1,800 total characters are taught albeit these characters are only used in certain cases (on signs, academic papers, historical writings, etc.) and are slowly declining in use.", "targets": "What requires a knowledge of three to four thousand characters?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6e8b569ad8a444edb207a3464b1c3e9d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Chinese characters number in the tens of thousands, though most of them are minor graphic variants encountered only in historical texts. Studies in China have shown that functional literacy in written Chinese requires a knowledge of between three and four thousand characters. In Japan, 2,136 are taught through secondary school (the J\u014dy\u014d kanji); hundreds more are in everyday use. There are various national standard lists of characters, forms, and pronunciations. Simplified forms of certain characters are used in China, Singapore, and Malaysia; the corresponding traditional characters are used in Taiwan, Hong Kong, Macau, and to a limited extent in South Korea. In Japan, common characters are written in post-WWII Japan-specific simplified forms (shinjitai), which are closer to traditional forms than Chinese simplifications, while uncommon characters are written in Japanese traditional forms (ky\u016bjitai), which are virtually identical to Chinese traditional forms. In South Korea, when Chinese characters are used they are of the traditional variant and are almost identical to those used in places like Taiwan and Hong Kong. Teaching of Chinese characters in South Korea starts in the 7th grade and continues until the 12th grade where 1,800 total characters are taught albeit these characters are only used in certain cases (on signs, academic papers, historical writings, etc.) and are slowly declining in use.", "targets": "Which are identical to Chinese forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dc06807d9643d0831e5d26e49dc619", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Paris stood until 1871, when France was defeated by Prussia in the Franco-Prussian War of 1870\u20131871. While Prussia and several other German states united to form a powerful German Empire, the Emperor of the French, Napoleon III, was deposed to permit the formation of a Third French Republic. During his reign, Napoleon III, eager for the support of the United Kingdom, had opposed Russia over the Eastern Question. Russian interference in the Ottoman Empire, however, did not in any significant manner threaten the interests of France. Thus, France abandoned its opposition to Russia after the establishment of a republic. Encouraged by the decision of the French, and supported by the German minister Otto von Bismarck, Russia renounced the Black Sea clauses of the treaty agreed to in 1856. As the United Kingdom alone could not enforce the clauses, Russia once again established a fleet in the Black Sea.", "targets": "What year did the Treaty of Paris fall?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dc06807d9643d0831e5d26e49dc619", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Paris stood until 1871, when France was defeated by Prussia in the Franco-Prussian War of 1870\u20131871. While Prussia and several other German states united to form a powerful German Empire, the Emperor of the French, Napoleon III, was deposed to permit the formation of a Third French Republic. During his reign, Napoleon III, eager for the support of the United Kingdom, had opposed Russia over the Eastern Question. Russian interference in the Ottoman Empire, however, did not in any significant manner threaten the interests of France. Thus, France abandoned its opposition to Russia after the establishment of a republic. Encouraged by the decision of the French, and supported by the German minister Otto von Bismarck, Russia renounced the Black Sea clauses of the treaty agreed to in 1856. As the United Kingdom alone could not enforce the clauses, Russia once again established a fleet in the Black Sea.", "targets": "In what war was France defeated by Prussia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dc06807d9643d0831e5d26e49dc619", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Paris stood until 1871, when France was defeated by Prussia in the Franco-Prussian War of 1870\u20131871. While Prussia and several other German states united to form a powerful German Empire, the Emperor of the French, Napoleon III, was deposed to permit the formation of a Third French Republic. During his reign, Napoleon III, eager for the support of the United Kingdom, had opposed Russia over the Eastern Question. Russian interference in the Ottoman Empire, however, did not in any significant manner threaten the interests of France. Thus, France abandoned its opposition to Russia after the establishment of a republic. Encouraged by the decision of the French, and supported by the German minister Otto von Bismarck, Russia renounced the Black Sea clauses of the treaty agreed to in 1856. As the United Kingdom alone could not enforce the clauses, Russia once again established a fleet in the Black Sea.", "targets": "Between what years did the  Franco-Prussian War take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dc06807d9643d0831e5d26e49dc619", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Paris stood until 1871, when France was defeated by Prussia in the Franco-Prussian War of 1870\u20131871. While Prussia and several other German states united to form a powerful German Empire, the Emperor of the French, Napoleon III, was deposed to permit the formation of a Third French Republic. During his reign, Napoleon III, eager for the support of the United Kingdom, had opposed Russia over the Eastern Question. Russian interference in the Ottoman Empire, however, did not in any significant manner threaten the interests of France. Thus, France abandoned its opposition to Russia after the establishment of a republic. Encouraged by the decision of the French, and supported by the German minister Otto von Bismarck, Russia renounced the Black Sea clauses of the treaty agreed to in 1856. As the United Kingdom alone could not enforce the clauses, Russia once again established a fleet in the Black Sea.", "targets": "Napoleon III was removed to form what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-49dc06807d9643d0831e5d26e49dc619", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Treaty of Paris stood until 1871, when France was defeated by Prussia in the Franco-Prussian War of 1870\u20131871. While Prussia and several other German states united to form a powerful German Empire, the Emperor of the French, Napoleon III, was deposed to permit the formation of a Third French Republic. During his reign, Napoleon III, eager for the support of the United Kingdom, had opposed Russia over the Eastern Question. Russian interference in the Ottoman Empire, however, did not in any significant manner threaten the interests of France. Thus, France abandoned its opposition to Russia after the establishment of a republic. Encouraged by the decision of the French, and supported by the German minister Otto von Bismarck, Russia renounced the Black Sea clauses of the treaty agreed to in 1856. As the United Kingdom alone could not enforce the clauses, Russia once again established a fleet in the Black Sea.", "targets": "Who renounced the Black Sea clause?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de99b00ec80405d83ba7d8d794c41b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capacitance of certain capacitors decreases as the component ages. In ceramic capacitors, this is caused by degradation of the dielectric. The type of dielectric, ambient operating and storage temperatures are the most significant aging factors, while the operating voltage has a smaller effect. The aging process may be reversed by heating the component above the Curie point. Aging is fastest near the beginning of life of the component, and the device stabilizes over time. Electrolytic capacitors age as the electrolyte evaporates. In contrast with ceramic capacitors, this occurs towards the end of life of the component.", "targets": "What value of some capacitors decreases with age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de99b00ec80405d83ba7d8d794c41b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capacitance of certain capacitors decreases as the component ages. In ceramic capacitors, this is caused by degradation of the dielectric. The type of dielectric, ambient operating and storage temperatures are the most significant aging factors, while the operating voltage has a smaller effect. The aging process may be reversed by heating the component above the Curie point. Aging is fastest near the beginning of life of the component, and the device stabilizes over time. Electrolytic capacitors age as the electrolyte evaporates. In contrast with ceramic capacitors, this occurs towards the end of life of the component.", "targets": "What causes the decrease of capacitance in ceramic capacitors as they age?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de99b00ec80405d83ba7d8d794c41b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capacitance of certain capacitors decreases as the component ages. In ceramic capacitors, this is caused by degradation of the dielectric. The type of dielectric, ambient operating and storage temperatures are the most significant aging factors, while the operating voltage has a smaller effect. The aging process may be reversed by heating the component above the Curie point. Aging is fastest near the beginning of life of the component, and the device stabilizes over time. Electrolytic capacitors age as the electrolyte evaporates. In contrast with ceramic capacitors, this occurs towards the end of life of the component.", "targets": "What is one of the most important aging factors in capacitors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de99b00ec80405d83ba7d8d794c41b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capacitance of certain capacitors decreases as the component ages. In ceramic capacitors, this is caused by degradation of the dielectric. The type of dielectric, ambient operating and storage temperatures are the most significant aging factors, while the operating voltage has a smaller effect. The aging process may be reversed by heating the component above the Curie point. Aging is fastest near the beginning of life of the component, and the device stabilizes over time. Electrolytic capacitors age as the electrolyte evaporates. In contrast with ceramic capacitors, this occurs towards the end of life of the component.", "targets": "What is another important factor which governs how a capacitor ages?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3de99b00ec80405d83ba7d8d794c41b2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The capacitance of certain capacitors decreases as the component ages. In ceramic capacitors, this is caused by degradation of the dielectric. The type of dielectric, ambient operating and storage temperatures are the most significant aging factors, while the operating voltage has a smaller effect. The aging process may be reversed by heating the component above the Curie point. Aging is fastest near the beginning of life of the component, and the device stabilizes over time. Electrolytic capacitors age as the electrolyte evaporates. In contrast with ceramic capacitors, this occurs towards the end of life of the component.", "targets": "At what point can the aging effect of a capacitor be reversed if the component is heated beyond?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25c89cb0b4e88846686b7c5a96f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is forbidden for the Divine Leader not to be from the family of Muhammad.[citation needed] According to Ali al-Ridha, since it is obligatory to obey him, there should be a sign to clearly indicate the Divine Leader. That sign is his well-known ties of kinship with Muhammad and his clear appointment so that the people could distinguish him from others, and be clearly guided toward him. Otherwise others are nobler than Muhammad's offspring and they are to be followed and obeyed; and the offspring of Muhammad are obedient and subject to the offspring of Muhammad\u2019s enemies such as Abi Jahl or Ibn Abi Ma\u2019eet.[original research?] However, Muhammad is much nobler than others to be in charge and to be obeyed. Moreover, once the prophethood of Muhammad is testified they would obey him, no one would hesitate to follow his offspring and this would not be hard for anyone. While to follow the offspring of the corrupted families is difficult.[original research?] And that is maybe why the basic characteristic of Muhammad and other prophets was their nobility.[original research?] For none of them, it is said, were originated from a disgraced family.[citation needed] It is believed that all Muhammad's ancestors up to Adam were true Muslims. [a][citation needed] Jesus was also from a pious family, as it is mentioned in Quran that after his birth, people said to Mary: O sister of Aaron, your father was not a man of evil, nor was your mother unchaste.\"[b][improper synthesis?]", "targets": "What is the basic characteristis of Muhammad and the prophets?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25c89cb0b4e88846686b7c5a96f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is forbidden for the Divine Leader not to be from the family of Muhammad.[citation needed] According to Ali al-Ridha, since it is obligatory to obey him, there should be a sign to clearly indicate the Divine Leader. That sign is his well-known ties of kinship with Muhammad and his clear appointment so that the people could distinguish him from others, and be clearly guided toward him. Otherwise others are nobler than Muhammad's offspring and they are to be followed and obeyed; and the offspring of Muhammad are obedient and subject to the offspring of Muhammad\u2019s enemies such as Abi Jahl or Ibn Abi Ma\u2019eet.[original research?] However, Muhammad is much nobler than others to be in charge and to be obeyed. Moreover, once the prophethood of Muhammad is testified they would obey him, no one would hesitate to follow his offspring and this would not be hard for anyone. While to follow the offspring of the corrupted families is difficult.[original research?] And that is maybe why the basic characteristic of Muhammad and other prophets was their nobility.[original research?] For none of them, it is said, were originated from a disgraced family.[citation needed] It is believed that all Muhammad's ancestors up to Adam were true Muslims. [a][citation needed] Jesus was also from a pious family, as it is mentioned in Quran that after his birth, people said to Mary: O sister of Aaron, your father was not a man of evil, nor was your mother unchaste.\"[b][improper synthesis?]", "targets": "What religion were all of Muhammad's ancestors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25c89cb0b4e88846686b7c5a96f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is forbidden for the Divine Leader not to be from the family of Muhammad.[citation needed] According to Ali al-Ridha, since it is obligatory to obey him, there should be a sign to clearly indicate the Divine Leader. That sign is his well-known ties of kinship with Muhammad and his clear appointment so that the people could distinguish him from others, and be clearly guided toward him. Otherwise others are nobler than Muhammad's offspring and they are to be followed and obeyed; and the offspring of Muhammad are obedient and subject to the offspring of Muhammad\u2019s enemies such as Abi Jahl or Ibn Abi Ma\u2019eet.[original research?] However, Muhammad is much nobler than others to be in charge and to be obeyed. Moreover, once the prophethood of Muhammad is testified they would obey him, no one would hesitate to follow his offspring and this would not be hard for anyone. While to follow the offspring of the corrupted families is difficult.[original research?] And that is maybe why the basic characteristic of Muhammad and other prophets was their nobility.[original research?] For none of them, it is said, were originated from a disgraced family.[citation needed] It is believed that all Muhammad's ancestors up to Adam were true Muslims. [a][citation needed] Jesus was also from a pious family, as it is mentioned in Quran that after his birth, people said to Mary: O sister of Aaron, your father was not a man of evil, nor was your mother unchaste.\"[b][improper synthesis?]", "targets": "Who does the Quran say was also from a pious family?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25c89cb0b4e88846686b7c5a96f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is forbidden for the Divine Leader not to be from the family of Muhammad.[citation needed] According to Ali al-Ridha, since it is obligatory to obey him, there should be a sign to clearly indicate the Divine Leader. That sign is his well-known ties of kinship with Muhammad and his clear appointment so that the people could distinguish him from others, and be clearly guided toward him. Otherwise others are nobler than Muhammad's offspring and they are to be followed and obeyed; and the offspring of Muhammad are obedient and subject to the offspring of Muhammad\u2019s enemies such as Abi Jahl or Ibn Abi Ma\u2019eet.[original research?] However, Muhammad is much nobler than others to be in charge and to be obeyed. Moreover, once the prophethood of Muhammad is testified they would obey him, no one would hesitate to follow his offspring and this would not be hard for anyone. While to follow the offspring of the corrupted families is difficult.[original research?] And that is maybe why the basic characteristic of Muhammad and other prophets was their nobility.[original research?] For none of them, it is said, were originated from a disgraced family.[citation needed] It is believed that all Muhammad's ancestors up to Adam were true Muslims. [a][citation needed] Jesus was also from a pious family, as it is mentioned in Quran that after his birth, people said to Mary: O sister of Aaron, your father was not a man of evil, nor was your mother unchaste.\"[b][improper synthesis?]", "targets": "What is forbidden for the Divine Leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-41f25c89cb0b4e88846686b7c5a96f98", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is forbidden for the Divine Leader not to be from the family of Muhammad.[citation needed] According to Ali al-Ridha, since it is obligatory to obey him, there should be a sign to clearly indicate the Divine Leader. That sign is his well-known ties of kinship with Muhammad and his clear appointment so that the people could distinguish him from others, and be clearly guided toward him. Otherwise others are nobler than Muhammad's offspring and they are to be followed and obeyed; and the offspring of Muhammad are obedient and subject to the offspring of Muhammad\u2019s enemies such as Abi Jahl or Ibn Abi Ma\u2019eet.[original research?] However, Muhammad is much nobler than others to be in charge and to be obeyed. Moreover, once the prophethood of Muhammad is testified they would obey him, no one would hesitate to follow his offspring and this would not be hard for anyone. While to follow the offspring of the corrupted families is difficult.[original research?] And that is maybe why the basic characteristic of Muhammad and other prophets was their nobility.[original research?] For none of them, it is said, were originated from a disgraced family.[citation needed] It is believed that all Muhammad's ancestors up to Adam were true Muslims. [a][citation needed] Jesus was also from a pious family, as it is mentioned in Quran that after his birth, people said to Mary: O sister of Aaron, your father was not a man of evil, nor was your mother unchaste.\"[b][improper synthesis?]", "targets": "What is the sign that indicates the Divine Leader?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9bae18b91345ef9d90196a08bdff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In sheer numbers, Kerry had fewer endorsements than Howard Dean, who was far ahead in the superdelegate race going into the Iowa caucuses in January 2004, although Kerry led the endorsement race in Iowa, New Hampshire, Arizona, South Carolina, New Mexico and Nevada. Kerry's main perceived weakness was in his neighboring state of New Hampshire and nearly all national polls. Most other states did not have updated polling numbers to give an accurate placing for the Kerry campaign before Iowa. Heading into the primaries, Kerry's campaign was largely seen as in trouble, particularly after he fired campaign manager Jim Jordan. The key factors enabling it to survive were when fellow Massachusetts Senator Ted Kennedy assigned Mary Beth Cahill to be the campaign manager, as well as Kerry's mortgaging his own home to lend the money to his campaign (while his wife was a billionaire, campaign finance rules prohibited using one's personal fortune). He also brought on the \"magical\" Michael Whouley who would be credited with helping bring home the Iowa victory the same as he did in New Hampshire for Al Gore in 2000 against Bill Bradley.", "targets": "Who had the least amount of backers, between Kerry and Dean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9bae18b91345ef9d90196a08bdff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In sheer numbers, Kerry had fewer endorsements than Howard Dean, who was far ahead in the superdelegate race going into the Iowa caucuses in January 2004, although Kerry led the endorsement race in Iowa, New Hampshire, Arizona, South Carolina, New Mexico and Nevada. Kerry's main perceived weakness was in his neighboring state of New Hampshire and nearly all national polls. Most other states did not have updated polling numbers to give an accurate placing for the Kerry campaign before Iowa. Heading into the primaries, Kerry's campaign was largely seen as in trouble, particularly after he fired campaign manager Jim Jordan. The key factors enabling it to survive were when fellow Massachusetts Senator Ted Kennedy assigned Mary Beth Cahill to be the campaign manager, as well as Kerry's mortgaging his own home to lend the money to his campaign (while his wife was a billionaire, campaign finance rules prohibited using one's personal fortune). He also brought on the \"magical\" Michael Whouley who would be credited with helping bring home the Iowa victory the same as he did in New Hampshire for Al Gore in 2000 against Bill Bradley.", "targets": "Which state was expected to show the least amount of support for Kerry going into the caucuses, before Iowa?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9bae18b91345ef9d90196a08bdff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In sheer numbers, Kerry had fewer endorsements than Howard Dean, who was far ahead in the superdelegate race going into the Iowa caucuses in January 2004, although Kerry led the endorsement race in Iowa, New Hampshire, Arizona, South Carolina, New Mexico and Nevada. Kerry's main perceived weakness was in his neighboring state of New Hampshire and nearly all national polls. Most other states did not have updated polling numbers to give an accurate placing for the Kerry campaign before Iowa. Heading into the primaries, Kerry's campaign was largely seen as in trouble, particularly after he fired campaign manager Jim Jordan. The key factors enabling it to survive were when fellow Massachusetts Senator Ted Kennedy assigned Mary Beth Cahill to be the campaign manager, as well as Kerry's mortgaging his own home to lend the money to his campaign (while his wife was a billionaire, campaign finance rules prohibited using one's personal fortune). He also brought on the \"magical\" Michael Whouley who would be credited with helping bring home the Iowa victory the same as he did in New Hampshire for Al Gore in 2000 against Bill Bradley.", "targets": "What act showed that Kerry's fight for the White House was in trouble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9bae18b91345ef9d90196a08bdff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In sheer numbers, Kerry had fewer endorsements than Howard Dean, who was far ahead in the superdelegate race going into the Iowa caucuses in January 2004, although Kerry led the endorsement race in Iowa, New Hampshire, Arizona, South Carolina, New Mexico and Nevada. Kerry's main perceived weakness was in his neighboring state of New Hampshire and nearly all national polls. Most other states did not have updated polling numbers to give an accurate placing for the Kerry campaign before Iowa. Heading into the primaries, Kerry's campaign was largely seen as in trouble, particularly after he fired campaign manager Jim Jordan. The key factors enabling it to survive were when fellow Massachusetts Senator Ted Kennedy assigned Mary Beth Cahill to be the campaign manager, as well as Kerry's mortgaging his own home to lend the money to his campaign (while his wife was a billionaire, campaign finance rules prohibited using one's personal fortune). He also brought on the \"magical\" Michael Whouley who would be credited with helping bring home the Iowa victory the same as he did in New Hampshire for Al Gore in 2000 against Bill Bradley.", "targets": "Who took over for Jim Jordon, when he was fired?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9d9bae18b91345ef9d90196a08bdff49", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In sheer numbers, Kerry had fewer endorsements than Howard Dean, who was far ahead in the superdelegate race going into the Iowa caucuses in January 2004, although Kerry led the endorsement race in Iowa, New Hampshire, Arizona, South Carolina, New Mexico and Nevada. Kerry's main perceived weakness was in his neighboring state of New Hampshire and nearly all national polls. Most other states did not have updated polling numbers to give an accurate placing for the Kerry campaign before Iowa. Heading into the primaries, Kerry's campaign was largely seen as in trouble, particularly after he fired campaign manager Jim Jordan. The key factors enabling it to survive were when fellow Massachusetts Senator Ted Kennedy assigned Mary Beth Cahill to be the campaign manager, as well as Kerry's mortgaging his own home to lend the money to his campaign (while his wife was a billionaire, campaign finance rules prohibited using one's personal fortune). He also brought on the \"magical\" Michael Whouley who would be credited with helping bring home the Iowa victory the same as he did in New Hampshire for Al Gore in 2000 against Bill Bradley.", "targets": "What regulation did Kerry not follow to try to save his campaign?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29a49a9958744ee1b857c7daa49e1dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen has three naturally occurring isotopes, denoted 1H, 2H and 3H. Other, highly unstable nuclei (4H to 7H) have been synthesized in the laboratory but not observed in nature.", "targets": "How many natural isotopes does hydrogen have>"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29a49a9958744ee1b857c7daa49e1dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen has three naturally occurring isotopes, denoted 1H, 2H and 3H. Other, highly unstable nuclei (4H to 7H) have been synthesized in the laboratory but not observed in nature.", "targets": "What are the names of these isotopes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-29a49a9958744ee1b857c7daa49e1dbb", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hydrogen has three naturally occurring isotopes, denoted 1H, 2H and 3H. Other, highly unstable nuclei (4H to 7H) have been synthesized in the laboratory but not observed in nature.", "targets": "Which isotopes have unstable nuclei?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0266009018b443c48be592a5bf472ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A staple for consumers in the city is the omnipresent \"mercado\". Every major neighborhood in the city has its own borough-regulated market, often more than one. These are large well-established facilities offering most basic products, such as fresh produce and meat/poultry, dry goods, tortiller\u00edas, and many other services such as locksmiths, herbal medicine, hardware goods, sewing implements; and a multitude of stands offering freshly made, home-style cooking and drinks in the tradition of aguas frescas and atole.", "targets": "What are the markets called that are located and run by the boroughs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0266009018b443c48be592a5bf472ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A staple for consumers in the city is the omnipresent \"mercado\". Every major neighborhood in the city has its own borough-regulated market, often more than one. These are large well-established facilities offering most basic products, such as fresh produce and meat/poultry, dry goods, tortiller\u00edas, and many other services such as locksmiths, herbal medicine, hardware goods, sewing implements; and a multitude of stands offering freshly made, home-style cooking and drinks in the tradition of aguas frescas and atole.", "targets": "What are some of the traditional drinks of Mexico City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0266009018b443c48be592a5bf472ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A staple for consumers in the city is the omnipresent \"mercado\". Every major neighborhood in the city has its own borough-regulated market, often more than one. These are large well-established facilities offering most basic products, such as fresh produce and meat/poultry, dry goods, tortiller\u00edas, and many other services such as locksmiths, herbal medicine, hardware goods, sewing implements; and a multitude of stands offering freshly made, home-style cooking and drinks in the tradition of aguas frescas and atole.", "targets": "What is the centerpiece of Mexico City's markets"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0266009018b443c48be592a5bf472ae1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "A staple for consumers in the city is the omnipresent \"mercado\". Every major neighborhood in the city has its own borough-regulated market, often more than one. These are large well-established facilities offering most basic products, such as fresh produce and meat/poultry, dry goods, tortiller\u00edas, and many other services such as locksmiths, herbal medicine, hardware goods, sewing implements; and a multitude of stands offering freshly made, home-style cooking and drinks in the tradition of aguas frescas and atole.", "targets": "The author uses which adjective to describe the mercados?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab69fa0f3a7a44b09ec2b46373e17d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Paul Martin, Sr., by the end of the 1970s the Queen was worried that the Crown \"had little meaning for\" Pierre Trudeau, the Canadian Prime Minister. Tony Benn said that the Queen found Trudeau \"rather disappointing\". Trudeau's supposed republicanism seemed to be confirmed by his antics, such as sliding down banisters at Buckingham Palace and pirouetting behind the Queen's back in 1977, and the removal of various Canadian royal symbols during his term of office. In 1980, Canadian politicians sent to London to discuss the patriation of the Canadian constitution found the Queen \"better informed ... than any of the British politicians or bureaucrats\". She was particularly interested after the failure of Bill C-60, which would have affected her role as head of state. Patriation removed the role of the British parliament from the Canadian constitution, but the monarchy was retained. Trudeau said in his memoirs that the Queen favoured his attempt to reform the constitution and that he was impressed by \"the grace she displayed in public\" and \"the wisdom she showed in private\".", "targets": "About whom was Elizabeth worried in the 1970s?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab69fa0f3a7a44b09ec2b46373e17d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Paul Martin, Sr., by the end of the 1970s the Queen was worried that the Crown \"had little meaning for\" Pierre Trudeau, the Canadian Prime Minister. Tony Benn said that the Queen found Trudeau \"rather disappointing\". Trudeau's supposed republicanism seemed to be confirmed by his antics, such as sliding down banisters at Buckingham Palace and pirouetting behind the Queen's back in 1977, and the removal of various Canadian royal symbols during his term of office. In 1980, Canadian politicians sent to London to discuss the patriation of the Canadian constitution found the Queen \"better informed ... than any of the British politicians or bureaucrats\". She was particularly interested after the failure of Bill C-60, which would have affected her role as head of state. Patriation removed the role of the British parliament from the Canadian constitution, but the monarchy was retained. Trudeau said in his memoirs that the Queen favoured his attempt to reform the constitution and that he was impressed by \"the grace she displayed in public\" and \"the wisdom she showed in private\".", "targets": "What was the subject under consideration in discussions in 1980?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab69fa0f3a7a44b09ec2b46373e17d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Paul Martin, Sr., by the end of the 1970s the Queen was worried that the Crown \"had little meaning for\" Pierre Trudeau, the Canadian Prime Minister. Tony Benn said that the Queen found Trudeau \"rather disappointing\". Trudeau's supposed republicanism seemed to be confirmed by his antics, such as sliding down banisters at Buckingham Palace and pirouetting behind the Queen's back in 1977, and the removal of various Canadian royal symbols during his term of office. In 1980, Canadian politicians sent to London to discuss the patriation of the Canadian constitution found the Queen \"better informed ... than any of the British politicians or bureaucrats\". She was particularly interested after the failure of Bill C-60, which would have affected her role as head of state. Patriation removed the role of the British parliament from the Canadian constitution, but the monarchy was retained. Trudeau said in his memoirs that the Queen favoured his attempt to reform the constitution and that he was impressed by \"the grace she displayed in public\" and \"the wisdom she showed in private\".", "targets": "What did patriation of the Canadian Constitution remove from the constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab69fa0f3a7a44b09ec2b46373e17d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Paul Martin, Sr., by the end of the 1970s the Queen was worried that the Crown \"had little meaning for\" Pierre Trudeau, the Canadian Prime Minister. Tony Benn said that the Queen found Trudeau \"rather disappointing\". Trudeau's supposed republicanism seemed to be confirmed by his antics, such as sliding down banisters at Buckingham Palace and pirouetting behind the Queen's back in 1977, and the removal of various Canadian royal symbols during his term of office. In 1980, Canadian politicians sent to London to discuss the patriation of the Canadian constitution found the Queen \"better informed ... than any of the British politicians or bureaucrats\". She was particularly interested after the failure of Bill C-60, which would have affected her role as head of state. Patriation removed the role of the British parliament from the Canadian constitution, but the monarchy was retained. Trudeau said in his memoirs that the Queen favoured his attempt to reform the constitution and that he was impressed by \"the grace she displayed in public\" and \"the wisdom she showed in private\".", "targets": "What was retained in the constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ab69fa0f3a7a44b09ec2b46373e17d3f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to Paul Martin, Sr., by the end of the 1970s the Queen was worried that the Crown \"had little meaning for\" Pierre Trudeau, the Canadian Prime Minister. Tony Benn said that the Queen found Trudeau \"rather disappointing\". Trudeau's supposed republicanism seemed to be confirmed by his antics, such as sliding down banisters at Buckingham Palace and pirouetting behind the Queen's back in 1977, and the removal of various Canadian royal symbols during his term of office. In 1980, Canadian politicians sent to London to discuss the patriation of the Canadian constitution found the Queen \"better informed ... than any of the British politicians or bureaucrats\". She was particularly interested after the failure of Bill C-60, which would have affected her role as head of state. Patriation removed the role of the British parliament from the Canadian constitution, but the monarchy was retained. Trudeau said in his memoirs that the Queen favoured his attempt to reform the constitution and that he was impressed by \"the grace she displayed in public\" and \"the wisdom she showed in private\".", "targets": "What did Trudeau say Elizabeth favored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92826990e814ea98feb6644a2c1b6c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major newspapers include Miami Today, headquartered in Brickell, Miami New Times, headquartered in Midtown, Miami Sun Post, South Florida Business Journal, Miami Times, and Biscayne Boulevard Times. An additional Spanish-language newspapers, Diario Las Americas also serve Miami. The Miami Herald is Miami's primary newspaper with over a million readers and is headquartered in Downtown in Herald Plaza. Several other student newspapers from the local universities, such as the oldest, the University of Miami's The Miami Hurricane, Florida International University's The Beacon, Miami-Dade College's The Metropolis, Barry University's The Buccaneer, amongst others. Many neighborhoods and neighboring areas also have their own local newspapers such as the Aventura News, Coral Gables Tribune, Biscayne Bay Tribune, and the Palmetto Bay News.", "targets": "In what neighborhood of Miami is Miami New Times based?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92826990e814ea98feb6644a2c1b6c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major newspapers include Miami Today, headquartered in Brickell, Miami New Times, headquartered in Midtown, Miami Sun Post, South Florida Business Journal, Miami Times, and Biscayne Boulevard Times. An additional Spanish-language newspapers, Diario Las Americas also serve Miami. The Miami Herald is Miami's primary newspaper with over a million readers and is headquartered in Downtown in Herald Plaza. Several other student newspapers from the local universities, such as the oldest, the University of Miami's The Miami Hurricane, Florida International University's The Beacon, Miami-Dade College's The Metropolis, Barry University's The Buccaneer, amongst others. Many neighborhoods and neighboring areas also have their own local newspapers such as the Aventura News, Coral Gables Tribune, Biscayne Bay Tribune, and the Palmetto Bay News.", "targets": "What neighborhood houses the headquarters of Miami Today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92826990e814ea98feb6644a2c1b6c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major newspapers include Miami Today, headquartered in Brickell, Miami New Times, headquartered in Midtown, Miami Sun Post, South Florida Business Journal, Miami Times, and Biscayne Boulevard Times. An additional Spanish-language newspapers, Diario Las Americas also serve Miami. The Miami Herald is Miami's primary newspaper with over a million readers and is headquartered in Downtown in Herald Plaza. Several other student newspapers from the local universities, such as the oldest, the University of Miami's The Miami Hurricane, Florida International University's The Beacon, Miami-Dade College's The Metropolis, Barry University's The Buccaneer, amongst others. Many neighborhoods and neighboring areas also have their own local newspapers such as the Aventura News, Coral Gables Tribune, Biscayne Bay Tribune, and the Palmetto Bay News.", "targets": "Approximately how many people read The Miami Herald?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92826990e814ea98feb6644a2c1b6c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major newspapers include Miami Today, headquartered in Brickell, Miami New Times, headquartered in Midtown, Miami Sun Post, South Florida Business Journal, Miami Times, and Biscayne Boulevard Times. An additional Spanish-language newspapers, Diario Las Americas also serve Miami. The Miami Herald is Miami's primary newspaper with over a million readers and is headquartered in Downtown in Herald Plaza. Several other student newspapers from the local universities, such as the oldest, the University of Miami's The Miami Hurricane, Florida International University's The Beacon, Miami-Dade College's The Metropolis, Barry University's The Buccaneer, amongst others. Many neighborhoods and neighboring areas also have their own local newspapers such as the Aventura News, Coral Gables Tribune, Biscayne Bay Tribune, and the Palmetto Bay News.", "targets": "For what university is The Beacon the student newspaper?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d92826990e814ea98feb6644a2c1b6c1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Other major newspapers include Miami Today, headquartered in Brickell, Miami New Times, headquartered in Midtown, Miami Sun Post, South Florida Business Journal, Miami Times, and Biscayne Boulevard Times. An additional Spanish-language newspapers, Diario Las Americas also serve Miami. The Miami Herald is Miami's primary newspaper with over a million readers and is headquartered in Downtown in Herald Plaza. Several other student newspapers from the local universities, such as the oldest, the University of Miami's The Miami Hurricane, Florida International University's The Beacon, Miami-Dade College's The Metropolis, Barry University's The Buccaneer, amongst others. Many neighborhoods and neighboring areas also have their own local newspapers such as the Aventura News, Coral Gables Tribune, Biscayne Bay Tribune, and the Palmetto Bay News.", "targets": "What is the name of the student newspaper at Barry University?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53c6ce0fbf84cd38719273a8c752226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Allied submarines did not adopt a defensive posture and wait for the enemy to attack. Within hours after the Pearl Harbor attack, in retribution against Japan, Roosevelt promulgated a new doctrine: unrestricted submarine warfare against Japan. This meant sinking any warship, commercial vessel, or passenger ship in Axis-controlled waters, without warning and without help to survivors.[nb 13] At the outbreak of the war in the Pacific the Dutch Admiral in charge of the naval defense of the East Indies, Conrad Helfrich, gave instructions to wage war aggressively. His small force of submarines sank more Japanese ships in the first weeks of the war than the entire British and US navies together, an exploit which earned him the nickname \"Ship-a-day Helfrich\". The Dutch force were in fact the first to sink an enemy warship; On 24 December 1941, HNLMS K XVI torpedoed and sank the Japanese destroyer Sagiri.", "targets": "What doctrine did Roosevelt give for submarines against Japan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53c6ce0fbf84cd38719273a8c752226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Allied submarines did not adopt a defensive posture and wait for the enemy to attack. Within hours after the Pearl Harbor attack, in retribution against Japan, Roosevelt promulgated a new doctrine: unrestricted submarine warfare against Japan. This meant sinking any warship, commercial vessel, or passenger ship in Axis-controlled waters, without warning and without help to survivors.[nb 13] At the outbreak of the war in the Pacific the Dutch Admiral in charge of the naval defense of the East Indies, Conrad Helfrich, gave instructions to wage war aggressively. His small force of submarines sank more Japanese ships in the first weeks of the war than the entire British and US navies together, an exploit which earned him the nickname \"Ship-a-day Helfrich\". The Dutch force were in fact the first to sink an enemy warship; On 24 December 1941, HNLMS K XVI torpedoed and sank the Japanese destroyer Sagiri.", "targets": "Who was the Dutch Admiral in charge of the East Indies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53c6ce0fbf84cd38719273a8c752226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Allied submarines did not adopt a defensive posture and wait for the enemy to attack. Within hours after the Pearl Harbor attack, in retribution against Japan, Roosevelt promulgated a new doctrine: unrestricted submarine warfare against Japan. This meant sinking any warship, commercial vessel, or passenger ship in Axis-controlled waters, without warning and without help to survivors.[nb 13] At the outbreak of the war in the Pacific the Dutch Admiral in charge of the naval defense of the East Indies, Conrad Helfrich, gave instructions to wage war aggressively. His small force of submarines sank more Japanese ships in the first weeks of the war than the entire British and US navies together, an exploit which earned him the nickname \"Ship-a-day Helfrich\". The Dutch force were in fact the first to sink an enemy warship; On 24 December 1941, HNLMS K XVI torpedoed and sank the Japanese destroyer Sagiri.", "targets": "What was the nickname given to the Dutch Admiral in charge of the East Indies?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53c6ce0fbf84cd38719273a8c752226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Allied submarines did not adopt a defensive posture and wait for the enemy to attack. Within hours after the Pearl Harbor attack, in retribution against Japan, Roosevelt promulgated a new doctrine: unrestricted submarine warfare against Japan. This meant sinking any warship, commercial vessel, or passenger ship in Axis-controlled waters, without warning and without help to survivors.[nb 13] At the outbreak of the war in the Pacific the Dutch Admiral in charge of the naval defense of the East Indies, Conrad Helfrich, gave instructions to wage war aggressively. His small force of submarines sank more Japanese ships in the first weeks of the war than the entire British and US navies together, an exploit which earned him the nickname \"Ship-a-day Helfrich\". The Dutch force were in fact the first to sink an enemy warship; On 24 December 1941, HNLMS K XVI torpedoed and sank the Japanese destroyer Sagiri.", "targets": "What was the first Japanese warship to be sunk by submarine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c53c6ce0fbf84cd38719273a8c752226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Allied submarines did not adopt a defensive posture and wait for the enemy to attack. Within hours after the Pearl Harbor attack, in retribution against Japan, Roosevelt promulgated a new doctrine: unrestricted submarine warfare against Japan. This meant sinking any warship, commercial vessel, or passenger ship in Axis-controlled waters, without warning and without help to survivors.[nb 13] At the outbreak of the war in the Pacific the Dutch Admiral in charge of the naval defense of the East Indies, Conrad Helfrich, gave instructions to wage war aggressively. His small force of submarines sank more Japanese ships in the first weeks of the war than the entire British and US navies together, an exploit which earned him the nickname \"Ship-a-day Helfrich\". The Dutch force were in fact the first to sink an enemy warship; On 24 December 1941, HNLMS K XVI torpedoed and sank the Japanese destroyer Sagiri.", "targets": "When was the first Japanese warship sunk by a submarine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab82a6042540c2af131b3f6a4de7e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the end of May, drafts were formally presented. In mid-June, the main Tripartite negotiations started. The discussion was focused on potential guarantees to central and east European countries should a German aggression arise. The USSR proposed to consider that a political turn towards Germany by the Baltic states would constitute an \"indirect aggression\" towards the Soviet Union. Britain opposed such proposals, because they feared the Soviets' proposed language could justify a Soviet intervention in Finland and the Baltic states, or push those countries to seek closer relations with Germany. The discussion about a definition of \"indirect aggression\" became one of the sticking points between the parties, and by mid-July, the tripartite political negotiations effectively stalled, while the parties agreed to start negotiations on a military agreement, which the Soviets insisted must be entered into simultaneously with any political agreement.", "targets": "Who predicted soviet aggression in the Baltic region?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab82a6042540c2af131b3f6a4de7e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the end of May, drafts were formally presented. In mid-June, the main Tripartite negotiations started. The discussion was focused on potential guarantees to central and east European countries should a German aggression arise. The USSR proposed to consider that a political turn towards Germany by the Baltic states would constitute an \"indirect aggression\" towards the Soviet Union. Britain opposed such proposals, because they feared the Soviets' proposed language could justify a Soviet intervention in Finland and the Baltic states, or push those countries to seek closer relations with Germany. The discussion about a definition of \"indirect aggression\" became one of the sticking points between the parties, and by mid-July, the tripartite political negotiations effectively stalled, while the parties agreed to start negotiations on a military agreement, which the Soviets insisted must be entered into simultaneously with any political agreement.", "targets": "What month did the Tripartite discussions begin between Britain, USSR and France?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9dab82a6042540c2af131b3f6a4de7e2", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "By the end of May, drafts were formally presented. In mid-June, the main Tripartite negotiations started. The discussion was focused on potential guarantees to central and east European countries should a German aggression arise. The USSR proposed to consider that a political turn towards Germany by the Baltic states would constitute an \"indirect aggression\" towards the Soviet Union. Britain opposed such proposals, because they feared the Soviets' proposed language could justify a Soviet intervention in Finland and the Baltic states, or push those countries to seek closer relations with Germany. The discussion about a definition of \"indirect aggression\" became one of the sticking points between the parties, and by mid-July, the tripartite political negotiations effectively stalled, while the parties agreed to start negotiations on a military agreement, which the Soviets insisted must be entered into simultaneously with any political agreement.", "targets": "Which country is blamed for the Tripartite discussion to stagnate and fail?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50b702e3a731481fa70da52c61a6c7b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The low mechanical complexity of hydraulic elevators in comparison to traction elevators makes them ideal for low rise, low traffic installations. They are less energy efficient as the pump works against gravity to push the car and its passengers upwards; this energy is lost when the car descends on its own weight. The high current draw of the pump when starting up also places higher demands on a building\u2019s electrical system. There are also environmental concerns should the lifting cylinder leak fluid into the ground.", "targets": "What type of installations are hydraulic elevators best suited for?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50b702e3a731481fa70da52c61a6c7b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The low mechanical complexity of hydraulic elevators in comparison to traction elevators makes them ideal for low rise, low traffic installations. They are less energy efficient as the pump works against gravity to push the car and its passengers upwards; this energy is lost when the car descends on its own weight. The high current draw of the pump when starting up also places higher demands on a building\u2019s electrical system. There are also environmental concerns should the lifting cylinder leak fluid into the ground.", "targets": "Why do hydraulic elevators use more energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50b702e3a731481fa70da52c61a6c7b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The low mechanical complexity of hydraulic elevators in comparison to traction elevators makes them ideal for low rise, low traffic installations. They are less energy efficient as the pump works against gravity to push the car and its passengers upwards; this energy is lost when the car descends on its own weight. The high current draw of the pump when starting up also places higher demands on a building\u2019s electrical system. There are also environmental concerns should the lifting cylinder leak fluid into the ground.", "targets": "What else contributes to a higher demand from the electrical system?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-50b702e3a731481fa70da52c61a6c7b4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The low mechanical complexity of hydraulic elevators in comparison to traction elevators makes them ideal for low rise, low traffic installations. They are less energy efficient as the pump works against gravity to push the car and its passengers upwards; this energy is lost when the car descends on its own weight. The high current draw of the pump when starting up also places higher demands on a building\u2019s electrical system. There are also environmental concerns should the lifting cylinder leak fluid into the ground.", "targets": "What concerns arise when the lifting cylinder leaks fluid into the ground?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5e6335c0dbc949da9fc4d9b3c5993e41", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The state also has five Micropolitan Statistical Areas centered on Bozeman, Butte, Helena, Kalispell and Havre. These communities, excluding Havre, are colloquially known as the \"big 7\" Montana cities, as they are consistently the seven largest communities in Montana, with a significant population difference when these communities are compared to those that are 8th and lower on the list. According to the 2010 U.S. Census, the population of Montana's seven most populous cities, in rank order, are Billings, Missoula, Great Falls, Bozeman, Butte, Helena and Kalispell. Based on 2013 census numbers, they collectively contain 35 percent of Montana's population. and the counties containing these communities hold 62 percent of the state's population. The geographic center of population of Montana is located in sparsely populated Meagher County, in the town of White Sulphur Springs.", "targets": "How much of the states population does the \"Big 7\" have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfc1ab268394539bade2fb782700b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1998 Strategic Defence Review and the 2003 Delivering Security in a Changing World White Paper outlined the following posture for the British Armed Forces:", "targets": "In what year was there a Strategic Defence Review?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfc1ab268394539bade2fb782700b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1998 Strategic Defence Review and the 2003 Delivering Security in a Changing World White Paper outlined the following posture for the British Armed Forces:", "targets": "What paper was published in 2003?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bcfc1ab268394539bade2fb782700b0b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The 1998 Strategic Defence Review and the 2003 Delivering Security in a Changing World White Paper outlined the following posture for the British Armed Forces:", "targets": "Which part of the Britsh government were the two publications listed concerning?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637e22c7250d4f38b63743781048717e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar technologies are broadly characterized as either passive or active depending on the way they capture, convert and distribute sunlight and enable solar energy to be harnessed at different levels around the world, mostly depending on distance from the equator. Although solar energy refers primarily to the use of solar radiation for practical ends, all renewable energies, other than geothermal and tidal, derive their energy from the Sun in a direct or indirect way.", "targets": "Where do the majority of renewable energies derive their energy from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637e22c7250d4f38b63743781048717e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar technologies are broadly characterized as either passive or active depending on the way they capture, convert and distribute sunlight and enable solar energy to be harnessed at different levels around the world, mostly depending on distance from the equator. Although solar energy refers primarily to the use of solar radiation for practical ends, all renewable energies, other than geothermal and tidal, derive their energy from the Sun in a direct or indirect way.", "targets": "How are solar technologies defined?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637e22c7250d4f38b63743781048717e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar technologies are broadly characterized as either passive or active depending on the way they capture, convert and distribute sunlight and enable solar energy to be harnessed at different levels around the world, mostly depending on distance from the equator. Although solar energy refers primarily to the use of solar radiation for practical ends, all renewable energies, other than geothermal and tidal, derive their energy from the Sun in a direct or indirect way.", "targets": "What is one way that characterizes solar technologies as passive or active?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637e22c7250d4f38b63743781048717e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar technologies are broadly characterized as either passive or active depending on the way they capture, convert and distribute sunlight and enable solar energy to be harnessed at different levels around the world, mostly depending on distance from the equator. Although solar energy refers primarily to the use of solar radiation for practical ends, all renewable energies, other than geothermal and tidal, derive their energy from the Sun in a direct or indirect way.", "targets": "Which renewable energies do not acquire their energy from the sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-637e22c7250d4f38b63743781048717e", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Solar technologies are broadly characterized as either passive or active depending on the way they capture, convert and distribute sunlight and enable solar energy to be harnessed at different levels around the world, mostly depending on distance from the equator. Although solar energy refers primarily to the use of solar radiation for practical ends, all renewable energies, other than geothermal and tidal, derive their energy from the Sun in a direct or indirect way.", "targets": "How do renewable energies acquire energy from the sun?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b1c4966e9354ac689ce87943a9d7cbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to reciprocity (discussed above) the gain of an antenna used for transmitting must be proportional to its effective area when used for receiving. Consider an antenna with no loss, that is, one whose electrical efficiency is 100%. It can be shown that its effective area averaged over all directions must be equal to \u03bb2/4\u03c0, the wavelength squared divided by 4\u03c0. Gain is defined such that the average gain over all directions for an antenna with 100% electrical efficiency is equal to 1. Therefore, the effective area Aeff in terms of the gain G in a given direction is given by:", "targets": "What must the relationship of an antenna and the receiving area be due to reciprocity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b1c4966e9354ac689ce87943a9d7cbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to reciprocity (discussed above) the gain of an antenna used for transmitting must be proportional to its effective area when used for receiving. Consider an antenna with no loss, that is, one whose electrical efficiency is 100%. It can be shown that its effective area averaged over all directions must be equal to \u03bb2/4\u03c0, the wavelength squared divided by 4\u03c0. Gain is defined such that the average gain over all directions for an antenna with 100% electrical efficiency is equal to 1. Therefore, the effective area Aeff in terms of the gain G in a given direction is given by:", "targets": "what could an antenna with complete electrical efficiency be said to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b1c4966e9354ac689ce87943a9d7cbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to reciprocity (discussed above) the gain of an antenna used for transmitting must be proportional to its effective area when used for receiving. Consider an antenna with no loss, that is, one whose electrical efficiency is 100%. It can be shown that its effective area averaged over all directions must be equal to \u03bb2/4\u03c0, the wavelength squared divided by 4\u03c0. Gain is defined such that the average gain over all directions for an antenna with 100% electrical efficiency is equal to 1. Therefore, the effective area Aeff in terms of the gain G in a given direction is given by:", "targets": "Another term for the effective area is?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b1c4966e9354ac689ce87943a9d7cbf", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to reciprocity (discussed above) the gain of an antenna used for transmitting must be proportional to its effective area when used for receiving. Consider an antenna with no loss, that is, one whose electrical efficiency is 100%. It can be shown that its effective area averaged over all directions must be equal to \u03bb2/4\u03c0, the wavelength squared divided by 4\u03c0. Gain is defined such that the average gain over all directions for an antenna with 100% electrical efficiency is equal to 1. Therefore, the effective area Aeff in terms of the gain G in a given direction is given by:", "targets": "hat could an antenna with complete electrical efficiency be said to have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aed2e601aab94a90a6ab7524cbc57291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are more than 100 freshwater fish species, varying from the giant European catfish (in the Tagus International Natural Park) to some small and endemic species that live only in small lakes (along the western portion of country, for example). Some of these rare and specific species are highly endangered because of habitat loss, pollution and drought. Up-welling along the west coast of Portugal makes the sea extremely rich in nutrients and diverse species of marine fish; the Portuguese marine waters are one of the richest in the world. Marine fish species are more common, and include thousands of species, such as the sardine (Sardina pilchardus), tuna and Atlantic mackerel. Bioluminescent species are also well represented (including species in different colour spectrum and forms), like the glowing plankton that are possible to observe in some beaches.", "targets": "How many freshwater fish species can be found in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aed2e601aab94a90a6ab7524cbc57291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are more than 100 freshwater fish species, varying from the giant European catfish (in the Tagus International Natural Park) to some small and endemic species that live only in small lakes (along the western portion of country, for example). Some of these rare and specific species are highly endangered because of habitat loss, pollution and drought. Up-welling along the west coast of Portugal makes the sea extremely rich in nutrients and diverse species of marine fish; the Portuguese marine waters are one of the richest in the world. Marine fish species are more common, and include thousands of species, such as the sardine (Sardina pilchardus), tuna and Atlantic mackerel. Bioluminescent species are also well represented (including species in different colour spectrum and forms), like the glowing plankton that are possible to observe in some beaches.", "targets": "In Portugal, where can you find the giant European catfish?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aed2e601aab94a90a6ab7524cbc57291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are more than 100 freshwater fish species, varying from the giant European catfish (in the Tagus International Natural Park) to some small and endemic species that live only in small lakes (along the western portion of country, for example). Some of these rare and specific species are highly endangered because of habitat loss, pollution and drought. Up-welling along the west coast of Portugal makes the sea extremely rich in nutrients and diverse species of marine fish; the Portuguese marine waters are one of the richest in the world. Marine fish species are more common, and include thousands of species, such as the sardine (Sardina pilchardus), tuna and Atlantic mackerel. Bioluminescent species are also well represented (including species in different colour spectrum and forms), like the glowing plankton that are possible to observe in some beaches.", "targets": "Why are some species becoming endangered in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-aed2e601aab94a90a6ab7524cbc57291", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are more than 100 freshwater fish species, varying from the giant European catfish (in the Tagus International Natural Park) to some small and endemic species that live only in small lakes (along the western portion of country, for example). Some of these rare and specific species are highly endangered because of habitat loss, pollution and drought. Up-welling along the west coast of Portugal makes the sea extremely rich in nutrients and diverse species of marine fish; the Portuguese marine waters are one of the richest in the world. Marine fish species are more common, and include thousands of species, such as the sardine (Sardina pilchardus), tuna and Atlantic mackerel. Bioluminescent species are also well represented (including species in different colour spectrum and forms), like the glowing plankton that are possible to observe in some beaches.", "targets": "What type of glowing species can be found on some beaches in Portugal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3909e9cee35845bfaeefddaeac5da781", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, the formal ceremony of granting assent in parliament has not been regularly used since the early 20th century. Now, the bill is sent to the governor-general's residence by the house in which it originated. The governor-general then signs the bill, sending messages to the President of the Senate and the Speaker of the House of Representatives, who notify their respective houses of the governor-general's action. A similar practice is followed in New Zealand, where the governor-general has not personally granted the Royal Assent in parliament since 1875.", "targets": "In what year did the New Zealand governor-general last personally grant the royal assent in parliament?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3909e9cee35845bfaeefddaeac5da781", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, the formal ceremony of granting assent in parliament has not been regularly used since the early 20th century. Now, the bill is sent to the governor-general's residence by the house in which it originated. The governor-general then signs the bill, sending messages to the President of the Senate and the Speaker of the House of Representatives, who notify their respective houses of the governor-general's action. A similar practice is followed in New Zealand, where the governor-general has not personally granted the Royal Assent in parliament since 1875.", "targets": "Which country has not used the formal assention ceremony since the early 20th century?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3909e9cee35845bfaeefddaeac5da781", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, the formal ceremony of granting assent in parliament has not been regularly used since the early 20th century. Now, the bill is sent to the governor-general's residence by the house in which it originated. The governor-general then signs the bill, sending messages to the President of the Senate and the Speaker of the House of Representatives, who notify their respective houses of the governor-general's action. A similar practice is followed in New Zealand, where the governor-general has not personally granted the Royal Assent in parliament since 1875.", "targets": "Who are the leaders of each house given the responsibility of informing their group of the governor-generals actions?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b385e4ff1d39417c86aef44fdce68616", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principles of European Union law are rules of law which have been developed by the European Court of Justice that constitute unwritten rules which are not expressly provided for in the treaties but which affect how European Union law is interpreted and applies. In formulating these principles, the courts have drawn on a variety of sources, including: public international law and legal doctrines and principles present in the legal systems of European Union member states and in the jurisprudence of the European Court of Human Rights. Accepted general principles of European Union Law include fundamental rights (see human rights), proportionality, legal certainty, equality before the law and subsidiarity.", "targets": "Which entity developed the principles of European Union Law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b385e4ff1d39417c86aef44fdce68616", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The principles of European Union law are rules of law which have been developed by the European Court of Justice that constitute unwritten rules which are not expressly provided for in the treaties but which affect how European Union law is interpreted and applies. In formulating these principles, the courts have drawn on a variety of sources, including: public international law and legal doctrines and principles present in the legal systems of European Union member states and in the jurisprudence of the European Court of Human Rights. Accepted general principles of European Union Law include fundamental rights (see human rights), proportionality, legal certainty, equality before the law and subsidiarity.", "targets": "What are some of the accepted general principles of European Union law?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4800a2e5f25401fa6dfdf72143fe0f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location at the South Pole, Antarctica receives relatively little solar radiation. This means that it is a very cold continent where water is mostly in the form of ice. Precipitation is low (most of Antarctica is a desert) and almost always in the form of snow, which accumulates and forms a giant ice sheet which covers the land. Parts of this ice sheet form moving glaciers known as ice streams, which flow towards the edges of the continent. Next to the continental shore are many ice shelves. These are floating extensions of outflowing glaciers from the continental ice mass. Offshore, temperatures are also low enough that ice is formed from seawater through most of the year. It is important to understand the various types of Antarctic ice to understand possible effects on sea levels and the implications of global cooling.", "targets": "What location means that Antarctica get little solar radiation?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4800a2e5f25401fa6dfdf72143fe0f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location at the South Pole, Antarctica receives relatively little solar radiation. This means that it is a very cold continent where water is mostly in the form of ice. Precipitation is low (most of Antarctica is a desert) and almost always in the form of snow, which accumulates and forms a giant ice sheet which covers the land. Parts of this ice sheet form moving glaciers known as ice streams, which flow towards the edges of the continent. Next to the continental shore are many ice shelves. These are floating extensions of outflowing glaciers from the continental ice mass. Offshore, temperatures are also low enough that ice is formed from seawater through most of the year. It is important to understand the various types of Antarctic ice to understand possible effects on sea levels and the implications of global cooling.", "targets": "In what condition is most water in the Antarctica?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4800a2e5f25401fa6dfdf72143fe0f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location at the South Pole, Antarctica receives relatively little solar radiation. This means that it is a very cold continent where water is mostly in the form of ice. Precipitation is low (most of Antarctica is a desert) and almost always in the form of snow, which accumulates and forms a giant ice sheet which covers the land. Parts of this ice sheet form moving glaciers known as ice streams, which flow towards the edges of the continent. Next to the continental shore are many ice shelves. These are floating extensions of outflowing glaciers from the continental ice mass. Offshore, temperatures are also low enough that ice is formed from seawater through most of the year. It is important to understand the various types of Antarctic ice to understand possible effects on sea levels and the implications of global cooling.", "targets": "What is the usual condition of precipitation in the Antarctic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4800a2e5f25401fa6dfdf72143fe0f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location at the South Pole, Antarctica receives relatively little solar radiation. This means that it is a very cold continent where water is mostly in the form of ice. Precipitation is low (most of Antarctica is a desert) and almost always in the form of snow, which accumulates and forms a giant ice sheet which covers the land. Parts of this ice sheet form moving glaciers known as ice streams, which flow towards the edges of the continent. Next to the continental shore are many ice shelves. These are floating extensions of outflowing glaciers from the continental ice mass. Offshore, temperatures are also low enough that ice is formed from seawater through most of the year. It is important to understand the various types of Antarctic ice to understand possible effects on sea levels and the implications of global cooling.", "targets": "What does the massed snow in Antarctica produce?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f4800a2e5f25401fa6dfdf72143fe0f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Due to its location at the South Pole, Antarctica receives relatively little solar radiation. This means that it is a very cold continent where water is mostly in the form of ice. Precipitation is low (most of Antarctica is a desert) and almost always in the form of snow, which accumulates and forms a giant ice sheet which covers the land. Parts of this ice sheet form moving glaciers known as ice streams, which flow towards the edges of the continent. Next to the continental shore are many ice shelves. These are floating extensions of outflowing glaciers from the continental ice mass. Offshore, temperatures are also low enough that ice is formed from seawater through most of the year. It is important to understand the various types of Antarctic ice to understand possible effects on sea levels and the implications of global cooling.", "targets": "What are ice streams otherwise called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "Describe Gaddafi's humble upbringing."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "How did Gaddafi's father earn a living?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "How did his upbringing impact his later life preferences?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "What culture did Gaddafi experience as a child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "When was Gaddafi born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "Describe Gaddafi's early childhood."}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "How did Gaddafi's father earn a living?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "How come no one knows for sure when Gaddafi was born?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "How did his early childhood experiences impact his later life?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "When did Gaddafi's parents die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "Other than Mohammad Abdul Salam bin Hamed bin Mohammad, what was Gaddafi's father called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "When did Gaddafi's mother die?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "How many sisters did Gaddafi have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "Near what town was Gaddafi's birthplace of Qasr Abu Hadi?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-93cff07271a5414094a2275ddd0b5fd1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Muammar Gaddafi was born in a tent near Qasr Abu Hadi, a rural area outside the town of Sirte in the deserts of western Libya. His family came from a small, relatively un-influential tribal group called the Qadhadhfa, who were Arabized Berber in heritage. His father, Mohammad Abdul Salam bin Hamed bin Mohammad, was known as Abu Meniar (died 1985), and his mother was named Aisha (died 1978); Abu Meniar earned a meager subsistence as a goat and camel herder. Nomadic Bedouins, they were illiterate and kept no birth records. As such, Gaddafi's date of birth is not known with certainty, and sources have set it in 1942 or in the spring of 1943, although biographers Blundy and Lycett noted that it could have been pre-1940. His parents' only surviving son, he had three older sisters. Gaddafi's upbringing in Bedouin culture influenced his personal tastes for the rest of his life. He repeatedly expressed a preference for the desert over the city and retreated to the desert to meditate.", "targets": "What was the name of Gaddafi's tribe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f90cfaa04e145ee99b9a057d1ecd41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Galicia is poetically known as the \"country of the thousand rivers\" (\"o pa\u00eds dos mil r\u00edos\"). The largest and most important of these rivers is the Minho, known as O Pai Mi\u00f1o (Father Minho), 307.5 km (191.1 mi) long and discharging 419 m3 (548 cu yd) per second, with its affluent the Sil, which has created a spectacular canyon. Most of the rivers in the inland are tributaries of this fluvial system, which drains some 17,027 km2 (6,574 sq mi). Other rivers run directly into the Atlantic Ocean as L\u00e9rez or the Cantabrian Sea, most of them having short courses. Only the Navia, Ulla, Tambre, and Limia have courses longer than 100 km (62 mi).", "targets": "What is Galicia is poetically known as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1f90cfaa04e145ee99b9a057d1ecd41c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Galicia is poetically known as the \"country of the thousand rivers\" (\"o pa\u00eds dos mil r\u00edos\"). The largest and most important of these rivers is the Minho, known as O Pai Mi\u00f1o (Father Minho), 307.5 km (191.1 mi) long and discharging 419 m3 (548 cu yd) per second, with its affluent the Sil, which has created a spectacular canyon. Most of the rivers in the inland are tributaries of this fluvial system, which drains some 17,027 km2 (6,574 sq mi). Other rivers run directly into the Atlantic Ocean as L\u00e9rez or the Cantabrian Sea, most of them having short courses. Only the Navia, Ulla, Tambre, and Limia have courses longer than 100 km (62 mi).", "targets": "What is its longest river?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c9fe768c58d44f9a8c41e839f577db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many smaller clans mentioned within early literature seem to have been present across the rest of the subcontinent. Some of these kings were hereditary; other states elected their rulers. Early \"republics\" such as the Vajji (or Vriji) confederation centered in the city of Vaishali, existed as early as the 6th century BCE and persisted in some areas until the 4th century CE. The educated speech at that time was Sanskrit, while the languages of the general population of northern India are referred to as Prakrits. Many of the sixteen kingdoms had coalesced to four major ones by 500/400 BCE, by the time of Gautama Buddha. These four were Vatsa, Avanti, Kosala, and Magadha. The Life of Gautam Budhha was mainly associated with these four kingdoms.", "targets": "Where was the Vajji confederation located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c9fe768c58d44f9a8c41e839f577db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many smaller clans mentioned within early literature seem to have been present across the rest of the subcontinent. Some of these kings were hereditary; other states elected their rulers. Early \"republics\" such as the Vajji (or Vriji) confederation centered in the city of Vaishali, existed as early as the 6th century BCE and persisted in some areas until the 4th century CE. The educated speech at that time was Sanskrit, while the languages of the general population of northern India are referred to as Prakrits. Many of the sixteen kingdoms had coalesced to four major ones by 500/400 BCE, by the time of Gautama Buddha. These four were Vatsa, Avanti, Kosala, and Magadha. The Life of Gautam Budhha was mainly associated with these four kingdoms.", "targets": "How early did the small republic states exist in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c9fe768c58d44f9a8c41e839f577db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many smaller clans mentioned within early literature seem to have been present across the rest of the subcontinent. Some of these kings were hereditary; other states elected their rulers. Early \"republics\" such as the Vajji (or Vriji) confederation centered in the city of Vaishali, existed as early as the 6th century BCE and persisted in some areas until the 4th century CE. The educated speech at that time was Sanskrit, while the languages of the general population of northern India are referred to as Prakrits. Many of the sixteen kingdoms had coalesced to four major ones by 500/400 BCE, by the time of Gautama Buddha. These four were Vatsa, Avanti, Kosala, and Magadha. The Life of Gautam Budhha was mainly associated with these four kingdoms.", "targets": "Until what century did the republic states endure in India?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c9fe768c58d44f9a8c41e839f577db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many smaller clans mentioned within early literature seem to have been present across the rest of the subcontinent. Some of these kings were hereditary; other states elected their rulers. Early \"republics\" such as the Vajji (or Vriji) confederation centered in the city of Vaishali, existed as early as the 6th century BCE and persisted in some areas until the 4th century CE. The educated speech at that time was Sanskrit, while the languages of the general population of northern India are referred to as Prakrits. Many of the sixteen kingdoms had coalesced to four major ones by 500/400 BCE, by the time of Gautama Buddha. These four were Vatsa, Avanti, Kosala, and Magadha. The Life of Gautam Budhha was mainly associated with these four kingdoms.", "targets": "In what language did the educated Indian speak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7c9fe768c58d44f9a8c41e839f577db0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Many smaller clans mentioned within early literature seem to have been present across the rest of the subcontinent. Some of these kings were hereditary; other states elected their rulers. Early \"republics\" such as the Vajji (or Vriji) confederation centered in the city of Vaishali, existed as early as the 6th century BCE and persisted in some areas until the 4th century CE. The educated speech at that time was Sanskrit, while the languages of the general population of northern India are referred to as Prakrits. Many of the sixteen kingdoms had coalesced to four major ones by 500/400 BCE, by the time of Gautama Buddha. These four were Vatsa, Avanti, Kosala, and Magadha. The Life of Gautam Budhha was mainly associated with these four kingdoms.", "targets": "What was the general population's common language ?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f125bfd67146acbf8d8a96fce8e784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans liked bright colors, and many Roman villas were decorated with vivid red murals. The pigment used for many of the murals was called vermilion, and it came from the mineral cinnabar, a common ore of mercury. It was one of the finest reds of ancient times \u2013 the paintings have retained their brightness for more than twenty centuries. The source of cinnabar for the Romans was a group of mines near Almad\u00e9n, southwest of Madrid, in Spain. Working in the mines was extremely dangerous, since mercury is highly toxic; the miners were slaves or prisoners, and being sent to the cinnabar mines was a virtual death sentence.", "targets": "What pigment was used to paint villas in ancient Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f125bfd67146acbf8d8a96fce8e784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans liked bright colors, and many Roman villas were decorated with vivid red murals. The pigment used for many of the murals was called vermilion, and it came from the mineral cinnabar, a common ore of mercury. It was one of the finest reds of ancient times \u2013 the paintings have retained their brightness for more than twenty centuries. The source of cinnabar for the Romans was a group of mines near Almad\u00e9n, southwest of Madrid, in Spain. Working in the mines was extremely dangerous, since mercury is highly toxic; the miners were slaves or prisoners, and being sent to the cinnabar mines was a virtual death sentence.", "targets": "From where did vermilion originate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f125bfd67146acbf8d8a96fce8e784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans liked bright colors, and many Roman villas were decorated with vivid red murals. The pigment used for many of the murals was called vermilion, and it came from the mineral cinnabar, a common ore of mercury. It was one of the finest reds of ancient times \u2013 the paintings have retained their brightness for more than twenty centuries. The source of cinnabar for the Romans was a group of mines near Almad\u00e9n, southwest of Madrid, in Spain. Working in the mines was extremely dangerous, since mercury is highly toxic; the miners were slaves or prisoners, and being sent to the cinnabar mines was a virtual death sentence.", "targets": "Cinnabar is an ore of what metal?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f125bfd67146acbf8d8a96fce8e784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans liked bright colors, and many Roman villas were decorated with vivid red murals. The pigment used for many of the murals was called vermilion, and it came from the mineral cinnabar, a common ore of mercury. It was one of the finest reds of ancient times \u2013 the paintings have retained their brightness for more than twenty centuries. The source of cinnabar for the Romans was a group of mines near Almad\u00e9n, southwest of Madrid, in Spain. Working in the mines was extremely dangerous, since mercury is highly toxic; the miners were slaves or prisoners, and being sent to the cinnabar mines was a virtual death sentence.", "targets": "What mines did Romans use to acquire cinnabar?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b5f125bfd67146acbf8d8a96fce8e784", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Romans liked bright colors, and many Roman villas were decorated with vivid red murals. The pigment used for many of the murals was called vermilion, and it came from the mineral cinnabar, a common ore of mercury. It was one of the finest reds of ancient times \u2013 the paintings have retained their brightness for more than twenty centuries. The source of cinnabar for the Romans was a group of mines near Almad\u00e9n, southwest of Madrid, in Spain. Working in the mines was extremely dangerous, since mercury is highly toxic; the miners were slaves or prisoners, and being sent to the cinnabar mines was a virtual death sentence.", "targets": "Along with slaves, who was sent to work in cinnabar mines in Rome?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8628dfede3546cda4391803b192f122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the latest nationwide census, Roman Catholics constituted 30.8% of the total population of Germany, followed by the Evangelical Protestants at 30.3%. Other religions, atheists or not specified constituted 38.8% of the population at the time. Among \"others\" are Protestants not included in Evangelical Church of Germany, and other Christians such as the Restorationist New Apostolic Church. Protestantism was more common among the citizens of Germany. The North and East Germany is predominantly Protestant, the South and West rather Catholic. Nowadays there is a non-religious majority in Hamburg and the East German states.", "targets": "What percentage of Germans are Roman Catholic?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8628dfede3546cda4391803b192f122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the latest nationwide census, Roman Catholics constituted 30.8% of the total population of Germany, followed by the Evangelical Protestants at 30.3%. Other religions, atheists or not specified constituted 38.8% of the population at the time. Among \"others\" are Protestants not included in Evangelical Church of Germany, and other Christians such as the Restorationist New Apostolic Church. Protestantism was more common among the citizens of Germany. The North and East Germany is predominantly Protestant, the South and West rather Catholic. Nowadays there is a non-religious majority in Hamburg and the East German states.", "targets": "What percentage of Germans are Evangelical Protestants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8628dfede3546cda4391803b192f122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the latest nationwide census, Roman Catholics constituted 30.8% of the total population of Germany, followed by the Evangelical Protestants at 30.3%. Other religions, atheists or not specified constituted 38.8% of the population at the time. Among \"others\" are Protestants not included in Evangelical Church of Germany, and other Christians such as the Restorationist New Apostolic Church. Protestantism was more common among the citizens of Germany. The North and East Germany is predominantly Protestant, the South and West rather Catholic. Nowadays there is a non-religious majority in Hamburg and the East German states.", "targets": "What religion is the North and East part of Germany?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c8628dfede3546cda4391803b192f122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "According to the latest nationwide census, Roman Catholics constituted 30.8% of the total population of Germany, followed by the Evangelical Protestants at 30.3%. Other religions, atheists or not specified constituted 38.8% of the population at the time. Among \"others\" are Protestants not included in Evangelical Church of Germany, and other Christians such as the Restorationist New Apostolic Church. Protestantism was more common among the citizens of Germany. The North and East Germany is predominantly Protestant, the South and West rather Catholic. Nowadays there is a non-religious majority in Hamburg and the East German states.", "targets": "Where is there a non-religious majority?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "What is the fourth of the Buddha's Four Noble Truths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "What is the purpose of the Noble Eightfold Path?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "What are the eight factors of the Noble Eightfold Path?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "The Noble Eightfold Path is which of Buddha's Truths?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "The fourth truth consists of how many factors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "What is the end goal of the Fourth Truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "What is one of the eight factors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "The Noble Eightfold Path is which Noble Truth?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "The noble Eightfold path is a set of how many inerconnected factors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-1408fe0b39434029b57dd963aefcd3e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Noble Eightfold Path\u2014the fourth of the Buddha's Noble Truths\u2014consists of a set of eight interconnected factors or conditions, that when developed together, lead to the cessation of dukkha. These eight factors are: Right View (or Right Understanding), Right Intention (or Right Thought), Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.", "targets": "When the eight factors are developed together, is leads to the cessation of what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-351a79c77d114ff2aab88f0fea960370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon his election to the papacy, Montini took the pontifical name Paul VI (the first to take the name \"Paul\" since 1605) to indicate a renewed worldwide mission to spread the message of Christ, following the example of Apostle St. Paul.[citation needed] He re-convened the Second Vatican Council, which was automatically closed with the death of John XXIII, and gave it priority and direction. After the council had concluded its work, Paul VI took charge of the interpretation and implementation of its mandates, often walking a thin line between the conflicting expectations of various groups within Catholicism. The magnitude and depth of the reforms affecting all fields of Church life during his pontificate exceeded similar reform policies of his predecessors and successors. Paul VI was a Marian devotee, speaking repeatedly to Marian congresses and mariological meetings, visiting Marian shrines and issuing three Marian encyclicals. Following his famous predecessor Saint Ambrose of Milan, he named Mary as the Mother of the Church during the Second Vatican Council. Paul VI sought dialogue with the world, with other Christians, other religions, and atheists, excluding nobody. He saw himself as a humble servant for a suffering humanity and demanded significant changes of the rich in North America and Europe in favour of the poor in the Third World. His positions on birth control, promulgated most famously in the 1968 encyclical Humanae vitae, and other political issues, were often controversial, especially in Western Europe and North America.", "targets": "What type of devotee was Pope Paul VI?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-351a79c77d114ff2aab88f0fea960370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon his election to the papacy, Montini took the pontifical name Paul VI (the first to take the name \"Paul\" since 1605) to indicate a renewed worldwide mission to spread the message of Christ, following the example of Apostle St. Paul.[citation needed] He re-convened the Second Vatican Council, which was automatically closed with the death of John XXIII, and gave it priority and direction. After the council had concluded its work, Paul VI took charge of the interpretation and implementation of its mandates, often walking a thin line between the conflicting expectations of various groups within Catholicism. The magnitude and depth of the reforms affecting all fields of Church life during his pontificate exceeded similar reform policies of his predecessors and successors. Paul VI was a Marian devotee, speaking repeatedly to Marian congresses and mariological meetings, visiting Marian shrines and issuing three Marian encyclicals. Following his famous predecessor Saint Ambrose of Milan, he named Mary as the Mother of the Church during the Second Vatican Council. Paul VI sought dialogue with the world, with other Christians, other religions, and atheists, excluding nobody. He saw himself as a humble servant for a suffering humanity and demanded significant changes of the rich in North America and Europe in favour of the poor in the Third World. His positions on birth control, promulgated most famously in the 1968 encyclical Humanae vitae, and other political issues, were often controversial, especially in Western Europe and North America.", "targets": "What name had not been used for a Pope since the year 1605?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-351a79c77d114ff2aab88f0fea960370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon his election to the papacy, Montini took the pontifical name Paul VI (the first to take the name \"Paul\" since 1605) to indicate a renewed worldwide mission to spread the message of Christ, following the example of Apostle St. Paul.[citation needed] He re-convened the Second Vatican Council, which was automatically closed with the death of John XXIII, and gave it priority and direction. After the council had concluded its work, Paul VI took charge of the interpretation and implementation of its mandates, often walking a thin line between the conflicting expectations of various groups within Catholicism. The magnitude and depth of the reforms affecting all fields of Church life during his pontificate exceeded similar reform policies of his predecessors and successors. Paul VI was a Marian devotee, speaking repeatedly to Marian congresses and mariological meetings, visiting Marian shrines and issuing three Marian encyclicals. Following his famous predecessor Saint Ambrose of Milan, he named Mary as the Mother of the Church during the Second Vatican Council. Paul VI sought dialogue with the world, with other Christians, other religions, and atheists, excluding nobody. He saw himself as a humble servant for a suffering humanity and demanded significant changes of the rich in North America and Europe in favour of the poor in the Third World. His positions on birth control, promulgated most famously in the 1968 encyclical Humanae vitae, and other political issues, were often controversial, especially in Western Europe and North America.", "targets": "In what year was the name \"Paul\" last used as a pontifical name before Pope Paul VI became Pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-351a79c77d114ff2aab88f0fea960370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon his election to the papacy, Montini took the pontifical name Paul VI (the first to take the name \"Paul\" since 1605) to indicate a renewed worldwide mission to spread the message of Christ, following the example of Apostle St. Paul.[citation needed] He re-convened the Second Vatican Council, which was automatically closed with the death of John XXIII, and gave it priority and direction. After the council had concluded its work, Paul VI took charge of the interpretation and implementation of its mandates, often walking a thin line between the conflicting expectations of various groups within Catholicism. The magnitude and depth of the reforms affecting all fields of Church life during his pontificate exceeded similar reform policies of his predecessors and successors. Paul VI was a Marian devotee, speaking repeatedly to Marian congresses and mariological meetings, visiting Marian shrines and issuing three Marian encyclicals. Following his famous predecessor Saint Ambrose of Milan, he named Mary as the Mother of the Church during the Second Vatican Council. Paul VI sought dialogue with the world, with other Christians, other religions, and atheists, excluding nobody. He saw himself as a humble servant for a suffering humanity and demanded significant changes of the rich in North America and Europe in favour of the poor in the Third World. His positions on birth control, promulgated most famously in the 1968 encyclical Humanae vitae, and other political issues, were often controversial, especially in Western Europe and North America.", "targets": "What did Pope Paul VI re-convene when he became Pope?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-351a79c77d114ff2aab88f0fea960370", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Upon his election to the papacy, Montini took the pontifical name Paul VI (the first to take the name \"Paul\" since 1605) to indicate a renewed worldwide mission to spread the message of Christ, following the example of Apostle St. Paul.[citation needed] He re-convened the Second Vatican Council, which was automatically closed with the death of John XXIII, and gave it priority and direction. After the council had concluded its work, Paul VI took charge of the interpretation and implementation of its mandates, often walking a thin line between the conflicting expectations of various groups within Catholicism. The magnitude and depth of the reforms affecting all fields of Church life during his pontificate exceeded similar reform policies of his predecessors and successors. Paul VI was a Marian devotee, speaking repeatedly to Marian congresses and mariological meetings, visiting Marian shrines and issuing three Marian encyclicals. Following his famous predecessor Saint Ambrose of Milan, he named Mary as the Mother of the Church during the Second Vatican Council. Paul VI sought dialogue with the world, with other Christians, other religions, and atheists, excluding nobody. He saw himself as a humble servant for a suffering humanity and demanded significant changes of the rich in North America and Europe in favour of the poor in the Third World. His positions on birth control, promulgated most famously in the 1968 encyclical Humanae vitae, and other political issues, were often controversial, especially in Western Europe and North America.", "targets": "What publication promoted Pope Paul VI's views on abortion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939742e88d20427aa3d13d95d9384314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Ju\u00e1rez once again based his government in the state of Chihuahua and it served as the center for the resistance against the French invasion throughout Mexico. On March 25, 1866, a battle ensued in the Plaza de Armas in the center of Chihuahua City between the French imperial forces that were guarding the plaza and the Republican forces led by General Terrazas. Being completely caught off guard, the French imperial forces sought refuge by bunkering themselves in the Cathedral of the Holy Cross, Our Lady of Regla, and St Fancis of Assisi and made it almost impossible to penetrate their defenses. General Terrazas then decided to fire a heavy artillery barrage with 8 kg cannonballs. The first cannon fired hit a bell in the tower of the church, instantly breaking it in half; soon after, 200 men of the imperial army forces surrendered. The republican forces had recovered control over the state capital. The bell in the church was declared a historical monument and can be seen today in the Cathedral. By April 1866, the state government had established a vital trading route from Chihuahua City to San Antonio, Texas; the government began to replenish their supplies and reinforce their fight against the Imperial forces.", "targets": "Juarez again based his government in which state?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939742e88d20427aa3d13d95d9384314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Ju\u00e1rez once again based his government in the state of Chihuahua and it served as the center for the resistance against the French invasion throughout Mexico. On March 25, 1866, a battle ensued in the Plaza de Armas in the center of Chihuahua City between the French imperial forces that were guarding the plaza and the Republican forces led by General Terrazas. Being completely caught off guard, the French imperial forces sought refuge by bunkering themselves in the Cathedral of the Holy Cross, Our Lady of Regla, and St Fancis of Assisi and made it almost impossible to penetrate their defenses. General Terrazas then decided to fire a heavy artillery barrage with 8 kg cannonballs. The first cannon fired hit a bell in the tower of the church, instantly breaking it in half; soon after, 200 men of the imperial army forces surrendered. The republican forces had recovered control over the state capital. The bell in the church was declared a historical monument and can be seen today in the Cathedral. By April 1866, the state government had established a vital trading route from Chihuahua City to San Antonio, Texas; the government began to replenish their supplies and reinforce their fight against the Imperial forces.", "targets": "The base served as the center for the resistance against whose invasion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939742e88d20427aa3d13d95d9384314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Ju\u00e1rez once again based his government in the state of Chihuahua and it served as the center for the resistance against the French invasion throughout Mexico. On March 25, 1866, a battle ensued in the Plaza de Armas in the center of Chihuahua City between the French imperial forces that were guarding the plaza and the Republican forces led by General Terrazas. Being completely caught off guard, the French imperial forces sought refuge by bunkering themselves in the Cathedral of the Holy Cross, Our Lady of Regla, and St Fancis of Assisi and made it almost impossible to penetrate their defenses. General Terrazas then decided to fire a heavy artillery barrage with 8 kg cannonballs. The first cannon fired hit a bell in the tower of the church, instantly breaking it in half; soon after, 200 men of the imperial army forces surrendered. The republican forces had recovered control over the state capital. The bell in the church was declared a historical monument and can be seen today in the Cathedral. By April 1866, the state government had established a vital trading route from Chihuahua City to San Antonio, Texas; the government began to replenish their supplies and reinforce their fight against the Imperial forces.", "targets": "On March 25, 1866, a battle ensued where in Chihuahua City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939742e88d20427aa3d13d95d9384314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Ju\u00e1rez once again based his government in the state of Chihuahua and it served as the center for the resistance against the French invasion throughout Mexico. On March 25, 1866, a battle ensued in the Plaza de Armas in the center of Chihuahua City between the French imperial forces that were guarding the plaza and the Republican forces led by General Terrazas. Being completely caught off guard, the French imperial forces sought refuge by bunkering themselves in the Cathedral of the Holy Cross, Our Lady of Regla, and St Fancis of Assisi and made it almost impossible to penetrate their defenses. General Terrazas then decided to fire a heavy artillery barrage with 8 kg cannonballs. The first cannon fired hit a bell in the tower of the church, instantly breaking it in half; soon after, 200 men of the imperial army forces surrendered. The republican forces had recovered control over the state capital. The bell in the church was declared a historical monument and can be seen today in the Cathedral. By April 1866, the state government had established a vital trading route from Chihuahua City to San Antonio, Texas; the government began to replenish their supplies and reinforce their fight against the Imperial forces.", "targets": "Who decided to fire a heavy artillery barrage with 8 kg cannonballs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-939742e88d20427aa3d13d95d9384314", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "President Ju\u00e1rez once again based his government in the state of Chihuahua and it served as the center for the resistance against the French invasion throughout Mexico. On March 25, 1866, a battle ensued in the Plaza de Armas in the center of Chihuahua City between the French imperial forces that were guarding the plaza and the Republican forces led by General Terrazas. Being completely caught off guard, the French imperial forces sought refuge by bunkering themselves in the Cathedral of the Holy Cross, Our Lady of Regla, and St Fancis of Assisi and made it almost impossible to penetrate their defenses. General Terrazas then decided to fire a heavy artillery barrage with 8 kg cannonballs. The first cannon fired hit a bell in the tower of the church, instantly breaking it in half; soon after, 200 men of the imperial army forces surrendered. The republican forces had recovered control over the state capital. The bell in the church was declared a historical monument and can be seen today in the Cathedral. By April 1866, the state government had established a vital trading route from Chihuahua City to San Antonio, Texas; the government began to replenish their supplies and reinforce their fight against the Imperial forces.", "targets": "Which structure in the church became a historical monument?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20434f0e77e4a42a500daf37ae64ed8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leibniz describes a space that exists only as a relation between objects, and which has no existence apart from the existence of those objects. Motion exists only as a relation between those objects. Newtonian space provided the absolute frame of reference within which objects can have motion. In Newton's system, the frame of reference exists independently of the objects contained within it. These objects can be described as moving in relation to space itself. For many centuries, the evidence of a concave water surface held authority.", "targets": "Leibniz describes space as existing only as a relation between what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20434f0e77e4a42a500daf37ae64ed8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leibniz describes a space that exists only as a relation between objects, and which has no existence apart from the existence of those objects. Motion exists only as a relation between those objects. Newtonian space provided the absolute frame of reference within which objects can have motion. In Newton's system, the frame of reference exists independently of the objects contained within it. These objects can be described as moving in relation to space itself. For many centuries, the evidence of a concave water surface held authority.", "targets": "According to Leibniz, what has no existence apart from the existence of objections?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20434f0e77e4a42a500daf37ae64ed8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leibniz describes a space that exists only as a relation between objects, and which has no existence apart from the existence of those objects. Motion exists only as a relation between those objects. Newtonian space provided the absolute frame of reference within which objects can have motion. In Newton's system, the frame of reference exists independently of the objects contained within it. These objects can be described as moving in relation to space itself. For many centuries, the evidence of a concave water surface held authority.", "targets": "What provides the absolute frame of reference within which objects can have motion?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20434f0e77e4a42a500daf37ae64ed8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leibniz describes a space that exists only as a relation between objects, and which has no existence apart from the existence of those objects. Motion exists only as a relation between those objects. Newtonian space provided the absolute frame of reference within which objects can have motion. In Newton's system, the frame of reference exists independently of the objects contained within it. These objects can be described as moving in relation to space itself. For many centuries, the evidence of a concave water surface held authority.", "targets": "In Newton's system, how does the frame of reference exist between objects within it?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d20434f0e77e4a42a500daf37ae64ed8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Leibniz describes a space that exists only as a relation between objects, and which has no existence apart from the existence of those objects. Motion exists only as a relation between those objects. Newtonian space provided the absolute frame of reference within which objects can have motion. In Newton's system, the frame of reference exists independently of the objects contained within it. These objects can be described as moving in relation to space itself. For many centuries, the evidence of a concave water surface held authority.", "targets": "For how long did the evidence of a concave water surface hold authority in reference to space?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f851b67a855748129cf8937a36c62dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to how the Protestant Reformers were often characterized, the concept of a catholic or universal Church was not brushed aside during the Protestant Reformation. On the contrary, the visible unity of the catholic or universal church was seen by the Protestant reformers as an important and essential doctrine of the Reformation. The Magisterial reformers, such as Martin Luther, John Calvin, and Huldrych Zwingli, believed that they were reforming the Roman Catholic Church, which they viewed as having become corrupted. Each of them took very seriously the charges of schism and innovation, denying these charges and maintaining that it was the Roman Catholic Church that had left them. In order to justify their departure from the Roman Catholic Church, Protestants often posited a new argument, saying that there was no real visible Church with divine authority, only a spiritual, invisible, and hidden church\u2014this notion began in the early days of the Protestant Reformation.", "targets": "Who were Magisterial reformers?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f851b67a855748129cf8937a36c62dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to how the Protestant Reformers were often characterized, the concept of a catholic or universal Church was not brushed aside during the Protestant Reformation. On the contrary, the visible unity of the catholic or universal church was seen by the Protestant reformers as an important and essential doctrine of the Reformation. The Magisterial reformers, such as Martin Luther, John Calvin, and Huldrych Zwingli, believed that they were reforming the Roman Catholic Church, which they viewed as having become corrupted. Each of them took very seriously the charges of schism and innovation, denying these charges and maintaining that it was the Roman Catholic Church that had left them. In order to justify their departure from the Roman Catholic Church, Protestants often posited a new argument, saying that there was no real visible Church with divine authority, only a spiritual, invisible, and hidden church\u2014this notion began in the early days of the Protestant Reformation.", "targets": "What institution did Martin Luther believe he was reforming?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f851b67a855748129cf8937a36c62dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to how the Protestant Reformers were often characterized, the concept of a catholic or universal Church was not brushed aside during the Protestant Reformation. On the contrary, the visible unity of the catholic or universal church was seen by the Protestant reformers as an important and essential doctrine of the Reformation. The Magisterial reformers, such as Martin Luther, John Calvin, and Huldrych Zwingli, believed that they were reforming the Roman Catholic Church, which they viewed as having become corrupted. Each of them took very seriously the charges of schism and innovation, denying these charges and maintaining that it was the Roman Catholic Church that had left them. In order to justify their departure from the Roman Catholic Church, Protestants often posited a new argument, saying that there was no real visible Church with divine authority, only a spiritual, invisible, and hidden church\u2014this notion began in the early days of the Protestant Reformation.", "targets": "Instead of a visible church, what did Protestants believe there was?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f851b67a855748129cf8937a36c62dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to how the Protestant Reformers were often characterized, the concept of a catholic or universal Church was not brushed aside during the Protestant Reformation. On the contrary, the visible unity of the catholic or universal church was seen by the Protestant reformers as an important and essential doctrine of the Reformation. The Magisterial reformers, such as Martin Luther, John Calvin, and Huldrych Zwingli, believed that they were reforming the Roman Catholic Church, which they viewed as having become corrupted. Each of them took very seriously the charges of schism and innovation, denying these charges and maintaining that it was the Roman Catholic Church that had left them. In order to justify their departure from the Roman Catholic Church, Protestants often posited a new argument, saying that there was no real visible Church with divine authority, only a spiritual, invisible, and hidden church\u2014this notion began in the early days of the Protestant Reformation.", "targets": "When did the idea of a hidden church begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f851b67a855748129cf8937a36c62dc4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Contrary to how the Protestant Reformers were often characterized, the concept of a catholic or universal Church was not brushed aside during the Protestant Reformation. On the contrary, the visible unity of the catholic or universal church was seen by the Protestant reformers as an important and essential doctrine of the Reformation. The Magisterial reformers, such as Martin Luther, John Calvin, and Huldrych Zwingli, believed that they were reforming the Roman Catholic Church, which they viewed as having become corrupted. Each of them took very seriously the charges of schism and innovation, denying these charges and maintaining that it was the Roman Catholic Church that had left them. In order to justify their departure from the Roman Catholic Church, Protestants often posited a new argument, saying that there was no real visible Church with divine authority, only a spiritual, invisible, and hidden church\u2014this notion began in the early days of the Protestant Reformation.", "targets": "What church did the Reformers claim had left them?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91895eaab2384efe8df579bf6afff5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the latter half of his career Hayek made a number of contributions to social and political philosophy, which he based on his views on the limits of human knowledge, and the idea of spontaneous order in social institutions. He argues in favour of a society organised around a market order, in which the apparatus of state is employed almost (though not entirely) exclusively to enforce the legal order (consisting of abstract rules, and not particular commands) necessary for a market of free individuals to function. These ideas were informed by a moral philosophy derived from epistemological concerns regarding the inherent limits of human knowledge. Hayek argued that his ideal individualistic, free-market polity would be self-regulating to such a degree that it would be 'a society which does not depend for its functioning on our finding good men for running it'.", "targets": "When did Hayek begin presenting his ideas on the limits of human knowledge?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91895eaab2384efe8df579bf6afff5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the latter half of his career Hayek made a number of contributions to social and political philosophy, which he based on his views on the limits of human knowledge, and the idea of spontaneous order in social institutions. He argues in favour of a society organised around a market order, in which the apparatus of state is employed almost (though not entirely) exclusively to enforce the legal order (consisting of abstract rules, and not particular commands) necessary for a market of free individuals to function. These ideas were informed by a moral philosophy derived from epistemological concerns regarding the inherent limits of human knowledge. Hayek argued that his ideal individualistic, free-market polity would be self-regulating to such a degree that it would be 'a society which does not depend for its functioning on our finding good men for running it'.", "targets": "What did Hayek want society to function around?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91895eaab2384efe8df579bf6afff5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the latter half of his career Hayek made a number of contributions to social and political philosophy, which he based on his views on the limits of human knowledge, and the idea of spontaneous order in social institutions. He argues in favour of a society organised around a market order, in which the apparatus of state is employed almost (though not entirely) exclusively to enforce the legal order (consisting of abstract rules, and not particular commands) necessary for a market of free individuals to function. These ideas were informed by a moral philosophy derived from epistemological concerns regarding the inherent limits of human knowledge. Hayek argued that his ideal individualistic, free-market polity would be self-regulating to such a degree that it would be 'a society which does not depend for its functioning on our finding good men for running it'.", "targets": "What is the responsibility of government in Hayek's market order?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91895eaab2384efe8df579bf6afff5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the latter half of his career Hayek made a number of contributions to social and political philosophy, which he based on his views on the limits of human knowledge, and the idea of spontaneous order in social institutions. He argues in favour of a society organised around a market order, in which the apparatus of state is employed almost (though not entirely) exclusively to enforce the legal order (consisting of abstract rules, and not particular commands) necessary for a market of free individuals to function. These ideas were informed by a moral philosophy derived from epistemological concerns regarding the inherent limits of human knowledge. Hayek argued that his ideal individualistic, free-market polity would be self-regulating to such a degree that it would be 'a society which does not depend for its functioning on our finding good men for running it'.", "targets": "What would be the cause of the success for the Hayek's ideal free-market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-91895eaab2384efe8df579bf6afff5e4", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the latter half of his career Hayek made a number of contributions to social and political philosophy, which he based on his views on the limits of human knowledge, and the idea of spontaneous order in social institutions. He argues in favour of a society organised around a market order, in which the apparatus of state is employed almost (though not entirely) exclusively to enforce the legal order (consisting of abstract rules, and not particular commands) necessary for a market of free individuals to function. These ideas were informed by a moral philosophy derived from epistemological concerns regarding the inherent limits of human knowledge. Hayek argued that his ideal individualistic, free-market polity would be self-regulating to such a degree that it would be 'a society which does not depend for its functioning on our finding good men for running it'.", "targets": "What would Hayek's free-market not require in order to function properly?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11fe74b8f7624f52b90fc016d89ec73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou Nguesso aligned the country with the Eastern Bloc and signed a twenty-year friendship pact with the Soviet Union. Over the years, Sassou had to rely more on political repression and less on patronage to maintain his dictatorship.", "targets": "Which group of nations did Nguesso side the Congo with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11fe74b8f7624f52b90fc016d89ec73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou Nguesso aligned the country with the Eastern Bloc and signed a twenty-year friendship pact with the Soviet Union. Over the years, Sassou had to rely more on political repression and less on patronage to maintain his dictatorship.", "targets": "Which Eastern Bloc nation did Nguesso sign a pact with?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11fe74b8f7624f52b90fc016d89ec73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou Nguesso aligned the country with the Eastern Bloc and signed a twenty-year friendship pact with the Soviet Union. Over the years, Sassou had to rely more on political repression and less on patronage to maintain his dictatorship.", "targets": "What is a word that can be used to describe Sassou's type of government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-11fe74b8f7624f52b90fc016d89ec73d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Sassou Nguesso aligned the country with the Eastern Bloc and signed a twenty-year friendship pact with the Soviet Union. Over the years, Sassou had to rely more on political repression and less on patronage to maintain his dictatorship.", "targets": "What was an important tool of the Sassou government?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9bccaa922cb43c2a94c389f42d6ed2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his colleagues introduced the new order of worship during their visitation of the Electorate of Saxony, which began in 1527. They also assessed the standard of pastoral care and Christian education in the territory. \"Merciful God, what misery I have seen,\" Luther wrote, \"the common people knowing nothing at all of Christian doctrine ... and unfortunately many pastors are well-nigh unskilled and incapable of teaching.\"", "targets": "When did Luther introduce the new worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9bccaa922cb43c2a94c389f42d6ed2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his colleagues introduced the new order of worship during their visitation of the Electorate of Saxony, which began in 1527. They also assessed the standard of pastoral care and Christian education in the territory. \"Merciful God, what misery I have seen,\" Luther wrote, \"the common people knowing nothing at all of Christian doctrine ... and unfortunately many pastors are well-nigh unskilled and incapable of teaching.\"", "targets": "What began in 1527 when Luther introdued the new order of worship?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9bccaa922cb43c2a94c389f42d6ed2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his colleagues introduced the new order of worship during their visitation of the Electorate of Saxony, which began in 1527. They also assessed the standard of pastoral care and Christian education in the territory. \"Merciful God, what misery I have seen,\" Luther wrote, \"the common people knowing nothing at all of Christian doctrine ... and unfortunately many pastors are well-nigh unskilled and incapable of teaching.\"", "targets": "What type of education was assessed during this time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9bccaa922cb43c2a94c389f42d6ed2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his colleagues introduced the new order of worship during their visitation of the Electorate of Saxony, which began in 1527. They also assessed the standard of pastoral care and Christian education in the territory. \"Merciful God, what misery I have seen,\" Luther wrote, \"the common people knowing nothing at all of Christian doctrine ... and unfortunately many pastors are well-nigh unskilled and incapable of teaching.\"", "targets": "What did Luther say the common people knew nothing about?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b9bccaa922cb43c2a94c389f42d6ed2a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Luther and his colleagues introduced the new order of worship during their visitation of the Electorate of Saxony, which began in 1527. They also assessed the standard of pastoral care and Christian education in the territory. \"Merciful God, what misery I have seen,\" Luther wrote, \"the common people knowing nothing at all of Christian doctrine ... and unfortunately many pastors are well-nigh unskilled and incapable of teaching.\"", "targets": "What were many pastors unable to do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4a18fd9366c4325a3a7f5f9c3b61f5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is common to classify wood as either softwood or hardwood. The wood from conifers (e.g. pine) is called softwood, and the wood from dicotyledons (usually broad-leaved trees, e.g. oak) is called hardwood. These names are a bit misleading, as hardwoods are not necessarily hard, and softwoods are not necessarily soft. The well-known balsa (a hardwood) is actually softer than any commercial softwood. Conversely, some softwoods (e.g. yew) are harder than many hardwoods.", "targets": "What term do we use for the wood that comes from pine trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4a18fd9366c4325a3a7f5f9c3b61f5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is common to classify wood as either softwood or hardwood. The wood from conifers (e.g. pine) is called softwood, and the wood from dicotyledons (usually broad-leaved trees, e.g. oak) is called hardwood. These names are a bit misleading, as hardwoods are not necessarily hard, and softwoods are not necessarily soft. The well-known balsa (a hardwood) is actually softer than any commercial softwood. Conversely, some softwoods (e.g. yew) are harder than many hardwoods.", "targets": "What kind of wood does an oak tree have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4a18fd9366c4325a3a7f5f9c3b61f5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is common to classify wood as either softwood or hardwood. The wood from conifers (e.g. pine) is called softwood, and the wood from dicotyledons (usually broad-leaved trees, e.g. oak) is called hardwood. These names are a bit misleading, as hardwoods are not necessarily hard, and softwoods are not necessarily soft. The well-known balsa (a hardwood) is actually softer than any commercial softwood. Conversely, some softwoods (e.g. yew) are harder than many hardwoods.", "targets": "Is balsa a softwood or a hardwood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4a18fd9366c4325a3a7f5f9c3b61f5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is common to classify wood as either softwood or hardwood. The wood from conifers (e.g. pine) is called softwood, and the wood from dicotyledons (usually broad-leaved trees, e.g. oak) is called hardwood. These names are a bit misleading, as hardwoods are not necessarily hard, and softwoods are not necessarily soft. The well-known balsa (a hardwood) is actually softer than any commercial softwood. Conversely, some softwoods (e.g. yew) are harder than many hardwoods.", "targets": "What's an example of a softwood that isn't \"soft,\" and is actually harder than a lot of hardwoods?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e4a18fd9366c4325a3a7f5f9c3b61f5f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "It is common to classify wood as either softwood or hardwood. The wood from conifers (e.g. pine) is called softwood, and the wood from dicotyledons (usually broad-leaved trees, e.g. oak) is called hardwood. These names are a bit misleading, as hardwoods are not necessarily hard, and softwoods are not necessarily soft. The well-known balsa (a hardwood) is actually softer than any commercial softwood. Conversely, some softwoods (e.g. yew) are harder than many hardwoods.", "targets": "What's the scientific name for trees like the oak with broad leaves?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-694c552b864c4aeca1d4637c46af096a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coats of domestic dogs are of two varieties: \"double\" being common with dogs (as well as wolves) originating from colder climates, made up of a coarse guard hair and a soft down hair, or \"single\", with the topcoat only.", "targets": "Which coat is more common with dogs living in colder climates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-694c552b864c4aeca1d4637c46af096a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coats of domestic dogs are of two varieties: \"double\" being common with dogs (as well as wolves) originating from colder climates, made up of a coarse guard hair and a soft down hair, or \"single\", with the topcoat only.", "targets": "Along with a gruff guard hair, what else makes up the double coat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-694c552b864c4aeca1d4637c46af096a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coats of domestic dogs are of two varieties: \"double\" being common with dogs (as well as wolves) originating from colder climates, made up of a coarse guard hair and a soft down hair, or \"single\", with the topcoat only.", "targets": "What is the more common coat for dogs from colder climates?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-694c552b864c4aeca1d4637c46af096a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The coats of domestic dogs are of two varieties: \"double\" being common with dogs (as well as wolves) originating from colder climates, made up of a coarse guard hair and a soft down hair, or \"single\", with the topcoat only.", "targets": "What is a single coat?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af55f7eef86e42f9bfeba11ba00de96b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the years 1500 to 1850, an estimated 3.5 million captives were forcibly shipped from West/Central Africa to Brazil; the territory received the highest number of slaves of any country in the Americas. Scholars estimate that more than half of the Brazilian population is at least in part descended from these individuals. Brazil has the largest population of Afro-descendants outside of Africa. In contrast to the US, during the slavery period and after, the Portuguese colonial government and later Brazilian government did not pass formal anti-miscegenation or segregation laws. As in other Latin countries, intermarriage was prevalent during the colonial period and continued afterward. In addition, people of mixed race (pardo) often tended to marry white, and their descendants became accepted as white. As a result, some of the European descended population also has West African or Amerindian blood. According to the last census of the 20th century, in which Brazilians could choose from five color/ethnic categories with which they identified, 54% of individuals identified as white, 6.2% identified as black, and 39.5% identified as pardo (brown) \u2014 a broad multi-racial category, including tri-racial persons.", "targets": "How many slaves were shipped from Africa to Brazil between 1500 and 1850?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af55f7eef86e42f9bfeba11ba00de96b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the years 1500 to 1850, an estimated 3.5 million captives were forcibly shipped from West/Central Africa to Brazil; the territory received the highest number of slaves of any country in the Americas. Scholars estimate that more than half of the Brazilian population is at least in part descended from these individuals. Brazil has the largest population of Afro-descendants outside of Africa. In contrast to the US, during the slavery period and after, the Portuguese colonial government and later Brazilian government did not pass formal anti-miscegenation or segregation laws. As in other Latin countries, intermarriage was prevalent during the colonial period and continued afterward. In addition, people of mixed race (pardo) often tended to marry white, and their descendants became accepted as white. As a result, some of the European descended population also has West African or Amerindian blood. According to the last census of the 20th century, in which Brazilians could choose from five color/ethnic categories with which they identified, 54% of individuals identified as white, 6.2% identified as black, and 39.5% identified as pardo (brown) \u2014 a broad multi-racial category, including tri-racial persons.", "targets": "How much of the Brazilian population are descendants of slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af55f7eef86e42f9bfeba11ba00de96b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the years 1500 to 1850, an estimated 3.5 million captives were forcibly shipped from West/Central Africa to Brazil; the territory received the highest number of slaves of any country in the Americas. Scholars estimate that more than half of the Brazilian population is at least in part descended from these individuals. Brazil has the largest population of Afro-descendants outside of Africa. In contrast to the US, during the slavery period and after, the Portuguese colonial government and later Brazilian government did not pass formal anti-miscegenation or segregation laws. As in other Latin countries, intermarriage was prevalent during the colonial period and continued afterward. In addition, people of mixed race (pardo) often tended to marry white, and their descendants became accepted as white. As a result, some of the European descended population also has West African or Amerindian blood. According to the last census of the 20th century, in which Brazilians could choose from five color/ethnic categories with which they identified, 54% of individuals identified as white, 6.2% identified as black, and 39.5% identified as pardo (brown) \u2014 a broad multi-racial category, including tri-racial persons.", "targets": "Second to Africa, what is Brazil have the largest population of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af55f7eef86e42f9bfeba11ba00de96b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the years 1500 to 1850, an estimated 3.5 million captives were forcibly shipped from West/Central Africa to Brazil; the territory received the highest number of slaves of any country in the Americas. Scholars estimate that more than half of the Brazilian population is at least in part descended from these individuals. Brazil has the largest population of Afro-descendants outside of Africa. In contrast to the US, during the slavery period and after, the Portuguese colonial government and later Brazilian government did not pass formal anti-miscegenation or segregation laws. As in other Latin countries, intermarriage was prevalent during the colonial period and continued afterward. In addition, people of mixed race (pardo) often tended to marry white, and their descendants became accepted as white. As a result, some of the European descended population also has West African or Amerindian blood. According to the last census of the 20th century, in which Brazilians could choose from five color/ethnic categories with which they identified, 54% of individuals identified as white, 6.2% identified as black, and 39.5% identified as pardo (brown) \u2014 a broad multi-racial category, including tri-racial persons.", "targets": "What was not passed in Brazil during slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af55f7eef86e42f9bfeba11ba00de96b", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "From the years 1500 to 1850, an estimated 3.5 million captives were forcibly shipped from West/Central Africa to Brazil; the territory received the highest number of slaves of any country in the Americas. Scholars estimate that more than half of the Brazilian population is at least in part descended from these individuals. Brazil has the largest population of Afro-descendants outside of Africa. In contrast to the US, during the slavery period and after, the Portuguese colonial government and later Brazilian government did not pass formal anti-miscegenation or segregation laws. As in other Latin countries, intermarriage was prevalent during the colonial period and continued afterward. In addition, people of mixed race (pardo) often tended to marry white, and their descendants became accepted as white. As a result, some of the European descended population also has West African or Amerindian blood. According to the last census of the 20th century, in which Brazilians could choose from five color/ethnic categories with which they identified, 54% of individuals identified as white, 6.2% identified as black, and 39.5% identified as pardo (brown) \u2014 a broad multi-racial category, including tri-racial persons.", "targets": "What was prevalent in Brazilian culture during slavery?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ea3229cbda24b86b4148c2eaec86142", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Bern, about 50,418 or (39.2%) of the population have completed non-mandatory upper secondary education, and 24,311 or (18.9%) have completed additional higher education (either university or a Fachhochschule). Of the 24,311 who completed tertiary schooling, 51.6% were Swiss men, 33.0% were Swiss women, 8.9% were non-Swiss men and 6.5% were non-Swiss women.", "targets": "What percent of the population has completed non-mandatory upper secondary education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ea3229cbda24b86b4148c2eaec86142", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Bern, about 50,418 or (39.2%) of the population have completed non-mandatory upper secondary education, and 24,311 or (18.9%) have completed additional higher education (either university or a Fachhochschule). Of the 24,311 who completed tertiary schooling, 51.6% were Swiss men, 33.0% were Swiss women, 8.9% were non-Swiss men and 6.5% were non-Swiss women.", "targets": "What percent of the population has completed additionaly higher education?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-0ea3229cbda24b86b4148c2eaec86142", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Bern, about 50,418 or (39.2%) of the population have completed non-mandatory upper secondary education, and 24,311 or (18.9%) have completed additional higher education (either university or a Fachhochschule). Of the 24,311 who completed tertiary schooling, 51.6% were Swiss men, 33.0% were Swiss women, 8.9% were non-Swiss men and 6.5% were non-Swiss women.", "targets": "The majority of the population to finish tertiary schooling in bern are what people?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b4e2879278f4250857e0485ed4c4226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But Bt cotton is ineffective against many cotton pests, however, such as plant bugs, stink bugs, and aphids; depending on circumstances it may still be desirable to use insecticides against these. A 2006 study done by Cornell researchers, the Center for Chinese Agricultural Policy and the Chinese Academy of Science on Bt cotton farming in China found that after seven years these secondary pests that were normally controlled by pesticide had increased, necessitating the use of pesticides at similar levels to non-Bt cotton and causing less profit for farmers because of the extra expense of GM seeds. However, a 2009 study by the Chinese Academy of Sciences, Stanford University and Rutgers University refuted this. They concluded that the GM cotton effectively controlled bollworm. The secondary pests were mostly miridae (plant bugs) whose increase was related to local temperature and rainfall and only continued to increase in half the villages studied. Moreover, the increase in insecticide use for the control of these secondary insects was far smaller than the reduction in total insecticide use due to Bt cotton adoption. A 2012 Chinese study concluded that Bt cotton halved the use of pesticides and doubled the level of ladybirds, lacewings and spiders. The International Service for the Acquisition of Agri-biotech Applications (ISAAA) said that, worldwide, GM cotton was planted on an area of 25 million hectares in 2011. This was 69% of the worldwide total area planted in cotton.", "targets": "In what year did a research study find that the use of Bt toxin plants failed to be effective after 7 years?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b4e2879278f4250857e0485ed4c4226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But Bt cotton is ineffective against many cotton pests, however, such as plant bugs, stink bugs, and aphids; depending on circumstances it may still be desirable to use insecticides against these. A 2006 study done by Cornell researchers, the Center for Chinese Agricultural Policy and the Chinese Academy of Science on Bt cotton farming in China found that after seven years these secondary pests that were normally controlled by pesticide had increased, necessitating the use of pesticides at similar levels to non-Bt cotton and causing less profit for farmers because of the extra expense of GM seeds. However, a 2009 study by the Chinese Academy of Sciences, Stanford University and Rutgers University refuted this. They concluded that the GM cotton effectively controlled bollworm. The secondary pests were mostly miridae (plant bugs) whose increase was related to local temperature and rainfall and only continued to increase in half the villages studied. Moreover, the increase in insecticide use for the control of these secondary insects was far smaller than the reduction in total insecticide use due to Bt cotton adoption. A 2012 Chinese study concluded that Bt cotton halved the use of pesticides and doubled the level of ladybirds, lacewings and spiders. The International Service for the Acquisition of Agri-biotech Applications (ISAAA) said that, worldwide, GM cotton was planted on an area of 25 million hectares in 2011. This was 69% of the worldwide total area planted in cotton.", "targets": "On what did a 2009 study conclude that increased insects were dependent?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b4e2879278f4250857e0485ed4c4226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But Bt cotton is ineffective against many cotton pests, however, such as plant bugs, stink bugs, and aphids; depending on circumstances it may still be desirable to use insecticides against these. A 2006 study done by Cornell researchers, the Center for Chinese Agricultural Policy and the Chinese Academy of Science on Bt cotton farming in China found that after seven years these secondary pests that were normally controlled by pesticide had increased, necessitating the use of pesticides at similar levels to non-Bt cotton and causing less profit for farmers because of the extra expense of GM seeds. However, a 2009 study by the Chinese Academy of Sciences, Stanford University and Rutgers University refuted this. They concluded that the GM cotton effectively controlled bollworm. The secondary pests were mostly miridae (plant bugs) whose increase was related to local temperature and rainfall and only continued to increase in half the villages studied. Moreover, the increase in insecticide use for the control of these secondary insects was far smaller than the reduction in total insecticide use due to Bt cotton adoption. A 2012 Chinese study concluded that Bt cotton halved the use of pesticides and doubled the level of ladybirds, lacewings and spiders. The International Service for the Acquisition of Agri-biotech Applications (ISAAA) said that, worldwide, GM cotton was planted on an area of 25 million hectares in 2011. This was 69% of the worldwide total area planted in cotton.", "targets": "What did a 2012 study suggest  was halved by the use of GM plants?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b4e2879278f4250857e0485ed4c4226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But Bt cotton is ineffective against many cotton pests, however, such as plant bugs, stink bugs, and aphids; depending on circumstances it may still be desirable to use insecticides against these. A 2006 study done by Cornell researchers, the Center for Chinese Agricultural Policy and the Chinese Academy of Science on Bt cotton farming in China found that after seven years these secondary pests that were normally controlled by pesticide had increased, necessitating the use of pesticides at similar levels to non-Bt cotton and causing less profit for farmers because of the extra expense of GM seeds. However, a 2009 study by the Chinese Academy of Sciences, Stanford University and Rutgers University refuted this. They concluded that the GM cotton effectively controlled bollworm. The secondary pests were mostly miridae (plant bugs) whose increase was related to local temperature and rainfall and only continued to increase in half the villages studied. Moreover, the increase in insecticide use for the control of these secondary insects was far smaller than the reduction in total insecticide use due to Bt cotton adoption. A 2012 Chinese study concluded that Bt cotton halved the use of pesticides and doubled the level of ladybirds, lacewings and spiders. The International Service for the Acquisition of Agri-biotech Applications (ISAAA) said that, worldwide, GM cotton was planted on an area of 25 million hectares in 2011. This was 69% of the worldwide total area planted in cotton.", "targets": "What did the 2012 study say was doubled by the use of GM cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b4e2879278f4250857e0485ed4c4226", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "But Bt cotton is ineffective against many cotton pests, however, such as plant bugs, stink bugs, and aphids; depending on circumstances it may still be desirable to use insecticides against these. A 2006 study done by Cornell researchers, the Center for Chinese Agricultural Policy and the Chinese Academy of Science on Bt cotton farming in China found that after seven years these secondary pests that were normally controlled by pesticide had increased, necessitating the use of pesticides at similar levels to non-Bt cotton and causing less profit for farmers because of the extra expense of GM seeds. However, a 2009 study by the Chinese Academy of Sciences, Stanford University and Rutgers University refuted this. They concluded that the GM cotton effectively controlled bollworm. The secondary pests were mostly miridae (plant bugs) whose increase was related to local temperature and rainfall and only continued to increase in half the villages studied. Moreover, the increase in insecticide use for the control of these secondary insects was far smaller than the reduction in total insecticide use due to Bt cotton adoption. A 2012 Chinese study concluded that Bt cotton halved the use of pesticides and doubled the level of ladybirds, lacewings and spiders. The International Service for the Acquisition of Agri-biotech Applications (ISAAA) said that, worldwide, GM cotton was planted on an area of 25 million hectares in 2011. This was 69% of the worldwide total area planted in cotton.", "targets": "How much of the Earth's cotton crops are planted in GM cotton?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fab19227fc845d6a854c5c71a5e9890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the 16th century, the Aussa Sultanate was established in the Denkel lowlands of Eritrea. The polity had come into existence in 1577, when Muhammed Jasa moved his capital from Harar to Aussa (Asaita) with the split of the Adal Sultanate into Aussa and the Sultanate of Harar. At some point after 1672, Aussa declined in conjunction with Imam Umar Din bin Adam's recorded ascension to the throne. In 1734, the Afar leader Kedafu, head of the Mudaito clan, seized power and established the Mudaito Dynasty. This marked the start of a new and more sophisticated polity that would last into the colonial period.", "targets": "When was the Aussa Sultanate established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fab19227fc845d6a854c5c71a5e9890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the 16th century, the Aussa Sultanate was established in the Denkel lowlands of Eritrea. The polity had come into existence in 1577, when Muhammed Jasa moved his capital from Harar to Aussa (Asaita) with the split of the Adal Sultanate into Aussa and the Sultanate of Harar. At some point after 1672, Aussa declined in conjunction with Imam Umar Din bin Adam's recorded ascension to the throne. In 1734, the Afar leader Kedafu, head of the Mudaito clan, seized power and established the Mudaito Dynasty. This marked the start of a new and more sophisticated polity that would last into the colonial period.", "targets": "Where was the Aussa Sultanate established?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fab19227fc845d6a854c5c71a5e9890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the 16th century, the Aussa Sultanate was established in the Denkel lowlands of Eritrea. The polity had come into existence in 1577, when Muhammed Jasa moved his capital from Harar to Aussa (Asaita) with the split of the Adal Sultanate into Aussa and the Sultanate of Harar. At some point after 1672, Aussa declined in conjunction with Imam Umar Din bin Adam's recorded ascension to the throne. In 1734, the Afar leader Kedafu, head of the Mudaito clan, seized power and established the Mudaito Dynasty. This marked the start of a new and more sophisticated polity that would last into the colonial period.", "targets": "Who was the leader of Afar in 1734?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fab19227fc845d6a854c5c71a5e9890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the 16th century, the Aussa Sultanate was established in the Denkel lowlands of Eritrea. The polity had come into existence in 1577, when Muhammed Jasa moved his capital from Harar to Aussa (Asaita) with the split of the Adal Sultanate into Aussa and the Sultanate of Harar. At some point after 1672, Aussa declined in conjunction with Imam Umar Din bin Adam's recorded ascension to the throne. In 1734, the Afar leader Kedafu, head of the Mudaito clan, seized power and established the Mudaito Dynasty. This marked the start of a new and more sophisticated polity that would last into the colonial period.", "targets": "What did Kedafu establish in 1734?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-2fab19227fc845d6a854c5c71a5e9890", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "At the end of the 16th century, the Aussa Sultanate was established in the Denkel lowlands of Eritrea. The polity had come into existence in 1577, when Muhammed Jasa moved his capital from Harar to Aussa (Asaita) with the split of the Adal Sultanate into Aussa and the Sultanate of Harar. At some point after 1672, Aussa declined in conjunction with Imam Umar Din bin Adam's recorded ascension to the throne. In 1734, the Afar leader Kedafu, head of the Mudaito clan, seized power and established the Mudaito Dynasty. This marked the start of a new and more sophisticated polity that would last into the colonial period.", "targets": "What marked the start of a new and sophisticated polity that would last into the colonial period?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What subject did Gaddafi briefly study before joining the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "Why didn't Gaddafi learn to speak English?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "Where did Gaddafi begin his military training?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "How did Gaddafi view the influence of the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What crime did the British trainers believe Gaddafi was involved in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What subject did Gaddafi study at the University of LIbya?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "Why did Gaddafi drop out of college?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What rationale did Gaddafi use for joining the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What country trained Libya's military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What crime was Gaddafi suspected of being involved in during his time in the military?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "Where did Gaddafi attend college for a time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "During his time in college, what did Gaddafi study?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "After Gaddafi left the University of Libya, what institution did he attend?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "While the Libyan monarchy existed, who trained the Libyan army?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-c1deae94de2e4ede8950e5dff616a017", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Gaddafi briefly studied History at the University of Libya in Benghazi, before dropping out to join the military. Despite his police record, in 1963 he began training at the Royal Military Academy, Benghazi, alongside several like-minded friends from Misrata. The armed forces offered the only opportunity for upward social mobility for underprivileged Libyans, and Gaddafi recognised it as a potential instrument of political change. Under Idris, Libya's armed forces were trained by the British military; this angered Gaddafi, who viewed the British as imperialists, and accordingly he refused to learn English and was rude to the British officers, ultimately failing his exams. British trainers reported him for insubordination and abusive behaviour, stating their suspicion that he was involved in the assassination of the military academy's commander in 1963. Such reports were ignored and Gaddafi quickly progressed through the course.", "targets": "What did Gaddafi regard his British instructors as?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7abbb2024f2f4283a22cf744ff97d43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Reprise planned to release a series of 78 rpm singles from their artists on their label at the time, called the Reprise Speed Series. Only one disc actually saw release, Randy Newman's I Think It's Going to Rain Today, a track from his self-titled debut album (with The Beehive State on the flipside). Reprise did not proceed further with the series due to a lack of sales for the single, and a lack of general interest in the concept. Guitarist & vocalist Leon Redbone released a promotional 78 rpm record in 1978 featuring two songs (Alabama Jubilee and Please Don't Talk About Me When I'm Gone) from his Champagne Charlie album. In 1980 Stiff Records in the United Kingdom issued a 78 by Joe \"King\" Carrasco containing the songs Buena (Spanish for \"good,\" with the alternate spelling \"Bueno\" on the label) and Tuff Enuff. Underground comic cartoonist and 78 rpm record collector Robert Crumb released three discs with his Cheap Suit Serenaders in the 1980s.", "targets": "In what year did Reprise plan to release a series of 78 rpm singles?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7abbb2024f2f4283a22cf744ff97d43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Reprise planned to release a series of 78 rpm singles from their artists on their label at the time, called the Reprise Speed Series. Only one disc actually saw release, Randy Newman's I Think It's Going to Rain Today, a track from his self-titled debut album (with The Beehive State on the flipside). Reprise did not proceed further with the series due to a lack of sales for the single, and a lack of general interest in the concept. Guitarist & vocalist Leon Redbone released a promotional 78 rpm record in 1978 featuring two songs (Alabama Jubilee and Please Don't Talk About Me When I'm Gone) from his Champagne Charlie album. In 1980 Stiff Records in the United Kingdom issued a 78 by Joe \"King\" Carrasco containing the songs Buena (Spanish for \"good,\" with the alternate spelling \"Bueno\" on the label) and Tuff Enuff. Underground comic cartoonist and 78 rpm record collector Robert Crumb released three discs with his Cheap Suit Serenaders in the 1980s.", "targets": "Which disc did Reprise release in 78 rpm format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7abbb2024f2f4283a22cf744ff97d43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Reprise planned to release a series of 78 rpm singles from their artists on their label at the time, called the Reprise Speed Series. Only one disc actually saw release, Randy Newman's I Think It's Going to Rain Today, a track from his self-titled debut album (with The Beehive State on the flipside). Reprise did not proceed further with the series due to a lack of sales for the single, and a lack of general interest in the concept. Guitarist & vocalist Leon Redbone released a promotional 78 rpm record in 1978 featuring two songs (Alabama Jubilee and Please Don't Talk About Me When I'm Gone) from his Champagne Charlie album. In 1980 Stiff Records in the United Kingdom issued a 78 by Joe \"King\" Carrasco containing the songs Buena (Spanish for \"good,\" with the alternate spelling \"Bueno\" on the label) and Tuff Enuff. Underground comic cartoonist and 78 rpm record collector Robert Crumb released three discs with his Cheap Suit Serenaders in the 1980s.", "targets": "What two songs were featured on the 1978 release by Leon Redbone in 78 rpm format?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7abbb2024f2f4283a22cf744ff97d43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Reprise planned to release a series of 78 rpm singles from their artists on their label at the time, called the Reprise Speed Series. Only one disc actually saw release, Randy Newman's I Think It's Going to Rain Today, a track from his self-titled debut album (with The Beehive State on the flipside). Reprise did not proceed further with the series due to a lack of sales for the single, and a lack of general interest in the concept. Guitarist & vocalist Leon Redbone released a promotional 78 rpm record in 1978 featuring two songs (Alabama Jubilee and Please Don't Talk About Me When I'm Gone) from his Champagne Charlie album. In 1980 Stiff Records in the United Kingdom issued a 78 by Joe \"King\" Carrasco containing the songs Buena (Spanish for \"good,\" with the alternate spelling \"Bueno\" on the label) and Tuff Enuff. Underground comic cartoonist and 78 rpm record collector Robert Crumb released three discs with his Cheap Suit Serenaders in the 1980s.", "targets": "What record company released recordings of 'Buena' and 'Tuff Enuff' in 1980?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7abbb2024f2f4283a22cf744ff97d43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1968, Reprise planned to release a series of 78 rpm singles from their artists on their label at the time, called the Reprise Speed Series. Only one disc actually saw release, Randy Newman's I Think It's Going to Rain Today, a track from his self-titled debut album (with The Beehive State on the flipside). Reprise did not proceed further with the series due to a lack of sales for the single, and a lack of general interest in the concept. Guitarist & vocalist Leon Redbone released a promotional 78 rpm record in 1978 featuring two songs (Alabama Jubilee and Please Don't Talk About Me When I'm Gone) from his Champagne Charlie album. In 1980 Stiff Records in the United Kingdom issued a 78 by Joe \"King\" Carrasco containing the songs Buena (Spanish for \"good,\" with the alternate spelling \"Bueno\" on the label) and Tuff Enuff. Underground comic cartoonist and 78 rpm record collector Robert Crumb released three discs with his Cheap Suit Serenaders in the 1980s.", "targets": "Why did Reprise only release one 78 rpm vinyl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec1fe41ca4334f6db974750302e069ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later genetic studies strongly supported dogs and gray wolves forming two sister monophyletic clades within the one species, and that the common ancestor of dogs and extant wolves is extinct.", "targets": "What indicated dogs and gray wolves developed as two monophyletic clades?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-ec1fe41ca4334f6db974750302e069ee", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Later genetic studies strongly supported dogs and gray wolves forming two sister monophyletic clades within the one species, and that the common ancestor of dogs and extant wolves is extinct.", "targets": "The common relative of dogs and existing wolves is now considered what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8737e7f575274ae397faf366db48f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was the first to establish a rigorous mathematical framework for quantum mechanics, known as the Dirac\u2013von Neumann axioms, with his 1932 work Mathematical Foundations of Quantum Mechanics. After having completed the axiomatization of set theory, he began to confront the axiomatization of quantum mechanics. He realized, in 1926, that a state of a quantum system could be represented by a point in a (complex) Hilbert space that, in general, could be infinite-dimensional even for a single particle. In this formalism of quantum mechanics, observable quantities such as position or momentum are represented as linear operators acting on the Hilbert space associated with the quantum system.", "targets": "Who established the framework for quantum mechanics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8737e7f575274ae397faf366db48f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was the first to establish a rigorous mathematical framework for quantum mechanics, known as the Dirac\u2013von Neumann axioms, with his 1932 work Mathematical Foundations of Quantum Mechanics. After having completed the axiomatization of set theory, he began to confront the axiomatization of quantum mechanics. He realized, in 1926, that a state of a quantum system could be represented by a point in a (complex) Hilbert space that, in general, could be infinite-dimensional even for a single particle. In this formalism of quantum mechanics, observable quantities such as position or momentum are represented as linear operators acting on the Hilbert space associated with the quantum system.", "targets": "What paper did von Neumann produce in 1932?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8737e7f575274ae397faf366db48f4f1", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Von Neumann was the first to establish a rigorous mathematical framework for quantum mechanics, known as the Dirac\u2013von Neumann axioms, with his 1932 work Mathematical Foundations of Quantum Mechanics. After having completed the axiomatization of set theory, he began to confront the axiomatization of quantum mechanics. He realized, in 1926, that a state of a quantum system could be represented by a point in a (complex) Hilbert space that, in general, could be infinite-dimensional even for a single particle. In this formalism of quantum mechanics, observable quantities such as position or momentum are represented as linear operators acting on the Hilbert space associated with the quantum system.", "targets": "What von Neumann work preceded the axiomatiztion of quatum mechanics?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6970d6683b6b4d20bb0da5b080a00cb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne is typical of Australian capital cities in that after the turn of the 20th century, it expanded with the underlying notion of a 'quarter acre home and garden' for every family, often referred to locally as the Australian Dream. This, coupled with the popularity of the private automobile after 1945, led to the auto-centric urban structure now present today in the middle and outer suburbs. Much of metropolitan Melbourne is accordingly characterised by low density sprawl, whilst its inner city areas feature predominantly medium-density, transit-oriented urban forms. The city centre, Docklands, St. Kilda Road and Southbank areas feature high-density forms.", "targets": "What is locally referred to as the Australian Dream?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6970d6683b6b4d20bb0da5b080a00cb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne is typical of Australian capital cities in that after the turn of the 20th century, it expanded with the underlying notion of a 'quarter acre home and garden' for every family, often referred to locally as the Australian Dream. This, coupled with the popularity of the private automobile after 1945, led to the auto-centric urban structure now present today in the middle and outer suburbs. Much of metropolitan Melbourne is accordingly characterised by low density sprawl, whilst its inner city areas feature predominantly medium-density, transit-oriented urban forms. The city centre, Docklands, St. Kilda Road and Southbank areas feature high-density forms.", "targets": "Do the Docklands, St. Kilda Road, and Southbank areas feature high-density or low-density forms?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6970d6683b6b4d20bb0da5b080a00cb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne is typical of Australian capital cities in that after the turn of the 20th century, it expanded with the underlying notion of a 'quarter acre home and garden' for every family, often referred to locally as the Australian Dream. This, coupled with the popularity of the private automobile after 1945, led to the auto-centric urban structure now present today in the middle and outer suburbs. Much of metropolitan Melbourne is accordingly characterised by low density sprawl, whilst its inner city areas feature predominantly medium-density, transit-oriented urban forms. The city centre, Docklands, St. Kilda Road and Southbank areas feature high-density forms.", "targets": "Which year marked the start of the private automobile's popularity increase?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-6970d6683b6b4d20bb0da5b080a00cb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Melbourne is typical of Australian capital cities in that after the turn of the 20th century, it expanded with the underlying notion of a 'quarter acre home and garden' for every family, often referred to locally as the Australian Dream. This, coupled with the popularity of the private automobile after 1945, led to the auto-centric urban structure now present today in the middle and outer suburbs. Much of metropolitan Melbourne is accordingly characterised by low density sprawl, whilst its inner city areas feature predominantly medium-density, transit-oriented urban forms. The city centre, Docklands, St. Kilda Road and Southbank areas feature high-density forms.", "targets": "Is much of Melbourne's metropolitan area characterized as low-density sprawl or high-density sprawl?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6099d73877a4a83b5e590d2fed4f46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I-94 (Edsel Ford Freeway) runs east\u2013west through Detroit and serves Ann Arbor to the west (where it continues to Chicago) and Port Huron to the northeast. The stretch of the current I-94 freeway from Ypsilanti to Detroit was one of America's earlier limited-access highways. Henry Ford built it to link the factories at Willow Run and Dearborn during World War II. A portion was known as the Willow Run Expressway. The I-96 freeway runs northwest\u2013southeast through Livingston, Oakland and Wayne counties and (as the Jeffries Freeway through Wayne County) has its eastern terminus in downtown Detroit.", "targets": "What is I-94 called?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6099d73877a4a83b5e590d2fed4f46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I-94 (Edsel Ford Freeway) runs east\u2013west through Detroit and serves Ann Arbor to the west (where it continues to Chicago) and Port Huron to the northeast. The stretch of the current I-94 freeway from Ypsilanti to Detroit was one of America's earlier limited-access highways. Henry Ford built it to link the factories at Willow Run and Dearborn during World War II. A portion was known as the Willow Run Expressway. The I-96 freeway runs northwest\u2013southeast through Livingston, Oakland and Wayne counties and (as the Jeffries Freeway through Wayne County) has its eastern terminus in downtown Detroit.", "targets": "Who built I-94?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6099d73877a4a83b5e590d2fed4f46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I-94 (Edsel Ford Freeway) runs east\u2013west through Detroit and serves Ann Arbor to the west (where it continues to Chicago) and Port Huron to the northeast. The stretch of the current I-94 freeway from Ypsilanti to Detroit was one of America's earlier limited-access highways. Henry Ford built it to link the factories at Willow Run and Dearborn during World War II. A portion was known as the Willow Run Expressway. The I-96 freeway runs northwest\u2013southeast through Livingston, Oakland and Wayne counties and (as the Jeffries Freeway through Wayne County) has its eastern terminus in downtown Detroit.", "targets": "A part of I-94 was an example of what type of highway?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-e6099d73877a4a83b5e590d2fed4f46f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "I-94 (Edsel Ford Freeway) runs east\u2013west through Detroit and serves Ann Arbor to the west (where it continues to Chicago) and Port Huron to the northeast. The stretch of the current I-94 freeway from Ypsilanti to Detroit was one of America's earlier limited-access highways. Henry Ford built it to link the factories at Willow Run and Dearborn during World War II. A portion was known as the Willow Run Expressway. The I-96 freeway runs northwest\u2013southeast through Livingston, Oakland and Wayne counties and (as the Jeffries Freeway through Wayne County) has its eastern terminus in downtown Detroit.", "targets": "During which conflict was I-94 built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed12c91e899463780902562ceab23a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Armenia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 15,000 native speakers of Russian in the country, and 1 million active speakers. 30% of the population was fluent in Russian in 2006, and 2% used it as the main language with family, friends or at work. Russian is spoken by 1.4% of the population according to a 2009 estimate from the World Factbook.", "targets": "What convention recognizes Russian in Armenia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed12c91e899463780902562ceab23a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Armenia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 15,000 native speakers of Russian in the country, and 1 million active speakers. 30% of the population was fluent in Russian in 2006, and 2% used it as the main language with family, friends or at work. Russian is spoken by 1.4% of the population according to a 2009 estimate from the World Factbook.", "targets": "How many Armenians speak Russian natively?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed12c91e899463780902562ceab23a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Armenia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 15,000 native speakers of Russian in the country, and 1 million active speakers. 30% of the population was fluent in Russian in 2006, and 2% used it as the main language with family, friends or at work. Russian is spoken by 1.4% of the population according to a 2009 estimate from the World Factbook.", "targets": "How many Armenians speak Russian actively?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed12c91e899463780902562ceab23a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Armenia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 15,000 native speakers of Russian in the country, and 1 million active speakers. 30% of the population was fluent in Russian in 2006, and 2% used it as the main language with family, friends or at work. Russian is spoken by 1.4% of the population according to a 2009 estimate from the World Factbook.", "targets": "What percent of Armenia speaks Russian?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ed12c91e899463780902562ceab23a5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Armenia Russian has no official status, but it's recognised as a minority language under the Framework Convention for the Protection of National Minorities. According to estimates from Demoskop Weekly, in 2004 there were 15,000 native speakers of Russian in the country, and 1 million active speakers. 30% of the population was fluent in Russian in 2006, and 2% used it as the main language with family, friends or at work. Russian is spoken by 1.4% of the population according to a 2009 estimate from the World Factbook.", "targets": "What percent of Armenia uses Russian as their main language?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1eada24d7054e4195a725e73a19c09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Plus (commonly abbreviated PS+ and occasionally referred to as PSN Plus) is a premium PlayStation Network subscription service that was officially unveiled at E3 2010 by Jack Tretton, President and CEO of SCEA. Rumors of such service had been in speculation since Kaz Hirai's announcement at TGS 2009 of a possible paid service for PSN but with the current PSN service still available. Launched alongside PS3 firmware 3.40 and PSP firmware 6.30 on June 29, 2010, the paid-for subscription service provides users with enhanced services on the PlayStation Network, on top of the current PSN service which is still available with all of its features. These enhancements include the ability to have demos, game and system software updates download automatically to PlayStation 3. Subscribers also get early or exclusive access to some betas, game demos, premium downloadable content and other PlayStation Store items. North American users also get a free subscription to Qore. Users may choose to purchase either a one-year or a three-month subscription to PlayStation Plus.", "targets": "What's the name of Sony's exclusive PlayStation Network subscription service?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1eada24d7054e4195a725e73a19c09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Plus (commonly abbreviated PS+ and occasionally referred to as PSN Plus) is a premium PlayStation Network subscription service that was officially unveiled at E3 2010 by Jack Tretton, President and CEO of SCEA. Rumors of such service had been in speculation since Kaz Hirai's announcement at TGS 2009 of a possible paid service for PSN but with the current PSN service still available. Launched alongside PS3 firmware 3.40 and PSP firmware 6.30 on June 29, 2010, the paid-for subscription service provides users with enhanced services on the PlayStation Network, on top of the current PSN service which is still available with all of its features. These enhancements include the ability to have demos, game and system software updates download automatically to PlayStation 3. Subscribers also get early or exclusive access to some betas, game demos, premium downloadable content and other PlayStation Store items. North American users also get a free subscription to Qore. Users may choose to purchase either a one-year or a three-month subscription to PlayStation Plus.", "targets": "How is PlayStation Plus often abbreviated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1eada24d7054e4195a725e73a19c09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Plus (commonly abbreviated PS+ and occasionally referred to as PSN Plus) is a premium PlayStation Network subscription service that was officially unveiled at E3 2010 by Jack Tretton, President and CEO of SCEA. Rumors of such service had been in speculation since Kaz Hirai's announcement at TGS 2009 of a possible paid service for PSN but with the current PSN service still available. Launched alongside PS3 firmware 3.40 and PSP firmware 6.30 on June 29, 2010, the paid-for subscription service provides users with enhanced services on the PlayStation Network, on top of the current PSN service which is still available with all of its features. These enhancements include the ability to have demos, game and system software updates download automatically to PlayStation 3. Subscribers also get early or exclusive access to some betas, game demos, premium downloadable content and other PlayStation Store items. North American users also get a free subscription to Qore. Users may choose to purchase either a one-year or a three-month subscription to PlayStation Plus.", "targets": "Who was the President and CEO of SCEA in the year 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1eada24d7054e4195a725e73a19c09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Plus (commonly abbreviated PS+ and occasionally referred to as PSN Plus) is a premium PlayStation Network subscription service that was officially unveiled at E3 2010 by Jack Tretton, President and CEO of SCEA. Rumors of such service had been in speculation since Kaz Hirai's announcement at TGS 2009 of a possible paid service for PSN but with the current PSN service still available. Launched alongside PS3 firmware 3.40 and PSP firmware 6.30 on June 29, 2010, the paid-for subscription service provides users with enhanced services on the PlayStation Network, on top of the current PSN service which is still available with all of its features. These enhancements include the ability to have demos, game and system software updates download automatically to PlayStation 3. Subscribers also get early or exclusive access to some betas, game demos, premium downloadable content and other PlayStation Store items. North American users also get a free subscription to Qore. Users may choose to purchase either a one-year or a three-month subscription to PlayStation Plus.", "targets": "On what date did the PlayStation Plus service officially launch?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f1eada24d7054e4195a725e73a19c09d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "PlayStation Plus (commonly abbreviated PS+ and occasionally referred to as PSN Plus) is a premium PlayStation Network subscription service that was officially unveiled at E3 2010 by Jack Tretton, President and CEO of SCEA. Rumors of such service had been in speculation since Kaz Hirai's announcement at TGS 2009 of a possible paid service for PSN but with the current PSN service still available. Launched alongside PS3 firmware 3.40 and PSP firmware 6.30 on June 29, 2010, the paid-for subscription service provides users with enhanced services on the PlayStation Network, on top of the current PSN service which is still available with all of its features. These enhancements include the ability to have demos, game and system software updates download automatically to PlayStation 3. Subscribers also get early or exclusive access to some betas, game demos, premium downloadable content and other PlayStation Store items. North American users also get a free subscription to Qore. Users may choose to purchase either a one-year or a three-month subscription to PlayStation Plus.", "targets": "Duration options for subscription to PS+ are either three months or what period of time?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f91f88d8e2a9450b873391b32ce12122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although professional wrestling is worked, there is a high chance of injury, and even death. Strikes are often stiff, especially in Japan and in independent wrestling promotions such as Combat Zone Wrestling (CZW) and Ring of Honor (ROH). The ring is often made out of 2 by 8 timber planks. Many of the injuries that occur in pro wrestling are shoulders, knee, back, neck, and rib injuries. Chronic traumatic encephalopathy and traumatic brain injuries have also been linked to pro wrestling, including in the double-murder suicide case involving Chris Benoit. Professional wrestler Davey Richards said in 2015, \"We train to take damage, we know we are going to take damage and we accept that\".", "targets": "What are the risks of wrestling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f91f88d8e2a9450b873391b32ce12122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although professional wrestling is worked, there is a high chance of injury, and even death. Strikes are often stiff, especially in Japan and in independent wrestling promotions such as Combat Zone Wrestling (CZW) and Ring of Honor (ROH). The ring is often made out of 2 by 8 timber planks. Many of the injuries that occur in pro wrestling are shoulders, knee, back, neck, and rib injuries. Chronic traumatic encephalopathy and traumatic brain injuries have also been linked to pro wrestling, including in the double-murder suicide case involving Chris Benoit. Professional wrestler Davey Richards said in 2015, \"We train to take damage, we know we are going to take damage and we accept that\".", "targets": "What is the ring commonly made of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f91f88d8e2a9450b873391b32ce12122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although professional wrestling is worked, there is a high chance of injury, and even death. Strikes are often stiff, especially in Japan and in independent wrestling promotions such as Combat Zone Wrestling (CZW) and Ring of Honor (ROH). The ring is often made out of 2 by 8 timber planks. Many of the injuries that occur in pro wrestling are shoulders, knee, back, neck, and rib injuries. Chronic traumatic encephalopathy and traumatic brain injuries have also been linked to pro wrestling, including in the double-murder suicide case involving Chris Benoit. Professional wrestler Davey Richards said in 2015, \"We train to take damage, we know we are going to take damage and we accept that\".", "targets": "What are common injuries in wrestling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f91f88d8e2a9450b873391b32ce12122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although professional wrestling is worked, there is a high chance of injury, and even death. Strikes are often stiff, especially in Japan and in independent wrestling promotions such as Combat Zone Wrestling (CZW) and Ring of Honor (ROH). The ring is often made out of 2 by 8 timber planks. Many of the injuries that occur in pro wrestling are shoulders, knee, back, neck, and rib injuries. Chronic traumatic encephalopathy and traumatic brain injuries have also been linked to pro wrestling, including in the double-murder suicide case involving Chris Benoit. Professional wrestler Davey Richards said in 2015, \"We train to take damage, we know we are going to take damage and we accept that\".", "targets": "What other injuries have been connected with wrestling?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f91f88d8e2a9450b873391b32ce12122", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Although professional wrestling is worked, there is a high chance of injury, and even death. Strikes are often stiff, especially in Japan and in independent wrestling promotions such as Combat Zone Wrestling (CZW) and Ring of Honor (ROH). The ring is often made out of 2 by 8 timber planks. Many of the injuries that occur in pro wrestling are shoulders, knee, back, neck, and rib injuries. Chronic traumatic encephalopathy and traumatic brain injuries have also been linked to pro wrestling, including in the double-murder suicide case involving Chris Benoit. Professional wrestler Davey Richards said in 2015, \"We train to take damage, we know we are going to take damage and we accept that\".", "targets": "Chris Benoit was involved in what tragic event? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-650cf0d41f884047a40322f420f483f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many forms of spiritual or religious teachers in Christianity, across all three major traditions - (Roman) Catholic, (Eastern) Orthodox Catholic, and Protestant/Non-Denominational, with a stronger tradition of spiritual formation in the more historic and authoritarian/hierarchical Christian traditions with a long tradition of \"discernment of spirits\", of vocations, and other aspects of spiritual life, especially the Roman and Orthodox Catholic Churches. These positions include: the honoured but informal position of starets or elder - a man (or, less often, woman), often a monastic, considered to be graced by God with certain gifts for the guidance of souls and the detection and correction of prelest (spiritual pride or deception) - who acts as a spiritual guide or father in the Orthodox Catholic tradition, especially Russian Orthodoxy (see Optina Monastery, which had a long line of said starets); the Priest or Confessor in Roman Catholicism, who is often a man in Holy Orders but may be a monastic or other person respected for his spiritual accomplishments or acumen (even the Pope of Rome has a Confessor, who is not always a bishop, and, due to the hierarchical structure of the Roman Church, can not be his equal in authority), which is often a semi-official to official position, as opposed to the unofficial positions of spiritual guides in the Orthodox Catholic and Protestant traditions; and the almost-exclusively informal arrangements (generally formal only in members who are under some form of church discipline) of mentorship (both of adults and children, in the latter case often a youth pastor) in the Protestant and Non-Denominational traditions, which boundaries can be blurred with the more typically Roman \"confessor\" position in some of the more historic and conservative Reformation Churches, such as some of the Lutheran and Anglican. In keeping with the individualistic nature of most Protestant denominations, the emphasis on being guided in spiritual development is small, with a heavy emphasis placed on heavy reading and personal, Spirit-enlightened interpretation of the Holy Bible.", "targets": "How many types of religious or spiritual teachers are there in Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-650cf0d41f884047a40322f420f483f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many forms of spiritual or religious teachers in Christianity, across all three major traditions - (Roman) Catholic, (Eastern) Orthodox Catholic, and Protestant/Non-Denominational, with a stronger tradition of spiritual formation in the more historic and authoritarian/hierarchical Christian traditions with a long tradition of \"discernment of spirits\", of vocations, and other aspects of spiritual life, especially the Roman and Orthodox Catholic Churches. These positions include: the honoured but informal position of starets or elder - a man (or, less often, woman), often a monastic, considered to be graced by God with certain gifts for the guidance of souls and the detection and correction of prelest (spiritual pride or deception) - who acts as a spiritual guide or father in the Orthodox Catholic tradition, especially Russian Orthodoxy (see Optina Monastery, which had a long line of said starets); the Priest or Confessor in Roman Catholicism, who is often a man in Holy Orders but may be a monastic or other person respected for his spiritual accomplishments or acumen (even the Pope of Rome has a Confessor, who is not always a bishop, and, due to the hierarchical structure of the Roman Church, can not be his equal in authority), which is often a semi-official to official position, as opposed to the unofficial positions of spiritual guides in the Orthodox Catholic and Protestant traditions; and the almost-exclusively informal arrangements (generally formal only in members who are under some form of church discipline) of mentorship (both of adults and children, in the latter case often a youth pastor) in the Protestant and Non-Denominational traditions, which boundaries can be blurred with the more typically Roman \"confessor\" position in some of the more historic and conservative Reformation Churches, such as some of the Lutheran and Anglican. In keeping with the individualistic nature of most Protestant denominations, the emphasis on being guided in spiritual development is small, with a heavy emphasis placed on heavy reading and personal, Spirit-enlightened interpretation of the Holy Bible.", "targets": "Which denomination has more of an individualistic streak?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-650cf0d41f884047a40322f420f483f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many forms of spiritual or religious teachers in Christianity, across all three major traditions - (Roman) Catholic, (Eastern) Orthodox Catholic, and Protestant/Non-Denominational, with a stronger tradition of spiritual formation in the more historic and authoritarian/hierarchical Christian traditions with a long tradition of \"discernment of spirits\", of vocations, and other aspects of spiritual life, especially the Roman and Orthodox Catholic Churches. These positions include: the honoured but informal position of starets or elder - a man (or, less often, woman), often a monastic, considered to be graced by God with certain gifts for the guidance of souls and the detection and correction of prelest (spiritual pride or deception) - who acts as a spiritual guide or father in the Orthodox Catholic tradition, especially Russian Orthodoxy (see Optina Monastery, which had a long line of said starets); the Priest or Confessor in Roman Catholicism, who is often a man in Holy Orders but may be a monastic or other person respected for his spiritual accomplishments or acumen (even the Pope of Rome has a Confessor, who is not always a bishop, and, due to the hierarchical structure of the Roman Church, can not be his equal in authority), which is often a semi-official to official position, as opposed to the unofficial positions of spiritual guides in the Orthodox Catholic and Protestant traditions; and the almost-exclusively informal arrangements (generally formal only in members who are under some form of church discipline) of mentorship (both of adults and children, in the latter case often a youth pastor) in the Protestant and Non-Denominational traditions, which boundaries can be blurred with the more typically Roman \"confessor\" position in some of the more historic and conservative Reformation Churches, such as some of the Lutheran and Anglican. In keeping with the individualistic nature of most Protestant denominations, the emphasis on being guided in spiritual development is small, with a heavy emphasis placed on heavy reading and personal, Spirit-enlightened interpretation of the Holy Bible.", "targets": "Is the Pope's confessor a Bishop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-650cf0d41f884047a40322f420f483f8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are many forms of spiritual or religious teachers in Christianity, across all three major traditions - (Roman) Catholic, (Eastern) Orthodox Catholic, and Protestant/Non-Denominational, with a stronger tradition of spiritual formation in the more historic and authoritarian/hierarchical Christian traditions with a long tradition of \"discernment of spirits\", of vocations, and other aspects of spiritual life, especially the Roman and Orthodox Catholic Churches. These positions include: the honoured but informal position of starets or elder - a man (or, less often, woman), often a monastic, considered to be graced by God with certain gifts for the guidance of souls and the detection and correction of prelest (spiritual pride or deception) - who acts as a spiritual guide or father in the Orthodox Catholic tradition, especially Russian Orthodoxy (see Optina Monastery, which had a long line of said starets); the Priest or Confessor in Roman Catholicism, who is often a man in Holy Orders but may be a monastic or other person respected for his spiritual accomplishments or acumen (even the Pope of Rome has a Confessor, who is not always a bishop, and, due to the hierarchical structure of the Roman Church, can not be his equal in authority), which is often a semi-official to official position, as opposed to the unofficial positions of spiritual guides in the Orthodox Catholic and Protestant traditions; and the almost-exclusively informal arrangements (generally formal only in members who are under some form of church discipline) of mentorship (both of adults and children, in the latter case often a youth pastor) in the Protestant and Non-Denominational traditions, which boundaries can be blurred with the more typically Roman \"confessor\" position in some of the more historic and conservative Reformation Churches, such as some of the Lutheran and Anglican. In keeping with the individualistic nature of most Protestant denominations, the emphasis on being guided in spiritual development is small, with a heavy emphasis placed on heavy reading and personal, Spirit-enlightened interpretation of the Holy Bible.", "targets": "What are the three major traditions present in Christianity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39d9ed5aa7b74093a5b0ab055c37b665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cultivation of the domesticated grape began 6,000\u20138,000 years ago in the Near East. Yeast, one of the earliest domesticated microorganisms, occurs naturally on the skins of grapes, leading to the innovation of alcoholic drinks such as wine. The earliest archeological evidence for a dominant position of wine-making in human culture dates from 8,000 years ago in Georgia. The oldest winery was found in Armenia, dating to around 4000 BC.[citation needed] By the 9th century AD the city of Shiraz was known to produce some of the finest wines in the Middle East. Thus it has been proposed that Syrah red wine is named after Shiraz, a city in Persia where the grape was used to make Shirazi wine.[citation needed] Ancient Egyptian hieroglyphics record the cultivation of purple grapes,[citation needed] and history attests to the ancient Greeks, Phoenicians, and Romans growing purple grapes for both eating and wine production[citation needed]. The growing of grapes would later spread to other regions in Europe, as well as North Africa, and eventually in North America.", "targets": "How long ago were grapes first cultivated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39d9ed5aa7b74093a5b0ab055c37b665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cultivation of the domesticated grape began 6,000\u20138,000 years ago in the Near East. Yeast, one of the earliest domesticated microorganisms, occurs naturally on the skins of grapes, leading to the innovation of alcoholic drinks such as wine. The earliest archeological evidence for a dominant position of wine-making in human culture dates from 8,000 years ago in Georgia. The oldest winery was found in Armenia, dating to around 4000 BC.[citation needed] By the 9th century AD the city of Shiraz was known to produce some of the finest wines in the Middle East. Thus it has been proposed that Syrah red wine is named after Shiraz, a city in Persia where the grape was used to make Shirazi wine.[citation needed] Ancient Egyptian hieroglyphics record the cultivation of purple grapes,[citation needed] and history attests to the ancient Greeks, Phoenicians, and Romans growing purple grapes for both eating and wine production[citation needed]. The growing of grapes would later spread to other regions in Europe, as well as North Africa, and eventually in North America.", "targets": "What microorganisms are naturally found on a grapes skin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39d9ed5aa7b74093a5b0ab055c37b665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cultivation of the domesticated grape began 6,000\u20138,000 years ago in the Near East. Yeast, one of the earliest domesticated microorganisms, occurs naturally on the skins of grapes, leading to the innovation of alcoholic drinks such as wine. The earliest archeological evidence for a dominant position of wine-making in human culture dates from 8,000 years ago in Georgia. The oldest winery was found in Armenia, dating to around 4000 BC.[citation needed] By the 9th century AD the city of Shiraz was known to produce some of the finest wines in the Middle East. Thus it has been proposed that Syrah red wine is named after Shiraz, a city in Persia where the grape was used to make Shirazi wine.[citation needed] Ancient Egyptian hieroglyphics record the cultivation of purple grapes,[citation needed] and history attests to the ancient Greeks, Phoenicians, and Romans growing purple grapes for both eating and wine production[citation needed]. The growing of grapes would later spread to other regions in Europe, as well as North Africa, and eventually in North America.", "targets": "Where is the oldest know winery located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39d9ed5aa7b74093a5b0ab055c37b665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cultivation of the domesticated grape began 6,000\u20138,000 years ago in the Near East. Yeast, one of the earliest domesticated microorganisms, occurs naturally on the skins of grapes, leading to the innovation of alcoholic drinks such as wine. The earliest archeological evidence for a dominant position of wine-making in human culture dates from 8,000 years ago in Georgia. The oldest winery was found in Armenia, dating to around 4000 BC.[citation needed] By the 9th century AD the city of Shiraz was known to produce some of the finest wines in the Middle East. Thus it has been proposed that Syrah red wine is named after Shiraz, a city in Persia where the grape was used to make Shirazi wine.[citation needed] Ancient Egyptian hieroglyphics record the cultivation of purple grapes,[citation needed] and history attests to the ancient Greeks, Phoenicians, and Romans growing purple grapes for both eating and wine production[citation needed]. The growing of grapes would later spread to other regions in Europe, as well as North Africa, and eventually in North America.", "targets": "What city is Syrah red wine believed to have been named after?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-39d9ed5aa7b74093a5b0ab055c37b665", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The cultivation of the domesticated grape began 6,000\u20138,000 years ago in the Near East. Yeast, one of the earliest domesticated microorganisms, occurs naturally on the skins of grapes, leading to the innovation of alcoholic drinks such as wine. The earliest archeological evidence for a dominant position of wine-making in human culture dates from 8,000 years ago in Georgia. The oldest winery was found in Armenia, dating to around 4000 BC.[citation needed] By the 9th century AD the city of Shiraz was known to produce some of the finest wines in the Middle East. Thus it has been proposed that Syrah red wine is named after Shiraz, a city in Persia where the grape was used to make Shirazi wine.[citation needed] Ancient Egyptian hieroglyphics record the cultivation of purple grapes,[citation needed] and history attests to the ancient Greeks, Phoenicians, and Romans growing purple grapes for both eating and wine production[citation needed]. The growing of grapes would later spread to other regions in Europe, as well as North Africa, and eventually in North America.", "targets": "How do we know that wine was made in ancient Egypt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "What special item is included with certain versions of Twilight Princess HD?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "Which two Amiibo figures reload Link's stock of arrows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "Which two Amiibo figures heal Link?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "Which Amiibo figure makes Link lose more health when attacked?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "What is the name of the area that players with the Wolf Link Amiibo can access?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "What will special bundles of the game contain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "What is the level called that the special Amiibo will unlock?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "What characters will be able to replenish arrows?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-be30827db13e45c7ac42660b5129409c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Special bundles of the game contain a Wolf Link Amiibo figurine, which unlocks a Wii U-exclusive dungeon called the \"Cave of Shadows\" and can carry data over to the upcoming 2016 Zelda game. Other Zelda-related Amiibo figurines have distinct functions: Link and Toon Link replenish arrows, Zelda and Sheik restore Link's health, and Ganondorf causes Link to take twice as much damage.", "targets": "What figures restore health?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab7411ec5943328c876faeb9e6ffbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the Origin of Species, published on 24 November 1859, is a work of scientific literature by Charles Darwin which is considered to be the foundation of evolutionary biology. Darwin's book introduced the scientific theory that populations evolve over the course of generations through a process of natural selection. It presented a body of evidence that the diversity of life arose by common descent through a branching pattern of evolution. Darwin included evidence that he had gathered on the Beagle expedition in the 1830s and his subsequent findings from research, correspondence, and experimentation.", "targets": "When was the Origin of Species published?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab7411ec5943328c876faeb9e6ffbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the Origin of Species, published on 24 November 1859, is a work of scientific literature by Charles Darwin which is considered to be the foundation of evolutionary biology. Darwin's book introduced the scientific theory that populations evolve over the course of generations through a process of natural selection. It presented a body of evidence that the diversity of life arose by common descent through a branching pattern of evolution. Darwin included evidence that he had gathered on the Beagle expedition in the 1830s and his subsequent findings from research, correspondence, and experimentation.", "targets": "Who wrote The Origin of Species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab7411ec5943328c876faeb9e6ffbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the Origin of Species, published on 24 November 1859, is a work of scientific literature by Charles Darwin which is considered to be the foundation of evolutionary biology. Darwin's book introduced the scientific theory that populations evolve over the course of generations through a process of natural selection. It presented a body of evidence that the diversity of life arose by common descent through a branching pattern of evolution. Darwin included evidence that he had gathered on the Beagle expedition in the 1830s and his subsequent findings from research, correspondence, and experimentation.", "targets": "What branch of biology was The Origin of Species founded on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab7411ec5943328c876faeb9e6ffbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the Origin of Species, published on 24 November 1859, is a work of scientific literature by Charles Darwin which is considered to be the foundation of evolutionary biology. Darwin's book introduced the scientific theory that populations evolve over the course of generations through a process of natural selection. It presented a body of evidence that the diversity of life arose by common descent through a branching pattern of evolution. Darwin included evidence that he had gathered on the Beagle expedition in the 1830s and his subsequent findings from research, correspondence, and experimentation.", "targets": "What was the expedition called that Charles Darwin discovered some of his evidence?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-9eab7411ec5943328c876faeb9e6ffbc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "On the Origin of Species, published on 24 November 1859, is a work of scientific literature by Charles Darwin which is considered to be the foundation of evolutionary biology. Darwin's book introduced the scientific theory that populations evolve over the course of generations through a process of natural selection. It presented a body of evidence that the diversity of life arose by common descent through a branching pattern of evolution. Darwin included evidence that he had gathered on the Beagle expedition in the 1830s and his subsequent findings from research, correspondence, and experimentation.", "targets": "How do populations evolve according to Charles Darwin's theory?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934537affd0a41e2990296232d8f039c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others, such as Rep. Roger Sherman of Connecticut, believed the clause was unnecessary because the original Constitution only gave Congress stated powers, which did not include establishing a national religion. Anti-Federalists such as Rep. Thomas Tucker of South Carolina moved to strike the establishment clause completely because it could preempt the religious clauses in the state constitutions. However, the Anti-Federalists were unsuccessful in persuading the House of Representatives to drop the clause from the first amendment.", "targets": "Where was Representative Roger Sherman from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934537affd0a41e2990296232d8f039c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others, such as Rep. Roger Sherman of Connecticut, believed the clause was unnecessary because the original Constitution only gave Congress stated powers, which did not include establishing a national religion. Anti-Federalists such as Rep. Thomas Tucker of South Carolina moved to strike the establishment clause completely because it could preempt the religious clauses in the state constitutions. However, the Anti-Federalists were unsuccessful in persuading the House of Representatives to drop the clause from the first amendment.", "targets": "Why did Sherman believe the establishment clause was unnecessary? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934537affd0a41e2990296232d8f039c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others, such as Rep. Roger Sherman of Connecticut, believed the clause was unnecessary because the original Constitution only gave Congress stated powers, which did not include establishing a national religion. Anti-Federalists such as Rep. Thomas Tucker of South Carolina moved to strike the establishment clause completely because it could preempt the religious clauses in the state constitutions. However, the Anti-Federalists were unsuccessful in persuading the House of Representatives to drop the clause from the first amendment.", "targets": "What power was not granted to Congress by the Constitution?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934537affd0a41e2990296232d8f039c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others, such as Rep. Roger Sherman of Connecticut, believed the clause was unnecessary because the original Constitution only gave Congress stated powers, which did not include establishing a national religion. Anti-Federalists such as Rep. Thomas Tucker of South Carolina moved to strike the establishment clause completely because it could preempt the religious clauses in the state constitutions. However, the Anti-Federalists were unsuccessful in persuading the House of Representatives to drop the clause from the first amendment.", "targets": "What was Tucker concerned the establishment clause could preempt?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-934537affd0a41e2990296232d8f039c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Others, such as Rep. Roger Sherman of Connecticut, believed the clause was unnecessary because the original Constitution only gave Congress stated powers, which did not include establishing a national religion. Anti-Federalists such as Rep. Thomas Tucker of South Carolina moved to strike the establishment clause completely because it could preempt the religious clauses in the state constitutions. However, the Anti-Federalists were unsuccessful in persuading the House of Representatives to drop the clause from the first amendment.", "targets": "Where was Representative Thomas Tucker from?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-275ec0165d56473d89dde6a6730dfdfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This unified institution consists of sea, land, and air elements referred to as the Royal Canadian Navy (RCN), Canadian Army, and Royal Canadian Air Force (RCAF). Personnel may belong to either the Regular Force or the Reserve Force, which has four sub-components: the Primary Reserve, Supplementary Reserve, Cadet Organizations Administration and Training Service, and the Canadian Rangers. Under the National Defence Act, the Canadian Armed Forces are an entity separate and distinct from the Department of National Defence (the federal government department responsible for administration and formation of defence policy), which also exists as the civilian support system for the Forces.", "targets": "How many sub components are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-275ec0165d56473d89dde6a6730dfdfd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "This unified institution consists of sea, land, and air elements referred to as the Royal Canadian Navy (RCN), Canadian Army, and Royal Canadian Air Force (RCAF). Personnel may belong to either the Regular Force or the Reserve Force, which has four sub-components: the Primary Reserve, Supplementary Reserve, Cadet Organizations Administration and Training Service, and the Canadian Rangers. Under the National Defence Act, the Canadian Armed Forces are an entity separate and distinct from the Department of National Defence (the federal government department responsible for administration and formation of defence policy), which also exists as the civilian support system for the Forces.", "targets": "What act defines the CAF?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b594546483934653ab0adf7dad2abcb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh, however, was expensive, which hindered its ability to be competitive in a market already dominated by the Commodore 64 for consumers, as well as the IBM Personal Computer and its accompanying clone market for businesses. Macintosh systems still found success in education and desktop publishing and kept Apple as the second-largest PC manufacturer for the next decade. In the 1990s, improvements in the rival Wintel platform, notably with the introduction of Windows 3.0, then Windows 95, gradually took market share from the more expensive Macintosh systems. The performance advantage of 68000-based Macintosh systems was eroded by Intel's Pentium, and in 1994 Apple was relegated to third place as Compaq became the top PC manufacturer. Even after a transition to the superior PowerPC-based Power Macintosh (later renamed the PowerMac, in line with the PowerBook series) line in 1994, the falling prices of commodity PC components and the release of Windows 95 saw the Macintosh user base decline.", "targets": "What hindered the competetive ability of Apple when it was introduced?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b594546483934653ab0adf7dad2abcb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh, however, was expensive, which hindered its ability to be competitive in a market already dominated by the Commodore 64 for consumers, as well as the IBM Personal Computer and its accompanying clone market for businesses. Macintosh systems still found success in education and desktop publishing and kept Apple as the second-largest PC manufacturer for the next decade. In the 1990s, improvements in the rival Wintel platform, notably with the introduction of Windows 3.0, then Windows 95, gradually took market share from the more expensive Macintosh systems. The performance advantage of 68000-based Macintosh systems was eroded by Intel's Pentium, and in 1994 Apple was relegated to third place as Compaq became the top PC manufacturer. Even after a transition to the superior PowerPC-based Power Macintosh (later renamed the PowerMac, in line with the PowerBook series) line in 1994, the falling prices of commodity PC components and the release of Windows 95 saw the Macintosh user base decline.", "targets": "Where did Macintosh initially find success in the market?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b594546483934653ab0adf7dad2abcb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh, however, was expensive, which hindered its ability to be competitive in a market already dominated by the Commodore 64 for consumers, as well as the IBM Personal Computer and its accompanying clone market for businesses. Macintosh systems still found success in education and desktop publishing and kept Apple as the second-largest PC manufacturer for the next decade. In the 1990s, improvements in the rival Wintel platform, notably with the introduction of Windows 3.0, then Windows 95, gradually took market share from the more expensive Macintosh systems. The performance advantage of 68000-based Macintosh systems was eroded by Intel's Pentium, and in 1994 Apple was relegated to third place as Compaq became the top PC manufacturer. Even after a transition to the superior PowerPC-based Power Macintosh (later renamed the PowerMac, in line with the PowerBook series) line in 1994, the falling prices of commodity PC components and the release of Windows 95 saw the Macintosh user base decline.", "targets": "Which platform, when improved in the 1990's, took market share from Macintosh?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b594546483934653ab0adf7dad2abcb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh, however, was expensive, which hindered its ability to be competitive in a market already dominated by the Commodore 64 for consumers, as well as the IBM Personal Computer and its accompanying clone market for businesses. Macintosh systems still found success in education and desktop publishing and kept Apple as the second-largest PC manufacturer for the next decade. In the 1990s, improvements in the rival Wintel platform, notably with the introduction of Windows 3.0, then Windows 95, gradually took market share from the more expensive Macintosh systems. The performance advantage of 68000-based Macintosh systems was eroded by Intel's Pentium, and in 1994 Apple was relegated to third place as Compaq became the top PC manufacturer. Even after a transition to the superior PowerPC-based Power Macintosh (later renamed the PowerMac, in line with the PowerBook series) line in 1994, the falling prices of commodity PC components and the release of Windows 95 saw the Macintosh user base decline.", "targets": "What type of advantage did Intel's Pentium over Macintosh systems in the 1990's?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-b594546483934653ab0adf7dad2abcb9", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Macintosh, however, was expensive, which hindered its ability to be competitive in a market already dominated by the Commodore 64 for consumers, as well as the IBM Personal Computer and its accompanying clone market for businesses. Macintosh systems still found success in education and desktop publishing and kept Apple as the second-largest PC manufacturer for the next decade. In the 1990s, improvements in the rival Wintel platform, notably with the introduction of Windows 3.0, then Windows 95, gradually took market share from the more expensive Macintosh systems. The performance advantage of 68000-based Macintosh systems was eroded by Intel's Pentium, and in 1994 Apple was relegated to third place as Compaq became the top PC manufacturer. Even after a transition to the superior PowerPC-based Power Macintosh (later renamed the PowerMac, in line with the PowerBook series) line in 1994, the falling prices of commodity PC components and the release of Windows 95 saw the Macintosh user base decline.", "targets": "Who became the top PC manufacturer in 1994, leaving Apple in 3rd place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b2922cdc604a2b97d3ec3b6bccafb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' urbanism laws have been under strict control since the early 17th century, particularly where street-front alignment, building height and building distribution is concerned. In recent developments, a 1974-2010 building height limitation of 37 metres (121 ft) was raised to 50 m (160 ft) in central areas and 180 metres (590 ft) in some of Paris' peripheral quarters, yet for some of the city's more central quarters, even older building-height laws still remain in effect. The 210 metres (690 ft) Montparnasse tower was both Paris and France's tallest building until 1973, but this record has been held by the La D\u00e9fense quarter Tour First tower in Courbevoie since its 2011 construction. A new project for La Defense, called Hermitage Plaza, launched in 2009, proposes to build two towers, 85 and 86 stories or 320 metres high, which would be the tallest buildings in the European Union, just slightly shorter than the Eiffel Tower. They were scheduled for completion in 2019 or 2020, but as of January 2015 construction had not yet begun, and there were questions in the press about the future of the project.", "targets": "What is the current height limitation in Paris in central areas?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b2922cdc604a2b97d3ec3b6bccafb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' urbanism laws have been under strict control since the early 17th century, particularly where street-front alignment, building height and building distribution is concerned. In recent developments, a 1974-2010 building height limitation of 37 metres (121 ft) was raised to 50 m (160 ft) in central areas and 180 metres (590 ft) in some of Paris' peripheral quarters, yet for some of the city's more central quarters, even older building-height laws still remain in effect. The 210 metres (690 ft) Montparnasse tower was both Paris and France's tallest building until 1973, but this record has been held by the La D\u00e9fense quarter Tour First tower in Courbevoie since its 2011 construction. A new project for La Defense, called Hermitage Plaza, launched in 2009, proposes to build two towers, 85 and 86 stories or 320 metres high, which would be the tallest buildings in the European Union, just slightly shorter than the Eiffel Tower. They were scheduled for completion in 2019 or 2020, but as of January 2015 construction had not yet begun, and there were questions in the press about the future of the project.", "targets": "Until 1973, what was Paris; tallest building?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b2922cdc604a2b97d3ec3b6bccafb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' urbanism laws have been under strict control since the early 17th century, particularly where street-front alignment, building height and building distribution is concerned. In recent developments, a 1974-2010 building height limitation of 37 metres (121 ft) was raised to 50 m (160 ft) in central areas and 180 metres (590 ft) in some of Paris' peripheral quarters, yet for some of the city's more central quarters, even older building-height laws still remain in effect. The 210 metres (690 ft) Montparnasse tower was both Paris and France's tallest building until 1973, but this record has been held by the La D\u00e9fense quarter Tour First tower in Courbevoie since its 2011 construction. A new project for La Defense, called Hermitage Plaza, launched in 2009, proposes to build two towers, 85 and 86 stories or 320 metres high, which would be the tallest buildings in the European Union, just slightly shorter than the Eiffel Tower. They were scheduled for completion in 2019 or 2020, but as of January 2015 construction had not yet begun, and there were questions in the press about the future of the project.", "targets": "What is the name of the project for La Defense called that has not yet been started?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b2922cdc604a2b97d3ec3b6bccafb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' urbanism laws have been under strict control since the early 17th century, particularly where street-front alignment, building height and building distribution is concerned. In recent developments, a 1974-2010 building height limitation of 37 metres (121 ft) was raised to 50 m (160 ft) in central areas and 180 metres (590 ft) in some of Paris' peripheral quarters, yet for some of the city's more central quarters, even older building-height laws still remain in effect. The 210 metres (690 ft) Montparnasse tower was both Paris and France's tallest building until 1973, but this record has been held by the La D\u00e9fense quarter Tour First tower in Courbevoie since its 2011 construction. A new project for La Defense, called Hermitage Plaza, launched in 2009, proposes to build two towers, 85 and 86 stories or 320 metres high, which would be the tallest buildings in the European Union, just slightly shorter than the Eiffel Tower. They were scheduled for completion in 2019 or 2020, but as of January 2015 construction had not yet begun, and there were questions in the press about the future of the project.", "targets": "When was the Hermitage Plaza launched?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-63b2922cdc604a2b97d3ec3b6bccafb7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Paris' urbanism laws have been under strict control since the early 17th century, particularly where street-front alignment, building height and building distribution is concerned. In recent developments, a 1974-2010 building height limitation of 37 metres (121 ft) was raised to 50 m (160 ft) in central areas and 180 metres (590 ft) in some of Paris' peripheral quarters, yet for some of the city's more central quarters, even older building-height laws still remain in effect. The 210 metres (690 ft) Montparnasse tower was both Paris and France's tallest building until 1973, but this record has been held by the La D\u00e9fense quarter Tour First tower in Courbevoie since its 2011 construction. A new project for La Defense, called Hermitage Plaza, launched in 2009, proposes to build two towers, 85 and 86 stories or 320 metres high, which would be the tallest buildings in the European Union, just slightly shorter than the Eiffel Tower. They were scheduled for completion in 2019 or 2020, but as of January 2015 construction had not yet begun, and there were questions in the press about the future of the project.", "targets": "How many towers were planned to be built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "What type of producer was Martin Hannett?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "What type of production techniques did Dennis Bovell develop?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "What took a central roll for the emerging post-punk music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "What eventually resulted in the pioneering of industrial music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "Whose independent label became a hub for the industrial scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "Who were producers that led the way with emerging the post-punk culture?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "What was the name of Throbbing Gristle's record label?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "Which bands were on the forefront of industrial music?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "Where did industrial music get it's name?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de7484ebf66c4c448386b022059e310a", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The innovative production techniques devised by post-punk producers such as Martin Hannett and Dennis Bovell during this period would become an important element of the emerging music, with studio experimentation taking a central role. A variety of groups that predated punk, such as Cabaret Voltaire and Throbbing Gristle, experimented with crude production techniques and electronic instruments in tandem with performance art methods and influence from transgressive literature, ultimately helping to pioneer industrial music. Throbbing Gristle's independent label Industrial Records would become a hub for this scene and provide it with its namesake.", "targets": "What was one of the most important ways that post-punk artists created their new sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de4a9bc9b23445c4b491091c2dae8902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous species, such as ash, black locust, catalpa, chestnut, elm, hickory, mulberry, and oak, the larger vessels or pores (as cross sections of vessels are called) are localised in the part of the growth ring formed in spring, thus forming a region of more or less open and porous tissue. The rest of the ring, produced in summer, is made up of smaller vessels and a much greater proportion of wood fibers. These fibers are the elements which give strength and toughness to wood, while the vessels are a source of weakness.[citation needed]", "targets": "What species of hardwood are hickory and mulberry trees?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de4a9bc9b23445c4b491091c2dae8902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous species, such as ash, black locust, catalpa, chestnut, elm, hickory, mulberry, and oak, the larger vessels or pores (as cross sections of vessels are called) are localised in the part of the growth ring formed in spring, thus forming a region of more or less open and porous tissue. The rest of the ring, produced in summer, is made up of smaller vessels and a much greater proportion of wood fibers. These fibers are the elements which give strength and toughness to wood, while the vessels are a source of weakness.[citation needed]", "targets": "In what season do the growth-rings of ring-porous species form with larger vessels localized?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de4a9bc9b23445c4b491091c2dae8902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous species, such as ash, black locust, catalpa, chestnut, elm, hickory, mulberry, and oak, the larger vessels or pores (as cross sections of vessels are called) are localised in the part of the growth ring formed in spring, thus forming a region of more or less open and porous tissue. The rest of the ring, produced in summer, is made up of smaller vessels and a much greater proportion of wood fibers. These fibers are the elements which give strength and toughness to wood, while the vessels are a source of weakness.[citation needed]", "targets": "In what season does the part of the growth-ring with smaller vessels form in ring-porous species?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de4a9bc9b23445c4b491091c2dae8902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous species, such as ash, black locust, catalpa, chestnut, elm, hickory, mulberry, and oak, the larger vessels or pores (as cross sections of vessels are called) are localised in the part of the growth ring formed in spring, thus forming a region of more or less open and porous tissue. The rest of the ring, produced in summer, is made up of smaller vessels and a much greater proportion of wood fibers. These fibers are the elements which give strength and toughness to wood, while the vessels are a source of weakness.[citation needed]", "targets": "What fibers does the summer's section of growth-ring have more of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-de4a9bc9b23445c4b491091c2dae8902", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In ring-porous species, such as ash, black locust, catalpa, chestnut, elm, hickory, mulberry, and oak, the larger vessels or pores (as cross sections of vessels are called) are localised in the part of the growth ring formed in spring, thus forming a region of more or less open and porous tissue. The rest of the ring, produced in summer, is made up of smaller vessels and a much greater proportion of wood fibers. These fibers are the elements which give strength and toughness to wood, while the vessels are a source of weakness.[citation needed]", "targets": "Along with strength, what property do wood fibers lend to wood?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbde2d16608a4990bbf23a8b69bfcd63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly conceived and still used today for optical storage devices (CD-RW drives, DVD drives, etc.), several manufacturers offer external portable USB hard disk drives, or empty enclosures for disk drives. These offer performance comparable to internal drives, limited by the current number and types of attached USB devices, and by the upper limit of the USB interface (in practice about 30 MB/s for USB 2.0 and potentially 400 MB/s or more for USB 3.0). These external drives typically include a \"translating device\" that bridges between a drive's interface to a USB interface port. Functionally, the drive appears to the user much like an internal drive. Other competing standards for external drive connectivity include eSATA, ExpressCard, FireWire (IEEE 1394), and most recently Thunderbolt.", "targets": "Several manufacturers offer what?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbde2d16608a4990bbf23a8b69bfcd63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly conceived and still used today for optical storage devices (CD-RW drives, DVD drives, etc.), several manufacturers offer external portable USB hard disk drives, or empty enclosures for disk drives. These offer performance comparable to internal drives, limited by the current number and types of attached USB devices, and by the upper limit of the USB interface (in practice about 30 MB/s for USB 2.0 and potentially 400 MB/s or more for USB 3.0). These external drives typically include a \"translating device\" that bridges between a drive's interface to a USB interface port. Functionally, the drive appears to the user much like an internal drive. Other competing standards for external drive connectivity include eSATA, ExpressCard, FireWire (IEEE 1394), and most recently Thunderbolt.", "targets": "What do external portable USB hard drive disks offer?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbde2d16608a4990bbf23a8b69bfcd63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly conceived and still used today for optical storage devices (CD-RW drives, DVD drives, etc.), several manufacturers offer external portable USB hard disk drives, or empty enclosures for disk drives. These offer performance comparable to internal drives, limited by the current number and types of attached USB devices, and by the upper limit of the USB interface (in practice about 30 MB/s for USB 2.0 and potentially 400 MB/s or more for USB 3.0). These external drives typically include a \"translating device\" that bridges between a drive's interface to a USB interface port. Functionally, the drive appears to the user much like an internal drive. Other competing standards for external drive connectivity include eSATA, ExpressCard, FireWire (IEEE 1394), and most recently Thunderbolt.", "targets": "What is the most recent standard for external drive connectivity?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-cbde2d16608a4990bbf23a8b69bfcd63", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Firstly conceived and still used today for optical storage devices (CD-RW drives, DVD drives, etc.), several manufacturers offer external portable USB hard disk drives, or empty enclosures for disk drives. These offer performance comparable to internal drives, limited by the current number and types of attached USB devices, and by the upper limit of the USB interface (in practice about 30 MB/s for USB 2.0 and potentially 400 MB/s or more for USB 3.0). These external drives typically include a \"translating device\" that bridges between a drive's interface to a USB interface port. Functionally, the drive appears to the user much like an internal drive. Other competing standards for external drive connectivity include eSATA, ExpressCard, FireWire (IEEE 1394), and most recently Thunderbolt.", "targets": "What do the external drives typically include?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af67f1b087ec4ff28b6b644bdab3cbb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to organized crime, on August 25, 1953, the FBI created the Top Hoodlum Program. The national office directed field offices to gather information on mobsters in their territories and to report it regularly to Washington for a centralized collection of intelligence on racketeers. After the Racketeer Influenced and Corrupt Organizations Act, or RICO Act, took effect, the FBI began investigating the former Prohibition-organized groups, which had become fronts for crime in major cities and small towns. All of the FBI work was done undercover and from within these organizations, using the provisions provided in the RICO Act. Gradually the agency dismantled many of the groups. Although Hoover initially denied the existence of a National Crime Syndicate in the United States, the Bureau later conducted operations against known organized crime syndicates and families, including those headed by Sam Giancana and John Gotti. The RICO Act is still used today for all organized crime and any individuals who might fall under the Act.", "targets": "What was the Top Hoodlum Program a response to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af67f1b087ec4ff28b6b644bdab3cbb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to organized crime, on August 25, 1953, the FBI created the Top Hoodlum Program. The national office directed field offices to gather information on mobsters in their territories and to report it regularly to Washington for a centralized collection of intelligence on racketeers. After the Racketeer Influenced and Corrupt Organizations Act, or RICO Act, took effect, the FBI began investigating the former Prohibition-organized groups, which had become fronts for crime in major cities and small towns. All of the FBI work was done undercover and from within these organizations, using the provisions provided in the RICO Act. Gradually the agency dismantled many of the groups. Although Hoover initially denied the existence of a National Crime Syndicate in the United States, the Bureau later conducted operations against known organized crime syndicates and families, including those headed by Sam Giancana and John Gotti. The RICO Act is still used today for all organized crime and any individuals who might fall under the Act.", "targets": "What did the Top Hoodlum Program gather information on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af67f1b087ec4ff28b6b644bdab3cbb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to organized crime, on August 25, 1953, the FBI created the Top Hoodlum Program. The national office directed field offices to gather information on mobsters in their territories and to report it regularly to Washington for a centralized collection of intelligence on racketeers. After the Racketeer Influenced and Corrupt Organizations Act, or RICO Act, took effect, the FBI began investigating the former Prohibition-organized groups, which had become fronts for crime in major cities and small towns. All of the FBI work was done undercover and from within these organizations, using the provisions provided in the RICO Act. Gradually the agency dismantled many of the groups. Although Hoover initially denied the existence of a National Crime Syndicate in the United States, the Bureau later conducted operations against known organized crime syndicates and families, including those headed by Sam Giancana and John Gotti. The RICO Act is still used today for all organized crime and any individuals who might fall under the Act.", "targets": "After the RICO Act took effect what did the FBI start investigating?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af67f1b087ec4ff28b6b644bdab3cbb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to organized crime, on August 25, 1953, the FBI created the Top Hoodlum Program. The national office directed field offices to gather information on mobsters in their territories and to report it regularly to Washington for a centralized collection of intelligence on racketeers. After the Racketeer Influenced and Corrupt Organizations Act, or RICO Act, took effect, the FBI began investigating the former Prohibition-organized groups, which had become fronts for crime in major cities and small towns. All of the FBI work was done undercover and from within these organizations, using the provisions provided in the RICO Act. Gradually the agency dismantled many of the groups. Although Hoover initially denied the existence of a National Crime Syndicate in the United States, the Bureau later conducted operations against known organized crime syndicates and families, including those headed by Sam Giancana and John Gotti. The RICO Act is still used today for all organized crime and any individuals who might fall under the Act.", "targets": "What groups did Hoover deny the existence of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-af67f1b087ec4ff28b6b644bdab3cbb8", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In response to organized crime, on August 25, 1953, the FBI created the Top Hoodlum Program. The national office directed field offices to gather information on mobsters in their territories and to report it regularly to Washington for a centralized collection of intelligence on racketeers. After the Racketeer Influenced and Corrupt Organizations Act, or RICO Act, took effect, the FBI began investigating the former Prohibition-organized groups, which had become fronts for crime in major cities and small towns. All of the FBI work was done undercover and from within these organizations, using the provisions provided in the RICO Act. Gradually the agency dismantled many of the groups. Although Hoover initially denied the existence of a National Crime Syndicate in the United States, the Bureau later conducted operations against known organized crime syndicates and families, including those headed by Sam Giancana and John Gotti. The RICO Act is still used today for all organized crime and any individuals who might fall under the Act.", "targets": "Is the RICO Act still used today?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453a3ff4504d4088bce051558614bb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trophy comes in three parts - the cup itself, plus a lid and a base. There have been two designs of trophy in use, but five physical trophies have been presented. The original trophy, known as the \"little tin idol\", was 18 inches high and made by Martin, Hall & Co. It was stolen in 1895 and never recovered, and so was replaced by an exact replica, used until 1910. The FA decided to change the design after the 1909 winners, Manchester United, made their own replica, leading the FA to realise they did not own the copyright. This new, larger design was by Messers Fattorini and Sons, and was used from 1911. In order to preserve this original, from 1992 it was replaced by an exact replica, although this had to be replaced after just over two decades, after showing wear and tear from being handled more than in previous eras. This third replica, first used in 2014, was built heavier to withstand the increased handling. Of the four surviving trophies, only the 1895 replica has entered private ownership.", "targets": "How many parts does the trophy come in? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453a3ff4504d4088bce051558614bb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trophy comes in three parts - the cup itself, plus a lid and a base. There have been two designs of trophy in use, but five physical trophies have been presented. The original trophy, known as the \"little tin idol\", was 18 inches high and made by Martin, Hall & Co. It was stolen in 1895 and never recovered, and so was replaced by an exact replica, used until 1910. The FA decided to change the design after the 1909 winners, Manchester United, made their own replica, leading the FA to realise they did not own the copyright. This new, larger design was by Messers Fattorini and Sons, and was used from 1911. In order to preserve this original, from 1992 it was replaced by an exact replica, although this had to be replaced after just over two decades, after showing wear and tear from being handled more than in previous eras. This third replica, first used in 2014, was built heavier to withstand the increased handling. Of the four surviving trophies, only the 1895 replica has entered private ownership.", "targets": "What is the  parts of the trophy? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453a3ff4504d4088bce051558614bb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trophy comes in three parts - the cup itself, plus a lid and a base. There have been two designs of trophy in use, but five physical trophies have been presented. The original trophy, known as the \"little tin idol\", was 18 inches high and made by Martin, Hall & Co. It was stolen in 1895 and never recovered, and so was replaced by an exact replica, used until 1910. The FA decided to change the design after the 1909 winners, Manchester United, made their own replica, leading the FA to realise they did not own the copyright. This new, larger design was by Messers Fattorini and Sons, and was used from 1911. In order to preserve this original, from 1992 it was replaced by an exact replica, although this had to be replaced after just over two decades, after showing wear and tear from being handled more than in previous eras. This third replica, first used in 2014, was built heavier to withstand the increased handling. Of the four surviving trophies, only the 1895 replica has entered private ownership.", "targets": "How many trophy designs have there bee? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453a3ff4504d4088bce051558614bb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trophy comes in three parts - the cup itself, plus a lid and a base. There have been two designs of trophy in use, but five physical trophies have been presented. The original trophy, known as the \"little tin idol\", was 18 inches high and made by Martin, Hall & Co. It was stolen in 1895 and never recovered, and so was replaced by an exact replica, used until 1910. The FA decided to change the design after the 1909 winners, Manchester United, made their own replica, leading the FA to realise they did not own the copyright. This new, larger design was by Messers Fattorini and Sons, and was used from 1911. In order to preserve this original, from 1992 it was replaced by an exact replica, although this had to be replaced after just over two decades, after showing wear and tear from being handled more than in previous eras. This third replica, first used in 2014, was built heavier to withstand the increased handling. Of the four surviving trophies, only the 1895 replica has entered private ownership.", "targets": "How many physical trophies have been presented? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-453a3ff4504d4088bce051558614bb97", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The trophy comes in three parts - the cup itself, plus a lid and a base. There have been two designs of trophy in use, but five physical trophies have been presented. The original trophy, known as the \"little tin idol\", was 18 inches high and made by Martin, Hall & Co. It was stolen in 1895 and never recovered, and so was replaced by an exact replica, used until 1910. The FA decided to change the design after the 1909 winners, Manchester United, made their own replica, leading the FA to realise they did not own the copyright. This new, larger design was by Messers Fattorini and Sons, and was used from 1911. In order to preserve this original, from 1992 it was replaced by an exact replica, although this had to be replaced after just over two decades, after showing wear and tear from being handled more than in previous eras. This third replica, first used in 2014, was built heavier to withstand the increased handling. Of the four surviving trophies, only the 1895 replica has entered private ownership.", "targets": "When was the first design changed? "}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e62b4c6d7040efbffc395c8f82c1f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1979, the Japanese state broadcaster NHK first developed consumer high-definition television with a 5:3 display aspect ratio. The system, known as Hi-Vision or MUSE after its Multiple sub-Nyquist sampling encoding for encoding the signal, required about twice the bandwidth of the existing NTSC system but provided about four times the resolution (1080i/1125 lines). Satellite test broadcasts started in 1989, with regular testing starting in 1991 and regular broadcasting of BS-9ch commencing on November 25, 1994, which featured commercial and NHK programming.", "targets": "In what year did NHK first develop consumer HD television with a 5:3 aspect ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e62b4c6d7040efbffc395c8f82c1f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1979, the Japanese state broadcaster NHK first developed consumer high-definition television with a 5:3 display aspect ratio. The system, known as Hi-Vision or MUSE after its Multiple sub-Nyquist sampling encoding for encoding the signal, required about twice the bandwidth of the existing NTSC system but provided about four times the resolution (1080i/1125 lines). Satellite test broadcasts started in 1989, with regular testing starting in 1991 and regular broadcasting of BS-9ch commencing on November 25, 1994, which featured commercial and NHK programming.", "targets": "Who first developed consumer HD television with a 5:3 aspect ratio?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e62b4c6d7040efbffc395c8f82c1f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1979, the Japanese state broadcaster NHK first developed consumer high-definition television with a 5:3 display aspect ratio. The system, known as Hi-Vision or MUSE after its Multiple sub-Nyquist sampling encoding for encoding the signal, required about twice the bandwidth of the existing NTSC system but provided about four times the resolution (1080i/1125 lines). Satellite test broadcasts started in 1989, with regular testing starting in 1991 and regular broadcasting of BS-9ch commencing on November 25, 1994, which featured commercial and NHK programming.", "targets": "When did satellite test broadcasts of Hi-Vision start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e62b4c6d7040efbffc395c8f82c1f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1979, the Japanese state broadcaster NHK first developed consumer high-definition television with a 5:3 display aspect ratio. The system, known as Hi-Vision or MUSE after its Multiple sub-Nyquist sampling encoding for encoding the signal, required about twice the bandwidth of the existing NTSC system but provided about four times the resolution (1080i/1125 lines). Satellite test broadcasts started in 1989, with regular testing starting in 1991 and regular broadcasting of BS-9ch commencing on November 25, 1994, which featured commercial and NHK programming.", "targets": "When did regular broadcasting of BS-9ch start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f3e62b4c6d7040efbffc395c8f82c1f7", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 1979, the Japanese state broadcaster NHK first developed consumer high-definition television with a 5:3 display aspect ratio. The system, known as Hi-Vision or MUSE after its Multiple sub-Nyquist sampling encoding for encoding the signal, required about twice the bandwidth of the existing NTSC system but provided about four times the resolution (1080i/1125 lines). Satellite test broadcasts started in 1989, with regular testing starting in 1991 and regular broadcasting of BS-9ch commencing on November 25, 1994, which featured commercial and NHK programming.", "targets": "When did regular testing of Hi-Vision start?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7acc4a09e6934c7eaa00c96800bf8ca5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary is referred to by the Eastern Orthodox Church, Oriental Orthodoxy, the Anglican Church, and all Eastern Catholic Churches as Theotokos, a title recognized at the Third Ecumenical Council (held at Ephesus to address the teachings of Nestorius, in 431). Theotokos (and its Latin equivalents, \"Deipara\" and \"Dei genetrix\") literally means \"Godbearer\". The equivalent phrase \"Mater Dei\" (Mother of God) is more common in Latin and so also in the other languages used in the Western Catholic Church, but this same phrase in Greek (\u039c\u03ae\u03c4\u03b7\u03c1 \u0398\u03b5\u03bf\u1fe6), in the abbreviated form of the first and last letter of the two words (\u039c\u03a1 \u0398\u03a5), is the indication attached to her image in Byzantine icons. The Council stated that the Church Fathers \"did not hesitate to speak of the holy Virgin as the Mother of God\".", "targets": "In what year did the Third Ecumenical Council occur in Ephesus?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7acc4a09e6934c7eaa00c96800bf8ca5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary is referred to by the Eastern Orthodox Church, Oriental Orthodoxy, the Anglican Church, and all Eastern Catholic Churches as Theotokos, a title recognized at the Third Ecumenical Council (held at Ephesus to address the teachings of Nestorius, in 431). Theotokos (and its Latin equivalents, \"Deipara\" and \"Dei genetrix\") literally means \"Godbearer\". The equivalent phrase \"Mater Dei\" (Mother of God) is more common in Latin and so also in the other languages used in the Western Catholic Church, but this same phrase in Greek (\u039c\u03ae\u03c4\u03b7\u03c1 \u0398\u03b5\u03bf\u1fe6), in the abbreviated form of the first and last letter of the two words (\u039c\u03a1 \u0398\u03a5), is the indication attached to her image in Byzantine icons. The Council stated that the Church Fathers \"did not hesitate to speak of the holy Virgin as the Mother of God\".", "targets": "Whose teachings were addressed at the Third Ecumenical Council?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7acc4a09e6934c7eaa00c96800bf8ca5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary is referred to by the Eastern Orthodox Church, Oriental Orthodoxy, the Anglican Church, and all Eastern Catholic Churches as Theotokos, a title recognized at the Third Ecumenical Council (held at Ephesus to address the teachings of Nestorius, in 431). Theotokos (and its Latin equivalents, \"Deipara\" and \"Dei genetrix\") literally means \"Godbearer\". The equivalent phrase \"Mater Dei\" (Mother of God) is more common in Latin and so also in the other languages used in the Western Catholic Church, but this same phrase in Greek (\u039c\u03ae\u03c4\u03b7\u03c1 \u0398\u03b5\u03bf\u1fe6), in the abbreviated form of the first and last letter of the two words (\u039c\u03a1 \u0398\u03a5), is the indication attached to her image in Byzantine icons. The Council stated that the Church Fathers \"did not hesitate to speak of the holy Virgin as the Mother of God\".", "targets": "What does the phrase \"Mater Dei\" mean?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7acc4a09e6934c7eaa00c96800bf8ca5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary is referred to by the Eastern Orthodox Church, Oriental Orthodoxy, the Anglican Church, and all Eastern Catholic Churches as Theotokos, a title recognized at the Third Ecumenical Council (held at Ephesus to address the teachings of Nestorius, in 431). Theotokos (and its Latin equivalents, \"Deipara\" and \"Dei genetrix\") literally means \"Godbearer\". The equivalent phrase \"Mater Dei\" (Mother of God) is more common in Latin and so also in the other languages used in the Western Catholic Church, but this same phrase in Greek (\u039c\u03ae\u03c4\u03b7\u03c1 \u0398\u03b5\u03bf\u1fe6), in the abbreviated form of the first and last letter of the two words (\u039c\u03a1 \u0398\u03a5), is the indication attached to her image in Byzantine icons. The Council stated that the Church Fathers \"did not hesitate to speak of the holy Virgin as the Mother of God\".", "targets": "What are the two Latin equivalents of the Greek term \"Theokotos?\""}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-7acc4a09e6934c7eaa00c96800bf8ca5", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Mary is referred to by the Eastern Orthodox Church, Oriental Orthodoxy, the Anglican Church, and all Eastern Catholic Churches as Theotokos, a title recognized at the Third Ecumenical Council (held at Ephesus to address the teachings of Nestorius, in 431). Theotokos (and its Latin equivalents, \"Deipara\" and \"Dei genetrix\") literally means \"Godbearer\". The equivalent phrase \"Mater Dei\" (Mother of God) is more common in Latin and so also in the other languages used in the Western Catholic Church, but this same phrase in Greek (\u039c\u03ae\u03c4\u03b7\u03c1 \u0398\u03b5\u03bf\u1fe6), in the abbreviated form of the first and last letter of the two words (\u039c\u03a1 \u0398\u03a5), is the indication attached to her image in Byzantine icons. The Council stated that the Church Fathers \"did not hesitate to speak of the holy Virgin as the Mother of God\".", "targets": "What is the literal translation of Theokotos?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a1aa8d07db4b5b9e397d940606d14f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, hysteresis synchronous motors typically are (essentially) two-phase motors with a phase-shifting capacitor for one phase. They start like induction motors, but when slip rate decreases sufficiently, the rotor (a smooth cylinder) becomes temporarily magnetized. Its distributed poles make it act like a PMSM. The rotor material, like that of a common nail, will stay magnetized, but can also be demagnetized with little difficulty. Once running, the rotor poles stay in place; they do not drift.", "targets": "What do hysteresis synchronous motors' rotors do when slip rate decreases?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a1aa8d07db4b5b9e397d940606d14f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, hysteresis synchronous motors typically are (essentially) two-phase motors with a phase-shifting capacitor for one phase. They start like induction motors, but when slip rate decreases sufficiently, the rotor (a smooth cylinder) becomes temporarily magnetized. Its distributed poles make it act like a PMSM. The rotor material, like that of a common nail, will stay magnetized, but can also be demagnetized with little difficulty. Once running, the rotor poles stay in place; they do not drift.", "targets": "When in operation, what do hysteresis synchronous motors poles do?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a1aa8d07db4b5b9e397d940606d14f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, hysteresis synchronous motors typically are (essentially) two-phase motors with a phase-shifting capacitor for one phase. They start like induction motors, but when slip rate decreases sufficiently, the rotor (a smooth cylinder) becomes temporarily magnetized. Its distributed poles make it act like a PMSM. The rotor material, like that of a common nail, will stay magnetized, but can also be demagnetized with little difficulty. Once running, the rotor poles stay in place; they do not drift.", "targets": "What do hysteresis synchronous motors resemble at startup?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a1aa8d07db4b5b9e397d940606d14f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, hysteresis synchronous motors typically are (essentially) two-phase motors with a phase-shifting capacitor for one phase. They start like induction motors, but when slip rate decreases sufficiently, the rotor (a smooth cylinder) becomes temporarily magnetized. Its distributed poles make it act like a PMSM. The rotor material, like that of a common nail, will stay magnetized, but can also be demagnetized with little difficulty. Once running, the rotor poles stay in place; they do not drift.", "targets": "How can a hysteresis synchronous motor's rotor be described?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-a0a1aa8d07db4b5b9e397d940606d14f", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Finally, hysteresis synchronous motors typically are (essentially) two-phase motors with a phase-shifting capacitor for one phase. They start like induction motors, but when slip rate decreases sufficiently, the rotor (a smooth cylinder) becomes temporarily magnetized. Its distributed poles make it act like a PMSM. The rotor material, like that of a common nail, will stay magnetized, but can also be demagnetized with little difficulty. Once running, the rotor poles stay in place; they do not drift.", "targets": "What do the distributed poles of a hysteresis synchronous motor resemble?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b23fb28ca1c4f079b988379ea0088a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyderabad sits at the junction of three National Highways linking it to six other states: NH-7 runs 2,369 km (1,472 mi) from Varanasi, Uttar Pradesh, in the north to Kanyakumari, Tamil Nadu, in the south; NH-9, runs 841 km (523 mi) east-west between Machilipatnam, Andhra Pradesh, and Pune, Maharashtra; and the 280 km (174 mi) NH-163 links Hyderabad to Bhopalpatnam, Chhattisgarh NH-765 links Hyderabad to Srisailam. Five state highways, SH-1, SH-2, SH-4, SH-5 and SH-6, either start from, or pass through, Hyderabad.:58", "targets": "How many national highways form a junction in Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b23fb28ca1c4f079b988379ea0088a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyderabad sits at the junction of three National Highways linking it to six other states: NH-7 runs 2,369 km (1,472 mi) from Varanasi, Uttar Pradesh, in the north to Kanyakumari, Tamil Nadu, in the south; NH-9, runs 841 km (523 mi) east-west between Machilipatnam, Andhra Pradesh, and Pune, Maharashtra; and the 280 km (174 mi) NH-163 links Hyderabad to Bhopalpatnam, Chhattisgarh NH-765 links Hyderabad to Srisailam. Five state highways, SH-1, SH-2, SH-4, SH-5 and SH-6, either start from, or pass through, Hyderabad.:58", "targets": "How many states are linked to from highways in Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b23fb28ca1c4f079b988379ea0088a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyderabad sits at the junction of three National Highways linking it to six other states: NH-7 runs 2,369 km (1,472 mi) from Varanasi, Uttar Pradesh, in the north to Kanyakumari, Tamil Nadu, in the south; NH-9, runs 841 km (523 mi) east-west between Machilipatnam, Andhra Pradesh, and Pune, Maharashtra; and the 280 km (174 mi) NH-163 links Hyderabad to Bhopalpatnam, Chhattisgarh NH-765 links Hyderabad to Srisailam. Five state highways, SH-1, SH-2, SH-4, SH-5 and SH-6, either start from, or pass through, Hyderabad.:58", "targets": "How many miles long is NH-7?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b23fb28ca1c4f079b988379ea0088a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyderabad sits at the junction of three National Highways linking it to six other states: NH-7 runs 2,369 km (1,472 mi) from Varanasi, Uttar Pradesh, in the north to Kanyakumari, Tamil Nadu, in the south; NH-9, runs 841 km (523 mi) east-west between Machilipatnam, Andhra Pradesh, and Pune, Maharashtra; and the 280 km (174 mi) NH-163 links Hyderabad to Bhopalpatnam, Chhattisgarh NH-765 links Hyderabad to Srisailam. Five state highways, SH-1, SH-2, SH-4, SH-5 and SH-6, either start from, or pass through, Hyderabad.:58", "targets": "How many state highways pass through or begin in Hyderabad?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5b23fb28ca1c4f079b988379ea0088a3", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Hyderabad sits at the junction of three National Highways linking it to six other states: NH-7 runs 2,369 km (1,472 mi) from Varanasi, Uttar Pradesh, in the north to Kanyakumari, Tamil Nadu, in the south; NH-9, runs 841 km (523 mi) east-west between Machilipatnam, Andhra Pradesh, and Pune, Maharashtra; and the 280 km (174 mi) NH-163 links Hyderabad to Bhopalpatnam, Chhattisgarh NH-765 links Hyderabad to Srisailam. Five state highways, SH-1, SH-2, SH-4, SH-5 and SH-6, either start from, or pass through, Hyderabad.:58", "targets": "What road connects Hyderabad to Bhopalpatnam?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118ec1f4116448538af76c8121222e8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Population geneticists have debated whether the concept of population can provide a basis for a new conception of race. In order to do this, a working definition of population must be found. Surprisingly, there is no generally accepted concept of population that biologists use. Although the concept of population is central to ecology, evolutionary biology and conservation biology, most definitions of population rely on qualitative descriptions such as \"a group of organisms of the same species occupying a particular space at a particular time\" Waples and Gaggiotti identify two broad types of definitions for populations; those that fall into an ecological paradigm, and those that fall into an evolutionary paradigm. Examples of such definitions are:", "targets": "What type of geneticists have debates about what can provide a basis for a new conception of race?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118ec1f4116448538af76c8121222e8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Population geneticists have debated whether the concept of population can provide a basis for a new conception of race. In order to do this, a working definition of population must be found. Surprisingly, there is no generally accepted concept of population that biologists use. Although the concept of population is central to ecology, evolutionary biology and conservation biology, most definitions of population rely on qualitative descriptions such as \"a group of organisms of the same species occupying a particular space at a particular time\" Waples and Gaggiotti identify two broad types of definitions for populations; those that fall into an ecological paradigm, and those that fall into an evolutionary paradigm. Examples of such definitions are:", "targets": "What class of researchers surprisingly have no generally accepted concept of population?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118ec1f4116448538af76c8121222e8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Population geneticists have debated whether the concept of population can provide a basis for a new conception of race. In order to do this, a working definition of population must be found. Surprisingly, there is no generally accepted concept of population that biologists use. Although the concept of population is central to ecology, evolutionary biology and conservation biology, most definitions of population rely on qualitative descriptions such as \"a group of organisms of the same species occupying a particular space at a particular time\" Waples and Gaggiotti identify two broad types of definitions for populations; those that fall into an ecological paradigm, and those that fall into an evolutionary paradigm. Examples of such definitions are:", "targets": "What do most definitions of population rely on?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118ec1f4116448538af76c8121222e8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Population geneticists have debated whether the concept of population can provide a basis for a new conception of race. In order to do this, a working definition of population must be found. Surprisingly, there is no generally accepted concept of population that biologists use. Although the concept of population is central to ecology, evolutionary biology and conservation biology, most definitions of population rely on qualitative descriptions such as \"a group of organisms of the same species occupying a particular space at a particular time\" Waples and Gaggiotti identify two broad types of definitions for populations; those that fall into an ecological paradigm, and those that fall into an evolutionary paradigm. Examples of such definitions are:", "targets": "What do Waples and Gaggiotti identify two broad types of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-118ec1f4116448538af76c8121222e8c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Population geneticists have debated whether the concept of population can provide a basis for a new conception of race. In order to do this, a working definition of population must be found. Surprisingly, there is no generally accepted concept of population that biologists use. Although the concept of population is central to ecology, evolutionary biology and conservation biology, most definitions of population rely on qualitative descriptions such as \"a group of organisms of the same species occupying a particular space at a particular time\" Waples and Gaggiotti identify two broad types of definitions for populations; those that fall into an ecological paradigm, and those that fall into an evolutionary paradigm. Examples of such definitions are:", "targets": "What are both ecological and evolutionary definition modifiers of?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "Where did Shuman build the world's first solar thermal power station?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "How many liters of water per minute did Shuman's engine pump in litres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "In what decade were Shuman's ideas about solar energy revived?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "Where was the first solar thermal power plant built?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "What was used to power the plants engine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "From what river did the engine pump water?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "What slowed down the growth of solar energy?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-5f5df3890c504301bd75d2d3941fb02c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Shuman built the world\u2019s first solar thermal power station in Maadi, Egypt, between 1912 and 1913. Shuman\u2019s plant used parabolic troughs to power a 45\u201352 kilowatts (60\u201370 hp) engine that pumped more than 22,000 litres (4,800 imp gal; 5,800 US gal) of water per minute from the Nile River to adjacent cotton fields. Although the outbreak of World War I and the discovery of cheap oil in the 1930s discouraged the advancement of solar energy, Shuman\u2019s vision and basic design were resurrected in the 1970s with a new wave of interest in solar thermal energy. In 1916 Shuman was quoted in the media advocating solar energy's utilization, saying:", "targets": "When was the interest in solar energy restored?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0620c5527f64b60a8b19d71e03a9bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2009, the Tucson Festival of Books has been held annually over a two-day period in March at the University of Arizona. By 2010 it had become the fourth largest book festival in the United States, with 450 authors and 80,000 attendees. In addition to readings and lectures, it features a science fair, varied entertainment, food, and exhibitors ranging from local retailers and publishers to regional and national nonprofit organizations. In 2011, the Festival began presenting a Founder's Award; recipients include Elmore Leonard and R.L. Stine.", "targets": "When did the Tucson Festival of Books begin?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0620c5527f64b60a8b19d71e03a9bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2009, the Tucson Festival of Books has been held annually over a two-day period in March at the University of Arizona. By 2010 it had become the fourth largest book festival in the United States, with 450 authors and 80,000 attendees. In addition to readings and lectures, it features a science fair, varied entertainment, food, and exhibitors ranging from local retailers and publishers to regional and national nonprofit organizations. In 2011, the Festival began presenting a Founder's Award; recipients include Elmore Leonard and R.L. Stine.", "targets": "When is the Tucson Festival of Books held?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0620c5527f64b60a8b19d71e03a9bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2009, the Tucson Festival of Books has been held annually over a two-day period in March at the University of Arizona. By 2010 it had become the fourth largest book festival in the United States, with 450 authors and 80,000 attendees. In addition to readings and lectures, it features a science fair, varied entertainment, food, and exhibitors ranging from local retailers and publishers to regional and national nonprofit organizations. In 2011, the Festival began presenting a Founder's Award; recipients include Elmore Leonard and R.L. Stine.", "targets": "How many people came to the Tucson Festival of Books in 2010?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d0620c5527f64b60a8b19d71e03a9bab", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Since 2009, the Tucson Festival of Books has been held annually over a two-day period in March at the University of Arizona. By 2010 it had become the fourth largest book festival in the United States, with 450 authors and 80,000 attendees. In addition to readings and lectures, it features a science fair, varied entertainment, food, and exhibitors ranging from local retailers and publishers to regional and national nonprofit organizations. In 2011, the Festival began presenting a Founder's Award; recipients include Elmore Leonard and R.L. Stine.", "targets": "What award did the Tucson Festival of Books give to R. L. Stine?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25f35f71769f479da48140cd3b32daec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, RIBA called for minimum space standards in newly built British houses after research was published suggesting that British houses were falling behind other European countries. \"The average new home sold to people today is significantly smaller than that built in the 1920s... We're way behind the rest of Europe\u2014even densely populated Holland has better proportioned houses than are being built in the country. So let's see minimum space standards for all new homes,\" said RIBA president Jack Pringle.", "targets": "What did the Royal Institute support in order to keep up with housing in mainland Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25f35f71769f479da48140cd3b32daec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, RIBA called for minimum space standards in newly built British houses after research was published suggesting that British houses were falling behind other European countries. \"The average new home sold to people today is significantly smaller than that built in the 1920s... We're way behind the rest of Europe\u2014even densely populated Holland has better proportioned houses than are being built in the country. So let's see minimum space standards for all new homes,\" said RIBA president Jack Pringle.", "targets": "When did the Royal Institute promote setting lower limits on the size of new homes in Britain?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25f35f71769f479da48140cd3b32daec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, RIBA called for minimum space standards in newly built British houses after research was published suggesting that British houses were falling behind other European countries. \"The average new home sold to people today is significantly smaller than that built in the 1920s... We're way behind the rest of Europe\u2014even densely populated Holland has better proportioned houses than are being built in the country. So let's see minimum space standards for all new homes,\" said RIBA president Jack Pringle.", "targets": "Who was the head of the Royal Institute of British Architects in 2007?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25f35f71769f479da48140cd3b32daec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, RIBA called for minimum space standards in newly built British houses after research was published suggesting that British houses were falling behind other European countries. \"The average new home sold to people today is significantly smaller than that built in the 1920s... We're way behind the rest of Europe\u2014even densely populated Holland has better proportioned houses than are being built in the country. So let's see minimum space standards for all new homes,\" said RIBA president Jack Pringle.", "targets": "To what decade did Pringle unfavorably compare the size of modern British homes?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-25f35f71769f479da48140cd3b32daec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In 2007, RIBA called for minimum space standards in newly built British houses after research was published suggesting that British houses were falling behind other European countries. \"The average new home sold to people today is significantly smaller than that built in the 1920s... We're way behind the rest of Europe\u2014even densely populated Holland has better proportioned houses than are being built in the country. So let's see minimum space standards for all new homes,\" said RIBA president Jack Pringle.", "targets": "What country did Pringle cite as having homes with better proportions than those found in the UK?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fe4ee221d446bda3f7a402c67ea503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top 10 contestants started with five males and five females, however, the males were eliminated consecutively in the first five weeks, with Lazaro Arbos the last male to be eliminated. For the first time in the show's history, the top 5 contestants were all female. It was also the first time that the judges' \"save\" was not used, the top four contestants were therefore given an extra week to perform again with their votes carried over with no elimination in the first week.", "targets": "How many girls were in the top 10 on season 12 of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fe4ee221d446bda3f7a402c67ea503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top 10 contestants started with five males and five females, however, the males were eliminated consecutively in the first five weeks, with Lazaro Arbos the last male to be eliminated. For the first time in the show's history, the top 5 contestants were all female. It was also the first time that the judges' \"save\" was not used, the top four contestants were therefore given an extra week to perform again with their votes carried over with no elimination in the first week.", "targets": "Who was the last guy to be sent home on season 12 of American Idol?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fe4ee221d446bda3f7a402c67ea503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top 10 contestants started with five males and five females, however, the males were eliminated consecutively in the first five weeks, with Lazaro Arbos the last male to be eliminated. For the first time in the show's history, the top 5 contestants were all female. It was also the first time that the judges' \"save\" was not used, the top four contestants were therefore given an extra week to perform again with their votes carried over with no elimination in the first week.", "targets": "How many contestants did this season have?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fe4ee221d446bda3f7a402c67ea503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top 10 contestants started with five males and five females, however, the males were eliminated consecutively in the first five weeks, with Lazaro Arbos the last male to be eliminated. For the first time in the show's history, the top 5 contestants were all female. It was also the first time that the judges' \"save\" was not used, the top four contestants were therefore given an extra week to perform again with their votes carried over with no elimination in the first week.", "targets": "How many weeks in a row were male contestants eliminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fe4ee221d446bda3f7a402c67ea503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top 10 contestants started with five males and five females, however, the males were eliminated consecutively in the first five weeks, with Lazaro Arbos the last male to be eliminated. For the first time in the show's history, the top 5 contestants were all female. It was also the first time that the judges' \"save\" was not used, the top four contestants were therefore given an extra week to perform again with their votes carried over with no elimination in the first week.", "targets": "Who as the last man to be eliminated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-08fe4ee221d446bda3f7a402c67ea503", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The top 10 contestants started with five males and five females, however, the males were eliminated consecutively in the first five weeks, with Lazaro Arbos the last male to be eliminated. For the first time in the show's history, the top 5 contestants were all female. It was also the first time that the judges' \"save\" was not used, the top four contestants were therefore given an extra week to perform again with their votes carried over with no elimination in the first week.", "targets": "How many contestants were able to perform for two weeks without any eliminations?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54cf17984b5048d2ac60a4e58ccf92cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assembly of desktop computers for the North American market formerly took place at Dell plants in Austin, Texas (original location) and Lebanon, Tennessee (opened in 1999), which have been closed in 2008 and early 2009, respectively. The plant in Winston-Salem, North Carolina received $280 million USD in incentives from the state and opened in 2005, but ceased operations in November 2010, and Dell's contract with the state requires them to repay the incentives for failing to meet the conditions. Most of the work that used to take place in Dell's U.S. plants was transferred to contract manufacturers in Asia and Mexico, or some of Dell's own factories overseas. The Miami, Florida facility of its Alienware subsidiary remains in operation, while Dell continues to produce its servers (its most profitable products) in Austin, Texas.", "targets": "What city is Dell's Texas facility in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54cf17984b5048d2ac60a4e58ccf92cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assembly of desktop computers for the North American market formerly took place at Dell plants in Austin, Texas (original location) and Lebanon, Tennessee (opened in 1999), which have been closed in 2008 and early 2009, respectively. The plant in Winston-Salem, North Carolina received $280 million USD in incentives from the state and opened in 2005, but ceased operations in November 2010, and Dell's contract with the state requires them to repay the incentives for failing to meet the conditions. Most of the work that used to take place in Dell's U.S. plants was transferred to contract manufacturers in Asia and Mexico, or some of Dell's own factories overseas. The Miami, Florida facility of its Alienware subsidiary remains in operation, while Dell continues to produce its servers (its most profitable products) in Austin, Texas.", "targets": "What year was Dell's Tennessee facility opened?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54cf17984b5048d2ac60a4e58ccf92cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assembly of desktop computers for the North American market formerly took place at Dell plants in Austin, Texas (original location) and Lebanon, Tennessee (opened in 1999), which have been closed in 2008 and early 2009, respectively. The plant in Winston-Salem, North Carolina received $280 million USD in incentives from the state and opened in 2005, but ceased operations in November 2010, and Dell's contract with the state requires them to repay the incentives for failing to meet the conditions. Most of the work that used to take place in Dell's U.S. plants was transferred to contract manufacturers in Asia and Mexico, or some of Dell's own factories overseas. The Miami, Florida facility of its Alienware subsidiary remains in operation, while Dell continues to produce its servers (its most profitable products) in Austin, Texas.", "targets": "What state was the Dell plant that received $280 million in incentives in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54cf17984b5048d2ac60a4e58ccf92cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assembly of desktop computers for the North American market formerly took place at Dell plants in Austin, Texas (original location) and Lebanon, Tennessee (opened in 1999), which have been closed in 2008 and early 2009, respectively. The plant in Winston-Salem, North Carolina received $280 million USD in incentives from the state and opened in 2005, but ceased operations in November 2010, and Dell's contract with the state requires them to repay the incentives for failing to meet the conditions. Most of the work that used to take place in Dell's U.S. plants was transferred to contract manufacturers in Asia and Mexico, or some of Dell's own factories overseas. The Miami, Florida facility of its Alienware subsidiary remains in operation, while Dell continues to produce its servers (its most profitable products) in Austin, Texas.", "targets": "What continent did a lot of work from Dell's plants get transferred to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-54cf17984b5048d2ac60a4e58ccf92cd", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Assembly of desktop computers for the North American market formerly took place at Dell plants in Austin, Texas (original location) and Lebanon, Tennessee (opened in 1999), which have been closed in 2008 and early 2009, respectively. The plant in Winston-Salem, North Carolina received $280 million USD in incentives from the state and opened in 2005, but ceased operations in November 2010, and Dell's contract with the state requires them to repay the incentives for failing to meet the conditions. Most of the work that used to take place in Dell's U.S. plants was transferred to contract manufacturers in Asia and Mexico, or some of Dell's own factories overseas. The Miami, Florida facility of its Alienware subsidiary remains in operation, while Dell continues to produce its servers (its most profitable products) in Austin, Texas.", "targets": "What subsidiary of Dell remains operating in Florida?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928ffd6311c94b168f86ed796f0966bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Sicilians preferred independence to the Savoia kingdom; in 1866, Palermo became the seat of a week-long popular rebellion, which was finally crushed after Martial law was declared. The Italian government blamed anarchists and the Church, specifically the Archbishop of Palermo, for the rebellion and began enacting anti-Sicilian and anti-clerical policies. A new cultural, economic and industrial growth was spurred by several families, like the Florio, the Ducrot, the Rutelli, the Sandron, the Whitaker, the Utveggio, and others. In the early twentieth century Palermo expanded outside the old city walls, mostly to the north along the new boulevards Via Roma, Via Dante, Via Notarbartolo, and Viale della Libert\u00e0. These roads would soon boast a huge number of villas in the Art Nouveau style. Many of these were designed by the famous architect Ernesto Basile. The Grand Hotel Villa Igiea, designed by Ernesto Basile for the Florio family, is a good example of Palermitan Art Nouveau. The huge Teatro Massimo was designed in the same period by Giovan Battista Filippo Basile, and built by the Rutelli & Mach\u00ec building firm of the industrial and old Rutelli Italian family in Palermo, and was opened in 1897.", "targets": "Who was blamed for the week long rebellion of 1866?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928ffd6311c94b168f86ed796f0966bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Sicilians preferred independence to the Savoia kingdom; in 1866, Palermo became the seat of a week-long popular rebellion, which was finally crushed after Martial law was declared. The Italian government blamed anarchists and the Church, specifically the Archbishop of Palermo, for the rebellion and began enacting anti-Sicilian and anti-clerical policies. A new cultural, economic and industrial growth was spurred by several families, like the Florio, the Ducrot, the Rutelli, the Sandron, the Whitaker, the Utveggio, and others. In the early twentieth century Palermo expanded outside the old city walls, mostly to the north along the new boulevards Via Roma, Via Dante, Via Notarbartolo, and Viale della Libert\u00e0. These roads would soon boast a huge number of villas in the Art Nouveau style. Many of these were designed by the famous architect Ernesto Basile. The Grand Hotel Villa Igiea, designed by Ernesto Basile for the Florio family, is a good example of Palermitan Art Nouveau. The huge Teatro Massimo was designed in the same period by Giovan Battista Filippo Basile, and built by the Rutelli & Mach\u00ec building firm of the industrial and old Rutelli Italian family in Palermo, and was opened in 1897.", "targets": "Which families help to start cultural, industrial, and economic growth in Palermo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928ffd6311c94b168f86ed796f0966bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Sicilians preferred independence to the Savoia kingdom; in 1866, Palermo became the seat of a week-long popular rebellion, which was finally crushed after Martial law was declared. The Italian government blamed anarchists and the Church, specifically the Archbishop of Palermo, for the rebellion and began enacting anti-Sicilian and anti-clerical policies. A new cultural, economic and industrial growth was spurred by several families, like the Florio, the Ducrot, the Rutelli, the Sandron, the Whitaker, the Utveggio, and others. In the early twentieth century Palermo expanded outside the old city walls, mostly to the north along the new boulevards Via Roma, Via Dante, Via Notarbartolo, and Viale della Libert\u00e0. These roads would soon boast a huge number of villas in the Art Nouveau style. Many of these were designed by the famous architect Ernesto Basile. The Grand Hotel Villa Igiea, designed by Ernesto Basile for the Florio family, is a good example of Palermitan Art Nouveau. The huge Teatro Massimo was designed in the same period by Giovan Battista Filippo Basile, and built by the Rutelli & Mach\u00ec building firm of the industrial and old Rutelli Italian family in Palermo, and was opened in 1897.", "targets": "In what style were the villas in the new expanded Palermo?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-928ffd6311c94b168f86ed796f0966bc", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The majority of Sicilians preferred independence to the Savoia kingdom; in 1866, Palermo became the seat of a week-long popular rebellion, which was finally crushed after Martial law was declared. The Italian government blamed anarchists and the Church, specifically the Archbishop of Palermo, for the rebellion and began enacting anti-Sicilian and anti-clerical policies. A new cultural, economic and industrial growth was spurred by several families, like the Florio, the Ducrot, the Rutelli, the Sandron, the Whitaker, the Utveggio, and others. In the early twentieth century Palermo expanded outside the old city walls, mostly to the north along the new boulevards Via Roma, Via Dante, Via Notarbartolo, and Viale della Libert\u00e0. These roads would soon boast a huge number of villas in the Art Nouveau style. Many of these were designed by the famous architect Ernesto Basile. The Grand Hotel Villa Igiea, designed by Ernesto Basile for the Florio family, is a good example of Palermitan Art Nouveau. The huge Teatro Massimo was designed in the same period by Giovan Battista Filippo Basile, and built by the Rutelli & Mach\u00ec building firm of the industrial and old Rutelli Italian family in Palermo, and was opened in 1897.", "targets": "Which theatre was designed by Giovan Battista Filippo Basile ans opened in 1897?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d90ff7e2764298a84f11fc8db7c06c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Muslim armies stayed in encampments away from cities because Umar feared that they might get attracted to wealth and luxury. In the process, they might turn away from the worship of God and start accumulating wealth and establishing dynasties. When Uthman ibn al-Affan became very old, Marwan I, a relative of Muawiyah I, slipped into the vacuum, became his secretary, slowly assumed more control and relaxed some of these restrictions. Marwan I had previously been excluded from positions of responsibility. In 656, Muhammad ibn Abi Bakr, the son of Abu Bakr, the adopted son of Ali ibn Abi Talib, and the great grandfather of Ja'far al-Sadiq, showed some Egyptians the house of Uthman ibn al-Affan. Later the Egyptians ended up killing Uthman ibn al-Affan.", "targets": "What group murdered Uthman ibn al-Affan?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d90ff7e2764298a84f11fc8db7c06c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Muslim armies stayed in encampments away from cities because Umar feared that they might get attracted to wealth and luxury. In the process, they might turn away from the worship of God and start accumulating wealth and establishing dynasties. When Uthman ibn al-Affan became very old, Marwan I, a relative of Muawiyah I, slipped into the vacuum, became his secretary, slowly assumed more control and relaxed some of these restrictions. Marwan I had previously been excluded from positions of responsibility. In 656, Muhammad ibn Abi Bakr, the son of Abu Bakr, the adopted son of Ali ibn Abi Talib, and the great grandfather of Ja'far al-Sadiq, showed some Egyptians the house of Uthman ibn al-Affan. Later the Egyptians ended up killing Uthman ibn al-Affan.", "targets": "Who was Marwan I related to?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d90ff7e2764298a84f11fc8db7c06c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Muslim armies stayed in encampments away from cities because Umar feared that they might get attracted to wealth and luxury. In the process, they might turn away from the worship of God and start accumulating wealth and establishing dynasties. When Uthman ibn al-Affan became very old, Marwan I, a relative of Muawiyah I, slipped into the vacuum, became his secretary, slowly assumed more control and relaxed some of these restrictions. Marwan I had previously been excluded from positions of responsibility. In 656, Muhammad ibn Abi Bakr, the son of Abu Bakr, the adopted son of Ali ibn Abi Talib, and the great grandfather of Ja'far al-Sadiq, showed some Egyptians the house of Uthman ibn al-Affan. Later the Egyptians ended up killing Uthman ibn al-Affan.", "targets": "Who adopted Muhammad ibn Abi Bakr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f6d90ff7e2764298a84f11fc8db7c06c", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Early Muslim armies stayed in encampments away from cities because Umar feared that they might get attracted to wealth and luxury. In the process, they might turn away from the worship of God and start accumulating wealth and establishing dynasties. When Uthman ibn al-Affan became very old, Marwan I, a relative of Muawiyah I, slipped into the vacuum, became his secretary, slowly assumed more control and relaxed some of these restrictions. Marwan I had previously been excluded from positions of responsibility. In 656, Muhammad ibn Abi Bakr, the son of Abu Bakr, the adopted son of Ali ibn Abi Talib, and the great grandfather of Ja'far al-Sadiq, showed some Egyptians the house of Uthman ibn al-Affan. Later the Egyptians ended up killing Uthman ibn al-Affan.", "targets": "Who was the great grandson of Muhammad ibn Ali Bakr?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f064c69d1246477d8b93a164450ecc55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CAMRA maintains a \"National Inventory\" of historical notability and of architecturally and decoratively notable pubs. The National Trust owns thirty-six public houses of historic interest including the George Inn, Southwark, London and The Crown Liquor Saloon, Belfast, Northern Ireland.", "targets": "How many pubs does the National Trust own?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f064c69d1246477d8b93a164450ecc55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CAMRA maintains a \"National Inventory\" of historical notability and of architecturally and decoratively notable pubs. The National Trust owns thirty-six public houses of historic interest including the George Inn, Southwark, London and The Crown Liquor Saloon, Belfast, Northern Ireland.", "targets": "In what city is the George Inn located?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f064c69d1246477d8b93a164450ecc55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CAMRA maintains a \"National Inventory\" of historical notability and of architecturally and decoratively notable pubs. The National Trust owns thirty-six public houses of historic interest including the George Inn, Southwark, London and The Crown Liquor Saloon, Belfast, Northern Ireland.", "targets": "What city is home to The Crown Liquor Saloon?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f064c69d1246477d8b93a164450ecc55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CAMRA maintains a \"National Inventory\" of historical notability and of architecturally and decoratively notable pubs. The National Trust owns thirty-six public houses of historic interest including the George Inn, Southwark, London and The Crown Liquor Saloon, Belfast, Northern Ireland.", "targets": "What part of the United Kingdom is Belfast located in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-f064c69d1246477d8b93a164450ecc55", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "CAMRA maintains a \"National Inventory\" of historical notability and of architecturally and decoratively notable pubs. The National Trust owns thirty-six public houses of historic interest including the George Inn, Southwark, London and The Crown Liquor Saloon, Belfast, Northern Ireland.", "targets": "What body maintains a National Inventory of notable pubs?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8cfab036ae48cca45c6a6e58830f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Battle of Cowan's Ford, Cornwallis met resistance along the banks of the Catawba River at Cowan's Ford on February 1, 1781, in an attempt to engage General Morgan's forces during a tactical withdrawal. Morgan had moved to the northern part of the state to combine with General Greene's newly recruited forces. Generals Greene and Cornwallis finally met at the Battle of Guilford Courthouse in present-day Greensboro on March 15, 1781. Although the British troops held the field at the end of the battle, their casualties at the hands of the numerically superior Continental Army were crippling. Following this \"Pyrrhic victory\", Cornwallis chose to move to the Virginia coastline to get reinforcements, and to allow the Royal Navy to protect his battered army. This decision would result in Cornwallis' eventual defeat at Yorktown, Virginia, later in 1781. The Patriots' victory there guaranteed American independence.", "targets": "The Battle of Cowan's Ford was fought on the banks of what river?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8cfab036ae48cca45c6a6e58830f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Battle of Cowan's Ford, Cornwallis met resistance along the banks of the Catawba River at Cowan's Ford on February 1, 1781, in an attempt to engage General Morgan's forces during a tactical withdrawal. Morgan had moved to the northern part of the state to combine with General Greene's newly recruited forces. Generals Greene and Cornwallis finally met at the Battle of Guilford Courthouse in present-day Greensboro on March 15, 1781. Although the British troops held the field at the end of the battle, their casualties at the hands of the numerically superior Continental Army were crippling. Following this \"Pyrrhic victory\", Cornwallis chose to move to the Virginia coastline to get reinforcements, and to allow the Royal Navy to protect his battered army. This decision would result in Cornwallis' eventual defeat at Yorktown, Virginia, later in 1781. The Patriots' victory there guaranteed American independence.", "targets": "What year was the battle of Cowans Ford?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8cfab036ae48cca45c6a6e58830f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Battle of Cowan's Ford, Cornwallis met resistance along the banks of the Catawba River at Cowan's Ford on February 1, 1781, in an attempt to engage General Morgan's forces during a tactical withdrawal. Morgan had moved to the northern part of the state to combine with General Greene's newly recruited forces. Generals Greene and Cornwallis finally met at the Battle of Guilford Courthouse in present-day Greensboro on March 15, 1781. Although the British troops held the field at the end of the battle, their casualties at the hands of the numerically superior Continental Army were crippling. Following this \"Pyrrhic victory\", Cornwallis chose to move to the Virginia coastline to get reinforcements, and to allow the Royal Navy to protect his battered army. This decision would result in Cornwallis' eventual defeat at Yorktown, Virginia, later in 1781. The Patriots' victory there guaranteed American independence.", "targets": "What is the present day name of the city that the Battle of Guilford Courthouse was fought at?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8cfab036ae48cca45c6a6e58830f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Battle of Cowan's Ford, Cornwallis met resistance along the banks of the Catawba River at Cowan's Ford on February 1, 1781, in an attempt to engage General Morgan's forces during a tactical withdrawal. Morgan had moved to the northern part of the state to combine with General Greene's newly recruited forces. Generals Greene and Cornwallis finally met at the Battle of Guilford Courthouse in present-day Greensboro on March 15, 1781. Although the British troops held the field at the end of the battle, their casualties at the hands of the numerically superior Continental Army were crippling. Following this \"Pyrrhic victory\", Cornwallis chose to move to the Virginia coastline to get reinforcements, and to allow the Royal Navy to protect his battered army. This decision would result in Cornwallis' eventual defeat at Yorktown, Virginia, later in 1781. The Patriots' victory there guaranteed American independence.", "targets": "After losing the battle of Guilford Courthouse, Cornawallis moved his troops where?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-db8cfab036ae48cca45c6a6e58830f04", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In the Battle of Cowan's Ford, Cornwallis met resistance along the banks of the Catawba River at Cowan's Ford on February 1, 1781, in an attempt to engage General Morgan's forces during a tactical withdrawal. Morgan had moved to the northern part of the state to combine with General Greene's newly recruited forces. Generals Greene and Cornwallis finally met at the Battle of Guilford Courthouse in present-day Greensboro on March 15, 1781. Although the British troops held the field at the end of the battle, their casualties at the hands of the numerically superior Continental Army were crippling. Following this \"Pyrrhic victory\", Cornwallis chose to move to the Virginia coastline to get reinforcements, and to allow the Royal Navy to protect his battered army. This decision would result in Cornwallis' eventual defeat at Yorktown, Virginia, later in 1781. The Patriots' victory there guaranteed American independence.", "targets": "What did Cornwallis move to the coastline after losing the battle of Guilford Courthouse?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ff5d7eda4db402b822a67052a6e62f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some states distinguish between two levels: felonies and misdemeanors (minor crimes). Generally, most felony convictions result in lengthy prison sentences as well as subsequent probation, large fines, and orders to pay restitution directly to victims; while misdemeanors may lead to a year or less in jail and a substantial fine. To simplify the prosecution of traffic violations and other relatively minor crimes, some states have added a third level, infractions. These may result in fines and sometimes the loss of one's driver's license, but no jail time.", "targets": "What two levels of crime are there?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ff5d7eda4db402b822a67052a6e62f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some states distinguish between two levels: felonies and misdemeanors (minor crimes). Generally, most felony convictions result in lengthy prison sentences as well as subsequent probation, large fines, and orders to pay restitution directly to victims; while misdemeanors may lead to a year or less in jail and a substantial fine. To simplify the prosecution of traffic violations and other relatively minor crimes, some states have added a third level, infractions. These may result in fines and sometimes the loss of one's driver's license, but no jail time.", "targets": "What is a misdemeanor?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ff5d7eda4db402b822a67052a6e62f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some states distinguish between two levels: felonies and misdemeanors (minor crimes). Generally, most felony convictions result in lengthy prison sentences as well as subsequent probation, large fines, and orders to pay restitution directly to victims; while misdemeanors may lead to a year or less in jail and a substantial fine. To simplify the prosecution of traffic violations and other relatively minor crimes, some states have added a third level, infractions. These may result in fines and sometimes the loss of one's driver's license, but no jail time.", "targets": "What results in lengthy prison sentences as well as subsequent probation, large fines, and orders to pay restitution directly to victims?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ff5d7eda4db402b822a67052a6e62f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some states distinguish between two levels: felonies and misdemeanors (minor crimes). Generally, most felony convictions result in lengthy prison sentences as well as subsequent probation, large fines, and orders to pay restitution directly to victims; while misdemeanors may lead to a year or less in jail and a substantial fine. To simplify the prosecution of traffic violations and other relatively minor crimes, some states have added a third level, infractions. These may result in fines and sometimes the loss of one's driver's license, but no jail time.", "targets": "What usually happens with misdemeanors?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3ff5d7eda4db402b822a67052a6e62f0", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Some states distinguish between two levels: felonies and misdemeanors (minor crimes). Generally, most felony convictions result in lengthy prison sentences as well as subsequent probation, large fines, and orders to pay restitution directly to victims; while misdemeanors may lead to a year or less in jail and a substantial fine. To simplify the prosecution of traffic violations and other relatively minor crimes, some states have added a third level, infractions. These may result in fines and sometimes the loss of one's driver's license, but no jail time.", "targets": "What is a third level of crime that some states have adopted?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9289c15eaa24fd4a6829186a0f9b59d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the pope as to all his predecessors, marital relations are much more than a union of two people. They constitute a union of the loving couple with a loving God, in which the two persons create a new person materially, while God completes the creation by adding the soul. For this reason, Paul VI teaches in the first sentence of Humanae vitae that the transmission of human life is a most serious role in which married people collaborate freely and responsibly with God the Creator. This divine partnership, according to Paul VI, does not allow for arbitrary human decisions, which may limit divine providence. The Pope does not paint an overly romantic picture of marriage: marital relations are a source of great joy, but also of difficulties and hardships. The question of human procreation exceeds in the view of Paul VI specific disciplines such as biology, psychology, demography or sociology. The reason for this, according to Paul VI, is that married love takes its origin from God, who \"is love\". From this basic dignity, he defines his position:", "targets": "According to Paul VI  to whom are a  man and woman in union with besides each other?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9289c15eaa24fd4a6829186a0f9b59d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the pope as to all his predecessors, marital relations are much more than a union of two people. They constitute a union of the loving couple with a loving God, in which the two persons create a new person materially, while God completes the creation by adding the soul. For this reason, Paul VI teaches in the first sentence of Humanae vitae that the transmission of human life is a most serious role in which married people collaborate freely and responsibly with God the Creator. This divine partnership, according to Paul VI, does not allow for arbitrary human decisions, which may limit divine providence. The Pope does not paint an overly romantic picture of marriage: marital relations are a source of great joy, but also of difficulties and hardships. The question of human procreation exceeds in the view of Paul VI specific disciplines such as biology, psychology, demography or sociology. The reason for this, according to Paul VI, is that married love takes its origin from God, who \"is love\". From this basic dignity, he defines his position:", "targets": "What does God contribute to a married couple's child?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9289c15eaa24fd4a6829186a0f9b59d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the pope as to all his predecessors, marital relations are much more than a union of two people. They constitute a union of the loving couple with a loving God, in which the two persons create a new person materially, while God completes the creation by adding the soul. For this reason, Paul VI teaches in the first sentence of Humanae vitae that the transmission of human life is a most serious role in which married people collaborate freely and responsibly with God the Creator. This divine partnership, according to Paul VI, does not allow for arbitrary human decisions, which may limit divine providence. The Pope does not paint an overly romantic picture of marriage: marital relations are a source of great joy, but also of difficulties and hardships. The question of human procreation exceeds in the view of Paul VI specific disciplines such as biology, psychology, demography or sociology. The reason for this, according to Paul VI, is that married love takes its origin from God, who \"is love\". From this basic dignity, he defines his position:", "targets": "Who is considered to be love?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9289c15eaa24fd4a6829186a0f9b59d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the pope as to all his predecessors, marital relations are much more than a union of two people. They constitute a union of the loving couple with a loving God, in which the two persons create a new person materially, while God completes the creation by adding the soul. For this reason, Paul VI teaches in the first sentence of Humanae vitae that the transmission of human life is a most serious role in which married people collaborate freely and responsibly with God the Creator. This divine partnership, according to Paul VI, does not allow for arbitrary human decisions, which may limit divine providence. The Pope does not paint an overly romantic picture of marriage: marital relations are a source of great joy, but also of difficulties and hardships. The question of human procreation exceeds in the view of Paul VI specific disciplines such as biology, psychology, demography or sociology. The reason for this, according to Paul VI, is that married love takes its origin from God, who \"is love\". From this basic dignity, he defines his position:", "targets": "From whom is married love generated?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-d9289c15eaa24fd4a6829186a0f9b59d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "To the pope as to all his predecessors, marital relations are much more than a union of two people. They constitute a union of the loving couple with a loving God, in which the two persons create a new person materially, while God completes the creation by adding the soul. For this reason, Paul VI teaches in the first sentence of Humanae vitae that the transmission of human life is a most serious role in which married people collaborate freely and responsibly with God the Creator. This divine partnership, according to Paul VI, does not allow for arbitrary human decisions, which may limit divine providence. The Pope does not paint an overly romantic picture of marriage: marital relations are a source of great joy, but also of difficulties and hardships. The question of human procreation exceeds in the view of Paul VI specific disciplines such as biology, psychology, demography or sociology. The reason for this, according to Paul VI, is that married love takes its origin from God, who \"is love\". From this basic dignity, he defines his position:", "targets": "What type of relations did Paul VI's Humanae VItae discuss?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f63060e95546b6b6973ecff0332a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the end of the 1990s and into the 2000s, producers such as Daft Punk, Stardust, Cassius, St. Germain and DJ Falcon began producing a new sound out of Paris's house scene. Together, they laid the groundwork for what would be known as the French house movement. By combining the harder-edged-yet-soulful philosophy of Chicago house with the melodies of obscure funk, state-of-the-art production techniques and the sound of analog synthesizers, they began to create the standards that would shape all house music.", "targets": "Daft Punk began producing a new sound out of what european city?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f63060e95546b6b6973ecff0332a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the end of the 1990s and into the 2000s, producers such as Daft Punk, Stardust, Cassius, St. Germain and DJ Falcon began producing a new sound out of Paris's house scene. Together, they laid the groundwork for what would be known as the French house movement. By combining the harder-edged-yet-soulful philosophy of Chicago house with the melodies of obscure funk, state-of-the-art production techniques and the sound of analog synthesizers, they began to create the standards that would shape all house music.", "targets": "When did Daft Punk begin producing a new sound?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-72f63060e95546b6b6973ecff0332a92", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Towards the end of the 1990s and into the 2000s, producers such as Daft Punk, Stardust, Cassius, St. Germain and DJ Falcon began producing a new sound out of Paris's house scene. Together, they laid the groundwork for what would be known as the French house movement. By combining the harder-edged-yet-soulful philosophy of Chicago house with the melodies of obscure funk, state-of-the-art production techniques and the sound of analog synthesizers, they began to create the standards that would shape all house music.", "targets": "Daft Punk, Stardust, Cassius, St. Germain, and DJ Falcon all came from what scene?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-3b64e1d1f6f244dba57b026313d37dec", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "In Australia, the Prime Minister is expected to step down if s/he loses the majority support of his/her party under a spill motion as have many such as Tony Abbott, Julia Gillard and Kevin Rudd.", "targets": "What process signals the need for the prime minister to resign in Australia?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-708c236d646042978c05c2f168f9c5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon returned to Paris and found that both the legislature and the people had turned against him. Realizing his position was untenable, he abdicated on 22 June in favour of his son. He left Paris three days later and settled at Josephine's former palace in Malmaison (on the western bank of the Seine about 17 kilometres (11 mi) west of Paris). Even as Napoleon travelled to Paris, the Coalition forces crossed the frontier swept through France (arriving in the vicinity of Paris on 29 June), with the stated intent on restoring Louis XVIII to the French throne.", "targets": "Where did Napoleon return and find that the populace and government had turned against him?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-708c236d646042978c05c2f168f9c5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon returned to Paris and found that both the legislature and the people had turned against him. Realizing his position was untenable, he abdicated on 22 June in favour of his son. He left Paris three days later and settled at Josephine's former palace in Malmaison (on the western bank of the Seine about 17 kilometres (11 mi) west of Paris). Even as Napoleon travelled to Paris, the Coalition forces crossed the frontier swept through France (arriving in the vicinity of Paris on 29 June), with the stated intent on restoring Louis XVIII to the French throne.", "targets": " On what date did Napoleon abdicate?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-708c236d646042978c05c2f168f9c5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon returned to Paris and found that both the legislature and the people had turned against him. Realizing his position was untenable, he abdicated on 22 June in favour of his son. He left Paris three days later and settled at Josephine's former palace in Malmaison (on the western bank of the Seine about 17 kilometres (11 mi) west of Paris). Even as Napoleon travelled to Paris, the Coalition forces crossed the frontier swept through France (arriving in the vicinity of Paris on 29 June), with the stated intent on restoring Louis XVIII to the French throne.", "targets": " How many days after his abdication did Napoleon leave Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-708c236d646042978c05c2f168f9c5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon returned to Paris and found that both the legislature and the people had turned against him. Realizing his position was untenable, he abdicated on 22 June in favour of his son. He left Paris three days later and settled at Josephine's former palace in Malmaison (on the western bank of the Seine about 17 kilometres (11 mi) west of Paris). Even as Napoleon travelled to Paris, the Coalition forces crossed the frontier swept through France (arriving in the vicinity of Paris on 29 June), with the stated intent on restoring Louis XVIII to the French throne.", "targets": " On what date did the Coalition forces arrive near Paris?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-708c236d646042978c05c2f168f9c5db", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "Napoleon returned to Paris and found that both the legislature and the people had turned against him. Realizing his position was untenable, he abdicated on 22 June in favour of his son. He left Paris three days later and settled at Josephine's former palace in Malmaison (on the western bank of the Seine about 17 kilometres (11 mi) west of Paris). Even as Napoleon travelled to Paris, the Coalition forces crossed the frontier swept through France (arriving in the vicinity of Paris on 29 June), with the stated intent on restoring Louis XVIII to the French throne.", "targets": " When Napoleon left Paris, he went to the palace formerly belonging to whom?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd34c418d1f94e24a15c57edb644c43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hoppings, reputedly the largest travelling fair in Europe, takes place on Newcastle Town Moor every June. The event has its origins in the Temperance Movement during the early 1880s and coincides with the annual race week at High Gosforth Park. Newcastle Community Green Festival, which claims to be the UK's biggest free community environmental festival, also takes place every June, in Leazes Park. The Northern Rock Cyclone, a cycling festival, takes place within, or starting from, Newcastle in June. The Northern Pride Festival and Parade is held in Leazes Park and in the city's Gay Community in mid July. The Ouseburn Festival, a family oriented weekend festival near the city centre, incorporating a \"Family Fun Day\" and \"Carnival Day\", is held in late July.", "targets": "What is the largest traveling fair in Europe?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd34c418d1f94e24a15c57edb644c43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hoppings, reputedly the largest travelling fair in Europe, takes place on Newcastle Town Moor every June. The event has its origins in the Temperance Movement during the early 1880s and coincides with the annual race week at High Gosforth Park. Newcastle Community Green Festival, which claims to be the UK's biggest free community environmental festival, also takes place every June, in Leazes Park. The Northern Rock Cyclone, a cycling festival, takes place within, or starting from, Newcastle in June. The Northern Pride Festival and Parade is held in Leazes Park and in the city's Gay Community in mid July. The Ouseburn Festival, a family oriented weekend festival near the city centre, incorporating a \"Family Fun Day\" and \"Carnival Day\", is held in late July.", "targets": "When does the largest traveling fair in Europe take place?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd34c418d1f94e24a15c57edb644c43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hoppings, reputedly the largest travelling fair in Europe, takes place on Newcastle Town Moor every June. The event has its origins in the Temperance Movement during the early 1880s and coincides with the annual race week at High Gosforth Park. Newcastle Community Green Festival, which claims to be the UK's biggest free community environmental festival, also takes place every June, in Leazes Park. The Northern Rock Cyclone, a cycling festival, takes place within, or starting from, Newcastle in June. The Northern Pride Festival and Parade is held in Leazes Park and in the city's Gay Community in mid July. The Ouseburn Festival, a family oriented weekend festival near the city centre, incorporating a \"Family Fun Day\" and \"Carnival Day\", is held in late July.", "targets": "What movement did the fair held in June have its origins in?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd34c418d1f94e24a15c57edb644c43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hoppings, reputedly the largest travelling fair in Europe, takes place on Newcastle Town Moor every June. The event has its origins in the Temperance Movement during the early 1880s and coincides with the annual race week at High Gosforth Park. Newcastle Community Green Festival, which claims to be the UK's biggest free community environmental festival, also takes place every June, in Leazes Park. The Northern Rock Cyclone, a cycling festival, takes place within, or starting from, Newcastle in June. The Northern Pride Festival and Parade is held in Leazes Park and in the city's Gay Community in mid July. The Ouseburn Festival, a family oriented weekend festival near the city centre, incorporating a \"Family Fun Day\" and \"Carnival Day\", is held in late July.", "targets": "What type of festival is The Northern Rock Cyclone?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-bd34c418d1f94e24a15c57edb644c43d", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "The Hoppings, reputedly the largest travelling fair in Europe, takes place on Newcastle Town Moor every June. The event has its origins in the Temperance Movement during the early 1880s and coincides with the annual race week at High Gosforth Park. Newcastle Community Green Festival, which claims to be the UK's biggest free community environmental festival, also takes place every June, in Leazes Park. The Northern Rock Cyclone, a cycling festival, takes place within, or starting from, Newcastle in June. The Northern Pride Festival and Parade is held in Leazes Park and in the city's Gay Community in mid July. The Ouseburn Festival, a family oriented weekend festival near the city centre, incorporating a \"Family Fun Day\" and \"Carnival Day\", is held in late July.", "targets": "Which festival is held in Newcastle's Gay Community in mid-July?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8274f32372c14f5aa232bce3a7fac771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven state parks within the confines of New York City, including Clay Pit Ponds State Park Preserve, a natural area which includes extensive riding trails, and Riverbank State Park, a 28-acre (110,000 m2) facility that rises 69 feet (21 m) over the Hudson River.", "targets": "How many state parks exist in New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8274f32372c14f5aa232bce3a7fac771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven state parks within the confines of New York City, including Clay Pit Ponds State Park Preserve, a natural area which includes extensive riding trails, and Riverbank State Park, a 28-acre (110,000 m2) facility that rises 69 feet (21 m) over the Hudson River.", "targets": "How large is Riverbank State Park in acres?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8274f32372c14f5aa232bce3a7fac771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven state parks within the confines of New York City, including Clay Pit Ponds State Park Preserve, a natural area which includes extensive riding trails, and Riverbank State Park, a 28-acre (110,000 m2) facility that rises 69 feet (21 m) over the Hudson River.", "targets": "How many meters is Riverbank State Park elevated above the Hudson River?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8274f32372c14f5aa232bce3a7fac771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven state parks within the confines of New York City, including Clay Pit Ponds State Park Preserve, a natural area which includes extensive riding trails, and Riverbank State Park, a 28-acre (110,000 m2) facility that rises 69 feet (21 m) over the Hudson River.", "targets": "How many New York state parks are within New York City?"}
{"task_name": "task074_squad1.1_question_generation", "id": "task074-8274f32372c14f5aa232bce3a7fac771", "definition": "This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.", "inputs": "There are seven state parks within the confines of New York City, including Clay Pit Ponds State Park Preserve, a natural area which includes extensive riding trails, and Riverbank State Park, a 28-acre (110,000 m2) facility that rises 69 feet (21 m) over the Hudson River.", "targets": "Riverbank State park's highest point is how high above the Hudson River?"}